K To 12 MELCS With CG Codes

1
Kto 12
Most Essential Learning Competencies
With Corresponding CG Codes
Department of Education
Curriculum and Instruction Strand
2
3
4
5
6
Grade Level: Kindergarten
Quarter Content Standards Performance Standards Most Essential Learning Duration Code
Competencies
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang sarili a) Week 1 SEKPSE-00-1
ng pag-unawa sa sariling nakapagpapamalas ng pangalan at apelyido b) SEKPSE-Ia-1.1
ugali at damdamin. kakayahang kontrolin ang kasarian SEKPSE-Ib-1.2
sariling damdamin at pag- c) gulang/kapanganakan SEKPSE-Ic-1.3
uugali, gumawa ng desisyon at d) 1.4 gusto/di-gusto SEKPSE-IIc-1.4
magtagumpay sa kanyang • Use the proper LLKVPD-Ia-13
mga gawain expression in
introducing oneself
e.g., I am/My name is
Ang bata ay nagkakaroon Ang bata ay Week 2

ng pag-unawa sa sariling nakapagpapamalas ng SEKPSE-If-3
• Nasasabi ang mga sariling
ugali at damdamin. kakayahang kontrolin ang
pangangailangan nang
sariling damdamin at pag-
walang pag-aalinlangan
uugali, gumawa ng desisyon at
magtagumpay sa kanyang
1st mga Gawain
Ang bata ay nagkakaroon ng Ang bata ay

• Nakasusunod sa mga
pag-unawa sa konsepto ng nakapagpapamalas ng
itinakdang tuntunin at
mga sumusunod na batayan tamang pagkilos sa lahat ng SEKPSE-IIa-4
gawain (routines) sa
upang lubos na pagkakataon na may
paaralan at silid-aralan
mapahalagahan ang sarili: paggalang at pagsasaalang-
1. Disiplina alang sa sarili at sa iba
The child demonstrates an The child shall be able to • Sort and classify Week 3 MKSC-00-6
understanding of objects manipulate objects based objects according to one
in the environment have on properties or attributes attribute/property
properties or attributes (shape, color, size,
(e.g., color, size, shapes, function/use)
and functions) and that
objects can be
Competencies
manipulated based on
these properties and
attributes
The child demonstrates an

understanding of letter
representation of sounds The child shall be able to • Trace, copy, and write
– that letters as symbols identify the letter names different strokes: LLKH-00-6
have names and distinct and sounds scribbling (free hand),
sounds straight lines, slanting
lines, combination of
straight and slanting
lines, curves,
combination of straight
and curved and zigzag
Ang bata ay nagkakaroon Ang bata ay • Naisakikilos ang SEKPSE-If-2
ng pag-unawa sa sariling nakapagpapamalas ng sariling kakayahan sa
ugali at damdamin kakayahang kontrolin ang iba’t ibang paraan, hal.
sariling damdamin at pag- pag-awit, pagsayaw, at
uugali, gumawa ng desisyon at iba pa
magtagumpay sa kanyang
mga Gawain
Week 4
The child The child shall be able to
demonstrates an actively listen to the sounds
understanding of around him/her and is • Identify the letter, LLKVPD-00-6
similarities and attentive to make judgments number, or word that is
differences in what and respond accordingly different in a group
he/she can see
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang mga SEKPSE-00-11
ng pag-unawa sa sariling nakapagpapamalas ng pangunahing emosyon
Week 5
ugali at damdamin kakayahang kontrolin ang (tuwa, takot, galit, at
sariling damdamin at pag- lungkot)
Competencies
uugali, gumawa ng desisyon
at magtagumpay sa kanyang
mga Gawain
The child demonstrates an The child shall be able to

understanding of similarities critically observes and • Tell which two letters,
and makes sense of things numbers, or words in a LLKVPD-Ie-4
differences in what he/she around him/her group are the same
can see
The child demonstrates an The child shall be able to • Recognize symmetry MKSC-00-11
understanding of Objects describe and compare 2- (own body, basic
can be 2-dimensional or 3- dimensional and 3- shapes)
dimensional dimensional objects

understanding of body parts
Week 6
and their uses The child shall be able to take
care of oneself and the • Identify one’s basic PNEKBS-Id-1
environment and able to solve body parts
problems encountered within
the context of everyday living
The child demonstrates an The child shall be able to • Tell the function of PNEKBS-Id-2
understanding of body take care of oneself and the each basic body part
parts and their uses environment and able to solve
Week 7
problems encountered within • Demonstrate PNEKBS-Ic-3
the context of everyday living movements using
different body parts
The child demonstrates an The child shall be able to • Name the five senses PNEKBS-Ic-4
understanding of body take care of oneself and the and their
Week 8
parts and their uses environment and able to solve corresponding body
problems encountered parts
Competencies
within the context of
everyday living
The child demonstrates an The child shall be able to • Identify one’s basic PNEKBS-Ii-8
understanding of body take care of oneself and the needs and ways to care
parts and their uses environment and able to solve for one’s body
Week 9
The child demonstrates an The child shall be able to take • Practice ways to care PNEKBS-Ii-9
understanding of body parts care of oneself and the for one’s body
and their uses environment and able to solve
Week 10

ng pag-unawa sa konsepto nakapagpapamalas ng
ng pamilya, paaralan at pagmamalaki at kasiyahang
komunidad bilang kasapi makapagkuwento ng sariling • Natutukoy na may KMKPPam-00-1
nito karanasan bilang kabahagi pamilya ang bawat isa
ng pamilya, paaralan at
komunidad

nd
2 ng pag-unawa sa konsepto nakapagpapamalas ng
• Natutukoy kung sino-
komunidad bilang kasapi makapagkuwento ng sariling KMKPPam-00-2
sino ang bumubuo ng pamilya
nito karanasan bilang kabahagi
komunidad
Ang bata ay nagkakaroon Ang bata ay • Nailalarawan kung Week 3 KMKPPam-00-3
ng pag-unawa sa konsepto nakapagpapamalas ng paano nagkakaiba at
ng pamilya, paaralan at pagmamalaki at kasiyahang nagkakatulad ang bawat
makapagkuwento ng sariling pamilya
Competencies
komunidad bilang kasapi karanasan bilang kabahagi
nito ng pamilya, paaralan at
komunidad
Ang bata ay nagkakaroon Ang bata ay Week 4 KMKPPam-00-5
• Naipakikita ang
pagmamahal sa mga kasapi
komunidad bilang kasapi makapagkuwento ng sariling
ng pamilya at sa
nakatatanda sa
pamamagitan ng: 4.1
komunidad
pagsunod nang maayos sa
mga utos/kahilingan 4.2
pagmamano/paghalik 4.3
paggamit ng magagalang
na pagbati/pananalita 4.4
pagsasabi ng mga salitang
may pagmamahal (I love you
Papa/Mama) 4.5 pagsasabi
ng “Hindi ko po sinasadya “,
”Salamat po”, “Walang
anuman”, kung
kinakailangan 4.6
pakikinig sa mungkahi ng
mga magulang at iba pang
kaanak 4.7 pagpapakita ang
interes sa iniisip at ginagawa
ng mga nakatatanda at iba
The child shall be able to
pang miyembro ng pamilya LLKAK-Ih-3
The child demonstrates an identify the letter names
understanding of letter and sounds
• Identify the letters of
representation of sounds
– that letters as symbols the alphabet (mother
tongue, orthography)
have names and distinct
sounds
Competencies
The child demonstrates an The child shall be able to • Name the places and Week 5 LLKV-00-8
understanding of acquiring actively engage in meaningful the things found in the
new words/ widening conversation with peers and classroom, school and
his/her vocabulary links to adults using varied spoken community
his/her experiences vocabulary

understanding of objects manipulate objects based on
in the environment have properties or attributes • Tell that the quantity of
properties or attributes a set of objects does not MKSC-00-23
(e.g., color, size, shapes, change even though the
and functions) and that arrangement has
objects can be changed (i.e., the child
manipulated based on should be able to tell
these properties and that one set of counters
attributes placed in one-to-one
correspondence and
then rearranged still has
the same quantity)
The child demonstrates an The child shall be able to • Give the names of Week 6 LLKV-00-6
understanding of acquiring actively engage in meaningful family members, school
new words/ widening conversation with peers and personnel, and community
his/her vocabulary links to adults using varied spoken helpers, and the roles they play/
his/her experiences vocabulary jobs they do/things they use

understanding of increasing confidently speaks and
his/her conversation skills expresses his/her feelings • Talk about family LLKOL-00-5
and ideas in words that members, pets, toys, foods,
make sense or members of the
Competencies
community using various
appropriate descriptive words
The child demonstrates an The child shall be able to • Use polite greetings Week 7 LLKOL-Ia-1
understanding of confidently speaks and and courteous
increasing his/her expresses his/her feelings expressions in
conversation skills and ideas in words that appropriate situations
make sense 1.1 Good
Morning/Afternoon
1.2 Thank You/You’re
Welcome
1.3 Excuse Me/I’m
Sorry 1.4 Please…./May
I…..
The child demonstrates an The child shall be able to • Talk about Week 8 LLKOL-Ic-15
understanding of confidently speaks and likes/dislikes (foods,
increasing his/her expresses his/her feelings pets, toys, games,
conversation skills and ideas in words that friends, places)
make sense
understanding of increasing The child shall be able to • Talk about family LLKOL-00-5
his/her conversation skills confidently speaks and members, pets, toys,
expresses his/her feelings foods, or members of
and ideas in words that the community using
make sense various appropriate
descriptive words
The child demonstrates an The child shall be able to • Tell and describe the Week 9
understanding of different talk about how to adapt to different kinds of PNEKE-00-1
types of weather and the different kinds of weather (sunny, rainy,
changes that occur in the weather and care for the cloudy, stormy, windy)
environment environment

understanding of different The child shall be able to talk
types of weather and about how to adapt to • Observe and record
Competencies
changes that occur in the the different kinds of the weather daily (as
environment weather and care for the part of the opening PNEKE-00-1
environment routine)
The child demonstrates an The child shall be able to • Identify what we Week 10 PNEKE-00-2
understanding of different talk about how to adapt to wear and use for each
types of weather and the different kinds of kind of weather
changes that occur in the weather and care for the

understanding of different The child shall be able to talk
types of weather and about how to adapt to the • Observe safety PNEKE-00-6
changes that occur in the different kinds of weather practices in different
environment and care for the kinds of weather
environment
understanding of letter
representation of sounds The child shall be able to
– that letters as symbols identify the letter names
have names and distinct and sounds • Trace, copy, and write
sounds the letters of the LLKH-00-3
alphabet: straight lines
(A,E,F,H,I L,T),
and slanting lines (K, M,N,
V, W, X, Y, Z),
The child demonstrates an and curved lines (B, C,
understanding of letter D, G, J, O, P, Q, R, S, U),
representation of sounds rounded strokes with
– that letters as symbols The child shall be able to loops
have names and distinct identify the letter names
sounds and sounds • Write one’s given
name LLKH-00-5
Competencies
The child demonstrates an The child shall be able to use • Tell the names of the Week 1 MKME-00-8
understanding of concepts arbitrary measuring days in a week, months in
of size, length, weight, time, tools/means to determine a year
and money size, length, weight of things
around him/her, time
(including his/her own
schedule)
Ang bata ay nagkakaroon ng Ang bata ay

pag-unawa sa konsepto ng nakapagpapamalas ng
pamilya, paaralan at pagmamalaki at kasiyahang • Nakikilala ang mga KMKPKom-00-2
komunidad bilang kasapi makapagkuwento ng sariling taong nakatutulong sa
nito karanasan bilang kabahagi komunidad hal. guro,
ng pamilya, paaralan at bombero, pulis, at iba
komunidad pa
3rd ng pag-unawa sa konsepto nakapagpapamalas ng
ng pamilya, paaralan at pagmamalaki at kasiyahang • Natutukoy ang iba’t
komunidad bilang kasapi makapagkuwento ng sariling ibang lugar sa KMKPKom-00-3
nito karanasan bilang kabahagi komunidad
komunidad
• Naikukuwento ang mga
naging karanasan bilang
komunidad bilang kasapi makapagkuwento ng sariling KMKPKom-00-6
kasapi ng komunidad
komunidad
Ang bata ay nagkakaroon Ang bata ay • Nabibigyang-pansin Week 4 SKPK-00-2
ng pag-unawa sa nakapagpapamalas ng ang linya, kulay, hugis
kahalagahan at kagandahan kakayahang magmasid at at tekstura ng
ng kapaligiran magagandang bagay
Competencies
magpahalaga sa ganda ng na: a. makikita sa
kapaligiran kapaligiran tulad ng
sanga ng puno, dibuho sa
ugat, dahon, kahoy;
bulaklak, halaman,
bundok, ulap, bato,
kabibe, at iba pa b. gawa
ng tao tulad ng mga
sariling gamit, laruan,
bote, sasakyan, gusali
The child demonstrates an The child shall be able to • Identify sequence of Week 5 MKSC-00-9
understanding of objects manipulate objects based on events (before, after,
in the environment have properties or attributes first, next, last)
properties or attributes
(e.g., color, size, shapes,
and functions) and that
objects can be
manipulated based on
these properties and
attributes

understanding of objects
in the environment have The child shall be able to
properties or attributes manipulate objects based on • Arrange objects one MKSC-00-10
(e.g., color, size, shapes, properties or attributes after another in a
and functions) and that series/sequence
objects can be according to a given
manipulated based on attribute (size, length)
these properties and and describe their
attributes relationship
(big/bigger/biggest or
long/longer/longest)
Competencies
The child demonstrates an The child shall be able to Week 6
understanding of the perform simple addition and
sense of quantity and subtraction of up to 10 objects
numeral relations, that or pictures/drawings • Rote count up to 20
addition results in increase MKSC-00-12
and subtraction results in
decrease
understanding of the perform simple addition and
• Count objects with
sense of quantity and subtraction of up to 10 objects
one-to-one
numeral relations, that or pictures/drawings MKC-00-7
correspondence up to
addition results in increase
quantities of 10
and subtraction results in
decrease
The child demonstrates an The child shall be able to • Tell that the quantity Week 8 MKSC-00-23
understanding of objects manipulate objects based on of a set of objects does
in the environment have properties or attributes not change even though
properties or attributes the arrangement has
(e.g., color, size, shapes, changed (i.e., the child
and functions) and that should be able to tell
objects can be that one set of counters
manipulated based on placed in one-to-one
these properties and correspondence and then
attributes rearranged still
has the same quantity)
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang Week 9 KPKPKK-Ih-3

ng pag-unawa sa nakapagpapamalas ng kahalagahan ng mga
kakayahang pangalagaan pagsasagawa ng mga tuntunin: pag-iwas sa
ang sariling kalusugan at pangunahing kasanayan ukol paglalagay ng maliit na
kaligtasan sa pansariling kalinisan sa bagay sa bibig, ilong, at
pang-araw-araw na tainga, hindi paglalaro ng
pamumuhay at posporo, maingat
na paggamit ng
Competencies
pangangalaga para sa matutulis/matatalim na
sariling kaligtasan bagay tulad ng kutsilyo,
tinidor, gunting, maingat
na pag-akyat
at pagbaba sa hagdanan,
pagtingin sa kaliwa’t
kanan bago tumawid sa
daan, pananatiling
kasama ng nakatatanda
kung nasa sa matataong
lugar
Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang Week 10 KPKPKK-Ih-3
ng pag-unawa sa nakapagpapamalas ng kahalagahan ng mga
kakayahang pangalagaan pagsasagawa ng mga tuntunin: pag-iwas sa
ang sariling kalusugan at pangunahing kasanayan ukol paglalagay ng maliit na
kaligtasan sa pansariling kalinisan sa bagay sa bibig, ilong, at
pang-araw-araw na tainga, hindi paglalaro ng
pamumuhay at pangangalaga posporo, maingat
para sa sariling kaligtasan na paggamit ng
matutulis/matatalim na
bagay tulad ng kutsilyo,
tinidor, gunting, maingat
na pag-akyat
at pagbaba sa hagdanan,
pagtingin sa kaliwa’t
kanan bago tumawid sa
daan, pananatiling
kasama ng nakatatanda
kung nasa sa matataong
lugar
The child demonstrates an The child shall be able to • Name common Week 1 PNEKA-Ie-1
understanding of communicate the usefulness animals
4th
characteristics and needs of animals and practice ways • Observe, describe, and PNEKA-IIIh-2
to care for them examine common
Competencies
of animals and how they animals using their
grow senses
• Identify the needs of PNEKA-III g-5
animals
• Identify ways to care PNEKA-III g-6
for animals
• Identify and describe PNEKA-III g-7
how animals can be
useful
The child demonstrates an The child shall be able to • Name common plants Week 2 PNEKP-IIa-7
understanding of communicate the usefulness • Observe, describe, and
characteristics and growth of plants and practice ways to examine common plants PNEKP-IIb-1
of common plants care for them using their senses
• Group plants
according to certain
characteristics, e.g., PNEKP-IIb-8
parts, kind, habitat
• Identify needs of plants
and ways to care for
plants PNEKP-IIb-2
• Identify and describe
how plants can be useful
PNEKP-IIIf-4
The child demonstrates an The child shall be able to • Classify objects Week 3 PNEKPP-00-1
understanding of physical work with objects and according to observable
properties and movement materials safely and properties like size, color,
of objects appropriately shape, texture, and
weight)
The child demonstrates an The child shall be able to Week 4 PNEKE-00-4
• Identify simple ways
understanding of physical work with objects and
of taking care of the
properties and movement materials safely and
environment
of objects appropriately
Competencies
The child demonstrates an The child shall be able to Week 5 PNEKE-00-5
• Explore simple cause-
understanding of different talk about how to adapt to
and-effect relationships in
types of weather and the different kinds of
familiar events and
changes that occur in the weather and care for the
situations
The child demonstrates an The child shall be able to use Week 6
understanding of concepts arbitrary measuring MKME-00-6
• Recognize and name
of size, length, weight, time, tools/means to determine
the hour and minute
and money size, length, weight of things
hands in a clock
around him/her, time
• Tell time by the hour
(including his/her own MKME-00-7
schedule)
The child demonstrates an The child shall be able to • Identify the number Week 7
understanding of the perform simple addition and that comes before, MKC-00-5
sense of quantity and subtraction of up to 10 objects after, or in between
numeral relations, that or pictures/drawings • Arrange three
addition results in increase numbers from least to
and subtraction results in greatest/ greatest to MKC-00-6
decrease least
The child demonstrates an The child shall be able to • Recognize the words Week 8 MKAT-00-26
understanding of the perform simple addition and “put together,” “add
sense of quantity and subtraction of up to 10 objects to,” and “in all” that
numeral relations, that or pictures/drawings indicate the act of adding
addition results in increase whole numbers
and subtraction results in • Recognize the words
decrease “take away,” “less,” and
“are left” that indicate the
act of subtracting whole
numbers MKAT-00-4
The child demonstrates an The child shall be able to • Add quantities up to Week 9
understanding of the perform simple addition and 10 using concrete
sense of quantity and subtraction of up to 10 objects objects MKAT-00-8
numeral relations, that or pictures/drawings • Subtract quantities up
addition results in to 10 using concrete
Competencies
increase and subtraction objects MKAT-00-9
results in decrease
understanding of the perform simple addition and • Write addition and
sense of quantity and subtraction of up to 10 objects subtraction number
numeral relations, that or pictures/drawings sentences using MKAT-00-10
addition results in increase concrete
and subtraction results in representations
decrease
Grade Level: Grade 1
Subject: Araling Panlipunan
Quarter Content Standard Performance

Standard Most Essential Learning Duration
K to 12 CG Code
Competencies
Ang mag-aaral ay… Ang mag-aaral ay…
1st naipamamalas ang pag- buong pagmamalaking Nasasabi ang batayang Week 1
unawa sa kahalagahan ng nakapagsasalaysay ng impormasyon tungkol sa sarili:
pagkilala sa sarili bilang kwento tungkol sa pangalan, magulang, kaarawan,
Pilipino gamit ang konsepto sariling katangian at edad, tirahan, paaralan, iba pang
ng pagpapatuloy at pagkakakilanlan pagkakakilanlan at mga
pagbabago bilang katangian bilang Pilipino
Pilipino sa malikhaing Nailalarawan ang pansariling Week 2
Pamamaraan pangangailan: pagkain, kasuotan at
iba pa at mithiin para sa Pilipinas
*Natutukoy ang mga Week 3-4

mahahalagang pangyayari at
pagbabago sa buhay simula isilang
hanggang sa kasalukuyang edad
gamit ang mga larawan at timeline
* Nakapaghihinuha ng konsepto Week 5- 6 AP1NAT-If- 10

ng pagpapatuloy at pagbabago sa
pamamagitan ng pagsasaayos ng
mgalarawan ayon sa pagkakasunod-
sunod
Naihahambing ang sariling Week 7
kwento o karanasan sa buhay sa
kwento at karanasan ng mga
kamag- aral ibang miyembro ng
pamilya gaya ng mga kapatid, mga
magulang (noong sila ay nasa
parehong edad), mga pinsan, at
iba pa; o mga
K to 12 CG Code
Competencies
kapitbahay
Naipagmamalaki ang sariling Week 8 AP1NAT-Ij- 14
pangarap o ninanais sa
pamamagitan ng mga malikhaing
pamamamaraan
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang konsepto ng Week 1
naipamamalas ang pag- unawa at buong pamilya batay sa bumubuo nito
pagpapahalaga sa sariling pamilya pagmamalaking (ie. two- parent family, single-
at mga kasapi nito at bahaging nakapagsasaad ng parent family, extended family)
ginagampanan ng bawat isa kwento ng sariling
pamilya at bahaging
ginagampanan ng *Nailalarawan ang sariling Week 2 AP1PAM- IIa-3
bawat kasapi nito sa pamilya batay sa: (a)
malikhaing komposisyon (b) kaugalian at
pamamaraan paniniwala (c ) pinagmulan at (d)
tungkulin at karapatan ng bawat
kasapi
Nasasabi ang kahalagahan ng Week 3
bawat kasapi ng pamilya
Nailalarawan ang mga Week 4
mahahalagang pangyayari sa
buhay ng pamilya sa pamamagitan
ng timeline/family tree
*Napahahalagahan ang kwento Week 5/6

ng sariling pamilya.
Nakagagawa ng wastong pagkilos Week 7
sa pagtugon sa mga alituntunin
ng pamilya
Nakabubuo ng konklusyon Week 8 AP1PAM- IIh-23
tungkol sa mabuting pakikipag-
K to 12 CG Code
Competencies
ugnayan ng sariling pamilya sa
iba pang pamilya sa lipunang
Pilipino.
3rd Ang mag-aaral ay… Ang mag-aaral ay… Nasasabi ang mga batayang Week 1-2 AP1PAA- IIIa-1
impormasyon tungkol sa sariling
naipamamalas ang pag- unawa sa buong paaralan: pangalan nito (at bakit
kahalagahan ng pagkilala ng mga pagmamalaking ipinangalan ang paaralan sa taong
batayang impormasyon ng pisikal nakapagpapahayag ito), lokasyon, mga bahagi nito,
na kapaligiran ng sariling paaralan ng pagkilala at taon ng pagkakatatag at ilang taon
at ng mga taong bumubuo dito na pagpapahalaga sa na ito, at mga
nakakatulong sa paghubog ng sariling paaralan pangalan ng gusali o silid (at bakit
kakayahan ng bawat batang mag- ipinangalan sa mga taong ito)
aaral Nasasabi ang epekto ng pisikal na Week 3
kapaligiran sa sariling pag-aaral
(e.g. mahirap mag-aaral kapag
maingay, etc)
Nailalarawan ang mga tungkuling Week 4-5 AP1PAA- IIIb-4
ginagampanan ng mga taong
bumubuo sa paaralan (e.g.
punong guro, guro, mag-aaral,
doktor at nars, dyanitor, etc
Naipaliliwanag ang kahalagahan Week 6
ng paaralan sa sariling buhay at sa
pamayanan o komunidad.
Nabibigyang-katwiran ang Week 7
pagtupad sa mga alituntunin ng
paaralan
*Nakalalahok sa mga gawain at Week 8
pagkilos na nagpapamalas ng
pagpapahalaga sa sariling
paaralan (eg. Brigada Eskwela)
K to 12 CG Code
Competencies
4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang konsepto ng Week 1
naipamamalas ang pag- unawa 1. nakagagamit ang distansya at diresyon at ang
sa konsepto ng distansya sa konsepto ng gamit nito sa pagtukoy ng
paglalarawan ng sariling distansya sa lokasyon
kapaligirang ginagalawan tulad paglalarawan ng Nakagagawa ng payak na mapa Week 2 AP1KAP- IVb-4
ng tahanan at paaralan at ng pisikal na ng loob at labas ng tahanan
kahalagahan ng Kapaligirang
pagpapanatili at Ginagalawan *Natutukoy ang mga bagay at Week 3 AP1KAP- IVc-5
pangangalaga nito istruktura na makikita sa
2. nakapagpakita ng nadadaanan mula sa tahanan
payak na gawain sa patungo sa paaralan
pagpapanatili at Naiuugnay ang konsepto ng Week 4 AP1KAP- IVc-6
pangangalaga ng lugar, lokasyon at distansya sa
kapaligirang pang-araw-araw na buhay sa
ginagalawan pamamagitan ng iba’t ibang uri
ng transportasyon mula sa
tahanan patungo sa paaralan
*Naipaliliwanag ang kahalagahan Week 5 AP1KAP- IVd-7
ng mga istruktura mula sa tahanan
patungo sa paaralan
Nakagagawa ng payak na mapa Week 6
mula sa tahanan patungo sa
paaralan
Nakapagbigay halimbawa ng mga Week 7
gawi at ugali na makatutulong at
nakasasama sa sariling kapaligiran:
tahanan at paaralan
*Naisasagawa ang iba’t ibang Week 8 AP1KAP- IVj-14
pamamaraan ng pangangalaga
ng kapaligirang ginagalawan
K to 12 CG Code
Competencies
• sa tahanan
• sa paaralan
• sa komunidad
Quarter Content Standard Performance Standard

Most Essential Learning Duration
K to 12 CG Code
Competencies
1st Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang konsepto ng Week 1 AP2KOM-Ia- 1
naipamamalas ang pag- unawa malikhaing komunidad
sa kahalagahan ng nakapagpapahayag/
kinabibilangang komunidad nakapagsasalarawan ng *Nailalarawan ang sariling Week 2
kahalagahan ng komunidad batay sa pangalan
kinabibilangang nito, lokasyon, mga namumuno,
komunidad populasyon, wika, kaugalian,
paniniwala, atbp.
Naipaliliwanag ang kahalagahan Week 3
ng ‘komunidad’
* Natutukoy ang mga bumubuo Week 4
sa komunidad : a. mga taong
naninirahan b: mga institusyon c. at
iba pang istrukturang panlipunan
Naiuugnay ang tungkulin at Week 5

gawain ng mga bumubuo ng
komunidad sa sarili at sariling
pamilya
Nakaguguhit ng payak na mapa Week 6
ng komunidad mula sa sariling
tahahan o paaralan, na
nagpapakita ng mga
mahahalagang lugar at istruktura,
anyong lupa at tubig, atbp.
Nailalarawan ang panahon at Week 7

kalamidad na nararanasan sa
K to 12 CG Code
Competencies
sariling komunidad
*Naisasagawa ang mga wastong Week 8
gawain/ pagkilos sa tahanan at
paaralan sa panahon ng
kalamidad
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nakapagsasalaysay ng Week 1 AP2KNN- IIa-1
pinagmulan ng sariling
naipamamalas ang pag- unawa 1. nauunawaan ang komunidad batay sa pagtatanong
sa kwento ng pinagmulan ng pinagmulan at at pakikinig sa mga kuwento ng
sariling komunidad batay sa kasaysayan ng mga nakatatanda sa komunidad
konsepto ng pagbabago at komunidad * Nailalahad ang mga pagbabago Week 2
pagpapatuloy at pagpapahalaga 2. nabibigyang halaga sa sariling komunidad a.heograpiya
sa kulturang nabuo ng ang mga bagay na (katangiang pisikal) b. politika
komunidad nagbago at (pamahalaan) c. ekonomiya
nananatili sa (hanapbuhay/kabuhayan) d. sosyo-
pamumuhay kultural
komunidad
*Naiuugnay ang mga sagisag (hal. Week 3
natatanging istruktura) na
matatagpuan sa komunidad sa
kasaysayan nito.
Naihahambing ang katangian ng Week 4
sariling komunidad sa iba pang
komunidad tulad ng likas na
yaman, produkto at hanapbuhay,
kaugalian at mga pagdiriwang,
atbp
*Nakapagbibigay ng mga Week 5
inisyatibo at proyekto ng
komunidad na nagsusulong ng
natatanging pagkakakilanlan o
K to 12 CG Code
Competencies
identidad ng komunidad
Nakakalahok sa mga proyekto o Week 6 AP2KNN- IIj-12
mungkahi na nagpapaunlad o
nagsusulong ng natatanging
pagkakakilanlan o identidad ng
komunidad
*Nabibigyang halaga ang Week 7
pagkakakilalanlang kultural ng
komunidad
3rd Ang mag-aaral ay… Ang mag-aaral ay… * Natatalakay ang mga Week 1 AP2PSK- IIIa-1
pakinabang na naibibigay ng
naipamamalas ang kahalagahan nakapagpapahayag ng kapaligiran sa komunidad
ng mabuting paglilingkod ng mga pagpapahalaga sa * Nailalarawan ang kalagayan at Week 2
namumuno sa pagsulong ng mga pagsulong ng mabuting suliraning pangkapaligiran ng
pangunahing hanapbuhay at paglilingkod ng mga komunidad.
pagtugon sa pangangailangan ng namumuno sa Naipaliliwanag ang pananagutan Week 3
mga komunidad tungo sa ng bawat isa sa pangangalaga sa
kasapi ng sariling komunidad pagtugon sa likas na yaman at pagpapanatili ng
pangangailangan ng mga kalinisan ng sariling komunidad
kasapi ng sariling
komunidad *Naipaliliwanag ang pansariling Week 4
tungkulin sa pangangalaga ng
kapaligiran.
*Natatalakay ang konsepto ng Week 5
pamamahala at pamahalaan
*Naipaliliwanag ang mga Week 5
tungkulin ng pamahalaan sa
komunidad
* Naiisa-isa ang mga katangian ng Week 6
mabuting pinuno
*Natutukoy ang mga namumuno Week 7
K to 12 CG Code
Competencies
at mga mamamayang nag-
aaambag sa kaunlaran ng
komunidad
4th Ang mag-aaral ay… Ang mag-aaral ay… * Naipaliliwanag na ang bawat Week 1-2
kasapi ng komunidad ay may
naipamamalas ang nakapahahalagahan karapatan
pagpapahalaga sa kagalingang ang Naipaliliwanag na ang mga Week 3-4
pansibiko bilang pakikibahagi sa mga paglilingkod ng karapatang tinatamasa ay may
mga layunin ng sariling komunidad sa sariling katumbas na tungkulin bilang
komunidad pag- unlad at kasapi ng komunidad
nakakagawa ng *Natatalakay ang mga Week 5-6
makakayanang paglilingkod/ serbisyo ng mga
hakbangin bilang kasapi ng komunidad
pakikibahagi sa mga *Napahahalagahan ang Week 7-8 AP2PKK- IVg-j-6
layunin ng sariling pagtutulungan at pagkakaisa ng
komunidad mga kasapi ng komunidad.


Most Essential Learning Duration K to 12 CG Code
Ang mag-aaral ay… Ang mag-aaral ay… Competencies
1st Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang kahulugan ng Week 1 AP3LAR- Ia-1
mga simbolo na ginagamit sa
naipamamalas ang pang- unawa nakapaglalarawan ng mapa sa tulong ng panuntunan (ei.
sa kinalalagyan ng mga pisikal katubigan, kabundukan, etc)
lalawigan sa rehiyong na kapaligiran ng mga *Nasusuri ang kinalalagyan ng Week 2
kinabibilangan ayon sa lalawigan sa rehiyong mga lalawigan ng sariling rehiyon
katangiang heograpikal nito kinabibilangan gamit batay sa mga nakapaligid dito gamit
ang mga batayang ang pangunahing
impormasyon tungkol direksiyon (primary direction)
sa direksiyon, lokasyon, * Nasusuri ang katangian ng Week 3
populasyon at populasyon ng iba’t ibang
paggamit ng mapa pamayanan sa sariling lalawigan
batay sa: a) edad; b) kasarian; c)
etnisidad; at 4) relihiyon
*Nasusuri ang iba’t ibang Week 4 AP3LAR- Ie-7
lalawigan sa rehiyon ayon sa mga
katangiang pisikal at
pagkakakilanlang heograpikal nito
gamit ang mapang topograpiya
ng rehiyon
Natutukoy ang pagkakaugnay- Week 5
ugnay ng mga anyong tubig at lupa
sa mga lalawigan ng sariling
rehiyon
Nakagagawa ng payak na mapa Week 6 AP3LAR- If-10
na nagpapakita ng mahahalagang
anyong lupa at anyong tubig ng
sariling lalawigan at mga karatig na
lalawigan nito
Natutukoy ang mga lugar na Week 7 AP3LAR- Ig-h-11
sensitibo sa panganib batay sa
lokasyon at topographiya nito
*Naipaliliwanag ang wastong Week 8
pangangasiwa ng mga
pangunahing likas na yaman ng
sariling lalawigan at rehiyon
Nakabubuo ng interprestayon ng Week 8 AP3LAR- Ii-14
kapaligiran ng sariling lalawigan at
karatig na mga lalawigan ng rehiyon
gamit ang mapa
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang kasaysayan ng Week 1 AP3KLR- IIa-b-1
kinabibilangang rehiyon
naipapamalas ang pang- nakapagpapamalas ang Natatalakay ang mga pagbabago Week 2 AP3KLR- IIc-2
unawa at pagpapahalaga ng mga mag-aaral ng at nagpapatuloy sa sariling
iba’t ibang kwento and mga pagmamalaki sa iba’t lalawigan at kinabibilangang
sagisag na naglalarawan ng ibang kwento at sagisag rehiyon
sariling lalawigan at mga na naglalarawan ng *Naiuugnay sa kasalukuyang Week 3 AP3KLR- IId-3
karatig lalawigan sa sariling lalawigan at pamumuhay ng mga tao ang
kinabibilangang rehiyon mga karatig lalawigan sa kwento ng mga makasaysayang
kinabibilangang rehiyon pook o pangyayaring
nagpapakilala sa sariling lalawigan
at ibang panglalawigan ng
Natatalakay ang kahulugan ng Week 4 AP3KLR- IIe-4
ilang simbolo at sagisag ng
Naihahambing ang ilang simbolo Week 5 AP3KLR- IIf-5
at sagisag na nagpapakilala ng
iba’t ibang lalawigan sa sariling
rehiyon
Natatalakay ang kahulugan ng Week 6 AP3KLR- IIg-6
“official hymn” at iba pang sining
na nagpapakilala ng sariling
lalawigan at rehiyon
*Napahahalagahan ang mga Week 7 AP3KLR- IIh-i-7
naiambag ng mga kinikilalang
bayani at mga kilalang mamamayan
ng sariling lalawigan at rehiyon
*Nabibigyang-halaga ang katangi- Week 8 AP3KLR- IIj-8

tanging lalawigan sa
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nailalarawan ang kultura ng mga Week 1 AP3PKR- IIIa-1
lalawigan sa kinabibilangang
naipapamalas ang pag- unawa at nakapagpapahayag ng rehiyon
pagpapahalaga sa may pagmamalaki at *Naipaliliwanag ang kaugnayan Week 2 AP3PKR- IIIa-2
pagkakakilanlang kultural ng pagkilala sa nabubuong ng heograpiya sa pagbuo at
kinabibilangang rehiyon kultura ng mga lalawigan paghubog ng uri ng pamumuhay
sa kinabibilangang ng mga lalawigan at rehiyon
rehiyon Nailalarawan ang Week 3 AP3PKR- IIIb-c-3
pagkakakilanlang kultural ng
Naipaliliwanag ang kahalagahan Week 4 AP3PKR- IIId-4
ng mga makasaysayan lugar at
ang mga saksi nito sa
pagkakakilanlang kultura ng
Naihahambing ang pagkakatulad Week 5-6
at pagkakaiba ng mga kaugalian,
paniniwala at tradisyon sa sariling
lalawigan sa karatig lalawigan sa
kinabibilangang rehiyon at sa ibang
lalawigan at rehiyon
Napahahalagahan ang iba’t ibang Week 7 AP3PKR- IIIf-7
pangkat ng tao sa lalawigan at
rehiyon
*Naipamamalas ang Week 8
pagpapahalaga sa pagkakatulad at
pagkakaiba-iba ng mga kultura
gamit ang sining na nagpapakilala sa
lalawigan at rehiyon (e.g. tula, awit,
sayaw, pinta, atbp.)
4th Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang kaugnayan ng Week 1 AP3EAP- IVa-1
kapaligiran sa uri ng pamumuhay
naipamamalas ang pang- nakapagpapakita ng ng mamamayan sa lalawigan ng
unawa sa mga gawaing aktibong pakikilahok sa kinabibilangang rehiyon at sa mga
pangkabuhayan at bahaging mga gawaing lalawigan ng ibang rehiyon
ginagampanan ng pamahalaan panlalawigan tungo sa Naipapaliwanag ang iba’t ibang Week 2 AP3EAP- IVa-2
at ang mga kasapi nito, mga ikauunlad ng mga pakinabang pang ekonomiko ng
pinuno at iba pang lalawigan sa mga likas yaman ng lalawigan at
naglilingkod tungo sa kinabibilangang rehiyon kinabibilangang rehiyon
pagkakaisa, kaayusan at Natatalakay ang pinanggalingan Week 3-4
kaunlaran ng mga lalawigan sa ng produkto ng kinabibilagang
kinabibilangang rehiyon lalawigan
Naiuugnay ang Week 5
pakikipagkalakalan sa pagtugon ng
mga pangangailangan ng sariling
lalawigan at mga karatig na
lalawigan sa rehiyon at ng bansa.
Natutukoy ang inprastraktura Week 6

(mga daanan, palengke) ng mga
lalawigan at naipaliliwanag ang
kahalagahan nito sa kabuhayan
Naipapaliwang ang kahalagahan Week 7
ng gampanin ng pamahalaan sa
paglilingkod sa bawat lalawigan sa
Quarter Content Standard Performance Standard Most Essential Learning

Competencies Duration K to 12 CG Code
1st Ang mag-aaral ay… Ang mag-aaral ay… Natatalakay ang konsepto ng Week 1
bansa
naipamamalas ang pang- naipamamalas ang Natutukoy ang relatibong Week 2 AP4AAB-Ic- 4
unawa sa pagkakakilanlan ng kasanayan sa paggamit ng lokasyon (relative location) ng
bansa ayon sa mga mapa sa pagtukoy ng iba’t Pilipinas batay sa mga nakapaligid
katangiang heograpikal gamit ibang lalawigan at rehiyon dito gamit ang pangunahin at
ang mapa. ng bansa pangalawang direksyon
*Natutukoy ang mga hangganan Week 3
at lawak ng teritoryo ng Pilipinas
gamit ang mapa
*Nasusuri ang ugnayan ng Week 4
lokasyon Pilipinas sa heograpiya
nito
*Nailalarawan ang Week 5
pagkakakilanlang heograpikal ng
Pilipinas:
(a) Heograpiyang Pisikal (klima,
panahon, at anyong lupa at
anyong tubig)
(b) Heograpiyang Pantao
(populasyon, agrikultura, at
industriya)
*Nakapagmumungkahi ng mga Week 6 AP4AAB- Ii-j-12
paraan upang mabawasan ang
epekto ng kalamidad
Nakapagbibigay ng konlusyon Week 7 AP4AAB-Ij- 13
tungkol sa kahalagahan ng mga
katangiang pisikal sa pag- unlad
ng bansa
2nd Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang iba’t ibang Week 1
pakinabang pang ekonomiko ng
nasusuri ang mga iba’t ibang nakapagpapakita ng mga likas na yaman ng bansa
mga gawaing pangkabuhayan pagpapahalaga sa iba’t *Nasusuri ang kahalagahan ng Week 2
batay sa heograpiya at mga ibang hanapbuhay at pangangasiwa at pangangalaga ng
oportunidad at hamong gawaing pangkabuhayan mga likas na yaman ng bansa
kaakibat nito tungo sa likas na nakatutulong sa *Natatalakay ang mga hamon at Week 3 AP4LKE- IId-5
kayang pag-unlad. pagkakakilanlang Pilipino pagtugon sa mga gawaing
at likas kayang pag-unlad pangkabuhayan ng bansa.
ng bansa. *Nakalalahok sa mga gawaing Week 4 AP4LKE- IIe-6
nagsusulong ng likas kayang pag-
unlad (sustainable development)
ng mga likas yaman ng bansa
* Naipaliliwanag ang kahalagahan Week 5
at kaunayan ng mga sagisag at
pagkakakilanlang Pilipino
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang kahulugan at Week 1 AP4PAB- IIIa-1
kahalagahan ng pamahalaan
naipamamalas ang pang- nakapagpapakita ng Nasusuri ang balangkas o Week 2-3
unawa sa bahaging aktibong pakikilahok at istruktura ng pamahalaan ng
ginagampanan ng pamahalaan pakikiisa sa mga Pilipinas
sa lipunan, mga pinuno at iba proyekto at gawain ng Nasusuri ang mga gampanin ng Week 4
pang naglilingkod sa pamahalaan at mga pamahalaan upang matugunan
pagkakaisa, kaayusan at pinuno nito tungo sa ang pangangailangan ng bawat
kaunlaran ng bansa kabutihan ng lahat mamamayan
(common good) *Nasusuri ang mga programa ng Week 5-7
pamahalaan tungkol sa:
(a) pangkalusugan
(b) pang-edukasyon (c
) pangkapayapaan (d)
pang-ekonomiya
(e ) pang-impraestruktura
*Napahahalagahan (nabibigyang- Week 8
halaga) ang bahaging
ginagampanan ng pamahalaan
4th Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang konsepto at Week 1 AP4KPB- IVa-b-1
prinsipyo ng pagkamamamayan
naipamamalas ng mag- aaral nakikilahok sa mga Natatalakay ang konsepto ng Week 2-3
ang pang-unawa at gawaing pansibiko na karapatan at tungkulin
pagpapahalaga sa kanyang nagpapakita ng *Naipaliliwanag ang mga gawaing Week 4-5 AP4KPB- IVd-e-4
mga karapatan at tungkulin pagganap sa kanyang lumilinang sa kagalingan
bilang mamamayang Pilipino tungkulin bilang pansibiko
mamamayan ng bansa at
pagsasabuhay ng *Napahahalagahan ang Week 6 AP4KPB- IVd-e-4
kanyang karapatan. kagalinang pansibiko
*Nasusuri ang bahaging Week 7-8
ginagampanan ng mga
mamamayan sa pagtataguyod ng
kaunlaran ng bansa


1st Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang kaugnayan ng Week 1
lokasyon sa paghubog ng kasaysayan
naipamamalas ang naipamamalas ang *Naipaliliwanag ang pinagmulan ng Week 2 AP5PLP- Id-4
mapanuring pag-unawa at pagmamalaki sa nabuong Pilipinas batay sa a. Teorya (Plate
kaalaman sa kasanayang kabihasnan ng mga Tectonic Theory) b. Mito c. Relihiyon
pangheograpiya, ang mga sinaunang Pilipinogamit *Natatalakay ang pinagmulan ng Week 3 AP5PLP- Ie-5
teorya sa pinagmulan ng ang kaalaman sa unang pangkat ng tao sa Pilipinas a.
lahing Pilipino upang kasanayang Teorya (Austronesyano) b. Mito
mapahahalagahan ang pangheograpikal at (Luzon, Visayas, Mindanao) c.
konteksto ng lipunan/ mahahalagang konteksto Relihiyon
pamayanan ng mga ng kasaysayan ng lipunan *Nasusuri ang paraan ng Week 4 AP5PLP-If- 6
sinaunang Pilipino at ang at bansa kabilang ang mga pamumuhay ng mga sinaunang
kanilang ambag sa pagbuo teorya ng pinagmulan at Pilipino sa panahong Pre-kolonyal.
ng kasaysayan ng Pilipinas pagkabuo ng kapuluan ng *Nasusuri ang pang-ekonomikong Week 5 AP5PLP- Ig-7
Pilipinas at ng lahing pamumuhay ng mga Pilipino sa
Pilipino panahong pre-kolonyal a. panloob at
panlabas na kalakalan b. uri ng
kabuhayan (pagsasaka, pangingisda,
panghihiram/pangungutang,
pangangaso, slash and burn,
pangangayaw, pagpapanday,
paghahabi atbp)
* Nasusuri ang sosyo-kultural at Week 6
politikal na pamumuhay ng mga
Pilipino
a. sosyo-kultural (e.g.
pagsamba (animismo,
anituismo, at iba pang ritwal,
pagbabatok/pagbabatik ,
paglilibing (mummification
primary/ secondary burial
practices), paggawa ng
bangka e. pagpapalamuti
(kasuotan, alahas, tattoo,
pusad/ halop) f. pagdaraos
ng pagdiriwang
b. politikal (e.g. namumuno,
pagbabatas at paglilitis)
*Natatalakay ang paglaganap at Week 7 AP5PLP-Ii- 10

katuruan ng Islam sa Pilipinas.
*Napahahalagahan ang Week 8
kontribusyon ng sinaunang
kabihasnang Asyano sa pagkabuo ng
lipunang at pagkakakilanlang
Piliipino
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Naipapaliwanag ang mga dahilan Week 1
ng kolonyalismong Espanyol
naipamamalas ang nakapagpapahayag ng *Nasusuri ang mga paraan ng Week 2-3
mapanuring pag-unawa sa kritikal na pagsusuri at pagsasailalim ng katutubong
konteksto,ang bahaging pagpapahalaga sa populasyon sa kapangyarihan ng
ginampanan ng simbahan konteksto at dahilan ng Espanya
sa, layunin at mga paraan kolonyalismong Espanyol a. Pwersang militar/ divide and rule b.
ng pananakopng Espanyolsa at ang epekto ng mga Kristyanisasyon
Pilipinas at ang epekto paraang pananakop sa * Nasusuri ang epekto ng mga Week 4-8
ng mga ito sa lipunan. katutubong populasyon patakarang kolonyal na ipinatupad
ng Espanya sa bansa
A. Patakarang pang-ekonomiya
(Halimbawa: Pagbubuwis, Sistemang
Bandala, Kalakalang Galyon,
Monopolyo sa Tabako, Royal Company,
Sapilitang Paggawa at iba pa)
B. Patakarang pampolitika
(Pamahalaang kolonyal)
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang mga paraan ng Week 1
pagtugon ng mga Pilipino sa
naipamamalas ang nakakapagpakita ng kolonyalismong Espanyol (Hal. Pag-
mapanuring pag-unawa sa pagpapahalaga at aalsa, pagtanggap sa kapangyarihang
mga pagbabago sa lipunan pagmamalaki sa kolonyal/ kooperasyon)
ng sinaunang Pilipino pagpupunyagi ng mga
kabilang ang pagpupunyagi Pilipino sa panahon ng *Napahahalagahan ang Week 2
ng ilang kolonyalismong Espanyol pagtatanggol ng mga Pilipino laban sa
pangkat na mapanatili ang kolonyalismong Espanyol
kalayaan sa Kolonyalismong *Natatalakay ang impluwensya ng Week 3-4
Espanyol at ang impluwensya mga Espanyol sa kultura ng mga
nito sa Pilipino
kasalukuyang panahon. *Nasusuri ang kaugnayan ng Week 5-6
pakikipaglaban ng mga Pilipino sa
pag-usbong ng nasyonalismong
Pilipino
*Napahahalagahan ang mga Week 7- 8
katutubong Pilipinong lumaban
upang mapanatili ang kanilang
kasarinlan
4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang mga salik na Week 1-2
nagbigay daan sa pag-usbong ng
naipamamalas ang nakapagpapahayag ng nasyonalismong Pilipino
mapanuring pag-unawa sa pagmamalaki sa *Naipaliliwanag ang pananaw at Week 3-4 AP5PKB- IVe-3
bahaging ginampanan ng pagpupunyagi ng mga paniniwala ng mga Sultanato
kolonyalismong makabayang Pilipino sa (Katutubong Muslim) sa
Espanyol at pandaigdigang gitna pagpapanatili ng kanilang Kalayaan
koteksto ng reporma sa ng kolonyalismong Natataya ang partisipasyon ng iba’t- Week 5-6 AP5PKB- IVf-4
pag- usbong ng kamalayang Espanyol at sa ibang rehiyon at sektor (katutubo at
pambansa attungo sa mahalagang papel na kababaihan) sa pakikibaka ng bayan
pagkabuo ng Pilipinas ginagampanan nito sa * Napahahalagahan ang Week 7-8
bilang isang nasyon pag- usbong ng partisipasyon ng iba’t ibang rehiyon at
kamalayang pambansa sektor sa pagsulong ng kamalayang
tungo sa pagkabuo ng pambansa
Pilipinas bilang
isang nasyon

Most Essential Learning

Quarter Content Standards Performance Standards Duration K to 12 CG Code
Competencies
1st Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang epekto ng kaisipang
liberal sa pag-usbong ng damdaming Week 1
naipamamalas ang naipamamalas ang nasyonalismo.
mapanuring pag- pagpapahalaga sa *Naipaliliwanag ang layunin at
Week 2
unawa at kaalaman kontribosyon ng Pilipinas resulta ng pagkakatatag ng Kilusang
Competencies
sa bahagi ng Pilipinas sa isyung pandaigdig Propaganda at Katipunan sa
sa globalisasyon batay batay sa lokasyon nito sa paglinang ng nasyonalismong
sa lokasyon nito sa mundo Pilipino
mundo gamit ang mga *Nasusuri ang mga dahilan at
kasanayang pangyayaring naganap sa
pangheograpiya at ang Panahon ng Himagsikang Pilipino
ambag ng malayang • Sigaw sa Pugad-Lawin Week 3
kaisipan sa pag- • Tejeros Convention
usbong ng • Kasunduan sa Biak-na-
nasyonalismong Bato
Pilipino Natatalakay ang partisipasyon ng
AP6PMK-Ie-8
mga kababaihan sa rebolusyong Week 4
Pilipino
*Napahahalagahan ang deklarasyon
ng kasarinlan ng Pilipinas at ang Week 5
pagkakatatag ng Unang Republika
*Nasusuri ang pakikibaka ng mga
Pilipino sa panahon ng Digmaang
Pilipino-Amerikano
• Unang Putok sa panulukan
Week 6
ng Silencio at Sociego,
Sta.Mesa
• Labanan sa Tirad Pass
• Balangiga Massacre
Nabibigyang halaga ang mga
kontribusyon ng mga natatanging
AP6PMK-Ih-11
Pilipinong nakipaglaban para sa Week 7
kalayaan
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang uri ng pamahalaan at
Week 1
patakarang ipinatupad sa
naipamamalas ang nakapagpapahayag ng panahon ng mga Amerikano
mapanuring pag- kritikal na pagsusuri at *Naipaliliwanag ang mga Week 2
Competencies
unawa sa pagpapahalaga sa pagsusumikap ng mga Pilipino
pamamahala at mga konteksto,dahilan, epekto tungo sa pagtatatag ng
pagbabago sa at pagbabago sa lipunan ng nagsasariling pamahalaan
lipunang kolonyalismong Amerikano *Nasusuri ang pamahalaang
Pilipino sa panahon at ng pananakop ng mga Komonwelt
Week 3
ng kolonyalismong Hapon at ang pagmamalaki
Amerikano at ng sa kontribusyon ng
pananakop ng mga pagpupunyagi ng mga * Naipapaliwag ang resulta ng
Week 4
Hapon at ang Pilipino namakamit ang pananakop ng mga Amerikano
pagpupunyagi ng ganap na kalayaan tungo sa Natatalakay ang mga layunin at
mga Pilipino na pagkabuo ng kamalayang mahahalagang pangyayari sa
makamtan ang pagsasarili at pananakop ng mga Hapones
kalayaan tungo sa pagkakakilanlang malayang Hal:
pagkabuo ng nasyon at estado o Pagsiklab ng digmaan o AP6KDP-IIe-5
kamalayang Week 5
Labanan sa Bataan
pagsasarili at o Death March
pagkakakilanlang o Labanan sa Corregidor
malayang nasyon at
estado
*Nasusuri ang mga patakaran at
resulta ng pananakop ng mga Week 6
Hapones
*Naipaliliwanag ang paraan ng
pakikipaglaban ng mga Pilipino para sa Week 7
kalayaan laban sa Hapon
*Napahahalagahan ang iba’t ibang
paraan ng pagmamahal sa bayan
Week 8
ipinamalas ng mga Pilipino sa
panahon ng digmaan
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga pangunahing
suliranin at hamong kinaharap ng
Week 1-3
naipamamalas ang nakapagpakita ng mga Pilipino mula 1946 hanggang
mas malalim na pag- pagmamalaki sa 1972
Competencies
unawa at kontribosyon ng mga *Natatalakay ang mga programang
pagpapahalaga sa nagpunyaging mga ipinatupad ng iba’t ibang
pagpupunyagi ng Pilipino sa pagkamit ng administrasyon sa pagtugon sa mga
Week 4-7
mga Pilipino tungo sa ganap na kalayaan at suliranin at hamong kinaharap ng mga
pagtugon sa mga hamon ng kasarinlan Pilipino mula 1946 hanggang
suliranin, isyu at 1972
hamon ng kasarinlan *Napahahalagahan ang pagtatanggol
ng mga Pilipino sa pambansang
interes
Week 8
4th Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga suliranin at
Week 1
hamon sa ilalim ng Batas Militar
naipamamalas ang nakapagpakita ng aktibong *Natatalakay ang mga pagkilos at
mas malalim na pag- pakikilahok sa gawaing pagtugon ng mga Pilipino nagbigay-
unawa at makatutulong sa pag-unlad daan sa pagwawakas ng Batas Militar Week 2-3
pagpapahalaga sa ng bansa bilang pagtupad • People Power 1
patuloy na ng sariling tungkulin na
pagpupunyagi ng siyang kaakibat na *Napahahalagahan ang pagtatanggol
mga Pilipino tungo sa pananagutan sa pagtamasa at pagpapanatili sa karapatang
pagtugon ng mga ng mga karapatan bilang pantao at demokratikong Week 4-5
hamon ng nagsasarili isang malaya at maunlad na pamamahala
at umuunlad na Pilipino
bansa *Nasusuri ang mga pangunahing
suliranin at hamong kinaharap ng mga
Week 6
Pilipino mula 1986 hanggang sa
kasalukuyan
*Natatalakay ang mga programang
ipinatupad ng iba’t ibang
Week 7-8
administrasyon sa pagtugon sa mga
suliranin at hamong kinaharap ng
Competencies
mga Pilipino mula 1986 hanggang
kasalukuyan
Nasusuri ang mga kontemporaryong
isyu ng lipunan tungo sa pagtugon sa
mga hamon ng malaya at maunlad
na bansa
• Pampulitika (Hal., usaping
pangteritoryo sa West
Philippine Sea, korupsyon,
AP6TDK-IVe-f-6
atbp)
• Pangkabuhayan (Hal., open
trade, globalisasyon, atbp)
• Panlipunan (Hal., OFW,
gender, drug at child abuse,
atbp)
• Pangkapaligiran (climate
change, atbp)
*Natatalakay ang mga gampaning ng
pamahalaan at mamamayan sa
pagkamit ng kaunlaran ng bansa
*Napahahalagahan ang aktibong

pakikilahok ng mamamayan sa mga
programa ng pamahalaan tungo sa
pag-unlad ng bansa
Performance Most Essential Learning

Quarter Content Standards Duration K to 12 CG Code
Standards Competencies
st
1 Ang mag-aaral ay… Ang mag-aaral ay… Naipapaliwanag ang konsepto ng
Asya tungo sa paghahating –
naipamamalas ng mag- malalim na heograpiko: Silangang Asya, Timog-
Week 1 AP7HAS-Ia-1.1
aaral ang pag-unawa sa nakapaguugnay-ugnay sa Silangang Asya, Timog-Asya,
ugnayan ng kapaligiran at bahaging ginampanan ng Kanlurang Asya, Hilagang Asya at
tao sa paghubog ng kapaligiran at tao sa Hilaga/ Gitnang Asya
sinaunang paghubog ng sinaunang Napapahalagahan ang ugnayan ng
kabihasnang Asyano. kabihasnang Asyano tao at kapaligiran sa paghubog ng Week 2 AP7HAS-Ia-1
kabihasnang Asyano
Nailalarawan ang mga yamang
Week 3 AP7HAS-Ie-1.5
likas ng Asya
*Nasusuri ang yamang likas at
ang mga implikasyon ng
kapaligirang pisikal sa Week 4-5
pamumuhay ng mga Asyano
noon at ngayon
Naipapahayag ang kahalagahan ng
pangangalaga sa timbang na Week 6 AP7HAS-Ig-1.7
kalagayang ekolohiko ng rehiyon
*Nasusuri ang komposisyon ng
populasyon at kahalagahan ng
yamang-tao sa Asya sa Week 7-8
pagpapaunlad ng kabuhayan at
lipunan sa kasalukuyang panahon
2nd Ang mag-aaral ay… Ang mag-aaral ay… Natatalakay ang konsepto ng Week 1 AP7KSA-IIb-1.3
kabihasnan at mga katangian nito
naipamamalas ng mag- kritikal na Napaghahambing ang mga
aaral ang pag-unawa sa nakapagsusuri sa mga sinaunang kabihasnan sa Asya Week 2-3 AP7KSA-IIc-1.4
kaisipang Asyano, (Sumer, Indus, Tsina)
mga kaisipang Asyano, pilosopiya at relihiyon *Natataya ang impluwensiya ng
pilosopiya at relihiyon na na nagbigay- mga kaisipang Asyano sa kalagayang Week 4
nagbigay-daan sa daan sa paghubog ng panlipunan at kultura sa Asya
paghubog ng sinaunang sinaunang kabihasnan sa *Napapahalagahan ang mga
kabihasnan sa Asya at sa Asya at sa pagbuo ng kaisipang Asyano na nagbigay-daan sa
pagbuo ng pagkakilanlang Asyano paghubog ng sinaunang kabihasnang Week 5
pagkakakilanlang Asyano sa Asya at sa pagbuo ng
pagkakilanlang Asyano
*Nasusuri ang kalagayan at
bahaging ginampanan ng
kababaihan mula sa sinaunang Week 6-7
kabihasnan at ikalabing-anim na
siglo
Napapahalagahan ang mga
kontribusyon ng mga sinaunang Week 8 AP7KSA-IIh-1.12
lipunan at komunidad sa Asya
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga dahilan, paraan
at epekto ng kolonyalismo at
naipamamalas ng mag- nakapagsasagawa ng imperyalismo ng mga Kanluranin sa
Week 1-2
aaral ang pag-unawa sa kritikal na pagsusuri sa unang yugto (ika-16 at ika-17 siglo)
pagbabago, pag-unlad at pagbabago, pag- unlad pagdating nila sa Timog at Kanlurang
pagpapatuloy sa Timog at at pagpapatuloy sa Asya
Kanlurang Asya sa Timog at Kanlurang Asya *Nasusuri ang mga salik,
Transisyonal at sa Transisyonal at pangyayaring at kahalagahan ng
Week 3
Makabagong Panahon Makabagong Panahon nasyonalismo sa pagbuo ng mga
( ika-16 hanggang ika-20 (ika-16 hanggang ika-20 bansa sa Timog at Kanlurang Asya
siglo) siglo) *Natatalakay ang karanasan at
implikasyon ng ang digmaang
Week 4
pandaidig sa kasaysayan ng mga
bansang Asyano
*Nasusuri ang kaugnayan ng iba’t
Week 4
ibang ideolohiya sa pag-usbong ng
nasyonalismo at kilusang
nasyonalista
*Nasusuri ang karanasan at
bahaging ginampanan ng mga
kababaihan
Week 5
tungo sa pagkakapantay-pantay,
pagkakataong pang-ekonomiya at
karapatang pampolitika
*Napahahalagahan ang bahaging
ginampanan ng nasyonalismo sa
Week 6
pagbibigay wakas sa imperyalismo sa
Timog at Kanlurang Asya
Natataya ang bahaging ginampanan
ng relihiyon sa iba’t ibang aspekto Week 6 AP7TKA-IIIg- 1.21
ng pamumuhay
*Nasusuri ang mga anyo, tugon at
epekto sa neo-kolonyalismo sa Week 7
Timog at Kanlurang Asya
AP7TKA-IIIj- 1.25
kontribusyon ng Timog at Kanlurang Week 8
Asya sa kulturang Asyano
4th Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga dahilan, paraan
at epekto ng kolonyalismo at
napapahalagahan ang nakapagsasagawa nang imperyalismo ng mga Kanluranin sa
Week 1-2
pagtugon ng mga Asyano kritikal na pagsusuri sa unang yugto (ika-16 at ika-17 siglo)
sa mga hamon ng pagbabago, pag-unlad at pagdating nila sa Silangan at Timog-
pagbabago, pag-unlad at pagpapatuloy ng Silangan Silangang Asya
pagpapatuloy ng Silangan at Timog Silangang Asya *Nasusuri ang mga salik,
at Timog- sa Transisyoal at pangyayaring at kahalagahan ng
Silangang Asya sa Makabagong Panahon nasyonalismo sa pagbuo ng mga Week 3
Transisyonal at bansa sa Silangan at Timog-
Makabagong Panahon Silangang Asya
(ika-16 hanggang ika-20 (ika-16 hanggang ika-20 *Natatalakay ang karanasan at
Siglo) siglo) implikasyon ng ang digmaang
pandaidig sa kasaysayan ng mga Week 4
bansang Asyano
*Nasusuri ang kaugnayan ng iba’t

ibang ideolohiya sa pag-usbong ng
Week 4
nasyonalismo at kilusang
nasyonalista
*Nasusuri ang karanasan at
bahaging ginampanan ng mga
kababaihan
Week 5
tungo sa pagkakapantay-pantay,
pagkakataong pang-ekonomiya at
karapatang pampolitika
ginampanan ng nasyonalismo sa
Week 6
pagbibigay wakas sa imperyalismo sa
Silangan at Timog-Silangang Asya
Natataya ang bahaging ginampanan
ng relihiyon sa iba’t ibang aspekto Week 6 AP7KIS-IVh-1.21
ng pamumuhay
*Nasusuri ang mga anyo, tugon at
epekto sa neo-kolonyalismo sa Week 7
Silangan at Timog-Silangang Asya
AP7KIS-IVj-1.26
kontribusyon ng Silangan at Timog- Week 8
Silangang Asya sa kulturang Asyano

st
1 Ang mag-aaral ay… Ang mag-aaral ay… Nasusuri ang katangiang pisikal ng AP8HSK-Id-4
Week 1
daigdig
naipamamalas ang pag- nakabubuo ng Napahahalagahan ang natatanging
unawa sa interaksiyon ng panukalang proyektong kultura ng mga rehiyon, bansa at
AP8HSK-Ie-5
tao sa kaniyang kapaligiran nagsusulong sa mamamayan sa daigdig (lahi, Week 2-3
na nagbigay- daan sa pangangalaga at pangkat- etnolingguwistiko, at
pag-usbong ng mga preserbasyon ng mga relihiyon sa daigdig)
sinaunang kabihasnan na pamana ng mga Nasusuri ang yugto ng pag-unlad
nagkaloob ng mga sinaunang kabihasnan sa ng kultura sa panahong Week 4 AP8HSK-If-6
pamanang humubog sa Daigdig para sa prehistoriko
pamumuhay ng kasalukuyan at sa Naiuugnay ang heograpiya sa
kasalukuyang henerasyon susunod na pagbuo at pag-unlad ng mga Week 5 AP8HSK-Ig-6
henerasyon sinaunang kabihasnan sa daigdig
*Nasusuri ang mga sinaunang
kabihasnan ng Egypt, Mesopotamia,
India at China batay sa politika, Week 6-7
ekonomiya, kultura, relihiyon,
paniniwala at lipunan
Napahahalagahan ang mga
kontribusyon ng mga sinaunang Week 8 AP8HSK-Ij-10
kabihasnan sa daigdig
2nd Ang mag-aaral ay… Ang mag-aaral ay… Nasusuri ang kabihasnang Minoan,
Week 1 AP8DKT-IIa-1
Mycenean at kabihasnang klasiko
naipapamalas ang pag- nakabubuo ng ng Greece
unawa sa kontribusyon adbokasiya na Naipapaliwanag ang kontribusyon AP8DKT-IIc-3
Week 2
ng mga pangyayari sa nagsusulong ng ng kabihasnang Romano
Klasiko at Transisyunal na pangangalaga at *Nasusuri ang pag-usbong at pag-
Panahon sa pagkabuo at pagpapahalaga sa mga unlad ng mga klasikong
pagkahubog ng natatanging Week 3
kabihasnan sa:
pagkakakilanlan ng mga kontribusyon ng • Africa – Songhai, Mali,
bansa at rehiyon sa Klasiko at Transisyunal atbp.
daigdig na Panahon na • America – Aztec, Maya,
nagkaroon ng malaking Olmec, Inca, atbp.
impluwensya sa Mga Pulo sa Pacific – Nazca
pamumuhay ng tao sa Naipapahayag ang pagpapahalaga
kasalukuyan sa mga kontribusyon ng AP8DKT-IIf-8
Week 4
kabihasnang klasiko sa pag-unlad ng
pandaigdigang kamalayan
*Nasusuri ang mga
pagbabagong naganap sa
Europa sa Gitnang Panahon
• Politika (Pyudalismo,
Holy Roman Empire) Week 5
• Ekonomiya
(Manoryalismo) Sosyo-
kultural (Paglakas ng Simbahang
Katoliko, Krusada)
Natataya ang impuwensya ng mga
AP8DKT-IIi-13
kaisipang lumaganap sa Gitnang
Panahon
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mahahalagang
pagbabagong politikal, ekonomiko at
Week 1
naipamamalas ng mag- kritikal na nakapagsusuri sosyo-kultural sa panahon
aaral ang pag-unawa sa sa naging implikasyon sa Renaissance
naging transpormasyon kaniyang bansa, *Nasusuri ang dahilan, pangyayari
tungo sa makabagong komunidad, at sarili ng at epekto ng unang Yugto ng Week 2-3
panahon ng mga bansa at mga pangyayari sa Kolonyalismo
rehiyon sa daigdig panahon ng *Nasusuri ang dahilan, kaganapan
bunsod ng paglaganap ng transpormasyon tungo at epekto ng Rebolusyong
mga kaisipan sa agham, Week 4
Siyentipiko, Enlightenment at
politika, at ekonomiya Industriyal
tungo sa pagbuo ng sa makabagong *Naipapaliwanag ang kaugnayan
pandaigdigan kamalayan panahon. ng Rebolusyong Pangkaisipan sa Week 5-7
Rebolusyong Amerikano at Pranses.
*Nasusuri ang dahilan, pangyayari
at epekto ng Ikalawang Yugto ng Week 8
Kolonyalismo (Imperyalismo)
Naipapahayag ang pagpapahalaga
sa pag-usbong ng Nasyonalismo sa AP8PMD-IIIi-10
Europa at iba’t ibang bahagi ng
daigdig.
4th Ang mag-aaral ay… Ang mag-aaral ay… Nasusuri ang mga dahilan,
mahahalagang pangyayaring AP8AKD-IVa-1
Week 1-2
naipamamalas ng mag- aktibong nakikilahok sa naganap at bunga ng Unang
aaral ang pag-unawa sa mga gawain, Digmaang Pandaigdig
kahalagahan ng programa,proyekto sa Nasusuri ang mga dahilan,
pakikipag- ugnayan at antas ng komunidad at mahahalagang pangyayaring AP8AKD-IVb-2
Week 3-4
sama-samang pagkilos sa bansa na nagsusulong ng naganap at bunga ng Ikalawang
kontemporanyong daigdig rehiyonal at Digmaang Pandaidig.
tungo sa pandaigdigang pandaigdigang Natataya ang pagsisikap ng mga
kapayapaan, pagkakaisa, kapayapaan, pagkakaisa, bansa na makamit ang kapayapaang Week 5 AP8AKD-IVh-8
pagtutulungan, at pagtutulungan, at pandaigdig at kaunlaran.
kaunlaran kaunlaran Nasusuri ang mga ideolohiyang
politikal at ekonomiko sa hamon ng
Week 6 AP8AKD-IVi-9
estabilisadong institusyon ng lipunan.
Natataya ang epekto ng mga

ideolohiya, ng Cold War at ng Neo-
Week 7 AP8AKD-IVi-10
kolonyalismo sa iba’t ibang bahagi
ng daigdig.
ginampanan ng mga pandaidigang
Week 8
organisasyon sa pagsusulong ng
pandaigdigang kapayapaan,
pagkakaisa, pagtutulungan, at
kaunlaran.


Competencies
1st Ang mag-aaral ay… Ang mag-aaral ay… Nailalapat ang kahulugan ng
ekonomiks sa pang-araw- araw na
may pag-unawa sa mga naisasabuhay ang pag- pamumuhay bilang isang mag- aaral, AP9MKE-Ia-1
Week 1
pangunahing konsepto ng unawa sa mga at kasapi ng pamilya at lipunan
Ekonomiks bilang pangunahing konsepto ng
batayan ng matalino at ekonomiks bilang batayan
maunlad na pang-araw- ng matalino at maunlad Natataya ang kahalagahan ng
araw na pamumuhay na pang- araw- araw na ekonomiks sa pang-araw- araw na AP9MKE-Ia-2
Week 2-3
pamumuhay pamumuhay ng bawat pamilya at ng
lipunan
*Nasusuri ang iba’t-ibang
Week 4
sistemang pang-ekonomiya
*Natatalakay ang mga salik ng
produksyon at ang implikasyon
Week 5
nito sa pang- araw- araw na
pamumuhay
Nasusuri ang mga salik na
Week 6-7 AP9MKE-Ih-16
nakaaapekto sa pagkonsumo.
Naipagtatanggol ang mga
karapatan at nagagampanan ang
Week 8 AP9MKE-Ih-18
mga tungkulin bilang isang
mamimili
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang konsepto at salik
na nakaaapekto sa demand sa Week 1-2
kritikal na pang araw-araw na pamumuhay
Competencies
may pag-unawa sa mga nakapagsusuri sa mga *Natatalakay ang konsepto at salik
pangunahing kaalaman sa pangunahing kaalaman sa na nakaaapekto sa suplay sa pang Week 3-4
ugnayan ng pwersa ng ugnayan ng pwersa ng araw-araw na pamumuhay
demand at suplay, at sa demand at suplay, at *Naipapaliwanag ang interaksyon
sistema ng pamilihan sistema ng pamilihan ng demand at suplay sa kalagayan Week 5
bilang batayan ng bilang batayan ng ng presyo at ng pamilihan
matalinong matalinong *Nasusuri ang kahulugan at iba’t
Week 6-7
pagdedesisyon ng pagdedesisyon ng ibang istraktura ng pamilihan
sambahayan at bahay- sambahayan at bahay- *Napahahalagahan ang bahaging
kalakal tungo sa kalakal tungo sa ginagampanan ng pamahalaan sa
pambansang kaunlaran pambansang kaunlaran Week 8
regulasyon ng mga gawaing
pangkabuhayan
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang bahaging
ginagampanan ng mga bumubuo sa Week 1-2
naipamamalas ng mag- nakapagmumungkahi ng paikot na daloy ng ekonomiya
aaral ang pag-unawa sa mga pamamaraan kung *Nasusuri ang pamamaraan at
mga pangunahing paanong ang pangunahing kahalagahan ng pagsukat ng Week 3
kaalaman tungkol sa kaalaman tungkol sa pambansang kita
pambansang ekonomiya pambansang ekonomiya *Natatalakay ang konsepto,
bilang kabahagi sa ay nakapagpapabuti sa dahilan, epekto at pagtugon sa Week 4-5
pagpapabuti ng pamumuhay ng kapwa implasyon
pamumuhay ng kapwa mamamayan tungo sa *Nasusuri ang layunin at
Week 6
mamamayan tungo sa pambansang kaunlaran pamamaraan ng patakarang piskal
pambansang kaunlaran *Nasusuri ang layunin at
pamamaraan ng patakarang Week 7
pananalapi
*Napahahalagahan ang pag-iimpok
at pamumuhunan bilang isang salik Week 8
ng ekonomiya
4th Ang mag-aaral ay… Ang mag-aaral ay… Nasisiyasat ang mga palatandaan
Week 1 AP9MSP-IVa-2
ng pambansang kaunlaran
may pag-unawa aktibong nakikibahagi sa Natutukoy ang iba’t ibang
Week 2 AP9MSP-IVb-3
maayos na gampanin ng mamamayang Pilipino
Competencies
sa mga sektor ng pagpapatupad at upang makatulong sa pambansang
ekonomiya at mga pagpapabuti ng mga kaunlaran
patakarang pang- sektor ng ekonomiya at *Nasusuri ang bahaging
ekonomiya nito sa mga patakarang pang- ginagampanan ng agrikultura,
Week 3
harap ng mga hamon at ekonomiya nito tungo sa pangingisda, at paggugubat sa
pwersa tungo sa pambansang pagsulong ekonomiya
pambansang pagsulong at pag-unlad Nasusuri ang mga dahilan at epekto
at pag-unlad ng suliranin ng sektor ng
Week 4 AP9MSP-IVd-7
agrikultura, pangingisda, at
paggugubat
Nabibigyang-halaga ang mga
patakarang pang- ekonomiya
nakatutulong sa sektor ng AP9MSP-IVd-8
Week 5
agrikultura (industriya ng
agrikultura, pangingisda, at
paggugubat)
Nabibigyang-halaga ang mga ang
mga gampanin ng sektor ng
AP9MSP-IVe-11
industriya at mga patakarang Week 6
pang- ekonomiyang nakatutulong
dito
mga gampanin ng sektor ng
AP9MSP-IVh-17
paglilingkod at mga patakarang Week 6
pang- ekonomiyang nakatutulong
dito
mga gampanin ng impormal na AP9MSP-IVh-16
Week 7
sektor at mga patakarang pang-
ekonomiyang nakatutulong dito
Nasusuri ang pang-ekonomikong
ugnayan at patakarang panlabas na Week 8
nakakatulong sa Pilipinas

Competencies
st
1 Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang kahalagahan ng pag-
Week 1
aaral ng Kontemporaryong Isyu
ay may pag- unawa sa mga nakabubuo ng angkop na *Natatalakay ang kalagayan,
sanhi at implikasyon ng plano sa pagtugon sa suliranin at pagtugon sa isyung Week 2-3
mga hamong among pangkapaligiran pangkapaligiran ng Pilipinas
pangkapaligiran upang tungo sa pagpapabuti Natutukoy ang mga paghahandang
maging bahagi ng ng pamumuhay ng tao. nararapat gawin sa harap ng
Week 4
pagtugon na panganib na dulot ng mga
makapagpapabuti sa suliraning pangkapaligiran
pamumuhay ng tao. *Nasusuri ang kahalagahan ng
kahandaan, disiplina at kooperasyon sa
Week 5-6
pagtugon ng mga hamong
pangkapaligiran
* Naisasagawa ang mga angkop na
Week 7-8
hakbang ng CBDRRM Plan
nd
2 Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang dahilan, dimensyon at Week 1-2
epekto ng ng globalisasyon
may pag-unawa sa sanhi at ay nakabubuo ng *Naipaliliwanag ang kalagayan,
implikasyon ng mga lokal pagsusuring papel sa mga suliranin at pagtugon sa isyu ng Week 3-4
at pandaigdigang isyung isyung pang- paggawa sa bansa
pang ekonomiya upang ekonomiyang *Nasusuri ang dahilan at epekto ng
Week 5-6
mapaunlad ang kakayahan nakaaapekto sa kanilang migrasyon dulot ng globalisasyon
sa matalinong pagpapasya pamumuhay. *Naipahahayag ang saloobin tungkol
tungo sa pambansang sa epekto ng globalisasyon Week 7-8
kaunlaran.
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang mga uri ng
kasarian (gender) at sex at gender
Week 1-2
nakagagawa ng mga may pag-unawa sa mga roles sa iba’t ibang bahagi ng daigdig
malikhaing hakbang na epekto ng mga isyu at
nagsusulong ng hamon na may *Nasusuri ang diskriminasyon at Week 3-4
Competencies
pagtanggap at paggalang kaugnayan sa kasarian diskriminasyon sa kababaihan,
sa iba’t ibang kasarian at lipunan upang maging kalalakihan at LGBT (Lesbian , Gay
upang maitaguyod ang aktibong , Bi – sexual , Transgender)
pagkakapantay-pantay tagapagtaguyod ng
ng tao bilang kasapi ng pagkakapantay-pantay *Napahahalagahan ang tugon ng
pamayanan. at paggalang sa kapwa pamahalaan at mamamayan
bilang kasapi ng Pilipinas sa mga isyu ng karahasan at Week 5-6
pamayanan. diskriminasyon
Nakagagawa ng hakbang na
nagsusulong ng pagtanggap at
paggalang sa kasarian na
nagtataguyod ng pagkakapantay- Week 7-8
pantay ng tao bilang kasapi ng
pamayanan
4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang kahalagahan ng
Week 1-2
aktibong pagmamamayan
ay may pag-unawa sa nakagagawa ng *Nasusuri ang kahalagahan ng
kahalagahan ng pananaliksik tungkol sa pagsusulong at pangangalaga sa
Week 3-4
pagkamamamayan at kalagayan ng pakikilahok karapatang pantao sa pagtugon sa
pakikilahok sa mg sa mga gawaing mga isyu at hamong panlipunan
agawaing pansibiko pansibiko at politikal ng *Natatalakay ang mga epekto
tungo sa pagkakaroon ng mga mamamayan sa ng aktibong pakikilahok ng
pamayanan at bansang kanilang pamayanan. mamamayan sa mga gawaing
Week 5-6
maunlad, mapayapa at pansibiko sa kabuhayan,
may pagkakaisa. politika, at lipunan
*Napahahalagahan ang papel ng

mamamayan sa pagkakaron ng isang Week 7-8
mabuting pamahalaan
59
Subject: Edukasyon sa Pagpapakatao (EsP)
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Unang Naipamamalas ang pag- Naipakikita ang 1. Nakikilala ang sariling: Week 1 EsP1PKP- Ia-b – 1
Markahan unawa sa kahalagahan ng kakayahan nang may 1.1. gusto
pagkilala sa sarili at sariling tiwala sa sarili 1.2. interes
kakayahan,pangangalaga 1.3. potensyal
sa sariling kalusugan at 1.4. kahinaan
pagiging mabuting 1.5. damdamin / emosyon
kasapi ng pamilya. 2. Naisasakilos ang sariling Week 2 EsP1PKP- Ib-c – 2
kakayahan sa iba’t ibang
pamamaraan
2.1 pag-awit
2.2 pagsayaw
2.3 pakikipagtalastasan at
iba pa
Naisabubuhay nang 1. Nakapaglalarawan ng iba’t ibang Week 3 EsP1PKP- Id – 3

may wastong pag-uugali gawain na maaaring makasama o
ang iba’t ibang paraan makabuti sa kalusugan
ng pangangalaga sa 1.1 nakikilala ang iba’t ibang
sarili at kalusugan gawain/paraan na maaaring
upang mapaunlad ang makasama o makabuti sa
anumang kakayahan. kalusugan
3.2 nasasabi na nakatutulong sa EsP1PKP- Ie – 4

paglinang ng sariling kakayahan
ang wastong pangangalaga sa
sarili
Naisasagawa nang may 4. Nakakikila ng mga gawaing nagpapakita Week 4 EsP1PKP- Ig – 6

pagmamahal at ng pagkakabuklod ng pamilya tulad ng
pagmamalasakit ang 4.1. pagsasama-sama sa pagkain
anumang kilos at gawain 4.2. pagdarasal
na magpapasaya at 4.3. pamamasyal
magpapatibay sa 4.4. pagkukuwentuhan ng masasayang
ugnayan ng mga kasapi pangyayari
ng pamilya
5.Nakatutukoy ng mga kilos at gawain na Week 5 EsP1PKP- Ii– 8
nagpapakita ng pagmamahal at
pagmamalasakit sa mga kasapi ng pamilya
Hal.
1. pag-aalala sa mga kasambahay
2. pag-aalaga sa nakababatang
kapatid at kapamilyang
maysakit
Ikalawang Naipamamalas ang pag- Naisasabuhay ang 6. Nakapagpapakita ng pagmamahal at Week 1 EsP1P- IIa-b – 1
Markahan unawa sa kahalagahan ng wastong pakikitungo sa paggalang sa mga magulang
wastong pakikitungo sa ibang kasapi ng pamilya
ibang kasapi ng pamilya at kapwa sa lahat ng
at kapwa tulad ng pagkakataon.
pagkilos at pagsasalita ng Week 2 EsP1P- IIc-d – 3
may paggalang at 7. Nakapagpapakita ng pagmamahal sa
pagsasabi ng pamilya at kapwa sa lahat ng pagkakataon
katotohanan para sa lalo na sa oras ng pangangailangan
kabutihan ng nakararami
Naisasabuhay ang 8. Nakapagpapakita ng paggalang sa Week 3 EsP1P- IIe-f– 4
pagiging magalang sa pamilya at sa kapwa sa pamamagitan
kilos at pananalita ng:
a. pagmamano/paghalik sa
nakatatanda
b. bilang pagbati
c. pakikinig habang may
nagsasalita
d. pagsagot ng “po" at “opo”
e. paggamit ng salitang
“pakiusap” at “salamat”
Naisasabuhay ang 9. Nakapagsasabi ng totoo sa Week 4 EsP1P- IIg-i– 5
pagiging matapat sa magulang/ nakatatanda at iba
lahat ng pagkakataon pang kasapi ng mag-
anak sa lahat ng pagkakataon upang
maging maayos ang samahan
10.1.kung saan papunta/ nanggaling
10.2.kung kumuha ng hindi kanya
10.3. mga pangyayari sa paaralan na
nagbunga ng hindi pagkakaintindihan
9.4. kung gumamit ng computer sa

paglalaro imbis na sa pag-aaral
Ikatlong Naipamamalas ang pag- Naisasabuhay ang 10. Nakapagpapakita ng iba’t ibang Week 1 EsP1PPP- IIIa – 1
Markahan unawa sa kahalagahan ng pagiging masunurin at paraan ng pagiging masunurin at
pagiging masunurin, magalang sa tahanan, magalang tulad ng:
pagpapanatili ng nakasusunod sa mga 10.1.pagsagot kaagad kapag tinatawag ng
kaayusan, kapayapaan at alituntunin ng paaaralan kasapi ng pamilya
kalinisan sa loob ng at naisasagawa nang 10.2.pagsunod nang maluwag sa dibdib
tahanan at paaralan may pagpapahalaga ang kapag inuutusan
karapatang tinatamasa 10.3.pagsunod sa tuntuning itinakda ng:
tahanan
paaralan
11. Nakapagpapakita ng pagpapahalaga Week 2 EsP1PPP- IIIb-c– 2

sa mga karapatang tinatamasa
Hal. Pagkain ng masusustansyang pagkain

Nakapag-aaral
12. Nakasusunod sa utos ng magulang at Week 3 EsP1PPP-IIId-e – 3

nakatatanda. Nakapagpapakita ng mga
paraan upang makamtam at mapanatili ang
kaayusan at kapayapaan sa tahanan at
paaralan tulad ng:
12.1.pagiging masaya para sa tagumpay ng

ibang kasapi ng pamilya at ng kamag- aral
12.2.pagpaparaya
12.3.pagpapakumbaba
13. Nakatutulong sa pagpapanatili ng Week 4 EsP1PPP- IIIf-h – 4

kalinisan at kaayusan sa loob ng
tahanan at paaralan para sa mabuting
kalusugan
Hal.
Pagtulong sa paglilinis ng tahanan
Pagtulong sa paglilinis ng paaralan
Pag-iwas sa pagkakalat
Naisasagawa nang may 14. Nakagagamit ng mga bagay na Week 5 EsP1PPP- IIIi – 5
kusa ang mga kilos at patapon ngunit maaari pang pakinabangan
gawain na nagpapanatili
ng kalinisan, kaayusan
at katahimikan sa loob
ng tahanan at paaralan
Ikaapat Naipamamalas ang pag- Naipakikita ang 15. Nakasusunod sa utos ng magulang at Week 1 EsP1PD- IVa-c– 1
na unawa sa kahalagahan ng pagmamahal sa magulang nakatatanda
Markahan pagmamahal sa Diyos, at mga nakatatanda, 16. Nakapagpapakita ng paggalang sa Week 2 EsP1PD- IVd-e – 2
paggalang sa paniniwala paggalang sa paniniwala paniniwala ng kapwa
ng iba at pagkakaroon ng ng kapwa at palagiang
pag-asa pagdarasal
17. Nakasusunod sa mga gawaing Week 3 EsP1PD- IVf-g– 3
panrelihiyon
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
Unang Naipamamalas ang pag- Naisasagawa nang buong 1. Naisakikilos ang sariling kakayahan Week 1
Markahan unawa sa kahalagahan ng husay ang anumang sa iba’t ibang pamamaraan:
pagkilala sa sarili at kakayahan o potensyal 1.1. pag-awit
pagkakaroon ng disiplina at napaglalabanan ang 1.2. pagguhit EsP2PKP- Ia-b – 2
tungo sa pagkakabuklod- anumang kahinaan 1.3. pagsayaw
buklod o pagkakaisa ng 1.4. pakikipagtalastasan
mga kasapi ng tahanan at 1.5. at iba pa
paaralan
2. Napahahalagahan ang saya o Week 2
tuwang dulot ng pagbabahagi ng EsP2PKP- Ic – 9
anumang kakayahan o talent
3. Nakapagpapakita ng kakayahang Week 3 EsP2PKP- Ic – 10

labanan ang takot kapag may
nangbubully
Naisasagawa nang Week 4

4. Naisakikilos ang mga paraan ng
palagian ang
pagpapanatili ng kalinisan, kalusugan at EsP2PKP- Id – 11
pangangalaga at pag-
pag-iingat ng katawan
iingat sa katawan
Naisasagawa ang kusang Week 5

pagsunod sa mga 5. Nakapagpapakita ng pagsunod sa mga
tuntunin at tuntunin at pamantayang itinakda sa
napagkasunduang loob ng tahanan
EsP2PKP- Id-e – 12
gagawin sa loob ng 5.1. paggising at pagkain sa tamang
tahanan oras
5.2. pagtapos ng mga gawaing bahay
Competencies
5.3. paggamit ng mga kagamitan

5.4. at iba pa
Ikalawang Naipamamalas ang pag- Naisasagawa ang wasto 6. Nakapagpapakita ng pagkamagiliwin Week 1 EsP2P- IIa-b – 6
Markahan unawa sa kahalagahan ng at tapat na pakikitungo at at pagkapalakaibigan na may
pagiging sensitibo sa pakikisalamuha sa kapwa pagtitiwala sa mga sumusunod:
damdamin at 6.1. kapitbahay
pangangailangan ng iba, 6.2. kamag-anak
pagiging magalang sa 6.3. kamag-aral
kilos at pananalita at 6.4. panauhin/ bisita
pagmamalasakit sa 6.5. bagong kakilala
kapwa 6.6. taga-ibang lugar
7. Nakapagbabahagi ng sarili sa Week 2 EsP2P- IIc – 7

kalagayan ng kapwa tulad ng:
7.1. antas ng kabuhayan
7.2. pinagmulan
7.3. pagkakaroon ng kapansanan
8. Nakagagamit ng magalang na Week 3

pananalita sa kapwa bata at EsP2P- IId – 8
nakatatanda
9. Nakapagpapakita ng iba’t ibang

magalang na pagkilos sa kaklase o EsP2P- IId-9
kapwa bata
Competencies
10. Nakapagbabahagi ng gamit,

talento, kakayahan o anumang bagay sa EsP2P- IIe – 10
kapwa
Naisasagawa ang mga 11. Nakapaglalahad na ang paggawa

kilos at gawaing ng mabuti sa kapwa ay pagmamahal sa Week 4 EsP2P- IIf 11
nagpapakita ng sarili.
pagmamalasakit sa
12. Nakatutukoy ng mga kilos at
kapwa
gawaing nagpapakita ng
pagmamalasakit sa mga kasapi ng Week 5 EsP2P- IIg – 12
paaralan at pamayanan
13. Nakapagpapakita ng
pagmamalasakit sa kasapi ng paaralan EsP2P- IIh-i – 13
at pamayanan sa iba’t ibang paraan
Ikatlong Naipamamalas ang pag- Naisasagawa nang buong 14. Nakapagpapakita ng paraan ng
Markahan unawa sa kahalagahan ng pagmamalaki ang pagpapasalamat sa anumang
kamalayan sa karapatang pagiging mulat sa karapatang tinatamasa EsP2PPP- IIIa-b– 6
pantao ng bata, karapatan na maaaring Hal. pag-aaral nang mabuti Week 1
pagkamasunurin tungo sa tamasahin pagtitipid sa anumang kagamitan
kaayusan at kapayapaan ng
15. Nakatutukoy ng mga karapatang
kapaligiran at ng bansang
kinabibilangan maaaring ibigay ng pamilya o mga EsP2PPP- IIIc– 7
kaanak
Week 2
16. Nakapagpapahayag ng kabutihang
dulot ng karapatang tinatamasa EsP2PPP- IIIc– 8
Competencies
17. Nakapagbabahagi ng pasasalamat

sa tinatamasang karapatan sa EsP2PPP- IIId– 9
pamamagitan ng kuwento
Naisasabuhay ang 18. Nakagagamit nang masinop ng

pagsunod sa iba’t ibang anumang bagay tulad ng tubig, Week 3
EsP2PPP- IIId-e– 10
paraan ng pagpapanatili pagkain, enerhiya at iba pa
ng kaayusan at
19. Nakikibahagi sa anumang
kapayapaan sa
programa ng paaralan at pamayanan
pamayanan at bansa Week 4
na makatutulong sa pagpapanatili ng EsP2PPP- IIIf– 11
kalinisan at kaayusan sa pamayanan at
bansa
20. Nakatutukoy ng iba’t ibang paraan

upang mapanatili ang kalinisan at
Week 5
kaayusan sa pamayanan
hal.
- pagsunod sa mga babalang EsP2PPP- IIIg-h– 12
pantrapiko
- wastong pagtatapon ng basura
- pagtatanim ng mga halaman sa
paligid
21. Nakapagpapakita ng pagmamahal sa Week 6

kaayusan at kapayapaan EsP2PPP- IIIi– 13
Ikaapat na Naipamamalas ang pag- Naisasabuhay ang 22. Nakapagpapakita ng ibat-ibang

Markahan unawa sa kahalagahan pagpapasalamat sa lahat paraan ngpagpapasalamat sa mga EsP2PD-
ng pagpapasalamat sa ng biyayang tinatanggap biyayang tinanggap, tinatanggap at IVa-d– 5
lahat ng likha at mga at nakapagpapakita ng tatanggapin mula sa Diyos
Competencies
biyayang tinatanggap pag-asa sa lahat ng Week 1

mula sa Diyos pagkakataon
23. Nakapagpapakita ng pasasalamat
sa mga kakayahan/ talinong bigay ng
Panginoon sa pamamagitan ng:
23.1. paggamit ng talino at kakayahan

23.2. pagbabahagi ng taglay na talino at EsP2PD- IVe-i– 6
kakayahan sa iba
Week 2
23.3. pagtulong sa kapwa
23.4.pagpapaunlad ng talino at
kakayahang bigay ng Panginoon

Quarter Most Essential Learning

Content Standards Performance Standards Duration K to 12 CG Code
Competencies
Unang Naipamamalas ang pag- Naipakikita ang Nakatutukoy ng natatanging Week 1

Markahan unawa sa kahalagahan natatanging kakayahan sa kakayahan EsP3PKP- Ia – 13
ng sariling kakayahan, iba’t ibang pamamaraan Hal. talentong ibinigay ng Diyos
pagkakaroon ng tiwala, nang may tiwala, katapatan
Nakapagpapakita ng mga EsP3PKP- Ia – 14
pangangalaga at pag- at katatagan ng loob
natatanging kakayahan nang may
iingat sa sarili tungo sa
pagtitiwala sa sarili
kabutihan at kaayusan
ng pamilya at Napahahalagahan ang kakayahan sa
pamayanan paggawa EsP3PKP- Ib 15
Competencies
Nakatutukoy ng mga damdamin na

nagpapamalas ng katatagan ng EsP3PKP- Ic – 16
Week 2
kalooban
Naisasabuhay ang iba’t Nakagagawa ng mga wastong kilos at

ibang patunay ng gawi sa pangangalaga ng sariling
pangangalaga at pag- kalusugan at kaligtasan. EsP3PKP- Ie – 18
iingat sa sarili
Naipakikita ang katapatan, Nakasusunod sa mga EsP3PKP- Ii – 22

pakikiisa at pagsunod sa pamantayan/tuntunin ng mag-anak
Week 3
mga tuntunin o anumang
kasunduang itinakda ng
mag-anak na may
kinalaman sa kalusugan at
kaligtasan tungo sa
kabutihan ng lahat
Ikalawang Naipamamalas ang pag- Naisasabuhay nang Nakapagpapadama ng malasakit sa Week 1
Markahan unawa sa kahalagahan palagian ang mga kapwa na may karamdaman sa
ng pakikipagkapwa-tao makabuluhang gawain pamamagitan ng mga simpleng
tungo sa kabutihan ng gawain
EsP3P- IIa-b – 14
kapwa 1.1.pagtulong at pag-aalaga
1.2.pagdalaw, pag-aliw at
1. pagmamalasakit sa pagdadala ng pagkain o anumang
kapwa bagay na kailangan
2. pagiging matapat Nakapagpapakita ng malasakit sa
sa kapwa may
3. pantay-pantay na mga kapansanan sa pamamagitan Week 2 EsP3P- IIc-e – 15
pagtingin ng:
2.1.pagbibigay ng simpleng tulong
Competencies
sa kanilang pangangailangan
2.2.pagbibigay ng pagkakataon
upang sumali at lumahok sa mga
palaro o larangan ng isport at iba
pang programang pampaaralan
2.3 pagbibigay ng pagkakataon
upang sumali at lumahok sa mga
palaro at iba pang paligsahan sa
pamayanan
Naisasaalang-alang ang katayuan/
kalagayan/ pangkat etnikong
kinabibilangan ng kapwa bata sa Week 3 EsP3P- IIf-g –16
pamamagitan ng:
pagbabahagi ng pagkain, laruan,
damit, gamit at iba pa
Nakapagpapakita nang may
kasiyahan sa pakikiisa sa mga
gawaing pambata
Hal. paglalaro Week 4 EsP3P- IIh-i – 17
programa sa paaralan
(paligsahan,
pagdiriwang at iba pa)
Ikatlong Naipamamalas ang pag- Naipagmamalaki ang mga Nakapagpapakita ng mga kaugaliang
Markahan unawa sa kahalagahan magagandang kaugaliang Pilipino tulad ng:
ng pananatili ng mga Pilipino sa iba’t ibang pagmamano Week 1 EsP3PPP- IIIa-b – 14
natatanging kaugaliang pagkakataon paggamit ng "po" at "opo"
Pilipino kaalinsabay ng pagsunod sa tamang tagubilin ng
pagsunod sa mga mga nakatatanda
Competencies
tuntunin at batas na may Nakapagpapahayag na isang tanda

kaugnayan sa kalikasan ng mabuting pag-uugali ng Pilipino
EsP3PPP- IIIc-d– 15
at pamayanan ang pagsunod sa tuntunin ng
pamayanan
Naipamamalas ang Nakapagpapanatili ng malinis at
pagiging masunurin sa ligtas na pamayanan sa
mga itinakdang pamamagitan ng:
alituntunin, patakaran at paglilinis at pakikiisa sa gawaing
batas para sa malinis, pantahanan at pangkapaligiran EsP3PPP- IIIe-g – 16
ligtas at maayos na wastong pagtatapon ng basura Week 2
pamayanan palagiang pakikilahok sa proyekto
ng pamayanan na may kinalaman sa
kapaligiran
Nakasusunod sa mga tuntuning may
kinalaman sa kaligtasan tulad ng
mga babala at batas trapiko EsP3PPP- IIIh – 17
pagsakay/pagbaba sa takdang lugar Week 3
Nakapagpapanatili ng ligtas na
pamayanan sa pamamagitan ng
pagiging handa sa sakuna o Week 4 EsP3PPP- IIIi – 18
kalamidad
Ikaapat na Naipamamalas ang pag- 1. Naisabubuhay ang

Markahan unawa sa kahalagahan ng paggalang sa
EsP3PD-IVa– 7
pananalig sa Diyos, paniniwala ng iba Nakapagpapakita ng pananalig sa
paggalang sa sariling tungkol sa Diyos Diyos Week 1
paniniwala at paniniwala 2. Naipakikita ang
sa iba hinggil sa Diyos, pagmamahal sa Diyos EsP3PD- IVb–8
Competencies
pagkakaroon ng pag-asa at sa lahat ng Kanyang Nakapagpapakita ng paggalang sa Week 2

at pagmamahal bilang nilikha kaakibat ang paniniwala ng iba tungkol sa Diyos
isang nilikha pag-asa


Competencies
Unang Naipamamalas ang pag- Naisasagawa nang may Nakapagsasabi ng katotohanan

Week 1 EsP4PKP- Ia-b – 23
Markahan unawa sa kahalagahan mapanuring pag-iisip anuman ang maging bunga nito
ng pagkakaroon ng ang tamang
2. Nakapagsusuri ng katotohanan
katatagan ng loob, pamamaraan/
bago gumawa ng anumang hakbangin
mapanuring pag-iisip, pamantayan sa
batay sa mga nakalap na
pagkamatiyaga, pagtuklas ng
impormasyon Week 2
pagkamapagtiis, katotohanan.
pagkabukas-isip, 2.1. balitang napakinggan
pagkamahinahon at
2.2. patalastas na nabasa/narinig EsP4PKP- Ic-d – 24
pagmamahal sa
katotohanan na 2.3. napanood na programang
magpapalaya sa pantelebisyon
anumang alalahanin sa
buhay ng tao bilang 2.4 pagsangguni sa taong
kasapi ng pamilya kinauukulan
Competencies
3. Nakapagninilay ng katotohanan
BATAY sa mga NAKALAP NA
IMPORMASYON:
3.1. balitang napakinggan
3.2. patalastas na nabasa/narinig EsP4PKP- Ie-g - 25

Week 3
3.3. napanood na programang
pantelebisyon
3.4. nababasa sa internet at mga

social networking sites
4. Nakapagsasagawa nang may

mapanuring pag-iisip ng tamang
Week 4 EsP4PKP- Ih-i - 26
pamamaraan/ pamantayan sa
pagtuklas ng katotohanan
Ikalawang 5. Nakapagpapakita ng
Markahan pagkamahinahon sa damdamin at
Naipamamalas ang pag- Naisasagawa nang
kilos ng kapwa tulad ng:
unawa na hindi mapanuri ang tunay na
Week 1
naghihintay ng kahulugan ng 5.1. pagtanggap ng sariling
anumang kapalit ang pakikipagkapwa pagkakamali at pagtutuwid nang EsP4P- IIa-c–18
paggawa ng mabuti bukal sa loob
5.2. pagtanggap ng puna ng

kapwa nang maluwag sa kalooban
Competencies
5.3. pagpili ng mga salitang di-

nakakasakit ng damdamin sa
pagbibiro
6. Nakapagbabahagi ng sariling
karanasan o makabuluhang
pangyayaring nagpapakita ng pang-
unawa sa kalagayan/pangangailangan EsP4P- IId–19
ng kapwa.
7. Naisasabuhay ang pagiging bukas-

palad sa
7.1. mga nangangailangan EsP4P- IIe– 20

7.2. panahon ng kalamidad
Week 2
Naisasagawa ang 8. Nakapagpapakita ng paggalang sa

paggalang sa karapatan iba sa mga sumusunod na sitwasyon:
ng kapwa
8.1. oras ng pamamahinga
8.2. kapag may nag-aaral
8.3. kapag mayroong maysakit EsP4P-IIf-i– 21

8.4. pakikinig kapag may
nagsasalita/ nagpapaLiwanag
Competencies
8.5. paggamit ng pasilidad ng

paaralan nang may pag-aalala sa
Week 3
kapakanan ng kapwa
8.5.1. palikuran
8.5.2. silid-aklatan
8.5.3. palaruan
8.6. pagpapanatili ng tahimik, malinis

at kaaya-ayang kapaligiran bilang
paraan ng pakikipagkapwa-tao
Ikatlong 9. Nakapagpapakita ng kawilihan sa

Markahan pakikinig o pagbabasa ng mga
Naipamamalas ang pag- Naisasabuhay ang mga
pamanang kulturang materyal (hal.
unawa sa pagmamahal sa gawaing nagpapakita ng
kuwentong bayan, alamat, mga epiko)
bansa sa pamamagitan ng pagpapahalaga sa kultura Week 1 EsP4PPP- IIIa-b–19
at di-materyal (hal. mga magagandang
pagpapahalaga sa kultura
kaugalian, pagpapahalaga sa
nakatatanda at iba pa)
10. Naipagmamalaki/napahahalagahan
ang nasuring kultura ng iba’t ibang
EsP4PPP- IIIc-d–20
pangkat etniko tulad ng kuwentong- Week 2
Competencies
bayan, katutubong sayaw, awit, laro at

iba pa
11. Nakasusunod sa mga

batas/panuntunang pinaiiral tungkol sa
Naipamamalas ang pag- Naisasabuhay ang patuloy EsP4PPP- IIIe-f–21
pangangalaga ng kapaligiran kahit
unawa sa kahalagahan ng na pagninilay para
walang nakakakita
pagkakaroon ng sariling makapagpasya nang
disiplina para sa bansa wasto tungkol sa epekto 12. Nakatutulong sa pagpapanatili ng
tungo sa pandaigdigang ng tulong-tulong na kalinisan at kaayusan ng kapaligiran
pagkakaisa pangangalaga ng saanman sa pamamagitan ng:
kapaligiran para sa
kaligtasan ng bansa at 12.1. segregasyon o pagtapon ng
daigdig mga basurang nabubulok at di-
nabubulok sa tamang lagayan Week 3 EsP4PPP- IIIg-i–22
12.2. pag-iwas sa pagsunog ng
anumang bagay
12.3. pagsasagawa ng muling

paggamit ng mga patapong bagay
(Recycling)
Ikaapat na 13. Napahahalagahan ang lahat ng

Markahan mga likha: may buhay at mga
Nauunawaan at Naisasabuhay ang
materyal na bagay
naipakikita ang pananalig sa Diyos sa
EsP4PD- IVa-c–10
pananalig sa Diyos sa pamamagitan ng 13.1. Sarili at kapwa-tao:
pamamagitan ng paggalang, pagtanggap Week 1
13.1.1. pag-iwas sa
paggalang, pagtanggap
pagkakaroon ng sakit
Competencies
at pagmamahal sa mga at pagmamahal sa mga 13.1.2. paggalang sa kapwa-tao

likha likha
13.2. Hayop:
EsP4PD- IVd–11
13.2.1. pagkalinga sa mga Week 2
hayop na ligaw at endangered
13.3. Halaman : pangangalaga sa

mga halaman gaya ng :
13.3.1. pag-aayos ng mga

nabuwal na halaman
EsP4PD- IVe-g–12
13.3.2. paglalagay ng mga lupa sa
paso
13.3.3. pagbubungkal ng tanim
na halaman sa paligid
13.4. Mga Materyal na Kagamitan:

13.4.1. pangangalaga sa mga Week 3 EsP4PD- IVh-i –13
materyal na kagamitang likas o gawa
ng tao

Competencies
Unang 1. Napahahalagahan ang Week 1 EsP5PKP – Ia- 27

Markahan Naipamamalas ang pag- katotohanan sa pamamagitan ng
Nakagagawa ng tamang
unawa sa kahalagahan ng pagsusuri sa mga:
pasya ayon sa dikta ng isip
pagkakaroon ng
at loobin sa kung ano ang 1.1. balitang napakinggan
mapanuring pag-iisip sa
dapat at di-dapat
pagpapahayag at pagganap 1.2. patalastas na nabasa/narinig
ng anumang gawain na
1.3. napanood na programang
may
kinalaman sa sarili at sa pantelebisyon
pamilyang kinabibilangan 1.4. nabasa sa internet
2. Nakasusuri ng mabuti at di- Week 2 EsP5PKP – Ib - 28

mabuting maidudulot sa sarili at
miyembro ng pamilya ng anumang
babasahin, napapakinggan at
napapanood
2.1. dyaryo
2.2. magasin
2.3. radyo
2.4. telebisyon
2.5. pelikula
2.6. Internet
Competencies
Naisasabuhay ang 3. Nakapagpapakita ng kawilihan at Week 3 EsP5PKP – Ic-d - 29

pagkakaroon ng tamang positibong saloobin sa pag-aaral
pag-uugali sa
3.1. pakikinig
pagpapahayag at
pagganap ng anumang 3.2. pakikilahok sa pangkatang
gawain. gawain
3.3. pakikipagtalakayan
3.4. pagtatanong
3.5. paggawa ng proyekto (gamit

ang anumang technology tools)
3.6. paggawa ng takdang-aralin
3.7. pagtuturo sa iba
4. Nakapagpapakita ng matapat na Week 4 EsP5PKP – Ie - 30

paggawa sa mga proyektong
pampaaralan
5. Nakapagpapatunay na mahalaga EsP5PKP – If - 32

ang pagkakaisa sa pagtatapos ng
gawain
6. Nakapagpapahayag nang may Week 5 EsP5PKP – Ig - 34

katapatan ng sariling opinyon/ideya at
saloobin tungkol sa mga sitwasyong
may kinalaman sa sarili at
Competencies
pamilyang kinabibilangan. Hal.

Suliranin sa paaralan at pamayanan
Naisasagawa ang mga 7. Nakapagpapahayag ng EsP5PKP – Ih - 35

kilos,gawain at pahayag katotohanan kahit masakit sa
na may kabutihan at kalooban gaya ng:
katotohanan
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng

pagsusulit
7.3. pagsisinungaling sa sinumang
miyembro ng pamilya, at iba pa
Ikalawang 1. Nakapagsisimula ng Week 1 EsP5P – IIa –22

Markahan Naisasagawa ang pamumuno para
Naipamamalas ang pag-
inaasahang hakbang, kilos makapagbigay ng kayang
unawa sa kahalagahan ng
at pahayag na may tulong para sa
pakikipagkapwa-tao at
paggalang at nangangailangan
pagganap ng mga
pagmamalasakit para sa 1.1. biktima ng kalamidad
inaasahang hakbang,
kapakanan at kabutihan 1.2. pagbibigay ng
pahayag at kilos para sa
ng pamilya at kapwa babala/impormasyon
kapakanan at ng pamilya at
kung may bagyo, baha,
kapwa
sunog, lindol,
at iba pa
Nakapagbibigay-alam sa kinauukulan Week 2 EsP5P – IIb – 23
tungkol sa kaguluhan, at iba pa
(pagmamalasakit sa kapwa na
sinasaktan / kinukutya / binubully
Competencies
Nakapagpapakita ng paggalang sa
mga dayuhan sa pamamagitan ng:
3.1. mabuting
pagtanggap/pagtrato sa mga
katutubo at mga dayuhan EsP5P –IIc – 24
3.2. paggalang sa natatanging
kaugalian/paniniwala ng mga
katutubo at dayuhang kakaiba sa
kinagisnan
Nakabubuo at nakapagpapahayag Week 3 EsP5P – IId-e – 25

nang may paggalang sa anumang
ideya/opinion
Nakapagpapaubaya ng pansariling EsP5P – IIf – 26

kapakanan para sa kabutihan ng
kapwa
Nakapagsasaalang-alang ng Week 4 EsP5P – IIg – 27

karapatan ng iba
Nakikilahok sa mga patimpalak o EsP5P – IIh – 28

paligsahan na ang layunin ay
pakikipagkaibigan
Nagagampanan nang buong husay Week 5 EsP5P – IIi –29

ang anumang tungkulin sa programa o
proyekto gamit ang anumang
teknolohiya sa paaralan
Competencies
Ikatlong Nakapagpapakita ng mga kanais-nais Week 1 EsP5PPP – IIIa – 23

Markahan na kaugaliang Pilipino
Naipamamalas ang pag- Naisasagawa nang may
1.1. nakikisama sa kapwa Pilipino
unawa sa kahalagahan disiplina sa sarili at pakikiisa
1.2. tumutulong/lumalahok sa
nang pagpapakita ng mga sa anumang alituntuntunin
bayanihan at palusong
natatanging kaugaliang at batas na may kinalaman
1.3. magiliw na pagtanggap ng
Pilipino, pagkakaroon ng sa bansa
mga panauhin
disiplina para sa kabutihan at global na kapakanan
ng lahat, komitment at Nakapagpapamalas ng Week 2 EsP5PPP – IIIb – 24
pagkakaisa bilang pagkamalikhain sa pagbuo ng mga
tagapangalaga ng sayaw, awit at sining gamit ang
kapaligiran anumang multimedia o teknolohiya
Napananatili ang pagkamabuting EsP5PPP – IIIb – 25

mamamayang Pilipino sa
pamamagitan ng pakikilahok
Nakasusunod ng may masusi at Week 3 EsP5PPP – IIIc – 26

matalinong pagpapasiya para sa
kaligtasan. Hal:
4.1. paalala para sa mga panoorin at
babasahin
4.2. pagsunod sa mga alituntunin
tungkol sa pag-iingat sa sunog at
paalaala kung may kalamidad
Naisasabuhay ang Nakapagpapakita ng magagandang Week 4 EsP5PPP – IIId – 27

pagkakaisa at komitment halimbawa ng pagiging
bilang responsableng responsableng tagapangalaga ng
kapaligiran
Competencies
tagapangalaga ng 5.1. pagiging mapanagutan

kapaligiran 5.2. pagmamalasakit sa kapaligiran sa
pamamagitan ng pakikiisa sa mga
programang pangkapaligiran
Napatutunayan na di-nakukuha sa EsP5PPP – IIIe– 28

kasakiman ang pangangailangan
6.1. pagiging vigilant sa mga illegal
na gawaing nakasisira sa kapaligiran
Nakikiisa nang may kasiyahan sa mga Week 5 EsP5PPP – IIIf – 29

programa ng pamahalaan na may
kaugnayan sa pagpapanatili ng
kapayapaan
7.1. paggalang sa karapatang
pantao
7.2. paggalang sa opinyon ng iba
7.3. paggalang sa ideya ng iba
Nakalalahok sa pangangampanya sa Week 6 EsP5PPP – IIIg – 30

pagpapatupad ng mga batas para sa
kabutihan ng lahat
8.1. pangkalinisan
8.2. pangkaligtasan
8.3. pangkalusugan
8.4. pangkapayapaan
8.5. pangkalikasan
Nakagagawa ng isang proyekto gamit Week 7 EsP5PPP – IIIg-h– 31

ang iba’t ibang multimedia at
Competencies
technology tools sa pagpapatupad ng

mga batas sa kalinisan,
kaligtasan, kalusugan at kapayapaan
Nakikiisa nang buong tapat sa mga EsP5PPP – IIIh – 32

gawaing nakatutulong sa bansa at
daigdig
Ikaapat na 1. Nakapagpapakita nang tunay na Week 1 EsP5PD - IVa-d – 14

Markahan pagmamahal sa kapwa tulad ng:
Naipamamalas ang pag- Naisasabuhay ang tunay
1.1. pagsasaalang-alang sa
unawa sa kahalagahan ng na pasasalamat sa Diyos
kapakanan ng kapwa at sa
pananalig sa Diyos na na nagkaloob ng buhay
kinabibilangang pamayanan
nagbigay ng buhay
1.2. pakikiisa sa pagdarasal para sa
kabutihan ng lahat
Hal. 1.3. pagkalinga at pagtulong sa
- palagiang paggawa kapwa
ng mabuti sa lahat 2. Nakapagpapakita ng iba’t ibang Week 2 EsP5PD - IVe-i – 15
paraan ng pasasalamat sa Diyos

Competencies
Unang Naipamamalas ang pag- Naisasagawa ang tamang 1. Nakapagsusuri nang mabuti sa Week 1 EsP6PKP- Ia-i– 37
Markahan unawa sa kahalagahan desisyon nang may mga bagay na may kinalaman sa
ng pagsunod sa mga katatagan ng loob para sa sarili at pangyayari
tamang hakbang bago ikabubuti ng lahat
makagawa ng isang
desisyon para sa 2. Nakasasang-ayon sa pasya ng Week 2 EsP6PKP- Ia-i– 37
ikabubuti ng lahat nakararami kung nakabubuti ito
3. Nakagagamit ng impormasyon ( EsP6PKP- Ia-i– 37

wasto / tamang impormasyon)
Ikalawang Naipamamalas ang pag- Naisasabuhay ang 4. Naipakikita ang kahalagahan ng Week 1 EsP6P- IIa-c–30
Markahan unawa sa kahalagan ng pagkakaroon ng bukas na pagiging responsable sa kapwa:
pakikipagkapwa-tao na isipan at kahinahunan sa
4.1 pangako o pinagkasunduan;
may kaakibat na pagpapasiya para sa
paggalang at kapayapaan ng sarili at 4.2 pagpapanatili ng mabuting
responsibilidad kapwa pakikipagkaibigan;
4.3 pagiging matapat
5. Nakapagpapakita ng paggalang sa Week 2 EsP6P- IId-i-31

ideya o suhestyon ng kapwa
Competencies
Ikatlong 6. Napahahalagahan ang magaling at Week 1 EsP6PPP- IIIc-d–35

Markahan matagumpay na mga Pilipino sa
Naipamamalas ang pag- Naipakikita ang tunay na
pamamagitan ng:
unawa sa kahalagahan ng paghanga at pagmamalaki
pagmamahal sa bansa at sa mga sakripisyong 6.1 pagmomodelo ng kanilang
pandaigdigang pagkakaisa ginawa ng mga Pilipino pagtatagumpay;
tungo sa isang maunlad,
6.2 kuwento ng kanilang
mapayapa at
pagsasakripisyo at pagbibigay ng
mapagkalingang
sarili para sa bayan;
pamayanan
6.3 pagtulad sa mga mabubuting
katangian na naging susi sa
pagtatagumpay ng mga Pilipino
Naipakikita ang wastong 7. Nakagagamit nang may Week 2 EsP6PPP- IIIe–36

pangangalaga sa pagpapahalaga at pananagutan sa
kapaligiran para sa kabuhayan at pinagkukunang-yaman
kasalukuyan at susunod
8. Nakapagpapakita ng tapat na Week 3 EsP6PPP- IIIf–37
na henerasyon
pagsunod sa mga batas pambansa at
pandaigdigan tungkol sa pangangalaga
sa kapaligiran
9. Naipagmamalaki ang anumang Week 4 EsP6PPP- IIIg–38

natapos na gawain na nakasusunod sa
pamantayan at kalidad
Naisasagawa ang mga 10. Naipakikita ang pagiging Week 5 EsP6PPP- IIIh–39
gawaing nagbibigay malikhain sa paggawa ng anumang
inspirasyon sa kapwa proyekto na makatutulong at
Competencies
upang makamit ang magsisilbing inspirasyon tungo sa

kaunlaran ng bansa pagsulong at pag-unlad ng bansa
Naisasagawa ang mga 11. Naisasakilos ang pagtupad sa Week 6 EsP6PPP- IIIh-i–40
gawain na may kaugnayan mga batas pambansa at
sa kapayapaan at pandaigdigan:
kaayusan tungo sa
11.1 pagtupad sa mga batas para sa
pandaigdigang pagkakaisa
kaligtasan sa daan; pangkalusugan;
pangkapaligiran;
pag-abuso sa paggamit ng
ipinagbabawal na gamot;
11.2 lumalahok sa mga kampanya at
programa para sa pagpapatupad ng
batas tulad ng pagbabawal sa
paninigarilyo, pananakit sa hayop, at
iba pa;
11.3 tumutulong sa
makakayanang paraan ng
pagpapanatili ng kapayapaan
Ikaapat na Naipamamalas ang pag- Naisasabuhay ang 12. Napatutunayan na nagpapaunlad Week 1-2
Markahan unawa sa kahalagahan pagkamabuting tao na may ng pagkatao ang ispiritwalidad. Hal.
ng pagkakaroon ng positibong pananaw bilang pagpapaLiwanag na ispiritwalidad ang
sariling kapayapaan patunay sa pag- unlad ng pagkakaroon ng mabuting pagkatao
(inner peace) ispiritwalidad anuman ang paniniwala; pagkakaroon
ng positibong
Competencies
para sa pakikitungo sa pananaw, pag-asa, at pagmamahal sa

iba kapwa at Diyos

Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Code
Competencies
Naipamamalas ng mag- Naisasagawa ng mag-aaral Natutukoy ang mga pagbabago sa

aaral ang pag-unawa sa ang mga angkop na hakbang kanyang sarili mula sa gulang na 8 o
mga inaasahang kakayahan sa paglinang ng limang 9 hanggang sa kasalukuyan sa
at kilos sa panahon ng inaasahang kakayahan at aspetong:
pagdadalaga/pagbibinata, kilos1 (developmental tasks)
talento at kakayahan, sa panahon ng
hilig, at mga tungkulin sa pagdadalaga / pagbibinata. a. Pagtatamo ng bago at
panahon ng ganap na pakikipag-
1 pagdadalaga/pagbibinata ugnayan (more mature Week 1 EsP7PS-Ia-1.1
relations) sa mga kasing
edad (Pakikipagkaibigan)
b. Pagtanggap ng papel o
gampanin sa lipunan
c. Pagtanggap sa mga
pagbabago sa katawan at
Competencies
paglalapat ng tamang
pamamahala sa mga ito
d. Pagnanais at pagtatamo ng
mapanagutang asal sa
pakikipagkapwa/ sa lipunan
e. Pagkakaroon ng kakayahang
makagawa ng maingat na
pagpapasya
f. Pagkilala ng tungkulin sa
bawat gampanin bilang
nagdadalaga / nagbibinata
Natatanggap ang mga pagbabagong

nagaganap sa sarili sa panahon ng EsP7PS-Ia-1.2
pagdadalaga/pagbibinata
NaipaliLiwanag na ang
paglinang ng mga angkop na
1 inaasahang kakayahan at kilos
(developmental tasks) sa panahon EsP7PS-Ib-1.3
ng pagdadalaga / pagbibinata ay Week 2
nakatutulong sa:
a. pagkakaroon ng tiwala sa
sarili, at
Competencies
b. paghahanda sa limang
inaasahang kakayahan at
kilos na nasa mataas na
antas (phase) ng
pagdadalaga/pagbibinata
(middle and late adoscence):
(paghahanda sa
paghahanapbuhay,
paghahanda sa pag-aasawa /
pagpapamilya, at pagkakaroon
ng mga pagpapahalagang
gabay sa mabuting asal), at
pagiging mabuti at
mapanagutang
tao
pag-unawa ng kabataan sa kanyang
mga tungkulin sa sarili, bilang anak,
kapatid, mag-aaral, mamamayan,
mananampalataya, kosyumer ng media
at bilang tagapangalaga ng kalikasan ay
isang paraan upang maging
mapanagutan bilang paghahanda sa
susunod na yugto ng buhay
1 1.4. Naisasagawa ang mga

angkop na hakbang sa paglinang
ng limang inaasahang kakayahan EsP7PS-Ib-1.4
at kilos (developmental tasks)
sa
Competencies
panahon ng pagdadalaga /
pagbibinata
1 Naipamamalas ng mag- Naisasagawa ng mag-aaral Natutukoy ang kanyang mga talento

EsP7PS-Ic-2.1
aaral ang pag-unawa sa ang mga gawaing angkop at kakayahan
talento at kakayahan sa pagpapaunlad ng
Natutukoy ang mga aspekto ng sarili Week 3
kanyang mga talento at
kung saan kulang siya ng tiwala sa sarili
kakayahan EsP7PS-Ic-2.2
at nakikilala ang mga paraan kung
paano lalampasan ang mga ito
Napatutunayan na ang pagtuklas at

pagpapaunlad ng mga angking talento
at kakayahan ay mahalaga sapagkat
ang mga ito ay mga kaloob na kung
pauunlarin ay makahuhubog ng sarili
EsP7PS-Id-2.3
tungo sa pagkakaroon ng tiwala sa
sarili, paglampas sa mga kahinaan, Week 4
pagtupad ng mga tungkulin, at
paglilingkod sa pamayanan
Naisasagawa ang mga gawaing angkop

sa pagpapaunlad ng sariling mga EsP7PS-Id-2.4
talento at kakayahan
Naipamamalas ng mag- Naisasagawa ng mag-aaral Natutukoy ang kaugnayan ng

aaral ang pag-unawa sa ang mga gawaing angkop pagpapaunlad ng mga hilig sa pagpili
1 Week 5 EsP7PS-Ie-3.1
mga hilig para sa pagpapaunlad ng ng kursong akademiko o teknikal-
kanyang mga hilig bokasyonal, negosyo o hanapbuhay
Competencies
Nakasusuri ng mga sariling hilig EsP7PS-Ie-3.2

ayon sa larangan at tuon ng mga ito
NaipaliLiwanag na ang
pagpapaunlad ng mga hilig ay
makatutulong sa pagtupad ng mga
tungkulin, paghahanda tungo sa
pagpili ng propesyon, kursong EsP7PS-If-3.3
akademiko o teknikal-bokasyonal,
negosyo o hanapbuhay, pagtulong sa
Week 6
kapwa at paglilingkod sa pamayanan
1 Naisasagawa ang mga gawaing

angkop sa pagpapaunlad ng kanyang
mga hilig EsP7PS-If-3.4
2 Naipamamalas ng mag- Nakagagawa ng angkop na Natutukoy ang mga katangian, gamit

aaral ang pag-unawa sa pagpapasiya tungo sa at tunguhin ng isip at kilos-loob EsP7PS-IIa-5.1
isip at kilos-loob. katotohanan at kabutihan Week 1
Nasusuri ang isang pasyang ginawa
gamit ang isip at kilos-loob
batay sa gamit at tunguhin ng isip at EsP7PS-IIa-5.2
kilos-loob
NaipaliLiwanag na ang isip at kilos-

loob ang nagpapabukod-tangi sa tao,
kaya ang kanyang mga pagpapasiya ay EsP7PS-IIb-5.3
dapat patungo sa katotohanan at Week 2
kabutihan
Naisasagawa ang pagbuo ng angkop

EsP7PS-IIb-5.4
na pagpapasiya tungo sa
Competencies
katotohanan at kabutihan gamit ang

isip at kilos-loob
2 Naipamamalas ng mag- Naisasagawa ng mag-aaral Nakikilala na natatangi sa tao ang

aaralang pag-unawa sa ang paglalapat ng wastong Likas na Batas Moral dahil ang
kaugnayan ng paraan upang itama ang pagtungo sa kabutihan ay may
konsiyensiya sa Likas na mga maling pasiya o kilos kamalayan at kalayaan. Ang unang EsP7PS-IIc-6.1
Batas Moral. bilang kabataan batay sa prinsipyo nito ay likas sa tao na
tamang konsiyensiya. dapat gawin ang mabuti at iwasan Week 3
ang masama.
Nailalapat ang wastong paraan

upang baguhin ang mga pasya at
kilos na taliwas sa unang prinsipyo EsP7PS-IIc-6.2
ng Likas na Batas Moral
Nahihinuha na nalalaman agad ng

tao ang mabuti at masama sa
kongkretong sitwasyon batay sa
sinasabi ng konsiyensiya. Ito ang Likas EsP7PS-IId-6.3
na Batas Moral na itinanim ng Diyos
sa isip at puso ng tao. Week 4
Nakabubuo ng tamang
pangangatwiran batay sa Likas na
Batas Moral upang magkaroon ng EsP7PS-IId-6.4
angkop na pagpapasiya at kilos
araw-araw
Naisasagawa ng mag-aaral Nakikilala ang mga indikasyon /

ang pagbuo ng mga palatandaan ng pagkakaroon o Week 5 EsP7PT-IIe-7.1
2
hakbang upang baguhin o kawalan ng kalayaan
Competencies
Naipamamalas ng mag- paunlarin ang kaniyang Nasusuri kung nakikita sa mga gawi
aaral ang pag-unawa sa paggamit ng kalayaan. ng kabataan ang kalayaan EsP7PT-IIe-7.2
kalayaan.
Nahihinuha na likas sa tao ang
malayang pagpili sa mabuti o sa
masama; ngunit ang kalayaan ay may EsP7PT-IIf-7.3
kakambal na pananagutan para sa
kabutihan
Naisasagawa ang pagbuo ng mga Week 6

hakbang upang baguhin o paunlarin EsP7PT-IIf-7.4
ang kaniyang paggamit ng kalayaan
2 Naipamamalas ng mag- Naisasagawa ng mag-aaral Nakikilala na may dignidad ang bawat

aaral ang pag-unawa sa ang mga konkretong paraan tao anoman ang kanyang kalagayang
dignidad ng tao. upang ipakita ang paggalang panlipunan, kulay, lahi, edukasyon, EsP7PT-IIg-8.1
at pagmamalasakit sa mga relihiyon at iba pa Week 7
taong kapus-palad o higit na
Nakabubuo ng mga paraan upang
nangangailangan.
mahalin ang sarili at kapwa na may EsP7PT-IIg-8.2
pagpapahalaga sa dignidad ng tao
Napatutunayan na ang
a. paggalang sa dignidad ng
tao ay ang nagsisilbing daan
upang mahalin ang kapwa
tulad ng pagmamahal sa sarili Week 8 EsP7PT-IIh-8.3
at
b. ang paggalang sa dignidad ng
tao ay nagmumula sa
pagiging pantay at
magkapareho nilang tao
Competencies
Naisasagawa ang mga konkretong

paraan upang ipakita ang paggalang at
pagmamalasakit sa mga taong kapus- EsP7PT-IIh-8.4
palad o higit na nangangailangan
kaysa sa kanila
3 Naipamamalas ng mag- Naisasagawa ng mag-aaral Nakikilala ang pagkakaiba at

aaral ang pag-unawa sa ang pagsasabuhay ng mga pagkakaugnay ng birtud at EsP7PB-IIIa-9.1
pagpapahalaga at birtud pagpapahalaga at birtud na pagpapahalaga
magpapaunlad ng kanyang
Natutukoy
buhay bilang
nagdadalaga/nagbibinata a. ang mga birtud at Week 1
pagpapahalaga na
isasabuhay at EsP7PB-IIIa-9.2
b. ang mga tiyak na kilos na
ilalapat sa pagsasabuhay ng
mga ito
Napatutunayan na ang paulit-ulit na
pagsasabuhay ng mga mabuting gawi
batay sa mga moral na
pagpapahalaga ay patungo sa EsP7PB-IIIb-9.3
paghubog ng mga birtud (acquired
virtues) Week 2
Naisasagawa ang pagsasabuhay ng

mga pagpapahalaga at birtud na
magpapaunlad ng kanyang buhay EsP7PB-IIIb-9.4
bilang nagdadalaga/ nagbibinata
Competencies
3 Naipamamalas ng mag- Naisasagawa ng mag-aaral Natutukoy ang iba’t ibang antas ng

aaral ang pag-unawa sa ang paglalapat ng mga tiyak pagpapahalaga at ang mga EsP7PB-IIIc-10.1
hirarkiya ng mga na hakbang upang mapataas halimbawa ng mga ito
pagpapahalaga. ang antas ng kaniyang mga Week 3
pagpapahalaga. Nakagagawa ng hagdan ng sariling
pagpapahalaga batay sa Hirarkiya ng EsP7PB-IIIc-10.2
mga Pagpapahalaga ni Max Scheler
Napatutunayang ang piniling uri ng

pagpapahalaga batay sa hirarkiya ng
mga pagpapahalaga ay gabay sa EsP7PB-IIId-10.3
makatotohanang pag-unlad ng ating
pagkatao Week 4
Naisasagawa ang paglalapat ng mga
tiyak na hakbang upang mapataas
ang antas ng kaniyang mga EsP7PB-IIId-10.4
pagpapahalaga
3 Naipamamalas ng mag- Naisasagawa ng mag-aaral Nakikilala na ang mga pangarap ang

aaral ang pag-unawa sa ang plano ng paghahanda batayan ng mga pagpupunyagi tungo sa
kahalagahan ng pag-aaral para sa minimithing makabuluhan at maligayang buhay, sa
bilang paghahanda para sa kursong akademiko o mga aspetong:
pagnenegosyo at teknikal-bokasyonal,
a. personal na salik na
paghahanapbuhay. negosyo o hanapbuhay
kailangang paunlarin kaugnay
batay sa pamantayan sa Week 5 EsP7PB-IVa-13.1
ng pagpaplano ng kursong
pagbuo ng Career Plan.
akademiko o teknikal-
bokasyonal, negosyo o
hanapbuhay
b. pagkilala sa mga (a) mga
kahalagahan ng pag-aaral
bilang paghahanda sa
Competencies
pagnenegosyo at
paghahanapbuhay at ang (b)
mga hakbang sa paggawa ng
Career Plan
Nakapagtatakda ng malinaw at
makatotohanang mithiin upang
magkaroon ng tamang direksyon sa
buhay at matupad ang mga pangarap,
maging ang pagsaalang- alang sa mga:
a. sariling kalakasan at
kahinaan at pagbalangkas ng
mga hakbang upang
magamit ang mga kalakasan sa
ikabubuti at malagpasan ang EsP7PB-IVa-13.2
mga kahinaan
b. pagtanggap ng kawalan o
kakulangan sa mga personal
na salik na kailangan sa
pinaplanong kursong
akademiko o teknikal-
bokasyonal, negosyo o
hanapbuhay
Naipaliliwanag na mahalaga ang
a. pagtatakda ng malinaw at
makatotohanang mithiin ay EsP7PB-IVb-13.3
nagsisilbing gabay sa tamang Week 6
pagpapasiya upang
Competencies
magkaroon ng tamang
direksyon sa buhay at
matupad ang mga pangarap
b. pagtutugma ng mga personal
na salik at mga kailanganin
(requirements) sa pinaplanong
kursong akademiko o teknikal-
bokasyonal, sining o isports,
negosyo o hanapbuhay upang
magkaroon ng makabuluhang
negosyo o hanapbuhay,
maging produktibo at
makibahagi sa pag-unlad ng
ekonomiya ng bansa
c. pag-aaral ay naglilinang ng mga
kasanayan, pagpapahalaga,
talento at mga kakayahang
makatutulong, sa
pagtatagumpay sa pinaplanong
buhay, negosyo o hanapbuhay
Naisasagawa ang paglalapat ng

pansariling plano sa pagtupad ng
mga minimithing kursong akademiko o EsP7PB-IVb-13.4
teknikal-bokasyonal, negosyo o
hanapbuhay batay sa pamantayan sa
Competencies
pagbuo ng Career Plan gamit ang

Goal Setting at Action Planning Chart
4 Naipamamalas ng mag- Naisasagawa ng mag-aaral NaipaliLiwanag ang kahalagahan ng

aaral ang pag-unawa sa ang pagbuo ng Personal na makabuluhang pagpapasiya sa uri ng EsP7PB-IVc-14.1
mabuting pagpapasiya Pahayag ng Misyon sa Buhay buhay
(Personal Mission Week 1
Nasusuri ang ginawang Personal na
Statement) batay sa mga
Pahayag ng Misyon sa Buhay kung ito
hakbang sa mabuting
ay may pagsasaalang-alang sa tama EsP7PB-IVc-14.2
pagpapasiya.
at matuwid na pagpapasiya
Nahihinuha na ang pagbuo ng

Personal na Pahayag ng Misyon sa
Buhay ay gabay sa tamang
pagpapasiya upang magkaroon ng EsP7PB-IVd-14.3
tamang direksyon sa buhay at
matupad ang mga pangarap Week 2
Naisasagawa ang pagbuo ng

Personal na Pahayag ng Misyon sa
Buhay batay sa mga hakbang sa EsP7PB-IVd-14.4
mabuting pagpapasiya

Subject: Edukasyon sa Pagpapakatao
Performance K to 12 CG Code
Quarter Content Standards Most Essential Learning Competencies Duration
Standards
Naipamamalas ng mag- Naisasagawa ng mag- 1.1 Natutukoy ang mga gawain o karanasan EsP8PBIa-1.1
1 Week 1
aaral ang pag-unawa sa aaral ang mga angkop sa sariling pamilya na kapupulutan ng
Standards
pamilya bilang natural na kilos tungo sa aral o may positibong impluwensya sa sarili
na institusyon ng pagpapatatag ng 1.2 Nasusuri ang pag-iral ng pagmamahalan, EsP8PBIa-1.2
lipunan. pagmamahalan at pagtutulungan at pananampalataya sa
pagtutulungan sa isang pamilyang nakasama, naobserbahan
sariling pamilya. o napanood
1.3 Napatutunayan kung bakit ang pamilya EsP8PBIb-1.3
ay natural na institusyon ng pagmamahalan

at pagtutulungan na nakatutulong sa
pagpapaunlad ng sarili tungo sa makabuluhang
Week 2
pakikipagkapwa
1.4 Naisasagawa ang mga angkop na kilos EsP8PBIb-1.4
tungo sa pagpapatatag ng pagmamahalan at
pagtutulungan sa sariling pamilya
Naisasagawa ang mga EsP8PBIc-2.1
angkop na kilos tungo a. Nakikilala ang mga gawi o karanasan sa
sa pagpapaunlad ng
mga gawi sa pag-aaral sariling pamilya na nagpapakita ng
at pagsasabuhay ng pagbibigay ng edukasyon, paggabay sa
Naipamamalas ng mag- pagpapasya at paghubog ng
aaral ang pag-unawa sa pananampalataya sa
pamilya pananampalataya
misyon ng pamilya sa
Week 3
pagbibigay ng edukasyon,
1 paggabay sa pagpapasya b. Nasusuri ang mga banta sa pamilyang EsP8PBIc-2.2
at Pilipino sa pagbibigay ng edukasyon,
paghubog ng paggabay sa pagpapasya at paghubog ng
pananampalataya. pananampalataya
2.3 Naipaliliwanag na: EsP8PBId-2.3
a. Bukod sa paglalang, may
pananagutan ang mga magulang na Week 4
bigyan ng maayos na edukasyon ang
kanilang mga anak, gabayan sa
Standards
pagpapasya at hubugin sa
pananampalataya.
b. Ang karapatan at tungkulin ng mga
magulang na magbigay ng edukasyon
ang bukod-tangi at pinakamahalagang
gampanin ng mga magulang.
c. Naisasagawa ang mga angkop na EsP8PBId-2.4
kilos tungo sa pagpapaunlad ng mga

gawi sa pag-aaral at pagsasabuhay ng
pananampalataya sa pamilya
3.1 Natutukoy ang mga gawain o karanasan EsP8PBIe-3.1

sa sariling pamilya o pamilyang nakasama,
naobserbahan o napanood na nagpapatunay ng
pagkakaroon o kawalan ng bukas na
Week 5
komunikasyon
3.2 Nabibigyang-puna ang uri ng EsP8PBIe-3.2
komunikasyon na umiiralsa isang pamilyang
Naisasagawa ng mag- nakasama, naobserbahan o napanood
Naipamamalas ng mag-
aaral ang mga angkop 3.3. Nahihinuha na: EsP8PBIf-3.3
aaral ang pag-unawa sa
na kilos tungo sa a. Ang bukas na komunikasyon sa
kahalagahan ng
1 pagkakaroon at pagitan ng mga magulang at mga
komunikasyon sa
pagpapaunlad ng anak ay nagbibigay-daan sa mabuting
pamilya.
komunikasyon sa ugnayan ng pamilya sa kapwa.
pamilya
b. Ang pag-unawa at pagiging sensitibo Week 6
sa pasalita, di-pasalita at virtual na uri
ng komunikasyon ay
nakapagpapaunlad ng
pakikipagkapwa.
Standards
c. Ang pag-unawa sa limang antas ng
komunikasyon ay makatutulong sa
angkop at maayos na pakikipag-
ugnayan sa kapwa.
3.4 Naisasagawa ang mga angkop na kilos EsP8PBIf-3.4

tungo sa pagkakaroon at pagpapaunlad ng
komunikasyon sa pamilya
4.1. Natutukoy ang mga gawain o karanasan EsP8PBIg-4.1
sa sariling pamilya na nagpapakita ng pagtulong
sa kapitbahay o pamayanan (papel na
panlipunan) at pagbabantay sa mga batas at
institusyong panlipunan (papel na pampulitikal) Week 7
4.2. Nasusuri ang isang halimbawa ng EsP8PBIg-4.2

Naisasagawa ng mag- pamilyang ginagampanan ang panlipunan at
aaral ang isang gawaing pampulitikal na papel nito
angkop sa panlipunan 4.3. Nahihinuha na may pananagutan ang EsP8PBIh-4.3
1 papel ng pamilya sa
at pampulitikal na pamilya sa pagbuo ng mapagmahal na
pamayanan.
papel ng pamilya. pamayanan sa pamamagitan ng pagtulong sa
kapitbahay o pamayanan (papel na panlipunan)
at pagbabantay sa mga batas at institusyong
panlipunan (papel na pampolitikal) Week 8
4.4. Naisasagawa ang isang gawaing angkop EsP8PBIh-4.4

sa panlipunan at pampulitikal na papel ng
pamilya
Naisasagawa ng mag- Natutukoy ang mga taong itinuturing EsP8PIIa-5.1

2 aaral ang isang niyang kapwa 1 Week
pangkatang gawaing Nasusuri ang mga impluwensya ng EsP8PIIa-5.2
Standards
konsepto ng tutugon sa kanyang kapwa sa kanya sa aspektong
pakikipagkapwa. pangangailangan ng mga intelektwal, panlipunan, pangkabuhayan, at
mag-aaral o kabataan sa pulitikal
paaralan o pamayanan. Nahihinuha na: EsP8PIIb-5.3
a. Ang tao ay likas na panlipunang
nilalang, kaya’t nakikipag- ugnayan
siya sa kanyang kapwa upang
malinang siya sa aspektong
intelektwal, panlipunan,
pangkabuhayan, at politikal.
b. Ang birtud ng katarungan (justice) at

pagmamahal (charity) ay kailangan
sa pagpapatatag ng pakikipagkapwa.
b. Ang pagiging ganap niyang tao ay Week 2

matatamo sa paglilingkod sa kapwa
- ang tunay na indikasyon ng
pagmamahal.
Naisasagawa ang isang gawaing tutugon EsP8PIIb-5.4

sa pangangailangan ng mga mag-aaral o
kabataan sa paaralan o pamayanan sa
aspektong intelektwal, panlipunan,
pangkabuhayan, o pulitikal
Naisasagawa ng mag- EsP8PIIc-6.1
6.1 Natutukoy ang mga taong itinuturing
Naipamamalas ng mag- aaral ang mga angkop
niyang kaibigan at ang mga natutuhan niya
aaral ang pag-unawa sa na kilos upang
2 mula sa mga ito Week 3
pakikipagkaibigan. mapaunlad ang
pakikipagkaibigan (hal.: 6.2. Nasusuri ang kanyang mga EsP8PIIc-6.2
pagpapatawad). pakikipagkaibigan batay sa tatlong uri ng
Standards
pakikipagkaibigan ayon kay Aristotle
6.3 Nahihinuha na: EsP8PIId-6.3
a. Ang pakikipagkaibigan ay
nakatutulong sa paghubog ng
matatag na pagkakakilanlan at
pakikisalamuha sa lipunan.
b. Maraming kabutihang naidudulot ang

pagpapanatili ng mabuting
pakikipagkaibigan: ang pagpapaunlad
ng pagkatao at pakikipagkapwa at
pagtatamo ng mapayapang
lipunan/pamayanan. Week 4
c. Ang pagpapatawad ay palatandaan ng

pakikipagkaibigang batay sa kabutihan
at pagmamahal. Nakatutulong ito sa
pagtamo ng integrasyong pansarili at
pagpapaunlad ng pakikipagkapwa.
Naisasagawa ang mga angkop na kilos EsP8PIId-6.4

upang mapaunlad ang pakikipagkaibigan
(hal.: pagpapatawad)
Naipamamalas ng mag- Naisasagawa ng mag- Natutukoy ang magiging epekto sa kilos at EsP8PIIe-7.1
aaral ang pag-unawa sa aaral ang mga angkop pagpapasiya ng wasto at hindi wastong
mga konsepto tungkol sa na kilos upang pamamahala ng pangunahing emosyon
emosyon. mapamahalaanan ang
kanyang emosyon
2
Nasusuri kung paano Week 5 EsP8PIIe-7.2
naiimpluwensyahan ng isang emosyon ang
pagpapasiya sa isang sitwasyon na may krisis,
suliranin o pagkalito
Standards
Napangangatwiranan na: EsP8PIIf- 7.3
a. Ang pamamahala ng emosyon sa
pamamagitan ng pagtataglay ng mga
birtud ay nakatutulong sa pagpapaunlad
ng sarili at pakikipagkapwa.
b. Ang katatagan (fortitude) at
kahinahunan (prudence) ay
Week 6
nakatutulong upang harapin ang
matinding pagkamuhi, matinding
kalungkutan, takot at galit.
Naisasagawa ang mga angkop na kilos EsP8PIIf-7.4

upang mapamahalaan nang wasto ang
emosyon
Naisasagawa ng mag- Natutukoy ang kahalagahan ng pagiging EsP8PIIg-8.1
aaral ang mga angkop mapanagutang lider at tagasunod
na kilos upang Nasusuri ang katangian ng Week 7 EsP8PIIg-8.2
mapaunlad ang mapanagutang lider at tagasunod na
Naipamamalas ng mag- kakayahang maging nakasama, naobserbahan o napanood
aaral ang pag-unawa sa mapanagutang lider at Nahihinuha na ang pagganap ng tao sa EsP8PIIh-8.3
2 mga konsepto sa pagiging tagasunod. kanyang gampanin bilang lider at tagasunod ay
mapanagutang lider at nakatutulong sa pagpapaunlad ng sarili tungo sa
tagasunod mapanagutang pakikipag-ugnayan sa kapwa at
makabuluhang buhay sa lipunan
Week 8
Naisasagawa ang mga angkop na kilos EsP8PIIh-8.4
upang mapaunlad ang kakayahang maging
mapanagutang lider at tagasunod
3 Naipamamalas ng mag- Naisasagawa ng mag- Natutukoy ang mga biyayang Natatanggap EsP8PBIIIa-9.1
aaral ang pag-unawa sa aaral ang mga angkop mula sa kabutihang-loobng kapwa at mga
Week 1
mga konsepto tungkol sa na kilos sa isang paraan ng pagpapakita ng pasasalamat
pasasalamat. Nasusuri ang mga halimbawa o EsP8PBIIIa-9.2
Standards
pangkatang gawain ng sitwasyon na nagpapakita ng pasasalamat o
pasasalamat. kawalan nito
Napatutunayan na ang pagiginig EsP8PBIIIb-9.3
mapagpasalamat ay ang pagkilala na ang
maraming bagay na napapasaiyo at malaking
bahagi ng iyong pagkatao ay nagmula sa kapwa,
na sa kahuli-hulihan ay biyaya ng Diyos.
Kabaligtaran ito ng Entitlement Mentality, isang
paniniwala o pag-iisip na anomang inaasam mo
Week 2
ay karapatan mo na dapat bigyan ng dagliang
pansin. Hindi naglalayong bayaran o palitan ang
kabutihan ng kapwa kundi gawin sa iba ang
kabutihang ginawa sa iyo.
Naisasagawa ang mga angkop na kilos at EsP8PBIIIb-9.4

pasasalamat
3 Naipamamalas ng mag- Naisasagawa ng mag- Nakikilala ang: EsP8PBIIIc-10.1
aaral ang pag-unawa sa aaral ang mga angkop na a. mga paraan ng pagpapakita ng
pagsunod at paggalang sa kilos ng pagsunod at paggalang na ginagabayan ng
magulang, nakatatanda paggalang sa katarungan at pagmamahal
at may awtoridad. magulang, nakatatanda b. bunga ng hindi pagpapamalas ng
Week 3
at may awtoridad at pagsunod at paggalang sa magulang,
nakaiimpluwensya sa nakatatanda at may awtoridad
kapwa kabataan na Nasusuri ang mga umiiral na paglabag EsP8PBIIIc-10.2
maipamalas ang mga sa paggalang sa magulang, nakatatanda at
ito. may awtoridad
10.3 Nahihinuha na dapat gawin ang EsP8PBIIId-10.3
pagsunod at paggalang sa mga magulang,
nakatatanda at may awtoridad dahil sa
pagmamahal, sa malalim na pananagutan at sa Week 4
pagkilala sa kanilang awtoridad na hubugin,
bantayan at paunlarin ang mga pagpapahalaga
ng kabataan
Standards
10.4 Naisasagawa ang mga angkop na kilos EsP8PBIIId-10.4
ng pagsunod at paggalang sa mga magulang,
nakatatanda at may awtoridad at
nakaiimpluwensiya sa kapwa kabataan na
maipamalas ang mga ito
12.1 Nakikilala ang EsP8PBIIIg-12.1
a. kahalagahan ng katapatan,
b. mga paraan ng pagpapakita ng
katapatan, at
c. bunga ng hindi pagpapamalas ng
Week 1
katapatan
Naisasagawa ng mag- 12.2 Nasusuri ang mga umiiral na paglabag ng
Naipamamalas ng mag- EsP8PBIIIg-12.2
aaral ang mga angkop mga kabataan sa katapatan
na kilos sa
4 katapatan sa salita at
pagsasabuhay ng 12.3 Naipaliliwanag na:
gawa.
katapatan sa salita at Ang pagiging tapat sa salita at gawa ay
gawa. pagpapatunay ng pagkakaroon ng komitment sa
katotohanan at ng mabuti/matatag na EsP8PBIIIh-12.3
konsensya. May layunin itong maibigay sa kapwa
Week 2
ang nararapat para sa kanya, gabay ang diwa ng
pagmamahal.
12.4 Naisasagawa ang mga mga angkop na EsP8PBIIIh-12.4
kilos sa pagsasabuhay ng katapatan sa salita at
gawa
Naisasagawa ng mag- 13.1 Natutukoy ang tamang EsP8IPIVa-13.1
aaral ang tamang kilos pagpaqpakahulugan sa sekswalidad
tungo sa paghahanda 13.2 Nasusuri ang ilang napapanahong isyu Week 3 EsP8IPIVa-13.2
sa susunod na yugto ng ayon sa tamang pananaw sa
4 mga konsepto sa
buhay bilang sekswalidad
sekswalidad ng Tao.
nagdadalaga at 13.3 Nahihinuha na:
nagbibinata at sa Ang pagkakaroon ng tamang pananaw sa EsP8IPIVb-13.3
pagtupad niya ng sekswalidad ay mahalaga para sa Week 4
Standards
kanyang bokasyon na paghahanda sa susunod na yugto ng
magmahal. buhay ng isang nagdadalaga at
nagbibinata at sa pagtupad niya sa
kanyang bokasyon na magmahal.
13.4 Naisasagawa ang tamang kilos tungo
sa paghahanda sa susunod na yugto ng buhay
bilang nagdadalaga at nagbibinata at sa pagtupad EsP8IPIVb-13.4
niya ng kanyang bokasyon na magmahal
14.1 Nakikilala ang mga uri, sanhi at epekto EsP8IPIVc-14.1

ng mga umiiral na karahasan sa
paaralan
14.2 Nasusuri ang mga aspekto ng Week 5 EsP8IPIVc-14.2
pagmamahal sa sarili at kapwa na kailangan
upang maiwasan at matugunan ang karahasan
sa paaralan
14.3 Naipaliliwanag na: EsP8IPIVd-14.3
Naisasagawa ng mag- a. Ang pag-iwas sa anomang uri ng
aaral ang mga angkop karahasan sa paaralan (tulad ng pagsali
Naipamamalas ng mag- sa fraternity at gang at pambubulas) at
na kilos upang
aaral ang pag-unawa sa ang aktibong pakikisangkot upang
maiwasan at
4 mga karahasan sa masupil ito ay patunay ng pagmamahal
matugunan ang mga
paaralan.
karahasan sa kanyang sa sarili at kapwa at paggalang sa buhay.
paaralan. Ang pagmamahal na ito sa kapwa ay
may kaakibat na katarungan – ang Week 6
pagbibigay sa kapwa ng nararapat sa
kanya (ang kanyang dignidad bilang
tao).
b. May tungkulin ang tao kaugnay sa

buhay- ang ingatan ang kanyang sarili at
umiwas sa kamatayan o
Standards
sitwasyong maglalagay sa kanya sa
panganib. Kung minamahal niya ang
kanyang kapwa tulad ng sarili, iingatan
din niya ang buhay nito.
14.4 Naisasagawa ang mga angkop na EsP8IPIVd-14.4
kilos upang maiwasan at masupil ang
mga karahasan sa kanyang paaralan

1 Naipamamalas ng Naisasagawa ng mag- aaral Natutukoy ang mga elemento ng kabutihang Week 1
EsP9PL-Ia-1.1
mag-aaral ang pag- ang isang proyekto na panlahat
unawa sa lipunan at makatutulong sa isang Nakapagsusuri ng mga halimbawa ng
layunin nito (ang pamayanan o sektor sa pagsasaalang-alang sa kabutihang panlahat sa EsP9PL-Ia-1.2
kabutihang panlahat). pangangailangang pamilya, paaralan, pamayanan o lipunan
pangkabuhayan, Napangangatwiranan na ang pagsisikap ng Week 2
pangkultural, at bawat tao na makamit at mapanatili ang
pangkapayapaan. kabutihang panlahat sa pamamagitan ng EsP9PL-Ib-1.3
pagsasabuhay ng moral na pagpapahalaga ay
mga puwersang magpapatatag sa lipunan
Naisasagawa ang isang proyekto na
makatutulong sa isang pamayanan o sektor sa
EsP9PL-Ib-1.4
pangangailangang pangkabuhayan,
pangkultural, at pangkapayapaan.
1 Naipamamalas ng Nakapagtataya o Naipaliliwanag ang: Week 3
mag-aaral ang pag- nakapaghuhusga ang mag- a. dahilan kung bakit may lipunang
unawa kung bakit aaral kung ang Prinsipyo ng pulitikal EsP9PL-Ic-2.1
may lipunang Subsidiarity at Pagkakaisa b. Prinsipyo ng Subsidiarity c.
pulitikal at ang ay umiiral o Prinsipyo ng Pagkakaisa
Prinsipyo ng nilalabag sa pamilya, Natataya ang pag-iral o kawalan sa pamilya,

Subsidiarity at paaralan, paaralan, baranggay, pamayanan, o
Pagkakaisa baranggay/pamayanan, lipunan/bansa ng: a. Prinsipyo ng EsP9PL-Ic-2.2
at lipunan/bansa gamit Subsidiarity
ang case study. b. Prinsipyo ng Pagkakaisa
Napatutunayan na: Week 4
a. May mga pangangailangan ang tao na
hindi niya makakamtan bilang indibidwal na
makakamit niya lamang sa pamahalaan o
organisadong pangkat tulad ng mga
pangangailangang pangkabuhayan,
pangkultural, at pangkapayapaan.
b. Kung umiiral ang Prinsipyo ng Subsidiarity,
mapananatili ang pagkukusa, kalayaan at
pananagutan ng pamayanan o pangkat na EsP9PL-Id-2.3
nasa mababang antas at maisasaalang-alang
ang dignidad ng bawat kasapi ng pamayanan.
c. Kailangan ang pakikibahagi ng bawat tao sa
mga pagsisikap na mapabuti ang uri ng
pamumuhay sa lipunan/bansa, lalo na sa pag-
angat ng kahirapan, dahil nakasalalay ang
kaniyang pag-unlad sa pag-unlad ng lipunan
(Prinsipyo ng Pagkakaisa).
Nakapagtataya o nakapaghuhusga kung

umiiral ang Prinsipyo ng Subsidiarity at
Pagkakaisa ay umiiral o nilalabag sa pamilya, EsP9PL-Id-2.4
paaralan, pamayanan (baranggay), at
lipunan/bansa
1 Naipamamalas ng Nakatataya ang mag- Nakikilala ang mga katangian ng mabuting
EsP9PL-Ie-3.1
mag-aaral ang pag- aaral ng lipunang ekonomiya
Week 5
unawa sa lipunang ekonomiya sa isang Nakapagsusuri ng maidudulot ng magandang
EsP9PL-Ie-3.2
ekonomiya. baranggay/pamayanan, ekonomiya
at lipunan/bansa gamit Napatutunayan na: Week 6 EsP9PL-If-3.3
ang dokumentaryo o a. Ang mabuting ekonomiya ay iyong

photo/video journal napauunlad ang lahat – walang taong
(hal.YouScoop). sobrang mayaman at
maraming mahirap.
b. Ang ekonomiya ay hindi para lamang sa
sariling pag-unlad kundi sa pag-unlad ng lahat.
Nakatataya ng lipunang ekonomiya sa isang

baranggay/pamayanan, at lipunan/bansa
EsP9PL-If-3.4
gamit ang dokumentaryo o photo/video
journal (hal.YouScoop)
1 Naipamamalas ng Natataya ng mag-aaral Natutukoy ang mga halimbawa ng lipunang
mag-aaral ang pag- ang adbokasiya ng iba’t sibil at ang kani-kaniyang papel na
EsP9PL-Ig-4.1
unawa sa Lipunang ibang lipunang sibil batay sa ginagampanan ng mga ito upang makamit
Sibil (Civil Society), kontribusyon ng mga ito sa ang kabutihang panlahat
Media at Simbahan. katarungang panlipunan, Nasusuri ang mga adhikaing nagbubunsod sa
pang- ekonomiyang pag- mga lipunang sibil upang kumilos tungo sa Week 7 EsP9PL-Ig-4.2
unlad (economic viability), kabutihang panlahat
pakikilahok ng Nahihinuha na : Week 8
mamamayan, pangangalaga a. Ang layunin ng Lipunang Sibil, ang
ng kapaligiran, kapayapaan, likas-kayang pag-unlad, ay isang
pagkakapantay ng ulirang lipunan na pinagkakaisa ang
kababaihan at kalalakihan mga panlipunang pagpapahalaga tulad
(gender equality) o ng katarungang panlipunan, pang-
ispiritwalidad (mga
ekonomiyang pag-unlad (economic
pagpapahalagang kailangan EsP9PL-Ih-4.3
viability), pakikilahok ng mamamayan,
sa isang sustainable
pangangalaga ng kapaligiran,
society).
kapayapaan, pagkakapantay ng
kababaihan at kalalakihan (gender
equality) at ispiritwalidad.
b. Ang layunin ng media ay ang

pagpapalutang ng katotohanang
kailangan ng mga mamamayan sa
pagpapasya.
c. Sa tulong ng simbahan, nabibigyan ng
mas mataas na antas ng katuturan
ang mga materyal na pangangailangan
na tinatamasa natin sa tulong ng estado
at sariling pagkukusa.
Natataya ang adbokasiya ng iba’t ibang

lipunang sibil batay sa kontribusyon ng mga ito
sa katarungang
panlipunan, pang-ekonomiyang pag-unlad
(economic viability), pakikilahok ng
mamamayan, pangangalaga ng kapaligiran,
kapayapaan, pagkakapantay ng kababaihan at
kalalakihan (gender equality) at ispiritwalidad
EsP9PL-Ih-4.4
(mga pagpapahalagang kailangan sa isang
lipunang sustainable)
b. Nakapagsasagawa ng mga pananaliksik sa
pamayanan upang matukoy kung may lipunang
sibil na kumikilos dito, matukoy ang adbokasiya
ng lipunang sibil sa pamayanan, at matasa ang
antas ng pagganap nito sa pamayanan
2 Naipamamalas ng Naisasagawa ng mag- Natutukoy ang mga karapatan at tungkulin Week 1

EsP9TT-IIa-5.1
mag-aaral ang pag- aaral ang mga angkop na ng tao
unawa sa mga kilos upang ituwid ang mga Nasusuri ang mga paglabag sa karapatang
karapatan at nagawa o naobserbahang pantao na umiiral sa pamilya, paaralan, EsP9TT-IIa-5.2
paglabag baranggay/pamayanan, o lipunan/bansa
tungkulin ng tao sa sa mga karapatang tao sa Napatutunayan na ang karapatan ay Week 2

lipunan pamilya, paaralan, magkakaroon ng tunay na kabuluhan kung
baranggay/pamayanan, o gagampanan ng tao ang kanyang tungkulin na
EsP9TT-IIb-5.3
lipunan/bansa kilalanin at unawain, gamit ang kanyang
katwiran, ang pagkakapantay-pantay ng
dignidad ng lahat ng tao
Naisasagawa ang mga angkop na kilos
upang ituwid ang mga nagawa o
naobserbahang paglabag sa mga EsP9TT-IIb-5.4
karapatang-pantao sa pamilya, paaralan,
baranggay/pamayanan, o lipunan/bansa
2 Naipamamalas ng Nakabubuo ang mag- Natutukoy ang mga batas na nakaayon sa Week 3
EsP9TT-IIc-6.1
mag-aaral ang pag- aaral ng panukala sa isang Likas na Batas Moral
unawa sa mga batas na batas na umiiral tungkol sa Nasusuri ang mga batas na umiiral at
nakabatay sa Likas na mga kabataan tungo sa panukala tungkol sa mga kabataan batay sa EsP9TT-IIc-6.2
Batas Moral (Natural pagsunod nito sa likas na pagsunod ng mga ito sa Likas na Batas Moral
Law). batas moral. Nahihinuha na ang pagsunod sa batas na Week 4
nakabatay sa Likas na Batas Moral (Natural
Law), gumagaratiya sa pagtugon sa
pangangailangan ng tao at umaayon sa EsP9TT-IId-6.3
dignidad ng tao at sa kung ano ang hinihingi ng
tamang katwiran, ay mahalaga upang makamit
ang kabutihang panlahat
Naipahahayag ang pagsang-ayon o pagtutol sa
isang umiiral na batas batay sa pagtugon nito EsP9TT-IId-6.4
sa kabutihang panlahat
2 Naipamamalas ng Nakabubuo ang mag- aaral Naipaliliwanag ang kahalagahan ng paggawa Week 5
mag-aaral ang pag- ng paglalahat tungkol sa bilang tagapagtaguyod ng dignidad ng tao at
unawa sa paggawa kabutihang naidudulot ng paglilingkod
bilang paggawa sa sarili,
EsP9TT-IIe-7.1
tagapagtaguyod ng kapwa/pamilya, at lipunan
dignidad ng tao at gamit ang panayam sa
paglilingkod. mga manggagawang
kumakatawan sa taong
nangangailangan
(marginalized) na nasa
iba’t ibang kurso o
trabahong teknikal-
bokasyonal.
Nakapagsusuri kung ang paggawang
nasasaksihan sa pamilya, paaralan o
baranggay/pamayanan ay EsP9TT-IIe-7.2
nagtataguyod ng dignidad ng tao at
paglilingkod
Napatutunayan na sa pamamagitan ng Week 6
paggawa, nakapagpapamalas ang tao ng mga
pagpapahalaga na makatutulong upang patuloy
na maiangat, bunga ng kanyang paglilingkod, EsP9TT-IIf-7.3
ang antas kultural at moral ng lipunan at
makamit niya ang kaganapan ng kanyang
pagkatao
Nakabubuo ng sintesis tungkol sa kabutihang
naidudulot ng paggawa gamit ang panayam sa
mga manggagawang kumakatawan sa taong
EsP9TT-IIf-7.4
nangangailangan (marginalized) na nasa iba’t
ibang kurso o trabahong teknikal- bokasyonal
2 Naipamamalas ng Nakalalahok ang mag- Naiuugnay ang kahalagahan ng pakikilahok Week 7

mag-aaral ang pag- aaral ng isang proyekto o at bolunterismo sa pag-unlad ng
unawa sa kahalagahan gawain para sa baranggay o mamamayan at lipunan
ng pakikilahok at mga sektor na may
bolunterismo sa pag- partikular na
EsP9TT-IIg-8.1
unlad ng mamamayan pangangailangan (hal., mga
at lipunan. batang may kapansanan o
mga matatandang walang
kumakalinga).
Nakapagsusuri ng kwentong buhay ng mga

taong inilaan ang malaking bahagi ng
kanilang buhay para sa pagboboluntaryo
EsP9TT-IIg-8.2
Hal. Efren Peñaflorida, greenpeace
volunteers
atbp.
a. Ang pakikilahok at bolunterismo ng
bawat mamamayan sa mga gawaing
pampamayanan, panlipunan/
pambansa, batay sa kanyang talento,
kakayahan, at papel sa lipunan, ay
makatutulong sa pagkamit ng EsP9TT-IIh-8.3
kabutihang panlahat
b. Bilang obligasyong likas sa dignidad ng
tao, ang pakikilahok ay nakakamit sa
pagtulong o paggawa sa mga aspekto
kung saan mayroon siyang personal na
pananagutan
Nakalalahok sa isang proyekto o gawain sa
baranggay o mga sektor na may partikular na
pangangailangan, Hal. mga batang may EsP9TT-IIh-8.4
kapansanan o mga matatandang walang
kumakalinga
3 Naipamamalas ng Natutugunan ng mag- Nakikilala ang mga palatandaan ng Week 1
EsP9KP-IIIc-9.1
mag-aaral ang pag- aaral ang katarungang panlipunan
unawa sa konsepto pangangailangan ng Nakapagsusuri ng mga paglabag sa
ng katarungang kapwa o pamayanan sa katarungang panlipunan ng mga EsP9KP-IIIc-9.2
panlipunan. mga angkop na tagapamahala at mamamayan
pagkakataon. Napatutunayan na may pananagutan ang Week 2
bawat mamamayan na ibigay sa kapwa ang EsP9KP-IIId-9.3
nararapat sa kanya
Natutugunan ang pangangailangan ng kapwa

o pamayanan sa mga angkop na EsP9KP-IIId-9.4
pagkakataon
3 Naipamamalas ng Natataya ng mag-aaral Natutukoy ang mga indikasyon na may Week 3
mag-aaral ang ang sariling kakayahan sa kalidad o kagalingan sa paggawa ng isang
EsP9KP-IIIa-11.1
kakayahan sa pamamahala sa oras batay gawain o produkto kaakibat ang wastong
pamamahala ng sa pagsasagawa ng mga paggamit ng oras para rito
paggamit ng oras. gawain na nasa kanyang Nakabubuo ng mga hakbang upang magkaroon
iskedyul ng mga gawain ng kalidad o kagalingan sa paggawa ng isang
EsP9KP-IIIa-11.2
gawain o produkto kasama na ang pamamahala
sa oras na ginugol dito
Naipaliliwanag na kailangan ang kagalingan Week 4
sa paggawa at paglilingkod na may wastong
pamamahala sa oras upang maiangat ang sarili,
EsP9KP-IIIb-11.3
mapaunlad ang ekonomiya ng bansa at
mapasalamatan ang Diyos sa mga talentong
Kanyang kaloob
Nakapagtatapos ng isang gawain o produkto
na mayroong kalidad o kagalingan sa EsP9KP-IIIb-11.4
paggawa at wastong pamamahala sa oras
3 Naipamamalas ng Nakagagawa ang mag- Natutukoy ang mga indikasyon ng taong Week 5
mag-aaral ang pag- aaral ng mga hakbang masipag, nagpupunyagi sa paggawa, nagtitipid EsP9KP-IIIe-12.1
unawa sa upang mapanatili ang at pinamamahalaan ang naimpok
kahalagahan ng kasipagan sa pag-aaral o Nakagagawa ng journal ng mga gawaing
kasipagan sa takdang gawain sa natapos nang pinaghandaan, ayon sa EsP9KP-IIIe-12.2
paggawa tahanan. pamantayan at may motibasyon sa paggawa
a. Ang kasipagan na nakatuon sa
disiplinado at produktibong gawain na
naaayon sa itinakdang mithiin ay EsP9KP-IIIf-12.3
kailangan upang umunlad ang sariling
pagkatao, kapwa, lipunan at bansa
b. Ang mga hirap, pagod at pagdurusa

ay nadadaig ng pagpupunyagi tungo sa
pagtupad ng itinakdang mithiin
Nakagagawa ng Chart ng pagsunod sa
hakbang upang matupad ang itinakdang gawain EsP9KP-IIIf-12.4
nang may kasipagan at pagpupunyagi
4 Naipamamalas ng Nagtatakda ang mag- Nakikilala ang mga pagbabago sa kanyang Week 1
mag-aaral ang pag- aaral ng sariling tunguhin talento, kakayahan at hilig (mula Baitang 7)
unawa sa mga pagkatapos ng haiskul na at naiuugnay ang mga ito sa pipiliing kursong EsP9PK-IVa-13.1
pansariling salik sa naaayon sa taglay na mga akademiko, teknikal-bokasyonal, sining at
pagpili ng tamang talento, pagpapahalaga, palakasan o negosyo
kursong akademiko o tunguhin at katayuang Napagninilayan ang mga mahahalagang
teknikal-bokasyonal, ekonomiya. hakbang na ginawa upang mapaunlad ang
negosyo o hanapbuhay kanyang talento at kakayahan ayon sa EsP9PK-IVa-13.2
kanyang hilig, mithiin, lokal at global na
demand
Napatutunayan na ang pagiging tugma ng mga Week 2
personal na salik sa mga pangangailangan
(requirements) sa napiling kursong akademiko,
teknikal-bokasyonal, sining at isports o negosyo
ay daan upang magkaroon ng makabuluhang EsP9PK-IVb-13.3
hanapbuhay o negosyo at matiyak ang pagiging
produktibo at pakikibahagi sa pagpapaunlad ng
ekonomiya ng bansa
Natutukoy ang kanyang mga paghahandang

gagawin upang makamit ang piniling kursong
akademiko, teknikal-bokasyonal, sining at
EsP9PK-IVb-13.4
palakasan o negosyo (hal., pagkuha ng
impormasyon at pag-unawa sa mga tracks sa
Senior High School)
4 Naipamamalas ng Nakabubuo ang mag- Nakapagpapaliwanag ng kahalagahan ng Week 3
EsP9PK-IVc-14.1
mag-aaral ang pag- aaral ng Personal na Personal na Pahayag ng Misyon sa Buhay
unawa sa Pahayag ng Misyon sa Natutukoy ang mga hakbang sa pagbuo ng

EsP9PK-IVc-14.2
kahalagahan ng Buhay. Personal na Pahayag ng Misyon sa Buhay
Personal na Pahayag Nahihinuha na ang kanyang Personal na Week 4
ng Misyon sa Buhay. Pahayag ng Misyon sa Buhay ay dapat na
nagsasalamin ng kanyang pagiging EsP9PK-IVd-14.3
natatanging nilalang na nagpapasya at
kumikilos nang mapanagutan tungo sa
kabutihang panlahat
Nakapagbubuo ng Personal na Pahayag ng
EsP9PK-IVc-14.1
Misyon sa Buhay

1
1.1 Natutukoy ang mataas na gamit at EsP10MP-Ia-1.1
tunguhin ng isip at kilos-loob
Naipamamalas ng
mag-aaral ang pag- Nakagagawa ang mag- aaral 1.2 Nakikilala ang kanyang mga kahinaan Week 1
unawa sa mga ng mga angkop na kilos sa pagpapasya at
konsepto tungkol sa nakagagawa ng mga kongkretong EsP10MP-Ia-1.2
upang maipakita ang
paggamit ng isip sa kakayahang mahanap ang hakbang upamg
paghahanap ng katotohanan at maglingkod malagpasan ang mga ito
katotohanan at at magmahal.
paggamit ng kilos- 1.3 Napatutunayan na ang isip at kilos-
loob sa paglilingkod/ loob ay ginagamit para lamang sa
pagmamahal. Week 2 EsP10MP-Ib-1.3
paghahanap ng katotohanan at sa
paglilingkod/pagmamahal
1.4 Nakagagawa ng mga angkop na kilos

upang maipakita ang kakayahang mahanap EsP10MP-Ib-1.4
ang katotohanan at maglingkod at magmahal
1 Naipamamalas ng Nakagagawa ang mag- 2.1 Natutukoy ang mga prinsipyo ng Likas EsP10MP-Ic-2.1
mag-aaral ang pag- aaral ng angkop na kilos na Batas Moral
2.2 Nakapagsusuri ng mga pasiyang Week 3
unawa sa konsepto upang itama ang mga
ginagawa sa araw-araw batay sa paghusga ng EsP10MP-Ic-2.2
ng paghubog ng maling pasyang ginawa
konsiyensiya batay konsiyensiya
sa Likas na Batas 2.3 Napatutunayan na ang
Moral konsiyensiyang nahubog batay sa Likas na
Batas Moral ay nagsisilbing gabay sa tamang EsP10MP-Ic-2.3
pagpapasiya at pagkilos Week 4
2.4 Nakagagawa ng angkop na kilos upang EsP10MP-Ic-2.4

itama ang mga maling pasyang ginawa
1
Nakagagawa ang mag- 3.1 Naipaliliwanag ang tunay na kahulugan ng EsP10MP-Id-3.1
Naipamamalas ng aaral ng angkop na kilos kalayaan Week 5
mag-aaral ang pag- upang maisabuhay ang 3.2 Natutukoy ang mga pasya at kilos na EsP10MP-Id-3.2
unawa sa tunay na paggamit ng tunay na tumutugon sa tunay na gamit ng kalayaan
gamit ng kalayaan. kalayaan: tumugon sa 3.3 Napatutunayan na ang tunay na
tawag ng pagmamahal at kalayaan ay ang kakayahang tumugon sa EsP10MP-Ie-3.3
paglilingkod. tawag ng pagmamahal at paglilingkod
Week 6
3.4 Nakagagawa ng angkop na kilos upang
maisabuhay ang paggamit ng tunay na EsP10MP-Ie-3.4
kalayaan: tumugon sa tawag ng pagmamahal
at paglilingkod
1 Week 7
Nakagagawa ng mga angkop 4.1 Nakapagpapaliwanag ng kahulugan ng
Naipamamalas ng EsP10MP-If-4.1
na kilos upang maipakita sa dignidad ng tao
mag-aaral ang pag- kapwang itinuturing na
unawa sa dignidad mababa ang sarili na siya ay
sa tao. bukod- tangi dahil sa 4.2 Nakapagsusuri kung bakit ang
kanyang taglay na dignidad kahirapan ay paglabag sa dignidad ng mga EsP10MP-If-4.2
bilang tao. mahihirap at indigenous groups
4.3 Naipatutunayan na nakabatay ang

dignidad ng tao sa kanyang pagkabukod-
tangi (hindi siya nauulit sa kasaysayan) at sa
pagkakawangis niya sa Diyos (may isip at EsP10MP-Ig-4.3
kalooban)
Week 8
4.4 Nakagagawa ng mga angkop na kilos

upang maipakita sa kapwang itinuturing na
mababa ang sarili na siya ay bukod-tangi dahil EsP10MP-Ig-4.4
sa kanyang taglay na dignidad bilang tao
Naipamamalas ng Nakapagsusuri ang mag- 5.1 Naipaliliwanag na may pagkukusa sa

mag-aaral ang pag- aaral ng sariling kilos na makataong kilos kung nagmumula ito sa EsP10MK-IIa-5.2
unawa sa konsepto dapat panagutan at kalooban na malayang isinagawa sa Week 1
ng pagkukusa ng nakagagawa ng paraan pamamatnubay ng isip/kaalaman
makataong kilos. upang maging
5.2 Natutukoy ang mga kilos na dapat
mapanagutan sa pagkilos. EsP10MK-IIb-5.3
panagutan
5.3 Napatutunayan na gamit ang katwiran,

sinadya (deliberate) at
niloob ng tao ang makataong kilos; EsP10MK-IIb-5.4
kaya pananagutan niya ang
kawastuhan o kamalian nito Week 2
5.4 Nakapagsusuri ng sariling kilos na
dapat panagutan at nakagagawa ng
EsP10MK-IIc-6.1
paraan upang maging mapanagutan sa
pagkilos
2 6.1 Naipaliliwanag ang bawat salik na

nakaaapekto sa pananagutan ng tao sa EsP10MK-IIc-6.2
kahihinatnan ng kaniyang kilos at pasya
6.2 Nakapagsusuri ng isang sitwasyong Week 3
nakaaapekto sa pagkukusa sa kilos dahil sa
Nakapagsusuri ang mag- kamangmangan, EsP10MK-IId-6.3
Naipamamalas ng aaral ng sarili batay sa mga masidhing damdamin, takot,
mag-aaral ang pag- salik na nakaaapekto sa karahasan, gawi
unawa sa konsepto pananagutan ng tao sa
6.3 Napatutunayan na nakaaapekto ang
tungkol sa mga salik kahihinatnan ng kilos at kamangmangan, masidhing damdamin,
na nakaaapekto sa pasya at nakagagawa ng mga takot, karahasan at ugali sa pananagutan ng EsP10MK-IId-6.4
pananagutan ng tao hakbang upang mahubog tao sa kalalabasan ng kanyang mga pasya at
sa kahihinatnan ng ang kanyang kakayahan sa kilos dahil maaaring mawala ang pagkukusa
sa kilos
kilos at pasya pagpapasya Week 4
6.4 Nakapagsusuri ng sarili batay sa mga
salik na nakaaapekto sa pananagutan ng
tao sa kahihinatnan ng kilos at pasiya at EsP10MK-IIe-7.1
nakagagawa ng mga hakbang upang
mahubog ang kanyang kakayahan sa
pagpapasiya
2 7.1 Naipaliliwanag ang bawat yugto ng Week 5 EsP10MK-IIe-7.2

Naipamamalas ng
makataong kilos
mag-aaral ang pag- 7.2 Natutukoy ang mga kilos at pasiyang

nagawa na umaayon sa bawat yugto ng EsP10MK-IIf-7.3
unawa sa mga
konsepto tungkol sa Nakapagsusuri ang mag- makataong kilos
mga yugtong aaral ng sariling kilos at 7.3 Naipaliliwanag na ang bawat yugto ng
makataong kilos. pasya batay sa mga yugto ng makataong kilos ay kakikitaan ng
makataong kilos at kahalagahan ng deliberasyon ng isip at EsP10MK-IIf-7.4
nakagagawa ng plano upang kilos-loob sa paggawa ng moral na pasya at
maitama ang kilos o pasya. kilos
Week 6
7.4 Nakapagsusuri ng sariling kilos at pasya
batay sa mga yugto ng makataong kilos at EsP10MK-IIg-8.1
nakagagawa ng plano upang maitama ang
kilos o pasya
2 8.1 NaipaliLiwanag ng mag-aaral ang

layunin, paraan at mga sirkumstansya ng EsP10MK-IIg-8.2
makataong kilos
8.2 Nakapagsusuri ng kabutihan o Week 7
kasamaan ng sariling pasya o kilos sa EsP10MK-IIh-8.3
Nakapagsusuri ang mag-
Naipamamalas ng isang sitwasyon batay sa layunin,
aaral ng kabutihan o
mag-aaral ang pag- paraan at sirkumstansya nito
kasamaan ng sariling pasya o
unawa sa layunin, 8.3 Napatutunayan na ang layunin, paraan at
kilos sa isang sitwasyon
paraan at mga sirkumstansya ay nagtatakda ng EsP10MK-IIh-8.4
batay sa layunin, paraan
sirkumstansya ng pagkamabuti o pagkamasama ng kilos ng
at sirkumstansya nito.
makataong kilos. tao Week 8
8.4 Nakapagtataya ng kabutihan o
kasamaan ng pasiya o kilos sa isang EsP10MK-IIa-5.2
sitwasyong may dilemma batay sa
layunin, paraan at sirkumstansya nito
3 9.1 Nakapagpapaliwanag ng kahalagahan Week 1 EsP10PB-IIIa-9.1
ng pagmamahal ng Diyos
Naipamamalas ng Nakagagawa ang mag- 9.2 Natutukoy ang mga pagkakataong

mag-aaral ang pag- aaral ng angkop na kilos nakatulong ang pagmamahal sa Diyos sa EsP10PB-IIIa-9.2
unawa sa upang mapaunlad ang kongretong pangyayari sa
pagmamahal ng pagmamahal sa Diyos. buhay
Diyos. 9.3 Napangangatwiranan na: Ang
pagmamahal sa Diyos ay pagmamahal sa EsP10PB-IIIb-9.3
kapwa
Week 2
9.4 Nakagagawa ng angkop na kilos upang EsP10PB-IIIb-9.4

mapaunlad ang pagmamahal sa Diyos
3 Naipamamalas ng 10.1 Natutukoy ang mga paglabag sa

Nakagagawa ang mag- EsP10PB-IIIc-10.1
mag-aaral ang pag- paggalang sa buhay
aaral ng angkop na kilos Week 3
unawa sa paggalang 10.2 Nasusuri ang mga paglabag sa
upang EsP10PB-IIIc-10.2
sa buhay.
paggalang sa buhay
maipamalas ang paggalang 10.3 Napangangatwiranan na:

sa buhay (i.e., maituwid a. Mahalaga ang buhay dahil kung wala
ang “culture of death” na ang buhay, hindi mapahahalagahan
umiiral sa lipunan) ang mas mataas na pagpapahalaga
kaysa buhay; di makakamit ang higit
na mahalaga kaysa buhay
b. Ang pagbuo ng posisyon tungkol sa
mga isyu sa buhay bilang kaloob ng EsP10PB-IIId-10.3
Diyos ay kailangan upang mapatibay
Week 4
ang ating pagkilala sa Kaniyang
kadakilaan at kapangyarihan at
kahalagahan ng tao bilang nilalang ng
Diyos.
10.4 Nakabubuo ng mapaninindigang

posisyon sa isang isyu tungkol sa paglabag sa EsP10PB-IIId-10.4
paggalang sa buhay ayon sa moral na
batayan
3 11.1 Nakapagpapaliwanag ng kahalagahan ng EsP10PB-IIIe-11.1
pagmamahal sa bayan (Patriyotismo)
11.2 Natutukoy ang mga paglabag sa Week 5
Naipamamalas ng Nakagagawa ang mag- EsP10PB-IIIe-11.2
mag-aaral ang pag- aaral ng angkop na kilos pagmamahal sa bayan (Patriyotismo) na
umiiral sa lipunan
unawa sa upang
11.3 Napangangatwiranan na: Nakaugat
pagmamahal sa
maipamalas ang ang pagkakakilanlan ng tao sa pagmamahal
bayan
pagmamahal sa bayan sa bayan. (“Hindi ka global citizen kung
(Patriyotismo). Week 6 EsP10PB-IIIf-11.3
(Patriyotismo). hindi ka mamamayan.”
11.4 Nakagagawa ng angkop na kilos

upang maipamalas ang pagmamahal sa EsP10PB-IIIf-11.4
bayan (Patriyotismo)
12.1 Natutukoy ang mga isyu tungkol sa EsP10PB-IIIg-12.1

paggamit ng kapangyarihan at
pangangalaga sa kalikasan Week 7
12.2 Nasusuri ang mga isyu tungkol sa
paggamit ng kapangyarihan at EsP10PB-IIIg-12.2
pangangalaga sa kalikasan
12.3 Napangangatwiranan na:
Nakagagawa ang mag- a. Maisusulong ang kaunlaran at
Naipamamalas ng aaral ng angkop na kilos kabutihang panlahat kung ang lahat ng
mag-aaral ang pag- upang tao ay may paninindigan sa tamang
unawa sa paggamit ng kapangyarihan at
maipamalas ang
pangangalaga sa pangangalaga sa kalikasan.
pangangalaga sa kalikasan.
kalikasan. EsP10PB-IIIh-12.3
b.Lahat tayo ay mamamayan ng iisang
mundo, dahil nabubuhay tayo sa iisang
kalikasan (Mother Nature) Week 8
Inutusan tayo ng Diyos na alagaan ang
kalikasan (stewards) at hindi maging
tagapagdomina para sa susunod na
henerasyon.
b. Binubuhay tayo ng kalikasan.
12.4 Nakabubuo ng mapaninindigang

posisyon sa isang isyu tungkol sa paggamit ng
EsP10PB-IIIh-12.4
kapangyarihan at pangangalaga sa kalikasan
ayon sa moral na batayan
4
13.1 Natutukoy ang mga isyung kaugnay sa EsP10PI-IVa-13.1
kawalan ng paggalang sa dignidad at
sekswalidad
Week 1
13.2 Nasusuri ang mga isyung kaugnay sa
Naipamamalas ng kawalan ng paggalang sa dignidad at EsP10PI-IVa-13.2
Nakagagawa ang mag-
mag-aaral ang pag- sekswalidad
aaral ng malinaw na
unawa sa mga isyu 13.3 Napangangatwiranan na:
posisyon tungkol sa isang
tungkol sa Kawalan Makatutulong sa pagkakaroon ng posisyon
isyu sa kawalan ng
ng Paggalang sa tungkol sa kahalagahan ng paggalang sa
paggalang sa dignidad at pagkatao ng tao at sa tunay na layunin nito EsP10PI-IVb-13.3
Dignidad at
sekswalidad. ang kaalaman sa mga isyung may
Sekswalidad
kinalaman sa kawalan ng paggalang sa Week 2
digniidad at sekswalidad ng tao.
13.4 Nakagagawa ng malinaw na posisyon
tungkol sa isang isyu sa kawalan ng paggalang EsP10PI-IVb-13.4
sa dignidad at sekswalidad
4
14.1 Natutukoy ang mga isyung kaugnay sa EsP10PI-IVc-14.1
kawalan ng paggalang sa katotohanan Week 3
14.2 Nasusuri ang mga isyung may
Naipamamalas ng kinalaman sa kawalan ng paggalang sa EsP10PI-IVc-14.2
mag-aaral ang pag- katotohanan
Nakabubuo ang mag-aaral
unawa sa mga isyung
ng mga hakbang upang 14.3 Napatutunayang ang pagiging mulat sa
kaugnay sa kawalan
maisabuhay ang paggalang mga isyu tungkol sa kawalan ng paggalang sa EsP10PI-IVd-14.3
ng paggalang sa katotohanan ay daan upang isulong at
sa katotohanan.
katotohanan. isabuhay ang pagiging mapanagutan at tapat
na nilalang Week 4
14.4 Nakabubuo ng mga hakbang upang

maisabuhay ang paggalang sa katotohanan EsP10PI-IVd-14.4
GRADE LEVEL STANDARDS: The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
social context interactions.
K to 12
Qtr Most Essential Learning Competencies Duration
CG Code
Q3 Recognize rhyming words in nursery rhymes, poems, songs heard EN1PA-IIIa-e-2.2
Q3 Recognize sentences (telling and asking) and non-sentences

Q3 Use words that are related to self, family, school, and community
Q3 Listen to short stories/poems
1. note important details pertaining to a.
character
b. setting c.
events
2. Give the correct sequence of three events
3. Infer the character feelings and traits
4. Identify cause and effect/or effect of events
5. Identify the speaker in the story or poem
6. Predict possible ending of a story read
7. Relate story events to one’s experience
8. Discuss, illustrate, dramatize specific events
9. Identify the problem and solution
10. Retell a story listened to
11. Ask simple questions about the text listened to
Q3 Use/Respond appropriately to polite expressions: greetings, leave takings, expressing EN1OL-IIIa-e-1.5
gratitude and apology, asking permission, offering help
Q3 Talk about oneself, one’s family and one’s personal experiences
Q4 Recognize common action words in stories listened to EN1G-IVa-e-3.4
Q4 Recognize describing words for people, objects, things and places (color, shape, size, EN1G-IVf-j-5
height, weight, length, distance, etc.)
Q4 Sort and Classify familiar words into basic categories (colors, shapes, foods, etc) EN1V-IVa-e-3
Q4 Give the meaning of words using clues (TPR, pictures, body movements, etc.) EN1V-IVf-j-12.1
Q4 Follow one-to-two step directions EN1LC-IVg-h-3.6
Q4 Give one-to-two step directions EN1OL-IVi-j-1.17.1

GRADE LEVEL STANDARDS: The learner listens critically to one-two paragraphs; use appropriate expressions in varied situations; reads texts for pleasure and
information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and requests; and writes legibly
simple sentences and messages in cursive form.
K to 12
CG Code
Q1 Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments, EN2PA-Ia-c-1.1
environment, speech)
Q1 Read the alphabets of English and associate to phonemes
Q1 Recognize common or proper nouns in simple sentences listened to
Q1 Recognize the use of a/an + noun in simple sentences listened to
Q1 Identify the English equivalent of words in the Mother Tongue or in Filipino EN2VD-Id-e-1
Q1 Give the beginning letter of the name of each picture EN2AK-IIa-e-3
Q1 Recognize common action words in retelling, conversation, etc. EN1G-IIa-e-3.4
Q1 Identify and discuss the elements of a story (theme, setting, characters, and events) EN2LC-IIa-b-2.2
Q2 Recognize the common terms in English relating to part of book (e.g. cover, title page, EN2BPK-Ib-c-4
etc.) book orientation
Q2 Generate ideas through prewriting activities
Q2 Writing some words, a phrase, or a sentence about an illustration or a character
Q2 Discuss the illustrations on the cover and predict what the story may be about EN2BPK-IIIa-1
Q2 Identify title, author and book illustrator and tell what they do EN2BPK-IIIb-2
Q2 Spell high-frequency words with short a, e, i, o and u sound in CVC pattern
Q2 Use common action words in retelling, conversations, etc.
Q2 Identify the basic sequence of events and make relevant predictions about stories EN2RC-IIId-e-2.4
Q3 Use clues to answer questions, clarify understanding and justify predictions before,
during and after reading (titles, pictures, etc)
Q3 Create or expand word clines
Q3 Recognize that some words may have the same (synonyms) or opposite (antonyms)
meaning
Q3 Recognize the difference between “made-up” and “real” in texts listened to EN2LC-IIIf-g-3.15
Q3 Identify important details in expository text listened EN2LC-IIIh-3.1
Q3 Retell and/or reenact events from a story EN2LC-IIIi-j-2.6
Q3 Talk about texts identifying major points and key themes

Q3 Participate in choral speaking and echo reading of short poems, rhymes and stories with EN2OL-IIIc-d-1.2
repeated patterns and refrains in English
Q3 Listen and respond to texts to clarify meanings heard while drawing on personal EN2OL-IIIe-f-1.1
experiences
Q4 Read words with short e, a, i, o , and u sound in CVC pattern
Q4 Match the picture with its
sight word
Q4 Spell 2-syllable words with short e, a, i, o, and u sound in CVC pattern EN2PWR-IIId-f-7.1
Q4 Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues EN2G-IVa-b-4.2.1
Q4 Use demonstrative pronouns (this/that, these/ those) EN2G-IVc-d-4.2.3
Q4 Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.) EN2G-IVg-i-7.3
Q4 Differentiate words with different medial vowels (eg: cap-cop-cup; fan-fin-fun)

Q4 Read phrases, short sentences and short stories consisting of words with short e, a, i, o,
and u then answer the Who, What and Where questions about them
Q4 Write the names of pictures with the short a, e, i, o, and u words
GRADE LEVEL STANDARDS: The learner listens critically to get information from text heard, demonstrates independence in using the basic language structure in
oral and written communication, and reads with comprehension.
K to 12
CG Code
Q1 Describe one’s drawing about the stories/poems listened to using simple and compound
sentences
Q1 Write a short descriptive paragraph about a character or setting in stories listened to
Q1 Write a short paragraph providing another ending for a story listened to
Q1 Write a diary EN3WC-Ia-j-2.2
Q1 Use different kinds of sentences in a dialogue (e.g. declarative, interrogative,
exclamatory, imperative)
Q1 Use common and proper nouns in a sentence EN3G-If-2.2
Q1 Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) EN2G-Ig-h-2 .3
Q1 Use plural from of frequently occurring irregular nouns (e.g. children, feet, teeth) EN3G-Ii-j-2.4
Q1 Review reading and writing short e, a, i, o, and u words in CVC pattern EN3PWR-Ia-b-7
Q1 Read phrases, sentences and short stories consisting of 2-syllable words EN3PWR-Ij-21
Q1 Initiate conversations with peers in a variety of school settings EN3FL-Ia-3.8
Q1 Summarize and restate information shared by others

Q2 Use the be-verbs (am, is, are was, were) correctly in sentences EN3G-IIa-b-3.4
Q2 Use simple verbs (past, present, future) in sentences

Q2 Read words with initial and final consonant blends
Q2 Read familiar words and phrases in texts
Q2 Read words, phrases, sentences and short stories consisting of words with consonant EN3PWR-IIi-j-22.1
digraph ch and sh and other words previously studied
Q2 Spell one- to- two syllable words with initial and final consonant blends (e.g. pl, tr) and
consonant digraphs (ch and sh)
Q2 Identify commonly used possessive pronouns and use them in a sentence
Q2 Identify several effects based on a given cause EN3RC-IIIa 2.7.1
Q2 Make inferences and draw conclusions based on texts (pictures, title and content words) EN3RC-IIIa 2.11
Q2 Distinguish fact from opinion EN3RC-IIIa 2.13
Q2 Use different sources of information in reading EN3RC-IIIg-j-2.5
Q2 Recognize some words represented by common abbreviations (e.g. Mr. Ave., Oct.) EN3V-IIIa-7
Q3 Homonyms (e.g. flower/flour) EN3V-IIIe-f13.6
Q3 Homographs (e.g., read-read) EN3V-IIIg-h-13.7
Q3 Hyponyms – type of (e.g. guava - type of fruit) EN3V-IIIi-j-13.7
Q3 Identify possible solutions to problems EN3LC-IIIb-2.19
Q3 Identify the elements of an informational/factual text hear

Q3 Read words with long a, i, o , u sound (ending in e)
Q3 Read phrases, sentences, stories and poems consisting of long a, i, o, and u words
Q3 Ask and respond to questions about informational texts listened to (environment, health, EN1OL-IIIg-h-3.2
how-to’s, etc.)
Q3 Compare and contrast information heard EN3OL-IIIi-j-1.9
Q3 Read word with affixes EN1V-IVj-27
Q3 Write a simple story EN2WC-IVa-e-22
Q4 Use the degrees of adjectives in making comparisons (positive, comparative, superlative) EN3G-IVi-j-5.2
Q4 Recognize adverbs of manner EN3G-IVi-j-6.1
Q4 Interpret simple maps of unfamiliar places, signs and symbols

Q4 Interpret simple graphs, tables, and pictographs
Q4 Restate facts from informational texts (climate change, children’s rights, traffic safety, EN3LC-IVi-j-3.5
etc.) listened to
Q4 Read words containing vowel digraphs - ai, ay, ea, ee, oo, oa
Q4 Read phrases, sentences and stories with vowel digraphs - ai, ay, ea, ee, oo, oa
Q4 Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow (bow)
Q4 Read phrases, sentences and short stories consisting vowel diphthongs: oy, oi, ou, ow
Q4 Recognize and read some irregularly spelled words (e.g. such as enough, through, EN3PWR-IVj-22
beautiful)
Q4 Present information in varied artistic ways (e.g. role playing, show and tell, radio EN3OL-IVa-e-1.19
play/podcast/broadcast/reporting/poster presentations)

GRADE LEVEL STANDARDS: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text types.
K to 12
CG Code
Q1 Recognize the parts of a simple paragraph
Q1 Use resources such as a dictionary, thesaurus, online sources to find the meaning of
words
Q1 Note significant details of various text types
Q1 Identify the structure, purpose and language features of different text types, e.g.
narrative, information report, procedure, argument
Q1 Identify meanings of unfamiliar words through structural analysis (words and affixes: EN4V-IIc-32
prefixes and suffixes)
Q1 Identify different meanings of content specific words (denotation and connotation) EN4V-IIIf-38
Q1 Get the meaning of words through word association (analogy) and classification. EN4V-IIIh-39
Q2 Use context clues to find meaning of unfamiliar words: definition, exemplification EN4V-Ia-31
Q2 Use clear and coherent sentences employing appropriate grammatical structures: Kinds EN4G-Id-33
of Nouns – Mass Nouns and Count Nouns, Possessive Nouns, Collective nouns
Q2 Use personal pronouns in sentences EN4G-IIa-4.2.1
Q2 Use adjectives (degrees of comparison, order) in sentences EN4G-IIIa-13
Q2 Use simple present tense of verbs in sentences EN4G-Ii-3.2.1.1
Q2 Use correct time expressions to tell an action in the present EN4G-IIf-10
Q2 Use the past form of regular and irregular verbs EN4G-IIi-12
Q3 Use adverbs (adverbs of manner, place and time) in sentences EN4G-IIIe-16
Q3 Write directions using signal words
Q3 Distinguish between general and specific statements
Q3 Identify the main idea, key sentences, and supporting details from text listened to EN4LC-IIIg-1.1
Q3 Use appropriate graphic organizers in text read EN4RC-IIe-30
Q3 Infer the speaker’s tone, mood and purpose
Q3 Analyze a story in terms of its elements EN4RC-Ib-2.1.1
Q4 Write a short story (fiction/nonfiction) with its complete elements EN4WC-IId-20
Q4 Write a reaction about the story read EN4WC-IIf-22
Q4 Distinguish fact from opinion in a narrative. EN4RC-IIi-36
Q4 Identify features of Journalistic Writing
Q4 Distinguish among types of Journalistic Writing (news report, opinion article, feature article,
and sports news article)
Q4 Write a news report using the given facts EN4WC-IIi-25
Q4 Write/compose an editorial EN4WC-IIIc-28

GRADE LEVEL STANDARDS: The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
reading to meet various needs. The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
forms; demonstrates confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text
types.
K to 12
CG Code
Q1 Fill-out forms accurately (school forms, deposit and withdrawal slips, etc.) EN5WC-IIj-3.7
Q1 Infer the meaning of unfamiliar words using text clues
Q1 Use compound and complex sentences to show cause and effect and problem-solution EN5G-IVa-1.8.1
relationship of ideas
Q1 Compose clear and coherent sentences using appropriate grammatical structures: EN5G-IIa-3.9
subject-verb agreement; kinds of adjectives; subordinate and coordinate conjunctions;
and adverbs of intensity and frequency
Q2 Compose clear and coherent sentences using appropriate grammatical structures: EN5G-Ia-3.3
aspects of verbs, modals and conjunction
Q2 Identify point-of-view
Q2 Examine images which present particular viewpoints, e.g. stereotypes (gender, age,
cultural), opinions on an issue
Q2 Distinguish among various types of viewing materials EN5VC-Id-6
Q3 Distinguish text-types according to purpose and features: classification, explanation, EN5RC-IIc-3.2.1
enumeration and time order
Q3 Summarize various text types based on elements
Q3 Make a stand EN5OL-IIh-4
Make a stand
Q3 Provide evidence to support opinion/fact EN5OL-IIf-3.5.1
Q4 Analyze how visual and multimedia elements contribute to the meaning of a text EN5VC-IVd-1.7.1
Q4 Write paragraphs showing: cause and effect, comparison and contrast and problem- EN5WC-IIb-2.2.5
solution relationships
Q4 Write a feature article

GRADE LEVEL STANDARDS: The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various
text types materials to serve learning needs in meeting a wide range of life’s purposes.
K to 12
CG Code
Q1 Identify real or make-believe, fact or non-fact images EN6VC-IIIa-6.2
Q1 Interpret the meaning suggested in visual media through a focus on visual elements, for EN5VC-IIIf-3.8
example, line, symbols, colour, gaze, framing and social distance
Q1 Make connections between information viewed and personal experiences EN6VC-IVd-1.4
Q2 Identify the purpose, key structural and language features of various types of EN6RC-IIIa-3.2.8
informational/factual text
Q2 Recognize evaluative word choices to detect biases and propaganda devices used by EN6LC-IIIb-3.1.12
speakers
Q2 Compare and contrast content of materials viewed to other sources of information EN7VC-IV-c-15
(print, online and broadcast)
Q3 Present a coherent, comprehensive report on differing viewpoints on an issue EN10LC-IIId-3.18
Q3 Evaluate narratives based on how the author developed the elements EN6RC-Ig-2.24.1
EN6RC-Ig-2.24.2
Q4 Compose clear and coherent sentences using appropriate grammatical structures (verb EN6G-Ig-4.4.1
tenses, conjunctions, adverbs)
Q4 Compose a persuasive essay on self-selected topic EN6WC-IVb-2.2

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types
for a deeper appreciation of Philippine Culture.
K to 12
CG Code
Q1 Supply other words or expressions that complete an analogy EN7V-IV-c-23.1
Q1 Identify the genre, purpose, intended audience and features of various viewed texts such EN7VC-I-d-6
as movie clip, trailer, newsflash, internet-based program, documentary, video
Q1 Use the passive and active voice meaningfully in varied contexts EN7G-III-c-2
Q1 Use the past and past perfect tenses correctly in varied contexts EN7G-III-h-3
Q1 Use direct and reported speech appropriately in varied contexts EN7G-III-e-3
Q1 Use phrases, clauses, and sentences appropriately and meaningfully EN7G-II-a-1
Q1 Use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming, close EN7RC-IV-b-10
reading, etc.)
Q2 Use listening strategies based on purpose, familiarity with the topic and levels of EN7LC-II-a-6
difficulty of short texts listened to
Q2 Use a search engine to conduct a guided search on a given topic EN7SS-II-c-1.5.3
Q2 Navigate a website using essential features, e.g. using headings, links, etc. EN7V-IV-d-23.1
Q2 Research a topic with support using two or three sources provided, e.g. newspapers, EN7VC-IV-c-15
website, video, images, podcast, print based material
Q2 Summarize key information from a text EN6OL-IVj-3.6
Q2 Use analogy to describe or make a point

Q2 Transcode information from linear to non-linear texts and vice-versa EN8RC-IIe-11
Q3 Use correct and appropriate multi-media resources when orally giving information, EN7OL-IV-e-3.10
instructions, making explanations and narrating events in personal or factual recounts
Q3 Use the appropriate oral language, stance and behavior when giving information, EN7OL-II-g-2.6.2
instructions, making explanations, and narrating events in factual and personal recounts
EN7OL-III-b-3
Q3 Explain how a selection may be influenced by culture, history, environment, or other EN7LT-IV-h-3
factors
Q3 Express one’s beliefs/convictions based on a material viewed EN7VC-IV-i-16
Q3 Cite evidence to support a general statement EN7RC-IV-g-10.4

Q3 React to what is asserted or expressed in a text EN8RC-IIIe-2.1.7
Q3 Raise sensible, challenging thought provoking questions in public forums/panel EN7OL-III-h-1.3.1
discussions, etc.
Q4 Distinguish features of academic writing EN7WC-I-c-4.2
Q4 Employ a variety of strategies for effective interpersonal communication (interview,
dialog, conversation) EN7OL-I-b1.14
Q4 Determine the worth of ideas mentioned in the text listened to EN7LC-IV-g-8.2
Q4 Determine the truthfulness and accuracy of the material viewed EN7VC-I-h-10
Q4 Discover the conflicts presented in literary selections and the need to resolve those
conflicts in non-violent ways EN7LT-II-a-4
Q4 Discover literature as a tool to assert one’s unique identity and to better understand EN7LT-III-g-5
other people
Q4 Discover through Philippine literature the need to work cooperatively and responsibly in EN7LT-IV-a-6
today’s global village
Q4 Compose an informative essay EN7WC-IV-a-2.2

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts
types for a deeper appreciation of Philippine Culture and those of other countries.
K to 12
CG Code
Q1 Determine the meaning of words and expressions that reflect the local culture by noting EN8V-If-6
context clues
Q1 Use conventions in citing sources EN8SS-IIIg-1.6.4
Q1 Use modal verbs, nouns and adverbs appropriately
Q1 Identify and use signals that indicate coherence (e.g. additive - also, moreover; causative
- as a result, consequently; conditional/ concessional - otherwise, in that case, however;
sequential - to begin with, in conclusion; clarifying - for instance, in fact, in addition)
Q1 Use a range of verbs, adjectives and adverbs to convey emotional response or reaction to
an issue to persuade
Q2 Explain visual-verbal relationships illustrated in tables, graphs, and information maps EN8SS-IIe-1.2
found in expository texts
Q2 Use opinion-marking signals to share ideas
Q2 Compare and contrast the presentation of the same topic in different multimodal texts
Q2 Compare and contrast own opinions with those presented in familiar texts
Q2 Recognize positive and negative messages conveyed in a text
Q3 Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
Q3 Analyze intention of words or expressions used in propaganda techniques EN8V-IIIg-26
Q3 Determine various social, moral, and economic issues discussed in the text listened to EN8LC-IIIh-7.4
Q3 Analyze literature as a mirror to a shared heritage of people with diverse backgrounds

Q3 Use appropriate cohesive devices in various types of speech
Q3 Use parallel structures EN8G-Ia-7
Q4 Use appropriate grammatical signals or expressions suitable to each pattern of idea
development:
● general to particular
● claim and counterclaim
● problem-solution
● cause-effect and
others
Q4 Expand the content of an outline using notes from primary and secondary sources EN8WC-IIIc-1.1.6
Q4 Synthesize essential information found in various sources
Q4 Compose effective paragraphs EN8WC-IIa-2.8
Q4 Develop paragraphs that illustrate each text type (narrative in literature, expository,
explanatory, factual and personal recount, persuasive)
Q4 Deliver a self-composed speech using all the needed speech conventions
GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of British-American Literature, including
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
K to 12
CG Code
Q1 Express permission, obligation, and prohibition using modals
Q1 Use conditionals in expressing arguments EN9G-IIe-20
Q1 Employ the appropriate communicative styles for various situations (intimate, casual,
conversational, consultative, frozen)
Q2 Make connections between texts to particular social issues, concerns, or dispositions
in real life
Q2 Analyze literature as a means of understanding unchanging values in the VUCA
(volatile, uncertain, complex, ambiguous) world
Q3 Differentiate biases from prejudices EN9LC-IVf-13.3
Q3 Determine the relevance and the truthfulness of the ideas presented in the material EN9VC-IVa-10
viewed
Q3 Judge the validity of the evidence listened to EN9LC-IVh-2.15
Q4 Judge the relevance and worth of ideas, soundness of author’s reasoning, and the EN9RC-IVf-2.22
effectiveness of the presentation
Q4 React to lay value judgment on critical issues that demand sound analysis and call for
prompt actions

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of World Literature, including Philippine Literature.
K to 12
CG Code
Q1 Use information from news reports, speeches, informative talks, panel discussions, etc. in EN10LC-Ia-11.1
everyday conversations and exchanges
Q1 Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, EN10RC-Ia-2.15.2
etc. on the understanding of a text
Q1 Appraise the unity of plot, setting and characterization in a material viewed to achieve the EN10VC-IVc-29
writer’s purpose
Q1 Compare and contrast the contents of the materials viewed with outside sources of EN10VC-IVa-15
information in terms of accessibility and effectiveness
Q1 Employ analytical listening in problem solving EN10LC-IIe-13.2
Q1 Evaluate and make judgements about a range of texts using a set of criteria e.g. comparing
arguments on the same topic, critiquing a short story
Q1 Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion, correctness
Q2 Observe the language of research, campaigns, and advocacies EN10G-IVa-32
Q2 Identify key structural elements, e.g.:
• Exposition - Statement of position,
• Arguments,
• Restatement of Positions
and language features of an argumentative text, e.g.:
• modal verbs: should, must, might, and modal adverbs: usually, probably, etc.;
• attitudes expressed through evaluative language;
• conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.;
• declarative statements;
• rhetorical questions;
passive voice
Q2 Formulate a statement of opinion or assertion

Q2 Formulate claims of fact, policy, and value EN10WC-IIb-13.2
Q2 Write an exposition or discussion on a familiar issue to include key structural elements and
language features
Q2 Deliver a prepared or impromptu talk on an issue employing the techniques in public
speaking
Q2 Compose texts which include multimodal elements
Q3 Compose an argumentative essay EN10WC-IIh-13
Q3 Use a variety of informative, persuasive, and argumentative writing techniques EN10WC-IIIb-14.1.2
Q3 Compose an independent critique of a chosen selection EN10WC-IIIg-14
Q3 Critique a literary selection based on the following approaches:
- structuralist/formalist
- moralist
- Marxist
- feminist
- historical
reader-response
Q4 Distinguish technical terms used in research EN10V-IVa-30
Q4 Give technical and operational definitions EN10V-IIa-13.9
Q4 Give expanded definitions of words EN10V-IIIa-13.9
Q4 Observe correct grammar in making definitions EN10G-IIa-29
Q4 Compose a research report on a relevant social issue EN10SS-IVe-2.3
Subject: Filipino
Grade Level Standards:
Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang paraan ng pagpapahayag at nakatutugon nang
naaayon. Nakakamit ang mga kasanayan sa mabuting pagbasa at pagsulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga
narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.
Week of the Quarter/ Most Essential Learning Competencies Duration

Grading Period K to 12 CG Code
2nd Quarter F1PN-IIa- 3
Nasasagot ang mga tanong tungkol sa napakinggang pabula, tugma/tula, at
F1PN-IIIg-3
tekstong pang-impormasyon
F1PN-IVh
F1PS-IIa-2
Nakapagtatanong tungkol sa isang larawan, kuwento, at napakinggang
F1PS-IIIc-10.1
balita
F1PS-IVh-10.2
F1WG-IIa-1
Nagagamit ang magalang na pananalita sa angkop na sitwasyon tulad ng F1PS-IIj-5j-6.11
pagpapakilala ng sarili, pagpapahayag ng sariling karanasan at pagbati F1WG-IIIb-1
F1PP-IIa-1
F1PT-IIId-1.1/
Nasasabi ang mensaheng nais ipabatid ng nabasang pananda, patalastas,
F1PS-IIIe-9/
babala, o paalala
F1PS-IIh-9/ F1PP-IVc-e-1.1/
F1PP-IVc-e-1.1
Nakasusulat ng malalaki at maliliit na letra na may tamang layo sa isa't F1PU-II a-1.11: c-1.2; 1.2a
isa ang mga letra
Nabibigkas nang wasto ang tunog ng bawat letra ng alpabetong Filipino FKP-IIb-1
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon F1PT-IIb-f-6
ng mukha; ugnayang salita-larawan; o kasalungat
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng F1WG-IIc-f-2
tao, lugar, hayop, bagay at pangyayari
Natutukoy ang kailanan ng pangngalan F1WG-IIc-f-2.1
Nakasusunod sa napakinggang panuto na may 1-2 hakbang F1PN-IIIb-1.2
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong F1KP-IIIh-j-6
salita
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng F1PN-IIe-2/ F1-IVb-2
napakinggang alamat/teksto
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita F1KP-IIf-5
Nabibilang ang pantig sa isang salita F1KP-Iie-4
Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento sa F1PN-IIf-8
tulong ng mga larawan at pamatnubay na tanong
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid F1PS-IIc-3
(bahay, komunidad, paaralan) at sa mga napanood (telebisyon, F1PS-IIIa-4 F1PS-IVa-4
cellphone, kompyuter)
3rd Quarter F1PY-IIf-2.2/ F1PY-IVh-2.2
Nababaybay nang wasto ang mga salitang natutuhan sa aralin at
salitang may tatlo o apat na pantig F1PY-IIe-i-2.1: f 2.2/ F1PY-IIf-2/
F1PU-IIIi-2.1;2.3/ F1PY-IVd-2.1
Nabibigay ang susunod na mangyayari sa napakinggang kuwento F1-IVe-9
Nakapagsasalaysay ng orihinal na kuwento na kaugnay ng napakinggang F1PS-IIg-7
kuwento
F1WG-IIg-h-3
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo,
kayo, sila)
FIWG-IIg-i-3
Naisusulat nang may wastong baybay at bantas ang mga salitang F1KM-IIg-2
ididikta ng guro
F1PN-IIh-10
Naibibigay ang paksa ng talata at tula
F1PN-IIIi-7-
Natutukoy ang salita/pangungusap sa isang talata F1AL-IIh-3
Nailalarawan ang damdamin ng isang tauhan sa kuwentong napakinggan F1PN-IIi-11
F1 PS-IIi-1
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa
F1PS-IVb-1
kuwento, tekstong pang-impormasyon at tula
F1PS-IIIg-1
Natutukoy ang kasarian ng pangngalan F1WG-II-i 2.2
Naiuugnay ang sariling karanasan sa napakinggang kuwento F1PN-II-j-4
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong F1KP-IIi-6
salita
Natutukoy ang ugnayan ng teksto at larawan F1AL-IIj-5
Nababasa ang mga salita at babala na madalas makita sa paligid F1PT-IIIb-2.1
Nasasabi ang sariling ideya tungkol sa tekstong napakinggan F1PN-IIIc-14
Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, at lugar * F1WG-IIIc-d-4
4th Quarter Natutukoy ang mga salitang magkakatugma F1KP-IIIc-8
Natutukoy ang simula ng pangungusap, talata at kuwento F1AL-IIIe-2
Naisusulat nang may wastong baybay at bantas ang salita at F1KM-IIIe-2
pangungusap na ididikta ng guro *
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang F1WG-IIIe-g-5
gawain sa tahanan, paaralan, at pamayanan
Natutukoy ang kahulugan ng salita batay sa kasingkahulugan F1PP-IIIh-1.4
Nakapagbibigay ng sariling hinuha F1PN-IIIj-12
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o F1WG-IIIh-j-6
gawain sa tahanan, paaralan at pamayanan
Nagagamit ang mga natutuhang salita sa pagbuo ng mga simpleng F1PP-IIIj-9
pangungusap.
Nakasusulat nang may wastong baybay, bantas, gamit ng malaki at maliit F1KM-IIIj
na letra upang maipahayag ang ideya, damdamin o reaksyon sa isang
paksa o isyu
Natutukoy ang mahahalagang detalye kaugnay ng paksang napakinggan F1PN-IVa-16
Natutukoy ang gamit ng maliit at malaking letra F1AL-IVb-7
Nagagamit nang wasto ang mga pang-ukol F1WG-IVd-f-7
Natutukoy ang gamit ng iba’t ibang bantas F1AL-IVf-8
Nakapagbibigay ng maikling panuto F1PS-IVg-8.3
Nakabubuo nang wasto at payak na pangungusap na may tamang F1WG-IVi-j-8
ugnayan ng simuno at panag-uri sa pakikipag-usap
Naibibigay ang paksa ng napakinggang tekstong pang-impormasyon F1PN-IVj-7-
paliwanag
Subject: Filipino
Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga
kaalaman sa wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat upang maipahayag at maiugnay ang sariling ideya,
damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.
Quarter Most Essential Learning Competencies Duration K to 12 CG Code

st
1 Quarter F2PN-Ia-2
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng F2PN-IIb-2
napakinggang teksto F2PN-IIIa-2
Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagbati, F2WG-Ia-1

paghingi ng pahintulot, pagtatanong ng lokasyon ng lugar, pakikipag-usap sa F2WG-IIa-1
matatanda, pagtanggap ng paumanhin, pagtanggap ng tawag sa telepono, F2WG-IIIa-g-1
pagbibigay ng reaksyon o komento) F2WG-IIIa-g-1
F2WG-IVa-c-1
F2WG-IVe-1
Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas, F2PP-Ia-c-12
kuwentong kathang – isip ( hal: pabula, maikling kuwento, alamat), o teksto F2PP-Ia-c-12
hango sa tunay na pangyayari (hal: balita, talambuhay, tekstong pang-
impormasyon)*
F2PB-Id-3.1.1
Nakasasagot sa mga tanong tungkol sa nabasang kuwentong kathang-isip (hal:
F2PB-IIa-b-3.1.1
pabula, maikling kuwento, alamat), tekstong hango sa tunay na pangyayari (hal:
F2PB-IIId-3.1.11
balita, talambuhay, tekstong pang-impormasyon), o tula*
F2PB-Ib-2.1
Nakasusunod sa nakasulat na panutong may 1-2 at 3-4 na hakbang*
F2PB-IIc-2.2
Napagyayaman ang talasalitaan sa pamamagitan ng paghanap ng maikling
salitang matatagpuan sa loob ng isang mahabang salita at bagong salita mula F2PT-Ic-e-2.1
sa salitang-ugat
Nakasusulat ng parirala at pangungusap nang may wastong baybay, bantas F2KM-IIb-f-1.2
at gamit ng malaki at maliit na letra
nd
2 Quarter Nagagamit ang personal na karanasan sa paghinuha ng mangyayari sa F2KM-IIb-f-1.2
nabasa/napakinggang teksto o kuwento*
Nabibigkas nang wasto ang tunog ng patinig, katinig, kambal-katinig, F2PN-Ia-2
diptonggo at kluster
F2PU-Id-f-3.1
F2PU-Id-f-3.2
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo sa isa't isa ang
F2PU-Ia-3.1
mga salita
F2PU-IIc-3.2
F2PU-IIIa-3.1
F2PN-Ie-9
Naibibigay ang susunod na mangyayari sa kuwento batay sa tunay na F2PN-IIi-9
pangyayari, pabula, tula, at tugma* F2PN-IIIg-9-
Nailalarawan ang mga elemento (tauhan, tagpuan, banghay) at bahagi at ng F2PN-Ii-j-12.1

kuwento (panimula kasukdulan katapusan/kalakasan) F2PB-IId-4
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa
napakinggan/nabasang: F2-PS-Ig-6.1
a. kuwento, b.
alamat
c. tugma o tula
d. tekstong pang-impormasyon
Nababasa ang mga salita sa unang kita F2PP-Iif-2.1
F2PS-Ig-6.1
Naisasalaysay muli ang binasang teksto nang may tamang pagkakasunod-
F2PS-IIg-6.4
sunod sa tulong ng mga larawan, pamatnubay na tanong at story grammar
F2PS-IIIi-6.3
Nakasusulat ng talata at liham nang may wastong baybay, bantas at gamit ng F2KM-IIIbce-3.2
malaki at maliit na letra F2KM-IVg-1.5
3rd Quarter Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, F2WG-Ic-e-2
lugar, hayop, bagay at pangyayari
Nagagamit ang pangngalan nang tama sa pangungusap. *
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo, F2WG-Ig-3
kayo, sila) F2WG-Ii-3
F2PB-Ih-6
F2PB-IIIg-6
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang talata at

teksto
F2PB-IVd-6
Nailalarawan ang mga tauhan sa napakinggang teksto batay sa kilos, sinabi o F2PN-IId-12.2
pahayag
Naipahahayag ang sariling ideya/damdamin o reaksyon tungkol sa F2-PS-Ig-6.1
napakinggang kuwento batay sa tunay na pangyayari/pabula
Naiuugnay sa sariling karanasan ang nabasang teksto * F2PN-IIb-2
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, F2PS-If-3.1
komunidad, paaralan) at sa mga napanood (telebisyon, cellphone,
kompyuter)*
Nababaybay nang wasto ang mga salita tatlo o apat na pantig, batayang F2PY-IIg-i-2.1
talasalitaang pampaningin, at natutunang salita mula sa mga aralin
Nakapagbibigay ng mga salitang magkakatugma F2KP-IIId-9
Nakapaglalarawan ng mga bagay, tao, pangyayari, at lugar F2WG-IIc-d-4
4th Quarter Napapantig ang mga mas mahahabang salita F2KP-IIc-3
F2PP-IIe-2.2
Nababasa ang mga salitang madalas na makita sa paligid at batayang F2PP-IIIe-2.1
talasalitaan
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain F2WG-IIg-h-5
sa tahanan, paaralan, at pamayanan
Nabibigyang kahulugan ang mga salita sa pamamagitan ng pagbibigay ng F2WG-IIg-h-5
kasingkahulugan at kasalungat, sitwasyong pinaggamitan ng salita (context clues),
pagbibigay ng halimbawa, at paggamit ng pormal na depinisyon ng salita
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa F2WG-IIj-6
tahanan, paaralan at pamayanan
Nakapagbibigay ng angkop na pamagat sa binasang teksto, talata, at F2PB-IIj-8
kuwento
Nagagamit nang wasto ang mga pang-ukol ni/nina, kay/kina, ayon sa, para F2WG-IIIh—i-7
sa, at ukol sa
Naisusulat nang wasto ang mga idiniktang mga salita F2KM-IVb-5
Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan F2WG-IVg-j-8
ng simuno at panag-uri sa pakikipagusap
Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng F2PB-IIIi-11
tekstong binasa F2PB-IVi-11

Subject: Filipino
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinngan at nakapagbibigay ng
kaugnay o katumbas na teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang
iba’t ibang bahagi ng pananalita upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa
kanilang antas o lebel at kaugnay ng kanilang kultura.

st
1 Quarter F3WG-Ia-d-2
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga tao, lugar at
F3WG-IIa-c-2
bagay sa paligid
F3PN-IVc-2
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng F3PN-IIIa-2
napakinggan at nabasang teksto F3PN-IIa-2
F3PN-Ib-2
F3PB-Ib-3.1
Nasasagot ang mga tanong tungkol sa kuwento, usapan, teksto, balita at
F3PN-IIc-3.1.1
tula
F3PB-I-d-3.1
F3PN-IVa 3.1.3
F3EP-Ib-h-5
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng impormasyon
F3EP-IIa-d-5
Nababasa ang mga salitang may tatlong pantig pataas, klaster, salitang F3AL-If-1.3
iisa ang baybay ngunit magkaiba ang bigkas at salitang hiram
F3PB-Ic-2
Nakasusunod sa nakasulat na panuto na may 2-4 hakbang F3PB-IIc-2
F3PB-IVb- 2
F3PY-Id-2.2
F3PY-If-2.4
Nababaybay nang wasto ang mga salitang natutunan sa aralin, salita di- F3PY-IIc-2.3
kilala batay sa bigkas, tatlo o apat na pantig, batayang talasalitaan, mga F3PY-IIh-2.5
salitang hiram at salitang dinaglat F3PY-IIIb-2.2/2.3
F3PY-IVb-h-2
F3PY-Id-2.2
Nakakagamit ng diksyunaryo F3EP-Id-6.1
F3WG-Ie-h-3
Nagagamit sa usapan ang mga salitang pamalit sa ngalan ng tao (ako,
F3WG-IIg-j-3
ikaw, siya, kami, tayo, kayo at sila,)
Nagagamit ang magalang na pananalita na angkop sa sitwasyon F3PS-If-12
(pagbati, pakikipag–usap, paghingi ng paumanhin, pakikipag-usap sa F3PS-IIb-12.5
matatanda at hindi kakilala, at panghihiram ng gamit)
Nailalarawan ang mga elemento ng kuwento (tauhan, tagpuan, F3PBH-Ie-4
banghay) F3PB-IIb-e-4
F3PN-Ig-6.1
F3PN-IIf-6.4
Naisasalaysay muli ang teksto nang may tamang pagkakasunod-sunod ng
F3PB-IIg-12.2
mga pangyayari sa tulong ng pamatnubay na tanong at balangkas
F3PB-IIIg-12.3
F3PN-IVh-6.6
F3PU-Ig-i-4
Nagagamit ang malaki at maliit na letra at mga bantas sa pagsulat ng mga
F3PU-IId-4
salitang natutunan sa aralin, salitang dinaglat, salitang hiram, parirala,
F3PU-IIId-2.6
pangungusap, at talata
F3PU-IVd-f-4
F3WG-Ie-h-3.1
Nagagamit ang panghalip bilang pamalit sa pangngalan
F3WG-IIg-j-3.1
(ito/iyan/iyon/nito/niyan/ noon/niyon)
F3PN-Ij-10
F3PN-IIj-10
Nakabubuo ng isang kuwentong katumbas ng napakinggang kuwento
F3PN-IIIj-10
F3PN-IVb-10
2nd Quarter F3PB-Ih-14
F3PB-IIi-14
Nakapagbibigay ng wakas ang binasang kuwento
F3PB-IIIi-14
F3PB-IVf-14
Naiuulat ang mga naobserbahang pangyayari sa pamayanan F3PS-Ii-3.1
Nagbabago ang dating kaalaman base sa mga natuklasang kaalaman sa F3PB-Ii-15
binasang teksto F3PB-IIj-15
F3PT-Ij-2.3
Napayayaman ang talasalitaan sa pamamagitan ng paggamit ng
F3PT-IIh-2.3
magkasingkahulugan at magkasalungat na mga salita, pagbubuo ng mga
F3PT-IIId-h-2.1
bagong salita mula sa salitang-ugat, at paghanap ng maiikling salita sa
F3PT-IIId-h-2.1
loob ng isang mahabang salita
F3PT-IVaf-2.2
Nagagamit ang magalang na pananalita sa angkop na sitwasyon
(pagpapaliwanag) *
Natutukoy ang mga salitang magkakatugma F3KP-IIb-d-8
Nakakagamit ng pahiwatig upang malaman ang kahulugan ng mga F3PT-Ic-1.5
salita tulad ng paggamit ng mga palatandaang nagbibigay ng kahulugan F3PT-IIc-1.5
(katuturan o kahulugan ng salita, sitwasyong pinaggamitan ng salita, at FPT-IId-1.7
pormal na depinisyon ng salita) F3PT-IIIa-2.3
Naikokompara ang mga kuwento sa pamamagitan ng pagtatala ng F34AL-IIe-14
pagkakatulad at pagkakaiba
Nakasusulat ng talata nang may wastong baybay, bantas at gamit ng F3KM-IIIi-3.2
malaki at maliit na letra upang maipahayag ang ideya, damdamin o
reaksyon sa isang paksa o isyu
Nakabubuo ng mga tanong matapos mapakinggan ang isang teksto F3PN-IIj-13
F3WG-IIIa-b-6
Nagagamit ang angkop na pagtatanong tungkol sa mga tao, bagay, lugar at
F3WG-IVab-6
pangyayari, ano, sino, saan, ilan, kalian, ano-ano, at sino-sino
Nababaybay nang wasto ang mga salitang natutunan sa aralin/ F3PY-IIIb-2.2/2.3
batayang talasalitaang pampaningin
Nakapaglalarawan ng mga tao, hayop, bagay at lugar sa pamayanan F3WG-IIIc-d-4
rd
3 Quarter Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang F3PT-IIIci-3.1
kahulugan
Nasasabi ang sariling ideya tungkol sa tekstong napakinggan F3PN-IIId-14
Naipahahayag ang sariling opinyon o reaskyon sa isang napakinggang F3PS-IIId-1
isyu
Nasasabi ang paksa o tema ng teksto, kuwento o sanaysay F3PB-IIId-10
Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga F3WG-IIIe-f-5
personal na karanasan
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng F3KP-IIIe-g-6
bagong salita
Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan F3PB-IIIe-11.2
ng tekstong binasa
Nasisipi nang wasto at maayos ang mga liham F3KM-IIa-e-1.2
Naibibigay ang sariling hinuha bago, habang at pagkatapos F3PN-IIIf-12
mapakinggang teksto
Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga F3WG-IIIe-f-5
personal na karanasan
Nakapagbibigay ng angkop na pamagat sa binasang teksto F3PB-IIIf-8
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng isang F3WG-IIIh-6
kilos o gawi
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang F3PB-IIIh-6.2
teksto
F3WG-IIIi-j-7
Nagagamit nang wasto ang pang-ukol (laban sa, ayon sa, para sa, ukol sa, F3WG-IIIi-j-7
tungkol sa) F3WG-IVi-j-7
F3WG-IVi-j-7
4th Quarter Napagsasama ang mga katinig, patinig upang makabuo ng salitang F3KP-IIIh-j-11
klaster (Hal. blusa, gripo, plato)
Napagsasama ang mga katinig at patinig upang makabuo ng salitang F3KP-IVi-11
may diptonggo
F3PU-IIIa-e-1.2
Nasisipi nang wasto at maayos ang mga talata
F3PU-IVa-e-1.5
F3PB-IIa-1
Naiuugnay ang binasa sa sariling karanasan
F3PB-IVc-1
Nakasusulat ng isang talata F3KM-IVd-3.1
F3PB-IIa-1
Naiuugnay ang binasa sa sariling karanasan F3PB-Ivc-1
F3WG-IVe-f-5
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang
F3WG-IVe-f-5
gawain sa tahanan, paaralan, at pamayanan
Nababasa ang mga salitang hiram/natutuhan sa aralin F3PP-IVc-g-2

F3PT-IIIc-i-3.1
Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang
F3PT-IVd-h-3.2
kahulugan
F3PT-IVd-h-3.2
Nabibigay ng mungkahing solusyon sa suliraning nabasa sa isang teskto F3PB-IVh-13
o napanood
Natutukoy ang mahahalagang detalye kaugnay ng paksang narinig F3PN-IVi-16
F3PB-IIIj-16
Naibibigay ang buod o lagom ng tesktong binasa F3PB-IVi-16
F3PN-IIIe-7
Naibibigay ang paksa ng kuwento o sanaysay na napakinggan F3PN-IVd-7
F3PN-IVd-7
Subject: Filipino
Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto upang
maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.
1st Quarter Nagagamit nang wasto ang mga pangngalan sa pagsasalita tungkol sa sarili F4WG-Ia-e-2
at ibang tao sa paligid
Nabibigyang kahulugan ang salita sa pamamagitan ng pormal na depinisyon F4PT-Ia-1.10
Natutukoy ang mga elemento ng kuwento (tagpuan, tauhan, banghay) F4PB-Ia-97
Natutukoy ang bahagi ng binasang kuwento- simula-kasukdulan-katapusan F4PB-Ii-24
Nakasusulat ng talata tungkol sa sarili F4PU-Ia-2
Naisasalaysay muli nang may wastong pagkakasunod-sunod ang

napakinggang teksto gamit ang mga larawan, signal words at pangungusap F4PS-Ib-h-6.1
F4PS-Ib-h-91
F4PS-IIh-i-6.2
Nasasagot ang mga tanong sa napakinggan at nabasang kuwento, tekstong F4PB-Ia-d-3.1

pang-impormasyon, at SMS (Short Messaging Text). F4PB-Ia-d-3.1
F4PN-Ih-3.2
Nakasusulat ng natatanging kuwento tungkol sa natatanging tao sa F4PU-Ia-2

pamayanan, tugma o maikling tula F4PU-Ic-2.2
Nababasa ang maikling tula nang may tamang bilis, diin, ekspresyon at F4PB-Ic-16
intonasyon
Naipahahayag ang sariling opinyon o reaksyon sa isang F4PS-Id-i-1
napakinggan/napanood na isyu o usapan
Nasusunod ang napakinggang panuto o hakbang ng isang gawain F4PN-Ie-j-1.1
Naibibigay ang kahalagahan ng media (hal. pang-impormasyon, pang-aliw, F4PDI-e-2
panghikayat)
Nagagamit ang iba’t ibang uri ng panghalip (panao) sa usapan at pagsasabi F4WG-If-j-3
tungkol sa sariling karanasan
Nagagamit ang iba’t ibang uri ng panghalip (pananong) - isahan-- F4WG-Ifg-j-3
maramihan sa usapan at pagsasabi tungkol sa sariling karanasan
Nagagamit ang iba’t ibang uri ng panghalip (panaklaw)-tiyakan- F4WG-If-j-3
isahan/kalahatan-di-tiyakan sa usapan at pagsasabi tungkol sa sariling
karanasan
Nabibigy ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon F4PT-Ia-1.10
Naibibigay ang kahulugan ng salita ayon sa: F4PT-Ig-1.4

-Kasingkahulugan
-Kasalungat
-Gamit ng Pahiwatig (context clues)
-Diksyunaryong kahulugan
Nakasusulat ng liham na nagbabahagi ng karanasan/pangyayari sa
nabasang kuwento

nd
2 Quarter Nasasagot ang mga tanong mula sa napakinggan at nabasang alamat, tula,
at awit. F4PN-IIf-3.1
F4PN-IIIb-3.1
F4PB-IVb-c-3.2.1
Naisusulat nang wasto ang baybay ng salitang natutuhan sa aralin; salitang F4PU-IIa-j-1
hiram; at salitang kaugnay ng ibang asignatura
Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari sa F4PN-IIb-12
napakinggang teskto
Nagagamit nang wasto ang pang-uri (lantay, paghahambing, pasukdol) sa F4WG-IIa-c-4
paglalarawan ng tao, lugar, bagay at pangyayari sa sarili, ibang tao at
katulong sa pamayanan
Naibibigay ang kahulugan ng mga salitang pamilyar at di-pamilyar F4PT-IIb-1.12
pamamagitan ng pag-uugnay sa sariling karanasan
Nahuhulaan ang maaaring mangyari sa teksto gamit ang dating karanasan/ F4PB-IIa-17
kaalaman
Naibibigay ang paksa ng napakinggang teksto F4PN-IIc-7
Nagagamit ang uri ng pandiwa ayon sa panahunan sa pagsasalaysay ng F4WG-IId-g-5

nasaksihang pangyayari
Nasasabi ang sanhi at bunga ayon sa nabasang pahayag, napakinggang F4PB-IIdi-6.1
teksto, at napakinggang ulat F4PN-IIi-18.1
F4PN-IIIi-18.2
Nakasusulat ng timeline tungkol sa mga pangyayari sa binasang teksto F4PU-IIc-d-2.1
Naisasalaysay nang may tamang pagkakasunod-sunod ang nakalap na F4PD-IId-87

impormasyon mula sa napanood
Nailalarawan ang elemento ng kuwento (tagpuan, tauhan, banghay, at F4PN-IIe-12.1

pangyayari)
Nailalarawan ang tauhan batay sa ikinilos, ginawi , sinabi at naging F4PS-IIe-f-12.1

damdamin
Nagagamit ang iba’t ibang uri ng panghalip (pamatlig) - Patulad F4WG-If-j-3
pahimaton paukol - Paari panlunan paturol sa usapan at pagsasabi
tungkol sa sariling karanasan
Nagagamit ang aspekto (panahunan) ng pandiwa n sa pagsasalaysay ng F4WG-IId-g-5
nasaksihang pangyayari
Natutukoy ang kahulugan ng salita batay sa ugnayang salita-larawan F1PT-Iib-f-6
Nakasusulat ng talatang naglalarawan F4PU-IIe-g-2.1

Nailalarawan ang tauhan batay sa ikinilos o ginawi o sinabi at damdamin F4PS-IIe-f-12.1
Nagagamit ang pangaano ng pandiwa-pawatas- pautos, pagsasalaysay ng F4WG-IId-g-5
napakinggang usapan
Nakasusunod sa nakasulat na panuto F4PB-IIi-h-2.1
Nakasusulat ng panuto gamit ang dayagram F4PU-IIf-2
Nasasabi ang paksa ng napanood na maikling pelikula F4PD-II-f-5.2
Naibibigay ang sariling wakas ng napakinggang teksto, tekstong pang- F4PN-IIg-8.2
impormasyon at talambuhay
Nakasusulat ng sariling talambuhay at liham na humihingi ng pahintulot na F4PU-IIe-g-2.1
magamit ang silid-aklatan F4PU-IIh-i-2.3
Nasusuri ang damdamin ng mga tauhan sa napanood F4PD-II-g-22
Napagsusunod-sunod ang mga detalye/ pangyayari sa tekstong F4PN-IIh-8.2
napakinggan sa pamamagitan ng tanong
Nagagamit nang wasto ang pang-abay sa paglalarawan ng kilos F4WG-IIh-j-6
Natutukoy ang mga sumusuportang detalye sa mahalagang kaisipan sa F4PB-IIh-11.2
nabasang teksto
Nagagamit nang wasto ang pang-abay at pandiwa sa pangungusap F4WG-IIh-j-6
Nagagamit nang wasto ang pang-abay at pang-uri sa pangungusap F4WG-IIh-j-6

rd
3 Quarter Nakapagbibigay ng hakbang ng isang gawain F4PS-IIIa-8.6
Nakasusulat ng simpleng resipi at patalastas F4PU-IIIa-2.4
Nagagamit ang pang-abay sa paglalarawan ng kilos F4WG-IIIa-c-6
Nailalarawan ang tauhan batay sa ikinilos, ginawi, sinabi at naging F4PS-IIIb-2.1
damdamin
Nasasagot ang mga tanong sa nabasa o napakinggang editoryal, F4PB-IIIad-3.1
argumento, debate, pahayagan, at ipinapahayag sa isang editorial cartoon. F4PN-IIIf-3.1
F4PN-IVi-j-3.1
F4PN-IVd-j-3.1
F4PN-IVf-j-3.3
Naisasalaysay ang mahahalagang detalye sa napakinggang editoryal F4PN-IIId-18
Nasusuri kung opinyon o katotohanan ang isang pahayag F4PB-IIIf-19
Nagagamit sa pagpapahayag ang magagalang na salita sa hindi pagsang-
ayon pakikipag-argumento o pakikipagdebate F4PS-IIId12.13
F4PS-IIIf-12.14
Nakasusulat ng argumento at editoryal F4PU-IIIf-2.3
F4PU-IIId-2.5
Nakasusulat ng paliwanag; usapan ; puna tungkol sa isang isyu; opinyon F4PU-IIIe-2.1
tungkol sa isang isyu; ng mga isyu/argumento para sa isang debate; F4PU-IVa-b-2.1
F4PU-IVc-2.1
F4PU-IVd-f-2.6
F4PU-IVi-2.7.2
Nakapagbibigay ng reaksiyon sa napakinggang paliwanag; sa isyu mula sa F4PS-IIIe-8.8
napakinggang ulat F4PS-IIIi-92
Natutukoy ang kaibahan ng pang-abay at pang-uri F4WG-IIId-e-9.1
Nagagamit ang pariralang pang-abay at pandiwa, pariralang pang-abay at F4WG-IIId-e-9
pang-uri sa paglalarawan
Nagagamit nang wasto ang pang-angkop (–ng, -g at na ) sa pangunguap at F4WG-IIIf-g-10
pakikipagtalastasan
Nakapagbibigay ng angkop na pamagat sa napakinggang teksto F4PN-IIIg-17
Naiuugnay ang sariling karanasan sa napakinggang teksto F4PS-IIIg-4
Nabibigyan ng angkop na pamagat ang talatang binasa F4PB-IIIg-8
Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita F4PS-III-h-6.6
Nagagamit nang wasto at angkop ang pangatnig F4WG-IIIh-11
- o, ni, maging, man
- kung, kapag, pag, atbp.
- ngunit, subalit, atbp.
- dahil sa, sapagkat, atbp.
- sa wakas, atbp.
- kung gayon, atbp.
- daw, raw, atbp.
-kung sino, kung ano, siya rin atbp.
Naipakikita ang pag-unawa sa pinanood sa pamamagitan ng pagbibigay ng F4PD-IIIh-7.2
ibang pagwawakas ayon sa sariling saloobin o paniniwala
Nagagamit nang wasto at angkop ang simuno at panaguri sa pangungusap F4WG-IIIi-j-8
Nakasusulat ng talata na may sanhi at bunga F4PU-IIIi-2.1
Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan sa F4PN-IIIj-8.4
pamamagitan ng paggamit ng una, pangalawa, sumunod at panghuli
Nakasusulat ng balita na may huwaran/ padron/ balangkas nang may F4PU-Id-h-2.1
wastong pagkakasunod-sunod ng mga pangyayari

th
4 Quarter Nakapagbibigay ng panuto na may tatlo hanggang apat na hakbang gamit F4PS-IVa-8.7
ang pangunahin at pangalawang direksyon
Nasasagot ang mga tanong sa napanood na patalastas F4PD-IVf-89
Nakapaghahambing ng iba’t ibang patalastas na napanood F4PD-IV-g-i-9
Nagagamit sa pagpapakilala ng produkto ang uri ng pangungusap
Nagagamit ang iba’t ibang mga uri ng pangungusap sa pagsasalaysay ng F4WG-IVa-13.1
sariling karanasan
Nakasusulat ng isang balangkas mula sa mga nakalap na impormasyon F4PU-IV ab-2.1
mula sa binasa
Naibibigay ang paksa ng napakinggang teksto F4PN-IVb-7
Naibibigay ang kahulugan ng salita sa pamamagitan ng pormal na F4PT-IVc-1.10
depinisyon ng salita
Nagagamit sa panayam ang iba’t ibang uri ng pangungusap F4WG-IVd-h-13.4
Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon; F4PS-IVe-12.18

Pagbibigay ng puna sa editorial cartoon
Nakaguguhit ng sariling editorial cartoon F4PU-IVe-3
Nagagamit sa pakikipag talastasan ang mga uri ng pangungusap F4WG-IVb-e-13.2
Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto F4PB-IVe-15
Nasasagot ang mga tanong sa nabasa o napakinggang pagpupulong (pormal F4PN-IVd-g-3.3

at di pormal), katitikan (minutes) ng pagpupulong
F4PB-IVg-j-100
Naipahahayag ang sariling opinyon o reaskyon batay sa napakinggang F4PS-IVf-g-1
pagpupulong (pormal at di-pormal)
Nagagamit ang mga uri ng pangungusap sa pormal na pagpupulong F4WG-IVc-g-13.3
Nakasusulat ng minutes ng pagpupulong F4PU-IVg-2.3
Nasasagot ang tanong sa binasang iskrip ng radio broadcasting at teleradyo F4PB-IVg-j-101
Nakasusulat ng script para sa radio broadcasting F4PU-IVg-2.7.1
Naibabahagi ang obserbasyon sa iskrip ng radio broadcasting F4PS-IVh-j-14
Naibabahagi ang obserbasyon sa napakinggang script ng teleradyo F4PN-IVi-j-3
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasagawa ng radio F4WG-IVd-h-13.4
broadcast
Naibibigay ang buod o lagom ng tekstong script ng teleradyo F4PB-IVf-j-102
Nagagamit ang mga uri ng pangungusap sa pagsasabi ng pananaw F4WG-IVh-j-13.6
Naibabahagi ang obserbasyon sa mga taong kabahagi ng debate F4PS-IVh-j-14
Nagagamit ang mga uri ng pangungusap sa pakikipagdebate tungkol sa isang F4WG-IVh-j-13.6
isyu
Naibibigay ang buod o lagom ng debateng binasa F4PB-IVf-j-16
Nakapaghahambing ng iba’t ibang debateng napanood F4PDIV-g-i-9
Naipakikita ang nakalap na impormasyon sa pamamagitan ng nakalarawang F4EP-IVa-d-8
balangkas o dayagram
Nakakukuha ng tala buhat sa binasang teksto F4EP-IVb-e-10
Subject: Filipino
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at, pagpapahalaga sa panitikan at
kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa.

st
1 Quarter F5PN-Ia-4
Naiuugnay ang sariling karanasan sa napakinggang teksto
Nagagamit nang wasto ang mga pangngalan at panghalip sa pagtalakay tungkol sa sarili,sa mga F5WG-Ia-e-2
tao,hayop, lugar, bagay at pangyayari sa paligid; sa usapan; at sa paglalahad tungkol sa sariling
karanasan F5WG-If-j-3
Nasasagot ang mga tanong sa binasa/napakinggang kuwento at tekstong pang- F5PB-Ia-3.1
impormasyon F5PB-Ic-3.2
Nakasusulat ng isang maikling tula, talatang nagsasalaysay, at talambuhay F5PU-Ie-2.2
F5PU-If-2.1
F5PU-IIc-2.5
Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita, isyu o usapan F5PS-Ia-j-1
Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita

Naisasalaysay muli ang napakinggang teksto sa tulong ng mga pangungusap F5PS-IIh-c-6.2
Naibibigay ang paksa ng napakinggang kuwento/usapan F5PN-Ic-g-7
Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar na mga salita sa pamamagitan
ng tono o damdamin, paglalarawan, kayarian ng mga salitang iisa ang baybay ngunit F5PT-Ic-1.15
magkaiba ang diin at tambalang salita F5PT-Ij-1.14
F5PT-IId-9
F5PT-IIe-4.3
Nabibigyang-kahulugan ang bar graph, pie, talahanayan at iba pa F5EP-If-g-2
nd
2 Quarter Nababaybay nang wasto ang salitang natutuhan sa aralin at salitang hiram F5PU-Ic-1
Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota F5PB-Id-3.4
F5PB-Ie-3.3
F5PB-IIf-3.3
Naibabahagi ang isang pangyayaring nasaksihan o naobserbahan F5PS-Id-3.1
Nailalarawan ang tagpuan at tauhan ng napanood na pelikula at nabasang teksto F5PD-Id-g-11
F5PB-IIa-4
Nabibigkas nang may wastong tono, diin, antala at damdamin ang napakinggang tula F5PS-Ie-25
Naibibigay ang paksa/layunin ng napakinggang kuwento/usapan/talata, at pinanood na F5PN-Ic-g-7
dokumentaryo, F5PN-IIg-17
F5PD-IIf-13
Naibibigay ang mahahalagang pangyayari sa nabasang talaarawan, talambuhay at sa F5PB-IIg-11
napanood na dokumentaryo F5PD-IIi-14
Nagagamit ang magagalang na pananalita sa pagsasabi ng hinaing o reklamo, sa pagsasabi F5PS-Ig-12.18
ng ideya sa isang isyu, at sa pagtanggi F5PS-IIf-12.12
F5PS-IIj-12.10
Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan F5PB-Ig-8
F5PN-Ih-17
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita, isyu o usapan, F5PS-Ia-j-1
Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto at datos na hinihingi
ng isang form
Nakasusulat ng simpleng patalastas, at simpleng islogan F5PU-IIIa-b-2.11
F5PU-IIIb-2.11
Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon F5EP-IIe-i-6
tungkol sa isang isyu
Naitatala ang mga impormasyon mula sa binasang teksto F5EP-IIa-f-10

rd
3 Quarter Nagagamit ang pang-abay sa paglalarawan ng kilos F5WG-IIIa-c-6
Nagagamit ang pang-abay at pang-uri sa paglalarawan F5WG-IIId-e-9
Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan (kronolohikal na F5PN-IIIb-8.4
pagsusunod-sunod )
Nakabubuo ng mga tanong matapos mapakinggan ang isang salaysay F5PS-IIIb-e-3.1
Nakapag-uulat tungkol sa napanood F5PD-IIIb-g-15
Nasusuri ang mga tauhan/tagpuan sa napanood na maikling pelikula F5PD-IIIc-i-16
Naibabahagi ang isang pangyayaring nasaksihan F5PS-IIIb-e-3.1
Nakagagawa ng isang timeline batay sa nabasang kasaysayan F5PB-Ie-18
Naisasalaysay muli ang napakinggang teksto F5PS-IIIf-h-6.6
Nasusuri kung ang pahayag ay opinyon o katotohanan F5PB-IIIf-h-19
Nagagamit nang wasto ang pang-angkop sa pakikipagtalastasan F5WG-IIIf-g-10
Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan F5PT-IIIc-h-10
Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan F5PN-Ii-j-17
Nasasabi ang simuno at panag-uri sa pangungusap F5WG-IIIi-j-8
Nakasusulat ng isang sulating pormal, di pormal (email) at liham na nagbibigay ng mungkahi F5PU-IId-2.10
F5PU-IIh-2.9
F5PU-IIj-2.3
Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik tungkol sa isang isyu F5EP-IIIb-6
Naibibigay ang datos na hinihingi ng isang form F5EP-IIIj-16
th
4 Quarter F5PN-IVa-d-22
Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng napakinggang balita F5WG-IVa-13.1
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipag-debate tungkol sa isang isyu F5WG-IVb-e-13.2
Natutukoy ang paniniwala ng may-akda ng teksto sa isang isyu F5PB-IVb-26
Nakapagbibigay ng maaaring solusyon sa isang naobserbahang suliranin F5PS-IVe-9
Napaghahambing ang iba’t ibang dokumentaryo F5PD-IVe-j-18
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsali sa isang usapan (chat) F5WG-IVf-j-13.6
Nakapagbibigay ng lagom o buod ng tekstong napakinggan F5PN-IVg-h-23
Naibibigay ang mahahalagang pangyayari F5PB-IVi-14
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipanayam/ pag-iinterview F5WG-IVc-13.5
Nagagamit ang iba’t ibang uri ng pangungusap sa pagkilatis ng isang produkto F5WG-IVd-13.3
Nagagamit ang mga bagong natutuhang salita sa paggawa ng sariling komposisyon F5PT-IVc-j-6
Nakapagtatanong tungkol sa impormasyong inilahad sa isang dayagram, tsart, at mapa F5PB-IV-j-20
Nakasusulat ng maikling balita, editoryal, at iba pang bahagi ng pahayagan F5PU-Ia-2.8
F5PU-IIIj-2.11
F5PU- IVe-h-2.11
Nakasusulat ng iskrip para sa radio broadcasting at teleradyo. F5PU-IVc-i-2.12
Nakapipili ng angkop na aklat batay sa interes F5EP-IVj-12

Subject: Filipino
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika, panitikan
at kultura upang makaambag sa pag-unlad ng bansa.

st
1 Quarter
Nasasagot ang mga tanong tungkol sa napakinggang/nabasang pabula, kuwento, tekstong pang- F6PN-Ia-g-3.1
impormasyon at usapan F6PN-Ia-g-3.1
F6PB-Ic-e-3.1.2
F6PN-Ia-g-3.1
Nasasagot ang tanong na bakit at paano F6PB-If-3.2.1

Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang F6WG-Ia-d-2
sitwasyon
Nabibigyang kahulugan ang kilos at pahayag ng mga tauhan sa napakinggang pabula F6PN-Ic-19
Nabibigyang kahulugan ang sawikain F6PN-Ij-28

Napagsunod-sunod ang mga pangyayari sa kuwento sa tulong ng nakalarawang balangkas at
pamatnubay na tanong F6PB-Ib-5.4
F6RC-IIe-5.2
Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari bago, habang at matapos ang F6PN-Id-e-12
pagbasa
F6PB-IIIf-24
Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon:
• sa pagpapahayag ng saloobin/damdamin, F6PS-Id-12.22
• pagbabahagi ng obserbasyon sa paligid F6PS-IIc-12.13
• pagpapahayag ng ideya F6PS-IIIf-12.19
• pagsali sa isang usapan F6PS-IVg-12.25
• pagbibigay ng reaksiyon F6PS-IVh-12.19
F6WG-Ia-d-2
Nagagamit nang wasto ang mga panghalip na panao, paari, pananong, pamatlig, pamaklaw sa
pakikipag-usap sa iba’t ibang sitwasyon
Nasusuri ang mga kaisipan/tema/layunin/tauhan/tagpuan at pagpapahalagang nakapaloob F6PD-If—10
sa napanood na maikling pelikula F6VC-IIe-13
F6PD-IIIh-1-6
Nakapagbibigay ng sarili at maaring solusyon sa isang suliraning naobserbahan sa paligid F6PS-Ig-9
Nakapagbibigay ng angkop na pamagat sa binasang/napakinggang talata F6PB-Ig-8
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita isyu o usapan F6PS-Ij-1
Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik F6EP-Ib-d-6
Nakasusulat ng kuwento; talatang nagpapaliwanag at nagsasalaysay F6PU-Id-2.2

F6PU-If-2.1
F6PU-Ih-2.1
2nd Quarter Nasasagot ang mga tanong tungkol sa napakinggang/ nabasang talaarawan at anekdota
F6RC-IIdf-3.1.1
F6RC-IId-f-3.1.1
Naibabahagi ang isang pangyayaring nasaksihan F6PS-IIh-3.1

Nagagamit ang dating kaalaman sa pagbibigay ng wakas ng napakinggang teksto
Nababago ang dating kaalaman batay sa natuklasan sa teksto
Naibibigay ang maaaring mangyari sa teksto gamit ang dating karanasan/kaalaman F6PB-IIIg-17
Nagagamit nang wasto ang kayarian at kailanan ng pang-uri sa paglalarawan sa iba’t ibang
sitwasyon
Nailalarawan ang tauhan batay sa damdamin nito at tagpuan sa binasang kuwento F6RC-IIa-4
Nasasabi ang paksa/mahahalagang pangyayari sa binasang/napakinggang sanaysay at teksto F6RC-IIb-10
Nagagamit nang wasto ang aspekto at pokus ng pandiwa (aktor, layon, ganapan, F6L-IIf-j-5
tagatanggap, gamit, sanhi, direksiyon) sa pakikipag-usap sa ibat ibang sitwasyon
Nagagamit ang uri ng pang-abay (panlunan, pamaraan, pamanahon) sa pakikipag-usap sa F6L-IIf-j-5
ibat ibang sitwasyon
Napag-uugnay ang sanhi at bunga ng mga pangyayari F6PB-IIIb-6.2
Nagagamit ang iba’t ibang salita bilang pang-uri at pang-abay sa pagpapahayag ng sariling
ideya
Nakapagtatala ng datos mula sa binasang teksto F6SS -IIb-10
Nakasusulat ng sulating di pormal, pormal, liham pangangalakal at panuto F6WC-IIf-2.9

F6WC-IIg-2.10
F6WC-IIh-2.3
F6WC-IIi-2.11
3rd Quarter Nasasagot ang mga tanong tungkol sa napakinggang/ binasang ulat at tekstong pang- F6PB-IIId-3.1.2
impormasyon F6PB-IIIc-3.2.2
Nakapagbibigay ng lagom o buod ng tekstong napakinggan F6PN-IIIe19
Naiisa-isa ang mga argumento sa binasang teksto F6PB-IIIe-23
Naibibigay ang impormasyong hinihingi ng nakalarawang balangkas F6EP–IIIa-i-8
Nagagamit nang wasto ang pang-angkop at pangatnig F6WG-IIIj-12

Nakabubuo ng mga bagong salita gamit ang panlapi at salitang-ugat F6PT-IIIj-15
Nasusuri kung ang pahayag ay opinyon o katotohanan F6PB-IIIj-19
Nakapag-uulat tungkol sa pinanood F6PD-IIIc-j-15
Nagagamit sa usapan at iba’t ibang sitwasyon ang mga uri ng pangungusap F6WG-IVa-j-13
Naiuugnay ang binasa sa sariling karanasan F6PB-IVa-1
Nakakakuha ng impormasyon sa pamamagitan ng pahapyaw na pagbasa F6EP –IIIg-11
Nakasusulat ng tula at sanaysay na naglalarawan F6PU-IIIe-2.2
4th Quarter Nakagagawa ng patalastas at usapan gamit ang iba’t ibang bahagi ng pananalita F6WG-IVb-i-10
Napapangkat ang mga salitang magkakaugnay F6PT-IVb-j-14

Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita isyu o usapan F6PS-IVc-1
Nasusuri ang pagkakaiba ng kathang isip at di-kathang isip na teksto (fiction at non-fiction) F6PB-IVc-e-22
Napaghahambing-hambing ang iba’t ibang uri ng pelikula F6PD-IVe-i-21

Nakagagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari / problema- F6PN-IVf-10
solusyon
Nakapagtatanong tungkol sa impormasyong inilahad sa dayagram, tsart, mapa at graph F6PB-IVg-20
Naipapahayag ang sariling opinyon o reaksyon sa isang napakinggang balita isyu o usapan F6PS-IVc-1
Nakasusulat ng ulat, balitang pang-isport, liham sa editor, iskrip para sa radio broadcasting F6PU-IVb-2.1
at teleradyo F6PU-IVc-2.11
F6PU-IVf-2.3
F6PU-IVe-2.12.1
Nagagamit ang pangkalahatang sanggunian sa pagtitipon ng mga datos na kailangan F6EP-IVg-6
Subject: Filipino
Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang rehiyunal upang maipagmalaki ang sariling kultura, gayundin ang iba’t
ibang kulturang panrehiyon.

st
1 Quarter Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar na pinagmulan ng kuwentong F7PN-Ia-b-1
bayan batay sa mga pangyayari at usapan ng mga tauhan
Nagagamit nang wasto ang mga pahayag sa pagbibigay ng mga patunay F7WG-Ia-b-1
Nahihinuha ang kalalabasan ng mga pangyayari batay sa akdang napakinggan F7PN-Ic-d-2
Naipaliliwanag ang sanhi at bunga ng mga pangyayari F7PB-Id-e-3
Nasusuri ang isang dokyu-film batay sa ibinigay na mga pamantayan F7PD-Id-e-4
Naisasalaysay nang maayos at wasto ang buod, pagkakasunod-sunod ng mga pangyayari sa F7PS-Id-e-4
kuwento, mito, alamat, at kuwentong-bayan*
Nagagamit nang wasto ang mga retorikal na pang-ugnay na ginamit sa akda (kung, kapag, F7WG-If-g-4
sakali, at iba pa), sa paglalahad (una, ikalawa, halimbawa, at iba pa, isang araw,
samantala), at sa pagbuo ng editoryal na nanghihikayat
(totoo/tunay, talaga, pero/ subalit, at iba pa)
Nasusuri ang pagkamakatotohanan ng mga pangyayari batay sa sariling karanasan F7PB-Ih-i-5
Naiisa-isa ang mga hakbang na ginawa sa pananaliksik mula sa napakinggang mga pahayag F7PN-Ij-6
Nasusuri ang ginamit na datos sa pananaliksik sa isang proyektong panturismo (halimbawa: F7PB-Ij-6
pagsusuri sa isang promo coupon o brochure)
Naipaliliwanag ang mga salitang ginamit sa paggawa ng proyektong panturismo F7PT-Ij-6
(halimbawa ang paggamit ng acronym sa promosyon)
Naibabahagi ang isang halimbawa ng napanood na video clip mula sa youtube o ibang
website na maaaring magamit F7PD-Ij-6
Nagagamit nang wasto at angkop ang wikang Filipino sa pagsasagawa ng isang F7WG-Ij-6
makatotohanan at mapanghikayat na proyektong panturismo
nd
2 Quarter Naipaliliwanag ang mahahalagang detalye, mensahe at kaisipang nais iparating ng F7PN-IIa-b-7
napakinggang bulong, awiting-bayan, alamat, bahagi ng akda, at teksto tungkol sa epiko sa
Kabisayaan
Nabubuo ang sariling paghahatol o pagmamatuwid sa ideyang nakapaloob sa akda na F7PB-IIa-b-7
sumasalamin sa tradisyon ng mga taga Bisaya
Nasusuri ang antas ng wika batay sa pormalidad na ginamit sa pagsulat ng awiting-bayan F7WG-IIa-b-7
(balbal, kolokyal, lalawiganin, pormal)
Nahihinuha ang kaligirang pangkasaysayan ng binasang alamat ng Kabisayaan F7PB-IIc-d-8
Naibibigay ang kahulugan at sariling interpretasyon sa mga salitang paulit-ulit na ginamit sa F7PT-IIc-d-8
akda, mga salitang iba-iba ang digri o antas ng kahulugan (pagkiklino), mga di-pamilyar na salita mula
sa akda, at mga salitang nagpapahayag ng damdamin F7PT-IIe-f-9
Nagagamit nang maayos ang mga pahayag sa paghahambing (higit/mas, di-gaano, di-gasino, at iba F7WG-IIc-d-8
pa)
Naisusulat ang isang editoryal na nanghihikayat kaugnay ng paksa F7PU-IIe-f-9
Naisusulat ang isang tekstong naglalahad tungkol sa pagpapahalaga ng mga taga-Bisaya sa
kinagisnang kultura F7PU-IIg-h-10
Nasusuri ang kulturang nakapaloob sa awiting-bayan F7PB-IIi-12
Nagagamit ang mga kumbensyon sa pagsulat ng awitin (sukat, tugma, tayutay, talinghaga, at F7WG-IIj-12
iba pa)

rd
3 Quarter Naipaliliwanag ang kahalagahan ng paggamit ng suprasegmental (tono, diin, antala) F7PN-IIIa-c-13
Naihahambing ang mga katangian ng tula/awiting panudyo, tugmang de gulong at palaisipan F7PB-IIIa-c-14
F7PT-IIIa-c-13
Naipaliliwanag ang kahulugan ng salita sa pamamagitan ng pagpapangkat, batay sa konteksto ng F7PT-IIIh-i-16

pangungusap, denotasyon at konotasyon, batay sa kasing kahulugan at kasalungat nito
F7PT-IIi-11
Naisusulat ang sariling tula/awiting panudyo, tugmang de gulong at palaisipan batay sa F7PU-IIIa-c-13
itinakdang mga pamantayan
F7PB-IIId-e-15
Nasusuri ang mga katangian at elemento ng mito,alamat, kuwentong-bayan, maikling kuwento mula
sa Mindanao, Kabisayaan at Luzon batay sa paksa, mga tauhan, tagpuan, kaisipan at mga aspetong F7PB-IIId-e-16
pangkultura (halimbawa: heograpiya, uri ng pamumuhay, at iba pa)
Nagagamit nang wasto ang angkop na mga pahayag sa panimula, gitna at wakas ng isang akda F7WG-IIId-e-14
Naibubuod ang tekstong binasa sa tulong ng pangunahin at mga pantulong na kaisipan

F7PB-IIIf-g-17
Nasusuri ang mga elemento at sosyo-historikal na konteksto ng napanood na dulang F7PD-IIIf-g-15
pantelebisyon
Nagagamit ang wastong mga panandang anaporik at kataporik ng pangngalan F7WG-IIIh-i-16
Nasusuri ang mga salitang ginamit sa pagsulat ng balita ayon sa napakinggang halimbawa F7PN-IIIj-17
Natutukoy ang datos na kailangan sa paglikha ng sariling ulat-balita batay sa materyal na binasa F7PB-IIIj-19
th
4 Quarter Nailalahad ang sariling pananaw tungkol sa mga motibo ng may-akda sa bisa ng binasang bahagi ng F7PB-IVa-b-20
akda
Naibibigay ang kahulugan at mga katangian ng “korido” F7PT-IVa-b-18
Naibabahagi ang sariling ideya tungkol sa kahalagahan ng pag-aaral ng Ibong Adarna F7PSIVa-b-18
Naisusulat nang sistematiko ang mga nasaliksik na impormasyon kaugnay ng kaligirang F7PU-IVa-b-18
pangkasaysayan ng Ibong Adarna
Nagmumungkahi ng mga angkop na solusyon sa mga suliraning narinig mula sa akda F7PN-IVc-d-19
Nasusuri ang mga pangyayari sa akda na nagpapakita ng mga suliraning panlipunan na dapat F7PB-IVc-d-21
mabigyang solusyon
Nailalahad ang sariling saloobin at damdamin sa napanood na bahagi ng telenobela o serye na F7PD-IVc-d-18
may pagkakatulad sa akdang tinalakay
Naiuugnay sa sariling karanasan ang mga karanasang nabanggit sa binasa F7PB-IVc-d-22
Nasusuri ang damdaming namamayani sa mga tauhan sa pinanood na dulang F7PD-IVc-d-19
pantelebisyon/pampelikula
Nagagamit ang dating kaalaman at karanasan sa pag-unawa at pagpapakahulugan sa mga F7PS-IVc-d-21
kaisipan sa akda
Nagagamit ang angkop na mga salita at simbolo sa pagsulat ng iskrip F7PT-IVc-d-23
Nasusuri ang mga katangian at papel na ginampanan ng pangunahing tauhan at mga pantulong F7PB-IVg-h-23
na tauhan
Nagagamit ang mga salita at pangungusap nang may kaisahan at pagkakaugnay-ugnay sa F7WG-IVj-23
mabubuong iskrip

Subject: Filipino
Pagkatapos ng Ikawalong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip,at pag-unawa at pagpapahalagang
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang pambansa upang maipagmalaki ang kulturang Pilipino.

st
1 Naiuugnay ang mahahalagang kaisipang nakapaloob sa mga karunungang-bayan sa mga F8PB-Ia-c-22
Quarter pangyayari sa tunay na buhay sa kasalukuyan
Nabibigyang-kahulugan ang mga talinghaga, eupimistiko o masining na pahayag ginamit sa tula,
balagtasan, alamat, maikling kuwento, epiko ayon sa: -kasingkahulugan at kasalungat na F8PT-Ia-c-19
kahulugan
Naisusulat ang sariling bugtong, salawikain, sawikain o kasabihan na angkop sa kasalukuyang F8PS-Ia-c-20
kalagayan
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong, salawikain, sawikain o F8WG-Ia-c-17
kasabihan (eupemistikong pahayag)
Nakikinig nang may pag-unawa upang mailahad ang layunin ng napakinggan, maipaliwanag ang F8PN-Ig-h-22
pagkakaugnay-ugnay ng mga pangyayari at mauri ang sanhi at bunga ng mga pangyayari
Napauunlad ang kakayahang umunawa sa binasa sa pamamagitan ng: F8PB-Ig-h-24
-paghihinuha batay sa mga ideya o pangyayari sa akda
-dating kaalaman kaugnay sa binasa
Nagagamit ang iba’t ibang teknik sa pagpapalawak ng paksa: F8PS-Ig-h-22
-paghahawig o pagtutulad
-pagbibigay depinisyon
-pagsusuri
Naisusulat ang talatang: F8PU-Ig-h-22
-binubuo ng magkakaugnay at maayos na mga pangungusap
- nagpapahayag ng sariling palagay o kaisipan
-nagpapakita ng simula, gitna, wakas
Nagagamit ang mga hudyat ng sanhi at bunga ng mga pangyayari (dahil,sapagkat,kaya,bunga F8WG-Ig-h-22
nito, iba pa)
Naibabahagi ang sariling opinyon o pananaw batay sa napakinggang pag-uulat F8PN-Ii-j-23
Naipaliliwanag ang mga hakbang sa paggawa ng pananaliksik ayon sa binasang datos F8PB-Ii-j-25
Nagagamit sa pagsulat ng resulta ng pananaliksik ang awtentikong datos na nagpapakita ng F8PU-Ii-j-23
pagpapahalaga sa katutubong kulturang Pilipino
Nagagamit nang maayos ang mga pahayag sa pag-aayos ng datos (una, isa pa, iba pa) F8WG-Ii-j-23

nd
2 Quarter Napipili ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa F8PB-IIa-b-24
Nabubuo ang mga makabuluhang tanong batay sa napakinggang palitan ng katuwiran F8PN-IIc-d-24
Naibibigay ang opinyon at katuwiran tungkol sa paksa ng balagtasan F8PB-IIc-d-25
Nakapaglalahad sa paraang pasulat ng pagsang-ayon at pagsalungat sa isang argumento F8PU-IIc-d-25
Nagagamit ang mga hudyat ng pagsang-ayon at pagsalungat sa paghahayag ng opinyon
F8WG-IIc-d-25
Naipahahayag ang pangangatuwiran sa napiling alternatibong solusyon o proposisyon sa F8PB-IIe-f-25
suliraning inilahad sa tekstong binasa
Naibibigay ang denotatibo at konotatibong kahulugan, kasingkahulugan at kasalungat na
kahulugan ng malalalim na salitang ginamit sa akda F8PT-IIe-f-25
Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng F8PU-IIe-f-26
kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
Naiuugnay ang tema ng napanood na programang pantelebisyon sa akdang tinalakay
F8PD-IIf-g-26
Naipaliliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon at saloobin kaugnay F8PS-IIg-h-28
ng akdang tinalakay*
Nagagamit ang iba’t ibang paraan ng pagpapahayag (pag-iisa-isa, paghahambing, at iba pa) sa F8WG-IIf-g-27.
pagsulat ng sanaysay
Naiuugnay ang mga kaisipan sa akda sa mga kaganapan sa sarili, lipunan, at daigdig F8PB-IIg-h-27
Nabibigyang kahulugan ang mga simbolo at pahiwatig na ginamit sa akda F8PT-IIg-h-27
Nakasusulat ng wakas ng maikling kuwento* F8PU-IIg-h-28
Nabibigyang interpretasyon ang tulang napakinggan F8PN-IIi-j-27
Naihahambing ang anyo at mga elemento ng tulang binasa sa iba pang anyo ng tula F8PB-IIi-j-28
Naisusulat ang isang orihinal na tulang may masining na antas ng wika at may apat o higit pang F8PU-IIi-j-29
saknong sa alinmang anyong tinalakay, gamit ang paksang pag-ibig sa kapwa, bayan o
kalikasan

rd
3 Quarter Naihahambing ang tekstong binasa sa iba pang teksto batay sa: F8PB-IIIa-c-29
- paksa
- layon
- tono
- pananaw
- paraan ng
pagkakasulat
- pagbuo ng salita
- pagbuo ng talata
- pagbuo ng
pangungusap
Nabibigyang-kahulugan ang mga lingo/termino na ginagamit sa mundo ng multimedia F8PT-IIIa-c-29
Naiuulat nang maayos at mabisa ang nalikom na datos sa pananaliksik F8PS-IIIa-c-30
Nagagamit ang iba’t ibang estratehiya sa pangangalap ng mga ideya sa pagsulat ng balita, F8PU-IIIa-c-30
komentaryo, at iba pa
Nagagamit sa iba’t ibang sitwasyon ang mga salitang ginagamit sa impormal na komunikasyon F8WG-IIIa-c-30
(balbal, kolokyal, banyaga)
Napag-iiba ang katotohanan (facts) sa hinuha (inferences), opinyon at personal na F8PN-IIId-e-29
interpretasyon ng kausap
Naiisa-isa ang mga positibo at negatibong pahayag F8PB-IIId-e-30
Naiuugnay ang balitang napanood sa balitang napakinggan F8PD-IIId-e-30
Nabibigyang-kahulugan ang mga salitang ginagamit sa radio broadcasting F8PT-IIId-e-30
Naisusulat nang wasto ang isang dokumentaryong panradyo F8PU-IIId-e-31
Nagagamit ang mga angkop na ekspresyon sa paghahayag ng konsepto ng pananaw (ayon, F8WG-IIId-e-31
batay, sang-ayon sa, sa akala, iba pa)
Nahihinuha ang paksa, layon at tono ng akdang nabasa F8PB-IIIe-f-31
Natutukoy ang mga tamang salita sa pagbuo ng isang puzzle na may kaugnayan sa paksa F8PT-IIIe-f-31
Nasusuri ang isang programang napanood sa telebisyon ayon sa itinakdang mga pamantayan
F8PD-IIIe-f-31
Naipahahayag sa lohikal na paraan ang mga pananaw at katuwiran F8PS-IIIe-f-32
Nagagamit nang wasto ang mga ekspresyong hudyat ng kaugnayang lohikal (dahilan-bunga, F8WG-IIIe-f-32
paraan-resulta)
Nailalahad ang sariling bayas o pagkiling tungkol sa interes at pananaw ng nagsasalita F8PN-IIIg-h-31
Nasusuri ang napanood na pelikula batay sa:
- Paksa/tema F8PB-IIIg-h-32
-layon
-gamit ng mga salita
-mga tauhan
Nabibigyang kahulugan ang mga salitang ginagamit sa mundo ng pelikula F8PT-IIIg-h-32
Naihahayag ang sariling pananaw tungkol sa mahahalagang isyung mahihinuha sa napanood F8PD-IIIg-h-32
na pelikula
Nagagamit ang kahusayang gramatikal (may tamang bantas, baybay, magkakaugnay na F8WG-IIIg-h-33
pangungusap/ talata sa pagsulat ng isang suring- pelikula
Nasusuri ang mga hakbang sa pagbuo ng isang kampanyang panlipunan ayon sa binasang mga F8PB-IIIi-j-33
impormasyon
Naipaliliwanag ang mga salitang angkop na gamitin sa pagbuo ng isang kampanyang F8PT-IIIi-j-33
panlipunan
Nakasusulat ng isang malinaw na social awareness campaign tungkol sa isang paksa na F8PU-IIIi-j-34
maisasagawa sa tulong ng multimedia*
Nagagamit ang angkop na mga komunikatibong pahayag sa pagbuo ng isang social awareness F8WG-IIIi-j-34
campaign

th
4 Quarter F8PN-IVa-b-33
Nahihinuha ang kahalagahan ng pag-aaral ng Florante at Laura batay sa napakinggang mga
pahiwatig sa akda
Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng: F8PB-IVa-b-33
- pagtukoy sa
kalagayan ng
lipunan sa
panahong nasulat
ito
- pagtukoy sa layunin ng
pagsulat ng akda
- pagsusuri sa epekto ng akda pagkatapos itong isulat
Nailalahad ang damdamin o saloobin ng may- akda, gamit ang wika ng kabataan F8WG-IVa-b-35
Nailalahad ang mahahalagang pangyayari sa napakinggang aralin F8PN-IVc-d-34
Nasusuri ang mga pangunahing kaisipan ng bawat kabanatang binasa F8PB-IVc-d-34
Nabibigyang-kahulugan ang : F8PT-IVc-d-34
-matatalinghagang ekspresyon
- tayutay
- simbolo
Naisusulat sa isang monologo ang mga pansariling damdamin tungkol sa: F8PU-IVc-d-36
- pagkapoot
- pagkatakot
- iba pang damdamin
Nailalarawan ang tagpuan ng akda batay sa napakinggan F8PN-IVf-g-36
Nailalahad ang mahahalagang pangyayari sa aralin F8PB-IVf-g-36
Nakasusulat ng sariling talumpating nanghihikayat tungkol sa isyung pinapaksa sa binasa F8PU-IVf-g-38
Nagagamit nang wasto ang mga salitang nanghihikayat F8WG-IVf-g-38

Nailalahad ang damdaming namamayani sa mga tauhan batay sa napakinggan F8PN-IVg-h-37
Nasusuri ang mga sitwasyong nagpapakita ng iba’t ibang damdamin at motibo ng mga F8PB-IVg-h-37
tauhan
Nakasusulat ng isang islogan na tumatalakay sa paksang aralin F8PU-IVg-h-39
Natutukoy ang mga hakbang sa pagsasagawa ng isang kawili-wiling radio broadcast batay F8PB-IVi-j-38
sa nasaliksik na impormasyon tungkol dito
Nabibigyang pansin ang mga angkop na salitang dapat gamitin sa isang radio broadcast F8PT-IVi-j-38
Nailalapat sa isang radio broadcast ang mga kaalamang natutuhan sa napanood sa F8PD-IVi-j-38
telebisyon na programang nagbabalita
Naipahahayag ang pansariling paniniwala at pagpapahalaga gamit ang mga salitang F8PU-IVi-j-40
naghahayag ng pagsang-ayon at pagsalungat (Hal.: totoo, ngunit)

Subject: Filipino
Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-aaral ang kakayahang komunikatibo,mapanuring pag-iisip,at pag-unawa at pagpapahalagang
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang Asyano upang mapatibay ang pagkakakilanlang Asyano.

st
1 Quarter Maikling Kuwento F9PN-Ia-b-39
Nasusuri ang mga pangyayari, at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano batay
sa napakinggang akda
Nabubuo ang sariling paghatol o pagmamatuwid sa mga ideyang nakapaloob sa akda F9PB-Ia-b-39
Nabibigyang kahulugan ang malalim na salitang ginamit sa akda batay sa denotatibo o F9PT-Ia-b-39
konotatibong kahulugan
Naihahambing ang ilang piling pangyayari sa napanood na telenobela sa ilang piling F9PD-Ia-b-39
kaganapan sa lipunang Asyano sa kasalukuyan
Nasusuri ang maikling kuwento batay sa: F9PS-Ia-b-41
- Paksa
- Mga tauhan
- Pagkakasunod-sunod ng mga pangyayari
- estilo sa pagsulat ng awtor
- iba pa
F9PU-Ia-b-41
Napagsusunod-sunod ang mga pangyayari sa akda
Napagsusunod-sunod ang mga pangyayari gamit ang angkop na mga pag-ugnay F9WG-Ia-b-41
Nobela F9PN-Ic-d-40
Nauuri ang mga tiyak na bahagi sa akda na nagpapakita ng katotohanan, kabutihan at

kagandahan batay sa napakinggang bahagi ng nobela
Nasusuri ang tunggaliang tao vs. sarili sa binasang nobela F9PB-Ic-d-40
Nabibigyan ng sariling interpretasyon ang mga pahiwatig na ginamit sa akda F9PT-Ic-d-40
Nasusuri ang pinanood na teleseryeng Asyano batay sa itinakdang pamantayan F9PD-Ic-d-40
Naisusulat ang isang pangyayari na nagpapakita ng tunggaliang tao vs. sarili F9PU-Ic-d-42
Nagagamit ang mga pahayag na ginagagamit sa pagbibigay-opinyon (sa tingin / akala / F9WG-Ic-d-42
pahayag / ko, iba pa)
Tula F9PN-Ie-41
Naiuugnay ang sariling damdamin sa damdaming inihayag sa napakinggang tula

Nailalahad ang sariling pananaw ng paksa sa mga tulang Asyano F9PB-Ie-41
Natutukoy at naipaliliwanag ang magkakasingkahulugang pahayag sa ilang taludturan F9PT-Ie-41
Naisusulat ang ilang taludtod tungkol sa pagpapahalaga sa pagiging mamamayan ng F9PU-Ie-43

rehiyong Asya
Sanaysay F9PT-If-42
Naipaliliwanag ang salitang may higit sa isang kahulugan

Nasusuri ang paraan ng pagpapahayag ng mga ideya at opinyon sa napanood na debate o
kauri nito
Naisusulat ang sariling opinyon tungkol sa mga dapat o hindi dapat na katangian ng F9PU-If-44
kabataang Asyano
Nagagamit ang mga pang-ugnay sa pagpapahayag ng sariling pananaw F9WG-If-44
Dula
F9PN-Ig-h-43
Nakabubuo ng paghuhusga sa karakterisasyon ng mga tauhan sa kasiningan ng akda
Naipaliliwanag ang kahulugan ng salita habang nababago ang estruktura nito F9PT-Ig-h-43
Nasusuri ang pagiging makatotohanan ng ilang pangyayari sa isang dula F9PUIg-h-45

Nagagamit ang mga ekspresyong nagpapahayag ng katotohanan (sa totoo, talaga, tunay, iba F9PS-Ig-h-45
pa)
Pangwakas na Output F9PB-Ii-j-44
Naibabahagi ang sariling pananaw sa resulta ng isinagawang sarbey tungkol sa tanong na:
”Alin sa mga babasahin ng Timog-Silangang Asya ang iyong nagustuhan?”

nd
2 Quarter Tanka at Haiku F9PN-IIa-b-45
Nasusuri ang tono ng pagbigkas ng napakinggang tanka at haiku

Nasusuri ang pagkakaiba at pagkakatulad ng estilo ng pagbuo ng tanka at haiku F9PB-IIa-b-45
Nabibigyang kahulugan ang matatalingha-gang mahahalagang salitang ginamit sa tanka at F9PT-IIa-b-45

haiku
Naisusulat ang payak na tanka at haiku sa tamang anyo at sukat F9PU-IIa-b-47
Nagagamit ang suprasegmental na antala/hinto, diin at tono sa pagbigkas ng tanka at F9WG-IIa-b-47

haiku
Nahihinuha ang damdamin ng mga tauhan batay sa diyalogong napakinggan
F9PN-IIc-46
Nabibigyang-puna ang kabisaan ng paggamit ng hayop bilang mga tauhan na parang taong F9PB-IIc-46
nagsasalita at kumikilos
Naiaantas ang mga salita (clining) batay sa tindi ng emosyon o damdamin F9PT-IIc-46
Naisusulat muli ang isang pabula sa paraang babaguhin ang karakter ng isa sa mga tauhan F9PU-IIc-48
nito
Nagagamit ang iba’t ibang ekspresyon sa pagpapahayag ng damdamin F9WG-IIc-48
Naipaliliwanag ang pananaw ng may-akda tungkol sa paksa batay sa napakinggan F9PN-IId-47
Naipaliliwanag ang mga: F9PB-IId-47

- kaisipan
- layunin
- paksa; at
- paraan ng pagkakabuo ng sanaysay
Naipaliliwanag ang mga salitang di lantad ang kahulugan batay sa konteksto ng F9PT-IId-47
pangungusap
Nabibigyang-puna ang paraan ng pagsasalita ng taong naninindigan sa kanyang mga F9PD-IId-47
saloobin o opinyon sa isang talumpati
Naipahahayag ang sariling pananaw tungkol sa isang napapanahong isyu sa talumpating F9PS-IId-49
nagpapahayag ng matibay na paninindigan
Nakasusulat ng isang argumento hinggil sa napapanahong isyu sa lipunang Asya F9PU-IId-49
Nagagamit ang angkop na mga pahayag sa pagbibigay ng opinyon, matibay na F9WG-IId-49

paninindigan at mungkahi
Nasusuri ang maikling kuwento batay sa estilo ng pagsisimula, pagpapadaloy at F9PN-IIe-f-48
pagwawakas ng napakinggang salaysay
Nahihinuha ang kulturang nakapaloob sa binasang kuwento F9PB-IIe-f-48
Nabibigyang-kahulugan ang mga imahe at simbolo sa binasang kuwento F9PT-IIe-f-48
Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na F9PD-IIe-f-48
bahagi ng teleserye o pelikula
Naisasalaysay ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa nabasang F9PS-IIe-f-50
kuwento
Naisusulat ang isang paglalarawan ng sariling kultura na maaaring gamitin sa isang F9PU-IIe-f-50
pagsasalaysay
Nagagamit ang mga pahayag sa pagsisimula, pagpapatuloy ng mga pangyayari at F9WG-IIe-f-50
pagtatapos ng isang kuwento
Nauuri ang mga tiyak na bahagi at katangian ng isang dula batay sa napakinggang diyalogo
o pag-uusap
F9PN-IIg-h-48
Nasusuri ang binasang dula batay sa pagkakabuo at mga elemento nito F9PB-IIg-h-48
Napaghahambingang mga napanood na dula batay sa mga katangian at elemento ng bawat F9PD-IIg-h-48
isa
Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang pangkat ng tao sa F9PU-IIg-h-51
ilang bansa sa Asya
Nagagamit ang mga angkop na pang-ugnay sa pagsulat ng maikling dula F9WG-IIg-h-51
Naipahahayag ang damdamin at pag-unawa sa napakinggang akdang orihinal
F9PN-IIi-j-49
Naipaliliwanag ang naging bisa ng nabasang akda sa sariling kaisipan at damdamin F9PB-IIi-j-49
Nabibigyang- kahulugan ang mahihirap na salita batay sa konteksto ng pangungusap; ang F9PT-IIi-j-49
matatalinghagang pahayag sa parabola; ang mga salitang may natatagong kahulugan; ang mga
salita batay sa kontekstong pinaggamitan; ang mahihirap na salita batay sa kasingkahulugan at
kasalungat na kahulugan;
Naisusulat ang sariling akda na nagpapakita ng pagpapahalaga sa pagiging Asyano F9PU-IIi-j-52
Nagagamit ang linggwistikong kahusayan sa pagsulat ng sariling akda na nagpapakita ng F9WG-IIi-j-52

pagpapahalaga sa pagiging isang Asyano

rd
3 Quarter Napatutunayang ang mga pangyayari sa binasang parabula ay maaaring maganap sa tunay na buhay
sa kasalukuyan
F9PB-IIIa-50
Naisusulat ang isang anekdota o liham na nangangaral; isang halimbawang elehiya; F9PU-IIIa-53
Nagagamit nang wasto sa pangungusap ang matatalinghagang pahayag F9WG-IIIa-53

Nasusuri ang mga elemento ng elehiya batay sa: F9PB-IIIb-c-51
- Tema
- Mga tauhan
- Tagpuan
- Mga mahihiwatigang kaugalian o tradisyon
- Wikang ginamit
- Pahiwatig o simbolo
- Damdamin
Nabibigyang-puna ang nakitang paraan ng pagbigkas ng elehiya o awit F9PD-IIIb-c-50
Nagagamit ang mga angkop na pang-uri na nagpapasidhi ng damdamin F9WG-IIIb-c-53
Nasusuri ang mga tunggalian (tao vs. tao, at tao vs. sarili) sa kuwento batay sa napakinggang F9PN-IIId-e-52
pag-uusap ng mga tauhan
Napatutunayang ang mga pangyayari at/o transpormasyong nagaganap sa tauhan ay maaaring F9PB-IIId-e-52
mangyari sa tunay na buhay
Natutukoy ang pinagmulan ng salita (etimolohiya) F9PT-IIId-e-52
Naiuugnay sa kasalukuyan ang mga tunggaliang (tao vs. tao at tao vs. sarili) napanood na F9PD-IIId-e-51
programang pantelebisyon
Naisusulat muli ang maikling kuwento nang may pagbabago sa ilang pangyayari at mga F9PU-IIId-e-54
katangian ng sinuman sa mga tauhan; ang sariling wakas sa naunang alamat na binasa
Nagagamit ang angkop na pang-ugnay na hudyat ng pagsusunod-sunod ng mga pangyayari sa F9WG-IIId-e-54

lilikhaing kuwento
Nabibigyang-kahulugan ang kilos, gawi at karakter ng mga tauhan batay sa usapang napakinggan
F9PN-IIIf-53
Napatutunayan ang pagiging makatotohanan/ di makatotohanan ng akda F9PB-IIIf-53

Nagagamit ang mga pang-abay na pamanahon , panlunan at pamaraan sa pagbuo ng alamat F9WG-IIIf-55
Nahuhulaan ang maaaring mangyari sa akda batay sa ilang pangyayaring napakinggan F9PN-IIIg-h-54
Nailalarawan ang natatanging kulturang Asyano na masasalamin sa epiko F9PB-IIIg-h-54
Nabibigyang-katangian ang isa sa mga itinuturing na bayani ng alinmang bansa sa Kanlurang F9PT-IIIg-h-54
Asya
Nagagamit ang mga angkop na salita sa paglalarawan ng kulturang Asyano at bayani ng F9PS-IIIg-h-56
Kanlurang Asya
Naiisa-isa ang kultura ng Kanluraning Asyano mula sa mga akdang pampanitikan nito * F9PB-IIIi-j-55
Quarter Most Essential Learning Competencies Duration K to 12 CG

Code
4th Quarter F9PN-IVa-b-56
Batay sa napakinggan, natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng:
- pagtukoy sa layunin ng may- akda sa pagsulat nito
- pag-isa-isa sa mga kondisyon ng lipunan sa panahong isinulat ito
pagpapatunay sa pag-iral pa ng mga kondisyong ito sa kasalukuyang panahon sa lipunang
Pilipino
Nailalarawan ang mga kondisyong panlipunan bago at matapos isinulat ang akda F9PB-IVa-b-56
Natutukoy ang mga kontekstuwal na pahiwatig sa pagbibigay-kahulugan F9PT-IVa-b-56
Nabibigyang-patunay na may pagkakatulad / pagkakaiba ang binasang akda sa ilang F9PD-IVa-b-55

napanood na telenobela*
Nailalahad ang sariling pananaw, kongklusyon, at bisa ng akda sa sarili at sa nakararami F9PS-IVa-b-58
Naitatala ang nalikom na datos sa pananaliksik F9PU-IVa-b-58

Nagagamit ang mga angkop na salita / ekspresyon sa: F9WG-Iva-b-57
- paglalarawan
- paglalahad ng sariling pananaw
- pag-iisa-isa
pagpapatunay
Natutukoy ang kahalagahan ng bawat tauhan sa nobela F9PN-IVc-57
Naisusulat ang isang makahulugan at masining na iskrip ng isang monologo tungkol sa isang F9PU-IVc-59
piling tauhan
Nagagamit ang tamang pang-uri sa pagbibigay- katangian F9WG-IVc-59
Naibabahagi ang sariling damdamin sa tinalakay na mga pangyayaring naganap sa buhay ng F9PN-IVd-58
tauhan
Nailalahad ang sariling pananaw sa kapangyarihan ng pag-ibig sa magulang, sa kasintahan, F9PB-IVd-58
sa kapwa at sa bayan
Napapangkat ang mga salita ayon sa antas ng pormalidad ng gamit nito (level of formality) F9PT-IVd-58
Nakasusulat ng iskrip ng Mock Trial tungkol sa tunggalian ng mga tauhan sa akda* F9PU-IVd-60
Nagagamit ang mga angkop na ekspresyon sa pagpapahayag ng: F9WG-Ivd-60

- damdamin
- matibay na paninindigan
Natitiyak ang pagkamakatotohanan ng akdang napakinggan sa pamamagitan ng pag- F9PN-IVe-f-59
uugnay sa ilang pangyayari sa kasalukuyan
Naipaliliwanag ang mga kaugaliang binanggit sa kabanata na nakatutulong sa F9PB-IVe-f-59
pagpapayaman ng kulturang Asyano
Naipaliliwanag ang iba’t ibang paraan ng pagbibigay-pahiwatig sa kahulugan F9PT-IVe-f-59
Naipaliliwanag ang mga kaisipang nakapaloob sa aralin gaya ng: F9PB-IVg-h-60

• pamamalakad ng pamahalaan
• paniniwala sa Diyos
• kalupitan sa kapuwa
• kayamanan
• kahirapan at iba pa
Naihahambing ang mga katangian ng isang ina noon at sa kasalukuyan batay sa napanood F9PD-IVg-h-59
na dulang pantelebisyon o pampelikula
Naipaliliwanag ang kahalagahan ng pagtupad sa tungkulin ng ina at ng anak F9PS-IVg-h-62
Nagagamit ang mga angkop na ekspresyon sa: F9WG-IVg-h-62

• pagpapaliwanag
• paghahambing
• pagbibigay ng opinyon
Nasusuri ang pinanood na dulang panteatro na naka-video clip batay sa pamantayan F9PD-IVi-j-60

Subject: Filipino
Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang
pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang pandaigdig tungo sa pagkakaroon ng kamalayang global.

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Naipahahayag mahahalagang kaisipan/pananaw sa napakinggan, mitolohiya

Naiuugnay ang mga mahahalagang kaisipang nakapaloob sa binasang akda sa nangyayari sa: F10PB-Ia-b-62
• Sariling karanasan
• pamilya
• pamayanan
• lipunan
1st Quarter • daigdig
Naiuugnay ang kahulugan ng salita batay sa kayarian nito F10PT-Ia-b-61

Natutukoy ang mensahe at layunin ng napanood na cartoon ng isang mitolohiya F10PD-Ia-b-61
Naipahahayag nang malinaw ang sariling opinyon sa paksang tinalakay F10PS-Ia-b-64
Nagagamit nang wasto ang pokus ng pandiwa (tagaganap, layon, pinaglalaaanan at
kagamitan)
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1. sa pagsasaad ng aksyon, pangyayari at karanasan;
2. sa pagsulat ng paghahambing;
3. sa pagsulat ng saloobin;
4. sa paghahambing sa sariling kultura at ng ibang bansa; at
5. isinulat na sariling kuwento
Nasusuri ang tiyak na bahagi ng napakinggang parabula na naglalahad ng katotohanan, F10PN-Ib-c-63
kabutihan at kagandahang-asal
Nasusuri ang nilalaman, elemento at kakanyahan ng binasang akda gamit ang mga ibinigay F10PB-Ib-c-63
na tanong at binasang mitolohiya
Nabibigyang-puna ang estilo ng may-akda batay sa mga salita at ekspresyong ginamit sa F10PT-Ib-c-62
akda, at ang bisa ng paggamit ng mga salitang nagpapahayag ng matinding damdamin
Nagagamit ang angkop na mga piling pang-ugnay sa pagsasalaysay F10WG-Ib-c-58
(pagsisimula, pagpapatuloy, pagpapadaloy ng mga pangyayari at pagwawakas)
Naipaliliwanag ang pangunahing paksa at pantulong na mga ideya sa napakinggang F10PN-Ic-d-64
impormasyon sa radyo o iba pang anyo ng media
Nabibigyang-reaksiyon ang mga kaisipan o ideya sa tinalakay na akda, ang pagiging F10PB-Ic-d-64
makatotohanan/di-makatotohanan ng mga pangyayari sa maikling kuwento
Natutukoy ang mga salitang magkakapareho o magkakaugnay ang kahulugan F10Pt-Ic-d-63
Natatalakay ang mga bahagi ng pinanood na nagpapakita ng mga isyung pandaigdig F10PD-Ic-d-63
Naitatala ang mga impormasyon tungkol sa isa sa napapanahong isyung pandaigdig F10PU-Ic-d-66
Nagagamit ang angkop na mga pahayag sa pagbibigay ng sariling pananaw F10WG-Ic-d-59
Nahihinuha ang katangian ng tauhan sa napakinggang epiko F10PN-Ie-f-65
Naibibigay ang sariling interpretasyon sa mga kinaharap na suliranin ng tauhan F10PB-Ie-f-65
Napapangatuwiranan ang kahalagahan ng epiko bilang akdang pandaigdig na sumasalamin ng F10PB-Ie-f-66
isang bansa
Naipaliliwanag ang mga alegoryang ginamit sa binasang akda F10PT-Ie-f-65
Natutukoy ang mga bahaging napanood na tiyakang nagpapakita ng ugnayan ng mga F10PD-Ie-f-64
tauhan sa puwersa ng kalikasan
Naisusulat nang wasto ang pananaw tungkol sa: F10PU-Ie-f-67
a. pagkakaiba-iba at pagkakatulad ng mga epikong pandaigdig;
b. ang paliwanag tungkol sa isyung pandaigdig na iniuugnay sa buhay ng mga
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Pilipino;
c. sariling damdamin at saloobin tungkol sa sariling kultura kung
ihahahambing sa kultura ng ibang bansa; at
d. suring-basa ng nobelang nabasa o napanood
Nagagamit ang angkop na mga hudyat sa pagsusunod-sunod ng mga pangyayari F10WG-Ie-f-60
Naipaliliwanag ang ilang pangyayaring napakinggan na may kaugnayan sa kasalukuyang mga F10PN-If-g-66
pangyayari sa daigdig
Nakapagbibigay ng mga halimbawang pangyayari sa tunay na buhay kaugnay ng binasa F10PB-If-g-67
Nabibigyang-kahulugan ang mahihirap na salita o ekspresyong ginamit sa akda batay sa F10PT-If-g-66
konteksto ng pangungusap
Nagagamit ang angkop na mga panghalip bilang panuring sa mga tauhan F10WG-If-g-61
Naibibigay ang katangian ng isang tauhan batay sa napakinggang diyalogo F10PN-Ig-h-67
Nasusuri ang binasang kabanata ng nobela bilang isang akdang pampanitikan sa pananaw F10PB-Ig-h-68
humanismo o alinmang angkop na pananaw
Nakikilala ang pagkakaugnay-ugnay ng mga salita ayon sa antas o tindi ng kahulugang F10PT-Ig-h-67
ipinahahayag nito (clining)
Naihahambing ang ilang pangyayari sa napanood na dula sa mga pangyayari sa binasang F10PD-Ig-h-66
kabanata ng nobela
Nailalarawan ang kultura ng mga tuhan na masasalamin sa kabanata F10PS-Ig-h-69
Naibabahagi ang sariling opinyon o pananaw batay sa napakinggan F10PN-Ii-j-68
Nakabubuo ng isang suring-basa sa alinmang akdang pampanitikang Mediterranean F10PB-Ii-j-69*
Naibibigay ang kaugnay na mga konsepto ng piling salitang critique at simposyum F10PB-Ii-j-69

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2nd Quarter Mitolohiya: Nailalahad ng mga pangunahing paksa at ideya batay sa napakinggang F10PN-IIa-b-71
usapan ng mga tauhan
Naisasama ang salita sa iba pang salita upang makabuo ng ibang kahulugan (collocation) F10PT-IIa-b-71
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Nakabubuo ang sistematikong panunuri sa mitolohiyang napanood F10PD-IIa-b-69
Naihahambing ang mitolohiya mula sa bansang kanluranin sa mitolohiyang Pilipino F10PU-IIa-b-73
Dula: Nailalahad ang kultura ng lugar na pinagmulan ng kuwentong-bayan sa F10PN-IIa-b-72

napakinggang usapan ng mga tauhan
Naihahambing ang kultura ng bansang pinagmulan ng akda sa alinmang bansa sa F10PB-IIa-b-75
daigdig
Naipaliliwanag ang kahulugan ng salita batay sa pinagmulan nito(epitimolohiya) F10PT-IIa-b-72
Naipaliliwanag ang katangian ng mga tao sa bansang pinagmulan ng kuwentong-bayan F10PD-IIa-b-70

batay sa napanood na bahagi nito
Naisusulat nang wasto ang ang sariling damdamin at saloobin tungkol sa sariling kultura F10PU-IIa-b-74
kung ihahahambing sa kultura ng ibang bansa
Tula: Naibibigay ang puna sa estilo ng napakinggang tula F10PN-IIc-d-70
Nasusuri ang iba’t ibang elemento ng tula F10PB-IIc-d-72
Naibibigay ang kahulugan ng matatalinghagang pananalita na ginamit sa tula
F10PT-IIc-d-70
Naisusulat ang sariling tula na may hawig sa paksa ng tulang tinalakay F10PU-IIc-d-72
Nagagamit ang matatalinghagang pananalita sa pagsulat ng tula F10WG-IIc-d-65
Maikling Kuwento: Nasusuri sa diyalogo ng mga tauhan ang kasiningan ng akda F10PN-IIe-73
Naitatala ang mga salitang magkakatulad at magkakaugnay sa kahulugan F10PT-IIe-73
Nahihinuha sa mga bahaging pinanood ang pakikipag-ugnayang pandaigdig F10PD-IIe-71
Naisasalaysay nang masining at may damdamin ang isinulat na maikling kuwento F10PS-IIe-75
Nasusuri ang nobela sa pananaw realismo o alinmang angkop na pananaw/ teoryang F10PB-IIf-77
pampanitikan
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Naihahambing ang akda sa iba pang katulad na genre batay sa tiyak na mga elemento F10PB-IIf-78
nito
Nabibigyang- kahulugan ang mahihirap na salita, kabilang ang mga terminong F10PT-IIf-74
ginagamit sa panunuring pampanitikan
Nabubuo ang sariling wakas ng napanood na bahagi ng teleserye na may paksang
kaugnay ng binasa F10PD-IIf-72
Nagagamit ang angkop at mabisang mga pahayag sa pagsasagawa ng suring –basa o F10WG-IIf-69
panunuring pampanitikan
Nagagamit ang iba’t ibang batis ng impormasyon sa pananaliksik tungkol sa mga teroyang F10WG-IIf-69
pampanitikan
Sanaysay: Naiuugnay nang may panunuri sa sariling saloobin at damdamin ang naririnig na F10PN-IIg-h-69
balita, komentaryo, talumpati, at iba pa
Naiuugnay ang mga argumentong nakuha sa mga artikulo sa pahayagan, magasin, at iba pa F10PN-IIg-h-69
sa nakasulat na akda
Naibibigay ang sariling pananaw o opinyon batay sa binasang anyo ng sanaysay (talumpati F10PB-IIi-j-71
o editoryal)
Nabibigyang-kahulugan ang mga salitang di lantad ang kahulugan sa tulong ng word F10PT-IIg-h-69
association
Nasusuri ang napanood na pagbabalita batay sa: F10PD-IIg-h-68
- paksa
- paraan ng pagbabalita at iba
pa
Naipahahayag ang sailing kaalaman at opinyon tungkol sa isang paksa sa isang talumpati F10PS-IIg-h-71
Naisusulat ang isang talumpati tungkol sa isang kontrobersyal na isyu F10PU-IIg-h-71
Nasusuri ang kasanayan at kaisahan sa pagpapalawak ng pangungusap F10WG-IIg-h-64
Nabibigyang-puna ang mga nababasa sa mga social media (pahayagan, TV, internet tulad
ng fb, e-mail, at iba pa) F10PB-IIi-j-79
Natutukoy at nabibigyang-kahulugan ang mga salitang karaniwang nakikita sa social media F10PT-IIg-h-75
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Natutukoy ang mga popular na anyo ng panitikan na karaniwang nakikita sa mga social F10PD-IIg-h-73
media
Naisusulat at naibabahagi sa iba ang sariling akda F10PU-IIi-j-77
Nagagamit ang kahusayan sa gramatikal at diskorsal na pagsulat ng isang organisado at F10WG-IIi-j-70
makahulugang akda

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F10PN-IIIa-76
3rd Quarter Mitolohiya: Naipaliliwanag ang pagkakaiba at pagkakatulad ng mitolohiya ng Africa at
Persia
Nasusuri ang mga kaisipang nakapaloob sa mitolohiya batay sa: F10PB-IIIa-80
- suliranin ng akda
- kilos at gawi ng tauhan
-desisyon ng tauhan
Nabibigyang-puna ang napanood na video clip F10PD-IIIa-74
Napangangatuwiranan ang sariling reaksiyon tungkol sa akdang binasa sa pamamagitan

ng debate/pagtatalo) F10PS-IIIa-78
Nagagamit nang angkop ang mga pamantayan sa pagsasaling-wika F10WG-IIIa-71
Anekdota: Nahihinuha ang damdamin ng sumulat ng napakinggang anekdota F10PN-IIIb-77
Nasusuri ang binasang anekdota batay sa: paksa- tauhan tagpuan motibo ng awtor F10PB-IIIb-81
paraan ng pagsula at iba pa
Nabibigyang -kahulugan ang salita batay sa ginamit na panlapi F10PT-IIIb-77
Naibibigay ang sariling opinyon tungkol sa anekdotang napanood sa you tube F10PD-IIIb-75
Naisusulat ang isang orihinal na komik strip batay sa isang anekdota F10PU-IIIb-79
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Nagagamit ang kahusayang gramatikal, diskorsal at strategic sa pagsulat at F10PU-IIIb-79
pagsasalaysay ng orhinal na anekdota
Tula:Nasusuri ang kasiningan at bisa ng tula batay sa napakinggan F10PN-IIIc-78
Nabibigyang-kahulugan ang iba’t ibang simbolismo at matatalinghagang pahayag sa

tula F10PB-IIIc-82
Naiaantas ang mga salita ayon sa damdaming ipinahahayag ng bawat isa

F10PT-IIIc-78
Epiko/ Maikling Kuwento: Naiuugnay ang suliraning nangingibabaw sa akda sa F10PN-IIId-e-79

pandaigdigang pangyayari sa lipunan
Naihahanay ang mga salita batay sa kaugnayan ng mga ito sa isa’t isa F10PT-IIId-e-79
Nabibigyang-puna ang napanood na teaser o trailer ng pelikula na may paksang katulad F10PD-IIId-e-77
ng binasang akda
Naipahahayag ang damdamin at saloobin tungkol sa kahalagahan ng akda sa: F10PS-IIId-e-81
- sarili
- panlipunan
pandaigdig
Nasusuri nang pasulat ang damdaming nakapaloob sa akdang binasa at ng alinmang F10PU-IIId-e-81
socila media
Nabibigyang-kahulugan ang damdaming nangingibabaw sa akda F10WG-IIId-e-74
Naipaliliwanag ang mga likhang sanaysay batay sa napakinggan F10PN-IIIf-g-80
Naihahambing ang pagkakaiba at pagkakatulad ng sanaysay sa ibang akda F10PB-IIIf-g-84

Naibibigay ang katumbas na salita ng ilang salita sa akda (analohiya) F10PT-IIIf-g-80
Naibibigay ang sariling reaksiyon sa pinanood na video na hinango sa youtube F10PD-IIIf-g-78
Naisusulat ang isang talumpati na pang-SONA F10PU-IIIf-g-82

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Nagagamit ang angkop na mga tuwiran at di-tuwirang pahayag sa paghahatid ng F10WG-IIIf-g-75

mensahe
Nobela: Natutukoy ang tradisyong kinamulatan ng Africa at/o Persia batay sa F10PN-IIIh-i-81
napakinggang diyalogo
Nasusuri ang binasang kabanata ng nobela batay sa pananaw / teoryang pampanitikan F10PN-IIIh-i-81
na angkop dito
Nasusuri ang napanood na excerpt ng isang isinapelikulang nobela F10PD-IIIh-i-79
Nailalapat nang may kaisahan at magkakaugnay na mga talata gamit ang mga pag- F10PS-IIIh-i-83
ugnay sa panunuring pampelikula*
Nagagamit ang iba’t ibang batis ng impormasyon tungkol sa magagandang katangian ng F10EP-IIf-32
bansang Africa at/o Persia

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4th Quarter Kailigirang Pangkasaysayan ng El Filibusterismo: Nasusuri ang pagkakaugnay ng mga F10PN-IVa-b-83
pangyayaring napakinggan tungkol sa kaligirang pangkasaysayan ng El Filibusterismo
Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng: F10PB-IVa-b-86
- pagtukoy sa mga kondisyon sa panahong isinulat ang akda
- pagpapatunay ng pag-iral ng mga kondisyong ito sa kabuuan o ilang bahagi ng akda
pagtukoy sa layunin ng may-akda sa pagsulat ng akda
Naiuugnay ang kahulugan ng salita batay sa kaligirang pangkasaysayan nito F10PT-IVa-b-82
Napahahalagahan ang napanood pagpapaliwanag na kaligirang pangkasaysayan ng F10PD-IVa-b-81

pagkakasulat ng El Filibusterismo sa pamamagitan ng pagbubuod nito gamit ang timeline
Naisasalaysay ang magkakaugnay na mga pangyayari sa pagkakasulat ng El F10PS-IVa-b-85
Filibusterismo
Naisusulat ang buod ng kaligirang pangkasaysayan ng EL Filibusterismo batay sa
ginawang timeline F10PU-IVa-b-85
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Naitatala ang mahahalagang impormasyon mula sa iba’t ibang pinagkukunang
sanggunian
Nagagamit ang iba-ibang reperensya/ batis ng impormasyon sa pananaliksik F10EP-IIf-33
Natutukoy ang papel na ginampanan ng mga tauhan sa akda sa pamamagitan ng: F10PB-IVb-c-87
- pagtunton sa mga pangyayari
- pagtukoy sa mga tunggaliang naganap
- pagtiyak sa tagpuan
- pagtukoy sa wakas
Nabibigyang-kahulugan ang matatalingha-gang pahayag na ginamit sa binasang F10PT-IVb-c-83
kabanata ng nobela sa pamamagitan ng pagbibigay ng halimbawa
Naiuugnay sa kasalukuyang mga pangyayaring napanood sa video clip ang pangyayari F10PD-IVb-c-82
sa panahon ng pagkakasulat ng akda
Naibabahagi ang ginawang pagsusuri sa napakinggang buod ng binasang akda batay sa: F10PS-IVb-c-86
- katanpagkamakato-tohanan ng mga pangyayari
- tunggalian sa bawat kabanatagian ng mga tauhan
Naisusulat ang buod ng binasang mga kabanata F10PU-IVb-c-86
Nagagamit sa pagbubuod ang tamang mekaniks sa pagsulat (baybay, bantas, at iba pa), F10PU-IVb-c-86
gayundin ang wastong pag-uugnay ng mga pangungusap/ talata
Naipahahayag ang sariling paniniwala at pagpapahalaga kaugnay ng mga kaisipang namayani F10PN-IVd-e-85
sa akda
Nasusuri ang mga kaisipang lutang sa akda (Diyos, bayan, kapwa-tao, magulang) F10PB-IVd-e-88
Natatalakay ang mga kaisipang ito: F10PB-IVd-e-89

- kabuluhan ng edukasyon
- pamamalakad sa pamahalaan
- pagmamahal sa:
- Diyos
- Bayan
- Pamilya
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- kapwa-tao
- kabayanihan
- karuwagan
- paggamit ng kapangyarihan
- kapangyarihan ng salapi
- kalupitan at pagsasaman-tala sa kapwa
- kahirapan
- karapatang pantao
- paglilibang
- kawanggawa
- paninindigan sa sariling prinsipyo at iba
pa
Naipaliliwanag ang kabuluhan ng mga kaisipang lutang sa akda kaugnay ng : F10PN-IVf-90
- karanasang pansarili
- gawaing pangkomunidad
- isyung pambansa
- pangyayaring pandaigdig
Naiuugnay ang kaisipang namayani sa pinanood na bahagi ng binasang akda sa mga F10PD-IVd-e-83
kaisipang namayani sa binasang akda
Naisusulat ang pagpapaliwanag ng sariling mga paniniwala at pagpapahalaga kaugnay ng mga F10PU-IVd-e-87
kaisipang namayani sa akda
Naipahahayag ang sariling paniniwala at pagpapahalaga gamit ang angkop na mga salitang F10WG-IVd-e-80
hudyat sa paghahayag ng saloobin/ damdamin
Naisasaad ang pagkamakatotohanan ng akda sa pamamagitan ng pag-uugnay ng ilang
pangyayari sa kasalukuyan F10PB-IVh-i-92
Naipaliliwanag ang kahulugan ng mga salitang hiram sa wikang Espanyol F10PT-IVg-h-85
Naisusulat ang maayos na paghahambing ng binuong akda sa iba pang katulad na akdang F10PU-IVg-h-88
binasa
Nagagamit ang angkop na mga salitang naghahambing F10WG-IVg-h-81
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Nasusuri ang tauhan na may kaugnayan sa: mga hilig/interes kawilihan/kagalakan/ kasiglahan F10PU-IVg-h-88
/pagkainip/ pagkayamot; pagkatakot; Pagkapoot; pagkaaliw/ pagkalibang at iba pa
Nasusuri ang nobela batay sa pananaw/ teoryang: F10WG-IVg-h-81
• romantisismo
• humanismo
• naturalistiko
• at iba pa
Nabibigyang-pansinang ilang katangiang klasiko sa akda F10PB-IVi-j-94
Nabibigyan ng kaukulang pagpapakahulugan ang mahahalagang pahayag ng awtor/ mga F10PT-IVi-j-86

tauhan
Naisusulat ang paglalarawan ng mahahalagang pangyayari sa nobela na isinaalang- alang F10PU-IVi-j-89
ang artistikong gamit ng may-akda sa mga salitang panlarawan
Nagagamit ang angkop at masining na paglalarawan ng tao, pangyayari at damdamin F10WG-IVg-h-82
Nailalarawan ang mga tauhan at pangyayari sa tulong ng mga pang-uring umaakit sa F10PB-IVi-j-83
imahinasyon at mga pandama
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Subject: Mathematics
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
Standards
The learner… The learner… The learner…
Q1 demonstrates 1. is able to Visualizes,represents and counts numbers from 0 Week 1 M1NS-Ia-1.1
understanding of recognize, represent, to 100 using a variety of materials and methods.
whole numbers up and order whole identifies the number that is one more or one less Week 2 M1NS-Ib-3
to 100, ordinal numbers up to 100 from a given number.
numbers up to and money up to regroups sets of ones into sets of tens and sets of Week 3 M1NS- Id-5
10th, money up to PhP100 in various tens into hundreds using objects.
PhP100. forms and contexts. compares two sets using the expressions “less than,” Week 4
“more than,” and “as many as” and orders sets from
least to greatest and vice versa.
reads and writes numbers up to 100 in symbols and Week 5 M1NS-If-9.1
2. is able to recognize, in words.
and represent ordinal visualizes and gives the place value and value of a Week 6 M1NS-Ig-10.1
numbers up to 10th, digit in one- and two-digit numbers.
in various forms and M1NS-Ig-11
renames numbers into tens and ones.
contexts.
compares numbers up to 100 using relation symbol Week 7
and orders them in increasing or decresing order.
Identifies, reads and writes ordinal numbers: 1st , Week 8
2nd, 3rd, up to 10th object in a given set from a
given point of reference.
recognizes and compares coins and bills up to Week 9 M1NS-Ij-19.1
PhP100 and their notations.
Q2 demonstrates is able to apply illustrates addition as “putting together or Week 1 to 2
M1NS-IIa-23
understanding of addition and combining or joining sets”
addition and subtraction of whole visualizes and adds the following numbers using
subtraction of numbers up to 100 appropriate techniques:
whole numbers up including money in a. two one-digit numbers with sums up to 18
mathematical b. three one-digit numbers
c. numbers with sums through 99 without and with
regrouping
Standards
to 100 including problems and real- visualizes and solves one-step routine and non- Week 3
money life situations. routine problems involving addition of whole
M1NS-IIe-29.1
numbers including money with sums up to 99 using
appropriate problem solving strategies.
illustrates subtraction as “taking away” or Week 4
M1NS-IIf-24
“comparing” elements of sets.
illustrates that addition and subtraction are inverse
M1NS-IIf-25
operations.
visualizes, represents, and subtracts the following Week 5 to 6
numbers:
a. one-digit numbers with minuends through 18
(basic facts)
b. one- to two-digit numbers with minuends up to 99
without regrouping
c. one- to two-digit numbers with minuends up to 99
with regrouping
subtracts mentally one-digit numbers from two-digit Week 7
minuends without regrouping using appropriate M1NS-IIi-33.1
strategies.
visualizes, represents, and solves routine and non- Week 8
routine problems involving subtraction of whole
numbers including money with minuends up to 99 M1NS-IIi-34.1
with and without regrouping using appropriate
problem solving strategies and tools.
Q3 demonstrates is able to recognize, counts groups of equal quantity using concrete Week 1
understanding of represent, and objects up to 50 and writes an equivalent M1NS-IIIa-37
fractions ½ and compare fractions ½ expression. e.g. 2 groups of 5
1/4. and 1/4 in various visualizes, represents, and separates objects into
forms and contexts. groups of equal quantity using concrete objects up to M1NS-IIIa-48
50. e.g. 10 grouped by 5s
Standards
visualizes, represents, divides a whole into halves Week 2
and fourths and identifies ½ and ¼ of a whole
object.
visualizes, represents and divides the elements of Week 3
sets into two groups of equal quantities to show
halves and four groups of equal quantities to show
fourths
visualizes and draws the whole region or set given its Week 4
M1NS-IIId-75
½ and/or ¼
demonstrates is able to describe, identifies, names, and describes the four basic shapes Week 5
understanding of compare, and (square, rectangle, triangle and circle) in 2-
M1GE-IIIe-1
2-dimensional and construct 2- dimensional (flat/plane) and 3- dimensional (solid)
3-dimensional dimensional and 3- objects.
figures. dimensional objects draws the four basic shapes. Week 6 M1GE-IIIf-3
constructs three dimensional objects (solid) using M1GE-IIIf-4
manipulative materials.
demonstrates is able to apply determines the missing term/s using one attribute Week 7
understanding of knowledge of in a given continuous pattern (letters/
continuous and continuous and numbers/events) and in a given repeating pattern
repeating patterns repeating patterns (letters, numbers, colors, figures, sizes, etc.).
and mathematical and number constructs equivalent number expression using Week 8
sentences. sentences in various addition and subtraction. e.g. M1AL-IIIh-8
6 + 5 = 12 - 1
situations.
identifies and creates patterns to compose and
decompose using addition.
M1AL-IIIi-9
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1,
7+0
visualizes and finds the missing number in an Week 9
addition or subtraction sentence using a variety of
M1AL-IIIj-10
ways
e.g. n + 2 = 5 5 – n = 3
Standards
Q4 demonstrates is able to apply tells the days in a week; months in a year in the right Week 1
M1ME-IVa-1
understanding of knowledge of time and order.
time and non- non-standard determines the day or the month using a calendar. Week 2 M1ME-IVa-2
standard units of measures of length, tells and writes time by hour, half-hour and quarter- Week 3
M1ME-IVb-3
length, mass and mass, and capacity in hour using analog clock.
capacity. mathematical solves problems involving time (days in a week, Week 4
M1ME-IVb-4
problems and real- life months in a year, hour, half-hour, and quarter-hour)
situations compares objects using comparative words: short, Week 5 to 6
shorter, shortest; long, longer, longest; heavy, M1ME-IVc-19
heavier, heaviest; light, lighter, lightest.
estimates and measures length, mass and capacity Week 7
using non- standard units of measures.
demonstrates is able to interpret infers and interprets data presented in a Week 8
understanding of simple pictograph without scales.
pictographs without representations of e.g. finding out from the title what the pictograph M1SP-IVh-3.1
scales and data (tables and is all about, comparing which has the least or
outcomes of an pictographs without greatest …
event. scales). solves routine and non-routine problems using Week 9 M1SP-IVh-4.1
data presented in pictograph without scales.

Standards
Q1 visualizes and represents numbers from 0-1000 with Week 1
emphasis on numbers 101 – 1 000 using a variety of M2NS-Ia-1.2
1. demonstrates 1. is able to materials.
understanding of recognize, gives the place value and finds the value of a digit in
whole numbers up represent, M2NS-Ib-10.2
three-digit numbers.
to 1000, ordinal compare, and order visualizes and counts numbers by 10s, 50s, and 100s. Week 2 M2NS-Ib-8.2
Standards
numbers up to whole numbers up reads and writes numbers up to 1 000 in symbols and
M2NS-Ic-9.2
20th, and money up to 1000, ordinal in words.
to PhP100. numbers up to visualizes and writes three-digit numbers in expanded Week 3
M2NS-Ic-14
20th, and money up form.
to PhP100 in compares numbers up using relation symbols and
various forms and orders numbers up to 1 000 in increasing or decreasing
2. demonstrates
contexts. order.
understanding of
Identifies, reads and writes ordinal numbers from 1st Week 4
addition of whole
through the 20th object in a given set from a given
numbers up to 1000 point of reference.
including money. 2. is able to recognize reads and writes money in symbols and in words
and represent ordinal M2NS-If-20.1
through PhP100.
numbers up to 20th counts the value of a set of bills or a set of coins Week 5
in various forms through PhP100 (peso-coins only; centavo-coins only;
and contexts. M2NS-If-21
peso-bills only and combined peso-coins and peso-
bills).
compares values of different denominations of coins
M2NS-If-22.1
3. is able to apply and paper bills through PhP100 using relation symbols.
addition of whole illustrates the properties of addition (commutative, Week 6
numbers up to 1000 associative, identity) and applies each in appropriate M2NS-Ig-26.3
including money in and relevant situations.
visualizes, represents, and adds the following numbers
mathematical
with sums up to 1000 without and with regrouping:
problems and real-
a. 2-digit by 3-digit numbers b.
life situations. 3-digit by 3-digit numbers
adds mentally the folllowing numbers using Week 7 to 8
appropriate strategies:
a. 1- to 2-digit numbers with sums up to 50 b.
3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples of 10 up to
90)
Standards
d. 3-digit numbers and hundreds (multiples of 100 up
to 900)
solves routine and non-routine problems involving Week 9
addition of whole numbers including money with sums
M2NS-Ij-29.2
up to 1000 using appropriate problem solving strategies
and tools.
Q2 demonstrates is able to apply visualizes, represents, and subtracts 2- to 3-digit Week 1
understanding of subtraction and numbers with minuends up to 999 without and with M2NS-IIa-32.5
subtraction and multiplication of regrouping.
multiplication of whole numbers up subtracts mentally the following numbers without Week 2
whole numbers up to 1000 including regrouping using appropriate strategies:
to 1000 including money in a. 1-digit numbers from 1- to 3-digit numbers b.
money. mathematical 3-digit numbers by tens and by hundreds
problems and real-
subtraction of whole numbers including money with
life situations. M2NS-IIc-34.2
minuends up to 1000 using appropriate problem
solving strategies and tools.
performs orders of operations involving addition and Week 4
M2NS-IId-34.3
subtractions of small numbers.
solves multi-step routine and non-routine problems Week 5
involving addition and subtraction of 2- to 3-digit
M2NS-IIe-34.4
numbers including money using appropriate problem
illustrates and writes a related equation for each type Week 6
of multiplication: repeated addition, array, counting by
multiples, and equal jumps on the number line.
illustrates the following properties of multiplication and Week 7
applyc each in relevant situation: (a) identity, (b) zero,
and, (c) commutative.
visualizes multiplication of numbers 1 to 10 by 2,3,4,5 Week 8
M2NS-IIh-41.1
and10.
Standards
multiplies mentally 2,3,4,5 and 10 using appropriate
M2NS-IIi-42.1
strategies.
solves routine and non-routine problems using Week 9
appropriate problem solving strategies and tools:
a. multiplication of whole numbers including money b.
multiplication and addition or subtraction of whole
numbers including money
Q3 visualizes and represents division, and writes a related Week 1
1. demonstrates 1. is able to apply equation for each type of situation: equal sharing,
understanding of division of whole repeated subtraction, equal jumps on the number line,
division of whole numbers up to 1000 and formation of equal groups of objects.
numbers up to 1000 including money in visualizes division of numbers up to 100 by 2,3,4,5, and Week 2
M2NS-IIIb-51.1
including money. mathematical 10 (multiplication table of 2, 3, 4, 5 and 10).
problems and real- divides mentally numbers by 2,3,4,5 and 10 using Week 3
2. demonstrates life situations. appropriate strategies (multiplication table of 2, 3, 4, 5 M2NS-IIIb-52.1
understanding of and 10).
unit fractions. 2. is able to recognize illustrates that multiplication and division are inverse
M2NS-IIIc-53
and represent unit operations.
fractions in various solves routine and non-routine problems involving Week 4
forms and contexts. division of numbers by 2,3,4,5 and 10 and with any of
the other operations of whole numbers including money M2NS-IIIc-56.1
using appropriate problem solving strategies and tools.
visualizes, represents and identifies unit fractions with Week 5 to 6

M2NS-IIId-72.2
denominators of 10 and below.
reads and writes unit fractions. M2NS-IIId-76.1
compares using relation symbol and arranges in
increasing or decreasing order the unit fractions.
identifies other fractions less than one with
M2NS-IIIe-79.1
denominators 10 and below.
visualizes (using group of objects and number line), reads
and
writes similar fractions
Standards
compares similar fractions using relation symbols. Week 7 M2NS-IIIf-77.2
arranges similar fractions in increasing or decreasing
M2NS-IIIf-78.2
order.
demonstrates is able to recognize constructs squares, rectangles, triangles, circles, half- Week 8
understanding of and construct circles, and quarter circles using cut-outs and square M2GE-IIIg-6
straight and curved straight and curved grids.
lines, flat and lines, flat and
identifies straight lines and curves, flat and curved
curved surfaces and curved surfaces and M2GE-IIIi-9
surfaces in a 3-dimensional object.
basic shapes. basic shapes
demonstrates is able to apply determines the missing term/s in a given Week 9
understanding of knowledge of continuous pattern using two attributes (any two of
M2AL-IIIj-3
continuous patterns continuous patterns the following: figures, numbers, colors, sizes, and
using two attributes using two attributes orientations, etc.) e.g. 1, A, 2,B,3,C, ,
Q4 demonstrates is able to apply tells and writes time in minutes including a.m. Week 1
understanding knowledge of time, and p.m. using analog and digital clocks. M2ME-IVa-5
of time, standard measures
standard of length, weight, visualizes, represents, and solves problems
measures of and capacity, and involving time (minutes including a.m. and p.m.
length, mass area using square- and elapsed time in days).
and capacity tile units in compares the following unit of measures: Week 2
and area a. length in meters or centimeters b.
mathematical
using square- mass in grams or kilograms
problems and real-
tile units. c. capacity in mL or L
life situations.
measures objects using appropriate measuring Week 3
tools and unit of leangth in m or cm.
estimates and measures length using meter or
M2ME-IVc-26
centimeter.
solves routine and non-routine problems Week 4
M2ME-IVc-27
involving length.
measures objects using appropriate measuring Week 5
tools and measuring units in g or kg.
Standards
estimates and measures mass using gram or
M2ME-IVe-31
kilogram.
M2ME-IVe-32
involving mass.
measures objects using appropriate measuring
M2ME-IVf-33
tools in mL or L.
finds the area of a given figure using square-tile Week 7
M2ME-IVg-36
units i.e. number of square-tiles needed.
estimates the area of a given figure using any
M2ME-IVh-37
shape.
M2ME-IVh-38
involving any figure using square tiles.
deepens is able to interpret infers and interprets data presented in a Week 9
M2SP-IVi-3.2
understanding of simple pictograph without and with scales.
pictographs without representations of
and with scales data (pictographs solves routine and non-routine problems using
without and with data presented in a pictograph without and with M2SP-IVi-4.2
scales) scales.

The learner… Standards The learner…
The learner…
Q1 visualizes numbers up to 10 000 with emphasis on Week 1
M3NS-Ia-1.3
numbers 1001 - 10000.
1. demonstrates 1. is able to gives the place value and value of a digit in 4- to 5-digit
understanding of recognize, M3NS-Ia-10.3
numbers.
whole numbers up represent, reads and writes numbers up to 10 000 in symbols and
to 10 000, ordinal compare, and M3NS-Ia-9.3
in words.
The learner…
numbers up to order whole rounds numbers to the nearest ten, hundred and Week 2
M3NS-Ib-15.1
100th, and money numbers up to 10 thousand..
up to PhP1000. 000, and money up compares using relation symbols and orders in
to PhP1000 in increasing or decreasing order 4- to 5-digit numbers
various forms and up to 10 000.
contexts. identifies
emphasis onordinal
the 21 numbers from 1st to 100th Week 3
2. demonstrates to 100 object in a given set from
with M3NS-Ic-16.3
understanding of st th
addition and a given pointreads
of reference.
recognizes, and writes money in symbols and in
subtraction of whole 2. is able to words through PhP1 000 in pesos and centavos
numbers including recognize and compares values of the different denominations of Week 4
money represent, ordinal M3NS-Id-22.2
coins and bills through PhP1 000 using relation
numbers up to adds 3- to 4-digit numbers up to three addends
100th in various M3NS-Id-27.6
with sums up to 10 000 without and with
forms and estimates the sum of 3- to 4-digit addends with Week 5
M3NS-Ie-31
contexts. reasonable results.
adds mentally the following numbers using appropriate
strategies:
3. is able to apply a. 2-digit and 1-digit numbers without or
addition and with regrouping
subtraction of b. 2- to 3-digit numbers with multiples
of hundreds
whole numbers
including money in
involving
mathematical M3NS-If-29.3
addition of whole numbers with sums up to 10
problems and real- 000 including money using appropriate problem
life situations. solving strategies
subtracts andnumbers
3-to 4-digit tools. from 3- to 4-digit Week 7
M3NS-Ig-32.6
numbers without and with regrouping.
estimates the difference of two numbers with three to
M3NS-Ih-36
four digits with reasonable results.
subtracts mentally the following numbers using Week 8
appropriate strategies:
The learner…
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds
without and with regrouping
subtraction without or with addition of whole numbers
M3NS-Ii-34.5
including money using appropriate problem solving
strategies and tools.
Q2 demonstrates is able to apply visualizes multiplication of numbers 1 to 10 by 6,7,8 and Week 1
M3NS-IIa-41.2
understanding of multiplication and 9.
multiplication and division of whole visualizes and states basic multiplication facts for
M3NS-IIa-41.3
division of whole numbers including numbers up to 10.
numbers including money in Illustrates the properties of multiplication in relevant Week 2 to 3
money. mathematical situations (commutative property, distributive property
problems and real- or associative property)
multiplies numbers:
life situations
a. 2- to 3-digit numbers by 1-digit numbers
without or with regrouping
b. 2-digit numbers by 2-digit numbers without
regrouping
c. 2-digit number by 2-digit numbers with
regrouping
d. 2- to 3-digit numbers by multiples of 10 and 100 e.
1- to 2-digit numbers by 1 000
estimates the product of 2- to 3-digit numbers and 1- to Week 4
M3NS-IId-44.1
2-digit numbers with reasonable results .
multiplies mentally 2-digit by 1-digit numbers without
M3NS-IIe-42.2
regrouping with products of up to 100.
multiplication without or with addition and subtraction of
M3NS-IIe-45.3
whole numbers including money using appropriate
The learner…
visualizes and states the multiples of 1- to 2-digit Week 6
M3NS-IIf-47
numbers.
visualizes division of numbers up to 100 by 6,7,8,and 9
M3NS-IIg-51.2
(multiplication table of 6, 7, 8, and 9).
visualizes and states basic division facts of numbers up Week 7
M3NS-IIg-51.3
to 10.
divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers b.
2-3 digit numbers by 10 and 100
estimates the quotient of 2- to 3- digit numbers by 1- to Week 8
M3NS-IIi-55.1
2- digit numbers.
divides mentally 2-digit numbers by 1-digit numbers
M3NS-IIi-52.2
without remainder using appropriate strategies.
solves routine and non-routine problems involving division Week 9
of 2- to 4-digit numbers by 1- to 2-digit numbers
without or with any of the other operations of whole M3NS-IIj-56.2
numbers including money using appropriate problem
Q3 demonstrates is able to recognize identifies odd and even numbers. Week 1 M3NS-IIIa-63
understanding of and represent visualizes and represents fractions that are equal to one
proper and proper and and greater than one using regions, sets and number
improper, similar improper, similar line.
and dissimilar and and dissimilar and reads and writes fractions that are equal to one and Week 2
M3NS-IIIb-76.3
equivalent fractions. equivalent greater than one in symbols and in words.
fractions in various Represents, compares and arranges dissimilar fractions Week 3
forms and in increasing or decreasing order.
contexts. Week 4
visualizes and generates equivalent fractions. M3NS-IIIe-72.7
demonstrates is able to recognize recognizes and draws a point, line, line segment and ray. Week 5 M3GE-IIIe-11
understanding of lines and represent lines recognizes and draws parallel, intersecting and
M3GE-IIIf-12.1
and symmetrical in real objects and perpendicular lines.
designs designs or visualizes, identifies and draws congruent line segments. Week 6 M3GE-IIIf-13
The learner…
drawings and identifies and visualizes symmetry in the environment
M3GE-IIIg-7.3
complete and in design.
symmetrical identifies and draws the line of symmetry in a given Week 7
M3GE-IIIg-7.4
designs symmetrical figure.
completes a symmetric figure with respect to a given
M3GE-IIIh-7.5
line of symmetry.
demonstrates is able to apply determines the missing term/s in a given combination Week 8
understanding of knowledge of of continuous and repeating pattern. e.g.
continuous and continuous and 4A,5B, 6A,7B, M3AL-IIIi-4
repeating patterns repeating patterns
and mathematical and number 1 2 3 4
sentences involving sentences Week 9
multiplication and involving
finds the missing value in a number sentence involving
division of whole multiplication or
multiplication or division of whole numbers. M3AL-IIIj-12
numbers. division of whole
e.g. n x 7 = 56 56 ÷ n = 8
numbers in various
situations.
Q4 demonstrates is able to apply visualizes, represents, and converts time measure: Week 1
understanding of knowledge of a. from seconds to minutes, minutes to hours, and
conversion of time, conversion of time, hours to a day and vice versa
linear, mass and linear, mass and b. days to week, month and year and vice versa c.
capacity measures capacity measures weeks to months and year and vice versa
and area of square and area of d. months to year and vice versa.
solves problems involving conversion of time Week 2
and rectangle. rectangle and square
measure.
in mathematical
visualizes, and represents, and converts common units Week 3
problems and real-
of measure from larger to smaller unit and vice versa:
life situations. M3ME-IVb-39
meter and centimeter, kilogram and gram, liter and
milliliter.
visualizes, and represents, and solves routine and non-
routine problems involving conversions of common M3ME-IVc-40
units of measure.
The learner…
capacity measure.
visualizes, and represents, and measures area using Week 5
M3ME-IVd-43
appropriate unit.
solves routine and non-routine problems involving
M3ME-IVf-46
areas of squares and rectangles.
demonstrates is able to create collects data on one variable using existing records. Week 6 M3SP-IVg-1.3
understanding of and interpret simple sorts, classifies, and organizes data in tabular form
bar graphs and representations of and presents this into a vertical or horizontal bar M3SP-IVg-2.3
outcomes of an data (tables and graph.
event using the single bar graphs) infers and interprets data presented in different kinds Week 7
M3SP-IVh-3.3
terms sure, likely, and describe of bar graphs (vertical/ horizontal).
equally likely, outcomes of familiar solves routine and non-routine problems using data Week 8
M3SP-IVh-4.3
unlikely, and events using the presented in a single-bar graph.
tells whether an event is sure, likely, equally likely, Week 9
impossible to terms sure, likely, M3SP-IVi-7.3
unlikely, and impossible to happen.
happen. equally likely,
unlikely, and
impossible to describes events in real-life situations using the phrases
“sure to happen,“ likely to happen”, “equally likely to
happen. M3SP-IVj-8.3
happen”, “unlikely to happen”, and “impossible to
happen”.
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Q1 visualizes numbers up to 100 000 with Week 1
M4NS-Ia-1.4
emphasis on numbers 10 001–100 000.
1. demonstrates 1. is able to recognize gives the place value and value of a digit in
understanding of and represent whole M4NS-Ia-10.4
numbers up to 100 000.
whole numbers up numbers up to 100,000 reads and writes numbers, in symbols and in
to 100,000. in various forms and words, up to hundred thousand and compare
contexts. them using relation symbols
rounds numbers to the nearest thousand and Week 2
M4NS-Ib-5.2
2. demonstrates ten thousand.
understanding of 2. is able to apply orders numbers up to 100 000 in increasing or M4NS-Ib-13.4
multiplication and multiplication and decreasing order.
division of whole division of whole multiplies numbers up to 3-digit numbers by up Week 3 M4NS-Ic-43.7
to 2-digit numbers without or with regrouping.
numbers including numbers including money
estimates the products of 3- to 4-digit numbers
money. in mathematical
by 2- to 3- digit numbers with reasonable M4NS-Ic-44.2
problems and real-life
results.
situations. multiplies mentally 2-digit by 1-to 2-digit Week 4
M4NS-Id-42.3
numbers with products up to 200 and explains
the strategies used.
solves routine and non-routine problems
involving multiplication of whole numbers M4NS-Id-45.4
including money using appropriate problem
solves multi-step routine and non-routine Week 5
problems involving multiplication and addition or
M4NS-Ie-45.5
subtraction using appropriate problem solving
divides 3- to 4-digit numbers by 1-to 2-digit Week 6
M4NS-If-54.3
numbers without and with remainder.
divides mentally 2- to 4-digit numbers by tens
or hundreds or by 1 000 without and with
remainder.
estimates the quotient of 3- to 4-digit dividends Week 7
M4NS-Ig-55.2
by 1- to 2-digit divisors with reasonable results.
involving division of 3- to 4-digit numbers by 1-
to 2-digit numbers including money using M4NS-Ih-56.3
appropriate problem solving strategies and tools.
solves multi-step routine and non-routine

problems involving division and any of the other
operations of whole numbers including money M4NS-Ih-56.4
using appropriate problem solving strategies
and tools.
performs a series of two or more operations Week 9
applying Multiplication, Division, Addition,
Subtraction (MDAS) correctly.
Q2 identifies factors of a given number up to 100. Week 1 M4NS-IIa-64
identifies the multiples of a given number up to
1. demonstrates 1. is able to apply M4NS-IIa-65
100.
understanding of knowledge of factors differentiates prime from composite numbers. M4NS-IIb-66
factors and multiples and multiples, and writes a given number as a product of its prime Week 2 M4NS-IIb-67
and addition and addition and subtraction factors.
subtraction of of fractions in finds the common factors, greatest common
fractions. mathematical problems factor (GCF), common multiples and least
and real-life situations. common multiple (LCM) of two numbers using
the following methods: listing, prime
2. demonstrates factorization, and continuous division.
understanding of 2. is able to recognize and solves real-life problems involving GCF and LCM Week 3 M4NS-IId-70.1
improper fractions, represent improper of 2 given numbers.
changes improper fraction to mixed numbers Week 4
M4NS-IIe-80
and vice versa.
mixed numbers and fractions, mixed changes fractions to lowest forms. M4NS-IIe-81
decimals numbers and decimals visualizes addition and subtraction of similar Week 5
and dissimilar fractions.
visualizes subtraction of a fraction from a M4NS-IIf-82.2
whole number.
performs addition and subtraction of similar Week 6
M4NS-IIg-83
and dissimilar fractions.
involving addition and/or subtraction of fractions
M4NS-IIh-87.1
using appropriate problem solving strategies and
tools.
visualizes decimal numbers using models like Week 7
blocks, grids, number lines and money to M4NS-IIi-99
show the relationship to fractions.
renames decimal numbers to fractions, and
fractions whose denominators are factors of M4NS-IIi-100
10 and 100 to decimals.
gives the place value and the value of a digit of Week 8
M4NS-IIi-101.1
a given decimal number through hundredths.
reads and writes decimal numbers through
M4NS-IIj-102.1
hundredths.
rounds decimal numbers to the nearest whole Week 9
M4NS-IIj-103.1
number and tenth.
compares and arranges decimal numbers. M4NS-IIj-104.1
Q3 demonstrates is able to describe describes and draws parallel, intersecting, and Week 1
understanding of the parallel and perpendicular lines using ruler and set square.
concepts of parallel perpendicular lines, describes and illustrates different angles (right, Week 2
M4GE-IIIb-14
and perpendicular angles, triangles, and acute, and obtuse) using models.
lines, angles, triangles, quadrilaterals describes the attributes/properties of triangles
and quadrilaterals. and quadrilaterals using concrete objects or M4GE-IIIb-15
models.
identifies and describes triangles according to Week 3
M4GE-IIIc-16
sides and angles.
identifies and describes the different kinds of
quadrilaterals: square, rectangle, M4GE-IIIc-17
parallelogram, trapezoid, and rhombus.
Week 4 M4GE-IIId-18.1
relates triangles to quadrilaterals
relates one quadrilateral to another M4GE-IIId-18.2
quadrilateral (e.g. square to rhombus).
demonstrates is able to identify the determines the missing term/s in a sequence Week 5
understanding of missing element in a of numbers (e.g. odd numbers, even numbers,
concepts of pattern and number multiples of a number, factors of a number,
continuous and sentence. etc.)
M4AL-IIIe-5
repeating patterns e.g. 3,6,9, 4,8,12,16, (e.g. odd
and number numbers, even numbers, multiples of a
sentences. number, factors of a number, etc.)
1 2 3 4 5 6 7
finds the missing number in an equation
involving properties of operations. (e.g. M4AL-IIIe-13
(4+__
)+8= 4 +(5+ )
demonstrates is able to apply the finds the elapsed time in minutes and seconds. Week 6 M4ME-IIIf-
understanding of the concepts of time, 11 estimates the duration of time in minutes. M4ME-
concept of time, perimeter, area, and IIIf-12 solves problems involving elapsed time.
M4ME-IIIg-13
perimeter, area, and volume to mathematical visualizes the perimeter of any given Week 7
plane M4ME-IIIg-48
volume. problems and real-life
figure in different situations.
situations.
measures the perimeter of any given M4ME-IIIh-49
figure
using appropriate tools.
finds the perimeter of triangles, squares, M4ME-IIIi-51
rectangles, parallelograms, and trapezoids.
solves routine and non-routine problems in Week 8
real-life situations involving perimeter of
M4ME-IIIi-52
squares and rectangles, triangles,
parallelograms, and trapezoids.
differentiates perimeter from area. Week 9 M4ME-IIIj-
53 converts sq. cm to sq. m and vice versa. M4ME-
IIIj-54
Q4 finds the area of irregular figures made up of Week 1
M4ME-IVa-55
squares and rectangles using sq. cm and sq. m.
finds the area of triangles, parallelograms and
M4ME-IVb-58
trapezoids using sq. cm and sq. m.
involving squares, rectangles, triangles, M4ME-IVc-60
parallelograms, and trapezoids.
visualizes the volume of solid figures in different Week 3
situations using non-standard (e.g. marbles, M4ME-IVd-62
etc.) and standard units.
finds the volume of a rectangular prism using
M4ME-IVe-64
cu. cm and cu. m.
M4ME-IVf-65
involving the volume of a rectangular prism.
demonstrates is able to create and collects data on two variables using any source. Week 5 M4SP-IVg-1.4
understanding of the interpret simple organizes data in tabular form and presents
concepts of bar graphs representations of data them in a single/double horizontal or vertical M4SP-IVg-2.4
and simple (tables and bar graphs) bar graph.
experiments. and describe outcomes in interprets data presented in different kinds of Week 6
simple experiments. bar graphs (vertical/horizontal, single/double M4SP-IVg-3.4
bars).
solves routine and non-routine problems using
M4SP-IVh-4.4
data presented in a single or double-bar graph.
draws inferences based on data presented in a Week 7
M4SP-IVh-5.4
double-bar graph.
records favorable outcomes in a simple
experiment (e.g. tossing a coin, spinning a M4SP-IVi-9
wheel, etc.)
expresses the outcome in a simple experiment Week 8
M4SP-IVi-10
in words, symbols, tables, or graphs.
explains the outcomes in an experiment. M4SP-IVi-11
M4SP-IVj-12
involving a simple experiment.
216

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
K to 12 CG Code
Q1 uses divisibility rules for 2, 5, and 10 to find Week 1
M5NS-Ib-58.1
the common factors of numbers.
demonstrates is able to apply divisibility, uses divisibility rules for 3, 6, and 9 to find
understanding of order of operations, M5NS-Ib-58.2
common factors.
divisibility, order of factors and multiples, and uses divisibility rules for 4, 8, 12, and 11 to Week 2
operations, factors the four fundamental M5NS-Ib-58.3
find common factors.
and multiples, and the operations involving solves routine and non-routine problems
four fundamental fractions in mathematical involving factors, multiples, and divisibility M5NS-Ic-59
operations involving problems and real-life rules for 2,3,4,5,6,8,9,10,11, and 12.
fractions situations. Performs a series of more than two operations Week 3
on whole numbers applying Parenthesis,
Multiplication, Division, Addition, Subtraction
(PMDAS) or Grouping, Multiplication, Division,
Addition, Subtraction (GMDAS) correctly.
finds the common factors, GCF, common Week 4
multiples and LCM of 2–4 numbers using
continuous division.
solves real-life problems involving GCF and M5NS-Ie-70.2
LCM of 2-3 given numbers.
adds and subtracts fractions and mixed Week 5
M5NS-Ie-84
fractions without and with regrouping.
involving addition and/or subtraction of
M5NS-If-87.2
fractions using appropriate problem solving
visualizes multiplication of fractions using Week 6
M5NS-Ig-89
models.
multiplies a fraction and a whole number and
M5NS-Ig-90.1
another fraction.
K to 12 CG Code
multiplies mentally proper fractions with
M5NS-Ig-91
denominators up to 10.
solves routine or non-routine problems Week 7
involving multiplication without or with addition
or subtraction of fractions and whole numbers M5NS-Ih-92.1
and tools.
shows that multiplying a fraction by its
M5NS-Ih-94
reciprocal is equal to 1.
visualizes division of fractions. Week 8 M5NS-Ii-95
divides simple fractions and whole numbers
M5NS-Ii-96.1
by a fraction and vice versa
solves routine or non-routine problems Week 9
involving division without or with any of the
other operations of fractions and whole M5NS-Ij-97.1
numbers using appropriate problem solving
strategies and tools .
Q2 gives the place value and the value of a digit Week 1
of a given decimal number through ten M5NS-IIa-101.2
1. demonstrates 1. is able to recognize thousandths.
understanding of and represent decimals reads and writes decimal numbers through
decimals. in various forms and M5NS-IIa-102.2
ten thousandths.
contexts. rounds decimal numbers to the nearest
M5NS-IIa-103.2
hundredth and thousandth.
2. demonstrates compares and arranges decimal numbers. Week 2 M5NS-IIb-104.2
understanding of the 2. is able to apply the adds and subtracts decimal numbers through
M5NS-IIb-106.1
four fundamental four fundamental thousandths without and with regrouping.
operations involving operations involving solves routine or non-routine problems Week 3
decimals and ratio and decimals and ratio and involving addition and subtraction of decimal
M5NS-IIc-108.1
proportion. proportion in numbers including money using appropriate
multiplies decimals up to 2 decimal places by Week 4
M5NS-IId-111.1
1- to 2-digit whole numbers.
K to 12 CG Code
mathematical problems multiplies decimals with factors up to 2
M5NS-IId-111.2
and real-life situations. decimal places.
estimates the products of decimal numbers Week 5
M5NS-IIe-112
with reasonable results.
or subtraction of decimals and whole numbers M5NS-IIe-113.1
divides decimals with up to 2 decimal places. Week 6 M5NS-IIf-116.1
divides whole numbers with quotients in
M5NS-IIf-116.2
decimal form.
other operations of decimals and whole M5NS-IIg-120.1
numbers including money using appropriate
visualizes the ratio of 2 given numbers. M5NS-IIh-122
identifies and writes equivalent ratios. Week 8 M5NS-IIi-124
expresses ratios in their simplest forms. M5NS-IIi-125
finds the missing term in a pair of equivalent Week 9
M5NS-IIi-126
ratios.
defines and describes a proportion. M5NS-IIj-127
recognizes when two quantities are in direct
M5NS-IIj-128
proportion.
Q3 demonstrates is able to apply percent visualizes percent and its relationship to Week 1
understanding of in mathematical fractions, ratios, and decimal numbers using M5NS-IIIa-136
percent. problems and real-life models.
situations defines percentage, rate or percent, and base. M5NS-IIIa-137
identifies the base, percentage, and rate in a
M5NS-IIIa-138
problem.
finds the percentage in a given problem. Week 2 M5NS-IIIb-139
K to 12 CG Code
involving percentage using appropriate M5NS-IIIb-140
demonstrates is able to construct and visualizes, names, describes and draws Week 3
M5GE-IIIc-19
understanding of describe polygons, circles, polygons with 5 or more sides.
polygons, circles, and solid figures. describes and compares properties of M5GE-IIIc-20
and solid figures. polygons (regular and irregular polygons).
visualizes congruent polygons. M5GE-IIId-22
identifies the terms related to a circle. Week 4 M5GE-IIId-23.2
draws circles with different radii using a M5GE-IIIe-24
compass.
visualizes and describes solid figures. Week 5 M5GE-IIIe-25
makes models of different solid figures: cube,
prism, pyramid, cylinder, cone, and sphere M5GE-IIIe-26
using plane figures.
demonstrates 1. is able to apply the formulates the rule in finding the next term in Week 6
understanding of the knowledge of sequence a sequence.
M5AL-IIIf-6
concept of sequence in various situations. e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x
and solving simple 2 + 1) (+2, +4, +8, +16)
equations. 2. is able to use different uses different strategies (looking for a pattern,
problem solving strategies working backwards, etc.) to solve for the
unknown in simple equations involving one or
more operations on whole numbers and M5AL-IIIf-14
fractions.
e.g. 3 x _ + 1 = 10 (the unknown is solved by
working backwards)
demonstrates is able to apply measures time using a 12-hour and a 24-hour Week 7
M5ME-IIIg-14
understanding of knowledge of time and clock.
time and circumference in calculates time in the different world time
M5ME-IIIg-15
circumference. mathematical problems zones in relation to the Philippines.
and real-life situations. solves problems involving time. M5ME-IIIg-16
visualizes circumference of a circle. Week 8 M5ME-IIIh-67
K to 12 CG Code
measures circumference of a circle using
M5ME-IIIh-68
appropriate tools.
finds the circumference of a circle. M5ME-IIIi-70
M5ME-IIIj-71
involving circumference of a circle.
Q4 demonstrates is able to apply finds the area of a given circle. Week 1 M5ME-IVa-74
understanding of knowledge of area, solves routine and non-routine problems
M5ME-IVb-75
area, volume and volume and temperature involving the area of a circle.
temperature. in mathematical visualizes the volume of a cube and Week 2
M5ME-IVc-77
problems and real-life rectangular prism.
situations. names the appropriate unit of measure used
for measuring the volume of a cube and a M5ME-IVc-78
rectangle prism.
converts cu. cm to cu. m and vice versa; cu.cm
M5ME-IVd-80
to L and vice versa.
finds the volume of a given cube and Week 3
M5ME-IVd-81
rectangular prism using cu. cm and cu. m.
estimates and uses appropriate units of
M5ME-IVd-82
measure for volume.
involving volume of a cube and rectangular
M5ME-IVe-83
prism in real-life situations using appropriate
reads and measures temperature using Week 5
thermometer (alcohol and/or digital) in M5ME-IVf-85
degree Celsius.
M5ME-IVf-87
involving temperature in real-life situations.
demonstrates is able to create and organizes data in tabular form and presents Week 6
M5SP-IVg-2.5
understanding of interpret representations them in a line graph.
line graphs and of data interprets data presented in different kinds of
M5SP-IVh-3.5
line graphs (single to double-line graph).
K to 12 CG Code
experimental (tables and line graphs) solves routine and non-routine problems using Week 7
M5SP-IVh-4.5
probability. and apply experimental data presented in a line graph.
probability in draws inferences based on data presented in a
M5SP-IVh-5.5
mathematical problems line graph.
and real-life situations. describes experimental probability. Week 8 M5SP-IVi-14
performs an experimental probability and
M5SP-IVi-15
records result by listing.
analyzes data obtained from chance using Week 9
experiments involving letter cards (A to Z) and M5SP-IVi-16
number cards (0 to 20).
M5SP-IVj-17
involving experimental probability.

Q1 demonstrates is able to apply the four adds and subtracts simple fractions and mixed Week 1
M6NS-Ia-86
understanding of the fundamental operations numbers without or with regrouping.
four fundamental involving fractions and solves routine and non-routine problems
operations involving decimals in mathematical involving addition and/or subtraction of
M6NS-Ia-87.3
fractions and decimals. problems and real-life fractions using appropriate problem solving
situations. strategies and tools.
multiplies simple fractions and mixed fractions. Week 2 M6NS-Ib-90.2
solves routine or non-routine problems
or subtraction of fractions and mixed fractions M6NS-Ib-92.2
and tools.
divides simple fractions and mixed fractions. Week 3 M6NS-Ic-96.2
solves routine or non-routine problems
M6NS-Ic-97.2
other operations of fractions and mixed
fractions using appropriate problem solving
adds and subtracts decimals and mixed Week 4
decimals through ten thousandths without or M6NS-Id-106.2
with regrouping.
solves 1 or more steps routine and non-routine
problems involving addition and/or subtraction of
decimals and mixed decimals using appropriate M6NS-Id-108.2
multiplies decimals and mixed decimals with Week 5

M6NS-Ie-111.3
factors up to 2 decimal places.
multiplies mentally decimals up to 2 decimals
M6NS-Ie-111.4
places by 0.1, 0.01,10, and 100.
involving multiplication of decimals and mixed
M6NS-Ie-113.2
decimals including money using appropriate
problem solving strategies.
solves multi-step problems involving Week 6
multiplication and addition or subtraction of
decimals, mixed decimals and whole numbers M6NS-If-113.3
divides: Week 7
a. whole numbers by decimals up to 2 decimal
places and vice versa
b. decimals/mixed decimals up to 2 decimal
places
divides decimals: Week 8
a. up to 4 decimal places by 0.1, 0.01, and
0.001
b. up to 2 decimal places by 10, 100, and
1 000 mentally
differentiates terminating from repeating, non- Week 9
M6NS-Ii-119
terminating decimal quotients.
involving division of decimals, mixed decimals,
and whole numbers including money using M6NS-Ii-120.2
appropriate problem solving strategies and
tools.
solves multi-step routine and non-routine Week 10
problems involving division and any of the other
operations of decimals, mixed decimals, and
M6NS-Ij-120.3
whole numbers including money using
appropriate problem solving strategies and
tools.
Q2 demonstrates is able to apply expresses one value as a fraction of another Week 1
M6NS-IIa-129
understanding of order knowledge of order of given their ratio and vice versa.
of operations, ratio operations, ratio and defines and illustrates the meaning of ratio and M6NS-IIb-131
and proportion, proportion, percent, proportion using concrete or pictorial models.
percent, exponents, exponents, and integers finds a missing term in a proportion (direct, Week 2
M6NS-IIb-133
and integers. in mathematical problems inverse, and partitive).
and real-life situations. solves problems involving direct proportion,
partitive proportion, and inverse proportion in
M6NS-IIc-134
different contexts such as distance, rate, and
time using appropriate strategies and tools.
finds the percentage or rate or percent in a Week 3
M6NS-IId-142
given problem.
involving finding the percentage, rate and base M6NS-IId-143
using appropriate strategies and tools.
solves percent problems such as percent of Week 4
M6NS-IIe-144
increase/decrease (discounts, original price,
rate of discount, sale price, marked-up price),
commission, sales tax, and simple interest.
describes the exponent and the base in a Week 5
M6NS-IIf-146
number expressed in exponential notation.
gives the value of numbers expressed in
M6NS-IIf-147
exponential notation.
interprets and explains the Grouping, Week 6
Exponent, Multiplication, Division, Addition, M6NS-IIf-148
Subtraction (GEMDAS) rule.
performs two or more different operations on
whole numbers with or without exponents and M6NS-IIf-149
grouping symbols.
describe the set of integers and identify real-life Week 7
situations that make use of it.
compares integers with other numbers such as
M6NS-IIg-152
whole numbers, fractions, and decimals.
compares and arranges integers on the number Week 8
line.
describes and interprets the basic operations
on integers using materials such as algebra M6NS-IIh-155
tiles, counters, chips, and cards.
performs the basic operations on integers. Week 9 M6NS-IIi-156
involving basic operations of integers using M6NS-IIj-157
appropriate strategies and tools.
Q3 demonstrates is able to construct and visualizes and describes the different solid Week 1
understanding of describe the different figures: cube, prism, pyramid, cylinder, cone, and
solid figures. solid figures: cube, sphere using various concrete and pictorial
prism, pyramid, cylinder, models.
cone, and sphere. differentiates solid figures from plane figures. M6GE-IIIa-28
identifies the faces of a solid figure. M6GE-IIIb-30
demonstrates is able to apply formulates the rule in finding the nth term Week 2
M6AL-IIId-7
understanding of knowledge of sequence, using different strategies (looking for a
sequence in forming expressions, and pattern, guessing and checking, working
rules, expressions equations in backwards)
and equations. mathematical problems e.g. 4,7,13,16,…n (the nth term is 3n+1)
and real-life situations. differentiates expression from equation. M6AL-IIId-15
gives the translation of real-life verbal Week 3
expressions and equations into letters or M6AL-IIIe-16
symbols and vice versa.
defines a variable in an algebraic expression
M6AL-IIIe-17
and equation.
represents quantities in real-life situations Week 4
M6AL-IIIe-18
using algebraic expressions and equations.
involving different types of numerical
M6AL-IIIf-19
expressions and equations such as 7+ 9 =
+ 6.
demonstrates is able to apply calculates speed, distance, and time. Week 5 M6ME-IIIg-17
understanding of rate knowledge of speed, area, solves problems involving average rate and
M6ME-IIIg-18
and speed, and of and surface area of plane speed.
area and surface area and solid/space figures in finds the area of composite figures formed by Week 6
of plane and mathematical problems any two or more of the following: triangle, M6ME-IIIh-89
solid/space figures. and real-life situations square, rectangle, circle, and semi-circle.
involving area of composite figures formed by
M6ME-IIIh-90
any two or more of the following: triangle,
square, rectangle, circle, and semi-circle.
visualizes and describes surface area and Week 7
names the unit of measure used for
M6ME-IIIi-91
measuring the surface area of solid/space
figures.
finds the surface area of cubes, prisms, Week 8
M6ME-IIIi-93
pyramids, cylinders, cones, and spheres.
solves word problems involving measurement Week 9
M6ME-IIIj-94
of surface area.
Q4 demonstrates is able to apply determines the relationship of the volume Week 1 M6ME-IVa-95
understanding of knowledge of volume of between a rectangular prism and a pyramid; a
volume of solid solid figures and meter cylinder and a cone; and a cylinder and
figures and meter reading in mathematical sphere.
reading. problems and real-life finds the volume of cylinders, pyramids, Week 2
M6ME-IVb-97
situations. cones, and spheres.
M6ME-IVc-98
involving volumes of solids.
reads and interprets electric and water meter Week 3
M6ME-IVd-100
readings.
M6ME-IVd-101
involving electric and water consumption.
demonstrates is able to create and constructs a pie graph based on a given set of Week 4
understanding of pie interpret representations data and interpret it.
graphs and of data (tables and pie solves routine and non-routine problems Week 5
M6SP-IVf-4.6
experimental graphs) and apply using data presented in a pie graph.
probability. experimental probability describes the meaning of probability such as Week 6 M6SP-IVg-19
in mathematical 50% chance of rain and one in a million
problems and real-life chance of winning.
performs experiments and records outcomes. M6SP-IVh-21
situations.
makes listings and diagrams of outcomes and Week 7
tells the number of favorable outcomes and M6SP-IVi-22
chances using these listings and diagrams.
makes simple predictions of events based on Week 8
M6SP-IVi-23
the results of experiments.
involving experimental and theoretical M6SP-IVj-24
probability.
Standards
Q1 demonstrates is able to illustrates well-defined sets, subsets, universal sets, null set, Week 1
understanding of key formulate cardinality of sets, union and intersection of sets and the
concepts of sets and challenging different of two sets
the real number situations solves problems involving sets with the use of Venn Week 2
system. involving sets Diagram.
and real represents the absolute value of a number on a number Week 3 M7NS-Ic-1
numbers and line as the distance of a number from 0.
performs fundamental operations on integers. M7NS-Ic-d-1
solve these in a
illustrates the different properties of operations on the Week 4 M7NS-Id-2
variety of
set of integers.
strategies.
expresses rational numbers from fraction form to M7NS-Ie-1
decimal form and vice versa.
performs operations on rational numbers Week 5 M7NS-If-1
describes principal roots and tells whether they are Week 6 M7NS-Ig-1
rational or irrational.
determines between what two integers the square root M7NS-Ig-2
of a number is.
estimates the square root of a whole number to the Week 7 M7NS-Ig-3
nearest hundredth.
plots irrational numbers (up to square roots) on a M7NS-Ig-4
number line.***
illustrates the different subsets of real numbers. Week 8 M7NS-Ih-1
arranges real numbers in increasing or decreasing order
and on a number line.
writes numbers in scientific notation and vice versa. Week 9 M7NS-Ii-1
represents real-life situations and solves problems
involving real numbers.
Standards
Q2 demonstrates is able to approximates the measures of quantities particularly Week 1 M7ME-IIa-3
understanding of the formulate real- length , weight/mass, volume, time, angle and
key concepts of life problems temperature and rate.
measurement. involving converts measurements from one unit to another in both Week 2 M7ME-IIb-1
measurements Metric and English systems.
and solve these M7ME-IIb-2
solves problems involving conversion of units of
using a variety of
measurement.
strategies.
demonstrates is able to model translates English phrases to mathematical phrases and Week 3
understanding of key situations using English sentences to mathematics sentences, and vice
concepts of algebraic oral, written, versa.
expressions, the graphical, and Illustrates and differentiates related terms in algebra:
n
properties of real algebraic a. a where n is a positive integer b.
numbers as applied methods in constants and variables
in linear equations, solving problems c. literal coefficients and numerical coefficients d.
and inequalities in involving algebraic expressions, terms and polynomials
one variable. algebraic e. number of terms, degree of the term and degree of the
polynomial.
expressions,
evaluates algebraic expressions for given values of the Week 4 M7AL-IIc-4
linear equations,
variables.
and inequalities
adds and subtracts polynomials. M7AL-IId-2
in one variable.
derives the laws of exponent. Week 5 M7AL-IId-e-1
multiplies and divides polynomials. M7AL-IIe-2
uses models and algebraic methods to find the: (a) product Week 6 M7AL-IIe-g-1
of two binomials; (b) product of the sum and difference of
two terms; (c) square of a binomial; (d) cube of a binomial;
(e) product of a binomial and a trinomial.
solves problems involving algebraic expressions. Week 7 to 8 M7AL-IIg-2
differentiates algebraic expressions, equations and
inequalities.
illustrates linear equation and inequality in one variable. M7AL-IIh-4
Standards
finds the solution of linear equation or inequality in one Week 9 M7AL-IIi-1
variable.
solves linear equation or inequality in one variable M7AL-IIi-j-1
involving absolute value by: (a) graphing; and (b) algebraic
methods.
solves problems involving equations and inequalities in one M7AL-IIj-2
variable.
Q3 demonstrates is able to create represents point, line and plane using concrete and Week 1 M7GE-IIIa-1
understanding of key models of plane pictorial models.
concepts of figures and illustrates subsets of a line. M7GE-IIIa-2
geometry of shapes formulate and classifies the different kinds of angles. M7GE-IIIa-3
and sizes, and solve accurately derives relationships of geometric figures using Week 2 M7GE-IIIb-1
geometric authentic measurements and by inductive reasoning; supplementary
relationships. problems angles, complementary angles, congruent angles, vertical
involving sides angles, adjacent angles, linear pairs, perpendicular lines, and
parallel lines.
and angles of a
derives relationships among angles formed by parallel lines Week 3 M7GE-IIIc-1
polygon
cut by a transversal using measurement and by inductive
reasoning.
uses a compass and straightedge to bisect line segments Week 4 M7GE-IIId-e-1
and angles and construct perpendiculars and parallels.
illustrates polygons: (a) convexity; (b) angles; and (c) sides. Week 5 M7GE-IIIe-2
derives inductively the relationship of exterior and interior Week 6 M7GE-IIIf-1
angles of a convex polygon.
illustrates a circle and the terms related to it: radius, Week 7 M7GE-IIIg-1
diameter chord, center, arc, chord, central angle, and
inscribed angle.
constructs triangles, squares, rectangles, regular Week 8 M7GE-IIIh-i-1
pentagons, and regular hexagons.
solves problems involving sides and angles of a polygon. Week 9 M7GE-IIIj-1
Q4 poses real-life problems that can be solved by Statistics. Week 1 M7SP-IVa-2
formulates simple statistical instruments. M7SP-IVa-3
Standards
demonstrates is able to gathers statistical data. Week 2 M7SP-IVb-1
understanding of key collect and organizes data in a frequency distribution table. Week 3 M7SP-IVc-1
concepts, uses and organize data uses appropriate graphs to represent organized data: pie Week 4 to 5
importance of systematically chart, bar graph, line graph, histogram, and ogive. M7SP-IVd-e-1
Statistics, data and compute illustrates the measures of central tendency (mean, Week 6 M7SP-IVf-1
collection/gathering accurately median, and mode) of a statistical data.
and the different measures of calculates the measures of central tendency of ungrouped M7SP-IVf-g-1
forms of data central and grouped data.
representation, tendency and illustrates the measures of variability (range, average Week 7 M7SP-IVh-1
measures of central deviation, variance, standard deviation) of a statistical
variability and
data.
tendency, measures of apply these
calculates the measures of variability of grouped and M7SP-IVh-i-1
variability, and appropriately in
ungrouped data.
probability. data analysis uses appropriate statistical measures in analyzing and Week 8 to 9 M7SP-IVj-1
and interpreting statistical data.
interpretation M7SP-IVj-2
in different
draws conclusions from graphic and tabular data and
fields.
measures of central tendency and variability.

Standards
Q1 demonstrates is able to factors completely different types of polynomials Week 1 to 2 M8AL-Ia-b-1
understanding of key formulate real- (polynomials with common monomial factor, difference of
concepts of factors life problems two squares, sum and difference of two cubes, perfect
of polynomials, involving factors square trinomials, and general trinomials).
solves problems involving factors of polynomials. M8AL-Ib-2
Standards
rational algebraic of polynomials, Week 3 M8AL-Ic-1
expressions, linear rational algebraic
equations and expressions,
inequalities in two linear equations illustrates rational algebraic expressions.
variables, systems of and inequalities
linear equations and in two variables,
inequalities in two systems of simplifies rational algebraic expressions. M8AL-Ic-2
variables and linear linear equations performs operations on rational algebraic expressions. Week 4 M8AL-Ic-d-1
functions. and inequalities solves problems involving rational algebraic expressions. M8AL-Id-2
in two variables illustrates the rectangular coordinate system and its uses. Week 5 M8AL-Ie-1
and linear illustrates linear equations in two variables. M8AL-Ie-3
functions, and Illustrates and finds the slope of a line given two points,
solve these equation, and graph.
problems writes the linear equation ax + by = c in the form Week 6 M8AL-If-1
accurately using a y = mx + b and vice versa.
variety of M8AL-If-2
graphs a linear equation given (a) any two points; (b) the x
strategies. – and y – intercepts; (c) the slope and a point on the line.
describes the graph of a linear equation in terms of its M8AL-If-3
intercepts and slope.
finds the equation of a line given (a) two points; (b) the Week 7 M8AL-Ig-1
slope and a point; (c) the slope and its intercepts.
solves problems involving linear equations in two variables. M8AL-Ig-2
illustrates a system of linear equations in two variables. Week 8 M8AL-Ih-1
graphs a system of linear equations in two variables. M8AL-Ih-2
categorizes when a given system of linear equations in two M8AL-Ih-3
variables has graphs that are parallel, intersecting, and
coinciding.
solves problems involving systems of linear equations in Week 9
two variables by (a) graphing; (b) substitution; (c)
elimination.
Standards
Q2 demonstrates key is able to differentiates linear inequalities in two variables from linear Week 1 M8AL-IIa-2
concepts of linear formulate and equations in two variables.
inequalities in two solve accurately Illustrates and graphs linear inequalities in two variables.
variables, systems of real-life problems solves problems involving linear inequalities in two M8AL-IIa-4
linear inequalities in involving linear variables.
two variables and inequalities in solves problems involving systems of linear inequalities in Week 2 M8AL-IIb-2
linear functions. two variables, two variables.
systems of illustrates a relation and a function. Week 3 M8AL-IIc-1
linear verifies if a given relation is a function. M8AL-IIc-2
inequalities in determines dependent and independent variables. M8AL-IIc-3
two variables, finds the domain and range of a function. Week 4 M8AL-IId-1
and linear graphs and illustrates a linear function and its (a) domain;
functions. (b) range; (c) table of values; (d) intercepts; and (e) slope.
Week 5 M8AL-IIe-2
solves problems involving linear functions.
demonstrates is able to determines the relationship between the hypothesis and Week 6 M8GE-IIf-1
understanding of key communicate the conclusion of an if-then statement.
concepts of logic and mathematical transforms a statement into an equivalent if-then M8GE-IIf-2
reasoning. thinking with statement.
coherence and determines the inverse, converse, and contrapositive of an Week 7 M8GE-IIg-1
clarity in if-then statement.
formulating and illustrates the equivalences of: (a) the statement and its Week 8 M8GE-IIg-2
analyzing contrapositive; and (b) the converse and inverse of a
statement.
arguments.
uses inductive or deductive reasoning in an argument. Week 9 M8GE-IIh-1
writes a proof (both direct and indirect). M8GE-IIi-j-1
Q3 demonstrates 1. is able to describes a mathematical system. Week 1 to 2 M8GE-IIIa-1
understanding of key formulate an illustrates the need for an axiomatic structure of a M8GE-IIIa-c-1
concepts of organized plan mathematical system in general, and in Geometry in
axiomatic structure to handle a real- particular: (a) defined terms; (b) undefined terms; (c)
life situation. postulates; and (d) theorems.
Standards
of geometry and 2. is able to illustrates triangle congruence. Week 3 to 4 M8GE-IIId-1
triangle congruence. communicate illustrates the SAS, ASA and SSS congruence postulates. M8GE-IIId-e-1
mathematical solves corresponding parts of congruent triangles Week 5 M8GE-IIIf-1
thinking with proves two triangles are congruent. Week 6 M8GE-IIIg-1
coherence and proves statements on triangle congruence. Week 7 M8GE-IIIh-1
clarity in Week 8 to 9 M8GE-IIIi-j-1
formulating,
investigating,
analyzing, and
solving real-life
problems applies triangle congruence to construct perpendicular lines
involving and angle bisectors.
congruent
triangles using
appropriate and
accurate
representations.
Q4 demonstrates is able to illustrates theorems on triangle inequalities (Exterior Angle Week 1 M8GE-IVa-1
understanding of key communicate Inequality Theorem, Triangle Inequality Theorem, Hinge
concepts of mathematical Theorem).
inequalities in a thinking with applies theorems on triangle inequalities. Week 2 M8GE-IVb-1
triangle, and parallel coherence and proves inequalities in a triangle. Week 3 M8GE-IVc-1
and perpendicular clarity in Week 4
lines. formulating, proves properties of parallel lines cut by a transversal.
M8GE-IVd-1
investigating, Week 5 M8GE-IVe-1
analyzing, and
solving real-life
problems
determines the conditions under which lines and segments
involving
are parallel or perpendicular.
triangle
inequalities, and
parallelism and
perpendicularity
Standards
of lines using
appropriate and
accurate
representations.
demonstrates is able to illustrates an experiment, outcome, sample space and Week 6 M8GE-IVf-1
understanding of key formulate and event.
concepts of solve practical counts the number of occurrences of an outcome in an Week 7 M8GE-IVf-g-1
probability. problems experiment: (a) table; (b) tree diagram; (c) systematic
involving listing; and (d) fundamental counting principle.
probability of finds the probability of a simple event. Week 8 M8GE-IVh-1
simple events. illustrates an experimental probability and a theoretical Week 9 M8GE-IVi-1
probability.
solves problems involving probabilities of simple events. M8GE-IVi-j-1

Quarter Content Performance Most Essential Learning competencies Duration K to 12 CG Code

Standards Standards

Q1 demonstrates is able to illustrates quadratic equations. Week 1 M9AL-Ia-1
understanding of investigate solves quadratic equations by: (a) extracting square roots; M9AL-Ia-b-1
key concepts of thoroughly (b) factoring; (c) completing the square; and (d) using the
quadratic mathematical quadratic formula.
equations, relationships in characterizes the roots of a quadratic equation using the Week 2 to 3 M9AL-Ic-1
inequalities various situations, discriminant.
and functions, formulate real-life describes the relationship between the coefficients and the M9AL-Ic-2
problems involving roots of a quadratic equation.
and rational
solves equations transformable to quadratic equations M9AL-Ic-d-1
quadratic
(including rational algebraic equations).
Standards Standards

algebraic equations, Week 4
equations. inequalities and solves problems involving quadratic equations and rational
functions, and algebraic equations.
rational algebraic M9AL-Ie-1
equations and solve illustrates quadratic inequalities Week 5 M9AL-If-1
them using a solves quadratic inequalities. M9AL-If-2
variety of solves problems involving quadratic inequalities. M9AL-If-g-1
strategies. models real-life situations using quadratic functions. Week 6 M9AL-Ig-2
represents a quadratic function using: (a) table of values; (b) M9AL-Ig-3
graph; and (c) equation.
transforms the quadratic function defined byy = ax2 + bx + cinto Week 7 to 8 M9AL-Ih-1
the formy = a(x – h)2 + k.
graphs a quadratic function: (a) domain; (b) range; (c)
intercepts; (d) axis of symmetry; (e) vertex; (f) direction of
the opening of the parabola. M9AL-Ig-h-i-1
analyzes the effects of changing the values of a, h and k in M9AL-Ii-2
the equation y = a(x – h)2 + k of a quadratic function on its
graph.
determines the equation of a quadratic function given: (a) a Week 9 M9AL-Ij-1
table of values; (b) graph; (c) zeros.
solves problems involving quadratic functions. M9AL-Ii-j-2
Q2 demonstrates is able to formulate illustrates situations that involve the following variations: (a) Week 1 to 2 M9AL-IIa-1
understanding of and solve accurately direct; (b) inverse; (c) joint; (d) combined.
key concepts of problems involving translates into variation statement a relationship between M9AL-IIa-b-1
variation radicals. two quantities given by: (a) a table of values; (b) a
and radicals. mathematical equation; (c) a graph, and vice versa.
solves problems involving variation. M9AL-IIb-c-1
applies the laws involving positive integral exponents to zero Week 3 M9AL-IId-1
and negative integral exponents.
simplifies expressions with rational exponents. Week 4 M9AL-IIe-1
Standards Standards

writes expressions with rational exponents as radicals and M9AL-IIf-1
vice versa.
derives the laws of radicals. Week 5 M9AL-IIf-2
simplifies radical expressions using the laws of radicals. Week 6 M9AL-IIg-1
performs operations on radical expressions. Week 7 M9AL-IIh-1
solves equations involving radical expressions. Week 8 M9AL-IIi-1
solves problems involving radicals. Week 9 M9AL-IIj-1
Q3 demonstrates is able to determines the conditions that make a quadrilateral a Week 1
M9GE-IIIa-2
understanding of investigate, analyze, parallelogram.
key concepts of and solve problems uses properties to find measures of angles, sides and other
parallelograms involving quantities involving parallelograms. M9GE-IIIb-1
and triangle parallelograms and proves theorems on the different kinds of parallelogram Week 2 M9GE-IIIc-1
similarity. triangle similarity (rectangle, rhombus, square).
proves the Midline Theorem. Week 3 M9GE-IIId-1
through
proves theorems on trapezoids and kites. M9GE-IIId-2
appropriate and
solves problems involving parallelograms, trapezoids and Week 4 M9GE-IIIe-1
accurate
kites.
representation.
describes a proportion. Week 5 M9GE-IIIf-1
applies the fundamental theorems of proportionality to

solve problems involving proportions.
M9GE-IIIf-2
illustrates similarity of figures. Week 6 to 7 M9GE-IIIg-1
proves the conditions for similarity of triangles. M9GE-IIIg-h-1
1.1 SAS similarity theorem
1.2 SSS similarity theorem
1.3 AA similarity theorem
1.4 right triangle similarity theorem
1.5 special right triangle theorems
applies the theorems to show that given triangles are similar. Week 8 M9GE-IIIi-1
proves the Pythagorean Theorem. M9GE-IIIi-2
Standards Standards

Week 9
solves problems that involve triangle similarity and right

triangles.
M9GE-IIIj-1
Q4 demonstrates is able to apply the Week 1 to 2
illustrates the six trigonometric ratios: sine, cosine, tangent,
understanding concepts of
secant, cosecant, and cotangent.
of the basic trigonometric ratios M9GE-IVa-1
concepts of to formulate and finds the trigonometric ratios of special angles. M9GE -IVb-c-1
trigonometry. solve real-life Week 3 to 5
problems with
precision and illustrates angles of elevation and angles of depression.
accuracy. M9GE-IVd-1
uses trigonometric ratios to solve real-life problems
involving right triangles.
M9GE-IVe-1
Week 6 to 9
illustrates laws of sines and cosines.
M9GE-IVf-g-1
solves problems involving oblique triangles.

M9GE-IVh-j-1

Standards Standards

Q1 demonstrates is able to formulate generates patterns. Week 1 to 2 M10AL-Ia-1
understanding of and solve problems illustrates an arithmetic sequence M10AL-Ib-1
key concepts of involving sequences, determines arithmetic means, nth term of an arithmetic
sequences, polynomials and sequence and sum of the terms of a given arithmetics
polynomials and polynomial sequence.
polynomial equations in illustrates a geometric sequence. Week 3 M10AL-Id-1
equations. different disciplines differentiates a geometric sequence from an arithmetic
M10AL-Id-2
through sequence.
appropriate and determines geometric means, nth term of a geometric Week 4
sequence and sum of the terms of a given finite or infinite
accurate
geometric sequence
representations.
solves problems involving sequences. Week 5 M10AL-If-2
performs division of polynomials using long division and Week 6
M10AL-Ig-1
synthetic division.
proves the Remainder Theorem, Factor Theorem and the
Rational Root Theorem.
factors polynomials. Week 7 M10AL-Ih-1
illustrates polynomial equations. Week 8 M10AL-Ii-1
solves problems involving polynomials and polynomial Week 9 M10AL-Ij-2
equations.
Q2 demonstrates is able to conduct illustrates polynomial functions. Week 1 to 2 M10AL-IIa-1
understanding of systematically a understand, describe and interpret the graphs polynomial
key concepts of mathematical functions.
polynomial investigation M10AL-IIb-2
function. involving
polynomial solves problems involving polynomial functions.
functions in
different fields.
Standards Standards

demonstrates 1. is able to derives inductively the relations among chords, arcs, central Week 3 to 4
M10GE-IIc-1
understanding of formulate and find angles, and inscribed angles.
key concepts of solutions to proves theorems related to chords, arcs, central angles, and M10GE-IIc-d-1
circles and challenging situations inscribed angles.
coordinate involving circles and illustrates secants, tangents, segments, and sectors of a Week 5 to 6
M10GE-IIe-1
geometry. other related terms circle.
in different proves theorems on secants, tangents, and segments. M10GE-IIe-f-1
disciplines through solves problems on circles. M10GE-IIf-2
appropriate and applies the distance formula to prove some geometric Week 7 M10GE-IIg-2
accurate properties.
representations. illustrates the center-radius form of the equation of a circle. Week 8 M10GE-IIh-1
determines the center and radius of a circle given its M10GE-IIh-2
2. is able to equation and vice versa.
formulate and Week 9
solve problems
involving geometric
figures on the
rectangular graphs and solves problems involving circles and other
coordinate plane geometric figures on the coordinate plane.
with perseverance
and accuracy.
Q3 demonstrates is able to use illustrates the permutation of objects. Week 1 to 2 M10SP-IIIa-1

understanding of precise counting solves problems involving permutations M10SP-IIIb-1
key concepts of technique and illustrates the combination of objects. Week 3 to 4 M10SP-IIIc-1
combinatorics and probability in differentiates permutation from combination of n objects M10SP-IIIc-2
probability. formulating taken r at a time.
conclusions and solves problems involving permutations and combinations Week 5 M10SP-IIId-e-1
making decisions. illustrates events, and union and intersection of events. Week 6 M10SP-IIIf-1
illustrates the probability of a union of two events. Week 7 M10SP-IIIg-1
finds the probability of ( A B ) . Week 8 M10SP-IIIg-h-1
Standards Standards

illustrates mutually exclusive events. Week 9 M10SP-IIIi-1
solves problems involving probability. M10SP-IIIi-j-1
Q4 demonstrates is able to conduct illustrates the following measures of position: quartiles, Week 1 M10SP-IVa-1
understanding of systematically a deciles and percentiles.
key concepts of mini-research calculates a specified measure of position (e.g. 90th Week 2 M10SP-IVb-1
measures of applying the percentile) of a set of data.
position. different statistical interprets measures of position. Week 3 M10SP-IVc-1
methods. solves problems involving measures of position. Week 4 to 5 M10SP-IVd-e-1
Week 6 to 7
formulates statistical mini-research.
M10SP-IVf-g-1
uses appropriate measures of position and other statistical Week 8 to 9
methods in analyzing and interpreting research data. M10SP-IVh-j-1
241
242
Grade Level: 1
Subject: Music
Quarter Content Performance Most Essential Learning Competencies Duration Code

Standards Standards
The learner…
identifies the difference between sound and MU1RH-Ia-1
Week 1
silence accurately
relates images to sound and silence within a MU1RH-Ib-2
responds Week 2
rhythmic pattern
demonstrates appropriately to
performs steady beat and accurate rhythm MU1RH-Ic-5
basic the pulse of the
through clapping, tapping chanting, walking and
understanding sounds heard and
playing musical instruments in response to sound
1st of sound, performs with
o in groupings of 2s o
silence and accuracy the Week 3-5
in groupings of 3s o in
rhythm rhythmic patterns
groupings of 4s
creates simple ostinato patterns in groupings of Week 6-8 MU1RH-Id-e-6

2s, 3s, and 4s through body movements

Standards Standards
The learner…
responds identifies the pitch of a tone as high or low MU1ME-IIa-1
Week 1
accurately to
demonstrates
high and low sings simple melodic patterns ( so –mi, mi –so, MU1ME-IIb-3
basic Week 2
tones through mi – re-do)
understanding
body sings the melody of a song with the correct MU1ME-IIc-5
2nd of pitch and
movements, pitch
simple melodic
singing, and e.g. greeting songs, counting songs, or action
patterns Week 3
playing other songs
sources of
sounds
demonstrates identifies similar or dissimilar musical lines MU1FO-IIe-2
Week 4
basic
understanding of responds with identifies the beginning, ending, and MU1FO-IId-1
the concepts of precision to repeated parts of a recorded music sample Week 5
musical lines, changes in
beginnings and musical lines Performs songs with the knowledge when to MU1FO-IIf-3
endings in music, with body start, stop, repeat or end the song.
and repeats in movements
Week 6-8
music

Standards Standards
The learner…
distinguishes relates the source of sound with different body MU1TB-IIIa-1
accurately the movements
demonstrates
different sources e.g. wind, wave, swaying of the trees, animal
understanding Week 1
of sounds heard sounds, or sounds produced by man-made
of the basic
and be able to devices or machines.
concepts of
produce a Produces sounds with different timbre using a MU1TB-IIIb-4
timbre
variety of variety of local materials
Week 2-3
timbres
3rd identifies volume changes from sound samples MU1DY-IIIc-2

creatively Week 4
using the terms loud and soft
interprets with
relates the concepts of dynamics to the MU1DY-IIId-3
demonstrates body movements
movements of animals
understanding the dynamic Week 5-6
e.g. big animals/movement = loud; small
of the basic levels to enhance
animals/movement = soft
concepts of poetry, chants,
applies the concept of dynamic levels to MU1DY-IIIg-h-5
dynamics drama, and
enhance poetry, chants, songs, drama or
musical stories Week 7-8
musical stories
Standards Standards
The learner…
performs with demonstrates the basic concepts of tempo Week 1 MU1TP-IVa-2
accuracy varied through movements (fast or slow)
demonstrates tempi through uses body movements or dance steps to Week 2 MU1TP-IVb-3
understanding movements or respond to varied tempo
of the basic dance steps to - slow movement with slow music
concepts of enhance poetry, - fast movement with fast music
tempo chants, drama, uses varied tempo to enhance poetry, chants, Week 3 MU1TP-IVc-5
and musical drama, and musical stories
stories
demonstrates awareness of texture by Week 4-6 MU1TX-IVe-2
4th
identifying sounds that are solo or with other
sounds.
demonstrates sings songs to
distinguishes single musical line and multiple Week 4-6 MU1TX-IVf-3
understanding involve oneself
musical lines which occur simultaneously in a
of the basic and experience
given song
concepts of the concept of
sings two-part round songs Week 7-8 MU1TX-IVg-h-4
texture texture
e.g.
Are You Sleeping, Brother John?
Row, Row, Row Your Boat
Grade Level: 2
Subject: Music
Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates responds relates visual images to sound and silence Week 1 MU2RH-Ib-2
basic appropriately to using quarter note , beamed eighth notes
1st understanding the pulse of sounds
of sound, heard and and quarter rest in a rhythmic pattern
silence and performs with maintains a steady beat when replicating a Week 2 MU2RH-Ic-4
rhythmic accuracy the simple series of rhythmic patterns (e.g. echo
patterns and rhythmic patterns clapping, walking, tapping, chanting, and
develops in expressing playing musical instruments)
musical oneself reads stick notations in rhythmic patterns Week 3-4 MU2RH-Ic-5
awareness while with measures of 2s, 3s and 4s
performing the
fundamental writes stick notations to represent the heard Week 5-6 MU2RH-If-g-7
processes in rhythmic patterns
music creates simple ostinato patterns in measures Week 7-8 MU2RH-Id-e-6
of 2s, 3s, and 4s with body movements

Standards Standards
The learner…
identifies the pitch of tones as: high (so), Week 1-2 MU2ME-IIa-1
low (mi); higher (la); lower (re)
performs with
demonstrates responds to ranges of pitch through body Week 1-2 MU2ME-IIa-2
accuracy of pitch,
basic movements, singing, or playing instruments
the simple melodic
understanding sings children's songs with accurate pitch Week 3-4 MU2ME-IIb-4
patterns through
of pitch and
body movements,
simple * demonstrates melodic contour through: Week 3-4 MU2ME-IIc-6
singing or playing
melodic a. movement
musical instruments
patterns b. music writing (on paper or on air)
2nd c. visual imagery MU2ME-IIc-7
performs a song, demonstrates the beginning, ending and Week 5-6 MU2FO-IId-2
chosen from among repeats of a song with
demonstrates
the previously - movements
understanding
learned songs that - vocal sounds
of the basic
shows the basic - instrumental sounds
concepts of
concepts of musical identifies musical lines as Week 5-6 MU2FO-IIe-3
musical form
lines, - similar
beginnings, endings - dissimilar
and repeats * creates melodic or rhythmic introduction Week 7-8 MU2FO-IIg-h-6
through body and ending of songs
movement, vocal MU2FO-IIg-h-7
sounds, and
instrumental
sounds

Standards Standards
The learner…
determines replicates different sources of sounds with Week 1 MU2TB-IIIa-2
accurately the body movements
demonstrates sources of sounds identifies the common musical instruments Week 2 MU2TB-IIIb-3
understanding heard, and produce by their sounds and image
of the basic sounds using voice, recognizes the difference between speaking Week 2 MU2TB-IIIc-4
concepts of body, and singing
timbre and objects, and be performs songs with appropriate vocal or Week 3-4 MU2TB-IIIc-5
able to sing in sound quality (from available instruments)
3rd
accurate pitch
creatively applies distinguishes the dynamics of a song or Week 5 MU2DY-IIIc-2
demonstrates
changes in dynamics music sample
understanding
to enhance rhymes, uses the words “loud”, “louder”, “soft” and Week 5 MU2DY-IIIc-4
of the basic
chants, drama, and “softer” to identify variations in volume
concepts of
musical stories Performs songs with appropriate dynamics Week 6-8 MU2DY-IIIf-h-6
dynamics

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

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

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

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

Standards Standards
The learner…
demonstrates enhances applies correct tempo and tempo changes by Week 1 MU3TP-IVa-2
understanding performance of following basic conducting gestures
of the poetry, chants, distinguishes among fast, moderate, and Week 2 MU3TP-IVb-5
concepts of drama, musical slow in music
tempo in stories, and songs performs songs with appropriate tempo (use Week 3-4 MU3TP-IVa-c-7
order to by using a variety songs from the locality)
respond to of tempo
4th conducting
symbols
indicating
variations in
tempo
demonstrates sings: distinguishes between thinness and Week 5-6 MU3TX-IVg-h-4
understanding thickness of musical sound
of the basic 1. “two-part demonstrates the concept of texture by Week 7-8 MU3TX-IVd-f-2
concepts of rounds” singing “partner songs” (local or foreign song
texture 2. “partner samples)
songs” 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

Standards Standards
The learner…
identifies different kinds of notes and rests Week 1 MU4RH-Ia-1
(whole, half, quarter, and eighth)
reads different rhythmic patterns Week 2-3 MU4RH-Ic-3
demonstrates creates rhythmic performs rhythmic patterns in time Week 4-5 MU4RH-Ic-4
understanding patterns in: signatures 32 4
of concepts 1. simple time 4 4, , 4
1st pertaining to signatures

rhythm and 2. simple one-
musical measure ostinato uses the bar line to indicate groupings of Week 5-6 MU4RH-Ic-5
symbols pattern beats in 32 4
44, , 4
identifies accented and unaccented pulses Week 7-8 MU4RH-Id-6

Standards Standards
The learner…
recognizes the analyzes melodic recognizes the meaning of the G-Clef (treble Week 1 MU4ME-IIc-3
2nd musical movement and clef)
symbols and range and be able identifies the pitch names of the G-clef staff Week 2-3 MU4ME-IIb-2
demonstrates to create and including the ledger lines and spaces (below
understanding perform simple middle C)
of concepts melodies identifies the movement of the melody as: Week 4 MU4ME-IId-4
pertaining to - no movement
melody - ascending stepwise
- descending stepwise
- ascending skipwise
- descending skipwise
identifies the highest and lowest pitch in a Week 5 MU4ME-IIe-5
given notation of a musical piece to
determine its range
sings with accurate pitch the simple intervals Week 6 MU4ME-IIf-6
of a melody
creates simple melodic lines Week 7-8 MU4ME-IIg-h-7

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

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

Standards Standards
The learner…
identifies the kinds of notes and rests in a Week 1 MU5RH-Ia-b-1
song
recognizes the performs with a recognizes rhythmic patterns using quarter Week 2 MU5RH-Ia-b-2
musical conductor, a note, half note, dotted half note, dotted
symbols and speech chorus in quarter note, and eighth note in simple time
demonstrates simple time signatures
1st understanding signatures identifies accurately the duration of notes Week 3-5 MU5RH-Ic-e-3
of concepts 1. choral n i 3 2 ti 4 me signature
and rests
pertaining to 2. instrumental 4, , 4
4
rhythm
creates different rhythmic patterns using Week 6-8 MU5RH-If-g-4
notes and rests in time signatures
Quarter Content Performance Standards Most Essential Duration Codes

Standards Learning
Competencies
The learner…
recognizes the Week 1 MU5ME-IIa-1
meaning and uses of F-
Clef on the staff
identifies the pitch Week 1 MU5ME-IIa-2

names of each line and
space on the F-Clef staff
describes the use of Week 2 MU5ME-IIb-3

the symbols: sharp (# ),
recognizes the
flat (♭), and natural (♮)
musical
recognizes aurally and Week 3 MU5ME-IIc-4
symbols and accurate performance of songs
visually, examples of
demonstrates following the musical symbols
2nd melodic intervals
understanding pertaining to melody indicated in the
identifies the notes in Week 4 MU5ME-IIc-5
of concepts piece
the C major scale
pertaining to
determines the range Week 5 MU5ME-IIe-8
melody
of a musical example
1. wide
2. narrow
reads notes in different Week 6 MU5ME-IIf-9
scales : Pentatonic scale,
C major scale, G major
scale
creates simple Week 7-8 MU5ME-IIg-10
melodies
performs his/her own Week 7-8 MU5ME-IIh-11
created melody
Quarter Content Performance Standards Most Essential Learning Duration Codes
The learner…
recognizes the design or Week 1 MU5FO-IIIa-1
structure of simple
musical forms:
1. unitary (one
section)
demonstrates 2. strophic (same
understanding tune with 2 or
of the uses performs the created song with
more sections
and meaning of appropriate musicality
and 2 or more
musical terms verses)
in Form
creates a 4- line unitary Week 2 MU5FO-IIIb-2
song
creates a 4 –line Week 3-4 MU5FO-IIIc-d-3
strophic song with 2
sections and 2 verses
3rd describes the following Week 5 MU5TB-IIIe-2
vocal timbres:
demonstrates 1. soprano
understanding 2. alto
of variations 3. tenor
of sound 4. bass
density in identifies aurally and Week 6 MU5TB-IIIf-3
participates in a group performance to
music visually different
demonstrate different vocal and
(lightness and instruments in:
instrumental sounds
heaviness) as 1. rondalla
applied to 2. drum and lyre
vocal and band
instrumental 3. bamboo
music group/ensemble
(Pangkat
Kawayan)
4. other local
indigenous
ensembles
creates music using Week 7-8 MU5TB-IIIg-h-5
available sound sources

The learner…
demonstrates applies dynamics to musical selections uses appropriate Week 1-2 MU5DY-IVa-b-2
understanding musical terms to
of concepts indicate variations in
pertaining to dynamics:
volume in 1. piano (p)
music 2. mezzo piano
(mp)
3. forte(f)
4. mezzo forte
(mf)
5. crescendo
6. decrescendo
4th
recognizes the applies appropriately, various tempo uses appropriate Week 3-4 MU5TP-IVc-d-2
musical to vocal and instrumental musical terminology to
symbols and performances indicate variations in
demonstrates tempo:
understanding 1. largo
of concepts 2. presto
pertaining to 3. allegro
speed in 4. moderato
music 5. andante
6. vivace
7. ritardando
8. accelerando
demonstrates recognizes examples of horizontal 3- describes the texture of Week 4 MU5TX-IVe-1
understanding part vocal or instrumental texture, a musical piece
of concepts aurally and visually performs 3-part rounds Week 5 MU5TX-IVe-2
pertaining to and partner songs
texture in
music
recognizes the performs a vocal or instrumental uses the major triad as Week 6-8 MU5HA-IVh-2
musical ensemble using the following major accompaniment to
symbols and triads( I, IV, V ) simple songs
demonstrates
understanding
of harmonic
intervals
Grade Level: 6
Subject: Music

The learner…
st
1 demonstrates responds to beats in music heard with identifies the values of Week 1 MU6RH-Ia-1
understanding appropriate conducting patterns of the notes / rests used in a
of the concept particular song
23 4 6
of rhythm by 4,4, an
4 d 8 differentiates aurally Week 2-3 MU6RH-Ib-e-2
applying notes among
and rests, 32 4 6
rhythmic 4, 4, a 4 ndt 8 ime
patterns, and signatures
time demonstrates the Week 4-5 MU6RH-Ib-e-3
signatures conducting gestures in
time signatures of:
32 a 4 d n 6
4 , 4, 4 8
creates rhythmic Week 6-8 MU6RH-Ig-h-5
patterns in time
signatures of
2 3 4 nd 6
4, 4, 4 a 8

The learner…
reads simple musical Week 1-2 MU6ME-IIa-1
notations in the Key of C
Major, F Major and G
demonstrates the Major
concept of sings or plays Week 3-4 MU6ME-IIa-3
melody by using applies learned concepts of melody instruments in solo or
2nd intervals in major and other elements to composition with group,
scales and performance melodies/songs in C
and in the Major, G Major, and F
minor scales Major
creates simple melodies Week 5-6 MU6ME-IIa-4
sings self-composed Week 7-8 MU6ME-IIa-5
melodies

The learner…
identifies simple musical Week 1-2 MU6FO-IIIa-b-1
demonstrates
forms of songs from the
understanding
community:
of the concept performs accurately the design or
3rd 1. binary (AB) -
of musical structure of a given musical piece
has 2
forms and
contrasting
musical symbols
sections (AB)
(repeat marks) 2. ternary (ABA)-
indicated has 3 sections,
the third
section similar
to the first;
(ABC) – has 3
sections
3. rondo (ABACA)
-has
contrasting
sections in
between
repetitions of
the A section
(ABACA)
uses the different Week 3 MU6FO-IIIc-3

repeat marks that are
related to form:
1. Da Capo
(D.C.)
2. Dal Segno
(D.S.)
3. Al Fine (up to
the end)
4. D.C. al Fine
(repeat from
the
beginning
until the
word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1,
ending 2)
demonstrates aurally determines the sound of a describes the Week 4 MU6TB-IIId-1
understanding single instrument in any section of instrumental sections of
of the concept the orchestra the Western orchestra
of timbre distinguishes various Week 5 MU6TB-IIId-e-2
through musical ensembles seen
recognizing and heard in the
musical community
instruments
aurally and
visually
demonstrates applies the appropriate dynamic uses varied dynamics in Week 6-8 MU6DY-IIIh-2
understanding levels in vocal and instrumental a song performance
of the concept music 1. piano (p)
of dynamics 2. mezzo piano
through a wide (mp)
variety of 3. pianissimo
dynamic levels (pp)
4. forte (f)
5. mezzo forte
(mf)
6. fortissimo (ff)
7. crescendo
8. decrescendo

Standards Standards
The learner…
demonstrates identifies the different tempo in a music Week 1 MU6TX-IVa-b-1
performs a given
understanding of sample:
4th song, using tempo
the various tempo 1. allegro
marks appropriately
2. andante
3. ritardando
4. accelerando
5. largo
6. presto
7. vivace
demonstrates the different kinds of Week 2 MU6TX-IVa-b-3
tempo by following tempo marks in a
song from the community
e.g.: “Pandangguhan”
identifies different textures from music Week 4 MU6TX-IVc-d-2
samples
demonstrates the 1. Vocal
concept of a. solo voice
texture as: b. solo voice with
performs accurately a
1. monophonic accompaniment
given song with
(one voice) c. duet, partner
monophonic,
2. homophonic songs, round
homophonic, and
(voice and songs
polyphonic textures
accompaniment) 2. Instrumental a.
3. polyphonic solo
(many voices) b. ensemble
distinguishes monophonic, homophonic, Week 5 MU6TX-IVc-d-3
and polyphonic textures
demonstrates demonstrates distinguishes the sound of a major chord Week 6 MU6HA-IVe-f-3
understanding of harmony in group from a minor chord
the concepts of performances uses major or minor chords as Week 7-8 MU6HA-IVg-h-4
harmony through 1. choir accompaniment to simple songs
the intervals that 2. rondalla
constitute the 3. lyre band
primary chords of
major and minor
scales in music
Grade Level: 7
Subject: Music

Standards Standards
The learner…
describes the musical characteristics of Week 1 MU7LU-Ia-1
representative music selections from the
lowlands of Luzon after listening
analyzes the musical elements of some Week 2 MU7LU-Ia-2
Lowland vocal and instrumental music
selections;
* identifies the musical instruments and Week 3 MU7LU-Ib-3
demonstrates other sound sources from the lowlands of
understanding Luzon
of the musical performs music of explores ways of producing sounds on a Week 4 MU7LU-Ib-f-4
characteristics the lowlands with variety of sources that is similar to the
1st of appropriate pitch, instruments being studied;
representative rhythm, expression
music from the and style
lowlands of improvises simple rhythmic/melodic Week 5 MU7LU-Ic-f
Luzon accompaniments to selected music from
the Lowlands of Luzon;
performs music from Luzon lowlands with Week 6 MU7LU-Ia-h-7
own accompaniment;
evaluates music and music performances Week 7-8 MU7LU-Ic-h-10
with rubrics on musical elements and
styles.

Standards Standards
The learner…
demonstrates performs selected describes the musical characteristics of Week 1 MU7LV-IIa-f-1
2nd understanding vocal and representative selections of Cordillera,
of the musical instrumental music Mindoro, Palawan and of the Visayas after
characteristics of Cordillera, listening;
of Mindoro, Palawan explains the distinguishing characteristics of Week 2 MU7LV-IIb-f-3
representative and the Visayas in representative music from Cordillera,
music from the appropriate style Mindoro, Palawan and of the Visayasin
highlands of relation to its culture and geography;
Luzon, Mindoro, identifies the musical instruments and other Week 3 MU7LV-IIa-f-2
Palawan, and sound sources from Cordillera, Mindoro,
the Visayas Palawan and of the Visayas;
discovers ways of producing sounds on a Week 4 MU7LV-IIb-g-4
variety of sources similar to instruments
being studied;
improvises simple rhythmic/melodic Week 5 MU7LV-IIb-g-7
accompaniments to selected music from
the Cordillera, Mindoro, Palawan and of
the Visayas;
performs music from Cordillera, Mindoro, Week 6 MU7LV-IIb-g-6
Palawan and of the Visayas, with
accompaniment
evaluates music and music performances Week 7-8 MU7LV-IIc-h-10
using rubrics on musical elements and
style.

Standards Standards
The learner…
demonstrates describes the musical characteristics of Week 1 MU7MN-IIIa-g-1
understanding representative music selections from
of the musical performs music of Mindanao after listening;
characteristics Mindanao with identifies the musical instruments and Week 2 MU7MN-IIIa-g-3
3rd of appropriate other sound sources of representative
representative expression and style music selections from Mindanao
music from analyzes the musical elements of some Week 3 MU7MN-IIIa-g-2
Mindanao Mindanao vocal and instrumental music;
discovers ways of producing sounds on a Week 4 MU7MN-IIIb-h-4
variety of sources that is similar to the
instruments being studied;
improvises simple rhythmic/melodic Week 5 MU7LV-IIIc-h-5
accompaniments to selected music from
Mindanao;
perform music from Mindanao with own Week 6 MU7LV-IIIc-h-6
accompaniment
evaluates music selections and music Week 7-8 MU7LV-IIIb-h-10
performances using rubrics on musical
elements and style.

Standards Standards
The learner…
identifies musical characteristics of selected Week 1 MU7FT-IVa-g-1
Philippine festivals and theatrical forms
through video or live performances;
describes the origins and cultural Week 2 MU7FT-IVa-d-2
demonstrates
background of selected Philippine
understanding
festival/s;
of the musical performs music of
describes how the music contributes to the Week 3 MU7FT-IVe-h-4
characteristics Mindanao with
4th performance of the musical production;
of appropriate
describes how a specific idea or story is Week 4 MU7FT-IVe-h-6
representative expression and style
communicated through music in a
music from
particular Philippine musical theater
Mindanao
improvises music accompaniment in Week 5-6 MU7FT-IVe-h-4
relation to a particular Philippine festival;
performs selection/s from chosen Week 7-8 MU7FT-IVe-h-7
Philippine musical theater;
Grade Level: 8
Subject: Music

Standards Standards
The learner…
listens perceptively to music of Southeast Week 1 MU8SE-Ia-h-2
Asia;
analyzes musical elements of selected songs Week 2 MU8SE-Ib-h-4
and instrumental pieces heard and
demonstrates performed;
understanding of explores ways of producing sounds on a Week 3 MU8SE-Ic-h-5
common musical variety of sources that would simulate
characteristics of performs Southeast instruments being studied;
the region as well Asian songs with improvises simple accompaniment to Week 4 MU8SE-Ic-h-6
1 st as unique appropriate pitch, selected Southeast Asian music;
characteristics of rhythm, expression performs music from Southeast Asia with Week 5-6 MU8SE-Ic-h-7
a particular and style. own accompaniment;
Southeast Asian * evaluates music and music Week 7-8 MU8SE-Ic-h-8
country. performances using guided rubrics applying
knowledge of musical elements and style.

Standards Standards
The learner…
demonstrates listens perceptively to music of East Asia; Week 1 MU8SE-IIa-h-2
performs East Asian
understanding of analyzes musical elements of selected songs Week 2 MU8SE-IIc-h-4
2nd music with
common and and instrumental pieces heard and
appropriate pitch,
distinct musical performed;
characteristics rhythm, expression explores ways of producing sounds on a Week 3 MU8SE-IIb-h-5
of East Asian and style variety of sources that would simulate
countries instruments being studied;
improvises simple accompaniment to Week 4 MU8SE-IIc-h-6
selected East Asian music;
* performs music from East Asia with own Week 5-6 MU8SE-IIb-h-7
accompaniment;
evaluates music and music performances Week 7-8 MU8SE-IIb-h-8
using guided rubrics applying knowledge of
musical elements and style.

Standards Standards
The learner…
listens perceptively to music of South Asia Week 1 MU8WS-IIIa-h-2
and the Middle East;
analyzes musical elements of selected songs Week 2 MU8WS-IIIc-h-4

demonstrates an and instrumental pieces heard and
understanding of performed;
performs South Asia
common and explores ways of producing sounds on a Week 3 MU8WS-IIIc-h-5
and the Middle East
distinct musical variety of sources that would simulate
music with
3rd characteristics of instruments being studied;
appropriate pitch,
South Asia and improvises simple accompaniment to Week 4 MU8WS-IIIb-h-6
rhythm, expression
the Middle East. selected South Asia and the Middle East
and style.
music;
* performs music from South Asia and Week 5-6 MU8WS-IIIb-h-7
Middle East with own accompaniment;
evaluates music and music performances Week 7-8 MU8WS-IIIc-h-8
Standards Standards
The learner…
identifies musical characteristics of selected Week 1 MU8TH-IVa-g-1
Asian musical theater through video films
or live performances;
describes the instruments that accompany Week 2 MU8TH-IVa-g-2
Kabuki, Wayang Kulit, Peking Opera;
demonstrates
describes how a specific idea or story is Week 3 MU8TH-IVb-h-3
understanding performs excerpts
communicated through music in a
and application of from traditional Asian
particular Asian musical theater;
musical skills theater with
4th improvises appropriate sound, music, Week 4 MU8TH-IVb-h-7
related to appropriate pitch,
gesture, movements, props and costume
selected rhythm, expression,
for performance of a chosen Asian
traditional Asian and style
traditional musical and theatrical form;
theater
performs selection/s from chosen Asian Week 5-6 MU8TH-IVa-g-6
musical theater;
evaluates music and music performances Week 7-8 MU8TH-IVc-h-8
Grade Level: 9
Subject: Music

Standards Standards
The learner…
performs selected describes the musical elements of Week 1 MU9MRB -Ib-f-5
demonstrates
songs from selected vocal and instrumental music of
understanding of
Medieval, Medieval, Renaissance and Baroque music;
characteristic
1st renaissance and
features of the
baroque periods explains the performance practice (setting, Week 2 MU9MRB -Ia-h-2
Medieval,
a) Chants; composition, role of composers/performers,
Renaissance
b) Madrigals; and audience)
and Baroque c) excerpts from during Medieval, Renaissance and
period music oratorio; Baroque periods;
d) chorales; * relates Medieval, Renaissance and Week 3 MU9MRB -Ic-f-3
e) troubadour. Baroque music to other art forms and its
history within the era;
* improvises appropriate accompaniment Week 4-5 MU9MRB -Ib-d-7
to selected music from Medieval,
Renaissance and Baroque Period;
* performs music from Medieval, Week 6-7 MU9MRB -Ib-h-4
Renaissance and Baroque Period;
* evaluates music and music Week 8
performances using guided rubrics
Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
describes musical elements of given Classical Week 1 MU9CL-IIa-f-1
period pieces;
sings and performs Week 2 MU9CL-IIa-f-3
demonstrates explains the performance practice (setting,
themes of
understanding of composition, role of composers/performers,
symphonies and
characteristic features of and audience) during Classical Period
other instrumental relates Classical music to other art forms and its Week 3 MU9CL-IIa-f-2
Classical period music
forms sings and history within the era;
2nd demonstrates
performs themes of
understanding of improvises appropriate accompaniment to Week 4-5 MU9CL-IIe-9
symphonies and
characteristic features of selected music from Classical Period
other instrumental
Classical period music performs selected music from the Classical Week 6-7 MU9CL-IIb-h-7
forms
period;
evaluates music and music performances using Week 8
guided rubrics.
Standards
The learner…
demonstrates describes musical elements of given Romantic Week 1 MU9RO-IIIa-2
3rd understanding of period pieces;
characteristic features of sings and performs explains the performance practice (setting, Week 2 MU9RO-IIIb-h-3
instrumental Romantic themes of selected composition, role of composers/performers,
music instrumental pieces and audience) during Romantic Period
relates Romantic music to other art forms and Week 3 MU9RO-IIIc-h-7
its history within the era;
improvises appropriate accompaniment to Week 4-5 MU9RO-IIIc-h-8
selected music from Romantic Period
performs selected music from the Romantic Week 6-7 MU9RO-IIIe-h-6
period;
evaluates music and music performances using Week 8
guided rubrics.
Standards
The learner…
explains the plot, musical and theatrical Week 1-2 MU9OP-IVa-g-1
elements of an opera after watching video
samples;
demonstrates
performs themes or melodic fragments of Week 3-4 MU9OP-IVb-h-3
understanding of sings and performs
given selected songs;
4th characteristic features of themes of selected
improvises appropriate sounds, music, Week 5-6 MU9OP-IVb-h-5
vocal music of the songs
gestures, movements, and costumes for a
Romantic period
chosen opera.
evaluates music performances using guided Week 7-8
rubrics
Grade Level: 10
Subject: Music
Standards
The learner…
demonstrates creates musical describes distinctive musical elements of given Week 1 MU10TC-Ia-h-2
1st understanding of 20th pieces using pieces in 20th century styles;
century music styles and particular style/s of explains the performance practice (setting, Week 2-3 MU10TC-Ib-g-4
characteristic features. the 20th Century. composition, role of composers/performers,
th
and audience) of 20 century music;
relates 20th Century music to other art forms Week 4-5 MU10TC-Ia-g-3
and media during the same time period;
performs music sample from the 20th century Week 5-6 MU10TC-Ib-5
evaluates music and music performances using Week 7-8

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

Subject: Arts
1st The learner… The learner… Week 1 / 1st Q
1. describes the different styles of Filipino artists
demonstrates
when they create portraits and still life (different
understanding on creates a composition/design A2EL-Ia
lines and colors)
lines, shapes, and by translating one’s
colors as elements of imagination or ideas that 2. differentiates the contrast between shapes Week 2 / 1st Q
A2EL-Ib
art, and variety, others can see and and colors of different fruits or plants and flowers
proportion and appreciates in one’s work and in the work of others
contrast as principles 3. draws the different fruits or plants to show Week 3 & 4 / 1st
A2EL-Ic
of art through overlapping of shapes and the contrast of colors Q
drawing and shapes in his colored drawing
Week 5 & 6 / 1st
4. draws from an actual still life arrangement Q A2EL-Id
5. draws a portrait of two or more persons - his Week 7 & 8 / 1st

friends, his family, showing the differences in the Q A2EL-If
shape of their facial features (shape of eyes, nose,
lips, head, and texture of the hair
Week 8 / 1st Q
6. narrates stories related to the output A2EL-Ih-3
2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, Weeks 1 & 2 /
and designs seen in the skin coverings of different 2nd Q
demonstrates creates a composition or animals and sea creatures using visual arts words A2EL-IIa
understanding of design of a tricycle or and actions.
using two or more jeepney that shows unity and 2. designs with the use of drawing and painting Weeks 3 & 4 /
kinds of lines, colors variety of lines, shapes, and materials the sea or forest animals in their habitats 2nd Q A2EL-IIb
and shapes through colors showing their unique shapes and features, variety
repetition and of colors and textures in their skin.
contrast to create
rhythm 3. creates designs by using two or more kinds of Week 5 & 6 / 2nd
lines, colors, and shapes by repeating or Q A2PL-IIf
contrasting them, to show rhythm
4. uses control of the painting tools and Week 7 & 8 / 2nd
materials to paint the different lines, shapes Q A2PR-IIg-1
and colors in his work or in a group work
5. design an outline of a tricycle or jeepney on a Week 7 & 8 / 2nd A2PR-IIg-2
big paper with lines and shapes that show Q
repetition, contrast and rhythm
3rd The learner… The learner… Week 1/ 3rd Q
1. differentiates natural and man-made objects
with repeated or alternated shapes and colors and
demonstrates creates prints from natural A2EL-IIIa
materials that can be used in print making
understanding of and man-made objects that
shapes, textures, can be repeated or 2. creates a consistent pattern by making two Week 2/ 1st Q
A2PL-IIIb
colors and repetition alternated in shape or color. or three prints that are repeated or alternated in
of motif, contrast of shape or color
motif and color from creates prints with repeating, 3. carves a shape or letter on an eraser or Week 3-4 / 1st Q
A2PR-IIIf
nature and found alternating or contrasting kamote, which can be painted and printed
objects color or size or texture several times
4. creates a print on paper or cloth using cut-out Week 5-6 / 1st Q A2PR-IIIg
designs
Week 7-8 / 1st Q A2PR-IIIh-3
5. participates in a school/district exhibit and
shows skills in making a clear
culminating activity in celebration of the National
print from natural and man-
made objects
4th The learner… The learner 1. discusses the artistry of different local Week 1/ 4th Q
craftsmen in creating:
demonstrates creates a 3-dimensional free- 1.1 taka of different animals and figures in
understanding of standing, balanced figure Paete, Laguna
A2EL-IVa-1
shapes, texture, using different materials 1.2 sarangola or kites
proportion and (found materials, recycled, 1.3 banca, native boats from Cavite, and
balance through local or manufactured) coastal towns
sculpture and 3- 2. Answers a brief diagnostic assessment on Week 2/ 1st Q
A2EL-IVa-2
dimensional crafts giving value and importance to the craftmanship of
creates a 3-dimensional free- local artists.
standing, balanced figure 3. identifies 3-dimensional crafts found in the 3-4/ 1st Q
A2EL-IVb
using different materials locality giving emphasis on their shapes, textures,
demonstrates (found materials, recycled, proportion and balance
understanding of local or manufactured) 4. executes the steps in making a paper maché Week 5-6/ 1st Q A2PR-IVd
shapes, texture, with focus on proportion and balance
proportion and 5. creates a clay human figure that is balanced Week 7-8/ 1st Q
balance through creates a 3-dimensional free- and can stand on its own
sculpture and 3- standing, balanced figure
dimensional crafts using different materials
(found materials, recycled, A2PR-IVh
local or manufactured)
Subject: Arts
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner... The learner… 1. distinguishes the size of persons in the Week 1/ 1st Q
drawing, to indicate its distance from the viewer A3EL-Ia
demonstrates creates an artwork of
understanding of people in the 2. shows the illusion of space in drawing the Week 2/1st Q
A3EL-Ib
lines, texture, shapes province/region. objects and persons in different sizes
and depth, contrast On-the-spot sketching of 3. explains that artist create visual textures by Week 3/1st Q
A3PL-Ic
(size, texture) plants trees, or buildings using a variety of lines and colors
through drawing and geometric line 4. discusses what foreground, middle ground, and Week 4/1st Q
designs background, are all about in the context of a A3PL –Id
landscape
shows a work of art 5. describes the way of life of people in the cultural Week 5/1st Q
based on close community A3PL-Ie
observation of natural
objects in his/her
6. Creates a geometric design by contrasting two Week 6/1st Q
surrounding noting its
kinds of lines in terms of type or size. A3PR-If
size, shape and texture
7. sketches on-the-spot outside or near the school Week 7/1st Q

to draw a plant, flowers or a tree showing the A3PR-Ig
different textures and shape of each part, using only
a pencil or black crayon or ballpen
8. designs a view of the province/region with Week 8/1st Q
houses and buildings indicating the foreground
middle ground and background by the size of the A3PR-Ii
objects
Standards
2nd The learner... The learner... 1. Discusses the concept that there is harmony in Week 1/ 2nd Q
demonstrates creates an artwork of nature as seen in the color of landscapes at A3EL-IIa
understanding of people in the different times of the day
lines, textures, province/region on- the- Ex:
shapes and balance spot sketching of plants, 1.1 landscapes of Felix Hidalgo, Fernando
of size, contrast of trees and building and Amorsolo, Jonahmar Salvosa
texture through geometric line designs 1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin
drawing Goy
applies knowledge of 2. Discusses the concept that nature is so rich for Week 2/ 2nd Q
A3EL-IIb
planes in a landscape no two animals have the same shape, skin
(foreground, middle covering, and color
ground and background) 3. demonstrates how harmony is created in an Weeks 3 & 4/ 2nd
A3PL-IIc
in painting a landscape artwork because of complementary colors and Q
shapes
creates an artwork of 4. paints a still life by observing the different Weeks 5 & 6/ 2nd
people in the shapes, color, and texture of fruits, drawing Q A3PR-IId
province/region on- the- them overlapping and choosing the right colors for
spot sketching of plants, each fruit
trees and building and 5. creates new tints and shades of colors by Weeks 7 & 8/ 2nd
geometric line designs A3PR-IIe
mixing two or more colors Q
6. paints a landscape at a particular time of the day Weeks 7 & 8/ 2nd
applies knowledge of A3PR-IIf
and selects colors that complement each other to Q
planes in a landscape create a mood
(foreground, middle 7. discusses the characteristics of a wild animal by Weeks 9 & 10/ 2nd
ground and background) making several pencil sketches and painting it Q A3PR-IIg
in painting a landscape later, adding texture of its skin covering
8. explains the truism that Filipino artists painted Weeks 9 & 10/ 2nd A3PR-IIh
landscapes in their own a particular style and can Q
identify what makes each artist unique in his use of
colors to create harmony
Standards
3rd The learner... The learner... 1. Discusses the concept that a print made from Week 1 / 3rd Q
A3EL-IIIa
objects found in nature can be realistic or abstract
demonstrates exhibits basic skills in 2. explains the importance and variety of Week 2 / 3rd Q
A3PL-IIIb
understanding of making a design for a materials used for printing
shapes, colors and print and producing 3. Demonstrates the concept that a print design Week 3 / 3rd Q
principle repetition several clean copies of may use repetition of shapes or lines and emphasis A3PL-IIIc
and emphasis through the prints on contrast of shapes and lines
printmaking (stencils) 4. Executes the concept that a print design can be Week 4 / 3rd Q
manipulates a stencil duplicated many times by hand or by machine and A3PL-IIId
with an adequate skill to can be shared with others
produce a clean print 5. explains the meaning of the design created Week 5 / 3rd Q A3PR-IIIe
for a message, slogan or 6. stencils a paper or plastic sheets to be used for Week 6 / 3rd Q
logo for a T- shirt, poster A3PR-IIIg
multiple prints on cloth or hard paper
bag 7. writes a slogan about the environment that Week 7 / 3rd Q
correlates messages to be printed on T-shirts, A3PR-IIIg
produces at least 3 good posters, banners or bags
copies of print using 8. participates in a school/district exhibit and Week 1 / 4th Q
complementary colors culminating activity in celebration of the
and contrasting shapes National Arts Month (February)
A3PR-IIIh
4th The learner... The learner... 1. identifies different styles of puppets made in Week 1 /4th Q
demonstrates creates a single puppet the Philippines (form Teatro Mulat and Anino A3EL-IVa
understanding of based on character in Theater Group)
shapes, colors, legends, myths or stories 2. discusses the variations of puppets in terms of Weeks 2-4 / 4th Q
textures, and using recycled and hard material, structure, shapes, colors and intricacy of A3PL-IVb
emphasis by material textural details
variation of shapes 3. creates a puppet designs that would give a Week 4 / 4th Q
and texture and creates a mask or specific and unique character, with designs of
contrast of colors headdress that is A3PR-IVc
varied shapes and colors on puppets to show the
through sculpture imaginary in design unique character of the puppet/s
and crafts using found and 4. constructs a simple puppet based on a Week 5 & 7 / 4th
recycled materials character in a legend, myth or story using Q A3PR-IVe
recyclable materials and bamboo sticks or twigs
demonstrates demonstrates basic 5. manipulates a puppet to act out a character in a Week 5 / 4th Q
understanding of skills in constructing a story together with the puppets A3PR-IVf
shapes, colors, puppet made from a
textures, and hard and stick, which 6. utilizes masks in simple role play or skit Week 6 / 3rd Q
emphasis by can be manipulated
variation of shapes A3PR-IVf
and texture and
contrast of colors
through sculpture
7. performs as puppeteer together with others, Week 7 / 3rd Q
and crafts
in a puppet show, to tell a story using the puppet
he/she created
A3PR-IVg

Subject: Arts
Standards
1st The learner… The learner… 1. discusses the rich variety of cultural Week 1 / 1st Q
communities in the Philippines and their
demonstrates practices variety of uniqueness
understanding of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga,
lines, texture, and community by way of Bontok, Gaddang, Agta
shapes; and balance attire, body accessories, 1.2 VISAYAS – Ati
of size and repetition religious practices and 1.3 MINDANAO-Badjao, Mangyan,Samal,
A4EL-Ia
of motifs/patterns lifestyle. Yakan, Ubanon, Manobo, Higaonon, Talaandig,
through drawing Matigsalog, Bilaan, T’boli, Tiruray, Mansaka,
Tausug) and the distinctive characteristics of these
cultural communities in terms of attire, body
creates a unique design accessories, religious practices, and lifestyles.
of houses, and other
household objects used 2. Draws specific clothing, objects, and designs of Weeks 2-4/1st Q A4EL-Ib
by the cultural groups. at least one the cultural communities by applying
an indigenous cultural motiff into a A4EL-Ic
contemporary design through crayon etching A4EL-Id
technique.
writes a comparative
description of houses
and utensils used by 3. role plays ideas about the practices of the Weeks 4/1st Q A4PR-Ie
selected cultural groups different cultural communities.
from different 4. creates a drawing after close study and Week 5-6/1st Q A4PR-Ig
provinces. observation of one of the cultural communities’
way of dressing and accessories.
5. produces a crayon resist on any of the topics: Week 7/1st Q

the unique design of the houses, household A4PR-Ih
objects, practices, or rituals of one of the cultural
groups
6. uses crayon resist technique in showing Week 8/1st Q
different ethnic designs or patterns. A4PR-Ii
Standards
2nd The learner… The learner… 1. discusses pictures of localities where Week 1/ 2nd Q
different cultural communities live where each
A4EL-IIa
demonstrates sketches and paints a group has distinct houses and practices.
understanding of landscape or mural 2. explains the attire and accessories of Week 2/ 2nd Q
A4EL-IIb
lines, color, shapes, using shapes and selected cultural communities in the country in
space, and colors appropriate to terms of colors and shapes.
proportion through the way of life of the 3. depicts in a role play the importance of Week 3/ 2nd Q
A4EL-IIc
drawing. cultural community. communities and their culture.
4. compares the geographical location, Week 4/ 2nd Q
A4EL-IId
realizes that the choice practices, and festivals of the different cultural
of colors to use in a groups in the country.
landscape gives the 5. paints the sketched landscape using colors Week 5/ 2nd Q A4EL-IIe
mood or feeling of a appropriate to the cultural community’s ways
painting. of life. A4EL-IIf
6. tells a story or relates experiences about Week6/ 2nd Q A4EL-IIh
cultural communities seen in the landscape.
Standards
3rd The learner... The learner... 1. discusses the texture and characteristics of Week 1 / 3rd Q
each material.
demonstrates exhibits basic skills in A4EL-IIIa
understanding of making a design for a
shapes, colors and print and producing
principle repetition several clean copies of 2. analyzes how existing ethnic motif designs Week 1 / 3rd Q
A4PL-IIIb
and emphasis through the prints are repeated and alternated.
printmaking (stencils) 3. demonstrates the process of creating relief Week 2 / 3rd Q
manipulates a stencil prints and how these relief prints make the
A4PL-IIIc
with an adequate skill work more interesting and harmonious in
to produce a clean print terms of the elements involved.
for a message, slogan or 4. designs ethnic motifs by repeating, Week 2 / 3rd Q A4PR-IIId
logo for a T- shirt, alternating, or by radial arrangement.
poster bag 5. creates a relief master or mold using additive Week 3 / 3rd Q A4PR-IIIe
and subtractive processes.
produces at least 3 6. creates simple, interesting, and Week 4 / 3rd Q
good copies of print harmoniously arranged relief prints from a clay A4PR-IIIf
using complementary design.
colors and contrasting 7. prints reliefs with adequate skill to produce Week 5 / 3rd Q
shapes clean prints with a particular design motif A4PR-IIIg
(repeated or alternated).
8. creates the relief mold using found material: Weeks 6-7 / 3rd Q
hard foam; cardboard shapes glued on wood; A4PR-IIIi
strings and buttons, old screws, and metal parts
glued on wood or cardboard.
9. participates in a school/district exhibit and Weeks 8/ 3rd Q
culminating activity in celebration of the A4PR-IIIj-2
National Arts Month (February).
4th The learner... The learner... 1. differentiates textile traditions in other Asian Week 1 / 4th Q
Countries like China, India, Japan, Indonesia, A4EL-Iva
demonstrates creates a single and in the Philippines in the olden times and
understanding of puppet based on presently.
shapes, colors, character in legends, 2. discusses pictures or actual samples of Week 1 /4th Q
textures, and myths or stories using different kinds of mat weaving traditions in the A4EL-Ivb
emphasis by recycled and hard Philippines.
variation of shapes material 3. discusses the intricate designs of mats Week 2 / 4th Q A4EL-IVc
and texture and woven in the Philippines:
contrast of colors creates a mask or 3.1 Basey, Samar buri mats
through sculpture headdress that is 3.2 Iloilo bamban mats
and crafts imaginary in design 3.3 Badjao&Samal mats
using found and 3.4 Tawi-tawilaminusa mats
recycled materials 3.5 Romblon buri mats
demonstrates 4. explains the steps to produce good tie-dye Week 3 / 4th Q
understanding of demonstrates basic A4PL-Ivd
designs.
shapes, colors, skills in constructing a 5. explains the meaning of designs, colors, and Week 4 / 4th Q A4PL-Ive
textures, and puppet made from a patterns used in the artworks.
emphasis by hard and stick, which 6. creates a small mat using colored buri strips Week 5 & 6 / 4th Q
variation of shapes can be manipulated or any material that can be woven, showing A4PR-IVf
and texture and different designs: squares, checks zigzags, and Week 7 / 4th Q
contrast of colors stripes.
through sculpture A4PR-IVg
and crafts 7. weaves own design similar to the style made by
a local ethnic group.
8. creates original tie-dyed textile design by Week 8 / 4th Q
following the traditional steps in tie-dyeing
using one or two colors.
A4PR-IVh
Subject: Arts
Standards
1st The learner… The learner… 1. discusses events, practices, and culture Week 1/ 1st Q
influenced by colonizers who have come to
demonstrates creates different our country by way of trading. A5EL-Ia
understanding of lines, artifacts and 2. designs an illusion of depth/distance to Week 1/1st Q
shapes, and space; and architectural simulate a3-dimensional effect by using
the principles of rhythm buildings in the crosshatching and shading techniques in A5EL-Ib
and balance through Philippines and in the drawings (old pottery, boats, jars, musical
drawing of archeological locality using instruments).
artifacts, houses, crosshatching 3. presents via powerpoint the significant Week2/1st Q
buildings, and churches technique, geometric parts of the different architectural designs and
A5EL-Ic
from historical periods shapes, and space, artifacts found in the locality. e.g. bahay kubo,
using crosshatching with rhythm and torogan, bahay na bato, simbahan, carcel, etc.
technique to simulate 3- balance as principles of
dimensional and design. 4. explains the importance of artifacts, Week 2 /1st Q
geometric effects of an puts up an exhibit on houses, clothes, language, lifestyle - utensils,
artwork. Philippine artifacts and A5PL-Ie
food, pottery, furniture - influenced by
houses from different colonizers who have come to our country
historical periods (Manunggul jar, balanghai, bahay na bato,
(miniature or replica). kundiman, Gabaldon schools, vaudeville,
Spanish-inspired churches).
5. creates illusion of space in 3-dimensional Weeks 3-4 /1st Q
drawings of important archeological artifacts
seen in books, museums (National Museum A5PR-If
and its branches in the Philippines, and in old
buildings or churches in the community.
6. creates mural and drawings of the old Weeks 5-6/1st Q

houses, churches, and/or buildings of A5PR-Ig
his/her community.
7. participates in putting up a mini-exhibit Weeks 7-8/1st Q
with labels of Philippine artifacts and houses A5PR-Ih
after the whole class completes drawings.
8. tells something about his/her community Week 8/1st Q A5PR-Ij

as reflected on his/her artwork.
Standards
2nd The learner… The learner… 1. explains the importance of natural and Week 1/ 2nd Q
historical places in the community that have
demonstrates sketches natural or been designated as World Heritage Site
understanding of lines, man-made places in (e.g., rice terraces in Banawe, Batad; Paoay
colors, space, and the community with Church; Miag-ao Church; landscape of Batanes,
A5EL-IIa
harmony through the use of Callao Caves in Cagayan; old houses
painting and complementary inVigan, Ilocos Norte; and the torogan in
explains/illustrates colors. Marawi)
landscapes of important draws/paints
historical places in the significant or 2. explains that artists have different art Weeks 2 & 3/ 2nd
community (natural or important historical styles in painting landscapes or significant Q
man-made)using one- places. places in their respective provinces (e.g.,
point perspective in Fabian dela Rosa, Fernando Amorsolo, A5EL-IIc
landscape drawing, Carlos Francisco, Vicente Manansala, Jose
complementary colors, Blanco, VictorioEdades, Juan Arellano,
and the right proportions PrudencioLamarroza, and Manuel Baldemor)
of parts.
3. presents via powerpoint the artistry of Week 3/ 2nd Q
famous Filipino artists in painting different A5PL-IId
landscapes and is able to describe what makes
each artist’s masterpiece unique from
others.
4. sketches using complementary colors in Weeks 4-5/ 2nd Q A5PL-IIe
painting a landscape.
5. demonstrates skills and knowledge about Weeks 6-7/ 2nd Q
foreground, middle ground, and background A5PR-IIf
to emphasize depth in painting a landscape.
6. discusses details of the landscape Week 8/2nd Q A5PR-IIg
significant to the history of the country.
Standards
3rd The learner… The learner… 1. discusses new printmaking technique Week 1 / 3rd Q
using a sheet of thin rubber (used for soles
demonstrates creates a variety of of shoes), linoleum, or any soft wood that
understanding of new prints using lines can be carved or gouged to create different A5EL-IIIa
lines and textures.
printmaking techniques (thick, thin, jagged,
with the use of lines, ribbed, fluted, rd
2. discusses possible uses of the printed Week 2 / 3 Q
texture through stories woven) to produce A5EL-IIIc
artwork
and myths. visual texture.
3. shows skills in creating a linoleum, Week 2 / 3rd Q
rubber or wood cut print with the proper A5PL-IIId
use of carving tools.
4. creates variations of the same print by Week 3 / 3rd Q

using different colors of ink in printing the A5PR-IIIe
master plate.
5. follows the step-by-step process of Weeks 4-5 / 3rd Q

creating a print:
5.1 sketching the areas to be carved out
and areas that will remain
5.2 carving the image on the rubber or
wood using sharp cutting tools A5PR-IIIf
5.3 preliminary rubbing
5.4 final inking of the plate with printing
ink
demonstrates 5.5 placing paper over the plate,
understanding of new rubbing the back of the paper
5.6 impressing the print
printmaking techniques creates a variety of 5.7 repeating the process to get several
with the use of lines, prints using lines editions of the print
texture through stories (thick, thin, jagged, 6. works with the class to produce a Week 6 / 3rd Q
and myths. ribbed, fluted, compilation of their prints and create a book or A5PR-IIIg
woven) to produce calendar which they can give as gifts, sell, or
visual texture. display on the walls of their school.
7. demonstrates contrast in a carved or Week 6 / 3rd Q
A5PR-IIIh-1
textured area in an artwork.
8. produces several editions of the same Weeks 7/ 3rd Q
print that are well-inked and evenly printed. A5PR-IIIh-2
9. participates in a school/district exhibit Week 8/3rd
and culminating activity in celebration of the A5PR-IIIh-3
National Arts Month (February)
4th The learner… The learner… 1. identifies the materials used in making3- Week 1 / 4th Q
dimensional crafts which express balance
demonstrates demonstrates and repeated variation of shapes and colors
understanding of colors, fundamental 1.1 mobile
A5EL-IVa
shapes, space, repetition, construction skills in 1.2 papier-mâché jar
and balance through making a 3- 1.3 paper beads
sculpture and 3- dimensional craft that 2. identifies the different techniques in Week 1 /4th Q
A5EL-IVb
dimensional crafts. expresses balance, making 3-dimensional crafts
artistic design, and 2.1 mobile
repeated variation of 2.2 papier-mâché jar
decorations and colors 2.3 paper beads
1. papier- mâché 3. discusses possibilities on the use of Week 2 / 4th Q
A5EL-IVc
jars with created 3-D crafts.
patterns
2. paper beads 4. applies knowledge of colors, shapes, and Week 3 / 4th Q
A5PL-IVd
balance in creating mobiles, papier-mâché
constructs 3-D craft jars, and paper beads.
using primary and 5. demonstrates artistry in making mobiles Week 4 / 4th Q
with varied colors and shapes. A5PL-IVe
secondary colors, 6. creates designs for making 3- Week 5 & 6 / 4th
geometric shapes, dimensional crafts Q
A5PR-IVf
space, and repetition 6.1 mobile
of colors to show 6.2 papier-mâché jar
balance of the 6.3 paper beads
structure and shape 7. shows skills in making a papier-mâché jar Week 7 / 4th Q A5PR-IVg
mobile
8. creates paper beads with artistic designs Week 8 / 4th Q

and varied colors out of old magazines and
colored papers for necklace, bracelet, ID
lanyard. A5PR-IVh

Subject: Arts
Standards
1st The learner… The learner… 1. discusses the concept that art processes, Week 1/ 1st Q
elements and principles still apply even with the use A6EL-Ia
demonstrates creates concepts of new technologies.
understanding of through art processes, 2. explains the elements and principles applied in Week 1/1st Q
A6PL-Ia
the use of lines, elements, and commercial art.
shapes, colors, principles using new 3. applies concepts on the use of the software Week 2 / 1st Q A6PR-Ib
texture, and the technologies (hardware (commands, menu, etc.).
principles of and software) to create 4. utilizes art skills in using new technologies Week 2 / 1st Q
emphasis and personal or class logo. (hardware and software). A6PR-Ic
contrast in drawing a designs cartoon
logo and own character on-the spot
cartoon character using new technologies. 5. creates personal or class logo as visual Week 3 / 1st Q
using new representation that can be used as a product, A6PR-Id
brand, or trademark
technologies in 6. explains ideas about the logo Weeks 4 / 1st Q
drawing. A6PR-Id
creates concepts
through art processes,
elements, and 7. explains the elements and principles applied in Week 5 / 1st Q
principles using new comic art. A6PL-Ie
technologies (hardware
and software) to create
8. applies concepts on the steps/procedures in Week 6 / 1st Q
personal or class logo.
cartoon character making. A6PR-If
designs cartoon
character on-the spot 9. utilizes art skills in using new technologies Week 6 / 1st Q
using new technologies. (hardware and software) in cartoon character
A6PR-Ig
making.
10. creates own cartoon character to entertain, Week 7 / 1st Q

express opinions, ideas, etc. A6PR-Ih
11. explains ideas about the cartoon character Week 8 / 1st Q

A6PR-Ih
Standards
2nd The learner… The learner… 1. Reviews the concept that art processes, Week 1/ 2nd Q
elements and principles still apply even with the use A6EL-IIa
demonstrates applies concepts on the of technologies.
understanding of use of software in 2. explains the elements and principles applied in Week 1/ 2nd Q
shapes, space, creating digital digital art. A6PL-IIa
colors, and the paintings and graphic
principles of designs. 3. applies concepts on the use of the software Week 2/ 2nd Q
A6PR-IIb
emphasis, harmony (commands, menu, etc.)
and contrast in
digital painting and 4. utilizes art skills using new technologies Week 2/ 2nd Q A6PR-IId
(hardware and software) in digital painting.
poster design using 5. creates a digital painting similar with the Weeks 3 -4 / 2nd Q
A6PR-IIc
new technologies. Masters’ (e.g., Van Gogh, Amorsolo, etc.) in terms
of style, theme, etc.
6. discusses the elements and principles applied Weeks 5-6 /2nd Q
A6PL-IIf
in layouting.
7. applies skills in layouting and photo editing Weeks 5-6 /2nd Q
using new technologies (hardware and software) A6PR-IIg
in making a poster.
8. creates an advertisement/commercial or Weeks 7-8 /2nd Q A6PR-IIh
announcement poster.
Standards
3rd The learner… The learner… 1. Explains the truism that design principles still Week 1 / 3rd Q
apply for any new design (contrast of colors,
demonstrates creates simple shapes, and lines produces harmony) whether
understanding of printmaking (silkscreen) done by hand or machine (computer). A6EL-IIIa
shapes, colors, designs on t-shirts
values, and the and posters. 2. Demonstrates understanding that digital Week 1 / 3rd Q
principles of technology has speeded up the printing of
A6PL-IIIb
emphasis, contrast, original designs and made it accessible to many, as
and harmony in emphasized in t-shirts and poster designs.
printmaking and 3. applies concepts on the steps/procedure in Week 2 / 3rd Q
A6PR-IIIc
photography using silkscreen printing.
new technologies. 4. produces own prints from original design to Week 2 / 3rd Q
silkscreen printing to convey a message or A6PR-IIId
describes the basic statement.
concepts and principles 5. Discusses the concepts and principles of Week 3 / 3rd Q A6PL-IIIf
of basic photography. photography.
6. discusses the parts and functions of the camera Week 4 / 3rd Q
A6PR-IIIg
(point and shoot or phone camera).
7. applies composition skills to produce a printed Week 5-6 / 3rd Q
A6PR-IIIh
photograph for a simple photo essay.
8. participates in school/district exhibit and Weeks 7-8 / 3rd Q
culminating activity in celebration of the National
4th The learner… The learner… 1. Discusses the concept that design principles Week 1 / 4th Q
and elements relates to everyday objects. A6EL-IVa
demonstrates creates an actual 3-D 2. explains the elements and principles applied in Week 1 /4th Q
understanding of digitally-enhanced product design. A6PL-IVa
shapes, colors, and paper bag for a
the principles of product or brand. 3. manifests understanding of concepts on the Week 2 / 4th Q
A6PR-IVb
contrast and applies concepts on use of software (commands, menu, etc.)
harmony through the use of new 4. utilizes art skills in using new technologies Week 2 / 4th Q
A6PR-IVc
the use of new technologies (hardware (hardware and software) in package design.
media in creating and software) in 5. creates an actual 3-D digitally-enhanced Week 4 / 4th Q
A6PR-IVd
audio-video art and creating an product design for a paper bag.
product or package audio-video 6. reviews the truism that art processes, elements Week 3 / 4th Q
design. art/animation. and principles still apply even with the use of
A6EL-IVe
technologies.
7. discusses the elements and principles applied in

audio-video art.
7. shows skills in making a papier-mâché jar Week 7 / 4th Q A6PL-IVe
8. applies concepts on the use of the software Weeks 4-5 / 4th Q A6PR-IVf
(commands, menu, etc.)
9. utilizes art skills in using new technologies Weeks 5-6 / 4th Q A6PR-IVg
(hardware and software)
10. creates an audio-video art /animation Weeks 7-8 / 4th Q A6PR-IVh

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

A7PR-IIf-2
community for one’s artwork
9. explains the correlation of the development of Week 8

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

crafts in specific countries in South Asia, West Asia,
and Central Asia, according to functionality, A8PR-IIIf-3
traditional specialized expertise, and availability of
resources
10. shows the commonalities and differences of the
cultures of the South Asian, West Asian, and Central A8PR-IIIh-4
Asian countries in relation to Philippine culture
11. participates in an exhibit using completed

South-West-Central Asian-inspired crafts in an
A8PR-IIIg-5
organized manner
4th The learner… The learner… 1. identifies selected festivals and theatrical Weeks 1-2 / 4th
forms celebrated all over the Asian region Q
1. how theatrical 1. create appropriate 2. researches on the history of the festival and
elements (sound, festival attire with theatrical forms and its evolution, and describe how
music, gesture, accessories based on the community participates and contributes to the
movement, and authentic festival event
costume) affect costumes 3. discusses the elements and principles of arts Week 4
the creation and as seen in Philippine Festivals Weeks 3-4 / 4th
communication 2. create/improvise 4. identifies the elements and principles of arts Q
of meaning in appropriate sound, as manifested in Asian festivals and theatrical
Asian Festivals music, gesture, forms
and Theatrical movements, and 5. through a visual presentation, explains what Weeks 5-8 / 4th
Forms as costume for a chosen make each of the Asian Festivals and Theatrical Q
influenced by theatrical forms unique
history and composition 6. designs the visual elements and components of
culture the selected festival or theatrical form through
costumes, props, etc.
2. theater and 3. take part in a chosen
performance as a festival or in a
synthesis of arts and a performance in a 7. analyzes the uniqueness of each group’s
significant expression theatrical play performance of their selected festival or
of the celebration of theatrical form
life in various Asian 8. shows the relationship of the selected Asian
communities 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

Subject: Arts
1st The learner… The learner.. 1. analyzes art elements and principles in the
production of work following the style of a Weeks 1-2/ 1st Q
1. art elements and 1. perform / participate western and classical art A9EL-Ib-1
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-Ia-2
applying prior creative impression during the different art periods
knowledge and (verbal/nonverbal) of a 3. identifies representative artists from
A9EL-Ia-3
skills particular artistic various art periods
period 4. reflects on and derives the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as integral message from selected artworks A9PL-Ih-1
to the 2. recognize the
development of difference and
organizations, uniqueness of the art 5. discusses the use or function of artworks by
spiritual belief, styles of the different evaluating their utilization and combination of A9PL-Ih-2
historical events, periods (techniques, art elements and principles
scientific process, elements, 6. uses artworks to derive the
discoveries, natural and principles of art) traditions/history of an art period A9PL-Ih-3
disasters/
occurrences, and
other external 7. compares the characteristics of artworks
phenomena produced in the different art periods A9PL-Ih-4
8. creates artworks guided by techniques and Weeks 6-8 / 1st Q

styles of Western Classical art traditions A9PR-Ic-e-1
9. describes the influence of iconic artists

belonging to Western Classical art on the A9PR-Ic-e-2
evolution of art forms
10. applies different media techniques and

processes to communicate ideas, experiences, A9PR-Ic-e-3
and stories showing the characteristics of
Western Classical art traditions
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the A9PR-If-4
Western Classical art traditions
12. shows the influences of the Western

Classical art traditions to Philippine art form A9PR-1f-5
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
A9EL-IIb-1
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks 3-5/ 2nd Q
production of work following a specific art
A9EL-IIa-2
1. art elements and 1. performs/ participate style
A9EL-IIa-3
applying prior creative impression during the Renaissance and Baroque periods
knowledge and (verbal/nonverbal) of 3. identifies representative artists from
A9PL-IIh-1
skills a particular artistic Renaissance and Baroque periods
period 4. reflects on and derive the mood, idea or Weeks 6-8 / 2nd Q
A9PL-IIh-2
2. the arts as integral message from selected artworks
to the 2. recognizes the 5. discusses the use or function of artworks by
development of difference and evaluating their utilization and combination of A9PL-IIh-3
organizations, uniqueness of the art art elements and principles
spiritual belief, styles of the different 6. uses artworks to derive the
historical events, periods (techniques, A9PL-IIh-4
traditions/history of an art period
scientific process, elements, and 7. compares the characteristics of artworks A9PR-IIc-e-1
discoveries, natural principles of art) produced in the different art periods
disasters/ 8. creates artworks guided by techniques and Weeks 3-5/ 2nd Q
occurrences, and A9PR-IIc-e-2
styles of the Renaissance and the Baroque
other external periods
phenomena 9. explains the influence of iconic artists
A9PR-IIc-e-3
belonging to the Renaissance and the Baroque
periods
processes to communicate ideas, experiences,
and stories showing the characteristics of the A9PR-IIf-4
Renaissance and the Baroque periods
(e.g.,Fresco, Sfumato, etc.)
concepts and ideas using criteria from the A9PR-IIf-5
Renaissance and the Baroque periods
12. shows the influences of the Renaissance
and Baroque periods on the Philippine art
form A9EL-IIb-1
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K=12 CG Code
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/3rd Q
1. art elements and 1. perform/participate style from the Neoclassic and Romantic periods
A9EL-IIIb-1
A9EL-IIIa-2
applying creative impression during the Neoclassic and Romantic periods
prior knowledge (verbal/nonverbal) 3. identifies representative artists from the
A9EL-IIIa-3
and skills from the Neoclassic and Neoclassic and Romantic periods
Romantic periods 4. reflects on and derive the mood, idea, or Week 3 / 3rd Q A9PL-IIIh-1
2. the arts as integral message from selected artworks
to the development of 2. recognize the 5. explains the use or function of artworks by
organizations, spiritual difference and evaluating their utilization and combination of A9PL-IIIh-2
belief, historical uniqueness of the art art elements and principles
events, scientific styles of the different 6. uses artworks to derive the
discoveries, natural periods (techniques, traditions/history of the Neoclassic and A9PL-IIIh-3
disasters/ occurrences, process, elements, and Romantic periods
and other external principles of art) 7. compares the characteristics of artworks
phenomena produced in the Neoclassic and Romantic
A9PL-IIIh-4
periods
8. creates artworks guided by techniques and Weeks 4-7 / 3rd Q

styles of the Neoclassic and Romantic A9PR-IIIc-e-1
periods (e.g., linear style and painterly style)
9. describe the influence of iconic artists A9PR-IIIc-e-2

belonging to the Neoclassic and Romantic
periods
processes to communicate ideas, experiences, A9PR-IIIc-e-3
and stories showing the characteristics of the
Neoclassic and Romantic periods
concepts and ideas using criteria from the A9PR-IIIf-4
Neoclassic and Romantic periods
12. shows the influences of Neoclassic and
A9PR-IIIf-4
Romantic periods on Philippine art forms
13. participates in an exhibit using completed Week 8 / 3rd Q
artworks with Neoclassic and Romantic
A9PR-III-g -7
periods characteristics
4th The learner… The learner… 1. identifies selected theatrical forms from Weeks 1-2 / 4th Q
different art periods
1. how theatrical 1. create appropriate A9EL-IVa-1
elements (sound, theater play/opera 2. researches on the history of the theatrical
A9EL-IVb-2
music, gesture, costume and forms and their evolution
movement, and accessories and 3. identifies the elements and principles of
costume) affect the improvise appropriate arts as manifested in Western Classical plays A9EL-IVc-3
creation and sound, music, and opera
communication gesture, movements, 4. defines what makes selected western Week 2 / 4th Q
of meaning in and costume for a classical plays and operas unique through A9PL-IVc-1
Western Classical chosen theatrical visual representation
plays and opera as composition 5. designs the visual elements and
influenced by components of the selected Western classical
history and culture 2. take part in a A9PR-IVd-1
theater play and opera through costumes, props,
performance of a etc.
2. theater and selected piece from 6. analyzes the uniqueness of each group’s
performance as a Western Classical A9PR-IVh-2
performance of its selected Western classical
synthesis of arts plays and opera theater play and opera
7. shows the influences of the selected Week 3 / 4th Q
Western Classical play or opera on Philippine
A9PR-IVh-6
theatrical performance in terms of form and
content of story
8. choreographs the movements and
gestures needed in the effective delivery of a Weeks 4-6 / 4th Q A9PR-IVe-f-3
selected piece from Western Classical plays and
opera
9. improvises accompanying sound and
rhythm needed in the effective delivery of a A9PR-IVe-f-3
selected piece from Western Classical plays and
operas
10. performs in a group showcase of the Weeks 7-8
A9PR-IVg-5
selected piece from Western Classical plays
and operas
Subject: Arts
1st The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/ 1st Q
1. art elements and 1. performs/ participate style from the various art movements A10EL-Ib-1
processes by competently in a 2. identifies distinct characteristics of arts
A10EL-Ia-2
synthesizing and presentation of a from the various art movements
applying prior creative impression 3. identifies representative artists and
knowledge and (verbal/nonverbal) Filipino counterparts from the various art A10EL-Ia-3
skills from the various art movements
movements 4. reflects on and derive the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as integral to message from selected artworks A10PL-Ih-1
the development of 2. recognize the
organizations, difference and
spiritual belief, uniqueness of the art *5. explains the role or function of artworks
historical events, styles of the various art by evaluating their utilization and A10PL-Ih-2
scientific discoveries, movements combination of art elements and principles
natural disasters/ (techniques, process,
6. uses artworks to derive the A10PL-Ih-3
occurrences and elements, and
traditions/history of the various art
other external principles of art)
movements
phenomenon
7. compares the characteristics of artworks
produced in the various art movements A10PL-Ih-4
8. creates artworks guided by techniques and Weeks 6-8 / 1st Q

styles of the various art movements (e.g., A10PR-Ic-e-1
Impasto, Encaustic, etc.)
9. discusses the influence of iconic artists

belonging to the various art movements A10PR-Ic-e-2
and stories showing the characteristics of the A10PR-Ic-e-3
various art movements (e.g., the use of
industrial materials or found objects, Silkscreen
Printing, etc.)
concepts and ideas using criteria from the A10PR-If-4
various art movements
12. shows the influences of Modern Art

movements on Philippine art forms A10PR-I-f-5
2nd The learner… The learner… 1. identifies art elements in the technology-
based production arts
1. Uses new technologies creates a tech-based Week 1 / 2nd Q A10EL-IIb-1
that allow new artwork (video clips and 2. identifies distinct characteristics of arts
expressions in arts using printed media such as during in the 21st century in terms of:
art elements and posters, menus, 1.1 production A10EL-IIa-2
processes brochures etc.) relating to 1.2 functionality range of audience
a selected topic from the reach
different learning areas 3. identifies artworks produced by
using available technology from other countries and their A10EL-IIa-3
technologies, e.g., food adaptation by Philippine artists
and fashion 4. discusses the concept that technology is
an effective and vibrant tool for empowering a
A10PL-IIh-1
person to express his/her ideas, goals, and
advocacies, which elicits immediate action Weeks 2-4/ 2nd Q
5. explains the role or function of artworks by
evaluating their utilization and combination of A10PL-IIh-2
art elements and principles
6. uses artworks to derive the
A10PL-IIh-3
traditions/history of a community (e.g.,
landscapes, images of people at work and
play, portrait studies, etc.)
7. compares the characteristics of artworks
A10PL-IIh-4
in the21st century
8. creates artworks that can be locally
assembled with local materials, guided by A10PR-IIc-e-1
21st-centurytechniques
9. explains the influence of technology in the
A10PR-IIc-e-2
21st century on the evolution of various Weeks 5-8 / 2nd
forms of art Q
and stories showing the characteristics of 21st-
A10PR-IIb-e-3
centuryart (e.g., the use of graphic software like
Photoshop, InDesign, etc.)

concepts and ideas using criteria appropriate A10PR-IIf-4
for the style or form
3rd The learner… The learner… 1. identifies art elements in the various Weeks 1-2/3rd Q
A10EL-IIIb-1
media-based arts in the Philippines
1. art elements and 1. create artworks using
processes by available media and 2. identifies representative artists as well as
synthesizing and natural resources on local distinct characteristics of media-based arts A10EL-IIIa-2
applying prior topics, issues, and and design in the Philippines
knowledge and concerns such as 3. discusses the truism that Filipino ingenuity
skills environmental advocacies is distinct, exceptional, and on a par with A10PL-IIIh-1
ecotourism, and global standards Weeks 3-5 / 3rd Q
2. new technologies economic and livelihood 4. discusses the role or function of artworks
that allow new projects by evaluating their utilization and A10PL-IIIh-2
expressions in the combination of art elements and principles
arts 5. uses artworks to derive the A10PL-IIIh-3
traditions/history of a community
6. creates artworks that can be assembled A10PR-IIIc-e-1
rd
with local materials Weeks 5-7 / 3 Q
7. explains the characteristics of media-
A10PR-IIIc-e-2
based arts and design in the Philippines

A10PR-IIIc-e-3
and stories (the use of software to
enhance/animate images like Flash, Movie
Maker, Dreamweaver, etc.)
9. evaluates works of art in terms of artistic Week 8/ 3rd Q
concepts and ideas using criteria appropriate
A10PR-IIIf-4
for the style or form of media-based arts and
design
mount a media-based exhibit of completed
A10PR-IIIg-5
artworks
4th The learner… The learner… 1. explains how an idea or theme is Weeks 1 / 4th Q
communicated in a selected performance
1. how theatrical 1. create appropriate through the integration of musical sounds,
A10EL-IVb-4
elements (sound, costumes, props, set songs, dialogue and dance
music, gesture, accessories, costumes 2. analyzes examples of plays based on
movement, and improvised lighting and theatrical forms, and elements of art as A10EL-IVa-2
costume) affect the other décor for Philippine applied to performance
creation and plays 3. illustrates how the different elements are
A10EL-IVc-3
communication of used to communicate the meaning Week 2 / 4th Q
meaning in a theater 2. create/improvise 4. Explains the uniqueness of each original
appropriate sound, music, performance A10PL-IVh-1
play/performance
incorporated with gesture, and movements 5. designs with a group the visual
media for a chosen theatrical components of a school play (stage design, A10PR-IVe-1
composition costume, props, etc.)
2. theater and 6. assumes the role of a character as an Week 3 / 4th Q
performance as a 3. participate in an original actor/performance, or production staff Week 4 / 4th Q
synthesis of arts performance inspired (director, choreography, light designer, stage A10PR-IVh-2
by local manager)
Philippine stories, 7. analyzes the uniqueness of the group that
myths, and events relevant was given recognition for its performance and
to current issues explain what component contributed to its A10PR-IVh-3
selection
8. contributes to the conceptualization of an

original performance A10PR-IVd-4
9. choreographs the movements and Week 5 / 4th Q

gestures needed in the effective delivery of an
A10PR-IVf-g-5
original performance with the use of media
10. improvises accompanying sound and Weeks 6-8 / 4th Q

rhythm needed in the effective delivery of an A10PR-IVf-g-6
original performance with the use of different
media
Subject: Physical Education
The learner The learner performs Weeks 1&3 PE1BM-Ic-d-2
demonstrates with coordination
understanding awareness enjoyable movements
1. Creates shapes by using different
of body parts in on body awareness.
body parts
preparation for
participation in physical
activities.
2. Shows balance on one, two, three, Weeks 4&6
PE1BM-Ie-f-3
four and five body parts
3. Exhibits transfer of weight Weeks 7&8 PE1BM-Ig-h-4
4. Engages in fun and enjoyable
1st
physical activities with
coordination
Suggested learning activities This competency is

⮚ action songs already embedded
PE1PF-Ia-h-2
⮚ singing games in other LCs.
⮚ simple games
⮚ chasing and fleeing games
⮚ mimetics
The learner demonstrates The learner performs Weeks 1&4

understanding ofspace movement skills in a
awareness in preparation given space with 1. Moves within a group without
for participation in coordination bumping or falling using PE1BM-IIc-e-6
physical activities locomotors skills
2nd
2. Executes locomotor skills while Weeks 5&8

moving in different directions at PE1BM-IIf-h-7
different spatial levels
3. Engages in fun and enjoyable This competency is
physical activities with already embedded PE1PF-IIa-h-2
coordination in other LCs.
The learner The learner performs Weeks 1&2
demonstrates movements of varying
understanding of qualities qualities of effort with 1. Demonstrates the difference
of effort in preparation coordination. between slow and fast, heavy and PE1BM-IIIa-b-8
for participation in light, free and bound movements
physical activities.
2. Demonstrates contrast between Weeks 3&8

3rd slow and fast speeds while using PE1BM-IIIc-d-9
locomotor skills
This competency is
already embedded PE1PF-IIIa-h-6
physical activities
in other LCs.
4. Demonstrates the characteristics of This competency is PE1PF-IIIa-h-9
sharing and cooperating in physical already embedded
activities in other LCs.
The learner The learner performs Weeks 1&4
demonstrates movements in relation
understanding of to a stationary or
relationships of moving object/person
movement skills in with coordination.
preparation for
participation in physical
1. Demonstrates relationship of
4th activities PE1BM-IVc-e-13
movement
2. Performs jumping over a stationary Weeks 5&8
object several times in succession,
PE1BM-IVf-h-14
using forward- and- back and side- to-
side movement patterns
This competency is
already embedded PE1PF-IVa-h-2
physical activities
in other LCs.
This competency is
4. Follows simple instructions and
already embedded PE1PF-IVa-h-10
rules
in other LCs.

The learner The learner performs body 1. Creates body shapes and Weeks 1&4
demonstrates shapes and actions properly. actions
understanding of
body shapes and body
PE2BM-Ie-f-2
actions in preparation
for various movement
activities
2. Demonstrates momentary Weeks 5&8

1 st stillness in symmetrical and
asymmetrical shapes using PE2BM-Ig-h-16
body parts other than both feet
as a base of support
3. Demonstrates movement skills This competency is PE2MS-Ia-h-1
in response to sound and music already embedded
in other LCs.
This competency is PE2PF-Ia-h-2
already embedded
physical activities
in other LCs.
2nd T he learner T he learner performs 1. Describes movements in a Weeks 1&2
demonstrates movements accurately location, direction, level,
understanding of involving locations, pathway and plane
locations, directions, directions, levels, pathways PE2BM-IIa-b-17
levels, pathways and and planes.
planes
2. Moves in: Weeks 3&8 PE2BM-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. Demonstrates movement skills This competency is PE2MS-IIa-h-1
in response to sounds and already embedded
music in other LCs.
PE2PF-IIa-h-2
physical activities already embedded
in other LCs.
5. Maintains correct posture and This competency is
body mechanics while already embedded
PE2PF-IIa-h-14
performing movement in other LCs.
The learner The learner performs 1. Moves: at slow, slower, Weeks 1&8
demonstrates movements accurately slowest/fast, faster, fastest
understanding of involving time, force, and pace
3rd movement in relation flow. using light, lighter, lightest/strong, PE2BM-IIIc-h-19
to time, force and flow stronger, strongest force with
smoothness
2. Demonstrates movement This competency is
skills in response to sound and already embedded PE2MS-IIIa-h-1
music in other LCs.
physical activities already embedded PE2PF-IIIa-h-2
in other LCs.
The learner The learner performs 1. Moves: individually, with Weeks 1&8
demonstrates movement activities partner, and with group with
understanding of involving person, objects, ribbon, hoop, balls, and any
movement activities music and environment available indigenous/improvised
PE2BM-IV-c-h-21
relating to person, correctly materials, with sound, in indoor
objects, music and and outdoor settings
environment
2. Demonstrates movement This competency is

4th skills in response to sound already embedded PE2MS-IV-a-h-1
in other LCs.
physical activities already embedded PE2PF-IV-a-h-2
in other LCs.
4. Maintains correct body This competency is
posture and body mechanics already embedded
PE2PF-IV-a-h-14
while performing movement in other LCs.
activities

Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
The learner The learner performs body 1. Describes body shapes and Weeks 1&2
demonstrates shapes and actions properly. actions
1 st understanding
PE3BM-Ia-b-1
of body shapes
and body
actions in
preparation for
various
movement
activities
2. Performs body shapes and Weeks 3&8

PE3BM-Ic-d-15
actions
3. Demonstrates movement skills in This competency is
response to sounds and music already embedded PE3MS-Ia-h-1
in other LCs.
physical activities already embedded PE3PF-Ia-h-2
in other LCs.
The learner The learner performs 1. Describes movements in a Weeks 1&2 PE3BM-IIa-b-17
demonstrates movements accurately involving location, direction, level,
understanding locations, directions, levels, pathway and plane
of locations, pathways and planes.
directions,
levels,
pathways and
planes
2. Moves in: Weeks 3&8 PE3BM-IIc-h-18
2nd
⮚ personal and general
space
⮚ forward, backward, and
sideward directions
⮚ high, middle, and low
levels
⮚ straight, curve, and zigzag
pathways
diagonal and horizontal planes
physical activities already embedded PE3PF-IIa-h-2
in other LCs.
The learner The learner performs 1. Describes movements in a Weeks 1&2
demonstrates movements accurately involving location, direction, level,
understanding of time, force, and flow. pathway and plane
PE3BM-IIIa-b-17
movement in
relation to time,
force and flow
2. Moves: Weeks 3&8 PE3BM-IIIc-h-19
⮚ at slow, slower,
slowest/fast, faster,
3rd fastest pace
using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
3. Demonstrates movement skills in This competency is PE3MS-IIIa-h-1
response to sound already embedded
in other LCs.
4. Engages in fun and enjoyable This competency is PE3PF-IIIa-h-2
in other LCs.
The learner The learner performs 1. Participates in various movement Weeks 1&2
demonstrates movement activities involving activities involving person, objects,
understanding of person, objects, music and music and environment
movement environment correctly
activities relating PE3BM-IV-a-b-20
4 th to person,
objects, music
and environment
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 in This competency is PE3MS-IV-a-h-1
response to sounds and music already embedded
in other LCs.
4. Engages in fun and enjoyable This competency is PE3PF-IV-a-h-2
in other LCs.

Quarter Content Performance Standards Most Essential Learning Duration K to 12 CG Code

The learner The learner participates and 1. Describes the physical activity Week 1 PE4PF-Ia-16
demonstrates assesses performance in pyramid
understanding of physical activities.
participation and
assessment of assesses physical fitness
physical
activities and
1st physical fitness
2. Assesses regularly This competency is
participation in physical already embedded in
PE4PF-Ib-h-18
activities based on physical other LCs.
activity pyramid
3. Observes safety precautions This competency is PE4GS-Ib-h-3
already embedded in
other LCs.
4. Executes the different skills Weeks 2&8 PE4GS-Ic-h-4
involved in the game
5. Displays joy of effort, respect This competency is PE4PF-Ib-h-20
for others and fair play during already embedded in
participation in physical activities other LCs.
The learner The learner participates and 1. Assesses regularly This competency is PE4PF-IIb-h-18
demonstrates assesses performance in participation in physical already embedded in
understanding of physical activities. activities based on physical other LCs.
participation in activity pyramid
and assessment of assesses physical fitness
physical activities
2nd and physical
fitness
2. Executes the different skills Weeks 1 to 8 PE4GS-IIc-h-4
3. Recognizes the value of This competency is PE4PF-IIb-h-19
activities other LCs.
The learner The learner participates and 1. Assesses regularly This competency is PE4PF-IIIb-h-18
demonstrates assesses performance in participation in physical already embedded in
understanding of physical activities. activities based on physical other LCs.
participation and activity pyramid
assessment of assesses physical fitness
physical activity
and physical
fitness
3rd
2. Executes the different skills Weeks 1 to 8 PE4GS-IIIc-h-4
involved in the dance
3. Recognizes the value of This competency is PE4PF-IIIb-h-19
The learner The learner participates and This competency is
demonstrates assesses performance in already embedded in
understanding of physical activities. other LCs.
1. Assesses regularly participation
participation and
in physical activities based on
assessment of assesses physical fitness PE4PF-IVb-h-18
Philippines physical activity
physical activity
pyramid
and physical
fitness
4th
2. Observes safety precautions This competency is PE4RD-IVb-h-3
already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 7/4th PE4RD-IVc-h-4
4. Recognizes the value of This competency is
participation in physical already embedded in PE4PF-IVb-h-19
Quarter Content Standards Performance Most Essential Learning Duration K to 12 CG Code

The learner The learner 1. Assesses regularly This competency is PE5PF-Ib-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation and in physical activities. Philippines physical activity
assessment of pyramid
physical activity and assesses physical
physical fitness fitness
2. Observes safety precautions This competency is PE5GS-Ib-h-3
1st already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE5GS-Ic-h-4
4. Displays joy of effort, respect This competency is PE5PF-Ib-h-20
for others and fair play already embedded in
during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE5PF-IIb-h-18
participation in and in physical activities. Philippines physical activity
2nd
2. Observes safety precautions This competency is PE5GS-IIb-h-3
already embedded in
other LCs.
4. Displays joy of effort, respect This competency is PE5PF-IIb-h-20
for others and fair play already embedded in
during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE5PF-IIIb-h-18
3rd
2. Observes safety precautions This competency is PE5RD-IIIb-h-3

already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE5RD-IIIc-h-4
4. Recognizes the value of This competency is PE5PF-IIIb-h-19
The learner The learner 1. Assesses regularly This competency is PE5PF-IVb-h-18
4th
2. Executes the different skills Weeks 1 to 8 PE5RD-IVc-h-4

3. Recognizes the value of This competency is PE5PF-IVb-h-19

Quarter Content Standards Performance Most Essential Learning Duration K to 12 CG Code

The learner The learner 1. Assesses regularly This competency is PE6PF-Ib-h-18
1st physical activity and assesses physical
2. Observes safety This competency is PE6GS-Ib-h-3
precautions already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8
PE6GS-Ic-h-4
4. Displays joy of effort, This competency is PE6PF-Ib-h-20
respect for others and fair already embedded in
play during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE6PF-IIb-h-18
participation in and in physical activities. Philippines physical activity
physical activities assesses physical
and physical fitness fitness
2. Observes safety This competency is PE6GS-IIb-h-3
2nd precautions already embedded in
other LCs.
4. Displays joy of effort, This competency is PE6PF-IIb-h-20
respect for others and fair already embedded in
play during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE6PF-IIIb-h-18
3rd physical fitness fitness
2. Observes safety This competency is PE6RD-IIIb-h-3
precautions already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE6RD-IIIc-h-4
4. Displays joy of effort, This competency is PE6PF-IIIb-h-20
respect for others during already embedded in
participation in physical other LCs.
activities
The learner . . . The learner . . . 1. Assesses regularly This competency is
demonstrates participates and activities based on the other LCs.
understanding of assesses performance Philippines physical activity
PE6PF-IVb-h-18
participation and in physical activities. pyramid
assessment of
4th physical fitness fitness
2. Executes the different skills Weeks 1 to 8 PE6RD-IVc-h-4
3. Displays joy of effort, This competency is PE6PF-IVb-h-20
respect for others during already embedded in
participation in physical other LCs.
activities

Competencies
The learner The learner designs an This competency is
demonstrates individualized exercise already embedded in
understanding of program to achieve other LCs.
1. Undertakes physical activity
guidelines and personal fitness
and physical fitness
principles in PE7PF-Ia-h-23
1st assessments
exercise program
design to achieve
personal fitness
2. Sets goals based on Week 1
PE7PF-Ia-24
assessment results
3. Prepares an exercise Week 2 PE7PF-Ic-27
program
4. Describes the nature and Week 3
PE7GS-Id-5
background of the sport
5. Executes the skills involved Weeks 4 to 8
in the sport PE7GS-Id-h-4
6. Monitors periodically one’s This competency is

progress towards the fitness already embedded in PE7PF-Id-h-28
goals other LCs.
The learner The learner modifies
demonstrates the individualized
understanding of exercise program to
guidelines and achieve personal fitness
principles in
and physical fitness PE7PF-IIa-h-23
exercise program
assessments
design to achieve Week 1
personal fitness
2nd
Reviews goals based on

assessment results PE7PF-IIa-24

PE7GS-IId-5
PE7GS-IId-h-4
in the sport
The learner The learner
demonstrates demonstrates
understanding of understanding of
guidelines and guidelines and
3rd and physical fitness Week 1 PE7PF-IIIa-h-23
principles in principles in exercise
assessments
exercise program program design to
design to achieve achieve personal fitness
personal fitness
2. Reviews goals based on
PE7PF-IIIa-34
assessment results
PE7RD-IIId-1
background of the dance
PE7RD-IIId-h-4
in the dance
The learner The learner modifies
demonstrates the individualized
understanding of exercise program to
guidelines and achieve personal fitness
and physical fitness PE7PF-IVa-h-23
principles in
assessments Week 1
exercise program
design to achieve
4th
personal fitness
2. Reviews goals based on
PE7PF-IVa-34
assessment results
PE7RD-IVc-1
PE7RD-IVd-h-4
in the dance

Competencies
The learner The learner designs a
demonstrates physical activity program for
understanding of the family/school peers to
1st and physical fitness Week 1 PE8PF-Ia-h-23
guidelines and achieve fitness
assessments
principles in
exercise program
design to achieve
fitness
Sets goals based on assessment

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

PE8PF-Iia-36
assessments of
family/school peers
3. Prepares a physical activity Week 2
PE8PF-Iic-27
program
PE8GS-IId-h-4
in the sport
PE8PF-IId-h-37
abilities
The learner The learner modifies a This competency is
demonstrates physical activity program for already embedded in
understanding of the family/school peers to other LCs.
guidelines and achieve fitness 1. Undertakes physical activity
principles in and physical fitness PE8PF-IIIa-h-23
exercise program assessments
design to achieve
fitness
3rd
2. Reviews goals based on Week 1
PE8PF-IIIa-34
assessment results
PE8GS-IIId-h-4
in the sport
PE8PF-IIId-h-37
abilities
The learner The learner modifies a 1. Undertakes physical activity This competency is PE8PF-IVa-h-23
demonstrates physical activity program for and physical fitness already embedded in
understanding of the family/school peers to assessments other LCs.
4th
principles in
exercise program
design to achieve
fitness
2. Reviews goals based on Week 1
PE8PF-IVa-34
assessment results
PE8RD-IVc-1
PE8RD-IVd-h-4
in the dance
5. Exerts best effort to achieve This competency is
PE8PF-IVd-h-38
positive feeling about self already embedded in
and others other LCs.

Competencies
The learner The learner maintains an This competency is
demonstrates active lifestyle to influence already embedded in
understanding of the physical activity other LCs.
lifestyle and weight participation of the 1. Undertakes physical
management to community activity and physical fitness
PE9PF-Ia-h-23
promote community assessments
fitness practices healthy eating
habits that support an
active lifestyle
2. Performs appropriate first Weeks 1 & 2
1st
aid for injuries and
emergency situations in PE9PF-Ib-30
physical activity and sports
settings (e.g. cramps, sprain,
heat exhaustion)
3. Involves oneself in This competency is
community service through already embedded in PE9PF-Ie-h-41
sports officiating and physical other LCs.
activity programs
4. Officiates practice and Weeks 3 & 8
PE9GS-Ib-h-5
competitive games
understanding of the physical activity other LCs.
lifestyle and weight participation of the
1. Undertakes physical
management to community PE9PF-IIa-h-23
activity and physical fitness
promote community
assessments
fitness practices healthy eating
active lifestyle

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

demonstrates active lifestyle to influence
understanding of the physical activity
lifestyle and weight participation of the 1. Discusses the nature and
management to community background of indoor and
PE9GS-IVa-6
promote community outdoor recreational
fitness practices healthy eating activities
4th active lifestyle
2. Participates in active Weeks 2 to 8

PE9GS-IVb-h-7
recreation
3. Advocates community This competency is
efforts to increase already embedded in
participation in physical other LCs. PE9PF-IVb-h-43
activities and improve
nutrition practices
4. Practices environmental This competency is
ethics (e.g Leave No Trace) already embedded in
during participation in other LCs. PE9PF-IVb-h-44
recreational activities of the
community

Competencies
demonstrates active lifestyle to already embedded in
understanding of influence the physical other LCs.
lifestyle and weight activity participation of
1. Assesses physical
management to the community and
activity, exercise and
promote societal society
eating habits PE10PF-Ia-h-39
fitness
active lifestyle
1st 2. Engages in moderate to Weeks 1 to 8

vigorous physical activities
for at least 60 minutes a PE10PF-Ib-h-45
day in and out of school
3. Expresses a sense of This competency is

purpose and already embedded in
belongingness by other LCs.
participating in physical PE10PF-Ib-h-48
activity-related community
services and programs
The learner The learner This competency is
demonstrates maintains an active already embedded in
understanding of lifestyle to influence other LCs.
lifestyle and the physical activity
weight participation of the
management to community and 1. Assesses physical
promote society activities, exercises and PE10PF-IIa-h-39
societal fitness eating habits
2nd habits that support an
active lifestyle
2. Engages in moderate to Weeks 1 to 8

for at least 60 minutes a PE10PF-IIc-h-45
The learner The learner This competency is

demonstrates maintains an already embedded in
understanding of active lifestyle to other LCs.
lifestyle and influence the
weight physical activity
management to participation of
activities, exercises and PE10PF-IIIa-h-39
promote the community
eating habits
societal fitness and society
3rd
active lifestyle
for at least 60 minutes a PE10PF-IIIc-h-45
3. Expresses a sense of This competency is
purpose and already embedded in
belongingness by other LCs.
participating in physical PE10PF-IIIc-h-48
activity-related community
services and programs
The learner ... The learner ... This competency is

already embedded in
demonstrates maintains an active other LCs.
understanding of lifestyle to influence the
lifestyle and weight physical activity
management to participation of the
activities, exercises and PE10PF-IVa-h-39
promote societal community and society
eating habits
fitness
4th practices healthy eating
active lifestyle

for at least 60 minutes a PE10PF-IVc-h-45
Subject: Health

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

Week 5 H1IS-IVe-6
other disaster drills
observes safety rules with stray or

Week 6 H1IS-IVf-7
strange animals
describes what may happen if

Week 7 H1IS-IVg-8
safety rules are not followed
describes ways people can be
intentionally helpful or harmful to Week 8 H1IS-IVh-9
one another
distinguishes between good and
Week 9 H1IS-IVi-10
bad touch
practices ways to protect oneself
against violent or unwanted Week 10 H1IS-IVj-11
behaviors of others
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Subject: Health
Quarter Content Standards Performance Standards Most Essential Learning Duration

K to 12 CG Code
Competencies
1st Quarter The learner… The learner… states that children have the
right to nutrition (Right of the child H2N-Ia-5
Week 1
understands the 1. demonstrates good to nutrition Article 24 of the UN
importance of eating a decision-making skills Rights of the Child)
balanced diet. in choosing *discusses the important H2N-Ib-6
food to eat to have a function of food and a balanced Week 2 to Week 3
balanced diet. meal H2N-Icd-7
considers Food Pyramid and
2. consistently practices Food Plate in making food Week 4 to Week 6 H2N-Ifh-9
good health habits and choices
hygiene for the sense displays good decision-making
H2N-Iij-10
organs skills in choosing the right kinds of Week 7 to Week 8
food to eat
2nd Quarter demonstrates consistently practices good
describes ways of caring for the
understanding of the health habits and hygiene Week 1 to Week 4
eyes, ears, nose, hair and skin in
proper ways of taking for the sense organs H2PH-IIa-e-6
order to avoid common childhood
care of the sense
health conditions
organs
describes ways of caring for the
Week 5 to Week 6 H2PH-IIfh-7
mouth/teeth
displays self-management skills in H2PH-IIij-8
Week 7
caring for the sense organs
3rd Quarter 1. demonstrates 1. consistently adopts describes healthy habits of the
Week 1 to Week 2 2FH-IIIab-11
understanding of healthy family family
healthy family demonstrates good family health H2FH-IIIcd-12
Week 3 to Week 4
habits and practices habits and practices
2. demonstrates an 2. demonstrates
understanding of positive expression of explains the benefits of healthy H2FH-IIIef-13
managing one’s feelings toward Week 5
expressions of feelings
feelings and family members and
respecting ways of coping with expresses positive feelings in
negative feelings Week 6 H2FH-IIIgh-14
differences appropriate ways
demonstrates positive ways of
expressing negative feelings, H2FH-IIIij-15
such as anger, fear, or
Week 7 to Week 8
disappointment
displays respect for the feelings H2FH-IIIj-16
of others
4tth demonstrates an demonstrates consistency
discusses one’s right and
understanding of rules in following safety rules at Week 1
responsibilities for safety
to ensure safety at home and in school. H2IS-IVa-12
home and in school identifies hazardous areas at
Week 2 H2IS-IVbc-13
home
identifies hazardous household
products that are harmful if
ingested, or inhaled, and if Week 3 H2IS-IVde-14
touched especially electrical
appliances
recognizes warning labels that
identify harmful things and Week 4 H2IS-IVf-15
substances
explains rules for the safe use of
Week 5 H2IS-IVg-16
household chemicals
follows rules for home safety Week 6 H2IS-IVh-17
identifies safe and unsafe
practices and conditions in the Week 7 H2IS-IVi-18
school
practices safety rules during
Week 8 H2IS-IVj-19
school activities

Subject: Health

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

practices as a passenger
Week 3 to
Week 4
demonstrates road safety
H3IS-IVcd-22
practices as a passenger
explains the meaning of traffic

Week 5 H3IS-IVe-23
signals and road signs
describes dangerous,
destructive, and disturbing road
Week 6 H3IS-IVf-24
situations that need to be
reported to authorities
displays self-management skills
Week 7 H3IS-IVg-25
for road safety.
identifies hazards in the
Week 8 H3IS-IVh-26
community
follows safety rules to avoid
Week 9 H3IS-IVi-27
accidents in the community
recommends preventive action
Week 10 H3IS-IVj-28
for a safe community
Subject: Health

K to 12 CG Code
Competencies
1st Quarter The learner... The learner... explains the importance of
reading food labels in H4N-Ib-23
Week 1 to Week 2
1. understands the 1. Understands the selecting and purchasing
importance of reading significance of foods to eat
food labels in selecting reading and analyzes the nutritional value
healthier and safer food interpreting food of two or more food products
H4N-Ifg-25
label in selecting by comparing the information in
2. understands the healthier and safer their food labels Week 3 to Week 4
importance of following food food
describes ways to keep food
safety principles in 2. practices daily H4N-Ifg-26
clean and safe
preventing common food- appropriate food
borne diseases safety habits to discusses the importance of
prevent food- keeping food clean and safe to Week 5 to Week 6 H4N-Ihi-27
3. understands the nature borne disease avoid disease
and prevention of food identifies common food-
borne diseases H4N-Ij-26
borne diseases
describes general signs and Week 7 to Week 8
symptoms of food-borne H4N-Ij-27
diseases
2nd Quarter understands the nature consistently practices describes communicable
and prevention of personal and diseases Week 1
H4DD-IIa-7
common communicable environmental measures
diseases to prevent and control identifies the various disease
common communicable agents of communicable Week 2 to Week 3 H4DD-IIb-9
diseases diseases
enumerates the different
elements in the chain of Week 4 to Week 5 H4DD-IIcd-10
infection
describes how communicable
diseases can be transmitted Week 6 to Week 7 H4DD-IIef-11
from one person to another.
demonstrates ways to stay
healthy and prevent and H4DD-IIij-13
control common
communicable diseases
identifies ways to break the
chain of infection at Week 8 to Week 9 H4DD-IIij-14
respective
practices personal habits and
environmental sanitation to
H4DDIIij-15
prevent and control common
3rd Quarter Demonstrates Practices the proper Describes uses of medicines Week 1 H4S-IIIa-1
understanding of the proper use of medicines Differentiates prescription
use of medicines to prevent from non-prescription Week 2 H4S-IIIb-2
misuse and harm to the body medicines
describes the potential
dangers associated with Week 3 to Week 4 H4S-IIIde-4
medicine misuse and abuse
describes the proper use of
Week 5 to Week 6 H4S-IIIfg-5
medicines
explains the importance of
reading drug information and
labels, and other ways to Week 7 to Week 8 H4S-IIIij-6
ensure proper use of medicines
4th Quarter practices safety recognizes disasters or

Week 1 H4IS-IVa-28
demonstrates measures during emergency situations
understanding of safety disasters and demonstrates proper
guidelines during disasters, emergency situations. response before, during, and
Week 2 to Week 3 H4IS-IVb-d-29
emergency and other high- after a disaster or an
risk situations emergency situation
relates disaster preparedness
and proper response during
Week 4 H4IS-IVe-30
emergency situations in
preserving lives
describes appropriate safety
measures during special events
Week 5 to Week 6 H4IS-IVfg-31
or situations that may put
people at risk
describes the dangers of
engaging in risky behaviors
H4IS-IVhij-32
such as use of firecrackers,
guns, alcohol drinking
Week 7 to Week 8
advocates the use of
alternatives to firecrackers
H4IS-IVhij-33
and alcohol in celebrating
special events

Subject: Health
Quarter Content Standards Performance Most Essential Learning Duration

K to 12 CG Code
1st Quarter The learner… The learner…
describes a mentally, emotionally
demonstrates understanding of practices skills in and socially healthy person Week 1 to Week 2 H5PH-Iab-10
mental emotional, and social managing mental,
health concerns emotional and social
health concerns suggests ways to develop and
maintain one’s mental and Week 3 H5PH-Ic-11
emotional health
recognizes signs of healthy and H5PH-Id-12

Week 4
unhealthy relationships
explains how healthy
H5PH-Ie-13
relationships can positively Week 5
impact health
discusses ways of managing
Week 6
unhealthy relationships H5PH-If-14
discusses the effects of mental,
emotional and social health
Week 7 H5PH-Ih-16
concerns on one’s health and
wellbeing
demonstrates skills in
H5PH-Ii-17
preventing or managing teasing, Week 8
bullying, harassment or abuse
identifies appropriate resources
and people who can help in H5PH-Ij-18
Week 9
dealing with mental, emotional
and social, health concerns
2nd Quarter *Recognizes the changes during
Puberty as a normal part of
H5GD-Iab-1
growth and development
Week 1 and Week 2
- Physical Change
H5GD-Iab-2
- Emotional Change
- Social Change
*assesses common
H5GD-Icd-3
misconceptions related to
puberty in terms of scientific Week 3 to Week 4
H5GD-Icd-4
basis and probable effects on
health
describes the common health
H5GD-Ief-5
issues and concerns during
puberty
Week 5 to Week 6
accepts that most of these
concerns are normal H5GD-Ief-6
consequence of bodily changes
during puberty but one can
learn to manage them
discusses the negative health
impact and ways of preventing
Week 7 to Week 8 H5GD-Igh-8
major issues such as early and
unwanted pregnancy
demonstrates ways to manage
puberty-related health issues H5GD-Ii-9
and concerns
practices proper self-care
H5GD-Ii-10
procedures
Week 9
discusses the importance of
seeking the advice of
professionals/ trusted and
H5GD-Ii-11
reliable adults in managing
puberty-related health issues
and concerns
differentiates sex from gender H5GD-Ij-12
identifies factors that influence
H5GD-Ij-13
gender identity and gender roles
discusses how family, media,
H5GD-Ij-14
religion, school and society in Week 10
general reinforce gender roles
gives examples of how male and
female gender roles are H5GD-Ij-15
changing
3rd Quarter understands the nature and demonstrates the
effects of the use and abuse of ability to protect one’s
explains the concept of gateway
caffeine, tobacco and alcohol health by refusing to use Week 1 H5SU-IIIa-7
drugs
or abuse gateway drugs
identifies products with caffeine Week 2 H5SU-IIIb-8

describes the general effects of
the use and abuse of caffeine, Week 3 to Week 4 H5SU-IIIde-10
tobacco and alcohol
analyzes how the use and abuse
of caffeine, tobacco and alcohol
can negatively impact the health of Week 5 to Week 6 H5SU-IIIfg-11
the individual, the family and the
community
demonstrates life skills in
keeping healthy through the Week 7 H5SU-IIIh-12
non-use of gateway drugs
follows school policies and
national laws related to the sale Week 8 to Week 9 H5SU-IIIij-13
and use of tobacco and alcohol
4th Quarter demonstrates understanding practices appropriate
of basic first aid principles and first aid principles and explains the nature and
Week 1
procedures for common injuries procedures for common objectives of first aid H5IS-IVa-34
injuries
discusses basic first aid
Week 2 H5IS-IVb-35
principles
demonstrates appropriate first
aid for common injuries or Week 3 to Week 8 H5IS-IV-c-j-36
conditions

Subject: Health
Quarter Content Standards Performance Most Essential Learning Duration K to 12 CG

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

H6EH-IIIhi-7
rodents to one’s health
Week 7 to Week 8
H6EH-IIIj-9
practice ways to prevent and
control pests and rodents
4th Quarter understands the concepts and consistently

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

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

Subject: Health

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

aspects of growth that normally Week 3 to Week 4
happen during adolescence years. H7GD-Id-e-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
avails of health services in the school Week 5 to Week 8
and community in order to appraise H7GD-Ii-j-24
one’s health
applies coping skills in dealing with
health concerns during adolescence H7GD-Ii-j-25
2nd Quarter demonstrates makes informed identifies the right foods during
Week 1 H7N-IIa-20
understanding of nutrition decisions in the adolescence
for a healthy life during choice of food to follows the appropriate nutritional
adolescence eat during guidelines for adolescents for healthful
adolescence eating
• explains the need to select food
based on the nutritional needs H7N-IIb-c-21
Week 2 to Week 3
during adolescence
• follows the Food Pyramid guide
for adolescents and nutritional
guidelines for Filipinos in choosing
foods to eat
describes the characteristics, signs and
symptoms of malnutrition and H7N-IId-f-23
micronutrient deficiencies
discusses ways of preventing and
controlling malnutrition and H7N-IId-f-24
Week 4 to Week 6
micronutrient deficiencies
explains the characteristics, signs and
H7N-IId-f-25
symptoms of eating disorders
discusses ways of preventing and
H7N-IId-f-26
controlling eating disorders
applies decision-making and critical
thinking skills to prevent nutritional Week 7 to Week 8 H7N-IIg-h-27
problems of adolescents
3rd Quarter demonstrates consistently explains the factors that affect the H7PH-IIIa-b-28
understanding of mental demonstrates skills promotion of good mental health
health as a dimension of that promote mental explains that stress is normal and
H7PH-IIIa-b-29
holistic health for a healthy health inevitable Week 1 to Week 2
life differentiates eustress from distress H7PH-IIIa-b-30
identifies situations that cause feelings
H7PH-IIIa-b-31
of anxiety or stress
identifies physical responses of the
H7PH-IIIc-33
body to stress
Week 3
identifies people who can provide
H7PH-IIIc-34
support in stressful situations
differentiates healthful from
unhealthful strategies in coping with H7PH-IIId-e-35
stress
demonstrates various stress
management techniques that one can Week 4 to Week 5 H7PH-IIId-e-36
use every day in dealing with stress
explains the importance of grieving H7PH-IIId-e-37
demonstrates coping skills in
H7PH-IIId-e-38
managing loss and grief
recognizes triggers and warning signs of
H7PH-IIIf-h-39
common mental disorders
discusses the types, sign, symptoms,
Week 6 to Week 8
and prevention, treatment and
H7PH-IIIf-h-40
professional care in managing common
mental health disorders
4th Quarter demonstrates consistently explains non-communicable diseases
understanding of non- demonstrates based on cause and effect, signs and
Week 1 to Week 3 H7DD-IVb-d-25
communicable diseases for a personal symptoms, risk factors and protective
healthy life responsibility and factors and possible complications
healthful practices corrects myth and fallacies about non-
Week 4 H7DD-IVe-26
in the prevention communicable diseases
and control of non- practices ways to prevent and control
Week 5 H7DD-IVf-27
communicable non-communicable diseases
diseases demonstrates self-monitoring to
H7DD-IVg-h-28
prevent non-communicable diseases
promotes programs and policies to
H7DD-IVg-h-29
prevent and control non-
Week 6 to Week 8
communicable and lifestyle diseases
identifies agencies responsible for
non-communicable disease prevention H7DD-IVg-h-30
and control

Subject: Health

K to 12 CG Code
1st Quarter The learner The learner *discusses basic terms in sexuality as H8FH-Ia-16
an important component of one’s
demonstrates appropriately manages personality Week 1 H8FH-Ia-17
understanding of human sexually- related issues explains the dimensions of human
H8FH-Ia-18
sexuality and managing through responsible and sexuality
sexuality related issues for informed decisions analyzes the factors that affect one’s
a healthy life attitudes and practices related to Week 2 H8FH-Ib-19
sexuality and sexual behaviors
assesses personal health attitudes
H8FH-Ic-d-20
that may influence sexual behavior
Week 3 to Week 4
relates the importance of sexuality to
H8FH-Ic-d-21
family health
identifies the different
issues/concerns of teenagers (i.e.,
identity crisis) and the need for Week 5 to Week 7 H8FH-Ie-g-22
support and understanding of the
family
applies decision-making skills in
managing sexuality-related issues
Week 8 H8FH-Ih-23
2nd Quarter demonstrates an makes informed and *explains the definition and H8FH-IIa-24
understanding of values-based decisions importance of courtship and dating in
responsible parenthood in preparation for choosing a lifelong partner H8FH-IIa-25
Week 1
for a healthy family life responsible parenthood analyzes behaviors that promote
healthy relationship in marriage and H8FH-IIa-27
family life
describes the factors that contribute to
Week 2 H8FH-IIb-28
a successful marriage
discusses various maternal health
Week 3 to Week 4 H8FH-IIc-d-29
concerns (pre-during-post pregnancy)
explains the importance of maternal
H8FH-IIe-f-31
nutrition during pregnancy
discusses the importance of newborn

H8FH-IIe-f-32
screening, and the APGAR scoring
system for newborns
explains the importance of prenatal
H8FH-IIe-f-33
care and post-natal care Week 5 to Week 6
*discusses the essential newborn
H8FH-IIe-f-34
protocol (Unang Yakap) and advantages
of breastfeeding for both mother and
H8FH-IIe-f-35
child
recognizes the importance of
immunization in protecting children’s H8FH-IIe-f-36
health
analyzes the importance of
H8FH-IIg-h-37
responsible parenthood
*explains the effects of rapid Week 7 to Week 8 H8FH-IIg-h-38
population growth and family size on
health of the nation H8FH-IIg-h-40
examines the important roles and
responsibilities of parents in child H8FH-IIg-h-39
rearing and care
enumerates modern family planning
H8FH-Iig-h-41
methods (natural and artificial)
3rd Quarter demonstrates consistently discusses the stages of infection H8DD-IIIa-15
understanding of principles demonstrates analyzes the leading causes of
Week 1
in the prevention and personal responsibility morbidity and mortality in the H8DD-IIIa-16
control of communicable and healthful practices Philippines
diseases for the attainment in the prevention and *discusses the most common
of individual wellness control of communicable diseases
communicable • signs and symptoms of
common communicable H8DD-IIIb-c-17
diseases
diseases
• effects of common H8DD-IIIb-c-18
communicable diseases Week 2 to Week 3
• misconceptions, myths, and H8DD-IIIb-c-19
beliefs about common
• prevention and control of
common communicable
diseases
analyzes the nature of emerging and
Week 4 to Week 5 H8DD-IIId-e-20
re-emerging diseases
demonstrates self-monitoring skills to
H8DD-IIIf-h-21
prevent communicable diseases
promotes programs and policies to
prevent and control communicable H8DD-IIIf-h-22
Week 6 to Week 8
diseases
identifies agencies responsible for
communicable disease prevention H8DD-IIIf-h-23
and control
4th Quarter demonstrates demonstrates discusses gateway drugs Week 1 H8S-IVa-27
understanding of factors personal responsibility analyzes the negative health impact
that influence cigarette in the prevention of of cigarette smoking
Week 2 to Week 3 H8S-IVb-c-29
and alcohol use and cigarette and alcohol • describes the harmful short-
use through the and long-term effects of
strategies for prevention promotion of a cigarette smoking on the
and control healthy lifestyle different parts of the body
• discusses the dangers of
mainstream, second hand and
third hand smoke;
• explain the impact of
cigarette smoking on the
family, environment, and
community
analyzes the negative health impact

of drinking alcohol
• describes the harmful short-
and long-term effects of
drinking alcohol
H8S-IVe-f-31
• interprets blood alcohol
Week 4 to Week 5
concentration (BAC) in terms of
H8S-IVg-h-32
physiological changes in the
body
• *explains the impact of
drinking alcohol on the
family, and community
discusses strategies in the prevention
and control of cigarette smoking and
drinking alcoholic beverages
• apply resistance skills in
situations related to cigarette
H8S-IVg-h-33
and alcohol use
Week 6 to Week 8
• follows policies and laws in
the family, school and
community related to
cigarette and alcohol use
suggests healthy alternatives to
H8S-IVg-h-34
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards

Subject: Health
Quarter Content Standards Performance Most Essential Learning Competencies Duration

K to 12 CG Code
Standards
1st Quarter The learner… The learner… defines community and environmental
Week 1 H9CE-Ia-8
health
demonstrates consistently explains how a healthy environment
understanding of the demonstrates healthful positively impact the health of people
H9CE-Ib-d-10
principles in protecting practices to protect the and communities (less disease, less
the environment for environment for health care cost, etc.)
community wellness community wellness Week 2 to Week 4
discusses the nature of environmental
H9CE-Ib-d-11
issues
analyzes the effects of environmental
H9CE-Ib-d-12
issues on people’s health
suggests ways to prevent and manage
Week 5 to Week 6 H9CE-Ie-f-13
environmental health issues
participates in implementing an
environmental project such as building
and maintaining a school garden or Week 7 to Week 8 H9CE-Ig-h-14
conducting a war on waste campaign
(depends on feasibility)
2nd Quarter demonstrates shares responsibility describes the drug scenario in the
Week 1 H9S-IIa-14
understanding of the with community Philippines
dangers of substance use members through discusses risk and protective factors in
H9S-IIb-16
and abuse on the participation in substance use, and abuse
Week 2
individual, family and collective action to analyzes situations for the use and non-
H9S-IIb-17
community prevent and control use of psychoactive substances
substance use and identifies the types of drugs/substances
Week 3 H9S-IIc-18
abuse of abuse
corrects myths and misconceptions
H9S-IId-19
about substance use and abuse
Week 4
recognizes warning signs of substance
H9S-IId-20
use and abuse
*discusses the harmful short- and long-
H9S-IId-20
term effects of substance use and abuse
on the individual, family, school, and
H9S-IIe-f-21
community
explains the health, socio-cultural, Week 5 to Week 6
psychological, legal, and economic H9S-IIe-f-22
dimensions of substance use and abuse
discusses strategies in the prevention
H9S-IIe-f-23
and control of substance use and abuse
applies decision-making and resistance
skills to prevent substance use and H9S-IIg-h-24
abuse Week 7 to Week 8
suggests healthy alternatives to
H9S-IIg-h-25
substance use and abuse
3rd Quarter demonstrates performs first aid demonstrates the conduct of primary
H9IS-IIIb-37
understanding of first aid procedures with and secondary survey of the victim
principles and procedures accuracy (CAB) Week 1
assesses emergency situation for
H9IS-IIIb-38
unintentional injuries
explains the principles of wound Week 2 to Week 3
H9IS-IIIc.d-40
dressing
demonstrates appropriate bandaging H9IS-IIIc.d-41
techniques for unintentional injuries
demonstrates proper techniques in
H9IS-IIIe.f-42
carrying and transporting the victim of Week 4 to Week 5
unintentional injuries
demonstrates proper first aid
procedures for common unintentional Week 6 to Week 8 H9IS-IIIg.h-43
injuries
4th Quarter demonstrates consistently differentiates intentional injuries from
Week 1 to Week 4 H9IS-IVa-d-31
understanding of the demonstrates unintentional injuries
concepts and principles resilience, vigilance describes the types of intentional
H9IS-IVa-d-32
of safety education in the and proactive injuries
prevention of intentional behaviors to prevent analyzes the risk factors related to
H9IS-IVe-h-33
injuries intentional injuries intentional injuries
identifies protective factors related to
Week 5 to Week 8 H9IS-IVe-h-34
intentional injuries
demonstrates ways to prevent and
H9IS-IVe-h-35
control intentional injuries

Subject: Health

K to 12 CG Code
Competencies
1st Quarter The learner… The learner… explains the guidelines and criteria in the
H10CH-Ia-b-20
selection and evaluation of health
understands the demonstrates critical information, products and services Week 1 to Week 2
guidelines and criteria thinking and decision- discusses the various forms of health
H10CH-Ia-b-21
in the selection and making skills in the service providers and healthcare plans
evaluation of health selection, evaluation and selects health professionals,
information, products, utilization of health specialists and health care services H10CH-Ic-22
Week 3
and services. information, products and wisely
services. reports fraudulent health services H10CH-Ic-24
explains the different kinds of
complementary and alternative H10CH-Id-25
health care modalities Week 4
explains the importance of consumer
H10CH-Id-26
laws to protect public health
identifies national and international
government agencies and private
Week 5 to Week 6 H10CH-Ie-f-27
organizations that implement
programs for consumer protection
participates in programs for consumer
Week 7 to Week 8 H10CH-Ig-h-28
welfare and protection
2nd Quarter demonstrates consistently demonstrates discusses the existing health related
Week 1 H10HC-IIa-1
understanding of current critical thinking skills in laws
health trends, issues and exploring local, regional and explains the significance of the
concerns in the local, national health trends, issues, existing health related laws in H10HC-IIb-2
regional, and national, and concerns safeguarding people’s health
Week 2 to Week 3
levels critically analyzes the impact of
current health trends, issues, and H10HC-IIc-d-4
concerns
recommends ways of managing
Week 4 to Week 5 H10HC-IIe-g-5
health issues, trends and concerns
3rd Quarter demonstrates demonstrates competence discusses the significance of global
Week 1 H10HC-IIIa-1
awareness of global in applying knowledge of health initiatives
health initiatives global health to local or describes how global health initiatives
national context global positively impact people’s health in H10HC-IIIb-c-2
initiatives various countries
Week 2 to Week 3
analyzes the issues in the
implementation of global health H10HC-IIIb-c-3
initiatives
recommends ways of adopting global
health initiatives to local or national Week 4 to Week 5 H10HC-IIId-e-4
context
4th Quarter demonstrates prepares an appropriate discusses the components and steps
understanding of the plan of action in pursuing a in making a personal health career H10PC-Iva-b-1
concepts in planning a health career plan
Week 1 to Week 2
health career prepares a personal health career
following the prescribed components H10PC-Iva-b-2
and steps
explores the various health career
paths selects a particular health career
pathway based on personal competence H10PC-IVc-d-3
and interest; participates in a health Week 3 to Week 4
career orientation program
decides on an appropriate health
H10PC-IVc-d-4
career path
Subject: Mother Tongue
The learner demonstrates knowledge and skills in listening and communicating about familiar topics, uses basic vocabulary, reads and writes independently in
meaningful contexts, appreciates his/her culture.
Quarter Most Essential Learning Competencies Duration Code

st
1 Quarter Talk about oneself and one’s personal experiences using appropriate expressions
(family, pet, favorite food, personal experiences (friends, favorite toys, etc.)
Use the terms referring to conventions of print: MT1BPK-Ia-c-1.1
- front and back cover
- beginning, ending, title page
- author and illustrator
Read Grade 1 level words, phrases and sentences with appropriate speed and MT1F-Ic-IVa-i-1.1
accuracy
Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants MT1PA-Ib-i-1.1
Give the name and sound of each letter MT1PWR-Ib-i-1.1
Express ideas through a variety of symbols (e.g. drawings and invented spelling) MT1C-Ib-f-1.1
Note important details in grade level narrative texts listened to: MT1LC-Ib-1.1
1. character
2. setting
3. events
Use common expressions and polite greetings MT1OL-Ib-c-3.1
Tell whether a given pair of word rhyme MT1PA-Ib-i-2.1
Identify upper and lower case letters MT1PWR-Ib-i-2.1
Give meanings of words through: MT1VCD-Ib-i-2.1
a. realia
b. picture clues actions
or gestures
Recite and sing in groups familiar rhymes and songs MT1OL-b-i-4.1
Write the upper and lower case letters legibly, observing proper sequence of strokes MT1PWR-Ib-i-3.1
Give the beginning letter/sound of the name of each picture MT1PWR-Ib-i-3.1
Match words with pictures and objects. MT1PWR-Ib-i-4.1
Give the correct sequence of three events in a story listened to MT1LC-Ic-d-2.1
Follow simple one to three- step oral directions MT1SS-Ic-f-1.1
Talk about pictures presented using appropriate local terminologies with ease and MT1OL-Ic-i-1.2
confidence.
- Animals
- Common objects
- Musical instruments
- Family/People
Say the new spoken word when two or more sounds are put together MT1PA-Ic-i-4.1
Recite and sing individually, with ease and confidence, songs, poems, chants, and MT1OL-IIc-d-4.2
riddles
Blend specific letters to form syllables and words MT1PWR-IIa-i-5.1
Follow words from left to right, top to bottom and page by page MT1BPK-Id-f-2.1
Orally communicate basic needs MT1OL-Id-e-2.1
Orally segment a two-three syllable word into its syllabic parts MT1PA-Id-i-3.1
Infer the character feelings and traits in a story listened to MT1LC-Ie-f-3.1
Identify naming words (persons, places, things, animals) MT1GA-Ie-f-2.1
a. common and proper b.
noun markers
Listen and respond to others in oral conversation MT1OL-Ie-i-5.1
Participate actively during story reading by making comments and asking questions MT1OL-Ie-i-5.1
Isolate and pronounce the beginning and ending sounds of given words MT1PA-Ie-i-5.1
Write correctly grade one level words consisting of letters already
learned
Recognize that spoken words are represented in written language by specific MT1BPK-Ig-i-3.1
sequences of letters
Express ideas through words or phrases, using both invented and conventional MT1C-Ig-i-1.2
spelling
Use naming words in sentences MT1GA-Ig-1-h.2
a. common and proper b.
noun markers
Identify the speaker in the story or poem listened to MT1LC-Ig-4.1
Write basic information about self (name grade level, section) MT1SS-Ig-i-2.1
Predict possible ending of a story listened to MT1LC-Ih-i-5.1
Add or substitute individual sounds in simple words to make new words MT1PAh-i-6.1
Classify naming words into persons, places, animals, and things, etc. MT1GA-Ii-j-3.1
nd
2 Quarter Identify pronouns: MT1GA-IIa-d-2.2
a. personal
b. possessive
Interpret a map of the classroom/school MT1SS-IIa-e-3.1
Supply rhyming words to complete a rhyme, poem, and song MT1OL-IIa-i-7.1
Identify cause and/or effect of events in a story listened to MT1LC-IIc-d-4.2
Identify the problem and solution in the story read MT1LC-IIf-g-4.3
Get information from various sources: (pictures, illustrations, simple graphs, charts)
Illustrate specific events in a story read
Retell a story read MT1LC-IIh-i-8.1
Identify pronouns with contractions MT1GA-IIi-i-2.2.1
*(Siya’y, Tayo’y . . .)
Respond to text (legends, fables, poems.) through dramatization MT1OL-II-j-8.1
rd
3 Quarter Participate actively in class discussions on familiar topics MT1OL-IIIa-i-6.2
Read sight words MT1PWR-IIIa-i-7.1
Read grade 1 level short paragraph/story with proper expression
Note important details in grade level literary and informational texts listened to. MT1LC-IIIa-b-1.2
Interpret a pictograph MT1SS-IIIa-c-5.1
Talk about various topics and experiences using descriptive words
Tell/retell legends, fables, and jokes MT1OL-IIIa-i-9.1
Write with proper spacing, punctuation and capitalization when applicable
Identify and use synonyms, antonyms, homonyms (when applicable) and words with MT1VCD-IIIa-i-3.1
multiple meanings correctly
Identify the tense of the action word in the sentence MT1GA-IIIc-e-2.3.1
Infer the character feelings and traits in a story read MT1RC-IIId-3.1
Use the correct tense and time signal of an action word in a sentence MT1GA-IIIf-h-1.4
Follow 2 to 3 step written directions MT1SS-IIId-f-6.1
Observe proper indentions, and format) when copying/writ ing words, phrases,
sentences, and short paragraphs
Read labels in an illustration MT1SS-IIIg-i-7.1
Retell literary and information texts appropriate to the grade level listened to MT1LC-IIIh-i-8.2
Identify action words in oral and written exercises MT1GA-III-i-2.2.1
Use action words to give simple two to three-step directions MT1GA-IIIi-i-1.4.1
th
4 Quarter Identify describing words that refer to color, size, shape, texture, temperature and MT1GA-IVa-d-2.4
feelings in sentences
Identify, give the meaning of, and use compound words in sentences MT1VCD-IVa-i-3.1
Identify, give the meaning of, and use compound words in sentences
Use describing words in sentences MT1GA-IVe-g-1.5
Give the synonyms and antonyms of describing words MT1GA-IVh-i-4.1

The learner demonstrats communication skills in talking about variety of topics using expanding vocavulary, shows understanding of spoken language in
different context using both verbal and non-verbal cues, understands and uses correctly vocabulary and languange strutures, appreciates the cultural aspects of
the language, and reads and writes literary and informational texts.
Quarter Most Essential Learning Competencies Duration Code

st
1 Quarter Participate actively during story reading by making comments and asking MT2OL-Ia-6.2.1
questions using complete sentences
Read a large number of regularly spelled multi- syllabic words MT2PWR-Ia-b-7.3
Use naming words in sentences
Express ideas through poster making (e.g. ads, character profiles, news report, lost MT2C-Ia-i-1.4
and found) using stories as springboard
Classify naming words into different categories MT2GA-Ib-3.1.1
Compose sentences using unlocked words during story reading in meaningful
contexts
Read with understanding words with consonant blends, clusters and digraphs MT2PWR-Ic-d-7.4
when applicable
Identify the gender of naming words, when applicable MT2GA-Ic-2.1.2
Use the combination of affixes and root words as clues to get the meaning of words MT2VCD-Ic-e-1.3
Identify and use collective nouns, when applicable MT2GA-Id-2.1.3
Write upper and lower case letters using cursive strokes MT2PWR-Ia-i-3.3
Read content area-related words MT2PWR-Ie-i-7.6
Identify the parts of a sentence (subject and predicate) MT2GA-Ie-f-2.5
Follow instructions in a test carefully MT2SS-Ie-g-1.2
Identify the difference between a story and a poem MT2LC-If-4.4
Use compound words appropriate to the grade level in sentences
Talk about famous people, places, events, etc. using descriptive and action words in MT2OL-Ig-h-1.4
complete sentences
Differentiate sentences from non-sentences MT2GA-Ig-4.1
Give the main idea of a story/poem MT2LC-Ig-h-3.3
Construct a variety of sentences observing appropriate punctuation marks
Recognize common abbreviations(e.g. Jan., Sun., St., Mr., Mrs.) MT2VCD-Ii-i-4.1
Give the summary of a story MT2L-Ii-i-2.5
2nd Quarter Write paragraphs using subject, object and possessive pronouns, observing the MT2C-IIa-i-2.2
conventions of writing
Use the following pronouns when applicable
a. demonstrative pronouns (e.g. ito, iyan, yan, dito, diyan, doon)
b. subject and object pronouns c.
possessive pronouns
Identify simile in sentences
Participate in and initiate more extended social conversation or dialogue with peers, MT2OL-IId-e-6.3
adults on unfamiliar topics by asking and answering questions, restating and soliciting
information
Get information from various sources: published announcement s; and map of the
community
Write/copy words, phrases, and sentences with proper strokes, spacing, punctuation MT2PWR-IIe-i-3.4
and capitalization using cursive writing.
Employ proper mechanics and format when writing for different purposes (i.e.
paragraph writing, letter writing)
3rd Quarter Write short narrative paragraphs that include elements of setting, characters, and MT2C-IIIa-i-2.3
plot (problem and resolution), observing the
conventions of writing
Identify and use action words in simple tenses (present, past, future) with the help MT2GA-IIIa-c-2.3.2
of time signals
Use action words when narrating simple experiences and when giving simple 3-5 MT2GA-IIId-i-1.4.1
steps directions using signal words (e.g. first, second, next, etc.).
Use expressions appropriate to the grade level to relate/show one’s obligation, hope, MT2OL-IIIg-h-3.3
and wish
Recognize appropriate ways of speaking that vary according to purposes, audience, MT2OL-IIIi-i-11.1
and subject matter
4th Quarter Use the conventions of writing in composing journal entries and letters (friendly
letter, thank you letter, letter of invitation, birthday
greetings)
Identify and use adjectives in sentences MT2GA-IVa-2.4.1
Identify synonyms and antonyms of adjectives MT2GA-IVb-c-2.4.2
Use correctly adverbs of:
a. time b.
place
c. manner
d. frequency
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows understanding of spoken language in
different contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language, and reads and writes literary and
informational texts.
Quarter Duration Code

Most Essential Learning Competencies
1st Quarter Correctly spells the words in the list of vocabulary words and the words in the MT3F-Ia-i-1.6
selections read
Writes poems, riddles, chants, and raps MT3C-Ia-e-2.5
Differentiates count from mass nouns MT3G-Ia-c-4.2
Notes important details in grade level narrative texts: MT3RC-Ia-b-1.1.1
a. Character b.
Setting
c. Plot (problem & solution)
Uses the correct counters for mass nouns (ex: a kilo of meat) MT3G-Ia-c-1.2.1
Uses the combination of affixes and root words as clues to get meaning of MT3VCD-Ic-e-1.5
words
Uses expressions appropriate to the grade level to relate/show one’s obligation, MT3OL-Id-e-3.4
hope, and wish
Identifies and uses abstract nouns MT3G-Id-e-2.1.4
Identifies Metaphor personification, and hyperbole in a sentence
Interpret the meaning of a poem
MT3G-Ih-i-6.1
Writes correctly different types of sentences (simple, compound, complex)
Identifies idiomatic expressions in a sentence
2nd Quarter Identifies interrogative pronouns MT3G-IIa-b-2.2.3
Use expressions appropriate to the grade level to react to local news, MT3OL-IId-e-3.6
information, and propaganda about school, community and other local
activities
Identifies Metaphor personification, hyperbole
3rd Quarter Writes reactions and personal opinions to news reports and issues MT3C-IIIa-i-2.6
Identifies the parts of a newspaper MT3SS-IIIi-i-12.3
Interprets a pictograph based on a given legend MT3SS-IIIa-c-5.2
Interprets the labels in an illustration
Uses the correct form of the verb that agrees with the subject when writing an
event
MT3LC-IIIg-2.6
Gives another title for literary or informational text.
Identifies the author’s purpose for writing a selection. MT3LC-IIIh-4.6
th
4 Quarter Makes a two-level outline for a report or an interesting experience
Writes a 3-5 step procedural Paragraph using signal words such as first, last, MT3C-IVa-i-2.7
then, and next
Identifies and uses adverbs of manner in different degrees of comparison MT3G-IVf-g-2.5.2
Identifies and uses correctly prepositions and prepositional phrases MT3G-IVh-2.6
375

Subject: Science
Most Essential Learning Competencies Duration
K to 12 CG Code
The learners demonstrate The learners should be
understanding of... able to...
1st ways of sorting materials group common objects Classify objects and materials as solid, Week 1-2
and describing them as found at home and in liquid, and gas based on some observable
solid, liquid or gas based on school according to characteristics;
observable properties solids, liquids and gas Describe changes in materials based on Week 3-5 S3MT-Ih-j-4
the effect of temperature:
1 solid to liquid
2 liquid to solid
3 liquid to gas
4 solid to gas
2nd parts, and functions of practice healthful Describe the functions of the sense Week 1 S3LT-IIa-b-1
the sense organs of the habits in taking care of organs of the human body
human body; the sense organs;
parts and functions of enumerate ways of Describe animals in their immediate Week 2 S3LT-IIc-d-3
animals and importance to grouping animals based surroundings
humans on their structure and Identify the external parts and functions Week 2 S3LT-IIc-d-4
importance of animals
Classify animals according to body parts Week 3 S3LT-IIc-d-5
and use
State the importance of animals to Week 3 S3LT-IIc-d-6
humans
external parts of plants demonstrate the Describe the parts of different kinds of Week 4 S3LT-IIe-f-8
and their functions, and proper ways of plants
importance to humans handling plants State the importance of plants to Week 4 S3LT-IIe-f-9
humans
characteristics of living illustrates the Compare living with nonliving things Week 5 S3LT-IIe-f-11
and nonliving things difference between Identify observable characteristics that Week 5 S3LT-IIg-h13
living and non-living are passed on from parents to offspring
things (e.g., humans, animals, plants)
basic needs of plants, list down activities Identify the basic needs of humans, Week 6 S3LT-IIi-j-14
animals and humans which they can perform plants and animals such as air, food,
at home, in school, or water, and shelter
in their neighborhood Explain how living things depend on the Week 6 S3LT-IIi-j-15
to keep the environment to meet their basic needs
environment clean Recognize that there is a need to protect Week 7 S3LT-IIi-j-16
and conserve the environment
3rd motion of objects observe, describe, and Describe the position of a person or an Week 1-3 S3FE-IIIa-b-1
investigate the position object in relation to a reference point
and movement of such as chair, door, another person
things around them
sources and uses of light, apply the knowledge of Describe the different uses of light, Week 4- 5
sound, heat and the sources and uses of sound, heat and electricity in everyday
electricity light, sound, heat, and life
electricity
4th people, animals, plants, express their concerns Relate the importance of surroundings Week 1-2 S3ES-IVc-d-2
lakes, rivers, streams, about their surroundings to people and other living things
hills, through teacher-guided
mountains, and other and self
landforms, and their – directed activities
importance
types and effects of express ideas about Describe the changes in the weather Week 3-4 S3ES-IVe-f-3
weather as they relate to safety measures during over a period of time
daily activities, health different weather Week 5 S3ES-IVg-h-5
Enumerate and practice safety and
and safety conditions creatively
precautionary measures in dealing with
(through artwork,
different types of weather
poem, song
natural objects in the sky list down activities Describe the natural objects that are Week 6 S3ES-IVg-h-6
affect one’s daily which affect their daily found in the sky during daytime and
activities activities nighttime
378

Subject: Science

K to 12 CG Code
1st grouping different Recognize and practice Week 1 S4MT-Ia-1
materials based on their proper handling of Classify materials based on the ability to
properties products absorb water, float, sink, undergo decay;
changes that materials evaluate whether Describe changes in solid materials Week 2 - 3 S4MT-Ie-f-5
undergo when exposed to changes in materials are when they are bent, pressed,
certain conditions. useful or harmful to one’s hammered, or cut;
environment Describe changes in properties of Week 4 - 5 S4MT-Ig-h-6
materials when exposed to certain
conditions such as temperature or
when mixed with other materials
Identify changes in materials whether Week 6- 7 S4MT-Ii-j-7
useful or harmful to one’s environment.
2nd how the major internal construct a prototype Describe the main function of the Week 1 S4LT-IIa-b-1
organs such as the brain, model of organism that has major organs
heart, lungs, liver, stomach, body parts which can Week 1 S4LT-IIa-b-2
intestines, kidneys, bones, survive in a given Communicate that the major organs
and muscles keep the body environment work together to make the body
healthy function properly
animals have body parts Infer that body structures help animals Week 2 S4LT-IIa-b-4
that make them adapt to adapt and survive in their particular
land or habitat
plants have body parts Week 3 S4LT-IIe-f-9
Identify the specialized structures of
that make them adapt to
terrestrial and aquatic plants
land or water
different organisms go Week 4 S4LT-IIg-h-13
through life cycle which Compare the stages in the life cycle of
can be affected by their organisms
environment
beneficial and harmful Describe the effect of the environment Week 5 S4LT-IIg-h-14
interactions occur among on the life cycle of organisms
living things and their Describe some types of beneficial and Week 6
environment as they obtain harmful interactions among living
basic needs things
Describe the effects of interactions Week 7 S4LT-IIi-j-18
among organism in their environment
3rd force that can change the Explain the effects of force when Week 1-2 S4FE-IIIa-1
shape, size or movement applied to an object
of objects. Characterize magnetic force Week 3 S4FE-IIId-e-3
how light, heat and sound demonstrate conceptual Describe how light, sound and heat Week 4-5 S4FE-IIIf-g-4
travel using various understanding of travel
objects properties/characteristics Investigate properties and Week 6-7 S4FE-IIIh-5
of light, heat and sound characteristics of light and sound
4th the different types of soil Compare and contrast the characteristics Week 1 S4ES-IVa-1
of different types of soil
the different sources of Explain the use of water from different Week 2 S4ES-IVb-2
water suitable for human sources in the context of daily activities
consumption Trace and describe the importance of Week 3
the water cycle
components of weather practice precautionary Use weather instruments and describe Week 4
using simple instruments measures in planning the different weather components in a
activities weather chart
Identify safety precautions during Week 5 S4ES-IVg-8
different weather conditions
the Sun as the main Describe the changes in the position Week 6
source of heat and light and length of shadows in the
S4ES-IVh-9
on Earth surroundings as the position of the Sun
changes
Describe the effects of the Sun to Week 6
human activities
380

Subject: Science

K to 12 CG Code
1st properties of materials to uses local, recyclable Week 1-2
Use the properties of materials whether
determine whether they are solid and/or liquid S5MT-Ia-b-1
they are useful or harmful
useful or harmful materials in making
materials undergo useful products Week 3-4
changes due to oxygen
and heat
S5MT-Ic-d-2
Investigate changes that happen in

materials under the following
conditions:
1 presence or lack of oxygen
2 application of heat
Design a product out of local, recyclable Week 5-6

solid and/ or liquid materials in making S5MT-Ih-i-4
useful products.
2nd how the parts of the Practice proper hygiene Describe the parts of the reproductive Week 1 S5LT-IIa-1
human reproductive to care of the system and their functions
system work reproductive organs Explain the menstrual cycle Week 2 S5LT-IIc-3
how animals reproduce create a hypothetical Describe the different modes of Week 3 S5LT-IIe-5
community to show how reproduction in animals such as
organisms interact and butterflies, mosquitoes, frogs, cats and
reproduce to survive dogs
how plants reproduce Describe the reproductive parts in plants Week 4 S5LT-IIf-6
and their functions
Describe the different modes of Week 5 S5LT-IIg-7
reproduction in flowering and non-
flowering plants such as moss, fern,
mongo and others
the interactions for survival Discuss the interactions among living Week 6 S5LT-IIh-8
among living and non-living things and non-living things in estuaries
things that take place in and intertidal zones
estuaries and intertidal Explain the need to protect and Week 7 S5LT-Ii-j-10
zones conserve estuaries and intertidal zones
3rd motion in terms of Describe the motion of an object by Week 1 S5FE-IIIa-1
distance and time tracing and measuring its change in
position (distance travelled) over a
period of time
how different objects Discuss why some materials are good Week 2
S5FE-IIIc-3
interact with light and conductors of heat and electricity
sound, heat ; Week 3 S5FE-IIIe-5
the effects of heat and

Relate the ability of the material to block,
electricity, light and sound
absorb or transmit light to its use
on people and objects
a simple DC circuit and the propose Infer the conditions necessary to make a Week 4 S5FE-IIIf-6
relationship between device using bulb light up
electricity and magnetism in electromagnet that is Determine the effects of changing the Week 5 S5FE-IIIg-7
electromagnets useful for home school number or type of components in a circuit
or community Design an experiment to determine the Week 6 S5FE-IIIi-j-9
factors that affect the strength of the
electromagnet
382
4th weathering and soil participate in projects Week 1 S5FE-IVa-1

Describe how rocks turn into soil
erosion shape the Earth’s that reduce soil erosion
surface and affect living in the community Investigate extent of soil erosion in the Week 2 S5FE-IVb-2
things and the environment community and its effects on living things
and the environment
weather disturbances and prepares individual Characterize weather disturbances in the Week 3
their effects on the emergency kit. Philippines and describe their effects to
environment. daily life
the phases of the Moon debug local myths and Week 4 S5FE-IVg-h-7
and the beliefs and folklore about the Moon Infer the pattern in the changes in the
practices associated with it and the Stars by appearance of the Moon
presenting pieces of
constellations and the evidence to convince Week 5 S5FE-IVi-j-9
the community folks Identify star patterns that can be seen at
information derived from
particular times of the year
their location in the sky.

Subject: Science

K to 12 CG Code
1st different types of mixtures prepare beneficial and Week 1-3
Describe the appearance and uses of
and their characteristics useful mixtures such as
homogeneous and heterogenous
drinks, food, and herbal
mixtures
medicines.
different techniques to separate desired Describe techniques in separating Week 4-6
separate mixtures materials from common mixtures such as decantation,
and local products. evaporation, filtering, sieving and using
magnet
2nd how the major organs of make a chart showing Explain how the organs of each organ Week 1-2 S6LT-IIa-b-1
the human body work healthful habits that system work together
together to form organ promote proper Explain how the different organ systems Week 3 S6LT-IIc-d-2
systems functioning of the work together
musculo-skeletal,
integumentary,
digestive, circulatory,
excretory, respiratory,
and nervous systems
the different characteristics 1. make an inventory of Week 4-5 S6MT-IIe-f-3
of vertebrates and vertebrates and
invertebrates invertebrates that are
Determine the distinguishing
commonly seen in the
characteristics of vertebrates and
community
invertebrates
2. practice ways of
caring and protecting
animals
the interactions for survival form discussion groups Discuss the interactions among living Week 6 S6MT-IIi-j-5
among living and non-living to tackle issues involving things and non-living things in tropical
things that take place in protection and rainforests, coral reefs and mangrove
tropical rainforests, coral conservation of swamps
reefs, and mangrove swamps ecosystems that serve Week 7 S6MT-IIi-j-6
as nurseries, breeding Explain the need to protect and conserve
places, and habitats for tropical rainforests, coral reefs and
economically important mangrove swamps
plants and animals
3rd gravity and friction affect produce an Week 1-2 S6FE-IIIa-c-1
movement of objects advertisement Infer how friction and gravity affect
demonstrates road movements of different objects
safety
how energy is transformed create a marketing Demonstrate how sound, heat, light and Week 3-5 S6FE-IIId-f-2
in simple machines strategy for a new electricity can be transformed
product on electrical or Manipulate simple machines to describe Week 6-7 S6FE-IIIg-i-3
light efficiency their characteristics and uses
4th the effects of earthquakes design an emergency Describe the changes on the Earth’s Week 1 S6ES-IVa-1
and volcanic eruptions and preparedness plan surface as a result of earthquakes and
and kit volcanic eruptions
Enumerate what to do before, during Week 2 S6ES-IVb-2
and after earthquake and volcanic
eruptions
weather patterns and Describe the different seasons in the Week 3 S6ES-IVc-3
seasons in the Philippines: Philippines
the earth’s rotation and Differentiate between rotation and Week 5-6
revolution revolution and describe the effects of
the Earth’s motions
characteristics of planets in Week 7-8 S6ES-IVg-h-6
Compare the planets of the solar system
the solar system
Construct a model of the solar system Week 8 S6ES-IVi-j-7
showing the relative sizes of the planets
and their relative distances from the Sun

Subject: Science

K to 12 CG Code
1st scientific ways of acquiring perform in groups in Week 1
knowledge and solving guided investigations
Describe the components of a scientific
problems involving community- S7MT-Ia-1
investigation
based problems using
locally available materials
classifying substances as make a chart, poster, or Week 2-3
elements or compounds multimedia presentation
Recognize that substances are classified
of common elements S7MT-Ig-h-5
into elements and compounds
showing their names,
symbols, and uses
the properties of investigate the properties Week 4-5
substances that distinguish of mixtures of varying Distinguish mixtures from substances
S7MT-Ie-f-4
them from mixtures concentrations using based on a set of properties
available materials in the
community for specific
purposes
some important properties prepare different Investigate properties of unsaturated or Week 6
S7MT-Ic-2
of solutions concentrations of saturated solutions
mixtures according to Express concentrations of solutions Week 7
uses and availability of quantitatively by preparing different
S7MT-Id-3
materials concentrations of mixtures according to
uses and availability of materials
2nd the parts and functions of employ appropriate Identify parts of the microscope and their Week 1 S7LT-IIa-1
the compound microscope techniques using the functions
compound microscope to Focus specimens using the compound Week 2 S7LT-IIb-2
gather data about very microscope
the different levels of small objects Describe the different levels of biological Week 3 S7LT-IIc-3
biological organization organization from cell to biosphere
the difference between Differentiate plant and animal cells Week 4 S7LT-IIc-3
animal and plant cells according to presence or absence of
certain organelles
Explain why the cell is considered the Week 4 S7LT-IIe-5
basic structural and functional unit of all
organisms
reproduction being both Differentiate asexual from sexual Week 5 S7LT-IIg-7
asexual or sexual reproduction in terms of:
1 Number of individuals involved;
2 Similarities of offspring to parents
organisms interacting with Differentiate biotic from abiotic Week 6 S7LT-IIh-9
each other and with their components of an ecosystem
environment to survive Describe the different ecological Week 6 S7LT-IIh-10
relationships found in an ecosystem
Predict the effect of changes in abiotic Week 7 S7LT-IIj-12
factors on the ecosystem
3rd motion in one dimension conduct a forum on Describe the motion of an object in terms Week 1-2 S7FE-IIIa-1
mitigation and disaster of distance or displacement, speed or
risk reduction velocity, and acceleration
Create and interpret visual representation Week 3 S7FE-IIIb-3
of the motion of objects such as tape
charts and motion graphs
waves as a carriers of Week 4 S7LT-IIIc-4
Infer that waves carry energy
energy
Describe the characteristics of sound Week 4 S7LT-IIId-7
using the concepts of wavelength,
velocity, and amplitude
the characteristics of light suggest proper lighting in Explain color and intensity of light in Week 5
various activities terms of its wave characteristics
how heat is transferred Week 6 S7LT-IIIh-i-12
Infer the conditions necessary for heat
transfer to occur
charges and the different Describe the different types of charging Week 7 S7LT-IIIj-13
charging processes processes
4th the relation of geographical analyze the advantage of Demonstrate how places on Earth may be Week 1 S7ES-IVa-1
location of the Philippines the location of the located using a coordinate system
to its environment Philippines in relation to Cite and explain ways of using Earth’s Week 2
the climate, weather, and resources sustainably
the different phenomena seasons Discuss how energy from the Sun Week 3 S7ES-IVd-5
that occur in the interacts with the layers of the
atmosphere atmosphere
Account for the occurrence of land and Week 3 S7ES-IVf-7
sea breezes, monsoons, and intertropical
convergence zone (ITCZ)
the relationship of the Using models, relate: Week 4-5 S7ES-IVh-9
seasons and the position of 1 the tilt of the Earth to the length of
the Sun in the sky daytime
2 the length of daytime to the amount of
energy received
3 the position of the Earth in its orbit to the
height of the Sun in the sky
4 the height of the Sun in the sky to the
amount of energy received
5 the latitude of an area to the amount
of energy the area receives
6 tilt of the Earth and the seasons
the occurrence of eclipses Explain how solar and lunar eclipses occur Week 6
using models

Subject: Science

K to 12 CG Code
1st Newton’s three laws of develop a written plan Investigate the relationship between the Week 1 S8FE-Ia-15
motion and implement a amount of force applied and the mass of
“Newton’s Olympics” the object to the amount of change in the
object’s motion
Week 2 S8FE-Ia-16
Infer that when a body exerts a force on

another, an equal amount of force is
exerted back on it
work using constant force, Week 2-3
power, gravitational potential
energy, kinetic energy, and
elastic potential energy
Identify and explain the factors that affect
potential and kinetic energy
the propagation of sound Week 4

Investigates the effect of temperature to
through solid, liquid, and
the speed of sound
gas
some properties and discuss phenomena Week 4 S8FE-If-27
characteristics of visible such as blue sky, rainbow,
light and red sunset using the Explain the hierarchy of colors in relation to
concept of wavelength the energy of visible light
and frequency of visible
light
heat and temperature, and Week 4 S8FE-Ig-29
Differentiate between heat and
the effects of heat on the
temperature at the molecular level
body
current- voltage-resistance Infer the relationship between current Week 5-6
relationship, electric power, and voltage
electric energy, and home Explain the advantages and Week 7 S8FE-li-31
circuitry disadvantages of series and parallel
connections in homes
Explain the functions of circuit breakers, Week 7 S8FE-li-33
fuses, earthing, double insulation, and
other safety devices in the home
2nd the relationship between 1. participate in decision Using models or illustrations, explain how Week 1 S8ES-IIa-14
faults and earthquakes making on where to build movements along faults generate
structures based on earthquakes
knowledge of the Differentiate the Week 1-2 S8ES-IIa-15
location of active faults 1 epicenter of an earthquake from its
in the community focus;
2. make an emergency 2 intensity of an earthquake from its
plan and prepare an magnitude;
emergency kit for use at 3 active and inactive faults
home and in school Explain how earthquake waves provide Week 3 S8ES-IIc-17
information about the interior of the earth
the formation of typhoons 1. demonstrate Explain how typhoon develops and how it Week 4-5
and their movement within precautionary measures is affected by landmasses and bodies of
the PAR before, during, and water
after a typhoon, including Week 5 S8ES-IIf-21
following advisories,
storm signals, and calls
for evacuation given by
government agencies in
charge
Trace the path of typhoons that enter the
Philippine Area of Responsibility (PAR) using
2. participate in
a map and tracking data
activities that lessen the
risks brought by
typhoons
characteristics of comets, discuss whether or not Week 6 S8ES-IIg-22

meteors, and asteroids beliefs and practices
Compare and contrast comets, meteors,
about comets and
and asteroids
meteors have scientific
basis
3rd the particle nature of matter present how water Week 1-2
as basis for explaining behaves in its different
properties, physical changes, states within the water
Explain the properties of solids, liquids, and
and structure of substances cycle
gases based on the particle nature of
and mixtures S8MT-IIIa-b-8
matter;
Explain physical changes in terms of the Week 3-4
arrangement and motion of atoms and S8MT-IIIc-d-9
molecules;
the identity of a substance Determine the number of protons, Week 5-6
according to its atomic neutrons, and electrons in a particular S8MT-IIIe-f-10
structure atom;
the periodic table of Week 7-8
elements as an organizing
tool to determine the
chemical properties of
elements
S8MT-IIIi-j-12
Use the periodic table to predict the
chemical behavior of an element.
4th 1. the digestive system and present an analysis of Week 1 S8LT-IVa-13

its interaction with the the data gathered on
circulatory, respiratory, and diseases resulting from
excretory systems in nutrient deficiency Explain ingestion, absorption,
providing the body with assimilation, and excretion
nutrients for energy
2. diseases that result from
nutrient deficiency and
ingestion of harmful
substances, and their
prevention and treatment
1. how cells divide to report on the Compare mitosis and meiosis, and their Week 2 S8LT-IVd-16
produce new cells importance of variation role in the cell-division cycle
2. meiosis as one of the in plant and animal Explain the significance of meiosis in Week 2 S8LT-IVe-17
processes producing genetic breeding maintaining the chromosome number
variations of the Mendelian Predict phenotypic expressions of traits Week 3 S8LT-IVf-18
Pattern of Inheritance following simple patterns of inheritance
1. the concept of a species report (e.g., through a Explain the concept of a species Week 4 S8LT-IVg-19
2. the species as being travelogue) on the
further classified into a activities that Classify organisms using the hierarchical Week 4 S8LT-IVh-20
hierarchical taxonomic communities engage in to taxonomic system
system protect and conserve Week 5 S8LT-IVh-21
Explain the advantage of high
endangered and biodiversity in maintaining the stability of
economically important an ecosystem
species
the one-way flow of energy make a poster Describe the transfer of energy through Week 5 S8LT-IVi-22
and the cycling of materials in comparing food choices the trophic levels
an ecosystem based on the trophic Analyze the roles of organisms in the Week 6 S8LT-IVi-23
levels’ cycling of materials
Explain how materials cycle in an Week 6 S8LT-IVi-24
ecosystem
Suggest ways to minimize human impact Week 7 S8LT-IVj-25
on the environment

Subject: Science

1st 1. how the different conduct an information Explain how the respiratory and Week 1-2 S9LT-la-b-26
structures of the dissemination activity on circulatory systems work together to
circulatory and respiratory effective ways of taking transport nutrients, gases, and other
systems work together to care of the respiratory molecules to and from the different
transport oxygen-rich blood and circulatory systems parts of the body
and nutrients to the based on data gathered Week 2 S9LT-lc-27
different parts of the body from the school or local
2. the prevention, detection, health workers Infer how one’s lifestyle can affect the
and treatment of diseases functioning of respiratory and circulatory
affecting the circulatory and systems
respiratory systems
1. how genetic information Week 3-4 S9LT-Id-29

is organized in genes on
Explain the different patterns of non-
chromosomes
Mendelian inheritance
2. the different patterns of
inheritance
how changes in the make a multimedia Week 5 S9LT-Ie-f-30
environment may affect presentation of a timeline
Relate species extinction to the failure of
species extinction of extinction of
populations of organisms to adapt to abrupt
representative
changes in the environment
microorganisms, plants,
and animals
1. the structure and design and conduct an Week 6-7 S9LT-lg-j-31
function of plant parts and investigation to provide
organelles involved in evidence that plants can
Differentiate basic features and
photosynthesis manufacture their own
importance of photosynthesis and
2. the structure and function food
respiration
of mitochondrion as the
main organelle involved in
respiration
2nd 1. the development of Explain how the Quantum Mechanical Week 1
atomic models that led to Model of the atom describes the energies
the description of the and positions of the electrons
behavior of electrons Week 2
Recognize different types of compounds
within atoms S9MT-IIb-14
(ionic or covalent) based on their
2. how atoms combine
properties such as melting point,
with other atoms by
transferring or by sharing hardness, polarity, and electrical and
electrons thermal conductivity; S9MT-IIb-14
3. forces that hold metals
together
Explain how ions are formed; Week 3 S9MT-IIe-f-16
the type of bonds that Explain how the structure of the carbon Week 4-5
S9MT-IIg-17
carbon forms that result in atom affects the type of bonds it forms;
the diversity of carbon Week 6
Recognize the general classes and uses of
compounds S9MT-IIh-18
organic compounds;
the unit, mole, that analyze the percentage Use the mole concept to express mass of Week 7
S9MT-IIi-19
quantitatively measures composition of different substances; and
the number of very small brands of two food Week 8
particles of matter products and decide on Determine the percentage composition of
the products’ appropriate a compound given its chemical formula S9MT-IIj-20
percentage composition and vice versa.
3rd volcanoes found in the Describe the different types of volcanoes Week 1
Philippines and volcanic eruption
Explain what happens when volcanoes Week 2 S9ES -IIIb-28
erupt
Illustrate how energy from volcanoes Week 3-4 S9ES –IIIc-d-29
may be tapped for human use
factors that affect climate, participate in activities Explain how different factors affect the Week 5-6 S9ES-IIIe-30
and the effects of changing that reduce risks and climate of an area
climate and how to adapt lessen effects of climate Week 6-7 S9ES-IIIf-31
accordingly change Describe certain climatic phenomena
that occur on a global level
the relationship between discuss whether or not Week 8-9 S9ES-IIIj-35

the visible constellations in popular beliefs and
Show which constellations may be
the sky and Earth’s practices with regard to
observed at different times of the year
position along its orbit constellations and
using models
astrology have scientific
basis
4th projectile motion, impulse propose ways to Describe the horizontal and vertical Week 1 S9FE-IVa-34
and momentum, and enhance sports related motions of a projectile
conservation of linear to projectile motion Investigate the relationship between the Week 1-2 S9FE-IVa-35
momentum angle of release and the height and range
of the projectile
Relate impulse and momentum to Week 3 S9FE-IVb-36
collision of objects (e.g., vehicular
collision)
Infer that the total momentum before and Week 3 S9FE-IVb-37
after collision is equal
conservation of create a device that Week 4 S9FE-IVd-40
Perform activities to demonstrate
mechanical energy shows conservation of
conservation of mechanical energy
mechanical energy
the relationship among analyze how power Construct a model to demonstrate that Week 5 S9FE-IVe-42
heat, work, and efficiency plants generate and heat can do work
transmit electrical Explain how heat transfer and energy Week 6 S9FE-IVg-45
energy transformation make heat engines work
generation, transmission, Week 6-7 S9FE-IVh-j-46
and distribution of
electrical energy from
power plants
Explain how electrical energy is generated,
(hydroelectric,
transmitted, and distributed
geothermal, wind, nuclear)
to home
Subject: Science

The learners The learners should be able K to 12 CG Code
demonstrate to...
understanding of...
1st the relationship among 1. demonstrate ways to Describe and relate the distribution of Week 1-3
the locations of ensure disaster preparedness active volcanoes, earthquake epicenters,
volcanoes, earthquake during earthquakes, and major mountain belts to Plate
epicenters, and tsunamis, and volcanic Tectonic Theory
mountain ranges eruptions Describe the different types of plate Week 4 S10ES –Ia-j-36.2
2. suggest ways by which boundaries
he/she can contribute to Explain the different processes that occur Week 5-6 S10ES –Ia-j-36.3
government efforts in along the plate boundaries
reducing damage due to Describe the possible causes of plate Week 7 S10ES –Ia-j-36.5
earthquakes, tsunamis, and movement
volcanic eruptions Enumerate the lines of evidence that Week 8 S9ES –Ia-j-36.6
support plate movement
2nd the different regions of Compare the relative wavelengths of Week 1-2 S10FE-IIa-b-47
the electromagnetic different forms of electromagnetic waves
spectrum Cite examples of practical applications of Week 3-4 S10FE-IIc-d-48
the different regions of EM waves, such as
the use of radio waves in
telecommunications
Explain the effects of EM radiation on Week 5 S10FE-IIe-f-49
living things and the environment
the images formed by Predict the qualitative characteristics Week 6-7 S10FE-IIg-50
the different types of (orientation, type, and magnification) of
mirrors and lenses images formed by plane and curved
mirrors and lenses
Identify ways in which the properties of Week 8 S10FE-IIh-52
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars)
the relationship Week 9 S10FE-IIj-54
between electricity and Explain the operation of a simple
magnetism in electric electric motor and generator
motors and generators
3rd 1. organisms as having Explain the role of hormones involved Week 1 S10LT-IIIb-34
feedback mechanisms, in the female and male reproductive
which are coordinated systems
by the nervous and Describe the feedback mechanisms Week 2 S10LT-IIIc-35
endocrine systems involved in regulating processes in the
2. how these feedback female reproductive system (e.g.,
mechanisms help the menstrual cycle)
organism maintain Describe how the nervous system Week 3 S10LT-IIIc-36
homeostasis to coordinates and regulates these
reproduce and survive feedback mechanisms to maintain
homeostasis
1. the information Explain how protein is made using Week 4 S10LT-IIId-37
stored in DNA as being information from DNA
used to make proteins Week 4 S10LT-IIIe-38
2. how changes in a DNA
molecule may cause Explain how mutations may cause changes
changes in its product in the structure and function of a protein
3. mutations that occur
in sex cells as being
heritable
how evolution through write an essay on the Explain how fossil records, comparative Week 5 S10LT-IIIf-39
natural selection can importance of adaptation as a anatomy, and genetic information
result in biodiversity mechanism for the provide evidence for evolution
survival of a species Explain the occurrence of evolution Week 6 S10LT-IIIg-40
1. the influence of Explain how species diversity increases Week 7 S10LT-IIIh-41
biodiversity on the the probability of adaptation and
stability of ecosystems survival of organisms in changing
environments
2. an ecosystem as being Week 7 S10LT-IIIi-42
Explain the relationship between
capable of supporting a
population growth and carrying
limited number of
capacity
organisms
4th how gases behave based Investigate the relationship between: Week 1-2
on the motion and 1 volume and pressure at constant
relative distances temperature of a gas
between gas particles 2 volume and temperature at constant S9MT-IIj-20
pressure of a gas
3 explains these relationships using the
kinetic molecular theory
the structure of Week 3-4
biomolecules, which are
made up mostly of a Recognize the major categories of S10MT-IVc-d-22
limited number of biomolecules such as carbohydrates,
elements, such as carbon, lipids, proteins, and nucleic acids
hydrogen, oxygen, and
nitrogen
the chemical reactions using any form of media, Week 5-6
associated with biological present chemical reactions Apply the principles of conservation of
S10MT-IVe-g-23
and industrial processes involved in biological and mass to chemical reactions
affecting life and the industrial processes affecting Explain how the factors affecting rates Week 7-8
environment life and the environment of chemical reactions are applied in
food preservation and materials S10MT-IVh-j-24
production, control of fire, pollution,
and corrosion
398
399
GRADE LEVEL: Grade 4

SUBJECT: EPP
QUARTER: 1-4
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
ENTREP/ICT Ang mag-aaral ay… Ang mag-aaral ay… 1.1 naipaliliwanag ang kahulugan at 2 WEEKS EPP4IE-0a-1
kahalagahan ng “entrepreneurship”
naipamamalas ang pang-unawa sa naipaliliwanag ang mga 1.2 natatalakay ang mga katangian EPP4IE-0a-2
konsepto ng “entrepreneurship” batayang konsepto ng ng isang entrepreneur
pagnenegosyo 1.3 natatalakay ang iba’t-ibang uri ng EPP4IE-0b-4
negosyo
naipamamalas ang kaalaman at nakagagamit ng computer, 1.1 naipaliliwanag ang mga 3 WEEKS EPP4IE -0c-5
kakayahan sa paggamit ng Internet, at email sa ligtas at panuntunan sa paggamit ng EPP4IE -0c-6
computer, Internet, at email sa responsableng pamamaraan computer, Internet, at email EPP4IE-0d- 7
ligtas at responsableng 1.2 natatalakay ang mga panganib na
dulot ng mga di-kanais-nais na mga
pamamaraan
software (virus at malware), mga
nilalaman, at mga pag-asal sa Internet EPP4IE-0d-8
1.3 nagagamit ang computer, Internet, at
email sa ligtas at responsableng
pamamaraan
1.4 naipaliliwanag ang kaalaman sa
paggamit ng computer at Internet
bilang mapagkukunan ng iba’t ibang
uri ng impormasyon
naipamamalas ang kaalaman at nakagagamit ng computer at 1.1 nagagamit ang computer file 2 WEEKS EPP4IE-0e-9
kasanayan sa computer at Internet sa Internet sa pangangalap at system
pangangalap at pagsasaayos ng pagsasaayos ng 1.2 nagagamit ang web browser at EPP4IE-0e-10
impormasyon impormasyon ang basic features ng isang search
engine sa pangangalap ng EPP4IE-0g-13
impormasyon
1.3 nakagagawa ng table at tsart EPP4IE -0h-15
gamit ang word processing
1.4 nakagagawa ng table at tsart
gamit ang electronic spreadsheet
tool
1.5 nakakapag-sort at filter ng
impormasyon gamit ang electronic
spreadsheet tool
naipakikita ang kaalaman at nakagagamit ng email 1.1 nakasasagot sa email ng iba 1 WEEK EPP4IE -0h-17
kasanayan sa paggamit ng 1.2 nakapagpapadala ng email na may EPP4IE -0i-18
kalakip na dokumento o iba pang media EPP4IE -0i-19
file EPP4IE -0j-21
1.3 nakaguguhit gamit ang drawing EPP4IE -0j-22
tool o graphics software
1.4 nakakapag-edit ng photo gamit
ang basic photo editing tool
1.5 nakagagawa ng dokumento na
may picture gamit ang word
processing toolodesktop publishing
tool
1.5nakagagawa ng maikling report na
may kasamang mga table, tsart, at
photo o drawing gamit ang iba’t
ibang tools na nakasanayan
AGRICULTURE 2 WEEKS
naipamamalas ang pang-unawa sa naisasagawa ang pagtatanim, 1.1 naisasagawa ang mga kasanayan EPP4AG-0a-1
kaalaman at kasanayan sa pag-aani, at pagsasapamilihan at kaalaman sa pagtatanim ng
pagtatanim ng halamang ng halamang ornamental sa halamang ornamental bilang isang
ornamental bilang isang gawaing masistemang pamamaraan pagkakakitaang gawain
pagkakakitaan 1.2 natatalakay ang pakinabang sa EPP4AG-0a-2
pagtatanim ng halamang
ornamental, para sa pamilya at
sa pamayanan
L.O. 1 naipakikita ang wastong 3 WEEKS EPP4AG-0d-6

pamamaraan sa pagpapatubo/
pagtatanim ng halamang ornamental
1.4.1 pagpili ng itatanim.
1.4.2 paggawa/ paghahanda ng
taniman.
1.4.3 paghahanda ng mga
itatanim o patutubuin at
itatanim
1.4.8 pagtatanim ayon sa wastong
pamamaraan
1.8 naisasagawa ang masistemang 3 WEEKS EPP4AG-0e-8
pangangalaga ng tanim
1.8.1 pagdidilig, pagbubungkal ng
lupa, paglalagay ng abono, paggawa ng
abonong organiko atbp EPP4AG-0f-10
2.1 naisasagawa ang wastong pag-
aani/ pagsasapamilihan ng m ga
halamang ornamental
L.O. 1 natatalakay ang kabutihang dulot 1 WEEK EPP4AG-0h-15

naipamamalas ang pang-unawa sa naisasagawa ng ma kawilihan ng pag-aalaga ng hayop sa tahanan EPP4AG-0h-16
panimulang kaalaman at kasanayan ang pag-aalaga sa hayop sa 1.1 natutukoy ang mga hayop na
sa pag-aalaga ng hayop sa tahanan tahanan bilang maaaring alagaan sa tahanan. EPP4AG-0h-17
at ang maitutulong nito sa pag-unlad mapagkakakitaang gawain
ng pamumuhay L.O. 2 naiisa-isa ang wastong
pamamaraan sa pag - aalaga ng hayop
2.1.1 pagsasagawa nang maayos
na pag-aalaga ng hayop
2.1.2 pagbibigay ng wastong
lugar o tirahan
2.1.3 pagpapakain at paglilinis ng
tirahan
HOME 1.1. napangangalagaan ang sariling 3 WEEKS EPP4HE-0b-3

ECONOMICS kasuotan.
naipamamalas ang pang-unawa sa naisasagawa ng may kasanayan 1.2. naiisa-isa ang mga paraan ng
batayang konsepto ng “gawaing ang mga gawaing pantahanan na pagpapanatiling malinis ng
makatutulong sa kasuotan
pantahanan” at ang maitutulong nito pangangalaga ng pansarili at ng 1.2.1. nasasabi ang gamit ng mga
sa pag-unlad ng sarili at tahanan sariling tahanan kagamitan sa pananahi sa
kamay
1.2.2. naisasaayos ang payak na
sira ng kasuotan sa
pamamagitan ng pananahi sa
kamay (hal. pagkabit ng
butones)
1.1 naisasagawa ang wastong paraan 2 WEEKS EPP4HE-0f-9

ng paglilinis ng bahay at bakuran
1.2 naisasagawa ang wastong EPP4HE-0g-10
paghihiwalay ng basura sa bahay
1.1 nakatutulong sa paghahanda ng 3 WEEKS EPP4HE-0i-14

masustansiyang pagkain.
1.2 naipakikita ang wastong paraan ng
paggamit ng kubyertos
1.3 naisasagawa nang may sistema ang
pagliligpit at paghuhugas ng
pinagkainan
INDUSTRIAL naipapamalas ang pang-unawa sa naisasagawa nang may 1.1 Natatalakay ang mga kaalaman 3 WEEKS EPP4IA-0a-1
ARTS batayang kaalaman at kasanayan sa kasanayan sa pagsusukat at at kasanayan sa pagsusukat
pagsususkat sa pagbuo ng mga pagpapahalaga sa mga batayang 1.1.1 nakikilala ang mga
kapakipakinabang na gawaing pang- gawain sa sining pang-industriya kagamitan sa pagsusukat
industriya at ang maitutulong nito sa na makapagpapaunlad sa 1.1.2 nagagamit ang dalawang
pag-unlad ng isang pamayanan kabuhayan ng sariling sistemang panukat (English
pamayanan at metric) EPP4IA-0b-2
1.2 naisasagawa ang pagleletra, pagbuo
ng linya at pagguhit. EPP4IA-0c-3
1.3 natatalakay ang kahalagahan ng
kaalaman at kasanayan sa "basic EPP4IA-0d-4
sketching" shading at outlining
1.4 naisasagawa ang wastong
pamamaraan ng basicsketching,
shading at outlining
2.1 nakagagawa ng sariling disenyo sa 6 WEEKS EPP4IA-0f-6

pagbuo o pagbabago ng
produktong gawa sa kahoy,
ceramics, karton, o lata (o mga
materyales na nakukuha sa
pamayanan)

SUBJECT: EPP
QUARTER: 1-4
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG
Code
ENTREP/ICT 1.1 naipaliliwanag ang kahulugan at pagkakaiba EPP5IE-
naipamamalas ang kaalaman mapahusay ang isang produkto ng produkto at serbisyo 0a-2
at kasanayan upang maging upang maging iba sa iba 1.2 natutukoy ang mga taong nangangailangan
matagumpay na entrepreneur ng angkop na produkto at serbisyo 5 WEEKS EPP5IE -
0a-3
1.3 nakapagbebenta ng natatanging paninda
EPP5IE-
0b-5
naipamamalas ang kaalaman at 1. nakapamamahagi ng mga

kasanayan ng ligtas at dokumento at media file sa 2 WEEKS
1.1 naipaliliwanag ang mga panuntunan sa
responsible sa: ligtas at responsableng EPP5IE-
pagsali sa discussion forum at chat
pamamaraan 0c-8
1.2 nakasasali sa discussion forum at chat sa
1. pamamahagi ng mga
ligtas at responsableng pamamaraan
dokumento at media 2. nakasasali sa discussion group at EPP5IE-
file chat sa ligtas at responsableng 0c-9
pamamaraan
2. pagsali sa discussion
group at chat
1 WEEK
1.2 natutukoy ang angkop na search EPP5IE-
engine sa pangangalap ng 0d-11
impormasyon
1.3 nakagagamit ng mga basic function at

formula sa electronic spreadsheet EPP5IE-
upang malagom ang datoS 0f-16
1.4 nagagamit ang word processing tool
EPP5IE-
0j-21
AGRICULTURE 1.1 nakagagawa ng abonong organiko 2 WEEKS EPP5AG-
naipamamalas ang pang- naisasagawa nang maayos ang 1.4.1 natatalakay ang kahalagahan at 0b-4
unawa sa panimulang kaalaman pagtatanim, pag-aani, at pamamaraan sa paggawa ng
at kasanayan sa pagtatanim ng pagsasapamilihan ng gulay sa abonong organiko
gulay at ang maitutulong nito masistemang pamamaraan 1.4.2 nasusunod ang mga pamamaraan at
sa pag-unlad ng pamumuhay pag-iingat sa paggawa ng abonong
organiko
1.2 naisasagawa ang masistemang pangangalaga 2 WEEKS

ng tanim na mga gulay
1.5.1 pagdidilig
1.5.2 pagbubungkal EPP5AG-
1.5.3 paglalagay ng abonong organiko 0c-6
1.3 naisasagawa ang masistemang pagsugpo ng
peste at kulisap ng mga halaman
1.1 naipaliliwanag ang kabutihang dulot ng pag- 1 WEEK EPP5AG-

aalaga ng hayop na may dalawang paa at 0e-11
pakpak o isda
1.2 natutukoy ang mga hayop na maaring alagaan EPP5AG-
gaya ng manok, pato, itik, pugo/ tilapia 0g-15
1.3 nakagagawa ng talaan ng mga kagamitan
at kasangkapan na dapat ihanda upang EPP5AG-
makapagsimula sa pag-aalaga ng hayop o isda 0h-16
1.1 naisasapamilihan ang inalagaang 3 WEEKS EPP5AG-

hayop/isda 0j-18
1.2 natutuos ang puhunan, gastos, at kita

HOME 4 WEEKS EPP5HE-
1.1 napangangalagaan ang sariling kasuotan
ECONOMICS naipamamalas ang pang- naisasagawa ang kasanayan sa 0c-6
1.1.1 naiisa-isa ang mga paraan upang
unawa sa kaalaman at pangangalaga sa sarili at gawaing
mapanatiling malinis ang kasuotan
kasanayan sa mga “gawaing pantahanan na nakatutulong sa
1.2 naisasagawa ang wastong paraan ng
pantahanan” at tungkulin at pagsasaayos ng tahanan
paglalaba
pangangalaga sa sarili EPP5HE-
1.2.1 napaghihiwalay ang puti at di-
0c-7
kulay
1.7 naisasagawa ang wastong paraan
ngpamamalantsa
EPP5HE-
0d-8
1.1 nakagagamit ng makina at kamay sa 3 WEEKS EPP5HE-
pagbuo ng mga kagamitang pambahay 0f-17
1.2 natutukoy ang mga bahagi ng makinang de-
padyak
1.3 nakabubuo ng kagamitangpambahay na
maaaring pagkakitaan EPP5HE-
1.4 nakalilikha ng isang malikhaing proyekto 0g-18
1.1naisasagawa ang pagpaplano at pagluluto 2 WEEKS EPP5HE-

ng masustansiyang pagkain (almusal, 0i-24
tanghalian, at hapunan) ayon sa badyet ng
pamilya
1.2naisasagawa ang pamamalengke ng mga EPP5HE-
sangkap sa pagluluto 0i-28
1.3naipakikita ang husay sa pagpili ng sariwa,
mura at masustansyang sangkap
Naisasagawa ang pagluluto EPP5HE-
1.1naihahanda ang mga sangkap sa pagluluto 0j-29
1.2nasusunod ang mga tuntuning
pangkalusugan at pangkaligtasan sa
paghahanda at pagluluto ng pagkain
1.3 naihahanda nang kaakit-akit ang nilutong
pagkain sa hapag kainan (food presentation)
INDUSTRIAL 3 WEEKS
ARTS naipamamalas ang pagkatuto naisasagawa ng may kawilihan ng 1.1 natatalakay ang mga mahalagang EPP5IA-
sa mga kaalaman at kasanayan pagbuo ng mga proyekto sa kaalaman at kasanayan sa gawaing kahoy, 0a-1
sa mga gawaing pang- gawaing kahoy, metal, kawayan, metal, kawayan at iba pang lokal na
industriya tulad ng gawaing elektrisidad, at iba pa materyales sa pamayanan
kahoy, metal, kawayan, 1.2 nakagagawa ng mga malikhaing proyekto na EPP5IA-
elektrisidad at iba pa gawa sa kahoy, metal, kawayan at iba pang 0b- 2
materyales na makikita sa kumunidad
2.1 nakagagawa ng proyekto na ginagamitan ng 3 WEEKS EPP5IA-

elektrisidad 0c- 3
2.2 natatalakay ang mga kaalaman at
kasanayan sa gawaing elektrisidad
2.3 nakabubuo ng plano ng proyekto na 3 WEEKS EPP5IA-

nakadisenyo mula sa ibat-ibang 0d- 4
materyales na makikita sa pamayanan
(hal., kahoy, metal, kawayan, atbp) na
ginagamitan ng elektrisidad na maaaring
mapapagkakakitaan
SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION
COMPONENT: ICT AND ENTREPRENEURSHIP
COMPETENCIES
0 demonstrates knowledge and sells products based on needs
produces simple products TLEIE6-0a-2
skills that will lead to one and demands
buys and sells products based on needs 2 Weeks TLEIE6-0b-3
becoming an ideal entrepreneur
sells products based on needs and
TLEIE6-0b-4
demands in school and community
posts and shares materials on wikis in a
TLEIE6-0c-5
demonstrates knowledge and skills practices safe and responsible safe and responsible manner
1 Week
in the safe and responsible use of use of wikis, blogs, and audio posts and shares materials on blogs in a
TLEIE6-0c-6
wikis, blogs, and audio and video and video conferencing tools safe and responsible manner
conferencing tools participates in video and audio
conferences in a safe and responsible TLEIE6-0d-7
1 Week
manner
demonstrates knowledge and conducts a survey using online creates an online survey form TLEIE6-0e-9
skills in using online survey tools tools 1 Week TLEIE6-0f-11
processes online survey data
demonstrates knowledge and processes and summarizes
uses functions and formulas in an
skills in performing advanced numerical data using advanced 1 Week
electronic spreadsheet tool to perform
calculations on numerical data functions and formulas in an TLEIE6-0f-12
advanced calculations on numerical data
using an electronic spreadsheet electronic spreadsheet tool
tool
demonstrates knowledge and communicates and uses audio and video conferencing
skills in using audio, video collaborates online through tools to share ideas and work with 1 Week TLEIE6-0g-13
conferencing tools, and e-group audio, video conferencing, and others online
egroup uses an e-group to share ideas and TLEIE6-0h-14
work with others
uses the advanced features of a slide TLEIE6-0i-15
demonstrates knowledge and Creates a multimedia presentation tool to create a
skills to create knowledge knowledge product multimedia presentation with text, 1 Week
products graphics, and photos; hyperlinked
elements; animation; and embedded
audio and/or video
uses the moviemaking software to TLEIE6-0j-16
create a multimedia presentation

COMPONENT: AGRICULTURE
COMPETENCIES
0 demonstrates an understanding applies knowledge and skills in discusses the importance of planting
of scientific practices in planting planting trees and fruit trees and propagating trees and fruit-bearing 1 Week TLE6AG-0a-1
trees and fruit trees trees and marketing seedlings.
uses technology in the conduct of TLE6AG-0b- 2
survey to find out the following:
elements to be observed in planting trees
and fruit-bearing trees 1 Week
market demands for fruits
famous orchard farms in the country

TLE6AG-0c- 3
conduct a survey to identify:
types of orchard farms

trees appropriate for orchard
gardening based on location, climate,
and market demands
1 Week
proper way of planting/propagating
trees and fruit-bearing trees (budding,
marcotting, grafting)
sources of fruit-bearing trees
how to care for seedlings

prepares layout design of an orchard TLE6AG-0c-4
garden using the information gathered
propagates trees and fruit-bearing TLE6AG-0d-5
trees using scientific processes
identifies the appropriate tools and
equipment in plant propagation and
their uses 1 Week
demonstrates scientific ways of
propagating fruit-bearing trees
observes healthy and safety measures in
propagating fruit-bearing trees
performs systematic and scientific ways TLE6AG-0e-6
of caring orchard trees/ seedlings such as 1 Week
watering, cultivating, preparing, and
applying organic fertilizer
TLE6AG-0f-7
markets fruits and seedlings
1 Week
develops plan for expansion of planting TLE6AG-0g-8
trees and seedling production
demonstrates an understanding applies knowledge and skills, and TLE6AG-0h-9
conducts survey to find out:
of scientific processes in animal/ develops one’s interest I animal/
fish raising fish raising persons in the community whose
occupation is animal (four-legged) /fish
raising 1 Week
kinds of four-legged animals/fish being
raised as means of livelihood
possible hazards that animal raising can
cause to the people and community
ways to prevent hazards brought about
by raising animals
market demands for animal/fish
products and byproducts
direct consumers or retailers
benefits that can be derived from
animal/fish raising
stories of successful entrepreneurs in
animal/fish raising 1 Week
plans for the family’s animal raising TLE6AG-0i-10
project
TLE6AG-0i-11
implements plan on animal/fish raising
TLE6AG-0j-12
monitors growth and progress
keeps an updated record of
growth/progress
expands/enhances one’s knowledge of
animal/fish raising using the Internet
manages marketing of animal/fish raised
discusses indicators for
harvesting/capturing 1 Week
demonstrates skill in
harvesting/capturing animal/fish
prepares marketing strategy by asking
help from others or using the Internet TLE6AG-0j-13
markets animals/fish
harvested/captured
computes the income earned from
marketed products (Gross Sale –
Expenses = Net income)
prepares plans for expansion of animal-
raising venture
COMPONENT: HOME ECONOMICS
COMPETENCIES
0 applies knowledge and skills, manages family resources identifies family resources and needs TLE6HE-0a-1
and develops one’s interest I applying the principles of home (human, material, and nonmaterial)
animal/ fish raising management
enumerates sources of family income TLE6HE-0a-2
allocates budget for basic and social need
such as:
1.1.1 food and clothing
1.1.2 shelter and education 1 Week
1.1.3 social needs: social and
moral obligations (birthdays, TLE6HE-0b-3
baptisms, etc.), family
activities, school affairs
savings/emergency budget (health,
house repair)
1.2 prepares feasible and practical TLE6HE-0b-4

budget
1.2.1 manages family resources
efficiently 1 Week
1.2.2 prioritizes needs over wants
demonstrates an understanding sews household linens using classifies tools and materials according TLE6HE-0c-5
of and skills in sewing household appropriate tools and materials to their use (measuring, cutting, sewing)
linens and applying TLE6HE-0c-6
prepares project plan for household
linens
1 Week
identifies supplies/ materials and tools TLE6HE-0c-7
needed for the project
2.1 drafts pattern for household linens TLE6HE-0d- 8
2.1.1 steps in drafting pattern 1 Week
2.1.2 safety precautions
2.2 sews creative and marketable TLE6HE-0d-9
household linens as means to
augment family income
2.3 assesses the finished products as to
the quality (using rubrics
2.4 markets finished house hold linens in TLE6HE0e-10

varied/ creative ways 1 Week
demonstrates an understanding of preserve food/s using appropriate explains different ways of food TLE6HE-0f-10
and skills in the basics of food tools and materials preservation (drying, salting, freezing,
preservation and applying the basics of food and processing)
uses the tools/utensils and equipment TLE6HE-0g-11
1 Week
and their substitutes in food
preservation/ processing
preserves food applying principles and TLE6HE-0h-12
skills in food preservation processing
conducts simple research to determine
market trends and demands in TLE6HE-0i- 13
preserved/ processed foods
1 Week
assesses preserved/processed food as
TLE6HE-0i-14
to the quality using the rubrics
markets preserved/processed food in TLE6HE-0j- 15
1 Week
varied/ creative ways with pride

COMPONENT: INDUSTRIAL ARTS
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG
COMPETENCIES Code
0 demonstrates an understanding performs necessary skill in discusses the importance and methods of TLE6IA-0a-
of knowledge and skills in enhancing/ decorating finished enhancing/decorating bamboo, wood, 1
enhancing/decorating products products and metal products
as an alternative source of demonstrates creativity and
TLE6IA-0a-
income innovativeness in enhancing/ decorating 2 Weeks 2
bamboo, wood, and metal products
1.1 conducts simple survey using TLE6IA-0b-
technology and other data-gathering 3
method to determine
1.1.1 market trends on products
made of bamboo, wood, and
metal
1.1.2 customer’s preference of
products
1.1.3 types/sources of innovative
finishing materials,
accessories, and designs
1.1.4processes in enhancing/decorating
finished products
discusses the effects of innovative TLE6IA-0c-
finishing materials and creative 1 Week 4
accessories on the marketability of
products
enhances bamboo, wood, metal, and TLE6IA-0c-
other finished products through sketching, 5
shading, and outlining
1.6 constructs project plan TLE6IA-0d-
1.6.1 considers deliberate policies on 6
sustainable development in 2 Weeks
constructing the project plan
1.6.2 demonstrates resourcefulness
and management skills in
the use of time, materials,
money, and effort
1.6.3 assesses the quality of
enhanced product using
rubrics
1.6.4 refines product based on
assessment made
TLE6IA-0e-
markets products 7
demonstrates an understanding constructs simple electrical 1 Week TLE6IA-0f-

of and skills in making simple gadgets with ease and dexterity construct simple electrical gadgets 8
electrical gadgets
explains the protocols (processes) in TLE6IA-0g-
making electrical gadgets 9
demonstrates an understanding recycles waste materials following TLE6IA-0h-
of and skills in recycling waste the principles of “five S” repairs simple gadgets/furniture/ 1 Week 10
material furnishings at home and school
1.2 discusses the principles of “five S” TLE6IA-0i-
1.2.1 Sorting (Seiri) 11
1.2.2 Straightening (Seiton)
1.2.3 Systematic Cleaning (Shine)
(Seiso)
1.2.4 Standardizing (Seiketsu)
4.1.5 Service (Sustaining) (Shitsuke)
identifies recyclable products/waste TLE6IA-0i-
materials made of wood, metal, paper, 2 Weeks 12
plastic, and others
explains the process and the importance TLE6IA-0j-
of recycling 13
recycles the identified products/waste TLE6IA-0j-
material into functional items (binding of 14
used paper into notebook or memo pad;
bottled plastic into lampshades, flowers,
plants; etc.)
GRADE LEVEL: Grade 7/8
SUBJECT: CAREGIVING NOMINAL
HOURS: 40 HOURS COMPONENT:
HOME ECONOMICS
COMPETENCIES
The learner demonstrates The learner independently uses LO 1. Identify caregiving tools, equipment, 1 WEEK TLE_HEUTCG7/8-
understanding on the use of tools, equipment and and paraphernalia applicable to a specific job 0a-b-1
tools, equipment and paraphernalia in caregiving 1.1 Classify equipment, tools, and
paraphernalia in caregiving. paraphernalia according to types, and
functions
LO 2. Use caregiving tools, equipment, and 1 WEEK TLE_HECGUT7/8-

paraphernalia 0c-d-2
2.1 Use equipment, tools and
paraphernalia based on the task
requirement
The learner demonstrates The learner independently LO 1. Perform aftercare activities for tools, 2 WEEKs TLE_HECGMT7/8-
understanding in maintains tools, equipment and equipment and paraphernalia 0e-f-3
maintaining tools, paraphernalia in caregiving. 1.1 Clean tools, equipment and
equipment and paraphernalia after use
paraphernalia in 1.2 Store tools, equipment and
caregiving. paraphernalia in the appropriate area
1.3 Check tools, equipment and
paraphernalia regularly for
orderliness/tidiness
1.4 Carry out routine maintenance as per
Standard Operating Procedures (SOP)
The learner demonstrates The learner independently practices LO 1. Identify hazards and risks 1 WEEK TLE_HECGOS7/8-
understanding on the occupational health and safety 1.1 Identify hazards and risks 0h-5
practice of occupational procedures in caregiving. 1.2 Determine hazard and risks indicators in
health and safety the workplace
procedures in caregiving. 1.3 Determine the effects of hazards
LO 2. Evaluate and control hazards and 1 WEEK TLE_HECGOS7/8-
risks 0i-j-6
1.1 Follow Occupational Health and Safety
(OHS) procedures in dealing with and for
controlling hazards and risks
1.2 Establish organizational protocol in
providing appropriate assistance in
workplace emergencies

SUBJECT: DRESSMAKING
NOMINAL HOURS: 40 HOURS
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG Code
The learner The learner independently uses LO 1. Identify sewing tools and equipment and 2 WEEKS TLE_HEDM7/8UT-
demonstrates tools in dressmaking/tailoring their uses 0a-b-1
understanding in the use 2.1 Identify sewing tools and equipment
of sewing tools in 2.2 Classify sewing machines
dressmaking 2.3 Select appropriate measuring tools
The learner The learner independently LO 1. Obtain measurements TLE_HEDM7/8MT-

demonstrates carries out measurements and 2.4 Take accurate body measurements 3 WEEKS 0c-d-2
understanding in calculations based on job 2.5 Read and record required measurements
carrying out requirements. 2.5 Apply the systems of measurements
measurements in 2.6 Perform simple calculations based on the job
dressmaking/tailoring. requirement
2.7 Demonstrates accurate reading
measurements
2.8 Assess the appropriateness of design based
on the client’s features
2.9 Read specifications
2.10 Apply the principles of design and color
harmonies
The learner The learner consistently LO 2. Clean and lubricate machine TLE_HEDM7/8BM-
demonstrates performs basic maintenance of 1 WEEK 0i-7
understanding in sewing machine in 1.1. Observe proper handling and cleaning of
performing basic dressmaking/tailoring. the machine
maintenance of sewing 1.2 Resolve common machine troubles
machine in 2.1 Follow the safety procedures in machine
dressmaking/tailoring. cleaning
2.2 Perform regular maintenance schedules
The learner The learner consistently LO 1. Identify and evaluate hazards and risks 1 WEEK TLE_HEDM7/8BM-
demonstrates practices occupational safety 0j-8
understanding in and health in 1.1. Explain workplace hazards and risks
practicing occupational dressmaking/tailoring. 1.2. Identify hazards and risks in the workplace
safety and health in 1.3. Explain the causes of hazards and risks
dressmaking/tailoring.

SUBJECT: COOKERY
The learners The learners independently LO 1. Utilize appropriate kitchen tools, equipment, 2 WEEKS TLE_HECK7/8UT-
demonstrate an use and maintain tools, and paraphernalia 0a-1
understanding the use equipment, and materials in 1.1 identify types of tools, equipment, and
and maintenance of cookery according to standard paraphernalia
equipment in cookery operating procedures 1.2 classify the types of appropriate cleaning tools
and equipment based on their uses
LO 2. Maintain appropriate kitchen tools, 1 WEEK TLE_HECK7/8MT-

equipment, and paraphernalia 0b-2
1.1 select various types of chemicals for cleaning
and sanitizing kitchen tools, equipment, and
paraphernalia
1.2 clean and sanitize kitchen tools and equipment
following manufacturer’s instructions use cleaning
tools, equipment, and paraphernalia in accordance
to standard operating procedures maintain kitchen
tools, equipment, and work areas
The learners The learners independently LO 1. Carry out measurements and calculations in 3 WEEKS TLE_HECK7/8PM-
demonstrate an measure and calculate a required task 0d-4
understanding ingredients in cookery 1.1 give the abbreviations and equivalents of
performing measurements
mensuration and 1.2 measure ingredients according to recipe
calculation in cookery requirement
1.3 convert systems of measurement according to
recipe requirement
1.4perform substitution of ingredients
LO 2. Calculate cost of production 1 WEEK TLE_HECK7/8PM-

2.1 discuss principles of costing 0e-5
2.2 compute cost of production
The learners The learners independently 1 WEEK TLE_HECK7/8OHSP-

demonstrate an practice occupational health 0h-8
LO 1. Importance of Occupational Health and
understanding the and safety
Safety Procedures
practice of occupational
1.1 recognize the importance of OSH
health and safety
SUBJECT: NAIL CARE NOMINAL
HOURS: 40 HOURS COMPONENT:
HOME ECONOMICS
The learner demonstrates The learner independently uses LO 1. Prepare the necessary tools and 1 WEEK TLE_HEBC7/8UT-
understanding of the use nail care tools and equipment in equipment for the specific nail care activity 0a-b-1
of tools and equipment Nail Care Servicing 1.1 Identify the uses of tools and equipment in
in Nail Care Services. nail care according to task requirements
1.2 Use tools and equipment according to task
requirement
1.3 Observe safety procedure of using tools and
equipment
The learner The learner independently LO 2. Perform basic preventive and corrective 2 WEEKs TLE_HEBC7/8MT-
demonstrates maintains tools and equipment in maintenance 0d-e-3
understanding in Nail Care Servicing 1.1 Clean tools according to standard
maintaining tools and procedures
equipment in Nail Care 1.2 Inspected defective tools and equipment
The learner The learner independently LO 1. Identify nail structure and shapes 4 WEEKS TLE_HEBC7/8MT-
demonstrates practice nail shapes in 1.1 Identify nail structure and shapes 0j-6
understanding in nail Nail Care Services 1.2 Perform nail trimmings to varied shapes
shapes in Nail Care
Services
SUBJECT: HANDICRAFT MAKING
The learner The learner uses basic L.O. 1: Use basic tools in 2 WEEKS TLE_HEHD7/8EA-
demonstrates tools in embroider and embroidery 0a-b-1
understanding on the create 1.1 Basic tools and materials inembroidery are
principles embroidered article identified.
and concepts of 1.2Different embroidery stitches are
embroidery performed based on the given steps.
1.3 Proper use of tools is observed
LO2. Create embroidered article 2 WEEKS TLE_HEHD7/8EA-
2.1 Embroidered article is created based 0c-d-2
on the principles and elements of
design.
2.2 Color scheme are applied increating the
design.
2.3 Design is transferred following the given
steps.
2.4 Good working habits are observed
The learner The learner understands and LO 1. Understand Recycling 1 WEEK TLE_HEHD7/8RP-
demonstrates 1. Recycled articles are identified based 0e-f-2
create recycled project
understanding on the on recyclable materials
principles
and concepts of
recycling
LO2. Create Recycled project TLE_HEHD7/8RP-
2.1 Recycled articles are produced 0e-g-3
artistically based on the given steps.
2.2 Tools are properly used.
2.3 Good working habits are observed.
The learner The learner understand LO1. Wrap Gift Items 2 WEEKS TLE_HEHD7/8WG-
demonstrates wrapping of gift items 1. Tools are properly used. 0h-i-2
understanding on the 2. Principles and elements of design are
principles applied.
and concepts of gift
wrapping
3. Gift items are wrapped artistically.
4. Decorative articles are applied to
enhanced wrapped gift items.
5. Good working habits are observed

SUBJECT: FRONT OFFICE SERVICES
The learner The learner independently use USE TOOLS, EQUIPMENT, AND 1 WEEK TLE_HEFS7/8UT-
demonstrates tools, equipment, and PARAPHERNALIA 0ab-2
understanding on the use paraphernalia in FOS LO 1. Identify FOS tools, equipment, and
of tools, equipment, paraphernalia applicable to a specific job
and paraphernalia in FOS 1.1. classify equipment, tools, and
paraphernalia according to types and
functions
1.2. describe equipment, tools, and
paraphernalia based on the specified task
LO 2. Use FOS tools, equipment, and 1 WEEK TLE_HEFS7/8UT-

paraphernalia 0ab-2
1.1. use equipment, tools, and paraphernalia
based on the task requirements
MAINTAIN TOOLS, EQUIPMENT, AND 1 WEEK TLE_HEFS7/8UT-

PARAPHERNALIA 0c-4
LO 1. Perform after-care activities for tools,
equipment, and paraphernalia
1.1. clean tools, equipment, and paraphernalia
after use according to standard operating
procedures
1.2. store tools, equipment, and paraphernalia
in appropriate area in accordance with
safety procedures
The learner The learner independently PERFORM MENSURATION AND 1 WEEKS TLE_HEFS7/8MC-
demonstrates performing perform calculations in FOS CALCULATIONS 0e-6
calculations in FOS LO 1. Perform simple calculations
1.1. prepare simple report from arrival to
departure of customers
The learner The learner independently PRACTICE OCCUPATIONAL HEALTH AND 1 WEEK TLE_HEFS7/8OHS-
demonstrates the practice practice occupational health and SAFETY 0g-8
of occupational health safety procedures in FOS in LO 1: Identify hazards and risks
and safety procedures in accordance with standards 1.1. clarify and explain regulations and
FOS workplace safety and hazard control practices
and procedures
1.2. identify hazards/risks in the workplace and
their corresponding indicators
LO 2: Evaluate and control hazards and risks 1 Week TLE_HEFS7/8OHS-

1.1. determine effects of hazards 0h-9
1.2. follow OHS procedures for controlling
hazards/risks in the workplace
The learner The learner independently INTERPRET DESIGN AND LAYOUT 1 WEEK TLE_HEFS7/8ID-
demonstrates how to interpret layouts areas of front- LO 1. Read and interpret front-office reception 0j-12
interpret layout areas of office reception area
front-office reception 1.1. read and interpret symbols and layout in a
given sample plan for a front- office reception
area
1.2. describe parts and functions of a front-
office reception layout
1.3. evaluate a sample front office reception
layout
GRADE LEVEL: 7/8
SUBJECT: FOOD PROCESSING
COMPONENT: AGRI-FISHERY ARTS
COMPETENCIES Code
The learner demonstrates The learner uses and maintain LO 1. Select tools, equipment, utensils TLE_AFFP9-
understanding of uses and appropriate food (fish) processing and instruments 2 WEEKS 12UT- 0a-1
maintenance of food (fish) tools, equipment, instruments and 1.1. Select tools, equipment, utensils
processing tools, equipment, utensils and reports accordingly and instruments according to food
instruments and utensils in food upon discovery of defect/s. (fish) processing method
(fish) processing. 1.2. Explain the defects in tools,
equipment, utensils and
instrument
1.3. Follow procedures in reporting
defective tools, equipment, utensils
and instruments
TLE_AFFP9-
LO 2. Use tools, equipment instruments 12 UT-0b-2
and utensils by following the standard
procedures
2.1. Interpret a food processing
procedure
2.2. Apply standard procedures in
using tools, equipment, instruments,
and utensils
2.3. Calibrate tools, equipment
instruments and utensils
2.4. Follow procedures in sanitizing
tools, equipment, instruments and
utensils
2.5. Use tools, equipment,
instruments, and utensils according
to job requirements and
manufacture’s specification
The learner demonstrates The learner performs basic LO 1. Tabulate the recorded data TLE_AFFP9-
understanding of basic measurements and calculation that relevant to production of processed 2 WEEKS 12MC-0d-1
measurements and calculation. relate with weight and food
measurements. 1.1. Record weights and
measurements of raw materials
and ingredients
1.2. Summarize/sum up recorded weights
and measurements of processed
products
1.3. Perform how a seam is measured
The learner demonstrates The learner exhibits basic LO 3. Calculate the production inputs 1 WEEK TLE_AFFP9-
understanding of basic mathematical mathematical skills that relate with and output 12MC-0e-3
skills that relate with spoilage, computation of percentage of 3.1. Compute for the percentage
rejects and the percentage of spoilage, rejects and recovery of equivalents of actual spoilage and
recovery of yields. yields. rejects
3.2. Calculate the percentage of
actual yields and recoveries
according to enterprise
requirements
3.3. Record calculated data according to
enterprise requirements
The learner demonstrates The learner interprets plans and LO 1. Interpret a layout plan 1 WEEK TLE_AFFP9-
understanding of interpreting plans drawings that relate with basic 1.1. Explain the meanings of signs and 12ID-0f-1
and drawings that relate with basic fish processing activities. symbol used in lay outing plan for
fish processing activities. fish processing activity
1.2. Interpret layout plan for fish
processing area according to
standard set
The learner demonstrates The learner observes basic LO 1. Observe personal hygiene and 1 WEEK TLE_AFFP9-
understanding of basic principles and principles and rules to be observed good grooming 12OS-0g-1
rules to be observed to ensure food to ensure food safety and 1.1. Explain the importance of good
safety and sanitation when he/she sanitation when he/she packages grooming in a workplace
packages fish products. fish products.
1.2. Follow the procedures in cleaning,
checking and sanitizing personal
protective equipment

SUBJECT: FOOD PROCESSING (SALTING/CURING/SMOKING)
COMPONENT: AGRI-FISHERY-ARTS
COMPETENCIES Code
The learner demonstrates The learner demonstrates LO 1. Prepare equipment, tools, materials 1 WEEK TLE_AFFP9-
understanding on processing independently the procedures of and utensils 12SL-Ia-c-1
food by salting, curing and processing food by salting, curing and 1.1. Prepare Equipment and tools for salting,
smoking. smoking. curing and smoking in accordance with
manufacturer’s specifications
1.2. Check, sanitize and calibrate
Equipment for the above food
processing methods in accordance with
LO 2. Prepare the raw materials 1 WEEK TLE_AFFP9-

2.1. Sort and grade raw materials are in 12SL-Id-f-2
accordance with specifications
2.2. Prepare eggs for salting in accordance
with approved standard procedures
2.3. Prepare poultry for curing in accordance
with approved specifications and
standard procedures
LO 3. Prepare salting and curing solutions 4 WEEKS TLE_AFFP9-

and mixtures 12SL-Ih-i-3
3.1. Measure and weigh required
ingredients for pumping pickle, cover
pickle and dry cure mixture in line
with approved specifications
LO 4. Cure the materials TLE_AFFP9-

4.1. Cure mixture at room temperature or 12SL-IIa-b
refrigerated temperature at appropriate
number of days
4.2. Submerged materials being cured in
solution to obtain even distribution/
penetration of cure mixture in line
with approved specifications
LO 5. Finish the cured materials 1 WEEK TLE_AFFP9-

12SL-IIc-e
5.1. Wash and drain cured food materials
from the solution, in accordance with
standard operating procedures
5.2. Boil and dip in grana solution salted
eggs according to approved
specifications
5.3. Transfer the cooked products to
containers and cool according to
specifications.

SUBJECT: FOOD PROCESSING (FERMENTATION/PICKLING)
Code
The learner demonstrates The learner independently LO 1. Prepare equipment, tools and utensils 1 WEEK TLE_AFFP9-
understanding food demonstrates procedures of 1.1. Select equipment, tools and utensils for 12FR-IIh-i
processing by fermentation fermentation and pickling. fermentation and pickling are according to
and pickling. requirements
1.2. Check and calibrate equipment, tools and
utensils in accordance with
1.3. Prepare and sanitize equipment/ utensils for
the above food processing methods are
according to manufacturer’s
specifications
LO 2. Prepare raw materials 1 WEEK TLE_AFFP9-

2.1. Sort and grade raw materials according to 12FR-IIj-II
approved criteria and enterprise
requirements
2.2. Prepare the sorted and graded fresh fruits
and vegetables according to required
sizes and shapes
2.3. Prepare fish and other marine products
according to specifications
LO 3. Perform alcoholic fermentation of fruits 3 WEEKS TLE_AFFP9-

and vegetables 12FR-IIIb-d-
3.1. Mix prepared fruit with water according to 3
specifications
3.2. Boil mixture in accordance with specifications
and enterprise requirements
3.3. Extract juice in accordance with specifications
and enterprise requirements
3.4. Cool and mix extracted juice with other
ingredients like sugar and yeast in
accordance with specifications
3.5. Ferment juice for 1-2 weeks as required
3.6. Filter and heat fermented juice according to
specifications
LO 4. Perform acetic acid/ lactic acid 1 WEEK TLE_AFFP9-
fermentation/ pickling of vegetables 12FR-IIIe-g-
4.1. Mix alcoholic liquid with mother vinegar 4
according to specifications
4.2. Ferment mixture for 2-4 weeks according to
standard procedures
4.3. Filter mixture and clarify filtrate according
to specifications
4.4. Heat acetous liquid according to
specifications
LO 5. Ferment fish and other marine products 1 WEEK TLE_AFFP9-

5.1. Mix fish and other marine with required salt 12FR-IIIh-i-
according to mixing requirements 5
5.2. Ferment the mixture of fresh and other
marine products for 1-2 weeks in
fermentation vats/vessels according to
standard procedures
5.3. Heat fish paste/fish sauce according to
standard procedures

SUBJECT: FOOD PROCESSING (SUGAR CONCENTRATION)
COMPETENCIES Code
The learner demonstrates The learner demonstrates LO 1. Prepare Equipment, Tools and 1 week TLE_AFFP9-
understanding on food independently the method of food Utensils 12SC-IVa-b-1
processing by sugar processing by sugar concentration. 1.1. Prepare equipment, tools and
concentration. utensils for preserving foods by
sugar concentration in accordance with
manufacturer’s manual
1.2. Calibrate equipment, tools and
utensils in accordance with
1.3. Sanitize equipment, tools and
utensils for preserving foods by
sugar concentration
LO 2. Prepare the raw materials 1 week TLE_AFFP9-

2.1. Check availability of raw materials 12SC-IVc-d-2
according to required food processing
methods
2.2. Clean and wash raw materials
2.3. Peel, slice, chop and cut of raw materials
according to required sizes and shapes
2.4. Extract juice of the prepared fruits
and vegetables through boiling for jelly
and marmalade making
LO 3. Prepare acid, pectin and sugar 3 WEEKS TLE_AFFP9-

mixture 12SC-IVe-f-3
3.1. Measure required amounts of pectin,
sugar and citric acid according to
approved specifications
3.2. Mix measured pectin, acid and
sugar with chopped fruit pulp/juice 2 weeks
extract/pieces of fruits according to
approved specifications
LO 4. Cook sugar concentrates TLE_AFFP9-

4.1. Cook mixture to required 12SC-IVg-i-4
consistency
4.2. Check the desired endpoint as
specified
SUBJECT: MASONRY NOMINAL
HOURS: 40 HOURS
COMPETENCIES
1 WEEK TLE_IAMS7/8UT-
The learner demonstrates an The learner independently prepares LO 1. Prepare masonry materials 0a-1
understanding of concepts in appropriate masonry materials and and tools for the task
the preparation of materials tools using the different forms in tile 1.1 Prepare a list of masonry tools
and tools using the different setting based on industry standards. and materials for a specific job
forms in masonry.
TLE_IAMS7/8UT-
LO 2. Request appropriate masonry 0b-2
supplies materials and tools
applicable to a specific job
2.1 Use the appropriate form in
requesting for masonry tools,
supplies and materials for a
specific job
The learner demonstrates an The learner independently reads and LO 1. Analyze signs, masonry 1 WEEK TLE_IAMS7/8ID-
understanding of the interprets specifications of simple symbols and data 0c-1
concepts and underlying technical drawings and plans. 1.1 Read and interpret masonry
principles in interpreting signs, symbols and data
simple technical drawings
and plans in tile setting.
TLE_IAMS7/8ID-
LO 2. Interpret technical drawings 0d-2
and plans
2.1 Read blueprints of masonry
plans, diagrams and circuits
2.2 Identify necessary tools,
materials and equipment
according to blueprints of
masonry plans, diagrams and
circuits
1 WEEK
The learner demonstrates an The learner independently performs LO 1. Select masonry measuring TLE_IAMS7/8MC-
understanding of the concepts accurate measurements and tools and instruments 0e-1
and underlying principles in calculation based on given tasks. 1.1 Choose measuring tools to be
performing measurements and used for specific tasks
calculations.
LO 2. Carry out measurements and 1 WEEK TLE_IAMS7/8MC-

calculations 0f-2
2.1 Use appropriate measuring
devices for specific tasks
2.2 Convert data to its equivalent
measure
LO 2. Perform basic maintenance 2 weeks TLE_IAMS7/8MT-
1.1 Perform cleaning and 0g-2
lubricating of tools
1.1.1 Sharpening
1.1.2 Oiling
1.1.3 Insulating
LO 3. Store tools and equipment 1 WEEK TLE_IAMS7/8MT-

3.1. Prepare inventory of tools and 0h-3
equipment
3.2. Store tools and equipment in
their proper places
3.3.
LO 1. Identify hazards and risks TLE_IAMS7/8OS-
The learner demonstrates an The learner independently simulates 1.1 List down hazards and risks in 0i-1
understanding of the concepts occupational health and safety the workplace
and underlying principles of procedures.
occupational health and safety
procedures.

SUBJECT: CARPENTRY NOMINAL
HOURS: 40 HOURS
COMPETENCIES
1 WEEK TLE_IACP7/8UT-
The learner demonstrates an The learner independently prepares LO 1. Identify materials and tools 0a-1
understanding of the carpentry tools and construction for a task
underlying principles in the materials based on industry standards. 1.1 Describe tools and materials
preparation of carpentry tools used in carpentry
and construction materials. 1.2 Prepare tools and materials for a
task
TLE_IACP7/8UT-
LO 2. Request appropriate 0b-2
materials and tools
2.1. Fill out forms in requesting for
carpentry tools and materials as
required for a task
2 WEEKS TLE_IACP7/8MT-
The learner demonstrates an The learner independently performs LO 1. Check condition of tools and 0c-1
understanding of the maintenance of carpentry tools and equipment
underlying principles in the equipment based on industry 1.1 Segregate defective tool from
maintenance of carpentry tools standards. functional ones
and equipment. 1.2 Label defective tool
1.3 Report the list of defective
tools
TLE_IACP7/8MT-
LO 2. Perform basic preventive 0c-2
maintenance
2.1 Repair defective tools
2.2 Conduct preventive maintenance
of carpentry tools
1 WEEK TLE_IACP7/8MC-
The learner demonstrates an The learner independently performs LO 1. Select measuring instruments 0d-1
understanding of the concepts accurate measurements and 1.1 Identify linear measuring
and underlying principles in calculation based on a given task. instrument appropriate for a
performing measurements and given task
calculations.
TLE_IACP7/8MC-
LO 2. Carry out measurements and 0d-e-2
calculations
2.1. Measure given materials
2.2. Calculate amount of materials
for a specific task
1 WEEK
The learner demonstrates an The learner independently reads and LO 1. Analyze signs, symbols and TLE_IACP7/8ID-
understanding of the interprets simple technical drawing data 0f-1
concepts in interpreting signs and symbols based on standard 1.1 Explain the importance of
technical drawing signs and specifications. signs, symbols and data in
symbols in carpentry. interpreting a work plan
1.2 Determine appropriate signs
and symbols needed in the
plan
1 WEEK
LO 2. Interpret technical drawings TLE_IACP7/8ID-
and plans 0f-2
2.1 Read working plan
2.2 Interpret working plan
LO 3. Apply freehand sketching TLE_IACP7/8ID-

3.1 Perform freehand sketching 0g-h-3
exercises
3.2 Draw simple carpentry plans
based on given tasks
1 WEEK
The learner demonstrates an The learner independently prepares an LO 1. Identify hazards and risks TLE_IACP7/8ID-
understanding of the concepts occupational health and safety 1.1 List down the different health 0i-1
of occupational health and checklist being applied in carpentry. hazards and risks found in the
safety workplace
procedures. 1.2 Discuss the effects of health
hazards and occupational risks
SUBJECT: SMAW
COMPETENCIES
1 WEEK TLE_IAAW7/8UT-
The learner demonstrates The learner independently LO 1. Identify and select materials and 0a-1
an understanding of the prepares appropriate SMAW tools
preparation of SMAW materials and tools based on 1.1 Manipulate the tools and materials
materials and tools. industry standards. in a job/task
1 WEEK TLE_IAAW7/8MC-
The learner demonstrates The learner independently performs LO 1. Select measuring instruments 0d-1
an understanding of accurate measurements and 1.1 Manipulate the measuring tool for a
concepts and underlying calculation based on given tasks. specified task
principles in performing
measurements and
calculations.
TLE_IAAW7/8MC-
LO 2. Carry out measurements and 0d-e-2
calculations
2.1 Measure and calculate the
dimensions of a specific object
1 WEEK TLE_IAAW7/8OS-
The learner demonstrates The learner independently identifies LO 2. Evaluate hazards and risks 0f-2
an understanding of the hazards correctly in accordance with 2.1 Identify work hazards in the
concepts and underlying OHS procedures. workplace
principles in OHS
procedures.
O 3. Control hazards and risks TLE_IAAW7/8OS-
1.1 Demonstrate the use of PPEs in the 0g-3
workplace
1.2 Enumerate the benefits of observing
safety procedure in the workplace
1 WEEK TLE_IAAW7/8MT-
The learner demonstrates The learner independently performs LO 1. Check condition of tools and 0h-1
an understanding of proper maintenance of SMAW tools equipment
concepts and underlying and equipment based on industry 1.1 Functional and non-functional tools
principles in the standards. are labeled
maintenance of SMAW
tools and equipment.
1 WEEK TLE_IAAW7/8MT-
LO 2. Perform basic preventive 0i-2
maintenance
2.1 Maintenance of tools is done
regularly
TLE_IAAW7/8MT-
LO 3. Store tools and equipment 0i-3
1.1 Tools are stored safely in appropriate
locations in accordance with
manufacturer specifications or
standard operating procedure
The learner demonstrates The learner independently reads LO 1. Analyze signs, symbols and data 1 WEEK TLE_IAAW7/8ID-
an understanding of the and interprets simple technical 1.1 Determine appropriate welding 0i-j-1
concepts and underlying drawings. materials based on technical
principles in interpreting drawings
simple technical drawings in
SMAW.
LO 2. Interpret technical drawings TLE_IAAW7/8ID-

2.1. Necessary tool, materials and 0i-j-2
equipment are identified according to
plans
437

SUBJECT: PLUMBING NOMINAL
HOURS: 40 HOURS
COMPETENCIES
The learner demonstrates The learner independently LO 1. Prepare plumbing materials and 1 WEEK TLE_IAPB7/8UT-
an understanding of prepares appropriate plumbing tools for the task 0a-1
concepts in the preparation materials and tools using the 1.1 Prepare a list of plumbing tools and
of plumbing materials and different forms in electrical materials for a specific job
tools using the different installation and maintenance
forms in electrical based on industry standards.
installation and
maintenance.
LO 2. Request appropriate plumbing TLE_IAPB7/8UT-

supplies, materials and tools applicable to 0a-2
a specific job
requesting for plumbing tools, supplies
and materials for a specific job
1 WEEK
The learner demonstrates The learner independently LO 1. Select plumbing measuring tools TLE_IAPB7/8MC-
an understanding of the performs accurate measurements and instruments 0c-1
concepts and underlying and calculation based on given
principles in performing tasks. 1.1 Choose measuring tools to be used for
measurements and specific tasks
calculations.
LO 2. Carry out measurements and 2 WEEKS TLE_IAPB7/8MC-
calculations 0d-2
2.1 Use appropriate measuring devices for

specific tasks
The learner demonstrates The learner independently reads LO 1. Analyze signs, plumbing symbols TLE_IAPB7/8ID-
an understanding of the and interprets specifications of and data 0e-1
concepts and underlying simple technical drawings and 1.1 Read and interpret plumbing signs,
principles in interpreting plans. symbols and data
simple technical drawings 1.2 Analyze plumbing components and
and plans in plumbing materials based on electrical signs,
installation and symbols and data
maintenance.
LO 2. Interpret technical drawings and TLE_IAPB7/8ID-

plans 0f-2
1.1 Read blueprints of plumbing plans,
diagrams and circuits
1.2 Identify necessary tools, materials
and equipment according to
blueprints of plumbing plans,
1 WEEK
The learner demonstrates The learner independently LO 2. Perform basic preventive TLE_IAPB7/8MT-
an understanding of the performs proper maintenance of maintenance 0g-2
concepts and underlying plumbing tools and equipment 1.1 Maintenance of tools is done
principles in the based on industry standards. regularly
maintenance of plumbing
tools and equipment.
LO 3. Store tools and equipment TLE_IAPB7/8MT-

1.1 Tools are stored safely in appropriate 0h-3
manufacturer specifications or
standard operating procedure
1 WEEK
The learner demonstrates The learner independently LO 1. Identify hazards and risks TLE_IAPB7/8OS-
an understanding of the identifies hazards correctly in 1.1 Observing safety work habits in the 0i-1
concepts and underlying accordance with occupational work place
principles in occupational health and safety procedures. 1.2 Preventing hazards in the workplace
health and safety
procedures
LO 2. Evaluate hazards and risks TLE_IAPB7/8OS-

2.1 Identify work hazards in the 0i-2
workplace

SUBJECT: AUTOMOTIVE I / MOTORCYCLE SMALL ENGINE
COMPETENCIES
1 WEEK
The learners demonstrate an The learners shall be able to LO 1. Select Measuring Instrument
understanding of concepts perform mensuration and 1.1 Identify object or component to be
and underlying theories and calculation based on job measured
principles in performing requirements 1.2 Obtain correct specifications from
measurements and relevant source
calculations 1.3 Select appropriate measuring
instrument as per job requirement
1 WEEK
LO 2. Carry out measurement and
calculation
2.1 Select measuring tools in line with job
requirements
2.2 Obtain accurate measurements with
job requirements
2.3 Perform calculations needed to
complete work/task using
fundamental operation of
mathematics
2.4 Use calculations involving fractions,
percentage, and mixed numbers to
complete workplace tasks
2.5 Check correct and accurate numerical
computation
2.6 Read instruments to the limit of
accuracy of the tool
LO 3. Maintain measuring instrument TLE_IAMSES9-

3.1 Keep measuring instruments free from 12PMC-Ig-10
corrosion
3.2 Do not drop measuring instrument to
avoid damage
Clean measuring instrument before and
after using
1 WEEK
The learners demonstrate The learners shall be able to read and LO 1. Identify and access manual/ TLE_IAMSES9-
an understanding of interpret specification and manual specifications 12RIA-Ih-11
concepts and underlying 1.1 Identify and access appropriate
theories and principles in manuals as per job requirement
interpreting manuals of 1.2 Check version and date of manual to
specifications in automotive ensure correct specification and
servicing identify procedures
1 WEEK
LO 2. Interpret manuals TLE_IAMSES9-
12RIA-Ih-12
2.1 Locate relevant sections, chapters of
manuals/ specifications in relations to
the work to be conducted
2.2 Interpret information and procedure in
the manual in accordance to industry
practices
LO 3. Apply information accessed in the TLE_IAMSES9-

manual 12-RIA-Ih-13
3.1 Interpret data and specification
according to job requirement
3.2 Identify work steps correctly in
accordance with manufacturer’s
specification
3.3 Apply manual data according to the
given task
3.4 Interpret all correct sequence and
adjustment in accordance with
information contained on the manual or
specification
1 WEEK
The learners demonstrate The learners shall be able to LO 1. Inspect and clean tools, equipment TLE_IAMSES9-
an understanding of perform shop maintenance in and work area 12PSM-Ij-18
concepts and underlying accordance with OHS 1.1 Inspect and clean tools, equipment, and
principles in performing (occupational health and safety) work to ensure that they are free from
shop maintenance procedures dust, grease, and other substances
1.2 Observe cleaning solvent used as per
workshop cleaning requirements
1.3 Check and clean work area
1.4 Keep dry wet surface or spot in the
work area
LO 2. Store/arrange tools and shop 1 WEEK TLE_IAMSES9-

equipment. 12PSM-Ij-19
2.1 Arrange and store tools and
equipment in their respective
shelves/location
2.2 Post visible corresponding labels
LO 4. Report damaged tools/equipment TLE_IAMSES9-

4.1 Maintain complete inventory of tools 12PSM-Ij-21
and equipment
4.2 Identify damaged tools/equipment
with repair recommendation
1 WEEK
The learners demonstrate The learners shall be able to LO 1. Interpret technical drawing TLE_IAAUTO9-
an understanding of interpret/execute technical drawing 1.1 Recognize components and assemblies of 12ITD-IVf-g-24
concepts and underlying objects
principles of 1.2 Recognize and interpret symbols
interpreting/drawing 1.3 Identify appropriate dimensions
technical drawings 1.4 Follow instructions
1.5 Identify required materials and other
consumables
LO 3. Apply freehand sketching TLE_IAAUTO9-

3.1 Produce correct freehand sketches using 12ITD-IVh-j-26
the necessary tools and materials
1 WEEK
The learners demonstrate The learner shall be able to LO 1. Apply basic safety procedures TLE_IAAUTO9-
an understanding of perform job in practicing health, 1.1 Maintain policies and procedures to 12PHSE-Ia-c-
concepts and underlying safety, and environment procedures achieve a safe working environment in 27
principles of practicing line with OHS
health, safety, and 1.2 Report all unsafe situations according to
environment procedures worksite policy
1.3 Report all machinery and equipment
breakdown to supervisor and/or to
person in charge
1.4 Identify fire and safety hazards and
precautions
1.5 Identify dangerous goods and
substances
1.6 Follow worksite policy regarding
manual handling of hazardous
substances
1.7 Participate in consultative arrangements
established by company

SUBJECT: Electrical Installation Maintenance
COMPETENCIES
The learner demonstrates an The learner independently prepares LO 1. Prepare electrical materials and TLE_IAEI7/8UT-
understanding of the appropriate electrical materials and tools for the task 1 week 0a-1
concepts in the preparing tools using the different forms in 1.1 Prepare a list of electrical tools and
electrical materials and tools electrical installation and materials for a specific job
using the different forms in maintenance based on industry
electrical installation and standards.
maintenance.
LO 2. Request appropriate electrical supplies TLE_IAEI7/8UT-

materials and tools applicable to a specific 0a-2
job
requesting for electrical tools,
supplies and materials for a specific
job
The learner demonstrates The learner independently LO 1. Select electrical measuring tools 2 weeks TLE_IAEI7/8MC-
concepts and underlying and calculation based on given 1.1 Identify object or component to be
principles in performing tasks. measured
measurements and 1.2 Choose test instruments to be used for
calculations. specific tasks
LO 2. Carry out measurements and TLE_IAEI7/8MC-
calculations 0d-2
1.1 Use appropriate measuring devices for
specific tasks
1.2 Compute for required data
LO 1. Analyze signs, electrical symbols 1 week TLE_IAEI7/8ID-
and data 0e-1
1.1 Read and interpret electrical signs,
symbols and data
1.2 Analyze electrical components and
materials based on electrical signs,
symbols and data
LO 2. Interpret technical drawings and

plans
2.1 Read blueprints of electrical plans,
2.2 Identify necessary tools, materials and
equipment according to blueprints of TLE_IAEI7/8ID-
electrical plans, diagrams and circuits 0e-2
LO 1. Check condition of tools and 2 weeks TLE_IAEI7/8MT-

equipment 0f-1
1.1 Label functional and non-functional
tools and equipment
LO 2. Perform basic maintenance TLE_IAEI7/8MT-
1.1 Clean and lubricate tools 0f-2
1.2 Observe periodic preventive and
maintenance of electrical tools and
equipment
1.2.1 Sharpening
1.2.2 Oiling
1.2.3 Insulating
LO1. Identify hazards and risks 1 week TLE_IAEI7/8OS-

1.1 List down hazards and risks in the 0h-1
workplace
LO2. Control hazards and risks TLE_IAEI7/8OS-

3.4. Determine effects of hazards and risks 0i-2
3.5. Evaluate hazards and risks
3.6. Follow procedure for controlling
hazards and risks in the workplace

SUBJECT: Electronic Product Assembly
COMPETENCIES
The learners demonstrate The learners shall be able to apply LO 1. Assess quality of received materials or TLE_IAEPAS9-
an understanding of the quality standards based on components 1 week 12AQS-Ia-1
underlying principles in prescribed procedures and 1.1 Obtain work instructions in accordance
applying quality standards standards with standard operating procedures
based on prescribed 1.2 Carry out work in accordance with
procedures and standards standard operating procedures
1.3 Check received materials or
component parts against workplace
standards and specifications
1.4 Isolate faults and faulty materials
1.5 Record and/or report faults and faulty
materials to the supervisor concerned in
accordance with workplace procedures
1.6 Replace faulty materials and
components in accordance with
workplace procedures
The learners demonstrate an The learners shall be able to LO 1. Plan and prepare for task to be 1 week TLE_IAEPAS9-
understanding of the perform computer operations undertaken 12PCO-Ic-d-4
underlying principles of based on the task assigned and 1.1 Determine requirements of task in
operation and maintenance required outcome accordance with job specifications
of a computer based on the 1.2 Select appropriate hardware and
task assigned and required software in accordance with task
outcome assigned and required outcome
LO 2. Input data into the computer 1 week TLE_IAEPAS9-

2.1 Enter data into the computer using 12PCO-Id-e-5
appropriate program/application
2.2 Check information in accordance with
2.3 Store inputted data in storage media
according to requirements
LO 5. Maintain computer equipment and TLE_IAEPAS9-

systems 12PCO-Ig-8
5.1 Undergo systems cleaning, minor
maintenance, and replacement of
consumables
5.2 Implement procedures for ensuring
security of data, including regular
backups and virus checks
5.3 Perform basic file maintenance
procedures
The learners demonstrate an The learners shall be able to LO 1. Select measuring instrument TLE_IAEPAS9-
understanding of the perform mensuration and 1.1 Identify object or component to be 1 week 12PMC-Ig-h-9
underlying principles in calculation in line with job measured
measurements and requirements 1.2 Obtain correct specifications from
calculations in line with job relevant source
requirements 1.3 Select measuring tools in line with job
requirements
LO 2. Carry out measurement and TLE_IAEPAS9-

calculation 12PMC-Ih-j-
2.1 Select appropriate measuring 10
instrument
2.2 Obtain accurate measurements for job
Perform calculation needed to complete
work tasks
LO 3. Maintain measuring instruments TLE_IAEPAS9-

3.1 Handle measuring instruments without 12PMC-Ij-11
damage
3.2 Clean measuring instruments before
and after using
3.3 Undertake proper storage of
instruments
The learners demonstrate The learners shall be able to LO 1. Identify different kinds of technical TLE_IAEPAS9-
an understanding of the prepare and interpret technical drawings 1 week 12PITD-IIa-12
concepts in interpreting drawings according to job
simple technical drawings requirements and company 1.1 Select appropriate technical drawing
and electronics diagram procedures according to job requirements
according to job 1.2 Segregate technical drawings in
requirements and accordance with the types and kinds of
company procedures drawings
LO 2. Interpret technical drawing TLE_IAEPAS9-

2.1 Recognize components, assemblies, or 12PITD-IIb-c-
objects 13
2.2 Correctly identify the dimensions of
the key features of the objects
depicted in the drawing
2.3 Interpret the symbols used in the
drawing
2.4 Validate the drawing against job
requirements or equipment
The learners demonstrate The learners shall be able to use LO 2. Prepare hand tools TLE_IAEPAS9-
an understanding of the and maintain hand tools based on 2.1 Check appropriate hand tools for 12UMHT-IIg-
underlying principles in the standard company procedures proper operation and safety 1 week 17
use and maintenance of 2.2 Mark unsafe or faulty tools for repair in
electronic hand tools accordance with standard company
based on standard procedure
company procedures
LO 3 Use appropriate hand tools and TLE_IAEPAS9-
equipment 12UMHT-IIh-
3.1 Use tools according to the tasks to be i-18
undertaken
3.2 Observe safety procedures in using tools
at all times and use appropriate PPE
3.3 Report malfunctions, unplanned or
unusual events to the supervisor
LO 4. Maintain hand tools TLE_IAEPAS9-

4.1 Handle tools without damage 12UMHT-IIi-j-
according to procedures 1 week 19
4.2 Undergo routine maintenance of tools
according to standard operational
procedures, principles and techniques
4.3 Store tools safely in appropriate
SUBJECT: Domestic Refrigeration and Air- conditioning
COMPETENCIES
The learner demonstrates The learner independently LO 1. Prepare RAC materials and tools for TLE_IARA7/8UT-
an understanding of the prepares appropriate RAC the task 1 week 0a-1
concepts in the preparation materials and tools using the 1.1 Prepare a list of electrical tools and
of RAC materials and tools different forms in RAC based on materials for a specific job
using the different forms in industry standards.
RAC.
LO 2. Request appropriate RAC supplies, TLE_IARA7/8UT-

materials and tools applicable to a specific 0a-2
job
requesting for electrical tools, supplies
and materials for a specific job
The learner demonstrates The learner independently LO 1. Select electrical measuring tools TLE_IARA7/8MC-
concepts and underlying and calculation based on given 1.1 Identify object or component to be 1 week
principles in performing tasks. measured
measurements and 1.2 Choose measuring tools to be used for
calculations. specific tasks
1.3 Identify alternative measuring tools
without sacrificing cost and quality of
work
LO 2. Carry out measurements and TLE_IARA7/8MC0-
calculations d-2
2.1. Use appropriate measuring devices for
specific tasks
2.2. Compute for required data
2.3. Convert data to its equivalent
measure
The learner demonstrates The learner independently reads LO 1. Analyze signs, RAC symbols and TLE_IARA7/8ID-
an understanding of the and interprets specifications of data 1 week 0e-1
concepts and underlying simple technical drawings and 1.1 Read and interpret RAC signs,
principles in interpreting plans. symbols and data
simple technical drawings 1.2 Analyze RAC components and
and plans in RAC. materials based on electrical signs,
symbols and data
LO 2. Interpret technical drawings and TLE_IARA7/8ID-

plans 0f-2
2.1. Read blueprints of RAC plans,
2.2. Identify necessary tools, materials
and equipment according to
blueprints of RAC plans, diagrams
and circuits
1 week
The learner demonstrates The learner independently LO 1. Check condition of tools and TLE_IARA7/8MT-
an understanding of the performs proper maintenance of equipment 0g-1
underlying principles in the RAC tools and equipment based on 1.1 Label functional and non-functional
maintenance of RAC tools industry standards. tools and equipment
and equipment.
TLE_IARA7/8MT-
LO 2. Perform basic maintenance 1 week 0h-2
1.1 Perform cleaning and lubricating of
tools
1.2 Observe periodic preventive and
maintenance of RAC tools and
equipment
1.2.1 Sharpening
1.2.2 Oiling
1.2.3 Insulating
LO 3. Store tools and equipment TLE_IARA7/8MT-

3.1. Prepare inventory of tools and 0h-3
equipment
3.2. Store tools and equipment in their
proper place
The learner demonstrates The learner independently LO 1. Identify hazards and risks 1 week TLE_IARA7/8OS-
an understanding of the simulates occupational health 1.1 List down hazards and risks in the 0i-1
concepts and underlying and safety procedures. workplace
principles of occupational
health and safety
procedures.
LO 2. Control hazards and risks 1 week TLE_IARA7/8OS-

2.1 Determine effects of hazards and 0i-2
risks
2.2 Evaluate hazards and risks
2.3 Follow procedure for controlling
hazards and risks in the workplace
LO 3. Practice OHSP TLE_IARA7/8OS-

0j-3
GRADE LEVEL: 7/8
COMPONENT: Information and Communication Technology (Computer Systems Servicing) (40 hours)
COMPETENCIES
LESSON 1: USING AND MAINTAINING HAND TOOLS (UHT)
The learners The learners shall be able to use LO 1. Plan and prepare for tasks to be
demonstrate an hand tools and equipment for undertaken TLE_IACSS9-
understanding of the use computer systems servicing 1.1 Identify tasks to be undertaken 12UHT-IIIa-17
of hand tools and properly
equipment for computer 1.2 Identify and select appropriate hand
systems servicing tools according to the task
requirements
LO 2. Prepare hand tools TLE_IACSS9-
2.1 Check appropriate hand tools for 12UHT-IIIb-18
0 proper operation and safety
2.2 Identify and mark unsafe or faulty tools
for repair according to standard 1 Week
company procedure
TLE_IACSS9-
LO 3. Use appropriate hand tools and test 12UHT-IIIc-19
equipment
3.1 Use tools according to tasks
undertaken.
3.2 Observe all safety procedures in using
tools at all times and use appropriate PPE
3.3 Report malfunctions, unplanned or
unusual events to the supervisor
TLE_IACSS9-
LO 4. Maintain hand tools 12UHT-IIId-20
4.1 Do not drop tools to avoid damage; carry
out routine maintenance of tools
according to standard operational
procedures, principles, and techniques
4.2 Store tools safely in appropriate
manufacturer’s specifications or
LESSON 2: PERFORMING COMPUTER OPERATIONS (PCO)
The learners The learners shall be able to LO 1. Plan and prepare for task to be TLE_IACSS9-
demonstrate and perform computer operations undertaken 12PCO-Ic-d-4
understanding of concepts based on a given tasks 1.1 Determine requirements of task in
and underlying principles accordance with the required output
in performing computer 1.2 Select appropriate hardware and
operations software according to task assigned
and required outcome
1.3 Plan a task to ensure that OSH
guidelines and procedures are
0 followed
1.4 Follow client-specific guidelines and
procedures
1.5 Apply required data security guidelines in
accordance with existing procedures 2 weeks
LO 2. Input data into computer TLE_IACSS9-
2.1 Enter the data into the computer using 12PCO–Id-e-5
appropriate program/application in
accordance with company procedures
2.2 Check the accuracy of information and
save the information in accordance with
2.3 Store inputted data is in storage media
according to requirements
2.4 Perform work within ergonomic
guidelines
LO 3. Access information using computer TLE_IACSS9-
3.1 Select correct program/application 12PCO-Ie-f-6
based on job requirements
3.2 Access program/application containing
the information required according to
company procedures
3.3 Select, open, and close desktop for
navigation purposes
3.4 Carry out keyboard techniques in line
with OSH requirements
0 LO 4. Produce output/ data using TLE_IACSS9-
computer system 12PCO-If-7
4.1 Process entered data using
appropriate software commands
4.2 Print out data as required using
computer hardware /peripheral devices
in accordance with standard operating
procedures
4.3 Transfer files and data between
compatible systems using computer
software, hardware/peripheral devices in
accordance with standard operating
procedures
LO 5. Use basic functions of a www- TLE_IACSS9-
browser to locate information 12PCO-Ig-h-8
5.1 Establish information requirements for
internet search
5.2 Launch browser
5.3 Load search engine
5.4 Enter appropriate search criteria/or
URL of site
5.5 Follow relevant links to locate required
information
5.6 Bookmark useful pages and print as
required
LO 6. Maintain computer equipment and TLE_IACSS9-
systems 12PCO-Ii-j-9
6.1 Implement procedures for ensuring
security of data, including regular
backups and virus checks in accordance
with standard operating procedures
6.2 Implement basic file maintenance
procedures in line with the standards
operating procedures
LESSON 3: PERFORMING MENSURATION AND CALCULATION (PMC)

The learners The learners shall be able to LO 1. Select measuring instruments TLE_IACSS9-
demonstrate an accurately measure and calculate 1.1 Identify object/s or component to be 12PMC-IIa-b-
understanding of concepts based on a given tasks measured 10
and underlying principles 1.2 Obtain correct specifications from
in performing relevant source
measurements and 1.3 Select measuring tools in line with job
0 calculations requirements
TLE_IACSS9-
LO 2. Carry out measurements and 12PMC-IIb-d-
calculation 11
2.1 Select appropriate measuring
instrument to achieve required
outcome
2.2 Obtain accurate measurements for job
2.3 Perform calculation needed to complete
task using the four mathematical
fundamental operations addition (+), 1 Week
subtraction (-), multiplication (x), and
division (÷)
2.4 Use calculation involving fractions,
percentages and mixed numbers to
complete workplace tasks
2.5 Self-check and correct numerical
computation for accuracy
2.6 Read instruments to the limit of
accuracy of the tool
LO 3. Maintain measuring instruments TLE_IACSS9-
3.1 Ensure proper handling of measuring 12PMC-IIe-f-
instruments to avoid damage and 12
clean it before and after using
3.2 Identify tasks to be undertaken for
proper storage of instruments according
to manufacturer’s specifications and
LESSON 4: PREPARING AND INTERPRETING TECHNICAL DRAWING (PITD)

LO 1. Identify different kinds of technical
The learners demonstrate The learners shall be able to drawings
and understanding of prepare and interpret technical 1.1 Select correct technical drawing in
concepts and underlying drawings and work plans accordance with the job requirement
principles in preparing and accurately 1.2 Segregate technical drawings in
interpreting technical accordance with the types and kinds of
drawings and work plans drawings
for computer systems
servicing
LO 2. Interpret technical drawing TLE_IACSS9-

2.1 Recognize components, assemblies, or 12PITD-IIg-h-
objects as required 14
2.2 Identify dimensions of the key
features of the objects depicted in the
drawing
2.3 Identify and interpret symbols used in
the drawing 1 Week
2.4 Check and validate drawing against job
requirements or equipment in accordance
0 with standard operating procedures
TLE_IACSS9-
LO 3. Prepare/ make changes to 12PITD-IIh-i-
electrical/ electronic schematics and 15
drawings
3.1 Draw and identify correctly electrical/
electronic schematic
3.2 Identify correct drawing; select and
use equipment in accordance with job
requirements
LO 4. Store technical drawings and TLE_IACSS9-

equipment/ instruments 12PITD-IIj-16
4.1 Identify tasks to be undertaken for
care and maintenance of drawings
according to company procedures
4.2 Record technical drawings and prepare
an inventory in accordance with
company procedures
4.3 4.3 identify tasks to be undertaken for
proper storage of instruments
according to company procedures
LESSON 5: TERMINATING AND CONNECTING ELECTRICAL WIRING AND ELECTRONICS CIRCUIT (TCEW)
The learners The learner shall be able to LO 1. Plan and prepare for termination/ TLE_IACSS9-
demonstrate an demonstrate proper termination and connection of electrical wiring/ 12TCEW-IIIe-
understanding of concepts connection of electrical wiring and electronics circuits f-21
and underlying principles electronics circuits 1.1 Check materials according to
in terminating and specifications and tasks
connecting electrical 1.2 Select appropriate tools and
wiring and electronics equipment according to task
circuits requirements
1.3 Follow planned task to ensure OHS
guidelines and procedure
1.4 Prepare electrical wiring/electronics
0 circuits correctly for
connecting/terminating in accordance
with instruction and work site 1 Week
procedures
LO 2: Terminate/connect electrical
wiring/ electronic circuits TLE_IACSS9-
12TCEW-IIIg-
i-22
2.1 Observe safety procedures in using
tools and use appropriate personal
protective equipment at all times
2.2 Identify the tasks to be undertaken to
work safely in accordance with the
workplace and standard procedures
2.3 Use appropriate range of methods in
termination/connection in accordance to
specifications, manufacturer’s
requirements, and safety
2.4 Follow correct sequence of operation
2.5 Adjust used accessories
2.6 Confirm termination/connection in
accordance with job specification
LO 3: Test termination/connections of TLE_IACSS9-
electrical wiring/electronics circuits 12TCEW-IIIi-j-
3.1 Conduct complete testing of 23
termination/connection of electrical
wiring/electronics circuits in
compliance with specifications and
regulations using appropriate
procedures and equipment
3.2 Check wirings and circuits using
specified testing procedures
3.3 Respond to unplanned events or
conditions in accordance with
established procedures
LESSON 6: TESTING ELECTRONIC COMPONENTS (TEC)
The learners The learners shall be able to test LO 1: Determine criteria for testing TLE_IACSS9-
demonstrate an electronic components electronics components 12TEC-IVa-c-
understanding of concepts 1.1 Obtain and clarify work instructions 24
and underlying principles based on job order or client
in testing electronic requirements
components 1.2 Consult responsible person for
effective and proper work
coordination
1.3 Obtain and interpret data
sheets/application notes based on
1.4 Define testing criteria to ensure that 2 Weeks
components meet technical and quality
requirements
1.5 Document and communicate testing
criteria to relevant personnel
0 LO 2: Plan an approach for components TLE_IACSS9-
testing 12TEC-IVc-e-
2.1 Identify various testing methods based on 25
types of electronic components
2.2 Determine characteristics and
appropriateness of testing methods to be
used during development and on
completion
2.3 Consider/select testing methods in
relation to appropriate testing strategy
2.4 Develop plan for testing components at
specified points during development
and on completion
2.5 Prepare and check required test and
measuring instruments and tools in
accordance with established
procedures
2.6 Establish records system to document
testing results, including problems and
faults
LO 3: Test components TLE_IACSS9-

3.1 Apply appropriate testing methods to 12TECO-IVf-
electronic components in accordance to h-26
technical specifications
3.2 Detect and record problems and faults by
testing
3.3 Document remedial steps
3.4 Resolve detected problems and faults
during testing in accordance with
agreed project or industry practice
3.5 Evaluate final products against the
determined criteria
3.6 Submit to relevant personnel the
documented and summarized
evaluation report of the testing
process
LO 4: Evaluate the testing process TLE_IACSS9-
4.1 Identify testing methods that were 12TECO-IVh-j-
successful based on industry standards 27
4.2 Evaluate testing process and records
system based on standard procedures
4.3 Document test results/findings for
subsequent testing
GRADE LEVEL: 7/8

COMPONENT: Information and Communication Technology (Technical Drafting) (40 hours)
COMPETENCIES
LESSON 1: USE OF TOOLS AND EQUIPMENT (UT)
` The learners The learners shall be able to use
LO 1. Prepare hand tools and equipment TLE_ICTTD7/8UT-
0 demonstrate an hand tools and equipment in in technical drafting 0a-1
understanding of Technical Drafting 1.1 List hand tools and equipment based on
hand tools and job requirement 1 Week
equipment in Technical 1.2 Identify appropriate hand tools and
Drafting equipment
1.3 Classify hand tools and equipment
according to function and task
requirement
LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
The learners The learners shall be able to LO 1. Maintain hand tools, drawing TLE_ICTTD7/8MT-
demonstrate an maintain tools, drawing instruments, equipment, and 0b-1
understanding of instruments, equipment, and paraphernalia
concepts and principles paraphernalia 1.1 Perform safety procedures in
in maintaining hand maintaining hand tools, drawing
tools, drawing instruments, equipment, and
instruments, equipment, paraphernalia
and paraphernalia 1.2 Follow procedures in cleaning,
tightening and simple repair of hand 2 Weeks
0 tools, drawing instruments, equipment,
and paraphernalia
1.3 Identify common malfunction
(unplanned or unusual events) when
using tools, drawing instruments,
equipment, and paraphernalia
LO 2. Inspect hand tools, drawing TLE_ICTTD7/8MT-
instruments, equipment, and 0c-d-2
paraphernalia received in technical
drafting
2.1 Follow the standard procedures in
accomplishing forms
2.2 Check the list of hand tools, drawing
instruments, equipment, and
paraphernalia to be requested per
job requirement
2.3 Evaluate the condition of all the
requested hand tools, drawing
instruments, equipment, and
paraphernalia for proper operation
and safety
LO 3. Prepare an inspection report of TLE_ICTTD7/8MT-
the hand tools, drawing instruments, 0e-3
equipment, and paraphernalia received in
technical drafting
1.1 Follow procedures in preparing an
inspection report to the property
custodian
LESSON 3: PERFORM MENSURATION AND CALCULATION (MC)
The learners The learners shall be able to LO 1. Select measuring instruments TLE_ICTTD7/8MC-
demonstrate an perform accurate measurements 1.1 Identify measuring tools based on 0f-1
understanding of and calculation based on a given the object to be measured or job
concepts and principles task. requirements
in performing 1.2 Select appropriate measuring
measurements and instruments according to job 1 Week
0 calculation requirements
1.3 Interpret an object or component to
be measured according to the
appropriate regular geometric
shapes
1.4 Use alternative measuring tools
without sacrificing cost and quality of
work
LO 2. Carry out mensuration and TLE_ICTTD7/8MC-
calculation 0g-2
2.1 Perform calculation needed to
complete task by applying trade
mathematics/mensuration
2.2 Employ different techniques in
checking for accuracy of the
computation
LESSON 4: PREPARE AND INTERPRET TECHNICAL DRAWING (TD)
The learners The learners shall be able to LO 1. Analyze signs, symbols, and data TLE_ICTTD7/8TD-
demonstrate an read and interpret technical 1.1 Identify signs and symbols used in 0h-1
understanding of drawings and work plans technical drawing
concepts and principles in accurately 1.2 Analyze data indicated in the
0 interpreting technical technical drawing
drawings and work 2 Weeks
plans
LO 2. Interpret technical drawings and TLE_ICTTD7/8MC-
plans 0i-2
2.1 Identify necessary materials
according to the technical drawing
2.2 Recognize components, assemblies, or
objects based on job requirements
2.3 Identify dimensions and
specifications according to job
requirements
LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)
The learners The learners shall be able to LO 1. Identify hazards and risks TLE_ICTTD7/8OS-
demonstrate an consistently observe 1.1 Follow OHS policies and procedures in 0j-1
understanding of concepts precautionary measures and identifying hazards and risks
and underlying principles respond to risks and hazards in 1.2 Explain hazards and risks in the
of Occupational Health the workplace workplace
and Safety (OHS) in 1.3 Identify hazards and risks indicators as
0 relation to health and prescribed by the manufacturer
risk hazards in the 1.4 Apply contingency measures in 1 Week
workplace accordance with the OHS procedures
LO 2. Evaluate and control hazards and TLE_ICTTD7/8OS-
risks 0j-2
2.1 Determine the effects of hazards in
the workplace
2.2 Identify the methods in controlling
hazards and risks
2.3 Follow OHS procedures for
LO 3. Maintain Occupational Health and TLE_ICTTD7/8OS-
Safety 0j-2
1.1 Observe established procedures in
responding to emergency-related
drill
1.2 Fill-up OHS personal records in
accordance with SOP

COMPONENT: Information and Communication Technology (Illustration) (40 hours)
COMPETENCIES
LESSON 1: USE OF HAND TOOLS (UT)
` The learners The learners shall be able to use
LO 1. Prepare hand tools and equipment
0 demonstrate an hand tools and equipment in
in Illustration TLE_ICTIL7/8UT-
understanding of hand Illustration 1.1 List hand tools and equipment based on 0a-1
tools and equipment in job requirement 1 Week
Illustration 1.2 Identify appropriate hand tools and
equipment
1.3 Classify hand tools and equipment
according to function and task
requirement
LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
The learners The learners shall be able to TLE_ICTIL7/8MT-
demonstrate an maintain tools, drawing LO 1. Inspect hand tools and equipment 0b-1
understanding of instruments, equipment, and received in Illustration
concepts and principles paraphernalia 1.1 Check list of tools and equipment to be
in maintaining hand requested per job requirement
tools, drawing 1.2 Inspect the condition of all the
instruments, equipment, requested tools and equipment
and paraphernalia 1.3 Assess the hand tools and equipment
for proper operation and safety 2 Weeks
0 LO 2. Use and maintain hand tools, TLE_ICTIL7/8MT-
measuring instrument and equipment 0c-2
2.1 Perform safety procedures in using
hand tools and equipment
2.2 Follow procedures in cleaning
illustration tools
2.3 Identify malfunction, unplanned or
unusual events and report to property
custodian
LO 3. Prepare an inspection report of the
hand tools, drawing instruments,
equipment, and paraphernalia received
in technical drafting
1.2 Follow procedures in preparing an
inspection report to the property
custodian
LESSON 3: PERFORM MENSURATION AND CALCULATION (MC)
The learners The learners shall be able to LO 1. Select measuring TLE_ICTIL7/8MC-
demonstrate an perform accurate measurements instruments 0d-1
understanding of and calculation based on a given 1.1 Interpret object or component to be
concepts and principles task. measured according to the appropriate
in performing regular geometric shape
measurements and 1 Week
1.2 Select measuring tools appropriate to
0 calculation
the object to be measured based on job
requirements
1.3 Obtain correct specification from
relevant sources
1.4 Select appropriate measuring
instruments according to job
requirements
1.5 Use alternative measuring tools without
sacrificing cost and quality of work
LO 2. Carry out mensuration and TLE_ICTIL7/8MC-

calculation 0e-2
2.3 Perform calculation needed to
complete task by applying trade
mathematics/mensuration
2.4 Employ different techniques in
checking for accuracy of the
computation
LESSON 4: PREPARE AND INTERPRET TECHNICAL DRAWING (TD)
The learners The learners shall be able to LO 1. Analyze signs, symbols, and data TLE_ICTIL7/8TD-
demonstrate an read and interpret technical 1.1 Prepare tools and instruments used in 0f-1
understanding of drawings and work plans illustration
concepts and principles in accurately 1.2 Interpret signs, symbols, and data
0 interpreting technical according to job specifications
drawings and work 1.3 Perform simple trade mathematical 2 Weeks
plans conversions
LO 2. Interpret illustration drawings and TLE_ICTIL7/8TD-
plans 0g-2
2.1 Identify illustration tools and
materials to be used in preparing a
simple illustration
2.2 Identify dimensions and specifications
according to job requirements
LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)
The learners The learners shall be able to LO 1. Identify hazards and risks TLE_ICTIL7/8OS-
demonstrate an consistently observe 1.5 Follow OHS policies and procedures in 0h-1
understanding of concepts precautionary measures and identifying hazards and risks
and underlying principles respond to risks and hazards in 1.6 Explain hazards and risks in the
of Occupational Health the workplace workplace
and Safety (OHS) in 1.7 Identify hazards and risks indicators as
0 relation to health and risk prescribed by the manufacturer
hazards in the 1.8 Apply contingency measures in 1 Week
workplace accordance with the OSH procedures
LO 2. Evaluate and control hazards and TLE_ICTIL7/8OS-
risks 0i-2
2.4 Determine the effects of hazards in
the workplace
2.5 Identify the methods in controlling
hazards and risks
2.6 Follow OHS procedures for
LO 3. Maintain Occupational Health and TLE_ICTIL7/8OS-
Safety 0j-3
1.3 Observe established procedures in
responding to emergency-related
drill
1.4 Fill-up OHS personal records in
accordance with SOP
Entrepreneurship for Grade 7/8 Exploratory

The teaching of entrepreneurship shall be contextualized to the mini courses under each component
QUARTER CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code
STANDARDS COMPETENCIES
The learner demonstrates The learner Discuss principles and strategies 1 Week
understanding of the key concepts independently creates a on identifying business
and underlying principles of business vicinity map opportunities
identifying business opportunities showing target market in
and market in one’s community or his/her community or
Explore business/ career
locality locality
opportunities
The learner demonstrates The learner Analyze the market needs 2 Weeks T LE_I C T AN 11/12PC -
understanding of concepts, independently Ia-1
underlying principles of developing prepares and present a Determine the possible products and
simple business plan simple business plan services that will meet the need
Select the best product or service
that will meet the market need
Note: Simulation of a Simple Home-Based Micro Business aligned to the mini course/s taken, may be employed as an alternative.
GRADE LEVEL: 9/10/11/12

SUBJECT: NEEDLECRAFT
1ST The learner applies the The learner performs skillfully LO 1. Understand concepts related to 1 WEEK TLE_HEHC9-
QUARTER principles of art and the use of design, materials, and needlecraft 12PE-Ia-b-2
handicraft to create a techniques to create 1.1 Identify major needlecraft techniques
1.2 State safety and precautionary
beautiful and marketable embroidered products.
measures
embroidered product.
LO 1. Understand embroidery as a craft 1 WEEK TLE_HEHC9-

and its techniques 12PE-Ia-b-2
1.1 Define embroidery as a needlecraft
technique
1.2 Identify the tools and materials used;
LO 2. Create embroidered products with 6 WEEKS TLE_HEHC9-
package 12PE-Ic-j-2
2.1 Manipulate properly the tools and materials
for embroidery
2.2 Combine stitching techniques in
embroidery, Calado and smocking to
create a well-made project.
2.3 Select appropriate and quality
packaging material for embroidered
articles
2ND QTR. The learner applies the The learner performs skillfully LO 1. Understand Crocheting as a Technique 1 WEEK TLE_HEHC9-
principles of art and the use of design, materials, and 1.1 Define the technique of crocheting; 12PC-IIa-b-1
1.2 Identify the tools and materials used
handicraft to create a techniques to create crocheted
beautiful and marketable products.
crocheted product.
LO 2. Make Crocheted products with 6 WEEKS TLE_HEHC9-

project plan 12PC-IIc-h-2
2.1 Discuss crochet terms and abbreviations;
2.2 Perform basic stitches in crocheting
showing proper use of materials
1 WEEK
2.3 Prepare project plan
2.4 Select appropriate packaging materials
2.5 Evaluate quality of finished product
3RD The learner applies the The learner performs skillfully LO 1. Understand knitting as a 1 WEEK TLE_HEHC9-
QUARTER principles of art and the use of design, materials, and needlecraft 12PK-IIIa-b-4
handicraft to create a techniques to create knitted 1.1 Describe definition and characteristics of
beautiful and marketable products. knitted products
1.2 Identify tools and materials for knitting
knitted product
LO 2. Produce knitted articles with 6 WEEKS TLE_HEHC9-

packaging 12PK-IIIc-j-5
2.1 Perform basic stitches in knitting
2.2 Demonstrate proper use of materials,
tools and equipment in knitting
1 WEEK
2.3 Prepare project plan for the expected
knitted articles
2.4 Select appropriate quality packaging
material for knitted articles
4TH The learner applies the The learner performs skillfully LO 1. Understand Quilting as a Technique 1 WEEK TLE_HEHC9-
QUARTER principles of art and the use of design, materials, 1.1 Discuss the overview of Quilting 12PQ-IVa-b-6
1.2 Demonstrate proper use of tools and
handicraft to create a materials in Quilting
beautiful and and techniques to create
marketable quilted quilted products.
product
LO 2. Make Quilted products with TLE_HEHC9-
package 6 WEEKS 12PQ-IIc-j-7
2.1 Apply Quilt stitches on selected project
2.2 Prepare project plan for the expected
quilted articles
1 WEEK
material for finished project
2.4 Evaluate the quality/characteristics of
finished product (use rubrics)

SUBJECT: MACRAME/BASKETRY
Code
1ST The learner The learner independently 1. Explain core concepts and principles in 1 WEEK
QUARTER demonstrates an demonstrates core competencies macramé and basketry
understanding of the in macramé and basketry 2. Discuss the relevance of the course
concepts and principles in
macramé and basketry
LO 1. Trace the origin of macramé and basketry TLE_HEHC9-

1.1 Discuss history and development of 12T M-Ia-1
LO 2. Enumerate different kinds of macramé and 1 WEEK TLE_HEHC9-
basketry products 12TM-Ib-c-
2.1 Describe different products of 2
LO 4. Use basic tools in macramé and basketry 1 WEEK TLE_HEHC9-
4.1. Identify materials, tools and equipment for 12TM-Ie-f-4
4.2. Demonstrate proper use of materials,
tools and equipment in macramé and
basketry
LO 5. Differentiate the kinds of macramé knots 2 WEEKS TLE_HEHC9-

and basketry weaving techniques and 12TM-Ig-5
patterns
5.1. Identify the different macramé knots and
basketry weaving techniques and patterns
5.2. Describe the different kinds of macramé
knots and basketry weaving patterns
5.3. Select appropriate macramé knots and
basketry weaving techniques and patterns
5.4. Demonstrate the different kinds of
macramé knots and basketry weaving
patterns
LO 6. Follow methods and procedures in making 3 WEEKS TLE_HEHC9-

macramé and basketry products 12TM-Ih-6
6.1 Discuss different methods and procedures in
making macramé and basketry
products
6.2 Follow procedures and techniques in
making macramé and basketry products
6.3
2ND The learner The learner independently LO 1. Produce quality macramé and basketry 6 WEEKS TLE_HEHC9-
QUARTER demonstrates an demonstrates core competencies products 12PP-IIa-j-8
understanding of the in macramé and basketry 1.1 Make project proposal for making
concepts and principles macramé and basketry products
in macramé and basketry
LO 2. Calculate the cost of production and selling 2 WEEKS TLE_HEHC9-

price of macramé and basketry products 12PP-IIa-j-9
2.1 Compute cost of raw materials
2.2 Compute for the selling price of the
finished product
3RD The learner The learner independently 2 WEEKS TLE_HEHC9-

QUARTER demonstrates an demonstrates core competencies LO 1. Plan a design for a macramé product 12MP-IIIa-
understanding of the in macramé and basketry 1.1 Choose a design 11
concepts and principles in 1.2 Sketch the design
LO 2. Produce the following macramé projects 6 WEEKS TLE_HEHC9-

3.1 Bag 12 MP –IIIc-
3.2 Basket e-13
3.3 Apply creativity in each product
4TH The learner The learner independently LO 1. Plan a design for a basketry product 2 WEEKS TLE_HEHC9-
QUARTER demonstrates an demonstrates core competencies 12BP-IVa-b-
understanding of the in macramé and basketry 16
concepts and principles
in macramé and basketry
LO 2. Get the measurement of the product to be TLE_HEHC9-

made 12BP –IVa-
b-17
LO 3. Produce the following basketry projects 6 WEEKS TLE_HEHC9-
3.1 School bag 12BP –Ivc-j-
3.2 Market bag 18
3.3 Food tray
3.4 Apply creativity in each product
LO 4. Package the finished project 1 WEEK TLE_HEHC9-

4.1. Select appropriate quality packaging 12BP –Ivc-j-
material for finished project 19
4.2. Apply creativity in packaging
4.3. Arrange products for packaging
SUBJECT: FASHION ACCESSORIES
QUARTER CONTENT PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION K-12 CG
STANDARDS Code
1ST QUARTER The learner The learner independently LO 1: Trace the history & development of fashion 2 WEEKS TLE_HEHC9-
demonstrates demonstrates common accessory production 12FA-Ia-b-1
understanding of competencies in making Fashion
concepts, theories and Accessories
techniques in making
Fashion Accessories
LO 2: Select materials tools and equipment in TLE_HEHC9-
making fashion 12FA-Id-3
accessories
2.1 Identify materials tools and
equipment in making fashion
accessories.
LO 3: Use basic tools in fashion accessory 5 WEEKS TLE_HEHC9-

3.1 Discuss the functions and uses of each 12FA-Id-4
materials, tools and equipment
3.2 Demonstrate techniques and procedures in
using the tools inmaking fashion accessory
LO 4: Identify Fashion Accessory cost 1 WEEK TLE_HEHC9-
component 12FM-Ie-j-5
4.1 Compute production cost
4.2 Purchase fashion accessory materials
2ND The learner The learner independently LO 1: Follow methods and procedures in making 2 WEEKS TLE_HEHC9-
QUARTER demonstrates demonstrates common fashion accessory 12PA-IIa-e-
understanding of competencies in making Fashion 6
concepts, theories and Accessories 1.1 Discuss different methods, techniques and
procedures in making Fashion Accessory
techniques in making projects/products
Fashion Accessories
1.2 Demonstrate methods / procedures in 5 WEEKS
making Fashion Accessory projects /
products
LO 2: Describe quality projects / products of 1 WEEK TLE_HEHC9-

Fashion Accessory 12PA-IIf-h-7
2.1 Discuss the different characteristics of a
quality fashion accessory projects / products
2.2 Apply elements of arts and principles
of design in fashion accessory projects
/ products
2.3 Select quality supply and materials for
fashion accessory
LO 3: Prepare packaging of finished 1 WEEK TLE_HEHC9-

Fashion Accessory 12PA-IIi-j-8
materials for fashion accessory
3.2 Apply creativity in packaging
3RD QUARTER The learner The learner independently 1 WEEK TLE_HEHC9-

demonstrates demonstrates common LO 1:Trace the history & development of 12OP-IIIa-
understanding of competencies in making origami, paper mache (vases) production c10
concepts, theories and Origami 1.1 Discuss history and development of Origami
techniques in making
Origami
LO 2: Plan a design and pattern for an origami 1 WEEK TLE_HEHC9-
paper craft (vases/frames) 12OP-IIId-e-
2.1 Discuss the design to be made 11
2.2 Sketch the design
LO 3: Select materials for making origami TLE_HEHC9-
3.1 Identify materials suited for making a origami 12OP-IIIf-12
LO 4: Follow methods and procedures in making 5 WEEKS TLE_HEHC9-
origami 12OP-IIIg-
4.1 Demonstrate methods / procedures in making 13
origami projects / products
LO 5: Produce the following products TLE_HEHC9-
5.1 vases 12OP-IIIh-j-
5.2 frames 14
4TH QUARTER The learner The learner independently PERFORM ORIGAMI PRODUCTION – PAPER 6 WEEKS TLE_HEHC9-
demonstrates demonstrates common CRAFT (VASE/FRAMES) 12OP-IVa-e-
understanding of competencies in making 15
concepts, theories and Origami LO 6: Describe quality projects and products of
techniques in making origami
Origami 6.1 Discuss the different characteristics of a
quality origami projects / products
6.2 Apply elements of arts and principles of
design in producing origami projects /
products
6.3 Select quality supply and materials for origami
LO 7: Package the finished origami paper craft 2 WEEKS TLE_HEHC9-

(vases/frames) 12OP-IVf-j-
7.1 Select appropriate quality packaging material for 16
fashion accessory
7.2 Apply creativity in packaging
GRADE LEVEL: 9-10 or 11-12

SUBJECT: DRESSMAKING (1)
QUARTER CONTENT PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code

STANDARDS STANDARDS COMPETENCIES
1ST The learner The learner plan, design and sew PRODUCE SLEEPING GARMENTS 4 WEEKS TLE_HEDM9-
QUARTER demonstrates sleeping garments. LO 1. Draft and cut pattern for sleeping garments 12SG-Ia-f-1
understanding on the 1.1. Plan garment design
principles of designing 1.2. Take client’s body measurement
and sewing of sleeping 1.3. Draft basic/ block pattern
garments 1.4. Cut final Pattern
LO 2. Prepare and cut materials for sleeping 4 WEEKS TLE_HEDM9-
garments 12SG-Ig-i-2
2.1 Prepare materials
2.2 Lay- out and pin patterns on fabrics
2.3 Cut fabrics
2ND LO 3. Assemble sleeping garments parts 6 WEEKS TLE_HEDM9-

QUARTER 3.1 Prepare cut parts 12SG-IIa-g-3
3.2 Sew and assemble sleeping garments parts
LO 4. Apply finishing touches on sleeping 2 WEEKS TLE_HEDM9-

garments 12SG-IIh-j-4
4.1 Apply finishing touches
4.2 Alter completed garment
4.3 Press finished garment
4.4 Pack finished garment
3RD The learner The learner plan, design and sew PRODUCE CHILDREN’S WEAR 4 WEEKS TLE_HEDM9-
QUARTER demonstrates children’s wear. LO 1. Draft and cut pattern for children’s dress 12CW-IIIa-h-5
understanding on the 1.5. Plan garment design
principles of designing 1.6. Take client’s body measurement
and sewing children’s 1.7. Draft basic/ block pattern
wear 1.8. Cut final Pattern
LO 2. Prepare and cut materials for children’s 4 WEEKS TLE_HEDM9-

dress 12CW-IIIi-j-6
2.5 Lay- out and pin patterns on fabrics
2.6 Cut fabrics
4TH LO 3. Assemble garment parts for children’s 6 WEEKS TLE_HEDM9-

QUARTER wear 12CW-IVa-h-7
3.1 Prepare cut parts
3.2 Sew and assemble children’s wear
LO 4. Apply finishing touches on children’s wear 2 WEEKS TLE_HEDM9-
4.1 Apply finishing touches 12CW-IVi-j-8
GRADE LEVEL: 9-10 or 11-12

SUBJECT: DRESSMAKING (2)
The learner The learner plan, design and sew LO 1. Draft and cut pattern for ladies skirts 3 WEEKS TLE_HEDM9-
1ST demonstrates ladies skirts. 1.1. Plan garment design 12SK-Ia-c-1
QUARTER understanding on the 1.2. Take client’s body measurement
principles of designing 1.3. Draft basic/ block pattern
and sewing of ladies 1.4. Cut pattern
skirts.
LO 2. Prepare and cut materials for ladies skirts 3 WEEKS TLE_HEDM9-

2.1 Prepare materials 12SK-Id-2
2.2 Lay- out and mark pattern on material
2.3 Cut materials
LO 3. Assemble garment parts for ladies skirts 2 WEEKS TLE_HEDM9-

3.1 Prepare cut parts 12SK-Ie-i-3
3.2 Sew and assemble athletic ladies skirts
LO 4. Apply finishing touches on ladies skirts 1 WEEK TLE_HEDM9-

4.1 Apply finishing touches 12SK-Ij-4
2ND The learner The learner plan, design and sew LO 1. Draft and cut pattern for ladies blouse 3 WEEKS TLE_HEDM9-
QUARTER demonstrates ladies blouse. 1.5. Plan garment design 12BL-IIa-d-5
understanding on the 1.6. Take client’s body measurement
and sewing of ladies 1.8. Cut pattern
blouse.
LO 2. Prepare and cut materials for ladies 3 WEEKS TLE_HEDM9-

blouse 12BL-IIe-6
2.6 Cut materials
LO 3. Assemble garment parts for ladies blouse 2 WEEKS TLE_HEDM9-

3.3 Prepare cut parts 12BL-IIf-i-7
LO 4. Apply finishing touches on ladies blouse 1 WEEK TLE_HEDM9-

4.4 Apply finishing touches 12BL-IIj-8
3RD The learner The learner plan, design and sew LO 1. Draft and cut pattern for ladies trouser 4 WEEKS TLE_HEDM9-
QUARTER demonstrates ladies trousers 1.9. Plan garment design 12TR-IIIa-h-9
understanding on the 1.10. Take client’s body measurement
and sewing ladies 1.12. Cut pattern
trousers.
LO 2. Prepare and cut materials for ladies 4 WEEKS TLE_HEDM9-

trouser 12TR-IIIi-j-10
2.9 Cut materials
4TH LO 3. Assemble garment parts for ladies trouser 4 WEEKS TLE_HEDM9-
QUARTER 3.5 Prepare cut parts 12TR-Iva-h-11
LO 4. Apply finishing touches on ladies trouser 4 WEEKS TLE_HEDM9-

4.7 Apply finishing touches 12TR-IVi-j-12
GRADE LEVEL: 9-10/11-12

SUBJECT: TAILORING
QUARTER CONTENT PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG

STANDARDS STANDARDS COMPETENCIES Codes
1ST The learners The learners plans, designs and LO 1. Draft and cut pattern for athletic shorts 2 WEEKS TLE_HETL9-
QUARTER demonstrate an sews athletic shorts. 1.1. Plan garment design 12SO-Ia-c-1
understanding of 1.2. Take client’s body measurement
the principles of 1.3. Draft basic/block pattern
designing and sewing of 1.4. Cut final pattern
athletic shorts.
LO 2. Prepare and cut materials for athletic 4 WEEKS TLE_HETL9-

shorts 12SO-Id-e-2
2.2 Lay out and pin pattern pieces on the
fabric
2.3 Cut fabric
LO 3. Assemble garment parts for athletic shorts TLE_HETL9-

3.1 Sew and assemble athletic shorts parts 12SO-If-i-3
LO 4. Apply finishing touches on athletic shorts 2 WEEKS TLE_HETL9-
4.1 Apply finishing touches 12SO-Ij-4
2ND The learners The learners plans, designs and LO 1. Draft and cut pattern for jogging pants TLE_HETL9-
QUARTER demonstrate an sews jogging pants. 1.5. Plan garment design 12JP-IIa-c-5
understanding of the 1.6. Take client’s body measurement 2 WEEKS
principles of designing and 1.7. Draft basic/block pattern
sewing jogging pants. 1.8. Cut final pattern
LO 2. Prepare and cut materials for jogging pants 2 WEEKS TLE_HETL9-

2.4 Prepare materials 12JP-IId-6
fabric
2.6 Cut fabric
LO 3. Assemble garment parts for jogging pants 3 WEEKS TLE_HETL9-

3.2 Sew and assemble athletic shorts parts 12JP-IIe-i-7
LO 4. Apply finishing touches on jogging pants 1 WEEK TLE_HETL9-

4.4 Apply finishing touches 12JP-IIj-8
3RD The learners The learners plans, designs and LO 1. Draft and cut pattern for athletic shirts 2 WEEKS TLE_HETL9-
QUARTER demonstrate an sews athletic shirts. 1.9. Plan garment design 12SI-IIIa-c-9
understanding of the 1.10. Take client’s body measurement
principles of designing 1.11. Draft basic/block pattern
and sewing athletic 1.12. Cut final pattern
shirts.
LO 2. Prepare and cut materials for athletic shirts 2 WEEKS TLE_HETL9-

2.7 Prepare materials 12SI-IIId-10
fabric
2.9 Cut fabric
LO 3. Assemble garment parts for athletic shirts 3 WEEKS TLE_HETL9-

3.3 Prepare cut parts 12SI-IIIe-i-11
3.4 Sew and assemble athletic shorts parts
LO 4. Apply finishing touches on athletic shirts 1 WEEK TLE_HETL9-

4.7 Apply finishing touches 12SI-IIIj-12
4TH The learners The learners plans, designs and LO 1. Draft and cut pattern for athletic jackets 2 WEEKS TLE_HETL9-
QUARTER demonstrate an sews athletic jackets. 1.13. Plan garment design 12JA-IVa-b-13
understanding of the 1.14. Take client’s body measurement
principles of designing 1.15. Draft basic/block pattern
and sewing athletic 1.16. Cut final pattern
jackets.
LO 2. Prepare and cut materials for athletic TLE_HETL9-

jackets 2 WEEKS 12JA-IVc-d-14
fabric
2.12 Cut fabric
LO 3. Assemble garment parts for athletic jackets TLE_HETL9-

3.6 Sew and assemble athletic shorts parts 12JA-IVe-i-15
3 WEEKS
LO 4. Apply finishing touches on athletic jackets 1 WEEK TLE_HETL9-
4.1 Apply finishing touches 12JA-IVj-16
SPECIALIZATION: HAIRDRESSING I
NOMINAL HOURS: 160 hours
QUARTER CONTENT PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code

STANDARDS STANDARDS COMPETENCIES
1ST The learner The learner demonstrates LO 1. Treatment of hair and scalp 1 WEEK TLE_HEHD9-
QUARTER demonstrates an common and core 1.1. Appreciate the benefits of scalp and hair 12TS-Ia-1
understanding of the core competencies in performing treatment
concepts and theories in hair care and scalp treatment 1.2. Analyze scalp and hair structure
hair care and scalp services. 1.3. Distinguish diseases and disorders of scalp and
treatment. hair
1.4. Observe safety precautions and sanitation
while at work
1.5. Explain the different types of shampoo and
conditioner
LO 2. Prepare client 1 WEEK TLE_HEHD9-
2.1 Assist client in accordance with salon 12TS-Ib-2
procedures
2.2 Provide appropriate clothing according to the
desired type of service, and size and built of the
client
2.3 Advise client to remove all jewelry and
accessories
LO 3. Apply shampoo and/or conditioner on the 2 WEEKs TLE_HEHD9-
client 12TS-Ib-3
3.1 Shampoo and/or condition hair as required
and following standard procedure
3.2 Ensure client’s safety and comfort during the
entire process
LO 4. Blow-dry hair 2 WEEKS TLE_HEHD9-
12TS-Ic-4
4.1 Towel dry and comb hair according to service
requirements
4.2 Blow-dry hair according to service
requirements and following standard procedure
4.3 Apply finishing product on blow-dried hair
according to product specifications
LO 5. Perform post-service activities 1 WEEK TLE_HEHD9-

3.1 Clean, sanitize, and store tools and 12TS-Id-5
equipment according to OHS requirements
3.2 Segregate and dispose waste materials
according to OHS requirements
2ND The learner The learner demonstrates Scalp and hair treatment 2 WEEKS TLE_HEHD9-
QUARTER demonstrates an common and core 12TS-Ie-6
understanding of the core competencies in performing LO 6. Prepare client
concepts and theories in hair care and scalp treatment 6.1 Determine client’s health and restrictions
hair care and scalp services. through consultation
treatment. 6.2 Analyze client’s scalp and hair condition
following salon safety policies and procedures
6.3 Prepare and use protective clothing
according to OHS
LO 7. Treat hair condition 6 WEEKS TLE_HEHD9-

7.1 Select and prepare supplies/materials and hair 12TS-If-g-7
treatment product
7.2 Perform hair treatment following established or
acceptable procedures
7.3 Check results based on client’s desired
outcome
entire process
3RD The learner The learner demonstrates LO 1. Fundamentals in Hair Perming 2 WEEKS TLE_HEHD9-
QUARTER demonstrates an common and core a. Express ideas clearly on the 12HP-IIa-b-1
understanding of the benefits of hair perming
core concepts and competencies in performing b. Use appropriate tools, materials
theories in hair perming hair perming. in permanent waving
c. Perform the steps in sectioning,
blocking, and winding of hair
d. Observe safety rules and
reminders in hair perming
e. Discuss the procedures in hair
perming
2.2 Perform the procedures in permanent
waving
2.1 Advise client to remove all personal 12HP-IIc-2
accessories
2.2 Determine if previous chemical treatment
exists
2.3 Check scalp condition if free from scratches
and open wounds
2.4 Advise client to defer hair perming if adverse
scalp and health conditions exist
2.5 Confirm types of hair curls with client
LO 3. Perm hair 4 WEEKS TLE_HEHD9-
3.1 Prepare and use necessary tools, equipment, 12HP-IId-j-3
supplies/materials following salon policies and
procedures and OHS requirements
3.2 Prepare perm solution according to client’s
hair type, texture/condition and product
specifications
3.3 Perform hair perming in accordance with
established or standard procedures and
product specifications
3.4 Rinse hair thoroughly, towel-dry and apply
conditioner
entire process
LO 4. Apply finishing touches TLE_HEHD9-
4.1 Check hair according to client’s desired 12HP-IId-j-4
outcome
4.2 Taper/trim and style hair if necessary
4.3 Confirm client’s satisfaction and make 1 WEEK
adjustments if requirement
5.1 Advise client on hair care and maintenance 12HP-IId-j-5
5.2 Clean and store tools, equipment, supplies,
and materials after use in accordance with
salon procedures
5.3 Properly dispose of waste items in
accordance with OHS requirements
5.4 Clean and prepare workstation for the next
client
4TH The learner The learner demonstrates LO 1. Fundamentals in haircutting 2 WEEKS TLE_HEHD9-
QUARTER demonstrates an common competencies in 1.1 Express one’s experience and exposure about 12HC-III-IVa-j-
understanding of the haircutting. the process of haircutting 1
core concepts and 1.2 Analyze the hair condition and the shape of
theories in haircutting. face for appropriate hair cut
1.3 Practice fundamental disciplines in haircutting
1.4 Discuss the uses of tools and implements in
haircutting
1.5 Show the importance of hair control in
haircutting
1.6 Discuss basic cutting strokes
LO 2. Prepare client TLE_HEHD9-

2.1 Extend appropriate courtesy to the client at all 12HC-III-IVa-j-
times 1 WEEK 2
2.2 Assess shape of the client’s face, head, length
and width of hair according to his/her built and
height
2.3 Analyze texture of hair according to style
requirements and cutting technique to be
used
2.4 Present hair catalog to the client for selection
and agreement between client and hairdresser
2.5 Provide and use protective clothing according
to health and sanitation regulations
2.6 Shampoo and/or condition hair following
salon procedure
LO 3. Cut hair 3 WEEKS TLE_HEHD9-

3.1 Prepare and use appropriate materials, tools, 12HC-III-IVa-j-
and hair implements according to client’s 3
desired haircut and OHS requirement
3.2 Perform haircut according to haircut style and
established or acceptable procedures
entire process
LO 4. Check hair and apply appropriate finishing TLE_HEHD9-

touches 1 WEEK 12HC-III-IVa-j-
4
4.1 Blow-dry and check hair for accuracy and
finishing touches
4.2 Use finishing cutting tools according to
haircut style
4.3 Apply hair finishing product as per client’s
requirements and style
4.4 Confirm client’s acceptance and make
adjustments if required
LO 5. Perform post service activities TLE_HEHD9-

5.1 Advise client on proper hair care and 1 WEEK 12HC-IIIa-5
maintenance
5.2 Clean, sterilize, and store tools, implements
and equipment in accordance with salon
policy
5.3 Properly dispose of waste items following
OHS practice
5.4 Clean working area in preparation for the
next client
5.5 Prepare scoring rubrics for haircut

SPECIALIZATION: HAIRDRESSING II
NOMINAL HOURS: 160
The learner The learner demonstrates LO 1. Fundamentals in hair coloring and hair 2 WEEKS TLE_HEHD9-
1ST demonstrates common competencies in hair bleaching 12CB-Ia-b-1
QUARTER understanding of the coloring and hair bleaching 1.1 Perform preliminary steps on hair coloring
core concepts and activities 1.2 Use tested products, implements and
theories in performing supplies
hair coloring and hair 1.3 Classify various hair coloring
bleaching 1.4 Describe various types of hair coloring
application
1.5 Conduct scalp and hair analysis
1.6 Identify the effects of allergies and hair
treatment to hair coloring activity
1.7 Perform skin test/patch test carefully
1.8 Discuss hair coloring applications
1.9 Explain dimensional highlighting

2.1 Consult and advise client on color options, and 12CB-Ic-f-2
checked for possible skin allergies
2.2 Check and analyze condition of the hair and
scalp Prepare and use protective clothing and
materials according to OH&S requirements
2.3 Drape client following established procedures to
avoid stains from hair coloring
2.4 Where necessary, shampoo client’s hair to
remove remaining conditioners and styling
products, making sure the scalp is not scratched
2.5 Style where necessary, hair according to
client’s particular requirements
activity
LO 3. Apply hair color 4 WEEKS TLE_HEHD9-

1.1 Prepare and use tools, materials, implements 12CB-Ic-f-3
following OH&S requirements
1.2 Select and mix color and developer according
to client’s hair condition and length and
desired outcome
1.3 Apply color according to product specifications
and established or acceptable procedures
1.4 Style where necessary, hair according to
client’s particular requirements
2ND Hair Bleaching

QUARTER
The learner The learner demonstrates LO 1. Prepare client TLE_HEHD9-
demonstrates common competencies in hair 1.1 Consult client on health condition and 1 WEEK 12CB-Ig-j-5
understanding of the coloring and hair bleaching previous hair chemical treatment availed
core concepts and activities 1.2 Advise client on possible service options and
theories in performing outcome results
hair coloring and hair 1.3 Check and analyze conditions of the hair and
bleaching scalp
1.4 Advise client to remove all personal
accessories
1.5 Provide client with protective clothing and
gadgets following salon procedures
LO 2. Bleach hair 5 WEEKS TLE_HEHD9-

2.1 Prepare and use supplies, materials, tools, 12CB-Ig-j-6
equipment, and implements according
2.2 to OH&S requirements
2.3 Mix bleaching product with right volume of
developer according to manufacturers’
instructions and client’s hair texture
2.4 Perform hair bleaching according to
established or acceptable procedures and
product specifications
2.5 Ensure clients’ safety and comfort during the
process
LO 3. Perform post-service activities TLE_HEHD9-

1.1 Advise client on hair care and maintenance 1 WEEK 12CB-Ig-j-7
1.2 Sanitize and store tools and equipment and
implements after use according to salon
procedures
1.3 Dispose wastes of according to OH&S
requirements
1.4 Clean and prepare workstation for next
activity
3RD The learner The learner demonstrates LO 1. Introduction to Hair Straightening 2 WEEKS TLE_HEHD9-
QUARTER demonstrates common competencies in 1.1 Appreciate the benefits of chemical hair 12ST-IIa-j-1
understanding of the performing hair straighten straightening
core concepts and 1.2 Explain hair chemistry and restructuring
theories in performing 1.3 Discuss the products used in chemical hair
hair straightening straightening
1.4 Discuss the importance of scalp and hair
analysis.
1.5 Use appropriate implements and supplies in
hair straightening
1.6 Perform the steps in chemical hair
straightening
1.7 Observe safety rules and reminders in hair
straightening

2.1 Advise client to remove all personal 12ST-IIa-j-2
accessories
2.2 Use protective clothing and gadgets to ensure
clients safety and comfort
2.3 Check and analyze client hair texture and
condition, together with scalp
2.4 Confirm previous hair treatment with the
client before doing the desired service
2.5 Drape and shampoo client without scratching the
scalp
LO 3. Apply hair straightening product 2 WEEKS TLE_HEHD9-

a. Prepare and use necessary tools 12ST-IIa-j-3
and materials according to OH&S
requirements
b. Identify and/or mix different
forms of products based on types of
hair and desired hair straightening
service in accordance with
manufacturers’ instruction
c. Perform hair straightening in
accordance with product
specifications and established or
acceptable procedures
d. Ensure client’s safety and comfort
during the entire process
LO 4. Iron Hair 2 WEEKS TLE_HEHD9-

4.1 Blow-dry hair according to salon procedures 12ST-IIa-j-4
4.2 Apply protective hair product through the hair
before actual ironing
4.3 Set iron plate in accordance with hair
condition
4.4 Sub-section hair according to salon
procedures
4.5 Iron hair in accordance with salon procedures
LO 5. Apply hair fixing solution 1 WEEK TLE_HEHD9-

5.1 Apply fixing solution on the hair in accordance 12ST-IIa-j-5
with manufacturer’s instructions
5.2 Follow processing time according to
manufacturer’s instructions
5.3 Rinse hair thoroughly and applied with
necessary treatment products according to
manufacturers’ instructions
5.4 Check result and style hair according to clients’
desired outcome
LO 6. Perform post service activities 1 WEEK TLE_HEHD9-
6.1 Advise client on hair care and maintenance 12ST-IIa-j-6
6.2 Clean, sterilize/sanitize tools, implements and
equipment and store after use in accordance
with salon procedures
6.3 Properly dispose waste items of in accordance
with OH&S requirements
6.4 Clean working area in preparation for the next
client
4TH The learner The learner demonstrates LO 1. Introduction to hairstyling 2 WEEKS TLE_HEHD9-
QUARTER demonstrates common competencies in 1.1 Express ideas about hairstyling 12HS-IIIa-j-1
understanding of the performing styling 1.2 Appreciate the benefits of having hairstyling
core concepts and skills
theories in performing 1.3 Inculcate the responsibilities of a hairstylist
styling 1.4 Analyze the fundamental principles of
hairstyling
1.5 Inculcate the responsibilities of a hairstylist
1.6 Analyze the fundamental principles of
hairstyling
1.7 Use appropriate equipment, implements and
supplies
1.8 Observe safety precautions and sanitation
while working
LO 2. Perform the various methods of hairstyling 3 WEEKS TLE_HEHD9-

2.1 Non-thermal styling 12HS-IIIa-j-2
2.2 Thermal styling
2.3 Perform casual and formal creative hairstyles
2.4 Perform hairstyling using special effects in
hairstyling
2.5 Provide hairstyling services
- Casual hairstyle
- Formal hairstyle
- Creative hairstyle
2.6 Use a rubric in evaluating the services for
hairstyling
2.7 Compute the cost of service
LO 1. Prepare clients 1 WEEK TLE_HEHD9-

1.1 Advise client to remove all personal 12MU-IVa-j-1
accessories
1.2 Consult client on specific make-up
requirements
1.3 Analyze shapes of face and skin type / tones of
client according to make-up requirements
1.4 Seat client in a comfortable position during the
entire process
1.5 Provide client with protective clothing
following salon procedures
LO 2. Apply Make-up 2 WEEKS TLE_HEHD9-
2.1 Sanitize hand before actual application of 12MU-IVa-j-2
make-up
2.2 Select and prepare make-up products and
accessories, tools, supplies and materials
according to client make – up requirement
2.3 Perform make-up application in accordance
with established or acceptable procedures
2.4 Check make-up result before application of
finishing touches
2.5 Ensure client’s comfort and safety during the
entire process

3.1 Advise client on appropriate product and 12MU-IVa-j-3
procedure in applying retouch and removing
make-up
3.2 Clean and store make-up products, tools,
materials and implements after use in accordance
with salon procedures
3.3 Properly dispose waste items of in accordance
with OH&S requirements
Clean and prepare workstation for next activity

SUBJECT: NAIL CARE NOMINAL
HOURS: 160 hours COMPONENT:
HOME ECONOMICS
The learner The learner independently PERFORM HAND AND FOOT SPA 5 WEEKS TLE_HEBC9-
1st demonstrates performs hand spa. 12HS-Ia-g-1
QUARTER understanding of LO1. Apply hand treatment
concepts and principles in 1.1 Check and analyze condition of client’s hand
hand AND foot spa. 1.2 Wash client’s hand with lukewarm water and
soap, and towel-dry before and after scrubbing
1.3 Prepare and use necessary tools and
supplies/materials according to OHSC
requirements
1.4 Determine and test appropriate temperature for

heat tolerance of client
1.5 Soak hands for 4 seconds for 3 consecutive
times in wax and wrap with plastic gloves and
mittens
1.6 Remove wax from hands according to
1.7 Apply hand softening product and massage
according to prescribed procedure
1.8 Advise client after service on maintenance
program
LO2. Perform post hand activity 2 WEEKS TLE_HEBC9-

1.1 Dispose waste products including used wax 12HS-Ih-j-2
according to OHSC and Department of Health
requirements.
1.2 Sanitize and store tools and equipment.
Clean and sanitize work station for the next
treatment activity
2ND The learner The learner independently PERFORM FOOT SPA 5 WEEKS
QUARTER demonstrates performs hand spa. LO1. Apply foot spa TLE_HEBC9-
understanding of 1.1 Check and analyze condition of foot nails 12FS-IIa-g-3
concepts and principles in 1.2 Ensure client’s safety and comfort prior to
hand AND foot spa. foot spa activity
1.3 Wash feet with warm water and soap before
and after scrubbing
1.4 Towel dry feet and apply with appropriate
lotion
1.5 Prepare and use necessary tools and
supplies/materials according to OHSC
requirements
1.6 Determine and test appropriate temperature
for heat tolerance of client
1.7 Soak foot for 4 seconds for 3 consecutive
times in wax and wrap with plastic gloves
and mittens
1.8 Remove wax from foot according to
1.9 Apply foot softening product and massage
according to prescribed procedure
1.10 Advise client after service on maintenance
program
LO2. Perform post foot spa activity 2 WEEKS TLE_HEBC9-

1.1 Dispose waste products including used wax 12FS-IIh-j-4
according to OHSC and Department of Health
requirements.
1.2 Sanitize and store tools and equipment.
1.3 Close and sanitize work station for the next
treatment activity
1.4
3RD The learner The learner independently LO1. Clean finger nails and toe nails 5 WEEKS TLE_HEBC9-
QUARTER demonstrates performs manicure and 1.1 Consult client on desired nail service activity 12PMP-
understanding of pedicure services. and specific requirements and consultation III/IVa-r-5
concepts, principle and record is agreed and signed
techniques in manicure 1.2 Checked and analyzed clients’ hand nail
and pedicure services. structure and condition
1.3 Recognize nail disorder for prepare nail
repair
1.4 Select and prepare appropriate sanitized tools
and equipment, supplies and materials are
according to salon procedures
1.5 Disinfect, sanitize, clean and dry hands and
feet
1.6 Clean nails in accordance with the
established or acceptable procedures
1.7 Trim and file nails based on client’s desired
shape.
1.8 Massage fingers following prescribed
movements
1.9 Ensure client’s safety and comfort is during the
entire process.
1.10 Apply first-aid in case of accidental cuts and
wounds
LO 2. Perform basic nail designs 3 WEEKS TLE_HEBC9-

1.1 Select color of the nail polish according to 12PMP-
customer’s requirements III/IVa-r-6
1.2 Apply base coat with long strokes starting
with the little finger
1.3 Select color of the nail polish as agreed
according to customer’s desire or
requirements
1.4 Apply nail polish from the base to the edge
of the nail using light sweeping stroked
around the cuticle
1.5 Apply top or seal coat with long strokes in the
same manner as the base coat
1.6 Check and analyze outcome according to the
client’s nail service requirements.
1.7 Remove excess polish around the cuticle and
nail using appropriate tool
4TH CREATE FANCY NAIL DESIGNS 6 WEEKS TLE_HEBC9-
QUARTER LO 1. Perform different fancy designs on finger 12PMP-
nails and toe nails III/IVa-r-6
1.1 Prepare nails for cleaning
1.2 Apply nail products according to
manufacturer’s recommendation
1.3 Apply fancy nail designs
1.4 Advise client on nail maintenance practices
1.5 Dispose waste properly according to waste
environment and safety regulations
499
500

SUBJECT: 21st Century Literature
Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S1 Q1 The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts and
able to understand able to demonstrate doing an adaptation of these require from the learner the ability to
and appreciate the understanding and identify:
elements and appreciation of 21st a. the geographic, linguistic, and ethnic dimensions of Philippine
contexts of 21st Century Philippine literary history from pre-colonial to the contemporary
century Philippine literature from the b. representative texts and authors from each region (e.g. engage
literature from the regions through: in oral history research with focus on key personalities from the
regions. 1. a written close students’ region/province/town)
analysis and Compare and contrast the various 21st century literary genres and the EN12Lit-Id-25
critical ones from the earlier genres/periods citing their elements, structures and
interpretation traditions
of a literary text Discuss how different contexts enhance the text’s meaning and enrich
in terms of form the reader’s understanding
and theme, with a Produce a creative representation of a literary text by applying multi-
description of its media and ICT skills
context derived Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-Ie-31.3
from research; text, based on rationalized criteria, prior to presentation
and
2. an adaptation
of a text into
other creative
forms using
multimedia.
S1 Q2 The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts, EN12Lit-IIa-22
able to understand able to demonstrate applying a reading approach, and doing an adaptation of these, require from
and appreciate understanding and the learner the ability to identify: representative texts and authors from Asia,
literary texts in appreciation of 21st North America, Europe, Latin America, and Africa
various genres century literature of Compare and contrast the various 21st century literary genres and their EN12Lit-IId-25
across national the world through: elements, structures, and traditions from across the globe
Produce a creative representation of a literary text by applying
literature and 1. a written close multimedia and ICT skills
cultures. analysis and Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-IIij-31.3
critical text, based on rationalized criteria, prior to presentation
interpretation
of a literary text
in terms of
form and
theme, with a
description of
its context
derived from
research;
2. critical paper that
analyzes literary
texts in relation
to the context of
the reader and
the writer or a
critical paper that
interprets literary
texts using any of
the critical
approaches;
and
3. an adaptation
of a text into
other creative
forms using
multimedia.
502
Grade Level: 11/12

Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
Quarter Content Standards Performance Most Essential Learning

Duration K to 12 CG Code
The learner…
demonstrates presents a form of describes various contemporary art CAR11/12IAC-0a-1
appreciation of integrated forms and their practices from the Week 1
contemporary art contemporary art based various regions
forms, found in the on the region of his / her CAR11/12IAC-0b-2
various regions by choice. e.g.
understanding the choreography, musical
discusses various art forms found in
elements and principles instrument, literary Week 2
the philippines
and music composition,
visual design, and/or
theatrical performance
demonstrates creates avenues to researches on various CAR11/12CAP-0c -e-4
Week 3-5
understanding of the advocate the arts from contemporary art forms
significant roles of artists the different regions explains filipino artists’ roles and CAR11/12CAP-0c -e-5
from the regions identify their contribution to Week 3-5
1 semester contemporary arts
evaluates contemporary art forms CAR11/12CAP-0c -e-6
based on the elements and Week 3-5
principles
compares forms of arts from the CAR11/12CAP-0c -e-7
Week 3-5
different regions
relates the significance of arts CAR11/12CAP-0c -e-8
Week 3-5
forms from the regions
promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9
shows understanding discriminates among researches on techniques and CAR11/12TPP-0c -e-10
of the materials and various materials and performance practices applied to Week 3-5
techniques techniques contemporary arts
discusses local materials used in CAR11/12TPP-0c -e-11
Week 3-5
creating art
critiques available materials and CAR11/12TPP-0c -e-12
Week 3-5
appropriate techniques
explicates the use of materials and CAR11/12TPP-0c -e-13
Week 3-5
the application of techniques
Consolidates relevant Designs a production conceptualizes contemporary art CAR11/12AP-0f -h-14
concepts to plan for a using available materials based on techniques and
Week 6-8
production and appropriate performance practices in their
techniques locality.
applies artistic skills and techniques CAR11/12AP-0f -h-15
Week 6-8
in the process of creation
incorporates contemporary CAR11/12AP-0f -h-16
characteristics to one’s creation Week 6-8
with attention to detail
creates the intended final product CAR11/12AP-0f -h-17
using appropriate materials for the Week 6-8
best possible output
Grade Level : Grade 11/12

Subject :DISASTER READINESS AND RISK REDUCTION

The learners demonstrate The learners should be Competencies
1st 1. Concept of disaster The learners relate the Explain the meaning of disaster Week 1 DRR11/12-Ia-b-1
2. Concept of disaster concept of disaster with Differentiate the risk factors Week 1 DRR11/12-Ia-b-2
risk daily life. underlying disasters
3. Nature of disasters Describe the effects of disasters on Week 2 DRR11/12-Ia-b-3
4. Effects of disasters one’s life
Analyze disaster from the Week 2 DRR11/12-Ia-b-6
different perspectives (physical,
psychological, socio-cultural,
economic, political, and
biological).
Various elements that The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
may be exposed to hazard hunts of exposed vulnerability
hazards: elements and propose Explain why certain sectors of Week 3 DRR11/12-Ic-9
1. Physical corresponding corrective society are more vulnerable to
2. Social actions for one’s disaster than others
3. Economic preparedness. Recognize vulnerabilities of Week 4 DRR11/12-Id-12
4. Environmental different elements exposed to
Vulnerability of each specific hazards
exposed element. Differentiate among hazards, Week 4 DRR11/12-Id-13
exposure, and vulnerabilities and
explain the relationship of the three
to disaster risk
1. Concept of hazard The learners relate Define and cite examples of the Week 5
2. Types of hazards various types of hazard types of hazards
3. The impact of various with a specific area for Explain the impact of various Week 5 DRR11/12-Ie-16
hazards one’s preparedness. hazards on people and the
environment
Potential earthquake The learners develop a Identify various potential Week 6 DRR11/12-If-g-17
hazards: family emergency earthquake hazards
1. Ground shaking preparedness plan to guide Recognize the natural signs of an Week 6 DRR11/12-If-g-18
2. Ground rupture them on what to do before, impending tsunami;
3. Liquefaction during, and after an Analyze the effects of the Week 6 DRR11/12-If-g-19
4. Earthquake-induced earthquake. different earthquake hazards
ground subsidence Week 7 DRR11/12-If-g-20
5. Tsunami Interpret different earthquake
6. Earthquake-induced hazard maps;
landslide
Signs of impending The learners develop a Explain various volcano-related Week 7 DRR11/12-Ih-i-22
volcanic eruptions family emergency hazards
Potential volcano-related preparedness plan to guide Recognize signs of an impending Week 8 DRR11/12-Ih-i-24
hazards: them on what to do before, volcanic eruption
1. Lahar during, and after Week 8 DRR11/12-Ih-i-25
2. Ash fall a volcanic eruption. Interpret different volcano hazard
3. Pyroclastic flow maps;
4. Ballistic Projectile
5. Volcanic Glasses
6. Lava flow
2nd Related geological The learners develop a Discuss the different geological Week 1 DRR11/12-IIa-b-27
hazards family emergency hazards
1. Rainfall-induced preparedness plan to guide Analyze the causes of geological Week 1 DRR11/12-IIa-b-28
landslide them on what to do before, hazards
2. Sinkhole during, and after the Recognize signs of impending Week 1 DRR11/12-IIa-b-29
occurrence of events that geological hazards;
cause geological hazards. Interpret geological maps Week 2 DRR11/12-IIa-b-30
Apply mitigation strategies to Week 2 DRR11/12-IIa-b-31
prevent loss of lives and
properties
Potential The learners develop a Recognize signs of impending Week 3 DRR11/12-IIc-d-33
hydrometeorological family emergency hydrometeorological hazards
hazards: preparedness plan to guide Interpret different Week 3 DRR11/12-IIc-d-35
1. Typhoon them on what to do before, hydrometeorological hazard maps
2. Thunderstorm during, and after the Week 3 DRR11/12-IIc-d-36
3. Flashflood occurrence of events that
4. Flood cause hydrometeorological
Use available tools for monitoring
5. Stormsurge hazards.
hydrometeorological hazards
6. El Nino
7. La Nina
Fire hazards and related The learners develop a Recognize elements of the fire Week 4 DRR11/12-IIe-f-37
concepts: family emergency triangle in different situations
1. Fire triangle preparedness plan to guide Analyze the different causes of Week 4 DRR11/12-IIe-f-38
2. Causes of fires them on what to do before, fires
3. Phases of a fire during, and after Observe precautionary measures Week 4 DRR11/12-IIe-f-39
emergency a fire incident. and proper procedures in
addressing a fire incident
Apply basic response procedures Week 5 DRR11/12-IIe-f-40
during a fire incident
Follow fire emergency and Week 5 DRR11/12-IIe-f-41
evacuation plans;
Disaster risk reduction: The learners are able to Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
1. Concept of DRR develop a community principles, and elements of DRR
2. Importance of DRR emergency preparedness Week 6 DRR11/12-IIg-h-43
3. Key Principles plan and community
disaster preparedness plan
to minimize vulnerability Recognize the importance of DRR
and disaster risk in the on one’s life
community
and avoid or limit adverse
impacts of hazards.
Community-based The learners practice and Discuss different community- Week 7 DRR11/12-IIg-h-44
disaster risk reduction develop proficiency in based practices for managing
and management for executing emergency disaster risk to specific hazards
preparedness response protocols/ Develop a community Week 7 DRR11/12-IIg-h-45
1. Emergency Plan procedures through preparedness plan;
2. Monitoring and safety drills. Week 8 DRR11/12-IIg-h-46
Evaluation Prepare survival kits and materials
3. Early Warning Systems for one’s family and for public
4. Survival Kits and information and advocacy
materials
Policies of DRRM -The Week 8 DRR11/12-IIi-j-47
Philippine DRRM Law RA
Explain DRR-related laws and
10121 and its
policies
Implementing Rules and
Regulations
Subject :EARTH AND LIFE SCIENCE

Most Essential Learning Competencies Duration K to 12 CG Code
1st 1. the formation of the Conduct a survey to Week 1 S11/12ES-Ia-e- 3
Recognize the uniqueness of Earth, being the only
universe and the solar assess the possible
planet in the solar system with properties necessary
system geologic/
to support life.
2. the subsystems hydrometeorological
(geosphere, hydrosphere, hazards that your Week 1 S11/12ES-Ia-e- 4
atmosphere, and community may
biosphere) that make up experience.
Explain that the Earth consists of four subsystems,
the Earth
across whose boundaries matter and energy flow.
3. the Earth’s internal
structure
1. the three main categories Identify common rock-forming minerals using their Week 1 S11/12ES-Ia-9
of rocks physical and chemical properties.
2. the origin and Classify rocks into igneous, sedimentary, and Week 2 S11/12ES-Ib-10
environment of formation metamorphic
of common minerals and explain how the products of weathering are Week 2 S11/12ES-Ib-12
rocks carried away by erosion and deposited elsewhere
3. geologic processes that Describe where the Earth’s internal heat comes Week 3 S11/12ES-Ib-14
occur on the surface of the from.
Earth such as weathering, describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
erosion, mass wasting, and Describe the physical and chemical changes in rocks Week 4
sedimentation (include the due to changes in pressure and temperature
role of ocean basins in the (metamorphism)
formation of sedimentary compare and contrast the formation of the Week 4 S11/12ES-Ic-18
rocks) different types of igneous rocks
4. geologic processes that Explain how the movement of plates leads to the Week 5 S11/12ES-Id-22
occur within the Earth formation of folds and faults
5. the folding and faulting Describe how layers of rocks (stratified rocks) are Week 5 S11/12ES-Ie-25
of rocks formed
6. plate tectonics Describe the different methods (relative and Week 5 S11/12ES-Ie-26
7. how the planet Earth absolute dating) to determine the age of stratified
evolved in the last 4.6 billion rocks
years (including the age of Explain how relative and absolute dating were Week 6 S11/12ES-Ie-27
the Earth, major geologic used to determine the subdivisions of geologic
time subdivisions, and time
marker fossils). Describe how the Earth’s history can be Week 6 S11/12ES-Ie-29
interpreted from the geologic time scale
1. the different hazards Describe the various hazards that may happen in Week 6 S11/12ES-If-30
caused by geological the event of earthquakes, volcanic eruptions, and
processes (earthquakes, landslides
volcanic eruptions, and Using hazard maps, identify areas prone to hazards Week 7 S11/12ES-If-31
landslides) brought about by earthquakes, volcanic
2. the different hazards eruptions, and landslides
caused by Identify human activities that speed up or trigger Week 7 S11/12ES-If-33
hydrometeorological landslides
phenomena (tropical Using hazard maps, identify areas prone to Week 8 S11/12ES-Ig-36
cyclones, monsoons, floods, hazards brought about by tropical cyclones,
and tornadoes or ipo-ipo) monsoons, floods, or ipo-ipo
3. the different hazards Describe how coastal processes result in coastal Week 8 S11/12ES-Ih-38
caused by coastal processes erosion, submersion, and saltwater intrusion
(waves, tides, sea-level cite ways to prevent or mitigate the impact of Week 8 S11/12ES-Ii-41
changes, crustal movement, land development, waste disposal, and
and storm surges) construction of structures on control coastal
processes
2nd 1. the historical value life by taking good Explain the evolving concept of life based on S11/12LT-IIa-1
Week 1-2
development of the care of all beings, emerging pieces of evidence
concept of life humans, plants, and S11/12LT-IIa-3
Describe how unifying themes (e.g., structure and
2. the origin of the first life animals
function, evolution, and ecosystems) in the study of
forms
3. unifying themes in the life show the connections among living things and Week 2
how they interact with each other and with their
study of life
environment
1. plant and animal conduct a survey of Describe the different ways of how representative S11/12LT-IIej- 15
Week 3
reproduction products containing animals reproduce
2. how genes work substances that can Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
3. how genetic engineering is trigger genetic disorders S11/12LT-IIej- 19
used to produce novel such as phenylketonuria
Evaluate the benefits and risks of using GMOs Week 4
products
1. nutrition: getting food make a presentation of Describe the general and unique characteristics of the S11/12LT-IIIaj- 21
to cells some diseases that are different organ systems in representative animals Week 5
2. gas exchange with the associated with the
environment various organ systems S11/12LT-IIIaj- 22
3. circulation: the internal
transport system
4. the need for
homeostasis
5. salt and water balance
and Analyze and appreciate the functional
waste removal relationships of the different organ systems in Week 5
6. the immune system: ensuring animal survival
defense from disease
7. how hormones govern
body activities
8. the nervous system
9. the body in motion
1. the evidence for Design a poster tracing Explain how populations of organisms have S11/12LT-IVfg- 26
evolution the evolutionary changes changed and continue to change over time
2. the origin and in a crop plant (e.g., rice or showing patterns of descent with modification Week 6
extinction of corn) that occurred from common ancestors to produce the
species through domestication organismal diversity observed today
Describe how the present system of classification S11/12LT-IVfg- 27
of organisms is based on evolutionary Week 6
relationships
1. the principles of the prepare an action plan S11/12LT-IVhj- 29
Categorize the different biotic potential and
ecosystem containing mitigation Week 7
environmental resistance (e.g., diseases,
measures to address
2. biotic potential and current environmental availability of food, and predators) that affect
environmental concerns and challenges population explosion
resistance in the community
3. terrestrial and aquatic
ecosystems
4. how human activities
affect the natural
ecosystem

Subject : EARTH SCIENCE

1st 1. the formation of the make a concept map and Describe the characteristics of Earth that are Week 1 S11ES-Ia-b-3
universe and the solar use it to explain how the necessary to support life
system geosphere, hydrosphere, Week 1 S11ES-Ib-4
atmosphere, and
2. the subsystems biosphere are Explain that the Earth consists of four
(geosphere, hydrosphere, interconnected subsystems, across whose boundaries matter and
atmosphere, and energy flow
biosphere) that make up
the Earth
1. the three main 1. make a plan that the Identify common rock-forming minerals using Week 1 S11ES-Ib-5
categories of rocks community may use to their physical and chemical properties
2. the origin and conserve and protect its Classify rocks into igneous, sedimentary, and Week 2 S11ES-Ic-6
environment of resources for future metamorphic
formation of common generations Identify the minerals important to society Week 2 S11ES-Ic-7
minerals and rocks 2. prepare a plan that the Describe how ore minerals are found, mined, Week 3 S11ES-Ic-d-8
3. the various sources of community may implement and processed for human use
energy (fossil fuels, to minimize Describe how fossil fuels are formed Week 3 S11ES-Id-10
geothermal, waste when people utilize Explain how heat from inside the Earth Week 4 S11ES-Ie-11
hydroelectric) materials and resources (geothermal) and from flowing water
4. the amount of usable (hydroelectric) is tapped as a source of energy for
water resources on human use
Earth Identify the various water resources on Earth Week 4 S11ES-If-g-15
5. the distribution of Explain how different activities affect the quality Week 5 S11ES-Ig-16
arable land on Earth and availability of water for human use
6. waste generation and Identify human activities, such as farming, Week 5 S11ES-Ih-17
management construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the soil Week 6 S11ES-Ih-i-18
for future generations
Describe how people generate different types of Week 6 S11ES-Ii-19

waste (solid, liquid, and gaseous) as they
make use of various materials and resources in
everyday life
Explain how different types of waste affect Week 7 S11ES-Ii-j-20
people’s health and the environment
2nd 1.geologic processes that 1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22
occur on the surface of showing places where Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23
the Earth such as erosion and landslides may Describe what happens after magma is formed Week 2 S11ES-IIc-25
weathering, erosion, pose risks in the describe the changes in mineral components Week 2 S11ES-IIc-d-26
mass wasting, and community and texture of rocks due to changes in pressure
sedimentation 2. using maps, diagrams, or and temperature (metamorphism)
2. geologic processes that models, predict what could Describe how rocks behave under different Week 3 S11ES-IId-27
occur within the Earth happen in the future as the types of stress such as compression, pulling
3. folding and faulting of tectonic plates continue to apart, and shearing
rocks move explain how seafloor spreads Week 3 S11ES-IIf-32
4. the internal structure of Describe the structure and evolution of ocean Week 4 S11ES-IIf-33
the Earth basins
5. continental drift explain how the movement of plates leads to Week 4 S11ES-IIg-h-34
6. seafloor spreading the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain ranges
1. relative and absolute describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
dating events that occurred in a are formed
2. the major subdivisions of certain area based on the Describe the different methods (relative and Week 5 S11ES-IIh-i-36
geologic time (including index rock layers found therein absolute dating) of determining the age of
fossils) stratified rocks
3. how the planet Earth Explain how relative and absolute dating were Week 6 S11ES-IIi-37
evolved in the last 4.6 used to determine the subdivisions of geologic
billion years time
Describe how index fossils (also known as guide Week 6 S11ES-Ii-j-38
fossils) are used to define and identify subdivisions
of the geologic time scale
Describe the history of the Earth through Week 7 S11ES-IIj-39
geologic time

Subject: General Mathematics
The learner The learner is able to… The learner…

demonstrates
understanding of…
Q1 key concepts of accurately construct represents real-life situations using functions, including Week 1 M11GM-Ia-1
functions. mathematical models to piece-wise functions.
represent real-life evaluates a function. M11GM-Ia-2
situations using functions. performs addition, subtraction, multiplication, M11GM-Ia-3
division, and composition of functions
solves problems involving functions. M11GM-Ia-4
key concepts of accurately formulate represents real-life situations using rational Week 2 M11GM-Ib-1
rational functions. and solve real-life functions.
problems involving distinguishes rational function, rational equation, and M11GM-Ib-2
rational functions. rational inequality.
solves rational equations and inequalities. M11GM-Ib-3
represents a rational function through its: (a) table of M11GM-Ib-4
values, (b) graph, and (c) equation.

demonstrates
understanding of…
finds the domain and range of a rational function. M11GM-Ib-5
determines the: (a) intercepts; (b) zeroes; and (c) Week 3 M11GM-Ic-1
asymptotes of rational functions
solves problems involving rational functions, M11GM-Ic-3
equations, and inequalities.
key concepts of apply the concepts of represents real-life situations using one-to one Week 4 M11GM-Id-1
inverse functions, inverse functions, functions.
exponential functions, exponential functions, and determines the inverse of a one-to-one function. M11GM-Id-2
and logarithmic logarithmic functions to represents an inverse function through its: (a) table M11GM-Id-3
functions. formulate and solve real- life of values, and (b) graph.
problems with precision and finds the domain and range of an inverse function. M11GM-Id-4
accuracy. solves problems involving inverse functions. Week 5 M11GM-Ie-2
represents real-life situations using exponential M11GM-Ie-3
functions.
distinguishes between exponential function, M11GM-Ie-4
exponential equation, and exponential inequality.
solves exponential equations and inequalities. Week 6 M11GM-Ie-f-1
represents an exponential function through its: (a) M11GM-If-2
table of values, (b) graph, and (c) equation.
finds the domain and range of an exponential M11GM-If-3
function.
determines the intercepts, zeroes, and asymptotes of an M11GM-If-4
exponential function.
solves problems involving exponential functions, Week 7 M11GM-Ig-2
represents real-life situations using logarithmic Week 8 M11GM-Ih-1
functions.
distinguishes logarithmic function, logarithmic M11GM-Ih-2
equation, and logarithmic inequality.
solves logarithmic equations and inequalities. M11GM-Ih-i-1

demonstrates
understanding of…
represents a logarithmic function through its: (a) Week 9 M11GM-Ii-2
table of values, (b) graph, and (c) equation.
finds the domain and range of a logarithmic function. M11GM-Ii-3
determines the intercepts, zeroes, and asymptotes of M11GM-Ii-4
logarithmic functions.
solves problems involving logarithmic functions, Week 10 M11GM-Ij-2
Q2 key concepts of investigate, analyze and illustrates simple and compound interests. Week 1 to 2 M11GM-IIa-1
simple and compound solve problems involving distinguishes between simple and compound M11GM-IIa-2
interests, and simple simple and compound interests.
and general annuities. interests and simple and computes interest, maturity value, future value, and M11GM-IIa-b-1
general annuities using present value in simple interest and compound
appropriate business and interest environment.
financial instruments. solves problems involving simple and compound M11GM-IIb-2
interests.
illustrates simple and general annuities. Week 3 to 4 M11GM-IIc-1
distinguishes between simple and general annuities. M11GM-IIc-2
finds the future value and present value of both M11GM-IIc-d-1
simple annuities and general annuities.
calculates the fair market value of a cash flow stream M11GM-IId-2
that includes an annuity.
calculates the present value and period of deferral of a M11GM-IId-3
deferred annuity.
basic concepts of use appropriate financial illustrate stocks and bonds. Week 5 M11GM-IIe-1
stocks and bonds. instruments involving distinguishes between stocks and bonds. M11GM-IIe-2
stocks and bonds in describes the different markets for stocks and bonds. M11GM-IIe-3
formulating conclusions analyzes the different market indices for stocks and M11GM-IIe-4
and making decisions. bonds.
decide wisely on the illustrates business and consumer loans. Week 6 M11GM-IIf-1
appropriateness of distinguishes between business and consumer loans. M11GM-IIf-2

demonstrates
understanding of…
basic concepts of business or consumer loan solves problems involving business and consumer M11GM-IIf-3
business and and its proper utilization. loans (amortization, mortgage).
consumer loans.
key concepts of judiciously apply logic in illustrates and symbolizes propositions. Week 7
propositional logic; real-life arguments. distinguishes between simple and compound M11GM-IIg-3
syllogisms and propositions.
fallacies. performs the different types of operations on M11GM-IIg-4
propositions.
determines the truth values of propositions. Week 8 M11GM-IIh-1
illustrates the different forms of conditional M11GM-IIh-2
propositions.
illustrates different types of tautologies and fallacies. Week 9 M11GM-IIi-1
key methods of proof appropriately apply a determines the validity of categorical syllogisms. M11GM-IIi-2
and disproof. method of proof and establishes the validity and falsity of real-life M11GM-IIi-3
disproof in real-life arguments using logical propositions, syllogisms, and
situations. fallacies.
Grade Level: Grade 11/12

Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
1st The learner The learner reflects on
Quarter understands the a concrete experience 1.1 Distinguish a holistic perspective from a partial
meaning and process in a philosophical way point of view
PPT11/12-Ia-1.1
of doing philosophy Nakikilala ang pagkakaiba ng pangkabuuang pananaw
Week 1
mula sa pananaw ng mga bahagi lamang
1.2 Realize the value of doing philosophy in

PPT11/12-Ib-1.2
obtaining a broad perspective on life
Standards
Nahihinuha na: Mahalaga ang pamimilosopiya
upang magkaroon ng malawakang pananaw sa buhay.
1.3 Do a philosophical reflection on a concrete
situation from a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa isang PPT11/12-Ib-1.3
pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
1st The learner The learner evaluate 2.1 Distinguish opinion from truth
Quarter demonstrates various opinions Nakikilala ang pagkakaiba ng katotohanan sa PPT11/12-Ic-2.1
ways of doing opinyon
philosophy 2.2 Realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.2
Nahihinuha na patungo sa katotohanan ang mga Week 2
pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different situations
using the methods of philosophizing
PPT11/12-Id-2.3
Natataya ang katotohanan at opinyon sa iba’t ibang
sitwasyon gamit ang pamamaraan ng pamimilosopiya
The learner The learner 3.1 Recognize how the human body imposes limits
understands the distinguishes his/her and possibilities for transcendence
PPT11/12-If-3.1
human person as an own limitations and the Nakikilala na: Binibigyan ako ng hangganan at
st
1 embodied spirit possibilities for his/her posibilidad ng aking katawan
Quarter Week 3
transcendence 3.2 Evaluate own limitations and the possibilities for
their transcendence
PPT11/12-Ig-3.2
Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
1st The learner The learner is able to 4.1 Notice things that are not in their proper place and
Quarter understands the demonstrate the organize them in an aesthetic way
PPT11/12-Ii-4.1
interplay between virtues of prudence Napapansin ang mga bagay na wala sa wastong lugar
Week 4
humans and their and frugality towards at naisasaayos ito nang ayon sa kagandahan
environments his/her environment 4.2 Show that care for the environment contributes to
PPT11/12-Ii-4.2
health, well-being and sustainable development
Standards
Napatutunayan na ang pagkalinga sa kapaligiran
ay nakatutulong sa pagkamit ng kalusugan,
kagalingan, at likas-kayang kaunlaran
4.3 Demonstrate the virtues of prudence and frugality
towards environments
Naipamamalas ang pagiging masinop sa pakikibagay PPT11/12-Ij-4.3
sa kanyang mga kapwa nilalang at sa kapaligiran
The learner The learner shows 5.2 Evaluate and exercise prudence in choices Week 1
understands the situations that Natatasa kung siya ay maingat sa pagpapasya o PPT11/12-IIa-5.2
human person’s demonstrate freedom hindi
freedom of choice and the 5.3 Realize that:
consequences of a. Choices have consequences.
choices b. Some things are given up while others are
obtained in making choices
PPT11/12-IIb-5.3
2nd Nakikilala na:
Quarter a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat
pagpili.
5.4 Show situations that demonstrate freedom of
choice
and the consequences of their choices
PPT11/12-IIc-5.4
Nakapaglalahad ng mga sitwasyon kung saan
naipakikita ang pagpili at kahihinatnan ng mga ito
bawat pagpili.
2 The learner The learner performs 6.1 Realize that intersubjectivity requires accepting Week 2
understands activities that differences and not imposing on others
PPT11/12-IIc-6.1
intersubjective human demonstrate an Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap sa
relations appreciation for the pagkakaiba ng kapwa at hindi pagpataw ng sarili
talents of persons 6.2 Explain that authentic dialogue means accepting
PPT11/12-IId-6.1
with disabilities and others even if they are different from themselves
Standards
those from the Nakapagpapaliwanag na ang tunay na diyalogo ay ang
underprivileged pagtanggap sa kapwa bilang kapwa kahit na siya ay iba sa
sectors of society akin
6.3 Performs activities that demonstrate
an appreciation for the talents of persons with
disabilities and those from the underprivileged
sectors of society PPT11/12-IId-6.3
Nakapagsasagawa ng isang gawain na
nagpapamalas ng mga talento ng mga may
kapansanan at kapus-palad
2nd The learner The learner evaluates 7.1 Recognize how individuals form societies and how Week 3
Quarter understands the the formation of individuals are transformed by societies
interplay between the human relationships Nakikilala kung paano nahuhubog ng tao ang PPT11/12-IIf-7.1
individuality of human and how individuals lipunan at kung paano nahuhubog ng lipunan ang tao
beings and their social are shaped by their
contexts social contexts 7.2 Compare different forms of societies and
individualities (eg. Agrarian, industrial and virtual)
PPT11/12-IIg-7.2
Nakapaghahambing ng iba’t ibang uri ng lipunan (hal.
agraryo, industriyal at birtwal)
7.3 Explain how human relations are transformed by
social systems
Nakapagpapaliwanang na nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
kinabibilangan niya PPT11/12-IIg-7.3
2nd The learner The learner writes a 8.1 Enumerate the objectives he/she really wants to Week 4
Quarter understands human philosophical achieve and to define the projects he/she really
beings as oriented reflection on the wants to do in his/her life PPT11/12-IIh-8.1
towards their meaning of his/her Nakapagtatala ng mga bagay na tunay na gusto niyang
impending death own life gawin (Ano ang gusto niyang maging?)
Reflect on the meaning of his/her own life PPT11/12-IIi-8.2
Standards
8.2 Nakapagsusulat ng pagninilay tungkol sa
kahulugan ng kanyang buhay sa konteksto ng tao
bilang tumutungo sa kamatayan (Saan hahantong ang
lahat ng ito?)

Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards K to 12 CG
(Pamantayang (Pamantayan Code
Pangnilalaman) sa Pagganap)
1st Quarter Natutukoy ang mga kahulugan at kabuluhan ng mga F11PT – Ia – 85
Week 1
konseptong pangwika
Naiuugnay ang mga konseptong pangwika sa mga F11PN – Ia – 86
napakinggan/napanood na sitwasyong pang
komunikasyon sa radyo, talumpati, mga panayam at
Week 2
telebisyon (Halimbawa: Tonight with Arnold Clavio,
State of the Nation, Mareng Winnie,Word of the Lourd
Nauunawaan ang
(http://lourddeveyra.blogspot.com)
mga konsepto,
Nakagagawa ng Naiuugnay ang mga konseptong pangwika sa sariling F11PD – Ib – 86
elementong Week 2
isang sanaysay kaalaman, pananaw, at mga karanasan
kultural,
batay sa isang Nagagamit ang kaalaman sa modernong teknolohiya F11EP – Ic – 30
kasaysayan, at
panayam (facebook, google, at iba pa) sa pag-unawa sa mga Week 3
gamit ng wika sa
tungkol sa konseptong pangwika
lipunang Pilipino
aspektong Nabibigyang kahulugan ang mga komunikatibong F11PT – Ic – 86
kultural o Week 3
gamit ng wika sa lipunan
lingguwistiko Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa F11PD – Id – 87
ng napiling pamamagitan ng napanood na palabas sa telebisyon
komunidad at pelikula (Halimbawa: Be Careful with My Heart, Got Week 4
to Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag ang gamit ng wika sa lipunan sa Week 4 F11PS – Id – 87
pamamagitan ng mga pagbibigay halimbawa
Nakapagsasaliksik ng mga halimbawang sitwasyon na F11EP – Ie – 31
Week 5
nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang pangyayari / F11PS – Ig – 88
kaganapan tungo sa pagkabuo at pag-unlad ng Week 6
Wikang Pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor sa F11PB – If – 95
Week 6
isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay sa F11PN – If – 87
Week 7
mga napakinggang pagtalakay sa wikang pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang F11PU – Ig – 86
partikular na yugto ng kasaysayan ng Wikang Week 8
Pambansa
Natitiyak ang mga sanhi at bunga ng mga F11WG – Ih – 86
pangyayaring may kaugnayan sa pag-unlad ng Wikang Week 8
Pambansa
Natutukoy ang iba’t ibang paggamit ng wika sa mga F11PN – IIa – 88
napakinggang pahayag mula sa mga panayam at Week 1
balita sa radyo at telebisyon
Nauunawaan Natutukoy ang iba’t ibang paggamit ng wika sa F11PB – IIa – 96
nang may nabasang pahayag mula sa mga blog, social media Week 1
masusing
posts at iba pa
pagsasaalang-
Nasusuri at naisasaalang-alang ang mga lingguwistiko F11PD – IIb – 88
alang ang mga
at kultural na pagkakaiba-iba sa lipunang Pilipino sa Week 2
lingguwistiko at
mga pelikula at dulang napanood
kultural na Nakasusulat ng
2nd Quarter Naipapaliwanag nang pasalita ang iba’t ibang dahilan, F11PS – IIb – 89
katangian at isang anyo, at pamaraan ng paggamit ng wika sa iba’t ibang Week 2
pagkakaiba-iba sa panimulang sitwasyon
lipunang Pilipino pananaliksik sa Nakasusulat ng mga tekstong nagpapakita ng mga F11PU – IIc – 87
at mga sitwasyon mga Week 3
kalagayang pangwika sa kulturang Pilipino
ng paggamit ng penomenang Natutukoy ang iba’t ibang register at barayti ng wika F11WG – IIc – 87
wika dito kultural at na ginagamit sa iba’t ibang sitwasyon (Halimbawa:
panlipunan sa Medisina, Abogasya, Media, Social Media, Enhinyerya, Week 3
bansa Negosyo, at iba pa) sa pamamagitan ng pagtatala ng
mga terminong ginamit sa mga
larangang ito
Nakagagawa ng pag-aaral gamit ang social media sa F11EP – IId – 33
pagsusuri at pagsulat ng mga tekstong nagpapakita ng Week 4
iba’t ibang sitwasyon ng paggamit sa wika
Natutukoy ang mga angkop na salita, pangungusap F11PN – IId – 89
ayon sa konteksto ng paksang napakinggan sa mga Week 4
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa F11PT – IIe – 87
Week 5
talakayan
Napipili ang angkop na mga salita at paraan ng F11PS –IIe – 90
paggamit nito sa mga usapan o talakayan batay sa
Week 5
kausap, pinag-uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa F11WG- IIf – 88
Week 6
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t F11EP – IIf – 34
ibang paraan ng paggamit ng wika ng iba’t ibang Week 6
grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino Week 7-8 F11PB – IIg – 97
Naiisa-isa ang mga hakbang sa pagbuo ng isang F11PU – IIg – 88
Week 7-8
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap F11WG – IIh –
upang mapag-ugnay-ugnay ang mga ideya sa isang Week 7-8 89
sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga F11EP – IIij – 35
Week 7-8
penomenang kultural at panlipunan sa bansa

Subject :Media and Information Literacy
S2 Q3 The learner The learner Describe how communication is influenced by media and information MIL11/12IMIL-
demonstrates organizes a creative IIIa-1
understanding of and interactive Identify the similarities and differences between and among media MIL11/12IMIL-
media symposium for the literacy, information literacy, and technology literacy IIIa-2
and information community focusing Discuss responsible use of media and information
literacy on being a media and
(MIL) and MIL information literate Explain how the evolution of media from traditional to new media shaped
related concepts. individual. the values and norms of people and society
Compare and contrast how one particular issue or news is presented
through the different types of media (print, broadcast, online)
Contrast indigenous media to the more common sources of information
such as library, internet, etc.
Present an issue in varied ways to disseminate information using the
codes, convention, and language of media
Cite practical situation when to apply knowledge in intellectual property,
copy right, and fair use guidelines
Create a campaign add to combat digital divide, addiction, and bullying
S2 Q4 The learner The learner Cite an example of an issue showing the power of media and information
demonstrates produces a living to affect change
understanding of museum or Describe the impact of massive open on-line
different resources of electronic portfolio Discuss the implication of media and information to an individual and the
media and or any other creative society
information, their forms of multimedia Describe the different dimensions of:
design principle and showcasing their / • text information and media
elements, and his/her • visual information and media
selection criteria. understanding, • audio information and media
insights, and • motion information and media
perceptions of the • manipulative information and media
different resources • multimedia information and media
of media and Analyze how the different dimensions are formally and informally
information. produced, organized, and disseminated
Evaluate a creative multimedia form (living museum, electronic portfolio,
others)
Produce a creative text-based, visual-based, audio-based, motion-based,
and manipulative-based presentation using design principle and elements
Subject: Oral Communication
S1 Q1 The learner The learner designs Explains the functions, nature and process of communication EN11/12OC-Ia-2
understands the and performs Differentiates the various models of communication EN11/12OC-Ia-3
nature and effective controlled Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6
elements of oral and uncontrolled oral
communication in communication
context. activities based on
context.
The learner values The learner writes a Examines sample oral communication activities
the functions/ 250-word essay of
purposes of oral his/her objective
communication. observation and
evaluation of the
various speakers
watched and
listened to.
The learner The learner Identifies the various types of speech context. EN11/12OC-Ifj-
recognizes that demonstrates 15
communicative effective use of Distinguishes types of speeches and speech style EN11/12OC-Ifj-
competence communicative 17
requires strategy in a variety Responds appropriately and effectively to a speech act EN11/12OC-Ifj-
understanding of of speech 20
speech context, situations.
speech style, speech
act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in different situations
recognizes that demonstrates Explains that a shift in speech context, speech style, speech act and EN11/12OC-
communicative effective use of communicative strategy affects the following: IIab-22;
competence communicative
requires strategy in a variety • Language form EN11/12OC-
understanding of of speech • Duration of interaction IIab-22.1-22.6
speech context, situations. • Relationship of speaker
speech style, speech • Role and responsibilities of the speaker
act and • Message
communicative • Delivery
strategy.
The learner realizes The learner Uses principles of effective speech writing focusing on: EN11/12OC-IIcj-
the rigors of crafting proficiently delivers • Audience profile 24; EN11/12OC-
one’s speech. various speeches • Logical organization IIcj-25;
using the principles • Duration EN11/12OC-IIcj-
of effective speech • Word choice 25.1-25.5;
delivery. • Grammatical correctness and EN11/12OC-IIcj-
• Articulation 26; EN11/12OC-
• Modulation IIcj-26.1-26.5
• Stage Presence
• Facial Expressions, Gestures and Movements
• Rapport with the audience

Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik
Content Performance Most Essential Learning Competencies Duration

Standards Standards
Quarter K to 12 CG Code
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
Natutukoy ang paksang tinalakay sa F11PB – IIIa – 98
Nasusuri ang Week 1
Nakasusulat ng isang iba’t ibang tekstong binasa
iba’t ibang uri ng panimulang Natutukoy ang kahulugan at F11PT – IIIa – 88
3rd Quarter binasang teksto pananaliksik sa mga katangian ng mahahalagang salitang
ayon sa Week 1
penomenang kultural ginamit ng iba’t ibang uri ng tekstong
kaugnayan nito at panlipunan sa bansa binasa
sa sarili, Naibabahagi ang katangian at Week 2 F11PS – IIIb – 91
pamilya, kalikasan ng iba’t ibang tekstong
komunidad, binasa
bansa at Nakasusulat ng ilang halimbawa ng F11PU – IIIb – 89
Week 2
daigdig iba’t ibang uri ng teksto
Nagagamit ang cohesive device sa F11WG – IIIc – 90
pagsulat ng sariling halimbawang Week 3
teksto
Nakakukuha ng angkop na datos F11EP – IIId – 36
upang mapaunlad ang sariling Week 4
tekstong isinulat
Naiuugnay ang mga kaisipang F11PB – IIId – 99
nakapaloob sa binasang teksto sa sarili,
pamilya, komunidad, bansa, at daigdig Week 4
Naipaliliwanag ang mga kaisipang F11PS – IIIf – 92

Week 5
nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng F11PU – IIIfg – 90
pagpapahayag:
a. Kalinawan b.
Week 6-7
Kaugnayan c.
Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel F11EP – IIIj - 37
batay sa binasang teksto ayon sa
katangian at kabuluhan nito sa:a. Week 8
pamilya, b. komunidad c. bansa d.
daigdig
Nakasusunod sa Nakabubuo ng isang Nasusuri ang ilang halimbawang F11PB – IVab – 100
pamantayan ng maikling pananaliksik pananaliksik sa Filipino batay sa
Week 1-2
pagsulat ng na napapanahon ang layunin, gamit, metodo, at etika sa
4th Quarter masinop na paksa pananaliksik
pananaliksik Nabibigyang kahulugan ang mga F11PT – IVcd – 89
konseptong kaugnay ng pananaliksik
Week 3-4
(Halimbawa: balangkas konseptwal,
balangkas teoretikal, datos empirikal,
atbp.)
Naiisa-isa ang mga paraan at tamang F11PU – IVef – 91
proseso ng pagsulat ng isang
pananaliksik sa Filipino batay sa Week 5-6
layunin, gamit, metodo, at etika ng
pananaliksik
Nagagamit ang mga katwirang lohikal F11WG –IVgh - 92
at ugnayan ng mga ideya sa pagsulat ng Week 7-8
isang pananaliksik
Nakabubuo ng isang maikling F11EP – IVij - 38
pananaliksik na napapanahon ang Week 7-8
paksa
.
Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learners demonstrate explain that knowing oneself can make a

The learners shall be able
an understanding of… person accept his/her strengths and limitations EsP-PD11/12KO-Ia-1.1
to...
and dealing with others better
Week 1
share his/her unique characteristics, habits,
himself/herself during
conduct self-exploration and experiences EsP-PD11/12KO-Ia-1.2
middle and late
and simple disclosure
adolescence
the various aspects of illustrate the connections evaluate his/her own thoughts, feelings, and EsP-PD11/12DWP-Ib-
holistic development: between thoughts, behaviors 2.2
physiological, cognitive, feelings, and behaviors in a Week 2
show the connections between thoughts, EsP-PD11/12DWP-Ic-
psychological, spiritual, person’s holistic
feelings, and behaviors in actual life situations 2.3
and social development development
Discuss developmental tasks and challenges EsP-PD11/12DS-Ic-3.1
being experienced during adolescence
the skills and tasks and Week 3
make a list of ways to Evaluate one’s development through the help EsP-PD11/12DS-Id-3.2
challenges appropriate for
become responsible of significant people around him/her ( peers,
middle and late
adolescents prepared for parents, siblings, friends, teachers, community
adolescence, and
adult life and manage the leaders)
preparatory to early
First demands of teen years
adulthood Identify ways that help one become capable EsP-PD11/12DS-Id-3.3
and responsible adolescent prepared for adult life
Week 4
the concepts about identify his/her own Discuss understanding of mental health and EsP-PD11/12CA-Id-4.1
mental health and well- vulnerabilities and plan on psychological well-being to identify ways to
being particularly stress how to stay mentally cope with stress during adolescence
and coping strategies in healthy while coping with
Identify causes and effects of stress in one’s EsP-PD11/12CS-If-5.2
middle and late stress
life Week 5
adolescence
Demonstrate personal ways to cope with stress
EsP-PD11/12CS-Ig-5.3
and maintain mental health
*Discuss that understanding the different parts of

the brain, processes and functions may help in EsP-PD11/12PM-Ig-6.1
Week 6
Identify ways to improve improving thoughts, behavior and feelings.
brain parts, its processes brain functions which will be
*Explore ways on how to improve brain EsP-PD11/12PM-Ig-h-
and functions manifested in thoughts,
functions for personal development 6.2
behavior and feelings
*Develop a personal plan to enhance brain
Week 7 EsP-PD11/12PM-Ih-6.3
functions
discuss that understanding the intensity and EsP-PD11/12EI-Ii-j-8.1
differentiation of emotions may help in
identify ways to communicating emotional expressions
the different types of
communicate and manage
emotions and how they explore one’s positive and negative emotions EsP-PD11/12EI-Ij-8.2
emotions in a healthy
are expressed and how one expresses or hides them Week 8
manner
First demonstrate and create ways to manage EsP-PD11/12EI-Ij-8.3
various emotions
discuss an understanding of teen-age

relationships, including the acceptable and EsP-PD11/12PR-IIa-9.1
appraise one’s present
unacceptable expressions of attractions
the dynamics of relationships and make Week 1
attraction, love, and plans for building express his/her ways of showing attraction,
EsP-PD11/12PR-IIa-9.2
commitment responsible future love, and commitment
relationships
identify ways to become responsible in a
EsP-PD11/12PR-IIb-9.3
relationship
distinguish the various roles of different Week 2

individuals in society and how they can EsP-PD11/12SR-IIb-
influence people through their leadership or 10.1
the concepts about social followership
identify the different roles of
influence, group leadership
leaders and followers in
Second and followership compare one’s perception of himself/herself EsP-PD11/12SR-IIc-
society
and how others see him/her 10.2
Week 3
conduct a mini-survey on Filipino relationships EsP-PD11/12SR-IIc-
(family, school, and community) 10.3
appraise one’s family structure and the type of
EsP-PD11/12FSL-IId-
care he/she gives and receives, which may help in
identify the firm and gentle 11.1
the impact of one’s family understanding himself/herself better Week 4
sides of family care that
on his/her personal
affect a person’s make a genogram and trace certain physical,
development during middle EsP-PD11/12FSL-IId-e-
development during personality, or behavioral attributes through
and late adolescence 11.2
middle and late generations
adolescence
prepare a plan on how to make the family EsP-PD11/12FSL-IIe-
Week 5
members firmer and gentler with each other 11.3
Explain that understanding different factors,

career development concepts and personal life EsP-PD11/12PC-IIf-
the concepts of career goals influence career planning and decision- 12.1
development, life goals, and set a personal career goal making.
based on the results of self- Week 6
personal factors influencing
career choices and external assessment of various Identify career options based on different
EsP-PD11/12PC-IIf-
factors personal and external factors factors, career development concepts and
12.2
personal life goals
Prepare a career plan based on the identified EsP-PD11/12PC-IIg-

career options to attain personal life’s goals 12.3
explain the factors in personal development Week 7

EsP-PD11/12IOPD-IIi-
his/her personal analyze and synthesize that may guide him/her in making important
14.1
development as an his/her personal career decisions as adolescents
important component of development as an important
setting career and life component of setting career share insights that make him/her realize the Week 8 EsP-PD11/12IOPD-IIi-
goals and life goals importance of personal development in making a
h-14.2
career decision as adolescent
Second construct a creative visualization of his/her
personal development through of the various
EsP-PD11/12IOPD-IIj-
stages he/she went through, stressors,
14.3
influences, and decision-making points, and a
personal profile analysis
*Revised learning competencies to update content

Subject: Physical Education & Health
The learner The learner leads fitness Weeks 1 to 7 PEH11FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence
fitness and exercise in resulting in 1. Self-assesses health-related fitness
optimizing one’s independent pursuit (HRF). status, barriers to physical
health as a habit; as and in influencing activity assessment participation and
requisite for physical others positively. one’s diet
activity assessment
performance, and as a
career opportunity
First 2. Sets Frequency Intensity Time Type PEH11FH-Ii-j-7
Quarter (FITT) goals based on training
principles to achieve and/or Weeks 8 to 10
maintain health-related fitness
(HRF).
3. Engages in moderate to vigorous Weeks 1 to 10 PEH11FH-Ia-t-8
physical activities (MVPAs) for at least
60 minutes most days of the week in a
variety of settings in- and out-of
school
4. Analyzes physiological indicators Weeks 1 to 10 PEH11FH-Ik-t-9
such as heart rate, rate of
perceived exertion and pacing
associated with MVPAs to monitor
and/or adjust participation or effort.
5. Observes personal safety protocol Weeks 1 to 10 PEH11FH-Ik-t-10

to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation
6. Demonstrates proper etiquette Weeks 1 to 10 PEH11FH-Ia-t-12
and safety in the use of facilities
and equipment
7. Participates in an organized event Weeks 1 to 10 PEH11FH-Ik-o-13
that addresses health/fitness
issues and concerns
8. Recognizes the value of optimizing Weeks 1 to 10 PEH11FH-Id-t-14
one’s health through participation
in physical activity assessments
9. Organizes fitness event for a target Weeks 1 to 10 PEH11FH-Io-t-17
health issue or concern
The learner The learner leads sports PEH11FH-IIf-5
demonstrates events with proficiency
understanding of and confidence resulting
sports in optimizing in independent pursuit
1. Describes the role of physical
one’s health as a habit; and in influencing others
activity assessments in managing Week 1
as requisite for positively.
one’s stress
physical activity
Second
assessment
Quarter
career opportunity.
2. Self-assesses health-related fitness PEH11FH-IIg-i-6
(HRF) status, barriers to physical
Weeks 2 to 10
activity assessment participation and
one’s diet
3. Sets FITT goals based on training Weeks 4 to 5 PEH11FH-IIi-j-7
principles to achieve and/or
maintain HRF.
4. Engages in moderate to vigorous PEH11FH-IIa-t-8
60 minutes most days of the week in a Weeks 2 to 10
school
5. Observes personal safety protocol to PEH11FH-IIk-t-10
avoid dehydration, overexertion,
hypo- and hyperthermia during Weeks 2 to 10
MVPA
participation
6. Participates in an organized event PEH11FH-IIk-o-13
that addresses health/fitness issues Weeks 2 to 10
and concerns
7. Organizes sports event for a target PEH11FH-IIo-t-17
Weeks 2 to 10

Subject: Physical Education & Health
The learner The learner leads dance Weeks 1 to 10 PEH12FH-Ig-i-6
demonstrates events with proficiency and
understanding of confidence resulting in
1. Self-assesses health-related fitness
dance in optimizing independent pursuit and in
(HRF). status, barriers to physical
one’s health; as influencing others
activity assessment participation and
Third requisite for physical positively
one’s diet
Quarter activity assessment
career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-Ii-j-7
maintain HRF
3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-Ia-t-8
school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-Ik-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-Ik-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during MVPA
participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-Ia-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 / PEH12FH-Ik-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-Io-t-17
The learner The learner leads Weeks 1 to 10 PEH12FH-IIg-i-6
demonstrates recreational events with
understanding of proficiency and confidence
recreation in resulting in independent 1. Self-assesses health-related fitness
optimizing one’s pursuit and in influencing (HRF) status, barriers to physical
health as a habit; as others positively. activity assessment participation and
Fourth
requisite for physical one’s diet
Quarter
activity assessment
career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
maintain HRF
3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-IIa-t-8
school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-IIk-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-IIk-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during MVPA
participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-IIa-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 PEH12FH-IIk-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-IIo-t-17

Subjects : PHYSICAL SCIENCE

Most Essential Learning Competencies Duration Code
The learners The learners should be
demonstrate able to...
understanding of...
1st 1. the formation of the make a creative Give evidence for and describe the Week 1
elements during the Big representation of the formation of heavier elements during star
historical development of formation and evolution
Bang and during stellar the atom or the chemical Week 1 S11/12PS-IIIb-11
evolution element in a timeline
2. the distribution of the Explain how the concept of atomic number
chemical elements and led to the synthesis of new elements in the
the isotopes in the laboratory
universe
1. how the uses of Determine if a molecule is polar or non- Week 2 S11/12PS-IIIc-15

different materials are polar given its structure
related to their Relate the polarity of a molecule to its Week 2 S11/12PS-IIIc-16
properties and properties
structures Describe the general types of intermolecular Week 3 S11/12PS-IIIc-d-17
2. the relationship forces
between the function Explain the effect of intermolecular forces Week 3 S11/12PS-IIId-e-19
and structure of on the properties of substances
biological Explain how the structures of biological Week 4 S11/12PS-IIIe-22
macromolecules macromolecules such as carbohydrates,
lipids, nucleic acid, and proteins determine
their properties and functions
1. the following aspects make either a poster, a Use simple collision theory to explain the Week 5 S11/12PS-IIIf-23
of chemical changes: a. flyer, or a brochure on a effects of concentration, temperature, and
how fast a reaction product(such as fuels, particle size on the rate of reaction
takes place household, or personal Define catalyst and describe how it affects Week 5 S11/12PS-IIIf-24
b. how much reactants care products) indicating reaction rate
are needed and how its uses, properties, mode Determine the limiting reactant in a Week 6 S11/12PS-IIIh-27
much products are of action, and precautions reaction and calculate the amount of
formed in a reaction product formed
c. how much energy is Describe how energy is harnessed from Week 7 S11/12PS-IIIi-29
involved in a reaction different sources: A.
2. how energy is Fossil fuels
harnessed B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass
The properties and From product labels, identify the active Week 8 S11/12PS-IIIi-j-31
mode of action of the ingredient(s) of cleaning products used at
following consumer home
products: Week 8 S11/12PS-IIIi-j-32
a. cleaning materials Give the use of the other ingredients in
b. cosmetics cleaning agents
2nd 1. Greek views of Explain how the Greeks knew that the Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
universe Cite examples of astronomical phenomena Week 1 S11/12PS-IVa-4
2. competing known to astronomers before the advent of
models of the universe telescopes
by Eudoxus, Aristotle, Week 1 S11/12PS-IVb-44
Aristarchus, Ptolemy,
Explain how Brahe’s innovations and
3. Copernicus,
extensive collection of data in
Brahe, and Kepler
observational astronomy paved the way for
4. evidence that
Kepler’s discovery of his laws of planetary
the Earth is not the
motion
center of the universe
1. Aristotelian vs. Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
Galilean views of Galilean conceptions of vertical motion,
motion horizontal motion, and projectile motion.
2. how Galileo used his
discoveries in
mechanics (and explain how Galileo inferred that objects Week 2 S11/12PS-IVc-47
astronomy) to address in vacuum fall with uniform acceleration,
scientific objections to and that force is not necessary to sustain
the Copernican model horizontal motion
3. mass, momentum, Week 2 S11/12PS-IVd-51
Explain the subtle distinction between
and energy Newton’s 1st Law of Motion (or Law of
conservation Inertia) and Galileo’s assertion that force is
not necessary to sustain horizontal motion
Light as a wave and a Design and create a Describe how the propagation of light, Week 3 S11/12PS-IVf-59
particle useful product for reflection, and refraction are explained by
practical purposes that the wave model and the particle model of
uses mirrors and lenses light
Explain how the photon concept and the Week 3 S11/12PS-IVf-61
fact that the energy of a photon is directly
proportional to its frequency can be used to
explain why red light is used in photographic
dark rooms, why we get easily sunburned in
ultraviolet light but not in visible light, and
how we see colors
Cite experimental evidence showing that Week 4 S11/12PS-IVg-64
electrons can behave like waves
Differentiate dispersion, scattering, Week 4 S11/12PS-IVh-65
interference, and diffraction
Explain various light phenomena such as: Week 5 S11/12PS-IVh-66
A. Your reflection on the concave and
convex sides of a spoon looks different B.
Mirages
C. Light from a red laser passes more easily
though red cellophane than green cellophane
D. Clothing of certain colors appear
different in artificial light and in sunlight E.
Haloes, sundogs, primary rainbows,
secondary rainbows, and supernumerary
bows
F. Why clouds are usually white and
rainclouds dark
G. Why the sky is blue and sunsets are
reddish
Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68
1. Relativity and the Big Create a video Explain how special relativity resolved the Week 6 S11/12PS-IVi-j-69
Bang 2. Planets in and presentation that details conflict between Newtonian mechanics
beyond the Solar the impact of the Theory and Maxwell’s electromagnetic theory
System of Relativity to human Explain the consequences of the Week 6-7 S11/12PS-IVi-j-70
postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation,
length contraction, mass-energy
equivalence, and cosmic speed limit)
Explain the consequences of the Week 7 S11/12PS-IVi-j-71
postulates of General Relativity (e.g., correct
predictions of shifts in the orbit of Mercury,
gravitational bending of light, and black
holes)
Explain how the speeds and distances of far- Week 8 S11/12PS-IVj-72
off objects are estimated (e.g., doppler effect
and cosmic distance ladder)
Explain how we know that we live in an Week 8 S11/12PS-IVj-73
expanding universe, which used to be hot
and is approximately 14billion years old

SUBJECT: Reading and Writing
Content Performance
Quarter Most Essential Learning Competencies Coding
Standards Standards
S2 Q3 The learner realizes The learner Compare and contrast patterns of written texts across
that information in a critiques a chosen disciplines
written text may be sample of each Evaluate a written text based on its properties (organization,
selected and pattern of coherence and cohesion, language use and mechanics)
organized to achieve development Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6;
a particular purpose. focusing on a. Claim of fact EN11/12RWS-IIIij-6.1;
information b. Claim of policy c. EN11/12RWS-IIIij-6.2;
selection, Claim of value EN11/12RWS-IIIij-6.3
S2 Q4 organization, and Identify the context in which a text was developed EN11/12RWS-IVac-7;
development. a. Hypertext b. EN11/12RWS-IVac-7.1;
Intertext EN11/12RWS-IVac-7.2
The learner The learner writes a Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the 1000-word critique Formulate evaluative statements about a text read: EN11/12RWS-IVac-9;
relationship of a of a selected text on a. assertions about the content and properties of a text EN11/12RWS-IVac-9.1;
written text and the the basis of its read; and EN11/12RWS-IVac-9.2
context in which it claim/s, context, and b. counterclaims in response to claims made in a text
was developed. properties as a read
written material. Determine textual evidence to validate assertions and EN11/12RWS-IVac-10
counterclaims made about a text read
The learner The learner Identify the unique features of and requirements in EN11/12RWS-IVdg-12;
understands the produces each type composing texts that are useful across disciplines: EN11/12RWS-IVdg-12.1;
requirements of of academic writing a. Book Review or Article Critique b. EN11/12RWS-IVdg-12.2;
composing and professional Literature Review EN11/12RWS-IVdg-12.3;
academic writing correspondence c. Research Report d. EN11/12RWS-IVdg-12.4
and professional following the Project Proposal e.
correspondence. properties of well- Position Paper
written texts and Identify the unique features of and requirements in EN11/12RWS-IVhj-13;
process approach composing professional correspondence: EN11/12RWS-IVhj-13.1;
to writing. a. Resume EN11/12RWS-IVhj-13.2;
b. Application for College Admission EN11/12RWS-IVhj-13.3;
c. Application for Employment EN11/12RWS-IVhj-13.4
d. Various forms of Office Correspondence
Subject: Statistics and Probability

demonstrates
understanding of…
Q3 The learner The learner is able to illustrates a random variable (discrete and Week 1 M11/12SP-IIIa-1
demonstrates apply an appropriate continuous).
understanding of random variable for a distinguishes between a discrete and a continuous M11/12SP-IIIa-2
key concepts of given real-life problem random variable.
random variables (such as in decision finds the possible values of a random variable. M11/12SP-IIIa-3
and probability making and games of illustrates a probability distribution for a discrete M11/12SP-IIIa-4
distributions. chance). random variable and its properties.
computes probabilities corresponding to a given Week 2 M11/12SP-IIIa-6
random variable.
illustrates the mean and variance of a discrete M11/12SP-IIIb-1
random variable.
calculates the mean and the variance of a discrete M11/12SP-IIIb-2
random variable.
interprets the mean and the variance of a discrete Week 3 M11/12SP-IIIb-3
random variable.
solves problems involving mean and variance of M11/12SP-IIIb-4
probability distributions.
The learner The learner is able to illustrates a normal random variable and its M11/12SP-IIIc-1
demonstrates accurately formulate characteristics.
understanding of and solve real-life identifies regions under the normal curve Week 4 M11/12SP-IIIc-3
key concepts of problems in different corresponding to different standard normal values.
normal probability disciplines converts a normal random variable to a standard M11/12SP-IIIc-4
distribution. involving normal normal variable and vice versa.
distribution. computes probabilities and percentiles using the M11/12SP-IIIc-d-1
standard normal table.
The learner The learner is able to illustrates random sampling. Week 5 M11/12SP-IIId-2
demonstrates apply suitable sampling distinguishes between parameter and statistic. M11/12SP-IIId-3

demonstrates
understanding of…
understanding of key and sampling identifies sampling distributions of statistics M11/12SP-IIId-4
concepts of sampling distributions of the (sample mean).
and sampling sample mean to solve finds the mean and variance of the sampling Week 6 M11/12SP-IIId-5
distributions of the real-life problems in distribution of the sample mean.
sample mean. different disciplines. defines the sampling distribution of the sample M11/12SP-IIIe-1
mean for normal population when the variance is: (a)
known; (b) unknown
illustrates the Central Limit Theorem. Week 7 to 8 M11/12SP-IIIe-2
defines the sampling distribution of the sample M11/12SP-III-3
mean using the Central Limit Theorem.
solves problems involving sampling distributions of the M11SP-IIIe-f-1
sample mean.
The learner The learner is able to illustrates the t-distribution. Week 9 M11/12SP-IIIg-2
demonstrates estimate the population identifies percentiles using the t-table. M11/12SP-IIIg-5
understanding of key mean and population identifies the length of a confidence interval. Week 10 M11/12SP-IIIj-1
concepts of estimation proportion to make sound computes for the length of the confidence interval. M11/12SP-IIIj-2
of population mean inferences in real- life computes for an appropriate sample size using the M11/12SP-IIIj-3
and population problems in different length of the interval.
proportion. disciplines. solves problems involving sample size M11/12SP-IIIj-4
determination.
Q4 The learner The learner is able to illustrates: (a) null hypothesis; (b) alternative Week 1 M11/12SP-IVa-1
demonstrates perform appropriate tests hypothesis; (c) level of significance; (d) rejection region;
understanding of key of hypotheses involving and (e) types of errors in hypothesis testing.
concepts of tests of the population mean and identifies the parameter to be tested given a real- life M11/12SP-IVa-3
hypotheses on the population proportion to problem.
population mean and make inferences in real- formulates the appropriate null and alternative Week 2 M11/12SP-IVb-1
population proportion. life problems in different hypotheses on a population mean.
disciplines. identifies the appropriate form of the test-statistic M11/12SP-IVb-2
when: (a) the population variance is assumed to be
known; (b) the population variance is assumed to

demonstrates
understanding of…
be unknown; and (c) the Central Limit Theorem is to
be used.
identifies the appropriate rejection region for a Week 3 M11/12SP-IVc-1
given level of significance when: (a) the population
variance is assumed to be known; (b) the
population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
computes for the test-statistic value (population Week 4 M11/12SP-IVd-1
mean).
draws conclusion about the population mean based M11/12SP-IVd-2
on the test-statistic value and the rejection region.
solves problems involving test of hypothesis on the Week 5 M11/12SP-IVe-1
population mean.
formulates the appropriate null and alternative M11/12SP-IVe-2
hypotheses on a population proportion.
identifies the appropriate form of the test-statistic M11/12SP-IVe-3
when the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a Week 6 M11/12SP-IVe-4
given level of significance when the Central Limit
Theorem is to be used.
computes for the test-statistic value (population M11/12SP-IVf-1
proportion).
draws conclusion about the population proportion M11/12SP-IVf-2
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on the Week 7 M11/12SP-IVf-g-1
population proportion.
The learner The learner is able to illustrates the nature of bivariate data. M11/12SP-IVg-2
demonstrates perform correlation and constructs a scatter plot. M11/12SP-IVg-3

demonstrates
understanding of…
understanding of key regression analyses on describes shape (form), trend (direction), and M11/12SP-IVg-4
concepts of real-life problems in variation (strength) based on a scatter plot.
correlation and different disciplines. calculates the Pearson’s sample correlation Week 8 M11/12SP-IVh-2
regression analyses. coefficient.
solves problems involving correlation analysis. M11/12SP-IVh-3
identifies the independent and dependent Week 9 M11/12SP-IVi-1
variables.
calculates the slope and y-intercept of the M11/12SP-IVi-3
regression line.
interprets the calculated slope and y-intercept of M11/12SP-IVi-4
the regression line.
predicts the value of the dependent variable given the Week 10 M11/12SP-IVj-1
value of the independent variable.
solves problems involving regression analysis. M11/12SP-IVj-2

Subject: Understanding Culture, Society and Politics
First The learners

Quarter demonstrate an The learners
understanding of:
1. acknowledge human cultural
1. human cultural variation, social differences, *Discuss the nature, goals and perspectives
variation, social social change, and political in/of anthropology, sociology and political Week 1
differences, social identities science
change, and political
identities
2. adopt an open and critical

2. the significance of attitude toward different
studying culture, social, political, and cultural
society, and politics phenomena through
observation and reflection
3. the rationale for
studying 3. appreciates the value of
anthropology, political disciplines of Anthropology,
science, and sociology Sociology, and Political
Science as social sciences
1. culture and society

as anthropological and
sociological concepts
1. appreciate the nature of *Analyze the concept, aspects and changes Week 2
2. perspectives culture and society from the in/of culture and society
in/approaches to the perspectives of anthropology
study of culture and and sociology
society (i.e.,
comparative, 2. demonstrate a holistic *Explain the importance of cultural Week 3
historical, understanding of culture and relativism in attaining cultural
structuralfunctional, society understanding
interpretive, critical)
3. values cultural heritage and
1. the human origins express pride of place without
and the capacity for being ethnocentric
culture
2. the role of culture
in human adaptation *Analyze the significance of cultural, social, Week 4
3. processes of Analyze key features of political and economic symbols and practices
cultural and interrelationships of biological,
cultural and sociopolitical
processes in human evolution
sociopolitical that can still be used and

evolution developed
1. how individuals
learn culture and
become competent 1. identify norms and values to
members of society be observed in interacting with * Explain the context, content, processes, and Week 5
how individuals learn others in society, and the consequences of socialization
culture and become consequences of ignoring
competent members these rules
of society
2. how individuals
should behave as part
of a political community 2. assess the rules of social *Analyze the forms and functions of social Week 6
interaction to maintain organizations
stability of everyday life and
the role of innovation in
response to problems and
challenges
Second *Explain the forms and functions of state and Week 7

Quarter 1. cultural, social, and 1. analyze aspects of social non-state institutions
political institutions as organization
sets of norms and
patterns of behavior 2. identify one’s role in social
that relate to major groups and institutions
social interests *Examine the functions and importance of Week 8
3. recognize other forms of education in the society
2. social stratification economic transaction such as
as the ranking of sharing, gift exchange, and
individuals according
to wealth, power, and redistribution in his/her own *Examine the concept, characteristics and Week 9
prestige society forms of stratification systems using sociological
perspectives
3. social and political
inequalities as *Explain government programs and initiatives Week 10
features of societies in addressing social inequalities e.g. local,
and the global national, global
community
*Suggest ways to address social inequalities Week 11
(local, national and global)
the agents/
institutions, processes, 1. evaluates factors causing
and outcomes of social, political, and cultural
cultural, political, and change
social change * Examine human responses to emerging Week 12
2. advocate how human challenges in contemporary societies
societies should adapt to such
changes
Subject : Empowerment Technologies
QUARTER CONTENT PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K to12 CG Code
The learners The learners shall be able to: compare and contrast the nuances of Weeks 1-4 CS_ICT11/12-ICTPT-Ia-b-
demonstrate an at the end of the 2-week period varied online platforms, sites, and 1
QUARTER 1 understanding of: independently compose an content to best achieve specific class
ICT in the insightful reflection paper on the objectives or address situational
challenges
context of global nature of ICT in the context of
communication their lives, society, and
for specific professional tracks (Arts, Tech
professional track Voc, Sports, Academic)
apply online safety, security, ethics, CS_ICT11/12-ICTPT-Ia-b-

and etiquette standards and practice 2
in the use of ICTs as it would relate to
their specific professional tracks
use the Internet as a tool for CS_ICT11/12-ICTPT-Ia-b-

credible research and information 3
gathering to best achieve specific
class objectives or address
situational
The learners The learners shall be able to: uses common productivity tools CS_ICT11/12-ICTPT-Ic-d-
demonstrate an at the end of the 2-week period effectively by maximizing advanced 4
understanding of: independently apply advanced application techniques
the use of productivity tools to create or
advanced tools develop ICT content for use in creates an original or derivative ICT CS_ICT11/12-ICTPT-Ic-d-
and specific professional tracks These content to effectively communicate or 5
techniques may be in the form of, present data or information
but not limited to:
found in 1. Calculating spread sheet of related to specific professional
common athletic statistics (Sports) tracks
productivity and 2. Layout of catalogue of
software creative works (Arts)
applications in 3. Materials/ ingredients
developing ICT projections for batches of
content for baked goods (Tech- Voc)
specific 4. Letterhead/ business card
professional design (Business/
tracks Academic)
how to at the end of the 2-week period evaluate existing websites and CS_ICT11/12-ICTPT-Ie-f-
manipulate text, independently apply the online resources based on the 6
graphics, techniques of image principles of layout, graphic, and
and images to manipulation and graphic visual message design
create ICT design
content to create original or derivative
intended for an ICT content from existing CS_ICT11/12-ICTPT-Ie-f-
online images, text and graphic use image manipulation techniques 7
environment elements for use in specific on existing images to change or
professional tracks. enhance their current state to
These may be in the form of, communicate a message for a specific
but not limited to: purpose
1. Team/ athlete/ league
recruitment posters CS_ICT11/12-ICTPT-Ie-f-
(Sports) create an original or derivative ICT 8
2. Logo or crest for a content to effectively communicate a
community, school visual message in an online
organization or barkada environment related to specific
(Arts) professional tracks
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data (Business/
Academic)
the principles at the end of the 2-week period evaluate existing online creation Weeks 5-6 CS_ICT11/12-ICTPT-Ig-h-
and techniques independently apply the tools, platforms and applications in 9
of principles and techniques of developing ICT content for specific
design using design using online creation professional tracks
online creation tools, platforms, and apply web design principles and CS_ICT11/12-ICTPT-Ig-h-
tools, platforms, applications to create original or elements using online creation tools, 10
and applications derivative ICT content for use in platforms, and applications to
to develop ICT specific professional tracks These communicate a message for a specific
content for may be in the form of, purpose in specific professional tracks
specific but not limited to:
professional 1. Survey instruments using
tracks Google forms (Business/ create an original or derivative ICT CS_ICT11/12-ICTPT-Ig-h-
Academic) content using online creation tools, 11
2. Athletic match-ups and platforms, and applications to
league standings using effectively communicate messages
Mindmeister (Sports) related to specific professional
3. Catalogues/Swatches/ track
options for products and
services using Prezi (Tech
Voc)
4. Online photo album of
artistic works or
photographs using Picasa
(Arts)
5. Online music production
using Sibelius (Music)
the key at the end of the 2-week period Weeks 7-8 CS_ICT11/12-ICTPT-Ii-j-
learnings from and quarter collaboratively 12
the develop an online portal or evaluate the quality, value, and
previous weeks, website to showcase and share appropriateness of peer’s existing or
which they will existing and previously developed previously developed ICT content in
synthesize into content relation to the theme or
an integrated These may be in the form of, intended audience/ viewer of an
ICT but not limited to: ICT project
content through 1. Online newsletter
collaboration 2. Blog share and showcase existing or CS_ICT11/12-ICTPT-Ii-j-
with 3. Issuu online “magazine” previously developed material in the 13
classmate and form of a collaboratively designed
teacher as both newsletter or blog site intended for a
peer and partner specific audience or viewer
QUARTER 2 The learners The learners: explore the principles of Week 1 CS_ICT11/12-ICTPT-IIk-
demonstrate an at the end of the week interactivity and rich content in the 14
understanding of: independently assess one’s context of Web 2.0 and the
how rich media experience along a range of participation of the user in the online
content and online rich content on the basis of experience
interactivity the usability of the interface
affects and
changes
the user
experience in
the delivery
and
consumption of
ICT content
ICT as a tool, at the end of the week share anecdotes of how he/she has CS_ICT11/12-ICTPT-IIl-15
medium, and independently articulate how ICT used ICTs to be part of a social
force tools and platforms have changed movement, change, or cause to
in bringing the way people communicate, and illustrate aspects of digital citizenship
about action and how social change has been
mobilize change in brought about by the use of ICTs
a population,
society, or culture.
how to work at the end of the 4-week period identify a local or regional cause or CS_ICT11/12-ICTPT-IIm-
with peers and collaboratively participate issue for Social Change related to p16
external publics/ actively in the creation and specific professional tracks that can
partners for the development of an ICT Project for be addressed or tackled using an
development of Social Change relating to an issue ICT Project for Social Change
an ICT project that in specific professional tracks
advocates Topics may cover, but are not
or mobilizes for a limited to: analyze how target or intended users Weeks 2-4 CS_ICT11/12-ICTPT-IIm-
specific Social 1. Promotion of wellness in and audiences are expected to p17
Change or cause the home (Sports) respond to the proposed ICT Project
2. Street food safety and for Social Change on the basis of
cleanliness drive (Tech content, value, and user experience
Voc)
3. Cultural heritage promotion
through new designs integrate rich multimedia content in
“Pinoy pride” (Arts) design and development to best
4. Savings and financial enhance the user experience and CS_ICT11/12-ICTPT-IIm-
literacy drives and deliver content of an ICT Project for p18
advocacies (Business/ Social Change
Academic)
develop a working prototype of an CS_ICT11/12-ICTPT-IIm-

ICT Project for Social Change p19
how to manage at the end of the 2-week period demonstrate how online ICT CS_ICT11/12-ICTPT-IIq-
an online ICT independently and collaboratively Projects for Social Change are r20
Project for Social co-manage an online ICT Project uploaded, managed, and promoted
Change for Social Change through for maximum audience impact
available tools, resources, and generate a technical report Weeks 5-6 CS_ICT11/12-ICTPT-IIq-
platforms interpreting data analytics, r21
e.g. Google, Facebook, or
similar traffic data on the
general aspects of search
visibility, reach, and virality
how to maintain at the end of the week generate a report on the Week 7 CS_ICT11/12-ICTPT-IIs-
and sustain the independently evaluate the performance of their ICT Project for 22
operation of an performance of an advocacy via Social Change on the basis of data
ICT Project for an ICT Project for Social Change gathered from available monitoring
Social Change through available monitoring tools tools and evaluating techniques
and evaluating techniques such as
user interviews, feedback forms,
and Analytics data
how to reflect at the end of the week create a reflexive piece or output Week 8 CS_ICT11/12-ICTPT-IIt-
on the nature of independently reflect on the ICT using an ICT tool, platform, or 23
ICT learning process and how his/her application of choice on the
and the manner world view has evolved over the learning experience undergone
by which the past semester during the semester
learning process Outputs during this week may
has changed be in the form of, but not
his/her world limited to:
view 1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast

SUBJECT: English for Academic and Professional Purposes
Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learner The learner Differentiates language used in academic texts from various
Q1/3 acquires knowledge produces a detailed disciplines
of appropriate abstract of Uses knowledge of text structure to glean the information he/she CS_EN11/12A-EAPP-Ia-
reading strategies information needs c-4
for a better gathered from the Uses various techniques in summarizing a variety of academic texts CS_EN11/12A-EAPP-Ia-
understanding of various c-4
academic texts academic texts read States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-
c-6
Outlines reading texts in various disciplines CS_EN11/12A-EAPP-Ia-
c-8
The learner The learner Uses appropriate critical writing a critique such as formalism,
understands the produces an feminism, etc.
principles and uses of objective Writes an objective/balanced review or critique of a work of art, an CS_EN11/12A-EAPP-Id-
a reaction paper/ assessment of an event or a program f-18
review/ critique event, a person, a
place or a thing.
writes a
comprehensive
review /reaction
paper
• Performance
Arts, Play,
Dance, Sports,
etc.
• Film
• Participation in a
religious or
community
festival
• Art Exhibit
critiques designs
such as industrial
design objects or
craft objects,
furniture, fashion
designs based on a
set criteria critiques
graphic design
communication
materials such as
posters, billboards,
commercials, digital
and
The learner The learner Determines the ways a writer can elucidate on a concept by CS_EN11/12A-EAPP-Ig-
understands the produces a well- definition, explication and clarification j-20
principles and uses balanced concept Compare and contrast various kinds of concept papers:
of a concept paper paper in a specific a. Art
discipline b. Business
c. Law
d. Philosophy e.
Politics
f. Religion g.
Science h.
Sports
i. TechVoc
- Home Economics
- Agri-Fishery
- IA
- ICT
Presents a novel concept or project with accompanying visuals/
graphic aids
S1/2 The learner The learner Analyzes the arguments used by the writer/s in manifestoes CS_EN11/12A-EAPP-
Q2/4 understands the presents a convincing IIa-d-3
principles and uses position paper based Defends a stand on an issue by presenting reasonable arguments CS_EN11/12A-EAPP-
of a position paper on properly cited supported by properly cited factual evidences IIa-d-4
factual evidence; Writes various kinds of position papers CS_EN11/12A-EAPP-
produces an insightful IIa-d-5
statement of
principles and
reasons for
establishing a student
organization,
coming up with a
group exhibit of
creative works, etc.
The learner The learner Determines the objectives and structures of various kinds of CS_EN11/12A-EAPP-
understands the produces a well- reports IIe-j-6
principles and uses written report for Designs, tests and revises survey questionnaires* CS_EN11/12A-EAPP-
of surveys, various disciplines IIe-j-7
experiments and Conducts surveys, experiments or observations* CS_EN11/12A-EAPP-
scientific IIe-j-8
observations Gathers information from surveys, experiments, or observations*
Summarizes findings and executes the report through narrative CS_EN11/12A-EAPP-
and visual/graphic forms IIe-j-11
Writes various reports CS_EN11/12A-EAPP-
IIa-d-5

Subject : Entrepreneurship
QUARTER CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code
Quarter 1 The learner The learner
demonstrates independently Discuss the relevance of the course Week 1-2
understanding of key creates/provides a
concepts, underlying quality and Explore job opportunities for
principles, and core marketable product Entrepreneurship as a career
com petenc ies in and/or service in
Entrepreneurship. Entrepreneurship
as prescribed in the
TESDA Training
Regulation.
The learner The learner Recognize a potential market Week 3-6 T LE_I C T AN 11/12PC -Ia-1
demonstrates independently or with
understanding of his/her classmates
concepts, underlying presents • Analyze the market need
principles, and an acceptable
processes of developing detailed business • D etermine the possible
a business plan. plan. product/s or service/s
that will m ee t the n e e d ;`
• Screen the pro po sed
solution/s based on
viability, profitability, a n d c
u s to m er requirements ;
and
Select the best product or service that

will meet the market need .
The learner The learner R e c o g n i z e t h e i m p o r t a n c e of Week 7-9 TLE_ICT A N 1 1 /12EM -Ia-

demonstrates independently m a r k e t i n g m i x in t h e d e v e l o p m 1
understanding of creates a business e n t of m a r k e t i n g s t r a t e g y
environment and vicinity map
market in one’s reflective of Describe the Marketing Mix (7Ps) in
locality/town. potential market in relation to the business opportunity
one’s locality/town. vis-à- vis:
Product;
Place;
Price;
Promotion;
People; Packaging
; and Positioning
Develop a brand nam e
Demonstrate understanding of the 4 Week 1-4 TLE_ICT AN 11/12EM -Ia-2

Quarter 2 Ms of operations
Describe the 4Ms (Manpower, Method,

Machine, Materials) of operations in
relation to the business opportunity:
• D evelop a product description
• C reate a prototy pe of the

product
• Test the pro duct prototy pe
• Validate the service

description of the product with
potential c us to m er s to
determine its market
acceptability;
• S elect/pinpoint potential
suppliers of raw materials and
other inputs necessary for the
production of the product or
service;
• Discuss the value/supply

chain in relation to the
business enterprise ; and
• Recruit qualified people for

one’s business enterprise.
• Develo p the business model
• Forecast the revenues o f t he b

u s i n e ss
Fo recast the co sts to be inc ur red

Com pute for profits
The learner The learner Manifest understanding of starting Week 5 – 9 C S _EP 11/1 2B -
demonstrates independently or and operating a simple business E N T R E P -I Va-i-1
understanding of with his/her C S _EP 11/1 2B -
concepts, classmates starts a E N T R E P -I Va-i-2
underlying n d o perates a C S _EP 11/ 12B -
principles, and business according • Im plement the business plan E N T R E P -I Va-i-3
processes to the business
of starting and plan and presents a • Identify the reasons for C S _EP 11/12B -E N T R E P
operating a simple terminal report of keeping business records - IV-j-4
business. its operation.
• Perform key bookkeeping
tasks
• Identify where there is a profit

or loss for a business; and
• G enerate an overall report on
the activity

Subject: Filipino sa Piling Larang (Akademik)
Quarter Content Performance Most Essential Learning Competencies Duration K to 12 CG Code

Standards Standards
One Nauunawaan ang Nasusuri ang Nabibigyang-kahulugan ang Week 1-3 CS_FA11/12PB-0a-c-
Semester kalikasan, layunin at kahulugan at kalikasan akademikong pagsulat 101
paraan ng pagsulat ng ng pagsulat ng iba’t Nakikilala ang iba’t ibang akademikong Week 1-3 CS_FA11/12PN-
iba’t ibang anyo ng ibang anyo sulatin ayon sa: 0a-c-90
sulating ginagamit sa ng sulatin (a) Layunin (b) Gamit
pag- (c) Katangian (d) Anyo
aaral sa iba’t ibang Nakapagsasagawa ng panimulang Week 1-3 CS_FA11/12EP-
larangan pananaliksik kaugnay ng kahulugan, 0a-c-39
kalikasan, at katangian ng iba’t ibang
anyo ng sulating akademiko
Natitiyak ang Nakasusulat ng 3-5 na Nakakasusulat nang maayos na Week 4-6 CS_FA11/12PU-
angkop na proseso ng sulatin mula sa akadamikong sulatin 0d-f-92
pagsulat ng piling nakalistang anyo na Nakasusunod sa istilo at teknikal na Week 4-6 CS_FA11/12PU-
sulating akademiko nakabatay sa pangangailangan ng akademikong 0d-f-93
pananaliksik sulatin
Nakasusulat ng talumpati batay sa Week 7-8 CS_FA11/12PN-
Nagagamit ang napakinggang halimbawa 0g-i-91
angkop na format at Nakagagawa ng Natutukoy ang mahahalagang Week 9-10 CS_FA11/12PN-
teknik ng pagsulat palitang pagkikritik impormasyon sa isang pulong upang 0j-l-92
ng akademikong (dalawahan o makabuo ng sintesis sa napag-usapan
sulatin pangkatan) ng mga Week 11-13 CS_FA11/12PB-
sulatin Natutukoy ang katangian ng isang
0m-o-102
sulating akademiko
Nabibigyang-kahulugan ang mga Week 11-13 CS_FA11/12PT-
terminong akademiko na may 0m-o-90
kaugnayan sa piniling sulatin
Natitiyak ang mga elemento ng Week 11-13 CS_FA11/12PD-
pinanood na programang 0m-o-89
pampaglalakbay
Nakasusulat ng organisado, malikhain, at Week 14-16 CS_FA11/12PU-
kapani-paniwalang sulatin 0p-r-94
Nakasusulat ng sulating batay sa maingat, Week 14-16 CS_FA11/12WG-
wasto, at angkop na paggamit ng wika 0p-r-93
Nakabubuo ng sulating may batayang Week 14-16 CS_FA11/12PU-

pananaliksik ayon sa pangangailangan 0p-r-95
Naisasaalang-alang ang etika sa Week 14-16 CS_FA11/12EP-
binubuong akademikong sulatin 0p-r-40
Subject: Filipino sa Piling Larang (Isports)
Content Performance Most Essential Learning Competencies Duration

Standards Standards
Quarter K to 12 CG Code
(Pamantayang (Pamantayan
Natutukoy ang Nasusuri ang Nabibigyang-kahulugan ang sulating Week 1-3 CS_FI11/12PB-0a-
kahulugan at kahulugan at pang-isport c107
kalikasan ng kalikasan ng Nakikilala ang iba’t ibang sulating pang- CS_FI11/12PT-0a-
pagsulat ng iba’t pagsulat ng iba’t isports ayon sa: c-95
ibang anyo ng ibang anyo ng (a) Layunin (b) Gamit (c)
sulatin sulatin Katangian (d) Anyo (e)
Target na gagamit
Napag-iiba-iba ang Nakapagsasagawa ng panimulang Week 4-6 CS_FI11/12EP-0d-
mga katangian ng pananaliksik kaugnay ng kahulugan, f-43
iba’t ibang anyo ng kalikasan, at katangian ng iba’t ibang
sulatin anyo ng sulating pang-isports
Nauunawaan ang Nakasusulat ng 4- Nabibigyang-kahulugan ang mga Week 7-9 CS_FI11/12PT-0g-
mga kaalaman at 6 piling sulating terminong pang-isports na may i-96
One Semester
kasanayan sa pang-isports kaugnayan sa piniling sulatin
pagsulat ng Naitatala ang mga panuto (rules) sa CS_FI11/12PD-0g-
sulating pang- Naisasagawa ang programang pang-isports i-90
isports mga kaalaman at Naipaliliwanag ang kahalagahan, Week 10-12 CS_FI11/12PS-0j- l-
kasanayan sa kalikasan, at proseso ng piniling anyo ng 94
pagsulat ng sulating pang-isports
piniling sulating Nakasusulat ng sulating batay sa maingat, Week 13-16 CS_FI11/12WG-
pang-isports wasto at angkop na paggamit ng wika 0m-o-96
Nakapagsasaliksik ng datos kaugnay ng CS_FI11/12EP-
isusulat na piniling anyo ng sulating pang- 0m-o-44
isports
Naisasaalang-alang ang etika sa CS_FI11/12PU-
binubuong sulating pang-isports 0m-o-101
Subject: Filipino sa Piling Larang (Sining at Disenyo)
Performance Most Essential Learning Competencies Duration K to 12 CG Code

Content Standards Standards
Quarter (Pamantayang (Pamantayan
Natutukoy ang Nasusuri ang Nabibigyang-kahulugan ang mga anyo ng Week 1-4 CS_FSD11/12PB-0a-c-
kahulugan at kalikasan kahulugan at sulatin sa sining at disenyo 103
ng pagsulat ng iba’t ibang kalikasan ng Nakikilala ang iba’t ibang anyo ng sining CS_FSD11/12PT-
anyo ng sulatin Napag- pagsulat ng iba’t at disenyo ayon sa : 0a-c-91
iiba-iba ang mga ibang anyo ng (a) Layunin (b) Gamit (c)
katangian ng iba’t sulatin Katangian (d) Anyo (e)
ibang anyo ng sulatin Target na gagamit
Nakapagsasagawa ng panimulang CS_FSD11/12EP-
pananaliksik kaugnay ng kahulugan, 0a-c-41
kalikasan, at katangian ng iba’t ibang
anyo ng sining at disenyo
Nakapagpapaliwanag Nakasusulat ng Naipapaliwanag ang kahulugan ng Week 5-6 CS_FSD11/12PN-
sa pasulat na anyo ng isa sa bawat pinakinggang halimbawa ng fliptop, 0d-f-93
One mga karanasan batay nakalistang anyo novelty songs, pick-up lines, atbp.
Semester sa pinanood, ng sining o Nasusuri ang katangian ng mabisa at Week 7-8 CS_FSD11/12PB-0g-
isinagawa, binasa, at disenyo mahusay na sulatin batay sa binasang mga i-104
nirebyu halimbawang gaya ng iskrip, textula, blog, at
Naitatanghal ang islogan
Natitiyak ang angkop na output ng piniling Nabibigyang-kahulugan ang mga Week 9-10 CS_FSD11/12PT-0j-
proseso ng pagsulat ng anyo ng sining at terminong teknikal na may kaugnayan k-92
piling sulatin sa sining at disenyo sa piniling sulat
disenyo Natutukoy ang mahahalagang elemento Week 11-13 CS_FSD11/12PD-
Nakapagkikritik ng mahusay na sulating pansining na 0l-n-89
Nagagamit ang angkop nang pasulat sa pinanood na teleserye, dula, shadow
na format at teknik ng piniling anyo ng play, puppet show, atbp
pagsulat ng sulatin sa sining at disenyo Nakasusulat ng sulating batay sa Week 14-16 CS_FSD11/12WG-
sining at disenyo maingat, wasto, at angkop na paggamit ng 0o-q-94
wika
Naisasaalang-alang ang etika sa CS_FSD11/12PU-
binubuong sulatin sa sining at 0o-q-97
disenyo

Subject: Filipino sa Piling Larang (Teknikal-Bokasyunal)
Content Performance Most Essential Learning Duration K to 12 CG Code

Standards Standards Competencies
Quarter
Nakabubuo ng Nabibigyang-kahulugan ang teknikal at Week 1-3 CS_FTV11/12PB-0a-c-105
Nauunawaan manwal ng isang bokasyunal na sulatin
ang kalikasan, piniling sulating Nakikilala ang iba’t ibang teknikal- CS_FTV11/12PT-0a-c-93
layunin at teknikal- bokasyunal na sulatin ayon sa:
paraan ng bokasyunal a. Layunin b.
pagsulat ng Gamit
iba’t ibang anyo c. Katangian d.
ng sulating Anyo
ginagamit sa e. Target na gagamit
pag-aaral sa iba’t Nakapagsasagawa ng panimulang Week 4-6 CS_FTV11/12EP-0d-f-42
ibang larangan pananaliksik kaugnay ng kahulugan,
One (Tech- Voc) kalikasan, at katangian ng iba’t ibang
Semester anyo ng sulating teknikal- bokasyunal
Naisasagawa ang Nakasusulat ng 4-6 Naiisa-isa ang mga hakbang sa Week 7-9 CS_FFTV11/12PB-0g-i-
kaalaman at piling sulating pagsasagawa ng mga binasang 106
kasanayan sa teknikal-bokasyunal halimbawang sulating teknikal-
wasto at angkop bokasyunal
na pagsulat ng Nakapagsasagawa ng Naililista ang mga katawagang CS_FTV11/12PT-0g-i-94
piling anyo ng demo sa piniling teknikal kaugnay ng piniling anyo
sulatin anyo bilang Naipapaliwanag sa paraang Week 10-12 CS_FTV11/12PS-0j-l-93
pagsasakatuparan ng sistematiko at malinaw ang piniling
nabuong sulatin anyo sa pamamagitan ng paggamit ng
angkop na mga termino
Nakasusulat ng sulating batay sa Week 13-16 CS_FTV11/12WG-0m-o-
maingat, wasto, at angkop na 95
paggamit ng wika
Naisasaalang-alang ang etika sa CS_FTV11/12PU-0m-o-
binubuong tenikal-bokasyunal na 99
sulatin
GRADE Level : Grade 12

Subject : Inquiries, Investigations and Immersion
Most Essential Learning Duration CG Code

Quarter Content Learner’s Output
Competencies
1st prepares a plan and a focus on Week 1
I. Brainstorming for Research
Quarter Class Research Agenda issues and ideas in their
Topics
respective field
1st 1. Background of the formulates clearly the Week 2
Quarter problem statement of research
2. Conceptual problem
Framework
3. Research Hypothesis
(for quantitative
II. Identifying the Problem research)
and Asking the Question 4. Statement of the
problem
5. Definition of terms
6. Importance of the
study
Scope and limitations of
the study
1st selects, cites and synthesizes Week 3-5
Quarter related literature
III. Reading on Related List of Related Literature uses sources according to
Studies Reviewed ethical standards (atleast 4-6
local and international sources)
Most Essential Learning Duration CG Code
Quarter Content Learner’s Output
Competencies
1st describes adequately research Week 6-8
1. Research design
Quarter design (either quantitative or
2. Population
qualitative), data gathering
IV. Understanding Ways to 3. Sampling method
instrument, sample, data
Collect Data 4. Data collection
collection and analysis
procedure
procedures, prepares data
gathering instrument
2nd 1. Interpretation of Data gathers and analyzes data with Week 1-2
Quarter V. Finding the Answers to the 2. Data analysis method intellectual honesty using
Research Questions Conceptualized Framework suitable techniques
for qualitative research
2nd 1. Summary of Findings forms logical conclusions Week 3
Quarter VI. Reporting Findings, 2. Conclusions makes recommendations
Drawing Conclusions and 3. Recommendations based on conclusions
Making Recommendations 4. List of References writes clear report
Written Research Report
2nd presents written research Week 4-5
Quarter 1. Draft Written Research report
Report for Oral revises written research report
VII. Sharing your Research Presentation based on suggestions and
Final Written Research recommendations of panelists
Report for Submission. submits final written research
report
Subject: Practical Research 1
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG
Code
demonstrates
understanding of…
Q1 1. the importance use appropriate kinds shares research experiences and knowledge Week 1 to CS_RS11-
of research in of research in making 2 IIIa-1
daily life decisions. explains the importance of research in daily life CS_RS11-
2. the IIIa-2
characteristics, describes characteristics, processes, and ethics of research CS_RS11-
processes, and IIIa-3
ethics of research differentiates quantitative from qualitative research CS_RS11-
3. quantitative IIIa-4
and qualitative provide examples of research in areas of interest CS_RS11-
research IIIa-5
4. the kinds of
research across
fields
1. the value of describes characteristics, strengths, weaknesses, and kinds of CS_RS11-
qualitative decide on suitable qualitative research IIIb-1
research; its qualitative research in Illustrates the importance of qualitative research across fields CS_RS11-
kinds, different areas of IIIb-2
characteristics, interest.
uses, strengths,
and weaknesses
2. the importance
of qualitative
research across
fields of inquiry
1. the range of formulate clearly designs a research project related to daily life Week 3 to CS_RS11-IIIc-
research topics in statement of research 4 e-1
the area of inquiry problem writes a research title CS_RS11-IIIc-
e-2
Code
demonstrates
understanding of…
2. the value of provides the justifications/reasons for conducting the research CS_RS11-IIIc-
research in the area e-3
of interest states research question CS_RS11-IIIc-
3. the specificity and e-4
feasibility of the indicates scope and delimitation of research CS_RS11-IIIc-
problem posed e-5
cites benefits and beneficiaries of research CS_RS11-IIIc-
e-6
presents written statement of the problem CS_RS11-IIIc-
e-7
1. the criteria in 1. select, cite, and selects relevant literature Week 5 to CS_RS11-IIIf-
selecting, citing, and synthesize properly 6 j-1
synthesizing related related literature cites related literature using standard style CS_RS11-IIIf-
literature 2. use sources according j-2
2. ethical standards to ethical standards synthesizes information from relevant literature CS_RS11-IIIf-
in writing related 3. present written j-3
literature review of related writes coherent review of literature CS_RS11-IIIf-
literature j-4
follows ethical standards in writing related literature Week 7 to CS_RS11-IIIf-
8 j-5
presents written review of literature CS_RS11-IIIf-
j-6
Q2 1. qualitative 1. describe qualitative chooses appropriate qualitative research design Week 1 to CS_RS11-
research designs research designs, 2 IVa-c-1
2. the description of sample, and data describes sampling procedure and sample CS_RS11-
sample collection and analysis IVa-c-2
3. data collection procedures plans data collection, data gathering instrument, and analysis Week 3 to CS_RS11-
and analysis procedures 4 IVa-c-3
procedures such as presents written research methodology CS_RS11-
IVa-c-4
Code
demonstrates
understanding of…
survey, interview,
and observation
4. the application of
creative design
principles for
execution
observation and gather relevant collects data through observation and interviews Week 5 to CS_RS11-
interview information with 6 IVd-f-1
procedures and intellectual honesty
skills
drawing out analyze and draw out infers and explain patterns and themes from data CS_RS11-
patterns and patterns and themes with IVd-f-2
themes from data intellectual honesty relates the findings with pertinent literature CS_RS11-
IVd-f-3
1. guidelines in 1. form logical draws conclusions from patterns and themes Week 7 to CS_RS11-
making conclusions conclusions 8 IVg-j-1
and 2. make recommendations formulates recommendations based on conclusions CS_RS11-
recommendations based on conclusions IVg-j-2
2. techniques in lists references CS_RS11-
listing references IVg-j-3
Grade Level : Grade 12
Subject :PRACTICAL RESEARCH 2

3rd 1. the characteristics, decide on suitable Describes characteristics, strengths, Week 1-3 CS_RS12-Ia-c-1
strengths, weaknesses, quantitative research in weaknesses, and kinds of quantitative
and kinds of quantitative different areas of interest research
research Illustrates the importance of quantitative Week 1-3 CS_RS12-Ia-c-2
2. the importance of research across fields
quantitative research Differentiates kinds of variables and their uses Week 1-3 CS_RS12-Ia-c-3
across fields
3. the nature of variables
1. the range of research formulate clearly the Designs a research used in daily life Week 4-5 CS_RS12-Id-e-1
topics in the area of statement of research Writes a research title Week 4-5 CS_RS12-Id-e-2
inquiry problem Describes background of research Week 4-5 CS_RS12-Id-e-3
2. the value of research in States research questions Week4-7 CS_RS12-Id-e-4
the area of interest Indicates scope and delimitation of study Week 4-5 CS_RS12-Id-e-5
3. the specificity and Presents written statement of the problem Week 4-5 CS_RS12-Id-e-7
feasibility of the problem
posed
1. the formulation of 1. formulate clearly Illustrates and explain the conceptual Week 6-7 CS_RS12-If-j-6
conceptual framework conceptual framework, framework
2. the research research hypotheses (if Defines terms used in study Week 6-7 CS_RS12-If-j-7
hypotheses appropriate), and define Lists research hypothesis (if appropriate) Week 6-7 CS_RS12-If-j-8
(if appropriate) terms used in study Presents written review of related literature Week 6-7 CS_RS12-If-j-9
3. the definition of terms 3. present objectively and conceptual framework
as used in the study written review of related
literature and conceptual
framework
4th 1. quantitative research describe adequately Chooses appropriate quantitative research Week 1-3 CS_RS12-IIa-c-1
design quantitative research design
2. description of sample designs, sample, Describes sampling procedure and sample Week 1-3 CS_RS12-IIa-c-2
3. instrument instrument used, Constructs an instrument and establishes its Week 1-3 CS_RS12-IIa-c-3
development intervention (if validity and reliability
4. description of applicable), data Describes intervention (if applicable) Week 1-3 CS_RS12-IIa-c-4
intervention (if applicable) collection, and analysis Plans data collection procedure Week 1-3 CS_RS12-IIa-c-5
5. data collection and procedures Plans data analysis using statistics and Week 1-3 CS_RS12-IIa-c-6
analysis procedures such hypothesis testing (if appropriate)
as survey, interview and Presents written research methodology Week 1-3 CS_RS12-IIa-c-7
observation
6. guidelines in writing
research methodology
1. data collection gather and analyze data Collects data using appropriate instruments Week 4-7 CS_RS12-IId-g-1
procedures and skills using with intellectual honesty, Presents and interprets data in tabular or Week 4-7 CS_RS12-IId-g-2
varied instruments using suitable techniques graphical forms
2. data processing, 1. form logical conclusions Uses statistical techniques to analyze data – Week 4-7 CS_RS12-IId-g-3
organizing, and analysis 2. make recommendations study of differences and relationships limited for
based on conclusions bivariate analysis
1. guidelines in making Draws conclusions from research findings Week 8-9 CS_RS12-IIh-j-1
conclusions and Formulates recommendations Week 8-9 CS_RS12-IIh-j-2
recommendations
571
572
Subject: Applied Economics
K to 12
CG Code
First The learner The learners shall be able to …
Quarter demonstrates an *Differentiate economics as social science and applied science in
understanding of… terms of nature and scope
Week 1
economics as an analyze and propose solution/s to *Examine the utility and application of applied economics to
applied science and the economic problems using the solve economic issues and problems Week 2
its utility in principles of applied economics
addressing the *Analyze market demand, market suppy and market
economic problems equilibrium Week 3
of the country
*Determine the impications of market pricing on economic
decision-making Week 4
*Differentiate various market structures in terms of:

a. number of sellers b.
types of products
c. entry/exit to market Week 5
d. pricing power e.
others
conduct a survey of current

the law of supply and economic situations within the *Analyze the effects of contemporary economic issues affecting the
demand, and factors vicinity Filipino entrepreneur
affecting the economic
situation Week 6
K to 12
CG Code
industry analysis, its apply tools and techniques for
principles, tools, and business opportunities like the *Analyze different principles, tools, and techniques in creating a
Week 7
techniques leading to SWOT/TOWS analysis business
the identification of
business opportunities conduct a survey of macro and
micro environments affecting *Apply business principles, tools, and techniques in Weeks 8-
business in a locality participating in various types of industries in the locality 9
various
socioeconomic conduct a socioeconomic impact *Explain the effects of the various socio-economic factors
study on consumers (new product Week 10
impacts of business affecting business and industry
on the following and services); suppliers; investors
sectors: consumer, (capital, income) government (tax
supplier and revenues, poverty alleviation,
investors, basic services); households * Evaluate the viability and impacts of business on the
government, (standard of living, employment) community
households, and and international trade (exports
Weeks
international trade and imports of goods and
11-12
services) leading to options in
venturing into a business

Subject : Business Ethics and Social Responsibility
QUARTER
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Code
STANDARDS
The learners demonstrate The learners shall be able The learners:
rd
3 Quarter an understanding of: to: ABM_ESR12-IIIa-d-1.1;
Week 1
1.1 differentiate the forms of ABM_ESR12-IIIa-d-1.2;
business organizations in ABM_ESR12-IIIa-d-1.3
QUARTER
STANDARDS
1. the nature and forms 1. identify forms of terms of their purpose
of business business and role in socio-
organizations organizations and economic development
their characteristics 1.2 illustrate how fairness,
2. the purposes of accountability, ABM_ESR12-IIIa-d-1.4;
establishing business 2. explain the purpose transparency and ABM_ESR12-IIIa-d-1.5
Week 2
enterprises of business stewardship is observed in
organizations and business and non- profit
3. the core principles their role in organizations
underlying fairness, socioeconomic
accountability, and development
transparency in business
operation and 3. explain the core
stewardship (respect for principles of fairness, ABM_ESR12-IIIa-d-1.6
others’ property) accountability and
1.3 formulate a “code of
transparency in the
ethics” that reflect core
4. common practices in socioeconomic Week 3
principles derived from
business organizations development of a
analyses
(decorum, protocol, country
policies, marketing,
bookkeeping, reportorial 4. craft simple “Codes of
requirements and Ethics” or “Codes of
documentation, etc.) Right Conduct”
1. classical philosophies 1. identify the classical 2.1 illustrate how these

specifically, virtue ethics philosophies and their philosophies are reflected Week 4 ABM_ESR12-IIIe-h-2.1
(Socrates, Plato, implication for into business practices
Aristotle, Confucius, etc.) business principles
and practices 2.2 explain how the belief
systems influence business Week 5 ABM_ESR12-IIIe-h-2.2
practices
QUARTER
STANDARDS
2. the impact of belief 2. describe various 2.3 infer how Filipino value
systems (Buddhism, belief systems, and system influence business Week 6 ABM_ESR12-IIIe-h-2.3
Islam, Christianity, their similarities and practices
etc.) differences in relation
to the business setting
3. the Filipino Value 2.4 generate ways to improve
System (Utang na Loob, 3. describe how the business practices guided
Filial Piety, Padrino Suki, Filipino value system by the philosophies, belief Week 7 ABM_ESR12-IIIe-h-2.4
Bahala na - Mañana, affects the attitudes of system or Filipino values
Amor Propio, Filipino business constituents
Family Values)
1. the responsibilities and 1. identify 3.1 discuss the ABM_ESR12-IVi-l-3.1

accountabilities of responsibilities to the responsibilities and
entrepreneurs toward business organization accountabilities of
the employees, he/she belongs to entrepreneurs to:
government, creditors, 2. explain the different a. employees
suppliers, consumers, models and b. government c. Week 1
general public, and other frameworks of social creditors
4th Quarter stakeholders; major responsibility d. suppliers
ethical issues in e. consumers
entrepreneurship f. general public
(basic fairness, g. other stakeholders
personnel and customer 3.2 formulate a morally
relations distribution defensible position on ethical ABM_ESR12-IVi-l-3.2 ;
dilemmas, fraud, unfair issues in entrepreneurship like ABM_ESR12-IVi-l-3.3
competition, unfair basic fairness, personnel and
communication, customer relations distribution Week 2
nonrespect of dilemmas, fraud, unfair
agreements, competition, unfair
communication, nonrespect of
agreements,
QUARTER
STANDARDS
environmental environmental degradation,
degradation, etc.) etc.
2. models and frameworks

of social responsibility
in the practice of sound
business
3.3 Describe the different

models and frameworks of Week 3 ABM_ESR12-IVi-l-3.4
social responsibility
3.4 Formulate a framework
of social responsibility that
Week 4 ABM_ESR12-IVi-l-3.5
reflects the practice of sound
business
the importance of doing 1. identify reasons for 4.1 explain the importance of
business beyond profit establishing establishing and sustaining ABM_ESR12-IVm-p-4.1
motivation. Introduction to business enterprises business enterprises as a
Week 5
the notion of SOCIAL beyond profit source of job opportunities
ENTERPRISE (meeting a given 2. prepare and and financial freedom
social objective or resolving a implement a personal
real social problem while action plan to assist 4.2 prepare and implement a
making ends meet) for an existing small proposed personal action ABM_ESR12-IVm-p-4.2 ;
poverty business enterprise to plan to assist an existing ABM_ESR12-IVm-p-4.3
alleviation practice ethics and small business enterprise to
Week 6
social responsibility in practice ethics and social
their business responsibility in their
operation business operation
Subject: Business Finance
competencies
The learners demonstrate an The learners are able to… The learner…
understanding of…
Q3 the definition of finance, 1. define Finance explain the major role of Week 1 to 2 ABM_BF12-IIIa-1
the activities of the financial 2. describe who are financial management and the
manager, and financial responsible for financial different individuals involved
institutions and markets management within an distinguish a financial ABM_BF12-IIIa-2
organization institution from financial
3. describe the primary instrument and financial
activities of the financial market
manager explain the flow of funds within ABM_BF12-IIIa-5
4. describe how the financial an organization – through and
manager helps in achieving the from the enterprise—and the
goal of the organization role of the financial manager
5. describe the role of financial
institutions and markets
the financial planning process, 1. illustrate the financial planning identify the steps in the Week 3 to 4 ABM_BF12-IIIc-d-10
including budget preparation, process financial planning process
cash management, and working 2. prepare budgets such as illustrate the formula and ABM_BF12-IIIc-d-11
capital management projected collection, sales format for the preparation of
budget, production budget, budgets and projected financial
income projected statement of statement
comprehensive income, explain tools in managing cash, ABM_BF12-IIIc-d-12
projected of financial position, receivables, and inventory
and projected cash flow
statement
3. describe concepts and tools in
working capital management
the sources and uses of short- 1. distinguish debt and equity compare and contrast the loan Week 5 ABM_BF12-IIIe-f-14
term and long-term funds , financing requirements of the different
and the requirements , banks and nonbank institutions
competencies
understanding of…
procedure , obligation to 2. identify the bank and nonbank and cite these institutions in the
creditor, and reportorial institutions in the vicinity that are locality
necessities possible sources of funds, and
enumerate their requirements and
process for loan application
basic concepts of risk and 1. distinguish simple and calculate future value and Week 6 to 8 ABM_BF12-IIIg-h-18
return, and the time value of compound interest present value of money
money 2. solve exercises and problems in compute loan amortization ABM_BF12-IIIg-h-20
computing for time value of using mathematical concepts
money with the aid of present and and the present value tables
future value tables apply mathematical concepts ABM_BF12-IIIg-h-21
3. prepare loan amortization and tools in computing for
tables finance and investment
4. compute for the net present problems
value of a project with a explain the risk-return trade-off ABM_BF12-IIIg-h-22
conventional cash-flow pattern
5. describe the risk-return trade-
off
Q4 the definition, purpose, kinds, 1. identify the types of compare and contrast the Week 1 to 2 ABM_BF12-IVm-n-23
advantages, and disadvantages investments particularly bank different types of investments
and the risks of investment deposits , insurance, real estate , measure and list ways to ABM_BF12-IVm-n-25
hard assets, mutual funds, and minimize or reduce investment
stocks and bonds risks in simple case problems
2. indicate the advantages and
disadvantages of each type of
investment
3. explain the risks inherent in
each type of investment
the philosophy and practices 1. identify money management enumerate money Week 3 to 4 ABM_BF12-IVo-p-26
in personal finance philosophy management philosophies
2. apply basic personal finance illustrate the money ABM_BF12-IVo-p-27
principles and practices in management cycle and gives
competencies
understanding of…
earning, spending, saving, and examples of sound practices in
investing money earning, spending, saving, and
investing money

Subject: Business Mathematics
competencies
The learners demonstrate The learners are able to… The learner…
an understanding of…
Q1 1. fractions 1. Solve problems involving Express: Week 1 to 2
2. decimals and percentage fractions, decimals and percent a. fractions to decimal and
related to business percent forms
b. decimals to fractions and
percent forms
c. percent to fractions and
decimal forms
Give real-life situations to ABM_BM11FO-Ic-4
illustrate fractions, decimals,
and percent
Solve problems involving fractions, ABM_BM11FO-Id-5
decimals, and percent
key concepts of ratio and 1. formulate and solve problems Identify the different kinds of Week 3
proportion involving ratio and proportion proportions and write examples of
2. use the concept of proportion in real-life situations for each
making life decisions Solve problems involving direct, Week 4 ABM_BM11RP-If-4
inverse and partitive proportion
key concepts in buying and Analyze and solve problems on Differentiate Mark-on, Mark Week 5 ABM_BM11BS-Ig-1
selling important factors in managing a down and Mark-up
competencies
business: buying products and obtain Mark-on, Mark-down,
selling products and Mark-up given price of a
product
Differentiate mark-up from Week 6 ABM_BM11BS-Ih-3
margins
Describe how gross margins is ABM_BM11BS-Ih-4
used in sales
Compute single trade discounts
and discount series
Differentiate profit from loss Week 7 ABM_BM11BS-Ii-6
Illustrate how profit is obtained ABM_BM11BS-Ii-7
and how to avoid loss in a given
transaction
Determine the break-even point Week 8
Solve problems involving buying ABM_BM11BS-Ij-9
and selling products
Compute interest specifically as Week 9
applied to mortgage,
amortization, and on
services/utilities and on deposits
and loans
Q2 Illustrate the different types of Week 1 ABM_BM11BS-IIa-11
commissions
Compute commissions on cash ABM_BM11BS-IIa-12
basis and commission on
instalment basis
Compute down payment, gross
balance and current increased
balance
Solve problems involving Week 2 ABM_BM11BS-IIb-14
interests and commissions
competencies
the fundamental apply appropriate mathematical Define salary, wage, income, Week 3 ABM_BM11SW-IIc-1
operations of mathematics operation in computing salaries benefits
as applied in salaries and and wages Compute gross and net earnings ABM_BM11SW-IId-2
wages Define each of the benefits Week 4 ABM_BM11SW-IIe-5
given to wage earners
Distinguish taxable from ABM_BM11SW-IIe-6
nontaxable benefits
Enumerate the standard ABM_BM11SW- IIe-7
deductions with the
corresponding computation
Identify the variables needed in Week 5 ABM_BM11SW- IIe -8
the computation of the
overtime
Compute overtime pay ABM_BM11SW- IIe -9
Use E- spread sheet in the Week 6 ABM_BM11SW- IIf -10
computation of salary and
overtime pay
Present graphical ABM_BM11SW- IIf -13
representation of the details or
particulars of the salary.
business data present them solve problems in real-life business Compare the forms (textual, Week 7 ABM_BM11PAD-IIg-2
in graphs, charts, and tables situations, present data in graphical tabular and graphical) of
form, and analyze them business data.
Analyze and interprets the data ABM_BM11PAD-IIh-5
presented in the table using
measures of central tendency
and variability and tests of
significant differences
Describe the different kinds of Week 8
graphs and its essential parts
for data presentation.
competencies
Give a set of business data; ABM_BM11PAD-IIi-8
identify the graphs to be used
Draw the graph/table to ABM_BM11PAD-IIi-9
present the data
Analyze and interpret the data Week 9 ABM_BM11PAD-IIi-10
presented in a graph/table
Use software (i.e., MS Excel, ABM_BM11PAD-IIj-11
SPSS) programs to compute and
present graphical
representation of business data

Subject: Fundamentals of Accountancy, Business and Management 1
competencies
The learners demonstrate an The learners are able to…
understanding of… The learner…
Q3 the definition, nature, function, cite specific examples in which define accounting Week 1 ABM_FABM11-
and history of accounting accounting is used in making business IIIa-1
decisions describe the nature of ABM_FABM11-
accounting IIIa-2
narrate the history/origin of ABM_FABM11-
accounting IIIa-4
the external and internal 1. solve exercises and problems on the define external users and gives ABM_FABM11-
users of financial information identification of users of information, examples IIIa-7
type of decisions to be made, and type of ABM_FABM11-
define internal users and give
information needed by the users IIIa-8
examples
2. cite users of financial information and
identify whether they are external or
internal users
competencies
accounting concepts and identify generally accepted accounting explain the varied accounting Week 2 to 3 ABM_FABM11-
principles principles concepts and principles IIIb-c-15
solve exercises on ABM_FABM11-
accounting principles as IIIb-c-16
applied in various cases
the accounting equation solve problems applying the accounting illustrate the accounting ABM_FABM11-
equation equation IIIb-c-17
perform operations involving ABM_FABM11-
simple cases with the use of IIIb-c-18
accounting equation
the five major accounts, define, identify, and classify accounts discuss the five major accounts Week 4 ABM_FABM11-
namely, according to the five major types IIId-e-19
1. assets 4. income prepare a Chart of Accounts ABM_FABM11-
2. liabilities 5. expenses IIId-e-21
3. capital
the two major types of books differentiate a journal from a ledger illustrate the format of a general Week 5 ABM_FABM11-
of accounts, namely, journal and identify the types of journals and and special journals IIIf-23
and ledger ledgers illustrate the format of a general ABM_FABM11-
and subsidiary ledger IIIf-24
the business transactions and identify business and nonbusiness analyze common business Week 6 ABM_FABM11-
their analysis to include transactions, enumerate the types of transactions using the rules of IIIg-j-27
definition and nature of business business documents, recite the rules of debit and credit
transactions, types of source or debit and credit, and apply these to solve simple problems and ABM_FABM11-
business documents, and the simple cases exercises in the analyses of IIIg-j-28
rules of debits and credits business transaction
the accounting cycle of a identify business and nonbusiness describes the nature of Week 7 to 9 ABM_FABM11-
service business transactions, enumerate the types of transactions in a service IVa-d-29
business documents, recite the rules of business
competencies
debit and credit, and apply these in records transactions of a service ABM_FABM11-
simple cases business in the general journal IVa-d -30
posts transactions in the ledger ABM_FABM11-
IVa-d -31
prepares a trial balance ABM_FABM11-
IVa-d -32
Q4 prepares adjusting entries Week 1 to 2 ABM_FABM11-
IVa-d -33
complete the accounting cycle ABM_FABM11-
IVa-d -34
the accounting cycle of a prepare journal entries, post to the describes the nature of Week 3 to 9 ABM_FABM11-
merchandising business to ledger, prepare the trial balance, transactions in a merchandising IVe-j -35
include the following: worksheet, adjusting entries and business
1. Journalizing of transactions complete the accounting cycle of a records transactions of a ABM_FABM11-
using the general and special merchandising business. merchandising business in the IVe-j-36
journals, namely: sales journal, general and special journals
purchase journal, cash receipts posts transactions in the general ABM_FABM11-
journal and cash payments and subsidiary ledgers IVe-j -37
journal prepares a trial balance ABM_FABM11-
2. Posting to the ledger, IVe-j -38
namely: general and prepares adjusting entries ABM_FABM11-
subsidiary ledgers IVe-j -39
3. Preparation of trial balance completes the accounting cycle ABM_FABM11-
4. Adjusting entries to include of a merchandising business IVe-j -40
pre payments, accrual and ABM_FABM11-
prepares the Statement of Cost of
deferral IVe-j -41
Goods Sold and Gross Profit
5. Worksheet preparation, and
6. Completing the accounting
cycle of a merchandising
business
Subject: Fundamentals of Accountancy, Business and Management 2
understanding of…
Q1 account titles under the solve exercises and problems identify the elements of the SFP and Week 1 ABM_FABM12-
assets, liabilities, and capital that require preparation of an SFP describe each of them Ia-b-1
accounts of the Statement of for a single proprietorship with prepare an SFP using the report form ABM_FABM12-
Financial Position, namely, proper classification of accounts as and the account form with proper Ia-b-4
cash, receivables, current and noncurrent using the classification of items as current and
inventories, prepaid report form and the account form noncurrent
expenses, property, plant and
equipment, payables, accrued
expenses, unearned income,
long-term liabilities and capital
that will equip him/her in the
preparation of the SFP using
the report form and account
form
the service income and solve exercises and problems identify the elements of the SCI and Week 2 to 3 ABM_FABM12-
operating expenses of a service that require preparation of SCI describe each of these items for a Ic-d-5
business as well as sales, contra for a service business and a service business and a merchandising
sales, purchases, contra merchandising business business
purchase accounts, cost of prepare an SCI for a service business ABM_FABM12-
goods sold and general using the single-step approach Ic-d-6
administrative and selling prepare an SCI for a merchandising ABM_FABM12-
expenses of a merchandising business using the multistep approach Ic-d-7
business that will equip him/her
in the preparation of the SCI for
both service and
merchandising businesses
understanding of…
the forms of business solve exercises and problems prepare an SCE for a single Week 4 BM_FABM12-Ie-9
organization, that require preparation of an proprietorship
namely, single proprietorship, SCE for a single proprietorship
partnership, and corporation,
and the structure of a SCE of a
single proprietorship that will
equip him/her in the
preparation of the said financial
report
the components and the solve exercises and problems discuss the components and structures Week 5 ABM_FABM12-If-
structure of a CFS that will that require preparation of a CFS of a CFS 10
equip him/her in the prepare a CFS ABM_FABM12-If-
preparation of the said 11
financial report
the methods or tools of solve exercises and problems define the measurement levels, Week 6 to 7 ABM_FABM12-
analysis of financial that require computation and namely, liquidity, solvency, stability, Ig-h-12
statements to include interpretation using horizontal and profitability
horizontal analysis, vertical analysis, vertical analysis, and perform vertical and horizontal analyses ABM_FABM12-
analysis, and financial ratios various financial ratios of financial statements of a Ig-h-13
to test the level of single proprietorship
liquidity, solvency, Using the downloaded sample compute and interpret financial ratios ABM_FABM12-
profitability, and stability of financial statements, he/she such as current ratio, working capital, Ig-h-14
the business performs horizontal and vertical gross profit ratio, net profit ratio,
analysis, computes various financial receivable turnover, inventory turnover,
ratios and interprets the level of debt-to-equity ratio, and the like
liquidity, solvency, stability, and
profitability of
the business
the types of bank share samples of bank identify the types of bank accounts Week 8 to 9 ABM_FABM12-
accounts, basic account forms and documents in normally maintained by a business IIc-5
transactions, and class and discuss their uses and prepare bank deposit and withdrawal ABM_FABM12-
importance slips IIc-7
understanding of…
documents related to bank identify and prepare checks ABM_FABM12-
deposits and withdrawals IIc-8
identify and understand the contents of ABM_FABM12-
a bank statement IIc-9
Q2 a bank reconciliation solve exercises and problems describe the nature of a bank Week 1 to 2 ABM_FABM12-
statement, its nature and involving the following: reconciliation statement IId-10
structure, and reconciling 1. Identification of the proper analyze the effects of the identified ABM_FABM12-
items and methods of treatment of reconciling reconciling items IId-12
preparation items in the bank prepare a bank reconciliation ABM_FABM12-
reconciliation statement statement IId-13
2. preparation of a bank
reconciliation statement
the sound principles of accomplish the BIR (Bureau define income and business taxation Week 3 to 5 ABM_FABM12-
taxation, its purpose, and of Internal Revenue) forms and its principles and processes IIh-j-15
preparation of forms and explain the procedure in the ABM_FABM12-
payment of taxes computation of gross taxable income IIh-j-17
and tax due
explain the principles and purposes of ABM_FABM12-
taxation IIh-j-19
Grade Level: Grade11

Subject: Organization and Management
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration CG Code
First The learners have an The learners shall be able to…
Quarter understanding of… *Explain the meaning, functions, types and theories of
management Week 1
K to 12
CG Code
basic concepts and
ABM_AOM11-
theories of apply management theories & Explain the functions, roles and skills of a manager Week 2
Ia-b-3
management concepts in solving business
cases
*Analyze various forces/elements influencing local and
international business environment using PEST and SWOT
Week 3
strategies
the role of business analyze the various
in environmental forces
the environment, affecting *Analyze the forms and economic roles of business
and the firm and summarize these Week 4
organizations
how the using Political Economic Social
environment and Technological Analysis PEST)
affects the firm and Strengths, Weaknesses, *Differentiate the phases of economic development and its
Opportunities and Threats Week 4
impact to business environment
(SWOT) Analysis frameworks
formulate effective plans for a *Discuss the nature and levels of planning and types of plans Week 5
specific business endeavor
the importance of
planning concepts in *Apply appropriate planning techniques and tools in Week 6
business success business decision-making
*Analyze the nature of organizations and types of

Week 7
organization structures
Second the significance of design an appropriate

Week 8
Quarter organization organization structure for a *Apply organization theories for effective business
structures specific business management
K to 12
CG Code
for effective business
management
* Discuss the concept and nature of staffing Week 9
the process of
recruiting, selecting, conduct and prepare job *Analyze the process of recruiting, selecting and training
and training analysis Week 10
employess
employees
*Examine the functions and importance of compensation,

Weeks
wages and performance evaluation, appraisal, reward system,
11-12
employee relations and movement
how motivation,
leadership, and demonstrate knowledge in *Analyze motivation,leadership, and communication work in an
communication work motivation, leadership, and organization Week 13
in an organization communication by solving
business cases
different controlling
methods and
techniques apply appropriate control *Apply the concept and nature of different control methods and
Week 14
measures for a specific techniques in accounting and marketing
business situation
the different select one’s area of interest Explain the nature and role in the firm of the
functional for future career path following functional areas of management:
areas of
management a. Human Resource Management b.
Marketing Management Week 15 ABM_AOM11-
c. Operations Management d. IIi-39
Financial Management
e. Material and Procurement Management f.
Office Management
K to 12
CG Code
g. Information & Communication Technology
Management
the basic concepts of initiate an appropriate small- *Explain the steps and importance of starting a family
small-family business family business business Week 16

Subject : Principles of Marketing
COMPETENCIES
Quarter 1 The learners demonstrate an The learners shall be able to… plot define and understand marketing Week 1 - 2 ABM_PM11-Ia-
understanding of… the marketing goals and approaches • Principles b-1
marketing principles, goals, and for product or service • Goals
traditional and contemporary • Approaches
approaches to marketing
the value of customer develop a program for customer define “relationship marketing” Week 3-5 ABM_PM11-Ic-
relations and customer service d-5
service
explain the value of customers
ABM_PM11-Ic-
d-6
the importance of conduct marketing research, distinguish between strategic and Week 6-9 ABM_PM11-Ie-
information, the market interpret market buying behavior on marketing i-9
characteristics affecting product or service, and identify the planning in terms of objectives and
consumer behavior, and the product or service target market processes
bases of market analyze the elements of macro- and
segmentation micro-environment and their influence to
marketing planning
ABM_PM11-Ie-
define marketing research, its importance i-10
to a business enterprise and identify the
steps in marketing research
differentiate the buying behavior and

decision making of individual/ household
customer versus the business ABM_PM11-Ie-
(organizational) customer i-11
identify and segment market for a product

or service
select the appropriate target market ABM_PM11-Ie-

segment and its positioning i-13
ABM_PM11-Ie-
i-14
ABM_PM11-Ie-
i-15
Quarter 2 the essence of the new design a new product or service, define a product and differentiates Week 1-3 ABM_PM11-IIa-
product development, pricing, decide types of pricing approach, the product, services, and experiences e-16
placing (distribution), and and choose distribution methods
promoting a product or service and promotion tools that respond to
market trends
identify and describe the factors to

consider when setting prices and new
product pricing and its general pricing ABM_PM11-IIa-
approaches e-17
discuss the structure of distribution

channels, its functions, and the nature of
supply chain management
define and identify relevant promotional

tools, namely, advertising, sales
promotion, personal selling, ABM_PM11-IIa-
public relations, and direct marketing to e-18
create awareness and persuade the
target market to buy the product or
patronize the service
ABM_PM11-IIa-
e-19
the necessity of a marketing create a new product or service explain the relationship between Week 4-6 ABM_PM11-IIf-
plan in business design and pricing, and promotion market analysis, planning, 20
and distribution strategies implementation, and control
analyze the company’s situation, markets,
and environment (the marketing audit
and SWOT analysis)
and proper interpretation of orally defend the mini-marketing integrate the marketing concepts and Week 7-9 ABM_PM11-IIg-
marketing strategies through plan to a group of marketing techniques learned by preparing a j-24
workshop and presentation professionals marketing plan
present a mini-marketing plan, orally

and in writing
ABM_PM11-IIg-
j-25
Subject : Community Engagement, Solidarity, and Citizenship (CSC)
QUARTER CONTENT PERFORMANCE

LEARNING COMPETENCY DURATION
STANDARD STANDARD K to 12 CG Code
The learners The learners shall be 1. explain the importance of
demonstrate an able to… studying community
understanding dynamics and community
of... synthesize the action in relation to applied Week 1 HUMSS_CSC12-IIIa-c-1
integrative experience social sciences and the
the integration of of implementing learners’ future career
social science community-action options
perspective and initiatives applying 2. define using various HUMSS_CSC12-IIa-c-2
community action social sciences’ ideas perspectives, e.g., social
initiatives and methods sciences, institutions, civil Week 2
society, and local/grassroots
level
3. analyze functions of HUMSS_CSC12-IIIa-c-5
communities in terms of
structures, dynamics, and Week 3
1
processes
4. differentiate typologies of HUMSS_CSC12-IIIa-c-6
Week 4
communities
5. recognize the value of HUMSS_CSC12-IIId-
undertaking community g-7
action modalities
6. acknowledge Week 5 HUMSS_CSC12-II-d-g-8

interrelationship of self
and community in
undertaking community
action
7. explain forms of HUMSS_CSC12-IId-g-9
community engagement Week 6
that contribute to
community development
through solidarity
Week 7
8. recognize the importance HUMSS_CSC12-IId-g-10
of solidarity in promoting
national and global
community development
(e.g. poverty alleviation)
9. explain the core values of HUMSS_CSC12-IIIh-j-12;
community action HUMSS_CSC12-IIIh-j-13
initiatives and
a. human rights b. HUMSS_CSC12-IIIh-j-14
Week 1
social equity
c. gender equality d.
participatory
development
10. analyze strategies of HUMSS_CSC12-IIIh-j-15
empowerment and
advocacy of a community
action initiative
11.explain the importance of Week 2 HUMSS_CSC12-IIIh-j-16
commitment and action in
2
participatory
development for
community well-being
12. assess selected HUMSS_CSC12-IId-g-11
community-action initiatives
Week 3
based on its core values and
principles
13. explain the HUMSS_CSC12-IVa-d-17
methodologies and
Week 4
approaches in community
action
14. apply systematic methods HUMSS_CSC12-IVa-d-18
of community action in
understanding
community
15. formulate a community HUMSS_CSC12-IVa-d-19
Week 5
action
16. plan using participatory HUMSS_CSC12-IVa-
Week 6
approaches d-19
17. implement community- HUMSS_CSC12-IV-e-h-20
Week 7
action plan
18. synthesize the insights HUMSS_CSC12-IVe-h-21;
gained in conducting the
community action plan that Week 8 HUMSS_CSC12-Ive-h-22
applied the methods of
social sciences

SUBJECT: Creative Nonfiction
Content Performance
Standards Standards
S1/2 The learner The learner clearly Analyze the theme and techniques used in a particular text
Q1/3 understands the and coherently uses a Create samples of the different literary elements based on HUMSS_CNF11/12-Ib-d-4
literary chosen element one’s experience (e.g. metaphor to describe an emotion)
conventions that conventionally
govern the identified with a
different genres. genre for a written
(e.g., narrative output.
convention of
fiction, etc.)
The learner The learner clearly Analyze factual/nonfictional elements (Plot, Characters,
understands the and coherently uses Characterization, Point of View, Angle, Setting and
delineation multiple elements Atmosphere, Symbols and Symbolisms, Irony, Figures of
between creative conventionally speech, Dialogue, Scene, Other elements and Devices) in the
and the identified with a texts
nonfictional genre for a written Write a draft of a short piece (Fiction, Poetry, Drama, etc.) HUMSS_CNF11/12-Ib-d-5
elements of output. using any of the literary conventions of genre following these
creative pointers:
nonfictional text. 1. Choosing a topic
2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively
developed
Evaluate other’s draft based on:
1. clarity of idea
2. appropriate choice of literary element
3. appropriate use of the element
4. effective combination of the idea and the chosen
literary element
Revise the draft of a short piece using any of the literary HUMSS_CNF11/12-Ib-d-7
conventions of a genre (e.g. plot for narrative piece)
S1/2 The learner The learner Present a commentary/critique on a chosen creative
Q2/4 understands the competently delivers nonfictional text representing a particular type or form
distinction an artistic (Biography/Autobiography, Literary Journalism/Reportage,
between and presentation Personal Narratives, Travelogue, Reflection Essay, True
among creative summarizing and Narratives, Blogs, Testimonies, Other Forms)
nonfiction types analyzing the form,
and forms. theme and
techniques of a
chosen creative
nonfictional text.
The learner The learner writes a Write a mini critique of a peer’s work based on coherence HUMSS_CNF11/12-IId-e-18
understands that clear and coherent and organization of paragraphs, development of literary
mastery of the basic critique and an elements use of factual information, and other qualities
forms, types, interesting and concerning form and content
techniques and engaging creative Write a draft of creative nonfiction piece based on HUMSS_CNF11/12-IIg-j-20
devices of creative nonfiction. memorable real-life experience
nonfiction enables Revise the draft based on desirable qualities of well-written
him/her to creative nonfiction
effectively critique
and write creative
nonfiction.

SUBJECT: Creative Writing
Content Performance
Standards Standards
S1/2 The learners have The learners shall Use imagery, diction, figures of speech, and specific experiences to HUMSS_CW/MP11/12-
Q1/3 an understanding be able to produce evoke meaningful responses from readers Ia-b-4
of imagery, diction, short paragraphs or
figures of speech, vignettes using
and variations on imagery, diction,
language. figures of speech,
and specific
experiences.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MP11/12c-
an understanding be able to produce a specific forms of poetry f-6
of poetry as a short, well- crafted Write a short poem applying the various elements and literary HUMSS_CW/MP11/12c-
genre and how to poem devices exploring innovative techniques f-10
analyze its
elements and
techniques.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIg-i-11
an understanding be able to produce at various modes of fiction
of fiction as a least one striking Write journal entries and other short compositions exploring key HUMSS_CW/MPIg-i-13
genre and are able scene for a short elements of fiction
to analyze its story.
elements and
techniques.
S1/2 The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIj-IIc-15
Q2/4 an understanding be able to compose drama
of drama as a at least one scene Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16
genre and are able for a one-act play Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17
to analyze its that can be staged. Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18
elements and Write at least one scene for one-act play applying the various HUMSS_CW/MPIj-IIc-20
techniques. elements, techniques, and literary devices
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the HUMSS_CW/MPIIc-f-23
an understanding be able to produce a different literary and/or socio-political contexts of creative writing
of the different craft essay on the
orientations of personal creative
creative writing. process
deploying a
consciously
selected
orientation of
creative writing
The learners may Create an online portfolio the outputs produced: poetry, fiction,
choose from any of script, etc. applying ICT skills/any appropriate multimedia forms
the following:
1. Design a group
blog for poetry
and fiction
2. Produce a suite
of poems, a
full/completed
short story, or a
script for a one-
act play,
with the option
of staging
3. Create
hypertext
literature
Subject: Culminating Activity
Quarter Contents Standards Performance Standards Duration
Competencies K to 12 CG Code
The learners demonstrate The learners shall be able to… HUMSS_CA12-Ia-d-1
1. Formulate a plan that will
an understanding of… HUMSS_CA12-Ia-d-2
produce a creative portfolio that demonstrate the key concepts,
Weeks 1
will integrate their learning in principles, and processes of
key concepts, principles,
specialized learning areas under humanities and social sciences
and processes of
humanities and social humanities or social sciences 2. write a concept anchored on HUMSS_CA12-Ia-d-3
sciences Week 2-3
the prepared plan
1 3. generate comments, feedbacks
and observations on the
Week 4 HUMSS_CA12-Ia-d-4
feasibility, appropriateness and
relevance of concept
4. synthesize insights from the
observations, comments, and
Week 5 HUMSS_CA12-Ia-d-5
recommendations of peers
and/or teachers
5. examine the preparedness and
completeness of the output
based on the key concepts, Week 1-2 HUMSS_CA12-Ie-IIf-6
principles and processes of
humanities and social sciences
2
6. showcase their understanding of
the key concepts, principles,
and processes of humanities and Week 3-4 HUMSS_CA12-IIg-7
social sciences through an
exhibition
Subject Title: Disciplines and Ideas in the Applied Social Sciences
QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
The learners demonstrate The learners should be The learners ...
an understanding of… able to…
clarify the relationships
social sciences and explain clearly public and differences between
HUMSS_DIASS
applied social sciences perceptions about the work social sciences and applied
12-Ia-1
of social sciences and social sciences
applied social science
Week 1
practitioners
disciplines of counseling demonstrate a high level
of understanding of the basic identify the goals and scope of HUMSS_DIASS
concepts of counseling counseling 12-Ia-2
1 through a group
HUMSS_DIASS
presentation of a situation
in which practitioners of 12-Ib-5
counseling work together to
assist individuals, groups, or
communities involved in explain the principles of
difficult situations (e.g., counseling
postdisaster, court
hearing about separation of
celebrity couple, cyber
bullying)
professionals and undertake participant 4. discuss roles and HUMSS_DIASS

practitioners in observation (e.g., a day in a functions of counselors 12-Ic-6
counseling life of a counselor) to 5. identify specific work Week 2 HUMSS_DIASS
adequately document and areas in which 12-Ic-7
critique their roles, counselors work
functions, and competencies 6. value rights, HUMSS_DIASS
Week 3
responsibilities, and 12-Ic-9
STANDARD
accountabilities of
counselors
7. distinguish between
ethical and unethical HUMSS_DIASS
behaviors among 12-Ic-10
counselors
clientele and audiences use acceptable research HUMSS_DIASS
in counseling protocols, conduct a survey 12-Id-11
among young adults (i.e.,
ages 18–21) on their
8. describe the clientele of
counseling needs
counseling
present results and
recommendation for class
discussion
settings, processes, using the results of the 9. illustrate the different HUMSS_DIASS
1 methods, and tools in survey conducted, processes and methods Week 4 12-Id-14
counseling critically evaluate whether involved in counseling
the needs of the HUMSS_DIASS
respondents are 12-Id-15
addressed by the
10. distinguish the needs of
practitioners and
individuals, groups,
pertinent institutions
organizations, and
communities
propose suggestions on
how needs can be
effectively addressed
disciplines of social work demonstrate a high level Week 5 HUMSS_DIASS
1. identify the goals and
of understanding of the 12-Ie-16
scope of social work
basic concepts of social
STANDARD
work through a group HUMSS_DIASS
presentation of a situation 12-Ie-18
in which practitioners of
social work collaborate to
2. explain the principles
assist individuals, groups, or
and core values of social
communities involved in
work
difficult situations (e.g.,
post disaster, court hearing
about separation of
bullying)
professionals and undertake participant 3. explain the roles and HUMSS_DIASS

practitioners in social observation (e.g., a day in a functions of social 12-If-19
work life of a social worker) to workers
adequately document and 4. identify specific work HUMSS_DIASS
critique their roles, areas in which social 12-If-20
functions, and competencies workers work
6. value rights, HUMSS_DIASS
responsibilities, and 12-If-22
accountabilities
7. distinguish between
ethical and unethical HUMSS_DIASS
behaviors among 12-If-23
practitioners
clientele and audiences use acceptable research 9. describe the clientele of HUMSS_DIASS
in social work protocols, conduct a social work 12-Ig-24
survey among young HUMSS_DIASS
adults (i.e., ages 18–21) 10. distinguish the needs of 12-Ig-25
Week 6
on their social work needs individuals, groups,
organizations and
communities
STANDARD
present results and
recommendation for class
discussion
1
settings, processes, using the results of the HUMSS_DIASS
methods, and tools in survey conducted, 12-Ig-27
social work critically evaluate whether
the needs of the
respondents are 11. illustrate the different
addressed by the processes and methods
practitioners and involved in undertaking
pertinent institutions social work
propose suggestions on
how needs can be
disciplines of demonstrate a high level 1. identify the goals and HUMSS_DIASS
communication of understanding of the scope of 12-Ih-28
basic concepts of communication
communication through a HUMSS_DIASS
2. explain the principles of
group presentation of a 12-Ih-29
communication
situation in which
practitioners of Week 7 HUMSS_DIASS
communication work 12-Ih-31
together to assist
individuals, groups, or 4. describe the elements
communities involved in and levels of the
difficult situations (e.g., post communication
1 disaster, court hearing processes
about separation of
bullying)
STANDARD
professionals and undertake participant 5. explain the roles and Week 8 HUMSS_DIASS
practitioners in observation (e.g., a day in a functions of 12-Ij-32
communication life of a communicator/ communicators and
journalist) to adequately journalists
document and critique their 6. identify specific work HUMSS_DIASS
roles, functions, and areas in which 12-Ij-33
competencies communicators and
journalists work
7. explain the rights, HUMSS_DIASS
responsibilities, and 12-Ij-35
accountabilities
8. distinguish between HUMSS_DIASS
ethical and unethical 12-Ij-36
behaviors among
practitioners
clientele and audiences use acceptable research 10. describe the clientele HUMSS_DIASS
in communication protocols, conduct a and audience of 12-IIa-37
survey among young communication
adults (i.e., ages 18–21) HUMSS_DIASS
on their social work needs 11. distinguish the needs of Week 9 12-IIa-38
individuals, groups,
present results and organizations, and
recommendation for class communities
discussion
settings, processes, using results of survey 12. illustrate the different HUMSS_DIASS
methods and tools in conducted, critically processes and methods 12-IIa-40
communication evaluate whether the needs involved in undertaking
of the respondents are communication
addressed by the Week 1 HUMSS_DIASS
13. distinguish the
practitioners and pertinent 12-IIa-41
appropriate
institutions
communication media
channel(s) to use in
2
STANDARD
propose suggestions on different settings and
how needs can be situations
functions of applied assess objectively through 1. explain each of the HUMSS_DIASS

social sciences an individual project how functions of applied 12-IIb-d-42
the functions of the applied social sciences
social sciences have been HUMSS_DIASS
fulfilled in any of the 12-IIb-d-43
following:
2. identify situations that
1. case study of a
would require or
counselee Week 2
2. case study on necessitate the
performance of the
integrative social
various functions in local
work
/Philippine settings
3. comparison of the
programming of any
two television
networks
effects of applied social participate in a one-day 3. analyze the effects of HUMSS_DIASS
sciences processes exposure trip to an existing applied social sciences 12-IIe-f-44
development program and processes on individuals,
write a sincere reflection groups, and society
report on the effects of the
processes on the clientele 4. evaluate the effects of HUMSS_DIASS
certain program or Week 3 12-IIe-i-45
projects on knowledge,
attitude, and behavior of
individuals, groups, and
society
submit a portfolio of 5. synthesize the learning HUMSS_DIASS
output from the course from the course and its 12-IIj-46
STANDARD
applications to the
learner

Subject: Disciplines and Ideas in the Social Sciences (DISS)
Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG

Standards Code
First The learners The learners shall be able *Differentiate the nature and functions of Social Science Week 1-2
Quarter demonstrate to… disciplines with the natural sciences and humanities
an understanding
of… *Explain the major events and its contribution that led to Week 3-4
the emergence of the social science disciplines
the emergence of
the connect the disciplines *Analyze the basic concepts and principles of the major
Social Sciences with their historical and social science theories: Week 5
and the social foundations a. Structural-functionalism b.
different Marxism
disciplines c. Symbolic Interactionism
interpret personal and social *Apply the major social science theories and its
key concepts and experiences using relevant importance in examining socio-cultural, economic, and
approaches in the approaches in the Social political conditions. Week 6-7
Social Sciences a. Structural-functionalism b.
Sciences Marxism
evaluate the strengths and c. Symbolic Interactionism
weaknesses of the approach
*Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis b. Week 8-10
Rational Choice c.
Institutionalism
Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Standards Code
d. Feminist Theory
e. Hermeneutical Phenomenology f.
Human-Environment Systems
*Apply the social science ideas and its importance in Week 11-12
examining socio-cultural, economic, and political
conditions.
*Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis b.
Rational Choice c.
Institutionalism d.
Feminist Theory
e. Hermeneutical Phenomenology f.
Human-Environment Systems
Second key concepts in carry out an exploration of *Examine the key concepts and ideas of Filipino thinkers in Week 13
Quarter the Social Sciences personal and social the Social Sciences rooted in Filipino language/s and
rooted in Filipino experiences using experiences:
language/s and indigenous concepts a. 19th Century (Isabelo delos Reyes, Jose Rizal, others )
experiences b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong
Pananaw, others)
*Evaluate the roles and significance of Filipinos’ Week 14
indigenous social ideas to national development
the role of Social illustrate situations and

Science in the real contexts in which Social *Analyze the practical use of Social Sciences in addressing Week 15-16
world Science can be applied social concerns and phenomenon
Subject: Introduction of World Religions and Belief System
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
First The learner The learner prepares *Differentiate the concept, elements and characteristics Week 1
Quarter demonstrates character sketches of a of belief system, world view, religion, and spirituality
understanding of belief person who is spiritual but
system or worldview*, not religious and a person
Religion, Spirituality, who is religious but not
Philosophy of Religion, spiritual.
and Theology.
The learner
demonstrates
understanding of *Analyze the interconnectedness of geography, culture and Week 2
historical and The learner conducts a group religions
geographical contexts activity that demonstrates
of the different the influence of a religion in a
religions. certain culture.
The learner
demonstrates
understanding of
effects of Religions: The learner gathers print or *Analyze the influences of religion to culture and Week 3
positive and negative. web-based articles, photos, society
editorial, etc. showing the
positive or negative effects of
religion.
The learner
demonstrates
understanding of the
elements of Judaism:
*Examine the brief history, core teachings, Week 4
Code
a. Founders: Abraham The learner demonstrates fundamental beliefs, practices, and related issues of
(2000 B.C.) and/or understanding of the Judaism.
Moses (1391-1271 elements of Judaism: The
B.C.) learner identifies a story from
b. Sacred texts: Torah, the Old Testament
Poetry, Prophets, that demonstrates the
Talmud, Mishnah Jewish belief in one God
c. Doctrines: Ten (e.g. Story of Samson).
Commandments, 618
Rules
d. God:
Yahweh/Jehovah
e. Sects: Orthodox,
Conservative, Reform
Liberal
The learner
demonstrates
elements of
Christianity:
a. Founder: Jesus
Christ (c. 7 *Examine the brief history, core teachings, fundamental Week 5
BC30 A.D.) b. The learner interviews a beliefs, practices, and related issues of Christianity.
Sacred texts: Christian parent or couple
Bible (Old on why they are Christians
Testament and and what beliefs and
New Testament) practices they adhere to.
c. Doctrines:
Trinity, Virgin
Code
Birth, Deity of
Christ,
Resurrection,
Last Judgment
d: God: Trinity
(Father, Son and
Holy
Spirit) e. Sects:
Roman Catholic,
Greek/Eastern
Orthodox,
Protestantism,
etc. f. Issues:
Ecumenism,
Sexuality
issues (e.g.,
contraception,
homosexuality,
ordination of
women
The learner
demonstrates
elements of Islam:
*Examine the brief history, core teachings, fundamental
beliefs, practices, and related issues of Islam
a. Founder: Prophet
Muhammad (570-632
A.D.) b. Sacred texts:
Week 6
Code
Qur’an, Hadith c. The learner conducts a

Doctrines: Five Pillars of panel
Islam (Shahadah- discussion on Muslim beliefs
declaring there is no and practices (when possible
other god but Allah and inviting a Muslim).
Muhammad is His
messenger, Salat-ritual
prayer five times a
day, Sawm-fasting
during Ramadan, Zakat-
alms giving to the poor,
and Hajjpilgrimage to
Mecca at least once in a
lifetime) d. God: Allah e. Week 7
Practitioners: Sunni, *Compare and contrast the uniqueness and similarities of
Shi’ite, Sufi f. Issues: Judaism, Christianity and Islam
Gender Inequality,
Militant Islam,
Migration
The learner
demonstrates
elements of Hinduism:
a. Founders: Aryans
(1500 B.C.) b. Sacred
texts: Vedas,
Upanishads and The learner simulates a *Analyze the brief history, core teachings, fundamental
Bhagavad-Gita c. particular yoga and writes a beliefs, practices, and related issues of Hinduism. Week 8
Doctrines: Dharma- reflection paper on her
insights
Code
duty, Kamapleasure,
Artha-wealth,
Mokshaliberation,
Brahman, Atman, the
Identification of
Brahman and Atman,
the Four Yogas (Yoga of
Knowledge, Yoga of
Work, Yoga of Devotion
or Love, and Yoga of
Psychological Exercises)
d. Gods: 33 million gods
and goddesses e. Issues:
Gender Inequality,
Caste System, Poverty
The learner
demonstrates *Analyze the brief history, core teachings, fundamental
understanding of the beliefs, practices, and related issues of Theravada
elements of Theravada Buddhism
Buddhism:
a. Founder: Siddhartha The learner evaluates the

Gautama (563-483 Eightfold Path in terms of Week 9
B.C.) b. Sacred texts: how it achieves the Middle
Tripitaka c. Doctrines: Way
Four Noble Truths,
Code
Eight-fold Path, Law of

Dependent Origination
and The
Impermanence of
Things d. God: non-
theistic e. Issue:
Territory conflict in
Mainland Southeast
Asia
Week 10
The learner The learner draws the insight
demonstrates from the acts of generosity of
understanding of the Tzu Chi Foundation that
elements of Mahayana reflect the core teaching of
Buddhism: Mahayana
*Analyze the brief history, core teachings, fundamental
a. Founder: Siddhartha beliefs, practices, and related issues of Mahayana
Gautama (563-483 Buddhism Week 11
B.C.) b. Sacred texts:
Sutras c. Doctrines: Four
Noble Truths, Eight-fold
Path, The Six Perfections
to become a Bodhisattva
(generosity, morality,
patience, *Explain the uniqueness and similarities of Mahayana and
perseverance, Theravada Buddhism
meditation, and insight)
d. God: non- theistic e.
Issues: Tibet invasion,
Engaged
Code
activism f. Universality
and growth of sects:
Development of
Buddhism to Zen
(Chan) Buddhism as
the fruit of its
encounter with
Taoism.
The learner The learner presents a

demonstrates character sketch of a person
understanding of the who personifies the Week 12
elements of Confucian virtues.
Confucianism:
a. Founder: Confucius
(551-479 B.C.)
b. Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien, Human *Analyze the brief history, core teachings, fundamental
nature as originally good beliefs, practices, and related issues of Confucianism
(Mencius) or evil (Hsun
Tze), Rectification of
Names, The Moral Way
consisting of five cardinal
virtues, Filial Piety, and
Ancestor Worship d.
God: Heaven e. Issues:
Gender inequality,
Authoritarianism
Code
The learner The learner identifies the

demonstrates things she can do without by
understanding of the making an inventory of
elements of Taoism: a. personal belongings (e.g. Week 13
Founder: Lao Tzu (604 things in the bedroom) and
B.C. - ?) b. Sacred writes a reflection on Taoism
texts: Tao Te Ching, based on the result of the
Book of Chuang Tze c. inventory.
*Analyze the brief history, core teachings, fundamental
Doctrines: Wu-Wei, Law
beliefs, practices, and related issues of Taoism
of Reversion, Following
nature d. Tao as the
Origin of all Beings,
unnameable and eternal
e. Issues: Inaction,
Superstitious practices,
Environmentalism
The learner The learner interprets the *Examine the brief history, core teachings, fundamental
demonstrates Kojiki creation story beliefs, practices, and related issues of Shintoism Week 14
understanding of the creatively.
elements of Shintoism:
a. Founders: Prehistoric
Animists of Japan b.
Sacred texts: Kojiki and
Nihongi c. Doctrines:
belief in kami, divinity of
emperors d. Gods: kami
(animist and nature
spirits) e. Issues: Shrine
visits of *Explain the uniqueness and similarities of Confucianism,
Taoism and Shintoism Week 15
Code
Japanese prime
minister

Subject: Malikhaing Pagsulat
Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
K to 12 CG Code
1st Quarter Nauunawaan ng Ang mag - aaral ay Natutukoy ang pagkakaiba ng makathaing Week 1- HUMSS_CW/MP11/12-
mag aaral ang makakasulat ng pagsulat sa iba pang anyo ng pagsulat 2 Iab-1
pagbuo ng imahe, maiikling talata o
diksyon, mga tayutay mga vignette na
Naiuugnay ang mga ideya mula sa mga Week 1- HUMSS_CW/MP11/12-
at pag-iiba- iba gumagamit ng
karanasan* 2 Iab-2
(variations) ng wika diksyon,pagbuo ng
imahe, mga tayutay
Nagagamit ang wika upang mag-udyok ng Week 1- HUMSS_CW/MP11/12-
at mga espesipikong
mga emosyunal at intelektwal na tugon 2 Iab-3
karanasan
mula sa mambabasa
Nagagamit ang pagbuo ng imahe, diksyon, Week 1-2 HUMSS_CW/MP11/12-Iab-
mga tayutay, at mga tiyak na karanasan 4
Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, mga Week 3- HUMSS_CW/MP11/12c-f6
mag aaral ang tula makasusulat ng teknik, at kagamitang pampanitikan sa 6
bilang isang anyo at maikli at masining panulaan*
nasusuri ang mga na tula Natutukoy ang mga tiyak na anyo at Week 3- HUMSS_CW/MP11/12c-f6
elemento/sangkap at kumbensyon sa panulaan* 6
teknik nito Nakagagamit ng piling mga elemento sa Week 3- HUMSS_CW/MP11/12c-f8
panulaan sa maikling pagsasanay sa 6
pagsulat
Nakatutuklas ng mga makabagong teknik sa Week 3- HUMSS_CW/MP11/12c-f9
pagsulat ng tula 6
Nakasusulat ng tula gamit ng iba’t ibang Week 3- HUMSS_CW/MP11/12c-
elemento, teknik, at literary devices 6 f10
Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 7- HUMSS_CW/MPIg-i-11
makasusulat ng at literary devices maikling kuwento 8
isang tampok na (piksyon)
Nauunawaan ng mag
eksena/tagpo para Natutukoy ang iba’t ibang istilo ng Week 7- HUMSS_CW/MPIg-i-12
aaral ang maikling
sa isang maikling pagkakabuo ng maikling kuwento (piksyon) 8
kuwento bilang isang
kuwento Nakasusulat ng dyornal at ilang maikling Week 7- HUMSS_CW/MPIg-i-13
anyo at nasusuri ang
pagsasanay na gumagamit ng mga pangunahing 8
mga
elemento ng maikling kuwento (piksyon)*
elemento/sangkap at
teknik nito
Nakasusulat ng isang maikling tagpo gamit Week 7- HUMSS_CW/MPIg-i-1
ang iba’t ibang elemento, teknik at literary 8
devices*
2nd Quarter Nauunawaan ng mag Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 1- HUMSS_CW/MPIj-IIc-15
aaral ang dula bilang makabubuo ng isang at literary devices ng isang dula 3
isang anyo at tagpo/eksena para sa Nauunawaan ang intertekstwalidad bilang Week 1- HUMSS_CW/MPIj-IIc-16
nasusuri ang mga isang iisahing- isang teknik ng dula 3
elemento/sangkap yugtong dula na Nakabubuo ng tauhan, tagpuan, banghay ng Week 1- HUMSS_CW/MPIj-IIc-17
nito maisasatanghalan iisahing- yugtong dula 3
Nagagamit ang iba’t ibang paraan ng Week 1- HUMSS_CW/MPIjc-18
pagtatanghal batay sa inaasahang 3
kalalabasan ng binuong iskrip
Nakasusulat ng maikling pagsasanay gamit Week 1- HUMSS_CW/MPIj-IIc-19
ang tauhan, diyalogo, banghay, at iba pang 3
elemento ng dula
Nakasusulat ng isang tagpo para sa iisahing- Week 1- HUMSS_CW/MPIj-IIc-20
yugtong dula gamit ang iba’t ibang 3
elemento, teknik, at literary devices
Nauunawaan ng Ang mag - aaral ay Nasusuri ang malikhaing akda sa Week 4- HUMSS_CW/MPIIc-f-21
mag aaral ang iba’t makabubuo ng craft kontekstong pampanitikan at 5
ibang oryentasyon essay ukol sa sosyopolitikal*
ng malikhaing personal at Naipapamalas ang kamalayan at Week 4- HUMSS_CW/MPIIc-f-22
pagsulat malikhaing proseso sensitibidad sa iba’t ibang oryentasyon ng 5
na malay na malikhaing pagsulat
gumagamit ng Nakasusulat ng isang sanaysay Week 4- HUMSS_CW/MPIIc-f-23
piniling 5
oryentasyon sa Nakabubuo ng blog na pangkatan para sa Week 6- HUMSS_CW/MPIIg-j-24
malikhaing tula at/o maikling kuwento (piksyon) gamit 8
pagsulat ang kasanayang pang- ICT at iba pang angkop
na anyong multimedia.
Natutukoy ang iba’t ibang paraan ng Week 6- HUMSS_CW/MPIIg-j-25
publishing media para sa paglalathala ng 8
manuskripto
Natutukoy ang mga posibilidad ng mga Week 6- HUMSS_CW/MPIIg-j-26
intertekstwal na anyo 8
Nakasusulat ng antololohiya/koleksyon ng Week 6- HUMSS_CW/MPIIg-j-27
mga tula, isang maikling kuwento, o iskrip 8
para sa iisahing- yugtong dula

Subject: Philippine Politics and Governance
Quarter Contents Standards Performance Most Essential Learning Duration K to 12 CG

Standards Competencies Code
First Quarter Demonstrate an understanding of Clearly identify *Explain the concept, relationship and Week 1
politics and political science, a specific importance of politics, governance
governance, political ideologies, political and government
power, states, nations, and phenomenon
globalization and how it can
be studied Differentiate the political ideologies Week 2-3 HUMSS_PG12-
Ib-c-7
*Analyze the nature, Week 4

dimensions/types, and consequences of
power
*Analyze the relationship among Week 5-6
nations and states in the context of
globalization
Demonstrate an understanding of the Explain the roles *Analyze the evolution of Philippine Week 7-8
historical background of Philippine of different politics and governance
democratic politics, the executive, the political
legislative, the judiciary, and institutions *Analyze the roles and powers of the Week 9
decentralization and local governance executive branch of the government
*Differentiate the roles and Week 10
responsibilities of the Philippine
Senate and the House of
Representatives
Second Quarter *Analyze the roles and responsibilities Week 11

of the Philippine Judiciary
Explain the roles and functions of Week 12 HUMSS_PG12-
Local Government Unit (LGU) IIa-b-2
Demonstrate an understanding of Analyze the Analyze the nature of elections and Week 13 HUMSS_PG12-
elections and political and civil society interactions political parties in the Philippines IIc-d-9
and social movements between state
and society *Explain the concept, role, and Week 14
contributions of civil society societies
and social movements to Philippine
democracy
Demonstrate an understanding of Propose a *Explain the importance of active Week 15

citizenship project on citizenship
political
engagement *Explain issues and programs related Week 16
and youth to political engagement and youth
empowerment empowerment
Subject : Trends, Networks, and Critical Thinking in the 21st Century
Quarter Contents Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
QUARTER The learner The learner will be able to derive an 1. Differentiate a trend from a fad Weeks 1-2 HUMSS_MCT12-Ia-b-3
1 understands idea from instances and present 2. Explain the process on how to spot a HUMSS_MCT12-Ia-b-2
the emergence this idea through a 100-word essay, trend
of trends and artwork, and other graphic 3. Point out the elements that make up a HUMSS_MCT12-Ia-b-4
patterns. representations. trend
4. Describe the different characteristics of a HUMSS_MCT12-Ia-b-5
trend
5. Identify parts of a whole. HUMSS_MCT12-Ia-b-6
6. Identify and explain an emerging pattern HUMSS_MCT12-Ia-b-7
HUMSS_MCT12-Ia-b-8
7. Identify causes and consequences
The learner The learner draws a color-coded 1. Explain strategic analysis and intuitive HUMSS_MCT12-Ic-e-2
understands map of the networks of power thinking • HUMSS_MCT12-
strategic relations (political, economic, • Define strategic analysis and Ic-e-1
analysis and cultural, and kinship ties) within a intuitive thinking Week 3 • HUMSS_MCT12-
intuitive particular community. • Differentiate key components in Ic-e-5
thinking. strategic analysis and intuitive
thinking
2. Apply strategic analysis HUMSS_MCT12-Ic-e-3
3. Apply intuitive thinking in solving a HUMSS_MCT12-Ic-e-4;
problem in the community using a map of HUMSS_MCT12-Ic-e-6
social networks
The learner The learner locates on a map the 1. Explain the concrete effects of HUMSS_MCT12-If-g-2
understands different geographical origins of the globalization and to one’s daily life Week 4
the various components/elements of 2. Explain the need for collaboration and HUMSS_MCT12-If-g-4
components, an cooperation to achieve interconnectedness of
operations, industrial/technological/agricultural people and nations
effects, and product and writes a reflection 3. Discuss the different contributions of the HUMSS_MCT12-If-g-5
networks of parts to a whole and the important role of Week 5
globalization essay on the insights gathered from creative imagination in putting together
in his/her the exercise. the various parts of a whole
daily life. 4. Illustrate the origin of the different HUMSS_MCT12-If-g-7
The learner locates on a map the components of a gadget, business
workplaces of the OFWs in their enterprise,
community and writes a reflection
industrial/technological/agricultural
paper on the effects of labor
migration to their community. product, etc. through a mind map and
reflection essay
The learner The learner 1. Explain the effects of consumption and HUMSS_MCT12-Ih-i-2
understands production patterns on climate change
the 1) analyzes how production and 2. Discuss personal contributions that can HUMSS_MCT12-Ih-i-3
consequences consumption habits contribute to the actually solve the problem of climate Week 6
of personal and problem of climate change and change
local action to explain why. HUMSS_MCT12-Ih-i-4
global and
planetary 2) writes a resolution that you can 3. Make a stand on how the consequences of
climate change. share with your friends about how one’s action affect the lives of others and
you can personally contribute the environment
towards solving the problem of
climate change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects you
QUARTER The learner using any form of oral presentation, 1. Identify democratic practices HUMSS_MCT12-IIa-c-1
2 understands the learner explains creatively the 2. Explain the importance of participation in Week 1 HUMSS_MCT12-IIa-c-4
the meaning ill effects of undemocratic practices democracy
and related to factors such as gender 3. Differentiate participatory from HUMSS_MCT12-IIa-c-5
dimensions of biases, poverty, political representative democracy
democracy. marginalization, racial inequality, 4. Assess democratic interventions HUMSS_MCT12-IIa-c-6
cultural domination, crisis of prevailing in political and social
representation and politics of institutions Week 2
recognition. 5. Formulate a viable alternative to HUMSS_MCT12-IIa-c-7
undemocratic practices
The learner The learner organizes and mobilizes 1. Identify the dimensions of technology HUMSS_MCT12-IId-f-1
understands an event that deals with a that are enabling and inhibiting Week 3
how ICT significant global issue, using ICT. 2. Discuss the benefits of technology HUMSS_MCT12-IId-f-2
enslaves, 3. Explain the weakest link in a system using HUMSS_MCT12-IId-f-4
emancipates, strategic and intuitive thinking
and empowers 4. Explain how information communication HUMSS_MCT12-IId-f-5
individuals. technology can facilitate social
relationships and political movements Week 4
(occupy movements)
5. Propose a creative intervention to HUMSS_MCT12-IId-f-6
improve human life using ICT
1. Differentiate connections from HUMSS_MCT12-IIg-i-1
The learner The learner creates a social map relationship, and networks Week 5
understands that traces the various roles that 2. Illustrate how the brain or neural network HUMSS_MCT12-IIg-i-2
the students play in the community works
parallelism (family members, community 3. Compare the neural networks with social HUMSS_MCT12-IIg-i-3
between leader, etc.) and rank the networks Week 6
neural and significance of the roles played 4. Establish linkage between self and the HUMSS_MCT12-IIg-i-4
social within the community. social network one belongs to
networks. 5. Demonstrate how thinking processes are HUMSS_MCT12-IIg-i-5
shaped by social relationships
Week 7
6. Identify the significant social roles HUMSS_MCT12-IIg-i-6
students play within the community by
creating a social map of their relationships
Culminating Activity or Exam – 1 week

On the basis of the different outputs per quarter, propose the kind of future you want, explain why you
want that future, and illustrate how will you get there
Subject: Basic Calculus
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
Quarter 3 the basic concepts formulate and solve illustrate the limit of a function using a table of values and the Week 1 STEM_BC11LC-
of limit and accurately real-life graph of the function IIIa-1
continuity of a problems involving distinguish between limx→c f ( x ) and f(c) STEM_BC11LC-
function continuity of IIIa-2
functions illustrate the limit laws STEM_BC11LC-
IIIa-3
apply the limit laws in evaluating the limit of algebraic functions STEM_BC11LC-
(polynomial, rational, and radical IIIa-4
compute the limits of exponential, logarithmic, and trigonometric STEM_BC11LC-
functions using tables of values and graphs of the functions Week 2 IIIb-1
STEM_BC11LC-
illustrate limits involving the expressions and IIIb-2
using tables of values
illustrate continuity of a function at a number Week 3 STEM_BC11LC-
IIIc-1
determine whether a function is continuous at a number or not STEM_BC11LC-
IIIc-2
illustrate continuity of a function on an interval STEM_BC11LC-
IIIc-3
solves problems involving continuity of a function STEM_BC11LC-
IIId-3
basic concepts of formulate and solve illustrate the tangent line to the graph of a function at a given point Week 4 STEM_BC11D-
derivatives accurately situational IIIe-1
problems involving applies the definition of the derivative of a function at a given number STEM_BC11D-
extreme values IIIe-2
relate the derivative of a function to the slope of the tangent line STEM_BC11D-
IIIe-3
determine the relationship between differentiability and continuity of a STEM_BC11D -
Week 5
function IIIf-1
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
apply the differentiation rules in computing the derivative of an algebraic, STEM_BC11D-IIIf-
exponential, logarithmic, trigonometric functions and inverse trigonometric 3
functions
illustrate the Extreme Value Theorem Week 6
solve optimization problems that yield polynomial functions
formulate and solve illustrate the Chain Rule of differentiation STEM_BC11D-
accurately situational IIIh-2
solve problems using the Chain Rule Week 7 to STEM_BC11D-
problems involving 8 IIIh-i-1
related rates illustrate implicit differentiation STEM_BC11D-IIIi-
2
solve problems (including logarithmic, and inverse trigonometric STEM_BC11D-
functions) using implicit differentiation Week 9 IIIi-j-1
solve situational problems involving related rates STEM_BC11D-IIIj-
2
Quarter 4 antiderivatives and formulate and solve illustrate an antiderivative of a function Week 1 to STEM_BC11I-IVa-
Riemann integral accurately situational 3 1
problems involving compute the general antiderivative of polynomial, radical, STEM_BC11I-IVa-
population models exponential, and trigonometric functions b-1
compute the antiderivative of a function using substitution rule
solve problems involving antidifferentiation Week 4
solve situational problems involving exponential growth and decay Week 5 to
formulate and solve illustrate the definite integral as the limit of the Riemann sums 6
accurately real-life illustrate the Fundamental Theorem of Calculus STEM_BC11I-IVh-
problems involving areas 1
of plane regions compute the definite integral of a function using the Fundamental Week 7 STEM_BC11I-IVh-
Theorem of Calculus 2
compute the definite integral of a function using the substitution rule STEM_BC11I-IVi-
2
compute the area of a plane region using the definite integral Week 8 STEM_BC11I-IVi-
j-1
solve problems involving areas of plane regions Week 9 STEM_BC11I-IVj-
2
629

Subject: Biology I
Quarter Content Performance

Standard Standard Most Essential Learning Competencies Duration
The learners The learners K to 12 CG Code

demonstrate should be able
understanding to...
of...
1st 1. Cell Theory 1. construct a 3D Explain the postulates of the cell theory Week 1 STEM_BIO11/12-Ia-c-1
Quarter 2. Cell Structure model of a Describe the structure and function of major and STEM_BIO11/12-Ia-c-2
Week 1
and Functions plant/animal/ subcellular organelles
3. Prokaryotic vs bacterial cell using Distinguish prokaryotic and eukaryotic cells STEM_BIO11/12-Ia-c-3
Week 2
Eukaryotic Cells recyclable materials according to their distinguishing features
4. Cell Types Classify different cell types (of plant/animal STEM_BIO11/12-Ia-c-4
5. Cell Week 2
tissues) and specify the functions of each
Modifications Describe some cell modifications that lead to STEM_BIO11/12-Ia-c-5
adaptation to carry out specialized functions (e.g., Week 3
microvilli, root hair)
6. Cell Cycle Characterize the phases of the cell cycle and their STEM_BIO11/12-Id-f-6
Week3
a. Mitosis b. control points
Meiosis Describe the stages of mitosis/meiosis given 2n=6 STEM_BIO11/12-Id-f-7
A review of this competency could be done since it
has been taught in Grade 8 (S8LT-IVd-16 Week 4
Compare mitosis and meiosis, and their role in the
cell-division cycle)
Explain the significance or applications of mitosis/ STEM_BIO11/12-Id-f-9
Week 4
meiosis
Identify disorders and diseases that result from STEM_BIO11/12-Id-f-10
Week 5
the malfunction of the cell during the cell cycle
7. Transport 2. construct a cell Describe the structural components of the cell STEM_BIO11/12-Ig-h-11
Week 5
Mechanisms membrane model membrane
a. Simple from indigenous Relate the structure and composition of the cell STEM_BIO11/12-Ig-h-12
Week 5
Diffusion membrane to its function

understanding to...
of...
b. Facilitated or recyclable
Transport materials
c. Active
Transport
d.
Bulk/Vesicular
Transport
Explain transport mechanisms in cells (diffusion STEM_BIO11/12-Ig-h-13
osmosis, Week 6
facilitated transport, active transport)
Differentiate exocytosis and endocytosis Week 6 STEM_BIO11/12-Ig-h-14
Structures and Describe the components of an enzyme Week 7 STEM_BIO11/12-Ii-j-17
Functions of Explain oxidation/reduction reactions Week 7 STEM_BIO11/12-Ii-j-18
Biological STEM_BIO11/12-Ii-j-19
Determine how factors such as pH, temperature,
Molecules Week 7
- Enzymes and substrate affect enzyme activity
2nd 1. ATP- ADP Cycle Prepare simple Explain coupled reaction processes and describe the STEM_BIO11/12-IIa-j-1
Week 1
Quarter 2. Photosynthesis fermentation role of ATP in energy coupling and transfer
3. Respiration setup using Explain the importance of chlorophyll and other STEM_BIO11/12-IIa-j-3
Week 1
prepare common fruits to pigments
produce wine or Describe the patterns of electron flow through STEM_BIO11/12-IIa-j-4
vinegar via light Week 2
microorganisms reaction events
Describe the significant events of the Calvin cycle Week 2 STEM_BIO11/12-IIa-j-5
Differentiate aerobic from anaerobic respiration Week 3 STEM_BIO11/12-IIa-j-6
Explain the major features and sequence the STEM_BIO11/12-IIa-j-7
Week 3
chemical events of cellular respiration

understanding to...
of...
Distinguish major features of glycolysis, Krebs STEM_BIO11/12-IIa-j-8
cycle, Week 4
electron transport system, and chemiosmosis
Describe reactions that produce and consume ATP Week 4 STEM_BIO11/12-IIa-j-9
Describe the role of oxygen in respiration and STEM_BIO11/12-IIa-j-10
describe pathways of electron flow in the absence of Week 4
oxygen
Explain the advantages and disadvantages of STEM_BIO11/12-IIa-j-12
Week 5
fermentation and aerobic respiration

Subject: Biology II


understanding to...
of...
3rd Recombinant Make a research Outline the processes involved in genetic STEM_BIO11/12-IIIa-b-6
Week 1
DNA paper/case engineering
study/poster on STEM_BIO11/12-IIIa-b-7
Discuss the applications of recombinant DNA Week 1
genetic diseases
Relevance, Make a diagram Describe general features of the history of life on STEM_BIO11/12-IIIc-g-8
Mechanisms, (e.g., pictogram, Earth, including generally accepted dates and Week 2
Evidence/Bases, poster) showing sequence of the geologic time scale and

understanding to...
of...
and Theories of the evolution of a characteristics of major groups of organisms present
Evolution domesticated crop during these time periods
Explain the mechanisms that produce change in STEM_BIO11/12-IIIc-g-9
populations from generation to generation (e.g.,
Week 2
artificial selection, natural selection, genetic drift,
mutation, recombination)
Show patterns of descent with modification from STEM_BIO11/12-IIIc-g-10
common ancestors to produce the organismal Week 3
diversity observed today
Trace the development of evolutionary thought Week 3 STEM_BIO11/12-IIIc-g-11
Explain evidences of evolution (e.g., biogeography, STEM_BIO11/12-IIIc-g-12
fossil record, DNA/protein sequences, homology, Week 4
and embryology)
Infer evolutionary relationships among organisms STEM_BIO11/12-IIIc-g-13
Week 4
using the evidence of evolution
Basic Taxonomic Differentiate the Explain how the structural and developmental STEM_BIO11/12IIIhj-14
Concepts and 3-Domain characteristics and relatedness of DNA sequences are
Week 5
Principles, Scheme from the used in classifying living things
Description, 5-Kingdom
Nomenclature, Scheme of Identify the unique/ distinctive characteristics of a STEM_BIO11/12IIIhj-15
Week 5-6
Identification, classification of specific taxon relative to other taxa
and living things Describe species diversity and cladistics, including STEM_BIO11/12IIIhj-16
Classification the types of evidence and procedures that can be Week 6
used to establish evolutionary relationships
4th Plant and Develop a Compare and contrast the following processes in STEM_BIO11/12-IVa-h-1
Animal Organ presentation (e.g. plants and animals: reproduction, development,
Week 1-4
Systems and role-playing, nutrition, gas exchange, transport/ circulation,
their Functions dramatization regulation of body fluids, chemical and nervous

understanding to...
of...
and other forms of control, immune systems, and sensory and motor
multimedia) to mechanisms
Feedback show how an STEM_BIO11/12-IVi-j-2
Mechanisms organism
maintains Explain how some organisms maintain steady
homeostasis internal
through the conditions (e.g., temperature regulation, osmotic Week 5-6
interaction of the balance and glucose levels) that possess various
various organ structures and processes
systems in the
body
GRADE LEVEL: GRADE 11

SUBJECT: GENERAL CHEMISTRY I

Most Essential Learning Competencies Duration K to 12 CG code
understanding of...
1st the properties of matter Design using multimedia, Use properties of matter to identify substances Week 1 STEM_GC11MPIa-b-5
and its various forms demonstrations, or and to separate them
models, a representation Recognize the formulas of common chemical Week 1 STEM_GC11MPIa-b-9
or simulation of any of the substances
following:
A. Atomic structure Compare consumer products on the basis of Week 1 STEM_GC11MPIa-b-11
B. Gas behavior their components for use, safety, quality and
C. Mass relationships cost
D. Reactions
Describe various simple separation techniques Week 1 STEM_GC11MPIa-b-12
such as distillation, chromatography
1.atomic structure Recognize common isotopes and their uses. Week 2 STEM_GC11AMIc-e-19
2. formulas and names
of compounds Represent compounds using chemical formulas, Week 2 STEM_GC11AMIc-e-21
structural formulas and models
Name compounds given their formula and write STEM_GC11AMIc-e-23

formula given the name of the compound Week 2
the relationship of
Calculate the empirical formula from the percent
percent composition
composition of a compound Week 2
and chemical formula STEM_GC11PCIf-32
Calculate molecular formula given molar mass STEM_GC11PCIf-33

Week 3
the use of chemical Week 3 STEM_GC11CRIf-g-37
formulas to represent Write and balanced chemical equations
chemical reactions
the quantitative Construct mole or mass ratios for a reaction in Week 3
relationship of reactants order to calculate the amount of reactant needed
and products in a or amount of product formed in terms of moles or
chemical reaction mass STEM_GC11MRIg-h-38
Calculate percent yield and theoretical yield of Week 3 STEM_GC11MRIg-h-39

the reaction
Explain the concept of limiting reagent in a Week 4 STEM_GC11MRIg-h-40

chemical reaction; identify the excess reagent(s)
(LAB) Determine mass relationship in a chemical Week 5 STEM_GC11MRIg-h-42

reaction
the mathematical Define pressure and give the common units of Week 5 STEM_GC11G-Ihi-43
relationship between pressure
pressure, volume, and
temperature of a gas Use the gas laws to determine pressure, volume, Week 5 STEM_GC11G-Ihi-45
or temperature of a gas under certain conditions of
change
Use the ideal gas equation to calculate pressure, Week 5 STEM_GC11G-Ihi-46
volume, Temperature, or number of moles of a gas
the partial pressures of Use Dalton’s law of partial pressures to relate Week 5 STEM_GC11DLIi-47
gases in a mixture mole fraction and partial pressure of gases in a
mixture
quantitative Apply the principles of stoichiometry to Week 6 STEM_GC11GSIi-j-48

relationships of reactants determine the amounts (volume, number of
and products in a moles, or mass) of gaseous reactants and
gaseous reaction products
the behavior and Week 6 STEM_GC11KMTIj-50

properties of gases at Relate the rate of gas effusion with molar mass
the molecular level
2nd the quantum Illustrate the reactions at Use quantum numbers to describe an electron in Week 6 STEM_GC11ESIIa-b-54
mechanical description the molecular level in any an atom
of the atom and its of the following: Determine the magnetic property of the atom Week 6 STEM_GC11ESIIa-b-57
electronic structure based on its electronic configuration
1. enzyme action Draw an orbital diagram to represent the Week 6 STEM_GC11ESIIa-b-58
2. protein denaturation electronic configuration of atoms
1.ionic bond formation 3. separation of Week 7 STEM_GC11CBIId-g-70
in terms of atomic components in coconut Draw the Lewis structure of ions
properties milk
1. covalent bond Apply the octet rule in the formation of Week 7 STEM_GC11CBIId-g-76
formation in terms of molecular covalent compounds
atomic properties
2. the properties of Write the formula of molecular compounds Week 7 STEM_GC11CBIId-g-77
molecular covalent formed by the nonmetallic elements of the
compounds in relation representative block
to their structure Draw Lewis structure of molecular covalent Week 7 STEM_GC11CBIId-g-78
compounds
Week 7 STEM_GC11CBIId-g-81
Describe the geometry of simple compounds
Week 8 STEM_GC11CBIId-g-82
Determine the polarity of simple molecules
the properties of Week 8 STEM_GC11OCIIg-j-87
Describe the different functional groups
organic compounds and
polymers in terms of their Week 8 STEM_GC11OCIIg-j-89
Describe structural isomerism; give examples
structure
Describe some simple reactions of organic Week 8 STEM_GC11OCIIg-j-90
compounds: combustion of organic fuels,
addition, condensation, and saponification of
fats
Describe the formation and structure of Week 8 STEM_GC11OCIIg-j-91

polymers
Explain the properties of some polymers in Week 8 STEM_GC11OCIIg-j-93

terms of their structure
Describe the structure of proteins, nucleic acids, Week 8 STEM_GC11OCIIg-j-95
lipids, and carbohydrates, and relate them to
their function
Week 8 STEM_GC11OCIIg-j-97
Describe the preparation of selected organic
compounds
GRADE LEVEL: GRADE 11
SUBJECT: GENERAL CHEMISTRY 2

understanding of...
1st 1. the properties of Design a simple Use the kinetic molecular model to explain Week 1 STEM_GC11IMFIIIa-c-99
liquids and solids to investigation to properties of liquids and solids
the nature of forces determine the effect on Describe and differentiate the types of Week 1 STEM_GC11IMFIIIa-c-100
between particles boiling point or freezing intermolecular forces
2. phase changes in point when a solid is Describe the following properties of liquids, and Week 1 STEM_GC11IMFIIIa-c-102
terms of the dissolved in water explain the effect of intermolecular forces on these
accompanying properties: surface tension, viscosity, vapor pressure,
changes in energy boiling point, and molar heat of vaporization
and forces between
particles Explain the properties of water with its molecular Week 1 STEM_GC11IMFIIIa-c-103
structure and intermolecular forces
Describe the difference in structure of crystalline Week 1 STEM_GC11IMFIIIa-c-104
and amorphous solids
Interpret the phase diagram of water and carbon Week 2 STEM_GC11IMFIIIa-c-107
dioxide
Determine and explain the heating and cooling Week 2 STEM_GC11IMFIIIa-c-109
curve of a substance
properties of Use different ways of expressing concentration of Week 2 STEM_GC11PPIIId-f-111
solutions, solubility, solutions: percent by mass, mole fraction, molarity,
and the molality, percent by volume, percent by mass, ppm
stoichiometry of
reactions in solutions Perform stoichiometric calculations for reactions Week 2 STEM_GC11PPIIId-f-112
in solution
Describe the effect of concentration on the Week 2 STEM_GC11PPIIId-f-115
colligative properties of solutions
Differentiate the colligative properties of Week 3 STEM_GC11PPIIId-f-116
nonelectrolyte solutions and of electrolyte
solutions
Calculate boiling point elevation and freezing Week 3 STEM_GC11PPIIId-f-117
point depression from the concentration of a
solute in a solution
Calculate molar mass from colligative property Week 3 STEM_GC11PPIIId-f-118
data
Describe laboratory procedures in determining Week 3 STEM_GC11PPIIId-f-119
concentration of solutions
energy changes in Week 3 STEM_GC11TCIIIg-i-124
Explain the first law of thermodynamics
chemical reactions
Explain enthalpy of a reaction Week 3 STEM_GC11TCIIIg-i-125
Calculate the change in enthalpy of a given STEM_GC11TCIIIg-i-127

reaction using Hess Law
1. the rate of a Describe how various factors influence the rate of Week 4 STEM_GC11CKIIIi-j-130
reaction and the a reaction
various factors that Differentiate zero, first-, and second-order Week 4 STEM_GC11CKIIIi-j-132
influence it reactions
2. the collision theory Explain reactions qualitatively in terms of Week 4 STEM_GC11CKIIIi-j-136
molecular collisions
Explain activation energy and how a catalyst Week 4 STEM_GC11CKIIIi-j-137
affects the reaction rate
Week 4 STEM_GC11CKIIIi-j-138
Cite and differentiate the types of catalysts
2nd spontaneous change, Prepare a poster on a Predict the spontaneity of a process based on Week 5 STEM_GC11CTIVa-b-140
entropy, and free specific application of entropy
energy one of the following: Explain the second law of thermodynamics and Week 5 STEM_GC11CTIVa-b-142
A. Acid-base equilibrium B. its significance
Electrochemistry Include Use Gibbs’ free energy to determine the direction Week 5 STEM_GC11CTIVa-b-143
in the poster the concepts, of a reaction
Chemical equilibrium principles, Explain chemical equilibrium in terms of the Week 5 STEM_GC11CEIVb-e-145
and Le Chatelier’s and chemical reactions reaction rates of the forward and the reverse
Principle involved, and diagrams reaction
of processes and other Calculate equilibrium constant and the pressure Week 5 STEM_GC11CEIVb-e-148
relevant materials or concentration of reactants or products in an
equilibrium mixture
State the Le Chatelier’s principle and apply it Week 5 STEM_GC11CEIVb-e-149
qualitatively to describe the effect of changes in
pressure, concentration and temperature on a
system at equilibrium
1. acid-base Week 6 STEM_GC11ABIVf-g-153
Define Bronsted acids and bases
equilibrium and its
applications to the Week 6 STEM_GC11ABIVf-g-154
Discuss the acid-base property of water
pH of solutions and
the use of buffer Calculate ph from the concentration of hydrogen Week 6 STEM_GC11ABIVf-g-156
solutions ion or hydroxide ions in aqueous solutions
2. solubility Week 6 STEM_GC11ABIVf-g-160
equilibrium and its Describe how a buffer solution maintains its ph
applications Calculate the ph of a buffer solution using the Week 6 STEM_GC11ABIVf-g-161
Henderson Hasselbalch equation
Redox reactions as Week 7 STEM_GC11ABIVf-g-169
Define oxidation and reduction reactions
applied to galvanic
and electrolytic cells Balance redox reactions using the change in Week 7 STEM_GC11ABIVf-g-170
oxidation number method
Identify the reaction occurring in the different Week 8 STEM_GC11ABIVf-g-172
parts of the cell
Define reduction potential, oxidation potential, STEM_GC11ABIVf-g-176
and cell potential
Week 8 STEM_GC11ABIVf-g-178
Calculate the standard cell potential
Relate the value of the cell potential to the Week 8 STEM_GC11ABIVf-g-179
feasibility of using the cell to generate an electric
current
Describe the electrochemistry involved in some Week 8
common batteries: a. STEM_GC11ABIVf-g-180
Leclanche dry cell b.
Button batteries c. Fuel
cells
d. Lead storage battery
Apply electrochemical principles to explain Week 8 STEM_GC11ABIVf-g-181
corrosion
Week 8 STEM_GC11ABIVf-g-182
Explain the electrode reactions during electrolysis
Describe the reactions in some commercial Week 8 STEM_GC11ABIVf-g-183
electrolytic processes
GRADE LEVEL : GRADE 12

SUBJECT: GENERAL PHYSICS 1

The learners demonstrate The learners should be able
understanding of... to...
1st 1. The effect of instruments Solve, using experimental Solve measurement problems involving Week 1 STEM_GP12EU-Ia-
on and theoretical approaches, conversion of units, expression of 1
measurements multiconcept, rich-content measurements in scientific notation
2. Uncertainties and problems involving Differentiate accuracy from precision Week 1 STEM_GP12EU-Ia-
deviations in measurement measurement, vectors, 2
3. Sources and types of motion in 1D and 2D, Differentiate random errors from systematic Week 1 STEM_GP12EU-Ia-
error Newton’s Laws, Work, errors 3
Energy, Center of Mass, Estimate errors from multiple measurements of Week 1 STEM_GP12EU-Ia-
momentum, impulse and a physical quantity using variance 5
Vectors and vector collisions Differentiate vector and scalar quantities Week 1 STEM_GP12V-Ia-8
addition Perform addition of vectors Week 1 STEM_GP12V-Ia-9
Rewrite a vector in component form Week 1 STEM_GP12V-Ia-
10
1. Position, time, Convert a verbal description of a physical Week 2 STEM_GP12Kin-Ib-
distance, displacement, situation involving uniform acceleration in one 12
speed, average velocity, dimension into a mathematical description
instantaneous velocity Interpret displacement and velocity, Week 2 STEM_GP12KIN-
2. Average acceleration, respectively, as areas under velocity vs. time Ib-14
and instantaneous and acceleration vs. time curves
acceleration
3. Uniformly accelerated Interpret velocity and acceleration, respectively, Week 2 STEM_GP12KIN-
linear motion as slopes of position vs. time and velocity vs. Ib-15
3. Free-fall motion time curves
4. 1D Uniform Acceleration Construct velocity vs. time and acceleration vs. Week 2 STEM_GP12KIN-
Problems time graphs, respectively, corresponding to a Ib-16
given position vs. time-graph and velocity vs.
time graph and vice versa
Solve for unknown quantities in equations Week 2 STEM_GP12KIN-
involving one-dimensional uniformly accelerated Ib-17
motion , including free fall motion
Solve problems involving one-dimensional motion Week 2 STEM_GP12KIN-
with constant acceleration in contexts such as, but Ib-19
not limited to, the “tail-gating phenomenon”,
pursuit, rocket launch, and free- fall problems
Relative motion Describe motion using the concept of relative Week 3 STEM_GP12KIN-Ic-
1. Position, distance, velocities in 1D and 2D 20
displacement, speed,
average velocity, Deduce the consequences of the independence Week 3 STEM_GP12KIN-Ic-
instantaneous velocity, of vertical and horizontal components of 22
average acceleration, and projectile motion
instantaneous acceleration in Calculate range, time of flight, and maximum Week 3 STEM_GP12KIN-Ic-
2- and 3- dimensions heights of projectiles 23
2. Projectile Motion Infer quantities associated with circular motion Week 3 STEM_GP12KIN-Ic-
3. Circular Motion such as tangential velocity, centripetal 25
acceleration, tangential acceleration, radius of
curvature
Solve problems involving two dimensional Week 3 STEM_GP12KIN-Ic-
motion in contexts such as, but not limited to 26
ledge jumping, movie stunts, basketball, safe
locations during firework displays, and Ferris
wheels
1. Newton’s Law’s of Define inertial frames of reference Week 4 STEM_GP12N-Id-
Motion 28
2. Inertial Reference Identify action-reaction pairs Week 4 STEM_GP12N-Id-
Frames 31
3. Action at a distance Draw free-body diagrams Week 4 STEM_GP12N-Id-
forces 32
4. Types of contact forces: Apply Newton’s 1st law to obtain quantitative Week 4 STEM_GP12N-Ie-
tension, normal force, and qualitative conclusions about the contact 33
kinetic and static friction, and noncontact forces acting on a body in
fluid resistance equilibrium
5. Action-Reaction Pairs Differentiate the properties of static friction and Week 4 STEM_GP12N-Ie-
6. Free-Body Diagrams kinetic friction 34
7. Applications of Newton’s Apply Newton’s 2nd law and kinematics to Week 5 STEM_GP12N-Ie-
Laws to single-body and obtain quantitative and qualitative conclusions 36
multibody dynamics about the velocity and acceleration of one or more
8. Problem solving using bodies, and the contact and noncontact forces
Newton’s Laws acting on one or more bodies
Solve problems using Newton’s Laws of motion Week 5 STEM_GP12N-Ie-
in contexts such as, but not limited to, ropes and 38
pulleys, the design of mobile sculptures, transport
of loads on conveyor belts, force needed to move
stalled vehicles, determination of safe driving
speeds on banked curved roads
1. Dot or Scalar Product Calculate the dot or scalar product of vectors Week 5 STEM_GP12WE-If-
2. Work done by a force 40
3. Work-energy relation Determine the work done by a force acting on a Week 5 STEM_GP12WE-If-
4. Kinetic energy system 41
5. Power Define work as a scalar or dot product of force Week 6 STEM_GP12WE-If-
6. Conservative and and displacement 42
nonconservative forces Interpret the work done by a force in one- Week 6 STEM_GP12WE-If-
7. Gravitational potential dimension as an area under a Force vs. Position 43
energy curve
8. Elastic potential energy Relate the gravitational potential energy of a Week 6 STEM_GP12WE-Ig-
9. Equilibria and potential system or object to the configuration of the 48
energy diagrams system
10. Energy Conservation, Relate the elastic potential energy of a system or Week 6 STEM_GP12WE-Ig-
Work, and Power Problems object to the configuration of the system 49
Explain the properties and the effects of Week 6 STEM_GP12WE-Ig-
conservative forces 50
Use potential energy diagrams to infer force; Week 7 STEM_GP12WE-Ig-
stable, unstable, and neutral equilibria; and 53
turning points
Solve problems involving work, energy, and Week 7 STEM_GP12WE-Ih-
power in contexts such as, but not limited to, i- 55
bungee jumping, design of roller-coasters,
number of people required to build structures
such as the Great Pyramids and the rice terraces;
power and energy requirements of human
activities such as sleeping vs. sitting vs. standing,
running vs. walking.
1. Center of mass Differentiate center of mass and geometric Week 7 STEM_GP12WE-Ih-
2. Momentum center i- 56
3. Impulse Relate the motion of center of mass of a system Week 7 STEM_GP12MMIC-
4. Impulse-momentum to the momentum and net external force acting on Ih- 57
relation the system
5. Law of conservation of Relate the momentum, impulse, force, and time Week 8 STEM_GP12MMIC-
momentum of contact in a system Ih- 58
6. Collisions Compare and contrast elastic and inelastic Week 8 STEM_GP12MMIC-
7. Center of Mass, Impulse, collisions Ii- 60
Momentum, and Collision Apply the concept of restitution coefficient in Week 8 STEM_GP12MMIC-
Problems collisions Ii- 61
Solve problems involving center of mass, Week 8 STEM_GP12MMIC-
impulse, and momentum in contexts such as, but Ii- 63
not limited to, rocket motion, vehicle collisions,
and ping-pong.
2nd 1. Moment of inertia Calculate the moment of inertia about a given Week 1 STEM_GP12RED-
2. Angular position, angular axis of single-object and multiple-object systems IIa-1
velocity, angular acceleration Calculate magnitude and direction of torque Week 1 STEM_GP12RED-
3. Torque using the definition of torque as a cross product IIa-3
4. Static equilibrium Describe rotational quantities using vectors Week 1 STEM_GP12RED-
5. Rotational kinematics IIa-4
6. Work done by a torque Determine whether a system is in static Week 1 STEM_GP12RED-
equilibrium or not IIa-5
Apply the rotational kinematic relations for Week 1 STEM_GP12RED-
systems with constant angular accelerations IIa-6
Determine angular momentum of different Week 1 STEM_GP12RED-
systems IIa-9
Apply the torque-angular momentum relation Week 1 STEM_GP12RED-
IIa- 10
Solve static equilibrium problems in contexts Week 1 STEM_GP12RED-
but not limited to see-saws, cable-hinge-strut- IIa-8
system, leaning ladders, and weighing a heavy
suitcase using a small bathroom scale
1. Newton’s Law of Use Newton’s law of gravitation to infer Week 2 STEM_GP12G-IIb-
Universal Gravitation gravitational force, weight, and acceleration due to 16
2. Gravitational field gravity
3. Gravitational potential
energy Discuss the physical significance of gravitational Week 2 STEM_GP12Red-
4. Orbits field IIb- 18
5. Kepler’s laws of Apply the concept of gravitational potential Week 2 STEM_GP12Red-
planetary motion energy in physics problems IIb- 19
Calculate quantities related to planetary or Week 2 STEM_GP12Red-
satellite motion IIb- 20
For circular orbits, relate Kepler’s third law of Week 3 STEM_GP12G-IIc-
planetary motion to Newton’s law of gravitation 22
and centripetal acceleration
1. Periodic Motion Relate the amplitude, frequency, angular Week 3 STEM_GP12PM-
2. Simple harmonic motion: frequency, period, displacement, velocity, and IIc-24
spring-mass system, simple acceleration of oscillating systems
pendulum Recognize the necessary conditions for an object to Week 3 STEM_GP12PM-
3. Damped and Driven undergo simple harmonic motion IIc-25
oscillation Calculate the period and the frequency of spring Week 3 STEM_GP12PM-
4. Periodic Motion mass, simple pendulum, and physical pendulum IIc-27
experiment Differentiate underdamped, overdamped, and Week 4 STEM_GP12PM-
5. Mechanical waves critically damped motion IId-28
Define mechanical wave, longitudinal wave, Week 4 STEM_GP12PM-
transverse wave, periodic wave, and sinusoidal IId-31
wave
From a given sinusoidal wave function infer the Week 4 STEM_GP12PM-
speed, wavelength, frequency, period, direction, IId-32
and wave number
1. Sound Apply the inverse-square relation between the Week 4 STEM_GP12MWS-
2. Wave Intensity intensity of waves and the distance from the IIe- 34
3. Interference and beats source
4. Standing waves Describe qualitatively and quantitatively the Week 5 STEM_GP12MWS-
5. Doppler effect superposition of waves IIe- 35
Apply the condition for standing waves on a Week 5 STEM_GP12MWS-
string IIe- 36
Relate the frequency (source dependent) and Week 5 TEM_GP12MWS-
wavelength of sound with the motion of the IIe- 37
source and the listener
1. Specific gravity Relate density, specific gravity, mass, and Week 5 STEM_GP12FM-IIf-
2. Pressure volume to each other 40
3. Pressure vs. Depth Relate pressure to area and force Week 6 STEM_GP12FM-IIf-
Relation 41
4. Pascal’s principle Relate pressure to fluid density and depth Week 6 STEM_GP12FM-IIf-
5. Buoyancy and 42
Archimedes’ Principle Apply Pascal’s principle in analyzing fluids in Week 6 STEM_GP12FM-IIf-
6. Bernoulli’s principle various systems 43
Apply the concept of buoyancy and Archimedes’ Week 6 STEM_GP12FM-IIf-
principle 44
Apply Bernoulli’s principle and continuity Week 7 STEM_GP12FM-IIf-
equation, whenever appropriate, to infer 46
relations involving pressure, elevation, speed,
and flux
1. Zeroth law of Explain the connection between the Zeroth Law Week 7 STEM_GP12TH-IIg-
thermodynamics and of Thermodynamics, temperature, thermal 49
Temperature measurement equilibrium, and temperature scales
2. Thermal expansion Convert temperatures and temperature Week 7 STEM_GP12TH-IIg-
3. Heat and heat capacity differences in the following scales: Fahrenheit, 50
Celsius, Kelvin
Define coefficient of thermal expansion and Week 7 STEM_GP12TH-IIg-
coefficient of volume expansion 51
Calculate volume or length changes of solids due Week 7 STEM_GP12TH-IIg-
to changes in temperature 52
Solve problems involving temperature, thermal Week 7 STEM_GP12TH-IIg-
expansion, heat capacity, heat transfer, and 53
thermal equilibrium in contexts such as, but not
limited to, the design of bridges and train rails
using steel, relative severity of steam burns and
water burns, thermal insulation, sizes of stars, and
surface temperatures of planets
1. Ideal gas law Enumerate the properties of an ideal gas Week 8 STEM_GP12GLT-
2. Internal energy of an IIh- 57
ideal gas Solve problems involving ideal gas equations in Week 8 STEM_GP12GLT-
3. Heat capacity of an contexts such as, but not limited to, the design of IIh- 58
ideal gas metal containers for compressed gases
4. Thermodynamic Interpret PV diagrams of a thermodynamic Week 8 STEM_GP12GLT-
systems process IIh- 60
5. Work done during Compute the work done by a gas using dW=PdV Week 8 STEM_GP12GLT-
volume changes IIh- 61
6. 1st law of State the relationship between changes internal Week 8 STEM_GP12GLT-
thermodynamics energy, work done, and thermal energy supplied IIh- 62
7. Thermodynamic through the First Law of Thermodynamics
processes: adiabatic, Differentiate the following thermodynamic Week 8 STEM_GP12GLT-
isothermal, isobaric, processes and show them on a PV diagram: IIh- 63
isochoric isochoric, isobaric, isothermal, adiabatic, and
8. Heat engines cyclic
9. Engine cycles Calculate the efficiency of a heat engine Week 8 STEM_GP12GLT-
10. Entropy IIi-67
11. 2nd law of Describe reversible and irreversible processes Week 8 STEM_GP12GLT-
Thermodynamics IIi-68
12. Reversible and Explain how entropy is a measure of disorder Week 8 STEM_GP12GLT-
irreversible processes IIi-69
State the 2nd Law of Thermodynamics Week 8 STEM_GP12GLT-
IIi-70
Calculate entropy changes for various processes Week 8 STEM_GP12GLT-
e.g., isothermal process, free expansion, IIi-71
constant pressure process, etc.
GRADE LEVEL : GRADE 12

SUBJECT: GENERAL PHYSICS 2

The learners demonstrate The learners should be able
understanding of... to...
3rd 1. Electric charge Use theoretical and Describe using a diagram charging by rubbing and Week 1 STEM_GP12EM-
2. Insulators and experimental approaches to charging by induction IIIa-1
conductors solve multi-concept and rich- Explain the role of electron transfer in Week 1 STEM_GP12EM-
3. Coulomb’s Law context problems involving electrostatic charging by rubbing IIIa-2
4. Electric forces and fields electricity and magnetism Describe experiments to show electrostatic Week 1 STEM_GP12EM-
5. Electric field charging by induction IIIa-3
calculations Calculate the net electric force on a point charge Week 1 STEM_GP12EM-
6. Charges on conductors exerted by a system of point charges IIIa-6
7. Electric flux and Gauss’s Describe an electric field as a region in which an Week 1 STEM_GP12EM-
Law electric charge experiences a force IIIa-7
8. Electric charge, dipoles, Calculate the electric field due to a system of Week 1 STEM_GP12EM-
force, field, and flux
point charges using Coulomb’s law and the IIIa-10
problems superposition principle
Calculate electric flux Week 1 STEM_GP12EM-
IIIb-12
Use Gauss’s law to infer electric field due to Week 2 STEM_GP12EM-
uniformly distributed charges on long wires, IIIb-13
spheres, and large plates
Solve problems involving electric charges, dipoles, Week 2 STEM_GP12EM-
forces, fields, and flux in contexts such as, but not IIIb-14
limited to, systems of point charges, electrical
breakdown of air, charged pendulums,
electrostatic ink-jet printers
1. Electric potential energy Relate the electric potential with work, potential Week 2 STEM_GP12EM-
2. Electric potential energy, and electric field IIIb-15
3. Equipotential surfaces Determine the electric potential function at any Week 2 STEM_GP12EM-
4. Electric field as a point due to highly symmetric continuous- charge IIIc-17
potential gradient distributions
5. Electric potential infer the direction and strength of electric field Week 3 STEM_GP12EM-
vector, nature of the electric field sources, and IIIc-18
electrostatic potential surfaces given the
equipotential lines
Calculate the electric field in the region given a Week 3 STEM_GP12EM-
mathematical function describing its potential in a IIIc-20
region of space
Solve problems involving electric potential energy Week 3 STEM_GP12EM-
and electric potentials in contexts such as, but not IIIc-22
limited to, electron guns in CRT TV picture tubes and
Van de Graaff generators
1. Capacitance and Deduce the effects of simple capacitors (e.g., Week 3 STEM_GP12EM-
capacitors a. Capacitors in parallel-plate, spherical, cylindrical) on the IIId-23
series and parallel capacitance, charge, and potential difference when
b. Energy stored and the size, potential difference, or charge is changed
electric-field energy in
capacitors Calculate the equivalent capacitance of a network Week 3 STEM_GP12EM-
2. Dielectrics of capacitors connected in series/parallel IIId-24
Determine the total charge, the charge on, and Week 4 STEM_GP12EM-
the potential difference across each capacitor in the IIId-25
network given the capacitors connected in
series/parallel
Determine the potential energy stored inside the Week 4 STEM_GP12EM-
capacitor given the geometry and the potential IIId-26
difference across the capacitor
Describe the effects of inserting dielectric Week 4 STEM_GP12EM-
materials on the capacitance, charge, and electric IIId-29
field of a capacitor
Solve problems involving capacitors and Week 5 STEM_GP12EM-
dielectrics in contexts such as, but not limited to, IIId-30
charged plates, batteries, and camera flashlamps.
1. Current, resistivity, and Distinguish between conventional current and Week 5 STEM_GP12EM-
resistance electron flow IIId-32
2. Ohm’s law Apply the relationship charge = current x time to Week 5 STEM_GP12EM-
3. Energy and power in new situations or to solve related problems IIIe-33
electric circuits Describe the effect of temperature increase on Week 5 STEM_GP12EM-
4. Electrical safety the resistance of a metallic conductor IIIe-35
Describe the ability of a material to conduct Week 5 STEM_GP12EM-
current in terms of resistivity and conductivity IIIe-36
Apply the relationship of the proportionality Week 5 STEM_GP12EM-
between resistance and the length and cross- IIIe-37
sectional area of a wire to solve problems
Differentiate ohmic and non-ohmic materials in Week 5 STEM_GP12EM-
terms of their I-V curves IIIe-38
Differentiate emf of a source and potential Week 5 STEM_GP12EM-
difference (PD) across a circuit IIIe-40
Given an emf source connected to a resistor, Week 5 STEM_GP12EM-
determine the power supplied or dissipated by IIIe-42
each element in a circuit
Solve problems involving current, resistivity, Week 5 STEM_GP12EM-
resistance, and Ohm’s law in contexts such as, but not IIIe-44
limited to, batteries and bulbs, household wiring, and
selection of fuses.
Devices for measuring Operate devices for measuring currents and Week 5 STEM_GP12EM-
currents and voltages voltages IIIe-45
Draw circuit diagrams with power sources (cell or Week 5 STEM_GP12EM-
battery), switches, lamps, resistors (fixed and IIIf-47
variable) fuses, ammeters and voltmeters
Evaluate the equivalent resistance, current, and Week 6 STEM_GP12EM-
1. Resistors in series and
voltage in a given network of resistors connected in IIIg-48
parallel
series and/or parallel
Calculate the current and voltage through and Week 6 STEM_GP12EM-
2. Kirchhoff’s rules
across circuit elements using Kirchhoff’s loop and IIIg-49
junction rules (at most 2 loops only)
3. R-C circuits
Solve problems involving the calculation of Week 6 STEM_GP12EM-
currents and potential difference in circuits IIIg-51
consisting of batteries, resistors and capacitors.
1. Magnetic fields Differentiate electric interactions from magnetic Week 6 STEM_GP12EM-
2. Lorentz Force interactions IIIh-54
3. Motion of charge Evaluate the total magnetic flux through an open Week 6 STEM_GP12EM-
particles in electric and surface IIIh-55
magnetic fields Describe the motion of a charged particle in a Week 6 STEM_GP12EM-
4. Magnetic forces on magnetic field in terms of its speed, acceleration, IIIh-58
current-carrying wires cyclotron radius, cyclotron frequency, and kinetic
energy
Evaluate the magnetic force on an arbitrary wire Week 6 STEM_GP12EM-
segment placed in a uniform magnetic field IIIh-59
1. Biot-Savart Law Evaluate the magnetic field vector at a given point Week 7 STEM_GP12EM-
2. Ampere’s Law in space due to a moving point charge, an IIIh-60
infinitesimal current element, or a straight
current-carrying conductor
Calculate the magnetic field due to one or more Week 7 STEM_GP12EM-
straight wire conductors using the superposition IIIi-62
principle
Calculate the force per unit length on a current Week 7 STEM_GP12EM-
carrying wire due to the magnetic field produced by IIIi-63
other current-carrying wires
Evaluate the magnetic field vector at any point Week 7 STEM_GP12EM-
along the axis of a circular current loop IIIi-64
Solve problems involving magnetic fields, forces Week 7 STEM_GP12EM-
due to magnetic fields and the motion of charges IIIi-66
and current-carrying wires in contexts such as, but
not limited to, determining the strength of
Earth’s magnetic field, mass spectrometers, and
solenoids.
4th 1. Magnetic induction 1. Use theoretical and, Identify the factors that affect the magnitude of Week 7 STEM_GP12EM-
2. Faraday’s Law when feasible, the induced emf and the magnitude and direction IVa-1
3. Alternating current, LC experimental approaches of the induced current (Faraday’s Law)
circuits, and other to solve multiconcept, rich-
applications of magnetic context problems using
induction concepts from Compare and contrast electrostatic electric field Week 7 STEM_GP12EM-
electromagnetic waves, and non-electrostatic/induced electric field IVa-3
optics, relativity, and atomic Calculate the induced emf in a closed loop due to Week 7 STEM_GP12EM-
and nuclear theory a time-varying magnetic flux using Faraday’s Law IVa-4
Describe the direction of the induced electric Week 8 STEM_GP12EM-
2. Apply ideas from atomic field, magnetic field, and current on a IVa-5
and nuclear physics in conducting/nonconducting loop using Lenz’s Law
contexts such as, but not Compare and contrast alternating current (AC) Week 8 STEM_GP12EM-
limited to, radiation and direct current (DC) IVb-6
shielding and inferring the Characterize the properties (stored energy and Week 8 STEM_GP12EM-
composition of stars time-dependence of charges, currents, and IVb-8
voltages) of an LC circuit
1. Maxwell’s synthesis of Relate the properties of EM wave (wavelength, Week 8 STEM_GP12OPT-
electricity, magnetism, frequency, speed) and the properties of vacuum IVb-12
and optics and optical medium (permittivity, permeability, and
2. EM waves and light index of refraction)
3. Law of Reflection Explain the conditions for total internal reflection Week 8 STEM_GP12OPT-
4. Law of Refraction IVb-14
(Snell’s Explain the phenomenon of dispersion by relating Week 8 STEM_GP12OPT-
Law) to Snell’s Law IVb-16
5. Polarization (Malus’s Calculate the intensity of the transmitted light Week 8 STEM_GP12OPT-
Law) after passing through a series of polarizers IVc-18
7. Applications of applying Malus’s Law
reflection, Solve problems involving reflection, refraction, Week 8 STEM_GP12OPT-
refraction, dispersion, and dispersion, and polarization in contexts such as, IVc-21
polarization but not limited to, (polarizing) sunglasses,
atmospheric haloes, and rainbows
1. Reflection and Explain image formation as an application of Week 8 STEM_GP12OPT-
refraction at plane and reflection, refraction, and paraxial approximation IVd-22
spherical surfaces Relate properties of mirrors and lenses (radii of Week 8 STEM_GP12OPT-
2. Mirrors curvature, focal length, index of refraction [for IVd-23
3. Thin lens lenses]) to image and object distance and sizes
4. Geometric optics Determine graphically and mathematically the Week 8 STEM_GP12OPT-
type (virtual/real), magnification, location, and IVd-24
orientation of image of a point and extended
object produced by a plane or spherical mirror
Determine graphically and mathematically the Week 8 STEM_GP12OPT-
type (virtual/real), magnification, location/ apparent IVd-27
depth, and orientation of image of a point and
extended object produced by a lens or series of
lenses
Apply the principles of geometric optics to discuss Week 8 STEM_GP12OPT-
image formation by the eye, and correction of IVd-28
common vision defects
1. Huygens’ Principle Determine the conditions (superposition, path Week 9 STEM_GP12OPT-
2. Two-source and phase difference, polarization, amplitude) for IVf-32
interference of interference to occur emphasizing the properties of a
light laser as a monochromatic and coherent light source
3. Intensity in interference
patterns Relate the geometry of the two-slit experiment Week 9 STEM_GP12OPT-
4. Interference in thin set up (slit separation, and screen-to-slit distance) IVf-33
films and properties of light (wavelength) to the properties
5. Diffraction from single- of the interference pattern (width, location, and
slits intensity)
Relate the geometry of the diffraction experiment Week 9 STEM_GP12OPT-
setup (slit size, and screen- to-slit distance) and IVf-35
properties of light (wavelength) to the properties of
the diffraction pattern (width, location, and intensity
of the fringes)
1. Postulates of Special State the postulates of Special Relativity and their Week 9 STEM_GP12MP-
Relativity consequences IVg-39
2. Relativity of times and Apply the time dilation, length contraction and Week 9
lengths relativistic velocity addition to worded problems
3. Relativistic velocity Calculate kinetic energy, rest energy, momentum, Week 9 STEM_GP12MP-
addition and speed of objects moving with speeds IVg-42
4. Relativistic dynamics comparable to the speed of light
5. Relativistic Doppler
effect
1. Photoelectric effect Explain the photoelectric effect using the idea of Week 9 STEM_GP12MP-
2. Atomic spectra light quanta or photons IVh-45
3. Radioactive decay Explain qualitatively the properties of atomic Week 9 STEM_GP12MP-
emission and absorption spectra using the IVh-46
concept of energy levels
Calculating radioisotope activity using the concept Week 9 STEM_GP12MP-
of half-life IVh-i-47

Subject: Pre-Calculus
The learners The learner shall be able
demonstrate an to… The learners…
understanding of…
Quarter 1 key concepts of model situations illustrate the different types of conic sections: Week 1 STEM_PC11AG-
conic sections and appropriately and solve parabola, ellipse, circle, hyperbola, and degenerate Ia-1
systems of nonlinear problems accurately using cases.
equations conic sections and define a circle. STEM_PC11AG-
systems of nonlinear Ia-2
equations determine the standard form of equation of a circle STEM_PC11AG-
Ia-3
define a parabola Week 2 STEM_PC11AG-
Ia-5
determine the standard form of equation of a STEM_PC11AG-
parabola Ib-1
understanding of…
define an ellipse Week 3 STEM_PC11AG-
Ic-1
determine the standard form of equation of an STEM_PC11AG-
ellipse Ic-2
define a hyperbola Week 4 STEM_PC11AG-
Id-1
determine the standard form of equation of a STEM_PC11AG-
hyperbola Id-2
recognize the equation and important characteristics Week 5 to 6 STEM_PC11AG-Ie-
of the different types of conic sections 1
solves situational problems involving conic sections STEM_PC11AG-Ie-
2
an understanding of shall be able to keenly Illustrate a series Week 7 to 9 STEM_PC11SMI-Ih-
key concepts of series observe and investigate 1
and mathematical patterns, and formulate differentiate a series from a sequence STEM_PC11SMI-Ih-
induction and the appropriate mathematical 2
Binomial Theorem. statements use the sigma notation to represent a series STEM_PC11SMI-Ih-
3
Apply the use of sigma notation in finding sums
Quarter 2 an understanding key 1. formulate and solve illustrate the unit circle and the relationship between the Week 1 to 2 STEM_PC11T-IIa-1
concepts of circular accurately situational linear and angular measures of a central angle in
functions, problems involving circular a unit circle
trigonometric functions convert degree measure to radian measure and vice STEM_PC11T-IIa-2
identities, inverse versa
trigonometric illustrate angles in standard position and coterminal STEM_PC11T-IIa-3
functions, and the angles
polar coordinate illustrate the different circular functions Week 3 STEM_PC11T-IIb-1
system uses reference angles to find exact values of circular STEM_PC11T-IIb-2
functions
illustrate the domain and range of the different Week 4 STEM_PC11T-IIc-1
circular functions
understanding of…
graph the six circular functions (a) amplitude, (b) STEM_PC11T-IIc-d-
period, and (c) phase shift 1
solve situational problems involving circular functions Week 5 STEM_PC11T-IId-2
2. apply appropriate determine whether an equation is an identity or a Week 6 to 8 STEM_PC11T-IIe-1
trigonometric identities in conditional equation
solving situational apply trigonometric identities to find other
problems trigonometric values
solve situational problems involving trigonometric STEM_PC11T-IIg-2
identities
3. formulate and solve illustrate the domain and range of the inverse STEM_PC11T-IIh-1
accurately situational trigonometric functions.
problems involving evaluate an inverse trigonometric expression. STEM_PC11T-IIh-2
appropriate trigonometric solve trigonometric equations. STEM_PC11T-IIh-i-
functions 1
solve situational problems involving inverse Week 9 STEM_PC11T-IIi-2
trigonometric functions and trigonometric equations
Subject: Apprenticeship and Exploration in the Performing Arts (Music)
Quarter / Semester Content Standards Performance Most Essential Learning Duration K to 12 CG Code
1st Sem The learner: The learner: 1. researches all Week 1 to Week 8
available musical AD_AEPMU12-Ia-1
develops awareness of synthesizes information genres in the
local musical genres. gathered through community and
immersion in a chooses one to
particular genre. specialize in
2. documents Week 9 to Week 12
observations of the AD_AEPMU12-Ib-h-2
chosen genre
3. organizes a Week 13 to Week 16
compilation of the AD_AEPMU12-Ii-j-3
observations
2nd Sem develops awareness of synthesizes 1. Explores all ICT Week 1 to Week 4
ICT applications in the information gathered applications in AD_AEPMU12-Ia-1
music industry. through immersion in music that are
the musical production available in the
industry. community and
chooses one
2. documents Week 5 to Week 6
observations of the AD_AEPMU12-Ib-h-2
chosen application
3. organizes a Week 7 to Week 8
compilation of the AD_AEPMU12-Ii-j-3
observations
2nd Sem demonstrates performs in 1. writes original Week 9 to Week 12
performance skills in community events and material or AD_AEPMU12-IIa-c-1
any of the following festivities and creates arranges existing
genres: indigenous, music incorporating ICT. musical material
folk, classical, pop, incorporating ICT
jazz or rock, 2. conducts, sings or Week 13 to Week 16
incorporating ICT plays with bands, AD_AEPMU12-IId-j-2
vocal or
instrumental
ensembles in
various venues
Grade Level: 11
Subject: CREATIVE INDUSTRIES 1 – Arts and Design Appreciation and Production
Competencies
The learner…
demonstrates explains the historical
appreciation of all the context and cultural identifies various visual art and AD_ADP11-Ia-c-1
visual art forms, and traditions behind existing applied art forms, explains the
the processes that examples and pieces, local historical context, cultural traditions,
enter into the and international; processes and production of each
production of each; through documentation and Week 1-2
cataloguing (text and images in
digital or print: ex. Glossary of
art/design vocabulary in a journal or
idea book);
QUARTER 1
demonstrates explains the meaning and distinguishes basic materials, tools
appreciation of forms, significance of various visual and processes (including software AD_ADP11-Id-g-2
materials, techniques art, media art and applied art and traditional practices) in the
Week 3-5
and meanings of various forms based on functions and production of visual, media and
visual and applied art uses through presentations applied arts; and
expressions (gallery style or multi media)
with supplementary articulates the meanings and
texts/notes significance of various expressions of Week 6-8 AD_ADP11-Ih-j-3
visual and applied arts.
demonstrates evaluates artistic and identifies the different processes
understanding of the design productions based on and components of arts and design AD_ADP11-IIa-d-1
Week 1-4
historical context, form, content, context and production.
cultural traditions, and functionality by critiquing
the production and existing samples and by relates the components of arts and
marketing aspects of visiting museums/gallery, design production to different arts AD_ADP11-IIe-j-2
QUARTER 2
visual and applied arts. studio, production houses, and design forms. .
local/indigenous arts groups
Week 5-8
through visual
documentation and/or
writing reflection papers.
Grade Level: 11
Subject: Creative Industries II: Performing Arts
Quarter / Content Standards Performance Most Essential Duration Code

Semester Standards Learning
Competencies
2nd Sem The learner… The learner… discusses the varieties, Week 1
categories and AD_CIP11-IIIa-1
1. demonstrates an synthesizes key elements of various
understanding of theater as concepts of theater in performing arts
a synthesis of the arts and an improvised group practices
utilizes a performance about explains the different Week 2
collective/collaborative their life stories. elements of artistic AD_CIP11-IIIc-3
process of creation expression and principles
of artistic organization as
2. demonstrates an applied in a theater
understanding of the performance
collective character of
theater production explains the value of
life stories as valuable AD_CIP11-IIIe-5
sources of theater
performances
creates skits that are Week 3 to Week 4
evolved from personal AD_CIP11-IIIf-g-6
stories using the
different elements of
arts and principles of
composition
performs short skits Week 5 to Week 6
noting the important AD_CIP11-IIIh-i-7
qualities of a good
performance
examines the merits of Week 7
the skit performances AD_CIP11-IIIj-8
using the principles of
composition and
qualities of performance
2nd Sem demonstrates basic skills in reads and notates reads melodies in Week 8 AD_CIP11-IVa-1
note reading and ear training simple melodies simple meters and in
major and minor keys
notates simple AD_CIP11-IVa-2
melodies in major keys
and in duple, triple,
and quadruple meters
recognizes melodic AD_CIP11-IVa-3
intervals visually and
aurally
2nd Sem demonstrates basic skills in performs selected plays with correct Week 8 to Week AD_CIP11-IVa-d-4
group instrumental playing instruments rhythm, good 12
intonation and good
ensemble
uses appropriate AD_CIP11-IVa-d-5
position and fingering
in playing simple pieces
interprets appropriate AD_CIP11-IVa-d-6
phrasing, articulation
and dynamics in
performing
instrumental pieces
2nd Sem 1. demonstrates basic 1. sings expressively sings simple 2- or 3- AD_CIP11-IVa-d-7
choral skills with good vocal part choral
technique, arrangements
2. demonstrates basic observing uses proper enunciation AD_CIP11-Iva-d-8
conducting skills changes in and vocal
dynamics and techniques such as
tempo breathing and control
interprets and applies AD_CIP11-Iva-d-9
2. conducts pieces dynamic and tempo
with precise marks in singing
movements conducts pieces in AD_CIP11-IVa-d-10
indicating desired duple, triple, and
tempo, dynamics quadruple meter using
and expression appropriate hand and
arm gestures
indicates attacks and AD_CIP11-IVa-d-11
releases clearly in
conducting
2nd Sem demonstrates knowledge and performs a 5 to 10- identifies the historical Week 13 AD_CIP11-IVe-1
understanding of the different minute dance with background of Philippine
dance forms performed in the well-executed dance dances including
Philippines steps, artistry proper costumes and music:
music and costume • Pre-colonial
Philippine Dance
• Regional
Philippine Dances
• Classical and
Filipino
Contemporary
Dance
executes basic stance, Week 14 AD_CIP11-IVf-2
forms, positions and
contextual meaning of a
dances
explains the life of the Week 15 AD_CIP11-IVg-3
choreographer, his
specific dance style, its
history
analyzes the AD_CIP11-IVg-6
characteristics of
dances: classical and
Filipino contemporary
dance
dances with a partner Week 16 AD_CIP11-IVh-7
(friend pear family
member) to build
teamwork through
dance
2nd Sem demonstrates knowledge of executes a dance records a video Week 17 AD_CIP11-IVi-8
dances learned in class lecture-demonstration in performance together
the community with explanation on
the specific dance form
2nd Sem demonstrates an examines the local, researches on the Week 18 AD_CIP11-IVj-1
understanding of the application national and global situation of performing
of performing arts skills for local, landscape of arts-related industries in
national and global demands performing arts- their immediate locality
and opportunities related industries and in the nation and
through research. global setting
understands the skills, AD_CIP11-IVj-2

resources, and
opportunities in
performing arts-related
industries
presents a report AD_CIP11-IVj-3
either individually or as a
group on their findings on
the skills, resources, and
work opportunities
available in performing
arts- related industries

Subject: DEVELOPING FILIPINO IDENTITY IN THE ARTS
The learner…
demonstrates an synthesizes art found in creates a cultural map of his/her Week 1-4
understanding and his/her community community AD_DFI12-IIId-e-2
appreciation of traditional
and/or local art forms and understands his/her explains the concept of self in relation to Week 5
his/her role in their position/role as artist in culture and arts in the community and AD_DFI12-IIIg-4
sustainability the community nation
QUARTER 3
demonstrates identifies issues affecting discusses issues arising from the Week 6
understanding of present the different arts in the experience of culture mapping with AD_DFI12-III-Ih-i-5
issues regarding the arts in community peers
their community proposes possible ideas that could Week 7-8
address these issues related to culture AD_DFI12-IIIj-6
and arts in the community
demonstrates an executes a creative articulates the process of appropriation Week 1-3
understanding of local project that integrates and integration of traditional and/or local AD_DFI12-IVa-c-1
traditions in the building traditional forms, art forms into his/her own art work
QUARTER 4
of national identity processes, knowledge, or creates a work of art/performance Week 4-8
through the arts materials in their /creative event that addresses, tackles, AD_DFI12-IVd-j-2
disciplines or highlights local and national identity
(i.e. exhibits, trade fairs, arts and culture
festivals)

Subject: INTEGRATING ELEMENTS AND PRINCIPLES OF ORGANIZATION IN THE ARTS
Competencies
The learner…
demonstrates an evaluates the different identifies different elements
understanding of the different elements seen in everyday and principles of organization in AD_EPA12-Ia-d-1
elements of art, how they are objects and their the arts, its potential to express
WEEK 1-3
seen in the everyday, and how meanings one’s feelings and ideas, and to
they create meanings create meanings in everyday
objects
understands the different analyzes the elements and
QUARTER 1 elements and principles of principles of organization in the AD_EPA12-Ie-j-2
organization in the arts and evaluates the different arts (painting, print,
how they are applied to the elements and principles photography and other forms of
various forms of art to of organization in art two-dimensional art; sculpture, WEEK 4-8
communicate ideas, create works installation and other forms of
meaning, and elicit response three- dimensional art; and
from the audience Architecture)
relates the elements and evaluates the different portrays Philippine folk arts,
principles of the different arts— elements and principles of chants and myths through AD_EPA12-IIa-f-3
applied to the literary arts, organization in art works integrated artistic storytelling
WEEK 1-3
cinema and visual arts— as using digital tools (i.e. digital
both individual and integrated story, animation, short film,
QUARTER 2 fields shadow play)
enhances a given story by
introducing embellishment AD_EPA12-IIa-f-4
and WEEK-4-5
improvisation as inspired by
other art forms
demonstrates the ability to manipulates the elements creates an art work that AD_EPA12-IIg-j-5
communicate feelings and and principles of applies the knowledge of their
ideas, and creates meanings organization in the arts in specialization
through the manipulation of order to communicate
WEEK 6-8
the elements and the ideas, express emotions,
principles of the arts in and create meanings
selected forms of creative
expression

Subject: Leadership and Management in Different Arts and Fields
Competencies
The learner… The learner… The learner… WEEK 1 AD_LMA12-
IIIa-1
demonstrates values towards makes a self-assessment 1. explains the Personnel
arts discipline and integrity checklist that measures Development Course on knowing AD_LMA12-
personal strength and the self as an Arts student, which IIIa-2
weaknesses exhibits discipline (time,
excellence, and finance) and AD_LMA12-
integrity, personal strengths, IIIa-3
weaknesses, and challenges in AD_LMA12-
terms of multiple intelligences IIIa-4
2nd SEM/
exercises in relation to ARTS
QUARTER 3
and other Fields
demonstrates an records active participation 2. explains the importance of WEEK 1 D_LMA12-

understanding of time discipline to exhibit time discipline time management in day to day IIIa-5
and excellence and establishes and excellence life in relation to punctuality in AD_LMA12-
standards attendance in class and other IIIa-6
activities and in submission of
requirements
3. practices self-improvement WEEK 1 AD_LMA12-
standards in relation to his/her IIIa-7
comprehension of the demands of AD_LMA12-
the Philippine Qualifications IIIa-8
Framework (PQF) and ASEAN AD_LMA12-
Qualifications Framework (AQF), IIIa-9
and the habit of striving for
professional excellence (i.e.
“pwede pa” instead of “pwede
na”)
demonstrates an recognizes the uniqueness 4. relates the art elements in WEEK 2 AD_LMA12-
understanding of the of each art elements: management (i.e. harmony, IIIb-10
principles of management harmony, balance, rhythm, balance, line, form, repetition, AD_LMA12-
using the elements of arts contrast and unity etc./Ed Morato’s) IIIb-11
demonstrates an Develops a deeper 5. explains the importance of WEEK 2 AD_LMA12-IIIb-12

understanding of the different understanding of Philippine Philippine art and cultural
art institutions and allied art and cultural forms in the forms in the community
disciplines community
6. conducts cultural mapping ( WEEK 2 AD_LMA12-IIIb-13
from Research 1 and 2 )
7. identifies, enumerates and WEEK 2 AD_LMA12-IIIb-14

locates different
Philippine organizations /
content providers of art and
cultural resources (Libraries,
sources, websites, etc.)
develops an understanding and participates/involves 8. makes a report on the ff: WEEK 3 D_LMA12-IIIb-15
awareness arts and cultural oneself in an arts and cultural a. basic output of the
organizations, their role and organization in the research/basic cultural mapping
functions in the community in community and understands of arts
both contemporary and its role/ functions b. cultural organizations in the
traditional forms community
c. group or organizations in
the creative industry value chain
as well as core and related
industries
9. demonstrates an WEEK 3 AD_LMA12-IIIb-17

appreciation of arts and cultural
organizations
10. Discuss the ff: WEEK 3 AD_LMA12-IIIb-18
a. arts and cultural organizational
structures, both contemporary AD_LMA12-IIIb-19
and traditional forms
b. the contributions of national AD_LMA12-IIIb-20
and local arts organizations
c. the importance of arts AD_LMA12-IIIb-21
organization in the community d.
different traditional arts
organizations (i.e. Council of
elders)
demonstrates an recognizes and establishes 11. distinguishes the different WEEK 3 AD_LMA12-IIIb-22
understanding of the roles of the awareness of the different artists and cultural workers of
human resource in the creative artists and cultural workers in projects of the different
industry: creative, production the performing arts, visual, art/cultural forms and the roles of
and technical staff media arts and design forms these artists and cultural workers
2nd SEM/
QUARTER 3 demonstrates an 12. understands the different WEEK 3 AD_LMA12-IIIc-24
understanding and awareness traditional artists and cultural
of the artists in the different workers of the different cultural
traditional art and cultural art forms and the roles of the
forms human resource of the different
traditional art and cultural forms
develops comprehensive documents the event 13. collects data for WEEK 4 AD_LMA12-0a-t-26
documentations of the arts event following procedures documentation using the
(appreciates content appropriate media to document
documentation, archiving and event
preservation)
demonstrates an conducts /participates in 14. discusses creative processes WEEK 5 AD_LMA12-IIId-28
understanding and awareness of opportunity-seeking and creativity-inducing exercises
applying the processes of "artistic processes and creativity- in problem solving through:
creation" such as brainstorming, inducing exercises in - unfreezing exercises
creative visualization, problem solving - tableau exercises
imagination - ideation and creating solutions in
the problem-solving exercises
15. demonstrates awareness WEEK 5 AD_LMA12-IIId-30

and appreciation of "opportunity
seeking" processes for product
development, and the different
"opportunity seeking" processes
in problem solving exercises, etc.
demonstrates an makes a proposal and 16. explains the ff: WEEK 5 AD_LMA12-IIId-32
understanding of project designs a concept for an arts a. the elements in a project
conceptualization by presenting program/event; establishes proposal, including the AD_LMA12-IIIe-34
a simple proposal applying the event’s objectives establishment of objectives
elements in planning the project b. the importance of project AD_LMA12-IIIe-35
proposal for the performing arts, planning for arts organizations
visual arts and media art forms c. the different stages of project
2nd SEM/
planning for the performing
QUARTER 3
arts, visual arts and media art
forms
d. the key stages/ scheduled time
frame of proposed project
/arts event
17. records day to day work in WEEK 5 AD_LMA12-IIIe-36
progress
demonstrates discipline in exhibits proficiency in basic 18. discusses/ explains the WEEK 6-7 AD_LMA12-IIIf-37
handling finances of self business communication following topics:
skills a. fiscal responsibility and AD_LMA12-IIIf-38
demonstrates an understanding accountability
of the creative work environment b. discipline in handling finances AD_LMA12-IIIf-39
as an employee and/or as a of self: budgeting, savings
freelance/ project-based c. management of funds and AD_LMA12-IIIf-40
employee accountability for the expenses of
the self AD_LMA12-IIIf-41
d. how to develop abilities to
maintain positive self-image AD_LMA12-IIIf-42
e. discipline in handling finances
of others: responsibility and AD_LMA12-IIIf-43
accountability
f. how to build and maintain AD_LMA12-IIIf-44
positive self-image and
relationships and work
g. how work contributes to
individuals and to the organization
demonstrates knowledge and 19. exhibits/demonstrates the WEEK 6-7 AD_LMA12-IIIf-45

understanding of basic business following in the accomplishment
communication skills of all these assigned tasks in class:
2nd SEM/
a. efficiency in reviewing business
QUARTER 3
demonstrates appreciation of the communications: job application,
self as an employee in an builds collaborative/ resume writing for
organization teamwork
the arts, a consumer complaint,
understands one's role in the sponsorship letters, etc.
organization b. documentation and recognition
of the fact that each one’s work
contributes to the individuals
and to the organization
demonstrates a deep decides on an appropriate 20. describes the different WEEK 6-7 AD_LMA12-IIIg-j-52
understanding and appreciation project type for the art project types
of the different types of projects event
of the different performing arts,
and of visual, media art and
design forms
21. discusses in groups the WEEK 6-7 AD_LMA12-IIIg-j-53

following topics:
a. different types of projects of AD_LMA12-IIIg-j-54
the various art forms to the type
of needs and availability of AD_LMA12-IIIg-j-55
resources
b. the different types of projects
of the different performing, visual,
media art and design forms
c. relationship of the different
types of projects of the various art
forms to the type of needs and
availability of resources
demonstrates awareness and relates the different types 22. identifies the uniqueness of WEEK 8 AD_LMA12-IIIg-j-56
nd
2 SEM/ understanding of the different of projects of the various art the different cultural traditional
QUARTER 3 cultural traditional forms forms to the context of the forms
community
demonstrates an develops concrete 23. Reports by group the WEEK 8 AD_LMA12-IIIg-j-57
understanding of the production production logistical following Programming and
management process of the requirements Production topics: AD_LMA12-IIIg-j-58
different performing, visual, a. how to make a checklist of
media and art design forms demonstrates knowledge of production requirements, both AD_LMA12-IIIg-j-60
coordination skills staffing and physical production
requirements AD_LMA12-IIIg-j-61
develops an appreciation and coordinates effectively among b. identification of physical
understanding of the different production personnel: artists, production requirements AD_LMA12-IIIg-j-62
arts venues for the art events production and technical staff production venue, production
and their space requirements design (sets, props) AD_LMA12-IIIg-j-63
identifies appropriate venues
for particular art events c. how to connect project AD_LMA12-IIIg-j-67
develops an understanding of requirements to potential project
programming concepts schedules the program of resources
art events/activities d. identification of the different
identifies the different budget relates the budget items to types of materials/equipment
items for different art the different art forms used in each type of project
e. relationship of the different

possible venues for possible art
events based on production
requirements
f. analysis of the different budget

items; costs out a production
budget
analyzes the different budget makes a project budget and 24. makes an expense-income WEEK 1 AD_LMA12-IIIg-j-68
items for different art forms an expense=income report financial report
for the art event
explores the creative work builds and maintains 25. role-plays in class how WEEK 1 AD_LMA12-IVa-1
environment as an employee and positive self-image and economic and social needs
as a freelance/project hiree relationships and work influence the nature and structure
of work
demonstrates an applies technologies to 26. identifies the appropriate WEEK 2 AD_LMA12-IVa-2
understanding of the role of management processes technologies for certain
technology in managing the arts management processes (i.e. AD_LMA12-IVa-3
2ND SEM/ typography, graphic design), and
QUARTER 4 proper technological programs to
applies the different types be used in the art event
of technological programs in
managing the arts 27. exhibits awareness and WEEK 2 AD_LMA12-IVa-5
understanding of technology in
managing the arts:
a. web, internet, social
media)
applies ICT program managing the
arts database, power point,
graphics
demonstrates an understands and analyzes 28. produces the following WEEK 2 AD_LMA12-IVb-d-6
understanding of the 4Ps of the 4Ps of Marketing through their outputs on
Marketing Marketing and Arts Events: AD_LMA12-IVb-d-7
a. the 4Ps of Marketing of an arts
demonstrates understanding and determines the use of event AD_LMA12-IVb-d-8
awareness different forms of
communication to promote AD_LMA12-IVb-d-9
the art event b. different communication forms
applying the different forms of to promote art events: AD_LMA12-IVb-d-10
communication to promote art writes a communications - print ads (flyers &invitations)
events proposal on how to - posters and tarpaulins AD_LMA12-IVb-d-11
demonstrates an promote and market the art - advertisements
understanding of the event:
communication process (SMCR) school level and community c. the different communication
based/level elements (SMCR)
d. application of the appropriate
communication forms/org to
promote the art event
e. mapping of the available
communication forms/
organization in the area
f. how to explore the different
communication forms/orgs in the
area
demonstrates understanding develops marketing 29. writes a brief information to WEEK 3 AD_LMA12-IVb-d-12
and creativity in marketing messages using different promote and market the event
communication forms of technologies to
promote the art event
demonstrates awareness and makes an audience survey 30. identifies, explores the WEEK 3 AD_LMA12-IVb-d-13
understanding of audience design applying the basic different technologies to
demographics sales strategy promote the art event
develops awareness and determines ticket pricing 31. explains/discusses the WEEK 4-5 D_LMA12-IVb-d-14
understanding of the basic for the event following Marketing topics:
sales strategies a. basic audience analysis AD_LMA12-IVb-d-15
b. relationship of demographics to
comprehends principles behind audience behavior towards art AD_LMA12-IVb-d-16
ticketing (budget forms
income=expense report) c. identification of the different AD_LMA12-IVb-d-17
audience survey designs
d. the importance of conducting AD_LMA12-IVb-d-18
audience survey design
develops awareness and e. identification of the basic AD_LMA12-IVb-d-19
understanding of the basic sales strategies
laws governing arts and culture f. the appropriate ticket price AD_LMA12-IVe-20
for the particular event:
relates/ translates the laws on - Fund Raisings AD_LMA12-IVe-21
to practical applications - Arts for a Cause
g. complies to the laws—
performs basic application of identification of (possible)
certain laws: e.g Oplan Bantay violations in their communities h.
Sining/Kultura:. identifying identification and reporting of
(possible) violations of (possible) violations in their
Basic standard deductions: SSS, these laws such as sale of communities of basic
Philhealth, etc pirated DVDs, disrespect of constitutional rights:
cultural treasures etc. -- Freedom of Expression
-- Intellectual Property Rights WEEK 4-5
includes tax systems -- National Heritage Law
(deductions) in the financial -- Indigenous People's Rights
transactions of the art event Law
-- Basic Taxation Systems:
Income Tax, VAT, etc.
applies TINs from BIR; 32. Basic understanding of the AD_LMA12-IVe-22
prepare applications for tax system and required
SSS, PhilHealth ,etc. government deductions (SSS,
Philhealth, Pagibig)
2ND SEM/ understands the self and develops a “self 33. Role-plays the following WEEK 6 AD_LMA12-IVe-23
QUARTER 4 his/her role in the creation of the challenging” attitude topics in class:
artistic product or service a. standards of excellence for AD_LMA12-IVe-24
translates leadership his/her creation
demonstrates an understanding structures to managing an b. good personal work habits AD_ LMA12-IVe-25
of leadership structures and arts event c. understanding of leadership
practices in the community structures and practices in the AD_LMA12-IVe-26
translates leadership by community
example to their own d. decision making skills AD_LMA12-IVe-27
leadership of their team/s e. recognizing artists,
managers/leaders in the school
and in the community
demonstrates understanding develops risk management 34. explains WEEK 6-8 AD_LMA12-IVf-i-28
and awareness of the importance tools (anticipates problems) /compares/contrasts the different
of supervision, monitoring and management styles/skills of an AD_LMA12-IVf-i-29
anticipation arts event in consideration of the
possible unforeseen
awareness of the importance of problems/situations that may
supervision, monitoring and arise
anticipation
35. creates a video footages or AD_LMA12-IVf-i-30

role-play of the following topics
using their mobile phones and AD_LMA12-IVf-i-31
other available gadgets for this
simple production: AD_LMA12-IVf-i-32
a. understanding of control in
leadership as well as crisis AD_LMA12-IVf-i-33
management, (“show must go
on”, “expect the unexpected”) b. AD_LMA12-IVj-34
understanding of authority,
supervision, control in
leadership
c. basic communication and
negotiation skills towards an
environment of tolerance
d. understanding of control in
leadership
e. understands conflict
management
2ND SEM/ demonstrates an understanding collects, tabulates and reports 36. conducts and reports WEEK 6-8 AD_LMA12-IVj-35
QUARTER 4 of how to use the data the results of the audience audience surveys
gathered based on the results of survey
the survey for
demonstrates appreciation for evaluates the project 37. Role-play the following WEEK 6-8 AD_LMA12-IVj-36
analysis of project evaluation objectively and makes topics in Project Evaluation:
and criticism recommendations a. appreciation and nurturing of AD_LMA12-IVj-37
audience feedback
b. how to develop positive AD_LMA12-IVj-38
criticism skills for evaluation
(objective and subjective) AD_LMA12-IVj-39
c. demonstration of positive
attitude towards criticisms
d. self-challenging attitude to self-
criticism

Subject: PHYSICAL AND PERSONAL DEVELOPMENT IN THE ARTS
Competencies
The learner…
identifies the parts of the body
involved in the AD_PPD12-Ia-c-1
WEEK 1-2
creation/performance of
different art forms
displays a knowledge of
identifies hazardous materials,
movements and habits that
demonstrates an understanding industry-related injuries and AD_PPD12-If-g-3
help prevent injuries WEEK 3-4
of how the body functions in their causes used in art
QUARTER 1 related to art forms
the creative work environment production
practices basic first-aid
measures according to hazards WEEK 5-6 AD_PPD12-Ii-j-5
during art production
shows knowledge of the develops proper personal
maintenance of physical hygiene regimen suitable for WEEK 7-8 AD_PPD12-Ih-4
and personal well-being the art form
applies safety and executes proper physical demonstrates different warm- AD_PPD12-IIa-b-1
QUARTER 2 professional practices in the exercises in a classroom ups and exercises for the WEEK 1-2
creative work environment setting performing arts to prevent
injury and encourage
professional longevity
produces a working resume AD_PPD12-IId-3
draft that contains his/her basic WEEK 3
profile and artistic skills
researches and writes a report AD_PPD12-IIe-f-4
on the local and international
WEEK 4-5
demonstrates an market conditions related to a
understanding of the specific art form
professional tools and a assesses the safety and AD_PPD12-IIg-h-5
good working security of a particular creative WEEK 6
environment work environment
AD_PPD12-IIi-j-6
designs a hypothetical creative
workplace that is hygienic and WEEK 7-8
free of hazardous materials

Subject: PRODUCTION IN THE PERFORMING ARTS
Competencies
The learner…
demonstrates an plans and organizes identifies the various
understanding of the range of pre-production departments as well as AD_PPA12-IIIa-1
processes, structures and processes by designs an organizational
functions in the field of designing a working structure in a theater
2nd SEM/ performing arts timetable, developing production
WEEK 1
QUARTER 3 the working script, identifies the possible
conducting and careers associated with the AD_PPA12-IIIa-2
documenting performing arts field by
production meetings undergoing the process of a
and preliminary production
outputs from the conceptualizes a chosen
various production material for staging which AD_PPA12-IIIb-d-3
teams may include reworking of a
pre-existing material or
creating an original piece
collaborates with other art
disciplines AD_PPA12-IIIb-d-4
creates music, dance and
WEEK 2-4
designs appropriate to the AD_PPA12-IIIb-d-5
production concept
recognizes local heritage and
folk tradition or other artistic AD_PPA12-IIIb-d-6
forms that may be used in
staging a chosen piece
identifies appropriate
performance venue
develops the initial part of AD_PPA12-IIIe-j-8
theatrical performance either
by way of text analysis or by
engaging into stage
experimentations and
improvisations
designs the physical action and AD_PPA12-IIIe-j-9
movement on stage of the
theatrical performance through
blockings and other WEEK 5-8
appropriate techniques for
staging and execution
rehearses musical numbers AD_PPA12-IIIe-j-10
with singers, dancers and
accompaniment
prepares production and AD_PPA12-IIIe-j-11
technical requirements such as
sets, lights, sounds, costumes,
props and multimedia
devises marketing strategies AD_PPA12-IIIe-j-11
for production
2nd SEM/ demonstrates an understanding showcases creative finalizes the integration of the AD_PPA12-IVa-g-1
QUARTER 4 of the range of processes, collaboration in the different production
structures and functions in the performing arts components
WEEK 1-5
field of performing arts exemplified in the pre- incorporates the criticisms and AD_PPA12-Iva-g-2
production processes, proposals for production
actual performance, and enhancement
post-performance performs with a level of AD_PPA12-IVh-3
WEEK 6
mastery
evaluates the whole learning AD_PPA12-IVi-j-4
experience on an individual
and organizational level WEEK 7-8
produces documentation of AD_PPA12-IVi-j-5
the performance
Grade: Grade 12
Sports Track: Apprenticeship (Off-Campus)
Semester Content Standard Performance Most Essential Learning Duration K to 12 CG Code

Standard Competencies
The learner The learner shows 1. assesses own performance Weeks 1-20 SP_APA12-IIa-t-1
demonstrates measureable for goal setting
understanding of improvement in set
integrating the performance
knowledge of safety parameter.
and first aid human
movement,
psychosocial aspects
of sports and exercise,
fitness testing and
exercise programming
for developing sports
potential.
Second Semester
(Student Athlete 2. designs a personal training Weeks 1-20 SP_APA12-IIa-t-2
Enhancement) program
3. exhibits mastery of sports Weeks 1-20 SP_APA12-IIa-t-3
skills
4. displays improvement of Weeks 1-20 SP_APA12-IIa-t-4
personal best performance
5. applies safety practices to Weeks 1-20 SP_APA12-IIa-t-5
prevent deconditioning as a
result of injury
6. identifies emerging trends Weeks 1-20 SP_APA12-IIa-t-6
in training
7. employs stress Weeks 1-20 SP_APA12-IIa-t-7
management techniques to
cope with training and
competition demands
8. applies psychosocial Weeks 1-20 SP_APA12-IIa-t-8
techniques achieves sport-
life balance
9. realizes the importance of Weeks 1-20 SP_APA12-IIa-t-9
having positive attitude
towards sports
participation
10. realizes one’s potential Weeks 1-20 SP_APA12-IIa-t-10
through sports
participation
demonstrates assists competently 1. demonstrates appropriate Weeks 1-20 SP_APC12-IIa-t-1
understanding of the coach of in- personal, social, and ethical
integrating the campus sports team behavior while coaching
knowledge of (varsity and club)
coaching, safety and
first aid, human
movement,
fitness testing and
for developing one’s
Practice Coaching
potential as a coach
2. utilizes management skills Weeks 1-20 SP_APC12-IIa-t-2

during
games/competitions
3. articulates personal Weeks 1-20 SP_APC12-IIa-t-3
coaching philosophy
4. provides assessment tools Weeks 1-20 SP_APC12-IIa-t-4
options for the coach
5. carries out assessment of Weeks 1-20 SP_APC12-IIa-t-5
team members under
coach supervision
6. implements training Weeks 1-20 SP_APC12-IIa-t-6
program designed by the
coach
7. documents player Weeks 1-20 SP_APC12-IIa-t-7
performance during
games, progression
towards goals, and
strategies and tactics of
opposing teams
8. observes safety practices Weeks 1-20 SP_APC12-IIa-t-8
to prevent deconditioning of
team members as a result of
injury
9. identifies emerging trends Weeks 1-20 SP_APC12-IIa-t-9
in training and coaching
10. recommends psychosocial Weeks 1-20 SP_APC12-IIa-t-10
strategies (goal setting,
team building activities and
stress management)
11. realizes one’s potential as Weeks 1-20 SP_APC12-IIa-t-11
a coach through sports
participation
demonstrates manages 1. Demonstrates appropriate Weeks 1-20 SP_APO12-IIa-t-1
understanding of competently a sports personal, social and ethical
integrating the tournament behavior while officiating
knowledge of officiating
and activity
Practice officiating management, safety
and tournament and first aid,
management psychosocial aspects of
sports and exercise for
developing one’s
potential as a sports
official and tournament
manager
2. utilizes proper Weeks 1-20 SP_APO12-IIa-t-2
communication techniques in
officiating and tournament
management
3. applies safety practices to Weeks 1-20 SP_APO12-IIa-t-3
prevent injuries during the
conduct of the tournament
4. implements a tournament Weeks 1-20 SP_APO12-IIa-t-4
plan
5. conducts post-event Weeks 1-20 SP_APO12-IIa-t-5
evaluation
6. identifies recent Weeks 1-20 SP_APO12-IIa-t-6
developments in
officiating and emerging
trends in tournament
management
7. recognizes the dynamics of Weeks 1-20 SP_APO12-IIa-t-7
working with the group to
achieve teamwork in carrying
out a tournament
8. realizes one’s potential as Weeks 1-20 SP_APO12-IIa-t-8
an official and tournament
manager
demonstrates 1.delivers a fitness Weeks 1-20
understanding of program for an
integrating the apparently healthy
knowledge of individual or group
fitness/sports and (for fitness leader)
Fitness/Sports and recreation leadership,
Recreation leader human movement, 2. leads an existing
safety and first aid, sports and
fitness testing and recreational
exercise program(for sports
programming, and recreation
psychosocial aspects leader)
of sports and
exercise, and coaching
manager
1. demonstrates appropriate Weeks 1-20 SP_APL12-IIa-t-1

personal, social, and ethical
behavior while performing
leadership tasks
2. carries out health and Weeks 1-20 SP_APL12-IIa-t-2

fitness evaluation of
students or clients
3. designs/implements Weeks 1-20 SP_APL12-IIa-t-3
fitness program(for fitness
leader)
4. implements an existing Weeks 1-20 SP_APL12-IIa-t-4
sports and recreation
program(for sports and
recreation leader)
5. exhibits proficiency in Weeks 1-20 SP_APL12-IIa-t-5
exercise techniques or
sports skills
6. applies safety practices to Weeks 1-20 SP_APL12-IIa-t-6
prevent injury during
exercise or sports
participation
7. identifies emerging trends Weeks 1-20 SP_APL12-IIa-t-7
in sports, fitness, and
recreation
8. employs motivational Weeks 1-20 SP_APL12-IIa-t-8
techniques in promoting
exercise adherence and
enjoyment
9. realizes the importance of Weeks 1-20 SP_APL12-IIa-t-9
having a positive attitude
towards sports, fitness and
recreation participation
10. realizes one’s potential in Weeks 1-20 SP_APL12-IIa-t-10
sports, fitness and
recreation leadership
Grade: Grade12
Sports Track: Fitness, Sports and Recreation Leadership
Semester Content Standard Performance Standard Most Essential Duration K to 12 CG Code

Learning Competencies
First Semester The learner... The learner... practices quality Week 1 SP_LS12-Ia-1
leadership in the
demonstrates implements with conduct
understanding of the confidence a of fitness, sports and
basic short-term program in recreation activities
principles of, and exercise/sports and
techniques in, fitness, recreation for a healthy administers a pre- SP_LS12-Ia-2
sports and recreation individual or group. participation screening
instruction and explains the different SP_LS12-Ia-3
leadership components of an
for carrying out safe exercise program
and demonstrates safe and SP_LS12-Ia-4
effective programs in effective
exercise, sports and exercise/sports
recreation. techniques
uses appropriate SP_LS12-Ia-5
cueing, motivation,
instruction, feedback and
teaching techniques in
delivering
exercise/sports
programs for an
individual or groupfor
monitors exercise
intensity for safe and SP_LS12-Ia-6
effective fitness
performance
designs a balanced SP_LS12-Ia-7
exercise program for an
apparently healthy
individual or group
identifies existing Week 2 SP_LS12-Ia-8
programs (summer
camps, sports clinics,
etc.);
demonstrates basic SP_LS12-Ia-9
knowledge of first aid
and/or initial assessment
of common injuries;
values the importance of SP_LS12-Ia-10

the basic principles
and techniques of fitness,
instructions and
leadership for delivering
safe and effective
exercise/sports and
recreation programs; and
realizes the value of SP_LS12-Ia-11

professional ethics,
responsibilities, and
standards
Grade: Grade11
Sports Track: Fitness Testing and Basic Exercise Programming
Semester Content Standard Performance Most Essential Duration K to 12 CG Code

Standard Learning
Competencies
Second Semester The learner... The learner... distinguishes the Week 1-2 SP_FT11-IIa-b-1
proper tests for specific
demonstrates administers accurately fitness parameters
understanding of the appropriate basic demonstrates the SP_FT11-IIa-b-2
concept of testing to exercise correct performance of
formulate/adopt basic programs for different fitness test procedures
fitness fitness evaluates test results SP_FT11-IIa-b-3
and performance goals based on age, exercise
readiness (PAR-Q), and
physical activity status
realizes the importance Week 3-6 SP_FT11-IIa-b-4
of test results as a means
to set fitness or
performance goals,
formulate exercise
programs, and monitor
progress;
devises exercise SP_FT11-IIa-b-5
programs based on set
fitness or performance
goals and fitness test
results using the
principles of specificity,
overload, progression,
individuality, recovery,
and variety
illustrates the proper SP_FT11-IIa-b-6
performance of the
exercises;
makes adjustments to Week 7-11 SP_FT11-IIa-b-7
training parameters
(FITT) according to
training response; and
recognizes the value of SP_FT11-IIa-b-8
sound program design
and constant monitoring
in the attainment of
fitness and performance
goals.

Subject : Fundamentals of Coaching
Semester Content Standard Performance Most Essential Duration K to 12 CG Code

Standard Learning Competencies
The learner... The learner develops a Explains fundamental Weeks 1-5 SP_FC11-Ia-e-1
demonstrates sound coaching concepts and principles
understanding of the philosophy. of coaching in relation to
fundamental concepts ethical standards;
and principles of
coaching for career
preparation.
Realizes that knowledge Weeks 6-8 SP_FC11-If-h-2
in coaching prepares
First Semester learner for a career;
Describes Weeks 9-10 SP_FC11-Ii-j-3

characteristics of an
effective coach;
Utilizes proper Weeks 11-12 SP_FC11-Ik-l-4
communication
techniques in coaching;
Identifies Weeks 13-17 SP_FC11-In-q-4
documentation
strategies in monitoring
performance (game
statistics, progression
towards goals, and
strategies and tactics)
Differentiates various Weeks 18-20 SP_FC11-r-t-5
coaching styles; and
Recognizes appropriate Weeks 1-20 SP_FC11-a-t-6
coaching behaviour.
Grade Level : Grade11

Subject :Sports Track: Human Movement

Learning
Competencies
First The learner The learner describes the nature, Week 1-3 SP_HM11-Ia-c1
demonstrates administers accurately purpose, and procedures
understanding of movement screens. of movement screens
movement analysis for
efficient and effective interprets the results of SP_HM11-Id-f2
performance. the movement screen;
The learner The learner designs relates screen result to SP_HM11-Ig-i-3
demonstrates sound practice current performance.
understanding of sessions.
different
theories of motor
control
and learning for
efficient
and effective
performance.
The learner The learner exhibits appreciation of Week 4-6 SP_HM11-Ia-t-4
demonstrates administers accurately the value of
understanding of movement screens. measurement for
movement analysis for efficient and effective
efficient and effective performance;
performance explains the different SP_HM11-Ij-k-5
theories of motor
control and learning
The learner The learner designs identifies course of SP_HM11-Il-n-6
demonstrates sound practice action appropriate for
understanding of sessions. various needs and skill
different levels;
theories of motor
control
and learning for
efficient
and effective
performance.
The learner The learner modifies course of Week 7-9 SP_HM11-Io-t-7
demonstrates administers accurately action based on
understanding of movement screens. feedback; and
movement analysis for recognizes the value of SP_HM11-Ia-t-8
efficient and effective quality of practice for
performance. efficient and effective
performance.
GradeLevel : Grade 12
Subject :Sports Track: Practicum (In-Campus)
Semester Content Standard Performance Most Essential Learning Duration K to 12 CG Code

Standard Competencies
The learner The learner shows assesses own performance Weeks 1-20 SP_PRA12-Ia-t-1
demonstrates measureable for goal setting
understanding of improvement in set
First Semester integrating the performance
knowledge of safety parameter
and first aid, human
movement,
fitness testing and
for developing sports
potential
designs a personal training Weeks 1-20 SP_PRA12-Ia-t-2
program
exhibits mastery of sports Weeks 1-20 SP_PRA12-Ia-t-3
skills
displays improvement of Weeks 1-20 SP_PRA12-Ia-t-4
personal best performance
applies safety practices to Weeks 1-20 SP_PRA12-Ia-t-5

prevent deconditioning as a
result of injury
identifies emerging trends Weeks 1-20 SP_PRA12-Ia-t-6
in training
employs stress Weeks 1-20 SP_PRA12-Ia-t-7
management techniques to
cope with training and
competition demands
applies psychosocial Weeks 1-20 SP_PRA12-Ia-t-8
techniques achieves sport
life balance
realizes the importance of Weeks 1-20 SP_PRA12-Ia-t-9
having positive attitude
towards sports
participation
realizes one’s potential Weeks 1-20 SP_PRA12-Ia-t-10
through sports
participation
Practice Coaching demonstrates assists competently Demonstrates appropriate Weeks 1-20 SP_PRC12-Ia-t-1
understanding of the coach of in- personal, social, and
integrating the
knowledge of campus sports team ethical behavior while
coaching, safety and (varsity and club coaching
first aid, human
movement,
fitness testing and
potential as a coach
utilizes management skills Weeks 1-20 SP_PRC12-Ia-t-2
during
games/competitions
articulates personal Weeks 1-20 SP_PRC12-Ia-t-3
coaching philosophy
provides assessment tools Weeks 1-20 SP_PRC12-Ia-t-4
options for the coach
carries out assessment of Weeks 1-20 SP_PRC12-Ia-t-5
team members under
coach supervision
implements training Weeks 1-20 SP_PRC12-Ia-t-6
program designed by the
coach
documents player Weeks 1-20 SP_PRC12-Ia-t-7
performance during
games, progression
towards goals, and
strategies and tactics of
opposing teams
observes safety practices Weeks 1-20 SP_PRC12-Ia-t-8
to prevent deconditioning
of team members as a
result of injury
identifies emerging trends Weeks 1-20 SP_PRC12-Ia-t-9
in training and coaching
recommend psychosocial Weeks 1-20 SP_PRC12-Ia-t-10
strategies (goal setting,
team building activities
and stress management)
realizes one’s potential as Weeks 1-20 SP_PRC12-Ia-t-11
a coach through sports
participation
demonstrates manages competently demonstrates appropriate Weeks 1-20 SP_PRO12-Ia-t-1
understanding of a sports tournament personal, social, and
integrating the ethical behavior while
knowledge of officiating officiating
and activity
management, safety
and first aid,
psychosocial aspects of
sports and exercise for
developing one’s
manager
utilizes proper Weeks 1-20 SP_PRO12-Ia-t-2
communication
techniques in officiating
and tournament
management
applies safety practices to SP_PRO12-Ia-t-3
prevent injuries during the
conduct of the
tournament
implements a tournament Weeks 1-20 SP_PRO12-Ia-t-4
plan
conducts post-event Weeks 1-20 SP_PRO12-Ia-t-5
evaluation
identifies recent Weeks 1-20 SP_PRO12-Ia-t-6
developments in
officiating and emerging
trends in tournament
management
recognizes the dynamics Weeks 1-20 SP_PRO12-Ia-t-7
of working with the group to
achieve teamwork in
carrying out a tournament
realizes one’s potential as Weeks 1-20 SP_PRO12-Ia-t-8
an official and tournament
manager
demonstrates 1. delivers a fitness demonstrates appropriate Weeks 1-20 SP_PRL12-Ia-t-1
understanding of program for an personal, social, and ethical
integrating the apparently healthy behavior while performing
knowledge of individual or group leadership tasks
fitness/sports and (for fitness leader)
recreation leadership, 2. leads an existing
human movement, sports and recreational
safety and first aid, program(for sports and
fitness testing and recreation leader
exercise programming,
and coaching for
developing one’s
manager
carries out health and Weeks 1-20 SP_PRL12-Ia-t-2
fitness evaluation of
students or clients
designs/implements Weeks 1-20 SP_PRL12-Ia-t-3
fitness program(for fitness
leader
implements an existing Weeks 1-20 SP_PRL12-Ia-t-4
program(for sports and
recreation leader)
exhibits proficiency in Weeks 1-20 SP_PRL12-Ia-t-5
exercise techniques or
sports skills
applies safety practices to Weeks 1-20 SP_PRL12-Ia-t-6
prevent injury during
exercise or sports
participation
identifies emerging trends Weeks 1-20 SP_PRL12-Ia-t-7
in sports, fitness, and
recreation
employs motivational Weeks 1-20 SP_PRL12-Ia-t-8
techniques in promoting
exercise adherence and
enjoyment
realizes the importance of Weeks 1-20 SP_PRL12-Ia-t-9
having a positive attitude
towards sports, fitness and
recreation participation
realizes one’s potential in Weeks 1-20 SP_PRL12-Ia-t-10

sports, fitness and
recreation leadership
Grade Level :Grade 11
Subject :Psychosocial Aspects of Sports and Exercise

Learning Competencies
First The learner The learner completes 1.explains how Week 1-2 SP_PS11-Ia-b-1
demonstrates a portfolio different types of
understanding of basic consisting of journals, motivation
psychosocial theories work affect sports
and sheets, interview performance and
concepts in sports and reports, exercise
exercise for reflection papers and participation
performance information materials 2.uses motivational SP_PS11-Ic-d-2
enhancement and regarding the strategies to encourage
adherence. psychological sports and exercise
benefits of regular participation;
sports and 3.recognizes the value SP_PS11-Ia-t-3
exercise participation. of effective
communication and
group cohesion for sports
performance and exercise
participation
4.explains the SP_PS11-Ie-f-4

importance of group
structure, role clarity
and acceptance for
effective team
functioning
Week 3-4
discusses the effects of SP_PS11-Ig-h-5
group cohesion in sports
participation;
recognizes the value of SP_PS11-ia-t-6
effective communication
and group cohesion for
sports performance and
exercise
participation;
describes arousal, stress, SP_PS11-Ii-7

and anxiety in sports and
exercise settings;
explains how arousal Week 5-6 SP_PS11-Ij-k-8

and anxiety affects sports
participation;
describes different SP_PS11-Il-n-9
strategies in regulating
arousal, coping with
stress and anxiety in
sports and exercise
recognizes the value of SP_PS11-Ii-t-10
regulating arousal, coping
with stress and anxiety
for better sports
participation;
describes symptoms of SP_PS11-Io-p-11
burnout, and overtraining
in sports and
exercise participants;
explains the Week 7-8 SP_PS11-Iq-s-12

psychological impact of
injuries in sports and
exercise participants;
and
recognizes the value of SP_PS11-Ia-t-13
regular sports and
exercise participation for
overall well-being

Subject : Safety and First Aid
Semester Content Standard Performance Standard Most Essential Learning Duration K to 12 CG Code
Competencies
The learner... The learner... Explains the importance of Week 1 SP_SFA11-Ia-1
demonstrates demonstrates safety observing safety practices in
understanding of safety, practices consistently in performing sports, exercise and
injury prevention and sports, exercise and recreational activities;
management in sports, recreational activities.
exercise and recreational
settings
for prompt and proper
response during
emergencies.
First Semester
Observes “safety awareness” Weeks 2-19 SP_SFA11-Ib-t-2
(preventive and rehabilitative) at all
times;
Enumerates ways to safeguard Week 3 SP_SFA11-Ib-3
participants from possible injuries;
Identifies activities for restoring Week 4 SP_SFA11-Ic-4
strength and condition of
participants after rehabilitation;
Identifies signs and symptoms of Weeks 5-9 SP_SFA11-Id-h-5
injuries as well as situations that
may prompt such injuries;
Identifies situations requiring Weeks 10-13 SP_SFA11-Ii-l6
prompt response for safety rescue
and transfer;
Performs appropriate and correct Weeks 14-17 SP_SFA11-Im-p-7
procedures during disaster and
emergencies in sports, exercises
and recreational settings
(simulations);
Prepares first kits and equipment; Weeks 18-19 SP_SFA11-Iq-r-8
Develops an emergency plan Weeks 20-21 SP_SFA11-Is-t-9
involving personnel; and
Recognizes the value of safety, Weeks 1-21 SP_SFA11-Ia-t-10
injury prevention and management
in sports and exercise settings for
prompt and proper response during
emergencies.
GradeLevel : Grade 11
Subject :Sports Officiating and Activity Management
Semester Content Standard Performance Standard Most Essential Learning Duration K to 12 CG Code
Competencies
The learner... The learner... Identifies fundamental concepts, Weeks 1-3 SP_SO11-IIa-c-1
demonstrates officiates with authority in principles, skills and mechanics of
understanding of the interscholastic sports officiating
fundamental principles, games/competitions.
and concepts of sports
Second Semester officiating for effective
conduct of
games/competitions.
Explains officiating mechanics of Weeks 4-5 SP_SO11-IId-e-2
the sport
Interprets rules of the sport; Weeks 6-7 SP_SO11-IIf-g-3
Demonstrates appropriate Weeks 1-10 SP_SO11-IIa-j-4
personal, social, and ethical
behavior while officiating
Utilizes management skills during Weeks 8-9 SP_SO11-IIh-i-5
games/competitions;
Analyses own performance after Week 10 SP_SO11-IIj-6
a game/competition; and
Values the importance of Weeks 1-10 SP_SO11-IIa-j-7
understanding sports officiating
leading towards a career
demonstrates accomplishes a Identifies fundamental concepts Week 11 SP_AM11-IIk-1
understanding of the comprehensive activity of activity management
fundamental concepts of management portfolio
management for the
effective conduct of sports,
fitness and recreation
events.
Assesses the feasibility of a Weeks 12-13 SP_AM11-IIl-m-2
sports/fitness/recreation even
Identifies the elements of an Week 14 SP_AM11-IIn-3
event plan
Utilizes promotional strategies to Week 15 SP_AM11-IIo-4
market the event
Devices evaluation techniques to Weeks 16-17 SP_AM11-IIp-q-5
gauge the success of the event
Designs a plan for a Weeks 18-20 SP_AM11-IIr-t-6
sports/fitness/recreation event
Recognizes the value of careful Weeks 1-20 SP_AM11-IIa-t-7
planning and implementation for
effective conduct of a
sports/fitness/recreation event.
Grade Level: Kindergarten ( HOMEROOM GUIDANCE PROGRAM)
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
1st Quarter Week 1
1. Identify one’s strengths,

Value oneself HGKPS-Id.2-7
weaknesses, interests, talents,
abilities, hobbies and values
2. Recognize oneself as an important Week 2 HGKPS-If.2-11

Understand the part of the family and community
importance of oneself 3. Determine the different family Week 3
Value others HGKPS-Ig.1-12
and others members
4. Show effective ways of relating Week 4
HGKPS-Ig.2-13
with other people
Week 5
Respect individual 5. Show effective ways in relating

HGKPS-Ih.2-14
differences with others and community
Week 6
6. Identify the importance of oneself as
Gain understanding of
a member of family and community HGKPS-Ii.1-15
oneself and others
2nd Week 1
Quarter Analyze responsible 1. State own contribution to the
decisions and goals Provide proper steps solution for issues concerning HGKPS-IIe.2-7
toward achievement of toward responsible the family and school
personal welfare and decision-making
common good 2. Share views about home and Week 2
HGKPS-IIf.1-8
school
Evaluate experiences in 3. Identify the possible Week 3
decision-making towards consequences of decisions to HGKPS-IIf.2-9
achieving common good oneself and others
4. Determine the consequences of Week 4
HGKPS-IIg.1-10
decisions based on different
HGKPS-IIg.2-10
conditions or situations
2nd Week 5
Quarter Understand the importance
of guidance from parents or 5. Cite the importance of guidance
guardians and significant from parents/guardians in
HGKC-IIi.1-12
adults in choosing a choosing ones profession and
Analyze the relationship of profession, vocation and vocation
one’s skills and experiences future plans
in choosing a profession,
vocation and future plans Week 6
Strengthen the connection
among knowledge, skills and
roles of parents or guardians 6. Enumerate abilities toward the
and significant adults in selection of ones profession, HGKC-IIj.2-14
choosing a profession, vocation and future plans
vocation and future plans
3rd 1. Identify the people who can Week 1

Quarter help to protect oneself and HGKPS-IIIc.1-4
others
Apply effective ways of 2. Share experiences and attitude Week 2
Apply ability to protect
protecting oneself and relevant to protecting oneself HGKPS-IIIc.2-5
oneself and others towards
others and others at home and in HGKPS-IIId.1-5
effective ways of problem-
school
solving
3. Show skills to protect oneself at Week 3
HGKPS-IIId.2-6
all times HGKPS-IIIe.1-6
4. Determine the different ways in Week 4
Share skills helpful to solve
solving problems that involved HGKPS-IIIg.2-10
problems
oneself and others
5. Solve problems that involved Week 5
HGKPS-IIIh.1-11
oneself and others HGKPS-IIIh.2-11
3rd Week 6
Quarter Apply the ability to choose
their own field based on
6. State the characteristics and
the different factors Describe the chosen field HGKC-IIIi.1-12
tasks of desired profession
toward achieving goals in
life
4th Week 1
Quarter Develop academic skills
to respond to community Participate in school 1. Demonstrate abilities and
development based on activities relevant to the willingness to take part in school HGKA-IVa.1-1
international standards needs of the community or community activities
Engage oneself in Week 2

2. Demonstrate proper ways to
meaningful programs and
interact with others and HGK-PS- IV-e.2-6
initiatives for the common
community
good
Strengthen self- Week 3
3. Offer suggestions to solve or
Enrich ability to share empowerment to respond
address issues affecting the HGK-PS-IV-f.1-7
oneself to respond to to the needs of the
community
international standards community
Respond to personal and 4. Determine the different Week 4
social needs that can problems and its causes a HGK-PS- IV-g.1-8
contribute to the promotion person might experience
of international standards 5. Utilize talents, interests, skills Week 5
HGK-PS-IV-g.2-9
and to improve oneself
4th Week 6
Quarter Implement steps toward
the realization of chosen
State steps to fulfill the
profession and vocation 6. Describe the goals in life HGK-C- IV-i.1-11
goal in life
based on international
standards
Grade Level: Primary Level (Grade 1 – Grade 3)
Quarter Standards Competencies Most Essential Learning Time Allotment K to 12 CG Code

Competency
1st 1. Recognize the basic rights and Week 1
HGPS-Id-7
Quarter responsibilities of a child
2. Identify personal strengths, Week 2
Value oneself weaknesses, talents, abilities,
interests, and values HGPS-Id-8
3. Recognize oneself as an Week 3

important part of the family and HGPS-Ie-11
Understand the community
importance of oneself Value others 4. Show effective ways of relating Week 4
and others with other people
HGPS-Ie-13
5. Identify the similarities and Week 5

differences of individuals (in
HGPS-If-14
terms of appearance, culture,
Respect individual beliefs, views, and values)
differences
6. Identify different structures of Week 6
the family HGPS-If-15
Competency
1st 7. Identify the importance of Week 7
Quarter oneself as part of the family HGPS-Ig-17
Gain understanding of and community
oneself and others 8. Practice effective ways in Week 8
relating with others and HGPS-Ig-18
community
2nd Share the lessons learned Week 1
Quarter from school and community 1. Enumerate the lessons learned
that can be used in daily living from school and community HGA-IIb-2
Analyze the relevance of
activities
experiences in school
and community toward
academic success Apply lessons from home, Week 2
2. Share lessons from personal
school and community to
experiences gained from family
daily living with consideration HGA-IIc-3
and society beneficial to academic
to family and society
success
2nd Week 3 HGPS-IId-4
3. State the different factors in
Quarter
Examine the different factors in decision-making
decision-making for the
4. Describe the connection of the Week 4
achievement of success
different factors in decision- HGPS-IIe-5
making
Analyze responsible 5. Identify the procedure in Week 5
HGPS-IIf-6
decisions and goals decision-making
toward achievement of Provide proper steps toward 6. Contribute to the solution for Week 6
personal welfare and responsible decision-making issues concerning the family and
HGPS-IIf-7
common good the school
7. Identify the outcomes of Week 7

Evaluate experiences in decision-making based on different
decision-making towards conditions or situations HGPS-IIg-10
achieving common good
Competency
Strengthen the connection 8. Enumerate the advantages of Week 8
among knowledge, skills and knowing the connection of
roles of parents or guardians choosing profession and vocation
and significant adults in with the knowledge, HGC-IIj-14
choosing a profession, competencies and experiences
vocation and future plans guided by the parents,
guardians, and significant others
3rd Utilize knowledge and 1. Cite ways to accomplish the Week 1
Quarter skills toward academic assigned tasks
Prepare using knowledge and
success HGA-IIIc-3
skills toward academic success
2. Make a daily schedule Week 2 HGA-IIIc-4

rd
3 3. Identify the people who can Week 3
Quarter help in taking care of oneself HGS-IIId-5
and others
Apply effective ways of
4. Share experiences and attitude Week 4
protecting oneself and others
relevant to protecting oneself
HGS-IIId-6
and others at home and in
school
5. Identify the different ways of Week 5
Apply ability to protect
Live effective ways in solving problems concerning HGS-IIIe-7
oneself and other
resolving issues that involve oneself and others
towards effective ways
oneself and others 6. Solve problems concerning Week 6
of problem-solving HGS-IIIe-8
oneself and others
7. Identify good and bad things for Week 7
others based on the golden rule HGS-IIIf-9
Share skills helpful to solve 8. Analyze good and bad things for Week 8
problems oneself and for others
HGS-IIIf-10
Competency
4th Participate in school 1. Show the ability to participate Week 1
Quarter activities relevant to the in school and community HGA-IVa-1
needs of the community activities
Demonstrate academic 2. Show the skills learned from Week 2
excellence based on global school necessary to the HGA-IVb-2
needs community
Live ways that respect and 3. Apply appropriate actions to Week 3
HGA-IVc-3
protect the environment take care of the environment
4. Show fairness to others Week 4 HGS-IVe-5
Develop academic skills Engage oneself in meaningful
to respond to community programs and initiatives for the 5. Show the ability to relate with Week 5
development based on common good others and the community with HGS-IVe-6
international standards respect and love
Strengthen self- 6. Give suggestions to solve the Week 6
empowerment to respond to issues affecting the community HGS-IVf-7
the needs of the community
7. Identify the different types of Week 7
problems and their causes which
Respond to personal and social HGS-IVg-8
may be experienced by an
needs that can contribute to
individual
the promotiona of international
8. Use talents, interests, Week 8
standards
capabilities, and abilities for HGS-IVg-9
personal development
4th State steps to fulfill the goal 9. Explain the steps to fulfill the Week 9
Quarter in life goal in life
Implement steps toward
the realization of chosen
profession and vocation HGC-IVi-11
based on international
standards
Grade: Intermediate Level (Grade 4 – Grade 6) ( HOMEROOM GUIDANCE PROGRAM)
Quarter Time Allotment

Standard Competency Most Essential Learning Competency K to 12 CG Code
1st Quarter Week 1
1. Recognize that changes in oneself
HGIPS-Ia-2
is part of development
Value oneself
2. Examine one’s thoughts, Week 2
feelings, beliefs, and the
difference between appropriate HGIPS-Ia-3
and inappropriate behavior
Understand the 3. Recognize the importance of Week 3

Value others
importance of oneself others as part of family, school HGIPS-Ib-4
and others and community
Respect individual Week 4
4. Explain the importance of
differences HGIPS-Ic-9
individual difference
5. Determine fundamental rights Week 5
HGIPS-Id-10
of oneself and others
Gain understanding of 6. Relate oneself to others HGIPS-Ie-11
oneself and others 7. Share the lessons from Week 6
personal experiences by HGIPS-Ie-12
empathizing with others
1st Quarter Understand the Identify the methods of Week 7
knowledge, skills, and effective study habits
positive, attitude for toward lifelong learning 8. Show the ability to perform
the achievement of independently in personal and HGA-Ig-16
Demonstrate effective
optimum learning in school activities
study habits
school and in daily
living
Week 8
9. Share the advantages of
effective study habits using HGIA-Ig-17
personal experiences
2nd Quarter Week 1
1. Examine the procedures or steps in
HGIPS-IIb-5
Provide proper procedure decision-making
toward responsible
decision-making 2. Share personal contribution as Week 2
Analyze responsible HGIPS-IIb-6
part of the solution to family and
decisions and goals school issues
toward achievement 3. Evaluate the outcomes of Week 3
of personal welfare decisions based on the different HGIPS-IIc-7
and common good Evaluate experiences in conditions and circumstances
decision-making toward 4. Make appropriate decisions to
HGIPS-IIc-8
achieving common good achieve the common good
5. Share lessons from experiences Week 4
HGIPS-IIc-9
which help in decision-making
6. Enumerate possible contributions Week 5
Share the lessons learned to the family and school community
HGIA-IIe-13
from school and community based on the lessons learned in
that can be used in daily living school
Analyze the relevance
of experiences in school
and Week 6
community toward Apply lessons from home,
academic success school and community to
daily living with consideration 7. Participate in community activities
to family and society through the acquisition of academic HGIA-IIf-16
knowledge and skills
2nd Quarter Week 7
Analyze the Understand the importance of

relationship of one’s guidance from parents or 8. Enumerate the importance of the
skills and experiences guardians and significant guidance of parents, guardians and
HG IC-IIh-21
in choosing profession, adults in choosing a significant adults in choosing
vocation and future profession, vocation and profession and vocation
plans future plans
3rd Quarter Week 1

1. Share the ability to protect
Apply effective ways of personal and private HGIPS-IIIb-3
protecting oneself and information in social media
others
2. Practice personal care and Week 2
HGIPS-IIIb-4
safety lessons in times of needs
Week 3
Apply ability to Live effective ways in
3. Increase the level of ability to
protect oneself and resolving issues that involve
appropriately address personal HGIPS-IIIc-7
others towards oneself and others
and social issues
effective ways of
problem-solving
4. Identify different skills that Week 4
HGIPS-IIId-8
others may benefit from
5. Explain the significance of
Share skills that can help in seeking or rendering help in HGIPS-IIId-9
solving problems solving problems
6. Participate in effective ways of Week 5
solving problems concerning HGIPS-IIId-10
family, school and community
3rd Quarter Week 6
7. Note the lessons learned from
participating in community HGIA-IIIf-14
activities
Enrich knowledge and skills Week 7
Utilize knowledge and
toward academic
skills toward academic
achievement 8. Reflect on the learnings from
success
various experiences that will
HGIA-IIIf-15
serve as guide and lesson in
achieving success
3rd Quarter Week 8
Apply the ability to

9. Examine the steps of self-
choose their field based Reflect on the decisions made
preparedness in accordance
on the different factors for life and profession HGIC-IIIj-25
with the skills in the chosen
toward achieving goals career
in life
4th Quarter 1. Identify the needs of the family Week 1

HGIPS-IVa-1
and community
Share one’s abilities for the 2. Explain the advantages of Week 2
Enrich ability to share HGIPS-IVa-2
development of others and helping one’s community
oneself to respond to
community 3. Share knowledge and skills in Week 3
international standards
solving simple issues or
HGIPS-IVa-3
problems in the family and
community
Week 4 HGIPS-IVc-7
Strengthen self- 4. Share personal contributions in

empowerment to respond addressing the needs of
to the needs of the community
community 5. Value how the needs of others Week 5
HGIPS-IVc-8
and community are addressed
6. Identify the needs concerning Week 6
HGIPS-IVd-9
oneself, others and community
Respond to personal and 7. Synthesize minor contributions Week 7
social needs that can that yield to positive results or HGIPS-Ivd10
contribute to the promotion
outcomes
of international standards
8. Share personal contributions as Week 8
HGIPS-IVd-11
part of the solution to the
global issues
4th Quarter Week 9
Develop academic
skills to contribute to
Demonstrate academic 9. Participate in community
community
excellence based on global activities that are relevant to HGIA-IVe-14
development based on
needs one’s skills and talents
Grade: Junior High School (7-10) ( HOMEROOM GUIDANCE PROGRAM)
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
st
1 Quarter Understand the 1. Describe different effective Week 1
Identify the methods of
knowledge, skills, and learning methods being
effective study habits HGJA-Ia-2
positive attitude for the employed
toward lifelong learning
achievement of
optimum learning in 2. Demonstrate the ability to Week 2
Share knowledge, skills,
school and in daily independently deal with personal
and positive attitude HGJA-Ic-5
living tasks and actively participate in
helpful in lifelong
school activities
learning
1st Quarter 3. Determine the importance of Week 3 HGJPS-Id-7
oneself as part of the family
and community
Value oneself 4. Exhibit self-discipline Week 4 HGJPS-Ie-8
5. Manage personal changes Week 5
HGJPS-Ie-10
Understand the toward self-appreciation
importance of oneself 6. Value the similarities and Week 6 HGJPS-Ig-13
and others differences among the culture,
Respect individual
beliefs, views, and values of
differences
others
Gain understanding of 7. Strengthen the relationship to Week 7 HGJPS-Ih-15
oneself and others others by responsibly fulfilling
familial duties
1st Quarter Understand the 8. Identify relationship of gender, Week 8 HGJC-Ii-19

importance of family, peers, media, and
knowledge, skills, and socio-economic status in
positive attitude helpful Identify factors related to choosing profession
to daily living and their life and profession
relation to life and
profession
nd
2 Quarter 5. Share to others the knowledge Week 1 HGJA-IIb-5
gained from school and
Share the lessons learned community beneficial in life
from school and
community that can be
Analyze the relevance of used in daily living
experiences in school
and community toward
academic success 6. Demonstrate how to develop Week 2 HGJA-IIc-7
Apply lessons from home, strengths and overcome
school and community to weaknesses
daily living with
consideration to family and
society
2nd Quarter 7. Examine the appropriate and Week 3 HGJPS-IId-8

Examine the different inappropriate steps in personal
factors in decision-making decision-making
for the achievement of
success
Analyze responsible
8. Formulate one’s steps in Week 4 HGJPS-IIe-10
decisions and goals Provide proper procedure decision making
toward achievement of toward responsible 9. Practice independent decision- HGJPS-IIf-11
personal welfare and decision-making making
common good
10. Express views on issues Week 5 HGJPS-IIg-13
Evaluate experiences in relevant to oneself and others
decision-making towards 11. Identify the various views on HGJPS-IIg-14
achieving common good personal and social issues
nd
2 Quarter 12. Identify the important aspects Week 6 HGJC-IIi-18
Understand the importance to be considered in choosing a
of guidance from parents or profession, vocation, and the
guardians and significant future
Analyze the others in choosing a
relationship of one’s profession, vocation and
skills and experiences future plans
in choosing a
profession, vocation Relate the choice of 13. Analyze personal abilities and Week 7 HGJC-IIj-20
and future plans profession, vocation and experiences
future plans to one’s skills, 14. Recognize the important Week 8 HGJC-IIj-21
competencies, and the opinions of parents, guardians,
roles of parents/guardians and significant others to make
and significant adults meaningful decisions
3rd Quarter 1. Perform duties for oneself and Week 1

HGJPS-IIIc-8
for others
Apply effective ways of
2. Realize the advantages and Week 2
protecting oneself and
importance of being responsible HGJPS-IIIc-9
others
for oneself and for others
Apply the ability to
Live effective ways in 3. Relate the effective ways in Week 3 HGJPS-IIIc-10
protect oneself and
resolving issues that solving problems
others toward effective
ways of problem- solving involve oneself and
others
4. Participate in responding to Week 4 HGJPS-IIId-12
Share skills helpful to life challenges
solve problems 5. Respond to the needs of the Week 5 HGJPS-IIId-14
community toward peace
3rd Quarter Apply the ability to 6. State one’s meaningful Week 6 HGJC-IIIf-16
choose their own field Describe the chosen field characteristics relevant to the
based on the different chosen career
factors toward 7. Explain the connection of Week 7 HGJC-IIIg-17
achieving goals in life Decide for life and work, needs of the society,
profession and global economy
8. Respond to the required Week 8 HGJC-IIIj-20

Reflect on the decisions expertise of certain industry,
made for life and and of other types of jobs
profession
4th Quarter 1. Express initiative in extending Week 1
Demonstrate academic help to the community HGJA-IVb-3
excellence based on the
Develop academic skills global needs 2. Give comments or suggestions Week 2
to respond to
for the welfare of the HGJA-IVb-4
community
community
development based on
3. Show concern to the Week 3
Live ways that respect and environment using knowledge
and skills HGJA-IVb-5
protect the environment
4th Quarter 4. Show adaptive behavior to the Week 4

new changes in the community HGJPS-IVc-8
Share one’s abilities for
the development of
5. Participate in the advocacies of
others and community
the community toward HGJPS-IVc-9
Enrich the ability to progress
share oneself to 6. Reflect on the importance of Week 5
respond to one’s involvement in resolving
international standards Engage oneself in
themeaningful
different issues of the
programs and HGJPS-IVd-10
initiatives for the common community
good
Week 6
HGJPS-IVd-13
Strengthen self- 7. Show optimism in dealing with
empowerment to respond life challenges
to the needs of the
community
Respond to personal and 8. Contribute meaningful ways on Week 7

social needs that can how to be the catalyst of
change HGJPS-IVe-18
contribute to the
promotion of international
standards
4th Quarter 9. Relate the relevance of Week 8
decision-making in track and
strand selection to planning, and
State steps to fulfill the to the transition to next grade/ HGJC-IVh-22
goal in life level toward the future goals
Implement the steps

toward the realization of 10. Compare the helpful ways on
chosen profession and how to attain desired
vocation based on profession or vocation
international
standards Outline plans for the
chosen profession,
vocation and the future HGJC-IVi-23
Grades: Senior High School (Grade 11 – Grade 12)
Quarter Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code

4. Identify strengths and weaknesses HGSPS-Ie-4
5. Exhibit the importance of oneself in HGSPS-Ie-5
the following aspects:
5.1. physical and physiological
Value oneself Week 1
5.2. psychological
5.3. intellectual
5.4. spiritual
5.5 social
6. Exhibit the importance of others in the HGSPS-If-6
following aspects:
6.1. physical and physiological
Value others 6.2. psychological Week 2
6.3. intellectual
First Quarter
6.4. spiritual
6.5 social
7. Demonstrate acceptance of others HGSPS-Ig-7
Respect individual differences
without discrimination
8. Show respect to others in: HGSPS-Ig-8
Week 3
8.1. words
8.2. actions
8.3. objective view
9. Explain that oneself and others are HGSPS-Ih-9
capable to commit right and wrong
Week 4
Gain understanding of oneself and others actions or decisions
10. Demonstrate the appropriate HGSPS-Ih-10
response to other’s actions or decisions
1. Manage factors in sound HGSPS-IIe-5
decision-making:
Examine the different factors in decision-making for 1.1 Oneself
Second Quarter Week 1
the achievement of success 1.2 Family
1.3 School
1.4 Peers / Fellow
1.5 Church / Faith
1.6 Media and Technology
1.7 Government
2. Make a right decision based on: HGSPS-IIf-6
2.1 Information
2.2 Situation Week 2
2.3 advice of from more
knowledgeable other (MKO)
Provide proper procedure toward responsible 3. Explain the importance of steps HGSPS-IIg-7
decision-making for meaningful decision-making
4. Discuss how personal Week 3 HGSPS-IIg-8
Evaluate the experiences in decision-making
experiences in decision-making
toward achieving common good
impact oneself and others
1. Recognize human rights with the HGSPS-IIId-5
accountability to protect oneself Week 1
and others
2. Analyze the laws that protect HGSPS-IIIe-6
oneself and others like but not
limited to the following:
2.1 Anti-Bullying Act (RA 10627)
2.2 Child Protection Policy (DO No
40 s 2012)
Third Quarter 2.3 Violence Against Women and
Apply effective ways of protecting oneself and
their Children
others
(RA 9262)
Week 2
2.4 Anti-Sexual Harassment Act (RA
7877)
2.5 Anti-Rape Law (RA No 8353)
2.6 Cyber Crime Law (RA 10175)
2.7 Gender and Development
Millennial Development (DM 88 s
2016, DO 27 s 2013)
2.8 Dangerous Drug Acts of 2002 (RA
9165)
2.9 Reproductive Health Law
(RA10354)
6.10 Family Code (EO 209)
Live effective ways in resolving issues that involve 7. Show optimism in facing life HGSPS-IIIf-7
Week 3
oneself and others challenges and problems
8. Express personal abilities in solving HGSPS-IIIg-8
Share skills helpful to solve problems problems using lessons learned Week 4
through self-evaluation
Share one’s abilities for the development of 1. Participate in the community HGSPS-IVd-4
Week 1
others and community activities using the acquired skills
2. Organize projects for fellow youth, HGSPS-IVe-5
aiming to enhance and develop skills
beneficial to the community
development which includes but not
Engage oneself in meaningful programs and limited to the following:
Week 2
initiatives for the common good 5.1 gift-giving
5.2 tree planting
Fourth Quarter 5.3 feeding program
5.4 clean and green
5.5 traditional Filipino games
3. Conduct ways on how to influence HGSPS-IVf-6
Strengthen self-empowerment to respond to the
fellow youth to participate in civic Week 3
needs of the community
projects
4. Show ways on how to develop HGSPS-IVg-7
Respond to personal and social needs that can
oneself as a role model helpful to
contribute to the promotion of international Week 4
others
standards

K To 12 MELCS With CG Codes

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1

Ang bata ay nagkakaroon Ang bata ay Week 2

Ang bata ay nagkakaroon ng Ang bata ay

The child demonstrates an

The child demonstrates an The child shall be able to

The child demonstrates an

Ang bata ay nagkakaroon Ang bata ay Week 1

Ang bata ay nagkakaroon Ang bata ay Week 2

The child demonstrates an The child shall be able to

The child demonstrates an The child shall be able to

The child demonstrates an

The child demonstrates an

Ang bata ay nagkakaroon ng Ang bata ay

The child demonstrates an

Ang bata ay nagkakaroon Ang bata ay • Nakikilala ang Week 9 KPKPKK-Ih-3

Quarter Content Standard Performance

*Natutukoy ang mga Week 3-4

* Nakapaghihinuha ng konsepto Week 5- 6 AP1NAT-If- 10

*Napahahalagahan ang kwento Week 5/6

Quarter Content Standard Performance Standard

Naiuugnay ang tungkulin at Week 5

Nailalarawan ang panahon at Week 7

Grade Level: Grade 3

Quarter Content Standard Performance Standard

*Nabibigyang-halaga ang katangi- Week 8 AP3KLR- IIj-8

Natutukoy ang inprastraktura Week 6

Quarter Content Standard Performance Standard Most Essential Learning

Grade Level: Grade 5

Quarter Content Standard Performance Standard Most Essential Learning

*Natatalakay ang paglaganap at Week 7 AP5PLP-Ii- 10

Grade Level: Grade 6

Most Essential Learning

*Napahahalagahan ang aktibong

Performance Most Essential Learning

*Nasusuri ang kaugnayan ng iba’t

Performance Most Essential Learning

Natataya ang epekto ng mga

Grade Level: Grade 9

Most Essential Learning

Most Essential Learning

*Napahahalagahan ang papel ng

Naisabubuhay nang 1. Nakapaglalarawan ng iba’t ibang Week 3 EsP1PKP- Id – 3

3.2 nasasabi na nakatutulong sa EsP1PKP- Ie – 4

Naisasagawa nang may 4. Nakakikila ng mga gawaing nagpapakita Week 4 EsP1PKP- Ig – 6

9.4. kung gumamit ng computer sa

11. Nakapagpapakita ng pagpapahalaga Week 2 EsP1PPP- IIIb-c– 2

Hal. Pagkain ng masusustansyang pagkain

12. Nakasusunod sa utos ng magulang at Week 3 EsP1PPP-IIId-e – 3

12.1.pagiging masaya para sa tagumpay ng

13. Nakatutulong sa pagpapanatili ng Week 4 EsP1PPP- IIIf-h – 4

3. Nakapagpapakita ng kakayahang Week 3 EsP2PKP- Ic – 10

Naisasagawa nang Week 4

Naisasagawa ang kusang Week 5

5.3. paggamit ng mga kagamitan

7. Nakapagbabahagi ng sarili sa Week 2 EsP2P- IIc – 7

8. Nakagagamit ng magalang na Week 3

9. Nakapagpapakita ng iba’t ibang

10. Nakapagbabahagi ng gamit,

Naisasagawa ang mga 11. Nakapaglalahad na ang paggawa

17. Nakapagbabahagi ng pasasalamat

Naisasabuhay ang 18. Nakagagamit nang masinop ng

20. Nakatutukoy ng iba’t ibang paraan

21. Nakapagpapakita ng pagmamahal sa Week 6