Walkthrough of the K to 12

Transition Curriculum for Learners

with Disabilities
ENRICHMENT SKILLS PACKAGE
Learning Objectives

• After the 2-hour session, participants will be able to:

1. Provide an overview of the Enrichment skills package
2. Determine and explain the implications /benefits of the
Enrichment skills package
3. Describe the components and the entry and exit points of
the Transition Curriculum for LWDs

DEPARTMENT OF EDUCATION 2
Components of each Transition Package

DEPARTMENT OF EDUCATION 3
Description
The Enrichment skills package is designed
to provide learners with disabilities with
opportunities to explore their talents and
skills based on their own choices and
interests. Enrichment skills aim to cater to
the learners’ unique gift or ability.

DEPARTMENT OF EDUCATION
Description

For this purpose, the K to 12 transition

curriculum for Enrichment Skills focuses on
the following areas: (1) Music, (2) Arts, (3)
Dance, and (4) Sports.

DEPARTMENT OF EDUCATION
Description
This curriculum is an expression of DepEd’s
commitment to provide LWDs with opportunities
designed to enrich, sustain, engage, and ensure their
continued growth by harnessing their innate abilities
and talents specifically in singing, playing musical
instruments, appreciating body movements, expressing
themselves through artistic creations, or enhancing
their abilities in a specific sport.

DEPARTMENT OF EDUCATION
Description

Hence, it is also the DepEd’s response to the

necessity of offering a curriculum that addresses
the interests of the transition learners for them to
live not only a functional and productive but also a
happy and fulfilling life that is a result of a well-
planned curriculum that aims for the holistic
development of all Filipino learners with
disabilities.
DEPARTMENT OF EDUCATION
 TARGET LEARNING OUTCOMES
  Learners are expected to demonstrate understanding of different
MUSIC music genres and the underlying principles of participating in and
performing to various musical activities such as singing and playing
of musical instruments.
DANCE Learners are expected to demonstrate understanding of the concept
of dance and the value of participating and/or performing in an
individual or group dance.
ARTS Learners are expected to demonstrate understanding of the
importance of arts for human beings and exhibit skills and abilities in
arts.
SPORTS Learners are expected to demonstrate understanding of the concept
of sports, recognize
individual interests and talents in sports, and showcase skills in
sports.

DEPARTMENT OF EDUCATION
Content Areas

Music Arts Sports Dance

• Genres of • Different art • Components of • Types of

Music forms Fitness Dances
• Musical • Art as a form of • Types of Sports • Basic Dance
Activities communicating Steps and
human Movements
expression

DEPARTMENT OF EDUCATION
 Enrichment Skills Package
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
  STANDARDS STANDARDS
 Different talents, Demonstrates Performs different 1. Cite examples of talent TP_EP-dt-NG-1
interests, and skills understanding of talents and skills and skills of a person
of an individual the different   2. Identify different types TP_EP-dt-NG-2
 Types of human interests, talents, of human talents and
talents and skills and skills of an skills
- Music individual 3. Determine ways to TP_EP-dt-NG-3
- Arts develop personal talents
a. Performing Arts and skills
b. Visual Arts 4. Identify appropriate TP_EP-dt-NG-4
- Sports characteristics to attain
 Ways to develop talent and skills
personal talents 5. Perform a talent or TP_EP-dt-NG-5
and skills skill

DEPARTMENT OF EDUCATION 10
 Enrichment Skills Package
MUSIC
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
 Genres of Music Demonstrates Participates actively in a group 1. Recognize different TP_EP-mu-NG-1
- Alternative Music understanding of the performance that demonstrates types/genres of music  
- Blues principle of vocal and instrumental skills  
- Classical Music participating in 2. Identify individual skills in TP_EP-mu-NG-2
- Country Music different music music  
- Dance Music activities.  
- Easy Listening 3. Perform different genres of TP_EP-mu-NG-3
 
- Electronic Music music (choral and instrumental)
- European Music (Folk / Pop)    
- Hip Hop / Rap 4. Perform actively in musical TP_EP-mu-NG-4
- Indie Pop ensemble (choral and
- Inspirational (incl. Gospel) instrumental)
- Asian Pop (J-Pop, K-pop) 5. Participate in musical activities TP_EP-mu-NG-5 
- Jazz that promote cooperation and  
- Latin Music social interaction such as group  
- New Age ensemble and choir  
- Opera
- Pop (Popular music) 6. Appreciate joining music TP_EP-mu-NG-6 
- R&B / Soul activities
Reggae  
-
Rock 7. Perform in musical activities TP_EP-mu-NG-7
-
like concerts and recitals
- Singer / Songwriter (inc.
Folk)  
- World Music / Beats
 Musical Activities
- Singing
- Playing musical instrument DEPARTMENT OF EDUCATION 11
 Enrichment Skills Package
ARTS
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
 Different art forms Demonstrates Exhibit skills and 1. Identify different art forms TP_EP-ar-NG-1
- Architecture understanding abilities in arts  
- Sculpture of the elements 2. Determine the elements and TP_EP-ar-NG-2
 
- Painting and principles of principles of arts  
- Music art  
- Poetry 3. Explain the importance of art TP_EP-ar-NG-3
 
- Dance    
- Performing  
  4. Creates different art forms TP_EP-ar-NG-4
  based on interests and skills
 Art as a form of
communicating human    
expressions 5. Participates in different art TP_EP-ar-NG-5
 
activities in school
   
6. Exhibits sample art works in TP_EP-ar-NG-6
 
school
 

DEPARTMENT OF EDUCATION 12
 Enrichment Skills Package
SPORTS
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
 Components of Fitness Demonstrates Performs correctly the 1. Identify components of fitness TP_EP-sp-NG-1
- Cardiovascular understanding of basic skills of sports    
- Strength the underlying 2. Analyze the benefits of sports TP_EP-sp-NG-2
 
- Balance principle and participation
- Flexibility concept of the    
 Types of Sports importance of 3. Differentiate the types of sports TP_EP-sp-NG-3
- Individual Sports sports  
(Gymnastics, Swimming, 4. Explain the nature of the sport TP_EP-sp-NG-4
Athletics, Chess, Archery)  
- Dual Sports (Badminton, 5. Demonstrate basic skills of TP_EP-sp-NG-5
Lawn Tennis, Table Tennis) sports  
- Team Sports  
(Basketball, Volleyball,
softball, baseball, football) 6. Perform basic sports exercises TP_EP-sp-NG-6
- Combative Sports  
(Arnis, Taekwondo,  
Karate, etc.)
 

DEPARTMENT OF EDUCATION 13
 Enrichment Skills Package
DANCE
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
 Types of dances Demonstrates Perform in an 1. Identify different types of TP_EP-dc-NG-1
- Ballroom Dance (Waltz, understanding of individual or group dances
Tango, Cha-cha, Rumba, the underlying dance performance  
etc.) principle and actively 2. Describe the nature and TP_EP-dc-NG-2
- African-American and concept of the background of the dance  
 
Traditional Dance (Swing, importance of  
Moonwalk, etc.) dance activity 3. Recognize individual skills in TP_EP-dc-NG-3
- Worldwide Dance (Salsa, dancing  
Flamenco, Polka, Folk Dance,  
etc.) 4. Perform basic dance steps TP_EP-dc-NG-4
- Professional Performance /movements  
Dance (Ballet,  
Contemporary, Tap Dance, 5. Demonstrate skills in a TP_EP-dc-NG-5
etc.) particular dance  
- Modern Dance  
(House, Rave, Disco, etc.) 6. Participate in a dance TP_EP-dc-NG-6
- Hip-hop and Funk Dance performance in school  
(Bounce, Breakdance,  
Jookin’, etc.)
 
 Basic Dance Steps and
Movements
DEPARTMENT OF EDUCATION 14
 Code Legend
Content Code

Different interests, talents, and skills of an individual dt

Music mu

Arts ar

Sports sp

Dance dc

DEPARTMENT OF EDUCATION
 Code Legend
LEGEND SAMPLE 
First Entry Enrichment Skills Enrichment Skills EP
Package Package
Content Music mu
Lowercase
Letter/s Level Non-Graded NG
       
Arabic Learning Competency Learning Competency 1
Number 1

DEPARTMENT OF EDUCATION
 SPED Code

TP_EP-mu-NG-1
Learning Competency

Grade Level
Content

Enrichment Skills Package

Transition Program
DEPARTMENT OF EDUCATION
• The Transition Program in the Philippines could be expanded to many different
possible points of entry that would extend the scope of transition program
from young children to adults.

Point of Entries for the Transition from home to school

Transition Program
Transition from school to functional life

Transition from SPED Center/ SPED Classes to

Inclusion Classes

Transition from one grade level to the next grade

level

Transition from school to employment or

entrepreneurship

Transition from one class to another in the same

grade level

DEPARTMENT OF EDUCATION
 COMBINATION OF SKILLS UNDER THE TRANSITION
CURRICULUM
Type of Leaner based on Function-al Pre-
Life Enrichment Livelihood Care Career
Entry/Exit Point in the Academics Vocational
Skills Skills Skills Skills Skills
Transition Program Skills Skills
Transition from school to
    √     √  
functional life
Transition from home to school √ √ √ √ √ √ √

Transition from one class to

             
another in the same grade level

(This will not (This will not

to be taken to be taken
Transition from SPED center to as it is as it is
√ √ √ √ √
inclusion classes already in already in
the K to 12 the K to 12
BEC.) BEC.)
Transition from one grade level
√            
to the next grade level
Transition from school to
employment and √ √ √ √ √ √ √
entrepreneurship

• The table above shows options for provision of specific transition program to targeted
levels of entry / exit points.