METROPOLITAN BIBLE BAPTIST LEARNING CENTER, INC.

5 Lucas St., San Fermin, Cauayan City, Isabela

Tel. No. (078) 652-2567

Curriculum Overview

The Metropolitan Bible Baptist Learning Center, Inc, is a Christian school who is committed to equipping students to be Christ-like learners by
providing a dynamic, non-traditional, systematic and relevant curriculum. It also aims to make learning more conducive for learning to meet the ever-
growing needs and demands of school children equipping them with 21st century skills.

With that, our school curriculum is aligned with the Department of Education’s required competencies and skills. MBBLCI uses the Curriculum
provided by DepEd but it has included other subjects like Singapore Math, Computer and Bible.

The curriculum is also made relevant to learners. Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and
reality. This makes the lessons relevant to the learners and easy to understand. Students acquire in-depth knowledge, skills, values, and attitudes
through continuity and consistency across all levels and subjects.

Subjects are also taught from the simplest concepts to more complicated concepts through grade levels in spiral progression. As early as elementary,
students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills
after each level.

“We touch the future. We teach.”

“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
Grade Level: Grade 5
Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at, pagpapahalaga sa
panitikan at kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa.
After the Fifth Grade, the student can demonstrate communication skills, critical thinking and, appreciation of literature and culture through various
local and national texts/reading materials.

Quarter Most Essential Learning Competencies Duration K to 12 CG Code

1st Quarter Naiuugnay ang sariling karanasan sa napakinggang teksto F5PN-Ia-4

Relates one's own experience to the text listened to

Nagagamit nang wasto ang mga pangngalan at panghalip sa pagtalakay F5WG-Ia-e-2
tungkol sa sarili,sa mga tao,hayop, lugar, bagay at pangyayari sa paligid; sa
usapan; at sa paglalahad tungkol sa sariling karanasan F5WG-If-j-3

Nouns and pronouns are used correctly when discussing oneself, people,
animals, places, objects and events around; in conversation; and in
presenting about one's own experience
Nasasagot ang mga tanong sa binasa/napakinggang kuwento at tekstong F5PB-Ia-3.1
pangimpormasyon F5PB-Ic-3.2

Questions are answered on the story read/listened to and informational text

Nakasusulat ng isang maikling tula, talatang nagsasalaysay, at talambuhay F5PU-Ie-2.2
F5PU-If-2.1
Able to write a short poem, narratives, and biography F5PU-IIc-2.5
Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang F5PS-Ia-j-1
balita, isyu o usapan
Express own opinion or reaction to a listened news, issue or conversation

Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita

Retell the listened text using own words.

“We touch the future. We teach.”

 Naisasalaysay muli ang napakinggang teksto sa tulong ng mga pangungusap F5PS-IIh-c-6.2

The listened text can be re-narrated with the help of sentences

Naibibigay ang paksa ng napakinggang kuwento/usapan F5PN-Ic-g-7

Able to provide the topic of the listened story/conversation.

Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar na mga salita
sa pamamagitan
ng tono o damdamin, paglalarawan, kayarian ng mga salitang iisa ang F5PT-Ic-1.15
baybay ngunit magkaiba ang diin at tambalang salita F5PT-Ij-1.14
F5PT-IId-9
The meaning of familiar and unfamiliar words is given through mediation F5PT-IIe-4.3
of tone or emotion, description, structure of words with the same spelling but
different emphasis and compound words

Nabibigyang-kahulugan ang bar graph, pie, talahanayan at iba pa F5EP-If-g-2

Bar graphs, pies, tables and more can be interpreted

2nd Quarter Most Essential Learning Competencies

Nababaybay nang wasto ang salitang natutuhan sa aralin at salitang hiram F5PU-Ic-1

The word learned in the lesson and the borrowed word are spelled correctly.

Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at F5PB-Id-3.4

anekdota F5PB-Ie-3.3
F5PB-IIf-3.3
Questions are answered on the diary, journal and anecdotes read/listened to
Naibabahagi ang isang pangyayaring nasaksihan o naobserbahan F5PS-Id-3.1

An event witnessed or observed can be shared

Nailalarawan ang tagpuan at tauhan ng napanood na pelikula at nabasang F5PD-Id-g-11
teksto F5PB-IIa-4

“We touch the future. We teach.”

 Describes the setting and characters of the movie watched and the text read

Nabibigkas nang may wastong tono, diin, antala at damdamin ang F5PS-Ie-25
napakinggang tula F5PN-Ic-g-7

Listened poetry is recited with proper tone, stress, pause and emotion
Naibibigay ang paksa/layunin ng napakinggang kuwento/usapan/talata, at F5PN-IIg-17
pinanood na dokumentaryo, F5PD-IIf-13

Able to give topic/purpose of the story/conversation/paragraph listened to,

and documentary watched

Naibibigay ang mahahalagang pangyayari sa nabasang talaarawan, F5PB-IIg-11

talambuhay at sa F5PD-IIi-14
napanood na dokumentaryo

Important events are given in the diaries read, biographies and the
documentaries watched
Nagagamit ang magagalang na pananalita sa pagsasabi ng hinaing o F5PS-Ig-12.18
reklamo, sa pagsasabi ng ideya sa isang isyu, at sa pagtanggi F5PS-IIf-12.12

Polite speech is used to express a grievance or complaint, to express

an opinion on an issue, and to reject

Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong F5PB-Ig-8

napakinggan F5PN-Ih-17

Able to give an appropriate title to a paragraph and text heard

Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang F5PS-Ia-j-1
balita, isyu o usapan,

Being able to express one's own opinion or reaction to a listened news, issue
or conversation,

“We touch the future. We teach.”

 Naibibigay ang bagong natuklasang kaalaman mula sa F5PU-IIIa-b-2.11
binasang teksto at datos na hinihingi ng isang form
Nakasusulat ng simpleng patalastas, at simpleng islogan

Newly discovered knowledge is provided from the read text and data
requested by a form Writes a simple advertisement, and a simple slogan
Nagagamit ang pangkalahatang sanggunian sa pagtatala ng F5EP-IIe-i-6
mahahalagang impormasyon tungkol sa isang isyu . Naitatala ang mga F5EP-IIa-f-10
impormasyon mula sa binasang teksto

A general reference can be used to record important information about an

issue.
Information is recorded from the read text as well.
3rd Quarter Most Essential Learning Competencies

Nagagamit ang pang-abay sa paglalarawan ng kilos F5WG-IIIa-c-6

Adverbs are used to describe actions
Nagagamit ang pang-abay at pang-uri sa paglalarawan F5WG-IIId-e-9
Adverbs and adjectives are used in description
Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan F5PN-IIIb-8.4
(kronolohikal na pagsusunod-sunod )
Events in the text listened to are arranged (chronological sequence)
Nakabubuo ng mga tanong matapos mapakinggan ang isang salaysay F5PS-IIIb-e-3.1
Generate questions after listening to a story
Nakapag-uulat tungkol sa napanood F5PD-IIIb-g-15
Reporting on what was seen
Nasusuri ang mga tauhan/tagpuan sa napanood na maikling pelikula F5PD-IIIc-i-16
The characters/settings in the watched short film are analyzed

Naibabahagi ang isang pangyayaring nasaksihan F5PS-IIIb-e-3.1

An incident witnessed is shared
Nakagagawa ng isang timeline batay sa nabasang kasaysayan F5PS-IIIb-e-3.1
Creates a timeline based on read history
Naisasalaysay muli ang napakinggang teksto F5PB-Ie-18
The listened text is re-narrated
Nasusuri kung ang pahayag ay opinyon o katotohanan F5PS-IIIf-h-6.6
“We touch the future. We teach.”
 Check whether the statement is opinion or fact
Nagagamit nang wasto ang pang-angkop sa pakikipagtalastasan F5PB-IIIf-h-19
Uses appropriate communication skills
Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan F5WG-IIIf-g-10
Gives opposite and synonym words
Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan F5PT-IIIc-h-10
Able to give an appropriate title to the text heard
Nasasabi ang simuno at panag-uri sa pangungusap F5PN-Ii-j-17
The subject and adjective are identified in the sentence
Nakasusulat ng isang sulating pormal, di pormal (email) at liham na nagbibigay ng F5PU-IId-2.10
mungkahi F5PU-IIh-2.9
Able to write a formal letter, informal (email) and letter of recommendation F5PU-IIj-2.3

4th Quarter Most Essential Learning Competences

Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan F5WG-IVa-13.1

Able to make a cause and effect diagram from the text listened to
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng napakinggang balita F5WG-IVb-e-13.2
Different types of sentences are used to tell the news that has been heard
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipag-debate tungkol sa isang F5PB-IVb-26
isyu
Different types of sentences are used in debating an issue
Natutukoy ang paniniwala ng may-akda ng teksto sa isang isyu F5PS-IVe-9
Determines the belief of the author of the text on an issue
Nakapagbibigay ng maaaring solusyon sa isang naobserbahang suliranin F5PD-IVe-j-18
Provides a possible solution to an observed problem
Napaghahambing ang iba’t ibang dokumentaryo F5WG-IVf-j-13.6
Different documentaries are compared
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsali sa isang usapan (chat) F5PN-IVg-h-23
Different types of sentences are used to participate in a conversation (chat)
Nakapagbibigay ng lagom o buod ng tekstong napakinggan F5PB-IVi-14
Gives a summary of the text listened to
Naibibigay ang mahahalagang pangyayari F5WG-IVc-13.5
Important events are given
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipanayam/ pag-iinterview F5WG-IVd-13.3

“We touch the future. We teach.”

 Different types of sentences are used in interviews
Nagagamit ang iba’t ibang uri ng pangungusap sa pagkilatis ng isang produkto F5PT-IVc-j-6
Different types of sentences are used to describe a product
Nagagamit ang mga bagong natutuhang salita sa paggawa ng sariling komposisyon F5PB-IV-j-20
Newly learned words can be used to create one's own composition
Nakapag Nagtatanong tungkol sa impormasyong inilahad sa isang dayagram, tsart, at F5PU-Ia-2.8
mapa
Asks about information presented in a diagram, chart, and map
Nakasusulat ng maikling balita, editoryal, at iba pang bahagi ng pahayagan F5PU-IIIj-2.11
Able to write news briefs, editorials, and other parts of the newspaper
Nakasusulat ng iskrip para sa radio broadcasting at teleradyo. F5PU-IVc-i-2.12
Able to write scripts for radio broadcasting and television.
Nakapipili ng angkop na aklat batay sa interes F5EP-IVj-12
Able to select appropriate book based on interest

GRADE LEVEL: Grade 5

SUBJECT: EPP (Edukasyon sa pantahanan at Pangakabuhayan) - Home education and Livelihood
QUARTER: 1-4

QUARTER CONTENT PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG

STANDARDS STANDARDS COMPETENCIES CODE
ENTREP/ICT Naipamamalas ang Mapahusay ang isang 1.1 naipaliliwanag ang kahulugan at 5 Weeks PP5IE- 0a-2
kaalaman at kasanayan produkto upang maging pagkakaiba ng produkto at serbisyo EPP5IE - 0a-3
upang maging iba sa iba; 1.2 natutukoy ang mga taong EPP5IE-0b-5
matagumpay na nangangailangan ng angkop na
entrepreneur. produkto at serbisyo
Improve a product to be 1.3 nakapagbebenta ng natatanging
Demonstrates different from others; paninda
knowledge and skills to 1.1 explain the definition and
become a successful difference between product and
entrepreneur. service

“We touch the future. We teach.”

 1.2 identify people who need
appropriate products and services
1.3 sell unique merchandise

Naipamamalas ang 1. nakapamamahagi 1 .1 naipaliliwanag ang mga 2 Weeks PP5IE-0c-8

kaalaman at kasanayan ng mga panuntunan sa pagsali sa discussion EPP5IE-0c-9
ng ligtas at responsable dokumento at forum at chat
sa: media file sa 1.2 nakasasali sa discussion forum
1. pamamahagi ng ligtas at at chat sa ligtas at responsableng
mga dokumento responsableng pamamaraan
at media file pamamaraan 1 .1 explains the rules for
2. pagsali sa 2. nakasasali sa participating in discussion forums
discussion group discussion group and chats
at chat at chat sa ligtas at 1.2 participates in discussion forums
Demonstrates responsableng and chats in a safe and responsible
knowledge and skills pamamaraan manner
safely and responsibly
in: 1. able to distribute 1.2 natutukoy ang angkop na search 1 Week PP5IE-0d-11
1. distribution of documents and media engine sa pangangalap ng EPP5IE-0f-16
documents and media files in a safe and impormasyon EPP5EI-0j-21
files responsible manner 1.3 nakagagamit ng mga basic
2. joining discussion 2. participating in function at formula sa electronic
groups and chats discussion groups and spreadsheet upang malagom ang
chats in a safe and datoS
responsible manner 1.4 nagagamit ang word processing
tool

1.2 identify the appropriate search

engine to gather information
1.3 use basic functions and formulas
in electronic spreadsheets to gather
data
1.4 use word processing tools

AGRICULTURE naipamamalas ang pang- naisasagawa nang 1.1 nakagagawa ng abonong 2 Weeks PP5AG- 0b-4
unawa sa panimulang maayos ang pagtatanim, organiko

“We touch the future. We teach.”

kaalaman at kasanayan pag-aani, at 1.4.1 natatalakay ang kahalagahan
sa pagtatanim ng gulay pagsasapamilihan ng at pamamaraan sa paggawa ng
at ang maitutulong nito gulay sa masistemang abonong organiko
sa pag-unlad ng pamamaraan 1.4.2 nasusunod ang mga
pamumuhay pamamaraan at pag-iingat sa
The planting, harvesting, paggawa ng abonong organiko
Demonstrate and marketing of
understanding of the vegetables are carried out 1.1 produce organic fertilizer
basic knowledge and properly in a systematic 1.4.1 discusses the importance and
skills in growing manner. method of producing organic
vegetables and how it fertilizer 1.4.2 procedures and
can help in the precautions are followed in the
development of life. production of organic fertilizer
1.2 naisasagawa ang masistemang 2 Weeks EPP5AG-0c-6
pangangalaga ng tanim na mga
gulay
1.5.1 pagdidilig
1.5.2 pagbubungkal
1.5.3 paglalagay ng abonong
organiko
1.3 naisasagawa ang masistemang
pagsugpo ng peste at kulisap ng
mga halaman

1.2 the systematic care of planted

vegetables is carried out
1.5.1 watering
1.5.2 Tillage
1.5.3 application of organic
fertilizer
1.3 systematic control of plant pests
and bugs is carried out
1.1 naipaliliwanag ang kabutihang 1 Week EPP5AG- 0e-
dulot ng pag-aalaga ng hayop na 11
may dalawang paa at pakpak o isda
EPP5AG-0g-1

“We touch the future. We teach.”

 1.2 natutukoy ang mga hayop na PP5AG-0h-16
maaring alagaan gaya ng manok,
pato, itik, pugo/ tilapia
1.3 nakagagawa ng talaan ng mga
kagamitan at kasangkapan na dapat
ihanda upang makapagsimula sa
pag-aalaga ng hayop o isda
1.1 can explain the benefits of
raising animals with two legs and
wings or fish
1.2 identify the animals that can be
raised such as chicken, duck, quail/
tilapia
1.3 can make a list of equipment
and tools that must be prepared to
start raising animals or fish

1.1 naisasapamilihan ang 3 Weeks AG- 0j-18

inalagaang hayop/isda
1.2 natutuos ang puhunan, gastos, at
kita
1.1 the farmed animal/fish can be
marketed
1.2 calculate the investment,
expenses, and income

HOME naipamamalas ang pang- naisasagawa ang 1.1 napangangalagaan ang sariling 4 Weeks EPP5HE- 0c-6
ECONOMICS unawa sa kaalaman at kasanayan sa kasuotan
kasanayan sa mga pangangalaga sa sarili at 1.1.1 naiisa-isa ang mga paraan EPP5HE-0c-7
“gawaing pantahanan” gawaing pantahanan na upang mapanatiling malinis ang
at tungkulin at nakatutulong sa kasuotan EPP5HE-0d-8
pangangalaga sa sarili pagsasaayos ng tahanan 1.2 naisasagawa ang wastong
paraan ng paglalaba
demonstrates Self-care skills and 1.2.1 napaghihiwalay ang puti at di-
understanding of household chores are kulay
knowledge and skills in performed that help 1.7 naisasagawa ang wastong
maintain the home paraan ngpamamalantsa
“We touch the future. We teach.”
“homework” and duties 1.1 take care of own clothing
and self-care 1.1.1 individual ways to keep
clothing clean
1.2 the correct method of washing is
carried out
1.2.1 white and non-colored are
separated
1.7 the correct ironing method is
performed

1.1 nakagagamit ng makina at 3 Weeks PP5HE- 0f-17

kamay sa pagbuo ng mga
kagamitang pambahay EPP5HE-0g-
1.2 natutukoy ang mga bahagi ng 18
makinang de-padyak 1.3 nakabubuo
ng kagamitangpambahay na
maaaring pagkakitaan
1.4 nakalilikha ng isang malikhaing
proyekto
1.1 can use machine and hand to
build household appliances
1.2 identify the parts of a treadmill
1.3 build household appliances that
can be used for income
1.4 creating a creative project

1.1naisasagawa ang pagpaplano at PP5HE- 0i-24

pagluluto ng masustansiyang
pagkain (almusal, tanghalian, at EPP5HE-0i-28
hapunan) ayon sa badyet ng pamilya 2 Weeks
1.2naisasagawa ang pamamalengke
ng mga sangkap sa pagluluto
1.3naipakikita ang husay sa pagpili
ng sariwa, mura at masustansyang
sangkap

“We touch the future. We teach.”

 1.1 plan and cook nutritious meals
(breakfast, lunch, and dinner)
according to the family budget
1.2 shopping for cooking
ingredients is done
1.3 shows skill in choosing fresh,
cheap and nutritious ingredients

Naisasagawa ang pagluluto EPP5HE- 0j-

1.1naihahanda ang mga sangkap sa 29
pagluluto 1.2nasusunod ang mga
tuntuning pangkalusugan at
pangkaligtasan sa paghahanda at
pagluluto ng pagkain 1.3
naihahanda nang kaakit-akit ang
nilutong pagkain sa hapag kainan
(food presentation)
Cooking is in progress
1.1 cooking ingredients are prepared
1.2 health and safety rules are
followed in food preparation and
cooking 1.3 cooked food is
attractively prepared at the dining
table (food presentation)

INDUSTRIAL naipamamalas ang naisasagawa ng may 1 .1 natatalakay ang mga 3 Weeks EPP5IA-0a-1
ARTS pagkatuto sa mga kawilihan ng pagbuo ng mahalagang kaalaman at kasanayan
kaalaman at kasanayan mga proyekto sa gawaing sa gawaing kahoy, metal, kawayan EPP5IA-0b- 2
sa mga gawaing pang- kahoy, metal, kawayan, at iba pang lokal na materyales sa
industriya tulad ng elektrisidad, at iba pa pamayanan
gawaing kahoy, metal, 1.2 nakagagawa ng mga malikhaing
kawayan, elektrisidad at Interested in building proyekto na gawa sa kahoy, metal,
iba pa projects in wood, metal, kawayan at iba pang materyales na
bamboo, electricity, etc. makikita sa kumunidad
1 .1 discusses the important
demonstrating the knowledge and skills in woodwork,

“We touch the future. We teach.”

 learning of knowledge metal, bamboo and other local
and skills in industrial materials in the community
activities such as 1.2 able to create creative projects
woodwork, metalwork, made of wood, metal, bamboo and
bamboo, electricity and other materials found in the
others community

2.1 nakagagawa ng proyekto na 3 Weeks PP5IA- 0c- 3

ginagamitan ng elektrisidad
2.2 natatalakay ang mga kaalaman
at kasanayan sa gawaing
elektrisidad

2.1 able to create a project that uses

electricity 2.2 knowledge and skills
in electrical work are discussed
2.3 nakabubuo ng plano ng 3 Weeks PP5IA- 0d- 4
proyekto na nakadisenyo mula sa
ibat-ibang materyales na makikita
sa pamayanan (hal., kahoy, metal,
kawayan, atbp) na ginagamitan ng
elektrisidad na maaaring
mapapagkakakitaan
2.3 developing a project plan
designed from various materials
found in the community (eg, wood,
metal, bamboo, etc.) that are used
for electricity that can be made
profitable

Grade Level: Grade 5

Subject: Araling Panlipunan (Social Sciences)
“We touch the future. We teach.”
Quarter Content Standard Performance Standard Most Essential Learning Duration K to 12 CG
Ang mag-aaral ay… Ang mag-aaral ay… Competencies Code
1st Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang kaugnayan ng Week 1
lokasyon sa paghubog ng kasaysayan
naipamamalas ang naipamamalas ang The relationship of location in
mapanuring pag-unawa pagmamalaki sa nabuong shaping history is explained
at kaalaman sa kabihasnan ng mga
kasanayang sinaunang Pilipinogamit Naipaliliwanag ang pinagmulan ng Week 2 AP5PLP- Id-4
pangheograpiya, ang ang kaalaman sa Pilipinas batay sa a. Teorya (Plate
mga teorya sa kasanayang Tectonic Theory) b. Mito c.
pinagmulan ng lahing pangheograpikal at Relihiyon
Pilipino upang mahahalagang konteksto ng
mapahahalagahan ang kasaysayan ng lipunan at The origin of the Philippines can be
konteksto ng lipunan/ bansa kabilang ang mga explained based on a. Theory (Plate
pamayanan ng mga teorya ng pinagmulan at Tectonic Theory) b. Myth c. Religion
sinaunang Pilipino at pagkabuo ng kapuluan ng Natatalakay ang pinagmulan ng Week 3 AP5PLP- Ie-5
ang kanilang ambag sa Pilipinas at ng lahing unang pangkat ng tao sa Pilipinas a.
pagbuo ng kasaysayan Pilipino. Teorya (Austronesyano) b. Mito
ng Pilipinas. (Luzon, Visayas, Mindanao) c.
The student is… Relihiyon

The student is… showing pride in the Discusses the origin of the first group
Demonstrate critical developed civilization of of people in the Philippines a. Theory
understanding and the ancient Filipinos using (Austronesian) b. Mito (Luzon,
knowledge of knowledge of geographical Visayas, Mindanao) c. Religion
geographic skills, skills and important Nasusuri ang paraan ng pamumuhay Week 4 AP5PLP-If- 6
theories on the origin of contexts of social and ng mga sinaunang Pilipino sa
the Filipino race in national history including panahong Pre-kolonyal.
order to appreciate the theories of the origin and The way of life of the ancient
social formation of the Philippine Filipinos in the Pre-colonial period is
context/community of archipelago and the analyzed.
the ancient Filipinos and Filipino race. Nasusuri ang pang-ekonomikong Week 5 AP5PLP- Ig-7
their contribution to the pamumuhay ng mga Pilipino sa
development of panahong pre-kolonyal a. panloob at
Philippine history. panlabas na kalakalan b. uri ng
“We touch the future. We teach.”
 kabuhayan (pagsasaka, pangingisda,
panghihiram/pangungutang,
pangangaso, slash and burn,
pangangayaw, pagpapanday,
paghahabi atbp)
Analyzing the economic life of the
Filipinos in the pre-colonial period a.
internal and external trade b. type of
livelihood (farming, fishing,
borrowing/lending, hunting, slash
and burn, mining, blacksmithing,
weaving etc.)

* Nasusuri ang sosyo-kultural at Week 6

politikal na pamumuhay ng mga
Pilipino
a. sosyo-kultural (e.g. pagsamba
(animismo, anituismo, at iba pang
ritwal, pagbabatok/pagbabatik ,
paglilibing (mummification primary/
secondary burial practices), paggawa
ng bangka e. pagpapalamuti
(kasuotan, alahas, tattoo, pusad/
halop) f. pagdaraos ng pagdiriwang
b. politikal (e.g. namumuno,
pagbabatas at paglilitis
* The socio-cultural and political life
of Filipinos is analyzed
a. socio-cultural (e.g. worship
(animism, anituism, and other rituals,
fighting/batiking), burial
(mummification primary/secondary
burial practices), boat making e.
decoration (clothes, jewelry, tattoos,
cats/halop) f. holding of celebration
b. political (e.g. governing,
legislation and litigation
“We touch the future. We teach.”
 *Natatalakay ang paglaganap at Week 7 AP5PLP-Ii- 10
katuruan ng Islam sa Pilipinas.

*The spread and teaching of Islam in

the Philippines is discussed.
*Napahahalagahan ang kontribusyon Week 8
ng sinaunang kabihasnang Asyano sa
pagkabuo ng lipunang at
pagkakakilanlang Piliipino.
*The contribution of the ancient
Asian civilization to the formation of
Philippine society and identity is
appreciated.

2nd Ang mag-aaral ay… Ang mag-aaral ay… Naipapaliwanag ang mga dahilan ng Week 1
kolonyalismong Espanyol.
naipamamalas ang nakapagpapahayag ng
mapanuring pag-unawa kritikal na pagsusuri at The causes of Spanish colonialism
sa konteksto,ang pagpapahalaga sa konteksto are explained.
bahaging ginampanan at dahilan ng Nasusuri ang mga paraan ng Week 2-3
ng simbahan sa, layunin kolonyalismong Espanyol pagsasailalim ng katutubong
at mga paraan ng at ang epekto ng mga populasyon sa kapangyarihan ng
pananakopng paraang pananakop sa Espanya a. Pwersang militar/ divide
Espanyolsa Pilipinas at katutubong populasyon and rule b. Kristyanisasyon
ang epekto ng mga ito
sa lipunan The student is… able to The methods of subjecting the native
The student is… express a critical analysis population to the power of Spain are
and appreciation of the analyzed a. Military force/ divide and
a critical understanding context and causes of rule b. Christianization
of the context, the role Spanish colonialism and Nasusuri ang epekto ng mga Week 4-8
the church played in, the the impact of colonial patakarang kolonyal na ipinatupad ng
purpose and methods of methods on the indigenous Espanya sa bansa A. Patakarang
the Spanish conquest of population pang-ekonomiya (Halimbawa:
the Philippines and their Pagbubuwis, Sistemang Bandala,
Kalakalang Galyon, Monopolyo sa

“We touch the future. We teach.”

 impact on society is Tabako, Royal Company, Sapilitang
demonstrated Paggawa at iba pa) B. Patakarang
pampolitika (Pamahalaang kolonyal)
The impact of colonial policies
implemented by Spain in the country
is analyzed A. Economic Policy
(Example: Taxation, Bandala
System, Galleon Trade, Tobacco
Monopoly, Royal Company, Forced
Labor and others) B. Political Policy
(Colonial Government )

3rd Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang mga paraan ng Week 1
pagtugon ng mga Pilipino sa
naipamamalas ang nakakapagpakita ng kolonyalismong Espanyol (Hal.
mapanuring pag-unawa pagpapahalaga at Pagaalsa, pagtanggap sa
sa mga pagbabago sa pagmamalaki sa kapangyarihang kolonyal/
lipunan ng sinaunang pagpupunyagi ng mga kooperasyon)
Pilipino kabilang ang Pilipino sa panahon ng Explains the ways in which Filipinos
pagpupunyagi ng ilang kolonyalismong Espanyol. responded to Spanish colonialism
pangkat na mapanatili (Ex. Rebellion, acceptance of
ang kalayaan sa The student is… colonial power/cooperation)
Kolonyalismong able to show appreciation
Espanyol at ang and pride in the efforts of Napahahalagahan ang pagtatanggol Week 2
impluwensya nito sa Filipinos during the ng mga Pilipino laban sa
kasalukuyang panahon. Spanish colonialism. kolonyalismong Espanyol
The defense of Filipinos against
The student is… Spanish colonialism is appreciated

a critical understanding *Natatalakay ang impluwensya ng Week 3-4

of the changes in mga Espanyol sa kultura ng mga
ancient Filipino society Pilipino
including the efforts of The influence of the Spanish on
some groups to maintain Filipino culture is discussed
independence from

“We touch the future. We teach.”

 Spanish Colonialism Nasusuri ang kaugnayan ng Week 5-6
and its influence in the pakikipaglaban ng mga Pilipino sa
present day is pag-usbong ng nasyonalismong
demonstrated Pilipino

The relationship of the struggle of the

Filipinos to the rise of Filipino
nationalism is analyzed
Napahahalagahan ang mga Week 7-8
katutubong Pilipinong lumaban
upang mapanatili ang kanilang
kasarinlan
The native Filipinos who fought to
maintain their independence are
appreciated

4th Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang mga salik na Week 1-2
nagbigay daan sa pag-usbong ng
naipamamalas ang nakapagpapahayag ng nasyonalismong Pilipino
mapanuring pag-unawa pagmamalaki sa Explain the factors that led to the rise
sa bahaging ginampanan pagpupunyagi ng mga of Filipino nationalism
ng kolonyalismong makabayang Pilipino sa
Espanyol at gitna ng kolonyalismong *Naipaliliwanag ang pananaw at Week 3-4 P5PKB- IVe-3
pandaigdigang koteksto Espanyol at sa mahalagang paniniwala ng mga Sultanato
ng reporma sa pag- papel na ginagampanan (Katutubong Muslim) sa
usbong ng kamalayang nito sa pag- usbong ng pagpapanatili ng kanilang Kalayaan
pambansa attungo sa kamalayang pambansa The view and belief of the Sultanates
pagkabuo ng Pilipinas tungo sa pagkabuo ng (Native Muslims) in maintaining
bilang isang nasyon Pilipinas bilang isang their Independence can be explained
nasyon
The student is… Natataya ang partisipasyon ng iba’t- Week 5-6 AP5PKB- IVf-4
The student is… ibang rehiyon at sektor (katutubo at
has a critical able to express pride in the kababaihan) sa pakikibaka ng bayan
understanding of the efforts of Filipino patriots The participation of different regions
role played by Spanish in the midst of Spanish and sectors (natives and women) in
colonialism and the colonialism and the the people's struggle is estimated

“We touch the future. We teach.”

 global context of reform important role it plays in
in the development of the growth of national Napahahalagahan ang partisipasyon Week 7-8
national consciousness consciousness towards the ng iba’t ibang rehiyon at sektor sa
towards the formation of formation of the pagsulong ng kamalayang pambansa
the Philippines as a Philippines as a nation
nation. The participation of different regions
and sectors in the promotion of
national consciousness is appreciated

Grade Level: Grade 5

Subject: Edukasyon sa Pagpapakatao (EsP) – Humanitarian Education

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

Standards Code
Unang ipamamalas ang pag- Nakagagawa ng 1. Napahahalagahan ang katotohanan sa Week 1 EsP5PKP – Ia-
Markahan unawa sa tamang pasya ayon sa pamamagitan ng pagsusuri sa mga: 2
kahalagahan ng dikta ng isip at loobin 1.1. balitang napakinggan
First pagkakaroon ng sa kung ano ang dapat 1.2. patalastas na nabasa/narinig
Quarter mapanuring pag-iisip at di-dapat 1.3. napanood na programang pantelebisyon
sa pagpapahayag at 1.4. nabasa sa internet
pagganap ng Able to make the right 1. Truth is appreciated by examining:
anumang gawain na decision according to 1.1. heard news
may kinalaman sa the dictates of the 1.2. advertisement read/heard
mind and heart on 1.3. watched television program
“We touch the future. We teach.”
sarili at sa pamilyang what should and 1.4. information read on the internet
kinabibilangan should not be done
2. Nakasusuri ng mabuti at di- mabuting Week 2 EsP5PKP – Ib
demonstrate an maidudulot sa sarili at miyembro ng pamilya - 28
understanding of the ng anumang babasahin, napapakinggan at
importance of having napapanood
critical thinking in 2.1. dyaryo
the expression and 2.2. magasin
performance of any 2.3. radyo
work that concerns 2.4. telebisyon
oneself and the 2.5. pelikula
family one belongs 2.6. Internet
to 2. Evaluating the good and bad things that can
be done to oneself and family members by
anything read, listened to and watched
2.1. newspaper
2.2. magazine
2.3. radio
2.4. television
2.5. movie
2.6. Internet

Naisasabuhay ang 3. Nakapagpapakita ng kawilihan at positibong Week 3 EsP5PKP – Ic-

pagkakaroon ng saloobin sa pag-aaral d - 29
tamang pag-uugali sa 3.1. pakikinig
pagpapahayag at 3.2. pakikilahok sa pangkatang gawain
pagganap ng anumang 3.3. pakikipagtalakayan
gawain. 3.4. pagtatanong
3.5. paggawa ng proyekto (gamit ang anumang
Having the right technology tools) 3.6. paggawa ng takdang-
attitude in the aralin
expression and 3.7. pagtuturo sa iba
performance of any
work is practiced 3. Shows an interesting and positive attitude
towards learning
3.1. listening
3.2. Participation in group work 3.3. discussion
“We touch the future. We teach.”
 3.4. questioning
3.5. project creation (using any technology
tools)
3.6. doing homework
3.7. teaching others
4. Nakapagpapakita ng matapat na paggawa sa Week 4 EsP5PKP – Ie
mga proyektong pampaaralan - 30

4. Demonstrates conscientious work on school

projects
5. Nakapagpapatunay na mahalaga ang EsP5PKP – If
pagkakaisa sa pagtatapos ng Gawain - 32

5. Proves that unity is important in finishing

the work
6. Nakapagpapahayag nang may katapatan ng Week 5 EsP5PKP – Ig
sariling opinyon/ideya at saloobin tungkol sa - 34
mga sitwasyong may kinalaman sa sarili at
pamilyang kinabibilangan. Hal. Suliranin sa
paaralan at pamayanan

6. Able to honestly express one's own

opinion/idea and attitude about situations
concerning oneself and the family one belongs
to. E.g. School and community problems
Naisasagawa ang mga 7. Nakapagpapahayag ng katotohanan kahit EsP5PKP – Ih
kilos,gawain at masakit sa kalooban gaya ng: - 35
pahayag na may 7.1. pagkuha ng pag-aari ng iba
kabutihan at 7.2. pangongopya sa oras ng pagsusulit
katotohanan 7.3. pagsisinungaling sa sinumang miyembro
ng pamilya, at iba pa
tasks, actions and 7. Being able to express the truth even when it
statements are hurts like:
performed with 7.1. taking the property of others
goodness and truth 7.2. cheating during the exam
7.3. lying to any family member, and so on

“We touch the future. We teach.”

Ikalawang Naipamamalas ang Naisasagawa ang 1 . Nakapagsisimula ng pamumuno para Week 1 EsP5P – IIa –
Markahan pag-unawa sa inaasahang hakbang, makapagbigay ng kayang tulong para sa 22
kahalagahan ng kilos at pahayag na nangangailangan
pakikipagkapwa-tao may paggalang at 1.1. biktima ng kalamidad
Second at pagganap ng mga pagmamalasakit para 1.2. pagbibigay ng babala/impormasyon kung
Quarter inaasahang hakbang, sa kapakanan at may bagyo, baha, sunog, lindol, at iba pa
pahayag at kilos para kabutihan ng pamilya 1. Able to initiate leadership to provide
sa kapakanan at ng at kapwa assistance to those in need
pamilya at kapwa 1.1. disaster victim
The expected steps, 1.2. giving warning/information if there is a
Demonstrates actions and statements typhoon, flood, fire, earthquake, and so on
understanding of the are carried out with
importance of social respect and concern Nakapagbibigay-alam sa kinauukulan tungkol Week 2 EsP5P –IIc –
interaction and the for the welfare and sa kaguluhan, at iba pa (pagmamalasakit sa 24
performance of well-being of the kapwa na sinasaktan / kinukutya / binubully
expected steps, family and other Nakapagpapakita ng paggalang sa mga
statements and dayuhan sa pamamagitan ng:
actions for the well- 3.1. mabuting pagtanggap/pagtrato sa mga
being of the family katutubo at mga dayuhan
and others 3.2. paggalang sa natatanging
kaugalian/paniniwala ng mga katutubo at
dayuhang kakaiba sa kinagisnan
Informs the person concerned about the
disturbance, etc. (caring for others who are hurt
/ ridiculed / bullied
Being able to show respect to foreigners by:
3.1. good reception/treatment of natives and
foreigners
3.2. respect for the unique customs/beliefs of
natives and foreigners that are unique to the
country

Nakabubuo at nakapagpapahayag nang may Week 3 EsP5P – IId-e

paggalang sa anumang ideya/opinion – 25

“We touch the future. We teach.”

 Constructive and able to respectfully express
any idea/opinion
Nakapagpapaubaya ng pansariling kapakanan EsP5P – IIf –
para sa kabutihan ng kapwa 26
Able to let go of personal welfare for the good
of others
Nakapagsasaalang-alang ng karapatan ng iba Week 4 EsP5P – IIg –
27
Being considerate of the rights of others
Nakikilahok sa mga patimpalak o paligsahan EsP5P – IIh –
na ang layunin ay pakikipagkaibigan 28
Participating in contests or competitions whose
purpose is friendship

Nagagampanan nang buong husay ang Week 5 EsP5P – IIi –

anumang tungkulin sa programa o proyekto 29
gamit ang anumang teknolohiya sa paaralan
Performs any program or project duties
efficiently using any school technology
Ikatlong Naipamamalas ang Naisasagawa nang Nakapagpapakita ng mga kanais-nais na Week 1 EsP5PPP –
Markahan pag-unawa sa may disiplina sa sarili kaugaliang Pilipino IIIa – 23
kahalagahan nang at pakikiisa sa 1.1. nakikisama sa kapwa Pilipino
pagpapakita ng mga anumang 1.2. tumutulong/lumalahok sa bayanihan at
natatanging alituntuntunin at batas palusong
Third kaugaliang Pilipino, na may kinalaman sa 1.3. magiliw na pagtanggap ng mga panauhin
Quarter pagkakaroon ng bansa at global na Shows desirable Filipino customs
disiplina para sa kapakanan 1.1. getting along with fellow Filipinos
kabutihan ng lahat, 1.2. helps/participates in heroic
komitment at Carried out with self- 1.3. friendly reception of guests
pagkakaisa bilang discipline and
tagapangalaga ng solidarity with any Nakapagpapamalas ng pagkamalikhain sa Week 2 EsP5PPP –
kapaligiran regulations and laws pagbuo ng mga sayaw, awit at sining gamit ang IIIb – 24
anumang multimedia o teknolohiya

“We touch the future. We teach.”

 related to the country Able to express creativity in the development
Demonstrate and global welfare of dances, songs and art using any multimedia
understanding of the or technology
importance of
displaying unique Napananatili ang pagkamabuting mamamayang EsP5PPP –
Filipino customs, Pilipino sa pamamagitan ng pakikilahok IIIb – 25
having discipline for Good Filipino citizenship is maintained
the good of all, through participation
commitment and Nakasusunod ng may masusi at matalinong Week 3 EsP5PPP –
unity as guardians of pagpapasiya para sa kaligtasan IIIc – 26
the environment . Hal: 4.1. paalala para sa mga panoorin at
babasahin
4.2. pagsunod sa mga alituntunin tungkol sa
pag-iingat sa sunog at paalaala kung may
kalamidad
Following with a careful and wise decision for
safety
. Ex: 4.1. reminder for what to watch and read
4.2. compliance with the rules regarding fire
prevention and reminders in the event of a
disaster

Naisasabuhay ang Nakapagpapakita ng magagandang halimbawa Week 4 EsP5PPP –

pagkakaisa at ng pagiging responsableng tagapangalaga ng IIId – 27
komitment bilang kapaligiran
responsableng 5.1. pagiging mapanagutan
tagapangalaga ng 5.2. pagmamalasakit sa kapaligiran sa
kapaligiran pamamagitan ng pakikiisa sa mga programang
Living the unity and pangkapaligiran
commitment as a Shows good examples of being responsible
responsible guardian stewards of the environment
of the environment 5.1. accountability
5.2. caring for the environment by participating
in environmental programs

“We touch the future. We teach.”

 Napatutunayan na di-nakukuha sa kasakiman EsP5PPP –
ang pangangailangan 6.1. pagiging vigilant sa IIIe– 28
mga illegal na gawaing nakasisira sa
kapaligiran
It is proven that greed does not get the need
6.1. being vigilant in illegal activities that
damage the environment

Nakikiisa nang may kasiyahan sa mga Week 5 EsP5PPP –

programa ng pamahalaan na may kaugnayan sa IIIf – 29
pagpapanatili ng kapayapaan
7.1. paggalang sa karapatang pantao
7.2. paggalang sa opinyon ng iba
7.3. paggalang sa ideya ng iba
Cooperates with pleasure in government
programs related to peacekeeping
7.1. respect for human rights
7.2. respect for the opinions of others
7.3. respect for the ideas of others

Nakalalahok sa pangangampanya sa Week 6 EsP5PPP –

pagpapatupad ng mga batas para sa kabutihan IIIg – 30
ng lahat
8.1. pangkalinisan
8.2. pangkaligtasan
8.3. pangkalusugan
8.4. pangkapayapaan
8.5. pangkalikasan

Participating in campaigning to enforce laws

for the good of all 8.1. sanitation
8.2. safety
8.3. health
8.4. peace
8.5. environmental

“We touch the future. We teach.”

 Nakagagawa ng isang proyekto gamit ang iba’t Week 7 EsP5PPP –
ibang multimedia at technology tools sa IIIg-h– 31
pagpapatupad ng mga batas sa kalinisan,
kaligtasan, kalusugan at kapayapaan
Able to create a project using various
multimedia and technology tools in the
implementation of hygiene, safety, health and
peace laws

Nakikiisa nang buong tapat sa mga gawaing EsP5PPP –

nakatutulong sa bansa at daigdig IIIg-h– 32

Joining wholeheartedly in activities that help

the country and the world
Ikaapat na Naipamamalas ang Naisasabuhay ang 1. Nakapagpapakita nang tunay na Week 1 EsP5PD - IVa-
Markahan pag-unawa sa tunay na pasasalamat pagmamahal sa kapwa tulad ng: 1.1. d – 14
kahalagahan ng sa Diyos na nagkaloob pagsasaalang-alang sa kapakanan ng kapwa at
pananalig sa Diyos ng buhay sa kinabibilangang pamayanan
Fourth na nagbigay ng 1.2. pakikiisa sa pagdarasal para sa kabutihan
Quarter buhay Hal. - palagiang ng lahat
paggawa ng mabuti sa 1.3. pagkalinga at pagtulong sa kapwa
lahat 1. Being able to show true love to others such
Demonstrate as: 1.1. consideration for the welfare of others
understanding of the Living true gratitude and the community they belong to
importance of to God who gave life 1.2. unity in praying for the good of all
believing in God 1.3. caring and helping others
who gave life to E.g. - always doing
humanity. good to everyone 2. Nakapagpapakita ng iba’t ibang paraan ng Week 2 EsP5PD - IVe-
pasasalamat sa Diyos i – 15
2. Can show different ways of thanking God

“We touch the future. We teach.”

Grade Level: Grade 5

Subject: Bible

MBBLCI uses the book “Kingdom Seeker” for its Bible lessons and activities.

Kingdom Seeker is a Sunday school material meant to encourage life application and, hopefully, life transformation. After all, when Jesus
commissioned His followers to go and make disciples of all nations, He emphasized, "teach them to obey everything I have commanded you"
(Matthew 28:2oa). So, we want to raise up a new generation of Sunday school kids who go beyond knowing all the Bible stories and memorizing the
Scripture verses. Our aim is to teach kids to actually put into practice the truths of those stories and verses in their daily lives as citizens of God's
Kingdom. Kingdom Seeker is divided into three parts, each with 10 lessons that focus on a specific way of seeking God's Kingdom and His
righteousness: Do What ls Right (Part 1), Love Mercy and Kindness (Part 2), and Walk Humbly with God (Part 3).These categories are based on
what God says He requires of us in Micah 6:8. Our hope is that through these lessons, children will learn that following Jesus means doing what God
wants: respecting and obeying their parents and other authority figures, standing up for their convictions and for those who are helpless and
oppressed, caring for God's creatures and for their own bodies, loving people in practical and sometimes sacrificial ways, serving as salt and light in
their communities, pursuing a lifestyle of repentance, contentment, and trust, and living daily in close fellowship with God, Sadly, we are all too
aware that many who profess to follow Christ today seem to do so only with their lips. We all know people who grew up in church" and can give all
the right answers but whose choices and habits appear to reflect the world's values more than God's. Perhaps we have even been one of them. But the
kids in our Sunday school class today don't have to fall into this trap.

Part 1 - DO WHAT IS RIGHT.

Lesson 1-Respect Our Parents and Value Their Teachings

Lesson 2-Submit to People in Authority

Lesson 3 - Care for Our Family Members

Lesson 4 - Seek the Welfare of Our Friends

Lesson 5 - Speak in Behalf of the Helpless

Lesson 6 - Look After God's Creatures

Lesson 7 - Fight against Temptation.

“We touch the future. We teach.”
Lesson 8- Take Proper Care of Our Body

Lesson 9 - Teach People to Obey God.

Lesson 10 - Work for Peace 8

Part 2 - LOVE MERCY AND KINDNESS

Lesson 11 - Celebrate How God Mercifully Saved Us

Lesson 12- Remember the Cost of God's Love for Us

Lesson 13 - Help Our Fellow Believers

Lesson 14- Pray for Persecuted Christians

Lesson 15 - Help Our Relatives in Need

Lesson 16 - Be Kind to Our Helpers

Lesson 17 - Help Out in Our Community

Lesson 18- Be Kind to Newcomers in Our Community

Lesson 19 - Be Hospitable to Those Who Need a Home

Lesson 20- Be Good to Those Who Are Unkind to Us

Part 3 - WALK HUMBLY WITH GOD

Lesson 21 - Think and Act Like Jesus

Lesson 22- Love and Obey God

Lesson 23- Live in Fellowship with God.

Lesson 24 Depend on God to Supply Our Needs

Lesson 25 - Trust that God Is in Control

“We touch the future. We teach.”
Lesson 26- Repent of Our Sin

Lesson 27 - Pray for Our Country

Lesson 28 - Treat Our Possessions as God's Property

Lesson 29 - Learn to Be Content

Lesson 30 - Share the Good News about Jesus

“We touch the future. We teach.”

 GRADE 7
CURRICULUM

“We touch the future. We teach.”

“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
Grade Level: Grade 7

Subject: Filipino

Grade Level Standards:

After grade 7, students will be able to demonstrate communicative competence, critical thinking, understanding and show importance to
literature through the use of technology and literary pieces from varied regions to showcase own culture and tradition.

Quarter Most Essential Learning Competencies Duration K to 12 CG Code

1st Quarter Determine the customs and society’s situation of the places where Folk tales came F7PN-Ia-b1
from based on circumstances and dialogues of characters
Properly use statements in giving evidences F7WG-Ia-b-1
Determine the results of the situations based on the heard literary piece F7PN-Ic-d-2
Explain the cause and effect of the event F7B-Id-e-3
Evaluate one documentary based on the given criteria F7B-Id-e-4
State appropriately the summary, plot of events, myth, legend and folk tales F7PS-Id-e-4
Use conjunctions from the literary piece (if, when, if in case and many more), in F7WG-If-g-4
narrating (first, second, for example, one day, on the other hand), and in establishing
a persuasive editorial (truly, truth, but and many more)
Evaluate the truthfulness of events based on personal experiences F7PB-Ih-i-5
Each step in research is carefully synthesized from the text listened to F7PN-Ij-6
Evaluate the utilized data in researching from a project made for tourism (Example: F7PB-Ij-6
Evaluation of a promo coupon or brochure)
Explain the words used for a tourism promotion project (Example: Use of acronym F7PT-Ij-6
for promotion)
Share an example of the viewed video clip from Youtube or other websites that can F7PD-Ij-6
be used
“We touch the future. We teach.”
2nd Quarter Explain important details, message and values intended to be communicated from F7WG-Ij-6
the listened folk music, legend, part of literary piece and text about epic in Visayas
Create own evaluation on the idea inside the literary text that reflects tradition of F7PN-IIa-b-7
Visayan people
Evaluate the level of language based on the formality used in writing folk music F7PB-IIa-b-7
(slang, colloquial, provincial language and formal)
Synthesize the historical background of the read legend of Visayas F7WG-IIa-b-7
Give definition and own interpretation on the repeated words, words from different F7PB-IIc-d-8
level of definition, not familiar words from the text and those stating emotions
Use statements appropriately for comparison (more than, not much and many more) F7PT-IIc-d-8
F7PT-IIe-f-9
Write one editorial that persuades in connection to the topic F7WG-IIc-d-8
Write a context that narrates about Visayan people showing importance on their F7PU-IIe-f-9
tradition
Evaluate the culture seen in the folk music F7PU-IIg-h-10
Use conventions in writing a song (meter, rhyme, figures of speech and more) F7PB-IIi-12
3rd Quarter Explain the importance of using suprasegmental (tone, stress, word juncture) F7PN-IIIa-c-13
Compare the characteristics of poem/satire poem, reminders seen in public vehicles, F7PB-IIIa-c-14
and puzzles
Explain the definition of words through grouping based on the context of sentences, F7PT-IIIa-c-13
denotation, and connotation according to how it is defined and its antonym F7PT-IIIh-i-16
F7PT-IIi-11
Write own poem/satire poem, reminders seen in public vehicles and puzzles based F7PU-IIIa-c-13
on the criteria
Evaluate the characteristics and elements of myth, legend, short story and folk tale F7PB-IIId-e-15
from Mindanao, Visayas and Luzon based on the topic, characters, setting, theme F7PB-IIId-e-16
and cultural aspects (Example: Heography, kind of living and more)
Use appropriate statements in the introduction, body and ending of text F7WG-IIId-e-14
Summarize the text read through the help of main and supporting details F7PB-IIIf-g-17
Evaluate the elements and socio-historical context of the viewed television play F7PD-IIIf-g-15
Use appropriate anaphoric and cataphoric references of nouns F7WG-IIIh-I-16
Evaluate used words in writing news based on the listened example F7PN-IIIj-17
F7PB-IIIj-19
Determine the needed data in making own news based on the read material F7PB-IVa-b-20
4th Quarter State own opinion on the motive of the author through the text read F7PT-IVa-b-18
“We touch the future. We teach.”
 Give the definition and characteristics of a Corido F7PSIVa-b-18
Share own idea about the importance of understanding Ibong Adarna F7PUIVa-b-18
Write details from the researched information in a sequential manner related to the F7PN-IVc-d-19
historical background of Ibong Adarna
Determine appropriate solution on the struggles heard from the literary piece F7PB-IVc-d-21
Evaluate the events in a literary piece on the society’s problems that needs to be F7PD-IVc-d-18
addressed
Narrate own opinion and emotion on the viewed Telenobela or a series that has F7PB-IVc-d-22
similarities on the literary text learned
Connect own experiences to the mentioned circumstances on the text read F7PD-IVc-d-19
Evaluate the emotions of the characters viewed on the television play/film F7PN-IVc-d-19
Use the prior knowledge and experiences in understanding and giving value on the F7PB-IVc-d-21
text
Use appropriate words and symbols in writing script F7PT-IVc-d-23
Evaluate characteristics and role of the main and supporting characters F7PB-IVj-23
Use words and sentences in unity and connection to the established script F7WG-IVj-23

Grade Level: Grade 7

Subject: Araling Panlipunan

Quarter Content Standard Performance Most Essential Duration K to 12 CG Code

Standard Learning
Competencies
1st The student showcased Student deep connects Explain the concept of
understanding on the on the role of the the Geography in Asia - Week 1 AP7HAS-Ia-1.1
connection of the environment and East Asia, South East
environment and human in shaping the Asia, South Asia, West
human in shaping the Asian civilization Asia, North Asia and
civilization of Asians Central Asia
Value the connection of
human and the Week 2 AP7HAS-Ia-1
environment in shaping
the Asian civilization

“We touch the future. We teach.”

 Describe the natural Week 3 AP7HAS-Ie-1.5
resources of Asia
Evaluate the natural
resources and its Week 4-5
implication on the
physical environment
to the everyday living
of Asians then and now
State the importance of
taking care the current Week 6 AP7HAS-Ig-1.7
situation of the region’s
ecology
Evaluate the Week 7-8
composition of
population and
importance of human
resources in Asia for
the progress of living
and the society in the
current time
2nd Student shows Student evaluates Discuss the concept of
understanding on the critically on the civilization and its Week 1 AP7KSA-IIb-1.3
concept of Asia, its concept of Asia, its characteristics
philosophy and religion philosophy and Compare the ancient
that leads to developing religion that leads to Asia’s civilization Week 2-3 AP7KSA-IIc-1.4
the ancient civilization developing the ancient (Sumer, Indus, China
of Asia and Asian’s civilization of Asia and Determine the
way to be recognized Asian’s way to be influence of the concept Week 4
recognized on the society and
culture of Asia
Value the concept of
Asia that leads to the
development of ancient Week 5
civilization in building
recognized Asia

“We touch the future. We teach.”

 Evaluate the situation
and role of women from Week 6-7
the ancient civilization
and 16th century
Show appreciation on
the contribution of the Week 8 AP7KSA-IIh-1.12
ancient society and
community of Asia
3rd Student showcase Student creates critical Evaluate the reasons,
understanding on the evaluation on the ways and effects of Week 1-2
changes, development changes, development colonialism and
and progress in South and progress in South imperialism made by
and East Asia and East Asia Eastern countries in the
regarding the regarding the early ages (16th to 17th
transitional and transitional and century) when they
changing century (16th changing century (16th conquered South and
to 20th century) to 20th century) East Asia
Evaluate factors, events
and importance of Week 3
nationalism in building
the countries in South
and East Asia
Discuss the experiences
and implication of war Week 4
in Asian history
Evaluate the connection
of varied ideologies in Week 4
the development of
nationalism and
nationalist
Evaluate the
experiences and role of Week 5
women leading to less
discrimination,
economic and political
involvement

“We touch the future. We teach.”

 Value the roles of
nationalism in ending Week 6
imperialism to South
and East Asia
Synthesize the role of
religion in the different Week 6 AP7KA-IIIg-1.21
aspects of living
Evaluate the form,
response, and effect of Week 7
neo-colonialism is
South and East Asia
Show implication on
the contribution of Week 8 AP7KA-IIIj-1.25
South and East Asia in
the Asian culture
4th Student gives value to Student creates critical Evaluate reasons, ways
the challenges of evaluation on the and effects of
changes, developments changes, developments colonialism of the Week 1-2
and progress of East and progress of East Western in the ancient
and South East Asia in and South East Asia in times (16th and 17th
the transitional and the transitional and century) upon entering
modern century (16th to modern century (16th to East and South East
20th century) 20th century) Asia
Synthesize the factors,
happenings and Week 3
importance of
nationalism in building
countries of East and
South East Asia
Discuss the experiences
and implication of the Week 4
world war in the Asian
country’s history
Evaluate the connection
of varied ideologies in Week 4
the development of

“We touch the future. We teach.”

 nationalism and
national movement
Evaluate the women’s
role to expose equlity, Week 5
rights to economy and
politics
Show importance on
the role of nationalism Week 6
in ending imperialism
to East and South East
Asian countries
Discuss the role of
religion in the different Week 6 AP7KIS-IVh-1.21
aspects of living
Evaluate the form,
response, and effect of Week 7
neo-colonialism is
South and East Asia
Show implication on
the contribution of Week 8 AP7KIS-IVj-1.26
South and East Asia in
the Asian culture

“We touch the future. We teach.”

Grade Level: Grade 7

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standard Performance Most Essential Duration K to 12 Code

Standard Learning Competency
1 Students show Students carry out Determine changes
understanding on the appropriate step in within self from eight to
expected ability and developing five nine years old until the
actions during expected abilities and present aspect:
adolescence, talents, actions (developmental a. Attain changes for a
capabilities, interests tasks) during mature with same ages Week 1 EsP7PS-Ia-1.1
and responsibilities adolescence b. Accept the role in the
during adolescence society
period c. Embrace changes in
the body and showing
care
d. Achieving
responsible behavior
e. Have the ability to
make critical evaluation
f. Identify the
responsibility of each
role as an adolescent
Accept the changes
happening on one’s self EsP7PS-Ia-1.2
during adolescence
Explain the
development of the Week 2 EsP7PS-Ib-1.3
appropriate
developmental tasks
during the adolescent
period that could be of
help in:
a. Having trust within
one’s self, and

“We touch the future. We teach.”

 b. Preparing the five
abilities and actions in
the phase of middle and
late adolescence:
Preparation in earning a
living, marriage,
building family and
giving importance of
guidance for values as
well as being good and
being responsible
Understanding the
youth in his or her
responsibility within the
self, as a child, sibling, a
student, a citizen, a
believer, consumer of
media and as a nature’s
guardian as a way to
follow the phases of life
Create appropriate steps
in honing five EsP7PS-Ib-1.4
developmental tasks
during adolescence
stage
Determine talents at
abilities EsP7PS-Ic-2.1
Identify one’s self Week 3
aspects where a person EsP7PS-Ic-2.2
lacks because of
confidence and know
how to find solutions
Prove that the finding of
talent development and
abilities is important
because these are given EsP7PS-Id-2.3

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 for individuals to
improve for self Week 4
development,
confidence, surpass
weaknesses, achieve
responsibilities and
service to the society
Create actions
appropriate for self EsP7PS-Id-2.4
development of talents
and capabilities
Students show Students create Determine the
understanding on appropriate actions to connection of interest
interests develop one’s interests development and in EsP7PS-Ie-3.1
choosing academic or Week 5
technical-vocational
course, and ways on
how to earn a living
Evaluate own self’s
interests in terms of EsP7PS-Ie-3.2
field and focus
Explain that the
development of interests
can be of help to achieve Week 6 EsP7PS-If-3.3
responsibilities,
preparation in choosing
profession, academic or
technical-vocational
course, way to earn a
living, be of help to the
people around and
service to the society
Create appropriate EsP7PS-If-3.4
actions to develop
interests

“We touch the future. We teach.”

2 Students show Make an appropriate Determine
understanding of mind decision in truth and characteristics, use and EsP7PS-IIa-5.1
and making conscious goodness through the objectives of the mind Week 1
decision use of the mind and and conscious decision
conscious decision
Evaluate a decision
made based on the EsP7PS-IIa-5.2
objectives of the mind
and conscious decision
Explain that the mind
and conscious decision
is what makes a person EsP7PS-IIb-5.3
unique that is why Week 2
decisions should lead to
truthfulness and
goodness
Create the development
of decision making
leading to truthfulness EsP7PS-IIb-5.4
and goodness through
the use of the mind and
conscious decision
Students show Students create Identify that in a person,
understanding on the appropriate application it is unique to have
connection of to correct wrong natural moral law Week 3 EsP7PS-IIc-6.1
conscience in the decisions and actions as because it leads to
natural moral law a youth based on right goodness, awareness
conscience and freedom. The first
principle is that it is
unique for a person to
do what is right and
avoid what is wrong
Apply appropriate way
to change decisions and EsP7PS-IIc-6.2
actions that is against

“We touch the future. We teach.”

 the first principle of
natural moral law
Determine that a person
must immediately know
what is right and good in
concrete situations Week 4 EsP7PS-IId-6.3
based on what the
conscience is telling.
This is what the natural
moral law stated by the
Lord in a human’s heart
and mind.
Build right reasoning
based on the natural EsP7PS-IId-6.4
moral law to have
appropriate decision and
actions everyday
Students show Students create the Determine indications
understanding of building of steps to of having or lack of EsP7PT-IIe-7.1
freedom change or develop the freedom Week 5
use of freedom Evaluate that freedom
can be seen in the EsP7PT-IIe-7.2
youth’s action
Identify that the natural
person has the freedom Week 6 EsP7PT-IIf-7.3
to choose which is good
and bad; but the
freedom is always
connected with liability
for good

Create the building of

steps on how to change EsP7PT-IIf-7.4
or develop the use of
freedom

“We touch the future. We teach.”

 Students show Students make concrete Identify that the dignity
understanding on a ways to show respect of each person no matter EsP7PT-IIg-8.1
human’s dignity and concern to those in what is their status,
need color, race, education, Week 7
religion and more
Create ways on how to
love one’s self and EsP7PT-IIg-8.2
others that show virtue
on a man’s dignity
Prove that:
a. Respect on dignity is
the only way to love EsP7PT-IIh-8.3
other people like how Week 8
they love themselves
b. Respect on one’s
dignity came from being
equal
Make concrete ways to
show respect and EsP7PT-IIh-8.4
concern for people in
need
3 Students show Students create how is Identify the differences
understanding in giving giving importance and and connection of virtue Week 1 EsPPB-IIIa-9.1
value and virtue virtue in developing and its importance
one’s life as an
adolescent
Determine:
a. Virtues and
importance that could EsPPB-IIIa-9.2
be lived and
b. Appropriate actions
that is seen in living
with it
Prove that the repeated
doing of good actions EsP7PB-IIIb-9.3
based on the moral Week 2

“We touch the future. We teach.”

 shows importance in
developing acquired
virtue
Create importance and
virtue in developing life EsP7PB-IIIb-9.4
as an adolescent
Students show Students create Determine varied level
understanding on the application of of value and examples EsP7PB-IIIc-10.1
hierarchy on what is appropriate ways to Week 3
important level up understanding
and value
Create ladder of self’s
value based on the EsP7PB-IIIc-10.2
hierarchy of values
made by Max Scheler
Prove that the chosen
kind of giving value EsP7PB-IIId-10.3
based on the hierarchy Week 4
as a guide for
developing one’s self
Create an application of
appropriate steps to EsP7PB-IIId-10.4
level up the showing of
importance
Students show Students create plan to Identify dreams as a
understanding on the prepare for their criteria of achievement
importance of studies academic or technical leading to a life full of
as a preparation for vocational course goal, purpose and happiness
earning a living or in earning a living in the aspect of: EsP7PB-IVa-13.1
based on the criteria of a. Personal factor that
building a career plan needs to be developed
based on planning an
academic or technical-
vocational course or Week 5
earning a living

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 b. Determination of the
value of studies as a
preparation for earning
a living and a step in
making Career Plan
Make a clear and
truthful goal to achieve
correct direction and
achieve dreams, even in
considering:
a. Own strengths,
weaknesses and leveling EsP7PB-IVa-13.2
steps to use for strength
in being good and
surpass weaknesses
b. Acceptance of lack
on personal aspects
needed in planning
academic or technical-
vocational courses and
earning for a living
Explain that what is
important is:
a. Delegating a clear
and truthful goal that
could serve as guide in
correct decision making
for correct direction of
life and achieve dreams EsP7PB-IVb-13.3
b. Match personal
factors and
requirements for the
planned academic or
technical-vocational
courses, arts or sports,
earning a living, being Week 6
productive and share
“We touch the future. We teach.”
 progress of economy in
the country
c. Studies improve
routines, showing
importance, talent and
ability to extend help, in
achieving, in planning
what is ahead in life, and
in earning a living
Create the application of
one’s self plan in
achieving the goal EsP7PB-IVb-13.4
academic or technical-
vocational course,
earning a living based
on the criteria of
building a Career Plan
through the use of Goal
Setting and Action
Planning Chart
4 Students show Students create Explain the importance
understanding of good Personal Mission of good decision EsP7PB-IVc-14.1
decision making Statement based on making in the kind of Week 1
steps of good decision life
making
Evaluate the Personal
Mission Statement if it EsP7PB-IVc-14.2
is considering what is
right for good decision
making
Determine that the
building of Personal
Mission Statement is a EsP7PB-IVd-14.3
guide for good decision
making to have correct Week 2

“We touch the future. We teach.”

 direction in life and
achieve dreams
Create building of
Personal Mission EsP7PB-IVd-14.4
Statement based on
steps for good decision
making

“We touch the future. We teach.”

Grade Level: 7

Subject: Technology and Livelihood Education (Bread and Pastry)

“We touch the future. We teach.”

“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”
“We touch the future. We teach.”