Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VI – Western Visayas
SCHOOLS DIVISION OF HIMAMAYLAN CITY
Vallegay St., Barangay I Poblacion, Himamaylan City

SUGGESTED BUDGET COURSE OUTLAY

MUSIC – GRADE 9
MUSIC GRADE 9 - FIRST QUARTER

CONTENT LEARNING COMPETENCY TARGET ACTUAL

1. MUSIC OF THE
MEDIEVAL PERIOD 1. listens perceptively to selected vocal and
(700-1400) instrumental music of Medieval, Renaissance Week-1 - Day-1
a. Historical and and Baroque music;
cultural
background; 2. explains the performance practice (setting,
b. Gregorian chants; composition, role of composers/performers,
c. Troubadour music; Week-1 - Day-1
and audience) during Medieval,
d. Composer - Adam Renaissance and Baroque periods;
de la Halle.
2. RENAISSANCE
PERIOD (1400-1600) 3. relates Medieval, Renaissance and Baroque
a. Historical and music to its historical and cultural Week-1 - Day-2
cultural background through dramatization;
background;
b. Mass; 4. sings Medieval chant, troubadour song,
c. Madrigal; madrigal, chorale and selections from oratorio
d. Composers - Week-1 - Day-3
with correct pitch, rhythm, expression and
Giovanni da style;
Palestrina and
Thomas Morley.
3. MUSIC OF THE 5. describes musical elements of given Medieval,
Week-1 - Day-4
BAROQUE PERIOD Renaissance and Baroque music;
(1685-1750)
a. Historical and 6. explores other arts and media that portray
Week-5 - Day-1
cultural Medieval, Renaissance and Baroque elements;
background;
b. Concerto Grosso, 7. improvises appropriate accompaniment to
Week-5 - Day-2
Fugue given Medieval and Renaissance songs;
c. Oratorio and
chorale 8. create and or perform songs in Gregorian and
d. Composers: Week-5 - Day-3
troubadour styles;
Johann Sebastian
Bach and George 9. play simple melodies of a chorale and provide
Friedrich Handel Week-5 - Day-4
accompaniment.
 MUSIC GRADE 9 - SECOND QUARTER
MUSIC OF THE 1. narrates the life and works of classical
CLASSICAL PERIOD Week-1 - Day-1
composers after video and movie showing;
(1750-1820)
2. relates Classical music to its historical and
Week-1 - Day-2
a) Historical and cultural cultural background;
background;
b) Sonata, sonata 3. explains the performance practice (setting,
allegro form, composition, role of composers/performers, and Week-1 - Day-3
concerto, symphony; audience) during Classical period;
c) Composers: Franz 4. listens perceptively to selected Classical period
Josef Haydn, Week-1 - Day-4
music;
Wolfgang Amadeus
Mozart, and Ludwig 5. describes musical elements of given Classical
Week-1 - Day-4
van Beethoven. period pieces;
6. analyzes sonata allegro form; Week-5 - Day-1
7. sings themes or melodic fragments of given
Week-5 - Day-2
Classical period pieces;
8. explores other arts and media that portrays
Week-5 - Day-3
Classical elements;
9. improvises appropriate accompaniment to given
Week-5 - Day-4
short and simple Classical pieces.

MUSIC GRADE 9 - THIRD QUARTER

INSTRUMENTAL MUSIC 1. narrates the life and works of romantic
OF THE ROMANTIC Week-1 - Day-1
composers after video and movie showing;
PERIOD (1820-1900)
2. relates Romantic period music to its historical
Week-1 - Day-2
a) Historical and and cultural background;
cultural background;
b) Program music; 3. explains the performance practice (setting,
c) Piano music; composition, role of composers/performers, Week-1 - Day-3
d) Composers: and audience) during the Romantic period;
Frederic Chopin, 4. listens perceptively to selected Romantic period
Peter Illych Week-1 - Day-4
music ;
Tchaikovsky, Franz
Liszt, and Camille 5. describes musical elements of given Romantic
Week-5 - Day-1
Saint-Saens. period pieces;
6. sings themes or melodic fragments of given
Week-5 - Day-2
Romantic period pieces;
7. explores other arts and media that portray
Week-5 - Day-3
Romantic period elements;
8. improvises appropriate accompaniment to given
short and simple Romantic period pieces. Week-5 - Day-4
 MUSIC GRADE 9 - FOURTH QUARTER
Vocal Music of the
Romantic Period 1. narrates the plot, musical and theatrical
elements of an opera after video and movie Week-1 - Day-1
a) Art song showing;
b) Opera
2. listens perceptively to selected art songs and
c) Composers: Franz Week-1 - Day-2
excerpts of opera ;
Schubert, Guiseppe
Verdi, Giacomo 3. sings themes or melodic fragments of given Week-1 - Day-
Puccini, and Richard selected songs; 3&4
Wagner
4. explores other arts and media that portray Week-5 - Day-
Romantic period elements; 1&2
5. creates / improvises appropriate sounds, music,
Week-5 - Day-
gestures, movements, and costumes for a
3&4
chosen opera.

Prepared by: Noted:

JOEMAR G. MIRANDA GRACE T. NICAVERA, MAEd

Education Program Supervisor CID - Chief Education Supervisor

Recommending Approval: Approved:

BERNIE L. LIBO-ON, Ph.D. FELICIANO C. BUENAFE, JR., CESO VI

OIC- Assistant Schools Division Superintendent Officer In – Charge
Office of the Schools Division Superintendent
Schools Division of Himamaylan City
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VI – Western Visayas
SCHOOLS DIVISION OF HIMAMAYLAN CITY
Vallegay St., Barangay I Poblacion, Himamaylan City

SUGGESTED BUDGET COURSE OUTLAY

ARTS – GRADE 9
ARTS GRADE 9 - FIRST QUARTER

CONTENT LEARNING COMPETENCY TARGET ACTUAL

WESTERN AND CLASSICAL 1. analyze art elements and principles in the
ART TRADITIONS production of work following the style of a Week-2 - Day-1
I. Ancient Art western and classical art
1. Prehistoric Art
2. identify distinct characteristics of arts
Week-2 - Day-2
II. Classical Art during the different art periods
2. Egyptian Art
3. Greek Art 3. identify representative artists from various
Week-2 - Day-2
4. Roman Art art periods
4. reflect on and derives the mood, idea, or
III. Medieval Art Week-2 - Day-3
message from selected artworks
5. Byzantine
6. Romanesque 5. determine the use or function of artworks by
7. Gothic evaluating their utilization and combination of Week-2 - Day-3
art elements and principles
IV. Principles of Art
8. Rhythm, Movement 6. use artworks to derive the traditions/history of
9. Balance Week-2 - Day-4
an art period
10. Emphasis
11. Harmony, Unity, and 7. compare the characteristics of artworks
Variety Week-2 - Day-4
produced in the different art periods
12. Proportion
8. create artworks guided by techniques and
Week-6 - Day-1
V. Process: styles of Western Classical art traditions
13. Painting and/ or Drawing
14. Sculpture and 9. describe the influence of iconic artists
Assemblage belonging to Western Classical art on the Week-6 - Day-2
15. Mounting an exhibit: evolution of art forms
16. Concept 10. apply different media techniques and
17. Content / Labels processes to communicate ideas,
18. Physical layout experiences, and stories showing the Week-6 - Day-2
characteristics of Western Classical art
traditions
 11. evaluate works of art in terms of artistic
concepts and ideas using criteria from the Week-6 - Day-3
Western Classical art traditions

12. show the influences of the Western Classical

Week-6 - Day-3
art traditions to Philippine art form

13. mount an exhibit using completed Western

Week-6 - Day-4
Classical art tradition

ARTS GRADE 9 - SECONDQUARTER

ARTS OF THE
RENAISSANCE AND The learner…
BAROQUE PERIOD Week-2 - Day-1
I. Renaissance Art 1. analyze art elements and principles in the
1. Michelangelo production of work following a specific art style
2. Leonardo Da Vinci
3. Raphael 2. identify distinct characteristics of arts during the
Week-2 - Day-2
4. Donatello Renaissance and Baroque periods

II.Baroque Artists 3. identify representative artists from

Week-2 - Day-2
5. Carravaggio Renaissance and Baroque periods
6. Rubens
7. Velasquez 4. reflect on and derive the mood, idea or
8. Rembrandt Week-2 - Day-3
message from selected artworks
9. Bernini
5. determine the use or function of artworks by
III. Principles of Art evaluating their utilization and combination of Week-2 - Day-3
10. Rhythm, Movement art elements and principles
11. Balance
12. Emphasis 6. use artworks to derive the traditions/history of
13. Harmony, Unity, and Week-2 - Day-4
an art period
Variety
14. Proportion 7. compare the characteristics of artworks
Week-2 - Day-4
produced in the different art periods
IV. Process:
15. Painting and/ or Drawing 8. create artworks guided by techniques and
16. Sculpture and styles of the Renaissance and the Baroque Week-6 - Day-1
Assemblage periods
17. Mounting an exhibit: 9. describe the influence of iconic artists
17.1 Concept belonging to the Renaissance and the Baroque Week-6 - Day-2
17.2 Content / Labels periods
17.3 Physical layout
10. apply different media techniques and processes
to communicate ideas, experiences, and stories
showing the characteristics of the Week-6 - Day-2
Renaissance and the Baroque periods
(e.g.,Fresco, Sfumato, etc.)
 11. evaluate works of art in terms of artistic
concepts and ideas using criteria from the Week-6 - Day-3
Renaissance and the Baroque periods
12. show the influences of the Renaissance and
Week-6 - Day-3
Baroque periods on the Philippine art form
13. mount an exhibit using completed Renaissance
Week-6 - Day-4
and the Baroque periods

ARTS GRADE 9 - THIRD QUARTER

ROMANTIC PERIOD
I. Neoclassic 1. analyze art elements and principles in the
1. David production of work following a specific art style Week-2 - Day-1
2. Ingres from the Neoclassic and Romantic periods
3. Goya
2. identify distinct characteristics of arts during
Week-2 - Day-2
II. Romantic the Neoclassic and Romantic periods
4. Goya
5. Delacroix 3. identify representative artists from the
Week-2 - Day-2
6. Gericault Neoclassic and Romantic periods

III. Principles of Art 4. reflect on and derive the mood, idea, or

7. Rhythm, Movement Week-2 - Day-3
message from selected artworks
8. Balance
9. Emphasis 5. determine the use or function of artworks by
10. Harmony, Unity, and evaluating their utilization and combination of Week-2 - Day-3
Variety art elements and principles
11. Proportion
6. use artworks to derive the traditions/history of
Week-2 - Day-4
IV. Process: the Neoclassic and Romantic periods
12. Painting and/ or Drawing 7. compare the characteristics of artworks
13. Sculpture produced in the Neoclassic and Romantic Week-2 - Day-4
14. Mounting an exhibit: periods
14.1 Concept
14.2 Content / Labels 8. create artworks guided by techniques and
15. Physical layout styles of the Neoclassic and Romantic periods Week-6 - Day-1
(e.g., linear style and painterly style)
9. describe the influence of iconic artists
belonging to the Neoclassic and Romantic Week-6 - Day-2
periods
10. apply different media techniques and processes
to communicate ideas, experiences, and stories
Week-6 - Day-2
showing the characteristics of the Neoclassic
and Romantic periods
 11. evaluate works of art in terms of artistic
concepts and ideas using criteria from the Week-6 - Day-3
Neoclassic and Romantic periods

12. show the influences of Neoclassic and

Week-6 - Day-3
Romantic periods on Philippine art forms

13. mount exhibit using completed artworks with

Neoclassic and Romantic periods Week-6 - Day-4
characteristics

ARTS GRADE 9 - FOURTH QUARTER

WESTERN CLASSICAL
PLAYS AND OPERAS The learner…
Greek:
Oedipus Rex, Medea Week-2 - Day-1
1. identify selected theatrical forms from different
Renaissance: art periods
Shakespeare Plays
Romantic:
Carmen 2. research on the history of the theatrical forms
Week-2 - Day-1
and their evolution
I. Elements of Art as
Applied to Western
Classical Theater and 3. identify the elements and principles of arts as
Opera: manifested in Western Classical plays and Week-2 - Day-2
opera
1. Sound & Music
2. Gesture, Movement and
Dance 4. define what makes selected western classical
3. Costume, Mask, Make-up, plays and operas unique through Week-2 - Day-2
and AccessoriesSpectacle visual representation

II. Elements of Art as

Applied to Western 5. design the visual elements and components
Classical Theater and of the selected Western classical theater play Week-2 - Day-3
Opera: and opera through costumes, props, etc.
4. Sound & Music
5. Gesture, Movement and
Dance 6. analyze the uniqueness of each group’s
6. Costume, Mask, Make-up, performance of its selected Western classical Week-2 - Day-4
and Accessories theater play and opera
7. Spectacle
7. show the influences of the selected Western
III. Principles of Art Classical play or opera on Philippine theatrical
8. Rhythm, Movement Week-6 - Day-1
performance in terms of form and content of
9. Balance story
10. Emphasis
11. Harmony, Unity, and 8. choreograph the movements and gestures
Variety needed in the effective delivery of a selected Week-6 - Day-2
12. Proportion piece from Western Classical plays and opera

IV. Process
13. Designing for stage, 9. improvise accompanying sound and rhythm
costume, and props of a needed in the effective delivery of a selected
Week-6 - Day-3
selected theatrical play or piece from Western Classical plays and operas
opera
14. Choreographing
movement patterns and
figures 10. perform in a group showcase of the selected
15. Recreating a Western piece from Western Classical plays and operas Week-6 - Day-4
classical theater play and
opera

Prepared by: Noted:

JOEMAR G. MIRANDA GRACE T. NICAVERA, MAEd

Education Program Supervisor CID - Chief Education Supervisor

Recommending Approval: Approved:

BERNIE L. LIBO-ON, Ph.D. FELICIANO C. BUENAFE, JR., CESO VI

OIC- Assistant Schools Division Superintendent Officer In – Charge
Office of the Schools Division Superintendent
Schools Division of Himamaylan City
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VI – Western Visayas
SCHOOLS DIVISION OF HIMAMAYLAN CITY
Vallegay St., Barangay I Poblacion, Himamaylan City

SUGGESTED BUDGET COURSE OUTLAY

PHYSICAL EDUCATION – GRADE 9
PHYSICAL EDUCATION GRADE 9 - FIRST QUARTER

CONTENT LEARNING COMPETENCY TARGET ACTUAL

Lifestyle and Weight 1. undertakes physical activity and physical
Management Week-3 - Day-1
fitness assessments
(physical activity and eating
habits) 2. assesses eating habits based on the
Week-3 - Day-2
Philippine Food Pyramid/My Food Plate
3. determines risk factors(obesity, physical
inactivity, poor nutrition, smoking) for major
non communicable diseases lifestyle-related Week-3 - Day-2
Sports Officiating (e.g. diabetes, heart disease, stroke,
cancer)
4. officiates practice and competitive games Week-3 - Day-3

5. distinguishes facts from myths and

Week-3 - Day-4
misinformation associated with eating habits
6. monitors periodically one’s progress towards
Week-7 - Day-1
the fitness goals
7. performs appropriate first aid for injuries and
emergency situations in physical activity and
Week-7 - Day-2
sports settings (e.g.
a. cramps, sprain, heat exhaustion)
8. involves oneself in community service
through sports officiating and physical activity Week-7 - Day-3
programs
9. recognizes the needs of others in real life and
Week-7 - Day-4
in meaningful ways

PHYSICAL EDUCATION GRADE 9 - SECOND QUARTER

Social 1. undertakes physical activity and physical
(community dance, mixers, Week-3 - Day-1
fitness assessments
festival)
and 2. assesses eating habits based on the
Week-3 - Day-2
Philippine Food Pyramid/My Food Plate
 3. determines risk factors related to lifestyle
Week-3 - Day-2
diseases (obesity, diabetes, heart disease)
Ballroom dances
(Cha-cha, rock and roll) 4. distinguishes facts from myths and
misinformation associated with eating Week-3 - Day-3
habits
5. describes the nature and background
Week-3 - Day-4
of the dance
6. executes the skills involved in the dance Week-7 - Day-1
7. monitors periodically one’s progress towards
Week-7 - Day-2
the fitness goals
8. performs appropriate first aid for injuries and
emergency situations in physical activity and
Week-7 - Day-3
dance settings (cramps, sprain, heat
exhaustion)
9. involves oneself in community service through
Week-7 - Day-4
dance activities in the community
10. recognizes the needs of others in real life and
Week-7 - Day-4
in meaningful ways

PHYSICAL EDUCATION GRADE 9 - THIRD QUARTER

Social 1. undertakes physical activity and physical
(community dance, mixers, Week-3 - Day-1
fitness assessments
festival)
and 2. assesses eating habits based on the
Week-3 - Day-2
Philippine Food Pyramid/My Food Plate

Ballroom dances 3. determines risk factors related to lifestyle

Week-3 - Day-2
(Cha-cha, rock and roll) diseases (obesity, diabetes, heart disease)
4. distinguishes facts from myths and
Week-3 - Day-3
misinformation associated with eating habits
5. describes the nature and background
Week-3 - Day-4
of the dance

6. executes the skills involved in the dance Week-7 - Day-1

7. monitors periodically one’s progress towards

Week-7 - Day-2
the fitness goals

8. performs appropriate first aid for injuries and

emergency situations in physical activity and
Week-7 - Day-3
dance settings (cramps, sprain, heat
exhaustion)
 9. involves oneself in community service through
Week-7 - Day-4
dance activities in the community

10. recognizes the needs of others in real life and

Week-7 - Day-4
in meaningful ways

PHYSICAL EDUCATION GRADE 9 - FOURTH QUARTER

Active Recreation
Indoor 1. discusses the nature and background of
a. Week-3 - Day-1
indoor and outdoor recreational activities
1. individual and dual
sports
2. team sports Week-3 - Day-
2. participates in active recreation
3. dances 2,3,&4

b. Out door 3. advocates community efforts to increase

1. Hiking Week-7 - Day-
participation in physical activities and
1&2
2. Camping improve nutrition practices
3. Orienteering
4. Biking
4. practices environmental ethics (e.g Leave No
Week-7 - Day-
Note: Activities not limited to Trace) during participation in recreational
3&4
the above list activities of the community

Prepared by: Noted:

JOEMAR G. MIRANDA GRACE T. NICAVERA, MAEd

Education Program Supervisor CID - Chief Education Supervisor

Recommending Approval: Approved:

BERNIE L. LIBO-ON, Ph.D. FELICIANO C. BUENAFE, JR., CESO VI

OIC- Assistant Schools Division Superintendent Officer In – Charge
Office of the Schools Division Superintendent
Schools Division of Himamaylan City
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VI – Western Visayas
SCHOOLS DIVISION OF HIMAMAYLAN CITY
Vallegay St., Barangay I Poblacion, Himamaylan City

SUGGESTED BUDGET COURSE OUTLAY

HEALTH – GRADE 9
GRADE 9 – COMMUNITY AND ENVIRONMENTAL HEALTH – 1ST QUARTER (H9CE)

CONTENT LEARNING COMPETENCY TARGET ACTUAL

A. Concept of community and
environmental health 1. defines community and environmental
Week-4 - Day-1
health
1. Characteristics of a Healthy
2. describes a healthy community Week-4 - Day-2
Community
2. Nature and Health 3. explains how a healthy environment
Effects of Environmental positively impact the health of people
Week-4 - Day-3
Issues (improper waste and communities (less disease, less
disposal, pollution, illegal health care cost, etc.)
mining, soil erosion, cyanide
fishing, pesticide drift, 4. discusses the nature of environmental
Week-4 - Day-4
deforestation, oil spill, coral issues
reef degradation, climate 5. analyzes the effects of environmental
change) Week-8 - Day-1
issues on people’s health
B. Prevention and Management of
Environmental Health
Issues
1. Personal responsibility 6. suggests ways to prevent and manage
Week-8 - Day-2
environmental health issues
2. Social consciousness
3. Environmental policies and
laws
7. participates in implementing an
C. Collective Action for the environmental project such as
Environment building and maintaining a school
Week-8 - Day-3
garden or conducting a war on
waste campaign (depends on
feasibility)
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario) – 2nd Quarter (H9S)
A. Drug Scenario in the Philippines 1. describes the drug scenario in the
Week-4 - Day-1
Philippines
B. Factors that influence substance 2. explains the concept of substance
Week-4 - Day-1
use and abuse use, misuse, abuse and dependence,
3. discusses risk and protective factors
Week-4 - Day-2
in substance use, and abuse
C. Drugs/Substances of abuse
1. Stimulants 4. analyzes situations for the use and
Week-4 - Day-3
2. Depressants non-use of psychoactive substances
3. Narcotics
4. Hallucinogen 5. identifies the types of
Week-4 - Day-4
5. Inhalants drugs/substances of abuse
D. Harmful effects of drugs on the
body 6. corrects myths and misconceptions
Week-4 - Day-4
1. Short-term about substance use and abuse
2. Long-term
D. Harmful effects of drugs on 7. recognizes warning signs of substance Week-8 - Day-1
the body use and abuse discusses the harmful
1. Short-term short- and long-term effects of Week-8 - Day-1
2. Long-term substance use and abuse on the body
8. discusses the harmful effects of
substance use and abuse on the
Week-8 - Day-2
individual, family, school, and
community
9. explains the health, socio-cultural,
psychological, legal, and economic
Week-8 - Day-2
dimensions of substance use and
abuse
E. Prevention and control of
substance use and abuse 10. discusses strategies in the prevention
and control of substance use and Week-8 - Day-3
abuse

11. applies decision-making and

resistance skills to prevent substance Week-8 - Day-4
use and abuse

12. suggests healthy alternatives to

Week-8 - Day-4
substance use and abuse

GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) – 3rd Quarter (H9IS)
A. First Aid Basics
1. discusses basic information about first
aid (principles, roles, responsibilities, Week-4 - Day-1
and characteristics of a good aider)
B. First Aid Guidelines and
Procedures Survey the scene 2. demonstrates the conduct of primary
1. Do primary survey of the victim and secondary survey of the victim Week-4 - Day-2
(check for vital signs, assess (CAB)
CAB (Circulation, Airway,
Breathing)
2. Ask for help. 3. assesses emergency situation for
Week-4 - Day-3
3. Do secondary survey of the unintentional injuries
victim (head-to-toe survey)
C. Use of Dressing and Bandages
(alternatives include clean cloth 4. discusses the function of dressing and
or, handkerchief) Week-4 - Day-4
bandages
1. Principles of Wound Dressing
(careful handling, large
enough to cover the wound, 5. explains the principles of wound
Week-8 - Day-1
should fit snugly and not cut dressing
off circulation)
2. Bandaging Techniques (for
the head; forehead; ear, 6. demonstrates appropriate bandaging
cheek and jaw; burned hand; Week-8 - Day-2
techniques for unintentional injuries
sprained ankle; and
dislocated arm)
D. Transporting the Victim
(drag and carry techniques)
1. One-person carry ankle drag,
pack strap carry, blanket pull) 7. demonstrates proper techniques
in carrying and transporting the Week-8 - Day-3
2. Two-person carry
victim of unintentional injuries
(twohanded seat, fourhanded
seat, chair carry )
3. Three man carry
E. First aid for common
unintentional injuries and
medical emergencies
1. musculoskeletal injuries
(sprain, strain, fracture,
dislocation)
2. bleeding
3. burn (superficial, partial and 8. demonstrates proper first aid
full-thickness) procedures for common unintentional Week-8 - Day-4
5. heat emergencies (heat injuries
exhaustion, heat stroke)
6. bleeding
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution
GRADE 9 – INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) – 4th Quarter (H9IS)

A. Concept of intentional
injuries The learner
Week-4 - Day-1-2
B. Types of intentional 1. differentiates intentional injuries from
injuries unintentional injuries
1. Bullying (cyber bullying)
 2. Stalking
3. Extortion
4. Gang and youth violence
5. Illegal fraternity-related
violence
6. Kidnapping and abduction
7. Acts of terror 2. describes the types of intentional injuries Week-4 - Day-3-4
8. Domestic violence
9. Suicide
10. Sexual victimization
and other forms of sexual abuse
and harassment
C. Prevention and management of
intentional injuries 3. analyzes the risk factors related to
• self-protection
Week-8 - Day-1
intentional injuries
• preventing self-harm
• promoting a culture of non-
violence through healthful 4. identifies protective factors related
behaviors Week-8 - Day-2
to intentional injuries
• reporting cases of violence
to proper authorities
• seeking help from trusted 5. demonstrates ways to prevent and
individuals and health Week-8 - Day-3-4
control intentional injuries
professionals

Prepared by: Noted:

JOEMAR G. MIRANDA GRACE T. NICAVERA, MAEd

Education Program Supervisor CID - Chief Education Supervisor

Recommending Approval: Approved:

BERNIE L. LIBO-ON, Ph.D. FELICIANO C. BUENAFE, JR., CESO VI

OIC- Assistant Schools Division Superintendent Officer In – Charge
Office of the Schools Division Superintendent
Schools Division of Himamaylan City