GROUP 1

The Learning Area Standard (Pamantayan sa Programa), Key Stage Standards,

The Grade Level Standards and Themes of Edukasyon sa Pagpapakatao, Intra and Inter
Relationship, Integrating safe space in teaching Values.

The Learning Area Standard (Pamantayan sa Programa)

Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili,
pamilya, kapwa, bansa/daigdig at Diyos; nakapagpapasiya at nakakikilos nang mapanagutan
tungo sa kabutihang panlahat upang mamuhay nang maayos at maligaya.
Apat na tema:
(a) Pananagutang Pansarili at Mabuting Kasapi ng Pamilya
(b) Pakikipagkapwa-tao
(c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa
(d) Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan

5 Pangunahing Kakayahan (Macro Skills)

 pag-unawa  pagpapasya
 pagninilay  pagkilos
 pagsangguni

Key Stage Standards

K – Baitang 3 Baitang 4 – 6

Naipamamalas ng mag-aaral ang pag-unawa Naipamamalas ng mag-aaral ang pag-unawa

sa konsepto at gawaing nagpapakita ng
pananagutang pansarili, pampamilya,
pagmamahal sa kapwa/ pamayanan, sa bansa
at sa Diyos tungo sa maayos at masayang
pamumuhay
sa konsepto at gawaing nagpapakita ng
pananagutang pansarili, pampamilya,
pagmamahal sa kapwa, sa bansa/ daigdig at sa
Diyos tungo sa kabutihang panlahat.
 The Grade Level Standards and Themes of Edukasyon sa Pagpapakatao
The Grade level standards are more specific than the key stage standards. Together with the
scope/content, they have to be aligned to the intended outcomes. The content is taught
following the spiral progression approach, an approach that teaches the same essential
content but treated in an increasing complexity across the Grades.

Grade Grade Level Standards

K Naipamamalas ng mag-aaral ang pag-unawa sa pagkakaroon ng kamalayan sa
paggalang at pagmamahal sa sarili, kapwa at Diyos bilang gabay tungo sa
maayos at masayang tahanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa
1 sarili, kapwa, bansa at Diyos bilang gabay tungo sa maayos at masayang
tahanan at paaralan.
Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakita ng mga kilos na
2 nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa Kanyang mga nilikha bilang
patnubay sa maayos at masayang paaralan at pamayanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng
3 pagpapahalaga tungo sa maayos at masayang pamumuhay na may
mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa
at Diyos.
Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na
4 may kaakibat na pagpapahalaga tungo sa wasto, maayos, masaya at
mapayapang pamumuhay para sa sarili, kapwa, bansa at Diyos.
Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa
5 pagpapahayag, pagganap ng tungkulin na may pananagutan at pagsasabuhay ng
mga ito tungo sa masaya, mapayapa, at maunlad na pamumuhay para sa
sarili/mag-anak, kapwa/pamayanan, bansa/daigdig at Diyos.
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa
6 pag-angat ng sariling dignidad, pagmamahal sa kapwa na may mapanagutang
pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na pamumuhay
para sa kabutihang panlahat.
 Guiding principles in teaching Edukasyon sa Pagpapakatao

1. Values are both taught and caught.

2. Values cannot be separated from understanding although values and attitude relate to the
affective dimension.
3. At a young age, a child may not yet be capable of understanding his/her true personhood
but can be taught to lead a virtuous life early for him to develop good character.
4. Values education is about developing virtues, good habits, and disposition which has
students to responsible and mature adulthood. Effective value education must promote the
development of virtue.
5. Values Education is concerned with relationships.
6. An effective values education takes place in an atmosphere of respect, tolerance, and
genuine understanding.

Components of Personhood
1. Consciousness - the state of being aware of and responsive to one's surroundings.
2. Reasoning/Rationality - the process of thinking about something in order to make
decision, draw conclusion, etc.
3. Self-motivated activity - the force that drives you to do things.
-it is also to achieve personal fulfillment
4. Capacity for verbal communication - is the use of the words to share information with
other people.
5. Self-consciousness - is conscious of one's own acts or state.

Intra and Inter relationship

INTRAPERSONAL
 Intrapersonal values focus on self-awareness, self-management, and personal growth.
 Schools should emphasize cultivating values like self-discipline, resilience, emotional
intelligence, and mindfulness.
 By understanding their own emotions and managing them effectively, students can
develop healthy coping mechanisms, self-regulation skills, and the ability to set and
achieve goals.
INTERPERSONAL
 Interpersonal values relate to how individuals interact and communicate with others.
 Teaching these values at school can foster empathy, respect, and effective
communication skills.
 Students should be taught about the importance of listening actively to others, valuing
diversity and inclusion, and developing conflict resolution skills.

Integrating Safe Space in Teaching Values

Safety in this sense does not refer to physical safety. Instead classroom safe space refers to
protection from psychological or emotional harm.

Being safe is not the same as being comfortable. To grow and learn, students must confront
issues that make them uncomfortable and force them to struggle with who they are and what
they believe.”

Integrating Safe Space in Teaching Values

How can we cultivate/integrate a safe learning environment in teaching?

Consider the following:

•Physical Safety - keep the classroom neat and tidy.

•Emotional Safety - make kind gestures and use a welcoming tone of voice, give credit to
students' participation.
•Social Safety - let students play, have fun, notice each other, and simply enjoy one
another's company.

GROUP 1 – BEED 2A

 Abdurajak, Fharhana  Gonzaga, Princess Sarah

 Cabuctolan, John Carl  Jimenez, Jianne
 Francisco, Lizen Arraine  Reamon, Fathma
 Garcia, Richel  Torres, Coleen
 Gatab, Ronah Gayle