Developing Philippine GCED Lesson Exemplars - A Guide To Practice

DEVELOPING PHILIPPINE LESSON EXEMPLARS
Copyright © 2021 Asia-Pacific Centre of Education for International Understanding and

Philippine Normal University
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted
in any form or by any means, including photocopying, recording, or other electronic or
mechanical methods, without the prior written permission of the Philippine Normal University
and/or UNESCO-APCEIU, except in the case of brief quotations embodied in critical reviews
and certain other noncommercial uses permitted by copyright law.
Published by
Asia-Pacific Centre of Education for International Understanding
and
Philippine Normal University
Manila, Philippines
Layout Artist: Gerimara Vinaya S. Manuel
Language Editors: Marla C. Papango, Ali G. Anudin, Caridad N. Barrameda,

Jasper P. Lomtong
Writers/Associate Editors: Gerry C. Areta, Zyralie L. Bedural, Carl O. Dellomos,

Rowena R. Hibanada, and Serafin A. Arviola Jr.
Chief Editor: Carl O. Dellomos
Consultants: Bert J. Tuga, Jocelyn DR Andaya, and Rita B. Ruscoe
Project Management Team

Project Director: Serafin A. Arviola Jr.
Deputy Project Director: Carl O. Dellomos
Core Team Members: Zyralie L. Bedural, Rowena R. Hibanada, and Gerry C. Areta
Faculty Assistant: Iona Ofelia B. Zanoria
Technical Assistants: II Timothy D. Salegumba and Jean Pauline E. Maur
ISBN: 979-11-87819-94-3
APCEIU Publication Number: BE-RND-2021-051
ACKNOWLEDGEMENTS
The Philippine Normal University-Global Citizenship Education (PNU-GCED) Team would like to
express its deepest gratitude to the Asia-Pacific Centre of Education for International Understanding
(APCEIU) in South Korea, along with its Director, Hyun Mook Lim, for funding the development of the
GCED Curriculum in the Philippines in Year 2 and continuing on to the implementation of the project
in Year 3. This project would not have been possible without the support and trust of APCEIU in the
Philippine team in carrying out this project.
The development was closely guided by Bert J. Tuga, President of the Philippine Normal University
(PNU), Rita B. Ruscoe, Curriculum Development Expert from Philippine Normal University, and
Jocelyn DR. Andaya, Director of the Department of Education (DepEd), as the team’s consultants.
This manual entitled Developing Philippine GCED Lesson Exemplars: A Guide to Practice was based
on the reports produced in the Phase 2 of the GCED Project in the Philippines. Objectives of the
project were the development of the Philippine GCED Guidance Matrix, which included the mapping
of GCED Indicators in the basic education curriculum and the development and identification of the
Philippine GCED Knowledge, Skills, and Attitudes (KSAs). Phase 2 was brought to its completion
under the leadership of Serafin A. Arviola Jr. as Project Director of the GCED Project, along with Carl
O. Dellomos, Rowena R. Hibanada, Zyralie L. Bedural, and Wensley S. Reyes, as core members of
the Philippine team.
We also would like to express our gratitude to the Department of Education for recommending PNU
as its implementing partner for Phases 2 and 3 of the GCED Curriculum Integration and Development
in the Philippines. We gratefully acknowledge their valuable role in providing field teachers in the 11
learning areas who contributed their expertise and insights for the development of this project. We
greatly appreciate the unwavering trust and support of the DepEd for the PNU-GCED Team and for
being ever-reliable and accessible in responding to matters of the project.
Finally, we are very grateful for the participation and the expertise of 33 Expert Curriculum Mappers
who mapped and enhanced the K-12 Curriculum standards to integrate Global Citizenship Education:
Allan Reyes, Lilia Lagrimas-Martinez, and Christopher S.G. Bejar for Mathematics; Von Anthony
Torio, Anna Liza Chan, and Raul Balbuena for Science; Salve A. Favila, Arlyne C. Marasigan, and
Jerry Crausus for Health; Ronald F. Gime, Mark Anthony Bercando, and John Carlo M. Ramos for
Edukasyon sa Pagpapakatao/Values Education; Nikolee Marie Serafico-Reyes, Rosalie Masilang,
and John Albert Dela Rosa for Araling Panlipunan/Social Studies; Jennifer D. Turner, Laya A.
Roman, and Romina ‘Phoebe’ P. Beltran-Almazan for Arts; Joseph P. Erfe, Glenne Delos Trinos, and
Ma. Carmela M. Buhain for Music; Lyzyl Lopez Banuag, Adelyne M. Costelo-Abrea, and Wenda C.
Fajardo for English; Gerry C. Areta, Luisa Cantillo, and Zyra R. De Guzman for Mother-Tongue-
Based Multilingual Education; Niña Christina Lazaro-Zamora, Roset A. Comiso, and Jose Apollo
Jaca for Filipino; Salve A. Favila and Madonna C. Gonzales for Physical Education, and Nancy S.
Ramores, Leticia N. Aquino, and Karen Lay for Kindergarten.

TABLE OF CONTENTS
EDITORIAL BOARD
FOREWORD
ACKNOWLEDGEMENTS
GLOSSARY 4
ABOUT THE MANUAL 5
What is this for? 5
Getting to Know GCED 6
How do we write the GCED Lesson Exemplars (GLEs)? 7
BEFORE PHASE 8
Familiarizing the Philippine GCED Documents 9
The Philippine GCED Guidance Matrix and KSAs 10
GCED Pedagogies 12
What are the GCED principles to consider in developing the GLEs? 12
What pedagogies can you use to develop the GLEs? 13
Assessing GCED Learning Outcomes 24
What assessment strategies and tools can I use in the GLEs? 24
DURING PHASE 30
Developing the GLEs 31
What Instructional Design will I employ for the GLEs? 36
What specifications should I follow in developing the GLEs? 33
What Social Content Guidelines should I consider in developing the GLEs 38
AFTER PHASE 47
Checklist for Evaluating GCED Lesson Exemplars 48
PHOTO CREDIT 52
REFERENCES 53
APPENDICES 55

GLOSSARY
APCEIU Asia-Pacific Centre of Education for International Understanding
DepEd Department of Education
GCED Global Citizenship Education
GLE GCED Lesson Exemplar
ICT Information and Communication Technology
PBL Project-based Learning
PNU Philippine Normal University
SDGs Sustainable Development Goals
UNESCO United Nations Educational, Scientific and Cultural Organization

ABOUT THE MANUAL
What is this for?
This manual serves as a guide for teachers who wish to integrate GCED into their
lesson plans. It provides valuable information on integrating GCED pedagogies into
the curricula and practices in various learning areas.
Various learning resources and materials incorporated in the document offer a wide
range of references to translate abstract GCED pedagogies into the teaching,
learning, and assessing practices in the classroom setting.
This manual aims to provide:

1. a framework in the development of GCED; and
2. systematic procedures in the preparation, implementation, and evaluation of
GLEs.
It is also essential to note that GLEs are primarily an enrichment lesson. The teacher
may plan for a 30-minute to one-hour lesson or a weekly plan depending on the
target learning competency to develop a deep understanding of the topic based on
the content and performance of the learning standard to develop the qualities of a
global citizen as identified in the different domains of learning.

GETTING TO KNOW GCED
The world is rapidly changing and becoming globalized. While globalization has offered
opportunities and advancements, it has also exacerbated problems and challenges to
humanity and natural resources. Global citizenship has emerged to respond to such
unintended consequences of globalization. The United Nations Educational, Scientific and
Cultural Organization (UNESCO) referred to global citizenship as a “sense of belonging to a
broader community and common humanity” and a “way of understanding, acting and relating
oneself to others and the environment in space and in time, based on universal values,
through respect for diversity and pluralism” (UNESCO, 2014, p. 14). Empowering learners to
become global citizens is the goal of Global Citizenship Education (GCED).
GCED aims to empower learners to become active citizens and become proactive
contributors to a more just, peaceful, tolerant, inclusive, secure, and sustainable world
(UNESCO, 2014). It equips learners with critical thinking and analysis of local, national, and
global issues; develops attitudes of empathy, solidarity, and respect for differences and
diversity; and fosters motivation and willingness to take necessary actions.
In recent years, GCED has found its way to the basic education curriculum through the
conscious efforts of education departments and ministries of various countries. For example,
the Philippines, along with Kenya, Lebanon, and Sri Lanka, under the auspices of the
UNESCO - APCEIU, has embarked on a three-year (2019-2020) project Global Citizenship
Education (GCED) Curriculum Development and Integration. This project aimed to
mainstream GCED in the national curriculum.
The curriculum integration efforts must be translated into practical ways in which GCED can
be seamlessly integrated into the lessons. Thus, GCED lesson exemplars should be
developed as models for clear integration of GCED concepts and principles into the teaching
and learning process. Moreover, these GCED curriculum and model lessons must be
matched with the capacity building of teachers on GCED. They are expected to create a
learning environment and experiences for students that allow for the three GCED learning
domains: cognitive, socio-emotional, and behavioral, to be all addressed throughout the
educational process of students.

How do we write the GLEs?
In writing GLEs, a number of steps are involved. These steps are organized into three phases:
Before, During, and After.
Figure1. Phases of GLE Development
BEFORE
REVIEW
− Philippine GCED Guidance Matrix and KSAs
− PAGHABI: The Philippine GCED Framework
EVALUATION OF GLE EFFECTIVENESS
− GCED Pedagogy
− Relevant assessment documents for Philippine K-12 Curriculum (e.g.
Classroom Assessment Resource Book and DepEd Order No. 31, s. 2020)
DURING
DEVELOP
− Use the instructional design (ID) and samples in developing the GLEs
− Establish validity, alignment to KSA, and coherence
− Submit to language editing
AFTER
IMPLEMENT
− Apply the GLE in instruction

BEFORE PHASE
You need to review the following documents before the actual writing of GLEs. The
guidance on how to appreciate these documents in writing the GLEs is provided for
each document as follows:
1. Philippine GCED Guidance Matrix is a matrix of the key outcomes, key learner
attributes, and indicators grouped into three domains of learning of GCED:
cognitive, socio-emotional, and behavioral. It also lists the five themes and 20
topics (four topics in each theme) in Philippine GCED. The essential elements of
the Philippine GCED curriculum: key outcomes, learning attributes, indicators,
themes, and topics, are listed here. This document intends to guide you in
developing the GLEs.
2. PAGHABI: The Philippine GCED Framework (Philippine Adaptation of GCED:

Holistic Approach in Basic Education and Institutionalization) uses PAGHABI as
an acronym for Philippine Adaptation of GCED: Ho-listic Approach in Basic
Education and Institutionalization.
3. Philippine GCED Knowledge, Skills, and Attitudes (KSAs) - contains the

enhanced content and performance standards of the K-12 curriculum based on
the Philippine GCED Guidance Matrix. You must refer to this document to
determine the specific content and performance standards targeted in the GLE.
You can find this document in Appendix A.
4. GCED Pedagogy - this is a menu of suggested approaches, methods, and

strategies of teaching that you can select. Though it is not an exhaustive list,
teachers have the freedom to choose or create their strategy based on the GCED
pedagogical principles: holistic and interdisciplinary, dialogue and participation,
multimodal, applicable and relevant, critical empowerment, and values formation.
5. Relevant Classroom Assessment Documents for Philippine K-12

Curriculum (e.g. Classroom Assessment Resource Book and DepEd Order
No. 31, s. 2020) - these documents from the Department of Education give the
teacher-writer a menu of assessment strategies to select the appropriate
assessment strategies to assess students’ learning on learning area with GCED
integration.

FAMILIARIZING THE PHILIPPINE
GCED DOCUMENTS
Philippine GCED Guidance Matrix and KSAs
Table 1 shows the Philippine GCED Guidance Matrix. It has two parts: 1) the Philippine
GCED domains, key outcomes, key learner attributes, and indicators, and 2) the
Philippine GCED themes and topics. These were developed through an iterative process
(i.e., harmonization of various international GCED frameworks, contextualization to the
country’s setting and experiences, expert validation, and curriculum mapping). These were
organized based on the UNESCO-APCEIU's three domains of learning, namely, cognitive,
socio-emotional, and behavioral.

The Philippine GCED Guidance Matrix
Philippine GCED Domains, Key Outcomes, Key Learner Attributes
and Indicators
DOMAINS OF LEARNING
COGNITIVE SOCIO-EMOTIONAL BEHAVIORAL
KEY OUTCOMES
Learners acquire knowledge and

Learners experience a sense of
understanding of local, national, and Learners act effectively and
belonging to a common humanity,
global issues, and the responsibly at local, national, and
sharing values and responsibilities,
interconnectedness and global levels for a more peaceful
based on human rights
interdependence of different and sustainable world
countries and populations
Learners develop attitudes of
Learners develop motivation and
empathy, solidarity, and respect for
Learners develop skills for critical willingness to take necessary
differences and diversity
thinking and analysis actions
KEY LEARNER ATTRIBUTES AND INDICATORS
Informed and critically literate Socially connected, respectful of Ethically responsible and engaged
diversity, and characterizes the actors for transformation
Recognize complex situations or values of Maka-Diyos, Makatao,
problems Makakalikasan, Makabayan (God- Demonstrate ethical and
fearing, Humane, Environmental, responsible behavior for a just and
Explain communicative contexts Nationalistic) sustainable society
and respectful dialogue
Acknowledge the levels of shared Conduct civic actions on global
Illustrate connections from multiple identity and diversity: local, national, issues
perspectives and worldviews regional, and global
Act habitually based on respect and
Analyze information from reliable Communicate various perspectives empathy
and relevant sources through discourses and dialogues
Initiate actions about local, national,
Evaluate appropriate actions, Show concern and respect for and global issues (i.e. advocacies
consequences, and implications humanity based on human rights for peace-oriented values, security
Value humanity and nation as basis and stability) which can be taken
Formulate arguments through for identity and citizenship individually and collectively
reasoning with evidence
Design initiatives to advance
common good

Philippine GCED Themes and Topics
THEMES AND TOPICS
Local, national Institutions,
Culture and Environmental Socio-economic
global systems, conflicts, social
intercultural protection and development and
structures, and justice, and
relations sustainability interdependence
processes human rights
Underlying Identity formation, Environment and Economic Promotion and
assumptions and protection, Natural Interaction and Advancement of
power dynamics recognition, and Resources Interdependence Peace
advancement in
Historical multicultural Environmental Inclusivity and Political
development of societies Justice, Risks, Equitable Participation and
global systems and Policies Development Engagement
and structures Cultural
Expressions and Environmental Human Capital Human Rights
The Intercultural Practices and Development and and Humanitarian
interconnected- Exchanges and Behaviors Equal Law
ness of global, Communication Opportunities
national, and local Climate change, Prevention of
systems Diversity, biodiversity, and Health Issues conflicts, cultural
Coexistence, sustainable affecting inequities, and
Indigenization, development interaction and hate crimes
Globalization:
and Glocal connectedness of
processes and
Communities communities at
challenges
local, national,
Discrimination and global levels
based on Gender,
Ethnicity,
Disabilities, and
Religious Beliefs
The Philippine GCED indicators, themes, and topics became the basis of developing the
KSAs. The KSAs are the enhanced K to 12 curriculum that integrates GCED indicators,
themes, and topics in the content and performance standards in each grade level and key
stage across 11 learning areas. These learning areas were: Mathematics, Sciences, Health,
Physical Education, Edukasyon sa Pagpapakatao (Values Education), Araling Panlipunan
(Social Studies), Arts, Music, English, Filipino, Mother Tongue-based Multilingual Education,
and Kindergarten. The KSAs are found in Appendix A.

PAGHABI:
The Philippine GCED Framework
Paghabi (weaving) is an activity deeply ingrained in the Philippine culture. The Philippine’s way
weaving a tapestry or paghabi is likened metaphorically to the process of weaving the
interconnections among the different elements/strands and processes of GCED including its
complexities, which reflect the unique and artistic aspects of the curriculum design process to make
up a beautiful complete whole.
Figure 2. PAGHABI: The Philippine GCED Framework

At the center of the framework is the Filipino Global Citizen who characterizes the GCED
competencies needed to live and help build a just, peaceful and sustainable society. The framework
emphasizes that the goal for Filipino learners is for them to be “globally adaptive and competent”,
highlighting the ultimate goal of K to 12 curriculum for Filipino learners by optimizing a whole world
approach (i.e. recognizes the importance of other countries’ best practices in various fields [interests]
across contexts [cultures]). This dichotomy of global competencies is driven by two forces of Global
Citizenship from within and from outside. Global citizenship mula sa loob (within) refers to factors that
influence the Filipino learners to identify themselves from their socio-political origins, cultural roots,
and consciousness to puzzle out their significance for an inclusive community of global citizens. It is
founded on his deep understanding of the concept of kapwa among Filipino learners. Kapwa has
been defined as the shared identity, core value, and relationship among Filipinos which can be
highlighted as the local culture-based conceptualization of Global citizenship emphasizing the
relevance of oneness, social justice, and communal development. It can be inferred that pagiging
makatao- mabuting tao (being a good person) and makataong pagtrato (humane treatment) of fellow

men (Liao, 2016) are important for Filipinos in uplifting and maintaining solidarity and peace. A Filipino
who imbues the four Department of Education, national core values makatao (pro-people), makadiyos
(pro-God), makakalikasan (pro-environment), and
makabansa (pro-country) is the Filipino Global Citizen. The learner will learn and manifest the global
competence from the family, community, nation and the world.
Global citizenship mula sa labas (outside) refers to factors that influence the Filipino learners to use
and adopt best practices from other parts of the world to be responsible and accountable as global
citizens. The 21st century skills and other global competencies are what the Filipino learner will use to
face the challenges of living in the community and in the global context. The global contexts and
experiences are gauged by relevant and meaningful experiences of Filipinos that pass through
different approaches to facilitate the global competence of Filipino learners, which are triggered by
relevant and meaningful experiences of and for Filipinos. These approaches can be used to make
sure that learning competencies for global citizenship will not promote distortion, alienation, and
marginalization of Filipino Learners’ experiences to better represent himself/herself in a pluralist world
valuing own identity, communal respect and love for common humanity and acting towards a better,
just, peaceful and sustainable world.
Adapting GCED in the Philippine Basic Education K to 12 Curriculum, the PAGHABI or weaving is
structured with five major threads (International, local contexts, GCED pedagogies and approaches,
whole curriculum strategies and the GCED domains, outcomes and themes are interwoven together
to inform the development of the Global Filipino Citizen. Gleaned from this framework, there is a
PAGHABI from which integration is institutionalized in the basic education. The PAGHABI of GCED
into the K to 12 curriculum provides for a systematic integration of GCED across other learning areas
and grade levels. The threads of identifying the KSAs, entry points in the curriculum and pedagogical
practices are interwoven together to make a beautiful tapestry of GCED in the Philippine Basic
Education Curriculum.
Lastly, the PAGHABI is encompassed within the Whole School approach where GCED is not just
integrated into the intended curriculum but also ingrained in the school ethos. In this approach,
everyone in the learning community and in the broader community collaborate together to achieve the
GCED outcomes. Teacher empowerment is an essential part of the process of seamlessly weaving it
to the Filipino way of life. Teachers must be given curricular guidelines, pedagogical guides,
textbooks, or teaching-learning resources on GCED. They should be provided further training and and
consultation to enhance their capacity. Similarly, all members of the school community must be
involved in curriculum development and integration.
For this PAGHABI to be more effective and impactful, it needs collaborative and collective efforts in
laying the threads and weaving-in numerous threads sparked by DepEd, the Philippine Normal
University and the UNESCO APCEIU as main players and by all those who want to be involved in the
process.

GCED PEDAGOGIES
What are the principles to consider
in developing the GLEs?
The following interrelated GCED principles and standards should be kept in mind in writing
the GLEs (Evans, Ingram, Macdonald & Weber, 2009; R. A. No. 10533, 2013; Oxfam, 2015):
foster a respectful, inclusive, and interactive classroom and school

ethos by discussing relevant themes and topics like gender equality,
inclusion, and multiculturalism to the learning areas, maximizing the
learning space, and understanding of the norms;
use pedagogical approaches that are learner-centered, developmentally

appropriate, constructivist, inquiry-based, reflective, collaborative, and
integrative;
promote culturally responsive strategies to teaching and learning by

carefully considering the educational context and needs of the learners;
embed authentic learning tasks and experiences that address various
GCED themes and topics;
incorporate various assessment strategies and tools fit GCED and

aligned with the learning outcomes and instruction such as reflections,
journals, portfolio, self-and peer assessment;
emphasize the crucial roles of teachers, learners, and their families,

communities, and other stakeholders as a potent learning resource and
calls for active participation of each stakeholder; and
employ flexibility to enable learners to experience learning in various

contexts such as classroom-based, whole school, community-based; and
schools to localize, indigenize and globalize based on their respective
educational and social contexts.

What pedagogies can you use to develop GLE?
You should consider the following aspects in choosing the appropriate GCED pedagogies:
student context, teacher interests, and school resources. UNESCO (2018) posed the
following guide questions for each element.:
On student contexts:
 What are your students’ interests?
 What is the characteristic of the community to which they belong?
 What local and global issues and topics do they experience and care about?
 What are their motivations, and what will make them want to use the lessons?
On teacher interests:
 What are you passionate about?
 Do you have causes that you think are important to impart to your students?
On school resources:
 What resources does your school have?
 Do you have local or international partners?
 Do you have laboratory equipment or materials whose use you can maximize?
GCED lessons should provide learners the actual experiences and opportunities to develop,
test, and build their views, values, and attitudes and learn how to take actions responsibly in
the cognitive, socio-emotional, and behavioral dimensions.
GCED pedagogies should be consistent with the values and principles of transformative
education, e.g., holistic, dialogical, democratic, participatory, creative, critical empowerment,
in order to address the multi-dimensional learning domains. In addition, these pedagogies
should cater to the characteristics of the GCED teaching and learning principles and
standards (UNESCO, 2015; UNESCO, 2017; UNESCO-OREALC, 2017).
The list below presents the sample GCED pedagogies with corresponding descriptions.
While the list is not exhaustive, it provides the basic pedagogical strategies that can be used
in writing the GLEs.

2D (Draw to Describe)
Students will be divided into groups to share their thoughts on a
certain GCED theme and topic and how important it is to practice at
home and in school. Afterwards, they will brainstorm on the practices
at home and in school, and come up with a visual presentation
(picture) to describe the thoughts shared by the group members.
Arts-based Inquiry as Pedagogy

Arts can develop personal transformation and social change, bringing the learners’ lived
experiences into their learning (Ewing, 2010; Eisner, 2005 & Greene, 1995). Arts-based
approaches use Dance, Drama, Media, Music, and Visual Art to include all aspects of visual
culture. Creativity, imagination, critical analysis, empathy, experimentation, synthesis, and
voice are emphasized to develop the learners’ skills, processes, and understanding of the
artistic inquiry. The learning experiences are framed to connect the cognitive with the
emotive, critically examine assumptions, understandings, and
beliefs, view things from different perspectives, and create a
space for experimentation to explore alternative views. This
pedagogy is student-centered, participatory, and socially
constructed to develop an understanding and potential
engagement in social justice (Powell & Serriere, 2013; &
McGregor, 2012)
Bricolage
It is a concept that is borrowed from arts that stresses
moves that create new markets by tinkering with materials
innovatively. Available products or materials are subjected
to continual transformation, combining various elements to
produce new materials uniquely and productively. It has two
uses relevant to pedagogy: the fundamental process of
children’s learning through imaginative play and improvisation around materials; and creative
exploration of the practices and technologies needed to achieve an educational goal
(Sharples, Ferguson, Adams, Gaved, McAndrew, Rienties, Weller, & Whitelock, 2014)

Building a Silent Conversation on my I-Pad
Learners will write their thoughts (maybe in an intermediate pad or
word processing app) about a specific GCED theme and topic, and
its importance. They can also identify how the theme and topic are
practiced at home, school or the community.
Columbian Hypnosis
This activity involves learners working in pairs to lead one
another through a space as one participant follows another
participant’s hand. This activity requires trust, awareness, and
non-vernal communication as students work together to move
safely through the space.
Divide the class into pairs. Each pair decides who is player A and
player B in their small group. Have partners check with each
other about physical needs or limitations they might have. Set space parameters so students
know where they can move in the activity. Then, ask player A to hold the palm of his or her
hand about six inches from player B to imagine that her or his partner’s hand has hypnotized
him/her and that is he has his face and the palm at all times. As player A moves around the
room, player B follows. After a set time, switch A and B’s lead.
Community Advocacy Campaign Plan

This is a 5-step process of developing a community advocacy
campaign plan related to the assigned GCED theme and topic.
The following are the steps your class may take to apply the
strategy.
1. The class will partner with individuals or organizations such as civilian corps, local
government units, or private organizations in a certain community that face a
specific problem based on GCED themes and topics.
2. With the help of the partner individuals and/or organizations, the class will identify
key issues and concerns in the community that need to be addressed.

3. Create a vision on how the class will address the problem in a local and national
context. The vision should describe the ideal condition of the community and
should convey the community’s dream for a better future.
4. The class will map the terrain by taking note of key individuals and resources in
the community that will help achieve their goal. Formulate objectives and describe
the intended results and time frame to achieve the goals.
5. The class will be divided into small groups to work on the identified issues and
concerns.
6. Each group will brainstorm on 4-5 possible strategies/activities to address the

problems and share it to the whole class.
7. The whole class, after listening to the presented strategies of each group, will have
to deliberate based on which among them is the most realistic and can be safely
carried out by the class.
8. Take action by creating Advocacy Campaign materials such as flyers, posters,

gazette, newsletter, essay, videos, podcasts, and others.
Conflict Tree Analysis

The purposes of using this tool are to stimulate discussions
about the cause (roots) and effects (branches) of the
problem; help the group to achieve consensus on the core
problems (trunk); assist groups in taking decisions about
priorities for addressing issues and related causes and
effects of the problem.
1. The class will be divided into small groups with an

assigned facilitator for each group.
2. Each group will draw a picture of a tree, including its roots, trunks and branches
on a flipchart.
3. After getting enough information on a certain GCED theme and topic from various
resources, each person gets several index cards on which they will write a word

or two or draw a symbol or picture indicating important factors that cause the
issue or problem being discussed.
4. Invite the group members to attach their cards to the tree: on the roots, if they see
it as a root cause; on the trunk, if they think it is the core problem; and on the
branches if it is an effect.
5. The assigned facilitator will lead the discussion using the guide questions
distributed by the teacher. Each group will try to create a common snapshot of the
issue or problem on hand.
Allow each group to discuss the links between the root causes and dynamic factors and how
to address them.
Design Thinking
Design Thinking is both an approach and a process of solving complex problems in a
highly human-centered way. It is based on the methods and procedures that designers
use. It seeks to understand the user’s needs to arrive at an effective solution to address
those needs.
It follows the following principles:
(1) The Human Rule - All design activity is social;

(2) The Ambiguity Rule - Ambiguity is inevitable -
experiment at the limits of your knowledge;
(3) All Design is Redesign - While technology and
social circumstances may change, basic human
needs remain unchanged; and
(4) The Tangibility Rule - Prototypes help to make ideas tangible, enabling
designers to communicate them effectively. As a Transformative Pedagogy, its
iterative phases: Empathize, Define, Ideate, Prototype, and Test, contribute to
understanding people and devising effective ways of solution-based approach to
problem-solving.

Event- based learning
Design Thinking is both an approach and a process of solving
complex problems in a highly human-centered way. It is based
on the methods and procedures that designers use. It seeks to
understand the user’s needs to arrive at an effective solution to
address those needs.
It follows the following principles:

(1) The Human Rule - All design activity is social;
(2) The Ambiguity Rule - Ambiguity is inevitable - experiment at the limits of your
knowledge;
(3) All Design is Redesign - While technology and social circumstances may
change, basic human needs remain unchanged; and
(4) The Tangibility Rule - Prototypes help to make ideas tangible, enabling
designers to communicate them effectively. As a Transformative Pedagogy, its
iterative phases: Empathize, Define, Ideate, Prototype, and Test, contribute to
understanding people and devising effective ways of solution-based approach to
problem-solving.
Facilitation as Transformative Pedagogy

The Facilitation as Transformative Pedagogy framework considers
the following four components directed at the transformative learning
from the perspective of the facilitator: (1) Confirming and interrupting
current frames of reference; (2) Working with triggers for
transformative learning; (3) Acknowledging a time of retreat or
dormancy; and Developing the new perspective.
Flipped classroom
Flipped learning is an approach to teaching and learning that moves
the didactic methods into opportunities for learners, such as watching
video lectures and reading resource materials to work at their own
pace and space. Also, it offers flexibility in the learning environment
for knowledge building.

Floor Talk
This shall be done whereby one representative explains the group
output to the whole class.
I-ACT Strategy
This strategy is composed of the following phases: Ideate,
Activate, Care and Typify in teaching any GCED theme and
topic.
1. In Ideate, the facilitator may elicit ideas by identifying

issues induced by a stimulus material such as pictures,
poems, logos, music, and others.
2. In Activate, learners explore the emotions evoked by the stimulus materials. It is

important to develop a conjuring empathy that helps in moving people to act for others.
This can be done by helping learners to clarify their concepts and the emotions that go
with the concepts and use these as basis for the initial discussion. The teacher may ask
questions such as:
− What do you know about the concepts?
− Why do you feel the way you do about the concepts?
− In what ways do the emotions you feel facilitate or hinder doing something
to address the issues?
3. Care is the phase where class design an action to take. They may be divided into
small groups and have them identify and discuss actions they can undertake at
home, school or community. Each group will then be asked to create a creative
presentation of their action plan.
4. Typify corresponds to the application phase where learners will practice what they
will choose to do. Students may practice taking action about an issue by making any
of the following:
− Online campaign (blogging, vlogging, etc.)

− Face-to-face campaign (distribution of flyers and brochures, setting up of
booths and exhibits, etc.)
− Writing letters to authorities (letter to the editor, letter to local government
executives, etc.)
− Action creative (use of arts, music, poster-making, or any other action to
campaign.
Our Pledge
Students will be provided with colored papers. The learner will draw
his or her hand on the paper. Then, they will write their pledge or
commitment on the palm of the hand on the paper. After, they will cut
the paper hands, share their commitments and the class will create a
collage of hands which will be displayed.
In a simple ceremony the class will sing a Unity song like the famous Scout Song,
“Everything Together” or “We are Unity” by Umosia or “I am but a small voice” by Lea
Salonga.
Participatory, Exchange, Artist- Cultural, Creative-

Critical, Estranging (P.E.A.C.E.) Pedagogy
This pedagogy is grounded in the belief that learning happens
during the interaction between and among participants and
facilitators. The letters of P.E.A.C.E. pedagogy represent
essential elements of learning:
P articipatory learning in which the stories and experiences of the participants’ lives are
central
E xchange of mutual understanding beyond dialogues, exchanging what body and mind
promptly capture and convey
A rtistic-cultural creation of step-by-step “aha” moments through theatrical, musical,
drawing, mime, and other types of activities that engage all six senses
C reative - critical construction and testing new things and thoughts, acts, and
interpretations with questions and observation of details.

E stranging of distance and relationship between the familiar and unfamiliar, raising and
responding to profound questions about oneself and the surrounding world
In this pedagogy, teachers take active facilitators leading students to the Do, Observe,
Exchange, Reflect and Synthesize (DOERS) Model.
Students are engaged to “Do first” multisensory and interactive activities. The activity allows
for intense Observation, which then is shared among the learners. The Exchange facilitates
democratic dialogue among learners, which promotes active learning. After, learners Reflect
on the discussion., which can then be linguistically and conceptually Synthesized.
(Online) Photovoice
Students will work in groups to discuss an assigned GCED theme
and topic. They will be provided with papers and markers to write or
draw their advocacy statements that address GCED issues and
concerns. Each group of students should have a photo holding the
advocacy statement. The photo can be uploaded in a chosen class
blog or website.
RAW Files (Reflect - Act - Win Fun

and Interactive Learning Sessions)
The RAW Files is composed of various strategies that guide the

learners in learning a particular GCED theme or topic.
Reflect
Gallery Walk - The teacher will post pictures related to a certain
GCED theme or topic around the room. Students are asked to walk
around the room and look at the pictures. Each one will get a
picture. Working as a group, learners will classify examples and non-examples of the GCED
theme or topic being discussed and explain to the group their classification. Teachers should
prepare guide questions for reflection/ discussion.
Act
The teacher will introduce the EDIT Framework in coming up with the plan for action.
E xplore - talk to/ interview household members and as a family, brainstorm on simple/

concrete measures to practice a certain GCED theme and topic. In addition, the class will
brainstorm on simple/ concrete measures to practice a GCED theme and topic in school.
D efine - articulate the family/class’ measures and action plans
I deate - come up with a plan of action
T ake action - implement the plan
Students document the implementation of the plan and come up with a video. Highlight also
the insights gained from the experience and how could these be sustained.
Six Thinking Hats

This was developed by Edward de Bono. It is an active learning strategy to help develop
critical thinking, inspire creativity and promote a culture of innovation. The framework is
based on the idea that one will wear six different colored “hats” and each hat represents a
different perspective to analyze a situation. This strategy may be used in analyzing cases,
participating in discussion forums, writing/ speaking assignments, or exploring other’s
perspectives. Here are meanings of the six hats based on deBono (1999) and the prompts
from Honeycutt (n.d.)
Hat Color Meaning/ Perspective and Prompts
This hat calls for known facts, objective information, data needed.
The one who uses this hat look for information about the situation.
Prompts:
What does the data tell us?
What facts do we know?
White Hat What core information is needed to help understand the problem?
(Collecting
What questions need to be answered to solve the problem?
Information/ Facts)
This hat signifies feelings, hunches and intuition. The one who
uses this hat expresses emotions and shares feelings of fear, like,
dislike, love and hate.
Prompts:
How are people feeling?
Red Hat What reactions do we need to anticipate?
(Emotional What are the prominent feelings about the picture?
Reactions)

This hat symbolizes brightness and optimism. The one who uses
this hat probe for positives, advantages, benefits of the situation.
Prompts:
What are the benefits or positive outcomes associated with this
decision?
Yellow Hat What are the advantages of this solution?
(Positive Tracking)
What are the positive aspects, strengths and advantages about the
picture?
This is also known as the risk management hat. The one who
wears this hat spots difficulties, caution, concern, alert for
something that may not work in a situation.
Prompts:
What should we be concerned about?
Where should we proceed with caution?
Black Hat What are the disadvantages or negative aspects about the picture?
(Negative Issues)
What are the weaknesses, dangers and problems?
This hat focuses on creativity; the possibilities, alternatives and

new ideas. The one who wears this hat looks for an opportunity to
express new concepts and new perceptions about the situation.
Prompts:
What ideas haven’t been tried before?
What if…?
Imagine this…
Green Hat
(Creative What are some ways the problem can be improved or made
improvement) better? How many creative uses are there for this situation?
This hat is used to reflect on the process and think about the
control mechanism. The one who wears this hat processes the
situation metacognitively.
Prompts:
What has been done before?
What impact did that decision have?
Blue Hat Where should we go from here? What strategy is used for solving
(Reflecting on the
the problem or decision-making was most effective for the
process/
metacognition) situation?
Which hat was the best for this situation?

Story-telling
Stories provide a way to create a structure that learners can revisit
their understanding of their experience. Narratives encourage
linking memories of events, navigating resources, and adding
coherence to different experiences. Stories can provide emotional
engagement and relevance for learners, together with personal
involvement and immersion (Sharples, et al., 2014).
Think Pad
Students will write on a piece of paper what did they hear, see,
think and feel after doing a learning task, such as watching a video
or experiential activity.
Using threshold concepts
Meyer and Land (2003) defined “a threshold concept can be

considered as akin to a portal, opening up a new and previously
inaccessible way of thinking about something.”
There are five characteristics of threshold concepts:
− transformative - they shift a learner’s perceptions of a subject;

− irreversible - once learned, they are hard to unlearn;
− integrative - they expose the inter-relatedness of some things;
− bounded - they border with other threshold concepts to define a disciplinary area;
and
− troublesome - they appear complicated and unintuitive (Sharples, et al., 2014).
As a student-centered pedagogy, it requires understanding and appreciating students and

their depth of understanding.

Viewfinder: Set Your Focus - My MP4
As an assignment, learners will take 4 meaningful photos of assigned
GCED themes and topics (for example, sustainable practices) at
home, school and community. They need to print the photos they
have taken. The next day, they will be asked to post the pictures on a
designated board of the classroom.
Youth Voice
Using different media platforms, students make a presentation of
reflective expressions using their chosen language in any form
of expressive arts outputs such as poetry, hugot lines, collage,
poster, slogan, videos, speeches, and many others on a specific
GCED theme and topic.
ASSESSING GCED LEARNING

OUTCOMES
What assessment strategies and tools
can I use in the GLEs?
Assessment and evaluation are geared towards improving learning outcomes and helping to
determine learners’ strengths and areas for improvement, adapt curriculum and instructional
approaches to learners’ needs, and assess the overall effectiveness of classroom
instruction. The following questions can guide SME-writers in developing the assessment
strategies in the GLEs (UNESCO, 2015, DepEd Order No, 031, s. 2020):
 What is the purpose of assessment?

 What are the core areas of learning to be addressed in a comprehensive assessment
and evaluation plan?
 How will we know if learners are successfully learning the GCED concepts and
values? What are its indicators?
 What will we accept as evidence of learners’ understanding and skill development?
 What types of assessment will be most beneficial to collect evidence of learning?

 Which method would best allow learners to demonstrate the GCED Key Outcomes,
considering their learning modality?
 How can technology help in assessing learners?
However, it is essential to note that current and traditional forms of assessing learning do
not always effectively address GCED learning, even if the teaching and learning includes
GCED elements. In order to create and implement GCED learning assessment, keep in
mind the following GCED learning assessment methods used by APCEIU (2020):
1. Create specific evaluation systems designed for GCED learning.

A complete evaluation system should be established keeping in mind the
achievement of GCED learning outcomes. Teachers should be mindful of the
alignment of the learning outcomes, learning tasks and assessments. Evaluation
should not be taken as an end of the instruction but should be the basis for further
enhancement of practice. Further, teachers evaluate how learners approach learning
and the results they produce. Thus, teachers do not just assess GCED learning
outcomes effectively, but also help them practice GCED effectively.
2. Focus on a process-oriented approach in creating tools and methods for

assessing GCED learning. Through this approach, teachers, as well as the learners
can examine their inquiries, failures and successes throughout the learning process.
Teachers facilitate learning in a multi-sensory, multi-activity and collaborative way.
Students, on the other hand, internalize the academic skills, they gain confidence
and become willing to take risks in their learning. This approach also helps in
monitoring if GCED learning is meeting its goals.
3. Develop specific rubrics for assessing GCED learning. Rubrics are created with
the notion of the ideal qualities and capabilities that students need to acquire through
GCED in the learning areas. The development of rubrics help both teachers and
students to evaluate their performance tasks fairly and effectively based on set
criteria. Developing rubrics for assessing GCED learning helps to quantify the
learning outcomes. Rubrics need not be overly prescriptive but should involve active
participation of students in developing such rubrics.
4. Assess affective learning. One of the targets of GCED is the development of the
socio-emotional domain of the learners, aside from the cognitive and behavioral
domains. The impact of GCED can be manifested in the changes of students’
individual and collective beliefs and attitudes (Sklarwitz, 2017). Assessing affective

outcomes helps in improving the quality of GCED learning. Teachers may use
anecdotal records, checklists, scales, peer appraisals, sociometric techniques,
projective (i.e., methods of association) and non-projective tests (e.g., personality
inventories, creativity tests, etc.).
5. Employ competency-based assessments. It provides a transversal vision of the

evaluation of curriculum subjects since it involves holistic assessment. Specific
GCED competencies serve as a guide for teachers in planning their teaching,
learning and assessing processes, therefore, strengthening the links between GCED
and the curriculum. Teachers should check the topics in the learning area and
connect the competencies between the learning area and GCED. In this way, GCED
is mainstreamed in the curriculum.
Assessment tools, methods and techniques should be varied and multifaceted to allow
learners to demonstrate the core competencies of GCED. It is suggested that these are
localized, indigenized, differentiated and be curriculum-specific.
The following assessment tools, methods and techniques may be used in assessing desired
learning outcomes of GCED (Butler and Mcmunn, 2006):
 Products - essays, logs, journals, posters/ murals

 Constructed Responses - graphs, matrices, webs, portfolios, projects, flowcharts,
maps, media analyses, interviews, research reports, projects, petitions, letters
 Performances - oral presentation, group output, role-playing, simulations,
demonstrations, drama/popular theatre, rally, debates, panel discussions, oral
recitation, storytelling, artwork, poetry writing, musical compositions/ recitals, film and
audio productions, social media, dialogue, games, sports
 Intercultural, local, international, and global immersion - field visits, school
twinning/ exchange, study abroad, service-learning

DURING PHASE
This second phase is the actual development of GLEs. Use the instructional design
(ID) provided in this manual in writing your GLE. Aside from the ID, you need review
the sample GLEs in your respective learning area to guide you in developing your
own GLE. Also, in this Phase, you need to establish validity, alignment to KSA, and
coherence, and subject to language review your GLE.
DEVELOPING THE GLEs

What Instructional Design will I Employ
in the GLEs?
The GLEs employ a constructivist instructional design. The writers should be guided by the
principles of constructivism: active, collaborative and authentic learning (Karagiorgi &
Symeou, 2005). You should keep in mind the following aspects in the design of the GLEs:
1. Learners should build on connections to the new topic through accessing their prior
knowledge and motivation to learn.
2. Instruction should be articulated and structured so that the learner can most readily
grasp it. For example, articulation of issues to be discussed may be from local to
national and even global.
3. Instruction should be holistic and address the three dimensions of GCED: cognitive,
socio-emotional, and behavioral.
The figure serves as a guide in developing GLEs that fit the existing DepEd ADM Module
parts. However, the GLE integration framework as an instructional design is not limited to
the context of the pandemic. It appreciates and reflects the GCED pedagogical principles.
What’s In It? / What is it?/ What I Have What I Can Do/

Balikan Talakayin Learned/ Isaisip Isagawa
Making Exploring
Connections Perspectives Taking Actions
(Pag-uugnay) (Pagpapakahulugan) (Pakikibahagi)
Holistic and Interdisciplinary Dialogue and Participation Multimodal Values Formation Applicable and Relevant Critical Empowerment
Asking Questions Reflecting

(Pagtatanong) (Pagsasapuso)
What’s In It? / What’s More?/ Why is it

Balikan Pagyamanin meaningful
relevant? / Isapuso

For a straightforward integration of GCED, the following integration strategies are employed
to fit with the parts of the module:
1. Making connections (Pag-uugnay) - In the GLE, it is vital to contextualize learning

by accessing learners’ prior knowledge and purpose for learning by making
connections between the learner and the new topic. There are different connections
that you may explore: (a) our common humanity, which is based on the similarities
and common needs of people; (b) global interconnectedness, the links different
people, places, and cultures share through trade, technology, migration, and
environment; (c) links between issues and concerns such as poverty and climate
change; (d) the parallels between global and local issues; and (e) link between
current and previous learning, and other curricula (Oxfam, 2015). These connections
also should be holistic and interdisciplinary.
2. Asking Questions (Pagtatanong) - essential questions related to GCED topics and

themes can be asked not only by the teacher but also by the learners themselves.
Learners should have the freedom to ask various questions to participate fully in the
discussion. Teachers should prompt and guide the learners to generate their
questions to structure an investigation of an issue at hand, analyze critically and
evaluate arguments, and examine answers to questions that will involve multiple
perspectives. Learners will be able to control their learning if this strategy is
practiced.
3. Exploring Perspectives (Pagpapakahulugan) - To understand the broad spectrum

of GCED topics, one should develop an awareness of his thoughts, judgments, and
feelings. It is crucial to underscore respect for diversity, effective communication
skills, and self-awareness. Consider presenting content and activities in your GLE
that help learners be aware of their values and assumptions; challenge their biases
and dispositions on specific issues; develop effective communication skills; build
awareness and respect for diversity. Learners will be able to explore various
perspectives successfully if the classroom atmosphere is safe, secure, and sensitive
for everyone.
4. Reflecting (Pagsasapuso) - the teaching and learning process of GCED should be

holistic and integrative and form values relevant to creating a just, equitable and
sustainable world. We should recognize the myriad influences on one’s decisions
and actions, such as cultural values, familial traditions, socially constructed norms,
educational experiences, and worldviews. Reflections may be used as a teaching,

learning, and assessing strategy. It caters to the socio-emotional learning dimensions
to develop empathy, solidarity, and respect for diversity.
5. Taking Action (Pakikibahagi) - as a transformative education, GCED aspires to

develop the 21st-century skills, capacities, competencies, and skills that foster deep
learning and engage the mind to integrate and apply relevant knowledge about
positive change. The GLEs should be structured to critically empower learners with
opportunities to make informed decisions and engage on critical issues of local,
national, and global importance, and transfer their learning into real-life situations.
The following elements shall guide the SME-writers in writing the GLE:
Learning Area Write the learning area the lesson is intended to be used.
Shade the grade level of the learners this lesson is intended
Grade Level to be used.
1 2 3 4 5 6 7 8 9 10
Shade the quarter the lesson is intended to be taught.
Quarter
1st 2nd 3rd 4th
Identify and share the target GCED Domain/s. Refer to the
GCED Domain/s Philippine GCED Guidance Matrix.
Cognitive Socio-emotional Behavioral
Refer to the Philippine GCED Guidance Matrix and identify
GCED Indicator/s
the target GCED Indicator/s by writing only the code.
Refer to the Philippine GCED Guidance Matrix and identify
GCED Theme and Topic the target GCED Theme and Topic to be covered by writing
only the code.
Enhanced Content Write the Content Standard based on the Enhanced K to 12

Standard Standards with GCED Integration [Appendix B]
Enhanced Performance Write the Performance Standard based on the Enhanced K to

Standard 12 Standards with GCED Integration [Appendix B]
Consider that this is an enrichment lesson, and the time

Time Allotment allotment shall be dependent on the nature or set-up of each
learning area.
Write a catchy and relevant title of the lesson highlighting the

Lesson Title
GCED Theme and Topic.

This section presents an overview of the lesson to be
discussed. In 2 to 3 sentences, establish the importance of
Lesson Introduction
integrating GCED into the topic through harmonized themes
(What I Need to Know /
and activities. The enhanced content and performance
Alamin)
standards for GCED are general in nature, hence there is a
need to provide specific context, conditions, and illustrations.
Objectives should first and foremost aim to develop the
understanding of both the content and process of the topic in
the learning area. In framing the objectives, be mindful of the
Lesson Objectives GCED domains, if possible, to target the cognitive, socio-
(What I Need to Know / emotional, and behavioral aspect for holistic development; if
Alamin) the topic will not lend itself to such, then objectives can
specifically target any of the domains.
Consider the setting of SMART (specific, measurable,
attainable, results-oriented, and time-bound) objectives.
This part includes an objective test that aims to check what

Pretest
learners already know about the lesson. You may create
(What I Know / Subukin)
multiple-choice, matching type or true or false items.
Lesson Proper
This section is a short drill or review to help learners to make

connections. You may explore the different relationships on
your GLE: common humanity, global interconnectedness,
Review
links between issues and concerns, the parallels between
(What’s In / Balikan)
global issues and our immediate environment, and the
established relationship between the current and previous
learning and other curricula.
In this portion, you will introduce the new lesson in various
ways, such as a story, song, poem, a situation, or other
Activity activities that students may be able to connect GCED
(What’s New / Tuklasin) themes, topics, and concepts to his or her context. By making
connections, you may also help the learner to set purpose in
learning.
This section provides a discussion of the lesson. It intends to

engage learners and be active participants in the learning
Discussion
process by exploring answers to and generating essential
(What is It / Talakayin)
questions to critically analyze and evaluate GCED themes,
topics, and concepts guided by the teacher.

This portion includes activities that will focus on developing
self-awareness of the learners’ thoughts, judgments, and
feelings toward the topic discussed based on the various
Generalization perspectives explored on the enrichment activity part. You
(What I Have Learned / may include activities to remind the learners of what
Isaisip) behaviors or rules to do and how to do it that have already
been taught based on the objectives of the lesson. You
should emphasize here the multimodality of learning by
engaging the learners holistically.
This section contains activities that prompt learners to reflect
on the lesson that led to realizing its meaning and relevance
to one’s life. You may include reflective questions or blank
Reflection (Why is it sentences/paragraphs, sketch notes, exit tickets, tell me how,
meaningful and relevant / and learning log/ blog to be filled in by the learners to connect
Isapuso) lessons to their experiences and analyze its effectiveness in
his or her context. It is also important to develop among
learners a strong commitment to GCED values and assume
responsibility.
This section provides an activity for learners to take action
and actively engage in authentic activities that promote
global citizenship. You may provide activities that allow
Application learners to work in groups, in pairs or independently to
(What I Can Do / Isagawa) practice the skills, concepts and information presented in
real-life situations or issues of local, national, and/or global
importance beyond the lesson and connect it to their own
lives.
This section contains tasks that aim to evaluate the level of
mastery in achieving the learning competency. Remember
that it should be based and aligned with the set objectives
Assessment / Tayahin
and instruction. Include oral, aural, written or applied
performance assessments based on the objectives of the
lesson
Answer Key / Susi sa This part contains the answers to all of the activities in the
Pagwawasto module.
This part lists all of the sources used in developing this

References / Sanggunian
module using Chicago Style.
Besides, SME-writers are also tasked to develop supplementary materials, e.g., worksheets
and/or activity sheets to be used by learners and shall be part of the lesson exemplars.

What specifications should I follow
in developing the GLEs?
I. GENERAL SPECIFICATIONS
A. STRUCTURE AND SEQUENCE
1. GLE is easy to understand by the intended learners.
2. The lesson design follows the principles of constructivism and GCED pedagogy.
3. The font style and size are suitable for intended learners and can help identify
ideas in the text.
4. The text is written in a conversational/ narrative style.
5. Visuals, illustrations, and graphic organizers:
a. are available to facilitate a better understanding of the lesson;
b. are relevant to the text, age, culture, and life situation of learners;
c. are an accurate representation of the concepts discussed in the lesson;
d. sustain interest and do not distract the attention of the learner;
e. are free from objectionable biases or advertising;
f. are proportionately drawn in size;
g. are appropriately placed on the page;
h. use appropriate color when needed in the understanding of concepts
6. In terms of design and layout, GLEs should:
a. contain enough space between words, between lines, and between texts and
visuals;
b. have the citations for graphics and visuals on the same page;
c. avoid ending a page with a hyphenated word or an awkward page-turn which
affect readability;
d. include adequate illustrations concerning the text;
e. employ harmonious blending of elements (e.g., graphics and text); and
f. be appropriately laid out and sustain readability.
B. CONTENT
1. GLEs are based on the Philippine GCED KSA, Domains, and Indicators of
enhanced standards of key stages in each learning area.
2. The learning competency shall be sub-tasked if it is necessary.
3. Content shall use pedagogical approaches that highlight the GCED teaching and
learning practices.
4. The content shall be arranged in a logical manner.
5. It shall consider the learner's context, situations, individual needs, and
capabilities.

6. The activities provided should promote the development of higher cognitive skills
and 21st-century skills.
7. It shall be written in a real-life context, interactive to arouse and sustain learners’
interest and motivation.
8. The content shall adhere to the Social Content Guidelines.
9. Content shall develop the core values of Maka-Diyos, Makatao, Makabansa and
Makakalikasan.
10. Content shall provide activities to unlock complex and/or new concepts, activate
prior knowledge to discover and learn new lessons.
11. Content and activities shall be congruent to the learning competency.
12. Sufficient examples, activities, and easy-to-understand directions are available to
facilitate independent learning.
13. Content shall be learner-centered, inclusive, and developmentally appropriate.
14. Content shall be in a smaller unit, self-instructional and self-paced.
15. There are caution, warning, and reminders included to ensure the safety of the
learner while doing activities.
16. Content shall provide strategies and activities to self-monitor progress, such as
criterion-referenced tests.
17. Content shall be flexible and friendly.
18. Content shall provide a balanced use of literature and informational text or fiction
to nonfiction text (2009 NAEP Reading Framework)
19. Linkages between and among past and present lessons shall be evident to make
tasks easy to understand.
20. Sufficient repetition through examples, illustrations, questions, and summaries
shall be provided to enhance understanding of concepts.
21. Content, language, and materials shall be appropriate to the reading level of the
learners.
22. The difficulty of the material shall match the ability of the learners.
23. The materials shall fit the objectives.

II. TECHNICAL SPECIFICATIONS
The GLEs follow the technical specifications of the ADM-LR used by the Department of
Education. This ensures that the GLEs are within the technical standards of the learning
resources to be made available for public school teachers and learners.
A. PAGE SET-UP
Ideal Number
Paper
Grade Level Orientation Margin Format of Pages
Size
(Body)
Grades 1 to 2 8.27” x Portrait Top: 1” Mirror 4 pages

11.69” Bottom: 1” Margin
Grades 3 to 6 8 pages
(A4) Inside: 1”
Grades 7 to 12 Outside: 1” 16 pages
B. TITLE PAGE
Entry Font Type Font Size Other Details
Position: top left-hand

corner
Box Size: 1.5” x 1.5” with
round corners
Box Border: 2 pt
Grade Level Identifier
Arial, bold face 70 pt Background color: Varies
(Hindu Arabic Number)
depending on learning area
Font Color: Black or White
depending on the
background color used in
the box
A serif or sans
serif typeface with
Resource Title Position: aligned at the
large x-height,
(Learning Area, center top part of the cover
open counters, 35 to 45 pt
Quarter and Module below the Grade Level
contras, good
No., Lesson Title) Identifier
linkage, uniform
proportions
Identifiers (Deped
Position: Bottom center
Logo, School Logo, NA NA
Color: Depends on the logo
and others)

COLOR OF THE GRADE LEVEL IDENTIFIER SHALL BE AS FOLLOWS:
Learning Area Color C M Y K
English Light blue 70 15 0 0
Filipino Dark blue 100 85 35 25
Science Orange 0 75 100 0
Mathematics Green 80 5 85 0
Araling Panlipunan Red 0 100 100 0
Edukasyon sa Pagpapakatao Brown 40 65 90 35
Music and Arts Canary yellow 5 0 90 0
Physical Education and Health Canary yellow 5 0 90 0

Mother Tongue-Based Multilingual
White 0 0 0 0
Education
Edukasyong Pantahanan at
Pangkabuhayan/Technology and Violet 70 70 0 0
Livelihood Education
Kindergarten Pink 0 70 0 0
Senior High School black 75 68 67 90
* Black or white shall be used as color of the text inside the Grade Level Identifier
depending on the background color applied in the box.
C. BODY-TEXT SPECIFICATIONS
Recommended Art-to-Text
Grade Level Font Size (Body Text)
Font-Family Ratio
K to Grade 1 Alfabeto Text: 16 pt 65%: 35%

Century Gothic Heads: 20 to 30 pt
Grade 2 (except for “?” Sub Heads: 16 to 18 pt 60%: 40%
symbol) (body text
flushed left/ragged
Grade 3 right to avoid Text: 14 pt 50%: 50%
hyphenations) Heads: 18 to 28 pt
Sub Heads: 14 to 16 pt
Grade 4 Arial Text: 14 pt 40%: 60%

Times New Roman Heads: 18 to 28 pt
Bookman Old Style Sub Heads: 14 to 16 pt
(body text Justified)
Grade 5 to 12 Text: 11 to 12 pt 30%: 70%
Heads: 15 to 24 pt
Sub Heads: 11 to 13 pt

OTHER SPECIFICATIONS:
1. Body Text
− Leading space shall be at 1.15 points.
− Spaces between subtitles and paragraphs shall be two (2) points.
− Pages shall be complete and properly sequenced.
− There shall be no overprinting/ double printing.
− Textline for K to 3 shall be justified.
− Beginning page for JHS and SHS shall be consistent on the right or left-hand page.
− Answer key shall be before the References page and shall be written upside-down in
font size 9.
− Body text
− K to 3 shall be flushed to the left; ragged right
− Grades 4 to 12 - justified
− Page number shall be centered at the bottom of the page.
− Citations for graphics and visuals shall be on the same page.
− There shall be no just one word or half a word on paragraph endings.
− Inside pages shall be in Arabic numerals.
− Pages shall not end with hyphenated words or awkward page turn.
− Pages shall be of the same length.
− The last page of the manuscript shall occupy at least half of the text area.
− There shall be at least two (2) lines of the text below a text head at the foot of the page.
2. Illustrations
− Illustrations shall face toward the page gutter.
− Illustrations shall not be divided into two (2) pages or placed in between the gutter of the
learning resource.
− Scanned illustrations shall be saved in JPEG, PNG or TIF.
− Illustrations shall use line-art in single color (preferably black) and there shall be no
shading effect other than hatching, cross hatching and stipple shading.
− Illustrations shall be near to the actual size of the requirement of the writer.
− Enlarging and resizing a raster illustration shall not be more than once.
− A right balance between filled and empty space, and the proportion of illustration to text
shall be created. Please refer to Art-to-Text Ratio on Table ___, Typography of Body
Text Specifications.
− Cropping in the joints like neck, shoulder, knee and elbow shall be avoided.
− Illustrations and visuals shall be attractive and appealing.
− Illustrations and visuals shall sustain consistency of style, color, size and angle
throughout the manuscript.

− Illustrations shall be correct, original, realistic, simple, clear and recognizable.
− Illustrations and visuals shall be properly labeled and captioned.
− Illustrations shall have appropriate and complete details such as color.
− For K to 3, illustrations of people, animals, places and objects shall be complete.
− Illustrations and visuals shall be original. Permission to use copyrighted illustrations and
visuals shall be secured before using it.
− Illustrations shall not be a modification of an illustration from another source.
− The use of photocopied, scanned published illustrations, screen captured illustrations are
prohibited.
− Flatbed scanner shall be used for manually drawn illustration.
− Manually drawn-illustration shall be scanned in 300 to 600 dpi in actual size to capture all
the details of the illustration and to produce quality scan.
− Illustrations shall be framed only when necessary. Thinner lines shall be used for the
frames than that of the illustrations.
− Local pictures and artworks shall be validated and approved by the ethnic community.
− Texts that are superimposed in the illustration shall be spelled out.
− Callouts shall be used to emphasize the important parts of the illustration.
− Brief, consistent, and relevant filename shall be used to save similar artwork files in one
manuscript.
− Digital illustration shall be saved in PSD layered file, SVG, JPEG, PNG or TIF.
What Social Content Guidelines

should I consider in developing the GLEs?
Through its Bureau of Learning Resources, the Department of Education compiled the
following guidelines in developing quality learning resources that respond to the core values
relevant to Filipino learners. “Social content refers to themes or topics for which DepEd
prescribes specific guidelines when these themes or topics are referred to in lessons in the
learning resources (ADM-LR, 2020). The following topics and themes are included in this
Social Content: The Filipino Learners; The Filipino Nation and Society; Citizenship and
Social Responsibility; Individuals and Social Identity; Social Institutions; Gender; Media,
Technology, and Communication; Health, Nutrition, and Wellness; Environment; and Safety
and Security.

Ensuring the inclusion of these guidelines fosters the teaching and learning of the core
values of Maka-Diyos, Makatao, Makabansa, and Makakalikasan; and desirable values such
as nationalism, social justice, moral uprightness, inclusivity, peace, understanding, and
compassion, among others.
A. THE FILIPINO LEARNER

a. Portray the learners as multifaceted with
physical, intellectual and psychosocial,
emotional, spiritual, and sociocultural traits;
b. Foster values formation through relevant
teaching-learning methods that promote 1
rational, liberal, and independent thinking about

evaluative issues, social, and global concerns;
c. Highlight the dignity of learners and communicate respect for their rights;
d. Uphold the learners’ unique values and principles that shape their way of
thinking and dealing with others;
e. Mirror the diversity of learners’ lived experiences, settings, and contexts; and
f. Depict learners as having 21st-century skills (information, media, and
technology) who actively develop, take advantage of, and put such skills to
practice.
B. THE FILIPINO NATION AND SOCIETY

a. Depict national symbols and institutions in contexts that
promote respect for their meanings;
b. Foster a sense of justice and obedience to and respect
for the Constitution and the law;
c. Maximize the use of illustrations and photographs
depicting the diversity of Philippine settings and
environments;
d. Highlight the diversity of Philippine cultural
communities, including Indigenous Cultural Communities
2
(ICCs);
e. Depict expression of Philippine cultures - technologies, inventions, games,
dances, songs, literature, dress, food, festivals, celebrations, practices,
customs, and others;
f. Show community settings that feature a mix of rural, suburban, and urban
situations without stereotyping any of them;

g. Refrain from giving importance and attention to popularized fads, transitory
personages and events, and untested theories or views; and
h. Include foreign products, practices, and values only as needed and
appropriate to the competencies being covered. When included, these foreign
products must be featured in ways that do not prejudice Philippine products,
practices, and values.
C. CITIZENSHIP AND SOCIAL RESPONSIBILITY

a. Encourage participative and responsible citizenship;
b. Promote in learners a positive attitude towards persons with
disability, highlighting their potential and capabilities;
c. Foster attitudes of inclusivity, acceptance, understanding, and
appreciation for diverse cultures, sectors, and groups in society;
d. Depict contributions of individuals and ethnic, cultural, and
religious groups that promote the common good of the community
3
and the larger society;
e. Avoid the depiction of physical, sexual, verbal, and mental abuse of adults
and children as well as violent sports and entertainment;
f. Respect to Ownership (in relation to Intellectual Property Rights); and
g. Uphold the confidentiality and privacy of all data and information as required
under the Data Privacy Act of 2012 (Republic Act No. 10173).
D. INDIVIDUALS AND SOCIAL IDENTITY

a. Depict the ethnic, physical, mental, religious,
cultural, and socio-economic diversity of individuals
and their circumstances in society and promote
sensitivity to and respect for the dignity and equal
treatment of all;
b. Involve all races and ethnicities, religions,
4
economic classes, sexual orientation, and gender
identity including lesbian, gay, bisexual, and transgender, queer, intersex,
asexual (LGBTQIA) in all social activities, events, and gatherings;
c. Avoid views or opinions that highlight stereotypes and encourage cultural,
moral, and social insensitivities against particular social classes, gender
groups, sexual preference, ethnicity, region of origin, level of ability, political
affiliations, cultural or religious groups; and

d. Avoid bias, prejudice, and stereotyping of various genders in depicting
behaviors, home and family roles, professions, occupations, and contributions
to society.
E. SOCIAL INSTITUTIONS
a. Family
i. Show respect for different family patterns
(nuclear, extended, with a single parent, or
with two parents, etc.); and
ii. Present family practices that show respect
5
to one another.
b. Religious/ Faith Groups
i. Use religious references, symbols, celebrations, and languages free of
biases; and
ii. Ensure that any reference to a religious group is appropriate,
accurate, and authentic in relation to the setting and/or period of
history in which they are presented.
c. Work Institutions
i. Present and promote a balanced and just relationship between
workers and managers; and
ii. Show workers of various professions and public servants contribute to
the development or growth of their communities or the country.
d. Commercial Entities
i. Avoid using commercial brand names and corporate logos; and
ii. Avoid incorporating any form of commercial solicitation and
advertising.
F. GENDER
a. Refrain from differentiating, either explicitly or implicitly, the
capability of males and females;
b. Depict gender and sexuality as an aspect of one’s personhood
in positive ways and maintain equal treatment of gender roles
regardless of age, ethnic background, economic status, special
needs, religious affiliations, sexual preference, occupations, and
contributions in both text and non-text materials; and
c. Avoid sexist language; use gender-free or gender-fair
6
language.

G. MEDIA, TECHNOLOGY AND COMMUNICATION
a. Portray ethnical media practice;
b. Demonstrate the importance of using different
forms of media as a means of communication and
expression of ideas;
c. Highlight technological innovations as products of
human ingenuity;
d. Depict responsible, safe, and secure use of
Information and Communications Technology 7
(ICT); and
e. Promote positive and desirable attitudes towards ICT and its use.
H. HEALTH, NUTRITION, AND WELLNESS

a. Promote and support personal health habits, physical fitness
activities, and practices;
b. Promote proper nutrition and good eating habits for children
and adolescents;
c. Discourage the use of tobacco, e-cigarettes, vape, alcohol,
restricted drugs (e.g., narcotics), and other addictive substances;
d. Emphasize health concerns during puberty and adolescence
with a focus on personal health and the development of self-
management skills in coping with life’s changes;
8 e. Promote the development and adoption of health programs in
preventing and controlling diseases and disorders; and
f. Encourage the application of consumer knowledge and skills in the effective
evaluation, selection, and use of health information, products, and services.
I. ENVIRONMENT
a. Portray lifestyles that contribute toward reducing
the impact of climate change through proper
segregation and waste management;
b. Portray efforts to conserve and care for the
country’s natural resources and protect the well-
being of the environment;
c. Advocate the sustainability of aquatic life and 9
resources;

d. Promote lifestyles/ practices that advocate proper land resource management
to effectively safeguard the environment and protect the rights of affected
communities, including IPs;
e. Portray efforts that regulate, restrict, or prohibit the importation, manufacture,
processing, sale, distribution, use, and disposal of chemical substances and
mixtures which cause risk and/ or injury to health or the environment; and
f. Present practices on humane treatment of and respect for all life forms.
J. SAFETY AND SECURITY

a. Promote disaster-risk management and
preparedness before, during, and after a disaster;
b. Promote awareness on hazards and risks that
may occur in school and other places;
c. Inculcate values such as concern and care for all
in times of emergencies or hazards;
d. Instill right attitude and appropriate action such as 10
protection or self-defense in facing any life-threatening situations;

e. Encourage use of locally available and affordable resources that could be
maximized to the most significant advantage in times of disasters;
f. Show the importance of collaborating and getting information from authorized
sources;
g. Encourage use of locally available and affordable resources that could be
maximized to the most significant advantage in times of disasters;
h. Show the importance of collaborating and getting information from authorized
sources; and
i. Endorse safety programs, procedures, and services to prevent accidents and
injuries.

AFTER PHASE
This phase of the GLE writing process is the actual implementation. You are expected
to use your developed GLE in your class. It is also expected that the evaluation of GLE
effectiveness is being monitored by you, as input for possible improvements of the
GLE.

A checklist shall be used to evaluate the developed GLEs. Indicators for the alignment to the
target learning competencies, instructional design and organization of the materials were
taken into consideration in assessing the GLEs.
Below is the checklist to be used for evaluating the GLEs.
CHECKLIST FOR EVALUATING GCED LESSON EXEMPLARS
Learning Area
Grade Level
Quarter
GCED Domain/s &

Indicators
GCED-Enhanced Content
Standard
GCED-Enhanced
Performance Standard
DIRECTION:
Please mark with a check (✓) the box that corresponds to your evaluation of the GLE.
4 2 1
3
INDICATORS Very Partially Not Remarks
Evident
Evident Evident Evident
LEARNING COMPETENCIES
1. The GLE is consistent with

the content and
performance standards, and
learning competencies are
articulated in the Philippine
GCED KSAs.
2. The competencies are

SMART and written in the
target GCED domain/s and
indicator/s.

INSTRUCTIONAL DESIGN AND ORGANIZATION
1. The GLE provides learning

objectives which reflect the
GCED themes and topics.
2. The topic chosen explicitly

integrates GCED in the
learning area.
3. The GLE selects

appropriate learning
resources essential in
achieving the goals of
integrating GCED in the
learning area.
4. The GLE adheres to the

GCED pedagogical
principles that are aligned
and geared towards that
attainment of the learning
objectives.
5. The content reflects the

correct integrated concepts
relevant to the individual
learners and the society.
6. The activities in the GLE are

designed in a logical
manner.
7. The GLE is
developmentally-
appropriate to its target
learners
8. The GLE used the GCED

integration strategies (Pag-
uugnay, Pagtatanong,

Pagpapakahulugan,
Pagsasapuso, and
Pagkilos).
9. The GLE employs

appropriate GCED
assessment methods and
tools that is aligned with the
learning objectives and
GCED pedagogy
10. The GLE is free from any

grammatical, factual,
conceptual and
computational errors.
RECOMMENDATIONS FOR IMPLEMENTATION
HIGHLY RECOMMENDED RECOMMENDED

All of the set indicators for an exemplary Majority of the set indicators for an
lesson are very evident and free of errors. exemplary lesson are very evident with
minimal revisions
CONDITIONALLY RECOMMENDED NOT RECOMMENDED

Some of the set indicators for an exemplary None of the set indicators are evident with
lesson are evident with minor revisions of major revisions of the content, activities,
the content, activities, language and format. language and format.

SUMMARY OF COMMENTS FOR REVISION
PAGE BRIEF DESCRIPTION OF ERRORS/ SPECIFIC COMMENTS

NUMBER FINDINGS/ OBSERVATIONS AND SUGGESTIONS
OVER-ALL COMMENTS/ SUGGESTIONS/ RECOMMENDATIONS

PHOTO CREDITS
1. Jirasaki from Getty Images
2. Benibear
3. Nutthaseth Vanchaichana from Getty Images
4. Fat Camera from Getty Images Signature
5. simongurney from Getty Images
6. Sviatlana Barchan
7. microgren from Getty Images
8. HearttoHeart0225 from Getty Images
9. TravelPics from Getty Images
10. khorzhevska from Getty Images

REFERENCES
Asia-Pacific Centre of Education for International Understanding. (2020). GCED learning
and assessment: An analysis of four case studies in Asia. APCEIU.
De Bono, E. (1999). Six thinking hats. MICA Management Resources, Inc. Retrieved from
http://www.debonogroup.com/services/core-programs/six-thinking-hats/.
Department of Education (2020). Alternative delivery mode learning resource standards.

Department of Education. (2018). Classroom Assessment Resource Book. Department of
Education.
Department of Education. (2020). Interim guidelines for assessment and grading in light of
the basic education learning continuity plan. DepEd Order No. 31, s. 2020.
Eisner, E. (2005). Reimagining Schools: the selected works of Elliot W. Eisner. Routledge.
Evans, M., Ingram, L., MacDonald, A., & Weber, N. (2009). Mapping the ‘global dimension’
of citizenship education in Canada: The complex interplay between theory, practice
and context. International Journal of Citizenship, Teaching and Learning, 5(2), 16-34.
Ewing, R. (2010). The arts and Australian education: Realizing potential. Australian Council
for Educational Research.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social
change. Jossey-Bass
Honeycutt, B. (n.d.). 10 ways to use the “six thinking hats” activity to engage students and
enhance critical thinking skills. Retrieved from
https://barbihoneycutt.com/blogs/lecture-breakers-blog/10-ways-to-use-the-six-
thinking-hats-activity-to-engage-students-and-enhance-critical-thinking-skills
International Bureau of Education-UNESCO (2018). Training tools for curriculum

development: A resource pack for global citizenship education (GCED). IBE-
UNESCO.
McGregor, C. (2012). Art-informed Pedagogy: tools for social transformation. International

Journal of Lifelong Education, 31 (3), 309-324.

McMunn, N. D., & Butler, S. M. (2006). A teacher’s guide to classroom assessment:
Understanding and using assessment to improve student learning. Jossey-Bass.
Myer, J. H. F., Land, R., & Baillie, C. (Eds.) (2010). Threshold concepts and
transformational learning. Sense Publishers.
Oxfam. (2015). Global citizenship in the classroom: A guide for teachers. Oxfam House
Philippine National Commission for UNESCO. (2019). Promoting Global Citizenship

Education (GCED) in Philippine Basic Education Schools: Technical Report.
Philippine Normal University.
Powell, K., & Serriere, S. (2013). Image-based participatory pedagogies: Reimagining

social justice. International Journal of Education and the Arts, 14(5). Retrieved from
http://www.ijea.org/v14n15/.
Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M.,
& Whitelock, D. (2014). Innovating Pedagogy 2014: Open University Innovation
Report 3. The Open University.
Sklarwitz, S. (2017). ScienceDirect. [Online] Available at:

https://www.sciencedirect.com/science/article/abs/pii/S0885985X16300821?via%3Di
hub.
UNESCO. (2015). Global citizenship education: Topics and learning objectives. United
Nations Educational, Scientific and Cultural Organization.
______. (2017). The ABCs of Global Citizenship Education. Paris, UNESCO.

http:unesdoc.unesco.org/images/0024/002482/248232E.pdf.
______. (2018). Preparing teachers for global citizenship education: A template. United
Nations Educational, Scientific and Cultural Organization.
UNESCO-OREALC. (2017). La Formacion Inicial Docente en Educacion para la

Ciudadania en America Latina: Analisis comparado de seis casos nacionales.
Santiago, UNESCO-OREALC.
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Formacion-
Inicial-Docente-en-Educacion-para-la-Ciudadadni.pdf.

APPENDIX
A - Philippine GCED Knowledge, Skills and Attitudes (KSAs)
CODE PHILIPPINE GCED THEMES AND TOPICS
T1 Local, National Global Systems, Structures, and Processes
T1.1 Underlying assumptions and power dynamics
T1.2 Historical development of global systems and structures
T1.3 Interconnectedness of global, national, and local systems
T1.4 Globalization: processes and challenges
T2 Culture and intercultural relations

Identity formation, protection, recognition, and advancement in multicultural
T2.1
societies
T2.2 Cultural Expressions and Intercultural Exchanges and Communication
T2.3 Diversity, Coexistence, Indigenization, and Glocal Communities
T2.4 Discrimination based on Gender, Ethnicity, Disabilities, and Religious Beliefs
T3 Environmental Protection and Sustainability
T3.1 Environment and Natural Resources
T3.2 Environmental Justice, Risks, and Policies
T3.3 Environmental Practices and Behaviors
T3.4 Climate change, biodiversity, and sustainable development
T4 Socio-economic Development and Interdependence
T4.1 Economic Interaction and Interdependence
T4.2 Inclusivity and Equitable Development
T4.3 Human Capital Development and Equal Opportunities

Health Issues affecting interaction and connectedness of communities at local,
T4.4
national, and global levels
T5 Institutions’ Conflicts, Social Justice, and Human Rights
T5.1 Promotion and Advancement of Peace
T5.2 Political Participation and Engagement
T5.3 Human Rights and Humanitarian Law
T5.4 Prevention of Conflicts, cultural inequities and Hate Crimes

CODE PHILIPPINE GCED DOMAINS AND INDICATORS
D1 COGNITIVE
D1.1. Informed and Critically Literate
D1.1.a Recognize complex situations or problems
D1.1.b Explain communicative contexts and respectful dialogue
D1.1.c Illustrate connections from multiple perspectives and world views
D1.1.d Analyze information from reliable and relevant sources
D1.1.e Evaluate appropriate actions, consequences, and implications
D1.1.f Formulate arguments through reasoning with evidence
D2 SOCIO-EMOTIONAL
Socially connected, respectful of diversity, and characterizes the values of
D2.1 Makadiyos, Makatao, Makakalikasan, Makabayan (God-fearing, Humane,
Environmental, Nationalistic)
Acknowledge the levels of shared identity and diversity: local, national, regional,
D2.1.a
and global
D2.1.b Communicate various perspectives through discourses and dialogues
D2.1.c Show concern and respect for humanity based on human rights
D2.1.d Value humanity and nation as basis for identity and citizenship
Commit to assume responsibility, mutual assistance, cooperation, and
D2.1.e
collaboration in various contexts in the world
D2.1.f Characterize global mindedness and global self-efficacy
D2.1.g Demonstrate respect for different beliefs and expressions of spirituality.
D3 BEHAVIORAL
D3.1 Ethically responsible and engaged actors for transformation
D3.1.a Demonstrate ethical and responsible behavior for a just and sustainable society
D3.1.b Conduct civic actions on global issues
D3.1.c Act habitually based on respect and empathy
Initiate actions about local, national, and global issues (i.e. advocacies for peace-
D3.1.d oriented values, security, and stability) which can be taken individually and
collectively)
D3.1.e Design initiatives to advance common good

UNESCO Asia-Pacific Centre of Education for International Understanding
PHILIPPINE NORMAL UNIVERSITY
National Center for Teacher Education
Department of Education
Philippine GCED KSA

LEARNING AREA: ENGLISH
GCED Indicators Enhanced GCED GCED Indicators

Enhanced GCED
Grade Enhanced GCED integration In the GCED integration In the GCED
integration In the Grade Quarter
Level Content Standards Cog SoE Beh Topics Performance Cog SoE Beh Topics
Level Standards
Standards
The learner listens for 3rd 1. Demonstrates understanding D1.1.b D2.1.b T2.2 1. Shares/ express D1.1. D2.1. T2.2
comprehension, speaks of familiar words used at home personal ideas, b b
clearly and uses and in the immediate thoughts about
appropriate expressions environment to communicate experiences at home
while recognizing personal experiences, ideas, and actions, feelings
diversity in talking about thoughts, actions, and feelings. towards family
oneself, family, and other members.
social context
interactions.
1. Demonstrates understanding D1.1.c D2.1.a T2.1 2. Displays sensitivity D1.1. D2.1. T2.1
of representative sounds of other D2.1.b T2.2 to representative c a T2.2
1 languages used in the school or T2.3 sounds of other
the local community and their spoken languages
meanings for appropriate use used in the school or
based on context specific in the local
situations community and their
meanings for
appropriate use based
on context specific
situations
1. Correctly names D1.1. D2.1. D3.1. T2.2
people, objects, c a c T2.3
places, and things
through context-
specific or theme-
based activities.
2. Appropriately uses D2.1. D3.1. T2.1
words familiar to all a c T2.2
learners in speaking T2.3
activities
1. Demonstrates understanding D1.1.c D2.1.a T1.3 Appropriately uses D1.1. D2.1. T1.3
of culture-specific story elements T2.2 culture-specific c a T2.2
and text structures for early T2.3 elements of texts, T2.3
exposure on the different popular in the local
literatures. community, to show
appreciation of other
literatures
1. Demonstrates understanding D2.1.a T1.3 1. Presents varied D2.a T1.3
of local literary concepts for T2 ideas independently T2
appreciation of early literacy- and shows interest in
related activities/tasks learning the local
literary pieces in
diverse literacy-
related activities and
tasks
Demonstrates willingness to D1.1.c D2.1.a D3.1. T2 1. Shares personal D2.1. D2.1. D3.1. T1.3
share useful strategies for a strategies to help b a c T2
purposeful, meaningful literacy other learners
learning in which intercultural independently
exchange of ideas and practices accomplish literacy-
take place. related tasks
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
2. Demonstrates understanding D1.1.b D2.1.a T1.3 2. Uses appropriate D1.1. D2.1. T2.1
of familiar literary text D1.1.c D2.1.b T2.2 context specific b b T2.2
representations from various T2.3 cultural expressions in T2.3
cultures in the community and oral interpretation
common expressions for effective and familiar situations
oral interpretation and
communication
Demonstrates understanding of D2.1.b T2.1 1. Confidently D2.1. T2.1
punctuation marks, rhythm, T2.2 expresses ideas in a T2.2
pacing, intonation and vocal various speaking tasks D2.1. T2.3
patterns as distinct features and in a manner (accent) b
2 conventions of language that vary naturally used at
on culture, used as guide for home and in the
fluent reading and speaking community
1. Demonstrates understanding D1.1.b D2.1.b T2.2 2. Uses information D2.1. T2.1
of culture-specific text elements D1.1.c from culture-specific, b T2.2
to see the relationship then draw theme-based activities D2.1. T2.3
connection between known and as guide for decision g
new information thereby making and following
facilitate comprehension instructions as may be
influenced by local
practices.
No enhancement D1.1.a T1.3 No enhancement D1.1. T1.3
a
No enhancement D1.1.a T1.3 1. Analyzes pattern of D1.1. D2.1. T2.1
sounds, as a distinct b a T2.2
feature of language D2.1. T2.3
that represents a b
particular group or
culture, for meaning
and accuracy
No enhancement D1.1.c T1.3 No enhancement D1.1. T2.2
b
1. Demonstrates understanding D1.1.b D2.1.a T2.1 1. Uses familiar T2
of appropriate contextualized D2.1.b T2.2 vocabulary commonly
vocabulary used in different T2.3 used at home and in
languages for effective the community to
communication in a variety of independently express
situation ideas in speaking
1. Demonstrates understanding D1.1.c D2.1.a T2.2
of local concepts in the D2.1.b
community reflected in print
1. Demonstrates understanding D1.1.c D2.1.a T2.2 1. Uses information D1.1. D2.1. T2.2
of culture-specific elements of D2.1.b derived from local b a
literary and expository texts for texts in presenting D2.1.
creative interpretation. varied oral and b
written activities
2. Demonstrates understanding D1.1.b D2.1.a T2.2 2. produces a variety D1.1. D2.1. D3.1. T2.1
of different formats, D2.1.b T2.3 of contextualized texts b a c T2.2
contextualized, to write for a for creative D1.1. D2.1. T2.3
variety of audience and purpose expression of one's c b
idea, thoughts and
feelings about, and
experiences at home,
with the family, and at
the local community
2. Demonstrates understanding D1.1.b D2.1.a D3.1. T2.2 1. Appropriately D1.1. D2.1. D3.1. T2.1
of the concepts of nouns, verbs, D2.1.b c identifies and b a a T2.2
and adjectives and its equivalent describes people, D1.1. D2.1. D3.1. T2.3
in the local language for proper animals, places, c b c
identification and description of things, and uses them
localized context in a variety of
contextualized oral
and written theme-
based activities
Demonstrates understanding of D1.1.b D2.1.a D3.1. T2.1 1. Makes personal D1.1. D2.1. T2.1
local concepts about narrative D1.1.c D2.1.b c T2.2 accounts on b b T2.2
and informational texts for the contextualized D1.1. T2.3
appreciation of commonality stories/texts as c
despite various perspectives expression of
appreciation to
familiar books that
promote local culture
Demonstrates willingness to D1.1.c D2.1.a D3.1. T2 1. Shares personal D2.1. D2.1. D3.1. T1.3
share useful strategies for a strategies to help b a c T2
purposeful, meaningful literacy other learners
learning in which intercultural independently
exchange of ideas and practices accomplish literacy-
take place. related tasks
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner listens 1. Demonstrates understanding D1.1.b D2.1.b D3.1. T2.1 2. Creatively presents D1.1. D2.1. D3.1. T2.3
critically to get of individual or culture-specific c T2.2 information in varied c a c
information from various speech cues for clear expression T2.3 ways that manifest
texts heard, of ideas personal identity
demonstrates while recognizing
independence in using diversity
the basic language
structure in diverse oral
and written
communication, and
reads with
3 comprehension
Demonstrates understanding of D2.1.b T2.1 1. Fluently expresses D1.1. D2.1. T1.3
punctuation marks, rhythm, T2.2 ideas about current c b T2.2
pacing, intonation and vocal issues in the T2.3
patterns as distinct features and community, the whole
conventions of language that vary country, and in other
on culture, used as guide for parts of the world in
fluent reading and speaking various ways
Demonstrates understanding of D1.1.c D3.1. T2.1 1. Uses information D1.1. D2.1. D3.1 D3.1
individual listening strategies and c T2.2 from various sources D1.1. b
learning styles T2.3 of text viewed or a
listened to about D1.1.
pressing local, d
national, or global
issues in preparing
logs and journals
1. Demonstrates understanding D1.1.b D2.1.b T2.2 1. Proficiently uses D1.1. D2.1. T1.3
of English vocabulary used in English vocabulary in b b T2.2
both oral and written language in varied local context T2.3
a given culture-specific context and creative oral and
written activities
or
proficiently uses
English vocabulary in
varied and creative
oral and written
activities to express
ones ideas and
opinions about local,
national, or global
issues.
1. Demonstrates understanding D1.1.c D2.1.a T2.2 1. Uses information D1.1. D2.1. T1.3
of culture-specific elements of D2.1.b derived from local b b T2.2
literary and expository texts for texts in presenting T2.3
creative interpretation. varied oral and
written activities
or
Uses information
derived from text in
presenting varied oral
and written activities
to express ones ideas
and opinions about
local, national, or
global issues
1. Demonstrates understanding D1.1.c D2.1.c D3.1 T3.1
of sentences and paragraphs in D1.1.e D2.1.e D3.1. T5.1
expressing ideas about how to a
save the environment, how to
protect the natural resources,
how can you help promote peace
at school, and other socially
relevant topics
Demonstrates understanding of D1.1.b D2.1.a D3.1. T2.1
local narrative and informational D1.1.c D2.1.b c T2.2
texts for appreciation of culture-
rich literacy-related activities and
tasks
Demonstrates understanding of D1.1.c D2.1.a D3.1. T2 1. Shares personal D1.1. D2.1. D3.1 T2.3
useful strategies for purposeful, a strategies to help c a
meaningful literacy learning in other learners D1.1.
which intercultural exchange of independently e
ideas and practices take place. accomplish literacy-
related tasks
Philippine GCED KSA

Enhanced GCED
Level Standards
Standards
The learner listens Demonstrates an understanding D3.1.d T.2.1,T. Actively creates and D1.1. T2.1
critically to various text of verbal cues for clear 2.2, participates in oral b
types pertaining to issues expression of ideas about issues T.2.3 theme-based activities
on family, community, concerning family and like role playing on
the country and the community. social issues; -
world and expresses
ideas accurately in both
oral and written forms;
demonstrates confidence
in the use of the
language to meet every
4 day needs; and reads
independently and gets
relevant information
about global issues, ,
issues on environment
and natural resources
from various text types.
Demonstrates an understanding D1.1.b efficiently delivers oral D2.1. T1.4
of verbal and nonverbal cues of presentations to f
effective oral presentation of express one's view on
one's view on his/her role in the current issues in the
community and the country community and
country and global
issues as well;
Demonstrates an understanding D2.1. creatively presents D1.1. T2.1
of information derived from b information on d
multimedia sources for clear and current issues in the
creative presentation of one's community using
ideas on current issues in the broadcast media.
community and the country
Demonstrates an understanding D1.1.b T.3;T1. - identifies story D2.1 T2.2
of the elements of literary and 3 perspective and text b
informational texts on issues elements and
about environment and natural communicate them
resources and their importance through discourses
to one's life and dialogues.
Demonstrates an understanding D2.1.b
of text types to communicate
various perspectives on current
issues about environment and
natural resources
Demonstrates an understanding D2.1. T.2.1 Use strategies to D2.1 T2.2
that word meaning can be a decode the meaning b
derived from different sources of words in context
and that their own and use these words
dialect/language can be a source to communicate
of these words various perspectives
through discourses
and dialogues.
Demonstrates an understanding D3.1. T2.1 Uses literal D3.1e T4.2
that reading in a wide range of b information from
texts provides pleasure and an texts to aptly infer and
avenue for self-expression and predict outcomes to
personal development which are critically examine
needed to become a productive issues for future
member of the community. actions.
Demonstrates an understanding D1.1d T5.1 uses varied sources of D2.1g T5.1
of the importance of using varied information to
sources of information from support writing about
reliable and relevant sources to one's stand on a
write about one's role in particular issue in the
advancing and promoting peace community
in the family and in the
community
Demonstrates a command of the D2.1c T2.3 Speaks and writes D3.1 T5.1
conventions of standard English about actions on local, d
grammar and usage when writing national, and global
about or speaking about one's issues (i.e. advocacies
stand on issues on discrimination for peace-oriented
based on Gender, Ethnicity, values, security and
Disabilities and Religious Beliefs. stability) using good
command of the
conventions of
standard English.
Attitude a. demonstrates an D2.1a a. T3.3
understanding of nonverbal cues D2.1 b. T4.4
to communicate various b; b.
perspectives on environmental D2.1
practices and behaviors with b
others; b. demonstrates an
understanding of verbal and
nonverbal elements of
communication to respond to
health issues at local and national
levels
Demonstrates an understanding D1.1.f T1.4 - uses library skills to D1.1. T5.4
of library skills to research on a gather appropriate f
variety of topics to formulate and relevant
arguments though reasoning with information to be
evidence regarding issues on used to formulate
processes and challenges of arguments with
globalization. evidence on issues on
globalization
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner listens Demonstrates understanding of D2.1. T5.1 no enhancement D1.1. T2.1
critically to different text the oral standards of English in b needed b
types from reliable and order to participate in various
relevant resources; oral communication demands for
expresses ideas on issues promotion and advancement of
like promotion and peace.
advancement of peace,
respect for diversity,
globalization in oral and
written forms; and
demonstrates interest in
5 reading to address
complex situations and
problems
D1.1.a T3.2 uses literary and D2.1. T2.3
demonstrates understanding of informational texts g
text types in order to construct heard to construct an
feedback on complex situations appropriate feedback
or problems demonstrating respect
for different beliefs
a. demonstrates understanding a. a. T2.3; uses literal D3.1e T4.2
of text elements to comprehend D2.1. b. T2.4 information from
various texts about shared b; b. texts to aptly infer and
identity and diversity; b. D2.1 predict outcomes
demonstrates understanding that b which inference and
reading a wide range of texts predictions form
provides pleasure and avenue for bases to design
self-expression of perspectives on intiatives to advance
gender, ethnicity, disabilities, and common good
religious beliefs for personal
development
demonstrates understanding of D3.1. T5.1 draft, edit, rewrite D3.1e T5.1
different formats to write about e and publish texts on
initiatives to advance common initiatives to advance
good for a variety of audiences common good for a
variety of audience
Grammar demonstrates D1.1.a T3.4 uses the correct D3.1. T1.4
command of the conventions of function of nouns, b
standard English grammar and pronouns, verbs,
usage when writing or speaking adjectives, and
about complex situations or adverbs in general and
problems their functions to
speak or write about
one's stand on global
issues
Attitude demonstrates D2.1. T2.3 uses a variety of D3.1. T2.3
understanding of non-verbal g strategies to provide c
communication to communicate appropriate feedback
with others - demonstrates based on respect and
understanding of verbal and non- empathy
verbal elements of
communication to respond back
showing respect for different
beliefs and expressions of
spirituality
demonstrates understanding of D1.1.d T5.1 uses a variety of D2.1. T5.1
library skills to research a variety research strategies to c
of topics and analyze information effectively write a
from reliable and relevant variety of texts on
sources promotion and
advancement of peace
for various audiences
demonstrates understanding of D2.1. T2.3 applies understanding D2.1e T2.3
construction, deconstruction, and e of forms and
reconstruction of print, non-print conventions of
and digital materials as venue for viewing texts to
commitment to assume appropriately create
responsibility, mutual assitance, messages to commit
cooperation, and collaboration in to assume
various contexts in the world resposibility, mutual
assistance,
cooperation, and
collaboration in
various contexts in the
world
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner listens to demonstrates understanding of D1.1.d T2.2 orally communicates D3.1. T1.4
global issues critically; various verbal and non-verbal information, opinions, d
communicates feelings elements in orally communicating and ideas effectively
and ideas to these issues information from reliable and to different audiences
6 orally and in writing with relevant resources. on how to initiate
a high level of actions about local,
proficiency; and reads national and global
various text types issues
materials to understand
one's role in the
promotion of a just and
humane society
- demonstrates understanding of D1.1.a T3.3 prepares for and D1.1. T2.2
the oral standards of English in participates effectively b
order to participate in various in a range of
oral communication demands to conversations and
convey opinions on complex collaboration with
situations or problems diverse partners,
building on others’
ideas and expressing
their own clearly and
persuasively (no
enhancement)
reads and analyzes D1.1 T2.3
information from d
reliable and relevant
sources with sufficient
accuracy and fluency
to support
comprehension.
c) demonstrates understanding D1.1d; T2.4 c) uses literal D1.1f T2.4
of information from reliable and D1.1a information from
relevant resources in order to texts heard to
construct feedback on complex formulate arguments
situations or problems through reasoning
with evidence
uses figurative D1.1 T2.2
language b
appropriately to
explain
communicative
contexts and
respectful dialogues
demonstrates understanding that D3.1e T5.1 d) uses literal D1.1a T2.4
reading a wide range of texts information from
provides avenue for texts to aptly infer and
understanding of one’s important predict outcomes of
role in the advancement of complex situations or
common good problems
express arguments through D1.1f T5.4 draft, edit, rewrite D2.1. T5.1
reasoning with evidence in and publish texts on c
formal and informal compositions initiatives to show
to fulfil their own purposes for concern and respect
writing for humanity based on
human rights
demonstrates command of the D3.1. T2.4 speaks and writes on D2.1. T5.1
conventions of standard English c how to show concern c
grammar and usage when writing and respect for
or speaking about acting humanity based on
habitually based on respect and human rights using
empathy. good command of the
conventions of
standard English
demonstrates understanding of D2.1g T2.3 Use a variety of D3.1. T2.4
verbal and non-verbal elements strategies to provide c
of communication to respond appropriate feedback
back showing respect for based on respect and
different beliefs and expressions empathy
of spirituality
a) demonstrates understanding D2.1f T1.4 uses a variety of D3.1 T1.3
of library skills to research topics research strategies to d
on global mindedness and global effectively write a
self-efficacy - variety of texts on
b)demonstrates understanding of initiating actions
the research process to write a about local, national
variety of texts on global and global issues for
mindedness and global-self various audiences and
efficacy purposes
demonstrates understanding of D2.1. T2.3 applies understanding D3.1e T4.2
construction, deconstruction, and e of forms and
reconstruction of print, non-print conventions of
and digital materials as venue for viewing texts to
commitment to assume appropriately create
responsibility, mutual assitance, messages on
cooperation, and collaboration in designing initiatives to
various contexts in the world advance common
good
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner 1st The learner demonstrates D1.1.c D2.1. T1.3 The learner transfers D1.1. D2.1. D3.1. T1.3
demonstrates understanding of: pre-colonial a learning by: showing c a a
communicative Philippine literature as a means appreciation for the
competence through his/ of connecting to the past by literature of the past
her understanding of acknowledging the levels of by acknowledging the
Philippine literary works shared national identity and levels of shared
7 and other text types diversity; national identity and
reflective of multicultural diversity
perspectives,
expressions, and
ingenuities for a deeper
appreciation of the
diversity of the Philippine
Culture and its
contribution to the
world.
various reading styles in D1.1.d D2.1. T2.3 comprehending texts D1.1. D2.1. T2.3
appreciating reading materials a illustrating multiple d a
connected to multiple Filipino Filipino perspectives
perspectives using appropriate
reading styles
ways of determining meanings of D1.1.d D2.1. T2.2 participating in D1.1. D2.1. T2.2
words associated with cultural b conversations using b b
expressions and communication expressions or
situationnaires
reflective of diverse
Filipino culture
the sounds of English and the D1.1.b D2.1. T2.2 producing English D2.1. D3.1. T1.3
prosodic features of speech a sounds correctly and b d
which become parts of the using the prosodic
Philippine English features of speech
effectively in various
situations in the
society such as during
election campaigns,
holidays, etc.
correct subject-verb agreement D1.1.c D2.1. T1.3;
with statements taken from a/D2. T2.3
literary texts reflective of 1.f
Philippine cultures
2nd The learner demonstrates D1.1.a D2.1. D3.1. T5.1 The learner transfers D1.1. D2.1. D3.1. T5.1
understanding of: Philippine c c learning by: resolving a c c
literature during the Period of conflicts presented in
Apprenticeship as a means of literary selections to
examining conflicts to show show respect for
respect for human rights human rights
various purposeful listening and D1.1.d D2.1. T2.2 using tools and D1.1. D2.1. D3.1. T5.4
viewing strategies on materials f mechanisms in d c d
with multicultural themes locating library
resources on the
prevention of
conflicts, inequities,
and hate crimes
difference between literal and D1.1.c D2.1. D3.1. T2.2 extracting information D1.1. D2.1. D3.1. T4.4
figurative languages found in a c and noting details b f d
Philippine literary works from texts dealing
with recent health
reflecting chivalry and heroic issues in the local,
deeds national, and global
arena to write a
précis, summary, or
paraphrase
ways to extract and condense D1.1.d D2.1. D3.1. T5.4 distinguishing D1.1. D2.1. D3.1. T2.2
information on prevention of c d between and using c a a
conflicts, inequities, and hate literal and figurative
crimes based on library sources language and verbal
and non-verbal cues
from Philippine
literary works
reflecting chivalry and
heroic deeds
verbal and non-verbal cues in oral D1.1.b D2.1. D3.1. T4.4 use phrases, clauses, D1.1. D2.1. D3.1. T3.1
communication on recent health b d and sentences d e b
issues in the local, national, and meaningfully and
global arena appropriately to speak
or write on how to
conserve and protect
our natural resources
types of phrases, clauses, and D1.1.d D2.1. D3.1. T3.1
sentences from readings about e b
the conservation and protection
of natural resources
3rd The learner demonstrates D1.1.e D2.1. D3.1. T2.1 The learner transfers D1.1. D2.1. D3.1. T2.1
understanding of: Philippine d e learning by: showing e d e
literature in the Period of ways of asserting
Emergence as a tool to assert one’s identity as a
one’s identity as a Filipino citizen Filipino citizen
strategies in listening to and D1.1.d D2.1. D3.1. T3.4 comprehending D1.1. D2.1. D3.1. T3.4
viewing of informative and short e a informative and short d e a
narrative texts on climate change, narrative texts using
biodiversity, and sustainable schema and
development appropriate listening
and viewing strategies
on climate change,
biodiversity, and
sustainable
development
word relationships and D1.1.d D2.1. T2.4 expressing ideas, D1.1. D2.1. D3.1. T1.4
associations related to gender, a opinions, and feelings a b d
ethnicity, and religious beliefs on prevailing national
and global concerns
through various
formats
informative speech forms on D1.1.e D2.1. D3.1. T1.4 enriching written and D1.1. D2.1. D3.1. T1.1
recent issues on globalization f d spoken f d e
communication using
direct/reported
speech, active/passive
voice, simple past and
past perfect tenses
and connectors
correctly and
appropriately in
writng or speaking
about underlying
assumptions and
power dynamics in the
Philippine context
use of direct/reported speech, D1.1.c D2.1. D3.1. T5.1
passive/ active voice, simple past g a
and past perfect tenses, and
sentence connectors with
selections or articles on peace
education
4th The learner demonstrates D1.1.d D2.1. D3.1. T2.1 The learner transfers D1.1. D2.1. D3.1. T2.1
understanding of: contemporary a e learning by: explaining b a e
Philippine literature as a means the need to be
of responding to the demands of cooperative and
the global village through responsible in today’s
appreciating literary works global village through
dealing with advancement in appreciating literary
multicultural societies works dealing with
advancement in
multicultural societies
various extended text types D1.1.c D2.1. D3.1. T1.3 using appropriate D1.1. D2.1. D3.1. T1.3
dealing with various local, f d strategies to d f d
national and global issues comprehend
extended text types
with various local,
national and global
issues
lexical and contextual cues D1.1.d D2.1. D3.1. T2.1 using lexical and D1.1. D2.1. D3.1. T2.1
reflecting different digital a e contextual clues to d a e
communities understand unfamiliar
words and expressions
reflecting different
digital communities
appropriate and polite oral D1.1.b D2.1. D3.1. T2.3 using imperatives, D1.1. D2.1. D3.1. T2.3
language, stance, and behavior a c prepositions, and b a c
with the appreciation of diversity appropriate and polite
and co-existence in the society oral language, stance
and behavior in
various information-
sharing formats with
the appreciation of
diversity and co-
existence in the
society
use of imperatives, prepositions, D1.1.e D3.1. T3.3
verbs, and wh-questions in d
crafting sentences showing
concern for the environment
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner 1st The learner demonstrates D1.1.c D2.1. D3.1. T1.3 The learner transfers D1.1. D2.1. D3.1. T3.3
8 demonstrates understanding of: African a d learning by composing f b a
communicative literature as a means of exploring and delivering an
competence through forces evident in select literary informative speech on
his/her understanding of works and assessing their practices and
Afro- Asian Literature and relationship in the Filipino culture behaviors for
other texts types for a environmental
deeper awareness and protection and
appreciation of Philippine sustainability keeping
Culture and its in mind the proper
connection to and effective use of
neighboring Afro- Asian parallel structures and
societies. cohesive devices and
appropriate prosodic
features, stance, and
behavior
Various reading styles vis – à-vis D1.1.d D3.1. T3.2
purposes of reading selections b
environmental risks and policies
in posed in the Philippines.
Prosodic features that serve as D1.1.b D2.1. D3.1. T2.2
carriers of meaning reflective of a a
the cultural expressions of a
speaker
Ways by which information D1.1.f D2.1. D3.1. T4.2
pertaining to socio-economic b a
inclusivity may be organized,
related, and delivered orally
Parallel structures and cohesive D1.1.c D2.1. D3.1. T4.3
devices in presenting information e c
on equal opportunities and
interdependence in the economy
based on the Philippine context
2nd The learner demonstrates D1.1.e D2.1. T2.3 The learner transfers D1.1. D2.1. D3.1. T2.2
understanding of: East Asian f learning by composing e b d
literature as an art form inspired and delivering a brief
and influenced by nature and and creative
establish how literary works from entertainment speech
other Asian countries such as the on unique Asian
Philippines are portrayed cultural expressions
featuring a variety of
effective paragraphs,
appropriate
grammatical signals or
expressions in topic
development, and
behavior.
Relationship of visual, sensory, D1.1.e D2.1. D3.1. T5.3
and verbal signals in both literary c c
and expository texts on human
rights
Strategies in listening to long D1.1.d D2.1. D3.1. T5.1
descriptive and narrative texts in e d
promoting peace in schools and
community.
Value of literal and figurative D1.1.b D2.1. T2.2
language from everyday a
communication of Filipinos.
Appropriate grammatical signals D1.1.e D2.1. D3.1. T2.4
or expressions which are free a c
from discrimination and biases
and are suitable to patterns of
idea development.
3rd The learner demonstrates D1.1.c D2.1. D3.1. T2.3 The learner transfers D1.1. D2.1. D3.1. T5.1
understanding of: Southeast a d learning by composing b b e
Asian literature as mirror to a and delivering a
shared heritage through literay persuasive speech
appeciation of various reading based on an
materials from the Philippines informative essay on
and other neighboring countries promotion and
in the region advancement of peace
among indigenous
communities in the
Philippines featuring
use of properly
acknowledged
information sources,
grammatical signals
for opinion-making,
persuasion, and
emphasis, and
behavior.
Coping strategies in processing D1.1.d D2.1. D3.1. T1.1
textual information related to d a
power dynamics or the tone of
human interaction.
Strategies in examining features D1.1.d D2.1. D3.1. T3.4
of a listening and viewing a e
material depicting biodiversity of
national wildlife.
Structural analysis of words and D1.1.d D2.1. D3.1. T5.2
propaganda techniques in b a
political campaigns.
Grammatical signals for opinion- D1.1.e D2.1. D3.1. T2.4
making, persuasion, and g a
emphasis on the call for religious
tolerance.
4th The learner demonstrates D1.1.c D2.1. D3.1. T1.3 The learner transfers D1.1. D2.1. D3.1. T5.1
understanding of: South and g a learning by composing f a d
West Asian literature as an a variety of
expression of philosophical and journalistic text about
religious beliefs and illustrating global advocacies of
connections with the Philippine Western Asian
culture countries for peace-
oriented values,
security, and stability,
the contents of which
may be used in
composing and
delivering a
memorized oral
speech featuring use
of properly
acknowledged
information sources,
grammatical signals
for opinion-making,
persuasion, and
emphasis, and
behavior.
Information flow in various text D1.1.d D2.1. D3.1. T3.4
types with emphasis on the e e
causes and effects of climate
change.
Reality, fantasy, and opinion in D1.1.d D2.1. D3.1. T2.2
listening and viewing materials a a
mirroring customs, traditions, or
practices of South and West
Asians
Word decoding strategies for D1.1.a D2.1. D3.1. T2.4
learners with reading disabilities c c
Use of information sources, D1.1.c D2.1. D3.1. T4.4
active/passive constructions, e d
direct/reported speech, perfect
tenses, and logical connectors in
journalistic writing focusing on
the government's responses on
the health crisis that the country
is experiencing.
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner 1st The learner demonstrates D1.1.e D2.1. D3.1. T2.3 The learner actively D1.1. D2.1. D3.1. T2.3
demonstrates understanding of how Anglo- a a participates in a c a a
communicative American literature and other speech choir fostering
competence through text types serve as means of awareness on cultural
his/her understanding of enhancing the self and the diversity through
British-American awareness on cultural diversity. using effective verbal
Literature and its and non-verbal
association with strategies based on
Philippine Literature and the following criteria:
other text types for a Focus, Voice, Delivery,
deeper evaluation and Facial Expressions,
9 appreciation of the Body Movements/
intercultural exchanges Gestures and
of Philippine Culture and Audience Contact.
those of other countries.
Also how to use processing, D1.1.c D2.1. D3.1. T3.1
assessing, summarizing e a
information, word derivation and
formation strategies, appropriate
word order, punctuation marks
and interjections to enable
him/her to participate in a speech
choir with themes on the
protection and conservation of
environmental and natural
resources in the global settings
2nd The learner demonstrates D1.1.d D2.1. D3.1. T2.3 The learner D1.1. D2.1. D3.1. T2.2
understanding of how Anglo- c e proficiently plays an c b d
American literature and other active part in a
text types serve as means of Chamber Theatre
valuing human rights and presentation with a
instilling global mindedness, theme on
beliefs and expressions multicultural issues
and perspectives
through employing
effective verbal and
non- verbal strategies
based on the
following criteria:
Focus, Voice, Delivery,
Facial Expressions,
Style and Body
Movements or
Gestures.
Also, how to use processing D1.1.c D2.1. D3.1. T2.2
information strategies, different b d
forms of adverbs and conditionals
for him/her to play an active part
in a Chamber Theatre
presentation with a theme on
multicultural issues and
perspectives
3rd The learner demonstrates D1.1.c D2.1. D3.1. T2.2 The learner skillfully D1.1. D2.1. D3.1. T2.2
understanding of how Anglo- a c performs in one-act c a c
American literature and other play depicting
text types serve as means of acceptance of
expressing Western culture and individual differences
connecting to other nations such through utilizing
as the Philippines. effective verbal and
non-verbal strategies
and ICT resources
based on the
following criteria:
Focus, Voice, Delivery,
and Dramatic
Conventions.
How to use ways of analyzing D1.1.d D2.1. D3.1. T2.1
one-act play and different forms a d
of verbal for him/her to skillfully
perform in a one-act play
depicting acceptance of
individual differences.
4th The learner demonstrates D1.1.d D2.1. D3.1. T2.1 The learner D1.1. D2.1. D3.1. T4.4
understanding of how Anglo- f a competently performs e e d
American literature and other in a full- length play
text types serve as means of reflecting local and
preserving unchanging values global health issues
amidst the advancement in and how people
multicultural societies interact and connect
to combat such crisis
through applying
and ICT resources
based on the
following criteria:
Focus, Voice, Delivery
and Dramatic
Conventions.
How to use the features of a full- D1.1.e D2.1. D3.1. T4.4
length play, tense consistency, e d
modals, active and passive
constructions plus direct and
indirect speech to enable him/her
competently performs in a full-
length play reflecting local and
global health issues and how
people interact and connect to
combat such crisis.
Philippine GCED KSA


Enhanced GCED
Level Standards
Standards
The learner 1st The learner demonstrates D1.1.e D2.1. D3.1. T4.4 The learner composes D1.1. D2.1. D3.1. T4.2
demonstrates understanding of how world e a a short but powerful f g d
communicative literature and other text types persuasive text on
competence through his/ serve as ways of expressing and promoting inclusivity
her understanding of resolving personal conflicts by in education using a
literature and other text promoting mental and emotional variety of persuasive
types for a deeper health. techniques and
appreciation and devices.
application of the tenets
of World Literature in
addressing emerging
10 local, national, and global
issues.
How to use strategies in linking D1.1.c D2.1. T5.2
textual information, repairing, b
enhancing communication public
speaking with themes on political
participation and engagement as
a youth in the community,
emphasis markers in persuasive
texts, different forms of modals,
reflexive and intensive pronouns.
2nd The learner demonstrates D1.1.e D2.1. D3.1. T5.4 The learner D1.1. T5.4
understanding of how world c e proficiently delivers f
literatures and other text types an argumentative
serve as vehicles of expressing speech emphasizing
and resolving conflicts among how to resolve
individuals or groups to advance conflicts among
to a common good individuals or groups
in the family, school,
and community
How to use strategies in critical D1.1.d D2.1. D3.1. T5.3
reading, listening, and viewing, c c
and affirmation and negation
markers to deliver impromptu
and extemporaneous speeches
on the issues of rights inherent to
all human beings.
3rd The learner demonstrates D1.1.d D2.1. D3.1. T5.4 The learner skillfully D1.1. D2.1. D3.1. T2.1
understanding of how world c d delivers a speech for a b b a
literature and other text types special occasion in
serve as sources of wisdom in specific group or
preventing conflicts, cultural public contexts in a
inequities and hate crimes among multicultural society
the Filipino youth such as the Philippines
through utilizing
and ICT resources.
how to use evaluative reading, D1.1.e D2.1. D3.1. T2.1
listening and viewing strategies, a a
special speeches for various
occasions in a multicultural
society, pronouns and structures
of modification.
4th The learner demonstrates D1.1.d D2.1. D3.1. T5.4 The learner D1.1. D2.1. D3.1. T2.4
understanding of how world c d competently presents e c e
literature and other text types a research report on
serve as instruments to resolve relevant socio-cultural
social conflicts through the use issues such as respect
the language of research, and tolerance on
campaigns and advocacies to one's gender,
promote a peaceful coexistence ethnicity, and religious
and harmony among people of beliefs
diverse ethnic and religious
affiliations in communities.
Philippine GCED KSA

GCED Indicators
Grade Level Key Stage Enhanced Key Stage with GCED Concept GCED Topics
Cog SoE Beh
1 Kinder to Grade 3 Students acquire the knowledge and understanding of the nuance D1.1 D2.1.a D3.1.c T1.3
of language as inherent to a specific culture in articulating D2.1.b T2
2 thoughts and feelings meaningfully and effectively in oral and D2.1.c
3 written discourse.
4 Grade 4 to 6 Student should be able to construct meanings from various D1.1.d;D1.1 D.2.1.b T2.2;T1.4
sources and perspectives about local, national and global and
5 communicate them using creative, appropriate and grammatically
6 correct oral and written language.
7 Grade 7 to 10 Students should be able to interpret, evaluate and represent D1.1.e; D2.1.a D3.1.d T1.3
information within, between, and among learning area texts and D1.1.d
8
discourses anchored on glocal themes.
9
10
11
12
Philippine GCED KSA

LEARNING AREA: MATHEMATICS
Grade Enhanced GCED integration In the Enhanced GCED GCED Indicators Enhanced GCED integration In GCED GCED
Level Grade Level Standards integration In the Content GCED the Performance Standards Indicators Topics
Quarter
Standards Topics Co So Be
Cog SoE Beh
g E h
The learner respectfully respectfully demonstrates is able to justify their reasoning
demonstrates understanding and understanding of addition D1. in a respectful manner to apply
appreciation of key concepts and and subtraction of whole 1.a, addition and subtraction of
skills involving numbers and numbers up to 100 D1. D2. D3. T1.3, whole numbers up to 100
number sense (whole numbers up including money in multiple 1.b, 1.b, 1.a, T2.1, including money in
to 100, ordinal numbers up to 10th, 2nd representations and mathematical problems using
D1. D2. D3. T2.2,
money up to PhP100, addition and various contexts. 1.c, 1.g 1.c, T3.1 various contexts such as self,
subtraction of whole numbers, and D1. physical, social, or virtual
fractions 1⁄2 and 1/4);geometry (2- 1.d environment.
1 and 3- dimensional objects);
patterns and algebra (continuous
and repeating patterns and is able to illustrate and
number sentences); measurement D1.
demonstrates compare fractions ½ and 1/4
(time, non-standard measures of 1.a,
understanding of fractions T1.3, through words, pictures,
length, mass, and capacity);and D1. D2.
3rd 1⁄2 and 1/4 in multiple T2.2, objects and/or symbols using
statistics and probability (tables, 1.c, 1.b
representations and T3.1 various contexts such as
pictographs, and outcomes) as D1.
various contexts. physical, social, or virtual
applied - using appropriate 1.d
environment.
technology - in critical thinking,
problem solving, reasoning, D1.
is able to describe and
communicating, making demonstrates 1.a,
compare the attributes, and
connections, representations, and understanding of 2- D1.
T1.3, construct 2-dimensional and 3-
decisions in real life using various dimensional and 3- 1.b, D2.
T2.2, dimensional objects using
contexts such as self and physical, dimensional figures in D1. 1.b
T3.1 various contexts such as
social or virtual environment. multiple representations 1.c,
physical, social, or virtual
and various contexts. D1.
environment.
1.d
D1. is able to explain the reasoning

demonstrates
1.a, and apply knowledge of
understanding of
D1. continuous and repeating
continuous and repeating T1.3,
1.b, D2. patterns and number
patterns and mathematical T2.2,
D1. 1.b sentences using various
sentences in multiple T3.1
1.c, contexts such as self and
representations of various
D1. physical, social, or virtual
contexts.
1.d environment.
D1. is able to explain the reasoning

demonstrates 1.a, and apply knowledge of time
understanding of time and D1. and non-standard measures of
T1.3,
non-standard units of 1.b, D2. length, mass, and capacity in
T2.2,
length, mass and capacity D1. 1.b mathematical problems using
T3.1
in multiple representations 1.c, various contexts such as self
of various contexts. D1. and physical, social, or virtual
1.d environment.
4th D1.
is able to create and interpret
respectfully demonstrates 1.a,
simple representations of data
understanding of D1.
T1.3, (tables and pictographs without
pictographs without scales 1.b, D2. D3.
T2.1, scales) and describe outcomes
and outcomes of an event D1. 1.b, 1.a,
T2.2, of familiar events with respect
in multiple representations 1.c, D2. D3.
T2.3, and empathy like in physical,
of various contexts using D1. 1.g 1.c,
T3.1 social, or virtual environment
the terms likely and 1.d,
using the terms likely and
unlikely to happen. D1.
unlikely to happen.
1.e
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
The learner respectfully 1. is able to illustrate its
demonstrates understanding and meaning, compare, and order
appreciation of key concepts and whole numbers up to 1000,
skills involving numbers and 1. respectfully ordinal numbers up to 20th,
number sense (whole numbers up demonstrates and money up to PhP100
to 10 000; ordinal numbers up to understanding of whole D1. through words, pictures,
100th; money up to PhP1 000;the numbers up to 1000, 1.a, objects and/or symbols using
four fundamental operations of ordinal numbers up to D1. various contexts such as self
whole numbers; proper and 20th, and money up to 1.b, and physical, social, or virtual
improper fractions; and similar, PhP100 in multiple D1. environment.
dissimilar, and equivalent 1.c, D2. D3. T1.3, 2. is able to illustrate ordinal
representations of various 1.b, 1.a, T2.1,
2 fractions); geometry (lines, 1st contexts D1. numbers up to 20th through
symmetry, and tessellations); 1.d, D2. D3. T2.2, words, pictures, objects and/or
patterns and algebra (continuous 2. respectfully D1. 1.g 1.c, T3.1 symbols using various contexts
and repeating patterns and demonstrates 1.e such as self and physical,
number sentences); measurement understanding of addition social, or virtual environment.
(conversion of time, length, mass of whole numbers up to 3. is able to justify their
and capacity, area of square and 1000 including money in reasoning through verbal and
rectangle); and statistics and multiple representations of in writing in a respectful
probability (tables, bar graphs, and various contexts" manner of the application of
outcomes) as applied - using addition of whole numbers up
appropriate technology - in critical to 1000 including money in
thinking, problem solving, mathematical problems using
reasoning, communicating, making various contexts such as self,
connections, representations, and physical, social, or virtual
decisions in real life using various environment.
contexts such as physical, social
or virtual environment.
D1.
1.a,
D1. is able to explain the strategy
demonstrates 1.b, respectfully and apply
understanding of D1. subtraction and multiplication of
subtraction and 1.c, D2. D3. T1.3,
whole numbers up to 1000
multiplication of whole D1. 1.b, 1.a, T2.1,
2nd including money in
numbers up to 1000 1.d, D2. D3. T2.2,
mathematical problems using
including money in multiple D1. 1.g 1.c, T3.1
various contexts such as self
representations of various 1.e and physical, social, or virtual
contexts
environment.
1. is able to compare different
solutions in a respectful
manner and apply division of
1. demonstrates
D1. whole numbers up to 1000
understanding of division
1.a, including money in
of whole numbers up to
D1. mathematical problems using
1000 including money in
1.b, D2. D3. various contexts such as
multiple representations of T1.3,
D1. 1.b, 1.a, physical, social, or virtual
various contexts T2.2,
1.c, D2. D3. environment.
2. demonstrates T3.1
D1. 1.g 1.c, 2. is able to describe and
understanding of unit
1.d, illustrate the meaning of unit
fractions in multiple
D1. fractions through words,
1.e pictures, objects and/or
contexts.
symbols using various contexts
such as physical, social, or
virtual environment.
demonstrates is able to differentiate its

3rd
understanding of straight attributes and construct straight
and curved lines, flat and D1. T1.3, and curved lines, flat and
curved surfaces, basic 1.a, T2.1, curved surfaces, basic shapes
shapes, symmetry in a D1. D2. T2.2, and create simple designs that
line, and tessellations 1.b, 1.b T3.1 show symmetry in a line and
using triangles and D1. tessellation using triangles and
squares in multiple 1.c squares in various contexts
representations of various such as physical, social, or
contexts. virtual environment.
demonstrates D1.
1.a, is able to produce different
understanding of
D1. T1.3, strategies and apply knowledge
continuous patterns using
1.c, D2. T2.2, of continuous patterns using
two attributes and
D1. 1.b T2.3, two attributes and number
mathematical sentences
1.d, T3.1 sentences involving
involving multiplication and
D1. multiplication and division using
division of whole numbers
1.e 2, 3, 4, 5 and 10 only in various
using 2, 3, 4, 5 and 10 only
in multiple representations contexts such as physical,
of various contexts. social, or virtual environment.
D1. is able to explain their thinking

respectfully demonstrates 1.a, respectfully and apply
understanding of time, D1. D3. knowledge of time, standard
standard measures of 1.b, D2. 1.a, measures of length, weight,
T1.3,
length, mass and capacity D1. 1.b, D3. and capacity, and area using
T2.2,
and area using square-tile 1.c, D2. 1.c, square-tile units in
T3.1
units in multiple D1. 1.g mathematical problems in
representations of various 1.d, various contexts such as
contexts. D1. physical, social, or virtual
1.e environment.
4th
D1.
deepens understanding of 1.a,
simple representations of data
pictographs without and D1. D2. D3.
T1.3, (tables and pictographs without
with scales and outcomes 1.b, 1.b, 1.a,
T2.2, and with scales) and
of an event using the terms D1. D2. D3.
T3.1 respectfully describe familiar
likely, equally likely and 1.c, 1.g 1.c, outcomes in a respectful
unlikely to happen in D1.
manner using various contexts
multiple representations of 1.d,
such as physical, social, or
various contexts. D1.
virtual environment.
1.e
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
The learner respectfully 1. respectfully
demonstrates understanding and demonstrates
appreciation of key concepts and understanding of whole
skills involving numbers and numbers up to 10 000, 1. is able to illustrate whole
number sense (whole numbers up ordinal numbers up to numbers up to 100, 000 in
to 10 000; ordinal numbers up to 100th, and money up to D1. various forms and contexts
100th; money up to PhP1 000;the PhP1000 in multiple 1.a, affecting local, national or
four fundamental operations of representations of various D1. global community. D1.
whole numbers; proper and contexts. 1.b, D2. D3. 2. is able to explain outcomes 1a, D2.
T1.3,
improper fractions; and similar, 2. respectfully D1. 1.b, 1.a, in respectful manner in D1. 1a, D3.
3 1st
1.c, D2. D3.
T2.2,
applying multiplication and 1b, D2. 1c
T1.3
dissimilar, and equivalent demonstrates T3.1
fractions); geometry (lines, understanding of addition D1. 1.g 1.c, division of whole numbers D1. 1b,
symmetry, and tessellations); and subtraction of whole 1.d, including money in 1c
patterns and algebra (continuous numbers including money D1. mathematical problems and
and repeating patterns and in multiple representations 1.e real-life situations affecting
number sentences); measurement of various contexts." local, national or global
(conversion of time, length, mass community.
and capacity, area of square and
rectangle); and statistics and
probability (tables, bar graphs, and
outcomes) as applied - using 1. is able to justify outcomes in
appropriate technology - in critical D1. respectful manner by applying the
thinking, problem solving, 1.a, knowledge of factors and
reasoning, communicating, making demonstrates multiples, and addition and
D1. D1.
connections, representations, and understanding of subtraction of fractions in
1.b, 1a, D2.
decisions in real life using various multiplication and division T1.3, mathematical systems and real-life
D1. D2. D1. 1a, D3.
contexts such as physical, social 2nd of whole numbers T2.2, situations affecting local, national T1.3
1.c, 1.b 1b, D2. 1c
including money in multiple T3.1 or global community
or virtual environment. D1. D1. 1b,
representations of various 2. is able to illustrate improper
1.d, fractions and mixed numbers in
1c
contexts.
D1. various forms and contexts
1.e affecting local, national or global
community
demonstrates
D1. D1.
understanding of proper is able to construct and illustrate
1.a, 1a,
and improper, similar and parallel and perpendicular lines,
D1. D2. T1.3, D1. D2. D3.
dissimilar and equivalent angles, triangles, and
1.c, 1.b T3.1 1b, 1b 1c
fractions in multiple quadrilaterals in designs, drawings
D1.
representations of various and models in respectful manner.
1c
contexts.
3rd
demonstrates
understanding of lines, D1.
symmetrical designs, and D1. is able to identify and explain in 1a,
tessellation using square, 1.a, D2. T1.3, respectful manner the missing D1. D2. D3.
triangle and other shapes D1. 1.b T3.1 element in a pattern and number 1b, 1b 1c
that can tessellate in 1.c sentence. D1.
multiple representations of 1c
various contexts.
D1. is able to justify outcomes in
demonstrates
1.a, respectful manner by applying D1.
understanding of
D1. the concepts of time, perimeter, 1a, D2.
continuous and repeating T1.3,
1.b, D2. area and volume to D1. 1a, D3.
patterns and mathematical T2.2, T1.3
D1. 1.b mathematical problems and 1b, D2. 1c
sentences involving T3.1
1.c, real-life situations affecting D1. 1b,
multiplication and division
D1. local, national or global 1c
of whole numbers.
1.d, community
D1.
1a,
demonstrates is able to create and interpret D1.
understanding of D1. simple representations of data 1b, D2.
conversion of time, linear, 1.a, (tables and bargraphs) to D1. 1a, D3.
T1.3,
mass and capacity D1. D2. respectfully present possible 1c D2. 1c
T2.2, T1.3
measures and area of 1.b, 1.b solutions on local, national or D1. 1b, D3.
T3.1
square and rectangle in D1. global issues and describe 1d, D2. 1e
multiple representations of 1.d, outcomes in simple D1. 1f
various contexts. experiments. 1e,
D1.
1f
4th 1. is able to illustrate whole

numbers up to 10 000 000 in
demonstrates
1.a, affecting local, national or
understanding of bar
D1. global community. D1.
graphs and outcomes of
1.b, D2. D3. 2. is able to justify outcomes in 1a, D2.
an event using the terms T1.3,
D1. 1.b, 1.a, respectful manner by applying D1. 1a D3.
sure, likely, equally likely, T2.2, T1.3,
1.c, D2. D3. divisibility, order of operations, 1b, D2. 1c
unlikely, and impossible to T3.1
D1. 1.g 1.c, factors and multiples and the D1. 1b
happen in multiple
1.d, four fundamental operations 1c
D1. involving fractions in
contexts.
1.e mathematical problems and
real-life situations affecting the
local and global community.
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
The learner respectfully 1. demonstrate
demonstrates understanding and understanding of whole 1. is able to illustrate decimals
appreciation of key concepts and numbers up to 100 000 in D1. in various forms and contexts
skills involving numbers and various forms and as 1a, affecting local, national or
number sense (whole numbers up applied to local, national or global community D1.
to 100 000, multiplication and global context. D1. D2. 2. is able to justify outcomes in 1a, D2.
division of whole numbers, order of 1b 1a, respectful manner by applying D1. 1a, D3.
1st 2. demonstrates T1.3 *T1.3
operations, factors and multiples, the four fundamental 1b, D2. 1c
understanding of D1. D2.
addition and subtraction of operations involving decimals D1. 1b
multiplication and division 1c 1b
fractions, and basic concepts of and ratio and proportion in 1c
of whole numbers
decimals including money); D1. mathematical problems and
4 including money in various
geometry (lines, angles, triangles, 1d real-life situations affecting
forms and as applied to
and quadrilaterals); patterns and local and global community.
local, national or global
algebra (continuous and repeating
context.
patterns and number sentences);
measurement (time, perimeter, 1. demonstrate D1.
area, and volume); and statistics 1a, is able to justify outcomes in D1.
understanding of factors D2.
and probabiity (tables, bar graphs, respectful manner by applying 1a, D2.
and multiples and addition 1a,
and simple experiments) as D1. percent in mathematical D1. 1a, D3.
2nd and subtraction of fractions T1.3 T1.3,
applied - using appropriate 1b D2. problems and real-life 1b, D2. 1c
in various forms and as
technology - in critical thinking, 1b situations affecting local, D1. 1b
applied to local, national or D1.
problem solving, reasoning, national or global community. 1c
global context. 1c
communicating, making
connections, representations, 2. demonstrates D1.
decisions in real life and to understanding of improper 1d
situations affecting the local, fractions and mixed
national or global community. numbers in various forms
and as applied to local,
national or global context.
D1.
respectfully demonstrates
1a,
understanding of the
D1.
concepts of parallel and D1. D2. 1a,
perpendicular lines, 1b 1a, is able to construct and explain
D1. D2. D3.
angles, triangles and T1.3 in respectful manner polygons,
D1. D2. 1b, 1b 1c
quadrilaterals in various circles and solid figures
1c 1b D1.
forms and as applied to
1c
D1.
context.
1d
D1.
1. is able to apply the
respectfully demosntrates 1a,
knowledge of sequence in
understanfing of concepts D1.
D1. D2. presenting various situations
3rd of continuous and 1a, D2.
1b 1a, affecting the local, national or
repeating patterns and D1. 1a, D3.
T1.3 global community. *T1.3
number sentences in D1. D2. 1b, D2. 1c
2. is able to explain in
various forms and as 1c 1b D1. 1b
respectful manner the different
applied to local, national or 1c
problem solving strategies
global context. D1.
used
1d
demonstrates D1. is able to justify outcomes in

1a, D1.
understanding of the D2. respectful manner by applying
1a, D2.
concepts of time, 1a, knowledge of time and
D1. D1. 1a, D3.
perimeter, area and T1.3 circumference in mathematical *T1.3
1b D2. 1b, D2. 1c
volume in various forms problems and real-life
1b D1. 1b
and as applied to local, D1. situations affecting local,
1c
national or global context. 1c national or global community.
D1.
1d
D1.
1a,
respectfully demonstrates is able to justify outcomes in
D1.
understanding of the D1. D2. respectful manner by applying
1a, D2.
concepts of bar graphs 1b 1a, knowledge of area, volume,
D1. 1a, D3.
4th and simple experiments in T1.3 temperature in mathematical *T1.3
D1. D2. 1b, D2. 1c
various forms and as problems and real-life
1c 1b D1. 1b
applied to local, national or situations affecting the local
1c
global context. and global community.
D1.
1d
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
The learner respectfully 1. demonstrates
demonstrates understanding and understanding of whole
appreciation of key concepts and numbersup to 10 000 000 D1.
skills involving numbers and in various forms and as D1. 1a,
number sence (whole numbers up applied to local, national or 1a, D1.
representations of data (tables
to 10 000 000, order of operations, global context. 1b, D2.
D1. D2. and line graphs) and apply
factors and multiples, fractions and D1. 1a, D3.
2. demonstrates 1b 1a, experimental probability in
decimals including money, ratio 1c D2. 1c
5 1st understanding of divsibility, T1.3 mathematical problems and
D1. 1b, D3.
T1.3
and proportion, percent); geometry D1. D2. real-life situations to
order of operations, factors 1d, D2. 1e
(polygons, circles, solid figures); 1c 1b respectfully present possible
and multiples, and the four D1. 1f
measurement (time, actions for change on local,
fundamental operations D1. 1e,
circumference, area, volume, and national or global issues.
involving fractions in 1d D1.
temperature); and statistics and
various forms as applied to 1f
probability (tables, line graphs and
local, national, or global
experimental probability) as
context.
applied - using appropriate
technology - in critical thiking, 1. respectfully
problem solving, reasoning, demonstrates
communicating, making understanding of decimals D1.
connections, representations, and in various forms and as D1. 1a,
is able to justify outcomes in
decisions in real-life, and to applied to local, national or 1a, D1.
respectful manner by applying
situations affecting the local, global context. 1b, D2.
D1. D2. the four fundamental
national or global community. D1. 1a, D3.
2. respectfully 1b 1a, operations involving fractions
1c D2. 1c
2nd demonstrates T1.3 and decimals in mathematical T1.3
D1. D2. D1. 1b, D3.
understanding of the four problems and real-life
1c 1b 1d, D2. 1e
fundamental operations situations and formulate
D1. 1f
involving decimals and possible actions on local,
D1. 1e,
ratio and proportion in national or global issues.
1d D1.
various forms and as 1f
applied to local, national or
global context.
D1.
D1. is able to justify outcomes in 1a,
1a, respectful manner by applying D1.
the knowledge of order of 1b, D2.
demonstrates D1. D2. operations, ratio and D1. 1a, D3.
understanding of percent 1b 1a, proportion, percent, exponents, 1c D2. 1c
3rd in various forms and as T1.3 T1.3
D1. D2. and integers in mathematical D1. 1b, D3.
1c 1b problems and real-life 1d, D2. 1e
global context.
situations and formulate D1. 1f
D1. possible actions on local, 1e,
1d national or global issues D1.
1f
D1.
1a,
respectfully demonstrates D1.
D1. D2. is able to construct and
understanding of polygons, 1a,
1b 1a, describe different solid figures,
circles and solid figures in D1. D2. D3.
T1.3 cubes, prism, pyramid,
various forms and as D1. D2. 1b, 1b 1c
cylinder, cone, and sphere in
applied to local, national or 1c 1b D1.
respectful manner
global context. 1c
D1.
1d
D1.
1a, is able to justify outcomes in
respectful manner by applying D1.
understanding of the D1. D2. knowledge of sequence, 1a, D2.
concept of sequence and 1b 1a, expressions, and equations in D1. 1a, D3.
solving simple equations in T1.3 *T1.3
D1. D2. mathematical problems and 1b, D2. 1c
various forms and as
1c 1b real-life situations affecting the D1. 1b
local, national or global 1c
global context.
D1. community
1d
D1.
respectfully demonstrate respectful manner by applying D1.
understanding of time and D1. D2. knowledge of speed, area, and 1a, D2.
circumference in various 1b 1a, surface area of plane and solid D1. 1a, D3.
T1.3 *T1.3
forms and as applied to D1. D2. figures in mathematical 1b, D2. 1c
local, national or global 1c 1b problems and real-life D1. 1b
context. situations affecting the local, 1c
D1. national or global community
1d
D1.
respectfully demonstrates respectful manner by applying D1.
understanding of area, D1. D2. knowledge of volume of solid 1a, D2.
volume and temperature in 1b 1a, figures and meter reading in D1. 1a, D3.
T1.3
various forms and as D1. D2. mathematical problems and 1b, D2. 1c
applied to local, national or 1c 1b real-life situations affecting D1. 1b
global context. local, national or global 1c
D1. community.
1d
4th D1.
D1. is able to create and interpret 1a,
1a, representations of data (tables D1.
respectfully demonstrates and pie graphs) and apply 1b, D2.
understanding of line D1. D2. experimental probability in D1. 1a, D3.
graphs and experimental 1b 1a, mathematical problems and 1c D2. 1c
T1.3 T1.3
probability in various forms D1. D2. real-life situations to D1. 1b, D3.
and as applied to local, 1c 1b respectfully present possble 1d, D2. 1e
national or global context. actions for change affecting D1. 1f
D1. local, national or global 1e,
1d community. D1.
1f
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
D1.
The learner respectfully 1a, D1.
demonstrates understanding and demonstrates
is able to formulate a solutions to 1.a
appreciation of key concepts and understanding of the four D1. D2.
challenging situations identified in ,
skills involving numbers and fundamental operations 1b 1a, the local community as part of the D1. D2.
number sense (divisbiity, order of 1st involving fractions and T1.3 T1.3
nation that involves sets and real 1.d 1.a
decimals in various forms D1. D2.
operations, fractions and decimals numbers and solve these in a ,
including money, ratio and and as applied to local, 1c 1b
variety of strategies. D1.
proportion, percent, integers); national or global context.
D1. 1.f
geometry (place and solid figures); 1d
6 patterns and algebra (sequence,
epressions, and equation); D1.
measurement (rate, speed, area, respectfully demonstrates 1a, D1.
surface area, volume, and meter understanding of order of is able to formulate solutions to 1.a
reading); and statistics and operations, ratio and D1. D2. problems identified in the local, ,
probability) as applied - using proportion, percent, 1b 1a, national, or global community D1. D2.
2nd T1.3 T1.3
appropriate technology - incritical exponents, and integers in that involves measurements 1.d 1.a
D1. D2.
thinking, problem solving, various forms and as and solve these using a variety ,
1c 1b
reasoning, communicating, making applied to local, national or of strategies. D1.
connections, representations, and global context. D1. 1.f
decisions in real life, and to 1d
situations affecting the local, D1.
national or global community. 1a, is able to respectfully D1.
communicate a model of situation
1.a
respectfully demonstrates D1. D2. in the local, national, or global
,
understanding of solid 1b 1a, community orally, in writing, using
D1. D2. D3.
figures in various forms T1.3 graphs, and using algebraic T1.3
1.b 1.b 1.c
and as applied to local, D1. D2. methods in solving problems
,
national or global context. 1c 1b involving algebraic expressions,
linear equations, and inequalities
D1.
D1. in one variable. 1.d
1d
D1.
1a, D1.
respectfully demonstrates is able to respcectfully present
1.a
understanding of sequence D1. D2. models of plane figures and
,
in forming rules, 1b 1a, formulate and solve accurately
D1. D2. D3.
expressions and equations T1.3 authentic problems from the T1.3
D1. D2. 1.b 1.b 1.c
in various forms and as local, national, or global
3rd 1c 1b ,
applied to local, national or community involving sides and
D1.
global context. angles of a polygon
D1. 1.d
1d
D1.
1.a
D1.
,
respectfully demonstrates 1a, is able to collect and organize D3.
D1.
understanding of rate and data systematically and 1.a,
D1. D2. 1.c, D2.
speed, and area and compute accurately measures D3.
1b 1a, D1. 1.e
surfacearea of plane and of central tendency and 1.b, T1.3,
T1.3 1.d ,
solid/space figures in D1. D2. variability and apply these D3. T1.4
, D2.
various forms and as 1c 1b appropriately in data analysis 1.d,
D1. 1.f
applied to local, national or and interpretation from global D3.
1.e
global context. D1. issues. 1.f
,
1d
D1.
1.f
D1.
is able to formulate solutions to
1a,
problems identified in the local, D1.
D1. national, or global community
respectfully demonstrates 1.a
1b D2. involving factors of polynomials,
understanfing of volume of ,
1a, rational algebraic expressions,
solid figures and meter D1. D2.
D1. T1.3 linear equations and inequalities in T1.3
reading in various forms 1.d 1.a
1c D2. two variables, systems of linear
and as applied to local, ,
1b equations and inequalities in two
national or global context. D1. variables and linear functions, and
D1.
1d solve these problems accurately 1.f
using a variety of strategies.
4th
D1.
1a, D1.
is able to formulate and solve
respectfully demonstrates 1.a
D1. D2. accurately local, national, or
understanding of pie ,
1b 1a, global problems involving linear
graphs and experimental D1. D2.
T1.3 inequalities in two variables, T1.3
probability in various forms D1. D2. 1.d 1.a
systems of linear inequalities in
and as applied to local, 1c 1b ,
two variables, and linear
national or global context. D1.
functions.
D1. 1.f
1d
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
The learner respectfully D1.
demonstrates understanding of 1.a
key concepts and principles of demonstrates ,
D1.
numbers and number sense (sets understanding of key is able to respectfully D1.
1.a,
and real number system); concepts of sets and the communicate mathematical 1.b
D1. D2. D3.
measurement (conversion of units 1st real number system T1.3 thinking with coherence and clarity ,
1.d, 1.b 1.c
of measurement);patterns and relevant to local in formulating and analyzing D1.
D1.
algebra (algebraic expressions community as part of the arguments. 1.d
1.f
and properties of real numbers as nation. ,
applied in linear equations and D1.
inequalities in one variable); 1.f
7 geometry (sides and angles of D1.
1. is able to formulate an
polygons); and statistics and organized plan to handle local, 1.a
probability (data collection and national, or global issues. ,
demonstrates D1.
presentation, and measures of 2. is able to respectfully D1.
understanding of the key 1.a,
central tendency and variability) as communicate mathematical 1.b
concepts of measurement D1. D2. D2. D3.
applied - using appropriate 2nd T1.3 thinking with coherence and clarity , T1.3
relevant to local, national, 1.d, 1.a 1.b 1.c
technology - in critical thinking, in formulating, investigating, D1.
or global community. D1.
problem solving, reasoning, analyzing, and solving real-life 1.d
1.f problems involving congruent
communicating, making ,
connections, representations, and triangles using appropriate and D1.
decisions in real life and to accurate representations. 1.f
situations affecting the local, D1.
national or global community.. respectfully demonstrates is able to respectfully 1.a
communicate mathematical
understanding of key ,
D1. thinking with coherence and clarity
concepts of algebraic D1.
1.a, in formulating, investigating,
expressions, the properties 1.b
D1. D2. D3. analyzing, and solving local, D2. D3.
of real numbers as applied T1.3 , T1.3
1.b, 1.b 1.c national, or global problems 1.b 1.c
in linear equations, and D1.
D1. involving triangle inequalities, and
inequalities in one variable 1.d
1.d parallelism and perpendicularity of
relevant to local, national, lines using appropriate and
,
or global community. accurate representations. D1.
1.f
D1.
1.a
,
D3.
respectfully demonstrates D1.
1.a,
understanding of key 1.c, D2.
is able to formulate and solve D3.
concepts of geometry of D1. 1.e
practical global problems 1.b, T1.3,
3rd shapes and sizes, and T1.3 1.d ,
involving probability of simple D3. T1.4
geometric relationships , D2.
events. 1.d,
relevant to local, national, D1. 1.f
D3.
or global community. 1.e
1.f
,
D1.
1.f
demonstrates
understanding of key is able to investigate thoroughly
mathematical relationships in D1.
concepts, uses and
various situations, formulate 1.a
importance of Statistics, D2.
ethical solutions to problems ,
data collection/gathering 1.a
T1.3, identified in the local, national, or D1. D3.
4th and the different forms of , T1.3
T2.3 global community involving 1.d 1.c
data representation, D2.
quadratic equations, inequalities ,
measures of central 1.c
and functions, and rational D1.
tendency, measures of algebraic equations and solve 1.f
variability, and probability them using a variety of strategies.
as applied to global issues.
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
demonstrates
understanding of key
The learner respectfully concepts of factors of
D1.
demonstrates understanding of polynomials, rational
D1. 1.a
key concepts and principles of algebraic expressions,
1.a, ,
patterns and algebra (factors of linear equations and is able to formulate and solve
D1. D2. D1. D2.
polynomials, rational algebraic 1st inequalities in two T1.3 accurately local, national, or global T1.3
1.d, 1.a 1.d 1.a
expressions, linear equations and variables, systems of linear problems involving radicals.
D1. ,
inequalities in two variables, equations and inequalities
1.f D1.
systems of linear equations and in two variables and linear
1.f
inequalities in two variables); functions relevant to local,
geometry (axiomatic structure of national, or global
geometry, triangle congruence, community.
8 inequalities in a triangle, and demonstrates key
D1.
parallel and perpendicular lines); concepts of linear
D1. is able to investigate, analyze, 1.a
and statistics and probability inequalities in two
1.a, and solve local, national, or ,
(probability of simple events) as variables, systems of linear
D1. D2. global problems involving D1. D2.
applied - using appropriate inequalities in two T1.3 T1.3
1.d, 1.a parallelograms and triangle 1.d 1.a
technology - in critical thinking, variables and linear
D1. similarity through appropriate ,
problem solving, reasoning, functions relevant to local,
2nd 1.f and accurate representation. D1.
communicating, making national, or global
1.f
connections, representations, and community.
decisions in real life and to D1. is able to apply the concepts of D1.
situations affecting the local, 1.a, trigonometric ratios to formulate 1.a
understanding of key D2. D3. D2.
national or global community.. D1. T1.3 and solve local, national, or global , T1.3
concepts of logic and 1.b 1.c 1.a
1.b, problems with precision and D1.
reasoning. accuracy.
D1. 1.d
1.d, ,
D1. D1.
1.f 1.f
D1. D1.
is able to formulate and solve
1.a, 1.a
respectfully demonstrates local, national, or global
D1. ,
understanding of key problems involving sequences,
1.b, D2. D3. D1. D2.
3rd concepts of axiomatic T1.3 polynomials and polynomial T1.3
D1. 1.b 1.c 1.d 1.a
structure of geometry and equations in different
1.d, ,
triangle congruence. disciplines through appropriate
D1. D1.
and accurate representations.
1.f 1.f
D1. D1.
1.a, is able to conduct 1.a
D1. systematically a mathematical ,
concepts of inequalities in
1.b, D2. D3. investigation involving D1. D2.
a triangle, and parallel and T1.3 T1.3
D1. 1.b 1.c polynomial functions using 1.d 1.a
perpendicular lines
1.d, local, national, or global ,
relevant to local, national,
D1. context. D1.
or global community.
1.f 1.f
1. is able to formulate and find
solutions to challenging local,
D1.
4th national, or global situations
1.a, D3. D1.
involving circles and other
D1. 1.a, 1.a
related terms in different
demonstrates 1.c, D2. D3. ,
disciplines through appropriate
understanding of key D1. 1.e, 1.b, T1.3, D1. D2.
and accurate representations. T1.3
concepts of probability as 1.d, D2. D3. T1.4 1.d 1.a
2. is able to formulate and
applied to global issues. D1. 1.f 1.d, ,
solve local, national, or global
1.e, D3. D1.
problems involving geometric
D1. 1.f 1.f
figures on the rectangular
1.f
coordinate plane with
perseverance and accuracy.
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
demonstrates
understanding of key D1.
The learner demonstrates concepts of quadratic 1.a, is able to use precise counting
understanding of key concepts and equations, inequalities and D1. D2. technique and probability in D1.
principles of patterns and algebra 1st T1.3
functions, and rational 1.d, 1.a formulating conclusions and 1.a
(quadratic equations and algebraic equations D1. making decisions.
inequalities, quadratic functions, relevant to local, national, 1.f
rational algebraic equations, or global community.
variations, and radicals) and
geometry (parallelograms and D1.
triangle similarities and basic 1.a
9 concepts of trigonometry) as ,
D3.
applied - using appropriate D1.
demonstrates D1. 1.a,
technology - in critical thinking, 1.c, D2.
understanding of key 1.a, is able to conduct systematically a D3.
problem solving, reasoning, D1. 1.e
concepts of variation and D1. D2. mini-research on global issues by 1.b, T1.3,
communicating, making 2nd T1.3 1.d ,
radicals relevant to local, 1.d, 1.a applying the different statistical D3. T1.4
connections, representations, and , D2.
national, or global D1. methods. 1.d,
decisions in real life and to D1. 1.f
community. 1.f D3.
situations affecting the local, 1.e
1.f
national or global community. ,
D1.
1.f
1. is able to illustrate whole
numbers up to 100, 000 in
various forms and contexts
affecting local, national or
demonstrates D1. global community. D1.
understanding of key 1.a, 2. is able to explain outcomes 1a, D2.
concepts of parallelograms D1. D2. in respectful manner in D1. 1a, D3.
3rd T1.3 T1.3
and triangle similarity 1.d, 1.a applying multiplication and 1b, D2. 1c
relevant to local, national, D1. division of whole numbers D1. 1b,
or global community. 1.f including money in 1c
mathematical problems and
real-life situations affecting
community.
1. is able to justify outcomes in

respectful manner by applying the
knowledge of factors and
multiples, and addition and
D1. D1.
demonstrates subtraction of fractions in
1.a, 1a, D2.
understanding of the basic mathematical systems and real-life
D1. D2. D1. 1a, D3.
4th concepts of trigonometry T1.3 situations affecting local, national T1.3
1.d, 1.a 1b, D2. 1c
relevant to local, national, or global community
D1. D1. 1b,
or global community. 2. is able to illustrate improper
1.f fractions and mixed numbers in
1c
various forms and contexts
affecting local, national or global
community
Philippine GCED KSA

Quarter
Cog SoE Beh
g E h
demonstrates
D1. D1.
understanding of key is able to construct and illustrate
1.a, 1a,
concepts of sequences, parallel and perpendicular lines,
The learner demonstrates D1. D2. D1. D2. D3.
1st polynomials and T1.3 angles, triangles, and
understanding of key concepts and 1.d, 1.a 1b, 1b 1c
polynomial equations quadrilaterals in designs, drawings
principles of patterns and algebra D1. D1.
relevant to local, national, and models in respectful manner.
(sequences, series, polynomials, 1.f 1c
or global community.
polynomial equations, and
polynomial functions); geometry demonstrates D1. D1.
(circles and coordinate geometry); understanding of key 1.a, is able to identify and explain in 1a,
and statistics and probability concepts of polynomial D1. D2. respectful manner the missing D1. D2. D3.
T1.3
10 (combinatorics and probability, and function relevant to local, 1.d, 1.a element in a pattern and number 1b, 1b 1c
measures of position) as applied - national, or global D1. sentence. D1.
using appropriate technology - in community. 1.f 1c
critical thinking, problem solving,
reasoning, communicating, making 2nd is able to justify outcomes in
connections, representations, and demonstrates D1. respectful manner by applying D1.
decisions in real life and to understanding of key 1.a, the concepts of time, perimeter, 1a, D2.
situations affecting the local, concepts of circles and D1. D2. area and volume to D1. 1a, D3.
T1.3 T1.3
national or global community. coordinate geometry 1.d, 1.a mathematical problems and 1b, D2. 1c
relevant to local, national, D1. real-life situations affecting D1. 1b,
or global community. 1.f local, national or global 1c
community
D1.
1a,
is able to create and interpret D1.
simple representations of data 1b, D2.
demonstrates (tables and bargraphs) to D1. 1a, D3.
understanding of key D1. respectfully present possible 1c D2. 1c
3rd T1.3
concepts of combinatorics 1.a solutions on local, national or D1. 1b, D3.
and probability. global issues and describe 1d, D2. 1e
outcomes in simple D1. 1f
experiments. 1e,
D1.
1f
1. is able to illustrate whole

numbers up to 10 000 000 in
1.a, D3. affecting local, national or
D1. 1.a, global community. D1.
demonstrates
1.c, D2. D3. 2. is able to justify outcomes in 1a, D2.
D1. 1.e, 1.b, T1.3, respectful manner by applying D1. 1a D3.
4th concepts of measures of T1.3,
1.d, D2. D3. T1.4 divisibility, order of operations, 1b, D2. 1c
position as applied to
D1. 1.f 1.d, factors and multiples and the D1. 1b
global issues.
1.e, D3. four fundamental operations 1c
D1. 1.f involving fractions in
1.f mathematical problems and
real-life situations affecting the
local and global community.
Philippine GCED KSA

Grade Key Stage Enhanced Key Stage with GCED Concept GCED Indicators GCED Topics
Level Cog SoE Beh
1 At the end of Grade 3, the learner respectfully
demonstrates understanding and appreciation of
2 Kinder to key concepts and skills involving numbers and
Grade 3 number sense (whole numbers up to 10,000 and
the four fundamental operations including money,
3
ordinal numbers up to 100th, basic concepts of
fractions); measurement (time, length, mass,
capacity, area of square and rectangle); geometry D1.1.a,
(2-dimensional and 3-dimensional objects, lines, D1.1.b,
symmetry, and tessellation); patterns and algebra D1.1.c, D2.1.b, D2.1.g D3.1.a, D3.1.c, T1.3, T2.1, T2.2, T2.3, T3.1
(continuous and repeating patterns and number D1.1.d,
sentences); statistics and probability (data D1.1.e
collection and representation in tables, pictographs
and bar graphs and outcomes)as applied - using
appropriate technology - in critical thinking,
problem solving, reasoning, communicating,
making connections, representations, and
decisions in real life using various contexts such as
self and physical, social or virtual environment.
4 At the end of Grade 6, the learner respectfully

demonstrates understanding and appreciation of D1.1a, D2.1a, D3.1c
5 Grade 4 to 6 key concepts and skills involving numbers and D1.1b,
number sense (whole numbers, number theory, D2.1b D3.1e T1.3
6 fractions, decimals, ratio and proportion, percent, D1.1c
and integers); measurement (time, speed, D1.1d, D2.1f
perimeter, circumference and area of plabe figures,
volume and surface area of solid/space figures,
temperature and meter reading); geometry (parallel D1.1e,
and perpendicular lines, angles, triangles, D1.1f
quadrialterals, polygons, circles, and solid figures);
patterns and algebra (contibous and repeating
patterns, number sentences, sequences, and
simple equations); statistics and probability (bar
graphs, line graphs and pie graphs, simple
experiments, and experimental probability) as
applied - usng appropriate technology - in critical
thinking, problem solving, reasoning,
communicating, making connections,
representations and decisions in real life and to
situations affecting the local, national or global
community
7 At the end of grade 10, the learner respectfully

demonstrates understanding and appreciation of
key concepts and skills involving numbers and
8 number sense (sets and real numbers);
Grade 7 to 10 measurement (conversion of units); patterns and
algebra (linear equations and inequalities in one
9 and two variables, linear functions, systems of
linear equations, and inequalities in two variables, D1.1.a,
exponents and radicals, quadratic equations, D1.1.b,
10 D2.1.a, D2.1.b, D3.1.a, D3.1.b,
inequalities, functions, polynomials, and polynomial D1.1.c,
D2.1.c D2.1.e, D3.1.c, D3.1.d,
equations and functions); geometry (polygons, D1.1.d, T1.3 / T1.4
D2.1.f D3.1.f
axiomatic structure of geometry, triangle D1.1.e,
congruence, inequality and similarity, and basic D1.1.f
trigonometry);statistics and probability (measures
of central tendency, variability and position;
combinatorics and probability) as applied - using
appropriate technology - in critical thinking,
problem solving, communicating, reasoning,
making connections, representations, and
decisions in real life and to situations affecting the
local, national or global community.
Philippine GCED KSA

LEARNING AREA: SCIENCE
Grade Enhanced GCED integration In the Grade Level Standards Enhanced GCED GCED Indicators Enhanced GCED GCED Indicators GCED
Level integration In the GCED integration In the Topics
Quarter
Content Cog SoE Beh Topics Performance Cog SoE Beh
Standards Standards
At the end of Grade 1, learners will use their senses to locate
and describe the external parts of their body; to identify,
external parts of animals and plants; to tell the shape, color,
texture, taste, and size of things around them; to describe
similarities and differences given two objects; to differentiate
sounds produced by animals, vehicles cars, and musical
instruments; to illustrate how things move; to, describe the
weather and what to do in different situations; to use
appropriate terms or vocabulary to describe these features;
1 to collect, sort, count, draw, take things apart, or make
None None None None None None None None None None None
something out of the things; to practice healthy habits (e.g.,
washing hands properly, choosing nutritious food) (D2.1.a /
D2.1.b / D2.1.e/D2.1.f) / (D3.1.a / D3.1.b / D3.1.d / D3.1.e)
and safety
measures (e.g., helping to clean or pack away toys, asking
questions and giving simple answers/ descriptions to probing
questions) (D2.1.a / D2.1.b / D2.1.e/D2.1.f) / (D3.1.a / D3.1.b
/ D3.1.d / D3.1.e).
Philippine GCED KSA

Grade Enhanced GCED integration In the Grade Level Standards Enhanced GCED GCED Indicators Enhanced GCED GCED Indicators GCED
Level integration In GCED integration In the Topics
Quarter
the Content Cog SoE Beh Topics Performance Cog SoE Beh
Standards Standards
At the end of Grade 2, learners will use their senses to
explore and describe the functions of their senses, compare
two or more objects and using two or more properties, sort
things in different ways and give a reason for doing so,
describe the kind of weather or certain events in the home or
school and express how these are affecting them, do simple
measurements of length, tell why some things around them
2 are important (D2.1.b) , decide if what they do is safe or
None None None None None None None None None None None
dangerous; give suggestions on how to prevent accidents at
home, practice electricity, water, and paper conservation
(D2.1.e/D2.1.f) / / (D3.1.a / D3.1.b / D3.1.d / D3.1.e), help
take care of pets or of plants , and tell short stories about
what they do, what they have seen, or what they feel (D2.1.a
/ D2.1.b / D2.1.e/D2.1.f) / (D3.1.a / D3.1.b / D3.1.d / D3.1.e).
Philippine GCED KSA

Grade Enhanced GCED integration In Enhanced GCED GCED Indicators Enhanced GCED GCED Indicators GCED
GCED
Level the Grade Level Standards Quarter integration In the integration In the Topics
Cog SoE Beh Topics Cog SoE Beh
Content Standards Performance Standards
At the end of Grade 3, learners
can describe the functions of the
different parts of the body and
things that make up their
surroundings --- rocks and soil,
plants and animals, the Sun,
Moon and stars. They can also 1) show concern for the
classify these things as solid, 1) ways of sorting D1.1.a /
environment and T1.4 /
liquid or gas. They can describe materials and D1.1.b / D2.1.a /
D1.1.a / humanity by grouping T3.1 /
how objects move and what describing them as D1.1.c / D2.1.b / D3.1.a /
3 1st
solid, liquid or gas
D1.1.b / D2.1.b T3.1 common objects found
D1.1.d / D2.1.e / D3.1.d
T3.3 /
makes them move. They can D1.1.d at home and in school 3.4 /
also identify sources and based on observable D1.1.e / D2.1.f
according to solids, T4.4
describe uses of light, heat, properties; D1.1.f
liquids, and gas;
sound, and electricity. Learners
can describe changes in the
conditions of their surroundings.
These would lead learners to
become more curious about their
surroundings, demonstrate
ethical and responsible behavior,
appreciate nature, and practice
health and safety measures.
2) demonstrate
responsible behavior in D1.1.a / T1.4 /
2) effects of D1.1.a / the investigation of the D1.1.b / T3.1 /
T3.1 / D2.1.a /
temperature on D1.1.b / D2.1.b different changes in D1.1.c / D3.1.a T3.3 /
T3.4 D2.1.b
materials. D1.1.d materials found in the D1.1.d / 3.4 /
locality as affected by D1.1.f T4.4
temperature.
D1.1.a /
1) parts, and D1.1.b / T3.1 /
D1.1.a / 1 ) practice healthful
functions of the T3.1 / D1.1.c / D2.1.b / T3.2 /
2nd D1.1.b / D2.1.b habits in taking care of D3.1.a
sense organs of the T3.4 D1.1.d / D2.1.e T3.3 /
D1.1.d the sense organs;
human body; D1.1.e / T4.4
D1.1.f
2) parts and functions 2) enumerate ways of D1.1.a /

D1.1.a / T3.1 /
of animals and T3.1 / grouping animals based D1.1.b /
D1.1.b / D2.1.b D2.1.b D3.1.a T3.3 /
importance to T3.4 on their structure and D1.1.d /
D1.1.d T3.4
humans; needs; D1.1.f
3) external parts of D1.1.a /

plants and their D1.1.a / 3) demonstrate and D1.1.b / D2.1.b / T3.1 /
T3.1 / D3.1.a /
functions, and D1.1.b / D2.1.b communicate proper D1.1.d / D2.1.e / T3.3 /
T3.4 D3.1.d
importance to D1.1.d ways of handling plants; D1.1.e / D2.1.f T3.4
humans; D1.1.f
4) given a photo of
4) reproduction
offspring and parents,
among humans,
acknowledge identity
animals and plants D1.1.a /
D1.1.a / through checklist or
and certain T3.1 / D1.1.b / D2.1.a / T2.3 /
D1.1.b / D2.1.b other graphic organizers D3.1.a
observable T3.4 D1.1.d / D2.b T3.4
D1.1.d the possible
characteristics that D1.1.f
characteristics that the
are passed from
offspring inherited from
parents to offspring;
the parents;
T1.3 /
5) perform activities at T1.4 /
D1.1.a /
5) basic needs of D1.1.a / home, in school, or in D2.1.b / T3.1 /
T3.1 / D1.1.b / D3.1.a /
plants, animals and D1.1.b / D2.1.b their neighborhood to D2.1.e / T3.2 /
T3.4 D1.1.d / D3.1.d
humans. D1.1.d keep the environment D2.1.f T3.3 /
D1.1.e
clean. T3.4
T4.4
1) in the context of
D1.1.a /
D1.1.a / safety, observe,
D1.1.b / D2.1.b / T3.1 /
D1.1.b / T3.1 / describe, and investigate
3rd 1) motion of objects; D2.1.b D1.1.d / D.2.e / D3.1.a T3.2 /
D1.1.d / T3.3 the position and
D1.1.e/ D2.1.f T3.4
D1.1.f movement of things
D1.1.f
around them;
2) cite siutations D1.1.a / T3.1 /

D1.1.a /
2) sources of light, applying the knowledge D1.1.b / D2.1.b / T3.2 /
D1.1.b / T3.1 / D3.1.a
sound, hear and D2.1.b of the sources and uses D1.1.d / D2.1.e / T3.3 /
D1.1.d / T3.3 /D3.1.d
electricity. of light, sound, heat and D1.1.e/ D2.1.f T3.4 /
D1.1.f
electricity at home. D1.1.f T4.4
1) people, animals, D2.1.b 1) express their D1.1.a / D2.1.b / T1.3 /

D1.1.a / T3.1 / D3.1.a
4th plants, lakes, rivers, / D3.1.a concerns about their D1.1.b / D2.1.e / T1.4 /
D1.1.b / T3.4 / D3.1.d
streams, hills, D2.1.c surroundings through D1.1.d / D2.1.f T3.1 /
mountains, and other D1.1.d / / teacher-guided and self- D1.1.e/ T3.3 /
landforms, and their D1.1.f D2.1.e directed activities; D1.1.f 3.4 /
importance; T4.4
2) express ideas about T1.3 /

D1.1.a / D1.1.a /
2) types of weather safety measures during D2.1.a / T1.4 /
D1.1.b / D2.1.b T3.1 / D1.1.b / D3.1.a /
as they relate to daily different weather D2.1.b / T3.1 /
D1.1.d / / D3.1.a T3.4 / D1.1.d / D3.1.d /
activities, health and conditions creatively D2.1.e / T3.2 /
D1.1.e / D2.1.e T4.4 D1.1.e/ D3.1.e
safety; (through artwork, poem, D2.1.f T3.3 /
D1.1.f D1.1.f
song); T3.4
D1.1.a /
3) natural objects in D1.1.b / 3) list down factors D1.1.a / T3.1 /
T3.1 / D2.1.b /
the sky affect one's D1.1.d / D2.1.b which affect their daily D1.1.b / T3.3 /
T3.3 D2.1.e
daily activities D1.1.e / activities. D1.1.d T3.4
D1.1.f
Philippine GCED KSA

Grade Enhanced GCED integration In Enhanced GCED GCED Indicators Enhanced GCED integration In GCED Indicators GCED
GCED
Level the Grade Level Standards Quarter integration In the the Performance Standards Topics
Content Standards
can investigate changes in
some observable properties of
materials when mixed with
other materials or when force
is applied on them. They can
identify materials that do not
decay and use this knowledge T2.3 /
to help minimize waste at D1.1.a /
T3.1 /
home, school, and in the 1) grouping different D1.1.a / D1.1.b / D2.1.b / D3.1.a
1) recognize and practice proper T3.2 /
4 community. Learners can 1st materials based on D1.1.b / D2.1.b T3.1
handling of products;
D1.1.d / D2.1.e / /
T3.3 /
describe the functions of the their properties; D1.1.d D1.1.e/ D2.1.f D3.1.d
T3.4 /
different internal parts of the D1.1.f
T4.4
body in order to practice ways
to maintain good health. They
can classify plants and animals
according to where they live
and observe interactions
among living things and their
environment. They can infer
that plants and animals have
traits that help them survive in
their environment. Learners
can investigate the effects of
push or pull on the size, shape,
and movement of an object.
Learners can investigate which
type of soil is best for certain
plants and infer the importance
of water in daily activities. They
learned about what makes up
weather and apply their
knowledge of weather
conditions in making decisions
for the day. They can infer the
importance of the Sun to life on
Earth. They can also
communicate in their simple
ways various perspectives of
problems that relate to their
lessons.
T1.4 /
D1.1.a /
2) changes that 2) evaluate and justify whether T3.1 /
D1.1.a / D1.1.b / D2.1.b / D3.1.a
materials undergo changes in materials are useful T3.2 /
D1.1.b / D2.1.b T3.1 D1.1.d / D2.1.e / /
when exposed to or potentially harmful to one's T3.3 /
D1.1.d D1.1.e/ D2.1.f D3.1.d
certain conditions environment. T3.4 /
D1.1.f
T4.4
1) how the major T1.3 /

internal organs such T1.4 /
1) construct a prototype model D1.1.a /
as the brain, heart, T2.3 /
D1.1.a / of the organism that has body D1.1.b / D2.1.a /
lungs, liver, stomach, T3.1 /
2nd D1.1.b / D2.1.b T4.4 parts which can survive in a D1.1.d / D2.1.b / D3.1.a
intestines, kidneys, T3.2 /
D1.1.d given local or foreign D1.1.e / D2.1.f
bones, and muscles T3.3 /
environment; D1.1.f
keep the body T3.4 /
functioning properly; T4.4
D1.1.a / T3.1 /
2) animals have body
D1.1.a / T3.1 / 2. communicate that the major D1.1.b / T3.2 /
parts that make them
D1.1.b / D2.1.b T3.3 / organs work together to make D1.1.d / D2.1.b D3.1.a T3.3 /
adapt to land or
D1.1.d T3.4 the body function properly; D1.1.e / T3.4 /
water;
D1.1.f T4.4
T1.3 /
D1.1.a / T1.4 /
3) plants have body 3. create an infographic to
D1.1.a / T3.1 / D1.1.b / D2.1.b / D3.1.a T3.1 /
parts that make them showcase the causes and
D1.1.b / D2.1.b T3.3 / D1.1.d / D2.1.e / / T3.2 /
adapt to land or treatment of diseases of the
D1.1.d T3.4 D1.1.e / D2.1.f D3.1.d T3.3 /
water; major organs;
D1.1.f T3.4 /
T4.4
4) different
D1.1.a / T3.1 /
organisms go
D1.1.a / T3.1 / 4. create a list of activities that D1.1.b / D3.1.a T3.2 /
through life cycle
D1.1.b / D2.1.b T3.3 / you can promote to maintain a D1.1.d / D2.1.b / T3.3 /
which can be
D1.1.d T3.4 healthy body. D1.1.e / D3.1.d T3.4 /
affected by their
D1.1.f T4.4
environment;
5) beneficial and
harmful interactions D1.1.a / T3.1 /
5 infer that body structures help D1.1.a / T3.1 /
occur among living D1.1.b / T3.2 /
D2.1.b animals adapt and survive in D1.1.b / D2.1.b T3.3 /
things and their D1.1.d / T3.3 /
their particular habitat. D1.1.d T3.4
environment as they D1.1.f T3.4
obtain basic needs.
1) create a simple prototype

D1.1.a / D3.1.a
1) force that can addressing a community D2.1.a /
D1.1.a / D1.1.b / / T1.4 /
change the shape, problem demonstrating D2.1.b /
3rd D1.1.b / D2.1.b T3.1 D1.1.d / D3.1.d T3.1 /
size or movement of conceptual understanding of D2.1.e /
D1.1.d D1.1.e / / T3.4
objects; properties/characteristics of D2.1.f
D1.1.f D3.1.e
light, heat and sound.
2) how light, heat and D1.1.a /
sound travel using D1.1.b / D2.1.b T3.1
various objects. D1.1.d
D1.1.a /
1) the different types
4th D1.1.b / D2.1.b T3.1
of soil;
D1.1.d
D1.1.a /
2) the different T3.1
D1.1.b /
sources of water /T3.2
D1.1.d / D2.1.b
suitable for human /T3.3/
D1.1.e /
consumption; T4.4
D1.1.f
D1.1.a / T3.1 /
1) practice precautionary
3) components of D1.1.a / D1.1.b / D2.1.b / D3.1.a T3.2 /
measures in planning activities
weather using simple D1.1.b / D2.1.b T3.1 D1.1.d / D2.1.e / / T3.3 /
suitable for different types of
instruments; D1.1.d D1.1.e / D2.1.f D3.1.d T3.4 /
weather;
D1.1.f T4.4
4) the sun as the D1.1.a /

main source of heat D1.1.b / D2.1.b T3.1
and light on Earth D1.1.d
Philippine GCED KSA

Grade Enhanced GCED integration In the Enhanced GCED GCED Indicators Enhanced GCED GCED Indicators GCED
Level Grade Level Standards integration In the Content GCED integration In the Topics
Quarter
Standards Cog SoE Beh Topics Performance Cog SoE Beh
Standards
can decide whether materials are
safe and useful by investigating
about some of their properties.
They can infer that new materials
may form when there are changes
in properties due to certain
conditions. Learners have
developed healthful and hygienic 1) uses local, D1.1.a / D3.1.a
practices related to the D1.1.a / T3.1 /
1) properties of materials T3.1 / recyclable solid D1.1.b / D2.1.b / /
reproductive system after D1.1.b / D2.1.b, T3.2 /
5 1st to determine whether they
D1.1.d / f
T3.4 / and/or liquid materials D1.1.d / D2.1.e / D3.1.d
T3.3 /
describing changes that are useful or harmful; T4.4 in making useful D1.1.e / D2.1.f /
accompany puberty. They can D1.1.e T3.4
products; D1.1.f D3.1.e
compare different modes of
reproduction among plant and
animal groups and conduct an
investigation on pollination. They
have become aware of the
importance of estuaries and
intertidal zones and help in their
preservation. Learners can
describe the movement of objects
in terms of distance and time
travelled. Learners recognize that
different materials react differently
with heat, light, and sound. They
can relate these abilities of
materials to their specific uses.
Learners can describe the
changes that earth materials
undergo. They can make
emergency plans with their
families in preparation for
typhoons. They can observe
patterns in the natural events by
observing the appearance of the
Moon.
2) materials undergo D1.1.a /

changes due to oxygen D1.1.b / D2.1.b T3.1
and heat; D1.1.d
D1.1.a /
1) how the parts of the D1.1.a / 1) practice proper
D1.1.b /
2nd human reproductive D1.1.b / D2.1.b T3.1 hygiene to care of the D2.1.b D3.1a T4.4
D1.1.d /
system work; D1.1.d reproductive organs;
D1.1.e
2) address
T1.3 /
biodiversity issues by
D1.1.a / T1.4 /
creating a
D1.1.a / D1.1.b / D2.1.b / D3.1.a T2.3 /
T3.1 / hypothetical
2) how animals reproduce; D1.1.b / D2.1.b D1.1.d / D2.1.e / / T3.1 /
T3.4 community to show
D1.1.d D1.1.e / D2.1.f D3.1.d T3.2 /
how organisms
D1.1.f T3.3 /
interact and
T3.4
reproduce to survive.
D1.1.a /
T3.1 /
3) how plants reproduce; D1.1.b / D2.1.b
T3.4
D1.1.d
4) the interactions for

survival among living and D1.1.a /
T3.1 /
non-living things that take D1.1.b / D2.1.b
T3.4
place in estuaries and D1.1.d
intertidal zones.
1) propose an useful D1.1.a / D3.1.b T2.3 /

D1.1.a / tool or device using D1.1.b / D2.1.b / T3.1 /
1) motion in terms of
3rd D1.1.b / D2.1.b T3.1 electromagnet that is D1.1.d / / D2.1.e D3.1.d T3.2 /
distance and time;
D1.1.d useful for home, D1.1.e / / D2.1.f / T3.3 /
school or community; D1.1.f D3.1.e T3.4
2) how different objects

D1.1.a /
interact with light and
D1.1.b / D2.1.b T3.1
sound, heat and
D1.1.d
electricity;
3) the effects of heat and

electricity, light and sound
T3.1 /
on people and objects; a D1.1.a /
T3.2 /
simple DC circuit and the D1.1.b / D2.1.b
T3.4 /
relationship between D1.1.d
T4.4
electricity and magnetism
in electromagnets;
1) weathering and soil D1.1.a /

1) participate in T3.1 /
erosion shape the Earth's D1.1.a / D1.1.b / D2.1.b / D3.1.a
projects that reduce T3.2 /
4th surface and affect living D1.1.b / D2.1.b T3.1 D1.1.d / D2.1.e / /
soil erosion in the T3.3 /
things and the D1.1.d D1.1.e / D2.1.f D3.1.d
community; T3.4
environment; D1.1.f
2) prepares individual D1.1.a /
T3.1 /
2) weather disturbances D1.1.a / emergency kit that D1.1.b / D2.1.b / D3.1.a
T3.2 /
and their effects on the D1.1.b / D2.1.b T3.1 can be used as a D1.1.d / D2.1.e / /
T3.3 /
environment; D1.1.d model for the D1.1.e / D2.1.f D3.1.d
T3.4
community; D1.1.f
3) debug local myths

D1.1.a / D1.1.a / T2.4 /
3) the phases of the Moon and foklore about the D2.1.b /
D1.1.b / D1.1.b / D3.1.a T2.3 /
and the beliefs and moon and the stars by D2.1.e /
D1.1.d / D2.1.b T3.1 D1.1.d / / T3.1 /
practices associated with presenting pieces of D2.1.f,
D1.1.e / D1.1.e / D3.1.d T3.2 /
it; evidence to convince D2.1.g
D1.1.f D1.1.f T3.3
the community folks;
4) constellations and D1.1.a /

information derived from D1.1.b / D2.1.b T3.1
their location in the sky. D1.1.d
Philippine GCED KSA

Grade Level Key Stage Enhanced Key Stage with GCED Concept GCED Indicators GCED Topics
Cog SoE Beh
1 Kinder to
Grade 3 At the end of Grade 3, the learners should have acquired healthful habits and have
D1.1.a /
developed curiosity about self and their environment using basic process skills of
2 D1.1.b / D2.1.b /
observing, communicating, comparing, classifying, measuring, inferring and predicting. D3.1.a / T3.1 /T3.2/ T3.3 /
D1.1.d / D2.1.e /
This curiosity will help learners value science as an important tool in helping them continue D3.1.d T3.4 / T4.4
D1.1.e / D2.1.f
3 to explore their natural and physical environment. This should also include developing
D1.1.f
scientific knowledge or concepts.
4 Grade 4 to 6 At the end of Grade 6, the learners should have developed the essential skills of scientific
inquiry – designing simple investigations, using appropriate procedure, materials and tools D1.1.a /
5 to gather evidence, observing patterns, determining relationships, drawing conclusions D1.1.b / D2.1.b /
D3.1.a / T3.1 /T3.2/ T3.3 /
based on evidence, and communicating ideas in varied ways to make meaning of the D1.1.d / D2.1.e /
D3.1.d T3.4 / T4.4
6 observations and/or changes that occur in the environment. The content and skills learned D1.1.e / D2.1.f
will be applied to maintain good health, ensure the protection and improvement of the D1.1.f
environment, and practice safety measures.
7 Grade 7 to 10 At the end of Grade 10, the learners should have developed scientific D1.1.a / D1.1.b /
D1.1.c/ D1.1.d / D1.1.e / D1.1.f, technological, and environmental literacyT3.1/T3.4 and
D1.1.a /
can make decisions that would lead to rational choices on issues confronting themD1.1.e. D2.1.a / D3.1.a /
D1.1.b /
Having been exposed to scientific investigations related to real life, they should recognize D2.1.b / D3.1.b / T1.3 / T1.4 / T3.1 /
8 D1.1.c /
that the central feature of an investigation is that if one variable is changed (while D2.1.e / D3.1.c / T3.3 / T3.4 / T4.4 /
D1.1.d /
controlling all others), the effect of the change on another variable can be measured D2.1.f / D3.1.d / T2.3 / T3.2 / T4.1
D1.1.e /
D1.1.a / D1.1.b / D1.1.c/ D1.1.d / D1.1.e / D1.1.f. The context of the investigation can be D2.1c D3.1.e
D1.1.f
9 problemsT4.4 at the T1.3 local or national level to allow them to communicate D2.1.b with
learners D2.1.a in other parts of the Philippines or even from other countriesT1.4 using
10 appropriate technology D2.1.e / D1.1.c. The learners should demonstrate an
understanding of science concepts and apply science inquiry skills D3.1.a/b/c/d/e in
addressing real-world problems D3.1.a through scientific investigationsD2.1.f.
Philippine GCED KSA

LEARNING AREA: ARALING PANLIPUNAN
Enhanced GCED GCED Indicators GCED Indicators

Enhanced GCED integration
Grade integration In the Enhanced GCED integration GCED GCED
Quarter In the Performance
Level Grade Level In the Content Standards Topics Topics
Standards
Standards Cog SoE Beh Cog SoE Beh
Naipamamalas ang D.2.1. D3.1. T.2.1 Ang mag-aaral ay buong D.2.1. D3.1.a T.2.1
Ang mag-aaral ay
pag-unawa sa sarili a a T.2.2 pagmamalaking c D3.1.e T.2.2
naipamamalas ang pag-
bilang aktibong D3.1. nakapagsasalaysay tungkol
unawa ng pagkilala sa sarili
mamamayan D.2.1. e sa sariling katangian at
bilang Pilipino na may
Pilipino, mabuting d pagkakakilanlan bilang
pagpapahalaga sa konsepto
kasapi ng pamilya, Pilipino sa malikhaing
1st ng pagkakaisa at pagkilala
paaralan na may pamamaraan na may
sa pagkakaiba-iba sa antas
pagpapahalaga sa pagpapahalaga sa konsepto
lokal, nasyonal, rehiyon at
sustenableng ng pagkakaisa at pagkilala sa
global gamit ang konsepto
kapaligirang pisikal pagkakaiba-iba sa antas
ng pagpapatuloy at
gamit ang konsepto lokal, nasyonal, rehiyon at
pagbabago.
ng pagpapatuloy at global
1 pagbabago, Ang mag-aaral ay D1.1 D.2.1. D3.1. T.2.1 Ang mag-aaral ay buong D1.1 D.2.1. D3.1.a T.2.1
interaksyon, naipamamalas ang pag- d a T.2.3 pagmamalaking d T.2.3
distansya at unawa at pagpapahalaga sa D2.1 e nakapagsasaad ng kwento D2.1 e
direksyon tungo sa sariling pamilya at mga sa malikhaing pamamaraan
pagkakakilanlan kasapi nito at bahaging ng sariling pamilya at
bilang ginagampanan ng bawat isa bahaging ginagampanan ng
2nd
responsableng na nagpakikita ng bawat kasapi nito na
indibidwal at kasapi pagmamalasakit at nagpakikita ng
ng inklusibong paggalang sa sangkatauhan pagmamalasakit at
komunidad na alinsunod sa mga paggalang sa sangkatauhan
kaisa ng bansa at karapatang pantao. alinsunod sa mga karapatang
sangkatauhan. pantao
Ang mag-aaral ay naipamamalas ang D.2.1. D3.1. T1.3 Ang mag-aaral ay buong D.2.1. D3.1.a T1.3
pag- unawa sa kahalagahan ng
pagkilala ng mga batayang d a T3.2 pagmamalaking d T3.2
impormasyon mula sa T5.1 nakapagpapahayag ng T5.1
mapagkakatiwalaan at angkop na T5.2 pagkilala at pagpapahalaga T5.2
pinagkukunan ng inpormasyon ng
3rd pisikal na kapaligiran ng sariling sa sariling paaralan gamit
paaralan at ng mga taong bumubuo ang komunikatibong
dito na may pakikiangkop sa iba't
ibang konteksto na may pagtutulungan,
konteksto at magalang na
kooperasyon, at kolaborasyon sa diyalogo
paghubog ng kakayahan ng bawat
batang mag-aaral.
Ang mag-aaral ay D1.1. D3.1. T1.2 Ang mag-aaral ay D1.1 D3.1 T1.2
1.nakagagamit ang konsepto ng
naipamamalas ang pag- unawa D3.1. T3.1 D.3.1. T3.1
distansya sa paglalarawan ng pisikal na
sa konsepto ng distansya, a T3.4 kapaligirang ginagalawan na ng a T3.4
paglalarawan ng sariling nakapagpapakita ng etikal at
kapaligirang tulad ng tahanan responsableng pag-uugali para sa patas
at sustenableng lipunan
4th at paaralan sa mga antas lokal,
2. nakapagpakita ng payak na gawain
nasyonal at global, at ang sa malikhaing pamamaraan sa
kahalagahan ng pagpapanatili pagpapanatili at pangangalaga ng
at pangangalaga nito bilang isa kapaligirang ginagalawan bilang
responsibilidad para sa iba pang tao at
sa mga responsibilidad para sa
pagiging kasapi ng mas malawak na
iba pang tao sa daigdig. lipunan
Philippine GCED KSA

Enhanced GCED Enhanced GCED integration GCED Indicators GCED Indicators

Grade integration In the In the Content Standards GCED GCED
Level Grade Level Topics Topics
Standards
Naipapamalas ang Ang mag-aaral ay D1.1. T.2.1 Ang mag-aaral ay malikhaing D1.1. D.2.1. T.2.1
kamalayan, pag- naipamamalas ang pag- a D.2.1. nakapagpapahayag/ a c
unawa, at unawa sa kahalagahan ng D1.1. c nakapagsasalarawan ng D1.1.
pagpapahalaga sa kinabibilangang komunidad e kahalagahan ng e
1st
ugnayan ng na may kaugnayan sa mga kinabibilangang komunidad
kasalukuyan at anatas, lokal, nasyonal at at ang kaugnayan nito sa
nakaraan ng global. mga antas lokal, nasyoanl at
kinabibilangan at global
mga malapit na Ang mag-aaral ay D1.1. D.2.1. T1.3 Ang mag-aaral ay buong D1.1. D.2.1. D3.1.d T1.3
komunidad gamit naipamamalas ang pag- e a D3.1. T.2.1 husay na a T.2.1
ang konsepto ng unawa sa kwento ng d T.2.2 nakapagpapaliwanag ng T.2.2
2 pagpapatuloy at pinagmulan ng sariling T5.2 pinagmulan ng kasaysayan T5.2
pagbabago, komunidad batay sa ng komunidad at ang mga
kapangyarihan, konsepto ng pagbabago at bagay na nagbago at
pamumuno at pagpapatuloy at nananatili sa pamumuhay
pananagutan, 2nd pagpapahalaga sa kulturang nito ayon sa etikal at
pangangailangan nabuo ng komunidad at ng responsableng pag-uugali
at kagustuhan, lipunang glokal na may para sa patas at
pagkakilanlan, mga pakiki angkop sa iba't ibang sustenableng lipunan
simpleng konteksto na may
konseptong pagtutulungan,
heograpikal tulad kooperasyon, at
ng lokasyon at kolaborasyon.
pinagkukunang- Ang mag-aaral ay D3.1. T1.1 Ang mag-aaral ay D3.1. T1.1
yaman at ng mga naipamamalas ang D3.1. nakapagpapahayag ng D3.1.d
saksi ng kahalagahan ng mabuting d pagpapahalaga sa pagsulong D3.1.e
kasaysayan tulad paglilingkod ng mga D3.1. ng mabuting paglilingkod ng
ng tradisyong oral namumuno sa pagsulong ng e mga namumuno upang
at mga labi ng mga pangunahing makamit ang pagbabago na
kasaysayan tungo hanapbuhay, pagpapaunlad nais makita sa sa
sa mas ligtas, 3rd ng mga puhunang pantao at komunidad at daigdig na
payapa, at patas pantay na oportunidad at maaring gawin ng isahan o
na komunidad. pagtugon sa nakakarami tungo sa
pangangailangan ng mga pagtugon sa
kasapi ng sariling pangangailangan ng mga
komunidad at ng mas kasapi ng sariling komunidad
malawak at sustenableng at ng mas malawak na lipuan
lipunan.
Ang mag-aaral ay D2.1b D3.1. T5.2 Ang mag-aaral ay buong D2.1b D3.1.d T5.2
naipamamalas ang D2.1c d husay na naipapaliwanag D2.1c
pagpapahalaga sa D.2.1. ang kahalagahan ng D.2.1.
kagalingang pansibiko na d paglilingkod na nakabatay d
may kaugnayan sa mga D2.1e sa, pagmamalasakit at D2.1e
4th
isyung pandaigdig at bilang pakikibahagi sa mga layunin
pakikibahagi sa mga layunin ng komunidad para sa pag-
ng sariling komunidad para unlad at pagsusulong ng
sa pagsulong ng kabutihang kabutihang panlahat.
panlahat.
Philippine GCED KSA


Standards
Naipamamalas ang Ang mag-aaral ay D1.1. D.2.1. D3.1. T.2.1 Ang mag-aaral ay masiglang D1.1. D.2.1. D3.1.a T.2.1
malawak na pag- naipamamalas ang pang- a c a T.2.4 nakapaglalarawan ng pisikal a c T.2.4
unawa at unawa sa kinalalagyan ng D1.1. D3.1. T3.1 na kapaligiran ng mga D1.1. T3.1
pagpapahalaga ng mga lalawigan sa rehiyong b d T3.2 lalawigan sa rehiyong b T3.2
mga komunidad ng kinabibilangan ayon sa D1.1. T3.3 kinabibilangan gamit ang D1.1. T3.3
Pilipinas bilang 1st katangiang heograpikal nito d mga mapagkakatiwalan at d
bahagi ng mga na may kaugnayan sa D1.1. angkop na batayang D1.1.
ugnay-ugnay na global, nasyonal at lokal na f impormasyon tungkol sa f
lalawigan at sistema. direksiyon, lokasyon,
rehiyon ng bansa populasyon at paggamit ng
3 at ng daigdig batay mapa
sa (a) katangiang Ang mag-aaral ay D1.1. D.2.1. D3.1. T.2.1 Ang mag-aaral ay D1.1. D.2.1. D3.1.a T.2.1
1. aktibong nakalalahok sa
pisikal (b) kultura; naipamamalas ang pag- b d a T.2.2 pangangalaga ng mga lalawigan bilang b d D3.1.d T.2.2
(c) kabuhayan; at unawa at pagpapahalaga sa D1.1. D3.1. T3.4 bahagi ng rehiyon, bansa at daigdig D1.1. T.3.4
(d) pulitikal, gamit konseptong heograpikal na d d 2. nagagamit ang kaalaman sa d
kasanayang pangheograpikal sa
ang malalim na 1st kinabibilangan ng rehiyon D1.1. pagpapanukala ng mga solusyon sa D1.1.
konsepto ng bilang bahagi ng daigdig f pangunahing problema o isyung f
pangkapaligiran ng sariling pamayanan
pagpapatuloy at gamit ang mapa at iba pang bilang isang rehiyon na may kaugnayan
pagbabago, kasanayang sa nasyonal at global
interaksyon ng tao pangheograpiya
at kapaligirang Ang mag-aaral ay D.2.1. T.2.2 Ang mag-aaral ay malikhaing D.2.1. T.2.2
pisikal at sosyal na naipapamalas ang pag- d T.2.3 nakapagpapamalas ng d T.2.3
may paggalang at unawa at pagpapahalaga ng pagmamalaki sa iba’t ibang
nagsusulong sa iba’t ibang kwento ng mga kwento at sagisag na
lipunang inklusibo sagisag na naglalarawan ng naglalarawan ng sariling
2nd
at multikultural. sariling lalawigan at mga lalawigan at mga karatig
karatig lalawigan sa lalawigan sa kinabibilangang
kinabibilangang rehiyon na rehiyon na may kaugnayan
may kaugnayan sa nasyonal sa nasyonal at global
at global.
Ang mag-aaral ay D1.1. D.2.1. D3.1. T1.1 Ang mag-aaral ay malikhaing D1.1. D.2.1. D3.1.b T1.1
naipapamalas ang pag- b e b T3.1 nakapagpapahayag ng may b e D3.1.c T3.1
unawa at pagpapahalaga sa D3.1. T3.4 pagmamalaki at pagkilala sa T3.4
pagkakakilanlang kultural ng c T4.1 nabubuong kultura ng mga T4.1
3rd kinabibilangang rehiyon, at T4.3 lalawigan sa kinabibilangang T4.3
ang mga antas ng kaisahan T5.2 rehiyon at ang mga antas ng T5.2
ng identidad at dibersidad: kaisahan ng identidad at
lokal, nasyonal, rehiyonal, at dibersidad : lokal, nasyonal,
global. rehiyonal, at global
Ang mag-aaral ay D1.1. T1.1 Ang mag-aaral ay D3.1.b T1.1
naipamamalas ang pang- b T3.1 nakapagpapakita ng aktibong D3.1.c T3.1
unawa sa mga gawaing T3.4 pakikilahok sa mga gawaing T3.4
pangkabuhayan at bahaging T4.1 panlalawigan tungo sa T4.1
ginagampanan ng T4.3 pagiging maunlad, patas, T4.3
pamahalaan at ang mga T5.2 inklusibo at sustenableng T5.2
4th kasapi nito, mga pinuno at mga lalawigan sa
iba pang naglilingkod tungo kinabibilangang rehiyon
sa pagkakaisa, kaayusan,
patas, sustenable at
inklusibong kaunlaran ng
mga lalawigan sa
kinabibilangang rehiyon.
Philippine GCED KSA


Standards
Naipamamalas ang pag- Naipamamalas sa
unawa sa kaisahan ng pamamagitan ng diskurso sa
Naipagmamalaki at Pilipinas bilang isang bansa diyalogo ang kaisipang
naisasabuhay ang sa gitna ng pagkakaiba-iba "Pilipinas bilang Bansa" ayon
D1.1. T1.3, T1.3,
pagka-Pilipino na 1st ng katangiang pisikal at sa mga katangiang pisikal at D1.1.f D2.1.b
a T3.1 T3.1
may pantaong heograpiya ng pantaong heograpiya ng mga
pagpapahalaga at mga lalawigan at rehiyon lalawigan at rehiyon nito.
wastong paggamit nito bilang bahagi o may
sa kapaligiran at kaugnayan sa daigdig.
kalikasan ng Nakapagsasagawa ng
Naipamamalas ang pag-
bansa, pagkakaiba- panimulang hakbang sa
unawa at pagpapahalaga sa
iba ng mga kultura, pangangalaga at
kapaligiran at likas na
4 pakikilahok sa
1st yaman ng bansa at ang
D1.1.
D2.1.d
T1.3, pagpapahagala sa likas na
D3.1.a T3.3
pamamahala at a T3.1 yaman at kapaligiran ng
ugnayan nito sa paghubog
pagpapahalaga sa bansa
ng kultura at lipunang
mga mithiin ng
Pilipino.
bansang Pilipinas
para sa patas at Nakapagpapakita ng
Nasusuri ang iba’t ibang
inklusibong lipunan pagpapahalaga sa iba’t ibang
gawaing pangkabuhayan
bilang batayan sa hanapbuhay at gawaing
batay sa heograpiyang
pagbuo ng D1.1. T1.3, pangkabuhayan na T1.3,
2nd pisikal at mga oportunidad at D2.1.d
pagkakakilanlang d T4.3 nakatutulong sa T4.3
hamong kaakibat nito tungo
Pilipino. pagkakakilanlang Pilipino at
sa mas maunlad at
sustenableng pag-unlad ng
sustenableng lipunan.
bansa
Naipamamalas ang pag- Nakapagsasagawa ng
unawa sa pagkakaiba-iba ng panimulang hakbang sa
mga pamayanang pang- pagatataguyod ng
T2.1, T2.1,
kultural sa bansa tungo sa D1.1. pagkakaisa at pag-uunawaan
2nd T2.3, D3.1.a T2.3,
mas malalim na pag-unawa a sa gitna ng pagkakaiba-iba
T5.1 T5.1
sa kaisahan at pagkakaisa ng mga pamayanang pang-
na may kaugnayan sa antas kultural sa bansa
lokal, nasyonal, at global.
Nabibigyang halaga ang
gampanin ng pamahalaan ng
sariling komunidad sa
pagbibigay serbisyo at
Naipamamalas ang pag- D2.1.d
pagtaguyod ng karapatan ng
mga mamayan
bahaging ginagampanan ng
pamahalaan sa lipunan,
mga pinuno at iba pang
Nakapagpapakita ng
naglilingkod sa T5.1, T5.1,
3rd D1.1a D2.1d panimulang hakbang sa
pamamagitan ng pakikiisa T5.2 T5.2
aktibong pakikilahok at
sa programa ng
pakikiisa sa mga proyekto at
pamahalaan sa layuning
gawain ng pamahalaan ng
patas, mapayapa, at
sariling komunidad at mga D3.1.a
maunlad na lipunan sa antas
pinuno nito tungo sa
glokal.
kabutihan ng lahat na naayon
sa mithiing mapayapa,
maunlad, at may
pagkakaisang lipunan
Naipamamalas ang pag- Nakikilahok sa mga gawaing
unawa at pagsasabuhay ng pansibiko na nagpapakita ng
mga tungkulin bilang pagganap sa kanyang
mamamayang Pilipino na D1.1. D3.1. T5.2, tungkulin bilang mamamayan T5.2,
4th D3.1.b
may pagpapahalaga sa sarili a a T5.3 ng bansa at makataong T5.3
at karapatan ng iba at pagsasabuhay ng kanyang
sangkatauhan alinsunod sa karapatan at tungkulin sa
mga karapatang pantao. bayan
Philippine GCED KSA


Standards
Naipamamalas ang Naipamamalas ang Naipamamalas ang
mapanuring pag- mapanuring pag-unawa at pagmamalaki sa mga
unawa at kaalaman ukol sa kultura at sinaunang kabihasnan sa
pagpapahalaga sa pamayanan ng mga bansa sa pagbuo ng
pagkakabuo mga sinaunang Pilipino bago D1.1. T1.2, pagkakakilanlang Pilipino T1.2,
1st D2.1.d
sinaunang lipunan dumating ang mga Espanyol d T2.1 T2.1
sa Pilipinas at ang ambag nito sa
hanggang sa mga pagbuo ng pagkakakilanlang
malalaking Pilipino bilang kasapi ng
pagbabagong lipunan, bansa, at daigdig.
pang-ekonomiya at Naipamamalas ang Nakapagsasagawa ng
ang implikasyon mapanuring pag-unawa sa talakayan hinggil sa positibo
nito sa lipunan sa pagbabagong naganap sa at negatibong epekto ng mga
5 simula ng ika- lipunan at kulturang Pilipino
D1.1. T1.2,
pagbabagong naganap sa
T1.2,
labing siyam na 2nd sa pagdating at pananakop lipunan at kulturang Pilipino D2.1.b
d T2.1 T2.1
siglo, gamit ang ng mga Espanyol sa sa panahon ng mga
batayang konsepto Pilipinas at epekto nito sa Espanyol sa pagbuo ng
katulad ng pagbuo ng pagkakakilanlang pagkakakilanlang Pilipino
kahalagahang Pilipino.
pangkasaysayan Naipamamalas ang Nakakapagpakita ng
(historical mapanuring pag-unawa sa mga pagpapahalaga at
significance), pagbabago sa lipunan ng pagmamalaki sa
sinaunang Pilipino kabilang ang T1.2, pagpupunyagi ng mga T1.2,
pagpapatuloy at D1.1.
3rd pagpupunyagi ng ilang pangkat T2.1, Pilipino sa panahon ng D2.1.d T2.1,
pagbabago, na ipaglaban ang patas na d
T5.3 kolonyalismong Espanyol sa T5.3
ugnayang sanhi at karapatan, pagpapahalaga sa
epekto tungo sa sangkatauhang Pilipino, at pagkamit ng patas na
paglinang ng isang mapanatili ang kalayaan sa karapatan, pagpapahalaga
batang Kolonyalismong Espanyol at sa sangtauhang Pilipino, at
mamamayang ang impluwensya nito sa kalayaan ng bansa
mapanuri, kasalukuyang panahon.
mapagmuni,
responsable,
produktibo,
makakalikasan,
makatao at
makabansa at may Naipamamalas ang Nakapagpapahayag ng
mapanuring pag-unawa sa pagmamalaki sa pagpupunyagi ng
pagpapahalaga sa mga makabayang Pilipino sa gitna
mga usapin sa bahaging ginampanan ng
kolonyalismong Espanyol at ng kolonyalismong Espanyol at sa
lipunan sa mahalagang papel na
ang impluwensiya ng ginagampanan nito sa pag-usbong
nakaraan at pandaigdigang reporma sa
kasalukuyan tungo ng kamalayang pambansa na
pag-usbong ng kamalayang naaayon sa pagkakaisa,
sa mas malalim na pambansa na naaayon sa katarungan, at pagkakapantay-
T1.2, T1.2,
pagpapahalaga sa pagkakaisa, katarungan, at pantay tungo sa pagkabuo ng
D1.1. T1.3, T1.3,
pagkakakilanlang 4th pagkakapantay-pantay tungo Pilipinas bilang isang nasyon D2.1.d
d T4.2, T4.2,
Pilipino na sa pagkabuo ng Pilipinas bilang
isang nasyon T5.3 T5.3
magpapanday sa
maunlad, patas,
payapa, at
sustenableng
kinabukasan para
sa bansa, rehiyon,
at daigdig.
Philippine GCED KSA


Standards
Naipamamalas ang Naipamamalas ang mapanuring pag- Nabibigyang halaga ang
patuloy na pamamahala at mga pagbabago sa papel na ginampanan ng
mapanuring pag- lipunang Pilipino sa panahon ng mga sinaunang Pilipino sa
kolonyalismong Amerikano at ng pagkamit ng kalayaan,
unawa at pananakop ng mga Hapon at ang
pagpapahalaga sa pagpupunyagi ng mga Pilipino na katarungan, at
D1.1. T1.2, T1.2,
kasaysayan ng 1st makamtan ang kalayaan, katarungan, D2.1.d pagpapahalaga sa D2.1.d
at pagpapahalaga sa sangkatauhan d T5.4 T5.4
Pilipinas mula sa tungo sa pagkabuo ng kamalayang
sangkatauhan tungo sa
ika-20 siglo pagsasarili at pagkakakilanlang pagkabuo ng kamalayang
hanggang sa malayang nasyon at estado pagsasarili at
kasalukuyan gamit pagkakakilanlang malayang
6 ang nasyon at estado
mapagkakatiwalaa Naipamamalas ang Nakapagpakita ng
n at angkakop na mapanuring pag-unawa at pagmamalaki sa
mapagkukunan ng pagpapahalaga sa kontribosyon ng mga
impormasyon sa pagpupunyagi ng mga nagpunyaging mga Pilipino
D1.1. T1.2, T1.2,
pagsusuri ng sipi 2nd Pilipino tungo sa pagtugon D2.1.d sa pagkamit ng ganap na D2.1.d
d T1.3 T1.3
ng mga primaryang sa mga suliranin, isyu at kalayaan at hamon ng
sangguniang hamon ng kasarinlan gaya kasarinlan gaya ng isyu sa
nakasulat, pasalita, ng isyu sa ekonomiya, ekonomiya, pulitika, lipunan,
awdyo-biswal at pulitika, lipunan, at kultura at kultura
kumbinasyon ng Naipamamalas ang Nakabubuo ng panukalang
mga ito, mula sa mapanuring pag-unawa at solusyong tutugon sa mga
iba-ibang panahon, pagpapahalaga sa patuloy kasalukuyang hamon at
tungo sa pagbuo na pagpupunyagi ng mga problema ng Pilipinas bilang
ng mas malalim na Pilipino sa pagtugon sa mga D1.1. T1.2, nagsasarili at umuunlad na T1.2,
3rd D2.1.d D3.1.e
pagkakakilanlang kasalukuyang hamon ng d T5.4 bansa gaya ng alitan, T5.4
Pilipino at ng nagsasarili at umuunlad na diskriminasyon, krimen, at
makabansang bansa gaya ng alitan, marami pang iba
kaisipan na diskriminasyon, krimen, at
magsisilbing marami pang iba
lundayan sa mas Naipamamalas ang Nakapagsasagawa ng
malawak, mapanuring pag-unawa at panimulang hakbang na
makatwiran, at kaalaman sa bahagi ng nagpapakita ng aktibong
makataong Pilipinas bilang isang pakikilahok at pakikiisa sa
T1.3, T1.3,
pananaw malayang bansa sa daigdig D1.1. programa ng pamahalaan sa
4th T1.4, D3.1.a T1.4,
pandaigdig. batay sa ugnayan nito sa iba a pandaigdigang hangaring
T5.1 T5.1
pang mga bansa sa mundo mapayapa, patas, inklusibo,
sa hangaring mapayapa, sustenable, at makataong
patas, inklusibo, sustenable, lipunan
at makataong lipunan
Philippine GCED KSA


Standards
Naipamamalas ang Ang mag-aaral ay D1.1. T3.3 Ang mag-aaral ay malalim na D2.1b T3.3
malalim na pag- naipamamalas ang pag- c nakapaguugnay-ugnay at
unawa at unawa sa ugnayan ng nakakapagpahayag sa bahaging
kapaligiran at tao ayon sa ginampanan ng kapaligiran at
pagpapahalaga sa
1st mga gawi at kaasalan nito
tao sa paghubog ng sinaunang
kamalayan sa kabihasnang Asyano batay sa
heograpiya, na humubog sa sinaunang iba't ibang mga perspektibang
kasaysayan, kabihasnang Asyano lumitaw sa diskursong
kultura, lipunan, pangkasaysayan
pamahalaan at Ang mga mag-aaral ay D2.1a T2.4 Ang mag-aaral ay kritikal na D3.1c T2.4
ekonomiya ng mga naipamamalasang pag- nakapagsusuri sa mga
7 bansa sa rehiyon unawa at paggalang sa mga kaisipang Asyano, pilosopiya
tungo sa pagbubuo kaisipang Asyano, at relihiyon na nagbigay-
ng pilosopiya at relihiyon na daan sa paghubog ng
pagkakakilanlang nagbigay-daan sa paghubog sinaunang kabihasnan sa
Pilipino at 2nd ng sinaunang kabihasnan sa Asya at sa pagbuo ng
pagkakaisang Asya at sa pagbuo ng pagkakilanlang Asyano
Asyano sa gitna ng pagkakakilanlang Asyano at upang maging batayan ng
mga pagkakaiba- isinasaalang-alang ang kilos na may paggalang,
iba at hamon ng pagkakaiba-iba ng mga ito pagmamalasakit, at
globalisasyon at pananampalataya sa
magkakatuwang sa dakilang may lalang.
payapa, inklusibo, Ang mga mag-aaral ay D1.1f T1.2 Ang mag-aaral ay D3.1e T1.2
at sustenableng naipamamalas ang pag-unawa nakapagsasagawa ng kritikal na
pag-unlad na sa pagbabago, pag-unlad at pagsusuri sa pagbabago, pag-
sama-samang pagpapatuloy sa Timog at unlad at pagpapatuloy sa Timog
Kanlurang Asya sa at Kanlurang Asya sa
pagharap sa mga
3rd Transisyonal at Makabagong Transisyonal at Makabagong
pandaigdigang Panahon (ika-16 hanggang ika- Panahon (ika-16 hanggang ika-
isyung 20 siglo) sa pamamagitan ng 20 siglo) bilang gabay sa
nakakaapekto sa pagbuo ng mga argumentong pagbalangkas ng mga
Asya at mga may pinagbabatayang patunay inisyatibong nagsusulong sa
multikultural na kabutihang panlahat
pamayanan nito. Ang mga mag-aaral ay D1.1f T1.2 Ang Mag-aaral ay D3.1e T1.2
napapahalagahan ang nakapagsasagawa nang kritikal
pagtugon ng mga Asyano sa na pagsusuri sa pagbabago,
mga hamon ng pagbabago, pag-unlad at pagpapatuloy ng
pag-unlad at pagpapatuloy ng Silangan at Timog Silangang
Silangan at Timog- Silangang Asya sa Transisyoal at
4th Asya sa Transisyonal at Makabagong Panahon (ika-16
Makabagong Panahon (ika-16 hanggang ika-20 siglo) bilang
hanggang ika-20 Siglo) sa gabay sa pagbalangkas ng mga
pamamagitan ng pagbuo ng inisyatibong nagsusulong sa
mga argumentong may kabutihang panlahat
pinagbabatayang patunay
Philippine GCED KSA


Standards
Naipamamalas ang Ang mga mag-aaral ay D1.1c Ang mga mag-aaral ay D2.1a D3.1e T2.1
malalim na pag- naipamamalas ang pag- nakabubuo ng panukalang T3.1
unawa at unawa sa interaksiyon ng T3.1 proyektong nagsusulong sa
pagpapahalaga sa tao sa kaniyang kapaligiran T2.1 pangangalaga at
sama-sama sa pamamagitan masusing preserbasyon ng mga
pagkilos at pagguhit ng mga pamana ng mga sinaunang
kolektibong 1st pandaigdigang ugnayan na kabihasnan sa Daigdig para
pagtugon sa mga nagkaloob ng mga sa kasalukuyan at sa
napapanahong pamanang humubog sa susunod na henerasyon
pandaigdigang pamumuhay ng
hamon sa kasalukuyang henerasyon
sangkatauhan sa mula sa pag-usbong ng
8 kabila ng malawak mga sinaunang kabihasnan
na pagkakaiba-iba Ang mag-aaral ay D1.1d T1.2 Ang mag-aaral ay nakabubuo ng D2.1a D3.1c T1.2
ng heograpiya, naipapamalas ang pag- T2.1 adbokasiya na nagsusulong ng D3.1e T2.1
pangangalaga at pagpapahalaga
kasaysayan, unawa sa kontribusyon ng bilang pagkilala at pagsulong sa T2.2
kultura, lipunan, mga pangyayari sa Klasiko mga natatanging kontribusyon,
pamahalaan at at Transisyunal na Panahon ekspresyong kultural at palitang
ekonomiya tungo 2nd gamit ang masusing pag- interkultural ng Klasiko at
Transisyunal na Panahon na
sa mas malalim na aanalisa ng mga primaryang nagkaroon ng malaking
pagkilala sa sarili sanggunian sa pagkabuo at impluwensya sa pamumuhay ng tao
bilang Pilipino na pagkahubog ng sa kasalukuyan
kasapi ng pagkakakilanlan ng mga
pandaigdigang bansa at rehiyon sa daigdig
lipunan na may Ang mga mag-aaral ay D1.1a T1.2 Ang mga mag-aaral ay D1.1d D2.1f T1.2
matalinong pag- naipamamalas ang pag-unawa T1.3 kritikal na nakapagsusuri sa T1.3
iisip at pagkilos at pagkilala sa mga naging implikasyon sa
para sa layuning komplikadong sitwasyon at isyu kaniyang bansa, komunidad,
kaakibat ng transpormasyon
mapayapa, at sarili ng mga pangyayari
tungo sa makabagong panahon
maunlad at 3rd ng mga bansa at rehiyon sa sa panahon ng
matatag na daigdig bunsod ng paglaganap transpormasyon tungo sa
kinabukasan ng ng mga kaisipan sa agham, makabagong panahon bilang
daigdig politika, at ekonomiya tungo sa pag-angkop sa isang
pagbuo ng pandaigdigan kaisipang global at global
kamalayan self-efficacy
Ang mga mag-aaral ay D1.1. T1.4 Ang mga mag-aaral ay D3.1d T1.4
naipamamalas ang pag- e T5.1 aktibong nakikilahok sa mga T5.1
unawa at pagtataya sa gawain, programa, proyekto
kahalagahan ng pakikipag- sa antas ng komunidad at
ugnayan, sama-samang bansa na nagsusulong ng
pagkilos, at pagtugon sa rehiyonal at pandaigdigang
4th implikasyon ng pagkilos sa kapayapaan, pagkakaisa,
kontemporanyong daigdig pagtutulungan, at kaunlaran
tungo sa pagbuo ng
kaisipang global na lipunan
na may kapayapaan,
pagkakaisa, pagtutulungan,
at kaunlaran
Philippine GCED KSA


Standards
Naipamamalas ang Ang mga mag-aaral ay may D1.1c T4.1 Ang mga mag-aaral ay D2.1f T4.1
malalim na pag- pag-unawa: sa mga naisasabuhay ang pag-
unawa at pangunahing konsepto ng unawa sa mga pangunahing
pagpapahalaga sa Ekonomiks sa iba't ibang konsepto ng Ekonomiks sa
mga pangunahing pandaigdigang perspektibo pamamagitan ng pag-angkop
1st
kaisipan at at pananaw bilang batayan sa mga kaisipang global
napapanahong isyu ng matalino at maunlad na bilang batayan ng matalino at
sa ekonomiks pang-araw-araw na maunlad na pang- araw-araw
gamit ang mga pamumuhay sa isang na pamumuhay
kasanayan at globalisadong daigdig
pagpapahalaga ng Ang mga mag-aaral ay may D1.1f T4.1 Ang mga mag-aaral ay kritikal na D2.1e T4.1
mga disiplinang pag-unawa nakapagsusuri sa mga
9 agham panlipunan sa mga pangunahing
pangunahing kaalaman sa ugnayan
ng pwersa ng demand at suplay, at
tungo sa paghubog kaalaman sa ugnayan ng sistema ng pamilihan bilang
ng mamamayang pwersa ng demand at batayan ng matalinong
mapanuri, suplay, at sa sistema ng pagdedesisyon ng sambahayan at
bahay-kalakal at pag-angkop sa
mapagnilay, pamilihan bilang batayan ng
2nd mga pagkilos na may
mapanagutan, pagbuo ng mga pagtutulungan, respeto, at
makakalikasan, argumentong nagpapakita kooperasyon tungo sa pambansa at
produktibo, ng matalinong pandaigdigang kaunlaran.
makatarungan, at pagdedesisyon ng
makataong sambahayan at bahay-
mamamayan ng kalakal tungo sa pambansa
bansa at daigdig at pandaigdigang kaunlaran.
Naipamamalas ng mag- D1.1a T4.2 Ang mag-aaral ay D3.1b T4.2
aaral ang pag-unawa sa T4.3 nakapagmumungkahi ng T4.3
mga masalimuot mga pamamaraan kung
na/komplikadong paanong ang pangunahing
pangunahing kaalaman kaalaman tungkol sa
tungkol sa pambansang pambansang ekonomiya ay
ekonomiya bilang kabahagi nakapagpapabuti sa
3rd
sa pagpapabuti, pamumuhay, pagpapaunlad
pagpapaunlad at pagbibigay at pagbibigay ng pantay na
ng pantay na oportunidad sa oportunidad para sa kapwa
pamumuhay ng kapwa mamamayan tungo sa
mamamayan tungo sa pambansa at pandaigdigang
pambansa at pandaigdigang kaunlaran.
kaunlaran.
Ang mga mag-aaral ay may D1.1f T1.4 Ang mga mag-aaral ay D3.1b T1.4
pag-unawa T4.1 aktibong nakikibahagi sa D3.1e T4.1
sa mga sektor ng ekonomiya maayos na pagpapatupad at
at mga patakarang pang- pagpapabuti ng mga sektor
ekonomiya sa pamamagitan ng ekonomiya at mga
4th ng pagbuo ng susing patakarang pang-ekonomiya
opinyon/argumento sa harap nito tungo sa pambansang
ng mga hamon at pwersa ng pagsulong, pag-unlad at
globalisasyon tungo sa pakikipag-ugnayan sa ibang
pambansang pagsulong at ekonomiya ng daigdig
pag-unlad
Philippine GCED KSA

Standards
Naipamamalas ang Ang mga mag-aaral ay may D1.1. T1.3 Ang mga mag-aaral ay: D3.1b T4.1
malalim na pag- pag-unawa sa sanhi at c T4.1 nakabubuo ng programang D3.1e T4.2
unawa at implikasyon ng mga lokal at pangkabuhayan (livelihood
pagpapahalaga sa pandaigdigang isyu at project) batay sa mga
mga hamong pang-ekonomiya pinagkukunang yaman na
kontemporaryong 1st gamit ang iba't ibang matatagpuan sa pamayanan
isyu sa bansa at perspektiba/pananaw tungo upang makatulong sa
daigdig (i.e. mga sa pagkamit ng pambansa paglutas sa mga suliraning
hamong pang- at pandaigdigang pagsulong pangkabuhayan na
ekonomiya, at kaunlaran kinakaharap ng bansa at
pangkalikasan, daigdig
pampolitika, Ang mga mag-aaral ay may D1.1a T1.1 Ang mga mag-aaral ay: D3.1d T1.1
10 karapatang pantao, pag-unawa: sa T5.4 nakapagpapanukala ng mga D3.1e T5.4
pang-edukasyon at komplikadong/masalimuot paraan na nagpapakita ng
pananagutang na sanhi, epekto, at power aktibong pakikilahok sa mga
sibiko at dynamics ng mga isyung isyung pampulitikal na
pagkamamamayan pampulitikal sa nararanasan sa pamayanan
) na bunsod ng pagpapanatili ng katatagan at sa bansa upang hindi na
2nd
globalisasyon na ng pamahalaan at maayos ito maging daan sa
kinakaharap ng na ugnayan ng mga bansa pandaigdigang alitan
mga bansa sa sa daigdig upang maiwasan
kasalukuyang ang mga alitan bunga ng
panahon) gamit hindi maayos na paggamit
ang mga ng kapangyarihan at hindi
kasanayan sa pagkakaunawaan
pagsisiyasat, Ang mga mag-aaral ay may D1.1c T5.3 Ang mga mag-aaral ay: D3.1b T5.3
pagsusuri ng datos pag-unawa sa pamamagitan D1.1d nakapagpaplano ng D3.1c
at iba’t ibang ng masusing pag-aanalisa symposium na tumatalakay D3.1d
sanggunian, sa mga batayang sa kaugnayan ng karapatang D3.1e
pagsasaliksik, impormasyon: sa pantao at pagtugon sa
mapanuring pag- kahalagahan ng karapatang responsibilidad bilang
3rd
iisip, mabisang pantao sa pagsusulong ng mamamayan tungo sa
komunikasyon at pagkapantay-pantay at pagpapanatili ng isang
matalinong respeto sa tao bilang kasapi pamayanan, bansa, at
pagpapasya tungo ng pamayanan, bansa, at daigdig na kumikilala at
sa pagtataguyod daidig nagbibigay-galang sa
ng mga solusyon at karapatang pantao
gawain para sa Ang mga mag-aaral ay may D1.1c T2.4 Ang mga mag-aaral ay: D3.1b T2.4
isang daigdig na pag-unawa sa pamamagitan D1.1d nakabubuo ng D3.1c
makatwirang, ng masusing pag-aanalisa dokyumentaryo na D3.1d
payapa, patas, at sa iba't ibang pandaigdigang nagsusulong ng paggalang D3.1e
inklusibo. perspektibo/pananaw: sa sa karapatan ng mga
3rd
kahalagahan ng pagtanggap mamamayan sa pagpili ng
at paggalang sa iba’t ibang kasarian at sekswalidad
perspektibo na may bilang pagtugon sa
kaugnayan sa samu’t saring pagkakaroon ng patas at
isyu sa gender inklusibong daigdig
Ang mga mag-aaral ay may D1.1d T4.3 Ang mga mag-aaral ay D2.1b D3.1b T4.3
pag-unawa sa pamamagitan nakagagawa ng case study
ng masusing pag-aanalisa na tumatalakay sa mga
sa mga batayang solusyon tungkol sa mga
impormasyon: sa suliraning kinakaharap ng
kahalagahan ng edukasyon sistema ng edukasyon sa
4th
tungo sa ikabubuti ng bansa at ng daigdig
kalidad ng pamumuhay ng
tao, pagpapanatili ng
kaayusang panlipunan, at
pag-unlad ng bansa at
daigdig.
Ang mga mag-aaral ay may D1.1f T5.2 Ang mga mag-aaral ay D2.1b D3.1b T4.3
pag-unawa sa pamamagitan nakagagawa ng pananaliksik T5.2
ng pagbuo susing tungkol sa kalagayan ng
argumento/opinyon: sa pakikilahok sa mga gawaing
4th
kahalagahan ng pansibiko at pulitikal ng mga
pagkamamayan at mamamayan sa kanilang
pakikilahok sa mga gawaing sariling pamayanan at ang
pansibiko tungo sa implikasyon nito sa
pagkakaroon ng isang pambansa at pandaigdigang
pamayanan, bansa, at kalagayan.
daigdig na maunlad,
mapayapa, at may
pagkakaisa
Philippine GCED KSA

GCED Indicators
Cog SoE Beh
Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarili,
pamilya, paaralan, at komunidad, na maiuugnay sa mga antas lokal, T1.1
nasyonal, at global, at sa mga batayang konsepto ng pagpapatuloy at T1.3
1 T.2.1
pagbabago, distansya at direksyon gamit ang mga kasanayan tungo
D1.1. T.2.2
sa malalim ng pag-unawa tungkol sa sarili at kapaligirang pisikal at D.2.1.a D3.1.a T.2.3
sosyo-kultural, bilang kasapi ng sariling komunidad na kumikilala, D1.1.a
D2.1b D3.1.b T.2.4
nagbibigay proteksyon, at nagsusulong ng paggalang sa lipunang D1.1.b
2 Kinder to Grade 3 D.2.1.c D3.1.c T3.1
multikultural. D1.1.d T3.2
D.2.1.d D3.1.d
D1.1.e T3.4
D.2.1.e D3.1.e
D1.1.f T4.1
T4.3
T5.1
T5.2
3
Naipamamalas ang mga kakayahan bilang batang produktibo,
mapanagutan at makabansa na may pagpapahalaga sa
sangkatauhan, kultura, kalikasan, pamahalaan at kasaysayan bilang
batayan ng pagkakakilanlan at pagkamamayan gamit ang kasanayan
sa pagsasaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong T1.2, T1.3, T1.4,
pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit D1.1.a, D3.1.a, T2.1, T2.3, T3.1,
D2.1.b,
4 Grade 4 to 6 ng pinagkukunang-yaman at pakikipagtalastasan at pag-unawa sa D1.1.d, D3.1.b, T3.3, T4.2, T4.3,
D2.1.d
mga batayang konsepto ng heograpiya, kasaysayan, ekonomiya, D1.1.f D3.1.e T5.1, T5.2, T5.3,
pamamahala, sibika at kultura tungo sa pagpapanday ng maunlad, T5.4
patas, inklusibo, at sustenableng lipunan na magsisilbing batayan sa
mas makatwiran at makataong pananaw pandaigdig.
5
6
Naipamamalas ang mga kakayahan bilang kabataang mamamayang
Pilipinong mapanuri, mapagnilay, malikhain, may matalinong
7 pagpapasya at aktibong pakikilahok, makakalikasan, mapanagutan,
produktibo, makatao at makabansa, na may pandaigdigang pananaw
gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos at iba’t D1.1a
T1
8 ibang sanggunian, pagsasaliksik, mabisang komunikasyon bilang D1.1C D2.1e D3.1a
T2
Grade 7 to 10 pagtugon sa mga hamon at proseso ng globalisasyon, at pag-unawa D1.1d D2.1f D3.1d
T3
sa mga batayang konsepto ng heograpiya, kasaysayan, ekonomiya, D1.1e D2.1g D3.1e
T4
politika at kultura tungo sa pagpapanday ng maunlad, patas, inklusibo, D1.1f
at sustenableng kinabukasan para sa maunlad na bansa at payapang
9 daigdig.
10
11
12
Philippine GCED KSA

LEARNING AREA: EDUKASYON SA PAGPAPAKATAO
Enhanced GCED Enhanced GCED GCED Indicators GCED GCED Indicators GCED
Enhanced GCED
Grade integration In the Quart integration In the Cog SoE Beh Topics Cog SoE Beh Topics
integration In the
Level Grade Level er Content Standards
Performance Standards
Standards
Naipamamalas ng Naipamamalas ang D2.1e D3.1a T2.1 Naipapakita ang sariling D3.1a T2.2
mag-aaral ang pagunawa sa T4.4 pagkakakilanlan at
pag-unawa sa kahalagahan ng kakayahan nang may
sarili, kapwa, pagkilala sa sarili at tiwala sa sarili
bansa, at Diyos na sariling kakayahan, Naisasabuhay ang mga D3.1a T2.1
may paggalang at pangangalaga sa responsibilidad at
pagkilala sa sariling kalusugan at wastong pag-uugali
kaibahan pagiging mabuting tungo sa pangangalaga
(diversity) bilang kasapi ng pamilya sa sarili at kalusugan
gabay tungo sa tungo sa payapa at upang mapaunlad ang
maayos at 1st ligtas na daigdig. anumang kakayahan
masayang Naisasagawa nang may D3.1c T5.1
tahanan, paaralan pagmamahal at
1 at lipunang glokal. pagmamalasakit ang
anumang kilos at gawain
na magpapasaya at
magpapatibay sa
ugnayan ng mga kasapi
ng pamilya tungo sa
mapayapa at maunlad
na pamumuhay
Naipamamalas ang D1.1 D3.1a T5.1 Naisasabuhay ang D3.1c T4.2
pag-unawa sa b paggalang, T5.1
kahalagahan ng pagmamalasakit at
2nd
wasto, bukas, at wastong pakikitungo sa
makataong ibang kasapi ng pamilya,
pakikitungo sa ibang kapwa at iba pang
kasapi ng pamilya at kasapi ng pamayanan sa
pamayanan tulad ng lahat ng pagkakataon.
pagsasalita ng may
paggalang at
pagsasabi ng Naisasabuhay ang D1.1b D2.1b T2.2
katotohanan para sa pagiging magalang sa
kabutihan ng sarili at kilos at pananalita sa
ng nakararami kapwa sa kabila na
pagkakaiba-iba
Naisasabuhay ang D3.1a T5.1
pagiging matapat sa
lahat ng pagkakataon
Naipamamalas ang D2.1e D3.1a T3.3 Naisasabuhay ang D3.1c T5.3
pag-unawa sa T5.1 pagiging masunurin at
kahalagahan ng magalang sa tahanan,
pagiging masunurin, nakasusunod sa mga
pagpapanatili ng alituntunin ng tahanan,
kaayusan, paaaralan at pamayanan
kapayapaan at at naisasagawa nang
kalinisan sa loob ng may pagpapahalaga ang
3rd tahanan, paaralan at mga karapatang
pamayanan tungo sa tinatamasa
mapanagutang Naisasagawa nang may D3.1a T5.1
pamumuhay. kusa ang mga kilos at
gawain na nagpapanatili
ng kalinisan, kaayusan at
katahimikan sa loob ng
tahanan, paaralan at
pamayanan
Naipamamalas ang D2.1g D3.1c T.51 Naipakikita ang D2.1g D3.1c T.51
pagunawa sa pagmamahal sa
kahalagahan ng magulang at mga
pagmamahal sa nakatatanda, paggalang
Diyos, paggalang sa sa paniniwala ng kapwa
4th iba't ibang paniniwala at ng iba't ibang pangkat
ng iba-ibang pangkat at palagiang pagdarasal
at pagkakaroon ng
pag-asa tungo sa mas
ingklusibong
pamayanan.
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ang D2.1. T2.1 Naisasagawa nang D3.1.c T2.1
mag-aaral ang pag-unawa sa a buong husay ang
pag-unawa sa kahalagahan ng anumang kakayahan o
pagpapakikita ng pagkilala sa sarili at potensyal at
mga kilos na pagkakaroon ng napaglalabanan ang
nagpapahalaga sa wastong disiplina anumang kahinaan
sarili, kapwa, tungo sa mapayapa at tungo sa pagbuo ng
bansa, Diyos at sa maunlad na sariling pagkakakilanlan
Kanyang mga pagkakabuklod- (T2.1)
nilikha bilang buklod o pagkakaisa
2 patnubay sa
1st
ng mga kasapi ng Naisasagawa nang D3.1.c T2.1
maayos, patas, tahanan at paaralan palagian ang
makatwiran, na nabibilang sa pangangalaga at pag-
ingklusibo at lipunang multikultural iingat sa katawan tungo
masayang (T2.1) sa pagbuo ng sariling
paaralan at pagkakakilanlan (T2.1)
pamayanan tungo
sa pagbuo ng
sariling
pagkakakilanlan
na magtataguyod Naisasagawa ang D2.1.e T2.3
sa payapang kusang pagsunod sa
daigdig. (T2.1) mga tuntunin at
napagkasunduang
gagawin sa loob ng
tahanan bilang bahagi ng
pamumuhay kasama ang
kapwa tao
Naipamamalas ang D2.1. T2.4 Naisasagawa ang wasto D2.1.c T2.4

pag-unawa sa c at tapat na pakikitungo at
kahalagahan ng pakikisalamuha sa
pagiging bukas at kapwa na may
sensitibo sa paggalang sa kanilang
damdamin at kasarian, lahi, kalagayan
karampatang at paniniwala
pangangailangan ng
iba, pagiging
magalang sa
2nd
pananalita, wastong Naisasagawa ang mga D2.1.c T2.4
pagkilos, at kilos at gawaing
pagmamalasakit sa nagpapakita ng
kapwa na may pagmamalasakit sa
pagkilala sa mga kapwa na may
kasarian, lahi, paggalang sa kanilang
kalagayan at kasarian, lahi, kalagayan
paniniwala at paniniwala
Naipamamalas ang D3.1. T5.3 Naisasagawa nang D3.1.c T5.3

pag-unawa sa c buong pagmamalaki ang
kahalagahan at pagiging mulat sa
pakinabang ng karapatan na maaaring
kamalayan sa tamasahin
karapatang pantao ng
3rd
bata, mulat na
pagkamasunurin
tungo sa kaayusang
panlahat, kapayapaan
ng kinabibilangang
kapaligiran at ng
bansang may
kamalayang glokal.
Naisasabuhay ang D3.1.a T5.1

pagsunod sa iba’t ibang
paraan ng pagpapanatili
ng kaayusan at
kapayapaan sa
pamayanan at bansa
bilang pagsusulong nito
Naipamamalas ang D3.1.a T3.1 Naisasabuhay ang D3.1.a T3.1
pag-unawa sa pagpapasalamat sa lahat
kahalagahan ng ng biyayang tinatanggap
pagpapasalamat sa at nakapagpapakita ng
lahat ng likha at mga pag-asa sa lahat ng
biyayang tinatanggap pagkakataon bilang
mula sa Diyos bilang bahagi ng pag-iingat sa
4th bahagi ng pag-iingat mga likas at di-likas na
at sustenableng yaman at kapaligiran
paggamit sa mga likas
at di-likas na yaman
at kapaligiran tungo
sa maunlad at
makatwirang
pamayanan.
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ang D1.1 D2.1. T2.1 T2.3 Naipakikita ang D1.1.a D2.1. T2.1 T2.3
mag-aaral ang pag-unawa sa .a a T5.1 natatanging kakayahan a T5.1
pag-unawa sa kahalagahan ng sa iba’t ibang ng etikal at
mga sariling kakayahan, responsableng
responsableng pagkakaroon ng pamamaraan nang may
gawain na tiwala, pangangalaga, tiwala, katapatan at
nagpapakita ng pag-iingat sa sarili katatagan ng loob.
pagpapahalaga tungo sa kabutihan at Naisasabuhay ang iba’t D1.1.a D2.1. T2.1 T2.3
tungo sa maayos kaayusan ng pamilya ibang patunay ng a
at sustenableng at pamayanan, at pangangalaga at pag-
pamumuhay na paniniwala sa sariling iingat para mapa-unlad
may 1st kakayahan na ang sarili
mapanagutang makibahagi at Naipakikita ang D1.1.a D2.1. T2.1 T2.3
pagkilos at magtagumpay sa katapatan, pakikiisa at a T5.1
3 pagpapasiya para isang patas na pagsunod sa mga
sa sarili, kapwa, daigdig. tuntunin o anumang
pamayanan, kasunduang itinakda ng
bansa at Diyos. mag-anak na may
kinalaman sa kalusugan
at kaligtasan tungo sa
kabutihan ng lahat at
sustenableng
pamumuhay.
Naipamamalas ang D1.1 D2.1. D3.1.a T1.3 T2.1 Naisasabuhay nang D1.1.a D2.1. D3.1.a T1.3 T2.1
pag-unawa sa .a b T2.2 T4.1 palagian ang mga D1.1.b b T2.2 T4.1
2nd kahalagahan ng D1.1 D2.1. T5.1 makabuluhang gawain D1.1.c D2.1. T5.1
pakikipagkapwa-tao at .b g tungo sa kabutihan g
makataong batas panlahat:
tungo sa D1.1 1. pagmamalasakit sa
pagtataguyod ng .c kapwa
isang pamayanang 2. pagiging matapat sa
mapayapa, ligtas, at kapwa
patas. 3. pantay-pantay na
pagtingin
Naipamamalas ang D1.1 D2.1. D3.1.d T1.2 T2.1 Naipagmamalaki ang D1.1.c D2.1. D3.1.d T1.2 T2.1
pag-unawa at respeto .c b T2.2 T2.3 mga magagandang D1.1.d b T2.2 T2.3
sa kahalagahan ng D1.1 D2.1. T2.4 T5.4 kaugaliang Pilipino sa D2.1. T2.4
pananatili ng mga .d c iba’t ibang pagkakataon c
natatanging D2.1. upang maipalamas sa D2.1.
kaugaliang Pilipino g mundo ang natatanging g
kaalinsabay ng kultura.
pagsunod sa mga Naipamamalas ang D1.1.c D2.1. D3.1.d T1.2 T2.1
3rd tuntunin at batas na pagiging masunurin sa D1.1.d b T2.3 T2.4
may kaugnayan sa mga itinakdang D2.1. T5.4
pangangalaga ng alituntunin, patakaran at c
kalikasan at batas para sa malinis, D2.1.
makatarungang ligtas at mapayapang g
pamayanan para sa pamayanan.
sustenableng pag-
unlad para sa lahat ng
mamamayan.
Naipamamalas ang D1.1 D2.1. D3.1.c T2.4 T5.4 1. Naisabubuhay ang D1.1.b D2.1. D3.1.c T2.4 T5.4
pag-unawa sa .b a paggalang sa D1.1.c a
kahalagahan ng D1.1 D2.1. paniniwala ng iba tungkol D2.1.
pananalig sa Diyos, .c c sa Diyos at ibang c
paggalang sa sariling D2.1. relihiyon D2.1.
paniniwala at ibang g 2. Naipakikita ang g
mga paniniwalang pagmamahal sa Diyos at
4th
panrelihiyon, sa lahat ng Kanyang
pagkakaroon ng pag- nilikha kaakibat ang pag-
asa at pagmamahal asa at paggawa ng
bilang isang nilikha sa mabuti sa lahat
isang pamayanang
payapa, ligtas, at
inglklusibo.
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ang D1.1 D2.1. D3.1.a T5.1 Naisasagawa nang may D1.1.a D2.1. D3.1.a T1.1
mag-aaral ang pag-unawa sa .a b mapanuring pag-iisip ang D1.1.d e D3.1.e T5.1
pag-unawa at kahalagahan ng D1.1 tamang D1.1.e T5.4
pakikilahok sa pagkakaroon ng .e pamamaraan/pamantaya
mga katatagan ng loob, n sa pagtuklas ng
makabuluhang mapanuring pag-iisip, katotohanan at pag-
gawain na may pagkamatiyaga, unawa sa mga suliranin
kaakibat na pagkamapagtiis, upang mapanatili ang
pagpapahalaga pagkabukas-isip, katiwasayan at
tungo sa wasto, pagkamahinahon at maiwasan ang di
maayos, masaya pagmamahal sa pagkaka-unawaan.
1st
at mapayapang katotohanan na
pamumuhay para magpapalaya sa
sa sarili, kapwa, anumang alalahanin
4 bansa at Diyos. sa buhay ng tao
bilang kasapi ng
pamilya,
mapanagutang
pagkilos tungo sa
mapayapang tahanan
at ligtas na
pamayanan
Naipamamalas ang D2.1. D3.1.b T2.3 Naisasagawa nang D1.1.c D2.1. D3.1.c T2.2
pag-unawa sa d D3.1.c T5.1 mapanuri ang tunay na a T4.2
kahalagahan ng D2.1. kahulugan ng D2.1. T5.1
2nd paggawa ng mabuti e pakikipagkapwa na may e
at malakasakit sa malasakit, paggalang at
kapwa (anuman ang maayos na ugnayan sa
kanyang
pinanggalingan) na kabila ng pagkakaiba-iba
hindi naghihintay ng (diversity)
anumang kapalit ang
paggawa ng mabuti
3rd Naipamamalas ang D2.1. D3.1.d T1.3 Naisasabuhay ang mga D1.1.c D2.1. D3.1.a T2.1
pag-unawa sa a T2.1 gawaing nagpapakita ng a T2.2
pagmamahal sa D2.1. T2.2 pagpapahalaga at D2.1. T2.3
bansa sa d T5.2 paggalang sa sariling b
pamamagitan ng kultura at kultura ng iba
pagpapahalaga sa
kultura,
pagkakakilanlan at
pakikilahok sa
gawaing
pampamayanan
Nauunawaan at D2.1. D3.1.c T2.2 Naisasabuhay ang D2.1. D3.1.c T2.2
naipakikita ang c T2.3 pananalig sa Diyos sa c T2.3
pananalig sa Diyos sa D2.1. T2.4 pamamagitan ng D2.1. T2.4
pamamagitan ng g T5.1 paggalang, pagtanggap g T5.1
4th paggalang, at pagmamahal sa
pagtanggap at kapwa tao, kalikasan at
pagmamahal sa lahat ng mga likha
kapwa tao, kalikasan
at lahat ng mga likha
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ang D2.1. T5.1, Nakagagawa ng tamang D3.1.a, T5.1, T5.3
mag-aaral ang pag-unawa sa c, T5.3, T2.2 pasya ayon sa dikta ng D3.1.c
pag-unawa sa kahalagahan ng D2.1. isip at loobin sa kung
masusing pagkakaroon ng g ano ang dapat at di-
pagsusuri sa mapanuring pag-iisip dapat batay sa
pagpapahayag, sa pagpapahayag at karapatang pantao at
pagganap ng pagganap ng kapayapaan
tungkulin na may anumang gawain na
pananagutan at may kinalaman sa
pagsasabuhay ng sarili, sa pamilyang
mga ito tungo sa kinabibilangan,
masaya, kultura, karapatang Naisasabuhay ang D3.1.a, T2.4, T5.3
mapayapa at pantao at pagkakaroon ng tamang D3.1.c
5 maunlad na 1st pagpapanatili ng pag-uugali sa
pamumuhay para kapayapaan. pagpapahayag at
sa sarili/ mag- pagganap ng anumang
anak, kapwa/ gawain ng may
pamayanan, pagsasaalang-alang ng
bansa/ daigdig at kasarian, pangkat
Diyos bilang etnikong kinabibilangan,
bahagi ng pagiging kakayahan at paniniwala
global citizen at
Naisasagawa ang mga D2.1.c D3.1.c, T3.3, T5.1,
pagtataguyod ng
kilos,gawain at pahayag D3.1.a T5.3, T2.2
inklusibo at
na may kabutihan at
sustenableng pag-
katotohanan bilang
unlad
bahagi ng lipunang
nakaugnay
nagpapahalaga ng
kapayapaan,
karapatang-pantao,
kultura at kapaligiran
D3.1.c, T5.3, T2.3 Naisasagawa ang D3.1.c, T5.3, T2.3
Naipamamalas ang D3.1.e inaasahang hakbang, D3.1.e
pag-unawa sa kilos at pahayag na may
kahalagahan ng paggalang at
pakikipagkapwa-tao at pagmamalasakit para sa
2nd pagganap ng mga kapakanan at kabutihan
inaasahang hakbang, ng pamilya at kapwa
pahayag at kilos para
sa kapakanan at ng
pamilya at kapwa at
lipunang global
Naipamamalas ang D3.1.b, T1.3, Naisasagawa nang may D3.1.b, T1.3, T5.3,
pag-unawa sa D3.1.a, T5.3, T5.1 disiplina sa sarili at D3.1.a T5.1
kahalagahan nang D2.1 pakikiisa sa anumang
pagpapakita ng mga alituntuntunin at batas na
natatanging may kinalaman sa bansa
kaugaliang Pilipino, at global na kapakanan
pagkakaroon ng
3rd Naisasabuhay ang D2.1 D3.1.a T3.3
disiplina para sa
pagkakaisa at komitment
kabutihan ng lahat,
bilang responsableng
komitment at
tagapangalaga ng
pagkakaisa bilang
kapaligiran
tagapangalaga ng
kapaligiran, kultura at
karapatang-pantao
Naipamamalas ang D2.1. T3.1, Naisasabuhay ang tunay D2.1. T3.1, T2.3,
pag-unawa sa d, T2.3, T1.3 na pasasalamat sa Diyos d, T1.3
kahalagahan ng D2.1 na nagkaloob ng buhay, D2.1
pananalig sa Diyos na kalikasan, at kakayahan
nagbigay ng buhay sa taong maging global
4th
upang itaguyod ang na mamamayan
pangangalaga sa
kalikasan,
katahimikan at
kabutihang-panlahat
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ang D1.1 D3.1.e T5.4 Naisasagawa ang D1.1.a D3.1.e T5.4
mag-aaral ang pag-unawa sa .a tamang desisyon nang D1.1.b
pag-unawa sa kahalagahan ng D1.1 may pagsasalang-alang D1.1.e
mga gawain na pagsunod sa mga .b sa iba at katatagan ng
tumutulong sa 1st tamang hakbang bago D1.1 loob para sa ikabubuti ng
pag-angat ng makagawa ng isang .e lahat.
sariling dignidad, desisyon para sa
pagmamahal sa pagsulong ng
kapwa na may kabutihang panlahat.
mapanagutang Naipamamalas ang D1.1 D2.1. D3.1.a T2.4 T5.1 Naisasabuhay ang D1.1.b D2.1. D3.1.a T2.4 T5.1
pagkilos at pag-unawa sa .b a D3.1.c T5.4 pagkakaroon ng bukas a D3.1.c T5.4
pagpapasiya tungo kahalagan ng D2.1. na isipan at kahinahunan D2.1.
sa maayos, pakikipagkapwa-tao b para responsableng e
6 mapayapa,
2nd
na may kaakibat na D2.1. pagpapasiya tungo sa
maunlad na paggalang sa e kapayapaan ng sarili at
pamumuhay para pagkakaiba-iba at kapwa.
sa kabutihang responsibilidad para
panlahat at sa iba pang tao sa
sustenableng mundo.
lipunan. Naipamamalas ang D1.1 D2.1. D3.1.e T1.4 T2.3 Naipakikita ang mga D1.1.c D2.1. D3.1.a T1.3 T5.1
pag-unawa sa .b a T4.3 T5.1 gawaing tumutugon sa e D3.1.b
kahalagahan ng D2.1. pagmamahal sa bansa
pagmamahal sa d sa pamamagitan ng
3rd
bansa at D2.1.f aktibong pakikilahok na
pandaigdigang may dedikasyon at
pagkakaisa tungo sa integridad tungo sa
isang maunlad, sustenableng lipunan
mapayapa, Naipakikita ang tunay na D2.1. T1.2
nagkakaisa at paghanga, pagmamalaki a
mapagkalingang at paggalang sa mga
pamayanan. sakripisyong ginawa ng
mga Pilipino
Naipakikita ang wastong D2.1. D3.1.a T2.3 T3.1
pangangalaga sa d T3.3
kapaligiran para sa
kasalukuyan at susunod
na henerasyon tungo sa
sustenableng pag-unlad
Naisasagawa ang mga D2.1. D3.1.b T5.1
gawaing nagbibigay e
inspirasyon sa kapwa,
pagmamalasakit at
pagtutulungan upang
makamit ang kaunlaran
ng bansa
Naisasagawa ang mga D2.1. D3.1.b T5.1
gawain na may e D3.1.d
kaugnayan sa
kapayapaan at kaayusan
tungo sa pandaigdigang
pagkakaisa.
Naipamamalas ang D3.1.c T2.1 Naisasabuhay ang D3.1.c T2.1
pag-unawa sa pagkamabuting tao na
kahalagahan ng may positibong pananaw
pagkakaroon ng at pagmamahal sa
4th sariling kapayapaan kapwa bilang patunay sa
(inner peace) para sa pag- unlad ng
pakikitungo sa iba ispiritwalidad.
tungo sa maayos na
komunikasyon.
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ng D1.1 D2.1. D3.1.a T2.1 Naisasagawa ng mag- D1.1.a D2.1. D3.1.a T2.1
mag-aaral ang magaaral ang pag- .a e aaral ang mga angkop e
pag-unawa sa unawa sa mga na hakbang sa paglinang
mga angkop na inaasahang ng limang inaasahang
inaasahang kakayahan at kilos sa kakayahan at kilos
kakayahan at kilos panahon ng (developmental tasks) sa
sa panahon ng pagdadalaga/pagbibin panahon ng
pagdadalaga/pagb ata, talento at pagdadalaga/pagbibinata
ibinata, kakayahan kakayahan, hilig, at upang magampanan
at talento, hilig at mga tungkulin sa nang may pananagutan
pagkatao ng tao panahon ng ang mga tungkulin sa
tungo sa pagtupad pagdadalaga/pagbibin sarili, pamilya at lipunan.
ng mga tungkulin ata sa sarili, pamilya,
7 sa sarili, sa kapwa, 1st at lipunan tungo sa
sa bansa/daigdig mapanagutang
at sa Diyos at pagkilos sa
pagtatakda ng kasalukuyang yugto
mithiin nang may ng buhay at pag-
pananagutan at unlad.
mapanuring pag- Naipamamalas ng D3.1.a T2.1 Naisasagawa ng mag- D3.1.a T4.3
iisip upang magaaral ang pag- aaral ang mga gawaing T2.1
mapanagutan ang unawa sa talento at angkop sa pagpapaunlad
kahihinatnan ng kakayahan bilang ng kanyang mga talento
mga pasya at bahagi ng pagkilala sa at kakayahan nang may
kilos, mapaunlad sarili tungo sa pananagutan tungo sa
ang sarili at ang pansariling pag-unlad pansarili pag-unlad at
pamumuhay. at pagiging kapaki- pagiging kapaki-
pakinabang na kasapi pakinabang na kasapi ng
ng lipunan. lipunan.
Naipamamalas ng D3.1.a T2.1 Naisasagawa ng mag- D3.1.a T4.3

mag-aaral ang pag- T4.3 aaral ang mga gawaing
unawa sa mga hilig angkop para sa
upang mas makilala pagpapaunlad ng
at mapaunlad ang kanyang mga hilig tungo
sarili sa mas responsableng
pagbibinata at
pagdadalaga
Naipamamalas ng D1.1 D2.1. D3.1.a T4.3 Naisasagawa ng mag- D1.1.e D2.1. D3.1.a T4.3
magaaral ang pag- .e e D3.1.e T5.1 aaral ang mga gawaing e D3.1.e T5.1
unawa sa kanyang angkop sa maayos at
mga tungkulin sa mapanagutang pagtupad
bawat gampanin ng kanyang mga
bilang tungkulin sa bawat
nagdadalaga/nagbibin gampanin bilang
ata at ang mga nagdadalaga/nagbibinata
pananagutan sa sarili, sa kanyang sarili, kapwa
kapwa at sa lipunan. at lipunan
Naipamamalas ng D1.1 D3.1.a T5.1 Nakagagawa ng angkop D1.1.d D2.1. D3.1.a T5.1
magaaral ang pag- .e na pagsusuri ng mga D1.1.e e D3.1.e
unawa sa isip at kilos- impormasyon, suliranin D1.1.f
loob at ang at kahihinatnan at
kahalagahan nito sa pagpapasiya tungo sa
pagkakamit ng katotohanan at kabutihan
mapanagutan at gamit ang isip at kilos-
mapayapang loob.
pamumuhay
2nd Naipamamalas ng D1.1 D3.1.a T5.1 Naisasagawa ng mag- D1.1.f D3.1.a T5.1
mag-aaral ang pag- .a T5.3 aaral ang pagbuo ng
unawa sa kaugnayan D1.1 pasya batay sa tamang
ng konsiyensiya sa .e konsensya at paglalapat
Likas na Batas Moral ng wastong paraan
at ang gamit nito upang itama ang mga
upang makapagsuri maling pasiya o kilos
ng mga kilos at pasya bilang kabataan tungo sa
tungo sa kabutihan ng nakararami
mapanagutang at kapayapaan
pagkilos at
pagpapasiya.
Naipamamalas ng D2.1. D3.1.a T1.1 Naisasagawa ng mag- D1.1.e D2.1. D3.1.a T1.1
magaaral ang pag- c T5.3 aaral ang pagbuo ng c T5.3
unawa sa kalayaan mga hakbang upang
bilang isang baguhin o paunlarin ang
karapatan tungo sa kaniyang paggamit ng
mapanagutang kilos. kalayaan nang may
mapanuring pag-iisip at
mapaganutang
pagpapasya tungo sa
kabutihan ng sarili at
nakararami.
Naipamamalas ng D2.1. D3.1.a T5.3 Naisasagawa ng mag- D2.1. D3.1.a T2.3
mag-aaral ang pag- c aaral ang mga c D3.1.c T4.2
unawa sa dignidad ng konkretong paraan D2.1. T5.1
tao at mga kilos na upang ipakita ang e T5.3
kaugnay nito tungo sa paggalang at
paggalang sa pagmamalasakit sa mga
sangkatauhan at taong kapus-palad o higit
pagpapahalaga sa na nangangailangan.
mga karapatan.
Naipamamalas ng D1.1 D2.1. T2.1 Naisasagawa ng mag- D2.1. D3.1.a T2.2
magaaral ang pag- .c a aaral ang mapanagutang c T5.1
unawa sa pagsasabuhay ng mga
pagpapahalaga at pagpapahalaga at birtud
birtud at kung paano na magpapaunlad ng
ito nagiging bahagi ng kanyang buhay bilang
pagkatao ng isang nagdadalaga/nagbibinata
tao. at kasapi ng lipunan.
3rd
Naipamamalas ng D1.1 D2.1. T2.3 Naisasagawa ng mag- D1.1.c D2.1. D3.1.a T2.3
magaaral ang pag- .c c aaral ang paglalapat ng c T5.1
unawa sa hirarkiya ng mga tiyak na hakbang
mga pagpapahalaga upang mapataas ang
at ang pagsasabuhay antas ng kaniyang mga
ng mga pagpapahalaga nang
pagpapahalagang may pagsasaalang-alang
kalakip nito tungo sa
pansarili at ng pananagutan sa sarili,
panlipunang pag- kapwa at lipunan.
unlad.
Naipamamalas ng D1.1 D2.1. D3.1.a T2.1 Naisasagawa ng mag- D1.1.a D2.1. D3.1.a T2.1
mag-aaral ang pag- .a e T4.2 aaral ang paglalapat ng D1.1.e e T4.2
unawa sa mga D1.1 T4.3 mga hakbang sa T4.3
panloob na salik na .e pagpapaunlad ng mga
nakaiimpluwensya sa panloob na salik na
paghubog ng mga nakaiimpluwensya sa
pagpapahalaga bilang paghubog ng mga
gabay sa sariling pag- pagpapahalaga.
unlad.
mag-aaral ang pag- .a e T4.2 aaral ang pagiging D1.1.d b T5.1
unawa sa mga D1.1 D2.1.f mapanuri at D1.1.e T5.4
panlabas na salik na .e mapanindigan sa mga
nakaiimpluwensya sa pasiya at kilos sa gitna
paghubog ng mga ng mga
pagpapahalaga . nagtutunggaliang mga
panlabas na salik na
nakaiimpluwensiya sa
paghubog ng mga
pagpapahalaga.
Naipamamalas ng D2.1. D3.1.e T4.3 Naisasagawa ng mag- D1.1.e D2.1. D3.1.a T4.3
mag-aaral ang pag- e T4.2 aaral ang paglalapat ng e D3.1.b T4.2
unawa sa kaniyang D2.1.f pansariling plano sa D3.1.e
mga pangarap at pagtupad ng kaniyang
mithiin para sa sarili, mga pangarap para sa
kapwa, bansa at sarili, kapwa, bansa at
mundo. mundo.
4th mag-aaral ang pag- .a e T5.1 aaral ang pagbuo ng D1.1.e e D3.1.b T5.1
unawa sa mabuti at D1.1 T4.3 Personal na Pahayag ng D3.1.e T4.3
mapanagutang .e Misyon sa Buhay
pagpapasiya na may (Personal Mission
pagsusuri at Statement) batay sa mga
pagninilay para sa hakbang sa mabuting
kapakanan ng sarili, pagpapasiya kasama
kapwa at lipunan. ang pagsusuri at
pagsasaalang-alang ng
kapakan ng sarili, kapwa
at lipunan.
Naipamamalas ng D1.1 T4.2 Naisasagawa ng mag- D1.1.d T4.2 T4.2

magaaral ang pag- .d T4.3 aaral ang pagtatakda ng D1.1.e T4.3
unawa sa mga D1.1 mithiin gamit ang Goal
pansariling salik sa .e Setting at Action
pagpili ng kursong Planning Chart nang
akademiko o may pagsusuri ng
teknikalbokasyonal, maaaring kilos at pasya
sining o isports batay sa pangarap at
negosyo o mithiin.
hanapbuhay tungo sa
pansariling pag-unlad
at pagiging
responsableng kasapi
ng lipunan.
Naipamamalas ng D1.1 D3.1.a T4.1 Naisasagawa ng mag- D1.1.e D3.1.a T4.1
mag-aaral ang pag- .e T4.3 aaral ang plano ng T4.3
unawa sa paghahanda para sa
kahalagahan ng pag- minimithing kursong
aaral bilang akademiko o teknikal-
paghahanda para sa bokasyonal, negosyo o
pagnenegosyo at hanapbuhay batay sa
paghahanapbuhay pamantayan sa pagbuo
tungo sa isang ng Career Plan na
responsable at makakatulong sa
maunlad na pagkakaroon ng
pamumuhay. responsable at maunlad
na pamumuhay.
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ng D2.1. T2.1, T1.3 Naisasagawa ng mag- D3.1.d T2.3, T5.1
mag-aaral ang mag-aaral ang pag- d aaral ang mga angkop
pag-unawa sa unawa sa pamilya na kilos tungo sa
layunin at bilang natural na pagpapatatag ng
kahalagahan ng institusyon ng lipunan pagmamahalan at
pamilya at na tagapaghubog ng pagtutulungan sa sariling
pakikipagkapwa pagkakakilanlan at pamilya bilang bahagi ng
upang maging pagiging mamamayan pakikipamumuhay,
mapanagutan sa ng daigdig pagpapanatili ng
pakikipag-ugnayan kapayapaan na
sa iba tungo sa nakakaapekto sa lipunan
makabuluhang Naipamamalas ng D3.1.c T5.3, Naisasagawa ang mga D1.1.a D3.1.d T2.3, T2.4
8 buhay sa glokal na 1st mag-aaral ang pag- T5.1, T2.1 angkop na kilos tungo sa
lipunan na unawa sa misyon ng pagpapaunlad ng mga
nagsusulong ng pamilya sa pagbibigay gawi sa pag-aaral at
isang ligtas, ng edukasyon, pagsasabuhay ng
payapa, inglusibo paggabay sa pananampalataya sa
at sustenableng pagpapasya at pamilya at
pag-unlad ng paghubog ng pakikipamuhay nito sa
pamayanan, pananampalataya isang lokal at global na
bansa, at upang maitaguyod lipunan
sangkatauhan. ang karapatang-
pantao, kapayapaan
at paggalang sa mga
kultura
Naipamamalas ng D3.1.c T5.3, Naisasagawa ang mga D2.1. D3.1.c T5.4, T5.1,
mag-aaral ang pag- T5.1, T2.1 angkop na kilos tungo sa c T2.3
unawa sa misyon ng pagkakaroon at
pamilya sa pagbibigay pagpapaunlad ng
ng edukasyon, komunikasyon sa
paggabay sa pamilya upang
pagpapasya at mapanatili ang
paghubog ng kapayapaan, paggalang
pananampalataya sa kapwa at maiwasan
upang maitaguyod ang kaguluhan
ang karapatang-
pantao, kapayapaan
at paggalang sa mga
kultura
Naipamamalas ng D2.1. T1.3 Naisasagawa ng mag- D2.1. T1.3
mag-aaral ang pag- d aaral ang isang gawaing d
unawa sa papel ng angkop sa panlipunan at
pamilya sa pampulitikal na papel ng
pamayanan at ang pamilya at ang
kaugnayan nito glokal kaugnayan nito glokal na
na lipunan lipunan
Naipamamalas ng D2.1. D3.1.c T2.3 Naisasagawa ng mag- D2.1. D3.1.e T2.4, T2.2
mag-aaral ang pag- a aaral ang isang g
unawa sa konsepto pangkatang gawaing
ng pakikipagkapwa sa tutugon sa
kabila ng pagkakaiba- pangangailangan ng
iba ng tao na mga mag-aaral o
namumuhay sa lokal kabataan sa paaralan o
at global na lipunan pamayanan ng may
pagsasaalang-alang sa
kasarian, paniniwala,
2nd
pangkat-etniko,
kakayahan at kultura.
Naipamamalas ng D3.1.a, T2.4, T5.3 "Naisasagawa ng mag- D3.1.a, T2.4, T5.3
mag-aaral ang pag- D3.1.c aaral ang mga angkop D3.1.c
unawa sa na kilos upang
pakikipagkaibigan ng mapaunlad ang
may pagsasaalang- pakikipagkaibigan ng
alang ng kasarian, may pagsasaalang-alang
pangkat etnikong ng kasarian, pangkat
kinabibilangan, etnikong kinabibilangan,
kakayahan at kakayahan at paniniwala
paniniwala (hal.: pagpapatawad)."
Naipamamalas ng T2.3, T2.1 Naisasagawa ng mag- D2.1 T2.3, T2.1

mag-aaral ang pag- aaral ang mga angkop
unawa sa mga na kilos upang
konsepto tungkol sa mapamahalaanan ang
emosyon upang kanyang emosyon upang
mapaunlad ang mapaunlad ang ugnayan
ugnayan sa kapwa, sa kapwa, pamilya at
pamilya at lipunang lipunang lokal at global
lokal at global
Naipamamalas ng D2.1. T5.2 Naisasagawa ng mag- D2.1. T5.2
mag-aaral ang pag- e aaral ang mga angkop e
unawa sa mga na kilos upang
konsepto sa pagiging mapaunlad ang
mapanagutang lider at kakayahang maging
tagasunod upang mapanagutang lider at
magkaroon ng gabay tagasunod upang
sa mga politikal na magkaroon ng gabay sa
isyu at pakikisangkot mga politikal na isyu at
pakikisangkot
Naipamamalas ng D3.1.a T3.1 Naisasagawa ng mag- D2.1 D3.1.a T3.1
unawa sa mga na kilos sa isang
konsepto tungkol sa pangkatang gawain
pasasalamat mga maaaring iugnay sa
biyaya ng kapaligiran, pangangalaga sa
likas at di-likas na kapaligiran, likas at di-
yaman. likas na yaman.
Naipamamalas ng D2.1. D3.1.c T5.1, T5.4 Naisasagawa ng mag- D2.1. D3.1.c T5.1, T5.4
3rd mag-aaral ang pag- e aaral ang mga angkop e
unawa sa pagsunod na kilos ng pagsunod at
at paggalang sa paggalang sa magulang,
magulang, nakatatanda at may
nakatatanda at may awtoridad at
awtoridad bilang nakaiimpluwensya sa
bahagi ng kapwa kabataan na
pagpapanatili ng maipamalas ang mga ito
kapayapaan at pag- bilang bahagi ng
iwas sa kaguluhan pagpapanatili ng
kapayapaan at pag-iwas
sa kaguluhan
mag-aaral ang pag- c aaral ang mga angkop c
unawa sa mga na kilos sa isang
konsepto sa paggawa mabuting gawaing
ng mabuti sa kapwa tumutugon sa
na may pagsasalang- pangangailangan ng
alang sa kasarian, mga marginalized, IPs at
pangkat etnikong differently abled na may
kinabibilangan, pagsasalang-alang sa
kakayahan, kasarian, pangkat
paniniwala at kultura etnikong kinabibilangan,
kakayahan, paniniwala at
kultura
Naipamamalas ng D2.1. D3.1.a T2.3, T4.4 Naisasagawa ng mag- D2.1. D3.1.a T2.3, T4.4
mag-aaral ang pag- e aaral ang mga angkop e
unawa sa katapatan na kilos sa
sa salita at gawa pagsasabuhay ng
bilang bahagi ng katapatan sa salita at
pagpapanatili ng gawa bilang bahagi ng
kapayapaan at pagpapanatili ng
pagpapaunlad ng kapayapaan at
ugnayan sa kapuwa pagpapaunlad ng
at lipunang lokal at ugnayan sa kapuwa at
global lipunang lokal at global
mag-aaral ang pag- d aaral ang tamang kilos d
unawa sa mga tungo sa paghahanda sa
konsepto sa susunod na yugto ng
sekswalidad ng tao buhay bilang
upang maisaalang- nagdadalaga at
alang ang kasarian, nagbibinata at sa
4th
pagkakakilanlan at pagtupad niya ng
pagkamamamayan kanyang bokasyon na
nito magmahal nang may
pagsasaalang-alang ng
kasarian,
pagkakakilanlan at
pagkamamamayan nito
Naipamamalas ng D3.1.a, T5.1, T5.4 Naisasagawa ng mag- D3.1.a, T5.1, T5.4
mag-aaral ang pag- D3.1.c aaral ang mga angkop D3.1.c
unawa sa mga na kilos upang maiwasan
karahasan sa at matugunan ang mga
paaralan bilang karahasan sa kanyang
bahagi ng paaralan bilang bahagi
pagtataguyod ng ng pagtataguyod ng
kapayapaan at pag- kapayapaan
iwas sa karahasan
Naipamamalas ng D1.1 D2.1. T1.3, T1.4 Nakapaghahain ang D1.1.a D2.1. T1.3, T1.4
mag-aaral ang pag- .a e mag-aaral ng mga e
unawa sa mga hakbang para
konsepto tungkol sa matugunan ang hamon
agwat teknolohikal ng hamon ng agwat
gayundin naman ang teknolohikal gayundin
ugnayan nito sa naman ang ugnayan nito
pagiging global citizen sa pagiging global citizen
Naipamamalas ng D2.1.f T2.1, T2.3 Naisasagawa ng mag- D2.1.f T2.1, T2.3
unawa sa epekto ng na kilos sa pagharap sa
migrasyon sa mga epekto ng
pamilyang Pilipino migrasyon sa pamilyang
gayundin sa kultura at Pilipino gayundin sa
pakikipamuhay ng kultura at pakikipamuhay
mga tao ng mga tao
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ng D2.1 D2.1.f D3.1.b T2.1 T3.4 Naisasagawa ng mag- D2.1.a D2.1.f D3.1.b T2.1 T3.4
mag-aaral ang mag-aaral ang pag- .a T5.2 aaral ang isang proyekto T5.2
pag-unawa sa unawa sa lipunan at na makatutulong sa
mga konsepto layunin nito (ang isang pamayanan o
tungkol sa lipunan kabutihang panlahat). sektor sa
at paggawa bilang pangangailangang
paglilingkod tungo pangkabuhayan,
sa tamang pagpili pangkultural, at
ng kurso o pangkapayapaan.
hanapbuhay na Naipamamalas ng D3.1.b T5.2 Nakapagtataya o D3.1.b T5.2
magiging mag-aaral ang pag- nakapaghuhusga ang
makabuluhan at unawa sa mag- aaral kung ang
kapaki-pakinabang kahalagahan ng Prinsipyo ng Subsidiarity
9 sa kanya at sa 1st lipunang pulitikal at at Pagkakaisa ay umiiral
lipunan tungo sa ang Prinsipyo ng o nilalabag sa pamilya,
sustenableng Subsidiarity at paaralan,
pamumuhay at Pagkakaisa baranggay/pamayanan,
kabutihang at lipunan/bansa gamit
panlahat. ang case study.
Naipamamalas ng D3.1.a T5.2 Nakatataya ang mag- D3.1.a T5.2
mag-aaral ang pag- D3.1.b aaral ng lipunang D3.1.b
unawa sa lipunang ekonomiya sa isang
ekonomiya at baranggay/pamayanan,
implikasyon sa mga at lipunan/bansa gamit
isyung pandaigdig ang dokumentaryo o
photo/video journal
(hal.YouScoop).
Naipamamalas ng D3.1.a T5.2 Natataya ng mag-aaral D3.1.a T5.2
mag-aaral ang pag- D3.1.b ang adbokasiya ng iba’t D3.1.b
unawa sa Lipunang D3.1.d ibang lipunang sibil batay D3.1.d
Sibil (Civil Society), sa kontribusyon ng mga
Media at Simbahan at ito sa katarungang
ang kahalagahan nito panlipunan, pang-
sa lokal, nasyonal, ekonomiyang pag- unlad
rehiyonal, at global na (economic viability),
pag-unlad. pakikilahok ng
mamamayan,
pangangalaga ng
kapaligiran, kapayapaan,
pagkakapantay ng
kababaihan at
kalalakihan (gender
equality) o ispiritwalidad
(mga pagpapahalagang
kailangan sa isang
sustainable society).
Naipamamalas ng D2.1. D3.1.a T4.1 T5.2 Naisasagawa ng mag- D2.1. D3.1.a T4.1 T5.2
mag- aaral ang pag- a D3.1.b aaral ang mga angkop a D3.1.b
unawa sa mga D2.1.f D3.1.d na kilos upang ituwid ang D2.1.f D3.1.d
karapatan, tungkulin D3.1.e mga nagawa o D3.1.e
ng tao sa lipunan at naobserbahang
paggalang sa paglabag sa mga
sangkatauhan karapatang tao sa
pamilya, paaralan,
baranggay/pamayanan,
o lipunan/bansa para sa
2nd
mapayapang
pamumuhay.
Naipamamalas ng D1.1 D2.1. D3.1.a T5.4 Nakabubuo ang mag- D1.1.b D2.1. D3.1.a T5.4
mag- aaral ang pag- .b b D3.1.e aaral ng panukala sa b D3.1.e
unawa sa mga batas D2.1. isang batas na umiiral D2.1.
na nakabatay sa Likas c tungkol sa mga kabataan c
na Batas Moral D2.1. tungo sa pagsunod nito D2.1.
(Natural Law) para sa g sa likas na batas moral g
pagsulong ng para sa pagsulong ng
kabutihang panlahat. kabutihang panlahat.
Naipamamalas ng D2.1. D3.1.a T5.1 Nakabubuo ang mag- D2.1. D3.1.a T5.1
mag- aaral ang pag- a D3.1.e aaral ng paglalahat a D3.1.e
unawa sa paggawa D2.1. tungkol sa kabutihang D2.1.
bilang c naidudulot ng paggawa c
tagapagtaguyod ng sa sarili, kapwa/pamilya,
dignidad ng tao at at lipunan gamit ang
paglilingkod. panayam na may
paggalang at
pagpapahalaga sa mga
manggagawang
kumakatawan sa taong
nangangailangan
(marginalized) na nasa
iba’t ibang kurso o
trabahong teknikal-
bokasyonal.
Naipamamalas ng D2.1. D3.1.a T4.1 T5.1 Nakalalahok ang mag- D2.1. D3.1.a T4.1 T5.1
mag- aaral ang pag- a D3.1.d aaral ng isang proyekto o a D3.1.d
unawa sa D2.1. D3.1.e gawain para sa D2.1. D3.1.e
kahalagahan ng e baranggay o mga sektor e
pakikilahok at na may partikular na
bolunterismo sa pag- pangangailangan (hal.,
unlad ng mamamayan mga batang may
at lipunan. kapansanan o mga
matatandang walang
kumakalinga) para sa
sama-samang pag-
unlad.
Naipamamalas ng D2.1. D3.1.a T4.1 T5.2 Natutugunan ng mag- D2.1. D3.1.a T4.1 T5.2
mag- aaral ang pag- a D3.1.b aaral ang pansibikong a D3.1.b
unawa sa konsepto D2.1.f D3.1.d pagkilos para D2.1.f D3.1.d
ng pansibikong D3.1.e pangangailangan ng D3.1.e
pagkilos at kapwa o pamayanan sa
katarungang mga angkop na
panlipunan. pagkakataon.
3rd
Naipamamalas ng D3.1.e T4.2 Nakatatapos ang mag- D3.1.e T4.2
mag-aaral ang aaral ng isang gawain o
kahalagahan ng produkto na mayroong
kagalingan sa kalidad o kagalingan sa
paggawa at paggawa.
paniniwala sa
kakayahan ng sarili na
magtagumpay sa
mundo.
Naipamamalas ng D3.1.e T4.3 Nakagagawa ang mag- D3.1.e T4.3

mag-aaral ang pag- aaral ng mga hakbang
unawa sa upang mapanatili ang
kahalagahan ng kasipagan sa pag-aaral o
responsible at takdang gawain sa
kasipagan sa tahanan.
paggawa
Naipamamalas ng D1.1 D2.1. D3.1.a T1.1 T4.3 Natataya ng mag-aaral D1.1.a D2.1. D3.1.a T1.1 T4.3
mag- aaral ang .a e ang sariling kakayahan D1.1.e e
kakayahan sa D1.1 sa pamamahala sa oras
pamamahala at .e batay sa pagsasagawa
responsableng ng mga gawain na nasa
paggamit ng oras. kanyang iskedyul ng mga
gawain.
Naipamamalas ng D1.1 T2.1 T5.1 Nagtatakda ang mag- D1.1.d T2.1 T5.1
mag- aaral ang pag- .d aaral ng sariling tunguhin D1.1.f
unawa sa mga D1.1 pagkatapos ng haiskul na
pansariling salik sa .f naaayon sa taglay na
pagpili ng tamang mga talento,
kursong akademiko o pagpapahalaga, tunguhin
teknikal-bokasyonal, at katayuang ekonomiya.
negosyo o
4th hanapbuhay para sa
sustenableng
pamumuhay.
Naipamamalas ng D1.1 D2.1. D3.1.a T1.1 T2.1 Nakabubuo ang mag- D1.1.a D2.1. D3.1.a T1.1 T2.1
mag-aaral ang pag- .a b D3.1.e T5.1 aaral ng Personal na D1.1.b b D3.1.e T5.1
unawa sa D1.1 D2.1. Pahayag ng Misyon sa D1.1.e D2.1.
kahalagahan ng .b e Buhay. e
Personal na Pahayag D1.1
ng Misyon sa Buhay .e
Naipamamalas ng D1.1 D2.1. D3.1.b T1.1 T2.1 Nakabubuo ang mag- D1.1.a D2.1. D3.1.b T1.1 T2.1
mag- aaral ang .a b T4.2 T5.1 aaral ng profile ng mga D1.1.b b T4.2 T5.1
kahalagahan ng D1.1 D2.1.f trabahong mataas ang D1.1.d D2.1.f
kaalaman sa mga .b lokal at global na D1.1.f
lokal at global na D1.1 demand na angkop sa
demand sa paggawa. .d taglay na mga talento at
D1.1 kakayahan, hilig,
.f pagpapahalaga at
mithiin.
Naipamamalas ng D1.1 D2.1. D3.1.a T4.1 T4.3 Nakapagpapasya ang D1.1.a D2.1. D3.1.a T4.1 T4.3
mag-aaral ang pag- .a e mag- aaral ng kursong D1.1.e e
unawa sa D1.1 akademiko o teknikal-
kahalagahan ng pag- .e bokasyonal, negosyo o
aaral sa paghahanda hanapbuhay na ayon sa
para sa sariling kagustuhan at
pagnenegosyo o angkop sa mga
paghahanapbuhay pansariling salik at lokal
para sa sustenableng
at global na demand.
pag-unlad.
Philippine GCED KSA

Enhanced GCED
integration In the
Standards
Naipamamalas ng Naipamamalas ng D1.1 D2.1. T1.1 Nakagagawa ang mag- D1.1.a D2.1. T1.1
mag-aaral ang mag- aaral ang pag- .a b aaral ng mga angkop na D1.1.d b
pag-unawa sa unawa sa mga D1.1 kilos upang maipakita
mga konsepto konsepto tungkol sa .d ang kakayahang masuri
tungkol sa paggamit ng isip sa at mahanap ang
pagkatao ng tao, paghahanap ng katotohanan, maglingkod
responsable at katotohanan at at magmahal.
makataong kilos, paggamit ng kilos-
pagpapahalagang loob sa
moral at mga paglilingkod/pagmam
isyung moral at ahal sa kapwa.
nagpapasya at Naipamamalas ng D1.1 D2.1. D3.1.c T2.3 T5.1 Nakagagawa ang mag- D1.1.a D2.1. D3.1.c T2.3 T5.1
kumikilos nang mag- aaral ang pag- .a d D3.1.e T5.4 aaral ng angkop na kilos d D3.1.e T5.4
10 may preperensya 1st unawa at D2.1. upang itama ang mga D2.1.
sa kabutihan pagpapahalaga sa g maling pasyang ginawa g
upang maging konsepto ng para sa kabutihang
matatag sa gitna paghubog ng panlahat.
ng mga isyung konsiyensiya batay sa
moral at Likas na Batas Moral.
impluwensya ng Naipamamalas ng D1.1 D2.1. D3.1.a T1.2 T2.2 Nakagagawa ang mag- D1.1.a D2.1. D3.1.a T1.2 T2.2
kapaligiran para sa mag- aaral ang pag- .a d D3.1.b T4.3 T5.1 aaral ng angkop na kilos D1.1.d d D3.1.b T5.1
mapayapang at unawa sa tunay na D1.1 D2.1.f upang maisabuhay ang D2.1.f
progresibong gamit ng kalayaan at .d responsableng paggamit
pamumuhay. kaakibat na ng tunay na kalayaan:
responsibilidad. tumugon sa tawag ng
pagmamahal at
paglilingkod.
Naipamamalas ng D1.1 D2.1. D3.1.a T1.1 T2.1 Nakagagawa ng mga D1.1.b D2.1. D3.1.a T1.1 T5.1
mag- aaral ang pag- .b a T5.1 T5.3 angkop na kilos upang a T5.3
unawa sa dignidad at D1.1 D2.1. maipakita sa kapwang D2.1.
karapatang pantao. .e c itinuturing na mababa c
ang sarili na siya ay
bukod-tangi dahil sa
kanyang taglay na
dignidad at pagkapantay-
pantay ng bawat tao.
Naipamamalas ng D1.1 D2.1. D3.1.a T2.1 T2.4 Nakapagsusuri ang mag- D1.1.b D2.1. D3.1.a T2.1 T2.4
mag- aaral ang pag- .b c D3.1.b T5.3 T5.4 aaral ng sariling kilos na D1.1.e c D3.1.b T5.4
unawa sa konsepto D1.1 D2.1. D3.1.e dapat panagutan at D2.1. D3.1.e
ng pagkukusa ng .e d nakagagawa ng paraan d
makataong kilos. upang maging
mapanagutan sa
pagkilos, pagpapasya at
pananalita.
Naipamamalas ng D1.1 D2.1. D3.1.a T1.1 T5.1 Nakapagsusuri ang mag- D1.1.a D2.1. D3.1.a T1.1 T5.1
mag- aaral ang pag- .a e D3.1.c aaral ng sarili batay sa D1.1.e e D3.1.e
unawa sa konsepto D1.1 D3.1.e mga salik na
tungkol sa mga salik .d nakaaapekto sa
na nakaaapekto sa D1.1 pananagutan ng tao sa
pananagutan ng tao .e kahihinatnan ng kilos at
2nd
sa kahihinatnan ng pasya at nakagagawa ng
kilos at pasya tungo mga hakbang upang
sa sustenableng mahubog ang kanyang
pamumuhay. kakayahan sa
pagpapasya na may
pagsasaalang-alang sa
kabutihang panlahat.
mag- aaral ang pag- .b c D3.1.e T5.4 aaral ng sariling kilos at D1.1.e c D3.1.e
unawa sa mga D1.1 D2.1. pasya batay sa mga
konsepto tungkol sa .e d yugto ng makataong
mga yugtong kilos at nakagagawa ng
makataong kilos at plano upang maitama
pakikipagkapwa. ang kilos o pasya.
mag-aaral ang pag- .b c D3.1.e T5.4 aaral ng kabutihan o D1.1.e c D3.1.e T5.4
unawa sa layunin, D1.1 D2.1. kasamaan ng sariling D2.1.
paraan at mga .e d pasya o kilos sa isang d
sirkumstansya ng sitwasyon batay sa
makataong kilos layunin, paraan at
alinsunod sa mga sirkumstansya alinsunod
karapatang pantao. sa mga karapatang
pantao.
Naipamamalas ng D1.1 D2.1. D3.1.e T1.1 T2.4 Nakagagawa ang mag- D1.1.c D2.1. D3.1.e T1.1 T2.4
mag- aaral ang pag- .c b T5.1 aaral ng angkop na kilos b T5.1
unawa sa D2.1. upang mapaunlad ang D2.1.
pagmamahal ng Diyos g pagmamahal sa Diyos at g
at mga Paniniwalang mga paniniwalang
Panrelihiyon panrelihiyon.
Naipamamalas ng D1.1 D2.1. D3.1.a T2.1 T5.1 Nakagagawa ang mag- D1.1.b D2.1. D3.1.a T2.1 T5.1
mag- aaral ang pag- .b b D3.1.c aaral ng angkop na kilos bd D3.1.c
unawa at importansya D2.1. D3.1.e upang maipamalas ang D2.1. D3.1.e
sa paggalang sa c importansya at g
buhay. D2.1. paggalang sa buhay (i.e.,
d maituwid ang “culture of
D2.1. death” na umiiral sa
3rd g lipunan)
Naipamamalas ng D1.1 D2.1. D3.1.a T1.4 T5.1 Nakagagawa ang mag- D1.1.b D2.1. D3.1.a T1.4 T5.1
mag- aaral ang pag- .b c D3.1.d T5.4 aaral ng angkop na kilos D1.1.e c D3.1.d
unawa sa D1.1 D2.1. upang maipamalas ang D2.1.
pagmamahal sa .c e pagmamahal sa bayan e
bayan (Patriyotismo) D1.1 D2.1.f (Patriyotismo) at sama- D2.1.f
at sama-samang pag- .e samang pag-unlad.
unlad.
Naipamamalas ng D1.1 D2.1. D3.1.b T3.1 T3.2 Nakagagawa ang mag- D1.1.a D2.1. D3.1.b T3.1 T3.2
mag- aaral ang pag- .a e D3.1.d T3.3 T3.4 aaral ng angkop na kilos e D3.1.d T3.3 T3.4
unawa sa upang maipamalas ang
pangangalaga sa pangangalaga sa
kalikasan at kalikasan at hustisyang
hustisyang pangkapaligiran.
pangkapaligiran.
Naipamamalas ng D1.1 D2.1. D3.1.e T1.1 T2.4 Nakagagawa ang mag- D1.1.c D2.1. D3.1.e T1.1 T2.4
mag- aaral ang pag- .c b T5.1 aaralay ng sariling b T5.1
unawa sa mga D2.1. pahayag tungkol sa mga D2.1.
gawaing taliwas sa g gawaing taliwas sa batas g
batas ng Diyos at ng Diyos at paggalang
paggalang sa sa kasagraduhan ng
kasagraduhan ng buhay
buhay
Naipamamalas ng D1.1 D2.1. D3.1.b T3.1 T3.2 Ang mag-aaral ay D1.1.a D2.1. D3.1.b T3.1 T3.2
mag- aaral ang pag- .a e D3.1.d T3.3 T3.4 nakagagawa ng e D3.1.d T3.4
unawa sa mga isyu sa posisyon tungkol sa
paggamit ng isang isyu sa paggamit
kapangyarihan, ng kapangyarihan,
pangkapaligirang gawi pangkapaligirang gawi at
at kaasalan, at kaasalan, o
pangangalaga sa pangangalaga sa
kapaligiran. kapaligiran
Naipamamalas ng D1.1 D2.1. D3.1.a T2.1 T2.2 Nakagagawa ang mag- D1.1.a D2.1. D3.1.a T2.1 T2.2
4th
mag- aaral ang pag- .a a D3.1.b T2.3 T2.4 aaral ng malinaw na D1.1.e a D3.1.b T2.3 T2.4
unawa sa mga isyu D1.1 D2.1. posisyon tungkol sa D2.1.
tungkol sa Kawalan .d c isang isyu sa kawalan ng c
ng Paggalang sa D1.1 paggalang sa dignidad at
Dignidad at .e sekswalidad upang
Sekswalidad upang maiwasan ang mga
maiwasan ang mga deskriminasyong batay
deskriminasyong sa kasarian.
batay sa kasarian.
Naipamamalas ng D1.1 D2.1. D3.1.a T2.1 T2.4 Nakabubuo ang mag- D1.1.b D2.1. D3.1.a T2.1 T5.4
mag- aaral ang pag- .b c D3.1.e T5.4 aaral ng mga hakbang D1.1.e d D3.1.e
unawa sa mga isyung D1.1 D2.1. upang maisabuhay ang
kaugnay sa kawalan .e d paggalang sa
ng paggalang sa katotohanan at ang mga
katotohanan at ang angkop na resulta at
mga angkop na implikasyon nito.
resulta at implikasyon
nito.
Philippine GCED KSA

Enhanced GCED Indicators GCED Indicators GCED GCED Indicators GCED

Grade Key Key Stage GCED Cog SoE Beh Topics Cog SoE Beh Topics
Level Stage with GCED Topics
Concept Cog SoE Beh
1 Naipamamal D1.1. D2.1.a D3.1.a T1.2 (3) D1.1b D2.1.a D3.1.a T1.2 D1.1.a D2.1.a D3.1.a T1.2 (2)
2 as ng mag- a (6) (6) (12) T1.3 D1.1.a (2) (2) T2.1 (3) (4) (4) (7) T1.3
aaral ang D1.1. D2.1.b D3.1.c T2.1 (12) (2) D2.1.b D3.1.c T2.2 D1.1.b D2.1.b D3.1.c T2.1 (9)
pag-unawa b (5) (6) (6) T2.2 (5) D1.1.b (2) (2) T2.3 (3) (4) (8) T2.2 (4)
sa konsepto D1.1. D2.1.c D3.1.d T2.3 (7) D1.1.c D2.1.c D3.1.d T2.4 (2) D1.1.c D2.1.c D3.1.d T2.3 (6)
at gawaing c (6) (7) (3) T2.4 (7) (2) (2) D3.1a (3) T3.1 (4) (5) (2) T2.4 (5)
nagpapakita D1.1. D2.1.e D3.1.c T3.1 (2) D1.1.d D2.1.g D3.1c T3.3 D1.1.d D2.1.e T3.1
ng d (3) (3) (5) T3.3 (2) T4.4 (2) D2.1.g T4.1
pananagutan D2.1.g T4.1 D2.1e (2) T5.1 (3) (5) T4.2
g pansarili, (8) T4.2 D2.1g T5.3 T5.1 (9)
pampamilya, T4.4 T5.4 T5.3 (2)
pagmamahal T5.1 (12) T5.4 (2)
Kinder sa kapwa/ T5.3 (3)
to pamayanan, T5.4 (3)
Grade sa bansa at
3 sa Diyos
tungo sa
maayos,
payapa,
patas,
ingklusibo, at
masayang
pamumuhay
na
nagsusulong
ng
sustenableng
3 pag-unlad na
bahagi ng
glokal na
lipunan.
Naipamamal D1.1. D2.1.a D3.1.a T1.1 D1.1.a D2.1.a D3.1.a T1.3 (3) D1.1.a D2.1.a D3.1.a T1.1
as ng mag- a (4) (7) (13) T1.2 (2) (3) (3) T1.4 (2) (4) (10) T1.2
aaral ang D1.1. D2.1.b D3.1.b T1.3 (5) D1.1.b D2.1.b D3.1.b T2.1 (2) D1.1.d D2.1.b D3.1.b T1.3 (2)
pag-unawa b (5) (3) (6) T1.4 (3) (2) (2) T2.2 (3) D1.1.e D2.1.c (4) T2.1 (2)
4 sa konsepto D1.1. D2.1.c D3.1.c T2.1 (4) D1.1.e D2.1.c D3.1.c T2.3 (5) D1.1.b (2) D3.1.c T2.2 (4)
at gawaing c (3) (4) (13) T2.2 (7) (2) (2) (5) T2.4 (2) (2) D2.1.d (8) T2.3 (6)
nagpapakita D1.1. D2.1.d D3.1.d T2.3 (11) D2.1.d D3.1.d T3.1 D1.1.c (2) D3.1.d T2.4 (3)
ng d (6) (2) T2.4 (5) (4) D3.1.e T4.3 (3) D2.1.e D3.1.e T3.1 (2)
pananagutan D1.1. D2.1.e D3.1.e T3.1 (6) D2.1.e (3) T5.1 (7) D1.1.e (6) (3) T3.3 (3)
g pansarili, e (4) (8) (6) T4.2 (2) T5.2 D2.1.g T4.2
5 pampamilya, D2.1.f T4.3 D2.1.f T5.3 (3) T5.1 (10)
pagmamahal D2.1.g T5.1 (17) D2.1.g T5.4 (2) T5.3 (5)
sa kapwa, sa (3) T5.2 (2) T5.4 (3)
Grade bansa/ T5.3 (8)
4 to 6 daigdig at sa T5.4 (5)
Diyos tungo
sa
pagtataguyod
ng
pamayapa,
patas,
makatuwiran,
at
sustenableng
pag-unlad
para sa
kabutihang
6 panlahat.
Naipapamala D1.1. D2.1.a D3.1.a T1.1 (18) D1.1.a D2.1.a D3.1.a T1.1 (9) D1.1.a D2.1.a D3.1.a T1.1 (9)
s ng mag- a (34) (15) (75) T1.2 (5) (17) (9) (36) T1.2 (4) (17) (6) (39) T1.2
7 Grade aaral ang D1.1. D2.1.b D3.1.b T1.3 (5) D1.1.b D2.1.b D3.1.e T1.3 (3) D1.1.b D2.1.b D3.1.b T1.3 (2)
7 to 10 pag-unawa b (20) (15) (26) T1.4 (4) (10) (7) D3.1.b T1.4 (2) (10) (8) (2) T1.4 (2)
sa mga D1.1. D2.1.c D3.1.c T2.1 (35) D1.1.c D2.1.c (12) T2.1 (21) D1.1.c D2.1.c D3.1.c T2.1 (14)
konsepto sa c (8) (28) (20) T2.2 (4) (5) (14) D3.1.c T2.3 (9) (3) (14) D3.1.e T2.2 (4)
8
pananagutan D1.1. D2.1.d D3.1.d T2.3 (21) D1.1.d D2.1.d (11) T2.4 (10) D1.1.d D2.1.d (4) T2.3 (12)
g pansarili, d (13) (17) (16) T2.4 (21) (6) (10) D3.1.d T3.1 (3) (7) (7) D3.1.b T2.4 (11)
pagkatao ng D1.1. D2.1.e D3.1.e T3.1 (6) D1.1.e D2.1.e (7) T3.2 (2) D1.1.e D2.1.e (12) T3.1 (3)
tao, pamilya e (38) (37) (41) T3.2 (4) (19) (18) D3.1.e T3.3 (2) (19) (19) D3.1.c T3.2 (2)
9 at D1.1.f D2.1.f T3.3 (3) D1.1.f D2.1.f (9) (18) T3.4 (3) D1.1.f (4) D2.1.f (7) (8) T3.3
pakikipagkap (5) (16) T3.4 (6) D2.1.g T4.1 (5) D2.1.g D3.1.d T3.4 (3)
wa, lipunan, D2.1.g T4.1 (10) (5) T4.2 (7) (6) (9) T4.1 (5)
paggawa at (11) T4.2 (15) T4.3 (11) D3.1.e T4.2 (8)
mga T4.3 (22) T4.4 (18) T4.3 (11)
pagpapahala T4.4 (2) T5.1 (22) T4.4
gang moral T5.1 (47) T5.2 (7) T5.1 (25)
at T5.2 (14) T5.3 (8) T5.2 (7)
nagpapasiya T5.3 (12) T5.4 (9) T5.3 (4)
at kumikilos T5.4 (19) T5.4 (10)
nang
mapanaguta
n tungo sa
kabutihang
panlahat
upang
mamuhay
nang may
kaayusan at
kaligayahan
tungo sa
pagtataguyod
ng isang
lipunang
glokal na
nagsusulong
ng isang
ligtas,
payapa,
inglusibo at
sustenableng
pag-unlad ng
pamayanan,
bansa, at
sangkatauha
10 n.
Philippine GCED KSA

LEARNING AREA: MUSIC
Enhanced GCED Enhanced GCED integration In the GCED Indicators Enhanced GCED GCED Indicators
Grade integration In the Qua Content Standards GCED integration In the GCED
Level Grade Level rter Topics Performance Topics
Standards Cog SoE Beh Standards Cog SoE Beh
The learner demonstrates basic understanding D1.1.e D2.1.c D3.1.c T2.4, T3.1 responds appropriately D1.1.e D2.1.c D3.1.c T2.4, T3.1
demonstrates of sound, silence, and rhythm to the pulse of the
basic (using music and songs of the sounds heard and
understanding of glocality that promote identity performs with accuracy
the fundamental formation, shared responsibility, the rhythmic patterns
processes in music peace-oriented values, respect for (using music and songs
through others, and care for the of the glocality that
1st
performing, environment) promote identity
creating, listening formation, shared
and observing, and responsibility, peace-
responding to oriented values,
music and songs of respect for others, and
the glocality that care for the
promote identity environment)
1 formation, shared demonstrates basic understanding D1.1.e D2.1.c D3.1.c T2.4, T3.1 responds accurately to D1.1.e D2.1.c D3.1.c T2.4, T3.1
responsibility, of pitch and simple melodic high and low tones
peace-oriented patterns (using music and songs through body
values, respect for of the glocality that promote movements, singing,
others, and care identity formation, shared and playing other
for the responsibility, peace-oriented sources of sounds
environment. values, respect for others, and (using music and songs
2nd care for the environment) of the glocality that
promote identity
formation, shared
responsibility, peace-
oriented values,
respect for others, and
care for the
environment)
demonstrates basic D1.1.e D2.1.c D3.1.c T2.4, T3.1 responds with precision D1.1.e D2.1.c D3.1.c T2.4, T3.1
understanding of the concepts of to changes in musical
musical lines, beginnings and lines with body
endings in music, and repeats in movements (using
music (using music and songs of music and songs of the
the glocality that promote identity glocality that promote
formation, shared responsibility, identity formation,
peace-oriented values, respect for shared responsibility,
others, and care for the peace-oriented values,
environment) respect for others, and
care for the
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 distinguishes T3.1, T2.2
the basic concepts of timbre accurately the different D1.1.a,
(using music and songs of the sources of sounds D1.1.d
glocality that promote identity heard and be able to
formation, shared responsibility, produce a variety of
peace-oriented values, respect for timbres (using local
others, and care for the examples and
environment) materials)
3rd
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 creatively interprets T2.2
the basic concepts of dynamics with body movements D1.1.a,
(using music and songs of the the dynamic levels to D1.1.d
glocality that promote identity enhance poetry,
formation, shared responsibility, chants, drama, and
peace-oriented values, respect for musical stories (found
others, and care for the in the locality)
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 performs with accuracy T2.3
the basic concepts of tempo varied tempi through D1.1.a,
(using music and songs of the movements or dance D1.1.d
glocality that promote identity steps to enhance
4th
formation, shared responsibility, poetry, chants, drama,
peace-oriented values, respect for and musical stories
others, and care for the (from the glocality)
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 sings songs to involve D1.1.e D2.1.c D3.1.c T2.4, T3.1
the basic concepts of texture oneself and
(using music and songs of the experience the
glocality that promote identity concept of texture
formation, shared responsibility, (using music and songs
peace-oriented values, respect for of the glocality that
others, and care for the promote identity
environment) formation, shared
oriented values,
care for the
environment)
Philippine GCED KSA

The learner demonstrates basic understanding D1.1.e D2.1.c D3.1.c T2.4, T3.1 responds appropriately D1.1.a T3.1
demonstrates of sound, silence and rhythmic to the pulse of sounds
understanding of patterns and develops musical heard and performs
the basic and awareness while performing the with accuracy the
fundamental fundamental processes in music rhythmic patterns in
processes in music 1st (using music and songs of the expressing oneself
and art, through glocality that promote identity using found materials
performing, formation, shared responsibility, (like coconut shell,
creating, listening peace-oriented values, respect for bamboo, empty boxes
and observing, and others, and care for the etc.)
responding (to the environment)
music and songs of demonstrates basic understanding D1.1.e D2.1.c D3.1.c T2.4, T3.1 performs with accuracy D1.1.e D2.1.c D3.1.c T2.4, T3.1
the glocality that of pitch and simple melodic of pitch, the simple
2 promote identity patterns (using music and songs melodic patterns
formation, shared of the glocality that promote through body
responsibility, identity formation, shared movements, singing or
peace-oriented responsibility, peace-oriented playing musical
values, respect for values, respect for others, and instruments (using
others, and care 2nd care for the environment) music and songs of the
for the glocality that promote
environment) identity formation,
shared responsibility,
peace-oriented values,
care for the
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 performs a song, D1.1.e D2.1.c D3.1.c T2.4, T3.1
the basic concepts of musical form chosen from among the
(using music and songs of the previously learned
glocality that promote identity songs that shows the
formation, shared responsibility, basic concepts of
peace-oriented values, respect for musical lines,
others, and care for the beginnings, endings
environment) and repeats through
body movement, vocal
sounds, and
instrumental sounds
(using music and songs
of the glocality that
promote identity
formation, shared
oriented values,
care for the
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 determines accurately D1.1.a D2.1.c D3.1.c T2.4, T3.1
the basic concepts of timbre the sources of sounds D1.1.e
(using music and songs of the heard (from the
glocality that promote identity glocality), and produce
formation, shared responsibility, sounds using voice,
peace-oriented values, respect for body, and objects, and
others, and care for the be able to sing in
environment) accurate pitch (songs
that promote peace-
oriented valuse,
3rd respect for others, and
care for the
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 creatively applies
the basic concepts of dynamics changes in dynamics to
(using music and songs of the enhance rhymes,
glocality that promote identity chants, drama, and
formation, shared responsibility, musical stories (found
peace-oriented values, respect for in the glocality)
others, and care for the D1.1.a,
environment) D1.1.d T2.3
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 uses varied tempi to
the basic concepts of tempo enhance rhymes,
(using music and songs of the chants, drama, and
glocality that promote identity musical stories (found
formation, shared responsibility, in the glocality)
peace-oriented values, respect for
others, and care for the D1.1.a,
environment) D1.1.d T2.4
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 distinguishes D1.1.e D2.1.c D3.1.c T2.4, T3.1
the basic concepts of texture accurately between
(using music and songs of the single musical line and
4th glocality that promote identity multiple musical lines
formation, shared responsibility, which occur
peace-oriented values, respect for simultaneously in a
others, and care for the given song (using
environment) music and songs of the
glocality that promote
identity formation,
shared responsibility,
peace-oriented values,
care for the
environment)
Philippine GCED KSA

The learner has demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1
acquired the basic the basic concepts of rhythm
and fundamental (using music and songs of the
processes through glocality that promote identity
performing, formation, shared responsibility,
creating, listening peace-oriented values, respect for
and observing, and others, and care for the D1.1.a T3.1
responding, environment) sings songs with D1.1.e D2.1.c D3.1.c T2.4, T3.1
towards the 1st correct rhythm (using
development of music and songs of the
appreciation of glocality that promote
music and art, and identity formation,
the acquisition of shared responsibility,
3 basic knowledge peace-oriented values,
and skills using respect for others, and
music and songs of care for the
the glocality that environment)
promote identity demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 sings the melody of a D1.1.e D2.1.c D3.1.c T2.4, T3.1
formation, shared the basic concepts of melody song with accurate
responsibility, (using music and songs of the pitch (using music and
peace-oriented glocality that promote identity songs from the glocality
values, respect for 2nd formation, shared responsibility, that promote peace-
others, and care peace-oriented values, respect for oriented values,
for the others, and care for the respect for others, and
environment. environment) care for the
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 sings, plays, and D1.1.e D2.1.c D3.1.c T2.4, T3.1
the basic concepts of musical form performs (through body
(using music and songs of the movements) a chosen
glocality that promote identity song (that promote
formation, shared responsibility, peace-oriented values,
peace-oriented values, respect for respect for others, and
others, and care for the care for the
environment) environment) showing
the basic concepts of
musical lines,
beginnings, endings
and repeats
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 applies vocal D1.1.e D2.1.c D3.1.c T2.4, T3.1
the basic concepts of timbre techniques in singing
(using music and songs of the songs from the glocality
glocality that promote identity that promote peace-
formation, shared responsibility, oriented values,
peace-oriented values, respect for respect ofr others, and
others, and care for the care for the
environment) environment) to
produce a pleasing
vocal quality:
1. using head tones
2. employing proper
3rd breathing
3. using the diaphragm
using folk songs
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 sings songs with proper
the basic concepts of dynamics in dynamics following
order to respond to conducting basic conducting
gestures using symbols indicating gestures (using music
variances in dynamics (using and songs from the
music and songs of the glocality locality that promote
that promote identity formation, peace-oriented values,
shared responsibility, peace- respect for others, and
oriented values, respect for others, care for the
and care for the environment) environment) D1.1.a D2.1.a T2.2
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 enhances performance
the concepts of tempo in order to of poetry, chants,
4th respond to conducting symbols drama, musical stories,
indicating variations in tempo and songs by using a D1.1.a,
(using music and songs of the variety of tempo using D1.1.d D2.1.a T2.3
glocality that promote identity poetry, chants, drama,
formation, shared responsibility, musical stories, and
peace-oriented values, respect for songs (found in the
others, and care for the locality)
environment)
demonstrates understanding of D1.1.e D2.1.c D3.1.c T2.4, T3.1 sings “two-part rounds” D1.1.e D2.1.c D3.1.c T2.4, T3.1
the basic concepts of texture “partner songs” (using
(using music and songs from the music and songs from
glocality that promote peace- the locality that
oriented values, respect for others, promote peace-
and care for the environment) oriented values,
care for the
environment)
Philippine GCED KSA

Through the formal demonstrates understanding of D2.1.a, D3.1.c, T1.3, creates rhythmic D2.1.a, D3.1.c, T1.3,
introduction of concepts pertaining to rhythm and D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 patterns in: (1) simple D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
elements, the musical symbols (using music and D1.1.d, D2.1.d time signatures (2) D1.1.d, D2.1.d
learner can identify songs from the glocality and from D1.1.e simple one-measure D1.1.e
1st
the basic other parts of the world that ostinato pattern using
knowledge and promote peace-oriented values, improvised instruments
skills in music, respect for others, and care for the from the environment
towards self- environment)
development, the recognizes the musical symbols D2.1.a, D3.1.c, T1.3, analyzes melodic D2.1.a, D3.1.c, T1.3,
celebration of and demonstrates understanding D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 movement and range D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
Filipino cultural of concepts pertaining to melody D1.1.d, D2.1.d and be able to create D1.1.d, D2.1.d
identity and (using music and songs from the D1.1.e and perform simple D1.1.e
2nd
4 diversity, and the locality and from other parts of the melodies of tlhe songs
expansion of one’s world that promote peace- from the locality
world vision. oriented values, respect for others,
and care for the environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, performs similar and D2.1.a, D3.1.c, T1.3,
musical phrases, and the uses D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 contrasting musical D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
and meaning of musical terms in D1.1.d, D2.1.d phrases (using music D1.1.d, D2.1.d
form (using music and songs from D1.1.e and songs of the D1.1.e
3rd the glocality and from other parts locality that promotes
of the world that promote peace- peace-oriented values,
oriented values, respect for others, respect for others, and
and care for the environment) care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, participates actively in D2.1.a, D3.1.c, T1.3,
variations of sound in music D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 a group performance to D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
(lightness and heaviness) as D1.1.d, D2.1.d demonstrate different D1.1.d, D2.1.d
applied to vocal and instrumental D1.1.e vocal and instrumental D1.1.e
music (using music and songs sounds (using music
from the locality and from other and songs of the
parts of the world that promote locality that promotes
peace-oriented values, respect for peace-oriented values,
others, and care for the respect for others, and
environment) care for the
environment)
recognizes the musical symbols D2.1.a, D3.1.c, T1.3, applies forte and piano D2.1.a, D3.1.c, T1.3,
and demonstrates understanding D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 to designate loudness D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
of concepts pertaining to volume D1.1.d, D2.1.d and softness in a D1.1.d, D2.1.d
in music (using music and songs D1.1.e musical example (1) D1.1.e
from the locality and from other singing (2) playing
parts of the world that promote instrument using simple
peace-oriented values, respect for patriotic songs
others, and care for the
environment)
4th demonstrates understanding of D2.1.a, D3.1.c, T1.3, creates and performs D2.1.a, D3.1.c, T1.3,
concepts pertaining to speed/flow D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 body movements D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
of music (using music and songs D1.1.d, D2.1.d appropriate to a given D1.1.d, D2.1.d
from the locality and from other D1.1.e tempo (based on music D1.1.e
parts of the world that promote and songs of the
peace-oriented values, respect for locality that promotes
others, and care for the peace-oriented values,
care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, sings two-part rounds D2.1.a, D3.1.c, T1.3,
concepts pertaining to texture in D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 and partner songs with D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
music (using music and songs D1.1.d, D2.1.d others (using music D1.1.d, D2.1.d
from the locality and from other D1.1.e and songs of the D1.1.e
parts of the world that promote locality that promotes
peace-oriented values, respect for peace-oriented values,
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, performs examples of D2.1.a, D3.1.c, T1.3,
harmonic intervals (using music D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 harmonic interval with D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
and songs from the locality and D1.1.d, D2.1.d others (using music D1.1.d, D2.1.d
from other parts of the world that D1.1.e and songs of the D1.1.e
promote peace-oriented values, locality that promotes
respect for others, and care for the peace-oriented values,
care for the
environment)
Philippine GCED KSA

Through recognizes the musical symbols D2.1.a, D3.1.c, T1.3, performs with a D2.1.a, D3.1.c, T1.3,
exploration, the and demonstrates understanding D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 conductor, a speech D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
learner of concepts pertaining to rhythm D1.1.d, D2.1.d chorus in simple time D1.1.d, D2.1.d
demonstrates a (using music and songs from the D1.1.e signatures (1) choral D1.1.e
deeper locality and from other parts of the (2) instrumental (using
understanding of 1st world that promote peace- music and songs of the
basic knowledge oriented values, respect for others, locality that promotes
and skills in music, and care for the environment) peace-oriented values,
towards self- respect for others, and
development, the care for the
celebration of environment)
Filipino cultural recognizes the musical symbols D2.1.a, D3.1.c, T1.3, accurate performance D2.1.a, D3.1.c, T1.3,
identity and and demonstrates understanding D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 of songs (from the D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
diversity, and of concepts pertaining to melody D1.1.d, D2.1.d locality and other parts D1.1.d, D2.1.d
5 expansion of one’s
2nd
(using music and songs from the D1.1.e of the world) following D1.1.e
world vision. locality and from other parts of the the musical symbols
world that promote peace- pertaining to melody
oriented values, respect for others, indicated in the piece
and care for the environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, (to exhibit identity D2.1.a, D3.1.c, T1.3,
the uses and meaning of musical D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 formation) performs the D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
terms in form from the music of D1.1.d, D2.1.d created song with D1.1.d, D2.1.d
locality D1.1.e appropriate musicality D1.1.e
3rd demonstrates understanding of D2.1.a, D3.1.c, T1.3, participates in a group D2.1.a, D3.1.c, T1.3,
variations of sound density in D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 performance to D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
music (lightness and heaviness) D1.1.d, D2.1.d demonstrate different D1.1.d, D2.1.d
as applied to vocal and D1.1.e vocal and instrumental D1.1.e
instrumental music (using music sounds (evident in the
and songs from the locality and locality and other parts
from other parts of the world that of the world)
promote peace-oriented values,
respect for others, and care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, applies dynamics to D2.1.a, D3.1.c, T1.3,
concepts pertaining to volume in D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 musical selections (like D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
music (using music and songs D1.1.d, D2.1.d Philippine patriotic D1.1.d, D2.1.d
from the locality and from other D1.1.e songs and folks songs D1.1.e
parts of the world that promote from other parts of the
peace-oriented values, respect for wolrd)
others, and care for the
environment)
recognizes the musical symbols D2.1.a, D3.1.c, T1.3, applies appropriately, D2.1.a, D3.1.c, T1.3,
and demonstrates understanding D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 various tempo to vocal D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
of concepts pertaining to speed in D1.1.d, D2.1.d and instrumental D1.1.d, D2.1.d
music using different songs from D1.1.e performances (using D1.1.e
the locality music and songs of the
locality and other parts
of the world that
promotes peace-
oriented values,
4th care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, recognizes examples of D2.1.a, D3.1.c, T1.3,
concepts pertaining to texture in D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 horizontal 3-part vocal D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
music (using music and songs D1.1.d, D2.1.d or instrumental texture, D1.1.d, D2.1.d
from the locality and from other D1.1.e aurally and visually D1.1.e
parts of the world that promote (using music and songs
peace-oriented values, respect for of the locality and other
others, and care for the parts of the world that
environment) promotes peace-
oriented values,
care for the
environment)
recognizes the musical symbols D2.1.a, D3.1.c, T1.3, performs a vocal or D2.1.a, D3.1.c, T1.3,
and demonstrates understanding D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 instrumental ensemble D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
of harmonic intervals (using music D1.1.d, D2.1.d (choosing music and D1.1.d, D2.1.d
and songs from the locality and D1.1.e songs of the locality D1.1.e
from other parts of the world that and other parts of the
promote peace-oriented values, world that promotes
respect for others, and care for the peace-oriented values,
care for the
environment) using the
following major triads(
I, IV, V ) in a folk song

Philippine GCED KSA
Through demonstrates understanding of D2.1.a, D3.1.c, T1.3, responds to beats (of D2.1.a, D3.1.c, T1.3,
application, the the concept of rhythm by applying D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 the different music and D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
learner notes and rests, rhythmic patterns, D1.1.d, D2.1.d songs from the locality D1.1.d, D2.1.d
demonstrates and time signatures (using music D1.1.e and other parts of the D1.1.e
understanding of and songs from the locality and world that promote
the basic concepts from other parts of the world that peace-oriented values,
1st
of and processes promote peace-oriented values, respect for others, and
in music, towards respect for others, and care for the care for the
self-development, environment) environment) with
the celebration of appropriate conducting
Filipino cultural patterns of 2-4, 3-4, 4-
identity and 4, and 6-8
diversity, and the demonstrates the concept of D2.1.a, D3.1.c, T1.3, applies learned D2.1.a, D3.1.c, T1.3,
expansion of one’s melody by using intervals in major D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 concepts of melody D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
world vision. scales and in the minor scales D1.1.d, D2.1.d and other elements to D1.1.d, D2.1.d
(through music and songs from D1.1.e composition and D1.1.e
the locality and from other parts of performance of the
6 the world that promote peace- (songs and music from
2nd oriented values, respect for others, the locality and from
and care for the environment) other parts of the world
that promotes peace-
oriented values,
care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, performs accurately the D2.1.a, D3.1.c, T1.3,
the concept of musical forms and D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 design or structure of D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
musical symbols (repeat marks) D1.1.d, D2.1.d (songs and music from D1.1.d, D2.1.d
indicated (using music and songs D1.1.e the locality and from D1.1.e
3rd from the locality and from other other parts of the world
parts of the world that promote that promotes peace-
peace-oriented values, respect for oriented values,
environment)
care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, aurally determines the

the concept of timbre through D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 sound of a single
recognizing musical instruments D1.1.d, D2.1.d instrument in any D1.1.a,
(from the locality and around the D1.1.e section of the orchestra D1.1.c, T1.3,
globe) aurally and visually D1.1.d D3.1.d T1.4, T2.2
demonstrates understanding of D2.1.a, D3.1.c, T1.3, applies the appropriate D2.1.a, D3.1.c, T1.3,
the concept of dynamics through a D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 dynamic levels in vocal D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
wide variety of dynamic levels D1.1.d, D2.1.d and instrumental music D1.1.d, D2.1.d
(using music and songs from the D1.1.e (from the locality and D1.1.e
locality and from other parts of the from other parts of the
world that promote peace- world that promotes
oriented values, respect for others, peace-oriented values,
and care for the environment) respect for others, and
care for the
environment)
demonstrates understanding of D2.1.a, D3.1.c, T1.3, performs (songs and D2.1.a, D3.1.c, T1.3,
the various tempo (using music D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 music from the locality D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
and songs from the locality and D1.1.d, D2.1.d and from other parts of D1.1.d, D2.1.d
from other parts of the world that D1.1.e the world that promotes D1.1.e
promote peace-oriented values, peace-oriented values,
respect for others, and care for the respect for others, and
environment) exhibiting
varied tempo marks
demonstrates the concept of D2.1.a, D3.1.c, T1.3, performs accurately D2.1.a, D3.1.c, T1.3,
texture as: (1) monophonic (one D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 (songs and music from D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
4th
voice), (2) homophonic (voice D1.1.d, D2.1.d the locality and from D1.1.d, D2.1.d
&accompaniment), (3) polyphonic D1.1.e other parts of the world D1.1.e
(many voices) (through music and that promotes peace-
songs from the locality and from oriented values,
other parts of the world that respect for others, and
promote peace-oriented values, care for the
respect for others, and care for the environment) exhibiting
environment) varied types of musical
texture: monophonic,
homophonic, and
polyphonic textures
demonstrates understanding of D2.1.a, D3.1.c, T1.3, demonstrates harmony D2.1.a, D3.1.c, T1.3,
the concepts of harmony through D1.1.a, D2.1.c, D3.1.d T2.2, T3.1 in group performances D1.1.a, D2.1.c, D3.1.d T2.2, T3.1
the intervals that constitute the D1.1.d, D2.1.d (1) choir (2) rondalla (3) D1.1.d, D2.1.d
primary chords of major and minor D1.1.e lyre band (playing D1.1.e
scales in music (through music music and songs of the
and songs from the locality and locality and from other
from other parts of the world that parts of the world that
promote peace-oriented values, promotes peace-
respect for others, and care for the oriented values,
care for the
environment)

Philippine GCED KSA
Enhanced GCED GCED Indicators GCED Indicators

Enhanced GCED
Grade integration In the Quar Enhanced GCED integration In the GCED GCED
integration In the
Level Grade Level ter Content Standards Cog SoE Beh Topics Cog SoE Beh Topics
Standards
performs music of the
demonstrates understanding of the lowlands with
T1.3, T1.3,
musical characteristics of D2.1.a appropriate pitch, D2.1.a
D1.1.c, D3.1.a, T1.2, D1.1.c, D3.1.a, T1.2,
1st representative music from the D2.1.d, rhythm, expression and D2.1.d,
D1.1.b D3.1.b T3.3, T4. D1.1.b D3.1.b T3.3, T4.
lowlands of Luzon (and acknowledge D2.1.g style (to understand D2.1.g
2, T5.4 2, T5.4
the shared identity and diversity) shared identity and
The learner
diversity)
demonstrates basic
performs selected vocal
understanding to demonstrates understanding of the
and instrumental music
recognize the shared musical characteristics of
T1.3, of Cordillera, Mindoro, T1.3,
identity and diversity representative music from the D2.1.a D2.1.a
D1.1.c, D3.1.a, T1.2, Palawan and the D1.1.c, D3.1.a, T1.2,
of the fundamental 2nd highlands of Luzon, Mindoro, D2.1.d, D2.1.d,
D1.1.b D3.1.b T3.3, T4. Visayas in appropriate D1.1.b D3.1.b T3.3, T4.
processes in music Palawan, and the Visayas (and D2.1.g D2.1.g
2, T5.4 style (to understand 2, T5.4
and the arts through acknowledge the shared identity and
shared identity and
performing, creating, diversity)
diversity)
7 listening and
performs music of
observing, and demonstrates understanding of the
T1.3, Mindanao with T1.3,
responding towards musical characteristics of D2.1.a D2.1.a
D1.1.c, D3.1.a, T1.2, appropriate expression D1.1.c, D3.1.a, T1.2,
appreciation, 3rd representative music from Mindanao D2.1.d, D2.1.d,
D1.1.b D3.1.b T3.3, T4. and style (to understand D1.1.b D3.1.b T3.3, T4.
preservation, and (and acknowledge the shared identity D2.1.g D2.1.g
2, T5.4 shared identity and 2, T5.4
promotion of the and diversity)
diversity)
cultural richness of
(1) demonstrates understanding and (1) performs
the different
application of musical skills related to excerpts/selections from
provinces in the
selected Philippine Festivals (to Philippine musical
Philippines. T1.3, T1.3,
acknowledge the shared identity and D2.1.a theater; (2) performs D2.1.a
D1.1.c, D3.1.a, T1.2, D1.1.c, D3.1.a, T1.2,
4th diversity); (2) demonstrates D2.1.d, songs and dances from D2.1.d,
D1.1.b D3.1.b T3.3, T4. D1.1.b D3.1.b T3.3, T4.
understanding and application of D2.1.g selected Philippine D2.1.g
2, T5.4 2, T5.4
musical skills related to theater (to festivals (to understand
acknowledge the shared identity and shared identity and
diversity) diversity)
Philippine GCED KSA

The learner demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, performs Southeast D1.1.c, D2.1.a D3.1.a, T1.3,
demonstrates common musical characteristics of D1.1.b D2.1.d, D3.1.b T1.2, Asian songs with D1.1.b D2.1.d, D3.1.b T1.2,
understanding of the region as well as unique D2.1.g T3.3, T4. appropriate pitch, D2.1.g T3.3, T4.
salient features of 1st characteristics of a particular 2, T5.4 rhythm, expression and 2, T5.4
Asian music and Southeast Asian country (to style (to understand
the arts, through acknowledge the shared identity shared identity and
appreciation, and diversity) diversity)
analysis, and demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, performs East Asian D1.1.c, D2.1.a D3.1.a, T1.3,
performance for common and distinct musical D1.1.b D2.1.d, D3.1.b T1.2, music with appropriate D1.1.b D2.1.d, D3.1.b T1.2,
self-development, characteristics of East Asian D2.1.g T3.3, T4. pitch, rhythm, D2.1.g T3.3, T4.
the celebration of 2nd
countries (to acknowledge the 2, T5.4 expression and style 2, T5.4
Filipino cultural shared identity and diversity) (to understand shared
identity and identity and diversity)
8 diversity, and the
expansion of one’s
demonstrates an understanding of D1.1.c, D2.1.a D3.1.a, T1.3, performsSouth Asia D1.1.c, D2.1.a D3.1.a, T1.3,
common and distinct musical D1.1.b D2.1.d, D3.1.b T1.2, and the Middle East D1.1.b D2.1.d, D3.1.b T1.2,
world vision. characteristics of South Asia and D2.1.g T3.3, T4. music with appropriate D2.1.g T3.3, T4.
3rd the Middle East (to acknowledge 2, T5.4 pitch, rhythm, 2, T5.4
the shared identity and diversity) expression and style
(to understand shared
identity and diversity)
demonstrates understanding and D1.1.c, D2.1.a D3.1.a, T1.3, performs excerpts from D1.1.c, D2.1.a D3.1.a, T1.3,
application of musical skills related D1.1.b D2.1.d, D3.1.b T1.2, traditional Asian theater D1.1.b D2.1.d, D3.1.b T1.2,
to selected traditional Asian D2.1.g T3.3, T4. with appropriate pitch, D2.1.g T3.3, T4.
4th theater (to acknowledge the 2, T5.4 rhythm, expression, 2, T5.4
shared identity and diversity) and style (to
understand shared
identity and diversity)
Philippine GCED KSA

The learner demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, performs selected D1.1.c, D2.1.a D3.1.a, T1.3,
demonstrates characteristic features of the D1.1.b D2.1.d, D3.1.b T1.2, songs from Medieval, D1.1.b D2.1.d, D3.1.b T1.2,
understanding of Medieval, Renaissance and D2.1.g T3.3, T4. renaissance and D2.1.g T3.3, T4.
salient features of Baroque period music (to 2, T5.4 baroque periods: a) 2, T5.4
Western music and acknowledge the shared identity Chants; b) Madrigals;
1st
the arts from and diversity) c) excerpts from
different historical oratorio; d) chorales; e)
periods, through troubadour (to
appreciation, understand shared
analysis, and identity and diversity)
performance for demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, sings and performs D1.1.c, D2.1.a D3.1.a, T1.3,
self-development, characteristic features of Classical D1.1.b D2.1.d, D3.1.b T1.2, themes of symphonies D1.1.b D2.1.d, D3.1.b T1.2,
the celebration of period music (to acknowledge the D2.1.g T3.3, T4. and other instrumental D2.1.g T3.3, T4.
9 Filipino cultural
2nd
shared identity and diversity) 2, T5.4 forms (to understand 2, T5.4
identity and shared identity and
diversity, and the diversity)
expansion of one’s demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, sings and performs D1.1.c, D2.1.a D3.1.a, T1.3,
world vision. characteristic features of D1.1.b D2.1.d, D3.1.b T1.2, themes of selected D1.1.b D2.1.d, D3.1.b T1.2,
3rd instrumental Romantic music (to D2.1.g T3.3, T4. instrumental pieces (to D2.1.g T3.3, T4.
acknowledge the shared identity 2, T5.4 understand shared 2, T5.4
and diversity) identity and diversity)
demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, sings and performs D1.1.c, D2.1.a D3.1.a, T1.3,
characteristic features of vocal D1.1.b D2.1.d, D3.1.b T1.2, themes of selected D1.1.b D2.1.d, D3.1.b T1.2,
4th music of the Romantic period (to D2.1.g T3.3, T4. songs (to understand D2.1.g T3.3, T4.
acknowledge the shared identity 2, T5.4 shared identity and 2, T5.4
and diversity) diversity)
Philippine GCED KSA

demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, creates musical pieces D1.1.c, D2.1.a D3.1.a, T1.3,
20th century music styles and D1.1.b D2.1.d, D3.1.b T1.2, using particular style/s D1.1.b D2.1.d, D3.1.b T1.2,
characteristic features (to D2.1.g T3.3, T4. of the 20th Century (to D2.1.g T3.3, T4.
1st
acknowledge the shared identity 2, T5.4 show understanding of 2, T5.4
and diversity) shared identity and
diversity)
demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, performs vocal and D1.1.c, D2.1.a D3.1.a, T1.3,
characteristic features of Afro- D1.1.b D2.1.d, D3.1.b T1.2, dance forms of Afro- D1.1.b D2.1.d, D3.1.b T1.2,
Latin American music and Popular D2.1.g T3.3, T4. Latin American music D2.1.g T3.3, T4.
music (to acknowledge the shared 2, T5.4 and selections of 2, T5.4
2nd
identity and diversity) Popular music (to show
understanding of
shared identity and
10 diversity)
demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, sings contemporary D1.1.c, D2.1.a D3.1.a, T1.3,
characteristic features of D1.1.b D2.1.d, D3.1.b T1.2, songs (to show D1.1.b D2.1.d, D3.1.b T1.2,
3rd contemporary music (to D2.1.g T3.3, T4. understanding of D2.1.g T3.3, T4.
acknowledge the shared identity 2, T5.4 shared identity and 2, T5.4
and diversity) diversity)
demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, performs selections D1.1.c, D2.1.a D3.1.a, T1.3,
characteristic features of 20th and D1.1.b D2.1.d, D3.1.b T1.2, from musical plays, D1.1.b D2.1.d, D3.1.b T1.2,
21st century opera musical play, D2.1.g T3.3, T4. ballet, opera in a D2.1.g T3.3, T4.
ballet and other multimedia forms 2, T5.4 satisfactory level of 2, T5.4
4th
(to acknowledge the shared performance (to show
identity and diversity) understanding of
shared identity and
diversity)
demonstrates understanding of D1.1.c, D2.1.a D3.1.a, T1.3, creates a musical work D1.1.c, D2.1.a D3.1.a, T1.3,
the relationship among music, D1.1.b D2.1.d, D3.1.b T1.2, using media & D1.1.b D2.1.d, D3.1.b T1.2,
technology, and media (to D2.1.g T3.3, T4. technology (to show D2.1.g T3.3, T4.
acknowledge the shared identity 2, T5.4 understanding of 2, T5.4
and diversity) shared identity and
diversity)
Philippine GCED KSA
GCED Indicators
Key Stage Enhanced Key Stage with GCED Concept GCED Topics
Cog SoE Beh
The learner demonstrates understanding of fundamental processes through D1.1.d, D2.1.1, D3.1.c T2.4, T3.1
performing, creating, and responding, aimed towards the development of D1.1.e D2.1.c
appreciation of music, and acquisition of basic knowledge and skills (using
Kinder to Grade 3 music and songs of the glocality that promote identity formation, shared
responsibility, peace-oriented values, respect for others, and care for the
environment)
The learner demonstrates understanding of basic elements and concepts D1.1.a, D2.1.a, D3.1.c, T1.3, T2.2, T3.1
through performing, creating, and responding, aimed towards the D1.1.d, D2.1.c, D3.1.d
development of appreciation of music, and acquistion of basic knowledge D1.1.e D2.1.d
Grade 4 to 6 and skills using music materials from the locality and other parts of the world
(poetry, chants, drama, musical stories, folk songs instruments, patriotic songs, and
other songs from other parts of the world)
The learner demonstrates understanding of salient features of music of the D1.1.c, D2.1.a D3.1.a, T1.3, T1.2, T3.3, T4.
Philippines and the world, through appreciation, analysis, and performance, D1.1.b D2.1.d, D3.1.b 2, T5.4
for self-development, the celebration of Filipino cultural identity and diversity, D2.1.g
and the expansion of one's world vision using materials from locality and
Grade 7 to 10 other parts of the world (poetry, chants, dramas, musical stories, folk songs,
instruments, patriotic songs, and songs from other parts of the world)
Philippine GCED KSA

LEARNING AREA: ARTS
Grade Enhanced GCED Enhanced GCED integration In the GCED Indicators Enhanced GCED integration In GCED Indicators GCED
GCED
Level integration In the Grade Quarter Content Standards the Performance Standards Topics
Level Standards
The learner 1st Demonstrates understanding of D2.1.a T2.1 Applies the elements and D2.1. T2.1
demonstrates basic lines, shapes, colors and texture, T2.2 principles in drawing a portrait a T2.2
understanding of the and principles of balance, of one's self and family showing
fundamental concepts, proportion and variety through their unique and common traits
principles, and processes drawing. or characteristics.
to observe/ perceive,
communicate, create, Determines individual and shared
and respond to relevant traits/ characteristics as applied
1 works about one's in basic portraiture.
immediate community.
2nd Demonstrates understanding of D2.1.a D3.1.a T3.1 Applies the different art D2.1. D3.1. T3.3
basic elements and principles to T3.3 elements and principles in an a a
express one's ideas about his/ her artwork using natural and man-
surroundings using natural and made objects to show
man-made objects. responsible environmental
behaviors, habits, and/ or
Shows responsible local practices in one's community.
behaviors, habits, and/ or
practices to sustain and care for
the environment.
3rd Demonstrates understanding of D2.1.a D3.1.a T3.1 Creates prints that show D2.1. D3.1. T3.3
shapes and texture and prints T3.3 repetition, alternation and a a
that can be repeated, alternated emphasis using objects from
and emphasized through nature and found objects at
printmaking. home and in school.
Shows responsible local Shows responsible behaviors,

behaviors, habits, and/ or habits, and/ or practices in using
practices in using natural natural resources.
resources and preserving the
environment.
4th Demonstrates understanding of D2.1.a D3.1.a T3.1 Creates a useful 3-Dimensional D2.1. D3.1. T3.1
texture and 3-D shapes, and T3.3 object/sculpture using found a a T3.3
principle of proportion and objects and recycled materials.
emphasis through 3-D works and
sculpture. Shows responsible behaviors,
habits, and/ or practices in using
Shows responsible local natural resources and recycled
behaviors, habits, and/ or materials.
practices in using natural
resources and recyclable
materials.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding on D2.1.a Creates an artwork that D2.1.
demonstrates basic lines, shapes and colors as effectively communicates one’s a
understanding of the elements of art, and variety, feelings, dreams, and ideas
fundamental concepts, proportion and contrast as about one's individual, and/or
principles, and processes principles of art through drawing local identity.
to observe/perceive,
communicate, create, Shows basic knowledge of using
and respond to relevant basic drawing techniques to
works about one's communicate one’s feelings,
culture and local or dreams, and ideas about one's
2
regional concerns. individual, and/or local identity.
2nd demonstrates understanding of D2.1.a T2.1 Creates a composition showing D2.1. T2.1
using rhythm, unity, and variety T2.2 one's local or cultural, such as a T2.2
to compose motifs and/or the motifs and patterns found
patterns that represent one's on a tricycle or jeepney, using
local and/or cultural identity. unity and variety of lines, shapes
and colors.
Shows basic knowledge of using
common line, shape, and color
motifs and patterns that best
represent one's local and/ or
cultural
3rd Demonstrates understanding of D2.1.a D3.1. T2 Creates prints to promote D3.1. T2, T3,
shapes, textures, colors and d T3 and/or advocate local a T5
repetition of motif, T4 environmental and socio-cultural D3.1.
contrast of motif and color, from challenges in the community or d
nature and found objects. region (i.e. the environment,
culture and identity, peace, and
Demonstrates rudimentary T3.3 human rights)
understanding of local and/ or
regional concerns, such as, the Responsibly utilizes natural and
environment, culture and man-made objects to make
identity, peace, and human prints with repeating, alternating
rights. or contrasting color, shape, size,
and/or texture.
Shows a good grasp of good
practices/ habits in using Produces clear prints from
environmental resources for natural and manmade objects.
one's artistic or creative process.
4th Demonstrates understanding of D3.1.a T3.1 Creates a 3-dimensional D3.1. T3.1
shapes, texture, proportion and T3.3 freestanding, balanced figure a T3.3
balance using different materials (found
through sculpture and 3- materials, recycled, local or
dimensional crafts. manufactured)
Shows a good grasp of good Responsibly utilizes natural and

practices/ habits in using man-made objects to create 3-
environmental resources for dimensional artworks.
one's artistic or creative process
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D2.1.a creates an artwork of people in D2.1. T3.1
demonstrates lines, texture, shapes and depth, the province/region using on-the a
understanding of basic contrast (size, texture) through spot sketching of plants, trees
art concepts, principles, observation of nature and one's and building and geometric line
and processes to surroundings, and drawing designs.
3 observe/perceive,
communicate, create, Draws one's observation of
and respond to relevant natural objects in his/her
works to appreciate surrounding noting its size,
one's culture, and shape and texture.
promote local/ regional/
national environmental
and socio-cultural
concerns.
2nd Demonstrates understanding of D2.1.a T3.1 Applies knowledge of planes D2.1. T3.1
lines, color, textures, shapes and (foreground, middle ground and a
balance of size, contrast of background) in making a
texture and art principles in landscape composition
making a landscape composition
Creates a landscape artwork
Shows basic knowledge in based on the observation of
landscape drawing and painting. one's natural surroundings
3rd Demonstrates understanding of D1.1. D2.1.c D3.1. Makes a print design that D1.1 D2.1.c D3.1.
shapes, colors and principle a d promotes or advocates local/ .a d
repetition and emphasis through regional history and socio-
printmaking (stencils) cultural concerns (i.e. the
environment, human and
Utilization of art works, and basic children's rights, peace-oriented
practices to promote advocacies, practices and values, etc.)
local and/or regional socio-
cultural situations, and concerns, Manipulates a stencil with an
such as the environment, human adequate skill to produce a
and children's rights, peace- clean print to express one's
oriented practices and values, message, slogan or logo using
etc. flat or 2D materials (i.e. T-shirt,
poster, bag)
Produces good copies of prints

using
complementary colors and
contrasting shapes.
4th Demonstrates understanding of D2.1.a T2.1 Creates a single puppet based on D2.1. T2.1
shapes, colors, textures, and T2.2 a character in local/ regional or a T2.2
emphasis by variation of shapes imagined legends, myths or T3.3
and texture and contrast of colors stories using recycled and hard
through sculpture and crafts material
Basic concepts in puppetry and Creates a mask or headdress
its use in the narration of local that promotes one's cultural,
myths and legends, and local, regional or national
significance in identity and identity using found and
cultural formation recycled materials
Demonstrates basic skills in

constructing a puppet.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D2.1.a T2.1 Demonstrates correct and D2.1. T2.1
demonstrates essential lines, shapes, texture, size, and T2.2 appropriate cultural practices in a T2.3
understanding of art rhythm in appreciating one's the community by way of attire,
concepts, principles, and direct surroundings in a body accessories, religious
processes through community. practices and lifestyle.
performing,
communicating, creating, Creates unique designs of
and responding, aimed houses and other household
towards appreciation of objects, that recognizes the
Philippine art, culture identity of a selected cultural
and identity. group.
4
Writes a comparative
description of houses and
utensils used by selected cultural
groups, showing their respective
identity, as well as diversity.
2nd Demonstrates understanding of D2.1.a T3.1 Sketches and paints a landscape D2.1. T2.1
lines, color, shapes, space, and scene that shows appreciation to a T2.3
proportion through drawing a the environment and the way of T3.1
landscape scene life of a cultural community.
Realizes that the choice of colors

in a painting conveys moods or
feelings.
3rd Demonstrates understanding of D2.1.a T2.1 Creates relief and found objects D2.1. T2.1
shapes, colors and the repetition, T2.2 prints using ethnic designs of a a T2.3
through printing patterns that T3.3 cultural community. T3.3
represent one's local and/or
national identity. Makes an infographic on relief
prints by cultural communities in
Shows resourcefulness in creating the country.
print artworks using recycled
and/or found objects. Produces multiple clear copies of
a relief print using industrial
paint/natural dyes to create
decorative borders for boards,
panels etc.
4th Demonstrates understanding on D2.1.a T2.1 Applies individually the intricate D2.1. T2.1
color (dyes), values, and T2.2 procedures in tie-dyeing in a T2.3
repetition of motifs through T3.3 clothes or t-shirts and compares T3.3
sculpture and 3-D crafts them with one another.
Demonstrates understanding of Replicates traditional skills in

the traditional process of mat mat weaving from indigenous
weaving and dyeing, as practiced material like abaca tapestries.
by Filipino cultural communities
Researches on tie-dyed crafts of
the T’boli and presents designs
made by them; presents
research on tie-dyed products of
other cultural communities to
compare their designs and
colors.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D2.1.a T2.1 Draws different artifacts and D2.1. T2.1
demonstrates lines, shapes, and space; and the T2.2 structures in the Philippines and a T2.2
understanding and principles of rhythm and balance in the locality using
exploration of art through drawing archeological crosshatching technique.
concepts, principles, and artifacts, houses, buildings, and
processes through churches from different historical Mounts an exhibit on Philippine
performing, periods using crosshatching artifacts and houses from
communicating, creating, technique to simulate an image different historical periods
and responding, aimed of 3-dimensions in an artwork. (miniature or replica), to
towards development of promote one's local/national
5 vital art competencies, identity.
and appreciation of
Philippine art, culture,
and identity.
2nd Demonstrates understanding of D1.1.d T2.1 Sketches natural or man-made D1.1 D2.1. T2.1
lines, colors, space, and harmony D2.1.a T2.2 places in the community with .d a T2.2
through painting and the use of complementary T3.1
explains/illustrates landscapes of colors.
important historical places in the
community (natural or man- Draws/paints significant or
made)using one-point important historical places.
perspective in landscape drawing,
complementary colors, and the
right proportion of parts.
3rd Demonstrates understanding of D2.1.a T2.1 Creates a variety of prints using D2.1. T2.1
new printmaking techniques with T2.2 lines (thick, thin, a T2.2
the use of lines, texture, inspired jagged, ribbed, fluted, woven) to
by Filipino stories and myths. produce visual texture, to
recognize the identity of a
cultural community, inspired by
Filipino stories and myths.
4th Demonstrates understanding of D2.1.a T2.1 Demonstrates basic sculptural D2.1. T2.1
colors, shapes, space, repetition, T2.2 skills in making a 3-dimensional a T2.2
and balance through sculpture craft that shows balance, artistic T3.3
and 3-dimensional crafts. design, and repeated variation of
patterns and colors, inspired
from indigenous arts of Filipino
cultural communities
1. papier-mâché jars with
patterns
2. paper beads construct 3-D
craft using primary and
secondary colors, geometric
shapes, space, and repetition of
colors to show balance of the
structure and shape
3. mobile
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D1.1.a T2.1 Creates an original logo D1.1 D2.1. D3.1. T2.1
demonstrates the use of lines, shapes, colors, D2.1.a T2.2 promoting a Filipino product or .a a a T2.2
understanding of texture, and emphasis, in T3.3 brand using free and open- D1.1 D3.1. T3.3
pertinent art concepts, designing an original logo of a T4.1 source software .d d T4.1
principles, and processes Filipino product or brand, and an T5.1 T5.1
through performing, original Filipino cartoon character T5.3 Designs an original Filipino T5.3
creating, communicating, using free and open-source cartoon character on the spot to
and responding to digital software promote one's local/national
6 art works aimed towards identity, using free and open-
the appreciation, and source software
celebration of Philippine
culture, underscoring
awareness of local and
national issues.
2nd Demonstrates understanding of D1.1.a T2.1 Creates a poster that promotes a D1.1 D2.1. D3.1. T2.1
shapes, space, colors, emphasis, D2.1.a T2.2 specific advocacy (i.e. peace, .a a a T2.2
and harmony in creating an T3.3 political participation, human D1.1 D3.1. T3.3
advocacy-oriented digital T4.1 rights, and/or environment) .d d T4.1
painting and poster using free T5.1 using free and open-source T5.1
and open-source software T5.3 software T5.3
3rd Demonstrates understanding of D1.1.a T2.1 Create a T-shirt design and takes D1.1 D2.1. D3.1. T2.1
shapes, colors, value, emphasis, D2.1.a T2.2 photographs that promotes a .a a a T2.2
and harmony in creating T3.3 specific advocacy (peace, D1.1 D3.1. T3.3
advocacy-oriented print design T4.1 political participation, human .d d T4.1
and digital photographs. T5.1 rights, and/or environment) T5.1
T5.3 photography. T5.3
4th Demonstrates understanding of D1.1.a T2.1 Creates a digital 3D model of a D1.1 D2.1. D3.1. T2.1
shapes, colors, emphasis, and D2.1.a T2.2 package design for an original .a a a T2.2
harmony through the use of new T3.3 local product or brand. D1.1 D3.1. T3.3
media in creating advocacy- T4.1 .d d T4.1
oriented audio-visual artwork and T5.1 Creates a short audio-visual T5.1
product design, using free and T5.3 artwork/animation that T5.3
open-source software. promotes a specific advocacy
(i.e. peace, political
participation, human rights,
and/or environment), using free
and open-source software.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D1.1.a T2.1 Creates artworks showing the T2.1
demonstrates an the art elements and processes D2.1.a T2.2 characteristic elements of the D2.1. T2.2
enhanced understanding through synthesizing and T3.3 arts of Luzon (highlands and g T3.3
of the processes in the applying prior knowledge and T5.3 lowlands) that depict their T5.3
arts through performing, skills in creating advocacy- T5.4 different beliefs and spirituality T5.4
creating, listening and oriented artwork. and advocacies. D2.1.c
observing,
and responding towards Demonstrates understanding of Mounts a Luzon-themed exhibit
appreciation of the the salient features of the arts of that depict their different beliefs
cultural richness of the Luzon (highlands and and spirituality and advocacies.
different provinces in the lowlands) by showing the
Philippines. relationship of
7 the elements of art and processes
among the
culturally diverse communities in
the
country.
2nd Demonstrates understanding of D1.1.a T2.1 Creates artworks showing the D2.1. T2.1
the art elements and processes D2.1.a T2.2 characteristic elements of the a T2.2
through synthesizing and T3.3 arts of MIMAROPA and the T3.3
applying prior knowledge and T5.3 Visayas with emphasis in each
skills in creating advocacy- T5.4 area's diversity as well as their
oriented artwork. shared identity
Demonstrates understanding of Mounts a MIMAROPA-themed
the salient features of the arts of exhibit that depicts each area's
MIMAROPA and diversity as well as their shared
the Visayan Islands by showing identity
the relationship of
the elements of art and processes
among the
the
country
3rd Demonstrates understanding of D1.1. D1.1.a T2.1 Create artworks showing the D3.1. T2.1
the art elements and processes a D2.1.a T2.2 characteristic elements of the a T2.2
through synthesizing and D1.1. T3.3 arts of Mindanao with emphasis T3.3
applying prior knowledge and d T5.3 on the sustainability of the T3.4
skills in creating advocacy- T5.4 production of these arts.
oriented artwork.
Mounts a Mindanao-themed
exhibit that promote
Demonstrates understanding of sustainability of the production
the salient features of the arts of of these arts.
Mindanao by showing the
relationship of
the elements of art and processes
among the
the
country.
Applies knowledge in analyzing

issues and determining reliable
sources in creating advocacy-
oriented artwork
4th Demonstrates understanding of D1.1.a T2.1 Creates appropriate festival D.1. D2.1. T2.1
how theatrical D2.1.a T2.2 costume with accessories based 1.d a T2.2
elements (sound, music, gesture, T3.3 on reliable research and using T2.4
movement ,and costume) affect T5.3 authentic indigenous attires of D3.1. T3.4
the T5.4 cultural groups as inspiration d
Creation and communication of
meaning in Philippine Festivals Creates/improvises appropriate
and sound, music, gesture,
Theatrical Forms as influenced by movements, and costume for a D2.1.
history and culture chosen festival g
Demonstrates understanding of Takes part in a chosen festival

the design, form, and function of that promotes local cultural
the traditional wear as practiced groups' share identity and
by Filipino indigenous diversity
communities
Demonstrates understanding of
theater and performance as a
synthesis of arts and a significant
expression of the celebration of
life in various Philippine
communities.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D1.1.a T2.1 Creates artworks showing the D1.1 T2.1
demonstrates an the art elements and processes D2.1.a T2.2 characteristic elements of the .c T2.2
enhanced understanding through synthesizing and T3.3 arts of Southeast Asia with T2.4
of the salient features of applying prior knowledge and T5.3 emphasis in each country's D2.1.f T3.4
Asian music and the arts, skills in creating advocacy- T5.4 diversity as well as their shared
8 through appreciation, oriented artwork identity
analysis, and
performance for self- demonstrates understanding of Mounts a Southeast Asian-
development, the the salient features of the arts of themed exhibit that promotes
celebration of Filipino Southeast Asia by showing the global mindedness
cultural identity and relationship of the elements of
diversity, and the art and processes among
expansion of one’s world culturally diverse communities in
vision the region
2nd Demonstrates understanding of D1.1.a Creates artworks showing the D3.1. T2.1
the art elements and processes D2.1.a characteristic elements of the a T2.2
through synthesizing and arts of East Asia with emphasis T2.4
applying prior knowledge and on the sustainability of the T3.4
skills in creating advocacy- production of these arts. D3.1.
oriented artwork. b
Demonstrates understanding of Mounts an East Asian-themed

the salient features of the arts of exhibit that promote a
East Asia by showing the sustainable society.
relationship of the elements of
art and processes among
the region.
Recognizes East Asian countries

as having a rich artistic and
cultural tradition from prehistoric
to present times.
3rd Demonstrates understanding of D1.1.a T2.1 Creates artworks showing the D2.1. T2.1
the art elements and processes D2.1.a T2.2 characteristic elements of the a T2.2
through synthesizing and T3.3 arts of South, West, and Central T2.4
applying prior knowledge and T5.3 Asia with emphasis in each T3.4
skills in creating advocacy- T5.4 country's diversity as well as
oriented artwork. their shared identity.
Demonstrates understanding of Mounts a South, West, and

the salient features of the arts of Central Asian-themed exhibit
South, West, and Central Asia by that promotes each country's
showing the relationship of the diversity as well as their shared
elements of art and processes identity.
among culturally diverse
communities in the region.
4th Demonstrates understanding of D1.1.a T2.1 Creates appropriate festival D2.1. T2.1
how theatrical elements (sound, D2.1.a T2.2 attire with accessories a T2.2
music, gesture, T3.3 based on authentic regional and T2.4
movement, and costume) affect T5.3 global festival costumes that T3.4
the creation and communication T5.4 share similar features.
of D3.1.c
meaning in Asian Festivals and Creates/improvises appropriate
Theatrical Forms as influenced by sound, music, gesture,
history and culture. movements, and costume for a
chosen theatrical composition D3.1.c
Demonstrates understanding of inspired by respect and
how theatrical empathy.
elements (sound, music, gesture,
movement ,and costume) affect Takes part in a chosen festival
the depicting actions based on
creation and communication of respect and empathy.
meaning in Philippine Festivals
and
Theatrical Forms as influenced by
history and culture.
theater and performance as a
synthesis of arts and
a significant expression of the
celebration of life in various Asian
communities.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D1.1.a T2.1 Determine the underlying D2.1. T2.1
demonstrates an art elements and D2.1.a T2.2 ideologies and socio-political g T2.2
enhanced understanding processes by synthesizing and T3.3 conditions that led to the rise T2.3
of the salient features of applying prior T5.3 Western and Classical art styles T4.4
Western music and the knowledge and skills. T5.4 in terms of aesthetics,
arts from different content/themes, techniques,
historical periods, Demonstrates understanding of process, and composition.
through appreciation, the arts as integral
analysis, and to the development of Present a creative output (i.e.
performance for self- organizations, spiritual belief, research, production, or any
9 development, the historical events, scientific artistic work) representing the
celebration of Filipino discoveries, natural disasters/ Western and Classical art styles
cultural identity and occurrences, and other external with emphasis on their
diversity, and the phenomena expressions, discourses, and
expansion of one’s world dialogues based on their
vision. ideologies.
2nd Demonstrates understanding of D1.1.a T2.1 Determines the underlying D2.1. T2.1
art elements and D2.1.a T2.2 ideologies and socio-political b T2.2
processes by synthesizing and T3.3 conditions that led to the rise of T2.4
applying prior T5.3 the Renaissance and Baroque art T3.4
knowledge and skills T5.4 styles that influenced their
aesthetics, content/themes,
Demonstrates understanding of techniques, process, and
the arts as integral composition
to the development of
organizations, spiritual belief,
historical events, scientific Presents a creative output (i.e.
discoveries, natural disasters/ research, production, or any
occurrences, and other external artistic work) representing the
phenomena. Renaissance and Baroque art
styles with emphasis on their
expressions, discourses, and
dialogues based on their
ideologies.
3rd Demonstrates understanding of D1.1.a T2.1 Determines the underlying T2.1
art elements and D2.1.a T2.2 ideologies and socio-political T2.2
processes by synthesizing and T3.3 conditions that led to the rise of T2.4
applying prior T5.3 the Neoclassical and Romantic T3.4
knowledge and skills T5.4 art styles in terms of aesthetics,
content/themes, techniques,
Demonstrates understanding of process, and composition
the arts as integral
to the development of Presents a creative output (i.e.
organizations, spiritual belief, research, production, or any
historical events, scientific artistic work) representing the
discoveries, natural disasters/ Neoclassic and Romantic art
occurrences, and other external styles with emphasis on their
phenomena expressions, discourses, and
dialogues based on their
ideologies
4th Demonstrates understanding of D1.1.a T2.1 Examine the elements and D3.1. T2.1
how theatrical elements (sound, D2.1.a T2.2 standards of selected Western e T2.2
music, gesture, movement, and T3.3 classical plays and opera T2.4
costume) affect the creation and T5.3 T3.4
communication of T5.4 Designs appropriate costumes,
meaning in Western Classical set, props, lighting, and sound
plays and opera as influenced for a Western classical
by history and culture play/opera that emphasizes D3.1.
respect and empathy. e
theater as a form of integrative Participates in an adaptation of a
arts. Western classical play or opera
to encourage discourses and
dialogues that emphasize
respect and empathy.
Philippine GCED KSA

LEARNING AREA: ARTS
GCED
Level Standards
The learner 1st Demonstrates understanding of D1.1.a T2.1 Determines the difference and D2.1. D3.1. T2.1
demonstrates an art elements and D2.1.a T2.2 uniqueness of modern art in a a T2.2
enhanced understanding processes by synthesizing and T3.3 terms of aesthetics, techniques, T2.4
of the salient features of applying prior T5.3 process, and composition with T3.4
contemporary music and knowledge and skills. T5.4 emphasis on its diversity and
the arts, through sustainability.
appreciation, analysis, Demonstrates understanding of
and performance, for the arts as integral to the Presents a creative output (i.e.
self-development, the development of organizations, research, production, or any
celebration of Filipino spiritual belief, historical events, artistic work) representing the
10 cultural identity and scientific discoveries, natural modern art style with emphasis
diversity, and the disasters/ occurrences, and other on diversity and sustainability.
expansion of one’s world external phenomena.
vision.
2nd Demonstrates understanding of D1.1.a T2.1 Creates a tech-based artwork D3.1. T2.1
art elements and D2.1.a T2.2 (video clips and printed media a T2.2
processes using current and T3.3 such as posters, menus, T2.4
emerging technologies that allow T5.3 brochures etc.) relating to a T3.4
new modes of expression. T5.4 selected topic from the different
learning areas using available
technologies, e.g., food and
fashion with emphasis on ethical
and responsible behavior for a
just society.
3rd Demonstrates understanding of D1.1.a T2.1 Creates artworks using available D3.1. T2.1
art elements and D2.1.a T2.2 media and natural resources on e T2.2
processes using current and T3.3 local topics, issues, and concerns T2.4
emerging technologies that allow T5.3 such as environmental T3.4
new modes of expression. T5.4 advocacies ecotourism, and
economic and livelihood projects
with emphasis on initiatives to
advance common good.
4th Demonstrates understanding of D1.1.a T2.1 Designs appropriate costumes, D1.1 D2.1. D3.1. T2.1
media and technology in D2.1.a T2.2 set, props, lighting, and sound .c b c T2.2
communicating a play's meaning T3.3 for an original Philippine play D1.1 T2.4
and enhancing its aesthetics. T5.3 that emphasizes respect and .d T3.4
T5.4 empathy.
theater as a form of integrative
arts. Participates in the production of
an original play inspired by
Philippine current issues to
encourage discourses and
dialogues on various
perspectives.
Philippine GCED KSA

LEARNING AREA: ARTS
Grade Level Key Stage Enhanced Key Stage with GCED Concept GCED Indicators GCED Topics
Cog SoE Beh
1 Kinder to Grade 3 The learner demonstrates understanding of fundamental art concepts, principles, and D1.1.a D2.1.a D3.1.a T2.1
processes through observing/ perceiving, creating, communicating, and responding to relevant D1.1.c D2.1.c D3.1.c T2.2
2 art works to develop the foundations of artistic expression, and cultural appreciation, and D1.1d D3.1.d T3.3
awareness of local and/ or regional environmental and socio-cultural concerns. T2
3 T3
T4
4 Grade 4 to 6 The learner demonstrates essential understanding of art concepts, principles, and processes D1.1.a D2.1.a D3.1.a T1.4
through performing, creating, and responding, aimed towards art appreciation, and acquisition D1.1.b D2.1.c D3.1.c T2.1
5 of requisite art competencies in grasping situations and issues in the local and national milieu. D1.1.c D3.1.d T2.2
D1.1d T2.3
6 T3.1
T3.3
T3.4
T5.1
7 Grade 7 to 10 The learner demonstrates a critical understanding of salient art concepts, principles, and D1.1.a D2.1.a D3.1.a T2.1
processes in the Philippines and the world, aimed towards appreciating, reflecting, and D1.1.b D2.1.c D3.1.c T2.2
developing one's self, and the Filipino culture amidst the global community. D1.1.c D3.1.d T2.3
8 D1.1d T3.3
T5.1
T5.3
9
10
11
12
Philippine GCED KSA

LEARNING AREA: HEALTH
Grade Enhanced GCED Enhanced GCED GCED Indicators Enhanced GCED GCED Indicators GCED
Level integration In the integration In the GCED integration In the Topic
Quarter
Grade Level Standards Content Standards Cog SoE Beh Topics Performance Cog SoE Beh s
Standards
1 The learner 1st
demonstrates an
The learner
understands the The learner
essential concepts
importance good practices
related to
eating habits and healthful eating D3.1.
nutrition,injury- D1.1.e D3.1.a T4.4 D1.1.e T4.4
behavior in habits for a
prevention, and safety
achieving personal personal health
and first aid in
health and and wellness.
achieving good
wellness
personal health and
wellness.
2nd The learner The learner…
demonstrates... practices good
understanding of health habits and
one's responsibility hygiene to D3.1.
D1.1.e D3.1.a T4.4 D1.1.e
a
T4.4
in achieving achieve good
personal health level of personal
and wellness health and
wellness.
3rd
The learner…
The learner…
understands the
consistently
importance of
demonstrates
keeping the home
healthful D2.1. D3.1.
environment D1.1.e D2.1.e D3.1.a T4.4 D1.1.e
e a
T4.4
practices for a
healthful to
sustainable
achieve personal
healthful home
health and
environment.
wellness
4th The learner…

appropriately
The learner…
demonstrates
demonstrates
safety behaviors
understanding of
in daily activities
the safety D1.1.d, and D1.1.d
to prevent D3.1.
principles and D2.1.f D3.1.a T4.4 , and D2.1.f
a
behavior to lessen D1.1.e injuries and D1.1.e
achieve
risk and prevent
sustainable
injuries for
healthful
healthful living.
environment.
T4.4
Philippine GCED KSA

Quarter
Standards
The learner 1st
demonstrates an
understanding of
The learner…1.
personal and family
The learner… demonstrates
health, prevention and
understands the good decision-
control of diseases and
importance of the making skills in
disorders, injury D3.1
Filipino Food choosing food to D1.1.e
prevention and safety D3.1c; c;
Pyramid Guide and D1.1.e;D3.1.d T4.4 eat to have a ;D3.1.
and first aid in D3.1d d D3.1
Pinggang Pinoy as balanced diet in
facilitating the d
guide in planning achieving and
development of
2 healthy habits and
and eating a sustaining
balanced diet. personal health
practices in the varied
and wellness.
and changing context
of personal and
family health. T4.4
2nd The learner…
demonstrates 2. consistently
understanding of practices good
the proper ways of health habits and
D1.1.c
taking care of the hygiene for the D3.1.
D2.1.f D3.1.c T4.4 D1.1.c D2.1.f T4.4
sense organs to sense organs to c
achieve and maintain good
sustain personal personal health
health and and wellness.
wellness.
3rd 1.The learner…
consistently
The learner…
adopts healthy
1. demonstrates
family habits to
understanding of
achive,sustain
healthy family
and promote
habits and
lifelong wellness.
practices in D3.1.
2.The
sustaining and D2.1. a;
D1.1.e D3.1.a ; learner…demons
promoting lifelong c; D3.1. T2.1;
D2.1.c; D2.1.d D3.1.c; T2.1; T2.3 trates positive D1.1.e
D2.1. c; T2.3
wellness. D3.1.d expression of d D3.1.
2.demonstrates an
feelings toward d
understanding of
family members
managing one’s
and practices
feelings and
healthful ways of
respecting
coping with
differences for
negative feelings
common good.
for peace and
harmony.
4th The learner…
The learner…
demonstrates an
demonstrates
understanding of
consistency in D3.1.
rules to ensure D1.1.e T3.3; T3.3;
D3.1.c; following safety D2.1. c;
safety at home and D2.1.c
D3.1.d
T4.4; D1.1.e
c D3.1.
T4.4;
T5.1 rules at home T5.1
in school for d
and in school for
peaceful and
peace, order and
healthful
harmony.
environment.
Philippine GCED KSA

Quarter
Standards
The learner 1st
demonstrates an
The learner…
understanding and
demonstrates The
knowledge in nutrition,
understanding of learner…consiste
prevention and control
the importance of ntly
of diseases and
the Food and demonstrates
disorders, consumer
3 health, and
Nutrition Research good decision-
Institute (FNRI) D1.1.d making skills in
community and D2.1. D3.1.
nutritional D2.1.e D3.1.d T4.4 making food D1.1.d
e d
T4.4
environmental health
guidelines in the choices to
in facilitating the
preparation of a achieve, sustain
development of
balanced diet for and promote
healthy habits and
sustaining lifelong wellness
practices to sustain
personal and for self and
personal and family’s
family nutrition and family.
health and wellbeing in
health.
varied and changing
contexts.
2nd
The learner…
The learner…
consistently
demonstrates an
practices healthy
understanding of
habits to prevent
the nature of D1.1.d
and control D2.1. D3.1.
diseases for its D2.1.e D3.1.d T4.4 D1.1.d
e d
T4.4
diseases in the
prevention and
family and the
control to sustain
immediate
family health and
community.
wellness.
3rd
learner…
The learner… demonstrates
demonstrates critical thinking
understanding of skills as a wise
the importance of consumer by
reliable and analyzing
D1.1.d
relevant sources of D1.1.d; D1.1.e soucres of D3.1.
D2.1.f D3.1.d T4.4 ; D2.1.f T4.4
health information information d
D1.1.e
in the choice of before making
health products decision in
and services for choosing health
family's health and products and
wellness. services.
4th The learner…

The learner…
demonstrates
demonstrates
consistency in D3.1.
understanding of D1.1.e
D3.1.a; T3.3; following road D2.1. a; T3.3;
risks to ensure D2.1.e
D3.1.d T4.4
D1.1.e
e D3.1. T4.4
safety rules for
road safety for a d
peace and order
healthful
in the
community.
community.
Philippine GCED KSA

Quarter
Standards
The learner 1st The learner T4.4
demonstrates an understands the
understanding of importance of
nutrition; prevention reading food labels The learner
and control of diseases in selecting understands the
and disorders; healthier and safer significance of
substance use and food for the family; reading and
abuse; and injury 2) understands the interpreting food
4 prevention, safety and nature and T1.3- label in selecting
first aid, leading to the prevention of food D1.1a,b,c,d, & f 4;T2.1- healthier and D1.1.
D2.1. D3.1.
achievement of borne diseases. 3) D2.1 b & c D3.1 a-f 4;T4.4; safer food to d;D1.
c a
optimum health and understands the T3.1-4; achieve health 1.c;
well-being leading to importance of T5.1-4 wellness;
the achievement of following food practices daily
personal, family and safety principles in appropriate food
community health and preventing safety habits to
wellbeing towards a common food- prevent food-
more sustainable borne diseases to borne disease.
world. sustain and
promote family
health.
2nd The learner T4.4
The learner consistently
understands the practices
nature and personal and
prevention of T1.3- environmental
D1.1. D2.1. D3.1.
common D1.1a,b,c,d, & f 4;T2.1-4; measures to
b; c; a;
communicable D2.1 b & c D3.1 a-f T4.4; prevent and
D1.1. D2.1. D3.1.
diseases for T3.1-4; control common
e d f
sustaining and T5.1-4 communicable
promoting family diseases for
and community family and
health. community
wellness.
3rd The learner
The learner
T4.4;
demonstrates T3.3
practices the
understanding of T1.3- D2.1.
proper use of
the proper use of D1.1a,b,c,d, & f 4;T2.1-4; c;
medicines to D1.1. D3.1.
medicines to D2.1 b & c D3.1 a-f T4.4; D2.1.
maintain e a
prevent misuse T3.1-4; d;D2.
personal and
and abuse for T5.1-4 1.e
health wellness.
family and
community safety.
4th The learner The learner T4.4;
demonstrates practices safety T3.3
understanding of measures during
T1.3- D2.1.
local and national disasters and D1.1.
D1.1a,b,c,d, & f 4;T2.1-4; c;
safety guidelines emergency a; D3.1.
D2.1 b & c D3.1 a-f T4.4; D2.1.
before, during, and situations for D1.1. a
T3.1-4; d;D2.
after disasters, family and e
T5.1-4 1.e
emergency and community
other high-risk safety.
situations
Philippine GCED KSA

Quarter
Standards
The learner 1st T4.4
demonstrates an
The learner The learner
nature of personal
demonstrates practices skills in
health; growth and
understanding of managing
development; T1.3-
RA 11036 (2019) mental, D2.1.
substance use and D1.1.a-f 4;T2.1-
pertaining to the emotional and D1.1. c; D3.1.
abuse; and community D2.1.a-g D3.1.a-f 3;T3.1-
mental, emotional, social health b; D2.1. a
and environmental 3;T4.1-
and social health concerns in d
health, which helps to 4;T5.1-4
concerns of achieving and
achieve optimum
Filipinos at local sustaining health
health and well-being
and national level. wellness.
to make the world
more equitable and
5 sustainable.
2nd T4.4
The learner
The learner practices skills in
demonstrates approrpiately
D2.1.
understanding of managing
D1.1. c; D3.1.
the changes during changes during
b; D2.1. a
puberty to achieve puberty to
d
optimum health achieve optimum
and wellbeing. health and
wellbeing.
3rd The learner D1.1.a-f D2.1.a-g D3.1.a-f

T1.3- The learner D1.1. D2.1. D3.1. T4.4
demonstrates 4;T2.1- demonstrates the b; c; a
understanding of 3;T3.1- ability to protect D2.1.
the nature and 3;T4.1- one’s health by e
effects of the use, 4;T5.1-4 refusing to use or
misuse, and abuse abuse gateway
of caffeine, drugs to achieve,
tobacco and sustain, and
alcohol for health promote lifelong
and wellness. wellness for
family and
community.
4th T4.4
The learner
The learner
demonstrates
practices
understanding of T1.3- D2.1.
appropriate first
basic first aid D1.1.a-f 4;T2.1- c;
aid principles and D1.1. D3.1.
principles and D2.1.a-g D3.1.a-f 3;T3.1- D2.1.
procedures for e a
procedures for 3;T4.1- d;D2.
common injuries
common injuries 4;T5.1-4 1.e
for health and
for health and
wellness.
wellness.
Philippine GCED KSA

Quarter
Standards
1st The learner T4.4
demonstrates
understanding of
The learner personal,health
The learner
demonstrates an issues and
practices self-
understanding of concerns and the
management
personal health, importance of T1.3-
skills to prevent
prevention and control health appraisal 4;T2.1-
D1.1.a-f and control D2.1.
of diseases and procedures and 3;T3.1- D3.1.
D2.1.b-g D3.1a-f personal health c;D2.
disorders; consumer community 3;T4.1- a
issues and 1.e
health; and injury resources in 4;T5.1;T5.
concerns to
6 prevention, safety and preventing or 3-4
sustain and
first aid to achieve managing them to
promote health
optimum health and sustain and
wellness.
agent of positive promote personal,
changes in their own family and
lives and world community health
community. and wellness.
2nd The learner T3.3;
The learner demonstrates
T1.3-
understands the practices for
4;T2.1- D3.1.
importance of D1.1.a-f building and
3;T3.1- D1.1. D2.1. a;D3.
keeping the school D2.1.b-g D3.1a-f maintaining
3;T4.1- e c 1.c;D
and environmental healthy school
4;T5.1;T5. 3.1.f
health for a and community
3-4
sustainable future. environments for
a more
sustainable
future.
3rd The learner

The learner
T3.3;
demonstrates
T1.3- consistently
understanding of
4;T2.1- practices ways
local and national D1.1.a-f 3;T3.1- to maintain a D1.1. D3.1.
health concerns on D2.1.b-g D3.1a-f
3;T4.1- healthy e a
poor environmental
4;T5.1; environment to
sanitation and its
T5.3-4 achieve health
implications in the
and wellness.
global community.
4th The learner T2.1;
understands the The learner T4.4
concepts and consistently
T1.3-
principles of demonstrates
4;T2.1-
selecting and using D1.1.a-f critical thinking
3;T3.1- D1.1. D2.1. D3.1.
consumer health D2.1.b-g D3.1a-f skills in the
3;T4.1- d b a
products to selection of
4;T5.1;T5.
promote personal, health products
3-4
family, and to promote health
community and wellness.
wellness.
Philippine GCED KSA

Quarter
Standards
The learner 1st
demonstrates an The
understanding of learner...demonstrat The learner...
growth and es understanding of appropriately
manages cultural, D3.1/
holistic gender and D2/
development; nutrition; D2/ D1.1/ D3.1.
culturally responsive D3.1/ D3.1.a/ environemntal and D1.1/ D2/D2 T1/T
personal health and D1.1.a/D1.1.e/ T1/T2/ a/
health management D2/D2.1.e/D2.1.f/ D3.1.d/D3.1.e gender concerns D1.1.a .1.e/D 2/T4/
injury prevention, T4/T5 D3.1.
of growth and / and challenges /D1.1. 2.1.f/
d/D3. T5
safety and first aid to development during adolescence e/
achieve, sustain, and 1.e/
concerns during to achieve holistic
promote personal adolescence . health.
health and wellness.
7
2nd The The D2/D2
learner...demonstrat D1/D1.1. learner...makes .1/D2.
es understanding of economic and D1/D1. D3/D3
1a/D2
/D1.1.a/D1.1.b/ D2/D2.1/ 1./D1. .1/D3.
sustainable nutrition environmental .1b/D T1/T
D2.1a/D2.1b/ D3/D3.1/ T1/T2/ 1.a/D1 1a/D3
practices during D1.1.d/D1.1.e/ informed 2.1c/ 2/T3/
D2.1c/D2.1d/ D3.1a/D3.1c/ T3/T4/ .1.b/D .1c/D
adolescence for a decisions in the D2.1d T4/T
D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ T5 1.1.d/ 3.1d/
healthy life, for D1.1.f g choice of food to D1.1.e
/D2.1
D3.1e 5
family, community eat during /D1.1.f
e/D2.
/
and country . adolescence 1f/D2.
1g
3rd
The D2/D2
The
learner...consiste .1/D2.
learner...demonstr D1/D1.1./ D1/D1. D3/D3
ntly 1a/D2
ates understanding D2/D2.1/ 1./D1. .1/D3.
D1.1.a/D1.1.b/ demonstrates .1b/D T1/T
of mental health as D2.1a/D2.1b/ D3/D3.1/ T1/T2/ 1.a/D1 1a/D3
skills that 2.1c/ 2/T3/
a dimension of D1.1.d/D1.1.e/D1. D2.1c/D2.1d/ D3.1a/D3.1c/ T3/T4/ .1.b/D
D2.1d
.1c/D
D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ promote 1.1.d/ 3.1d/ T4/T
holistic health for a 1.f T5 /D2.1
g sustainbale D1.1.e D3.1e 5
healthy life, for e/D2.
mental health /D1.1.f /
family, community 1f/D2.
practices in the
and country. 1g
community.
4th
The
learner...consiste
ntly
The demonstrates D2/D2
learner...demonstrat D1/D1.1./ personal, D1/D1. .1/D2. D3/D3
es understanding of cultural, 1./D1. 1a/D2 .1/D3.
D1.1.a/D1.1.b/ D2/D2.1/ T1/T
non-communicable D3/D3.1/ T1/T2/ environmental 1.a/D1 .1b/D 1a/D3
D2.1a/D2.1b/ 2/T3/
diseases for a D1.1.d/D1.1.e/D1. D3.1a/D3.1c/ T3/T4/ and social .1.b/D 2.1c/ .1c/D
D2.1c/D2.1d/ T4/T
sustainable and 1.f D2.1e/D2.1f/
D3.1d/D3.1e/ T5 responsibility and 1.1.d/ D2.1d 3.1d/
healthy life for D1.1.e /D2.1 D3.1e 5
healthful
family, community practices in the /D1.1.f e/D2. /
and country. prevention and 1f/
control of non-
communicable
diseases.
Philippine GCED KSA

Quarter
Standards
The learner 1st The
The
demonstrates learner...demonstr D2/D2
learner...appropri
understanding of ates understanding D1/D1.1./ .1/D2.
ately manages D1/D1. D3/D3
family health and of human sexuality 1a/D2
D2/D2.1/ gender and 1./D1. .1/D3.
prevention and control and managing D1.1.a/D1.1.b/ .1b/D T1/T
D2.1a/D2.1b/ D3/D3.1/ T1/T2/ culturally- 1.a/D1 1a/D3
of diseases and sexuality and 2.1c/ 2/T3/
D1.1.d/D1.1.e/D1. D2.1c/D2.1d/ D3.1a/D3.1c/ T3/T4/ responsive .1.b/D
D2.1d
.1c/D
disorders gender-related D2.1e/ D3.1d/D3.1e/ 1.1.d/ 3.1d/ T4/T
1.f T5 sexually- related /D2.1
(communicable and issues for a D2.1f/D2.1g D1.1.e D3.1e 5
issues through e/D2.
non-communicable to healthy life for /D1.1.f /
responsible and 1f/D2.
achieve, sustain, and familly, community
informed 1g
promote family health and country.
8 and wellness.
decisions.
2nd
D2/D2
The The .1/D2.
learner...demonstr D1/D1.1./ learner...makes D1/D1. 1a/D2 D3/D3
ates an D2/D2.1/ informed, culture- 1./D1. .1b/D .1/D3.
D1.1.a/D1.1.b/
understanding of D2.1a/D2.1b/ D3/D3.1/ based and 1.a/D1 2.1c/ 1a/D3 T1/T
T1/T2/
responsible D1.1.d/D1.1.e/D1. D2.1c/D2.1d/ D3.1a/D3.1c/ values-based .1.b/D D2.1d .1c/D 2/T4/
D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ T4/T5 1.1.d/ /D2.1 3.1d/
parenthood for a 1.f decisions in T5
healthy life for g preparation for D1.1.e e/D2. D3.1e
family, community responsible /D1.1.f 1f/D2. /
1g
and country. parenthood.
3rd The
The learner...consiste
learner...demonstr ntly
ates understanding demonstrates D2/D2
D1/D1.1./ D1/D1. .1/D2. D3/D3
of principles in the personal, social,
prevention and cultural and 1./D1. 1a/D2 .1/D3. T1/T
D1.1.a/D1.1.b/ D2/D2.1/
D3/D3.1/ T1/T2/ 1.a/D1 .1b/D 1a/D3
control of D2.1a/D2.1b/ environmental 2/T3/
D1.1.d/D1.1.e/D1. D2.1c/D2.1d/
D3.1a/D3.1c/ T3/T4/ .1.b/D 2.1c/ .1c/D
communicable D3.1d/D3.1e/ responsibility and 1.1.d/ D2.1d 3.1d/ T4/T
1.f D2.1e/D2.1f/ T5
diseases for the healthful D1.1.e /D2.1 D3.1e 5
attainment of practices in the /D1.1.f e/D2. /
community and prevention and 1f/
country wellness. control of
communicable
diseases.
4th The
learner...demonst
The
rates personal, D2/D2
learner...demonstr D1/D1.1./ social, D1/D1. .1/D2. D3/D3
ates understanding
environmental 1./D1. 1a/D2 .1/D3.
of economic and D1.1.a/D1.1.b/ D2/D2.1/ T1/T
D3/D3.1/ T1/T2/ and cultural 1.a/D1 .1b/D 1a/D3
cultural factors that D2.1a/D2.1b/ 2/T3/
D1.1.d/D1.1.e/D1. D2.1c/D2.1d/
D3.1a/D3.1c/ T3/T4/ responsibility in .1.b/D 2.1c/ .1c/D
influence cigarette D3.1d/D3.1e/ 1.1.d/ D2.1d 3.1d/ T4/T
1.f D2.1e/D2.1f/ T5 the prevention of
and alcohol use D1.1.e /D2.1 D3.1e 5
cigarette and
and strategies for /D1.1.f e/D2. /
alcohol use
prevention and 1f/
through the
control.
promotion of a
healthy lifestyle.
Philippine GCED KSA

Quarter
Standards
The learner 1st
demonstrates The
understanding of The learner...consiste D2/D2
community and learner...demonstr D1/D1.1./ ntly .1/D2.
D1/D1. D3/D3
environmental health; ates understanding demonstrates 1a/D2
1./D1. .1/D3. T1/T
D1.1.a/D1.1.b/ D2/D2.1/D2.1a/ .1b/D
injury prevention, of the principles in D3/D3.1/ T1/T2/ sustainable and 1.a/D1 1a/D3
D2.1b/D2.1c/ 2.1c/ 2/T3/
safety and first aid); protecting the D1.1.d/D1.1.e/D1. D2.1d/D2.1e/
D3.1a/D3.1c/ T3/T4/ healthful .1.b/D
D2.1d
.1c/D
D3.1d/D3.1e/ 1.1.d/ 3.1d/ T4/T
and prevention of environment for 1.f D2.1f/D2.1g T5 practices to /D2.1
D1.1.e D3.1e 5
substance use and individual, protect the e/D2.
abuse to achieve, community, and environment for /D1.1.f /
1f/D2.
sustain, and promote country wellness. community 1g
community health and wellness.
wellness
9 2nd The
learner...shares
The responsibility D2/D2
learner...demonstr D1/D1.1./ with family and .1/D2.
D1/D1. D3/D3
ates understanding community 1a/D2
D2/D2.1/D2.1a/ 1./D1. .1/D3.
D1.1.a/D1.1.b/ .1b/D
of the dangers of D2.1b/D2.1c/ D3/D3.1/ members 1.a/D1 1a/D3 T1/T
T1/T2/ 2.1c/
substance use and D1.1.d/D1.1.e/D1. D2.1d/ D3.1a/D3.1c/ through .1.b/D
D2.1d
.1c/D 2/T4/
D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ T4/T5 1.1.d/ 3.1d/
abuse on the 1.f participation in /D2.1 T5
individual, family, g collective action D1.1.e D3.1e
e/D2.
community and to prevent and /D1.1.f /
1f/D2.
country. control 1g
substance use
and abuse.
3rd
The D2/D2
D1/D1.1./
The .1/D2.
learner...demonstr D1/D1. D3/D3
learner...perform 1a/D2
ates understanding D2/D2.1/D2.1a/ 1./D1. .1/D3.
D1.1.a/D1.1.b/ s first aid .1b/D T1/T
of first aid D2.1b/D2.1c/ D3/D3.1/ T1/T2/ 1.a/D1 1a/D3
procedures with 2.1c/ 2/T3/
principles and D1.1.d/D1.1.e/D1. D2.1d/ D3.1a/D3.1c/ T3/T4/ .1.b/D
D2.1d
.1c/D
D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ accuracy for 1.1.d/ 3.1d/ T4/T
procedures for 1.f T5 /D2.1
g personal and D1.1.e D3.1e 5
individual, family e/D2.
community /D1.1.f /
and community 1f/D2.
wellness.
wellness. 1g
4th The The

learner...demonstr learner...consiste D2/D2
ates understanding D1/D1.1./
ntly .1/D2. D3/D3
of the concepts demonstrates D1/D1.
1a/D2 .1/D3.
and principles of D2/D2.1/D2.1a/ resilience, 1./D1. T1/T
D1.1.a/D1.1.b/ .1b/D 1a/D3
D2.1b/D2.1c/ D3/D3.1/ T1/T2/ 1.a/D1
safety education in vigilance and 2.1c/ .1c/D 2/T3/
D1.1.d/D1.1.e/D1. D2.1d/ D3.1a/D3.1c/ T3/T4/ .1.b/D
D2.1d 3.1d/
the prevention of D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ proactive 1.1.d/ T4/T
1.f T5 /D2.1 D3.1e
intentional injuries g behaviors to D1.1.e 5
for individual, prevent e/D2. /
/D1.1.f
family and intentional 1f/D2.
1g
community injuries
wellness.

Philippine GCED KSA
Quarter
Standards
10 1st The
learner...demonst
The learner
rates critical
demonstrates The
thinking and D2/D2
understanding of learner...understan
D1/D1.1./
decision- making .1/D2.
consumer health; ds the economic, D1/D1. D3/D3
skills in the 1a/D2
national and global environmental and D2/D2.1/D2.1a/ 1./D1. .1/D3.
D1.1.a/D1.1.b/ selection, .1b/D T1/T
health trends, issues cultural guidelines D2.1b/D2.1c/ D3/D3.1/ T1/T2/ 1.a/D1 1a/D3
evaluation and 2.1c/ 2/T3/
and concerns (); the and criteria in the D1.1.d/D1.1.e/D1. D2.1d/ D3.1a/D3.1c/ T3/T4/ .1.b/D
D2.1d
.1c/D
D2.1e/D2.1f/D2.1 D3.1d/D3.1e/ utilization of 1.1.d/ 3.1d/ T4/T
development of a selection and 1.f T5 /D2.1
g health D1.1.e D3.1e 5
health plan and evaluation of e/D2.
information, /D1.1.f /
exploration of careers health information, 1f/D2.
products and
in health to achieve, products, and 1g
services based
sustain, and promote services.
on environmental
health and wellness.
and economic
compliance
2nd The
The learner...consiste D2/D2
D1/D1.1./ D1/D1.
learner...demonstr ntly .1/D2. D3/D3
1./D1.
ates understanding demonstrates 1a/D2 .1/D3.
D1.1.a/D1.1.b/ D2/D2.1/D2.1a/ 1.a/D1 T1/T
D3/D3.1/D3.1 .1b/D 1a/D3
of current health D2.1b/D2.1c/ T1/T2/ critical thinking .1.b/D
D1.1.c/D1.1.d/ a/ 2.1c/ .1b/D 2/T3/
trends, issues and D2.1d/
D3.1b/D3.1c/
T3/T4/ skills in exploring 1.1.c/
D2.1d 3.1c/
D2.1e/ D1.1.d T4/T
concerns in the D3.1d/D3.1e/ T5 local, regional /D2.1 D3.1d
D1.1.e/D1.1.f D2.1f/D2.1g /D1.1. 5
local, regional, and national e/D2. /D3.1
national, and health trends, e/D1.1
1f/D2. e/
.f
global levels. issues, and 1g
concerns
3rd The D2/D2
learner...demonst D1/D1. D3/D3
D1/D1.1./ .1/D2.
rates 1./D1. .1/D3.
The 1a/D2
competence in 1.a/D1 1a/D3 T1/T
D1.1.a/D1.1.b/ D2/D2.1/D2.1a/ D3/D3.1/D3.1 .1b/D
learner...demonstr T1/T2 .1.b/D .1b/D
D2.1b/D2.1c/ a/ applying 2.1c/ 2/T3/
ates awareness of D1.1.d/D1.1.e/D1. D2.1d/D2.1e/ D3.1b/D3.1c/
/T3/T4/ 1.1.c/
D2.1d
3.1c/
knowledge of D1.1.d D3.1d T4/T
global health 1.f D2.1f/D2.1g D3.1d/D3.1e/ T5 /D2.1
global health to /D1.1. /D3.1 5
initiatives e/D2.
local or national e/D1.1 e/
context global 1f/D2.
.f
1g
initiatives
4th The learner
demonstrates an
understanding of
key health
The
concepts related D2/D2
learner...demonstr D1/D1.1./ to the D1/D1. .1/D2. D3/D3
ates understanding
D1.1.a/D1.1.b/ achievement, 1./D1. 1a/D2 .1/D3.
of the concepts in D2/D2.1/D2.1a/ D3/D3.1/D3.1 T1/T
T1/T2/ sustainability and 1.a/D1 .1b/D 1a/D3
planning a health D1.1.d/D1.1.e/ D2.1b/D2.1c/ a/ 2/T3/
D2.1d/D2.1e/D2. D3.1c/D3.1d/
T3/T4/ promotion of .1.b/D 2.1c/ .1c/D
career with respect 1.1.d/ D2.1d 3.1d/ T4/T
1f/ D3.1e/ T5 wellness as it
to politics, D1.1.f D1.1.e /D2.1 D3.1e 5
improves the
economic, /D1.1.f e/D2. /
quality of life of
environmental and 1f/
the individual, the
cultural welfare.
family and the
community, the
country and the
world .
Philippine GCED KSA

Grade Key Enhanced Key Stage with GCED Indicators GCED

Level Stage GCED Concept Cog SoE Beh Topics
Kinder understanding and
1 to observance of healthy T2.1; T2.3;
D.1.1c; D.1.1.d; D1.1.e; D2.1.c; D2.1.d; D.2.1.e; D.2.1.f D3.1.a; D3.1.c; D3.1.d T4.4;T4.5
2 Grade habits and practices in
3 achieving personal and
3 family wellness .
4 The learner demonstrates
an understanding of how
5
changes, which are part of T1.3-4;
growth and development, D1.1.a; D1.1.b; D1.1.c; D1.1.d; T2.1-
Grade D2.1.a; D2.1.b; D2.1.c; D2.1.d; D2.1.e; D3.1.a; D3.1.b; D3.1.c; D3.1.d;
impact health practices that D.1.1.f
D2.1.f
4;T3.1-
4 to 6 ,D3.1.e; D3.1.f, 4;T4.4;
help achieve and sustain
optimum health and well- T5.1-4;
being for self, family and
6 the immediate community.
7 The learner demonstrates D1/D1.1./D1.1.a/D1.1.b/D1.1.c/D1.1 D2/D2.1/D2.1a/D2.1b/D2.1c/D2.1d/D D3/D3.1/D3.1a/D3.1b/D3.1c/D3.1
an understanding of key .d/D1.1.e/D1.1.f 2.1e/D2.1f/D2.1g d/D3.1e/
8
health concepts related to
9 the achievement,
Grade
sustainability and promotion T1/T2/T3/
7 to
of wellness as it improves T4/T5
10
the quality of life of the
individual, family,
community, country and
10 the world.
Philippine GCED KSA

LEARNING AREA: PHYSICAL EDUCATION
Enhanced GCED integration In Enhanced GCED integration GCED Indicators Enhanced GCED GCED Indicators
Grade Quarte GCED GCED
the Grade Level Standards In the Content Standards integration In the
Level r Cog SoE Beh Topics Cog SoE Beh Topics
The learner demonstrates The learner demonstrates D1.1.e D2.1. D3.1.c T4.2, The learner performs D1.1.e D2.1.e D3.1.c T4.2,
understanding of body understanding awareness of e T4.4 with coordination T4.4
awareness, space awareness, body parts in preparation for enjoyable movements on
qualities of effort and active participation in body awareness for
movement relationships 1st enjoyable physical activities personal fitness and
through participation in that promote fitness, self- health
enjoyable physical activities care and respect.
for personal fitness and
health.
1 The learner demonstrates D1.1.e D2.1. D3.1.c T4.2, The learner performs D1.1.e D2.1.e D3.1.c T4.2,
understanding of personal e T4.4 movement skills in a T4.4
and general space in given space with
preparation for active coordination for personal
2nd
participation in enjoyable fitness and health.
physical activities that
promote fitness, self-care
and respect for others.
The learner demonstrates D1.1.e D2.1. D3.1.c T4.2, The learner performs D1.1.e D2.1.e D3.1.c T4.2,
understanding of qualities of e T4.4 movements of varying T4.4
effort in preparation for qualities of effort with
3rd
active participation in coordination for personal
enjoyable and safe physical fitness and health.
activities that promote
fitness, self-care and respect
for others.
understanding of ; e T4.4 movements in relation to T4.4
relationships of movement a stationary or moving
skills in preparation for active object/person with
4th
participation in enjoyable and coordination for personal
safe physical activities that fitness and health.
promote fitness, self-care
and respect for others.
Philippine GCED KSA

Enhanced GCED integration In Enhanced GCED integration Enhanced GCED

the Grade Level Standards In the Content Standards GCED Indicators integration In the GCED Indicators
Level r Topics Topics
understanding of body understanding of body e T4.4 body shapes and actions T4.4
awareness, space awareness, shapes and body actions in correctly with safety
qualities of effort and preparation for active precaution for personal
movement relationships 1st participation in various fitness and health.
through participation in enjoyable movement
enjoyable physical activities activities that promote trust
2 for personal fitness and and friendship for personal
health. fitness and health.
understanding of movement e T4.4 correctly movements T4.4
in relation to locations, involving locations,
directions, levels, pathways directions, levels,
and planes for safe pathways and planes for
2nd
participation in various personal fitness and
physical activities that health.
promote trust and friendship
health.
in relation to time, force and involving time, force, and
flow for safe participation in flow for personal fitness
3rd
various physical activities and health.
that promote trust and
friendship for personal
fitness and health.
The learner demonstrates D1.1.e D2.1. T4.2, The learner performs D1.1.e D2.1.e D3.1.c T4.2,
understanding of movement e T4.4 with care movement T4.4
activities relating to person, activities involving
objects, music and person, objects, music
environment that promote and environment for
trust, friendship and personal fitness and
cooperation for personal health
4th fitness and health.
Philippine GCED KSA


understanding of body understanding of body e T4.4 correctly body shapes T4.4
awareness, space awareness, shapes and body actions to and actions for personal
qualities of effort and participate in various fitness and health.
movement relationships enjoyable movement
through participation in activities that promote trust,
enjoyable physical activities friendship and cooperation
for personal fitness and for personal fitness and
health. 1st health.
3 understanding of movement e T4.4 correctly movements T4.4
in relation to locations, involving locations,
directions, levels, pathways directions, levels,
and planes for safe pathways and planes for
participation in various personal fitness and
physical activities that health.
promote trust, friendship and
cooperation for personal
2nd fitness and health.
in relation to time, force and involving time, force, and
flow for safe participation in flow for personal fitness
3rd various physical activities and health.
that promote trust and
friendship and cooperation
health.
understanding of movement e T4.4 correctly movement T4.4
activities relating to person, activities involving
objects, music and person, objects, music
environment that promote and environment for
trust, friendship and personal fitness and
cooperation for personal health.
4th fitness and health.
Philippine GCED KSA


The learner demonstrates 1st The learner demonstrates D1.1.b D2.1. D3.1. T2.2, The learner participates
understanding of the understanding of b e T2.3, actively and assesses
importance of non- participation and assessment T4.4 performance in target,
discrimination based on of physical activities and striking, and fielding
gender, ethnicity, disabilities, physical fitness for personal, games physical activities.
and religious beliefs through family, and community (e.g Target games
participation and assessment fitness and health (Tumbangpreso,
in games and dance activities. tamaang-tao/batuhang,
bola, tatsing),
striking/fielding games
(syato, basagang palayok,
kickball)
4 2nd The learner demonstrates D1.1.b D2.1. D3.1. T2.2, The learner participates
understanding of b e T2.3, actively and assesses
participation and assessment T4.4 performance in invasion
of physical activities and games physical activities.
physical fitness for personal, (e.g agawan base, lawin
family, and community at sisiw, agawanpanyo)
fitness and health
3rd The learner demonstrates D1.1.b D2.1. D3.1. T2.2, The learner participates
participation and assessment T4.4 performance in dance
of physical activities and activities. (e.g Folk
physical fitness for personal, (Liki/Ba-Ingles),
family, and community indigenous, ethnic,
fitness and health traditional and creative
dances
4th The learner demonstrates D1.1.b D2.1. D3.1. T2.2, The learner participates
participation and assessment T4.4 performance in dance
of physical activities and activities. (e.g Ba Ingles,
physical fitness for personal, Liki)
family, and community
fitness and health
Philippine GCED KSA


bola, tatsing),
5 (syato, basagang palayok,
kickball)
2nd The learner demonstrates D1.1.b D2.1. D3.1. T2.2, The learner participates
fitness and health
3rd The learner demonstrates D1.1.b D2.1. D3.1. T2.2, Folk (Cariñosa/ Polka Sa
understanding of b e T2.3, Nayon), indigenous,
participation and assessment T4.4 ethnic, traditional and
of physical activities and creative dances
physical fitness for personal,
fitness and health
4th The learner demonstrates D1.1.b D2.1. D3.1. T2.2, Folk (Cariñosa/ Polka Sa
understanding of b e T2.3, Nayon), indigenous,
participation and assessment T4.4 ethnic, traditional and
of physical activities and creative dances
physical fitness for personal,
fitness and health
Philippine GCED KSA


bola, tatsing),
6 (syato, basagang palayok,
kickball) Note: Games are
not limited to the above
listed activities
2nd The learner demonstrates D1.1.b D2.1. D3.1. T2.2, The learner participates
fitness and health
3rd The learner demonstrates D1.1.b D2.1. D3.1. T2.2, Folk (Itik-itik for girls and
understanding of b e T2.3, Maglalatik for boys),
participation and assessment T4.4 indigenous, ethnic,
of physical activities and traditional and creative
physical fitness for personal, dances
fitness and health
4th The learner demonstrates D1.1.b D2.1. D3.1. T2.2, Folk (Itik-itik for girls and
understanding of b e T2.3, Maglalatik for boys),
participation and assessment T4.4 indigenous, ethnic,
of physical activities and traditional and creative
physical fitness for personal, dances
fitness and health
Philippine GCED KSA


The leaner demonstrates 1st Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Shows motivation and D2.1.e T2.3
responsible behavior in of guidelines and principles in T2.4 willingness in designing D3.1.d T2.4
understanding fitness in exercise program from a T4.4 an exercise program to . T4.4
achieving an active lifestyle global perspective design to achieve fitness for a D3.1.e
for a better life. achieve fitness for a better better life .
life
2nd Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Assumes responsibility in D2.1.e T2.3
of guidelines and principles in T2.4 modifying the exercise . D3.1.a T2.4
exercise program from a T4.4 program to achieve . T4.4
global perspective design to fitness for a better life D3.1.e
achieve fitness for a better
life
7 3rd Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Shows motivation and D2.1.e T2.3
of guidelines and principles in T2.4 willingness in designing D3.1.a T2.4
exercise program from a T4.4 an exercise program to . T4.4
global perspective design to achieve fitness for a D3.1.d
achieve fitness for a better better life D3.1.e
life
4th Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Assumes responsibility in D2.1.e T2.3
of guidelines and principles in T2.4 modifying the exercise . D3.1.a T2.4
exercise program from a T4.4 program to achieve . T4.4
global perspective design to fitness for a better life D3.1.d
achieve fitness for a better D3.1.e
life
Philippine GCED KSA


The learner demonstrates 1st Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Shows motivation and D2.1.e T2.3
responsible behavior in of guidelines and principles in T2.4 willingness in designing a D3.1.a T2.4
understanding fitness in exercise program from a T4.4 physical activity program . T4.4
sustaining an active lifestyle global perspective design to for the promotion and D3.1.d
for a better life in the family achieve fitness for a better achievement of fitness D3.1.e
and school life in the family
2nd Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Assumes responsibility in D2.1.e T2.3
of guidelines and principles in T2.4 modifying the physical . D3.1.a T2.4
exercise program from a T4.4 activity program for the . T4.4
global perspective design to promotion and D3.1.d
8 achieve fitness for a better achievement of fitness in D3.1.e
life the family
3rd Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Assumes responsibility in D2.1.e T2.3
of guidelines and principles in T2.4 modifying the physical . D3.1.a T2.4
achieve fitness for a better achievement of fitness in D3.1.e
life the family
4th Demonstrates understanding D1.1a D2.1a D3.1a T2.3 Assumes responsibility in T2.3
of guidelines and principles in T2.4 modifying the physical D3.1.a T2.4
achieve fitness for a better achievement of fitness in D3.1.e
life the family
Philippine GCED KSA


The learner demonstrates 1st Demonstrates understanding D1.1.c D2.1a D3.1a T2.3 Assumes responsibility in D1. D2. T2.3
responsible behavior in of global issues on lifestyle T2.4 sustaining an active 1.e 1.e. D3.1.a T2.4
understanding fitness in and weight management T4.4 lifestyle to influence the . T4.4
sustaining and promoting an from multiple perspectives to physical activity D3.1.d
active lifestyle for a better life promote fitness amidst participation of the D3.1.e
in the community diversity in the community people in the community
2nd Demonstrates understanding D1.1.c D2.1a D3.1a T2.3 practices healthy eating D1 D2. T2.3
of global issues on lifestyle T2.4 habits that advocates .1.e 1.e. D3.1.a T2.4
and weight management T4.4 and supports an active . T4.4
9 from multiple perspectives to lifestyle in the D3.1.d
promote fitness amidst community, D3.1.e
diversity in the community
3rd Demonstrates understanding D1.1.c D2.1a D3.1a T2.3 Assumes responsibility in D1. D2 T2.3
of global issues on lifestyle T2.4 sustaining an active 1.e .1.e. D3.1.a T2.4
and weight management T4.4 lifestyle to influence the . T4.4
from multiple perspectives to physical activity D3.1.d
promote fitness amidst participation of the D3.1.e
diversity in the community people in the community
practices healthy eating
habits that advocates
and supports an active
lifestyle in the
community
4th Demonstrates understanding D1.1.c D2.1a D3.1a T2.3 Assumes responsibility in D1. D2. T2.3
of global issues on lifestyle T2.4 sustaining an active 1.e 1.e D3.1.a T2.4
diversity in the community people in the community
Practices healthy eating D1. D2. T2.3
habits that advocates 1.e 1.e D3.1.a T2.4
and supports an active . T4.4
lifestyle in the D3.1.d
community D3.1.e
Philippine GCED KSA


The learner demonstrates 1st Demonstrates understanding D1.1.c D2.1a D3.1a T2.3 Assumes responsibility in D1. D2. T2.3
responsible behavior in of global issues on lifestyle T2.4 sustaining an active 1.e 1.e D3.1.a T2.4
understanding fitness in and weight management T4.4 lifestyle to influence the . T4.4
promoting an active lifestyle from multiple perspectives to physical activity D3.1.d
for a letter life in the society promote fitness amidst participation of the D3.1.e
diversity in the society. people in the community
and society, practices
healthy eating habits that
advocates and supports
active lifestyle in the
society
10 2nd Demonstrates understanding D1.1.c D2.1a D3.1a T2.3 Assumes responsibility in D1. D2. T2.3
of global issues on lifestyle T2.4 sustaining an active 1.e 1.e D3.1.a T2.4
diversity in the society people in the community
and society
practices healthy eating D1. D2. T2.3
lifestyle in the society. D3.1.d
D3.1.e
T2.3 Assumes responsibility in D1. D2. T2.3
demonstrates understanding
T2.4 sustaining an active 1.e 1.e D3.1.a T2.4
of global issues on lifestyle
T4.4 lifestyle to influence the . T4.4
and weight management
physical activity D3.1.d
from multiple perspectives to
participation of the D3.1.e
promote fitness amidst
people in the community
diversity in the society
3rd D1.1.c D2.1a D3.1a and society
D3.1.e
T2.3 Assumes responsibility in D1. D2. T2.3
demonstrates understanding
T2.4 sustaining an active 1.e 1.e D3.1.a T2.4
of global issues on lifestyle
T4.4 lifestyle to influence the . T4.4
and weight management
physical activity D3.1.d
from multiple perspectives
participation of the D3.1.e
to promote fitness amidst
people in the community
diversity in the society.
4th D1.1.c D2.1a D3.1a and society.
habits that advocates 1.e 1.e. D3.1.a T2.4
D3.1.e
Philippine GCED KSA

GCED Indicators GCED

Grade Level Key Stage Enhanced Key Stage with GCED Concept
Cog SoE Beh Topics
1 The learner demonstrates
Kinder to Grade 3 understanding of movement concepts and skills in preparation for active participation in various
2
physical activities for personal fitness
3
4 understanding of principles in movement and fitness for active participation in various physical
Grade 4 to 6 activities for personal and family fitness and health
5
6
7 understanding of integrating physical activity behaviors in achieving an active lifestyle for personal,
8 family, community and global fitness and health.
Grade 7 to 10
9
10
11
12
Philippine GCED KSA

LEARNING AREA: FILIPINO
Enhanced GCED integration In Enhanced GCED integration In the GCED Indicators GCED Enhanced GCED GCED Indicators
Grade Quarte GCED
the Grade Level Standards Content Standards Topic integration In the
Level r Cog SoE Beh Cog SoE Beh Topics
s Performance Standards
Pagkatapos ng Unang Baitang, 2nd Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1
inaasahang nauunawaan ng mga mapanuring pakikinig at pag-unawa D1.1.d a D3.1.c T2.2
mag-aaral ang mga pasalita at di- sa napakinggan tulad ng sa pagbuo D1.1.e D2.1. T2.3
pasalitang paraan ng pagpapahayag ng identidad ng sarili at pamilya na . d
at nakatutugon nang naaayon rito. maiuugnay sa pagkakaiba-iba at D1.1.f
Nakakamit ang mga kasanayan sa pagkakatulad sa taglay na kultura.
mabuting pagbasa at pagsulat
upang maipahayag at maiugnay ang
sariling ideya, damdamin at
karanasan sa mga narinig at
1 nabasang mga teksto ayon sa
kanilang antas o nibel na kaugnay
ng sarili at pamilya na masasalamin
ang kani-kanilang kultura.
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T2.1
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T2.2
ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. T2.3
at damdamin tungkol sa D1.1.e b
pagpapahayag ng kultura at . D2.1.
interkultural na pagbabahagi nito sa D1.1.f d
pamamagitan ng komunikasyon.
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T2.1
kasanayan upang maunawaan ang D1.1.b a D3.1.c T2.2
iba’t ibang teksto tulad ng pagbuo D1.1.d D2.1. T2.3
ng identidad ng sarili at pamilya na D1.1.e b
maiuugnay sa pagkakaiba-iba at . D2.1.
pagkakatulad sa taglay na kultura. D1.1.f d
3rd Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1
mapanuring pakikinig at pag-unawa D1.1.d a D3.1.c T2.2
sa napakinggan tulad ng sa pagbuo D1.1.e D2.1. T2.3
ng identidad ng sarili at pamilya na . d
maiuugnay sa pagkakaiba-iba at D1.1.f
pagkakatulad sa taglay na kultura.

pamamagitan ng
pakikipagkomunikasyon.
4th Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1

pamamagitan ng
Napapahalagahan ang wika at D1.1.a D2.1. D3.1.a T2.1

panitikan sa pamamagitan ng pagsali D1.1.b a D3.1.c T2.2
sa usapan at talakayan, paghiram sa D1.1.d D2.1. T2.3
aklatan, pagkukuwento, pagsulat ng D1.1.e b
tula at kuwento tungkol sa pagbuo . D2.1.
ng identidad, proteksiyon, pasulong D1.1.f d
sa lipunang multikultural,
ekspresyong kultural, interkultural
na pagbabahagi at dibersidad.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikalawang Baitang, 1st Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1
inaasahang nasasabi ng mga mag- mapanuring pakikinig at pag-unawa D1.1.d a D3.1.c T2.2
aaral ang pangunahing diwa ng sa napakinggan tulad ng sa pagbuo D1.1.e D2.1. T2.3
tekstong binasa o napakinggan, ng identidad ng sarili at pamilya na . d
nagagamit ang mga kaalaman sa maiuugnay sa pagkakaiba-iba at D1.1.f
wika, nakababasa nang may pagkakatulad sa taglay na kultura.
wastong paglilipon ng mga salita at
maayos na nakasusulat upang
maipahayag at maiugnay ang
kanilang antas o nibel at kaugnay
pamamagitan ng
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T2.1

at kasanayan sa paggamit ng wika sa D1.1.b a D3.1.c T2.2
komunikasyon tungkol sa pagbuo ng D1.1.d D2.1. T2.3
identidad, proteksiyon, pasulong sa D1.1.e b
lipunang multikultural, ekspresyong . D2.1.
kultural, interkultural na D1.1.f d
pagbabahagi at dibersidad. sarili
(identidad) at pamilya na
maiuugnay sa pagkakaiba-iba at
pagkakatulad sa taglay na kultura at
pagbasa ng iba’t ibang uri ng
panitikan tulad ng mga paksang
nabanggit.
2ND Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1

pamamagitan ng

pagkakatulad sa taglay na kultura.at
nabanggit.
3RD Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1

pamamagitan ng
nabanggit.
4TH Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1

pamamagitan ng
nabanggit.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikatlong Baitang, 1st Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1
inaasahang nasasabi ng mga mag- mapanuring pakikinig at pag-unawa D1.1.d a D3.1.c T2.2
aaral ang pangunahing diwa ng sa napakinggan tulad ng sa pagbuo D1.1.e D2.1. T2.3
tekstong binasa o napakinggan, ng identidad ng sarili at pamilya na . d
nagagamit ang mga kaalaman sa maiuugnay sa pagkakaiba-iba at D1.1.f
wika, nakababasa nang may pagkakatulad sa taglay na kultura.
wastong paglilipon ng mga salita at
maayos na nakasusulat upang
maipahayag at maiugnay ang
kanilang antas o nibel at kaugnay
pamamagitan ng
Naipamamalas ang iba’t ibang
kasanayan upang maunawaan ang
iba’t ibang teksto tulad ng pagbuo
ng identidad ng sarili at pamilya na
Naipamamalas ang pagpapahalaga

at kasanayan sa paggamit ng wika sa
komunikasyon tungkol sa pagbuo ng
identidad, proteksiyon, pasulong sa
lipunang multikultural, ekspresyong
kultural, interkultural na
nabanggit.
2ND Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-unawa
sa napakinggan tulad ng sa pagbuo
Naipamamalas ang kakayahan at

tatas sa pagsasalita at pagpapahayag
ng sariling ideya, kaisipan, karanasan
at damdamin tungkol sa
pagpapahayag ng kultura at
interkultural na pagbabahagi nito sa
pamamagitan ng

pagkakatulad sa taglay na kultura.at
nabanggit.
3RD Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.1

pamamagitan ng
Naipamamalas ang iba’t ibang
kasanayan upang maunawaan ang
iba’t ibang teksto tulad ng pagbuo
Naipamamalas ang pagpapahalaga

at kasanayan sa paggamit ng wika sa
komunikasyon tungkol sa pagbuo ng
identidad, proteksiyon, pasulong sa
lipunang multikultural, ekspresyong
kultural, interkultural na
nabanggit.
4TH Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-unawa
sa napakinggan tulad ng sa pagbuo
Naipamamalas ang kakayahan at
tatas sa pagsasalita at pagpapahayag
ng sariling ideya, kaisipan, karanasan
at damdamin tungkol sa
pagpapahayag ng kultura at
interkultural na pagbabahagi nito sa
pamamagitan ng

nabanggit.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikaapat na Baitang, 1ST Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Natatalakay ang paksa o D1.1.a D2.1.b D3.1.a T3.1
naipamamalas na ng mga mag-aaral Grading mapanuring pakikinig at pag-unawa D1.1.b b D3.1.c T3.2 isyung napakinggan tulad D1.1.b D3.1.c T3.2
ang kakayahan sa pagbasa, pagsulat sa napakinggan tulad ng D1.1.d D3.1.d T3.3 ng preserbasyon ng likas D1.1.d D3.1.d T3.3
at pakikipagtalastasan nang wasto preserbasyon ng likas na yaman, D1.1.e T3.4 na yaman, pagkakaroon ng D1.1.e. T3.4
at may paggalang upang pagkakaroon ng hustisya at . T4.4 hustisya at polisiyang T4.4
maipahayag ang kaalaman, ideya at polisiyang pangkapaligiran, pangkapaligiran,
damdamin tungkol isyung pagbabago sa sitwasyon ng klima pagbabago sa sitwasyon ng
pangkalusugan, kalikasan at (climate change), biodeversidad, at klima (climate change),
kapaligiran na kakikitaan ng mga pagpapanatili ng pag-unlad biodeversidad, at
angkop na gawi at kaasalan sa (sustainable development) sa pagpapanatili ng pag-unlad
kaniyang edad at sa kulturang pamayanan. (sustainable development)
kinabibilangan bilang pakikilahok sa sa pamayanan.
pagpapaunlad ng pamayanan.
4 Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T3.1 Nakabibigkas ng tula at D1.1.a D2.1.b D3.1.a T3.1
tatas sa pagsasalita at pagpapahayag D1.1.b b D3.1.c T3.2 iba’t ibang pahayag nang D1.1.b D3.1.c T3.2
ng sariling ideya, kaisipan, karanasan D1.1.d D3.1.d T3.3 may damdamin, wastong D1.1.d D3.1.d T3.3
at damdamin tungkol sa D1.1.e T3.4 tono at intonasyon tungkol D1.1.e . T3.4
pangkapaligiran at pangkalusugang . T4.4 sa pangkapaligiran at D1.1.f T4.4
isyu, gawi at kaasalan. D1.1.f pangkalusugang isyu, gawi
at kaasalan.
Naisasalaysay muli ang D1.1.a D2.1.b D3.1.a T3.1
nabasang kuwento o D1.1.b D3.1.c T3.2
teksto nang may tamang D1.1.d D3.1.d T3.3
pagkakasunod-sunod at D1.1.e . T3.4
nakagagawa ng poster D1.1.f T4.4
tungkol sa binasang teksto
na may paksa ukol sa
kapaligiran, kalikasan at
kalusugan.

kasanayan sa pag-unawa ng iba’t D1.1.b b D3.1.c T3.2
ibang teksto na may paksa ukol sa D1.1.d D3.1.d T3.3
kapaligiran, kalikasan at kalusugan. D1.1.e T3.4
. T4.4
D1.1.f
Nakasusulat ng talatang D1.1.a D2.1.b D3.1.a T3.1

pasalaysay na may paksa D1.1.b D3.1.c T3.2
ukol sa kapaligiran, D1.1.d D3.1.d T3.3
kalikasan at kalusugan. D1.1.e . T3.4
D1.1.f T4.4
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Nakapagsasalaysay tungkol D1.1.a D2.1.b D3.1.a T3.1
mapanuring panonood ng iba’t ibang D1.1.b b D3.1.c T3.2 sa pinanood na may paksa D1.1.b D3.1.c T3.2
uri ng media tulad ng patalastas at D1.1.d D3.1.d T3.3 na tulad ng D1.1.d D3.1.d T3.3
maikling pelikula na may paksa na D1.1.e T3.4 pangkapaligiran at D1.1.e . T3.4
tulad ng kapaligiran, kalikasan at . T4.4 pangkalusugang isyu, gawi D1.1.f T4.4
kalusugan. D1.1.f at kaasalan.
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T3.1 Nakasasali sa mga usapan D1.1.a D2.1.b D3.1.a T3.1
at kasanayan sa paggamit ng wika D1.1.b b D3.1.c T3.2 at talakayan, D1.1.b D3.1.c T3.2
tungkol sa kalusugan at kapaligiran D1.1.d D3.1.d T3.3 pagkukuwento, pagtula, D1.1.d D3.1.d T3.3
at pagbasa ng iba’t ibang uri ng D1.1.e T3.4 pagsulat ng sariling tula at D1.1.e . T3.4
panitikan na may paksa na ulad ng . T4.4 kuwento na may paksa na D1.1.f T4.4
preserbasyon ng likas na yaman, D1.1.f tungko sa preserbasyon
pagkakaroon ng hustisya at ng likas na yaman,
polisiyang pangkapaligiran, pagkakaroon ng hustisya at
pagbabago sa sitwasyon ng klima polisiyang pangkapaligiran,
(climate change), biodeversidad, at pagbabago sa sitwasyon ng
pagpapanatili ng pag-unlad klima (climate change),
(sustainable development). biodeversidad, at
pagpapanatili ng pag-unlad
(sustainable development).
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Naisasakilos ang D1.1.a D2.1.b D3.1.a T3.1
mapanuring pakikinig at pag-unawa D1.1.b b D3.1.c T3.2 napakinggang kuwento o D1.1.b D3.1.c T3.2
sa napakinggan tulad ng D1.1.d D3.1.d T3.3 usapan na may paksa na D1.1.d D3.1.d T3.3
preserbasyon ng likas na yaman, D1.1.e T3.4 tulad ng preserbasyon ng D1.1.e . T3.4
pagkakaroon ng hustisya at . T4.4 likas na yaman, D1.1.f T4.4
polisiyang pangkapaligiran, pagkakaroon ng hustisya at
pagbabago sa sitwasyon ng klima polisiyang pangkapaligiran,
(sustainable development) sa biodeversidad, at
pamayanan. pagpapanatili ng pag-unlad
(sustainable development)
sa pamayanan.
2nd Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T3.1 Naisasalaysay muli ang D1.1.a D2.1.b D3.1.a T3.1
tatas sa pagsasalita at pagpapahayag D1.1.b b D3.1.c T3.2 binasang kuwento na may D1.1.b D3.1.c T3.2
ng sariling ideya, kaisipan, karanasan D1.1.d D3.1.d T3.3 paksa na tulad ng D1.1.d D3.1.d T3.3
at damdamin tungkol sa D1.1.e T3.4 preserbasyon ng likas na D1.1.e. T3.4
pangkapaligiran at pangkalusugang . T4.4 yaman, pagkakaroon ng T4.4
isyu, gawi at kaasalan. D1.1.f hustisya at polisiyang
pangkapaligiran,
pagbabago sa sitwasyon ng
klima (climate change),
biodeversidad, at
sa pamayanan.
Nakabubuo ng D1.1.a D2.1.b D3.1.a T3.1
nakalarawang balangkas D1.1.b D3.1.c T3.2
batay sa binasang tekstong D1.1.d D3.1.d T3.3
pang-impormasyon na may D1.1.e . T3.4
paksa na tulad ng D1.1.f T4.4
preserbasyon ng likas na
yaman, pagkakaroon ng
hustisya at polisiyang
pangkapaligiran,
biodeversidad, at
sa pamayanan.
kasanayan sa pag-unawa ng iba’t D1.1.b b D3.1.c T3.2
ibang teksto na may paksa ukol sa D1.1.d D3.1.d T3.3
kapaligiran, kalikasan at kalusugan. D1.1.e T3.4
. T4.4
D1.1.f
Nakasusulat ng talatang D1.1.a D2.1.b D3.1.a T3.1

naglalarawan na may D1.1.b D3.1.c T3.2
paksa ukol sa kapaligiran, D1.1.d D3.1.d T3.3
D1.1.f T4.4
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Naisasakilos ang napanood D1.1.a D2.1.b D3.1.a T3.1
mapanuring panonood ng iba’t ibang D1.1.b b D3.1.c T3.2 na may paksa na tulad ng D1.1.b D3.1.c T3.2
uri ng media na may paksa na tulad D1.1.d D3.1.d T3.3 preserbasyon ng likas na D1.1.d D3.1.d T3.3
ng kapaligiran, kalikasan at D1.1.e T3.4 yaman, pagkakaroon ng D1.1.e . T3.4
kalusugan. . T4.4 hustisya at polisiyang D1.1.f T4.4
D1.1.f pangkapaligiran,
biodeversidad, at
sa pamayanan.
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T3.1 Napahahalagahan ang D1.1.a D2.1.b D3.1.a T3.1
at kasanayan sa paggamit ng wika D1.1.b b D3.1.c T3.2 wika at panitikan sa D1.1.b D3.1.c T3.2
tungkol sa kalusugan at kapaligiran D1.1.d D3.1.d T3.3 pamamagitan ng pagsali sa D1.1.d D3.1.d T3.3
at pagbasa ng iba’t ibang uri ng D1.1.e T3.4 usapan at talakayan, D1.1.e . T3.4
panitikan na may paksa na ulad ng . T4.4 paghiram sa aklatan, D1.1.f T4.4
preserbasyon ng likas na yaman, D1.1.f pagkukuwento at pagsulat
pagkakaroon ng hustisya at ng tula at kuwento na may
polisiyang pangkapaligiran, paksa na tulad ng
pagbabago sa sitwasyon ng klima pangkapaligiran at
(climate change), biodeversidad, at pangkalusugang isyu, gawi
pagpapanatili ng pag-unlad at kaasalan.
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Nakasusunod sa D1.1.a D2.1.b D3.1.a T3.1
mapanuring pakikinig at pag-unawa D1.1.b b D3.1.c T3.2 napakinggang hakbang na D1.1.b D3.1.c T3.2
sa napakinggan tulad ng D1.1.d D3.1.d T3.3 may paksa na tulad ng D1.1.d D3.1.d T3.3
preserbasyon ng likas na yaman, D1.1.e T3.4 preserbasyon ng likas na D1.1.e. T3.4
pagkakaroon ng hustisya at . T4.4 yaman, pagkakaroon ng T4.4
polisiyang pangkapaligiran, hustisya at polisiyang
pagbabago sa sitwasyon ng klima pangkapaligiran,
(sustainable development) sa biodeversidad, at
pamayanan. pagpapanatili ng pag-unlad
sa pamayanan.
3rd Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T3.1 Nakapagbibigay ng panuto D1.1.a D2.1.b D3.1.a T3.1
tatas sa pagsasalita at pagpapahayag D1.1.b b D3.1.c T3.2 ukol sa pangangalaga ng D1.1.b D3.1.c T3.2
ng sariling ideya, kaisipan, karanasan D1.1.d D3.1.d T3.3 kalikasan, at D1.1.d D3.1.d T3.3
at damdamin tungkol sa D1.1.e T3.4 pangangatawan na D1.1.e . T3.4
pangkapaligiran at pangkalusugang . T4.4 isasakilos ang katangian ng D1.1.f T4.4
isyu, gawi at kaasalan. D1.1.f mga tauhan sa
napakinggang kuwento
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T3.1 Nakagagawa ng mapa ng D1.1.a D2.1.b D3.1.a T3.1
kasanayan sa pag-unawa ng iba’t D1.1.b b D3.1.c T3.2 konsepto upang maipakita D1.1.b D3.1.c T3.2
ibang teksto na may paksa ukol sa D1.1.d D3.1.d T3.3 ang nakalap na D1.1.d D3.1.d T3.3
kapaligiran, kalikasan at kalusugan. D1.1.e T3.4 impormasyon o datos na D1.1.e . T3.4
. T4.4 may paksa ukol sa D1.1.f T4.4
D1.1.f kapaligiran, kalikasan at
kalusugan.
Nakasusulat ng sariling D1.1.a D2.1.b D3.1.a T3.1
kuwento o tula na may D1.1.b D3.1.c T3.2
D1.1.f T4.4
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Nakaguguhit at D1.1.a D2.1.b D3.1.a T3.1
mapanuring panonood ng iba’t ibang D1.1.b b D3.1.c T3.2 nakasusulat ng tula o D1.1.b D3.1.c T3.2
uri ng media na may paksa na tulad D1.1.d D3.1.d T3.3 talata batay sa pinanood D1.1.d D3.1.d T3.3
ng kapaligiran, kalikasan at D1.1.e T3.4 na may paksa na tulad ng D1.1.e . T3.4
kalusugan. . T4.4 preserbasyon ng likas na D1.1.f T4.4
D1.1.f yaman, pagkakaroon ng
hustisya at polisiyang
pangkapaligiran,
biodeversidad, at
sa pamayanan.
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Nakasusunod sa D1.1.a D2.1.b D3.1.a T3.1
mapanuring pakikinig at pag-unawa D1.1.b b D3.1.c T3.2 naakinggang hakabng na D1.1.b D3.1.c T3.2
sa napakinggan tulad ng D1.1.d D3.1.d T3.3 may paksa tulad ng D1.1.d D3.1.d T3.3
preserbasyon ng likas na yaman, D1.1.e T3.4 pangangalaga ng kalikasan, D1.1.e. T3.4
pagkakaroon ng hustisya at . T4.4 at pangangatawan T4.4
polisiyang pangkapaligiran,
pagbabago sa sitwasyon ng klima
(climate change), biodeversidad, at
(sustainable development) sa
pamayanan.
4th Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T3.1 Nakapagbibigay ng panuto D1.1.a D2.1.b D3.1.a T3.1
tatas sa pagsasalita at pagpapahayag D1.1.b b D3.1.c T3.2 ukol sa pangangalaga ng D1.1.b D3.1.c T3.2
ng sariling ideya, kaisipan, karanasan D1.1.d D3.1.d T3.3 kalikasan, at D1.1.d D3.1.d T3.3
at damdamin tungkol sa D1.1.e T3.4 pangangatawan na D1.1.e . T3.4
pangkapaligiran at pangkalusugang . T4.4 isasakilos ang katangian ng D1.1.f T4.4
isyu, gawi at kaasalan. D1.1.f mga tauhan sa
napakinggang kuwento
D1.1.a D2.1.b D3.1.a T3.1
D1.1.b D3.1.c T3.2
D1.1.d D3.1.d T3.3
D1.1.e . T3.4
D1.1.f T4.4
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T3.1 Nakagagawa ng mapa ng D1.1.a D2.1.b D3.1.a T3.1
kasanayan sa pag-unawa ng iba’t D1.1.b b D3.1.c T3.2 konsepto upang maipakita D1.1.b D3.1.c T3.2
ibang teksto na may paksa ukol sa D1.1.d D3.1.d T3.3 ang nakalap na D1.1.d D3.1.d T3.3
kapaligiran, kalikasan at kalusugan. D1.1.e T3.4 impormasyon o datos na D1.1.e . T3.4
. T4.4 may paksa ukol sa D1.1.f T4.4
D1.1.f kapaligiran, kalikasan at
kalusugan.
Nakasusulat ng sariling D1.1.a D2.1.b D3.1.a T3.1
kuwento o tula na may D1.1.b D3.1.c T3.2
D1.1.f T4.4
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T3.1 Nakaguguhit at D1.1.a D2.1.b D3.1.a T3.1
mapanuring panonood ng iba’t ibang D1.1.b b D3.1.c T3.2 nakasusulat ng tula o D1.1.b D3.1.c T3.2
uri ng media na may paksa na tulad D1.1.d D3.1.d T3.3 talata na may paksa ukol D1.1.d D3.1.d T3.3
ng kapaligiran, kalikasan at D1.1.e T3.4 sa kapaligiran, kalikasan at D1.1.e . T3.4
kalusugan. . T4.4 kalusugan. batay sa D1.1.f T4.4
D1.1.f pinanood.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikalimang Baitang, 1st Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakapagbibigay ng sariling D1.1.a D2.1.a D3.1.a T2.3
naipamamalas ng mag-aaral ang mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T2.4 pamagat para sa D1.1.b D2.1.b D3.1.c T2.4
kakayahan sa pakikipagtalastasan sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d napakinggang kuwento at D1.1.d D2.1.c D3.1.d
nang may paggalang, mapanuring ng kasarian, etnisidad, kapansanan, D1.1.e b pagsasagawa ng D1.1.e. D2.1.d D3.1.e
pag-iisip at pagpapahalaga sa at mga paniniwalang panrelihiyon . D2.1.c roundtable na pag-uusap D1.1.f D2.1.g
panitikan at kultura sa D1.1.f D2.1. tungkol sa isyu o paksang
pamamagitan ng iba’t ibang teksto/ d napakinggan na may paksa
babasahing lokal at pambansa na D2.1. tulad ng kasarian,
may paksa na tulad ng kasarian, g etnisidad, kapansanan, at
etnisidad, kapansanan, at mga mga paniniwalang
paniniwalang panrelihiyon. panrelihiyon
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T2.3 Nakasasali sa isang usapan D1.1.a D2.1.a D3.1.a T2.3
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T2.4 tungkol sa isang paksa D1.1.b D2.1.b D3.1.c T2.4
5 ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. D3.1.d nang may paggalang sa D1.1.d D2.1.c D3.1.d
at damdamin nang may paggalang sa D1.1.e b kapuwa anuman ang D1.1.e. D2.1.d D3.1.e
kapuwa tungkol sa pagkakaroon ng . D2.1.c kasarian, etnisidad, D1.1.f D2.1.g
dibersidad ng kasarian, etnisidad, D1.1.f D2.1. kapansanan, at mga
mga kapansanan, at mga d paniniwalang panrelihiyon
paniniwalang panrelihiyon D2.1.
g
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T2.3 Nakapagsasagawa ng D1.1.a D2.1.a D3.1.a T2.3
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T2.4 readers’ theater na D1.1.b D2.1.b D3.1.c T2.4
na may paksa tulad ng kasarian, D1.1.d D2.1. D3.1.d pinahahalagahan ang D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b panitikan at kulturang D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon at . D2.1.c kinabibilangan na D1.1.f D2.1.g
napalalawak ang talasalitaan ang D1.1.f D2.1. gumagalang sa kasarian,
talasalitaan ukol dito. d etnisidad, kapansanan at
D2.1. mga paniniwalang
g panrelihiyon
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T2.3 Nakapagtatala ng mga D1.1.a D2.1.a D3.1.a T2.3
kasanayan upang maunawaan ang D1.1.b a D3.1.c T2.4 kailangang impormasyon o D1.1.b D2.1.b D3.1.c T2.4
iba’t ibang teksto na may paksa D1.1.d D2.1. D3.1.d datos batay sa isyung pang D1.1.d D2.1.c D3.1.d
tulad ng na may paksa tulad ng D1.1.e b kasarian, etnisidad, D1.1.e. D2.1.d D3.1.e
kasarian, etnisidad, kapansanan, at . D2.1.c kapansanan, at mga D1.1.f D2.1.g
mga paniniwalang panrelihiyon D1.1.f D2.1. paniniwalang panrelihiyon.
d
D2.1.
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T2.3 Nakasusulat ng isang talata D1.1.a D2.1.a D3.1.a T2.3
pagsulat ng iba’t ibang uri ng sulatin D1.1.b a D3.1.c T2.4 tungkol sa isang isyu o D1.1.b D2.1.b D3.1.c T2.4
na may pagpapahalaga sa kasarian, D1.1.d D2.1. D3.1.d paksa may pagpapahalaga D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b sa kasarian, etnisidad, D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon ng iba sa . D2.1.c kapansanan, at mga D1.1.f D2.1.g
pamayanan, bansa at daigdig. D1.1.f D2.1. paniniwalang panrelihiyon.
d
D2.1.
g
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng movie D1.1.a D2.1.a D3.1.a T2.3
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T2.4 trailer para sa maikling D1.1.b D2.1.b D3.1.c T2.4
uri ng media na may pagpapahalaga D1.1.d D2.1. D3.1.d pelikulang napanood na D1.1.d D2.1.c D3.1.d
sa kasarian, etnisidad, kapansanan, D1.1.e b pinahahalagahan ang D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon sa . D2.1.c kasarian, etnisidad, D1.1.f D2.1.g
isang lipunang lokal at pambansa. D1.1.f D2.1. kapansanan at mga
d paniniwalang panrelihiyon.
D2.1.
g
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T2.3 Napahahalagahan ang D1.1.a D2.1.a D3.1.a T2.3
at kasanayan sa paggamit ng wika sa D1.1.b a D3.1.c T2.4 wika at panitikan sa D1.1.b D2.1.b D3.1.c T2.4
komunikasyon at pagbasa ng iba’t D1.1.d D2.1. D3.1.d pamamagitan ng pagsali sa D1.1.d D2.1.c D3.1.d
ibang uri ng panitikan na D1.1.e b mga usapan at talakayan, D1.1.e. D2.1.d D3.1.e
makatutulong sa paggalang sa . D2.1.c pagkukuwento, pagsulat D1.1.f D2.1.g
magkakasamang namumuhay na D1.1.f D2.1. ng sariling tula, talata o
kasarian, etnisidad, mga may d kuwento na may
kapansanan at iba-ibang D2.1. paggalang sa kasarian,
paniniwalang panrelihiyon ng lokal g etnisidad, kapansanan at
at bansa. mga paniniwalang
panrelihiyon.
2nd Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Naisasakilos ang maaaring D1.1.a D2.1.a D3.1.a T2.3
mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T2.4 mangyari sa napakinggang D1.1.b D2.1.b D3.1.c T2.4
sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d kuwento at naibibigay ang D1.1.d D2.1.c D3.1.d
ng kasarian, etnisidad, kapansanan, D1.1.e b tamang pagkakasunod- D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon . D2.1.c sunod ang mga hakbang sa D1.1.f D2.1.g
D1.1.f D2.1. pagsasagawa ng isang
d proseso sa pangangalaga
D2.1. at paggalang sa kasarian,
g etnisidad, kapansanan at
mga paniniwalang
panrelihiyon.
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng isang D1.1.a D2.1.a D3.1.a T2.3
tatas sa pagsasalita at D1.1.b a D3.1.c T2.4 travelogue o kuwentong D1.1.b D2.1.b D3.1.c T2.4
pagpapahayag ng sariling ideya, D1.1.d D2.1. D3.1.d may paggalang ng D1.1.d D2.1.c D3.1.d
kaisipan, karanasan at damdamin D1.1.e b kasarian, etnisidad, D1.1.e. D2.1.d D3.1.e
nang may paggalang sa kapuwa . D2.1.c kapansanan at mga D1.1.f D2.1.g
tungkol sa pagkakaroon ng D1.1.f D2.1. paniniwalang panrelihiyon.
dibersidad ng kasarian, etnisidad, d
mga kapansanan, at mga D2.1.
paniniwalang panrelihiyon g
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T2.3 Naisasakilos ang katangian D1.1.a D2.1.a D3.1.a T2.3
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T2.4 ng mga tauhan sa D1.1.b D2.1.b D3.1.c T2.4
na may paksa tulad ng kasarian, D1.1.d D2.1. D3.1.d kuwentong binasa; D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b nakapagsasadula ng D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon at . D2.1.c maaaring maging wakas ng D1.1.f D2.1.g
napalalawak ang talasalitaan ang D1.1.f D2.1. kuwentong binasa at
talasalitaan ukol dito. d nakapagsasagawa ng
D2.1. charades ng mga tauhan
g nang may paggalang sa
kasarian, etnisidad,
kapansanan at mga
paniniwalang panrelihiyon.
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T2.3 Nakabubuo ng dayagram D1.1.a D2.1.a D3.1.a T2.3
kasanayan upang maunawaan ang D1.1.b a D3.1.c T2.4 upang maipakita ang D1.1.b D2.1.b D3.1.c T2.4
iba’t ibang teksto na may paksa D1.1.d D2.1. D3.1.d nakalap na impormasyon o D1.1.d D2.1.c D3.1.d
tulad ng na may paksa tulad ng D1.1.e b datos tulad ng kasarian, D1.1.e. D2.1.d D3.1.e
kasarian, etnisidad, kapansanan, at . D2.1.c etnisidad, kapansanan, at D1.1.f D2.1.g
mga paniniwalang panrelihiyon D1.1.f D2.1. mga paniniwalang
d panrelihiyon
D2.1.
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T2.3 Nakasusulat ng talatang D1.1.a D2.1.a D3.1.a T2.3
pagsulat ng iba’t ibang uri ng sulatin D1.1.b a D3.1.c T2.4 naglalarawan ng isang tao D1.1.b D2.1.b D3.1.c T2.4
na may pagpapahalaga sa kasarian, D1.1.d D2.1. D3.1.d o bagay sa paligid, at ng D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b talatang nagsasalaysay ng D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon ng iba sa . D2.1.c sariling karanasan na may D1.1.f D2.1.g
pamayanan, bansa at daigdig. D1.1.f D2.1. paggalang sa kasarian,
d etnisidad, kapansanan at
g panrelihiyon.
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakasusulat ng tula batay D1.1.a D2.1.a D3.1.a T2.3
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T2.4 sa pinanood na may D1.1.b D2.1.b D3.1.c T2.4
uri ng media na may pagpapahalaga D1.1.d D2.1. D3.1.d paggalang sa kasarian, D1.1.d D2.1.c D3.1.d
sa kasarian, etnisidad, kapansanan, D1.1.e b etnisidad, kapansanan at D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon . D2.1.c mga paniniwalang D1.1.f D2.1.g
sa isang lipunang lokal at pambansa. D1.1.f D2.1. panrelihiyon ng kapuwa,
d pamilya at pamayanan.
D2.1.
g
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T2.3 Napahahalagan ang wika D1.1.a D2.1.a D3.1.a T2.3
at kasanayan sa paggamit ng wika sa D1.1.b a D3.1.c T2.4 at panitikan sa D1.1.b D2.1.b D3.1.c T2.4
ibang uri ng panitikan na D1.1.e b usapan at talakayan, D1.1.e. D2.1.d D3.1.e
makatutulong sa paggalang sa . D2.1.c paghiram sa aklatan, D1.1.f D2.1.g
magkakasamang namumuhay na D1.1.f D2.1. pagkukuwento, pagsulat
kasarian, etnisidad, mga may d ng tula at kuwento na may
kapansanan at iba-ibang D2.1. paggalang sa kasarian,
at bansa. mga paniniwalang
panrelihiyon ng kapuwa,
pamilya at pamayanan
3rd Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakapag-uulat ng D1.1.a D2.1.a D3.1.a T2.2
mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T2.4 impormasyong D1.1.b D2.1.b D3.1.c T5.1
sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d napakinggan tulad ng D1.1.d D2.1.c D3.1.d T2.4
ng kasarian, etnisidad, kapansanan, D1.1.e b kasarian, etnisidad, D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon . D2.1.c kapansanan, at mga D1.1.f D2.1.g
D1.1.f D2.1. paniniwalang panrelihiyon
d at nakabubuo ng balangkas
D2.1. ukol dito
g
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng isang ulat D1.1.a D2.1.a D3.1.a T2.3
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T2.4 o panayam na may D1.1.b D2.1.b D3.1.c T2.4
ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. D3.1.d paggalang sa kasarian, D1.1.d D2.1.c D3.1.d
at damdamin nang may paggalang sa D1.1.e b etnisidad, kapansanan at D1.1.e. D2.1.d D3.1.e
kapuwa tungkol sa pagkakaroon ng . D2.1.c mga paniniwalang D1.1.f D2.1.g
dibersidad ng kasarian, etnisidad, D1.1.f D2.1. panrelihiyon ng kapuwa,
mga kapansanan, at mga d pamilya at pamayanan
paniniwalang panrelihiyon D2.1.
g
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T2.3 Nakabubuo ng isang D1.1.a D2.1.a D3.1.a T2.3
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T2.4 timeline ng binasang D1.1.b D2.1.b D3.1.c T2.4
na may paksa tulad ng kasarian, D1.1.d D2.1. D3.1.d teksto (kasaysayan), tulad D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b ng kasarian, etnisidad, D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon at . D2.1.c kapansanan, at mga D1.1.f D2.1.g
napalalawak ang talasalitaan ang D1.1.f D2.1. paniniwalang panrelihiyon
talasalitaan ukol dito. d at napagsusunod-sunod
D2.1. ang mga hakbang ng isang
g binasang proseso, at
nakapagsasaliksik gamit
ang card catalog o OPAC.
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng D1.1.a D2.1.a D3.1.a T2.3
kasanayan upang maunawaan ang D1.1.b a D3.1.c T2.4 nakalarawang balangkas D1.1.b D2.1.b D3.1.c T2.4
iba’t ibang teksto na may paksa D1.1.d D2.1. D3.1.d upang maipahayag ang D1.1.d D2.1.c D3.1.d
tulad ng na may paksa tulad ng D1.1.e b nakalap na impormasyon o D1.1.e. D2.1.d D3.1.e
kasarian, etnisidad, kapansanan, at . D2.1.c datos tulad ng kasarian, D1.1.f D2.1.g
mga paniniwalang panrelihiyon D1.1.f D2.1. etnisidad, kapansanan, at
d mga paniniwalang
D2.1. panrelihiyon
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T2.3 Nakasusulat ng isang tula o D1.1.a D2.1.a D3.1.a T2.3
pagsulat ng iba’t ibang uri ng sulatin D1.1.b a D3.1.c T2.4 kuwento at talatang D1.1.b D2.1.b D3.1.c T2.4
na may pagpapahalaga sa kasarian, D1.1.d D2.1. D3.1.d naglalahad ng opinyon o D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b reaksyon na may D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon ng iba sa . D2.1.c paggalang sa kasarian, D1.1.f D2.1.g
pamayanan, bansa at daigdig. D1.1.f D2.1. etnisidad, kapansanan at
d mga paniniwalang
D2.1. panrelihiyon.
g
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng ulat D1.1.a D2.1.a D3.1.a T2.3
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T2.4 tungkol sa pinanood na D1.1.b D2.1.b D3.1.c T2.4
uri ng media na may pagpapahalaga D1.1.d D2.1. D3.1.d may pagpapahalaga sa D1.1.d D2.1.c D3.1.d
sa kasarian, etnisidad, kapansanan, D1.1.e b kapayapaan, kasarian, D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon . D2.1.c etnisidad, kapansanan, at D1.1.f D2.1.g
sa isang lipunang lokal at pambansa. D1.1.f D2.1. mga paniniwalang
d panrelihiyon.
D2.1.
g
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T2.3 Napapahalagan ang wika D1.1.a D2.1.a D3.1.a T2.3
komunikasyon at pagbasa ng iba’t D1.1.d D2.1. D3.1.d pamamagitan ng pasgsali D1.1.d D2.1.c D3.1.d
ibang uri ng panitikan na D1.1.e b sa usapan at talakayan, D1.1.e. D2.1.d D3.1.e
kasarian, etnisidad, mga may d ng tula at kuwento na
kapansanan at iba-ibang D2.1. makatutulong sa
paniniwalang panrelihiyon ng lokal g pagpapanatili ng
at bansa. pagkapanta- pantay ng
kasarian, etnisidad , ng
may kapansanan at mga
paniniwalang panrelihiyon
sa bansa.
4th Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakabubuo ng D1.1.a D2.1.a D3.1.a T2.3
mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T2.4 nakalarawang balangkas D1.1.b D2.1.b D3.1.c T2.4
sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d batay sa napakinggan na D1.1.d D2.1.c D3.1.d
ng kasarian, etnisidad, kapansanan, D1.1.e b may paggalang sa kasarian, D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon . D2.1.c etnisidad, kapansanan at D1.1.f D2.1.g
D1.1.f D2.1. mga paniniwalang
d panrelihiyon.
D2.1.
g
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng radio D1.1.a D2.1.a D3.1.a T2.3
tatas sa pagsasalita at D1.1.b a D3.1.c T2.4 broadcast/teleradyo, D1.1.b D2.1.b D3.1.c T2.4
pagpapahayag ng sariling ideya, D1.1.d D2.1. D3.1.d debate at ng isang forum D1.1.d D2.1.c D3.1.d
kaisipan, karanasan at damdamin D1.1.e b na may paggalang sa D1.1.e. D2.1.d D3.1.e
nang may paggalang sa kapuwa . D2.1.c kasarian, etnisidad, D1.1.f D2.1.g
tungkol sa pagkakaroon ng D1.1.f D2.1. kapansanan at mga
dibersidad ng kasarian, etnisidad, d paniniwalang panrelihiyon.
mga kapansanan, at mga D2.1.
paniniwalang panrelihiyon g
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T2.3 Nakagagawa ng grap o D1.1.a D2.1.a D3.1.a T2.3
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T2.4 tsart tungkol sa binasa, D1.1.b D2.1.b D3.1.c T2.4
na may paksa tulad ng kasarian, D1.1.d D2.1. D3.1.d nakapagsasagawa ng isang D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b debate tungkol sa isang D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon at . D2.1.c isyu o binasang paksa na D1.1.f D2.1.g
napalalawak ang talasalitaan ang D1.1.f D2.1. may paggalang sa kasarian,
talasalitaan ukol dito. d etnisidad, kapansanan at
g panrelihiyon ng kapuwa,
pamilya at pamayanan
iba’t ibang teksto na may paksa D1.1.d D2.1. D3.1.d
tulad ng na may paksa tulad ng D1.1.e b
kasarian, etnisidad, kapansanan, at . D2.1.c
mga paniniwalang panrelihiyon D1.1.f D2.1.
d
D2.1.
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T2.3 Nakasusulat ng talatang D1.1.a D2.1.a D3.1.a T2.3
pagsulat ng iba’t ibang uri ng sulatin D1.1.b a D3.1.c T2.4 nangangatwiran tungkol sa D1.1.b D2.1.b D3.1.c T2.4
na may pagpapahalaga sa kasarian, D1.1.d D2.1. D3.1.d isang isyu o paksa at D1.1.d D2.1.c D3.1.d
etnisidad, kapansanan, at mga D1.1.e b makagagawa ng portfolio D1.1.e. D2.1.d D3.1.e
paniniwalang panrelihiyon ng iba sa . D2.1.c ng mga sulatin na may D1.1.f D2.1.g
pamayanan, bansa at daigdig. D1.1.f D2.1. pagpapahalaga sa kasarian,
d etnisidad, kapansanan, at
g panrelihiyon.
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T2.3 Nakabubuo ng sariling D1.1.a D2.1.a D3.1.a T2.3
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T2.4 dokumentaryo o maikling D1.1.b D2.1.b D3.1.c T2.4
uri ng media na may pagpapahalaga D1.1.d D2.1. D3.1.d pelikula na may D1.1.d D2.1.c D3.1.d
sa kasarian, etnisidad, kapansanan, D1.1.e b pagpapahalaga sa kasarian, D1.1.e. D2.1.d D3.1.e
at mga paniniwalang panrelihiyon . D2.1.c etnisidad, kapansanan, at D1.1.f D2.1.g
sa isang lipunang lokal at pambansa. D1.1.f D2.1. mga paniniwalang
d panrelihiyon.
D2.1.
g
ibang uri ng panitikan na D1.1.e b usapan at talakayan, D1.1.e. D2.1.d D3.1.e
kasarian, etnisidad, mga may d ng tula at kuwento na may
kapansanan at iba-ibang D2.1. paggalang sakasarian,
at bansa. paniniwalang panrelihiyon
ng bawat indibidwal.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikaanim na Baitang, 1st Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Naisasaulo ang isang D1.1.a D2.1.a D3.1.a T5.1
naipamamalas ng mag-aaral ang mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T5.2 tula/awiting may paksa D1.1.b D2.1.b D3.1.c T5.2
kakayahan sa pakikipagtalastasan sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d T5.3 tulad ng pagpapalaganap D1.1.d D2.1.c D3.1.d T5.3
nang may paggalang, mapanuring ng pagpapalaganap at pagsulong ng D1.1.e b D3.1.e T5.4 at pagsulong ng D1.1.e. D2.1.d D3.1.e T5.4
pag-iisip at pagpapahalaga sa wika, kapayapaan, politikal na pakikilahok . D2.1.c kapayapaan, politikal na D1.1.f D2.1.g
panitikan at kultura na may paksa at pakikisangkot, mga karapatang D1.1.f D2.1. pakikilahok at
na tulad ng pagpapalaganap at pantao at mga batas kaugnay nito at d pakikisangkot, mga
pagsulong ng kapayapaan, politikal pagsugpo ng mga di D2.1. karapatang pantao at mga
na pakikilahok at pakikisangkot, pagkakaunawaan, diskriminasyon at g batas kaugnay nito at
mga karapatang pantao at mga mga krimen pagsugpo ng mga di
batas kaugnay nito at pagsugpo ng pagkakaunawaan,
mga di pagkakaunawaan, diskriminasyon at mga
6 diskriminasyon at mga krimen krimen na napakinggan, at
upang makaambag sa pag-unlad ng naisasadula ang paraan ng
bansa pagsugpo sa mga isyung
ito
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T5.1 Nakasasali sa isang usapan D1.1.a D2.1.a D3.1.a T5.1
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T5.2 tungkol sa magagawa ng D1.1.b D2.1.b D3.1.c T5.2
ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. D3.1.d T5.3 mag-aaral upang isulong sa D1.1.d D2.1.c D3.1.d T5.3
at damdamin tungkol sa D1.1.e b D3.1.e T5.4 paaralan, komunidad, at D1.1.e. D2.1.d D3.1.e T5.4
pagpapalaganap at pagsulong ng . D2.1.c bansa ang isyu ng D1.1.f D2.1.g
kapayapaan, politikal na pakikilahok D1.1.f D2.1. kapayapaan, karapatang
at pakikisangkot, mga karapatang d pantao, batas pantao,
pantao at mga batas kaugnay nito at D2.1. diskriminasyon at krimen.
pagsugpo ng mga di g
pagkakaunawaan, diskriminasyon at
mga krimen.
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T5.1 Nakabubuo ng sariling D1.1.a D2.1.a D3.1.a T5.1
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T5.2 diksiyonaryo ng mga D1.1.b D2.1.b D3.1.c T5.2
na may paksa sa kapayaan. politika, D1.1.d D2.1. D3.1.d T5.3 bagong salita mula sa mga D1.1.d D2.1.c D3.1.d T5.3
at karapatang pantao at napalalawak D1.1.e b D3.1.e T5.4 binasa; naisasadula ang D1.1.e. D2.1.d D3.1.e T5.4
ang talasalitaan kaugnay nito. . D2.1.c mga maaaring mangyari sa D1.1.f D2.1.g
D1.1.f D2.1. nabasang tekstong tungkol
d sa batas pantao.
D2.1.
g
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T5.1 Nagagamit ang nakalimbag D1.1.a D2.1.a D3.1.a T5.1
kasanayan upang maunawaan ang D1.1.b a D3.1.c T5.2 at di-nakalimbag na mga D1.1.b D2.1.b D3.1.c T5.2
iba’t ibang teksto na may paksa sa D1.1.d D2.1. D3.1.d T5.3 kagamitan sa pagsasaliksik D1.1.d D2.1.c D3.1.d T5.3
tungkol sa kapayaan. politika, at D1.1.e b D3.1.e T5.4 sa mga suliranin at D1.1.e. D2.1.d D3.1.e T5.4
karapatang pantao. . D2.1.c solusyon hinggil sa D1.1.f D2.1.g
D1.1.f D2.1. kapayapaan, politika, at
d karapatang panato sa
D2.1. bansa
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T5.1 Nakasusulat ng reaksyon D1.1.a D2.1.a D3.1.a T5.1
kritikal na pagsulat ng iba’t ibang uri D1.1.b a D3.1.c T5.2 tungkol sa isyu tulad ng D1.1.b D2.1.b D3.1.c T5.2
ng sulatin na tumatalakay sa D1.1.d D2.1. D3.1.d T5.3 pagpapanatili ng D1.1.d D2.1.c D3.1.d T5.3
pagsugpo ng di pagkakaunawaan, D1.1.e b D3.1.e T5.4 kapayapaan, pakikilahok sa D1.1.e. D2.1.d D3.1.e T5.4
diskriminasyon at mga krimen. . D2.1.c politika at paggalang sa D1.1.f D2.1.g
D1.1.f D2.1. karapatang panato.
d
D2.1.
g
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng isang blog D1.1.a D2.1.a D3.1.a T5.1
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T5.2 entry kaugnay ng D1.1.b D2.1.b D3.1.c T5.2
uri ng media na tumatalakay sa mga D1.1.d D2.1. D3.1.d T5.3 napanood na tumatalakay D1.1.d D2.1.c D3.1.d T5.3
isyu tulad ng makataong batas at D1.1.e b D3.1.e T5.4 sa mga suliranin at D1.1.e. D2.1.d D3.1.e T5.4
pakikisangkot at pakikilahok sa . D2.1.c solusyon hinggil sa D1.1.f D2.1.g
politika. D1.1.f D2.1. diskriminasyon kultural at
d krimeng bunga ng
D2.1. pagkiling.
g
Naipamamalas ang pagpapahalaga D1.1.a D2.1. D3.1.a T5.1 Naisasagawa ang pagsali sa D1.1.a D2.1.a D3.1.a T5.1
at kasanayan sa paggamit ng wika sa D1.1.b a D3.1.c T5.2 mga usapan at talakayan, D1.1.b D2.1.b D3.1.c T5.2
komunikasyon at pagbasa ng iba’t D1.1.d D2.1. D3.1.d T5.3 pagkukuwento, pagtula, D1.1.d D2.1.c D3.1.d T5.3
ibang uri ng panitikan na may paksa D1.1.e b D3.1.e T5.4 pagsulat ng sariling tula at D1.1.e. D2.1.d D3.1.e T5.4
tulad ng pagpapalaganap at . D2.1.c kuwento na may paksa D1.1.f D2.1.g
pagsulong ng kapayapaan, politikal D1.1.f D2.1. tulad ng pagpapalaganap
na pakikilahok at pakikisangkot, mga d at pagsulong ng
karapatang pantao at mga batas D2.1. kapayapaan, politikal na
kaugnay nito at pagsugpo ng mga di g pakikilahok at
pagkakaunawaan, diskriminasyon at pakikisangkot, mga
mga krimen. karapatang pantao at mga
batas kaugnay nito at
pagsugpo ng mga di
pagkakaunawaan,
diskriminasyon at mga
krimen.
2nd Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Nakapagsasagawa ng D1.1.a D2.1.a D3.1.a T5.1
mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T5.2 isahang pagsasadula D1.1.b D2.1.b D3.1.c T5.2
sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d T5.3 tungkol sa sulirani at D1.1.d D2.1.c D3.1.d T5.3
ng pagpapalaganap at pagsulong ng D1.1.e b D3.1.e T5.4 solusyon sa mga isyung D1.1.e. D2.1.d D3.1.e T5.4
kapayapaan, politikal na pakikilahok . D2.1.c politikal at karapatang D1.1.f D2.1.g
at pakikisangkot, mga karapatang D1.1.f D2.1. pantao na napakinggan
pantao at mga batas kaugnay nito at d
pagsugpo ng mga di D2.1.
pagkakaunawaan, diskriminasyon at g
mga krimen
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T5.1 Naiuulat ang isang isyu o D1.1.a D2.1.a D3.1.a T5.1
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T5.2 paksa tulad ng D1.1.b D2.1.b D3.1.c T5.2
ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. D3.1.d T5.3 pagpapalaganap at D1.1.d D2.1.c D3.1.d T5.3
at damdamin tungkol sa D1.1.e b D3.1.e T5.4 pagsulong ng kapayapaan, D1.1.e. D2.1.d D3.1.e T5.4
pagpapalaganap at pagsulong ng . D2.1.c politikal na pakikilahok at D1.1.f D2.1.g
kapayapaan, politikal na pakikilahok D1.1.f D2.1. pakikisangkot, mga
at pakikisangkot, mga karapatang d karapatang pantao at mga
pantao at mga batas kaugnay nito at D2.1. batas kaugnay nito at
pagsugpo ng mga di g pagsugpo ng mga di
pagkakaunawaan, diskriminasyon at pagkakaunawaan
mga krimen. diskriminasyon at mga
krimen na napakinggan.
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng character D1.1.a D2.1.a D3.1.a T5.1
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T5.2 profile batay sa kuwento o D1.1.b D2.1.b D3.1.c T5.2
na may paksa sa kapayaan. politika, D1.1.d D2.1. D3.1.d T5.3 tekstong may paksa sa D1.1.d D2.1.c D3.1.d T5.3
at karapatang pantao at napalalawak D1.1.e b D3.1.e T5.4 kapayaan. politika, at D1.1.e. D2.1.d D3.1.e T5.4
ang talasalitaan kaugnay nito. . D2.1.c karapatang pantao D1.1.f D2.1.g
D1.1.f D2.1.
d
D2.1.
g
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng graph o D1.1.a D2.1.a D3.1.a T5.1
kasanayan upang maunawaan ang D1.1.b a D3.1.c T5.2 dayagram upang ipakita D1.1.b D2.1.b D3.1.c T5.2
iba’t ibang teksto na may paksa sa D1.1.d D2.1. D3.1.d T5.3 ang nakalap na D1.1.d D2.1.c D3.1.d T5.3
tungkol sa kapayaan. politika, at D1.1.e b D3.1.e T5.4 impormasyon o datos na D1.1.e. D2.1.d D3.1.e T5.4
karapatang pantao. . D2.1.c may paksa sa tungkol sa D1.1.f D2.1.g
D1.1.f D2.1. kapayaan. politika, at
d karapatang pantao.
D2.1.
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T5.1 Nakasusulat upang D1.1.a D2.1.a D3.1.a T5.1
kritikal na pagsulat ng iba’t ibang uri D1.1.b a D3.1.c T5.2 ipahayag ang isang D1.1.b D2.1.b D3.1.c T5.2
ng sulatin na tumatalakay sa D1.1.d D2.1. D3.1.d T5.3 kakaibang karanasan na D1.1.d D2.1.c D3.1.d T5.3
pagsugpo ng di pagkakaunawaan, D1.1.e b D3.1.e T5.4 tumatalakay sa pagsugpo D1.1.e. D2.1.d D3.1.e T5.4
diskriminasyon at mga krimen. . D2.1.c ng di pagkakaunawaan, D1.1.f D2.1.g
D1.1.f D2.1. diskriminasyon at mga
d krimen. at makagagawa ng
D2.1. isang poster o patalastas
g tungkol rito.
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Naisasakilos ang mga D1.1.a D2.1.a D3.1.a T5.1
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T5.2 adbokasiyang tumatalakay D1.1.b D2.1.b D3.1.c T5.2
uri ng media na tumatalakay sa mga D1.1.d D2.1. D3.1.d T5.3 sa mga isyu tulad ng D1.1.d D2.1.c D3.1.d T5.3
isyu tulad ng makataong batas at D1.1.e b D3.1.e T5.4 makataong batas at D1.1.e. D2.1.d D3.1.e T5.4
pakikisangkot at pakikilahok sa . D2.1.c maayos na pakikisangkot D1.1.f D2.1.g
politika. D1.1.f D2.1. at pakikilahok sa politika.
d
D2.1.
g
komunikasyon at pagbasa ng iba’t D1.1.d D2.1. D3.1.d T5.3 pamamagitan ng pagsali sa D1.1.d D2.1.c D3.1.d T5.3
ibang uri ng panitikan na may paksa D1.1.e b D3.1.e T5.4 usapan at talakayan, D1.1.e. D2.1.d D3.1.e T5.4
tulad ng pagpapalaganap at . D2.1.c paghiram sa aklatan, D1.1.f D2.1.g
pagsulong ng kapayapaan, politikal D1.1.f D2.1. pagkukuwento, pagsulat
na pakikilahok at pakikisangkot, mga d ng tula at kuwento na may
karapatang pantao at mga batas D2.1. paksa tulad ng
kaugnay nito at pagsugpo ng mga di g pagpapalaganap at
pagkakaunawaan, diskriminasyon at pagsulong ng kapayapaan,
mga krimen. politikal na pakikilahok at
pakikisangkot, mga
karapatang pantao at mga
batas kaugnay nito at
pagsugpo ng mga di
pagkakaunawaan,
krimen.
3rd Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Naisasagawa ang mga D1.1.a D2.1.a D3.1.a T5.1
mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T5.2 hakbang o panutong D1.1.b D2.1.b D3.1.c T5.2
sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d T5.3 napakinggan na may paksa D1.1.d D2.1.c D3.1.d T5.3
ng pagpapalaganap at pagsulong ng D1.1.e b D3.1.e T5.4 tulad ng pagpapalaganap D1.1.e. D2.1.d D3.1.e T5.4
kapayapaan, politikal na pakikilahok . D2.1.c at pagsulong ng D1.1.f D2.1.g
at pakikisangkot, mga karapatang D1.1.f D2.1. kapayapaan, politikal na
pantao at mga batas kaugnay nito at d pakikilahok at
pagsugpo ng mga di D2.1. pakikisangkot, mga
pagkakaunawaan, diskriminasyon at g karapatang pantao at mga
mga krimen batas kaugnay nito at
pagsugpo ng mga di
pagkakaunawaan,
krimen
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T5.1 Nakapagbibigay ng isang D1.1.a D2.1.a D3.1.a T5.1
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T5.2 panuto na may paksa tulad D1.1.b D2.1.b D3.1.c T5.2
ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. D3.1.d T5.3 ng pagpapalaganap at D1.1.d D2.1.c D3.1.d T5.3
at damdamin tungkol sa D1.1.e b D3.1.e T5.4 pagsulong ng kapayapaan, D1.1.e. D2.1.d D3.1.e T5.4
pagpapalaganap at pagsulong ng . D2.1.c politikal na pakikilahok at D1.1.f D2.1.g
kapayapaan, politikal na pakikilahok D1.1.f D2.1. pakikisangkot, mga
at pakikisangkot, mga karapatang d karapatang pantao at mga
pantao at mga batas kaugnay nito at D2.1. batas kaugnay nito at
pagsugpo ng mga di g pagsugpo ng mga di
pagkakaunawaan, diskriminasyon at pagkakaunawaan,
mga krimen. diskriminasyon at mga
krimen
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T5.1 Nakabubuo ng isang D1.1.a D2.1.a D3.1.a T5.1
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T5.2 nakalarawang balangkas D1.1.b D2.1.b D3.1.c T5.2
na may paksa sa kapayaan. politika, D1.1.d D2.1. D3.1.d T5.3 ng mahahalagang D1.1.d D2.1.c D3.1.d T5.3
at karapatang pantao at napalalawak D1.1.e b D3.1.e T5.4 impormasyon kaugnay ng D1.1.e. D2.1.d D3.1.e T5.4
ang talasalitaan kaugnay nito. . D2.1.c mga isyung D1.1.f D2.1.g
D1.1.f D2.1. pangkapayapaan
d
D2.1.
g
Naipamamalas ang iba’t ibang D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng D1.1.a D2.1.a D3.1.a T5.1
kasanayan upang maunawaan ang D1.1.b a D3.1.c T5.2 nakalarawang balangkas D1.1.b D2.1.b D3.1.c T5.2
iba’t ibang teksto na may paksa sa D1.1.d D2.1. D3.1.d T5.3 upang maipakita ang D1.1.d D2.1.c D3.1.d T5.3
tungkol sa kapayaan. politika, at D1.1.e b D3.1.e T5.4 nakalap na datos o D1.1.e. D2.1.d D3.1.e T5.4
karapatang pantao. . D2.1.c impormasyon tungkol sa D1.1.f D2.1.g
D1.1.f D2.1. mga suliraning
d pangkapayapaan sa
D2.1. paaralan, komunidad, at
g bansa.
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T5.1
kritikal na pagsulat ng iba’t ibang uri D1.1.b a D3.1.c T5.2
ng sulatin na tumatalakay sa D1.1.d D2.1. D3.1.d T5.3
pagsugpo ng di pagkakaunawaan, D1.1.e b D3.1.e T5.4
diskriminasyon at mga krimen. . D2.1.c
D1.1.f D2.1.
d
D2.1.
g
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng isang D1.1.a D2.1.a D3.1.a T5.1
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T5.2 suring-papel tungkol sa D1.1.b D2.1.b D3.1.c T5.2
uri ng media na tumatalakay sa mga D1.1.d D2.1. D3.1.d T5.3 pinanood na tumatalakay D1.1.d D2.1.c D3.1.d T5.3
isyu tulad ng makataong batas at D1.1.e b D3.1.e T5.4 sa magagawa ng kabataan D1.1.e. D2.1.d D3.1.e T5.4
pakikisangkot at pakikilahok sa . D2.1.c sa pagsusulong at D1.1.f D2.1.g
politika. D1.1.f D2.1. pagpapanatili ng
d kapayapaan sa paaralan,
D2.1. komunidad, at bansa
g
komunikasyon at pagbasa ng iba’t D1.1.d D2.1. D3.1.d T5.3 pamamagitan ng pagsali sa D1.1.d D2.1.c D3.1.d T5.3
ibang uri ng panitikan na may paksa D1.1.e b D3.1.e T5.4 usapan at talakayan hinggil D1.1.e. D2.1.d D3.1.e T5.4
tulad ng pagpapalaganap at . D2.1.c sa pagsusulong ng D1.1.f D2.1.g
pagsulong ng kapayapaan, politikal D1.1.f D2.1. kapayapaan, paghiram sa
na pakikilahok at pakikisangkot, mga d aklatan, pagkukuwento ,
karapatang pantao at mga batas D2.1. pagsulat ng tula at
kaugnay nito at pagsugpo ng mga di g kuwento tungkol isyung
pagkakaunawaan, diskriminasyon at pampolitika sa paaralan,
mga krimen. komunidad, at bansa
4th Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng dayagram, D1.1.a D2.1.a D3.1.a T5.1
mapanuring pakikinig at pag-unawa D1.1.b a D3.1.c T5.2 dioarama at likhang sining D1.1.b D2.1.b D3.1.c T5.2
sa napakinggan na may paksa tulad D1.1.d D2.1. D3.1.d T5.3 batay sa napakinggan D1.1.d D2.1.c D3.1.d T5.3
ng pagpapalaganap at pagsulong ng D1.1.e b D3.1.e T5.4 tungkol sa karapatang D1.1.e. D2.1.d D3.1.e T5.4
kapayapaan, politikal na pakikilahok . D2.1.c pantao na nakatuon sa D1.1.f D2.1.g
at pakikisangkot, mga karapatang D1.1.f D2.1. karapatan ng bata
pantao at mga batas kaugnay nito at d
pagsugpo ng mga di D2.1.
pagkakaunawaan, diskriminasyon at g
mga krimen
Naipamamalas ang kakayahan at D1.1.a D2.1. D3.1.a T5.1 Nakapagsasagawa ng radio D1.1.a D2.1.a D3.1.a T5.1
tatas sa pagsasalita at pagpapahayag D1.1.b a D3.1.c T5.2 broadcast/teleradyo, D1.1.b D2.1.b D3.1.c T5.2
ng sariling ideya, kaisipan, karanasan D1.1.d D2.1. D3.1.d T5.3 sabayang bigkas, reader’s D1.1.d D2.1.c D3.1.d T5.3
at damdamin tungkol sa D1.1.e b D3.1.e T5.4 theatre o dula-dulaan na D1.1.e. D2.1.d D3.1.e T5.4
pagpapalaganap at pagsulong ng . D2.1.c tumatalakay sa usapin ng D1.1.f D2.1.g
kapayapaan, politikal na pakikilahok D1.1.f D2.1. karapatang pantao
at pakikisangkot, mga karapatang d
pantao at mga batas kaugnay nito at D2.1.
pagsugpo ng mga di g
pagkakaunawaan, diskriminasyon at
mga krimen.
Naisasagawa ang mapanuring D1.1.a D2.1. D3.1.a T5.1 Naiguguhit ang mensahe D1.1.a D2.1.a D3.1.a T5.1
pagbasa sa iba’t ibang uri ng teksto D1.1.b a D3.1.c T5.2 ng binasang teksto at D1.1.b D2.1.b D3.1.c T5.2
na may paksa sa kapayaan. politika, D1.1.d D2.1. D3.1.d T5.3 nakagagawa ng orihinal na D1.1.d D2.1.c D3.1.d T5.3
at karapatang pantao at napalalawak D1.1.e b D3.1.e T5.4 rap batay sa mensahe ng D1.1.e. D2.1.d D3.1.e T5.4
ang talasalitaan kaugnay nito. . D2.1.c binasang tekstong D1.1.f D2.1.g
D1.1.f D2.1. tumatalakay sa
d pagsusulong ng karapatang
D2.1. pantao sa tahanan,
g paaralan, komunidad, at
bansa
iba’t ibang teksto na may paksa sa D1.1.d D2.1. D3.1.d T5.3
tungkol sa kapayaan. politika, at D1.1.e b D3.1.e T5.4
karapatang pantao. . D2.1.c
D1.1.f D2.1.
d
D2.1.
g
Napauunlad ang kasanayan sa D1.1.a D2.1. D3.1.a T5.1 Nakasusulat ng iskrip para D1.1.a D2.1.a D3.1.a T5.1
kritikal na pagsulat ng iba’t ibang uri D1.1.b a D3.1.c T5.2 sa radio broadcasting o D1.1.b D2.1.b D3.1.c T5.2
ng sulatin na tumatalakay sa D1.1.d D2.1. D3.1.d T5.3 teleradyo, editoryal, D1.1.d D2.1.c D3.1.d T5.3
pagsugpo ng di pagkakaunawaan, D1.1.e b D3.1.e T5.4 lathalain o balita kaugnay D1.1.e. D2.1.d D3.1.e T5.4
diskriminasyon at mga krimen. . D2.1.c sa mga usapin ng D1.1.f D2.1.g
D1.1.f D2.1. karapatang pantao sa
d tahanan, paaralan,
g
Naipamamalas ang kakayahan sa D1.1.a D2.1. D3.1.a T5.1 Nakagagawa ng sarili at D1.1.a D2.1.a D3.1.a T5.1
mapanuring panood ng iba’t ibang D1.1.b a D3.1.c T5.2 orihinal na dokumentaryo D1.1.b D2.1.b D3.1.c T5.2
uri ng media na tumatalakay sa mga D1.1.d D2.1. D3.1.d T5.3 o maikling pelikula D1.1.d D2.1.c D3.1.d T5.3
isyu tulad ng makataong batas at D1.1.e b D3.1.e T5.4 kaugnay ng karapatang D1.1.e. D2.1.d D3.1.e T5.4
pakikisangkot at pakikilahok sa . D2.1.c pantao na nakatuon sa D1.1.f D2.1.g
politika. D1.1.f D2.1. karapatan ng bata sa
d tahanan, paaralan,
g
komunikasyon at pagbasa ng iba’t D1.1.d D2.1. D3.1.d T5.3 pamamagitan ng pagsali D1.1.d D2.1.c D3.1.d T5.3
ibang uri ng panitikan na may paksa D1.1.e b D3.1.e T5.4 sa usapan at talakayan D1.1.e. D2.1.d D3.1.e T5.4
tulad ng pagpapalaganap at . D2.1.c tungkol sa mga usapin ng D1.1.f D2.1.g
pagsulong ng kapayapaan, politikal D1.1.f D2.1. karapatang pantao,
na pakikilahok at pakikisangkot, mga d paghiram sa aklatan,
karapatang pantao at mga batas D2.1. pagkukuwento, pagsulat
kaugnay nito at pagsugpo ng mga di g ng tula at kuwento na
pagkakaunawaan, diskriminasyon at tumatalakay sa karapatan
mga krimen. ng bata
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikapitong Baitang, 1st Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.c T2.1 Naisasagawa ng mag-aaral D1.1.a D2.1.a D3.1.c T2.1
naipamamalas ng mag-aaral ang pag-unawa sa mga akdang D1.1.b a T2.2 ang isang D1.1.b D2.1.b T2.2
kakayahang komunikatibo, pampanitikan na may paksa tulad ng D1.1.d D2.1. T2.4 makatotohanang D1.1.d D2.1.c T2.4
mapanuring pag-iisip, at pag-unawa pagtiyak, preserbasyon at pagsulong b T3.1 proyektong panturismo na D2.1.d T3.1
at pagpapahalagang pampanitikan sa sariling kultura, kalikasan, D2.1.c T4.4 may kaugnayan sa T4.4
gamit ang teknolohiya at iba’t kalusugan, kapayapaan, D2.1. T5.1 pagtiyak ng identidad, , T5.1
ibang uri ng teksto at akdang pagkapantay-pantay sa kasarian, d preserbasyon at pagsulong
pampanitikang rehiyunal upang kapagyarihan at karapatang pantao sa sariling kultura,
maipagmalaki ang sariling kultura, ng Mindanao kalikasan, kalusugan at
gayundin ang iba’t ibang kulturang kapayapaan ng bansa
panrehiyon na may kaugnayan sa
identitad, kapaligiran, kalusugan,
kasarian, kapagyarihan, karapatan,
7 kapayapaan at pagkapantay-pantay
ng bawat isa sa pamilya,
pamayanan, at bansa
2nd Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.c T2.1 Naisusulat ng mag-aaral D1.1.a D2.1.a D3.1.c T2.1
pag-unawa sa mga akdang D1.1.b a T2.2 ang sariling awiting - bayan D1.1.b D2.1.b T2.2
pampanitikan na may paksa tulad ng D1.1.d D2.1. T2.4 gamit ang wika ng D1.1.d D2.1.c T2.4
pagtiyak, preserbasyon at pagsulong b T3.1 kabataan na nagsusulong D2.1.d T3.1
sa sariling kultura, kalikasan, D2.1.c T4.4 ng pagtiyak, preserbasyon T4.4
kalusugan, kapayapaan, D2.1. T5.1 at pagsulong sa sariling T5.1
pagkapantay-pantay sa kasarian, d kultura, kalikasan,
kapagyarihan at karapatang pantao kalusugan, kapayapaan,
ng Kabisayaan pagkapantay-pantay sa
kasarian, kapagyarihan at
karapatang pantao ng
bansa.
3rd Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.c T2.1 Naisasagawa ng mag-aaral D1.1.a D2.1.a D3.1.c T2.1
pag-unawa sa mga akdang D1.1.b a T2.2 ang komprehensibong D1.1.b D2.1.b T2.2
pampanitikan na may paksa tulad ng D1.1.d D2.1. T2.4 pagbabalita (news casting) D1.1.d D2.1.c T2.4
pagtiyak, preserbasyon at pagsulong b T3.1 tungkol sa kanilang sariling D2.1.d T3.1
sa sariling kultura, kalikasan, D2.1.c T4.4 lugar na may kaugnayan sa T4.4
kalusugan, kapayapaan, D2.1. T5.1 identidad, kapaligiran, T5.1
pagkapantay-pantay sa kasarian, d kalusugan, kasarian,
kapagyarihan at karapatang pantao kapagyarihan, karapatan,
ng Luzon kapayapaan at
pagkapantay-pantay ng
kasarian at karapatan ng
bansa.
4th Naipamamalas ng mga mag-aaral D1.1.a D2.1. D3.1.c T2.1 Naisasagawa ng mag-aaral D1.1.a D2.1.a D3.1.c T2.1
ang pag-unawa sa Ibong Adarna D1.1.b a T2.2 ang malikhaing D1.1.b D2.1.b T2.2
bilang isang obra mestra sa D1.1.d D2.1. T2.4 pagtatanghal ng ilang D1.1.d D2.1.c T2.4
Panitikang Pilipino na masasalamin b T3.1 saknong ng koridong D2.1.d T3.1
ang pagtiyak, preserbasyon at D2.1.c T4.4 naglalarawan o T4.4
pagsulong sa sariling kultura, D2.1. T5.1 masasalamin ang sariling T5.1
kalikasan, kalusugan, kapayapaan, d kultura, kalikasan,
pagkapantay-pantay sa kasarian, kalusugan, kapayapaan,
kapagyarihan at karapatang pantao pagkapantay-pantay sa
ng mga Pilipino. kasarian, kapagyarihan at
karapatang pantao ng mga
Pilipino bilang bahagi ng
pagpapahalagang Pilipino.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikawalong Baitang, 1st Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T2.1 Nabubuo ang isang D1.1.a. D2.1.a D3.1.a T1 T2
naipamamalas ng mag-aaral ang pag-unawa sa mga akdang D1.1.c a D3.1.b T2.4 makatotohanang D1.1.b D2.1.b D3.1.b T3 T4 T5
kakayahang komunikatibo, pampanitikang na maaaring D1.1.d D2.1. D3.1.c T5.2 proyektong panturismo na D1.1.c D2.1.c D3.1.c
mapanuring pag-iisip,at pag-unawa sumasalamin sa sumusunod: D1.1.e b T5.4 maaaring nakatuon sa D1.1.d D2.1.d D3.1.d.
at pagpapahalagang pampanitikan sariling kultura, likas na yaman, D1.1.f D2.1.c sariling kultura, likas na D1.1.e D2.1 e D3 1.e
gamit ang teknolohiya at iba’t kalusugan, kapayapaan, D2.1. yaman, kalusugan, D1.1.f D2.1.f D3. 1.f
ibang uri ng teksto at akdang pagkapantay-pantay sa kasarian, d kapayapaan, pagkapantay- D2.1.g
pampanitikang pambansa na may kapagyarihan, karapatang pantao at D2.1 pantay sa kasarian,
paksa tulad ng pagtiyak, batas pantao sa kabila ng mga e kapagyarihan, karapatang
preserbasyon at pagsulong sa pagdaang panahon mula noong D2.1. pantao at batas pantao.
sariling kultura, kalikasan, Panahon ng mga Katutubo, Espanyol g
kalusugan, kapayapaan, at Hapon.
pagkapantay-pantay sa kasarian,
8 kapagyarihan at karapatang pantao
ng bansa upang maging daan sa
pagiging matatag ng kulturang
Pilipino at pagkaPilipino.
2nd Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Naisusulat ang sariling tula D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa sa mga lumaganap na . a D3.1.b T2 T3 sa alinmang anyong D1.1.b D2.1.b D3.1.b T3 T4 T5
akdang pampanitikan na maaaring D1.1.b D2.1. D3.1.c T4 T5 tinalakay na maaaring D1.1.c D2.1.c D3.1.c
sumasalamin sa sumusunod: D1.1.c b D3.1.d nakatuon sa sariling D1.1.d D2.1.d D3.1.d.
sariling kultura, likas na yaman, D1.1.d D2.1.c . D3 kultura, likas na yaman, D1.1.e D2.1 e D3 1.e
kalusugan, kapayapaan, D1.1.e D2.1. 1.e kalusugan, kapayapaan, D1.1.f D2.1.f D3. 1.f
pagkapantay-pantay sa kasarian, D1.1.f d D3. 1.f pagkapantay-pantay sa D2.1.g
kapagyarihan, karapatang pantao at D2.1 kasarian, kapagyarihan,
batas pantao sa kabila ng mga e
pagdaang panahon mula noong D2.1.f karapatang pantao at
Panahon ng Komonwelt hanggang D2.1. batas pantao.
Kasalukuyan . g
3rd Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Nakabubuo ng kampanya D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa sa ugnayan ng panitikang . b D3.1.b T2 T3 upang maipalaganap ang D1.1.b D2.1.b D3.1.b T3 T4 T5
popular at mga paksa na gaya ng D1.1.c D2.1.c D3.1.c T4 T5 panlipunang kamalayan sa D1.1.c D2.1.c D3.1.c
kultura, likas na yaman, kalusugan, D1.1.d D2.1 D3.1.d kultura, likas na yaman, D1.1.d D2.1.d D3.1.d.
kapayapaan, pagkapantay-pantay sa D1.1.f e . D3 kalusugan, kapayapaan, D1.1.e D2.1 e D3 1.e
kasarian, kapagyarihan, karapatang 1.e pagkapantay-pantay sa D1.1.f D2.1.f D3. 1.f
pantao at batas pantao dulot ng D3. 1.f kasarian, kapagyarihan, D2.1.g
pagbabagong pangkapaligiran, pang- karapatang pantao at
ekonomiya, pangkultura, at batas pantao hinggil sa
pampolitika sa búhay ng mga ugnayan ng mga bansa,
Pilipino. suliraning pangkalikasan,
pambansang kaunlaran, at
kapayapaan at karapatang
pantao
4th Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa sa isang dakilang akdang . b D3.1.b T2 T3 nakabubuo ng D1.1.b D2.1.b D3.1.b T3 T4 T5
pampanitikan na mapagkukunan ng D1.1.c D2.1.c D3.1.c T4 T5 makatotohanang radio D1.1.c D2.1.c D3.1.c
mahahalagang kaisipang magagamit D1.1.d D2.1 D3.1.d broadcast na D1.1.d D2.1.d D3.1.d.
sa paglutas ng ilang suliranin sa D1.1.f e . D3 naghahambing sa lipunang D1.1.e D2.1 e D3 1.e
lipunang Pilipino sa kasalukuyan na 1.e Pilipino sa panahon ni D1.1.f D2.1.f D3. 1.f
pumapaksa gaya ng kultura, likas na D3. 1.f Balagtas at sa kasalukuyan D2.1.g
yaman, kalusugan, kapayapaan, kaugnay sa usapin ng
pagkapantay-pantay sa kasarian, ugnayan ng mga bansa,
kapagyarihan, karapatang pantao at suliraning pangkalikasan,
batas pantao dulot ng pagbabagong pambansang kaunlaran, at
pangkapaligiran, pang-ekonomiya, kapayapaan at karapatang
pangkultura, at pampolitika sa búhay pantao
ng mga Pilipino.
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikasiyam na Baitang, 1st Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
Naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga . a D3.1.b T2 T3 nakapagsasagawa ng D1.1.b D2.1.b D3.1.b T3 T4 T5
kakayahang akdang pampanitikan na may paksa D1.1.b D2.1. D3.1.c T4 T5 malikhaing panghihikayat D1.1.c D2.1.c D3.1.c
komunikatibo,mapanuring pag- tulad ng kultura, preserbasyon ng D1.1.c b D3.1.d tungkol sa isang book fair D1.1.d D2.1.d D3.1.d.
iisip,at pag-unawa at kalikasan, pagsulong sa mabuting D1.1.d D2.1.c . D3 ng mga akdang D1.1.e D2.1 e D3 1.e
pagpapahalagang pampanitikan kalusugan ng bayan, promosyon ng D1.1.e D2.1. 1.e pampanitikan na maaaring D1.1.f D2.1.f D3. 1.f
gamit ang teknolohiya at iba’t kapayapaan, pagkapantay-pantay sa D1.1.f d D3. 1.f kinapalooban ng sariling D2.1.g
ibang uri ng teksto at saling-akdang kasarian, etnisidad, kapagyarihan, D2.1 kultura, preserbasyon ng
Asyano na may paksa tulad ng karapatang pantao at ekonomikong e kalikasan, pagsulong sa
kultura, preserbasyon ng pag-unlad ng Timog-Silangang Asya. D2.1.f mabuting kalusugan ng
kalikasan, pagsulong sa mabuting D2.1. bayan, promosyon ng
kalusugan ng bayan, promosyon ng g kapayapaan, pagkapantay-
kapayapaan, pagkapantay-pantay pantay sa kasarian,
9 sa kasarian, etnisidad, etnisidad, kapagyarihan,
kapagyarihan, karapatang pantao at karapatang pantao at
ekonomikong pag-unlad ng Asya ekonomikong pag-unlad
upang mapatibay ang ng pamayanan, bansa at
pagkakakilanlang Asyano. rehiyon (Timog-Silangang
Asya).
2nd Naipamamalas ng mga mag-aaral D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
ang pag-unawa sa mga piling akdang . a D3.1.b T2 T3 nakasusulat ng sariling D1.1.b D2.1.b D3.1.b T3 T4 T5
tradisyonal na may paksa tulad ng D1.1.b D2.1. D3.1.c T4 T5 akda na nagpapakita ng D1.1.c D2.1.c D3.1.c
kultura, preserbasyon ng kalikasan, D1.1.c b D3.1.d pagpapahalaga sa pagiging D1.1.d D2.1.d D3.1.d.
pagsulong sa mabuting kalusugan D1.1.d D2.1.c . D3 isang Asyano na maaaring D1.1.e D2.1 e D3 1.e
ng bayan, promosyon ng D1.1.e D2.1. 1.e kinapalooban ng sariling D1.1.f D2.1.f D3. 1.f
kapayapaan, pagkapantay-pantay sa D1.1.f d D3. 1.f kultura, preserbasyon ng D2.1.g
kasarian, etnisidad, kapagyarihan, D2.1 kalikasan, pagsulong sa
karapatang pantao at ekonomikong e mabuting kalusugan ng
pag-unlad ng Silangang Asya. D2.1.f bayan, promosyon ng
D2.1. kapayapaan, pagkapantay-
g pantay sa kasarian,
etnisidad, kapagyarihan,
karapatang pantao at
ekonomikong pag-unlad
ng bansa upang maipakita
ag pagiging isang Asyano.
3rd Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay masining D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa at pagpapahalaga sa . a D3.1.b T2 T3 na nakapagtatanghal ng D1.1.b D2.1.b D3.1.b T3 T4 T5
mga akdang pampanitikan na may D1.1.b D2.1. D3.1.c T4 T5 kulturang Asyano batay sa D1.1.c D2.1.c D3.1.c
paksa tulad ng kultura, D1.1.c b D3.1.d napiling mga akdang D1.1.d D2.1.d D3.1.d.
preserbasyon ng kalikasan, D1.1.d D2.1.c . D3 pampanitikang Asyano na D1.1.e D2.1 e D3 1.e
pagsulong sa mabuting kalusugan D1.1.e D2.1. 1.e maaaring kinapalooban ng D1.1.f D2.1.f D3. 1.f
ng bayan, promosyon ng D1.1.f d D3. 1.f sariling kultura, D2.1.g
kapayapaan, pagkapantay-pantay sa D2.1 preserbasyon ng
kasarian, etnisidad, kapagyarihan, e kalikasan, pagsulong sa
karapatang pantao at ekonomikong D2.1.f mabuting kalusugan ng
pag-unlad ng Kanlurang Asya. D2.1. bayan, promosyon ng
g kapayapaan, pagkapantay-
pantay sa kasarian,
etnisidad, kapagyarihan,
karapatang pantao at
ng bansa
4th Naipamamalas ng mga mag-aaral D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
ang pag-unawa sa isang obra . a D3.1.b T2 T3 nakikilahok sa D1.1.b D2.1.b D3.1.b T3 T4 T5
maestrang pampanitikan na D1.1.b D2.1. D3.1.c T4 T5 pagpapalabas ng isang D1.1.c D2.1.c D3.1.c
masasalamin ang kultura, D1.1.c b D3.1.d movie trailer o storyboard D1.1.d D2.1.d D3.1.d.
preserbasyon ng kalikasan, D1.1.d D2.1.c . D3 tungkol sa isa ilang tauhan D1.1.e D2.1 e D3 1.e
pagsulong sa mabuting kalusugan D1.1.e D2.1. 1.e ng Noli Me Tangere na D1.1.f D2.1.f D3. 1.f
ng bayan, promosyon ng D1.1.f d D3. 1.f binago ang mga katangian D2.1.g
kapayapaan, pagkapantay-pantay sa D2.1 (dekonstruksiyon) na
kasarian, etnisidad, kapagyarihan, e kinapalooban ng kanyang
karapatang pantao at ekonomikong D2.1.f sarili, pamilya, pamayanan,
pag-unlad maiuugnay at D2.1. bansa at rehiyon (Asya).
maihahambing sa mga obra ng g
rehiyon (Asya)
Philippine GCED KSA

Grade Quarte GCED
Pagkatapos ng Ikasampung Baitang, 1st Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aral ay D1.1.a. D2.1.a D3.1.a T1 T2
naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga . a D3.1.b T2 T3 nakabubuo ng kritikal na D1.1.b D2.1.b D3.1.b T3 T4 T5
kakayahang komunikatibo, akdang pampanitikan na may paksa D1.1.b D2.1. D3.1.c T4 T5 pagsusuri sa mga D1.1.c D2.1.c D3.1.c
mapanuring pag-iisip, at pag-unawa tulad ng pagmamalaki sa kultura, D1.1.c b D3.1.d isinagawang critque na D1.1.d D2.1.d D3.1.d.
at pagpapahalagang pampanitikan preserbasyon ng kalikasan, D1.1.d D2.1.c . D3 may paksa tulad ng D1.1.e D2.1 e D3 1.e
gamit ang teknolohiya at iba’t pagsulong sa mabuting kalusugan D1.1.e D2.1. 1.e pagmamalaki sa kultura, D1.1.f D2.1.f D3. 1.f
ibang uri ng teksto at saling-akdang ng bayan, promosyon ng D1.1.f d D3. 1.f preserbasyon ng D2.1.g
pandaigdig na may paksa tulad ng kapayapaan, pagkapantay-pantay sa D2.1 kalikasan, pagsulong sa
pagmamalaki sa kultura, kasarian, etnisidad, karapatang e mabuting kalusugan ng
preserbasyon ng kalikasan, pantao, sistema ng kapangyarihan at D2.1.f bayan, promosyon ng
pagsulong sa mabuting kalusugan ekonomikong pag-unlad ng daigdg. D2.1. kapayapaan, pagkapantay-
ng bayan, promosyon ng g pantay sa kasarian,
kapayapaan, pagkapantay-pantay etnisidad, karapatang
10 sa kasarian, etnisidad, karapatang pantao, sistema ng
pantao, sistema ng kapangyarihan kapangyarihan at
at ekonomikong pag-unlad ng ekonomikong pag-unlad sa
daigdg tungo sa pagkakaroon ng mga pampanitikang
kamalayang global. Mediterranean.
2nd Naipapamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa at pagpapahalaga sa mga . a D3.1.b T2 T3 nakapaglalathala ng D1.1.b D2.1.b D3.1.b T3 T4 T5
akdang pampanitikan na may paksa D1.1.b D2.1. D3.1.c T4 T5 sariling akda sa hatirang D1.1.c D2.1.c D3.1.c
tulad ng pagmamalaki sa kultura, D1.1.c b D3.1.d pangmadla (social media) D1.1.d D2.1.d D3.1.d.
preserbasyon ng kalikasan, D1.1.d D2.1.c . D3 na may paksa tulad ng D1.1.e D2.1 e D3 1.e
pagsulong sa mabuting kalusugan D1.1.e D2.1. 1.e pagmamalaki sa kultura, D1.1.f D2.1.f D3. 1.f
ng bayan, promosyon ng D1.1.f d D3. 1.f preserbasyon ng D2.1.g
kapayapaan, pagkapantay-pantay sa D2.1 kalikasan, pagsulong sa
kasarian, etnisidad, karapatang e mabuting kalusugan ng
pantao, sistema ng kapangyarihan at D2.1.f bayan, promosyon ng
ekonomikong pag-unlad ng bansang D2.1. kapayapaan, pagkapantay-
kanluranin g pantay sa kasarian,
etnisidad, karapatang
pantao, sistema ng
kapangyarihan at
3rd Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa at pagpapahahalaga sa . a D3.1.b T2 T3 nakapanghihikayat tungkol D1.1.b D2.1.b D3.1.b T3 T4 T5
mga akdang pampanitikan na may D1.1.b D2.1. D3.1.c T4 T5 sa kagandahan ng D1.1.c D2.1.c D3.1.c
paksa tulad ng pagmamalaki sa D1.1.c b D3.1.d alinmang bansa batay sa D1.1.d D2.1.d D3.1.d.
kultura, preserbasyon ng kalikasan, D1.1.d D2.1.c . D3 binasang akdang D1.1.e D2.1 e D3 1.e
pagsulong sa mabuting kalusugan D1.1.e D2.1. 1.e pampanitikan na may D1.1.f D2.1.f D3. 1.f
ng bayan, promosyon ng D1.1.f d D3. 1.f paksa tulad ng D2.1.g
kapayapaan, pagkapantay-pantay sa D2.1 pagmamalaki sa kultura,
kasarian, etnisidad, karapatang e preserbasyon ng
pantao, sistema ng kapangyarihan at D2.1.f kalikasan, pagsulong sa
ekonomikong pag-unlad ng Africa at D2.1. mabuting kalusugan ng
Persia g bayan, promosyon ng
kapayapaan, pagkapantay-
pantay sa kasarian,
etnisidad, karapatang
pantao, sistema ng
kapangyarihan at
4th Naipamamalas ng mag-aaral ang D1.1.a D2.1. D3.1.a T1 Ang mag-aaral ay D1.1.a. D2.1.a D3.1.a T1 T2
pag-unawa at pagpapahalaga sa . a D3.1.b T2 T3 nakapagpapalabas ng D1.1.b D2.1.b D3.1.b T3 T4 T5
nobelang El Filibusterismo bilang D1.1.b D2.1. D3.1.c T4 T5 makabuluhang D1.1.c D2.1.c D3.1.c
isang obra maestrang pampanitikan D1.1.c b D3.1.d photo/video documentary D1.1.d D2.1.d D3.1.d.
na masasalamin ang pagmamalaki D1.1.d D2.1.c . D3 na magmumungkahi ng D1.1.e D2.1 e D3 1.e
sa kultura, preserbasyon ng D1.1.e D2.1. 1.e solusyon sa isang D1.1.f D2.1.f D3. 1.f
kalikasan, pagsulong sa mabuting D1.1.f d D3. 1.f suliraning panlipunan na D2.1.g
kalusugan ng bayan, promosyon ng D2.1 maaaring pumaksa sa
kapayapaan, pagkapantay-pantay sa e kultura, kalikasan,
kasarian, etnisidad, karapatang D2.1.f kapayapaan, karapatan,
pantao, sistema ng kapangyarihan at D2.1. kabuhayan, at
ekonomikong pag-unlad ng bansa g kapangyarihan na
(Pilipinas) na maiuugnay at nangyayari sa kasalukuyan.
maihahambing sa mga obra ng
daigdig.
Philippine GCED KSA

GCED Indicators
Cog SoE Beh
Kinder to Grade 3 Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa D1.1.a D2.1.a D3.1.a T2.1
1
pag-unawa at pag-iisip sa mga narinig at nabasang teksto tulad ng pagbuo ng D1.1.b D2.1.b D3.1.c T2.2
identidad, proteksiyon, pasulong sa lipunang multikultural, ekspresyong kultural, D1.1.d D2.1.d T2.3
2 interkultural na pagbabahagi at dibersidad. at ipahayag nang mabisa ang mga D1.1.e.
ibig sabihin at nadarama tungkol sa sarili at pamilya na masasalamin ang kani- D1.1.f
3 kanilang kultura.
Grade 4 to 6 Sa dulo ng Baitang 6, naipapakita ng mga mag-aaral ang sigla sa pagtuklas at D1.1.a D2.1.a D3.1.a (G4)
pagdama sa pabigkas at pasulat na mga teksto na may paksa tulad ng isyung D1.1.b D2.1.b D3.1.c T3.1
4 pangkalusugan, kalikasan at kapaligiran, kasarian, etnisidad, kapansanan, mga D1.1.d D2.1.c D3.1.d T3.2
paniniwalang panrelihiyon. kapayapaan, politikal namga karapatang pantao, mga D1.1.e. D2.1.d D3.1.e T3.3
batas kaugnay nito, pagsugpo ng mga di pagkakaunawaan, diskriminasyon at D1.1.f D2.1.g T3.4
mga krimen at ipahayag nang mabisa ang mga ibig sabihin at nadarama nang T4.4
5 may paggalang sa pamamagitan ng mga argumento, diskurso, talakayan at (G5)
inisyatbang indibidwal at kolektibo na kakikitaan ng mga angkop na gawi at T2.3
kaasalan sa pagpapalaganap, pagsulong , pakikilahok at pakikisangkot sa mga T2.4
nabanggit na paksa at paglalapat nito sa pamayanan, lokal at bansa. (G6)
T5.1
6 T5.2
T5.3
T5.4
7 Grade 7 to 10 Sa dulo ng Baitang 10, naipamamalas ng mag-aaral ang kakayahang D1.1.a D2.1.a D3.1.a T1- T5
8 komunikatibo, replektibo/ mapanuring pag-iisip at pagpapahalagang pampanitikan D1.1.b D2.1.b D3.1.b
9 na may lubos na pag-unawa sa mga paksa na tulad ng kultura, kalikasan, D1.1.c D2.1.c D3.1.c
kapayapaan, karapatan, kabuhayan, at kapangyarihan sa tulong ng mga akdang D1.1.d D2.1.d D3.1.d
rehiyonal, pambansa at salin tekstong Asyano at pandaigdig nagiging daan upang D1.1.e. D2.1.e D3.1.e
10 matamo ang kultural na literasi na pampamayanan, pambansa, panrehiyunal at D1.1.f D2.1.f
pangdaigdig, D2.1.g
11
12
Philippine GCED KSA

LEARNING AREA: MOTHER TONGUE
Enhanced GCED GCED Indicators GCE Enhanced GCED GCED Indicators

Enhanced GCED
Grade integration In the D integration In the GCED
Domain integration In the
Level Grade Level Cog SoE Beh Topic Performance Cog SoE Beh Topics
Content Standards
Standards s Standards
uses beginning oral
manifests
language skills to
beginning oral
communicate personal
language skills to
D3.1. experiences, ideas, D2.1.a D3.1.
communicate in D1.1a; T2.1; D1.1a;
Oral and D2.1.a; a and and feelings in different ; a and T2.1;
different contexts; D1.1b; T2.2; D1.1b;
The learner Language D2.1.b; D3.1. contexts using common D2.1.b D3.1. T2.2; T2.3
and acknowledge D1.1c; T2.3 D1.1c;
demonstrates basic c expressions to one's ; c
and show respect
communication skills culture; and show
to one's own local
in talking about respect to one's own
identities
familiar topics using culture
simple words and Phonological Language Content Language Content
both verbal and non- Skills Standard Standard
verbal cues to Book and Print Language Content Language Content
understand spoken Knowledge Standard Standard
1 language, shows Phonics and
Language Content Language Content
understanding of Word
Standard Standard
basic vocabulary Knowledge
and language Language Content Language Content
Fluency
structures, reading Standard Standard
process, writing uses basic knowledge
system and and skills to write clear,
D2.1.a
appreciates aspects coherent sentences, D1.1a;
Language Content ; D3.1. T2.1;
of one’s culture. Composing and simple paragraphs D1.1b;
Standard D2.1.b c T2.2; T2.3
based on a variety of D1.1c;
;
indigenized stimulus
materials.
Grammar Language Content Language Content
Awareness Standard Standard
demonstrates
developing
knowledge, use of uses developing
D2.1.a
Vocabulary and D1.1a; T2.1; vocabulary in both oral D1.1a;
Concept appropriate grade D1.1b;
D2.1.a; D3.1.
T2.2; and written form D1.1b;
; D3.1. T2.1;
level vocabulary D2.1.b; c D2.1.b c T2.2; T2.3
Development D1.1c; T2.3 recognizing one's own D1.1c;
and concepts ;
culture
inherent in one's
own culture
D1.1.a
;
D1.1.b
D1.1.a;
;
D1.1.b; D2.1.a
Listening D1.1.c
D2.1.a; D1.1.c; ; T2.1;
Comprehensio ;
D2.1.b; D1.1.d; D2.1.b T2.2; T2.3
n D1.1.d
D1.1.e; ;
demonstrates ;
uses literary and D1.1.f
understanding of D1.1.e
narrative texts to
;
grade level develop
D1.1.f
narrative and comprehension and
D1.1.a
informational texts appreciation of grade
;
available in one's level-appropriate
D1.1.b
own culture. indigenized materials D1.1.a;
;
D1.1.b; D2.1.a
Reading D1.1.c
D2.1.a; D1.1.c; ; T2.1;
Comprehensio ;
D2.1.b; D1.1.d; D2.1.b T2.2; T2.3
n D1.1.d
D1.1.e; ;
;
D1.1.f
D1.1.e
;
D1.1.f
Philippine GCED KSA


Enhanced GCED
Content Standards
possesses
The learner developing uses developing oral
demonstrates language skills and language skills to
communication skills recognize and communicate personal
in talking about D2.1.a
show responsible D1.1a; T2.1; experiences, ideas, D1.1a;
variety of topics Oral and D2.1.a; D3.1. ; D3.1. T2.1;
behavior towards D1.1b; T2.2; thoughts, actions, and D1.1b;
using developing Language D2.1.b; c D2.1.b c T2.2; T2.3
one's own and D1.1c; T2.3 feelings in different D1.1c;
vocabulary and ;
shared identities to contexts that recognize
simple phrases and engage in dialogue own and shared
sentences, simple to in different identities.
complex spoken contexts
language using both
verbal and non- Phonics and
verbal cues, Word
2 understands Recognition
Standard Standard
vocabulary and
language structures,
appreciates and Fluency
Standard Standard
understand the
shared cultural
aspects of the uses developing
language and the knowledge and skils to
writing system used, write clear and
D1.1.a;
and reads and Language Content coherent sentences, T2.1;
Composing D1.1.b; D2.1.b
writes simple and Standard simple paragraphs, and T2.2; T2.3
D1.1.c;
short literary and friendly letters from a
informational texts. variety of localized
stimulus materials.
demonstrates
expanding uses expanding
knowledge and use D1.1a; vocabulary knowledge
Vocabulary and T2.1; D1.1.a;
of appropriate D1.1b; D2.1a; and skills in both oral T2.1;
Concept T2.2; D1.1.b; D2.1.b
grade level D1.1c; D2.1.b and written forms T2.2; T2.3
Development T2.3 D1.1.c;
vocabulary and D1.1e; shared in different
concepts as culture.
shared culture
D1.1.a
;
D1.1.b
;
Listening D1.1.c T2.1;
D2.1.a;
Comprehensio ; T2.2;
D2.1.b;
n D1.1.d T2.3
;
demonstrates uses literary and
D1.1.e D1.1.a;
understanding of narrative texts to
; D1.1.b; D2.1.a
grade level develop
D1.1.f D1.1.c; ; T2.1;
narrative and comprehension and
D1.1.a D1.1.d; D2.1.b T2.2; T2.3
informational texts appreciation of grade
; D1.1.e; ;
available as shared level- appropriate
D1.1.b D1.1.f
culture localized materials
;
Reading D1.1.c T2.1;
D2.1.a;
D2.1.b;
n D1.1.d T2.3
;
D1.1.e
;
D1.1.f
Philippine GCED KSA


Enhanced GCED
Content Standards
possesses
expanding uses expanding oral
language skills, and language to communicate
The learner appreciate and D2.1.a
D1.1a; T2.1; personal ideas, thoughts, D1.1a;
demonstrates Oral and respect diversed D2.1.a; D3.1. ; D3.1. T2.1;
D1.1b; T2.2; actions and feelings in D1.1b;
communication skills Language identities to D2.1.b; c D2.1.b c T2.2; T2.3
D1.1c; T2.3 different contexts and D1.1c;
in talking about participate ;
respects multiple
variety of topics successfully in oral perspectives.
using expanding communication in
vocabulary and different contexts.
phrases, shows
understanding of
spoken language in Language Content Language Content
Fluency
Standard Standard
3 different contexts
using both verbal
and non-verbal
cues, vocabulary
and language Spelling
Standard Standard
structures, diversed
cultural aspects of
the language, reads uses expanding
and writes literary knowledge and skills to
and informational write clear coherent D2.1.a
D1.1a;
texts. Language Content sentences, paragraphs, ; D3.1. T2.1;
Composing D1.1b;
Standard short stories, letters, D2.1.b c T2.2; T2.3
D1.1c;
and poems from ;
diversed stimulus
materials and contexts.
demonstrates
extending
uses extending
knowledge and use D1.1a; D1.1a;
Vocabulary and T2.1; vocabulary knowledge
of appropriate D1.1b; D2.1a; D1.1b; D2.1a; T2.1;
Concept T2.2; and skills in both oral
grade level D1.1c; D2.1.b D1.1c; D2.1.b T2.2; T2.3
Development T2.3 and written form in
vocabulary D1.1e; D1.1e;
diverse culture
concepts in diverse
culture
D1.1.a
;
D1.1.b
D1.1.a;
;
D1.1.b; D2.1.a
Listening D1.1.c T2.1;
D2.1.a; D1.1.c; ; T2.1;
D2.1.b; D1.1.d; D2.1.b T2.2; T2.3
n D1.1.d T2.3
D1.1.e; ;
;
uses literary and D1.1.f
demonstrates D1.1.e
narrative texts to
understanding of ;
develop
grade level literary D1.1.f
comprehension and
and informational D1.1.a
appreciation of grade
texts available in ;
level- appropriate
diverse culture D1.1.b
diversed materials D1.1.a;
;
D1.1.b; D2.1.a
Reading D1.1.c T2.1;
D2.1.a; D1.1.c; ; T2.1;
D2.1.b; D1.1.d; D2.1.b T2.2; T2.3
n D1.1.d T2.3
D1.1.e; ;
;
D1.1.f
D1.1.e
;
D1.1.f
Philippine GCED KSA

GCED Indicators
Cog SoE Beh
1 D1.1a;
2 By the end of grade III, students will enjoy communicating in their first D1.1.b;
language on familiar topics for a variety of purposes and audiences using D2.1.a;
D1.1.c; D3.1.a;
Kinder to Grade 3 basic vocabulary, and phrases; read L1 texts with understanding, and create D2.1.b; T2.1; T2.2; T2.3
their own stories and texts in their L1; and acknowledge and show respect to D1.1.d; D.3.1.c
D2.1.c
the levels of shared identity and diversity of culture. D1.1.e;
3 D1.1.f
4
5 Grade 4 to 6
6
7
8
Grade 7 to 10
9
10
11
12

Developing Philippine GCED Lesson Exemplars - A Guide To Practice

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DEVELOPING PHILIPPINE LESSON EXEMPLARS

Copyright © 2021 Asia-Pacific Centre of Education for International Understanding and

Layout Artist: Gerimara Vinaya S. Manuel

Language Editors: Marla C. Papango, Ali G. Anudin, Caridad N. Barrameda,

Writers/Associate Editors: Gerry C. Areta, Zyralie L. Bedural, Carl O. Dellomos,

Chief Editor: Carl O. Dellomos

Consultants: Bert J. Tuga, Jocelyn DR Andaya, and Rita B. Ruscoe

Project Management Team

DEVELOPING PHILIPPINE LESSON EXEMPLARS

ABOUT THE MANUAL 5

What is this for? 5

Getting to Know GCED 6

How do we write the GCED Lesson Exemplars (GLEs)? 7

Familiarizing the Philippine GCED Documents 9

The Philippine GCED Guidance Matrix and KSAs 10

What are the GCED principles to consider in developing the GLEs? 12

What pedagogies can you use to develop the GLEs? 13

Assessing GCED Learning Outcomes 24

What assessment strategies and tools can I use in the GLEs? 24

Developing the GLEs 31

What Instructional Design will I employ for the GLEs? 36

What specifications should I follow in developing the GLEs? 33

What Social Content Guidelines should I consider in developing the GLEs 38

Checklist for Evaluating GCED Lesson Exemplars 48

DEVELOPING PHILIPPINE LESSON EXEMPLARS

DEVELOPING PHILIPPINE LESSON EXEMPLARS

This manual aims to provide:

DEVELOPING PHILIPPINE LESSON EXEMPLARS

DEVELOPING PHILIPPINE LESSON EXEMPLARS

Figure1. Phases of GLE Development

DEVELOPING PHILIPPINE LESSON EXEMPLARS

2. PAGHABI: The Philippine GCED Framework (Philippine Adaptation of GCED:

3. Philippine GCED Knowledge, Skills, and Attitudes (KSAs) - contains the

4. GCED Pedagogy - this is a menu of suggested approaches, methods, and

5. Relevant Classroom Assessment Documents for Philippine K-12

DEVELOPING PHILIPPINE LESSON EXEMPLARS

DEVELOPING PHILIPPINE LESSON EXEMPLARS

COGNITIVE SOCIO-EMOTIONAL BEHAVIORAL

Learners acquire knowledge and

DEVELOPING PHILIPPINE LESSON EXEMPLARS

DEVELOPING PHILIPPINE LESSON EXEMPLARS

Figure 2. PAGHABI: The Philippine GCED Framework

DEVELOPING PHILIPPINE LESSON EXEMPLARS

DEVELOPING PHILIPPINE LESSON EXEMPLARS

foster a respectful, inclusive, and interactive classroom and school

use pedagogical approaches that are learner-centered, developmentally

promote culturally responsive strategies to teaching and learning by

incorporate various assessment strategies and tools fit GCED and

emphasize the crucial roles of teachers, learners, and their families,

employ flexibility to enable learners to experience learning in various

DEVELOPING PHILIPPINE LESSON EXEMPLARS

DEVELOPING PHILIPPINE LESSON EXEMPLARS

Arts-based Inquiry as Pedagogy

DEVELOPING PHILIPPINE LESSON EXEMPLARS

Community Advocacy Campaign Plan

DEVELOPING PHILIPPINE LESSON EXEMPLARS

6. Each group will brainstorm on 4-5 possible strategies/activities to address the

8. Take action by creating Advocacy Campaign materials such as flyers, posters,

Conflict Tree Analysis

1. The class will be divided into small groups with an

DEVELOPING PHILIPPINE LESSON EXEMPLARS

It follows the following principles:

(1) The Human Rule - All design activity is social;