Professional Documents
Culture Documents
Clmd4a Budget of Work v3.0
Clmd4a Budget of Work v3.0
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PREFACE
The CLMD4A Budget of Work (BOW) is one of the prime
projects anchored to DepEd’s Sulong Edukalidad, a national
program that shifts to and focuses on quality basic education.
This program is a manifestation of significant shift of focus to
improving quality of basic education in the region with
enhanced teacher performance and improved mastery of
learning competencies on the part of the learners.
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TABLE OF CONTENTS
9 Kindergarten
31 Filipino
85 English
112 Mathematics
143 Science
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CLMD4A BUDGET OF WORK
CLMD4A Budget of Work (BOW), as a regional
curriculum blueprint, highlights the Most Essential Learning
Competencies being the heart of the LCP. This categorizes
the K to 12 competencies into two: the most essential
learning competencies (MELCs) and the enabling
competencies.
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reformation of the curriculum to the current demands of the
society while the region is adjusting to the emerging needs of the
new normal.
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competencies and number of days taught. The unique
features of these BOWs as compared to other learning
areas are the language domains reflecting different
learning targets and/or macro skills. Domains vary from
one grade level to another.
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ENABLING COMPETENCIES
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CLMD4A BUDGET OF WORK (BOW) FOR KINDERGARTEN
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Ang CLMD4A ay isang natatanging programa ng rehiyon bilang pagtugon at
pagsuporta sa Sulong Edukalidad na programa ng Kagawaran ng Edukasyon na
naglalayon na mapaunlad ang kalidad ng edukasyon sa mababang antas. Layunin
nito na maihanay ang pokus at interbensiyon na tutugon sa programa ng wastong
pagmamapa ng kurikulum at pag-aanalisa ng mga nararapat na kakayahan para
sa mga mag-aaral. Ang pangunahing layunin ng programang ito ay ang pagbuo
ng Budget of Work (BOW) para sa iba’t ibang asignatura mula sa Kindergarten
hanggang sa Baitang 12. Ang Kindergarten, bilang unang hakbang sa pormal na
edukasyon sa mababang antas ay inaasahang ipatutupad sa lahat. Nagkaroon ng
gabay na kurikulum upang mabigyan ng pagkakataon ang mga guro na
maunawaan kung ano ang mga kasanayan na dapat maituro sa bawat linggo at
bawat kwarter. Ang National Kindergarten Curriculum Guide (NKCG) ang nagsisilbing
basehan upang mabuo ang CLMD4A Budget of Work (BOW) para sa Kindergarten.
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c. Mga magulang at iba pang kasapi ng komunidad - makakatulong sa kanila
na maunwaan ang mga inaasahang bunga ng pagkatuto sa loob ng isang
yugot (quarter). Sila rin bilang magulang ay may mahalagang gampanin
upang makatulong at matugunan ang resulta ng pagtataya na ginawa ng
mga guro sa mga una at huling buwan ng pagtuturo sa loob ng taong
panuruan, ito ay sa pamamagitan ng ECD Checklist Assessment.
a. Sa unang kolumn ay makikita ang kwarter (quarter) na kung saan ang mga
saklaw o domains na nasa ikalawang kolumn, ang pinakamahalagang
kasanayang pagkatuto o most essential learning competencies na nasa
ikatlong kolumn, at ang learning competencies sa ikaapat na kolum.
(G) 1
A. Quarter
B. Domain
C. Most Essential Learning Competencies (MELC)
D. Learning Competencies
E. No. of Days Taught
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F. Enabling Competencies. Ito ang mga kasanayang nagmula sa K to 12
Curriculum Guide na gagamitin ng guro upang bigyang-linaw o magsilbing
tulay upang makamit ang mga Most Essential Learning Competencies
(MELC).
G. Most Essential Learning Competencies (MELC). Sa bawat CLMD4A BOW, ito
ay sinisimbolo ng mga numero o bilang. Ang mga bilang na ito ay tumutukoy
kung ilang MELC mayroon sa Kindergarten. Ang mga napiling MELC ay
maaaring katumbas ng isang Learning Competency (Enabling Competency)
na makikita sa ikaapat na kolum o kumbinasyon ng mga ito.
H. Learning Delivery Platform. It ay nagpapakita kung saan pa pwedeng
maaring gamitin o i-convert ang MELCs. Ito ay maaring sa isang (I) TV Lesson,
(J) Radio Lesson, at (K) Both or Parehas.
e. Ang mga titik o letra sa alpabeto ay maayos na inilatag sa BOW na ito upang
mabigyan ng pansin ng mga guro. Ang pagkakasunod-sunod ng pagtuturo sa
mga letra ay naayon sa ayos nito sa Teacher’s Guide (TG). Naglaan ng kada
linggo para sa isang letra upang matutukan ng guro ang pagtuturo ng tunog
ng kada titik na isang panimulang kasanayan sa pagbasa. Sa nalalabing mga
linggo ng taon ang mga guro ay inaasahang na magbalik-aral at maglaan ng
oras upang ang mga tunog ng letra ay mabatid at mabigkas ng mga mag-
aaral bago magtungo sa susunod na baitang.
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f. Ang mga guro ay inaasahang maging malikhain at may kakayahang
gumamit ng mga bagay na nasa paligid upang maging mas makabuluhan
ang mga araw ng bawat mag-aaral sa Kindergarten.
Domain/s Code
Pagpapaunlad sa Kakayahang Sosyo-Emosyunal SE
Kagandahang Asal KA
Kalusugang Pisikal at Pagpapaunlad gg Kakayahang Motor KP
Mathematics M
Sining S
Understanding the Physical and Natural Environment PNE
Language, Literacy and Communication LL
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KINDERGARTEN
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No. of Learning Delivery
Quarter Domains MELCs Learning Competencies Days Platform
Taught TV Radio Both
Use the senses to observe and perform simple
experiments in classifying objects (e.g., texture –
soft/hard, smooth/rough; taste – salty, sweet, sour) 3
Identify one’s basic needs and ways to care for
PNE 15 /
one’s body
Recognize the importance of caring one’s body
2
PNE 16 Practice ways to care for one’s body /
Quarter 2
SE 17 Natutukoy na may pamilya ang bawat isa /
Natutukoy kung sino-sino ang bumubuo ng
SE 18 /
pamilya 5
Nailalarawan kung paano nagkakaiba at
SE 19 /
nagkakatulad ang bawat pamilya
Nailalarawan ang mga karanasan na may
kinalaman sa pagtutulungan ng pamilya
Naipakikita ang pagmamahal sa mga kasapi ng
pamilya at sa nakatatanda sa pamamagitan ng:
- pagsunod nang maayos sa mga
utos/kahilingan
- pagmamano/ paghalik
- paggamit ng magagalang na
pagbati/pananalita
- pagsasabi ng mga salitang may pagmamahal 3
SE 20 (I love you Papa/Mama) /
- pagsasabi ng “Hindi ko po sinasadya “,
”Salamat po”, “Walang anuman”, kung
kinakailangan
- pakikinig sa mungkahi ng mga magulang at
iba pang kaanak
- pagpapakita ang interes sa iniisip at ginagawa
ng mga nakatatanda at iba pang miyembro
ng pamilya
Give the sound of each letter (mother tongue,
orthography)
Match an upper- to its lower-case letter 2
Identify the letters of the alphabet (mother tongue,
LL 21 /
orthography)
Name the places and the things found in the
LL 22 /
classroom, school and community
2
Distinguish differences in objects in terms of
quantity
Tell that the quantity of a set of objects does not
change even though the arrangement has
changed (i.e., the child should be able to tell that
M 23 3 /
one set of counters placed in one-to-one
correspondence and then rearranged still has the
same quantity)
Give the names of family members, school
LL 24 personnel, and community helpers, and the roles /
they play/ jobs they do/things they use
5
Talk about family members, pets, toys, foods, or
LL 25 members of the community using various /
appropriate descriptive words
Identify different polite greetings and courteous
expressions
5
Recognize the importance of polite greetings and
courteous expressions
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No. of Learning Delivery
Quarter Domains MELCs Learning Competencies Days Platform
Taught TV Radio Both
Use polite greetings and courteous expressions in
appropriate situations
a. Good Morning/Afternoon
LL 26 /
b. Thank You/You’re Welcome
c. Excuse Me/I’m Sorry
d. Please…./May I…..
Talk about likes/dislikes (foods, pets, toys, games,
LL 27 /
friends, places
Talk about the details of an object/picture like toys,
pets, foods, places
Naikukuwento ang mga ginagawa ng pamilya
nang sama-sama - Nailalarawan ang nagagawa 5
ng mga tagapag-alaga/Nanay/Tatay/ Lolo/Lola,
atbp.
Talk about family members, pets, toys, foods, or
LL 28 members of the community using various /
appropriate descriptive words
Tell and describe the different kinds of weather
PNE 29 /
(sunny, rainy, cloudy, stormy, windy)
Observe and record the weather daily (as part of
PNE 30 /
the opening routine)
Identify what we wear and use for each kind of 5
PNE 31 /
weather
Identify possible things or occurrences that may
happen based from the different kinds of weather
Observe safety practices in different kinds of
PNE 32 /
weather
Recognize the different letters of the alphabet
Trace, copy, and write the letters of the alphabet:
straight lines (A,E,F,H,I L,T), combination of straight
5
LL 33 and slanting lines (K, M,N, V, W, X, Y, Z), /
combination of straight and curved lines (B, C, D,
G, J, O, P, Q, R, S, U), rounded strokes with loops
LL 34 Write one’s given name /
Quarter 3
Determine the number of days in a week
Tell the names of the days in a week, months in a 2
M 35 /
year
Nakikilala ang mga taong nakatutulong sa
SE 36 3 /
komunidad hal. guro, bombero, pulis, at iba pa
SE 37 Natutukoy ang iba’t ibang lugar sa komunidad 5 /
Natutuloy and tungkulin ng bawat miyembro ng
komunidad
5
Naikukuwento ang mga naging karanasan bilang
SE 38 /
kasapi ng komunidad
Nabibigyang-pansin ang linya, kulay, hugis at
tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng
puno, dibuho sa ugat, dahon, kahoy;
S 39 5 /
bulaklak, halaman, bundok, ulap, bato,
kabibe, at iba pa
b. gawa ng tao tulad ng mga sariling gamit,
laruan, bote, sasakyan, gusali
Identify sequence of events (before, after, first, next,
M 40 2 /
last)
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No. of Learning Delivery
Quarter Domains MELCs Learning Competencies Days Platform
Taught TV Radio Both
Complete patterns
Arrange objects one after another in a
series/sequence according to a given attribute 3
M 41 /
(size, length) and describe their relationship
(big/bigger/biggest or long/longer/longest)
Recognize numbers 1 to 10
M 42 Rote count up to 20 /
5
Count objects with one-to-one correspondence
M 43 /
up to quantities of 10
Tell that the quantity of a set of objects does not
change even though the arrangement has
changed (i.e., the child should be able to tell that
M 44 5 /
one set of counters placed in one-to-one
correspondence and then rearranged still has the
same quantity)
Nakikilala ang pagkakaiba ng mga bagay na
ligtas at mapanganib
Nakikilala ang kahalagahan ng mga tuntunin:
pag-iwas sa paglalagay ng maliit na bagay sa
bibig, ilong, at tainga, hindi paglalaro ng posporo,
maingat na paggamit ng matutulis/matatalim na 5
SE 45 bagay tulad ng kutsilyo, tinidor, gunting, maingat /
na pag-akyat at pagbaba sa hagdanan,
pagtingin sa kaliwa’t kanan bago tumawid sa
daan, pananatiling kasama ng nakatatanda
kung nasa sa matataong lugar
Quarter 4
PNE 46 Name common animals /
Distinguish animals from other living things
Observe, describe, and examine common animals
PNE 47 /
using their senses 5
PNE 48 Identify the needs of animals /
PNE 49 Identify ways to care for animals /
PNE 50 Identify and describe how animals can be useful /
PNE 51 Name common plants /
Distinguish plants from other living things
Observe, describe, and examine common plants
PNE 52 /
using their senses
Group plants according to certain characteristics, 5
PNE 53 /
e.g., parts, kind, habitat
PNE 54 Identify needs of plants and ways to care for plants /
PNE 55 Identify and describe how plants can be useful
Classify objects according to observable
PNE 56 properties like size, color, shape, texture, and 5 /
weight)
Identify the different ways of harming the
environment
3
Identify simple ways of taking care of the
PNE 57 /
environment
Explore simple cause-and-effect relationships in
LL 58 2 /
familiar events and situations
Identify the different parts of a clock
Recognize and name the hour and minute hands 2
M 59 /
in a clock
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No. of Learning Delivery
Quarter Domains MELCs Learning Competencies Days Platform
Taught TV Radio Both
Tell the time of day when activities are being done,
e.g., morning, afternoon, night 3
M 60 Tell time by the hour /
Recognize the basic counting numbers
Identify the number that comes before, after, or in 3
M 61 /
between
Arrange three numbers from least to greatest/
M 62 2 /
greatest to least
Combine elements of two sets using concrete
objects to represent the concept of addition
Recognize the words “put together,” “add to,”
M 63 and “in all” that indicate the act of adding /
5
whole numbers
Recognize the words “take away,” “less,” and “are
M 64 left” that indicate the act of subtracting whole /
numbers
M 65 Add quantities up to 10 using concrete objects /
2
M 66 Subtract quantities up to 10 using concrete objects /
Solve simple addition and subtraction number
stories (up to quantities of 10) read by the teacher
using a variety of ways (e.g., concrete materials,
drawings) and describe and explain the strategies 3
used
Write addition and subtraction number sentences
M 67 /
using concrete representations
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CLMD4A BUDGET OF WORK (BOW) IN MOTHER TONGUE-BASED
MULTILINGUAL EDUCATION (MTB-MLE)
A. Tampok sa MTB-MLE
3. Ang mga dapat tandaan ng guro sa paggamit ng MTB-MLE Budget of Work (BOW):
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Primer Track at ang Story Track. Tingnan ang pagkakaiba ng dalawang track at
ang mga diin ng bawat isa.
Isa lamang ang Two-Track Method sa mga epektibong paraan, ang mga guro
ay hinihikayat na gumamit at tumuklas ng iba pang paraan sa pagtuturo na
maaring makatulong sa mga mag-aaral.
b. May mga linggo na kung saan marami ang mga kompetensi na maaring ituro
sa mga mag-aaral, ang mga ito maaaring pangkatin at ituro sa loob ng isang
aralin upang magkaroon ng masteri ang mga mag-aaral.
Ang CLMD4A BOW sa MTB-MLE ay binubuo ng walong (8) kolum. Ang unang
kolum ay para sa Quarter; ang ikalawa ay para sa Domain; pangatlo ay ang Most
Essential Learning Competencies (MELC); pang-apat ang Learning Competencies;
panglima ang No. of Days Taught; at panghuli ang tatlong kolum para sa Learning
Delivery Platforms.
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Quarter Domain Most Essential Learning No. of Learning Delivery
Learning Competencies Days Platform
(A) (B) Competencies (D) Taught (H)
(MELC) (E)
(C)
TV Radio Both
(I) (J) (K)
(F)
(F)
(G) 1
A. Quarter
B. Domain
C. Most Essential Learning Competencies (MELC)
D. Learning Competencies
E. Bilang ng Araw ng Pagtuturo
F. Enabling Competencies. Ito ang mga kasanayang nagmula sa K to 12
Curriculum Guide na gagamitin ng guro upang bigyang-linaw o magsilbing
tulay upang makamit ang mga Most Essential Learning Competencies
(MELC).
G. Most Essential Learning Competencies (MELC). Sa bawat CLMD4A BOW, ito
ay sinisimbolo ng mga numero o bilang. Ang mga bilang na ito ay tumutukoy
kung ilang MELC mayroon sa bawat baitang. Ang mga napiling MELC ay
maaaring katumbas ng isang Enabling Competency na makikita sa ikaapat
na kolum o kumbinasyon ng ilang piling Enabling Competency.
H. Learning Delivery Platform. It ay nagpapakita kung saan pa pwedeng
maaring gamitin o i-convert ang MELCs. Ito ay maaring sa isang (I) TV Lesson,
(J) Radio Lesson, at (K) Both or Parehas.
Domain/s Code
Oral Language OL
Phonological Skills PA
Book and Print Knowledge BPK
Phonics and Word Recognition PWR
Fluency F
Composing C
Grammar Awareness GA
Vocabulary and Concept Development VCD
Listening Complrehension LC
Reading Comprehension RC
Attitude Towards Reading ATR
Study Skills SS
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GRADE 1 – MOTHER TONGUE-BASED – MULTILINGUAL EDUCATION (MTB-MLE)
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No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
Identify naming words (persons, places, things,
animals)
GA 26 1 /
a. common and proper
b. noun markers
OL 27 Listen and respond to others in oral conversation 1 /
Participate actively during story reading by making
OL 28 1 /
comments and asking questions.
Isolate and pronounce the beginning and ending
PA 29 1 /
sounds of given words.
Write correctly grade one level words consisting of
PWR 30 1 /
letters already learned.
Recognize that spoken words are represented in
BPK 31 1 /
written language by specific sequences of letters.
Express ideas through words or phrases using both
S 32 1 /
invented and conventional spelling
Use naming words in sentences
GA 33 a. common and proper 1 /
b. noun markers
LC 34 Identify the speaker in the story or poem listened to 1 /
Write basic information about self (name grade
SS 35 1 /
level, section
LC 36 Predict possible ending of story listened to 1 /
Add or substitute individual sound sin simple words to
V 37 1 /
make new words
Classify naming words into persons, places, animals
GA 38 1 /
and things
Quarter 2
Identify pronouns:
GA 39 a. personal 5 /
b. possessive
SS 40 Interpret a map of the classroom/school. 5 /
Supply rhyming words to complete a rhyme, poem,
OL 41 5 /
and song.
Identify cause and/or effect of events in a story
LC 42 /
listened to. 5
LC 43 Identify the problem and solution in the story read. /
SS 44 Get information from simple environmental prints. 5 /
LC 45 Illustrate specific events in a story read. /
5
LC 46 Retell a story read /
Identify pronouns with contractions*
GA 47 5 /
(Siya’y, Tayo’y . . .)
Respond to text (legends, fables, poems.) through
OL 48 5 /
dramatization.
Quarter 3
Participate actively in class discussions on familiar
OL 49 3 /
topics
PWR 50 Read sight words 3 /
Read grade 1 level words, phrases, sentences, and
F 51 2 /
short paragraph/s tory with proper expression.
Read grade 1 level texts with an accuracy rate of
F 1
95 – 100%
Note important details in grade level literary and
LC 52 2 /
informational texts listened to.
SS 53 Interpret a pictograph 2 /
Talk about family, friends, and school using
OL 54 2 /
descriptive words
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No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
OL 55 Tell/retell legends, fables, and jokes. 3 /
Write words, phrases, and simple sentences with
PWR 56 proper spacing, punctuation and capitalization 2 /
when applicable
Identify and use synonyms, antonyms, homonyms
VCD 57 (when applicable) and words with multiple 3 /
meanings correctly
Give meanings of words through:
VCD a. picture clues 1
b. context clues
Identify the tense of the action word in the
GA 58 2 /
sentence
VCD Use words to describe concrete experiences 1
Infer the character feelings and traits in a story
RC 59 2 /
read.
LC Infer important details from an informational text. 1
Use the correct tense and time signal of an action
GA 60 2 /
word in a sentence.
SS 61 Follow 2 – 3 step written directions 1 /
Observe proper mechanics (punctuation marks,
capitalization, proper spacing between words,
PWR 62 2 /
indentions, and format) when copying/writing
words, phrases, sentences, and short paragraphs
SS 63 Read labels in an illustration 1 /
Retell literary and information texts appropriate to
LC 64 2 /
the grade level listened to
GA 65 Identify action words in oral and written exercises 1 /
Use action words to give simple two to three-step
GA 66 1 /
directions.
Quarter 4
Identify describing words that refer to color, size,
GA 67 shape, texture, temperature and feelings in 10 /
sentences
Talk about family, friends, and school using
OL
descriptive words.
10
Identify, give the meaning of, and use compound
VCD 68 /
words in sentences
PWR Write phrases, and simple sentences correctly.
10
GA 69 Use describing words in sentences. /
Give the synonyms and antonyms of describing
GA 70 10 /
words.
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GRADE 2 – MOTHER TONGUE-BASED – MULTILINGUAL EDUCATION (MTB-MLE)
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LC 22 Give the summary of a story 2 /
Quarter 2
Write paragraphs using subject, object and
C 23 possessive pronouns, observing the conventions of 5 /
writing.
Use the following pronouns when applicable
a. demonstrative pronouns (e.g. ito, iyan, yan, dito,
GA 24 diyan, doon) 5 /
b. subject and object pronouns
c. possessive
VCD 25 Identify and use simile and metaphor in sentences. 5 /
Participate in and initiate more extended social
conversation or dialogue with peers, adults on
OL 26 5 /
unfamiliar topics by asking and answering
questions, restating and soliciting information
Get information from various sources:
ATR 27 - published announcements; and 5 /
- map of the community
Write/copy words, phrases, and sentences with
PWR 28 proper strokes, spacing, punctuation and 7 /
capitalization using cursive writing.
Employ proper mechanics and format when writing
PWR 29 for different purposes (i.e. paragraph writing, letter 8 /
writing)
Quarter 3
Write short narrative paragraphs that include
elements of setting, characters, and plot (problem
C 30 10 /
and resolution), observing the conventions of
writing.
Identify and use action words in simple tenses
GA 31 10 /
(present, past, future) with the help of time signals.
Use action words when narrating simple
experiences and when giving simple 3-5 steps
GA 32 10 /
directions using signal words (e.g. first, second, next,
etc.).
Use expressions appropriate to the grade level to
OL 33 5 /
relate/show one’s obligation, hope, and wish
Recognize appropriate ways of speaking that vary
OL 34 according to purposes, audience, and subject 5 /
matter
Quarter 4
Use the conventions of writing in composing journal
C 35 entries and letters (friendly letter, thank you letter, 10 /
letter of invitation, birthday greetings)
GA 36 Identify and use adjectives in sentences 10 /
GA 37 Identify synonyms and antonyms of adjectives 10 /
Use correctly adverbs of:
GA 38 a. time b. place c. manner 10 /
d. frequency
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GRADE 3 – MOTHER TONGUE-BASED – MULTILINGUAL EDUCATION (MTB-MLE)
29
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
Identifies and uses correctly prepositions and
GA 26 /
prepositional phrases.
30
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CLMD4A BUDGET OF WORK (BOW) IN FILIPINO
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rehiyonal, pambansa, saling-akdang Asyano at pandaigdig
tungo sa pagtatamo ng kultural na literasi.
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upang maipahayag at maiugnay ang sariling ideya, damdamin at
karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang
antas o lebel at kaugnay ng kanilang kultura.
Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral
ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto
4 upang maipahayag ang kaalaman, ideya at damdaming angkop sa
kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa
pagpapaunlad ng pamayanan.
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang
kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at,
5
pagpapahalaga sa panitikan at kultura sa pamamagitan ng iba’t ibang
teksto/ babasahing lokal at pambansa.
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang
kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at
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pagpapahalaga sa wika, panitikan at kultura upang makaambag sa
pag-unlad ng bansa.
Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang
kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at
7 pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang
uri ng teksto at akdang pampanitikang rehiyunal upang maipagmalaki
ang sariling kultura, gayundin ang iba’t ibang kulturang panrehiyon
Pagkatapos ng Ikawalong Baitang, naipamamalas ng mag-aaral ang
kakayahang komunikatibo, mapanuring pag-iisip,at pag-unawa at
8 pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang
uri ng teksto at akdang pampanitikang pambansa upang maipagmalaki
ang kulturang Pilipino.
Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-aaral ang
kakayahang komunikatibo,mapanuring pag-iisip,at pag-unawa at
9 pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang
uri ng teksto at saling-akdang Asyano upang mapatibay ang
pagkakakilanlang Asyano.
Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang
kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at
10 pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang
uri ng teksto at saling-akdang pandaigdig tungo sa pagkakaroon ng
kamalayang global.
Bago pa man maging bihasa sa ibang wika dapat maging mahusay muna sa
sarili at kinagisnang wika. Minarapat ng Kagawaran na mapadali ang pagtuturo sa
Elementarya at Sekundarya kaya nga nagkaroon ng palihan sa Budget of Work
(BOW) ng mga kompetensi na sasapat sa apatnapung (40) araw sa bawat kwarter.
Magiging mainam na sandata ng mga guro ang talino, kasanayan at
pagpapahalaga upang marating ang layuning edukasyon para sa lahat. Binuo ang
programa ng rehiyon sa pagsasama-sama ng mga kompetensing magkakaugnay at
maaaring pagsamahin. sang-ayon sa pamamaraang madali patungo sa
komplikadong istruktura ng aralin mula sa Unang Antas hanggang Ikasampung Antas,
34
pinag-isipang mabuti ang mga araling sapat at nararapat sa mga batang mag-
aaral. Ang mga guro sa Filipino ay maaaring gawing batayan ito sa paggawa ng
kanilang Daily Lesson Plan (DLP) or Daily Lesson Log (DLL).
Ang CLMD4A BOW sa Filipino ay binubuo ng walong (8) kolum. Ang unang
kolum ay para sa Markahan; ang ikalawa ay para sa Domain; pangatlo ay ang
Pinakamahalagang Kasanayang Pampagkatuto o MELC; pang-apat ang
Kasanayang Pagkatuto; panglima ang Bilang ng Araw ng Pagtuturo; at panghuli ang
tatlong kolum para sa Learning Delivery Platforms.
(G) 1
A. Markahan
B. Domain
C. Pinakamahalagang Kasanayang Pampagkatuto (MELC)
D. Kasanayang Pampagkatuto
E. Bilang ng Araw ng Pagtuturo
F. Pagpapaganang Kasanayan o Enabling Competencies. Ito ang mga
kasanayang nagmula sa K to 12 Curriculum Guide na gagamitin ng guro
upang bigyang-linaw o magsilbing tulay upang makamit ang mga
Pinakamahalagang Kasanayang Pampagkatuto.
G. Pinakamahalagang Kasanayang Pampagkatuto o MELC. Sa bawat CLMD4A
BOW, ito ay sinisimbolo ng mga numero o bilang. Ang mga bilang na ito ay
tumutukoy kung ilang MELC mayroon sa bawat baitang. Ang mga napiling
MELC ay maaaring katumbas ng isang Kasanayang Pampagkatuto na
makikita sa ikaapat na kolum o kumbinasyon ng piling Kasanayang
Pampagkatuto.
H. Learning Delivery Platform. It ay nagpapakita kung saan pa pwedeng
maaring gamitin o i-convert ang MELCs. Ito ay maaring sa isang (I) TV Lesson,
(J) Radio Lesson, at (K) Both or Parehas.
35
(40) araw na pagtuturo.
c. Pinagsama ang mga enabling at enrichment na kompetensi na magiging
madali na sa mga gurong makapagturo sang-ayon sa hinihingi ng
panahon.
d. Magiging madali para sa mga guro ang pagtuturo dahil sa pagtatalaytay
ng mga higit ng kailangang kasanayan na dapat maituro at matutuhan ng
mga mag-aaral.
e. Mabibigyang pokus ng guro ang higit na mga mahahalagang kompetensi
(most essential) sa pamamagitan ng masusi at masining na paghahanda
ng mga kagamitang panturo at sa paggamit ng makabagong
pamamaraan ng pagtuturo na aakma upang magkaroon ng mabilis na
pagkatuto at pag-unawa ang mga mag-aaral na nasa makabagong
panahon ng teknolohiya.
f. Batay sa MELC, may mga LCs na wala sa markahang kinabibilangan nito.
Ang mga ito ay matatagpuan sa ibang markahan at mayroon namang
tugma sa nasabing markahan.
g. Mapapansin na nawala ang ibang kasanayan sa domains para sa Ikaapat
na Markahan na mas malalim na dapat sana ay makuha ng mga bata sa
Ikalimang baitang ito ay napag-sama-sama ang magkakaugnay na
layunin sa CLMD4A BOW.
h. Mapupuna rin na hindi pare-pareho o pantay- pantay ang bilang ng araw
sa kada markahan sa MELC samantalang sa CLMD4A BOW ay sukat lahat
ng domains at ito ay nagawang matalakay sa CLMD4A BOW.
i. Sapat na oras at panahon ay mailalaan sa pagganap ng mga natutunang
kompetensi ng mga mag-aaral bukod pa sa kaalamang kanilang
natutunan na may pagpapahalaga sa sarili, pamayanan at sa Diyos.
Domain/Component Code
Estratehiya sa Pag-aaral EP
Kaalaman sa Aklat at Limbag AL
Kamalayang Ponolohiya KP
Komposisyon KM
Pagpapahalaga sa Wika at Panitikan PL
Pagsasalita/ Wikang Binibigkas PS
Pagsulat at Pagbaybay PU
Pagunawa sa Binasa PB
Pag-unlad/ Paglinang ng Talasalitaan PT
Pakikinig/ Pag-unawa sa Napakinggan PN
Palabigkasan at Pagkilala sa Salita PP
Panonood PD
Wika at Gramatika/ Kayarian ng Wika WG
36
BAITANG 1 – FILIPINO
37
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Ikatlong
Markahan
Nababaybay nang wasto ang mga salitang
PU 17 3
may tatlo o apat na pantig
Nabibigay ang susunod na mangyayari sa
18 2 /
napakinggang kwento
Nakapagsasalaysay ng orihinal na kwento na
PL 19 2 /
kaugnay ng napakinggang kwento
Nagagamit ang mga salitang pamalit sa
WG 20 4 /
ngalan ng tao (ako, ikaw, siya)
Naisusulat nang may wastong baybay at
PU 21 2
bantas ang mga salitang ididikta ng guro
PN 22 Naibibigay ang paksa ng talata at tula 2 /
Natutukoy ang salita/pangungusap sa isang
AL 23 3 /
talata
Nailalarawan ang damdamin ng isang tauhan
PN 24 /
sa kuwentong napakinggan
Naipapahayag ang sariling ideya/damdamin 5
PS 25 o reaksyon tungkol sa kwento, tekstong /
impormasyon at tula
AL 26 Natutukoy ang kasarian ng pangngalan 3 /
Naiuugnay ang sariling karanasan sa
PN 27 2 /
napakinggang kuwento
Napapalitan at nadadagdagan ang mga
KP 28 3 /
tunog upang makabuo ng bagong salita
AL 29 Natutukoy ang ugnayan ng teksto at larawan 2 /
Nababasa ang mga salita at babala na
PT 30 2 /
madalas makita sa paligid
Nasasabi ang sariling ideya tungkol sa
PN 31 2 /
tekstong napakinggan
Nakapagpapamalas ng paggalang sa mga
PL 1
bagay,tao, hayop, pangyayari at lugar
Nakapaglalarawan ng mga bagay, tao,
WG 32 2 /
pangyayari, at lugar
Ikaapat na
Makahan
Nakabubuo ng mga salitang magkakatugma
4
KP 33 Natutukoy ang mga salitang magkakatugma /
Natutukoy ang simula ng pangungusap
AL 34 2 /
/talata/kuwento
Naisusulat nang may wastong baybay at
PU 35 2
bantas ang mga salitang ididikta ng guro
Nagagamit ang mga salitang kilos sa
WG 36 paguusap tungkol sa iba’t ibang gawain sa 2 /
tahanan, paaralan, at pamayanan
Natutukoy ang kahulugan ng salita batay sa
PP 37 2 /
kasingkahulugan
Nakapagbibigay ng sariling hinuha sa
PN 38 2 /
napakinggang teksto.
Nasasabi ang paraan, panahon at lugar ng
WG 39 pagsasagawa ng kilos o gawain sa tahanan, 2 /
paaralan at pamayanan
Nagagamit ang mga natutuhang salita sa
PP 40 2 /
pagbuo ng mga simpleng pangungusap
Nakasusulat nang may wastong baybay,
KM 41 3
bantas, gamit ng malaki at maliit na letra
38
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
upang maipaha yag ang ideya, damdamin o
reaksyon sa isang paksa o isyu sa
pangungusap
Natutukoy ang mahahalagang detalye
PN 42 2 /
kaugnay ng paksang napakinggan
Natutukoy ang gamit ng maliit at malaking
AL 43 3 /
letra
WG 44 Nagagamit nang wasto ang mga pang-ukol 3 /
AL 45 Natutukoy ang gamit ng iba’t ibang bantas 3 /
PN 46 Nakapagbibigay ng maikling panuto 2
Nakabubuo nang wasto at payak na
WG 47 pangungusap na may tamang ugnayan ng 4 /
simuno at panag-uri
Naibibigay ang paksa ng napakinggang
PN 48 2 /
tekstong pang impormasyon paliwanag
39
BAITANG 2 – FILIPINO
40
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Naipapahayag ang sariling ideya/damdamin
o reaksyon tungkol sa
PS 13 napakinggan/nabasang: a. kuwento, b. 2 /
alamat c. tugma o tula d. tekstong pang-
impormasyon
PP 14 Nababasa ang mga salita sa unang kita 3
Napapahalagahan ang pangyayari sa
2
binasang teksto
Naisasalaysay muli ang binasang teksto nang
may tamang pagkakasunodsunod sa tulong
PS 15 5 /
ng mga larawan, pamatnubay na tanong at
story grammar
Nakasusulat ng talata at liham nang may
KM 16 wastong baybay, bantas at gamit ng malaki at 5
maliit na letra
Ikatlong
Markahan
Nakikilala ng wasto ang pangngalan
Nagagamit nang wasto ang pangngalan sa
WG 17 pagbibigay ng pangalan ng tao, lugar, hayop, /
8
bagay at pangyayari
Nagagamit ang pangngalan nang tama sa
18 /
pangungusap. *
Nakikilala ang mga salitang pamalit sa ngalan
ng tao (ako, ikaw, siya)
5
Nagagamit ang mga salitang pamalit sa
WG 19 /
ngalan ng tao (ako, ikaw, siya, tayo, kayo, sila)
Nakikilala ang pagkakaiba ng sanhi at bunga
Napag-uugnay ang sanhi at bunga ng mga 5
PB 20 /
pangyayari sa binasang talata at teksto
Nasasabi ang mga tauhan sa napakinggan
teksto
Nailalarawan ang mga tauhan sa 4
PN 21 napakinggang teksto batay sa kilos, sinabi o /
pahayag
Naipahahayag ang sariling ideya/damdamin
PS 22 o reaksyon tungkol sa napakinggang kuwento 2 /
batay sa tunay na pangyayari/pabula
Naiuugnay sa sariling karanasan ang
PN 23 2
nabasang teksto *
Naiuulat nang pasalita ang mga
naobserbahang pangyayari sa paligid
PS 24 (bahay, komunidad, paaralan) at sa mga 4
napanood (telebisyon, cellphone,
kompyuter)*
Nababaybay nang wasto ang mga salita tatlo
o apat na pantig, batayang talasalitaang
PY 25 5
pampaningin, at natutunang salita mula sa
mga aralin
Nakapagbibigay ng mga salitang
KP 26 3 /
magkakatugma
Nakapaglalarawan ng mga bagay, tao,
WG 27 2 /
pangyayari, at lugar
Ikaapat na
Markahan
Napapantig ang mga mas mahahabang
WG 28 4
salita
41
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nababasa ang mga salitang madalas na
PP 29 3 /
makita sa paligid at batayang talasalitaan
Nagagamit ang mga salitang kilos sa pag-
WG 30 uusap tungkol sa iba’t ibang gawain sa 4
tahanan, paaralan, at pamayanan
Nabibigyang kahulugan ang mga salita sa
pamamagitan ng pagbibigay ng
kasingkahulugan at kasalungat, sitwasyong
WG 31 5 /
pinaggamitan ng salita (context clues),
pagbibigay ng halimbawa, at paggamit ng
pormal na depinisyon ng salita
Nasasabi ang paraan, panahon at lugar ng
WG 32 pagsasagawa ng kilos o gawain sa tahanan, 3 /
paaralan at pamayanan
Nakapagbibigay ng angkop na pamagat sa
PB 33 3 /
binasang teksto, talata, at kuwento
Nailalarawan ang mga halimbawa ng pang-
ukol
8
Nagagamit nang wasto ang mga pang-ukol
WG 34 /
ni/nina, kay/kina, ayon sa, para sa, at ukol sa
Naisusulat nang wasto ang mga idiniktang
KM 35 3
mga salita
Nakabubuo nang wasto at payak na
WG 36 pangungusap na may tamang ugnayan ng 4 /
simuno at panag-uri sa pakikipagusap
Naibibigay ang mga sumusuportang kaisipan
PB 37 3 /
sa pangunahing kaisipan ng tekstong binasa
42
BAITANG 3 – FILIPINO
43
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nagbabago ang dating kaalaman base sa
PB 18 mga natuklasang kaalaman sa binasang 3
teksto
Napayayaman ang talasalitaan sa
pamamagitan ng paggamit ng
magkasingkahulugan at magkasalungat na
PT 19 mga salita, pagbubuo ng mga bagong salita 4 /
mula sa salitang-ugat, at paghanap ng
maiikling salita sa loob ng isang mahabang
salita
Nagagamit ang magalang na pananalita sa
20 3 /
angkop na sitwasyon (pagpapaliwanag) *
KP 21 Natutukoy ang mga salitang magkakatugma 3 /
Nakakagamit ng pahiwatig upang malaman
ang kahulugan ng mga salita tulad ng
paggamit ng mga palatandaang nagbibigay
PT 22 3 /
ng kahulugan (katuturan o kahulugan ng
salita, sitwasyong pinaggamitan ng salita, at
pormal na depinisyon ng salita)
Naikokompara ang mga kuwento sa
AL 23 pamamagitan ng pagtatala ng 3 /
pagkakatulad at pagkakaiba
Nakasusulat ng talata nang may wastong
baybay, bantas at gamit ng malaki at maliit
KM 24 4
na letra upang maipahayag ang ideya,
damdamin o reaksyon sa isang paksa o isyu
Nakabubuo ng mga tanong matapos
PN 25 3 /
mapakinggan ang isang teksto
Nagagamit ang angkop na pagtatanong
tungkol sa mga tao, bagay, lugar at
WG 26 3 /
pangyayari, ano, sino, saan, ilan, kalian, ano-
ano, at sino-sino
Nababaybay nang wasto ang mga salitang
PY 27 natutunan sa aralin/ batayang talasalitaang 3
pampaningin
Nakapaglalarawan ng mga tao, hayop,
WG 28 3 /
bagay at lugar sa pamayanan
Ikatlong
Markahan
Natutukoy ang kahulugan ng mga
PT 29 tambalang salita na nananatili ang 3 /
kahulugan
Nasasabi ang sariling ideya tungkol sa
PN 30 2 /
tekstong napakinggan
Naipahahayag ang sariling opinyon o
PS 31 2 /
reaskyon sa isang napakinggang isyu
Nasasabi ang paksa o tema ng teksto,
PB 32 2 /
kuwento o sanaysay
Nagagamit ang tamang salitang kilos/
WG 33 pandiwa sa pagsasalaysay ng mga personal 4 /
na karanasan
Napapalitan at nadadagdagan ang mga
KP 34 3
tunog upang makabuo ng bagong salita
Naibibigay ang mga sumusuportang kaisipan
PB 35 2 /
sa pangunahing kaisipan ng tekstong binasa
Nasisipi nang wasto at maayos ang mga
KM 36 2
liham
44
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Naibibigay ang sariling hinuha bago, habang
PN 37 3 /
at pagkatapos mapakinggang teksto
Nagagamit ang tamang salitang kilos/
WG 38 pandiwa sa pagsasalaysay ng mga personal 3 /
na karanasan
Nakapagbibigay ng angkop na pamagat sa
PB 39 2 /
binasang teksto
Nagagamit nang wasto ang mga pang-abay
WG 40 4 /
na naglalarawan ng isang kilos o gawi
Napag-uugnay ang sanhi at bunga ng mga
PB 41 4 /
pangyayari sa binasang teksto
Nagagamit nang wasto ang pang-ukol
WG 42 (laban sa, ayon sa, para sa, ukol sa, tungkol 4 /
sa)
Ikaapat na
Markahan
Napagsasama ang mga katinig, patinig
KP 43 upang makabuo ng salitang klaster (Hal. 4 /
blusa, gripo, plato)
Napagsasama ang mga katinig at patinig
KP 44 4 /
upang makabuo ng salitang may diptonggo
Nasisipi nang wasto at maayos ang mga
PU 45 3
talata
PB 46 Naiuugnay ang binasa sa sariling karanasan 3 /
KM 47 Nakasusulat ng isang talata 3
PB 48 Naiuugnay ang binasa sa sariling karanasan 3 /
Nagagamit ang mga salitang kilos sa pag-
WG 49 uusap tungkol sa iba’t ibang gawain sa 3 /
tahanan, paaralan, at pamayanan
Nababasa ang mga salitang
PP 50 3 /
hiram/natutuhan sa aralin
Natutukoy ang kahulugan ng mga
PT 51 tambalang salita na nananatili ang 3 /
kahulugan
Nabibigay ng mungkahing solusyon sa
PB 52 3 /
suliraning nabasa sa isang teskto o napanood
Natutukoy ang mahahalagang detalye
PN 53 2 /
kaugnay ng paksang narinig
Naibibigay ang buod o lagom ng tesktong
PB 54 3 /
binasa
Naibibigay ang paksa ng kuwento o
PN 55 3 /
sanaysay na napakinggan
45
BAITANG 4 – FILIPINO
46
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Modalities
Pagtuturo TV Radio Both
Pahiwatig (context clues) -Diksyunaryong
kahulugan
Nakikilala ang mga bahagi ng liham
2
pangkaibigan
Nakasusulat ng liham na nagbabahagi ng
PU 18 karanasan/pangyayari sa nabasang 2
kuwento
Ikalawang
Markahan
Nasasagot ang mga tanong mula sa
PN/PB 19 napakinggan at nabasang alamat, tula, at 2 /
awit.
Naisusulat nang wasto ang baybay ng
PU 20 salitang natutuhan sa aralin; salitang hiram; 1
at salitang kaugnay ng ibang asignatura
Nakapagbibigay ng hinuha sa kalalabasan
PN 21 ng mga pangyayari sa napakinggang 1 /
teskto
WG Nakikilala ang mga pang-uri lantay
Nagagamit nang wasto ang pang-uri
(lantay, paghahambing, pasukdol) sa
2
WG 22 paglalarawan ng tao, lugar, bagay at
pangyayari sa sarili, ibang tao at katulong
sa pamayanan
Naibibigay ang kahulugan ng mga salitang
PT 23 pamilyar at di-pamilyar pamamagitan ng 1
pag-uugnay sa sariling karanasan
Nahuhulaan ang maaaring mangyari sa
PN 24 teksto gamit ang dating karanasan/ 1 /
kaalaman
Naibibigay ang paksa ng napakinggang
PN 25 1 /
teksto
WG Nakikilala ang mga uri ng pandiwa
Nagagamit ang uri ng pandiwa ayon sa
2
WG 26 panahunan sa pagsasalaysay ng
nasaksihang pangyayari
Nasasabi ang sanhi at bunga ayon sa
PB/PN 27 nabasang pahayag, napakinggang teksto, 3 /
at napakinggang ulat
Nakasusulat ng timeline tungkol sa mga
PU 28 1 /
pangyayari sa binasang teksto
Naisasalaysay nang may tamang
PD 29 pagkakasunod-sunod ang nakalap na 1 /
impormasyon mula sa napanood
Nailalarawan ang elemento ng kuwento
PN 30 1 /
(tagpuan, tauhan, banghay, at pangyayari)
Nailalarawan ang tauhan batay sa ikinilos,
PN 31 1 /
ginawi , sinabi at naging damdamin
WG Nakikilala ang iba’t ibang uri ng panghalip
Nagagamit ang iba’t ibang uri ng
panghalip (pamatlig) - Patulad pahimaton 2
WG 32
paukol - Paari panlunan paturol sa usapan
at pagsasabi tungkol sa sariling karanasan
WG Nakikilala ang mga aspekto ng pandiwa
Nagagamit ang aspekto (panahunan) ng
2
WG 33 pandiwa n sa pagsasalaysay ng
nasaksihang pangyayari
47
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Modalities
Pagtuturo TV Radio Both
Natutukoy ang kahulugan ng salita batay sa
PT 34 1
ugnayang salita-larawan
PU 35 Nakasusulat ng talatang naglalarawan 1
Nailalarawan ang tauhan batay sa ikinilos o
PN 36 1 /
ginawi o sinabi at damdamin
Nagagamit ang pangaano ng pandiwa-
PN 37 pawatas- pautos, pagsasalaysay ng 1
napakinggang usapan
PU 38 Nakasusunod sa nakasulat na panuto 1 /
Nakasusulat ng panuto gamit ang
PU 39 1 /
dayagram
Nasasabi ang paksa ng napanood na
PD 40 1 /
maikling pelikula
Naibibigay ang sariling wakas ng
PN 41 napakinggang teksto, tekstong 1
pangimpormasyon at talambuhay
WG Natutukoy ang mga bahagi ng liham
Nakasusulat ng sariling talambuhay at liham
2
PU 42 na humihingi ng pahintulot na magamit ang
silid-aklatan
Nasusuri ang damdamin ng mga tauhan sa
PD 43 1 /
napanood
Napagsusunod-sunod ang mga detalye/
PN 44 pangyayari sa tekstong napakinggan sa 2 /
pamamagitan ng tanong
Nakikilala ang pang-abay sa paglalarawan
WG
ng kilos
2
Nagagamit nang wasto ang pang-abay sa
WG 45
paglalarawan ng kilos
Natutukoy ang mga sumusuportang detalye
PB 46 sa mahalagang kaisipan sa nabasang 1
teksto
Nagagamit nang wasto ang pang-abay at
WG 47 1
pandiwa sa pangungusap
Nakikilala ang pang-abay at pang-uri sa
WG
pangungusap
1
Nagagamit nang wasto ang pang-abay at
WG 48
pang-uri sa pangungusap
Ikatlong
Markahan
Nakapagbibigay ng hakbang ng isang
49 1
gawain
PU 50 Nakasusulat ng simpleng resipi at patalastas 1
Nagagamit ang pang-abay sa
WG 51 1
paglalarawan ng kilos
Nailalarawan ang tauhan batay sa ikinilos,
PS 52 1 /
ginawi, sinabi at naging damdamin
Nasasagot ang mga tanong sa nabasa o
napakinggang editoryal, argumento,
PB/PN 53 2
debate, pahayagan, at ipinapahayag sa
isang editorial cartoon.
Naisasalaysay ang mahahalagang detalye
PN 54 1 /
sa napakinggang editoryal
Nasusuri kung opinyon o katotohanan ang
PS 55 2
isang pahayag
Nagagamit sa pagpapahayag ang
PS 56 2
magagalang na salita sa hindi
48
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Modalities
Pagtuturo TV Radio Both
pagsangayon pakikipag-argumento o
pakikipagdebate
PU 57 Nakasusulat ng argumento at editoryal 2
Nakasusulat ng paliwanag; usapan ; puna
tungkol sa isang isyu; opinyon tungkol sa
PU 58 3
isang isyu; ng mga isyu/argumento para sa
isang debate;
Nakapagbibigay ng reaksiyon sa
PS 59 napakinggang paliwanag; sa isyu mula sa 1 /
napakinggang ulat
Natutukoy ang kaibahan ng pang-abay at
PT 60 2
pang-uri
Nagagamit ang pariralang pang-abay at
WG 61 pandiwa, pariralang pang-abay at pang-uri 2
sa paglalarawan
Nakikilala ang wastong gamit ng mga
WG
pangangkop
Nagagamit nang wasto ang pang-angkop 2
WG 62 (–ng, -g at na ) sa pangunguap at
pakikipagtalastasan
Nakapagbibigay ng angkop na pamagat
PN 63 1 /
sa napakinggang teksto
Naiuugnay ang sariling karanasan sa
PN 64 1 /
napakinggang teksto
Nabibigyan ng angkop na pamagat ang
PB 65 1
talatang binasa
Naisasalaysay muli ang napakinggang
PN 66 1
teksto gamit ang sariling salita
WG Nakikilala ang gamit ng mga pang-angkop
Nagagamit nang wasto at angkop ang
pangatnig - o, ni, maging, man - kung,
kapag, pag, atbp. - ngunit, subalit, atbp. -
3
WG 67 dahil sa, sapagkat, atbp.
- sa wakas, atbp. - kung gayon, atbp. - daw,
raw, atbp. -kung sino, kung ano, siya rin
atbp.
Naipakikita ang pag-unawa sa pinanood sa
pamamagitan ng pagbibigay ng ibang
PD 68 2 /
pagwawakas ayon sa sariling saloobin o
paniniwala
Nagagamit nang wasto at angkop ang
WG 69 1
simuno at panaguri sa pangungusap
Nakasusulat ng talata na may sanhi at
PU 70 2
bunga
Napagsusunod-sunod ang mga pangyayari
sa tekstong napakinggan sa pamamagitan
PN 71 2 /
ng paggamit ng una, pangalawa, sumunod
at panghuli
Nakasusuri ng balita na may
PL
huwaran/pardon/balangkas
Nakasusulat ng balita na may huwaran/ 3
PU 72 padron/ balangkas nang may wastong
pagkakasunod-sunod ng mga pangyayari
Ikaapat na
Markahan
49
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Modalities
Pagtuturo TV Radio Both
Nakapagbibigay ng panuto na may tatlo
PN 73 hanggang apat na hakbang gamit ang 2
pangunahin at pangalawang direksyon
Nasasagot ang mga tanong sa napanood
PD 74 1 /
na patalastas
Nakapaghahambing ng iba’t ibang
PD 75 2 /
patalastas na napanood
Nagagamit sa pagpapakilala ng produkto
WG 76 1
ang uri ng pangungusap
Nakikilala ang iba’t ibang uri ng
WG
pangungusap
Nagagamit ang iba’t ibang mga uri ng 2
WG 77 pangungusap sa pagsasalaysay ng sariling
karanasan
Nakasusulat ng isang balangkas mula sa
PU 78 mga nakalap na impormasyon mula sa 2
binasa
Naibibigay ang paksa ng napakinggang
PN 79 1 /
teksto
Naibibigay ang kahulugan ng salita sa
PB 80 pamamagitan ng pormal na depinisyon ng 2
salita
Nagagamit sa panayam ang iba’t ibang uri
WG 81 2
ng pangungusap
Nagagamit ang magagalang na
82 pananalita sa iba’t ibang sitwasyon; 1
Pagbibigay ng puna sa editorial cartoon
PU 83 Nakaguguhit ng sariling editorial cartoon 1
Nagagamit sa pakikipag talastasan ang
WG 84 2
mga uri ng pangungusap
Naibibigay ang bagong natuklasang
PS 85 1
kaalaman mula sa binasang teksto
Nasasagot ang mga tanong sa nabasa o
napakinggang pagpupulong (pormal at di
PN 86 1 /
pormal), katitikan (minutes) ng
pagpupulong
Naipahahayag ang sariling opinyon o
PS 87 reaskyon batay sa napakinggang 1 /
pagpupulong (pormal at di-pormal)
Nagagamit ang mga uri ng pangungusap
WG 88 2
sa pormal na pagpupulong
PU 89 Nakasusulat ng minutes ng pagpupulong 1
Nasasagot ang tanong sa binasang iskrip ng
PB 90 1
radio broadcasting at teleradyo
Nakasusulat ng script para sa radio
PU 91 2
broadcasting
Naibabahagi ang obserbasyon sa iskrip ng
WG 92 1 /
radio broadcasting
Naibabahagi ang obserbasyon sa
PN 93 1
napakinggang script ng teleradyo
Nagagamit ang iba’t ibang uri ng
WG 94 pangungusap sa pagsasagawa ng radio 1
broadcast
Naibibigay ang buod o lagom ng tekstong
PS 95 1
script ng teleradyo
Nagagamit ang mga uri ng pangungusap
PS 96 1
sa pagsasabi ng pananaw
50
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Modalities
Pagtuturo TV Radio Both
Naibabahagi ang obserbasyon sa mga
PS 97 1
taong kabahagi ng debate
Nagagamit ang mga uri ng pangungusap
PL 98 1
sa pakikipagdebate tungkol sa isang isyu
Naibibigay ang buod o lagom ng debateng
WG 99 1
binasa
Nakapaghahambing ng iba’t ibang
PD 100 1 /
debateng napanood
Naipakikita ang nakalap na impormasyon
PT 101 sa pamamagitan ng nakalarawang 1
balangkas o dayagram
Nakakukuha ng tala buhat sa binasang
PB 102 1
teksto
51
BAITANG 5 – FILIPINO
52
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Naibibigay ang paksa/layunin ng
PN/PD 16 napakinggang kuwento/usapan/talata, at 2 /
pinanood na dokumentaryo
Naibibigay ang mahahalagang pangyayari sa
PB/PD 17 nabasang talaarawan, talambuhay at sa 5 /
napanood na dokumentaryo
Natutukoy ang pagsasabi ng isang hinaing o
PS
reklamo
Nagagamit ang magagalang na pananalita sa 3
PS 18 pagsasabi ng hinaing o reklamo, sa pagsasabi
ng ideya sa isang isyu, at sa pagtanggi
Nakapagbibigay ng angkop na pamagat sa
PN 19 2 /
isang talata at tekstong napakinggan
Naipapahayag ang sariling opinyon o reaskyon
PS 20 2 /
sa isang napakinggang balita, isyu o usapan
Naibibigay ang bagong natuklasang
PB 21 kaalaman mula sa binasang teksto at datos na 3
hinihingi ng isang form
Natatalakay ang paraan ng pagbuo ng isang
PS
slogan
5
Nakasusulat ng simpleng patalastas, at
PU 22
simpleng islogan
Naisasagawa ang paraan ng pagsasaliksik
EP
gamit ang mga sanggunian
Nagagamit ang pangkalahatang sanggunian 3
EP 23 sa pagtatala ng mahahalagang impormasyon
tungkol sa isang isyu
Natutukoy ang paraan ng pagtatala ng
PS
mabilisan ng mahahalagang impormasyon
3
Naitatala ang mga impormasyon mula sa
PU 24
binasang teksto
Ikatlong
Markahan
PS Natutukoy ang mga salitang naglalarawan
Nagagamit ang pang-abay sa paglalarawan 3
WG 25
ng kilos
Nagagamit ang pang-abay at pang-uri sa
WG 26 2
paglalarawan
Napagsusunod-sunod ang mga pangyayari sa
PN 27 tekstong napakinggan (kronolohikal na 3 /
pagsusunod-sunod )
Nakabubuo ng mga tanong matapos
PN 28 2 /
mapakinggan ang isang salaysay
PS 29 Nakapag-uulat tungkol sa napanood 1 /
Nasusuri ang mga tauhan/tagpuan sa
PD 30 2 /
napanood na maikling pelikula
Naibabahagi ang isang pangyayaring
PS 31 2
nasaksihan
Nakagagawa ng isang timeline batay sa
PB 32 3
nabasang kasaysayan
PS 33 Naisasalaysay muli ang napakinggang teksto 1
Nasusuri kung ang pahayag ay opinyon o
PB 34 2
katotohanan
Nagagamit nang wasto ang pang-angkop sa
PS 35 2
pakikipagtalastasan
Nagbibigay ang mga salitang
PT 36 3
magkakasalungat at magkakasingkahulugan
53
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nakapagbibigay ng angkop na pamagat sa
PN 37 2 /
tekstong napakinggan
Nasasabi ang simuno at panag-uri sa
WG 38 3
pangungusap
Naipapakilala at naipapakita ang kaalaman sa
EP
pagsasagawa ng email
4
Nakasusulat ng isang sulating pormal, di pormal
PU 39
(email) at liham na nagbibigay ng mungkahi
Nagagamit ang pangkalahatang sanggunian
EP 40 3
sa pagsasaliksik tungkol sa isang isyu
PU 41 Naibibigay ang datos na hinihingi ng isang form 2 /
Ikaapat na
Markahan
Nakakagawa ng dayagram ng ugnayang
PN 42 3
sanhi at bunga mula sa tekstong napakinggan
Nagagamit ang iba’t ibang uri ng
PN 43 pangungusap sa pagsasalaysay ng 3
napakinggang balita
Nagagamit ang iba’t ibang uri ng
WG 44 pangungusap sa pakikipag-debate tungkol sa 2
isang isyu
Natutukoy ang paniniwala ng may-akda ng
PB 45 2
teksto sa isang isyu
Nakapagbibigay ng maaaring solusyon sa
PS 46 2 /
isang naobserbahang suliranin
Napaghahambing ang iba’t ibang
WG 47 2 /
dokumentaryo
Nagagamit ang iba’t ibang uri ng
EP 48 pangungusap sa pagsali sa isang usapan 2
(chat)
Nakapagbibigay ng lagom o buod ng tekstong
PN 49 2 /
napakinggan
PS 50 Naibibigay ang mahahalagang pangyayari 2 /
Nagagamit ang iba’t ibang uri ng
EP 51 pangungusap sa pakikipanayam/ pag- 2
iinterview
Nagagamit ang iba’t ibang uri ng
PS 52 2
pangungusap sa pagkilatis ng isang produkto
Nagagamit ang mga bagong natutuhang
PU 53 3
salita sa paggawa ng sariling komposisyon
Nakapagtatanong tungkol sa impormasyong
PS 54 3
inilahad sa isang dayagram, tsart, at mapa
Nakikilala at naikukumpara ang ibat ibang
PS
bahagi ng pahayagan
4
Nakasusulat ng maikling balita, editoryal, at iba
PU 55
pang bahagi ng pahayagan
Natutukoy ang mga pamaraan ng
PS
pagsasagwa ng iskrip sa radiobroadcasting
4
Nakasusulat ng iskrip para sa radio
PU 56
broadcasting at teleradyo.
EP 57 Nakapipili ng angkop na aklat batay sa interes 2 /
54
BAITANG 6 – FILIPINO
55
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Naibabahagi ang isang pangyayaring
PS 17 2
nasaksihan
Nakapagbabahagi ng karanasan sa
PN pagbibigay ng wakas sa napakinggang
balita
3
Nagagamit ang dating kaalaman sa
PN 18 pagbibigay ng wakas ng napakinggang /
teksto
Nababago ang dating kaalaman batay sa
PL 19 2 /
natuklasan sa teksto
Naibibigay ang maaaring mangyari sa teksto
PB 20 2 /
gamit ang dating karanasan/kaalaman
Nagagamit nang wasto ang kayarian at
WG 21 kailanan ng pang-uri sa paglalarawan sa 3
iba’t ibang sitwasyon
Nailalarawan ang tauhan batay sa
PL 22 damdamin nito at tagpuan sa binasang 2 /
kuwento
Nasasabi ang paksa/mahahalagang
PN 23 pangyayari sa binasang/napakinggang 3 /
sanaysay at teksto
Naibibigay ang kahulugan ng aspekto at
WG pokus ng pandiwa sa pakikipag-usap sa iba’t
ibang sitwasyon
Nagagamit nang wasto ang aspekto at 4
pokus ng pandiwa (aktor, layon, ganapan,
WG 24
tagatanggap, gamit, sanhi, direksiyon) sa
pakikipag-usap sa ibat ibang sitwasyon
WG Naibibigay ang uri ng mga pang-abay
Nagagamit ang uri ng pang-abay (panlunan,
4
WG 25 pamaraan, pamanahon) sa pakikipag-usap
sa ibat ibang sitwasyon
WG Naibibigay ang kahulugan ng sanhi at bunga
Napag-uugnay ang sanhi at bunga ng mga 3
PB 26
pangyayari
Nagagamit ang iba’t ibang salita bilang
WG 27 pang-uri at pang-abay sa pagpapahayag ng 3
sariling ideya
Nakapagtatala ng datos mula sa binasang
SS 28 1
teksto
Nakasusulat ng sulating di pormal, pormal,
WC 29 5
liham pangangalakal at panuto
Ikatlong
Markahan
Nasasagot ang mga tanong tungkol sa
PN 30 napakinggang/ binasang ulat at tekstong 3 /
pangimpormasyon
Nakapagbibigay ng lagom o buod ng
PN 31 4 /
tekstong napakinggan
Naiisa-isa ang mga argumento sa binasang
PB 32 3
teksto
Naibibigay ang impormasyong hinihingi ng
EP 33 3
nakalarawang balangkas
Nagagamit nang wasto ang pang-angkop at
WG 34 3
pangatnig
Nakabubuo ng mga bagong salita gamit ang
PT 35 3
panlapi at salitang-ugat
56
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nasusuri kung ang pahayag ay opinyon o
PS 36 3
katotohanan
PD 37 Nakapag-uulat tungkol sa pinanood 3 /
Nagagamit sa usapan at iba’t ibang
WG 38 3
sitwasyon ang mga uri ng pangungusap
PB 39 Naiuugnay ang binasa sa sariling karanasan 3
Nakakakuha ng impormasyon sa
EP 40 4
pamamagitan ng pahapyaw na pagbasa
Nakasusulat ng tula at sanaysay na
PU 41 5
naglalarawan
Ikaapat na
Markahan
Nakagagawa ng patalastas at usapan gamit
WG 42 3
ang iba’t ibang bahagi ng pananalita
Napapangkat ang mga salitang
PT 43 3
magkakaugnay
Naipahahayag ang sariling opinyon o
PS 44 reaksyon sa isang napakinggang balita isyu o 4 /
usapan
Nasusuri ang pagkakaiba ng kathang isip at
PB 45 di-kathang isip na teksto (fiction at non- 4
fiction)
Napaghahambing-hambing ang iba’t ibang
PD 46 3 /
uri ng pelikula
Natutukoy ang sanhi at bunga ng tekstong
PN
napakinggan
Natutukoy sa dayagram ang ugnayang sanhi 4
PB at bunga ng mga
pangyayari/problema/solusyon
Nakagagawa ng dayagram ng ugnayang
PN 47 sanhi at bunga ng mga pangyayari / 4 /
problema/solusyon
Nakapagtatanong tungkol sa impormasyong
PB 48 4
inilahad sa dayagram, tsart, mapa at graph
Naipapahayag ang sariling opinyon o
PS 49 reaksyon sa isang napakinggang balita isyu o 4 /
usapan
Nakasusulat ng ulat, balitang pang-isport,
PU 50 liham sa editor, iskrip para sa radio 43
broadcasting at teleradyo
Nagagamit ang pangkalahatang
EP 51 sanggunian sa pagtitipon ng mga datos na 3
kailangan
57
BAITANG 7 – FILIPINO
58
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
napakinggang bulong, awiting bayan, alamat,
bahagi ng akda at teksto tungkol sa epic ng
Kabisayaan
Nabubuo ang sariling paghatol o
PB pagmamatuwid sa ideyang nakapaloob sa
15 3 /
akda na sumasalamin sa tradisyon ng mga
Bisaya.
Natutukoy ang kahulugan/katangian ng mga
PT salita sa bawat antas ng wika batay sa
pormalidad
Nasusuri ang antas ng wika batay sa 4
pormalidad na ginagamit sa pagsulat ng
WG 16 /
awiting-bayan (balbal, kolokyal, lalawiganin,
pormal)
Nahihinuha ang kaligirang pangkasaysayan ng
PB 17 3 /
binasang alamat ng Kabisayaan
Naibibigay ang kahulugan at sariling
interpretasyon sa mga salitang paulit-ulit na
ginamit sa akda, mga salitang iba-iba ang digri
PT 18 3 /
o antas ng kahulugan (pagkiklino), mga di
pamilyar na salita mula sa akda, at mga salitang
nagpapahayag ng damdamin
Nagagamit nang maayos ang mga pahayag sa
WG 19 paghahambing (higit/mas, di-gaano, digasino, 3 /
at iba pa)
PU Naisusulat ang isang editoryal na nanghihikayat
20 3
kaugnay ng paksa.
Naisusulat ang isang tekstong naglalahad
PU 21 tungkol sa pagpapahalaga ng mga taga- 3
Bisaya sa kinagisnang kultura
Nakikibahagi sa mga presentasyon batay sa alin
WG man sa Bulong at Awitng Bayan, Dula, Epko o
Maikling Kuwento. 4
Nasusuri ang kulturang nakapaloob sa awiting
PB 22 /
bayan
Nagagamit ang mga kumbensyon sa pagsulat
WG 23 ng awitin (sukat, tugma, tayutay, talinghaga, at 3 /
iba pa)
Ikatlong
Markahan
Natutukoy ang kahulugan ng ponemang
suprasegmental at ang kaibahan nito sa
ponemang segmental. 3
Naipaliliwanag ang kahalagahan ng paggamit
PN 24 /
ng suprasegmental (tono, diin, antala)
Naibibigay ang mga katangian ng tula/awiting
WG
panudyo, tugmang de gulong at palaisipan
Naihahambing ang mga katangian ng 2
PB 25 tula/awiting panudyo, tugmang de gulong at /
palaisipan
Naipaliliwanag ang kahulugan ng salita sa
pamamagitan ng pagpapangkat batay sa
PT 26 konteksto ng pangungusap, denotasyon at 2 /
konotasyon, batay sa kasing kahulugan at
kasalungat nito
59
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Naisusulat ang sariling tula/awiting panudyo,
PU 27 tugmang de gulong at palaisipan batay sa 3
itinakdang mga pamantayan
Nasusuri ang mga katangian at elemento ng
mito, alamat at kuwentong-bayan, maikling
kwento mula sa Mindanao, Kabisayaan at Luzon
PB 28 6 /
batay sa paksa, mga tauhan, tagpuan, kaisipan
at mga aspetong pangkultura (halimbawa:
heograpiya, uri ng pamumuhay at iba pa
Nagagamit nang wasto ang angkop na mga
WG 29 pahayag sa panimula, gitna at wakas ng isang 2 /
akda
Naibubuod ang tekstong binasa sa tulong ng
PB 30 2 /
pangunahin at mga pantulong na kaisipan
Nasusuri ang mga elemento at sosyohistorikal na
PD 31 konteksto ng napanood na dulang 3 /
pantelebisyon
Nagagamit ang wastong mga panandang ana
WG 32 3 /
porik at kataporik ng pangngalan
Nasusuri ang mga salitang ginamit sa pagsulat
PN 33 3 /
ng balita ayon sa napakinggang halimbawa
Natutukoy ang datos na kailangan sa paglikha
PB 34 ng sariling ulat balita ayon sa napakingggang 3 /
halimbawa
Ikaapat na
Markahan
Nailalahad ang sariling pananaw tungkol sa
PB 35 mga motibo ng may-akda sa bisa ng binasang 2 /
bahagi ng akda
Naibibigay ang kahulugan at mga katangian
PT 36 2 /
ng “korido
Naibabahagi ang sariling ideya tungkol sa
PS 37 2
kahalagahan ng pag-aaral ng Ibong Adarna
Nakapagsasagawa ng modern at
WG napapanahong presentasyon ng akdang Ibong
Adarna
4
Naisusulat nang sistematiko ang mga nasaliksik
PU 38 na impormasyon kaugnay ng kaligirang
pangkasaysayan ng Ibong Adarna
Nagmumungkahi ng mga angkop na solusyon
PN 39 3 /
sa mga suliraning narinig mula sa akda
Nasusuri ang mga pangyayari sa akda na
PB 40 nagpapakita ng mga suliraning panlipunan na 3 /
dapat mabigyang solusyon
Nailalahad ang sariling saloobin at damdamin
PD 41 sa napanood na bahagi ng telenobela o serye 2 /
na may pagkakatulad sa akdang tinalakay
Naiuugnay sa sariling karanasan ang mga
PB 42 2 /
karanasang nabanggit sa binasa
Nailalahad ang katauhan ng isang tauhan sa
PL
akda.
Nasusuri ang damdaming namamayani sa mga 3
PD 43 tauhan sa pinanood na dulang pantelebisyon/ /
pampelikula
Nagagamit ang dating kaalaman at karanasan
PS 44 sa pag-unawa at pagpapakahulu-gan sa mga 3
kaisipan sa akda
60
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Natutukoy ang angkop na mga salita at simbolo
PU
sa pagsulat ng iskrip
2
Nagagamit ang angkop na mga salita at
PT 45 /
simbolo sa pagsulat ng iskrip
Nasusuri ang mga katangian at papel na
PB 46 ginampanan ng pangunahing tauhan at mga 2 /
pantulong na tauhan
Nagagamit ang mga salita at pangungusap
WG 47 nang may kaisahan at pagkakaugnay-ugnay sa 2 /
mabubuong iskrip
61
BAITANG 8 – FILIPINO
62
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nagagamit ang mga hudyat ng sanhi at
WG 9 bunga ng mga pangyayari (dahil, 2 /
sapagkat,kaya,bu nga nito, iba pa)
Naibabahagi ang sariling opinyon o pananaw
PN 10 1 /
batay sa napakinggang pag-uulat
Naibibigay ng mga hakbang sa paggawa ng
pananaliksik ayon sa binasang datos
Naipaliliwanag ang mga hakbang sa 2
PB 11 paggawa ng pananaliksik ayon sa binasang
dato
Nagagamit sa pagsulat ng resulta ng
pananaliksik ang awtentikong datos na
PU 12 nagpapakita ng pagpapahalaga sa 2
katutubong kulturang
Pilipino
Nagagamit nang maayos ang mga pahayag
WG 13 2 /
sa pag-aayos ng datos (una, isa pa, iba pa)
Ikalawang
Markahan
Natutukoy ang mga ang payak na salita mula
sa salitang maylapi na makikita sa
PB
pangunahing at pantulong na kaisipang
2
nakasaad sa binasa
Napipili ang mga pangunahin at pantulong na
PB 14 /
kaisipang nakasaad sa binasa
Nabubuo ang mga makabuluhang tanong
PN 15 2 /
batay sa napakinggan (palitan ng katwiran
Naibibigay ang opinyon at katuwiran tungkol
PB 16 1 /
sa paksa ng balagtasan
Nakapaglalahad sa paraang pasulat ng
PU 17 pagsang-ayon at pagsalungat sa isang 1
argumento
Nagagamit ang mga hudyat ng pagsang-
WG 18 ayon at pagsalungat sa paghahayag ng 1 /
opinyon
Naipahahayag ang pangangatuwiran sa
PB 19 napiling alternatibong solusyon o proposisyon 1 /
sa suliraning 1inilahad sa tekstong binasa
Naibibigay ang denotatibo at konotatibong
kahulugan, kasingkahulugan at kasalungat na
PT 20 2
kahulugan ng mahihirap na salitang ginamit sa
akda
Nasusuri nang pasulat ang papel na
ginagampanan ng sarswela sa sa
PU pagpapataas ng kamalayan ng mga Pilipino
sa kultura ng iba’t ibang rehiyon sa bansa
gamit ang iba’t ibang aspekto ng pandiwa 3
Nasusuri nang pasulat ang papel na
ginagampanan ng sarsuwela sa
PU 21
pagpapataas ng kamalayan ng mga Pilipino
sa kultura ng iba’t ibang rehiyon sa bansa
Naiuugnay ang tema ng napanood na
PD 22 programang pantelebisyon sa akdang 2 /
tinalakay
Naipapaliwanag nang maayos ang
PS 23 pansariling pananaw, opinyon at saloobin 2
kaugnay ng akdang tinalakay
63
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nagagamit ang iba’t ibang paraan ng
WG 24 pagpapahayag (pag-iisa-isa, paghahambing, 2 /
at iba pa) sa pagsulat ng sanaysay
Naiuugnay ang mga kaisipan sa akda sa mga
PB 25 2 /
kaganapan sa sarili, lipunan, at daigdig
Nabibigyang kahulugan ang mga simbolo at
PT 26 2 /
pahiwatig na ginamit sa akda
PU 27 Nakasusulat ng wakas ng maikling kuwento. 2
Nabibigyang interpretasyon ang tulang
WG 28 2 /
napakinggan
Naihahambing ang anyo at mga elemento ng
PN 29 2 /
tulang binasa sa iba pang anyo ng tula
Nakabubuo ng isang orihinal na tula yungkol
PU sa pag-ibig gamit ang masining na antas ng
wika
Naisusulat ang isang orihinal na tulang may 3
apat o higit pang saknong sa alinmang
PU 30
anyong tinalakay, gamit ang paksang pag-
ibig sa kapwa, bayan o kalikasan
Ikatlong
Markahan
Naipaliliwanag ang pagkakabuo ng tekstong
popular batay sa: paksa, layon, tono,
PB pananaw, paraan ng pagkakasulat, pagbuo
ng salita, pagbuo ng talata, pagbuo ng
pangungusap
Naihahambing ang tekstong binasa sa iba
pang teksto batay sa:
- Paksa 3
- Layon
- Tono
PB 31 /
- Pananaw
- paraan ng pagkakasulat
- pagbuo ng salita
- pagbuo ng talata
- pagbuo ng pangungusap
Nabibigyang-kahulugan ang mga lingo na
PT 32 1 /
ginagamit sa mundo ng multimedia
Naiuulat nang maayos at mabisa ang nalikom
PS 33 1
na datos sa pananaliksik
Naisa-isa ang iba’t ibang estratehiya sa
pangangalap ng ideya
Nagagamit ang iba’t ibang estratehiya sa 2
PU 34 pangangalap ng mga ideya sa pagsulat ng
balita, komentaryo, at iba pa
Nagagamit sa iba’t ibang sitwasyon ang mga
salitang ginagamit sa impormal na
WG 35 2 /
komunikasyon
(balbal, kolokyal, banyaga)
Napag-iiba ang katotohanan (facts) sa hinuha
PN 36 (inferences), opinyon at personal na 2 /
interpretasyon ng kausap
Nabibiyang-reaksyon ang mga positibo at
PB
negatibong pahayag
1
37 Naiisa-isa ang mga positibo at negatibong
PB /
pahayag
64
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Pagtuturo TV Radio Both
Naiuugnay ang balitang napanood sa
PD 38 1 /
balitang napakinggan
Nabibigyang kahulugan ang mga saliang
PT 39 1 /
ginamit sa radio broadcasting
Nakasusulat ng isang dokumentaryong
panradyo gamit ang mga angkop na
PU ekspresyon sa paghahayag ng konsepto ng
pananaw (ayon, batay, sang-ayon sa, sa 2
akala, iba pa)
Naisusulat nang wasto ang isang
PU 40
dokumentaryong panradyo
Nagagamit ang mga angkop na ekspresyon
WG 41 sa paghahayag ng konsepto ng pananaw /
(ayon, batay, sang-ayon sa, sa akala, iba pa)
Naibibigay ang kahulugan ng paksa, layon at 2
PB
tono
Nahihinuha ang paksa, layon at tono ng
PB 42 /
akdang nabasa
Natutukoy ang mga tamang salita sa pagbuo
PT 43 1 /
ng isang puzzle na may kaugnayan sa paksa
Nasusuri ang isang programang napanood sa
PD 44 telebisyon ayon sa itinakdang mga 1 /
pamantayan
45 Naipapahayag sa lohikal na paraan ang mga
PS 1
pananaw at katuwiran
Nagagamit nang wasto ang mga ekspresyong
WG 46 hudyat ng kaugnayang lohikal (dahilan- 1 /
bunga, paraan-resulta)
Nailalahad ang sariling bayas o pagkiling
PN 47 1 /
tungkol sa interes at pananaw ng nagsasalita
Nasusuri ang napanood na pelikula batay sa:
- paksa/tema
PB 48 - layon 2 /
- gamit ng mga salita
- mga tauhan
Nabibigyang kahulugan ang mga salitang
PT 49 1 /
ginagamit sa mundo ng Pelikula
Naihahayag ang sariling pananaw tungkol sa
PD 50 mahahala-gang isyung mahihinuha sa 1 /
napanood na pelikula
Nagagamit ang kahusayang gramatikal (may
tamang bantas, baybay, magkakaugnay na
WG 51 1 /
pangungusap/ talata sa pagsulat ng isang
suring- pelikula
Nasusuri ang mga hakbang sa pagbuo ng
52 isang kampanyang panlipunan ayon sa 1 /
PB
binasang mga impormasyon
Naipaliliwanag ang mga salitang angkop na
53 gamitin sa pagbuo ng isang kampanyang 1 /
PT
panlipunan
Nailalahad ang mga pamantayan sa
PU
pagbuo ng social awareness campaign
Nakasusulat ng isang malinaw na social 1
PU 54 awareness campaign tungkol sa isang paksa
na maisasagawa sa tulong ng multimedia
65
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Pagtuturo TV Radio Both
Nagagamit ang angkop na mga
WG komunikatibong pahayag sa pagbuo ng 1 /
55
isang social awareness campaign
Ikaapat na
Markahan
Napapahalagahan ang pag-aaral ng
Florante at Laura sa pamamagitan ng pag-
PN
iisa - isa ng mga mahahalagang datalyeng
napakinggan 2
Nahihinuha ang kahalagahan ng pag-aaral
PN 56 ng Florante at Laura batay sa napakinggang /
mga pahiwatig sa akda
Naihahambing ang kalagayan ng lipunan sa
PB panahong nasulat ang Florante at Laura sa
kasalukuyang panahon
Natitiyak ang kaligirang pangkasaysayan ng
akda sa pamamagitan ng : pagtukoy sa 2
kalagayan ng lipunan sa panahong nasulat
PB 57 /
ito; pagtukoy sa layunin ng pagsulat ng akda
; pagsusuri sa epekto ng akda pagkatapos
itong isulat
Nailalahad ang damdamin o saloobin ng
WG 58 1 /
may akda, gamit ang wika ng kabataan
Nailalahad ang mahahalagang pangyayari
PN 59 1 /
sa napakinggang aralin
Nasusuri ang mga pangunahing kaisipan ng
PB 60 2 /
bawat kabanatang binasa
Nabibigyang kahulugan ang :
PT 61 matatalinhagang ekspresyon, tayutay, 2 /
simbolo
Nabibigkas ang isinulat na monologo tungkol
sa pansariling damdamin tungkol sa
PS
pagkapoot, pagkatakot at iba pang
damdamin
2
Naisusulat sa isang monologo ang mga
pansariling damdamin tungkol sa :
PU
62 pagkapoot, pagkatakot, iba pang
damdamin
Nailalarawan ang tagpuan ng akda batay sa
PN 63 1 /
napakinggan
Nailalahad ang mahahalagang pangyayari
PB 64 2 /
sa aralin
Nakasususulat ng sariling talumpating
PU nanghihikayat tungkol sa isyung pinapaksa sa 2
65
binasa
Nagagamit nang wasto ang mga salitang
WG 66 1 /
nanghihikayat
Nabibigyang-reaksyon ang damdaming
PN namamayani sa mga tauhan batay sa
napakinggan 2
Nailalahad ang damdaming namamayani sa
PN 67 /
mga tauhan batay sa napakinggan
Naiisa-isa ang mga sitwasyong nagpapakita
PS ng iba't ibang damdamin at motibo ng mga 2
tauhan
66
Bilang ng Learning Delivery
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Pagtuturo TV Radio Both
Nasususuri ang mga sitwasyong nagpapakita
PB 68 ng iba’t ibang damdamin at motibo ng mga /
tauhan
Nakasususlat ng isang islogan na tumatalakay
PU 69 2
sa paksang aralin
Natutukoy ang mga hakbang sa
pagsasagawa ng isang kawili-wiling radio
PB 70 /
broadcast batay sa nasaliksik na
impormasyon tungkol dito 3
Nabibigyang pansin ang mga angkop na
PT 71 salitang dapat gamitin sa isang radio /
broadcast
Nakapagtatanghal ng isang radio broadcast
EP batay sa mga hakbang ng pagsasagawa 3
nito
Nailalapat sa isang radio broadcast ang mga
PD 72 kaalamang natutuhan sa napanood sa /
telebisyon na programang nagbabalita
Naipahahayag ang pansariling paniniwala at
pagpapahalaga gamit ang mga salitang
PU 73 2
naghahayag ng pagsang-ayon at
pagsalungat (Hal. totoo, ngunit)
67
BAITANG 9 – FILIPINO
68
Bilang ng Learning Delivery
Markahan Domain MELC Kasanayang Pampagkatuto Araw ng Platform
Pagtuturo TV Radio Both
Nasusuri ang tunggaliang tao vs. sarili sa
PB 9 /
binasang nobela
Nakatatamo ng kasiyahan sa pagbibigay-
PT kahulugan sa mga partikular na pahiwatig ng
akda 1
Nabibigyan ng sariling interpretasyon ang mga
PT 10 /
pahiwatig na ginamit sa akda
Naipapamalas ang kawilihan sa panonood ng
PD teleseryeng Asyano sa pamamagitan ng
pagtatala o pagpupuno sa tugunang papel 1
Nasusuri ang pinanood na teleseryeng Asyano
PD 11 /
batay sa itinakdang pamantayan
Nakalilikha ng listahan ng mga hinuhang ugali
PU
ng pangunahing karakter
1
Naisusulat ang isang pangyayari na
PU 12
nagpapakita ng tunggaliang tao vs. sarili
Napapahalagahan ang paggamit ng mga
WG panandang retorikal sa pagbabahagi ng mga
saloobin
1
Nagagamit ang mga pahayag na ginagagamit
WG 13 sa pagbibigay-opinyon (sa tingin / akala / /
pahayag / ko, iba pa)
Napapahalagahan ang iba't ibang tono ng
PN persona sa pagbasa ng mga piling saknong
mula sa ilang piling tula, o sa youtube 1
Naiuugnay ang sariling damdamin sa
PN 14 /
damdaming inihayag sa napakinggang tula
Nakapagbibigay ng kahit dalawang
pangkalahatang paksang maaaring gawing
PB batayan sa paghahambing (hal. Papel ng
edukasyon, pagmamahal sa kalikasan,
paggalang sa magulang) 1
Nailalahad ang sariling pananaw at
naihahambing ito sa pananaw ng iba tungkol
PB 15 /
sa pagkakaiba-iba o pagkakatulad ng paksa
sa mga tulang Asyano
Nasisiyahan sa mga hanay ng mga pahayag na
PT
halos magkakatulad ang gustong ipaabot
Natutukoy at naipaliliwanag ang 1
PT 16 magkakasingkahulugang pahayag sa ilang /
taludturan
Nasisiyahan sa taludturan o tugmaan sa liriks ng
PU
ilang piling kanta na sikat o sumikat
Naisusulat ang ilang taludtod tungkol sa 1
PU 17 pagpapahalaga sa pagiging mamamayan ng
bansang Asya
Naipaliliwanag ang salitang may higit sa isang
PT 18 1 /
kahulugan
Nasusuri ang paraan ng pagpapahayag ng
PD 19 mga ideya at opinyon sa napanood na debate 1 /
o kauri nito
Napagtitimbang-timbang ang mga katangiang
PU karapat-dapat upang maging kapaki-
pakinabang na kabataan
1
Naisusulat ang sariling opinyon tungkol sa mga
PU 20 dapat o hindi dapat taglayin ng kabataang
Asyano
69
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Pagtuturo TV Radio Both
Natutukoy at napapaahalagahan angmga
WG pang-ugnay na nagpapakita ng pagsusunod-
sunod ng mga pangyayari 1
Nagagamit ang mga pang-ugnay sa
WG 21 /
pagpapahayag ng sariling pananaw
Nakabubuo ng paghuhusga sa karakterisasyon
22 1 /
ng mga tauhan sa kasningan ng akda
Naipaliliwanag ang kahulugan ng salita habang
PT 23 1 /
nababago ang estruktura nito
Nasusuri ang pagiging makatotohanan ng ilang
PU 24 1
pangyayari sa isang dula
Nagagamit ag mga ekspresyong
WG nagpapahayag ng katotohanan (sa totoo,
talaga,tunay, iba pa)
1
Nagagamit ang mga ekspresyong
WG 25 nagpapahayag ng katotohanan (sa totoo,
talaga, tunay, iba pa)
Naibabahagi ang sariling pananaw sa resulta
ng isinagawang sarbey tungkol sa tanong na:
PB 26 1 /
”Alin sa mga babasahin ng Timog-Silangang
Asya ang iyong nagustuhan?”
Ikalawang
Markahan
Nasusuri ang tono ng pagbigkas ng
PN 27 1 /
napakinggang tanka at haiku
Nasusuri ang pagkakaiba at pagkakatulad ng
PB 28 1 /
estilo ng pagbuo ng tanka at haiku
Nabibigyang- kahulugan ang
PT 29 matatalinghagang salitang ginamit sa tanka at 1 /
haiku
Naisusulat ang payak na tanka at haiku sa
PU 30 1
tamang anyo at sukat
Nagagamit ang suprasegmental na
31 antala/hinto, diin at tonos a pagbigkas ng tanka 1 /
at haiku
Nahihinuha ang damdamin ng mga tauhan
PN 32 1 /
batay sa diyalogong napakinggan
Nabibigyang-puna ang kabisaan ng paggamit
PB 33 ng hayop bilang mga tauhan na parang taong 1 /
nagsasalita at kumikilos
Naiaantas ang mga salita (clining) batay sa tindi
PT 34 1 /
ng emosyon o damdamin
Muling naisusulat ang isang pabula sa paraang
PU 35 babaguhin ang karakter ng isa sa mga tauhan 1
nito
Nagagamit ang iba’t ibang ekspresyon sa
36 1 /
pagpapahayag ng damdamin
Naipaliliwanag ang pananaw ng may-akda
PN 37 1 /
tungkol sa paksa batay sa napakinggan
Naipaliliwanag ang mga:
PT 38 - kaisipan- layunin - paksa; at paraan ng 1 /
pagkakabuo ng sanaysay
Naipaliliwanag ang mga salitang di lantad ang
PT 39 1 /
kahulugan batay sa konteksto ng pangungusap
Nabibigyang-puna ang paraan ng pagsasalita
PD 40 ng taong naninindigan sa kanyang mga 1 /
saloobin o opinyon sa isang talumpati
70
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Pagtuturo TV Radio Both
Naipahahayag ang sariling pananaw tungkol sa
PS 41 isang napapanahong isyu sa talumpating
nagpapahayag ng matibay na paninindigan 1
Nakasusulat ng isang argumento hinggil sa
42
napapanahong isyu sa lipunang Asya
Nagagamit ang angkop na mga pahayag sa
WG 43 pagbibigay ng ordinaryong opinyon, matibay 1 /
na paninindigan at mungkahi
Nasusuri ang maikling kuwento batay sa estilo
PN 44 ng pagsisimula, pagpapadaloy at 1 /
pagwawakas ng napakinggang salaysay
Nahihinuha ang kulturang nakapaloob sa
PB 45 1 /
binasang kuwento na may katutubong kulay
Nabibigyang-kahulugan ang mga imahe at
PT 46 1 /
simbolo sa binasang kuwento
Napaghahambing ang kultura ng ilang bansa
PD 47 sa Silangang Asya batay sa napanood na 1 /
bahagi ng teleserye o pelikula
Naisasalaysay ang sariling karanasan na may
PS 48 kaugnayan sa kulturang nabanggit sa 1
nabasang kuwento
Nailalarawan ang sariling kultura sa anyo ng
PU 49 1
maikling salaysay
Nagagamit ang mga pahayag sa pagsisimula,
WG 50 pagpapadaloy at pagtatapos ng isang 1 /
kuwento
Nauuri ang mga tiyak na bahagi at katangian
PN 51 ng isang dula batay sa napakinggang diyalogo 1 /
o pag-uusap
Nasusuri ang binasang dula batay sa
PB 52 1 /
pagkakabuo at mga elemento nito
Napaghahambing ang mga napanood na dula
PD 53 batay sa mga katangian at elemento ng bawat 1 /
isa
Naisusulat ang isang maikling dula tungkol sa
PU 54 1
karaniwang buhay ng isang grupo ng Asyano
Nagagamit ang mga angkop na pang-ugnay
WG 55 1 /
sa pagsulat ng maikling dula
Naipahahayag ang damdamin at pang-unawa
PN 56 /
sa napakinggang akdang orihinal
1
Naipaliliwanag ang naging bisa ng nabasang
PB 57 /
akda sa sariling kaisipan at damdamin
Nabibigyang-kahulugan ang mahihirap na
salita batay sa konteksto ng pangungusap; ang
matatalinghagang pahayag sa parabola; ang
PT 58 mga salitang may natatagong kahulugan; ang 1 /
mga salita batay sa kontekstng pinaggamitan;
ang mahihirap na salita batay sa
kasingkahulugan at kasalungat na kahulugan
Naisusulat ang sariling akda na nagpapakita ng
PU 59 1
pagpapahalaga sa pagiging Asyano
Nagagamit ang linggwistikong kahusayan sa
WG 60 pagsulat ng sariling akda na nagpapakita ng 1 /
pagpapahalaga sa pagiging isang Asyano
Ikatlong
Markahan
71
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Pagtuturo TV Radio Both
Napatutunayang ang mga pangyayari sa
PB 61 binasang parabula ay maaaring maganap sa 1 /
tunay na buhay sa kasalukuyan
Naisusulat ang isang anektodaa o liham na
PU 62 2
nangangaral; isang halimbawa elehiya
Nagagamit nang wasto sa pangungusap ang
PT 63 2 /
matatalinghagang pahayag
Nasusuri ang mga elemento ng elehiya batay
sa:
- Tema
- Mga tauhan
PB 64 2 /
- Tagpuan
- Mga mahihiwatigang kaugalian o tradisyon -
Wikang ginamit
- Pahiwatig o simbolo -Damdamin
Nabibigyang-puna ang nakitang paraan ng
PD 65 1 /
pagbigkas ng elehiya o awit
Nagagamit ang mga angkop na pang-uri na
WG 66 2 /
nagpapasidhi ng damdamin
Nasusuri ang mga tunggalian (tao vs. tao, at
PN 67 tao vs. sarili) sa kuwento batay sa 1 /
napakinggang paguusap ng mga tauhan
Napatutunayang ang mga pangyayari at/o
PB 68 transpormasyong nagaganap sa tauhan ay 1 /
maaaring mangyari sa tunay na buhay
Natutukoy ang pinagmulan ng salita
PT 69 1 /
(etimolohiya)
Naiuugnay sa kasalukuyan ang mga
PD 70 tunggaliang (tao vs. tao at tao vs. sarili) 1 /
napanood na programang pantelebisyon
Naisusulat muli ang maikling kuwento nang may
pagbabago sa ilang pangyayari at mga
PU 71 2
katangian ng sinuman sa mga tauhan; ang
sariling wakas sa naunang alamat na binasa
Nagagamit ang angkop na pang-ugnay na
WG 72 hudyat ng pagsusunod-sunod ng mga 2 /
pangyayari sa lilikhaing kuwento
Nabibigyang-kahulugan ang kilos, gawi at
PN 73 karakter ng mga tauhan batay sa usapang 2 /
napakinggan
Napatutunayan ang pagiging makatotohanan/
PB 74 1 /
di makatotohanan ng akda
Nagagamit ang mga pang-abay na
WG 75 pamanahon, panlunan at pamaraan sa 2 /
pagbuo ng alamat
Nahuhulaan ang maaaring mangyari sa akda
PN 76 1 /
batay sa ilang pangyayaring napakinggan
Nailalarawan ang natatanging kulturang
PB 77 2 /
Asyano na masasalamin sa epiko
Nabibigyang-katangian ang isa sa mga
PS 78 itinuturing na bayani ng alinmang bansa sa 2 /
Kanlurang Asya
Nagagamit ang mga angkop na salita sa
PS 79 paglalarawan ng kulturang Asyano at bayani 2
ng Kanlurang Asya
Naiisa-isa ang kultura ng Kanluraning Asyano
PB 80 2 /
mula sa mga akdang pampanitikan nito *
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Ikaapat na
Markahan
Batay sa napakinggan, natitiyak ang kaligirang
pangkasaysayan ng akda sa pamamagitan ng:
pagtukoy sa layunin ng may- akda sa pagsulat
nito
PN 81 2 /
pag-isa-isa sa mga kondisyon ng lipunan sa
panahong isinulat ito pagpapatunay sa pag-iral
pa ng mga kondisyong ito sa kasalukuyang
panahon sa lipunang Pilipino
Nailalarawan ang mga kondisyong panlipunan
PB 82 2 /
bago at matapos isinulat ang akda
Natutukoy ang mga kontekstuwal na pahiwatig
PT 83 2 /
sa pagbibigay-kahulugan
Nabibigyang-patunay na may pagkakatulad /
PD 84 pagkakaiba ang binasang akda sa ilang 1 /
napanood na telenobela*
Nailalahad ang sariling pananaw, kongklusyon,
PS 85 2
at bisa ng akda sa sarili at sa nakararami
PU 86 Naitatala ang nalikom na datos sa pananaliksik 2
Nagagamit ang mga angkop na salita /
ekspresyon sa:
- paglalarawan
WG 87 2 /
- paglalahad ng sariling pananaw
- pag-iisa-isa
- pagpapatunay
Natutukoy ang kahalagahan ng bawat tauhan
PB 88 1 /
sa nobela
Naisusulat ang isang makahulugan at masining
PU 89 1
na monologo tungkol sa isang piling tauhan
Nagagamit ang tamang pang-uri sa
WG 90 1 /
pagbibigay- katangian
Naibabahagi ang sariling damdamin sa
PN 91 tinalakay ng mga pangyayaring naganap sa 1 /
buhay ng tauhan
Nailalahad ang sariling pananaw sa
PB 92 kapangyarihan ng pagibig sa magulang, sa 1 /
kasintahan, sa kapwa at sa bayan
Napapangkat ang mga salita ayon sa antas ng
PT 93 1 /
pormalidad ng gamit nito (level of formality)
Nakasusulat ng iskip ng mock trial tungkol sa
94 2
tunggalian ng mga tauhan sa akda
Nagagamit ang mga angkop na ekspresyon sa
pagpapahayag ng:
WG 95 - damdamin 2 /
- matibay na paninindigan
mga pangyayari*
Natitiyak ang pagkamakatotohanan ng
akdang napakinggan sa pamamagitan ng
WG 96 1 /
pag-uugnay sa ilang pangyayari sa
kasalukuyan
Naipaliliwanag ang mga kaugaliang binanggit
PB 97 sa kabanata na nakatutulong sa 1 /
pagpapayaman ng kulturang Asyano
Naipaliliwanag ang iba’t ibang paraan ng
PT 98 1 /
pagbibigay-pahiwatig sa kahulugan
73
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Naipaliliwanag ang mga kaisipang nakapaloob
sa aralin gaya ng:
• pamamalakad ng pamahalaan
PB 99 • paniniwala sa Diyos 2 /
• kalupitan sa kapuwa
• kayamanan
• kahirapan at iba pa
Naihahambing ang mga katangian ng isang ina
PD 100 noon at sa kasalukuyan batay sa napanood na 1 /
dulang pantelebisyon o pampelikula
Naipaliliwanag ang kahalagahan ng pagtupad
PS 101 1
sa tungkulin ng ina at ng anak
Nagagamit ang mga angkop na ekspresyon sa:
• pagpapaliwanag
WG 102 1 /
• paghahambing
• pagbibigay ng opinyon
Nasusuri ang pinanood na dulang panteatro na
PD 103 1 /
naka-video clip batay sa pamantayan
74
BAITANG 10 – FILIPINO
75
Bilang ng Learning Delivery
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Nabibigyang-reaksiyon ang mga kaisipan o
PB
ideya sa tinalakay na akda
Nabibigyang-reaksiyon ang mga kaisipan o
1
ideya sa tinalakay na akda,ang pagiging
PB 12 /
makatotohanan/di-makatotohanan ng mga
pangyayari sa maikling kuwento
Natutukoy ang mga salitang magkakapareho o
PT
magkakaugnay ang kahulugan
1
Natutukoy ang mga salitang magkakapareho o
PT 13 /
magkakaugnay ang kahulugan
Natatalakay ang mga bahagi ng pinanood na
PD 14 1 /
nagpapakita ng mga isyung pandaigdig
Naisasaalang-alang at nagagamit ang mga
PU impormasyon tungkol sa isa sa napapanahong
isyung pandaigdig 1
Naitatala ang mga impormasyon tungkol sa isa
PU 15
sa napapanahong isyung pandaigdig
Nakapagbubuo nang mabisa ng angkop na
WG mga pahayag sa pagbibigay ng sariling
pananaw 1
Nagagamit ang angkop na mga pahayag sa
WG 16 /
pagbibigay ng sariling pananaw
Nahihinuha ang katangian ng tauhan sa
PN 17 /
napakinggang epiko
Naibibigay ang sariling interpretasyon kung 1
PB 18 bakit ang mga suliranin ay ipinararanas ng may /
akda sa pangunahing tauhan ng epiko
Napagtitimbang ang pangangatuwiran ng
mga dahilan kung bakit mahalagang akdang
PB
pandaigdig na sumasalamin ng isang bansa
ang epiko 1
Napangangatwiranan ang mga dahilan kung
PB 19 bakit mahalagang akdang pandaigdig na /
sumasalamin ng isang bansa ang epiko
Naipaliliwanag ang mga alegoryang ginamit sa
PT 20 1 /
binasang akda
Natutukoy ang mga bahaging napanood na
PD 21 tiyakang nagpapakita ng ugnayan ng mga 1 /
tauhan sa puwersa ng kalikasan
Naisusulat nang wasto ang pananaw tungkol
sa:
a. pagkakaiba-iba at pagkakatulad ng
mga epikong pandaigdig;
b. ang paliwanag tungkol sa isyung
pandaigdig na iniuugnay sa buhay ng
PU 22 1
mga Pilipino;
c. sariling damdamin at saloobin tungkol
sa sariling kultura kung ihahahambing
sa kultura ng ibang bansa;
d. suring-basa ng nobelang nabasa o
napanood
Nagagamit ang angkop na mga hudyat sa
WG 23 /
pagsusunod-sunod ng mga pangyayari
Naipaliliwanag ng ilang pangyayaring 1
PN 24 napakinggan na may kaugnayan sa /
kasalukuyang mga pangyayari sa daigdig
76
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Pagtuturo TV Radio Both
Nakapagbibigay ng mga halimbawang
PB 25 pangyayari sa tunay na buhay kaugnay ng /
binasa
Nakikibahagi sa pagbibigay kahulugan sa mga
PT mahihirap na salita o ekspresyong ginamit sa 1
akda batay sa konteksto ng pangungusap
Nabibigyang-kahulugan ang mahihirap na
PT 26 salita o ekspresyong ginamit sa akda batay sa /
konteksto ng pangungusap
Naiisa-isa ang angkop na mga panghalip bilang
WG
panuring sa mga tauhan ng matino at mabisa
1
Nagagamit ang angkop na mga panghalip
WG 27 /
bilang panuring sa mga tauhan
EP Nakagagamit ng internet para sa pananaliksik
Naibibigay ang katangian ng isang tauhan 1
PN 28 /
batay sa napakinggang diyalogo
Naiisa-isa ang angkop na mga panghalip bilang
PB
panuring sa mga tauhan ng matino at mabisa
Naipagpapatuloy ang kawilihan sa pagsusuri
susuri ng binasang kabanata ng nobela bilang
PB
isang akdang pampanitikan sa pananaw
1
humanismo o alinmang angkop na pananaw
Nasusuri ang binasang kabanata ng nobela
bilang isang akdang pampanitikan sa
PB 29 /
pananaw humanismo o alinmang angkop na
pananaw
Nakikilala ang pagkakaugnay-ugnay ng mga
PT 30 salita ayon sa antas o tindi ng kahulugang 1 /
ipinahahayag nito (clining)
Naihahambing ang ilang pangyayari sa
PD 31 napanood na dula sa mga pangyayari sa 1 /
binasang kabanata ng nobela
Nailalarawan ang kultura ng mga tuhan na
PS 32
masasalamin sa kabanata
1
Naibabahagi ang sariling opinyon o pananaw
PN 33 /
batay sa napakinggan
Nakabubuo ng isang suring-basa sa alinmang
PB 34 1 /
akdang pampanitikang Mediterranean
Naibibigay ang kaugnay na mga konsepto ng
PT 35 1 /
piling salitang critique at simposyum
Ikalawang
Markahan
Mitolohiya: Nailalahad ng mga pangunahing
PN 36 paksa at ideya batay sa napakinggang usapan /
ng mga tauhan 1
Naisasama ang salita sa iba pang salita upang
PT 37 /
makabuo ng ibang kahulugan (collocation)
Nakabubuo ang sistematikong panunuri sa
PD 38 /
mitolohiyang napanood
1
Naihahambing ang mitolohiya mula sa bansang
PU 39
kanluranin sa mitolohiyang Pilipino
Dula: Nailalahad ang kultura ng lugar na
PN 40 pinagmulan ng kuwentong-bayan sa 1 /
napakinggang usapan ng mga tauhan
Nakalalahok nang masigla sa pagpapaliwanag
PB ng kultura ng bansang pinagmulan ng akda sa 2
alinmang bansa sa daigdig
77
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Naihahambing ang kultura ng bansang
PB 41 pinagmulan ng akda sa alinmang bansa sa /
daigdig
Naipaliliwanag ang kahulugan ng salita batay
PT 42 /
sa pinagmulan nito (epitimolohiya)
Naipaliliwanag ang katangian ng mga tao sa 1
PD 43 bansang pinagmulan ng kuwentong-bayan /
batay sa napanood na bahagi nito
Nakapaglalarawan ng sariling damdamin at
saloobin tungkol sa sariling kultura kung
PU
ihahahambing sa kultura ng ibang bansa batay
sa nabasang dula 2
Naisusulat nang wasto ang sariling damdamin
PU 44 at saloobin tungkol sa sariling kultura kung
ihahahambing sa kultura ng ibang bansa
Tula: Naibibigay ang puna sa estilo ng
PN 45 1 /
napakinggang tula
Natatamo ang kasiyahan sa pagsusuri ang mga
PB
elemento ng tula 1
PB 46 Nasusuri ang mga elemento ng tula /
Naibibigay ang kahulugan ng
PT 47 matatalinghagang pananalita na ginamit sa /
tula 1
Naisusulat ang sariling tula na may hawig sa
PU 48
paksa ng tulang tinalakay
Nagagamit ang matatalinghagang
WG 49 1 /
pananalita sa pagsulat ng tula
Maikling Kwento: Nasusuri sa diyalogo ng mga
PN 50 /
tauhan ang kasiningan ng akda
1
Naitatala ang mga salitang magkakatulad at
PT 51 /
magkakaugnay sa kahulugan
Nahihinuha sa mga bahaging pinanood ang
PD 52 /
pakikipag-ugnayang pandaigdig
1
Naisasalaysay nang masining at may
PS 53
damdamin ang isinulat na maikling kuwento
Nasusuri ang nobela bilang akdang
PB 54 pampanitikan sa pananaw realismo o alinmang /
angkop na pananaw/ teoryang pampanitikan 1
Naihahambing ang akda sa iba pang katulad
PB 55 /
na genre batay sa tiyak na mga elemento nito
Nabibigyang- kahulugan ang mahihirap na
PT 56 salita, kabilang ang mga terminong ginagamit /
sa panunuring pampanitikan
1
Nabubuo ang sariling wakas ng napanood na
PD 57 bahagi ng teleserye na may paksang kaugnay /
ng binasa
Nakapipili ng mga kagamitang may kaugnayan
sa paggamit ang angkop at mabisang mga
WG
pahayag sa pagsasagawa ng suring –basa o
panunuring pampanitikan 1
Nagagamit ang angkop at mabisang mga
WG 58 pahayag sa pagsasagawa ng suring –basa o /
panunuring pampanitikan
Nagagamit ang iba’t ibang batis ng
EP 59 impormasyon sa pananaliksik tungkol sa mga 1 /
teroyang pampanitikan
78
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Sanaysay: Naiuugnay nang may panunuri sa
PN 60 sariling saloobin at damdamin ang naririnig na 1 /
balita, komentaryo, talumpati, at iba pa
Nakapapakinig nang masusi at may layunin ng
mga argumentong nakuha sa mga artikulo sa
PB
pahayagan, magasin, at iba pa sa nakasulat na
akda 1
Naiuugnay ang mga argumentong nakuha sa
PB 61 mga artikulo sa pahayagan, magasin, at iba pa /
sa nakasulat na akda
Nakapagbibigay ng katibayan ng sariling
PB pananaw o opinyon batay sa binasang anyo ng
sanaysay (talumpati o editoryal)
Naibibigay ang sariling pananaw o opinyon 1
PB 62 batay sa binasang anyo ng sanaysay (talumpati /
o editoryal)
Nabibigyang-kahulugan ang mga salitang di
PT 63 lantad ang kahulugan sa tulong ng word 1 /
association
Nasusuri ang napanood na pagbabalita batay
sa:
PD 64 - paksa 1 /
- paraan ng pagbabalita
- at iba pa
Naipahahayag nang may katalinuhan ang
PS 65 sariling kaalaman at opinyon tungkol sa isang 1
paksa sa isang talumpat
Nakapag-iisip ng iba’t ibang paraan sa
PU pagsulat ng isang talumpati tungkol sa isang
kontrobersyal na isyu 1
Naisusulat ang isang talumpati tungkol sa isang
PU 66
kontrobersyal na isyu
Nakalalahok nang masigla sa pagsusuri ng
WG kasanayan at kaisahan sa pagpapalawak ng 1
pangungusap
Nasusuri ang kasanayan at kaisahan sa
WG 67 1 /
pagpapalawak ng pangungusap
Nakapapakinig nang may layunin sa
pagbibigyang-puna ng mga nababasa sa mga
PT
social media (pahayagan, TV, internet tulad ng
fb, email, at iba pa 1
Nabibigyang-puna ang mga nababasa sa mga
PT 68 social media (pahayagan, TV, internet tulad ng /
fb, email, at iba pa)
Nakatatamo ng may kasiyahan ang pagtukoy
PD at pagbibigy-kahulugan ng mga salitang /
karaniwang nakikita sa social media 1
Natutukoy at nabibigyang-kahulugan ang mga
PD 69 /
salitang karaniwang nakikita sa social media
Natutukoy ang mga popular na anyo ng
PD 70 panitikan na karaniwang nakikita sa mga social 1
media
Naisusulat ang sariling akda at nailalathala ito sa
PU 71 1
alinmang social media)
79
Bilang ng Learning Delivery
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Pagtuturo TV Radio Both
Nakapagpapakita ng kahusayan san
WG gramatikal at diskorsal na pagsulat ng isang
organisado at makahulugang akda
1
Nagagamit ang kahusayan san gramatikal at
WG 72 diskorsal na pagsulat ng isang organisado at /
makahulugang akda
Ikatlong
Markahan
Mitolohiya: Naipaliliwanag ang pagkakaiba at
PN 73 pagkakatulad ng mitolohiya ng Africa at 1 /
Persia
Kumikilala ng pagsusuri ng mga kaisipang
nakapaloob sa mitolohiya batay sa: suliranin ng
PB
akda, kilos at gawi ng tauhan, desisyon ng
tauhan
Nasusuri ang mga kaisipang nakapaloob sa 1
mitolohiya batay sa:
PB 74 - suliranin ng akda /
- kilos at gawi ng tauhan
- desisyon ng tauhan
Nabibigyang-puna ang napanood na video
PD 75 1 /
clip
Napangangatuwiranan ang sariling reaksiyon
PS 76 tungkol sa akdang binasa sa pamamagitan ng 1
debate/ pagtatalo)
Nakikilala ang angkop ang mga pamantayan
WG
sa pagsasaling-wika
Nagagamit nang angkop ang mga 1
WG 77 pamantayan sa pagsasaling-wika /
80
Bilang ng Learning Delivery
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Epiko/Maikling Kwento: Naiuugnay ang
suliraning nangingibabaw sa napakinggang
PN 87 1
bahagi ng akda sa pandaigdigang pangyayari
sa lipunan
Naihahanay ang mga salita batay sa
PT 88 1
kaugnayan ng mga ito sa isa’t isa.
Nabibigyang-puna ang napanood na teaser o
PD 89 trailer ng pelikula na may paksang katulad ng 1
binasang akda
Naihahayag ang damdamin at saloobin tungkol
sa kahalagahan ng akda sa:
PS 90 - sarili 1
- panlipunan
- pandaigdig
Nakalalahok nang masigla sa pagsulat ng
PU nasuring damdaming nakapaloob sa akdang
binasa at ng alinmang socila media
Nasusuri nang pasulat ang damdaming 1
PU 91 nakapaloob sa akdang binasa at ng alinmang
sociaL media
81
Bilang ng Learning Delivery
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Pagtuturo TV Radio Both
Nasusuri ang pagkakaugnay ng mga
pangyayaring napakinggan tungkol sa
PN 104
kaligirang pangkasaysayan ng El 2
Filibusterismo
Natatamo ang kasiyahan sa pagtiyak ng
kaligirang pangkasaysayan ng akda sa
pamamagitan ng: pagtukoy sa mga kondisyon
PB sa panahong isinulat ang akda, pagpapatunay
ng pagiral ng mga kondisyong ito sa kabuuan o
ilang bahagi ng akda, pagtukoy sa layunin ng
may akda sa pagsulat ng akda
Natitiyak ang kaligirang pangkasaysayan ng
akda sa pamamagitan ng:
- pagtukoy sa mga kondisyon sa panahong
isinulat ang akda 1
PB 105 - pagpapatunay ng pagiral ng mga kondisyong
ito sa kabuuan o ilang bahagi ng akda 2
- pagtukoy sa layunin ng may-akda sa pagsulat
ng akda
Naiuugnay ang kahulugan ng salita batay sa
PT 106 1
kaligirang pangkasaysayan nito
Napahahalagahan ang napanood
pagpapaliwanag na kaligirang
PD 107 pangkasaysayan ng pagkakasulat ng El 1
Filibusterismo sa pamamagitan ng pagbubuod
nito gamit ang timeline
Naisasalaysay ang magkakaugnay na mga
PS 108
pangyayari sa pagkakasulat ng El Filibusterismo
Naisusulat ang buod ng kaligirang 1
PU 109 pangkasaysayan ng EL Filibusterismo batay sa
ginawang timeline
Naitatala ang mahahalagang impormasyon
PU 110 1
mula sa iba’t ibang pinagkukunang sanggunian
Nagagamit ang iba-ibang reperensya/ batis ng
EP 111 1
impormasyon sa pananaliksik
Naipagpapatuloy ang pagtukoy ng papel na
ginam-panan ng mga tauhan sa akda sa
PB pamamagitan ng: pagtunton sa mga
pangyayari, pagtukoy sa mga tunggaliang
naganap
Natutukoy ang papel na ginam-panan ng mga 2
tauhan sa akda sa pamamagitan ng:
- pagtunton sa mga pangyayari
PB 112 - pagtukoy sa mga tunggaliang naganap
- pagtiyak sa tagpuan
- pagtukoy sa wakas
82
Bilang ng Learning Delivery
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Pagtuturo TV Radio Both
Naibabahagi ang ginawang pagsusuri sa
napakinggang buod ng binasang akda batay
sa:
PS 115 1
- katangian ng mga tauhan
- pagkamakatotohanan ng mga pangyayari
- tunggalian sa bawat kabanata
Naisusulat ang buod ng binasang mga
PU 116 1
kabanata
Nagagamit sa pagbubuod ang tamang
mekaniks sa pagsulat (baybay, bantas, at iba
WG 117 1
pa), gayundin ang wastong pag-uugnay ng
mga pangungusap/talata
Naipahahayag ang sariling paniniwala at
PN 118 pagpapahalaga kaugnay ng mga kaisipang 1
namayani sa akda
Nasusuri ang mga kaisipang lutang sa akda
PB 119 1
(Diyos, bayan, kapwa-tao, magulang)
Natatalakay ang mga kaisipang ito:
- kabuluhan ng edukasyon
- pamamalakad sa pamahalaan
- pagmamahal sa:
- Diyos
- Bayan
- Pamilya
- kapwa-tao
- kabayanihan
PB 120 - karuwagan 2
- paggamit ng kapangyarihan
- kapangyarihan ng salapi
- kalupitan at pagsasaman-tala sa kapwa
- kahirapan
- karapatang pantao
- paglilibang
- kawanggawa
- paninindigan sa sariling prinsipyo
- at iba pa
Naipaliliwanag ang kabuluhan ng mga
kaisipang lutang sa akda kaugnay ng :
- karanasang pansarili
PB 121 1
- gawaing pangkomunidad
- isyung pambansa
- pangyayaring pandaigdig
Naiuugnay ang kaisipang namayani sa
PD 122 pinanood na bahagi ng binasang akda sa mga
kaisipang namayani sa binasang akda
1
Naisusulat ang pagpapaliwanag ng sariling
PU 123 mga paniniwala at pagpapahalaga kaugnay
ng mga kaisipang namayani sa akda
Naipahahayag ang sariling paniniwala at
pagpapahalaga gamit ang angkop na mga
WG 124 1
salitang hudyat sa paghahayag ng saloobin/
damdamin
Naisasaad ang pagkamakato-tohanan ng
PB 125 akda sa pamamagitan ng paguugnay ng ilang 1
pangyayari sa kasalukuyan
Naipaliliwanag ang kahulugan ng mga salitang
PT 126 1
hiram sa wikang Espanyol
83
Bilang ng Learning Delivery
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Pagtuturo TV Radio Both
Naisusulat ang maayos na paghahambing ng
PU 127 binuong akda sa iba pang katulad na akdang
binasa
Nagagamit ang angkop na mga salitang
WG 128 1
naghahambing
Nasusuri ang napakinggang paglalahad ng
sariling damdamin ng mga tauhan na may
kaugnayan sa: mga hilig/interes kawilihan
PN 129 1
kagalakan/ kasiglahan pagkainip/
pagkayamot pagkatakot pagkapoot
pagkaaliw/ pagkalibang at iba pa
Nasusuri ang nobela batay sa pananaw/
teoryang:
- romantisismo
PB 130 2
- humanismo
- naturalistiko
- at iba pa
Nabibigyang-pansin ang ilang katangiang
PB 131 1
klasiko sa akda
Nabibigyan ng kaukulang pagpapakahulu-gan
PT 132 ang mahahalagang pahayag ng awtor/ mga 1
tauhan
Naisusulat ang paglalarawan ng
mahahalagang pangyayari sa nobela na
PU 133 1
isinaalang- alang ang artistikong gamit ng may-
akda sa mga salitang panlarawan
Nagagamit ang angkop at masining na
WG 134 paglalarawan ng tao, pangyayari at
damdamin
1
Nailalarawan ang mga tauhan at pangyayari sa
PB 135 tulong ng mga panguring umaakit sa
imahinasyon at mga pandama
84
85
CLMD4A BUDGET OF WORK (BOW) IN ENGLISH
A. Features/Elements
Furthermore, language domains for English are also funneled across the K to 12
Basic Education Integrated Language Arts Curriculum. This illustration provides clearer
view on the presence of language domains in various grade levels and key stages.
The existence of these domains in vary depending on the nature and contexts of
developmental stages of learners. These domains include the following:
86
The identified domains in the K to 12 English Curriculum are anchored to the
contexts of communicative language teaching (CLT) which is generally regarded as
an approach to language teaching (Richards and Rodgers, 2001 as cited in Richards,
2006). CLT reflects a certain model or language paradigm, or a theory (Celce-Murcia,
2008). It is based on the theory that the primary function of language use is
communication. Its primary goal is for learners to develop communicative
competence (Hymes, 1971 as cited in Celce-Murcia, 2008), or simply put,
communicative ability. In other words, its goal is to make use of real-life situations that
necessitate communication.
The CLMD4A BOW in English is composed of eight (8) columns. The first column
is intended for the Quarter; the second one for the Domain; the third for the Most
Essential Learning Competencies (MELC); the fourth for the Learning Competencies;
the fifth one for No. of Days Taught, and the last three columns for the Learning
Delivery Platforms.
(G) 1
A. Quarter
B. Domain
87
C. Most Essential Learning Competencies (MELC)
D. Learning Competencies
E. Number of Days Taught
F. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
G. Most Essential Learning Competencies (MELC). In each CLMD4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.
H. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (I)
TV Lesson, (J) Radio Lesson, and (K) Both.
The MELCs for English are identified by the Central Office. Such MELCs are
further enhanced by providing enabling competencies taken from the CG itself. The
identified enabling competencies are presented either individually or in group
depending on the nature of the MELC.
88
GRADE 1 – ENGLISH
89
GRADE 2 – ENGLISH
No. of
Learning Delivery
Quarter Domain MELC Learning Competencies Days
Platform
Taught
TV Radio Both
Quarter 1
Discriminate sounds from a background of other
PA
sounds
Classify/Categorize sounds heard (animals, 5
PA 1 mechanical, objects, musical instruments, /
environment, speech)
AK 2 Read the alphabets of English 5 /
Recognize names people, objects, things and places
(e.g. names of animals, fruits, objects in songs, stories,
G
poems, nursery rhymes, pictures, realia and other ICT-
based materials)
10
G Recognize nouns in simple sentences
Recognize common or proper nouns in simples
G 3 /
sentences
G 4 Recognize the use of a/an + noun /
Differentiate English words from other languages
V
spoken at home and in school
5
Identify the English equivalent of words in the Mother
V 5 /
Tongue or in Filipino
Identify letters in English that are not present in Mother
AK
Tongue/Filipino and vice-versa 5
AK 6 Give the beginning letter of the name of each picture /
Recognize common action words in retelling,
G 7 5 /
conversation, etc.
Ask and answer simple questions (who, what, where,
LC
when, why, and how) about text listened to
5
Identify and discuss the elements of a story (theme,
LC 8 /
setting, characters, and events)
Quarter 2
Recognize the common terms in English relating to a
BPK 9 part of a book (e.g. cover, title, page, etc.) book 5 /
orientation
WC 10 Generate ideas through prewriting activities 5 /
Show understanding of a story listened to through the
following writing activities:
a. Completing a Lost and Found Poster
b. Filling in blanks in a letter
WC 10
c. Drawing and writing some words on a birthday
card
d. Writing a phrase or sentence about an illustration
11 /
e. Writing some words about a character
Identify the common terms in English relating to part
BPK
of book (e.g. cover, title page, etc.)
2
Discuss the illustrations on the cover and predict what
BPK 12 /
the story may be about
Identify title, author and book illustrator and tell what
BPK 13 3 /
they do
S Spell words with short a sound in CVC Pattern
S Spell words with short e sound in CVC Pattern
S Spell words with short i sound in CVC Pattern
5
S Spell words with short o sound in CVC Pattern
S Spell words with short u sound in CVC Pattern
S 14 Spell high frequency words with short a, e, i, o and u /
90
No. of
Learning Delivery
Quarter Domain MELC Learning Competencies Days
Platform
Taught
sound in CVC pattern
G Identify action words
Use common action words in retelling, conversations, 5
G 15 /
etc.
Identify the basic sequence of events and make
RC 16 5 /
relevant predictions about stories
Quarter 3
Give the meaning of words used in stories presented
RC through real objects, illustrations, demonstration and
context clues
Use an understanding of characters, incidents and
LC
settings to make predictions
5
Use an understanding of incidents, characters and
LC
settings to validate predictions
Use clues to answer questions, clarify understanding
RC 17 and justify predictions before, during and after /
reading (titles, pictures, etc.)
Recognize that some words mean the same
V
(synonyms)
18 5 /
Recognize that some words have opposite meaning
V
(antonyms)
V 19 Create or expand word cline 5 /
Recognize the difference between “made-up” and
LC 20 5 /
“real” in) texts listened to
LC 21 Identify important details in expository text listened 2 /
LC 22 Retell and/or reenact events from a story 3 /
Talk about texts identifying major points and key
OL 23 5 /
themes
Participate/engage in a read-along of texts (e.g.
A
poetry, repetitive text)
Participate in choral speaking and echo reading of 5
OL 24 short poems, rhymes and stories with repeated /
patterns and refrains in English
Use personal experiences to make predictions about
LC
text viewed and listened to
5
Listen and respond to texts to clarify meanings heard
OL 25 /
while drawing on personal experiences
Quarter 4
Read short phrases consisting of short e words and
PWR
some sight words
Read short phrases and sentences consisting of short
PWR
e words and the sight words.
5
Read a short story consisting of short a, i, o and u
PWR
words and sight words
Read words with short e, a, i, o , and u sound in CVC
PWR 26 /
pattern
PWR Read some the sight words
5
PWR 27 Match the picture with its sight word /
S Spell words with short e, a and i sound in CVC pattern
S Spell words with short o and u sound in CVC pattern
5
Spell 2- syllable words with short a, e, i, o and u sound
S 28 /
in CVC pattern
Use personal pronouns (e.g. I, you, he, she, it, we,
G 29 /
they) in dialogues 5
G 30 Use demonstrative pronouns (this/that, these/ those) /
91
No. of
Learning Delivery
Quarter Domain MELC Learning Competencies Days
Platform
Taught
Use the most frequently occurring preposition (e.g.
G 31 5 /
on, over, under, to, from, above, etc.)
Differentiate and read correctly the short e and a
PWR
words (pan- pen, man-men, tan-ten etc.)
Differentiate and read correctly the short e and i
PWR
words (pin- pen, tin-ten etc.)
5
Differentiate and read correctly the short o and u
PWR
words (hot-hut, not-nut, etc.)
Differentiate words with different medial vowels (eg:
PWR 32 /
cap-cop-cup; fan-fin-fun)
Read 2-syllable words consisting of short e and a
V
(basket, magnet, ...)
Read 2-syllable words consisting of short i, o and u
V
(basket, magnet, ...)
Read phrases, short sentences and short stories
V consisting of short e and a words and the Who, What
and Where questions about them
5
Read phrases, short sentences and short stories
V consisting of short i, o and u words and the Who, What
and Where questions about them
Read phrases, short sentences and short stories
consisting of words with short e, a, i, o, and u then
V 33 /
answer the Who, What and Where questions about
them
PWR Read short i words in CVC pattern (pin, big, fit. . .)
Read short a, e, o and u words in CVC pattern (pan,
PWR
beg, hot, nut…)
Read 2- syllable words consisting of short a, e and i
PWR
words (pigpen, magnet ...) 5
Read 2- syllable words consisting of short o and u
PWR
words (hotpot, donut ...)
Write the names of pictures with the short a, e, i, o,
PWR 34 /
and u words
92
GRADE 3 – ENGLISH
No. of
Learning Delivery
Quarter Domain MELC Learning Competencies Days
Platform
Taught
TV Radio Both
Quarter 1
Write different forms of simple composition as a
WC 1 response to stories/ poems listened to /
a. draw and write sentences about one’s drawing
WC b. a note of advice
WC c. Thank you letter 5
WC d. a short paragraph, etc.
WC 2 e. Descriptive paragraph /
WC 3 f. another ending for a story /
WC 4 g. a diary /
G Construct simple sentences
Use appropriate punctuation marks (e.g. period,
G
comma, question mark, exclamation point)
G Identify an exclamatory sentence
5
G Identify an imperative sentence
Identify an interrogative sentence
Use different kinds of sentences (e.g. declarative,
G 5 /
interrogative, exclamatory, imperative)
Use nouns (e.g. people, animals, places,, things
G
events) in simple sentences 5
G 6 Use common and proper nouns /
Use plural form of regular nouns by adding /s/ or /es/
G 7 /
(e.g., dog, dogs; wish, wishes)
5
Use plural form of frequently occurring irregular nouns
G 8 /
(e.g. children, feet, teeth)
Differentiate words with different medial vowels (eg:
PWR
cap- cop-cup; fan-fin, fun)
Read words with short o sounds in CVC pattern and
PWR
phrases and sentences containing these words
Read words with short a, e, i and u sounds in CVC 5
PWR pattern and phrases and sentences containing these
words
Review reading and writing short e, a, i, o, and u
PWR 9 /
words in CVC pattern
Read grade 3 level texts consisting of 2- syllable words
F with short vowel sound with at least 95-100%
accuracy
Recognize more common sight words in order to read 5
PWR
simple phrases and sentences
Read phrases, sentences and short stories consisting
PWR 10 /
of 2- syllable words and the questions about them
Initiate conversations with peers in a variety of school
OL 11 5 /
settings
OL Express ideas in a conversational manner
OL Share relevant information
5
OL Recount specific/significant events
OL 12 Summarize and restate information shared by others /
Quarter 2
Use the be-verbs (am, is, are was, were) correctly in
G 13 5 /
sentences
Use simple verbs (past, present and future) in
G 14 5 /
sentences
93
No. of
Learning Delivery
Quarter Domain MELC Learning Competencies Days
Platform
Taught
Read words with initial consonant blends (l, r and s
PWR blends) followed by short vowel sounds (e.g. black,
frog, step)
Read words with final blends (-st, -lt, -nd, -nt, -ft…) 3
PWR preceded by short e, a, i,o and u words (belt, sand,
raft)
PWR 15 Read words with initial and final consonant blends /
PWR 16 Read familiar words and phrases in text 2 /
Show understanding of meaning of words with
V consonant digraphs ch through drawing, actions,
and using them in sentences
Show understanding of meaning of words with
V consonant digraphs sh through drawing, actions, and 2
using them in sentences
Read words, phrases, sentences and short stories
PWR 17 consisting of words with consonant digraph ch and sh /
and other words previously studied
S Spell words with consonant digraphs ch and sh
Spell one- to- two syllable words with initial and final
3
S 18 consonant blends (e.g. pl, tr) and consonant /
digraphs (ch and sh)
G Use demonstrative pronouns (this,/that, these/those)
Use personal pronouns (e.g. I, you, he, she, it, we,
G
they)
5
G Use commonly used possessive pronouns
Identify commonly used possessive pronouns and use
G 19 /
them in a sentence
RC Identify cause and effect
RC 20 Identify several effects based on a given cause /
5
Make inferences and draw conclusions based on
RC 21 /
texts (pictures, title and content words)
RC 22 Distinguish fact from opinion 5 /
SS Get information from index and table of contents
LC Infer print sources 3
RC 23 Use different sources of information in reading /
Recognize some words represented by common
V 24 2 /
abbreviations (e.g. Mr. Ave., Oct.)
Quarter 3
Increase vocabulary through:
V - Synonyms (e.g. quick/fast) and antonyms
(e.g. big/small)
5
V 25 - Homonyms (e.g. flower/flour) /
V 26 - Homographs (e.g., read- read) /
V 27 - Hyponyms- type of (e.g. guava - type of fruit) /
V 28 Read word with affixes 5 /
LC Recall details from texts viewed/ listened to
LC Validate ideas made after listening to a story 5
LC 29 Identify possible solutions to problems /
Identify and use the elements of an informational/
LC 30 5 /
factual text heard
Read words with long a, , o and u sounds (ending in
PWR 31 /
e)
5
Read sentences, stories and poems consisting of long
PWR 32 /
a, i, o and u words and questions about them
Ask and respond to questions about informational
LC 33 5 /
texts listened to (environment, health, how-to’s, etc.)
94
No. of
Learning Delivery
Quarter Domain MELC Learning Competencies Days
Platform
Taught
OL Express opinions and feelings about other’s ideas
OL Engage in discussions about specific topics 5
OL 34 Compare and contrast information heard /
Take part in creative responses to stories like
A
preparing logs, journal and other oral presentations 5
WC 35 Write a simple story /
Quarter 4
Use the degrees of adjectives in making comparisons
G 36 5 /
(positive, comparative, superlative)
G 37 Recognize adverbs of manner 5 /
SS Interpret simple maps of places
Interpret simple maps of unfamiliar places, signs and 5
RC 38 /
symbols
Interpret pictographs
RC 39 5 /
Interpret simple graphs and tables
LC Personal Recounts (anecdotes, past experiences)
LC Explanation (life cycles, water cycle)
5
Restate facts from informational texts (climate
LC 40 /
change, children’s rights, traffic safety, etc.)
Read words containing vowel digraphs - ai, ay, ea,
PWR 41 /
ee, oo, oa
Read phrases, sentences and stories with vowel
PWR 42 /
digraphs - ai, ay, ea, ee, oo, oa
5
Read words with vowel diphthongs: oy (boy), oi (boil),
PWR 43 /
ou (out) ow (bow)
Read phrases, sentences and short stories consisting
PWR 44 /
vowel diphthongs: oy, oi, ou, ow
Recognize and read some irregularly spelled words
PWR 45 5 /
(e.g. such as enough, through, beautiful)
Engage in a variety of ways to share information (e.g.
OL role playing,) reporting, summarizing, retelling and
show and tell
5
Present information in varied artistic ways (e.g. role
OL 46 playing, show and tell, radio play/podcast/ /
broadcast/ reporting/ poster presentations)
95
GRADE 4 – ENGLISH
96
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
sequence of events in a text read (story)
Use graphic organizers to show understanding of
SS 19 /
texts (story sequence organizers)
RC 20 Infer the speaker’s tone, mood and purpose 5 /
Identify the important story elements such as
RC
setting, character, and plot 5
LC 21 Analyze a story in terms of its elements /
Quarter 4
LC Give conclusions to realistic fiction listened to
RC Give conclusions to realistic fiction read
OL State conclusion to realistic fiction
State one’s conclusion to realistic fiction listened 10
OL
to
Write a short story (fiction/nonfiction) with its
WC 22 /
complete elements
RC 23 Write a reaction about t story read 5 /
RC/LC 24 Distinguish fact from opinion in a narrative. 5 /
WC 25 Identify features of Journalistic Writing 5 /
Distinguish among types of Journalistic Writing
WC 26 (news report, opinion article, feature article, and 5 /
sports news article)
WC 27 Write a news report using the given facts 5 /
WC 28 Write/compose an editorial 5 /
97
GRADE 5 – ENGLISH
98
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
Analyze how visual and multimedia elements
VC 13
contribute to the meaning of a text
Plan a two to three-paragraph composition using
WC
an outline/other graphic organizers
RC Use appropriate graphic organizers in texts read
15
Write paragraphs showing: cause and effect,
WC 14 comparison and contrast and problem-solution
relationships.
Compose a three-paragraph descriptive essay on
WC
self-selected topic
Revise writing for clarity
WC
- correct spelling
15
Revise writing for clarity
WC - appropriate punctuation marks
- transition/signal words
WC 15 Write a feature article.
99
GRADE 6 – ENGLISH
100
GRADE 7 – ENGLISH
101
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
WC Identify supporting details
WC Simplify ideas
WC 12 Summarize key information from text /
Identify figures of speech that show comparison
V
(simile metaphor, personification)
Identify figures of speech that show contrast (irony,
V
oxymoron, paradox) 4
V Classify sample texts into literal or figurative
V Discriminate between literal and figurative language
V 13 Use analogy to describe or make a point /
Use non-linear visuals as comprehensive aids in
RC
content texts
Give the meaning of given signs and symbols (road
RC
signs, prohibited signs, etc.)
8
Transcode orally and in writing the information
RC
presented in diagrams, charts, table, graphs, etc.
Transcode information from linear to non-linear texts
RC 14 /
and vice-versa
Quarter 3
Express ideas, opinions, feelings and emotions during
F interviews, group/panel discussions, forums/fora,
debates, etc.
Use the appropriate prosodic features of speech
F
during interviews, discussions and forums
Employ the appropriate oral language and stance in
8
F an interview, a panel discussion, in a forum and in a
debate
Use correct and appropriate multi-media resources
when orally giving information, instructions, making
F 15 /
explanations and narrating events in personal or
factual recounts
Use the appropriate oral language, stance and
behavior when giving information, instructions,
F 16 4 /
making explanations, and narrating events in factual
and personal recounts
Identify the distinguishing features of revolutionary
L
songs, poems, short stories, drama, and novels
Discover literature as a tool to assert one’s unique
L 4
identity and to better understand other people
Explain how a selection may be influenced by
L 17 /
culture, history, environment, or other factors
VC Make a stand on the material viewed
Express one’s beliefs/convictions based on a material 8
VC 18 /
viewed
RC Identify the author’s intentions for writing
RC Make predictions about the text 2
RC 19 Cite evidence to support a general statement /
RC 20 React to what is asserted or expressed in a text 2 /
F Express ideas and opinions based on text listened to
Raise sensible, challenging thought provoking 4
F 21 /
questions in public forums/panel discussions, etc.
Quarter 4
Organize information about a chosen subject using a
WC
graphic organizer
4
Organize information about a chosen subject using a
WC
one-step topic outline
102
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
WC 22 Distinguish features of academic writing /
Observe and use the appropriate oral language,
stance and behavior when giving information,
F
instructions, making explanations, and narrating
events in factual and personal recounts
Give clear precise and concise information,
F explanations and instructions in varied oral
communication situations 4
Orally narrate events in factual and personal
F recounts using appropriate verbal and non-verbal
cues
Employ a variety of strategies for effective
F 23 interpersonal communication (interview, dialog, /
conversation)
Make simple inferences about thoughts and feelings
LC
expressed in the text listened to
LC Process information mentioned in the text listened to 4
Determine the worth of ideas mentioned in the text
LC 24 /
listened to
Differentiate reality from fantasy based on a material
VC
viewed
Express one’s beliefs/convictions based on a material
VC 4
viewed
Determine the truthfulness and accuracy of the
VC 25 /
material viewed
L Explain the literary devices used
Determine tone, mood, technique, and purpose of
L
the author
Draw similarities and differences of the featured
L 4
selections in relation to the theme
Discover the conflicts presented in literary selections
L 26 and the need to resolve those conflicts in non-violent /
ways
Discover literature as a tool to assert one’s unique
L 27 4 /
identity and to better understand other people
Discover through Philippine literature the need to
L 28 work cooperatively and responsibly in today’s global 4 /
village
Compose a capsule biography of a person
WC
interviewed
Compose a biographical sketch based on a personal 4
WC
interview and background research
WC 29 Compose an informative essay /
103
GRADE 8 – ENGLISH
104
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
Analyze intention of words or expressions used in
V 12 /
propaganda techniques
Distinguish facts from opinion cited in the text
LC
listened to
Employ different listening strategies suited to the
LC topic, purpose, and level of difficulty of the listening 4
text
Determine various social, moral, and economic
LC 13 /
issues discussed in the text listened to
Identify the notable literary genres contributed by
L
Southeast Asian writers
Identify the distinguishing features of notable
L poems, short stories, dramas, and novels
contributed by Southeast Asian writers
Identify similarities and differences of the featured 8
L
selections
Explain how a selection is influenced by culture,
L
history, environment
Analyze literature as a mirror to a shared heritage
L 14 /
of people with diverse backgrounds
G Share ideas using opinion-marking signals
G Use emphasis markers for persuasive purposes
4
Use appropriate cohesive devices in various types
G 15 /
of speech
G Review subject and verb agreement
8
G 16 Use parallel structures /
Quarter 4
G Use appropriate modifiers
G Use appropriate logical connectors for emphasis
Use appropriate grammatical signals or expressions
suitable to each pattern of idea development: E
• general to particular 8
G 17 • claim and counterclaim /
• problem-solution
• cause-effect
• and others
Use writing conventions to indicate
WC
acknowledgement of sources
4
Expand the content of an outline using notes from
WC 18 /
primary and secondary sources
RC Draw conclusions from a set of details
LC Summarize information from the text listened to.
4
Synthesize essential information found in various
RC 19 /
sources
WC Distinguish parts of a paragraph
4
WC 20 Compose effective paragraphs /
WC Distinguish features of different text types
Develop paragraphs that illustrate each text type
4
WC 21 (narrative in literature, expository, explanatory, /
factual and personal recount, persuasive)
Use the correct production of the sounds of English
when delivering a manuscript or memorized
F
speech in an oration, in a declamation or in a
8
dramatic monologue
Deliver a manuscript/memorized oral speech with
F
ease and fluency before an audience
105
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
Use effective nonverbal communication strategies:
F gestures and body movements and eye contact,
etc.
Deliver a self-composed speech using all the
F 22 /
needed speech conventions
106
GRADE 9 – ENGLISH
107
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
Take a stand on critical issues brought up in the
VC
material viewed
React to lay value judgment on critical issues that
LC 10 /
demand sound analysis and call for prompt actions
108
GRADE 10 – ENGLISH
109
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
• Conjunctions or connectives to link ideas:
because, therefore, on the other hand, etc.
• Declarative statements
• Rhetorical questions
• Passive voice
VC Detect bias and prejudice in the material viewed
4
WC 10 Formulate a statement of opinion or assertion /
WC 11 Formulate claims of fact, policy, and value 4 /
Write an exposition or discussion on a familiar issue to
WC 12 2 /
include key structural elements and language features
WC 13 Compose texts which include multimodal elements 2 /
Employ appropriate pitch, stress, juncture, intonation,
F
etc.
Observe the correct stance and proper stage
F
behavior as deemed necessary
8
F Establish eye contact
F Demonstrate confidence and ease of delivery
Deliver a prepared speech or impromptu talk on an
F 14 /
issue employing the techniques in public speaking
Quarter 3
Raise questions to clarify issues covered in the material
VC
viewed
Share viewpoints based on the ideas presented in the
VC
materials viewed 8
Evaluate the information contained in the material
VC
viewed in terms of accuracy and effectiveness
WC 15 Compose an argumentative essay /
Use a variety of informative, persuasive, and
WC 16 4 /
argumentative writing techniques
Compose an independent critique of a chosen
WC 17 4 /
selection
RC Identify textual details
Critique a literary selection based on the following
approaches: C
RC - Overall artistic value of the structure and
elements of the selection
(structuralist/formalist)
- Treatment of underlying or overarching issue
RC
concerning human experience (moralist) 16
18 /
RC - Power struggles of characters (Marxist)
RC - Gender relationships of characters (feminist)
- Relevance of the selection to the historical
RC context during which it was produced
(historical)
- Personal significance of the selection to the
RC
reader (reader-response)
Quarter 4
Determine the definition of terminologies using
V
dictionary, thesaurus and online sources 8
V 19 Distinguish technical terms used in research /
V 20 Give technical and operational definitions 4 /
V 21 Give expanded definitions of words 4 /
G Review subject and verb agreement
8
G 22 Observe correct grammar in making definitions /
Expand ideas using principles of cohesion and
WC 8
coherence
110
No. of Learning Delivery
Quarter Domain MELC Learning Competencies Days Platform
Taught TV Radio Both
WC Acknowledge sources by preparing a bibliography
WC Use writing conventions to acknowledge sources
WC 23 Compose a research report on a relevant social issue /
111
112
CLMD4A BUDGET OF WORK (BOW) IN MATHEMATICS
A. Features/Elements
The document contains the quarterly learning domains of each grade level
(column 1), the MELCs represented by the number which also refers to week number
it should be undertaken in class (column 2), specific learning competencies pertinent
to each learning domain which are also the enabling competencies for each MELC
(column 3), and the number of days each learning competency should be taught in
class (column 4).
The number of days suggests the number of class time the teacher/facilitator
should devote to the learning competency. On a quarterly basis, the number of days
allotted is 40 class days.
The CLMD4A BOW in English is composed of seven (7) columns. The first column
is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; the fourth one for No.
of Days Taught, and the last three columns for the Learning Delivery Platforms.
(F) 1
113
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each CLMD4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.
G. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (H)
TV Lesson, (I) Radio Lesson, and (J) Both.
In writing the lesson plan or lesson log, the teacher should specify the learning
competencies and note the number of days as specified and suggested by the
document.
114
GRADE 1 – MATHEMATICS
115
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
c. one- to two-digit numbers with minuends
up to 99 with regrouping
Uses the expanded form to explain subtraction with
regrouping.
Subtracts mentally one-digit numbers from two-digit 5
17 minuends without regrouping using appropriate /
strategies.
Visualizes, represents, and solves routine and non-
routine problems involving subtraction of whole
18 numbers including money with minuends up to 99 5 /
with and without regrouping using appropriate
problem-solving strategies and tools.
Quarter 3
Counts groups of equal quantity using concrete
19 objects up to 50 and writes an equivalent /
expression; e.g. 2 groups of 5.
5
Visualizes, represents, and separates objects into
20 groups of equal quantity using concrete objects /
up to 50., e.g. 10 groups of 5s.
Visualizes, represents and divides a whole into
Number and 21 halves and fourths and identifies ½ and ¼ of a 5 /
Number Sense whole object
Visualizes, represents, and divides the elements of
22 sets into four groups of equal quantities to show /
fourths. 5
Visualizes and draws the whole region or set given
23 /
its ½ and/or ¼.
Identifies, names, and describes the four basic
shapes (square, rectangle, triangle and circle) in 2
24 5 /
dimensional (flat/plane) and 3 dimensional (solid)
objects.
Compares and classifies 2 dimensional (flat/plane)
and 3 dimensional (solid) figures according to
common attributes.
5
25 Draws the four basic shapes. /
Constructs three dimensional objects (solid) using
26 /
manipulative materials.
Geometry Determines the missing term/s in a given repeating
27 pattern using one attribute (letters, numbers, colors, 5 /
figures, sizes, etc.). E.g. A,B,C,A,B,C,A,__.
Constructs equivalent number expression using
28 /
addition and subtraction, e.g. 6 + 5 = 12 – 1.
Identifies and creates patterns to compose and
29 decompose using addition, e.g. 7 = 0 + 7, 1 + 6, 2 + /
5
5, 3 +4, 4 + 3, 5 + 2, 6 + 1, 7 + 0.
Visualizes and finds the missing number in an
30 addition or subtraction sentence using a variety of /
ways, e.g. N + 2 = 5, 5 – n = 3.
Quarter 4
Tells the days in a week; months in a year in the right
31 5 /
order.
32 Determines the day or the month using a calendar. 5 /
Measurement Tells and writes time by hour, half hour and quarter-
33 5 /
hour using analog clock.
Solves problems involving time (days in a week,
34 5 /
months in a year, hour, half-hour, and quarter-hour).
116
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Compares objects using comparative words: short,
35 shorter, shortest; long, longer, longest; heavy, 5 /
heavier, heaviest; light, lighter, lightest.
Estimates and measures mass using non-standard
36 5 /
units of mass measure.
Collects data on one variable through simple
interview.
Sorts, classifies, and organizes data in tabular form
and presents this pictograph without scales.
Statistics and 5
Infers and interprets data presented in pictograph
Probability
without scales. E.g. Finding out from the title what
37 /
the pictograph is all about, comparing which has
the least or greatest …
Solves routine and non-routine problems using data
38 5 /
presented in pictograph without scales.
117
GRADE 2 – MATHEMATICS
118
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
minuends up to 1000 using appropriate problem-
solving strategies and tools.
Performs orders of operations involving addition and
18 /
subtractions of small numbers.
Solves multi-step routine and non-routine problems
5
involving addition and subtraction of 2- to 3-digit
19 /
numbers including money using appropriate problem-
solving strategies and tools.
Illustrates multiplication as repeated addition using
a. groups of equal quantities
20 b. arrays 5 /
c. counting by multiples
d. equal jumps on the number line
Illustrates the following properties of multiplication and
apply each in relevant situation:
21 a. identity 5 /
b. zero
c. commutative
Visualizes multiplication of numbers 1 to 10 by 2,3,4,5
22 /
and10.
5
Multiplies mentally 2,3,4,5 and 10 using appropriate
23 /
strategies.
Solves routine and non-routine problems using
appropriate problem solving strategies and tools:
a. multiplication of whole numbers including
24 5 /
money
b. multiplication and addition or subtraction of
whole numbers including money
Quarter 3
Visualizes and represents division as equal sharing,
25 repeated subtraction, equal jumps on the number line 5 /
and using formation of equal groups of objects.
Visualizes division of numbers up to 100 by 2,3,4,5, and
26 5 /
10 (multiplication table of 2, 3, 4, 5 and 10).
Divides mentally numbers by 2,3,4,5 and 10 using
27 appropriate strategies (multiplication table of 2, 3, 4, 5 /
and 10). 5
Illustrates that multiplication and division are inverse
28 /
operations.
Solves routine and non-routine problems involving
division of numbers by 2,3,4,5 and 10 and with any of
Number and 29 the other operations of whole numbers including 5 /
Number Sense
money using appropriate problem solving strategies
and tools.
Visualizes, represents and identifies unit fractions with
30 /
denominators of 10 and below.
31 Reads and writes unit fractions. /
32 Compares unit fractions using relation symbols. /
Identifies other fractions less than one with 5
33 /
denominators 10 and below.
Visualizes (using group of objects and number line),
34 /
reads and writes similar fractions
Reads and writes similar fractions.
35 Compares similar fractions using relation symbols. /
Arranges similar fractions in increasing or decreasing 5
36 /
order.
119
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Constructs squares, rectangles, triangles, circles, half-
37 circles, and quarter circles using cut-outs and square /
grids. 5
Identifies straight lines and curves, flat and curved
38 /
surfaces in a 3-dimensional object.
Determines the missing term/s in a given continuous
pattern using two attributes (any two of the following:
Patterns and figures, numbers, colors, sizes, and orientations, etc.)
39 5 /
Algebra E.g.
a. A, 2, B, 3, C, ___, ___
b. 2, 3, 4, ___
Quarter 4
Tells and writes time in minutes including a.m. and p.m.
40 /
Using analog and digital clocks.
Visualizes and finds the elapsed time in days.
5
Visualizes, represents, and solves problems involving
41 time (minutes Including a.m. and p.m. and elapsed /
time in days).
Compares the following units of measures:
a. Length I meters or centimeters
42 5 /
b. Mass in grams or kilograms
c. Capacity in mL or L
Measures objects using appropriate measuring tools in
43 /
m or cm.
5
Estimates and measures length using meter or
44 /
centimeter.
Solves routine and non-routine problems involving
45 5 /
length.
Measurement Measures objects using appropriate measuring units in
46 /
g or kg. 5
47 Estimates and measures mass using gram or kilogram. /
Solves routine and non-routine problems involving
48 /
mass.
5
Measures objects using appropriate measuring tools in
49 /
ml or L.
Finds the area of a given figure using square-tile units
50 /
i.e. Number of square-tiles needed.
51 Estimates the area of a given figure using any shape. 5 /
Solves routine and non-routine problems involving any
52 /
figure using Square tiles.
Sorts, classifies, and organizes data in tabular form and
presents this Into a pictograph without and with scales.
Infers and interprets data presented in a pictograph
53 5 /
without and with scales.
Solves routine and non-routine problems using data
54 /
presented in a pictograph without and with scales.
120
GRADE 3 – MATHEMATICS
121
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
a. 2- to 3-digit numbers by 1-digit numbers
without or with regrouping
b. 2-digit numbers by 2-digit numbers without
regrouping
c. 2-digit number by 2-digit numbers with
regrouping
d. 2- to 3-digit numbers by multiples of 10 and 100
e. 1- to 2-digit numbers by 1000
Estimates the product of 2- to 3-digit numbers and 1- to
21 /
2-digit numbers with reasonable results.
5
Multiplies mentally 2-digit by 1-digit numbers without
22 /
regrouping with products of up to 100.
Solves routine and non-routine problems involving
multiplication without or with addition and subtraction
23 5 /
of whole numbers including money using appropriate
problem-solving strategies and tools.
Visualizes and states the multiples of 1- to 2-digit
24 /
numbers.
5
Visualizes division of numbers up to 100 by 6, 7, 8, and 9
25 /
(multiplication table of 6, 7, 8, and 9).
Visualizes and states basic division facts of numbers up
26 /
to 10.
Divides numbers without or with remainder: 5
27 a. 2- to 3-digit numbers by 1- to 2- digit numbers /
b. 2-3 digit numbers by 10 and 100
Estimates the quotient of 2- to 3- digit numbers by 1- to
28 /
2- digit numbers.
5
Divides mentally 2-digit numbers by 1-digit numbers
29 /
without remainder using appropriate strategies.
Solves routine and nonroutine problems involving
division of 2- to 4-digit numbers by 1- to 2-digit numbers
30 without or with any of the other operations of whole 5 /
numbers including money using appropriate problem-
solving strategies and tools.
Quarter 3
31 Identifies odd and even numbers. /
Visualizes and represents fractions that are equal to 5
32 /
one and greater than one.
Number and Reads and writes fractions that are equal to one and
33 /
Number Sense greater than one in symbols and in words.
5
Represents fractions using regions, sets, and the
34 /
number line.
35 Visualizes and generates equivalent fractions. 5 /
Recognizes and draws a point, line, line segment and
36 /
ray.
5
Recognizes and draws parallel, intersecting and
37 /
perpendicular lines.
Visualizes, identifies and draws congruent line
38 /
segments.
Geometry 5
Identifies and visualizes symmetry in the environment
39 /
and in design.
Identifies and draws the line of symmetry in a given
40 /
symmetrical figure.
5
Completes a symmetric figure with respect to a given
41 /
line of symmetry.
Patterns and Determines the missing term/s in a given combination
42 5 /
Algebra of continuous and repeating pattern.
122
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
e.g. 4A, 5B, 6A, 7B, ____
Finds the missing value in a number sentence involving
multiplication or division of whole numbers.
43 5 /
E.g. N x 7 = 56
56 ÷ n = 8
Quarter 4
Visualizes, and represents, and converts time measure:
a. from seconds to minutes, minutes to hours, and
hours to a day and vice versa
44 5 /
b. days to week, month and year and vice versa
c. weeks to months and year and vice versa
d. months to year and vice versa
45 Solves problems involving conversion of time measure 5 /
Visualizes and represents and converts common units
of measure from larger to smaller unit and vice versa:
46 /
meter and centimeter, kilogram and gram, liter and
millimeter 5
Measurement
Visualizes, and represents, and solves routine and non-
47 routine problems involving conversion of common units /
of measure.
Derives the formula for the area of a rectangle and a
square.
5
Solves routine and non-routine problems involving
48 /
capacity measure
Visualizes and represents and measures area using
49 /
appropriate unit
5
Solves routine and nonroutine problems involving areas
50 /
of squares and rectangles.
51 Collects data on one variable using existing records /
Sorts, classifies and organizes data in tabular form and 5
52 /
presents this into a vertical or horizontal bar graph
Infers and interprets data presented in different kinds of
53 /
bar graphs (vertical/horizontal).
5
Solves routine and nonroutine problems using data
Statistics 54 /
presented in a single-bar graph.
And Probability
Tells whether an event is sure, likely, equally likely,
55 /
unlikely, and impossible to happen.
Describes events in real-life situations using the phrases
5
“sure to happen,“ likely to happen”, “equally likely to
56 /
happen”, “unlikely to happen”, and “impossible to
happen”.
123
GRADE 4 – MATHEMATICS
No. of
Learning Delivery
Quarter MELC Learning Competencies Days
Platforms
Taught
TV Radio Both
Quarter 1
Visualizes numbers up to 100 000 with emphasis on
1 /
numbers 10 001 – 100 000.
Gives the place value and value of a digit in numbers
2 5 /
up to 100 000.
Reads and writes numbers up to hundred thousand in
3 /
symbols and in words.
Rounds numbers to the nearest thousand and ten
4 /
thousand.
5
Orders numbers up to 100 000 in increasing or
5 /
decreasing order.
Multiplies numbers up to 3-digit numbers by up to 2-digit
6 /
numbers without or with regrouping.
5
Estimates the products of 3- to 4-digit numbers by 2- to
7 /
3- digit numbers with reasonable results.
Multiplies mentally 2-digit by 1-to 2-digit numbers with
8 /
products up to 200 and explains the strategies used.
Solves routine and nonroutine problems involving 5
9 multiplication of whole numbers including money using /
appropriate problem-solving strategies and tools.
Solves multi-step routine and non-routine problems
Numbers and 10 involving multiplication and addition or subtraction 5 /
Number Sense using appropriate problem-solving strategies and tools.
Divides 3- to 4-digit numbers by 1-to 2-digit numbers
11 /
without and with remainder.
Divides mentally 2- to 4-digit numbers by tens or
12 5 /
hundreds or by 1 000 without and with remainder.
Estimates the quotient of 3- to 4-digit dividends by 1- to
13 /
2digit divisors with reasonable results.
Solves routine and non-routine problems involving
division of 3- to 4-digit numbers by 1- to 2-digit numbers
14 /
including money using appropriate problem-solving
strategies and tools.
5
Solves multi-step routine and non-routine problems
involving division and any of the other operations of
15 /
whole numbers including money using appropriate
problem-solving strategies and tools.
Represents and explains Multiplication, Division,
Addition, Subtraction (MDAS) correctly. 5
16 Performs a series of two or more operations. /
Quarter 2
17 Identifies factors of a given number up to 100. /
18 Identifies the multiples of a given number up to 100. 5 /
19 Differentiates prime from composite numbers. /
20 Writes a given number as a product of its prime factors. /
Finds the common factors and the greatest common
factor (GCF), common multiples and least common
5
21 multiple (LCM) of two numbers using the following /
methods: listing, prime factorization, and continuous
Numbers and division.
Number Sense Solves real-life problems involving GCF and LCM of 2
22 5 /
given numbers.
124
No. of
Learning Delivery
Quarter MELC Learning Competencies Days
Platforms
Taught
Changes improper fraction to mixed numbers and vice
23 /
versa.
24 Changes fractions to lowest forms. /
Visualizes addition and subtraction of similar fractions.
Visualizes subtraction of a fraction from a whole
25 5 /
number.
26 Visualizes addition and subtraction of dissimilar fractions. /
Performs addition and subtraction of similar and
27 /
dissimilar fractions.
Solves routine and nonroutine problems involving 5
28 addition and/or subtraction of fractions using /
appropriate problem-solving strategies and tools.
Visualizes decimal numbers using models like blocks,
29 grids, number lines and money to show the relationship /
to fractions.
5
Renames decimal numbers to fractions, and fractions
30 whose denominators are factors of 10 and 100 to /
decimals.
Gives the place value and the value of a digit of a given
31 /
decimal number through hundredths. 5
32 Reads and writes decimal numbers through hundredths. /
Rounds decimal numbers to the nearest whole number
33 /
and tenth. 5
34 Compares and arranges decimal numbers. /
Quarter 3
Describes and illustrates parallel, intersecting, and
35 /
perpendicular lines.
Draws perpendicular and parallel lines using a ruler and
a set square.
5
Describes and illustrates different angles (right, acute,
36 /
and obtuse) using models.
Describes the attributes/properties of triangles and
37 /
quadrilaterals using concrete objects or models.
Geometry
Identifies and describes triangles according to sides and
38 /
angles.
Identifies and describes the different kinds of 5
39 quadrilaterals: square, rectangle, parallelogram, /
trapezoid, and rhombus.
40 Relates triangles to quadrilaterals. /
Relates one quadrilateral to another quadrilateral (e.g. 5
41 /
Square to rhombus).
Determine the missing term/s in a sequence of numbers
(e.g. Odd numbers, even numbers, multiples of a
number, factors of a number, etc.) E.g. 3,6,9,__
42 /
4,8,12,16,__ (e.g. Odd numbers, even numbers, multiples
5
of a number, factors of a number, etc.)
1 2 3 4 5 6 7 ____
Finds the missing number in an equation involving
Patterns and 43 /
properties of operations. (e.g. (4+__) + 8 = 4 + ( 5 + __)
Algebra
44 Finds the elapsed time in minutes and seconds. /
45 Estimates the duration of time in minutes. 5 /
46 Solves problems involving elapsed time. /
Visualizes the perimeter of any given plane figure in
47 /
different situations.
5
Measures the perimeter of any given figure using
48 /
appropriate tools.
125
No. of
Learning Delivery
Quarter MELC Learning Competencies Days
Platforms
Taught
Derives the formula for perimeter of any given figure
Finds the perimeter of triangles, squares, rectangles,
49 /
parallelograms, and trapezoids.
Solves routine and nonroutine problems in real-life
50 situations involving perimeter of squares and rectangles, 5 /
triangles, parallelograms, and trapezoids.
51 Differentiates perimeter from area /
5
52 Converts sq. cm to sq. m and vice versa. /
Quarter 4
Finds the area of irregular figures made up of squares
53 /
and rectangles using sq. Cm and sq. M.
5
Finds the area of triangles, parallelograms and
54 /
trapezoids using sq. Cm and sq. M.
Solves routine and non-routine problems involving
55 squares, rectangles, triangles, parallelograms, and 5 /
trapezoids.
Measurement Visualizes the volume of solid figures in different
56 situations using non-standard (e.g. Marbles, etc.) and /
standard units.
Derives the formula for the volume of rectangular prisms.
5
Finds the volume of a rectangular prism using cu. Cm
57 /
and cu. M.
Solves routine and non-routine problems involving the
58 /
volume of a rectangular prism.
59 Collects data on two variables using any source. /
Organizes data in tabular form and presents them in a 5
60 /
single/double horizontal or vertical bar graph.
Interprets data presented in different kinds of bar graphs
61 /
(vertical/horizontal, single/double bars).
5
Solves routine and non-routine problems using data
62 /
presented in a single or double-bar graph.
Draws inferences based on data presented in a double
63 /
Statistics and bar graph.
5
Probability Records favorable outcomes in a simple experiment
64 /
(e.g. Tossing a coin, spinning a wheel, etc.).
Expresses the outcome in a simple experiment in words,
65 /
symbols, tables, or graphs. 5
66 Explains the outcomes in an experiment /
Solves routine and nonroutine problems involving a
67 5 /
simple experiment.
126
GRADE 5 – MATHEMATICS
127
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
5. Adds and subtracts decimal numbers through
22 /
thousandths without and with regrouping.
6. Solves routine or non-routine problems involving
addition and subtraction of decimal numbers including
23 5 /
money using appropriate problem-solving strategies
and tools.
7. Multiplies decimals up to 2 decimal places by 1- to 2-
24 /
digit whole numbers. 5
258. Multiplies decimals with factors up to 2 decimal places. /
9. Estimates the products of decimal numbers with
26 /
reasonable results.
10. Solves routine and non-routine problems involving
5
multiplication without or with addition or subtraction of
27 /
decimals and whole numbers including money using
appropriate problem-solving strategies and tools.
2811. Divides whole number /
5
2912. Divides decimals with up to 2 decimal places. /
13. Solves routine and non-routine problems involving
division without or with any of the other operations of
30 /
decimals and whole numbers including money using 5
appropriate problem-solving strategies and tools
31 14. Visualizes the ratio of 2 given numbers. /
32 15. Identifies and writes equivalent ratios. /
33 16. Expresses ratio using either the colon (:) or fraction. /
34 17. Finds the missing term in a pair of equivalent ratios. /
5
35 18. Defines and describes a proportion. /
19. Recognizes when two quantities are in direct
36 /
proportion.
Quarter 3
1. Illustrates fractions, ratio and decimals.
2. Visualizes percent and its relationship to fractions,
37 /
ratios, and decimal numbers using models. 5
38 3. Defines percentage, rate or percent, and base. /
Number and
39 4. Identifies the base, percentage, and rate in a problem. /
Number Sense
40 5. Finds the percentage in a given problem. /
6. Solves routine and non-routine problems involving 5
41 /
percentage using appropriate strategies and tools.
7. Illustrate triangles and quadrilaterals.
8. Visualizes, names, and describes polygons with 5 or
42 /
more sides.
9. Describes and compares properties of polygons 5
43 /
(regular and irregular polygons).
10. Visualizes and describes a circle.
Geometry 44 11. Visualizes congruent polygons. /
45 12. Identifies the terms related to a circle. /
5
46 13. Draws circles with different radii using a compass. /
47 14. Visualizes and describes solid figures. /
15. Makes models of different solid figures: cube, prism,
5
48 pyramid, cylinder, cone, and sphere using plane /
figures.
16. Formulates the rule in finding the next term in a
sequence.
Patterns and E.g.
49 5 /
Algebra 1, 3, 7,15, (15 x 2+1)
Possible answers:
(x 2 + 1)
128
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
(+2, +4, +8, +16)
Illustrates sequence
17. Uses different strategies (looking for a pattern, working
Backwards, etc.) To solve for the unknown in simple
equations Involving one or more operations on whole
50 numbers and Fractions. /
E.g.
3 x _ + 1 = 10
(the unknown is solved by working backwards)
Reads time in 12-hour and 24-hour clock.
51 Measures time using a 12-hour and a 24-hour clock. /
1. Calculates time in the different world time zones in 5
52 /
relation to the Philippines.
53 2. Solves problems involving time. /
54 3. Visualizes circumference of a circle. /
Measurement 4. Measures circumference of a circle using appropriate
55 /
tools.
5. Derives a formula in finding the circumference of a
5
circle.
56 6. Finds the circumference of a circle. /
7. Solves routine and non-routine problems involving
57 /
circumference of a circle.
Quarter 4
1. Derives a formula in finding the area of a circle
2. Performs multiplication and squaring number.
58 3. Finds the area of a given circle. 5 /
4. Solves routine and non-routine problems involving the
59 /
area of a circle.
5. Illustrates a square and a rectangle.
60 6. Visualizes the volume of a cube and rectangular prism. /
7. Names the appropriate unit of measure used for
61 measuring the volume of a cube and a rectangle /
prism. 5
8. Derives the formula in finding the volume of a cube
and a rectangular prism using cubic cm and cubic m.
9. Converts cu. Cm to cu. M and vice versa; cu.cm to L
62 /
and vice versa.
10. Finds the volume of a given cube and rectangular
63 /
prism using cu. Cm and cu. M.
5
11. Estimates and uses appropriate units of measure for
64 /
volume.
12. Creates problems (with reasonable answers) involving
volume of a cube and rectangular prism in real-life
situations.
5
13. Solves routine and non-routine problems involving
65 volume of a cube and rectangular prism in real-life /
situations using appropriate strategies and tools.
14. Reads and measures temperature using thermometer
66 /
(alcohol and/or digital) in degree Celsius.
5
15. Solves routine and non-routine problems involving
67 /
temperature in real-life situations.
16. Illustrates line graph.
17. Organizes data in tabular form and presents them in a
68 /
line graph 5
18. Interprets data presented in different kinds of line
69 graphs (single to double-line graph). /
129
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
19. Solves routine and non-routine problems using data
70 /
presented in a line graph.
20. Draws inferences based on data presented in a line
71 /
graph.
72 21. Describes experimental probability. /
22. Performs an experimental probability and records result 5
73 /
by listing.
23. Analyzes data obtained from chance using
74 experiments involving letter cards (A to Z) and number /
cards (0 to 20). 5
24. Solves routine and non-routine problems involving
75 /
experimental probability.
130
GRADE 6 – MATHEMATICS
131
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
visualizes the ratio of two given numbers.
Expresses one value as a fraction of another given their
18 /
ratio and vice versa. 5
Defines and illustrates the meaning of ratio and
19 /
proportion using concrete or pictorial models.
recognizes direct, inverse and partitive proportions.
Number and Finds a missing term in a proportion (direct, inverse, and
20 /
Number Sense partitive).
Solves problems involving direct proportion, partitive 5
proportion, and inverse proportion in different contexts
21 /
such as distance, rate, and time using appropriate
strategies and tools
Finds the percentage or rate or percent in a given
22 /
problem.
Solves routine and non-routine problems involving
23 finding the percentage, rate and base using /
appropriate strategies and tools. 5
Solves percent problems such as percent of
increase/decrease (discounts, original price, rate of
24 /
discount, sale price, marked-up price), commission,
sales tax, and simple interest.
Describes the exponent and the base in a number
25 /
expressed in exponential notation.
5
Gives the value of numbers expressed in exponential
26 /
notation.
Interprets and explains the Grouping, Exponent,
27 Multiplication, Division, Addition, Subtraction (GEMDAS) /
rule.
5
Performs two or more different operations on whole
28 numbers with or without exponents and grouping /
symbols.
Describes the set of integers and identify real-life
29 /
situations that make use of it
5
Compares integers with other numbers such as whole
30 /
numbers, fractions, and decimals.
31 Compares and arranges integers. /
Describes and interprets the basic operations on
5
32 integers using materials such as algebra tiles, counters, /
chips, and cards.
33 Performs the basic operations on integers. /
Solves routine and non-routine problems involving basic
5
34 operations of integers using appropriate strategies and /
tools
Quarter 3
Visualizes and describes the different solid figures: cube,
35 /
prism, pyramid, cylinder, cone, and sphere.
Geometry 5
36 Differentiates solid figures from plane figures. /
37 Identifies the faces of a solid figure. /
determines the missing term/s in a sequence of numbers
Formulates the rule in finding the nth term using different
strategies (looking for a pattern, guessing and checking,
Patterns and working backwards)
38 5 /
Algebra E.g.
4,7,13,16,…n
(the nth term is 3n+1)
39 Differentiates expressions from equations /
132
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Gives the translation of real-life verbal expressions and
40 /
equations into letters or symbols and vice versa.
5
Defines a variable in an algebraic expression and
41 /
equation.
Represents quantities in real-life situations using
42 /
algebraic expressions and equations.
Solves routine and non-routine problems involving
5
different types of numerical expressions and equations
43 /
such as
7+ 9 =___ + 6.
44 Calculates speed, distance, and time. /
5
45 Solves problems involving average rate and speed. /
Finds the area of composite figures formed by any two
46 or more of the following: triangle, square, rectangle, /
circle, and semi-circle.
Solves routine and non-routine problems involving area 5
of composite figures formed by any two or more of the
47 /
following: triangle, square, rectangle, circle, and semi-
circle.
Measurement
Visualizes and describes surface area and names the
48 unit of measure used for measuring the surface area of 5 /
solid/space figures.
Derives a formula for finding the surface area of cubes,
prisms, pyramids, cylinders, cones, and spheres.
Finds the surface area of cubes, prisms, pyramids,
49 5 /
cylinders, cones, and spheres.
Solves word problems involving measurement of surface
50 /
area.
Quarter 4
Determines the relationship of the volume between
a. a rectangular prism and a pyramid;
51 5 /
b. a cylinder and a cone; and
c. a cylinder and sphere.
Derives the formula for finding the volume of cylinders,
pyramids, cones, and spheres.
Finds the volume of cylinders, pyramids, cones, and
52 5 /
spheres.
Solves routine and non-routine problems involving
53 /
volumes of solids.
54 Reads and interprets electric and water meter readings /
Solves routine and non-routine problems involving 5
55 /
electric and water consumption.
Measurement
56 Constructs a pie graph based on a given set of data. 5 /
Solves routine and non-routine problems using data
57 5 /
presented in a pie graph.
Describes the meaning of probability such as 50%
58 /
chance of rain and one in a million chance of winning 5
59 Performs experiments and records outcomes. /
Makes listings and diagrams of outcomes and tells the
60 number of favorable outcomes and chances using 5 /
these listings and diagrams.
Makes simple predictions of events based on the results
61 /
of experiments.
5
Solves routine and non-routine problems involving
62 /
experimental and theoretical probability.
133
GRADE 7 – MATHEMATICS
134
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Uses models and algebraic methods to find the: (a) product
of two binomials; (b) product of the sum and difference of
25 4 /
two terms; (c) square of a binomial; (d) cube of a binomial;
(e) product of a binomial and a trinomial.
26 Solves problems involving algebraic expressions. /
Differentiates between algebraic expressions and
27 /
equations.
4
Translates English sentences to mathematical sentences
and vice versa
28 Illustrates linear equation and inequality in one variable. /
Finds the solution of linear equation or inequality in one
29 /
variable.
Solves linear equation or inequality in one variable involving
30 absolute value by: (a) graphing; and (b) algebraic 4 /
methods.
Solves problems involving equations and inequalities in one
31 /
variable.
Quarter 3
Represents point, line and plane using concrete and
32 /
pictorial models.
4
33 Illustrates subsets of a line. /
34 Classifies the different kinds of angles. /
Derives relationships of geometric figures using
measurements and by inductive reasoning; supplementary
35 angles, complementary angles, congruent angles, vertical 4 /
angles, adjacent angles, linear pairs, perpendicular lines,
and parallel lines.
Derives relationships among angles formed by parallel lines
36 cut by a transversal using measurement and by inductive 4 /
reasoning.
Geometry
Uses a compass and straightedge to bisect line segments
37 4 /
and angles and construct perpendiculars and parallels.
Define and identify polygons, convexity, angles and sides.
4
38 Illustrates polygons: (a) convexity; (b) angles; and (c) sides. /
Derives inductively the relationship of exterior and interior
39 4 /
angles of a convex polygon.
Illustrates a circle and the terms related to it: radius,
40 diameter chord, center, arc, chord, central angle, and 4 /
inscribed angle.
Constructs triangles, squares, rectangles, regular
41 /
pentagons, and regular hexagons. 4
42 Solves problems involving sides and angles of a polygon. /
Quarter 4
Identify problems that can be solved using statistics.
Determine problems involving statistics in a real-life situation.
4
43 Poses problems that can be solved using Statistics. /
44 Formulates simple statistical instruments. /
Identify the method of gathering statistical data.
4
45 Gathers statistical data. /
46 Organizes data in a frequency distribution table. 4 /
Uses appropriate graphs to represent organized data: pie
47 8 /
chart, bar graph, line graph, histogram, and ogive.
Illustrates the measures of central tendency (mean, median,
48 /
and mode) of a statistical data.
4
Calculates the measures of central tendency of ungrouped
49 /
and grouped data.
135
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Illustrates the measures of variability (range, average
50 deviation, variance, standard deviation) of a statistical /
data.
Determine the measures of variability in ungrouped and 4
grouped data.
Calculates the measures of variability of grouped and
51 /
ungrouped data.
Uses appropriate statistical measures in analyzing and
52 /
interpreting statistical data.
4
Draws conclusions from graphic and tabular data and
53 /
measures of central tendency and variability.
136
GRADE 8 – MATHEMATICS
137
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Determines the relationship between the hypothesis
29 /
and the conclusion of an if-then statement.
4
Transforms a statement into an equivalent if-then
30 /
statement.
Determines the inverse, converse, and contrapositive of
31 4 /
an if-then statement.
Geometry Illustrates the equivalences of:
32 a. The statement and its contrapositive; and 4 /
b. The converse and inverse of a statement.
33 Uses inductive or deductive reasoning in an argument. /
Writes a proof
4
34 a. Direct and /
b. Indirect.
Quarter 3
35 Describes a mathematical system. /
Illustrates the need for an axiomatic structure of a
mathematical system in General, and in Geometry in
particular: 8
36 /
a. Defined terms;
b. Undefined terms;
c. Postulates; and Theorems.
37 Illustrates triangle congruence. /
Illustrates the
Geometry
a. SAS, 8
38 /
b. ASA and
c. SSS congruence postulates.
39 Solves corresponding parts of congruent triangles 4 /
40 Proves two triangles are congruent. 4 /
41 Proves statements on triangle congruence. 4 /
Applies triangle congruence to construct
42 a. Perpendicular lines 4 /
b. angle bisectors.
Quarter 4
Illustrates theorems on triangle inequalities (Exterior
43 Angle Inequality Theorem, Triangle Inequality Theorem, 4 /
Hinge Theorem).
44 Applies theorems on triangle inequalities. /
Geometry 4
45 Proves inequalities in a triangle. /
46 Proves properties of parallel lines cut by a transversal. 4 /
Determines the conditions under which lines and
47 4 /
segments are parallel or perpendicular.
Illustrates an experiment, outcome, sample space and
48 4 /
event.
Counts the number of occurrences of an outcome in an
experiment:
a. Table;
Statistics 49 4 /
b. Tree diagram;
and
c. Systematic listing; and
Probability
d. Fundamental counting principle.
50 finds the probability of a simple event. 4 /
illustrates an experimental probability and a theoretical
51 /
probability. 4
52 solves problems involving probabilities of simple events. /
138
GRADE 9 – MATHEMATICS
139
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Derives the laws of radicals from the laws of rational
23 /
exponents.
24 Simplifies radical expressions using the laws of radicals. 4 /
25 Performs operations on radical expressions. 4 /
26 Solves equations involving radical expressions. /
4
27 Solves problems involving radicals. /
Quarter 3
Illustrates the measure of sides and angles of polygons.
Determines the conditions that make a quadrilateral a
28 /
parallelogram. 4
Uses properties to find measures of angles, sides and other
29 /
quantities involving parallelograms.
Proves theorems on the different kinds of parallelogram
30 4 /
(rectangle, rhombus, square).
31 Proves the Midline Theorem. /
4
32 Proves theorems on trapezoids and kites. /
Solves problems involving parallelograms, trapezoids and
33 4 /
kites.
34 Describes a proportion. /
Applies the fundamental theorems of proportionality to 4
35 /
solve problems involving proportions.
36 Illustrates similarity of figures. /
Proves the conditions for similarity of triangles.
SAS Similarity Theorem
SSS Similarity Theorem 8
37 /
AA Similarity Theorem
Right Triangle Similarity Theorem
Special Right Triangle Theorem
38 Applies the theorems to show that given triangles are similar. /
39 Proves the Pythagorean Theorem. /
4
Solves problems that involve triangle similarity and right
40 /
triangles.
Quarter 4
Identifies parts of a Right Triangle.
Illustrates the six trigonometric ratios: sine, cosine, tangent,
41 /
secant, cosecant, and cotangent. 8
State the properties of special right triangles.
42 Finds the trigonometric ratios of special angles. /
Geometry
43 Illustrates angles of elevation and angles of depression. /
Uses trigonometric ratios to solve real-life problems involving 12
44 /
right triangles.
45 Illustrates laws of sines and cosines. /
12
46 Solves problems involving oblique triangles. /
140
GRADE 10 – MATHEMATICS
No. of
Learning Delivery
Quarter MELC Learning Competencies Days
Platforms
Taught
TV Radio Both
Quarter 1
1 Generates patterns. /
Performs operations on rational numbers.
(Addition and Subtraction)
2 Illustrates an arithmetic sequence. /
8
Illustrates the different properties of operations on the
set of integers.
Determines arithmetic means and nth term of an
3 /
arithmetic sequence.
4 Illustrates a geometric sequence. /
Patterns Differentiates a geometric sequence from an arithmetic 4
and 5 /
sequence.
Algebra Determines geometric means and nth term of a
6 4 /
geometric sequence.
Finds the sum of the terms of a given finite or infinite
geometric sequence. 4
7 Solves problems involving sequences. /
Derives the laws of exponent.
Performs division of polynomials using long division and
8 /
synthetic division 4
Proves the Remainder Theorem and the Factor
9 /
Theorem.
10 Factors polynomials. 4 /
11 Illustrates polynomial equations. /
Solves problems involving polynomials and polynomial 4
12 /
equations.
Quarter 2
13 Illustrates polynomial functions. /
Patterns
Understands, describes and interprets graphs
and 14 4 /
polynomial functions.
Algebra
15 Solves problems involving polynomial functions. /
Derives inductively the relations among chords, arcs,
16 /
central angles, and inscribed angles.
Proves theorems related to chords, arcs, central angles,
8
and inscribed angles.
17 /
- Proves theorems related to chords, arcs, central angles.
- Proves theorems related to inscribed angles.
Illustrates secants, tangents, segments, and sectors of a
18 /
circle.
8
Geometry 19 Proves theorems on secants, tangents, and segments. /
20 Solves problems on circles. /
Derives the distance formula.
Applies the distance formula to prove some geometric 4
21 /
properties.
Illustrates the center-radius form of the equation of a
22 /
circle.
4
Determines the center and radius of a circle given its
23 /
equation and vice versa.
Graphs a circle and other geometric figures on the
24 4 /
coordinate plane.
Quarter 3
Statistics 25 Illustrates the permutation of objects. 4 /
141
And Derives the formula for finding the number of
Probability permutations of objects taken at a time. N r
26 Solves problems involving permutations. /
27 Illustrates the combination of objects. /
Differentiates permutation from combination of objects 8
28 /
taken at a time.
Derives the formula for finding the number of
combinations of n objects taken r at a time.
4
Solves problems involving permutations and
29 /
combinations
Uses Venn Diagrams to represent sets, subsets, and set
operations. 4
30 Illustrates events, and union and intersection of events. /
31 Illustrates the probability of a union of two events. 4 /
32 Finds the probability of ( A B ) . 4 /
33 Illustrates mutually exclusive events. /
4
34 Solves problems involving probability. /
Quarter 4
Illustrates the following measures of position: quartiles,
35 4 /
deciles and percentiles.
Calculates a specified measure of position (e.g. 90th
36 4 /
percentile) of a set of data.
37 Interprets measures of position. 4 /
Statistics
38 Solves problems involving measures of position. 4 /
And
Identifies sampling techniques, measures of central
Probability
tendency and variability. 8
39 Formulates statistical mini-research. /
Uses appropriate measures of position and other
40 statistical methods in analyzing and interpreting 8 /
research data.
142
143
CLMD4A BUDGET OF WORK (BOW) IN SCIENCE
The Curriculum and Learning Management Division (CLMD) upholds the vision
and mission of the K to 12 program, stated in Section 5 of Republic Act 10533, or the
Enhanced Basic Education Act of 2013 “the curriculum shall be flexible enough to
enable and allow schools to localize, indigenize and enhance the same based on
their respective educational and social contexts. The production and development
of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.
To accomplish this, the region responded through its program CLMD4A BOW
Strategic Thrust No. 1 that seeks to (a) identify learning competencies in need of pre-
requisite skills; and (b) organize evaluated learning competencies into 4AQuBE
budget of work (BOW) in all learning areas for Key Stages 1-3. Together with other
learning areas, this Teaching Guide in the utilization of 4AQuBE BOW was developed
and reviewed by representative Education Program Supervisors (EPS) in Science in five
(5) clustered divisions in Region IV-A. This CLMD4A BOW in Science 3 to 10 are the
mapped Most Essential Learning Competencies (MELC) that every Science learner
must exhibit at the end of each grade level per quarter. This will be taught in flexible
time for 40 days with emphasis on the terminal objectives articulated as the MELC.
The spiral progression of the curriculum was considered, and the mastery of
skills were unfolded as the basis by which more time was given emphasis on MELC
whereby learners will achieve a level of mastery in pre-requisite knowledge and skills
before moving forward to subsequent and enhancement skills. This is anchored on the
Mastery Learning Model by John B. Caroll and B.S. Bloom. It is based on the
assumptions that almost all students can learn and attain the mastery level if sufficient
time, adequate instructions and timely help is provided to them according to their
interest and abilities. Thus, time spent on learning is the key to mastery. This BOW
represents emphasis on the repertoire of competencies important in the world of work
and in a knowledge-based society.
144
intervention to decongest curriculum yet adhere for the quality of learning outcomes
was responded and will help teachers to adjust in the new normal of the learning
delivery, as well as the schools division governance in curriculum management.
A. Features/Elements
Quarter G3 G4 G5 G6 G7 G8 G9 G10
I MT MT MT MT MT FE LT ES
II LT LT LT LT LT ES MT FE
III FE FE FE FE FE MT ES LT
IV ES ES ES ES ES LT FE MT
• MT- Matter
• LT – Living Things and Their Environment
• FE – Force, Motion and Energy
• ES – Earth and Space
• Matter (MT)
- Changes that Matter Undergo
- Properties and Structure of Matter
The matrix of the CLMD4A BOW shows the Most Essential Learning
Competencies (MELC) that every learner is expected to achieve at the end of each
quarter by grade level. It is presented in four collumns. The first column (I) represents
the quarter in the grade level of Science domain/strand with the intended MELC. The
second column (II) shows the continuous numbering of MELC per grade leve/quarter.
The third column (III) states the learning competencies of the mapped MELC with pre-
145
requisite skills placed before the terminal objectives of the numbered Most Learning
Competencies (MELC). These pre-requisite skills are the enabling skills which are not
numbered in column II that must be taught by teacher and learned by all Science
pupils/students prior to achievie the terminal objectives of the MELC. Lastly, column
(IV) presents the number of days to be taught that the MELC must be realized.
The flexibility of learning depends on the pacing of students and teachers, yet,
this 40-days non-negotiable instructional time per quarter will allow teachers to focus
entirely in the delivery of learning for the MELC. Anchored on the 2C2IR teaching-
learning approaches, other appropriate teaching strategies or learning models may
be used as necessary.
The CLMD4A BOW in English is composed of seven (7) columns. The first column
is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; the fourth one for No.
of Days Taught, and the last three columns for the Learning Delivery Platforms.
(F) 1
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each CLMD4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.
G. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (H)
TV Lesson, (I) Radio Lesson, and (J) Both.
146
Further, Science teachers should:
• look for the grade level they are handling and the existing quarter at the time
of teaching-learning delivery;
• check the MELC or LCs to be taught in a particular quarter;
• take note that the first LC or set of LCs in the BOW becomes the first lesson to
be taught in a quarter;
• determine if the MELC has enabling competencies/skills that must be mastered
first prior to attaining the terminal competencies (MELC) or the LCs which are
not numbered in column II;
• design their lessons using the CLMD4A considering the number of days these
LCs must be taught, the instructional objectives to meet the learning
targets/goals of the lesson, the appropriate teaching
strategies/approaches/methods specifically the use of 2C2IR and other
models in teaching, and the alignment of the desired learning outcomes to
exhibit the mastery level in the achievement of MELC; and
• deliver the LCs as specified in the BOW/quarter using varied platforms of
teaching and learning modalities /Blended Learning.
147
GRADE 3 – SCIENCE
148
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Relate the importance of surroundings to people and
17 /
other living things;
Describe the changes in the weather over a period of
18 10 /
time
Communicate how different types of weather affect
activities in the community;
10
Enumerate and practice safety and precautionary
19 /
measures in dealing with different types of weather.
Enumerate safety measures to avoid the harmful
effects of the Sun’s heat and light;
Communicate how the natural objects in the sky
10
affect daily activities;
Describe the natural objects that are found in the sky
20 /
during daytime and nighttime
149
GRADE 4 – SCIENCE
150
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Explain the use of water from different sources in the context
18 5 /
of daily activities.
Infer the importance of water in daily activities.
5
19 Trace and describe the importance of water cycle. /
Record in a chart the weather conditions.
Make simple interpretations about the weather as recorded
in the weather chart. 5
Use weather instruments and describe the different
20 /
weather components in a weather chart
Identify safety precautions during different weather
21 5 /
conditions.
Describe the changes in the position and length of shadows
22 5 /
in the surroundings as the position of the Sun changes.
Describe the role of the Sun in the water cycle;
Describe the role of the Sun to living things 10
23 Describe the effects of the Sun to human activities /
151
GRADE 5 – SCIENCE
152
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Describe the effects of a typhoon on the community.
Characterize weather disturbances in the Philippines and
19 /
describe their effects to daily life.
Relate the cyclical pattern to the length of a month;
Infer the pattern in the changes in the appearance of the 10
20 /
Moon.
Identify star patterns that can be seen at particular times of the
21 10 /
year.
153
GRADE 6 – SCIENCE
No. of
Learning Delivery
Quarter MELC Learning Competencies Days
Platform
Taught
Quarter 1 TV Radio Both
Describe the appearance and uses of homogenous and
1 20 /
heterogenous mixtures.
Tell the benefits of separating mixtures from products in the
community
Describe techniques in separating mixtures such as 20
2
decantation, evaporation, filtering, sieving and using /
magnet.
Quarter 2
3 Explain how the organs of each organ system work together. 5 /
Explain how the different organ systems work
4 5 /
together.
Determine the distinguishing characteristics of vertebrates
5 10 /
and invertebrates.
Discuss the interactions among living things and non-living
6 things in tropical rainforest, coral reefs and mangrove 10 /
swamps.
Explain the need to protect and conserve tropical
7 10 /
rainforests, coral reefs and mangrove swamps.
Quarter 3
Infer how friction and gravity affect movements of different
8 10 /
objects.
Demonstrate how sound, heat, light and electricity
9 15 /
can be transformed.
Demonstrate the practical and safe uses of simple
machines
15
Manipulate simple machines to describe their
10 /
characteristics and uses.
Quarter 4
Describe the changes on the Earth’s surface as a result of
11 5 /
earthquakes and volcanic eruptions.
Enumerate what to do before, during and after
12 5 /
earthquake and volcanic eruptions.
Discuss appropriate activities for specific seasons in the
Philippines 5
13 Describe the different seasons in the Philippines. /
Demonstrate rotation and revolution of the Earth using a
globe to explain day and night and the sequence of
seasons; 10
Differentiate between rotation and revolution and describe
14 /
the effects of the Earth’s motions
15 Compare the planets of the solar system. 5 /
Construct a model of the solar system showing the relative
16 10 /
sizes of the planets and their relative distances from the Sun.
154
GRADE 7 – SCIENCE
155
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Relate the characteristics of waves;
Explain color and intensity of light in terms of its wave
19 /
characteristics
20 Infer the conditions necessary for heat transfer to occur. 4 /
21 Describe the different types of charging processes. 4 /
Quarter 4
Describe the location of the Philippines with respect to
the continents and oceans of the world.
4
Demonstrate how places on Earth may be located
22 /
using a coordinate system.
Recognize that soil, water, rocks, coal, and other fossil fuels
are Earth materials that people use as resources. 4
23 Cite and explain ways of using Earth’s resources sustainably. /
Explain how some human activities affect the atmosphere.
Discuss how energy from the Sun interacts with the layers of 4
24 /
the atmosphere.
Describe the effects of certain weather systems in the
Philippines.
4
Account for the occurrence of land and sea breezes,
25 /
monsoons, and inter-tropical convergence zone (ITCZ).
Show what causes change in the seasons in the Philippines
using models;
Using models, relate:
1. the tilt of the Earth to the length of daytime;
2. the length of daytime to the amount of energy
received;
12
3. the position of the Earth in its orbit to the height ofthe
26 /
Sun in the sky;
4. the height of the Sun in the sky to the amount of
energy received;
5. the latitude of an area to the amount of energy the
area receives
Collect, record, and report data on the beliefs and practices
of the community in relation to eclipses 3
27 Explain how solar and lunar eclipses occur using models /
156
GRADE 8 – SCIENCE
157
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Explain the properties of solids, liquids, and gases
16 8 /
based on the particle nature of matter.
Explain physical changes in terms of the arrangement and
17 8 /
motion of atoms and molecules.
Determine the number of protons, neutrons, and electrons in
18 8 /
a particular atom.
Trace the development of the periodic table from
observations based on similarities in properties of elements.
8
Use the periodic table to predict the chemical behavior of
19 /
an element.
Quarter 4
Identify healthful practices that affect the digestive
system.
Explain how diseases of the digestive system are
4
prevented, detected, and treated.
Explain ingestion, absorption, assimilation, and
20 /
excretion.
Compare mitosis and meiosis, and their role in the cell-
21 /
division cycle.
4
Explain the significance of meiosis in maintaining the
22 /
chromosome number.
Predict phenotypic expressions of traits following simple
23 4 /
patterns of inheritance.
24 Explain the concept of a species. /
4
25 Classify organisms using hierarchical taxonomic system. /
Explain the advantage of high biodiversity in maintaining
26 /
the stability of an ecosystem.
4
Describe the transfer of energy through the
27
trophic levels.
Analyze the roles of organisms in the cycling of
28 4
materials.
29 Explain how materials cycle in an ecosystem. 4
Suggest ways to minimize human impact on the environment
30 4
.
158
GRADE 9 – SCIENCE
159
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Examine effects and predict causes of collision- related
damages/injuries;
4
Relate impulse and momentum to collision of objects (e.g.,
21 /
vehicular collision);
Explain energy transformation in various activities/events
(e.g., waterfalls, archery, amusement rides);
4
Infer that the total momentum before and after collision is
22 /
equal;
Infer that the total mechanical energy remains the same
during any process;
Explain why machines are never 100-percent efficient; 4
Perform activities to demonstrate conservation of
23 /
mechanical energy;
24 Construct a model to demonstrate that heat can do work; 4 /
Infer that heat transfer can be used to do work, and that work
involves the release of heat.
4
Explain how heat transfer and energy transformation make
25 /
heat engines like geothermal plants work ; and
Explain how electrical energy is generated, transmitted, and
26 4 /
distributed.
160
GRADE 10 – SCIENCE
161
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Explain the relationship between population growth and
20 /
carrying capacity.
Quarter 4
Investigate the relationship between:
1. volume and pressure at constant temperature of a
gas;
21 2. volume and temperature at constant pressure of a 8 /
gas;
3. explains these relationships using the kinetic molecular
theory.
Recognize the major categories of biomolecules such as
22 8 /
carbohydrates, lipids, proteins, and nucleic acids.
Apply the principles of conservation of mass to chemical
23 8 /
reactions.
Explain how the factors affecting rates of chemical reactions
24 are applied in food preservation and materials production, 8 /
control of fire, pollution, and corrosion.
162
163
CLMD4A BUDGET OF WORK (BOW) IN ARALING PANLIPUNAN
Upang makamit ang mga layuning ito, mahalagang bigyang diin ang mga
magkakaugnay na kakayahan sa Araling Panlipunan: (i) pagsisiyasat; (ii) pagsusuri at
164
interpretasyon ng impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang
pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.
Ang CLMD4A BOW sa Araling Panlipunan ay binubuo ng pitong (7) kolum. Ang
unang kolum ay para sa Markahan; ang ikalawa ay para sa Pinakamahalagang
Kasanayang Pampagkatuto o MELC; ikatlo ang Kasanayang Pagkatuto; pang-apat
ang Bilang ng Araw ng Pagtuturo, at panghuli ang tatlong Learning Delivery Platforms
na maaring sa pamamagitan ng TV, Radio, o Both (Parehas).
165
Markahan Pinakamahalagang Kasanayang Bilang ng Learning Delivery
Kasanayang Pampagkatuto Araw ng Platform
(A) Pampagkatuto Pagtuturo (G)
(B) (C) (D)
TV Radio Both
(H) (I) (J)
(E)
(E)
(F) 1
A. Markahan
B. Pinakamahalagang Kasanayang Pampagkatuto (MELC)
C. Kasanayang Pampagkatuto
D. Bilang ng Araw ng Pagtuturo
E. Pagpapaganang Kasanayan o Enabling Competencies. Ito ang mga
kasanayang nagmula sa K to 12 Curriculum Guide na gagamitin ng guro
upang bigyang-linaw o magsilbing tulay upang makamit ang mga
Pinakamahalagang Kasanayang Pampagkatuto.
F. Pinakamahalagang Kasanayang Pampagkatuto o MELC. Sa bawat CLMD4A
BOW, ito ay sinisimbolo ng mga numero o bilang. Ang mga bilang na ito ay
tumutukoy kung ilang MELC mayroon sa bawat baitang. Ang mga napiling
MELC ay maaaring katumbas ng isang Kasanayang Pampagkatuto na
makikita sa ikatlong kolum o kumbinasyon ng piling Kasanayang
Pampagkatuto.
G. Learning Delivery Platform. It ay nagpapakita kung saan pa pwedeng
maaring gamitin o i-convert ang MELCs. Ito ay maaring sa isang (H) TV Lesson,
(I) Radio Lesson, at (J) Both or Parehas.
166
GRADE 1 – ARALING PANLIPUNAN
167
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Ikalawang
Markahan
Naipapaliwanag ang konsepto ng pamilya
batay sa bumubuo nito (ie. Two- parent
7 5 /
family, single-parent family, extended
family)
Nailalarawan ang sariling pamilya batay sa:
a. Komposisyon
b. Kaugalian at paniniwala
8 5 /
c. Pinagmulan at
d. Tungkulin at karapatan ng bawat
kasapi
Nailalarawan ang iba’t ibang papel na
ginagampanan ngbawat kasapi ng
pamilya sa iba’t ibang pamamaraan 5
Nasasabi ang kahalagahan ng bawat
9 /
kasapi ng pamilya
Nakabubuo ng kwento tungkol sa pang-
araw-araw na gawain ng buong pamilya
Nailalarawan ang mga gawain ng mag-
anak sa pagtugon ng mga
pangangailangan ng bawat kasapi
Nakikilala ang “family tree” at ang gamit
nito sa pag- aaral ng pinagmulang lahi ng 5
pamilya
Nailalarawan ang pinagmulan ng pamilya
sa malikhaing pamamaraan
Nailalarawan ang mga mahahalagang
10 pangyayari sa buhay ng pamilya sa /
pamamagitan ng timeline/family tree
Nailalarawan ang mga pagbabago sa
nakagawiang gawain at ang pinapatuloy
na tradisyon ng pamilya
Naipahahayag sa malikhaing
pamamamaraan ang sariling kwento ng
pamilya 10
Naihahambing ang kwento ng sariling
pamilya at kwento ng pamilya ng mga
kamag-aral
Napahahalagahan ang kwento ng sariling
11 /
pamilya.
Naiisa-isa ang mga alituntunin ng pamilya
Natatalakay ang mga batayan ng mga
alituntunin ng pamilya
Nahihinuha na ang mga alituntunin ng
pamilya ay tumumutugon sa iba-ibang 5
sitwasyon ng pang-araw-araw na gawain
ng pamilya
Nakagagawa ng wastong pagkilos sa
12 /
pagtugon sa mga alituntunin ng pamilya
Naihahambing ang alituntunin ng sariling
pamilya sa alituntunin ng pamilya ng mga
kamag-aral
Naipakikita ang pagpapahalaga sa 5
pagtupad sa mga alituntunin ng sariling
pamilya at pamilya ng mga kamag-aral
Nailalarawan ang batayang
168
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pagpapahalaga sa sariling pamilya at
nabibigyang katwiran ang pagtupad sa
mga ito
Naihahahambing ang mga
pagpapahalaga ng sariling
pamilya sa ibang pamilya
Natutukoy ang mga halimbawa ng
ugnayan ng sariling pamilya sa ibang
pamilya
Nakabubuo ng konklusyon tungkol sa
mabuting pakikipag-ugnayan ng sariling
13 /
pamilya sa iba pang pamilya sa lipunang
Pilipino.
Ikatlong
Markahan
Nasasabi ang mga batayang impormasyon
tungkol sa sariling paaralan: pangalan nito
(at bakit ipinangalan ang paaralan sa
14 taong ito), lokasyon, mga bahagi nito, taon 10 /
ng pagkakatatag at ilang taon na ito, at
mga pangalan ng gusali o silid (at bakit
ipinangalan sa mga taong ito)
Nailalarawan ang pisikal na kapaligiran ng
sariling paaralan
Nasasabi ang epekto ng pisikal na 5
15 kapaligiran sa sariling pag-aaral (e.g. /
mahirap mag-aaral kapag maingay, etc)
Nailalarawan ang mga tungkuling
ginagampanan ng mga taong bumubuo sa
16 10 /
paaralan (e.g. punong guro, mag-aaral,
actor at nars, dyanitor, etc
Naipaliliwanag ang kahalagahan ng
17 paaralan sa sariling buhay at sa 5 /
pamayanan o komunidad.
Nasasabi ang mahahalagang pangyayari
sa pagkakatatag ng sariling paaralan
Nailalarawan ang mga pagbabago sa
paaralan tulad ng pangalan, lokasyon,
bilang ng mag-aaral atbp gamit ang
timeline at iba pang pamamaraan
5
Naipapakita ang pagbabago ng sariling
paaralan sa pamamagitan ng malikhaing
pamamaraan at iba pang likhang sining
Natutukoy ang mga alituntunin ng paaralan
Nabibigyang katwiran ang pagtupad sa
18 /
mga alituntunin ng paaralan
Nasasabi ang epekto sa sarili at sa mga
kaklase ng pagsunod at hindi pagsunod sa
mga alituntunan ng paaralan
Nahihinuha ang kahalagahan ng alituntunin
sa paaralan at
sa buhay ng mga mag-aaral 5
Naiisa-isa ang mga gawain at pagkilos na
nagpapamalas ng pagpapahalaga sa
sariling paaralan (eg. Brigada Eskwela)
Natatalakay ang kahalagahan ng pag-
aaral
169
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• Nakapagsasaliksik ng mga kwento tungkol
sa mga batang nakapag-aral at hindi
nakapag-aral
• Nasasabi ang maaring maging epekto ng
nakapag-aral at hindi nakapag-aral sa tao
***Nakalalahok sa mga gawain at pagkilos
19 na nagpapamalas ng pagpapahalaga sa /
sariling paaralan (eg. Brigada Eskwela)
Ikaapat
na
Markahan
Naipakikita ang pagpapahalaga sa
kapaligirang ginagalawan sa iba’t ibang
pamamaraan at likhang sining
5
***Naipaliliwanag ang konsepto ng
20 distansya at diresyon at ang gamit nito sa /
pagtukoy ng lokasyon
Nakikilala ang konsepto ng distansya at ang
gamit nito sa pagsukat ng lokasyon
Nagagamit ang iba’t ibang katawagan sa
pagsukat ng lokasyon at distansya sa
pagtukoy ng mga gamit at lugar sa bahay
(kanan, kaliwa, itaas, ibaba, harapan at
5
likuran)
Nailalarawan ang kabuuan at mga bahagi
ng sariling tahanan at ang mga lokasyon
nito
Nakagagawa ng payak na mapa ng loob
21 /
at labas ng tahanan
Natutukoy ang mga bagay at istruktura na
22 makikita sa nadadaanan mula sa tahanan 5 /
patungo sa paaralan
Naiuugnay ang konsepto ng lugar, lokasyon
at distansya sa pang-araw-araw na buhay
23 sa pamamagitan ng iba’t ibang uri ng 5 /
transportasyon mula sa tahanan patungo sa
paaralan.
Nailalarawan ang pagbabago sa mga
istruktura at bagay mula sa tahanan
patungo sa paaralan at natutukoy ang mga
mahalagang istruktura sa mga lugar na ito. 5
***Naipaliliwanag ang kahalagahan ng
24 mga istruktura mula sa tahanan patungo sa /
paaralan
Nakagagawa ng payak na mapa mula sa
25 5 /
tahanan patungo sa paaralan
Natutukoy ang bahagi at gamit sa loob ng
silid-aralan/ paaralan at lokasyon ng mga
ito
Nakagagawa ng payak na mapa ng silid-
aralan/paaralan
5
Naipaliliwanag ang konsepto ng distansya
sa pamamagitan ng nabuong mapa ng
silid-aralan at paaralan distansya ng mga
bagay sa isa’t isa sa loob ng silid-aralan
distansya ng mga mag-aaral sa ibang mga
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bagay sa silid- aralan distansya ng silid-
aralan sa iba’t ibang bahagi ng paaralan
Nakapagbigay halimbawa ng mga gawi at
26 ugali na makatutulong at nakasasama sa /
sariling kapaligiran: tahanan at paaralan
Naisasagawa ang iba’t ibang
pamamaraan ng pangangalaga ng
27 5 /
kapaligirang ginagalawan sa tahanan, sa
paaralan at sa komunidad
171
GRADE 2 – ARALING PANLIPUNAN
172
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Nasasabi ang pinagmulan at pagbabago
ng sariling komunidad sa pamamagitan
ng timeline at iba pang graphic organizers
Nakagagawa ng maikling salaysay ng
mga pagbabago sa sariling komunidad sa
iba’t ibang aspeto nito tulad ng uri ng
transportasyon, pananamit, libangan,
pangalan ng mga kalye atbp. Sa
pamamagitan ng iba’t- ibang sining (ei.
pagguhit, paggawa ng simpleng graf,
pagkuwento, atbp.)
Naiuugnay ang mga sagisag (hal.
11 natatanging istruktura) na matatagpuan /
sa komunidad sa kasaysayan nito.
Nailalarawan ang dami ng tao sa sariling
komunidad
sa pamamagitan ng graf
Nakabubuo ng maikling salaysay tungkol
sa mga bagay na hindi nagbago sa
komunidad (hal., pangalan, pagkain,
gusali o istruktura
Nakasusuri ng pagkakaiba ng kalagayan
ng kapaligiran ng sariling komunidad (i.e.
mga anyong lupa at tubig ngayon at
noon)
Nailalarawan ang pagkakakilanlang
kultural ng komunidad
Natutukoy at naipaliliwanag ang mga
katangiang nagpapakilala ng sariling
5
komunidad (ie, tanyag na anyong lupa o
tubig, produkto, pagkain, tanyag na
kasapi ng komunidad atbp.)
Natutukoy ang iba’t ibang pagdiriwang
ng komunidad.
Natatalakay ang mga tradisyon na
nagpapakilala sa sariling komunidad
Natatalakay ang iba’t- ibang uri ng sining
na nagpapakilala sa sariling komunidad
(ei. panitikan, musika, sayaw, isports atbp)
Naihahambing ang katangian ng sariling
komunidad sa iba pang komunidad tulad
12 ng likas na yaman, produkto at hanap- /
buhay, kaugalian at mga pagdiriwang,
atbp.
Nasusuri ang kahalagahan ng mga
pagdriwang at tradisyon na nagbubuklod
ng mga tao sa pag-unlad ng sariling
komunidad
5
***Nakapagbibigay ng mga inisyatibo at
proyekto ng komunidad na nagsusulong
13 /
ng natatanging pagkakakilanlan o
identidad ng komunidad
***Nakakalahok sa mga proyekto o
mungkahi na nagpapaunlad o
14 nagsusulong ng natatanging 5 /
pagkakakilanlan o identidad ng
komunidad
173
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Nabibigyang halaga ang mga
15 10 /
pagkakakilanlang kultural ng komunidad
Ikatlong
Markahan
Natatalakay ang mga produkto at mga
16 kaugnay na hanapbuhay na nalilikha 5 /
mula sa likas yaman ng komunidad.
Nailalarawan kung paano natutugunan
ang pangangailangan ng mga tao mula
sa likas yaman ng komunidad 5
***Nailalarawan ang kalagayan at
17 /
suliraning pangkapaligiran ng komunidad.
Naipaliliwanag ang pananagutan ng
bawat isa sa pangangalaga sa likas na
18 5 /
yaman at pagpanatili ng kalinisan ng
sariling komunidad.
***Naipaliliwanag ang pansariling
19 tungkulin sa pangangalaga ng 5 /
kapaligiran.
Nakapagbigay ng mga mungkahi at
dahilan upang
palakasin ang tama, maayos at
5
makatwirang pamumuno
***Natatalakay ang konsepto ng
20 /
pamamahala at pamahalaan
Nasasabi ang kahalagahan ng mabuting
pamumuno sa pagtugon ng
pangangailangan ng mga tao sa
5
komunidad.
***Naipaliliwanag ang mga tungkulin ng
21 /
pamahalaan sa komunidad
Nakikilala ang mga namumuno sa sariling
komunidad at ang kanilang kaakibat na
tungkulin at responsibilidad
5
Nasasabi kung paano nagiging pinuno
Naiisa-isa ang katangian ng mabuting
22 /
pinuno
Nakikilala ang mga taong nag-aambag
sa kapakanan at kaunlaran ng komunidad
sa iba’t ibang aspeto at paraan (ei mga
pribadong samahan (NGO) na
5
tumutulong sa pag-unlad ng komunidad
Natutukoy ang mga namumuno at mga
23 mamamayang nag-aambag sa /
kaunlaran ng komunidad
Ikaapat
na
Markahan
Natatalakay ang kahalagahan ng mga
paglilingkod/ serbisyo ng komunidad
24 upang matugunan ang
pangangailangan ng mga kasapi sa
komunidad. 10
Natutukoy ang iba pang tao na
naglilingkod at ang kanilang kahalagahan
sa komunidad (e.g. guro, pulis, brgy.
tanod, bumbero, nars, duktor, tagakolekta
174
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ng basura, kartero, karpintero, tubero,
atbp.)
Naipaliliwanag na ang mga karapatang
25 tinatamasa ay may katumbas na tungkulin 10 /
bilang kasapi ng komunidad
***Naipaliliwanag na ang bawat kasapi ng
26 10 /
komunidad ay may karapatan
***Napahahalagahan ang pagtutulungan
27 at pagkakaisa ng mga kasapi ng 10 /
komunidad.
175
GRADE 3 – ARALING PANLIPUNAN
176
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Nakabubuo ng interpretasyon ng
kapaligiran ng sariling lalawigan at
9 /
karatig na mga lalawigan ng rehiyon
gamit ang mapa
Ikalawang
Markahan
Naisalaysay ang pinagmulan ng sariling
lalawigan at mga karatig na lalawigan
sa pamamagitan ng malikhaing
pagpapahayag at iba pang likhang
sining 5
Natutukoy angkasaysayan ng pagbuo
ng sariling lalawigan ayon sa batas
Nasusuri ang kasaysayan ng
10 /
kinabibilangang rehiyon
Natatalakay ang mga pagbabago at
11 nagpapatuloy sa sariling lalawigan at 5 /
kinabibilangang rehiyon
Naipagmamalaki ang mga bayani ng
sariling lalawigan at rehiyon
Nakasusulat ng payak na kwento/ 1-2
talata tungkol sa lalawigan sa
kinabibilangang rehiyon na naging
katangi-tangi para sa sarili.
5
***Naiuugnay sa kasalukuyang
pamumuhay ng mga tao ang kwento ng
mga makasaysayang pook o
12 /
pangyayaring nagpapakilala sa sariling
lalawigan at ibang panglalawigan ng
kinabibilangang rehiyon
Naisasalaysay o naisasadula ang kwento
ng mga makasaysayang pook o
pangyayaring nagpapakilala sa sariling
lalawigan at mga karatig nito sa rehiyon 5
Natatalakay ang kahulugan ng ilang
13 simbolo at sagisag ng sariling lalawigan /
at rehiyon
Naihahambing ang ilang simbolo at
14 sagisag na nagpapakilala ng iba’t 5 /
ibang lalawigan sa sariling rehiyon
Natatalakay ang kahulugan ng “official
hymn” at iba pang sining na
15 5 /
nagpapakilala ng sariling lalawigan at
rehiyon
***Napahahalagahan ang mga
naiambag ng mga kinikilalang bayani at
16 5 /
mga kilalang mamamayan ng sariling
lalawigan at rehiyon
***Nabibigyang-halaga ang katangi-
17 tanging lalawigan (batay sa sariling 5 /
pananaw) sa kinabibilangang rehiyon
Ikatlong
Markahan
***Nailalarawan ang kultura ng mga
18 5 /
lalawigan sa kinabibilangang rehiyon
***Naipaliliwanag ang kaugnayan ng
19 5 /
heograpiya sa pagbuo at paghubog
177
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ng uri ng pamumuhay ng mga
lalawigan at rehiyon
Naibibigay ang kahulugan ng sariling
kultura at mga kaugnay na konsepto
Nakapagbibigay ng mga halimbawang
salita mula sa mga wika at diyalekto sa
sariling lalawigan at rehiyon
5
Nailalarawan ang mga kaugalian,
paniniwala at tradisyon ng sariling
lalawigan at ng rehiyon.
Nailalarawan ang pagkakakilanlang
20 /
kultural ng kinabibilangang rehiyon
Naipaliliwanag ang kahalagahan ng
mga makasaysayan lugar at ang mga
saksi nito sa pagkakakilanlang kultura ng
sariling lalawigan at rehiyon
Naihahambing ang pagkakatulad at
5
pagkakaiba ng mga kaugalian,
paniniwala at tradisyon sa sariling
21 /
lalawigan sa karatig lalawigan sa
kinabibilangang rehiyon at sa ibang
lalawigan at rehiyon
Naipapakita sa iba’t-ibang sining ang
pagmamalaki sa mga natatanging
kaugalian, paniniwala at tradisyon ng
iba’t ibang lalawigan sa kinabibilangang
rehiyon
Natutukoy ang mga katawagan sa iba’t
ibang layon sa kinabibilanagng rehiyon
(e.g. paggalang, paglalambing,
pagturing)
Nakagagawa ng isang payak na 5
mapang kultural na nagpapakilala ng
kultura ng ibat ibang lalawigan sa
rehiyon
Naiihambing ang pagkakatuld at
pagkakaiba ng mga kaugalian,
paniniwala at tradisyon sa sariling
22 /
lalawigan sa karatig lalawigan sa
kinabibilangang rehiyon at sa iba pang
lalawigan sa rehiyon
Nasusuri ang papel na ginagampanan
ng kultura sa pagbuo ng
pagkakakilanlan ng sariling lalawigan at
5
rehiyon, at sa Pilipinas
Napahahalagahan ang iba’t ibang
23 /
pangkat ng tao sa lalawigan at rehiyon
***Naipamamalas ang pagpapahalaga
sa pagkakatulad at pagkakaiba-iba ng
24 mga kultura gamit ang sining na 10 /
nagpapakilala sa lalawigan at rehiyon
(e.g. tula, awit, sayaw, pinta, atbp.)
Ikaapat
na
Markahan
Naipapaliwanag ang kaugnayan ng
25 5 /
kapaligiran sa uri ng pamumuhay ng
178
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mga mamamayan sa kinabibilangang
rehiyon at sa mga lalawigan ng ibang
rehiyon
Naipapaliwanag ang iba’t ibang
pakinabang pang ekonomiko ng mga
26 5 /
likas yaman ng lalawigan at
kinabibilangang rehiyon
Natatalakay ang pinanggalingan ng
27 10 /
produkto ng kinabibilagang lalawigan
Naiisa-isa ang mga produkto at kalakal
na matatagpuan sa kinabibilangang
rehiyon
Naipakikita ang ugnayan ng kabuhayan
ng mga lalawigan sa kinabibilangang
5
rehiyon at sa ibang rehiyon
Naiuugnay ang pakikipagkalakalan sa
pagtugon ng mga pangangailangan ng
28 /
sariling lalawigan at mga karatig na
lalawigan sa rehiyon at ng bansa.
Naipaliliwanag ang iba’t ibang aspeto
ng ekonomiya (pangangailangan,
produksyon, kalakal, insprastraktura,
atbp.) sa pamamagitan ng isang
graphic organizer 5
Natutukoy ang inprastraktura (mga
daanan, palengke) ng mga lalawigan at
29 /
naipaliliwanag ang kahalagahan nito sa
kabuhayan
Naipaliliwanag ang iba’t ibang aspeto
ng ekonomiya (pangangailangan,
produksyon, kalakal, insprastraktura,
atbp.) sa pamamagitan ng isang
graphic organizer
Natutukoy na ang rehiyon ay binibuo
ng mga lalawigan na may sariling
pamunuan 10
Natutukoy ang mga tungkulin at
pananagutan ng mga namumuno sa
mga lalawigan ng kinabibilangang
rehiyon
Naipaliliwanag ang dahilan ng
30 paglilingkod ng pamahalaan ng mga /
lalawigan sa mga kasapi nito
179
GRADE 4 – ARALING PANLIPUNAN
180
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bansa
Naipaliliwanag ang matalino at di-
matalinong mga paraan ng pangangasiwa
ng mga likas na yaman ng bansa
Nasusuri ang kahalagahan ng matalinong
5
pagpapasya sa pangangasiwa ng mga likas
9 na yaman ng bansa /
Natatalakay ang ilang mga isyung
pangkapaligiran ng bansa
Naiuugnay ang kahalagahan ng
pagtangkilik sa sariling produkto sa pag-
unlad at pagsulong ng bansa
10
Natatalakay ang mga hamon at
10 oportunidad sa mga gawaing /
pangkabuhayan ng bansa.
Nakalalahok sa mga gawaing lumilinang sa
pangangalaga, at nagsusulong ng likas
11 10 /
kayang pag-unlad (sustainable
development) ng mga likas yaman ng Bansa
Nailalarawan ang mga pagkakakilanlang
kultural ng Pilipinas
Natutukoy ang ilang halimbawa ng kulturang
Pilipino sa iba’t ibang rehiyon ng Pilipinas
(tradisyon, relihiyon, kaugalian, paniniwala,
kagamitan, atbp.)
10
Nasusuri ang papel na ginagampanan ng
kultura sa pagbuo ng pagkakakilanlang
Pilipino
Naipapaliwanag ang kahalagahan at
12 kaugnayan ng mga sagisag at /
pagkakilanlang Pilipino
Ikatlong
Markahan
Natatalakay ang kahulugan at kahalagahan
13 5 /
ng pambansang pamahalaan
Natatalakay ang kapangyarihan ng tatlong
sangay pamahalaan (ehekutibo, lehislatura
at hudikatura)
Natatalakay ang antas ng pamahalaan 10
(pambansa at local
Nasusuri ang balangkas o istruktura ng
14 /
pamahalaan ng Pilipinas
Naipaliliwanag ang “check and balance” ng
kapangyarihan sa bawat isang sangay
Natatalakay ang epekto ng mabuting
pamumuno sa pagtugon ng
5
pangangailangan ng bansa
Nasusuri ang mga gampanin ng
15 pamahalaan upang matugunan ang /
pangangailangan ng bawat mamamayan
Nasusuri ang tungkulin ng pamahalaan na
itaguyod ang karapatan ng bawat
mamamayan
15
Nasusuri ang mga proyekto at iba pang
gawain ng pamahalaan sa kabutihan ng
lahat o nakararami
181
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Nasusuri ang mga programa ng pamahalaan
tungkol sa:
a. Pangkalusgan
16 /
b. Pang-edukasyon
c. Pangkapayapaan
d. Pang-ekonomiya
Nasusuri ang iba’t ibang paraan ng
pagtutulungan ng pamahalaang
pambayan, pamahalaang panlalawigan at
iba pang tagapaglingkod ng pamayanan 5
***Napapahalagahan (nabibigyang-
17 halaga) ang bahaging ginagampanan ng /
pamahalaan
Ikaapat na
Markahan
Nasasabi kung sino ang mga mamamayan
ng bansa
Natutukoy ang batayan ng pagka
5
mamamayang Pilipino
Natatalakay ang konsepto ng
18
pagkamamamayan
Natatalakay ang mga karapatan ng
mamamayang Pilipino
Natatalakay ang tungkulin ng mamamayang
10
Pilipino
Natatalakay ang konsepto ng karapatan at
19 /
tungkulin
Natatalakay ang mga tungkuling kaakibat
ng bawat karapatang tinatamasa.
Natatalakay ang kahalagahan ng mga
gawaing pansibiko ng bawat isa bilang 10
kabahagi ng bansa
Naipapaiwanag ang mga gawaing
20 /
lumilinang sa kagalingang pansibiko
Napapahalagahan ang kagalingang
21 5 /
pansibiko
Nabibigyang halaga ang bahaging
ginagampanan ng tapagtataguyod ng
kaunlaran ng bansa
10
Nasusuri ang bahaging ginagampanan ng
22 mga mamamayan sa pagtataguyod ng /
kanlaran ng bansa
182
GRADE 5 – ARALING PANLIPUNAN
183
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Ikalawang
Markahan
Natatalakay ang kahulugan ng
kolonyalismo at ang konteksto nito
kaugnay sa pananakop ng Espanya sa
5
Pilipinas
Naipapaliwanag ang mga dahilan at
9 /
layunin ng kolonyalismong Espanyol
Nasusuri ang iba-ibang perspektibo ukol sa
pagkakatatag ng kolonyang Espanyol sa
Pilipinas
Nasusuri ang mga paraan ng pagsasailalim
10
ng katutubong populasyon sa
10 kapangyharihan ng Espanya /
a. pwersang military
b. kristyanisasyon
Naipaliliwanang ang mga naging
reaksyon ng mga Pilipino sa pamamahala
ng mga prayle.
Nakapagbibigay ng sariling pananaw
tungkol sa naging epekto sa lipunan ng
pamamahala ng mga prayle
***Nasusuri ang epekto ng mga
patakarang kolonyal na ipinatupad ng
Espanya sa bansa 25
A. Patakarang pang-ekonomiya
(Halimbawa: Pagbubuwis,
11 Sistemang Bandala, Kalakalang /
Galyon, Monopolyo sa Tabako,
Royal Company, Sapilitang
Paggawa at iba pa)
B. Patakarang pampolitika
(Pamahalaang kolonyal)
Ikatlong
Markahan
Nasusuri ang epekto ng kolonyalismong
Espanyol sa pagkabansa at
pagkakakilanlan ng mga Pilipino
***Naipaliliwanag ang mga paraan ng
5
pagtugon ng mga Pilipino sa
12 kolonyalismong Espanyol (Hal. Pag-aalsa, /
pagtanggap sa kapangyarihang kolonyal/
kooperasyon)
Naipaliliwanag ang di matagumpay na
pananakop sa mga katutubong pangkat
ng kolonyalismong Espanyol
5
***Napahahalagahan ang pagtatanggol
13 ng mga Pilipino laban sa kolonyalismong /
Espanyol
Nasusuri ang mga pagbabagong
pampulitika at ekonomiya na ipinatupad
ng kolonyal na pamahalaan 10
***Natatalakay ang impluwensya ng mga
14 /
Espanyol sa kultura ng mga Pilipino
***Nasusuri ang kaugnayan ng
15 pakikipaglaban ng mga Pilipino sa pag- 10 /
usbong ng nasyonalismong Pilipino
184
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Natatalakay ang mga isinagawang
rebelyon ng mga katutubong pangkat
***Napahahalagahan ang mga 10
16 katutubong Pilipinong lumaban upang /
mapanatili ang kanilang kasarinlan
Ikaapat
na
Markahan
Nasusuri ang mga naunang pag-aalsa ng
mga makabayang Pilipino
Naipapaliwanag ang mga salik na 10
17 nagbibigay daan sa pag-usbong ng /
nasyonalismong Pilipino
Natatalakay ang mga pandaigdigang
pangyayari bilang konteksto ng malayang
kaisipan tungo sa pag-usbong ng
pakikibaka ng bayan 10
***Naipaliliwanag ang mga salik na
18 nagbigay daan sa pag-usbong ng
nasyonalismong Pilipino
***Naipaliliwanag ang pananaw at
paniniwala ng mga Sultanato (Katutubong
19 10 /
Muslim) sa pagpapanatili ng kanilang
kalayaan
Naipapahayag ang saloobin sa
kahalagahan ng pagganap ng sariling
tungkulin sa pagsulong ng kamalayang
pambansa tungo sa pagkabuo ng Pilipinas
10
bilang isang nasyon
***Napahahalagahan ang partisipasyon
20 ng iba’t ibang rehiyon at sektor sa /
pagsulong ng kamalayang pambansa
185
GRADE 6 – ARALING PANLIPUNAN
186
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Nasusuri ang uri ng pamahalaan at
8 patakarang ipinatupad sa panahon ng /
mga Amerikano
Natutukoy ang mahahalagang
pangyayaring may kinalaman sa unti-
unting pagsasalin ng kapangyarihan sa
mga Pilipino tungo sa pagsasarili 5
Naipapaliwanag ang mgapagsusumikap
9 ng mga Pilipino tungo sa pagtatatag ng /
nagsasariling pamahalaan
Nabibigyang katwiran ang ginawang
paglutas sa mga suliraning panlipunanat
pangkabuhayan sa panahon ng 5
Komonwelt
10 Nasusuri ang pamahalaang Komonwelt /
Nagkapagbibigay ng sariling pananaw
tungkol sa naging epekto sa mga Pilipino
ng pamamahala sa mga dayuhang
mananakop.
***Nasusuri ang uri ng pamahalaan at
patakarang ipinatupad sa panahon ng
mga Amerikano 5
***Naipaliliwanag ang mga
pagsusumikap ng mga Pilipino tungo sa
pagtatatag ng nagsasariling
pamahalaan
***Naipapaliwanag ang resulta ng
11 /
pananakop ng mga Amerikano
Natatalakay ang mga layunin at
mahahalagang pangyayari sa
pananakop ng mga Hapones
Hal:
12 5 /
• Pagsiklab ng digmaan
• Labanan sa Bataan
• Death March
• Labanan sa Corregidor
***Nasusuri ang mga patakaran at resulta
13 5 /
ng pananakop ng mga Hapones
*** Naipaliliwanag ang paraan ng
14 pakikipaglaban ng mga Pilipino para sa 5 /
kalayaan laban sa Hapon
***Napahahalagahan ang iba’t ibang
paraan ng pagmamahal sa bayan
15 5 /
ipinamalas ng mga Pilipino sa panahon ng
digmaan
Ikatlong
Markahan
Nasusuri ang mga pangunahing suliranin
at hamon sa kasarinlan pagkatapos ng
Ikalawang Digmaang Pandaigdig
Natatalakay ang suliraning
pangkabuhayan pagkatapos ng
15
digmaan at ang naging pagtugon sa
mga suliranin
Nasusuri ang mga pangunahing suliranin
16 at hamong kinaaharap ng mga Pilipino /
mula 1946 hanggan 1972
187
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Naiuugnay ang mga suliranin, isyu at
hamon ng kasarinlan noong panahon ng
Ikatlong Republika sa kasalukuyan na
nakakahadlang ng pag-unlad ng bansa
Nakapagbibigay ng sariling pananaw
tungkol sa mga pagtugon ng mga Pilipino
sa patuloy na mga suliranin, isyu at hamon 20
ng kasarinlan sa kasalukuyan
***Natatalakay ang mga programang
ipinatupad ng iba’t ibang administrasyon
17 sa pagtugon sa mga suliranin at hamong /
kinaharap ng mga Pilipino mula 1946
hanggang 1972
***Napahahalagahan ang pagtatanggol
18 5 /
ng mga Pilipino sa pambansang interes
Ikaapat na
Markahan
Naiisa-isa ang mga pangyayari na
nagbigay-daan sa pagtatakda ng Batas
Militar
Nakabubuo ng konklusyon ukol sa epekto
ng Batas, Militar sa politika, 5
pangkabuhayan at pamumuhay ng mga
Pilipino
Nasusuri ang mga suliranin at hamon sa
19 /
ilalim ng Batas Militar
Natatalakay ang mga pangyayari sa
bansa na nagbigay wakas sa Diktaturang
Marcos
Natatalakay ang mga pagtutol sa Batas
Militar na nagbigay daan sa pagbuo ng
5
samahan laban sa Diktaturang Marcos
Natatalakay ang mga pagkilos at
pagtugon ng mga Pilipinong nagbigay-
20 /
daan sa pagwawakas ng Batas Militar
- People Power 1
Napahahalagahan ang pagtatanggol at
21 pagpapanatili sa karapatang pantao at 5 /
demokratikong pamamahala
*Nasusuri ang mga pangunahing suliranin
22 at hamong kinaharap ng mga Pilipino 5 /
mula 1986 hanggang sa kasalukuyan
*Natatalakay ang mga programang
ipinatupad ng iba’t ibang administrasyon
23 sa pagtugon sa mga suliranin at hamong 5 /
kinaharap ng mga Pilipino mula 1986
hanggang kasalukuyan
Nasusuri ang mga kontemporaryong isyu
ng lipunan tungo sa pagtugon sa mga
hamon ng malaya at maunlad na bansa
• Pampulitika (Hal., usaping
pangteritoryo sa West Philippine
24 5 /
Sea, korupsyon, atbp)
• Pangkabuhayan (Hal., open
trade, globalisasyon, atbp)
• Panlipunan (Hal., OFW, gender,
drug at child abuse, atbp)
188
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
• Pangkapaligiran (climate
change, atbp)
*Natatalakay ang mga gampaning ng
25 pamahalaan at mamamayan sa 5 /
pagkamit ng kaunlaran ng bansa
*Napahahalagahan ang aktibong
pakikilahok ng mamamayan sa mga
26 5 /
programa ng pamahalaan tungo sa pag-
unlad ng bansa
189
GRADE 7 – ARALING PANLIPUNAN
Learning Delivery
Bilang ng
Platforms
Markahan MELC Kasanayang Pampagkatuto Araw ng
Pagtuturo TV Radio Both
Unang
Markahan
Naipapaliwanag ang konsepto ng Asya
tungo sa paghahating – heograpiko:
1 Silangang Asya, Timog-Silangang Asya, 3 /
Timog- Asya, Kanlurang Asya, Hilagang
Asya at Hilaga/ Gitnang Asya
Napapahalagahan ang ugnayan ng tao
2 at kapaligiran sa paghubog ng 3 /
kabihasnang Asyano
Nakapaghahambing ng kalagayan ng
kapaligiran sa iba’t ibang bahagi ng
Asya
Nakagagawa ng pangkalahatang 3
profile ng heograpiya ng Asya
Nailalarawan ang mga yamang likas ng
3 /
Asya
*Nasusuri ang yamang likas at ang mga
implikasyon ng kapaligirang pisikal sa
4 6 /
pamumuhay ng mga Asyano noon at
ngayon
Natataya ang mga implikasyon ng
kapaligirang pisikal at yamang likas ng
mga rehiyon sa pamumuhay ng mga
Asyano noon at ngayon sa larangan ng:
Agrikultura, Ekonomiya, Pananahanan at 3
Kultura
Naipapahayag ang kahalagahan ng
5 pangangalaga sa timbang na /
kalagayang ekolohiko ng rehiyon
Napahahalagahan ang yamang tao ng
Asya
Nailalarawan ang komposisyong etniko
ng mga rehiyon sa Asya
Nasusuri ang kaugnayan ng paglinang
ng wika sa paghubog ng kultura ng mga
6
Asyano
*Nasusuri ang komposisyon ng
populasyon at kahalagahan ng
6 yamang-tao sa Asya sa pagpapaunlad /
ng kabuhayan at lipunan sa
kasalukuyang panahon
Ikalawang
Markahan
Nabibigyang kahulugan ang konsepto
ng kabihasnan at nailalahad ang mga
katangian nito 3
Natatalakay ang konsepto ng
7 /
kabihasnan ng mga katangian nito
Napaghahambing ang mga sinaunang
8 6 /
kabihasnan sa Asya (Sumer, Indus, Tsina)
190
Learning Delivery
Bilang ng
Platforms
Markahan MELC Kasanayang Pampagkatuto Araw ng
Pagtuturo TV Radio Both
Napahahalagahan ang mga bagay at
kaisipang pinagbatayan (sinocentrism,
divine origin, devajara) sa pagkilala sa
sinaunang kabihasnan
Nabibigyang kahulugan ang mga
3
konsepto ng tradisyon, pilosopiya at
relihiyon
Natataya ang impluwensiya ng mga
9 paniniwala sa kalagayang panlipunan, /
sining at kultura sa Asya
Nasusuri ang bahaging ginampanan ng
mga pananaw, paniniwala at tradisyon
sa paghubog ng kasaysayan ng mga
Asyano
Nasusuri ang mga kalagayang legal at
tradisyon ng mga kababaihan sa iba’t
3
ibang uri ng pamumuhay
Napapahalagahan ang mga kaisipang
Asyano, pilosopiya at relihiyon na
10 nagbigay-daan sa paghubog ng /
sinaunang kabihasnang sa Asya at sa
pagbuo ng pagkakilanlang Asyano
Napahahalagahan ang bahaging
ginampanan ng kababaihan sa
pagtataguyod at pagpapanatili ng mga
Asyanong pagpapahalaga.
6
*Nasusuri ang kalagayan at bahaging
ginampanan ng kababaihan mula sa
11 /
sinaunang kabihasnan at ikalabing-anim
na siglo
Napapahalagahan ang mga
12 kontribusyon ng mga sinaunang lipunan 3 /
at komunidad sa Asya
Ikatlong
Markahan
Nabibigyang halaga ang papel ng
kolonyalismo at imperyalismo sa
kasaysayan ng Timog at Kanlurang Asya
Naipaliliwanag ang mga nagbago at
nanatili sa ilalim ng kolonyalismo
6
Nasusuri ang mga dahilan at paraan ng
kolonyalismo at imperyalismo ng mga
13 Kanluranin sa unang yugto (ika-16 at ika- /
17 siglo) pagdating nila sa Timog at
Kanlurang Asya
Nabibigyang halaga ang papel ng
kolonyalismo at imperyalismo sa
kasaysayan ng Timog at Kanlurang Asya
Naipaliliwanag ang mga nagbago at
3
nanatili sa ilalim ng kolonyalismo
*Nasusuri ang mga salik, pangyayaring
14 at kahalagahan ng nasyonalismo sa /
pagbuo ng mga bansa sa Timog at
191
Learning Delivery
Bilang ng
Platforms
Markahan MELC Kasanayang Pampagkatuto Araw ng
Pagtuturo TV Radio Both
Kanlurang Asya
*Natatalakay ang karanasan at
implikasyon ng ang digmaang
15 /
pandaidig sa kasaysayan ng mga
bansang Asyano
Nasusuri ang kaugnayan ng iba’t ibang 3
ideolohiya (ideolohiya ng malayang
16 demokrasya, sosyalismo at komunismo) /
sa mga malawakang kilusang
nasyonalista
*Nasusuri ang karanasan at bahaging
ginampanan ng mga kababaihan tungo
17 sa pagkakapantay-pantay, 3 /
pagkakataong pang-ekonomiya at
karapatang pampolitika
*Napahahalagahan ang bahaging
ginampanan ng nasyonalismo sa
18 /
pagbibigay wakas sa imperyalismo sa
Timog at Kanlurang Asya
Natataya ang mga palatuntunang
nagtataguyod sa karapatan ng
mamamayan sa pangkalahatan, at ng
mga kababaihan, mga grupong 3
katutubo, mga kasapi ng caste sa India
at iba pang sektor ng lipunan
Natataya ang kinalaman ng edukasyon
sa pamumuhay ng mga Asyano
Natataya ang bahaging ginampanan
19 ng relihiyon sa iba’t ibang aspekto ng /
pamumuhay
Naiuugnay ang mga kasalukuyang
pagbabagong pang-ekonomiya na
naganap/ nagaganap sa kalagayan ng
mga bansa
Natataya ang pagkakaiba-iba ng antas
ng pagsulong at pag-unlad ng Timog at 3
Timog-Kanlurang Asya gamit ang
estadistika at kaugnay na datos.
Nasusuri ang mga anyo at tugon sa
20 neokolonyalismo sa Timog at Kanlurang /
Asya
Nahihinuha ang pagkakakilanlan ng
kulturang Asyano batay sa mga
kontribusyong ito
Napapahalagahan ang mga 3
kontribusyon ng Timog at Kanlurang Asya
21 /
sa larangan ng sining, humanidades at
palakasan
Ikaapat na
Markahan
Napapahalagahan ang pagtugon ng
mga Asyano sa mga hamon ng 6
pagbabago, pag-unlad at
192
Learning Delivery
Bilang ng
Platforms
Markahan MELC Kasanayang Pampagkatuto Araw ng
Pagtuturo TV Radio Both
pagpapatuloy ng Silangan at Timog-
Silangang Asya sa Transisyonal at
Makabagong Panahon ika-16
hanggang ika-20 Siglo)
*Nasusuri ang mga dahilan, paraan at
epekto ng kolonyalismo at imperyalismo
22 ng mga Kanluranin sa unang yugto (ika- /
16 at ika-17 siglo) pagdating nila sa
Silangan at TimogSilangang Asya
Naipapaliwanag ang mga nagbago at
nanatili sa ilalim ng kolonyalismo
Natataya ang mga epekto ng
kolonyalismo sa Silangan at Timog-
Silangang Asya 3
*Nasusuri ang mga salik, pangyayaring
at kahalagahan ng nasyonalismo sa
23 /
pagbuo ng mga bansa sa Silangan at
Timog Silangang Asya
Naihahambing ang mga karanasan sa
Silangan at Timog- Silangang Asya sa
ilalim ng kolonyalismo at imperyalismong
kanluranin
Nabibigyang-halaga ang papel ng
nasyonalismo sa pagbuo ng mga bansa
sa Silangan at Timog-Silangang Asya
3
*Natatalakay ang karanasan at
implikasyon ng ang digmaang
24 /
pandaidig sa kasaysayan ng mga
bansang Asyano
*Nasusuri ang kaugnayan ng iba’t ibang
25 ideolohiya sa pag-usbong ng /
nasyonalismo at kilusang nasyonalista
*Nasusuri ang karanasan at bahaging
ginampanan ng mga kababaihan tungo
26 sa pagkakapantay-pantay, 3 /
pagkakataong pang-ekonomiya at
karapatang pampolitika
*Napahahalagahan ang bahaging
ginampanan ng nasyonalismo sa
27 /
pagbibigay wakas sa imperyalismo sa
Silangan at Timog-Silangang Asya 3
Natataya ang bahaging ginampanan
28 ng relihiyon sa iba’t ibang aspekto ng /
pamumuhay
Natataya ang epekto ng kalakalan sa
pagbabagong pang- ekonomiya at
pangkultura ng mga bansa sa Silangan
at Timog Silangang Asya 3
Nasusuri ang mga anyo at tugon sa
29 neokolonyalismo sa Silangan at Timog- /
Silangang Asya
Nahihinuha ang pagkakakilanlan ng
3
kulturang Asyano batay sa mga
193
Learning Delivery
Bilang ng
Platforms
Markahan MELC Kasanayang Pampagkatuto Araw ng
Pagtuturo TV Radio Both
kontribusyong nito
Napapahalagahan ang mga
kontribusyon ng Silangan at Timog-
30 /
Silangang Asya sa larangan ng sining,
humanidades at palakasan
194
GRADE 8 – ARALING PANLIPUNAN
195
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Aztec, Maya, Olmec, Inca, atbp; Mga
Pulo sa Pacific – Nazca
Naipapahayag ang pagpapahalaga sa
mga kontribusyon ng kabihasnang
10 3 /
klasiko sa pag-unlad ng pandaigdigang
kamalayan.
***Nasusuri ang mga pagbabagong
naganap sa Europa sa Gitnang
Panahon: Politika (Pyudalismo, Holy
11 6 /
Roman Empire), Ekonomiya
(Manoryalismo), Sosyo-kultural (Paglakas
ng Simbahang Katoliko, Krusada)
***Natataya ang impuwensya ng mga
12 kaisipang lumaganap sa Gitnang 6 /
Panahon
Ikatlong
Markahan
***Nasusuri ang mahahalagang
13 pagbabagong politikal, ekonomiko at 3 /
sosyo-kultural sa panahon Renaissance.
***Nasusuri ang dahilan, pangyayari at
14 6 /
epekto ng unang Yugto ng Kolonyalismo
Nasusuri ang kaganapan at epekto ng
Enlightenment pati ng Rebolusyong
Siyentipiko at Industriyal.
3
Nasusuri ang dahilan, kaganapan at
15 epekto ng Rebolusyong Siyentipiko, /
Enlightenment at Industriyal
Naipapaliwanag ang kaugnayan ng
16 Rebolusyong Pangkaisipan sa 6 /
Rebolusyong Pranses at Amerikano.
Naipaliliwanag ang Ikalawang Yugto ng
Kolonyalismo at Imperyalismo.
Nasusuri ang mga dahilan at epekto ng 3
17 ikalawang Yugto ng Imperyalismo at /
Kolonisasyon.
Naipapahayag ang pagpapahalaga sa
18 pag-usbong ng Nasyonalismo sa Europa 3 /
at iba’t ibang bahagi ng daigdig.
Ikaapat na
Markahan
Natataya ang mga epekto ng Unang
Dimaang Pandadig.
***Nasusuri ang mga dahilan,
6
mahahalagang pangyayaring
19 /
naganap at bunga ng Unang
Digmaang Pandaigdig.
Nasusuri ang mahahalagang
pangyayaring naganap sa Ikalawang
Digmaang Pandaigdig.
Natataya ang mga epekto ng
Ikalawang Digmaang Pandaigdig. 6
***Nasusuri ang mga dahilan,
mahahalagang pangyayaring
20 /
naganap at bunga ng Ikalawang
Digmaang Pandaidig.
196
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Natataya ang pagsisikap ng mga bansa
21 na makamit ang kapayapaang 3 /
pandaigdig at kaunlaran.
Nasusuri ang mga ideolohiyang politikal
22 at ekonomiko sa hamon ng 3 /
estabilisadong institusyon ng lipunan.
Natataya ang epekto ng mga
ideolohiya, ng Cold War at ng Neo-
23 3 /
kolonyalismo sa iba’t ibang bahagi ng
daigdig.
Napapahalagahan ang bahaging
ginampanan ng mga pandaidigang
24 3 /
organisasyon sa pagsusulong ng
pandaigdigang kapayapaan.
197
GRADE 9 – ARALING PANLIPUNAN
198
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
***Natatalakay ang konsepto at salik na
8 nakaaapekto sa suplay sa pang araw- /
araw na pamumuhay
Naipapaliwanag ang interaksyon ng
9 demand at suplay sa kalagayan ng 3 /
presyo at ng pamilihan
Napapaliwanag ang kahulugan ng
pamilihan
6
Nasusuri ang iba’t ibang Istraktura ng
10 /
Pamilihan
Napangangatwiranan ang
kinakailangang pakikialam at regulasyon
ng pamahalaan sa mga gawaing
pangkabuhayan sa iba’t ibang istraktura
ng pamilihan upang matugunan ang
3
pangangailangan ng mga mamamayan
***Napahahalagahan ang bahaging
ginagampanan ng pamahalaan
11 /
saregulasyon ng mga gawaing
pangkabuhayan
Ikatlong
Markahan
Nailalalarawan ang paikot na daloy ng
ekonomiya
Naipapaliwanag ang bahaging 6
12
ginagampanan ng mga bumubuo sa /
paikot na daloy ng ekonomiya
Nasusuri ang ugnayan sa isa’t isa ng mga
bahaging bumubuo sa paikot na daloy
ng ekonomiya
Nasusuri ang pambansang produkto
(Gross National Product-Gross Domestic
Product) bilang panukat ng kakayahan
3
ng isang ekonomiya
Nakikilala ang mga pamamaraan sa
pagsukat ng pambansang produkto
Nasusuri ang pamamaraan at
13 kahalagahan ng pagsukat ng /
pambansang kita
Nasusuri ang konsepto at palatandaan
ng Implasyon
Natataya ang mga dahilan sa
pagkaroon ng implasyon
6
Nasusuri ang iba’t ibang epekto ng
implasyon
Natatalakay ang konsepto, dahilan,
14 /
epekto at pagtygon sa implasyon
Naiuuugnay ang mga epekto ng
patakarang piskal sa katatagan ng
pambansang ekonomiya 3
***Nasusuri ang layunin at pamamaraan
15 /
ng patakarang piskal
Naipaliliwanag ang layunin ng
patakarang pananalapi:
3
***Nasusuri ang layunin at pamamaraan
16 /
ng patakarang pananalapi
199
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Naipahahayag ang kahalagahan ng
pag-iimpok at pamumuhunan bilang
isang salik ng ekonomiya
3
***Napahahalagahan ang pag-iimpok at
17 pamumuhunan bilang isang salik ng /
ekonomiya
Ikaapat na
Markahan
Nakapagbibigay ng sariling
pakahulugan sa pambansang kaunlaran
3
Nasisiyasat ang mga palatandaan ng
18 /
pambansang kaunlaran
Natutukoy ang iba’t ibang gampanin
19 ngmamamayang Pilipino upang 3 /
makatulong sa pambansang kaunlaran
Napahahalagahan ang sama-samang
pagkilos ng mamamayang Pilipino para
sa pambansang kaunlaran
Nakapagsasagawa ng isang
pagpaplano kung paano makapag-
3
ambag bilang mamamayan sa pag-
unlad ng bansa
Nasusuri ang bahaging ginagampanan
20 ng agrikultura, pangingisda, at /
paggugubat sa ekonomiya at sa bansa
Nasusuri ang mga dahilan at epekto ng
suliranin ng sektor ng agrikultura,
21 3 /
pangingisda, at paggugubat sa bawat
Pilipino
Nabibigyang-halaga ang mga
patakarang pang-ekonomiya
22 nakatutulong sa sektor ng agrikultura 3 /
(industriya ng agrikultura, pangingisda, at
paggugubat)
Nasusuri ang bahaging ginagampanan
ng sektor ng industriya, tulad ng
pagmimina, tungo sa isang masiglang
ekonomiya
Nasusuri ang pagkakaugnay ng sektor
agrikultural at industriya tungo sa pag-
unlad ng kabuhayan
Nabibigyang-halaga ang mga
patakarang pang-ekonomiyang
23 nakatutulong sa sektor ng industriya at /
mga patakarang pag-ekonomiyang 3
nakatutulong dito
Nasusuri ang bahaging ginagampanan
ng sektor ng paglilingkod
Napapahalagahan ang mga
patakarang pang-ekonomiya na
nakakatulong sa sektor ng paglilingkod
Nabibigyang-halaga ang mga ang mga
gampanin ng sektor ng paglilingkod at
24 /
mga patakarang pang- ekonomiyang
nakatutulong dito
200
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Nakapagbibigay ng sariling
pakahulugan sa konsepto ng impormal
na sektor
Nasusuri ang mga dahilan ng
pagkakaroon ng impormal na sektor 3
Nabibigyang-halaga ang mga ang mga
gampanin ng impormal na sektor at mga
25 /
patakarang pangekonomiyang
nakatutulong dito
Napahahalagahan ang kontribusyon ng
kalakalang panlabas sa pag-unlad
ekonomiya ng bansa
3
Nasusuri ang pang-ekonomikong
26 ugnayan at patakarang panlabas na /
nakakatulong sa Pilipinas
201
GRADE 10 – ARALING PANLIPUNAN
202
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Naipaliliwanag ang mga dahilan ng
pagkakaroon ng ibat ibang suliranin sa
paggawa
6
***Naipaliliwanag ang kalagayan,
7 suliranin at pagtugon sa isyu ng paggawa /
sa bansa
Naipapaliwanag ang konsepto at dahilan
ng migrasyon dulot ng globalisasyon
6
***Nasusuri ang dahilan at epekto ng
8 /
migrasyon dulot ng globalisasyon
***Naipahahayag ang saloobin tungkol sa
9 6 /
epekto ng globalisasyon
Ikatlong
Markahan
Naipapahayag ang sariling pakahulugan
sa kasarian at sex
Nasusuri ang mga uri ng kasarian (
gender) at sex
Natatalakay ang gender roles sa Pilipinas 6
sa iba’t ibang panahon
***Natatalakay ang mga uri ng kasarian
10 (gender) at sex at gender roles sa iba’t /
ibang bahagi ng daigdig
Nasusuri ang karahasan sa kababaihan,
kalalakihan at LGBT
Nasusuri ang diskriminasyon sa 6
11 kababaihan, kalalakihan at LGBT /
(Lesbian, Gay, Bi – sexual, Transgender)
Nasusuri ang tugon ng pandaigdigang
samahan sa karahasan at diskriminasyon
Napahahalagahan ang tugon ng 6
12 pandaigdigang samahan sa karahasan /
at diskriminasyon
Napahahalagahan ang tugon ng
pamahalaang Pilipinas sa mga isyu ng
karahasan at diskriminasyon
Nakagagawa ng hakbang na
6
nagsusulong ng pagtanggap at
13 paggalang sa kasarian na nagtataguyod /
ng pagkakapantay-pantay ng tao bilang
kasapi ng pamayanan
Ikaapat na
Markahan
Napahahalagahan ang papel ng
mamamayan sa pamamahala ng isang
komunidad
Nasusuri ang mga elemento ng isang 6
mabuting pamahalaan
***Naipaliliwanag ang kahalagahan ng
14 /
aktibong pagmamamayan
***Nasusuri ang kahalagahan ng
pagsusulong at pangangalaga sa
15 6 /
karapatang pantao sa pagtugon sa mga
isyu at hamong panlipunan
203
Bilang ng Learning Delivery
Markahan MELC Kasanayang Pampagkatuto Araw ng Platforms
Pagtuturo TV Radio Both
Nasusuri ang bahaging ginagampanan
ng mga karapatang pantao upang
matugunan ang iba’t ibang isyu at
hamong panlipunan
Napahahalagahan ang aktibong
pakikilahok ng mamamayan batay sa
6
kanilang taglay na mga karapatang
pantao
Natatalakay ang mga epekto ng
pakikilahok ng mamamayan sa mga
16 /
gawaing pansibiko sa kabuhayan,
politika, at lipunan
***Napahahalagahan ang papel ng
17 mamamayan sa pagkakaron ng isang 6 /
mabuting pamahalaan
204
205
CLMD4A BUDGET OF WORK IN EDUKASYON SA PAGPAPAKATAO (EsP)
A. Mga Katangian/Salik
206
ng mga makabuluhang gawain upang patuloy na linangin at isagawa ng bawat
mag-aaral ang pagiging Maka-Diyos, Makatao, Makakalikasan at Makabansa.
(F) 1
A. Markahan
B. Pinakamahalagang Kasanayang Pampagkatuto (MELC)
C. Kasanayang Pampagkatuto
D. Bilang ng Araw ng Pagtuturo
E. Pagpapaganang Kasanayan o Enabling Competencies. Ito ang mga
kasanayang nagmula sa K to 12 Curriculum Guide na gagamitin ng guro
upang bigyang-linaw o magsilbing tulay upang makamit ang mga
Pinakamahalagang Kasanayang Pampagkatuto.
F. Pinakamahalagang Kasanayang Pampagkatuto o MELC. Sa bawat CLMD4A
BOW, ito ay sinisimbolo ng mga numero o bilang. Ang mga bilang na ito ay
tumutukoy kung ilang MELC mayroon sa bawat baitang. Ang mga napiling
MELC ay maaaring katumbas ng isang Kasanayang Pampagkatuto na
makikita sa ikatlong kolum o kumbinasyon ng piling Kasanayang
Pampagkatuto.
G. Learning Delivery Platform. It ay nagpapakita kung saan pa pwedeng
maaring gamitin o i-convert ang MELCs. Ito ay maaring sa isang (H) TV Lesson,
(I) Radio Lesson, at (J) Both or Parehas.
207
BAITANG 1 – EDUKASYON SA PAGPAPAKATAO (EsP)
208
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
Nakapagsasabi ng totoo sa magulang/ nakatatanda at
iba pang kasapi ng mag- anak sa lahat ng
pagkakataon upang maging maayos ang samahan
a. kung saan papunta/ nanggaling
10 b. kung kumuha ng hindi kanya 10 /
c. mga pangyayari sa paaralan na nagbunga ng
hindi pagkakaintindihan
d. kung gumamit ng computer sa paglalaro imbis
na sa pag-aaral
Ikatlong
Markahan
Nakapagpapakita ng iba’t ibang paraan ng pagiging
masunurin at magalang tulad ng:
a. pagsagot kaagad kapag tinatawag ng kasapi
ng pamilya
11 b. pagsunod nang maluwag sa dibdib kapag 10 /
inuutusan
c. pagsunod sa tuntuning itinakda ng:
- tahanan
- paaralan
Nakapagpapakita ng pagpapahalaga sa mga
karapatang tinatamasa
12 Hal. 10 /
- Pagkain ng masusustansyang pagkain
- Nakapag-aaral
*Nakasusunod sa utos ng magulang at nakatatanda.
Nakapagpapakita ng mga paraan upang makamtam
at mapanatili ang kaayusan at kapayapaan sa
tahanan at paaralan tulad ng:
13 10 /
a. pagiging masaya para sa tagumpay ng
ibang kasapi ng pamilya at ng kamag-aral
b. pagpaparaya
c. pagpapakumbaba
Nakatutulong sa pagpapanatili ng kalinisan at
kaayusan sa loob ng tahanan at paaralan para sa
mabuting kalusugan
14 Hal. 5 /
- Pagtulong sa paglilinis ng tahanan Pagtulong
sa paglilinis ng paaralan Pag-iwas sa
pagkakalat
Nakagagamit ng mga bagay na patapon ngunit
15 5 /
maaari pang pakinabangan
Ikaapat na
Markahan
16 Nakasusunod sa utos ng magulang at nakatatanda 10 /
Nakapagpapakita ng paggalang sa paniniwala ng
17 15 /
kapwa
18 Nakasusunod sa mga gawaing panrelihiyon 15 /
209
BAITANG 2 – EDUKASYON SA PAGPAPAKATAO (EsP)
210
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
- pag-aaral nang mabuti pagtitipid sa anumang
kagamitan
Nakatutukoy ng mga karapatang maaaring ibigay ng
15 /
mag-anak
Nakapagpapahayag ng kasiyahan sa karapatang
16 10 /
tinatamasa
Nakapagbabahagi ng pasasalamat sa tinatamasang
17 /
karapatan sa pamamagitan ng kuwento.
Nakagagamit nang masinop ng anumang bagay tulad
18 5 /
ng tubig, pagkain, enerhiya at iba pa.
Nakikibahagi sa anumang programa ng paaralan at
19 pamayanan na makatutulong sa pagpapanatili ng 5 /
kalinisan at kaayusan sa pamayanan at bansa
Nakatukoy ng iba’t ibang paraan upang mapanatili
ang kalinisan at kaayusan sa pamayanan
Hal.
20 10 /
- pagsunod sa mga babalang pantrapiko
- wastong pagtatapon ng basura
- pagtatanim ng mga halaman sa paligid
Nakapagpapakita ng pagmamhal sa kaayusan at
21 5 /
kapayapaan
Ikaapat na
Markahan
Nagpapakita ng iba’ ibang paraan ng
22 pagpapasalama sa mga biyayang natanggap, 15 /
tinatanggap at tatanggapin mula sa Diyos
Nakapagpapakita ng pasasalamat sa mga
kakayahan/ talinong bigay ng Panginoon sa
pamamagitan ng:
a. paggamit ng talino at kakayahan
23 b. pakikibahagi sa iba ng taglay na talino at 25 /
kakayahan
c. pagtulong sa kapwa
d. pagpapaunlad ng talino at kakayahang bigay
ng Panginoon
211
BAITANG 3 – EDUKASYON SA PAGPAPAKATAO (EsP)
212
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
Nakakapagpanatili ng malinis at ligtas na pamayanan
sa pamamagitan ng:
- paglilinis at pakikiisa sa gawaing pantahanan
13 at pangkapaligiran 10 /
- wastong pagtatapon ng basura
- palagiang pakikilahok sa proyekto ng
pamayanan na may kinalaman sa kapaligiran
Nakasusunod sa mga tuntuning may kinalaman sa
14 kaligtasan tulad ng mga babala at batas trapiko 10 /
- pagsakay/pagbaba sa takdang lugar
Nakapagpapanatili ng ligtas na pamayanan sa
15 pamamagitan ng pagiging handa sa sakuna o 10 /
kalamidad
Ikaapat na
Markahan
16 Nakapagpapakita ng pananalig sa Diyos 20 /
Nakapagpapakita ng paggalang sa paniniwala ng iba
17 20 /
tungkol sa Diyos
213
BAITANG 4 – EDUKASYON SA PAGPAPAKATAO (EsP)
214
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
(hal. kuwentong bayan, alamat, mga epiko) at di-
material (hal. mga magagandang kaugalian,
pagpapahalaga sa nakakatanda at iba pa)
Naipagmamalaki/ napapahalagahan ang nasuring
kultura ng iba’t ibang pangkat etniko tulad ng
10 /
kuwentong–bayan, katutubong sayaw, awit, laro at iba
pa 15
Nakasusunod sa mga batas/panuntunang pinaiiral
11 tungkol sa pangangalaga ng kapaligiran kahit walang /
nakakakita.
Nakakatulong sa pagpapanatili ng kalinisan at
kaayusan ng kapaligiran saanman sa pamamagitan
ng:
a. segregasyon o pagtugon ng mga basurang
12 nabubulok at di-nabubulok sa tamang 15 /
lagayan.
b. pag-iwas sa pagsunog ng anumang bagay.
c. pagsasagawa ng muling paggamit ng mga
patapong bagay (Recycling)
Ikaapat na
Markahan
Napapahalagahan ang lahat ng mga likha:
may buhay at mga material na bagay
13 a. Sarili at kapwa-tao 10 /
- pag-iwas sa pagkakaroon ng sakit
- paggalang sa kapwa-tao
b. Hayop
14 - pagkalinga sa mga hayop na ligaw at /
endangered
c. Halaman
20
- pag-aayos ng mga nabuwal na halaman
15 - paglalagay ng mga lupa sa paso /
- pagbubungkal ng tanim na halaman sa
paligid
d. Mga Materyal na Kagamitan
16 - pangangalaga sa mga materyal na 10 /
kagamitang likas o gawa ng tao
215
BAITANG 5 – EDUKASYON SA PAGPAPAKATAO (EsP)
216
a. mabuting pagtanggap/pagtrato sa mga
katutubo at mga dayuhan
b. paggalang sa natatanging
kaugalian/paniniwala ng mga katutubo at
dayuhang kakaiba sa kinagisnan
Nakabubuo at nakapagpapahayag nang may
11 /
paggalang sa anumang ideya/opinion
5
Nakapagpapaubaya ng pansariling kapakanan para
12 /
sa kabutihan ng kapwa
13 Nakapagsasaalang-alang ng karapatan ng iba /
Nakikilahok sa mga patimpalak o paligsahan na ang 5
14 /
layunin ay pakikipagkaibigan
Nagagampanan nang buong husay ang anumang
15 tungkulin sa programa o proyekto gamit ang anumang 5 /
teknolohiya sa paaralan
Ikatlong
Markahan
Nakapagpapakita ng mga kanais-nais na kaugaliang
Pilipino
a. nakikisama sa kapwa Pilipino
16 5 /
b. tumutulong/lumalahok sa bayanihan at
palusong
c. magiliw na pagtanggap ng mga panauhin
Nakapagpapamalas ng pagkamalikhain sa pagbuo ng
17 mga sayaw, awit at sining gamit ang anumang /
multimedia o teknolohiya 5
Napananatili ang pagkamabuting mamamayang
18 /
Pilipino sa pamamagitan ng pakikilahok
Nakasusunod ng may masusi at matalinong
pagpapasiya para sa kaligtasan
Hal.
19 a. paalala para sa mga panoorin at babasahin 5 /
b. pagsunod sa mga alituntunin tungkol sa pag-
iingat sa sunog at paalaala kung may
kalamidad
Nakapagpapakita ng magagandang halimbawa ng
pagiging responsableng tagapangalaga ng
kapaligiran
20 a. pagiging mapanagutan /
b. pagmamalasakit sa kapaligiran sa
pamamagitan ng pakikiisa sa mga 5
programang pangkapaligiran
Napatutunayan na di-nakukuha sa kasakiman ang
pangangailangan
21 /
a. pagiging vigilant sa mga illegal na gawaing
nakasisira sa kapaligiran
Nakikiisa nang may kasiyahan sa mga programa ng
pamahalaan na may kaugnayan sa pagpapanatili ng
kapayapaan
22 5 /
a. paggalang sa karapatang pantao
b. paggalang sa opinyon ng iba
c. paggalang sa ideya ng iba
Nakalalahok sa pangangampanya sa pagpapatupad
ng mga batas para sa kabutihan ng lahat
a. pangkalinisan
23 b. pangkaligtasan 5 /
c. pangkalusugan
d. pangkapayapaan
e. pangkalikasan
217
Nakakagawa ng isang proyekto gamit ang iba’t ibang
multimedia at technology tools sa pagpapatupad ng
24 /
mga batas sa kalinisan, kaligtasan, kalusugan at
10
kapayapaan
Nakikiisa nang buong tapat sa mga gawaing
25 /
nakatutulong sa bansa at daigdig
Ikaapat na
Markahan
Nakapagpapakita nang tunay na pagmamahal sa
kapwa tulad ng:
a. pagsasaalang-alang sa kapakanan ng kapwa
26 at sa kinabibilangang pamayanan 20 /
b. pakikiisa sa pagdarasal para sa kabutihan ng
lahat
c. pagkalinga at pagtulong sa kapwa
Nakapagpapakita ng iba’t ibang paraan ng
27 20 /
pasasalamat sa Diyos
218
BAITANG 6 – EDUKASYON SA PAGPAPAKATAO (EsP)
219
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto
ng Platforms
Araw TV Radio Both
Napatutunayan na nagpapaunlad ng pagkatao ang
ispiritwalidad
Hal.
- pagpapaLiwanag na ispiritwalidad ang
12 40 /
pagkakaroon ng mabuting pagkatao anuman
ang paniniwala
- pagkakaroon ng positibong pananaw, pag-asa,
at pagmamahal sa kapwa at Diyos
220
BAITANG 7 – EDUKASYON SA PAGPAPAKATAO (EsP)
221
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
Natutukoy ang kaugnayan ng pagpapaunlad ng mga hilig
9 sa pagpili ng kursong akademiko o teknikal- bokasyonal, /
negosyo o hanapbuhay. 2
Nakasusuri ng mga sariling hilig ayon sa larangan at tuon
10 /
ng mga ito.
Naipaliliwanag na ang pagpapaunlad ng mga hilig ay
makatutulong sa pagtupad ng mga tungkulin,
11 paghahanda tungo sa pagpili ng propesyon, kursong /
akademiko o teknikal-bokasyonal, negosyo o hanapbuhay, 2
pagtulong sa kapwa at paglilingkod sa pamayanan
Naisasagawa ang mga gawaing angkop sa
12 /
pagpapaunlad ng kanyang mga hilig
Ikalawang
Markahan
Natutukoy ang mga katangian, gamit at tunguhin ng isip at
13 /
kilos-loob
2
Nasusuri ang isang pasyang ginawa batay sa gamit at
14 /
tunguhin ng isip at kilos-loob
Naipaliliwanag na ang isip at kilos-loob ang
nagpapabukod-tangi sa tao, kaya ang kanyang mga
15 /
pagpapasiya ay dapat patungo sa katotohanan at
kabutihan. 2
Naisasagawa ang pagbuo ng angkop na pagpapasiya
16 tungo sa katotohanan at kabutihan gamit ang isip at kilos- /
loob
Nakikilala na natatangi sa tao ang Likas na Batas Moral
dahil ang pagtungo sa kabutihan ay may kamalayan at
17 /
kalayaan. Ang unang prinsipyo nito ay likas sa tao na
dapat gawin ang mabuti at iwasan ang masama. 2
Nailalapat ang wastong paraan upang baguhin ang mga
18 pasya at kilos na taliwas sa unang prinsipyo ng Likas na /
Batas Moral
Nahihinuha na nalalaman agad ng tao ang mabuti at
masama sa kongkretong sitwasyon batay sa sinasabi ng
19 /
konsiyensiya. Ito ang Likas na Batas Moral na itinanim ng
Diyos sa isip at puso ng tao. 2
Nakabubuo ng tamang pangangatwiran batay sa Likas na
20 Batas Moral upang magkaroon ng angkop na /
pagpapasiya at kilos araw- araw
Nakikilala ang mga indikasyon / palatandaan ng
21 /
pagkakaroon o kawalan ng kalayaan
2
Nasusuri kung nakikita sa mga gawi ng kabataan ang
22 /
kalayaan
Nahihinuha na likas sa tao ang malayang pagpili sa mabuti
23 o sa masama; ngunit ang kalayaan ay may kakambal na /
pananagutan para sa kabutihan 2
Naisasagawa ang pagbuo ng mga hakbang upang
24 /
baguhin o paunlarin ang kaniyang paggamit ng kalayaan
Nakikilala na may dignidad ang bawat tao anoman ang
25 kanyang kalagayang panlipunan, kulay, lahi, edukasyon, /
relihiyon at iba pa 2
Nakabubuo ng mga paraan upang mahalin ang sarili at
26 /
kapwa na may pagpapahalaga sa dignidad ng tao
Napatutunayan na ang
a. paggalang sa dignidad ng tao ay ang nagsisilbing
27 2 /
daan upang mahalin ang kapwa tulad ng
pagmamahal sa sarili at
222
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
b. ang paggalang sa dignidad ng tao ay
nagmumula sa pagiging pantay at magkapareho
nilang tao
Naisasagawa ang mga konkretong paraan upang ipakita
28 ang paggalang at pagmamalasakit sa mga taong kapus- /
palad o higit na nangangailangan kaysa sa kanila
Ikatlong
Markahan
Nakikilala ang pagkakaiba at pagkakaugnay ng birtud at
29 /
pagpapahalaga
Natutukoy
a. ang mga birtud at pagpapahalaga na isasabuhay 2
30 at /
b. ang mga tiyak na kilos na ilalapat sa
pagsasabuhay ng mga ito
Napatutunayan na ang paulit-ulit na pagsasabuhay ng
mga mabuting gawi batay sa mga moral na
31 /
pagpapahalaga ay patungo sa paghubog ng mga birtud
(acquired virtues) 2
Naisasagawa ang pagsasabuhay ng mga
32 pagpapahalaga at birtud na magpapaunlad ng kanyang /
buhay bilang nagdadalaga/ nagbibinata
Natutukoy ang iba’t ibang antas ng pagpapahalaga at
33 /
ang mga halimbawa ng mga ito
2
Nakagagawa ng hagdan ng sariling pagpapahalaga
34 /
batay sa Hirarkiya ng mga Pagpapahalaga ni Max Scheler
Napatutunayang ang piniling uri ng pagpapahalaga
35 batay sa hirarkiya ng mga pagpapahalaga ay gabay sa /
makatotohanang pag-unlad ng ating Pagkatao
2
Naisasagawa ang paglalapat ng mga tiyak na hakbang
36 upang mapataas ang antas ng kaniyang mga /
pagpapahalaga
Nakikilala na ang mga pangarap ang batayan ng mga
pagpupunyagi tungo sa makabuluhan at maligayang
buhay, sa mga aspetong:
a. personal na salik na kailangang paunlarin kaugnay
ng pagpaplano ng kursong akademiko o teknikal-
37 /
bokasyunal, negosyo o hanapbuhay
b. pagkilala sa (a) mga kahalagahan ng pag-aaral
bilang paghahanda sa pagnenegosyo at
paghahanapbuhay at (b) ang mga hakbang sa
paggawa ng career plan
Nakapagtatakda ng malinaw at makatotohanang mithiin
4
upang magkaroon ng tamang direksyon sa buhay at
matupad ang mga pangara, maging ang pagsasaalang-
alang sa mga sumusunod:
a. sariling kalakasan at kahinaan at pagbalangkas ng
mga hakbang upang magamit ang mga
38 /
kalakasan sa ikabubuti at malagpasan ang mga
kahinaan
b. pagtanggap ng kawalan o kakulangan sa mga
personal na salik na kailangan sa pinaplanong
kursong akademiko o teknikalbokasyonal, negosyo
o hanapbuhay
Naipaliliwanag na mahalaga ang
39 a. pagtatakda ng malinaw at makatotohanang 4 /
mithiin ay nagsisilbing gabay sa tamang
223
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
pagpapasiya upang magkaroon ng tamang
direksyon sa buhay at matupad ang mga
pangarap
b. pagtutugma ng mga personal na salik at mga
kailanganin (requirements) sa pinaplanong kursong
akademiko o teknikalbokasyonal, sining o isports,
negosyo o hanapbuhay upang magkaroon ng
makabuluhang negosyo o hanapbuhay, maging
produktibo at makibahagi sa pag-unlad ng
ekonomiya ng bansa
c. pag-aaral ay naglilinang ng mga kasanayan,
pagpapahalaga, talento at mga kakayahang
makatutulong, sa pagtatagumpay sa pinaplanong
buhay, negosyo o hanapbuhay
Naisasagawa ang paglalapat ng pansariling plano sa
pagtupad ng mga minimithing kursong akademiko o
40 teknikal-bokasyonal, negosyo o hanapbuhay batay sa /
pamantayan sa pagbuo ng Career Plan gamit ang Goal
Setting at Action Planning Chart**
Ikaapat na
Markahan
Naipaliliwanag ang kahalagahan ng makabuluhang
41 4 /
pagpapasiya sa uri ng buhay
Nasusuri ang ginawang Personal na Pahayag ng Misyon sa
42 Buhay kung ito ay may pagsasaalang-alang sa tama at 4
matuwid na pagpapasiya
Nahihinuha na ang pagbuo ng Personal na Pahayag ng
Misyon sa Buhay ay gabay sa tamang pagpapasiya upang
43 4 /
magkaroon ng tamang direksyon sa buhay at matupad
ang mga pangarap
Naisasagawa ang pagbuo ng personal na pahayag ng
44 Misyon sa Buhay batay sa mga hakbang sa mabuting 4 /
pagpapasiya
224
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Natutukoy ang mga gawain o karanasan sa sariling
pamilya na nagpapakita ng pagtulong sa kapitbahay o
13 pamayanan (papel na panlipunan) at pagbabantay sa /
mga batas at institusyong panlipunan (papel na
2
pampulitikal)
Nasusuri ang isang halimbawa ng pamilyang
14 ginagampanan ang panlipunan at pampulitikal na papel /
nito
Nahihinuha na may pananagutan ang pamilya sa
pagbuo ng mapagmahal na pamayanan sa
pamamagitan ng pagtulong sa kapitbahay o
15 /
pamayanan (papel na panlipunan) at pagbabantay sa
2
mga batas at institusyong panlipunan (papel na
pampolitikal)
Naisasagawa ang isang gawaing angkop sa panlipunan
16 /
at pampulitikal na papel ng pamilya
Ikalawang
Markahan
17 Natutukoy ang mga taong itinuturing niyang kapwa /
Nasusuri ang mga impluwensya ng kanyang kapwa sa
2
18 kanya sa aspektong intelektwal, panlipunan, /
pangkabuhayan, at pulitikal
Nahihinuha na:
a. Ang tao ay likas na panlipunang nilalang, kaya’t
nakikipag-ugnayan siya sa kanyang kapwa
upang malinang siya sa aspetong intelektwal,
panlipunan, pangkabuhayan, at politikal.
19 b. Ang birtud ng katarungan (justice) at /
pagmamahal (charity) ay kailangan sa
pagpapatatag ng pakikipagkapwa 2
c. Ang pagiging ganap niyang tao ay matatamo sa
paglilingkod sa kapwa - ang tunay na indikasyon
ng pagmamahal.
Naisasagawa ang isang gawaing tutugon sa
pangangailangan ng mga mag-aaral o kabataan sa
20 /
paaralan o pamayanan sa aspetong intelektwal,
panlipunan, pangkabuhayan, o pulitikal
Natutukoy ang mga taong itinuturing niyang kaibigan at
21 /
ang mga natutuhan niya mula sa mga ito
2
Nasusuri ang kanyang mga pakikipagkaibigan batay sa
22 /
tatlong uri ng pakikipagkaibigan ayon kay Aristotle
Nahihinuha na:
a. Ang pakikipagkaibigan ay nakatutulong sa
paghubog ng matatag na pagkakakilanlan at
pakikisalamuha sa lipunan.
b. Maraming kabutihang naidudulot ang
pagpapanatili ng mabuting pakikipagkaibigan:
ang pagpapaunlad ng pagkatao at
23 2 /
pakikipagkapwa at pagtatamo ng mapayapang
lipunan/pamayanan.
c. Ang pagpapatawad ay palatandaan ng
pakikipagkaibigang batay sa kabutihan at
pagmamahal. Nakatutulong ito sa pagtamo ng
integrasyong pansarili at pagpapaunlad ng
pakikipagkapwa.
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Naisasagawa ang mga angkop na kilos upang
24 mapaunlad ang pakikipagkaibigan (hal.: /
pagpapatawad)
Natutukoy ang magiging epekto sa kilos at pagpapasiya
25 ng wasto at hindi wastong pamamahala ng pangunahing /
emosyon.
2
Nasusuri kung paano naiimpluwensyahan ng isang
26 emosyon ang pagpapasiya sa isang sitwasyon na may /
krisis, suliranin o pagkalito
Napangangatwiranan na:
a. Ang pamamahala ng emosyon sa pamamagitan
ng pagtataglay ng mga birtud ay nakatutulong
sa pagpapaunlad ng sarili at pakikipagkapwa.
27 /
b. Ang katatagan (fortitude) at kahinahunan
2
(prudence) ay nakatutulong upang harapin ang
matinding pagkamuhi, matinding kalungkutan,
takot at galit.
Naisasagawa ang mga angkop na kilos upang
28 /
mapamahalaan nang wasto ang emosyon.
Natutukoy ang kahalagahan ng pagiging
29 /
mapanagutang lider at tagasunod
2
Nasusuri ang katangian ng mapanagutang lider at
30 /
tagasunod na nakasama, naobserbahan o napanood
Nahihinuha na ang pagganap ng tao sa kanyang
gampanin bilang lider at tagasunod ay nakatutulong sa
31 pagpapaunlad ng sarili tungo sa mapanagutang /
pakikipag-ugnayan sa kapwa at makabuluhang buhay sa
2
lipunan.
Naisasagawa ang mga angkop na kilos upang
32 mapaunlad ang kakayahang maging mapanagutang /
lider at tagasunod.
Ikatlong
Markahan
Natutukoy ang mga biyayang natatanggap mula sa
33 kabutihang-loob ng kapwa at mga paraan ng /
pagpapakita ng pasasalamat 4
Nasusuri ang mga halimbawa o sitwasyon na
34 /
nagpapakita ng pasasalamat o kawalan nito
Napatutunayan na ang pagiginig mapagpasalamat ay
ang pagkilala na ang maraming bagay na napapasaiyo
at malaking bahagi ng iyong pagkatao ay nagmula sa
kapwa, na sa kahuli-hulihan ay biyaya ng Diyos.
Kabaligtaran ito ng Entitlement Mentality, isang
35 /
paniniwala o pag-iisip na anomang inaasam mo ay 4
karapatan mo na dapat bigyan ng dagliang pansin. Hindi
naglalayong bayaran o palitan ang kabutihan ng kapwa
kundi gawin sa iba ang kabutihang
ginawa sa iyo.
36 Naisasagawa ang mga angkop na kilos ng pasasalamat /
Nakikilala ang mga paraan ng pagpapakita ng
paggalang na:
- ginagabayan ng katarungan at pagmamahal
37 /
bunga ng hindi pagpapamalas ng pagsunod at
4
paggalang sa magulang, nakatatanda at may
awtoridad
Nasusuri ang mga umiiral na paglabag sa paggalang sa
38 /
magulang, nakatatanda at may awtoridad
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Nahihinuha na dapat gawin ang pagsunod at
paggalang sa mga magulang, nakatatanda at may
awtoridad dahil sa pagmamahal, sa malalim na
39 /
pananagutan at sa pagkilala sa kanilang awtoridad na
hubugin, bantayan at paunlarin ang mga
4
pagpapahalaga ng kabataan
Naisasagawa ang mga angkop na kilos ng pagsunod at
paggalang sa mga magulang, nakatatanda at may
40 /
awtoridad at nakaiimpluwensiya sa kapwa kabataan na
maipamalas ang mga ito
Ikaapat na
Markahan
Nakikilala ang
a. kahalagahan ng katapatan,
41 /
b. mga paraan ng pagpapakita ng katapatan, at
2
c. bunga ng hindi pagpapamalas ng katapatan
Nasusuri ang mga umiiral na paglabag ng mga kabataan
42 /
sa katapatan
Naipaliliwanag na:
- Ang pagiging tapat sa salita at gawa ay
pagpapatunay ng pagkakaroon ng komitment
43 sa katotohanan at ng mabuti/ matatag na /
konsensya. May layunin itong maibigay sa kapwa 2
ang nararapat para sa kanya, gabay ang diwa
ng pagmamahal.
Naisasagawa ang mga mga angkop na kilos sa
44 /
pagsasabuhay ng katapatan sa salita at gawa
Natutukoy ang tamang pagpaqpakahulugan sa
45 /
sekswalidad
2
Nasusuri ang ilang napapanahong isyu ayon sa tamang
46 /
pananaw sa sekswalidad
Nahihinuha na:
- Ang pagkakaroon ng tamang pananaw sa
sekswalidad ay mahalaga para sa paghahanda
47 /
sa susunod na yugto ng buhay ng isang
nagdadalaga at nagbibinata at sa pagtupad
2
niya sa kanyang bokasyon na magmahal
Naisasagawa ang tamang kilos tungo sa paghahanda sa
susunod na yugto ng buhay bilang nagdadalaga at
48 /
nagbibinata at sa pagtupad niya ng kanyang bokasyon
na magmahal
Nakikilala ang mga uri, sanhi at epekto ng mga umiiral na
49 /
karahasan sa paaralan
Nasusuri ang mga aspekto ng pagmamahal sa sarili at 2
50 kapwa na kailangan upang maiwasan at matugunan /
ang karahasan sa paaralan
Naipaliliwanag na:
a. Ang pag-iwas sa anomang uri ng karahasan sa
paaralan (tulad ng pagsali sa fraternity at gang
at pambubulas) at ang aktibong pakikisangkot
upang masupil ito ay patunay ng pagmamahal
51 6 /
sa sarili at kapwa at paggalang sa buhay. Ang
pagmamahal na ito sa kapwa ay may kaakibat
na katarungan – ang pagbibigay sa kapwa ng
nararapat sa kanya (ang kanyang dignidad
bilang tao.)
228
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b. May tungkulin ang tao kaugnay sa buhay- ang
ingatan ang kanyang sarili at umiwas sa
kamatayan o sitwasyong maglalagay sa kanya
sa panganib. Kung minamahal niya ang kanyang
kapwa tulad ng sarili, iingatan din niya ang buhay
nito.
Nakapaghahain ng mga hakbang para matugunan ang
52 /
hamon ng hamon ng agwat teknolohikal
229
BAITANG 9 – EDUKASYON SA PAGPAPAKATAO (EsP)
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Araw TV Radio Both
Nakatataya ng lipunang ekonomiya sa isang
12 baranggay/pamayanan, at lipunan/bansa gamit ang /
dokumentaryo o photo/video journal (hal.YouScoop)
Natutukoy ang mga halimbawa ng lipunang sibil at ang
13 kani-kaniyang papel na ginagampanan ng mga ito /
upang makamit ang kabutihang panlahat
2
Nasusuri ang mga adhikaing nagbubunsod sa mga
14 lipunang sibil upang kumilos tungo sa kabutihang /
panlahat
Nahihinuha na:
a. Ang layunin ng Lipunang Sibil, ang likas- kayang
pag-unlad, ay isang ulirang lipunan na
pinagkakaisa ang mga panlipunang
pagpapahalaga tulad ng katarungang
panlipunan, pang-ekonomiyang pag-unlad
(economic viability), pakikilahok ng
mamamayan, pangangalaga ng kapaligiran,
kapayapaan, pagkakapantay ng kababaihan
15 /
at kalalakihan (gender equality) at
ispiritwalidad.
b. Ang layunin ng media ay ang pagpapalutang
ng katotohanang kailangan ng mga
mamamayan sa pagpapasya.
c. Sa tulong ng simbahan, nabibigyan ng mas
mataas na antas ng katuturan ang mga
2
materyal na pangangailangan na tinatamasa
natin sa tulong ng estado at sariling pagkukusa.
Natataya ang adbokasiya ng iba’t ibang lipunang sibil
batay sa kontribusyon ng mga ito sa katarungang
panlipunan, pang- ekonomiyang pag-unlad (economic
viability), pakikilahok ng mamamayan, pangangalaga
ng kapaligiran, kapayapaan, pagkakapantay ng
kababaihan at kalalakihan (gender equality) at
ispiritwalidad (mga pagpapahalagang kailangan sa
16 /
isang lipunang sustainable)
- Nakapagsasagawa ng mga pananaliksik sa
pamayanan upang matukoy kung may
lipunang sibil na kumikilos dito, matukoy ang
adbokasiya ng lipunang sibil sa pamayanan, at
matasa ang antas ng pagganap nito sa
pamayanan
Ikalawang
Markahan
17 Natutukoy ang mga karapatan at tungkulin ng tao /
Nasusuri ang mga paglabag sa karapatang pantao na
2
18 umiiral sa pamilya, paaralan, baranggay/pamayanan, /
o lipunan/bansa
Napatutunayan na ang karapatan ay magkakaroon ng
tunay na kabuluhan kung gagampanan ng tao ang
19 kanyang tungkulin na kilalanin at unawain, gamit ang /
kanyang katwiran, ang pagkakapantay-pantay ng
dignidad ng lahat ng tao 2
Naisasagawa ang mga angkop na kilos upang ituwid
ang mga nagawa o naobserbahang paglabag sa mga
20 /
karapatang pantao sa pamilya, paaralan,
baranggay/pamayanan, o lipunan/bansa
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Natutukoy ang mga batas na nakaayon sa Likas na
21 /
Batas Moral
Nasusuri ang mga batas na umiiral at panukala tungkol 2
22 sa mga kabataan batay sa pagsunod ng mga ito sa /
Likas na Batas Moral
Nahihinuha na ang pagsunod sa batas na nakabatay
sa Likas na Batas Moral (Natural Law), gumagaratiya sa
pagtugon sa pangangailangan ng tao at umaayon sa
23 /
dignidad ng tao at sa kung ano ang hinihingi ng
tamang katwiran, ay mahalaga upang makamit ang 2
kabutihang panlahat
Naipahahayag ang pagsang-ayon o pagtutol sa isang
24 umiiral na batas batay sa pagtugon nito sa kabutihang /
panlahat
Naipaliliwanag ang kahalagahan ng paggawa bilang
25 /
tagapagtaguyod ng dignidad ng tao at paglilingkod
Nakapagsusuri kung ang paggawang nasasaksihan sa 2
26 pamilya, paaralan opamayanan ay nagtataguyod ng /
dignidad ng tao at paglilingkod.
Napatutunayan na sa pamamagitan ng paggawa,
nakapagpapamalas ang tao ng mga pagpapahalaga
na makatutulong upang patuloy na maiangat, bunga
27 /
ng kanyang paglilingkod, ang antas kultural at moral ng
lipunan at makamit niya ang kaganapan ng kanyang
pagkatao. 2
Nakabubuo ng sintesis tungkol sa kabutihang
naidudulot ng paggawa gamit ang panayam sa mga
28 manggagawang kumakatawan sa taong /
nangangailangan (marginalized) na nasa iba’t ibang
kurso o trabahong teknikal-Bokasyonal
Naiuugnay ang kahalagahan ng pakikilahok at
29 /
bolunterismo sa pag-unlad ng mamamayan at lipunan
Nakapagsusuri ng kwentong buhay ng mga taong
2
inilaan ang malaking bahagi ng kanilang buhay para
30 /
sapagboboluntaryo
Hal. Efren Peñaflorida, greenpeace volunteers, atbp.
Napatutunayan na:
a. Ang pakikilahok at bolunterismo ng bawat
mamamayan sa mga gawaing
pampamayanan, panlipunan/ articul, batay sa
kanyang artic, kakayahan, at papel sa lipunan,
31 ay makatutulong sa pagkamit ng kabutihang /
panlahat
b. Bilang obligasyong likas sa dignidad ng tao, 2
ang pakikilahok ay nakakamit sa pagtulong o
paggawa sa mga aspekto kung saan mayroon
siyang personal na pananagutan
Nakalalahok sa isang proyekto o gawain sa barangay o
mga sector na may partikular na pangangailangan
32 /
Hal. Mga batang may kapansanan o mga
matatandang walang kumakalinga
Ikatlong
Markahan
Nakikilala ang mga palatandaan ng katarungang
33 /
panlipunan
2
Nakapagsusuri ng mga paglabag sa katarungang
34 /
panlipunan ng mga tagapamahala at mamamayan
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Napatutunayan na may pananagutan ang bawat
35 mamamayan na ibigay sa kapwa ang nararapat sa /
kanya 2
Natutugunan ang pangangailangan ng kapwa o
36 /
pamayanan sa mga angkop na pagkakataon
Natutukoy ang mga indikasyon na may kalidad o
37 kagalingan sa paggawa ng isang gawain o produkto /
kaakibat ang wastong paggamit ng oras para rito
Nakabubuo ng mga hakbang upang magkaroon ng 2
kalidad o kagalingan sa paggawa ng isang gawain o
38 /
produkto kasama na ang pamamahala sa oras na
ginugol dito
Naipaliliwanag na kailangan ang kagalingan sa
paggawa at paglilingkod na may wastong
pamamahala sa oras upang maiangat ang sarili,
39 /
mapaunlad ang ekonomiya ng bansa at
4
mapasalamatan ang Diyos sa mga talentong Kanyang
kaloob
Nakapagtatapos ng isang gawain o produkto na
40 /
mayroong kalidad o kagalingan sa paggawa
Natutukoy ang mga indikasyon ng taong masipag,
41 nagpupunyagi sa paggawa, nagtitipid at /
pinamamahalaan ang naimpok
2
Nakagagawa ng journal ng mga gawaing natapos
42 nang pinaghandaan, ayon sa pamantayan at may /
motibasyon sa paggawa
Napatutunayan na:
- Ang kasipagan na nakatuon sa disiplinado at
produktibong gawain na naaayon sa
itinakdang mithiin ay kailangan upang umunlad
43 /
ang sariling pagkatao, kapwa, lipunan at bansa
- Ang mga hirap, pagod at pagdurusa ay 4
nadadaig ng pagpupunyagi tungo sa
pagtupad ng itinakdang mithiin
Nakagagawa ng Chart ng pagsunod sa hakbang
44 upang matupad ang itinakdang gawain nang may /
kasipagan at pagpupunyagi
Ikaapat na
Markahan
Nakikilala ang mga pagbabago sa kanyang talento,
kakayahan at hilig (mula Baitang 7) at naiuugnay ang
45 /
mga ito sa pipiliing kursong akademiko, teknikal-
bokasyonal, sining at palakasan o negosyo 4
Napagninilayan ang mga mahahalagang hakbang na
46 ginawa upang mapaunlad ang kanyang talento at /
kakayahan ayon sa kanyang hilig at mithiin
Napatutunayan na ang pagiging tugma ng mga
personal na salik sa mga pangangailangan
(requirements) sa napiling kursong akademiko, teknikal-
47 bokasyonal, sining at isports o negosyo ay daan upang /
magkaroon ng makabuluhang hanapbuhay o negosyo
4
at matiyak ang pagiging produktibo at pakikibahagi sa
pagpapaunlad ng ekonomiya ng bansa
Natutukoy ang kanyang mga paghahandang gagawin
48 upang makamit ang piniling kursong akademiko, /
teknikal-bokasyonal, sining at palakasan o negosyo
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(hal., pagkuha ng impormasyon at pag-unawa sa mga
tracks sa Senior High School)
Nakapagpapaliwanag ng kahalagahan ng Personal na
49 /
Pahayag ng Misyon sa Buhay
4
Natutukoy ang mga hakbang sa pagbuo ng Personal
50 /
na Pahayag ng Misyon sa Buhay
Nahihinuha na ang kanyang personal na Pahayag ng
Misyon sa Buhay ay dapat na nagsasalamin ng
51 kanyang pagiging natatanging nilalang na /
nagpapasya at kumikilos nang mapanagutan tungo sa 4
kabutihang panlahat
Nakapagbubuo ng Personal na Pahayag ng Misyon sa
52 /
Buhay
234
BAITANG 10 – EDUKASYON SA PAGPAPAKATAO (EsP)
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Araw TV Radio Both
Naipaliliwanag ang bawat salik na nakaaapekto sa
21 pananagutan ng tao sa kahihinatnan ng kaniyang kilos /
at pasya
2
Nakapagsusuri ng isang sitwasyong nakaaapekto sa
22 pagkukusa sa kilos dahil sa kamangmangan, masidhing /
damdamin,takot, karahasan, gawi
Napatutunayan na nakaaapekto ang kamangmangan,
masidhing damdamin, takot, karahasan at ugali sa
23 pananagutan ng tao sa kalalabasan ng kanyang mga /
pasya at kilos dahil maaaring mawala ang pagkukusa
sa kilos
2
Nakapagsusuri ng sarili batay sa mga salik na
nakaaapekto sa pananagutan ng tao sa kahihinatnan
24 ng kilos at pasiya at nakagagawa ng mga hakbang /
upang mahubog ang kanyang kakayahan sa
pagpapasiya
25 Naipaliliwanag ang bawat yugto ng makataong kilos /
Natutukoy ang mga kilos at pasiyang nagawa na 2
26 /
umaayon sa bawat yugto ng makataong kilos
Naipaliliwanag na ang bawat yugto ng makataong
27 kilos ay kakikitaan ng kahalagahan ng deliberasyon ng /
isip at kilos- loob sa paggawa ng moral na pasya at kilos
2
Nakapagsusuri ng sariling kilos at pasya batay sa mga
28 yugto ng makataong kilos at nakagagawa ng plano /
upang maitama ang kilos o pasya
Naipaliliwanag ng mag-aaral ang layunin, paraan at
29 /
mga sirkumstansya ng makataong kilos.
Nakapagsusuri ng kabutihan o kasamaan ng sariling 2
30 pasya o kilos sa isang sitwasyon batay sa layunin, /
paraan at sirkumstansya nito
Napatutunayan na ang layunin, paraan at
31 sirkumstansya ay nagtatakda ng pagkamabuti o /
pagkamasama ng kilos ng tao
2
Nakapagtataya ng kabutihan o kasamaan ng pasiya o
32 kilos sa isang sitwasyong may dilemma batay sa layunin, /
paraan at sirkumstansya nito
Ikatlong
Markahan
Nakapagpapaliwanag ng kahalagahan ng
33 /
pagmamahal ng Diyos
Natutukoy ang mga pagkakataong nakatulong ang 2
34 pagmamahal sa Diyos sa kongretong pangyayari sa /
buhay
Napangangatwiranan na: Ang pagmamahal sa Diyos
35 /
ay pagmamahal sa kapwa.
2
Nakagagawa ng angkop na kilos upang mapaunlad
36 /
ang pagmamahal sa Diyos
Nakapagpapaliwanag ng kahalagahan ng paggalang
sa buhay
2
37 Natutukoy ang mga paglabag sa paggalang sa buhay /
38 Nasusuri ang mga paglabag sa paggalang sa buhay /
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Napangangatwiranan na:
a. Mahalaga ang buhay dahil kung wala ang
buhay, hindi mapahahalagahan ang mas
mataas na pagpapahalaga kaysa buhay; di
makakamit ang higit na mahalaga kaysa
39 buhay. /
b. Ang pagbuo ng posisyon tungkol sa mga isyu sa
2
buhay bilang kaloob ng Diyos ay kailangan
upang mapatibay ang ating pagkilala sa
Kaniyang kadakilaan at kapangyarihan at
kahalagahan ng tao bilang nilalang ng Diyos.
Nakabubuo ng mapaninindigang posisyon sa isang isyu
40 tungkol sa paglabag sa paggalang sa buhay ayon sa /
moral na batayan
Nakapagpapaliwanag ng kahalagahan ng
41 /
pagmamahal sa bayan (patriyotismo)
2
Natutukoy ang mga paglabag sa pagmamahal sa
42 /
bayan (patriyotismo) na umiiral sa lipunan
Napangangatwiranan na: Nakaugat ang
pagkakakilanlan ng tao sa pagmamahal sa
43 /
bayan.(“Hindi ka global citizen pag di ka
2
mamamayan.”)
Nakagagawa ng angkop na kilos upang maipamalas
44 /
ang pagmamahal sa bayan (patriyotismo)
Natutukoy ang mga isyu tungkol sa paggamit ng
45 /
kapangyarihan at pangangalaga sa kalikasan
2
Nasusuri ang mga isyu tungkol sa paggamit ng
46 /
kapangyarihan at pangangalaga sa kalikasan
Napangangatwiranan na:
a. Maisusulong ang kaunlaran at kabutihang
panlahat kung ang lahat ng tao ay may
paninindigan sa tamang paggamit ng
kapangyarihan at pangangalaga sa kalikasan.
b. Lahat tayo ay mamamayan ng iisang mundo,
47 dahil nabubuhay tayo sa iisang kalikasan /
(Mother Nature)
2
c. Inutusan tayo ng Diyos na alagaan ang
kalikasan (stewards) at hindi maging
tagapagdomina para sa susunod na
henerasyon.
d. Binubuhay tayo ng kalikasan
Nakabubuo ng mapaninindigang posisyon sa isang isyu
48 tungkol sa paggamit ng kapangyarihan at /
pangangalaga sa kalikasan ayon sa moral na batayan
Ikaapat na
Markahan
Natutukoy ang mga isyung kaugnay sa kawalan ng
49 /
paggalang sa dignidad at sekswalidad
4
Nasusuri ang mga isyung kaugnay sa kawalan ng
50 /
paggalang sa dignidad at sekswalidad
Napangangatwiranan na:
Makatutulong sa pagkakaroon ng posisyon tungkol sa
kahalagahan ng paggalang sa pagkatao ng tao at sa
51 4 /
tunay na layunin nito ang kaalaman sa mga isyung may
kinalaman sa kawalan ng paggalang sa digniidad at
sekswalidad ng tao.
237
Bilang Learning Delivery
Markahan MELC Pamantayan sa Pagkatuto ng Platforms
Araw TV Radio Both
Nakagagawa ng malinaw na posisyon tungkol sa isang
52 isyu sa kawalan ng paggalang sa dignidad at /
sekswalidad.
Natutukoy ang mga isyung kaugnay sa kawalan ng
53 /
paggalang sa katotohanan
4
Nasusuri ang mga isyung may kinalaman sa kawalan ng
54 /
paggalang sa katotohanan
Napatutunayang ang pagiging mulat sa mga isyu
tungkol sa kawalan ng paggalang sa katotohanan ay
55 /
daan upang isulong at isabuhay ang pagiging
4
mapanagutan at tapat na nilalang
Nakabubuo ng mga hakbang upang maisabuhay ang
56 /
paggalang sa katotohanan
238
239
CLMD4A BUDGET OF WORK (BOW) IN MUSIC, ARTS, PHYSICAL EDUCATION
AND HEALTH (MAPEH)
A. Features/Elements
The crafting of this budget of work will facilitate easier access to teaching and
serve as a guide on delivering each lesson based on the latest curriculum guide where
the Most essential learning competencies (MELC) presented by DepEd is anchored.
There were learning competencies from the Curriculum Guide that was
merged to other competencies in MELC. Learning competencies from the CG that
are not included in the MELC will be utilized as enabling/ bridging competencies. BOW
will bring a new opportunity for the teaching-learning force to explore a new way of
delivering an effective, easier and accessible student centered learning.
Each competency has its own uniqueness for it provide students with wide
range of learning from Music, Arts, Physical Education and in Health.
Music and arts seeks to expose students, develop their skills and appreciate
Philippine. Asian and Western influences. It also provides factual and theoretical
information with application through singing, playing wide variety of instruments,
listening to classical musical pieces, drawing, painting, sketching and interpreting the
message of each artwork and musical piece.
Physical Education and Health on the other hand focusses on teaching how to
keep our body to be in its utmost condition. It also aims to strengthen each students’
involvement to sports and physical development.
Each grade level provides health programs that will provide them holistic
development alongside with different fitness program, individual and dual sports such
as badminton, basketball, volleyball and many others.
The CLMD4A BOW in MAPEH is composed of seven (7) columns. The first column
is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; the fourth one for No.
of Days Taught, and the last three columns for the Learning Delivery Platforms.
240
Quarter Most Essential Learning Learning No. of Learning Delivery
Competencies (MELC) Competencies Days Platform
(A) (B) (C) Taught (G)
()
TV Radio Both
(H) (I) (J)
(E)
(E)
(F) 1
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each CLMD4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.
G. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (H)
TV Lesson, (I) Radio Lesson, and (J) Both.
241
• follow and remember that the first learning competency or grouped
competencies are the first one to be taught in each quarter per component.
• give emphasis on competencies with enabling or enrichments;
• prepare/design each lesson using grouped/clustered or those with enrichment
or enabling learning competencies; and
• religiously follow and consume the number of days allotted for a particular or
grouped learning competency.
242
GRADE 1 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
243
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
• same patterns
• different patterns
performs songs with the knowledge when to start, stop, repeat
10 /
or end the song.
ARTS
identifies colors, both in natural and man-made objects, seen
5 1 /
in the surrounding
discusses the landscape that the learner and that others
painted
uses his creativity to create paints from nature and found
materials, and brushes from twigs, cloth and other materials
3
creates a design inspired by Philippine flowers, jeepneys,
Filipino fiesta decors, parols, or objects and other geometric
6 /
shapes found in nature and in school using primary and
secondary colors
paints a home/school landscape or design choosing specific
7 3 /
colors to create a certain feeling or mood
appreciates and talks about the landscape he painted and
8 3 /
the landscapes of others
P. E.
identifies locomotor skills
moves within a group without bumping or falling using 5
5 /
locomotors skills
executes locomotor skills while moving in different directions at
6 /
different spatial levels
5
engages in fun and enjoyable physical activities with
7 /
coordination
HEALTH
4 identifies proper behavior during mealtime 2 /
5 demonstrates proper hand washing 2 /
6 realizes the importance of washing hands 2 /
7 practices habits of keeping the body clean & healthy 2 /
8 realizes the importance of practicing good health habits 2 /
Quarter 3
MUSIC
relates the source of sound with different body movements
e.g.
11 1 /
• wind, wave, swaying of the trees, animal sounds, or
sounds produced by man-made devices or machines,
uses voice and other sources of sound to produce a variety
of timbres
2
produces sounds with different timbre using a variety of local
12 /
materials
identifies volume changes from sound samples using the terms
13 1 /
loud and soft
interprets with body movements the dynamics of a song
• small movement – soft
• big movement –loud
relates the concepts of dynamics to the movements of 3
animals e.g.
14 /
• big animals/movement – loud
• small animals/movement – soft
applies the concepts of dynamic levels to enhance poetry,
15 3 /
chants, drama, and musical stories
ARTS
9 differentiates between a print and a drawing or painting 1 /
244
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
describes the shape and texture of prints made from objects
found in nature and man-made objects and from the
10 1 /
artistically designed prints in his artworks and in the artworks of
others
creates a print by applying dyes on his finger or palm or any
11 part of the body and pressing it to the paper, cloth, wall, etc. 2 /
to create impression
creates a print by rubbing pencil or crayon on paper placed
12 2 /
on top of a textured objects from nature and found objects
stencil a design (in recycled paper, plastic, cardboard,
13 leaves, and other materials) and prints on paper, cloth, 1 /
sinamay, bark, or a wall
14 narrates experiences in experimenting different art materials 1 /
participates in school/district exhibit and culminating activity
15 2
in celebration of the National Arts Month (February
P. E.
demonstrates the difference between slow and fast, heavy
8 3 /
and light, free and bound movements
demonstrates contrast between slow and fast speeds while
9 /
using locomotor skills
10 engages in fun and enjoyable physical activities 7 /
demonstrates the characteristics of sharing and cooperating
11 /
in physical activities
HEALTH
9 describes the characteristics of a healthful home environment 1 /
10 discusses the effect of clean water on one’s health 1 /
11 discusses how to keep water at home clean 1 /
12 practices water conservation 1 /
13 explains the effect of indoor air on one’s health 2 /
14 identifies sources of indoor air pollution 1 /
15 practices ways to keep indoor air clean 1 /
explains the effect of a home environment to the health of
16 1 /
the people living in it
17 demonstrates how to keep the home environment healthful 1 /
Quarter 4
MUSIC
demonstrates the basic concepts of tempo through
16 1 /
movements (fast or slow)
Uses body movements or dance steps to respond to varied
tempo
17 2 /
• slow movement with slow music
• fast movement with fast music
uses varied tempo to enhance poetry, chants, drama, and
18 1 /
musical stories
demonstrates awareness of texture by identifying sounds that
19 2 /
are solo or with other sounds
demonstrates awareness of texture by using visual images
distinguishes single musical line and multiple musical lines 2
20 /
which occur simultaneously in a given song
sings two-part round sogs
e.g.
21 2 /
• Are You Sleeping, Brother John?
• Row, Row, Row Your Boat
ARTS
differentiates between 2-dimensional and 3-dimensional
16 1 /
artwork and states the difference
245
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
identifies the different materials that can be used in creating a
3-dimensional object:
• clay or wood (human or animal figure)
17 • bamboo (furniture, bahay kubo ) 3 /
• softwood ( trumpo )
• paper, cardboard, (masks)
• found material ( parol , sarangola)
selects 3D objects that are well proportioned, balanced and
show emphasis in design
describes the creativity of local and indigenous craftsmen
and women who created artistic and useful things out of
recycled materials like the parol , maskara , local toys, masks 3
creates a useful 3D objects that are well-proportioned ,
balanced and show emphasis on design like any of the
18 /
following: a pencil holder, bowl, container, using recycled
materials like plastic bottles, etc.
creates masks, human figures out of recyclable materials such
as cardboards, papers, baskets, leaves, strings, clay, found
19 3 /
materials, bilao, paper plate, strings seeds, flour-salt mixture, or
paper-mache and other found materials
P. E.
identifies movement relationships
4
12 demonstrates relationship of movement /
performs jumping over a stationary object several times in
13 succession, using forward- and- back and side-to-side /
movement patterns 6
14 engages in fun and enjoyable physical activities /
15 Follow simple instructions and rules /
HEALTH
identifies situations when it is appropriate to ask for assistance
18 1 /
from strangers
gives personal information, such as name and address to
19 1 /
appropriate persons
20 identifies appropriate persons to ask for assistance 1 /
21 demonstrates ways to ask for help 1 /
22 follows rules at home and in school. 1 /
23 follows rules during fire and other disaster drills 1 /
24 observes safety rules with stray or strange animals 1 /
25 describes what may happen if safety rules are not followed /
describes ways people can be intentionally helpful or harmful 1
26 /
to one another
27 distinguishes between good and bad touch 1 /
practices ways to protect oneself against violent or unwanted
28 1 /
behaviors of others
246
GRADE 2 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
247
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
responds to ranges of pitch through body movements,
7 1 /
singing, or playing instruments
sings children songs with accurate pitch:
• wrote songs
8 2 /
• echo songs
• simple children’s melodies
demonstrates melodic contour through:
• movement
9 1 /
• music writing (on paper or on air)
• visual imagery
identifies the beginning and ending of a song
demonstrates the beginning, ending and repeats of a song
with
2
10 • movements /
• vocal sounds
• instrumental sounds
identifies musical lines as
11 • similar 1 /
• dissimilar
12 creates melodic introduction and ending of songs 2 /
ARTS
describes the lines, shapes and textures seen in skin coverings
7 of different animals and sea creatures using visual art words 2 /
and actions
describes the unique shapes, colors, texture and design of the
skin coverings of different fishes and sea creatures or of wild
forest animals from images
2
designs with the use of drawing and painting materials the sea
8 or forest animals in their habitats showing their unique shapes /
and features, variety of colors and textures in their skin
creates designs by using two or more kinds of lines, colors and
9 2 /
shapes by repeating or contrasting them, to show rhythm
uses control of the painting tools and materials to paint the
10 2 /
different lines, shapes and colors in his work or in a group work
designs an outline of a tricycle or jeepney on a big paper,
11 with lines and shapes that show repetition, contrast and 2 /
rhythm
P. E.
describes movements in a location, direction, level, pathway
5 4 /
and plane
moves in:
• personal and general space
• forward, backward, and sideward directions
6 /
• high, middle, and low levels
• straight, curve, and zigzag pathways
• diagonal and horizontal planes 6
demonstrates movement skills in response to sounds and
7 /
music
8 engages in fun and enjoyable physical activities /
maintains correct posture and body mechanics while
9 /
performing movement
HEALTH
Identifies the functions of the sense organs
describes ways of caring for the eyes, ears, nose, hair and skin 3
5 /
in order to avoid common childhood health conditions
Identifies common teeth and mouth problems
3
6 describes ways of caring for the mouth/teeth /
248
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
7 displays self- management skills in caring for the sense organs 4 /
Quarter 3
MUSIC
identifies the source of sounds e.g. winds, waves swaying of
the trees, animals sounds, sounds produced by machines,
1
transportation, etc.
13 replicates different sources of sounds with body movements /
identifies the common musical instruments by their sounds and
14 1 /
image
15 recognizes the difference between speaking and singing 1 /
perform songs with appropriate vocal or sound quality (from
16 2 /
available instruments)
17 distinguishes the dynamics of a song or music sample 1 /
uses the words loud, louder, soft, softer to identify variations in
18 1 /
volume
replicates “loud,” “medium,” and “soft” with voice or with
instruments 3
19 performs song with appropriate dynamics /
ARTS
differentiates natural and man-made objects with repeated
12 or alternated shapes and colors and materials that can be 1 /
used in print making
creates a consistent pattern by making two or three prints that
13 1 /
are repeated or alternated in shape or color
carves a shape or letter on an eraser or kamote which can be
14 2 /
painted and printed several times
15 creates a print on paper or cloth using cut-out designs 3 /
creates prints for a card and makes several copies or editions
of the print so that cards can be exchanged with other
persons 3
participates in a school/district exhibit and culminating
16 /
activity in celebration of the National Arts Month (February)
P. E.
moves:
• at slow, slower, slowest/fast, faster, fastest pace
10 /
• using light, lighter, lightest/strong, stronger, strongest
force with smoothness 10
demonstrates movement skills in response to sounds and
11 /
music
12 engages in fun and enjoyable physical activities /
HEALTH
8 describes healthy habits of the family 2 /
9 demonstrates good family health habits and practices 2 /
10 explains the benefits of healthy expressions of feelings 1 /
11 expresses positive feelings in appropriate ways 1 /
demonstrates positive ways of expressing negative feelings,
12 2 /
such as anger, fear, or disappointment
13 displays respect for the feelings of others 2 /
Quarter 4
MUSIC
20 follows the correct tempo of a song including tempo changes 2 /
distinguishes “slow,” “slower,”“ fast,” and “faster” in recorded
21 2 /
music
identifies musical texture with recorded music
22 e.g. 2 /
• melody with solo instrument or voice
249
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
• single melody with accompaniment
• two or more melodies sung or played together at the
same time
shows awareness of texture by relating visual images to
recorded or performed music
2
distinguishes between single musical line and multiple musical
23 /
lines which occur simultaneously
distinguishes between thinness and thickness of musical sound
24 2 /
in recorded or performed music
ARTS
discusses the artistry of different local craftsmen in creating:
• taka of different animals and figures in Paete, Laguna
17 1 /
• sarangola, or kites
• banca, native boats from Cavite, and coastal towns
answer a brief diagnostic assessment on giving value and
18 importance to the craftsmanship of the local 1 /
artists
identifies 3- dimensional crafts found in the locality giving
19 1 /
emphasis on their shapes, textures, proportion and balance
executes the steps in making a paper mache with focus on
20 3 /
proportion and balance
creates a clay human figure that is balanced and can stand
21 4 /
on its own
P. E.
familiarizes in various movement activities involving person,
objects, music and environment
moves:
• individually, with partner, and with group
• with ribbon, hoop, balls, and any available
13 /
indigenous /improvised materials
• with sound 10
• in indoor and outdoor settings
demonstrates movement skills in response to sounds and
14 /
music
15 engages in fun and enjoyable physical activities /
maintains correct body posture and body mechanics while
16 /
performing movement activities
HEALTH
14 discusses one’s right and responsibilities for safety 1 /
15 identifies hazardous areas at home 1 /
identifies hazardous household products that are harmful if
16 ingested, or inhaled, and if touched especially electrical 1 /
appliances
recognizes warning labels that identify harmful things and
17 1 /
substances
18 explains rules for the safe use of household chemicals 1 /
19 follows rules for home safety 2 /
20 identifies safe Unsafe practices and conditions in the school 1 /
21 practices safety rules during school activities 2 /
250
GRADE 3 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
251
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
8 evaluates one’s lifestyle /
9 adopts habits for a healthier lifestyle 1 /
Quarter 2
MUSIC
identifies the pitch of a tone as:
• high – higher
5 • moderately high – higher 1 /
• moderately low – lower
• low – lower
matches the correct pitch of tones
6 • with the voice 1 /
• with an instrument
7 recreates simple patterns and contour of a melody 2 /
identifies the beginning, middle, ending and repetitions within
8 1 /
a song or music sample
identifies musical lines as
• similar
9 1 /
• same
• different
recognizes repetitions within a song
sings repetitions of musical lines independently
4
performs song with accurate pitch from beginning to end
10 /
including repetitions
ARTS
discusses the concept that there is harmony in nature as seen
in the color of landscapes at different times of the day
Ex:.
9 1 /
• landscapes of Felix Hidalgo, Fernando Amorsolo,
Jonahmar Salvosa
• Still’s life of Araceli Dans, Jorge Pineda, Agustin Goy
discusses the concept that nature is so rich for no two animals
10 1 /
have the same shape, skin covering and color
demonstrates how harmony is created in an artwork because
11 1 /
of complementary colors and shapes
paints a still life by observing the different shapes, color and
12 texture of fruits, drawing them overlapping and choosing the 2 /
right colors for each fruit
creates new tints and shades of colors by mixing two or more
13 1 /
colors
paints a landscape at a particular time of the day and selects
14 2 /
colors that complement each other to create a mood
discusses the characteristics of a wild animal by making
15 several pencil sketches and painting it later, adding texture of 1 /
its skin covering
explains the truism that Filipino artists painted landscapes in
16 their own particular style and can identify what makes each 1 /
artist unique in his use of colors to create harmony
P. E.
describes movements in a location, direction, level, pathway
5 3 /
and plane
moves in:
• personal and general space
• forward, backward, and sideward directions
6 /
• high, middle, and low levels 7
• straight, curve, and zigzag pathways
• diagonal and horizontal planes
7 engages in fun and enjoyable physical activities /
252
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
HEALTH
10 identifies common childhood diseases /
discusses the different risk factors for diseases and example of
11 3 /
health condition under each risk factor
12 explains the effects of common diseases /
13 explains measures to prevent common diseases 2 /
explains the importance of proper hygiene and building up
14 2 /
one's body resistance in the prevention of diseases
demonstrates good self-management and good decision
15 3 /
making-skills to prevent common diseases
Quarter 3
MUSIC
11 recognizes musical instruments through sound 1 /
uses the voice and other sources of sound to produce a
12 1 /
variety of timbres
13 distinguishes “loud,” “medium,” and “soft” in music 1 /
responds to conducting gestures of the teacher for “loud”
14 1 /
and “soft”
relates dynamics to the movements of animals
e.g.
• elephant walking – loud
6
• mice scurrying – soft
applies varied dynamics to enhance poetry, chants, drama,
15 /
songs and musical stories
ARTS
Discusses the concept that a print made from objects found in
17 1 /
nature can be realistic or abstract
explains the importance and variety of materials used for
18 1 /
printing
demonstrates the concept that a print design may use
19 repetition of shapes or lines and emphasis on contrast of 1 /
shapes and lines
executes the concept that a print design can be duplicated
20 many times by hand or by machine and can be shared with 1 /
others
21 explains the meaning of the design created 1 /
stencils a paper or plastic sheets to be used for multiple prints
22 1 /
on cloth or hard paper
writes a slogan about the environment that correlates
23 2 /
messages to be printed on T-shirts, posters, banners or bags
participates in a school/district exhibit and culminating
24 2
activity in celebration of the National Arts Month (February)
P. E.
describes movements in a location, direction, level, pathway
8 3 /
and plane
moves:
• at slow, slower, slowest/fast, faster, fastest pace
9 /
• using light, lighter, lightest/strong, stronger, strongest
force with smoothness 7
demonstrates movement skills in response to sounds and
10 /
music
11 engages in fun and enjoyable physical activities
HEALTH
16 defines a consumer 1 /
17 explain the components of consumer health 1 /
253
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
discusses the different factors that influence choice of goods
18 1 /
and services
19 describes the skills of a wise consumer 1 /
20 demonstrates consumer skills for given simple situations 1 /
21 identifies basic consumer rights 1 /
22 practices basic consumer rights when buying 2 /
23 discusses consumer responsibilities 1 /
24 identifies reliable sources of health information 1 /
Quarter 4
MUSIC
Applies correct tempo and tempo changes by following
16 1 /
basic conducting gestures
17 distinguishes among fast, moderate, and slow in music 1 /
sings songs with designated tempo
E.g.
• Lullaby – slow
3
• Joyful songs – fast
performs songs with appropriate tempo (use songs from the
18 /
locality)
distinguishes between single musical line and multiple musical
lines which occur simultaneously 1
19 distinguishes between thinness and thickness of musical sound /
demonstrates the concept of texture by singing “partner
songs
e.g.
20 • “Leron, Leron Sinta” 4 /
• “Pamulinawen”
• “It’s A Small World”
• “He’s Got the Whole World in His Hands
ARTS
identifies different styles of puppets made in the Philippines
25 1 /
(form Teatro Mulat and Anino Theater Group)
discusses the variations of puppets in terms of material,
26 1 /
structure, shapes, colors and intricacy of textural details
creates a puppet designs that would give a specific and
27 unique character, with designs of varied shapes and colors on 2 /
puppets to show the unique character of the puppet
constructs a simple puppet based on a character in a legend,
28 myth or story using recyclable materials and bamboo sticks or 2 /
twigs
manipulates a puppet to act out a character in a story
29 1 /
together with the puppets
30 utilizes masks in simple role play or skit 1 /
performs as puppeteer together with others, in a puppet show
31 2 /
to tell a story using the puppet he/she created
P. E.
participates in various movement activities involving person,
12 4 /
objects, music and environment
moves:
• individually, with partner, and with group
• with ribbon, hoop, balls, and any available
13 /
indigenous/ improvised materials
6
• with sound
• in indoor and outdoor settings
demonstrates movement skills in response to sounds and
14 /
music
254
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
15 engages in fun and enjoyable physical activities /
HEALTH
25 explains road safety practices as a pedestrian 2 /
demonstrates road safety practices for pedestrian
26 explains basic road safety practices as a passenger 2 /
27 demonstrates road safety practices as a passenger /
28 explains the meaning of traffic signals and road signs 1 /
describes dangerous, destructive, and disturbing road
29 1 /
situations that need to be reported to authorities
30 displays self-management skills for road safety. 1 /
31 identifies hazards in the community 1 /
32 follows safety rules to avoid accidents in the community 1 /
33 recommends preventive action for a safe community 1 /
255
GRADE 4 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
256
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
analyzes the nutritional value of two or more food products by
2 2 /
comparing the information in their food labels
3 describes ways to keep food clean and safe 1 /
discusses the importance of keeping food clean and safe to
4 2 /
avoid disease
5 identifies common food-borne diseases 2 /
6 describes general signs and symptoms of food-borne diseases 2 /
Quarter 2
MUSIC
6 recognizes the meaning of the G- Clef (treble clef) 1 /
identifies the pitch names of the G-clef staff including the
7 1 /
ledger lines and spaces (below middle C)
identifies the movement of the melody as:
• no movement
• ascending stepwise
8 1 /
• descending stepwise
• ascending skip wise
• descending skip wise
identifies the highest and lowest pitch in a given notation of a
9 2 /
musical piece to determine its range
10 sings with accurate pitch the simple intervals of a melody 2 /
11 creates simple melodic lines 3 /
ARTS
discusses pictures of localities where different cultural
7 communities live where each group has distinct houses and 1 /
practices.
explains the attire and accessories of selected cultural
8 1 /
communities in the country in terms of colors and shapes.
depicts in a role play the importance of communities and
9 2 /
their culture.
compares the geographical location, practices, and festivals
10 2 /
of the different cultural groups in the country.
paints the sketched landscape using colors appropriate to the
11 2 /
cultural community’s ways of life.
tells a story or relates experiences about cultural communities
12 2 /
seen in the landscape.
P. E.
assesses regularly participation in physical activities based on
6 /
physical activity pyramid
explains the nature/background of the games
10
describes the skills involved in the games
7 executes the different skills involved in the game /
8 recognizes the value of participation in physical activities /
HEALTH
7 describes communicable diseases 1 /
identifies the various disease agents of communicable
8 1 /
diseases
9 enumerates the different elements in the chain of infection 1 /
describes how communicable diseases can be transmitted
10 1 /
from one person to another.
demonstrates ways to stay healthy and prevent and control
11 2 /
common communicable diseases
12 identifies ways to break the chain of infection at respective 2 /
practices personal habits and environmental sanitation to
13 2 /
prevent and control common communicable diseases
Quarter 3
257
No. of Learning Delivery
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Taught TV Radio Both
MUSIC
identifies aurally and visually the introduction and coda
12 1 /
(ending) of a musical piece
identifies aurally and visually the antecedent and consequent
13 1 /
in a musical piece
recognizes similar and contrasting phrases in vocal and
instrumental music
14 1 /
• melodic
• rhythmic
performs similar and contrasting phrases in music
15 • melodic 2 /
• rhythmic
identifies as vocal or instrumental, a recording of the following:
• solo
16 • duet 2 /
• trio
• ensemble
identifies aurally and visually various musical ensembles in the
17 1 /
community
recognizes the use of the symbol p (piano) and f (forte) in a
musical score
2
applies dynamics in a simple music score using the symbols p
18 /
(piano) and f (forte)
ARTS
13 discusses the texture and characteristics of each material 1 /
analyses how existing ethnic motif designs are repeated and
14 1 /
alternated.
demonstrates the process of creating relief prints and how
15 these relief prints makes the work more interesting and 1 /
harmonious in terms of the elements involved.
designs ethnic motifs by repeating, alternating, or by radials
16 1 /
arrangement.
creates a relief master or mold using additive and subtractive
17 1 /
processes.
creates simple, interesting, and harmoniously arranged relief
18 1 /
prints from a clay design.
prints reliefs with adequate skill to produce clean prints with a
19 1 /
particular design motif (repeated or alternated).
creates the relief mold using found material: hard foam;
20 cardboard shapes glued on wood; strings and buttons, old 2 /
screws, and metal parts glued on wood or cardboard.
participates in a school/district exhibit and culminating
21 1
activity in celebration of the National Arts Month (February).
P. E.
assesses regularly participation in physical activities based on
9 /
physical activity pyramid
explains the nature/background of the dance
10
describes the skills involved in the dance
10 executes the different skills involved in the dance /
11 recognizes the value of participation in physical activities /
HEALTH
14 describes uses of medicines 2 /
15 differentiates prescription from non-prescription medicines 2 /
describes ways on how medicines are misused and abused
describes the potential dangers associated with medicine 2
16 /
misuse and abuse
258
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
17 describes the proper use of medicines 2 /
explains the importance of reading drug information and
18 2 /
labels, and other ways to ensure proper use of medicines
Quarter 4
MUSIC
uses appropriate musical terms to indicate variations in tempo
19 • largo 1 /
• presto
identifies aurally and visually an ostinato or descant in a
20 1 /
musical sample
21 recognizes solo or 2-part vocal or instrumental music 1 /
identifies harmonic intervals (2 pitches) in visual and auditory
22 1 /
music samples
23 writes samples of harmonic intervals (2 pitches) 3 /
24 performs a song with harmonic intervals (2 pitches) 3 /
ARTS
differentiates textile traditions in other Asian Countries like
22 China, India, Japan,Indonesia and in the Philippines in the 1 /
golden times and presently.
Discusses the pictures or actual samples of different kinds of
23 1 /
mat weaving traditions in the Philippines.
discusses the intricate designs of mats woven in the
Philippines:
• Basey, Samar buri mats
24 • Iloilo bamban mats 1 /
• Badjao&Samal mats
• Tawi-tawilaminusa mats
• Romblon buri mats
25 explains the steps to produce good tie-dye designs. 1 /
explains the meaning of designs, colors, and patterns used in
26 1 /
the artworks.
creates a small mat using colored buri strips or any material
27 that can be woven, showing different designs: squares, 1 /
checks zigzags, and stripes.
weaves own design similar to the style made by a local ethnic
28 2 /
group.
creates original tie-dyed textile design by following the
29 2 /
traditional steps in tie-dyeing using one or two colors.
P. E.
assesses regularly participation in physical activities based on
12 /
Philippine physical activity pyramid
13 observe safety precautions /
explains the nature/background of the dance 10
describes the skills involved in the dance
14 executes the different skills involved in the dance /
15 recognizes the value of participation in physical activities /
HEALTH
19 recognizes disasters or emergency situations 1 /
demonstrates proper response before, during, and after a
20 2 /
disaster or an emergency situation
relates disaster preparedness and proper response during
21 2 /
emergency situations in preserving lives
describes appropriate safety measures during special events
22 1 /
or situations that may put people at risk
describes the dangers of engaging in risky behaviors such as
23 2 /
use of firecrackers, guns, alcohol drinking
259
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
advocates the use of alternatives to firecrackers and alcohol
24 2 /
in celebrating special events
260
GRADE 5 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
261
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
5 discusses ways of managing unhealthy relationships 1 /
describes some mental, emotional and social health concerns
discusses the effects of mental, emotional and social health 1
6 /
concerns on one’s health and wellbeing
demonstrates skills in preventing or managing teasing,
7 2 /
bullying, harassment or abuse
identifies appropriate resources and people who can help in
8 2 /
dealing with mental, emotional and social, health concerns.
Quarter 2
MUSIC
recognizes the meaning and uses of F-Clef on the staff
5 1 /
262
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
7 executes the different skills involved in the game /
displays joy of effort, respect for others and fair play during
8 /
participation in physical activities
HEALTH
describes the physical, emotional and social changes during
puberty
recognizes the changes during puberty as a normal part of
growth and development 2
9 • Physical change /
• Emotional change
• Social change
describes common misconceptions related on puberty
assesses common misconceptions related to puberty in terms 2
10 /
of scientific basis and probable effects on health
describes the common health issues and concerns during
11 /
puberty
accepts that most of these concerns are normal 2
12 consequence of bodily changes during puberty but one can /
learn to manage them
discusses the negative health impact and ways of preventing
13 2 /
major issues such as early and unwanted pregnancy
demonstrates ways to manage puberty-related health issues
14 /
and concerns
15 practices proper self-care procedures /
1
discusses the Importance of seeking the advice of
16 professionals/ trusted and reliable adults in managing /
puberty-related health issues and concerns
17 differentiates sex from gender /
identifies factors that influence gender identity and gender
18 /
roles
discusses how family, media, religion, school and society in 1
19 /
general reinforce gender roles
gives examples of how male and female gender roles are
20 /
changing
Quarter 3
MUSIC
recognizes the design or structure of simple musical forms:
• unitary (one section)
14 1 /
• strophic (same tune with 2 or more sections and 2 or
more verses)
15 creates a 4- line unitary song 2 /
16 creates a 4 –line strophic song with 2 sections and 2 verses 2 /
describes the following vocal timbres:
• soprano
17 • alto 1 /
• tenor
• bass
identifies aurally and visually different instruments in:
• rondalla
18 • drum and lyre band 2 /
• bamboo group/ensemble (Pangkat Kawayan)
• other local indigenous Ensembles
19 creates music using available sound sources 2 /
ARTS
discusses new printmaking technique using a sheet of thin
15 1 /
rubber (used for soles of shoes), linoleum, or any soft wood
263
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
that can be carved or gouged to create different lines and
textures
16 discusses possible uses of the printed artwork 1 /
shows skills in creating a linoleum, rubber or wood cut print
17 1 /
with the proper use of carving tools.
creates variations of the same print by using different colors of
18 1 /
ink in printing the master plate.
follows the step-by-step process of creating a print:
• sketching the areas to be carved out and areas that
will remain
• carving the image on the rubber or wood using sharp
cutting tools
• preliminary rubbing
19 1 /
• final inking of the plate with printing ink
• placing paper over the plate, rubbing the back of the
paper
• impressing the print
• repeating the process to get several editions of the
print
works with the class to produce a compilation of their prints
20 and create a book or calendar which they can give as gifts, 1 /
sell, or display on the walls of their school.
demonstrates contrast in a carved or textured area in an
21 1 /
artwork.
produces several editions of the same print that are well-inked
22 2 /
and evenly printed.
participates in a school/district exhibit and culminating
23 1
activity in celebration of the National Arts Month (February)
P. E.
assesses regularly participation in physical activities based on
9 /
Philippine physical activity pyramid
10 observes safety precautions /
explains the nature/background of the games
10
describes the skills involved in the games
11 executes the different skills involved in the game /
displays joy of effort, respect for others and fair play during
12 /
participation in physical activities
HEALTH
21 explains the concept of gateway drugs 1 /
22 identifies products with caffeine 1 /
discusses the nature of caffeine, nicotine and alcohol use and
abuse
2
describes the general effects of the use and abuse of
23 /
caffeine, tobacco and alcohol
analyzes how the use and abuse of caffeine tobacco and
24 alcohol can negatively impact the health of the individual, 2 /
the family and the community
demonstrates life skills in keeping healthy through the non-use
25 2 /
of gateway drugs
follows school policies and national laws related to the sale
26 2 /
and use of tobacco and alcohol
Quarter 4
MUSIC
identifies the different dynamic levels used in a song heard
uses appropriate musical terms to indicate variations in 2
20 /
dynamics:
264
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
• piano (p)
• mezzo piano (mp)
• forte(f)
• mezzo forte (mf )
• crescendo
• decrescendo
uses appropriate musical terminology to indicate variations in
tempo:
• largo
• presto
• allegro
21 2 /
• moderato
• andante
• vivace
• ritardando
• accelerando
22 describes the texture of a musical piece 2 /
23 performs 3-part rounds and partner songs 2 /
identifies the characteristic intervals of major triads:
2
24 uses accompaniment to simple major triad as e songs /
ARTS
identifies the materials used in making 3-dimensional crafts
which express balance and repeated variation of shapes and
colors
24 /
• mobile
• papier-mâché jar
• paper beads 1
identifies the different techniques in making 3- dimensional
crafts
25 • mobile /
• papier-mâché jar
• paper beads
26 discusses possibilities on the use of created 3-D crafts. 1 /
applies knowledge of colors, shapes, and balance in creating
27 1 /
mobiles, papier-mâché jars, and paper beads.
demonstrates artistry in making mobiles with varied colors and
28 1 /
shapes.
creates designs for making 3-dimensional crafts
• mobile
29 2 /
• papier-mâché jar
• paper beads
30 shows skills in making a papier-mâché jar 2 /
creates paper beads with artistic designs and varied colors
31 out of old magazines and colored papers for necklace, 2 /
bracelet, ID lanyard.
P.E.
assesses regularly participation in physical activities based on
13 /
Philippine physical activity pyramid
explains the nature/background of the games
10
describes the skills involved in the games
14 executes the different skills involved in the game /
15 recognizes the value of participation in physical activities /
HEALTH
27 explains the nature and objectives of first Aid 2 /
28 discusses basic first aid principles 2 /
explains the value of first aid training 6
265
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
Identifies common injuries at home and in public places
demonstrates appropriate first aid for common injuries or
29 /
conditions
266
GRADE 6 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
267
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
reads simple musical notations in the Key of C Major, F Major
5 2 /
and G Major
analyzes the melodic patterns of songs in C Major, G major,
and F Major keys
2
sings and plays solo or with group, melodies/songs in C Major,
6 /
G Major, and F Major
7 creates simple melodies 3 /
8 sings self-composed melodies 3 /
ARTS
reviews the concept that art processes, elements and
12 /
principles still apply even with the use of technologies. 1
13 explains the elements and principles applied in digital art /
applies concepts on the use of the software (commands,
14 /
menu, etc.)
1
utilizes art skills using new technologies (hardware and
15 /
software) in digital painting.
creates a digital painting similar with the Masters’ (e.g., Van
16 2 /
Gogh, Amorsolo, etc.) in terms of style, theme, etc.
17 discusses the elements and principles applied in lay outing 2 /
applies skills in layouting and photo editing using new
18 2 /
technologies (hardware and software) in making a poster.
creates an advertisement/commercial or announcement
19 2 /
poster.
P. E.
assesses regularly participation in physical activities based on
5 /
Philippine physical activity pyramid
6 observes safety precautions /
explains the nature/background of the games
10
describes the skills involved in the games
7 executes the different skills involved in the game /
displays joy of effort, respect for others and fair play during
8 /
participation in physical activities
HEALTH
6 describes healthy school and community environments 2 /
explains the effect of living in a healthful school and
7 2 /
community
Identifies basic responsibilities of community health officials
demonstrates ways to build and keep school and community 2
8 /
environments healthy
practices proper waste management at home, in school, and
9 2 /
in the community
defines solid waste management in the Philippines
advocates environmental protection through proper waste 2
10 /
management
Quarter 3
MUSIC
identifies simple musical forms of songs from the community:
• binary (AB) -has 2 contrasting sections (AB)
• ternary (ABA)-has 3 sections, the third section similar
9 2 /
to the first; (ABC) – has 3 sections
• rondo (ABACA) -has contrasting sections in between
repetitions of the A section (ABACA)
uses the different repeat marks that are related to form:
• Da Capo (D.C.)
10 3 /
• Dal Segno (D.S.)
• Al Fine (up to the end)
268
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
• D.C. al Fine (repeat from the beginning until the word
Fine)
• ║: :║
• ┌───┐┌───┐
1 2 (ending 1, ending 2)
269
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
16 explains the effect of pests and rodents to ones health /
2
17 practice ways to prevent and control pests and rodents /
Quarter 4
MUSIC
identifies the different tempo in a music sample:
- allegro
- andante
- ritardando
14 1 /
- accelerando
- largo
- presto
- vivace
demonstrates the different kinds of tempo by following tempo
15 marks in a familiar song fro the community 1 /
e.g. “Pandangguhan”
Identifies different textures from musical samples
• Vocal
➢ solo voice
➢ solo voice with accompaniment
16 2 /
➢ duet, partner songs, round songs
• Instrumental
➢ solo
➢ ensemble
distinguishes monophonic, homophonic, and polyphonic
17 2 /
textures
18 distinguishes the sound of a major chord from a minor chord 2 /
19 uses major or minor chord as accompaniment to simple songs 2 /
ARTS
discusses the concept that design principles and elements
28 /
relates to everyday objects
1
explains the elements and principles applied in product
29 /
design.
manifests understanding of concepts on the use of software
30 /
(commands, menu, etc.)
1
utilizes art skills in using new technologies (hardware and
31 /
software) in package design.
creates an actual 3-D digitally-enhanced product design for a
32 1 /
paper bag
reviews the truism that art processes, elements and principles
33 1 /
still apply even with the use of technologies.
discusses the elements and principles applied in audio-video
34 1 /
art.
35 shows skills in making a papier-mache jar 1 /
applies concepts on the use of the software (commands,
36 1 /
menu, etc.)
utilizes art skills in using new technologies (hardware and
37 1 /
software)
38 creates an audio-video art /animation promoting a product. 2 /
P. E.
assesses regularly participation in physical activities based on
13 /
Philippine physical activity pyramid
explains the nature/background of the games
describes the skills involved in the games 10
14 executes the different skills involved in the game /
displays joy of effort, respect for others and fair play during
15 /
participation in physical activities
270
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
HEALTH
18 explains the importance of consumer health 1 /
19 explains the different components of consumer health 1 /
20 differentiates over- the- counter from prescription medicines /
2
21 gives example of over the counter and prescription medicines /
explains the uses of some over the counter and prescription
22 1 /
medicines
Identifies the common propaganda techniques used in
23 1 /
advertising
24 analyzes packaging and labels of health products 1 /
practices good decision making skills in the selection of health
25 1 /
products
discusses ways to protect oneself from fraudulent health
26 2 /
products
271
GRADE 7 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
272
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
6 monitors periodically one’s progress towards fitness goals /
HEALTH
explains the dimensions of holistic health (physical, mental/
1 /
intellectual, emotional, social, and moral-spiritual);
1
analyzes the interplay among the health dimensions in
2 /
developing holistic health;
3 practices health habits to achieve holistic health; 1 /
describes changes in different aspects of growth that happen
to boys and girls during adolescence;
recognizes that changes in different dimensions are normal
2
during adolescence’
recognizes changes in different aspects of growth that
4 /
normally happen during adolescence years
5 explains the proper health appraisal procedures /
demonstrates health appraisal procedures during
6 /
adolescence in order to achieve holistic health
avails of health services in the school and community in order 4
7 /
to appraise one’s health;
applies coping skills in dealing with health concerns during
8 /
adolescence
Quarter 2
MUSIC
describes the musical characteristics of representative
8 selections of Cordillera, Mindoro, Palawan and of the Visayas 1 /
after listening;
explains the distinguishing characteristics of representative
9 music from Cordillera, Mindoro, Palawan and of the Visayas in 1 /
relation to its culture and geography;
identifies the musical instruments and other sound sources
10 1 /
from Cordillera, Mindoro, Palawan and of the Visayas
discovers ways of producing sounds on a variety of sources
11 1 /
similar to instruments being studied;
improvises simple rhythmic/melodic accompaniments to
12 selected music from the Cordillera, Mindoro, Palawan and of 1 /
the Visayas;
performs music from Cordillera, Mindoro, Palawan and of the
13 1 /
Visayas with accompaniment
evaluates music and music performances using rubrics on
14 2 /
musical elements and style.
ARTS
analyzes the elements and principles of art in the production
11 of one’s arts and crafts inspired by the arts of MIMAROPA and /
the Visayas
Identifies the characteristics of arts and crafts in specific areas
in MIMAROPA and the Visayas, Marinduque (Moriones masks), 1
Palawan (Manunggul Jar), Mindoro (Hanunuo-Mangyan
12 /
writing, basketry, and weaving), Bohol (churches), Cebu
(furniture), Iloilo (culinary arts and old houses), Samar (Basey
mats), etc.
reflects on and derive the mood, idea or message emanating
13 /
from selected artifacts and art objects
1
appreciates the artifacts and art objects in terms of its
14 /
utilization and its distinct use of art elements and principles
incorporates the design, form and spirit of artifacts and art
15 1 /
objects from MIMAROPA and the Visayas
273
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
explains the external (foreign) and internal (indigenous)
16 influences that are reflected in the design of an artwork or in 1 /
the making of a craft or artifact
creates crafts that can be locally assembled with local
17 materials, guided by local traditional techniques (e.g., habi, 1 /
lilip, etc).
discusses elements from traditions/history of a community for
18 1 /
one’s artwork
explains the correlation of the development of crafts in
specific areas of the country, according to functionality,
19 traditional specialized expertise, and availability of resources /
(e.g., architecture, weaving, pottery, accessories, masks, and
culinary arts)
shows the relationship of MIMAROPA and Visayas arts and 2
crafts to Philippine culture, traditions, and history (Islamic
influences, Spanish heritage, and American legacies in
20 /
education, business, modernization, and entertainment, as
well as in indigenous practices, fiestas, and religious and social
practices)
P. E.
7 undertakes physical activity and physical fitness assessments /
2
8 reviews goals based on assessment results /
9 describes the nature and background of the sport 2 /
10 executes the skills involved in the sport 4 /
HEALTH
9 identifies the right foods during adolescence 1 /
follows the appropriate nutritional guidelines for adolescents
for healthful eating
• explains the need to select food based on the
10 nutritional needs during adolescence 2 /
• follows the Food Pyramid guide for adolescents and
nutritional guidelines for Filipinos in choosing foods to
eat
describes the characteristics, signs and symptoms of
11 /
malnutrition and micronutrient deficiencies
discusses ways of preventing and controlling malnutrition and
12 /
micronutrient deficiencies 3
explains the characteristics, signs and symptoms of eating
13 /
disorders
14 discusses ways of preventing and controlling eating disorders /
identifies the nutritional problems of adolescents
applies decision-making and critical thinking skills to prevent 2
15 /
nutritional problems of adolescents
Quarter 3
MUSIC
describes the musical characteristics of representative music
15 1 /
selections from Mindanao after listening;
identifies the musical instruments and other sound sources of
16 1 /
representative music selections from Mindanao
analyzes the musical elements of some Mindanao vocal and
17 1 /
instrumental music;
discovers ways of producing sounds on a variety of sources
18 1 /
that is similar to the instruments being studied;
improvises simple rhythmic/melodic accompaniments to
19 1 /
selected music from Mindanao;
20 performs music from Mindanao with own accompaniment; 2 /
274
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
evaluates music selections and music performances using
21 1 /
rubrics on musical elements and style.
ARTS
analyzes elements and principles of art in the production
21 /
one’s arts and crafts inspired by the arts of Mindanao
identifies the characteristics of arts and crafts in specific areas
in Mindanao (e.g., maritime vessel [balanghay] from Butuan,
1
vinta from Zamboanga; Maranao’s malong, brasswares, okir,
22 /
panolong, torogan, and sarimanok; Yakan’s fabric and face
makeup and body ornamentation; T’boli’s tinalak and
accessories; Tawi-tawi’s Pangalaydance, etc.
reflects on and derive the mood, idea, or message
23 1 /
emanating from selected artifacts and art objects
appreciates the artifacts and art objects in terms of its
24 1 /
utilization and their distinct use of art elements and principles
incorporates the design, form, and spirit of artifacts and
25 1 /
objects from Mindanao to one’s creation
traces the external (foreign) and internal (indigenous)
26 influences that are reflected in the design of an artwork and in 1 /
the making of a craft or artifact
creates crafts that can be locally assembled with local
27 materials, guided by local traditional techniques (e.g., habi, 1 /
lilip, etc).
derives elements from traditions/history of a community for
28 /
one’s artwork
shows the relationship of the development of crafts in s pecific
1
areas of the country, according to functionality, traditional
29 /
specialized expertise, and availability of resources (e.g.,
pottery, weaving, jewelry, and basketry)
shows the relationship of Mindanao’s arts and crafts to
30 Philippine culture, traditions, and history, particularly with /
Islamic influences and indigenous (Lumad) practices 1
participates in exhibit using completed Mindanao-inspired arts
31
and crafts in an organized manner
P. E.
11 undertakes physical activity and physical fitness assessments /
2
12 reviews goals based on assessment results /
13 describes the nature and background of the dance 2 /
14 executes the skills involved in the dance 4 /
HEALTH
explains the factors that affect the promotion of good mental
16 /
health
17 explains that stress is normal and inevitable 2 /
18 differentiates eustress from distress /
19 identifies situations that cause feelings of anxiety or stress /
20 identifies physical responses of the body to stress /
1
21 identifies people who can provide support in stressful situations /
differentiates healthful from unhealthful strategies in coping
22 /
with stress
demonstrates various stress management techniques that one
23 2 /
can use every day in dealing with stress
24 explains the importance of grieving /
25 demonstrates coping skills in managing loss and grief /
recognizes triggers and warning signs of common mental
26 3 /
disorders
275
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
discusses the types, sign, symptoms, and prevention,
27 treatment and professional care in managing common /
mental health disorders
Quarter 4
MUSIC
identifies musical characteristics of selected Philippine festivals
22 1 /
and theatrical forms through video or live performances;
describes the origins and cultural background of selected
23 1 /
Philippine festival/s;
describes how the music contributes to the performance of
24 1 /
the musical production;
describes how a specific idea or story is communicated
25 1 /
through music in a particular Philippine musical theater;
improvises music accompaniment in relation to a particular
26 2 /
Philippine festival
27 performs selection/s from chosen Philippine musical theater; 2 /
ARTS
identifies the festivals and theatrical forms celebrated all over
32 /
the country throughout the year
researches on the history of the festival and theatrical
33 composition and its evolution, and describe how the 2 /
townspeople participate and contribute to the event
discusses the elements and principles of arts as seen in
34 /
Philippine Festivals
explains what makes each of the Philippine festivals unique
35 2 /
through a visual presentation
designs the visual elements and components of the selected
36 /
festival or theatrical form through costumes, props, etc.
analyzes the uniqueness of each group’s performance of their
37 /
selected festival or theatrical form
choreographs the movements and gestures reflecting the
38 /
mood of the selected Philippine festival/theatrical form 4
39 shows skills in making papier-mache jar /
improvises accompanying sound and rhythm of the Philippine
40 /
festival/theatrical form
performs in a group showcase of the selected Philippine
41 /
festival/theatrical form
P. E.
15 undertakes physical activity and physical fitness assessments /
2
16 reviews goals based on assessment results /
17 describes the nature and background of the dance 2 /
18 executes the skills involved in the dance 4 /
HEALTH
discusses the nature of non-communicable diseases
explains non-communicable diseases based on cause and
3
28 effect, signs and symptoms, risk factors and protective factors /
and possible complications
corrects myth and fallacies about non-communicable
29 1 /
diseases
practices ways to prevent and control non-communicable
30 1 /
diseases
demonstrates self-monitoring to prevent non-communicable
31 /
diseases
3
promotes programs and policies to prevent and control non-
32 /
communicable and lifestyle diseases
276
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
identifies agencies responsible for non-communicable disease
33 /
prevention and control
277
GRADE 8 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
278
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
displays tolerance and acceptance of individuals with varying
8 /
skills and abilities
HEALTH
discusses basic terms in sexuality as an important component
1 /
of one’s personality 1
2 explains the dimensions of human sexuality /
analyzes the factors that affect one’s attitudes and practices
3 1 /
related to sexuality and sexual behaviors
assesses personal health attitudes that may influence sexual
4 /
behaviour 2
5 relates the importance of sexuality to family health /
identifies the different issues/concerns of teenagers (i.e.,
6 identity crisis) and the need for support and understanding of 2 /
the family
applies decision-making skills in managing sexuality-related
7 2 /
issues
Quarter 2
MUSIC
7 listens perceptively to music of East Asia; 1 /
analyzes musical elements of selected songs and instrumental
8 1 /
pieces heard and performed;
explores ways of producing sounds on a variety of sources that
9 1 /
would simulate instruments being studied;
improvises simple accompaniment to selected East Asian
10 1 /
music;
11 performs music from East Asia with own accompaniment; 2 /
evaluates music and music performances using guided rubrics
12 2 /
applying knowledge of musical elements and style.
ARTS
analyzes elements and principles of art in the production of
11 /
arts and crafts inspired by the cultures of East Asia
identifies characteristics of arts and crafts in specific countries
in East Asia:
2
China (Chinese painting and calligraphy);
12 /
Japan (origami, woodblock printing, theater masks,
face painting, and anime and manga); and
Korea (theater masks, drums, and K-pop)
reflects on and derive the mood, idea or message from
13 /
selected artifacts and art objects
appreciates the artifacts and art objects in terms of their
14 /
utilization and their distinct use of art elements and principles
incorporates the design, form, and spirit of East Asian artifacts 3
15 /
and objects to one’s creation
traces the external (foreign) and internal (indigenous)
16 influences that are reflected in the design of an artwork and in /
the making of a craft
creates crafts that can be locally assembled with local
17 materials, guided by local traditional techniques (e.g., Gong- /
bi, Ikat, etc.)
derives elements from traditions/history of a community for
18 /
one’s artwork
shows the relationship of the development of crafts in specific 3
countries in East Asia according to functionality, traditional
19 /
specialized expertise, and availability of resources (e.g.,
pottery, weaving, jewelry, and basketry)
shows the commonalities and differences of the culture of the
20 /
East Asian countries in relation to Philippine culture
279
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
P. E.
9 undertakes physical activity and physical fitness assessments /
1
10 conducts physical activity and physical fitness /
11 prepares a physical activity program 1 /
describes the nature and background of the sport
12 executes the skills involved in the sport /
6
displays tolerance and acceptance of individuals with varying
13 /
skills and abilities
HEALTH
explains the definition and importance of courtship and
8 /
dating in choosing a lifelong partner
1
analyzes behaviors that promote healthy relationship in
9 /
marriage and family life
10 describes the factors that contribute to a successful marriage 1 /
discusses pregnancy-related concerns
discusses various maternal health concerns (pre-during-post 2
11 /
pregnancy)
explains the importance of maternal nutrition during
12 /
pregnancy
discusses the importance of newborn screening, and the
13 /
APGAR scoring system for newborns
14 explains the importance of prenatal care and post-natal care 2 /
discusses the essential newborn protocol (Unang Yakap) and
15 /
advantages of breastfeeding for both mother and child
recognizes the importance of immunization in protecting
16 /
children’s health
17 analyzes the importance of responsible parenthood /
explains the effects of rapid population growth on the health
18 /
of the nation
examines the important roles and responsibilities of parents in 2
19 /
child rearing and care
enumerates modern family planning methods (natural and
20 /
artificial)
Quarter 3
MUSIC
13 listens perceptively to music of South Asia and the Middle East; 1 /
analyzes musical elements of selected songs and instrumental
14 1 /
pieces heard and performed;
explores ways of producing sounds on a variety of sources
15 1 /
that would simulate instruments being studied;
improvises simple accompaniment to selected South Asia and
16 1 /
the Middle East music;
performs music from South Asia and Middle East with own
17 2 /
accompaniment;
evaluates music and music performances using guided rubrics
18 2 /
applying knowledge of musical elements and style.
ARTS
analyzes elements and principles of art in the production of
21 arts and crafts inspired by the cultures of South Asia, West /
Asia, and Central Asia
Identifies characteristics of arts and crafts in specific countries 2
in South, West, and Central Asia: India (rangoli, katak,
22 /
mendhi, diwali); Saudi Arabia (carpet design); Pakistan (truck
art); and Tibet (mandala), etc
reflects on and derive the mood, idea or message from
23 3 /
selected artifacts and art objects
280
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
appreciates the artifacts and art objects in terms of their
24 /
utilization and their distinct use of art elements and principles
incorporates the design, form, and spirit of South, West, and
25 /
Central Asian artifacts and objects to one’s creation
traces the external (foreign) and internal (indigenous)
26 influences that are reflected in the design of an artwork and in /
the making of a craft
creates arts and crafts that can be locally assembled with
27 local materials, guided by local traditional techniques (e.g., /
Ghonghdis, Marbling Technique, etc.)
derives elements from traditions/history of a community for
28 /
one’s artwork
shows the relationship of the development of crafts in specific
countries in South Asia, West Asia, and Central Asia,
29 3 /
according to functionality, traditional specialized expertise,
and availability of resources
shows the commonalities and differences of the cultures of
30 the South Asian, West Asian, and Central Asian countries in /
relation to Philippine culture
participates in an exhibit using completed South-West-Central
31
Asian-inspired crafts in an organized Manner
P. E.
14 undertakes physical activity and physical fitness assessments /
2
15 reviews goals based on assessment results /
describes the nature and background of the sport
16 executes the skills involved in the sport /
6
displays tolerance and acceptance of individuals with varying
17 /
skills and abilities
HEALTH
21 discusses the stages of infection /
analyzes the leading causes of morbidity and mortality in the 1
22 /
Philippines
discusses the most common communicable diseases
• Signs and symptoms of common communicable
diseases
• effects of common communicable diseases
23 2 /
• misconceptions, myths, and beliefs about common
communicable diseases
• prevention and control of common communicable
diseases
24 analyzes the nature of emerging and re-emerging diseases 2 /
demonstrates self- monitoring skills to prevent communicable
25 /
diseases
promotes programs and policies to prevent and control
26 3 /
communicable diseases
identifies agencies responsible for communicable disease
27 /
prevention and control
Quarter 4
MUSIC
identifies musical characteristics of selected Asian musical
19 1 /
theater through video films or live performances
describes the instruments that accompany Kabuki, Wayang
20 1 /
Kulit, Peking Opera;
describes how a specific idea or story is communicated
21 1 /
through music in a particular Asian musical theater;
281
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
improvises appropriate sound, music, gesture, movements,
22 props and costume for performance of a chosen Asian 1 /
traditional musical and theatrical form;
23 performs selection/s from chosen Asian musical theater; 2 /
evaluates music and music performances using guided rubrics
24 2 /
applying knowledge of musical elements and style.
ARTS
identifies selected festivals and theatrical forms celebrated all
32 /
over the Asian region
researches on the history of the festival and theatrical forms 2
33 and its evolution, and describe how the community
participates and contributes to the event
discusses the elements and principles of arts as seen in
34 /
Philippine festivals
2
identifies the elements and principles of arts as manifested in
35 /
Asian festivals and theatrical forms
through a visual presentation, explains what make each of
36 /
the Asian Festivals and Theatrical forms unique
designs the visual elements and components of the selected
37 /
festival or theatrical form through costumes, props, etc.
analyzes the uniqueness of each group’s performance of their
38 /
selected festival or theatrical form
shows the relationship of the selected Asian festival and the 4
39 festival in the Philippines in terms of form and reason for /
holding the celebration
choreographs the movements and gestures reflecting the
40 /
mood of the selected festival/theatrical form of Asia
improvises accompanying sound and rhythm of the selected
41 /
festival/ theatrical form of Asia
P. E.
18 undertakes physical activity and physical fitness assessments /
1
19 reviews goals based on assessment results /
20 describes the nature and background of the dance 1 /
21 executes the skills involved in the dance /
exerts best effort to achieve positive feelings about self and 6
22 /
others
HEALTH
28 discusses gateway drugs 1 /
analyzes the negative health impact of cigarette smoking
a. describes the harmful short-and long-term effects of
cigarette smoking on the different parts of the body
29 b. discusses the dangers of mainstream, second hand 2 /
and third hand smoke.
c. explain the impact of cigarette smoking on the
family, environment, and community
analyzes the negative health impact of drinking alcohol
• describes the harmful short- and long-term effects of
drinking alcohol
30 • interprets blood alcohol concentration (BAC) in terms 2 /
of physiological changes in the body
• explains the impact of drinking alcohol on the family
and community
discusses strategies in the prevention and control of cigarette
smoking and drinking alcoholic beverages
31 3 /
• apply resistance skills in situations related to cigarette
and alcohol use
282
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
• follows policies and laws in the family, school and
community related to cigarette and alcohol use
suggests healthy alternatives to cigarettes and alcohol to
32 /
promote healthy lifestyle (self, family, community)
283
GRADE 9 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
284
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
analyzes the effects of environmental issues on people’s
4 /
health
suggests ways to prevent and manage environmental health
5 2 /
issues
participates in implementing an environmental project such
6 as building and maintaining a school garden or conducting a 2 /
war on waste campaign (depends on feasibility)
Quarter 2
MUSIC
7 describes musical elements of given Classical period pieces; 1 /
8 explains the performance practice (setting, composition, role
of composers/performers, and audience) during Classical 1 /
period;
9 relates Classical music to other art forms and its history within
1 /
the era;
10 improvises appropriate accompaniment to selected music
2 /
from Classical period;
listens perceptively to selected Classical period music;
2
11 performs selected music from the Classical period; /
12 evaluates music and music performances using guided
1 /
rubrics.
ARTS
analyzes art elements and principles in the production of work
13 /
following a specific art style
identifies distinct characteristics of arts during the Renaissance
14 2 /
and Baroque periods
identifies representative artists from Renaissance and Baroque
15 /
periods
reflects on and derive the mood, idea or message from
16 /
selected artworks
discusses the use or function of artworks by evaluating their
17 /
utilization and combination of art elements and principles 3
18 uses artworks to derive the traditions/ history of an art period /
compares the characteristics of artworks produced in the
19 /
different art periods
creates artworks guided by techniques and styles of the
20 /
Renaissance and the Baroque periods
explains the influence of iconic artists belonging to the
21 /
Renaissance and the Baroque periods
applies different media techniques and processes to
communicate ideas, experiences, and stories showing the
22 3 /
characteristics of the Renaissance and the Baroque periods
(e.g. Fresco, Sfumato, etc.)
evaluates works of art in terms of artistic concepts and ideas
23 /
using criteria from the Renaissance and the Baroque periods
shows the influences of the Renaissance and Baroque periods
24 /
on the Philippine art form
P. E.
5 undertakes physical activity and physical fitness assessments /
describes the nature and background of the dance
6 executes the skills involved in the dance /
7 monitors periodically one’s progress towards the fitness goals 8 /
performs appropriate first aid for injuries and emergency
8 situations in physical activity and dance settings (cramps, /
sprain, heat exhaustion)
285
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
involves oneself in community service through dance activities
9 /
in the community
HEALTH
7 describes the drug scenario in the Philippines 1 /
discusses risk and protective factors in substance use, and
8 /
abuse
1
analyzes situations for the use and non-use of psychoactive
9 /
substances
10 identifies the types of drugs/ substances of abuse 1 /
corrects myths and misconceptions about substance use and
11 /
abuse 1
12 recognizes warning signs of substance use and abuse /
discusses the harmful short and long-term ;effects of
13 substance use and abuse on the individual, family, school, /
and community
explains the health, socio-cultural, psychological, legal, and 2
14 /
economic dimensions of substance use and abuse
discusses strategies in the prevention and control of substance
15 /
use and abuse
applies decision-making and resistance skills to prevent
16 /
substance use and abuse 2
17 suggests healthy alternatives to substance use and abuse /
Quarter 3
MUSIC
13 describes musical elements of given Romantic period pieces; 1 /
14 explains the performance practice (setting, composition,
role of composers/ performers, and audience) during 1 /
Romantic period;
15 relates Romantic music to other art forms and its history within
1 /
the era;
16 improvises appropriate accompaniment to selected music
2 /
from Romantic period;
17 performs selected music from the Romantic period; 2 /
18 evaluates music and music performances using guided
1 /
rubrics.
ARTS
analyzes art elements and principles in the production of work
25 following a specific art style from the Neoclassic and /
Romantic periods
identifies distinct characteristics of arts during the Neoclassic 1
26 /
and Romantic periods
identifies representative artists from the Neoclassic and
27 /
Romantic periods
reflects on and derive the mood, idea, or message from
28 /
selected artworks
explains the use or function of artworks by evaluating their
29 /
utilization and combination of art elements and principles
1
uses artworks to derive the traditions/history of the Neoclassic
30 /
and Romantic periods
compares the characteristics of artworks produced in the
31 /
Neoclassic and Romantic period
creates artworks guided by techniques and styles of the
32 Neoclassic and Romantic periods (e.g., linear style and /
painterly style) 5
describes the influence of iconic artists belonging to the
33 /
Neoclassic and Romantic periods
286
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
applies different media techniques and processes to
34 communicate ideas, experiences, and stories showing the /
characteristics of the Neoclassic and Romantic periods
evaluates works of art in terms of artistic concepts and ideas
35 /
using criteria from the Neoclassic and Romantic periods
shows the influences of Neoclassic and Romantic periods on
36 /
Philippine art forms
participates in an exhibit using completed artworks with
37 1
Neoclassic and Romantic periods characteristics
P. E.
10 undertakes physical activity and physical fitness assessments /
describes the nature and background of the dance
11 executes the skills involved in the dance /
performs appropriate first aid for injuries and emergency
8
12 situations in physical activity and dance settings (cramps, /
sprain, heat exhaustion)
involves oneself in community service through dance activities
13 /
in the community
HEALTH
demonstrates the conduct of primary and secondary survey
18 /
of the victim (CAB) 1
19 assesses emergency situation for unintentional injuries /
20 explains the principles of wound dressing /
demonstrates appropriate bandaging techniques for 2
21 /
unintentional injuries
demonstrates proper techniques in carrying and transporting
22 2 /
the victim of unintentional injuries
demonstrates proper first aid procedures for common
23 3 /
unintentional injuries
Quarter 4
MUSIC
explains the plot, musical and theatrical elements of an opera
19 2 /
after watching video samples;
performs themes or melodic fragments of given selected
20 2 /
songs;
improvises appropriate sounds, music, gestures, movements,
21 2 /
and costumes for a chosen opera.
22 evaluates music performances using guided rubrics. 2 /
ARTS
38 identifies selected theatrical forms from different art periods /
researches on the history of the theatrical forms and their
39 /
evolution 2
identifies the elements and principles of arts as manifested in
40 /
Western Classical plays and opera
defines what makes selected western classical plays and
41 /
operas unique through visual representation
designs the visual elements and components of the selected
42 Western classical theater play and opera through costumes, 1 /
props, etc.
analyzes the uniqueness of each group’s performance of its
43 /
selected Western classical theater play and opera
shows the influences of the selected Western Classical play or
44 opera on Philippine theatrical performance in terms of form 1 /
and content of story
287
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
choreographs the movements and gestures needed in the
45 effective delivery of a selected piece from Western Classical /
plays and opera
3
improvise accompanying sound and rhythm needed in the
46 effective delivery of a selected piece from Western Classical /
plays and operas
performs in a group showcase of the selected piece from
47 1 /
Western Classical plays and operas
P. E.
discusses the nature and background of indoor and outdoor
14 2 /
recreational activities
15 participates in active recreation /
advocates community efforts to increase participation in
16 /
physical activities and improve nutrition practices 6
practices environmental ethics (e.g. leave no trace) during
17 /
participation in recreational activities of the community
HEALTH
24 differentiates intentional injuries from unintentional injurie /
4
25 describes the types of intentional injuries /
26 analyzes the risk factors related to intentional injuries /
27 identifies protective factors related to intentional injuries 4 /
28 demonstrates ways to prevent and control intentional injuries /
288
GRADE 10 – MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
289
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
explains the different kinds of complementary and alternative
5 /
health care modalities.
1
explains the importance of consumer laws to protect public
6 /
health
identifies national and international government agencies
7 and private organizations that implement programs for 2 /
consumer protection
8 participates in programs for consumer welfare and protection 2 /
Quarter 2
MUSIC
describes the historical and cultural background of Afro Latin
6 1 /
American and popular music;
listens perceptively to Afro Latin American and popular music
analyzes musical characteristics of Afro-Latin American and 2
7 /
popular music through listening activities;
explores ways of creating sounds on a variety of sources
8 2 /
suitable to chosen vocal and instrumental selections;
performs selections of Afro-Latin American and popular music
9 2 /
in appropriate pitch, rhythm, style, and expression;
evaluates music and music performances using guided
10 1 /
rubrics.
ARTS
identifies art elements in the technology-based production
13 /
arts
identifies distinct characteristics of arts during the 21st century
in terms of:
14 1 /
• production
• functionality range of audience reach
identifies artworks produced by technology from other
15 /
countries and their adaptation by Philippine artists
discusses the concept that technology is an effective and
16 vibrant tool for empowering a person to express his/her ideas, /
goals, and advocacies, which elicits immediate action
explains the role or function of artworks by evaluating their
17 /
utilization and combination of art elements and principles 3
uses artworks to derive the traditions/history of a community
18 (e.g., landscapes, images of people at work and play, portrait /
studies, etc.)
19 compares the characteristics of artworks in the21st century /
creates artworks that can be locally assembled with local
20 /
materials, guided by 21st-century techniques
explains the influence of technology in the 21st century on the
21 /
evolution of various forms of art
applies different media techniques and processes to
4
communicate ideas, experiences, and stories showing the
22 /
characteristics of 21stcenturyart (e.g., the use of graphic
software like Photoshop, InDesign, etc.)
evaluates works of art in terms of artistic concepts and ideas
23 /
using criteria appropriate for the style or form
P. E.
4 assesses physical activity, exercise and eating habits /
engages in moderate to vigorous physical activities for at least 8
5 /
60 minutes a day in and out of school
HEALTH
9 discusses the existing health related laws; 2 /
290
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
explains the significance of the existing health related laws in
10 /
safeguarding people’s health;
3
critically analyzes the impact of current health trends, issues,
11 /
and concerns
recommends ways of managing health issues, trends and
12 3 /
concerns
Quarter 3
MUSIC
11 narrates the life of selected Contemporary Filipino composer/s 1 /
analyzes the musical characteristics of traditional and
12 2 /
contemporary Philippine music;
improvises simple vocal/instrumental accompaniments to
13 2 /
selected contemporary Philippine music;
14 performs selections of contemporary Philippine music; 2 /
evaluates music and music performances using guided
15 1 /
rubrics.
ARTS
identifies art elements in the various media-based arts in the
24 /
Philippines
identifies representative artists as well as distinct 1
25 characteristics of media based arts and design in the /
Philippines
discusses the truism that Filipino ingenuity is distinct,
26 /
exceptional, and on a par with global standards
discusses the role or function of artworks by evaluating their 3
27 /
utilization and combination of art elements and principles
28 uses artworks to derive the traditions/history of a community /
29 creates artworks that can be assembled with local materials /
explains the characteristics of media-based arts and design
30 /
in the Philippines
applies different media techniques and processes to 3
communicate ideas, experiences, and stories (the use of
31 /
software to enhance/animate images like Flash, Movie Maker,
Dreamweaver, etc.)
evaluates works of art in terms of artistic concepts and ideas
32 using criteria appropriate for the style or form of media-based /
1
arts and design
33 mounts a media-based exhibit of completed artworks
P. E.
6 assesses physical activity, exercise and eating habits /
engages in moderate to vigorous physical activities for at least
7 /
60 minutes a day in and out of school
8
expresses a sense of purpose and belongingness by
8 participating in physical activity-related community services /
and programs
HEALTH
13 discusses the significance of global health initiatives. 2 /
describes how global health initiatives positively impact
14 /
people’s health in various countries;
3
analyzes the issues in the implementation of global health
15 /
initiatives;
recommends ways of adopting global health initiatives to
16 3 /
local or national context
Quarter 4
MUSIC
291
No. of Learning Delivery
Quarter MELC Learning Competencies Days Platforms
Taught TV Radio Both
describes how an idea or story in a musical play is presented
16 1 /
by watching a live performance or video excerpt;
explains how theatrical elements in a selected part of a
17 musical play are combined with music and media to achieve 2 /
certain effects;
creates appropriate sounds, music, gestures, movements,
18 and costume using media and technology for a selected 3 /
part of a musical play;
performs an excerpt from a 20th or 21st century Philippine
19 musical and highlight its similarities and differences to other 2 /
western musical play.
ARTS
explains how an idea or theme is communicated in a
34 selected performance through the integration of musical /
sounds, songs, dialogue and dance 1
analyzes examples of plays based on theatrical forms, and
35 /
elements of art as applied to performance
illustrates how the different elements are used to
36 /
communicate the meaning
37 explains the uniqueness of each original performance 1 /
designs with a group the visual components of a school play
38 /
(stage design, costume, props, etc.)
assumes the role of a character as an actor/performance, or
39 production staff (director, choreography, light designer, stage /
manager)
analyzes the uniqueness of the group that was given
2
40 recognition for its performance and explain what component /
contributed to its selection
contributes to the conceptualization of an original
41 /
performance
choreographs the movements and gestures needed in the
42 effective delivery of an original performance with the use of 1 /
media
improvises accompanying sound and rhythm needed in the
43 effective delivery of an original performance with the use of 3 /
different media
P. E.
9 assesses physical activity, exercise and eating habits /
engages in moderate to vigorous physical activities for at least 8
10 /
60 minutes a day in and out of school
HEALTH
discusses the components and steps in making a personal
17 /
health career plan;
4
prepares a personal health career following the prescribed
18 /
components and steps;
explores the various health career paths selects a particular
19 health career pathway based on personal competence and /
4
interest; participates in a health career orientation program
20 decides on an appropriate health career path /
292
293
CLMD4A BUDGET OF WORK (BOW) FOR EDUKASYONG PANTAHANAN
AT PANGKABUHAYAN (EPP) AND TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
The CLMD4A BOW for EPP-TLE for Grades 4-8 is composed of six (6) columns.
The first column is intended for the Component; the second one for the Most Essential
Learning Competencies (MELC); the third one for the No. of Days Taught, and the last
three for the Learning Delivery Platforms.
Component Most Essential Learning Competencies (MELC) No. of Learning Delivery Platforms
Days (E)
(A) (B) Taught TV Radio Both
(C) (F) (G) (H)
(D)
(D)
(D)
In using the CLMD4A BOW for EPP-TLE for Grades 4-8, it is important to
understand the figure above marked by the following specifications:
A. Component
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
But in some cases, MELCs were produced by rephrasing or merging/fusing
some LCs from the K to 12 Curriculum Guide.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
Meanwhile, CLMD4A BOW for TLE for Grades 9-12 is composed of three (3)
columns. The first column is intended for the Quarter; the second one for the Most
Essential Learning Competencies (MELC); and the last one for the No. of Days Taught.
294
Quarter Most Essential Learning Competencies (MELC) No. of Learning Delivery Platforms
Days (E)
(A) (B) Taught TV Radio Both
(C) (F) (G) (H)
(D)
(D)
(D)
In using the CLMD4A BOW for TLE for Grades 9-12, it is important to understand
the figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
But in some cases, MELCs were produced by rephrasing or merging/fusing
some LCs from the K to 12 Curriculum Guide.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
295
GRADE 4 – EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)
296
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
naisasagawa ang masistemang pangangalaga ng
tanim
• pagdidilig, pagbubungkal ng lupa, /
paglalagay ng abono, paggawa ng 10
abonong organiko atbp
naisasagawa ang wastong pagaani/
/
pagsasapamilihan ng m ga halamang ornamental
natatalakay ang kabutihang dulot ng pag-aalaga
ng hayop sa tahanan
/
• natutukoy ang mga hayop na maaaring
alagaan sa tahanan.
naiisa-isa ang wastong pamamaraan sa pag -
5
aalaga ng hayop
• pagsasagawa nang maayos na pag-
/
aalaga ng hayop
• pagbibigay ng wastong lugar o tirahan
pagpapakain at paglilinis ng tirahan
Home Economics
napangangalagaan ang sariling kasuotan. /
naiisa-isa ang mga paraan ng pagpapanatiling
/
malinis ng kasuotan
nasasabi ang gamit ng mga kagamitan sa pananahi
15 /
sa kamay
naisasaayos ang payak na sira ng kasuotan sa
pamamagitan ng pananahi sa kamay (hal. pagkabit /
ng butones)
naisasagawa ang wastong paraan ng paglilinis ng
/
bahay at bakuran
10
naisasagawa ang wastong paghihiwalay ng basura
/
sa bahay
nakatutulong sa paghahanda ng masustansiyang
/
pagkain.
naipakikita ang wastong paraan ng paggamit ng
10 /
kubyertos
naisasagawa nang may sistema ang pagliligpit at
/
paghuhugas ng pinagkainan
Industrial Arts
Natatalakay ang mga kaalaman at kasanayan sa
pagsusukat
• nakikilala ang mga kagamitan sa
/
pagsusukat
• nagagamit ang dalawang sistemang
panukat (English at metric)
15
naisasagawa ang pagleletra, pagbuo ng linya at
/
pagguhit.
natatalakay ang kahalagahan ng kaalaman at
/
kasanayan sa "basic sketching" shading at outlining
naisasagawa ang wastong pamamaraan ng
/
basicsketching, shading at outlining
nakagagawa ng sariling disenyo sa pagbuo o
pagbabago ng produktong gawa sa kahoy,
25 /
ceramics, karton, o lata (o mga materyales na
nakukuha sa pamayanan)
297
GRADE 5 – EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)
298
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
naisasagawa ang pagpaplano at pagluluto ng
masustansiyang pagkain (almusal, tanghalian, at /
hapunan) ayon sa badyet ng pamilya
naisasagawa ang pamamalengke ng mga sangkap 10
/
sa pagluluto
naipakikita ang husay sa pagpili ng sariwa, mura at
/
masustansyang sangkap
Naisasagawa ang pagluluto
• naihahanda ang mga sangkap sa pagluluto
• nasusunod ang mga tuntuning
pangkalusugan at pangkaligtasan sa
10 /
paghahanda at pagluluto ng pagkain
• naihahanda nang kaakit-akit ang nilutong
pagkain sa hapag kainan (food
presentation)
Industrial Arts
natatalakay ang mga mahalagang kaalaman at
kasanayan sa gawaing kahoy, metal, kawayan at /
iba pang lokal na materyales sa pamayanan
15
nakagagawa ng mga malikhaing proyekto na gawa
sa kahoy, metal, kawayan at iba pang materyales na /
makikita sa kumunidad
nakagagawa ng proyekto na ginagamitan ng
/
elektrisidad
15
natatalakay ang mga kaalaman at kasanayan sa
/
gawaing elektrisidad
nakabubuo ng plano ng proyekto na nakadisenyo
mula sa ibat-ibang materyales na makikita sa
pamayanan (hal., kahoy, metal, kawayan, atbp) na 10 /
ginagamitan ng elektrisidad na maaaring
mapapagkakakitaan
299
GRADE 6 - TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
300
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
observes healthy and safety measures in
/
propagating fruit-bearing trees
performs systematic and scientific ways of caring
orchard trees/ seedlings such as watering, cultivating, /
preparing, and applying organic fertilizer
5
markets fruits and seedlings /
develops plan for expansion of planting trees and
/
seedling production
conducts survey to find out:
• persons in the community whose occupation
is animal (four-legged) /fish raising
• kinds of four-legged animals/fish being raised
as means of livelihood
• possible hazards that animal raising can
cause to the people and community
• ways to prevent hazards brought about by
/
raising animals
• market demands for animal/fish products
and byproducts
• direct consumers or retailers 10
• benefits that can be derived from animal/fish
raising
• stories of successful entrepreneurs in
animal/fish raising
plans for the family’s animal raising project /
implements plan on animal/fish raising /
monitors growth and progress /
keeps an updated record of growth/progress /
expands/enhances one’s knowledge of animal/fish
/
raising using the Internet
manages marketing of animal/fish raised /
discusses indicators for harvesting/capturing /
demonstrates skill in harvesting/capturing animal/fish /
prepares marketing strategy by asking help from
/
others or using the Internet
5
markets animals/fish harvested/captured /
computes the income earned from marketed
/
products (Gross Sale – Expenses = Net income)
prepares plans for expansion of animal raising
/
venture
Home Economics
identifies family resources and needs (human,
/
material, and nonmaterial)
enumerates sources of family income /
allocates budget for basic and social need such as:
• food and clothing
5
• shelter and education
• social needs: social and moral obligations /
(birthdays, baptisms, etc.), family activities,
school affairs savings/emergency budget
(health, house repair)
prepares feasible and practical budget
• manages family resources efficiently /
• prioritizes needs over wants 5
classifies tools and materials according to their use
/
(measuring, cutting, sewing)
prepares project plan for household linens 5 /
301
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
identifies supplies/ materials and tools needed for the
/
project
drafts pattern for household linens
• steps in drafting pattern /
• safety precautions
sews creative and marketable household linens as 5
/
means to augment family income
assesses the finished products as to the quality (using
/
rubrics
markets finished house hold linens in varied/ creative
5 /
ways
explains different ways of food preservation (drying,
/
salting, freezing, and processing)
uses the tools/utensils and equipment and their
5 /
substitutes in food preservation/ processing
preserves food applying principles and skills in food
/
preservation processing
conducts simple research to determine market trends
/
and demands in preserved/ processed foods
5
assesses preserved/processed food as to the quality
/
using the rubrics
markets preserved/processed food in varied/
5 /
creative ways with pride
Industrial Arts
discusses the importance and methods of
enhancing/decorating bamboo, wood, and metal /
products
demonstrates creativity and innovativeness in
enhancing/ decorating bamboo, wood, and metal /
products
conducts simple survey using technology and other
data -gathering method to determine 10
• market trends on products made of
bamboo, wood, and metal
• customer’s preference of products /
• types/sources of innovative finishing
materials, accessories, and designs
• processes in enhancing/decorating finished
products
discusses the effects of innovative finishing materials
and creative accessories on the marketability of /
products 5
enhances bamboo, wood, metal, and other finished
/
products through sketching, shading, and outlining
constructs project plan
• considers deliberate policies on sustainable
development in constructing the project
plan
• demonstrates resourcefulness and
/
management skills in the use of time, 10
materials, money, and effort
• assesses the quality of enhanced product
using rubrics
• refines product based on assessment made
markets products /
constructs simple electrical gadgets 5 /
302
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
explains the protocols (processes) in making
/
electrical gadgets
repairs simple gadgets/furniture/ furnishings at home
/
and school
discusses the principles of “five S”
• Sorting (Seiri)
5
• Straightening (Seiton)
/
• Systematic Cleaning (Shine) (Seiso)
• Standardizing (Seiketsu)
• Service (Sustaining) (Shitsuke)
identifies recyclable products/waste materials made
/
of wood, metal, paper, plastic, and others
explains the process and the importance of recycling /
recycles the identified products/waste material into 5
functional items (binding of used paper into
/
notebook or memo pad; bottled plastic into
lampshades, flowers, plants; etc.)
303
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : CAREGIVING
304
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : DRESSMAKING
305
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : COOKERY
306
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : NAIL CARE
307
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : HANDICRAFT MAKING
308
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : FRONT OFFICE SERVICES
309
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : FOOD PROCESSING
310
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : FOOD PROCESSING (SALTING/CURING/SMOKING)
311
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : FOOD PROCESSING (FERMENTATION/PICKLING)
312
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : FOOD PROCESSING (SUGAR CONCENTRATION)
313
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : MASONRY
314
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : CARPENTRY
315
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : SMAW
316
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : PLUMBING
317
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : AUTOMOTIVE I / MOTORCYCLE SMALL ENGINE
318
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Inspect and clean tools, equipment, and
work to ensure that they are free from dust,
grease, and other substances
- Observe cleaning solvent used as per
workshop cleaning requirements
- Check and clean work area
- Keep dry wet surface or spot in the work area
Store/arrange tools and shop equipment.
- Arrange and store tools and equipment in
/
their respective shelves/location
- Post visible corresponding labels
Report damaged tools/equipment 4
- Maintain complete inventory of tools and
equipment /
- Identify damaged tools/equipment with
repair recommendation
Interpret technical drawing
- Recognize components and assemblies of
objects
- Recognize and interpret symbols
/
- Identify appropriate dimensions
- Follow instructions 4
- Identify required materials and other
consumables
Apply freehand sketching
- Produce correct freehand sketches using the /
necessary tools and materials
Apply basic safety procedures
- Maintain policies and procedures to achieve
a safe working environment in line with OHS
- Report all unsafe situations according to
worksite policy
- Report all machinery and equipment
breakdown to supervisor and/or to person in
charge 4 /
- Identify fire and safety hazards and
precautions
- Identify dangerous goods and substances
- Follow worksite policy regarding manual
handling of hazardous substances
- Participate in consultative arrangements
established by company
319
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : ELECTRICAL INSTALLATION MAINTENANCE
320
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : ELECTRONIC PRODUCT ASSEMBLY
321
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Undertake proper storage of instruments
Identify different kinds of technical drawings
- Select appropriate technical drawing
according to job requirements
/
- Segregate technical drawings in
accordance with the types and kinds of
drawings
Interpret technical drawing
- Recognize components, assemblies, or 4
objects
- Correctly identify the dimensions of the key
features of the objects depicted in the /
drawing
- Interpret the symbols used in the drawing
- Validate the drawing against job
requirements or equipment
Prepare hand tools
- Check appropriate hand tools for proper
operation and safety
/
- Mark unsafe or faulty tools for repair in
accordance with standard company
procedure
Use appropriate hand tools and equipment 4
- Use tools according to the tasks to be
undertaken
- Observe safety procedures in using tools at /
all times and use appropriate PPE
- Report malfunctions, unplanned or unusual
events to the supervisor
Maintain hand tools
- Handle tools without damage according to
procedures
- Undergo routine maintenance of tools
according to standard operational 4 /
procedures, principles and techniques
- Store tools safely in appropriate locations in
accordance with manufacturer’s
specifications
322
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : DOMESTIC REFRIGERATION AND AIRCONDITIONING
323
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Follow procedure for controlling hazards and
risks in the workplace
Practice OHSP /
324
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : COMPUTER SYSTEMS SERVICING
325
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Access program/application containing the
information required according to company
procedures
- Select, open, and close desktop for
navigation purposes
- Carry out keyboard techniques in line with
OSH requirements
Produce output/ data using computer system
- Process entered data using appropriate
software commands
- Print out data as required using computer
hardware /peripheral devices in
accordance with standard operating /
procedures
- Transfer files and data between compatible
systems using computer software,
hardware/peripheral devices in accordance
with standard operating procedures
Use basic functions of a www - browser to locate
information
- Establish information requirements for
internet search
- Launch browser
- Load search engine /
- Enter appropriate search criteria/or URL of
site
- Follow relevant links to locate required
information
- Bookmark useful pages and print as required
Maintain computer equipment and systems
- Implement procedures for ensuring security
of data, including regular backups and virus
checks in accordance with standard
/
operating procedures
- Implement basic file maintenance
procedures in line with the standards
operating procedures
Select measuring instruments
- Identify object/s or component to be
measured
- Obtain correct specifications from relevant /
source
- Select measuring tools in line with job
requirements
Carry out measurements and calculation
- Select appropriate measuring instrument to
achieve required outcome
- Obtain accurate measurements for job 4
- Perform calculation needed to complete
task using the four mathematical
fundamental operations addition (+),
/
subtraction (-), multiplication (x), and division
(÷)
- Use calculation involving fractions,
percentages and mixed numbers to
complete workplace tasks
- Self-check and correct numerical
computation for accuracy
326
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Read instruments to the limit of accuracy of
the tool
Maintain measuring instruments
- Ensure proper handling of measuring
instruments to avoid damage and clean it
before and after using
/
- Identify tasks to be undertaken for proper
storage of instruments according to
manufacturer’s specifications and standard
operating procedures
Identify different kinds of technical drawings
- Select correct technical drawing in
accordance with the job requirement /
- Segregate technical drawings in
accordance
Interpret technical drawing
- Recognize components, assemblies, or
objects as required
- Identify dimensions of the key features of the
objects depicted in the drawing
/
- Identify and interpret symbols used in the
drawing
- Check and validate drawing against job
requirements or equipment in accordance
with standard operating procedures
Prepare/ make changes to electrical/ electronic
schematics and drawings 4
- Draw and identify correctly electrical/
electronic schematic /
- Identify correct drawing; select and use
equipment in accordance with job
requirements
Store technical drawings and equipment/
instruments
- Identify tasks to be undertaken for care and
maintenance of drawings according to
company procedures
- Record technical drawings and prepare an /
inventory in accordance with company
procedures
- identify tasks to be undertaken for proper
storage of instruments according to
company procedures
Plan and prepare for termination/ connection of
electrical wiring/ electronics circuits
- Check materials according to specifications
and tasks
- Select appropriate tools and equipment
according to task requirements
/
- Follow planned task to ensure OHS guidelines
4
and procedure
- Prepare electrical wiring/electronics circuits
correctly for connecting/terminating in
accordance with instruction and work site
procedures
Terminate/connect electrical wiring/ electronic
/
circuits
327
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Observe safety procedures in using tools and
use appropriate personal protective
equipment at all times
- Identify the tasks to be undertaken to work
safely in accordance with the workplace
and standard procedures
- Use appropriate range of methods in
termination/connection in accordance to
specifications, manufacturer’s requirements,
and safety
- Follow correct sequence of operation
- Adjust used accessories
- Confirm termination/connection in
accordance with job specification
Test termination/connections of electrical
wiring/electronics circuits
- Conduct complete testing of
termination/connection of electrical
wiring/electronics circuits in compliance with
specifications and regulations using /
appropriate procedures and equipment
- Check wirings and circuits using specified
testing procedures
- Respond to unplanned events or conditions
in accordance with established procedures
Determine criteria for testing electronics components
- Obtain and clarify work instructions based on
job order or client requirements
- Consult responsible person for effective and
proper work coordination
- Obtain and interpret data
sheets/application notes based on /
manufacturer’s specifications
- Define testing criteria to ensure that
components meet technical and quality
requirements
- Document and communicate testing criteria
to relevant personnel
Plan an approach for components testing
- Identify various testing methods based on
types of electronic components 8
- Determine characteristics and
appropriateness of testing methods to be
used during development and on
completion
- Consider/select testing methods in relation to
appropriate testing strategy /
- Develop plan for testing components at
specified points during development and on
completion
- Prepare and check required test and
measuring instruments and tools in
accordance with established procedures
- Establish records system to document testing
results, including problems and faults
Test components /
328
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Apply appropriate testing methods to
electronic components in accordance to
technical specifications
- Detect and record problems and faults by
testing
- Document remedial steps
- Resolve detected problems and faults during
testing in accordance with agreed project or
industry practice
- Evaluate final products against the
determined criteria
- Submit to relevant personnel the
documented and summarized evaluation
report of the testing process
Evaluate the testing process
- Identify testing methods that were successful
based on industry standards
- Evaluate testing process and records system /
based on standard procedures
- Document test results/findings for
subsequent testing
329
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : TECHNICAL DRAFTING
330
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Analyze signs, symbols, and data
- Identify signs and symbols used in technical
drawing /
- Analyze data indicated in the technical
drawing
Interpret technical drawings and plans
8
- Identify necessary materials according to the
technical drawing
- Recognize components, assemblies, or /
objects based on job requirements
- Identify dimensions and specifications
according to job requirements
Identify hazards and risks
- Follow OHS policies and procedures in
identifying hazards and risks
- Explain hazards and risks in the workplace
/
- Identify hazards and risks indicators as
prescribed by the manufacturer
- Apply contingency measures in accordance
with the OHS procedures
Evaluate and control hazards and risks
- Determine the effects of hazards in the
8
workplace
- Identify the methods in controlling hazards /
and risks
- Follow OHS procedures for controlling
hazards and risks
Maintain Occupational Health and Safety
- Observe established procedures in
responding to emergency-related drill /
- Fill-up OHS personal records in accordance
with SOP
331
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : ILLUSTRATION
332
No. of Learning Delivery
Component Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Perform simple trade mathematical
conversions
Interpret illustration drawings and plans
- Identify illustration tools and materials to be
used in preparing a simple illustration /
- Identify dimensions and specifications
according to job requirements
Identify hazards and risks
- Follow OHS policies and procedures in
identifying hazards and risks
- Explain hazards and risks in the workplace
/
- Identify hazards and risks indicators as
prescribed by the manufacturer
- Apply contingency measures in accordance
with the OSH procedures
Evaluate and control hazards and risks
- Determine the effects of hazards in the
8
workplace
- Identify the methods in controlling hazards /
and risks
- Follow OHS procedures for controlling
hazards and risks
Maintain Occupational Health and Safety
- Observe established procedures in
responding to emergency-related drill /
- Fill-up OHS personal records in accordance
with SOP
333
Grade Level : GRADES 7/8
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
334
Grade Level : GRADES 9/10/11/12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : NEEDLECRAFT
Component : HOME ECONOMICS
335
Grade Level : GRADES 9/10/11/12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : MACRAME/BASKETRY
Component : HOME ECONOMICS
336
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Apply creativity in each product
Package the finished project
- Select appropriate quality packaging material for finished
project 4 /
- Apply creativity in packaging
- Arrange products for packaging
337
Grade Level : GRADES 9/10/11/12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : FASHION ACCESSORIES
Component : HOME ECONOMICS
338
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Package the finished origami paper craft (vases/frames)
- Select appropriate quality packaging material for fashion
8 /
accessory
- Apply creativity in packaging
339
Grade Level : GRADES 9-10 or 11-12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : DRESSMAKING (1)
Component : HOME ECONOMICS
340
Grade Level : GRADES 9-10 or 11-12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : DRESSMAKING (2)
Component : HOME ECONOMICS
341
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Pack finished garment
342
Grade Level : GRADES 9-10/11-12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : TAILORING
Component : HOME ECONOMICS
343
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Draft and cut pattern for athletic jackets
- Plan garment design
- Take client’s body measurement 8 /
- Draft basic/block pattern
- Cut final pattern
Prepare and cut materials for athletic jackets
- Prepare materials
8 /
- Lay out and pin pattern pieces on the fabric
- Cut fabric
Assemble garment parts for athletic jackets
12 /
- Sew and assemble athletic shorts parts
Apply finishing touches on athletic jackets
- Apply finishing touches
4 /
- Press finished garment
- Pack finished garment
344
Grade Level : GRADES 9-10/11-12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : HAIRDRESSING I
Component : HOME ECONOMICS
345
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Prepare client
- Advise client to remove all personal accessories
- Determine if previous chemical treatment exists
- Check scalp condition if free from scratches and open
4 /
wounds
- Advise client to defer hair perming if adverse scalp and
health conditions exist
- Confirm types of hair curls with client
Perm hair
- Prepare and use necessary tools, equipment,
supplies/materials following salon policies and procedures
and OHS requirements
- Prepare perm solution according to client’s hair type,
12 /
texture/condition and product specifications
- Perform hair perming in accordance with established or
standard procedures and product specifications
- Rinse hair thoroughly, towel-dry and apply conditioner
- Ensure client’s safety and comfort during the entire process
Apply finishing touches
- Check hair according to client’s desired outcome
- Taper/trim and style hair if necessary 4 /
- Confirm client’s satisfaction and make adjustments if
requirement
Perform post-service activities
- Advise client on hair care and maintenance
- Clean and store tools, equipment, supplies, and materials
after use in accordance with salon procedures 4 /
- Properly dispose of waste items in accordance with OHS
requirements
- Clean and prepare workstation for the next client
Quarter 4
Fundamentals in haircutting
- Express one’s experience and exposure about the process
of haircutting
- Analyze the hair condition and the shape of face for
appropriate hair cut 8 /
- Practice fundamental disciplines in haircutting
- Discuss the uses of tools and implements in haircutting
- Show the importance of hair control in haircutting Discuss
basic cutting strokes
Prepare client
- Extend appropriate courtesy to the client at all times
- Assess shape of the client’s face, head, length and width of
hair according to his/her built and height
- Analyze texture of hair according to style requirements and
cutting technique to be used 4 /
- Present hair catalog to the client for selection and
agreement between client and hairdresser
- Provide and use protective clothing according to health
and sanitation regulations
- Shampoo and/or condition hair following salon procedure
Cut hair
- Prepare and use appropriate materials, tools, and hair
implements according to client’s desired haircut and OHS
12 /
requirement
- Perform haircut according to haircut style and established
or acceptable procedures
346
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Ensure client’s safety and comfort during the entire process
Check hair and apply appropriate finishing touches
- Blow-dry and check hair for accuracy and finishing touches
- Use finishing cutting tools according to haircut style
- Apply hair finishing product as per client’s requirements and 4 /
style
- Confirm client’s acceptance and make adjustments if
required
Perform post service activities
- Advise client on proper hair care and maintenance
- Clean, sterilize, and store tools, implements and equipment
in accordance with salon policy 4 /
- Properly dispose of waste items following OHS practice
- Clean working area in preparation for the next client 5.5
Prepare scoring rubrics for haircut
347
Grade Level : GRADES 9-10/11-12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : HAIRDRESSING II
Component : HOME ECONOMICS
348
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Perform hair bleaching according to established or
acceptable procedures and product specifications
- Ensure clients’ safety and comfort during the process
Perform post-service activities
- Advise client on hair care and maintenance
- Sanitize and store tools and equipment and implements
4 /
after use according to salon procedures
- Dispose wastes of according to OH&S requirements
- Clean and prepare workstation for next activity
Quarter 3
Introduction to Hair Straightening
- Appreciate the benefits of chemical hair straightening
- Explain hair chemistry and restructuring
- Discuss the products used in chemical hair straightening
- Discuss the importance of scalp and hair analysis. 4 /
- Use appropriate implements and supplies in hair
straightening
- Perform the steps in chemical hair straightening
- Observe safety rules and reminders in hair straightening
Prepare client
- Advise client to remove all personal accessories
- Use protective clothing and gadgets to ensure clients safety
and comfort
- Check and analyze client hair texture and condition, 4 /
together with scalp
- Confirm previous hair treatment with the client before doing
the desired service
- Drape and shampoo client without scratching the scalp
Apply hair straightening product
- Prepare and use necessary tools and materials according
to OH&S requirements
- Identify and/or mix different forms of products based on
types of hair and desired hair straightening service in 8 /
accordance with manufacturers’ instruction
- Perform hair straightening in accordance with product
specifications and established or acceptable procedures
- Ensure client’s safety and comfort during the entire process
Iron Hair
- Blow-dry hair according to salon procedures
- Apply protective hair product through the hair before
actual ironing 8 /
- Set iron plate in accordance with hair condition
- Sub-section hair according to salon procedures
- Iron hair in accordance with salon procedures
Apply hair fixing solution
- Apply fixing solution on the hair in accordance with
manufacturer’s instructions
- Follow processing time according to manufacturer’s
instructions 4 /
- Rinse hair thoroughly and applied with necessary treatment
products according to manufacturers’ instructions
- Check result and style hair according to clients’ desired
outcome
Perform post service activities
- Advise client on hair care and maintenance
4 /
- Clean, sterilize/sanitize tools, implements and equipment
and store after use in accordance with salon procedures
349
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Properly dispose waste items of in accordance with OH&S
requirements
- Clean working area in preparation for the next client
Quarter 4
Introduction to hairstyling
- Express ideas about hairstyling
- Appreciate the benefits of having hairstyling skills
- Inculcate the responsibilities of a hairstylist
- Analyze the fundamental principles of hairstyling 4 /
- Inculcate the responsibilities of a hairstylist
- Analyze the fundamental principles of hairstyling
- Use appropriate equipment, implements and supplies
- Observe safety precautions and sanitation while working
Perform the various methods of hairstyling
- Non-thermal styling
- Thermal styling
- Perform casual and formal creative hairstyles
- Perform hairstyling using special effects in hairstyling 12 /
- Provide hairstyling services - Casual hairstyle - Formal
hairstyle - Creative hairstyle
- Use a rubric in evaluating the services for hairstyling
- Compute the cost of service
Prepare clients
- Advise client to remove all personal accessories
- Consult client on specific make-up requirements
- Analyze shapes of face and skin type / tones of client
according to make-up requirements 4 /
- Seat client in a comfortable position during the entire
process
- Provide client with protective clothing following salon
procedures
Apply Make-up
- Sanitize hand before actual application of make-up
- Select and prepare make-up products and accessories,
tools, supplies and materials according to client make – up
requirement
8 /
- Perform make-up application in accordance with
established or acceptable procedures
- Check make-up result before application of finishing
touches
- Ensure client’s comfort and safety during the entire process
Perform post-service activities
- Advise client on appropriate product and procedure in
applying retouch and removing make-up
- Clean and store make-up products, tools, materials and
4 /
implements after use in accordance with salon procedures
- Properly dispose waste items of in accordance with OH&S
requirements Clean and prepare workstation for next
activity
350
Grade Level : GRADES 9-10/11-12
Subject : TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Specialization : NAIL CARE
Component : HOME ECONOMICS
351
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
- Checked and analyzed clients’ hand nail structure and
condition
- Recognize nail disorder for prepare nail repair
- Select and prepare appropriate sanitized tools and
equipment, supplies and materials are according to salon
procedures
- Disinfect, sanitize, clean and dry hands and feet
- Clean nails in accordance with the established or
acceptable procedures
- Trim and file nails based on client’s desired shape.
- Massage fingers following prescribed movements
- Ensure client’s safety and comfort is during the entire
process.
- Apply first -aid in case of accidental cuts and wounds
Perform basic nail designs
- Select color of the nail polish according to customer’s
requirements
- Apply base coat with long strokes starting with the little
finger
- Select color of the nail polish as agreed according to
customer’s desire or requirements
- Apply nail polish from the base to the edge of the nail using 12 /
light sweeping stroked around the cuticle
- Apply top or seal coat with long strokes in the same manner
as the base coat
- Check and analyze outcome according to the client’s nail
service requirements.
- Remove excess polish around the cuticle and nail using
appropriate tool
Quarter 4
CREATE FANCY NAIL DESIGNS
Perform different fancy designs on finger nails and toe nails
- Prepare nails for cleaning
- Apply nail products according to manufacturer’s
recommendation 32 /
- Apply fancy nail designs
- Advise client on nail maintenance practices
- Dispose waste properly according to waste environment
and safety regulations
352
353
CLMD4A BUDGET OF WORK (BOW) FOR HOMEROOM GUIDANCE PROGRAM (HGP)
The CLMD4A BOW for HGP is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for HGP, it is important to understand the figure
above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
354
Level : KINDERGARTEN
No. of
Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days
Platforms
Taught
Quarter 1 TV Radio Both
Identify one’s strengths, weaknesses, interests, talents, abilities, hobbies
1
and values
Recognize oneself as an important part of the family and community 1
Determine the different family members 1
Show effective ways of relating with other people 1
Show effective ways in relating with others and community 2
Identify the importance of oneself as a member of family and community 2
Quarter 2
State own contribution to the solution for issues concerning the family and
1
school
Share views about home and school 1
Identify the possible consequences of decisions to oneself and others 1
Determine the consequences of decisions based on different conditions
1
or situations
Cite the importance of guidance from parents/guardians in choosing ones
2
profession and vocation
Enumerate abilities toward the selection of one’s profession, vocation and
2
future plans
Quarter 3
Identify the people who can help to protect oneself and others 1
Share experiences and attitude relevant to protecting oneself and others
1
at home and in school
Show skills to protect oneself at all times 1
Determine the different ways in solving problems that involved oneself and
1
others
Solve problems that involved oneself and others 2
State the characteristics and tasks of desired profession 2
Quarter 4
Demonstrate abilities and willingness to take part in school or community
1
activities
Demonstrate proper ways to interact with others and community 1
Offer suggestions to solve or address issues affecting the community 1
Determine the different problems and its causes a person might
1
experience
Utilize talents, interests, skills and to improve oneself 2
Describe the goals in life 2
355
Level : GRADES 1-3
356
Level : GRADES 4-6
357
Level : GRADES 7-10
358
Level : GRADES 11-12
No. of
Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days
Platforms
Taught
Quarter 1 TV Radio Both
Identify strengths and weaknesses 2
Exhibit the importance of oneself in the following aspects:
• physical and physiological
• psychological
• intellectual
• spiritual
• social
Exhibit the importance of others in the following aspects:
• physical and physiological
• psychological
2
• intellectual
• spiritual
• social
Demonstrate acceptance of others without discrimination 2
Show respect to others in:
• words
• actions
• objective view
Explain that oneself and others are capable to commit right and wrong
2
actions or decisions
Demonstrate the appropriate response to other’s actions or decisions
Quarter 2
Manage factors in sound decision-making:
• Oneself
• Family
• School
2
• Peers / Fellow
• Church / Faith
• Media and Technology
• Government
Make a right decision based on:
• Information
2
• Situation
• advice of from more knowledgeable other (MKO)
Explain the importance of steps for meaningful decision-making 2
Discuss how personal experiences in decision-making impact oneself and
2
others
Quarter 3
Recognize human rights with the accountability to protect oneself and
1
others
Analyze the laws that protect oneself and others like but not limited to the
following:
• Anti-Bullying Act (RA 10627)
• Child Protection Policy (DO No 40 s 2012)
• Violence Against Women and their Children (RA 9262)
• Anti-Sexual Harassment Act (RA 7877)
• Anti-Rape Law (RA No 8353) 5
• Cyber Crime Law (RA 10175)
• Gender and Development Millennial Development (DM 88 s 2016,
DO 27 s 2013)
• Dangerous Drug Acts of 2002 (RA 9165)
• Reproductive Health Law (RA10354)
• Family Code (EO 209)
Show optimism in facing life challenges and problems 1
359
No. of
Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days
Platforms
Taught
Express personal abilities in solving problems using lessons learned through
1
self-evaluation
Quarter 4
Participate in the community activities using the acquired skills 1
Organize projects for fellow youth, aiming to enhance and develop skills
beneficial to the community development which includes but not limited
to the following:
• gift-giving
3
• tree planting
• feeding program
• clean and green
• traditional Filipino games
Conduct ways on how to influence fellow youth to participate in civic
2
projects
Show ways on how to develop oneself as a role model helpful to others 2
360
361
CLMD4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – CORE SUBJECTS
The CLMD4A Budget of Work (BOW) for Senior High School – Core Subjects is a
resource material in teaching SHS core subjects that contain and highlight the most
essential learning competencies (MELCs) as mapped from the K to 12 Basic Education
Curriculum for Senior High School.
The CLMD4A BOW for SHS-Core Subjects is composed of six (6) columns. The
first column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
362
guide identifies 21st Century Literature from the Philippines and the World as a
subject for the first semester; thus the MELCs are divided into Quarters 1 and 2;
however, if the school plans to offer this subject in the second semester; then,
the MELCs will be consequently adjusted to Quarters 3 and 4 accounting the
same distribution of MELCs per quarter;
• be guided that all SHS Core Subjects, except for Physical Education and Health,
shall be taught for 32 days (4-hour sessions/week times 8 weeks/quarter) in a
quarter;
• observe that Physical Education and Health shall be taught for eight (8)
meetings (1-hour session/week times 8 weeks) per quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
363
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : 21ST CENTURY LITERATURE FROM THE PHILIPPINES
AND THE WORLD
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Writing a close analysis and critical interpretation of
literary texts and doing an adaptation of these
require from the learner the ability to identify:
a. the geographic, linguistic, and ethnic
dimensions of Philippine literary history from
8 /
pre-colonial to the contemporary
b. representative texts and authors from each
region (e.g. engage in oral history research
with focus on key personalities from the
students’ region/province/town)
Compare and contrast the various 21st century
literary genres and the ones from the earlier
4 /
genres/periods citing their elements, structures and
traditions
Discuss how different contexts enhance the text’s
4 /
meaning and enrich the reader’s understanding
Produce a creative representation of a literary text
8 /
by applying multi-media and ICT skills
Do self- and/or peer-assessment of the creative
adaptation of a literary text, based on rationalized 8 /
criteria, prior to presentation
Quarter 2
Writing a close analysis and critical interpretation of
literary texts, applying a reading approach, and
doing an adaptation of these, require from the
12 /
learner the ability to identify: representative texts
and authors from Asia, North America, Europe, Latin
America, and Africa
Compare and contrast the various 21st century
literary genres and their elements, structures, and 4 /
traditions from across the globe
Produce a creative representation of a literary text
8 /
by applying multimedia and ICT skills
Do self- and/or peer-assessment of the creative
adaptation of a literary text, based on rationalized 8 /
criteria, prior to presentation
364
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : ORAL COMMUNICATION IN CONTEXT
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Explains the functions, nature and process of
4 /
communication
Differentiates the various models of communication 4 /
Uses various strategies in order to avoid communication
8 /
breakdown
Examines sample oral communication activities 4 /
Identifies the various types of speech context. /
4
Distinguishes types of speeches and speech style /
Responds appropriately and effectively to a speech
8 /
act
Quarter 2
Employs various communicative strategies in different
/
situations
Explains that a shift in speech context, speech style,
speech act and communicative strategy affects the
following:
Language form 16
Duration of interaction /
Relationship of speaker
Role and responsibilities of the speaker
Message
Delivery
Uses principles of effective speech writing focusing on:
Audience profile
Logical organization
Duration
Word choice
Grammatical correctness
16 /
and
Articulation
Modulation
Stage Presence
Facial Expressions, Gestures and Movements
Rapport with the audience
365
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : READING AND WRITING SKILLS
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 3
Compare and contrast patterns of written texts across
8 /
disciplines
Evaluate a written text based on its properties
(organization, coherence and cohesion, language use 8 /
and mechanics)
Identify claims explicitly or implicitly made in a written
text
a. Claim of fact 16 /
b. Claim of policy
c. Claim of value
Quarter 4
Identify the context in which a text was developed
a. Hypertext 4 /
b. Intertext
Explain critical reading as reasoning /
Formulate evaluative statements about a text read:
a. assertions about the content and properties
of a text read; and /
4
b. counterclaims in response to claims made in a
text read
Determine textual evidence to validate assertions and
/
counterclaims made about a text read
Identify the unique features of and requirements in
composing texts that are useful across disciplines:
a. Book Review or Article Critique
b. Literature Review 12 /
c. Research Report
d. Project Proposal
e. Position Paper
Identify the unique features of and requirements in
composing professional correspondence:
a. Resume
12 /
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
366
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : DISASTER READINESS AND RISK REDUCTION
367
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Explain DRR-related laws and policies
368
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : EARTH AND LIFE SCIENCE
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Recognize the uniqueness of Earth, being the only planet
in the solar system with properties necessary to support
life.
Explain that the Earth consists of four subsystems, across 4
whose boundaries matter and energy flow.
Identify common rock-forming minerals using their physical
and chemical properties.
Classify rocks into igneous, sedimentary, and metamorphic
Explain how the products of weathering are carried away 4
by erosion and deposited elsewhere
Describe where the Earth’s internal heat comes from.
4
Describe how magma is formed (magmatism)
Describe the physical and chemical changes in of rocks
due to changes in pressure and temperature
(metamorphism) 4
Compare and contrast the formation of the different types
of igneous rocks
Explain how the movement of plates leads to the
formation of folds and faults
Describe how layers of rocks (stratified rocks) are formed 4
Describe the different methods (relative and absolute
dating) to determine the age of stratified rocks
Explain how relative and absolute dating were used to
determine the subdivisions of geologic time
Describe how the Earth’s history can be interpreted from
4
the geologic time scale
Describe the various hazards that may happen in the
event of earthquakes, volcanic eruptions, and landslides
Using hazard maps, identify areas prone to hazards
brought about by earthquakes, volcanic eruptions, and
landslides 4
Identify human activities that speed up or trigger
landslides
Using hazard maps, identify areas prone to hazards
brought about by tropical cyclones, monsoons, floods, or
ipo-ipo
Describe how coastal processes result in coastal erosion,
4
submersion, and saltwater intrusion
Cite ways to prevent or mitigate the impact of land
development, waste disposal and construction of
structures on control coastal processes
Quarter 2
Explain the evolving concept of life based on emerging
4 /
pieces of evidence
Describe how unifying themes (e.g., structure and
function, evolution, and ecosystems) in the study of life
4 /
show the connections among living things and how they
interact with each other and with their environment
Describe the different ways of how representative
4 /
animals reproduce
Describe the process of genetic engineering 4 /
369
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Evaluate the benefits and risks of using GMOs /
Describe the general and unique characteristics of the
/
different organ systems in representative animals
4
Analyze and appreciate the functional relationships of
/
the different organ systems in ensuring animal survival
Explain how populations of organisms have changed and
continue to change over time showing patterns of
4 /
descent with modification from common ancestors to
produce the organismal diversity observed today
Describe how the present system of classification of
4 /
organisms is based on evolutionary relationships
Categorize the different biotic potential and
environmental resistance (e.g., diseases, availability of 4 /
food, and predators) that affect population explosion
370
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : EARTH SCIENCE
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Describe the characteristics of Earth that are necessary to
/
support life
Explain that the Earth consists of four subsystems, across
4 /
whose boundaries matter and energy flow
Identify common rock-forming minerals using their physical
/
and chemical properties
Classify rocks into igneous, sedimentary, and metamorphic /
4
Identify the minerals important to society /
Describe how ore minerals are found, mined, and
/
processed for human use 4
Describe how fossil fuels are formed /
Explain how heat from inside the Earth (geothermal) and
from flowing water (hydroelectric) is tapped as a source /
4
of energy for human use
Identify the various water resources on Earth /
Explain how different activities affect the quality and
/
availability of water for human use
Identify human activities, such as farming, construction of 4
structures, and waste disposal, that affect the quality and /
quantity of soil
Give ways of conserving and protecting the soil for future
4 /
generations
Describe how people generate different types of waste
(solid, liquid, and gaseous) as they make use of various 4 /
materials and resources in everyday life
Explain how different types of waste affect people’s
4 /
health and the environment
Quarter 2
Describe how rocks undergo weathering /
4
Explain why the Earth’s interior is hot /
Describe what happens after magma is formed /
Describe the changes in mineral components and texture
4
of rocks due to changes in pressure and temperature /
(metamorphism)
Describe how rocks behave under different types of stress
/
such as compression, pulling apart, and shearing 4
Explain how seafloor spreads /
Describe the structure and evolution of ocean basins /
Explain how the movement of plates leads to the
4
formation of folds faults, trenches, volcanoes, rift valleys /
and mountain ranges
Describe how layers of rocks (stratified rocks) are formed /
Describe the different methods (relative and absolute 4
/
dating) of determining the age of stratified rocks
Explain how relative and absolute dating were used to
4 /
determine the subdivisions of geologic time
Describe how index fossils (also known as guide fossils) are
used to define and identify subdivisions of the geologic 4 /
time scale
Describe the history of the Earth through geologic time 4 /
371
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PHYSICAL SCIENCE
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Give evidence for and describe the formation of heavier
/
elements during star formation and evolution
4
Explain how the concept of atomic number led to the
/
synthesis of new elements in the laboratory
Determine if a molecule is polar or non-polar given its
/
structure 4
Relate the polarity of a molecule to its properties /
Describe the general types of intermolecular forces /
Explain the effect of intermolecular forces on the 4
/
properties of substances
Explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins 4 /
determine their properties and functions
Use simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate /
4
of reaction
Define catalyst and describe how it affects reaction rate /
Determine the limiting reactant in a reaction and
4 /
calculate the amount of product formed
Describe how energy is harnessed from different sources:
a. Fossil fuels
b. Biogas
c. Geothermal
4 /
d. Hydrothermal
e. Batteries
f. Solar cells
g. Biomass
From product labels, identify the active ingredient(s) of
/
cleaning products used at home 4
Give the use of the other ingredients in cleaning agents /
Quarter 2
Explain how the Greeks knew that the Earth is spherical /
Cite examples of astronomical phenomena known to
/
astronomers before the advent of telescopes
4
Explain how Brahe’s innovations and extensive collection
of data in observational astronomy paved the way for /
Kepler’s discovery of his laws of planetary motion
Compare and contrast the Aristotelian and Galilean
conceptions of vertical motion, horizontal motion and /
projectile motion
Explain how Galileo inferred that objects in vacuum fall
with uniform acceleration, and that force is not 4 /
necessary to sustain horizontal motion
Explain the subtle distinction between Newton’s 1st Law
of Motion (or Law of Inertia) and Galileo’s assertion that /
force is not necessary to sustain horizontal motion
Describe how the propagation of light, reflection, and
refraction are explained by the wave model and the /
particle model of light 4
Explain how the photon concept and the fact that the
/
energy of a photon is directly proportional to its
372
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
frequency can be used to explain why red light is used in
photographic dark rooms, why we get easily sunburned
in ultraviolet light but not in visible light, and how we see
colors
Cite experimental evidence showing that electrons can
/
behave like waves
4
Differentiate dispersion, scattering, interference, and
/
diffraction
Explain various light phenomena such as:
a. Your reflection on the concave and convex sides
of a spoon looks different
b. Mirages
c. Light from a red laser passes more easily though
red cellophane than green cellophane
/
d. Clothing of certain colors appear different in 4
artificial light and in sunlight
e. Haloes, sundogs, primary rainbows, secondary
rainbows, and supernumerary bows
f. Why clouds are usually white and rainclouds dark
g. Why the sky is blue and sunsets are reddish
Describe how Hertz produced radio pulses /
Explain how special relativity resolved the conflict
between Newtonian mechanics and Maxwell’s 4 /
electromagnetic theory
Explain the consequences of the postulates of Special
Relativity (e.g., relativity of simultaneity, time dilation,
/
length contraction, mass-energy equivalence, and
cosmic speed limit) 4
Explain the consequences of the postulates of General
Relativity (e.g., correct predictions of shifts in the orbit of /
Mercury, gravitational bending of light, and black holes)
Explain how the speeds and distances of far-off objects
are estimated (e.g., doppler effect and cosmic distance /
ladder)
4
Explain how we know that we live in an expanding
universe, which used to be hot and is approximately 14 /
billion years old
373
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : GENERAL MATHEMATICS
374
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
computes interest, maturity value, future value, and present
value in simple interest and compound interest /
environment.
solves problems involving simple and compound interests. /
illustrates simple and general annuities. /
distinguishes between simple and general annuities. /
finds the future value and present value of both simple
/
annuities and general annuities.
8
calculates the fair market value of a cash flow stream that
/
includes an annuity.
calculates the present value and period of deferral of a
/
deferred annuity.
illustrate stocks and bonds. /
distinguishes between stocks and bonds. /
4
describes the different markets for stocks and bonds. /
analyzes the different market indices for stocks and bonds. /
illustrates business and consumer loans. /
distinguishes between business and consumer loans. /
4
solves problems involving business and consumer loans
/
(amortization, mortgage).
illustrates and symbolizes propositions. /
distinguishes between simple and compound propositions. 4 /
performs the different types of operations on propositions. /
determines the truth values of propositions. /
4
illustrates the different forms of conditional propositions. /
illustrates different types of tautologies and fallacies. /
determines the validity of categorical syllogisms. /
4
establishes the validity and falsity of real-life arguments using
/
logical propositions, syllogisms, and fallacies.
375
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : STATISTICS AND PROBABILITY
376
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
identifies the parameter to be tested given a real-life
/
problem.
formulates the appropriate null and alternative
/
hypotheses on a population mean.
identifies the appropriate form of the test-statistic when:
(a) the population variance is assumed to be known; (b)
/
the population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a given
level of significance when: (a) the population variance
is assumed to be known; (b) the population variance is 4 /
assumed to be unknown; and (c) the Central Limit
Theorem is to be used.
computes for the test-statistic value (population mean). /
draws conclusion about the population mean based on 4
/
the test-statistic value and the rejection region.
solves problems involving test of hypothesis on the
/
population mean.
formulates the appropriate null and alternative
4 /
hypotheses on a population proportion.
identifies the appropriate form of the test-statistic when
/
the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a given
level of significance when the Central Limit Theorem is to /
be used.
computes for the test-statistic value (population
4 /
proportion).
draws conclusion about the population proportion
based on the test-statistic value and the rejection /
region.
solves problems involving test of hypothesis on the
/
population proportion.
illustrates the nature of bivariate data. /
4
constructs a scatter plot. /
describes shape (form), trend (direction), and variation
/
(strength) based on a scatter plot.
calculates the Pearson’s sample correlation coefficient. /
solves problems involving correlation analysis. /
identifies the independent and dependent variables. /
calculates the slope and y-intercept of the regression 4
/
line.
interprets the calculated slope and y-intercept of the
/
regression line.
predicts the value of the dependent variable given the
/
value of the independent variable. 4
solves problems involving regression analysis. /
377
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON/
PAMBUNGAD SA PILOSOPIYA NG TAO
378
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Nakikilala na:
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat
pagpili.
Show situations that demonstrate freedom of choice and
the consequences of their choices
/
Nakapaglalahad ng mga sitwasyon kung saan naipakikita
ang pagpili at kahihinatnan ng mga ito bawat pagpili.
Realize that intersubjectivity requires accepting differences
and not imposing on others
Nakikilala na ang pakikipagkapwa-tao ay ang /
pagtanggap sa pagkakaiba ng kapwa at hindi pagpataw
ng sarili
Explain that authentic dialogue means accepting others
even if they are different from themselves
Nakapagpapaliwanag na ang tunay na diyalogo ay ang 8 /
pagtanggap sa kapwa bilang kapwa kahit na siya ay iba
sa akin
Performs activities that demonstrate an appreciation for
the talents of persons with disabilities and those from the
underprivileged sectors of society
Nakapagsasagawa ng isang gawain na nagpapamalas
ng mga talento ng mga may kapansanan at kapus-palad
Recognize how individuals form societies and how
individuals are transformed by societies
Nakikilala kung paano nahuhubog ng tao ang lipunan at
kung paano nahuhubog ng lipunan ang tao
Compare different forms of societies and individualities (eg.
Agrarian, industrial and virtual)
Nakapaghahambing ng iba’t ibang uri ng lipunan (hal. 8
agraryo, industriyal at birtwal)
Explain how human relations are transformed by social
systems
Nakapagpapaliwanang na nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
kinabibilangan niya
Enumerate the objectives he/she really wants to achieve
and to define the projects he/she really wants to do in
his/her life
Nakapagtatala ng mga bagay na tunay na gusto niyang
gawin (Ano ang gusto niyang maging?) 8
Reflect on the meaning of his/her own life
Nakapagsusulat ng pagninilay tungkol sa kahulugan ng
kanyang buhay sa konteksto ng tao bilang tumutungo sa
kamatayan (Saan hahantong ang lahat ng ito?)
379
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PERSONAL DEVELOPMENT
380
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
make a genogram and trace certain physical,
/
personality, or behavioral attributes through generations
prepare a plan on how to make the family members
4 /
firmer and gentler with each other
Explain that understanding different factors, career
development concepts and personal life goals influence /
career planning and decision-making. 4
Identify career options based on different factors, career
/
development concepts and personal life goals
Prepare a career plan based on the identified career
/
options to attain personal life’s goals
explain the factors in personal development that may 4
guide him/her in making important career decisions as /
adolescents
share insights that make him/her realize the importance
of personal development in making a career decision as /
adolescent
construct a creative visualization of his/her personal 4
development through of the various stages he/she went
/
through, stressors, influences, and decision-making
points, and a personal profile analysis
381
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : UNDERSTANDING CULTURE, SOCIETY AND POLITICS
382
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : KOMUNIKASYON AT PANANALIKSIK SA WIKA
AT KULTURANG PILIPINO
Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
Unang
Markahan
Natutukoy ang mga kahulugan at kabuluhan ng mga
4 /
konseptong pangwika
Naiuugnay ang mga konseptong pangwika sa mga
napanood na sitwasyong pang komunikasyon sa
telebisyon (Halimbawa: Tonight with Arnold Clavio, State /
of the Nation, Mareng Winnie,Word of the Lourd 4
(http://lourddeveyra.blogspot.com)
Naiuugnay ang mga konseptong pangwika sa sariling
/
kaalaman, pananaw, at mga karanasan
Nagagamit ang kaalaman sa modernong teknolohiya
(facebook, google, at iba pa) sa pag-unawa sa mga /
konseptong pangwika 4
Nabibigyang kahulugan ang mga komunikatibong
gamit ng wika sa lipunan (Ayon kay M. A. K. Halliday)
Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa
pamamagitan ng napanood na palabas sa telebisyon
at pelikula (Halimbawa: Be Careful with My Heart, Got /
to Believe, Ekstra, On The Job, Word of the
4
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag nang pasalita ang gamit ng wika sa
lipunan sa pamamagitan ng mga pagbibigay /
halimbawa
Nakapagsasaliksik ng mga halimbawang sitwasyon na
4
nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang pangyayari /
kaganapan tungo sa pagkabuo at pag-unlad ng /
Wikang Pambansa 4
Nasusuri ang mga pananaw ng iba’t ibang awtor sa
isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay sa
4 /
mga napakinggang pagtalakay sa wikang pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang
partikular na yugto ng kasaysayan ng Wikang
Pambansa
4
Natitiyak ang mga sanhi at bunga ng mga
pangyayaring may kaugnayan sa pag-unlad ng Wikang
Pambansa
Ikalawang
Markahan
Natutukoy ang iba’t ibang paggamit ng wika sa mga
napakinggang pahayag mula sa mga panayam at /
balita sa radyo at telebisyon
4
Natutukoy ang iba’t ibang paggamit ng wika sa
nabasang pahayag mula sa mga blog, social media
posts at iba pa
Nasusuri at naisasaalang-alang ang mga lingguwistiko
at kultural na pagkakaiba-iba sa lipunang Pilipino sa /
4
mga pelikula at dulang napanood
Naipapaliwanag nang pasalita ang iba’t ibang
383
Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
dahilan, anyo, at pamaraan ng paggamit ng wika sa
iba’t ibang sitwasyon
Nakasusulat ng mga tekstong nagpapakita ng mga
kalagayang pangwika sa kulturang Pilipino
Natutukoy ang iba’t ibang register at barayti ng wika na
ginagamit sa iba’t ibang sitwasyon (Halimbawa: 4
Medisina, Abogasya, Media, Social Media, Enhinyerya,
Negosyo, at iba pa) sa pamamagitan ng pagtatala ng
mga terminong ginamit sa mga larangang ito
Nakagagawa ng pag-aaral gamit ang social media sa
pagsusuri at pagsulat ng mga tekstong nagpapakita ng
iba’t ibang sitwasyon ng paggamit sa wika
4
Natutukoy ang mga angkop na salita, pangungusap
ayon sa konteksto ng paksang napakinggan sa mga /
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa
talakayan
Napipili ang angkop na mga salita at paraan ng
4
paggamit nito sa mga usapan o talakayan batay sa
/
kausap, pinag-uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa
/
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t 4
ibang paraan ng paggamit ng wika ng iba’t ibang
grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino
4
Naiisa-isa ang mga hakbang sa pagbuo ng isang
/
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap
upang mapag-ugnay-ugnay ang mga ideya sa isang
sulatin 4
Nakasusulat ng isang panimulang pananaliksik sa mga
penomenang kultural at panlipunan sa bansa
384
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO
TUNGO SA PANANALIKSIK
Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
Ikatlong
Markahan
Natutukoy ang paksang tinalakay sa iba’t ibang
tekstong binasa
Natutukoy ang kahulugan at katangian ng 4
mahahalagang salitang ginamit ng iba’t ibang uri ng
tekstong binasa
Naibabahagi ang katangian at kalikasan ng iba’t ibang
tekstong binasa
4
Nakasusulat ng ilang halimbawa ng iba’t ibang uri ng
teksto
Nagagamit ang cohesive device sa pagsulat ng sariling
4
halimbawang teksto
Nakakukuha ng angkop na datos upang mapaunlad
ang sariling tekstong isinulat
4
Naiuugnay ang mga kaisipang nakapaloob sa binasang
teksto sa sarili, pamilya, komunidad, bansa, at daigdig
Naipaliliwanag ang mga kaisipang nakapaloob sa
4
tekstong binasa
Nagagamit ang mabisang paraan ng pagpapahayag:
a. Kalinawan
b. Kaugnayan 8
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel batay sa
binasang teksto ayon sa katangian at kabuluhan nito sa:
a. pamilya
4
b. komunidad
c. bansa
d. daigdig
Ikaapat na
Markahan
Nasusuri ang ilang halimbawang pananaliksik sa Filipino
8 /
batay sa layunin, gamit, metodo, at etika sa pananaliksik
Nabibigyang kahulugan ang mga konseptong kaugnay
ng pananaliksik (Halimbawa: balangkas konseptwal, 8 /
balangkas teoretikal, datos empirikal, atbp.)
Naiisa-isa ang mga paraan at tamang proseso ng
pagsulat ng isang pananaliksik sa Filipino batay sa 8
layunin, gamit, metodo, at etika ng pananaliksik
Nagagamit ang mga katwirang lohikal at ugnayan ng
4
mga ideya sa pagsulat ng isang pananaliksik
Nakabubuo ng isang maikling pananaliksik na
4
napapanahon ang paksa
385
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : MEDIA AND INFORMATION LITERACY
386
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Describes various contemporary art forms and their
4 /
practices from the various regions
Describes various art forms found in the Philippines 4 /
Researches on various contemporary art forms,
4 /
techniques and performance practices
Explains Filipino artists’ roles and identify their
4 /
contribution to contemporary arts
Evaluates contemporary art forms based on the
4 /
elements and principles
Compares forms of arts from different regions 4 /
Relates the significance of arts forms from the regions 4 /
Promotes arts from the regions 4 /
Quarter 2
Researches on techniques and performance practices
4 /
applied to contemporary arts
Discusses local materials used in creating art 4 /
Critiques available local materials and appropriate
4 /
techniques used in creating art
Explicates the use of available materials and the
4 /
application of techniques
Conceptualizes contemporary art based on
techniques and performance practices in their 4 /
locality.
Applies artistic skills and techniques in the process of
4 /
creation
Incorporates contemporary characteristics to one’s
4 /
creation with attention to detail
Creates the intended final product using appropriate
4 /
materials for the best possible output
387
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PHYSICAL EDUCATION AND HEALTH (GRADE 11)
388
Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PHYSICAL EDUCATION AND HEALTH (GRADE 12)
389
390
CLMD4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – APPLIED SUBJECTS
The CLMD4A Budget of Work (BOW) for Senior High School – Applied Subjects
is a resource material in teaching SHS core subjects that contain and highlight the
most essential learning competencies (MELCs) as mapped from the K to 12 Basic
Education Curriculum for Senior High School.
The CLMD4A BOW for SHS-Applied Subjects is composed of six (6) columns. The
first column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
391
guide identifies Empowerment Technologies as a subject for the first semester;
thus the MELCs are divided into Quarters 1 and 2; however, if the school plans
to offer this subject in the second semester; then, the MELCs will be
consequently adjusted to Quarters 3 and 4 accounting the same distribution of
MELCs per quarter;
• be guided that all SHS Applied Subjects shall be taught for 32 days (4-hour
sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
392
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : EMPOWERMENT TECHNOLOGIES
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
compare and contrast the nuances of varied online
platforms, sites, and content to best achieve specific /
class objectives or address situational challenges
4
apply online safety, security, ethics, and etiquette
standards and practice in the use of ICTs as it would /
relate to their specific professional tracks
use the Internet as a tool for credible research and
information gathering to best achieve specific class
objectives or address situational 4
uses common productivity tools effectively by
/
maximizing advanced application techniques
creates an original or derivative ICT content to
effectively communicate or present data or /
information related to specific professional tracks
4
evaluate existing websites and online resources
based on the principles of layout, graphic, and visual /
message design.
use image manipulation techniques on existing
images to change or enhance their current state to /
communicate a message for a specific purpose
create an original or derivative ICT content to 4
effectively communicate a visual message in an
/
online environment related to specific professional
tracks
evaluate existing online creation tools, platforms and
applications in developing ICT content for specific /
professional tracks
apply web design principles and elements using
online creation tools, platforms, and applications to
/
communicate a message for a specific purpose in 8
specific professional tracks
create an original or derivative ICT content using
online creation tools, platforms, and applications to
/
effectively communicate messages related to
specific professional track
evaluate the quality, value, and appropriateness of
peer’s existing or previously developed ICT content
/
in relation to the theme or intended audience/
viewer of an ICT project
8
share and showcase existing or previously
developed material in the form of a collaboratively
/
designed newsletter or blog site intended for a
specific audience or viewer
Quarter 2
explore the principles of interactivity and rich
content in the context of Web 2.0 and the /
participation of the user in the online experience
4
share anecdotes of how he/she has used ICTs to be
part of a social movement, change, or cause to /
illustrate aspects of digital citizenship
393
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
identify a local or regional cause or issue for Social
Change related to specific professional tracks that
/
can be addressed or tackled using an ICT Project for
Social Change
analyze how target or intended users and audiences
are expected to respond to the proposed ICT Project
/
for Social Change on the basis of content, value,
and user experience
integrate rich multimedia content in design and
development to best enhance the user experience
/
and deliver content of an ICT Project for Social 12
Change
develop a working prototype of an ICT Project for
/
Social Change
demonstrate how online ICT Projects for Social
Change are uploaded, managed, and promoted /
for maximum audience impact
generate a technical report interpreting data
analytics, e.g. Google, Facebook, or similar traffic
8 /
data on the general aspects of search visibility,
reach, and virality
generate a report on the performance of their ICT
Project for Social Change on the basis of data
4 /
gathered from available monitoring tools and
evaluating techniques
create a reflexive piece or output using an ICT tool,
platform, or application of choice on the learning 4 /
experience undergone during the semester
394
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarters 1/3
Differentiates language used in academic texts
2 /
from various disciplines
Uses knowledge of text structure to glean the
/
information he/she needs
Uses various techniques in summarizing a variety 4
/
of academic texts
States the thesis statement of an academic text /
Outlines reading texts in various disciplines 4 /
Uses appropriate critical writing a critique such as
2 /
formalism, feminism, etc.
Writes an objective/balanced review or critique of
6 /
a work of art, an event or a program
Determines the ways a writer can elucidate on a
concept by definition, explication and 4 /
clarification
Compare and contrast various kinds of concept
4 /
papers: Home Economics; Agri. Fishery; I.A; ICT
Presents a novel concept or project with
6 /
accompanying visuals/ graphic aids
Quarters 2/4
Analyzes the arguments used by the writer/s in
/
manifestoes
Defends a stand on an issue by presenting 4
reasonable arguments supported by properly /
cited factual evidences
Writes various kinds of position papers 6 /
Determines the objectives and structures of
2 /
various kinds of reports
Designs, tests and revises survey questionnaires* /
Conducts surveys, experiments or observations* /
8
Gathers information from surveys, experiments, or
/
observations*
Summarizes findings and executes the report
4 /
through narrative and visual/graphic forms
Writes various reports 8
395
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : ENTREPRENEURSHIP
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 3
Discuss the relevance of the course /
Explore job opportunities for Entrepreneurship as a 8
/
career
Recognize a potential market
• Analyze the market need
• Determine the possible product/s or service/s
that will meet the need; /
• Screen the proposed solution/s based on 16
viability, profitability, and customer
requirements; and
Select the best product or service that will meet the
/
market need.
Recognize the importance of marketing mix in the
/
development of marketing strategy
Describe the Marketing Mix (7Ps) in relation to the
business opportunity vis-à- vis:
• Product;
• Place;
8
• Price; /
• Promotion;
• People;
• Packaging; and
• Positioning
Develop a brand name /
Quarter 2
Demonstrate understanding of the 4 MS operations /
Describe the 4Ms (Manpower, Method, Machine,
Materials) of operations in relation to the business
opportunity:
• Develop a product description
• Create a prototype of the product
• Test the product prototype
• Validate the service description of the product
with potential customers to determine its market
acceptability;
/
• Select/pinpoint potential suppliers of raw 16
materials and other inputs necessary for the
production of the product or service;
• Discuss the value/supply chain in relation to the
business enterprise; and
• Recruit qualified people for one’s business
enterprise.
• Develop the business model
• Forecast the revenues of the business
Forecasts the costs to be incurred /
Compute for profits /
Manifest understanding of starting and operating a
simple business
• Implement the business plan 16 /
• Identify the reasons for keeping business records
• Perform key bookkeeping tasks
396
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
• Identify where there is a profit or loss for a
business; and
• Generate an overall report on the activity
397
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (AKADEMIK)
Learning Delivery
Pinakamahalagang Kasanayang Pampagkatuto Bilang ng
Markahan Platforms
(MELC) Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang akademikong pagsulat /
Nakikilala ang iba’t ibang akademikong sulatin ayon
sa:
a. Layunin
/
b. Gamit
12
c. Katangian
d. Anyo
Nakapagsasagawa ng panimulang pananaliksik
kaugnay ng kahulugan, kalikasan, at katangian ng
iba’t ibang anyo ng sulating akademiko
Nakakasusulat nang maayos na akadamikong
sulatin
12
Nakasusunod sa istilo at teknikal na
pangangailangan ng akademikong sulatin
Nakasusulat ng talumpati batay sa napakinggang
8
halimbawa
Ikalawang
Markahan
Natutukoy ang mahahalagang impormasyon sa
isang pulong upang makabuo ng sintesis sa napag- 8 /
usapan
Natutukoy ang katangian ng isang sulating
akademiko
Nabibigyang-kahulugan ang mga terminong
12
akademiko na may kaugnayan sa piniling sulatin
Natitiyak ang mga elemento ng pinanood na
/
programang pampaglalakbay
Nakasusulat ng organisado, malikhain, at kapani-
paniwalang sulatin
Nakasusulat ng sulating batay sa maingat, wasto, at
angkop na paggamit ng wika
12
Nakabubuo ng sulating may batayang pananaliksik
ayon sa pangangailangan
Naisasaalang-alang ang etika sa binubuong
akademikong sulatin
398
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (ISPORTS)
Learning Delivery
Pinakamahalagang Kasanayang Bilang ng
Markahan Platforms
Pampagkatuto (MELC) Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang sulating pang-
/
isport
Nakikilala ang iba’t ibang sulating pang-isports
ayon sa:
a. Layunin 12
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang
pananaliksik kaugnay ng kahulugan, kalikasan,
12
at katangian ng iba’t ibang anyo ng sulating
pang-isports
Nabibigyang-kahulugan ang mga terminong
pang-isports na may kaugnayan sa piniling
sulatin 8
Naitatala ang mga panuto (rules) sa
/
programang pang-isports
Ikalawang
Markahan
Naipaliliwanag ang kahalagahan, kalikasan, at
proseso ng piniling anyo ng sulating pang- 8 /
isports
Nakasusulat ng sulating batay sa maingat,
wasto at angkop na paggamit ng wika
Nakapagsasaliksik ng datos kaugnay ng isusulat
24
na piniling anyo ng sulating pang-isports
Naisasaalang-alang ang etika sa binubuong
sulating pang-isports
399
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (SINING AT DISENYO)
Learning Delivery
Pinakamahalagang Kasanayang Pampagkatuto Bilang ng
Markahan Platforms
(MELC) Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang mga anyo ng sulatin
sa sining at disenyo
Nakikilala ang iba’t ibang anyo ng sining at
disenyo ayon sa:
a. Layunin
b. Gamit
16
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik
kaugnay ng kahulugan, kalikasan, at katangian
ng iba’t ibang anyo ng sining at disenyo
Naipapaliwanag ang kahulugan ng
pinakinggang halimbawa ng fliptop, novelty 8 /
songs, pick-up lines, atbp.
Nasusuri ang katangian ng mabisa at mahusay na
sulatin batay sa binasang mga halimbawang 8
gaya ng iskrip, textula, blog, at islogan
Ikalawang
Markahan
Nabibigyang-kahulugan ang mga terminong
8
teknikal na may kaugnayan sa piniling sulat
Natutukoy ang mahahalagang elemento ng
mahusay na sulating pansining na pinanood na 12 /
teleserye, dula, shadow play, puppet show, atbp
Nakasusulat ng sulating batay sa maingat, wasto,
at angkop na paggamit ng wika
12
Naisasaalang-alang ang etika sa binubuong
sulatin sa sining at disenyo
400
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (TEKNIKAL-BOKASYUNAL)
Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
Unang
Markahan
Nabibigyang-kahulugan ang teknikal at bokasyunal na
/
sulatin
Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin
ayon sa:
a. Layunin 12
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik
kaugnay ng kahulugan, kalikasan, at katangian ng iba’t 12
ibang anyo ng sulating teknikal- bokasyunal
Naiisa-isa ang mga hakbang sa pagsasagawa ng mga
binasang halimbawang sulating teknikal- bokasyunal
8
Naililista ang mga katawagang teknikal kaugnay ng
/
piniling anyo
Ikalawang
Markahan
Naipapaliwanag sa paraang sistematiko at malinaw
ang piniling anyo sa pamamagitan ng paggamit ng 16 /
angkop na mga termino
Nakasusulat ng sulating batay sa maingat, wasto, at
angkop na paggamit ng wika
16
Naisasaalang-alang ang etika sa binubuong tenikal-
bokasyunal na sulatin
401
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : PRACTICAL RESEARCH 1
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarters 1/3
shares research experiences and knowledge /
explains the importance of research in daily life /
describes characteristics, processes, and ethics of
/
research
differentiates quantitative from qualitative research /
8
provides examples of research in areas of interest /
describes characteristics, strengths, weaknesses,
/
and kinds of qualitative research
Illustrates the importance of qualitative research
/
across fields
designs a research project related to daily life /
writes a research title /
provides the justifications/reasons for conducting
/
the research
8
states research question /
indicates scope and delimitation of research /
cites benefits and beneficiaries of research /
presents written statement of the problem /
selects relevant literature /
cites related literature using standard style /
8
synthesizes information from relevant literature /
writes coherent review of literature /
follows ethical standards in writing related literature /
8
presents written review of literature /
Quarters 2/4
chooses appropriate qualitative research design /
8
describes sampling procedure and sample /
plans data collection, data gathering instrument,
/
and analysis procedures 8
presents written research methodology /
collects data through observation and interviews /
infers and explain patterns and themes from data 8 /
relates the findings with pertinent literature /
draws conclusions from patterns and themes /
formulates recommendations based on
8 /
conclusions
lists references /
402
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : PRACTICAL RESEARCH 2
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarters 1/2
Describes characteristics, strengths, weaknesses,
/
and kinds of quantitative research
Illustrates the importance of quantitative research 12
/
across fields
Differentiates kinds of variables and their uses /
Designs a research used in daily life /
Writes a research title 4 /
Describes background of research /
States research questions /
Indicates scope and delimitation of study 8 /
Presents written statement of the problem /
Illustrates and explain the conceptual framework /
Defines terms used in study /
Lists research hypothesis (if appropriate) 8 /
Presents written review of related literature and
/
conceptual framework
Quarters 3/4
Chooses appropriate quantitative research design /
Describes sampling procedure and sample /
4
Constructs an instrument and establishes its validity
/
and reliability
Describes intervention (if applicable) /
Plans data collection procedure /
4
Plans data analysis using statistics and hypothesis
/
testing (if appropriate)
Presents written research methodology 8 /
Collects data using appropriate instruments /
Presents and interprets data in tabular or graphical
/
forms
8
Uses statistical techniques to analyze data – study
of differences and relationships limited for bivariate /
analysis
Draws conclusions from research findings /
8
Formulates recommendations /
403
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : INQUIRIES, INVESTIGATION AND IMMERSION
404
405
CLMD4A BUDGET OF WORK (BOW)
FOR ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) STRAND
The CLMD4A BOW for ABM Strand is composed of six (6) columns. The first
column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for ABM Strand, it is important to understand the
figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
406
in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies Subject A as a subject for the first semester; thus the MELCs are
divided into Quarters 1 and 2; however, if the school plans to offer Subject A in
the second semester; then, the MELCs will be consequently adjusted to
Quarters 3 and 4 accounting the same distribution of MELCs per quarter;
• be guided that all SHS ABM Strand subjects shall be taught for 32 days (4-hour
sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
407
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : APPLIED ECONOMICS
408
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : BUSINESS ETHICS AND SOCIAL RESPONSIBILITY
409
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : BUSINESS FINANCE
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 3
Explain the major role of financial management and the
/
different individuals involved
Distinguish a financial institution from financial instrument
/
and financial market 8
Explain the flow of funds within an organization – through
and from the enterprise—and the role of the financial /
manager
Identify the steps in the financial planning process /
Illustrate the formula and format for the preparation of
/
budgets and projected financial statement 8
Explain tools in managing cash, receivables, and
/
inventory
Compare and contrast the loan requirements of the
different banks and nonbank institutions and cite these 4 /
institutions in the locality
Calculate future value and present value of money /
Compute loan amortization using mathematical
/
concepts and the present value tables
12
Apply mathematical concepts and tools in computing
/
for finance and investment problems
Explain the risk-return trade-off /
Quarter 4
Compare and contrast the different types of
8 /
investments
Measure and list ways to minimize or reduce investment
8 /
risks in simple case problems
Enumerate money management philosophies 8 /
Illustrate the money management cycle and gives
examples of sound practices in earning, spending, 8 /
saving, and investing money
410
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : BUSINESS MATHEMATICS
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Express:
a. fractions to decimal and percent forms
/
b. decimals to fractions and percent forms
c. percent to fractions and decimal forms 8
Give real-life situations to illustrate fractions, decimals, and
/
percent
Solve problems involving fractions, decimals, and percent /
Identify the different kinds of proportions and write
/
examples of real-life situations for each
4
Solve problems involving direct, inverse and partitive
/
proportion
Differentiate Mark-on, Mark down and Mark-up /
Obtain Mark-on, Mark-down, and Mark-up given price of a 4
/
product
Differentiate mark-up from margins /
Describe how gross margins is used in sales 4 /
Compute single trade discounts and discount series /
Differentiate profit from loss /
Illustrate how profit is obtained and how to avoid loss in a 4
/
given transaction
Determine the break-even point /
4
Solve problems involving buying and selling products /
Compute interest specifically as applied to mortgage,
amortization, and on services/utilities and on deposits and 4 /
loans
Quarter 2
Illustrate the different types of commissions /
Compute commissions on cash basis and commission on
/
instalment basis 4
Compute down payment, gross balance and current
/
increased balance
Solve problems involving interests and commissions 4 /
Define salary, wage, income, benefits /
Compute gross and net earnings /
Define each of the benefits given to wage earners /
4
Distinguish taxable from nontaxable benefits /
Enumerate the standard deductions with the
/
corresponding computation
Identify the variables needed in the computation of the
/
overtime 4
Compute overtime pay /
Use E- spread sheet in the computation of salary and
/
overtime pay
4
Present graphical representation of the details or particulars
/
of the salary.
Compare the forms (textual, tabular and graphical) of
/
business data.
4
Analyze and interprets the data presented in the table
/
using measures of central tendency and variability and
411
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
tests of significant differences
Describe the different kinds of graphs and its essential parts
/
for data presentation.
4
Give a set of business data; identify the graphs to be used /
Draw the graph/table to present the data /
Analyze and interpret the data presented in a graph/table /
Use software (i.e., MS Excel, SPSS) programs to compute 4
/
and present graphical representation of business data
412
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : FUNDAMENTALS OF ACCOUNTANCY, BUSINESS AND MANAGEMENT 1
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 3
Define accounting /
Describe the nature of accounting /
Narrate the history/origin of accounting 4 /
Define external users and gives examples /
Define internal users and give examples /
Explain the varied accounting concepts and
/
principles
Solve exercises on accounting principles as
/
applied in various cases 4
Illustrate the accounting equation /
Perform operations involving simple cases with the
/
use of accounting equation
Discuss the five major accounts /
4
Prepare a Chart of Accounts /
Illustrate the format of a general and special
/
journals
4
Illustrate the format of a general and subsidiary
/
ledger
Analyze common business transactions using the
/
rules of debit and credit
4
Solve simple problems and exercises in the analyses
/
of business transaction
Describes the nature of transactions in a service
/
business
Records transactions of a service business in the
8 /
general journal
Posts transactions in the ledger /
Prepares a trial balance /
Prepares adjusting entries /
4
Complete the accounting cycle /
Quarter 4
Describes the nature of transactions in a
4 /
merchandising business
Records transactions of a merchandising business
4 /
in the general and special journals
Posts transactions in the general and subsidiary
4 /
ledgers
Prepares a trial balance 4 /
Prepares adjusting entries 4 /
Completes the accounting cycle of a
4 /
merchandising business
Prepares the Statement of Cost of Goods Sold and
8 /
Gross Profit
413
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : FUNDAMENTALS OF ACCOUNTANCY, BUSINESS AND MANAGEMENT 2
414
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : ORGANIZATION AND MANAGEMENT
415
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : ACCOUNTANCY AND BUSINESS MANAGEMENT (ABM)
Subject : PRINCIPLES OF MARKETING
Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Define and understand marketing
• Principles
8 /
• Goals
• Approaches
Define “relationship marketing” /
12
Explain the value of customers /
Distinguish between strategic and marketing planning in
/
terms of objectives and processes
Analyze the elements of macro- and micro-
/
environment and their influence to marketing planning
Define marketing research, its importance to a business
/
enterprise and identify the steps in marketing research
12
Differentiate the buying behavior and decision making
of individual/ household customer versus the business /
(organizational) customer
Identify and segment market for a product or service /
Select the appropriate target market segment and its
/
positioning
Quarter 2
Define a product and differentiates the product,
/
services, and experiences
Identify and describe the factors to consider when
setting prices and new product pricing and its general /
pricing approaches
Discuss the structure of distribution channels, its
12 /
functions, and the nature of supply chain management
Define and identify relevant promotional tools, namely,
advertising, sales promotion, personal selling, public
relations, and direct marketing to create awareness /
and persuade the target market to buy the product or
patronize the service
Explain the relationship between market analysis,
/
planning, implementation, and control
12
analyze the company’s situation, markets, and
/
environment (the marketing audit and SWOT analysis)
Integrate the marketing concepts and techniques
/
learned by preparing a marketing plan 8
Present a mini-marketing plan, orally and in writing /
416
417
CLMD4A BUDGET OF WORK (BOW)
FOR HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND
The CLMD4A Budget of Work (BOW) for Humanities and Social Sciences
(HUMSS) Strand is a resource material in teaching SHS that contains and highlights the
most essential learning competencies (MELCs) as mapped from the K to 12 Basic
Education Curriculum for Senior High School.
The CLMD4A BOW for HUMSS Strand is composed of six (6) columns. The first
column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for HUMSS Strand, it is important to understand the
figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
418
in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies Subject A as a subject for the first semester; thus the MELCs are
divided into Quarters 1 and 2; however, if the school plans to offer Subject A in
the second semester; then, the MELCs will be consequently adjusted to
Quarters 3 and 4 accounting the same distribution of MELCs per quarter;
• be guided that all SHS HUMSS Strand subjects shall be taught for 32 days (4-
hour sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
419
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP (CSC)
420
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : CREATIVE NONFICTION
421
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : CREATIVE WRITING
422
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : CULMINATING ACTIVITY
423
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES
424
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
evaluate the effects of certain program or projects on
knowledge, attitude, and behavior of individuals, groups, and 4 /
society
synthesize the learning from the course and its applications to
8 /
the learner
425
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES (DISS)
426
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : INTRODUCTION OF WORLD RELIGIONS AND BELIEF SYSTEM
427
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : MALIKHAING PAGSULAT
428
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
natutukoy ang mga posibilidad ng mga intertekstwal na
anyo
nakasusulat ng antololohiya/koleksyon ng mga tula, isang
maikling kuwento, o iskrip para sa iisahing- yugtong dula
429
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : PHILIPPINE POLITICS AND GOVERNANCE
430
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21 st CENTURY
431
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
can facilitate social relationships and political
movements (occupy movement
propose a creative intervention to improve human life
/
using ICT
differentiate connections from relationship, and
/
networks 4
illustrate how the brain or neural network work /
compare the neural networks with social networks /
establish linkage between self and the social network 4
/
one belongs to
demonstrate how thinking processes are shaped by
/
social relationships
identify the significant social roles students play within 4
the community by creating a social map of their /
relationships
Culminating Activity***
On the basis of the different outputs per quarter,
4
propose the kind of future you want, explain why you
want that future, and illustrate how will you get there
***Not a MELC but merely an activity
432
433
CLMD4A BUDGET OF WORK (BOW)
FOR SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) STRAND
The CLMD4A Budget of Work (BOW) for Science, Technology, Engineering and
Mathematics (STEM) Strand is a resource material in teaching SHS that contains and
highlights the most essential learning competencies (MELCs) as mapped from the K to
12 Basic Education Curriculum for Senior High School.
The CLMD4A BOW for HUMSS Strand is composed of six (6) columns. The first
column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for HUMSS Strand, it is important to understand the
figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
434
in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies Subject A as a subject for the first semester; thus the MELCs are
divided into Quarters 1 and 2; however, if the school plans to offer Subject A in
the second semester; then, the MELCs will be consequently adjusted to
Quarters 3 and 4 accounting the same distribution of MELCs per quarter;
• be guided that all SHS STEM Strand subjects shall be taught for 32 days (4-hour
sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
435
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : PRE-CALCULUS
436
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : BASIC CALCULUS
437
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
illustrate the Fundamental Theorem of Calculus /
compute the definite integral of a function using the
/
Fundamental Theorem of Calculus
4
compute the definite integral of a function using the
/
substitution rule
compute the area of a plane region using the definite
4 /
integral
solve problems involving areas of plane regions 4 /
438
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : GENERAL BIOLOGY 1
439
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
fermentation and aerobic respiration
440
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : GENERAL BIOLOGY 2
441
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : GENERAL CHEMISTRY 1
442
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
the nonmetallic elements of the representative block
Draw Lewis structure of molecular covalent
/
compounds
Describe the geometry of simple compounds /
Determine the polarity of simple molecules /
Describe the different functional groups /
Describe structural isomerism; give examples /
8
Describe some simple reactions of organic
compounds: combustion of organic fuels, addition, /
condensation, and saponification of fats
Describe the formation and structure of polymers /
Explain the properties of some polymers in terms of their
/
structure
Describe the structure of proteins, nucleic acids, lipids, 8
/
and carbohydrates, and relate them to their function
Describe the preparation of selected organic
/
compounds
443
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : GENERAL CHEMISTRY 2
444
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
State the Le Chatelier’s principle and apply it qualitatively to
describe the effect of changes in pressure, concentration /
and temperature on a system at equilibrium
Define Bronsted acids and bases /
Discuss the acid-base property of water /
Calculate ph from the concentration of hydrogen ion or
/
hydroxide ions in aqueous solutions 8
Describe how a buffer solution maintains its ph /
Calculate the ph of a buffer solution using the Henderson
/
Hasselbalch equation
Define oxidation and reduction reactions /
Balance redox reactions using the change in oxidation 4
/
number method
Identify the reaction occurring in the different parts of the cell /
Define reduction potential, oxidation potential, and cell
/
potential
Calculate the standard cell potential /
Relate the value of the cell potential to the feasibility of using
/
the cell to generate an electric current
Describe the electrochemistry involved in some
common batteries:
12
a. Leclanche dry cell
/
b. Button batteries
c. Fuel cells
d. Lead storage battery
Apply electrochemical principles to explain corrosion /
Explain the electrode reactions during electrolysis /
Describe the reactions in some commercial electrolytic
/
processes
445
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : GENERAL PHYSICS 1
446
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
friction
Apply Newton’s 2nd law and kinematics to obtain
quantitative and qualitative conclusions about the
velocity and acceleration of one or more bodies, and the /
contact and noncontact forces acting on one or more
bodies
Solve problems using Newton’s Laws of motion in contexts
4
such as, but not lim/ited to, ropes and pulleys, the design
of mobile sculptures, transport of loads on conveyor belts, /
force needed to move stalled vehicles, determination of
safe driving speeds on banked curved roads
Calculate the dot or scalar product of vectors /
Determine the work done by a force acting on a system /
Define work as a scalar or dot product of force and
/
displacement
Interpret the work done by a force in one dimension as
/
an area under a Force vs. Position curve
Relate the gravitational potential energy of a system or
4 /
object to the configuration of the system
Relate the elastic potential energy of a system or object
/
to the configuration of the system
Explain the properties and the effects of conservative
/
forces
Use potential energy diagrams to infer force; stable,
/
unstable, and neutral equilibria; and turning points
Solve problems involving work, energy, and power in
contexts such as, but not limited to, bungee jumping,
design of roller-coasters, number of people required to
build structures such as the Great Pyramids and the rice /
4
terraces; power and energy requirements of human
activities such as sleeping vs. sitting vs. standing, running
vs. walking.
Differentiate center of mass and geometric center /
Relate the motion of center of mass of a system to the
/
momentum and net external force acting on the system
Relate the momentum, impulse, force, and time of
/
contact in a system
Compare and contrast elastic and inelastic collisions /
Apply the concept of restitution coefficient in collisions 4 /
Solve problems involving center of mass, impulse, and
momentum in contexts such as, but not limited to, rocket /
motion, vehicle collisions, and ping-pong.
Quarter 2
Calculate the moment of inertia about a given axis of
/
single-object and multiple-object systems
Calculate magnitude and direction of torque using the
/
definition of torque as a cross product
Describe rotational quantities using vectors /
Determine whether a system is in static equilibrium or not /
Apply the rotational kinematic relations for systems with
4 /
constant angular accelerations
Determine angular momentum of different systems /
Apply the torque-angular momentum relation /
Solve static equilibrium problems in contexts but not
limited to see-saws, cable-hinge-strut-system, leaning
/
ladders, and weighing a heavy suitcase using a small
bathroom scale
447
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Use Newton’s law of gravitation to infer gravitational
/
force, weight, and acceleration due to gravity
Discuss the physical significance of gravitational field /
Apply the concept of gravitational potential energy in 4
/
physics problems
Calculate quantities related to planetary or satellite
/
motion
For circular orbits, relate Kepler’s third law of planetary
motion to Newton’s law of gravitation and centripetal /
acceleration
Relate the amplitude, frequency, angular frequency,
period, displacement, velocity, and acceleration of /
4
oscillating systems
Recognize the necessary conditions for an object to
/
undergo simple harmonic motion
Calculate the period and the frequency of spring mass,
/
simple pendulum, and physical pendulum
Differentiate underdamped, overdamped, and critically
/
damped motion
Define mechanical wave, longitudinal wave, transverse
/
wave, periodic wave, and sinusoidal wave
From a given sinusoidal wave function infer the speed, 4
wavelength, frequency, period, direction, and wave /
number
Apply the inverse-square relation between the intensity of
/
waves and the distance from the source
Describe qualitatively and quantitatively the
/
superposition of waves
Apply the condition for standing waves on a string /
Relate the frequency (source dependent) and
4
wavelength of sound with the motion of the source and /
the listener
Relate density, specific gravity, mass, and volume to
/
each other
Relate pressure to area and force /
Relate pressure to fluid density and depth /
Apply Pascal’s principle in analyzing fluids in various
4 /
systems
Apply the concept of buoyancy and Archimedes’
/
principle
Apply Bernoulli’s principle and continuity equation,
whenever appropriate, to infer relations involving /
pressure, elevation, speed, and flux
Explain the connection between the Zeroth Law of
Thermodynamics, temperature, thermal equilibrium, and /
temperature scales
Convert temperatures and temperature differences in
/
the following scales: Fahrenheit, Celsius, Kelvin
Define coefficient of thermal expansion and coefficient 4
/
of volume expansion
Calculate volume or length changes of solids due to
/
changes in temperature
Solve problems involving temperature, thermal
expansion, heat capacity, heat transfer, and thermal
equilibrium in contexts such as, but not limited to, the /
design of bridges and train rails using steel, relative
severity of steam burns and water burns, thermal
448
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
insulation, sizes of stars, and surface temperatures of
planets
Enumerate the properties of an ideal gas /
Solve problems involving ideal gas equations in contexts
such as, but not limited to, the design of metal containers /
for compressed gases
Interpret PV diagrams of a thermodynamic process /
Compute the work done by a gas using dW=PdV /
State the relationship between changes internal energy,
work done, and thermal energy supplied through the First /
Law of Thermodynamics
Differentiate the following thermodynamic processes 4
and show them on a PV diagram: isochoric, isobaric, /
isothermal, adiabatic, and cyclic
Calculate the efficiency of a heat engine /
Describe reversible and irreversible processes /
Explain how entropy is a measure of disorder /
State the 2nd Law of Thermodynamics /
Calculate entropy changes for various processes e.g.,
isothermal process, free expansion, constant pressure /
process, etc.
449
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : GENERAL PHYSICS 2
450
No. of Delivery Learning
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
difference across the capacitor
Describe the effects of inserting dielectric materials on
the capacitance, charge, and electric field of a /
capacitor
Solve problems involving capacitors and dielectrics in
contexts such as, but not limited to, charged plates, /
batteries, and camera flashlamps.
Distinguish between conventional current and electron
/
flow
Apply the relationship charge = current x time to new
/
situations or to solve related problems
Describe the effect of temperature increase on the
/
resistance of a metallic conductor
Describe the ability of a material to conduct current in
/
terms of resistivity and conductivity
Apply the relationship of the proportionality between
resistance and the length and crosssectional area of a /
wire to solve problems
Differentiate ohmic and non-ohmic materials in terms 8
/
of their I-V curves
Differentiate emf of a source and potential difference
/
(PD) across a circuit
Given an emf source connected to a resistor,
determine the power supplied or dissipated by each /
element in a circuit
Solve problems involving current, resistivity, resistance,
and Ohm’s law in contexts such as, but not limited to,
/
batteries and bulbs, household wiring, and selection of
fuses.
Operate devices for measuring currents and voltages /
Draw circuit diagrams with power sources (cell or
battery), switches, lamps, resistors (fixed and variable) /
fuses, ammeters and voltmeters
Evaluate the equivalent resistance, current, and
voltage in a given network of resistors connected in /
series and/or parallel
Calculate the current and voltage through and across
circuit elements using Kirchhoff’s loop and junction rules /
(at most 2 loops only)
Solve problems involving the calculation of currents
and potential difference in circuits consisting of /
batteries, resistors and capacitors.
Differentiate electric interactions from magnetic 4
/
interactions
Evaluate the total magnetic flux through an open
/
surface
Describe the motion of a charged particle in a
magnetic field in terms of its speed, acceleration,
/
cyclotron radius, cyclotron frequency, and kinetic
energy
Evaluate the magnetic force on an arbitrary wire
/
segment placed in a uniform magnetic field
Evaluate the magnetic field vector at a given point in
space due to a moving point charge, an infinitesimal
/
current element, or a straight 4
current-carrying conductor
Calculate the magnetic field due to one or more /
451
No. of Delivery Learning
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
straight wire conductors using the superposition
principle
Calculate the force per unit length on a current
carrying wire due to the magnetic field produced by /
other current-carrying wires
Evaluate the magnetic field vector at any point along
/
the axis of a circular current loop
Solve problems involving magnetic fields, forces due to
magnetic fields and the motion of charges and current-
carrying wires in contexts such as, /
but not limited to, determining the strength of Earth’s
magnetic field, mass spectrometers, and solenoids.
Quarter 4
Identify the factors that affect the magnitude of the
induced emf and the magnitude and direction of the /
induced current (Faraday’s Law)
Compare and contrast electrostatic electric field and 8
/
non-electrostatic/induced electric field
Calculate the induced emf in a closed loop due to a
/
time-varying magnetic flux using Faraday’s Law
Describe the direction of the induced electric field,
magnetic field, and current on a /
conducting/nonconducting loop using Lenz’s Law
Compare and contrast alternating current (AC) and
/
direct current (DC)
Characterize the properties (stored energy and time-
dependence of charges, currents, and voltages) of an /
LC circuit
Relate the properties of EM wave (wavelength,
frequency, speed) and the properties of vacuum and
/
optical medium (permittivity, permeability,
and index of refraction)
Explain the conditions for total internal reflection /
Explain the phenomenon of dispersion by relating to
/
Snell’s Law
Calculate the intensity of the transmitted light after
passing through a series of polarizers applying Malus’s /
Law
Solve problems involving reflection, refraction, 12
dispersion, and polarization in contexts such as, but not
/
limited to, (polarizing) sunglasses, atmospheric haloes,
and rainbows
Explain image formation as an application of reflection,
/
refraction, and paraxial approximation
Relate properties of mirrors and lenses (radii of
curvature, focal length, index of refraction [for lenses]) /
to image and object distance and sizes
Determine graphically and mathematically the type
(virtual/real), magnification, location, and orientation
/
of image of a point and extended
object produced by a plane or spherical mirror
Determine graphically and mathematically the type
(virtual/real), magnification, location/ apparent depth,
and orientation of image of a /
point and extended object produced by a lens or series
of lenses
Apply the principles of geometric optics to discuss /
452
No. of Delivery Learning
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
image formation by the eye, and correction of
common vision defects
Determine the conditions (superposition, path and
phase difference, polarization, amplitude) for
/
interference to occur emphasizing the properties of a
laser as a monochromatic and coherent light source
Relate the geometry of the two-slit experiment set up
(slit separation, and screen-to-slit distance) and
properties of light (wavelength) to the /
properties of the interference pattern (width, location,
and intensity)
Relate the geometry of the diffraction experiment
setup (slit size, and screen- to-slit distance) and
properties of light (wavelength) to the properties of the /
diffraction pattern (width, location, and intensity of the
fringes)
12
State the postulates of Special Relativity and their
/
consequences
Apply the time dilation, length contraction and
/
relativistic velocity addition to worded problems
Calculate kinetic energy, rest energy, momentum, and
speed of objects moving with speeds comparable to /
the speed of light
Explain the photoelectric effect using the idea of light
/
quanta or photons
Explain qualitatively the properties of atomic emission
and absorption spectra using the concept of energy /
levels
Calculating radioisotope activity using the concept of
/
half-life
453
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : SCIENCE, TECHNOLOGY AND MATHEMATICS (STEM)
Subject : CAPSTONE RESEARCH
454
455
CLMD4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL
FOR ARTS AND DESIGN TRACK
The CLMD4A Budget of Work (BOW) for Arts and Design Track is a resource
material in teaching SHS that contains and highlights the most essential learning
competencies (MELCs) as mapped from the K to 12 Basic Education Curriculum for
Senior High School.
The CLMD4A BOW for Arts and Design Track is composed of six (6) columns. The
first column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for Arts and Design Track, it is important to
understand the figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
456
in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies Subject A as a subject for the first semester; thus the MELCs are
divided into Quarters 1 and 2; however, if the school plans to offer Subject A in
the second semester; then, the MELCs will be consequently adjusted to
Quarters 3 and 4 accounting the same distribution of MELCs per quarter;
• be guided that all SHS Arts and Design subjects, except for Apprenticeship and
Exploration in the Performing Arts (Music and Dance) shall be taught for 32 days
(4-hour sessions/week times 8 weeks/quarter) in a quarter;
• take note that Apprenticeship and Exploration in the Performing Arts for Music
and for Dance shall be taught for 64 days (8-hour sessions/week times 8
weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
457
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (MUSIC)
458
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (DANCE)
459
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS
(THEATER)
460
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : APPRENTICESHIP AND EXPLORATION IN ARTS PRODUCTION
(LITERARY ARTS)
461
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : APPRENTICESHIP AND EXPLORATION IN ARTS PRODUCTION
(VISUAL ARTS AND MEDIA ARTS)
462
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : CREATIVE INDUSTRIES 1 – ARTS AND DESIGN APPRECIATION AND
PRODUCTION (MUSIC)
463
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : CREATIVE INDUSTRIES II: PERFORMING ARTS
464
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : DEVELOPING FILIPINO IDENTITY IN THE ARTS
465
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : EXHIBIT FOR ARTS PRODUCTION (LITERARY ARTS)
466
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : INTEGRATING ELEMENTS AND PRINCIPLES OF ORGANIZATION
IN THE ARTS
467
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : LEADERSHIP AND MANAGEMENT IN DIFFERENT ARTS AND FIELDS
468
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
seeking" processes for product development, and the different
"opportunity seeking" processes in problem solving exercises,
etc.
explains the ff:
a. the elements in a project proposal, including the
establishment of objectives
b. the importance of project planning for arts
organizations 2 /
c. the different stages of project planning for the
performing arts, visual arts and media art forms
d. the key stages/ scheduled time frame of proposed
project /arts event
records day to day work in progress 2 /
discusses/ explains the following topics:
a. fiscal responsibility and accountability
b. discipline in handling finances of self: budgeting,
savings
c. management of funds and accountability for the
expenses of the self
d. how to develop abilities to maintain positive self-image 2 /
e. discipline in handling finances of others: responsibility
and accountability
f. how to build and maintain positive self-image and
relationships and work
g. how work contributes to individuals and to the
organization
exhibits/demonstrates the following in the accomplishment of
all these assigned tasks in class:
a. efficiency in reviewing business communications: job
application, resume writing for the arts, a consumer
2 1
complaint, sponsorship letters, etc.
b. documentation and recognition of the fact that each
one’s work contributes to the individuals and to the
organization
describes the different project types 2 /
discusses in groups the following topics:
a. different types of projects of the various art forms to the
type of needs and availability of resources
b. the different types of projects of the different
2 /
performing, visual, media art and design forms
c. relationship of the different types of projects of the
various art forms to the type of needs and availability
of resources
Quarter 4
identifies the uniqueness of the different cultural traditional
1 /
forms
Reports by group the following Programming and Production
topics:
a. how to make a checklist of production requirements,
both staffing and physical production requirements
b. identification of physical production requirements
production venue, production design (sets, props) 2 /
c. how to connect project requirements to potential
project resources
d. identification of the different types of
materials/equipment used in each type of project
e. relationship of the different possible venues for possible
469
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
art events based on production requirements
f. analysis of the different budget items; costs out a
production budget
makes an expense-income financial report 2 /
role-plays in class how economic and social needs influence
2 /
the nature and structure of work
identifies the appropriate technologies for certain
2 /
management processes (i.e. typography, graphic design)
identifies proper technological programs to be used in the art
2 /
event
exhibits awareness and understanding of technology in
managing the arts:
a. web, internet, social media) 2 /
b. applies ICT program managing the arts database,
power point, graphics
produces the following through their outputs on Marketing and
Arts Events:
a. the 4Ps of Marketing of an arts event
b. different communication forms to promote art events:
- print ads (flyers &invitations) - posters and tarpaulins -
advertisements
c. the different communication elements (SMCR) 2 /
d. application of the appropriate communication
forms/org to promote the art event
e. mapping of the available communication forms/
organization in the area
f. how to explore the different communication
forms/orgs in the area
writes a brief information to promote and market the event 2 /
identifies, explores the different technologies to promote the
1 /
art event
explains/discusses the following Marketing topics:
a. basic audience analysis
b. relationship of demographics to audience behavior
towards art forms
c. identification of the different audience survey designs
d. the importance of conducting audience survey design
e. identification of the basic sales strategies
f. the appropriate ticket price for the particular event: -
Fund Raisings - Arts for a Cause
2 /
g. complies to the laws— identification of (possible)
violations in their communities
h. identification and reporting of (possible) violations in
their communities of basic constitutional rights:
- Freedom of Expression
- Intellectual Property Rights
- National Heritage Law
- Indigenous People's Rights Law
- Basic Taxation Systems: Income Tax, VAT, etc.
Basic understanding of the tax system and required
2 /
government deductions (SSS, Philhealth, Pagibig)
Role-plays the following topics in class:
a. standards of excellence for his/her creation
b. good personal work habits
2 /
c. understanding of leadership structures and practices
in the community
d. decision making skills
470
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
e. recognizing artists, managers/leaders in the school
and in the community
explains /compares/contrasts the different management
styles/skills of an arts event in consideration of the possible 2 /
unforeseen problems/situations that may arise
creates a video footages or roleplay of the following topics
using their mobile phones and other available gadgets for this
simple production:
a. understanding of control in leadership as well as crisis
management, (“show must go on”, “expect the
unexpected”)
2 /
b. understanding of authority, supervision, control in
leadership
c. basic communication and negotiation skills towards
an environment of tolerance
d. understanding of control in leadership
e. understands conflict management
conducts and reports audience surveys 2 /
Role-play the following topics in Project Evaluation:
a. appreciation and nurturing of audience feedback
b. how to develop positive criticism skills for evaluation
2 /
(objective and subjective)
c. demonstration of positive attitude towards criticisms
d. self-challenging attitude to self-criticism
471
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : LEADERSHIP AND MANAGEMENT IN DIFFERENT ARTS AND FIELDS
472
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
demonstrates awareness and appreciation of "opportunity
seeking" processes for product development, and the different
/
"opportunity seeking" processes in problem solving exercises,
etc.
explains the ff:
a. the elements in a project proposal, including the
establishment of objectives
b. the importance of project planning for arts
organizations c. the different stages of project /
planning for the performing arts, visual arts and media
art forms
c. the key stages/ scheduled time frame of proposed
project /arts event
records day to day work in progress /
discusses/ explains the following topics:
a. fiscal responsibility and accountability
b. discipline in handling finances of self: budgeting,
savings
c. management of funds and accountability for the
expenses of the self
d. how to develop abilities to maintain positive self-image /
e. discipline in handling finances of others: responsibility
and accountability
f. how to build and maintain positive self-image and
relationships and work 4
g. how work contributes to individuals and to the
organization
exhibits/demonstrates the following in the accomplishment of
all these assigned tasks in class:
a. efficiency in reviewing business communications: job
application, resume writing for the arts, a consumer
/
complaint, sponsorship letters, etc.
b. documentation and recognition of the fact that each
one’s work contributes to the individuals and to the
organization
describes the different project types /
discusses in groups the following topics:
a. different types of projects of the various art forms to the
type of needs and availability of resources
b. the different types of projects of the different 4
/
performing, visual, media art and design forms
c. relationship of the different types of projects of the
various art forms to the type of needs and availability
of resources
identifies the uniqueness of the different cultural traditional
/
forms
Reports by group the following Programming and Production
topics:
a. how to make a checklist of production requirements,
both staffing and physical production requirements
b. identification of physical production requirements 4
production venue, production design (sets, props) /
c. how to connect project requirements to potential
project resources
d. identification of the different types of
materials/equipment used in each type of project
e. relationship of the different possible venues for possible
473
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
art events based on production requirements
f. analysis of the different budget items; costs out a
production budget
Quarter 4
makes an expense-income financial report /
role-plays in class how economic and social needs influence 4
/
the nature and structure of work
identifies the appropriate technologies for certain
management processes (i.e. typography, graphic design),
/
and proper technological programs to be used in the art
event
exhibits awareness and understanding of technology in
/
managing the arts: a. web, internet, social media)
applies ICT program managing the arts database, power
point, graphics
produces the following through their outputs on Marketing and
Arts Events:
a. the 4Ps of Marketing of an arts event 4
b. different communication forms to promote art events:
- print ads (flyers &invitations) - posters and tarpaulins -
advertisements
c. the different communication elements (SMCR) /
d. application of the appropriate communication
forms/org to promote the art event
e. mapping of the available communication forms/
organization in the area
f. how to explore the different communication
forms/orgs in the area
writes a brief information to promote and market the event /
identifies, explores the different technologies to promote the 4
/
art event
explains/discusses the following Marketing topics:
a. basic audience analysis
b. relationship of demographics to audience behavior
towards art forms
c. identification of the different audience survey designs
d. the importance of conducting audience survey design
e. identification of the basic sales strategies
f. the appropriate ticket price for the particular event:
- Fund Raisings
- Arts for a Cause /
g. complies to the laws— identification of (possible) 8
violations in their communities h. identification and
reporting of (possible) violations in their communities of
basic constitutional rights:
- Freedom of Expression
- Intellectual Property Rights
- National Heritage Law
- Indigenous People's Rights Law
h. Basic Taxation Systems: Income Tax, VAT, etc.
32. Basic understanding of the tax system and required
/
government deductions (SSS, Philhealth, Pagibig)
Role-plays the following topics in class:
a. standards of excellence for his/her creation
b. good personal work habits 4 /
c. understanding of leadership structures and practices
in the community
474
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
d. decision making skills
e. recognizing artists, managers/leaders in the school
and in the community
explains /compares/contrasts the different management
styles/skills of an arts event in consideration of the possible /
unforeseen problems/situations that may arise
creates a video footages or role-play of the following topics
using their mobile phones and other available gadgets for this
simple production:
a. understanding of control in leadership as well as crisis
management, (“show must go on”, “expect the
unexpected”) b. understanding of authority, /
supervision, control in leadership
b. basic communication and negotiation skills towards 8
an environment of tolerance
c. understanding of control in leadership
d. understands conflict management
conducts and reports audience surveys /
Role-play the following topics in Project Evaluation:
a. appreciation and nurturing of audience feedback
b. how to develop positive criticism skills for evaluation
/
(objective and subjective)
c. demonstration of positive attitude towards criticisms
d. self-challenging attitude to self-criticism
475
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : PHYSICAL AND PERSONAL DEVELOPMENT IN THE ARTS
476
Level : SENIOR HIGH SCHOOL
Track : ARTS AND DESIGN
Subject : PRODUCTION IN THE PERFORMING ARTS
477
478
CLMD4A BUDGET OF WORK (BOW) FOR SPORTS TRACK
The CLMD4A Budget of Work (BOW) for Sports Track is a resource material in
teaching SHS that contains and highlights the most essential learning competencies
(MELCs) as mapped from the K to 12 Basic Education Curriculum for Senior High
School.
The CLMD4A BOW for Sports Track is composed of six (6) columns. The first
column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for Sports Track, it is important to understand the
figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
479
guide identifies Subject A as a subject for the first semester; thus the MELCs are
divided into Quarters 1 and 2; however, if the school plans to offer Subject A in
the second semester; then, the MELCs will be consequently adjusted to
Quarters 3 and 4 accounting the same distribution of MELCs per quarter;
• be guided that all SHS Sports subjects shall be taught for 32 days (4-hour
sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
480
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : PRACTICUM (IN-CAMPUS)
481
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
carries out health and fitness evaluation of students or
/
clients
designs/implements fitness program(for fitness leader /
implements an existing sports and recreation program(for
/
sports and recreation leader)
exhibits proficiency in exercise techniques or sports skills /
applies safety practices to prevent injury during exercise
/
or sports participation
identifies emerging trends in sports, fitness, and recreation /
employs motivational techniques in promoting exercise
/
adherence and enjoyment
realizes the importance of having a positive attitude
/
towards sports, fitness and recreation participation
realizes one’s potential in sports, fitness and recreation
/
leadership
482
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : APPRENTICESHIP (OFF-CAMPUS)
483
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
carries out health and fitness evaluation of students or
/
clients
designs/implements fitness program(for fitness leader) /
implements an existing sports and recreation
/
program(for sports and recreation leader)
exhibits proficiency in exercise techniques or sports skills /
applies safety practices to prevent injury during exercise
/
or sports participation
identifies emerging trends in sports, fitness, and
/
recreation
employs motivational techniques in promoting exercise
/
adherence and enjoyment
realizes the importance of having a positive attitude
/
towards sports, fitness and recreation participation
realizes one’s potential in sports, fitness and recreation
/
leadership
484
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : FITNESS, SPORTS AND RECREATION LEADERSHIP
485
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : FITNESS TESTING AND BASIC EXERCISE PROGRAMMING
486
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : FUNDAMENTALS OF COACHING
487
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : HUMAN MOVEMENT
488
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : PSYCHOSOCIAL ASPECTS OF SPORTS AND EXERCISE
489
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : SAFETY AND FIRST AID
490
Level : SENIOR HIGH SCHOOL
Track : SPORTS
Subject : SPORTS OFFICIATING AND ACTIVITY MANAGEMENT
491
492
CLMD4A BUDGET OF WORK (BOW) FOR THE SPECIAL PROGRAM IN JOURNALISM (SPJ)
The CLMD4A Budget of Work (BOW) for SPJ is a resource material in teaching
SHS that contains and highlights the most essential learning competencies (MELCs) as
mapped from the K to 12 Basic Education Curriculum.
The CLMD4A BOW for SPJ is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for SPJ, it is important to understand the figure above
marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
493
Program : SPECIAL PROGRAM IN JOURNALISM
Grade Level : GRADE 7
Subject : JOURNALISM (ENGLISH)
494
Program : SPECIAL PROGRAM IN JOURNALISM
Grade Level : GRADE 8
Subject : JOURNALISM (ENGLISH)
495
Program : SPECIAL PROGRAM IN JOURNALISM
Grade Level : GRADE 9
Subject : JOURNALISM (ENGLISH)
496
Program : SPECIAL PROGRAM IN JOURNALISM
Grade Level : GRADE 10
Subject : JOURNALISM (ENGLISH)
497
Programa : SPECIAL PROGRAM IN JOURNALISM
Baitang : BAITANG 7
Asignatura : JOURNALISM (FILIPINO)
498
Bilang ng Learning Delivery
Markahan Most Essential Learning Competencies (MELC) Araw ng Platforms
Pagtuturo TV Radio Both
Nailalarawan ang natatanging katangian ng bawat
4
pahina ng pahayagan
Nakabubuo ng dummy sheet para sa mukha ng isang
8
pahayagan
Nakapagdidisenyo ng pahinang balita, opinyon,
8
lathalain at isports
499
Programa : SPECIAL PROGRAM IN JOURNALISM
Baitang : BAITANG 8
Asignatura : JOURNALISM (FILIPINO)
500
Programa : SPECIAL PROGRAM IN JOURNALISM
Baitang : BAITANG 9
Asignatura : JOURNALISM (FILIPINO)
501
Bilang ng Learning Delivery
Markahan Most Essential Learning Competencies (MELC) Araw ng Platforms
Pagtuturo TV Radio Both
Nakabubuo ng komprehensibong programang
4
panradyo
Ikaapat na
Markahan
Napipili ang tamang tunog at musikang gagamitin sa
4
bawat bahagi ng balitang panradyo
Nakabubuo ng mga informercial o patalastas para sa
4
limang minutong balitang panradyo
Nakagagawa ng kumpleto at tamang iskrip para sa
8
limang minutong balitang panradyo
Naisasagawa ang isang komprehensibong limang
8
minutong balitang panradyo
Naisasagawa ang isang komprehensibong limang
8
minutong balitang panradyo
502
Programa : SPECIAL PROGRAM IN JOURNALISM
Baitang : BAITANG 10
Asignatura : JOURNALISM (FILIPINO)
503
Bilang ng Learning Delivery
Markahan Most Essential Learning Competencies (MELC) Araw ng Platforms
Pagtuturo TV Radio Both
editing, at broadcasting na angkop para sa uploading
sa You Tube at iba pang social media platforms
Nagagamit ang angkop na technical application sa
pagsasagawa ng isang simulated na pamamahayag 8
pantelebisyon
Nakabubuo ng isang pamamahayag pantelebisyon
8
gamit ang angkop na online platforms
504
505
CLMD4A BUDGET OF WORK (BOW)
FOR THE SPECIAL PROGRAM IN FOREIGN LANGUAGE (SPFL)
The CLMD4A Budget of Work (BOW) for SPFL is a resource material in teaching
SHS that contains and highlights the most essential learning competencies (MELCs) as
mapped from the K to 12 Basic Education Curriculum.
The CLMD4A BOW for SPFL is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for SPFL, it is important to understand the figure
above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
506
Program : SPECIAL PROGRAM IN FOREIGN LANGUAGE
Grade Level : GRADE 7
507
Program : SPECIAL PROGRAM IN FOREIGN LANGUAGE
Grade Level : GRADE 8
508
Program : SPECIAL PROGRAM IN FOREIGN LANGUAGE
Grade Level : GRADE 9
509
Program : SPECIAL PROGRAM IN FOREIGN LANGUAGE
Grade Level : GRADE 10
510
511
CLMD4A BUDGET OF WORK (BOW) FOR THE SPECIAL PROGRAM FOR THE ARTS (SPA)
The CLMD4A Budget of Work (BOW) for SPA is a resource material in teaching
SHS that contains and highlights the most essential learning competencies (MELCs) as
mapped from the K to 12 Basic Education Curriculum.
The CLMD4A BOW for SPA is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for SPA, it is important to understand the figure
above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
512
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 7
Subject : SPA - MUSIC
513
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
applies the elements of music through singing and playing. 8
analyzes musical elements in epics, rituals, festivals
8
meaningfully. SPA_MU7-IVa-j-3 4.
analyzes meaningfully the dynamics of self and group
8
through music and the integrated arts approach.
Teachers are free to choose what elements of music he/she think is necessary to apply to the
student’s specialization.
514
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : SPA - MUSIC
Teachers are free to choose what elements of music he/she thinks is necessary to apply to the
student’s specialization.
515
• Dynamics(crescendo, decrescendo, diminuendo)
• Timbre (Hornböestel-Sachs Classification, Voice – SATB, Solo, Duet, Trio, Quartet, Bel Canto,
Indigenous Vocal Styles)
• Form (Canon, Fugue, Sonata Allegro, Concerto, Symphony, Theme & Variations, Cyclic form,
Indigenous Forms)
• Choral Harmony, Balance & Blending
516
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : SPA - MUSIC
517
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
applies aspects of the integrated arts approach in the
8
staging music performances
518
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : SPA - MUSIC
519
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 7
Subject : DANCE – FOLK DANCE AND BALLET STRAND
520
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : DANCE – FOLK DANCE STRAND
521
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : DANCE – BALLET STRAND
522
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : DANCE - FOLK DANCE STRAND
523
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : DANCE – BALLET STRAND
524
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 10
Subject : DANCE – FOLK DANCE AND BALLET STRAND
525
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 7
Subject : THEATER
526
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : THEATER
527
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : THEATER
528
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 10
Subject : THEATER
529
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
analyzes strengths weaknesses threats and opportunities
of possible career paths available in the creative 4
professions.
530
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 7
Subject : VISUAL ARTS
531
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : VISUAL ARTS
532
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : VISUAL ARTS
533
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 10
Subject : VISUAL ARTS
534
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 7
Subject : MEDIA ARTS
535
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : MEDIA ARTS
536
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : MEDIA ARTS
537
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
explains the principles in online writing 4
produces a webpage with Integrated images, graphics,
8
and video
538
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 10
Subject : MEDIA ARTS
539
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 7
Subject : CREATIVE WRITING
540
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 8
Subject : CREATIVE WRITING
541
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 9
Subject : CREATIVE WRITING
542
Program : SPECIAL PROGRAM FOR THE ARTS
Grade Level : GRADE 10
Subject : CREATIVE WRITING
543
544
CLMD4A BUDGET OF WORK (BOW) FOR THE SPECIAL PROGRAM IN SPORTS (SPS)
The CLMD4A Budget of Work (BOW) for SPS is a resource material in teaching
SHS that contains and highlights the most essential learning competencies (MELCs) as
mapped from the K to 12 Basic Education Curriculum.
The CLMD4A BOW for SPS is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for SPS, it is important to understand the figure above
marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
545
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 7
546
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
evaluates meal planning before, during, and after
4
competition specific to sports
547
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 7
Subject : PSYCHOSOCIAL AND BEHAVIORAL SKILLS
(Integrated during Practicum)
548
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 8
549
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
applies healthy eating strategies to promote optimal
4
performance in endurance and power sports
evaluates meal planning for endurance and power sports 4
550
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 8
Subject : PSYCHOSOCIAL AND BEHAVIORAL SKILLS
(Integrated during Practicum)
551
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 9
552
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
identifies benefits and effects of fads and supplements to
4
athletic training and performance
analyzes effects of common supplements to the body 4
distinguishes difference of dietary supplements and
4
ergogenic aids
distinguishes fads from healthy ones 4
develops awareness in nutritional strategy for adequate
4
nutrition
formulates personal goals and nutritional strategy for
4
adequate nutrition
applies nutritional strategies to promote good health and
4
optimal performance
553
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 9
Subject : PSYCHOSOCIAL AND BEHAVIORAL SKILLS
(Integrated during Practicum)
554
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 10
555
No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
analyzes cases of doping in local and/or international
4
sports
evaluates athletic and societal factors that lead to doping 4
distinguishes the difference of legal and illegal drugs 4
develops awareness of ethical issues concerning doping 4
demonstrates ability to make ethical choices as an athlete
4
applies ethical strategies to promote optimal performance
evaluates case studies on doping 4
556
Program : SPECIAL PROGRAM IN SPORTS
Grade Level : GRADE 10
Subject : PSYCHOSOCIAL AND BEHAVIORAL SKILLS
(Integrated during Practicum)
557
558
CLMD4A BUDGET OF WORK (BOW)
FOR THE SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION (SPTVE)
The CLMD4A Budget of Work (BOW) for SPTVE is a resource material in teaching
SHS that contains and highlights the most essential learning competencies (MELCs) as
mapped from the K to 12 Basic Education Curriculum.
The CLMD4A BOW for SPTVE is composed of six (6) columns. The first column is
intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.
TV Radio Both
(F) (G) (H)
(D) 1
In using the CLMD4A BOW for SPTVE, it is important to understand the figure
above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.
559
Program : SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION
Grade Level : GRADE 7
Specialization : EXPLORATORY (INTRO TO SPTVE SPECIALIZATION COURSES)
560
Program : SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION
Grade Level : GRADE 7
Specialization : MANDATORY – TECHNICAL DRAWING
561
Program : SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION
Grade Level : GRADE 8
Specialization : MANDATORY – TECHNICAL DRAWING
562
Program : SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION
Grade Level : GRADE 9
Specialization : MANDATORY – ENTREPRENEURSHIP
563
Program : SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION
Grade Level : GRADE 10
Specialization : MANDATORY – ENTREPRENEURSHIP
564
REFERENCES
Department of Education, “Special Curricular Programs -
Most Essential Learning Competencies with
Corresponding CG Codes”, 2020
565
Publisher : DepEd REGION IV-A CALABARZON
Curriculum and Learning Management Division
Gate 2 Karangalan Village, Cainta, Rizal
clmd.calabarzon@deped.gov.ph
2021
Contributors
Kindergarten • Maria Fe C. Bautista • Enelyn T. Badillo • Merlita A. Sayago • Eliza P. Zaragoza • Michael A. Acuña • Elleden Grace L.
Denosta • Algie Bonite
Mother Tongue-Based Multilingual Education (MTB-MLE) • Maria Dylin Garcia • Jonathan Bernabe • Zarina Llarena • Dalisay Torres •
Robina delos Reyes • Malou de Ramos • Maricel Cubio
Filipino • Arnaldo O. Estareja • Marlyn A. Cabrera • Joseph E. Jarasa • Leonora Medina • Pilita A. Villanueva • Jedie A. Mendoza •
Purificacion L. Aqquiz • Fernando Enriquez • Raquel L. Azur • Mercedita Villanueva
English • Erma Valenzuela • Cristina C. Salazar • Leila M. Seco • Ma. Glecita C. Columna • Luningning C. Tapales • Abner L. Pureza •
Nedia E. Lagustan • Liza Martell Almonte • Marlen B. Sancha • Marvin Umali • Rodel Briones • Bernadette A. Alonzo-Condes • Reicon
C. Condes
Mathematics • Eduarda M. Zapanta • Ryan V. Castillo • Elizabeth R. Tolentino • Adelia H. Pacia • Mirza J. Linga • Florina C. Federico
• Marlon S. Marquez • Mila N. Ramirez • Odessa B. Manguiat • Yolanda M. Villadiego
Science • Ma. Leonora M. Natividad • Riza Soberano • Rodella Vista • Jocelyn Manzet • Aileen Vocal • Rowena Cabanding • Antonio
Faustino • Ma. Carmela Ezcel A. Orogo • Helen Gutierrez • Rosziel S. Rosales
Araling Panlipunan • Ricardo Makabenta • Lucia F. Pagalanan • Yolanda DC Lumanog • Editha Malihan • Danilo M. Mutia •
Concepcion G. Veluz • Julie Acosta • Rodel Q. Amita • Alfred James A. Ellar • Jean D. San Juan • Rizaldy R. Cristo
Music, Arts, Physical Education and Health (MAPEH) • Chereyna Guantia • Angela Morando • Judith Clemente • Marciano Valles •
Marianne Velasco • Melinda Calumaya • Arjay Buhain • Celeste Peria • Christopher Palacio • Carlito Ojacastro
Edukasyon sa Pagpapakatao (EsP) • Ana Reblora • Nida C. Tagalag • Edith Olan • Philip Cruz • Darwin Bargo • Josephine M. Monzaga
• Rod Rodriguez Jr. • Cesar Chester Relieve • Georgenia Jepa • Rizal Vidallo
Technology and Livelihood Education • Virgilio O. Guevarra Jr. • Edwina C. Nabo • Grace C. Endaya • Lani A. Alonte • Erlito B. Orlinga
• Ramy R. Dalida • Herman Catapang • Alberto M. Laroza • Louie L. Fulledo • Janelet E. Fuentes • Yolanda S. Oliver • Carmen H.
Macatugob
Senior High School • Sharon A. Villaverde • Sherwin I. Diala • Guadalupe A. De Jesus • Kristine Joan M. Hinanay • Krissa P. Umali
Homeroom Guidance Program • SPJ • SPFL • SPA • SPS • SPTVE • Jhonathan S. Cadavido
566
567