Standards and Competencies

for Five-Year-Old Filipino Children

A. PROFILE

Teacher
Grade Level Kindergarten
Subject UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)
School Year 2022-2023
Lecture Hall/Rm Nos Combination of Online and Face-to-Face Classroom
Cellphone No
E-mail Add
Virtual Classroom Google Meet
Virtual Hours MON-TUE
Consultancy Hours By appointment
Library Hours As needed

A. COURSE

Course Title UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)

Subject Discription
Conduct Hours/Week
Prerequisite
Course Outcomes/Program Outcomes
The Early Childhood Care and Development
30-40 min
None
The child demonstrates an understanding of body parts and their uses.
The child shall be able to take care of oneself andthe environment and able to solve problems encountered
within the context of everyday living.

B. OBJECTIVES
Course Objectives Summative Assessment Task Details
1. Identify one’s basic body parts
2. Tell the function of each basic body part Assessment at the Kindergarten level are conducted Assessment at the Kindergarten level are conducted
3. Demonstrate movements using different body parts through regular teacher observations(School, through regular teacher observations(School,
4. Name the five senses and their corresponding body Readiness Early Years Assessment), (Early Childhood Readiness Early Years Assessment), (Early Childhood
parts Care Development) checklist and other forms of Care Development) checklist and other forms of
5. Use the senses to observe the environment assessment are utilized for this purpose. assessment are utilized for this purpose.
6. Use the senses to observe and perform simple
experiments in classifying objects ( e.g., texture –
soft/hard, smooth/rough; taste – salty, sweet, sour)
7. Identify one’s basic needs and ways to care for one’s
body
8. Practice ways to care for one’s body.
9. Describe how one grows and changes.

C. COURSE OUTLINE & TIMEFRAME

Week Course Content / Subject Matter

I. Teacher and the School
1. Vision, Mission, Goals (VMGs);
2. Academic Qualifications and Teaching Experiences; Professional Performance and Scholarly Work; and Faculty Development Program
3. Administrative Organization: Academic and Non - academic
4. Teacher and the School Organizational Development
II. Teacher and the School Curriculum, (Part 1)
5. Curriculum making
6. Curriculum process and development
7. Planning and Developmemt with linkages and Networking
III. Teacher and the School Curriculum, (Part 2)
8 Pupil’s Learning and Development
9 Pupil’s reading literacy development
D. LEARNING PLAN
1. The teacher and the School

Delivered Learning Course Texbooks/References Teaching and Assessment Task Resource Materials Time Table
Outcomes (DLO) Content/Subject Learning Activities ? (ATs)
Matter (TLAs)
The pupil reading Pupil’s reading Bureau of Elementary Students output, Activity sheets Books Week 1-3
literacy my be able to literacy development Education, 2003. Internet
improve as he/she Preschool Education Other related
continue to enroll in Handbook for materials
the school and Teachers, Revised
favorable to the Edition, Department
child’s learning of Education, Pasig
development. City, Philippines

References:

Copple, Carol and Bredecamp, Sue, eds. Developmentally Appropriate Practices in Early Childhood Program: Serving Children from Birth through age Eight., USA:
National
Association for the Education of Young Children (NAEYC), 2012.
Early Childhood Care and Development Council (ECCD Council), 2011. National Early Learning Framework of the Philippines, Pasig City,Philippines
Jersey: Peason Ed. Inc. 2011.
Marjorie J. Kostelnik, Anne K. Soderman, and Alice Phipps Whiren. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, 5th Ed. New
R. A. 8980. The Early Childhood Care and Development Act
Senate Bill 2700. The Kindergarten Act.