Music fundamentals for grades 1-2

322
323
324
Grade Level: 1
Subject: MUSIC
Quarter Content Performance Most Essential Learning Duration Code

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

patterns in groupings of 2s,
3s, and 4s through body
movements
325

The learner…
responds identifies the pitch of a Week 1 MU1ME-IIa-1
accurately to tone as high or low
demonstrates
high and low sings simple melodic MU1ME-IIb-3
basic
understanding tones patterns ( so –mi, mi –so, Week 2
of pitch and through body mi – re-do)
movements, sings the melody of a song MU1ME-IIc-5
simple
singing, and with the correct pitch
melodic
playing other e.g. greeting songs,
patterns Week 3
sources of counting songs, or action
sounds songs
QUARTER demonstrates identifies similar or MU1FO-IIe-2
2 basic dissimilar musical lines Week 4

understanding responds
of the with identifies the beginning, MU1FO-IId-1
concepts of precision to ending, and repeated
musical lines, changes in parts of a recorded music Week 5
beginnings musical lines sample
and endings in with body
music, and movements Performs songs with the MU1FO-IIf-3
repeats in knowledge when to start, Week 6-8
music stop, repeat or end the
song.
326

The learner…
distinguishes relates the source of MU1TB-IIIa-1
sound with different body
accurately
movements
demonstrates the different
e.g. wind, wave, swaying
understanding sources of
of the trees, animal Week 1
of the basic sounds heard sounds, or sounds
concepts of and be able produced by man-made
timbre to produce a
devices or machines.
variety of
Produces sounds with MU1TB-IIIb-4
timbres
different timbre using a Week 2-3
variety of local materials
identifies volume changes MU1DY-IIIc-2
QUARTER creatively from sound samples using Week 4
3 the terms loud and soft
interprets
relates the concepts of MU1DY-IIId-3
with body
dynamics to the
movements
demonstrates movements of animals
the dynamic
understanding levels to e.g. big Week 5-6
of the basic enhance animals/movement =
concepts of loud; small
poetry,
dynamics animals/movement = soft
chants,
applies the concept of MU1DY-IIIg-h-5
drama, and
dynamic levels to enhance
musical
poetry, chants, songs, Week 7-8
stories
drama or musical stories
327

The learner…
performs demonstrates the basic Week 1 MU1TP-IVa-2
with concepts of tempo
accuracy through movements (fast
varied tempi or slow)
demonstrates through uses body movements or Week 2 MU1TP-IVb-3
movements dance steps to respond to
understanding or dance varied tempo
of the basic steps to - slow movement with
concepts of
enhance slow music
tempo
poetry, - fast movement with
chants, fast music
drama, and uses varied tempo to Week 3 MU1TP-IVc-5
musical enhance poetry, chants,
QUARTER stories drama, and musical stories
4 demonstrates awareness Week 4-6 MU1TX-IVe-2
of texture by identifying
sounds that are solo or
with other sounds.
demonstrates sings songs distinguishes single Week 4-6 MU1TX-IVf-3
understanding to involve musical line and multiple
of the basic oneself and musical lines which occur
experience simultaneously in a given
concepts of
the concept song
texture
of texture sings two-part round songs Week 7-8 MU1TX-IVg-h-4
e.g.
Are You Sleeping, Brother
John?
Row, Row, Row Your Boat
328
Grade Level: 2
Subject: MUSIC
Quarter Content Performance Most Essential Learning Duration Codes

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

measures of 2s, 3s, and 4s with 6
body movements
329

The learner…
performs identifies the pitch of tones as: high Week 1-2 MU2ME-IIa-1
(so), low (mi); higher (la); lower
with
(re)
accuracy of
responds to ranges of pitch through Week 1-2 MU2ME-IIa-2
pitch, the
demonstrates body movements, singing, or
simple
basic playing instruments
melodic
understanding sings children's songs with accurate Week 3-4 MU2ME-IIb-4
patterns
of pitch and pitch
through body
simple melodic movements, * demonstrates melodic contour Week 3-4 MU2ME-IIc-6
patterns singing or through:
a. movement
playing
b. music writing (on paper or on MU2ME-IIc-7
musical
air)
instruments
QUARTER c. visual imagery
2 performs a demonstrates the beginning, Week 5-6 MU2FO-IId-2
song, chosen ending and repeats of a song with
from among - movements
the - vocal sounds
demonstrates previously - instrumental sounds
learned identifies musical lines as Week 5-6 MU2FO-IIe-3
understanding
songs that - similar
of the basic
shows the - dissimilar
concepts of
basic * creates melodic or rhythmic Week 7-8 MU2FO-IIg-
musical form
concepts of introduction and ending of songs h-6
musical lines,
beginnings, MU2FO-IIg-
endings and h-7
repeats
330
through body
movement,
vocal sounds,
and
instrumental
sounds

The learner…
determines replicates different sources of Week 1 MU2TB-IIIa-
sounds with body movements 2
accurately the
sources of identifies the common musical Week 2 MU2TB-IIIb-
demonstrates sounds heard,
instruments by their sounds and 3
understanding and produce
image
of the basic sounds using
recognizes the difference Week 2 MU2TB-IIIc-
concepts of voice, body,
between speaking and singing 4
timbre and objects,
and be able to performs songs with appropriate Week 3-4 MU2TB-IIIc-
sing in accurate
QUARTER 3 vocal or sound quality (from 5
pitch
available instruments)
distinguishes the dynamics of a Week 5 MU2DY-IIIc-
creatively song or music sample 2
demonstrates applies changes
understanding in dynamics to uses the words “loud”, “louder”, Week 5 MU2DY-IIIc-
of the basic enhance “soft” and “softer” to identify 4
concepts of rhymes, chants, variations in volume
dynamics drama, and Performs songs with appropriate Week 6-8 MU2DY-IIIf-
musical stories dynamics h-6
331

The learner…
demonstrates uses varied follows the correct tempo of a Week 1-2 MU2TP-IVb-
tempo to song including tempo changes 4
understanding
enhance
of the basic
rhymes, chants, distinguishes “slow,” “slower,” Week 1-2 MU2TP-IVb-
concepts of
drama, and “fast,” and “faster” in recorded 5
tempo
musical stories music
identifies musical texture with Week 3-4 MU2TX-IVd-
recorded music f-1
- melody with solo
distinguishes instrument or voice
- single melody with
QUARTER 4 accurately
accompaniment
demonstrates between single
- two or more melodies sung
understanding musical line and or played together at the same
of the basic multiple time
concepts of musical lines
distinguishes between single Week 5-6 MU2TX-IVd-
texture which occur
musical line and multiple f-3
simultaneously
musical lines which occur
in a given song
simultaneously
distinguishes between thinness Week 7-8 MU2TX-IVg-
and thickness of musical sound h-4
in recorded or performed music
332
Grade Level: 3
Subject: MUSIC

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

333
The learner…
identifies the pitch of a tone as: Week 1 MU3ME-IIa-1

- high – higher
- moderately high – higher
demonstrates sings the - moderately low – lower
understanding - low – lower
melody of a
of the basic matches the correct pitch of Week 2 MU3ME-IIa-2
song with
concepts of tones
accurate pitch
melody - with the voice
- with an instrument
recreates simple patterns and Week 3 MU3ME-IIb-5
QUARTER contour of a melody
2 sings, plays, and identifies the beginning, middle, Week 4 MU3FO-IId-1
performs ending and repetitions within a
(through body song or music sample
demonstrates movements) a identifies musical lines as Week 5 MU3FO-IId-2
understanding chosen song - similar
of the basic showing the - same
concepts of basic concepts - different
musical form of musical lines, performs songs with accurate Week 6-8 MU3FO-IIg-
beginnings, pitch from beginning to end h-6
endings and including repetitions
repeats
334

The learner…
applies vocal recognizes musical instruments Week 1 MU3TB-IIIb-3
techniques in through sound
singing to uses the voice and other Week 2 MU3TB-IIIc-6
produce a sources of sound to produce a
demonstrates pleasing vocal variety of timbres
understanding quality:
of the basic 1. using head
concepts of tones
timbre 2. employing
proper
QUARTER breathing
3 3. using the
diaphragm
demonstrates distinguishes “loud,” “medium,” Week 3 MU3DY-IIId-
understanding and “soft” in music 2
of the basic sings songs with
concepts of responds to conducting gestures Week 6 MU3DY-IIIe-
proper
dynamics in of the teacher for “loud” and h-5
dynamics
order to “soft”
following bas
respond to applies varied dynamics to Week 7-8 MU3DY-IIIf-
conducting enhance poetry, chants, drama, h-6
gestures using songs and musical stories
335

The learner…
demonstrates enhances applies correct tempo and tempo Week 1 MU3TP-IVa-2
understanding performance of changes by following basic
of the poetry, chants, conducting gestures
concepts of drama, musical distinguishes among fast, Week 2 MU3TP-IVb-5
tempo in order stories, and moderate, and slow in music
to respond to songs by using a performs songs with appropriate Week 3-4 MU3TP-IVa-
conducting variety of tempo tempo (use songs from the c-7
symbols locality)
indicating
variations in
QUARTER tempo
4 demonstrates sings: distinguishes between thinness Week 5-6 MU3TX-IVg-
understanding 1. “two-part and thickness of musical sound h-4
of the basic rounds” demonstrates the concept of Week 7-8 MU3TX-IVd-
concepts of 2. “partner texture by singing “partner f-2
texture songs” songs” (local or foreign song
samples)
1. “Leron, Leron Sinta”
2. “Pamulinawen”
3. “It’s A Small World”
4. “He’s Got the Whole
World in His Hands
336
Grade Level: 4
Subject: MUSIC

The learner…
identifies different kinds of notes Week 1 MU4RH-Ia-1
and rests (whole, half, quarter,
and eighth)
reads different rhythmic patterns Week 2-3 MU4RH-Ic-3
demonstrates creates
rhythmic performs rhythmic patterns in Week 4-5 MU4RH-Ic-4
understanding
patterns in: time signatures
of concepts 2 3 4
QUARTER pertaining to 1. simple time
1 rhythm and signatures 4, 4, 4
2. simple one-
musical
measure uses the bar line to indicate Week 5-6 MU4RH-Ic-5
symbols
ostinato pattern groupings of beats in 2 3 4
4, 4, 4
identifies accented and Week 7-8 MU4RH-Id-6

unaccented pulses

The learner…
recognizes the analyzes recognizes the meaning of the G- Week 1 MU4ME-IIc-3
QUARTER musical melodic Clef (treble clef)
symbols and movement and identifies the pitch names of the Week 2-3 MU4ME-IIb-2
2
demonstrates range and be G-clef staff including the ledger
understanding able to create lines and spaces (below middle C)
337
of concepts and perform identifies the movement of the Week 4 MU4ME-IId-4
pertaining to simple melodies melody as:

melody - no movement
- ascending stepwise
- descending stepwise
- ascending skipwise
- descending skipwise
identifies the highest and lowest Week 5 MU4ME-IIe-5
pitch in a given notation of a
musical piece to determine its
range
sings with accurate pitch the Week 6 MU4ME-IIf-6
simple intervals of a melody
creates simple melodic lines Week 7-8 MU4ME-IIg-
h-7

The learner…
identifies aurally and visually the Week 1 MU4FO-IIIa-1
demonstrates introduction and coda (ending) of
a musical piece
understanding
identifies aurally and visually the Week 2 MU4FO-IIIa-2
of musical
performs similar antecedent and consequent in a
QUARTER phrases, and
and contrasting musical piece
3 the uses and
musical phrases recognizes similar and contrasting Week 3 MU4FO-IIIa-
meaning of
phrases in vocal and instrumental b-3
musical terms
music
in form
1. melodic
2. rhythmic
338
performs similar and contrasting Week 4 MU4FO-IIId-

phrases in music 5
1. melodic
2. rhythmic
demonstrates participates identifies as vocal or Week 5 MU4TB-IIIe-2
understanding instrumental, a recording of the
of variations of actively in a following:
sound in music group 1. solo
(lightness and performance to 2. duet
demonstrate
heaviness) as 3. trio
different vocal
applied to 4. ensemble
and
vocal and identifies aurally and visually Week 6 MU4TB-IIIf-3
instrumental
instrumental various musical ensembles in the
sounds
music community
recognizes the applies forte applies dynamics in a simple Week 7-8 MU4DY-IIIf-1
musical and piano to music score using the symbols p
symbols and designate (piano) and f (forte)
demonstrates loudness and
understanding softness in a
of concepts musical sample
pertaining to 1. singing
volume in 2. playing
music instrument
Quarter Content Standards Performance Most Essential Duration Codes

Standards Learning
Competencies
The learner…
demonstrates creates and uses appropriate Week 1 MU4TP-
QUARTER 4 understanding of performs body musical terms to IVb-2
concepts pertaining movements indicate variations in
tempo
339
to speed/flow of appropriate to a 1. largo
music given tempo 2. presto

demonstrates creates and
understanding of performs body
concepts movements
pertaining to appropriate to a
speed/flow of given tempo
music
identifies aurally and Week 2 MU4TX-

demonstrates sings two-part visually an ostinato IVd-2
or descant in a music
understanding of rounds and
sample
concepts pertaining partner songs with
recognizes solo or 2- Week 3 MU4TX-
to texture in music others
part vocal or IVe-3
instrumental music
identifies harmonic Week 4 MU4HA-
intervals (2 pitches) IVf-1
in visual and
performs auditory music
demonstrates samples
examples of
understanding of writes samples of Week 5 MU4HA-
harmonic interval
harmonic intervals harmonic intervals (2 IVh-3
with others
pitches)
performs a song with Week 6-8 MU4HA-
harmonic intervals IVg-2
(2pitches)
340
Grade Level: 5
Subject: MUSIC
Quarter Content Standards Performance Most Essential Duration Codes
Standards Learning Competencies

The learner…
identifies the kinds of Week 1 MU5RH-Ia-
notes and rests in a b-1
song
recognizes rhythmic Week 2 MU5RH-Ia-
patterns using quarter b-2
note, half note, dotted
performs with a half note, dotted
recognizes the quarter note, and
conductor, a
musical symbols eighth note in simple
speech chorus in
and demonstrates time signatures
simple time
QUARTER 1 understanding of identifies accurately the Week 3-5 MU5RH-Ic-
signatures
concepts duration of notes and e-3
pertaining to 1. choral rests in
2
3 4 time
rhythm 2. instrumental 4, 4, 4
signatures
creates different Week 6-8 MU5RH-If-

rhythmic patterns using g-4
notes and rests in time
signatures
341
Quarter Content Standards Performance Most Essential Learning Duration Codes
Standards Competencies
The learner…
recognizes the meaning Week 1 MU5ME-
and uses of F-Clef on the IIa-1
staff
identifies the pitch Week 1 MU5ME-

names of each line and IIa-2
space on the F-Clef staff
describes the use of the Week 2 MU5ME-
symbols: sharp (# ), flat IIb-3
accurate (♭), and natural (♮)
recognizes the recognizes aurally and Week 3 MU5ME-
performance of
musical symbols visually, examples of IIc-4
songs following
and demonstrates melodic intervals
the musical
QUARTER 2 understanding of identifies the notes in Week 4 MU5ME-
symbols
concepts the C major scale IIc-5
pertaining to
pertaining to determines the range of Week 5 MU5ME-
melody indicated
melody a musical example IIe-8
in the piece
1. wide
2. narrow
reads notes in different Week 6 MU5ME-
scales : Pentatonic scale, IIf-9
C major scale, G major
scale
creates simple melodies Week 7-8 MU5ME-
IIg-10
performs his/her own Week 7-8 MU5ME-
IIh-11
created melody
342
The learner…
recognizes the design or Week 1 MU5FO-
structure of simple IIIa-1
musical forms:
1. unitary (one
section)
demonstrates 2. strophic (same
understanding of performs the tune with 2 or
the uses and created song more sections
meaning of with appropriate and 2 or more
musical terms in musicality verses)
Form creates a 4- line unitary Week 2 MU5FO-
song IIIb-2
QUARTER 3 creates a 4 –line strophic Week 3-4 MU5FO-

song with 2 sections and IIIc-d-3
2 verses
describes the following Week 5 MU5TB-
demonstrates vocal timbres: IIIe-2
1. soprano
understanding of participates in a
2. alto
variations of sound group
3. tenor
density in music performance to
4. bass
(lightness and demonstrate
identifies aurally and Week 6 MU5TB-IIIf-
heaviness) as different vocal
visually different 3
applied to vocal and instrumental
instruments in:
and instrumental sounds
1. rondalla
music
2. drum and lyre
band
343
3. bamboo
group/ensemble
(Pangkat
Kawayan)
4. other local
indigenous
ensembles
creates music using Week 7-8 MU5TB-
available sound sources IIIg-h-5
344
The learner…
demonstrates applies dynamics uses appropriate musical Week 1-2 MU5DY-
understanding of to musical terms to indicate variations IVa-b-2
concepts pertaining to selections in dynamics:
volume in music 1. piano (p)
2. mezzo piano (mp)
3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo
recognizes the musical applies uses appropriate musical Week 3-4 MU5TP-
symbols and appropriately, terminology to indicate IVc-d-2
demonstrates various tempo to variations in tempo:
understanding of vocal and 1. largo
concepts pertaining to instrumental 2. presto
QUARTER speed in music performances 3. allegro
4 4. moderato
5. andante
6. vivace
7. ritardando
8. accelerando
demonstrates recognizes describes the texture of a Week 4 MU5TX-
understanding of examples of musical piece IVe-1
concepts pertaining to horizontal 3-part
texture in music vocal or performs 3-part rounds and Week 5 MU5TX-
instrumental partner songs IVe-2
texture, aurally
and visually
recognizes the musical performs a vocal uses the major triad as Week 6-8 MU5HA-
symbols and or instrumental accompaniment to simple IVh-2
demonstrates ensemble using songs
345
understanding of the following

harmonic intervals major triads( I, IV,
V)
Grade Level: 6
Subject: MUSIC

The learner…
QUARTER demonstrates responds to beats identifies the values of the Week 1 MU6RH-
1 understanding of the in music heard notes / rests used in a Ia-1
concept of rhythm by with appropriate particular song
applying notes and rests, conducting differentiates aurally among Week 2-3 MU6RH-
rhythmic patterns, and patterns of 2 34 6 Ib-e-2
time signatures 2 3 4 6 4, 4, 4 and 8 time
4, 4, 4 and 8 signatures
demonstrates the conducting Week 4-5 MU6RH-
gestures in time signatures Ib-e-3
of:
2 3 4 and 6
4,4,4 8
creates rhythmic patterns in Week 6-8 MU6RH-
time signatures of Ig-h-5
2 3 4 6
4,4,4
and 8

The learner…
346
reads simple musical Week 1-2 MU6ME-

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

The learner…
identifies simple musical Week 1-2 MU6FO-
forms of songs from the IIIa-b-1
community:
1. binary (AB) -has 2
contrasting
demonstrates performs 2. sections (AB)
accurately the ternary (ABA)-has
understanding of the
QUARTER concept of musical forms design or 3 sections, the
3 and musical symbols structure of a third section
given musical similar to the first;
(repeat marks) indicated
piece (ABC) – has 3
sections
3. rondo (ABACA) -
has contrasting
sections in
between
347
repetitions of the
A section (ABACA)
uses the different repeat Week 3 MU6FO-
marks that are related to IIIc-3
form:
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
3. Al Fine (up to the
end)
4. D.C. al Fine (repeat
from the
beginning until the
word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1, ending 2)
demonstrates aurally describes the instrumental Week 4 MU6TB-
understanding of the determines the sections of the Western IIId-1
concept of timbre sound of a single orchestra
through recognizing instrument in any distinguishes various musical Week 5 MU6TB-
musical instruments section of the ensembles seen and heard in IIId-e-2
aurally and visually orchestra the community
demonstrates applies the uses varied dynamics in a Week 6-8 MU6DY-
understanding of the appropriate song performance IIIh-2
concept of dynamics dynamic levels in 1. piano (p)
through a wide variety of vocal and 2. mezzo piano (mp)
dynamic levels instrumental 3. pianissimo (pp)
music 4. forte (f)
5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo
348
8. decrescendo

The learner…
identifies the different tempo in a Week 1 MU6TX-
music sample: IVa-b-1
1. allegro
2. andante
performs a 3. ritardando
demonstrates given song, 4. accelerando
understanding of the using tempo 5. largo
various tempo marks 6. presto
appropriately 7. vivace
demonstrates the different kinds of Week 2 MU6TX-
QUARTER tempo by following tempo marks in IVa-b-3
a song from the community
4
e.g.: “Pandangguhan”
identifies different textures from Week 4 MU6TX-
demonstrates the performs music samples IVc-d-2
concept of texture as: 1. Vocal
accurately a
1. monophonic (one a. solo voice
given song with
voice) b. solo voice with
monophonic,
2. homophonic (voice accompaniment
homophonic,
and accompaniment) c. duet, partner
and polyphonic
3. polyphonic (many songs, round
textures
voices) songs
2. Instrumental
349
a. solo
b. ensemble
distinguishes monophonic, Week 5 MU6TX-
homophonic, and polyphonic IVc-d-3
textures
demonstrates demonstrates distinguishes the sound of a major Week 6 MU6HA-
understanding of the harmony in chord from a minor chord IVe-f-3
concepts of harmony group uses major or minor chords as Week 7-8 MU6HA-
through the intervals performances accompaniment to simple songs IVg-h-4
that constitute the 1. choir
primary chords of 2. rondalla
major and minor 3. lyre band
scales in music
350
Grade Level: 7
Subject: MUSIC
The learner…
describes the musical characteristics Week 1 MU7LU-Ia-1
of representative music selections
from the lowlands of Luzon after
listening
analyzes the musical elements of Week 2 MU7LU-Ia-2
some Lowland vocal and instrumental
music selections;
* identifies the musical instruments Week 3 MU7LU-Ib-3
demonstrates performs and other sound sources from the
understanding of the music of the lowlands of Luzon
QUARTER musical lowlands with explores ways of producing sounds on Week 4 MU7LU-Ib-f-
characteristics of appropriate a variety of sources that is similar to 4
1 representative music pitch, rhythm, the instruments being studied;
from the lowlands of expression and
Luzon style improvises simple rhythmic/melodic Week 5 MU7LU-Ic-f
accompaniments to selected music
from the Lowlands of Luzon;
performs music from Luzon lowlands Week 6 MU7LU-Ia-
with own accompaniment; h-7
evaluates music and music Week 7-8 MU7LU-Ic-
performances with rubrics on h-10
musical elements and styles.

351
The learner…
describes the musical characteristics Week 1 MU7LV-IIa-f-

of representative selections of 1
Cordillera, Mindoro, Palawan and of
the Visayas after listening;
explains the distinguishing Week 2 MU7LV-IIb-f-
characteristics of representative 3
music from Cordillera, Mindoro,
performs Palawan and of the Visayasin relation
demonstrates selected vocal to its culture and geography;
understanding of the and identifies the musical instruments and Week 3 MU7LV-IIa-f-
musical instrumental other sound sources from Cordillera, 2
QUARTER characteristics of music of Mindoro, Palawan and of the Visayas;
representative music Cordillera, discovers ways of producing sounds Week 4 MU7LV-IIb-g-
2 from the highlands of Mindoro, on a variety of sources similar to 4
Luzon, Mindoro, Palawan and instruments being studied;
Palawan, and the the Visayas in improvises simple rhythmic/melodic Week 5 MU7LV-IIb-g-
Visayas appropriate accompaniments to selected music 7
style from the
Cordillera, Mindoro,
Palawan and of the Visayas;
performs music Week 6 MU7LV-IIb-g-
from Cordillera,
Mindoro, Palawan and of the Visayas, 6
with accompaniment
evaluates music and music Week 7- MU7LV-IIc-h-
performances using rubrics on 8 10
musical elements and style.
352
The learner…
describes the musical characteristics Week 1 MU7MN-IIIa-
of representative music selections g-1
from Mindanao after listening;
identifies the musical instruments and Week 2 MU7MN-IIIa-
other sound sources of representative g-3
music selections from Mindanao
analyzes the musical elements of Week 3 MU7MN-IIIa-
demonstrates performs some Mindanao vocal and g-2
instrumental music;
understanding of the music of
discovers ways of producing sounds Week 4 MU7MN-IIIb-
QUARTER musical Mindanao with
3 characteristics of appropriate on a variety of sources that is similar h-4
to the instruments being studied;
representative music expression and
improvises simple rhythmic/melodic Week 5 MU7LV-IIIc-
from Mindanao style
accompaniments to selected music h-5
from
Mindanao;
perform music from Mindanao with Week 6 MU7LV-IIIc-
own accompaniment h-6
evaluates music selections and Week 7- MU7LV-IIIb-

music performances using rubrics on 8 h-10
musical elements and style.

The learner…
demonstrates performs identifies musical characteristics of Week 1 MU7FT-IVa-
QUARTER understanding of the music of selected Philippine festivals and g-1
4 musical Mindanao with theatrical forms through video or live
characteristics of appropriate performances;
353
representative music expression and describes the origins and cultural Week 2 MU7FT-IVa-
from Mindanao style background of selected Philippine d-2

festival/s;
describes how the music contributes Week 3 MU7FT-IVe-
to the performance of the musical h-4
production;
describes how a specific idea or story Week 4 MU7FT-IVe-
is communicated through music in a h-6
particular Philippine musical theater
improvises music accompaniment in Week 5- MU7FT-IVe-
relation to a particular Philippine 6 h-4
festival;
performs selection/s from chosen Week 7- MU7FT-IVe-
Philippine musical theater; 8 h-7
354
Grade Level: 8
Subject: MUSIC
The learner…
listens perceptively to music of Week 1 MU8SE-Ia-h-
Southeast Asia; 2
analyzes musical elements of selected Week 2 MU8SE-Ib-h-
songs and instrumental pieces heard 4
and performed;
demonstrates performs explores ways of producing sounds on Week 3 MU8SE-Ic-h-
understanding of a variety of sources that would 5
Southeast
common musical simulate instruments being studied;
Asian songs
QUARTER characteristics of the with improvises simple accompaniment to Week 4 MU8SE-Ic-h-
1 region as well as appropriate selected Southeast Asian music; 6
unique characteristics pitch, rhythm, performs music from Southeast Asia Week 5- MU8SE-Ic-h-
of a particular with own accompaniment; 6 7
expression and
Southeast Asian * evaluates music and music Week 7- MU8SE-Ic-h-
style.
country. performances using guided rubrics 8 8
applying knowledge of musical
elements and style.

The learner…
QUARTER demonstrates performs East listens perceptively to music of East Week 1 MU8SE-IIa-h-
2 understanding of Asian music Asia; 2
355
common and distinct with analyzes musical elements of selected Week 2 MU8SE-IIc-h-
musical appropriate songs and instrumental pieces heard 4

characteristics of East pitch, rhythm, and performed;
Asian countries expression and explores ways of producing sounds on Week 3 MU8SE-IIb-h-
style a variety of sources that would 5
simulate instruments being studied;
improvises simple accompaniment to Week 4 MU8SE-IIc-h-
selected East Asian music; 6
* performs music from East Asia with Week 5- MU8SE-IIb-h-
own accompaniment; 6 7
evaluates music and music Week 7- MU8SE-IIb-h-
performances using guided rubrics 8 8
elements and style.

The learner…
listens perceptively to music of South Week 1 MU8WS-
performs Asia and the Middle East; IIIa-h-2
demonstrates an South Asia and
analyzes musical elements of selected Week 2 MU8WS-
understanding of the Middle
songs and instrumental pieces heard IIIc-h-4
QUARTER common and distinct East music and performed;
3 musical with explores ways of producing sounds on a Week 3 MU8WS-
characteristics of appropriate
variety of sources that would simulate IIIc-h-5
South Asia and the pitch, rhythm,
instruments being studied;
Middle East. expression and
improvises simple accompaniment to Week 4 MU8WS-
style.
selected South Asia and the Middle IIIb-h-6
East music;
356
* performs music from South Asia and Week 5- MU8WS-
Middle East with own 6 IIIb-h-7

accompaniment;
evaluates music and music Week 7- MU8WS-
performances using guided rubrics 8 IIIc-h-8
elements and style.
The learner…
identifies musical characteristics of Week 1 MU8TH-
selected Asian musical theater through IVa-g-1
video films or live performances;
describes the instruments that Week 2 MU8TH-
accompany Kabuki, Wayang Kulit, IVa-g-2
performs Peking Opera;
describes how a specific idea or story is Week 3 MU8TH-
excerpts from
demonstrates communicated through music in a IVb-h-3
traditional
understanding and particular Asian musical theater;
Asian theater
QUARTER application of musical improvises appropriate sound, music, Week 4 MU8TH-
with
4 skills related to gesture, movements, props and IVb-h-7
appropriate
selected traditional costume for performance of a chosen
pitch, rhythm,
Asian theater Asian traditional musical and theatrical
expression,
form;
and style
performs selection/s from chosen Asian Week 5- MU8TH-
musical theater; 6 IVa-g-6
evaluates music and music Week 7- MU8TH-

performances using guided rubrics 8 IVc-h-8
357

elements and style.
Grade Level: 9
Subject: MUSIC

The learner…
describes the musical elements of Week 1 MU9MRB
selected vocal and instrumental -Ib-f-5
music of Medieval, Renaissance and
performs Baroque music;
selected songs explains the performance practice Week 2 MU9MRB
from (setting, composition, role of -Ia-h-2
demonstrates Medieval, composers/performers, and audience)
renaissance during Medieval, Renaissance and
understanding of
and baroque Baroque periods;
characteristic
QUARTER features of the periods * relates Medieval, Renaissance and Week 3 MU9MRB
1 Medieval, a) Chants; Baroque music to other art forms and -Ic-f-3
b) Madrigals; its history within the era;
Renaissance and
c) excerpts * improvises appropriate Week 4- MU9MRB
Baroque period music
from oratorio; accompaniment to selected music 5 -Ib-d-7
d) chorales; from Medieval, Renaissance and
e) troubadour. Baroque Period;
* performs music from Medieval, Week 6- MU9MRB
Renaissance and Baroque Period; 7 -Ib-h-4
* evaluates music and music Week 8
performances using guided rubrics
358
The learner…
describes musical elements of given Week 1 MU9CL-
Classical period pieces; IIa-f-1
sings and
performs
demonstrates explains the performance practice Week 2 MU9CL-
themes of
understanding of (setting, composition, role of IIa-f-3
symphonies
characteristic features and other composers/performers, and audience)
of Classical period instrumental during Classical Period
music relates Classical music to other art Week 3 MU9CL-
QUARTER demonstrates forms sings forms and its history within the era; IIa-f-2
2 understanding of and performs improvises appropriate accompaniment Week 4- MU9CL-
themes of
characteristic features symphonies to selected music from Classical Period 5 IIe-9
of Classical period and other
music performs selected music from the Week 6- MU9CL-
instrumental
Classical period; 7 IIb-h-7
forms
evaluates music and music Week 8

performances using guided rubrics.

The learner…
describes musical elements of given Week 1 MU9RO-
demonstrates sings and Romantic period pieces; IIIa-2
performs explains the performance practice Week 2 MU9RO-
QUARTER understanding of themes of (setting, composition, role of IIIb-h-3
3 characteristic features selected composers/performers, and audience)
of instrumental instrumental Romantic
during Period
Romantic music
pieces relates Romantic music to other art Week 3 MU9RO-
forms and its history within the era; IIIc-h-7
359
improvises appropriate accompaniment Week 4- MU9RO-
to selected music from Romantic Period 5 IIIc-h-8

performs selected music from the Week 6- MU9RO-
Romantic period; 7 IIIe-h-6

evaluates music and music Week 8
performances using guided rubrics.
The learner…
explains the plot, musical and Week 1- MU9OP-
theatrical elements of an opera after 2 IVa-g-1
watching video samples;
demonstrates sings and performs themes or melodic fragments Week 3- MU9OP-
QUARTER understanding of performs of given selected songs; 4 IVb-h-3
4 characteristic features themes of improvises appropriate sounds, music, Week 5- MU9OP-
of vocal music of the selected songs
Romantic period gestures, movements, and costumes 6 IVb-h-5
for a chosen opera.
evaluates music performances using Week 7-
guided rubrics 8
360
Grade Level: 10
Subject: MUSIC

The learner…
describes distinctive musical elements Week 1 MU10TC-
th
of given pieces in 20 century styles; Ia-h-2
explains the performance practice Week 2- MU10TC-
(setting, composition, role of 3 Ib-g-4
demonstrates creates composers/performers, and audience)
musical pieces of 20th century music;
QUARTER understanding of 20th using th
century music styles relates 20 Century music to other art Week 4- MU10TC-
1 and characteristic particular forms and media during the same time 5 Ia-g-3
style/s of the period;
features. th
20th Century. performs music sample from the 20 Week 5- MU10TC-
century 6 Ib-5
evaluates music and music Week 7-

performances using guided rubrics 8

The learner…
demonstrates performs vocal describes the historical and cultural Week 1 MU10AP-
understanding of background of Afro-Latin American IIa-g-2
QUARTER characteristic features and dance and popular music;
2 of Afro-Latin forms of Afro- analyzes musical characteristics of Afro- Week 2- MU10AP-
Latin American
American music and music and Latin American and popular music 3 IIa-h-5
Popular music through listening activities;
361
selections of explores ways of creating sounds on a Week 4- MU10AP-
Popular music variety of sources suitable to chosen 5 IIa-7

vocal and instrumental selections;
performs selections of Afro-Latin Week 6- MU10AP-
American and popular music in 7 IIa-h-6
appropriate pitch, rhythm, style, and
expression;
evaluates music and music Week 8 MU10AP-
performances using guided rubrics IIa-h-10

The learner…
narrates the life of selected Week 1 MU10CM-
contemporary Filipino composer/s ; IIIc-g-3
analyzes the musical characteristics of Week 2 MU10CM-
traditional and contemporary IIIa-h-2
demonstrates Philippine music;
understanding of sings improvises simple vocal/instrumental Week 3- MU10CM-
QUARTER characteristic accompaniments to selected 5 IIId-e-5
contemporary
3 features of contemporary Philippine music;
songs
contemporary music performs selections of contemporary Week 6- MU10CM-
Philippine music; 7 IIIb-h-4
evaluates music and music Week 8 MU10CM-

performances using guided rubrics. IIIh-8
362
The learner…
1. demonstrates 1. performs describes how an idea or story in a Week 1 MU10MM-
understanding of selections musical play is presented by watching a IIIa-h-1
characteristic from musical live performance or video excerpt;
features of 20th and plays, ballet, explains how theatrical elements in a Week 2- MU10MM-
21st century opera opera in a selected part of a musical play are 3 IIIa-h-2
musical play, ballet satisfactory combined with music and media to
QUARTER and other multimedia level of achieve certain effects;
forms. performance. creates appropriate sounds, music, Week 4- MU10MM-
4 gestures,movements, and costume 6 IIIc-h-4
2. demonstrates 2. creates a using media and technology for a
understanding of the musical work selected part of a musical play;
relationship among using media th st
performs an excerpt from a 20 or 21 Week 7- MU10MM-
music, technology, & century Philippine musical and highlight 8 IIIg-h-5
and media. technology. its similarities and differences to other
western musical play.
363
364
Grade Level: Grade 1

Subject: ARTS
Quarter Content Performance Most Essential Learning Competencies Duration K-12 CG

Standards Standards Code
1st The learner… The learner… 1. explains that ART is all around and is created Week 1/ A1EL-Ia
st
demonstrates creates a portrait of by different people 1 Q
understanding of himself and his 2. identifies different lines, shapes, texture Week A1EL-Ic
st
lines, shapes, family which shows used by artists in drawing 2/1 Q
colors and texture, the elements and 3. uses different drawing tools or materials - Weeks 3, A1EL-Id
and principles of principles of art by pencil, crayons, piece of charcoal, stick-on 4,&5/
balance, drawing different papers, sinamay, leaves, tree bark, 1st Q
proportion and and other local materials to create his drawing
variety through about oneself, one’s family, home, and school,
drawing as a means of self-expression
Weeks 6, A1PR-If
st
7, & 8/1
Q
demonstrates
understanding of creates a portrait of
lines, shapes, himself and his 4. draws different kinds of plants showing a
colors and texture, family which shows variety of shapes, lines and color
and principles of the elements and
balance, principles of art by
proportion and drawing
variety through
drawing
2nd The learner… The learner 1. identifies colors as primary, secondary, and Week 1/ A1EL-IIa
demonstrates tertiary, both in natural and man-made objects, 2nd Q
understanding of creates a seen in the surrounding
colors and shapes, harmonious design 2. creates a design inspired by Philippine Weeks 3 A1PR-IIg
and the principles of natural and man- flowers, jeepneys, Filipino fiesta decors, parol, & 4/ 2nd
of harmony, made objects to or objects and other geometric shapes found in Q
365
rhythm and express ideas using nature and in school using primary and
balance through colors and shapes, secondary colors

painting and harmony
demonstrates 3. paints a home/school landscape or design Weeks 5 A1PR-Ie-1
understanding of nd
choosing specific colors to create a certain & 6/ 2
colors and shapes, creates a feeling or mood Q
and the principles harmonious design Weeks 7
of harmony, of natural and man- nd
& 8/ 2
rhythm and made objects to 4. talks about the landscape he painted and the Q A1PR-Ie-2
balance through express ideas using
painting colors and shapes, landscapes of others
and harmony
3rd demonstrates creates prints that 1. differentiates between a print and a drawing Week 1 / A1EL-IIIa
understanding of show repetition, or painting 3rd Q
shapes and alternation and 2. describes the shape and texture of prints Weeks 2 A1EL-IIIb
texture and prints emphasis using made from objects found in nature and man- & 3 / 3rd
that can be objects from nature made objects and from the artistically Q
repeated, and found objects at designed prints in his artworks and in the
alternated and home and in school artworks of others.
emphasized 3. creates a print by applying dyes on his finger Week 4 / A1EL-IIId
through or palm or any part of the body and pressing it 3rd Q
printmaking to the paper, cloth, wall, etc. to create
impression
demonstrates 4. creates a print by rubbing pencil or crayon Week 5 / A1PL-IIIe
understanding of on paper placed on top of a textured objects 3rd Q
shapes and from nature and found objects
texture and prints creates prints that 5. stencil a design (in recycled paper, plastic, Week 6 / A1PR-IIIf
that can be show repetition, cardboard, leaves, and other materials) and 3rd Q
repeated, alternation and prints on paper, cloth, sinamay, bark, or a wall
alternated and emphasis using 6. narrates experiences in experimenting Week 7 / A1PR-IIIg
emphasized objects from nature different art materials 3rd Q
366
through and found objects at 7. participates in school/district exhibit and Week 8 / A1PR-IIIh
printmaking home and in school culminating activity in celebration of the 3rd Q

National Arts Month (February)
4th The learner… The learner 1. differentiates between 2-dimensional and 3- Week 1 / A1EL-IVa
dimensional artwork and states the difference 4th Q
demonstrates creates a useful 3- 2. identifies the different materials that can be Week 2 A1EL-IVb
understanding of Dimensional used in creating a 3-dimensional object: /4th Q
texture and 3-D object/sculpture 2.1 clay or wood (human or animal figure) Week 3 / A1EL-IVb
shapes, and using found objects 2.2 bamboo (furniture, bahay kubo) 4th Q
principle of and recycled 2.3 softwood (trumpo) Week 4 / A1EL-IVb
proportion and materials 2.4 paper, cardboard, (masks) 4th Q
emphasis through 2.5 found material (parol, sarangola)
3-D works and 3. creates 3D objects that are well Week 5- A1PR-IVe
sculpture proportioned, balanced and show emphasis in 6 / 4th Q
design, like any of the following: a pencil
demonstrates holder, bowl, container, using recycled
understanding of materials like plastic bottles, etc.
texture and 3-D creates a useful 3- 4. creates masks, human figures out of Week A1PR-IVf-
shapes, and Dimensional recyclable materials such as cardboards, 7,8,&9/ 1
principle of object/sculpture papers, baskets, leaves, strings, clay, 4th Q
proportion and using found objects cardboard, glue, found materials, bilao, paper A1PR-IVg
emphasis through and recycled plate, strings, seeds, flour-salt mixture, or
3-D works and materials paper-mache, and other found materials A1PR-IVh
sculpture
367

Subject: ARTS

1st The learner… The learner… 1. describes the different styles of Filipino artists Week 1 /
demonstrates st
when they create portraits and still life (different 1 Q
understanding on creates a lines and colors) A2EL-Ia
lines, shapes, and composition/design
colors as by translating one’s 2. differentiates the contrast between shapes Week 2 / A2EL-Ib
elements of art, imagination or ideas and colors of different fruits or plants and 1st Q
and variety, that others can see flowers in one’s work and in the work of others
proportion and and appreciates 3. draws the different fruits or plants to show Week 3 A2EL-Ic
contrast as overlapping of shapes and the contrast of colors & 4 / 1st
principles of art and shapes in his colored drawing Q
through drawing Week 5
4. draws from an actual still life arrangement st A2EL-Id
&6/1
Q
5. draws a portrait of two or more persons - his Week 7
friends, his family, showing the differences in st A2EL-If
&8/1
the shape of their facial features (shape of Q
eyes, nose, lips, head, and texture of the hair
Week 8 / A2EL-Ih-
6. narrates stories related to the output 1st Q
3
2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, Weeks 1
and designs seen in the skin coverings of nd
&2/2
demonstrates creates a different animals and sea creatures using visual Q A2EL-IIa
understanding of composition or arts words and actions.
using two or more design of a tricycle or 2. designs with the use of drawing and painting Weeks 3
kinds of lines, jeepney that shows nd
materials the sea or forest animals in their &4/2 A2EL-IIb
colors and shapes unity and variety of habitats showing their unique shapes and Q
368
through lines, shapes, and features, variety of colors and textures in their
repetition and colors skin.

contrast to create 3. creates designs by using two or more kinds Week 5
rhythm of lines, colors, and shapes by repeating or nd A2PL-IIf
&6/2
contrasting them, to show rhythm Q
4. uses control of the painting tools and Week 7 A2PR-
materials to paint the different lines, shapes nd
&8/2
IIg-1
and colors in his work or in a group work Q
5. design an outline of a tricycle or jeepney on Week 7 A2PR-

a big paper with lines and shapes that show nd IIg-2
&8/2
repetition, contrast and rhythm Q
3rd The learner… The learner… 1. differentiates natural and man-made objects Week 1/
rd
3 Q
demonstrates creates prints
with repeated or alternated shapes and colors
from A2EL-IIIa
understanding of natural and man- and materials that can be used in print making
shapes, textures, made objects that 2. creates a consistent pattern by making two Week 2/ A2PL-
colors and can be repeated or st
or three prints that are repeated or alternated 1 Q IIIb
repetition of alternated in shape in shape or color
motif, contrast of or color. 3. carves a shape or letter on an eraser or Week 3- A2PR-IIIf
motif and color st
kamote, which can be painted and printed 4/1 Q
from nature and creates prints with several times
found objects repeating, 4. creates a print on paper or cloth using cut-out Week 5- A2PR-
st
alternating or 6/1 Q IIIg
contrasting color or designs
size or texture Week 7- A2PR-
st
5. participates in a school/district exhibit and 8/1 Q IIIh-3
shows skills in
making a clear print culminating activity in celebration of the
from natural and National Arts Month (February)
man-made objects
4th The learner… The learner 1. discusses the artistry of different local Week 1/
craftsmen in creating:
4th Q
369
1.1 taka of different animals and figures in A2EL-
demonstrates creates a 3-
understanding of dimensional free- Paete, Laguna IVa-1
shapes, texture, standing, balanced 1.2 sarangola or kites
proportion and figure using 1.3 banca, native boats from Cavite, and
balance through different materials coastal towns
sculpture and 3- (found materials, 2. Answers a brief diagnostic assessment on Week 2/ A2EL-
dimensional recycled, local or giving value and importance to the craftmanship st IVa-2
1 Q
crafts manufactured) of local artists.
creates a 3- 3. identifies 3-dimensional crafts found in the st A2EL-
3-4/ 1
locality giving emphasis on their shapes, Q IVb
textures, proportion and balance
demonstrates dimensional free- 4. executes the steps in making a paper maché Week 5- A2PR-
understanding of standing, balanced 6/ 1 Q
st IVd
shapes, texture, figure using with focus on proportion and balance
proportion and different materials 5. creates a clay human figure that is balanced Week 7-
balance through (found materials, and can stand on its own st
8/ 1 Q
sculpture and 3- recycled, local or
dimensional manufactured)
crafts
creates a 3-
A2PR-
dimensional free- IVh
standing, balanced
figure using
different materials
(found materials,
recycled, local or
manufactured)
370

Subject: ARTS

1st The learner... The learner… 1. distinguishes the size of persons in the Week 1/
drawing, to indicate its distance from the st A3EL-Ia
1 Q
demonstrates creates an artwork viewer
understanding of of people in the 2. shows the illusion of space in drawing the Week A3EL-Ib
st
lines, texture, province/region. objects and persons in different sizes 2/1 Q
shapes and depth, On-the-spot 3. explains that artist create visual textures by Week A3PL-Ic
st
contrast (size, sketching of plants using a variety of lines and colors 3/1 Q
texture) through trees, or buildings 4. discusses what foreground, middle ground, Week A3PL –Id
drawing and geometric line and background, are all about in the context of a 4/1st Q
designs landscape
5. describes the way of life of people in the Week A3PL-Ie
shows a work of art cultural community st
5/1 Q
based on close
observation of 6. Creates a geometric design by contrasting two Week
natural objects in kinds of lines in terms of type or size. st A3PR-If
6/1 Q
his/her surrounding
noting its size, shape 7. sketches on-the-spot outside or near the Week
and texture school to draw a plant, flowers or a tree showing st A3PR-Ig
7/1 Q
the 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
houses and buildings indicating the foreground st
8/1 Q
middle ground and background by the size of the A3PR-Ii
objects
371

2nd The learner... The learner... 1. Discusses the concept that there is harmony in Week 1/
demonstrates creates an artwork nature as seen in the color of landscapes at nd A3EL-IIa
2 Q
understanding of of people in the different times of the day
lines, textures, province/region on- Ex:
shapes and the-spot sketching 1.1 landscapes of Felix Hidalgo, Fernando
balance of size, of plants, trees and Amorsolo, Jonahmar Salvosa
contrast of texture building and 1.2 Still’s life of Araceli Dans, Jorge Pineda,
through drawing geometric line Agustin Goy
designs 2. Discusses the concept that nature is so rich Week 2/ A3EL-IIb
nd
for no two animals have the same shape, skin 2 Q
applies knowledge covering, and color
of planes in a 3. demonstrates how harmony is created in an Weeks 3 A3PL-IIc
landscape nd
artwork because of complementary colors and & 4/ 2
(foreground, middle shapes Q
ground and 4. paints a still life by observing the different Weeks 5
background) in nd
shapes, color, and texture of fruits, drawing & 6/ 2 A3PR-IId
painting a landscape them overlapping and choosing the right colors Q
for each fruit
creates an artwork 5. creates new tints and shades of colors by Weeks 7
of people in the nd
mixing two or more colors & 8/ 2 A3PR-IIe
province/region on- Q
the-spot sketching 6. paints a landscape at a particular time of the Weeks 7 A3PR-IIf
of plants, trees and nd
day and selects colors that complement each & 8/ 2
building and other to create a mood Q
geometric line 7. discusses the characteristics of a wild animal Weeks 9
designs by making several pencil sketches and painting it &10/2nd A3PR-IIg
later, adding texture of its skin covering Q
372
applies knowledge 8. explains the truism that Filipino artists painted Weeks 9 A3PR-IIh
of planes in a landscapes in their own a particular style and can & 10/ 2nd
landscape identify what makes each artist unique in his use Q
(foreground, middle of colors to create harmony
ground and
background) in
painting a landscape

3rd The learner... The learner... 1. Discusses the concept that a print made from Week 1 /
demonstrates exhibits basic skills objects found in nature can be realistic or 3rd Q A3EL-IIIa
understanding of in making a design abstract
shapes, colors and for a print and 2. explains the importance and variety of Week 2 / A3PL-
rd
principle producing several materials used for printing 3 Q IIIb
repetition and clean copies of the 3. Demonstrates the concept that a print design Week 3 /
emphasis through prints rd
may use repetition of shapes or lines and 3 Q A3PL-IIIc
printmaking emphasis on contrast of shapes and lines
(stencils) manipulates a 4. Executes the concept that a print design can Week 4 / A3PL-
stencil with an be duplicated many times by hand or by machine 3rd Q IIId
adequate skill to and can be shared with others
produce a clean 5. explains the meaning of the design created Week 5 / A3PR-
print for a message, 3rd Q IIIe
slogan or logo for a 6. stencils a paper or plastic sheets to be used for Week 6 / A3PR-
T-shirt, poster bag multiple prints on cloth or hard paper 3rd Q IIIg
produces at least 3 7. writes a slogan about the environment that Week 7 / A3PR-
rd
correlates messages to be printed on T-shirts, 3 Q
good copies of print posters, banners or bags IIIg
using 8. participates in a school/district exhibit and Week 1 /
complementary culminating activity in celebration of the 4th Q A3PR-
colors and National Arts Month (February)
IIIh
contrasting shapes
373
1. identifies different styles of puppets made Week 1
4th The learner... The learner...
demonstrates creates a single in the Philippines (form Teatro Mulat and th A3EL-
/4 Q
understanding of puppet based on Anino Theater Group) IVa
shapes, colors, character in 2. discusses the variations of puppets in terms Weeks 2- A3PL-
textures, and legends, myths or
emphasis by stories using of material, structure, shapes, colors and 4 / 4th Q
variation of recycled and hard IVb
intricacy of textural details
shapes and material 3. creates a puppet designs that would give a Week 4 /
texture and specific and unique character, with designs of th
4 Q A3PR-
contrast of colors creates a mask or varied shapes and colors on puppets to show IVc
through sculpture headdress that is the unique character of the puppet/s
and crafts imaginary in design 4. constructs a simple puppet based on a Week 5
using found and character in a legend, myth or story using & 7 / 4th A3PR-
recycled materials recyclable materials and bamboo sticks or Q IVe
demonstrates twigs
understanding of demonstrates basic
5. manipulates a puppet to act out a character Week 5 / A3PR-
shapes, colors, skills in constructing th
in a story together with the puppets 4 Q
textures, and a puppet made IVf
emphasis by from a hard and
6. utilizes masks in simple role play or skit Week 6 /
variation of stick, which can be rd
3 Q A3PR-
shapes and manipulated
texture and IVf
contrast of colors
through sculpture
7. performs as puppeteer together with others, Week 7 /
and crafts rd
in a puppet show, to tell a story using the 3 Q
puppet he/she created A3PR-
IVg
374

Subject: ARTS

1st The learner… The learner… 1. discusses the rich variety of cultural Week 1 /
communities in the Philippines and their st
1 Q
demonstrates practices variety of uniqueness
understanding of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga,
lines, texture, and community by way Bontok, Gaddang, Agta
shapes; and of attire, body 1.2 VISAYAS – Ati
balance of size and accessories, 1.3 MINDANAO-Badjao, Mangyan,Samal, A4EL-Ia
repetition of religious practices Yakan, Ubanon, Manobo, Higaonon, Talaandig,
motifs/patterns and lifestyle. Matigsalog, Bilaan, T’boli, Tiruray, Mansaka,
through drawing Tausug) and the distinctive characteristics of
these cultural communities in terms of attire,
body accessories, religious practices, and
creates a unique lifestyles.
design of houses, 2. Draws specific clothing, objects, and designs Weeks 2- A4EL-Ib
and other st
of at least one the cultural communities by 4/1 Q
household objects applying an indigenous cultural motiff into a A4EL-Ic
used by the cultural contemporary design through crayon etching
groups. technique. A4EL-Id
writes a 3. role plays ideas about the practices of the Weeks A4PR-Ie
st
comparative different cultural communities. 4/1 Q
description of 4. creates a drawing after close study and Week 5- A4PR-Ig
houses and utensils st
observation of one of the cultural 6/1 Q
used by selected communities’ way of dressing and accessories.
375
cultural groups from 5. produces a crayon resist on any of the topics: Week
different provinces. the unique design of the houses, household st A4PR-Ih

7/1 Q
objects, practices, or rituals of one of the
cultural groups
6. uses crayon resist technique in showing Week A4PR-Ii
different ethnic designs or patterns. st
8/1 Q

2nd The learner… The learner… 1. discusses pictures of localities where Week 1/
different cultural communities live where each 2nd Q A4EL-IIa
demonstrates sketches and paints group has distinct houses and practices.
understanding of a landscape or 2. explains the attire and accessories of Week 2/ A4EL-IIb
lines, color, mural using shapes nd
selected cultural communities in the country in 2 Q
shapes, space, and and colors terms of colors and shapes.
proportion appropriate to the 3. depicts in a role play the importance of Week 3/ A4EL-IIc
through drawing. way of life of the nd
communities and their culture. 2 Q
cultural community. 4. compares the geographical location, Week 4/ A4EL-IId
nd
practices, and festivals of the different cultural 2 Q
realizes that the groups in the country.
choice of colors to 5. paints the sketched landscape using colors Week 5/ A4EL-IIe
use in a landscape nd
appropriate to the cultural community’s ways 2 Q
gives the mood or of life. A4EL-IIf
feeling of a painting.
6. tells a story or relates experiences about Week6/ A4EL-IIh
cultural communities seen in the landscape. 2nd Q
3rd The learner... The learner... 1. discusses the texture and characteristics of Week 1 /
each material. 3rd Q
demonstrates exhibits basic skills A4EL-IIIa
understanding of in making a design
376
shapes, colors and for a print and
principle producing several 2. analyzes how existing ethnic motif designs Week 1 / A4PL-
repetition and clean copies of the are repeated and alternated. 3rd Q IIIb
emphasis through prints 3. demonstrates the process of creating relief Week 2 /
printmaking prints and how these relief prints make the 3rd Q A4PL-IIIc
(stencils) manipulates a work more interesting and harmonious in
stencil with an terms of the elements involved.
adequate skill to 4. designs ethnic motifs by repeating, Week 2 / A4PR-
produce a clean alternating, or by radial arrangement. rd
3 Q IIId
print for a message,
slogan or logo for a 5. creates a relief master or mold using Week 3 / A4PR-
T-shirt, poster bag additive and subtractive processes. rd
3 Q IIIe
produces at least 3 6. creates simple, interesting, and Week 4 / A4PR-IIIf

good copies of print harmoniously arranged relief prints from a clay 3rd Q
using design.
complementary 7. prints reliefs with adequate skill to produce Week 5 / A4PR-
colors and rd
clean prints with a particular design motif 3 Q
contrasting shapes IIIg
(repeated or alternated).
8. creates the relief mold using found material: Weeks 6-
hard foam; cardboard shapes glued on wood; rd A4PR-IIIi
7/3 Q
strings and buttons, old screws, and metal
parts glued on wood or cardboard.
9. participates in a school/district exhibit and Weeks
culminating activity in celebration of the rd A4PR-
8/ 3 Q
National Arts Month (February). IIIj-2
4th The learner... The learner... 1. differentiates textile traditions in other Week 1 /
demonstrates creates a single Asian Countries like China, India, Japan, 4th Q
understanding of puppet based on Indonesia, and in the Philippines in the olden A4EL-Iva
shapes, colors, character in times and presently.
377
2. discusses pictures or actual samples of Week 1
textures, and legends, myths or
emphasis by different kinds of mat weaving traditions in the th A4EL-Ivb
stories using /4 Q
variation of recycled and Philippines.
shapes and hard material 3. discusses the intricate designs of mats Week 2 / A4EL-IVc
texture and woven in the Philippines: 4th Q
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 / A4PL-Ivd
understanding of demonstrates basic designs. 4th Q
shapes, colors, skills in constructing 5. explains the meaning of designs, colors, and Week 4 / A4PL-Ive
textures, and a puppet made th
patterns used in the artworks. 4 Q
emphasis by from a hard and 6. creates a small mat using colored buri strips Week 5 A4PR-IVf
variation of stick, which can be or any material that can be woven, showing & 6 / 4th
shapes and manipulated different designs: squares, checks zigzags, and Q
texture and stripes. A4PR-
contrast of colors Week 7 /
through sculpture th IVg
7. weaves own design similar to the style made 4 Q
and crafts by a local ethnic group.
8. creates original tie-dyed textile design by Week 8 /
following the traditional steps in tie-dyeing th
4 Q
using one or two colors. A4PR-
IVh
378

Subject: ARTS
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG
Standards Code
1st The learner… The learner… 1. discusses events, practices, and culture Week 1/
influenced by colonizers who have come to st
1 Q
demonstrates creates different our country by way of trading. A5EL-Ia
understanding of artifacts and 2. designs an illusion of depth/distance to Week
lines, shapes, and architectural st
simulate a3-dimensional effect by using 1/1 Q
space; and the buildings in the crosshatching and shading techniques in A5EL-Ib
principles of Philippines and in drawings (old pottery, boats, jars, musical
rhythm and the locality using instruments).
balance through crosshatching st
3. presents via powerpoint the significant Week2/1
drawing of technique, parts of the different architectural designs and Q A5EL-Ic
archeological geometric shapes, artifacts found in the locality. e.g. bahay kubo,
artifacts, houses, and space, with torogan, bahay na bato, simbahan, carcel, etc.
buildings, and rhythm and balance 4. explains the importance of artifacts, houses, Week 2
churches from as principles of st
clothes, language, lifestyle - utensils, food, /1 Q A5PL-Ie
historical periods design. pottery, furniture - influenced by colonizers
using puts up an exhibit who have come to our country (Manunggul
crosshatching on Philippine jar, balanghai, bahay na bato, kundiman,
technique to artifacts and houses Gabaldon schools, vaudeville, Spanish-
simulate 3- from different inspired churches).
dimensional and historical periods 5. creates illusion of space in 3-dimensional Weeks 3-
geometric effects (miniature or st
drawings of important archeological artifacts 4 /1 Q A5PR-If
of an artwork. replica). seen in books, museums (National Museum
and its branches in the Philippines, and in old
buildings or churches in the community.
6. creates mural and drawings of the old Weeks 5-
houses, churches, and/or buildings of his/her st A5PR-Ig
6/1 Q
community.
379
7. participates in putting up a mini-exhibit with Weeks 7-
labels of Philippine artifacts and houses after st A5PR-Ih

8/1 Q
the whole class completes drawings.
8. tells something about his/her community as Week A5PR-Ij
reflected on his/her artwork. st
8/1 Q
Standards Code
2nd The learner… The learner… 1. explains the importance of natural and Week 1/
historical places in the community that have nd
2 Q
demonstrates sketches natural or been designated as World Heritage Site (e.g.,
understanding of man-made places in rice terraces in Banawe, Batad; Paoay Church;
lines, colors, space, the community Miag-ao Church; landscape of Batanes, Callao A5EL-IIa
and harmony with the use of Caves in Cagayan; old houses inVigan, Ilocos
through painting complementary Norte; and the torogan in Marawi)
and colors.
explains/illustrates draws/paints 2. explains that artists have different art styles Weeks 2
landscapes of significant or nd
in painting landscapes or significant places in & 3/ 2 Q
important important historical their respective provinces (e.g., Fabian dela A5EL-IIc
historical places in places. Rosa, Fernando Amorsolo, Carlos Francisco,
the community Vicente Manansala, Jose Blanco,
(natural or man- VictorioEdades, Juan Arellano,
made)using one- PrudencioLamarroza, and Manuel Baldemor)
point perspective 3. presents via powerpoint the artistry of Week 3/ A5PL-IId
in landscape nd
famous Filipino artists in painting different 2 Q
drawing, landscapes and is able to describe what makes
complementary each artist’s masterpiece unique from others.
colors, and the 4. sketches using complementary colors in Weeks 4- A5PL-IIe
nd
right proportions painting a landscape. 5/ 2 Q
of parts. 5. demonstrates skills and knowledge about Weeks 6-
foreground, middle ground, and background nd A5PR-IIf
7/ 2 Q
to emphasize depth in painting a landscape.
380
6. discusses details of the landscape significant Week A5PR-
to the history of the country. nd IIg

8/2 Q
Standards Code
3rd The learner… The learner… 1. discusses new printmaking technique using Week 1 /
a sheet of thin rubber (used for soles of shoes), 3rd Q
demonstrates creates a variety of linoleum, or any soft wood that can be carved A5EL-
or gouged to create different lines and
understanding of prints using lines textures. IIIa
new printmaking (thick, thin, jagged,
techniques with ribbed, fluted, 2. discusses possible uses of the printed Week 2 / A5EL-
the use of lines, woven) to produce rd
artwork 3 Q IIIc
texture through visual texture.
stories and myths. 3. shows skills in creating a linoleum, rubber Week 2 / A5PL-
or wood cut print with the proper use of rd
3 Q IIId
carving tools.
4. creates variations of the same print by using Week 3 / A5PR-

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

creating a print: rd
5/3 Q
5.1 sketching the areas to be carved out
and areas that will remain
5.2 carving the image on the rubber or A5PR-
wood using sharp cutting tools IIIf
5.3 preliminary rubbing
5.4 final inking of the plate with printing
ink
5.5 placing paper over the plate, rubbing
the back of the paper
381
demonstrates creates a variety of 5.6 impressing the print
understanding of prints using lines 5.7 repeating the process to get several
new printmaking (thick, thin, jagged, editions of the print
techniques with ribbed, fluted, 6. works with the class to produce a Week 6 / A5PR-
the use of lines, woven) to produce compilation of their prints and create a book 3rd Q IIIg
texture through visual texture. or calendar which they can give as gifts, sell, or
stories and myths. display on the walls of their school.
7. demonstrates contrast in a carved or Week 6 / A5PR-
textured area in an artwork. rd IIIh-1
3 Q
8. produces several editions of the same print Weeks 7/
that are well-inked and evenly printed. rd A5PR-
3 Q
IIIh-2
9. participates in a school/district exhibit and Week
culminating activity in celebration of the rd A5PR-
8/3
National Arts Month (February) IIIh-3
4th The learner… The learner… 1. identifies the materials used in making3- Week 1 /
dimensional crafts which express balance and th
4 Q
demonstrates demonstrates repeated variation of shapes and colors
understanding of fundamental 1.1 mobile A5EL-
colors, shapes, construction skills 1.2 papier-mâché jar IVa
space, repetition, in making a 3- 1.3 paper beads
and balance dimensional craft 2. identifies the different techniques in Week 1 A5EL-
through sculpture that expresses th
making 3-dimensional crafts /4 Q IVb
and 3-dimensional balance, artistic 2.1 mobile
crafts. design, and 2.2 papier-mâché jar
repeated variation 2.3 paper beads
of decorations and 3. discusses possibilities on the use of created Week 2 / A5EL-
colors 3-D crafts. 4th Q IVc
1. papier-
mâché jars 4. applies knowledge of colors, shapes, and Week 3 / A5PL-
with balance in creating mobiles, papier-mâché 4th Q IVd
patterns jars, and paper beads.
382
5. demonstrates artistry in making mobiles Week 4 / A5PL-
2. paper beads
with varied colors and shapes. th
4 Q IVe
constructs 3-D craft
using primary and 6. creates designs for making 3-dimensional Week 5 &
secondary colors, crafts 6 / 4th Q A5PR-
geometric shapes, 6.1 mobile IVf
space, and 6.2 papier-mâché jar
repetition of colors 6.3 paper beads
to show balance of 7. shows skills in making a papier-mâché jar Week 7 / A5PR-
the structure and th IVg
4 Q
shape
mobile 8. creates paper beads with artistic designs Week 8 /
and varied colors out of old magazines and th
4 Q
colored papers for necklace, bracelet, ID A5PR-
lanyard. IVh
383

Subject: ARTS

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

in comic art. 1st Q A6PL-Ie
through art
processes,
elements, and 8. applies concepts on the steps/procedures in Week 6 /
principles using new cartoon character making. st A6PR-If
1 Q
technologies
(hardware and 9. utilizes art skills in using new technologies Week 6 /
software) to create (hardware and software) in cartoon character st
1 Q A6PR-Ig
making.
384
personal or class 10. creates own cartoon character to entertain, Week 7 /
logo. express opinions, ideas, etc. st A6PR-Ih

1 Q
designs cartoon 11. explains ideas about the cartoon character Week 8 /
character on-the A6PR-Ih
1st Q
spot using new
technologies.
2nd The learner… The learner… 1. Reviews the concept that art processes, Week 1/
elements and principles still apply even with the 2nd Q A6EL-IIa
demonstrates applies concepts on use of technologies.
understanding of the use of software 2. explains the elements and principles applied Week 1/
shapes, space, in creating digital nd
in digital art. 2 Q A6PL-IIa
colors, and the paintings and
principles of graphic designs. 3. applies concepts on the use of the software Week 2/ A6PR-IIb
emphasis, nd
(commands, menu, etc.) 2 Q
harmony and
contrast in digital 4. utilizes art skills using new technologies Week 2/ A6PR-IId
painting and (hardware and software) in digital painting. 2nd Q
poster design 5. creates a digital painting similar with the Weeks 3 A6PR-IIc
using new nd
Masters’ (e.g., Van Gogh, Amorsolo, etc.) in -4 / 2 Q
technologies. terms of style, theme, etc.
6. discusses the elements and principles applied Weeks 5- A6PL-IIf
nd
in layouting. 6 /2 Q
7. applies skills in layouting and photo editing Weeks 5-
using new technologies (hardware and nd
6 /2 Q A6PR-IIg
software) in making a poster.
8. creates an advertisement/commercial or Weeks 7- A6PR-IIh
announcement poster. nd
8 /2 Q
385

3rd The learner… The learner… 1. Explains the truism that design principles still Week 1 /
apply for any new design (contrast of colors, rd
3 Q
demonstrates creates simple shapes, and lines produces harmony) whether
understanding of printmaking done by hand or machine (computer). A6EL-
shapes, colors, (silkscreen) designs IIIa
values, and the on t-shirts and 2. Demonstrates understanding that digital Week 1 /
principles of posters. rd
technology has speeded up the printing of 3 Q A6PL-
emphasis, original designs and made it accessible to many, IIIb
contrast, and as emphasized in t-shirts and poster designs.
harmony in 3. applies concepts on the steps/procedure in Week 2 / A6PR-
rd
printmaking and silkscreen printing. 3 Q IIIc
photography 4. produces own prints from original design to Week 2 / A6PR-
using new rd
silkscreen printing to convey a message or 3 Q
IIId
technologies. statement.
describes the basic 5. Discusses the concepts and principles of Week 3 / A6PL-IIIf
concepts and photography. rd
3 Q
principles of basic 6. discusses the parts and functions of the Week 4 / A6PR-
photography. rd
camera (point and shoot or phone camera). 3 Q IIIg
7. applies composition skills to produce a Week 5- A6PR-
rd
printed photograph for a simple photo essay. 6/3 Q IIIh
8. participates in school/district exhibit and Weeks 7-
culminating activity in celebration of the rd
8/3 Q
National Arts Month (February)
4th The learner… The learner… 1. Discusses the concept that design principles Week 1 /
and elements relates to everyday objects. th A6EL-
4 Q
demonstrates creates an actual 3- IVa
understanding of D digitally- 2. explains the elements and principles applied Week 1 A6PL-
shapes, colors, enhanced paper bag in product design. th
/4 Q IVa
386
3. manifests understanding of concepts on the Week 2 / A6PR-
and the principles for a product or
of contrast and brand. use of software (commands, menu, etc.) 4th Q IVb
harmony through applies concepts on 4. utilizes art skills in using new technologies Week 2 / A6PR-
the use of new the use of new (hardware and software) in package design. 4th Q IVc
media in creating technologies 5. creates an actual 3-D digitally-enhanced Week 4 / A6PR-
audio-video art (hardware and product design for a paper bag. th IVd
4 Q
and product or software) in 6. reviews the truism that art processes, Week 3 /
package design. creating an audio- elements and principles still apply even with the 4th Q A6EL-
video use of technologies. IVe
art/animation.
7. discusses the elements and principles
applied in audio-video art.
7. shows skills in making a papier-mâché jar Week 7 / A6PL-
IVe
4th Q
8. applies concepts on the use of the software Weeks 4- A6PR-
(commands, menu, etc.) th IVf
5/4 Q
9. utilizes art skills in using new technologies Weeks 5- A6PR-

(hardware and software) th IVg
6/4 Q
10. creates an audio-video art /animation Weeks 7- A6PR-

promoting a product. th IVh
8/4 Q
387

Subject: ARTS
Standards Code
1st The learner... The learner… 1. analyzes elements and principles of art in
the production of one’s arts and crafts inspired Week 1/ A7EL-Ib-
st
1. art elements 1. create artworks by the arts of Luzon (highlands and lowlands) 1 Q 1
and processes showing the 2. identifies characteristics of arts and crafts in Week
by synthesizing characteristic st
specific areas in Luzon (e.g., papier mâché 1/1 Q A7EL-Ia-
and applying elements of the [taka] from Paete, Ifugao wood sculptures
2
prior knowledge arts of Luzon [bul’ul], Cordillera jewelry and pottery, tattoo,
and skills (highlands and and Ilocos weaving and pottery [burnay], etc.)
lowlands) 3. reflects on or derive the mood, idea, or
2. the salient message emanating from selected artifacts A7PL-Ih-
features of the 2. exhibit completed and art objects Weeks 2 1
st
arts of Luzon artworks for -4/ 1 Q
(highlands and appreciation and 4. appreciates the artifacts and art objects in Week 2 / A7PL-Ih-
st
lowlands) by critiquing terms of their uses and their distinct use of art 1 Q
showing the elements and principles 2
relationship of
5. incorporates the design, form, and spirit of Week 3 /
the elements of st A7PL-Ih-
the highland/lowland artifact and object in 1 Q
art and one’s creation 3
processes
among culturally 6. traces the external (foreign) and internal Weeks 4
(indigenous) influences reflected in the design st A7PL-Ih-
diverse /1 Q
communities in of an artwork and in the making of a craft or 4
the country artifact
7. creates crafts that can be locally assembled Weeks 5- A7PR-Ic-
3. the Philippines with local materials, guided by local traditional 8 / 1st Q
as having a rich techniques (e.g., habi, lilip, etc). e-1
388
artistic and 8. Discusses the elements from Week 6 / A7PR-If-
st
cultural traditions/history of a community for one’s 1 Q
tradition from artwork 2
precolonial to 9. shows the relationship of the development Week 6 /
present times
of crafts in specific areas of the country, 1st Q A7PR-If-
according to functionality, traditional
3
specialized expertise, and availability of
resources (e.g. pottery, weaving, jewelry,
baskets)
10. shows the relationship of Luzon (highlands Week 7 /
and lowlands) arts and crafts to Philippine 1st Q
culture, traditions, and history (Islamic
influences, Spanish heritage, and American A7PR-Ih-
legacies in education, business, 4
modernization, and entertainment, as well as
in indigenous practices, fiestas, and religious
and social practices)
Standards Code
2nd The learner… The learner… 1. analyzes the elements and principles of art
in the production one’s arts and crafts inspired A7EL-IIb-
1. art elements and create artwork by the arts of MIMAROPA and the Visayas Weeks 1
nd 1
processes by showing the –2/2
synthesizing and characteristic Q
applying prior elements of the arts 2. identifies the characteristics of arts and Week 1/
knowledge and of MIMAROPA and crafts in specific areas in MIMAROPA and the 2nd Q
skills the Visayas Visayas, Marinduque (Moriones masks),
Palawan (Manunggul Jar), Mindoro (Hanunuo- A7EL-IIa-
2. the salient Mangyan writing, basketry, and weaving), 2
features of the Bohol (churches), Cebu (furniture), Iloilo
arts of (culinary arts and old houses), Samar (Basey
MIMAROPA and mats), etc.
389
3. reflects on and derive the mood, idea or Weeks 3- A7PL-
the Visayan
Islands by message emanating from selected artifacts nd IIh-1
5/ 2 Q
showing the and art objects
relationship of 4. appreciates the artifacts and art objects in Week 2/ A7PL-
the elements of terms of its utilization and its distinct use of art IIh-2
2nd Q
art and elements and principles
processes 5. incorporates the design, form and spirit of Weeks 3 A7PL-
among culturally artifacts and art objects from MIMAROPA and -4 / 2nd Q IIh-3
diverse the Visayas
communities in
the country
the Philippines as 6. explains the external (foreign) and internal Weeks 5 A7PL-
having a rich (indigenous) influences that are reflected in nd
/2 Q IIh-4
artistic and cultural
the design of an artwork or in the making of a
tradition from craft or artifact
precolonial to
7. creates crafts that can be locally assembled Weeks A7PR-
present times nd
with local materials, guided by local traditional 6/ 2 Q IIc-e-1
techniques (e.g., habi, lilip, etc).
8. discusses elements from traditions/history Weeks 7 A7PR-IIf-

of a community for one’s artwork nd 2
/2 Q
9. explains the correlation of the development Week 8

of crafts in specific areas of the country,
according to functionality, traditional A7PR-IIf-
specialized expertise, and availability of 3
resources (e.g., architecture, weaving, pottery,
accessories, masks, and culinary arts)
10. shows the relationship of MIMAROPA and A7PR-

Visayas arts and crafts to Philippine culture, IIh-4
390
traditions, and history (Islamic influences,

Spanish heritage, and American legacies in
education, business, modernization, and
entertainment, as well as in indigenous
practices, fiestas, and religious and social
practices)
Standards Code
3rd The learner… The learner… 1. analyzes elements and principles of art in Weeks 1-
the production one’s arts and crafts inspired by 2/3rd Q
1. art elements and 1. create artworks the arts of Mindanao A7EL-
processes by showing the IIIb-1
synthesizing and characteristic
applying prior elements of the 2. identifies characteristics of arts and crafts in Week 1 /
knowledge and arts of Mindanao rd
specific areas in Mindanao (e.g., maritime 3 Q
skills vessel [balanghay] from Butuan, vinta from
2. exhibit completed Zamboanga; Maranao’s malong, brasswares, A7EL-
2. the salient artworks for okir, panolong, torogan, and sarimanok; IIIa-2
features of the appreciation and Yakan’s fabric and face makeup and body
arts of critiquing ornamentation; T’boli’s tinalak and
Mindanao by accessories; Tawi-tawi’s Pangalaydance, etc.
showing the 3. reflects on and derive the mood, idea, or Weeks 3- A7PL-
relationship of rd
message emanating from selected artifacts 5/3 Q IIIh-1
the elements of and art objects
art and 4. appreciates the artifacts and art objects in Week 2 / A7PL-
processes rd
terms of its utilization and their distinct use of 3 Q
IIIh-2
among culturally art elements and principles
diverse 5. incorporates the design, form, and spirit of Week 3 / A7PL-
communities in rd
artifacts and objects from Mindanao to one’s 3 Q IIIh-3
the country creation
391
6. traces the external (foreign) and internal Week 4 / A7PL-
3. the Philippines (indigenous) influences that are reflected in rd IIIh-4

3 Q
as having a rich the design of an artwork and in the making of
artistic and cultural a craft or artifact
tradition from 7. creates crafts that can be locally assembled Weeks 6- A7PR-
precolonial to with local materials, guided by local traditional 8/3rd Q
IIIc-e-1
present times techniques (e.g., habi, lilip, etc).
8. derives elements from traditions/history of Weeks 6 A7PR-
a community for one’s artwork rd IIIf-2
/3 Q
9. shows the relationship of the development

of crafts in specific areas of the country,
according to functionality, traditional A7PR-
specialized expertise, and availability of IIIf-3
resources (e.g., pottery, weaving, jewelry, and
basketry)
10. shows the relationship of Mindanao’s arts Week 7 A7PR-
and crafts to Philippine culture, traditions, and
IIIh-4
history, particularly with Islamic influences and
indigenous (Lumad) practices
11. participates in exhibit using completed Week 8 A7PR-
Mindanao-inspired arts and crafts in an IIIg-5
organized manner
4th The learner… The learner… 1. identifies the festivals and theatrical forms Weeks 1- A7EL-
celebrated all over the country throughout the 2 / 4th Q IVa-1
1. how theatrical 1. create appropriate year
elements festival attire with 2. researches on the history of the festival and
(sound, music, accessories based theatrical composition and its evolution, and A7EL-
gesture, on authentic describe how the townspeople participate and IVb-2
movement ,and festival costumes contribute to the event
costume) affect 3. discusses the elements and principles of arts
the creation and as seen in Philippine Festivals
392
communication 2. create/improvise A7EL-
of meaning in appropriate IVc-3

Philippine sound, music, 4. explains what makes each of the Philippine Weeks 3- A7PL-
Festivals and gesture, th
festivals unique through a visual presentation 4/4 Q IVh-1
Theatrical Forms movements, and
as influenced by costume for a 5. designs the visual elements and Weeks 5- A7PR-
history and chosen theatrical th
components of the selected festival or 8/4 Q IVd-1
culture composition theatrical form through costumes, props, etc.
6. analyzes the uniqueness of each group’s
2. theater and performance of their selected festival or A7PR-
performance as a 3. take part in a theatrical form
IVh-2
synthesis of arts chosen festival or in 7. choreographs the movements and gestures
and a significant a performance in a reflecting the mood of the selected Philippine
expression of the theatrical play festival/theatrical form
celebration of life 7. shows skills in making a papier-mâché jar A7PR-
in various IVe-f-3
Philippine
communities 8. improvises accompanying sound and A7PR-
rhythm of the Philippine festival/theatrical IVe-f-4
form
9. performs in a group showcase of the
selected Philippine festival/theatrical form
A7PR-
IVg-5
393

Subject: ARTS
Standards Code
1st The learner… The learners… 1. analyzes elements and principles of art in
the production of arts and crafts inspired by Weeks 1- A8EL-Ib-
st
1. art elements 1. create artworks the cultures of Southeast Asia 2/ 1 Q 1
and processes showing the 2. identifies characteristics of arts and crafts in
by synthesizing characteristic specific countries in Southeast Asia: Indonesia
and applying elements of the (batik, Wayang puppetry); Malaysia (modern A8EL-Ia-
prior arts of Southeast batik, wau, and objects made from pewter);
2
knowledge and Asia Thailand (silk fabrics and Loi Kratong Lantern
skills Festival); Cambodia (AngkorWat and ancient
2. exhibit completed temples); Singapore (Merlion), etc.
2. the salient artworks for 3. reflects on and derive the mood, idea, or A8PL-Ih-
features of the appreciation and message from selected artifacts and art 1
arts of critiquing objects Weeks 3
Southeast Asia st
4. appreciates the artifacts and art objects in -5/ 1 Q A8PL-Ih-
by showing the terms of their utilization and their distinct use 2
relationship of of art elements and principles
the elements of
5. incorporates the design, form, and spirit of A8PL-Ih-
art and
Southeast Asian artifacts and objects in one’s 3
processes
among creation
culturally 6. traces the external (foreign) and internal A8PL-Ih-
diverse (indigenous) influences that are reflected in
4
communities in the design of an artwork and in the making of
the region a craft or artifact
7. creates crafts that can be locally assembled Weeks 6- A8PR-Ic-
3. Southeast Asian with local materials, guided by local traditional 8 / 1st Q e-1
countries as techniques (e.g.,batik, silk weaving, etc.)
394
having a rich 8. derives elements from traditions/history of A8PR-If-
artistic and a community for one’s artwork

cultural 2
tradition from 9. shows the relationship of the development
prehistoric to
of crafts in specific countries in Southeast Asia,
present times
according to functionality, traditional A8PR-If-
specialized expertise and availability of 3
basketry)
10. shows the commonalities and differences A8PR-Ih-
of the culture of the Southeast Asian countries 4
in relation to Philippine culture
Standards Code
2nd The learner… The learner… 1. analyzes elements and principles of art in Weeks 1-
the production of arts and crafts inspired by rd
2/3 Q A8EL-IIb-
1. art elements 1. create artworks the cultures of East Asia 1
and processes showing the 2. identifies characteristics of arts and crafts in
by synthesizing characteristic specific countries in East Asia: China (Chinese
and applying elements of the painting and calligraphy); Japan (origami, A8EL-IIa-
prior arts of East Asia woodblock printing, theater masks, face 2
knowledge and painting, and anime and manga); and Korea
skills 2. exhibit completed (theater masks, drums, and K-pop)
artworks for 3. reflects on and derive the mood, idea or Weeks 3- A8PL-
2. the salient appreciation and message from selected artifacts and rd
art 5/3 Q IIh-1
features of the critiquing objects
arts of East Asia 4. appreciates the artifacts and art objects in A8PL-
by showing the terms of their utilization and their distinct use IIh-2
the elements of 5. incorporates the design, form, and spirit of A8PL-
art and East Asian artifacts and objects to one’s IIh-3
processes creation
395
among 6. traces the external (foreign) and internal A8PL-
culturally (indigenous) influences that are reflected in

IIh-4
diverse the design of an artwork and in the making of
communities in a craft
the region 7. creates crafts that can be locally assembled Weeks 6- A8PR-
with local materials, guided by local traditional 8/3rd Q IIc-e-1
3. East Asian techniques (e.g., Gong-bi, Ikat, etc.)
countries as 8. derives elements from traditions/history of A8PR-IIf-
having a rich a community for one’s artwork 2
artistic and
cultural 9. shows the relationship of the development
tradition from of crafts in specific countries in East Asia
prehistoric to according to functionality, traditional A8PR-IIf-
present times specialized expertise, and availability of 3
basketry)
10. shows the commonalities and differences A8PR-
of the cultures of the East Asian countries in IIh-4
relation to Philippine culture
Standards Code
3rd The learner… The learner… 1. analyzes elements and principles of art in Weeks 1-
the production of arts and crafts inspired by rd
2/3 Q
1. art elements 1. create artworks the cultures of South Asia, West Asia, and A8EL-
and processes showing the Central Asia IIIb-1
by synthesizing characteristic
and applying elements of the 2. identifies characteristics of arts and crafts in
prior arts of South, specific countries in South, West, and Central A8EL-
knowledge and West, and Central Asia: India (rangoli, katak, mendhi, diwali);
IIIa-2
skills Asia Saudi Arabia (carpet design); Pakistan (truck
art); and Tibet (mandala), etc.
396
2. the salient 2. exhibits 3. reflects on and derive the mood, idea or Weeks 3- A8PL-
features of the completed message from selected artifacts and art rd

5/3 Q IIIh-1
arts of South, artworks for objects
West, and appreciation and
Central Asia by critiquing 4. appreciates the artifacts and art objects in A8PL-
showing the terms of their utilization and their distinct use
IIIh-2
the elements of
art and 5. incorporates the design, form, and spirit of A8PL-
processes South, West, and Central Asian artifacts and
among IIIh-3
objects to one’s creation
culturally
diverse 6. traces the external (foreign) and internal A8PL-
communities in (indigenous) influences that are reflected in
the region IIIh-4
the design of an artwork and in the making of
3. that the South, a craft
7. creates arts and crafts that can be locally Weeks 6-
West, and Central assembled with local materials, guided by local 8/3rd Q A8PR-
Asian countries traditional techniques (e.g., Ghonghdis, IIIc-e-1
have a rich, artistic Marbling Technique, etc.)
and cultural 8. derives elements from traditions/history of A8PR-
tradition from a community for one’s artwork IIIf-2
prehistoric to
present times 9. shows the relationship of the development
of crafts in specific countries in South Asia, A8PR-
West Asia, and Central Asia, according to
IIIf-3
functionality, traditional specialized expertise,
and availability of resources
10. shows the commonalities and differences A8PR-
of the cultures of the South Asian, West Asian,
IIIh-4
and Central Asian countries in relation to
Philippine culture
397
11. participates in an exhibit using completed
South-West-Central Asian-inspired crafts in A8PR-

an organized manner IIIg-5
4th The learner… The learner… 1. identifies selected festivals and theatrical Weeks 1-
th
forms celebrated all over the Asian region 2/4 Q
1. how theatrical 1. create 2. researches on the history of the festival and
elements appropriate theatrical forms and its evolution, and
(sound, music, festival attire describe how the community participates and
gesture, with accessories contributes to the event
movement, and based on 3. discusses the elements and principles of arts Week 4
costume) affect authentic festival as seen in Philippine Festivals Weeks 3-
the creation costumes th
4. identifies the elements and principles of arts 4/4 Q
and as manifested in Asian festivals and theatrical
communication 2. create/improvise forms
of meaning in appropriate 5. through a visual presentation, explains Weeks 5-
Asian Festivals sound, music, th
what make each of the Asian Festivals and 8/4 Q
and Theatrical gesture, Theatrical forms unique
Forms as movements, and 6. designs the visual elements and
influenced by costume for a components of the selected festival or
history and chosen theatrical theatrical form through costumes, props, etc.
culture composition
2. theater and 3. take part in a 7. analyzes the uniqueness of each group’s
performance of their selected festival or
performance as a chosen festival or in theatrical form
synthesis of arts a performance in a 8. shows the relationship of the selected
and a significant theatrical play Asian festival and the festival in the
expression of the
Philippines in terms of form and reason for
celebration of life
holding the celebration
in various Asian
9. choreographs the movements and gestures
communities
reflecting the mood of the selected
festival/theatrical form of Asia
398
10. improvises accompanying sound and

rhythm of the selected festival/ theatrical
form of Asia

Subject: ARTS
Standards Code
1st The learner… The learner.. 1. analyzes art elements and principles in the
production of work following the style of a Weeks 1-
1. art elements 1. perform / western and classical art st A9EL-Ib-
2/ 1 Q
and processes participate 1
by synthesizing competently in a
and applying presentation of a 2. identifies distinct characteristics of arts A9EL-Ia-
prior creative impression during the different art periods 2
knowledge and (verbal/nonverbal) 3. identifies representative artists from A9EL-Ia-
skills of a particular various art periods 3
2. the arts as artistic period 4. reflects on and derives the mood, idea, or Weeks 3 A9PL-Ih-
st
message from selected artworks -5/ 1 Q 1
integral to the 2. recognize the
development of difference and
5. discusses the use or function of artworks A9PL-Ih-
organizations, uniqueness of the
by evaluating their utilization and 2
spiritual belief, art styles of the
historical different periods combination of art elements and principles
events, (techniques, 6. uses artworks to derive the A9PL-Ih-
scientific process, elements, traditions/history of an art period
discoveries, and principles of 3
natural art) 7. compares the characteristics of artworks
disasters/ produced in the different art periods A9PL-Ih-
occurrences, 4
399
and other 8. creates artworks guided by techniques Weeks 6- A9PR-Ic-
external and styles of Western Classical art traditions st

8/1 Q e-1
phenomena
9. describes the influence of iconic artists A9PR-Ic-
belonging to Western Classical art on the e-2
evolution of art forms
10. applies different media techniques and
processes to communicate ideas, A9PR-Ic-
experiences, and stories showing the e-3
characteristics of Western Classical art
traditions
11. evaluates works of art in terms of artistic A9PR-If-
concepts and ideas using criteria from the
Western Classical art traditions 4
12. shows the influences of the Western A9PR-1f-

Classical art traditions to Philippine art form
5
Quarter Content Standards Performance Most Essential Learning Competencies Duration

Standards
A9EL-
IIb-1
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks 3-
production of work following a specific art nd
5/ 2 Q A9EL-IIa-
1. art elements 1. performs/ style 2
and processes participate
by synthesizing competently in a 2. identifies distinct characteristics of arts A9EL-IIa-
and applying presentation of a during the Renaissance and Baroque periods 3
prior creative impression 3. identifies representative artists from A9PL-
knowledge and (verbal/nonverbal) Renaissance and Baroque periods IIh-1
skills of a particular 4. reflects on and derive the mood, idea or Weeks 6- A9PL-
artistic period message from selected artworks nd
8/2 Q IIh-2
400
2. the arts as 5. discusses the use or function of artworks A9PL-
integral to the 2. recognizes the by evaluating their utilization and

IIh-3
development of difference and combination of art elements and principles
organizations, uniqueness of the 6. uses artworks to derive the A9PL-
spiritual belief, art styles of the traditions/history of an art period IIh-4
historical different periods 7. compares the characteristics of artworks A9PR-
events, (techniques, produced in the different art periods IIc-e-1
scientific process, elements,
discoveries, and principles of 8. creates artworks guided by techniques Weeks 3- A9PR-
natural art) and styles of the Renaissance and the 5/ 2nd Q IIc-e-2
disasters/ Baroque periods
occurrences, 9. explains the influence of iconic artists A9PR-
and other belonging to the Renaissance and the IIc-e-3
external Baroque periods
phenomena 10. applies different media techniques and
processes to communicate ideas, A9PR-IIf-
experiences, and stories showing the
4
characteristics of the Renaissance and the
Baroque periods (e.g.,Fresco, Sfumato, etc.)
11. evaluates works of art in terms of artistic 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 Most Essential Learning Competencies Duration K=12 CG
Standards Code
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-
production of work following a specific art rd
2/3 Q
1. art elements 1. perform/participate style from the Neoclassic and Romantic A9EL-
and processes competently in a periods IIIb-1
401
2. identifies distinct characteristics of arts A9EL-
by presentation of a
synthesizing creative impression during the Neoclassic and Romantic periods IIIa-2
and applying (verbal/nonverbal) 3. identifies representative artists from the A9EL-
prior from the Neoclassic Neoclassic and Romantic periods IIIa-3
knowledge and Romantic 4. reflects on and derive the mood, idea, or Week 3 / A9PL-
and skills periods message from selected artworks rd IIIh-1
3 Q
2. the arts as 2. recognize the
5. explains the use or function of artworks by
A9PL-
integral to the difference and evaluating their utilization and combination
IIIh-2
development of uniqueness of the of art elements and principles
organizations, art styles of the 6. uses artworks to derive the A9PL-
spiritual belief, different periods traditions/history of the Neoclassic and
historical events, (techniques, IIIh-3
Romantic periods
scientific process, elements, 7. compares the characteristics of artworks
discoveries, and principles of produced in the Neoclassic and Romantic A9PL-
natural disasters/ art) periods IIIh-4
occurrences, and
other external 8. creates artworks guided by techniques Weeks 4-
phenomena and styles of the Neoclassic and Romantic rd
7/3 Q A9PR-
periods (e.g., linear style and painterly IIIc-e-1
style)
9. describe the influence of iconic artists A9PR-

belonging to the Neoclassic and Romantic IIIc-e-2
periods
10. applies different media techniques and

processes to communicate ideas, A9PR-
experiences, and stories showing the IIIc-e-3
characteristics of the Neoclassic and
Romantic periods
402
11. evaluates works of art in terms of artistic A9PR-

IIIf-4
Neoclassic and Romantic periods
12. shows the influences of Neoclassic and A9PR-
Romantic periods on Philippine art forms IIIf-4
13. participates in an exhibit using Week 8 /
completed artworks with Neoclassic and 3rd Q A9PR-III-
Romantic periods characteristics g -7
4th The learner… The learner… 1. explains how an idea or theme is Weeks 1
1. how theatrical 1. create appropriate communicated in a selected performance th
/4 Q
through the integration of musical sounds, A10EL-
elements (sound, costumes, props, set songs, dialogue and dance IVb-4
music, gesture, accessories, costumes 2. analyzesexamples of plays based on A10EL-
movement, and improvised lighting theatrical forms, and elements of art as
costume) affect and other décor for IVa-2
applied to performance
the creation and Philippine plays 3. illustrates how the different elements are A10EL-
communication of used to communicate the meaning Week 2 / IVc-3
meaning in a 2. create/improvise 4. Explains the uniqueness of each original th
4 Q A10PL-
theater appropriate sound, performance IVh-1
play/performance music, gesture, and 5. designs with a group the visual A10PR-
incorporated with movements for a components of a school play (stage design,
media chosen theatrical IVe-1
costume, props, etc.)
composition 6. assumes the role of a character as an Week 3 /
2. theater and actor/performance, or production staff th A10PR-
4 Q
performance as a 3. participate in an (director, choreography, light designer, stage Week 4 / IVh-2
synthesis of arts original performance manager) 4th Q
inspired by local 7. analyzes the uniqueness of the group that
Philippine stories, was given recognition for its performance A10PR-
myths, and events and explain what component contributed to IVh-3
its selection
403
relevant to current
issues
8. contributes to the conceptualization of an A10PR-
original performance
IVd-4
9. choreographs the movements and Week 5 /
gestures needed in the effective delivery of th A10PR-
4 Q
an original performance with the use of IVf-g-5
media
10. improvises accompanying sound and Weeks 6- A10PR-
rhythm needed in the effective delivery of an 8 / 4th Q
IVf-g-6
original performance with the use of
different media
404
405

Subject: Physical Education
Quarter Content Performance Most Essential Duration K to 12

Standards Standards Learning CG Code
Competencies
The learner The learner Weeks 1&3 PE1BM-Ic-
demonstrates performs with d-2
understanding coordination 1. Creates shapes
awareness of enjoyable
by using
body parts in movements on
different body
preparation for body awareness.
parts
participation in
physical
activities.
2. Shows balance Weeks 4&6
on one, two, PE1BM-Ie-
three, four and f-3
five body parts
1 3. Exhibits Weeks 7&8 PE1BM-Ig-
transfer of
h-4
weight
4. Engages in fun
and enjoyable
physical
activities with This
coordination competency is PE1PF-Ia-
already h-2
Suggested learning embedded in
activities other LCs.
action songs
singing games
simple games
406
chasing and
fleeing games
mimetics
The learner The learner Weeks 1&4

demonstrates performs 1. Moves within a
understanding movement skills group without
ofspace in a given space bumping or PE1BM-
awareness in with coordination falling using IIc-e-6
preparation for locomotors
participation in skills
physical activities
2. Executes Weeks 5&8
locomotor
2 skills while
moving in PE1BM-
different IIf-h-7
directions at
different
spatial levels
3. Engages in fun This
and enjoyable competency is PE1PF-IIa-
physical already
h-2
activities with embedded in
coordination other LCs.
The learner The learner 1. Demonstrates Weeks 1&2
demonstrates performs the difference
understanding of movements of between slow PE1BM-
qualities of effort varying qualities and fast, heavy
3 IIIa-b-8
in preparation for of effort with and light, free
participation in coordination. and bound
physical movements
activities.
407
2. Demonstrates Weeks 3&8
contrast
between slow
and fast PE1BM-
speeds while IIIc-d-9
using
locomotor
skills
competency is
and enjoyable PE1PF-
already
physical IIIa-h-6
embedded in
activities
other LCs.
4. Demonstrates This PE1PF-
the competency is IIIa-h-9
characteristics already
of sharing and embedded in
cooperating in other LCs.
physical
activities
The learner The learner Weeks 1&4
demonstrates performs
understanding of movements in
relationships of relation to a
movement skills stationary or 1. Demonstrates PE1BM-
4 in preparation for moving relationship of
IVc-e-13
participation in object/person movement
physical activities with
coordination.
408
2. Performs Weeks 5&8

jumping over a
stationary
object several
times in PE1BM-
succession,
IVf-h-14
using forward-
and- back and
side-to-side
movement
patterns
competency is
and enjoyable PE1PF-
already
physical IVa-h-2
embedded in
activities
other LCs.
This
4. Follows simple competency is PE1PF-
instructions already
IVa-h-10
and rules embedded in
other LCs.

409
Quarter Content Performance Most Essential Learning Duration K to 12
Standards Standards Competencies CG Code

The learner The learner 1. Creates body shapes Weeks 1&4
demonstrates performs body and actions
understanding of shapes and
body shapes and actions
body actions in properly. PE2BM-
preparation for Ie-f-2
various
movement
activities
2. Demonstrates Weeks 5&8
momentary stillness in
symmetrical and PE2BM-
1 asymmetrical shapes
Ig-h-16
using body parts other
than both feet as a
base of support
3. Demonstrates This PE2MS-
movement skills in competency is Ia-h-1
response to sound and already
music embedded in
other LCs.
This PE2PF-Ia-
4. Engages in fun and competency is h-2
enjoyable physical already
activities embedded in
other LCs.
2 The learner The learner 1. Describes movements Weeks 1&2 PE2BM-
demonstrates performs in a location, direction, IIa-b-17
410
understanding of movements level, pathway and
locations, accurately plane

directions, levels, involving
pathways and locations,
planes directions,
levels, pathways
and planes.
2. Moves in: Weeks 3&8 PE2BM-

personal and IIc-h-18
general space
forward,
backward,
and sideward
directions
high, middle,
and low levels
straight, curve,
and zigzag
pathways
diagonal and horizontal
planes
3. Demonstrates This PE2MS-
movement skills in competency is IIa-h-1
response to sounds already
and music embedded in
other LCs.
4. Engages in fun and This
enjoyable physical competency is PE2PF-
activities already IIa-h-2
embedded in
other LCs.
411
5. Maintains correct This
posture and body competency is

mechanics while already PE2PF-
performing embedded in IIa-h-14
movement other LCs.
The learner The learner 1. Moves: at slow, Weeks 1&8
demonstrates performs slower, slowest/fast,

understanding of movements faster, fastest pace PE2BM-
movement in accurately using light, lighter,
IIIc-h-19
relation to time, involving time, lightest/strong, stronger,
force and flow force, and flow. strongest force with
smoothness
2. Demonstrates This
3 movement skills in competency is PE2MS-
response to sound already
IIIa-h-1
and music embedded in
other LCs.
activities already
IIIa-h-2
embedded in
other LCs.
The learner The learner 1. Moves: individually, Weeks 1&8
demonstrates performs with partner, and with
understanding of movement group with ribbon,
movement activities hoop, balls, and any
4 activities relating involving available PE2BM-
to person, person, objects, indigenous/improvised IV-c-h-21
objects, music music and materials, with sound,
and environment environment in indoor and outdoor
correctly settings
412
2. Demonstrates This
movement skills in competency is PE2MS-

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


Standards Standards Competencies CG
Code
The learner The learner 1. Describes body shapes and Weeks 1&2
demonstrates performs body actions
understanding of shapes and
body shapes and actions
1 body actions in properly. PE3BM-
preparation for
Ia-b-1
various
movement
activities
413
2. Performs body shapes and Weeks 3&8 PE3BM-
actions Ic-d-15
3. Demonstrates movement This
skills in response to sounds competency is PE3MS-
and music already
Ia-h-1
embedded in
other LCs.
4. Engages in fun and enjoyable This
physical activities competency is PE3PF-
already
Ia-h-2
embedded in
other LCs.
The learner The learner 1. Describes movements in a Weeks 1&2 PE3BM-
demonstrates performs location, direction, level, IIa-b-17
understanding of movements pathway and plane
locations, accurately
directions, involving
levels, pathways locations,
and planes directions,
levels,
pathways and
2 planes.
2. Moves in: Weeks 3&8 PE3BM-

IIc-h-18
personal and general
space
forward, backward,
and sideward
directions
high, middle, and low
levels
414
straight, curve, and

zigzag pathways
diagonal and horizontal planes
3. Engages in fun and enjoyable This
physical activities competency is PE3PF-
already
IIa-h-2
embedded in
other LCs.
The learner The learner 1. Describes movements in a Weeks 1&2
demonstrates performs location, direction, level,
understanding of movements pathway and plane PE3BM-
movement in accurately
IIIa-b-17
relation to time, involving time,
force and flow force, and flow.
2. Moves: Weeks 3&8 PE3BM-

at slow, slower, IIIc-h-19
slowest/fast, faster,
fastest pace
3 using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
3. Demonstrates movement This PE3MS-
skills in response to sound competency is IIIa-h-1
already
embedded in
other LCs.
4. Engages in fun and enjoyable This PE3PF-
physical activities competency is IIIa-h-2
already
embedded in
other LCs.
415
The learner The learner 1. Participates in various Weeks 1&2
demonstrates performs movement activities

understanding of movement involving person, objects,
movement activities music and environment PE3BM-
activities relating involving
IV-a-b-
to person, person, objects,
20
objects, music music and
and environment
environment correctly
2. Moves: Weeks 3&8 PE3BM-

individually, with IV-c-h-
21
partner, and with
group
4 with ribbon, hoop,
balls, and any
available
indigenous/improvised
materials
with sound
in indoor and outdoor settings
3. Demonstrates movement This PE3MS-
skills in response to sounds competency is IV-a-h-1
and music already
embedded in
other LCs.
4. Engages in fun and enjoyable This PE3PF-
physical activities competency is IV-a-h-2
already
embedded in
other LCs.
416

Quarter Content Performance Most Essential Learning Duration K to 12 CG

Standards Standards Competencies Code
The learner The learner 1. Describes the Week 1 PE4PF-Ia-
demonstrates participates and physical activity 16
understanding of assesses pyramid
participation and performance in
assessment of physical
physical activities activities.
and physical
fitness assesses physical
fitness
2. Assesses regularly This competency
participation in is already PE4PF-Ib-
physical activities embedded in
h-18
based on physical other LCs.
1 activity pyramid
3. Observes safety This competency PE4GS-Ib-
precautions is already h-3
embedded in
other LCs.
4. Executes the Weeks 2&8 PE4GS-Ic-
different skills h-4
involved in the
game
5. Displays joy of This competency PE4PF-Ib-
effort, respect for is already h-20
others and fair play embedded in
during participation other LCs.
in physical activities
417
The learner The learner 1. Assesses regularly This competency PE4PF-IIb-
demonstrates participates and participation in is already h-18

understanding of assesses physical activities embedded in
participation in performance in based on physical other LCs.
and assessment physical activity pyramid
of physical activities.
activities and
physical fitness assesses physical
fitness
2
2. Executes the Weeks 1 to 8 PE4GS-IIc-

involved in the
game
3. Recognizes the This competency PE4PF-IIb-
value of is already h-19
participation in embedded in
physical activities other LCs.
The learner The learner 1. Assesses regularly This competency PE4PF-IIIb-
participation and performance in based on physical other LCs.
assessment of physical activity pyramid
physical activity activities.
3 and physical
fitness
418
2. Executes the Weeks 1 to 8 PE4GS-IIIc-

involved in the
dance
3. Recognizes the This competency PE4PF-IIIb-
The learner The learner This competency
demonstrates participates and is already
understanding of assesses 1. Assesses regularly embedded in
participation and performance in participation in other LCs.
assessment of physical physical activities PE4PF-IVb-
physical activity activities. based on h-18
and physical Philippines physical
fitness assesses physical activity pyramid
4 fitness
2. Observes safety This competency PE4RD-

precautions is already IVb-h-3
embedded in
other LCs.
3. Executes the th PE4RD-
Weeks 1 to 7/4
different skills IVc-h-4
involved in the
dance
419
4. Recognizes the This competency
value of is already PE4PF-IVb-

participation in embedded in h-19


The learner The learner 1. Assesses regularly This competency PE5PF-Ib-
participation and performance in based on the other LCs.
assessment of physical Philippines physical
physical activity activities. activity pyramid
and physical
fitness
1 precautions is already h-3
embedded in
other LCs.
3. Executes the Weeks 1 to 8 PE5GS-Ic-
involved in the
game
420

participation in performance in based on the other LCs.
and assessment physical Philippines physical
of physical activity activities. activity pyramid
and physical
fitness
2. Observes safety This competency PE5GS-IIb-

embedded in
other LCs.
involved in the
game
4. Displays joy of This competency PE5PF-IIb-
3 demonstrates participates and participation in is already h-18
421

and physical
fitness

precautions is already IIIb-h-3
embedded in
other LCs.
3. Executes the Weeks 1 to 8 PE5RD-
different skills IIIc-h-4
involved in the
dance
4. Recognizes the This competency PE5PF-IIIb-

The learner The learner 1. Assesses regularly This competency PE5PF-IVb-
4 demonstrates participates and participation in is already h-18
422

and physical
fitness

involved in the
dance
3. Recognizes the This competency PE5PF-IVb-


The learner The learner 1. Assesses regularly This competency PE6PF-Ib-
1 understanding of assesses physical activities embedded in
assessment of
423
physical activity physical Philippines physical
and physical activities. activity pyramid

fitness
assesses physical
fitness
embedded in
other LCs.
3. Executes the Weeks 1 to 8
different skills
involved in the PE6GS-Ic-
game h-4
participation in performance in based on the other LCs.
and assessment physical Philippines physical
of physical activities. activity pyramid
2 activities and
physical fitness assesses physical
fitness
2. Observes safety This competency PE6GS-IIb-
embedded in
other LCs.
424

involved in the
game
4. Displays joy of This competency PE6PF-IIb-
and physical
fitness
3 precautions is already IIIb-h-3
embedded in
other LCs.
different skills IIIc-h-4
involved in the
dance
4. Displays joy of This competency PE6PF-IIIb-
others during embedded in
participation in other LCs.
physical activities
425
The learner . . . The learner . . . 1. Assesses regularly This competency
participation in is already
demonstrates participates and physical activities embedded in
understanding of assesses based on the other LCs.
participation and performance in Philippines physical PE6PF-IVb-
assessment of physical activity pyramid h-18
physical activity activities.
and physical
4 fitness
involved in the
dance
3. Displays joy of This competency PE6PF-IVb-
others during embedded in
physical activities

Quarter Content Performance Most Essential Duration K to 12

Standards Standards Learning CG
Competencies Code
The learner The learner 1. Undertakes This
1 demonstrates designs an physical competency PE7PF-
understanding individualized activity and is already Ia-h-23
426
of guidelines exercise physical embedded
and principles program to fitness in other LCs.

in exercise achieve assessments
program personal
design to fitness
achieve
personal
fitness
2. Sets goals Week 1
based on PE7PF-
assessment Ia-24
results
3. Prepares an Week 2 PE7PF-
exercise Ic-27
program
4. Describes Week 3
the nature PE7GS-
and
Id-5
background
of the sport
5. Executes Weeks 4 to
the skills 8 PE7GS-
involved in
Id-h-4
the sport
6. Monitors This
periodically competency
one’s is already PE7PF-
progress embedded Id-h-28
towards the in other LCs.
fitness goals
427
The learner The learner
demonstrates modifies the

understanding individualized
of guidelines exercise 1. Undertakes
and principles program to
physical
in exercise achieve
activity and PE7PF-
program personal
physical IIa-h-23
design to fitness
fitness
achieve Week 1
assessments
personal
fitness
2
Reviews goals
based on PE7PF-
assessment results IIa-24
2. Describes Week 2
the nature PE7GS-
and
IId-5
background
of the sport
3. Executes the Weeks 3 to
skills 8 PE7GS-
involved in IId-h-4
the sport
The learner The learner 1. Undertakes
demonstrates demonstrates
physical
understanding understanding PE7PF-
activity and
3 of guidelines of guidelines Week 1 IIIa-h-
physical
and principles and principles 23
fitness
in exercise in exercise
assessments
program program
428
design to design to
achieve achieve
personal personal
fitness fitness
2. Reviews
goals based PE7PF-
on
IIIa-34
assessment
results
3. Describes Week 2
the nature PE7RD-
and
IIId-1
background
of the dance
skills 8 PE7RD-
involved in IIId-h-4
the dance
The learner The learner
demonstrates modifies the
understanding individualized 1. Undertakes
of guidelines exercise
physical
and principles program to PE7PF-
activity and
in exercise achieve IVa-h-
physical
4 program personal Week 1 23
fitness
design to fitness
assessments
achieve
personal
fitness
2. Reviews PE7PF-
goals based IVa-34
429
on
assessment
results
3. Describes Week 2
the nature PE7RD-
and
IVc-1
background
of the dance
skills 8 PE7RD-
involved in IVd-h-4
the dance


The learner The learner 1. Undertakes PE8PF-Ia-
1 demonstrates designs a physical activity Week 1
h-23
understanding of physical activity and physical
430
guidelines and program for the fitness
principles in family/school assessments

exercise program peers to achieve
design to achieve fitness
fitness
Sets goals based on PE8PF-Ia-

assessment results 24
2. Conducts physical Week 2
activity and
physical fitness PE8PF-Ib -
assessments of 36
family/school
peers
3. Prepares a Week 3 PE8PF-Ic-
physical activity
27
program
4. Describes the Week 4
nature and PE8GS-Id-
background of the 1
sport
5. Executes the skills Weeks 5 to 8 PE8GS-Id-
involved in the
h-4
sport
6. Monitors This
competency is PE8PF-Id-
periodically
already h-28
progress towards
embedded in
the fitness goals
other LCs.
7. Displays tolerance This PE8PF-Id-
and acceptance of competency is
h-37
individuals with already
431
varying skills and embedded in
abilities other LCs.

The learner The learner This
demonstrates modifies competency is
understanding of physical activity 1. Undertakes already
guidelines and program for the embedded in
physical activity
principles in family/school other LCs. PE8PF-Iia-
and physical
exercise program peers to achieve h-23
fitness
assessments
fitness
2. Conducts physical Week 1

activity and
physical fitness PE8PF-Iia-
2 assessments of 36
family/school
peers
3. Prepares a Week 2 PE8PF-Iic-
physical activity
27
program
4. Executes the skills Weeks 3 to 8 PE8GS-
involved in the
IId-h-4
sport
5. Displays tolerance This
and acceptance of competency is PE8PF-IId-
h-37
The learner The learner 1. Undertakes This PE8PF-
3 demonstrates modifies a physical activity competency is
IIIa-h-23
understanding of physical activity and physical already
432
guidelines and program for the fitness embedded in
principles in family/school assessments other LCs.

fitness
2. Reviews goals Week 1 PE8PF-

based on
IIIa-34
assessment results
3. Executes the skills Weeks 3 to 8 PE8GS-
involved in the
IIId-h-4
sport
4. Displays tolerance This
and acceptance of competency is PE8PF-
IIId-h-37
The learner The learner 1. Undertakes This PE8PF-
demonstrates modifies a physical activity competency is IVa-h-23
understanding of physical activity and physical already
guidelines and program for the fitness embedded in
principles in family/school assessments other LCs.
4 design to achieve fitness
fitness
2. Reviews goals Week 1 PE8PF-

based on
IVa-34
assessment results
3. Describes the Week 2 PE8RD-
nature and IVc-1
433
background of the
dance
4. Executes the skills Weeks 3 to 8 PE8RD-
involved in the
IVd-h-4
dance
5. Exerts best effort This
to achieve positive competency is PE8PF-
feeling about self already IVd-h-38
and others embedded in
other LCs.


434
demonstrates maintains an competency

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

practice and Ib-h-5
435
competitive
games
weight the physical other LCs.
management activity 1. Undertakes
to promote participation of physical activity PE9PF-
community the community and physical IIa-h-23
fitness fitness
practices assessments
healthy eating
habits that
support an
active lifestyle
2 2. Executes the Weeks 1 to 8 PE9RD-

skills involved in
IIb-h-4
the dance
3. Monitors This
periodically competency PE9PF-
one’s progress is already
IIb-h-28
towards the embedded in
fitness goals other LCs.
4. Performs This
appropriate first competency
aid for injuries is already
and emergency embedded in PE9PF-
situations in other LCs. IIb-h-30
physical activity
and dance
settings
436
(cramps,sprain,
heat exhaustion)
5. Involves oneself This
in community competency
service through is already PE9PF-
dance activities embedded in IIg-h-41
in the other LCs.
community
weight the physical 1. undertakes other LCs.
management activity
physical activity
to promote participation of PE9PF-
and physical
community the community IIIa-h-23
fitness
fitness
assessments
practices
healthy eating
habits that
3 support an
active lifestyle
2. executes the Weeks 1 to 8 PE9RD-
skills involved in
IIIb-h-4
the dance
3. performs This
appropriate first competency
aid for injuries is already
and emergency embedded in PE9PF-
situations in other LCs. IIIb-h-30
physical activity
and dance
settings (cramps,
437
sprain, heat
exhaustion)
4. involves oneself This
competency
in community
is already
service through PE9PF-
embedded in
dance activities IIIg-h-41
other LCs.
in the
community
The learner The learner Week 1
demonstrates maintains an
understanding active lifestyle
of lifestyle and to influence
weight the physical 1. Discusses the
management activity nature and
to promote participation of background of PE9GS-
community the community indoor and
IVa-6
fitness outdoor
practices recreational
healthy eating activities
4 habits that
support an
active lifestyle
2. Participates in Weeks 2 to 8 PE9GS-

active recreation IVb-h-7
3. Advocates This
community competency
efforts to is already PE9PF-
increase embedded in
IVb-h-43
physical activities
and improve
438
nutrition
practices
4. Practices This
environmental competency
ethics (e.g Leave is already
No Trace) during embedded in PE9PF-
participation in other LCs. IVb-h-44
recreational
activities of the
community

Quarter Content Standards Performance Most Essential Learning Duration K to 12

Standards Competencies CG Code
439
demonstrates maintains an active competency is

understanding of lifestyle to already
lifestyle and weight influence the embedded in
management to physical activity 1. Assesses other LCs.
promote societal participation of the physical
fitness community and activity, PE10PF-
society exercise and
Ia-h-39
eating habits
practices healthy
eating habits that
support an active
lifestyle
2. Engages in Weeks 1 to 8
1 moderate to
vigorous physical PE10PF-
activities for at
Ib-h-45
least 60 minutes
a day in and out
of school
3. Expresses a This
sense of purpose competency is
and already
belongingness embedded in
by participating other LCs. PE10PF-
in physical Ib-h-48
activity-related
community
services and
programs
2 The learner The learner 1. Assesses This PE10PF-
demonstrates maintains an physical competency is IIa-h-39
440
understanding active activities, already
of lifestyle and lifestyle to exercises and embedded in

weight influence eating habits other LCs.
management the physical
to promote activity
societal participation
fitness of the
community
and society
practices healthy
eating habits that
support an active
lifestyle
moderate to
activities for at
IIc-h-45
least 60 minutes
a day in and out
of school
demonstrates maintains an competency is
understanding active already
of lifestyle and lifestyle to 1. Assesses embedded in
weight influence physical other LCs. PE10PF-
3 management the physical activities,
IIIa-h-39
to promote activity exercises and
societal participation eating habits
fitness of the
community
and society
441
practices healthy
eating habits that

support an active
lifestyle
moderate to
activities for at
IIIc-h-45
least 60 minutes
a day in and out
of school
3. Expresses a This
sense of purpose competency is
and already
belongingness embedded in
by participating other LCs. PE10PF-
in physical IIIc-h-48
activity-related
community
services and
programs
The learner ... The learner ... This
competency is
demonstrates maintains an active 1. Assesses already
understanding of lifestyle to embedded in
physical
lifestyle and weight influence the other LCs. PE10PF-
4 activities,
management to physical activity IVa-h-39
exercises and
promote societal participation of the
eating habits
fitness community and
society
442
practices healthy
eating habits that
support an active
lifestyle
moderate to
activities for at
IVc-h-45
least 60 minutes
a day in and out
of school
443
444

Subject: Health

1st The learner… The learner… distinguishes healthful Week 1 to H1N-Ia-b-1
Quarter from less healthful foods Week 2
understands practices tells the consequences of Week 3 to H1N-Ic-d-2
the healthful eating eating less healthful foods Week 4
importance of habits daily
good eating *practices good decision H1N-Ie-f-3
habits and making exhibited in eating Week 5 to
behavior habits that can help one Week 6 H1N-Ig-j-4
become healthy
2nd demonstrates practices good identifies proper behavior Week 1 to H1PH-IIa-b-

Quarter understanding health habits and during mealtime Week 2 1
of the proper hygiene daily demonstrates proper hand Week 3 to H1PH-IIc-d-
ways of taking washing Week 4 2
care of one’s realizes the importance of Week 5 H1PH-IIe-3
health washing hands
practices habits of keeping Week 6 to H1PH-IIf-i-4
the body clean & healthy Week 7
realizes the importance of
practicing good health Week 8 H1PH-IIj-5
habits
3rd understands consistently describes the
Quarter the demonstrates characteristics of a Week 1
importance of healthful home H1FH-IIIa-1
keeping the environment
445
home healthful discusses the effect of H1FH-IIIb-2
environment practices for clean water on one’s Week 2

healthful. a health
healthful home discusses how to keep Week 3 H1FH-IIIc-3
environment. water at home clean
practices water H1FH-IIIde-
Week 4 4
conservation
explains the effect of H1FH-IIIfg-5
indoor air on one’s health
identifies sources of indoor Week 5 to H1FH-IIIfg-6
air pollution Week 6
practices ways to keep H1FH-IIIfg-7
indoor air clean
explains the effect of a
home environment to the Week 7 H1FH-IIIhi-8
health of the people living
in it
demonstrates how to keep
the home environment Week 8 H1FH-IIIj-10
healthful
4th demonstrates appropriately identifies situations when
Quarter understanding demonstrates
it is appropriate to ask for Week 1
of safe and safety behaviors H1IS-IVa-1
assistance from strangers
responsible in daily activities
behavior to to prevent gives personal information,
lessen risk and injuries such as name and address Week 2 H1IS-IVb-2
prevent to appropriate persons
injuries in day- identifies appropriate
to-day living persons to ask for Week 3 H1IS-IVc-3
assistance
446
demonstrates ways to ask H1IS-IVc-4

for help
follows rules at home and Week 4 H1IS-IVd-5
in school.
follows rules during fire Week 5 H1IS-IVe-6
and other disaster drills
observes safety rules with Week 6 H1IS-IVf-7
stray or strange animals
describes what may
happen if safety rules are Week 7 H1IS-IVg-8
not followed
describes ways people can
be intentionally helpful or Week 8 H1IS-IVh-9
harmful to one another
distinguishes between Week 9 H1IS-IVi-10
good and bad touch
practices ways to protect
oneself against violent or Week 10 H1IS-IVj-11
unwanted behaviors of
others
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
447

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

Standards Standards Learning
Code
Competencies
1st The learner… The learner… states that
Quarter children have the
understands the 1. demonstrates right to nutrition
importance of good (Right of the child Week 1 H2N-Ia-5
eating a decision- to nutrition Article
balanced diet. making skills 24 of the UN
in choosing Rights of the
food to eat to Child)
have a *discusses the
balanced important Week 2 to H2N-Ib-6
diet. function of food
Week 3
and a balanced H2N-Icd-7
2. consistently meal
practices considers Food
good health Pyramid and Food Week 4 to H2N-Ifh-9
habits and Plate in making Week 6
hygiene for food choices
the sense displays good
organs decision-making Week 7 to H2N-Iij-10
skills in choosing
Week 8
the right kinds of
food to eat
2nd demonstrates consistently describes ways of Week 1 to
Quarter understanding of practices good caring for the eyes,
the proper ways health habits and ears, nose, hair Week 4 H2PH-IIa-
of taking care of hygiene for the and skin in order e-6
the sense organs sense organs to avoid common
448
childhood health
conditions
describes ways of Week 5 to H2PH-IIfh-
caring for the
Week 6 7
mouth/teeth
displays self- H2PH-IIij-
management skills
Week 7 8
in caring for the
sense organs
3rd 1. demonstrates 1. consistently describes healthy Week 1 to 2FH-IIIab-
Quarter understanding adopts habits of the
Week 2 11
of healthy healthy family family
family habits demonstrates H2FH-
and practices good family Week 3 to
2. demonstrates 2. demonstrates health habits and
IIIcd-12
Week 4
an positive practices
understanding expression of explains the
of managing feelings benefits of H2FH-
one’s feelings toward family healthy Week 5 IIIef-13
and members and expressions of
respecting ways of feelings
differences coping with expresses positive H2FH-
negative feelings in Week 6
IIIgh-14
feelings appropriate ways
demonstrates
positive ways of
expressing Week 7 to H2FH-IIIij-
negative feelings, 15
Week 8
such as anger,
fear, or
disappointment
449
displays respect H2FH-IIIj-
for the feelings of 16

others
4tth demonstrates an demonstrates discusses one’s
understanding of consistency in right and Week 1
rules to ensure following safety responsibilities for H2IS-IVa-
safety at home rules at home and safety 12
and in school in school. identifies H2IS-IVbc-
hazardous areas Week 2
13
at home
identifies
hazardous
household
products that are
harmful if Week 3 H2IS-IVde-
ingested, or 14
inhaled, and if
touched especially
electrical
appliances
recognizes
warning labels H2IS-IVf-
that identify Week 4
15
harmful things
and substances
explains rules for
the safe use of Week 5 H2IS-IVg-
household 16
chemicals
follows rules for Week 6 H2IS-IVh-
home safety 17
450
identifies safe
and unsafe H2IS-IVi-
practices and Week 7
18
conditions in the
school
practices safety H2IS-IVj-
rules during Week 8
19
school activities

Subject: Health

Code
Competencies
1st The learner… The learner…
Quarter describes a healthy
demonstrates consistently person Week 1 to H3N-Iab-11
understanding demonstrates Week 2
of the good explains the concept of
importance of decision- malnutrition H3N-Iab-12
nutritional making skills identifies nutritional Week 3 H3N-Icd-13
guidelines and in making problems
balanced diet food choices describes the
in good characteristics, signs H3N-Ief-14
nutrition and and symptoms, effect
health of the various forms of Week 4 to
malnutrition Week 5
discusses ways of H3N-Ief-15
preventing the various
forms of malnutrition
451
*discusses the different H3N-Igh-16
nutritional guidelines Week 6 to H3N-Ii-17

 nutritional
Week 7
guidelines for
Filipino H3N-Ij-18
describes ways of
maintaining healthy H3N-Ij-19
lifestyle
evaluates one’s Week 8 H3N-Ij-20
lifestyle
adopts habits for a H3N-Ij-21
healthier lifestyle
2nd demonstrates consistently identifies common H3DD-
Quarter an practices childhood diseases IIbcd-1
understanding healthy H3DD-
of the nature habits to *discusses the different IIbcd-2
of and the prevent and
risk factors for diseases
prevention of control Week 1 to H3DD-
and example of health
diseases diseases Week 3 IIbcd-3
condition under each
risk factor H3DD-
IIbcd-4
explains the effects of H3DD-
common diseases IIbcd-5
explains measures to Week 4 to H3DD-IIefg-
prevent common
Week 6
diseases
explains the
importance of proper Week 6 H3DD-IIh-7
hygiene and building
up one's body
452
resistance in the
prevention of diseases
demonstrates good
self-management and Week 7 to
good-decision making- H3DD-IIij-8
Week 8
skills to prevent
common diseases
3rd demonstrates demonstrates Week 1 to H3CH-IIIab-
Quarter understanding critical defines a consumer 1
Week 2
of factors that thinking skills
affect the as a wise explain the H3CH-IIIab-
choice of consumer components of
2
health consumer health
information discusses the different
and products factors that influence Week 3 H3CH-IIIbc-
choice of goods and Week 4 4
services
describes the skills of a H3CH-IIIde-
wise consumer Week 5 to 5
demonstrates
Week 6 H3CH-IIIde-
consumer skills for
6
given simple situations
identifies basic H3CH-IIIfg-
consumer rights Week 7 to 7
practices basic
Week 8 H3CH-IIIfg-
consumer rights when
8
buying
discusses consumer Week 9 H3CH-IIIi-
responsibilities 10
identifies reliable H3CH-IIIj-
sources of health Week 10
11
information
453
4th demonstrates demonstrates
Quarter understanding consistency explains road safety Week 1 to

of risks to in following practices as a H3IS-IVab-
Week 2
ensure road safety rules pedestrian 19
safety and in to road
the safety and in
community. the explains basic road H3IS-IVcd-
community. safety practices as a 21
passenger Week 3 to
Week 4
demonstrates road H3IS-IVcd-
safety practices as a
22
passenger
explains the meaning
of traffic signals and Week 5 H3IS-IVe-23
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 for Week 7 H3IS-IVg-25
road safety.
identifies hazards in Week 8 H3IS-IVh-
the community 26
follows safety rules to
avoid accidents in the Week 9 H3IS-IVi-27
community
454
recommends
preventive action for a Week 10 H3IS-IVj-28
safe community

Subject: Health

Code
Competencies
1st The learner... The learner... explains the
Quarter importance of reading
1. 1. Understands food labels in Week 1 to H4N-Ib-23
understands the selecting and Week 2
the significance of purchasing foods to
importance of reading and eat
reading food interpreting analyzes the
labels in food label in nutritional value of
selecting selecting two or more food H4N-Ifg-
healthier and healthier and products by
25
safer food safer food comparing the
Week 3 to
2. practices daily information in their
Week 4
2. appropriate food labels
understands food safety describes ways to
the habits to H4N-Ifg-
importance of prevent food- keep food clean and 26
following food borne disease safe
safety discusses the Week 5 to H4N-Ihi-
principles in importance of
Week 6 27
preventing keeping food clean
455
common and safe to avoid
food-borne disease
diseases identifies common H4N-Ij-26
food-borne diseases
3.
understands
the nature describes general Week 7 to
and signs and symptoms Week 8 H4N-Ij-27
prevention of of food-borne
food borne diseases
diseases
2nd understands consistently describes
Quarter the nature practices personal communicable Week 1 H4DD-IIa-

and and diseases
7
prevention of environmental
common measures to identifies the various
communicable prevent and disease agents of Week 2 to H4DD-IIb-
diseases control common communicable Week 3 9
communicable diseases
diseases enumerates the Week 4 to H4DD-
different elements in
Week 5 IIcd-10
the chain of infection
describes how
communicable Week 6 to H4DD-IIef-
diseases can be
Week 7 11
transmitted from one
person to another.
demonstrates ways to H4DD-IIij-
stay healthy and Week 8 to
13
prevent and control Week 9
common
456
communicable
diseases
identifies ways to H4DD-IIij-
break the chain of
14
infection at respective
practices personal
habits and
environmental H4DDIIij-
sanitation to prevent
15
and control common
communicable
diseases
3rd Demonstrates Practices the Describes uses of Week 1 H4S-IIIa-1
Quarter understanding proper use of medicines
of the proper medicines Differentiates
use of prescription from Week 2 H4S-IIIb-2
medicines to non-prescription
prevent medicines
misuse and describes the
harm to the potential dangers Week 3 to H4S-IIIde-
body associated with
Week 4 4
medicine misuse and
abuse
describes the proper Week 5 to H4S-IIIfg-5
use of medicines Week 6
explains the
importance of reading
drug information and Week 7 to H4S-IIIij-6
labels, and other ways Week 8
to ensure proper use
of medicines
457
4th practices safety recognizes disasters H4IS-IVa-
Quarter demonstrates measures during or emergency Week 1

28
understanding disasters and situations
of safety emergency demonstrates proper
guidelines situations. response before, Week 2 to H4IS-IVb-
during during, and after a
Week 3 d-29
disasters, disaster or an
emergency emergency situation
and other relates disaster
high-risk preparedness and
situations proper response Week 4 H4IS-IVe-
during emergency 30
situations in
preserving lives
describes appropriate
safety measures Week 5 to H4IS-IVfg-
during special events
Week 6 31
or situations that may
put people at risk
describes the dangers
of engaging in risky H4IS-IVhij-
behaviors such as use
32
of firecrackers, guns,
alcohol drinking Week 7 to
advocates the use of Week 8
alternatives to H4IS-IVhij-
firecrackers and
33
alcohol in celebrating
special events
458

Subject: Health

Standards Standards Learning Competencies Code
1st The learner… The learner…
Quarter describes a mentally,
demonstrates practices skills Week 1 to H5PH-Iab-
emotionally and
understanding in managing Week 2 10
socially healthy person
of mental mental,
emotional, emotional and
and social social health suggests ways to
health concerns develop and maintain Week 3 H5PH-Ic-
concerns one’s mental and 11
emotional health
recognizes signs of H5PH-Id-
healthy and unhealthy Week 4 12

relationships
explains how healthy H5PH-Ie-
relationships can Week 5 13

positively impact health
discusses ways of
managing unhealthy Week 6 H5PH-If-
relationships 14
discusses the effects of H5PH-Ih-
mental, emotional and Week 7
16
social health concerns
459
on one’s health and
wellbeing
demonstrates skills in H5PH-Ii-
preventing or managing
Week 8 17
teasing, bullying,
harassment or abuse
identifies appropriate
resources and people H5PH-Ij-
who can help in dealing
Week 9 18
with mental, emotional
and social, health
concerns
2nd *Recognizes the
Quarter changes during Puberty
as a normal part of H5GD-Iab-
growth and Week 1 1
development and Week
- Physical Change 2 H5GD-Iab-
- Emotional 2
Change
- Social Change
*assesses common H5GD-Icd-
misconceptions related 3
to puberty in terms of Week 3 to
scientific basis and Week 4 H5GD-Icd-
probable effects on 4
health
describes the common H5GD-Ief-
health issues and Week 5 to
5
concerns during Week 6
puberty
460
accepts that most of

these concerns are
normal consequence of H5GD-Ief-
bodily changes during 6
puberty but one can
learn to manage them
discusses the negative
health impact and ways Week 7 to H5GD-Igh-
of preventing major
Week 8 8
issues such as early and
unwanted pregnancy
demonstrates ways to
manage puberty- H5GD-Ii-9
related health issues
and concerns
practices proper self- H5GD-Ii-
care procedures 10
Week 9
discusses the
importance of seeking
the advice of
professionals/ trusted H5GD-Ii-
and reliable adults in 11
managing puberty-
related health issues
and concerns
differentiates sex from H5GD-Ij-
gender Week 10 12
identifies factors that H5GD-Ij-
influence gender 13
461
identity and gender
roles
discusses how family, H5GD-Ij-
media, religion, school
14
and society in general
reinforce gender roles
gives examples of how
male and female H5GD-Ij-
gender roles are 15
changing
3rd understands demonstrates
Quarter the nature the ability to
and effects of protect one’s explains the concept of Week 1 H5SU-IIIa-
the use and health by gateway drugs 7
abuse of refusing to use
caffeine, or abuse
tobacco and gateway drugs identifies products with Week 2 H5SU-IIIb-
alcohol caffeine 8
describes the general
effects of the use and Week 3 to H5SU-
abuse of caffeine, Week 4 IIIde-10
tobacco and alcohol
analyzes how the use
and abuse of caffeine,
tobacco and alcohol Week 5 to H5SU-
can negatively impact
Week 6 IIIfg-11
the health of the
individual, the family
and the community
demonstrates life skills Week 7 H5SU-IIIh-
in keeping healthy
12
462
through the non-use of
gateway drugs
follows school policies
and national laws Week 8 to H5SU-IIIij-
related to the sale and
Week 9 13
use of tobacco and
alcohol
4th demonstrates practices
Quarter understanding appropriate explains the nature and
of basic first first aid Week 1 H5IS-IVa-
objectives of first aid
aid principles principles and 34
and procedures for
procedures common
for common injuries discusses basic first aid Week 2 H5IS-IVb-
injuries principles 35
demonstrates
appropriate first aid for Week 3 to H5IS-IV-c-

common injuries or Week 8 j-36
conditions
463

Subject: Health

1st Demonstrates practices self-
Quarter understanding management describes personal
of personal skills to health issues and H6PH-Iab-
health issues prevent and concerns Week 1 to 18
and concerns control Week 3
and the personal demonstrates self- H6PH-Iab-
importance of health issues 19
management skills
health and concerns
appraisal explains the H6PH-Id-f-
procedures importance of 21
and undergoing health Week 4 to
community appraisal procedures
Week 5
resources in regularly undergoes H6PH-Id-f-
preventing or health appraisal 22
managing procedures
them identifies community
health resources and
facilities that may be Week 6 to H6PH-Igh-
utilized to address a 23
Week 8
variety of personal
health issues and
concerns
2nd understands demonstrates describes healthy H6CMH-IIa-
Quarter the practices for school and community Week 1
1
importance of building and environments
464
keeping the maintaining explains the effect of
school and healthy school Week 2 to H6CMH-IIb-

living in a healthful
community and Week 3 2
school and community
environments community
healthy. environments demonstrates ways to
build and keep school Week 4 to H6CMH-IIc-
and community Week 5 d-3
environments healthy
practices proper waste H6CMH-IIh-
management at home,
Week 6 8
in school, and in the
community
advocates
environmental Week 7 to H6CMH-IIij-
protection through 9
Week 8
proper waste
management
3rd demonstrates consistently explains how poor
Quarter understanding practices ways environmental
of the health to maintain a sanitation can Week 1 H6EH-IIIb-2
implications of healthy negatively impact the
poor environment health of an individual
environmental discusses ways to keep
sanitation water and air clean and Week 2 H6EH-IIIc-3
safe
explains the effect of a Week 3 H6EH-IIId-4
noisy environment
suggests ways to Week 4 to
control/manage noise H6EH-IIIe-5
Week 5
pollution
465
practices ways to
control/manage noise Week 6 H6EH-IIIfg-6

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

Quarter the concepts demonstrates explains the
and principles critical importance of Week 1 H6CH-IVa-
of selecting thinking skills consumer health 13
and using in the
consumer selection of H6CH-IVbc-
health health *explains the different 14
products. products.
components of Week 2
H6CH-IVcd-
consumer health
15
differentiates over- Week 3 to H6CH-IVcd-

the- counter from
week 4 16
prescription medicines
466
gives example of over H6CH-IVe-

the counter and
17
prescription medicines
explains the uses of
some over the counter Week 5 H6CH-IVf-
and prescription 18
medicines
identifies the common
propaganda techniques Week 6 H6CH-IVg-
used in advertising 19
analyzes packaging and H6CH-IVh-
labels of health Week 7
21
products
practices good decision
making skills in the Week 8 H6CH-IVh-
selection of health 22
products
discusses ways to
protect oneself from Week 9 to H6CH-IVij-
fraudulent health Week 10 23
products
467

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

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

health appraisal H7GD-Ii-j-22
procedures Week 7 to
demonstrates health Week 8
appraisal procedures H7GD-Ii-j-23
during adolescence in
468
order to achieve
holistic health
avails of health services
in the school and H7GD-Ii-j-24
community in order to
appraise one’s health
applies coping skills in
dealing with health
concerns during H7GD-Ii-j-25
adolescence
2nd demonstrates makes identifies the right

Quarter understanding informed foods during Week 1 H7N-IIa-20
of nutrition for decisions in adolescence
a healthy life the choice of follows the appropriate
during food to eat nutritional guidelines
adolescence during for adolescents for
adolescence healthful eating
 explains the
need to select
food based on
the nutritional
needs during Week 2 to H7N-IIb-c-21
adolescence Week 3
 follows the Food
Pyramid guide
for adolescents
and nutritional
guidelines for
Filipinos in
choosing foods
to eat
469
describes the
characteristics, signs
and symptoms of H7N-IId-f-23
malnutrition and
micronutrient
deficiencies
discusses ways of
preventing and
controlling malnutrition Week 4 to H7N-IId-f-24
and micronutrient
Week 6
deficiencies
explains the
characteristics, signs H7N-IId-f-25
and symptoms of
eating disorders
discusses ways of
preventing and H7N-IId-f-26
controlling eating
disorders
applies decision-making
and critical thinking Week 7 to
skills to prevent H7N-IIg-h-27
Week 8
nutritional problems of
adolescents
3rd demonstrates consistently explains the factors H7PH-IIIa-b-28
Quarter understanding demonstrates that affect the
of mental skills that promotion of good
health as a promote mental health Week 1 to
dimension of mental health explains that stress is Week 2 H7PH-IIIa-b-29
holistic health normal and inevitable
for a healthy differentiates eustress H7PH-IIIa-b-30
life from distress
470
identifies situations
that cause feelings of H7PH-IIIa-b-31
anxiety or stress
identifies physical
responses of the body H7PH-IIIc-33
to stress Week 3
identifies people who
can provide support in H7PH-IIIc-34
stressful situations
differentiates healthful
from unhealthful H7PH-IIId-e-35
strategies in coping
with stress
demonstrates various
stress management
techniques that one Week 4 to H7PH-IIId-e-36
can use every day in Week 5
dealing with stress
explains the H7PH-IIId-e-37
importance of grieving
demonstrates coping
skills in managing loss H7PH-IIId-e-38
and grief
recognizes triggers and
warning signs of H7PH-IIIf-h-39
common mental
disorders Week 6 to
discusses the types, Week 8
sign, symptoms, and H7PH-IIIf-h-40
prevention, treatment
and professional care in
471
managing common
mental health disorders

4th demonstrates consistently explains non-
Quarter understanding demonstrates communicable diseases
of non- personal based on cause and
communicable responsibility effect, signs and Week 1 to H7DD-IVb-d-25
diseases for a and healthful symptoms, risk factors Week 3
healthy life practices in and protective factors
the prevention and possible
and control of complications
non- corrects myth and
communicable fallacies about non- Week 4 H7DD-IVe-26
diseases communicable diseases
practices ways to
prevent and control Week 5 H7DD-IVf-27
non-communicable
diseases
demonstrates self-
monitoring to prevent H7DD-IVg-h-28
non-communicable
diseases
promotes programs
and policies to prevent Week 6 to H7DD-IVg-h-29
and control non-
Week 8
communicable and
lifestyle diseases
identifies agencies
responsible for non- H7DD-IVg-h-30
communicable disease
prevention and control
472

Subject: Health
Quarter Content Performance Most Essential Duration

Standards Standards Learning K to 12 CG Code
Competencies
1st The learner The learner *discusses basic terms H8FH-Ia-16
Quarter in sexuality as an
demonstrates appropriately important component H8FH-Ia-17
understanding manages of one’s personality Week 1
of human sexually- explains the
sexuality and related issues dimensions of human H8FH-Ia-18
managing through sexuality
sexuality responsible analyzes the factors
related issues and informed that affect one’s
for a healthy decisions attitudes and practices Week 2 H8FH-Ib-19
life related to sexuality and
sexual behaviors
assesses personal
health attitudes that H8FH-Ic-d-20
may influence sexual
Week 3 to
behavior
Week 4
relates the importance
of sexuality to family H8FH-Ic-d-21
health
identifies the different
issues/concerns of
teenagers (i.e., identity Week 5 to
crisis) and the need for H8FH-Ie-g-22
Week 7
support and
understanding of the
family
473
applies decision-
making skills in Week 8 H8FH-Ih-23

managing sexuality-
related issues
2nd demonstrates makes *explains the
Quarter an informed and definition and H8FH-IIa-24
understanding values-based importance of
of responsible decisions in courtship and dating in H8FH-IIa-25
parenthood preparation choosing a lifelong
for a healthy for partner Week 1
family life responsible analyzes behaviors that
parenthood promote healthy
relationship in H8FH-IIa-27
marriage and family
life
describes the factors
that contribute to a Week 2 H8FH-IIb-28
successful marriage
discusses various
maternal health Week 3 to H8FH-IIc-d-29
concerns (pre-during- Week 4
post pregnancy)
explains the
importance of H8FH-IIe-f-31
maternal nutrition
during pregnancy
Week 5 to
discusses the Week 6
importance of H8FH-IIe-f-32
newborn screening,
and the APGAR scoring
system for newborns
474
explains the
importance of prenatal H8FH-IIe-f-33
care and post-natal
care
*discusses the
essential newborn H8FH-IIe-f-34
protocol (Unang
Yakap) and advantages H8FH-IIe-f-35
of breastfeeding for
both mother and child
recognizes the
importance of
immunization in H8FH-IIe-f-36
protecting children’s
health
analyzes the
importance of H8FH-IIg-h-37
responsible
parenthood
*explains the effects of H8FH-IIg-h-38
rapid population
growth and family size H8FH-IIg-h-40
on health of the nation
Week 7 to
examines the
Week 8
important roles and
responsibilities of H8FH-IIg-h-39
parents in child rearing
and care
enumerates modern
family planning H8FH-Iig-h-41
methods (natural and
artificial)
475
3rd demonstrates consistently discusses the stages of H8DD-IIIa-15
Quarter understanding demonstrates infection

of principles in personal analyzes the leading Week 1
the responsibility causes of morbidity
H8DD-IIIa-16
prevention and healthful and mortality in the
and control of practices in Philippines
communicable the *discusses the most
diseases for prevention common
the and control of communicable
diseases
attainment of communicable  signs and
individual diseases symptoms of
wellness common
communicable H8DD-IIIb-c-17
 diseases
effects of
common Week 2 to H8DD-IIIb-c-18
communicable
 diseases Week 3 H8DD-IIIb-c-19
misconceptions,
myths, and
beliefs about
common
communicable
 diseases
prevention and
control of
common
communicable
diseases
analyzes the nature of Week 4 to
emerging and re- H8DD-IIId-e-20
Week 5
emerging diseases
demonstrates self-
monitoring skills to Week 6 to H8DD-IIIf-h-21
prevent communicable Week 8
diseases
476
promotes programs
and policies to prevent

and control H8DD-IIIf-h-22
communicable
diseases
identifies agencies
responsible for H8DD-IIIf-h-23
communicable disease
prevention and control
4th demonstrates demonstrates discusses gateway Week 1 H8S-IVa-27
Quarter understanding personal drugs
of factors that responsibility analyzes the negative
influence in the health impact of
cigarette and prevention of cigarette smoking
alcohol use cigarette and  describes the
and strategies alcohol use harmful short-
for prevention through the and long-term
and control promotion of effects of
a healthy cigarette
lifestyle smoking on the
different parts Week 2 to
of the body H8S-IVb-c-29
 Week 3
discusses the
dangers of
mainstream,
second hand
and third hand
smoke;
 explain the
impact of
cigarette
smoking on the
477
family,
environment,
and community
analyzes the negative

health impact of
drinking alcohol
 describes the
harmful short-
and long-term
effects of
drinking alcohol
 interprets blood H8S-IVe-f-31
alcohol Week 4 to
concentration Week 5 H8S-IVg-h-32
(BAC) in terms
of physiological
changes in the
body
 *explains the
impact of
drinking alcohol
on the family,
and community
discusses strategies in
the prevention and
control of cigarette
smoking and drinking Week 6 to H8S-IVg-h-33
alcoholic beverages Week 8
 apply resistance
skills in
situations
478
related to
cigarette and
alcohol use
 follows policies
and laws in the
family, school
and community
related to
cigarette and
alcohol use
suggests healthy
alternatives to
cigarettes and alcohol
H8S-IVg-h-34
to promote healthy
lifestyle (self, family,
community)
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards
479

Subject: Health

1st The learner… The learner… defines community and Week 1 H9CE-Ia-8
Quarter environmental health
demonstrates consistently explains how a healthy
understanding demonstrates environment positively
of the healthful impact the health of H9CE-Ib-d-
principles in practices to people and
10
protecting the protect the communities (less
environment environment disease, less health Week 2 to
for for care cost, etc.) Week 4
community community discusses the nature of H9CE-Ib-d-
wellness wellness environmental issues 11
analyzes the effects of H9CE-Ib-d-
environmental issues
12
on people’s health
suggests ways to
prevent and manage Week 5 to H9CE-Ie-f-
environmental health Week 6 13
issues
participates in
implementing an
environmental project
such as building and Week 7 to H9CE-Ig-h-
maintaining a school Week 8 14
garden or conducting a
war on waste campaign
(depends on feasibility)
480
2nd demonstrates shares describes the drug

Quarter understanding responsibility scenario in the Week 1 H9S-IIa-14
of the dangers with Philippines
of substance community discusses risk and
use and abuse members protective factors in H9S-IIb-16
on the through substance use, and
individual, participation abuse Week 2
family and in collective analyzes situations for
community action to the use and non-use of H9S-IIb-17
prevent and psychoactive
control substances
substance use identifies the types of
and abuse drugs/substances of Week 3 H9S-IIc-18
abuse
corrects myths and
misconceptions about H9S-IId-19
substance use and
abuse Week 4
recognizes warning
signs of substance use H9S-IId-20
and abuse
*discusses the harmful
short- and long-term H9S-IId-20
effects of substance
use and abuse on the H9S-IIe-f-21
individual, family,
Week 5 to
school, and community
Week 6
explains the health,
socio-cultural,
psychological, legal, H9S-IIe-f-22
and economic
dimensions of
481
substance use and
abuse
discusses strategies in
the prevention and H9S-IIe-f-23
control of substance
use and abuse
applies decision-making
and resistance skills to H9S-IIg-h-
prevent substance use 24
and abuse Week 7 to
suggests healthy Week 8
alternatives to H9S-IIg-h-
substance use and 25
abuse
3rd demonstrates performs first demonstrates the
Quarter understanding aid conduct of primary H9IS-IIIb-37
of first aid procedures and secondary survey
principles and with accuracy of the victim (CAB) Week 1
procedures assesses emergency
situation for H9IS-IIIb-38
unintentional injuries
explains the principles Week 2 to H9IS-IIIc.d-
of wound dressing Week 3 40
demonstrates H9IS-IIIc.d-
appropriate bandaging
41
techniques for
unintentional injuries
demonstrates proper
techniques in carrying Week 4 to H9IS-IIIe.f-
and transporting the 42
Week 5
victim of unintentional
injuries
482
demonstrates proper
first aid procedures for Week 6 to H9IS-IIIg.h-

common unintentional Week 8 43
injuries
4th demonstrates consistently differentiates
Quarter understanding demonstrates intentional injuries H9IS-IVa-d-
of the resilience, from unintentional Week 1 to 31
concepts and vigilance and injuries Week 4
principles of proactive describes the types of H9IS-IVa-d-
safety behaviors to intentional injuries 32
education in prevent analyzes the risk factors H9IS-IVe-h-
the intentional related to intentional
33
prevention of injuries injuries
intentional identifies protective Week 5 to H9IS-IVe-h-
injuries factors related to
Week 8 34
intentional injuries
demonstrates ways to H9IS-IVe-h-
prevent and control
35
intentional injuries
483

Subject: Health

Code
Competencies
1st Quarter The learner… The learner… explains the guidelines
and criteria in the H10CH-Ia-
understands the demonstrates selection and
b-20
guidelines and critical thinking evaluation of health
criteria in the and decision- information, products Week 1 to
selection and making skills in and services Week 2
evaluation of the selection, discusses the various
health evaluation and forms of health service H10CH-Ia-
information, utilization of providers and b-21
products, and health healthcare plans
services. information, selects health
products and professionals, H10CH-Ic-
services. specialists and health Week 3 22
care services wisely
reports fraudulent H10CH-Ic-
health services 24
explains the different
kinds of H10CH-Id-
complementary and
25
alternative health care
modalities Week 4
explains the
importance of H10CH-Id-
consumer laws to 26
protect public health
484
identifies national and
international
government agencies
and private Week 5 to H10CH-Ie-f-
organizations that Week 6 27
implement programs
for consumer
protection
participates in
programs for Week 7 to H10CH-Ig-
consumer welfare and Week 8 h-28
protection
2nd Quarter demonstrates consistently discusses the existing Week 1 H10HC-IIa-
understanding of demonstrates health related laws 1
current health critical thinking explains the
trends, issues skills in significance of the H10HC-IIb-
and concerns in exploring local, existing health related
2
the local, regional and laws in safeguarding
Week 2 to
regional, and national health people’s health
Week 3
national, levels trends, issues, critically analyzes the
and concerns impact of current H10HC-IIc-
health trends, issues, d-4
and concerns
recommends ways of
managing health Week 4 to H10HC-IIe-
issues, trends and Week 5 g-5
concerns
3rd Quarter demonstrates demonstrates discusses the H10HC-IIIa-
awareness of competence in significance of global Week 1
1
global health applying health initiatives
initiatives knowledge of describes how global Week 2 to H10HC-IIIb-
global health to health initiatives Week 3 c-2
485
local or national positively impact
context global people’s health in

initiatives various countries
analyzes the issues in H10HC-IIIb-
the implementation of
c-3
global health initiatives
recommends ways of
adopting global health Week 4 to H10HC-IIId-
initiatives to local or Week 5 e-4
national context
4th Quarter demonstrates prepares an discusses the
understanding of appropriate components and steps H10PC-Iva-
the concepts in plan of action in in making a personal b-1
planning a health pursuing a health career plan Week 1 to
career health career prepares a personal Week 2
health career following H10PC-Iva-
the prescribed b-2
components and steps
explores the various
health career paths
selects a particular
health career pathway H10PC-IVc-
based on personal
d-3
competence and Week 3 to
interest; participates in Week 4
a health career
orientation program
decides on an H10PC-IVc-
appropriate health
d-4
career path

Music fundamentals for grades 1-2

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Music fundamentals for grades 1-2

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322

Quarter Content Performance Most Essential Learning Duration Code

creates simple ostinato Week 6-8 MU1RH-Id-e-6

Standards Standards Competencies

2 basic dissimilar musical lines Week 4

Standards Standards Competencies

Standards Standards Competencies

Standards Standards Competencies

creates simple ostinato patterns in Week 7-8 MU2RH-Id-e-

Standards Standards Competencies

Standards Standards Competencies

Standards Standards Competencies

Quarter Content Performance Most Essential Learning Duration Codes

Quarter Content Performance Most Essential Learning Duration Codes

identifies the pitch of a tone as: Week 1 MU3ME-IIa-1

Standards Standards Competencies

Standards Standards Competencies

Quarter Content Performance Most Essential Learning Duration Codes

identifies accented and Week 7-8 MU4RH-Id-6

Quarter Content Performance Most Essential Learning Duration Codes

pertaining to simple melodies melody as:

Standards Standards Competencies

performs similar and contrasting Week 4 MU4FO-IIId-

Quarter Content Standards Performance Most Essential Duration Codes

music given tempo 2. presto

identifies aurally and Week 2 MU4TX-

Standards Learning Competencies

creates different Week 6-8 MU5RH-If-

identifies the pitch Week 1 MU5ME-

QUARTER 3 creates a 4 –line strophic Week 3-4 MU5FO-

understanding of the following

Quarter Content Standards Performance Most Essential Learning Duration Codes

Quarter Content Standards Performance Most Essential Learning Duration Codes

reads simple musical Week 1-2 MU6ME-

Quarter Content Standards Performance Most Essential Learning Duration Codes

Quarter Content Standards Performance Most Essential Learning Duration Codes

Quarter Content Standards Performance Most Essential Learning Duration Codes

describes the musical characteristics Week 1 MU7LV-IIa-f-

evaluates music selections and Week 7- MU7LV-IIIb-

Quarter Content Standards Performance Most Essential Learning Duration Codes

from Mindanao style background of selected Philippine d-2

Quarter Content Standards Performance Most Essential Learning Duration Codes

musical appropriate songs and instrumental pieces heard 4

Quarter Content Standards Performance Most Essential Learning Duration Codes

Middle East with own 6 IIIb-h-7

evaluates music and music Week 7- MU8TH-

applying knowledge of musical

Quarter Content Standards Performance Most Essential Learning Duration Codes

evaluates music and music Week 8

Quarter Content Standards Performance Most Essential Learning Duration Codes

to selected music from Romantic Period 5 IIIc-h-8

Romantic period; 7 IIIe-h-6

Quarter Content Standards Performance Most Essential Learning Duration Codes

evaluates music and music Week 7-

Quarter Content Standards Performance Most Essential Learning Duration Codes

Popular music variety of sources suitable to chosen 5 IIa-7

Quarter Content Standards Performance Most Essential Learning Duration Codes

evaluates music and music Week 8 MU10CM-

Grade Level: Grade 1

Quarter Content Performance Most Essential Learning Competencies Duration K-12 CG

balance through colors and shapes, secondary colors

printmaking home and in school culminating activity in celebration of the 3rd Q

Grade Level: Grade 2