Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

THE REDESIGNED
KINDERGARTEN
CURRICULUM GUIDE

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 I. SCOPE AND SEQUENCE OF CONTENTS IN THE KINDERGARTEN CURRICULUM

The table contains a list of contents under subthemes that need to be attained by a Kindergarten learner within a school year. This serves as a guide in
the arrangement of learning competencies based on the sequence appropriate for a five-year old child as reflected in the curriculum guide.

THEME I: KNOWING WHO WE ARE AND OUR FAMILIES

SUBTHEMES CONTENTS
1. I am unique. Basic information about oneself (likes and dislikes, favorite things, etc.)
2. I have feelings. Basic emotions (sad, happy, surprised, etc.)
Body parts and their functions
3. My body and my senses.
Senses and their functions
Locomotor and non-locomotor movements
Music - singing songs and reciting nursery rhymes
4. I can do many things with my body. Arts - fine motor activities
Movements - gross motor activities
Non-standard measurement using body parts
Uniqueness of one’s family
5. I belong to a family. The members of one’s family
The roles of each family member
Needs - food, shelter, clothing
6. We have basic needs.
Go, grow, glow foods
Celebrations (Birthdays, monthly events, holidays, etc.)
7. My family and I celebrate special occasions.
Sequencing of events and following directions
Parts of the house
8. We are healthy and safe. Common things found at home
Safety measures at home

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SUBTHEMES
1. I belong to a Kindergarten Class.
2. I love my school.
3. I belong to a community.
4. I go to different places.
5. I know different gadgets.
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THEME II: EXPLORING OUR COMMUNITY
CONTENTS
My teacher, my classmates, and I
Classroom Rules
Things I do and celebrate in school (Family Day, Buwan ng Wika, United Nations, etc.)
Non-standard measurement using common objects
Places in my school
People in my school
Familiar sounds in school
Places in the community
Community Helpers
Roles and responsibilities of the Community Helpers
Patterns I see around me
Caring for and protecting one's community
Directions and positions
Modes of transportation (land, water, air)
Use of communication tools and technology
 THEME III: APPRECIATING IN OUR COUNTRY
SUBTHEMES CONTENTS
Identity (culture and traditions)
Rights and responsibilities
1. I am a Filipino child.
Respect and concern for our country
Philippine coins and bills
Common plants
Parts of a plant
Classification of common plants
2. I can see plants everywhere.
Uses of plants
Caring for plants
Grouping and ungrouping of sets
Common animals
Parts of an animal
Classification of common animals
Habitats
3. I know animals around me.
Animals and their young
How animals help us
Putting together and taking away
Caring for animals

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 THEME IV: CARING FOR OUR WORLD
SUBTHEMES CONTENTS
Weather

Telling time

1. We live in a beautiful world. Properties of objects

Parts of a whole

Pictograph
2. We are citizens of the world. Accepting uniqueness
Preparedness in disasters and emergencies

3. We care for our world. Predicting outcomes

Cause and effect

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 II. KINDERGARTEN CURRICULUM GUIDE
The Kindergarten Curriculum Guide (KCG) contains the learning standards set at the national level and is considered as basis in monitoring the level
of attainment of knowledge, skills, and attitude of Kindergartners. This also determines the qualification standards in preparing every five-year old
Filipino learner to transition to formal elementary schooling. Please see Annex on KCG Manual for a more details.

THEME I: KNOWING WHO WE ARE AND OUR FAMILIES

CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE

Demonstrates Manages emotions, makes Recognize oneself as a member of a family. K-S-I-1

understanding of attitude, decisions, recognizes Express oneself through music, arts, and movement. K-S-I-2
emotions, similarities and similarities and differences of Demonstrate ability to respond appropriately in different situations
differences of oneself and people, and expresses oneself K-S-I-3
and events.
others including the based on personal experiences. Demonstrate locomotor and non-locomotor movements. K-S-I-IV-4
concept of family.
Identify one’s given name, friends' names, their family members,
Participates actively in various K-L-I-1
and common things they use found at home.
physical activities.
Produce the sound of the letter it stands for. K-L-I-IV-2
Uses hands in creating models. Write the letters of the alphabet in upper-case and lower-case
Demonstrates K-L-I-IV-3
form.
understanding of Narrate one’s personal experiences. K-L-I-IV-4
importance of physical Performs coordinated body Use polite greetings and courteous expressions in appropriate
health, safety, and movements. K-L-I-IV-5
situations.
appropriate movement Identify the body parts and their functions. K-PNE-I-1
concepts. Takes care of one’s physical
Describe objects based on attributes (shapes, sizes, uses, etc.) K-PNE-I-2
health and safety.
using senses and body parts.
Practice ways of caring for and protecting one’s body. K-PNE-I-3
Match numerals to a set of concrete objects. K-M-I-IV-1
Compare quantities using one to one correspondence to
K-M-I-IV-2
determine which has more, less, or equal.
Use non-standard measuring tools. K-M-I-II-3
Demonstrate respectful attitude towards oneself, parents, and K-GMRC-I-1
other members of the family.

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 Recognize the importance of having a positive attitude in dealing K-GMRC-I-IV-2
with different circumstances.

THEME II: EXPLORING OUR COMMUNITY

CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE

Understands the value of Demonstrates proper discipline, Follow rules and regulations in going to different places. K-S-II-1
discipline, honesty, honesty, respect, friendship, Demonstrate proper ways of caring and protecting one’s
respect, friendship, and and care towards other people. K-S-II-2
community.
care and concern. Recognize that sounding off letters form words. K-L-II-IV-1
Identify familiar sounds in the environment. K-L-II-2
Describe the different places and persons belonging in one’s
community. K-L-II-3
Give the correct sequence of events in a text listened to. K-L-II-4
Tell the names of the days in a week and months in a year. K-L-II-5
Recognize different modes of transportation on land, water, and
K-PNE-II-1
air.
Use communication tools and technology appropriately. K-PNE-II-2
Classify common objects in the environment according to colors
K-M-II-1
and shapes.
Create own patterns. K-M-II-2
Identify the positions (in, on, over, under, top, and bottom) and
K-M-II-3
directions (left and right, front and back) of objects in one’s
environment.
Demonstrate proper behavior in various situations and places in
K-GMRC-II-1
the community.

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 THEME III: APPRECIATING OUR COUNTRY

CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE

Demonstrates Shows appreciation for one’s Recognize one’s rights as a child. K-S-III-1
understanding of one’s culture.
identity, rights, and Show appreciation of one’s culture and traditions. K-S-III-IV-2
responsibilities as a Understands one’s right and Create artworks using local materials. K-S-III-IV-3
Filipino citizen. responsibilities as a Filipino
citizen. Participate in dialogues or conversations about familiar events. K-L-III-IV-1
Identify solutions to a problem based on a text listened to. K-L-III-2
Classify plants and animals according to their characteristics. K-PNE-III-1
Use the words “put together”, “add to”, and “in all” that indicate K-M-III-1
the act of adding whole numbers.
Use the words “take away”, “less”, and “are left” that indicate the K-M-III-2
act of subtracting whole numbers.
Identify Philippine coins and bills. K-M-III-3
Show respect and concern for our country.
K-GMRC-III-1

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 THEME IV: CARING FOR OUR WORLD

CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Appreciates the beauty of Expresses thoughts, feelings, Show ways of caring for and protecting our environment. K-S-IV-1
the environment through attitudes, and imagination
Predict outcomes in a text listened to. K-L-IV-1
creative expressions. through creative expressions.
Observe and record the weather daily. K-PNE-IV-1
Classify objects based on their properties. K-PNE-IV-2
Demonstrate preparedness during emergencies and disasters. K-PNE-IV-3
Identify cause-and-effect relationships in familiar events and K-PNE-IV-4
situations.
Create simple pictographs. K-M-IV-1
Divide a whole into two or four equal parts. K-M-IV-2
Tell time by the hour. K-M-IV-3
Demonstrate acceptance of uniqueness including but not limited
K-GMRC-IV-1
to language, gender, color, culture (dress, habits, beliefs and
faith, etc.), status in life, ability.

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 III. APPENDICES

A. Code Book Legend

Sample: K-S-I-1

LEGEND SAMPLE
First Entry Level Kindergarten K
-
Uppercase
Learning Area SiKaP S
Letter/s
-
Roman
Quarter I
Numeral
-
Arabic Recognize oneself as a member of a family.
Competency 1
Number

LEARNING AREA CODE

SIKAP S
LANGUAGE L
PHYSICAL AND NATURAL ENVIRONMENT PNE
MATHEMATICS M
GOOD MANNERS AND RIGHT CONDUCT GMRC

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 B. Number of Learning Competencies

Good
Physical
Manners
Themes SiKaP Languages and Natural Mathematics Total
and Right
Environment
Conduct

Knowing Who We Are and Our Families 4 5 3 3 2 17

Exploring Our Community 2 5 2 3 1 13

Appreciating Our Country 3 2 1 3 1 10

Caring for Our World 1 1 4 3 1 10

Total 10 13 10 12 5 50

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 IV. GLOSSARY

Constructivism - learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those
experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schema)
Curricular themes - Bronfenbrenner’s Bio-ecological theory that defines “layers of environment, each having an effect on a child’s holistic development.”
Developmentally appropriate – pertains to practice of making and implementing a curriculum based on what the learners can do at a certain age in
terms of cognitive, physical, and emotional abilities.
Emergent literacy – describes the reading and writing experiences of children which begins at birth and prepare young learners for formal schooling to
write and read conventionally.
Integrative learning - a process of making connections among concepts and experiences so that information and skills can be applied to novel and
complex issues or challenges.
Kindergarten – is a school or class for young children, usually four to six years old, that prepares them for first grade and that develops basic skills and
social behavior by games, exercises, music, simple handicrafts, etc.
Learner-centered curriculum – a curriculum design which focuses on the achievement of holistic development of a child i.e. the development of
intellectual abilities such as cognitive or mental abilities, emotional abilities, and social skills along with physical abilities of a child.
Learning Competency - a general statement that describes the use of desired knowledge, skills, behaviors, and abilities, and often defines specific
applied skills and knowledge that enable learners perform specific functions.
Play-based activity – refers to an approach which involves child-initiated and teacher-supported learning which encourages children’s learning and
inquiry through play-based interactions that aim to stretch their thinking to higher levels.
Text - refers to a stretch of spoken and written language with definable communicative functions whereby learners acquire and learn their language and
literacy skills in context. Texts can be written, spoken, or multimodal and in print or digital/online forms. Multimodal texts combine language with other
systems for communicating, examples of which are print text, visual images, soundtracks, and spoken word as in film or computer presentation media.
Texts provide opportunities for important learning about aspects of human experience and about aesthetic value. Many of the tasks that learners
undertake in and out of school involve literary texts, information texts, media texts, everyday texts, and workplace texts.
Thematic – involves integration of all subject areas together under one theme which is common in preschool classes as children learn through interactive
activities.

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Holistic development – a philosophy of educating the whole person beyond core academics such as development of understanding of the world around
them.
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DepEd Order No. 47, s. 2016 on Omnibus Policy on Kindergarten Education

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DepEd Order No. 31, s. 2022 on Child Rights Policy: Adopting the Rights-Based
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Kindergarten Education Act of 2012, Republic Act No. 10157, (January 20, 2012), (Phils.), https://www.officialgazette.gov.ph/2012/01/20/republic-act-
no-10157/

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National Early Learning Framework of the Philippines. (2011). Early Childhood Care and Development Council (ECCD Council), Pasig City, Philippines

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