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Guide for Teachers in using the Kindergarten Most Essential Learning Competencies (MELCs)

The Department of Education, through the Bureau of Curriculum Development-Curriculum Standards Development Division, has developed the most essential
learning competencies (MELCs) to address the challenges brought about by the global pandemic. Its negative impact in the educational system which include
but not limited to the shortened school year, limited face to face interaction of teachers and learners, and other instructional delivery-related concerns pose
serious problem most specifically to early childhood learners.

Thus, the MELCs ensure that all five-year-old Filipino learners achieve the content and performance standards expected of them in various learning domains.
In the process of identifying the MELCs, the ENDURANCE criterion was used as the sole determiner. Endurance is defined as the learning competency that
remains with learners long after a test is completed (Reeves, 2002) or is useful beyond a single test or unit of study (Many and Horrell, 2014) which is
applicable to real-life situations e.g. social participation and integration. Finally, the MELCs identified under the seven (7) developmental domains are those
that work in close association with the circular themes from the Kindergarten Curriculum Guide which will be used for each lesson and activity for the week.

How to Use the MELCs

The MELCs identified in Kindergarten may be taught repeatedly to help the learner acquire the necessary knowledge, skills and values. It is also recommended
that the teacher unpack the MELCs into more specific learning competencies or objectives using the Kindergarten Curriculum Guide. The teacher may add
more sub-competencies depending on the need of the learners.

Example:
Quarter 1 – Week 1
Content Standards Performance Standards Most Essential Learning Competencies Sub-Competencies
Ang bata ay nagkakaroon
ng pag-unawa sa sariling
Ang bata ay nakapagpapamalas ng
kakayahang kontrolin ang sariling
 Use the proper
expression in introducing
ugali at damdamin. damdamin at pag-uugali, gumawa ng 1. Nakikilala ang sarili oneself
desisyon at magtagumpay sa kanyang mga a) pangalan at apelyido e.g., I am/My name is
gawain kasarian
b)  Talk about one’s personal
c) gulang/kapanganakan experiences/narrates events of the
d) 1.4 gusto/di-gusto day
e) Use the proper expression in  Naipakikita ang tiwala sa sarili na
introducing oneself e.g., I am/My tugunan ang sariling
name is pangangailangan nang mag-isa
Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang
gawaing nasimulan
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Quarter 2 - Week 2
Content Standards Performance Standards Most Essential Learning Competencies Sub-Competencies
Ang bata ay nagkakaroon Ang bata ay nakapagpapamalas ng  Nailalarawan ang mga
ng pag-unawa sa pagmamalaki at kasiyahang karanasan na may kinalaman sa
konsepto ng pamilya, makapagkuwento ng sariling pagtutulungan ng pamilya at
paaralan at karanasan bilang kabahagi ng pamilya, Ang bata ay nakapagpapamalas ng paaralan
komunidad bilang kasapi paaralan at komunidad a) pagmamalaki at kasiyahang  Naikukuwento ang mga naging
makapagkuwento ng sariling karanasan bilang kasapi ng
nito karanasan bilang kabahagi ng komunidad
pamilya, paaralan at komunidad  Talk about family members, pets,
toys, foods, or members of the
community using various
appropriate descriptive words
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Grade Level: Kindergarten

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas 2. Nakikilala ang sarili Week 1
sa sariling ugali at damdamin. ng f) pangalan at apelyido
g) kasarian
kakayahang kontrolin ang
h) gulang/kapanganakan
sariling damdamin at pag- i) 1.4 gusto/di-gusto
uugali, gumawa ng desisyon at j) Use the proper expression in introducing oneself
magtagumpay sa kanyang e.g., I am/My name is
mga
gawain
Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Nasasabi ang mga sariling pangangailangan nang Week 2
sa sariling ugali at damdamin. ng walang pag-aalinlangan
kakayahang kontrolin ang
sariling damdamin at pag-
uugali, gumawa ng desisyon at
magtagumpay sa kanyang mga
Gawain
1st Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Nakasusunod sa mga itinakdang tuntunin at
Quarter sa konsepto ng mga sumusunod na ng tamang pagkilos sa lahat ng gawain (routines) sa paaralan at silid-aralan
batayan upang lubos na mapahalagahan pagkakataon na may paggalang
ang sarili: at pagsasaalang-alang sa sarili
1. Disiplina at sa iba

The child demonstrates an The child shall be able to  Sort and classify objects according to one Week 3
understanding of objects in the manipulate objects based on attribute/property (shape, color, size,
environment have properties or properties or attributes function/use)
attributes (e.g., color, size, shapes, and
functions) and that objects can be
manipulated based on these properties
and attributes

The child demonstrates an

understanding of letter representation of
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sounds – that letters as symbols have

names and distinct sounds  Trace, copy, and write different strokes:
scribbling (free hand), straight lines, slanting
The child shall be able to lines, combination of straight and slanting lines,
identify the letter names and curves, combination of straight and curved and
sounds zigzag

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Naisakikilos ang sariling kakayahan sa iba’t ibang
sa sariling ugali at damdamin ng kakayahang kontrolin ang paraan, hal. pag-awit, pagsayaw, at iba pa
sariling damdamin at pag-
uugali, gumawa ng desisyon at
magtagumpay sa kanyang mga
Gawain

The child shall be able to Week 4

The child actively listen to the sounds  Identify the letter, number, or word that is
demonstrates an around him/her and is attentive different in a group
understanding of to make judgments and
similarities and respond accordingly
differences in
what he/she can
see

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Nakikilala ang mga pangunahing emosyon
sa sariling ugali at damdamin ng kakayahang kontrolin ang (tuwa, takot, galit, at lungkot)
sariling damdamin at pag-
uugali, gumawa ng desisyon at
magtagumpay sa kanyang mga
Gawain
Week 5
The child shall be able to
The child demonstrates an critically observes and makes  Tell which two letters, numbers, or words in a
understanding of similarities and sense of things around him/her group are the same
differences in what he/she can see

The child demonstrates an The child shall be able to  Recognize symmetry (own body, basic shapes)
understanding of Objects can be 2- describe and compare 2- Week 6
dimensional or 3- dimensional
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dimensional and 3- dimensional

The child demonstrates an objects
understanding of body parts and their  Identify one’s basic body parts
uses

The child shall be able to take

care of oneself and the
environment and able to solve
problems encountered within
the context of everyday living

The child demonstrates an The child shall be able to take  Tell the function of each basic body part
understanding of body parts and their care of oneself and the
uses environment and able to solve  Demonstrate movements using different body Week 7
problems encountered within parts
the context of everyday living

The child demonstrates an The child shall be able to take  Name the five senses and their corresponding
understanding of body parts and their care of oneself and the body parts
uses environment and able to solve Week 8
problems encountered within
the context of everyday living
The child demonstrates an The child shall be able to take  Identify one’s basic needs and ways to care for
understanding of body parts and their care of oneself and the one’s body
uses environment and able to solve Week 9
problems encountered within
the context of everyday living

The child demonstrates an The child shall be able to take  Practice ways to care for one’s body
understanding of body parts and their care of oneself and the
uses environment and able to solve Week 10
problems encountered within
the context of everyday living
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Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas Week 1

sa konsepto ng pamilya, paaralan at ng
komunidad bilang kasapi nito pagmamalaki at kasiyahang
makapagkuwento ng sariling
karanasan bilang kabahagi ng  Natutukoy na may pamilya ang bawat isa
pamilya, paaralan at
komunidad

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas Week 2

sa konsepto ng pamilya, paaralan at ng
komunidad bilang kasapi nito pagmamalaki at kasiyahang
makapagkuwento ng sariling  Natutukoy kung sino-sino ang bumubuo ng
karanasan bilang kabahagi ng pamilya
pamilya, paaralan at
komunidad

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas Week 3

sa konsepto ng pamilya, paaralan at ng
2nd komunidad bilang kasapi nito pagmamalaki at kasiyahang
makapagkuwento ng sariling  Nailalarawan kung paano nagkakaiba at
Quarter nagkakatulad ang bawat pamilya
karanasan bilang kabahagi ng
pamilya, paaralan at
komunidad

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Naipakikita ang pagmamahal sa mga kasapi ng Week 4
sa konsepto ng pamilya, paaralan at ng pamilya at sa nakatatanda sa pamamagitan ng:
komunidad bilang kasapi nito pagmamalaki at kasiyahang 4.1 pagsunod nang maayos sa mga
makapagkuwento ng sariling utos/kahilingan 4.2 pagmamano/paghalik 4.3
karanasan bilang kabahagi ng paggamit ng magagalang na
pamilya, paaralan at pagbati/pananalita
komunidad 4.4 pagsasabi ng mga salitang may
pagmamahal
(I love you Papa/Mama) 4.5 pagsasabi ng
“Hindi
ko po sinasadya “, ”Salamat po”, “Walang
anuman”, kung kinakailangan 4.6 pakikinig sa
mungkahi ng mga magulang at iba pang kaanak
4.7 pagpapakita ang interes sa iniisip at
ginagawa ng mga nakatatanda at iba pang
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miyembro ng pamilya

 Identify the letters of the alphabet (mother

tongue, orthography)

The child demonstrates an

understanding of letter representation of The child shall be able to
sounds – that letters as symbols have identify the letter names and
names and distinct sounds sounds

The child demonstrates an The child shall be able to  Name the places and the things found in the Week 5
understanding of acquiring new words/ actively engage in meaningful classroom, school and community
widening his/her vocabulary links to conversation with peers and
his/her experiences adults using varied spoken
vocabulary
The child demonstrates an
understanding of objects in the The child shall be able to  Tell that the quantity of a set of objects does not
environment have properties or manipulate objects based on change even though the arrangement has
attributes (e.g., color, size, shapes, and properties or attributes changed (i.e., the child should be able to tell
functions) and that objects can be that one set of counters placed in one-to-one
manipulated based on these properties correspondence and then rearranged still has
and attributes the same quantity)

The child demonstrates an The child shall be able to  Give the names of family members, school Week 6
understanding of acquiring new words/ actively engage in meaningful personnel, and community helpers, and the
widening his/her vocabulary links to conversation with peers and roles they play/ jobs they do/things they use
his/her experiences adults using varied spoken
vocabulary
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The child demonstrates an

understanding of increasing his/her The child shall be able to  Talk about family members, pets, toys, foods, or
conversation skills confidently speaks and members of the community using various
expresses his/her feelings and appropriate descriptive words
ideas in words that make sense

The child demonstrates an The child shall be able to  Use polite greetings and courteous expressions Week 7
understanding of increasing his/her confidently speaks and in appropriate situations
conversation skills expresses his/her feelings and 1. Good Morning/Afternoon
ideas in words that make sense 2. Thank You/You’re Welcome
3. Excuse Me/I’m Sorry 1.4 Please…./May I…..

The child demonstrates an The child shall be able to Week 8

understanding of increasing his/her confidently speaks and  Talk about likes/dislikes (foods, pets, toys,
conversation skills expresses his/her feelings and games, friends, places)
ideas in words that make sense
The child demonstrates an
understanding of increasing his/her The child shall be able to  Talk about family members, pets, toys, foods, or
conversation skills confidently speaks and members of the community using various
expresses his/her feelings and appropriate descriptive words
ideas in words that make sense

The child demonstrates an The child shall be able to talk Week 9

understanding of different types of about how to adapt to the
weather and changes that occur in the different kinds of weather and  Tell and describe the different kinds of weather
environment care for the environment (sunny, rainy, cloudy, stormy, windy)

The child demonstrates an

understanding of different types of The child shall be able to talk
weather and changes that occur in the about how to adapt to the  Observe and record the weather daily (as part of
environment different kinds of weather and the opening routine)
care for the environment

The child demonstrates an The child shall be able to talk  Identify what we wear and use for each kind of Week 10
understanding of different types of about how to adapt to the weather
weather and changes that occur in the different kinds of weather and
environment care for the environment
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The child demonstrates an

understanding of different types of The child shall be able to talk
weather and changes that occur in the about how to adapt to the  Observe safety practices in different kinds of
environment different kinds of weather and weather
care for the environment
The child demonstrates an
understanding of letter representation of
sounds – that letters as symbols have The child shall be able to
names and distinct sounds identify the letter names and
sounds
 Trace, copy, and write the letters of the
alphabet: straight lines (A,E,F,H,I L,T),
combination of straight 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
The child demonstrates an
understanding of letter representation of  Write one’s given name
sounds – that letters as symbols have
names and distinct sounds

The child shall be able to

identify the letter names and
sounds

The child demonstrates an The child shall be able to use  Tell the names of the days in a week, months in Week 1
understanding of concepts of size, arbitrary measuring a year
length, weight, time, and money tools/means to determine size,
length, weight of things around
him/her, time (including his/her
own schedule)
3rd
Quarter Ang bata ay nakapagpapamalas
Ang bata ay nagkakaroon ng pag-unawa
ng pagmamalaki at kasiyahang
sa konsepto ng pamilya, paaralan at
makapagkuwento ng sariling
komunidad bilang kasapi nito
karanasan bilang kabahagi ng  Nakikilala ang mga taong nakatutulong sa
komunidad hal. guro, bombero, pulis, at iba pa
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pamilya, paaralan at
komunidad
Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas Week 2
sa konsepto ng pamilya, paaralan at ng pagmamalaki at kasiyahang
komunidad bilang kasapi nito makapagkuwento ng sariling  Natutukoy ang iba’t ibang lugar sa komunidad
karanasan bilang kabahagi ng
pamilya, paaralan at
komunidad
Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas Week 3
sa konsepto ng pamilya, paaralan at ng pagmamalaki at kasiyahang
komunidad bilang kasapi nito makapagkuwento ng sariling  Naikukuwento ang mga naging karanasan
karanasan bilang kabahagi ng bilang kasapi ng komunidad
pamilya, paaralan at
komunidad

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Nabibigyang-pansin ang linya, kulay, hugis at Week 4
sa kahalagahan at kagandahan ng ng kakayahang magmasid at tekstura ng magagandang bagay na: a.
kapaligiran magpahalaga sa ganda ng makikita sa kapaligiran tulad ng sanga ng puno,
kapaligiran dibuho sa ugat, dahon, kahoy; bulaklak,
halaman, bundok, ulap, bato, kabibe, at iba pa
b. gawa ng tao tulad ng mga
sariling gamit, laruan, bote, sasakyan, gusali

The child demonstrates an The child shall be able to  Identify sequence of events (before, after, first, Week 5
understanding of objects in the manipulate objects based on next, last)
environment have properties or properties or attributes
attributes (e.g., color, size, shapes, and
functions) and that objects can be
manipulated based on these properties
and attributes

The child demonstrates an

understanding of objects in the
environment have properties or
attributes (e.g., color, size, shapes, and
functions) and that objects can be
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manipulated based on these properties The child shall be able to  Arrange objects one after another in a
and attributes manipulate objects based on series/sequence according to a given attribute
properties or attributes (size, length) and describe their relationship
(big/bigger/biggest or long/longer/longest)

The child demonstrates an The child shall be able to Week 6

understanding of the sense of quantity perform simple addition and
and numeral relations, that addition subtraction of up to 10 objects  Rote count up to 20
results in increase and subtraction or pictures/drawings
results in decrease

The child demonstrates an The child shall be able to Week 7

understanding of the sense of quantity perform simple addition and  Count objects with one-to-one correspondence
and numeral relations, that addition subtraction of up to 10 objects up to quantities of 10
results in increase and subtraction or pictures/drawings
results in decrease
The child demonstrates an The child shall be able to Week 8
understanding of objects in the manipulate objects based on  Tell that the quantity of a set of objects does not
change even though the arrangement has
environment have properties or properties or attributes changed (i.e., the child should be able to tell
attributes (e.g., color, size, shapes, and that one set of counters placed in one-to-one
functions) and that objects can be correspondence and then rearranged still has
manipulated based on these properties the same quantity)
and attributes

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Nakikilala ang kahalagahan ng mga tuntunin: Week 9
sa kakayahang pangalagaan ang sariling ng pagsasagawa ng mga pag-iwas sa paglalagay ng maliit na bagay sa
kalusugan at kaligtasan pangunahing kasanayan ukol sa bibig, ilong, at tainga, hindi paglalaro ng
pansariling kalinisan sa pang- posporo, maingat na paggamit ng
araw-araw na pamumuhay at matutulis/matatalim na bagay tulad ng kutsilyo,
pangangalaga para sa sariling tinidor, gunting, maingat na pag-akyat at
kaligtasan pagbaba sa hagdanan, pagtingin sa kaliwa’t
kanan bago tumawid sa daan,
pananatiling kasama ng nakatatanda kung nasa
sa matataong lugar

Ang bata ay nagkakaroon ng pag-unawa Ang bata ay nakapagpapamalas  Nakikilala ang kahalagahan ng mga tuntunin: Week 10
sa kakayahang pangalagaan ang sariling ng pagsasagawa ng mga pag-iwas sa paglalagay ng maliit na bagay sa
kalusugan at kaligtasan pangunahing kasanayan ukol sa bibig, ilong, at tainga, hindi paglalaro ng
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pansariling kalinisan sa pang- posporo, maingat na paggamit ng

araw-araw na pamumuhay at matutulis/matatalim na bagay tulad ng kutsilyo,
pangangalaga para sa sariling tinidor, gunting, maingat na pag-akyat at
kaligtasan pagbaba sa hagdanan, pagtingin sa kaliwa’t
kanan bago tumawid sa daan,
pananatiling kasama ng nakatatanda kung nasa
sa matataong lugar

The child demonstrates an The child shall be able to  Name common animals Week 1
understanding of characteristics and communicate the usefulness of  Observe, describe, and examine common
animals and practice ways to animals using their senses
needs of animals and how they grow
care for them  Identify the needs of animals
 Identify ways to care for animals
 Identify and describe how animals can be
useful

The child demonstrates an The child shall be able to  Name common plants Week 2
understanding of characteristics and communicate the usefulness of  Observe, describe, and examine common plants
growth of common plants plants and practice ways to care using their senses
for them  Group plants according to certain
characteristics, e.g., parts, kind, habitat
 Identify needs of plants and ways to care for
plants
4th
 Identify and describe how plants can be
Quarter useful

The child demonstrates an The child shall be able to work  Classify objects according to observable Week 3
understanding of physical properties and with objects and materials properties like size, color, shape, texture, and
movement of objects safely and appropriately weight)
The child demonstrates an The child shall be able to work Week 4
understanding of physical properties and with objects and materials  Identify simple ways of taking care of the
environment
movement of objects safely and appropriately
The child demonstrates an The child shall be able to talk Week 5
understanding of different types of about how to adapt to the  Explore simple cause-and-effect relationships in
weather and changes that occur in the different kinds of weather and familiar events and situations
environment care for the environment
The child demonstrates an The child shall be able to use Week 6
understanding of concepts of size, arbitrary measuring  Recognize and name the hour and minute hands
in a clock
length, weight, time, and money tools/means to determine size,
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length, weight of things around  Tell time by the hour

him/her, time (including his/her
own schedule)
The child demonstrates an The child shall be able to Week 7
 Identify the number that comes before, after, or
understanding of the sense of quantity perform simple addition and in between
and numeral relations, that addition subtraction of up to 10 objects  Arrange three numbers from least to greatest/
results in increase and subtraction or pictures/drawings greatest to least
results in decrease
The child demonstrates an The child shall be able to  Recognize the words “put together,” “add to,” Week 8
understanding of the sense of quantity perform simple addition and and “in all” that indicate the act of adding whole
and numeral relations, that addition subtraction of up to 10 objects numbers
results in increase and subtraction or pictures/drawings
results in decrease  Recognize the words “take away,” “less,” and
“are left” that indicate the act of subtracting
whole numbers
The child demonstrates an The child shall be able to Week 9
understanding of the sense of quantity perform simple addition and  Add quantities up to 10 using concrete objects
and numeral relations, that addition subtraction of up to 10 objects  Subtract quantities up to 10 using concrete
results in increase and subtraction or pictures/drawings objects
results in decrease

The child demonstrates an The child shall be able to Week 10

understanding of the sense of quantity perform simple addition and
and numeral relations, that addition subtraction of up to 10 objects  Write addition and subtraction number
results in increase and subtraction or pictures/drawings sentences using concrete representations
results in decrease
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Gabay sa mga Guro sa Paggamit ng Most Essential Learning Competencies (MELCs)

Minarapat ng Kagawaran ng Edukasyon sa pangunguna ng Bureau of Curriculum Development ang pagbuo ng pinakamahahalagang kasanayang pampagkatuto
(most essential learning competencies) upang tugunan ang mga hamong kaakibat ng COVID19 tulad ng mas maikling panahong pagpasok sa paaralan,
limitadong interaksyon sa pagitan ng mag-aaral at guro, at mga kaugnay na hamon na may kinalaman sa instructional delivery.

Pinapanatili ng MELCs ang mga pangunahing layunin sa pag-aaral ng Araling Panlipunan tulad ng pagpapaunlad ng pansibikong kaalaman at kagalingan,
mapanagutang mamamayan, at iba pa.

Sa pagtukoy ng MELCs, ginamit ang pamantayang enduring (life-long learning) - mga kaalamang nananatili sa mahabang panahon na magagamit ng mga mag-
aaral sa kanilang pamumuhay

Kalakip ng pamantayang nabanggit ang pagsasaalang-alang ng pagsasakatuparan ng pamantayang pangnilalaman at pagganap na makikita sa bawat kwarter o
markahan.

Paano gagamitin ang MELCs sa pagtuturo?

Layunin ng pagbuo ng MELCs ay matulungan ang mga guro na matukoy ang mahahalagang kasanayang pampagkatuto upang sa gayon ay mabigyan ito ng
prayoridad at maging batayan sa kanilang mga desisyong instruksyonal at hindi upang palitan ang kasalukuyang curriculum guide.

Ilan sa mga MELCs ay tuwirang hinango sa kasalukuyang curriculum guide ng Araling Panlipunan. Halimbawa nito ay ang learning competency (lc) na ‘Nasasabi
ang batayang impormasyon tungkol sa sarili: pangalan, magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan at mga katangian bilang
Pilipino’ (AP1, Quarter 1).
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Samantala, ang MELCs na may asterisk (*) ay nabuo mula sa:

Batayan MELCs Pinaghanguan/Pinagmulan
1. pagsasama-sama ng ilang learning *Naipaliliwanag ang konsepto ng komunidad’ a. Nauunawaan ang konsepto ng ‘komunidad’,
competencies upang mapaikli ang panahon ng (AP2, Quarter 1) b. ‘Nasasabi ang payak na kahulugan
pagtuturo nang hindi isinasantabi ang ng
‘komunidad’ at
pagbibigay tuon sa paglinang ng c. Nasasabi ang mga halimbawa ng ‘komunidad’
pagpapahalaga (valuing) at pagsasabuhay nito
2. pagsasaayos ng learning competency/-ies *Naipamamalas ang pagpapahalaga sa ‘Naipapakita sa iba’t-ibang sining ang
upang higit itong maging malinaw sa guro pagkakatulad at pagkakaiba-iba ng mga kultura pagmamalaki sa mga natatanging kaugalian,
gamit ang sining na nagpapakilala sa lalawigan at paniniwala at tradisyon ng iba’t ibang lalawigan sa
rehiyon (e.g. tula, awit, sayaw, pinta, atbp.) (AP 3, kinabibilangang rehiyon’(AP3PKR- IIIh-9).
Quarter 3)

Tulad ng curriculum guide, ang MELCs ay batayan ng guro sa lalamanin ng kanilang pagtuturo sa Taong Pampaaralang 2020-2021. Bawat kasanayang
pampagkatuto ay may malawak na paksa at kasanayan. Ito ay inaasahang iaa-unpack ng guro sa kanyang DLP o DLL upang mabigyang pansin ang mga batayang
konsepto at kaalaman na siyang kakailanganin sa pagsasakatuparan nito. Lahat ng MELCs ay inaasahang tutugon sa pamantayang pangnilalaman at
pamantayan sa pagganap.
 25

Grade Level: Grade 1

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st Ang mag-aaral ay… Ang mag-aaral ay… Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan, Week 1
Quarter naipamamalas ang buong pagmamalaking magulang, kaarawan, edad, tirahan, paaralan, iba pang pagkakakilanlan
pag- nakapagsasalaysay ng at mga katangian bilang Pilipino
unawa sa kwento tungkol sa
kahalagahan ng sariling katangian at Nailalarawan ang pansariling pangangailan: pagkain, kasuotan at iba pa Week 2
pagkilala sa sarili pagkakakilanlan bilang at mithiin para sa Pilipinas
bilang Pilipino sa malikhaing *Natutukoy ang mga mahahalagang pangyayari at pagbabago sa Week 3-
Pilipino gamit ang Pamamaraan buhay simula isilang hanggang sa kasalukuyang edad gamit ang mga 4
konsepto larawan at timeline
ng pagpapatuloy at * Nakapaghihinuha ng konsepto ng pagpapatuloy at pagbabago sa Week 5-
pagbabago pamamagitan ng pagsasaayos ng mgalarawan ayon sa pagkakasunod- 6
sunod
Naihahambing ang sariling kwento o karanasan sa buhay sa kwento at Week 7
karanasan ng mga kamag- aral ibang miyembro ng pamily gay
ng mga kapatid, mga magulang (noong sila
ay
nasa parehong edad), mga pinsan,
at iba pa; o mga kapitbahay
Naipagmamalaki ang sariling pangarap o ninanais sa pamamagitan ng Week 8
mga malikhaing pamamamaraan
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang konsepto ng pamilya batay sa bumubuo nito (ie. Week 1
Quarter naipamamalas ang buong pagmamalaking two- parent family, single-parent family, extended family)
pag- nakapagsasaad ng kwento ng *Nailalarawan ang sariling pamilya batay sa: (a) komposisyon (b) Week 2
unawa at sariling pamilya at bahaging kaugalian at paniniwala (c ) pinagmulan at (d) tungkulin at karapatan ng
pagpapahalaga sa ginagampanan ng bawat kasapi bawat kasapi
sariling pamilya at nito sa malikhaing pamamaraan
mga kasapi nito Nasasabi ang kahalagahan ng bawat kasapi ng pamilya Week 3
at bahaging Nailalarawan ang mga mahahalagang pangyayari sa buhay ng pamilya sa Week 4
pamamagitan ng timeline/family tree
 26

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

ginagampanan ng *Napahahalagahan ang kwento ng sariling pamilya. Week 5 -

bawat isa 6
Nakagagawa ng wastong pagkilos sa pagtugon sa mga alituntunin ng Week 7
pamilya
Nakabubuo ng konklusyon tungkol sa mabuting pakikipag-ugnayan ng Week 8
sariling pamilya sa iba pang pamilya sa lipunang Pilipino.
3rd Ang mag-aaral ay… Ang mag-aaral ay… Nasasabi ang mga batayang impormasyon tungkol sa sariling paaralan: Week 1-
Quarter pangalan nito (at bakit ipinangalan ang paaralan sa taong ito), lokasyon, 2
naipamamalas ang buong pagmamalaking mga bahagi nito, taon ng pagkakatatag at ilang taon na ito, at mga
pag- unawa sa nakapagpapahayag ng pagkilala at
pangalan ng gusali o silid (at bakit ipinangalan sa mga taong ito)
kahalagahan ng pagpapahalaga sa sariling
pagkilala ng mga paaralan Nasasabi ang epekto ng pisikal na kapaligiran sa sariling pag-aaral (e.g. Week 3
batayang mahirap mag-aaral kapag maingay, etc)
impormasyon ng Nailalarawan ang mga tungkuling ginagampanan ng mga taong bumubuo Week 4-
pisikal na kapaligiran sa paaralan (e.g. punong guro, guro, mag-aaral, doktor at nars, dyanitor, 5
ng sariling paaralan at
ng mga taong etc
bumubuo dito na Naipaliliwanag ang kahalagahan ng paaralan sa sariling buhay at sa Week 6
nakakatulong sa pamayanan o komunidad.
paghubog ng Nabibigyang-katwiran ang pagtupad sa mga alituntunin ng paaralan Week 7
kakayahan ng bawat
batang mag-aaral *Nakalalahok sa mga gawain at pagkilos na nagpapamalas ng Week 8
pagpapahalaga sa sariling paaralan (eg. Brigada Eskwela)

4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang konsepto ng distansya at diresyon at ang gamit nito Week 1
Quarter naipamamalas ang 1. nakagagamit ang sa pagtukoy ng lokasyon
pag- konsepto ng Nakagagawa ng payak na mapa ng loob at labas ng tahanan Week 2
unawa sa konsepto distansya sa
ng paglalarawan ng *Natutukoy ang mga bagay at istruktura na makikita sa nadadaanan Week 3
distansya sa pisikal na mula sa tahanan patungo sa paaralan
paglalarawan ng Kapaligirang Naiuugnay ang konsepto ng lugar, lokasyon at distansya sa pang-araw- Week 4
sariling kapaligirang Ginagalawan araw na buhay sa pamamagitan ng iba’t ibang uri ng transportasyon
mula sa tahanan patungo sa paaralan
 27

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

ginagalawan tulad ng *Naipaliliwanag ang kahalagahan ng mga istruktura mula sa tahanan Week 5
tahanan at paaralan 2. nakapagpakita ng patungo sa paaralan
at ng payak na gawain sa pagpapanatili
Nakagagawa ng payak na mapa mula sa tahanan patungo sa paaralan Week 6
at
kahalagahan ng pangangalaga ng Nakapagbigay halimbawa ng mga gawi at ugali na makatutulong at Week 7
pagpapanatili at kapaligirang nakasasama sa sariling kapaligiran: tahanan at paaralan
pangangalaga nito ginagalawan *Naisasagawa ang iba’t ibang pamamaraan ng pangangalaga ng Week 8
kapaligirang ginagalawan
 sa tahanan
 sa paaralan
 sa komunidad

Grade Level: Grade 2

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang konsepto ng komunidad Week 1
Quarter naipamamalas ang malikhaing nakapagpapahayag/ *Nailalarawan ang sariling komunidad batay sa pangalan nito, lokasyon, Week 2
pag- unawa sa nakapagsasalarawan ng mga namumuno, populasyon, wika, kaugalian, paniniwala, atbp.
kahalagahan ng kahalagahan ng kinabibilangang
kinabibilangang komunidad Naipaliliwanag ang kahalagahan ng ‘komunidad’ Week 3
komunidad * Natutukoy ang mga bumuboo sa komunidad : a. mga taong Week 4
naninirahan b: mga institusyon c. at iba pang istrukturang panlipunan
Naiuugnay ang tungkulin at gawain ng mga bumubuo ng komunidad sa Week 5
sarili at sariling pamilya
Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahahan o Week 6
paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura,
anyong lupa at tubig, atbp.
Nailalarawan ang panahon at kalamidad na nararanasan sa sariling Week 7
komunidad:
 28

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

*Naisasagawa ang mga wastong gawain/ pagkilos sa tahanan at paaralan Week 8

sa panahon ng kalamidad
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nakapagsasalaysay ng pinagmulan ng sariling komunidad batay sa Week 1
Quarter pagtatanong at pakikinig sa mga kuwento ng mga nakatatanda sa
naipamamalas ang 1.nauunawaan ang komunidad
pag- unawa sa pinagmulan at kasaysayan ng
* Nailalahad ang mga pagbabago sa sariling komunidad a.heograpiya Week 2
kwento ng komunidad
(katangiang pisikal) b. politika (pamahalaan) c. ekonomiya
pinagmulan ng
(hanapbuhay/kabuhayan) d. sosyo-kultural
sariling komunidad 2.nabibigyang halaga ang mga
batay sa konsepto ng bagay na nagbago at *Naiuugnay ang mga sagisag (hal. natatanging istruktura) na Week 3
pagbabago at nananatili sa pamumuhay matatagpuan sa komunidad sa kasaysayan nito.
pagpapatuloy at komunidad
pagpapahalaga sa Naihahambing ang katangian ng sariling komunidad sa iba pang Week 4
kulturang nabuo ng komunidad tulad ng likas na yaman, produkto at hanap-buhay, kaugalian
komunidad at mga pagdiriwang, atbp
*Nakapagbibigay ng mga inisyatibo at proyekto ng komunidad na Week 5
nagsusulong ng natatanging pagkakakilanlan o identidad ng komunidad
Nakakalahok sa mga proyekto o mungkahi na nagpapaunlad o Week 6
nagsusulong ng natatanging pagkakakilanlan o identidad ng komunidad
*Nabibigyang halaga ang pagkakakilalanlang kultural ng komunidad Week 7
3rd Ang mag-aaral ay… Ang mag-aaral ay… * Natatalakay ang mga pakinabang na naibibigay ng kapaligiran sa Week 1
Quarter komunidad
naipamamalas ang nakapagpapahayag ng * Nailalarawan ang kalagayan at suliraning pangkapaligiran ng Week 2
kahalagahan ng pagpapahalaga sa pagsulong ng komunidad.
mabuting mabuting paglilingkod ng mga
Naipaliliwanag ang pananagutan ng bawat isa sa pangangalaga sa likas Week 3
paglilingkod ng mga namumuno sa komunidad tungo
namumuno sa sa pagtugon sa pangangailangan na yaman at pagpapanatili ng kalinisan ng sariling komunidad
pagsulong ng mga ng mga kasapi ng sariling *Naipaliliwanag ang pansariling tungkulin sa pangangalaga ng Week 4
pangunahing komunidad kapaligiran.
hanapbuhay at *Natatalakay ang konsepto ng pamamahala at pamahalaan Week 5
pagtugon sa
*Naipaliliwanag ang mga tungkulin ng pamahalaan sa komunidad Week 5
* Naiisa-isa ang mga katangian ng mabuting pinuno Week 6
*Natutukoy ang mga namumuno at mga mamamayang nag-aaambag sa Week 7
kaunlaran ng komunidad
 29

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

pangangailangan ng *Nakalalahok sa mga proyekto o mungkahi na nagpapaunlad sa Week 8

mga kasapi ng sariling kapakanan ng komunidad
komunidad

4th Ang mag-aaral ay… Ang mag-aaral ay… * Naipaliliwanag na ang bawat kasapi ng komunidad ay may karapatan Week 1-
Quarter 2
naipamamalas ang nakapahahalagahan ang Naipaliliwanag na ang mga karapatang tinatamasa ay may katumbas na Week 3-
pagpapahalaga sa mga paglilingkod ng komunidad tungkulin bilang kasapi ng komunidad 4
kagalingang pansibiko sa sariling pag- unlad at
bilang pakikibahagi nakakagawa ng makakayanang *Natatalakay ang mga paglilingkod/ serbisyo ng mga kasapi ng Week 5-
komunidad 6
sa mga layunin ng hakbangin bilang pakikibahagi sa
sariling komunidad mga layunin ng sariling *Napahahalagahan ang pagtutulungan at pagkakaisa ng mga kasapi ng Week 7-
komunidad komunidad. 8

Grade Level: Grade 3

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang kahulugan ng mga simbolo na ginagamit sa mapa sa Week 1
Quarter tulong ng panuntunan (ei. katubigan, kabundukan, etc)
naipamamalas ang nakapaglalarawan ng pisikal *Nasusuri ang kinalalagyan ng mga lalawigan ng sariling rehiyon batay sa Week 2
pang- na kapaligiran ng mga lalawigan mga nakapaligid dito gamit ang pangunahing direksiyon (primary
unawa sa sa rehiyong kinabibilangan gamit direction)
kinalalagyan ng mga ang mga batayang impormasyon
lalawigan sa rehiyong tungkol sa direksiyon, lokasyon, * Nasusuri ang katangian ng populasyon ng iba’t ibang pamayanan sa Week 3
kinabibilangan ayon populasyon at sariling lalawigan batay sa: a) edad; b) kasarian; c) etnisidad; at 4)
sa katangiang paggamit ng mapa relihiyon
heograpikal nito *Nasusuri ang iba’t ibang lalawigan sa rehiyon ayon sa mga katangiang Week 4
pisikal at pagkakakilanlang heograpikal nito gamit ang mapang
topograpiya ng rehiyon
 30

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Natutukoy ang pagkakaugnay-ugnay ng mga anyong tubig at lupa sa Week 5

mga lalawigan ng sariling rehiyon
Nakagagawa ng payak na mapa na nagpapakita ng mahahalagang Week 6
anyong lupa at anyong tubig ng sariling lalawigan at mga karatig na
lalawigan nito
Natutukoy ang mga lugar na sensitibo sa panganib batay sa lokasyon Week 7
at topographiya nito
*Naipaliliwanag ang wastong pangangasiwa ng mga pangunahing likas Week 8
na yaman ng sariling lalawigan at rehiyon
Nakabubuo ng interprestayon ng kapaligiran ng sariling lalawigan at Week 8
karatig na mga lalawigan ng rehiyon gamit ang mapa
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang kasaysayan ng kinabibilangang rehiyon Week 1
Quarter
naipapamalas ang nakapagpapamalas ang mga mag- Natatalakay ang mga pagbabago at nagpapatuloy sa sariling lalawigan at Week 2
pang- unawa at aaral ng pagmamalaki sa iba’t
pagpapahalaga ng ibang kwento at sagisag na kinabibilangang rehiyon
iba’t ibang kwento naglalarawan ng sariling lalawigan *Naiuugnay sa kasalukuyang pamumuhay ng mga tao ang kwento ng Week 3
and mga sagisag na at mga karatig lalawigan sa mga makasaysayang pook o pangyayaring nagpapakilala sa sariling
naglalarawan ng kinabibilangang rehiyon lalawigan at ibang panglalawigan ng kinabibilangang rehiyon
sariling lalawigan at Natatalakay ang kahulugan ng ilang simbolo at sagisag ng sariling Week 4
mga karatig lalawigan lalawigan at rehiyon
sa kinabibilangang
rehiyon Naihahambing ang ilang simbolo at sagisag na nagpapakilala ng iba’t Week 5
ibang lalawigan sa sariling rehiyon
Natatalakay ang kahulugan ng “official hymn” at iba pang sining na Week 6
nagpapakilala ng sariling lalawigan at rehiyon
*Napahahalagahan ang mga naiambag ng mga kinikilalang bayani at Week 7
mga kilalang mamamayan ng sariling lalawigan at rehiyon
*Nabibigyang-halaga ang katangi-tanging lalawigan sa kinabibilangang Week 8
rehiyon
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nailalarawan ang kultura ng mga lalawigan sa kinabibilangang rehiyon Week 1
Quarter *Naipaliliwanag ang kaugnayan ng heograpiya sa pagbuo at paghubog ng Week 2
uri ng pamumuhay ng mga lalawigan at rehiyon
 31

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

naipapamalas ang nakapagpapahayag ng may Nailalarawan ang pagkakakilanlang kultural ng kinabibilangang rehiyon Week 3
pag- unawa at pagmamalaki at pagkilala sa Naipaliliwanag ang kahalagahan ng mga makasaysayan lugar at ang mga Week 4
pagpapahalaga sa nabubuong kultura ng mga saksi nito sa pagkakakilanlang kultura ng sariling lalawigan at rehiyon
pagkakakilanlang lalawigan sa kinabibilangang Naihahambing ang pagkakatulad at pagkakaiba ng mga kaugalian, Week 5-
kultural ng rehiyon paniniwala at tradisyon sa sariling lalawigan sa karatig lalawigan sa 6
kinabibilangang kinabibilangang rehiyon at sa ibang lalawigan at rehiyon
rehiyon Napahahalagahan ang iba’t ibang pangkat ng tao sa lalawigan at rehiyon Week 7
*Naipamamalas ang pagpapahalaga sa pagkakatulad at pagkakaiba-iba Week 8
ng mga kultura gamit ang sining na nagpapakilala sa lalawigan at rehiyon
(e.g. tula, awit, sayaw, pinta, atbp.)
4th Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang kaugnayan ng kapaligiran sa uri ng pamumuhay ng Week 1
Quarter mamamayan sa lalawigan ng kinabibilangang rehiyon at sa mga
naipamamalas ang nakapagpapakita ng aktibong lalawigan ng ibang rehiyon
pang- unawa sa mga pakikilahok sa mga gawaing
panlalawigan tungo sa ikauunlad Naipapaliwanag ang iba’t ibang pakinabang pang ekonomiko ng mga Week 2
gawaing
pangkabuhayan at ng mga lalawigan sa likas yaman ng lalawigan at kinabibilangang rehiyon
bahaging kinabibilangang rehiyon Natatalakay ang pinanggalingan ng produkto ng kinabibilagang lalawigan Week 3-
ginagampanan ng 4
pamahalaan at ang Naiuugnay ang pakikipagkalakalan sa pagtugon ng mga pangangailangan Week 5
mga kasapi nito, mga ng sariling lalawigan at mga karatig na lalawigan sa rehiyon at ng bansa.
pinuno at iba pang
naglilingkod tungo sa Natutukoy ang inprastraktura (mga daanan, palengke) ng mga lalawigan Week 6
pagkakaisa, kaayusan at naipaliliwanag ang kahalagahan nito sa kabuhayan
at kaunlaran ng mga Naipapaliwang ang kahalagahan ng gampanin ng pamahalaan sa Week 7
lalawigan sa paglilingkod sa bawat lalawigan sa kinabibilangang rehiyon
kinabibilangang
rehiyon Nakalalahok sa mga gawaing nakatutulong sa pagkakaisa, kaayusan at Week 8
kaunlaran ng sariling lalawigan at kinabibilangang rehiyon
 32

Grade Level: Grade 4

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st Ang mag-aaral ay… Ang mag-aaral ay… Natatalakay ang konsepto ng bansa Week 1
Quarter Natutukoy ang relatibong lokasyon (relative location) ng Pilipinas batay Week 2
naipamamalas ang naipamamalas ang kasanayan sa sa mga nakapaligid dito gamit ang pangunahin at pangalawang direksyon
pang- unawa sa paggamit ng mapa sa pagtukoy ng *Natutukoy ang mga hangganan at lawak ng teritoryo ng Pilipinas Week 3
pagkakakilanlan ng iba’t ibang lalawigan at rehiyon
bansa ayon sa ng bansa gamit ang mapa
mga katangiang *Nasusuri ang ugnayan ng lokasyon Pilipinas sa heograpiya nito Week 4
heograpikal gamit *Nailalarawan ang pagkakakilanlang heograpikal ng Pilipinas: Week 5
ang mapa. (a) Heograpiyang Pisikal (klima, panahon, at anyong lupa at anyong tubig)
(b) Heograpiyang Pantao (populasyon, agrikultura, at industriya)
*Nakapagmumungkahi ng mga paraan upang mabawasan ang epekto ng Week 6
kalamidad
Nakapagbibigay ng konlusyon tungkol sa kahalagahan ng mga katangiang Week 7
pisikal sa pag- unlad ng bansa
2nd Ang mag-aaral ay… Ang mag-aaral ay… Naipaliliwanag ang iba’t ibang pakinabang pang ekonomiko ng mga likas Week 1
Quarter na yaman ng bansa
nasusuri ang mga nakapagpapakita ng *Nasusuri ang kahalagahan ng pangangasiwa at pangangalaga ng mga Week 2
iba’t ibang mga pagpapahalaga sa iba’t ibang likas na yaman ng bansa
gawaing hanapbuhay at gawaing
pangkabuhayan pangkabuhayan na nakatutulong *Natatalakay ang mga hamon at pagtugon sa mga gawaing Week 3
batay sa sa pagkakakilanlang Pilipino at pangkabuhayan ng bansa.
heograpiya likas kayang pag-unlad ng bansa. *Nakalalahok sa mga gawaing nagsusulong ng likas kayang pag-unlad Week 4
at mga oportunidad (sustainable development) ng mga likas yaman ng bansa
at hamong * Naipaliliwanag ang kahalagahan at kaunayan ng mga sagisag at Week 5
kaakibat pagkakakilanlang Pilipino
nito tungo sa likas
kayang pag-
unlad.

3rd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang kahulugan at kahalagahan ng pamahalaan Week 1
Quarter Nasusuri ang balangkas o istruktura ng pamahalaan ng Pilipinas Week 2-
3
 33

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
naipamamalas ang nakapagpapakita ng aktibong Nasusuri ang mga gampanin ng pamahalaan upang matugunan ang Week 4
pang- unawa sa pakikilahok at pakikiisa sa mga pangangailangan ng bawat mamamayan
bahaging proyekto at gawain ng *Nasusuri ang mga programa ng pamahalaan tungkol sa: Week 5-
ginagampanan ng pamahalaan at mga pinuno nito (a) pangkalusugan 7
pamahalaan sa tungo sa kabutihan ng lahat (b)pang-edukasyon
(c ) pangkapayapaan
lipunan, mga pinuno (common good) (d) pang-ekonomiya
at iba pang (e ) pang-
naglilingkod sa impraestruktura
pagkakaisa, kaayusan
at kaunlaran ng bansa *Napahahalagahan (nabibigyang-halaga) ang bahaging ginagampanan ng Week 8
pamahalaan
4th Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang konsepto at prinsipyo ng pagkamamamayan Week 1
Quarter Natatalakay ang konsepto ng karapatan at tungkulin Week 2-
naipamamalas ng nakikilahok sa mga 3
mag- gawaing pansibiko na *Naipaliliwanag ang mga gawaing lumilinang sa kagalingan pansibiko Week 4-
aaral ang pang- nagpapakita ng pagganap sa 5
unawa at kanyang tungkulin bilang
pagpapahalaga sa mamamayan ng bansa at *Napahahalagahan ang kagalinang pansibiko Week 6
kanyang mga pagsasabuhay ng kanyang *Nasusuri ang bahaging ginagampanan ng mga mamamayan sa Week 7-
karapatan at karapatan. pagtataguyod ng kaunlaran ng bansa 8
tungkulin bilang
mamamayang
Pilipino
 34

Grade Level: Grade 5

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang kaugnayan ng lokasyon sa paghubog ng kasaysayan Week 1
Quarter *Naipaliliwanag ang pinagmulan ng Pilipinas batay sa a. Teorya (Plate Week 2
naipamamalas ang naipamamalas ang pagmamalaki Tectonic Theory) b. Mito c. Relihiyon
mapanuring pag- sa nabuong kabihasnan ng mga
unawa at kaalaman sinaunang Pilipinogamit ang *Natatalakay ang pinagmulan ng unang pangkat ng tao sa Pilipinas a. Week 3
sa kasanayang kaalaman sa kasanayang Teorya (Austronesyano) b. Mito (Luzon, Visayas, Mindanao) c.
pangheograpiya, ang pangheograpikal at Relihiyon
mga teorya sa mahahalagang konteksto ng *Nasusuri ang paraan ng pamumuhay ng mga sinaunang Pilipino sa Week 4
pinagmulan ng lahing kasaysayan ng lipunan at bansa panahong Pre-kolonyal.
Pilipino upang kabilang ang mga teorya ng
mapahahalagahan pinagmulan at pagkabuo ng *Nasusuri ang pang-ekonomikong pamumuhay ng mga Pilipino sa Week 5
ang konteksto ng kapuluan ng Pilipinas at ng lahing panahong pre-kolonyal a. panloob at panlabas na kalakalan b. uri ng
lipunan/ pamayanan Pilipino kabuhayan (pagsasaka, pangingisda, panghihiram/pangungutang,
ng mga sinaunang pangangaso, slash and burn, pangangayaw, pagpapanday, paghahabi
Pilipino at ang atbp)
kanilang ambag sa
pagbuo ng * Nasusuri ang sosyo-kultural at politikal na pamumuhay ng mga Pilipino Week 6
kasaysayan ng a.sosyo-kultural (e.g. pagsamba (animismo, anituismo, at iba pang ritwal,
Pilipinas pagbabatok/pagbabatik , paglilibing (mummification primary/ secondary
burial practices), paggawa ng bangka e. pagpapalamuti (kasuotan,
alahas, tattoo, pusad/ halop) f. pagdaraos ng pagdiriwang

b.politikal (e.g. namumuno, pagbabatas at paglilitis)

*Natatalakay ang paglaganap at katuruan ng Islam sa Pilipinas. Week 7
*Napahahalagahan ang kontribusyon ng sinaunang kabihasnang Asyano Week 8
sa pagkabuo ng lipunang at pagkakakilanlang Piliipino
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Naipapaliwanag ang mga dahilan ng kolonyalismong Espanyol Week 1
Quarter
naipamamalas ang nakapagpapahayag ng kritikal na *Nasusuri ang mga paraan ng pagsasailalim ng katutubong populasyon Week 2-
mapanuring pag- pagsusuri at pagpapahalaga sa sa kapangyarihan ng Espanya 3
unawa sa konteksto at dahilan ng a. Pwersang militar/ divide and rule
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
konteksto,ang kolonyalismong Espanyol at ang b. Kristyanisasyon
bahaging epekto ng mga paraang * Nasusuri ang epekto ng mga patakarang kolonyal na ipinatupad ng Week 4-
ginampanan ng pananakop sa katutubong Espanya sa bansa 8
simbahan sa, layunin populasyon A.Patakarang pang-ekonomiya (Halimbawa: Pagbubuwis, Sistemang
Bandala, Kalakalang Galyon, Monopolyo sa Tabako, Royal Company,
at mga paraan ng Sapilitang Paggawa at iba pa)
pananakopng B. Patakarang pampolitika (Pamahalaang kolonyal)
Espanyolsa Pilipinas
at ang epekto
ng mga ito sa
lipunan.
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang mga paraan ng pagtugon ng mga Pilipino sa Week 1
Quarter kolonyalismong Espanyol (Hal. Pag-aalsa, pagtanggap sa kapangyarihang
naipamamalas ang nakakapagpakita ng kolonyal/ kooperasyon)
mapanuring pag- pagpapahalaga at pagmamalaki *Napahahalagahan ang pagtatanggol ng mga Pilipino laban sa Week 2
unawa sa mga sa pagpupunyagi ng mga Pilipino kolonyalismong Espanyol
pagbabago sa lipunan sa panahon ng kolonyalismong
ng sinaunang Pilipino Espanyol *Natatalakay ang impluwensya ng mga Espanyol sa kultura ng mga Week 3-
kabilang ang Pilipino 4
pagpupunyagi ng *Nasusuri ang kaugnayan ng pakikipaglaban ng mga Pilipino sa pag- Week 5-
ilang usbong ng nasyonalismong Pilipino 6
pangkat na
mapanatili ang *Napahahalagahan ang mga katutubong Pilipinong lumaban upang Week 7-
kalayaan sa mapanatili ang kanilang kasarinlan 8
Kolonyalismong
Espanyol at ang
impluwensya nito sa
kasalukuyang
panahon.

4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang mga salik na nagbigay daan sa pag-usbong ng Week 1-
Quarter nasyonalismong Pilipino 2
naipamamalas ang *Naipaliliwanag ang pananaw at paniniwala ng mga Sultanato Week 3-
mapanuring pag- (Katutubong Muslim) sa pagpapanatili ng kanilang Kalayaan 4
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

unawa sa bahaging nakapagpapahayag ng Natataya ang partisipasyon ng iba’t-ibang rehiyon at sektor (katutubo at Week 5-
ginampanan ng pagmamalaki sa pagpupunyagi ng kababaihan) sa pakikibaka ng bayan 6
kolonyalismong mga makabayang Pilipino sa gitna * Napahahalagahan ang partisipasyon ng iba’t ibang rehiyon at sektor sa Week 7-
Espanyol at ng kolonyalismong Espanyol at sa pagsulong ng kamalayang pambansa 8
pandaigdigang mahalagang papel na
koteksto ng reporma ginagampanan nito sa pag-
sa pag- usbong ng usbong ng kamalayang pambansa
kamalayang tungo sa pagkabuo ng Pilipinas
pambansa attungo sa bilang
pagkabuo ng Pilipinas isang nasyon
bilang isang nasyon

Grade Level: Grade 6

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang epekto ng kaisipang liberal sa pag-usbong ng damdaming Week 1
Quarter nasyonalismo.
naipamamalas ang naipamamalas ang *Naipaliliwanag ang layunin at resulta ng pagkakatatag ng Kilusang Week 2
mapanuring pag- pagpapahalaga sa kontribosyon Propaganda at Katipunan sa paglinang ng nasyonalismong Pilipino
unawa at kaalaman ng Pilipinas sa isyung pandaigdig
sa bahagi ng Pilipinas batay sa lokasyon nito sa mundo *Nasusuri ang mga dahilan at pangyayaring naganap sa Panahon ng Week 3
sa globalisasyon Himagsikang Pilipino
batay sa lokasyon • Sigaw sa Pugad-Lawin
nito sa mundo gamit • Tejeros Convention
ang mga kasanayang  Kasunduan sa Biak-na-Bato
pangheograpiya at
ang ambag ng Natatalakay ang partisipasyon ng mga kababaihan sa rebolusyong Week 4
malayang kaisipan sa Pilipino
*Napahahalagahan ang deklarasyon ng kasarinlan ng Pilipinas at ang Week 5
pagkakatatag ng Unang Republika
 37

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
pag-usbong ng *Nasusuri ang pakikibaka ng mga Pilipino sa panahon ng Digmaang Week 6
nasyonalismong Pilipino-Amerikano
Pilipino  Unang Putok sa panulukan ng Silencio at Sociego, Sta.Mesa
 Labanan sa Tirad Pass
 Balangiga Massacre
Nabibigyang halaga ang mga kontribusyon ng mga natatanging Pilipinong Week 7
nakipaglaban para sa kalayaan
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang uri ng pamahalaan at patakarang ipinatupad sa panahon Week 1
Quarter ng mga Amerikano
naipamamalas ang nakapagpapahayag ng kritikal na *Naipaliliwanag ang mga pagsusumikap ng mga Pilipino tungo sa Week 2
mapanuring pag- pagsusuri at pagpapahalaga sa pagtatatag ng nagsasariling pamahalaan
unawa sa konteksto,dahilan, epekto
pamamahala at mga *Nasusuri ang pamahalaang Komonwelt Week 3
at pagbabago sa lipunan ng * Naipapaliwag ang resulta ng pananakop ng mga Amerikano Week 4
pagbabago sa kolonyalismong Amerikano
lipunang Natatalakay ang mga layunin at mahahalagang pangyayari sa pananakop Week 5
Pilipino sa panahon at ng pananakop ng mga ng mga Hapones
ng kolonyalismong Hapon Hal:
Amerikano at ng at ang pagmamalaki sa o Pagsiklab
pananakop ng mga kontribusyon ng pagpupunyagi ng ng
Hapon at ang mga Pilipino namakamit ang digmaan
pagpupunyagi ng mga ganap na kalayaan tungo sa o Labanan
Pilipino na makamtan pagkabuo ng kamalayang sa
ang kalayaan tungo pagsasarili at pagkakakilanlang Bataan
sa pagkabuo ng malayang nasyon at estado o Death
kamalayang March
pagsasarili at o Labanan
pagkakakilanlang sa
malayang nasyon at Corregid
estado or

*Nasusuri ang mga patakaran at resulta ng pananakop ng mga Hapones Week 6

*Naipaliliwanag ang paraan ng pakikipaglaban ng mga Pilipino para sa Week 7
kalayaan laban sa Hapon
*Napahahalagahan ang iba’t ibang paraan ng pagmamahal sa bayan Week 8
ipinamalas ng mga Pilipino sa panahon ng digmaan
 38

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga pangunahing suliranin at hamong kinaharap ng mga Week 1-
Quarter Pilipino mula 1946 hanggang 1972 3
naipamamalas ang nakapagpakita ng pagmamalaki sa *Natatalakay ang mga programang ipinatupad ng iba’t ibang Week 4-
mas malalim na pag- kontribosyon ng mga administrasyon sa pagtugon sa mga suliranin at hamong kinaharap ng 7
unawa at nagpunyaging mga Pilipino sa mga Pilipino mula 1946 hanggang 1972
pagpapahalaga sa pagkamit ng ganap na kalayaan at
pagpupunyagi ng mga hamon ng kasarinlan *Napahahalagahan ang pagtatanggol ng mga Pilipino sa pambansang Week 8
Pilipino tungo sa interes
pagtugon sa mga
suliranin, isyu at
hamon ng kasarinlan

4th Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga suliranin at hamon sa ilalim ng Batas Militar Week 1
Quarter *Natatalakay ang mga pagkilos at pagtugon ng mga Pilipino nagbigay- Week 2
naipamamalas ang nakapagpakita ng aktibong daan sa pagwawakas ng Batas Militar
mas malalim na pag- pakikilahok sa gawaing • People Power 1
unawa at makatutulong sa pag-unlad ng
pagpapahalaga sa bansa bilang pagtupad ng sariling *Napahahalagahan ang pagtatanggol at pagpapanatili sa karapatang Week 3
patuloy na tungkulin na siyang kaakibat na pantao at demokratikong pamamahala
pagpupunyagi ng mga pananagutan sa pagtamasa ng
Pilipino tungo sa mga karapatan bilang isang *Nasusuri ang mga pangunahing suliranin at hamong kinaharap ng mga Week 4
pagtugon ng mga malaya at maunlad na Pilipino
hamon ng nagsasarili Pilipino mula 1986 hanggang sa kasalukuyan
at umuunlad na *Natatalakay ang mga programang ipinatupad ng iba’t ibang Week 5
bansa administrasyon sa pagtugon sa mga suliranin at hamong kinaharap ng
mga Pilipino mula 1986 hanggang kasalukuyan
Nasusuri ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon Week 6
sa mga hamon ng malaya at maunlad na bansa
• Pampulitika (Hal., usaping pangteritoryo sa West Philippine Sea,
korupsyon, atbp)
• Pangkabuhayan (Hal., open trade, globalisasyon, atbp)
• Panlipunan (Hal., OFW, gender, drug at child abuse, atbp)
 Pangkapaligiran (climate change, atbp)
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Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

*Natatalakay ang mga gampaning ng pamahalaan at mamamayan sa Week 7

pagkamit ng kaunlaran ng bansa

*Napahahalagahan ang aktibong pakikilahok ng mamamayan sa mga Week 8

programa ng pamahalaan tungo sa pag-unlad ng bansa

Grade Level: Grade 7

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… Naipapaliwanag ang konsepto ng Asya tungo sa paghahating – Week 1
Quarter heograpiko: Silangang Asya, Timog-Silangang Asya, Timog-Asya,
naipamamalas ng malalim na nakapaguugnay-ugnay Kanlurang Asya, Hilagang Asya at Hilaga/ Gitnang Asya
mag-aaral ang pag- sa bahaging ginampanan ng
unawa sa ugnayan ng kapaligiran at tao sa Napapahalagahan ang ugnayan ng tao at kapaligiran sa paghubog ng Week 2
kapaligiran at tao sa kabihasnang Asyano
paghubog ng sinaunang
paghubog ng Nailalarawan ang mga yamang likas ng Asya Week 3
kabihasnang Asyano
sinaunang *Nasusuri ang yamang likas at ang mga implikasyon ng kapaligirang Week 4-
kabihasnang Asyano. pisikal sa pamumuhay ng mga Asyano noon at ngayon 5
Naipapahayag ang kahalagahan ng pangangalaga sa timbang na Week 6
kalagayang ekolohiko ng rehiyon
*Nasusuri ang komposisyon ng populasyon at kahalagahan ng yamang- Week 7-
tao sa Asya sa pagpapaunlad ng kabuhayan at lipunan sa kasalukuyang 8
panahon
2nd Ang mag-aaral ay… Ang mag-aaral ay… Natatalakay ang konsepto ng kabihasnan at mga katangian nito Week 1
Quarter
naipamamalas ng kritikal na nakapagsusuri sa mga Napaghahambing ang mga sinaunang kabihasnan sa Asya (Sumer, Indus, Week 2-
mag- aaral ang pag- kaisipang Asyano, pilosopiya at Tsina) 3
unawa sa mga relihiyon na nagbigay-
kaisipang Asyano, *Natataya ang impluwensiya ng mga kaisipang Asyano sa kalagayang Week 4
panlipunan at kultura sa Asya
 40

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
pilosopiya at daan sa paghubog ng sinaunang *Napapahalagahan ang mga kaisipang Asyano na nagbigay-daan sa Week 5
relihiyon na kabihasnan sa Asya at sa pagbuo paghubog ng sinaunang kabihasnang sa Asya at sa pagbuo ng
nagbigay-daan sa ng pagkakilanlang Asyano pagkakilanlang Asyano
paghubog ng *Nasusuri ang kalagayan at bahaging ginampanan ng kababaihan mula Week 6-
sinaunang sa sinaunang kabihasnan at ikalabing-anim na siglo 7
kabihasnan sa Napapahalagahan ang mga kontribusyon ng mga sinaunang lipunan at Week 8
Asya at komunidad sa Asya
sa pagbuo ng
pagkakakilanlang
Asyano
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga dahilan, paraan at epekto ng kolonyalismo at Week 1-
Quarter imperyalismo ng mga Kanluranin sa unang yugto (ika-16 at ika-17 siglo) 2
naipamamalas ng nakapagsasagawa ng kritikal na pagdating nila sa Timog at Kanlurang Asya
mag- aaral ang pag- pagsusuri sa pagbabago, pag- *Nasusuri ang mga salik, pangyayaring at kahalagahan ng nasyonalismo Week 3
unawa sa pagbabago, unlad at pagpapatuloy sa Timog sa pagbuo ng mga bansa sa Timog at Kanlurang Asya
pag-unlad at at Kanlurang Asya sa Transisyonal
pagpapatuloy sa at Makabagong Panahon (ika-16 *Natatalakay ang karanasan at implikasyon ng ang digmaang pandaidig Week 4
Timog at Kanlurang hanggang ika-20 siglo) sa kasaysayan ng mga bansang Asyano
Asya sa Transisyonal *Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag-usbong ng Week 4
at Makabagong nasyonalismo at kilusang nasyonalista
Panahon
( ika-16 hanggang ika- *Nasusuri ang karanasan at bahaging ginampanan ng mga kababaihan Week 5
20 siglo) tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at
karapatang pampolitika
*Napahahalagahan ang bahaging ginampanan ng nasyonalismo sa Week 6
pagbibigay wakas sa imperyalismo sa Timog at Kanlurang Asya
Natataya ang bahaging ginampanan ng relihiyon sa iba’t ibang aspekto Week 6
ng pamumuhay
*Nasusuri ang mga anyo, tugon at epekto sa neo-kolonyalismo sa Timog Week 7
at Kanlurang Asya
Napapahalagahan ang mga kontribusyon ng Timog at Kanlurang Asya sa Week 8
kulturang Asyano
 41

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

4th Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mga dahilan, paraan at epekto ng kolonyalismo at Week 1-
Quarter imperyalismo ng mga Kanluranin sa unang yugto (ika-16 at ika-17 siglo) 2
napapahalagahan ang nakapagsasagawa nang kritikal na pagdating nila sa Silangan at Timog-Silangang Asya
pagtugon ng mga pagsusuri sa pagbabago, pag-
Asyano sa mga unlad at pagpapatuloy ng *Nasusuri ang mga salik, pangyayaring at kahalagahan ng nasyonalismo Week 3
sa pagbuo ng mga bansa sa Silangan at Timog-Silangang Asya
hamon ng Silangan at Timog
pagbabago, pag- Silangang Asya sa Transisyoal at *Natatalakay ang karanasan at implikasyon ng ang digmaang pandaidig Week 4
unlad at Makabagong Panahon (ika-16 sa kasaysayan ng mga bansang Asyano
pagpapatuloy ng hanggang ika-20 siglo)
Silangan at Timog-
Silangang Asya sa *Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag-usbong ng Week 4
Transisyonal at nasyonalismo at kilusang nasyonalista
Makabagong *Nasusuri ang karanasan at bahaging ginampanan ng mga kababaihan Week 5
Panahon (ika-16 tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at
hanggang ika-20 karapatang pampolitika
Siglo)
*Napahahalagahan ang bahaging ginampanan ng nasyonalismo sa Week 6
pagbibigay wakas sa imperyalismo sa Silangan at Timog-Silangang Asya
Natataya ang bahaging ginampanan ng relihiyon sa iba’t ibang aspekto Week 6
ng pamumuhay
*Nasusuri ang mga anyo, tugon at epekto sa neo-kolonyalismo sa Week 7
Silangan at Timog-Silangang Asya
Napapahalagahan ang mga kontribusyon ng Silangan at Timog-Silangang Week 8
Asya sa kulturang Asyano
 42

Grade Level: Grade 8

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… Nasusuri ang katangiang pisikal ng daigdig Week 1
Quarter Napahahalagahan ang natatanging kultura ng mga rehiyon, bansa at Week 2-
naipamamalas ang nakabubuo ng panukalang mamamayan sa daigdig (lahi, pangkat- etnolingguwistiko, at relihiyon sa 3
pag-unawa sa proyektong nagsusulong sa
interaksiyon ng tao sa pangangalaga at preserbasyon ng daigdig)
kaniyang kapaligiran mga pamana ng mga sinaunang Nasusuri ang yugto ng pag-unlad ng kultura sa panahong prehistoriko Week 4
na nagbigay-daan sa kabihasnan sa Daigdig para sa Naiuugnay ang heograpiya sa pagbuo at pag-unlad ng mga sinaunang Week 5
pag-usbong ng mga kasalukuyan at sa susunod na kabihasnan sa daigdig
sinaunang henerasyon *Nasusuri ang mga sinaunang kabihasnan ng Egypt, Mesopotamia, India Week 6-
kabihasnan na at China batay sa politika, ekonomiya, kultura, relihiyon, paniniwala at 7
nagkaloob ng mga lipunan
pamanang humubog
sa pamumuhay ng Napahahalagahan ang mga kontribusyon ng mga sinaunang kabihasnan Week 8
kasalukuyang sa daigdig
henerasyon

2nd Ang mag-aaral ay… Ang mag-aaral ay… Nasusuri ang kabihasnang Minoan, Mycenean at kabihasnang klasiko ng Week 1
Quarter Greece
naipapamalas ang nakabubuo ng adbokasiya na Naipapaliwanag ang kontribusyon ng kabihasnang Romano Week 2
pag- unawa sa nagsusulong ng pangangalaga at
kontribusyon ng mga pagpapahalaga sa mga *Nasusuri ang pag-usbong at pag-unlad ng mga klasikong kabihasnan Week 3
pangyayari sa Klasiko natatanging kontribusyon ng sa:
at Transisyunal na Klasiko at Transisyunal na  Africa – Songhai, Mali, atbp.
Panahon sa pagkabuo Panahon na nagkaroon ng America – Aztec, Maya, Olmec, Inca, atbp.
at pagkahubog ng malaking impluwensya sa Mga Pulo sa Pacific – Nazca
pagkakakilanlan ng pamumuhay ng tao sa
mga bansa at rehiyon kasalukuyan Naipapahayag ang pagpapahalaga sa mga kontribusyon ng kabihasnang Week 4
sa daigdig klasiko sa pag-unlad ng pandaigdigang kamalayan
*Nasusuri ang mga pagbabagong naganap sa Europa sa Gitnang Week 5
Panahon
 Politika (Pyudalismo, Holy Roman Empire)
 43

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

 Ekonomiya (Manoryalismo)
Sosyo-kultural (Paglakas ng Simbahang Katoliko, Krusada)
Natataya ang impuwensya ng mga kaisipang lumaganap sa Gitnang
Panahon
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang mahahalagang pagbabagong politikal, ekonomiko at Week 1
Quarter sosyo-kultural sa panahon Renaissance
naipamamalas ng kritikal na nakapagsusuri sa *Nasusuri ang dahilan, pangyayari at epekto ng unang Yugto ng Week 2-
mag-aaral ang pag- naging implikasyon sa kaniyang Kolonyalismo 3
unawa sa naging bansa, komunidad, at sarili ng
transpormasyon mga pangyayari sa panahon ng *Nasusuri ang dahilan, kaganapan at epekto ng Rebolusyong Siyentipiko, Week 4
tungo sa makabagong transpormasyon tungo sa Enlightenment at Industriyal
panahon ng mga makabagong panahon. *Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa Week 5-
bansa at rehiyon sa Rebolusyong Amerikano at Pranses. 7
daigdig bunsod ng
paglaganap ng mga *Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng Week 8
kaisipan sa agham, Kolonyalismo (Imperyalismo)
politika, at Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa
ekonomiya tungo sa Europa at iba’t ibang bahagi ng daigdig.
pagbuo ng
pandaigdigan
kamalayan

4th Ang mag-aaral ay… Ang mag-aaral ay… Nasusuri ang mga dahilan, mahahalagang pangyayaring naganap at Week 1-
Quarter bunga ng Unang Digmaang Pandaigdig 2
naipamamalas ng aktibong nakikilahok sa mga Nasusuri ang mga dahilan, mahahalagang pangyayaring naganap at Week 3-
mag-aaral ang pag- gawain, programa,proyekto sa 4
unawa sa antas ng komunidad at bansa na bunga ng Ikalawang Digmaang Pandaidig.
kahalagahan ng nagsusulong ng rehiyonal at Natataya ang pagsisikap ng mga bansa na makamit ang kapayapaang Week 5
pakikipag- ugnayan at pandaigdigang kapayapaan, pandaigdig at kaunlaran.
sama-samang pagkakaisa, pagtutulungan, at Nasusuri ang mga ideolohiyang politikal at ekonomiko sa hamon ng Week 6
pagkilos sa kaunlaran estabilisadong institusyon ng lipunan.
kontemporanyong
Natataya ang epekto ng mga ideolohiya, ng Cold War at ng Neo- Week 7
kolonyalismo sa iba’t ibang bahagi ng daigdig.
 44

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

daigdig tungo sa *Napahahalagahan ang bahaging ginampanan ng mga pandaidigang Week 8

pandaigdigang organisasyon sa pagsusulong ng pandaigdigang kapayapaan, pagkakaisa,
kapayapaan, pagtutulungan, at kaunlaran.
pagkakaisa,
pagtutulungan, at
kaunlaran

Grade Level: Grade 9

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… Nailalapat ang kahulugan ng ekonomiks sa pang-araw- araw na Week 1
Quarter pamumuhay bilang isang mag-aaral, at kasapi ng pamilya at lipunan
may pag-unawa sa naisasabuhay ang pag- unawa sa
mga pangunahing mga pangunahing konsepto ng
Natataya ang kahalagahan ng ekonomiks sa pang-araw- araw na Week 2-
konsepto ng ekonomiks bilang batayan ng
Ekonomiks bilang matalino at maunlad na pang- pamumuhay ng bawat pamilya at ng lipunan 3
batayan ng matalino araw-araw na pamumuhay *Nasusuri ang iba’t-ibang sistemang pang-ekonomiya Week 4
at maunlad na *Natatalakay ang mga salik ng produksyon at ang implikasyon nito sa Week 5
pang- araw-araw na pang- araw- araw na pamumuhay
pamumuhay
Nasusuri ang mga salik na nakaaapekto sa pagkonsumo. Week 6-
7
Naipagtatanggol ang mga karapatan at nagagampanan ang mga Week 8
tungkulin bilang isang mamimili
2nd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang konsepto at salik na nakaaapekto sa demand sa pang Week 1-
Quarter araw-araw na pamumuhay 2
may pag-unawa sa kritikal na *Natatalakay ang konsepto at salik na nakaaapekto sa suplay sa pang Week 3-
mga pangunahing nakapagsusuri sa mga araw-araw na pamumuhay 4
kaalaman sa ugnayan pangunahing kaalaman sa
ng pwersa ng ugnayan ng pwersa ng demand at *Naipapaliwanag ang interaksyon ng demand at suplay sa kalagayan ng Week 5
presyo at ng pamilihan
 45

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

demand at suplay, at suplay, at sistema ng pamilihan *Nasusuri ang kahulugan at iba’t ibang istraktura ng pamilihan Week 6-
sa sistema ng bilang batayan ng matalinong 7
pamilihan bilang pagdedesisyon ng sambahayan at *Napahahalagahan ang bahaging ginagampanan ng pamahalaan sa Week 8
batayan ng bahay- kalakal tungo sa regulasyon ng mga gawaing pangkabuhayan
matalinong pambansang kaunlaran
pagdedesisyon ng
sambahayan at
bahay- kalakal tungo
sa pambansang
kaunlaran
3rd Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang bahaging ginagampanan ng mga bumubuo sa paikot Week 1-
Quarter na daloy ng ekonomiya 2
naipamamalas ng nakapagmumungkahi ng mga *Nasusuri ang pamamaraan at kahalagahan ng pagsukat ng pambansang Week 3
mag- aaral ang pag- pamamaraan kung paanong ang kita
unawa sa mga pangunahing kaalaman tungkol sa
pangunahing pambansang ekonomiya ay *Natatalakay ang konsepto, dahilan, epekto at pagtugon sa implasyon Week 4-
kaalaman tungkol sa nakapagpapabuti sa pamumuhay 5
pambansang ng kapwa mamamayan tungo sa *Nasusuri ang layunin at pamamaraan ng patakarang piskal Week 6
ekonomiya bilang pambansang kaunlaran *Nasusuri ang layunin at pamamaraan ng patakarang pananalapi Week 7
kabahagi sa
pagpapabuti ng *Napahahalagahan ang pag-iimpok at pamumuhunan bilang isang salik Week 8
pamumuhay ng ng ekonomiya
kapwa mamamayan
tungo sa pambansang
kaunlaran

4th Ang mag-aaral ay… Ang mag-aaral ay… Nasisiyasat ang mga palatandaan ng pambansang kaunlaran Week 1
Quarter Natutukoy ang iba’t ibang gampanin ngmamamayang Pilipino upang Week 2
may pag-unawa aktibong nakikibahagi sa maayos makatulong sa pambansang kaunlaran
sa mga sektor ng na pagpapatupad at pagpapabuti
ekonomiya at mga ng mga sektor ng ekonomiya at *Nasusuri ang bahaging ginagampanan ng agrikultura, pangingisda, at Week 3
paggugubat sa ekonomiya
 46

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

patakarang pang- mga patakarang pang- ekonomiya Nasusuri ang mga dahilan at epekto ng suliranin ng sektor ng Week 4
ekonomiya nito sa nito tungo sa pambansang agrikultura, pangingisda, at paggugubat
harap ng mga hamon pagsulong at pag-unlad Nabibigyang-halaga ang mga patakarang pang- ekonomiya nakatutulong Week 5
at pwersa tungo sa sa sektor ng agrikultura (industriya ng agrikultura, pangingisda, at
pambansang paggugubat)
pagsulong at pag- Nabibigyang-halaga ang mga ang mga gampanin ng sektor ng industriya Week 6
unlad at mga patakarang pang- ekonomiyang nakatutulong dito
Nabibigyang-halaga ang mga ang mga gampanin ng sektor ng Week 6
paglilingkod at mga patakarang pang- ekonomiyang nakatutulong dito
Nabibigyang-halaga ang mga ang mga gampanin ng impormal na sektor Week 7
at mga patakarang pang- ekonomiyang nakatutulong dito
Nasusuri ang pang-ekonomikong ugnayan at patakarang panlabas na Week 8
nakakatulong sa Pilipinas

Grade Level: Grade 10

Subject: Araling Panlipunan

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang kahalagahan ng pag-aaral ng Kontemporaryong Isyu Week 1
Quarter *Natatalakay ang kalagayan, suliranin at pagtugon sa isyung Week 2-
ay may pag- unawa nakabubuo ng angkop na plano sa pangkapaligiran ng Pilipinas 3
sa mga sanhi at pagtugon sa among
implikasyon ng mga pangkapaligiran tungo sa Natutukoy ang mga paghahandang nararapat gawin sa harap ng Week 4
hamong pagpapabuti ng pamumuhay ng panganib na dulot ng mga suliraning pangkapaligiran
pangkapaligiran tao. *Nasusuri ang kahalagahan ng kahandaan, disiplina at kooperasyon sa Week 5-
upang maging bahagi pagtugon ng mga hamong pangkapaligiran 6
ng pagtugon na * Naisasagawa ang mga angkop na hakbang ng CBDRRM Plan Week 7-
makapagpapabuti sa 8
pamumuhay ng tao.
 47

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

2nd Ang mag-aaral ay… Ang mag-aaral ay… *Nasusuri ang dahilan, dimensyon at epekto ng ng globalisasyon Week 1-
Quarter 2
may pag-unawa sa ay nakabubuo ng pagsusuring
sanhi at implikasyon papel sa mga isyung pang-
ng mga lokal at ekonomiyang nakaaapekto sa *Naipaliliwanag ang kalagayan, suliranin at pagtugon sa isyu ng paggawa Week 3-
sa bansa 4
pandaigdigang isyung kanilang pamumuhay.
pang ekonomiya *Nasusuri ang dahilan at epekto ng migrasyon dulot ng globalisasyon Week 5-
upang mapaunlad 6
ang kakayahan sa *Naipahahayag ang saloobin tungkol sa epekto ng globalisasyon Week 7-
matalinong 8
pagpapasya tungo sa
pambansang
kaunlaran.

3rd Ang mag-aaral ay… Ang mag-aaral ay… *Natatalakay ang mga uri ng kasarian (gender) at sex at gender roles sa Week 1-
Quarter iba’t ibang bahagi ng daigdig 2
nakagagawa ng mga may pag-unawa sa mga epekto ng
malikhaing hakbang mga isyu at hamon na may
*Nasusuri ang diskriminasyon at diskriminasyon sa kababaihan, Week 3-
na nagsusulong ng kaugnayan sa kasarian at lipunan
pagtanggap at upang maging aktibong kalalakihan at LGBT (Lesbian , Gay , Bi – sexual , Transgender) 4
paggalang sa iba’t tagapagtaguyod ng
ibang kasarian upang pagkakapantay-pantay at *Napahahalagahan ang tugon ng pamahalaan at mamamayan Pilipinas Week 5-
maitaguyod ang paggalang sa kapwa bilang kasapi sa mga isyu ng karahasan at diskriminasyon 6
pagkakapantay- ng pamayanan.
pantay ng tao bilang
kasapi ng Nakagagawa ng hakbang na nagsusulong ng pagtanggap at paggalang sa Week 7-
pamayanan. kasarian na nagtataguyod ng pagkakapantay-pantay ng tao bilang kasapi 8
ng pamayanan

4th Ang mag-aaral ay… Ang mag-aaral ay… *Naipaliliwanag ang kahalagahan ng aktibong pagmamamayan Week 1-
Quarter 2
ay may pag-unawa sa nakagagawa ng pananaliksik *Nasusuri ang kahalagahan ng pagsusulong at pangangalaga sa Week 3-
kahalagahan ng tungkol sa kalagayan ng 4
karapatang pantao sa pagtugon sa mga isyu at hamong panlipunan
 48

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

pagkamamamayan at pakikilahok sa mga gawaing *Natatalakay ang mga epekto ng aktibong pakikilahok ng Week 5-
pakikilahok sa mg pansibiko at politikal ng mga mamamayan sa mga gawaing pansibiko sa kabuhayan, politika, at 6
agawaing pansibiko mamamayan sa kanilang lipunan
tungo sa pamayanan.
pagkakaroon ng *Napahahalagahan ang papel ng mamamayan sa pagkakaron ng isang Week 7-
pamayanan at mabuting pamahalaan 8
bansang maunlad,
mapayapa at may
pagkakaisa.
49
 50

Gabay ng Guro sa Paggamit ng Most Essential Learning Competencies (MELCs)

sa Edukasyon sa Pagpapakatao (EsP)

Bilang paghahanda sa mga krisis o emergency dulot ng mga kalamidad o pandemya, naghanda ang Bureau of Curriculum Development, Kagawaran ng Edukasyon,
ng Most Essential Learning Competencies (MELCs) na magsisilbing batayan ng Bureau of Learning Delivery, Bureau of Learning Resources, mga dibisyon, at mga
paaralan sa pagtukoy at paghahanda ng mga kagamitan sa pagkatuto. Ang mga MELC ay ang mga lubhang mahalagang kaalaman, pag-unawa, kasanayan, at
pagpapahalaga na dapat matutuhan ng mga mag-aaral sa panahon ng krisis, kalamidad o pandemya, upang maging produktibo at mapanagutang mamamayan
(Republic Act 10533, Section 2, Declaration of Policy). Kinalap ang mga LC na ito mula sa mga LC ng Gabay Pangkurikulum na naka-upload sa DepEd website.
Binawasan lamang ang bilang ng mga paksa sa Junior High School at bilang ng mga LC sa Baitang 1 hanggang 6, ngunit hindi ang mensahe o esensya ng mga paksa
o LC. Ang mga MELC ay magsisilbing minimum essentials, ngunit hindi dapat isakripisyo ang kalidad, lawak (breadth) at lalim (depth) ng mga dapat matutuhan ng
mga mag-aaral sa panahon ng krisis o pandemya, kaya inaasahan pa rin ang ang pagkukusa, dedikasyon, at komitment ng mga guro, gabay ng mga taga-masid, sa
pagpapatupad ng mga MELC na ito. Mahalaga ang matalinong paghuhusga (prudence) ng mga guro sa pagpapaunlad ng mga MELC na ito (kung kinakailangan),
ayon sa konteksto ng mga mag-aaral at itinakdang panahon sa pagtuturo.

I. Mga Konsiderasyon at Paraan sa Pagpili ng mga MELC

A. Mga Konsiderasyon sa Pagpili ng mga MELC. Isinaalang-alang ang sumusunod sa pagpili

ng mga MELC sa Edukasyon sa Pagpapakatao:
1. Mga Kraytirya sa Pagpili ng MELCs sa Batayang Edukasyon:
b. Endurance. Learning competency which is essential skill in many professions and in everyday life (Many and Horrell, 2014); applicable to real-life
situations, e.g. social participation and integration; learning competency that goes beyond one course or grade level and is representative of a
concept or skill that is important in life
2. Mga Pamantayan sa Pagkatuto (Learning Standards) sa bawat baitang:
a. Pangkalahatang Pamantayan
b. Pamantayang Pangnilalaman
c. Pamantayan sa Pagganap
3. Sa Baitang 1 hanggang 6: ang mga LC na may nakapaloob na Batayang Konsepto kahit hindi direktang binanggit ito. Halimbawa, LC sa sa Baitang 1,
Unang Markahan: Nasasabi na nakatutulong sa paglinang ng sariling kakayahan ang wastong pangangalaga sa sarili. LC sa Baitang 3, Ikatlong
Markahan: Nakapagpapahayag na isang tanda ng mabuting pag-uugali ng Pilipino ang pagsunod sa tuntunin ng pamayanan.
4. Sa Junior High School: ang apat na uri ng mga Kasanayan sa Pampagkatuto o LCs sa bawat paksa batay sa anim na kasanayan sa Cognitive Process
Dimensions (DepEd Order 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program). Hindi malilinang ang pag-
unawa sa Batayang Konsepto (BK) na nakapaloob sa paksa at ang Performance task na ebidensya ng pag-unawa sa BK kung aalisin ang kahit isa sa apat
na LC. Narito ang mga uri ng kasanayang nililinang sa bawat isa sa apat na LC at ang mga tanong na sinasagot ng bawat LC:
 51

 Unang LC – Knowledge. Sinasagot nito ang tanong na: Anong kaalaman ang kailangan upang maipamalas ng mag-aaral ang pag-unawa?
 Ikalawang LC- Comprehension, Analysis, Evaluation sa dating Blooms Taxonomy ng Cognitive Domain. Sinasagot nito ang tanong na: Anong
kasanayan ang dapat maipamalas tungo sa pag-unawa?
 Ikatlong LC – Comprehension at Synthesis; taglay nito ang Batayang Konsepto o Essential Understanding (EU), ang batayan ng pagbubuo ng ika-
apat, una, at ikalawang LC. Sinasagot nito ang tanong na: Ano ang pinakamahalagang mensahe na dapat maunawaan ng mag-aaral?
 Ika-apat na LC- Application, nakapaloob dito ang Performance Task, ang produkto o pagpapakita ng kasanayan (demonstration of a skill) na
nagsisilbing ebidensya ng pag-unawa ng mag-aaral sa Batayang Konsepto. Sinasagot nito ang tanong na: Ano ang dapat maipamalas ng mag-
aaral bilang patunay ng pag-unawa?

Tandaan: Ang Batayang Konsepto ang matibay na patunay ng dalawang katangian ng Most Essential Learning Competencies (MELCs) – ang Endurance at
Leverage. Kung walang Batayang Konsepto, hindi maipahahayag nang malinaw ang expert system of knowledge (na nakaankla sa mga batayang disiplina
ng EsP, Etika at Career Guidance) na dapat matutuhan ng mga mag-aaral. May apat na katangian ang Batayang Konsepto:
a. Pangmatagalan o pang-habang buhay (Endurance). Kailangan ng mag-aaral ang LC na ito kahit tapos na siya sa pag-aaral. Mailalapat niya ito sa mga
konkretong sitwasyon ng buhay at sa anomang propesyon o curriculum exit na pipiliin niya.Hindi ito maaaring maaanod sa pagbabago ng panahon.
b. Batay sa mga disiplina ng EsP (Discipline-based). Nakaankla ang Batayang Konsepto sa dalawang disiplina ng EsP: Etika at Career Guidance. Ang
expert system of knowledge na ipinahahayag nito ay nangangailangan ng matibay na batayan mula sa malalim na pag-aaral o pagsasaliksik.
c. May nakapaloob na mga konsepto (Needs Uncoverage). Ang malaking mensahe ng Batayang Konsepto ay maaari pang mahimay sa maliliit na
konsepto.
d. Mapupukaw nito ang interes, atensyon, at pakikilahok ng mag-aaral (Potentially Engaging). Lubhang mahalaga ang mensahe ng Batayang
Konsepto sa buhay ng mag-aaral, kaya napupukaw nito ang kanyang interes, atensyon, at pakikilahok.

B. Paraan sa Pagpili ng mga MELC.

1. Sa Junior High School, inilatag ang lahat ng paksa sa bawat baitang at sinuri kung alin sa mga ito ang maaaring i-cluster, gabay ang mga kraytirya sa
pagpili
ng MELCs sa batayang edukasyon (Readiness, Endurance at Leverage). Ibinatay sa mga kraytiryang ito ang pagbabawas sa bilang ng mga paksa.
Paunawa: Binawasan lamang ang bilang ng mga paksa (at ng mga LC), ngunit hindi ang nilalaman o esensya ng mga paksa o LC.

Sa Baitang 1- 6 naman, tumutugon sa mga kraytirya ng Endurance at Leverage ang lahat ng mga LC. Dahil dito, hindi binawasan ang mga paksa, kundi
sinuri ang bawat LC ayon sa kraytirya ng Readiness (kung ito ay pre-requisite na nilalaman o kasanayan sa susunod na paksa o markahan). Kung hindi
tumutugon ang isang LC sa ganitong kraytirya o paulit-ulit itong makikita sa markahang sinusuri, minabuting tanggalin na ito.
 52

2. Dumaan sa deliberasyon ng team ng mga curriculum specialist sa EsP ang pagpapasya kung aling paksa o LC ang mananatili, gabay ang mga kraytiryang
binanggit.

3. Nang mabuo na ang talaan ng mga MELC sa bawat baitang, itinakda na ang panahong gugugulin sa pagtuturo ng bawat MELC (time allotment).

II. Paano Gamitin ang MELCs ng EsP

1. Isaalang-alang ang Pangkalahatang Pamantayan sa bawat baitang.

2. Pag-aralan ang bawat MELC ayon sa Pamantayang Pangnilalaman at Pamantayan sa Pagganap ng bawat quarter o paksa.

3. Sa Junior High School, bigyang prayoridad sa pagtuturo at pagpili ng learning resources ang paglinang ng Batayang Konsepto na nasa ikatlong LC ng
paksa at ang ebidensya ng pagkaunawa nito – ang Performance Task na nasa ika-apat na LC. Ang una at ikalawang LC ang pre-requisite ng ikatlo at ika-
apat na LC. Sa Baitang 1 hanggang 6, mahalaga ang paghinuha o pagtukoy mismo ng mga guro ng Batayang Konsepto na ipinahihiwatig ng isang LC o
kalipunan ng mga LC, kahit hindi direktang binanggit ito. “Ano ang kahalagahan ng paggawa ng gawain o pagsasabuhay ng pagpapahalagang
nakapaloob sa LC” ang dapat matandaan ng mga bata, hindi lamang ang gawain o pagpapahalagang nakasaad dito.

4. Gamitin ang mga modyul o Learning Resources na nabanggit sa Teachers’ Resources ayon sa tatlong hakbang sa itaas.

5. Maaring gamitin ang mga gawain sa aklat o Learners’ Module bilang pagtatasa
(assessment) ng pagkatuto. Halimbawa: Sa Ikatlong LC, paksang Talento at Kakayahan, Baitang 7, Unang Markahan:
 53

Learning Competency Gawain

(Kasanayan sa Pampagkatuto) (Maaaring gamitin sa Pagtatasa)
Napatutunayan na ang pagtuklas at pagpapaunlad ng mga angking talento at kakayahan ay mahalaga sapagkat - Pagbasa nang may pag-unawa ng
ang mga ito ay mga kaloob na kung pauunlarin ay makahuhubog ng sarili tungo sa pagkakaroon ng tiwala sa babasahin sa Pagpapalalim
sarili, paglampas sa mga kahinaan, pagtupad ng mga tungkulin, at paglilingkod sa pamayanan - Pagsagot sa “Tayahin ang Iyong Pag-
unawa”
- Pagbuo ng Batayang Konsepto gamit
ang graphic organizer at
pagpapaliwanag nito

Grade Level: Grade 1

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Unang Naipamamalas ang pag-unawa sa Naipakikita ang kakayahan 1. Nakikilala ang sariling: Week 1
Markahan kahalagahan ng pagkilala sa sarili at nang may tiwala sa sarili 1. gusto
sariling kakayahan,pangangalaga sa sariling 2. interes
kalusugan at pagiging mabuting kasapi ng 3. potensyal
pamilya. 4. kahinaan
5. damdamin / emosyon

2. Naisasakilos ang sariling kakayahan sa iba’t Week 2

ibang pamamaraan
1. pag-awit
2. pagsayaw
3.pakikipagtalastasan
at iba pa

Naisabubuhay nang may 3. Nakapaglalarawan ng iba’t ibang gawain na Week 3

wastong pag-uugali ang iba’t maaaring makasama o makabuti sa
ibang paraan ng pangangalaga kalusugan
sa sarili at kalusugan upang
 54

mapaunlad ang anumang 3.1 nakikilala ang iba’t ibang gawain/paraan na

kakayahan. maaaring makasama o makabuti sa kalusugan
nasasabi na nakatutulong sa paglinang ng sariling
kakayahan ang wastong pangangalaga sa sarili
Naisasagawa nang may 4. Nakakikila ng mga gawaing nagpapakita ng Week 4
pagmamahal at pagkakabuklod ng pamilya tulad ng
pagmamalasakit ang anumang 4.1.pagsasama-sama sa pagkain
kilos at gawain na 4.2.pagdarasal
magpapasaya at magpapatibay 3. pamamasyal
sa ugnayan ng mga kasapi ng 4. pagkukuwentuhan ng
pamilya masasayang pangyayari

5. Nakatutukoy ng mga kilos at gawain na Week 5

nagpapakita ng pagmamahal at pagmamalasakit
sa mga kasapi ng pamilya
Hal.
1. pag-aalala sa mga kasambahay
2. pag-aalaga sa nakababatang kapatid at
kapamilyang maysakit

Ikalawang Naipamamalas ang pag-unawa sa Naisasabuhay ang wastong 6. Nakapagpapakita ng pagmamahal at paggalang Week 1
Markahan kahalagahan ng wastong pakikitungo sa pakikitungo sa ibang kasapi ng sa mga magulang
ibang kasapi ng pamilya at kapwa tulad ng pamilya at kapwa sa lahat ng Week 2
pagkilos at pagsasalita ng may paggalang at pagkakataon. 7. Nakapagpapakita ng pagmamahal sa
pagsasabi ng katotohanan para sa Week 3
pamilya at kapwa sa lahat ng pagkakataon lalo na
kabutihan ng nakararami sa oras ng pangangailangan
Naisasabuhay ang pagiging 8. Nakapagpapakita ng paggalang sa pamilya Week 4
magalang sa kilos at pananalita at
sa kapwa sa pamamagitan
ng:
a. pagmamano/paghalik sa
nakatatanda
b. bilang pagbati
c. pakikinig habang may
nagsasalita
d. pagsagot ng “po" at
“opo”
 55

e. paggamit ng salitang “pakiusap” at

“salamat”
Naisasabuhay ang pagiging 9. Nakapagsasabi ng totoo sa magulang/ Week 5
matapat sa lahat ng nakatatanda at iba pang kasapi ng
pagkakataon mag-
anak sa lahat ng pagkakataon upang
maging maayos ang samahan
10.1.kung saan papunta/
nanggaling 10.2.kung kumuha ng
hindi kanya
10.3. mga pangyayari sa paaralan na nagbunga ng
hindi pagkakaintindihan
9.4. kung gumamit ng computer sa paglalaro
imbis na sa pag-aaral
Ikatlong Naipamamalas ang pag-unawa sa Naisasabuhay ang pagiging 10. Nakapagpapakita ng iba’t ibang paraan ng Week 1
Markahan kahalagahan ng pagiging masunurin, masunurin at magalang sa pagiging masunurin at magalang tulad ng:
pagpapanatili ng kaayusan, kapayapaan at tahanan, nakasusunod sa mga 1. pagsagot kaagad kapag tinatawag ng
kalinisan sa loob ng tahanan at paaralan alituntunin ng paaaralan at kasapi ng pamilya
naisasagawa nang may 2. pagsunod nang maluwag sa dibdib kapag
pagpapahalaga ang karapatang inuutusan
tinatamasa
3. pagsunod sa tuntuning itinakda ng:
tahanan
paaralan

11. Nakapagpapakita ng pagpapahalaga sa mga Week 2

karapatang tinatamasa
Hal. Pagkain ng masusustansyang pagkain
Nakapag-aaral
12. Nakasusunod sa utos ng magulang at Week 3
nakatatanda. Nakapagpapakita ng mga paraan
upang makamtam at mapanatili ang kaayusan at
kapayapaan sa tahanan at paaralan tulad ng:

1. pagiging masaya para sa tagumpay ng

ibang kasapi ng pamilya at ng kamag-aral
12.2.pagpaparaya
 56

12.3.pagpapakumbaba
13. Nakatutulong sa pagpapanatili ng Week 4
kalinisan at kaayusan sa loob ng tahanan
at paaralan para sa mabuting
kalusugan
Hal.
Pagtulong sa paglilinis ng
tahanan Pagtulong sa paglilinis ng
paaralan Pag-iwas sa pagkakalat

Naisasagawa nang may kusa Week 5

ang mga kilos at gawain na
nagpapanatili ng kalinisan, 14. Nakagagamit ng mga bagay na patapon ngunit
kaayusan at katahimikan sa maaari pang pakinabangan
loob ng tahanan at paaralan

Ikaapat na Naipamamalas ang pag-unawa sa Naipakikita ang pagmamahal sa 15. Nakasusunod sa utos ng magulang at Week 1
Markahan kahalagahan ng pagmamahal sa Diyos, magulang at mga nakatatanda, nakatatanda
paggalang sa paniniwala ng iba at paggalang sa paniniwala ng 16. Nakapagpapakita ng paggalang sa paniniwala Week 2
pagkakaroon ng pag-asa kapwa at palagiang pagdarasal ng kapwa

17. Nakasusunod sa mga gawaing panrelihiyon Week 3

Grade Level: Grade 2

Subject: Edukasyon sa Pagpapakatao (EsP)

Content Standards Performance Standards Most Essential Learning Competencies Duration

Quarter

Unang Naipamamalas ang pag-unawa sa kahalagahan Naisasagawa nang buong husay ang 1. Naisakikilos ang sariling kakayahan sa Week 1
Markahan ng pagkilala sa sarili at pagkakaroon ng anumang kakayahan o potensyal at iba’t ibang pamamaraan:
disiplina tungo sa pagkakabuklod-buklod o napaglalabanan ang anumang 1. pag-awit
kahinaan 2. pagguhit
 57

pagkakaisa ng mga kasapi ng tahanan at 3. pagsayaw

paaralan 4. pakikipagtalastasan
5. at iba pa
2. Napahahalagahan ang saya o tuwang Week 2
dulot ng pagbabahagi ng anumang
kakayahan o talent
3. Nakapagpapakita ng kakayahang Week 3
labanan ang takot kapag may nangbubully
Naisasagawa nang palagian ang 4. Naisakikilos ang mga paraan ng
pangangalaga at pag-iingat sa pagpapanatili ng kalinisan, kalusugan at
katawan pag-iingat ng katawan Week 4
Naisasagawa ang kusang pagsunod 5.Nakapagpapakita ng pagsunod sa mga
sa mga tuntunin at tuntunin at pamantayang itinakda sa loob
napagkasunduang gagawin sa loob ng tahanan
ng tahanan 1. paggising at pagkain sa tamang oras
2. pagtapos ng mga gawaing bahay Week 5
3. paggamit ng mga kagamitan
4. at iba pa
Ikalawang Naipamamalas ang pag-unawa sa kahalagahan Naisasagawa ang wasto at tapat na 6. Nakapagpapakita ng pagkamagiliwin at Week 1
Markahan ng pagiging sensitibo sa damdamin at pakikitungo at pakikisalamuha sa pagkapalakaibigan na may pagtitiwala sa
pangangailangan ng iba, pagiging magalang sa kapwa mga sumusunod:
kilos at pananalita at pagmamalasakit sa 1. kapitbahay
kapwa 2. kamag-anak
3. kamag-aral
4. panauhin/ bisita
5. bagong kakilala
6. taga-ibang lugar

7. Nakapagbabahagi ng sarili sa kalagayan Week 2

ng kapwa tulad ng:
1. antas ng kabuhayan
2. pinagmulan
3. pagkakaroon ng kapansanan

8. Nakagagamit ng magalang na Week 3

pananalita sa kapwa bata at nakatatanda
 58

9. Nakapagpapakita ng iba’t ibang

magalang na pagkilos sa kaklase o kapwa
bata
10. Nakapagbabahagi ng gamit, talento, Week 4
kakayahan o anumang bagay sa kapwa
Naisasagawa ang mga kilos at 11. Nakapaglalahad na ang paggawa ng
gawaing nagpapakita ng mabuti sa kapwa ay pagmamahal sa sarili.
pagmamalasakit sa kapwa
12. Nakatutukoy ng mga kilos at gawaing
nagpapakita ng pagmamalasakit sa mga
Week 5
kasapi ng paaralan at pamayanan
13. Nakapagpapakita ng pagmamalasakit
sa kasapi ng paaralan at pamayanan sa
iba’t ibang paraan
Ikatlong Naipamamalas ang pag-unawa sa kahalagahan Naisasagawa nang buong 14. Nakapagpapakita ng paraan ng Week 1
Markahan ng kamalayan sa karapatang pantao ng bata, pagmamalaki ang pagiging mulat sa pagpapasalamat sa anumang karapatang
pagkamasunurin tungo sa kaayusan at karapatan na maaaring tamasahin tinatamasa
kapayapaan ng kapaligiran at ng bansang Hal. pag-aaral nang mabuti
kinabibilangan pagtitipid sa anumang kagamitan

15. Nakatutukoy ng mga karapatang Week 2

maaaring ibigay ng pamilya o mga kaanak
16. Nakapagpapahayag ng kabutihang
dulot ng karapatang tinatamasa
17. Nakapagbabahagi ng pasasalamat sa Week 3
tinatamasang karapatan sa pamamagitan
ng kuwento
Naisasabuhay ang pagsunod sa iba’t 18. Nakagagamit nang masinop ng
ibang paraan ng pagpapanatili ng anumang bagay tulad ng tubig, pagkain,
kaayusan at kapayapaan sa enerhiya at iba pa
pamayanan at bansa
19. Nakikibahagi sa anumang programa Week 4
ng paaralan at pamayanan na
makatutulong sa pagpapanatili ng
kalinisan at kaayusan sa pamayanan at
bansa
 59

20. Nakatutukoy ng iba’t ibang paraan Week 5

upang mapanatili ang kalinisan at
kaayusan sa pamayanan
hal.
- pagsunod sa mga babalang
pantrapiko
- wastong pagtatapon ng basura
- pagtatanim ng mga halaman sa
paligid

21. Nakapagpapakita ng pagmamahal sa Week 6

kaayusan at kapayapaan
Ikaapat na Naipamamalas ang pag-unawa sa kahalagahan Naisasabuhay ang pagpapasalamat 22. Nakapagpapakita ng ibat-ibang paraan Week 1
Markahan ng pagpapasalamat sa lahat ng likha at mga sa lahat ng biyayang tinatanggap at ngpagpapasalamat sa mga biyayang
biyayang tinatanggap mula sa Diyos nakapagpapakita ng pag-asa sa tinanggap, tinatanggap at tatanggapin
lahat ng pagkakataon mula sa Diyos
23.Nakapagpapakita ng pasasalamat sa Week 2
mga kakayahan/ talinong bigay ng
Panginoon sa pamamagitan ng:
1. paggamit ng talino at kakayahan
2.pagbabahagi ng taglay na talino at
kakayahan sa iba
3.pagtulong sa kapwa
23.4.pagpapaunlad ng talino at
kakayahang bigay ng Panginoon
Grade Level: Grade 3
Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Contents Standards Performance Standards Most Essential Learning Duration

Competencies
Unang Naipamamalas ang pag-unawa sa Naipakikita ang natatanging kakayahan sa Nakatutukoy ng natatanging Week 1
Markahan kahalagahan ng sariling kakayahan, iba’t ibang pamamaraan nang may tiwala, kakayahan
pagkakaroon ng tiwala, pangangalaga at katapatan at katatagan ng loob Hal. talentong ibinigay ng Diyos
 60

pag-iingat sa sarili tungo sa kabutihan at Nakapagpapakita ng mga

kaayusan ng pamilya at pamayanan natatanging kakayahan nang may
pagtitiwala sa sarili
Napahahalagahan ang kakayahan sa Week 2
paggawa
Nakatutukoy ng mga damdamin na
nagpapamalas ng katatagan ng
kalooban
Naisasabuhay ang iba’t ibang patunay ng Nakagagawa ng mga wastong kilos at
pangangalaga at pag-iingat sa sarili gawi sa pangangalaga ng sariling
kalusugan at kaligtasan.
Naipakikita ang katapatan, pakikiisa at Week 3
pagsunod sa mga tuntunin o anumang
kasunduang itinakda ng mag-anak na may Nakasusunod sa mga
kinalaman sa kalusugan at kaligtasan tungo sa pamantayan/tuntunin ng mag-anak
kabutihan ng lahat

Ikalawang Naipamamalas ang pag-unawa sa Naisasabuhay nang palagian ang mga Nakapagpapadama ng malasakit sa Week 1
Markahan kahalagahan ng pakikipagkapwa-tao makabuluhang gawain tungo sa kabutihan ng kapwa na may karamdaman sa
kapwa pamamagitan ng mga simpleng
gawain
1. pagmamalasakit sa kapwa 1.1.pagtulong at pag-aalaga
2. pagiging matapat sa kapwa 1.2.pagdalaw, pag-aliw at
3. pantay-pantay na pagtingin pagdadala ng pagkain o anumang
bagay na kailangan

Nakapagpapakita ng malasakit sa Week 2

may
mga kapansanan sa pamamagitan
ng:
1.pagbibigay ng simpleng tulong
sa kanilang pangangailangan
2.pagbibigay ng pagkakataon
upang sumali at lumahok sa mga
palaro o larangan ng isport at iba
 61

pang programang pampaaralan

2.3 pagbibigay ng pagkakataon
upang sumali at lumahok sa mga
palaro at iba pang paligsahan sa
pamayanan
Naisasaalang-alang ang katayuan/ Week 3
kalagayan/ pangkat etnikong
kinabibilangan ng kapwa bata sa
pamamagitan ng:
pagbabahagi ng pagkain, laruan,
damit, gamit at iba pa

Nakapagpapakita nang may Week 4

kasiyahan sa pakikiisa sa mga
gawaing pambata
Hal. paglalaro
programa sa paaralan
(paligsahan,
pagdiriwang at
iba pa)

Ikatlong Naipamamalas ang pag-unawa sa Naipagmamalaki ang mga magagandang Nakapagpapakita ng mga kaugaliang Week 1
Markahan kahalagahan ng pananatili ng mga kaugaliang Pilipino sa iba’t ibang pagkakataon Pilipino tulad ng:
natatanging kaugaliang Pilipino pagmamano
kaalinsabay ng pagsunod sa mga tuntunin paggamit ng "po" at "opo"
at batas na may kaugnayan sa kalikasan at pagsunod sa tamang tagubilin ng
pamayanan mga nakatatanda

Nakapagpapahayag na isang tanda ng Week 2

mabuting pag-uugali ng Pilipino ang
pagsunod sa tuntunin ng pamayanan
Naipamamalas ang pagiging masunurin sa Nakapagpapanatili ng malinis at ligtas
mga itinakdang alituntunin, patakaran at na pamayanan sa pamamagitan ng:
batas para sa malinis, ligtas at maayos na paglilinis at pakikiisa sa gawaing
pamayanan pantahanan at pangkapaligiran
wastong pagtatapon ng basura
palagiang pakikilahok sa proyekto
 62

ng pamayanan na may kinalaman sa

kapaligiran
Nakasusunod sa mga tuntuning may Week 3
kinalaman sa kaligtasan tulad ng
mga babala at batas trapiko
pagsakay/pagbaba sa takdang lugar
Nakapagpapanatili ng ligtas na Week 4
pamayanan sa pamamagitan ng
pagiging handa sa sakuna o
kalamidad

Ikaapat na Naipamamalas ang pag-unawa sa 1. Naisabubuhay ang paggalang sa Nakapagpapakita ng pananalig sa Week 1
kahalagahan ng pananalig sa Diyos, paniniwala ng iba tungkol sa Diyos Diyos
Markahan paggalang sa sariling paniniwala at Nakapagpapakita ng paggalang sa Week 2
paniniwala sa iba hinggil sa Diyos, 2. Naipakikita ang pagmamahal sa Diyos at paniniwala ng iba tungkol sa Diyos
pagkakaroon ng pag-asa at pagmamahal sa lahat ng Kanyang nilikha kaakibat ang
pag-asa
bilang isang nilikha

Grade Level: Grade 4

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Unang Naipamamalas ang pag-unawa sa Naisasagawa nang may Nakapagsasabi ng katotohanan anuman ang maging Week 1
Markahan kahalagahan ng pagkakaroon ng mapanuring pag-iisip ang bunga nito
katatagan ng loob, mapanuring pag-iisip, tamang pamamaraan/ 2. Nakapagsusuri ng katotohanan bago gumawa ng Week 2
pagkamatiyaga, pagkamapagtiis, pamantayan sa pagtuklas ng anumang hakbangin batay sa mga nakalap na
pagkabukas-isip, pagkamahinahon at katotohanan. impormasyon
pagmamahal sa katotohanan na 1. balitang napakinggan
magpapalaya sa anumang alalahanin sa 2. patalastas na nabasa/narinig
buhay ng tao bilang kasapi ng pamilya 3. napanood na programang
pantelebisyon
 63

2.4 pagsangguni sa taong kinauukulan

3. Nakapagninilay ng katotohanan BATAY sa mga Week 3
NAKALAP NA IMPORMASYON:
1. balitang napakinggan
2. patalastas na nabasa/narinig
3. napanood na programang pantelebisyon
4.nababasa sa internet at mga social
networking sites

4. Nakapagsasagawa nang may mapanuring pag-iisip Week 4

ng tamang pamamaraan/ pamantayan sa pagtuklas
ng katotohanan
Ikalawang 5.Nakapagpapakita ng pagkamahinahon sa Week 1
Naipamamalas ang pag-unawa na hindi Naisasagawa nang mapanuri damdamin at kilos ng kapwa tulad ng:
Markahan naghihintay ng anumang kapalit ang ang tunay na kahulugan ng 1.pagtanggap ng sariling pagkakamali at
paggawa ng mabuti pakikipagkapwa
pagtutuwid nang bukal sa loob
2.pagtanggap ng puna ng kapwa nang
maluwag sa kalooban
3.pagpili ng mga salitang di-nakakasakit ng
damdamin sa pagbibiro
6. Nakapagbabahagi ng sariling karanasan o
makabuluhang pangyayaring nagpapakita ng pang-
unawa sa kalagayan/pangangailangan ng kapwa.
7. Naisasabuhay ang pagiging bukas-palad sa Week 2
1. mga nangangailangan
2. panahon ng kalamidad
Naisasagawa ang paggalang 8. Nakapagpapakita ng paggalang sa iba sa mga Week 3
sa karapatan ng kapwa sumusunod na sitwasyon:
1. oras ng pamamahinga
2. kapag may nag-aaral
3. kapag mayroong maysakit
4.pakikinig kapag may nagsasalita/
nagpapaLiwanag
5.paggamit ng pasilidad ng paaralan nang may
pag-aalala sa kapakanan ng kapwa
 64

1. palikuran
2. silid-aklatan
3. palaruan
8.6. pagpapanatili ng tahimik, malinis at kaaya-
ayang kapaligiran bilang paraan ng pakikipagkapwa-
tao

Ikatlong 9. Nakapagpapakita ng kawilihan sa pakikinig o Week 1

Markahan Naipamamalas ang pag-unawa sa Naisasabuhay ang mga pagbabasa ng mga pamanang kulturang materyal
pagmamahal sa bansa sa pamamagitan gawaing nagpapakita ng (hal. kuwentong bayan, alamat, mga epiko) at di-
ng pagpapahalaga sa kultura pagpapahalaga sa kultura materyal (hal. mga magagandang kaugalian,
pagpapahalaga sa nakatatanda at iba pa)

10. Naipagmamalaki/napahahalagahan ang nasuring Week 2

kultura ng iba’t ibang pangkat etniko tulad ng
kuwentong-bayan, katutubong sayaw, awit, laro at
iba pa
11. Nakasusunod sa mga batas/panuntunang
Naipamamalas ang pag-unawa sa Naisasabuhay ang patuloy na pinaiiral tungkol sa pangangalaga ng kapaligiran
kahalagahan ng pagkakaroon ng sariling pagninilay para kahit walang nakakakita
disiplina para sa bansa tungo sa makapagpasya nang wasto
pandaigdigang pagkakaisa tungkol sa epekto ng tulong- 12. Nakatutulong sa pagpapanatili ng kalinisan at Week 3
tulong na pangangalaga ng kaayusan ng kapaligiran saanman sa pamamagitan
kapaligiran para sa kaligtasan ng:
ng bansa at daigdig 1.segregasyon o pagtapon ng mga basurang
nabubulok at di-nabubulok sa tamang lagayan
2. pag-iwas sa pagsunog ng anumang bagay
3.pagsasagawa ng muling paggamit ng mga
patapong bagay (Recycling)

Ikaapat na 13. Napahahalagahan ang lahat ng mga likha: may Week 1

Markahan Nauunawaan at naipakikita ang Naisasabuhay ang pananalig buhay at mga materyal na bagay
pananalig sa Diyos sa pamamagitan ng sa Diyos sa pamamagitan ng 1. Sarili at kapwa-tao:
paggalang, pagtanggap at pagmamahal paggalang, pagtanggap at 1. pag-iwas sa pagkakaroon ng sakit
sa mga likha pagmamahal sa mga likha 2. paggalang sa kapwa-tao

13.2. Hayop: Week 2

 65

13.2.1. pagkalinga sa mga hayop na ligaw at

endangered
3.Halaman : pangangalaga sa mga halaman gaya ng :
1. pag-aayos ng mga nabuwal na halaman
2. paglalagay ng mga lupa sa paso
3.pagbubungkal ng tanim na halaman sa
paligid

4. Mga Materyal na Kagamitan: Week 3

1.pangangalaga sa mga materyal na
kagamitang likas o gawa ng tao

Grade Level: Grade 5

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Unang 1. Napahahalagahan ang katotohanan sa pamamagitan Week 1

Markahan Naipamamalas ang pag-unawa sa Nakagagawa ng tamang pasya ng pagsusuri sa mga:
kahalagahan ng pagkakaroon ng ayon sa dikta ng isip at loobin 1. balitang napakinggan
mapanuring pag-iisip sa pagpapahayag sa kung ano ang dapat at di- 2. patalastas na nabasa/narinig
at pagganap ng anumang gawain na dapat 3. napanood na programang pantelebisyon
may kinalaman sa sarili at sa pamilyang 4. nabasa sa internet
kinabibilangan
2. Nakasusuri ng mabuti at di-mabuting maidudulot sa Week 2
sarili at miyembro ng pamilya ng anumang babasahin,
napapakinggan at napapanood
1. dyaryo
2. magasin
3. radyo
4. telebisyon
5. pelikula
6. Internet
 66

Naisasabuhay ang 3. Nakapagpapakita ng kawilihan at positibong Week 3

pagkakaroon ng tamang pag- saloobin sa pag-aaral
uugali sa pagpapahayag at 1. pakikinig
pagganap ng anumang gawain. 2. pakikilahok sa pangkatang gawain
3. pakikipagtalakayan
4. pagtatanong
5.paggawa ng proyekto (gamit ang anumang
technology tools)
6. paggawa ng takdang-aralin
7. pagtuturo sa iba

4. Nakapagpapakita ng matapat na paggawa sa mga Week 4

proyektong pampaaralan
5. Nakapagpapatunay na mahalaga ang pagkakaisa sa
pagtatapos ng gawain
6. Nakapagpapahayag nang may katapatan ng sariling Week 5
opinyon/ideya at saloobin tungkol sa mga sitwasyong
may kinalaman sa sarili at pamilyang kinabibilangan.
Hal. Suliranin sa paaralan at pamayanan
Naisasagawa ang mga 7. Nakapagpapahayag ng katotohanan kahit masakit sa
kilos,gawain at pahayag na kalooban gaya ng:
may kabutihan at 1. pagkuha ng pag-aari ng iba
katotohanan 2. pangongopya sa oras ng pagsusulit
3.pagsisinungaling sa sinumang miyembro ng
pamilya, at iba pa
Ikalawang 1. Nakapagsisimula ng pamumuno para Week 1
Markahan Naipamamalas ang pag-unawa sa Naisasagawa ang inaasahang makapagbigay ng kayang tulong para sa
kahalagahan ng pakikipagkapwa-tao at hakbang, kilos at pahayag
pagganap ng mga inaasahang hakbang, na may paggalang at nangangailangan
pahayag at kilos para sa kapakanan at pagmamalasakit para sa 1. biktima ng kalamidad
ng pamilya at kapwa kapakanan at kabutihan ng 2. pagbibigay ng babala/impormasyon
pamilya at kapwa kung may bagyo, baha, sunog, lindol, at
iba pa
Nakapagbibigay-alam sa kinauukulan tungkol sa Week 2
kaguluhan, at iba pa (pagmamalasakit sa kapwa na
sinasaktan / kinukutya / binubully
 67

Nakapagpapakita ng paggalang sa mga dayuhan sa

pamamagitan ng:
1.mabuting pagtanggap/pagtrato sa mga
katutubo at mga dayuhan
2.paggalang sa natatanging kaugalian/paniniwala
ng mga katutubo at dayuhang kakaiba sa kinagisnan

Nakabubuo at nakapagpapahayag nang may paggalang Week 3

sa anumang ideya/opinion
Nakapagpapaubaya ng pansariling kapakanan para sa
kabutihan ng kapwa
Nakapagsasaalang-alang ng karapatan ng iba Week 4
Nakikilahok sa mga patimpalak o paligsahan na ang
layunin ay pakikipagkaibigan
Nagagampanan nang buong husay ang anumang Week 5
tungkulin sa programa o proyekto gamit ang anumang
teknolohiya sa paaralan
Ikatlong Nakapagpapakita ng mga kanais-nais na kaugaliang Week 1
Markahan Naipamamalas ang pag-unawa sa Naisasagawa nang may Pilipino
kahalagahan nang pagpapakita ng mga disiplina sa sarili at pakikiisa sa 1. nakikisama sa kapwa Pilipino
natatanging kaugaliang Pilipino, anumang alituntuntunin at 2.tumutulong/lumalahok sa bayanihan at
pagkakaroon ng disiplina para sa batas na may kinalaman sa palusong
kabutihan ng lahat, komitment at bansa at global na kapakanan 3. magiliw na pagtanggap ng mga
pagkakaisa bilang tagapangalaga ng panauhin
kapaligiran
Nakapagpapamalas ng pagkamalikhain sa pagbuo ng Week 2
mga sayaw, awit at sining gamit ang anumang
multimedia o teknolohiya
Napananatili ang pagkamabuting mamamayang
Pilipino sa pamamagitan ng pakikilahok
Nakasusunod ng may masusi at matalinong Week 3
pagpapasiya para sa kaligtasan. Hal:
1. paalala para sa mga panoorin at
babasahin
2.pagsunod sa mga alituntunin tungkol sa pag-
iingat sa sunog at paalaala kung may kalamidad
Naisasabuhay ang pagkakaisa Nakapagpapakita ng magagandang halimbawa ng Week 4
at komitment bilang pagiging responsableng tagapangalaga ng kapaligiran
 68

responsableng tagapangalaga 1. pagiging mapanagutan

ng kapaligiran 2.pagmamalasakit sa kapaligiran sa pamamagitan
ng pakikiisa sa mga programang pangkapaligiran
Napatutunayan na di-nakukuha sa kasakiman ang
pangangailangan
6.1. pagiging vigilant sa mga illegal na gawaing
nakasisira sa kapaligiran
Nakikiisa nang may kasiyahan sa mga programa ng Week 5
pamahalaan na may kaugnayan sa pagpapanatili ng
kapayapaan
1. paggalang sa karapatang pantao
2. paggalang sa opinyon ng iba
3. paggalang sa ideya ng iba
Nakalalahok sa pangangampanya sa pagpapatupad ng Week 6
mga batas para sa kabutihan ng lahat
1. pangkalinisan
2. pangkaligtasan
3. pangkalusugan
4. pangkapayapaan
5. pangkalikasan

Nakagagawa ng isang proyekto gamit ang iba’t ibang Week 7

multimedia at technology tools sa pagpapatupad ng
mga batas sa kalinisan,
kaligtasan, kalusugan at kapayapaan
Nakikiisa nang buong tapat sa mga gawaing
nakatutulong sa bansa at daigdig
Ikaapat na 1.Nakapagpapakita nang tunay na pagmamahal sa Week 1
Naipamamalas ang pag-unawa sa Naisasabuhay ang tunay na kapwa tulad ng:
Markahan kahalagahan ng pananalig sa Diyos na pasasalamat sa Diyos na
1.pagsasaalang-alang sa kapakanan ng kapwa at
nagbigay ng buhay nagkaloob ng buhay
sa kinabibilangang pamayanan
Hal. 2.pakikiisa sa pagdarasal para sa kabutihan ng
lahat
3. pagkalinga at pagtulong sa kapwa
 69

- palagiang paggawa ng 2. Nakapagpapakita ng iba’t ibang paraan ng Week 2

mabuti sa lahat pasasalamat sa Diyos

Grade Level: Grade 6

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Unang Naipamamalas ang pag-unawa sa Naisasagawa ang tamang 1. Nakapagsusuri nang mabuti sa mga bagay na may Week 1
Markahan kahalagahan ng pagsunod sa mga desisyon nang may katatagan kinalaman sa sarili at pangyayari
tamang hakbang bago makagawa ng ng loob para sa ikabubuti ng
isang desisyon para sa ikabubuti ng lahat 2. Nakasasang-ayon sa pasya ng nakararami kung Week 2
lahat nakabubuti ito

3. Nakagagamit ng impormasyon ( wasto / tamang

impormasyon)

Ikalawang Naipamamalas ang pag-unawa sa Naisasabuhay ang 4. Naipakikita ang kahalagahan ng pagiging Week 1
Markahan kahalagan ng pakikipagkapwa-tao na pagkakaroon ng bukas na responsable sa kapwa:
may kaakibat na paggalang at isipan at kahinahunan sa 1. pangako o pinagkasunduan;
responsibilidad pagpapasiya para sa 2. pagpapanatili ng mabuting pakikipagkaibigan;
kapayapaan ng sarili at kapwa 3. pagiging matapat

5. Nakapagpapakita ng paggalang sa ideya o Week 2

suhestyon ng kapwa

Ikatlong 6. Napahahalagahan ang magaling at matagumpay na Week 1

Markahan Naipamamalas ang pag-unawa sa Naipakikita ang tunay na mga Pilipino sa pamamagitan ng:
kahalagahan ng pagmamahal sa bansa paghanga at pagmamalaki sa 1. pagmomodelo ng kanilang pagtatagumpay;
 70

at pandaigdigang pagkakaisa tungo sa mga sakripisyong ginawa ng 2. kuwento ng kanilang pagsasakripisyo at

isang maunlad, mapayapa at mga Pilipino pagbibigay ng sarili para sa bayan;
mapagkalingang 3.pagtulad sa mga mabubuting katangian na
pamayanan naging susi sa pagtatagumpay ng mga Pilipino

Naipakikita ang wastong 7. Nakagagamit nang may pagpapahalaga at Week 2

pangangalaga sa kapaligiran pananagutan sa kabuhayan at pinagkukunang-yaman
para sa kasalukuyan at 8. Nakapagpapakita ng tapat na pagsunod sa mga Week 3
susunod na henerasyon
batas pambansa at pandaigdigan tungkol sa
pangangalaga sa kapaligiran
9. Naipagmamalaki ang anumang natapos na gawain Week 4
na nakasusunod sa pamantayan at kalidad
Naisasagawa ang mga gawaing 10. Naipakikita ang pagiging malikhain sa paggawa ng Week 5
nagbibigay inspirasyon sa anumang proyekto na makatutulong at magsisilbing
kapwa upang makamit ang inspirasyon tungo sa pagsulong at pag-unlad ng
kaunlaran ng bansa bansa
Naisasagawa ang mga gawain 11. Naisasakilos ang pagtupad sa mga batas Week 6
na may kaugnayan sa pambansa at pandaigdigan:
kapayapaan at kaayusan tungo 1.pagtupad sa mga batas para sa kaligtasan sa
sa pandaigdigang pagkakaisa daan; pangkalusugan; pangkapaligiran; pag-abuso sa
paggamit ng ipinagbabawal na gamot;
2.lumalahok sa mga kampanya at programa para
sa pagpapatupad ng batas tulad ng pagbabawal sa
paninigarilyo, pananakit sa hayop, at iba pa;
3.tumutulong sa makakayanang paraan ng
pagpapanatili ng kapayapaan

Ikaapat na 12. Napatutunayan na nagpapaunlad ng pagkatao Week 1-

Naipamamalas ang pag-unawa sa Naisasabuhay ang ang ispiritwalidad. Hal. pagpapaLiwanag na 2
Markahan kahalagahan ng pagkakaroon ng pagkamabuting tao na may ispiritwalidad ang pagkakaroon ng mabuting
sariling kapayapaan (inner peace) positibong pananaw bilang
para sa pakikitungo sa iba patunay sa pag-unlad ng pagkatao anuman ang paniniwala; pagkakaroon ng
ispiritwalidad positibong pananaw, pag-asa, at pagmamahal sa
kapwa at Diyos
 71

Grade Level: Grade 7

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang mga Natutukoy ang mga pagbabago sa kanyang sarili mula
unawa sa mga inaasahang kakayahan angkop na hakbang sa paglinang ng sa gulang na 8 o 9 hanggang sa kasalukuyan sa
at kilos sa panahon ng limang inaasahang kakayahan at aspetong:
pagdadalaga/pagbibinata, talento at kilos1 (developmental tasks) sa
kakayahan, hilig, at mga tungkulin sa panahon ng pagdadalaga /
panahon ng pagdadalaga/pagbibinata pagbibinata. a. Pagtatamo ng bago at ganap na pakikipag-
ugnayan (more mature relations) sa mga
kasing edad (Pakikipagkaibigan)

b. Pagtanggap ng papel o gampanin sa

lipunan

1 c. Pagtanggap sa mga pagbabago sa katawan Week 1

at paglalapat ng tamang pamamahala sa
mga ito

d. Pagnanais at pagtatamo ng mapanagutang

asal sa pakikipagkapwa/ sa lipunan

e. Pagkakaroon ng kakayahang makagawa ng

maingat na pagpapasya
 72

f. Pagkilala ng tungkulin sa bawat

gampanin
bilang nagdadalaga / nagbibinata
Natatanggap ang mga pagbabagong nagaganap sa
sarili sa panahon ng pagdadalaga/pagbibinata
NaipaliLiwanag na ang paglinang ng mga angkop
na inaasahang kakayahan at kilos (developmental
tasks) sa panahon ng pagdadalaga / pagbibinata
ay nakatutulong sa:

a. pagkakaroon ng tiwala sa sarili, at

b. paghahanda sa limang inaasahang kakayahan
at kilos na nasa mataas na antas (phase) ng
pagdadalaga/pagbibinata (middle and late
1 adoscence): (paghahanda
sa paghahanapbuhay, paghahanda sa
pag- aasawa / pagpapamilya, at pagkakaroon
ng mga pagpapahalagang gabay sa mabuting
asal), at pagiging mabuti at mapanagutang
tao Week 2
pag-unawa ng kabataan sa kanyang mga tungkulin sa
sarili, bilang anak, kapatid, mag-aaral, mamamayan,
mananampalataya, kosyumer ng media at bilang
tagapangalaga ng kalikasan ay isang paraan upang
maging mapanagutan bilang paghahanda sa susunod
na yugto ng buhay

1 1.4. Naisasagawa ang mga angkop na hakbang sa

paglinang ng limang inaasahang kakayahan at
kilos (developmental tasks) sa panahon ng
pagdadalaga / pagbibinata
1 Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang mga Natutukoy ang kanyang mga talento at kakayahan Week 3
 73

unawa sa talento at kakayahan gawaing angkop sa pagpapaunlad ng Natutukoy ang mga aspekto ng sarili kung saan kulang
kanyang mga talento at kakayahan siya ng tiwala sa sarili at nakikilala ang mga paraan
kung paano lalampasan ang mga ito
Napatutunayan na ang pagtuklas at pagpapaunlad ng
mga angking talento at kakayahan ay mahalaga
sapagkat ang mga ito ay mga kaloob na kung
pauunlarin ay makahuhubog ng sarili tungo sa
pagkakaroon ng tiwala sa sarili, paglampas sa mga Week 4
kahinaan, pagtupad ng mga tungkulin, at paglilingkod
sa pamayanan
Naisasagawa ang mga gawaing angkop sa
pagpapaunlad ng sariling mga talento at kakayahan
Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang mga Natutukoy ang kaugnayan ng pagpapaunlad ng mga
1 unawa sa mga hilig gawaing angkop para sa hilig sa pagpili ng kursong akademiko o teknikal-
pagpapaunlad ng kanyang mga hilig bokasyonal, negosyo o hanapbuhay Week 5
Nakasusuri ng mga sariling hilig ayon sa larangan at
tuon ng mga ito
NaipaliLiwanag na ang pagpapaunlad ng mga hilig ay
makatutulong sa pagtupad ng mga tungkulin,
paghahanda tungo sa pagpili ng propesyon, kursong
akademiko o teknikal-bokasyonal, negosyo o
hanapbuhay, pagtulong sa kapwa at paglilingkod sa Week 6
1 pamayanan

Naisasagawa ang mga gawaing angkop sa

pagpapaunlad ng kanyang mga hilig
2 Naipamamalas ng mag-aaral ang pag- Nakagagawa ng angkop na Natutukoy ang mga katangian, gamit at tunguhin ng
unawa sa isip at kilos-loob. pagpapasiya tungo sa katotohanan isip at kilos-loob
at kabutihan gamit ang isip at kilos- Week 1
Nasusuri ang isang pasyang ginawa batay sa gamit at
loob tunguhin ng isip at kilos-loob
NaipaliLiwanag na ang isip at kilos-loob ang
nagpapabukod-tangi sa tao, kaya ang kanyang mga
pagpapasiya ay dapat patungo sa katotohanan at Week 2
kabutihan
 74

Naisasagawa ang pagbuo ng angkop na pagpapasiya

tungo sa katotohanan at kabutihan gamit ang isip at
kilos-loob

2 Naipamamalas ng mag-aaralang pag- Naisasagawa ng mag-aaral ang Nakikilala na natatangi sa tao ang Likas na Batas Moral
unawa sa kaugnayan ng konsiyensiya paglalapat ng wastong paraan dahil ang pagtungo sa kabutihan ay may kamalayan at
sa Likas na Batas Moral. upang itama ang mga maling pasiya kalayaan. Ang unang prinsipyo nito ay likas sa tao na
o kilos bilang kabataan batay sa dapat gawin ang mabuti at iwasan ang masama. Week 3
tamang konsiyensiya.
Nailalapat ang wastong paraan upang baguhin ang
mga 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 konsiyensiya. Ito ang Likas na Batas Moral na
itinanim ng Diyos sa isip at puso ng tao. Week 4
Nakabubuo ng tamang pangangatwiran batay sa Likas
na Batas Moral upang magkaroon ng angkop na
pagpapasiya at kilos araw-araw
Naisasagawa ng mag-aaral ang Nakikilala ang mga indikasyon / palatandaan ng
2 pagbuo ng mga hakbang upang pagkakaroon o kawalan ng kalayaan
baguhin o paunlarin ang kaniyang Week 5
Naipamamalas ng mag-aaral ang pag- Nasusuri kung nakikita sa mga gawi ng kabataan ang
unawa sa kalayaan. paggamit ng kalayaan.
kalayaan
Nahihinuha na likas sa tao ang malayang pagpili sa
mabuti o sa masama; ngunit ang kalayaan ay may
kakambal na pananagutan para sa kabutihan
Naisasagawa ang pagbuo ng mga hakbang upang Week 6
baguhin o paunlarin ang kaniyang paggamit ng
kalayaan
2 Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang mga Nakikilala na may dignidad ang bawat tao anoman ang
unawa sa dignidad ng tao. konkretong paraan upang ipakita kanyang kalagayang panlipunan, kulay,
ang paggalang at pagmamalasakit sa lahi, edukasyon, relihiyon at iba pa Week 7
mga taong kapus-palad o higit na
nangangailangan. Nakabubuo ng mga paraan upang mahalin ang sarili at
kapwa na may pagpapahalaga sa dignidad ng tao
Napatutunayan na ang Week 8
 75

a. paggalang sa dignidad ng tao

ay ang
nagsisilbing daan upang mahalin ang kapwa
tulad ng pagmamahal sa sarili at
b. ang paggalang sa dignidad ng
tao ay
nagmumula sa pagiging
pantay at magkapareho
nilang tao

Naisasagawa ang mga konkretong paraan upang

ipakita ang paggalang at pagmamalasakit sa mga
taong kapus-palad o higit na nangangailangan kaysa
sa kanila
3 Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang Nakikilala ang pagkakaiba at pagkakaugnay ng birtud
unawa sa pagpapahalaga at birtud pagsasabuhay ng mga at pagpapahalaga
pagpapahalaga at birtud na Natutukoy
magpapaunlad ng kanyang buhay a. ang mga birtud at pagpapahalaga na Week 1
bilang nagdadalaga/nagbibinata isasabuhay 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
pagpapahalaga ay patungo sa paghubog ng mga
birtud (acquired virtues) Week 2
Naisasagawa ang pagsasabuhay ng mga
pagpapahalaga at birtud na magpapaunlad ng
kanyang buhay bilang nagdadalaga/ nagbibinata
3 Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang Natutukoy ang iba’t ibang antas ng pagpapahalaga at
unawa sa hirarkiya ng mga paglalapat ng mga tiyak na hakbang ang mga halimbawa ng mga ito
pagpapahalaga. upang mapataas ang antas ng Nakagagawa ng hagdan ng sariling pagpapahalaga Week 3
kaniyang mga batay sa Hirarkiya ng mga Pagpapahalaga ni Max
pagpapahalaga. Scheler
Napatutunayang ang piniling uri ng pagpapahalaga
batay sa hirarkiya ng mga pagpapahalaga ay gabay sa Week 4
makatotohanang pag-unlad ng ating pagkatao
 76

Naisasagawa ang paglalapat ng mga tiyak na hakbang

upang mapataas ang antas ng kaniyang
mga pagpapahalaga
3 Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang plano Nakikilala na ang mga pangarap ang batayan ng mga
unawa sa kahalagahan ng pag-aaral ng paghahanda para sa minimithing pagpupunyagi tungo sa makabuluhan at maligayang
bilang paghahanda para sa kursong akademiko o teknikal- buhay, sa mga aspetong:
pagnenegosyo at paghahanapbuhay. bokasyonal, negosyo o hanapbuhay a. personal na salik na kailangang paunlarin
batay sa pamantayan sa pagbuo ng kaugnay ng pagpaplano ng kursong
Career Plan. akademiko o teknikal-bokasyonal, negosyo o
hanapbuhay
b. pagkilala sa mga (a) mga kahalagahan ng pag-
aaral bilang paghahanda sa pagnenegosyo at
paghahanapbuhay at ang (b) mga hakbang sa
paggawa ng Career Plan
Week 5
Nakapagtatakda ng malinaw at makatotohanang
mithiin upang magkaroon ng tamang direksyon sa
buhay at matupad ang mga pangarap, maging ang
pagsaalang-alang sa mga:
a. sariling kalakasan at kahinaan at pagbalangkas
ng mga hakbang upang magamit ang mga
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 teknikal-bokasyonal,
negosyo o hanapbuhay

Naipaliliwanag na mahalaga ang

a. pagtatakda ng malinaw at makatotohanang
mithiin ay nagsisilbing gabay sa tamang
pagpapasiya upang magkaroon ng tamang
direksyon sa buhay at matupad ang mga
pangarap Week 6
b. pagtutugma ng mga personal na salik at mga
kailanganin (requirements) sa pinaplanong
 77

kursong akademiko o teknikal-bokasyonal,

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
teknikal-bokasyonal, negosyo o hanapbuhay batay sa
pamantayan sa pagbuo ng Career Plan gamit ang
Goal Setting at Action Planning Chart

4 Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang NaipaliLiwanag ang kahalagahan ng makabuluhang
unawa sa mabuting pagpapasiya pagbuo ng Personal na Pahayag ng pagpapasiya sa uri ng buhay
Misyon sa Buhay (Personal Mission Nasusuri ang ginawang Personal na Pahayag ng Week 1
Statement) batay sa mga hakbang sa Misyon sa Buhay kung ito ay may pagsasaalang-alang
mabuting pagpapasiya. sa tama at matuwid na pagpapasiya
Nahihinuha na ang pagbuo ng Personal na Pahayag
ng Misyon sa Buhay ay gabay sa tamang pagpapasiya
upang magkaroon ng tamang direksyon sa buhay at
matupad ang mga pangarap Week 2
Naisasagawa ang pagbuo ng Personal na Pahayag ng
Misyon sa Buhay batay sa mga hakbang sa mabuting
pagpapasiya
 78

Grade Level: Grade 8

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Natutukoy ang mga gawain o karanasan sa sariling pamilya
na kapupulutan ng aral o may positibong impluwensya sa
sarili
Week 1
Nasusuri ang pag-iral ng pagmamahalan,pagtutulungan at
Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang mga pananampalataya sa isang pamilyang nakasama,
ang pag-unawa sa pamilya angkop na kilos tungo sa
bilang natural na institusyon ng pagpapatatag ng pagmamahalan at naobserbahan o napanood
1 Napatutunayan kung bakit ang pamilya ay natural na
lipunan. pagtutulungan sa sariling pamilya.
institusyon ng pagmamahalan at pagtutulungan na
nakatutulong sa pagpapaunlad ng sarili tungo sa
makabuluhang pakikipagkapwa Week 2
Naisasagawa ang mga angkop na kilos tungo sa
pagpapatatag ng pagmamahalan at pagtutulungan sa
sariling pamilya
Naisasagawa ang mga angkop na
kilos tungo sa pagpapaunlad ng mga Nakikilala ang mga gawi o karanasan sa sariling pamilya na
gawi sa pag-aaral at pagsasabuhay nagpapakita ng pagbibigay ng edukasyon, paggabay sa
ng pananampalataya sa pamilya pagpapasya at paghubog ng pananampalataya

Naipamamalas ng mag-aaral Week 3

ang pag-unawa sa misyon ng Nasusuri ang mga banta sa pamilyang Pilipino sa pagbibigay
pamilya sa pagbibigay ng ng edukasyon, paggabay sa pagpapasya at paghubog ng
edukasyon, paggabay sa pananampalataya
1
pagpapasya at paghubog ng
pananampalataya. NaipaliLiwanag na:
Bukod sa paglalang, may pananagutan ang mga
magulang na bigyan ng maayos na edukasyon ang
kanilang mga anak, gabayan sa pagpapasya at
hubugin sa pananampalataya. Week 4
Ang karapatan at tungkulin ng mga magulang na
magbigay ng edukasyon ang bukod-tangi at
pinakamahalagang gampanin ng mga magulang.
 79

Naisasagawa ang mga angkop na kilos tungo sa

pagpapaunlad ng mga gawi sa pag-aaral at
pagsasabuhay ng pananampalataya sa pamilya

Natutukoy ang mga gawain o karanasan sa sariling pamilya o

pamilyang nakasama, naobserbahan o napanood na
nagpapatunay ng pagkakaroon o kawalan ng bukas na
komunikasyon Week 5

Nabibigyang-puna ang uri ng komunikasyon na umiiral sa

Naipamamalas ng mag-aaral isang pamilyang nakasama, naobserbahan o napanood
ang pag-unawa sa misyon ng Naisasagawa ang mga angkop na Nahihinuha na:
pamilya sa pagbibigay ng kilos tungo sa pagpapaunlad ng mga Ang bukas na komunikasyon sa pagitan ng mga
edukasyon, paggabay sa gawi sa pag-aaral at pagsasabuhay magulang at mga anak ay nagbibigay-daan sa mabuting
1 pagpapasya at paghubog ng ng pananampalataya sa pamilya ugnayan ng pamilya sa kapwa.
pananampalataya. Ang pag-unawa at pagiging sensitibo sa pasalita, di-
pasalita at virtual na uri ng komunikasyon ay
nakapagpapaunlad ng pakikipagkapwa. Week 6
Ang pag-unawa sa limang antas ng komunikasyon ay
makatutulong sa angkop at maayos na pakikipag-
ugnayan sa kapwa.

Naisasagawa ang mga angkop na kilos tungo sa pagkakaroon

at pagpapaunlad ng komunikasyon sa pamilya
4.1. Natutukoy ang mga gawain o karanasan sa sariling
pamilya na nagpapakita ng pagtulong sa kapitbahay o
pamayanan (papel na panlipunan) at pagbabantay sa mga
Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang isang batas at institusyong panlipunan (papel na pampulitikal) Week 7
ang pag-unawa sa papel ng gawaing angkop sa panlipunan at
1 pamilya sa pamayanan. pampulitikal na papel ng pamilya. 4.2. Nasusuri ang isang halimbawa ng pamilyang
ginagampanan ang panlipunan at pampulitikal na papel nito
4.3. Nahihinuha na may pananagutan ang pamilya sa
pagbuo ng mapagmahal na pamayanan sa pamamagitan ng Week 8
pagtulong sa kapitbahay o pamayanan (papel na
 80

panlipunan) at pagbabantay sa mga batas at institusyong

panlipunan (papel na pampolitikal)
4.4. Naisasagawa ang isang gawaing angkop sa panlipunan
at pampulitikal na papel ng pamilya

Natutukoy ang mga taong itinuturing niyang kapwa

Nasusuri ang mga impluwensya ng kanyang kapwa sa kanya 1 Week
sa aspektong intelektwal, panlipunan, pangkabuhayan, at
pulitikal
Nahihinuha na:
Ang tao ay likas na panlipunang nilalang, kaya’t
nakikipag-ugnayan siya sa kanyang kapwa upang
Naisasagawa ng mag-aaral ang isang malinang siya sa aspetong intelektwal, panlipunan,
Naipamamalas ng mag-aaral pangkatang gawaing tutugon sa pangkabuhayan, at politikal.
ang pag-unawa sa konsepto ng pangangailangan ng mga mag-aaral Ang birtud ng katarungan (justice) at pagmamahal
2 pakikipagkapwa. o kabataan sa paaralan o (charity) ay kailangan sa pagpapatatag ng
pamayanan. pakikipagkapwa
Ang pagiging ganap niyang tao ay matatamo sa
paglilingkod sa kapwa - ang tunay na indikasyon ng Week 2
pagmamahal.

Naisasagawa ang isang gawaing tutugon sa pangangailangan

ng mga mag-aaral o kabataan sa paaralan o pamayanan sa
aspetong intelektwal, panlipunan, pangkabuhayan, o
pulitikal

Natutukoy ang mga taong itinuturing niyang kaibigan at ang

Naisasagawa ng mag-aaral ang mga mga natutuhan niya mula sa mga ito
angkop na kilos upang mapaunlad Week 3
Naipamamalas ng mag-aaral Nasusuri ang kanyang mga pakikipagkaibigan batay sa
ang pag-unawa sa ang pakikipagkaibigan tatlong uri ng pakikipagkaibigan ayon kay Aristotle
2 pakikipagkaibigan. (hal.: pagpapatawad).
Nahihinuha na:
Ang pakikipagkaibigan ay nakatutulong sa paghubog
ng matatag na pagkakakilanlan at pakikisalamuha sa Week 4
lipunan.
 81

Maraming kabutihang naidudulot ang pagpapanatili ng

mabuting pakikipagkaibigan: ang pagpapaunlad ng
pagkatao at pakikipagkapwa at pagtatamo ng
mapayapang lipunan/pamayanan.
Ang pagpapatawad ay palatandaan ng
pakikipagkaibigang batay sa kabutihan at pagmamahal.
Nakatutulong ito sa pagtamo ng integrasyong pansarili
at pagpapaunlad ng pakikipagkapwa.

Naisasagawa ang mga angkop na kilos upang mapaunlad

ang pakikipagkaibigan (hal.: pagpapatawad)
Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang mga Natutukoy ang magiging epekto sa kilos at pagpapasiya ng
ang pag-unawa sa mga angkop na kilos upang wasto at hindi wastong pamamahala ng pangunahing
konsepto tungkol sa emosyon. mapamahalaanan ang kanyang emosyon.
emosyon
Nasusuri kung paano naiimpluwensyahan ng isang emosyon Week 5
ang pagpapasiya sa isang sitwasyon na may krisis, suliranin o
pagkalito
Napangangatwiranan na:
2 Ang pamamahala ng emosyon sa pamamagitan ng
pagtataglay ng mga birtud ay nakatutulong sa
pagpapaunlad ng sarili at pakikipagkapwa.
Ang katatagan (fortitude) at kahinahunan (prudence) ay Week 6
nakatutulong upang harapin ang matinding pagkamuhi,
matinding kalungkutan, takot at galit.

Naisasagawa ang mga angkop na kilos upang

mapamahalaan nang wasto ang emosyon
Naisasagawa ng mag-aaral ang mga Natutukoy ang kahalagahan ng pagiging mapanagutang lider
Naipamamalas ng mag-aaral angkop na kilos upang mapaunlad at tagasunod Week 7
ang pag-unawa sa mga ang kakayahang maging Nasusuri ang katangian ng mapanagutang lider at tagasunod
2 konsepto sa pagiging mapanagutang lider at tagasunod. na nakasama, naobserbahan o napanood
mapanagutang lider at Nahihinuha na ang pagganap ng tao sa kanyang gampanin
tagasunod bilang lider at tagasunod ay nakatutulong sa pagpapaunlad
ng sarili tungo sa mapanagutang pakikipag-ugnayan sa
kapwa at makabuluhang buhay sa lipunan Week 8
 82

Naisasagawa ang mga angkop na kilos upang mapaunlad

ang kakayahang maging mapanagutang lider at tagasunod
3 Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang mga Natutukoy ang mga biyayang natatanggap mula sa
ang pag-unawa sa mga angkop na kilos sa isang pangkatang kabutihang-loob ng kapwa at mga paraan ng pagpapakita ng
konsepto tungkol sa gawain ng pasasalamat. pasasalamat Week 1
pasasalamat. Nasusuri ang mga halimbawa o sitwasyon na 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. Ang paggawa ng
kabutihan sa kapwa ay ginagawa nang buong-puso.
Kabaligtaran ito ng Entitlement Mentality, isang paniniwala
o pag-iisip na anomang inaasam mo ay karapatan mo na Week 2
dapat bigyan ng dagliang pansin. Hindi naglalayong bayaran
o palitan ang kabutihan ng kapwa kundi gawin sa iba ang
kabutihang ginawa sa iyo.

Naisasagawa ang mga angkop na kilos at pasasalamat sa

kapwa
3 Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang mga Nakikilala ang:
ang pag-unawa sa pagsunod at angkop na kilos ng pagsunod at mga paraan ng pagpapakita ng paggalang na ginagabayan
paggalang sa magulang, paggalang sa magulang, ng katarungan at pagmamahal
nakatatanda at may awtoridad. nakatatanda at may awtoridad at Week 3
nakaiimpluwensya sa kapwa bunga ng hindi pagpapamalas ng pagsunod at paggalang
kabataan na maipamalas ang mga sa magulang, nakatatanda at may awtoridad
ito. Nasusuri ang mga umiiral na paglabag sa paggalang sa
magulang, nakatatanda at may awtoridad
Nahihinuha na dapat gawin ang pagsunod at paggalang sa
mga magulang, nakatatanda at may awtoridad dahil sa
pagmamahal, sa malalim na pananagutan at sa pagkilala sa
kanilang awtoridad na hubugin, bantayan at paunlarin ang Week 4
mga pagpapahalaga ng kabataan

Naisasagawa ang mga angkop na kilos ng pagsunod at

paggalang sa mga magulang, nakatatanda at may awtoridad
 83

at nakaiimpluwensiya sa kapwa kabataan na maipamalas

ang mga ito
Nakikilala ang
kahalagahan ng katapatan,
mga paraan ng pagpapakita ng katapatan, at
bunga ng hindi pagpapamalas ng katapatan
Week 1
Nasusuri ang mga umiiral na paglabag ng mga kabataan sa
Naipamamalas ng mag-aaral katapatan
ang pag-unawa sa katapatan sa Naisasagawa ng mag-aaral ang mga
4 salita at gawa. angkop na kilos sa pagsasabuhay ng
katapatan sa salita at gawa. NaipaliLiwanag na:
Ang pagiging tapat sa salita at gawa ay pagpapatunay ng
pagkakaroon ng komitment sa katotohanan at ng
mabuti/ matatag na konsensya. May layunin itong
maibigay sa kapwa ang nararapat para sa kanya, gabay Week 2
ang diwa ng pagmamahal.

Naisasagawa ang mga mga angkop na kilos sa pagsasabuhay

ng katapatan sa salita at gawa
Natutukoy ang tamang pagpaqpakahulugan sa sekswalidad
Nasusuri ang ilang napapanahong isyu ayon sa tamang Week 3
pananaw sa sekswalidad
Naisasagawa ng mag-aaral ang Nahihinuha na:
tamang kilos tungo sa paghahanda Ang pagkakaroon ng tamang pananaw sa
Naipamamalas ng mag-aaral sa susunod na yugto ng buhay
ang pag-unawa sa mga sekswalidad ay mahalaga para sa paghahanda sa
bilang nagdadalaga at nagbibinata susunod na yugto ng buhay ng isang nagdadalaga at
4 konsepto sa sekswalidad ng Tao. at sa pagtupad niya ng kanyang nagbibinata at sa pagtupad niya sa kanyang
bokasyon na magmahal bokasyon na magmahal
Week 4
Naisasagawa ang tamang kilos tungo sa paghahanda sa
susunod na yugto ng buhay bilang nagdadalaga at
nagbibinata at sa pagtupad niya ng kanyang bokasyon na
magmahal

4 Naisasagawa ng mag-aaral ang mga Nakikilala ang mga uri, sanhi at epekto ng mga umiiral na Week 5
angkop na kilos upang maiwasan at karahasan sa paaralan
 84

matugunan ang mga karahasan sa Nasusuri ang mga aspekto ng pagmamahal sa sarili at kapwa
kanyang paaralan. 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 sa sarili at
kapwa at paggalang sa buhay. Ang pagmamahal na
Naipamamalas ng mag-aaral ito sa kapwa ay may kaakibat na katarungan – ang
ang pag-unawa sa mga pagbibigay sa kapwa ng nararapat sa kanya (ang
karahasan sa paaralan. kanyang dignidad bilang tao.)
b. May tungkulin ang tao kaugnay sa buhay- ang Week 6
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.

Naisasagawa ang mga angkop na kilos upang

maiwasan at masupil ang mga karahasan sa
kanyang paaralan

Grade Level: Grade 9

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Natutukoy ang mga elemento ng kabutihang
Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang isang proyekto na panlahat
ang pag-unawa sa lipunan makatutulong sa isang pamayanan o sektor sa Nakapagsusuri ng mga halimbawa ng Week 1
1 at layunin nito (ang pangangailangang pangkabuhayan, pangkultural, pagsasaalang-alang sa kabutihang panlahat sa
kabutihang panlahat). at pangkapayapaan. pamilya, paaralan, pamayanan o lipunan
Napangangatwiranan na ang pagsisikap ng bawat Week 2
tao na makamit at mapanatili ang kabutihang
panlahat sa pamamagitan ng pagsasabuhay ng
 85

moral na pagpapahalaga ay mga puwersang

magpapatatag sa lipunan
Naisasagawa ang isang proyekto na makatutulong
sa isang pamayanan o sektor sa pangangailangang
pangkabuhayan, pangkultural, at pangkapayapaan.
Naipaliliwanag ang:
a. dahilan kung bakit may lipunang pulitikal
b. Prinsipyo ng Subsidiarity
c. Prinsipyo ng Pagkakaisa
Week 3
Natataya ang pag-iral o kawalan sa pamilya,
paaralan, baranggay, pamayanan, o lipunan/bansa
ng: a. Prinsipyo ng
Subsidiarity
b. Prinsipyo ng Pagkakaisa
Napatutunayan na:
Naipamamalas ng mag-aaral
ang pag-unawa kung bakit Nakapagtataya o nakapaghuhusga ang mag-aaral a. May mga pangangailangan ang tao na hindi
may lipunang pulitikal at kung ang Prinsipyo ng Subsidiarity at Pagkakaisa niya makakamtan bilang indibidwal na
1 ang Prinsipyo ng ay umiiral o nilalabag sa pamilya, paaralan,
baranggay/pamayanan, at lipunan/bansa gamit makakamit niya lamang sa pamahalaan o
Subsidiarity at Pagkakaisa organisadong pangkat tulad ng mga
ang case study.
pangangailangang pangkabuhayan,
pangkultural, at pangkapayapaan.
b. Kung umiiral ang Prinsipyo ng Subsidiarity,
mapananatili ang pagkukusa, kalayaan at Week 4
pananagutan ng pamayanan o pangkat na nasa
mababang antas at maisasaalang-alang ang
dignidad ng bawat kasapi ng pamayanan.
c. Kailangan ang pakikibahagi ng bawat tao sa
mga pagsisikap na mapabuti ang uri ng
pamumuhay sa lipunan/bansa, lalo na sa pag-
angat ng kahirapan, dahil nakasalalay ang
kaniyang pag-unlad sa pag-unlad ng lipunan
(Prinsipyo ng Pagkakaisa).
 86

Nakapagtataya o nakapaghuhusga kung umiiral

ang Prinsipyo ng Subsidiarity at Pagkakaisa ay
umiiral o nilalabag sa pamilya, paaralan,
pamayanan (baranggay), at lipunan/bansa
1 Naipamamalas ng mag-aaral Nakatataya ang mag-aaral ng lipunang Nakikilala ang mga katangian ng mabuting
ang pag-unawa sa lipunang ekonomiya sa isang baranggay/pamayanan, at ekonomiya Week 5
ekonomiya. lipunan/bansa gamit ang dokumentaryo o Nakapagsusuri ng maidudulot ng magandang
photo/video journal (hal.YouScoop). ekonomiya
Napatutunayan na:
a.Ang mabuting ekonomiya ay iyong
napauunlad ang lahat – walang taong sobrang
mayaman at
maraming mahirap.
b.Ang ekonomiya ay hindi para lamang sa
sariling pag-unlad kundi sa pag-unlad ng lahat. Week 6

Nakatataya ng lipunang ekonomiya sa isang

baranggay/pamayanan, at lipunan/bansa gamit
ang dokumentaryo o photo/video
journal (hal.YouScoop)
Natutukoy ang mga halimbawa ng lipunang sibil at
ang kani-kaniyang papel na ginagampanan ng
mga ito upang makamit ang kabutihang panlahat
Natataya ng mag-aaral ang adbokasiya ng iba’t Nasusuri ang mga adhikaing nagbubunsod sa mga
ibang lipunang sibil batay sa kontribusyon ng mga
ito sa katarungang panlipunan, pang- lipunang sibil upang kumilos tungo sa kabutihang
Naipamamalas ng mag-aaral panlahat Week 7
ang pag-unawa sa Lipunang ekonomiyang pag-unlad (economic viability),
Sibil (Civil Society), Media at pakikilahok ng mamamayan, pangangalaga ng Nahihinuha na :
1 kapaligiran, kapayapaan, pagkakapantay ng a. Ang layunin ng Lipunang Sibil, ang likas-
Simbahan.
kababaihan at kalalakihan (gender equality) o kayang pag-unlad, ay isang ulirang lipunan
ispiritwalidad (mga pagpapahalagang kailangan na pinagkakaisa ang mga panlipunang
sa isang sustainable society). pagpapahalaga tulad ng katarungang Week 8
panlipunan, pang-ekonomiyang pag-unlad
(economic viability), pakikilahok ng
mamamayan, pangangalaga ng kapaligiran,
kapayapaan, pagkakapantay ng kababaihan
 87

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
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 isang lipunang sustainable)
b. 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

Naisasagawa ng mag-aaral ang mga angkop na Natutukoy ang mga karapatan at tungkulin ng tao
Naipamamalas ng mag-aaral kilos upang ituwid ang mga nagawa o Nasusuri ang mga paglabag sa karapatang pantao Week 1
ang pag-unawa sa mga naobserbahang paglabag sa mga karapatang tao na umiiral sa pamilya, paaralan,
2 karapatan at tungkulin ng sa pamilya, paaralan, baranggay/pamayanan, o baranggay/pamayanan, o lipunan/bansa
tao sa lipunan lipunan/bansa Napatutunayan na ang karapatan ay magkakaroon
ng tunay na kabuluhan kung gagampanan ng tao Week 2
ang kanyang tungkulin na kilalanin at unawain,
 88

gamit ang kanyang katwiran, ang pagkakapantay-

pantay ng dignidad ng lahat ng tao
Naisasagawa ang mga angkop na kilos upang
ituwid ang mga nagawa o naobserbahang
paglabag sa mga karapatang-pantao sa pamilya,
paaralan, baranggay/pamayanan, o
lipunan/bansa
Natutukoy ang mga batas na nakaayon sa Likas na
Batas Moral
Nasusuri ang mga batas na umiiral at panukala Week 3
tungkol sa mga kabataan batay sa pagsunod ng
Naipamamalas ng mag-aaral mga ito sa Likas na Batas Moral
ang pag-unawa sa mga Nakabubuo ang mag-aaral ng panukala sa isang
batas na nakabatay sa Likas Nahihinuha na ang pagsunod sa batas na
batas na umiiral tungkol sa mga kabataan tungo
2 na Batas Moral (Natural sa pagsunod nito sa likas na batas moral. nakabatay sa Likas na Batas Moral (Natural Law),
Law). gumagaratiya sa pagtugon sa pangangailangan ng
tao at umaayon sa dignidad ng tao at sa kung ano
ang hinihingi ng tamang katwiran, ay mahalaga Week 4
upang makamit ang kabutihang panlahat
Naipahahayag ang pagsang-ayon o pagtutol sa
isang umiiral na batas batay sa pagtugon nito sa
kabutihang panlahat
Naipamamalas ng mag-aaral Nakabubuo ang mag-aaral ng paglalahat tungkol Naipaliliwanag ang kahalagahan ng paggawa bilang
ang pag-unawa sa paggawa sa kabutihang naidudulot ng paggawa sa sarili, tagapagtaguyod ng dignidad ng tao at paglilingkod
2 bilang tagapagtaguyod ng kapwa/pamilya, at lipunan gamit ang panayam sa
dignidad ng tao at mga manggagawang kumakatawan sa taong
paglilingkod. nangangailangan (marginalized) na nasa iba’t Week 5
ibang kurso o trabahong teknikal-bokasyonal.
Nakapagsusuri kung ang paggawang nasasaksihan
sa pamilya, paaralan o baranggay/pamayanan ay
nagtataguyod ng dignidad ng tao at
paglilingkod
Napatutunayan na sa pamamagitan ng paggawa,
nakapagpapamalas ang tao ng mga pagpapahalaga Week 6
na makatutulong upang patuloy na maiangat,
 89

bunga ng kanyang paglilingkod, ang antas kultural

at moral ng lipunan at makamit niya ang
kaganapan ng kanyang pagkatao
Nakabubuo ng sintesis tungkol sa kabutihang
naidudulot ng paggawa gamit ang panayam sa mga
manggagawang kumakatawan sa taong
nangangailangan (marginalized) na nasa iba’t ibang
kurso o trabahong teknikal-bokasyonal
Naipamamalas ng mag-aaral Nakalalahok ang mag-aaral ng isang proyekto o Naiuugnay ang kahalagahan ng pakikilahok at
ang pag-unawa sa gawain para sa baranggay o mga sektor na may bolunterismo sa pag-unlad ng mamamayan at
2 kahalagahan ng pakikilahok partikular na pangangailangan (hal., mga batang lipunan
at bolunterismo sa pag- may kapansanan o mga matatandang walang
unlad ng mamamayan at kumakalinga).
lipunan. Week 1
Nakapagsusuri ng kwentong buhay ng mga taong
inilaan ang malaking bahagi ng kanilang buhay
para sa pagboboluntaryo
Hal. Efren Peñaflorida, greenpeace volunteers
atbp.
Napatutunayan na:
a. Ang pakikilahok at bolunterismo ng bawat
mamamayan sa mga gawaing
pampamayanan, panlipunan/ pambansa,
batay sa kanyang talento, kakayahan, at
papel sa lipunan, ay makatutulong sa
pagkamit ng kabutihang panlahat
b. Bilang obligasyong likas sa dignidad ng tao, Week 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

baranggay o mga sektor na may partikular na
pangangailangan, Hal. mga batang may
 90

kapansanan o mga matatandang walang

kumakalinga
3 Naipamamalas ng mag-aaral Natutugunan ng mag-aaral ang pangangailangan Nakikilala ang mga palatandaan ng katarungang
ang pag-unawa sa konsepto ng kapwa o pamayanan sa mga angkop na panlipunan Week 1
ng katarungang panlipunan. pagkakataon. Nakapagsusuri ng mga paglabag sa katarungang
panlipunan ng mga tagapamahala at mamamayan
Napatutunayan na may pananagutan ang bawat
mamamayan na ibigay sa kapwa ang nararapat sa
kanya Week 2
Natutugunan ang pangangailangan ng kapwa o
pamayanan sa mga angkop na pagkakataon
3 Naipamamalas ng mag-aaral Natataya ng mag-aaral ang sariling kakayahan sa Natutukoy ang mga indikasyon na may kalidad o
ang kakayahan sa pamamahala sa oras batay sa pagsasagawa ng kagalingan sa paggawa ng isang gawain o produkto
pamamahala ng paggamit mga gawain na nasa kanyang iskedyul ng mga kaakibat ang wastong paggamit ng oras para rito
ng oras. gawain Nakabubuo ng mga hakbang upang magkaroon ng Week 3
kalidad o kagalingan sa paggawa ng isang gawain o
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,
mapaunlad ang ekonomiya ng bansa at
mapasalamatan ang Diyos sa mga talentong Week 4
Kanyang kaloob
Nakapagtatapos ng isang gawain o produkto na
mayroong kalidad o kagalingan sa paggawa at
wastong pamamahala sa oras
3 Naipamamalas ng mag-aaral Nakagagawa ang mag-aaral ng mga hakbang Natutukoy ang mga indikasyon ng taong masipag,
ang pag-unawa sa upang mapanatili ang kasipagan sa pag-aaral o nagpupunyagi sa paggawa, nagtitipid at
kahalagahan ng kasipagan takdang gawain sa tahanan. pinamamahalaan ang naimpok
sa paggawa Week 5
Nakagagawa ng journal ng mga gawaing natapos
nang pinaghandaan, ayon sa pamantayan at may
motibasyon sa paggawa
Napatutunayan na: Week 6
 91

a. Ang kasipagan na nakatuon sa disiplinado

at produktibong gawain na naaayon sa
itinakdang mithiin ay kailangan upang
umunlad ang sariling pagkatao, kapwa,
lipunan at bansa
b. Ang mga hirap, pagod at pagdurusa ay
nadadaig ng pagpupunyagi tungo sa
pagtupad ng itinakdang mithiin
Nakagagawa ng Chart ng pagsunod sa hakbang
upang matupad ang itinakdang gawain nang may
kasipagan at pagpupunyagi
4 Naipamamalas ng mag-aaral Nagtatakda ang mag-aaral ng sariling tunguhin Nakikilala ang mga pagbabago sa kanyang talento,
ang pag-unawa sa mga pagkatapos ng haiskul na naaayon sa taglay na kakayahan at hilig (mula Baitang 7) at naiuugnay
pansariling salik sa pagpili mga talento, pagpapahalaga, tunguhin at ang mga ito sa pipiliing kursong akademiko,
ng tamang kursong katayuang ekonomiya. teknikal-bokasyonal, sining at palakasan o negosyo Week 1
akademiko o teknikal- Napagninilayan ang mga mahahalagang hakbang
bokasyonal, negosyo o na ginawa upang mapaunlad ang kanyang talento
hanapbuhay at kakayahan ayon sa kanyang hilig, mithiin, lokal
at global na demand
Napatutunayan na ang pagiging tugma ng mga
personal na salik sa mga pangangailangan
(requirements) sa napiling kursong akademiko,
teknikal-bokasyonal, sining at isports o negosyo ay
daan upang magkaroon ng makabuluhang
hanapbuhay o negosyo at matiyak ang pagiging
produktibo at pakikibahagi sa pagpapaunlad ng Week 2
ekonomiya ng bansa
Natutukoy ang kanyang mga paghahandang
gagawin upang makamit ang piniling kursong
akademiko, teknikal-bokasyonal, sining at
palakasan o negosyo (hal., pagkuha ng
impormasyon at pag-unawa sa mga tracks sa
Senior High School)
 92

4 Naipamamalas ng mag-aaral Nakabubuo ang mag-aaral ng Personal na Nakapagpapaliwanag ng kahalagahan ng Personal

ang pag-unawa sa Pahayag ng Misyon sa Buhay. na Pahayag ng Misyon sa Buhay Week 3
kahalagahan ng Personal na Natutukoy ang mga hakbang sa pagbuo ng
Pahayag ng Misyon sa Personal na Pahayag ng Misyon sa Buhay
Buhay.
Nahihinuha na ang kanyang Personal na Pahayag
ng Misyon sa Buhay ay dapat na nagsasalamin ng
kanyang pagiging natatanging nilalang na
nagpapasya at kumikilos nang mapanagutan tungo Week 4
sa kabutihang panlahat
Nakapagbubuo ng Personal na Pahayag ng Misyon
sa Buhay
 93

Grade Level: Grade 10

Subject: Edukasyon sa Pagpapakatao (EsP)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng mga Week 1
pag-unawa sa mga konsepto angkop na kilos upang maipakita ang
tungkol sa paggamit ng isip sa kakayahang mahanap ang 1.1 Natutukoy ang mataas na gamit at tunguhin ng isip
at kilos-loob
paghahanap ng katotohanan at katotohanan at maglingkod at
paggamit ng kilos-loob sa magmahal.
paglilingkod/ pagmamahal. 1.2 Nakikilala ang kanyang mga kahinaan sa
pagpapasya at
nakagagawa ng mga kongkretong hakbang upamg
malagpasan ang mga ito

1.3 Napatutunayan na ang isip at kilos-loob ay Week 2

ginagamit para lamang sa paghahanap ng
katotohanan at sa paglilingkod/pagmamahal

1.4 Nakagagawa ng mga angkop na kilos upang

maipakita ang kakayahang mahanap ang katotohanan
at maglingkod at magmahal
1 Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng angkop 2.1 Natutukoy ang mga prinsipyo ng Likas na Batas Week 3
pag-unawa sa konsepto ng na kilos upang itama ang mga maling Moral
paghubog ng konsiyensiya batay pasyang ginawa 2.2 Nakapagsusuri ng mga pasiyang ginagawa sa araw-
sa Likas na Batas Moral araw batay sa paghusga ng konsiyensiya

2.3 Napatutunayan na ang konsiyensiyang nahubog Week 4

batay sa Likas na Batas Moral ay nagsisilbing gabay sa
tamang pagpapasiya at pagkilos
 94

2.4 Nakagagawa ng angkop na kilos upang itama ang

mga maling pasyang ginawa

1 Week 5
Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng angkop 3.1 Naipaliliwanag ang tunay na kahulugan ng kalayaan
pag-unawa sa tunay na gamit ng na kilos upang maisabuhay ang
kalayaan. paggamit ng tunay na kalayaan:
tumugon sa tawag ng pagmamahal at 3.2 Natutukoy ang mga pasya at kilos na tumutugon sa
paglilingkod. tunay na gamit ng kalayaan
3.3 Napatutunayan na ang tunay na kalayaan ay ang Week 6
kakayahang tumugon sa tawag ng pagmamahal at
paglilingkod

3.4 Nakagagawa ng angkop na kilos upang maisabuhay

ang paggamit ng tunay na kalayaan: tumugon sa tawag
ng pagmamahal at paglilingkod

1 Week 7
Naipamamalas ng mag-aaral ang Nakagagawa ng mga angkop na kilos 4.1 Nakapagpapaliwanag ng kahulugan ng dignidad ng
pag-unawa sa dignidad sa tao. upang maipakita sa kapwang tao
itinuturing na mababa ang sarili na
siya ay bukod-tangi dahil sa kanyang
taglay na dignidad bilang tao. 4.2 Nakapagsusuri kung bakit ang kahirapan ay
paglabag sa dignidad ng mga mahihirap at indigenous
groups

4.3 Naipatutunayan na nakabatay ang dignidad ng tao Week 8

sa kanyang pagkabukod-tangi (hindi siya nauulit sa
kasaysayan) at sa pagkakawangis niya sa Diyos (may
isip at kalooban)

4.4 Nakagagawa ng mga angkop na kilos upang

maipakita sa kapwang itinuturing na mababa ang sarili
na siya ay bukod-tangi dahil sa kanyang taglay na
dignidad bilang tao
 95

2 Week 1
Naipamamalas ng mag-aaral ang Nakapagsusuri ang mag-aaral ng 5.1 Naipaliliwanag na may pagkukusa sa makataong
pag-unawa sa konsepto ng sariling kilos na dapat panagutan at kilos kung nagmumula ito sa kalooban na malayang
pagkukusa ng makataong kilos. nakagagawa ng paraan upang maging isinagawa sa pamamatnubay ng isip/kaalaman
mapanagutan sa pagkilos.
5.2 Natutukoy ang mga kilos na dapat panagutan
5.3 Napatutunayan na gamit ang katwiran, sinadya Week 2
(deliberate) at
niloob ng tao ang makataong kilos; kaya
pananagutan niya ang
kawastuhan o kamalian nito
5.4 Nakapagsusuri ng sariling kilos na dapat panagutan
at nakagagawa ng paraan upang maging mapanagutan
sa pagkilos

2 Naipamamalas ng mag-aaral ang Nakapagsusuri ang mag-aaral ng sarili 6.1 Naipaliliwanag ang bawat salik na nakaaapekto sa Week 3
pag-unawa sa konsepto tungkol batay sa mga salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kaniyang kilos
sa mga salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan at pasya
pananagutan ng tao sa ng kilos at pasya at nakagagawa ng 6.2 Nakapagsusuri ng isang sitwasyong nakaaapekto sa
kahihinatnan ng kilos at pasya mga hakbang upang mahubog ang pagkukusa sa kilos dahil sa kamangmangan,
kanyang kakayahan sa pagpapasya masidhing damdamin, takot, karahasan, gawi
6.3 Napatutunayan na nakaaapekto ang Week 4
kamangmangan, masidhing damdamin, takot,
karahasan at ugali sa pananagutan ng tao sa
kalalabasan ng kanyang mga pasya at kilos dahil
maaaring mawala ang pagkukusa sa kilos

6.4 Nakapagsusuri ng sarili batay sa mga salik na

nakaaapekto sa pananagutan ng tao sa kahihinatnan
ng kilos at pasiya at nakagagawa ng mga hakbang
upang mahubog ang kanyang kakayahan sa
pagpapasiya
2 Naipamamalas ng mag-aaral ang Nakapagsusuri ang mag-aaral ng 7.1 Naipaliliwanag ang bawat yugto ng makataong kilos Week 5
pag-unawa sa mga konsepto sariling kilos at pasya batay sa mga 7.2 Natutukoy ang mga kilos at pasiyang nagawa na
tungkol sa mga yugtong yugto ng makataong kilos at umaayon sa bawat yugto ng makataong kilos
makataong kilos. nakagagawa ng plano upang maitama 7.3 Naipaliliwanag na ang bawat yugto ng makataong
ang kilos o pasya. kilos ay kakikitaan ng kahalagahan ng deliberasyon ng Week 6
isip at kilos-loob sa paggawa ng moral na pasya at kilos
 96

7.4 Nakapagsusuri ng sariling kilos at pasya batay sa

mga yugto ng makataong kilos at nakagagawa ng
plano upang maitama ang kilos o pasya
2 8.1 NaipaliLiwanag ng mag-aaral ang layunin, paraan at Week 7
Naipamamalas ng mag-aaral ang Nakapagsusuri ang mag-aaral ng mga sirkumstansya ng makataong kilos
pag-unawa sa layunin, paraan at kabutihan o kasamaan ng sariling
mga sirkumstansya ng makataong pasya o kilos sa isang sitwasyon batay 8.2 Nakapagsusuri ng kabutihan o kasamaan ng sariling
kilos. sa layunin, paraan at sirkumstansya pasya o kilos sa isang sitwasyon batay sa layunin,
nito. paraan at sirkumstansya nito
8.3 Napatutunayan na ang layunin, paraan at Week 8
sirkumstansya ay nagtatakda ng pagkamabuti o
pagkamasama ng kilos ng tao
8.4 Nakapagtataya ng kabutihan o kasamaan ng pasiya
o kilos sa isang sitwasyong may dilemma batay sa
layunin, paraan at sirkumstansya nito
3 9.1 Nakapagpapaliwanag ng kahalagahan ng Week 1
Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng angkop pagmamahal ng Diyos
pag-unawa sa pagmamahal ng na kilos upang mapaunlad ang
Diyos. pagmamahal sa Diyos. 9.2 Natutukoy ang mga pagkakataong nakatulong ang
pagmamahal sa Diyos sa kongretong pangyayari sa
buhay
9.3 Napangangatwiranan na: Ang pagmamahal sa Week 2
Diyos ay pagmamahal sa kapwa
9.4 Nakagagawa ng angkop na kilos upang mapaunlad
ang pagmamahal sa Diyos

3 Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng angkop 10.1 Natutukoy ang mga paglabag sa paggalang sa Week 3
pag-unawa sa paggalang sa na kilos upang buhay
buhay. maipamalas ang paggalang sa buhay 10.2 Nasusuri ang mga paglabag sa paggalang sa buhay
(i.e., maituwid ang “culture of death” 3. Napangangatwiranan na: Week 4
na umiiral sa lipunan) 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 buhay
 97

b. Ang pagbuo ng posisyon tungkol sa mga isyu sa

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.

10.4 Nakabubuo ng mapaninindigang posisyon sa isang

isyu tungkol sa paglabag sa paggalang sa buhay ayon sa
moral na batayan
3 11.1 Nakapagpapaliwanag ng kahalagahan ng Week 5
Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng angkop pagmamahal sa bayan (Patriyotismo)
pag-unawa sa pagmamahal sa na kilos upang
bayan (Patriyotismo). maipamalas ang pagmamahal sa 11.2 Natutukoy ang mga paglabag sa pagmamahal sa
bayan (Patriyotismo). bayan (Patriyotismo) na umiiral sa lipunan
3.Napangangatwiranan na: Nakaugat ang
pagkakakilanlan ng tao sa pagmamahal sa bayan.
a. (“Hindi ka global citizen kung hindi ka
mamamayan.”

Week 6
11.4 Nakagagawa ng angkop na kilos upang
maipamalas ang pagmamahal sa bayan (Patriyotismo)
4 Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng angkop
pag-unawa sa pangangalaga sa na kilos upang 12.1 Natutukoy ang mga isyu tungkol sa paggamit ng
kalikasan. maipamalas ang pangangalaga sa kapangyarihan at pangangalaga sa kalikasan
kalikasan. 12.2 Nasusuri ang mga isyu tungkol sa paggamit ng
kapangyarihan at pangangalaga sa kalikasan
Week 7
3. 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.
 98

b.Lahat tayo ay mamamayan ng iisang mundo,

dahil nabubuhay tayo sa iisang kalikasan
(Mother Nature)
c. Inutusan tayo ng Diyos na alagaan ang
kalikasan
(stewards) at hindi maging tagapagdomina para sa
susunod na henerasyon.
b. Binubuhay tayo ng kalikasan.

12.4 Nakabubuo ng mapaninindigang posisyon sa isang

isyu tungkol sa paggamit ng kapangyarihan at
pangangalaga sa kalikasan ayon sa moral na batayan
Week 8

4 Naipamamalas ng mag-aaral ang Nakagagawa ang mag-aaral ng Week 1

pag-unawa sa mga isyu tungkol sa malinaw na posisyon tungkol sa isang 13.1 Natutukoy ang mga isyung kaugnay sa kawalan ng
Kawalan ng Paggalang sa isyu sa kawalan ng paggalang sa paggalang sa dignidad at sekswalidad
Dignidad at Sekswalidad dignidad at sekswalidad. 13.2 Nasusuri ang mga isyung kaugnay sa kawalan ng
paggalang sa dignidad at sekswalidad
13.3 Napangangatwiranan na:
Makatutulong sa pagkakaroon ng posisyon
tungkol sa kahalagahan ng paggalang sa pagkatao
ng tao at sa tunay na layunin nito ang kaalaman sa
mga isyung may kinalaman sa kawalan ng
paggalang sa digniidad at sekswalidad ng tao.

13.4 Nakagagawa ng malinaw na posisyon tungkol sa

isang isyu sa kawalan ng paggalang sa dignidad at
sekswalidad
Week 2

4 Naipamamalas ng mag-aaral ang Nakabubuo ang mag-aaral ng mga Week 3

14.1 Natutukoy ang mga isyung kaugnay sa kawalan ng
 99

daan upang isulong at isabuhay ang pagiging

mapanagutan at tapat na nilalang
14.4 Nakabubuo ng mga hakbang upang maisabuhay
ang paggalang sa katotohanan
100
 101

GUIDING OUR TEACHERS: A Briefer on Using the English MELCs

About the Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum
Development- Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order
to ensure that the Grade Level Standards set for each learning area are still attained. In the process of identifying the MELCs, the ENDURANCE criterion was
used as the sole determiner. Guided by the requirement that a learning competency (LC) be useful in lifelong learning, the group of specialists in-charge of the
English curricula recognizes the role of the subject in providing the literacy and oracy skills necessary in acquiring the content knowledge in other learning
areas. Therefore, the MELCs identified are those that work in close association with other competencies in other subjects, thus maintaining the curricular
quality of integration.

Example:
G4 Q1: Identify different meanings of content specific words (denotation and connotation)

The example above provides students with knowledge of content specific words learned from subjects delivered using English such as Math and Science.

MELCs are also significantly less than the original number of LCs in the curriculum because of two factors. First, recurrence is avoided especially in a key stage.
Although any language curricula would require recurrence as this is the nature of language learning, this is limited per key stage. In other words, an LC deemed
significant enough to repeat shall only recur in the next key stage while observing spiral progression.

Example:
Key Stage 2 (G6 Q2): Detect biases and propaganda devices used by speakers
Key Stage 3 (G8 Q3): Examine biases (for or against) made by the author

However, this does not mean that the teacher is prohibited from teaching an LC more than once. Following the principle of curriculum flexibility and
differentiated instruction, he/she is strongly advised to put focus, and therefore repeat an LC should circumstances require.

The second factor considered in determining the MELCs is the LCs’ ability to be clustered together. Consider the example below:

Example:
Use a variety of informative, persuasive, and argumentative writing techniques
 102

As can be seen, this LC would entail a number of other competencies in order for it to be achieved. Among the competencies needed are: (1) making a stand;
(2) gathering information from various sources; (3) citing sources of information. This consequently calls for unpacking and sub-tasking on the part of the
teacher, so that bigger or broader LCs may be broken down into manageable sub-competencies.

It should also be noted that domains were no longer retained as these may cause confusion among end users. The original English Curriculum Guide (CG) was
designed in such a way that domains work together through horizontal alignment since one lesson does not tackle only one macro skill, but multiple skills.
However, during the examination of LCs using the ENDURANCE criterion, some skills under a particular domain can no longer be retained. Organizing the
MELCs by domain, through columns as in the original CG, would render the document seemingly incomplete and harder to follow due to the absence of
horizontal alignment. See table below which shows Week 9 of the First Quarter of Grade 4; note that entries in red are not considered MELCs:

Listening Comprehension

Vocabulary Development

Reading Comprehension

Oral Reading Fluency

Writing Composition
Oral Language

Study Strategy

Grammar
OL

WC
G
RC

SS
LC

F
EN4LC-Ii- EN4OL-Ii-
EN4V-Ii- EN4RC-Ii- EN4F-Ii- -- EN4G-Ii- EN4WC-
2.8 Infer 10
13.9 2.8 14 3.2.1.1 Ii-6
feelings Express
Use Infer Read Use Write a
and traits one’s
context feelings with simple response
of ideas and
clues and traits accuracy present to a
character feelings
(exemplif of words, tense of story/po
s based clearly
ication) character phrases, verbs in em read
on the to s based poems, sentence or
story determin on the and s listened
heard e the story stories to
meaning read with -letters
of silent
unfamiliademand, whichletters
Accordingly, the MELCs were arranged in a list based on cognitive makes way for better curriculum flexibility as teachers are able to freely
r words
integrate LCs without the restrictions of horizontal alignment. Relative to this, the schedule and time allotment of LCs in quarters are suggestive in nature. As
 103

discussed, the teacher is given the autonomy to unpack the MELC depending on the needs of the learners. Based on this premise, therefore, the duration of an
LC is relative. What is required, however, is that the list of competencies be achieved in the specified grade level.

Lastly, because the content and performance standards in the English Curriculum are described in such detail, especially in Grades 1 to 4 where these are
broken down into domains, the process of determining the MELCs required that some of these standards be forgone. See figure below showing some of the
content and performance standards for Grade 2:

Nevertheless, it is assured that all Grade Level Standards are maintained through the chosen MELCs.

How to Use the MELCs

Given the nature of the MELCs, the teacher is advised to re-teach certain competencies needed for their achievement. It is also recommended that the teacher
unpack the MELCs into more specific learning competencies as guided by the original 2016 English Curriculum Guide. Consider the following samples:
 104

GRADE
LEVEL/ MELC SUB-COMPETENCIES
QUARTER
Read words with initial consonant blends (l, r and s blends) followed by short vowel
sounds (e.g. black, frog, step)
Read phrases, sentences, and short stories consisting Read phrases, sentences and short stories consisting of words with initial consonant
G3 Q2 of words with initial and final consonant blends blends
Read words with final blends (-st, -lt, -nd, -nt, -ft) preceded by short e, a, i, o and u
words (belt, sand, raft)
Identify the elements of literary texts
Identify informational text-types
Summarize narrative texts based on elements:
-Theme
-Setting
-Characters (heroes and villains)
-Plot (beginning, middle and ending)
G5 Q3 Summarize various text types based on elements Identify the main idea, key sentences and supporting details of a given paragraph
Distinguish text-types according to purpose (classify or describe, recall series of
events, explain, persuade)
Distinguish text types according to features (structural and language): problem and
solution, cause and effect, comparison and contrast, and time order (sequence,
recounts, process)
Make generalizations
Respond appropriately to messages of different authentic texts
Identify the elements of a literary text listened to
Identify the elements of informational text (editorial)
Analyze sound devices (onomatopoeia, alliteration, assonance, personification, irony
Analyze the elements used in print, non-print, and and hyperbole) in a text heard
G6 Q2 digital materials
Analyze the characters used in print, non-print, and digital materials (age and gender,
race and nationality, attitude and behavior)
Analyze the setting used in print, non-print and digital materials (urban or rural;
affluent or poor)
 105

Determine the tone and mood of the speaker or characters in the narrative listened
to
Use different listening strategies based on purpose, topic and levels of difficulty of
Employ a variety of strategies for effective simple informative and short narrative texts
G7 Q4 interpersonal communication (interview, dialog, Determine the intentions of speakers by focusing on their unique verbal and non-
conversation) verbal cues
Predict the outcomes of a verbal exchange listened to and their possible effects on
the speakers
Listen for important points signalled by volume, projection, pitch, stress, intonation,
juncture, and rate of speech

The sub-competencies listed above are only some of the LCs subsumed by the MELCs. The teacher may include more or less than those identified depending
on the needs of the learners. Teachers are given the leeway to formulate learning objectives deemed necessary for their students’ cognitive development as
long as they adhere to the existing curriculum standards prescribed by the Department of Education.
 106

Grade Level: Grade 1

Subject: English
Grade Level Standards: The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about oneself, family, and other
social context interactions.

Grading Most Essential Learning Competencies Duration

Period
Q3 Recognize rhyming words in nursery rhymes, poems, songs heard
Q3 Recognize sentences (telling and asking) and non-sentences
Q3 Use words that are related to self, family, school, and community
Q3 Listen to short stories/poems
1. note important details pertaining to
a. character
b. setting
c. events
2. Give the correct sequence of three events
3. Infer the character feelings and traits
4. Identify cause and effect/or effect of events
5. Identify the speaker in the story or poem
6. Predict possible ending of a story read
7. Relate story events to one’s experience
8. Discuss, illustrate, dramatize specific events
9. Identify the problem and solution
10. Retell a story listened to
11. Ask simple questions about the text listened to

Q3 Use/Respond appropriately to polite expressions: greetings, leave takings, expressing gratitude and apology, asking
permission, offering help
Q3 Talk about oneself, one’s family and one’s personal experiences
Q4 Recognize common action words in stories listened to
Q4 Recognize describing words for people, objects, things and places (color, shape, size, height, weight, length, distance, etc.)
Q4 Sort and Classify familiar words into basic categories (colors, shapes, foods, etc)
Q4 Give the meaning of words using clues (TPR, pictures, body movements, etc.)
Q4 Follow one-to-two step directions
Q4 Give one-to-two step directions
 107

Grade Level: Grade 2

Subject: English
Grade Level Standards: The learner listens critically to one-two paragraphs; use appropriate expressions n varied situations; reads texts for pleasure and
information critically in meaningful thought units; responds properly to environmental prints likes signs, posters, commands and requests; and writes legibly
simple sentences and messages in cursive form.

Grading Most Essential Learning Competencies Duration

Period
Q1 Classify/Categorize sounds heard (animals, mechanical, objects, musical instruments, environment, speech)
Q1 Read the alphabets of English and associate to phonemes
Q1 Recognize common or proper nouns in simple sentences listened to
Q1 Recognize the use of a/an + noun in simple sentences listened to
Q1 Identify the English equivalent of words in the Mother Tongue or in Filipino
Q2 Give the beginning letter of the name of each picture
Q2 Recognize common action words in retelling, conversation, etc.
Q2 Identify and discuss the elements of a story (theme, setting, characters, and events)
Q3 Recognize the common terms in English relating to part of book (e.g. cover, title page, etc.) book orientation
Q3 Generate ideas through prewriting activities
Q3 Writing some words, a phrase, or a sentence about an illustration or a character
Q3 Discuss the illustrations on the cover and predict what the story may be about
Q3 Identify title, author and book illustrator and tell what they do
Q3 Spell high-frequency words with short a, e, i, o and u sound in CVC pattern
Q3 Use common action words in retelling, conversations, etc.
Q3 Identify the basic sequence of events and make relevant predictions about stories
Q3 Use clues to answer questions, clarify understanding and justify predictions before, during and after reading (titles,
pictures, etc)
Q3 Create or expand word clines
Q3 Recognize that some words may have the same (synonyms) or opposite (antonyms) meaning
Q3 Recognize the difference between “made-up” and “real” in texts listened to
Q3 Identify important details in expository text listened
Q3 Retell and/or reenact events from a story
Q3 Talk about texts identifying major points and key themes
 108

Grading Most Essential Learning Competencies Duration

Period
Q3 Participate in choral speaking and echo reading of short poems, rhymes and stories with repeated patterns and refrains in
English
Q3 Listen and respond to texts to clarify meanings heard while drawing on personal experiences
Q3 Read words with short e, a, i, o , and u sound in CVC pattern
Q3 Match the picture with its
sight word
Q4 Spell 2-syllable words with short e, a, i, o, and u sound in CVC pattern
Q4 Use personal pronouns(e.g. I, you, he, she, it, we, they) in dialogues
Q4 Use demonstrative pronouns (this/that, these/ those)
Q4 Use the most frequently occurring preposition (e.g. on, over, under, to, from, above, etc.)
Q4 Differentiate words with different medial vowels (eg: cap-cop-cup; fan-fin-fun)
Q4 Read phrases, short sentences and short stories consisting of words with short e, a, i, o, and u then answer the Who, What
and Where questions about them
Q4 Write the names of pictures with the short a, e, i, o, and u words

Grade Level: Grade 3

Subject: English
Grade Level Standards: The learner listens critically to get information from text heard, demonstrates independence in using the basic language structure in
oral and written communication, and reads with comprehension.

Grading Most Essential Learning Competencies Duration

Period
Q1 Describe one’s drawing about the stories/poems listened to using simple and compound sentences
Q1 Write a short descriptive paragraph about a character or setting in stories listened to
Q1 Write a short paragraph providing another ending for a story listened to
Q1 Write a diary
Q1 Use different kinds of sentences in a dialogue (e.g. declarative, interrogative, exclamatory, imperative)
Q1 Use common and proper nouns in a sentence
Q1 Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)
Q1 Use plural from of frequently occurring irregular nouns (e.g. children, feet, teeth)
Q1 Review reading and writing short e, a, i, o, and u words in CVC pattern
 109

Grading Most Essential Learning Competencies Duration

Period
Q1 Read phrases, sentences and short stories consisting of 2-syllable words
Q1 Initiate conversations with peers in a variety of school settings
Q1 Summarize and restate information shared by others
Q2 Use the be-verbs (am, is, are was, were) correctly in sentences
Q2 Use simple verbs (past, present, future) in sentences
Q2 Read words with initial and final consonant blends
Q2 Read familiar words and phrases in texts
Q2 Read words, phrases, sentences and short stories consisting of words with consonant digraph ch and sh and other words
previously studied
Q2 Spell one- to- two syllable words with initial and final consonant blends (e.g. pl, tr) and consonant digraphs (ch and sh)
Q3 Identify commonly used possessive pronouns and use them in a sentence
Q3 Identify several effects based on a given cause
Q3 Make inferences and draw conclusions based on texts (pictures, title and content words)
Q3 Distinguish fact from opinion
Q3 Use different sources of information in reading
Q3 Recognize some words represented by common abbreviations (e.g. Mr. Ave., Oct.)
Q3 Homonyms (e.g. flower/flour)
Q3 Homographs (e.g., read-read)
Q3 Hyponyms – type of (e.g. guava - type of fruit)
Q3 Identify possible solutions to problems
Q3 Identify the elements of an informational/factual text hear
Q3 Read words with long a, i, o , u sound (ending in e)
Q3 Read phrases, sentences, stories and poems consisting of long a, i, o, and u words
Q3 Read phrases, sentences, stories and poems consisting of long a, i, o, and u words
Q3 Ask and respond to questions about informational texts listened to (environment, health, how-to’s, etc.)
Q3 Compare and contrast information heard
Q3 Read word with affixes
Q4 Write a simple story
Q4 Use the degrees of adjectives in making comparisons (positive, comparative, superlative)
Q4 Recognize adverbs of manner
Q4 Interpret simple maps of unfamiliar places, signs and symbols
 110

Grading Most Essential Learning Competencies Duration

Period
Q4 Interpret simple graphs, tables, and pictographs
Q4 Read word with affixes
Q4 Restate facts from informational texts (climate change, children’s rights, traffic safety, etc.) listened to
Q4 Read words containing vowel digraphs - ai, ay, ea, ee, oo, oa
Q4 Read phrases, sentences and stories with vowel digraphs - ai, ay, ea, ee, oo, oa
Q4 Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow (bow)
Q4 Read phrases, sentences and short stories consisting vowel diphthongs: oy, oi, ou, ow
Q4 Recognize and read some irregularly spelled words (e.g. such as enough, through, beautiful)
Q4 Present information in varied artistic ways (e.g. role playing, show and tell, radio play/podcast/broadcast/reporting/poster
presentations)

Grade Level: Grade 4

Subject: English
Grade Level Standards: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text types.

Grading Most Essential Learning Competencies Duration

Period
Q1 Recognize the parts of a simple paragraph
Q1 Use resources such as a dictionary, thesaurus, online sources to find the meaning of words
Q1 Note significant details of various text types.
Q1 Identify the structure, purpose and language features of different text types, e.g. narrative, information report, procedure,
argument
Q1 Identify meanings of unfamiliar words through structural analysis (words and affixes: prefixes and suffixes)
Q1 Identify different meanings of content specific words (denotation and connotation)
Q1 Get the meaning of words through word association (analogy) and classification.
Q2 Use context clues to find meaning of unfamiliar words: definition, exemplification
Q2 Use clear and coherent sentences employing appropriate grammatical structures: Kinds of Nouns – Mass Nouns and Count
Nouns, Possessive Nouns, collective nouns
Q2 Use personal pronouns in sentences
Q2 Use adjectives (degrees of comparison, order) in sentences
 111

Grading Most Essential Learning Competencies Duration

Period
Q2 Use simple present tense of verbs in sentences
Q2 Use correct time expressions to tell an action in the present
Q2 Use the past form of regular and irregular verbs
Q3 Use adverbs (adverbs of manner, place and time) in sentences
Q3 Write directions using signal words
Q3 Distinguish between general and specific statements
Q3 Identify the main idea, key sentences, and supporting details from text listened to
Q3 Use appropriate graphic organizers in text read
Q3 Infer the speaker’s tone, mood and purpose
Q3 Analyze a story in terms of its elements
Q4 Write a short story (fiction/nonfiction) with its complete elements
Q4 Write a reaction about the story read
Q4 Distinguish fact from opinion in a narrative.
Q4 Identify features of Journalistic Writing
Q4 Distinguish among types of Journalistic Writing (news report, opinion article, feature article, and sports news article)
Q4 Write a news report using the given facts
Q4 Write/compose an editorial

Grade Level: Grade 5

Subject: English
Grade Level Standards: The learner listens critically to different text types; expresses ideas logically in oral and written forms; and demonstrates interest in
reading to meet various needs. The learner listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in written
forms; demonstrates confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text
types.

Grading Most Essential Learning Competencies Duration

Period
Q1 Fill-out forms accurately (school forms, deposit and withdrawal slips, etc.)
Q1 Infer the meaning of unfamiliar words using text clues
Q1 Use compound and complex sentences to show cause and effect and problem-solution relationship of ideas
 112

Grading Most Essential Learning Competencies Duration

Period
Q1 Compose clear and coherent sentences using appropriate grammatical structures: subject-verb agreement; kinds of
adjectives; subordinate and coordinate conjunctions; and adverbs of intensity and frequency
Q2 Compose clear and coherent sentences using appropriate grammatical structures: aspects of verbs, modals and
conjunction
Q2 Identify point-of-view
Q2 Examine images which present particular viewpoints, e.g. stereotypes (gender, age, cultural), opinions on an issue
Q2 Distinguish among various types of viewing materials
Q3 Distinguish text-types according to purpose and features: classification, explanation, enumeration and time order
Q3 Summarize various text types based on elements
Q3 Make a stand
Q3 Provide evidence to support opinion/fact
Q4 Analyze how visual and multimedia elements contribute to the meaning of a text
Q4 Write paragraphs showing: cause and effect, comparison and contrast and problem-solution relationships
Q4 Write a feature article

Grade Level: Grade 6

Subject: English
Grade Level
Standards: The learner
listens critically;
communicates
Grading feelings Most Essential Learning Competencies Duration
Periodorally and in
and ideas
writingQ1 with a high
Identify real or make-believe, fact or non-fact images
level ofQ1proficiency;
Interpret the meaning suggested in visual media through a focus on visual elements, for example, line, symbols, colour,
and reads various gaze, framing and social distance
text types
Q1 materials
Maketoconnections between information viewed and personal experiences
serve learning
Q2 needs in the purpose, key structural and language features of various types of informational/factual text
Identify
meeting Q2a wide range
Recognise evaluative word choices to detect biases and propaganda devices used by speakers
of life’sQ2
purposes.Compare and contrast content of materials viewed to other sources of information (print, online and broadcast)
Q3 Present a coherent, comprehensive report on differing viewpoints on an issue
Q3 Evaluate narratives based on how the author developed the elements
 113

Grading Most Essential Learning Competencies Duration

Period
Q4 Compose clear and coherent sentences using appropriate grammatical structures (verb tenses, conjunctions, adverbs)
Q4 Compose a persuasive essay on self-selected topic

Grade Level: Grade 7

Subject: Subject
Grade Level Standards: The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types
for a deeper appreciation of Philippine Culture.

Grading Most Essential Learning Competencies Duration

Period
Q1 Supply other words or expressions that complete an analogy
Q1 Identify the genre, purpose, intended audience and features of various viewed texts such as movie clip, trailer, newsflash,
internet-based program, documentary, video
Q1 Use the passive and active voice meaningfully in varied contexts
Q1 Use the past and past perfect tenses correctly in varied contexts
Q1 Use direct and reported speech appropriately in varied contexts
Q1 Use phrases, clauses, and sentences appropriately and meaningfully
Q1 Use appropriate reading strategies to meet one’s purpose (e.g. scanning, skimming, close reading, etc.)
Q2 Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of short texts listened to
Q2 Use a search engine to conduct a guided search on a given topic
Q2 Navigate a website using essential features, e.g. using headings, links, etc.
Q2 Research a topic with support using two or three sources provided, e.g. newspapers, website, video, images, podcast, print
based material
Q2 Summarize key information from a text
Q2 Use analogy to describe or make a point
Q2 Transcode information from linear to non-linear texts and vice-versa
Q3 Use correct and appropriate multi-media resources when orally giving information, instructions, making explanations and
narrating events in personal or factual recounts
Q3 Use the appropriate oral language, stance and behavior when giving information, instructions, making explanations, and
narrating events in factual and personal recounts
Q3 Explain how a selection may be influenced by culture, history, environment, or other factors
 114

Grading Most Essential Learning Competencies Duration

Period
Q3 Express one’s beliefs/convictions based on a material viewed
Q3 Cite evidence to support a general statement
Q3 React to what is asserted or expressed in a text
Q3 Raise sensible, challenging thought provoking questions in public forums/panel discussions, etc.
Q4 Distinguish features of academic writing
Q4 Employ a variety of strategies for effective interpersonal communication (interview, dialog, conversation)
Q4 Determine the worth of ideas mentioned in the text listened to
Q4 Determine the truthfulness and accuracy of the material viewed
Q4 Discover the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways
Q4 Discover literature as a tool to assert one’s unique identity and to better understand other people
Q4 Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village
Q4 Compose an informative essay

Grade Level: Grade 8

Subject: English
Grade Level Standards: The learner demonstrates communicative competence through his/ her understanding of Afro-Asian Literature and other texts types
for a deeper appreciation of Philippine Culture and those of other countries.

Grading Most Essential Learning Competencies Duration

Period
Q1 Determine the meaning of words and expressions that reflect the local culture by noting context clues
Q1 Use conventions in citing sources
Q1 Use modal verbs, nouns and adverbs appropriately
Q1 Identify and use signals that indicate coherence (e.g. additive - also, moreover; causative - as a result, consequently;
conditional/ concessional - otherwise, in that case, however; sequential - to begin with, in conclusion; clarifying -. for
instance, in fact, in addition)
Q1 Use a range of verbs, adjectives and adverbs to convey emotional response or reaction to an issue to persuade
Q2 Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts
Q2 Use opinion-marking signals to share ideas
Q2 Compare and contrast the presentation of the same topic in different multimodal texts
Q2 Compare and contrast own opinions with those presented in familiar texts
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Grading Most Essential Learning Competencies Duration

Period
Q2 Recognize positive and negative messages conveyed in a text
Q3 Examine biases (for or against) made by the author
Q3 Analyze intention of words or expressions used in propaganda techniques
Q3 Determine various social, moral, and economic issues discussed in the text listened to
Q3 Analyze literature as a mirror to a shared heritage of people with diverse backgrounds
Q3 Use appropriate cohesive devices in various types of speech
Q3 Use parallel structures
Q4 Use appropriate grammatical signals or expressions suitable to each pattern of idea development:
● general to particular
● claim and counterclaim
● problem-solution
● cause-effect
● and others

Q4 Expand the content of an outline using notes from primary and secondary sources
Q4 Synthesize essential information found in various sources
Q4 Compose effective paragraphs
Q4 Develop paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and personal
recount, persuasive)
Q4 Deliver a self-composed speech using all the needed speech conventions

Grade Level: Grade 9

Subject: English
Grade Level Standards: The learner demonstrates communicative competence through his/ her understanding of British-American Literature including
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

Grading Most Essential Learning Competencies Duration

Period
Q1 Express permission, obligation, and prohibition using modals
Q1 Use conditionals in expressing arguments
Q1 Employ the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, frozen)
Q2 Make connections between texts to particular social issues, concerns, or dispositions in real life
 116

Grading Most Essential Learning Competencies Duration

Period
Q2 Analyze literature as a means of understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous)
world
Q3 Differentiate biases from prejudices
Q3 Determine the relevance and the truthfulness of the ideas presented in the material viewed
Q3 Judge the validity of the evidence listened to
Q4 Judge the relevance and worth of ideas, soundness of author’s reasoning, and the effectiveness of the presentation
Q4 React to lay value judgment on critical issues that demand sound analysis and call for prompt actions

Grade Level: Grade 10

Subject: English
Grade Level Standards: The learner demonstrates communicative competence through his/ her understanding of literature and other texts types for a
deeper appreciation of World Literature, including Philippine Literature.

Grading Most Essential Learning Competencies Duration

Period
Q1 Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday conversations and
exchanges
Q1 Determine the effect of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text
Q1 Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose
Q1 Compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility
and effectiveness
Q1 Employ analytical listening in problem solving
Q1 Evaluate and make judgements about a range of texts using a set of criteria e.g. comparing arguments on the same topic,
critiquing a short story
Q1 Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion, correctness
Q2 Observe the language of research, campaigns, and advocacies
Q2 Identify key structural elements, e.g.:
 Exposition - Statement of position,
 Arguments,
 Restatement of Positions
 117

Grading Most Essential Learning Competencies Duration

Period
and language features of an argumentative text, e.g.:
 modal verbs: should, must, might, and modal adverbs: usually, probably, etc.;
 attitudes expressed through evaluative language;
 conjunctions or connectives to link ideas: because, therefore, on the other hand, etc.;
 declarative statements;
 rhetorical questions;
 passive voice

Q2 Formulate a statement of opinion or assertion

Q2 Formulate claims of fact, policy, and value
Q2 Write an exposition or discussion on a familiar issue to include key structural elements and language features
Q2 Deliver a prepared or impromptu talk on an issue employing the techniques in public speaking
Q2 Compose texts which include multimodal elements
Q3 Compose an argumentative essay
Q3 Use a variety of informative, persuasive, and argumentative writing techniques
Q3 Compose an independent critique of a chosen selection
Q3 Critique a literary selection based on the following approaches:
- structuralist/formalist
- moralist
- Marxist
- feminist
- historical
- reader-response

Q4 Distinguish technical terms used in research

Q4 Give technical and operational definitions
Q4 Give expanded definitions of words
Q4 Observe correct grammar in making definitions
Q4 Compose a research report on a relevant social issue
118
 119

Gabay sa Paggamit ng Pinakamahalagang Kasanayang Pampagkatuto o Most Essential Learning Competencies (MELCs) sa Filipino

Ang Kagawaran ng Edukasyon sa pamamagitan ng Bureau of Curriculum Development ay bumuo ng talaan ng mga pinakamahalagang kasanayang
pampagkatuto o Most Essential Learning Competencies (MELCs). Binuo ito upang tugunan ang mga pangangailangan ng mga guro at mag-aaral kaugnay ng mga
hamong dala ng COVID19. Gamit ang MELCs, inaasahan na makatutulong ito sa anumang mode of instructional delivery na gagamitin ng guro upang punan
ang pinaikling panahon ng pag-aaral at limitadong interaksyon ng mga mag-aaral sa paaralan.

Ang MELCs ay tumutugon din sa pangunahing layunin ng pag-aaral ng Filipino, ang makalinang ng isang buo at ganap na Filipinong may kapaki - pakinabang
na literasi.

Proseso ng pagpili at pagbuo ng MELCs ng Filipino

Sa proseso ng pagtukoy ng mga pinakamahalagang kasanayang pampagkatuto o MELCs, ang ENDURANCE o katatagan ang nagging batayan upang piliin ang
mga kompetensing isasama sa listahan:
a. nagagamit sa totoong buhay;
b. higit na mahalaga kaysa ibang kompetensi; at
c. lubhang kailangan upang matutunan ang iba pang asignatura o propesyon

Bukod sa mga pamantayang nabanggit, isinaalang-alang din ang pagsasakatuparan ng mga pamantayan sa bawat baitang at ang kasama nitong pamantayang
pangnilalaman at pamantayan sa pagganap.

Paano gagamitin ang MELCs sa pagtuturo?

Dahil sa ilang katangiang tinataglay ng MELCs, pinapayuhan ang guro na gamitin ito ayon sa mga sumusunod:

1. Pag-uulit ng ilang MELCs sa iba pang markahan ng bawat baitang kung kinakailangan sa lalong paglinang nito.
Baitang/Markahan MELCs

Baitang 1 – Ikatlong Markahan Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang alamat/teksto

Baitang 2 – Unang Markahan Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang teksto

Baitang 3 – Unang Markahan Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang teksto
 120

Matatagpuan sa listahan ng MELCs na ang ibang kompetensi katulad ng halimbawa sa itaas ay hindi na nauulit sa bawat markahan bagkus
makikita ang pag-uulit nito sa bawat baitang. Ang pagpapanatili ng pag-uulit ng mga kompetensi sa bawat baitang ay nangangahulugang pagbibigay
pansin sa mga kasanayang dapat matutuhan ng mag-aaral lalo’t higit na kailangan ito sa pagkatuto ng iba pang asignatura.

2. Pag-unpack ng MELCs para sa mga tiyak na mga kasanayang pampagkatuto.

Baitang/Markahan MELCs Mga Pantulong na Kasanayang

Pampagkatuto
Baitang 2 – Ikaapat na Nababasa ang mga salitang madalas na makita sa paligid at batayang talasalitaan  Napapantig ang
Markahan mga
mahahabang salita
 Nabibigkas nang wasto ang mga
diptonggo
 Nababasa ang mga salita sa
unang kita

Baitang 5 – Unang Nagagamit nang wasto ang mga pangngalan at panghalip sa pagtalakay tungkol  Natutukoy ang kahulugan ng
Markahan sa sarili,sa mga tao,hayop, lugar, bagay at pangyayari sa paligid, sa usapan at mga pangalan at panghalip
paglalahad tungkol sa sariling karanasan
 Nakapagbibigay ng mga
halimbawa ng pangalan at
panghalip
 Nakapagbibigay ng reaksiyon sa
isang usapin
 Naisalaysay ang sariling
karanasan

Inaasahang magkakaroon ng unpacking ang guro para sa mga malalawak na MELCs upang sa gayon ay mas mabigyang pansin ang mga batayang
konsepto at kasanayang dapat matutuhan ng mga mag-aaral.

3. Pagpili ng mga magkakasamang MELCs na sasakto para sa walong (8) linggo.

Baitang/ MELCs Duration

Markahan
 121

Nababaybay nang wasto ang salitang natutuhan sa aralin at salitang hiram

Baitang 5 Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota
Ikalawang Markahan Naibabahagi ang isang pangyayaring nasaksihan o naobserbahan
Nailalarawan ang tagpuan at tauhan ng napanood na pelikula at nabasang teksto
Nabibigkas nang may wastong tono, diin, antala at damdamin ang napakinggang tula
Naibibigay ang paksa/layunin ng napakinggang kuwento/usapan/talata, at pinanood na dokumentaryo,
Naibibigay ang mahahalagang pangyayari sa nabasang talaarawan, talambuhay at sa napanood na dokumentaryo
Nagagamit ang magagalang na pananalita sa pagsasabi ng hinaing o reklamo, sa pagsasabi ng ideya sa isang isyu, at sa
pagtanggi
Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita, isyu o usapan,
Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto at datos na hinihingi ng isang form
Nakasusulat ng simpleng patalastas, at simpleng islogan
Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon tungkol sa isang isyu
Naitatala ang mga impormasyon mula sa binasang teksto

Binibigyang laya pa rin ang mga guro na makapili ng mga magkakasamang MELC sa bawat linggo na sa tingin nila’y sasakto at sasapat batay sa gagamiting
paraan ng pagtuturo o mode of instructional delivery. Ito ay makatutulong upang maipadron ang mga MELCs sa konteksto at pangangailangan ng mga guro’t
mag-aaral.

At bilang karagdagan, minabuti ng mga espesyalista sa erya ng Filipino na hindi magbigay ng tiyak na haba ng oras sa pagtuturo ng MELCs sa loob ng isang
markahan upang maiwasang malimitahan ang guro sa paggamit nito. Sa huli, dapat bigyang pansin na ang mga kompetensing nakalista sa MELCs ay dapat
makamit sa mga tinukoy na baitang.
Tandaan na ang layunin sa pagbuo ng MELCs ay hindi upang palitan ang kasakuluyang curriculum guide kundi upang magabayan ang mga guro sa pagtukoy ng
mga kompetensing mas kinakailangan ng mga mag-aaral sa Taong Panuruang 2020-2021. Sa huli, hinihikayat pa rin ang mga guro na sumangguni sa curriculum
guide ng Filipino kung sa tingin nilang hindi sapat ang mga kompetensing tinukoy sa MELCs.
 122

Grade Level: Grade 1

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang paraan ng pagpapahayag at nakatutugon nang
naaayon. Nakakamit ang mga kasanayan sa mabuting pagbasa at pagsulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga
narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.

Week of the Quarter/ Most Essential Learning Competencies Duration

Grading Period
2nd Quarter Nasasagot ang mga tanong tungkol sa napakinggang pabula, tugma/tula, at tekstong pang-impormasyon
Nakapagtatanong tungkol sa isang larawan, kuwento, at napakinggang balita
Nagagamit ang magalang na pananalita sa angkop na sitwasyon tulad ng pagpapakilala ng sarili,
pagpapahayag ng sariling karanasan at pagbati
Nasasabi ang mensaheng nais ipabatid ng nabasang pananda, patalastas, babala, o paalala
Nakasusulat ng malalaki at maliliit na letra na may tamang layo sa isa't isa ang mga letra
Nabibigkas nang wasto ang tunog ng bawat letra ng alpabetong Filipino
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon ng mukha; ugnayang salita-
larawan; o kasalungat
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at
pangyayari
Natutukoy ang kailanan ng pangngalan
Nakasusunod sa napakinggang panuto na may 1-2 hakbang
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong salita
Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang alamat/teksto
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita
Nabibilang ang pantig sa isang salita
Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento sa tulong ng mga larawan at
pamatnubay na tanong
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, komunidad, paaralan) at sa
mga napanood (telebisyon, cellphone, kompyuter)
3rd Quarter Nababaybay nang wasto ang mga salitang natutuhan sa aralin at salitang may tatlo o apat na pantig
 123

Nabibigay ang susunod na mangyayari sa napakinggang kuwento

Nakapagsasalaysay ng orihinal na kuwento na kaugnay ng napakinggang kuwento
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo, kayo, sila)
Naisusulat nang may wastong baybay at bantas ang mga salitang ididikta ng guro
Naibibigay ang paksa ng talata at tula
Natutukoy ang salita/pangungusap sa isang talata
Nailalarawan ang damdamin ng isang tauhan sa kuwentong napakinggan
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa kuwento, tekstong pang-impormasyon
at tula
Natutukoy ang kasarian ng pangngalan
Naiuugnay ang sariling karanasan sa napakinggang kuwento
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong salita
Natutukoy ang ugnayan ng teksto at larawan
Nababasa ang mga salita at babala na madalas makita sa paligid
Nasasabi ang sariling ideya tungkol sa tekstong napakinggan
Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, at lugar *
4th Quarter Natutukoy ang mga salitang magkakatugma
Natutukoy ang simula ng pangungusap, talata at kuwento
Naisusulat nang may wastong baybay at bantas ang salita at pangungusap na ididikta ng guro *
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at
pamayanan
Natutukoy ang kahulugan ng salita batay sa kasingkahulugan
Nakapagbibigay ng sariling hinuha
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at
pamayanan
Nagagamit ang mga natutuhang salita sa pagbuo ng mga simpleng pangungusap.
Nakasusulat nang may wastong baybay, bantas, gamit ng malaki at maliit na letra upang maipahayag ang
ideya, damdamin o reaksyon sa isang paksa o isyu
Natutukoy ang mahahalagang detalye kaugnay ng paksang napakinggan
Natutukoy ang gamit ng maliit at malaking letra
 124

Nagagamit nang wasto ang mga pang-ukol

Natutukoy ang gamit ng iba’t ibang bantas
Nakapagbibigay ng maikling panuto
Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa
pakikipag-usap
Naibibigay ang paksa ng napakinggang tekstong pang-impormasyon paliwanag

Grade Level: Grade 2

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga
kaalaman sa wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat upang maipahayag at maiugnay ang sariling ideya,
damdamin at karanasan sa mga narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.

Quarter Most Essential Learning Competencies Duration

1st Quarter Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang teksto
Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagbati, paghingi ng pahintulot, pagtatanong ng lokasyon ng
lugar, pakikipag-usap sa matatanda, pagtanggap ng paumanhin, pagtanggap ng tawag sa telepono, pagbibigay ng reaksyon o
komento)
Nasasabi ang mensahe, paksa o tema na nais ipabatid sa patalastas, kuwentong kathang – isip ( hal: pabula, maikling kuwento,
alamat), o teksto hango sa tunay na pangyayari (hal: balita, talambuhay, tekstong pang-impormasyon)*
Nakasasagot sa mga tanong tungkol sa nabasang kuwentong kathang-isip (hal: pabula, maikling kuwento, alamat), tekstong hango
sa tunay na pangyayari (hal: balita, talambuhay, tekstong pang-impormasyon), o tula*
Nakasusunod sa nakasulat na panutong may 1-2 at 3-4 na hakbang*
Napagyayaman ang talasalitaan sa pamamagitan ng paghanap ng maikling salitang matatagpuan sa loob ng isang mahabang salita
at bagong salita mula sa salitang-ugat
Nakasusulat ng parirala at pangungusap nang may wastong baybay, bantas at gamit ng malaki at maliit na letra
2 nd
Nagagamit ang personal na karanasan sa paghinuha ng mangyayari sa nabasa/napakinggang teksto o kuwento
Quarter Nabibigkas nang wasto ang tunog ng patinig, katinig, kambal-katinig, diptonggo at kluster
Nakasusulat sa kabit-kabit na paraan na may tamang laki at layo sa isa't isa ang mga salita
Naibibigay ang susunod na mangyayari sa kuwento batay sa tunay na pangyayari, pabula, tula, at tugma
 125

Nailalarawan ang mga elemento (tauhan, tagpuan, banghay) at bahagi at ng kuwento (panimula kasukdulan
katapusan/kalakasan)
Naipapahayag ang sariling ideya/damdamin o reaksyon tungkol sa napakinggan/nabasang:
a. kuwento,
b. alamat
c. tugma o tula
d. tekstong pang-impormasyon
Nababasa ang mga salita sa unang kita
Naisasalaysay muli ang binasang teksto nang may tamang pagkakasunod-sunod sa tulong ng mga larawan, pamatnubay na tanong
at story grammar
Nakasusulat ng talata at liham nang may wastong baybay, bantas at gamit ng malaki at maliit na letra
3rd Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayari
Quarter Nagagamit ang pangngalan nang tama sa pangungusap.
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, tayo, kayo, sila)
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang talata at teksto
Nailalarawan ang mga tauhan sa napakinggang testo batay sa kilos, sinabi o pahayag
Naipahahayag ang sariling ideya/damdamin o reaksyon tungkol sa napakinggang kuwento batay sa tunay na pangyayari/pabula
Naiuugnay sa sariling karanasan ang nabasang teksto *
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa paligid (bahay, komunidad, paaralan) at sa mga napanood
(telebisyon, cellphone, kompyuter)*
Nababaybay nang wasto ang mga salita tatlo o apat na pantig, batayang talasalitaang pampaningin, at natutunang salita mula sa
mga aralin
Nakapagbibigay ng mga salitang magkakatugma
Nakapaglalarawan ng mga bagay, tao, pangyayari, at lugar
4th Napapantig ang mga mas mahahabang salita
Quarter Nababasa ang mga salitang madalas na makita sa paligid at batayang talasalitaan
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan
Nabibigyang kahulugan ang mga salita sa pamamagitan ng pagbibigay ng kasingkahulugan at kasalungat, sitwasyong pinaggamitan
ng salita (context clues), pagbibigay ng halimbawa, at paggamit ng pormal na depinisyon ng salita
Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa tahanan, paaralan at pamayanan
Nakapagbibigay ng angkop na pamagat sa binasang teksto, talata, at kuwento
 126

Nagagamit nang wasto ang mga pang-ukol ni/nina, kay/kina, ayon sa, para sa, at ukol sa
Naisusulat nang wasto ang mga idiniktang mga salita
Nakabubuo nang wasto at payak na pangungusap na may tamang ugnayan ng simuno at panag-uri sa pakikipagusap
Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng tekstong binasa

Grade Level: Grade 3

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinngan at nakapagbibigay ng
kaugnay o katumbas na teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita at maayos na nakasulat gamit ang
iba’t ibang bahagi ng pananalita 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.

Quarter Duration
Most Essential Learning Competencies
1st Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga tao, lugar at bagay sa paligid
Quarter Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggan at nabasang teksto
Nasasagot ang mga tanong tungkol sa kuwento, usapan, teksto, balita at tula
Nagagamit ang iba’t ibang bahagi ng aklat sa pagkalap ng impormasyon
Nababasa ang mga salitang may tatlong pantig pataas, klaster, salitang iisa ang baybay ngunit magkaiba ang bigkas at salitang
hiram
Nakasusunod sa nakasulat na panuto na may 2-4 hakbang
Nababaybay nang wasto ang mga salitang natutunan sa aralin, salita di-kilala batay sa bigkas, tatlo o apat na pantig, batayang
talasalitaan, mga salitang hiram at salitang dinaglat
Nakakagamit ng diksyunaryo
Nagagamit sa usapan ang mga salitang pamalit sa ngalan ng tao (ako, ikaw, siya, kami, tayo, kayo at sila,)
Nagagamit ang magalang na pananalita na angkop sa sitwasyon
(pagbati, pakikipag–usap, paghingi ng paumanhin, pakikipag-usap sa matatanda at hindi kakilala, at panghihiram ng gamit)
Nailalarawan ang mga elemento ng kuwento (tauhan, tagpuan, banghay)
Naisasalaysay muli ang teksto nang may tamang pagkakasunod-sunod ng mga pangyayari sa tulong ng pamatnubay na tanong
at balangkas
 127

Nagagamit ang malaki at maliit na letra at mga bantas sa pagsulat ng mga salitang natutunan sa aralin, salitang dinaglat,
salitang hiram, parirala, pangungusap, at talata
Nagagamit ang panghalip bilang pamalit sa pangngalan (ito/iyan/iyon/nito/niyan/ noon/niyon)
Nakabubuo ng isang kuwentong katumbas ng napakinggang kuwento
2nd Nakapagbibigay ng wakas ang binasang kuwento
Quarter Naiuulat ang mga naobserbahang pangyayari sa pamayanan
Nagbabago ang dating kaalaman base sa mga natuklasang kaalaman sa binasang teksto
Napayayaman ang talasalitaan sa pamamagitan ng paggamit ng magkasingkahulugan at magkasalungat na mga salita,
pagbubuo ng mga bagong salita mula sa salitang-ugat, at paghanap ng maiikling salita sa loob ng isang mahabang salita
Nagagamit ang magalang na pananalita sa angkop na sitwasyon (pagpapaliwanag)
Natutukoy ang mga salitang magkakatugma
Nakakagamit ng pahiwatig upang malaman ang kahulugan ng mga salita tulad ng paggamit ng mga palatandaang nagbibigay
ng kahulugan (katuturan o kahulugan ng salita, sitwasyong pinaggamitan ng salita, at pormal na depinisyon ng salita)
Naikokompara ang mga kuwento sa pamamagitan ng pagtatala ng pagkakatulad at pagkakaiba
Nakasusulat ng talata nang may wastong baybay, bantas at gamit ng malaki at maliit na letra upang maipahayag ang ideya,
damdamin o reaksyon sa isang paksa o isyu
Nakabubuo ng mga tanong matapos mapakinggan ang isang teksto
Nagagamit ang angkop na pagtatanong tungkol sa mga tao, bagay, lugar at pangyayari, ano, sino, saan, ilan, kalian, ano-ano,
at sino-sino
Nababaybay nang wasto ang mga salitang natutunan sa aralin/ batayang talasalitaang pampaningin
Nakapaglalarawan ng mga tao, hayop, bagay at lugar sa pamayanan
3rd Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang kahulugan
Quarter Nasasabi ang sariling ideya tungkol sa tekstong napakinggan
Naipahahayag ang sariling opinyon o reaskyon sa isang napakinggang isyu
Nasasabi ang paksa o tema ng teksto, kuwento o sanaysay
Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga personal na karanasan
Napapalitan at nadadagdagan ang mga tunog upang makabuo ng bagong salita
Naibibigay ang mga sumusuportang kaisipan sa pangunahing kaisipan ng tekstong binasa
Nasisipi nang wasto at maayos ang mga liham
Naibibigay ang sariling hinuha bago, habang at pagkatapos mapakinggang teksto
 128

Nagagamit ang tamang salitang kilos/ pandiwa sa pagsasalaysay ng mga personal na karanasan
Nakapagbibigay ng angkop na pamagat sa binasang teksto
Nagagamit nang wasto ang mga pang-abay na naglalarawan ng isang kilos o gawi
Napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang teksto
Nagagamit nang wasto ang pang-ukol (laban sa, ayon sa, para sa, ukol sa, tungkol sa)
4th Napagsasama ang mga katinig, patinig upang makabuo ng salitang klaster (Hal. blusa, gripo, plato)
Quarter Napagsasama ang mga katinig at patinig upang makabuo ng salitang may diptonggo
Nasisipi nang wasto at maayos ang mga talata
Naiuugnay ang binasa sa sariling karanasan
Nakasusulat ng isang talata
Naiuugnay ang binasa sa sariling karanasan
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t ibang gawain sa tahanan, paaralan, at pamayanan
Nababasa ang mga salitang hiram/natutuhan sa aralin
Natutukoy ang kahulugan ng mga tambalang salita na nananatili ang kahulugan
Nabibigay ng mungkahing solusyon sa suliraning nabasa sa isang teskto o napanood
Natutukoy ang mahahalagang detalye kaugnay ng paksang narinig
Naibibigay ang buod o lagom ng tesktong binasa
Naibibigay ang paksa ng kuwento o sanaysay na napakinggan
 129

Grade Level: Grade 4

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto upang
maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa kulturang kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.

QUARTER Most Essential Learning Competencies Duration

1st Quarter Nagagamit nang wasto ang mga pangngalan sa pagsasalita tungkol sa sarili at ibang tao sa paligid
Nabibigyang kahulugan ang salita sa pamamagitan ng pormal na depinisyon
Natutukoy ang mga elemento ng kuwento (tagpuan, tauhan, banghay)
Natutukoy ang bahagi ng binasang kuwento- simula-kasukdulan-katapusan
Nakasusulat ng talata tungkol sa sarili
Naisasalaysay muli nang may wastong pagkakasunod-sunod ang napakinggang teksto gamit ang mga larawan, signal words at
pangungusap
Nasasagot ang mga tanong sa napakinggan at nabasang kuwento, tekstong pang-impormasyon, at SMS (Short Messaging Text).
Nakasusulat ng natatanging kuwento tungkol sa natatanging tao sa pamayanan, tugma o maikling tula
Nababasa ang maikling tula nang may tamang bilis, diin, ekspresyon at intonasyon
Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggan/napanood na isyu o usapan
Nasusunod ang napakinggang panuto o hakbang ng isang gawain
Naibibigay ang kahalagahan ng media (hal. pang-impormasyon, pang-aliw, panghikayat)
Nagagamit ang iba’t ibang uri ng panghalip (panao) sa usapan at pagsasabi tungkol sa sariling karanasan
Nagagamit ang iba’t ibang uri ng panghalip (pananong) - isahan-- maramihan sa usapan at pagsasabi tungkol sa sariling
karanasan
Nagagamit ang iba’t ibang uri ng panghalip (panaklaw)-tiyakan-isahan/kalahatan-di-tiyakan sa usapan at pagsasabi tungkol sa
sariling karanasan
Nabibigy ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon
Naibibigay ang kahulugan ng salita ayon sa:
-Kasingkahulugan
 130

-Kasalungat
-Gamit ng Pahiwatig (context clues)
-Diksyunaryong kahulugan
Nakasusulat ng liham na nagbabahagi ng karanasan/pangyayari sa nabasang kuwento

QUARTER Most Essential Learning Competencies Duration

2nd Quarter Nasasagot ang mga tanong mula sa napakinggan at nabasang alamat, tula, at awit.
Naisusulat nang wasto ang baybay ng salitang natutuhan sa aralin; salitang hiram; at salitang kaugnay ng ibang asignatura
Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari sa napakinggang teskto
Nagagamit nang wasto ang pang-uri (lantay, paghahambing, pasukdol) sa paglalarawan ng tao, lugar, bagay at pangyayari sa
sarili, ibang tao at katulong sa pamayanan
Naibibigay ang kahulugan ng mga salitang pamilyar at di-pamilyar pamamagitan ng pag-uugnay sa sariling karanasan
Nahuhulaan ang maaaring mangyari sa teksto gamit ang dating karanasan/ kaalaman
Naibibigay ang paksa ng napakinggang teksto
Nagagamit ang uri ng pandiwa ayon sa panahunan sa pagsasalaysay ng nasaksihang pangyayari
Nasasabi ang sanhi at bunga ayon sa nabasang pahayag, napakinggang teksto, at napakinggang ulat
Nakasusulat ng timeline tungkol sa mga pangyayari sa binasang teksto
Naisasalaysay nang may tamang pagkakasunod-sunod ang nakalap na impormasyon mula sa napanood
Nailalarawan ang elemento ng kuwento (tagpuan, tauhan, banghay, at pangyayari)
Nailalarawan ang tauhan batay sa ikinilos, ginawi , sinabi at naging damdamin
Nagagamit ang iba’t ibang uri ng panghalip (pamatlig) - Patulad pahimaton paukol - Paari panlunan paturol sa usapan
at pagsasabi tungkol sa sariling karanasan
Nagagamit ang aspekto (panahunan) ng pandiwa n sa pagsasalaysay ng nasaksihang pangyayari
Natutukoy ang kahulugan ng salita batay sa ugnayang salita-larawan
Nakasusulat ng talatang naglalarawan
Nailalarawan ang tauhan batay sa ikinilos o ginawi o sinabi at damdamin
Nagagamit ang pangaano ng pandiwa-pawatas- pautos, pagsasalaysay ng napakinggang usapan
Nakasusunod sa nakasulat na panuto
Nakasusulat ng panuto gamit ang dayagram
 131

Nasasabi ang paksa ng napanood na maikling pelikula

Naibibigay ang sariling wakas ng napakinggang teksto, tekstong pang-impormasyon at talambuhay
Nakasusulat ng sariling talambuhay at liham na humihingi ng pahintulot na magamit ang silid-aklatan
Nasusuri ang damdamin ng mga tauhan sa napanood
Napagsusunod-sunod ang mga detalye/ pangyayari sa tekstong napakinggan sa pamamagitan ng tanong
Nagagamit nang wasto ang pang-abay sa paglalarawan ng kilos
Natutukoy ang mga sumusuportang detalye sa mahalagang kaisipan sa nabasang teksto
Nagagamit nang wasto ang pang-abay at pandiwa sa pangungusap
Nagagamit nang wasto ang pang-abay at pang-uri sa pangungusap

Quarter Most Essential Learning Competencies Duration

3 Quarter
rd Nakapagbibigay ng hakbang ng isang gawain
Nakasusulat ng simpleng resipi at patalastas
Nagagamit ang pang-abay sa paglalarawan ng kilos
Nailalarawan ang tauhan batay sa ikinilos, ginawi, sinabi at naging damdamin
Nasasagot ang mga tanong sa nabasa o napakinggang editoryal, argumento, debate, pahayagan, at
ipinapahayag sa isang editorial cartoon.
Naisasalaysay ang mahahalagang detalye sa napakinggang editoryal
Nasusuri kung opinyon o katotohanan ang isang pahayag
Nagagamit sa pagpapahayag ang magagalang na salita sa hindi pagsang-ayon pakikipag-argumento o
pakikipagdebate
Nakasusulat ng argumento at editoryal
Nakasusulat ng paliwanag; usapan ; puna tungkol sa isang isyu; opinyon tungkol sa isang isyu; ng mga
isyu/argumento para sa isang debate;
Nakapagbibigay ng reaksiyon sa napakinggang paliwanag; sa isyu mula sa napakinggang ulat
Natutukoy ang kaibahan ng pang-abay at pang-uri
Nagagamit ang pariralang pang-abay at pandiwa, pariralang pang-abay at pang-uri sa paglalarawan
Nagagamit nang wasto ang pang-angkop (–ng, -g at na ) sa pangunguap at pakikipagtalastasan
Nakapagbibigay ng angkop na pamagat sa napakinggang teksto
Naiuugnay ang sariling karanasan sa napakinggang teksto
 132

Nabibigyan ng angkop na pamagat ang talatang binasa

Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita
Nagagamit nang wasto at angkop ang pangatnig
- o, ni, maging, man
- kung, kapag, pag, atbp.
- ngunit, subalit, atbp.
- 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 pagwawakas ayon sa sariling
saloobin o paniniwala
Nagagamit nang wasto at angkop ang simuno at panaguri sa pangungusap
Nakasusulat ng talata na may sanhi at bunga
Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan sa pamamagitan ng paggamit ng una,
pangalawa, sumunod at panghuli
Nakasusulat ng balita na may huwaran/ padron/ balangkas nang may wastong pagkakasunod-sunod ng mga
pangyayari

Quarter Most Essential Learning Competencies Duration

4th Quarter Nakapagbibigay ng panuto na may tatlo hanggang apat na hakbang gamit ang pangunahin at pangalawang
direksyon
Nasasagot ang mga tanong sa napanood na patalastas
Nakapaghahambing ng iba’t ibang patalastas na napanood
Nagagamit sa pagpapakilala ng produkto ang uri ng pangungusap
Nagagamit ang iba’t ibang mga uri ng pangungusap sa pagsasalaysay ng sariling karanasan
Nakasusulat ng isang balangkas mula sa mga nakalap na impormasyon mula sa binasa
Naibibigay ang paksa ng napakinggang teksto
Naibibigay ang kahulugan ng salita sa pamamagitan ng pormal na depinisyon ng salita
Nagagamit sa panayam ang iba’t ibang uri ng pangungusap
 133

Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon;

Pagbibigay ng puna sa editorial cartoon
Nakaguguhit ng sariling editorial cartoon
Nagagamit sa pakikipag talastasan ang mga uri ng pangungusap
Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto
Nasasagot ang mga tanong sa nabasa o napakinggang pagpupulong (pormal at di pormal), katitikan (minutes) ng
pagpupulong
Naipahahayag ang sariling opinyon o reaskyon batay sa napakinggang pagpupulong (pormal at di-pormal)
Nagagamit ang mga uri ng pangungusap sa pormal na pagpupulong
Nakasusulat ng minutes ng pagpupulong
Nasasagot ang tanong sa binasang iskrip ng radio broadcasting at teleradyo
Nakasusulat ng script para sa radio broadcasting
Naibabahagi ang obserbasyon sa iskrip ng radio broadcasting
Naibabahagi ang obserbasyon sa napakinggang script ng teleradyo
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasagawa ng radio broadcast
Naibibigay ang buod o lagom ng tekstong script ng teleradyo
Nagagamit ang mga uri ng pangungusap sa pagsasabi ng pananaw
Naibabahagi ang obserbasyon sa mga taong kabahagi ng debate
Nagagamit ang mga uri ng pangungusap sa pakikipagdebate tungkol sa isang isyu
Naibibigay ang buod o lagom ng debateng binasa
Nakapaghahambing ng iba’t ibang debateng napanood
Naipakikita ang nakalap na impormasyon sa pamamagitan ng nakalarawang balangkas o dayagram
Nakakukuha ng tala buhat sa binasang teksto
 134

Grade Level: Grade 5

Subject: Filipino
Grade Level Standards:
Pagkatapos ng
Ikalimang Baitang,
naipamamalas ng mag-
aaral ang kakayahan sa
Quarter Most Essential Learning Competencies Duration
pakikipagtalastasan,
st
1
mapanuring Naiuugnay
pag-iisipang sariling karanasan sa napakinggang teksto
Quarter
at, pagpapahalaga
Nagagamit sanang wasto ang mga pangngalan at panghalip sa pagtalakay tungkol sa sarili,sa mga tao,hayop, lugar, bagay at
panitikan atpangyayari sa paligid; sa usapan; at sa paglalahad tungkol sa sariling karanasan
kultura Nasasagotsaang mga tanong sa binasa/napakinggang kuwento at tekstong pang-impormasyon
pamamagitan ng iba’t ng isang maikling tula, talatang nagsasalaysay, at talambuhay
Nakasusulat
ibang teksto/
Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita, isyu o usapan
babasahing lokal at
pambansa. Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita
Naisasalaysay muli ang napakinggang teksto sa tulong ng mga pangungusap
Naibibigay ang paksa ng napakinggang kuwento/usapan
Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar na mga salita sa pamamagitan ng tono o damdamin, paglalarawan,
kayarian ng mga salitang iisa ang baybay ngunit magkaiba ang diin at tambalang salita
Nabibigyang-kahulugan ang bar graph, pie, talahanayan at iba pa
2 nd
Nababaybay nang wasto ang salitang natutuhan sa aralin at salitang hiram
Quarter Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota
Naibabahagi ang isang pangyayaring nasaksihan o naobserbahan
Nailalarawan ang tagpuan at tauhan ng napanood na pelikula at nabasang teksto
Nabibigkas nang may wastong tono, diin, antala at damdamin ang napakinggang tula
Naibibigay ang paksa/layunin ng napakinggang kuwento/usapan/talata, at pinanood na dokumentaryo,
Naibibigay ang mahahalagang pangyayari sa nabasang talaarawan, talambuhay at sa napanood na dokumentaryo
Nagagamit ang magagalang na pananalita sa pagsasabi ng hinaing o reklamo, sa pagsasabi ng ideya sa isang isyu, at sa pagtanggi
Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita, isyu o usapan,
Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto at datos na hinihingi ng isang form
 135

Nakasusulat ng simpleng patalastas, at simpleng islogan

Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon tungkol sa isang isyu
Naitatala ang mga impormasyon mula sa binasang teksto

Quarter Most Essential Learning Competencies Duration

3rd Quarter Nagagamit ang pang-abay sa paglalarawan ng kilos
Nagagamit ang pang-abay at pang-uri sa paglalarawan
Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan (kronolohikal na pagsusunod-sunod )
Nakabubuo ng mga tanong matapos mapakinggan ang isang salaysay
Nakapag-uulat tungkol sa napanood
Nasusuri ang mga tauhan/tagpuan sa napanood na maikling pelikula
Naibabahagi ang isang pangyayaring nasaksihan
Nakagagawa ng isang timeline batay sa nabasang kasaysayan
Naisasalaysay muli ang napakinggang teksto
Nasusuri kung ang pahayag ay opinyon o katotohanan
Nagagamit nang wasto ang pang-angkop sa pakikipagtalastasan
Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan
Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan
Nasasabi ang simuno at panag-uri sa pangungusap
Nakasusulat ng isang sulating pormal, di pormal (email) at liham na nagbibigay ng mungkahi
Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik tungkol sa isang isyu
Naibibigay ang datos na hinihingi ng isang form
4th Quarter
Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng napakinggang balita
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipag-debate tungkol sa isang isyu
Natutukoy ang paniniwala ng may-akda ng teksto sa isang isyu
Nakapagbibigay ng maaaring solusyon sa isang naobserbahang suliranin
 136

Napaghahambing ang iba’t ibang dokumentaryo

Nagagamit ang iba’t ibang uri ng pangungusap sa pagsali sa isang usapan (chat)
Nakapagbibigay ng lagom o buod ng tekstong napakinggan
Naibibigay ang mahahalagang pangyayari
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipanayam/ pag-iinterview
Nagagamit ang iba’t ibang uri ng pangungusap sa pagkilatis ng isang produkto
Nagagamit ang mga bagong natutuhang salita sa paggawa ng sariling komposisyon
Nakapagtatanong tungkol sa impormasyong inilahad sa isang dayagram, tsart, at mapa
Nakasusulat ng maikling balita, editoryal, at iba pang bahagi ng pahayagan
Nakasusulat ng iskrip para sa radio broadcasting at teleradyo.
Nakapipili ng angkop na aklat batay sa interes
 137

Grade Level: Grade 6

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika,
panitikan at kultura upang makaambag sa pag-unlad ng bansa.

Quarter Most Essential Learning Competencies Duration

1 Quarter
st
Nasasagot ang mga tanong tungkol sa napakinggang/nabasang pabula, kuwento, tekstong pang-impormasyon at usapan

Nasasagot ang tanong na bakit at paano

Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang sitwasyon
Nabibigyang kahulugan ang kilos at pahayag ng mga tauhan sa napakinggang pabula
Nabibigyang kahulugan ang sawikain
Napagsunod-sunod ang mga pangyayari sa kuwento sa tulong ng nakalarawang balangkas at pamatnubay na tanong
Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari bago, habang at matapos ang pagbasa
Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon:
 sa pagpapahayag ng saloobin/damdamin,
 pagbabahagi ng obserbasyon sa paligid
 pagpapahayag ng ideya
 pagsali sa isang usapan
 pagbibigay ng reaksiyon

Nagagamit nang wasto ang mga panghalip na panao, paari, pananong, pamatlig, pamaklaw sa pakikipag-usap sa iba’t ibang
sitwasyon
Nasusuri ang mga kaisipan/tema/layunin/tauhan/tagpuan at pagpapahalagang nakapaloob sa napanood na maikling pelikula
Nakapagbibigay ng sarili at maaring solusyon sa isang suliraning naobserbahan sa paligid
Nakapagbibigay ng angkop na pamagat sa binasang/napakinggang talata
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita isyu o usapan
Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik
Nakasusulat ng kuwento; talatang nagpapaliwanag at nagsasalaysay
2nd Nasasagot ang mga tanong tungkol sa napakinggang/ nabasang talaarawan at anekdota
 138

Quarter Naibabahagi ang isang pangyayaring nasaksihan

Nagagamit ang dating kaalaman sa pagbibigay ng wakas ng napakinggang teksto
Nababago ang dating kaalaman batay sa natuklasan sa teksto
Naibibigay ang maaaring mangyari sa teksto gamit ang dating karanasan/kaalaman
Nagagamit nang wasto ang kayarian at kailanan ng pang-uri sa paglalarawan sa iba’t ibang sitwasyon
Nailalarawan ang tauhan batay sa damdamin nito at tagpuan sa binasang kuwento
Nasasabi ang paksa/mahahalagang pangyayari sa binasang/napakinggang sanaysay at teksto
Nagagamit nang wasto ang aspekto at pokus ng pandiwa (aktor, layon, ganapan, tagatanggap, gamit, sanhi, direksiyon) sa
pakikipag-usap sa ibat ibang sitwasyon
Nagagamit ang uri ng pang-abay (panlunan, pamaraan, pamanahon) sa pakikipag-usap sa ibat ibang sitwasyon
Napag-uugnay ang sanhi at bunga ng mga pangyayari
Nagagamit ang iba’t ibang salita bilang pang-uri at pang-abay sa pagpapahayag ng sariling ideya
Nakapagtatala ng datos mula sa binasang teksto
Nakasusulat ng sulating di pormal, pormal, liham pangangalakal at panuto
3rd Nasasagot ang mga tanong tungkol sa napakinggang/ binasang ulat at tekstong pang-impormasyon
Quarter Nakapagbibigay ng lagom o buod ng tekstong napakinggan
Naiisa-isa ang mga argumento sa binasang teksto
Naibibigay ang impormasyong hinihingi ng nakalarawang balangkas
Nagagamit nang wasto ang pang-angkop at pangatnig
Nakabubuo ng mga bagong salita gamit ang panlapi at salitang-ugat
Nasusuri kung ang pahayag ay opinyon o katotohanan
Nakapag-uulat tungkol sa pinanood
Nagagamit sa usapan at iba’t ibang sitwasyon ang mga uri ng pangungusap
Naiuugnay ang binasa sa sariling karanasan
Nakakakuha ng impormasyon sa pamamagitan ng pahapyaw na pagbasa
Nakasusulat ng tula at sanaysay na naglalarawan
4th Nakagagawa ng patalastas at usapan gamit ang iba’t ibang bahagi ng pananalita
Quarter Napapangkat ang mga salitang magkakaugnay
Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita isyu o usapan
 139

Nasusuri ang pagkakaiba ng kathang isip at di-kathang isip na teksto (fiction at non-fiction)
Napaghahambing-hambing ang iba’t ibang uri ng pelikula
Nakagagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari / problema-solusyon
Nakapagtatanong tungkol sa impormasyong inilahad sa dayagram, tsart, mapa at graph
Naipapahayag ang sariling opinyon o reaksyon sa isang napakinggang balita isyu o usapan
Nakasusulat ng ulat, balitang pang-isport, liham sa editor, iskrip para sa radio broadcasting at teleradyo
Nagagamit ang pangkalahatang sanggunian sa pagtitipon ng mga datos na kailangan

Grade Level: Grade 7

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at 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.

Quarter Most Essential Learning Competencies Duration

1 Quarter Nahihinuha ang kaugalian at kalagayang panlipunan ng lugar na pinagmulan ng kuwentong bayan batay sa mga pangyayari at
st

usapan ng mga tauhan

Nagagamit nang wasto ang mga pahayag sa pagbibigay ng mga patunay
Nahihinuha ang kalalabasan ng mga pangyayari batay sa akdang napakinggan
Naipaliliwanag ang sanhi at bunga ng mga pangyayari
Nasusuri ang isang dokyu-film batay sa ibinigay na mga pamantayan
Naisasalaysay nang maayos at wasto ang buod, pagkakasunod-sunod ng mga pangyayari sa kuwento, mito, alamat, at kuwentong-
bayan
Nagagamit nang wasto ang mga retorikal na pang-ugnay na ginamit sa akda (kung, kapag, sakali, at iba pa), sa paglalahad (una,
ikalawa, halimbawa, at iba pa, isang araw, samantala), at sa pagbuo ng editoryal na nanghihikayat
(totoo/tunay, talaga, pero/ subalit, at iba pa)
Nasusuri ang pagkamakatotohanan ng mga pangyayari batay sa sariling karanasan
Naiisa-isa ang mga hakbang na ginawa sa pananaliksik mula sa napakinggang mga pahayag
Nasusuri ang ginamit na datos sa pananaliksik sa isang proyektong panturismo (halimbawa: pagsusuri sa isang promo coupon o
brochure)
 140

Naipaliliwanag ang mga salitang ginamit sa paggawa ng proyektong panturismo (halimbawa ang paggamit ng acronym sa
promosyon)
Naibabahagi ang isang halimbawa ng napanood na video clip mula sa youtube o ibang website na maaaring magamit
Nagagamit nang wasto at angkop ang wikang Filipino sa pagsasagawa ng isang makatotohanan at mapanghikayat na proyektong
panturismo

Quarter Most Essential Learning Competencies Duration

2nd Naipaliliwanag ang mahahalagang detalye, mensahe at kaisipang nais iparating ng napakinggang bulong, awiting-bayan, alamat,
Quarter bahagi ng akda, at teksto tungkol sa epiko sa Kabisayaan
Nabubuo ang sariling paghahatol o pagmamatuwid sa ideyang nakapaloob sa akda na sumasalamin sa tradisyon ng mga taga
Bisaya
Nasusuri ang antas ng wika batay sa pormalidad na ginamit sa pagsulat ng awiting-bayan (balbal, kolokyal, lalawiganin, pormal)
Nahihinuha ang kaligirang pangkasaysayan ng 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 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 paghahambing (higit/mas, di-gaano, di-gasino, at iba pa)
Naisusulat ang isang editoryal na nanghihikayat kaugnay ng paksa
Naisusulat ang isang tekstong naglalahad tungkol sa pagpapahalaga ng mga taga-Bisaya sa kinagisnang kultura
Nasusuri ang kulturang nakapaloob sa awiting-bayan
Nagagamit ang mga kumbensyon sa pagsulat ng awitin (sukat, tugma, tayutay, talinghaga, at iba pa)

Quarter Most Essential Learning Competencies Duration

3rd Quarter Naipaliliwanag ang kahalagahan ng paggamit ng suprasegmental (tono, diin, antala)
Naihahambing ang mga katangian ng tula/awiting panudyo, tugmang de gulong at palaisipan
Naipaliliwanag ang kahulugan ng salita sa pamamagitan ng pagpapangkat, batay sa konteksto ng pangungusap,
denotasyon at konotasyon, batay sa kasing kahulugan at kasalungat nito
Naisusulat ang sariling tula/awiting panudyo, tugmang de gulong at palaisipan batay sa itinakdang mga pamantayan
Nasusuri ang mga katangian at elemento ng mito,alamat, kuwentong-bayan, maikling kuwento mula sa Mindanao,
Kabisayaan at Luzon 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 pahayag sa panimula, gitna at wakas ng isang akda
 141

Naibubuod ang tekstong binasa sa tulong ng pangunahin at mga pantulong na kaisipan

Nasusuri ang mga elemento at sosyo-historikal na konteksto ng napanood na dulang pantelebisyon
Nagagamit ang wastong mga panandang anaporik at kataporik ng pangngalan
Nasusuri ang mga salitang ginamit sa pagsulat ng balita ayon sa napakinggang halimbawa
Natutukoy ang datos na kailangan sa paglikha ng sariling ulat-balita batay sa materyal na binasa
4th Q uarter Nailalahad ang sariling pananaw tungkol sa mga motibo ng may-akda sa bisa ng binasang bahagi ng akda
Naibibigay ang kahulugan at mga katangian ng “korido”
Naibabahagi ang sariling ideya tungkol sa kahalagahan ng pag-aaral ng Ibong Adarna
Naisusulat nang sistematiko ang mga nasaliksik na impormasyon kaugnay ng kaligirang pangkasaysayan ng Ibong
Adarna
Nagmumungkahi ng mga angkop na solusyon sa mga suliraning narinig mula sa akda
Nasusuri ang mga pangyayari sa akda na nagpapakita ng mga suliraning panlipunan na dapat mabigyang solusyon
Nailalahad ang sariling saloobin at damdamin sa napanood na bahagi ng telenobela o serye na may pagkakatulad sa
akdang tinalakay
Naiuugnay sa sariling karanasan ang mga karanasang nabanggit sa binasa
Nasusuri ang damdaming namamayani sa mga tauhan sa pinanood na dulang pantelebisyon/pampelikula
Nagagamit ang dating kaalaman at karanasan sa pag-unawa at pagpapakahulugan sa mga kaisipan sa akda
Nagagamit ang angkop na mga salita at simbolo sa pagsulat ng iskrip
Nasusuri ang mga katangian at papel na ginampanan ng pangunahing tauhan at mga pantulong na tauhan
Nagagamit ang mga salita at pangungusap nang may kaisahan at pagkakaugnay-ugnay sa mabubuong iskrip
 142

Grade Level: Grade 8

Subject: Filipino
Grade Level Standards:
Pagkatapos ng
Ikawalong Baitang,
naipamamalas ng mag-
aaral ang kakayahang
komunikatibo,
Quarter Most Essential Learning Competencies Duration
mapanuring pag-iisip,at
1st Naiuugnay
pag-unawa at ang mahahalagang kaisipang nakapaloob sa mga karunungang-bayan sa mga pangyayari sa tunay na buhay sa
Quarter kasalukuyan
pagpapahalagang
pampanitikan Nabibigyang-kahulugan
gamit ang mga talinghaga, eupimistiko o masining na pahayag ginamit sa tula, balagtasan, alamat, maikling
kuwento,
ang teknolohiya at iba’t epiko ayon sa: -kasingkahulugan at kasalungat na kahulugan
Naisusulat
ibang uri ng teksto at ang sariling bugtong, salawikain, sawikain o kasabihan na angkop sa kasalukuyang kalagayan
Nagagamit ang paghahambing sa pagbuo ng alinman sa bugtong, salawikain, sawikain o kasabihan (eupemistikong pahayag)
akdang pampanitikang
pambansa upang nang may pag-unawa upang mailahad ang layunin ng napakinggan, maipaliwanag ang pagkakaugnay-ugnay ng mga
Nakikinig
maipagmalaki pangyayari
ang at mauri ang sanhi at bunga ng mga pangyayari
kulturang Pilipino.
Napauunlad ang kakayahang umunawa sa binasa sa pamamagitan ng:
-paghihinuha batay sa mga ideya o pangyayari sa akda
-dating kaalaman kaugnay sa binasa
Nagagamit ang iba’t ibang teknik sa pagpapalawak ng paksa:
-paghahawig o pagtutulad
-pagbibigay depinisyon
-pagsusuri
Naisusulat ang talatang:
-binubuo ng magkakaugnay at maayos na mga pangungusap
- nagpapahayag ng sariling palagay o kaisipan
-nagpapakita ng simula, gitna, wakas
Nagagamit ang mga hudyat ng sanhi at bunga ng mga pangyayari (dahil,sapagkat,kaya,bunga nito, iba pa)
Naibabahagi ang sariling opinyon o pananaw batay sa napakinggang pag-uulat
Naipaliliwanag ang mga hakbang sa paggawa ng pananaliksik ayon sa binasang datos
Nagagamit sa pagsulat ng resulta ng pananaliksik ang awtentikong datos na nagpapakita ng pagpapahalaga sa katutubong
kulturang Pilipino
 143

Nagagamit nang maayos ang mga pahayag sa pag-aayos ng datos (una, isa pa, iba pa)

Quarter Most Essential Learning Competencies Duration

2nd Quarter Napipili ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa
Nabubuo ang mga makabuluhang tanong batay sa napakinggang palitan ng katuwiran
Naibibigay ang opinyon at katuwiran tungkol sa paksa ng balagtasan
Nakapaglalahad sa paraang pasulat ng pagsang-ayon at pagsalungat sa isang argumento
Nagagamit ang mga hudyat ng pagsang-ayon at pagsalungat sa paghahayag ng opinyon
Naipahahayag ang pangangatuwiran sa napiling alternatibong solusyon o proposisyon sa suliraning inilahad sa
tekstong binasa
Naibibigay ang denotatibo at konotatibong kahulugan, kasingkahulugan at kasalungat na kahulugan ng malalalim
na salitang ginamit sa akda
Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa
kultura ng iba’t ibang rehiyon sa bansa
Naiuugnay ang tema ng napanood na programang pantelebisyon sa akdang tinalakay
Naipaliliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon at saloobin kaugnay ng akdang tinalakay*
Nagagamit ang iba’t ibang paraan ng pagpapahayag (pag-iisa-isa, paghahambing, at iba pa) sa pagsulat ng
sanaysay
Naiuugnay ang mga kaisipan sa akda sa mga kaganapan sa sarili, lipunan, at daigdig
Nabibigyang kahulugan ang mga simbolo at pahiwatig na ginamit sa akda
Nakasusulat ng wakas ng maikling kuwento*
Nabibigyang interpretasyon ang tulang napakinggan
Naihahambing ang anyo at mga elemento ng tulang binasa sa iba pang anyo ng tula
Naisusulat ang isang orihinal na tulang may masining na antas ng wika at may apat o higit pang saknong sa
alinmang anyong tinalakay, gamit ang paksang pag-ibig sa kapwa, bayan o kalikasan

Quarter Most Essential Learning Competencies Duration

3 Quarter
rd Naihahambing ang tekstong binasa sa iba pang teksto batay sa:
 144

- paksa
- layon
- tono
- pananaw
- paraan ng
pagkakasulat
- pagbuo ng
salita
- pagbuo ng
talata
- pagbuo ng
pangung
usap

Nabibigyang-kahulugan ang mga lingo/termino na ginagamit sa mundo ng multimedia

Naiuulat nang maayos at mabisa ang nalikom na datos sa pananaliksik
Nagagamit ang iba’t ibang estratehiya sa 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 komunikasyon (balbal, kolokyal,
banyaga)
Napag-iiba ang katotohanan (facts) sa hinuha (inferences), opinyon at personal na interpretasyon ng kausap
Naiisa-isa ang mga positibo at negatibong pahayag
Naiuugnay ang balitang napanood sa balitang napakinggan
Nabibigyang-kahulugan ang mga salitang ginagamit sa radio broadcasting
Naisusulat nang wasto ang isang dokumentaryong panradyo
Nagagamit ang mga angkop na ekspresyon sa paghahayag ng konsepto ng pananaw (ayon, batay, sang-ayon sa, sa
akala, iba pa)
Nahihinuha ang paksa, layon at tono ng akdang nabasa
Natutukoy ang mga tamang salita sa pagbuo ng isang puzzle na may kaugnayan sa paksa
Nasusuri ang isang programang napanood sa telebisyon ayon sa itinakdang mga pamantayan
Naipahahayag sa lohikal na paraan ang mga pananaw at katuwiran
Nagagamit nang wasto ang mga ekspresyong hudyat ng kaugnayang lohikal (dahilan-bunga, paraan-resulta)
Nailalahad ang sariling bayas o pagkiling tungkol sa interes at pananaw ng nagsasalita
Nasusuri ang napanood na pelikula batay sa:
- Paksa/tema
-layon
-gamit ng mga salita
 145

-mga tauhan
Nabibigyang kahulugan ang mga salitang ginagamit sa mundo ng pelikula
Naihahayag ang sariling pananaw tungkol sa mahahalagang isyung mahihinuha sa napanood na pelikula
Nagagamit ang kahusayang gramatikal (may tamang bantas, baybay, magkakaugnay na pangungusap/ talata sa
pagsulat ng isang suring- pelikula
Nasusuri ang mga hakbang sa pagbuo ng isang kampanyang panlipunan ayon sa binasang mga impormasyon
Naipaliliwanag ang mga salitang angkop na gamitin sa pagbuo ng isang kampanyang panlipunan
Nakasusulat ng isang malinaw na social awareness campaign tungkol sa isang paksa na maisasagawa sa tulong ng
multimedia*
Nagagamit ang angkop na mga komunikatibong pahayag sa pagbuo ng isang social awareness campaign

Quarter Most Essential Learning Competencies Duration

4 Quarter
th
Nahihinuha ang kahalagahan ng pag-aaral ng Florante at Laura batay sa napakinggang mga pahiwatig sa akda
Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng:
- pagtukoy sa
kalagayan ng
lipunan sa
panahong
nasulat ito
- pagtukoy sa
layunin ng
pagsulat ng akda
-
pagsusuri sa
epekto ng akda
pagkatapos
itong isulat

Nailalahad ang damdamin o saloobin ng may- akda, gamit ang wika ng kabataan
Nailalahad ang mahahalagang pangyayari sa napakinggang aralin
Nasusuri ang mga pangunahing kaisipan ng bawat kabanatang binasa
Nabibigyang-kahulugan ang :
-matatalinghagang ekspresyon
- tayutay
- simbolo
Naisusulat sa isang monologo ang mga pansariling damdamin tungkol sa:
- pagkapoot
 146

- pagkatakot
- iba pang damdamin
Nailalarawan ang tagpuan ng akda batay sa napakinggan
Nailalahad ang mahahalagang pangyayari sa aralin
Nakasusulat ng sariling talumpating nanghihikayat tungkol sa isyung pinapaksa sa binasa
Nagagamit nang wasto ang mga salitang nanghihikayat
Nailalahad ang damdaming namamayani sa mga tauhan batay sa napakinggan
Nasusuri ang mga sitwasyong nagpapakita ng iba’t ibang damdamin at motibo ng mga tauhan
Nakasusulat ng isang islogan na tumatalakay sa paksang aralin
Natutukoy ang mga hakbang sa pagsasagawa ng isang kawili-wiling radio broadcast batay sa nasaliksik na
impormasyon tungkol dito
Nabibigyang pansin ang mga angkop na salitang dapat gamitin sa isang radio broadcast
Nailalapat sa isang radio broadcast ang mga kaalamang natutuhan sa napanood sa telebisyon na programang
nagbabalita
Naipahahayag ang pansariling paniniwala at pagpapahalaga gamit ang mga salitang naghahayag ng pagsang-
ayon at pagsalungat (Hal.: totoo, ngunit)

Grade Level: Grade 9

Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikasiyam
na Baitang,
Naipamamalas ng mag-
aaral angQuarter
kakayahang Most Essential Learning Competencies Duration
komunikatibo,mapanur
1st Quarter pag-
ing pag-iisip,at Maikling Kuwento
unawa at
Nasusuri ang mga pangyayari, at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano batay sa
pagpapahalagang napakinggang akda
pampanitikan gamit
ang teknolohiya at iba’t Nabubuo ang sariling paghatol o pagmamatuwid sa mga ideyang nakapaloob sa akda
ibang uri ng teksto at Nabibigyang kahulugan ang malalim na salitang ginamit sa akda batay sa denotatibo o konotatibong
saling-akdang Asyano kahulugan
upang mapatibay ang
pagkakakilanlang
Asyano.
 147

Naihahambing ang ilang piling pangyayari sa napanood na telenobela sa ilang piling kaganapan sa lipunang
Asyano sa kasalukuyan
Nasusuri ang maikling kuwento batay sa:
- Paksa
- Mga tauhan
- Pagkakasunod-sunod ng mga pangyayari
- estilo sa pagsulat ng awtor
- iba pa

Napagsusunod-sunod ang mga pangyayari sa akda

Napagsusunod-sunod ang mga pangyayari gamit ang angkop na mga pag-ugnay

Nobela
Nauuri ang mga tiyak na bahagi sa akda na nagpapakita ng katotohanan, kabutihan at kagandahan batay sa
napakinggang bahagi ng nobela
Nasusuri ang tunggaliang tao vs. sarili sa binasang nobela
Nabibigyan ng sariling interpretasyon ang mga pahiwatig na ginamit sa akda
Nasusuri ang pinanood na teleseryeng Asyano batay sa itinakdang pamantayan
Naisusulat ang isang pangyayari na nagpapakita ng tunggaliang tao vs. sarili
Nagagamit ang mga pahayag na ginagagamit sa pagbibigay-opinyon (sa tingin / akala / pahayag / ko, iba pa)
Tula
Naiuugnay ang sariling damdamin sa damdaming inihayag sa napakinggang tula
Nailalahad ang sariling pananaw ng paksa sa mga tulang Asyano
Natutukoy at naipaliliwanag ang magkakasingkahulugang pahayag sa ilang taludturan
Naisusulat ang ilang taludtod tungkol sa pagpapahalaga sa pagiging mamamayan ng rehiyong Asya
Sanaysay
Naipaliliwanag ang salitang may higit sa isang kahulugan
Nasusuri ang paraan ng pagpapahayag ng mga ideya at opinyon sa napanood na debate o kauri nito
Naisusulat ang sariling opinyon tungkol sa mga dapat o hindi dapat na katangian ng kabataang Asyano
Nagagamit ang mga pang-ugnay sa pagpapahayag ng sariling pananaw
 148

Dula
Nakabubuo ng paghuhusga sa karakterisasyon ng mga tauhan sa kasiningan ng akda
Naipaliliwanag ang kahulugan ng salita habang nababago ang estruktura nito
Nasusuri ang pagiging makatotohanan ng ilang pangyayari sa isang dula
Nagagamit ang mga ekspresyong nagpapahayag ng katotohanan (sa totoo, talaga, tunay, iba pa)
Pangwakas na Output

Naibabahagi ang sariling pananaw sa resulta ng isinagawang sarbey tungkol sa tanong na: ”Alin sa mga
babasahin ng Timog-Silangang Asya ang iyong nagustuhan?”

Quarter Most Essential Learning Competencies Duration

2 Quarter
nd Tanka at Haiku
Nasusuri ang tono ng pagbigkas ng napakinggang tanka at haiku
Nasusuri ang pagkakaiba at pagkakatulad ng estilo ng pagbuo ng tanka at haiku
Nabibigyang kahulugan ang matatalingha-gang mahahalagang salitang ginamit sa tanka at haiku
Naisusulat ang payak na tanka at haiku sa tamang anyo at sukat
Nagagamit ang suprasegmental na antala/hinto, diin at tono sa pagbigkas ng tanka at haiku
Nahihinuha ang damdamin ng mga tauhan batay sa diyalogong napakinggan
Nabibigyang-puna ang kabisaan ng paggamit ng hayop bilang mga tauhan na parang taong nagsasalita at
kumikilos
Naiaantas ang mga salita (clining) batay sa tindi ng emosyon o damdamin
Naisusulat muli ang isang pabula sa paraang babaguhin ang karakter ng isa sa mga tauhan nito
Nagagamit ang iba’t ibang ekspresyon sa pagpapahayag ng damdamin
Naipaliliwanag ang pananaw ng may-akda tungkol sa paksa batay sa napakinggan
Naipaliliwanag ang mga:
- kaisipan
- layunin
- paksa; at
- paraan ng pagkakabuo ng sanaysay

Naipaliliwanag ang mga salitang di lantad ang kahulugan batay sa konteksto ng pangungusap
 149

Nabibigyang-puna ang paraan ng pagsasalita ng taong naninindigan sa kanyang mga saloobin o opinyon sa
isang talumpati
Naipahahayag ang sariling pananaw tungkol sa isang napapanahong isyu sa talumpating nagpapahayag ng
matibay na paninindigan
Nakasusulat ng isang argumento hinggil sa napapanahong isyu sa lipunang Asya
Nagagamit ang angkop na mga pahayag sa pagbibigay ng opinyon, matibay na paninindigan at mungkahi
Nasusuri ang maikling kuwento batay sa estilo ng pagsisimula, pagpapadaloy at pagwawakas ng
napakinggang salaysay
Nahihinuha ang kulturang nakapaloob sa binasang kuwento
Nabibigyang-kahulugan ang mga imahe at simbolo sa binasang kuwento
Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na bahagi ng teleserye o
pelikula
Naisasalaysay ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa nabasang
kuwento
Naisusulat ang isang paglalarawan ng sariling kultura na maaaring gamitin sa isang pagsasalaysay
Nagagamit ang mga pahayag sa pagsisimula, pagpapatuloy ng mga pangyayari at pagtatapos ng isang
kuwento
Nauuri ang mga tiyak na bahagi at katangian ng isang dula batay sa napakinggang diyalogo o pag-uusap
Nasusuri ang binasang dula batay sa pagkakabuo at mga elemento nito
Napaghahambingang mga napanood na dula batay sa mga katangian at elemento ng bawat isa
Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang pangkat ng tao sa ilang bansa sa
Asya
Nagagamit ang mga angkop na pang-ugnay sa pagsulat ng maikling dula
Naipahahayag ang damdamin at pag-unawa sa napakinggang akdang orihinal
Naipaliliwanag ang naging bisa ng nabasang akda sa sariling kaisipan at damdamin
Nabibigyang- kahulugan ang mahihirap na salita batay sa konteksto ng pangungusap; ang matatalinghagang
pahayag sa parabola; ang mga salitang may natatagong kahulugan; ang mga salita batay sa kontekstong
pinaggamitan; ang mahihirap na salita batay sa kasingkahulugan at kasalungat na kahulugan;

Naisusulat ang sariling akda na nagpapakita ng pagpapahalaga sa pagiging Asyano

Nagagamit ang linggwistikong kahusayan sa pagsulat ng sariling akda na nagpapakita ng pagpapahalaga sa
pagiging isang Asyano
 150

Quarter Most Essential Learning Competencies Duration

3rd Napatutunayang ang mga pangyayari sa binasang parabula ay maaaring maganap sa tunay na buhay sa kasalukuyan
Quarter Naisusulat ang isang anekdota o liham na nangangaral; isang halimbawang elehiya;
Nagagamit nang wasto sa pangungusap ang matatalinghagang pahayag
Nasusuri ang mga elemento ng elehiya batay sa:
- Tema
- Mga tauhan
- Tagpuan
- Mga mahihiwatigang kaugalian o tradisyon
- Wikang ginamit
- Pahiwatig o simbolo
- Damdamin

Nabibigyang-puna ang nakitang paraan ng pagbigkas ng elehiya o awit

Nagagamit ang mga angkop na pang-uri na nagpapasidhi ng damdamin
Nasusuri ang mga tunggalian (tao vs. tao, at tao vs. sarili) sa kuwento batay sa napakinggang pag-uusap ng mga tauhan
Napatutunayang ang mga pangyayari at/o transpormasyong nagaganap sa tauhan ay maaaring mangyari sa tunay na buhay
Natutukoy ang pinagmulan ng salita (etimolohiya)
Naiuugnay sa kasalukuyan ang mga tunggaliang (tao vs. tao at tao vs. sarili) napanood na programang pantelebisyon
Naisusulat muli ang maikling kuwento nang may pagbabago sa ilang pangyayari at mga katangian ng sinuman sa mga tauhan; ang
sariling wakas sa naunang alamat na binasa

Nagagamit ang angkop na pang-ugnay na hudyat ng pagsusunod-sunod ng mga pangyayari sa lilikhaing kuwento
Nabibigyang-kahulugan ang kilos, gawi at karakter ng mga tauhan batay sa usapang napakinggan
Napatutunayan ang pagiging makatotohanan/ di makatotohanan ng akda
Nagagamit ang mga pang-abay na pamanahon , panlunan at pamaraan sa pagbuo ng alamat
Nahuhulaan ang maaaring mangyari sa akda batay sa ilang pangyayaring napakinggan
Nailalarawan ang natatanging kulturang Asyano na masasalamin sa epiko
Nabibigyang-katangian ang isa sa mga itinuturing na bayani ng alinmang bansa sa Kanlurang Asya
 151

Nagagamit ang mga angkop na salita sa paglalarawan ng kulturang Asyano at bayani ng Kanlurang Asya
Naiisa-isa ang kultura ng Kanluraning Asyano mula sa mga akdang pampanitikan nito *

Quarter Most Essential Learning Competencies Duration

4th Quarter
Batay sa napakinggan, natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng:
- pagtukoy sa layunin ng may- akda sa pagsulat nito
- 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 bago at matapos isinulat ang akda
Natutukoy ang mga kontekstuwal na pahiwatig sa pagbibigay-kahulugan
Nabibigyang-patunay na may pagkakatulad / pagkakaiba ang binasang akda sa ilang napanood na telenobela*
Nailalahad ang sariling pananaw, kongklusyon, at bisa ng akda sa sarili at sa nakararami
Naitatala ang nalikom na datos sa pananaliksik
Nagagamit ang mga angkop na salita / ekspresyon sa:
- paglalarawan
- paglalahad ng sariling pananaw
-pag-iisa-isa
pagpapatunay

Natutukoy ang kahalagahan ng bawat tauhan sa nobela

Naisusulat ang isang makahulugan at masining na iskrip ng isang monologo tungkol sa isang piling tauhan
Nagagamit ang tamang pang-uri sa pagbibigay- katangian
Naibabahagi ang sariling damdamin sa tinalakay na mga pangyayaring naganap sa buhay ng tauhan
Nailalahad ang sariling pananaw sa kapangyarihan ng pag-ibig sa magulang, sa kasintahan, sa kapwa at sa bayan
Napapangkat ang mga salita ayon sa antas ng pormalidad ng gamit nito (level of formality)
Nakasusulat ng iskrip ng Mock Trial tungkol sa tunggalian ng mga tauhan sa akda*
Nagagamit ang mga angkop na ekspresyon sa pagpapahayag ng:
- damdamin
- matibay na paninindigan
Natitiyak ang pagkamakatotohanan ng akdang napakinggan sa pamamagitan ng pag-uugnay sa ilang
pangyayari sa kasalukuyan
 152

Naipaliliwanag ang mga kaugaliang binanggit sa kabanata na nakatutulong sa pagpapayaman ng kulturang

Asyano
Naipaliliwanag ang iba’t ibang paraan ng pagbibigay-pahiwatig sa kahulugan
Naipaliliwanag ang mga kaisipang nakapaloob sa aralin gaya ng:
 pamamalakad ng pamahalaan
 paniniwala sa Diyos
 kalupitan sa kapuwa
 kayamanan
 kahirapan at iba pa

Naihahambing ang mga katangian ng isang ina noon at sa kasalukuyan batay sa napanood na dulang
pantelebisyon o pampelikula
Naipaliliwanag ang kahalagahan ng pagtupad sa tungkulin ng ina at ng anak
Nagagamit ang mga angkop na ekspresyon sa:
 pagpapaliwanag
 paghahambing
 pagbibigay ng opinyon

Nasusuri ang pinanood na dulang panteatro na naka-video clip batay sa pamantayan

Grade Level: Grade 10

Subject: Filipino
Grade Level Standards:
Pagkatapos ng
Ikasampung Baitang,
naipamamalas ng mag-
aaral ang kakayahang
Quarter Most Essential Learning Competencies Duration
komunikatibo,
mapanuringNaipahahayag
pag-iisip, at mahahalagang kaisipan/pananaw sa napakinggan, mitolohiya
pag-unawa at
Naiuugnay ang mga mahahalagang kaisipang nakapaloob sa binasang akda sa nangyayari sa:
pagpapahalagang
1st Quarter  Sariling karanasan
pampanitikan gamit  ang
pamilya
teknolohiya at iba’t
 pamayanan
ibang uri ng teksto atlipunan
saling-akdang
pandaigdig tungo sa
pagkakaroon ng
 153

 daigdig

Naiuugnay ang kahulugan ng salita batay sa kayarian nito

Natutukoy ang mensahe at layunin ng napanood na cartoon ng isang mitolohiya
Naipahahayag nang malinaw ang sariling opinyon sa paksang tinalakay
Nagagamit nang wasto ang pokus ng pandiwa (tagaganap, layon, pinaglalaaanan at kagamitan)
1. sa pagsasaad ng aksyon, pangyayari at karanasan;
2. sa pagsulat ng paghahambing;
3. sa pagsulat ng saloobin;
4. sa paghahambing sa sariling kultura at ng ibang bansa; at
5. isinulat na sariling kuwento

Nasusuri ang tiyak na bahagi ng napakinggang parabula na naglalahad ng katotohanan, kabutihan at kagandahang-asal
Nasusuri ang nilalaman, elemento at kakanyahan ng binasang akda gamit ang mga ibinigay na tanong at binasang mitolohiya
Nabibigyang-puna ang estilo ng may-akda batay sa mga salita at ekspresyong ginamit sa akda, at ang bisa ng paggamit ng mga
salitang nagpapahayag ng matinding damdamin
Nagagamit ang angkop na mga piling pang-ugnay sa pagsasalaysay
(pagsisimula, pagpapatuloy, pagpapadaloy ng mga pangyayari at pagwawakas)
Naipaliliwanag ang pangunahing paksa at pantulong na mga ideya sa napakinggang impormasyon sa radyo o iba pang anyo ng
media
Nabibigyang-reaksiyon ang mga kaisipan o ideya sa tinalakay na akda, ang pagiging makatotohanan/di-makatotohanan ng mga
pangyayari sa maikling kuwento
Natutukoy ang mga salitang magkakapareho o magkakaugnay ang kahulugan
Natatalakay ang mga bahagi ng pinanood na nagpapakita ng mga isyung pandaigdig
Naitatala ang mga impormasyon tungkol sa isa sa napapanahong isyung pandaigdig
Nagagamit ang angkop na mga pahayag sa pagbibigay ng sariling pananaw
Nahihinuha ang katangian ng tauhan sa napakinggang epiko
Naibibigay ang sariling interpretasyon sa mga kinaharap na suliranin ng tauhan
Napapangatuwiranan ang kahalagahan ng epiko bilang akdang pandaigdig na sumasalamin ng isang bansa
Naipaliliwanag ang mga alegoryang ginamit sa binasang akda
Natutukoy ang mga bahaging napanood na tiyakang nagpapakita ng ugnayan ng mga tauhan sa puwersa ng kalikasan
Naisusulat nang wasto ang pananaw tungkol sa:
a. pagkakaiba-iba at pagkakatulad ng mga epikong pandaigdig;
 154

b. ang paliwanag tungkol sa isyung pandaigdig na iniuugnay sa buhay ng mga Pilipino;

c. sariling damdamin at saloobin tungkol sa sariling kultura kung ihahahambing sa kultura ng ibang bansa; at
d. suring-basa ng nobelang nabasa o napanood
Nagagamit ang angkop na mga hudyat sa pagsusunod-sunod ng mga pangyayari
Naipaliliwanag ang ilang pangyayaring napakinggan na may kaugnayan sa kasalukuyang mga pangyayari sa daigdig
Nakapagbibigay ng mga halimbawang pangyayari sa tunay na buhay kaugnay ng binasa
Nabibigyang-kahulugan ang mahihirap na salita o ekspresyong ginamit sa akda batay sa konteksto ng pangungusap
Nagagamit ang angkop na mga panghalip bilang panuring sa mga tauhan
Naibibigay ang katangian ng isang tauhan batay sa napakinggang diyalogo
Nasusuri ang binasang kabanata ng nobela bilang isang akdang pampanitikan sa pananaw humanismo o alinmang angkop na
pananaw
Nakikilala ang pagkakaugnay-ugnay ng mga salita ayon sa antas o tindi ng kahulugang ipinahahayag nito (clining)
Naihahambing ang ilang pangyayari sa napanood na dula sa mga pangyayari sa binasang kabanata ng nobela
Nailalarawan ang kultura ng mga tuhan na masasalamin sa kabanata
Naibabahagi ang sariling opinyon o pananaw batay sa napakinggan
Nakabubuo ng isang suring-basa sa alinmang akdang pampanitikang Mediterranean
Naibibigay ang kaugnay na mga konsepto ng piling salitang critique at simposyum

Quarter Most Essential Learning Competencies Duration

2 Quarter
nd Mitolohiya: Nailalahad ng mga pangunahing paksa at ideya batay sa napakinggang usapan ng mga tauhan
Naisasama ang salita sa iba pang salita upang makabuo ng ibang kahulugan (collocation)
Nakabubuo ang sistematikong panunuri sa mitolohiyang napanood
Naihahambing ang mitolohiya mula sa bansang kanluranin sa mitolohiyang Pilipino
Dula: Nailalahad ang kultura ng lugar na pinagmulan ng kuwentong-bayan sa napakinggang usapan ng mga
tauhan
Naihahambing ang kultura ng bansang pinagmulan ng akda sa alinmang bansa sa daigdig
Naipaliliwanag ang kahulugan ng salita batay sa pinagmulan nito(epitimolohiya)
Naipaliliwanag ang katangian ng mga tao sa bansang pinagmulan ng kuwentong-bayan batay sa napanood
na bahagi nito
Naisusulat nang wasto ang ang sariling damdamin at saloobin tungkol sa sariling kultura kung
ihahahambing sa kultura ng ibang bansa
 155

Tula: Naibibigay ang puna sa estilo ng napakinggang tula

Nasusuri ang iba’t ibang elemento ng tula
Naibibigay ang kahulugan ng matatalinghagang pananalita na ginamit sa tula
Naisusulat ang sariling tula na may hawig sa paksa ng tulang tinalakay
Nagagamit ang matatalinghagang pananalita sa pagsulat ng tula
Maikling Kuwento: Nasusuri sa diyalogo ng mga tauhan ang kasiningan ng akda
Naitatala ang mga salitang magkakatulad at magkakaugnay sa kahulugan
Nahihinuha sa mga bahaging pinanood ang pakikipag-ugnayang pandaigdig
Naisasalaysay nang masining at may damdamin ang isinulat na maikling kuwento
Nasusuri ang nobela sa pananaw realismo o alinmang angkop na pananaw/ teoryang pampanitikan
Naihahambing ang akda sa iba pang katulad na genre batay sa tiyak na mga elemento nito
Nabibigyang- kahulugan ang mahihirap na salita, kabilang ang mga terminong ginagamit sa panunuring
pampanitikan
Nabubuo ang sariling wakas ng napanood na bahagi ng teleserye na may paksang kaugnay ng binasa
Nagagamit ang angkop at mabisang mga pahayag sa pagsasagawa ng suring –basa o panunuring
pampanitikan
Nagagamit ang iba’t ibang batis ng impormasyon sa pananaliksik tungkol sa mga teroyang pampanitikan
Sanaysay: Naiuugnay nang may panunuri sa sariling saloobin at damdamin ang naririnig na balita,
komentaryo, talumpati, at iba pa
Naiuugnay ang mga argumentong nakuha sa mga artikulo sa pahayagan, magasin, at iba pa sa nakasulat na
akda
Naibibigay ang sariling pananaw o opinyon batay sa binasang anyo ng sanaysay (talumpati o editoryal)
Nabibigyang-kahulugan ang mga salitang di lantad ang kahulugan sa tulong ng word association
Nasusuri ang napanood na pagbabalita batay sa:
- paksa
- paraan ng pagbabalita
at iba pa
Naipahahayag ang sailing kaalaman at opinyon tungkol sa isang paksa sa isang talumpati
Naisusulat ang isang talumpati tungkol sa isang kontrobersyal na isyu
Nasusuri ang kasanayan at kaisahan sa pagpapalawak ng pangungusap
Nabibigyang-puna ang mga nababasa sa mga social media (pahayagan, TV, internet tulad ng fb, e-mail, at iba
 156

pa)
Natutukoy at nabibigyang-kahulugan ang mga salitang karaniwang nakikita sa social media
Natutukoy ang mga popular na anyo ng panitikan na karaniwang nakikita sa mga social media
Naisusulat at naibabahagi sa iba ang sariling akda
Nagagamit ang kahusayan sa gramatikal at diskorsal na pagsulat ng isang organisado at makahulugang akda

Quarter Most Essential Learning Competencies Duration

3rd Quarter Mitolohiya: Naipaliliwanag ang pagkakaiba at pagkakatulad ng mitolohiya ng Africa at Persia
Nasusuri ang mga kaisipang nakapaloob sa mitolohiya batay sa:
- suliranin ng akda
- kilos at gawi ng tauhan
-desisyon ng tauhan
Nabibigyang-puna ang napanood na video clip
Napangangatuwiranan ang sariling reaksiyon tungkol sa akdang binasa sa pamamagitan ng
debate/pagtatalo)
Nagagamit nang angkop ang mga pamantayan sa pagsasaling-wika
Anekdota: Nahihinuha ang damdamin ng sumulat ng napakinggang anekdota
Nasusuri ang binasang anekdota batay sa: paksa- tauhan tagpuan motibo ng awtor paraan ng pagsula at iba
pa
Nabibigyang -kahulugan ang salita batay sa ginamit na panlapi
Naibibigay ang sariling opinyon tungkol sa anekdotang napanood sa you tube
Naisusulat ang isang orihinal na komik strip batay sa isang anekdota
Nagagamit ang kahusayang gramatikal, diskorsal at strategic sa pagsulat at pagsasalaysay ng orhinal na
anekdota
Tula:Nasusuri ang kasiningan at bisa ng tula batay sa napakinggan
Nabibigyang-kahulugan ang iba’t ibang simbolismo at matatalinghagang pahayag sa tula
Naiaantas ang mga salita ayon sa damdaming ipinahahayag ng bawat isa
Epiko/ Maikling Kuwento: Naiuugnay ang suliraning nangingibabaw sa akda sa pandaigdigang pangyayari
sa lipunan
Naihahanay ang mga salita batay sa kaugnayan ng mga ito sa isa’t isa
 157

Nabibigyang-puna ang napanood na teaser o trailer ng pelikula na may paksang katulad ng binasang akda
Naipahahayag ang damdamin at saloobin tungkol sa kahalagahan ng akda sa:
- sarili
- panlipunan
pandaigdig
Nasusuri nang pasulat ang damdaming nakapaloob sa akdang binasa at ng alinmang socila media
Nabibigyang-kahulugan ang damdaming nangingibabaw sa akda
Naipaliliwanag ang mga likhang sanaysay batay sa napakinggan
Naihahambing ang pagkakaiba at pagkakatulad ng sanaysay sa ibang akda
Naibibigay ang katumbas na salita ng ilang salita sa akda (analohiya)
Naibibigay ang sariling reaksiyon sa pinanood na video na hinango sa youtube
Naisusulat ang isang talumpati na pang-SONA
Nagagamit ang angkop na mga tuwiran at di-tuwirang pahayag sa paghahatid ng mensahe
Nobela: Natutukoy ang tradisyong kinamulatan ng Africa at/o Persia batay sa napakinggang diyalogo
Nasusuri ang binasang kabanata ng nobela batay sa pananaw / teoryang pampanitikan na angkop dito
Nasusuri ang napanood na excerpt ng isang isinapelikulang nobela
Nailalapat nang may kaisahan at magkakaugnay na mga talata gamit ang mga pag-ugnay sa panunuring
pampelikula*
Nagagamit ang iba’t ibang batis ng impormasyon tungkol sa magagandang katangian ng bansang Africa at/o
Persia

Quarter Most Essential Learning Competencies Duration

4th Kailigirang Pangkasaysayan ng El Filibusterismo: Nasusuri ang pagkakaugnay ng mga pangyayaring napakinggan tungkol sa
Quarter kaligirang pangkasaysayan ng El Filibusterismo
Natitiyak ang kaligirang pangkasaysayan ng akda sa pamamagitan ng:
- pagtukoy sa mga kondisyon sa panahong isinulat ang akda
- pagpapatunay ng pag-iral ng mga kondisyong ito sa kabuuan o ilang bahagi ng akda
pagtukoy sa layunin ng may-akda sa pagsulat ng akda
Naiuugnay ang kahulugan ng salita batay sa kaligirang pangkasaysayan nito
Napahahalagahan ang napanood pagpapaliwanag na kaligirang pangkasaysayan ng pagkakasulat ng El Filibusterismo sa
 158

pamamagitan ng pagbubuod nito gamit ang timeline

Naisasalaysay ang magkakaugnay na mga pangyayari sa pagkakasulat ng El Filibusterismo
Naisusulat ang buod ng kaligirang pangkasaysayan ng EL Filibusterismo batay sa ginawang timeline
Naitatala ang mahahalagang impormasyon mula sa iba’t ibang pinagkukunang sanggunian
Nagagamit ang iba-ibang reperensya/ batis ng impormasyon sa pananaliksik
Natutukoy ang papel na ginampanan ng mga tauhan sa akda sa pamamagitan ng:
- pagtunton sa mga pangyayari
- pagtukoy sa mga tunggaliang naganap
- pagtiyak sa tagpuan
- pagtukoy sa wakas
Nabibigyang-kahulugan ang matatalingha-gang pahayag na ginamit sa binasang kabanata ng nobela sa pamamagitan ng
pagbibigay ng halimbawa

Naiuugnay sa kasalukuyang mga pangyayaring napanood sa video clip ang pangyayari sa panahon ng pagkakasulat ng akda
Naibabahagi ang ginawang pagsusuri sa napakinggang buod ng binasang akda batay sa:
- katanpagkamakato-tohanan ng mga pangyayari
- tunggalian sa bawat kabanatagian ng mga tauhan
Naisusulat ang buod ng binasang mga kabanata
Nagagamit sa pagbubuod ang tamang mekaniks sa pagsulat (baybay, bantas, at iba pa), gayundin ang wastong pag-uugnay ng mga
pangungusap/ talata
Naipahahayag ang sariling paniniwala at pagpapahalaga kaugnay ng mga kaisipang namayani sa akda
Nasusuri ang mga kaisipang lutang sa akda (Diyos, bayan, kapwa-tao, magulang)
Natatalakay ang mga kaisipang ito:
- kabuluhan ng edukasyon
- pamamalakad sa pamahalaan
- pagmamahal sa:
- Diyos
- Bayan
- Pamilya
- kapwa-tao
- kabayanihan
- karuwagan
 159

- 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
- gawaing pangkomunidad
- isyung pambansa
- pangyayaring pandaigdig

Naiuugnay ang kaisipang namayani sa pinanood na bahagi ng binasang akda sa mga kaisipang namayani sa binasang akda
Naisusulat ang pagpapaliwanag ng sariling mga paniniwala at pagpapahalaga kaugnay ng mga kaisipang namayani sa akda
Naipahahayag ang sariling paniniwala at pagpapahalaga gamit ang angkop na mga salitang hudyat sa paghahayag ng saloobin/
damdamin
Naisasaad ang pagkamakatotohanan ng akda sa pamamagitan ng pag-uugnay ng ilang pangyayari sa kasalukuyan

Naipaliliwanag ang kahulugan ng mga salitang hiram sa wikang Espanyol

Naisusulat ang maayos na paghahambing ng binuong akda sa iba pang katulad na akdang binasa
Nagagamit ang angkop na mga salitang naghahambing
Nasusuri ang tauhan na may kaugnayan sa: mga hilig/interes kawilihan/kagalakan/ kasiglahan /pagkainip/ pagkayamot;
pagkatakot; Pagkapoot; pagkaaliw/ pagkalibang at iba pa
Nasusuri ang nobela batay sa pananaw/ teoryang:
 romantisismo
 humanismo
 naturalistiko
 at iba pa
Nabibigyang-pansinang ilang katangiang klasiko sa akda
 160

Nabibigyan ng kaukulang pagpapakahulugan ang mahahalagang pahayag ng awtor/ mga tauhan

Naisusulat ang paglalarawan ng mahahalagang pangyayari sa nobela na isinaalang- alang ang artistikong gamit ng may-akda sa
mga salitang panlarawan
Nagagamit ang angkop at masining na paglalarawan ng tao, pangyayari at damdamin
Nailalarawan ang mga tauhan at pangyayari sa tulong ng mga pang-uring umaakit sa imahinasyon at mga pandama
161
 162

Guiding our Teachers: A Briefer on Using The Math MELCs

About the Process

Though the country is placed under health emergency brought about by the COVID-19 pandemic, the Department of Education strongly believes that
education must continue and not be hampered despite this global crisis. Learners should be given opportunities for learning experiences to continually
develop foundational concepts and skills which are crucial in their formative years.

To ensure continuous learning of young Filipino learners in spite of shortened academic year, the Department of Education, through the Bureau of Curriculum
Development-Curriculum Standards Development Division, identified the most essential learning competencies (MELCs) per quarter of each grade level for all
learning areas. This is to ensure that the grade level standards with its corresponding content and performance standards are covered and are still achieved.

Hence, the Bureau specialists considered ENDURANCE as a crierion in identifying the MELCS in Mathematics (Grades 1-10, SHS subjects). Endurance as a
criterion is necessary for lifelong learning. In classroom instruction, this happens when concepts and skills that play an important part in the succeeding
lessons, consequently building a solid foundation to acquiring higher skills. This is also in recognition of competencies articulated in the Math curriculum that
once mastered, learners are better problem solvers and critical thinkers. As such, the focus of the MELCs is more on the development of numeracy skills and
higher- order thinking skills in Math rather than the development of its content-knowledge. Actions taken on identifying the MELCs may be one or a
combination of the following:
1. Learning competencies having the same mathematical focus or foundational skills are merged/clustered and rephrased.
2. Learning competencies that may be subsumed to a preceding learning competency are recommended for omission.
3. Learning competencies that may be learned through other readily available software are recommended for omission.
4. Learning competencies that can stand alone or need not be clustered or rephrased are retained.

Examples:

Grade 1: Quarter 1
Learning Competencies Comments/Recommendation Identified MELCs
Visualizes and represents numbers from 0 to 100 using Clustered as counting the Visualizes and represents numbers from 0 to 100 using a variety of
a variety of materials number of objects subsumed materials
or is part of visualizing and
Counts the number of objects in a given set by ones
representing numbers
and tens
Visualizes and count by 2s, 5s, and 10s through 100
Composes and decomposes a given number, e.g. 5 is 5 Omitted as this will is also
and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4 and 0 and 5 discussed in Quarter 3
 163

Learning Competencies Comments/Recommendation Identified MELCs

Visualizes, represents and compares two sets using Clustered and rephrased Compares two sets using the expressions “less than,” “more than,”
expressions “less than,” “more than,” and “as many as” and “as many as” and orders sets from least to greatest and vice
Visualizes, represents and orders sets from least to versa
greatest and vice versa
Visualizes, represents and compares numbers up to 100 Clustered and rephrased Compares numbers up to 100 using relations symbols and ordering
using relation symbols them in increasing and decreasing order
Visualizes, represents and orders numbers up to 100 in
increasing or decreasing order
Identifies the 1st, 2nd, 3rd up to 10th object in a given set Clustered and rephrased Identifies, reads and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th
from a given point of reference object in a given set from a given point of reference
Reads and writes ordinal numbers: 1st, 2nd, 3rd up to 10th

Grade 2, Quarter 4
Learning Competencies Comments/Recommendation Identified MELCs
Visualizes and finds the elapsed time in days Omitted, subsumed in the next Visualizes, represents and solves problems involving time (minutes
LC including a.m and p.m and elapsed time in days)
Shows and uses the appropriate unit of length and their Clustered and rephrased Measures objects using appropriate measuring tools and units of
abbreviation cm and m to measure a particular object length in m or cm
Measures objects using appropriate measuring tools in
m or cm
Compares length in meters or centimeters Clustered and rephrased; the Compares the following unit of measures:
Compares mass in grams or kilograms mathematical focus is on the a. Length in meters or centimeters
comparing measures b. Mass in grams or kilograms
c. Capacity in mL or L
Shows and uses the appropriate unit of weight and Clustered and rephrased Measures objects using appropriate measuring tools and
their abbreviations g and kg to measure a particular measuring units in g or kg
object
Measures objects using appropriate measuring units in
g or kg

Learning Competencies Comments/Recommendation Identified MELCs

Illustrates area as measure of how much surface is Omitted, subsumed in the LC of finding the
covered or occupied by a plane figure area using square tiles
 164

Learning Competencies Comments/Recommendation Identified MELCs

Collects data on one variable using questionnaire Omitted, learners have better grasps of this
Sorts, classifies, and organizes data in tabular form and LC in Grade 4 be as they may not be
present this into a pictograph without and with scales somehow struggling in reading and writing
Tells whether an event is likely, equally likely, unlikely Omitted as this may also be taken in Grade
to happen 3 for the discussion of probability of events
Describe events in real-life situations using the phrases
“likely to happen” or “unlikely to happen” or “equally
likely to happen”

Grade 6 Quarter 2
Learning Competencies Comments/Recommendation Identified MELCs
Sets up proportions for groups of objects or numbers omitted
and for given situation
Identifies real-life situations that make use of integers Clustered and rephrased Describe the set of integers and identify real-life
Describes the set of integers situations that make use of it
Represents integers on the number line LC is subsumed to the next LC Compares and arranges integers on the number line
Compares and arranges integers

Grade 8 Quarter 2
Learning Competency Comments/Recommendations Identified MELCS
Illustrates linear inequalities in two variables Clustered, rephrased Illustrates and graphs linear inequalities in two
Graphs linear inequalities in two variables variables
Illustrates a linear function Clustered and rephrased Graphs and illustrates a linear function and its (a)
Graphs a linear function and its (a) domain; (b) range; domain; (b) range; (c) table of values; (d) intercepts;
(c) table of values; (d) intercepts; and (e) slope and (e) slope

As Math competencies are recurring and progressing from simple to complex content, teachers should ensure that the foundational skills are developed. Bear
in mind that the mathematical focus is more on developing the learning competency or the math concept and skill rather than on the learning content.
 165

Grade Level: Grade 1

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 demonstrates 1. is able to recognize, visualizes and represents numbers from 0 to 100 using a variety of materials. Week 1
understanding of represent, and order identifies the number that is one more or one less from a given number. Week 2
whole numbers up whole numbers up to regroups sets of ones into sets of tens and sets of tens into hundreds using objects. Week 3
to 100, ordinal 100 and money up to
numbers up to 10th, PhP100 in various forms compares two sets using the expressions “less than,” “more than,” and “as many Week 4
money up to and contexts. as” and orders sets from least to greatest and vice versa.
PhP100. reads and writes numbers up to 100 in symbols and in words. Week 5
2. is able to recognize, visualizes and gives the place value and value of a digit in one- and two-digit Week 6
and represent ordinal numbers.
numbers up to 10th, in
various forms and renames numbers into tens and ones.
contexts. compares numbers up to 100 using relation symbol and orders them in Week 7
increasing or decresing order.
Identifies, reads and writes ordinal numbers: 1st , 2nd, 3rd, up to 10th object in a Week 8
given set from a given point of reference.
recognizes and compares coins and bills up to PhP100 and their notations. Week 9
Q2 demonstrates is able to apply addition illustrates addition as “putting together or combining or joining sets” Week 1
understanding of and subtraction of visualizes and adds the following numbers using appropriate techniques: to 2
addition and whole numbers up to a. two one-digit numbers with sums up to 18
subtraction of whole 100 including money in b. three one-digit numbers
numbers up to 100 mathematical problems c. numbers with sums through 99 without and with regrouping
including money and real- life situations.
visualizes and solves one-step routine and non-routine problems involving addition Week 3
of whole numbers including money with sums up to 99 using appropriate
problem solving strategies.
illustrates subtraction as “taking away” or “comparing” elements of sets. Week 4
illustrates that addition and subtraction are inverse operations.
visualizes, represents, and subtracts the following numbers: Week 5
a. one-digit numbers with minuends through 18 (basic facts) to 6
b. one- to two-digit numbers with minuends up to 99 without regrouping
c. one- to two-digit numbers with minuends up to 99 with regrouping
 166

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

subtracts mentally one-digit numbers from two-digit minuends without regrouping Week 7
using appropriate strategies.
visualizes, represents, and solves routine and non-routine problems involving Week 8
subtraction of whole numbers including money with minuends up to 99 with
and without regrouping using appropriate problem solving strategies and tools.
Q3 demonstrates is able to recognize, counts groups of equal quantity using concrete objects up to 50 and writes an Week 1
understanding of represent, and compare equivalent expression. e.g. 2 groups of 5
fractions ½ and 1/4. fractions ½ and 1/4 in
visualizes, represents, and separates objects into groups of equal quantity using
various forms and
contexts. concrete objects up to 50. e.g. 10 grouped by 5s
visualizes, represents, divides a whole into halves and fourths and identifies ½ and ¼ Week 2
of a whole object.
visualizes, represents and divides the elements of sets into two groups of equal Week 3
quantities to show halves and four groups of equal quantities to show fourths
visualizes and draws the whole region or set given its ½ and/or ¼ Week 4
demonstrates is able to describe, identifies, names, and describes the four basic shapes (square, rectangle, triangle Week 5
understanding of 2- compare, and construct and circle) in 2-dimensional (flat/plane) and 3- dimensional (solid) objects.
dimensional and 3- 2-dimensional and 3- draws the four basic shapes. Week 6
dimensional figures. dimensional objects
constructs three dimensional objects (solid) using manipulative materials.
demonstrates is able to apply determines the missing term/s using one attribute in a given continuous pattern Week 7
understanding of knowledge of (letters/ numbers/events) and in a given repeating pattern (letters, numbers,
continuous and continuous and colors, figures, sizes, etc.).
repeating patterns repeating patterns and constructs equivalent number expression using addition and subtraction. Week 8
and mathematical number sentences in e.g. 6 + 5 = 12 - 1
sentences. various situations. identifies and creates patterns to compose and decompose using addition.
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 + 3, 5 + 2, 6 + 1, 7 + 0
visualizes and finds the missing number in an addition or subtraction sentence Week 9
using a variety of ways
e.g. n + 2 = 5 5 – n = 3
Q4 demonstrates is able to apply tells the days in a week; months in a year in the right order. Week 1
understanding of knowledge of time and determines the day or the month using a calendar. Week 2
time and non- non-standard measures tells and writes time by hour, half-hour and quarter-hour using analog clock. Week 3
 167

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

standard units of of length, mass, and solves problems involving time (days in a week, months in a year, hour, half-hour, Week 4
length, mass capacity in and quarter-hour)
and capacity. mathematical problems compares objects using comparative words: short, shorter, shortest; long, Week 5
and real-life situations longer, longest; heavy, heavier, heaviest; light, lighter, lightest. to 6
estimates and measures length, mass and capacity using non- standard units of Week 7
measures.
demonstrates is able to interpret infers and interprets data presented in a pictograph without scales. Week 8
understanding of simple representations e.g. finding out from the title what the pictograph is all about, comparing which
pictographs without of data (tables and has the least or greatest …
scales and outcomes pictographs without solves routine and non-routine problems using data presented in pictograph Week 9
of an event. scales). without scales.

Grade Level: Grade 2

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 Week 1
1. demonstrates 1. is able to recognize, 000 using a variety of materials.
understanding of represent, compare, and gives the place value and finds the value of a digit in three-digit numbers.
whole numbers up to order whole numbers up
1000, ordinal to 1000, ordinal numbers visualizes and counts numbers by 10s, 50s, and 100s. Week 2
numbers up to 20th, up to 20th, and money reads and writes numbers up to 1 000 in symbols and in words.
and money up to up to PhP100 in various visualizes and writes three-digit numbers in expanded form. Week 3
PhP100. forms and contexts. compares numbers up using relation symbols and orders numbers up to 1 000 in
increasing or decreasing order.
Identifies, reads and writes ordinal numbers from 1st through the 20th object in Week 4
2. demonstrates 2. is able to recognize
understanding of and represent ordinal a given set from a given point of reference.
addition of whole numbers up to 20th in reads and writes money in symbols and in words through PhP100.
counts the value of a set of bills or a set of coins through PhP100 (peso-coins only; Week 5
centavo-coins only; peso-bills only and combined peso-coins and peso-bills).
 168

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

numbers up to 1000 various forms and compares values of different denominations of coins and paper bills through
including money. contexts. PhP100 using relation symbols.
illustrates the properties of addition (commutative, associative, identity) and Week 6
3. is able to apply applies each in appropriate and relevant situations.
addition of whole
numbers up to 1000 visualizes, represents, and adds the following numbers with sums up to 1000
including money in without and with regrouping:
mathematical problems a. 2-digit by 3-digit numbers
and real-life situations. b. 3-digit by 3-digit numbers
adds mentally the folllowiig numbers using appropriate strategies: Week 7
a. 1- to 2-digit numbers with sums up to 50 to 8
b. 3-digit numbers and 1-digit numbers
c. three -digit numbers and tens (multiples of 10 up to 90)
d. 3-digit numbers and hundreds (multiples of 100 up to 900)

solves routine and non-routine problems involving addition of whole numbers Week 9
including money with sums up to 1000 using appropriate problem
solving strategies and tools.
Q2 demonstrates is able to apply visualizes, represents, and subtracts 2- to 3-digit numbers with minuends up to 999 Week 1
understanding of subtraction and without and with regrouping.
subtraction and multiplication of whole subtracts mentally the following numbers without regrouping using appropriate Week 2
multiplication of numbers up to 1000 strategies:
whole numbers up to including money in a. 1-digit numbers from 1- to 3-digit numbers
b. 3-digit numbers by tens and by hundreds
1000 including mathematical problems
money. and real-life situations. solves routine and non-routine problems involving subtraction of whole numbers Week 3
including money with minuends up to 1000 using appropriate problem
solving strategies and tools.
performs orders of operations involving addition and subtractions of small Week 4
numbers.
solves multi-step routine and non-routine problems involving addition and Week 5
subtraction of 2- to 3-digit numbers including money using appropriate problem
solving strategies and tools.
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Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

illustrates and writes a related equation for each type of multiplication: repeated Week 6
addition, array, counting by multiples, and equal jumps on the number line.
illustrates the following properties of multiplication and applyc each in relevant Week 7
situation: (a) identity, (b) zero, and, (c) commutative.
visualizes multiplication of numbers 1 to 10 by 2,3,4,5 and10. Week 8
multiplies mentally 2,3,4,5 and 10 using appropriate strategies.
solves routine and non-routine problems using appropriate problem solving Week 9
strategies and tools:
a. multiplication of whole numbers including money
b. multiplication and addition or subtraction of whole numbers including money
Q3 visualizes and represents division, and writes a related equation for each type of Week 1
1.demonstrates 1.is able to apply situation: equal sharing, repeated subtraction, equal jumps on the number line,
understanding of division of whole and formation of equal groups of objects.
division of whole numbers up to 1000
numbers up to 1000 including money in visualizes division of numbers up to 100 by 2,3,4,5, and 10 (multiplication table Week 2
including money. mathematical problems of 2, 3, 4, 5 and 10).
and real-life situations. divides mentally numbers by 2,3,4,5 and 10 using appropriate strategies Week 3
2.demonstrates (multiplication table of 2, 3, 4, 5 and 10).
understanding of 2.is able to recognize and illustrates that multiplication and division are inverse operations.
unit fractions. represent unit fractions
in various forms and solves routine and non-routine problems involving division of numbers by 2,3,4,5 Week 4
contexts. and 10 and with any of the other operations of whole numbers including
money using appropriate problem solving strategies and tools.
visualizes, represents and identifies unit fractions with denominators of 10 and below. Week 5
reads and writes unit fractions. to 6
compares using relation symbol and arranges in increasing or decreasing order the
unit fractions.
identifies other fractions less than one with denominators 10 and below.
visualizes (using group of objects and number line), reads and writes similar fractions
compares similar fractions using relation symbols. Week 7
arranges similar fractions in increasing or decreasing order.
demonstrates is able to recognize and constructs squares, rectangles, triangles, circles, half-circles, and quarter circles Week 8
understanding of construct straight and using cut-outs and square grids.
 170

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

straight and curved curved lines, flat and
lines, flat and curved curved surfaces and identifies straight lines and curves, flat and curved surfaces in a 3-dimensional
surfaces and basic basic shapes object.
shapes.
demonstrates is able to apply determines the missing term/s in a given continuous pattern using two Week 9
understanding of knowledge of continuous attributes (any two of the following: figures, numbers, colors, sizes,
continuous patterns patterns using two and orientations, etc.) e.g. 1, A, 2,B,3,C, ,
using two attributes
attributes
Q4 demonstrates is able to apply tells and writes time in minutes including a.m. and p.m. using analog Week 1
understanding knowledge of time, and digital clocks.
of time, standard measures of visualizes, represents, and solves problems involving time (minutes including
standard length, weight, and a.m. and p.m. and elapsed time in days).
measures of capacity, and area using compares the following unit of measures: Week 2
length, mass square-tile units in a. length in meters or centimeters
and capacity mathematical problems b. mass in grams or kilograms
c. capacity in mL or L
and area using and real-life situations.
square-tile measures objects using appropriate measuring tools and unit of leangth in m Week 3
units. or cm.
estimates and measures length using meter or centimeter.
solves routine and non-routine problems involving length. Week 4
measures objects using appropriate measuring tools and measuring units in g Week 5
or kg.
estimates and measures mass using gram or kilogram.
solves routine and non-routine problems involving mass. Week 6
measures objects using appropriate measuring tools in mL or L.
finds the area of a given figure using square-tile units i.e. number of square- Week 7
tiles needed.
estimates the area of a given figure using any shape.
solves routine and non-routine problems involving any figure using square Week 8
tiles.
 171

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

deepens is able to interpret infers and interprets data presented in a pictograph without and with scales. Week 9
understanding of simple representations
pictographs without of data (pictographs solves routine and non-routine problems using data presented in a
and with scales without and with scales) pictograph without and with scales.

Grade Level: Grade 3

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 visualizes numbers up to 10 000 with emphasis on numbers 1001 - 10000. Week 1
1. demonstrates 1. is able to recognize, gives the place value and value of a digit in 4- to 5-digit numbers.
understanding of represent, compare, and reads and writes numbers up to 10 000 in symbols and in words.
whole numbers up to order whole numbers up
10 000, ordinal to 10 000, and money rounds numbers to the nearest ten, hundred and thousand.. Week 2
numbers up to up to PhP1000 in compares using relation symbols and orders in increasing or decreasing order 4- to
100th, and money up various forms and 5-digit numbers up to 10 000.
to PhP1000. contexts. identifies ordinal numbers from 1st to 100th with emphasis on the 21st to 100th Week 3
object in a given set from a given point of reference.
2. is able to recognize recognizes, reads and writes money in symbols and in words through PhP1 000
2. demonstrates and represent, ordinal
understanding of in pesos and centavos
numbers up to 100th in
addition and various forms and compares values of the different denominations of coins and bills through PhP1 Week 4
subtraction of whole contexts. 000 using relation symbols.
numbers including adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without
money 3.is able to apply and with regrouping.
addition and subtraction estimates the sum of 3- to 4-digit addends with reasonable results. Week 5
of whole numbers
including money in adds mentally the following numbers using appropriate strategies:
a. 2-digit and 1-digit numbers without or with regrouping
b. 2- to 3-digit numbers with multiples of hundreds
 172

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

mathematical problems solves routine and non-routine problems involving addition of whole numbers with Week 6
and real-life situations. sums up to 10 000 including money using appropriate problem solving strategies
and tools.
subtracts 3-to 4-digit numbers from 3- to 4-digit numbers without and with Week 7
regrouping.
estimates the difference of two numbers with three to four digits with reasonable
results.
subtracts mentally the following numbers using appropriate strategies: Week 8
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds without and with regrouping
solves routine and non-routine problems involving subtraction without or with Week 9
addition of whole numbers including money using appropriate problem solving
strategies and tools.
Q2 demonstrates is able to apply visualizes multiplication of numbers 1 to 10 by 6,7,8 and 9. Week 1
understanding of multiplication and visualizes and states basic multiplication facts for numbers up to 10.
multiplication and division of whole Illustrates the properties of multiplication in relevant situations (commutative Week 2 to
division of whole numbers including property, distributive property or associative property) 3
numbers including money in mathematical
money. problems and real-life multiplies numbers:
situations 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 1 000

estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with Week 4
reasonable results .
multiplies mentally 2-digit by 1-digit numbers without regrouping with products of
up to 100.
solves routine and non-routine problems involving multiplication without or with Week 5
addition and subtraction of whole numbers including money using appropriate
problem solving strategies and tools.
visualizes and states the multiples of 1- to 2-digit numbers. Week 6
 173

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

visualizes division of numbers up to 100 by 6,7,8,and 9 (multiplication table of 6,
7, 8, and 9).
visualizes and states basic division facts of numbers up to 10. Week 7
divides numbers without or with remainder:
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 2- digit numbers. Week 8
divides mentally 2-digit numbers by 1-digit numbers without remainder using
appropriate strategies.
solves routine and non-routine problems involving division of 2- to 4-digit numbers Week 9
by 1- to 2-digit numbers without or with any of the other operations of whole
numbers including money using appropriate problem solving strategies and tools.
Q3 demonstrates is able to recognize and identifies odd and even numbers. Week 1
understanding of represent proper and visualizes and represents fractions that are equal to one and greater than one
proper and improper, similar and using regions,, sets and number line.
improper, similar dissimilar and equivalent
and dissimilar and fractions in various forms reads and writes fractions that are equal to one and greater than one in symbols Week 2
equivalent fractions. and contexts. and in words.
Represents, compares and arranges dissimilar fractions in increasing or decreasing Week 3
order.
visualizes and generates equivalent fractions. Week 4
demonstrates is able to recognize and recognizes and draws a point, line, line segment and ray. Week 5
understanding of represent lines in real recognizes and draws parallel, intersecting and perpendicular lines.
lines and objects and designs or
visualizes, identifies and draws congruent line segments. Week 6
symmetrical drawings and complete
designs symmetrical designs identifies and visualizes symmetry in the environment and in design.
identifies and draws the line of symmetry in a given symmetrical figure. Week 7
completes a symmetric figure with respect to a given line of symmetry.
demonstrates is able to apply determines the missing term/s in a given combination of continuous and Week 8
understanding of knowledge of continuous repeating pattern.
continuous and and repeating patterns e.g. 4A,5B, 6A,7B,
repeating patterns and number sentences
and mathematical involving multiplication
1 2 3 4
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sentences involving or division of whole finds the missing value in a number sentence involving multiplication or division Week 9
multiplication and numbers in various of whole numbers.
division of whole situations. e.g. n x 7 = 56 56 ÷ n = 8
numbers.
Q4 demonstrates is able to apply visualizes, represents, and converts time measure: Week 1
understanding of knowledge of conversion a. from seconds to minutes, minutes to hours, and hours to a day and vice versa
conversion of time, of time, linear, mass and b. days to week, month and year and vice versa
linear, mass and capacity measures and c. weeks to months and year and vice versa
capacity measures area of rectangle and d. months to year and vice versa.
and area of square square in mathematical
and rectangle. problems and real-life solves problems involving conversion of time measure. Week 2
situations. visualizes, and represents, and converts common units of measure from larger Week 3
to smaller unit and vice versa: meter and centimeter, kilogram and gram, liter
and milliliter.
visualizes, and represents, and solves routine and non-routine problems
involving conversions of common units of measure.
solves routine and non-routine problems involving capacity measure. Week 4
visualizes, and represents, and measures area using appropriate unit. Week 5
solves routine and non-routine problems involving areas of squares and
rectangles.
demonstrates is able to create and collects data on one variable using existing records. Week 6
understanding of bar interpret simple sorts, classifies, and organizes data in tabular form and presents this into a
graphs and representations of data
vertical or horizontal bar graph.
outcomes of an (tables and single bar
event using the graphs) and describe infers and interprets data presented in different kinds of bar graphs (vertical/ Week 7
terms sure, likely, outcomes of familiar horizontal).
equally likely, events using the terms solves routine and non-routine problems using data presented in a single-bar Week 8
unlikely, and sure, likely, equally likely, graph.
impossible to unlikely, and impossible
happen. to happen. tells whether an event is sure, likely, equally likely, unlikely, and impossible to Week 9
happen.
describes events in real-life situations using the phrases “sure to happen,“ likely
to happen”, “equally likely to happen”, “unlikely to happen”, and “impossible to
happen”.
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Grade Level: Grade 4

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

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Q1 visualizes numbers up to 100 000 with emphasis on numbers 10 001–100 000. Week 1
1.demonstrates 1.is able to recognize gives the place value and value of a digit in numbers up to 100 000.
understanding of and represent whole
whole numbers up to numbers up to 100,000 reads and writes numbers, in symbols and in words, up to hundred thousand and
100,000. in various forms and compare them using relation symbols
contexts. rounds numbers to the nearest thousand and ten thousand. Week 2
2.demonstrates orders numbers up to 100 000 in increasing or decreasing order.
understanding of 2.is able to apply multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or with Week 3
multiplication and multiplication and regrouping.
division of whole division of whole
numbers including numbers including estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with
money. money in mathematical reasonable results.
problems and real-life multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200 and Week 4
situations. explains the strategies used.
solves routine and non-routine problems involving multiplication of whole
numbers including money using appropriate problem solving strategies and
tools.
solves multi-step routine and non-routine problems involving multiplication and Week 5
addition or subtraction using appropriate problem solving strategies and tools.
divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder. Week 6
divides mentally 2- to 4-digit numbers by tens or hundreds or by 1 000 without and
with remainder.
estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors with Week 7
reasonable results.
solves routine and non-routine problems involving division of 3- to 4-digit Week 8
numbers by 1- to 2-digit numbers including money using appropriate problem
solving strategies and tools.
solves multi-step routine and non-routine problems involving division and any of
the other operations of whole numbers including money using appropriate
problem solving strategies and tools.
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performs a series of two or more operations applying Multiplication, Division, Week 9
Addition, Subtraction (MDAS) correctly.
Q2 identifies factors of a given number up to 100. Week 1
1.demonstrates 1.is able to apply identifies the multiples of a given number up to 100.
understanding of knowledge of factors and
factors and multiples multiples, and addition differentiates prime from composite numbers.
and addition and and subtraction of writes a given number as a product of its prime factors. Week 2
subtraction of fractions in finds the common factors, greatest common factor (GCF), common multiples and
fractions. mathematical problems least common multiple (LCM) of two numbers using the following methods:
and real-life situations. listing, prime factorization, and continuous division.
2.demonstrates
understanding of 2.is able to recognize solves real-life problems involving GCF and LCM of 2 given numbers. Week 3
improper fractions, and represent improper changes improper fraction to mixed numbers and vice versa. Week 4
mixed numbers and fractions, mixed changes fractions to lowest forms.
decimals numbers and decimals visualizes addition and subtraction of similar and dissimilar fractions. Week 5
visualizes subtraction of a fraction from a whole number.
performs addition and subtraction of similar and dissimilar fractions. Week 6
solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem solving strategies and tools.
visualizes decimal numbers using models like blocks, grids, number lines and Week 7
money to show the relationship to fractions.
renames decimal numbers to fractions, and fractions whose denominators are
factors of 10 and 100 to decimals.
gives the place value and the value of a digit of a given decimal number through Week 8
hundredths.
reads and writes decimal numbers through hundredths.
rounds decimal numbers to the nearest whole number and tenth. Week 9
compares and arranges decimal numbers.
Q3 demonstrates is able to describe describes and draws parallel, intersecting, and perpendicular lines using ruler and Week 1
understanding of the parallel and set square.
concepts of parallel perpendicular lines, describes and illustrates different angles (right, acute, and obtuse) using models. Week 2
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and perpendicular angles, triangles, and describes the attributes/properties of triangles and quadrilaterals using concrete
lines, angles, quadrilaterals objects or models.
triangles, and identifies and describes triangles according to sides and angles. Week 3
quadrilaterals. identifies and describes the different kinds of quadrilaterals: square, rectangle,
parallelogram, trapezoid, and rhombus.
relates triangles to quadrilaterals Week 4
relates one quadrilateral to another quadrilateral (e.g. square to rhombus).
demonstrates is able to identify the determines the missing term/s in a sequence of numbers (e.g. odd numbers, Week 5
understanding of missing element in a even numbers, multiples of a number, factors of a number, etc.)
concepts of pattern and number e.g. 3,6,9, 4,8,12,16, (e.g. odd numbers, even numbers,
continuous and sentence. multiples of a number, factors of a number, etc.)
repeating patterns 1 2 3 4 5 6 7
and number
sentences. finds the missing number in an equation involving properties of operations. (e.g.
(4+ )+8=4+(5+ )
demonstrates is able to apply the finds the elapsed time in minutes and seconds. Week 6
understanding of the concepts of time, estimates the duration of time in minutes.
concept of time, perimeter, area, and
solves problems involving elapsed time.
perimeter, area, and volume to mathematical
volume. problems and real-life visualizes the perimeter of any given plane figure in different situations. Week 7
situations. measures the perimeter of any given figure using appropriate tools.
finds the perimeter of triangles, squares, rectangles, parallelograms, and
trapezoids.
solves routine and non-routine problems in real-life situations involving Week 8
perimeter of squares and rectangles, triangles, parallelograms, and trapezoids.
differentiates perimeter from area. Week 9
converts sq. cm to sq. m and vice versa.
Q4 finds the area of irregular figures made up of squares and rectangles using sq. cm Week 1
and sq. m.
finds the area of triangles, parallelograms and trapezoids using sq. cm and sq. m.
solves routine and non-routine problems involving squares, rectangles, triangles, Week 2
parallelograms, and trapezoids.
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visualizes the volume of solid figures in different situations using non-standard (e.g. Week 3
marbles, etc.) and standard units.
finds the volume of a rectangular prism using cu. cm and cu. m.
solves routine and non-routine problems involving the volume of a rectangular Week 4
prism.
demonstrates is able to create and collects data on two variables using any source. Week 5
understanding of the interpret simple organizes data in tabular form and presents them in a single/double horizontal or
concepts of bar representations of data vertical bar graph.
graphs and simple (tables and bar graphs)
experiments. and describe outcomes interprets data presented in different kinds of bar graphs (vertical/horizontal, Week 6
in simple experiments. single/double bars).
solves routine and non-routine problems using data presented in a single or
double-bar graph.
draws inferences based on data presented in a double-bar graph. Week 7
records favorable outcomes in a simple experiment (e.g. tossing a coin, spinning a
wheel, etc.)
expresses the outcome in a simple experiment in words, symbols, tables, or Week 8
graphs.
explains the outcomes in an experiment.
solves routine and non-routine problems involving a simple experiment. Week 9

Grade Level: Grade 5

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 uses divisibility rules for 2, 5, and 10 to find the common factors of numbers. Week 1
demonstrates is able to apply uses divisibility rules for 3, 6, and 9 to find common factors.
understanding of divisibility, order of
divisibility, order of operations, factors and uses divisibility rules for 4, 8, 12, and 11 to find common factors. Week 2
operations, factors multiples, and the four solves routine and non-routine problems involving factors, multiples, and
divisibility rules for 2,3,4,5,6,8,9,10,11, and 12.
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and multiples, and fundamental operations Performs a series of more than two operations on whole numbers applying Week 3
the four involving fractions in Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping,
fundamental mathematical problems Multiplication, Division, Addition, Subtraction (GMDAS) correctly.
operations involving and real-life situations. finds the common factors, GCF, common multiples and LCM of 2–4 numbers using Week 4
fractions continuous division.
solves real-life problems involving GCF and LCM of 2-3 given numbers.
adds and subtracts fractions and mixed fractions without and with regrouping. Week 5
solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem solving strategies and tools.
visualizes multiplication of fractions using models. Week 6
multiplies a fraction and a whole number and another fraction.
multiplies mentally proper fractions with denominators up to 10.
solves routine or non-routine problems involving multiplication without or with Week 7
addition or subtraction of fractions and whole numbers using appropriate problem
solving strategies and tools.
shows that multiplying a fraction by its reciprocal is equal to 1.
visualizes division of fractions. Week 8
divides simple fractions and whole numbers by a fraction and vice versa
solves routine or non-routine problems involving division without or with any of Week 9
the other operations of fractions and whole numbers using appropriate problem
solving strategies and tools .
Q2 gives the place value and the value of a digit of a given decimal number through Week 1
1.demonstrates 1.is able to recognize ten thousandths.
understanding of and represent decimals reads and writes decimal numbers through ten thousandths.
decimals. in various forms and
contexts. rounds decimal numbers to the nearest hundredth and thousandth.
2.demonstrates compares and arranges decimal numbers. Week 2
understanding of the 2.is able to apply the adds and subtracts decimal numbers through thousandths without and with
four fundamental four fundamental regrouping.
operations involving operations involving
decimals and ratio and solves routine or non-routine problems involving addition and subtraction of Week 3
decimal numbers including money using appropriate problem solving strategies
and tools.
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decimals and ratio proportion in multiplies decimals up to 2 decimal places by 1- to 2-digit whole numbers. Week 4
and proportion. mathematical problems multiplies decimals with factors up to 2 decimal places.
and real-life situations. estimates the products of decimal numbers with reasonable results. Week 5
solves routine and non-routine problems involving multiplication without or with
addition or subtraction of decimals and whole numbers including money
using appropriate problem solving strategies and tools.
divides decimals with up to 2 decimal places. Week 6
divides whole numbers with quotients in decimal form.
solves routine and non-routine problems involving division without or with any of Week 7
the other operations of decimals and whole numbers including money
using appropriate problem solving strategies and tools.
visualizes the ratio of 2 given numbers.
identifies and writes equivalent ratios. Week 8
expresses ratios in their simplest forms.
finds the missing term in a pair of equivalent ratios. Week 9
defines and describes a proportion.
recognizes when two quantities are in direct proportion.
Q3 demonstrates is able to apply percent visualizes percent and its relationship to fractions, ratios, and decimal numbers Week 1
understanding of in mathematical using models.
percent. problems and real-life defines percentage, rate or percent, and base.
situations
identifies the base, percentage, and rate in a problem.
finds the percentage in a given problem. Week 2
solves routine and non-routine problems involving percentage using appropriate
strategies and tools.
demonstrates is able to construct and visualizes, names, describes and draws polygons with 5 or more sides. Week 3
understanding of describe polygons, describes and compares properties of polygons (regular and irregular polygons).
polygons, circles, and circles, and solid figures.
visualizes congruent polygons.
solid figures.
identifies the terms related to a circle. Week 4
draws circles with different radii using a compass.
visualizes and describes solid figures. Week 5
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makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and
sphere using plane figures.
demonstrates 1. is able to apply the formulates the rule in finding the next term in a sequence. Week 6
understanding of the knowledge of sequence e.g. 1, 3, 7,15, (15 x 2+1) Possible answers: (x 2 + 1) (+2, +4, +8, +16)
concept of sequence in various situations.
and solving simple uses different strategies (looking for a pattern, working backwards, etc.) to solve
equations. 2.is able to use different for the unknown in simple equations involving one or more operations on
problem solving whole numbers and fractions.
strategies e.g. 3 x _ + 1 = 10 (the unknown is solved by working backwards)

demonstrates is able to apply measures time using a 12-hour and a 24-hour clock. Week 7
understanding of knowledge of time and calculates time in the different world time zones in relation to the Philippines.
time and circumference in solves problems involving time.
circumference. mathematical problems visualizes circumference of a circle. Week 8
and real-life situations. measures circumference of a circle using appropriate tools.
finds the circumference of a circle.
solves routine and non-routine problems involving circumference of a circle. Week 9
Q4 demonstrates is able to apply finds the area of a given circle. Week 1
understanding of knowledge of area, solves routine and non-routine problems involving the area of a circle.
area, volume and volume and temperature
visualizes the volume of a cube and rectangular prism. Week 2
temperature. in mathematical
problems and real-life names the appropriate unit of measure used for measuring the volume of a cube
situations. and a rectangle prism.
converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa.
finds the volume of a given cube and rectangular prism using cu. cm and cu. m. Week 3
estimates and uses appropriate units of measure for volume.
solves routine and non-routine problems involving volume of a cube and Week 4
rectangular prism in real-life situations using appropriate strategies and tools.
reads and measures temperature using thermometer (alcohol and/or digital) in Week 5
degree Celsius.
solves routine and non-routine problems involving temperature in real-life
situations.
organizes data in tabular form and presents them in a line graph. Week 6
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demonstrates is able to create and interprets data presented in different kinds of line graphs (single to double-line
understanding of line interpret representations graph).
graphs and of data (tables and line solves routine and non-routine problems using data presented in a line graph. Week 7
experimental graphs) and apply draws inferences based on data presented in a line graph.
probability. experimental probability describes experimental probability. Week 8
in mathematical performs an experimental probability and records result by listing.
problems and real-life analyzes data obtained from chance using experiments involving letter cards (A to Week 9
situations. Z) and number cards (0 to 20).
solves routine and non-routine problems involving experimental probability.

Grade Level: Grade 6

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 demonstrates is able to apply the four adds and subtracts simple fractions and mixed numbers without or with Week 1
understanding of the fundamental operations regrouping.
four fundamental involving fractions and
solves routine and non-routine problems involving addition and/or subtraction of
operations involving decimals in
fractions and mathematical problems fractions using appropriate problem solving strategies and tools.
decimals. and real-life situations. multiplies simple fractions and mixed fractions. Week 2
solves routine or non-routine problems involving multiplication without or with
addition or subtraction of fractions and mixed fractions using appropriate problem
solving strategies and tools.
divides simple fractions and mixed fractions. Week 3
solves routine or non-routine problems involving division without or with any of
the other operations of fractions and mixed fractions using appropriate problem
solving strategies and tools.
adds and subtracts decimals and mixed decimals through ten thousandths without Week 4
or with regrouping.
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solves 1 or more steps routine and non-routine problems involving addition and/or
subtraction of decimals and mixed decimals using appropriate problem solving
strategies and tools.
multiplies decimals and mixed decimals with factors up to 2 decimal places. Week 5
multiplies mentally decimals up to 2 decimals places by 0.1, 0.01,10, and 100.
solves routine and non-routine problems involving multiplication of decimals and
mixed decimals including money using appropriate problem solving strategies.
solves multi-step problems involving multiplication and addition or subtraction of Week 6
decimals, mixed decimals and whole numbers including money using appropriate
problem solving strategies and tools.
divides: Week 7
a. whole numbers by decimals up to 2 decimal places and vice versa
b. decimals/mixed decimals up to 2 decimal places
divides decimals: Week 8
a. up to 4 decimal places by 0.1, 0.01, and 0.001
b. up to 2 decimal places by 10, 100, and 1 000 mentally
differentiates terminating from repeating, non-terminating decimal quotients. Week 9
solves routine and non-routine problems involving division of decimals, mixed
decimals, and whole numbers including money using appropriate problem
solving strategies and tools.
solves multi-step routine and non-routine problems involving division and any of Week 10
the other operations of decimals, mixed decimals, and whole numbers
including money using appropriate problem solving strategies and tools.
Q2 demonstrates is able to apply expresses one value as a fraction of another given their ratio and vice versa. Week 1
understanding of knowledge of order of defines and illustrates the meaning of ratio and proportion using concrete or
order of operations, operations, ratio and pictorial models.
ratio and proportion, proportion, percent,
percent, exponents, exponents, and integers finds a missing term in a proportion (direct, inverse, and partitive). Week 2
and integers. in mathematical solves problems involving direct proportion, partitive proportion, and inverse
problems and real-life proportion in different contexts such as distance, rate, and time using appropriate
situations. strategies and tools.
finds the percentage or rate or percent in a given problem. Week 3
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solves routine and non-routine problems involving finding the percentage, rate and
base using appropriate strategies and tools.
solves percent problems such as percent of increase/decrease (discounts, original Week 4
price, rate of discount, sale price, marked-up price), commission, sales tax, and
simple interest.
describes the exponent and the base in a number expressed in exponential Week 5
notation.
gives the value of numbers expressed in exponential notation.
interprets and explains the Grouping, Exponent, Multiplication, Division, Addition, Week 6
Subtraction (GEMDAS) rule.
performs two or more different operations on whole numbers with or without
exponents and grouping symbols.
describe the set of integers and identify real-life situations that make use of it. Week 7
compares integers with other numbers such as whole numbers, fractions, and
decimals.
compares and arranges integers on the number line. Week 8
describes and interprets the basic operations on integers using materials such as
algebra tiles, counters, chips, and cards.
performs the basic operations on integers. Week 9
solves routine and non-routine problems involving basic operations of integers Week 10
using appropriate strategies and tools.
Q3 demonstrates is able to construct and visualizes and describes the different solid figures: cube, prism, pyramid, cylinder, Week 1
understanding of describe the different cone, and sphere using various concrete and pictorial models.
solid figures. solid figures: cube, differentiates solid figures from plane figures.
prism, pyramid, cylinder,
cone, and sphere. identifies the faces of a solid figure.

demonstrates is able to apply formulates the rule in finding the nth term using different strategies (looking for Week 2
understanding of knowledge of sequence, a pattern, guessing and checking, working backwards)
sequence in forming expressions, and e.g. 4,7,13,16,…n (the nth term is 3n+1)
equations in differentiates expression from equation.
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rules, expressions mathematical problems gives the translation of real-life verbal expressions and equations into letters or Week 3
and equations. and real-life situations. symbols and vice versa.
defines a variable in an algebraic expression and equation.
represents quantities in real-life situations using algebraic expressions and Week 4
equations.
solves routine and non-routine problems involving different types of numerical
expressions and equations such as 7+ 9 = + 6.
demonstrates is able to apply calculates speed, distance, and time. Week 5
understanding of knowledge of speed, solves problems involving average rate and speed.
rate and speed, and area, and surface area of finds the area of composite figures formed by any two or more of the following: Week 6
of area and surface plane and solid/space
triangle, square, rectangle, circle, and semi-circle.
area of plane and figures in mathematical
solid/space figures. problems and real-life solves routine and non-routine problems involving area of composite figures
situations formed by any two or more of the following: triangle, square, rectangle, circle,
and semi-circle.
visualizes and describes surface area and names the unit of measure used for Week 7
measuring the surface area of solid/space figures.
finds the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres. Week 8
solves word problems involving measurement of surface area. Week 9
Q4 demonstrates is able to apply determines the relationship of the volume between a rectangular prism and a Week 1
understanding of knowledge of volume of pyramid; a cylinder and a cone; and a cylinder and sphere.
volume of solid solid figures and meter finds the volume of cylinders, pyramids, cones, and spheres. Week 2
figures and meter reading in mathematical
reading. problems and real-life solves routine and non-routine problems involving volumes of solids.
situations. reads and interprets electric and water meter readings. Week 3
solves routine and non-routine problems involving electric and water
consumption.
demonstrates is able to create and constructs a pie graph based on a given set of data and interpret it. Week 4
understanding of pie interpret representations solves routine and non-routine problems using data presented in a pie graph. Week 5
graphs and of data (tables and pie
describes the meaning of probability such as 50% chance of rain and one in a Week 6
experimental graphs) and apply
probability. experimental probability million chance of winning.
performs experiments and records outcomes.
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in mathematical makes listings and diagrams of outcomes and tells the number of favorable Week 7
problems and real-life outcomes and chances using these listings and diagrams.
situations. makes simple predictions of events based on the results of experiments. Week 8
solves routine and non-routine problems involving experimental and theoretical Week 9
probability.

Grade Level: Grade 7

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 demonstrates is able to formulate illustrates well-defined sets, subsets, universal sets, null set, cardinality of sets, Week 1
understanding of key challenging situations union and intersection of sets and the different of two sets
concepts of sets and involving sets and real solves problems involving sets with the use of Venn Diagram. Week 2
the real number numbers and solve these represents the absolute value of a number on a number line as the distance of a Week 3
system. in a variety of strategies. number from 0.
performs fundamental operations on integers.
illustrates the different properties of operations on the set of integers. Week 4
expresses rational numbers from fraction form to decimal form and vice versa.
performs operations on rational numbers Week 5
describes principal roots and tells whether they are rational or irrational. Week 6
determines between what two integers the square root of a number is.
estimates the square root of a whole number to the nearest hundredth. Week 7
plots irrational numbers (up to square roots) on a number line.***
illustrates the different subsets of real numbers. Week 8
arranges real numbers in increasing or decreasing order and on a number line.
writes numbers in scientific notation and vice versa. Week 9
represents real-life situations and solves problems involving real numbers.
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Q2 demonstrates is able to formulate real- approximates the measures of quantities particularly length , weight/mass, Week 1
understanding of the life problems involving volume, time, angle and temperature and rate.
key concepts of measurements and solve converts measurements from one unit to another in both Metric and English Week 2
measurement. these using a variety of systems.
strategies. solves problems involving conversion of units of measurement.
demonstrates is able to model translates English phrases to mathematical phrases and English sentences to Week 3
understanding of key situations using oral, mathematics sentences, and vice versa.
concepts of written, graphical, and Illustrates and differentiates related terms in algebra:
algebraic algebraic methods in
expressions, the solving problems a. a n where n is a positive integer
properties of real involving algebraic b. constants and variables
numbers as applied expressions, linear c. literal coefficients and numerical coefficients
in linear equations, equations, and d. algebraic expressions, terms and polynomials
and inequalities in inequalities in one e. number of terms, degree of the term and degree of the polynomial.
one variable. variable.
evaluates algebraic expressions for given values of the variables. Week 4
adds and subtracts polynomials.
derives the laws of exponent. Week 5
multiplies and divides polynomials.
uses models and algebraic methods to find the: (a) product of two binomials; (b) Week 6
product of the sum and difference of two terms; (c) square of a binomial; (d)
cube of a binomial; (e) product of a binomial and a trinomial.
solves problems involving algebraic expressions. Week 7 to 8
differentiates algebraic expressions, equations and inequalities.
illustrates linear equation and inequality in one variable.
finds the solution of linear equation or inequality in one variable. Week 9
solves linear equation or inequality in one variable involving absolute value by: (a)
graphing; and (b) algebraic methods.
solves problems involving equations and inequalities in one variable.
Q3 demonstrates is able to create models represents point, line and plane using concrete and pictorial models. Week 1
understanding of key of plane figures and illustrates subsets of a line.
concepts of formulate and classifies the different kinds of angles.
solve
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geometry of shapes accurately authentic derives relationships of geometric figures using measurements and by inductive Week 2
and sizes, and problems involving sides reasoning; supplementary angles, complementary angles, congruent angles,
geometric and angles of a polygon vertical angles, adjacent angles, linear pairs, perpendicular lines, and parallel
relationships. lines.
derives relationships among angles formed by parallel lines cut by a transversal Week 3
using measurement and by inductive reasoning.
uses a compass and straightedge to bisect line segments and angles and construct Week 4
perpendiculars and parallels.
illustrates polygons: (a) convexity; (b) angles; and (c) sides. Week 5
derives inductively the relationship of exterior and interior angles of a convex Week 6
polygon.
illustrates a circle and the terms related to it: radius, diameter chord, center, arc, Week 7
chord, central angle, and inscribed angle.
constructs triangles, squares, rectangles, regular pentagons, and regular hexagons. Week 8
solves problems involving sides and angles of a polygon. Week 9
Q4 demonstrates is able to collect and poses real-life problems that can be solved by Statistics. Week 1
understanding of key organize data formulates simple statistical instruments.
concepts, uses and systematically and gathers statistical data. Week 2
importance of compute accurately organizes data in a frequency distribution table. Week 3
Statistics, data measures of central
collection/gathering tendency and variability uses appropriate graphs to represent organized data: pie chart, bar graph, line Week 4 to 5
and the different and apply these graph, histogram, and ogive.
forms of data appropriately in data illustrates the measures of central tendency (mean, median, and mode) of a Week 6
representation, analysis and statistical data.
measures of central interpretation in calculates the measures of central tendency of ungrouped and grouped data.
tendency, measures different fields.
of variability, and illustrates the measures of variability (range, average deviation, variance, standard Week 7
probability. deviation) of a statistical data.
calculates the measures of variability of grouped and ungrouped data.
uses appropriate statistical measures in analyzing and interpreting statistical data. Week 8 to 9
draws conclusions from graphic and tabular data and measures of central tendency
and variability.
 189

Grade Level: Grade 8

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 demonstrates is able to formulate real- factors completely different types of polynomials (polynomials with common Week 1 to
understanding of life problems involving monomial factor, difference of two squares, sum and difference of two 2
key concepts of factors of polynomials, cubes, perfect square trinomials, and general trinomials).
factors of rational algebraic
polynomials, rational expressions, linear solves problems involving factors of polynomials.
algebraic equations and illustrates rational algebraic expressions. Week 3
expressions, linear inequalities in two simplifies rational algebraic expressions.
equations and variables, systems of performs operations on rational algebraic expressions. Week 4
inequalities in two linear equations and
variables, systems of inequalities in two solves problems involving rational algebraic expressions.
linear equations and variables and linear illustrates the rectangular coordinate system and its uses. Week 5
inequalities in two functions, and solve illustrates linear equations in two variables.
variables and linear these problems
functions. accurately using a variety Illustrates and finds the slope of a line given two points, equation, and graph.
of strategies. writes the linear equation ax  by  c in the form y  mx  b and vice versa. Week 6
graphs a linear equation given (a) any two points; (b) the x – and y – intercepts;
(c) the slope and a point on the line.
describes the graph of a linear equation in terms of its intercepts and slope.
finds the equation of a line given (a) two points; (b) the slope and a point; (c) the Week 7
slope and its intercepts.
solves problems involving linear equations in two variables.
illustrates a system of linear equations in two variables. Week 8
graphs a system of linear equations in two variables.
categorizes when a given system of linear equations in two variables has graphs
that are parallel, intersecting, and coinciding.
solves problems involving systems of linear equations in two variables by (a) Week 9
graphing; (b) substitution; (c) elimination.
Q2 demonstrates key is able to formulate and differentiates linear inequalities in two variables from linear equations in two Week 1
concepts of linear solve accurately real-life variables.
inequalities in two problems involving linear
Illustrates and graphs linear inequalities in two variables.
 190

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

variables, systems of inequalities in two solves problems involving linear inequalities in two variables.
linear inequalities in variables, systems of solves problems involving systems of linear inequalities in two variables. Week 2
two variables and linear inequalities in two illustrates a relation and a function. Week 3
linear functions. variables, and linear verifies if a given relation is a function.
functions. determines dependent and independent variables.
finds the domain and range of a function. Week 4
graphs and illustrates a linear function and its (a) domain; (b) range; (c) table of
values; (d) intercepts; and (e) slope.
solves problems involving linear functions. Week 5
demonstrates is able to communicate determines the relationship between the hypothesis and the conclusion of an if- Week 6
understanding of mathematical thinking then statement.
key concepts of logic with coherence and transforms a statement into an equivalent if-then statement.
and reasoning. clarity in formulating and determines the inverse, converse, and contrapositive of an if-then statement. Week 7
analyzing arguments. illustrates the equivalences of: (a) the statement and its contrapositive; and (b) Week 8
the converse and inverse of a statement.
uses inductive or deductive reasoning in an argument. Week 9
writes a proof (both direct and indirect).
Q3 demonstrates 1. is able to formulate an describes a mathematical system. Week 1 to
understanding of organized plan to handle illustrates the need for an axiomatic structure of a mathematical system in general, 2
key concepts of a real-life situation. and in Geometry in particular: (a) defined terms; (b) undefined terms; (c)
axiomatic structure 2.is able to
of geometry and communicate postulates; and (d) theorems.
triangle congruence. mathematical thinking illustrates triangle congruence. Week 3 to
with coherence and illustrates the SAS, ASA and SSS congruence postulates. 4
clarity in formulating, solves corresponding parts of congruent triangles Week 5
investigating, analyzing, proves two triangles are congruent. Week 6
and solving real-life proves statements on triangle congruence. Week 7
problems involving
congruent triangles using Week 8 to
appropriate and 9
accurate applies triangle congruence to construct perpendicular lines and angle bisectors.
representations.
 191

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q4 demonstrates is able to communicate illustrates theorems on triangle inequalities (Exterior Angle Inequality Theorem, Week 1
understanding of mathematical thinking Triangle Inequality Theorem, Hinge Theorem).
key concepts of with coherence and applies theorems on triangle inequalities. Week 2
inequalities in a clarity in formulating, proves inequalities in a triangle. Week 3
triangle, and parallel investigating, analyzing, proves properties of parallel lines cut by a transversal. Week 4
and perpendicular and solving real-life Week 5
lines. problems involving
triangle inequalities, and
parallelism and determines the conditions under which lines and segments are parallel or
perpendicularity of lines perpendicular.
using appropriate and
accurate
representations.
demonstrates is able to formulate and illustrates an experiment, outcome, sample space and event. Week 6
understanding of solve practical problems counts the number of occurrences of an outcome in an experiment: (a) table; (b) Week 7
key concepts of involving probability of tree diagram; (c) systematic listing; and (d) fundamental counting principle.
probability. simple events.
finds the probability of a simple event. Week 8
illustrates an experimental probability and a theoretical probability. Week 9
solves problems involving probabilities of simple events.

Grade Level: Grade 9

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 demonstrates is able to investigate illustrates quadratic equations. Week 1
understanding of key thoroughly mathematical solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
concepts of relationships in various completing the square; and (d) using the quadratic formula.
quadratic equations, situations, formulate
characterizes the roots of a quadratic equation using the discriminant.
 192

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

inequalities and real-life problems describes the relationship between the coefficients and the roots of a quadratic Week 2 to
functions, and involving quadratic equation. 3
rational algebraic equations, inequalities solves equations transformable to quadratic equations (including rational algebraic
equations. and functions, and equations).
rational algebraic solves problems involving quadratic equations and rational algebraic equations. Week 4
equations and solve illustrates quadratic inequalities Week 5
them using a variety of solves quadratic inequalities.
strategies. solves problems involving quadratic inequalities.
models real-life situations using quadratic functions. Week 6
represents a quadratic function using: (a) table of values; (b) graph; and (c)
equation.
transforms the quadratic function defined byy = ax2 + bx + cinto the formy = a(x – h)2 + Week 7 to
k. 8
graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola.
analyzes the effects of changing the values of a, h and k in the equation y = a(x –
h)2 + k of a quadratic function on its graph.
determines the equation of a quadratic function given: (a) a table of values; (b) Week 9
graph; (c) zeros.
solves problems involving quadratic functions.
Q2 demonstrates is able to formulate and illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) Week 1 to
understanding of key solve accurately joint; (d) combined. 2
concepts of problems involving translates into variation statement a relationship between two quantities given
variation and radicals. by: (a) a table of values; (b) a mathematical equation; (c) a graph, and vice versa.
radicals.
solves problems involving variation.
applies the laws involving positive integral exponents to zero and negative integral Week 3
exponents.
simplifies expressions with rational exponents. Week 4
writes expressions with rational exponents as radicals and vice versa.
derives the laws of radicals. Week 5
simplifies radical expressions using the laws of radicals. Week 6
 193

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

performs operations on radical expressions. Week 7
solves equations involving radical expressions. Week 8
solves problems involving radicals. Week 9
Q3 demonstrates is able to investigate, determines the conditions that make a quadrilateral a parallelogram. Week 1
understanding of key analyze, and solve uses properties to find measures of angles, sides and other quantities
concepts of problems involving involving parallelograms.
parallelograms and parallelograms and
triangle similarity. triangle similarity proves theorems on the different kinds of parallelogram (rectangle, rhombus, square). Week 2
through appropriate and proves the Midline Theorem. Week 3
accurate representation. proves theorems on trapezoids and kites.
solves problems involving parallelograms, trapezoids and kites. Week 4
describes a proportion. Week 5
applies the fundamentaltheoremsof proportionality to solve problemsinvolvingproportions.
illustrates similarity of figures. Week 6 to
proves the conditions for similarity of triangles. 7
1. SAS similarity theorem
2. SSS similarity theorem
3. AA similarity theorem
4. right triangle similarity theorem
5. special right triangle theorems

applies the theorems to show that given triangles are similar. Week 8
proves the Pythagorean Theorem.
solves problems that involve triangle similarity and right triangles. Week 9
Q4 demonstrates is able to apply the illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and Week 1 to
understanding of the concepts of cotangent. 2
basic concepts of trigonometric ratios to finds the trigonometric ratios of special angles.
trigonometry. formulate and solve real-
life problems with illustrates angles of elevation and angles of depression. Week 3 to
precision and accuracy. uses trigonometric ratios to solve real-life problems involving right triangles. 5
illustrates laws of sines and cosines. Week 6 to
solves problems involving oblique triangles. 9
 194

Grade Level: Grade 10

Subject:
Mathematics
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 demonstrates is able to formulate and generates patterns. Week 1 to
understanding of key solve problems involving illustrates an arithmetic sequence 2
concepts of sequences, polynomials determines arithmetic means, nth term of an arithmetic sequence and sum of the
sequences, and polynomial
terms of a given arithmetics sequence.
polynomials and equations in different
polynomial disciplines through illustrates a geometric sequence. Week 3
equations. appropriate and accurate differentiates a geometric sequence from an arithmetic sequence.
representations. determines geometric means, nth term of a geometric sequence and sum of the Week 4
terms of a given finite or infinite geometric sequence
solves problems involving sequences. Week 5
performs division of polynomials using long division and synthetic division. Week 6
proves the Remainder Theorem, Factor Theorem and the Rational Root Theorem.
factors polynomials. Week 7
illustrates polynomial equations. Week 8
solves problems involving polynomials and polynomial equations. Week 9
Q2 demonstrates is able to conduct illustrates polynomial functions. Week 1 to
understanding of key systematically a understand, describe and interpret the graphs polynomial functions. 2
concepts of mathematical
polynomial function. investigation involving
polynomial functions in solves problems involving polynomial functions.
different fields.

demonstrates 1. is able to formulate derives inductively the relations among chords, arcs, central angles, and inscribed Week 3 to
understanding of key and find solutions to angles. 4
concepts of circles challenging situations proves theorems related to chords, arcs, central angles, and inscribed angles.
and coordinate involving circles and
geometry. other related terms in illustrates secants, tangents, segments, and sectors of a circle. Week 5 to
different disciplines proves theorems on secants, tangents, and segments. 6
through appropriate and solves problems on circles.
applies the distance formula to prove some geometric properties. Week 7
illustrates the center-radius form of the equation of a circle. Week 8
 195

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

accurate determines the center and radius of a circle given its equation and vice versa.
representations. Week 9

2. is able to formulate
and solve problems
involving geometric graphs and solves problems involving circles and other geometric figures on
figures on the the coordinate plane.
rectangular coordinate
plane with perseverance
and accuracy.

Q3 demonstrates is able to use precise illustrates the permutation of objects. Week 1 to

understanding of key counting technique and solves problems involving permutations 2
concepts of probability in illustrates the combination of objects. Week 3 to
combinatorics and formulating conclusions 4
probability. and making decisions. differentiates permutation from combination of n objects taken r at a time.
solves problems involving permutations and combinations Week 5
illustrates events, and union and intersection of events. Week 6
illustrates the probability of a union of two events. Week 7
finds the probability of A  B. Week 8
illustrates mutually exclusive events. Week 9
solves problems involving probability.
Q4 demonstrates is able to conduct illustrates the following measures of position: quartiles, deciles and percentiles. Week 1
understanding of key systematically a mini-
concepts of research applying the calculates a specified measure of position (e.g. 90th percentile) of a set of data. Week 2
measures of different statistical interprets measures of position. Week 3
position. methods. Week 4 to
solves problems involving measures of position.
5
formulates statistical mini-research. Week 6 to
7
uses appropriate measures of position and other statistical methods in analyzing Week 8 to
and interpreting research data. 9
196
197
 198

GUIDING OUR TEACHERS: A Briefer on Using the MAPEH MELCs

The Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum
Development- Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order
to ensure that the grade level standards, along with the corresponding content and performance standards set for each learning area are still attained. In the
process of identifying the MELCs, the ENDURANCE criterion was used as the sole determiner. Guided by the requirement that a learning competency (LC) be
useful in lifelong learning, the group of specialists in-charge of the MAPEH curriculum recognizes the role of the subject in providing the physical, health, and
cultural literacies, artistic expression, skills necessary in acquiring the knowledge, and values to live a more meaningful life. Further, the MELCs identified are
those that work in close association with other competencies in other subjects, thus maintaining the curricular quality of integration.

How to Use the MELCs

The MELCs serve as a reference to assist the teachers in identifying the most important learning competencies to be developed/acquired by the learners and
must be prioritized in this crisis situation.

MELCs with (*) are rephrased and deemed essential learning competencies in the achievement of content and performance standards. For example:
Component MAPEH CG Rephrased
Music G2-Q2 - Demonstrates the melodic contour with movement Demonstrates melodic contour through:
a. movement
b. music writing (on paper or on air)
c. visual imagery
Arts G10-Q1 - Determine the role or function of artworks by evaluating Explain the role or function of artworks by evaluating their
their utilization and combination of art elements and principles utilization and combination of art elements and principles
Physical G1-Q3 – Describes the difference between slow and fast, heavy and Demonstrates the difference between slow and fast, heavy and
Education light, free and bound movements light, free and bound movements

Health G2-Q1 – Discusses the important functions of food Discusses the important function of food and a balanced meal
Education
 199

Grade Level: Grade 1

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the difference between sound and silence Week 1
accurately
relates images to sound and silence within a rhythmic Week 2
pattern
demonstrates basic responds appropriately to the pulse of the performs steady beat and accurate rhythm through
understanding of sound, sounds heard and performs with accuracy clapping, tapping chanting, walking and playing
1st silence and rhythm the rhythmic patterns musical instruments in response to sound Week 3-
Quarter
o in groupings of 2s 5
o in groupings of 3s
o in groupings of 4s

creates simple ostinato patterns in groupings of 2s, 3s, Week 6-

and 4s through body movements 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates basic responds accurately to high and low tones identifies the pitch of a tone as high or low Week 1
understanding of pitch and through body movements, singing, and sings simple melodic patterns ( so –mi, mi –so, mi – re- Week 2
simple melodic patterns playing other sources of sounds do)
sings the melody of a song with the correct pitch Week 3
e.g. greeting songs, counting songs, or action songs
2nd
demonstrates basic identifies similar or dissimilar musical lines Week 4
QUARTE
R understanding of the
concepts of musical lines, responds with precision to changes in identifies the beginning, ending, and repeated parts
beginnings and endings in musical lines with body movements of a recorded music sample Week 5
music, and repeats in music
Performs songs with the knowledge when to start, stop, Week 6-
repeat or end the song. 8
 200

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
relates the source of sound with different body
movements
demonstrates understanding distinguishes accurately the different e.g. wind, wave, swaying of the trees, animal sounds,
of the basic concepts of sources of sounds heard and be able to or sounds produced by man-made devices or Week 1
timbre produce a variety of timbres machines.

Produces sounds with different timbre using a variety Week 2-

of local materials 3
3rd identifies volume changes from sound samples using Week 4
QUARTER the terms loud and soft
relates the concepts of dynamics to the movements of
demonstrates understanding creatively interprets with body animals Week 5-
of the basic concepts of movements the dynamic levels to enhance e.g. big animals/movement = loud; small 6
dynamics poetry, chants, drama, and musical stories animals/movement = soft
applies the concept of dynamic levels to enhance Week 7-
poetry, chants, songs, drama or musical stories 8
 201

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates the basic concepts of tempo through Week 1
movements (fast or slow)
performs with accuracy varied tempi uses body movements or dance steps to respond to Week 2
demonstrates through movements or dance steps to
understanding of the basic varied tempo
enhance poetry, chants, drama, and - slow movement with slow music
concepts of tempo musical stories - fast movement with fast music
uses varied tempo to enhance poetry, chants, drama, Week 3
4th and musical stories
QUARTER demonstrates awareness of texture by identifying Week 4-
sounds that are solo or with other sounds. 6
demonstrates distinguishes single musical line and multiple musical Week 4-
understanding of the basic sings songs to involve oneself and lines which occur simultaneously in a given song 6
concepts of texture experience the concept of
texture sings two-part round songs Week 7-
e.g. 8
Are You Sleeping, Brother John?
Row, Row, Row Your Boat

Grade Level: Grade 2

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
relates visual images to sound and silence using Week 1
demonstrates basic quarter note , beamed eighth notes and
understanding of sound,
silence and rhythmic patterns responds appropriately to the pulse of quarter rest in a rhythmic pattern
and develops musical sounds heard and performs with
1st accuracy the rhythmic patterns in maintains a steady beat when replicating a simple Week 2
awareness while performing series of rhythmic patterns (e.g. echo clapping,
QUARTER the fundamental processes in expressing oneself
walking, tapping, chanting, and playing musical
music instruments)
reads stick notations in rhythmic patterns with Week 3-
measures of 2s, 3s and 4s 4
 202

writes stick notations to represent the heard rhythmic Week 5-

patterns 6
creates simple ostinato patterns in measures of 2s, 3s, Week 7-
and 4s with body movements 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the pitch of tones as: high (so), low (mi); Week 1-
higher (la); lower (re) 2
responds to ranges of pitch through body movements, Week 1-
performs with accuracy of pitch, the singing, or playing instruments 2
demonstrates basic simple melodic patterns through body
understanding of pitch and movements, singing or playing musical sings children's songs with accurate pitch Week 3-
simple melodic patterns instruments 4
* demonstrates melodic contour through: Week 3-
a. movement 4
b. music writing (on paper or on air)
2nd
c. visual imagery
QUARTER demonstrates the beginning, ending and repeats of a Week 5-
song with 6
performs a song, chosen from among the - movements
previously learned songs that shows the - vocal sounds
demonstrates understanding basic concepts of musical lines, - instrumental sounds
of the basic concepts of beginnings, endings and repeats through
musical form body movement, vocal sounds, and identifies musical lines as Week 5-
instrumental sounds - similar 6
- dissimilar
* creates melodic or rhythmic introduction and Week 7-
ending of songs 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
3rd determines accurately the sources of replicates different sources of sounds with body Week 1
QUARTER sounds heard, and produce sounds using movements
 203

demonstrates understanding voice, body, and objects, and be able to identifies the common musical instruments by their Week 2
of the basic concepts of sing in accurate pitch sounds and image
timbre recognizes the difference between speaking and Week 2
singing
performs songs with appropriate vocal or sound Week 3-
quality (from available instruments) 4

distinguishes the dynamics of a song or music sample Week 5

demonstrates understanding creatively applies changes in dynamics to uses the words “loud”, “louder”, “soft” and “softer” to Week 5
of the basic concepts of enhance rhymes, chants, drama, and identify variations in volume
dynamics musical stories
Performs songs with appropriate dynamics Week 6-
8
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
follows the correct tempo of a song including tempo Week 1-
demonstrates changes 2
understanding of the basic uses varied tempo to enhance rhymes,
concepts of tempo chants, drama, and musical stories
distinguishes “slow,” “slower,” “fast,” and “faster” in Week 1-
recorded music 2
identifies musical texture with recorded music Week 3-
4th - melody with solo instrument or voice 4
QUARTER - single melody with accompaniment
distinguishes accurately between single -two or more melodies sung or played together at
demonstrates musical line and multiple musical lines
understanding of the basic the same time
which occur simultaneously in a given
concepts of texture song distinguishes between single musical line and multiple Week 5-
musical lines which occur simultaneously 6
distinguishes between thinness and thickness of Week 7-
musical sound in recorded or performed music 8
 204

Grade Level: Grade 3

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
relates images with sound and silence using quarter note , Week 1
beamed eighth note , half note , quarter
rest and half restwithin a rhythmic pattern
maintains a steady beat when replicating a simple series of Week 2
performs simple ostinato patterns/simple
demonstrates rhythmic accompaniments on classroom rhythmic patterns in measures of 2s, 3s, and 4s (e.g. echo
understanding of the instruments and other sound sources to a clapping, walking, marching, tapping, chanting, dancing the
1st basic concepts of
Quarter given song waltz, or playing musical instruments)
rhythm
plays simple ostinato patterns (continually repeated
musical phrase or rhythm) with classroom instruments and
other sound sources Week 5-
6
creates continually repeated musical phrase or rhythm in Week 7-
measures of 2s, 3s, and 4s 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the pitch of a tone as: Week 1
- high – higher
- moderately high – higher
demonstrates - moderately low – lower
understanding of the sings the melody of a song with accurate - low – lower
basic concepts of pitch
2nd melody matches the correct pitch of tones Week 2
QUARTER - with the voice
- with an instrument
recreates simple patterns and contour of a melody Week 3
demonstrates sings, plays, and performs (through body identifies the beginning, middle, ending and repetitions Week 4
understanding of the movements) a chosen song showing the within a song or music sample
identifies musical lines as Week 5
 205

basic concepts of basic concepts of musical lines, beginnings, - similar

musical form endings and repeats - same
- different
performs songs with accurate pitch from beginning to end Week 6-
including repetitions 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates applies vocal techniques in singing to recognizes musical instruments through sound Week 1
understanding of the produce a pleasing vocal quality: uses the voice and other sources of sound to produce a Week 2
basic concepts of 1. using head tones variety of timbres
timbre 2. employing proper breathing
3. using the diaphragm
3rd demonstrates distinguishes “loud,” “medium,” and “soft” in music Week 3
QUARTER understanding of the responds to conducting gestures of the teacher for “loud” Week 6
basic concepts of and “soft”
dynamics in order to sings songs with proper dynamics following
respond to bas applies varied dynamics to enhance poetry, chants, drama, Week 7-
conducting gestures songs and musical stories 8
using

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates enhances performance of poetry, chants, applies correct tempo and tempo changes by following basic Week 1
understanding of the drama, musical stories, and songs by using a conducting gestures
concepts of tempo variety of tempo distinguishes among fast, moderate, and slow in music Week 2
in performs songs with appropriate tempo (use songs from the Week 3-
order to respond to locality) 4
4th
conducting symbols
QUARTER indicating variations
in tempo
demonstrates sings: distinguishes between thinness and thickness of musical Week 5-
understanding of the 1. “two-part rounds” sound 6
basic concepts of 2. “partner songs” demonstrates the concept of texture by singing “partner Week 7-
texture songs” (local or foreign song samples) 8
 206

1. “Leron, Leron Sinta”

2. “Pamulinawen”
3. “It’s A Small World”
4. “He’s Got the Whole World in His Hands

Grade Level: Grade 4

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies different kinds of notes and rests (whole, half, Week 1
quarter, and eighth)
reads different rhythmic patterns Week 2-
3
demonstrates performs rhythmic patterns in time signatures 2 3 4 Week 4-
creates rhythmic patterns in: 4, 4, 4 5
1st understanding of
QUARTER concepts pertaining 1. simple time signatures
to rhythm and 2. simple one-measure ostinato pattern
musical symbols uses the bar line to indicate groupings of beats in 2 3 4 Week 5-
4, 4, 4 6

identifies accented and unaccented pulses Week 7-

8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
recognizes the meaning of the G-Clef (treble clef) Week 1
recognizes the
musical symbols and identifies the pitch names of the G-clef staff including the Week 2-
demonstrates analyzes melodic movement and range and ledger lines and spaces (below middle C) 3
2nd understanding of be able to create and perform simple identifies the movement of the melody as: Week 4
QUARTER concepts pertaining to melodies
- no movement
- ascending stepwise
melody - descending stepwise
 207

- ascending skipwise
- descending skipwise
identifies the highest and lowest pitch in a given notation of Week 5
a musical piece to determine its range
sings with accurate pitch the simple intervals of a melody Week 6
creates simple melodic lines Week 7-
8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies aurally and visually the introduction and coda Week 1
(ending) of a musical piece
demonstrates identifies aurally and visually the antecedent and Week 2
understanding of consequent in a musical piece
musical phrases, and performs similar and contrasting musical recognizes similar and contrasting phrases in vocal and Week 3
instrumental music
the uses and meaning phrases 1. melodic
of musical terms in 2. rhythmic
form
performs similar and contrasting phrases in music Week 4
1. melodic
3rd 2. rhythmic
identifies as vocal or instrumental, a recording of the
following:
QUARTER demonstrates 1. solo Week 5
understanding of 2. duet
variations of sound in participates actively in a group performance 3. trio
music (lightness and to demonstrate different vocal and 4. ensemble
heaviness) as applied instrumental sounds
to vocal and
instrumental music
identifies aurally and visually various musical ensembles in Week 6
the community
recognizes the applies forte and piano to designate applies dynamics in a simple music score using the symbols Week 7-
musical symbols and loudness and softness in a musical sample p (piano) and f (forte) 8
demonstrates 1. singing
understanding of 2. playing instrument
 208

concepts pertaining to
volume in music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates creates and performs body movements uses appropriate musical terms to indicate variations in Week 1
understanding of appropriate to a given tempo tempo
concepts pertaining to creates and performs body movements 1. largo
speed/flow of music appropriate to a given tempo 2. presto
demonstrates
understanding of
concepts
pertaining to
speed/flow of music
4th
QUARTER
demonstrates identifies aurally and visually an ostinato or descant in a Week 2
understanding of sings two-part rounds and partner songs music sample
concepts pertaining to with others recognizes solo or 2-part vocal or instrumental music Week 3
texture in music
identifies harmonic intervals (2 pitches) in visual and Week 4
demonstrates performs examples of harmonic interval auditory music samples
understanding of with others writes samples of harmonic intervals (2 pitches) Week 5
harmonic intervals performs a song with harmonic intervals (2pitches) Week 6-
8
 209

Grade Level: Grade 5

Subject: Music

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
identifies the kinds of notes and rests in a song Week 1
recognizes the recognizes rhythmic patterns using quarter note, half note, Week 2
musical symbols performs with a conductor, a speech chorus in dotted half note, dotted quarter note, and eighth note in
and demonstrates simple time signatures simple time signatures
1st understanding of 1. choral identifies accurately the duration of notes and rests in Week 3-
concepts 2. instrumental 2 3 4 time signatures 5
QUARTER 4, 4, 4
pertaining to
rhythm
creates different rhythmic patterns using notes and rests in Week 6-
time signatures 8
Quarter Content Performance Standards Most Essential Learning Competencies Duration
Standards
The learner…
recognizes the meaning and uses of F-Clef on the staff Week 1

recognizes the

identifies the pitch names of each line and space on the F- Week 1
musical symbols Clef staff
and demonstrates accurate performance of songs following the describes the use of the symbols: sharp (# ), flat (♭), and Week 2
2nd understanding of musical symbols pertaining to melody indicated
in the piece natural (♮)
QUARTER concepts recognizes aurally and visually, examples of melodic Week 3
pertaining to intervals
melody identifies the notes in the C major scale Week 4
determines the range of a musical example Week 5
 210

reads notes in different scales : Pentatonic scale, C major Week 6

scale, G major scale
creates simple melodies Week 7-
8
performs his/her own created melody Week 7-
8

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
demonstrates recognizes the design or structure of simple musical forms: Week 1
understanding of 1. unitary (one section)
the uses and 2. strophic (same tune with 2 or more sections and 2 or
performs the created song with appropriate more verses)
meaning of musicality
musical terms in creates a 4- line unitary song Week 2
Form
creates a 4 –line strophic song with 2 sections and 2 verses Week 3-
4
describes the following vocal timbres: Week 5
1. soprano
3rd demonstrates 2. alto
QUARTER understanding of 3. tenor
variations of 4. bass
sound density in
music (lightness participates in a group performance to
demonstrate different vocal and instrumental identifies aurally and visually different instruments in: Week 6
and heaviness) as 1. rondalla
applied to vocal sounds
and instrumental 2. drum and lyre band
music 3. bamboo group/ensemble (Pangkat Kawayan)
4. other local indigenous ensembles

creates music using available sound sources Week 7-

8

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
 211

demonstrates applies dynamics to musical selections uses appropriate musical terms to indicate variations in Week 1-
understanding of dynamics: 2
concepts 1. piano (p)
pertaining to 2. mezzo piano (mp)
volume in music 3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo

recognizes the applies appropriately, various tempo to vocal uses appropriate musical terminology to indicate variations Week 3-
musical symbols and instrumental performances in tempo: 4
and demonstrates 1. largo
understanding of 2. presto
concepts 3. allegro
pertaining to 4. moderato
4th speed in music 5. andante
QUARTER 6. vivace
7. ritardando
8. accelerando

demonstrates recognizes examples of horizontal 3-part vocal describes the texture of a musical piece Week 4
understanding of or instrumental texture, aurally and visually performs 3-part rounds and partner songs Week 5
concepts
pertaining to
texture in music
recognizes the performs a vocal or instrumental ensemble uses the major triad as accompaniment to simple songs Week 6-
musical symbols using the following major triads( I, IV, V ) 8
and demonstrates
understanding of
harmonic intervals
 212

Grade Level: Grade 6

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st demonstrates responds to beats in music heard with identifies the values of the notes / rests used in a particular Week 1
QUARTER understanding of appropriate conducting patterns of song
the concept of 2 3 4 6 differentiates aurally among Week 2-
rhythm by applying 4, 4, 4 and 8 2 3 4 6 3
notes and rests, 4, 4, 4 and 8 time
rhythmic patterns, signatures
and time demonstrates the conducting gestures in time signatures of: Week 4-
signatures 2 3 4 and 6 5
4, 4, 4 8
creates rhythmic patterns in time signatures of Week 6-
8
2 3 4 6
4 4 4 and 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
reads simple musical notations in the Key of C Major, F Week 1-
Major and G Major 2
demonstrates the
concept of melody sings or plays instruments in solo or with group, Week 3-
2nd by using intervals applies learned concepts of melody and other melodies/songs in C Major, G Major, and F Major 4
elements to composition and performance
QUARTER in major scales and creates simple melodies Week 5-
in the minor 6
scales
sings self-composed melodies Week 7-
8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
3rd demonstrates performs accurately the design or structure of identifies simple musical forms of songs from the Week 1-
QUARTER understanding of a given musical piece community: 2
 213

the concept of 1. binary (AB) -has 2 contrasting sections (AB)

musical forms and 2. ternary (ABA)-has 3 sections, the third section
musical symbols similar to the first; (ABC) – has 3 sections
(repeat marks) 3. rondo (ABACA) -has contrasting sections in
indicated between repetitions of the A section (ABACA)

uses the different repeat marks that are related to form: Week 3
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
3. Al Fine (up to the end)
4. D.C. al Fine (repeat from the beginning until the
word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1, ending 2)

demonstrates aurally determines the sound of a single describes the instrumental sections of the Western Week 4
understanding of instrument in any section of the orchestra orchestra
the concept of distinguishes various musical ensembles seen and heard in Week 5
timbre through the community
recognizing musical
instruments
aurally
and visually

demonstrates applies the appropriate dynamic levels in vocal uses varied dynamics in a song performance Week 6-
understanding of and instrumental music 1. piano (p) 8
the concept of 2. mezzo piano (mp)
dynamics through a 3. pianissimo (pp)
wide variety of 4. forte (f)
dynamic levels 5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo
8. decrescendo
 214

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the different tempo in a music sample: Week 1
1. allegro
2. andante
3. ritardando
demonstrates 4. accelerando
understanding of performs a given song, using tempo marks 5. largo
the various tempo appropriately 6. presto
7. vivace

demonstrates the different kinds of tempo by following Week 2

tempo marks in a song from the community
e.g.: “Pandangguhan”
demonstrates the identifies different textures from music samples Week 4
concept of texture 1. Vocal
as: a. solo voice
4th
b. solo voice with accompaniment
1.monophonic performs accurately a given song with c. duet, partner songs, round songs
QUARTER (one voice) monophonic, homophonic, and polyphonic 2. Instrumental
2.homophonic textures a. solo
(voice and b. ens
accompaniment) em
ble
3.polyphonic
(many voices)
distinguishes monophonic, homophonic, and polyphonic Week 5
textures
demonstrates demonstrates harmony in group distinguishes the sound of a major chord from a minor chord Week 6
understanding of performances uses major or minor chords as accompaniment to simple Week 7-
the concepts of 1. choir songs 8
harmony through 2. rondalla
the intervals that 3. lyre band
constitute the
primary chords of
major and minor
scales in music
 215

Grade Level: Grade 7

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical characteristics of representative music Week 1
selections from the lowlands of Luzon after listening
analyzes the musical elements of some Lowland vocal and Week 2
instrumental music selections;
* identifies the musical instruments and other sound Week 3
demonstrates sources from the lowlands of Luzon
understanding of explores ways of producing sounds on a variety of sources that Week 4
the musical performs music of the lowlands with is similar to the instruments being studied;
1 st characteristics of appropriate pitch, rhythm, expression and
representative style
QUARTER music from the
lowlands of Luzon
improvises simple rhythmic/melodic accompaniments to Week 5
selected music from the Lowlands of Luzon;
performs music from Luzon lowlands with own Week 6
accompaniment;
evaluates music and music performances with rubrics on Week 7-
musical elements and styles. 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical characteristics of representative Week 1
demonstrates understanding of selections of Cordillera, Mindoro, Palawan and of the
the musical characteristics of performs selected vocal and
instrumental music of Cordillera, Visayas after listening;
2nd representative music from the
highlands of Luzon, Mindoro, Mindoro, Palawan and the Visayas in explains the distinguishing characteristics of Week 2
QUARTER appropriate style
Palawan, and the Visayas representative music from Cordillera, Mindoro,
Palawan and of the Visayasin relation to its culture
and geography;
 216

identifies the musical instruments and other sound Week 3

sources from Cordillera, Mindoro, Palawan and of the
Visayas;
discovers ways of producing sounds on a variety of Week 4
sources similar to instruments being studied;
improvises simple rhythmic/melodic accompaniments Week 5
to selected music from the Cordillera, Mindoro,
Palawan and of the Visayas;
performs music from Cordillera, Mindoro, Palawan Week 6
and of the Visayas, with accompaniment

evaluates music and music performances using Week 7-

rubrics on musical elements and style. 8
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical characteristics of representative Week 1
music selections from Mindanao after listening;
identifies the musical instruments and other Week 2
sound sources of representative music selections
from
Mindanao
demonstrates understanding of
the musical characteristics of analyzes the musical elements of some Mindanao vocal Week 3
performs music of Mindanao with
3rd representative music from and instrumental music;
appropriate expression and style
QUARTER Mindanao discovers ways of producing sounds on a variety of Week 4
sources that is similar to the instruments being studied;
improvises simple rhythmic/melodic accompaniments Week 5
to selected music from Mindanao;
perform music from Mindanao with own Week 6
accompaniment
evaluates music selections and music performances Week 7-
using rubrics on musical elements and style. 8
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
 217

identifies musical characteristics of selected Philippine Week 1

festivals and theatrical forms through video or live
performances;
describes the origins and cultural background Week 2
demonstrates understanding of of selected Philippine festival/s;
the musical characteristics of performs music of Mindanao with describes how the music contributes to the Week 3
4th representative music from performance of the musical production;
appropriate expression and style
QUARTER Mindanao describes how a specific idea or story is communicated Week 4
through music in a particular Philippine musical theater
improvises music accompaniment in relation to a Week 5-
particular Philippine festival; 6
performs selection/s from chosen Philippine musical Week 7-
theater; 8

Grade Level: Grade 8

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
listens perceptively to music of Southeast Asia; Week 1
analyzes musical elements of selected songs Week 2
and instrumental pieces heard and performed;
explores ways of producing sounds on a variety of Week 3
sources that would simulate instruments being studied;
demonstrates understanding of
common musical characteristics performs Southeast Asian songs with improvises simple accompaniment to selected Week 4
1 st of the region as well as unique appropriate pitch, rhythm, expression Southeast Asian music;
QUARTER characteristics of a particular and style. performs music from Southeast Asia with own Week 5-
Southeast Asian country. accompaniment; 6
* evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.
 218

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
listens perceptively to music of East Asia; Week 1
analyzes musical elements of selected songs and Week 2
instrumental pieces heard and performed;
explores ways of producing sounds on a variety of Week 3
demonstrates understanding of sources that would simulate instruments being studied;
common and distinct musical performs East Asian music with
2nd characteristics of East Asian appropriate pitch, rhythm, expression improvises simple accompaniment to selected East Week 4
QUARTER countries and style Asian music;
* performs music from East Asia with own Week 5-
accompaniment; 6
evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
listens perceptively to music of South Asia and the Week 1
Middle East;

analyzes musical elements of selected songs and Week 2

instrumental pieces heard and performed;
demonstrates an understanding explores ways of producing sounds on a variety of Week 3
of common and distinct musical performs South Asia and the Middle
3rd East music with appropriate pitch, sources that would simulate instruments being studied;
characteristics of South Asia and
QUARTER the Middle East. rhythm, expression and style. improvises simple accompaniment to selected South Week 4
Asia and the Middle East music;
* performs music from South Asia and Middle Week 5-
East with own accompaniment; 6
evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.
 219

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies musical characteristics of selected Asian Week 1
musical theater through video films or live
performances;
describes the instruments that accompany Kabuki, Week 2
Wayang Kulit, Peking Opera;
demonstrates understanding and describes how a specific idea or story is communicated Week 3
application of musical skills performs excerpts from traditional Asian through music in a particular Asian musical theater;
4th related to selected traditional theater with appropriate pitch, rhythm,
expression, and style improvises appropriate sound, music, gesture, Week 4
QUARTER Asian theater movements, props and costume for performance of a
chosen Asian traditional musical and theatrical form;
performs selection/s from chosen Asian musical Week 5-
theater; 6
evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.

Grade Level: Grade 9

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the musical elements of selected vocal and Week 1
performs selected songs from Medieval, instrumental music of Medieval, Renaissance and
renaissance and baroque periods Baroque music;
demonstrates understanding of a) Chants;
characteristic features of the b) Madrigals; explains the performance practice (setting, Week 2
1st Medieval, Renaissance and c) excerpts from oratorio; composition, role of composers/performers, and
QUARTER Baroque period music d) chorales; audience) during Medieval, Renaissance and Baroque
e) troubadour.
periods;
* relates Medieval, Renaissance and Baroque music to Week 3
other art forms and its history within the era;
 220

* improvises appropriate accompaniment to selected Week 4-

music from Medieval, Renaissance and 5
Baroque Period;
* performs music from Medieval, Renaissance and Week 6-
Baroque Period; 7
* evaluates music and music performances using Week 8
guided rubrics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes musical elements of given Classical period Week 1
pieces;
explains the performance practice (setting, Week 2
demonstrates understanding of composition, role of composers/performers, and
characteristic features of Classical sings and performs themes of
symphonies and other instrumental audience) during Classical Period
period music
demonstrates understanding of forms sings and performs themes of relates Classical music to other art forms and its history Week 3
2 nd
characteristic features of Classical symphonies and other instrumental within the era;
QUARTER period music forms
improvises appropriate accompaniment to selected Week 4-
music from Classical Period 5
performs selected music from the Classical period; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes musical elements of given Romantic period Week 1
pieces;
demonstrates understanding of explains the performance practice (setting, Week 2
3rd characteristic features of sings and performs themes of selected
instrumental pieces composition, role of composers/performers, and
QUARTER instrumental Romantic music
audience) during Romantic Period
relates Romantic music to other art forms and its Week 3
history within the era;
 221

improvises appropriate accompaniment to selected Week 4-

music from Romantic Period 5
performs selected music from the Romantic period; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
explains the plot, musical and theatrical elements of Week 1-
an opera after watching video samples; 2
demonstrates understanding of performs themes or melodic fragments of given Week 3-
characteristic features of vocal sings and performs themes of selected selected songs; 4
4th
songs
QUARTER music of the Romantic period improvises appropriate sounds, music, gestures, Week 5-
movements, and costumes for a chosen opera. 6
evaluates music performances using guided rubrics Week 7-
8

Grade Level: Grade 10

Subject: Music

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes distinctive musical elements of given pieces Week 1
in 20th century styles;
explains the performance practice (setting, Week 2-
demonstrates understanding of composition, role of composers/performers, and 3
1st 20th century music styles and creates musical pieces using particular
style/s of the 20th Century. audience) of 20th century music;
QUARTER characteristic features.
relates 20th Century music to other art forms and media Week 4-
during the same time period; 5
performs music sample from the 20th century Week 5-
6
 222

evaluates music and music performances using guided Week 7-

rubrics 8

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes the historical and cultural background of Week 1
Afro-Latin American and popular music;
analyzes musical characteristics of Afro-Latin American Week 2-
and popular music through listening activities; 3
demonstrates understanding of explores ways of creating sounds on a variety of Week 4-
characteristic features of Afro- performs vocal and dance forms of
2nd Afro-Latin American music and sources suitable to chosen vocal and instrumental 5
Latin American music and Popular selections;
QUARTER music selections of Popular music
performs selections of Afro-Latin American and popular Week 6-
music in appropriate pitch, rhythm, style, 7
and expression;
evaluates music and music performances using guided Week 8
rubrics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
narrates the life of selected contemporary Filipino Week 1
composer/s ;
analyzes the musical characteristics of traditional and Week 2
demonstrates understanding of contemporary Philippine music;
characteristic features of
3rd contemporary music sings contemporary songs improvises simple vocal/instrumental accompaniments Week 3-
QUARTER to selected contemporary Philippine music; 5
performs selections of contemporary Philippine music; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.
 223

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
describes how an idea or story in a musical play is Week 1
presented by watching a live performance or
1.demonstrates understanding of video excerpt;
characteristic features of 20th and 21st 1.performs selections from
explains how theatrical elements in a selected part Week 2-
century opera musical play, ballet and other musical plays, ballet, opera in a 3
multimedia forms. satisfactory level of of a musical play are combined with music and
performance.
4th media to achieve certain effects;
2.demonstrates understanding of the creates appropriate sounds, music, Week 4-
QUARTER relationship among music, technology, and 2.creates a musical work using
media & technology. gestures,movements, and costume using media and 6
media.
technology for a selected part of a musical
play;
performs an excerpt from a 20th or 21st century Week 7-
Philippine musical and highlight its similarities and 8
differences to other western musical play.
224
 225

Grade Level: Grade 1

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… 1. explains that ART is all around and is created by Week 1/
Quarter demonstrates understanding of creates a portrait of himself and his different people 1st Q
lines, shapes, colors and texture, family which shows the elements and
and principles of balance, principles of art by drawing 2. identifies different lines, shapes, texture used by Week 2/1st
proportion and variety through artists in drawing Q
drawing 3. uses different drawing tools or materials - pencil, Weeks 3,
crayons, piece of charcoal, stick-on different papers, 4, & 5/ 1st
sinamay, leaves, tree bark, and other local materials Q
to create his drawing about oneself, one’s family,
home, and school
demonstrates understanding Weeks 6,
of 7, & 8/1st
lines, shapes, colors and texture, creates a portrait of himself and his Q
and principles of family which shows the elements and 4. draws different kinds of plants showing a variety of
balance, principles of art by drawing shapes, lines and color
proportion and variety
through drawing

2nd The learner… The learner 1. identifies colors, both in natural and man-made Week 1/
Quarter demonstrates understanding of objects, seen in the surrounding 2nd Q
colors and shapes, and the creates a harmonious design of
principles of harmony, rhythm and 2. discusses the landscape that the learner and that Week 2/
natural and man-made objects to others painted.
balance through painting express ideas using colors and 2nd Q
demonstrates understanding of shapes, and harmony 3. creates a design inspired by Philippine flowers or Weeks 3 &
colors and shapes, and the objects found in school 4/ 2nd Q
principles of harmony, rhythm
and balance creates a harmonious design of
through painting 4. paints a home/school landscape or design choosing Weeks 5 &
natural and man-made objects to specific colors to create a certain feeling or mood 6/ 2nd Q
express ideas using colors and
shapes, and harmony Weeks 7 &
5. appreciates and talks about the landscape he 8/ 2nd Q
painted and the landscapes of others
 226

3rd demonstrates understanding of creates prints that show repetition, 1. differentiates between a print and a drawing or Week 1 /
Quarter shapes and texture and prints that alternation and emphasis using painting 3rd Q
can be repeated, alternated and objects from nature and found 2. describes the shape and texture of prints made Weeks 2 &
emphasized through printmaking objects at home and in school
from objects found in nature and man-made objects 3 / 3rd Q
demonstrates understanding of and from the artistically designed prints in his
shapes and texture and prints that artworks and in the artworks of others.
can be repeated, alternated and 3. creates a print by applying dyes on his finger or Week 4 /
emphasized through printmaking palm or any part of the body and pressing it to the 3rd Q
paper, cloth, wall, etc. to create impression

4. creates a print by rubbing pencil or crayon on Week 5 /

paper placed on top of a textured objects from 3rd Q
creates prints that show repetition, nature and
alternation and emphasis using
objects from nature and found found objects
objects at home and in school 5. stencil a design (in recycled paper, plastic, Week 6 /
cardboard, leaves, and other materials) and prints on 3rd Q
paper, cloth, sinamay, bark, or a wall
6. narrates experiences in experimenting different art Week 7 /
materials 3rd Q
7. participates in school/district exhibit Week 8 /
and 3rd Q
culminating activity in celebration of the National
Arts Month (February)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
4th The learner… The learner 1. differentiates between 2-dimensional and 3- Week 1 /
Quarter dimensional artwork and states the difference 4th Q
demonstrates understanding of creates a useful 3-Dimensional 2.identifies the different materials that can be used in Week 2
texture and 3-D shapes, and object/sculpture using found objects creating a 3-dimensional object: /4th Q
principle of proportion and and recycled materials 1. clay or wood (human or animal figure) Week 3 /
emphasis through 3-D works and 2. bamboo (furniture, bahay kubo) 4th Q
sculpture 3. softwood (trumpo) Week 4 /
 227

emphasis through 3-D works and creates a useful 3-Dimensional

sculpture object/sculpture using found objects
and recycled materials 3. selects 3D objects that are well proportioned, Week 8 /
balanced and show emphasis in design 4th Q
4. describes the creativity of local and indigenous Week 9 /
craftsmen and women who created artistic and 4th Q
useful things out of recycled materials like the parol,
maskar a, local toys, masks

Grade Level: Grade 2

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… 1. describes the different styles of Filipino artists when Week 1 /
Quarter demonstrates understanding on they create portraits and still life (different lines and 1st Q
lines, shapes and colors as elements creates a composition/design by colors)
of art, and variety, proportion and translating one’s imagination or ideas
contrast as principles of art through 2. differentiates the contrast between shapes and colors Week 2 /
that others can see and appreciates
drawing of different fruits or plants and flowers in one’s work and 1st Q
in the work of others
3. draws the different fruits or plants to show Week 3
overlapping of shapes and the contrast of colors and & 4 / 1st
shapes in his colored drawing Q
Week 5
4. draws from an actual still life arrangement & 6 / 1st
Q

5. draws a portrait of two or more persons - his friends, Week 7

his family, showing the differences in the shape of their & 8 / 1st
facial features (shape of eyes, nose, lips, head, and Q
texture of the hair
Week 8 /
6. narrates stories related to the output 1st Q
 228

2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, and Weeks 1
Quarter designs seen in the skin coverings of different animals & 2 / 2nd
demonstrates understanding of creates a composition or design of a and sea creatures using visual arts words and actions. Q
using two or more kinds of lines, tricycle or jeepney that shows unity 2. designs with the use of drawing and painting Weeks 3
colors and shapes through repetition and variety of lines, shapes, and
and contrast to create rhythm colors materials the sea or forest animals in their habitats &4/
showing their unique shapes and features, variety of 2nd Q
colors and textures in their skin.
3. creates designs by using two or more kinds of lines, Week 5
colors and shapes by repeating or contrasting them, to & 6 / 2nd
show rhythm Q
4. uses control of the painting tools and materials to Week 7
paint the different lines, shapes and colors in his work & 8 / 2nd
or in a group work Q
5. design an outline of a tricycle or jeepney on a big Week 7
paper with lines and shapes that show repetition, & 8 / 2nd
contrast and rhythm Q

3rd The learner… The learner… 1. differentiates natural and man-made objects with Week 1/
Quarter repeated or alternated shapes and colors and materials 3rd Q
demonstrates understanding of creates prints from natural and man- that can be used in print making
shapes, textures, colors and made objects that can be repeated or 2. creates a consistent pattern by making two or three Week 2/
repetition of motif, contrast of motif alternated in shape or color.
and color from nature and found prints that are repeated or alternated in shape or color 1st Q
objects creates prints with repeating, 3. carves a shape or letter on an eraser or kamote, Week 3-
alternating or contrasting color or which can be painted and printed several times 4 / 1st Q
size or texture Week 5-
4. creates a print on paper or cloth using cut-out designs
6 / 1st Q
shows skills in making a clear print 5. participates in a school/district exhibit and culminating Week 7-
from natural and man-made objects activity in celebration of the National Arts Month 8 / 1st Q
(February)
4th The learner… The learner 1. discusses the artistry of different local craftsmen in Week 1/
Quarter creating: 4th Q
demonstrates understanding of creates a 3-dimensional free- 1.taka of different animals and figures in Paete,
shapes, texture, proportion and standing, balanced figure using Laguna
2. sarangola or kites
 229

balance through sculpture and 3- different materials (found materials, 1.3 banca, native boats from Cavite, and coastal
dimensional crafts recycled, local or manufactured) towns
2. Answer a brief diagnostic assessment on giving value Week 2/
and importance to the craftmanship of local artists. 1st Q
creates a 3-dimensional free-
standing, balanced figure using 3. identifies 3-dimensional crafts found in the locality 3-4/ 1st Q
demonstrates understanding of giving emphasis on their shapes, textures, proportion
shapes, texture, proportion and different materials (found materials,
recycled, local or manufactured) and balance
balance through sculpture and 3-
dimensional crafts 4. executes the steps in making a paper mache with Week 5-
focus 6/ 1st Q
creates a 3-dimensional free- on proportion and balance
standing, balanced figure using 5. creates a clay human figure that is balanced and can Week 7-
different materials (found materials,
recycled, local or manufactured) stand on its own 8/ 1st Q

Grade Level: Grade 3

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner... The learner… 1. distinguishes the size of persons in the drawing, to Week 1/
Quarter indicate its distance from the viewer 1st Q
demonstrates understanding of creates an artwork of people in the 2. shows the illusion of space in drawing the objects Week
lines, texture, shapes and depth, province/region.
contrast (size, texture) through On-the-spot sketching of plants trees, and persons in different sizes 2/1st Q
drawing or buildings and geometric 3. explains that artist create visual textures by using a Week
line designs variety of lines and colors 3/1st Q
4. discusses what foreground, middle ground, and Week
background, are all about in the context of a landscape 4/1st Q
shows a work of art based on close
observation of natural objects in
5. describes the way of life of people in the cultural Week
community 5/1st Q
 230

his/her surrounding noting its size, 6. Creates a geometric design by contrasting two kinds of Week
shape and texture lines in terms of type or size. 6/1st Q

7. sketches on-the-spot outside or near the school to Week

draw a plant, flowers or a tree showing the different 7/1st Q
textures and shape of each part, using only a pencil or
black crayon or ballpen
8. designs a view of the province/region with houses and Week
buildings indicating the foreground middle ground and 8/1st Q
background by the size of the objects

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner... The learner... 1. Discusses the concept that there is harmony in nature Week 1/
Quarter demonstrates understanding of creates an artwork of people in the as seen in the color of landscapes at different times of 2nd Q
lines, textures, shapes and balance province/region on-the- the day
of size, contrast of texture through spot sketching of plants, trees and Ex:
drawing building and geometric line designs 1.landscapes of Felix Hidalgo, Fernando Amorsolo,
Jonahmar Salvosa
2. Still’s life of Araceli Dans, Jorge Pineda, Agustin Goy

applies knowledge of planes in a 2. Discusses the concept that nature is so rich for no Week 2/
landscape (foreground, two animals have the same shape, skin covering and 2nd Q
middle ground and background) in color
painting a
landscape 3. demonstrates how harmony is created in an artwork Weeks 3
because of complementary colors and shapes & 4/ 2nd
Q
creates an artwork of people in the 4. paints a still life by observing the different shapes, Weeks 5
province/region on-the-spot color and texture of fruits, drawing them overlapping & 6/ 2nd
and choosing the right colors for each fruit Q
 231

sketching of plants, trees and building 5. creates new tints and shades of colors by mixing two Weeks 7
and geometric line designs or more colors & 8/ 2nd
Q
6. paints a landscape at a particular time of the day and
applies knowledge of planes in a selects colors that complement each other to create a
landscape (foreground, middle
ground and background) in painting a mood
landscape 7. discusses the characteristics of a wild animal by
making
several pencil sketches and painting it later, adding
texture of its skin covering
8. appreciates the truism that Filipino artists painted
landscapes in their own particular style and can identify
what makes each artist unique in his use of colors to
create harmony
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner... The learner... 1. Discusses the concept that a print made from objects Week 1 /
Quarter demonstrates understanding of exhibits basic skills in making a design found in nature can be realistic or abstract 3rd Q
shapes, colors and principle for a print and producing several
repetition and emphasis through clean copies of the prints 2. explains the importance and variety of materials used Week 2 /
printmaking (stencils) for printing 3rd Q
manipulates a stencil with an 3. Demonstrates the concept that a print design may use Week 3 /
adequate skill to produce a clean repetition of shapes or lines and emphasis on contrast 3rd Q
print for a message, slogan or logo for of shapes and lines
a T-shirt, poster bag Week 4 /
4. Demonstrates the concept that a print design can be
duplicated many times by hand or by machine and can 3rd Q
be shared with others
produces at least 3 good copies of Week 5 /
5. explains the meaning of the design created
print using complementary colors and 3rd Q
contrasting shapes 6. stencils a paper or plastic sheets to be used for Week 6 /
multiple 3rd Q
prints on cloth or hard paper
7. writes a slogan about the environment that Week 7 /
correlates messages to be printed on T-shirts, posters, 3rd Q
banners or bags
8. participates in a school/district exhibit and Week 1 /
culminating activity in celebration of the National Arts 4th Q
Month (February)
 232

4th The learner... The learner... 1. identifies different styles of puppets made in the Week 1
Quarter demonstrates understanding of creates a single puppet based on Philippines (form Teatro Mulat and Anino Theater /4th Q
shapes, colors, textures, and character in legends, myths or Group)
emphasis by variation of shapes and stories using recycled and hard
texture and contrast of colors material 2. discusses the variations of puppets in terms of Weeks 2-
through sculpture and crafts material, structure, shapes, colors and intricacy of 4 / 4th
creates a mask or headdress that is textural details Q
imaginary in design using found and 3. creates a puppet designs that would give a specific Week 4 /
demonstrates understanding of recycled materials and unique character, with designs of varied shapes 4th Q
shapes, colors, textures, and and colors on puppets to show the unique character of
emphasis by variation of shapes and demonstrates basic skills in the puppet/s
texture and contrast of colors constructing a puppet made from a
through sculpture and crafts hard and stick, which can be 4. constructs a simple puppet based on a character in a Week 5
manipulated legend, myth or story using recyclable materials and & 7 / 4th
bamboo sticks or twigs Q
5. manipulates a puppet to act out a character in a story Week 5 /
together with the puppets 4th Q
6. constructs a mask out of cardboard, glue, found Week 6 /
materials, bilao, paper plate, string, seeds and other 3rd Q
found materials for a celebration like the Maskara
Festival of Bacolod
7. utilizes masks in simple role play or skit
8. performs as puppeteer together with others, in a Week 7 /
puppet show, to tell a story using the puppet he/she 3rd Q
created
 233

Grade Level: Grade 4

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… 1. discusses the rich variety of cultural communities in Week 1
Quarter the Philippines and their uniqueness / 1st Q
demonstrates understanding of practices variety of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga, Bontok,
lines, texture, and shapes; community by way of attire, body Gaddang, Agta
and balance of size and accessories, religious practices and 2. VISAYAS – Ati
repetition of lifestyle. 3.MINDANAO-Badjao, Mangyan,Samal, Yakan,
motifs/patterns through drawing Ubanon, Manobo, Higaonon, Talaandig, Matigsalog,
Bilaan, T’boli, Tiruray, Mansaka, Tausug) and the
distinctive characteristics of these cultural communities
in terms of attire, body accessories, religious practices,
and lifestyles.
creates a unique design of houses,
and other household objects used by
the cultural groups.
2. Draws specific clothing, objects, and designs of at Weeks
least one the cultural communities by applying an 2-4/1st Q
indigenous cultural motiff into a contemporary design
through crayon etching technique.
writes a comparative description of 3. role plays ideas about the practices of the different Weeks
houses and utensils used by selected cultural communities. 4/1st Q
cultural groups from different
provinces. 4. creates a drawing after close study and observation Week 5-
of one of the cultural communities’ way of dressing and 6/1 Q
st

accessories.
5. produces a crayon resist on any of the topics: the Week
unique design of the houses, household objects, 7/1st Q
practices, or rituals of one of the cultural groups
6. uses crayon resist technique in showing different Week
ethnic designs or patterns. 8/1st Q

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
 234

2nd The learner… The learner… 1. discusses pictures of localities where different Week 1/
Quarter cultural communities live where each group has 2nd Q
demonstrates understanding of sketches and paints a landscape or distinct houses and practices.
lines, color, shapes, space, and mural using shapes and colors 2. explains the attire and accessories of selected Week 2/
proportion through drawing. appropriate to the way of life of the
cultural community. cultural communities in the country in terms of colors 2nd Q
and shapes.

3. appreciates the importance of communities and their Week 3/

realizes that the choice of colors to culture. 2nd Q
use in a landscape gives the mood or
feeling of a painting. 4. compares the geographical location, practices, and Week 4/
festivals of the different cultural groups in the country. 2nd Q
5. paints the sketched landscape using colors Week 5/
appropriate to the cultural community’s ways of life. 2nd Q
6. tells a story or relates experiences about cultural Week6/
communities seen in the landscape. 2nd Q
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner... The learner... 1. discusses the texture and characteristics of each Week 1
Quarter material. / 3rd Q
demonstrates understanding of exhibits basic skills in making a design 2. analyzes how existing ethnic motif designs are Week 1
shapes, colors and principle for a print and producing several repeated and alternated. / 3rd Q
repetition and emphasis through clean copies of the prints 3. demonstrates the process of creating relief prints and Week 2
printmaking (stencils) how these relief prints makes the work more / 3rd Q
manipulates a stencil with an interesting and harmonious in terms of the elements
adequate skill to produce a clean involved.
print for a message, slogan or logo
for a T-shirt, poster bag 4. designs ethnic motifs by repeating, alternating, or by Week 2
radials arrangement. / 3rd Q
5. creates a relief master or mold using additive and Week 3
subtractive processes. / 3rd Q
produces at least 3 good copies of 6. creates simple, interesting, and harmoniously Week 4
print using complementary colors arranged relief prints from a clay design. / 3rd Q
and contrasting shapes
7. prints reliefs with adequate skill to produce clean Week 5
prints with a particular design motif (repeated or / 3rd Q
alternated).
8. creates the relief mold using found material: hard Weeks
foam; cardboard shapes glued on wood; strings and 6-7 / 3rd
 235

buttons, old screws, and metal parts glued on wood or

cardboard.
9. participates in a school/district exhibit and Weeks
culminating activity in celebration of the National Arts 8/ 3rd Q
Month (February).
4th The learner... The learner... 1. differentiates textile traditions in other Asian Week 1
Quarter demonstrates understanding of creates a single puppet based on Countries like China, India, Japan, Indonesia, and in the / 4th Q
shapes, colors, textures, and character in legends, myths or Philippines in the olden times and presently.
emphasis by variation of shapes and stories using recycled and hard
texture and contrast of colors material 2. discusses pictures or actual samples of different kinds Week 1
through sculpture and crafts of mat weaving traditions in the Philippines. /4th Q
creates a mask or headdress that is 3.discusses the intricate designs of mats woven in the Week 2
imaginary in design using found and Philippines: / 4th Q
demonstrates understanding of recycled materials 1. Basey, Samar buri mats
shapes, colors, textures, and 2. Iloilo bamban mats
emphasis by variation of shapes and demonstrates basic skills in 3. Badjao&Samal mats
texture and contrast of colors constructing a puppet made from a 4. Tawi-tawilaminusa mats
through sculpture and crafts hard and stick, which can be 5. Romblon buri mats
manipulated
4. explains the steps to produce good tie-dye designs. Week 3
/ 4th Q
5. explains the meaning of designs, colors, and patterns Week 4
used in the artworks. / 4th Q
6. creates a small mat using colored buri strips or any Week 5
material that can be woven, showing different designs: & 6 / 4th
squares, checks zigzags, and stripes. Q
7.weaves own design similar to the style made by a
local ethnic group. Week 7
/ 4th Q

8. creates original tie-dyed textile design by following Week 8

the traditional steps in tie-dyeing using one or two / 4th Q
colors.
 236

Grade Level: Grade 5

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… 1. discusses events, practices, and culture influenced Week 1/
Quarter by colonizers who have come to our country by way of 1st Q
demonstrates understanding of creates different artifacts and trading.
lines, shapes, and space; and the architectural buildings in the
2. designs an illusion of depth/distance to simulate a3- Week
principles of rhythm and balance Philippines and in the locality using
through drawing of archeological crosshatching technique, geometric dimensional effect by using crosshatching and shading 1/1st Q
artifacts, houses, buildings, and shapes,and space, with rhythm and techniques in drawings (old pottery, boats, jars,
churches from historical periods balance as principles of design. musical instruments).
using crosshatching technique to puts up an exhibit on Philippine 3. presents via powerpoint the significant parts of the Week2/1st
simulate 3-dimensional and artifacts and houses from different
geometric effects of an artwork. historical periods (miniature or different architectural designs and artifacts found in Q
replica). the locality. e.g. bahay kubo, torogan, bahay na bato,
simbahan, carcel, etc.
4. explains the importance of artifacts, houses, clothes, Week 2
language, lifestyle - utensils, food, pottery, furniture - /1st Q
influenced by colonizers who have come to our
country (Manunggul jar, balanghai, bahay na bato,
kundiman, Gabaldon schools, vaudeville, Spanish-
inspired churches).

5. creates illusion of space in 3-dimensional drawings Weeks 3-

of important archeological artifacts seen in books, 4 /1st Q
museums (National Museum and its branches in the
Philippines, and in old buildings or churches in the
community.
6. creates mural and drawings of the old houses, Weeks 5-
churches or buildings of his/her community. 6/1st Q

7. participates in putting up a mini-exhibit with labels Weeks 7-

of Philippine artifacts and houses after the whole class 8/1st Q
completes drawings.
 237

8. tells something about his/her community as Week

reflected on his/her artwork. 8/1st Q
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. explains the importance of natural and historical Week 1/
Quarter places in the community that have been designated as 2nd Q
demonstrates understanding of sketches natural or man-made World Heritage Site (e.g., rice terraces in Banawe,
lines, colors, space, and harmony places in the community with the Batad; Paoay Church; Miag-ao Church; landscape of
through painting use of complementary colors. Batanes, Callao Caves in Cagayan; old houses inVigan,
and explains/illustrates landscapes draws/paints significant or Ilocos Norte; and the torogan in Marawi)
of important historical places in the important historical places.
community (natural or man- 2. explains that artists have different art styles in Weeks 2
made)using one-point perspective in painting landscapes or significant places in their & 3/ 2nd Q
landscape drawing, complementary respective provinces (e.g., Fabian dela Rosa, Fernando
colors, and the right proportions of Amorsolo, Carlos Francisco, Vicente Manansala, Jose
parts. Blanco, VictorioEdades, Juan
Arellano, PrudencioLamarroza, and Manuel
Baldemor)

3. presents via powerpoint the artistry of famous Week 3/

Filipino artists in painting different landscapes and is 2nd Q
able to describe what makes each artist’s masterpiece
unique from others.
4. sketches using complementary colors in painting a Weeks 4-
landscape. 5/ 2nd Q
5. demonstrates skills and knowledge about Weeks 6-
foreground, middle ground, and background to 7/ 2nd Q
emphasize depth in painting a landscape.
6. discusses details of the landscape significant to the Week
history of the country. 8/2nd Q
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. discusses new printmaking technique using a sheet Week 1 /
Quarter of thin rubber (used for soles of shoes), linoleum, or 3rd Q
demonstrates understanding of new any soft wood that can be carved or gouged to create
printmaking techniques with the use different lines and textures.
 238

of lines, texture through stories and creates a variety of prints using lines 2. discusses possible uses of the printed artwork Week 2 /
myths. (thick, thin, jagged, ribbed, fluted, 3rd Q
woven) to produce visual texture.
3. shows skills in creating a linoleum, rubber or wood Week 2 /
cut print with the proper use of carving tools. 3rd Q
4. creates variations of the same print by using Week 3 /
different colors of ink in printing the master plate. 3rd Q
5. follows the step-by-step process of creating a print: Weeks 4-
1.sketching the areas to be carved out and areas 5 / 3rd Q
that will remain
2.carving the image on the rubber or wood using
sharp cutting tools
3. preliminary rubbing
4. final inking of the plate with printing ink
5.placing paper over the plate, rubbing the back
of the paper
6. impressing the print
7.repeating the process to get several editions of
the print

6. works with the class to produce a compilation of Week 6 /

demonstrates understanding of new their prints and create a book or calendar which they 3rd Q
printmaking techniques with the use
of lines, texture through stories and can give as gifts, sell, or display on the walls of their
creates a variety of prints using lines
myths. (thick, thin, jagged, ribbed, fluted, school.
woven) to produce visual texture. 7. demonstrates contrast in a carved or textured area Week 6 /
in an artwork. 3rd Q
8. produces several editions of the same print that are Weeks 7/
well-inked and evenly printed. 3rd Q
9. participates in a school/district exhibit and Week
culminating activity in celebration of the National Arts 8/3rd
Month (February)
 239

demonstrates understanding of demonstrates fundamental 1. mobile

colors, shapes, space, repetition, construction skills in making a 3- 2. papier-mâché jar
and balance through sculpture and dimensional craft that expresses 3. paper beads
3-dimensional crafts. balance, artistic design, and
repeated variation of decorations 2.identifies the different techniques in making 3- Week 1
and colors dimensional crafts /4th Q
1. papier-mâché jars with 1. mobile
patterns 2. papier-mâché jar
2. paper beads 3. paper beads
3. discusses possibilities on the use of created 3-D Week 2 /
constructs 3-D craft using primary crafts. 4th Q
and secondary colors, geometric
shapes, space, and repetition of 4. applies knowledge of colors, shapes, and balance in Week 3 /
colors to show balance of the creating mobiles, papier-mâché jars, and paper beads. 4th Q
structure and shape 5. demonstrates artistry in making mobiles with varied Week 4 /
mobile colors and shapes. 4th Q
6. creates designs for making 3-dimensional crafts Week 5 &
1. mobile 6 / 4th Q
2. papier-mâché jar
3. paper beads
7. shows skills in making a papier-mâché jar Week 7 /
4th Q
8. creates paper beads with artistic designs and varied Week 8 /
colors out of old magazines and colored papers for 4th Q
necklace, bracelet, ID lanyard.
 240

Grade Level: Grade 6

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… 1. discusses the concept that art processes, elements Week 1/
Quarter and principles still apply even with the use of new 1st Q
demonstrates understanding of the creates concepts through art technologies.
use of lines, shapes, colors, texture, processes, elements, and principles 2. explains the elements and principles applied in Week
and the principles of emphasis and using new technologies (hardware commercial art. 1/1st Q
contrast in drawing a logo and own and software) to create personal or
cartoon character using new class logo. 3. applies concepts on the use of the software Week 2
technologies in drawing. designs cartoon character on-the (commands, menu, etc.). / 1st Q
spot using new technologies. 4. utilizes art skills in using new technologies (hardware Week 2
and software). / 1st Q

5. creates personal or class logo as visual representation Week 3

that can be used as a product, brand, or trademark / 1st Q

6. explains ideas about the logo Weeks 4

/ 1st Q

7. explains the elements and principles applied in comic Week 5

art. / 1st Q
creates concepts through art
processes, elements, and principles
using new technologies (hardware 8. applies concepts on the steps/procedures in cartoon Week 6
and software) to create personal or character making. / 1st Q
class logo.
9. utilizes art skills in using new technologies (hardware Week 6
and software) in cartoon character making. / 1st Q
 241

10. creates own cartoon character to entertain, express Week 7

opinions, ideas, etc. / 1st Q
11. explains ideas about the cartoon character Week 8
designs cartoon character on-the / 1st Q
spot using new technologies.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. Reviews the concept that art processes, elements and Week 1/
Quarter principles still apply even with the use of technologies. 2nd Q
demonstrates understanding of applies concepts on the use of
shapes, space, colors, and the software in creating digital paintings
principles of emphasis, harmony and and graphic designs. 2. explains the elements and principles applied in Week 1/
contrast in digital painting and digital art. 2nd Q
poster 3. applies concepts on the use of the software Week 2/
design using new technologies. (commands, menu, etc.) 2nd Q
4. utilizes art skills using new technologies (hardware Week 2/
and software) in digital painting. 2nd Q
5. creates a digital painting similar with the Masters’ Weeks 3
(e.g., Van Gogh, Amorsolo, etc.) in terms of style, -4 / 2nd
theme, etc. Q
6. discusses the elements and principles applied in Weeks
layouting. 5-6 /2nd
Q
7. applies skills in layouting and photo editing using new Weeks
technologies (hardware and software) in making a 5-6 /2nd
poster. Q
8. creates an advertisement/commercial or Weeks
announcement poster. 7-8 /2nd
Q
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. Explains the truism that design principles still apply Week 1
Quarter for any new design (contrast of colors, shapes, and / 3rd Q
 242

demonstrates understanding of creates simple printmaking lines produces harmony) whether done by hand or
shapes, colors, values, and the (silkscreen) designs on t-shirts and machine (computer).
principles of emphasis, contrast, and posters. 2. Demonstrates understanding that digital technology Week 1
harmony in printmaking and / 3rd Q
photography using has speeded up the printing of original designs and
new technologies. made it accessible to many, as emphasized in t-shirts
and poster designs.

3. applies concepts on the steps/procedure in silkscreen Week 2

printing. / 3rd Q
4. produces own prints from original design to Week 2
describes the basic concepts and silkscreen printing to convey a message or statement. / 3rd Q
principles of basic photography.
5. Discusses the concepts and principles of Week 3
photography. / 3rd Q
6. discusses the parts and functions of the camera (point Week 4
and shoot or phone camera). / 3rd Q
7. applies composition skills to produce a printed Week 5-
photograph for a simple photo essay. 6 / 3rd Q
8. participates in school/district exhibit and culminating Weeks
activity in celebration of the National Arts Month 7-8 / 3rd
(February) Q
4th The learner… The learner… 1. Discusses the concept that design principles and Week 1
Quarter elements relates to everyday objects. / 4th Q
demonstrates understanding of creates an actual 3-D digitally- 2. explains the elements and principles applied in Week 1
shapes, colors, and the principles of enhanced paper bag for a product or product design. /4th Q
contrast and harmony through the brand.
use of new media in creating audio- applies concepts on the use of new
video art and product or package technologies (hardware 3. manifests understanding of concepts on the use of Week 2
design. and software) in creating an audio- software (commands, menu, etc.) / 4th Q
video 4. utilizes art skills in using new technologies (hardware Week 2
art/animation. and software) in package design. / 4th Q
5. creates an actual 3-D digitally-enhanced product Week 4
design for a paper bag. / 4th Q
6. reviews the truism that art processes, elements and Week 3
principles still apply even with the use of technologies. / 4th Q
7. discusses the elements and principles applied in
 243

audio-video art.

7. shows skills in making a papier-mâché jar Week 7

/ 4th Q
8. applies concepts on the use of the software Weeks
(commands, menu, etc.) 4-5 / 4th
Q
9. utilizes art skills in using new technologies (hardware Weeks
and software) 5-6 / 4th
Q
10. creates an audio-video art /animation promoting a Weeks
product. 7-8 / 4th
Q

Grade Level: Grade 7

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner... The learner… 1. analyzes elements and principles of art in the
Quarter production of one’s arts and crafts inspired by the arts Week 1
1. art elements and processes by 1. create artworks showing the of Luzon (highlands and lowlands)
synthesizing and applying prior characteristic elements of the arts
2. identifies characteristics of arts and crafts in specific Week 1
knowledge and skills of Luzon (highlands and areas in Luzon (e.g., papier mâché [taka] from Paete,
lowlands) Ifugao wood sculptures [bul’ul], Cordillera jewelry and
2. the salient features of the arts of pottery, tattoo, and Ilocos weaving and pottery
Luzon (highlands and lowlands) by 2. exhibit completed artworks for [burnay], etc.)
showing the relationship of the appreciation and critiquing
elements of art and processes 3. reflects on and derive the mood, idea, or message
among culturally diverse
communities in the country emanating from selected artifacts and art objects
Weeks 2
-4
4. appreciates the artifacts and art objects in terms of Week 2
their uses and their distinct use of art elements and
principles
 244

3. the Philippines as having a rich 5. incorporates the design, form, and spirit of the Week 3
artistic and cultural tradition from highland/lowland artifact and object in one’s creation
precolonial to present times 6. traces the external (foreign) and internal Weeks 4
(indigenous) influences reflected in the design of an
artwork and in the making of a craft or artifact
7. creates crafts that can be locally assembled with local Weeks
materials, guided by local traditional techniques (e.g., 5-8
habi, lilip, etc).
8. Discusses the elements from traditions/history of a Week 6
community for one’s artwork
9. shows the relationship of the development of crafts Week 6
in specific areas of the country, according to
functionality, traditional specialized expertise, and
availability of resources (e.g. pottery, weaving, jewelry,
baskets)
10. shows the relationship of Luzon (highlands and Week 7
lowlands) arts and crafts to Philippine culture,
traditions, and history (Islamic influences, Spanish
heritage, and American legacies in education, business,
modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and social
practices)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. analyzes the elements and principles of art in the
Quarter production one’s arts and crafts inspired by the arts of
1. art elements and processes by create artwork showing the MIMAROPA and the Visayas Weeks 1
synthesizing and applying prior characteristic elements of the arts of –2/
knowledge and skills MIMAROPA and the Visayas
2. identifies the characteristics of arts and crafts in Week 1
specific areas in MIMAROPA and the
Visayas, Marinduque (Moriones masks), Palawan
(Manunggul
 245

2. the salient features of the arts of Jar), Mindoro (Hanunuo-Mangyan writing, basketry,
MIMAROPA and the Visayan and weaving), Bohol (churches), Cebu (furniture), Iloilo
Islands by showing the (culinary arts and old houses), Samar (Basey mats), etc.
relationship of the elements
of art and 3. reflects on and derive the mood, idea or message
processes among culturally diverse emanating from selected artifacts and art objects
communities in the country

the Philippines as having a rich Weeks

artistic and cultural tradition from 3-5
precolonial to present times
4. appreciates the artifacts and art objects in terms of Week 2
its utilization and its distinct use of art elements and
principles
5. incorporates the design, form and spirit of artifacts Weeks 3
and art objects from MIMAROPA and the Visayas -4
6. explains the external (foreign) and internal Weeks 5
(indigenous) influences that are reflected in the design
of an artwork or in the making of a craft or artifact
7. creates crafts that can be locally assembled with local
materials, guided by local traditional techniques (e.g.,
habi, lilip, etc).

Weeks 6
8. discusses elements from traditions/history of a Weeks 7
community for one’s artwork
9. Explains the correlation of the development of crafts Week 8
in specific areas of the country, according to
functionality, traditional specialized expertise, and
availability of resources (e.g., architecture, weaving,
pottery, accessories, masks, and culinary arts)
10. shows the relationship of MIMAROPA and Visayas
arts and crafts to Philippine culture, traditions, and
history (Islamic influences, Spanish heritage, and
 246

American legacies in education, business,

modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and social
practices)
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks
Quarter production one’s arts and crafts inspired by the arts of 1-2
1. art elements and processes by 1. create artworks showing the Mindanao
synthesizing and applying prior characteristic elements of the arts 2. identifies characteristics of arts and crafts in specific Week 1
knowledge and skills of Mindanao areas in Mindanao (e.g., maritime vessel [balanghay]
from Butuan, vinta from Zamboanga; Maranao’s
2. the salient features of the arts of 2. exhibit completed artworks for malong, brasswares, okir, panolong, torogan, and
Mindanao by showing the appreciation and critiquing sarimanok; Yakan’s fabric and face makeup and body
relationship of the elements of art ornamentation; T’boli’s tinalak and accessories; Tawi-
and processes among culturally tawi’s Pangalaydance, etc.
diverse communities in the
country
3. reflects on and derive the mood, idea, or message Weeks
emanating from selected artifacts and art objects 3-5
3.the Philippines as having a rich
artistic and cultural tradition from 4. appreciates the artifacts and art objects in terms of Week 2
precolonial to present times its utilization and their distinct use of art elements and
principles
5. incorporates the design, form, and spirit of artifacts Week 3
and objects from Mindanao to one’s creation
6. traces the external (foreign) and internal (indigenous) Week 4
influences that are reflected in the design of an artwork
and in the making of a craft or artifact
7. creates crafts that can be locally assembled with local Weeks
materials, guided by local traditional techniques (e.g., 6-8
habi, lilip, etc).
8. derives elements from traditions/history of a Weeks 6
community for one’s artwork
9. shows the relationship of the development of crafts
in specific areas of the country, according
to functionality, traditional specialized expertise,
and
 247

availability of resources (e.g., pottery, weaving, jewelry,

and basketry)
10. shows the relationship of Mindanao’s arts and Week 7
crafts to Philippine culture, traditions, and history,
particularly with Islamic influences and indigenous
(Lumad) practices
11. participates in exhibit using completed Mindanao- Week 8
inspired arts and crafts in an organized manner
4th The learner… The learner… 1. identifies the festivals and theatrical forms Weeks
Quarter celebrated all over the country throughout the year 1-2
1. how theatrical elements (sound, 1. create appropriate festival attire 2. researches on the history of the festival and
music, gesture, movement ,and with accessories based on theatrical composition and its evolution, and describe
costume) affect the creation and authentic festival costumes
communication of meaning in how the townspeople participate and contribute to the
Philippine Festivals and Theatrical 2. create/improvise appropriate event
Forms as influenced by history sound, music, gesture, 3. discusses the elements and principles of arts as seen
and culture movements, and costume for a in Philippine Festivals
chosen theatrical composition 4. explains what makes each of the Philippine festivals Weeks
2.theater and performance as a unique through a visual presentation 3-4
synthesis of arts and a significant
expression of the celebration of life 3.take part in a chosen festival or in a 5. designs the visual elements and components of the Weeks
in various Philippine communities selected festival or theatrical form through costumes, 5-8
performance in a theatrical play
props, etc.
6. analyzes the uniqueness of each group’s performance
of their selected festival or theatrical form
7.choreographs the movements and gestures reflecting
the mood of the selected Philippine festival/theatrical
form
7. shows skills in making a papier-mâché jar
8. improvises accompanying sound and rhythm of the
Philippine festival/theatrical form
9. performs in a group showcase of the selected
Philippine festival/theatrical form
 248

Grade Level: Grade 8

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learners… 1. analyzes elements and principles of art in the
Quarter production of arts and crafts inspired by the cultures of Weeks
1. art elements and processes by Southeast Asia 1-2/
synthesizing and applying prior
1. create artworks showing the
characteristic elements of the arts 2. identifies characteristics of arts and crafts in specific
knowledge and skills
of Southeast Asia countries in Southeast Asia: Indonesia (batik, Wayang
puppetry); Malaysia (modern batik, wau, and objects
2. the salient features of the arts of made from pewter); Thailand (silk fabrics and Loi
Southeast Asia by showing the 2. exhibit completed artworks Kratong Lantern Festival); Cambodia (AngkorWat and
relationship of the elements of for appreciation and critiquing ancient temples); Singapore (Merlion), etc.
art and processes among
culturally diverse communities in
the region 3. reflects on and derive the mood, idea, or message
from selected artifacts and art objects
3. Southeast Asian countries as 4. appreciates the artifacts and art objects in terms of Weeks 3
having a rich artistic and cultural -5
their utilization and their distinct use of art elements
tradition from prehistoric to and principles
present times
5. incorporates the design, form, and spirit of Southeast
Asian artifacts and objects in one’s creation

6. traces the external (foreign) and internal (indigenous)

influences that are reflected in the design of an
artwork and in the making of a craft or artifact
7. creates crafts that can be locally assembled with local Weeks
materials, guided by local traditional techniques 6-8
(e.g.,batik, silk weaving, etc.)

8. derives elements from traditions/history of a

community for one’s artwork
 249

9. shows the relationship of the development of crafts

in specific countries in Southeast Asia, according to
functionality, traditional specialized expertise and
availability of resources (e.g., pottery, weaving, jewelry,
and basketry)

10. shows the commonalities and differences of the

culture of the Southeast Asian countries in relation to
Philippine culture

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. analyzes elements and principles of art in the Weeks
Quarter production of arts and crafts inspired by the cultures of 1-2
1. art elements and processes by 1. create artworks showing the East Asia
synthesizing and applying prior characteristic elements of the arts 2. identifies characteristics of arts and crafts in specific
knowledge and skills of East Asia countries in East Asia: China (Chinese painting and
calligraphy); Japan (origami, woodblock printing,
2. the salient features of the arts of 2. exhibit completed artworks for theater masks, face painting, and anime and manga);
East Asia by showing the appreciation and critiquing and Korea (theater masks, drums, and K-pop)
relationship of the elements of
art and processes among 3. reflects on and derive the mood, idea or message Weeks
culturally diverse communities in from selected artifacts and art objects 3-5
the region
4. appreciates the artifacts and art objects in terms of
3. East Asian countries as having a their utilization and their distinct use of art elements
rich artistic and cultural tradition and principles
from prehistoric to present times 5. incorporates the design, form, and spirit of East Asian
artifacts and objects to one’s creation
6. traces the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork
and in the making of a craft
7. creates crafts that can be locally assembled with Weeks
local materials, guided by local traditional techniques 6-8
(e.g., Gong-bi, Ikat, etc.)
8. derives elements from traditions/history of a
community for one’s artwork
 250

9. shows the relationship of the development of crafts

in specific countries in East Asia according to
functionality, traditional specialized expertise, and
availability of resources (e.g., pottery, weaving, jewelry,
and basketry)

10. shows the commonalities and differences of the

cultures of the East Asian countries in relation to
Philippine culture
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks
Quarter production of arts and crafts inspired by the cultures of 1-2
1. art elements and processes by 1. create artworks showing the South Asia, West Asia, and Central Asia
synthesizing and applying prior characteristic elements of the arts
2. identifies characteristics of arts and crafts in specific
knowledge and skills of South, West, and Central Asia
countries in South, West, and Central Asia: India
(rangoli, katak, mendhi, diwali); Saudi Arabia (carpet
2. the salient features of the arts of 2. exhibits completed artworks for design); Pakistan (truck art); and Tibet (mandala), etc
South, West, and Central Asia by appreciation and critiquing
showing the relationship of the 3. reflects on and derive the mood, idea or message Weeks
elements of art and processes from selected artifacts and art objects 3-5
among culturally diverse
communities in the region
4. appreciates the artifacts and art objects in terms of
3.that the South, West, and Central their utilization and their distinct use of art elements
Asian countries have a rich, artistic and principles
and cultural tradition from
prehistoric to present times
5. incorporates the design, form, and spirit of South,
West, and Central Asian artifacts and objects to one’s
creation

6. traces the external (foreign) and internal (indigenous)

influences that are reflected in the design of an artwork
and in the making of a craft
7. creates arts and crafts that can be locally assembled Weeks
with local materials, guided by local traditional 6-8
techniques (e.g., Ghonghdis, Marbling Technique, etc.)
8. derives elements from traditions/history of a
 251

community for one’s artwork

9. shows the relationship of the development of crafts

in specific countries in South Asia, West Asia, and
Central Asia, according to functionality, traditional
specialized expertise, and availability of resources
10. shows the commonalities and differences of the
cultures of the South Asian, West Asian, and Central
Asian countries in relation to Philippine culture
11. participates in an exhibit using completed South-
West-Central Asian-inspired crafts in an organized
manner

4th The learner… The learner… 1. identifies selected festivals and theatrical forms Weeks
Quarter celebrated all over the Asian region 1-2
1. how theatrical elements (sound, 1. create appropriate festival attire 2. researches on the history of the festival and theatrical
music, gesture, movement, and with accessories based on
costume) affect the creation and authentic festival costumes forms and its evolution, and describe how the
communication of meaning in community participates and contributes to the event
Asian Festivals and Theatrical 3. discusses the elements and principles of arts as seen Week
Forms as influenced by history 2. create/improvise
in Philippine Festivals 3-4
and culture appropriate sound,
music, gesture, 4. identifies the elements and principles of arts as
movements, and costume for a manifested in Asian festivals and theatrical forms
2.theater and performance as a chosen theatrical composition
synthesis of arts and a significant 5. through a visual presentation, explains what make Weeks
expression of the celebration of life each of the Asian Festivals and Theatrical forms unique 5-8
in various Asian communities 3.take part in a chosen festival or in a 6. designs the visual elements and components of the
performance in a theatrical play
selected festival or theatrical form through costumes,
props, etc.

7. analyzes the uniqueness of each group’s

performance of their selected festival or theatrical
form
8. shows the relationship of the selected Asian festival
and the festival in the Philippines in terms of form and
reason for holding the celebration
 252

9. choreographs the movements and gestures reflecting

the mood of the selected festival/theatrical form of Asia

10. improvises accompanying sound and rhythm of the

selected festival/ theatrical form of Asia

Grade Level: Grade 9

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner.. 1. analyzes art elements and principles in the
Quarter production of work following the style of a western and Weeks
1. art elements and processes by 1. perform / participate classical art 1-2
synthesizing and applying prior competently in a presentation of
knowledge and skills a creative impression
(verbal/nonverbal) of a particular 2. identifies distinct characteristics of arts during the
2. the arts as integral to the artistic period different art periods
development of organizations, 3. identifies representative artists from various art
spiritual belief, historical events, 2. recognize the difference and periods
scientific discoveries, natural uniqueness of the art styles of the 4. reflects on and derives the mood, idea, or message Weeks 3
disasters/ occurrences, and other different periods (techniques, from selected artworks -5
external phenomena process, elements, and principles
of art)
5. discusses the use or function of artworks by
evaluating their utilization and combination of art
elements and principles
6. uses artworks to derive the traditions/history of an
art period

7. compares the characteristics of artworks produced in

the different art periods
 253

8. creates artworks guided by techniques and styles of Weeks

Western Classical art traditions 6-8

9. describes the influence of iconic artists belonging to

Western Classical art on the evolution of art forms

10. applies different media techniques and processes to

communicate ideas, experiences, and stories showing
the characteristics of Western Classical art traditions
11. evaluates works of art in terms of artistic concepts
and ideas using criteria from the Western Classical art
traditions

12. shows the influences of the Western Classical art

traditions to Philippine art form

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks
Quarter production of work following a specific art style 3-5
1. art elements and processes by 1. performs/ participate
synthesizing and applying prior competently in a presentation of
knowledge and skills a creative impression 2. identifies distinct characteristics of arts during the
(verbal/nonverbal) of a particular Renaissance and Baroque periods
2. the arts as integral to the artistic period 3. identifies representative artists from Renaissance and
development of organizations, Baroque periods
spiritual belief, historical events, 2. recognizes the difference and 4. reflects on and derive the mood, idea or message Weeks
scientific discoveries, natural uniqueness of the art styles of the from selected artworks 6-8
disasters/ occurrences, and other different periods (techniques,
external phenomena process, elements, and principles 5. discusses the use or function of artworks by
of art) evaluating their utilization and combination of art
elements and principles
6. uses artworks to derive the traditions/history of an
art period
7. compares the characteristics of artworks produced in
the different art periods
 254

8. creates artworks guided by techniques and styles of Weeks

the Renaissance and the Baroque periods 3-5
9. explains the influence of iconic artists belonging to
the Renaissance and the Baroque periods
10. applies different media techniques and processes to
communicate ideas, experiences, and stories showing
the characteristics of the Renaissance and the Baroque
periods (e.g.,Fresco, Sfumato, etc.)
11. evaluates works of art in terms of artistic concepts
and ideas using criteria from the Renaissance and the
Baroque periods
12. shows the influences of the Renaissance and
Baroque periods on the Philippine art form
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks
Quarter production of work following a specific art style from 1-2
1. art elements and processes by 1. perform/participate competently the Neoclassic and Romantic periods
synthesizing and applying prior in a presentation of a creative
knowledge and skills impression (verbal/nonverbal) 2. identifies distinct characteristics of arts during the
from the Neoclassic and Romantic Neoclassic and Romantic periods
2.the arts as integral to the periods 3. identifies representative artists from the Neoclassic
development of organizations, and Romantic periods
spiritual belief, historical events, 2. recognize the difference and 4. reflects on and derive the mood, idea, or message Week
scientific discoveries, natural uniqueness of the art styles of the from selected artworks 3
disasters/ occurrences, and other different periods (techniques,
external phenomena process, elements, and principles 5. explains the use or function of artworks by
of art) evaluating their utilization and combination of art
elements and principles
6. uses artworks to derive the traditions/history of the
Neoclassic and Romantic periods
7. compares the characteristics of artworks produced
in the Neoclassic and Romantic periods

8. creates artworks guided by techniques and styles of Weeks

the Neoclassic and Romantic periods (e.g., linear style 4-7
and painterly style)
 255

9. describe the influence of iconic artists belonging to

the Neoclassic and Romantic periods
10. applies different media techniques and processes to
communicate ideas, experiences, and stories showing
the characteristics of the Neoclassic and Romantic
periods
11. evaluates works of art in terms of artistic concepts
and ideas using criteria from the Neoclassic and
Romantic periods
12. shows the influences of Neoclassic and Romantic
periods on Philippine art forms
13. participates in an exhibit using completed artworks Week 8
with Neoclassic and Romantic periods characteristics
4th The learner… The learner… 1. identifies selected theatrical forms from different art Weeks
Quarter periods 1-2
1. how theatrical elements (sound, 1. create appropriate theater 2. researches on the history of the theatrical forms and
music, gesture, movement, and play/opera costume and their evolution
costume) affect the creation and accessories and improvise
communication of meaning in appropriate sound, music, 3. identifies the elements and principles of arts as
Western Classical plays and opera gesture, movements, and manifested in Western Classical plays and opera
as influenced by history and costume for a chosen theatrical 4. defines what makes selected western classical plays Week 2
culture composition and operas unique through visual representation
5. designs the visual elements and components of the
2.theater and performance as a 2. take part in a performance of a selected Western classical theater play and opera
synthesis of arts selected piece from Western
Classical plays and opera through costumes, props, etc.
6. analyzes the uniqueness of each group’s performance
of its selected Western classical theater play and opera
7. shows the influences of the selected Western Week 3
Classical play or opera on Philippine
theatrical performance in terms of form and content of
story
8. choreographs the movements and gestures needed
in the effective delivery of a selected piece from
Western Classical plays and opera
 256

9. improvises accompanying sound and rhythm needed Weeks

in the effective delivery of a selected piece from 4 -6 / 4t
Western Classical plays and operas Q
10. performs in a group showcase of the selected piece Weeks
from Western Classical plays and operas 7-8

Grade Level: Grade 10

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… 1. analyzes art elements and principles in the Weeks
Quarter production of work following a specific art style from 1-2
1. art elements and processes by 1. performs/ participate the various art movements
synthesizing and applying prior competently in a presentation of
2. identifies distinct characteristics of arts from the
knowledge and skills a creative impression
(verbal/nonverbal) from the various art movements
2. the arts as integral to the various art movements 3. identifies representative artists and Filipino
development of organizations, counterparts from the various art movements
spiritual belief, historical events, 2. recognize the difference and 4. reflects on and derive the mood, idea, or message Weeks 3
scientific discoveries, natural uniqueness of the art styles of the -5
from selected artworks
disasters/ occurrences and other various art movements
external phenomenon (techniques, process, elements,
and principles of art) *5. explains the role or function of artworks by
evaluating their utilization and combination of art
elements and principles

6. uses artworks to derive the traditions/history of the

various art movements

7. compares the characteristics of artworks produced in

the various art movements

8. creates artworks guided by techniques and styles of Weeks

the various art movements (e.g., Impasto, Encaustic, 6-8
etc.)
 257

9. discusses the influence of iconic artists belonging to

the various art movements

10. applies different media techniques and processes to

communicate ideas, experiences, and stories showing
the characteristics of the various art movements (e.g.,
the use of industrial materials or found objects,
Silkscreen Printing, etc.)
11. evaluates works of art in terms of artistic concepts
and ideas using criteria from the various art movements

12. shows the influences of Modern Art movements on

Philippine art forms

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. identifies art elements in the technology-based
Quarter production arts
1. Uses new technologies that allow creates a tech-based artwork (video Week 1
new expressions in arts using art clips and printed media such as
elements and processes posters, menus, brochures etc.) 2. identifies distinct characteristics of arts during in the
relating to a selected topic from the 21st century in terms of:
different learning areas using 1. production
available technologies, e.g., food and 2. functionality range of audience reach
fashion
3. identifies artworks produced by technology from
other countries and their adaptation by Philippine
artists
4. discusses the concept that technology is an effective
and vibrant tool for empowering a person to express
his/her ideas, goals, and advocacies, which elicits
immediate action Weeks
2-4
5. explains the role or function of artworks by
evaluating their utilization and combination of art
elements and principles
 258

6. uses artworks to derive the traditions/history of a

community (e.g., landscapes, images of people at work
and play, portrait studies, etc.)
7. compares the characteristics of artworks in the21st
century
8. creates artworks that can be locally assembled with
local materials, guided by 21st-centurytechniques
9. explains the influence of technology in the 21st
century on the evolution of various forms of art
Weeks
10. applies different media techniques and processes to 5-8
communicate ideas, experiences, and stories showing
the characteristics of 21st-centuryart (e.g., the use of
graphic software like Photoshop, InDesign, etc.)
11. evaluates works of art in terms of artistic concepts
and ideas using criteria appropriate for the style or form
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. identifies art elements in the various media-based Weeks
Quarter arts in the Philippines 1-2
1. art elements and processes by 1. create artworks using available
synthesizing and applying prior media and natural resources on local
2. identifies representative artists as well as distinct
knowledge and skills topics, issues, and concerns such as
characteristics of media-based arts and design in the
environmental advocacies
ecotourism, and economic and Philippines
2. new technologies that allow new
expressions in the arts livelihood projects 3. discusses the truism that Filipino ingenuity is distinct,
exceptional, and on a par with global standards
4. discusses the role or function of artworks by Weeks
3-5
evaluating their utilization and combination of art
elements and principles
5. uses artworks to derive the traditions/history of a
community
6. creates artworks that can be assembled with local
materials Weeks
5-7
7. explains the characteristics of media-based arts and
design in the Philippines
 259

8. applies different media techniques and processes to

communicate ideas, experiences, and stories (the use
of software to enhance/animate images like Flash,
Movie Maker, Dreamweaver, etc.)
9. evaluates works of art in terms of artistic concepts Week 8/
and ideas using criteria appropriate for the style or
form of media-based arts and design
4th The learner… The learner… 1. explains how an idea or theme is communicated in a Weeks 1
Quarter selected performance through the integration of
1.how theatrical elements (sound, 1.create appropriate costumes, musical sounds, songs, dialogue and dance
music, gesture, movement, and props, set accessories, costumes
costume) affect the creation and improvised lighting and other décor 2. analyzes examples of plays based on theatrical forms,
communication of meaning in a for Philippine plays and elements of art as applied to performance
theater play/performance 3. illustrates how the different elements are used to
incorporated with media 2.create/improvise appropriate communicate the meaning Week 2
sound, music, gesture, and 4. Explains the uniqueness of each original performance
2.theater and performance as a movements for a chosen theatrical
5. designs with a group the visual components of a
synthesis of arts composition
school play (stage design, costume, props, etc.)
3.participate in an original 6. assumes the role of a character as an Week 3
performance inspired by local actor/performance, or production staff (director, Week 4
Philippine stories, myths, and events choreography, light designer, stage manager)
relevant to current issues 7. analyzes the uniqueness of the group that was given
recognition for its performance and explain what
component contributed to its selection

8. contributes to the conceptualization of an original

performance

9. choreographs the movements and gestures needed Week 5

in the effective delivery of an original performance with
the use of media
10. improvises accompanying sound and rhythm Weeks
needed in the effective delivery of an original 6-8
performance with the use of different media
260
 261

Grade Level: Grade 1

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates The learner performs with Weeks 1&3
understanding awareness of body coordination enjoyable 3. Creates shapes by using different body
parts in preparation for participation movements on body awareness. parts
in physical activities.
4. Shows balance on one, two, three, Weeks 4&6
four and five body parts
5. Exhibits transfer of weight Weeks 7&8
6. Engages in fun and enjoyable physical
1st activities with coordination
Quarter
Suggested learning activities
➢ action songs This competency is
➢ singing games already
embedded in
➢ simple games other LCs.
➢ chasing and fleeing games
➢ mimetics

The learner demonstrates The learner performs movement 1. Moves within a group without Weeks 1&4
understanding ofspace awareness in skills in a given space bumping or falling using locomotors
preparation for participation in with coordination skills
physical activities

2nd 2. Executes locomotor skills while Weeks 5&8

Quarter moving in different directions at
different spatial levels

3. Engages in fun and enjoyable physical This competency is

activities with coordination already embedded
in other LCs.
 262

The learner demonstrates The learner performs 1. Demonstrates the difference between Weeks 1&2
understanding of qualities of effort in movements of varying qualities of slow and fast, heavy and light, free and
preparation for participation in effort with coordination. bound movements
physical activities.
2. Demonstrates contrast between slow Weeks 3&8
and fast speeds while using locomotor
skills
3rd This competency is
Quarter 3. Engages in fun and enjoyable physical
activities already embedded
in other LCs.
4. Demonstrates the characteristics of This competency is
sharing and cooperating in physical already
activities embedded in
other LCs.

The learner demonstrates The learner performs Weeks 1&4

understanding of relationships of movements in relation to a
movement skills in preparation for stationary or moving
participation in physical activities object/person with
coordination.

1. Demonstrates relationship of
movement
4th 2. Performs jumping over a stationary Weeks 5&8
Quarter object several times in succession,
using forward- and- back and side-to-
side movement patterns
 263

3. Engages in fun and enjoyable physical This competency is

activities already embedded
in other LCs.
This competency is
4. Follows simple instructions and rules already
embedded in
other LCs.
Grade Level: Grade 2
Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates The learner performs body 1. Creates body shapes and actions Weeks 1&4
understanding of body shapes and shapes and actions properly.
body actions in preparation for
various movement activities

2. Demonstrates momentary stillness in Weeks 5&8

symmetrical and asymmetrical shapes
using body parts other than both feet as a
1st base of support
Quarter
3. Demonstrates movement skills in response This competency
to sound and music is already
embedded in
other LCs.
This competency
4. Engages in fun and enjoyable physical is already
activities embedded in
other LCs.
2nd The learner demonstrates The learner performs movements 1. Describes movements in a location, Weeks 1&2
Quarter understanding of locations, accurately involving locations, direction, level, pathway and plane
directions, levels, pathways and directions, levels, pathways and
planes planes.
 264

2. Moves in: Weeks 3&8

➢ personal and general space
➢ forward, backward, and sideward
directions
➢ high, middle, and low levels
➢straight, curve, and zigzag pathways
diagonal and horizontal planes

3. Demonstrates movement skills in response This competency

to sounds and music is already
embedded in
other LCs.
4. Engages in fun and enjoyable physical This competency
activities is already
embedded in
other LCs.

5. Maintains correct posture and body This competency

mechanics while performing movement is already
embedded in
other LCs.
The learner demonstrates The learner performs 1. Moves: at slow, slower, slowest/fast, Weeks 1&8
understanding of movement in movements accurately involving faster, fastest pace
relation to time, force and flow time, force, and flow. using light, lighter, lightest/strong, stronger,
strongest force with smoothness
2. Demonstrates movement skills in This competency
3rd response to sound and music is already
embedded in
Quarter other LCs.
3. Engages in fun and enjoyable physical This competency
activities is already
embedded in
other LCs.
4th The learner demonstrates The learner performs movement 1. Moves: individually, with partner, and with Weeks 1&8
Quarter understanding of movement activities involving person, group with ribbon, hoop, balls, and any
 265

activities relating to person, objects, objects, music and environment available indigenous/improvised materials,
music and environment correctly with sound, in indoor and outdoor settings

2. Demonstrates movement skills in This competency

response to sound is already
embedded in
other LCs.
3. Engages in fun and enjoyable physical This competency
activities is already
embedded in
other LCs.
4. Maintains correct body posture and body This competency
mechanics while performing movement is already
activities embedded in
other LCs.

Grade Level: Grade 3

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates The learner performs body 1. Describes body shapes and actions Week 1
understanding of body shapes and shapes and actions properly.
body actions in preparation for
various movement activities

2. Performs body shapes and actions Weeks 3&8

1st
3. Demonstrates proper manipulative Week 2
Quarter
activity management like holding,
throwing and catching ball
4. Demonstrates movement skills in This competency
response to sounds and music is already
embedded in
other LCs.
 266

5. Engages in fun and enjoyable physical This competency

activities is already
embedded in
other LCs.
The learner demonstrates The learner performs 1. Describes movements in a location, Weeks 1&2
understanding of locations, movements accurately involving direction, level, pathway and plane
directions, levels, pathways and locations, directions, levels,
planes pathways and planes.

2. Moves in: Weeks 3&8

➢ personal and general space

2nd ➢ forward, backward, and sideward
directions
Quarter
➢ high, middle, and low levels
➢ straight, curve, and zigzag
pathways
diagonal and horizontal planes

3. Engages in fun and enjoyable physical This competency

activities is already
embedded in
other LCs.
The learner demonstrates The learner performs 1. Describes movements in a location, Weeks 1&2
understanding of movement in movements accurately involving direction, level, pathway and plane
relation to time, force and flow time, force, and flow.

3rd 2. Moves: Weeks 3&8

Quarter
➢ at slow, slower, slowest/fast,
faster, fastest pace
using light, lighter, lightest/strong, stronger,
strongest force with smoothness
 267

3. Demonstrates movement skills in This competency

response to sound is already
embedded in
other LCs.
4. Engages in fun and enjoyable physical This competency
activities is already
embedded in
other LCs.
The learner demonstrates The learner performs movement 1. Participates in various movement Weeks 1&2
understanding of movement activities involving person, activities involving person, objects, music
activities relating to person, objects, objects, music and environment and environment
music and environment correctly

2. Moves: Weeks 3&8

➢ individually, with partner, and with

group
➢ with ribbon, hoop, balls, and any
available indigenous/improvised
4th materials
Quarter ➢ with sound
in indoor and outdoor settings

3. Demonstrates movement skills in This competency

response to sounds and music is already
embedded in
other LCs.
4. Engages in fun and enjoyable physical This competency
activities is already
embedded in
other LCs.
 268

Grade Level: Grade 4

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates The learner participates and 1. Describes the physical activity pyramid Week 1
understanding of participation and assesses performance in
assessment of physical activities and physical activities.
physical fitness
assesses physical fitness
2. Assesses regularly participation in This competency is
physical activities based on physical already embedded
1st
activity pyramid in other LCs.
Quarter 3. Observes safety precautions This competency is
already
embedded in
other LCs.
4. Executes the different skills involved in Weeks 2&8
the game
5. Displays joy of effort, respect for others This competency is
and fair play during participation in already embedded
physical activities in other LCs.
The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation in and assesses performance in physical activities based on physical already
assessment of physical activities and physical activities. activity pyramid embedded in
physical fitness other LCs.
assesses physical fitness
2nd 2. Executes the different skills involved in Weeks 1 to 8
Quarter the game
3. Recognizes the value of participation in This competency is
physical activities already
embedded in
other LCs.
 269

The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation and assesses performance in physical activities based on physical already embedded
assessment of physical activity physical activities. activity pyramid in other LCs.
and physical fitness
assesses physical fitness
3rd
Quarter 2. Executes the different skills involved in Weeks 1 to 8
the dance
3. Recognizes the value of participation in This competency is
physical activities already embedded
in other LCs.

The learner demonstrates The learner participates and This competency is

understanding of participation and assesses performance in already embedded
assessment of physical activity physical activities. 1. Assesses regularly participation in in other LCs.
and physical fitness physical activities based on Philippines
physical activity pyramid
assesses physical fitness
2. Observes safety precautions This competency is
4th already embedded
in other LCs.
Quarter
3. Executes the different skills involved in Weeks 1 to 7/4th
the dance
4. Recognizes the value of participation in This competency is
physical activities already embedded
Grade Level: Grade 5 in other LCs.
Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation and assesses performance in physical activities based on the already embedded
1st assessment of physical activity physical activities. Philippines physical activity pyramid in other LCs.
Quarter and physical fitness
assesses physical fitness
 270

2. Observes safety precautions This competency is

already embedded
in other LCs.
3. Executes the different skills involved in Weeks 1 to 8
the game
4. Displays joy of effort, respect for others This competency is
and fair play during participation in already embedded
physical activities in other LCs.
The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation in and assesses performance in physical activities based on the already embedded
assessment of physical activity and physical activities. Philippines physical activity pyramid in other LCs.
physical fitness
assesses physical fitness

2nd
Quarter

2. Observes safety precautions This competency is

already embedded
in other LCs.
3. Executes the different skills involved in Weeks 1 to 8
the game
4. Displays joy of effort, respect for others This competency is
and fair play during participation in already embedded
physical activities in other LCs.
The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation and assesses performance in physical activities based on the already embedded
3rd assessment of physical activity and physical activities. Philippines physical activity pyramid in other LCs.
Quarter physical fitness
assesses physical fitness
 271

2. Observes safety precautions This competency is

already embedded
in other LCs.
3. Executes the different skills involved in Weeks 1 to 8
the dance

4. Recognizes the value of participation in This competency is

physical activities already embedded
in other LCs.
The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation and assesses performance in physical activities based on the already
assessment of physical activity and physical activities. Philippines physical activity pyramid embedded
physical fitness in other LCs.
assesses physical fitness

4th
Quarter
2. Executes the different skills involved in Weeks 1 to 8
the dance
3. Recognizes the value of participation in This competency is
physical activities already embedded
in other LCs.
 272

Grade Level: Grade 6

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner participates and 1. Assesses regularly participation in physical This competency is
demonstrates understanding of assesses performance in activities based on the Philippines physical already embedded
participation and assessment of physical activities. activity pyramid in other LCs.
physical activity and physical fitness
assesses physical fitness
2. Observes safety precautions This competency is
1st already embedded
Quarter in other LCs.
3. Executes the different skills involved in the Weeks 1 to 8
game
4. Displays joy of effort, respect for others This competency is
and fair play during participation in already embedded
physical activities in other LCs.
The learner The learner participates and 1. Assesses regularly participation in physical This competency is
demonstrates understanding of assesses performance in activities based on the Philippines physical already embedded
participation in and assessment of physical activities. activity pyramid in other LCs.
physical activities and physical fitness
assesses physical fitness
2. Observes safety precautions This competency is
2nd already embedded
Quarter in other LCs.
3. Executes the different skills involved in the Weeks 1 to 8
game
4. Displays joy of effort, respect for others This competency is
and fair play during participation in already embedded
physical activities in other LCs.
The learner The learner participates and 1. Assesses regularly participation in physical This competency is
3rd
demonstrates understanding of assesses performance in activities based on the Philippines physical already embedded
participation and assessment of physical activities. activity pyramid in other LCs.
Quarter physical activity and physical fitness
 273

assesses physical fitness

2. Observes safety precautions This competency is
already embedded
in other LCs.
3. Executes the different skills involved in the Weeks 1 to 8
dance
4. Displays joy of effort, respect for others This competency is
during participation in physical activities already embedded
in other LCs.
The learner . . . The learner . . . 1. Assesses regularly participation in physical This competency is
activities based on the Philippines physical already
demonstrates understanding of participates and assesses activity pyramid embedded in
participation and assessment of performance in physical other LCs.
physical activity and physical fitness activities.

4th assesses physical fitness

Quarter
2. Executes the different skills involved in the Weeks 1 to 8
dance
3. Displays joy of effort, respect for others This competency is
during participation in physical activities already
embedded in
other LCs.
Grade Level: Grade 7
Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates The learner designs an This competency is
understanding of guidelines and individualized exercise 1. Undertakes physical activity and physical already
principles in exercise program design program to achieve personal fitness assessments embedded in
1st
to achieve personal fitness fitness other LCs.
Quarter
2. Sets goals based on assessment results Week 1
3. Prepares an exercise program Week 2
 274

4. Describes the nature and background of Week 3

the sport
5. Executes the skills involved in the sport Weeks 4 to 8

6. Monitors periodically one’s progress

This competency is
towards the fitness goals already embedded
in other LCs.
The learner demonstrates The learner modifies the
understanding of guidelines and individualized exercise
principles in exercise program design program to achieve personal
to achieve personal fitness fitness 1. Undertakes physical activity and physical
fitness assessments
Week 1
2nd
Quarter
Reviews goals based on assessment results

2. Describes the nature and background of Week 2

the sport
3. Executes the skills involved in the sport Weeks 3 to 8
The learner The learner
demonstrates understanding of demonstrates understanding of
guidelines and principles in exercise guidelines and principles in
program design to achieve exercise program design to 1. Undertakes physical activity and physical
personal fitness achieve personal fitness fitness assessments
Week 1
3rd
Quarter
2. Reviews goals based on assessment
results
3. Describes the nature and background of Week 2
the dance
4. Executes the skills involved in the dance Weeks 3 to 8
4th The learner The learner modifies the 1. Undertakes physical activity and physical
demonstrates understanding of individualized exercise fitness assessments Week 1
Quarter guidelines and principles in exercise
 275

program design to achieve personal program to achieve personal

fitness fitness

2. Reviews goals based on assessment

results
3. Describes the nature and background of Week 2
the dance
4. Executes the skills involved in the dance Weeks 3 to 8

Grade Level: Grade 8

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner designs a physical
demonstrates understanding of activity program for the
guidelines and principles in exercise family/school peers to achieve 1. Undertakes physical activity and physical
program design to achieve fitness fitness fitness assessments Week 1

Sets goals based on assessment results

2. Conducts physical activity and physical Week 2
fitness assessments of family/school peers
1st 3. Prepares a physical activity program Week 3
Quarter 4. Describes the nature and background of Week 4
the sport
5. Executes the skills involved in the sport Weeks 5 to 8
6. Monitors periodically progress towards
This competency is
the fitness goals already embedded
in other LCs.

7. Displays tolerance and acceptance of

This competency is
individuals with varying skills and abilities already embedded
in other LCs.
 276

The learner The learner modifies physical This competency is

demonstrates understanding of activity program for the already embedded
guidelines and principles in exercise family/school peers to achieve in other LCs.
program design to achieve fitness fitness 1. Undertakes physical activity and physical
fitness assessments
2. Conducts physical activity and physical Week 1
fitness assessments of family/school peers
2nd
3. Prepares a physical activity program Week 2
Quarter 4. Executes the skills involved in the sport Weeks 3 to 8
5. Displays tolerance and acceptance of This competency is
individuals with varying skills and abilities already embedded
in other LCs.

The learner The learner modifies a physical This competency is

demonstrates understanding of activity program for the already embedded
guidelines and principles in exercise family/school peers to achieve 1. Undertakes physical activity and physical in other LCs.
program design to achieve fitness fitness fitness assessments

3rd 2. Reviews goals based on assessment results Week 1

Quarter 3. Executes the skills involved in the sport Weeks 3 to 8
4. Displays tolerance and acceptance of This competency is
individuals with varying skills and abilities already embedded
in other LCs.
The learner The learner modifies a physical 1. Undertakes physical activity and physical This competency is
demonstrates understanding of activity program for the fitness assessments already embedded
guidelines and principles in exercise family/school peers to achieve in other LCs.
program design to achieve fitness fitness
4th 2. Reviews goals based on assessment results Week 1
Quarter 3. Describes the nature and background of Week 2
the dance
4. Executes the skills involved in the dance Weeks 3 to 8
 277

5. Exerts best effort to achieve positive This competency is

feeling about self and others already embedded
in other LCs.

Grade Level: Grade 9

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner maintains an This competency is
demonstrates understanding of active lifestyle to influence already embedded
lifestyle and weight management to the physical activity in other LCs.
promote community fitness participation of the 1. Undertakes physical activity and physical
community fitness assessments
practices healthy eating habits
that support an active lifestyle
1st
2. Performs appropriate first aid for injuries Weeks 1 & 2
Quarter and emergency situations in physical
activity and sports settings (e.g. cramps,
sprain, heat exhaustion)
3. Involves oneself in community service This competency is
through sports officiating and physical already embedded
activity programs in other LCs.

4. Officiates practice and competitive games Weeks 3 & 8

The learner The learner maintains an This competency is
demonstrates understanding of active lifestyle to influence already embedded
lifestyle and weight management to the physical activity in other LCs.
promote community fitness participation of the
2nd community 1. Undertakes physical activity and physical
fitness assessments
Quarter
practices healthy eating habits
that support an active lifestyle
 278

2. Executes the skills involved in the dance Weeks 1 to 8

3. Monitors periodically one’s progress This competency is
towards the fitness goals already embedded
in other LCs.
4. Performs appropriate first aid for injuries This competency is
and emergency situations in physical already embedded
activity and dance settings in other LCs.
(cramps,sprain, heat exhaustion)
5. Involves oneself in community service This competency is
through dance activities in the community already embedded
in other LCs.
The learner The learner maintains an This competency is
demonstrates understanding of active lifestyle to influence already embedded
lifestyle and weight management to the physical activity in other LCs.
promote community fitness participation of the 1. undertakes physical activity and physical
community fitness assessments
practices healthy eating habits
that support an active lifestyle

3rd 2. executes the skills involved in the dance Weeks 1 to 8

Quarter 3. performs appropriate first aid for injuries This competency is
and emergency situations in physical already
activity and dance settings (cramps, embedded in
sprain, heat exhaustion) other LCs.
This competency is
4. involves oneself in community service already embedded
through dance activities in the community in other LCs.

The learner The learner maintains an Week 1

demonstrates understanding of active lifestyle to influence
4th lifestyle and weight management to 1. Discusses the nature and background of
the physical activity indoor and outdoor recreational activities
Quarter promote community fitness participation of the
community
 279

practices healthy eating habits

that support an active lifestyle

2. Participates in active recreation Weeks 2 to 8

3. Advocates community efforts to increase This competency is
participation in physical activities and already embedded
improve nutrition practices in other LCs.
4. Practices environmental ethics (e.g Leave This competency is
No Trace) during participation in already embedded
recreational activities of the community in other LCs.

Grade Level: Grade 10

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner maintains an This competency
demonstrates understanding of active lifestyle to influence the is already
lifestyle and weight management to physical activity participation embedded in
promote societal fitness of the community and society 1. Assesses physical activity, exercise and other LCs.
eating habits
practices healthy eating habits
that support an active lifestyle
1st
2. Engages in moderate to vigorous physical Weeks 1 to 8
Quarter
activities for at least 60 minutes a day in
and out of school
3. Expresses a sense of purpose and This competency
belongingness by participating in physical is already
activity-related community services and embedded in
programs other LCs.

2nd The learner The learner 1. Assesses physical activities, exercises and This competency
demonstrates understanding of maintains an eating habits is already
Quarter lifestyle and active lifestyle to
weight influence the
 280

management to promote physical activity embedded in

societal fitness participation of other LCs.
the community and
society

practices healthy eating habits

that support an active lifestyle

2. Engages in moderate to vigorous physical Weeks 1 to 8

activities for at least 60 minutes a day in
and out of school
The learner The learner This competency
demonstrates understanding of maintains an active is already
lifestyle and lifestyle to influence the embedded in
weight management to physical other LCs.
promote activity 1. Assesses physical activities, exercises and
societal fitness participation of the eating habits
community and society

3rd practices healthy eating habits

that support an active lifestyle
Quarter
2. Engages in moderate to vigorous physical Weeks 1 to 7
activities for at least 60 minutes a day in
and out of school
3. Expresses a sense of purpose and This competency
belongingness by participating in physical is already
activity-related community services and embedded in
programs other LCs.
The learner ... The learner ... This competency
is already
demonstrates understanding of maintains an active lifestyle to embedded in
4th lifestyle and weight management to influence the physical activity 1. Assesses physical activities, exercises and
eating habits other LCs.
Quarter promote societal fitness participation of the
community and society
 281

practices healthy eating habits

that support an active lifestyle

2. Engages in moderate to vigorous physical Weeks 1 to 8

activities for at least 60 minutes a day in
and out of school
282
 283

Grade Level: Grade 1

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… distinguishes healthful from less Week 1 to
Quarter healthful foods Week 2
understands the importance of good eating practices healthful eating habits daily tells the consequences of eating less Week 3 to
habits and behavior
healthful foods Week 4
*practices good decision making Week 5 to
exhibited in eating habits that can help Week 6
one become healthy
2nd demonstrates understanding of the proper practices good health habits and identifies proper behavior during Week 1 to
Quarter ways of taking care of one’s health hygiene daily mealtime Week 2
demonstrates proper hand washing Week 3 to
Week 4
realizes the importance of washing Week 5
hands
practices habits of keeping the body Week 6 to
clean & healthy Week 7
realizes the importance of practicing Week 8
good health habits
3rd understands the importance of keeping the consistently demonstrates describes the characteristics of a Week 1
Quarter home environment healthful. healthful practices for a healthful home environment
healthful home discusses the effect of clean water on Week 2
environment. one’s health
discusses how to keep water at home Week 3
clean
practices water conservation Week 4
explains the effect of indoor air on Week 5 to
one’s health Week 6
identifies sources of indoor air
pollution
practices ways to keep indoor air clean
 284

explains the effect of a home Week 7

environment to the health of the
people living in it
demonstrates how to keep the home Week 8
environment healthful
4th demonstrates understanding of safe and appropriately demonstrates safety identifies situations when it is Week 1
Quarter responsible behavior to lessen risk and prevent behaviors in daily activities to prevent appropriate to ask for assistance from
injuries in day-to-day living injuries strangers
gives personal information, such as Week 2
name and address to appropriate
persons
identifies appropriate persons to ask Week 3
for assistance
demonstrates ways to ask for help
follows rules at home and in school. Week 4
follows rules during fire and other Week 5
disaster drills
observes safety rules with stray or Week 6
strange animals
describes what may happen if safety Week 7
rules are not followed
describes ways people can be Week 8
intentionally helpful or harmful to one
another
distinguishes between good and bad Week 9
touch
practices ways to protect oneself Week 10
against violent or unwanted behaviors
of others
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
 285

Grade Level: Grade 2

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… states that children have the right to Week 1
Quarter nutrition (Right of the child to nutrition
understands the importance of eating a balanced 1. demonstrates good decision- Article 24 of the UN Rights of the Child)
diet. making skills in choosing food to Week 2
eat to have a balanced diet. *discusses the important function of
food and a balanced meal to Week
2. consistently practices good health 3
habits and hygiene for the sense considers Food Pyramid and Food Plate Week 4
organs in making food choices to Week
6
displays good decision-making skills in Week 7
choosing the right kinds of food to to Week
eat 8

2nd demonstrates understanding of the proper ways consistently practices good health Week 1
Quarter of taking care of the sense organs habits and hygiene for the describes ways of caring for the eyes, ears, to Week
sense organs nose, hair and skin in order to avoid 4
common childhood health conditions

describes ways of caring for the Week 5

mouth/teeth to Week
6
displays self-management skills in caring Week 7
for the sense organs
3rd 1. demonstrates understanding of healthy family 1. consistently adopts healthy Week 1
Quarter habits and practices family describes healthy habits of the family to Week
2. demonstrates an understanding of managing
2
one’s feelings and respecting differences
demonstrates good family health habits Week 3
2. demonstrates positive to Week
expression of feelings toward and practices
4
family members and ways of
coping with negative feelings explains the benefits of healthy Week 5
expressions of feelings
 286

expresses positive feelings in appropriate Week 6

ways
demonstrates positive ways of Week 7
expressing negative feelings, such as to Week
anger, fear, or disappointment 8
displays respect for the feelings of others
4tth demonstrates an understanding of rules to demonstrates consistency in discusses one’s right and responsibilities Week 1
ensure safety at home and in school following safety rules at home and in for safety
school. identifies hazardous areas at home Week 2
identifies hazardous household products Week 3
that are harmful if ingested, or inhaled,
and if touched especially electrical
appliances
recognizes warning labels that identify Week 4
harmful things and substances
explains rules for the safe use of Week 5
household chemicals
follows rules for home safety Week 6
identifies safe and unsafe practices and Week 7
conditions in the school
practices safety rules during school Week 8
activities
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 3

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st The learner… The learner… describes a healthy person Week 1 to
Quarter explains the concept of malnutrition Week 2
identifies nutritional problems Week 3
 287

demonstrates understanding of the importance consistently demonstrates good describes the characteristics, signs and Week 4 to
of nutritional guidelines and balanced diet in decision-making skills in making food symptoms, effect of the various forms Week 5
good nutrition and health choices of malnutrition
discusses ways of preventing the
various forms of malnutrition
*discusses the different nutritional Week 6 to
guidelines Week 7
 nutritional guidelines for Filipino
describes ways of maintaining healthy Week 8
lifestyle
evaluates one’s lifestyle
adopts habits for a healthier lifestyle

2nd demonstrates an understanding of the nature of consistently practices healthy habits identifies common childhood diseases Week 1 to
Quarter and the prevention of diseases to prevent and control diseases *discusses the different risk factors for Week 3
diseases and example of health
condition under each risk factor
explains the effects of common
diseases
explains measures to prevent common Week 4 to
diseases Week
explains the importance of proper Week 6
hygiene and building up one's body
resistance in the prevention of
diseases
demonstrates good self-management Week 7 to
and good-decision making-skills to Week 8
prevent common diseases
3rd demonstrates understanding of factors that demonstrates critical thinking skills defines a consumer Week 1 to
Quarter affect the choice of health information and as a wise consumer Week 2
products explain the components of consumer
health
discusses the different factors that Week 3
influence choice of goods and services Week 4
describes the skills of a wise consumer
 288

demonstrates consumer skills for given Week 5 to

simple situations Week 6
identifies basic consumer rights Week 7 to
practices basic consumer rights when Week 8
buying
discusses consumer responsibilities Week 9
identifies reliable sources of health Week 10
information
4th demonstrates understanding of risks to ensure demonstrates consistency in explains road safety practices as a Week 1 to
Quarter road safety and in the community. following safety rules to road safety pedestrian Week 2
and in the community. demonstrates road safety practices for
pedestrian
explains basic road safety practices as Week 3 to
a passenger Week 4
demonstrates road safety practices as
a passenger
explains the meaning of traffic signals Week 5
and road signs
describes dangerous, destructive, and Week 6
disturbing road situations that need to
be reported to authorities
displays self-management skills for Week 7
road safety.
identifies hazards in the community Week 8
follows safety rules to avoid accidents Week 9
in the community
recommends preventive action for a Week 10
safe community
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
 289

Grade Level: Grade 4

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner... The learner... explains the importance of reading Week 1 to
Quarter food labels in selecting and purchasing Week 2
1.understands the importance of reading food 1. Understands the significance of foods to eat
labels in selecting healthier and safer food reading and interpreting food
analyzes the nutritional value of two or Week 3 to
label in selecting healthier and
safer food more food products by comparing the Week 4
2.understands the importance of following food
safety principles in preventing common food- 2. practices daily appropriate food information in their food labels
borne diseases safety habits to prevent food- describes ways to keep food clean and
borne disease safe
3.understands the nature and prevention of discusses the importance of keeping Week 5 to
food borne diseases food clean and safe to avoid disease Week 6
identifies common food-borne Week 7 to
diseases Week 8
describes general signs and symptoms
of food-borne diseases
2nd understands the nature and prevention of consistently practices personal and describes communicable diseases Week 1
Quarter common communicable diseases environmental measures to prevent
and control common communicable identifies the various disease agents of Week 2 to
diseases communicable diseases Week 3
enumerates the different elements in Week 4 to
the chain of infection Week 5
describes how communicable diseases Week 6 to
can be transmitted from one person to Week 7
another.
demonstrates ways to stay healthy and Week 8 to
prevent and control common Week 9
communicable diseases
identifies ways to break the chain of
infection at respective
practices personal habits and
environmental sanitation to prevent
 290

and control common communicable

diseases
3rd Demonstrates understanding of the proper use Practices the proper use of Describes uses of medicines Week 1
Quarter of medicines to prevent misuse and harm to the medicines Differentiates prescription from non- Week 2
body prescription medicines
describes the potential dangers Week 3 to
associated with medicine misuse and Week 4
abuse

describes the proper use of medicines Week 5 to

Week 6
explains the importance of reading Week 7 to
drug information and labels, and other Week 8
ways to ensure proper use of
medicines
4th practices safety measures during recognizes disasters or emergency Week 1
Quarter demonstrates understanding of safety guidelines disasters and emergency situations. situations
during disasters, emergency and other high-risk
demonstrates proper response before, Week 2 to
situations
during, and after a disaster or an Week 3
emergency situation
relates disaster preparedness and Week 4
proper response during emergency
situations in preserving lives
describes appropriate safety measures Week 5 to
during special events or situations that Week 6
may put people at risk
describes the dangers of engaging in Week 7 to
risky behaviors such as use of Week 8
firecrackers, guns, alcohol drinking
advocates the use of alternatives to
firecrackers and alcohol in celebrating
special events
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
 291

Grade Level: Grade 5

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st The learner… The learner… describes a mentally, emotionally and Week 1 to
Quarter socially healthy person Week 2
demonstrates understanding of mental practices skills in managing mental, suggests ways to develop and Week 3
emotional, and social health concerns emotional and social health concerns
maintain one’s mental and emotional
health
recognizes signs of healthy and Week 4
unhealthy relationships
explains how healthy relationships can Week 5
positively impact health
discusses ways of managing unhealthy Week 6
relationships
discusses the effects of mental, Week 7
emotional and social health concerns
on one’s health and wellbeing
demonstrates skills in preventing or Week 8
managing teasing, bullying,
harassment or abuse
identifies appropriate resources and Week 9
people who can help in dealing with
mental, emotional and social, health
concerns
2nd *Recognizes the changes during Week 1 and
Quarter Puberty as a normal part of growth Week 2
and development
- Physical Change
- Emotional Change
- Social Change
*assesses common misconceptions Week 3 to
related to puberty in terms of Week 4
 292

scientific basis and probable effects on

health
describes the common health issues Week 5 to
and concerns during puberty Week 6
accepts that most of these concerns
are normal consequence of bodily
changes during puberty but one can
learn to manage them
discusses the negative health impact Week 7 to
and ways of preventing major issues Week 8
such as early and unwanted pregnancy
demonstrates ways to manage Week 9
puberty-related health issues and
concerns
practices proper self-care procedures
discusses the importance of seeking
the advice of professionals/ trusted
and reliable adults in managing
puberty-related health issues and
concerns
differentiates sex from gender Week 10
identifies factors that influence gender
identity and gender roles
discusses how family, media, religion,
school and society in general reinforce
gender roles
gives examples of how male and
female gender roles are changing
3rd understands the nature and effects of the use demonstrates the ability to protect explains the concept of gateway drugs Week 1
Quarter and abuse of caffeine, tobacco and alcohol one’s health by refusing to use or identifies products with caffeine Week 2
abuse gateway drugs Week 3 to
describes the general effects of the
use and abuse of caffeine, tobacco Week 4
and alcohol
 293

analyzes how the use and abuse of Week 5 to

caffeine, tobacco and alcohol can Week 6
negatively impact the health of the
individual, the family and the
community

demonstrates life skills in keeping Week 7

healthy through the non-use of
gateway drugs
follows school policies and national Week 8 to
laws related to the sale and use of Week 9
tobacco and alcohol
4th demonstrates understanding of basic first aid practices appropriate first aid explains the nature and objectives of Week 1
Quarter principles and procedures for common injuries principles and procedures for first aid
common injuries discusses basic first aid principles Week 2
demonstrates appropriate first aid for Week 3 to
common injuries or conditions Week 8
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 6

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st Demonstrates understanding of personal health practices self-management skills to describes personal health issues and Week 1 to
Quarter issues and concerns and the importance of prevent and control personal health concerns Week 3
health appraisal procedures and community issues and concerns demonstrates self-management skills
resources in preventing or managing them
explains the importance of undergoing Week 4 to
health appraisal procedures Week 5
regularly undergoes health appraisal
procedures
identifies community health resources Week 6 to
and facilities that may be utilized to Week 8
address a variety of personal health
issues and concerns
 294

2nd understands the importance of keeping the demonstrates practices for building describes healthy school and Week 1
Quarter school and community environments healthy. and maintaining healthy school and community environments
community environments explains the effect of living in a Week 2 to
healthful school and community Week 3
demonstrates ways to build and keep Week 4 to
school and community environments Week 5
healthy
practices proper waste management at Week 6
home, in school, and in the community
advocates environmental protection Week 7 to
through proper waste management Week 8

3rd demonstrates understanding of the health consistently practices ways to explains how poor environmental Week 1
Quarter implications of poor environmental sanitation maintain a healthy environment sanitation can negatively impact the
health of an individual
discusses ways to keep water and air Week 2
clean and safe
explains the effect of a noisy Week 3
environment
suggests ways to control/manage noise Week 4 to
pollution Week 5
practices ways to control/manage Week 6
noise pollution
explains the effect of pests and rodents Week 7 to
to one’s health Week 8
practice ways to prevent and control
pests and rodents
4th understands the concepts and principles of consistently demonstrates critical explains the importance of consumer Week 1
Quarter selecting and using consumer health products. thinking skills in the selection of health
health products. *explains the different components of Week 2
consumer health
differentiates over- the- counter from Week 3 to
prescription medicines week 4
gives example of over the counter and
prescription medicines
 295

explains the uses of some over the Week 5

counter and prescription medicines
identifies the common propaganda Week 6
techniques used in advertising
analyzes packaging and labels of health Week 7
products
practices good decision making skills in Week 8
the selection of health products
discusses ways to protect oneself from Week 9 to
fraudulent health products Week 10
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 7

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… explains the dimensions of holistic Week 1
Quarter health (physical, mental/ intellectual,
demonstrates understanding of holistic health appropriately manages concerns and emotional, social, and moral-spiritual)
and its management of health concerns, the challenges during adolescence to
analyzes the interplay among the
growth and development of adolescents and achieve holistic health.
how to manage its challenges. health dimensions in developing holistic
health
practices health habits to achieve Week 2
holistic health
*Recognize changes in different aspects Week 3 to
of growth that normally happen during Week 4
adolescence years.
recognizes that changes in different Week 5 to
dimensions are normal during Week 6
adolescence’
explains the proper health appraisal Week 7 to
procedures Week 8
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demonstrates health appraisal

procedures during adolescence in order
to achieve holistic health
avails of health services in the school
and community in order to appraise
one’s health
applies coping skills in dealing with
health concerns during adolescence

2nd demonstrates understanding of nutrition for a makes informed decisions in the identifies the right foods during Week 1
Quarter healthy life during adolescence choice of food to eat during adolescence
adolescence follows the appropriate nutritional Week 2 to
guidelines for adolescents for healthful Week 3
eating
 explains the need to select food
based on the nutritional needs
during adolescence
 follows the Food Pyramid guide
for adolescents and nutritional
guidelines for Filipinos in
choosing foods to eat

describes the characteristics, signs and Week 4 to

symptoms of malnutrition and Week 6
micronutrient deficiencies
discusses ways of preventing and
controlling malnutrition and
micronutrient deficiencies
explains the characteristics, signs and
symptoms of eating disorders
discusses ways of preventing and
controlling eating disorders
applies decision-making and critical Week 7 to
thinking skills to prevent nutritional Week 8
problems of adolescents
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3rd demonstrates understanding of mental health as consistently demonstrates skills that explains the factors that affect the Week 1 to
Quarter a dimension of holistic health for a healthy life promote mental health promotion of good mental health Week 2
explains that stress is normal and
inevitable
differentiates eustress from distress
identifies situations that cause feelings
of anxiety or stress
identifies physical responses of the Week 3
body to stress
identifies people who can provide
support in stressful situations
differentiates healthful from Week 4 to
unhealthful strategies in coping with Week 5
stress
demonstrates various stress
management techniques that one can
use every day in dealing with stress
explains the importance of grieving
demonstrates coping skills in managing
loss and grief
recognizes triggers and warning signs of Week 6 to
common mental disorders Week 8
discusses the types, sign, symptoms,
and prevention, treatment and
professional care in managing common
mental health disorders
4th demonstrates understanding of non- consistently demonstrates personal explains non-communicable diseases Week 1 to
Quarter communicable diseases for a healthy life responsibility and healthful practices based on cause and effect, signs and Week 3
in the prevention and control of non- symptoms, risk factors and protective
communicable diseases factors and possible complications
corrects myth and fallacies about non- Week 4
communicable diseases
practices ways to prevent and control Week 5
non-communicable diseases
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demonstrates self-monitoring to Week 6 to

prevent non-communicable diseases Week 8
promotes programs and policies to
prevent and control non-communicable
and lifestyle diseases
identifies agencies responsible for non-
communicable disease prevention and
control
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 8

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner The learner *discusses basic terms in sexuality as Week 1
Quarter an important component of one’s
demonstrates understanding of human sexuality appropriately manages sexually- personality
and managing sexuality related issues for a related issues through responsible
explains the dimensions of human
healthy life and informed decisions
sexuality
analyzes the factors that affect one’s Week 2
attitudes and practices related to
sexuality and sexual behaviors
assesses personal health attitudes that Week 3 to
may influence sexual behavior Week 4
relates the importance of sexuality to
family health
identifies the different issues/concerns Week 5 to
of teenagers (i.e., identity crisis) and Week 7
the need for support and
understanding of the family
applies decision-making skills in Week 8
managing sexuality-related issues
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2nd demonstrates an understanding of responsible makes informed and values-based explains the definition and importance Week 1
Quarter parenthood for a healthy family life decisions in preparation for of courtship and dating in choosing a
responsible parenthood lifelong partner
analyzes behaviors that promote
healthy relationship in marriage and
family life
describes the factors that contribute to Week 2
a successful marriage
discusses various maternal health Week 3 to
concerns (pre-during-post pregnancy) Week 4
explains the importance of maternal Week 5 to
nutrition during pregnancy Week 6

discusses the importance of newborn

screening, and the APGAR scoring
system for newborns
explains the importance of prenatal
care and post-natal care
*discusses the essential newborn
protocol (Unang Yakap) and
advantages of breastfeeding for both
mother and child
recognizes the importance of
immunization in protecting children’s
health
analyzes the importance of responsible Week 7 to
parenthood Week 8
*explains the effects of rapid
population growth and family size on
health of the nation
examines the important roles and
responsibilities of parents in child
rearing and care
 300

enumerates modern family planning

methods (natural and artificial)
3rd demonstrates understanding of principles in the consistently demonstrates personal discusses the stages of infection Week 1
Quarter prevention and control of communicable responsibility and healthful practices analyzes the leading causes of
diseases for the attainment of individual in the prevention and control of morbidity and mortality in the
wellness communicable diseases Philippines
*discusses the most common Week 2 to
communicable diseases Week 3
 signs and symptoms of common
communicable diseases
 effects of common
communicable diseases
 misconceptions, myths, and
beliefs about common
communicable diseases
 prevention and control of
common communicable
diseases

analyzes the nature of emerging and re- Week 4 to

emerging diseases Week 5
demonstrates self-monitoring skills to Week 6 to
prevent communicable diseases Week 8
promotes programs and policies to
prevent and control communicable
diseases
identifies agencies responsible for
communicable disease prevention and
control
4th demonstrates understanding of factors that demonstrates personal responsibility discusses gateway drugs Week 1
Quarter influence cigarette and alcohol use and in the prevention of cigarette and analyzes the negative health impact of Week 2 to
strategies for prevention and control alcohol use through the promotion cigarette smoking Week 3
of a healthy lifestyle
 describes the harmful short-
and long-term effects of
cigarette smoking on the
different parts of the body
 301

 discusses the dangers of

mainstream, second hand and
third hand smoke;
 explain the impact of cigarette
smoking on the family,
environment, and community

analyzes the negative health impact of Week 4 to

drinking alcohol Week 5
 describes the harmful short-
and long-term effects of
drinking alcohol
 interprets blood alcohol
concentration (BAC) in terms of
physiological changes in the
body
 *explains the impact of drinking
alcohol on the family, and
community

discusses strategies in the prevention Week 6 to

and control of cigarette smoking and Week 8
drinking alcoholic beverages
 apply resistance skills in
situations related to cigarette
and alcohol use
 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use

suggests healthy alternatives to

cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
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Grade Level: Grade 9

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… defines community and environmental Week 1
Quarter health
demonstrates understanding of the principles in consistently demonstrates healthful explains how a healthy environment Week 2 to
protecting the environment for community practices to protect the environment positively impact the health of people Week 4
wellness for community wellness and communities (less disease, less
health care cost, etc.)
discusses the nature of environmental
issues
analyzes the effects of environmental
issues on people’s health
suggests ways to prevent and manage Week 5 to
environmental health issues Week 6
participates in implementing an Week 7 to
environmental project such as building Week 8
and maintaining a school garden or
conducting a war on waste campaign
(depends on feasibility)

2nd demonstrates understanding of the dangers of shares responsibility with community describes the drug scenario in the Week 1
Quarter substance use and abuse on the individual, members through participation in Philippines
family and community collective action to prevent and discusses risk and protective factors in Week 2
control substance use and abuse substance use, and abuse
analyzes situations for the use and non-
use of psychoactive substances
identifies the types of drugs/substances Week 3
of abuse
corrects myths and misconceptions Week 4
about substance use and abuse
recognizes warning signs of substance
use and abuse
 303

*discusses the harmful short- and long- Week 5 to

term effects of substance use and Week 6
abuse on the individual, family, school,
and community
explains the health, socio-cultural,
psychological, legal, and economic
dimensions of substance use and abuse
discusses strategies in the prevention
and control of substance use and abuse
applies decision-making and resistance Week 7 to
skills to prevent substance use and Week 8
abuse
suggests healthy alternatives to
substance use and abuse
3rd demonstrates understanding of first aid performs first aid procedures with demonstrates the conduct of primary Week 1
Quarter principles and procedures accuracy and secondary survey of the victim
(CAB)
assesses emergency situation for
unintentional injuries
explains the principles of wound Week 2 to
dressing Week 3
demonstrates appropriate bandaging
techniques for unintentional injuries
demonstrates proper techniques in Week 4 to
carrying and transporting the victim of Week 5
unintentional injuries
demonstrates proper first aid Week 6 to
procedures for common unintentional Week 8
injuries
4th demonstrates understanding of the concepts consistently demonstrates resilience, differentiates intentional injuries from Week 1 to
Quarter and principles of safety education in the vigilance and proactive behaviors to unintentional injuries Week 4
prevention of intentional injuries prevent intentional injuries describes the types of intentional
injuries
 304

analyzes the risk factors related to Week 5 to

intentional injuries Week 8
identifies protective factors related to
intentional injuries
demonstrates ways to prevent and
control intentional injuries
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 10

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner… The learner… explains the guidelines and criteria in Week 1 to
Quarter the selection and evaluation of health Week 2
understands the guidelines and criteria in the demonstrates critical thinking and information, products and services
selection and evaluation of health information, decision-making skills in the
discusses the various forms of health
products, and services. selection, evaluation and utilization
of health information, products and service providers and healthcare plans
services. selects health professionals, specialists Week 3
and health care services wisely
reports fraudulent health services
explains the different kinds of Week 4
complementary and alternative health
care modalities
explains the importance of consumer
laws to protect public health
identifies national and international Week 5 to
government agencies and private Week 6
organizations that implement programs
for consumer protection
participates in programs for consumer Week 7 to
welfare and protection Week 8
2nd consistently demonstrates critical discusses the existing health related Week 1
Quarter thinking skills in exploring local, laws
 305

demonstrates understanding of current health regional and national health trends, explains the significance of the existing Week 2 to
trends, issues and concerns in the local, regional, issues, and concerns health related laws in safeguarding Week 3
and national, levels people’s health
critically analyzes the impact of current
health trends, issues, and concerns
recommends ways of managing health Week 4 to
issues, trends and concerns Week 5

3rd demonstrates awareness of global health demonstrates competence in discusses the significance of global Week 1
Quarter initiatives applying knowledge of global health health initiatives
to local or national context global describes how global health initiatives Week 2 to
initiatives Week 3
positively impact people’s health in
various countries
analyzes the issues in the
implementation of global health
initiatives
recommends ways of adopting global Week 4 to
health initiatives to local or national Week 5
context
4th demonstrates understanding of the concepts in prepares an appropriate plan of discusses the components and steps in Week 1 to
Quarter planning a health career action in pursuing a health career making a personal health career plan Week 2
prepares a personal health career
following the prescribed components
and steps
explores the various health career Week 3 to
paths selects a particular health career Week 4
pathway based on personal
competence and interest; participates
in a health career orientation program
decides on an appropriate health
career path
306
 307

GUIDING OUR TEACHERS: A Briefer on Using the MELCs of the Mother Tongue

About the Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum
Development- Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order
to ensure that the Grade Level Standards set for each learning area are still attained. A sole determiner was used in the process of identifying the MELCs – the
ENDURANCE criterion, which states that a learning competency (LC) is considered enduring if it is useful in lifelong learning. Despite the irrefutable importance
of the Mother Tongue (MT) in literacy building, not all the LCs in its curriculum satisfied the above mentioned criterion.

In the first key stage, that is from Kindergarten to Grade 3, the medium of teaching and learning is the student’s first language. Therefore, MT as a subject is
significant in providing the literacy and oracy skills necessary in acquiring the content knowledge in other learning areas. Accordingly, the MELCs identified are
those that work in close association with other competencies in other subjects, thus maintaining the curricular quality of integration. Consider the Grade 3 LC
cited below:

Example:
Interprets a pictograph based on a given legend

The example above deals with the skill to draw meaning from nonprose texts – knowledge which is especially useful in Math.

MELCs are also considerably less than the original number of LCs in the curriculum because of two factors. First, recurrence is limited. Although any language
curricula would require recurrence as this is the nature of language learning, this was done with restriction in identifying the MELCs. However, this does not
mean that the teacher is prohibited from teaching an LC more than once. Following the principle of curriculum flexibility and differentiated instruction, he/she
is strongly advised to put focus, and therefore repeat an LC should circumstances require.

The second factor considered in determining the MELCs is the LCs’ ability to be clustered together. Consider the example below:

Example:
Get information from various sources: published announcements and map of the community

As can be seen, this LC would entail a number of other competencies in order for it to be achieved. Among the competencies needed are: (1) distinguishing
different sources of information; (2) comparing and contrasting different sources of information in terms of structure and content; (3) interpreting nonprose
 308

texts. This consequently calls for unpacking and sub-tasking on the part of the teacher, so that bigger or broader LCs may be broken down into manageable
sub-competencies.

It should also be noted that domains were no longer retained as these may cause confusion among end users. The original Curriculum Guide (CG) for Mother
Tongue was designed in such a way that domains work together through horizontal alignment since one lesson does not tackle only one macro skill, but
multiple skills. However, during the examination of LCs using the ENDURANCE criterion, some skills under a particular domain can no longer be retained.
Organizing the MELCs by domain, through columns as in the original CG, would render the document seemingly incomplete and harder to follow due to the
absence of horizontal alignment. See table below which shows Week 1 of the First Quarter of Grade 1; note that entries in red are not considered MELCs
(domains with no LC entries were no longer included):

Vocabulary and Concept Development

Book and Print Knowledge (BPK)

Attitude Towards Reading (ATR)

Grammar Awareness (GA)

(VCD)
Oral Language (OL)

Fluency (F)

MT1OL-Ia- i-1.1 MT1BPK- Ia-c-1.1 MT1F-Ic- IVa-i-1.1 MT1GA-Ia- e-1.1 MT1VCD- Ia-i-1.1 MT1ATR- Ia-i-2.1
Talk about oneself and Use the terms referring Read Grade 1 level Use appropriate Use vocabulary Browse books read to
Relative to this, the schedule
one’s personal to and time allotment
conventions of print:of LCs in quarters
words, phrasesare
andsuggestive in nature.orally
expressions As discussed,
to the teacher
referring to: is given the autonomy
them to unpack the
MELC depending
experiences usingon the needs of and
-front the learners.
back cover Based on this premise,
sentences with therefore,introduce:
the duration of an LC is relative.
-PeopleWhat
(Self, isFamily,
required, however, is that the list of
competencies
appropriate be achieved in-beginning,
the specified gradetitle
ending, level.appropriate speed and -Oneself Friends)
expressions page accuracy -Family -Animals
author and illustrator -Friends
Lastly, given the detailed nature of the content and performance standards in the Mother Tongue Curriculum, -Objects
the process of determining the MELCs required
that some of these standards be forgone. See figure below showing the content and performance standards-Musical
-Others for GradeInstruments
1:
-Environment
 309

Nevertheless, it is assured that all Grade Level Standards are maintained through the chosen MELCs.

How to Use the MELCs

Given the nature of the MELCs, the teacher is advised to re-teach certain competencies needed for their achievement. It is also recommended that the teacher
unpack the MELCs into more specific learning competencies as guided by the original Mother Tongue Curriculum Guide. Consider the following example:

GRADE LEVEL/ MELC SUB-COMPETENCIES

QUARTER
Identifies and uses verbs appropriate for
the grade level
Uses the correct form of the verb that
G3 Q3 agrees with the subject when writing an Uses the correct form of the verb given
event, or an interesting experience the time signal
Uses the correct form of the verb that
agrees with the subject
 310

The sub-competencies listed above are only some of the LCs subsumed by the MELCs. The teacher may include more or less than those identified depending
on the needs of the learners. Teachers are given the leeway to formulate learning objectives deemed necessary for their students’ cognitive development as
long as they adhere to the existing curriculum standards prescribed by the Department of Education.
 311

Grade Level: Grade 1 Subject:

Mother Tongue
Grade Level Standards:
The learner demonstrates knowledge and skills in listening and communicating about familiar topics, uses basic vocabulary, reads and writes independently
in meaningful contexts, appreciates his/her culture.

Quarter Most Essential Learning Competencies Duration

1st Quarter Talk about oneself and one’s personal experiences using appropriate expressions (family, pet, favorite food, personal experiences
(friends, favorite toys, etc.)
Use the terms referring to conventions of print:
- front and back cover
- beginning, ending, title page
- author and illustrator
Read Grade 1 level words, phrases and sentences with appropriate speed and accuracy
Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants
Give the name and sound of each letter
Express ideas through a variety of symbols (e.g. drawings and invented spelling)
Note important details in grade level narrative texts listened to:
1. character
2. setting
3. events
Use common expressions and polite greetings
Tell whether a given pair of word rhyme
Identify upper and lower case letters
Give meanings of words through:
a. realia
b. picture clues
actions or gestures

Recite and sing in groups familiar rhymes and songs

Write the upper and lower case letters legibly, observing proper sequence of strokes
Give the beginning letter/sound of the name of each picture
 312

Match words with pictures and objects.

Give the correct sequence of three events in a story listened to
Follow simple one to three- step oral directions
Talk about pictures presented using appropriate local terminologies with ease and confidence.
- Animals
- Common objects
- Musical instruments
- Family/People

Say the new spoken word when two or more sounds are put together
Recite and sing individually, with ease and confidence, songs, poems, chants, and riddles
Blend specific letters to form syllables and words
Follow words from left to right, top to bottom and page by page
Orally communicate basic needs
Orally segment a two-three syllable word into its syllabic parts
Infer the character feelings and traits in a story listened to
Identify naming words (persons, places, things, animals)
a. common and proper
b. noun markers
Listen and respond to others in oral conversation
Participate actively during story reading by making comments and asking questions
Isolate and pronounce the beginning and ending sounds of given words
Write correctly grade one level words consisting of letters already
learned
Recognize that spoken words are represented in written language by specific sequences of letters
Express ideas through words or phrases, using both invented and conventional spelling
Use naming words in sentences
a. common and proper
b. noun markers
Identify the speaker in the story or poem listened to
Write basic information about self (name grade level, section)
 313

Predict possible ending of a story listened to

Add or substitute individual sounds in simple words to make new words
Classify naming words into persons, places, animals, and things, etc.
2nd Identify pronouns:
Quarter a. personal
b. possessive
Interpret a map of the classroom/school
Supply rhyming words to complete a rhyme, poem, and song
Identify cause and/or effect of events in a story listened to
Identify the problem and solution in the story read
Get information from various sources: (pictures, illustrations, simple graphs, charts)
Illustrate specific events in a story read
Retell a story read
Identify pronouns with contractions
*(Siya’y, Tayo’y . . .)
Respond to text (legends, fables, poems.) through dramatization
3rd Quarter Participate actively in class discussions on familiar topics
Read sight words
Read grade 1 level short paragraph/s tory with proper expression
Note important details in grade level literary and informational texts listened to.
Interpret a pictograph
Talk about various topics and experiences using descriptive words
Tell/retell legends, fables, and jokes
Write with proper spacing, punctuation and capitalization when applicable
Identify and use synonyms, antonyms, homonyms (when applicable) and words with multiple meanings correctly
Identify the tense of the action word in the sentence
Infer the character feelings and traits in a story read
Use the correct tense and time signal of an action word in a sentence
Follow 2 to 3 step written directions
 314

Observe proper indentions, and format) when copying/writ ing words, phrases, sentences, and short paragraphs
Read labels in an illustration
Retell literary and information texts appropriate to the grade level listened to
Identify action words in oral and written exercises
Use action words to give simple two to three-step directions
4th Quarter Identify describing words that refer to color, size, shape, texture, temperature and feelings in sentences
Identify, give the meaning of, and use compound words in sentences
Identify, give the meaning of, and use compound words in sentences
Use describing words in sentences
Give the synonyms and antonyms of describing words

Grade Level: Grade 2 Subject:

Mother Tongue
Grade Level Standards:
The learner demonstrats communication skills in talking about variety of topics using expanding vocavulary, shows understanding of spoken language in
different context using both verbal and non-verbal cues, understands and uses correctly vocabulary and languange strutures, appreciates the cultural aspects
of the language, and reads and writes literary and informational texts.

Quarter Most Essential Learning Competencies Duration

1 Quarter Participate actively during story reading by making comments and asking questions using complete sentences
st

Read a large number of regularly spelled multi- syllabic words

Use naming words in sentences
Express ideas through poster making (e.g. ads, character profiles, news report, lost and found) using stories as springboard
Classify naming words into different categories
Compose sentences using unlocked words during story reading in meaningful contexts
Read with understanding words with consonant blends, clusters and digraphs when applicable
Identify the gender of naming words, when applicable
Use the combination of affixes and root words as clues to get the meaning of words
Identify and use collective nouns, when applicable
Write upper and lower case letters using cursive strokes
 315

Read content area-related words

Identify the parts of a sentence (subject and predicate)
Follow instructions in a test carefully
Identify the difference between a story and a poem
Use compound words appropriate to the grade level in sentences
Talk about famous people, places, events, etc. using descriptive and action words in complete sentences
Differentiate sentences from non-sentences
Give the main idea of a story/poem
Construct a variety of sentences observing appropriate punctuation marks
Recognize common abbreviations(e.g. Jan., Sun., St., Mr., Mrs.)
Give the summary of a story
2nd Write paragraphs using subject, object and possessive pronouns, observing the conventions of writing
Quarter Use the following pronouns when applicable
a. demonstrative pronouns (e.g. ito, iyan, yan, dito, diyan, doon)
b. subject and object pronouns
c. possessive pronouns
Identify simile in sentences
Participate in and initiate more extended social conversation or dialogue with peers, adults on unfamiliar topics by asking and
answering questions, restating and soliciting information
Get information from various sources: published announcement s; and map of the community
Write/copy words, phrases, and sentences with proper strokes, spacing, punctuation and capitalization using cursive writing.
Employ proper mechanics and format when writing for different purposes (i.e. paragraph writing, letter writing)
3rd Quarter Write short narrative paragraphs that include elements of setting, characters, and plot (problem and resolution), observing the
conventions of writing
Identify and use action words in simple tenses (present, past, future) with the help of time signals
Use action words when narrating simple experiences and when giving simple 3-5 steps directions using signal words (e.g. first,
second,
next, etc.).
Use expressions appropriate to the grade level to relate/show one’s obligation, hope, and wish
Recognize appropriate ways of speaking that vary according to purposes, audience, and subject matter
4th Quarter Use the conventions of writing in composing journal entries and letters (friendly letter, thank you letter, letter of invitation, birthday
greetings)
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Identify and use adjectives in sentences

Identify synonyms and antonyms of adjectives
Use correctly adverbs of:
a. time
b. place
c. manner
d. frequency

Grade Level: Grade 3 Subject:

Mother Tongue
Grade Level Standards:
The learner demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows understanding of spoken language in
different contexts using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language, and reads and writes literary
and informational texts.

Quarter Duration
Most Essential Learning Competencies
1 Quarter
st Correctly spells the words in the list of vocabulary words and the words in the selections read
Writes poems, riddles, chants, and raps
Differentiates count from mass nouns
Notes important details in grade level narrative texts:
a. Character
b. Setting
c. Plot (problem & solution)

Uses the correct counters for mass nouns (ex: a kilo of meat)
Uses the combination of affixes and root words as clues to get meaning of words
Uses expressions appropriate to the grade level to relate/show one’s obligation, hope, and wish
Identifies and uses abstract nouns
Identifies Metaphor personification, and hyperbole in a sentence
Interpret the meaning of a poem
Writes correctly different types of sentences (simple, compound, complex)
 317

Identifies idiomatic expressions in a sentence

2 Quarter
nd Identifies interrogative pronouns
Use expressions appropriate to the grade level to react to local news, information, and propaganda about school,
community and other local activities
Identifies Metaphor personification, hyperbole
3rd Quarter Writes reactions and personal opinions to news reports and issues
Identifies the parts of a newspaper
Interprets a pictograph based on a given legend
Interprets the labels in an illustration
Uses the correct form of the verb that agrees with the subject when writing an event
Gives another title for literary or informational text.
Identifies the author’s purpose for writing a selection.
4th Quarter Makes a two-level outline for a report or an interesting experience
Writes a 3-5 step procedural Paragraph using signal words such as first, last, then, and next
Identifies and uses adverbs of manner in different degrees of comparison
Identifies and uses correctly prepositions and prepositional phrases
318
 319

A Briefer on the List of the Most Essential Competencies for Science

The K to 12 Basic Education Curriculum is standards-based. The content standards cover a specified scope of sequential topics, identify and set the
essential knowledge and understanding that must be learned. The performance standards describe the abilities and skills that the learners are expected to
demonstrate in relation to the content standards. These standards are further represented as learning competencies which are the knowledge, skills and
attitudes that students need to demonstrate in every lesson or learning activity.
With the expected decrease in the contact hours of teaching science brought by the change in schedule of the school year, the Curriculum Standards
Development Division of the Bureau of Curriculum Development has identified learning competencies that are critical. This list, the Most Essential
Learning Competencies (MELCs) were identified using the criterion Endurance. Enduring competencies are those that remains with learners long after a test is
completed (Reeves, 2002) or is useful beyond a single test or unit of study. (Many and Horrell, 2014). They also refer to learning competencies which are
essential in many professions and in everyday life.
The grade level standards were also used as basis in determining the MELCs, considering that the Science curriculum uses a spiral progression design. It
is important to make sure that learning competencies needed in the understanding of succeeding concepts in the next grade level are given importance. Over
all, the resulting list still captures the objective of the science program which is the development of scientifically, technologically, and environmentally literate
and productive members of society who manifest skills as a critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed
decision makers, and effective communicators.

The table below in an example of how the Most Essential Learning Competencies is identified in the domain Matter in the different Key Stages.

KEY Retained LC Deleted LC Justification

STAGE
Key S3MT-Ic-d-2 S3MT-Ia-b-1 Description of shape and weight has been discussed in Grades 1 and 2 and
Stage 1 Classify objects and materials Describe different objects based on how it is stated the deleted LC (S3MT-Ia-b-1) can be covered in
as solid, liquid, and gas based on their characteristics the retained LC (S3MT-Ic-d-2). Furthermore, the ability to classify solids,
based on some observable (e.g. Shape, Weight, Volume, liquids and gases based on observable characteristics is a foundation of
characteristics Ease of flow); other science skills.

Key S5MT-Ih-i-4 S5MT- Ie-g-3 The retained LC will already cover the intention of the deleted LC (S5MT-
Stage 2 Design a product out of local, Recognize the importance of Ie-g-3)
recyclable solid and/or liquid recycle, reduce, reuse, recover and will even require students to be more creative
materials in making useful and repair in waste
products management
 320

Key S8MT-IIIi-j-12 S8MT-IIIg- h-11 The deleted LC(S8MT-IIIg- h-11) is deemed not as essential as the retained
Stage 3 Use the periodic table to Trace the development of the LC (S8MT-IIIi-j-12) as it requires the student to use the properties of
predict the chemical behavior periodic table from observations elements to predict the chemical behavior of an element, hence it is more
of an element based on similarities in properties encompassing.
of elements

Key S11/12PS-IIIc-d17 S11/12PS-IIId-e18 The deleted LC (S11/12PS-IIId-e18) is subsumed in the retained LC

Stage 4 describe the general types of give the type of intermolecular (S11/12PS-IIIc-d7).
intermolecular forces forces in the properties of
substances

Grade Level: Grade 3

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st ways of sorting materials and group common objects found at home and in Classify objects and materials as solid, Week 1-
describing them as solid, liquid or gas school according to solids, liquids and gas liquid, and gas based on some observable 2
based on observable properties characteristics;
Describe changes in materials based on the Week 3-
effect of temperature: 5
1 solid to liquid
2 liquid to
solid 3 liquid
to gas
4 solid to gas
2nd parts, and functions of the sense practice healthful habits in taking care of the Describe the functions of the sense organs Week 1
organs of the human body; sense organs; of the human body
parts and functions of animals and enumerate ways of grouping animals based Describe animals in their immediate Week 2
importance to humans on their structure and importance surroundings
Identify the external parts and functions of Week 2
animals
 321

Classify animals according to body parts Week 3

and use
State the importance of animals to humans Week 3
external parts of plants and their demonstrate the proper ways of handling Describe the parts of different kinds of Week 4
functions, and importance to humans plants plants
State the importance of plants to humans Week 4
characteristics of living and nonliving illustrates the difference between living and Compare living with nonliving things Week 5
things non-living things Identify observable characteristics that are Week 5
passed on from parents to offspring (e.g.,
humans, animals, plants)
basic needs of plants, animals and list down activities which they can perform Identify the basic needs of humans, plants Week 6
humans at home, in school, or in their neighborhood and animals such as air, food, water, and
to keep the environment clean shelter
Explain how living things depend on the Week 6
environment to meet their basic needs
Recognize that there is a need to protect Week 7
and conserve the environment
3rd motion of objects observe, describe, and investigate the Describe the position of a person or an Week 1-
position and movement of things around object in relation to a reference point such 3
them as chair, door, another person
sources and uses of light, sound, heat apply the knowledge of the sources and uses Describe the different uses of light, sound, Week 4-
and electricity of light, sound, heat, and electricity heat and electricity in everyday life 5
4th people, animals, plants, lakes, rivers, express their concerns about their Relate the importance of surroundings to Week 1-
streams, hills, surroundings through teacher-guided and people and other living things 2
mountains, and other landforms, and self – directed activities
their importance

types and effects of weather as they express ideas about safety measures during Describe the changes in the weather over a Week 3-
relate to daily activities, health and different weather conditions creatively period of time 4
safety (through artwork, poem, song Enumerate and practice safety and Week 5
precautionary measures in dealing with
different types of weather
 322

natural objects in the sky affect one’s list down activities which affect their daily Describe the natural objects that are found Week 6
daily activities activities in the sky during daytime and nighttime

Grade Level: Grade 4

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st grouping different materials based on Recognize and practice proper handling of Week 1
their properties products Classify materials based on the ability to
absorb water, float, sink, undergo decay;

changes that materials undergo when evaluate whether changes in materials are Describe changes in solid materials when Week 2 -
exposed to certain conditions. useful or harmful to one’s environment they are bent, pressed, hammered, or cut; 3
Describe changes in properties of materials Week 4 -
when exposed to certain conditions such as 5
temperature or when mixed with other
materials
Identify changes in materials whether Week 6-
useful or harmful to one’s environment. 7
2nd how the major internal organs such as construct a prototype model of organism Describe the main function of the major Week 1
the brain, heart, lungs, liver, stomach, that has body parts which can survive in a organs
intestines, kidneys, bones, and muscles given environment Communicate that the major organs work Week 1
keep the body healthy together to make the body function
properly
animals have body parts that make Infer that body structures help animals Week 2
them adapt to land or adapt and survive in their particular habitat
plants have body parts that make them Identify the specialized structures of Week 3
adapt to land or water terrestrial and aquatic plants
different organisms go through life Compare the stages in the life cycle of Week 4
cycle which can be affected by their organisms
environment
 323

beneficial and harmful interactions Describe the effect of the environment on Week 5
occur among living things and their the life cycle of organisms
environment as they obtain basic needs Describe some types of beneficial and Week 6
harmful interactions among living things
Describe the effects of interactions among Week 7
organism in their environment

3rd force that can change the shape, size or Explain the effects of force when applied Week 1-
movement of objects. to an object 2
Characterize magnetic force Week 3
how light, heat and sound travel using demonstrate conceptual understanding of Describe how light, sound and heat travel Week 4-
various objects properties/characteristics of light, heat and 5
sound Investigate properties and characteristics of Week 6-
light and sound 7
4th the different types of soil Compare and contrast the characteristics of Week 1
different types of soil
the different sources of water suitable Explain the use of water from different Week 2
for human consumption sources in the context of daily activities
Trace and describe the importance of the Week 3
water cycle
components of weather using simple practice precautionary measures in planning Use weather instruments and describe the Week 4
instruments activities different weather components in a weather
chart
Identify safety precautions during different Week 5
weather conditions
the Sun as the main source of heat and Describe the changes in the position and Week 6
light on Earth length of shadows in the surroundings as
the position of the Sun changes
Describe the effects of the Sun to human Week 6
activities
 324

Grade Level: Grade 5

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st properties of materials to determine uses local, recyclable solid and/or liquid Use the properties of materials whether Week 1-
whether they are useful or harmful materials in making useful products they are useful or harmful 2
materials undergo changes due to Investigate changes that happen in Week 3-
oxygen and heat materials under the following conditions: 4
1 presence or lack of oxygen
2 application of heat
Design a product out of local, recyclable Week 5-
solid and/ or liquid materials in making 6
useful products.
2nd how the parts of the human Practice proper hygiene to care of the Describe the parts of the reproductive Week 1
reproductive system work reproductive organs system and their functions
Explain the menstrual cycle Week 2
how animals reproduce create a hypothetical community to show Describe the different modes of Week 3
how organisms interact and reproduce to reproduction in animals such as butterflies,
survive mosquitoes, frogs, cats and dogs
how plants reproduce Describe the reproductive parts in plants Week 4
and their functions
Describe the different modes of Week 5
reproduction in flowering and non-
flowering plants such as moss, fern, mongo
and others
the interactions for survival among Discuss the interactions among living things Week 6
living and non-living things that take and non-living things in estuaries and
place in estuaries and intertidal zones intertidal zones
Explain the need to protect and conserve Week 7
estuaries and intertidal zones
 325

3rd motion in terms of distance and time Describe the motion of an object by tracing Week 1
and measuring its change in position
(distance travelled) over a period of time
how different objects interact with light Discuss why some materials are good Week 2
and sound, heat ; conductors of heat and electricity
Week 3
the effects of heat and electricity, light
and sound on people and objects Relate the ability of the material to block,
absorb or transmit light to its use

a simple DC circuit and the relationship propose Infer the conditions necessary to make a bulb Week 4
between electricity and magnetism in device using electromagnet that is useful for light up
electromagnets home school or community Determine the effects of changing the Week 5
number or type of components in a circuit
Design an experiment to determine the Week 6
factors that affect the strength of the
electromagnet
4th weathering and soil erosion shape the participate in projects that reduce soil Describe how rocks turn into soil Week 1
Earth’s surface and affect living things erosion in the community Investigate extent of soil erosion in the Week 2
and the environment community and its effects on living things and
the environment
weather disturbances and their effects prepares individual emergency kit. Characterize weather disturbances in the Week 3
on the environment. Philippines and describe their effects to
daily life
the phases of the Moon and the beliefs debug local myths and folklore about the Infer the pattern in the changes in Week 4
Moon and the Stars by presenting pieces of the appearance of the Moon
and practices associated with it
evidence to convince the community folks
constellations and the information Identify star patterns that can be seen at Week 5
derived from their location in the sky. particular times of the year
 326

Grade Level: Grade 6

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st different types of mixtures and their prepare beneficial and useful mixtures such Describe the appearance and uses of Week 1-
characteristics as drinks, food, and herbal medicines. homogeneous and heterogenous mixtures 3
different techniques to separate separate desired materials from common Describe techniques in separating mixtures Week 4-
mixtures and local products. such as decantation, evaporation, filtering, 6
sieving and using magnet
2nd how the major organs of the human make a chart showing healthful habits that Explain how the organs of each organ Week 1-
body work together to form organ promote proper functioning of the musculo- system work together 2
systems skeletal, integumentary, digestive, Explain how the different organ systems Week 3
circulatory, excretory, respiratory, and work together
nervous systems
the different characteristics of 1. make an inventory of vertebrates and Week 4-
vertebrates and invertebrates invertebrates that are commonly seen in the 5
community Determine the distinguishing characteristics
2.practice ways of caring and protecting of vertebrates and invertebrates
animals

the interactions for survival among form discussion groups to tackle issues Discuss the interactions among living things Week 6
living and non-living things that take involving protection and conservation of and non-living things in tropical rainforests,
place in tropical rainforests, coral reefs, ecosystems that serve as nurseries, breeding coral reefs and mangrove swamps
and mangrove swamps places, and habitats for economically Explain the need to protect and conserve Week 7
important plants and animals tropical rainforests, coral reefs and
mangrove swamps
3rd gravity and friction affect movement of produce an advertisement demonstrates Infer how friction and gravity affect Week 1-
objects road safety movements of different objects 2
how energy is transformed in simple create a marketing strategy for a new Demonstrate how sound, heat, light and Week 3-
machines product on electrical or light efficiency electricity can be transformed 5
Manipulate simple machines to describe their Week 6-
characteristics and uses 7
 327

4th the effects of earthquakes and volcanic design an emergency and preparedness plan Describe the changes on the Earth’s surface Week 1
eruptions and kit as a result of earthquakes and volcanic
eruptions
Enumerate what to do before, during and Week 2
after earthquake and volcanic eruptions
weather patterns and seasons in the Describe the different seasons in the Week 3
Philippines: Philippines
the earth’s rotation and revolution Differentiate between rotation and Week 5-
revolution and describe the effects of the 6
Earth’s motions
characteristics of planets in the solar Compare the planets of the solar system Week 7-
system 8
Construct a model of the solar system Week 8
showing the relative sizes of the planets and
their relative distances from the Sun

Grade Level: Grade 7

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st scientific ways of acquiring knowledge perform in groups in guided investigations Describe the components of a scientific Week 1
and solving problems involving community- based problems using investigation
locally available materials
classifying substances as elements or make a chart, poster, or multimedia Recognize that substances are classified into Week 2-
compounds presentation of common elements showing elements and compounds 3
their names, symbols, and uses
the properties of substances that investigate the properties of mixtures of Week 4-
distinguish them from mixtures varying concentrations using available Distinguish mixtures from substances based 5
materials in the community for specific on a set of properties
purposes
 328

some important properties of solutions prepare different concentrations of mixtures Investigate properties of unsaturated or Week 6
according to uses and availability of saturated solutions
materials Express concentrations of solutions Week 7
quantitatively by preparing different
concentrations of mixtures according to
uses and availability of materials
2nd the parts and functions of the employ appropriate techniques using the Identify parts of the microscope and their Week 1
compound microscope compound microscope to gather data about functions
very small objects Focus specimens using the compound Week 2
microscope
the different levels of biological Describe the different levels of biological Week 3
organization organization from cell to biosphere
the difference between animal and Differentiate plant and animal cells Week 4
plant cells according to presence or absence of certain
organelles
Explain why the cell is considered the basic Week 4
structural and functional unit of all
organisms
reproduction being both asexual or Differentiate asexual from sexual Week 5
sexual reproduction in terms of:
1 Number of individuals involved;
2 Similarities of offspring to parents
organisms interacting with each other Differentiate biotic from abiotic components Week 6
and with their environment to survive of an ecosystem
Describe the different ecological relationships Week 6
found in an ecosystem
Predict the effect of changes in abiotic factors Week 7
on the ecosystem
3rd motion in one dimension conduct a forum on mitigation and disaster Describe the motion of an object in terms of Week 1-
risk reduction distance or displacement, speed or velocity, 2
and acceleration
Create and interpret visual representation of Week 3
the motion of objects such as tape charts
and motion graphs
 329

waves as a carriers of energy Infer that waves carry energy Week 4

Describe the characteristics of sound using Week 4
the concepts of wavelength, velocity, and
amplitude
the characteristics of light suggest proper lighting in various activities Explain color and intensity of light in terms Week 5
of its wave characteristics
how heat is transferred Infer the conditions necessary for heat Week 6
transfer to occur

charges and the different charging Describe the different types of charging Week 7
processes processes
4th the relation of geographical location of analyze the advantage of the location of the Demonstrate how places on Earth may be Week 1
the Philippines to its environment Philippines in relation to the climate, located using a coordinate system
weather, and seasons Cite and explain ways of using Earth’s Week 2
resources sustainably
the different phenomena that occur in Discuss how energy from the Sun interacts Week 3
the atmosphere with the layers of the atmosphere
Account for the occurrence of land and sea Week 3
breezes, monsoons, and intertropical
convergence zone (ITCZ)
the relationship of the seasons and the Using models, relate: Week 4-
position of the Sun in the sky 1 the tilt of the Earth to the length 5
of daytime
2 the length of daytime to the amount
of energy received
3 the position of the Earth in its orbit
to the height of the Sun in the sky
4 the height of the Sun in the sky to
the
amount of energy received
5the latitude of an area to the amount of
energy the area receives
6 tilt of the Earth and the seasons
 330

the occurrence of eclipses Explain how solar and lunar eclipses Week 6
occur using models

Grade Level: Grade 8

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st Newton’s three laws of motion develop a written plan and implement a Investigate the relationship between the Week 1
“Newton’s Olympics” amount of force applied and the mass of the
object to the amount of change in the
object’s motion
Infer that when a body exerts a force on Week 1
another, an equal amount of force is exerted Week 2
back on it
work using constant force, power, Identify and explain the factors that affect Week 3
gravitational potential energy, kinetic potential and kinetic energy Week 3
energy, and elastic potential energy
the propagation of sound through Investigates the effect of temperature to the Week 4
solid, liquid, and gas speed of sound
some properties and characteristics of discuss phenomena such as blue sky, Explain the hierarchy of colors in relation to Week 4
visible light rainbow, and red sunset using the concept the energy of visible light
of wavelength and frequency of visible light
heat and temperature, and the effects Differentiate between heat and temperature Week 4
of heat on the body at the molecular level
current- voltage-resistance Infer the relationship between current and Week 5-
relationship, electric power, electric voltage 6
energy, and home circuitry Explain the advantages and disadvantages of Week 7
series and parallel connections in homes
 331

Explain the functions of circuit breakers, Week 7

fuses, earthing, double insulation, and other
safety devices in the home
2nd the relationship between faults and 1.participate in decision making on where Using models or illustrations, explain how Week 1
earthquakes to build structures based on knowledge of movements along faults generate earthquakes
the location of active faults in the Differentiate the Week 1-
community 1 epicenter of an earthquake from 2
2.make an emergency plan and prepare an its focus;
emergency kit for use at home and in 2 intensity of an earthquake from
school its magnitude;
3 active and inactive faults
Explain how earthquake waves provide Week 3
information about the interior of the earth
the formation of typhoons and their 1. demonstrate precautionary measures Explain how typhoon develops and how it is Week 4
movement within the PAR before, during, and after a typhoon, affected by landmasses and bodies of water
including following advisories, storm Week 5
signals, and calls for evacuation given by
government agencies in charge
Trace the path of typhoons that enter the
2.participate in activities that lessen the Philippine Area of Responsibility (PAR) using a
risks brought by typhoons map and tracking data

characteristics of comets, meteors, and discuss whether or not beliefs and practices Compare and contrast comets, meteors, and Week 6
asteroids about comets and meteors have scientific asteroids
basis
3rd the particle nature of matter as basis present how water behaves in its different Explain the properties of solids, liquids, and Week 1-
for explaining properties, physical states within the water cycle gases based on the particle nature of matter; 2
changes, and structure of substances Week 3-
and mixtures Explain physical changes in terms of the
arrangement and motion of atoms and 4
molecules;
the identity of a substance according to Determine the number of protons, neutrons, Week 5-
its atomic structure and electrons in a particular atom; 6
 332

the periodic table of elements as an Use the periodic table to predict the Week 7-
organizing tool to determine the chemical behavior of an element. 8
chemical properties of elements
4th 1.the digestive system and its present an analysis of the data gathered on Week 1
interaction with the circulatory, diseases resulting from nutrient deficiency
respiratory, and excretory systems in
providing the body with nutrients for Explain ingestion, absorption, assimilation,
energy and excretion
2. diseases that result from nutrient
deficiency and ingestion of harmful
substances, and their prevention and
treatment
1. how cells divide to produce new cells report on the importance of variation in Compare mitosis and meiosis, and their role Week 2
2. meiosis as one of the processes plant and animal breeding in the cell-division cycle
producing genetic variations of the Explain the significance of meiosis in Week 2
Mendelian Pattern of Inheritance maintaining the chromosome number
Predict phenotypic expressions of traits Week 3
following simple patterns of inheritance
1. the concept of a species report (e.g., through a travelogue) on the Explain the concept of a species Week 4
2.the species as being further classified activities that communities engage in to Classify organisms using the hierarchical Week 4
into a hierarchical taxonomic system protect and conserve endangered and taxonomic system
economically important species
Explain the advantage of high biodiversity in Week 5
maintaining the stability of an ecosystem
the one-way flow of energy and the make a poster comparing food choices Describe the transfer of energy through the Week 5
cycling of materials in an ecosystem based on the trophic levels’ trophic levels
Analyze the roles of organisms in the cycling Week 6
of materials
Explain how materials cycle in an ecosystem Week 6
Suggest ways to minimize human impact on Week 7
the environment
 333

Grade Level: Grade 9

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st 1. how the different structures of the conduct an information dissemination Explain how the respiratory and circulatory Week 1-
circulatory and respiratory systems activity on effective ways of taking care of systems work together to transport 2
work together to transport oxygen-rich the respiratory and circulatory systems nutrients, gases, and other molecules to and
blood and nutrients to the different based on data gathered from the school or from the different parts of the body
parts of the body local health workers
2.the prevention, detection, and Infer how one’s lifestyle can affect the Week 2
treatment of diseases affecting the functioning of respiratory and circulatory
circulatory and respiratory systems systems

1.how genetic information is organized Explain the different patterns of non- Week 3-
in genes on chromosomes Mendelian inheritance 4
2. the different patterns of inheritance
how changes in the environment may make a multimedia presentation of a Relate species extinction to the failure of Week 5
affect species extinction timeline of extinction of representative populations of organisms to adapt to abrupt
microorganisms, plants, and animals changes in the environment
1. the structure and function of plant design and conduct an investigation to Week 6-
parts and organelles involved in provide evidence that plants can 7
photosynthesis manufacture their own food Differentiate basic features and importance
of photosynthesis and respiration
2. the structure and function of
mitochondrion as the main organelle
involved in respiration
2nd 1. the development of Explain how the Quantum Mechanical Model Week 1
atomic models that led of the atom describes the energies and
to the description of the positions of the electrons
behavior of electrons
within atoms Recognize different types of compounds Week 2
(ionic or covalent) based on their properties
such as melting point, hardness, polarity, and
electrical and thermal conductivity;
 334

2. how atoms combine with other Week 3

atoms by transferring or by sharing
electrons Explain how ions are formed;
3. forces that hold metals together
the type of bonds that carbon forms Explain how the structure of the carbon Week 4-
that result in the diversity of carbon atom affects the type of bonds it forms; 5
compounds Recognize the general classes and uses of Week 6
organic compounds;
the unit, mole, that quantitatively analyze the percentage composition of Use the mole concept to express mass of Week 7
measures the number of very small different brands of two food products and substances; and
particles of matter decide on the products’ appropriate Week 8
Determine the percentage composition of a
percentage composition
compound given its chemical formula and
vice versa.
3rd volcanoes found in the Philippines Describe the different types of volcanoes and Week 1
volcanic eruption
Explain what happens when volcanoes erupt Week 2
Illustrate how energy from volcanoes may be Week 3-
tapped for human use 4
factors that affect climate, and the participate in activities that reduce risks Explain how different factors affect the Week 5
effects of changing climate and how to and lessen effects of climate change climate of an area
adapt accordingly Week 6-
Describe certain climatic phenomena that
occur on a global level 7

the relationship between the visible discuss whether or not popular beliefs and Show which constellations may be observed at Week 8-
constellations in the sky and Earth’s practices with regard to constellations and different times of the year using models 9
position along its orbit astrology have scientific basis
4th projectile motion, impulse and propose ways to enhance sports related to Describe the horizontal and vertical motions of Week 1
momentum, and conservation of linear projectile motion a projectile
momentum
Investigate the relationship between the angle Week 1-
of release and the height and range of the 2
projectile
Relate impulse and momentum to collision of Week 3
objects (e.g., vehicular collision)
 335

Infer that the total momentum before and Week 3

after collision is equal
conservation of mechanical energy create a device that shows conservation of Perform activities to demonstrate Week 4
mechanical energy conservation of mechanical energy
the relationship among heat, work, and analyze how power plants generate and Construct a model to demonstrate that heat Week 5
efficiency transmit electrical energy can do work
Explain how heat transfer and energy Week 6
transformation make heat engines work
generation, transmission, and Week 6-
distribution of electrical energy from 7
power plants (hydroelectric, Explain how electrical energy is generated,
geothermal, wind, nuclear) to home transmitted, and distributed

Grade Level: Grade 10

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st the relationship among the locations of 1.demonstrate ways to ensure disaster Describe and relate the distribution of active Week 1-
volcanoes, earthquake epicenters, and preparedness during earthquakes, volcanoes, earthquake epicenters, and major 3
mountain ranges tsunamis, and volcanic eruptions mountain belts to Plate Tectonic Theory
2. suggest ways by which he/she can Describe the different types of plate Week 4
contribute to government efforts in boundaries
reducing damage due to earthquakes, Explain the different processes that occur Week 5-
tsunamis, and volcanic eruptions
along the plate boundaries 6
Describe the possible causes of Week 7
plate movement
Enumerate the lines of evidence that support Week 8
plate movement
 336

2nd the different regions of the Compare the relative wavelengths of different Week 1-
electromagnetic spectrum forms of electromagnetic waves 2
Cite examples of practical applications of the Week 3-
different regions of EM waves, such as the 4
use of radio waves in telecommunications
Explain the effects of EM radiation on living Week 5
things and the environment
the images formed by the different Predict the qualitative characteristics Week 6-
types of mirrors and lenses (orientation, type, and magnification) of 7
images formed by plane and curved mirrors
and lenses
Identify ways in which the properties of Week 8
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars)
the relationship between electricity and Explain the operation of a simple electric Week 9
magnetism in electric motors and motor and generator
generators
3rd 1.organisms as having feedback Explain the role of hormones involved in the Week 1
mechanisms, which are coordinated by female and male reproductive systems
the nervous and endocrine systems Describe the feedback mechanisms involved Week 2
2.how these feedback mechanisms in regulating processes in the female
help the organism maintain reproductive system (e.g., menstrual cycle)
homeostasis to reproduce and survive Describe how the nervous system Week 3
coordinates and regulates these feedback
mechanisms to maintain homeostasis
1. the information stored in DNA as Explain how protein is made using Week 4
being used to make proteins information from DNA
2. how changes in a DNA molecule Week 4
may cause changes in its product Explain how mutations may cause changes in
3. mutations that occur in sex cells as the structure and function of a protein
being heritable
 337

how evolution through natural write an essay on the importance of Explain how fossil records, comparative Week 5
selection can result in biodiversity adaptation as a mechanism for the survival anatomy, and genetic information provide
of a species evidence for evolution
Explain the occurrence of evolution Week 6

1. the influence of biodiversity on the Explain how species diversity increases the Week 7
stability of ecosystems probability of adaptation and survival of
2.an ecosystem as being capable of organisms in changing environments
supporting a limited number of
organisms Explain the relationship between population Week 7
growth and carrying capacity

4th how gases behave based on the motion Investigate the relationship between: Week 1-
and relative distances between gas 1 volume and pressure at constant 2
particles temperature of a gas
2 volume and temperature at constant
pressure of a gas 3 explains these
relationships using the kinetic molecular
theory
the structure of biomolecules, which Recognize the major categories of Week 3-
are made up mostly of a limited biomolecules such as carbohydrates, lipids, 4
number of elements, such as carbon, proteins, and nucleic acids
hydrogen, oxygen, and nitrogen
the chemical reactions associated with using any form of media, present chemical Apply the principles of conservation of mass Week 5-
biological and industrial processes reactions involved in biological and to chemical reactions 6
affecting life and the environment industrial processes affecting life and the Explain how the factors affecting rates of Week 7-
environment chemical reactions are applied in food 8
preservation and materials production,
control of fire, pollution, and corrosion
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GUIDING OUR TEACHERS: A Briefer on Using the EPP/TLE MELCs

About the Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum
Development- Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order
to ensure that the prescribed standards set for each learning area are still attained. In the process of identifying the MELCs in EPP/TLE, the ENDURANCE
criterion was used as the sole determiner .Endurance as a criterion is necessary for lifelong learning.

MELCs were identified in the four components of EPP/TLE:

a. Industrial Arts (IA)

b. Home Economics (HE)
c. Agriculture and Fishery Arts (AFA)
d. Information, Communication and Technology (ICT)

The identfied MELCs preserve the main objective of Edukasyong Pantahanan at Pangkabuhayan (EPP) which is to enable the learners acquire technical
knowledge, skills and values in the four components mentioned above while Technology and Livelihood Education (TLE) is to make the learners technologically
proficient that may lead them to pursue a career or livelihood training.

The identified MELCs in EPP/TLE are intended only for School Year 2020-2021 to accommodate the necessary adjustment due to the shortened academic year.
The curriculum was not revised and the identified MELCs are lifted from the existing curriculum guide without any enhancement or modification.

HOW TO USE MELCs IN TEACHING EPP/TLE/TVL

One of the objectives in identifying MELCs is to help the teachers identify the learning competencies that needed to be prioritized so that they can employ
appropriate pedagogies and prepare suitable instructional materials based on the available rersources. Sub learning competencies that are redundant or
recurring were removed to satisfy the eigth to nine weeks allotted per quarter.

The following are the premises to be considered in utilizing MELCs in the teaching of EPP/TLE:
 340

 Entrepreneurship is embedded in the four components of EPP/TLE;

 There are MELCS that have broad stroke competencies which have to be unpacked by the teachers;
 Sub learning competencies that are redundant or recurring were removed to satisfy the 8 to 9 weeks allotment per quarter;
 For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and Livelihood Education (TLE), there is a quarter 0, again this
is consistent with the coding of EPP/TLE Curriculum Guide as it gives leeway to the school of which among the components needed emphasis
per quarter.
 For Grades 7/8 Exploratory, there is an option to choose four mini courses in ICT/AFA/HE/IA or one of the components may be chosen for the
duration of the whole year. Each mini course is good for 8 to 9 weeks per quarter.
 For Grades 7/8 Exploratory, the last two to three weeks are allotted for entrepreneurship.
 For most of the TLE/TVL specializations, the Curriculum Guides remain as is. MELCS were not identified because the competencies are based on
the Training Regulations of TESDA; hence, omitting some learning competencies may have an impact on the National Certification Assessment.
EXCEPT for the following cases:

- Handicraft and other TLE/TVL specializations that are non-NC or that may not affect the assessment of the learners, are suggested to be
offered this year. The performance/ skills for these specializations can be delivered both in school or at home. Local materials are
available in the community.

- The Beauty Care (Nail Care/Foot SPA/Hand SPA), Hairdressing, Barbering and other TLE/TVL specializations similar to these are also
recommended to be offered this year. These have National Certification Assessment but the performance/skills can be done both in school
or at home.

- Sample MELCs for these specializations are suggested to be used or the teacher may have the option to prepare their own MELCs
following the given considerations

 For TLE/TVL Specializations, consider the resources available in school, at home, or in the community in choosing what course(s) to offer since
health is the utmost concern. In instances when the learners cannot physically attend a class, the learners should still be able to perform the
task as stated in the CG.

 On the other hand, in cases when competencies are not attainable due to various circumstances, the teacher may give an alternative activity
provided it is aligned with the substituted learning competency.
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Grade Level: Grade 4

Subject: EPP
Quarter: 1-4

QUARTER CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING COMPETENCIES DURATION

STANDARDS
ENTREP/ICT Ang mag-aaral ay… Ang mag-aaral ay… 1. naipaliliwanag ang kahulugan at kahalagahan ng 3 WEEKS
“entrepreneurship”
naipamamalas ang pang- naipaliliwanag ang mga 2.natatalakay ang mga katangian ng isang
unawa sa konsepto ng batayang konsepto ng entrepreneur
“entrepreneurship” pagnenegosyo 3. natatalakay ang iba’t-ibang uri ng
negosyo
naipamamalas ang nakagagamit ng 1.naipaliliwanag ang mga panuntunan sa paggamit ng 2 WEEKS
kaalaman at kakayahan sa computer, Internet, at computer, Internet, at email
paggamit ng computer, email sa ligtas at 2.natatalakay ang mga panganib na dulot ng mga di-
Internet, at email sa ligtas responsableng kanais-nais na mga software (virus at malware), mga
at responsableng pamamaraan nilalaman, at mga pag-asal sa Internet
pamamaraan 3.nagagamit ang computer, Internet, at email sa ligtas at
responsableng pamamaraan
1.4 naipaliliwanag ang kaalaman sa paggamit ng
computer at Internet bilang mapagkukunan ng iba’t
ibang uri ng impormasyon

naipamamalas ang nakagagamit ng 1.1 nagagamit ang computer file system 2 WEEKS
kaalaman at kasanayan sa computer at Internet sa 1.2 nagagamit ang web browser at ang basic features
computer at Internet sa pangangalap at ng isang search engine sa pangangalap ng
pangangalap at pagsasaayos ng impormasyon
pagsasaayos ng impormasyon 1.3 nakagagawa ng table at tsart gamit ang word
impormasyon processing
1.4 nakagagawa ng table at tsart gamit ang electronic
spreadsheet tool
1.5 nakakapag-sort at filter ng impormasyon gamit ang
electronic spreadsheet tool
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naipakikita ang kaalaman nakagagamit ng email 1. nakasasagot sa email ng iba 1 WEEK

at kasanayan sa paggamit 2.nakapagpapadala ng email na may kalakip na
ng dokumento o iba pang media file
3.nakaguguhit gamit ang drawing tool o graphics
software
4. nakakapag-edit ng photo gamit ang basic
photo
editing tool
5.nakagagawa ng dokumento na may picture gamit
ang word processing toolodesktop publishing tool
1.5nakagagawa ng maikling report na may kasamang
mga table, tsart, at photo o drawing gamit ang iba’t
ibang tools na nakasanayan

AGRICULTURE 2 WEEKS
naipamamalas ang pang- naisasagawa ang 1. naisasagawa ang mga kasanayan at kaalaman sa
unawa sa kaalaman at pagtatanim, pag-aani, at pagtatanim ng halamang ornamental bilang isang
kasanayan sa pagtatanim pagsasapamilihan ng pagkakakitaang gawain
ng halamang halamang ornamental sa 2. natatalakay ang pakinabang sa pagtatanim ng
ornamental bilang isang masistemang halamang ornamental, para sa pamilya at sa
gawaing pagkakakitaan pamamaraan pamayanan

L.O. 1 naipakikita ang wastong pamamaraan sa 3 WEEKS

pagpapatubo/ pagtatanim ng halamang ornamental
1. pagpili ng itatanim.
2. paggawa/ paghahanda ng taniman.
3. paghahanda ng mga itatanim o patutubuin at
itatanim
1.4.8 pagtatanim ayon sa wastong
pamamaraan

8. naisasagawa ang masistemang pangangalaga ng tanim 3 WEEKS

1.pagdidilig, pagbubungkal ng lupa, paglalagay ng
abono, paggawa ng abonong organiko atbp
2.1 naisasagawa ang wastong pag-aani/ pagsasapamilihan
ng m ga halamang ornamental
 343

L.O. 1 natatalakay ang kabutihang dulot ng pag-aalaga ng 1 WEEK

naipamamalas ang pang- naisasagawa ng ma hayop sa tahanan
unawa sa panimulang kawilihan ang pag-aalaga 1.1 natutukoy ang mga hayop na maaaring alagaan sa
kaalaman at kasanayan sa sa hayop sa tahanan tahanan.
pag-aalaga ng hayop sa bilang mapagkakakitaang L.O. 2 naiisa-isa ang wastong pamamaraan sa pag -
tahanan at ang maitutulong gawain aalaga ng hayop
nito sa pag-unlad ng 1. pagsasagawa nang maayos na pag-aalaga ng
pamumuhay hayop
2. pagbibigay ng wastong lugar o tirahan
3. pagpapakain at paglilinis ng tirahan

HOME 1. napangangalagaan ang sariling kasuotan. 3 WEEKS

ECONOMICS 2. naiisa-isa ang mga paraan ng pagpapanatiling
naipamamalas ang pang- naisasagawa ng may malinis ng kasuotan
unawa sa batayang kasanayan ang mga 1. nasasabi ang gamit ng mga kagamitan sa
konsepto ng “gawaing gawaing pantahanan na pananahi sa kamay
pantahanan” at ang makatutulong sa 2. naisasaayos ang payak na sira ng kasuotan sa
maitutulong nito sa pag- pangangalaga ng pansarili pamamagitan ng pananahi sa kamay (hal.
unlad ng sarili at tahanan at ng sariling tahanan pagkabit ng butones)

1. naisasagawa ang wastong paraan ng paglilinis ng 2 WEEKS

bahay at bakuran
2. naisasagawa ang wastong paghihiwalay ng basura sa
bahay

1. nakatutulong sa paghahanda ng masustansiyang 3 WEEKS

pagkain.
2. naipakikita ang wastong paraan ng paggamit ng
kubyertos
3. naisasagawa nang may sistema ang pagliligpit at
paghuhugas ng pinagkainan
 344

INDUSTRIAL naipapamalas ang pang- naisasagawa nang may 1. Natatalakay ang mga kaalaman at kasanayan sa 3 WEEKS
ARTS unawa sa batayang kasanayan sa pagsusukat at pagsusukat
kaalaman at kasanayan sa pagpapahalaga sa mga 1. nakikilala ang mga kagamitan sa pagsusukat
pagsususkat sa pagbuo batayang gawain sa sining 2. nagagamit ang dalawang sistemang panukat
ng pang-industriya na (English at metric)
mga kapakipakinabang na makapagpapaunlad sa
gawaing pang-industriya at kabuhayan ng sariling 2. naisasagawa ang pagleletra, pagbuo ng linya at
ang maitutulong nito sa pamayanan pagguhit.
pag- unlad ng isang 3.natatalakay ang kahalagahan ng kaalaman at
pamayanan kasanayan sa "basic sketching" shading at outlining
4.naisasagawa ang wastong pamamaraan ng
basicsketching, shading at outlining

2.1 nakagagawa ng sariling disenyo sa pagbuo o 6 WEEKS

pagbabago ng produktong gawa sa kahoy, ceramics,
karton, o lata (o mga materyales na nakukuha sa
pamayanan)

Grade Level: Grade 5

Subject: EPP
Quarter: 1-4

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
ENTREP/ICT 1.naipaliliwanag ang kahulugan at pagkakaiba ng 2 WEEKS
naipamamalas ang mapahusay ang isang produkto at serbisyo
kaalaman at kasanayan produkto upang maging iba 2.natutukoy ang mga taong nangangailangan ng
upang maging matagumpay sa iba angkop na produkto at serbisyo 5WEEKS
na entrepreneur
3. nakapagbebenta ng natatanging paninda
1 WEEK
1. naipaliliwanag ang mga panuntunan sa pagsali sa
naipamamalas ang 1. nakapamamahagi ng discussion forum at chat
kaalaman at kasanayan ng mga dokumento at 2.nakasasali sa discussion forum at chat sa ligtas at
ligtas at responsible sa: media file sa ligtas at responsableng pamamaraan
 345

1. pamamahagi ng responsableng
mga dokumento at pamamaraan
media file
2. nakasasali sa discussion
2. pagsali sa discussion group at chat sa ligtas at
group at chat responsableng
pamamaraan

1 WEEK
2. natutukoy ang angkop na search engine sa
pangangalap ng impormasyon

3. nakagagamit ng mga basic function at

formula sa electronic spreadsheet upang
malagom ang datoS

4. nagagamit ang word processing tool

AGRICULTU 1.1 nakagagawa ng abonong organiko 2 WEEKS

RE naipamamalas ang pang- naisasagawa nang maayos 1. natatalakay ang kahalagahan at
unawa sa panimulang ang pagtatanim, pag-aani, at pamamaraan sa paggawa ng abonong
kaalaman at kasanayan sa pagsasapamilihan ng gulay sa organiko
pagtatanim ng gulay at ang masistemang pamamaraan 2. nasusunod ang mga pamamaraan at
maitutulong nito sa pag- pag- iingat sa paggawa ng abonong
unlad ng pamumuhay organiko

1.2 naisasagawa ang masistemang pangangalaga ng 2 WEEKS

tanim na mga gulay
1. pagdidilig
2. pagbubungkal
3. paglalagay ng abonong organiko
1.3 naisasagawa ang masistemang pagsugpo ng peste
at kulisap ng mga halaman

1.1 naipaliliwanag ang kabutihang dulot ng pag-aalaga 1 WEEK

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ng hayop na may dalawang paa at pakpak o isda

2.natutukoy ang mga hayop na maaring alagaan gaya
ng manok, pato, itik, pugo/ tilapia
3. nakagagawa ng talaan ng mga kagamitan at
kasangkapan na dapat ihanda upang makapagsimula
sa pag-aalaga ng hayop o isda

1. naisasapamilihan ang inalagaang hayop/isda 3 WEEKS

2. natutuos ang puhunan, gastos, at kita

HOME 1. napangangalagaan ang sariling kasuotan 4 WEEKS
ECONOMICS naipamamalas ang pang- naisasagawa ang kasanayan 1. naiisa-isa ang mga paraan upang
unawa sa kaalaman at sa pangangalaga sa sarili at mapanatiling malinis ang kasuotan
kasanayan sa mga “gawaing gawaing pantahanan na 2. naisasagawa ang wastong paraan ng
pantahanan” at tungkulin at nakatutulong sa pagsasaayos paglalaba
pangangalaga sa sarili ng tahanan 1. napaghihiwalay ang puti at di-
kulay
1.7 naisasagawa ang wastong paraan
ngpamamalantsa

1. nakagagamit ng makina at kamay sa pagbuo ng mga 3 WEEKS

kagamitang pambahay
2. natutukoy ang mga bahagi ng makinang de-padyak
3.nakabubuo ng kagamitangpambahay na maaaring
pagkakitaan
4. nakalilikha ng isang malikhaing proyekto

1. naisasagawa ang pagpaplano at pagluluto ng 2 WEEKS

masustansiyang pagkain (almusal, tanghalian, at
hapunan) ayon sa badyet ng pamilya
2.naisasagawa ang pamamalengke ng mga sangkap sa
pagluluto
3.naipakikita ang husay sa pagpili ng sariwa, mura at
masustansyang sangkap

Naisasagawa ang pagluluto

 347

1. naihahanda ang mga sangkap sa pagluluto

2.nasusunod ang mga tuntuning pangkalusugan at
pangkaligtasan sa paghahanda at pagluluto ng pagkain
3.naihahanda nang kaakit-akit ang nilutong pagkain
sa hapag kainan (food presentation)

INDUSTRIAL 3 WEEKS
ARTS naipamamalas ang naisasagawa ng may 1.natatalakay ang mga mahalagang kaalaman at
pagkatuto sa mga kaalaman kawilihan ng pagbuo ng mga kasanayan sa gawaing kahoy, metal, kawayan at iba
at kasanayan sa mga proyekto sa gawaing kahoy, pang lokal na materyales sa pamayanan
gawaing pang-industriya metal, kawayan, elektrisidad, 2.nakagagawa ng mga malikhaing proyekto na gawa
tulad ng gawaing kahoy, at iba pa sa kahoy, metal, kawayan at iba pang materyales na
metal, kawayan, elektrisidad makikita sa kumunidad
at iba pa

1.nakagagawa ng proyekto na ginagamitan ng 3 WEEKS

elektrisidad
2.natatalakay ang mga kaalaman at kasanayan sa
gawaing elektrisidad

2.3 nakabubuo ng plano ng proyekto na 3 WEEKS

nakadisenyo mula sa ibat-ibang materyales na
makikita sa pamayanan (hal., kahoy, metal,
kawayan, atbp) na ginagamitan ng elektrisidad
na maaaring mapapagkakakitaan
 348

Grade Level: Grade 6

Subject: Technology and Livelihood Education
Component: ICT and Entrepreneurship

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
0 demonstrates knowledge and sells products based on needs produces simple products
skills that will lead to one and demands Weeks 1-2
becoming an ideal entrepreneur buys and sells products based on needs
sells products based on needs and demands in school
and community
posts and shares materials on wikis in a safe and
demonstrates knowledge and practices safe and responsible responsible manner
skills in the safe and responsible use of wikis, blogs, and audio Week 3
posts and shares materials on blogs in a safe and
use of wikis, blogs, and audio and and video conferencing tools responsible manner
video conferencing tools
participates in video and audio conferences in a safe
and responsible manner Week 4
demonstrates knowledge and conducts a survey using online creates an online survey form
skills in using online survey tools tools Week 5
processes online survey data
demonstrates knowledge and processes and summarizes
skills in performing advanced numerical data using advanced uses functions and formulas in an electronic Week 6
calculations on numerical data functions and formulas in an spreadsheet tool to perform advanced calculations on
using an electronic spreadsheet electronic spreadsheet tool numerical data
tool

demonstrates knowledge and communicates and collaborates uses audio and video conferencing tools to share ideas
skills in using audio,video online through audio, video and work with others online Week 7
conferencing tools,and e- conferencing, and egroup uses an e-group to share ideas and work with others
group
uses the advanced features of a slide presentation tool
demonstrates knowledge and createsa multimedia knowledge to create a multimedia presentation with text,
skills to create knowledge product graphics, and photos; hyperlinked elements; Week 8
products animation; and embedded audio and/or video
uses the moviemaking software to create a multimedia
presentation
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Grade Level: Grade 6

Subject: Technology and Livelihood Education
Component: Agriculture

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
0 demonstrates an understanding applies knowledge and skills in discusses the importance of planting and propagating
of scientific practices in planting planting trees and fruit trees trees and fruit-bearing trees and marketing seedlings. Week 1
trees and fruit trees
uses technology in the conduct of survey to find out
the following:
elements to be observed in planting trees and fruit-
bearing trees Week 2
market demands for fruits

famous orchard farms in the country

conduct a survey to identify:

types of orchard farms

trees appropriate for orchard gardening based on
location, climate, and market demands
proper way of planting/propagating trees and fruit- Week 3
bearing trees (budding, marcotting, grafting)
sources of fruit-bearing trees

how to care for seedlings

prepares layout design of an orchard garden using the
information gathered
propagates trees and fruit-bearing trees using
scientific processes
identifies the appropriate tools and equipment in plant
propagation and their uses
demonstrates scientific ways of propagating fruit- Week 4
bearing trees
 350

observes healthy and safety measures in propagating

fruit-bearing trees
performs systematic and scientific ways of caring
orchard trees/ seedlings such as watering, cultivating, Week 5
preparing, and applying organic fertilizer

markets fruits and seedlings

Week 6
develops plan for expansion of planting trees and
seedling production
demonstrates an understanding applies knowledge and skills, conducts survey to find out:
of scientific processes in animal/ and develops one’s interest I
fish raising animal/ fish raising persons in the community whose occupation is
animal (four-legged) /fish raising
kinds of four-legged animals/fish being raised as means Week 7
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

benefits that can be derived from animal/fish raising

stories of successful entrepreneurs in animal/fish raising

Week 8
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
 351

manages marketing of animal/fish raised

discusses indicators for harvesting/capturing
demonstrates skill in harvesting/capturing animal/fish Week 9
prepares marketing strategy by asking help from others
or using the Internet
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

Grade Level: Grade 6

Subject: Technology and Livelihood Education
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
0 applies knowledge and skills, and manages family resources identifies family resources and needs (human, material,
develops one’s interest I animal/ applying the principles of home and nonmaterial)
fish raising management
enumerates sources of family income
allocates budget for basic and social need such as:
1. food and clothing Week 1
2. shelter and education
3. social needs: social andmoral obligations
(birthdays,baptisms, etc.), familyactivities,
school affairs
savings/emergency budget (health, house repair)

2. prepares feasible and practical budget

1. manages family resources efficiently
2. prioritizes needs over wants Week 2
classifies tools and materials according to their use (
measuring, cutting, sewing)
 352

demonstrates an understanding sews household linens using

of and skills in sewing household appropriate tools and materials prepares project plan for household linens
linens and applying Week 3
identifies supplies/ materials and tools needed for the
project
1. drafts pattern for household linens
1. steps in drafting pattern
2. safety precautions
2. sews creative and marketable household linens as Week 4
means to augment family income
3. assesses the finished products as to the quality
(using rubrics
2.4 markets finished house hold linens in varied/
creative ways Week 5

demonstrates an understanding preserve food/s using explains different ways of food preservation (drying,
of and skills in the basics of food appropriate tools and materials salting, freezing, and processing)
preservation and applying the basics of food uses the tools/utensils and equipment and their Week 6
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
Week 7
assesses preserved/processed food as to the quality
using the rubrics
markets preserved/processed food in varied/ creative Week 8
ways with pride
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Grade Level: Grade 6

Subject: Technology and Livelihood Education
Component: Industrial Arts

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
0 demonstrates an understanding performs necessary skill in discusses the importance and methods of
of knowledge and skills in enhancing/ decorating finished enhancing/decorating bamboo, wood, and metal
enhancing/decorating products products products
as an alternative source of
income demonstrates creativity and innovativeness in Weeks 1-2
enhancing/ decorating bamboo, wood, and
metalproducts
1. conducts simple survey using technology and other
data-gathering method to determine
1. market trends on products made of
bamboo, wood, and metal
2. customer’s preference of products
3. types/sources of innovative finishing
materials, accessories, and designs
4.processes in enhancing/decorating finished
products
discusses the effects of innovative finishing materials
and creative accessories on the marketability of Week 3
products
enhances bamboo, wood, metal, and other finished
products through sketching, shading, and outlining
6. constructs project plan
1. considers deliberate policies on sustainable
development in constructing the project Weeks 4-5
plan
2. demonstrates resourcefulness and
management skills in the use of time,
materials, money, and effort
3. assesses the quality of enhanced
product using rubrics
 354

1.6.4 refines product based on assessment made

markets products
demonstrates an understanding constructs simple electrical construct simple electrical gadgets Week 6
of and skills in making simple gadgets with ease and dexterity
electrical gadgets explains the protocols (processes) in making electrical
gadgets
demonstrates an understanding recycles waste materials
of and skills in recycling waste following the principles of “five repairs simple gadgets/furniture/ furnishings at home Week 7
and school
material S”
2. discusses the principles of “five S”
1. Sorting (Seiri)
2. Straightening (Seiton)
3. Systematic Cleaning (Shine) (Seiso)
4. Standardizing (Seiketsu)
4.1.5 Service (Sustaining) (Shitsuke)

identifies recyclable products/waste materials made of

wood, metal, paper, plastic, and others Weeks 8-9
explains the process and the importance of recycling
recycles the identified products/waste material into
functional items (binding of used paper into notebook
or memo pad; bottled plastic into lampshades,
flowers, plants; etc.)

Grades 7 and 8 of TLE are similar to that of Grades 4 to 6 in a way that these grade levels contain quarter 0. In this case, the school can choose four mini
courses equivalent to 40 hours each per grade level. Below are sample modifications to show a clearer articulation of standards.

Basis Curriculum Guide Most Essential Learning Competencies (MELCs)

3. Clustering of some mini-courses according to Mini-courses: Refer to the MELCs for Crop Production sector
their sector, in consideration that they have  Agri-Crop Production I and II
 Horticulture
 355

the same tools, equipment, materials and Mini-courses: Refer to the MELCS for Construction sector
competencies.  Carpentry
 Masonry
 Plumbing
 Welding
4. Combining the learning competencies to LO 1. Select and use farm tools LO 1. Select and use farm tools and equipment*
simplify the teaching days without omitting 1. Identify farm tools according to use 1.Identify farm tools and equipment according to
the value of the skill or concept 2. Check farm tools for faults use
3. Use appropriate tools for the job requirement 2.Conduct pre-operation check-up in line with
according to manufacturer's specifications and the
instructions
LO 2. Select farm equipment manufacturer’s manual
4. Identify appropriate farm equipment 3.Use appropriate tools and equipment for the
5. Follow the guidelines in the instructional job
manual of farm equipment requirement according to manufacturer's
6. Conduct pre-operation check-up in line specifications and instructions
with
the manufacturer’s manual
4. Identify faults in farm equipment and
facilities
5. Use farm equipment according to their
function

5. Rephrasing the standards to make it clearer for Content Standard : Content Standard :
the teachers to understand its context The learner demonstrates an understanding of The learner demonstrates an understanding of
estimation and basic calculation estimation and basic calculation needed in the
workplace

Performance Standard: Performance Standard:

The learner accurately performs estimation and The learner accurately performs estimation and
basic calculation basic calculation needed in the workplace

UNIT OF COMPETENCY: UNIT OF COMPETENCY:

LESSON 4: APPLY SAFETY MEASURES IN FARM LESSON 4: APPLY SAFETY MEASURES IN FISHERY
OPERATIONS (SO) FARM OPERATIONS (ASMFO)
 356

6. Deleting learning competencies that was LO 1. Collect farm waste LO 1. Collect farm waste
already captured in the previous competency 1. Prepare tools and materials for collection of 1.Prepare tools and materials for collection of
farm waste farm
2. Collect waste following OSH and waste waste
collection requirements and plan 2.Collect waste following OSH and waste
collection
3. Collect dangerous and hazardous requirements and plan
wastes 3.Collect dangerous and hazardous wastes
following the HAZMAT protocol following
4. Wear appropriate PPE as prescribed by the HAZMAT protocol
OSHS.

7. Adding learning competency to fully attain the LO 2. Perform preventive maintenance of tools LO 2. Perform preventive maintenance of tools
learning outcome and equipment and equipment
1. Clean tools and equipment after use in line 1. Clean tools and equipment after use in line
with farm procedures with farm procedures
2. Perform routine check-up and 2. Perform routine check-up and
maintenance maintenance
3. Perform preventive maintenance by following 3. Perform preventive maintenance by following
the procedures in sharpening and oiling farm the procedures in sharpening and oiling farm
tools and equipment tools and equipment
4. Store tools and equipment in designated areas
in line with farm procedures.

Grade Leve: Grade 7/8

Subject: Technology and Livelihood Education
Component: Information and Communication Technology (Computer Systems Servicing ) (40 hours)

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: USING AND MAINTAINING HAND TOOLS (UHT)
The learners demonstrate an The learners shall be able to use LO 1. Plan and prepare for tasks to be undertaken
understanding of the use of hand hand tools and equipment for 1. Identify tasks to be undertaken properly
tools and equipment for computer systems servicing 2. Identify and select appropriate hand tools
computer systems servicing according to the task requirements
LO 2. Prepare hand tools
 357

1. Check appropriate hand tools for proper operation

and safety
2. Identify and mark unsafe or faulty tools for repair
according to standard company procedure
0
LO 3. Use appropriate hand tools and test equipment
1. Use tools according to tasks undertaken. Week 1
2. Observe all safety procedures in using tools at all
times and use appropriate PPE
3. Report malfunctions, unplanned or unusual events
to the supervisor

LO 4. Maintain hand tools

1. Do not drop tools to avoid damage; carry out
routine maintenance of tools according to standard
operational procedures, principles, and techniques
2. Store tools safely in appropriate locations in
accordance with manufacturer’s specifications or
standard operating procedures

LESSON 2: PERFORMING COMPUTER OPERATIONS (PCO)

The learners demonstrate and The learners shall be able to LO 1. Plan and prepare for task to be undertaken
understanding of concepts and perform computer operations 1. Determine requirements of task in accordance with
underlying principles in based on a given tasks the required output
performing computer operations 2. Select appropriate hardware and software
0 according to task assigned and required outcome
3. Plan a task to ensure that OSH guidelines and
procedures are followed
4. Follow client-specific guidelines and procedures
5. Apply required data security guidelines in
accordance with existing procedures

LO 2. Input data into computer

2.1 Enter the data into the computer using appropriate
program/application in accordance with company
procedures Week 2-3
 358

2. Check the accuracy of information and save the

information in accordance with standard operating
procedures
3. Store inputted data is in storage media according
to requirements
4. Perform work within ergonomic guidelines
LO 3. Access information using computer
1. Select correct program/application based on
job requirements
0 2. Access program/application containing the
information required according to company
procedures
3. Select, open, and close desktop for navigation
purposes
4. Carry out keyboard techniques in line with OSH
requirements

LO 4. Produce output/ data using computer system

1. Process entered data using appropriate software
commands
2. Print out data as required using computer
hardware /peripheral devices in accordance with
standard operating procedures
3. Transfer files and data between compatible
systems using computer software,
hardware/peripheral devices in accordance with
standard operating procedures Week 2-3

LO 5. Use basic functions of a www- browser to locate

information
1. Establish information requirements for internet
search
2. Launch browser
3. Load search engine
4. Enter appropriate search criteria/or URL of site
5. Follow relevant links to locate required
information
 359

5.6 Bookmark useful pages and print as required

LO 6. Maintain computer equipment and systems
1. Implement procedures for ensuring security of
data, including regular backups and virus checks in
accordance with standard operating procedures
2. Implement basic file maintenance procedures in
line with the standards operating procedures

LESSON 3: PERFORMING MENSURATION AND CALCULATION (PMC)

The learners demonstrate an The learners shall be able to LO 1. Select measuring instruments
understanding of concepts and accurately measure and 1. Identify object/s or component to be measured
underlying principles in calculate based on a given tasks 2. Obtain correct specifications from relevant source
performing measurements and 3. Select measuring tools in line with job
calculations requirements

LO 2. Carry out measurements and calculation

0 1. Select appropriate measuring instrument to
achieve required outcome Week 3
2. Obtain accurate measurements for job
3. Perform calculation needed to complete task using
the four mathematical fundamental operations
addition (+), subtraction (-), multiplication (x), and
division (÷)
4. Use calculation involving fractions, percentages
and mixed numbers to complete workplace tasks
5. Self-check and correct numerical computation for
accuracy
6. Read instruments to the limit of accuracy of the
tool

LO 3. Maintain measuring instruments

3.1 Ensure proper handling of measuring instruments
to avoid damage and clean it before and after
using
 360

3.2 Identify tasks to be undertaken for proper storage

of instruments according to manufacturer’s
specifications and standard operating procedures
LESSON 4: PREPARING AND INTERPRETING TECHNICAL DRAWING (PITD)

The learners demonstrate and The learners shall be able to LO 1. Identify different kinds of technical drawings
understanding of concepts and prepare and interpret technical 1. Select correct technical drawing in accordance with Week 4
underlying principles in preparing drawings and work plans the job requirement
and interpreting technical accurately 2. Segregate technical drawings in accordance with
drawings and work plans for the types and kinds of drawings
0 computer systems servicing

LO 2. Interpret technical drawing

1. Recognize components, assemblies, or objects as
required
2. Identify dimensions of the key features of the
objects depicted in the drawing
3. Identify and interpret symbols used in the
drawing
4. Check and validate drawing against job
requirements or equipment in accordance with
standard operating procedures Week 4

0 LO 3. Prepare/ make changes to electrical/ electronic

schematics and drawings
1. Draw and identify correctly electrical/ electronic
schematic
2. Identify correct drawing; select and use equipment
in accordance with job requirements
LO 4. Store technical drawings and equipment/
instruments
1. Identify tasks to be undertaken for care and
maintenance of drawings according to company
procedures
2. Record technical drawings and prepare an
inventory in accordance with company procedures
 361

4.3 4.3 identify tasks to be undertaken for proper

storage of instruments according to company
procedures
LESSON 5: PRACTICE OCCUPATIONAL SAFETY AND HEALTH PROCEDURE (OSH)
The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks
understanding of consistently observe 1. Follow OHS policies and procedures in identifying
concepts and underlying precautionary measures and hazards and risks
principles of Occupational Health respond to risks and hazards in 2. Explain hazards and risks in the workplace
and Safety (OHS) in relation to the workplace 3. Identify hazards and risks indicators as prescribed
health and risk hazards in the by the manufacturer
0 workplace
4. Apply contingency measures in accordance with
the OSH procedures Week 4
LO 2. Evaluate and control hazards and risks
1. Determine the effects of hazards in the workplace
2. Identify the methods in controlling hazards and
risks
3. Follow OHS procedures for controlling hazards
and risks
LO 3. Maintain Occupational Health and Safety Week 4
1. Observe established procedures in responding to
emergency-related drill
2. Fill-up OHS personal records in accordance with
SOP

The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks
0 understanding of consistently observe 5. Follow OHS policies and procedures in identifying
concepts and underlying precautionary measures and hazards and risks
principles of Occupational Health respond to risks and hazards in 6. Explain hazards and risks in the workplace
and Safety (OHS) in relation to the workplace 7. Identify hazards and risks indicators as prescribed
health and risk hazards in the by the manufacturer
workplace 8. Apply contingency measures in accordance with
the OSH procedures

LESSON 6: TERMINATING AND CONNECTING ELECTRICAL WIRING AND ELECTRONICS CIRCUIT (TCEW)
 362

The learners demonstrate an The learner shall be able to LO 1. Plan and prepare for termination/ connection of
understanding of concepts and demonstrate proper termination electrical wiring/ electronics circuits
underlying principles in and connection of electrical 1. Check materials according to specifications and
terminating and connecting wiring and electronics circuits tasks
electrical wiring and electronics 2. Select appropriate tools and equipment according
circuits to task requirements
3. Follow planned task to ensure OHS guidelines and
procedure
4. Prepare electrical wiring/electronics circuits
0 correctly for connecting/terminating in accordance
with instruction and work site procedures
Week 5
LO 2: Terminate/connect electrical wiring/ electronic
circuits
1. Observe safety procedures in using tools and use
appropriate personal protective equipment at all
times
2. Identify the tasks to be undertaken to work safely
in accordance with the workplace and standard
procedures
3. Use appropriate range of methods in
termination/connection in accordance to
specifications, manufacturer’s requirements, and
safety
4. Follow correct sequence of operation
5. Adjust used accessories
6. Confirm termination/connection in accordance Week 5
with job specification

LO 3: Test termination/connections of electrical

wiring/electronics circuits
3.1 Conduct complete testing of
termination/connection of electrical
wiring/electronics circuits in compliance with
 363

specifications and regulations using appropriate

procedures and equipment
2. Check wirings and circuits using specified testing
procedures
3. Respond to unplanned events or conditions in
accordance with established procedures

LESSON 7: TESTING ELECTRONIC COMPONENTS (TEC)

The learners demonstrate an The learners shall be able to test LO 1: Determine criteria for testing electronics
understanding of concepts and electronic components components
underlying principles in testing 1. Obtain and clarify work instructions based on job Week 6
electronic components order or client requirements
2. Consult responsible person for effective and
proper work coordination
3. Obtain and interpret data sheets/application
notes
based on manufacturer’s specifications
4. Define testing criteria to ensure that components
meet technical and quality requirements
5. Document and communicate testing criteria to
relevant personnel

LO 2: Plan an approach for components testing

1. Identify various testing methods based on types of
electronic components
0 2. Determine characteristics and appropriateness of
testing methods to be used during development
and on completion Week 6
3. Consider/select testing methods in relation to
appropriate testing strategy
4. Develop plan for testing components at
specified
points during development and on
completion
5. Prepare and check required test and measuring
instruments and tools in accordance with
established procedures
6. Establish records system to document testing
results, including problems and faults
 364

LO 3: Test components
1. Apply appropriate testing methods to electronic
components in accordance to technical
specifications
2. Detect and record problems and faults by
testing
3. Document remedial steps
4. Resolve detected problems and faults during
testing in accordance with agreed project or
industry practice
5. Evaluate final products against the determined
criteria
6. Submit to relevant personnel the documented and
summarized evaluation report of the testing
process

LO 4: Evaluate the testing process

1. Identify testing methods that were successful
based on industry standards
2. Evaluate testing process and records system
based
on standard procedures
3. Document test results/findings for subsequent
testing
Note: Week 7 to 9 Entrepreneurship
 365

Grade Level: 7/8

Subject: Technology and Livelihood Education
Component: Information and Communication Technology (Illustration) (40 hours)

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: USE OF HAND TOOLS (UT)
` The learners demonstrate an The learners shall be able to use LO 1. Prepare hand tools and equipment in
0 understanding of hand tools and hand tools and equipment in Illustration
equipment in Illustration Illustration 1. List hand tools and equipment based on job
requirement Week 1
2. Identify appropriate hand tools and
equipment
3. Classify hand tools and equipment according to
function and task requirement
LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
The learners demonstrate an The learners shall be able to
understanding of maintain tools, drawing LO 1. Inspect hand tools and equipment received in
concepts and principles in instruments, equipment, and Illustration
maintaining hand tools, drawing paraphernalia 1. Check list of tools and equipment to be requested
instruments, equipment, and per job requirement
paraphernalia 2. Inspect the condition of all the requested tools and
equipment
3. Assess the hand tools and equipment for proper
operation and safety
Week 1-2
0 LO 2. Use and maintain hand tools, measuring
instrument and equipment
1.Perform safety procedures in using hand tools and
equipment
2. Follow procedures in cleaning illustration tools
3.Identify malfunction, unplanned or unusual events
and report to property custodian

LO 3. Prepare an inspection report of the hand tools,

drawing instruments, equipment, and paraphernalia
received in technical drafting
 366

1.1 Follow procedures in preparing an inspection

report to the property custodian
LESSON 3: PERFORM MENSURATION AND CALCULATION (MC)
The learners demonstrate an The learners shall be able to LO 1. Select measuring
understanding of perform accurate instruments
concepts and principles in measurements and calculation 1. Interpret object or component to be measured
performing measurements and based on a given task. according to the appropriate regular geometric
calculation
shape
Week 3
2. Select measuring tools appropriate to the object to
0
be measured based on job requirements
3. Obtain correct specification from relevant sources
4. Select appropriate measuring
instruments according to job
requirements
5. Use alternative measuring tools
without sacrificing cost and quality of
work
LO 2. Carry out mensuration and calculation
1. Perform calculation needed to complete task by
applying trade mathematics/mensuration
2. Employ different techniques in checking for
accuracy of the computation
LESSON 4: PREPARE AND INTERPRET TECHNICAL DRAWING (TD)
The learners demonstrate an The learners shall be able to LO 1. Analyze signs, symbols, and data
understanding of read and interpret technical 1. Prepare tools and instruments used in illustration
concepts and principles in drawings and work plans 2. Interpret signs, symbols, and data according
interpreting technical drawings accurately to job specifications
0 and work plans 3. Perform simple trade mathematical conversions
LO 2. Interpret illustration drawings and plans Week 4-5
1. Identify illustration tools and materials to be used
in preparing a simple illustration
2. Identify dimensions and specifications according to
job requirements
 367

LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)

The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks
understanding of consistently observe 9. Follow OHS policies and procedures in identifying
concepts and underlying precautionary measures and hazards and risks
principles of Occupational Health respond to risks and hazards in 10. Explain hazards and risks in the workplace
and Safety (OHS) in relation to the workplace 11. Identify hazards and risks indicators as prescribed
health and risk hazards in the by the manufacturer
workplace 12. Apply contingency measures in accordance with
0
the OSH procedures Week 6
LO 2. Evaluate and control hazards and risks
4. Determine the effects of hazards in the workplace
5. Identify the methods in controlling hazards and
risks
6. Follow OHS procedures for controlling hazards
and risks
LO 3. Maintain Occupational Health and Safety
3. Observe established procedures in responding to
emergency-related drill
4. Fill-up OHS personal records in accordance with
SOP

Note : Week 7 to 9 Entrepreneurship

 368

Grade Level: 7/8

Subject: Technology and Livelihood Education
Component: Information and Communication Technology (Technical Drafting) (40 hours)

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: USE OF TOOLS AND EQUIPMENT (UT)
` The learners demonstrate an The learners shall be able to use LO 1. Prepare hand tools and equipment in technical
0 understanding of hand tools and equipment in drafting
hand tools and equipment in Technical Drafting 1. List hand tools and equipment based on job
Technical Drafting requirement Week 1
2. Identify appropriate hand tools and
equipment
3. Classify hand tools and equipment according to
function and task requirement
LESSON 2: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
The learners demonstrate an The learners shall be able to LO 1. Maintain hand tools, drawing instruments,
understanding of maintain tools, drawing equipment, and paraphernalia
concepts and principles in instruments, equipment, and 1. Perform safety procedures in maintaining hand
maintaining hand tools, drawing paraphernalia tools, drawing instruments, equipment, and
instruments, equipment, and paraphernalia
paraphernalia 2. Follow procedures in cleaning, tightening and
simple repair of hand tools, drawing instruments,
equipment, and paraphernalia
3. Identify common malfunction (unplanned or
unusual events) when using tools, drawing Week 1-2
0 instruments, equipment, and paraphernalia

LO 2. Inspect hand tools, drawing instruments,

equipment, and paraphernalia received in technical
drafting
1. Follow the standard procedures in accomplishing
forms
2. Check the list of hand tools, drawing instruments,
equipment, and paraphernalia to be requested
per job requirement
 369

2.3 Evaluate the condition of all the requested hand

tools, drawing instruments, equipment, and
paraphernalia for proper operation and safety
LO 3. Prepare an inspection report of the hand tools,
drawing instruments, equipment, and paraphernalia
received in technical drafting
1.2 Follow procedures in preparing an inspection
report to the property custodian
LESSON 3: PERFORM MENSURATION AND CALCULATION (MC)
The learners demonstrate an The learners shall be able to LO 1. Select measuring instruments
understanding of perform accurate 1. Identify measuring tools based on the object to
concepts and principles in measurements and calculation be measured or job requirements
performing measurements and based on a given task. 2. Select appropriate measuring instruments
calculation according to job requirements
3. Interpret an object or component to be measured Week 3
0 according to the appropriate regular geometric
shapes
4. Use alternative measuring tools without
sacrificing cost and quality of work

LO 2. Carry out mensuration and calculation

3. Perform calculation needed to complete task by
applying trade mathematics/mensuration
4. Employ different techniques in checking for
accuracy of the computation
LESSON 4: PREPARE AND INTERPRET TECHNICAL DRAWING (TD)

The learners demonstrate an The learners shall be able to LO 1. Analyze signs, symbols, and data
understanding of read and interpret technical 1. Identify signs and symbols used in technical
concepts and principles in drawings and work plans drawing
interpreting technical drawings accurately 2. Analyze data indicated in the technical
0 and work plans drawing
Week 4-5
 370

LO 2. Interpret technical drawings and plans

1. Identify necessary materials according to the
technical drawing
2. Recognize components, assemblies, or objects
based on job requirements
3. Identify dimensions and specifications
according
to job requirements

LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)

The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks
understanding of consistently observe 13. Follow OHS policies and procedures in identifying
concepts and underlying precautionary measures and hazards and risks
principles of Occupational Health respond to risks and hazards in 14. Explain hazards and risks in the workplace
and Safety (OHS) in relation to the workplace 15. Identify hazards and risks indicators as prescribed
health and risk hazards in the by the manufacturer
workplace 16. Apply contingency measures in accordance with
0 the OHS procedures
Week 6
LO 2. Evaluate and control hazards and risks
7. Determine the effects of hazards in the workplace
8. Identify the methods in controlling hazards and
risks
9. Follow OHS procedures for controlling hazards
and risks

LO 3. Maintain Occupational Health and Safety

5. Observe established procedures in responding to
emergency-related drill
6. Fill-up OHS personal records in accordance with
SOP

Note : Week 7 to 9 Entrepreneurship

 371

Grade Level: 7/8

Subject: Technology and Livelihood Education
Component: Agriculture and Fishery Arts (Crop Production [ACP I, II and Horticulture] ) (40 hours)

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: USE OF FARM TOOLS AND EQUIPMENT AND MAINTENANCE (UT)
The learner demonstrates an The learner uses farm tools and LO 1. Select and use farm tools and equipment*
understanding of concepts, equipment in agricultural crop 1. Identify farm tools and equipment according to use
underlying theories and production. 2. Conduct pre-operation check-up in line with the
principles in the use of farm tools manufacturer’s manual
0 and equipment. 3. Use appropriate tools or equipment for the job
requirement according to manufacturer's
specifications and instructions

LO 2. Perform preventive maintenance of tools and

Week 1
equipment
1. Clean tools and equipment after use in line with
farm procedures
2. Perform routine check-up and maintenance
3. Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
4. Store tools and equipment in designated areas in
line with farm procedures.

LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION (MC)

The learner demonstrates an The learner accurately performs LO 1. Perform estimation or basic calculation in the
0 understanding of estimation and estimation and basic calculation workplace
basic calculation needed in the needed in the workplace 1. Follow procedures in reporting to appropriate
workplace person/s
the estimate of materials and resources Week 2
2. Perform estimations or calculations to be done
according to the job requirement
3. Employ different techniques in checking accuracy
of result
 372

LESSON 3: INTERPRET PLANS AND DRAWINGS (ID)

The learner demonstrates an The learner interprets plans and LO 1. Layout garden plots
0 understanding of interpreting drawings relative to agricultural 1. Design farm plans and layouts according to crop
plans and drawings. crop production. grown
2. Follow strictly planting system and practices
Week 3
according to approved cultural practices
3. Interpret irrigation system plan according to
established procedures
4. Differentiate designs of irrigation systems
LESSON 4: APPLY SAFETY MEASURES IN FARM OPERATIONS (OS)
The learner demonstrates an The learner consistently applies LO 1. Determine areas of concern for safety measures
understanding of applying safety safety measures in the farm. 1. Identify work tasks in line with farm operations
measures in the farm. 2. Determine place for safety measures in line with
farm operations
3. Determine time for safety measures in line with
farm operations
4. Prepare appropriate tools, materials, and outfits
in
line with job requirements Week 3-4
0 LO 2. Apply appropriate safety measures
1. Wear outfits according to farm requirements.
2. Observe strictly the effectivity/shelf life/expiration
of materials.
3. Follow emergency procedures to ensure a safe
work requirement.
4. Report hazards in the workplace in line with farm
guidelines.

LESSON 5: PROCESSING FARM WASTES (PFW)

The learners demonstrate an The learners shall be able to LO 1. Collect farm waste
understanding of the underlying process farm waste according to 1. Prepare tools and materials for collection of farm Week 4-6
theories in processing farm waste set standards waste
2. Collect waste following OSH and waste collection
 373

requirements and plan

1.3 Collect dangerous and hazardous wastes following
the HAZMAT protocol
0 LO 2. Identify and segregate wastes
1. Identify waste by categories according to industry
standards and environmental legislation
2. Perform waste segregation according to
organizational requirements and relevant
legislation
3. Placing sorted waste into labeled container to
avoid littering and prevent cross-contamination
4. Obtain information on waste by asking authority to
ensure correct identification

LO 3. Treat and process farm wastes

1. Handle dangerous and hazardous wastes according
to organizational requirements and relevant
legislation following OSHS procedures
2. Process farm waste following environmental
legislation and codes
3. Apply principles of 3Rs (reduce, reuse and recycle)
accordingly Week 4-6
4. Dispose of processed farm waste according to
environmental legislation and codes

LO 4. Perform housekeeping
1. Display appropriate warning signs and labels in
conspicuous places around the workplace
2. Clean work area according to 5S principles
3. Check, clean, and stow away tools according to
established industry procedures and following
user’s manual
4. Store materials following industry standard
procedures and manufacturer’s specifications
 374

5. Check PPE for damage and ensure that clean and

undamaged equipment is properly stored
6. Perform record keeping according to industry
requirements

LESSON 6: PERFORMING RECORD KEEPING (PRK)

LO 1. Carry out inventory activities
The learners demonstrate an The learners shall be able to 1. Determine inventory inputs according to enterprise
understanding of the underlying perform record keeping requirements
theories in performing record 2. Determine defective tools and equipment
keeping according to operation manuals
3. Inspect facilities according to standard codes and
laws

LO2. Maintain production record

0 1. Prepare production plan according to enterprise
requirements
2. Prepare schedule for production activities based Week 6
from enterprise requirements and plan
3. Prepare production report in accordance with
enterprise reporting procedures
4. Monitor input and production using monitoring
chart

LO 3. Prepare financial records

1. Compute production cost using established
computation procedures
2. Compute revenue using established computation
procedures

Note: Week 7 to 9 Entrepreneurship

 375

Grade Level: 7/8

Subject: Technology and Livelihood Education
Component: Agriculture and Fishery Arts (Animal Production [Poultry, Swine and Ruminants] ) (40 hours)

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: PARTICIPATING IN WORKPLACE COMMUNICATION (PWC)
The learners demonstrate an The learners shall be able to LO 1. Obtain and convey workplace information
understanding of the underlying participate in workplace 1. Access specific relevant information is from
theories in participating in communication based on DOLE appropriate sources
workplace communication and industry standards 2. Use effective questioning and active listening and
speaking to gather and convey information
3. Use appropriate medium to transfer information
and ideas
0 4. Use appropriate nonverbal communication
5. Identify appropriate lines of communication with
superiors and colleagues
6. Define work procedures for the location and
storage of information
7. Carry out personnel interaction clearly and
concisely

Week 1
LO 2. Participate in workplace meeting and discussion
1. Attend team meetings on time
2. Express own opinions and listen to those of others
3. Conduct workplace interaction courteously while
being mindful of cultural considerations
4. Ask and respond to questions on simple routine
workplace procedures and matters concerning
conditions of employment
5. Interpret and implement meeting outcomes
 376

LO 3. Complete relevant work-related documents

1. Complete ranges of forms relating to conditions of
employment accurately and legibly
2. Record workplace data on standard workplace Week 1
0 forms and documents
3. Use basic mathematical process for routine
calculations
4. Errors in recording information on forms.
5. Identify and rectify documents
6. Complete reporting requirements to superior
according to enterprise guidelines

LESSON 2: WORKING IN TEAM ENVIRONMENT (WTE)

The students demonstrate an The learners shall be able to LO 1. Describe team role and scope
understanding of the underlying work in a team environment 1. Identify role and objective of the team
theories in working in team according to industry 2. Identify team parameters, relationships, and
environment procedures and requirements responsibilities
3. Identify individual role and responsibilities
4. Identify and recognize roles and responsibilities of
other team members
5. Identify reporting relationships within team and
external to team
0 Week 2

LO 2. Set and meet work priorities

1. Prioritize competing demands to achieve
personal, team and organizational goals and
objectives
2. Utilize resources efficiently and effectively to
manage work priorities and commitments.
 377

2.3 Follow practices and economic use and

maintenance of equipment and facilities as per
established procedures.

LO 3. Work as a team member

1. Undertake appropriate forms of communication
and interactions.
2. Make appropriate contributions to complement
0 team activities and objectives. Week 2
3. Follow reporting using standard operating
procedures.
4. Contribute development of team work plans based
from team role

LESSON 3: USING FARM TOOLS AND EQUIPMENT (UFTE)

LO 1. Select and use farm tools and equipment*
The learners demonstrate an The learners shall be able to use 1. Identify farm tools and equipment according to use
understanding of the underlying farm tools and equipment 2. Conduct pre-operation check-up in line with the
theories in using farm tools and accordingly manufacturer’s manual
equipment 3. Use appropriate tools for the job requirement
0
according to manufacturer's specifications and
instructions

LO 2. Perform preventive maintenance of tools and Week 3

equipment
1. Clean tools and equipment after use in line with
farm procedures
2. Perform routine check-up and maintenance
3. Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
4. Store tools and equipment in designated areas in
line with farm procedures.

LESSON 4: PERFORMING ESTIMATION AND BASIC CALCULATION (PEBC)

 378

The learner demonstrates an The learner must be able to LO 1. Perform estimation or basic calculation in the
0 understanding of basic perform estimation and basic workplace
estimation and calculation used calculation relative to animal 1. Follow procedures in reporting to appropriate
in animal production production person/s
the estimate of materials and resources Week 4
2. Perform estimations or calculations to be done
according to the job requirement
3. Employ different techniques in checking accuracy
of result

LESSON 5: APPLY SAFETY MEASURES IN FARM OPERATIONS (OS)

The learner demonstrates an The learner consistently applies LO 1. Determine areas of concern for safety measures
understanding of applying safety safety measures in the farm. 5. Identify work tasks in line with farm operations
measures in the farm. 6. Determine place for safety measures in line with
farm operations
7. Determine time for safety measures in line with
farm operations
8. Prepare appropriate tools, materials, and outfits in
0
line with job requirements
Week 5
LO 2. Apply appropriate safety measures
5. Wear outfits according to farm requirements.
6. Observe strictly the effectivity/shelf life/expiration
of materials.
7. Follow emergency procedures to ensure a safe
work requirement.
8. Report hazards in the workplace in line with farm
guidelines.

LESSON 6: PROCESSING FARM WASTE (PRW)

The learners demonstrate an The learners shall be able to LO 1. Collect farm waste
understanding of the underlying process farm waste according to 4. Prepare tools and materials for collection of farm
theories in processing farm waste set standards waste
5. Collect waste following OSH and waste collection Weeks 5-6
requirements and plan
 379

0 1.6 Collect dangerous and hazardous wastes following

the HAZMAT protocol
LO 2. Identify and segregate wastes
5. Identify waste by categories according to industry
standards and environmental legislation
6. Perform waste segregation according to
organizational requirements and relevant
legislation
7. Placing sorted waste into labeled container to
avoid littering and prevent cross-contamination
8. Obtain information on waste by asking authority to
ensure correct identification

LO 3. Treat and process farm wastes

1. Handle dangerous and hazardous wastes according
to organizational requirements and relevant
legislation following OSHS procedures
2. Process farm waste following environmental
legislation and codes
3. Apply principles of 3Rs (reduce, reuse and
recycle)
accordingly
0 4. Dispose of processed farm waste according to
environmental legislation and codes

LO 4. Perform housekeeping
1. Display appropriate warning signs and labels in
conspicuous places around the workplace
2. Clean work area according to 5S principles
3. Check, clean, and stow away tools according to
established industry procedures and following
user’s manual
4. Store materials following industry standard
procedures and manufacturer’s specifications
5. Check PPE for damage and ensure that clean and
undamaged equipment is properly stored
6. Perform record keeping according to industry
 380

requirements
Note: Week 7 to 9 for Entrepreneurship

Grade Level: 7/8

Subject: Technology and Livelihood Education
Component: Agriculture and Fishery Arts (Fishery Operations [Aquaculture and Fish Capture]) (40 hours)

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: USE FISHERY TOOLS AND EQUIPMENT (UFTE)
The learner demonstrates The learner independently uses LO 1. Select and use farm tools and equipment*
understanding of concepts, tools and equipment in 1. Identify fishery tools and equipment according to
underlying theories and aquaculture according to use
principles in the use of tools and standard procedure. 2. Conduct pre-operation check-up in line with the
equipment in aquaculture. manufacturer’s manual
3. Use appropriate tools and equipment for the job
requirement according to manufacturer's
specifications and instructions

LO 2. Perform preventive maintenance of tools and

equipment Week 1
0 1. Clean tools and equipment after use in line with
farm procedures
2. Perform routine check-up and maintenance
3. Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
4.Store tools and equipment in designated areas in
line with farm procedures.

LESSON NO. 2: PERFORM ESTIMATION AND BASIC CALCULATION (PEBC)

The learner demonstrates an The learner must be able to LO 1. Perform estimation or basic calculation in the
understanding of basic perform estimation and basic workplace
estimation and calculation used calculation relative to animal 1.1 Follow procedures in reporting to appropriate Week 2
in animal production production person/s
the estimate of materials and resources
 381

2. Perform estimations or calculations to be done

according to the job requirement
3. Employ different techniques in checking accuracy
of result
LESSON NO. 3: DRAW THE LAYOUT PLANS FOR PONDS, TANKS PENS AND CAGES (DLP)
The learner demonstrates The learner draws lay-out plans LO 1. Draw layout plans for ponds
understanding of concepts, for ponds, tanks, pens and cages 1. Identify different pond compartments
underlying theories and in accordance with established 2. Use signs and symbols of plan according to
principles in drawing layout plans standards. fishpond engineering standards
for ponds, tanks, pens, and cages. 3. Draw layouts of different pond designs according
to established procedures
0
LO 2. Draw layout plans for tanks Week 3
1. Identify different life support systems for tanks
2. Use signs and symbols of plan according to
fishpond engineering standards
3. Draw layouts of different tank designs according
to established procedures

LO 3. Draw layout plans for pens and cages

1. Identify the different life support systems for
pens and cages
2. Use signs and symbols of plan according to
fishpond engineering standards
3. Draw layouts of different pens and cages designs
according to established procedures

LESSON 4: APPLY SAFETY MEASURES IN FISHERY FARM OPERATIONS (ASMFFO)

The learners demonstrate an The learners shall be able to LO 1. Apply appropriate safety measures
understanding of applying safety apply safety measures in fishery 1. Identify work tasks
measures in fishery farm farm operations 2. Determine place and time for safety measures
operations 3. Prepare appropriate tools, materials and outfits
4. Use tools and materials accordingly
5. Identify hazards
6. Wear outfit accordingly
0 7. Observe shelf life
8. Follow emergency procedures
 382

LO 2. Safekeeping/disposal of tools materials and Week 4

outfit
1. Explain how to clean used tools and outfits
before storing
2. Label unused materials and supplies
according to
manufacturer’s recommendation before
storing
3. Observe how to dispose waste materials

LESSON 6. PERFORMING FIRST AID TREATMENT ON BOARD (PFTB)

The learners demonstrate an The learners shall be able to LO 1. Perform immediate life-saving First Aid pending
understanding of various perform First Aid treatment on medical assistance
principles and techniques in board 1. Correctly apply First Aid care in real or simulated
performing First Aid treatment situation
on board 2. Correctly use DRABC Action plan to identify any
sign of life
3. Appropriately place an unconscious casualty in
stable-side position
4. Appropriately apply the method of EAR, ECC, and
CPR in real or simulated situation

LO 2. Recognize the symptoms of acute illness and/or

injury and take appropriate action
0 1.Correctly identify the conditions requiring special
first aid procedures
2.Take care of unconscious casualty in real or Week 5
simulated situation in accordance with established
First Aid procedures
3.Identify the possible causes of respiratory failure
and breathing difficulty
4. Provide appropriate care to casualty with
respiratory failure or breathing difficulty
5.Identify the symptoms and signs of casualty having
angina pain/heart attack
6.Identify the symptoms or signs of poisoning, bites,
and stings in real or simulated situation
 383

7. Take appropriate action to casualty having signs of

poisoning, bites, or sting in real or simulated situation
8.Apply appropriate action to conscious casualty with
acute illness and/or injury in accordance with
established First Aid procedures
LO 3. Manage wounds and bleeding
1.Control severe external bleeding in real or
simulated situation
2.Identify symptoms and signs of severe internal
bleeding
3. Apply appropriate action to casualty with
severe
internal bleeding in real or simulated situation
4.Correctly manage a real or simulated laceration,
abrasion, and deep puncture wound in accordance
with established First Aid procedures
5.Identify the signs of wound infections in real or
simulated situation
0 6. Provide appropriate action in managing wound
infections in real or simulated situation

LO 4. Manage burns
1. Apply appropriate First Aid procedures to casualty
suffering from burn
2. Assess the severity of burn in terms of depth,
position, and size in accordance with established
procedures Week 5
3. Apply correct method of treatment for burns in
real or simulated situations

LO 5. Manage bone, joint, and muscle injuries

1. Identify symptoms and signs of fractures (simple
and complicated)
2. Correctly manage problems and treatment
associated with dislocated joints in accordance
with established procedures
 384

3. Correctly perform First Aid treatment of pelvic and

chest injuries and fractures of limbs, including the
immobilization techniques, in accordance with
established procedures
4. Identify the symptoms and signs of sprains and
strains in accordance with established procedures

LO 6. Adapt First Aid procedures for remote situations

1. Apply safety precautions needed to prevent
accidents, illness, and injuries and infection in
remote areas
2. Identify the factors involving the prevention of
heat and cold exposure
63 Discuss the factors involving the prevention of heat
and cold exposure
4. Identify the symptoms and signs of hyperthermia
and hypothermia
0 5. Apply appropriate First Aid procedures in
hyperthermia and hypothermia
6. Apply appropriate care for casualty in
remote areas
such as monitoring of monitoring of airway,
breathing and heart beat, control of pain,
hydration, and maintenance of body temperature
7. Manage casualty with severe injuries including
transport from remote situation
8. Identify the necessary First Aid resources and
emergency equipment required for remote areas

LESSON 7: PROTECTING MARINE ENVIRONMENT (PME)

The learners demonstrate an The learners shall be able to LO 1. Identify garbage disposal procedures
understanding of various protect marine environment 1.1. Identify relevant guidelines for the
techniques in protecting marine implementation of garbage disposal onboard to
environment ensure protection of marine environment Week 6
 385

1.2 Apply relevant guidelines for the implementation

of garbage disposal on board to ensure protection of
marine environment
1. Follow relevant company requirements on
marine environmental protection as per
established practice
2. Observe appropriate measures to prevent
operational pollution to prevent pollution of the
marine environment in accordance with
regulations and procedures
3. Apply appropriate measures to prevent
operational pollution to prevent pollution of the
marine environment in accordance with
regulations and procedures
4. Monitor compliance with state / territory
garbage disposal procedures for the protection
of the marine environment Week 6
5. Identify incidents of noncompliance

LO 2. Perform garbage segregation

1. Follow MARPOL regulations and procedures
concerning protection of marine environment
regarding segregation of garbage
2. Apply marine environment protection programs on
board as per established practice
3. Identify any breach of regulations and procedures
concerning protection of the marine environment
4. Take associated actions in accordance with
regulatory requirement and procedure
5. Provide deck rating with necessary information
and training to ensure compliance with regulations
 386

and procedures for the protection of the marine

environment
Note: Week 7 to 9 Entrepreneurship

Grade Level: Grade 7/8

Subject:
Caregiving
Nominal Hours: 40 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner independently uses LO 1. Identify caregiving tools, equipment, and 1 WEEK
understanding on the use of tools, equipment and paraphernalia applicable to a specific job
tools, equipment and paraphernalia in caregiving 1.1 Classify equipment, tools, and paraphernalia
paraphernalia in caregiving. according to types, and functions

LO 2. Use caregiving tools, equipment, and 1 WEEK

paraphernalia
2.1 Use equipment, tools and paraphernalia based on
the task requirement
The learner demonstrates The learner independently LO 1. Perform aftercare activities for tools, 2 WEEKs
understanding in maintaining maintains tools, equipment and equipment and paraphernalia
tools, equipment and paraphernalia in caregiving. 1. Clean tools, equipment and
paraphernalia in caregiving. paraphernalia after use
2. Store tools, equipment and paraphernalia in the
appropriate area
3. Check tools, equipment and paraphernalia
regularly for orderliness/tidiness
4. Carry out routine maintenance as per Standard
Operating Procedures (SOP)

The learner demonstrates The learner independently LO 1. Identify hazards and risks 1 WEEK
understanding on the practice practices occupational health and 1. Identify hazards and risks
of occupational health and safety procedures in caregiving. 2. Determine hazard and risks indicators in the
safety procedures in caregiving. workplace
3. Determine the effects of hazards
 387

LO 2. Evaluate and control hazards and risks 1 WEEK

1. Follow Occupational Health and Safety (OHS)
procedures in dealing with and for controlling
hazards and risks
2. Establish organizational protocol in providing
appropriate assistance in workplace emergencies

Note: Week 7 to 9 Entrepreneurship

Grade Level: Grade 7/8

Subject: Dressmaking
Nominal Hours: 40 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner independently 1. Explain basic concepts in dressmaking/tailoring
understanding of basic demonstrates common 2. Discuss the relevance of the course 2 WEEKS
concepts and underlying competencies in 3. Explore on opportunities for
theories in dressmaking dressmaking/tailoring as dressmaking/tailoring as a career
prescribed in the TESDA Training
Regulation

The learner demonstrates The learner independently uses LO 1. Identify sewing tools and equipment and their
understanding in the use of tools in dressmaking/tailoring uses
sewing tools in dressmaking 1. Identify sewing tools and equipment
2. Classify sewing machines
3. Select appropriate measuring tools

The learner demonstrates The learner independently carries LO 1. Obtain measurements

understanding in carrying out out measurements and 4. Take accurate body measurements 2 WEEKS
measurements in calculations based on job 5. Read and record required measurements
dressmaking/tailoring. requirements. 5. Apply the systems of measurements
6. Perform simple calculations based on the job
requirement
 388

7. Demonstrates accurate reading measurements

8. Assess the appropriateness of design based on the
client’s features
9. Read specifications
10. Apply the principles of design and color
harmonies

The learner demonstrates The learner consistently performs LO 2. Clean and lubricate machine
understanding in performing basic maintenance of sewing 1.1.Observe proper handling and cleaning of the 1 WEEK
basic maintenance of machine in dressmaking/tailoring. machine
sewing 1.2 Resolve common machine troubles
machine in 1. Follow the safety procedures in machine
dressmaking/tailoring. cleaning
2. Perform regular maintenance schedules

The learner demonstrates The learner consistently practices LO 1. Identify and evaluate hazards and risks 1 WEEK
understanding in practicing occupational safety and health in
occupational safety and health dressmaking/tailoring. 1. Explain workplace hazards and risks
in dressmaking/tailoring. 2. Identify hazards and risks in the workplace
3. Explain the causes of hazards and risks

Note: Week 9 Entrepreneurship

Grade Level: Grade 7/8

Subject: Cookery
Nominal Hours: 40 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
1. explain basic concepts in cookery
2. discuss the relevance of the course
3. explore opportunities for cookery as a career
The learners demonstrate an The learners independently use LO 1. Utilize appropriate kitchen tools, equipment, 1 WEEK
understanding the use and and maintain tools, equipment, and paraphernalia
maintenance of equipment in and materials in cookery according 1.1 identify types of tools, equipment,
cookery to standard operating procedures and paraphernalia
 389

1.2 classify the types of appropriate cleaning tools and

equipment based on their uses

LO 2. Maintain appropriate kitchen tools, equipment, 1 WEEK

and paraphernalia
1. select various types of chemicals for cleaning and
sanitizing kitchen tools, equipment, and
paraphernalia
2. clean and sanitize kitchen tools and equipment
following manufacturer’s instructions use cleaning
tools, equipment, and paraphernalia in
accordance to standard operating procedures
maintain kitchen tools, equipment, and work
areas

The learners demonstrate an The learners independently LO 1. Carry out measurements and calculations in a 3 WEEKS
understanding performing measure and calculate ingredients required task
mensuration and calculation in in cookery 1. give the abbreviations and
cookery equivalents of measurements
2. measure ingredients according to
recipe
requirement
3. convert systems of measurement according to
recipe requirement
4. perform substitution of ingredients

LO 2. Calculate cost of production 1 WEEK

1. discuss principles of costing
2. compute cost of production

The learners demonstrate an The learners independently LO 1. Importance of Occupational Health and Safety
understanding the practice of practice occupational health and Procedures
occupational health and safety safety 1.1 recognize the importance of OSH

Note: Week 9 Entrepreneurship

 390

Grade Level: Grade 7/8

Subject: Nail Care
Nominal Hours: 40 Hours
Component: Home Economics

QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
4. explain basic concepts in cookery
5. discuss the relevance of the course
6. explore opportunities for Beauty Care Nail Care)
as a career
The learner demonstrates The learner independently uses LO 1. Prepare the necessary tools and equipment for 1 WEEK
understanding of the use of tools nail care tools and equipment in the specific nail care activity
and equipment in Nail Care Nail Care Servicing 1. Identify the uses of tools and equipment in nail
Services. care according to task requirements
2. Use tools and equipment according to task
requirement
3.Observe safety procedure of using tools and
equipment

The learner demonstrates The learner independently LO 2. Perform basic preventive and corrective 1 WEEK
understanding in maintaining maintains tools and equipment in maintenance
tools and equipment in Nail Care Nail Care Servicing 1. Clean tools according to standard procedures
2. Inspected defective tools and equipment

The learner demonstrates The learner independently practice LO 1. Identify nail structure and shapes 4 WEEKS
understanding in nail shapes in nail shapes in 1. Identify nail structure and shapes
Nail Care Services Nail Care Services 2. Perform nail trimmings to varied shapes

Note: Week 9 Entrepreneurship

 391

Grade Level: Grade 7/8

Subject: Handicraft Making
Nominal Hours: 40 Hours
Component: Home Economics

QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
7. explain basic concepts in cookery 1 WEEK
8. discuss the relevance of the course
9. explore opportunities for Handicraft Making as a
career
The learner demonstrates The learner use basic tools in L.O. 1: Use basic tools in embroidery
understanding on the embroider and create 1. Basic tools and materials inembroidery are identified.
principles embroidered article 2. Different embroidery stitches are performed
and concepts of based on the given steps.
embroidery 3. Proper use of tools is observed
LO2. Create embroidered article 2 WEEKs
1. Embroidered article is created based on
the principles and elements of design.
2. Color scheme are applied increating the
design.
3. Design is transferred following the given
steps.
4. Good working habits are observed
The learner demonstrates The learner understand and create LO 1. Understand Recycling 2 WEEKS
understanding on the recycled project 1. Recycled articles are identified based
principles on
and concepts of recycling recyclable materials
LO2. Create Recycled project
1. Recycled articles are produced artistically
based on the given steps.
2. Tools are properly used.
3. Good working habits are observed.
The learner demonstrates The learner understand wrapping LO1. Wrap Gift Items 1 WEEK
understanding on the of gift items 1. Tools are properly used.
principles 2. Principles and elements of design are applied.
and concepts of gift
wrapping
3. Gift items are wrapped artistically.
 392

4. Decorative articles are applied to enhanced

wrapped gift items.
5. Good working habits are observed
Note: Week 8-9 Entrepreneurship

Grade Level: Grade 7/8

Subject: Front Office Services
Nominal Hours: 40 Hours
Component: Home Economics

QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
10. explain basic concepts in cookery
11. discuss the relevance of the course
12. explore opportunities for FOS as a career

The learner demonstrates The learner independently use USE TOOLS, EQUIPMENT, AND PARAPHERNALIA 1 WEEK
understanding on the use tools, equipment, and LO 1. Identify FOS tools, equipment,
of tools, equipment, and paraphernalia in FOS and paraphernalia applicable to a specific job
paraphernalia in FOS 1. classify equipment, tools, and paraphernalia
according to types and functions
2. describe equipment, tools, and paraphernalia
based on the specified task

LO 2.Use FOS tools, equipment, and paraphernalia 2 WEEKS

1.1. use equipment, tools, and paraphernalia based
on the task requirements

MAINTAIN TOOLS, EQUIPMENT, AND

PARAPHERNALIA
LO 1. Perform after-care activities for tools,
equipment, and paraphernalia
1.1. clean tools, equipment, and paraphernalia after
use according to standard operating procedures
 393

1.2. store tools, equipment, and paraphernalia in

appropriate area in accordance with safety
procedures

The learner demonstrates The learner independently perform PERFORM MENSURATION AND CALCULATIONS 2 WEEKS
performing calculations in FOS calculations in FOS LO 1. Perform simple calculations
1.1. prepare simple report from arrival to departure
of customers

The learner demonstrates the The learner independently PRACTICE OCCUPATIONAL HEALTH AND SAFETY 1 WEEK
practice of occupational health practice occupational health and LO 1: Identify hazards and risks
and safety procedures in FOS safety procedures in FOS in 1. clarify and explain regulations and workplace
accordance with standards safety and hazard control practices and
procedures
2. identify hazards/risks in the workplace and their
corresponding indicators

LO 2: Evaluate and control hazards and risks

1. determine effects of hazards
2. follow OHS procedures for
controlling hazards/risks in the workplace

The learner demonstrates how to The learner independently INTERPRET DESIGN AND LAYOUT 1 WEEK
interpret layout areas of front- interpret layouts areas of front- LO 1. Read and interpret front-office reception area
office reception office reception 1. read and interpret symbols and layout in a given
sample plan for a front- office reception area
2. describe parts and functions of a front-office
reception layout
3. evaluate a sample front office reception layout
 394

Subject: Masonry
Nominal Hours: 40 Hours
Component: Industrial
Arts
QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
1 WEEK
The learner demonstrates an The learner independently LO 1. Prepare masonry materials and tools for the
understanding of concepts in the prepares appropriate masonry task
preparation of materials and materials and tools using the 1.1 Prepare a list of masonry tools and materials for a
tools using the different forms in different forms in tile setting based specific job
masonry. on industry standards.

LO 2. Request appropriate masonry supplies

materials and tools applicable to a specific job
2.1 Use the appropriate form in requesting for
masonry tools, supplies and materials for a
specific job

The learner demonstrates an The learner independently reads LO 1. Analyze signs, masonry symbols and data 1 WEEK
understanding of the concepts and interprets specifications of 1.1 Read and interpret masonry signs, symbols and
and underlying principles in simple technical drawings and data
interpreting simple technical plans.
drawings and plans in tile
setting.

LO 2. Interpret technical drawings and plans

1. Read blueprints of masonry plans, diagrams and
circuits
2. Identify necessary tools, materials and equipment
according to blueprints of masonry plans,
diagrams and circuits
 395

1 WEEK
The learner demonstrates an The learner independently LO 1. Select masonry measuring tools and
understanding of the concepts performs accurate measurements instruments
and underlying principles in and calculation based on given 1.1 Choose measuring tools to be used for specific
performing measurements and tasks. tasks
calculations.

LO 2. Carry out measurements and calculations 1 WEEK

1. Use appropriate measuring devices for specific
tasks
2. Convert data to its equivalent measure
LO 2. Perform basic maintenance 2 weeks
1. Perform cleaning and lubricating of tools
1. Sharpening
2. Oiling
3. Insulating

LO 3. Store tools and equipment 1 WEEK

1. Prepare inventory of tools and equipment
2. Store tools and equipment in their proper
places
3. 3.3.
 396

LO 1. Identify hazards and risks

The learner demonstrates an The learner independently 1.1 List down hazards and risks in the workplace
understanding of the concepts simulates occupational health and
and underlying principles of safety procedures.
occupational health and safety
procedures.

Note: Week 8 to 9 Entrepreneurship

Grade Level: Grade 7/8

Subject:
Carpentry
Nominal Hours: 40 Hours
Component: Industrial
Arts
QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
1 WEEK
The learner demonstrates an The learner independently LO 1. Identify materials and tools for a task
understanding of the underlying prepares carpentry tools and 1. Describe tools and materials used in carpentry
principles in the preparation of construction materials based on 2. Prepare tools and materials for a task
carpentry tools and construction industry standards.
materials.

LO 2. Request appropriate materials and tools

2.1. Fill out forms in requesting for carpentry tools and
materials as required for a task
2 WEEKS
The learner demonstrates an The learner independently LO 1. Check condition of tools and equipment
understanding of the underlying performs maintenance of 1. Segregate defective tool from functional ones
principles in the maintenance carpentry tools and equipment 2. Label defective tool
of carpentry tools and based on industry standards. 3. Report the list of defective tools
equipment.

LO 2. Perform basic preventive maintenance

 397

1. Repair defective tools

2. Conduct preventive maintenance of carpentry
tools

1 WEEK
The learner demonstrates an The learner independently LO 1. Select measuring instruments
understanding of the concepts performs accurate measurements 1.1 Identify linear measuring instrument appropriate
and underlying principles in and calculation based on a given for a given task
performing measurements and task.
calculations.

LO 2. Carry out measurements and calculations

1. Measure given materials
2. Calculate amount of materials for a specific task

1 WEEK
The learner demonstrates an The learner independently reads LO 1. Analyze signs, symbols and data
understanding of the concepts in and interprets simple technical 1. Explain the importance of signs, symbols and data
interpreting technical drawing drawing signs and symbols based in interpreting a work plan
signs and symbols in carpentry. on standard specifications. 2. Determine appropriate signs and symbols needed
in the plan

1 WEEK
LO 2. Interpret technical drawings and plans
1. Read working plan
2. Interpret working plan

LO 3. Apply freehand sketching

1. Perform freehand sketching exercises
2. Draw simple carpentry plans based on given tasks

1 WEEK
LO 1. Identify hazards and risks
 398

The learner demonstrates an The learner independently 1. List down the different health hazards and risks
understanding of the concepts of prepares an occupational health found in the workplace
occupational health and safety and safety checklist being applied 2. Discuss the effects of health hazards and
procedures. in carpentry. occupational risks

Note: Week 8 to 9 Entrepreneurship

Grade Level: Grade 7/8

Subject: SMAW
Nominal Hours: 40 Hours
Component: Industrial
Arts
QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
1 WEEK
The learner demonstrates an The learner independently LO 1. Identify and select materials and tools
understanding of the preparation prepares appropriate SMAW 1.1 Manipulate the tools and materials in a job/task
of SMAW materials and tools. materials and tools based on
industry standards.

1 WEEK
The learner demonstrates an The learner independently LO 1. Select measuring instruments
understanding of concepts and performs accurate measurements 1.1 Manipulate the measuring tool for a specified task
underlying principles in and calculation based on given
performing measurements and tasks.
calculations.

LO 2. Carry out measurements and calculations

2.1 Measure and calculate the dimensions of a specific
object

LO 2. Evaluate hazards and risks 1 WEEK

The learner demonstrates an 2.1 Identify work hazards in the workplace
understanding of the concepts
 399

and underlying principles in OHS The learner independently

procedures. identifies hazards correctly in
accordance with OHS procedures.
O 3. Control hazards and risks
1. Demonstrate the use of PPEs in the workplace
2. Enumerate the benefits of observing safety
procedure in the workplace
1 WEEK
The learner demonstrates an The learner independently LO 1. Check condition of tools and equipment
understanding of concepts and performs proper maintenance of 1.1 Functional and non-functional tools are labeled
underlying principles in the SMAW tools and equipment based
maintenance of SMAW tools and on industry standards.
equipment.

1 WEEK
LO 2. Perform basic preventive maintenance
2.1 Maintenance of tools is done regularly

LO 3. Store tools and equipment

1.1 Tools are stored safely in appropriate locations in
accordance with manufacturer specifications or
standard operating procedure

The learner demonstrates an The learner independently reads LO 1. Analyze signs, symbols and data 1 WEEK
understanding of the concepts and interprets simple technical 1.1 Determine appropriate welding materials based
and underlying principles in drawings. on technical drawings
interpreting simple technical
drawings in SMAW.

LO 2. Interpret technical drawings

2.1. Necessary tool, materials and
equipment are identified according to plans

Note: Week 8 to 9 Entrepreneurship

 400

Grade Level: Grade 7/8

Subject: Plumbing
Nominal Hours: 40 Hours
Component: Industrial
Arts
QUARTE CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
R
The learner demonstrates an The learner independently LO 1. Prepare plumbing materials and tools for the 1 WEEK
understanding of concepts in the prepares appropriate plumbing task
preparation of plumbing materials and tools using the 1.1 Prepare a list of plumbing tools and materials for a
materials and tools using the different forms in electrical specific job
different forms in electrical installation and maintenance based
installation and maintenance. on industry standards.

LO 2. Request appropriate plumbing supplies,

materials and tools applicable to a specific job
1.1 Use the appropriate form in requesting for
plumbing tools, supplies and materials for a
specific job
The learner demonstrates an The learner independently LO 1. Select plumbing measuring tools and
understanding of the concepts performs accurate measurements instruments
and underlying principles in and calculation based on given
performing measurements and tasks. 1.1 Choose measuring tools to be used for specific 1 WEEK
calculations. tasks

LO 2. Carry out measurements and calculations 2 WEEKS

2.1 Use appropriate measuring devices for specific

tasks
 401

The learner demonstrates an The learner independently reads LO 1. Analyze signs, plumbing symbols and data
understanding of the concepts and interprets specifications of 1. Read and interpret plumbing signs, symbols and
and underlying principles in simple technical drawings and data
interpreting simple technical plans. 2. Analyze plumbing components and materials
drawings and plans in plumbing based on electrical signs, symbols and data
installation and maintenance.

LO 2. Interpret technical drawings and plans

1. Read blueprints of plumbing plans, diagrams and
circuits
2. Identify necessary tools, materials and
equipment
according to blueprints of plumbing plans,
diagrams and circuits

1 WEEK
The learner demonstrates an The learner independently LO 2. Perform basic preventive maintenance
understanding of the concepts performs proper maintenance of 1.1 Maintenance of tools is done regularly
and underlying principles in the plumbing tools and equipment
maintenance of plumbing tools based on industry standards.
and equipment.

LO 3. Store tools and equipment

1.1 Tools are stored safely in appropriate locations in
accordance with manufacturer specifications or
standard operating procedure

1 WEEK
The learner demonstrates an The learner independently LO 1. Identify hazards and risks
understanding of the concepts identifies hazards correctly in 1.1 Observing safety work habits in the work place
 402

and underlying principles in accordance with occupational 1.2 Preventing hazards in the workplace
occupational health and safety health and safety procedures.
procedures

LO 2. Evaluate hazards and risks

2.1 Identify work hazards in the workplace
Note: Week 7 to 9 Entrepreneurship

Entrepreneurship for Grades 7/8 Exploratory

The teaching of entrepreneurship shall be contextualized to the mini courses under each component
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION
COMPETENCIES

The learner demonstrates understanding of the The learner independently creates a Discuss principles and Week 7
key concepts and underlying principles of business vicinity map showing target strategies on identifying
identifying business opportunities and market in market in his/her community or business opportunities
one’s community or locality locality
Explore business
opportunities for
entrepreneurship as a career
The learner demonstrates understanding of The learner independently prepares Analyze the market needs Week 8-9
concepts, underlying principles of developing and present a simple business plan
simple business plan Determine the possible
products and services that will
meet the need

Select the best product or

service that will meet the
market need
 403

Grade Level: Grades 9/10/11/12

Subject: Needlecraft
Nominal Hours: 160 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
1ST QUARTER The learner applies the The learner performs skillfully LO 1. Understand concepts related to needlecraft 1 WEEK
principles of art and handicraft the use of design, materials, 1. Identify major needlecraft techniques
to create a beautiful and and techniques to create 2. State safety and precautionary measures
marketable embroidered embroidered products.
product. LO 1. Understand embroidery as a craft and its 1 WEEK
techniques
1. Define embroidery as a needlecraft technique
2. Identify the tools and materials used;
LO 2. Create embroidered products with package 4 WEEKS
1. Manipulate properly the tools and materials for
embroidery
2. Combine stitching techniques in embroidery,
Calado and smocking to create a well-made
project.
3. Select appropriate and quality packaging
material for embroidered articles

2ND QTR. The learner applies the The learner performs skillfully LO 1. Understand Crocheting as a Technique 1 WEEK
principles of art and handicraft the use of design, materials, 1. Define the technique of crocheting;
to create a beautiful and and techniques to create 2. Identify the tools and materials used
marketable crocheted crocheted products. LO 2. Make Crocheted products with project plan 4 WEEKS
1. Discuss crochet terms and abbreviations;
product.
2.Perform basic stitches in crocheting showing
proper use of materials

1 WEEK
3. Prepare project plan
4. Select appropriate packaging materials
5. Evaluate quality of finished product
3RD The learner applies the The learner performs skillfully LO 1. Understand knitting as a needlecraft 1 WEEK
QUARTER principles of art and handicraft the use of design, materials, 1. Describe definition and characteristics of
knitted products
2. Identify tools and materials for knitting
 404

to create a beautiful and and techniques to create LO 2. Produce knitted articles with packaging 4 WEEKS
marketable knitted product knitted products. 1. Perform basic stitches in knitting
2. Demonstrate proper use of materials, tools and
equipment in knitting

1 WEEK
3. Prepare project plan for the expected knitted
articles
4.Select appropriate quality packaging
material for knitted articles

4TH QUARTER The learner applies the The learner performs skillfully LO 1. Understand Quilting as aTechnique 1 WEEK
1. Discuss the overview of Quilting
principles of art and handicraft the use of design, materials, 2.Demonstrate proper use of tools and materials in
to create a beautiful and and techniques to create Quilting
marketable quilted product quilted products.
LO 2. Make Quilted products with package
1. Apply Quilt stitches on selected project 4 WEEKS
2. Prepare project plan for the expected quilted
articles

1 WEEK
3. Select appropriate quality packaging material
for finished project
4. Evaluate the quality/characteristics of
finished product (use rubrics)

Grade Level: Grades 9/10/11/12

Subject:
Macrame/Basketry
Nominal Hours: 160 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
1ST QUARTER The learner demonstrates an The learner independently 1. Explain core concepts and principles in macramé and 1 WEEK
understanding of the concepts demonstrates core basketry
2. Discuss the relevance of the course
 405

and principles in macramé and competencies in macramé and 3. Explore business opportunities in macramé and
basketry basketry basketry
LO 1. Trace the origin of macramé and basketry
1.1 Discuss history and development of macramé and
basketry
LO 2. Enumerate different kinds of macramé and 1 WEEK
basketry products
2.1 Describe different products of macramé and
basketry

LO 4. Use basic tools in macramé and basketry 1 WEEK

1. Identify materials, tools and equipment for
macramé and basketry
2. Demonstrate proper use of materials, tools
and equipment in macramé and basketry

LO 5. Differentiate the kinds of macramé knots and 1 WEEK

basketry weaving techniques and patterns
1. Identify the different macramé knots and
basketry weaving techniques and patterns
2. Describe the different kinds of macramé knots
and basketry weaving patterns
3. Select appropriate macramé knots and
basketry weaving techniques and patterns
4. Demonstrate the different kinds of macramé
knots and basketry weaving patterns

LO 6. Follow methods and procedures in making 2 WEEKS

macramé and basketry products
1. Discuss different methods and procedures in
making macramé and basketry products
2. Follow procedures and techniques in making
macramé and basketry products
3. 6.3
 406

2ND The learner demonstrates an The learner independently LO 1. Produce quality macramé and basketry products 5 WEEKS
QUARTER understanding of the concepts demonstrates core Make project proposal for making macramé and
and principles in macramé and competencies in macramé and basketry products
basketry basketry
LO 2. Calculate the cost of production and selling price 1 WEEK
of macramé and basketry products
1. Compute cost of raw materials
2. Compute for the selling price of the finished
product

3RD The learner demonstrates an The learner independently LO 1. Plan a design for a macramé product 1 WEEK
QUARTER understanding of the concepts demonstrates core 1. Choose a design
and principles in macramé and competencies in macramé and 2. Sketch the design
basketry basketry
LO 2. Produce the following macramé projects 5 WEEKS
1. Bag
2. Basket
3. Apply creativity in each product

4TH QUARTER The learner demonstrates an The learner independently LO 1. Plan a design for a basketry product 1 WEEK
understanding of the concepts demonstrates core
and principles in macramé and competencies in macramé and LO 2. Get the measurement of the product to be made
basketry basketry
LO 3. Produce the following basketry projects 4 WEEKS
1. School bag
2. Market bag
3. Food tray
4. Apply creativity in each product

LO 4. Package the finished project 1 WEEK

1. Select appropriate quality packaging
material for finished project
2. Apply creativity in packaging
3. Arrange products for packaging
 407

Grade Level: Grades 9/10/11/12

Subject: Fashion Accessories
Nominal Hours: 160 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
1ST QUARTER The learner demonstrates The learner independently LO 1:Trace the history & development of fashion 1 WEEK
understanding of concepts, demonstrates common accessory production
theories and techniques competencies in making LO 2: Select materials tools and equipment in
in Fashion Accessories making fashion
making Fashion accessories
Accessories 2.1 Identify materials tools and equipment in
making fashion accessories.
LO 3: Use basic tools in fashion accessory 4 WEEKS
1. Discuss the functions and uses of each materials,
tools and equipment
2. Demonstrate techniques and procedures in
using
the tools inmaking fashion accessory
LO 4: Identify Fashion Accessory cost component 1 WEEK
1. Compute production cost
2. Purchase fashion accessory materials
2ND The learner demonstrates The learner independently LO 1: Follow methods and procedures in making 1 WEEK
QUARTER understanding of concepts, demonstrates common fashion accessory
theories and techniques in competencies in making
making Fashion Accessories Fashion Accessories 1.1 Discuss different methods, techniques and
procedures in making Fashion Accessory
projects/products
1.2 Demonstrate methods / procedures in making 3 WEEKS
Fashion Accessory projects / products
LO 2: Describe quality projects / products of Fashion 1 WEEK
Accessory
 408

1.Discuss the different characteristics of a quality

fashion accessory projects / products
2. Apply elements of arts and principles of
design in fashion accessory
projects / products
3.Select quality supply and materials for fashion
accessory

LO 3: Prepare packaging of finished Fashion 1 WEEK

Accessory
1. Select appropriate quality packaging
materials
for fashion accessory
2. Apply creativity in packaging
3RD The learner demonstrates The learner independently 1 WEEK
QUARTER understanding of concepts, demonstrates common LO 1:Trace the history & development of origami,
theories and techniques competencies in making paper mache (vases) production
in Origami 1.1 Discuss history and development of Origami
making Origami
LO 2: Plan a design and pattern for an origami paper 1 WEEK
craft (vases/frames)
1. Discuss the design to be made
2. Sketch the design
LO 3: Select materials for making origami
3.1 Identify materials suited for making a origami
LO 4: Follow methods and procedures in making 4 WEEKS
origami
4.1 Demonstrate methods / procedures in making
origami projects / products
LO 5: Produce the following products
1. vases
2. frames
4TH QUARTER The learner demonstrates The learner independently PERFORM ORIGAMI PRODUCTION – PAPER CRAFT 5 WEEKS
understanding of concepts, demonstrates common (VASE/FRAMES)
theories and techniques in competencies in making
making Origami Origami LO 6: Describe quality projects and products of origami
 409

1. Discuss the different characteristics of a quality

origami projects / products
2. Apply elements of arts and principles of design in
producing origami projects / products
3. Select quality supply and materials for origami

LO 7: Package the finished origami paper craft 1 WEEK

(vases/frames)
1. Select appropriate quality packaging material for fashion
accessory
2. Apply creativity in packaging
410
 411

Grade Level: Grade 11/12

Subject: 21st Century Literature from the Philippines and the World

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
S1 1st Quarter The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts and Week 1-10
able to understand able to doing an adaptation of these require from the learner the ability to
and appreciate demonstrate identify:
the elements and understanding and a. the geographic, linguistic, and ethnic dimensions of Philippine
contexts of 21st appreciation of literary history from pre-colonial to the contemporary
century Philippine 21st Century
literature from the Philippine literature b. representative texts and authors from each region (e.g.
regions. from the regions engage in oral history research with focus on key personalities
through: from the students’ region/province/town)
1. a written close
analysis and Compare and contrast the various 21st century literary genres and the
critical ones from the earlier genres/periods citing their elements, structures
interpretation and traditions
of a literary text Discuss how different contexts enhance the text’s meaning and enrich
in terms of the reader’s understanding
form and
theme, with a Produce a creative representation of a literary text by applying multi-
description of media and ICT skills
its context Do self- and/or peer-assessment of the creative adaptation of a literary
derived from text, based on rationalized criteria, prior to presentation
research; and
2. an adaptation
of a text into
other creative
forms using
multimedia.

S1 2nd Quarter The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts, Week 11-20
able to understand able to applying a reading approach, and doing an adaptation of these,
and appreciate demonstrate require from the learner the ability to identify: representative texts
 412

literary texts in understanding and and authors from Asia, North America, Europe, Latin America, and
various genres appreciation of 21st Africa
across national century literature Compare and contrast the various 21st century literary genres and
literature and of the world
cultures. through: their elements, structures, and traditions from across the globe
1. a written close Produce a creative representation of a literary text by applying
analysis and multimedia and ICT skills
critical Do self- and/or peer-assessment of the creative adaptation of a
interpretation literary text, based on rationalized criteria, prior to presentation
of a literary
text in terms of
form and
theme, with a
description of
its context
derived from
research;
2. critical paper
that analyzes
literary texts in
relation to the
context of the
reader and the
writer or a
critical paper
that interprets
literary texts
using any of the
critical
approaches;
and
3. an adaptation
of a text into
other creative
 413

forms using
multimedia.

Grade Level: Grade 11/12

Subject: Contemporary Philippine Arts from the Regions

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
The learner…
demonstrates appreciation of presents a form of integrated contemporary art based describes various contemporary
contemporary art forms, found in the on the region of his / her choice. e.g. choreography, art forms and their practices Week 1
various regions by understanding the musical instrument, literary and music composition, from the various regions
elements and principles visual design, and/or theatrical performance discusses various art forms Week 2
found in the philippines
demonstrates understanding of the creates avenues to advocate the arts from the different researches on various Week 3-
significant roles of artists from the regions contemporary art forms 5
regions
explains filipino artists’ roles and Week 3-
identify their contribution to 5
contemporary arts
evaluates contemporary art Week 3-
1 forms based on the elements
semester 5
and principles
compares forms of arts from the Week 3-
different regions 5
relates the significance of arts Week 3-
forms from the regions 5
Week 3-
promotes arts from the regions 5
shows understanding of the materials discriminates among various materials and techniques researches on techniques and Week 3-
and techniques performance practices applied 5
to contemporary arts
discusses local materials used in Week 3-
creating art 5
 414

critiques available materials and Week 3-

appropriate techniques 5
explicates the use of materials Week 3-
and the application of 5
techniques
Consolidates relevant concepts to plan Designs a production using available materials and conceptualizes contemporary
for a production appropriate techniques art based on techniques and Week 6-
performance practices in their 8
locality.
applies artistic skills and Week 6-
techniques in the process of 8
creation
incorporates contemporary Week 6-
characteristics to one’s creation 8
with attention to detail
creates the intended final
product using appropriate Week 6-
materials for the best possible 8
output

Grade Level: Grade 11/12

Subject: Disaster Readiness and Risk Reduction

Quarter Content Standard Performance Standard

Most Essential Learning Duration
The learners demonstrate The learners should be able to... Competencies
understanding of...
1st 1. Concept of disaster The learners relate the concept of disaster with daily Explain the meaning of disaster Week 1
Quarter 2. Concept of disaster risk life. Differentiate the risk factors underlying Week 1
3. Nature of disasters disasters
4. Effects of disasters
Describe the effects of disasters on Week 2
one’s life
Analyze disaster from the different Week 2
perspectives (physical, psychological,
 415

socio-cultural, economic, political, and

biological).
Various elements that may be The learners conduct hazard hunts of exposed elements Explain the meaning of vulnerability Week 3
exposed to hazards: and propose corresponding corrective actions for one’s Explain why certain sectors of society Week 3
1. Physical preparedness. are more vulnerable to disaster than
2. Social others
3. Economic Recognize vulnerabilities of different Week 4
4. Environmental elements exposed to specific hazards
Vulnerability of each exposed Differentiate among hazards, Week 4
element. exposure, and vulnerabilities and
explain the relationship of the three
to disaster risk
1. Concept of hazard The learners relate various types of hazard with a Define and cite examples of the types Week 5
2. Types of hazards specific area for one’s preparedness. of hazards
3. The impact of various hazards Explain the impact of various hazards Week 5
on people and the environment
Potential earthquake hazards: The learners develop a family emergency preparedness Identify various potential earthquake Week 6
1. Ground shaking plan to guide them on what to do before, during, and hazards
2. Ground rupture after an earthquake. Recognize the natural signs of an Week 6
3. Liquefaction impending tsunami;
4. Earthquake-induced ground Analyze the effects of the different Week 6
subsidence earthquake hazards
5. Tsunami Interpret different earthquake hazard Week 7
6. Earthquake-induced landslide maps;
Signs of impending volcanic The learners develop a family emergency preparedness Explain various volcano-related Week 7
eruptions plan to guide them on what to do before, during, and hazards
Potential volcano-related after a volcanic eruption. Recognize signs of an impending Week 8
hazards: volcanic eruption
1. Lahar Week 8
2. Ash fall
3. Pyroclastic flow Interpret different volcano hazard
4. Ballistic Projectile maps;
5. Volcanic Glasses
6. Lava flow
 416

2nd Related geological hazards The learners develop a family emergency preparedness Discuss the different geological Week 1
Quarter 1. Rainfall-induced landslide plan to guide them on what to do before, during, and hazards
2. Sinkhole after the occurrence of events that cause geological Analyze the causes of geological Week 1
hazards. hazards
Recognize signs of impending Week 1
geological hazards;
Interpret geological maps Week 2
Apply mitigation strategies to prevent Week 2
loss of lives and properties
Potential hydrometeorological The learners develop a family emergency preparedness Recognize signs of impending Week 3
hazards: plan to guide them on what to do before, during, and hydrometeorological hazards
1. Typhoon after the occurrence of events that cause Interpret different Week 3
2. Thunderstorm hydrometeorological hazards. hydrometeorological hazard maps
3. Flashflood
4. Flood Week 3
5. Stormsurge Use available tools for monitoring
6. El Nino hydrometeorological hazards
7. La Nina

Fire hazards and related The learners develop a family emergency preparedness Recognize elements of the fire Week 4
concepts: plan to guide them on what to do before, during, and triangle in different situations
1. Fire triangle after a fire incident. Analyze the different causes of fires Week 4
2. Causes of fires
3. Phases of a fire emergency Observe precautionary measures and Week 4
proper procedures in addressing a fire
incident
Apply basic response procedures Week 5
during a fire incident
Follow fire emergency and evacuation Week 5
plans;
Disaster risk reduction: The learners are able to develop a community Discuss the key concepts, principles, Week 6
1. Concept of DRR emergency preparedness plan and community disaster and elements of DRR
2. Importance of DRR preparedness plan to minimize vulnerability and Week 6
3. Key Principles disaster risk in the community and avoid or limit Recognize the importance of DRR on
adverse impacts of hazards. one’s life
 417

Community-based disaster risk The learners practice and develop proficiency in Discuss different community-based Week 7
reduction and management for executing emergency response protocols/ procedures practices for managing disaster risk to
preparedness through safety drills. specific hazards
1. Emergency Plan
2. Monitoring and Evaluation Develop a community preparedness Week 7
3. Early Warning Systems plan;
4. Survival Kits and materials Prepare survival kits and materials for Week 8
one’s family and for public
information and advocacy

Policies of DRRM -The Philippine Week 8

DRRM Law RA 10121 and its
Grade Level:Implementing
11/12 Rules and Explain DRR-related laws and policies
Subject: Earth and Life Science
Regulations

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate understanding of... The learners should be able to...
1st 1.the formation of the universe and the solar Conduct a survey to assess the Week 1
Recognize the uniqueness of Earth, being the
Quarter system possible geologic/ only planet in the solar system with
2.the subsystems (geosphere, hydrosphere, hydrometeorological hazards that properties necessary to support life.
atmosphere, and biosphere) that make up the your community may experience.
Earth Explain that the Earth consists of four Week 1
subsystems, across whose boundaries matter
3. the Earth’s internal structure and energy flow.

1. the three main categories of rocks Identify common rock-forming minerals using Week 1
2.the origin and environment of formation of their physical and chemical properties.
common minerals and rocks Classify rocks into igneous, sedimentary, and Week 2
3. geologic processes that occur on the
surface of the Earth such as weathering, metamorphic
erosion, mass wasting, and sedimentation explain how the products of weathering are Week 2
carried away by erosion and deposited
elsewhere
 418

(include the role of ocean basins in the Describe where the Earth’s internal heat Week 3
formation of sedimentary rocks) comes from.
4.geologic processes that occur within the describe how magma is formed (magmatism) Week 3
Earth
Describe the physical and chemical changes in Week 4
5. the folding and faulting of rocks
rocks due to changes in pressure
6. plate tectonics
and temperature (metamorphism)
7.how the planet Earth evolved in the last 4.6
billion years (including the age of the Earth, compare and contrast the formation of the Week 4
major geologic time subdivisions, and marker different types of igneous rocks
fossils). Explain how the movement of plates leads to Week 5
the formation of folds and faults
Describe how layers of rocks (stratified rocks) Week 5
are formed
Describe the different methods (relative and Week 5
absolute dating) to determine the age of
stratified rocks
Explain how relative and absolute dating Week 6
were used to determine the subdivisions of
geologic time
Describe how the Earth’s history can be Week 6
interpreted from the geologic time scale

1. the different hazards caused by geological Describe the various hazards that may Week 6
processes (earthquakes, volcanic eruptions, happen in the event of earthquakes, volcanic
and landslides) eruptions, and landslides
2.the different hazards caused by
hydrometeorological phenomena (tropical Using hazard maps, identify areas prone to Week 7
cyclones, monsoons, floods, and tornadoes or hazards brought about by earthquakes,
ipo-ipo) volcanic eruptions, and landslides
3.the different hazards caused by coastal Identify human activities that speed up or Week 7
processes (waves, tides, sea-level changes, trigger landslides
crustal movement, and storm surges)
Using hazard maps, identify areas prone to Week 8
hazards brought about by tropical cyclones,
 419

cite ways to prevent or mitigate the impact Week 8

of land development, waste disposal, and
construction of structures on control coastal
processes
2nd 1. the historical development of the concept value life by taking good care of all Explain the evolving concept of life based on Week 1-
Quarter of life beings, humans, plants, and animals emerging pieces of evidence 2
2. the origin of the first life forms Describe how unifying themes (e.g., structure
3. unifying themes in the study of life and function, evolution, and ecosystems) in
the study of life show the connections among Week 2
living things and how they interact with each
other and with their environment

1. plant and animal reproduction conduct a survey of products Describe the different ways of how Week 3
2. how genes work containing substances that can representative animals reproduce
3.how genetic engineering is used to produce trigger genetic disorders such as Describe the process of genetic engineering Week 4
novel products
phenylketonuria Evaluate the benefits and risks of using Week 4
GMOs
1. nutrition: getting food to cells make a presentation of some Describe the general and unique
2. gas exchange with the environment diseases that are associated with the characteristics of the different organ systems Week 5
3. circulation: the internal transport system various organ systems in representative animals
4. the need for homeostasis
5.salt and water balance and
waste removal
6. the immune system:
defense from disease Analyze and appreciate the functional
7. how hormones govern relationships of the different organ systems Week 5
body activities in ensuring animal survival
8. the nervous system
9. the body in motion

1. the evidence for evolution Design a poster tracing the Explain how populations of organisms have
2. the origin and extinction of species evolutionary changes in a crop plant changed and continue to change over time
(e.g., rice or corn) that occurred showing patterns of descent with
through domestication modification from common ancestors to Week 6
produce the organismal diversity observed
today
 420

Describe how the present system of

classification of organisms is based on Week 6
evolutionary relationships
1. the principles of the ecosystem prepare an action plan containing
2. biotic potential and environmental mitigation measures to address
resistance Categorize the different biotic potential and
current environmental concerns and environmental resistance (e.g., diseases,
3. terrestrial and aquatic ecosystems Week 7
4. how human activities affect the natural challenges in the community availability of food, and predators) that affect
ecosystem population explosion

Grade Level: 11/12

Subject: Earth Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate understanding The learners should be able to...
of...
1st 1. the formation of the universe and the make a concept map and use it to Describe the characteristics of Earth that are Week 1
Quarter solar system explain how the geosphere, necessary to support life
hydrosphere, atmosphere, and Week 1
2.the subsystems (geosphere, biosphere are interconnected Explain that the Earth consists of four
hydrosphere, atmosphere, and subsystems, across whose boundaries matter
biosphere) that make up the Earth and energy flow

1. the three main categories of rocks 1. make a plan that the community Identify common rock-forming minerals using Week 1
2. the origin and environment of may use to conserve and protect its their physical and chemical properties
formation of common minerals and resources for future generations Classify rocks into igneous, sedimentary, and Week 2
rocks
3. the various sources of energy (fossil 2.prepare a plan that the community metamorphic
fuels, geothermal, hydroelectric) may implement to minimize waste Identify the minerals important to society Week 2
4. the amount of usable water resources when people utilize materials and Describe how ore minerals are found, mined, Week 3
on Earth resources and processed for human use
5. the distribution of arable land on
Earth Describe how fossil fuels are formed Week 3
Explain how heat from inside the Earth Week 4
(geothermal) and from flowing water
 421

6. waste generation and management (hydroelectric) is tapped as a source of energy

for human use
Identify the various water resources on Earth Week 4
Explain how different activities affect the quality Week 5
and availability of water for human use
Identify human activities, such as farming, Week 5
construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the Week 6
soil for future generations

Describe how people generate different types Week 6

of waste (solid, liquid, and gaseous) as they
make use of various materials and resources in
everyday life
Explain how different types of waste affect Week 7
people’s health and the environment
2nd 1.geologic processes that occur on the 1.make a simple map showing places Describe how rocks undergo weathering Week 1
Quarter surface of the Earth such as where erosion and landslides may pose Explain why the Earth’s interior is hot Week 1
weathering, erosion, mass wasting, and risks in the community Describe what happens after magma is formed Week 2
sedimentation 2.using maps, diagrams, or models, describe the changes in mineral components Week 2
2.geologic processes that occur within predict what could happen in the and texture of rocks due to changes in
the Earth future as the tectonic plates continue pressure and temperature (metamorphism)
3. folding and faulting of rocks to move Describe how rocks behave under different Week 3
4. the internal structure of the Earth types of stress such as compression, pulling
5. continental drift apart, and shearing
6. seafloor spreading
explain how seafloor spreads Week 3
Describe the structure and evolution of ocean Week 4
basins
explain how the movement of plates leads to Week 4
the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain ranges
1. relative and absolute dating Describe how layers of rocks (stratified rocks) Week 5
are formed
 422

2. the major subdivisions of geologic time describe the possible events that Describe the different methods (relative and Week 5
(including index fossils) occurred in a certain area based on the absolute dating) of determining the age of
3.how the planet Earth evolved in the rock layers found therein stratified rocks
last 4.6 billion years
Explain how relative and absolute dating were Week 6
used to determine the subdivisions of geologic
time
Describe how index fossils (also known as Week 6
guide fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth through Week 7
geologic time

Grade Level: Grade 11

Subject: General Mathematics

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner The learner is able to… The learner…

demonstrates
understanding of…
1st key concepts of accurately construct represents real-life situations using functions, including piece-wise functions. Week 1
Quarter functions. mathematical models evaluates a function.
to represent real-life performs addition, subtraction, multiplication, division, and composition of
situations using functions
functions. solves problems involving functions.
key concepts of accurately formulate represents real-life situations using rational functions. Week 2
rational functions. and solve real-life distinguishes rational function, rational equation, and rational inequality.
problems involving
solves rational equations and inequalities.
rational functions.
represents a rational function through its: (a) table of values, (b) graph, and (c)
equation.
finds the domain and range of a rational function.
determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational Week 3
functions
solves problems involving rational functions, equations, and inequalities.
 423

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner The learner is able to… The learner…

demonstrates
understanding of…
key concepts of apply the concepts of represents real-life situations using one-to one functions. Week 4
inverse functions, inverse functions, determines the inverse of a one-to-one function.
exponential exponential functions, represents an inverse function through its: (a) table of values, and (b) graph.
functions, and and logarithmic finds the domain and range of an inverse function.
logarithmic functions to formulate solves problems involving inverse functions. Week 5
functions. and solve real-life represents real-life situations using exponential functions.
problems with precision distinguishes between exponential function, exponential equation, and
and accuracy. exponential inequality.
solves exponential equations and inequalities. Week 6
represents an exponential function through its: (a) table of values, (b) graph, and
(c) equation.
finds the domain and range of an exponential function.
determines the intercepts, zeroes, and asymptotes of an exponential function.
solves problems involving exponential functions, equations, and inequalities. Week 7
represents real-life situations using logarithmic functions. Week 8
distinguishes logarithmic function, logarithmic equation, and logarithmic
inequality.
solves logarithmic equations and inequalities.
represents a logarithmic function through its: (a) table of values, (b) graph, and Week 9
(c) equation.
finds the domain and range of a logarithmic function.
determines the intercepts, zeroes, and asymptotes of logarithmic functions.
solves problems involving logarithmic functions, equations, and inequalities. Week 10
2nd key concepts of investigate, analyze and illustrates simple and compound interests. Week 1 to
Quarter simple and solve problems involving distinguishes between simple and compound interests. 2
compound interests, simple and compound computes interest, maturity value, future value, and present value in simple
and simple and interests and simple and interest and compound interest environment.
general annuities. general annuities using solves problems involving simple and compound interests.
 424

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner The learner is able to… The learner…

demonstrates
understanding of…
appropriate business and illustrates simple and general annuities. Week 3 to
financial instruments. distinguishes between simple and general annuities. 4
finds the future value and present value of both simple annuities and general
annuities.
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.
basic concepts of use appropriate financial illustrate stocks and bonds. Week 5
stocks and bonds. instruments involving distinguishes between stocks and bonds.
stocks and bonds in describes the different markets for stocks and bonds.
formulating conclusions
and making decisions. analyzes the different market indices for stocks and bonds.

basic concepts of decide wisely on the illustrates business and consumer loans. Week 6
business and appropriateness of distinguishes between business and consumer loans.
consumer loans. business or consumer solves problems involving business and consumer loans (amortization,
loan and its proper mortgage).
utilization.

key concepts of judiciously apply logic in illustrates and symbolizes propositions. Week 7
propositional logic; real-life arguments. distinguishes between simple and compound propositions.
syllogisms and
performs the different types of operations on propositions.
fallacies.
determines the truth values of propositions. Week 8
illustrates the different forms of conditional propositions.
illustrates different types of tautologies and fallacies. Week 9
key methods of appropriately apply a determines the validity of categorical syllogisms.
proof and disproof. method of proof and establishes the validity and falsity of real-life arguments using logical
disproof in real-life propositions, syllogisms, and fallacies.
situations.
 425

Grade Level: 11/12

Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
1st The learner understands the The learner reflects on a concrete 1.1 Distinguish a holistic perspective from a partial
Quarter meaning and process of doing experience in a philosophical way point of view
philosophy Nakikilala ang pagkakaiba ng pangkabuuang pananaw
mula sa pananaw ng mga bahagi lamang

1.2 Realize the value of doing philosophy

in obtaining a broad perspective on life Week 1
Nahihinuha na: Mahalaga ang pamimilosopiya
upang magkaroon ng malawakang pananaw sa buhay.
1.3 Do a philosophical reflection on a concrete
situation from a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa isang
pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
1st The learner demonstrates The learner evaluate opinions 2.1 Distinguish opinion from truth
Quarter various ways of doing philosophy Nakikilala ang pagkakaiba ng katotohanan sa
opinyon
2.2 Realize that the methods of philosophy lead to
wisdom and truth
Nahihinuha na patungo sa katotohanan ang mga Week 2
pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different situations
using the methods of philosophizing
Natataya ang katotohanan at opinyon sa iba’t ibang
sitwasyon gamit ang pamamaraan ng pamimilosopiya

1st The learner understands the The learner distinguishes his/her own 3.1 Recognize how the human body imposes limits
human person as an embodied limitations and the possibilities for and possibilities for transcendence
Quarter spirit his/her transcendence Nakikilala na: Binibigyan ako ng hangganan at Week 3
posibilidad ng aking katawan
 426

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
3.2 Evaluate own limitations and the possibilities for
their transcendence
Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
1st The learner understands the The learner is able to demonstrate the 4.1 Notice things that are not in their proper place and
Quarter interplay between humans and virtues of prudence and frugality organize them in an aesthetic way
their environments towards his/her environment Napapansin ang mga bagay na wala sa wastong
lugar at naisasaayos ito nang ayon sa kagandahan
4.2 Show that care for the environment contributes Week 4
to health, well-being and sustainable
development
Napatutunayan na ang pagkalinga sa kapaligiran ay
nakatutulong sa pagkamit ng kalusugan, kagalingan, at
likas-kayang kaunlaran

4.3 Demonstrate the virtues of prudence and

frugality towards environments
Naipamamalas ang pagiging masinop sa
pakikibagay sa kanyang mga kapwa nilalang at sa
kapaligiran

The learner understands the The learner shows situations that 5.1 Evaluate and exercise prudence in
human person’s freedom demonstrate freedom of choice and the choices
consequences of choices Natatasa kung siya ay maingat sa pagpapasya o
hindi

2nd 2. Realize that:

Quarter a. Choices have consequences. Week 1
b. Some things are given up while others are
obtained in making choices
Nakikilala na:
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa
bawat pagpili.
 427

5.3 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.
2nd The learner understands The learner performs activities that 6.1 Realize that intersubjectivity requires accepting
Quarter intersubjective human relations demonstrate an appreciation for the differences and not imposing on others
talents of persons with disabilities and Nakikilala na ang pakikipagkapwa-tao ay ang
those from the underprivileged sectors pagtanggap sa pagkakaiba ng kapwa at hindi
of society pagpataw ng sarili

6.2 Explain that authentic dialogue means accepting

others even if they are different from
themselves
Nakapagpapaliwanag na ang tunay na diyalogo ay ang
pagtanggap sa kapwa bilang kapwa kahit na siya ay Week 2
iba sa akin

6.3 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

The learner understands the The learner evaluates the formation of 7.1 Recognize how individuals form societies and how
interplay between the human relationships and how individuals individuals are transformed by societies
individuality of human beings are shaped by their social contexts Nakikilala kung paano nahuhubog ng tao ang
and their social contexts lipunan at kung paano nahuhubog ng lipunan ang
2nd Week 3
tao
Quarter 7.2 Compare different forms of societies and
individualities (eg. Agrarian, industrial and virtual)
Nakapaghahambing ng iba’t ibang uri ng lipunan
(hal. agraryo, industriyal at birtwal)
 428

7.3 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

The learner understands human The learner writes a philosophical 8.1 Enumerate the objectives he/she really wants to
beings as oriented towards their reflection on the meaning of his/her own achieve and to define the projects he/she really
impending death life wants to do in his/her life
Nakapagtatala ng mga bagay na tunay na gusto
niyang gawin (Ano ang gusto niyang maging?)
Week 4
Reflect on the meaning of his/her own life
8.2 Nakapagsusulat ng pagninilay tungkol sa
kahulugan ng kanyang buhay sa konteksto ng tao
bilang tumutungo sa kamatayan (Saan hahantong
ang lahat ng ito?)

Grade Level: Grade 11

Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
(Pamantayang (Pamantayan sa Pagganap)
Pangnilalaman)
1st Quarter Natutukoy ang mga kahulugan at kabuluhan ng Week 1
mga konseptong pangwika
Naiuugnay ang mga konseptong pangwika sa
Nauunawaan ang mga mga napakinggan/napanood na sitwasyong
konsepto, elementong pang komunikasyon sa radyo, talumpati, mga
kultural, kasaysayan, at panayam at telebisyon (Halimbawa: Tonight Week 2
gamit ng wika sa with Arnold Clavio, State of the Nation, Mareng
lipunang Pilipino Winnie,Word of the Lourd
(http://lourddeveyra.blogspot.com)
Nakagagawa ng isang sanaysay
batay sa isang panayam tungkol sa
aspektong kultural o lingguwistiko Naiuugnay ang mga konseptong pangwika sa Week 2
sariling kaalaman, pananaw, at mga karanasan
 429

ng napiling komunidad Nagagamit ang kaalaman sa modernong

teknolohiya (facebook, google, at iba pa) sa pag- Week 3
unawa sa mga konseptong pangwika
Nabibigyang kahulugan ang mga Week 3
komunikatibong gamit ng wika sa lipunan
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, Week 4
On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))

Naipaliliwanag ang gamit ng wika sa lipunan sa Week 4

pamamagitan ng mga pagbibigay halimbawa
Nakapagsasaliksik ng mga halimbawang
sitwasyon na nagpapakita ng gamit ng wika sa Week 5
lipunan
Natutukoy ang mga pinagdaanang pangyayari /
kaganapan tungo sa pagkabuo at pag-unlad ng Week 6
Wikang Pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor Week 6
sa isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay
sa mga napakinggang pagtalakay sa wikang Week 7
pambansa
Nakasusulat ng sanaysay na tumatalunton sa
isang partikular na yugto ng kasaysayan ng Week 8
Wikang Pambansa
Natitiyak ang mga sanhi at bunga ng mga
pangyayaring may kaugnayan sa pag-unlad ng Week 8
Wikang Pambansa
Nauunawaan nang Natutukoy ang iba’t ibang paggamit ng wika sa
may masusing mga napakinggang pahayag mula sa mga Week 1
2nd
pagsasaalang-alang panayam at balita sa radyo at telebisyon
Quarter
ang mga lingguwistiko Natutukoy ang iba’t ibang paggamit ng wika sa Week 1
 430

at kultural na nabasang pahayag mula sa mga blog, social

katangian at media posts at iba pa
pagkakaiba-iba sa Nasusuri at naisasaalang-alang ang mga
lipunang Pilipino at
mga sitwasyon ng lingguwistiko at kultural na pagkakaiba-iba sa Week 2
paggamit ng wika dito lipunang Pilipino sa mga pelikula at dulang
Nakasusulat ng isang panimulang napanood
pananaliksik sa mga penomenang
kultural at panlipunan sa bansa Naipapaliwanag nang pasalita ang iba’t ibang
dahilan, anyo, at pamaraan ng paggamit ng wika Week 2
sa iba’t ibang sitwasyon
Nakasusulat ng mga tekstong nagpapakita ng Week 3
mga kalagayang pangwika sa kulturang Pilipino
Natutukoy ang iba’t ibang register at barayti ng
wika na ginagamit sa iba’t ibang sitwasyon
(Halimbawa: Medisina, Abogasya, Media, Social
Media, Enhinyerya, Negosyo, at iba pa) sa Week 3
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 Week 4
paggamit sa wika
Natutukoy ang mga angkop na salita,
pangungusap ayon sa konteksto ng paksang
napakinggan sa mga balita sa radyo at Week 4
telebisyon
Nabibigyang kahulugan ang mga salitang ginamit Week 5
sa talakayan
Napipili ang angkop na mga salita at paraan ng
paggamit nito sa mga usapan o talakayan batay
sa kausap, pinag-uusapan, lugar, panahon, Week 5
layunin, at grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa Week 6
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa Week 6
 431

iba’t ibang paraan ng paggamit ng wika ng iba’t

ibang grupong sosyal at kultural sa Pilipinas

Nasusuri ang ilang pananaliksik na pumapaksa sa Week 7-

wika at kulturang Pilipino 8
Naiisa-isa ang mga hakbang sa pagbuo ng isang Week 7-
makabuluhang pananaliksik 8
Nagagamit ang angkop na mga salita at Week 7-
pangungusap upang mapag-ugnay-ugnay ang 8
mga ideya sa isang sulatin
Nakasusulat ng isang panimulang pananaliksik sa Week 7-
mga penomenang kultural at panlipunan sa 8
bansa

Grade Level: 11/12

Subject: Media and Information Literacy

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
S2 3rd The learner demonstrates The learner organizes a creative and interactive Describe how communication is Week 1-10
Quarter understanding of media symposium for the community focusing on influenced by media and information
and information literacy being a media and information literate Identify the similarities and differences
(MIL) and MIL related individual. between and among media literacy,
concepts. information literacy, and technology
literacy
Discuss responsible use of media and
information
Explain how the evolution of media from
traditional to new media shaped the
values and norms of people and society
Compare and contrast how one
particular issue or news is presented
through the different types of media
(print, broadcast, online)
 432

Contrast indigenous media to the more

common sources of information such as
library, internet, etc.
Present an issue in varied ways to
disseminate information using the
codes, convention, and language of
media
Cite practical situation when to apply
knowledge in intellectual property,
copy right, and fair use guidelines
Create a campaign add to combat digital
divide, addiction, and bullying
S2 4th The learner demonstrates The learner produces a living museum or Cite an example of an issue showing the Week 11-
Quarter understanding of different electronic portfolio or any other creative forms power of media and information to 20
resources of media and of multimedia showcasing their / his/her affect change
information, their design principle understanding, insights, and perceptions of the
and elements, and selection different resources of media and information. Describe the impact of massive open
criteria. on-line
Discuss the implication of media and
information to an individual and the
society
Describe the different dimensions of:
 text information and media
 visual information and media
 audio information and media
 motion information and media
 manipulative information and
media
 multimedia information and
media

Analyze how the different dimensions

are formally and informally produced,
organized, and disseminated
 433

Evaluate a creative multimedia form

(living museum, electronic portfolio,
others)
Produce a creative text-based, visual-
based, audio-based, motion-based, and
manipulative-based presentation using
design principle and elements

Grade Level: 11/12

Subject: Oral Communication

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
S1 1st The learner understands the nature and The learner designs and performs Explains the functions, nature and Week 1-10
Quarter elements of oral communication in context. effective controlled and uncontrolled process of communication
oral communication activities based on Differentiates the various models of
context. communication
Uses various strategies in order to
avoid communication breakdown
The learner values the functions/ purposes The learner writes a 250-word essay of Examines sample oral communication
of oral communication. his/her objective observation and activities
evaluation of the various speakers
watched and listened to.
The learner recognizes that communicative The learner demonstrates effective use Identifies the various types of speech
competence requires understanding of of communicative strategy in a variety context.
speech context, speech style, speech act of speech situations. Distinguishes types of speeches and
and communicative strategy. speech style
Responds appropriately and effectively
to a speech act
S1 2nd The learner recognizes that communicative The learner demonstrates effective use Employs various communicative Week 11-
Quarter competence requires understanding of of communicative strategy in a variety strategies in different situations 20
speech context, speech style, speech act of speech situations. Explains that a shift in speech context,
and communicative strategy.
speech style, speech act and
communicative strategy affects the
 434

following:
 Language form
 Duration of interaction
 Relationship of speaker
 Role and responsibilities of the
speaker
 Message
 Delivery
The learner realizes the rigors of crafting The learner proficiently delivers various Uses principles of effective speech
one’s speech. speeches using the principles of writing focusing on:
effective speech delivery.  Audience profile
 Logical organization
 Duration
 Word choice
 Grammatical correctness

and
 Articulation
 Modulation
 Stage Presence
 Facial Expressions, Gestures

and Movements
 Rapport with the audience

Grade Level: Grade 11

Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik

Content Standards Performance Standards Most Essential Learning Competencies Duration

Quarter
(Pamantayang Pangnilalaman) (Pamantayan sa Pagganap)
Natutukoy ang paksang tinalakay sa iba’t Week 1
Nasusuri ang iba’t ibang uri ng Nakasusulat ng isang panimulang ibang tekstong binasa
binasang teksto ayon sa kaugnayan pananaliksik sa mga
3rd Quarter nito sa sarili, pamilya, komunidad, Natutukoy ang kahulugan at katangian ng
penomenang kultural at Week 1
bansa at daigdig mahahalagang salitang ginamit ng iba’t
panlipunan sa bansa
ibang uri ng tekstong binasa
 435

Naibabahagi ang katangian at kalikasan ng Week 2

iba’t ibang tekstong binasa
Nakasusulat ng ilang halimbawa ng iba’t Week 2
ibang uri ng teksto
Nagagamit ang cohesive device sa pagsulat Week 3
ng sariling halimbawang teksto
Nakakukuha ng angkop na datos upang Week 4
mapaunlad ang sariling tekstong isinulat
Naiuugnay ang mga kaisipang nakapaloob
sa binasang teksto sa sarili, pamilya,
komunidad, bansa, at daigdig Week 4

Naipaliliwanag ang mga kaisipang Week 5

nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng
pagpapahayag:
a. Kalinawan Week
b. Kaugnayan 6-7
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, b. Week 8
komunidad c. bansa d. daigdig
Nakasusunod sa pamantayan ng Nakabubuo ng isang maikling Nasusuri ang ilang halimbawang Week
pagsulat ng masinop na pananaliksik pananaliksik na napapanahon pananaliksik sa Filipino batay sa layunin, 1-2
ang paksa gamit, metodo, at etika sa pananaliksik
Nabibigyang kahulugan ang mga
4 Quarter
th konseptong kaugnay ng pananaliksik Week
(Halimbawa: balangkas konseptwal, 3-4
balangkas teoretikal, datos empirikal,
atbp.)
Naiisa-isa ang mga paraan at tamang Week
proseso ng pagsulat ng isang pananaliksik 5-6
sa Filipino batay sa layunin, gamit, metodo,
 436

at etika ng pananaliksik
Nagagamit ang mga katwirang lohikal at Week
ugnayan ng mga ideya sa pagsulat ng isang 7-8
pananaliksik
Nakabubuo ng isang maikling pananaliksik Week
na napapanahon ang paksa 7-8
.
Grade Level: Grade 11
Subject: Physical Education and Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner demonstrates understanding of The learner leads fitness events 1. Self-assesses health-related fitness Weeks 1
fitness and exercise in optimizing one’s with proficiency and confidence (HRF). status, barriers to physical to 7
health as a habit; as requisite for physical resulting in independent pursuit activity assessment participation and
activity assessment performance, and as a and in influencing others one’s diet
career opportunity positively.

2. Sets Frequency Intensity Time Type

(FITT) goals based on training principles Weeks 8
to achieve and/or maintain health- to 10
related fitness (HRF).
3. Engages in moderate to vigorous Weeks 1
1st physical activities (MVPAs) for at least to 10
Quarter 60 minutes most days of the week in a
variety of settings in- and out-of school
4. Analyzes physiological indicators such as Weeks 1
heart rate, rate of perceived exertion to 10
and pacing associated with MVPAs to
monitor and/or adjust participation or
effort.

5. Observes personal safety protocol to Weeks 1

avoid dehydration, overexertion, hypo- to 10
and hyperthermia during MVPA
participation
 437

6. Demonstrates proper etiquette and Weeks 1

safety in the use of facilities and to 10
equipment
7. Participates in an organized event that Weeks 1
addresses health/fitness issues and to 10
concerns
8. Recognizes the value of optimizing one’s Weeks 1
health through participation in physical to 10
activity assessments
9. Organizes fitness event for a target Weeks 1
health issue or concern to 10
The learner demonstrates understanding of The learner leads sports events
sports in optimizing one’s health as a habit; with proficiency and confidence
as requisite for physical activity assessment resulting in independent pursuit 1. Describes the role of physical activity
assessments in managing one’s stress Week 1
performance, and as a career opportunity. and in influencing others
positively.

2. Self-assesses health-related fitness Weeks 2

(HRF) status, barriers to physical activity to 10
assessment participation and one’s diet
3. Sets FITT goals based on training Weeks 4
principles to achieve and/or maintain to 5
2nd HRF.
Quarter 4. Engages in moderate to vigorous
physical activities (MVPAs) for at least Weeks 2
60 minutes most days of the week in a to 10
variety of settings in- and out-of school
5. Observes personal safety protocol to
avoid dehydration, overexertion, hypo- Weeks 2
and hyperthermia during MVPA to 10
participation
6. Participates in an organized event that Weeks 2
addresses health/fitness issues and to 10
concerns
 438

7. Organizes sports event for a target Weeks 2

health issue or concern to 10

Grade Level: Grade 12

Subject: Physical Education and Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner leads dance events 1. Self-assesses health-related fitness
Weeks 1
demonstrates understanding of dance in with proficiency and confidence (HRF). status, barriers to physical to 10
optimizing one’s health; as requisite for resulting in independent pursuit activity assessment participation and
physical activity assessment performance, and in influencing others positively one’s diet
and as a career opportunity.
2. Sets FITT goals based on training Weeks 4
principles to achieve and/or maintain to 5
HRF
3. Engages in moderate to vigorous Weeks 1
physical activities (MVPAs) for at least to 10
60 minutes most days of the week in a
variety of settings in- and out-of school

3rd 4. Analyzes physiological indicators such as Weeks 1

heart rate, rate of perceived exertion to 10
Quarter
and pacing associated with MVPAs to
monitor and/or adjust participation or
effort
5. Observes personal safety protocol to Weeks 1
avoid dehydration, overexertion, hypo- to 10
and hyperthermia during MVPA
participation
6. Demonstrates proper etiquette and Weeks 1
safety in the use of facilities and to 10
equipment
7. Participates in an organized event that Weeks 1
addresses health/fitness issues and to 10
concerns
 439

8. Organizes fitness event for a target Weeks 1

health issue or concern to 10
The learner demonstrates understanding of The learner leads recreational Weeks 1
recreation in optimizing one’s health as a events with proficiency and 1. Self-assesses health-related fitness (HRF) to 10
habit; as requisite for physical activity confidence resulting in status, barriers to physical activity
assessment participation and one’s diet
assessment performance, and as a career independent pursuit and in
opportunity. influencing others positively.
2. Sets FITT goals based on training Weeks 4
principles to achieve and/or maintain to 5
HRF
3. Engages in moderate to vigorous Weeks 1
physical activities (MVPAs) for at least to 10
4th 60 minutes most days of the week in a
Quarter variety of settings in- and out-of school
4. Analyzes physiological indicators such as Weeks 1
heart rate, rate of perceived exertion to 10
and pacing associated with MVPAs to
monitor and/or adjust participation or
effort

5. Observes personal safety protocol to Weeks 1

avoid dehydration, overexertion, hypo- to 10
and hyperthermia during MVPA
participation
6. Demonstrates proper etiquette and Weeks 1
safety in the use of facilities and to 10
equipment
7. Participates in an organized event that Weeks 1
addresses health/fitness issues and to 10
concerns
8. Organizes fitness event for a target Weeks 1
health issue or concern to 10
 440

Grade Level: Grade 11/12

Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
The learners demonstrate an explain that knowing oneself can make a person
understanding of… The learners shall be able to... accept his/her strengths and limitations and dealing
with others better Week 1
himself/herself during middle and conduct self-exploration and simple
late adolescence disclosure share his/her unique characteristics, habits, and
experiences
the various aspects of holistic illustrate the connections between evaluate his/her own thoughts, feelings, and
development: physiological, thoughts, feelings, and behaviors in behaviors
Week 2
cognitive, psychological, spiritual, a person’s holistic development show the connections between thoughts, feelings, and
and social development behaviors in actual life situations
Discuss developmental tasks and challenges being
experienced during adolescence
the skills and tasks and challenges make a list of ways to become Week 3
appropriate for middle and late responsible adolescents prepared Evaluate one’s development through the help of
1st adolescence, and preparatory to for adult life and manage the significant people around him/her ( peers, parents,
Quarter early adulthood demands of teen years siblings, friends, teachers, community leaders)
Identify ways that help one become capable and
responsible adolescent prepared for adult life
the concepts about mental health identify his/her own vulnerabilities Discuss understanding of mental health and Week 4
and well-being particularly stress and and plan on how to stay mentally psychological well-being to identify ways to cope with
coping strategies in middle and late healthy while coping with stress stress during adolescence
adolescence Identify causes and effects of stress in one’s life Week 5
Demonstrate personal ways to cope with stress and
maintain mental health
Discuss that understanding the different parts of the
brain, processes and functions may help in improving
Identify ways to improve brain thoughts, behavior and feelings. Week 6
brain parts, its processes and functions which will be manifested
functions in thoughts, behavior and feelings Explore ways on how to improve brain functions for
personal development
Develop a personal plan to enhance brain functions Week 7
 441

Grade Level: Grade 11/12

Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
discuss that understanding the intensity and
differentiation of emotions may help in
identify ways to communicate and communicating emotional expressions
the different types of emotions and manage emotions in a healthy
how they are expressed manner explore one’s positive and negative emotions and how
one expresses or hides them Week 8
demonstrate and create ways to manage various
emotions
discuss an understanding of teen-age relationships,
including the acceptable and unacceptable
appraise one’s present relationships expressions of attractions
the dynamics of attraction, love, and and make plans for building Week 1
commitment responsible future relationships express his/her ways of showing attraction, love, and
commitment
identify ways to become responsible in a relationship
distinguish the various roles of different individuals in Week 2
society and how they can influence people through
2nd the concepts about social influence, identify the different roles of their leadership or followership
Quarter group leadership and followership leaders and followers in society compare one’s perception of himself/herself and how
others see him/her
Week 3
conduct a mini-survey on Filipino relationships (family,
school, and community)
appraise one’s family structure and the type of care
he/she gives and receives, which may help in
identify the firm and gentle sides of understanding himself/herself better Week 4
the impact of one’s family on his/her family care that affect a person’s
personal development during middle make a genogram and trace certain physical,
development during middle and
and late adolescence late adolescence personality, or behavioral attributes through
generations
prepare a plan on how to make the family members Week 5
firmer and gentler with each other
 442

Grade Level: Grade 11/12

Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
Explain that understanding different factors, career
the concepts of career development, development concepts and personal life goals
life goals, and personal factors set a personal career goal based on influence career planning and decision-making.
the results of self-assessment of Week 6
influencing career choices and
external factors various personal and external Identify career options based on different factors,
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 Week 7
guide him/her in making important career decisions as
adolescents
analyze and synthesize his/her share insights that make him/her realize the
his/her personal development as an personal development as an
important component of setting importance of personal development in making a
important component of setting career decision as adolescent
career and life goals career and life goals Week 8
construct a creative visualization of his/her personal
development through of the various stages he/she
went through, stressors, influences, and decision-
making points, and a personal profile analysis

Grade Level:11/12
Subject: Physical Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st 1. the formation of the make a creative representation of the Give evidence for and describe the formation of heavier Week 1
Quarter elements during the Big Bang historical development of the atom or elements during star formation and evolution
and during stellar evolution the chemical element in a timeline Explain how the concept of atomic number led to the Week 1
synthesis of new elements in the laboratory
 443

2. the distribution of the

chemical elements and the
isotopes in the universe

1. how the uses of different Determine if a molecule is polar or non-polar given its Week 2
materials are related to their structure
properties and structures Relate the polarity of a molecule to its properties Week 2
2.the relationship between the
function and structure of Describe the general types of intermolecular forces Week 3
biological macromolecules Explain the effect of intermolecular forces on the Week 3
properties of substances
Explain how the structures of biological macromolecules Week 4
such as carbohydrates, lipids, nucleic acid, and proteins
determine their properties and functions
1. the following aspects of make either a poster, a flyer, or a Use simple collision theory to explain the effects of Week 5
chemical changes: brochure on a product(such as fuels, concentration, temperature, and particle size on the rate of
a.how fast a reaction takes household, or personal care products) reaction
place indicating its uses, properties, mode
b. how much reactants are of action, and precautions Define catalyst and describe how it affects reaction rate Week 5
needed and how much products Determine the limiting reactant in a reaction and Week 6
are formed in a reaction calculate the amount of product formed
c.how much energy is involved Describe how energy is harnessed from different sources: Week 7
in a reaction A. Fossil fuels
2. how energy is harnessed B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass

The properties and mode of From product labels, identify the active ingredient(s) of Week 8
action of the following cleaning products used at home
consumer products: Week 8
a. cleaning materials
b. cosmetics Give the use of the other ingredients in cleaning agents

2nd Explain how the Greeks knew that the Earth is spherical Week 1
 444

Quarter 1. Greek views of matter, Cite examples of astronomical phenomena known to Week 1
motion, and the universe astronomers before the advent of telescopes
2.competing models of the Week 1
universe by Eudoxus, Aristotle,
Aristarchus, Ptolemy,
3.Copernicus, Brahe, and Explain how Brahe’s innovations and extensive collection
Kepler of data in observational astronomy paved the way for
4.evidence that the Earth is Kepler’s discovery of his laws of planetary motion
not the center of the universe

1. Aristotelian vs. Galilean Compare and contrast the Aristotelian and Galilean Week 2
views of motion conceptions of vertical motion, horizontal motion, and
2. how Galileo used his projectile motion.
discoveries in mechanics
(and astronomy) to address explain how Galileo inferred that objects in vacuum fall Week 2
scientific objections to the with uniform acceleration, and that force is not necessary
Copernican model
to sustain horizontal motion
3. mass, momentum, and
energy conservation Week 2
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
Light as a wave and a particle Design and create a useful product for Describe how the propagation of light, reflection, and Week 3
practical purposes that uses mirrors refraction are explained by the wave model and the
and lenses particle model of light
Explain how the photon concept and the fact that the Week 3
energy of a photon is directly proportional to its
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
 445

Cite experimental evidence showing that electrons can Week 4

behave like waves
Differentiate dispersion, scattering, interference, and Week 4
diffraction
Explain various light phenomena such as: Week 5
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
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 Week 5

1. Relativity and the Big Bang 2. Create a video presentation that Explain how special relativity resolved the conflict Week 6
Planets in and beyond the Solar details the impact of the Theory of between Newtonian mechanics and Maxwell’s
System Relativity to human electromagnetic theory
Explain the consequences of the postulates of Special Week 6-
Relativity (e.g., relativity of simultaneity, time dilation, 7
length contraction, mass-energy equivalence, and cosmic
speed limit)
Explain the consequences of the postulates of General Week 7
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 Week 8
are estimated (e.g., doppler effect and cosmic distance
ladder)
Explain how we know that we live in an expanding Week 8
universe, which used to be hot and is approximately
14billion years old
 446

Grade Level: 11/12

Subject: Reading and Writing

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
S2 3rd The learner realizes that The learner critiques a chosen sample of Compare and contrast patterns of written Week 1-10
Quarter information in a written text may be each pattern of development focusing on texts across disciplines
selected and organized to achieve a information selection, organization, and Evaluate a written text based on its
particular purpose. development. properties (organization, coherence and
cohesion, language use and mechanics)
Identify claims explicitly or implicitly
made in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
S2 4th Identify the context in which a text was Week 11-
Quarter developed 20
a. Hypertext
b. Intertext

The learner understands the The learner writes a 1000-word critique of a Explain critical reading as a form of
relationship of a written text and selected text on the basis of its claim/s, reasoning
the context in which it was context, and properties as a written material. Formulate evaluative statements about a
developed. text read:
a. assertions about the content and
properties of a text read; and
b. counterclaims in response to
claims made in a text read
Determine textual evidence to validate
assertions and counterclaims made about
a text read
The learner understands the The learner produces each type of academic Identify the unique features of and
requirements of composing writing and professional correspondence requirements in composing texts that are
 447

academic writing and professional following the properties of well-written texts useful across disciplines:
correspondence. and process approach to writing. a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper

Identify the unique features of and

requirements in composing professional
correspondence:
a. Resume
b. Application for College
Admission
c. Application for Employment
d. Various forms of Office
Correspondence

Grade Level: Grade 11/12

Subject: Statistics and Probability

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner demonstrates The learner is able to… The learner…

understanding of…
3rd The learner demonstrates The learner is able to apply an illustrates a random variable (discrete and Week 1
Quarter understanding of key concepts of appropriate random variable for a continuous).
random variables and probability given real-life problem (such as in distinguishes between a discrete and a continuous
distributions. decision making and games of chance). random variable.
finds the possible values of a random variable.
illustrates a probability distribution for a discrete
random variable and its properties.
computes probabilities corresponding to a given Week 2
random variable.
illustrates the mean and variance of a discrete
random variable.
 448

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner demonstrates The learner is able to… The learner…

understanding of…
calculates the mean and the variance of a discrete
random variable.
interprets the mean and the variance of a discrete Week 3
random variable.
solves problems involving mean and variance of
probability distributions.
The learner demonstrates The learner is able to accurately illustrates a normal random variable and its
understanding of formulate and solve real-life problems characteristics.
key concepts of normal in different disciplines identifies regions under the normal curve Week 4
probability distribution. involving normal distribution. corresponding to different standard normal
values.
converts a normal random variable to a standard
normal variable and vice versa.
computes probabilities and percentiles using the
standard normal table.
The learner demonstrates The learner is able to apply suitable illustrates random sampling. Week 5
understanding of key concepts of sampling and sampling distributions of distinguishes between parameter and statistic.
sampling and sampling the sample mean to solve real-life identifies sampling distributions of statistics
distributions of the sample mean. problems in different disciplines. (sample mean).
finds the mean and variance of the sampling Week 6
distribution of the sample mean.
defines the sampling distribution of the sample
mean for normal population when the variance is:
(a) known; (b) unknown
illustrates the Central Limit Theorem. Week 7
defines the sampling distribution of the sample to 8
mean using the Central Limit Theorem.
solves problems involving sampling distributions of
the sample mean.
illustrates the t-distribution. Week 9
 449

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner demonstrates The learner is able to… The learner…

understanding of…
The learner demonstrates The learner is able to estimate the identifies percentiles using the t-table.
understanding of key concepts of population mean and population identifies the length of a confidence interval. Week 10
estimation of population mean and proportion to make sound inferences in computes for the length of the confidence
population proportion. real-life problems in different disciplines.
interval.
computes for an appropriate sample size using the
length of the interval.
solves problems involving sample size
determination.
4th The learner demonstrates The learner is able to perform illustrates: (a) null hypothesis; (b) alternative Week 1
Quarter understanding of key concepts of appropriate tests of hypotheses involving hypothesis; (c) level of significance; (d) rejection
tests of hypotheses on the the population mean and population region; and (e) types of errors in hypothesis
population mean and population proportion to make inferences in real-life testing.
proportion. problems in different disciplines.
identifies the parameter to be tested given a real-
life problem.
formulates the appropriate null and alternative Week 2
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 Week 3

given level of significance 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.

computes for the test-statistic value (population Week 4

mean).
 450

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner demonstrates The learner is able to… The learner…

understanding of…
draws conclusion about the population mean
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on Week 5
the population mean.
formulates the appropriate null and alternative
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 Week 6
given level of significance when the Central Limit
Theorem is to be used.
computes for the test-statistic value (population
proportion).
draws conclusion about the population proportion
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on Week 7
the population proportion.
The learner demonstrates The learner is able to perform correlation illustrates the nature of bivariate data.
understanding of key concepts of and regression analyses on real-life constructs a scatter plot.
correlation and regression problems in different disciplines.
describes shape (form), trend (direction), and
analyses. variation (strength) based on a scatter plot.
calculates the Pearson’s sample correlation Week 8
coefficient.
solves problems involving correlation analysis.
identifies the independent and dependent Week 9
variables.
calculates the slope and y-intercept of the
regression line.
 451

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner demonstrates The learner is able to… The learner…

understanding of…
interprets the calculated slope and y-intercept of
the regression line.
predicts the value of the dependent variable given Week 10
the value of the independent variable.
solves problems involving regression analysis.

Grade Level: Grade 11/12

Subject: Understanding Culture, Society and Politics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st The learners

Quarter demonstrate an The learners
understanding of:
1. acknowledge human cultural
1.human cultural variation, social differences, social *Discuss the nature, goals and perspectives in/of anthropology,
variation, social change, and political identities sociology and political science Week 1
differences, social
change, and political 2.adopt an open and critical
identities attitude toward different social,
political, and cultural phenomena
2.the significance of through observation and
studying culture, reflection
society, and politics

3. appreciates the value of

3. the rationale for disciplines of Anthropology,
studying Sociology, and Political Science as
anthropology, social sciences
 452

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

political science, and

sociology

1. appreciate the nature of

1. culture and society culture and society from the *Analyze the concept, aspects and changes in/of culture and society Week 2
as anthropological perspectives of anthropology and
and sociological sociology
concepts

2. demonstrate a holistic
2. perspectives understanding of culture and *Explain the importance of cultural relativism in attaining cultural Week 3
in/approaches to the society understanding
study of culture and
society (i.e., 3.values cultural heritage and
comparative, express pride of place without
historical, being ethnocentric
structuralfunctional,
interpretive, critical)

*Analyze the significance of cultural, social, political and economic Week 4

1.the human origins Analyze key features of symbols and practices
and the capacity for interrelationships of biological,
culture cultural and sociopolitical
2.the role of culture processes in human evolution
in human adaptation that can still be used and
3.processes of developed
cultural and
sociopolitical
evolution

1. identify norms and values to be

1. how individuals observed in interacting with * Explain the context, content, processes, and consequences of Week 5
learn culture and others in society, and the socialization
 453

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

become competent consequences of ignoring these

members of society rules
how individuals learn
culture and become
competent members
of society
2. assess the rules of social *Analyze the forms and functions of social organizations Week 6
2. how individuals interaction to maintain stability of
should behave as part everyday life and the role of
of a political innovation in response to
community problems and challenges

2nd *Explain the forms and functions of state and non-state institutions Week 7
Quarter 1. cultural, social, and 1.analyze aspects of social
political institutions organization
as sets of norms and
patterns of behavior 2. identify one’s role in
that relate to major social
social interests groups and institutions *Examine the functions and importance of education in the society Week 8

3. recognize other forms of

2. social stratification economic transaction such as
as the ranking of sharing, gift exchange, and
individuals according redistribution in his/her own
to wealth, power, society *Examine the concept, characteristics and forms of stratification systems Week 9
and prestige using sociological perspectives

Explain government programs and initiatives in addressing social Week 10

3. social and political inequalities e.g. local, national, global
inequalities as
features of societies
and the global *Suggest ways to address social inequalities (local, national and global) Week 11
community
 454

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

the agents/ 1.evaluates factors causing

institutions, social, political, and cultural
processes, and change * Examine human responses to emerging challenges in contemporary Week 12
outcomes of cultural, societies
political, and social 2.advocate how human societies
change should adapt to such changes
455
 456

Grade Level: Grade 11/12

Subject: Empowerment Technologies

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

The learners The learners shall be able compare and contrast the nuances of varied online platforms, sites, and Weeks 1-4
demonstrate an to: content to best achieve specific class objectives or address situational
1st Quarter understanding of: independently compose an challenges
ICT in the context of insightful reflection paper
global on the
communication for nature of ICT in the
specific context of
professional track their lives, society, and
professional tracks (Arts,
Tech
Voc, Sports, Academic)
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
The learners The learners shall be able uses common productivity tools effectively by maximizing advanced
demonstrate an to: application techniques
understanding of: independently apply creates an original or derivative ICT content to effectively communicate
the use of advanced advanced or present data or information related to specific professional tracks
tools and productivity tools to create
techniques found in or
common develop ICT content for
productivity and use in
software specific professional tracks
applications in These may be in the form
developing ICT of,
content for specific but not limited to:
professional 1. Calculating spread sheet
tracks of
 457

athletic statistics (Sports)

2. Layout of catalogue of
creative works (Arts)
3. Materials/ ingredients
projections for batches of
baked goods (Tech- Voc)
4. Letterhead/ business
card
design (Business/
Academic)
how to manipulate evaluate existing websites and online resources based on the principles
text, graphics, independently apply the of layout, graphic, and visual message design
and images to create techniques of image
ICT content manipulation and graphic use image manipulation techniques on existing images to change or
intended for an online design enhance their current state to communicate a message for a specific
environment to create original or purpose
derivative
ICT content from existing
images, text and graphic create an original or derivative ICT content to effectively communicate a
elements for use in specific visual message in an online environment related to specific professional
professional tracks. tracks
These may be in the form
of,
but not limited to:
1. Team/ athlete/ league
recruitment posters
(Sports)
2. Logo or crest for a
community, school
organization or barkada
(Arts)
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
 458

4. Presentation of cafeteria
patronage data (Business/
Academic)

the principles and evaluate existing online creation tools, platforms and applications in Weeks 5-6
techniques of independently apply the developing ICT content for specific professional tracks
design using online principles and techniques apply web design principles and elements using online creation tools,
creation tools, of platforms, and applications to communicate a message for a specific
platforms, and design using online purpose in specific professional tracks
applications to creation
develop ICT content for tools, platforms, and create an original or derivative ICT content using online creation tools,
specific applications to create platforms, and applications to effectively communicate messages related
professional tracks original or to specific professional track
derivative ICT content for
use in
specific professional tracks
These may be in the form
of,
but not limited to:
1. Survey instruments
using
Google forms (Business/
Academic)
2. Athletic match-ups and
league standings using
Mindmeister (Sports)
3. Catalogues/Swatches/
options for products and
services using Prezi (Tech
Voc)
4. Online photo album of
artistic works or
 459

photographs using Picasa

(Arts)
5. Online music production
using Sibelius (Music)
the key learnings from collaboratively Weeks 7-8
the develop an online portal or
previous weeks, which website to showcase and evaluate the quality, value, and appropriateness of peer’s existing or
they will share previously developed ICT content in relation to the theme or intended
synthesize into an existing and previously audience/ viewer of an ICT project
integrated ICT developed content
content through share and showcase existing or previously developed material in the form
collaboration with These may be in the of a collaboratively designed newsletter or blog site intended for a
classmate and teacher form specific audience or viewer
as both of,
peer and partner but not limited to:
1. Online newsletter
2. Blog
3. Issuu online
“magazine”

2nd The learners The learners: explore the principles of interactivity and rich content in the context of Week 1
Quarter demonstrate an independently assess one’s Web 2.0 and the participation of the user in the online experience
understanding of: experience along a range
how rich media of
content and online rich content on the
interactivity affects basis
and changes of the usability of the
the user experience in interface
the delivery
and consumption of
ICT content
ICT as a tool, medium, share anecdotes of how he/she has used ICTs to be part of a social
and force independently articulate movement, change, or cause to illustrate aspects of digital citizenship
in bringing about how
action and ICT tools and platforms
mobilize change in a have
population, changed the way people
society, or culture. communicate, and how
 460

social
change has been brought
about
by the use of ICTs
how to work with identify a local or regional cause or issue for Social Change related to
peers and collaboratively participate specific professional tracks that can be addressed or tackled using an ICT
external publics/ actively in the creation and Project for Social Change
partners for the development of an ICT
development of an ICT Project
project for Social Change relating analyze how target or intended users and audiences are expected to Weeks 2-4
to an respond to the proposed ICT Project for Social Change on the basis of
that advocates or issue in specific
mobilizes for a content, value, and user experience
professional
specific Social Change tracks
or cause integrate rich multimedia content in design and development to best
Topics may cover, but are enhance the user experience and deliver content of an ICT Project for
not Social Change
limited to:
1.Promotion of wellness in
the home (Sports)
2.Street food safety and develop a working prototype of an ICT Project for Social Change
cleanliness drive (Tech
Voc)
3.Cultural heritage
promotion
through new
designs
“Pinoy pride” (Arts)
4.Savings and financial
literacy drives and
advocacies (Business/
Academic)

how to manage an demonstrate how online ICT Projects for Social Change are uploaded,
online ICT independently and managed, and promoted for maximum audience impact
Project for Social collaboratively co-manage generate a technical report Weeks 5-6
Change an interpreting data analytics,
 461

online ICT Project for e.g. Google, Facebook, or

Social similar traffic data on the
Change through available general aspects of search
tools, visibility, reach, and virality
resources, and platforms
how to maintain and generate a report on the performance of their ICT Project for Social Week 7
sustain the independently evaluate Change on the basis of data gathered from available monitoring tools and
operation of an ICT the evaluating techniques
Project for performance of an
Social Change advocacy via
an ICT Project for Social
Change
through available
monitoring
tools and evaluating
techniques
such as user interviews,
feedback forms, and
Analytics
data
how to reflect on the create a reflexive piece or output using an ICT tool, platform, or Week 8
nature of ICT independently reflect on application of choice on the learning experience undergone during the
and the manner by the ICT semester
which the learning process and how
learning process has his/her world view has
changed evolved
his/her world view over the past semester
Outputs during this week
may
be in the form of, but not
limited to:
1. Video blog
2. Presentation or image
gallery
 462

3. Website
4. Illustrated document
5. Podcast or webcast

Grade Level: Grade 11/12

Subject: English for Academic and Professional Purposes

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
S1/2 The learner The learner Differentiates language used in academic texts from various disciplines Week 1-10
acquires knowledge produces a detailed Uses knowledge of text structure to glean the information he/she needs
1st Quarter/3rd of appropriate abstract of Uses various techniques in summarizing a variety of academic texts
Quarter reading strategies information States the thesis statement of an academic text
for a better gathered from the Outlines reading texts in various disciplines
understanding of various
academic texts academic texts read
The learner The learner Uses appropriate critical writing a critique such as formalism, feminism,
understands the produces an etc.
principles and uses objective Writes an objective/balanced review or critique of a work of art, an event
assessment of an
of a reaction paper/ event, a person, a or a program
review/ critique place or a thing.
writes a
comprehensive
review /reaction
paper
 Performance
Arts, Play,
Dance, Sports,
etc.
 Film
 Participation in
a religious or
 463

community
festival
Art Exhibit
critiques designs
such as industrial
design objects or
craft objects,
furniture, fashion
designs based on a
set criteria
critiques graphic
design
communication
materials such as
posters, billboards,
commercials, digital
and

The learner The learner Determines the ways a writer can elucidate on a concept by definition,
understands the produces a well- explication and clarification
principles and uses balanced concept Compare and contrast various kinds of concept papers:
of a concept paper in a specific a. Art
paper discipline b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
- Home Economics
- Agri-Fishery
- IA
- ICT
 464

Presents a novel concept or project with accompanying visuals/ graphic

aids
S1/2 The learner The learner Analyzes the arguments used by the writer/s in manifestoes Week 11-20
understands the presents a Defends a stand on an issue by presenting reasonable arguments
2nd principles and uses convincing position supported by properly cited factual evidences
Quarter/4th of a position paper based on Writes various kinds of position papers
Quarter paper properly cited
factual evidence;
produces an
insightful statement
of principles and
reasons for
establishing a
student
organization,
coming up with a
group exhibit of
creative works, etc.
The learner The learner Determines the objectives and structures of various kinds of reports
understands the produces a well- Designs, tests and revises survey questionnaires*
principles and uses written report for Conducts surveys, experiments or observations*
of surveys, various disciplines
experiments and Gathers information from surveys, experiments, or observations*
scientific Summarizes findings and executes the report through narrative and
observations visual/graphic forms
Writes various reports

Grade Level: Grade 11/12

Subject: Entrepreneurship

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 Quarter
st The learner The learner independently
demonstrates creates/provides a quality and Week 1-2
understanding of key marketable product and/or Discuss the relevance of the course
concepts, underlying service in Entrepreneurship as
Explore job opportunities for
 465

principles, and core prescribed in the TESDA Training Entrepreneurship as a career

competencies in Regulation.
Entrepreneurship.
The learner The learner independently or Recognize a potential market Week 3-6
demonstrates with his/her classmates
understanding of presents an acceptable
concepts, underlying detailed business plan.  Analyze the market need
principles, and
processes of developing  Determine the possible
product/s or service/s that
a business plan. will meet the need;`
 Screen the proposed
solution/s based on
viability, profitability, and
customer requirements;
and

Select the best product or service that

will meet the market need.

The learner The learner independently Recognize the importance of Week 7-9
demonstrates creates a business vicinity map marketi ng mix in the development
understanding of reflective of potential market in of marketi ng strategy
environment and one’s locality/town.
market in one’s Describe the Marketing Mix (7Ps) in
locality/town. relation to the business opportunity

vis-à- vis:
Product;
Place;
Price;
Promotion;
People;
Packaging; and
Positioning
 466

Develop a brand name

Demonstrate understanding of the 4 Week 1-4
2nd Quarter Ms of 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 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.
 467

 Develop the business model

 Forecast the revenues of the

business

Forecast the costs to be incurred

Compute for profits

The learner The learner independently or Manifest understanding of starting Week 5 – 9

demonstrates with his/her classmates starts and operating a simple business
understanding of and operates a business
concepts, underlying according to the business plan
principles, and and presents a terminal report
processes of its operation.  Implement the business plan
of starting and
operating a simple
business.  Identify the reasons for keeping
business records

 Perform key bookkeeping tasks

 Identify where there is a

profit or loss for a business;
and
 Generate an overall report on
the activity
 468

Grade Level: Grade 11/12

Subject: Filipino sa Piling Larang (Akademik)

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
(Pamantayang (Pamantayan
Pangnilalaman) sa
Pagganap)
One Semester Nauunawaan ang Nasusuri ang Nabibigyang-kahulugan ang akademikong pagsulat Week 1-3
kalikasan, layunin at kahulugan at Nakikilala ang iba’t ibang akademikong sulatin ayon sa: Week 1-3
paraan ng pagsulat kalikasan ng (a) Layunin (b) Gamit
pagsulat ng iba’t (c) Katangian (d) Anyo
ng iba’t ibang anyo ibang anyo ng
ng sulating ginagamit sulatin Week 1-3
sa pag-aaral sa iba’t Nakapagsasagawa ng panimulang pananaliksik kaugnay ng
ibang larangan kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng
sulating akademiko
Natitiyak ang angkop Nakasusulat ng 3-5 Nakakasusulat nang maayos na akadamikong sulatin Week 4-6
na proseso ng na sulatin mula sa Nakasusunod sa istilo at teknikal na pangangailangan ng Week 4-6
pagsulat ng piling nakalistang anyo akademikong sulatin
sulating akademiko na nakabatay sa Nakasusulat ng talumpati batay sa napakinggang halimbawa Week 7-8
pananaliksik Natutukoy ang mahahalagang impormasyon sa isang pulong Week 9-10
upang makabuo ng sintesis sa napag-usapan
Nagagamit ang Natutukoy ang katangian ng isang sulating akademiko Week 11-13
angkop na format at Nakagagawa ng Week 11-13
palitang Nabibigyang-kahulugan ang mga terminong akademiko na may
teknik ng pagsulat ng
akademikong sulatin pagkikritik kaugnayan sa piniling sulatin
(dalawahan o Natitiyak ang mga elemento ng pinanood na programang Week 11-13
pangkatan) ng pampaglalakbay
mga sulatin Nakasusulat ng organisado, malikhain, at kapani-paniwalang Week 14-16
sulatin
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na Week 14-16
paggamit ng wika
Nakabubuo ng sulating may batayang pananaliksik ayon sa Week 14-16
pangangailangan
Naisasaalang-alang ang etika sa binubuong akademikong sulatin Week 14-16
 469

Grade Level: Grade 11/12

Subject: Filipino sa Piling Larang (Isports)

Content Standards Performance Most Essential Learning Competencies Duration

Standards
Quarter (Pamantayang
Pangnilalaman) (Pamantayan
sa
Pagganap)
Natutukoy ang Nasusuri ang Nabibigyang-kahulugan ang sulating pang-isport Week 1-3
kahulugan at kahulugan at Nakikilala ang iba’t ibang sulating pang-isports ayon sa:
kalikasan ng pagsulat kalikasan ng (a) Layunin (b) Gamit
ng iba’t ibang anyo pagsulat ng (c) Katangian (d) Anyo
(e) Target na gagamit
ng iba’t
sulatin ibang anyo ng Nakapagsasagawa ng panimulang pananaliksik kaugnay ng Week 4-6
sulatin kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulating
Napag-iiba-iba ang pang-isports
mga katangian ng
iba’t ibang anyo
One Semester ng
sulatin

Nauunawaan ang Nakasusulat ng 4- Nabibigyang-kahulugan ang mga terminong pang-isports na may Week 7-9
mga kaalaman at 6 piling sulating kaugnayan sa piniling sulatin
kasanayan sa pang-isports Naitatala ang mga panuto (rules) sa programang pang-isports
pagsulat ng
sulating pang- Naipaliliwanag ang kahalagahan, kalikasan, at proseso ng piniling Week 10-12
Naisasagawa ang
isports mga kaalaman anyo ng sulating pang-isports
at kasanayan sa Nakasusulat ng sulating batay sa maingat, wasto at angkop na Week 13-16
pagsulat ng paggamit ng wika
piniling sulating Nakapagsasaliksik ng datos kaugnay ng isusulat na piniling anyo
pang-isports ng sulating pang-isports
Naisasaalang-alang ang etika sa binubuong sulating pang-isports
 470

Grade Level: Grade 11/12

Subject: Filipino sa Piling Larang (Sining at Disenyo)

Content Standards Performance Most Essential Learning Competencies Duration

Standards
Quarter (Pamantayang
Pangnilalaman) (Pamantayan
sa
Pagganap)
Natutukoy ang kahulugan Nasusuri ang Nabibigyang-kahulugan ang mga anyo ng sulatin sa sining at Week 1-4
at kalikasan ng pagsulat kahulugan at disenyo
ng iba’t ibang anyo ng kalikasan ng Nakikilala ang iba’t ibang anyo ng sining at disenyo ayon sa :
sulatin (a) Layunin (b) Gamit
Napag-iiba-iba ang mga pagsulat ng
iba’t (c) Katangian (d) Anyo
katangian ng iba’t (e) Target na gagamit
ibang anyo ng sulatin ibang anyo ng
sulatin Nakapagsasagawa ng panimulang pananaliksik kaugnay ng
kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sining at
disenyo
Nakapagpapaliwanag sa Nakasusulat ng isa Naipapaliwanag ang kahulugan ng pinakinggang halimbawa ng Week 5-6
pasulat na anyo ng mga sa bawat fliptop, novelty songs, pick-up lines, atbp.
One karanasan batay sa nakalistang anyo Nasusuri ang katangian ng mabisa at mahusay na sulatin batay sa Week 7-8
Semester pinanood, isinagawa, ng sining o binasang mga halimbawang gaya ng iskrip, textula, blog, at islogan
binasa, at nirebyu disenyo
Nabibigyang-kahulugan ang mga terminong teknikal na may Week 9-10
kaugnayan sa piniling sulat
Natitiyak ang angkop na Naitatanghal ang Natutukoy ang mahahalagang elemento ng mahusay na sulating Week 11-13
proseso ng pagsulat ng output ng piniling pansining na pinanood na teleserye, dula, shadow play, puppet
piling sulatin sa sining at anyo ng sining at show, atbp
disenyo disenyo
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na Week 14-16
paggamit ng wika
Nagagamit ang angkop Nakapagkikritik Naisasaalang-alang ang etika sa binubuong sulatin sa sining at
na format at teknik ng nang pasulat sa disenyo
pagsulat ng sulatin sa piniling anyo ng
sining at disenyo sining at disenyo
 471

Grade Level: Grade 11/12

Subject: Filipino sa Piling Larang (Teknikal-Bokasyunal)

Content Standards Performance Most Essential Learning Competencies Duration

Standards
Quarter (Pamantayang
Pangnilalaman) (Pamantayan
sa
Pagganap)
Nakabubuo ng Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin Week 1-3
Nauunawaan ang manwal ng isang
kalikasan, layunin at Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa:
piniling sulating a. Layunin
paraan ng pagsulat teknikal-
ng iba’t ibang anyo b. Gamit
bokasyunal c. Katangian
ng sulating
ginagamit sa pag- d. Anyo
aaral sa iba’t ibang e. Target na gagamit
larangan (Tech-Voc)
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng Week 4-6
kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulating
teknikal- bokasyunal
One Semester Naisasagawa ang Nakasusulat ng 4-6 Naiisa-isa ang mga hakbang sa pagsasagawa ng mga binasang Week 7-9
kaalaman at piling sulating halimbawang sulating teknikal- bokasyunal
kasanayan sa wasto teknikal- Naililista ang mga katawagang teknikal kaugnay ng piniling anyo
at angkop na bokasyunal
pagsulat ng piling Naipapaliwanag sa paraang sistematiko at malinaw ang piniling Week 10-12
anyo ng sulatin anyo sa pamamagitan ng paggamit ng angkop na mga termino
Nakapagsasagawa
ng demo sa Nakasusulat ng sulating batay sa maingat, wasto, at angkop na Week 13-16
piniling anyo paggamit ng wika
bilang Naisasaalang-alang ang etika sa binubuong tenikal-bokasyunal na
pagsasakatuparan sulatin
ng nabuong
sulatin
 472

Grade Level : Grade 11/12

Subject : Inquiries, Investigations and Immersion

Quarter Content Learner’s Output Most Essential Learning Competencies Duration

1st Quarter I. Brainstorming for Research Topics Class Research Agenda prepares a plan and a focus on issues and ideas Week 1/
in their respective field
1st Quarter 1. Background of the formulates clearly the statement of research Week 2
problem problem
2. Conceptual Framework
3. Research Hypothesis (for
II. Identifying the Problem and Asking quantitative research)
the Question 4. Statement of the
problem
5. Definition of terms
6.Importance of the study
Scope and limitations of the
study

1st Quarter List of Related Literature selects, cites and synthesizes related literature Week 3-5
III. Reading on Related Studies Reviewed uses sources according to ethical standards
(atleast 4-6 local and international sources)
1st Quarter 1. Research design describes adequately research design (either Week 6-8
2. Population quantitative or qualitative), data gathering
IV. Understanding Ways to Collect 3. Sampling method instrument, sample, data collection and analysis
Data 4. Data collection procedure procedures, prepares data gathering instrument
2nd Quarter 1. Interpretation of Data gathers and analyzes data with intellectual Week 1-2
V. Finding the Answers to the 2.Data analysis method honesty using suitable techniques
Research Questions
Conceptualized Framework
for qualitative research
2nd Quarter 1. Summary of Findings forms logical conclusions Week 3
VI. Reporting Findings, Drawing 2. Conclusions makes recommendations based on conclusions
Conclusions and Making 3. Recommendations writes clear report
Recommendations 4. List of References
Written Research Report
 473

Quarter Content Learner’s Output Most Essential Learning Competencies Duration

2nd Quarter 1. Draft Written Research presents written research report Week 4-5
Report for Oral revises written research report based on
VII. Sharing your Research Presentation suggestions and recommendations of panelists
Final Written Research Report submits final written research report
for Submission.

Grade Level: Grade 11

Subject: Practical Research 1

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner The learner is able to… The learner…

demonstrates
understanding of…
1st 1. the importance use appropriate kinds shares research experiences and knowledge Week 1 to 2
Quarter of research in of research in making explains the importance of research in daily life
daily life decisions. describes characteristics, processes, and ethics of research
2. the differentiates quantitative from qualitative research
characteristic provide examples of research in areas of interest
s,
processes, and
ethics of research
3. quantitative
and qualitative
research
4. the kinds of
research across
fields

1. the value of describes characteristics, strengths, weaknesses, and kinds of qualitative

qualitative decide on suitable research
research; its kinds, qualitative research in Illustrates the importance of qualitative research across fields
characteristics, different areas of
uses, strengths, interest.
and weaknesses
 474

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner The learner is able to… The learner…

demonstrates
understanding of…
2. the importance
of qualitative
research across
fields of
inquiry
1. the range of formulate clearly designs a research project related to daily life Week 3 to 4
research topics in statement of research writes a research title
the area of inquiry problem provides the justifications/reasons for conducting the research
2.the value of states research question
research in the area
of interest indicates scope and delimitation of research
3.the specificity and cites benefits and beneficiaries of research
feasibility of the presents written statement of the problem
problem posed

1. the criteria in 1. select, cite, and selects relevant literature Week 5 to 6

selecting, citing, and synthesize properly cites related literature using standard style
synthesizing related related literature synthesizes information from relevant literature
literature 2.use sources according writes coherent review of literature
2.ethical standards to ethical standards
in writing related 3.present written review follows ethical standards in writing related literature Week 7 to 8
literature of related literature presents written review of literature

2nd 1.qualitative 1. describe qualitative chooses appropriate qualitative research design Week 1 to 2
Quarter research designs research designs, describes sampling procedure and sample
2. the sample, and data plans data collection, data gathering instrument, and analysis procedures Week 3 to 4
collection and analysis presents written research methodology
description of procedures
sample
3.data collection
and analysis
procedures such as
survey, interview,
and observation
 475

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner The learner is able to… The learner…

demonstrates
understanding of…
4. the application of
creative design
principles for
execution
observation and gather relevant collects data through observation and interviews Week 5 to 6
interview information with
procedures and intellectual honesty
skills

drawing out analyze and draw out infers and explain patterns and themes from data
patterns and themes patterns and themes relates the findings with pertinent literature
from data with intellectual honesty
1. guidelines in 1. form logical draws conclusions from patterns and themes Week 7 to 8
making conclusions conclusions formulates recommendations based on conclusions
and 2.make lists references
recommendations recommendations based
2.techniques in on conclusions
listing references

Grade Level: Grade 12

Subject: Practical Research 2

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
3rd 1. the characteristics, strengths, decide on suitable quantitative research in Describes characteristics, strengths, Week 1-
Quarter weaknesses, and kinds of different areas of interest weaknesses, and kinds of quantitative 3
quantitative research research
 476

2. the importance of quantitative Illustrates the importance of quantitative Week 1-

research across fields research across fields 3
3. the nature of variables Differentiates kinds of variables and their Week 1-
uses 3

1. the range of research topics in formulate clearly the statement of research Designs a research used in daily life Week 4-
the area of inquiry problem 5
2.the value of research in the area Writes a research title Week 4-
of interest 5
3.the specificity and feasibility of Describes background of research Week 4-
the problem posed 5
States research questions Week4-7
Indicates scope and delimitation of study Week 4-
5
Presents written statement of the Week 4-
problem 5
1.the formulation of conceptual 1. formulate clearly conceptual framework, Illustrates and explain the conceptual Week 6-
framework research hypotheses (if appropriate), and define framework 7
2.the research hypotheses terms used in study Defines terms used in study Week 6-
(if appropriate) 3. present objectively written review of related 7
3.the definition of terms as used literature and conceptual framework Lists research hypothesis (if appropriate) Week 6-
in the study 7
Presents written review of related Week 6-
literature and conceptual framework 7
4th 1. quantitative research design describe adequately quantitative research designs, Chooses appropriate quantitative Week 1-
Quarter 2. description of sample sample, instrument used, intervention (if research design 3
3. instrument development applicable), data collection, and analysis Describes sampling procedure and sample Week 1-
4.description of intervention (if procedures 3
applicable)
5.data collection and analysis Constructs an instrument and establishes Week 1-
procedures such as survey, its validity and reliability 3
interview and observation Describes intervention (if applicable) Week 1-
6.guidelines in writing research 3
methodology Plans data collection procedure Week 1-
3
 477

Plans data analysis using statistics and Week 1-

hypothesis testing (if appropriate) 3
Presents written research methodology Week 1-
3
1. data collection procedures and gather and analyze data with intellectual honesty, Collects data using appropriate Week 4-
skills using varied instruments using suitable techniques instruments 7
2.data processing, organizing, and 1. form logical conclusions Presents and interprets data in tabular or Week 4-
analysis 2. make recommendations based on conclusions graphical forms 7
Uses statistical techniques to analyze data Week 4-
– study of differences and relationships 7
limited for bivariate analysis
1. guidelines in making conclusions Draws conclusions from research findings Week 8-
and recommendations 9
Formulates recommendations Week 8-
9
478
479
 480

Grade Level: Grade 12

Subject: Applied Economics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st The learner The learners shall be able to …

Quarter demonstrates an
understanding of… *Differentiate economics as social science and applied science in terms Week 1
analyze and propose solution/s to of nature and scope
economics as an the economic problems using the
applied science and principles of applied economics
its utility in *Examine the utility and application of applied economics to solve Week 2
addressing the economic issues and problems
economic problems
of the country

the law of supply and conduct a survey of current *Analyze market demand, market suppy and market equilibrium
demand, and factors economic situations within the Week 3
affecting the vicinity *Determine the impications of market pricing on economic decision-
economic situation making
Week 4

*Differentiate various market structures in terms of: Week 5

a. number of sellers
b. types of products
c. entry/exit to market
 481

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

d. pricing power
e. others

*Analyze the effects of contemporary economic issues affecting the Week 6

Filipino entrepreneur

2nd *Analyze different principles, tools, and techniques in creating a Week 7

Quarter industry analysis, its apply tools and techniques for business
principles, tools, and business opportunities like the
techniques leading to SWOT/TOWS analysis *Apply business principles, tools, and techniques in participating in Week 8-
the identification of various types of industries in the locality 9
business conduct a survey of macro and
opportunities micro environments affecting
business in a locality

various conduct a socioeconomic impact

socioeconomic study on consumers (new product
impacts of business and services); suppliers; investors *Explain the effects of the various socio-economic factors affecting Week 10
on the following (capital, income) government (tax business and industry
sectors: consumer, revenues, poverty alleviation,
supplier and basic services); households
investors, (standard of living, employment) * Evaluate the viability and impacts of business on the community Week
government, and international trade (exports 11-
households, and and imports of goods and 12
international trade
Week 12
 482

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

services) leading to options in

venturing into a business

Grade Level: Grade 12

Subject: Business Ethics and Social Responsibility

Quarter
Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd Quarter The learners demonstrate The learners shall be able The learners:
an understanding of: to:
1.1 differentiate the forms of business Week 1
1. the nature and forms of organizations in terms of their purpose and
business organizations 1. identify forms of role in socio-economic development
business
2. the purposes of organizations and 1.2 illustrate how fairness, accountability,
establishing business their characteristics transparency and stewardship is observed in Week 2
enterprises business and non-profit organizations
2. explain the purpose
3. the core principles of business
underlying fairness, organizations and
accountability, and their role in
transparency in business socioeconomic
operation and development
stewardship (respect for
others’ property) 3. explain the core
principles of fairness, 1.3 formulate a “code of ethics” that reflect core
4. common practices in accountability and principles derived from analyses Week 3
business organizations transparency in the
(decorum, protocol, socioeconomic
policies, marketing, development of a
bookkeeping, country
 483

Quarter
Content Standards Performance Standards Most Essential Learning Competencies Duration
reportorial
requirements and 4. craft simple “Codes of
documentation, etc.) Ethics” or “Codes of
Right Conduct”
1. classical philosophies 1. identify the classical 2.1 illustrate how these philosophies are reflected
specifically, virtue philosophies and into business practices Week 4
ethics (Socrates, Plato, their implication for
Aristotle, Confucius, business principles
etc.) and practices 2.2 explain how the belief systems influence
business practices Week 5
2. the impact of belief 2. describe various
systems (Buddhism, belief systems, and
Islam, Christianity, etc.) their similarities and 2.3 infer how Filipino value system influence
business practices Week 6
differences in relation
3. the Filipino Value to the business
System (Utang na Loob, setting
Filial Piety, Padrino
Suki, Bahala na - 3. describe how the
Mañana, Amor Propio, Filipino value system 2.4 generate ways to improve business practices
Filipino Family Values) affects the attitudes guided by the philosophies, belief system or Week 7
of business Filipino values
constituents

1. the responsibilities and 1. identify 1. discuss the responsibilities and accountabilities

accountabilities of responsibilities to the of entrepreneurs to:
entrepreneurs toward business organization a. employees
the employees, he/she belongs to b. government
government, creditors, 2. explain the different c. creditors Week 1
suppliers, consumers, models and d. suppliers
general public, and frameworks of social e. consumers
other stakeholders; responsibility f. general public
4th Quarter major ethical issues in g. other stakeholders
 484

Quarter
Content Standards Performance Standards Most Essential Learning Competencies Duration
entrepreneurship (basic 3.2 formulate a morally defensible position on
fairness, personnel and ethical issues in entrepreneurship like basic
customer relations fairness, personnel and customer relations
distribution dilemmas, fraud, unfair competition,
distribution dilemmas, Week 2
unfair communication, nonrespect of agreements,
fraud, unfair environmental degradation, etc.
competition, unfair
communication,
nonrespect of
agreements, 3.3 Describe the different models and frameworks
environmental of social responsibility Week 3
degradation, etc.)

2. models and frameworks 3.4 Formulate a framework of social responsibility

of social responsibility in that reflects that reflects the practice of sound Week 4
the practice of sound business
business

the importance of doing 1. identify reasons for 4.1 explain the importance of establishing and
business beyond profit establishing business sustaining business enterprises as a source of Week 5
motivation. Introduction to enterprises beyond job opportunities and financial freedom
the notion of SOCIAL profit
ENTERPRISE (meeting a 2. prepare and 4.2 prepare and implement a proposed personal
given social objective or implement a personal action plan to assist an existing small business
resolving a real social action plan to assist enterprise to practice ethics and social
problem while making ends an existing small responsibility in their business operation
meet) for poverty business enterprise
alleviation to practice ethics and Week 6
social responsibility in
their business
operation
 485

Grade Level: Grade 12 Subject:

Business Finance

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
3rd the definition of finance, the 1. define Finance explain the major role of financial management and Week 1
Quarter activities of the financial 2. describe who are responsible for the different individuals involved to 2
manager, and financial financial management within an distinguish a financial institution from financial
institutions and markets organization instrument and financial market
3. describe the primary activities of the
financial manager explain the flow of funds within an organization –
4. describe how the financial manager through and from the enterprise—and the role of
helps in achieving the goal of the the financial manager
organization
5. describe the role of financial
institutions and markets

the financial planning process, 1. illustrate the financial planning process identify the steps in the financial planning process Week 3
including budget preparation, 2.prepare budgets such as projected illustrate the formula and format for the to 4
cash management, and working collection, sales budget, production budget, preparation of budgets and projected financial
capital management income projected statement of statement
comprehensive income, projected of
financial position, and projected cash flow explain tools in managing cash, receivables, and
statement inventory
3.describe concepts and tools in working
capital management

the sources and uses of short- 1. distinguish debt and equity financing compare and contrast the loan requirements of the Week 5
term and long-term funds , and 2.identify the bank and nonbank different banks and nonbank institutions and cite
the requirements , procedure , institutions in the vicinity that are possible these institutions in the locality
sources of funds, and enumerate their
obligation to creditor, and requirements and process for loan
reportorial necessities application

calculate future value and present value of money

 486

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
basic concepts of risk and return, 1. distinguish simple and compound compute loan amortization using mathematical Week 6
and the time value of money interest concepts and the present value tables to 8
2.solve exercises and problems in apply mathematical concepts and tools in
computing for time value of money with computing for finance and investment problems
the aid of present and future value tables
3. prepare loan amortization tables explain the risk-return trade-off
4.compute for the net present value of a
project with a conventional cash-flow
pattern
5. describe the risk-return trade-off

4th the definition, purpose, kinds, 1.identify the types of investments compare and contrast the different types of Week 1
Quarter advantages, and disadvantages particularly bank deposits , insurance, real investments to 2
and the risks of investment estate , hard assets, mutual funds, and measure and list ways to minimize or reduce
stocks and bonds investment risks in simple case problems
2.indicate the advantages and
disadvantages of each type of investment
3.explain the risks inherent in each type of
investment

the philosophy and practices in 1. identify money management philosophy enumerate money management philosophies Week 3
personal finance 2.apply basic personal finance principles illustrate the money management cycle and gives to 4
and practices in earning, spending, saving,
examples of sound practices in earning, spending,
and investing money
saving, and investing money
 487

Grade Level: Grade 11

Subject: Business Mathematics

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners The learners are able to… The learner…

demonstrate an
understanding of…
1st 1. fractions 1. Solve problems involving Express: Week 1
Quarter 2.decimals and fractions, decimals and percent a. fractions to decimal and percent forms to 2
percentage related to business b. decimals to fractions and percent forms
c. percent to fractions and decimal forms
Give real-life situations to illustrate fractions, decimals, and percent
Solve problems involving fractions, decimals, and percent
key concepts of ratio and 1. formulate and solve problems Identify the different kinds of proportions and write examples of Week 3
proportion involving ratio and proportion real-life situations for each
2.use the concept of proportion in Solve problems involving direct, inverse and partitive proportion Week 4
making life decisions
key concepts in buying Analyze and solve problems on Differentiate Mark-on, Mark down and Mark-up Week 5
and selling important factors in managing a obtain Mark-on, Mark-down, and Mark-up given price of a product
business: buying products and
Differentiate mark-up from margins Week 6
selling products
Describe how gross margins is used in sales
Compute single trade discounts and discount series
Differentiate profit from loss Week 7
Illustrate how profit is obtained and how to avoid loss in a given
transaction
Determine the break-even point Week 8
Solve problems involving buying and selling products
Compute interest specifically as applied to mortgage, amortization, Week 9
and on services/utilities and on deposits and loans
2nd Illustrate the different types of commissions Week 1
Quarter Compute commissions on cash basis and commission on instalment
basis
 488

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners The learners are able to… The learner…

demonstrate an
understanding of…
Compute down payment, gross balance and current increased
balance
Solve problems involving interests and commissions Week 2
the fundamental apply appropriate mathematical Define salary, wage, income, benefits Week 3
operations of operation in computing salaries Compute gross and net earnings
mathematics as applied and wages
Define each of the benefits given to wage earners Week 4
in salaries and wages
Distinguish taxable from nontaxable benefits
Enumerate the standard deductions with the corresponding
computation
Identify the variables needed in the computation of the overtime Week 5
Compute overtime pay
Use E- spread sheet in the computation of salary and overtime pay Week 6
Present graphical representation of the details or particulars of the
salary.
business data present solve problems in real-life business Compare the forms (textual, tabular and graphical) of business Week 7
them in graphs, charts, situations, present data in data.
and tables graphical form, and analyze them Analyze and interprets the data presented in the table using
measures of central tendency and variability and tests of significant
differences
Describe the different kinds of graphs and its essential parts for Week 8
data presentation.
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 Week 9
Use software (i.e., MS Excel, SPSS) programs to compute and
present graphical representation of business data
 489

Grade Level: Grade 11

Subject: Fundamentals of Accountancy, Business and Management 1

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
3rd the definition, nature, function, and cite specific examples in which define accounting Week 1
Quarter history of accounting accounting is used in making business describe the nature of accounting
decisions
narrate the history/origin of accounting
the external and internal 1. solve exercises and problems on the define external users and gives examples
users of financial information identification of users of information,
type of decisions to be made, and define internal users and give examples
type of information needed by the
users
2. cite users of financial information
and identify whether they are
external or internal users

accounting concepts and identify generally accepted accounting explain the varied accounting concepts and Week 2
principles principles principles to 3
solve exercises on accounting principles as
applied in various cases
the accounting equation solve problems applying the accounting illustrate the accounting equation
equation perform operations involving simple cases with
the use of accounting equation
the five major accounts, namely, define, identify, and classify accounts discuss the five major accounts Week 4
1. assets 4. income according to the five major types prepare a Chart of Accounts
2. liabilities 5. expenses
3. capital
illustrate the format of a general and special Week 5
journals
 490

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
the two major types of books of differentiate a journal from a ledger illustrate the format of a general and subsidiary
accounts, namely, journal and and identify the types of journals and ledger
ledger ledgers
the business transactions and their identify business and nonbusiness analyze common business transactions using Week 6
analysis to include transactions, enumerate the types of the rules of debit and credit
definition and nature of business business documents, recite the rules of solve simple problems and exercises in the
debit and credit, and apply these to
transactions, types of source or analyses of business transaction
simple cases
business documents, and the rules of
debits and credits
the accounting cycle of a service identify business and nonbusiness describes the nature of transactions in a service Week 7
business transactions, enumerate the types of business to 9
business documents, recite the rules records transactions of a service business in the
of debit and credit, and apply these in general journal
simple cases
posts transactions in the ledger
prepares a trial balance
4th prepares adjusting entries Week 1
Quarter complete the accounting cycle to 2
the accounting cycle of a prepare journal entries, post to the describes the nature of transactions in a Week 3
merchandising business to include the ledger, prepare the trial balance, merchandising business to 9
following: worksheet, adjusting entries and records transactions of a merchandising
1. Journalizing of transactions using complete the accounting cycle of a business in the general and special journals
the general and special journals, merchandising business.
namely: sales journal, purchase posts transactions in the general and subsidiary
journal, cash receipts journal and ledgers
cash payments journal
prepares a trial balance
2. Posting to the ledger, namely:
general and subsidiary ledgers prepares adjusting entries
completes the accounting cycle of a
merchandising business
 491

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
3. Preparation of trial balance prepares the Statement of Cost of Goods Sold
4. Adjusting entries to include pre and Gross Profit
payments, accrual and deferral
5. Worksheet preparation, and
6. Completing the accounting cycle of
a merchandising business

Grade Level: Grade 12

Subject: Fundamentals of Accountancy, Business and Management 2

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
1st account titles under the assets, liabilities, solve exercises and problems that require identify the elements of the SFP and Week 1
Quarter and capital accounts of the Statement of preparation of an SFP for a single describe each of them
Financial Position, namely, cash, proprietorship with proper classification of prepare an SFP using the report form and
receivables, inventories, prepaid expenses, accounts as current and noncurrent using the account form with proper
property, plant and equipment, payables, the report form and the account form classification of items as current and
noncurrent
accrued expenses, unearned income, long-
term liabilities and capital that will equip
him/her in the preparation of the
SFP using the report form and account
form
the service income and operating expenses solve exercises and problems that require identify the elements of the SCI and Week 2
of a service business as well as sales, contra preparation of SCI for a service business describe each of these items for a service to 3
sales, purchases, contra purchase accounts, and a merchandising business business and a merchandising business
cost of goods sold and general prepare an SCI for a service business
administrative and selling expenses of a using the single-step approach
 492

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
merchandising business that will equip prepare an SCI for a merchandising
him/her in the preparation of the SCI for business using the multistep approach
both service and merchandising businesses
the forms of business organization, solve exercises and problems that require prepare an SCE for a single proprietorship Week 4
namely, single proprietorship, partnership, preparation of an SCE for a single
and corporation, and the structure of a SCE proprietorship
of a single proprietorship that will equip
him/her in the preparation of the said
financial report

the components and the structure of a CFS solve exercises and problems that require discuss the components and structures of Week 5
that will equip him/her in the preparation preparation of a CFS a CFS
of the said financial report prepare a CFS
the methods or tools of analysis of solve exercises and problems that require define the measurement levels, namely, Week 6
financial statements to include horizontal computation and interpretation using liquidity, solvency, stability, and to 7
analysis, vertical analysis, and financial horizontal analysis, vertical analysis, and profitability
ratios to test the level of liquidity, various financial ratios
solvency, profitability, and stability of the perform vertical and horizontal analyses
business Using the downloaded sample financial of financial statements of a single
statements, he/she performs horizontal proprietorship
and vertical analysis, computes various compute and interpret financial ratios
financial ratios and interprets the level of such as current ratio, working capital,
liquidity, solvency, stability, and gross profit ratio, net profit ratio,
profitability of the business receivable turnover, inventory turnover,
debt-to-equity ratio, and the like

the types of bank accounts, basic share samples of bank account forms identify the types of bank accounts Week 8
transactions, and documents related to and documents in class and discuss their normally maintained by a business to 9
bank deposits and withdrawals uses and importance prepare bank deposit and withdrawal
slips
identify and prepare checks
identify and understand the contents of a
bank statement
 493

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learners demonstrate an The learners are able to… The learner…
understanding of…
2nd a bank reconciliation statement, its solve exercises and problems involving the describe the nature of a bank Week 1
Quarter nature and structure, and reconciling following: reconciliation statement to 2
items and methods of preparation 1. Identification of the proper treatment analyze the effects of the identified
of reconciling items in the bank reconciling items
reconciliation statement
2. preparation of a prepare a bank reconciliation statement
bank reconciliation
statement

the sound principles of taxation, its accomplish the BIR (Bureau of define income and business taxation and Week 3
purpose, and preparation of forms and Internal Revenue) forms its principles and processes to 5
payment of taxes explain the procedure in the computation
of gross taxable income and tax due
explain the principles and purposes of
taxation
Grade Level: Grade 11
Subject: Organization and Management

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st The learners have an The learners shall be able to…

Quarter understanding of… *Explain the meaning, functions, types and theories of management Week 1

basic concepts and apply management theories & Week 2

theories of concepts in solving business Explain the functions, roles and skills of a manager
management cases
 494

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

the role of business in analyze the various *Analyze various forces/elements influencing local and international Week 3
the environment, environmental forces affecting business environment using PEST and SWOT strategies
and how the the firm and summarize these
environment affects using Political Economic Social *Analyze the forms and economic roles of business organizations
the firm and Technological Analysis Week 4
PEST) and Strengths,
Weaknesses, Opportunities *Differentiate the phases of economic development and its impact to
and Threats (SWOT) Analysis business environment Week 4
frameworks

*Discuss the nature and levels of planning and types of plans Week 5
the importance of formulate effective plans for a
planning concepts in specific business endeavor
business success *Apply appropriate planning techniques and tools in business decision- Week 6
making

*Analyze the nature of organizations and types of organization Week 7

structures
2nd the significance of design an appropriate
Quarter organization organization structure for a *Apply organization theories for effective business management Week 8
structures specific business
for effective business
management

the process of conduct and prepare job * Discuss the concept and nature of staffing Week 9
recruiting, analysis
*Analyze the process of recruiting, selecting and training employess Week 10
 495

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

selecting, and *Examine the functions and importance of compensation, wages and Week
training employees performance evaluation, appraisal, reward system, employee relations 11-
and movement 12

demonstrate knowledge in
how motivation, motivation, leadership, and
*Analyze motivation,leadership, and communication work in an Week 13
leadership, and communication by solving
business cases organization
communication work
in an organization

apply appropriate control *Apply the concept and nature of different control methods and Week 14
different controlling measures for a specific techniques in accounting and marketing
methods and business situation
techniques

the different select one’s area of interest Explain the nature and role in the firm of the Week 15
functional for future career path following functional areas of management:
areas of management
a. Human Resource Management
b. Marketing Management
c. Operations Management
d. Financial Management
e. Material and Procurement Management
f. Office Management
g. Information & Communication Technology
Management

the basic concepts of initiate an appropriate small- Explain the steps and importance of starting a family business Week 16
 496

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

small-family business family business

Grade Level: Grade 11 Subject:

Principles of Marketing

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st Quarter The learners The learners shall be able to… define and understand marketing Week 1 - 2
demonstrate an plot marketing goals and  Principles
understanding of… approaches for product or service  Goals
the marketing  Approaches
principles, goals,
and traditional and
contemporary
approaches to
marketing
the value of develop a program for customer define “relationship marketing” Week 3-5
customer relations service
and customer explain the value of customers
service
the importance of conduct marketing research, distinguish between strategic and marketing Week 6-9
information, the interpret market buying behavior planning in terms of objectives and processes
market on product or service, and
characteristics identify the product or service analyze the elements of macro- and micro-environment and their
affecting consumer target market influence to marketing planning
behavior, and the
bases of market define marketing research, its importance to a business enterprise
segmentation and identify the steps in marketing research

differentiate the buying behavior and decision making of

individual/ household customer versus the business
(organizational) customer
 497

identify and segment market for a product or service

select the appropriate target market segment and its positioning

2nd the essence of the design a new product or service, define a product and differentiates the product, services, and Week 1-3
Quarter new product decide types of pricing approach, experiences
development, and choose distribution
pricing, placing methods and promotion tools identify and describe the factors to consider when setting prices
(distribution), and that respond to market trends and new product pricing and its general pricing approaches
promoting a
product or service discuss the structure of distribution channels, its 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

the necessity of a create a new product or service explain the relationship between market analysis, planning, Week 4-6
marketing plan in design and pricing, and implementation, and control
business promotion and distribution analyze the company’s situation, markets, and environment (the
strategies marketing audit and SWOT analysis)

and proper orally defend the mini-marketing integrate the marketing concepts and techniques learned by Week 7-9
interpretation of plan to a group of marketing preparing a marketing plan
marketing professionals
strategies through present a mini-marketing plan, orally and in writing
workshop and
presentation
498
 499

Grade Level: Grade 12

Subject: Community Engagement, Solidarity, and Citizenship (CSC)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learners demonstrate an The learners shall be able to… 1. explain the importance of studying
understanding of... community dynamics and
synthesize the integrative community action in relation to Week 1
the integration of social experience of implementing applied social sciences and the
science perspective community-action initiatives
and community action applying social sciences’ ideas learners’ future career options
initiatives and methods
2. define using various perspectives,
e.g., social sciences, institutions, civil Week 2
society, and local/grassroots level
3. analyze functions of communities in
terms of structures, dynamics, and Week 3
processes
4. differentiate typologies of
Week 4
1st Quarter communities
5. recognize the value of undertaking
community action modalities
6. acknowledge interrelationship of Week 5
self and community in undertaking
community action
7. explain forms of community
engagement that contribute to
community development through
Week 6
solidarity

8. recognize the importance of

solidarity in promoting national and
Week 7
global community development (e.g.
poverty alleviation)
 500

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
9. explain the core values of
community action initiatives
a. human rights
b. social equity Week 1
c. gender equality
d. participatory development

10. analyze strategies of empowerment

and advocacy of a community action
initiative
10. explain the importance of Week 2
commitment and action in
participatory development for
community well-being

11. assess selected community-action

2nd Quarter initiatives based on its core values Week 3
and principles
12. explain the methodologies and
approaches in community action
13. apply systematic methods of Week 4
community action in understanding
community
14. formulate a community action Week 5
15. plan using participatory approaches Week 6
16. implement community-action plan Week 7
17. synthesize the insights gained in
conducting the community action
plan that applied the methods of Week 8
social sciences
 501

Grade Level: Grade 11/12

Subject: Creative Nonfiction

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
S1/2 The learner The learner clearly Analyze the theme and techniques used in a particular text Week 1-10
1st Quarter/ understands the and coherently Create samples of the different literary elements based on one’s
3rd Quarter literary uses a chosen experience (e.g. metaphor to describe an emotion)
conventions that element
govern the conventionally
different genres. identified with a
(e.g., narrative genre for a written
convention of output.
fiction, etc.)

The learner The learner clearly Analyze factual/nonfictional elements (Plot, Characters,
understands the and coherently Characterization, Point of View, Angle, Setting and Atmosphere,
delineation uses multiple Symbols and Symbolisms, Irony, Figures of speech, Dialogue, Scene,
between creative elements Other elements and Devices) in the texts
and the conventionally Write a draft of a short piece (Fiction, Poetry, Drama, etc.) using any of
nonfictional identified with a the literary conventions of genre following these pointers:
elements of genre for a written 1. Choosing a topic
2. Formulating a thesis statement
creative output. 3. Organizing and developing ideas
nonfictional text. 4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively developed

Evaluate other’s draft based on:

1. clarity of idea
2. appropriate choice of literary element
3. appropriate use of the element
4. effective combination of the idea and the chosen literary
element

Revise the draft of a short piece using any of the literary conventions of
a genre (e.g. plot for narrative piece)
 502

S1/2 The learner The learner Present a commentary/critique on a chosen creative nonfictional text Week 11-20
2nd Quarter/ understands the competently representing a particular type or form (Biography/Autobiography,
4th Quarter distinction between delivers an artistic Literary Journalism/Reportage, Personal Narratives, Travelogue,
and among presentation Reflection Essay, True Narratives, Blogs, Testimonies, Other Forms)
creative summarizing and
nonfiction types analyzing the form,
and forms. theme and
techniques of a
chosen creative
nonfictional text.

The learner The learner writes Write a mini critique of a peer’s work based on coherence and
understands that a clear and organization of paragraphs, development of literary elements use of
mastery of the coherent critique factual information, and other qualities concerning form and content
basic forms, types, and an interesting
techniques and and engaging Write a draft of creative nonfiction piece based on memorable real-life
devices of creative creative nonfiction. experience
nonfiction enables Revise the draft based on desirable qualities of well-written creative
him/her to nonfiction
effectively critique
and write creative
nonfiction.

Grade Level: Grade 11/12

Subject: Creative Writing

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
S1/2 The learners have The learners shall Use imagery, diction, figures of speech, and specific experiences to Week 1-10
1 Quarter/
st an understanding be able to produce evoke meaningful responses from readers
3rd Quarter of imagery, diction, short paragraphs or
figures of speech, vignettes using
and variations on imagery, diction,
language. figures of speech,
 503

and specific
experiences.
The learners have The learners shall Identify the various elements, techniques, and literary devices in
an be able to produce specific forms of poetry
understanding of a short, well- Write a short poem applying the various elements and literary devices
poetry as a genre crafted poem exploring innovative techniques
and how to
analyze its
elements and
techniques.
The learners have The learners shall Identify the various elements, techniques, and literary devices in
an understanding be able to produce various modes of fiction
of fiction as a genre at least one striking Write journal entries and other short compositions exploring key
and are able to scene for a short
analyze its story. elements of fiction
elements and
techniques.

S1/2 The learners have The learners shall Identify the various elements, techniques, and literary devices in drama Week 11-20
2nd Quarter/ an understanding be able to compose Understand intertextuality as a technique of drama
4th Quarter of drama as a genre at least one scene Conceptualize a character/setting/plot for a one-act play
and are able to for a one-act play
Explore different staging modalities vis-à-vis envisioning the script
analyze its that can be staged.
elements and Write at least one scene for one-act play applying the various elements,
techniques. techniques, and literary devices

The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the
an be able to produce different literary and/or socio-political contexts of creative writing
understanding of a craft essay on the
the different personal creative
orientations of process
creative writing. deploying a
consciously
selected
orientation of
creative writing
 504

The learners may Create an online portfolio the outputs produced: poetry, fiction, script,
choose from any of etc. applying ICT skills/any appropriate multimedia forms
the following:
1. Design a group
blog for poetry
and fiction
2. Produce a suite
of poems, a
full/completed
short story, or a
script for a
one- act play,
with the option
of staging
3. Create
hypertext
literature

Grade Level: Grade 12

Subject Title: Disciplines and Ideas in the Applied Social Sciences

Quarter Content Standards Performance Standard Most Essential Learning Competencies Duration
The learners demonstrate an The learners should be able to… The learners ...
understanding of…
explain clearly public perceptions clarify the relationships and
social sciences and applied about the work of social sciences differences between social sciences Week 1
social sciences and applied social science and applied social sciences
practitioners

disciplines of counseling demonstrate a high level of

understanding of the basic concepts identify the goals and scope of
of counseling through a group counseling
 505

Quarter Content Standards Performance Standard Most Essential Learning Competencies Duration
presentation of a situation in which
1st Quarter practitioners of counseling work
together to assist individuals,
groups, or communities involved in
difficult situations (e.g., postdisaster, explain the principles of counseling
court hearing about separation of
celebrity couple, cyber bullying)

professionals and undertake participant observation 4. discuss roles and functions of

practitioners in counseling (e.g., a day in a life of a counselor) counselors
to adequately document and Week 2
critique their roles, functions, and 5. identify specific work areas in which
competencies
counselors work
6. value rights, responsibilities, and
accountabilities of counselors
7. distinguish between ethical and Week 3
unethical behaviors among
counselors
clientele and audiences in use acceptable research protocols,
counseling conduct a survey among young
adults (i.e., ages 18–21) on their
counseling needs 8. describe the clientele of counseling

present results and Week 4

recommendation for class
discussion
using the results of the survey 9. illustrate the different processes and
conducted, critically evaluate methods involved in counseling
 506

Quarter Content Standards Performance Standard Most Essential Learning Competencies Duration
settings, processes, whether the needs of the
methods, and tools in respondents are addressed by the
counseling practitioners and pertinent 10. distinguish the needs of individuals,
institutions groups, organizations, and
communities
propose suggestions on how needs
can be effectively addressed

disciplines of social work demonstrate a high level of 1. identify the goals and scope of social
understanding of the basic concepts work
of social work through a group
presentation of a situation in which
practitioners of social work
collaborate to assist individuals,
groups, or communities involved in 2. explain the principles and core
difficult situations (e.g., post values of social work
disaster, court hearing about
separation of celebrity couple, cyber
bullying)
Week 5

professionals and undertake participant observation 3. explain the roles and functions of social
practitioners in social work (e.g., a day in a life of a social workers
worker) to adequately document
and critique their roles, functions, 4. identify specific work areas in which
and competencies social workers work
6. value rights, responsibilities, and
accountabilities

7. distinguish between ethical and

unethical behaviors among
practitioners
9. describe the clientele of social work Week 6
 507

Quarter Content Standards Performance Standard Most Essential Learning Competencies Duration
clientele and audiences in use acceptable research protocols,
social work conduct a survey among young
adults (i.e., ages 18–21) on their 10. distinguish the needs of individuals,
social work needs
groups, organizations and
present results and communities
recommendation for class
discussion

settings, processes, using the results of the survey

methods, and tools in social conducted, critically evaluate
work whether the needs of the
respondents are addressed by the 11. illustrate the different processes and
practitioners and pertinent methods involved in undertaking
institutions social work
propose suggestions on how needs
can be effectively addressed

disciplines of communication demonstrate a high level of 1. identify the goals and scope of
understanding of the basic concepts communication
of communication through a group
presentation of a situation in which 2. explain the principles
practitioners of communication of communication
work together to assist individuals,
groups, or communities involved in
difficult situations (e.g., post Week 7
disaster, court hearing about 4. describe the elements and levels of
separation of celebrity couple, cyber the communication processes
bullying)

professionals and undertake participant observation 5. explain the roles and functions of
practitioners in (e.g., a day in a life of a communicators and journalists
communication communicator/ journalist) to
adequately document and critique 6. identify specific work areas in which
communicators and journalists work
 508

Quarter Content Standards Performance Standard Most Essential Learning Competencies Duration
their roles, functions, and 7. explain the rights, responsibilities,
competencies and accountabilities Week 8
8. distinguish between ethical and
unethical behaviors among
practitioners
clientele and audiences in use acceptable research protocols, 10. describe the clientele and audience
communication conduct a survey among young
adults (i.e., ages 18–21) on their of communication
social work needs
11. distinguish the needs of individuals, Week 9
present results and groups, organizations, and
recommendation for class communities
discussion

settings, processes, methods using results of survey conducted, 12. illustrate the different processes and
and tools in communication critically evaluate whether the methods involved in undertaking
needs of the respondents are communication
addressed by the practitioners and
pertinent institutions 13. distinguish the appropriate Week 1
communication media channel(s) to
propose suggestions on how needs use in different settings and
can be effectively addressed situations
2nd Quarter
functions of applied social assess objectively through an 1. explain each of the functions of
sciences individual project how the functions applied social sciences
of the applied social sciences have
been fulfilled in any of the 2. identify situations that would require
following: or necessitate the performance of Week 2
1. case study of a
counselee the various functions in local
2. case study on integrative social /Philippine settings
work
 509

Quarter Content Standards Performance Standard Most Essential Learning Competencies Duration
3. comparison of the
programming of any two
television networks
effects of applied social participate in a one-day exposure 3. analyze the effects of applied social
sciences processes trip to an existing development sciences processes on individuals,
program and write a sincere groups, and society
reflection report on the effects of
the processes on the clientele
4. evaluate the effects of certain
program or projects on knowledge, Week 3
attitude, and behavior of individuals,
groups, and society

5. synthesize the learning from the

submit a portfolio of output from course and its applications to the
the course
learner

Grade Level: Grade 12

Subject: Disciplines and Ideas in the Social Sciences (DISS)

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st The learners The learners shall be able *Differentiate the nature and functions of Social Science Week 1-2
Quarter demonstrate to… disciplines with the natural sciences and humanities
an understanding
of… *Explain the major events and its contribution that led to the Week 3-4
emergence of the social science disciplines
the emergence of the
Social Sciences and connect the disciplines
the with their historical and *Analyze the basic concepts and principles of the major social
different social foundations science theories: Week 5
disciplines a. Structural-functionalism
b. Marxism
 510

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

c. Symbolic Interactionism
key concepts and
approaches in the interpret personal and social
Social experiences using relevant *Apply the major social science theories and its importance in
Sciences approaches in the Social examining socio-cultural, economic, and political conditions.
Sciences a. Structural-functionalism Week 6-7
b. Marxism
c. Symbolic Interactionism
evaluate the strengths and
weaknesses of the approach
*Analyze the basic concepts and principles of the major social
science ideas:
a. Psychoanalysis Week 8-10
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems

*Apply the social science ideas and its importance in examining Week 11-12
socio-cultural, economic, and political conditions.
*Analyze the basic concepts and principles of the major social
science ideas:
a. Psychoanalysis
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems

2nd key concepts in the carry out an exploration of *Examine the key concepts and ideas of Filipino thinkers in the Week 13
Quarter Social Sciences personal and social experiences Social Sciences rooted in Filipino language/s and experiences:
rooted in Filipino using indigenous concepts a. 19th Century (Isabelo delos Reyes, Jose Rizal, others )
 511

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

language/s and b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong Pananaw,

experiences others)
*Evaluate the roles and significance of Filipinos’ indigenous social Week 14
ideas to national development

illustrate situations and

the role of Social contexts in which Social *Analyze the practical use of Social Sciences in addressing social Week 15-16
Science in the real Science can be applied concerns and phenomenon
world

Grade Level: Grade 12

Subject: Introduction of World Religions and Belief System

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

1st The learner The learner prepares character *Differentiate the concept, elements and characteristics of Week 1
Quarter demonstrates sketches of a person who is belief system, world view, religion, and spirituality
understanding of belief spiritual but not religious and a
system or worldview*, person who is religious but not
Religion, Spirituality, spiritual.
Philosophy of Religion,
and Theology.

The learner
demonstrates
understanding of The learner conducts a group *Analyze the interconnectedness of geography, culture and Week 2
historical and activity that demonstrates the religions
geographical contexts influence of a religion in a
of the different certain culture.
religions.
 512

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

The learner
demonstrates
understanding of The learner gathers print or
effects of Religions: web-based articles, photos,
positive and negative. editorial, etc. showing the *Analyze the influences of religion to culture and society Week 3
positive or negative effects of
religion.

The learner
demonstrates
understanding of the
elements of
Judaism: The learner demonstrates Week 4
understanding of the elements *Examine the brief history, core teachings, fundamental
of Judaism: The learner beliefs, practices, and related issues of Judaism.
a.Founders: Abraham identifies a story from the Old
(2000 B.C.) and/or Testament that demonstrates
Moses (1391-1271 B.C.) the Jewish belief in one God
b.Sacred texts: Torah, (e.g. Story of Samson).
Poetry, Prophets,
Talmud, Mishnah
c.Doctrines: Ten
Commandments, 618
Rules
d.God:
Yahweh/Jehovah
e. Sects:
Orthodox,
Conservative, Reform
Liberal
 513

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

The learner
demonstrates
understanding of the
elements of
Christianity:

a. Founder: Jesus The learner interviews a

Christ (c. 7 BC30 Christian parent or couple on *Examine the brief history, core teachings, fundamental beliefs, Week 5
A.D.) b. Sacred why they are Christians and practices, and related issues of Christianity.
texts: Bible (Old what beliefs and practices they
Testament and adhere to.
New Testament)
c. Doctrines:
Trinity, Virgin Birth,
Deity of Christ,
Resurrection,
Last Judgment
d: God: Trinity
(Father, Son and
Holy Spirit) e.
Sects: Roman
Catholic,
Greek/Eastern
Orthodox,
Protestantism,
etc. f. Issues:
Ecumenism,
Sexuality issues
(e.g.,
contraception,
 514

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

homosexuality,
ordination of
women

The learner
demonstrates
understanding of the
elements of Islam:

a. Founder: Prophet
Muhammad (570-632
A.D.) b. Sacred texts:
Qur’an, Hadith c. The learner conducts a panel
Doctrines: Five Pillars of discussion on Muslim beliefs
Islam (Shahadah- and practices (when
declaring there is no Week 6
possible inviting a Muslim).
other god but Allah and
Muhammad is His *Examine the brief history, core teachings, fundamental beliefs,
messenger, Salat-ritual practices, and related issues of Islam
prayer five times a day,
Sawm-fasting during
Ramadan, Zakat-alms
giving to the poor, and
Hajjpilgrimage to
Mecca at least once in
a lifetime) d. God: Allah
e. Practitioners: Sunni,
Shi’ite, Sufi f. Issues:
 515

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Gender Inequality, Week 7

Militant Islam, *Compare and contrast the uniqueness and similarities of
Migration Judaism, Christianity and Islam

The learner
demonstrates
understanding of the
elements of Hinduism:

a. Founders: Aryans
(1500 B.C.) b. Sacred
texts: Vedas, The learner simulates a
Upanishads and particular yoga and writes a
Bhagavad-Gita c. reflection paper on her insights
Doctrines: Dharma-
duty, Kamapleasure,
Artha-wealth, *Analyze the brief history, core teachings, fundamental beliefs,
Mokshaliberation, practices, and related issues of Hinduism. Week 8
Brahman, Atman, the
2nd Quarter Identification of
Brahman and Atman,
the Four Yogas (Yoga of
Knowledge, Yoga of
Work, Yoga of Devotion
or Love, and Yoga of
Psychological Exercises)
d. Gods: 33 million gods
and goddesses e.
Issues: Gender
 516

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Inequality, Caste
System, Poverty

The learner
demonstrates
understanding of the
elements of Theravada
Buddhism:

a. Founder: Siddhartha The learner evaluates the *Analyze the brief history, core teachings, fundamental beliefs,
Gautama (563-483 Eightfold Path in terms of how it practices, and related issues of Theravada Buddhism Week 9
B.C.) b. Sacred texts: achieves the Middle Way
Tripitaka c. Doctrines:
Four Noble Truths,
Eight-fold Path, Law of
Dependent Origination
and The Impermanence
of Things d. God: non-
theistic e. Issue:
Territory conflict in
Mainland Southeast
Asia
 517

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Week 10
The learner The learner draws the insight
demonstrates from the acts of generosity of
understanding of the Tzu Chi Foundation that reflect
elements of Mahayana the core teaching of Mahayana
Buddhism:

a.Founder: Siddhartha
Gautama (563-483 B.C.) Week 11
b. Sacred texts: Sutras
c.Doctrines: Four Noble *Analyze the brief history, core teachings, fundamental beliefs,
Truths, Eight-fold Path, practices, and related issues of Mahayana Buddhism
The Six Perfections to
become a Bodhisattva
(generosity, morality,
patience, perseverance,
meditation, and
insight)
d.God: non-theistic e.
Issues: Tibet invasion, *Explain the uniqueness and similarities of Mahayana and
Engaged activism f. Theravada Buddhism
Universality and growth
of sects: Development
of Buddhism to Zen
(Chan) Buddhism as the
fruit of its encounter
with Taoism.
 518

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

The learner The learner presents a character

demonstrates sketch of a person who
understanding of the personifies the Confucian Week 12
elements of virtues.
Confucianism:
a.Founder: Confucius
(551-479 B.C.)
b.Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien,
Human nature as *Analyze the brief history, core teachings, fundamental beliefs,
originally practices, and related issues of Confucianism
good (Mencius) or evil
(Hsun Tze),
Rectification of Names,
The Moral Way
consisting of five
cardinal virtues, Filial
Piety, and Ancestor
Worship d. God:
Heaven e. Issues:
Gender inequality,
Authoritarianism

The learner The learner identifies the things

demonstrates she can do without by making
understanding of the an inventory of personal *Analyze the brief history, core teachings, fundamental beliefs,
elements of Taoism: a. belongings (e.g. things in the practices, and related issues of Taoism Week 13
Founder: Lao Tzu (604 bedroom) and writes a
B.C. - ?) b. Sacred texts: reflection on Taoism based on
Tao Te Ching, Book of the result of the inventory.
 519

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

Chuang Tze c.
Doctrines: Wu-Wei,
Law of Reversion,
Following nature d. Tao
as the Origin of all
Beings, unnameable
and eternal e. Issues:
Inaction, Superstitious
practices,
Environmentalism
The learner The learner interprets the Kojiki *Examine the brief history, core teachings, fundamental beliefs,
demonstrates creation story creatively. practices, and related issues of Shintoism Week 14
understanding of the
elements of Shintoism:

a. Founders: Prehistoric
Animists of Japan b.
Sacred texts: Kojiki and
Nihongi c. Doctrines:
belief in kami, divinity
of emperors d. Gods:
kami (animist and
nature spirits) e. Issues:
Shrine visits of
Japanese prime *Explain the uniqueness and similarities of Confucianism,
minister Taoism and Shintoism Week 15
 520

Grade Level: Grade 11/12

Subject: Malikhaing Pagsulat

Quarter Content Standards Performance Most Essential Learning Competencies Duration

Standards
(Pamantayang
Pangnilalaman) (Pamantayan sa
Pagganap)
1st Quarter Nauunawaan ng mag Ang mag - aaral ay Natutukoy ang pagkakaiba ng makathaing pagsulat sa iba pang Week 1-2
aaral ang pagbuo ng makakasulat ng anyo ng pagsulat
imahe, diksyon, mga maiikling talata o
tayutay at pag-iiba- mga vignette na
iba (variations) ng gumagamit ng Naiuugnay ang mga ideya mula sa mga karanasan* Week 1-2
wika diksyon,pagbuo ng
imahe, mga
tayutay at mga Nagagamit ang wika upang mag-udyok ng mga emosyunal at Week 1-2
espesipikong intelektwal na tugon mula sa mambabasa
karanasan
Nagagamit ang pagbuo ng imahe, diksyon, mga tayutay, at mga Week 1-2
tiyak na karanasan

Nauunawaan ng mag Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, mga teknik, at Week 3-6
aaral ang tula bilang makasusulat ng kagamitang pampanitikan sa panulaan*
isang anyo at maikli at masining Natutukoy ang mga tiyak na anyo at kumbensyon sa panulaan* Week 3-6
nasusuri ang mga na tula Nakagagamit ng piling mga elemento sa panulaan sa maikling Week 3-6
elemento/sangkap pagsasanay sa pagsulat
at teknik nito Nakatutuklas ng mga makabagong teknik sa pagsulat ng tula Week 3-6
Nakasusulat ng tula gamit ng iba’t ibang elemento, teknik, at Week 3-6
literary devices
Nauunawaan ng mag Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, at literary devices Week 7-8
aaral ang maikling makasusulat ng maikling kuwento (piksyon)
kuwento bilang isang isang tampok na Natutukoy ang iba’t ibang istilo ng pagkakabuo ng maikling Week 7-8
eksena/tagpo para kuwento (piksyon)
anyo at nasusuri ang sa isang maikling
mga kuwento Nakasusulat ng dyornal at ilang maikling pagsasanay na Week 7-8
elemento/sangkap gumagamit ng mga pangunahing elemento ng maikling
at teknik nito kuwento (piksyon)*
 521

Nakasusulat ng isang maikling tagpo gamit ang iba’t ibang Week 7-8
elemento, teknik at literary devices*
2nd Quarter Nauunawaan ng mag Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, at literary devices Week 1-3
aaral ang dula bilang makabubuo ng ng isang dula
isang anyo at isang tagpo/eksena Nauunawaan ang intertekstwalidad bilang isang teknik ng dula Week 1-3
nasusuri ang mga para sa isang Nakabubuo ng tauhan, tagpuan, banghay ng iisahing- yugtong Week 1-3
elemento/sangkap iisahing-yugtong dula
nito dula na Nagagamit ang iba’t ibang paraan ng pagtatanghal batay sa Week 1-3
maisasatanghalan inaasahang kalalabasan ng binuong iskrip
Nakasusulat ng maikling pagsasanay gamit ang tauhan, Week 1-3
diyalogo, banghay, at iba pang elemento ng dula
Nakasusulat ng isang tagpo para sa iisahing-yugtong dula gamit Week 1-3
ang iba’t ibang elemento, teknik, at literary devices
Nauunawaan ng mag Ang mag - aaral ay Nasusuri ang malikhaing akda sa kontekstong pampanitikan at Week 4-5
aaral ang iba’t ibang makabubuo ng sosyopolitikal*
oryentasyon ng craft essay ukol sa Naipapamalas ang kamalayan at sensitibidad sa iba’t ibang Week 4-5
malikhaing pagsulat personal at oryentasyon ng malikhaing pagsulat
malikhaing proseso
na malay na Nakasusulat ng isang sanaysay Week 4-5
gumagamit ng Nakabubuo ng blog na pangkatan para sa tula at/o maikling Week 6-8
piniling
oryentasyon sa kuwento (piksyon) gamit ang kasanayang pang- ICT at iba
malikhaing pang angkop na anyong multimedia.
pagsulat Natutukoy ang iba’t ibang paraan ng publishing media para sa Week 6-8
paglalathala ng manuskripto
Natutukoy ang mga posibilidad ng mga intertekstwal na anyo Week 6-8
Nakasusulat ng antololohiya/koleksyon ng mga tula, isang Week 6-8
maikling kuwento, o iskrip para sa iisahing- yugtong dula
 522

Grade Level: Grade 12

Subject: Philippine Politics and Governance

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
Demonstrate an understanding of
politics and political science,
governance, political ideologies, Clearly identify a specific
power, states, nations, and political phenomenon and Explain the concept, relationship and importance
globalization how it can be studied of politics, governance and government Week 1
Differentiate the political ideologies Week 2-3
Analyze the nature, dimensions/types, and
consequences of power Week 4

Analyze the relationship among nations and states

in the context of globalization

Week 5-6

Analyze the evolution of Philippine politics and

1st Quarter governance Week 7-8
Demonstrate an understanding of the Analyze the roles and powers of the executive
historical background of Philippine branch of the government Week 9
democratic politics, the executive, the
legislative, the judiciary, and Differentiate the roles and responsibilities of the
decentralization and local governance Explain the roles of different Philippine Senate and the House of
political institutions Week 10
Representatives
Analyze the roles and responsibilities of the
2nd Quarter Philippine Judiciary Week 11
Explain the roles and functions of Local
Government Unit (LGU) Week 12

Analyze the interactions Analyze the nature of elections and political

between state and society parties in the Philippines Week 13
 523

Demonstrate an understanding of
elections and political and civil society
and social movements
Explain the concept, role, and contributions of
civil society societies and social movements to
Philippine democracy Week 14

Propose a project on Explain the importance of active citizenship Week 15

Demonstrate an understanding of political engagement and
citizenship youth empowerment Explain issues and programs related to political
engagement and youth empowerment Week 16

Grade Level: Grade 12

Subject: Trends, Networks, and Critical Thinking in the 21st Century

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration

The learner understands The learner will be able to derive an 1. Differentiate a trend from a fad Weeks 1-2
the emergence of trends idea from instances and present this 2. Explain the process on how to spot a trend
and patterns. idea through a 100-word essay,
artwork, and other graphic 3. Point out the elements that make up a
representations. trend
4. Describe the different characteristics of a
trend
1st Quarter 5. Identify parts of a whole.
6. Identify and explain an emerging pattern
7. Identify causes and consequences
The learner understands The learner draws a color-coded 1. Explain strategic analysis and intuitive
strategic analysis map of the networks of power thinking
and intuitive thinking. relations (political, economic,  Define strategic analysis and
intuitive thinking Week 3
 524

cultural, and kinship ties) within a  Differentiate key components in

particular community. strategic analysis and intuitive
thinking
2. Apply strategic analysis
3. Apply intuitive thinking in solving a problem
in the community using a map of social
networks
The learner understands The learner locates on a map the 1. Explain the concrete effects of globalization
the components, different geographical origins of the and to one’s daily life Week 4
operations, effects, and various components/elements of an 2. Explain the need for collaboration and
networks of globalization industrial/technological/agricultural cooperation to achieve interconnectedness
in his/her daily life. product and writes a reflection essay of people and nations
on the insights gathered from the 3. Discuss the different contributions of the
exercise. parts to a whole and the important role of Week 5
creative imagination in putting together the
The learner locates on a map the various parts of a whole
workplaces of the OFWs in their
community and writes a reflection 4. Illustrate the origin of the different
paper on the effects of labor components of a gadget, business
migration to their community. enterprise,
industrial/technological/agricultural
product, etc. through a mind map and
reflection essay

The learner understands The learner 1. Explain the effects of consumption and
the consequences of production patterns on climate change
personal and local action 1)analyzes how production and 2. Discuss personal contributions that can
to global and planetary consumption habits contribute to Week 6
climate change. the problem of climate change and actually solve the problem of climate
explain why. change

2)writes a resolution that you can 3. Make a stand on how the consequences of
share with your friends about how one’s action affect the lives of others and
you can personally contribute the environment
 525

towards solving the problem of

climate change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects you

The learner understands using any form of oral presentation, 1. Identify democratic practices
the meaning and the learner explains creatively the ill 2. Explain the importance of participation in Week 1
dimensions of democracy. effects of undemocratic practices democracy
related to factors such as gender
biases, poverty, political 3. Differentiate participatory from
marginalization, racial inequality, representative democracy
cultural domination, crisis of 4. Assess democratic interventions prevailing
representation and politics of in political and social institutions
2nd Quarter recognition. Week 2
5. Formulate a viable alternative to
undemocratic practices

The learner understands The learner organizes and mobilizes 1. Identify the dimensions of technology that
how ICT enslaves, an event that deals with a significant are enabling and inhibiting Week 3
emancipates, and global issue, using ICT. 2. Discuss the benefits of technology
empowers individuals.
3. Explain the weakest link in a system using
strategic and intuitive thinking
4. Explain how information communication
technology can facilitate social
relationships and political movements Week 4
(occupy movements)
5. Propose a creative intervention to improve
human life using ICT
1. Differentiate connections from
The learner understands The learner creates a social map that relationship, and networks Week 5
the parallelism between traces the various roles that
neural and social students play in the community 2. Illustrate how the brain or neural network
networks. (family members, community leader, works
etc.) and rank the significance of the 3. Compare the neural networks with social
roles played within the community. networks Week 6
4. Establish linkage between self and the
social network one belongs to
 526

5. Demonstrate how thinking processes are

shaped by social relationships
Week 7
6. Identify the significant social roles students
play within the community by creating a
social map of their relationships
Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of future you want, explain why you want
that future, and illustrate how will you get there
527
 528

Grade Level: Grade 11

Subject: Basic Calculus

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
3rd Quarter the basic concepts formulate and solve illustrate the limit of a function using a table of values and the graph of Week 1
of limit and accurately real-life the function
continuity of a problems involving distinguish between l i m x → c f ( x ) and f(c)
function continuity of functions
illustrate the limit laws
apply the limit laws in evaluating the limit of algebraic functions
(polynomial, rational, and radical
compute the limits of exponential, logarithmic, and trigonometric functions
using tables ofvalues and graphs of the functions Week 2

illustrate limits involving the expressions and

using tables of values
illustrate continuity of a function at a number Week 3
determine whether a function is continuous at a number or not
illustrate continuity of a function on an interval
solves problems involving continuity of a function
basic concepts of formulate and solve illustrate the tangent line to the graph of a function at a given point Week 4
derivatives accurately situational applies the definition of the derivative of a function at a given
problems involving number
extreme values relate the derivative of a function to the slope of the tangent line
determine the relationship between differentiability and continuity of a Week 5
function
apply the differentiation rules in computing the derivative of an algebraic,
exponential, logarithmic, trigonometric functions and inverse trigonometric
functions
illustrate the Extreme Value Theorem Week 6
solve optimization problems that yield polynomial functions
formulate and solve illustrate the Chain Rule of differentiation
accurately situational solve problems using the Chain Rule Week 7 to 8
illustrate implicit differentiation
 529

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
problems involving solve problems (including logarithmic, and inverse trigonometric functions)
related rates using implicit differentiation Week 9
solve situational problems involving related rates
4th Quarter antiderivatives and formulate and solve illustrate an antiderivative of a function Week 1 to 3
Riemann integral accurately situational compute the general antiderivative of polynomial, radical, exponential, and
problems involving trigonometric functions
population compute the antiderivative of a function using substitution rule
models solve problems involving antidifferentiation Week 4
solve situational problems involving exponential growth and decay Week 5 to 6
formulate and solve illustrate the definite integral as the limit of the Riemann sums
accurately real-life illustrate the Fundamental Theorem of Calculus
problems involving areas compute the definite integral of a function using the Fundamental Theorem Week 7
of plane regions
of Calculus
compute the definite integral of a function using the substitution rule
compute the area of a plane region using the definite integral Week 8
solve problems involving areas of plane regions Week 9

Grade Level: Grade 11/12

Subject: General Biology 1

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st 1. Cell Theory 1. construct a 3D model of a Explain the postulates of the cell theory Week 1
Quarter 2. Cell Structure and plant/animal/ bacterial cell using Describe the structure and function of major and Week 1
Functions recyclable materials subcellular organelles
3. Prokaryotic vs Distinguish prokaryotic and eukaryotic cells according to Week 2
Eukaryotic Cells their distinguishing features
 530

4. Cell Types Classify different cell types (of plant/animal tissues) and Week 2
specify the function(s) of each
5. Cell Modifications Describe some cell modifications that lead to adaptation to Week 2
carry out specialized functions (e.g., microvilli, root hair)
6. Cell Cycle Characterize the phases of the cell cycle and their control Week3
a. Mitosis points
b. Meiosis Describe the stages of mitosis/meiosis given 2n=6 Week 3

Explain the significance or applications of mitosis/meiosis Week 4

Identify disorders and diseases that result from the Week 4
malfunction of the cell during the cell cycle
7. Transport Mechanisms 2. construct a cell membrane Describe the structural components of the cell membrane Week 5
a. Simple Diffusion model from indigenous or Relate the structure and composition of the cell
b. Facilitated Transport recyclable materials Week 5
membrane to its function
c. Active Transport
d.Bulk/Vesicular Explain transport mechanisms in cells (diffusion osmosis, Week 6
Transport facilitated transport, active transport)
Differentiate exocytosis and endocytosis Week 6
Structures and Functions Describe the components of an enzyme Week 7
of Biological Molecules: Explain oxidation/reduction reactions Week 7
Carbohydrates
Lipids
Proteins
Enzymes
Nucleic Determine how factors such as pH, temperature, and
substrate affect enzyme activity Week 7
Acids

Note: This could be

moved to second quarter.
2nd 1. ATP- ADP Cycle Explain coupled reaction processes and describe the role of Week 1
Quarter 2. Photosynthesis ATP in energy coupling and transfer
3. Respiration Explain the importance of chlorophyll and other Week 1
pigments
Describe the patterns of electron flow through light Week 2
reaction events
Describe the significant events of the Calvin cycle Week 2
 531

Differentiate aerobic from anaerobic respiration Week 3

Explain the major features and sequence the chemical Week 3
events of cellular respiration
Distinguish major features of glycolysis, Krebs cycle, Week 4
electron transport system, and chemiosmosis
Describe reactions that produce and consume ATP Week 4
prepare simple fermentation setup Describe the role of oxygen in respiration and describe
using common fruits to produce pathways of electron flow in the absence of oxygen Week 4
wine or vinegar via microorganisms
Explain the advantages and disadvantages of Week 5
fermentation and aerobic respiration

Grade Level: Grade 11/12

Subject: General Biology 2

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able
understanding of... to...
3rd Recombinant DNA Outline the processes involved in genetic engineering Week 1
Quarter Discuss the applications of recombinant DNA Week 1
Relevance, Mechanisms, Describe general features of the history of life on Earth,
Evidence/Bases, and Theories make a diagram (e.g., including generally accepted dates and sequence of the
pictogram, poster) showing the geologic time scale and characteristics of major groups of Week 2
of Evolution evolution of a domesticated organisms present during these time periods
crop
Explain the mechanisms that produce change in
populations from generation to generation (e.g.,
artificial selection, natural selection, genetic drift, Week 2
mutation, recombination)
Show patterns of descent with modification from
common ancestors to produce the organismal diversity Week 3
observed today
Trace the development of evolutionary thought Week 3
Explain evidences of evolution (e.g., biogeography, Week 4
 532

fossil record, DNA/protein sequences, homology, and

embryology)
Infer evolutionary relationships among organisms using Week 4
the evidence of evolution
Basic Taxonomic Concepts and Explain how the structural and developmental
Principles, Description, characteristics and relatedness of DNA sequences are Week 5
Nomenclature, Identification, used in classifying living things
and Classification
4. differentiate the 3-Domain Identify the unique/distinctive characteristics of a Week 5-6
Scheme from the 5-Kingdom specific taxon relative to other taxa
Scheme of classification of
Describe species diversity and cladistics, including the
living things Week 6
types of evidence and procedures that can be used to
establish evolutionary relationships
4th Plant and Animal Organ Compare and contrast the following processes in plants
Quarter Systems and their Functions and animals: reproduction, development, nutrition, gas
exchange, transport/circulation, regulation of body Week 1-4
fluids, chemical and nervous control, immune systems,
and sensory and motor mechanisms

Feedback Mechanisms Explain how some organisms maintain steady internal

conditions (e.g., temperature regulation, osmotic balance
and glucose levels) that possess various structures and Week 5-6
processes

Grade Level: Grade 11

Subject: General Chemistry 1

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able
understanding of... to...
1st the properties of matter and Design using multimedia, Use properties of matter to identify substances and to Week 1
Quarter its various forms demonstrations, or models, a separate them
representation or simulation of Recognize the formulas of common chemical substances Week 1
any of the following:
 533

A. Atomic structure Compare consumer products on the basis of their Week 1

B. Gas behavior components for use, safety, quality and cost
C. Mass relationships
D. Reactions
Describe various simple separation techniques such as Week 1
distillation, chromatography

1. atomic structure Recognize common isotopes and their uses. Week 2

2.formulas and names of
compounds Represent compounds using chemical formulas, structural Week 2
formulas and models

Name compounds given their formula and write formula

given the name of the compound Week 2

the mole concept in relation to Calculate the empirical formula from the percent
Avogadro’s number and mass composition of a compound Week 2

the relationship of percent

composition and chemical Calculate molecular formula given molar mass
formula Week 3

the use of chemical formulas Week 3

to represent chemical Write and balanced chemical equations
reactions
the quantitative relationship of Construct mole or mass ratios for a reaction in order to Week 3
reactants and products in a calculate the amount of reactant needed or amount of
chemical reaction product formed in terms of moles or mass

Calculate percent yield and theoretical yield of the Week 3

reaction

Explain the concept of limiting reagent in a chemical Week 4

reaction; identify the excess reagent(s)
 534

(LAB) Determine mass relationship in a chemical reaction Week 5

the mathematical relationship Define pressure and give the common units of pressure Week 5
between pressure, volume,
and temperature of a gas Use the gas laws to determine pressure, volume, or Week 5
temperature of a gas under certain conditions of change
Use the ideal gas equation to calculate pressure, volume, Week 5
Temperature, or number of moles of a gas
the partial pressures of gases Use Dalton’s law of partial pressures to relate mole Week 5
in a mixture fraction and partial pressure of gases in a mixture

quantitative relationships of Apply the principles of stoichiometry to determine the Week 6

reactants and products in a amounts (volume, number of moles, or mass) of gaseous
gaseous reaction reactants and products

the behavior and properties of Relate the rate of gas effusion with molar mass Week 6
gases at the molecular level

2nd the quantum mechanical Illustrate the reactions at the Use quantum numbers to describe an electron in an atom Week 6
Quarter description of the atom and its molecular level in any of the Determine the magnetic property of the atom based on its Week 6
electronic structure following: electronic configuration
1. enzyme action Draw an orbital diagram to represent the electronic Week 6
2. protein denaturation configuration of atoms
the arrangement of elements 3.separation of components in Week 7
in the periodic table and trends coconut milk Draw the Lewis structure of ions
in the properties of the
elements in terms of electronic
structure
1. ionic bond formation in Week 7
terms of atomic
properties Apply the octet rule in the formation of molecular
2.the properties of ionic covalent compounds
compounds in relation to their
structure
 535

1. covalent bond formation in Write the formula of molecular compounds formed by the Week 7
terms of atomic properties nonmetallic elements of the representative block
2.the properties of molecular Draw Lewis structure of molecular covalent compounds Week 7
covalent compounds in
relation to their structure Describe the geometry of simple compounds Week 7
Determine the polarity of simple molecules Week 8
the properties of organic Describe the different functional groups Week 8
compounds and polymers in Describe structural isomerism; give examples Week 8
terms of their structure Describe some simple reactions of organic compounds: Week 8
combustion of organic fuels, addition, condensation, and
saponification of fats
Describe the formation and structure of polymers Week 8

Explain the properties of some polymers in terms of their Week 8

structure
Describe the structure of proteins, nucleic acids, lipids, Week 8
and carbohydrates, and relate them to their function
Week 8
Describe the preparation of selected organic compounds

Grade Level: Grade 11

Subject: General Chemistry 2

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able
understanding of... to...
3rd 1.the properties of liquids and Design a simple investigation Use the kinetic molecular model to explain properties of Week 1
Quarter solids to the nature of forces to determine the effect on liquids and solids
between particles boiling point or freezing point Describe and differentiate the types of intermolecular Week 1
2.phase changes in terms of when a solid is dissolved in forces
the accompanying changes in water Describe the following properties of liquids, and explain Week 1
the effect of intermolecular forces on these properties:
 536

energy and forces between surface tension, viscosity, vapor pressure, boiling point,
particles and molar heat of vaporization
Explain the properties of water with its molecular Week 1
structure and intermolecular forces
Describe the difference in structure of crystalline and Week 1
amorphous solids
Interpret the phase diagram of water and carbon dioxide Week 2
Determine and explain the heating and cooling curve of a Week 2
substance
properties of solutions, Use different ways of expressing concentration of Week 2
solubility, and the solutions: percent by mass, mole fraction, molarity,
stoichiometry of reactions in molality, percent by volume, percent by mass, ppm
solutions Perform stoichiometric calculations for reactions in Week 2
solution
Describe the effect of concentration on the colligative Week 2
properties of solutions
Differentiate the colligative properties of nonelectrolyte Week 3
solutions and of electrolyte solutions
Calculate boiling point elevation and freezing point Week 3
depression from the concentration of a solute in a
solution
Calculate molar mass from colligative property data Week 3
Describe laboratory procedures in determining Week 3
concentration of solutions
energy changes in chemical Explain the first law of thermodynamics Week 3
reactions Explain enthalpy of a reaction Week 3

Calculate the change in enthalpy of a given reaction using

Hess Law
1. the rate of a reaction and Describe how various factors influence the rate of a Week 4
the various factors that reaction
influence it Differentiate zero, first-, and second-order reactions Week 4
2. the collision theory Explain reactions qualitatively in terms of molecular Week 4
collisions
 537

Explain activation energy and how a catalyst affects the Week 4

reaction rate
Cite and differentiate the types of catalysts Week 4
4th spontaneous change, entropy, Prepare a poster on a specific Predict the spontaneity of a process based on entropy Week 5
Quarter and free energy application of one of the Explain the second law of thermodynamics and its Week 5
following: significance
A. Acid-base equilibrium
B.Electrochemistry Use Gibbs’ free energy to determine the direction of a Week 5
Include in the poster the reaction
Chemical equilibrium and Le concepts, principles, and Explain chemical equilibrium in terms of the reaction rates Week 5
Chatelier’s Principle chemical reactions involved, of the forward and the reverse reaction
and diagrams of processes and Calculate equilibrium constant and the pressure or Week 5
other relevant materials
concentration of reactants or products in an equilibrium
mixture
State the Le Chatelier’s principle and apply it qualitatively Week 5
to describe the effect of changes in pressure,
concentration and temperature on a system at
equilibrium
1. acid-base equilibrium and its Define Bronsted acids and bases Week 6
applications to the pH of Discuss the acid-base property of water Week 6
solutions and the use of buffer Calculate ph from the concentration of hydrogen ion or Week 6
solutions hydroxide ions in aqueous solutions
2.solubility equilibrium and its
applications Describe how a buffer solution maintains its ph Week 6
Calculate the ph of a buffer solution using the Henderson Week 6
Hasselbalch equation
Redox reactions as applied to Define oxidation and reduction reactions Week 7
galvanic and electrolytic cells Balance redox reactions using the change in oxidation Week 7
number method
Identify the reaction occurring in the different parts of the Week 8
cell
Define reduction potential, oxidation potential, and cell
potential
Calculate the standard cell potential Week 8
Relate the value of the cell potential to the feasibility of Week 8
using the cell to generate an electric current
 538

Describe the electrochemistry involved in some common Week 8

batteries:
a. Leclanche dry cell
b. Button batteries
c. Fuel cells
d. Lead storage battery

Apply electrochemical principles to explain corrosion Week 8

Explain the electrode reactions during electrolysis Week 8
Describe the reactions in some commercial electrolytic Week 8
processes

Grade Level : Grade 12

Subject: General Physics 1

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able
understanding of... to...
1st 1.The effect of instruments on Solve, using experimental and Solve measurement problems involving conversion of Week 1
Quarter measurements theoretical approaches, multi- units, expression of measurements in scientific notation
2.Uncertainties and deviations concept, rich-content Differentiate accuracy from precision Week 1
in measurement problems involving Differentiate random errors from systematic errors Week 1
3.Sources and types of measurement, vectors, motion Estimate errors from multiple measurements of a physical Week 1
error in 1D and 2D, Newton’s Laws, quantity using variance
Vectors and vector Work, Energy, Center of Mass, Differentiate vector and scalar quantities Week 1
addition momentum, impulse and Perform addition of vectors Week 1
collisions Rewrite a vector in component form Week 1
1. Position, time, Convert a verbal description of a physical situation Week 2
distance, displacement, speed, involving uniform acceleration in one dimension into a
average velocity, mathematical description
instantaneous velocity
2.Average acceleration, and Interpret displacement and velocity, respectively, as areas Week 2
instantaneous acceleration under velocity vs. time and acceleration vs. time curves
 539

3. Uniformly accelerated linear Interpret velocity and acceleration, respectively, as slopes Week 2
motion of position vs. time and velocity vs. time curves
3. Free-fall motion Construct velocity vs. time and acceleration vs. time Week 2
4. 1D Uniform Acceleration graphs, respectively, corresponding to a given position vs.
Problems time-graph and velocity vs. time graph and vice versa
Solve for unknown quantities in equations involving one- Week 2
dimensional uniformly accelerated motion , including free
fall motion
Solve problems involving one-dimensional motion with Week 2
constant acceleration in contexts such as, but not limited
to, the “tail-gating phenomenon”, pursuit, rocket launch,
and free- fall problems
Relative motion Describe motion using the concept of relative velocities in Week 3
1. Position, distance, 1D and 2D
displacement, speed, average
velocity, instantaneous Deduce the consequences of the independence of vertical Week 3
velocity, average acceleration, and horizontal components of projectile motion
and instantaneous acceleration Calculate range, time of flight, and maximum heights of Week 3
in 2- and 3- dimensions projectiles
2. Projectile Motion Infer quantities associated with circular motion such as Week 3
3. Circular Motion tangential velocity, centripetal acceleration, tangential
acceleration, radius of curvature
Solve problems involving two dimensional motion in Week 3
contexts such as, but not limited to ledge jumping, movie
stunts, basketball, safe locations during firework displays,
and Ferris wheels
1. Newton’s Law’s of Motion Define inertial frames of reference Week 4
2. Inertial Reference Frames Identify action-reaction pairs Week 4
3. Action at a distance forces Draw free-body diagrams Week 4
4. Types of contact forces: Apply Newton’s 1st law to obtain quantitative and Week 4
tension, normal force, kinetic qualitative conclusions about the contact and noncontact
and static friction, fluid forces acting on a body in equilibrium
resistance Differentiate the properties of static friction and kinetic Week 4
5. Action-Reaction Pairs friction
 540

6. Free-Body Diagrams Apply Newton’s 2nd law and kinematics to obtain Week 5
7.Applications of Newton’s quantitative and qualitative conclusions about the velocity
Laws to single-body and and acceleration of one or more bodies, and the contact
multibody dynamics and noncontact forces acting on one or more bodies
8. Problem solving using
Newton’s Laws Solve problems using Newton’s Laws of motion in contexts Week 5
such as, but not limited 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

1. Dot or Scalar Product Calculate the dot or scalar product of vectors Week 5
2. Work done by a force Determine the work done by a force acting on a system Week 5
3. Work-energy relation Define work as a scalar or dot product of force and Week 6
4. Kinetic energy displacement
5. Power
6.Conservative and Interpret the work done by a force in one- dimension as Week 6
nonconservative forces an area under a Force vs. Position curve
7.Gravitational potential Relate the gravitational potential energy of a system or Week 6
energy object to the configuration of the system
8. Elastic potential Relate the elastic potential energy of a system or object to Week 6
energy the configuration of the system
9.Equilibria and potential Explain the properties and the effects of conservative Week 6
energy diagrams forces
10.Energy Conservation, Use potential energy diagrams to infer force; stable, Week 7
Work, and Power Problems unstable, and neutral equilibria; and turning points
Solve problems involving work, energy, and power in Week 7
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
terraces; power and energy requirements of human
activities such as sleeping vs. sitting vs. standing, running
vs. walking.

1. Center of mass Differentiate center of mass and geometric Week 7

2. Momentum center
3. Impulse Relate the motion of center of mass of a system to the Week 7
4. Impulse-momentum relation momentum and net external force acting on the system
 541

5. Law of conservation of Relate the momentum, impulse, force, and time of Week 8
momentum contact in a system
6. Collisions Compare and contrast elastic and inelastic collisions Week 8
7. Center of Mass, Impulse,
Apply the concept of restitution coefficient in collisions Week 8
Momentum, and Collision
Problems Solve problems involving center of mass, impulse, and Week 8
momentum in contexts such as, but not limited to, rocket
motion, vehicle collisions, and ping-pong.

2nd 1. Moment of inertia Calculate the moment of inertia about a given axis of Week 1
Quarter 2.Angular position, angular single-object and multiple-object systems
velocity, angular acceleration Calculate magnitude and direction of torque using the Week 1
3. Torque definition of torque as a cross product
4. Static equilibrium Describe rotational quantities using vectors Week 1
5. Rotational kinematics Determine whether a system is in static equilibrium or not Week 1
6. Work done by a torque Apply the rotational kinematic relations for systems with Week 1
constant angular accelerations
Determine angular momentum of different systems Week 1
Apply the torque-angular momentum relation Week 1
Solve static equilibrium problems in contexts but not Week 1
limited to see-saws, cable-hinge-strut-system, leaning
ladders, and weighing a heavy suitcase using a small
bathroom scale
1. Newton’s Law of Universal Use Newton’s law of gravitation to infer gravitational Week 2
Gravitation force, weight, and acceleration due to gravity
2. Gravitational field Discuss the physical significance of gravitational field Week 2
3. Gravitational potential Apply the concept of gravitational potential energy in Week 2
energy physics problems
4. Orbits Calculate quantities related to planetary or satellite Week 2
5. Kepler’s laws of motion
planetary
motion For circular orbits, relate Kepler’s third law of planetary Week 3
motion to Newton’s law of gravitation and centripetal
acceleration
 542

1. Periodic Motion Relate the amplitude, frequency, angular frequency, Week 3

2.Simple harmonic motion: period, displacement, velocity, and acceleration of
spring-mass system, simple oscillating systems
pendulum
3.Damped and Driven Recognize the necessary conditions for an object to Week 3
oscillation undergo simple harmonic motion
4. Periodic Motion Calculate the period and the frequency of spring mass, Week 3
experiment simple pendulum, and physical pendulum
5. Mechanical waves Differentiate underdamped, overdamped, and critically Week 4
damped motion
Define mechanical wave, longitudinal wave, transverse Week 4
wave, periodic wave, and sinusoidal wave
From a given sinusoidal wave function infer the speed, Week 4
wavelength, frequency, period, direction, and wave
number

1. Sound Apply the inverse-square relation between the intensity of Week 4

2. Wave Intensity waves and the distance from the source
3. Interference and beats Describe qualitatively and quantitatively the superposition Week 5
4. Standing waves
5. Doppler effect of waves
Apply the condition for standing waves on a string Week 5
Relate the frequency (source dependent) and wavelength Week 5
of sound with the motion of the source and the listener
1. Specific gravity Relate density, specific gravity, mass, and volume to each Week 5
2. Pressure other
3. Pressure vs. Depth Relation Relate pressure to area and force Week 6
4. Pascal’s principle Relate pressure to fluid density and depth Week 6
5. Buoyancy and Archimedes’
Principle Apply Pascal’s principle in analyzing fluids in various Week 6
6. Bernoulli’s principle systems
Apply the concept of buoyancy and Archimedes’ principle Week 6
Apply Bernoulli’s principle and continuity equation, Week 7
whenever appropriate, to infer relations involving
pressure, elevation, speed, and flux
1. Zeroth law of Explain the connection between the Zeroth Law of Week 7
 543

2. Thermal expansion Convert temperatures and temperature differences in the Week 7

3. Heat and heat capacity following scales: Fahrenheit, Celsius, Kelvin
Define coefficient of thermal expansion and coefficient of Week 7
volume expansion
Calculate volume or length changes of solids due to Week 7
changes in temperature
Solve problems involving temperature, thermal expansion, Week 7
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 insulation, sizes of stars, and
surface temperatures of planets

1. Ideal gas law Enumerate the properties of an ideal gas Week 8

2.Internal energy of an Solve problems involving ideal gas equations in contexts Week 8
ideal gas such as, but not limited to, the design of metal containers
3.Heat capacity of an for compressed gases
ideal gas
4.Thermodynamic Interpret PV diagrams of a thermodynamic process Week 8
systems Compute the work done by a gas using dW=PdV Week 8
5.Work done during State the relationship between changes internal energy, Week 8
volume changes work done, and thermal energy supplied through the First
6.1st law of Law of Thermodynamics
thermodynamics
7.Thermodynamic processes: Differentiate the following thermodynamic processes and Week 8
adiabatic, isothermal, isobaric, show them on a PV diagram: isochoric, isobaric,
isochoric isothermal, adiabatic, and cyclic
8. Heat engines
9. Engine cycles Calculate the efficiency of a heat engine Week 8
10. Entropy Describe reversible and irreversible processes Week 8
11.2nd law of Explain how entropy is a measure of disorder Week 8
Thermodynamics State the 2nd Law of Thermodynamics Week 8
12.Reversible and irreversible
processes Calculate entropy changes for various processes e.g., Week 8
isothermal process, free expansion, constant pressure
process, etc.
 544

Grade Level : Grade 12

Subject: General Physics 2

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able
understanding of... to...
3rd 1. Electric charge Use theoretical and Describe using a diagram charging by rubbing and Week 1
Quarter 2. Insulators and conductors experimental approaches to charging by induction
3. Coulomb’s Law solve multi-concept and rich- Explain the role of electron transfer in electrostatic Week 1
4. Electric forces and fields context problems involving charging by rubbing
5. Electric field calculations electricity and magnetism
6. Charges on conductors Describe experiments to show electrostatic charging by Week 1
7. Electric flux and Gauss’s Law induction
8.Electric charge, dipoles, Calculate the net electric force on a point charge exerted Week 1
force, field, and flux problems by a system of point charges
Describe an electric field as a region in which an electric Week 1
charge experiences a force
Calculate the electric field due to a system of point Week 1
charges using Coulomb’s law and the superposition
principle
Calculate electric flux Week 1
Use Gauss’s law to infer electric field due to uniformly Week 2
distributed charges on long wires, spheres, and large
plates
Solve problems involving electric charges, dipoles, forces, Week 2
fields, and flux in contexts such as, but not limited to,
systems of point charges, electrical breakdown of air,
charged pendulums, electrostatic ink-jet printers
1. Electric potential energy Relate the electric potential with work, potential energy, Week 2
2. Electric potential and electric field
3. Equipotential surfaces Determine the electric potential function at any point due Week 2
4. Electric field as a potential to highly symmetric continuous- charge distributions
 545

gradient infer the direction and strength of electric field vector, Week 3
5. Electric potential nature of the electric field sources, and electrostatic
potential surfaces given the equipotential lines
Calculate the electric field in the region given a Week 3
mathematical function describing its potential in a region
of space
Solve problems involving electric potential energy and Week 3
electric potentials in contexts such as, but not limited to,
electron guns in CRT TV picture tubes and Van de Graaff
generators
1. Capacitance and capacitors Deduce the effects of simple capacitors (e.g., parallel- Week 3
a.Capacitors in series and plate, spherical, cylindrical) on the capacitance, charge,
parallel and potential difference when the size, potential
b.Energy stored and electric- difference, or charge is changed
field energy in capacitors
2. Dielectrics Calculate the equivalent capacitance of a network of Week 3
capacitors connected in series/parallel
Determine the total charge, the charge on, and the Week 4
potential difference across each capacitor in the network
given the capacitors connected in series/parallel
Determine the potential energy stored inside the Week 4
capacitor given the geometry and the potential difference
across the capacitor
Describe the effects of inserting dielectric materials on the Week 4
capacitance, charge, and electric field of a capacitor
Solve problems involving capacitors and dielectrics in Week 5
contexts such as, but not limited to, charged plates,
batteries, and camera flashlamps.
1.Current, resistivity, and Distinguish between conventional current and electron Week 5
resistance flow
2. Ohm’s law Apply the relationship charge = current x time to new Week 5
3.Energy and power in electric situations or to solve related problems
circuits
4. Electrical safety Describe the effect of temperature increase on the Week 5
resistance of a metallic conductor
 546

Describe the ability of a material to conduct current in Week 5

terms of resistivity and conductivity
Apply the relationship of the proportionality between Week 5
resistance and the length and cross-sectional area of a
wire to solve problems
Differentiate ohmic and non-ohmic materials in terms of Week 5
their I-V curves
Differentiate emf of a source and potential difference (PD) Week 5
across a circuit
Given an emf source connected to a resistor, determine Week 5
the power supplied or dissipated by each element in a
circuit
Solve problems involving current, resistivity, resistance, Week 5
and Ohm’s law in contexts such as, but not limited to,
batteries and bulbs, household wiring, and selection of
fuses.
Devices for measuring currents Operate devices for measuring currents and voltages Week 5
and voltages
1. Resistors in series and Draw circuit diagrams with power sources (cell or battery), Week 5
parallel switches, lamps, resistors (fixed and variable) fuses,
ammeters and voltmeters
2. Kirchhoff’s rules Evaluate the equivalent resistance, current, and voltage in Week 6
a given network of resistors connected in series and/or
3. R-C circuits parallel
Calculate the current and voltage through and across Week 6
circuit elements using Kirchhoff’s loop and junction rules
(at most 2 loops only)
Solve problems involving the calculation of currents and Week 6
potential difference in circuits consisting of batteries,
resistors and capacitors.
1. Magnetic fields Differentiate electric interactions from magnetic Week 6
2. Lorentz Force interactions
Evaluate the total magnetic flux through an open surface Week 6
 547

3. Motion of charge particles in Describe the motion of a charged particle in a magnetic Week 6
electric and magnetic fields field in terms of its speed, acceleration, cyclotron radius,
4.Magnetic forces on current- cyclotron frequency, and kinetic energy
carrying wires
Evaluate the magnetic force on an arbitrary wire segment Week 6
placed in a uniform magnetic field

1. Biot-Savart Law Evaluate the magnetic field vector at a given point in Week 7
2. Ampere’s Law space due to a moving point charge, an infinitesimal
current element, or a straight current-carrying conductor
Calculate the magnetic field due to one or more straight Week 7
wire conductors using the superposition principle
Calculate the force per unit length on a current carrying Week 7
wire due to the magnetic field produced by other current-
carrying wires
Evaluate the magnetic field vector at any point along the Week 7
axis of a circular current loop
Solve problems involving magnetic fields, forces due to Week 7
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.
4th 1. Magnetic induction 1. Use theoretical and, when Identify the factors that affect the magnitude of the Week 7
Quarter 2. Faraday’s Law feasible, experimental induced emf and the magnitude and direction of the
3.Alternating current, LC approaches to solve induced current (Faraday’s Law)
circuits, and other applications multiconcept, rich-context
of magnetic induction problems using concepts from Compare and contrast electrostatic electric field and non- Week 7
electromagnetic waves, optics, electrostatic/induced electric field
relativity, and atomic and Calculate the induced emf in a closed loop due to a time- Week 7
nuclear theory varying magnetic flux using Faraday’s Law
Describe the direction of the induced electric field, Week 8
2.Apply ideas from atomic and magnetic field, and current on a
nuclear physics in contexts
such as, but not limited to, conducting/nonconducting loop using Lenz’s Law
radiation shielding and Compare and contrast alternating current (AC) and direct Week 8
current (DC)
 548

inferring the composition of Characterize the properties (stored energy and time- Week 8
stars dependence of charges, currents, and voltages) of an LC
circuit
1.Maxwell’s synthesis of Relate the properties of EM wave (wavelength, frequency, Week 8
electricity, magnetism, and speed) and the properties of vacuum and optical medium
optics (permittivity, permeability, and index of refraction)
2. EM waves and light Explain the conditions for total internal reflection Week 8
3. Law of Reflection Explain the phenomenon of dispersion by relating to Week 8
4.Law of Refraction (Snell’s Snell’s Law
Law) Calculate the intensity of the transmitted light after Week 8
5. Polarization (Malus’s passing through a series of polarizers applying Malus’s
Law) Law
7. Applications of reflection,
refraction, dispersion, and Solve problems involving reflection, refraction, dispersion, Week 8
polarization and polarization in contexts such as, but not limited to,
(polarizing) sunglasses, atmospheric haloes, and rainbows
1. Reflection and refraction at Explain image formation as an application of reflection, Week 8
plane and spherical surfaces refraction, and paraxial approximation
2. Mirrors Relate properties of mirrors and lenses (radii of curvature, Week 8
3. Thin lens
4. Geometric optics focal length, index of refraction [for lenses]) to image and
object distance and sizes
Determine graphically and mathematically the type Week 8
(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 Week 8
(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 image Week 8
formation by the eye, and correction of common vision
defects
1. Huygens’ Principle Determine the conditions (superposition, path and phase Week 9
2. Two-source interference of difference, polarization, amplitude) for interference to
 549

light occur emphasizing the properties of a laser as a

3.Intensity in interference monochromatic and coherent light source
patterns Relate the geometry of the two-slit experiment set up (slit Week 9
4. Interference in thin
films separation, and screen-to-slit distance) and properties of
5. Diffraction from single- light (wavelength) to the properties of the interference
slits pattern (width, location, and intensity)
Relate the geometry of the diffraction experiment setup Week 9
(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)

1. Postulates of Special State the postulates of Special Relativity and their Week 9
Relativity consequences
2.Relativity of times and Apply the time dilation, length contraction and relativistic Week 9
lengths velocity addition to worded problems
3. Relativistic velocity
addition Calculate kinetic energy, rest energy, momentum, and Week 9
4. Relativistic dynamics speed of objects moving with speeds comparable to the
5. Relativistic Doppler speed of light
effect

1. Photoelectric effect Explain the photoelectric effect using the idea of light Week 9
2. Atomic spectra quanta or photons
3. Radioactive decay Explain qualitatively the properties of atomic emission and Week 9
absorption spectra using the concept of energy levels
Calculating radioisotope activity using the concept of half- Week 9
life
 550

Grade Level: Grade 11

Subject: Pre-
Calculus
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners The learner shall be able The learners…
demonstrate an to…
understanding of…
Quarter 1 key concepts of model situations illustrate the different types of conic sections Week 1
conic sections and appropriately and solve define a circle.
systems of problems accurately graph a circle given an equation in center-radius form
nonlinear using conic sections and
equations systems of nonlinear define a parabola Week 2
equations graph a parabola given an equation in vertex form
define an ellipse Week 3
graph an ellipse given an equation in standard form

define a hyperbola Week 4

graph a hyperbola given an equation in standard form
recognize the equation and important characteristics of the different types of conic Week 5
sections
solves situational problems involving conic sections
illustrate systems of nonlinear equations Week 6
determine the solutions of systems of equations (one linear and one second-
degree) in two variables using substitution, elimination, and graphing (in standard
form)
solve situational problems involving systems of nonlinear equations Week 7
an understanding of shall be able to keenly Illustrate a series Week 8
key concepts of observe and investigate differentiate a series from a sequence to 9
series and patterns, and
use the sigma notation to represent a series
mathematical formulate appropriate
induction and the mathematical Apply the use of sigma notation in finding sums
Binomial Theorem. statements

Quarter 2 an understanding 1. formulate and solve illustrate the unit circle and the relationship between the linear and angular Week 1
key concepts of accurately situational measures of a central angle in a unit circle to 2
circular functions, convert degree measure to radian measure and vice versa
 551

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners The learner shall be able The learners…
demonstrate an to…
understanding of…
trigonometric problems involving illustrate angles in standard position and coterminal angles
identities, inverse circular functions illustrate the different circular functions Week 3
trigonometric uses reference angles to find exact values of circular functions
functions, and
the polar illustrate the domain and range of the different circular functions Week 4
coordinate graph the six circular functions (a) amplitude, (b) period, and (c) phase shift
system solve situational problems involving circular functions Week 5
2. apply appropriate determine whether an equation is an identity or a conditional equation Week 6
trigonometric identities apply trigonometric identities to find other trigonometric values to 8
in solving situational
solve situational problems involving trigonometric identities
problems
3. formulate and solve illustrate the domain and range of the inverse trigonometric functions.
accurately situational evaluate an inverse trigonometric expression.
problems involving solve trigonometric equations.
appropriate solve situational problems involving inverse trigonometric functions and Week 9
trigonometri trigonometric equations
c functions
552
 553

Grade Level: Grade 11

Subject: Creative Industries I – Arts and Design Appreciation and Production

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates appreciation explains the historical context and cultural
of all the visual art forms, traditions behind existing examples and pieces, identifies various visual art and applied art
and the processes that enter local and international; forms, explains the historical context, cultural
into the production of each; traditions, processes and production of each
through documentation and cataloguing (text Week 1-
and images in digital or print: ex. Glossary of 2
art/design vocabulary in a journal or idea
book);

1st
Quarter demonstrates appreciation of explains the meaning and significance of various distinguishes basic materials, tools and
forms, materials, techniques visual art, media art and applied art forms based processes (including software and traditional Week 3-
and meanings of various visual on functions and uses through presentations practices) in the production of visual, media 5
and applied art expressions (gallery style or multi media) with supplementary and applied arts; and
texts/notes
articulates the meanings and significance of Week 6-
various expressions of visual and applied arts. 8

demonstrates understanding of evaluates artistic and design productions based identifies the different processes and Week 1-
the historical context, cultural on form, content, context and functionality by components of arts and design production. 4
traditions, and the production critiquing existing samples and by visiting
2nd and marketing aspects of visual museums/gallery, studio, production houses,
Quarter and applied arts. local/indigenous arts groups through visual relates the components of arts and design Week 5-
documentation and/or writing reflection papers. production to different arts and design forms. 8
 554

Grade Level: Grade 11

Subject: Creative Industries II: Performing Arts

Quarter / Content Standards Performance Standards Most Essential Learning Competencies Duration
Semester
2nd Sem The learner… The learner… discusses the varieties, categories and Week 1
elements of various performing arts
1. demonstrates an understanding of synthesizes key concepts of practices
theater as a synthesis of the arts and theater in an improvised group
explains the different elements of artistic Week 2
utilizes a collective/collaborative process performance about their life expression and principles of artistic
of creation stories.
organization as applied in a
theater performance
2. demonstrates an understanding of the
collective character of theater production explains the value of life stories as valuable
sources of theater performances
creates skits that are evolved from personal Week 3 to
stories using the different elements of arts Week 4
and principles of composition
performs short skits noting the important Week 5 to
qualities of a good performance Week 6
examines the merits of the skit Week 7
performances using the principles of
composition and qualities of performance
2nd Sem demonstrates basic skills in note reading and reads and notates simple reads melodies in simple meters and in Week 8
ear training melodies major and minor keys
notates simple melodies in major keys and
in duple, triple, and quadruple meters
recognizes melodic intervals visually and
aurally

2nd Sem demonstrates basic skills in group performs selected instruments plays with correct rhythm, good intonation Week 8 to
instrumental playing and good ensemble Week 12
uses appropriate position and fingering in
playing simple pieces
 555

interprets appropriate phrasing, articulation

and dynamics in performing instrumental
pieces
2nd Sem 1. demonstrates basic choral skills 1. sings expressively with good sings simple 2- or 3-part choral
vocal technique, observing arrangements
2. demonstrates basic conducting skills changes in dynamics and uses proper enunciation and vocal
tempo techniques such as breathing and control
interprets and applies dynamic and tempo
2. conducts pieces with marks in singing
precise movements
indicating desired tempo, conducts pieces in duple, triple, and
dynamics and expression quadruple meter using appropriate hand
and arm gestures
indicates attacks and releases clearly in
conducting
2nd Sem demonstrates knowledge and understanding performs a 5 to 10-minute identifies the historical background of Week 13
of the different dance forms performed in the dance with well-executed dance Philippine dances including costumes and
Philippines steps, artistry proper music and music:
costume  Pre-colonial Philippine Dance
 Regional Philippine Dances
 Classical and Filipino Contemporary
Dance

executes basic stance, forms, positions and Week 14

contextual meaning of a dances
explains the life of the choreographer, his Week 15
specific dance style, its history
analyzes the characteristics of dances:
classical and Filipino contemporary dance
dances with a partner (friend pear family Week 16
member) to build teamwork through dance
2nd Sem demonstrates knowledge of dances learned in executes a dance lecture- records a video performance together with Week 17
class demonstration in the explanation on the specific dance form
community
 556

2nd Sem demonstrates an understanding of the examines the local, national and researches on the situation of performing Week 18
application of performing arts skills for local, global landscape of performing arts-related industries in their immediate
national and global demands and arts-related industries through locality and in the nation and global setting
opportunities research.
understands the skills, resources, and
opportunities in performing arts-related
industries
presents a report either individually or as a
group on their findings on the skills,
resources, and work opportunities available
in performing arts-related industries

Grade Level: Grade 12

Subject: Physical and Personal Development in the Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the parts of the body involved in the WEEK 1-
creation/performance of different art forms 2
displays a knowledge of movements
and habits that help prevent injuries identifies hazardous materials, industry-related WEEK 3-
demonstrates an understanding of related to art forms injuries and their causes used in art production 4
1st how the body functions in the
creative work environment practices basic first-aid measures according to WEEK 5-
Quarter hazards during art production 6
shows knowledge of the develops proper personal hygiene regimen suitable WEEK 7-
maintenance of physical and for the art form 8
personal well-being
executes proper physical exercises in demonstrates different warm-ups and exercises for WEEK 1-
a classroom setting the performing arts to prevent injury and encourage 2
applies safety and professional professional longevity
practices in the creative work
2nd environment produces a working resume draft that contains WEEK 3
Quarter demonstrates an understanding of his/her basic profile and artistic skills
the professional tools and a good researches and writes a report on the local and
working environment WEEK 4-
international market conditions related to a specific 5
art form
 557

assesses the safety and security of a particular WEEK 6

creative work environment

designs a hypothetical creative workplace that is WEEK 7-

hygienic and free of hazardous materials 8

Grade Level: Grade 12

Subject: Developing Filipino Identity in the Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates an understanding and synthesizes art found in his/her creates a cultural map of his/her community Week 1-
appreciation of traditional and/or local community 4
art forms and his/her role in their
sustainability
understands his/her position/role as explains the concept of self in relation to culture Week 5
3rd artist in the community and arts in the community and nation
Quarter
demonstrates understanding of present identifies issues affecting the discusses issues arising from the experience of Week 6
issues regarding the arts in their different arts in the community culture mapping with peers
community proposes possible ideas that could address these Week 7-
issues related to culture and arts in the community 8
demonstrates an understanding of local executes a creative project that articulates the process of appropriation and Week 1-
traditions in the building of national integrates traditional forms, integration of traditional and/or local art forms 3
identity through the arts processes, knowledge, or materials into his/her own art work
4th in their disciplines
creates a work of art/performance /creative event Week 4-
Quarter that addresses, tackles, or highlights local and 8
national identity (i.e. exhibits, trade fairs, arts and
culture festivals)
 558

Grade Level: Grade 12

Subject: Integrating Elements and Principles of Organization in the Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates an understanding of the evaluates the different elements identifies different elements and principles of
different elements of art, how they are seen seen in everyday objects and their organization in the arts, its potential to express WEEK 1-
in the everyday, and how they create meanings one’s feelings and ideas, and to create 3
meanings meanings in everyday objects
1st understands the different elements and analyzes the elements and principles of
Quarter principles of organization in the arts and how organization in the arts (painting, print,
they are applied to the various forms of art to evaluates the different elements photography and other forms of two- WEEK 4-
and principles of organization in 8
communicate ideas, create meaning, and art works dimensional art; sculpture, installation and
elicit response from the audience other forms of three-dimensional art; and
Architecture)
relates the elements and principles of the evaluates the different elements portrays Philippine folk arts, chants and myths
different arts—applied to the literary arts, and principles of organization in through integrated artistic storytelling using WEEK 1-
cinema and visual arts—as both individual art works digital tools (i.e. digital story, animation, short 3
and integrated fields film, shadow play)
enhances a given story by introducing WEEK-4-
2nd embellishment and 5
improvisation as inspired by other art forms
Quarter
demonstrates the ability to communicate manipulates the elements and creates an art work that applies the knowledge
feelings and ideas, and creates meanings principles of organization in the of their specialization
through the manipulation of the elements arts in order to communicate WEEK 6-
and the principles of the arts in selected ideas, express emotions, and 8
forms of creative expression create meanings
 559

Grade Level: Grade 12

Subject: Leadership and Management in Different Arts and Fields

Semester Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… The learner…
Week 1
demonstrates values towards arts makes a self-assessment checklist that 1. explains the Personnel Development Course on
discipline and integrity measures personal strength and knowing the self as an Arts student, which exhibits
weaknesses discipline (time, excellence, and finance) and
integrity, personal strengths, weaknesses, and
challenges in terms of multiple intelligences
exercises in relation to ARTS and other Fields

demonstrates an understanding of records active participation to exhibit 2. explains the importance of time management in
time discipline and excellence and time discipline and excellence day to day life in relation to punctuality in Week 1
establishes standards attendance in class and other activities and in
submission of requirements

3. practices self-improvement standards in relation

to his/her comprehension of the demands of the Week 1
Philippine Qualifications Framework (PQF) and
ASEAN Qualifications Framework (AQF), and the
habit of striving for professional excellence (i.e.
“pwede pa” instead of “pwede na”)

demonstrates an understanding of recognizes the uniqueness of each art 4. relates the art elements in management (i.e.
the principles of management using elements: harmony, balance, rhythm, harmony, balance, line, form, repetition, etc./Ed Week 2
the elements of arts contrast and unity Morato’s)

demonstrates an understanding of Develops a deeper understanding of 5. explains the importance of Philippine art and
the different art institutions and Philippine art and cultural forms in the cultural forms in the community Week 2
allied disciplines community
6. conducts cultural mapping ( from Research 1 and
2) Week 2
 560

Week 2
7. identifies, enumerates and locates different
Philippine organizations / content providers of art
and cultural resources (Libraries, sources, websites,
etc.)
develops an understanding and participates/involves oneself in an arts 8. makes a report on the ff:
awareness arts and cultural and cultural organization in the a.basic output of the research/basic cultural Week 3
organizations, their role and community and understands its role/ mapping of arts
functions in the community in both functions b. cultural organizations in the community
contemporary and traditional forms c.group or organizations in the creative industry
value chain as well as core and related industries

9. demonstrates an appreciation of arts and

cultural organizations Week 3

10. Discuss the ff:

a.arts and cultural organizational structures, both Week 3
contemporary and traditional forms
b.the contributions of national and local arts
organizations
c. the importance of arts organization in the
community
d.different traditional arts organizations (i.e. Council
of elders)

demonstrates an understanding of recognizes and establishes awareness 11. distinguishes the different artists and cultural
the roles of the human resource in of the different artists and cultural workers of projects of the different art/cultural Week 3
the creative industry: creative, workers in the performing arts, visual, forms and the roles of these artists and cultural
production and technical staff media arts and design forms workers
2nd Sem demonstrates an understanding and 12. understands the different traditional artists and Week 3
awareness of the artists in the cultural workers of the different cultural art forms
different traditional art and cultural and the roles of the human resource of the
forms different traditional art and cultural forms
develops comprehensive documents the event following 13. collects data for documentation using the Week 4
documentations of the arts event procedures appropriate media to document event
(appreciates content documentation,
archiving and preservation)
 561

demonstrates an understanding and conducts /participates in opportunity- 14. discusses creative processes and creativity- Week 5
awareness of applying the processes seeking processes and inducing exercises in problem solving through:
of "artistic creation" such as creativity- inducing exercises in - unfreezing exercises
brainstorming, creative visualization, problem solving - tableau exercises
imagination - ideation and creating solutions in the problem-
solving exercises

15. demonstrates awareness and appreciation of Week 5

"opportunity seeking" processes for
product development, and the different
"opportunity
seeking" processes in problem solving exercises,
etc.
2nd Semester demonstrates an understanding of makes a proposal and designs a 16. explains the ff: Week 5
project conceptualization by concept for an arts program/event; a.the elements in a project proposal, including the
presenting a simple proposal applying establishes the event’s objectives establishment of objectives
elements in planning the project b.the importance of project planning for arts
proposal for the performing arts, organizations
visual arts and media art forms 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

17. records day to day work in progress

Week 5

2nd Sem demonstrates discipline in handling exhibits proficiency in basic business 18. discusses/ explains the following topics: Weeks 6-
finances of self communication skills a. fiscal responsibility and accountability 7
b.discipline in handling finances of self: budgeting,
demonstrates an understanding of savings
the creative work environment as an c.management of funds and accountability for the
employee and/or as a freelance/ expenses of the self
project-based employee 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
 562

g. how work contributes to individuals and to the

organization
demonstrates knowledge and 19. exhibits/demonstrates the following in the Weeks 6-
understanding of basic business accomplishment of all these assigned tasks in class: 7
communication skills a.efficiency in reviewing business communications:
job application, resume writing for the arts, a
demonstrates appreciation of the self consumer complaint, sponsorship letters, etc.
as an employee in an organization builds collaborative/ teamwork b. documentation and recognition of the fact that
each one’s work contributes to the individuals and
understands one's role in the to the organization
organization

2nd demonstrates a deep understanding decides on an appropriate project type 20. describes the different project types Weeks 6-
Semester and appreciation of the different for the art event 21. discusses in groups the following topics: 7
types of projects of the different a.different types of projects of the various art forms
performing arts, and of visual, media to the type of needs and availability of resources
art and design forms b.the different types of projects of the different
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

demonstrates awareness and relates the different types of projects 22. identifies the uniqueness of the different Week 8
understanding of the of the various art forms to the context cultural traditional forms
different cultural traditional forms of the community
demonstrates an understanding of develops concrete production logistical 23. Reports by group the following Programming Week 8
the production management process requirements and Production topics:
of the different performing, visual, a.how to make a checklist of production
media and art design forms demonstrates knowledge requirements, both staffing and physical
of coordination skills production requirements
b.identification of physical production requirements
develops an appreciation and production venue, production design (sets, props)
understanding of the different arts
 563

venues for the art events and their coordinates effectively among
space requirements production personnel: c.how to connect project requirements to potential
artists, production and technical staff project resources
d.identification of the different types of
develops an understanding identifies appropriate venues materials/equipment used in each type of project
of programming concepts for particular art events

identifies the different budget items schedules the program of e.relationship of the different possible venues for
for different art art events/activities possible art events based on production
relates the budget items to requirements
the different art forms

f.analysis of the different budget items; costs out a

production budget

analyzes the different budget items makes a project budget and an 24. makes an expense-income financial report Week 1
for different art forms expense=income report for the art
event
explores the creative work builds and maintains positive self- 25. role-plays in class how economic and social Week 1
environment as an employee and as image and relationships and work needs influence the nature and structure of work
a freelance/project hiree
demonstrates an understanding of applies technologies to management 26. identifies the appropriate technologies for Week 2
the role of technology in managing processes certain management processes (i.e. typography,
the arts graphic design)
identifies proper technological programs to be
used in the art event
 564

applies the different types of

technological programs in managing 27.exhibits awareness and understanding of Week 2
the arts technology in managing the arts:
a. web, internet, social media)
b. applies ICT program managing the arts
database, power point, graphics

demonstrates an understanding of understands and analyzes the 4Ps of 28. produces the following through their outputs Week 2
the 4Ps of Marketing Marketing on Marketing and Arts Events:
a. the 4Ps of Marketing of an arts event
2nd demonstrates understanding and
Semester awareness determines the use of different forms
of communication to promote the art b.different communication forms to promote art
event events:
applying the different forms of - print ads (flyers &invitations)
communication to promote art writes a communications proposal on - posters and tarpaulins
events how to promote and market the art - advertisements
demonstrates an understanding of event:
the communication process (SMCR) school level and community c. the different communication elements (SMCR)
based/level 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

2nd demonstrates understanding and develops marketing messages using 29. writes a brief information to promote and Week 3
Semester creativity in different forms of technologies to market the event
marketing communication promote the art event
demonstrates awareness and makes an audience survey design 30. identifies, explores the different technologies Week 3
understanding of applying the basic sales strategy to promote the art event
audience demographics
 565

develops awareness and determines ticket pricing for the event 31. explains/discusses the following Marketing Weeks
understanding of the basic sales topics: 4 -5
strategies a. basic audience analysis
b.relationship of demographics to audience
comprehends principles behind
ticketing (budget income=expense behavior towards art forms
report) c. identification of the different audience survey
designs
d.the importance of conducting audience survey
relates/ translates the laws on to design
develops awareness practical applications e. identification of the basic sales strategies
and understanding of the basic laws f.the appropriate ticket price for the particular
governing arts and culture performs basic application of certain event:
laws: e.g Oplan Bantay Sining/Kultura:. - Fund Raisings
identifying (possible) violations of - Arts for a Cause
these laws such as sale of pirated g.complies to the laws—identification of (possible)
DVDs, disrespect of cultural treasures violations in their communities
etc. h.identification and reporting of
Basic standard deductions: SSS,
Philhealth, etc (possible) violationsin their
communities of basic
includes tax systems (deductions) in constitutional rights:
the financial transactions of the art -- Freedom of Expression
event -- Intellectual Property Rights
-- National Heritage Law
applies TINs from BIR; -- Indigenous People's Rights Law
prepare applications for SSS -- Basic Taxation Systems: Income Tax, VAT, etc.
PhilHealth ,etc.

Weeks
4 -5
32. Basic understanding of the tax system and
required government deductions (SSS, Philhealth,
Pagibig)
 566

understands the self and his/her role develops a “self challenging” attitude 33. Role-plays the following topics in class: Week 6
in the creation of the artistic product a. standards of excellence for his/her creation
or service translates leadership structures b. good personal work habits
to managing an arts event c.understanding of leadership structures and
demonstrates an understanding of practices in the community
leadership structures and practices in translates leadership by example to d. decision making skills
the community their own leadership of their team/s e.recognizing artists, managers/leaders in the
school and in the community

demonstrates understanding and develops risk management tools 34. explains /compares/contrasts the different Weeks
awareness of the importance of (anticipates problems) management styles/skills of an arts event in 6- 8
supervision, monitoring and consideration of the possible unforeseen
anticipation problems/situations that may arise

awareness of the importance of 35. creates a video footages or role-play of the

supervision, monitoring and following topics using their mobile phones and Weeks
anticipation other available gadgets for this simple production: 6-8
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
c.basic communication and negotiation skills
towards an environment of tolerance
d. understanding of control in leadership
e. understands conflict management

2nd demonstrates an understanding of collects, tabulates and reports the 36. conducts and reports audience surveys Weeks
Semester how to use the data gathered based results of the audience survey 6-8
on the results of the survey for
demonstrates appreciation for evaluates the project objectively and 37. Role-play the following topics in Project Weeks
analysis of project evaluation and makes recommendations Evaluation: 6-8
criticism a. appreciation and nurturing of audience feedback
b.how to develop positive criticism skills for
evaluation (objective and subjective)
 567

c. demonstration of positive attitude towards

criticisms
d. self-challenging attitude to self-criticism

Grade Level: Grade 12

Subject: Production in the Performing Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates an understanding of plans and organizes pre-production identifies the various departments as well as
the range of processes, structures processes by designing a working designs an organizational structure in a theater
and functions in the field of timetable, developing the working production
performing arts script, conducting and documenting WEEK 1
production meetings and identifies the possible careers associated with
preliminary outputs from the the performing arts field by undergoing the
various production teams process of a production
conceptualizes a chosen material for staging
which may include reworking of a pre-existing
material or creating an original piece
2nd SEM/
QUARTER collaborates with other art disciplines
creates music, dance and designs appropriate to WEEK 2-
3 4
the production concept
recognizes local heritage and folk tradition or
other artistic forms that may be used in staging a
chosen piece
identifies appropriate performance venue
develops the initial part of theatrical performance
either by way of text analysis or by engaging into
stage experimentations and improvisations WEEK 5-
8
designs the physical action and movement on
stage of the theatrical performance through
 568

blockings and other appropriate techniques for

staging and execution
rehearses musical numbers with singers, dancers
and accompaniment
prepares production and technical requirements
such as sets, lights, sounds, costumes, props and
multimedia
devises marketing strategies for production
2nd SEM/ demonstrates an understanding of showcases creative collaboration in finalizes the integration of the different production
QUARTER the range of processes, structures the performing arts exemplified in the components WEEK 1-
4 and functions in the field of pre-production processes, actual incorporates the criticisms and proposals for 5
performing arts performance, and post-performance production enhancement
performs with a level of mastery WEEK 6
evaluates the whole learning experience on an WEEK 7-
individual and organizational level 8
produces documentation of the performance
569
 570

Grade Level: Grade 11

Subject: Safety and First Aid

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
The learner... The learner... Explains the importance of Week 1
demonstrates understanding demonstrates safety observing safety practices in
of safety, injury prevention practices consistently in performing sports, exercise
and management in sports, sports, exercise and and recreational activities;
exercise and recreational recreational activities.
settings for prompt and
proper response during
emergencies.

Observes “safety awareness” Weeks 2-19

(preventive and
rehabilitative) at all times;
Enumerates ways to Week 3
safeguard participants from
possible injuries;
First Semester
Identifies activities for Week 4
restoring strength and
condition of participants
after rehabilitation;
Identifies signs and Weeks 5-9
symptoms of injuries as well
as situations that may
prompt such injuries;
Identifies situations requiring Weeks 10-13
prompt response for safety
rescue and transfer;
Performs appropriate and Weeks 14-17
correct procedures during
disaster and emergencies in
sports, exercises and
 571

recreational settings
(simulations);
Prepares first kits and Weeks 18-19
equipment;
Develops an emergency plan Weeks 20-21
involving personnel; and
Recognizes the value of Weeks 1-21
safety, injury prevention
and management in sports
and exercise settings for
prompt and proper response
during emergencies.

Grade Level: Grade 11

Subject: Human Movement

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
First The learner demonstrates The learner describes the Week 1-3
understanding of administers accurately nature, purpose, and
movement analysis for movement screens. procedures of
efficient and effective movement screens
performance. exhibits appreciation of the
value of
measurement for
efficient and effective
performance

The learner demonstrates The learner designs sound recognizes the value of
understanding of different practice quality of practice for
theories of motor control sessions. efficient and
and learning for efficient effective performance.
and effective performance.

The learner demonstrates The learner administers interprets the results of the Week 4-6
understanding of accurately movement
 572

movement analysis for movement screens. screen;

efficient and effective exhibits appreciation of the
performance value of
measurement for
efficient and effective
performance
The learner demonstrates The learner designs sound recognizes the value of
understanding of different practice quality of practice for
theories of motor control sessions. efficient and
and learning for efficient effective
and effective performance. performance.

The learner The administers relates screen to Week 7-9

demonstrates learner result current
understanding of accurately movement performance
movement analysis for screens. exhibits appreciation of the
efficient and effective value of
performance. measurement for
efficient and effective
performance;
The learner demonstrates The learner designs sound recognizes the value of
understanding of different practice quality of practice for
theories of motor control sessions. efficient and
and learning for efficient effective
and effective performance. performance.
The learner The learner administers exhibits appreciation of the Week 10-11
demonstrates accurately movement value of
understanding of screens. measurement for
movement analysis for efficient and effective
efficient and effective
performance. performance

The learner demonstrates The learner designs sound explains the different
understanding of different practice theories of motor
theories of motor control sessions. control and learning;
and learning for efficient
and effective performance recognizes the value of
quality of practice for
 573

efficient and effective

performance.
The learner The learner administers exhibits appreciation of the Week 12-14
demonstrates accurately value of
understanding of movement screens. measurement for
movement analysis for efficient and effective
efficient and effective performance
performance
The learner demonstrates The learner designs sound identifies course of action
understanding of different practice appropriate for
theories of motor control sessions. various needs and skill levels;
and learning for efficient
and effective performance recognizes the value
of quality of practice for
efficient and
effective performance.
The learner The learner administers exhibits appreciation of the Week 15-20
demonstrates accurately value of
understanding of movement screens. measurement for
movement analysis for efficient and effective
efficient and effective performance
performance

The learner demonstrates The learner designs sound modifies course of action
understanding of different practice based on feedback;
theories of motor control sessions. and
and learning for efficient recognizes the value of
and effective performance quality of practice for
efficient and
effective performance
 574

Grade Level: Grade 11

Subject: Fundamentals of Coaching

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
The learner... The learner develops a Explains fundamental Weeks 1-5
demonstrates understanding sound coaching philosophy. concepts and principles of
of the fundamental concepts coaching in relation to
and principles of coaching ethical standards;
for career preparation.

Realizes that knowledge in Weeks 6-8

coaching prepares learner
for a career;
Describes characteristics of Weeks 9-10
an effective coach;
Utilizes proper Weeks 11-12
First Semester
communication techniques
in coaching;
Identifies documentation Weeks 13-17
strategies in monitoring
performance (game
statistics, progression
towards goals, and strategies
and tactics)

Differentiates various Weeks 18-20

coaching styles; and
Recognizes appropriate Weeks 1-20
coaching behaviour.
 575

Grade Level: Grade 11

Subject: Sports Officiating and Activity Management

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
The learner... The learner... Identifies fundamental Weeks 1-3
demonstrates understanding officiates with authority in concepts, principles, skills and
of the fundamental interscholastic mechanics of sports
principles, and concepts of games/competitions. officiating
sports officiating for
effective conduct of
games/competitions.

Explains officiating mechanics Weeks 4-5

of the sport
Interprets rules of the sport; Weeks 6-7
Demonstrates appropriate Weeks 1-10
personal, social, and ethical
behavior while officiating
Second Semester Utilizes management skills Weeks 8-9
during games/competitions;
Analyses own performance Week 10
after a game/competition;
and
Values the importance of Weeks 1-10
understanding sports
officiating leading towards a
career
demonstrates understanding accomplishes a Identifies fundamental Week 11
of the fundamental concepts comprehensive activity concepts of activity
of management for the management portfolio management
effective conduct of sports,
fitness and recreation
events.
 576

Assesses the feasibility of a Weeks 12-13

sports/fitness/recreation
even
Identifies the elements of an Week 14
event plan
Utilizes promotional Week 15
strategies to market the
event
Devices evaluation Weeks 16-17
techniques to gauge the
success of the event
Designs a plan for a Weeks 18-20
sports/fitness/recreation
event
Recognizes the value of Weeks 1-20
careful planning and
implementation for effective
conduct of a
sports/fitness/recreation
event.

Grade Level: Grade 11

Subject: Psychosocial Aspects of Sports and Exercise

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
First The learner demonstrates The learner completes a explains how different types Week 1-2
understanding of basic portfolio of motivation
psychosocial theories and consisting of journals, work affect sports
concepts in sports and sheets, interview reports, performance and exercise
exercise for performance reflection papers and participation
enhancement and information materials
adherence. regarding the psychological recognizes the value of
understanding
 577

benefits of regular sports and motivation for the initiation,

exercise participation. continuation, or
resumption of sports and
exercise
participation

recognizes the value of

effective
communication and group
cohesion for
sports performance
and exercise
participation

recognizes the value of

regular sports and
exercise participation
for overall well-being
uses motivational strategies Week 3-4
to encourage
sports and
exercise participation
recognizes the value of
understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation;
recognizes the value of
effective
communication and group
cohesion for
sports performance
and exercise
participation;
 578

recognizes the value of

regular sports and
exercise participation
for overall well-being.
explains the importance of Week 5-6
group structure,
role clarity and acceptance
for effective
team functioning

recognizes the value of

understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation
recognizes the value of
effective
communication and group
cohesion for
sports performance
and exercise
participation

recognizes the value

of regular sports and
exercise participation
for overall well-being
discusses the effects of group Week 7-8
cohesion in
sports performance
and exercise
participation

recognizes the value of

understanding
 579

motivation for the initiation,

continuation, or
resumption of sports and
exercise
participation

recognizes the value of

effective
communication and group
cohesion for
sports performance
and exercise
participation

recognizes the value of

regular sports and
exercise participation
for overall well-being
describes arousal, stress, and Week 9
anxiety in
sports and exercise settings
recognizes the value of
understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation

recognizes the value

of effective
communication and group
cohesion for
sports performance
and exercise
participation
 580

recognizes the value of

regulating arousal,
coping with stress
and anxiety for better
sports performance
and exercise
participation

recognizes the value of

regular sports and
exercise participation
for overall well-being
explains how arousal and Week 10-11
anxiety affects
sports performance
and exercise
participation
recognizes the value of
understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation

recognizes the value

of effective
communication and group
cohesion for
sports performance
and
exercise
participation
recognizes the value of
regulating arousal,
coping with stress
and anxiety for better
 581

sports performance and

exercise
participation
recognizes the value
of regular sports and
exercise participation
for overall well-being
describes different strategies Week 12-14
in regulating
arousal, coping with stress
and anxiety in
sports and exercise

recognizes the value

of understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation
recognizes the value of
effective
communication and group
cohesion for
sports performance
and exercise
participation

recognizes the value

of regulating arousal,
coping with stress
and anxiety for better
sports performance
and exercise
participation
 582

recognizes the value of

regular sports and
exercise participation
for overall well-being
describes symptoms of Week 15-16
burnout, and
overtraining in sports and
exercise
participant
recognizes the value of
understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation
recognizes the value of
effective
communication and group
cohesion for
sports performance
and exercise
participation

recognizes the value

of regulating arousal,
coping with stress
and anxiety for better
sports performance
and
exercise
participation
recognizes the value of
regular sports and
exercise participation
for overall well-being
 583

explains the psychological Week 17-19

impact of injuries
in sports and
exercise participants
recognizes the value of
understanding
motivation for the initiation,
continuation, or
resumption of sports and
exercise
participation
recognizes the value of
effective
communication and group
cohesion for
sports performance
and
exercise
participation
recognizes the value of
regulating arousal,
coping with stress
and anxiety for better
sports performance
and exercise
participation

recognizes the value

of regular sports and
exercise participation
for
overall well-being
recognizes the value of Week 20
understanding
motivation for the initiation,
continuation, or
 584

resumption of sports and

exercise
participation
recognizes the value
of effective
communication and group
cohesion for
sports performance
and exercise
participation
recognizes the value of
regulating arousal,
coping with stress
and anxiety for better
sports performance
and exercise
participation

recognizes the value of

regular sports and
exercise participation
for overall well-being

Grade Level: Grade 11

Subject: Fitness Testing and Basic Exercise Programming

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
Second Semester The learner... The learner... distinguishes the proper tests Week 1-2
for specific
demonstrates administers accurately fitness parameters
understanding of the appropriate basic exercise
concept of testing to programs for different fitness realizes the importance of
formulate/adopt basic and performance goals test results as a
fitness means to set fitness
or performance goals,
 585

formulate exercise programs,

and monitor
progress
recognizes the value of sound
program
design and
constant monitoring in the
attainment of fitness and
performance
goals.
demonstrates the correct Week 3-6
performance of
fitness test procedures
realizes the importance of
test results as a
means to set fitness
or performance goals,
formulate exercise programs,
and monitor
progress
recognizes the value of sound
program
design and
constant monitoring in the
attainment of fitness and
performance
goals.
evaluates test results based Week 7-11
on age,
exercise readiness (PAR-Q),
and physical
activity status

realizes the importance of

test results as a
 586

means to set fitness or

performance goals,
formulate exercise programs,
and monitor
progress
recognizes the value of sound
program
design and
constant monitoring in the
attainment of fitness and
performance
goals.

devises exercise programs Week 12-16

based on set
fitness or performance goals
and fitness
test results using
the principles of
specificity,
overload,
progression,
individuality, recovery, and
variety

illustrates the proper

performance of the
exercises
realizes the importance of
test results as a
means to set fitness
or
performance goals,
formulate exercise programs,
and monitor
progress
recognizes the value of sound
program
 587

design and constant

monitoring in the
attainment of fitness and
performance
goals

• makes adjustments to Week 17-20

training parameters
(FITT) according to training
response
realizes the importance of
test results as a
means to set fitness
or performance goals,
formulate exercise programs,
and monitor
progress

recognizes the value of sound

program
design and
constant monitoring in the
attainment of fitness and
performance
goals

Grade Level: Grade 12

Subject: Fitness, Sports and Recreation Leadership

Semester Content Standard Performance Standard Most Essential Learning Duration

Competencies
First Semester The learner... The learner... practices quality leadership Week 1
in the conduct
demonstrates implements with confidence of fitness, sports
understanding of the basic a and recreation activities
principles of, and short-term program in
 588

techniques in, fitness, exercise/sports and uses appropriate cueing,

sports and recreation recreation for a healthy motivation,
instruction and leadership individual or group. instruction, feedback and
for carrying out safe and teaching
effective programs in techniques in delivering
exercise, sports and exercise/sports
recreation. programs for an individual or
group
identifies existing sports and
recreation
programs (summer camps,
sports clinics, etc.)
demonstrates basic
knowledge of first aid
and/or initial assessment of
common injuries
values the importance of the
basic
principles and techniques of
fitness, sports
and recreation instructions
and leadership
for delivering safe and
effective
exercise/sports and
recreation program
realizes the of
value
professional ethics,
responsibilities, and
standards
administers a pre- Week 2
participation screening
uses appropriate cueing,
motivation,
 589

instruction, feedback and

teaching
techniques in
delivering exercise/sports
programs for an individual or
group

identifies existing sports and

recreation
programs (summer camps,
sports clinics,
etc.)
demonstrates basic
knowledge of first aid
and/or initial assessment of
common
injuries
values the importance of the
basic
principles and techniques of
fitness, sports
and recreation instructions
and leadership
for delivering safe
and effective
exercise/sports
and recreation programs

realizes the value

of
professional ethics,
responsibilities,
and standards
explains the different Week 3-7
components of an
exercise program
 590

uses appropriate cueing,

motivation,
instruction, feedback
and teaching
techniques in
delivering exercise/sports
programs for an individual or
group

identifies existing sports and

recreation
programs (summer camps,
sports clinics,
etc.)

demonstrates basic
knowledge of first aid
and/or initial assessment of
common
injuries

values the importance of the

basic
principles and techniques of
fitness, sports
and recreation instructions
and leadership
for delivering safe
and effective
exercise/sports
and recreation programs

realizes the value of

professional ethics,
responsibilities,
and standards
demonstrates safe and
effective Week 8-11
 591

exercise/sports techniques
uses appropriate cueing,
motivation,
instruction, feedback
and teaching
techniques in
delivering exercise/sports

programs for an individual or

group
identifies existing sports and
recreation
programs (summer camps,
sports clinics,
etc.)

demonstrates basic
knowledge of first aid
and/or initial assessment of
common
injuries
values the importance of the
basic
principles and techniques of
fitness, sports
and recreation instructions
and leadership
for delivering safe
and effective
exercise/sports
and
recreation programs

realizes the value of

professional ethics,
responsibilities,
and standards
 592

designs a balanced exercise Week 15-16

program for an
apparently healthy individual
or group
uses appropriate cueing,
motivation,
instruction, feedback
and teaching
techniques in
delivering exercise/sports
programs for an individual or
group

identifies existing sports and

recreation
programs (summer camps,
sports clinics,
etc.)

demonstrates basic
knowledge of first aid
and/or initial assessment of
common
injuries

values the importance of the

basic
principles and techniques of
fitness, sports
and recreation instructions
and leadership
for delivering safe
and effective
exercise/sports
and recreation programs

realizes the value of

professional ethics,
 593

responsibilities, and
standards
monitors exercise intensity Week 12-20
for safe and
effective fitness performance
uses appropriate cueing,
motivation,
instruction, feedback
and teaching
techniques in
delivering exercise/sports
programs for an individual or
group

identifies existing sports and

recreation
programs (summer camps,
sports clinics,
etc.)
demonstrates basic
knowledge of first aid
and/or initial assessment of
common
injuries

values the importance of the

basic
principles and techniques of
fitness, sports
and recreation instructions
and leadership
for delivering safe
and effective
exercise/sports
and recreation programs
 594

realizes the value of

professional ethics,
responsibilities,
and standards
595
 596

GUIDING OUR TEACHERS: A Briefer on the Use of the Special Program in the Arts ( SPA) MELCs

About the Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum
Development- Special Curricular Programs Division, has produced a list of the most essential learning competencies (MELCs). MELCs was produced to ensure
that grade level standards, along with its content and performance standards are still attained despite the changes in learning delivery modes brought by the
COVID-19 pandemic.

In the process of identifying the MELCs, the ENDURANCE criterion was used as the sole determiner. Endurance is defined as the learning competency that
remains with learners long after a test is completed (Reeves, 2002) or is useful beyond a single test or unit of study (Many and Horrell, 2014) which is
applicable to real-life situations e.g. social participation and integration.
Guided by the requirement that a learning competency (LC) be useful in lifelong learning, the group of specialists in-charge of the Special Program in the Arts
curriculum recognizes the role of the program in developing excellent young artists in any field of arts towards the promotion of Filipino culture and heritage
preservation. The identified MELCs are those that can be learned in any mode of delivery, either face-to-face, online or homebased learning.

Example:
SPA-Dance G7 Q1: The learner identifies the nature and characteristics of each dance form/genre

The example above provides students with knowledge of content specific words learned from the Physical Education component of MAPEH. MELCs are also
significantly less than the original number of LCs in the curriculum because of certain factors. First, some LCs may be subsumed by other competencies.

Example:
SPA-Dance (G7 Q1): Differentiates dance forms/genre
SPA-Dance (G7 Q1): Identifies the nature and characteristics of each dance form/genre

The second factor considered in determining the MELCs is the LCs ability to be administered in different learning modalities especially during the pandemic.
Consider the example below:

Example:
SPA-Visual Arts (G7 Q4): Converts photographs into computer graphics or cartoons
 597

Learners with or without computers have the choice to convert photographs into digital art or cartoon style drawing (caricature)

How to Use the MELCs

Given the nature of the MELCs, the teacher is advised to find suitable activities and performance output for the achievement of certain competencies. It is also
recommended that the teacher consider available resources in the community.

The teacher may include more or less than those identified depending on the needs of the learners. Teachers are given the leeway to formulate learning
objectives deemed necessary for their students’ artistic development as long as they adhere to the existing curriculum standards prescribed by the Department
of Education.
 598

Grade Level: Grade 7

Subject: SPA –
Music
Quarter Content Standards Performance Standards Most Essential Learning Duration
Competencies
1st Quarter demonstrates understanding illustrates examples of the 1. *explains how the Week 1
of the different artistic integrated art processes in different elements of artistic
expressions; its elements, the different art forms. expression.
processes, principles, are used.
and interrelations.
2. explains the principles of Week 2
artistic organization in the
different art forms.
3. develops the fundamental Week 3
artistic processes in
expressing oneself.
4. explains the Week 4
characteristics of the
different art forms.
5. distinguishes clearly the Week 5
commonalities and
differences among the
different art forms.
6. analyzes elements and Week 6
processes of artistic
expression in the different
art forms.
7. demonstrates the Week 7
elements of artistic
expressions using
soundscapes in music using
the available resources in
your community.
 599

8. evaluates the importance Week 8

of regular warm-up for vocal
and instrumental ensemble.
demonstrates understanding performs chants or songs 1. *describes the narratives Week 1
2nd Quarter of local stories, legends and from stories, legends and of local legends and myths
myths as reflections of myths in their local context citing their place of origin.
Filipino values, ingenuity. with clarity. 2. interprets stories, guided Week 2
by basic Filipino cultural
perspectives.
3. relates how these Week 3
narratives reflect the Filipino
perspective.
4. analyzes narratives in
terms of literary and musical
elements.
5. expresses a set of values
and insights relevant to
one’s life and community.
6. chants from stories, myths Week 4
and legends.
demonstrates understanding applies musical 7.applies the use of music in Week 5
of the importance of elements in performing the integrated arts in
studying music and its chants, songs, myths, and depicting the narratives.
elements. legends.

demonstrates understanding executes the proper 8. identifies the different Week 6

of the instruments used. technique of playing the instruments used and their
instrument. parts .
9. applies the proper Week 7
techniques in playing the
instrument.
executes the proper way of 10. explains the anatomy of Week 8
caring for one’s voice. the vocal apparatus.
 600

demonstrates understanding 11. practices proper care of Week 9

of the voice as an the voice.
instrument. 12. distinguishes the
classifications of voice
(SATB).
3rd Quarter demonstrates understanding reenacts festivals according 1. describes rituals and Week 1
of local rituals and festivals to local/regional traditions. festivals citing their
reflective of Filipino values, history, place of origin,
ingenuity. and context.
2. observes cultural Week 2
sensitivity to beliefs,
rituals, customs, and
traditions.
demonstrates understanding 3. analyzes significant use of Week 3
of music concepts and the arts and creative
processes as applied to the expressions in rituals and
music of rituals and festivals. festivals.

demonstrates understanding 4. demonstrates the various Week 4

to the use of different art artistic expressions present
forms and media to portray in the rituals and festivals.
rituals and festivals.
5. establishes the functions Week 5
of rituals and festivals.

demonstrates understanding performs activities that 6. recognizes the Week 6

of the importance of music. shows the importance of importance of music.
music.

demonstrates understanding applies the elements of 7. analyzes the elements of Week 7

of the elements of music. music. music through listening.
 601

executes skills required in 8. sings/plays instruments. Week 8

solo and group performance.
4th Quarter demonstrates an performs basic music reading 1. describes the elements of Week 1 to Week 8
understanding of the skills through sight reading music.
elements of music. and singing of their local
music (e.g.Harana-Bulacan). 2. applies the elements of
music through singing and
playing.
demonstrates understanding applies aspects of the 3. analyzes musical elements
of the integrated arts integrated arts approach in in epics, rituals, festivals
approach in a musical the staging music meaningfully.
performance. performances.
4. analyzes meaningfully the
dynamics of self and group
through music and the
integrated arts approach.
For 3rd and 4th Quarter: Teachers are free to choose what elements of music he/she think is necessary to apply to the student’s specialization.
 Rhythm (Beat, Meter, Note Values)
 Melody (Modes, Tonality, Scales)
 Harmony (Intervals & Triads)
 Tempo (Adagio, Moderato, Allegro, Presto, Vivace)
 Dynamics (piano, forte, mezzo piano, mezzo forte)
 Timbre (vocal, instrumental, environmental)
 Form (Cyclic, Phrases, Period, Section, Binary, Ternary, Rounded Binary, Rondo, Song Forms)
 Basic Music Reading: Notes, Rests, Time Signature, Clefs
 602

Grade Level: Grade 8

Subject: SPA –
Music
Quarter Content Standards Performance Standards Most Essential Learning Duration
Competencies
1st Quarter demonstrates an creates a cultural map 1. describes the dimensions Week 1
understanding of heritage. depicting the music heritage of society and applies them
of one’s locality. on an analysis of his
community.
demonstrates an
understanding of the
different dimensions or
modalities of society as
applied in a community and
their various relationships.

demonstrates an assesses the music resources 2. conducts survey of the Week 2

understanding of basic of the community. music resources of the
cultural mapping methods. community.

3. illustrates cultural maps Week 3

with clarity, analysis, and
interest.
demonstrates an performs music in solo and 4. evaluates music applying Week 4 to week 6
understanding of the with accompaniment. the basic musical elements
elements of music. and skills
5. explains how specific
elements of music are
applied in particular music
pieces.
6. Sight-reads music in
singing and playing
instruments.
2nd Quarter demonstrates an 1. identifies the different Week 1
understanding of the natural natural heritage of the
 603

heritage of his/her creates maps on the natural community and gives its
community and its different heritage of his/her significance.
ecosystems. community. 2. conducts an inventory of Week 2
the natural heritage of the
community , ecosystems and
give their significance.
3. illustrates the varied Week 3
ecosystems in his/her
community through
a
natural heritage map or
visual collage.

demonstrates understanding performs music with an 4.creates soundscapes of Week 4

of the relationship of music ecological content. human and ecological
elements to the earth. situations.
5. create a fusion of earth Week 5
music through

improvisation.
demonstrates understanding performs music in solo and 6. applies the elements of Week 6 to Week 8
of the elements of music with accompaniment. music in voice and
through ensemble playing instrument.
and group singing.
7. demonstrates aural skills.
demonstrates understanding 8. reads music for ensemble
of the various methods and playing and singing.
techniques of singing and
instrument-playing.

3rd Quarter demonstrates an creates a map of the tangible 1. classifies the tangible and Week 1
understanding of the cultural and intangible cultural intangible cultural resources
resources of his/her resources of their in his/her community and its
community, its different community. significance.
types, and significance. 2. conducts an inventory of Week 2
the cultural resources of
communities.
 604

demonstrates an 3. illustrates the heritage Week 3

understanding of basic icons in his/her community.
cultural research. 4. analyzes human and socio- Week 4
cultural situations based on
the cultural maps.
5. applies creative integrated Week 5
arts approaches in mapping
tangible and intangible
heritage
demonstrates understanding performs music pieces with 6. selects a cultural icon for Week 6
of elements of music as cultural heritage content. music performance.
applied to heritage pieces. 7. analyzes the musical Week 7
characteristics of a short
demonstrates understanding heritage piece.
of the performance of music
pieces with cultural heritage
content drawn from local
community resources.

4th Quarter demonstrates an stages a performance with 1. analyzes the importance Week 1
understanding of program cultural heritage content. of good music programming,
using the integrated arts rehearsal preparation, and
approach. staging.

demonstrates an 2.improvises music based on Week 2

understanding of the staging local cultural heritage.
process. 3. employs acceptable Week 3
rehearsal methods to good
program planning.
4. applies aspects of the Week 4
integrated arts approach in
the staging music
performances.
 605

Teachers are free to choose what elements of music he/she thinks is necessary to apply to the student’s specialization.
 Rhythm (Simple & Compound Meter, Syncopated, Ostinato, Drone)
 Melody (Key Signatures, Scale Degree names Types and Qualities of Intervals, Modes)
 Harmony (Chord Functions, Tonic, Dominant, Chord Progressions, Drone & Melody)
 Tempo (Grave, Lento, Prestissimo, Ritardando, Accelerando, Rubato)
 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

Grade Level: Grade 9

Subject: SPA –
Music
Quarter Content Standards Performance Standards Most Essential Learning Duration
Competencies
1st Quarter demonstrates an understanding performs Philippine indigenous 1. distinguishes the Week 1
of cross-cultural comparison and Medieval/Renaissance music different functions of
between Philippine indigenous based on its functions to daily Indigenous music in
and Medieval/Renaissance music. life. Philippine and western
setting.

2. displays familiarity in Week 2

various performance
practice of Philippine and
Western music.
3.outlines the historical Week 3
and geographical
background of Philippines
and Western countries.
4. analyzes how socio- Week 4
cultural functions and
historical events
 606

affect musical forms across

Philippine and Western
society.
5.distinguishes how Week 5
Philippine and Western
music developed alongside
each other through
finding commonalities and
differences.
6. demonstrates skills in Week 6 to Week 8
playing actual or
simulated indigenous and
western instruments.
demonstrates an understanding 7.applies musical skills for Week 1 to Week 8
of music reading, vocal voice and instrument
techniques, instrument playing playing.
techniques, and sight reading
skills
2nd Quarter demonstrates an understanding performs music from the Spanish 1. describes the different Week 1
of cross-cultural comparison Colonial Period of the Philippines, functions of music in
between Philippine and Western Baroque, Classical and Romantic Philippine and Western
musical development. Periods setting.
2.distinguishes Sacred Week 2
from secular music.
3.identifies the historical Week 3
and geographical
background of Philippines
and the West.
4. identifies major Week 4
composers of the Spanish
Colonial period in the
Philippines, Baroque,
Classical and Romantic
Periods in the West
 607

5.analyzes how socio- Week 5

cultural functions and
historical events affect
musical forms across
Philippine and Western
society.

6.distinguishes how Week 6

Philippine and Western
music developed alongside
each other through finding
commonalities and
differences.

7. applies appropriate Week 7

technical skills in
performing Philippine and
Western music.
demonstrates an understanding 8. applies musical skills for Week 1 to Week 4
of music theory. voice and instrument
playing.
9.applies of the elements Week 5 to Week 8
of music through the
chosen specialization:
voice and
instrument-
playing.

3rd Quarter demonstrates an understanding displays familiarity in various 1.describes the different Week 1
of cross-cultural comparison performance practice of functions of music in
between Philippine, American Philippine, American and Philippine, American and
and Japanese musical Japanese musical Japanese setting.
development. period.
2.identifies the historical Week 2
and geographical
background of Philippine,
American and Japanese
period.
 608

3.analyzes how socio- Week 3

cultural functions and
historical events affects
musical forms across
Philippine, American and
Japanese society.

4.distinguishes how Week 4

Philippine ,American and
Japanese music developed
alongside each other
through finding
commonalities and
differences.

demonstrates an understanding 5. applies musical skills for Week 1 to Week 8

of music theory. voice and instrument
playing.
4th Quarter demonstrates understanding of stages a recital. 1. applies knowledge on Week 1 to Week 4
program planning for a recital. music history to program
planning.
2. displays knowledge in Week 5 to Week 8
performing basic musical
performances .
demonstrates an understanding demonstrates musical skills in 3.employs acceptable Week 1 to Week 4
of basic music reading, basic voice and/or instrument-playing. rehearsal methods to good
vocal techniques, instrument program planning.
playing techniques, and sight 4.applies aspects of the Week 5 to Week 7
reading skills. integrated arts approach in
the staging music
performances
 609

Grade Level: Grade 10

Subject: SPA – Music

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st Quarter Demonstrates understanding Performs the genres of 1. Identifies the genres and Week 1
of Philippine music from music (vocal / instrumental) proponents of music from
Philippine Independence to from Philippine Philippine Independence to
the present Independence to the the present
present.

demonstrates understanding employs knowledge on the 2.Outlines the different Week 2

of issues related to the music different issues to one’s own issues affecting the music
profession. music practice. profession.

3.Advocates intellectual Week 3

property rights.

demonstrates an composes music 4.Employs creativity in Week 4

understanding of basic composition and
compositional concepts and arrangements.
techniques.
arranges music 5. familiarizes with various Week 5
performance having diverse
musical styles.
6. applies music technology Week 6 to Week 7
software in notating,
sequencing and recording
demonstrates an performs skills for voice and 7. shows mastery of musical Week 1 to Week 8
understanding of music instrument-playing elements through varied
reading, basic vocal musical performance.
techniques, instrument
 610

playing techniques, and sight

reading skills
2nd QUARTER demonstrates understanding presents a simulated 1. distinguishes Philippine Week 1
of Philippine music in the performance of ASEAN music from ASEAN music
ASEAN context. music.

demonstrates an displays familiarity in various 2.presents a simulated Week 2

understanding of cross performance practice of performance of ASEAN
cultural comparison between ASEAN music. Music.
Philippine and ASEAN Music
demonstrates understanding conducts interviews with 3.outlines the different Week 3
of issues related to the music local artists about the issues affecting the music
profession. different issues in the music profession.
profession.
4.advocates intellectual Week 4
property rights.

demonstrates an creates basic music 5.develops creativity in Week 5

understanding of basic compositions or conceptualizing basic music
compositional concepts and arrangements. compositions or
techniques arrangements.

demonstrates familiarity displays knowledge in using 6. uses technology to notate, Week 6

with music software for music technology software transcribe, record or
notation, recording, and sequence music
sequencing.

demonstrates an performs skills for voice and 7. displays mastery of the Week 1 to Week 4
understanding of music instrument-playing musical elements through
reading, basic vocal musical performances
techniques, instrument
playing techniques, and sight applies appropriate technical 8. displays familiarity in Week 5 to Week 8
reading skills skills in performing diverse various performance
musical styles practice of diverse musical
styles
 611

3rd QUARTER demonstrates an performs a musical genre for 1.distinguishes each musical Week 1
understanding of each region of the world. genre
globalization in music.
displays familiarity in various 2. applies appropriate Week 2
performance practice of technical skills in performing
various world music. diverse musical styles
demonstrates understanding conducts research about 3.analyzes the reasons Week 3
of issues related to the music music organizations that deal behind the issues in the
profession. with issues and music musical profession.
advocacy.
4.displays awareness in Week 4
music advocacy and issues
demonstrates an creates music compositions 5.develops creativity in Week 1 to Week 3
understanding of music or arrangements. conceptualizing basic music
reading, basic vocal compositions or
techniques, instrument arrangements.
playing techniques, and sight demonstrates musical skills
reading skills. 6. uses technology to notate, Week 4 to Week 6
in voice and/or instrument-
playing. transcribe, record or
sequence music.
7. displays mastery of the Week 7 to Week 8
performs skills for voice and musical elements through
instrument-playing. musical performances.
applies appropriate technical
skills in performing diverse
musical styles.

4th QUARTER demonstrate an demonstrate creativity in 1.identifies the various Week 1 to Week 4
understanding of the nature conceptualizing and making music professions, their
of the work of various music compositions or training and nature of work.
music careers. arrangements.
2.evaluates one’s aptitude, Week 5 to Week 8
interest and abilities in
relation to the various music
professions.
 612

demonstrates basic musical

skills in voice and/or
instrument-playing.

demonstrates an employs acceptable 3. displays familiarity in Week 1 to Week 4

understanding of program rehearsal methods various performance
planning, rehearsal applicable to good program practice of diverse musical
preparation, and staging planning. styles.
using the integrated arts
approach.

demonstrates an performs skills for voice and 4. displays mastery of the Week 5 to Week 8
understanding of music instrument-playing . musical elements through
reading, basic vocal musical performances.
uses technology to
techniques, instrument
playing techniques, and sight document music
reading skills. performances.
applies appropriate technical
skills in performing diverse
musical styles.

Grade Level: Grade 7

Subject: SPA- DANCE – FOLK DANCE & BALLET STRAND

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates defines dance
understanding of the  As an emotional WEEK 1
basic concepts, exhibits skills on the expression.
characteristics and different dance
forms/genres.  As an artistic
functions of dance, expression.
1st Quarter movement
vocabularies, discusses the functions of dance. WEEK 2
forms/genres and its identifies the nature and characteristics of each dance
relationships for the WEEK 3-4
form/genre
explains the relationships of the different dance WEEK 5
forms/genres.
 613

enhancement of executes dance movements of some genres using the basic

individual aesthetic concepts, characteristics and functions of the dance.
WEEK 6-8
potentials.

demonstrates performs basic dance defines the meaning of dance movements. WEEK 1
understanding of movement explains the importance of body as a medium of
the concepts of combinations WEEK 2
communication for dance.
dance movement and (locomotor and non-
space in relationship to locomotor) in relation communicates ideas and expressions through simple body
2nd Quarter dance. to space. movements using locomotor and non-locomotor WEEK 3-4
movements.
explores movement combinations (locomotor and non- WEEK 5-6
locomotor) in relation to personal and general space.
executes dance movements combinations (locomotor and WEEK 7-8
non-locomotor) in relation to personal and general space.
3rd Quarter demonstrates creates describes the elements of dance. WEEK 1
knowledge basic movement correlates relationship among the different movement WEEK 2
and understanding of combinations
the using the elements of patterns.
basic elements of dance dance in performs movement combinations in relation to- WEEK 3-4
and accordance Rhythm
movement framework with the Force
of Rudolph Laban. movement Space
framework
of Rudolph Laban. relates one’s movement to a partner or group. WEEK 5-6
performs simple movement patterns applying the basic WEEK 7-8
elements and principles of dance
4th Quarter develops understanding creates movement explains various dances of the locality/region. WEEK 1
of combinations inspired differentiates movement characteristics of the local and/or WEEK 2
movement by the local cultural /regional dances.
combinations inspired experiences and/or a
by the local cultural regional dance. creates short movement phrases inspired by local cultural WEEK 3-4
experiences and/or a experiences
regional dance. communicates ideas and expressions of the local culture WEEK 5-6
through short movement phrases.
performs movement combinations through a mini- WEEK 7-8
production.
 614

Grade Level: Grade 8

Subject: SPA- DANCE – FOLK DANCE STRAND

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates performs skillfully selected executes the correct technique of the fundamental WEEK 1-2
knowledge, local/ regional /national positions of hands and feet.
understanding and dances from Luzon, Visayas
appreciation of the executes the different hand /arm movements in folkdance. WEEK 1-2
and Mindanao, based on
significant historical dance literature. explains different terminologies, the nature and
context of characteristics, historical background and basic dance steps WEEK 3
local/regional/ national of selected Philippine folkdances.
dances.
performs basic dance steps in
1st Quarter 2, 3, 4 time signatures used in the dances WEEK 4
44 4
demonstrates dance sequence of the selected dances. WEEK 5-6
incorporates the elements of dance such as time, rhythm WEEK 5-6
and space and movements in local dances
promotes the preservation of local dances through WEEK 7-8
performance.
recognizes National Artists in Dance and their contributions WEEK 7-8
to the development of Philippine dances
develops understanding showcases and skillfully describes the parts, types, and functions of stage. WEEK 1
of the basic concepts of performs selected local and defines dance staging WEEK 2
staging Philippine
Folkdances for national dances. explains the importance of staging Philippine folkdance WEEK 3
productions and/or (local/national).
2nd Quarter performances. illustrates how the stage is effectively used for the WEEK 4
enhancement of performance.
enumerates the process on how to stage a folkdance. WEEK 5
recognizes the importance of quality performance. WEEK 6
showcases the Philippine dances through a mini-recital. WEEK 7-8
demonstrates performs at least 3 Asian describes the nature and characteristics of Asian dances. WEEK 1
knowledge, dances based on published discusses the origin/location of Asian folk dance through WEEK 2
3rd Quarter understanding and dance literature. its costume/music.
appreciation of the
gives the meaning of dance movements and gestures of WEEK 3
 615

different Asian dances the selected dance.

and their relation demonstrates basic steps used in Asian dances. WEEK 4
with Philippine performs Asian dances with respect to its culture WEEK 5-6
Dances. compares and contrasts the characteristics of Philippine WEEK 7-8
Dances with Asian Dances in terms of basic steps, music,
costumes, etc.

develops knowledge and showcases and skillfully explains the importance of staging ASIAN dances. WEEK 1-2
understanding of the basic performs selected ASIAN illustrates how the stage is effectively used for the WEEK 3-4
concepts of staging ASIAN dances. enhancement of the performance.
4th Quarter dances for production/
performances. recognizes the importance of quality performance. WEEK 5-6
showcases ASIAN dances. WEEK 7-8

Grade Level: Grade 8

Subject: SPA- DANCE – BALLET STRAND

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter demonstrates understanding of performs correctly some discusses the history and development of classical ballet. WEEK 1
the basic concepts and ballet steps and movements
terminologies in classical using the principles of identifies distinguishing characteristics of classical ballet. WEEK 2
ballet. classical ballet.
analyzes the different dance elements in classical ballet. WEEK 3
executes classical ballet movements with ease and facility. WEEK 4-8
2nd Quarter demonstrates understanding of executes floor, barre and describes the proper body placement in classical ballet. WEEK 1
the fundamental ballet center/corner exercises. identifies classical ballet technique. WEEK 2
technique in: floor, barre, . performs classical ballet technique. WEEK 3-8
centerwork, and corner
exercises. analyzes the application of ballet technique to other dance WEEK 8
genres.
3rd Quarter demonstrates understanding performs contemporary discusses the history/development, movement and WEEK 1
and appreciation of the dance movements using the principles of contemporary dances.
different concepts and Cunningham technique. differentiates contemporary dance from classical ballet. WEEK 2
principles of contemporary
dance. executes Cunningham contemporary dance technique. WEEK 3-8
 616

4th Quarter develops understanding of the showcases and skillfully explains the importance of staging classical/ contemporary WEEK 1
basic concepts of staging performs selected dances.
classical/ contemporary dances classical/contemporary illustrates how the stage is effectively used for the WEEK 2
for production/performances. dances
enhancement of the performance.
recognizes the importance of quality performance. WEEK 3-8
showcases classical/ contemporary dances

Grade Level: Grade 9

Subject: SPA- DANCE – FOLK DANCE STRAND

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter demonstrates understanding performs at least three (3) describes the nature, characteristics and historical WEEK 1
and appreciation of the dances from the different background and/or basic dance steps of the selected
different dances of the world countries. foreign folkdances.
as they relate to Philippine
dances.
demonstrates the dance sequence of selected foreign WEEK 2-3
dances.
compares the characteristics of foreign dances to WEEK 4
Philippine folkdances.
performs selected foreign dances incorporating the WEEK 5-8
elements of dance such as time, rhythm and space, and
movements.
2nd Quarter demonstrates understanding executes the different describes the nature, characteristics, historical background, WEEK 1
and appreciation of the nature, ballroom/ dance sport and basic elements of Ballroom Dance/Dance Sports.
characteristics, principles, and movements with precision.
technique of ballroom/dance explains the function and value of ballroom and dance WEEK 2
sports sport.
executes the basic dance steps of selected ballroom dances WEEK 3-8
either Standard or Latin.
performs the basic ballroom or dance sports movements WEEK 3-8
with grace and precision according to the nature of the
selected dance.
3rd Quarter analyzes the basic dance steps in WEEK 1
 617

demonstrates understanding of interprets at least one (1) 2, 3, and 4 time signatures.

dance interpretation Philippine or foreign dance 4 4 4
literature. enumerates the steps in dance interpretation. WEEK 2
interprets dance literature following the steps in dance WEEK 3-8
interpretation.
performs the interpreted dance. WEEK 3-8

4th Quarter demonstrates understanding of conducts documentation of discusses the basic concepts of research. WEEK 1
the concept of dance research. selected local dances explains the importance of conducting research WEEK 1
through videos and other documentary for dance
multi-media facility.
identifies the process of conducting research documentary WEEK 1
for dance
views samples of video dance documentations WEEK 2
selects possible topics for research. WEEK 2
classifies types of dance research documentary WEEK 2
outlines concepts of proposed dance research WEEK 3-6
documentary
finalizes the research documentary of local dance WEEK 7-8
performances

Grade Level: Grade 9

Subject: SPA- DANCE – BALLET STRAND

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter demonstrates understanding performs a choreographed outlines the evolution of ballet history. WEEK 1
and appreciation of the famous ballet movement phrases. identifies advance ballet technique and skills, famous ballet WEEK 2
classical ballet pieces and the pieces and their choreographers.
choreographer’s contribution
in the development of dance. executes varied floor, barre, and centrework exercises. WEEK 3-8
choreographs ballet movement phrases in accordance with WEEK 3-8
the principles and technique using local dance materials
(myths, legends, folklores).
2nd Quarter demonstrates understanding of discusses the history and development, fundamental WEEK 1
the history and development, movements, and principles of modern dance.
 618

fundamental movements, and creates dance pieces utilizing explains the function and value of modern dance. WEEK 1
technique of modern dance. the modern dance explores dance literature to improvise dance movements WEEK 2-8
technique. in modern dance compositions.
creates modern dance pieces based from the different WEEK 2-8
proponents utilizing local dance materials (myths, legends,
folklores).
performs the created modern dance pieces based from the WEEK 2-8
different proponents.
evaluates the application of modern dance techniques WEEK 7-8
through a performance showcase.

3rd Quarter demonstrates understanding of creates a collaborative ballet discusses choreographic process in ballet production. WEEK 1
concepts-building and/or idea- dance composition analyzes different choreographic technique in the WEEK 2
generation in creating simple according to a “thematic improvisation of a dance composition.
dances as material for dance concepts.”
production applies choreographic technique in movement exploration. WEEK 2-8
composes dance movements into a ballet piece according WEEK 2-8
to the thematic concepts.
explains the importance of quality dance performances WEEK 7-8
and productions.
4th Quarter demonstrates understanding of conducts research and discusses the basic concepts and importance of dance WEEK 1
the concept of dance research documentation of ballet researches.
and documentation. productions/ performances identifies the process of conducting research documentary WEEK 1
through videos and other for dance.
multi-media facility.
classifies types of dance research documentaries WEEK 2
lists down possible topics for research. WEEK 2
views samples of video dance documentations. WEEK 2
outlines concepts of proposed dance research WEEK 3-6
documentary.
finalizes the dance research documentary for ballet WEEK 7-8
performances.
 619

Grade Level: Grade 10

Subject: SPA- DANCE – FOLK DANCE & BALLET STRAND

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter Demonstrates understanding prepares a design in defines the meaning of production and its components. WEEK 1-2
of the concepts in mounting mounting a dance enumerates the elements of production design. WEEK 2-3
dance productions. production.
analyzes the relationship among the production WEEK 4-8
components/ elements for the enhancement of
production.
2nd Quarter develops understanding of creates a plan for the ballet recognizes the importance of effective planning in WEEK 1-2
production planning and and folkdance production. mounting dance productions.
designs for ballet and formulates standards for production planning and design. WEEK 3-4
folkdance productions.
analyzes the importance of planning the repertoire, WEEK 3-4
production design, budget, production staff, and rehearsal
schedule.
identifies the roles of production staff in the production. WEEK 5-6
determines rehearsal schedule. WEEK 7-8
3rd Quarter develops understanding of organizes appropriate organizes dance rehearsals for quality and artistic dance WEEK 1-7
conducting systematic production rehearsal for the production.
rehearsal processes for a dance production. observes performance etiquette during dance rehearsals. WEEK 1-8
quality performance.
practices the do’s and don’ts during dance rehearsals and WEEK 1-7
performances
recognizes the importance of quality rehearsals. WEEK 1-8
4th Quarter develops understanding of develops understanding of shows artistic excellence as a result of dance trainings and WEEK 1-8
quality dance production. quality dance production. exposure.
demonstrates dances applying the elements, principles, WEEK 1-8
and technique through a dance production.
formulates performance standards and criteria for WEEK 5-6
evaluation.
critiques the whole production through a set of criteria. WEEK 7-8
gives suggestions and recommendations as basis for WEEK 8
improvement of future performances.
 620

utilizes evaluation results for the improvement of future WEEK 8

performances.

Grade Level: Grade 7

Subject: SPA – Theater

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st QUARTER demonstrates understanding performs creative pieces 1. translates his personal Week 1 to Week 2
of the language of artistic using body movements and experiences to creative
expression in all the art vocal improvisations in the expression.
forms and principles of integrated arts process that
artistic organization common exhibit understanding of the 2. evaluates the level of Week 3
in the arts. different elements of artistic meanings inherent in
expressions and principles of shared stories.
organization.

3. utilizes the body and the Week 4 to Week 5

voice as tools for
exploring the principles
of artistic organization.

4. utilizes the elements of Week 6 to Week 7

artistic expression and
the principles of artistic
organization common to
all the arts through
creative release and
exploration exercises.
5. gives importance to one’s Week 8
background / orientation
in the creative
expression.
2nd QUARTER demonstrates understanding produces creative outputs 1. enumerates local forms Week 1
of the language of creative using the integrated process of cultural performance
 621

expression in Philippine involving elements from from family and

culture (Folklore, Rituals and different art forms and community.
Festivals). drawing from cultural 2. describes cultural Week 2
performances and traditions
in his/her locality. performances in their
localities.
3. relates the links between Week 3 to Week 4
the performance practice
and their life stories.
4. executes the various Week 5 to Week 6
artistic expressions
present in the re-
enactments and
establishes
their functions.

5. mounts re-enactments of Week 7 to Week 8

cultural performances
demonstrating the use of
the different modes of
expressions or art forms.

3rd QUARTER demonstrates understanding evaluates the elements of 1. analyses the elements of Week 1 to Week 2
of the elements of theater theater and drama in short dramatic arts in theater
and drama using examples plays from Philippine production.
from Philippine theater. theater.
2. selects scenes from Week 3 to Week 4
Philippine traditional
and contemporary
drama in creative
performance.

3. describes the playwriting Week 5 to Week 6

and directing principles
present in the play.
4. conducts scene studies Week 7 to Week 8
from the selected plays.
 622

4th QUARTER demonstrates understanding produces collaborative short  demonstrates an Week 1 to Week 2
of the Basic Improvisational plays applying basic awareness of the
and Devised Theater improvisation and / or capacities and limits of
Techniques, using the actor’s devising techniques based the actor’s tools.
tools, implements and stage on individual experiences
craft. and community exposures.  identifies the various Week 3 to Week 4
theater stage craft and
their contributions to
theater production.
 improvises scenes using Week 5 to Week 7
devising techniques
based on community
narratives.
 appraises the specific Week 8
creative contributions of
individual’s shared
experiences in a
collective scene making

Grade Level: Grade 8

Subject: SPA – Theater

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st QUARTER demonstrates understanding applies the techniques of 1. shares personal life Week 1
of the Analysis and realism in creative outputs stories as primary
Production of realistic plays that respond to local issues sources of creative
on environment and on the environment and expression.
heritage. cultural heritage.
2. analyzes the significant Week 2 to Week 3
features of
environmental issues
and the importance of
cultural heritage.
3. uses one’s shared Week 4 to Week 6
experiences to create
 623

mini showcases
highlighting
environment and
cultural
heritage.
4. analyzes key texts in Week 7 to Week 8
world drama in relation
to aesthetic
characteristics of
realistic play.
2nd QUARTER demonstrates understanding produces creative outputs 1. acts a role/s from Week 1
of analysis and production of following the styles of acting, selected plays
realistic plays on directing, and designing in (monologues and
environment and heritage. the mode of realism. dialogues)
2. directs scenes from Week 2 to Week 3
selected plays.
3. designs scenery, Week 4
costume and makeup
for a selected play.
4. builds a scale Week 5 to Week 6
model for a selected
plays.
5. utilizes foreign materials Week 7 to Week 8
(stories, issues, and
physical resources) to
suit the pieces in the
local context.
3rdQUARTER demonstrates understanding writes a short realistic play, Week 1
of playwriting in the mode individually or in a group, 1. explains the qualities of
of realism. based on personal stories a good realistic play.
and community narratives
on environment and cultural 2. enumerates the steps in Week 2
heritage playwriting.
3. writes scenes for the Week 3 Week 6
short play on life
 624

sources and cultural

heritage with solid and
clear use of characters,
dramaturgy, and
dialogue.

4. determines the Week 7 to Week 8

importance of other
people’s opinion in
improving the skill in
playwriting.

4th QUARTER demonstrates understanding showcases a short realistic 1. evaluates the dramatic Week 1
of staging a realistic play. play based on individual texts.
experiences and issues that
2. analyzes characters and Week 2
relate with environment and
cultural heritage. their motivations.

3. plots the dramatic Week 3 to Week 4

action of the piece.
4. creates a short realistic Week 5 to Week 6
play using the process of
playwriting and the
elements of play
production.

5. presents a one-act play Week 7 to Week 8

and discuss the process
with an audience
 625

Grade Level: Grade 9

Subject: SPA – Theater

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st QUARTER demonstrates understanding presents a research paper on 1. describes specific Week 1 to Week 2
on the significance of the circumstances of the Philippine theater forms,
Philippine Theater as part of emergence and development its qualities, sources, and
cultural heritage. of a theater practice, influences in a historical
worldviews, changes in the timeline.
manner of production and
audience reception over a 2. enumerates local theater Week 3 to Week 4
period of time icons , their biographies,
works and significance to
the community.
3. describes the world view Week 5
on Filipino image based
on the forms of the
Philippine theater in
different periods

4. explains the factors Week 6

which establish theater
as a cultural process and
product.
5. reports the significance Week 7 to Week 8
of the local theater assets
of his community
following the standards
of basic NCCA Cultural
Mapping principles and
mechanics

2nd QUARTER demonstrates understanding performs an impersonation 1. utilizes various modes of Week 1 to Week 2
on the Image of Filipino and of a chosen national/local research in studying
Philippine Society in Local icon based on study assigned Philippine
theater. conducted theater forms.
 626

2. enumerates the basic Week 3

themes and conventions
of the forms.
3. analyzes the changes of Week 4
the forms through
various historical periods.
4. describes the changes of Week 5
forms and world view per
period.
5. conducts a research on Week 6 to Week 7
national/ local theater
icons, life works, practices,
and organization and
their contribution to
Philippine theater .
6. presents the result of Week 8
creative research reports
on the icons, practices,
and organizations.

3rd QUARTER demonstrates understanding mounts creative showcase 1. Identifies the Week 1 to Week 2
of the Image of Individual inspired by various non- characteristics of
and Society in Non- Philippine theater practices different performance
Philippine Theater Practice practices.
(Asian, European, American 2. analyzes some of the Week 3
Theater) performance practices in
non-Philippine theater.
3. compares the different Week 4 to Week 5
non- Philippine theater
performance
practices.
4. designs a plan for a Week 6 to Week 7
creative showcase of the
various theater practices.
 627

4th QUARTER demonstrates understanding presents a production of a 1. produces appropriate Week 1 to Week 7
of producing a chosen genre chosen genre/ style from production elements for
from Philippine theater. Philippine theater. the selected play genre
drawn from the original
aesthetics of the
Philippine theater form

2. conducts a post- Week 8

performance discussion
on the merits of their
production with clarity,
respect, and confidence

Grade Level: Grade 10

Subject: SPA – Theater

Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st QUARTER demonstrates understanding produces a play using 1. explains what is the role Week 1
of theater and its application applications of theater and of theater in sustainable
in the contemporary world drama for different development.
for social transformation developmental goals in
through the principles of society with emphasis on the
play directing. role of the director and 2. presents theatrical Week 2 to Week 7
different artistic tasks in a examples and
production illustrations on theater
for various
developmental
messages.
3. articulates reflection and Week 8
synthesis generated from
theatrical presentations
on development and
social transformation.
 628

2nd QUARTER demonstrates understanding performs tasks and activities 1. maps possible content Week 1
of the essential elements in the pre-production phase and forms as sources for
and principles of acting, based on the criteria set. full length production.
playwriting, design, and
direction as applied in the 2. analyzes selected pieces Week 2 to Week 3
pre-production. for production using
playwriting tools and
dramaturgical
approaches.
3. generates a production Week 4
concept articulated
through a production
scenario board,
treatment notes and a
Marquette

4. finalizes the production Week 5 to Week 6

concept and generates
the following:
 Play Analysis
 Directorial Notes
 Actors Notes
 Design Sketches
and Marquette’s
 Music Score
Samples
 Movement Lab
Samples
 Lights Design
Notes
 Sound Design
Notes

5. describes the various Week 7 to Week 8

tasks of the:
 Producer
 Production Manager
 Stage manager
 House Manager
 629

 Stage Crew
 Marketing and
Promotions
3rd QUARTER demonstrates understanding produces a full length play 1. performs tasks during Week 1 to Week 6
of the principles and on developmental messages rehearsals: (actor,
processes of play as thesis production with director, artistic or
production. emphasis on the key management staff).
behavior of a member of a
well- knit ensemble of
performers. 2. executes the tasks of the Week 7 to Week 8
various roles related to
thesis production:
a.Stage Management
b. Technical
c.Production
Management
d.Managing the
Performance Event
e.Mobile Theater
Management

4th QUARTER demonstrates understanding produces the final 1. explains the importance of Week 1
of the process of evaluating production book consolidating materials
production projects, that may serve as a resource from the play production
audience feedback for future endeavors. book.

2. assesses the production Week 2 to Week 3

process.
3. explains the importance Week 4 to Week 5
of audience feedback
demonstrates understanding appraises various theater 4. conducts research on the Week 6 to Week 7
of possible career applications in different various Philippine
opportunities in theater creative professions/career creative industries that
industry. paths integrate aspects of the
theatrical arts.
 630

5. analyzes strengths Week 8

weaknesses threats and
opportunities of possible
career paths available in
the creative professions.

Grade Level: Grade 7

Subject: SPA- VISUAL ARTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates explores the different pre-historic arts specifically the traditional WEEK 1
understanding of Pre- arts and designs.
historic arts used by early understands the way principles of arts work together to create an
Filipinos to transmit ideas. WEEK 2
artwork.
creates artworks using
Philippine pre-historic identifies the characteristics of elements and principles of art. WEEK 3
1st Quarter subjects in the context of produces a catalogue of art and designs determining the purpose WEEK 4-5
the present Visual arts. and meaning of early traditional arts and symbols.
demonstrates analyzes the way some Filipino artist put principles of arts WEEK 6
understanding of the together.
prominent features of draws varied compositions applying the elements and principles
Philippine arts. WEEK 7-8
of arts highlighting the diverse cultural traditions in the locality.
demonstrates creates 2D and 3D recognizes the different traditional artifacts. WEEK 1
understanding of tools, artworks/items or replica identifies the functions and meanings of each of the traditional WEEK 2-4
sources and techniques in of artifacts like clay artifacts.
traditional artifacts modeling, wire sculptures, determines the tools and techniques needed in production of WEEK 4-5
2nd Quarter production and its pottery and wood replicas of artifacts.
significance in the local sculptures that are assembles 3D artworks or mock-up of artifacts that are functional
culture. meaningful and functional, using varied materials and mediums. WEEK 6-8
using varied colors. points out the elements and principles of arts used in each
artifacts.

3rd Quarter demonstrates creates varied artworks in identifies the tools and materials in freehand sketching WEEK 1
understanding the basic pencil rendering using practices the different pencil techniques. WEEK 2
 631

principles of freehand elements and principles of draws traditional objects applying the basic forms in sketching WEEK 3
sketching as the designs in the composition draws still life forms applying the different pencil techniques. WEEK 4
foundation in drawing of structures and analyzes the importance and function of elements and principles
Philippine arts, culture and landscapes in various WEEK 5
of arts in freehand sketching composition.
structures. positions and different
angles. draws structures and landscapes in different perspective views WEEK 6-8
with varied positions. (Philippine Panoramas)

demonstrates Creates designs on discovers art in different household items and handicrafts WEEK 1
understanding of the households items, appraises the designs found in household items and handicrafts WEEK 2
elements, principles, and festivals, attires and props draws essential designs on household items and handicrafts WEEK 3
the fusion of arts and based on local motifs and makes sketches on festival attires based on local motifs and
designs theme WEEK 4
themes
4th Quarter depicted/communicated in
festivals/ceremonies and constructs props, costume and stage design for festivals or other
in the creation of celebrations
household items for WEEK 5-8
Grade Level: Grade 8
everyday life.
Subject: SPA- VISUAL ARTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
creates art compositions determines the relationship of visual elements in the creation of WEEK 1
with Asian motifs adapting meaning using any visual medium.
the Gestalts theory explains the principles of visual perceptions to enhance the WEEK 2
Demonstrates organization of visual elements
understanding of visual
perception, color theories, organizes visual perception to create meaning to visual WEEK 3
1st Quarter principles and painting compositions.
techniques used in Asian creates perceptual elements using symbols, size and space, clutter WEEK 4
arts. and order and visual cues
creates varied outputs on identifies the color theories. WEEK 5
colored mediums based on determines the tools and materials needed in colored drawings. WEEK 6
the theories of colors
applies different painting techniques in creating compositions WEEK 7-8
pondering on painting
with Asian art motifs that express different ideas.
 632

techniques and meaning of

color to Asian people
develops the visual space experiments on different coloring media to produce impressions. WEEK 1
organization by replicating .
Asian arts with the creates dominance and subordination of images through color
observance of the combinations and tones.
WEEK 2
elements and principles of
arts
distinguishes patterns, designs and color on Asian traditional
demonstrates costumes, crafts, sculptures and architecture
understanding of elements - China
and principles of arts in the - Japan
2nd Quarter composition of Asian arts creates an artworks on - Malaysia WEEK 3
and culture. Asian art and culture - Indonesia
particularly on the - India
traditional costumes, - Philippines
crafts, sculptures and
architectures.
produces traditional costumes, crafts, or sculptures depicting
Asian motifs while incorporating illusions of distance defining WEEK 4-5
volume, organization and visual space.
explores on the positive and negative space in presenting the WEEK 6
dominance and/or subordination in an artwork.
draws traditional Asian architectures WEEK 7-8
demonstrates creates varied outputs or determines the different traditional Asian arts (icons, pictograms,
understanding on the compositions conveying textile designs, writings, accessories, hand puppets and shadow WEEK 1-2
meanings, symbols and traditional Asian art by plays)
functions of icons, using symbols in shadow
pictograms, textile designs, plays/puppetry. makes decorative craft designs, and textile designs and patterns WEEK 3-4
3rd Quarter exploring on different mediums.
writings, accessories, hand
puppets and shadow plays appraises the meanings and symbols of text or Asian writings such
of Asian arts. WEEK 5-6
as Calligraphy, scripts and others.
designs puppets or shadow play props in collaboration with other WEEK 7-8
disciplines.
4th Quarter demonstrates exhibits multiple artworks identifies the Asian characteristics of design in different festivals. WEEK 1-2
understanding on the like paintings, sculptures, Illustrates Asian festivals using different mediums. WEEK 3-5
 633

meanings and concepts logos and illustrations, produces assorted paintings, sculptures and illustrations exploring
found on the different festival designs, props and on different mediums including locally available and indigenous
designs, paintings, costumes. materials. WEEK 6-8
sculptures and illustrations
observing the elements
and principles of designs.

Grade Level: Grade 9

Subject: SPA- VISUAL ARTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates understanding creates designs based on reviews the different Pre-Colonial arts considering the function WEEK 1
of the elements and traditional patterns and and traditional designs.
principles of arts used in icons, on Pre-Colonial art constructs traditional designs and replicas of vessels, sculptures
traditional designs of the that still exist. WEEK 3-4
and weapons.
1st Quarter Pre-Colonial art.
draws traditional icons or structures erected during the Colonial WEEK 5
period.
creates 3D artworks or real images to recreate traditional
artworks by adding textures and patterns using locally available WEEK 6-8
materials and media.
demonstrates understanding produces artworks of recognizes the anatomy of a figure and its proportions. WEEK 1
of the processes and human figure based on describes the human forms of Classic Greco-Roman art. WEEK 2
parameters in drawing the the Greco-Roman human
human figures based on the forms standards on draws posters showing the importance of religious symbols and WEEK 3
2nd Quarter images.
Greco-Roman standards. different European styles.
illustrates different human figures, compositions from live WEEK 4-5
models using Greco-Roman style
produces paintings portraying European influences and styles. WEEK 6-8
3 Quarter
rd demonstrates understanding creates visual identifies the kinds of commercial arts.
of the development of style compositions based on WEEK 1
and art movements brought modern concepts of art
about by the introduction of making using
new technologies. cartoons/comics , graphic utilizes computer software in creating monogram design, poster WEEK 2
design and other advertisements
 634

designs and creates comic strips and simple animation using computer WEEK 3
demonstrates understanding advertisements. graphics software
of techniques and materials . identifies materials for printing (photography, printing or
in the production of different WEEK 4
visual materials as a major silkscreen/stencil/stamp printing).
component in operates camera in applying basic rules and principles in WEEK 5
communication. photography
communicates ideas and expression through photography. WEEK 6
performs printing process using available materials WEEK 7-8

demonstrates understanding exhibits artworks utilizing identifies equipment needed in digital art. WEEK 1
of the application of new the various media like high converts photographs into computer graphics or cartoons WEEK 2
media in modern art quality photographic characterizes the different visual forms WEEK 3
movement and its relevance images using digital evaluates art functions WEEK 4
to the modern society. technology, computer
aided images, 3D, develops installation art ideas using varied mediums and WEEK 5
installation arts. materials
4th Quarter composes varied installation art WEEK 6
produces artworks combining the different visual forms WEEK 7-8
prepares designs for reflecting its functions.
various activities and
Grade Level: Grade 10 events using the modern
Subject: SPA- VISUAL ARTS visual media.

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter demonstrates understanding creates contemporary identifies Asian influences on various art forms both local and WEEK 1-2
of Asian art influences on artworks reflecting the international
varied art forms utilizing contribution of Asian
different media in the countries using different
creation of contemporary media. creates contemporary arts and designs depicting Asian arts and WEEK 3-4
styles.
explains practices of Asian artists and artisans. WEEK 5-6
 635

Asian art and its relevance to produces jars, vessels, and sculptures using different styles WEEK 7-8
contemporary Philippine arts. adapted from other Asian countries.
2nd Quarter demonstrates understanding creates artworks based on identifies western influences in artworks WEEK 1
of Western art influence in the Western art analyzes the development of Western art and its effect to WEEK 2
the production of movements, using Philippine society.
contemporary arts in the different media and paints contemporary pieces patterned after the western styles. WEEK 3
Philippines using appropriate technology in drawing. explains conceptual art WEEK 4
technologies. makes varied paintings on conceptual art WEEK 5
creates artworks incorporating new media and technology WEEK 6-8
(photography, digital art making, installation art).
demonstrates understanding
on the functions of visual
images as a major means of
expressing ideas.

demonstrates understanding creates diverse master identifies the different art forms that can be adapted in the WEEK 1-3
of the changes and pieces of new styles creation of master pieces
development of art as a tool responding to global  Fauvism
for opinion making, changes and social media  Cubism
marketing/advertising using  Expressionism
new styles and technology as  Abstract
a means to contend global  Realism
and social odds.
 Surrealism,
3rd Quarter  Pop Art
 Bauhaus

appreciates the aesthetic characteristics of the works of art that WEEK 4

symbolizes social issues.

demonstrates understanding creates designs of explores the different art forms using different mediums. WEEK 5-6
on the relationship of form practical functional creates artworks expressing essential messages on social and WEEK 7-8
and function. objects (household tools) global issues through discovering new styles
 636

industrialization and the in publications, fashion communication and information

techniques and processes in design, video art, and -digital art (creative software)
creating design concepts in product design that -animated designs/ads
different components of promote or give -illustrated publications
technology and development. information about the creates fashion designs reflecting status and condition of the WEEK 5-6
Philippine society. country.
Introduces innovations in the production of local products and WEEK 7-8
crafts.

Grade Level: Grade 7

Subject: SPA- MEDIA ARTS

Quarter Performance Most Essential Learning Competencies Duration

Content Standards Standards
The learner…
demonstrates creates *electronic defines the meaning of Art, elements, principles, its significance and
WEEK 1
understanding of Art as visual presentations uses.
portrayed by Filipino artists showing appreciation relates popular works of Filipino artists with current events and
WEEK 2-3
in their works through of art works of the realities.
1st Quarter visual communication. Filipino artists as recognizes the six art disciplines. WEEK 4
reflective of the
Filipino culture. develops a meaningful interpretation of the art disciplines and the
artists’ popular works. WEEK 5-8

demonstrates creates various visual discusses the origin and evolution of Philippine festivals.
communication WEEK 1
understanding of the
Philippine festival culture projects based on explains how images, sound, and text are used to communicate the
one’s local socio- WEEK 2
and concepts of visual message of festivals.
cultural contexts (e.g.
2nd Quarter communication through still relates the significance of festivals in their lives WEEK 3
local customs, rituals,
(photos, paintings, etc.) and festivals, etc.). combines images and text to create artistic visual presentations WEEK 4-6
moving images (film, incorporates sound to enhance the presentation of visual
animation, presentations, communication projects. WEEK 7-8
etc.).
3rd Quarter identifies the *different forms of media WEEK 1
 637

recognizes local and interprets folklore and explains the basic principles and theories of communication WEEK 2
regional contexts of rituals rituals through various discusses the principles of media literacy WEEK 3-4
and folklores as seen or media art forms analyzes rituals and folklores and how elements are used in various
portrayed in various media WEEK 5-6
media forms
forms evaluates the depiction of the rituals and folklores in the media or a
WEEK 7-8
media form.
understands concepts and produces a story that identifies the storytelling principles, structures and styles WEEK 1-2
principles of storytelling utilizes *visual tools to describes story elements from local stories, rituals, and folklores. WEEK 3-4
using images and visuals effectively creates a story using graphics and photographs
4th Quarter from festivals, rituals and communicate a
message, idea or WEEK 5-8
folklores as applied in a emotion of festivals,
local and regional context. rituals and folklores.

Grade Level: Grade 8

Subject: SPA- MEDIA ARTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates captures images that can explains the principles, theoretical, historical and aesthetic WEEK 1
understanding of the effectively communicate an idea, aspects of photography.
concepts and principles of message or emotion while
photography. utilizing the basic shooting
techniques identifies the terminologies, techniques and processes of WEEK 2
photography
1st Quarter distinguishes the different types of cameras (film and WEEK 3
digital), its evolution, features, and capabilities
operates the camera, its functions and proper handling WEEK 4-5
applies the rules for effective composition and production WEEK 6-7
in taking digital photos.
curates a presentation of one’s collection of photographs
based on principles and techniques WEEK 8

2nd Quarter demonstrates mounts an exhibit of photos identifies the techniques, processes and principles of WEEK 1
understanding of more using the manual settings of a advanced photography
 638

advanced principles and camera by employing advanced uses simple lighting to illustrate the different effects of WEEK 2-3
concepts of photography techniques in photography light on a subject.

demonstrates color, tone and temperature through WEEK 3-4

photographs
identifies ways to improve the quality of the photo. WEEK 5-6
utilizes photo manipulation software to enhance photos. WEEK 7-8

3rd Quarter demonstrates creates a functional website outlines the history of the internet and the evolution of WEEK 1
understanding of principles applying specific and appropriate online media and communication
and concepts of the techniques of online identifies the elements and aspects of the internet and WEEK 2
internet and online media communication in real world. world wide web
platforms applies the best practices of a responsible netizen WEEK 3-4
utilizes available online media through blogging, *vlogging, WEEK 5-8
*podcast and *photosharing as a marketing tool
develops understanding of creates a website on *life utilizes the parts and elements of a website or online WEEK 1
the principles of web design sources and culture by way of a platform
and development and series of online images meant to describes the creative process in integrating text, images, WEEK 2
combines this with and media online
4th Quarter visualization. relate a story or theme.
applies the principles of web design using wysiwyg WEEK 3-6
platforms
summarizes creative process through blogging, vlogging WEEK 7-8
and podcasts
Grade Level: Grade 9
Subject: SPA- MEDIA ARTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter develops understanding of crafts an online magazine that defines print and online media, its history, traditional WEEK 1-2
the history and principles of adheres to the process of functions, and how it changes peoples’ way of life and
print and online media production. beliefs
discerns the values system as described by media WEEK 3
explains basic copyright and intellectual property laws WEEK 4
including concepts of fair use and creative commons
 639

identifies the typographic considerations for various types WEEK 5

of printed materials and medium
explains the different layout principles and color theory of WEEK 6
graphics in print media
develops a material promoting local and cultural heritage WEEK 7-8
sites or icons
2nd Quarter develops understanding of interprets principles of discusses the history of radio, its characteristics, and WEEK 1
the history and principles of broadcasting into actual elements of sound
radio broadcasting recordings and various forms explains the laws in media and ethics in radio WEEK 2
of radio programs for
broadcasting relates the basic principles in writing for radio WEEK 2
writes script for a radio drama and news items WEEK 3-4
demonstrates the proper modulation and enunciation in WEEK 5
radio
demonstrates the proper way in conducting an interview WEEK 6
explains the programming procedure in campus radio and WEEK 7
radio broadcasting
produces different forms of radio production outputs WEEK 8
3rd Quarter demonstrates produces a “Live” discusses the evolution of television WEEK 1
understanding of the history *Telemagazine that features a discusses the Broadcast Code of the Philippines, television WEEK 2
and principles of television variety of topics
practices and censorship.
broadcasting.
evaluates the portrayal of culture and impact of television WEEK 3
in the society
demonstrates public speaking techniques WEEK 4
writes relevant TV scripts based on broadcasting standards. WEEK 5
discusses the business of television such as advertising, WEEK 6
block time and sponsors
produces technical quality TV production. WEEK 7-8
4 Quarter
th develops understanding of develops an online portal explains the Philippine Cybercrime Law and forms of WEEK 1
the modern communication containing links, graphics, exploitations such as cyber bullying and pornography in the
technologies that led to the articles, and rich media using online world
convergence of media an online webpage editor
formats. presents examples of intellectual property infringement WEEK 2
and plagiarism
translates relevant issues concerning new media through WEEK 3
blogs.
 640

utilizes different online media platforms for different WEEK 4

purposes
applies the principles of new media literacy through various WEEK 5
media platforms
explains the principles in online writing WEEK 6
produces a webpage with Integrated images, graphics, and WEEK 7-8
video

Grade Level: Grade 10

Subject: SPA- MEDIA ARTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
1st Quarter demonstrates understanding illustrates the distinct identifies key figures in Philippine cinema and their WEEK 1
of film history and cinema qualities, aspects, and significant works or contributions
and comprehends the performance of the cinematic outlines the history of global and local cinema WEEK 2
principles and concepts as arts and culture as evident in
they are applied in the form. the film media. analyzes mainstream and independent Filipino films WEEK 3
compiles significant works and masterpieces in WEEK 4-5
Philippine cinema and broadcast arts
identifies cinematic technique using cinematic language WEEK 6
evaluates film as art and form of entertainment WEEK 7-8
2nd Quarter recognizes a story and relates the characteristics, evaluates films, film genres and the directors' styles WEEK 1-2
understands the genre, factors and performance of outlines basic film sequence treatment of his own story. WEEK 3-4
messages, and emotions the Western arts with the writes basic screenplay WEEK 5
conveyed. narratives of a film.
utilizes the basic shots and composition of cinematography WEEK 6-8
operates the basic equipment for film/video production WEEK 6-8
3rd Quarter relates arts perspectives to creates an insightful and develops a critical eye for non-fiction works of media WEEK 1-2
issues of the contemporary engaging nonfiction film identifies famous Philippine documentaries WEEK 3-4
world as documented in project on contemporary
systematizes shooting processes and research aspects of WEEK 5-6
films. reality and society.
the documentary
creates a series of short film/video exercises that show WEEK 7-8
knowledge of documentaries, filming techniques, sound
and editing
 641

4th Quarter demonstrates understanding produces a short film that practices the whole pre-production, production and post- WEEK 1-2
of the role of film as a integrates the various production processes
vehicle to innovate and techniques and principles of produces a short film that shows creativity and command of WEEK 3-4
transform human lives filmmaking
technical aspects
creates films for exhibition WEEK 5-6
evaluates own works and those of others WEEK 7-8

Grade Level: Grade 7

Subject: SPA- CREATIVE WRITING

Quarter Content Standards Performance Most Essential Learning Competencies Duration

Standards
The learner…
demonstrates creates art pieces that explains the commonality and distinguishing elements of artistic WEEK 1
understanding of the showcase the expression in all the arts.
elements and principles of integration of artistic analyzes the commonality and distinguishing principles of artistic
artistic composition expression. WEEK 2
common in all the arts organization common in all the arts.
1st Quarter associates literature to art, culture and history. WEEK 3
writes a narrative drawn from or inspired by a chosen artwork. WEEK 4-5
demonstrates writes an essay on a identifies the elements of essay. WEEK 6
understanding of the chosen topic that recognizes the value of one’s origin and experiences as source/s of
elements and principles of allows creative inspiration in their literary works/outputs. WEEK 7-8
essay writing.
expression of
one’s self
2nd Quarter demonstrates appreciation creates literary works recognizes the different local and regional rituals and festivals. WEEK 1
and that apply the identifies the evident features/elements of ritual and festival as
understanding of local features/elements of WEEK 2
language of creative expression.
rituals and festivals as ritual and festival.
analyzes the narratives and symbols of ritual and festival in terms of
reflections of Filipino
values, ingenuity and world their social and cultural contexts.
views.
WEEK 3-4
demonstrates
understanding of literary
 642

criticism as a tool for

literary interpretation
demonstrates appreciation produces an essay analyzes the narratives and figurative language of ritual and festival
and understanding of the which expresses in terms of their social and cultural contexts.
value of analyzing and appreciation of ritual WEEK 5-8
interpreting ritual and and festival.
festival.

3rd Quarter demonstrates appreciation produces his/her own recognizes existing local/regional legends, myths and folktales. WEEK 1-2
and understanding of local literary works applying identifies the evident features/elements of folktale, myth and
folktales, myths and the features/ elements
legends as reflections of legend as language of creative expression.
of folktale, myth and WEEK 3-5
Filipino values, ingenuity legend.
and world views.

demonstrates appreciation creates an analytical/ analyzes the narratives and figurative language of folktale, myth and
and understanding of the critical essay legend as reflections of a person’s image in a given social context.
value of analyzing and emphasizing the value WEEK 6-8
interpreting folktales, myths of folktales, myths and
and legends. legends.

4th Quarter demonstrates an Creates short stories, explains the elements of each of the literary genres:
understanding of the poems and dramas 1. short story
elements of short story, exemplifying their 2. poetry WEEK 1-2
3. drama.
poetry and drama. respective elements.

identifies the similarities and differences of the elements of story,

poetry and drama. WEEK 3-5

demonstrates an produces a literary utilizes the elements of creative non-fiction through a literary
appreciation of various travelogue. travelogue.
forms of creative non- WEEK 6-8
fiction.
 643

Grade Level: Grade 8

Subject: SPA- CREATIVE WRITING

Quarter Content Standards Performance Most Essential Learning Competencies Duration

Standards
1st Quarter demonstrates creates literary identifies the different natural resources and ecosystems
understanding of the works which deal found in the local community. WEEK 1-2
ecological realities of the and suggest
community. solutions on the
present ecological recognizes the evident cultural values of the local WEEK 3-4
realities of the community.
community. discusses how one’s natural heritage is shaped by his/her
perspective of values and meanings. WEEK 5-6

demonstrates composes a identifies what make/s narratives logical and coherent.

understanding of how narrative in different
narratives are shaped forms. WEEK 7-8
coherently and logically.

2nd Quarter demonstrates produces creative defines “talinghagang bukambibig.” WEEK 1

understanding of the fictions or non-
indigenous knowledge fictions using identifies the different “talinghagang bukambibig” in the
(lore) in looking at the different examples WEEK 2
local community.
environment as the of local
source of life. “talinghagang analyzes samples of local “talinghagang bukambibig” that
bukambibig.” reflect the community’s perception of their role in WEEK 3
preserving/protecting the source of life.
describes the relationship of heritage and ecology from the WEEK 4
indigenous perspective and values.
demonstrates creates literary Cites examples of the basic figures of speech. WEEK 5
understanding of the works by using local explores ways of using and tapping local figures of speech in
basic figures of speech as figurative language. writing new literary works.
tangible expressions of WEEK 6-8
the community’s values
and worldviews.
 644

3rd Quarter demonstrates develops literary distinguishes the tangible from the intangible cultural
understanding of the pieces that heritage in the community. WEEK 1-2
cultural resources of the showcase the
community and their compares the roles of a literary artist and an
cultural resources of
significance in creating the community. environmentalist as stewards of cultural heritage.
resource-based WEEK 3-4
literature.

demonstrates composes short identifies the different elements and features of short story,
understanding of the stories, poems and poetry and drama.
commonality and plays based on
distinguishing elements the results of the
of the various literary cultural mapping. WEEK 5-8
genres, particularly
short story, poetry and
drama.

4th Quarter demonstrates recites a poem illustrates how life becomes meaningful through literary
understanding of how production. WEEK 1-2
literature operates as a uses storytelling explains how the use of expressive language draws meaning
presentational act. techniques in to an act. WEEK 3-4
sharing a story.

demonstrates stages a literary interprets the different written literary genres into dramatic
understanding of how a piece. staging and performance.
written literary work is WEEK 5-8
translated into a
dramatic performance.
 645

Grade Level: Grade 9

Subject: SPA- CREATIVE WRITING

Quarter Content Standards Performance Most Essential Learning Competencies Duration

Standards
The learner…
1 Quarter
st demonstrates how composes short describes the emergence and development of literary practices in WEEK 1
literature re-interprets stories, poems and the Philippines.
different notions and plays based on his/her trans-creates literary works from short story to poem or vice versa.
interpretations of major own interpretations of
events in the community. major events in the
community. WEEK 2-8

2nd Quarter demonstrates creates short stories, describes how the indigenous, traditional and historical Philippine WEEK 1
understanding of the poems and plays based literature re-interprets and translates into Filipino images
fundamentals of Filipino on and using the trans-creates literary works from short story/ poem into drama, or
images conveyed by indigenous, traditional vice versa.
indigenous, traditional and and historical literature
historical literature. and approaches. WEEK 2-8

3rd Quarter demonstrates appreciation produces short stories, writes literary works patterned after foreign literature.
of the major literary works poems and plays using
in the world. the structures of the
literary works in the WEEK 1-4
foreign country of
his/her choice.

demonstrates Transforms literary translates excerpts of foreign literary works into local
understanding of the works written in language/dialect.
translation and English into local
popularization of non- language/dialect. WEEK 5-8
Philippine literature.
 646

4th Quarter demonstrates performs poetry trans-creates selected literary works into different genres. WEEK 1-4
understanding of how a reading and creates his/her original literary works.
written work is trans- storytelling using
created into different materials formerly WEEK 5-8
genres. crafted using another
literary genre.

Grade Level: Grade 10

Subject: SPA- CREATIVE WRITING

Quarter Content Standards Performance Most Essential Learning Competencies Duration

Standards
The learner…
1 Quarter
st demonstrates produces literary works writes literary works based on Western literature.
understanding of the inspired by Western
influences of Western literature. WEEK 1-4
literature on Philippine
literary practices

demonstrates researches on the conducts a research on the distinct features of Western literature.
understanding of the development of
development of Philippine Western literature and WEEK 5-8
literary works in English. its impact on Philippine
nationhood.

demonstrates composes short produces literary works combined with digital technology.
understanding of the digital stories, poems and
media technology in the plays using
2nd Quarter development of Philippine conventional writing WEEK 1-3
literature vis-a-vis the with the aid of digital
modern society production.
 647

demonstrates develops literary works publishes his/her creative outputs thru digital technology.
understanding of the using the combination
production of a masterpiece of local/traditional and
which combines a literary digital-based literary WEEK 4-6
genre with another art styles.
discipline.
2nd Quarter demonstrates documents effects of digitalization of literary productions to social
understanding of how to relationship and creative communication.
tap digital technology in the
production and WEEK 7-8
popularization of Philippine
literature.

3rd Quarter demonstrates creates literary works compiles literary works that show experiences and/or issues
understanding of ethical that spur social concerning ethical practices (e.g. “An Enemy of the People,” an issue
practices in the production transformation. of corruption in various forms). WEEK 1-2
of literature for social
transformation.
utilizes interdisciplinary Philippine style/genre in producing literary
works for social change. WEEK 3-4

writes literary outputs that convey developmental goals of the

society. WEEK 5-8

4th Quarter demonstrates launches publication executes the identified tasks and activities in the pre-publication
understanding of the and/or exhibit of and production phases.
different aspects of artistic his/her literary works.
and managerial tasks in the WEEK 1-8
publication and
performance of literary
works.
 648

Guiding our Teachers: A Briefer on Using the Special Program for Sports (SPS) MELCs

About the Process

Due to the COVID-19 pandemic which shortened the number of school days for SY 2020-2021, the Department of Education’s (DepEd) Bureau of
Curriculum Development (BCD) came up with a list of Most Essential Learning Competencies (MELCs) from the Curriculum Guides of the Special Program in
Sports (SPS), anchored on the identified content and performance standards thereof. In the process of identifying the MELCs, the ENDURANCE criterion was
used as the sole determiner. Endurance is defined as the learning competency that remains with learners long after a test is completed (Reeves, 2002) or is
useful beyond a single test or unit of study (Many and Horrell, 2014) which is applicable to real-life situations e.g. social participation and integration.
Specifically, SPS learners who are athletes shall be able to improve their fitness levels, recognize and prevent injuries, analyze movements patterns, design
nutritional plan for athletes and recognize the effects of doping on athletic performance, and apply psychosocial behavioral skills. Therefore, the MELCs
identified are those that will further elevate the SPS to a higher degree of social relevance by improving the skills and talents of athletes.

Example 1:
Grade 8 Q4-Psychosocial/Behavioral Skills: Practice cooperation, clear communication, and positive social interaction to enhance teamwork.

This is an example of an enduring competency where the skills learned are applied in the other courses of the SPS which is important in life and is
likewise retained even after learners finished the program.

Example 2:
Grade 7 Q4-Sports Nutrition: Explain the importance of nutrition to athletic performance

This competency can be applied both in Sports Nutrition and in other SPS

courses. Example 3:
G7 Q2- Exercise Physiology and Methods of Conditioning: Explain the
principles of exercise training

The competency is essential in order for learning to be successful in

particular to the course of Exercise Physiology and Methods of Conditioning.

These are samples of the MELCs identified in the SPS. However, teachers must carefully monitor the progress of their learners relative to the standard
competencies and intervene or remediate if learners are having a hard time learning them.
 649

How to Use the MELCs

The MELCs for SPS represent the standard competencies that will be assessed whether the learners have demonstrated mastery. Given the nature of the
MELCs, the teacher is advised to re-teach certain competencies needed for their achievement. The curriculum is spiral, hence, the course for Quarter 1 is
Biomechanics and Movement Patterns, Quarter 2 is Exercise Physiology and Methods of conditioning, Quarter 3 is Sports Injuries, Quarter 4 is Sports Nutrition
while Psychosocial or Behavioral skills are integrated during practicum sessions. It is also recommended that the teacher unpack the MELCs into more specific
learning competencies as as provided in the original curriculum guides for SPS.

Examples:

GRADE LEVEL /QUARTER/COURSE TITLE MELCS SUB-COMPETENCIES

G8/Q1/Biomechanics and Movement Performs and evaluates one’s balance, • Differentiates the quality and quantity of measuring human
Patterns agility, speed and power using different motion.
methods of testing • Evaluates the movements applied for motion, resistance,
momentum and friction.
G7/Q3/Sports Injury Create creative presentation in recognizing, • Compares the effects of acute injury from chronic injury
evaluating and preventing acute and • Prepares creative presentation on how to recognize, evaluate
chronic injuries and prevent acute and chronic injury.
G8/Q4/Sports Nutrition Evaluate meal planning for endurance and • Develops awareness in meal planning for endurance and power
power sports sports
• Recognizes the importance of different nutrients and their
recommendations for endurance and power sports
• Distinguishes facts from myths of nutrient intake for endurance
and power sports
• Formulates personal goals and nutritional strategy for adequate
nutrition
• Demonstrates ability to make informed choices as a consumer
 650

Grade Level: Grade 7

Specialization: SPECIAL PROGRAM IN SPORTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Q1 The learner demonstrates The learner critiques and The learner…
understanding of basic analyzes movement and  defines basic biomechanical terminology Week 1
biomechanical terminology and assesses muscular strength and  understands fundamental movements and their Week 2
assesses one’s muscular function. applications in their daily lives
movement to enable them to  differentiates motion across the different planes Week 3
function better.  differentiates the types of muscular Week 4
contraction.
 evaluates performance in upper body Week 5
muscular movement
 evaluates performance in lower body Week 6
muscular movement
 demonstrates basic static stretching Week 7
techniques
 demonstrates dynamic stretching Week 8
techniques

Q2 The learner demonstrates The learner designs a The learner…

understanding of various conditioning program that will  explains the principles of exercise training Week 1
methods of conditioning that develop health-related fitness  summarizes training adaptations of the Week 2
cardiovascular system
develops health-related fitness components (i.e. aerobic
 describes methods of aerobic training
components for efficient capacity, strength, and Week 3
 differentiates continuous, interval, and fartlek
performance. flexibility). training Week 4
 differentiates the adaptations of slow twitch, fast
twitch, and intermediate muscle fibers to resistance Weeks 5-6
training
 recognizes the importance of performing both
aerobic and resistance training for every athletic Weeks 7-8
 651

Q3 The learner demonstrates The learner demonstrates The learner…

understanding of the value in healthful practices in order to  explains the difference between acute and chronic Week 1
recognizing and preventing prevent and control acute and injuries
sports injuries (Acute and chronic chronic injuries  identifies ways of preventing acute and chronic Week 2
injuries) to improve oneself. injuries
 discusses how to recognize and prevent acute and
chronic sports injuries Week 3
 recognizes the signs and symptoms of acute and Week 4
chronic injuries
 follows the appropriate preventive measures for Week 5
athletes who suffer acute injury or chronic injury.
 applies decision-making skills in giving first aid to a Week 6
victim of accident.
practices ways to recognize and prevent sports Week 7-8
injuries

Q4 The learner demonstrates The learner designs personal The learner…

understanding of meal planning meal plan before, during, and  identifies factors that affect nutrition Week 1
before, during, and after after competition  identifies components of a balanced diet Week 2
competition and its effect on  identifies necessary food and nutrients from Food Week 2
nutrition, fitness, and optimal The learner analyzes and Pyramid
performance modifies meal plans for self and  Analyzes dietary requirements of athletes in various Week 3
others sports
 identifies individual dietary requirements depending
on individual characteristics Week 4
 explains the importance of nutrition to athletic Week 5
performance
 analyzes hydration practices of athletes Week 6
 develops awareness in meal planning before, Week 7
 652

Grade Level: Grade 8

Specialization: SPECIAL PROGRAM IN SPORTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Q1 The learner demonstrates The learner performs, analyzes The learner…
understanding of different and corrects one’s performance  identifies skill-related parameters of physical fitness Week 1
movement patterns and skill- in the different skill-related  identifies proper technique and form when Week 2
related parameters and their tests. performing balance, agility, speed, and power
applications to sport. exercises
 understands the concepts of acceleration and
deceleration and their applications in sport Week 3-4
 understands the concepts of force and power and
their applications in sports Week 5-6
 performs and evaluates one’s balance, agility, speed
and power using different methods of testing Week 7
 identifies errors in performance and is able to
correct technique.
Week 8

Q2 The learner demonstrates The learner designs a The learner…

understanding of various conditioning program that will  discusses the importance of skill related Week 1
methods of conditioning that develop skill-related fitness components of fitness in athletic performance
develops skill-related fitness components (i.e. agility,  demonstrates exercises that will improve speed, Week 2-3
components for efficient balance, coordination, power, agility, and quickness.
performance. reaction time, and speed).  compares the changes in the muscle fiber as a result Week 4
of aerobic training and resistance training
 justifies the importance of including core training in
improving balance and stability Weeks 5-6
 discusses the impact of functional training Weeks 7-8
on coordination

Q3 The learner demonstrates The learner evaluates the survey The learner…
understanding of recognizing, conducted inside school campus  discusses the common sports injuries of specific Week 1
evaluating and preventing sports in preventing sports specific sports
specific injuries injuries  identifies ways of preventing sports specific Week 2
injuries Week 3
 653

 describes the classifications of sports specific

injuries Week 4
 formulates excellent ways on how to recognize,
evaluate, and prevent sports specific injuries Week 5
 performs first aid to specific sports injury Week 6
situations
 familiarizes with potential life-threatening injuries Week 7-8
for sport specific injuries
 evaluates the result of survey made for sports
specific injuries in maintaining excellent
performance of athlete

Q4 The learner demonstrates The learner designs personal The learner…

understanding of meal planning meal plan for endurance and  identifies individual dietary requirements in Week 1
for endurance and power sports power sports endurance and power sports
and its effects on nutrition,  explains the importance of nutrition to athletic Week 2
fitness, and optimal performance The learner analyzes and performance in endurance and power sports
modifies meal plans for self and  identifies necessary nutrients and recommendations Week 3
others for endurance and power sports
 analyzes dietary requirements of athletes in
endurance and power sports Week 4
 analyzes hydration practices of athletes in
endurance and power sports Week 5
 distinguishes the difference in meal planning for
endurance and power sports Week 6
 applies healthy eating strategies to promote optimal
performance in endurance and power sports Week 7
 evaluates meal planning for endurance and power
sports Week 8
 654

Grade Level: Grade 9

Specialization: SPECIAL PROGRAM IN SPORTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Q1 The learner demonstrates The learner identifies proper The learner…
understanding of the technique technique in selected sports  understands proper mechanics needed to perform Week 1
and mechanics of different sports skills and is able to correct skills effectively
skills. errors in performance.  identifies errors in sports skills’ techniques and Week 2
corrects errors in mechanics
 develops understanding of internal biomechanics
and motor learning in mechanical aspects of human Week 3
exercise, sport, and play
 practices throwing, striking, and kicking techniques
and understands their applications to sport. Week 4
 practices swinging and rotating exercises and their
applications to sport
Week 5
 practices preparatory actions needed for each skill
to be effective.
 demonstrates proper jumping technique and Week 6
differentiates types of jumps
 performs a qualitative analysis of sports skills Week 7

Week 8
Q2 The learner demonstrates The learner designs a The learner…
understanding of the principle of comprehensive conditioning  explains the importance of the principle of Week 1
specificity and its impact on program that is specific to a specificity
designing a comprehensive sport.  enumerates the skill related fitness components to Week 2-3
be included in the conditioning program of a
conditioning program. specific sport
 identifies the ideal method of conditioning in
athletics Week 4
 identifies the ideal method of conditioning in
racquet sports Week 5
 identifies the ideal method of conditioning in
throwing events in athletics.
Week 6
 655

 Identifies the ideal method for conditioning in

specialized sports. Week 7-8

Q3 The learner demonstrates The learner creates and conduct The learner…
understanding of the process of a mini conference about the  identifies the different factors affecting the recovery Week 1
recovery from sports specific effectiveness of the different of specific injury from specific sports
injury process of recovery from Sports  identifies step by step Process of Recovery from Week 2
Specific Injury sports specific injuries
 identifies the different healing process which
contributes to the recovery of athletes from sports Week 3
specific injury
 explains the importance of recovery time from
sports specific injury Week 4
 manifests awareness of the effectiveness of
recovery time that may contribute to the recovery
of athlete from sports specific injury Week 5
 evaluates the different aspect of recovery time as
one process of recovery from sports specific injury
 recognizes the effectiveness of psychological Week 6
recovery which contributes to the recovery of
athletes from sports specific injury
Week 7
 conducts a mini conference about the importance
and effectiveness of different process of recovery
from sports specific injuries

Week 8

Q4 The learner demonstrates The learner prepares personal The learner…

understanding of nutrition fads nutritional strategy for adequate  identifies the role of nutrition to athletes Week 1
and supplements nutrition  identifies benefits and effects of fads and Week 2
supplements to athletic training and performance
The learner analyzes and  analyzes effects of common supplements to the Week 3
modifies nutritional strategy for body
others  distinguishes fads from healthy ones Week 3
Week 4
 656

 distinguishes difference of dietary supplements and

ergogenic aids Week 5
 develops awareness in nutritional strategy for Week 6
adequate nutrition
 distinguishes difference of supplements and Week 7
ergogenic aids
Week 8
 formulates personal goals and nutritional strategy
for adequate nutrition
 applies nutritional strategies to promote good
health and optimal performance

Grade Level: Grade 10

Specialization: SPECIAL PROGRAM IN SPORTS

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Q1 The learner demonstrates The learner identifies errors in The learner…
understanding of movement technique and is able to correct  understands how biomechanics is used to improve Week 1
analysis and its applications to errors confidently. technique
improve technique, improve  explains how movement analysis can be used to Week 2
training and reduce injury.. prevent injuries
 understands how technology can be used to analyze Week 3
movement
 evaluates errors in performance of different skills Week 4
 develops a movement analysis plan that can be
integrated in training Weeks 5-6
 conducts a qualitative analysis on different sports
skills
Weeks 7-8

Q2 The learner demonstrates The learner designs a The learner…

understanding of the principle of comprehensive conditioning  discusses the importance of periodization in the Weeks 1-2
specificity and its impact on program that is specific to a long-term preparation for athletic competitions
designing a comprehensive sport.  identifies the ideal method for conditioning) in Week 3
conditioning program. basketball
Week 4
 657

 identifies the ideal method for conditioning in

volleyball
 identifies the ideal method for conditioning) in Week 5
football/futsal
 identifies the ideal method for conditioning in sepak Week 6
takraw
 identifies the ideal method for conditioning in Week 7
baseball/softball
 identifies the ideal method for conditioning in Week 8
combative sports

Q3 The learner demonstrates The learner formulates and The learner…

understanding of the presents a research about  explains the importance of rehabilitation from Week 1
classification of rehabilitation rehabilitation that may sports specific injury
from sports specific injury contribute for the fast recovery  classifies the different rehabilitation program and Week 1
of athletes from sports specific services for sports specific injury
injury  identifies the rehabilitation exercise programs for Week 2
sports specific injury
 identifies the different rehabilitation therapy for
sports specific injury Week 3
 explains the importance of rehabilitation
conditioning to regain athletic performance Week 4
 gives examples of rehabilitation program and
services for sports specific injury
 determines the effects of rehabilitation exercise Week 4
program suitable for specific sports injury to regain
athletic performance Week 5
 presents a research work about the effectiveness of
rehabilitation exercises, therapy and conditioning
for sports specific injury
Weeks 6-8

Q4 The learner demonstrates The learner prepares case study The learner…
understanding of doping as a on doping  identifies effects of doping on athletic performance Week 1
serious issue in sports  explains the importance of ethical behavior in sports Week 2
Week 3
 658

 analyzes cases of doping in local and/or Week 4

international sports
 evaluates athletic and societal factors that lead to Week 5
doping Week 6
 distinguishes the difference of legal and illegal Week 7
drugs
 develops awareness of ethical issues concerning Week 8
doping
 demonstrates ability to make ethical choices as an
athlete
 applies ethical strategies to promote optimal
performance

Grade Level: Grades 7-10 Psychosocial/Behavioral Skills

Specialization: SPECIAL PROGRAM IN SPORTS

Grade and Content Standards Performance Standards Most Essential Learning Competencies Duration
Quarter
Grade 7 The learner demonstrates The learner realizes the The learner... Integrated
Q1-Q4 understanding of the significance significance of motivation in  defines motivation during
of motivation in the pursuit of relation to one’s athletic  lists various motivation for participation in sports practicum
athletic excellence participation and performance  differentiates intrinsic from extrinsic motivation
 identifies factors influencing motivation in sports
 discusses consequences of intrinsic versus extrinsic
motivations in sports
 practices different strategies to enhance one’s
motivation in sports such as goal setting, positive
self-talk, and imagery
 practices different strategies to enhance one’s
motivation in sports such as goal setting, positive
self-talk, and imagery
 659

Grade 8 The learner understands the The learner demonstrates The learner… Integrated
Q1-Q4 significance of a teamwork in cooperation, effective  defines teamwork during
sports communication, and positive  describes characteristics of an effective team practicum
social interaction which  recognizes the value of teamwork on one’s sports
contributes to teamwork participation and performance
 practices cooperation, clear communication, and
positive social interaction to enhance teamwork
 applies different strategies to enhance teamwork
in
one’s sport or team

Grade 9 The learner understands The learner demonstrates The learner Integrated
Q1-Q4 mechanisms to cope with stress understanding of ways of coping  defines stress and anxiety during
and anxiety in sports with stress and anxiety in sports  enumerates sources of stress and anxiety (in sports practicum
participation and performance and in life/general)
 differentiates various sources of stress and anxiety
into internal and external factors
 explains the effects of these internal and external
factors of stress and anxiety on sports performance
 examines one’s sources of stress and anxiety in
sports and in life

Grade 10 The learner understands positive The learner demonstrates fair The learner… Integrated
Q1-Q4 and negative behaviors in sports play and sportsmanship in  identifies positive and negative behaviors in sports during
(and the benefits of overall sports participation, as well as  describes fair play, sportsmanship, aggression, and practicum
healthy lifestyle) healthy lifestyle to support cheating in sports
one’s) pursuit of athletic  identifies factors influencing positive and negative
excellence behaviors in sports
 analyzes the effects of positive/negative behaviors
on one’s sports participation and performance
 recognizes the value/importance of fair play and
sportsmanship in sports participation and
performance
 660

GUIDING OUR TEACHERS: A Briefer on Using the Special Program in Technical- Vocational Education ( SPTVE) MELCs

The Process
The national emergencies, such as the health pandemic, has significantly disrupted the established systems and processes of the country. In education where
face to face mode of teaching-learning is the most popular and widely used, with social distancing as a new normal, the school calendar, learning activities
need to be adjusted accordingly in order to ensure basic quality education.
In response to this, the Bureau of Curriculum Development – Special Curricular Programs Division (BCD-SCPD) has identified the Most Essential Learning
Competencies (MELCs) for the Special Program in Technical Vocational Education. This SPTVE MELCs set the competency standards for various specializations.
By using MELCs, the face to face interaction between teachers and learners can be regulated,and therefore different learning delivery modes, such as online
learning, media based learning, and blended learning can be explored depending on the community context or location of the school.
The SPTVE MELCs maintain the SPTVE’s commitment to expand and intensify technical and vocational education and ensure that the techvoc learners acquire
the necessary knowledge and the 21st century skills. To achieve this, the MELCs are embedded in the four (4) major areas: Industrial Arts, Agriculture and
Fishery Arts, Information and Communications Technology, and Home Economics.

The Process of identifying the SPTVE MELCs:

In identifying the MELCs, the ENDURANCE criterion was used as the sole determiner. Endurance is defined as the learning competency that remains with
learners long after a test is completed (Reeves, 2002) or is useful beyond a single test or unit of study (Many and Horrell, 2014) which is applicable to real-life
situations, e.g., social participation and integration.
The identified SPTVE MELCs feature these characteristics:
1. broad stroke competencies which needs to be unpacked by the teachers.
2. aligned to the content and performance standards of the curriculum that are based on minimum industry requirements and occupational health and safety
standards.
3. do not replace the existing curriculum of the special curricular prgoram but these are lifted for use only in this particular school year 2020-2021

For SPTVE specializations, including exploratory and mandatory subjects, the SPTVE MELCs shall be adopted by the SPTVE-implementing schools. On the other
hand, the core academic subjects, such as, English, Science, Math, Filipino, Araling Panlipunan, MAPEH, its corresponding MELCs provided for all subjects
across grade levels will be adopted.
 661

GRADE LEVEL: 7
SUBJECT: EXPLORATORY
SPECIALIZATION:
INTRODUCTION TO
QUARTER
SPTVE CONTENT STANDARDS
SPECIALIZATION PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COURSES
Q1 The learner demonstrates The learner independently - observes shop safety rules and practices W1-2
an understanding on the performs basic trade - explains the use of basic tools according to job specification W2-3
different concepts and operations - maintains hand tools W4
principles of basic trade - performs simple technical sketching according to the task W5
operations requirements
- performs basic benchwork operation W6
- implements basic connection troubleshooting in accordance W7-8
with the task requirement

Q2 The learner demonstrates The learner efficiently - observes proper hygiene and good grooming W1
an understanding in the performs proper draping for - cultivates a pleasing personality W2
different concepts of head and body based on - practices and maintains professional attitudes towards clients
beauty-care and wellness industry standards - performs proper draping for head and body W2
technology W3

The learners demonstrate The learner efficiently - practices safe steps in food handling and food preparation W4
an understanding of performs different food - observes sustainable food consumption and production W5
concepts and underlying handling and basic - describes quality of meat, poultry, fish, fruits and vegetables W5-6
principles in food preparations observing - identifies non-meat ingredients and their uses W6
technology health and safety practices - performs different food preparation and techniques W7-8

Q3 The learner demonstrates The learner independently - identifies hand tools and parts of sewing machine W1
understanding in the basic produces simple projects by - performs basic hand stitches W2
concepts and principles of hand sewing and using - produces simple project
W3-4
garments technology sewing machine
The learner demonstrates The learner independently - discusses the basic theories and principles of electronic W5
an understanding of the produces material applying technology
underlying principles in in soldering techniques - explains the basic functions of a resistor W6
electronics technology and observing the safety - produces basic output using appropriate soldering W7-8
techniques
its application. procedures
Q4 - explains the basic principles and theories in Agriculture W1
 662

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner explains the basic - explains the basic fundamentals of Agricultural Crop W2
an understanding of fundamentals in agricultural Production
underlying theories, and crop and animal production - explains the basic fundamentals of Animal W3
principles in agriculture Production
The learner demonstrates The learner explains the basic - explains the basic concepts of aquaculture W4
an understanding of concepts and princples in - explains the definition, history, scope, importance, and W4
concepts and underlying aquaculture phases of aquaculture.
principles in fishery arts - explains the basic morphology of the fish W5
The learner produces a - discusses the basic principles and theories in fish capture W6
simple fishing net according - identifies the kinds of fishing gears used in municipal fishing
to weaving procedures grounds
- performs basic net weaving according to established weaving W7-8
methods

GRADE LEVEL: 7
SUBJECT: MANDATORY – TECHNICAL DRAWING
SPECIALIZATION: SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - performs different lettering styles and techniques W1-3
understanding on the performs different freehand - sketches basic shapes following the principles of good W4-5
concepts and principles on drawings with satisfactory proportion
performing freehand workmanship based on - performs freehand sketches applying shading and rendering W6-8
drawing. industry standards. techniques

Q2 The learner demonstrates The learner constructs - bisects lines, arc, circle and angles W1-2
an understanding on the geometrical figures with - constructs regular polygons W3-5
concepts and principles of accuracy based on industry - constructs regular solids W6-
constructing geometrical standards. 8
figures.
Q3 The learner demonstrates The learner independently - constructs orthographic projection applying proper W1-8
understanding of concepts constructs orthographic dimensioning
and principles of projection with precision and
 663

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
constructing orthographic accuracy based on industry
projection. standards.

Q4 The learner demonstrates The learner independently - constructs isometric drawings W1-3
understanding of concepts constructs isometric views of - constructs oblique drawings W4-5
and principles of a given object based on - constructs perspective drawings W6-
constructing pictorial industry standards. 8
drawings.

GRADE LEVEL: 8
SUBJECT: MANDATORY – TECHNICAL DRAWING
SPECIALIZATION: SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1-Q2 The learner demonstrates The learner independently - performs basic exploded assembly drawings W1-8
understanding of concepts performs a working drawing - constructs assembly drawings W1-2
and principles in of a given object with - constructs detailed drawings
W3-
performing working accuracy based on industry - prepares notes and specifications of working drawings
4
drawings. standards. W5-8

GRADE LEVEL: 9
SUBJECT: MANDATORY SUBJECT – ENTREPRENEURSHIP
SPECIALIZATION: SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner explains different - explains the concepts of entrepreneurship W1-2
understanding of concepts entrepreneurial concepts. - identifies and differentiates behavioral indicators in Personal W2-5
Entrepreneurial Competencies (PEC) clusters
and principles in
entrepreneurship.
The learner demonstrates The learner discusses the - assesses the types of business plan W5-7
understanding of concepts fundamentals of planning a - explains the steps in preparing a business plan W7-8
business.
 664

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
and principles in planning
a business.
Q2 The learner demonstrates The learner identifies - analyzes the existing problems and needs in the community W1-2
understanding of concepts business opportunities. where there are business opportunities
and principles in
identifying business - selects appropriate business opportunities based on the
W2-4
opportunities. needs of the community

The learner demonstrates The learner assesses - differentiates the forms of business organization W5
understanding of concepts management and - discusses the organizational structure of a business W5-7
and principles in assessing organizational functions of a - designs an organizational chart based on a given structure
using appropriate computer applications
management and business. programs/applications.
organizational functions of
a business.
The learner demonstrates The learner simulates the - explains the steps/ procedures in making the business legal W7-8
understanding of concepts process of legalizing a
and principles in legalizing business.
a business.
Q3 The learner demonstrates The learner simulates the - formulates production/service flow and schedule W1-4
understanding of concepts process of legalizing a - prepares layout of production/service area W4-5
and principles in legalizing business.
a business.
Q3 The learner demonstrates The learner determines - identifies project cost including the percentage share of the W5-6
understanding of financial soundness of a members in relation to the investment.
concepts, principles and business. - determines profitability of the business
W6-7
processes in analyzing the
financial soundness of a
business.

The learner demonstrates The learner creates/crafts an - conducts a survey to gather data using the instruments made W7-8
understanding of acceptable detailed business organizes the main parts of a business plan
concepts, principles and plan.
processes in developing a
business plan.

Q4 - presents and defends the business plan with reviewers W1-6

 665

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner evaluates a - evaluate the business plan according to a set of criteria
understanding of concepts, business plan.
principles and processes in
evaluating a business plan.
The learner demonstrates The learner finalizes a - finalizes the business plan manuscript W6-8
understanding of business plan.
concepts, principles and
processes in finalizing a
business plan.

GRADE LEVEL: 10
SUBJECT: MANDATORY SUBJECT – ENTREPRENEURSHIP
SPECIALIZATION: SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner finalizes product - finalizes product or service design specification based on the W1-2
an understanding of the or service design market feedback
processes and specification, simulate
methodologies in business registration and
performing steps needed recruitment of applicants;
to set up small business and source-out funds for
(simulation only) capital requirement of the
business.

The learner demonstrates The learner performs - manage product or service development production W3-4
understanding of the simulated managerial, - introduces product or service to the market according to W5-6
theories, principles and marketing and financial marketing plan and clients’ feedback
standards in production assessment tasks in - assesses small business profitability liquidity based on the
management, marketing, operating a small business evaluation of sales, costs, income and cash flows and financial W7-8
and financial performance competently. ratio analysis
of a small business
operations.

Q2 The learner demonstrates The learner applies - applies prevailing pricing structures and methods in W1-3
understanding of principles, methods, and determining production cost and price of products or services.
 666

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
principles, methods and procedures in identifying
procedures in identifying suppliers, and in conducting
suppliers, and in and managing inventory of
conducting and managing supplies and resources.
inventory of supplies and
resources.

The learner demonstrates The learner prepares, - conduct product or service trial run based on the operational W3-7
understanding of describes, and creates plan of the business.
conceptualizing, business model to
formulating and operationalize and launch
implementing business trial-run period of the
models to operationalize a business’ product or
business. service.

Q2 The learner demonstrates The learner conducts - sets target market and project sales of product and/or W7-8
understanding of marketing, benchmarking, services
underlying theories goal setting, and sales - applies sales management based on standard recording and
principles, and practices in projecting; prepare and reporting procedures.
setting a target market presents results for business
and projecting sales. decisions.

Q3-Q4 The learner demonstrates The learner conducts actual - performs actual selling of products or services applying the W1-8
understanding of theories selling of products or marketing strategies and sales management based on the
principles, and practices in services, applies marketing marketing plan component of the business plan
conducting actual selling and management strategies,
of products or services as documents the actual
contained in the activity, prepares and
business plan. presents results for business
decisions.

Q3-Q4 The learner demonstrates The learner prepares, - prepares and maintains financial records and reports W1-8
understanding of the analyzes, interprets and
theories principles, and presents financial reports of
practices in simple the business operations, and
bookkeeping demonstrate safe-keeping
 667

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
and maintaining business
documents.
Q3-Q4 The learner demonstrates The learner prepares, - assesses business operation W1-8
competence in applying analyzes, interprets, presents - recommends actions to be taken based on the results of the
tools and reporting results results and recommends monitoring and evaluating of business operation
of monitoring and action to be taken based
evaluating business from data on monitoring and
operations. evaluating business
operations.

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
AGRICULTURE
QUARTER
(COMMON CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COMPETENCIES)
Q1 The learner demonstrates The learner competently - prepares appropiate tools, materials, and outfits in line with W1-2
an understanding of the applies safety measures in job requirements
underlying theories in farm operations - applies appropriate safety measures in line with farm W2-4
applying safety measures guidelines
in farm operations
- safekeeps and/or observes proper disposal of tools, materials,
W4
and outfit according to manufacturers, government, and farm
requirements

The learners demonstrate The learners competently use - selects and uses farm tools following safery procedures and W5-6
an understanding of the farm tools and equipment according to job requirements and manufacturer’s conditions
underlying theories in based on manufacturer’s - operates appropriate farm equipment followiing safety
W6-8
using farm tools and manual procedures
equipment - performs preventive maintenance
W8
Q2 The learners demonstrate The learners competently - performs estimation on farm inputs and labor requirements W1-4
an understanding of the perform estimation and basic for work completion
underlying theories in calculation - performs basic workplace calculation
W5-8
performing estimation and
basic calculation
 668

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q3 The learners demonstrate The learners competently - assesses the casualty’s vital signs and physical condition. W1-4
an understanding of the perform basic first aid - applies basic first aid techniques in accordance with effective W4-7
underlying theories in first aid principles and workplace conditions
applying basic first aid - communicates details of the incident presenting all relevant
facts to supervisors according to established company W7-8
procedure.

Q4 The learners demonstrate The learners efficiently - collects farm waste following OSHS and waste collection W1
an understanding of the process farm wastes requirements and plan
underlying theories in according to set standards
- performs waste segregation according to organizational W1-2
processing farm waste. requirements and relevant legislation
- treats and processes farm wastes according to environmental W2-3
legislation and codes
- performs housekeeping according to 5S principles
W3-4
Q4 The learners demonstrate The learners perform - carries out inventory activities W6
an understanding of the efficient record keeping - maintains production record W6-7
underlying theories in - prepares financial records
W7-8
performing record
keeping.

GRADE LEVEL: 8-10

SUBJECT: SPTVE
SPECIALIZATION:
FISHERY
QUARTER
(COMMON CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COMPETENCIES)
Q1 The learners demonstrate The learners efficiently apply - determines areas of concern for safety measures W1
an understanding of safety measures in fishing - applies appropriate safety measures in line with fishing W2
applying safety measures operations guidelines W3
in fishing operations - safekeeps/disposes of tools, materials and outfit
according to
manufacturer’s, government, and fishing requirements

The learners demonstrate The learners efficiently use - selects and use appropriate tools and equipment according to W4
an understanding of the tools and equipment in fish job requirement and manufacturer’s conditions W5
different guidelines in capture operation - selects and operate equipment following safety procedures
 669

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
using tools and equipment - perform preventive maintenance in line with industry W6
in fish capture operation procedures
The learners demonstrate The learners accurately - performs estimation W7
an understanding of perform estimation and - performs basic workplace calculation W8
various techniques in calculation
performing estimation and
calculation
Q2 The learners demonstrate The learners efficiently apply - wears PPE according to the job requirement W1
and understanding of food safety and sanitation - observe personal hygiene and good grooming in line with W2
various techniques in workplace health and safety requirements
applying food safety and - implements food sanitation practices in line with workplace
sanitation safety practices W3
- renders safety measures and First Aid procedures
- implements housekeeping activities W4
W5
The learners demonstrate The learners effectively - manage fire prevention procedures onboard W6
an understanding of prevent and fight fire - operate portable firefighting equipment W7
various techniques in - conduct interior search and rescue and fire-fighting
operations
preventing fire and W8
firefighting
Q3 The learners demonstrate The learners competently - perform immediate life-saving First Aid pending medical W1
an understanding of perform First Aid treatment assistance
various principles and on board - Apply appropriate action to conscious casualty with acute W1-2
techniques in performing illness and/or injury in accordance with established First Aid
First Aid treatment on proceduress
board - manage wounds and bleeding in accordance with established
First Aid procedures W2
- manage burns in accordance with established First Aid
procedures W3
- manage bone, joint, and muscle injuries in accordance with
established First Aid procedures
- adapt First Aid procedures for remote situations W3-4

W4-5
 670

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learners demonstrate The learners do their share in - implements garbage disposal on board following relevant W4-5
an understanding of protecting marine company requirements on marine environmental protection
various techniques in environment - perform garbage segregation following MARPOL regulations W5
protecting marine and procedures for the protection of the marine environment
environment
The learners demonstrate The learners satisfactorily - Give prompt, accurate, and complete information on raising W6
an understanding of comply with emergency alarm in accordance with established vessel procedures
various techniques in procedures - Implement planned damage controls procedures for dealing W6-7
complying with emergency with damage to the vessel and its hull in accordance with
procedures company procedures and regulatory requirements
- Follow procedures for the use of various shipboard life-saving
appliances in accordance with regulatory requirements, W7-8
manufacturer’s instruction, and company procedures

Q3 The learners demonstrate The learners independently - uses and maintains ropes in accordance with enterprise W8
Q4 an understanding of apply deckhand skills in a procedures and manufacturers’ manual
various principles and boarding a fishing vessel - performs basic knots, bends, hitches, splices and common
whipping W1
theories in applying
- operate winches, capstans and windlasses in accordance with
deckhand skills in aboard a operational requirements and manufacturers’ instructions W1-2
fishing vessel
- secures the vessel at anchor according to established safety W2
rules and regulations
- secure and adjust the vessel’s position during mooring W3
operations
- monitor the situation of the vessel when moored or W4
anchored
W4-5
- secure the vessel for and at sea

Q4 The learners demonstrate The learners independently - prepare netting material for repair W5-6
an understanding of assemble and repair - mend holes and rips using twine W6-7
various principles and damaged netting - mend large scale damage using netting material
W7-
theories in assembling and
repairing damaged netting 8
 671

GRADE LEVEL: 8-10

SUBJECT: SPTVE
SPECIALIZATION:
AUTOMOTIVE
QUARTER & CONTENT STANDARDS
(COMMON PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COREQ1 The learners demonstrate The learners independently - identify appropriate sealant/adhesive in line with job W1
COMPETENCIES)an understanding of apply appropriate sealant/ requirements and manufacturer’s specifications
concepts and underlying adhesive based on industry - prepare surface for sealant/ adhesive application W1
principles in applying standards - apply sealant/adhesive evenly in accordance with industry
appropriate standard operating procedure (SOP) W1
sealant/adhesive - store/dispose sealant as per prescribed procedure
W1-2

The learners demonstrate The learners independently - prepare the vehicle for driving W2
an understanding of move and position vehicle - move and position vehicle according to job specification W2
concepts and underlying based on industry standards - check the vehicle as per requirement
principles in moving W3
and positioning vehicle
The learners demonstrate The learners perform - select appropriate measuring Instrument as per job W3
an understanding of mensuration and calculation requirement
concepts and underlying with accuracy based on job - carry out measurement and calculation in line with job W3-4
theories and principles in requirements requirements
performing measurements W4
and calculations - maintain measuring instrument

The learners demonstrate The learners independently - identify and access manual/ specifications as per job W5
an understanding of read and interpret requirement
concepts and underlying specification and manual - interpret manuals in relation to the work to be W5
theories and principles in with conducted
interpreting manuals of - apply information accessed in the manual W5
specifications in - store manual properly for easy access and updating
automotive servicing
W5

The learners demonstrate The learners independently - identify types of lubricants/coolant as per job requirement W6
an understanding of using apply lubricant/coolant - use and apply lubricants/coolant in line with job requirements W6
and applying based on service manuals - perform housekeeping activities as per company SOP
lubricant/coolant W6
 672

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learners demonstrate The learners independently - inspect and clean tools, equipment and work area as per W7
an understanding of perform shop maintenance in workshop cleaning requirements
concepts and underlying accordance with OHS - store/arrange tools and shop equipment. W7
principles in performing (occupational health and - dispose of waste and used lubricants in accordance with SOP
shop maintenance safety) procedures and environmental regulations W7
- report damaged tools/equipment
W8

The learners demonstrate The learners independently - identify the nature and scope of work in line with SOP W8
an understanding of perform job - prepare and present estimate/costing in line with job W8
concepts and underlying estimating/costing requirements
principles of preparing job
estimate/costing
Q2 The learners demonstrate The learners independently - interpret technical drawing W1
an understanding of interpret/execute technical - select appropriate technical drawing W1-2
concepts and underlying drawing - apply freehand sketching using the necessary tools and
W2
principles of materials
interpreting/drawing
technical drawings

The learners demonstrate The learner independently - apply basic safety procedures in line with OHS W3
an understanding of perform job in practicing - apply appropriate emergency procedures W3
concepts and underlying health, safety, and
principles of practicing environment procedures
health, safety, and
environment procedures

The learners demonstrate The learners competently - gather information to carry out inspection W4
an understanding of inspect technical quality of - inspect and apply quality standards to work with company W4
concepts and underlying work quality procedures
principles of inspecting - achieve quality work outcomes in accordance with company W4
technical quality of work requirements

The learners demonstrate The learners efficiently - conduct final quality checks on completed work/order in W5
an understanding of maintain quality system accordance with company requirements
concepts and underlying - report on the quality of processes and work outcome in W5
accordance to company performance indicators
 673

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
principles of maintaining - implement improvement to work processes according to W5
quality system company policies and procedures
The learners demonstrate The learners independently - identify the part/product and its end use W5-6
an understanding of select automotive parts and - identify details of the part/product by accessing and using the W6
catalogue system
concepts and underlying products
principles of identifying - order part/product for customers W6
- review personal training performance and finalize W6-8
and selecting original documentation according to organizational and legal
automotive parts and requirements
products

Q3 The learners demonstrate The learners independently - prepare for work according to job requirements, including W1
an understanding of remove and replace method, material, and equipment
concepts and underlying electrical/ electronic - remove electrical /electronic units/assemblies according to W1
principles of removing and units/assemblies company procedures/policies
replacing
electrical/electronic - replace electrical/electronic units/assemblies using approved W1-2
units/assemblies methods, tooling and equipment in accordance with company
procedures/policies
- clean up work area and maintain equipment in accordance
W2
with workplace procedures

The learners demonstrate The independently remove - prepare to remove and tag engine system components W2
an understanding of and tag engine system - remove engine system components in accordance with W3
concepts and underlying components manufacturer / component supplier specifications
principles of removing and - tag engine system components without damage W3
tagging engine system
components

The learners demonstrate The learner independently - prepare to remove and tag steering, suspension, and brake W3-4
an understanding of remove and tag steering, system components according to the nature and scope of
concepts and underlying suspension, and brake work requirements
principles of removing and system - remove steering, suspension and brake system components in
W4
tagging steering, accordance with manufacturer / component supplier
specifications
 674

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
suspension, and brake - tag steering, suspension, and brake system components W4
system without damage
The learners demonstrate The learners independently - prepare to remove and tag transmission components using W5
an understanding of remove and tag transmission required tools and equipment
concepts and underlying system components - remove transmission system components in accordance with W5
manufacturer / component supplier specifications
principles of removing and
- tag transmission components W5-6
tagging transmission
system components
The learner demonstrates The learner independently - demonstrate safe operation and handling of different types of W6
an understanding of the performs servicing an batteries.
principles in servicing the automotive battery. - demonstrate the testing of an automotive battery based on W6
automotive battery. manufacturer’s specification
- demonstrate the procedures in removing and replacing
batteries as per manufacturer’s standard and observing
personal safety. W7
- demonstrate the procedures in servicing the battery as
indicated in the manual and observing personal safety
- demonstrate the procedures in jump starting as indicated in W7
the manual and observing personal safety

W8

Q4 The learner demonstrates The learners independently - test charging system component and identify faults based on W1
an understanding of perform servicing the standard industry procedures
concepts and underlying charging system based on - disassemble alternator based on the procedures stated in the W1
principles in servicing the industry standard. service manual
charging system. - repair/replace and assemble alternator components/parts in W1-2
accordance to service manual
The learner demonstrates The learner independently - test starting system components and identify faults in W2-3
an understanding of performs servicing the accordance with the industry standard procedures
concepts and underlying starting system based on - disassemble starter motor according to service manual W3
principles of servicing the industry standard.
starting system.
The learner demonstrates - explain the principle of auto electricity according to job W4-6
an understanding of the requirement
 675

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
principles in servicing of The learner independently - explain Automotive Lighting System and its functions. W4
the wiring/lighting system. performs servicing of the - install wiring/lighting system according to job requirement W4-5
wiring/lighting system - test electrical system and determine preferred action in W5
accordance with the manufacturer’s specification
- carry out necessary repair in the electrical system without W6
causing damage to workplace, property or vehicle

The learner demonstrates The learner independently - install electrical security system components without causing W7
an understanding of the performs testing and damage to any workplace, property or vehicle
principles in testing repairing electrical security - test anti-theft system without causing damage to workplace, W7
and repairing electrical system components. property and vehicle
security system
components. - repair electrical security system and components without
causing damage to any workplace property or vehicle
W7

The learner demonstrates The learner independently - service electronic body management system and associated W8
an understanding of the performs servicing electronic components using appropriate techniques
principles in servicing body management system.
electronic body
management system.

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
CONSTRUCTION
QUARTER
(COMMON CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COMPETENCIES)
Q1 The learner demonstrates The learner independently - analyze signs, symbols and data on drawings W1
an understanding of interprets and applies - interpret technical drawings and plans based on manual of W1-2
concepts in plan reading concepts in construction and instruction and site operation standards
and interpreting technical structural plan reading and - apply freehand sketching W2-3
drawings. interpretation using the
different types of drawings
based on industry standards

The learner demonstrates The learner independently - carry out measurements and calculations based on given tasks W4-5
an understanding of the performs accurate
 676

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
concepts and underlying measurements and
principles in performing calculation based on given
measurements and tasks.
calculations.
The learner demonstrates The learner independently - identify the different basic bench work operations for W5
an understanding on the performs basic bench work construction technology 4
basic concepts and operations following task - perform material measuring and measuring W6
underlying technical and specifications, job alternatives
scientific principles in requirements and safety - perform cutting operations following task specifications, job
performing basic bench procedures. requirements and safety procedures W6
work operations. - perform boring operations following task specifications, job
requirements and safety procedures W7
- perform grinding and shaping operations
- perform bending operations following task specifications, job W7
requirements and safety procedures
W8

Q2 The learner demonstrates The learner independently - perform periodic and preventive maintenance based on W1
an understanding of the performs proper industry standards and manufacturer’s manual
underlying principles in maintenance of basic hand - store tools and equipment in specific places and storage area W2
based on industry standards and manufacturer’s manual
the maintenance of tools and equipment based
construction technology on industry standards and
tools and equipment. manufacturer’s manual
Q2 The learner demonstrates The learner independently - read and interpret information and data in the manual W2
an understanding of the performs proper data/ - apply specifications and manual details on tasks at hand W2
underlying principles in information interpretation, - protect and safe keep manuals according to industry
manual reading and validation and verification standards W2
interpretation
The learner demonstrates The learner independently - prepare appropriate tools and materials for a task W3
an understanding of the prepares carpentry tools and - inspect materials based on industry standards W4-5
underlying principles in construction materials
the preparation of based on industry
carpentry tools and standards.
construction materials.
 677

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The independently stakes out - prepare tools, equipment and materials for staking out W5
an understanding in building lines in carpentry building lines
staking out building lines. based on construction - stake out and set batter boards according to according to job W5-7
standards requirements
- fix building lines W7-

Q3 The learner demonstrates The learner independently - select appropriate tools, equipment and materials needed in W1
an understanding of the prepares masonry materials hauling and mixing according to the job requirement
underlying principles in according to workplace - haul materials based on standard operating procedure W1
preparing masonry practices. - mix mortar/concrete according to workplace practices
materials. W1
The learner demonstrates The learner independently - perform reinforcement bar fabrication and installation based W2-5
an understanding of the performs basic masonry on job requirement
concepts and underlying works based on job - erect and dismantle scaffoldings (1.8 m and below) in W5-8
principles in performing description. accordance with safety practices
basic masonry works. - perform fabrication, installation and stripping of formworks in W1-6
accordance with safety practices
- perform excavation and basic filling/compaction observing W7-
safety precautions
8

Q4 - perform concreting work W1-7

GRADE LEVEL: 8
- perform housekeeping W8
SUBJECT: SPTVE
SPECIALIZATION:
DOMRAC
QUARTER
(COMMON CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COMPETENCIES)
Q1 The learner demonstrates The learner efficiently applies - assess quality of materials or components in accordance with W1
an understanding of the quality standards in the workplace procedures
underlying concepts and workplace - assess own work in accordance with the workplace’ standard W1-3
principles of applying operating procedures
quality standards in the - engage in quality improvement service to ensure customer W3-
workplace satisfaction
4
 678

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner independently - carry out measurements and calculations W4-6
an understanding of the carries-out accurate - select appropriate measuring instruments in line with job W6-7
concepts and underlying measurements and requirements
principles in performing calculation based on given - maintain measuring instruments according to W7-8
measurements and tasks. manufacturer’s
calculations specifications and standard operating procedures

Q2 The learner demonstrates The learners accurately read - identify different kinds of technical drawing W1
an understanding of the and interpret specifications - interpret technical drawings in accordance with standard W1-2
concepts and underlying of simple technical drawings operating procedures
principles in interpreting and plans - prepare/make changes to electrical/ electronic schematics W2-4
simple technical drawings and drawings in accordance with standard operating
and plans in electrical procedures
installation and - store technical drawings and equipment/instruments in
maintenance accordance with company procedures W4

The learners demonstrate The learners independently - prepare materials, tools and equipment according to the W5
the understanding in perform basic bench work required specifications
performing bench work - lay-out and mark dimensions/features on workplace W5-7
according to the requirements specified in the blueprint
- perform required basic metal works applying safety W7-
procedures and according to job requirements
8

Q3 The learners demonstrate The learners independently - prepare appropriate tools and equipment according to tasks W1-3
an understanding of perform termination and requirements
terminating and connecting electrical wiring - terminate/connect electrical wiring/electronic circuits W3-6
connecting electrical and electronic circuits according to specifications, manufacturer’s requirements and
wiring and electronic safety procedures
circuits - test termination/ connections of electrical wiring/ electronics
circuits using specified testing procedures W6-8

Q4 The learners demonstrate The learners independently - prepare appropriate electrical tools and test instruments W1
the understanding in perform basic electrical work according to job requirements
performing basic electrical - test power supply and electrical components in W1-3
accordance
works with manufacturer’s specifications/PEC W4-
- perform basic electrical repair in line with OHSA
regulations 8
 679

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
ELECTRONICS &
QUARTER
ELECTRICAL CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
(COMMON
Q1 The learner demonstrates The learner efficiently applies - assess quality of received material or components within W1
COMPETENCIES)an understanding of the quality standards in the workplace standards and specifications
underlying concepts and workplace - assess own work in accordance with the workplace’
principles of applying standard W1-3
quality standards in the operating procedures
workplace - engage in quality improvement in accordance with process W3-
improvement procedures
4
The learner demonstrates The learner independently - carry out measurements and calculations W4-6
an understanding of the carries-out accurate - select appropriate measuring instruments in line with job W6-7
concepts and underlying measurements and requirements
principles in performing calculation based on given - maintain measuring instruments according to W7-8
measurements and tasks. manufacturer’s
calculations specifications and standard operating procedures

Q2 The learner demonstrates The learners accurately read - identify different kinds of technical drawings W1
an understanding of the and interpret specifications - interpret technical drawing against job requirements or W1-4
concepts and underlying of simple technical drawings equipment in accordance with standard operating procedures
principles in interpreting and plans - prepare/make changes to electrical/ electronic schematics W4-8
simple technical drawings and drawings
and plans in electrical - store technical drawings and equipment/instruments W8
installation and
maintenance

Q3 The learners demonstrate The learners independently - plan for termination/ connection of electrical W1-3
an understanding of perform termination and wiring/electronics circuits
terminating and connecting electrical wiring
- terminate/connect electrical wiring/electronic circuits W3-6
connecting electrical and electronic circuits according to specifications, manufacturer’s requirements and
wiring and electronic safety
circuits
- test termination/connections of electrical wiring/ electronics W6-8
circuits in accordance with established procedures
 680

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q4 The learners demonstrate The learners independently - determine criteria for testing electronics components based W1
an understanding of the test electronic components on technical and quality requirements
underlying principles in based on manufacturer’s - plan an approach for component testing in accordance with W1-2
testing electronic specifications and testing established procedures
components based on criteria - test components based on manufacturer’s specifications W3-
manufacturer’s and
specifications and testing testing criteria 7
criteria - evaluate the testing process and records system based on
standard procedures W8

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
MECHANICAL
QUARTER
(COMMON CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COMPETENCIES)
Q1 The learner demonstrates The learner independently - layout, mark dimensions/features on work piece according to W1-2
an understanding of the performs bench work industry standard
basic concepts and operation based on industry
underlying theories in standard.
 layout and mark
dimensions on a work
piece
- cut, chip, and file flat, rectangular or round blocks according W2-4
 cutting, chipping and
to working drawing and standard procedures
filing flat, rectangular
or round blocks.
- drill, ream and lap hole in accordance with the working W4-
 drilling, reaming and drawing specification following safety practice
lapping the hole.
6

The learner demonstrates The learners independently - maintain upkeep and order in work area according to 5S W6-7
understanding of concepts perform routine housekeeping principles
and underlying principles housekeeping base on
in performing routine housekeeping policies.
housekeeping.

- perform machine inspection according to worksite procedures W7-8

 681

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learners independently
understanding of concepts perform preventive and
and underlying principles corrective measure for - perform cleaning and lubricating of machine according to W8
in performing preventive maintenance base on prescribed schedule
and corrective measures standards. - perform minor machine repairs and adjustments based W1-2
for maintenance. on
manufacturer’s specifications W2-
Q2
- maintain hand tools used in machine repair and maintenance
according to housekeeping procedures 3

The learner demonstrates The learners independently - perform basic calculations involving fractions and decimals, W5-8
understanding of concepts perform shop computation percentages, ratio and proportion and algebraic expressions
and underlying principles base on computation based on computation standards
in performing shop standards.
computations.
Q3 The learner demonstrates The learners independently - interpret technical drawing according to specifications W1-2
understanding of concepts perform interpreting of - prepare freehand sketches of machine parts according to job W2-3
and underlying principles working drawing and requirements
in interpreting working sketches base on drawing - interpret details from freehand sketches W3-4
drawing and sketches. specification.
The learner demonstrates The learners independently - use appropriate semi-precision and precision measuring tools W4-5
understanding of concepts perform measurement of according to the required accuracy level
and underlying principles workpiece using semi- - measure given workpiece according to standard procedures W5-7
in measuring workpiece. precision measuring tools. - clean and store measuring tools according to manufacturer’s W7-
specifications. 8
Q4 The learner demonstrates The learners independently - determine job requirements W1
understanding of concepts perform selecting and cutting - select, measure, and cut materials according to required W1-3
and underlying principles workshop materials base on specifications and standard
in selecting and cutting specifications and standard.
workshop materials.
The learner demonstrates The learner independently - hone, scrape surface applying knowledge in safety and using W3-7
an understanding of the performs a bench work personal protective devices
basic concepts and operation (Complex) based
underlying theories in on industry standard.
 682

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
 honing and scraping a
surface
 removing damaged - remove damaged bolt in threaded hole. W8
bolt in the threaded - repair damaged thread according to procedure.
hole.

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
WELDING &
QUARTER
FABRICATION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
(COMMON
Q1 The learner demonstrates The learner independently - select appropriate measuring instruments for a specified task W1
COMPETENCIES)an understanding of performs accurate - carry out measurements and calculations W1-2
concepts and underlying measurements and
principles in calculation based on given
 performing tasks
measurements and
calculations
 interpreting simple The learner independently - analyze signs, symbols and data based on workplace W2
technical drawings in reads and interprets simple standards
SMAW
technical drawings. - interpret technical drawings based on the plan W3
 observing OHS The learner independently - identify hazards and risks according to OHS practices W3-4
procedures identifies hazards correctly in - control hazards and risks observing safety procedure in the W4-5
accordance with OHS workplace
procedures.
The learner demonstrates The learner independently - identify and select materials and tools W5-6
an understanding of the prepares appropriate SMAW - request appropriate materials and tools W6
preparation of SMAW materials and tools based on
materials and tools. industry standards.
The learner demonstrates The learner independently - perform basic preventive maintenance based on condition W7-8
an understanding of performs proper and schedule LO 1. Check condition of tools and equipment
concepts and underlying maintenance of SMAW tools - store tools and equipment according to 5’S practices W8
 683

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
principles in the and equipment based on
maintenance of SMAW industry standards.
tools and equipment.
Q2 The learner demonstrates The learner efficiently - layout measurements on base metal in accordance with the W1
an understanding of performs arc welding based job requirement
concepts and underlying on industry standards. - perform cutting, reaming, drilling and grinding W1-3
principles in performing
SMAW - perform bending, twisting and scrolling metal bar W3-5
- prepare welding protective equipment in accordance with W5-6
occupational health and safety standards
- set-up cutting equipment in conformity with the occupational W6
health and safety standards
- cut and prepare edge of materials according to specified
dimensions/specifications
- clean surfaces and edges in conformity to OHS practices W6
- prepare welding consumables in accordance with job
requirements W7
- set-up welding machine according to manufacturer’s
manual W7
- set-up welding accessories in accordance with
manufacturer’s
W7-8
manual
W8
- set-up welding positioners, jigs and fixtures in conformity with
job requirement
W8

Q3 - strike an arc according to welding procedures and standard W1

- deposit straight beads in accordance with welding standards W1-3
- perform tack welding in accordance with the welding
W3-
procedures
- weld butt joint in flat and horizontal position in accordance 4
with welding standards
- mark/locate weld defects in accordance with job W4-6
requirements
- remove weld defects in accordance with welding
procedures W7
- perform re-welding in accordance with repair
requirements W7-8
W8
 684

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q4 - prepare a fabrication plan W1-2
- carry out fabrication works according to OHS practices W2-8

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
BEAUTY CARE
QUARTER
(COMMON CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
COMPETENCIES)
Q1 The learner demonstrates The learner independently - maintain a professional image in accordance with established W1
an understanding in demonstrates the common policies and procedure
maintaining effective competencies in maintaining - meet client’s/customer’s requirements W1-3
relationship with effective relationship with - build credibility with customers /clients W3-
client/customers. clients/customers. 4
The learner demonstrates The learner independently - completes own workload according to agreed time frames W5-7
an understanding in demonstrates the common - maintain quality of own performance W7-8
managing own competencies in managing
performance. own performance.
Q2 The learner demonstrates The learner independently - assess client service needs in accordance with workplace W1-2
an understanding in demonstrates the common procedures.
applying quality standards. competencies in applying - assess own work in accordance with the workplace standards W2
quality standards. operating procedures
- engage in quality improvement in accordance with process W3-4
improvement procedures

The learner demonstrates The learner independently - comply with health regulations in accordance with salon W4-6
an understanding in demonstrates the common standards and legal requirements
maintaining a safe, clean competencies in maintaining - keep and maintain work areas and walkways hygienic and in W6-7
and efficient work a safe, clean and efficient safe state and free from spills, food waste, hair or other
environment. work environment. potential hazards in line with OSHS regulations
- check and maintain tools and equipment in accordance with W7-8
manufacturer’s instructions
- check and maintain stocks in accordance with W8
manufacturer’s
specifications or company procedures
 685

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q3 The learner demonstrates The learner independently - prepare tool and equipment for the specific treatment activity W1
understanding of performs pre and post following salon safety policies and procedures
concepts, principle and beauty care services - prepare the client according to salon policies and procedures W1-3
techniques in pre and post and OHSC requirements
beauty care services
- store treatment products and chemicals following safety and W3-4
environment codes and regulations
- cleans and sanitize workstation for succeeding treatment
- segregate and dispose materials following DOH and local rules
and regulation

Q3 The learner demonstrates The learner independently - cleans finger nails and toe nails in accordance with the W4-8
understanding of performs manicure and established or acceptable procedures
concepts, principle and pedicure services. - performs basic nail designs according to the client’s nail
Q4 techniques in manicure W1-4
service requirements
and pedicure services.
- clean working area according to salon’s policies and
procedures

The learner demonstrates The learner independently - perform different fancy designs on finger nails and toe nails W5-8
understanding of performs creative and fancy - clean and sanitize work station in accordance with OH&S
concepts, principle and nail designing requirements.
techniques in creative and
fancy nail designs

GRADE LEVEL: 8
SUBJECT: SPTVE
COMPONENT:
COMMERCIAL
QUARTER
COOKING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
(COMMON
Q1 The learners demonstrate The learners independently - use correct information to assist effective work performance W1
COMPETENCIES)
an understanding of develop and update industry in line with job requirements
concepts and underlying knowledge - update industry knowledge shared with customers and W1-2
principles in developing colleagues as appropriate and incorporated into day-to-day
working activities
 686

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
and updating industry - develop and update local knowledge using informal and/or W2-3
knowledge formal research
- promote products and services to customers W3-4
The learners demonstrate The learners independently - follow workplace procedures for health, safety and security W4
an understanding of perform workplace health practices.
concepts and underlying and safety practices - perform child protection duties relevant to the tourism W5
principles in performing industry.
workplace and safety - deal with emergency situations accordingly in line with W6-7
practices enterprise procedures
- observe safe personal standards in line with enterprise W7-
requirements
8

Q2 The learners demonstrate The learners independently - implement workplace hygiene procedures in line with W1
and understanding of observe workplace hygiene enterprise and legal requirements
concepts and underlying procedures. - minimize and remove risks within scope of individual W1-2
principles in observing responsibility of enterprise and legal requirements
workplace hygiene
procedures.

The learners demonstrate The learners independently - plan and prepare for task to be undertaken W2-3
and understanding of perform computer
concepts and underlying operations based on a given - input accurate information data into the computer using W3
principles in performing tasks appropriate program/application in accordance with company
computer operations procedures

- access information using appropriate program/application W4

computer according to company procedures
Q2 The learners demonstrate The learners independently - greet customer observing appropriate verbal and non-verbal W4-5
and understanding of provide effective customer communications to the given situation
concepts and underlying service W5-6
- use appropriate interpersonal skills to ensure that customer
principles in providing service is accurately provided
effective customer service W6-
- deliver prompt service to customer in line with enterprise
procedure
- handle queries through use of common business tools and 7
technology in line with enterprise procedures
W7-8
 687

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
- handle complaints/conflict situations, evaluation and W8
recommendations according to enterprise policies
Q3 The learners demonstrate The learners independently - prepare variety of bakery supplies according to standard W1-3
an understanding of the demonstrate core mixing procedures/formulation/ recipes and desired product
characteristics
core concepts and competencies in preparing
- bake according to techniques and appropriate conditions; and
theories in bread and and producing bakery enterprise requirement and standards
pastry production products - decorate and present bakery products according to standard
recipes, enterprise standards and/or customer preferences W3-5
- store bakery products according to established standards and
W5
procedures

Q3 The learner demonstrates The learner demonstrates - prepare pastry supplies according to standard mixing W6-8
understanding of the basic competencies in preparing procedures/formulation/ recipes and desired product
concept and underlying and producing pastry characteristics
theories in preparing and products - bake according to techniques and appropriate conditions; and
producing pastry products enterprise requirement and standards
- decorate and present pastry products in accordance with W1-2
Q4 standard recipes and/or enterprise standards and customer
preferences
- store pastry products according to established standards and W2
procedures

Q4 The learner demonstrates The learner demonstrates - prepare iced petits fours according to standard recipes and W3-4
understanding of the basic competencies in preparing enterprise requirements and practices
concept and underlying and displaying petits fours - prepare fresh, marzipan and caramelized petits fours W4-5
according to established standards and procedures
theories in preparing and
- display petits fours creatively W7-8
displaying petits fours - store petits fours according to established standards and W8
procedures
 688

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
DRESSMAKING/
QUARTER
GARMENTS CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
(COMMON
Q1 The learner demonstrates The learner independently - obtain measurements based on job specification W1-3
COMPETENCIES)understanding concepts, carries out measurements - perform simple calculations based on required tasks W4
theories and principles in and calculation based on job - estimate appropriate qualities according to job requirement W5-8
carrying out requirements
measurements in
garment.

Q2 The learner demonstrates The learners independently - set up the machines according to manual procedures W1
an understanding of the demonstrate and perform - conduct sample run sampling based on job requirement W2-3
common concepts, setting up and operating - test machine output in accordance with Instruction W3
theories and principles in sewing machine/s procedures to ensure required standards
setting up and operating - re-adjust machine setting to meet requirements based on job W3
sewing machine/s requirement

Q3 - produce sewing project based on job specifiication W1-8

- maintain records in accordance with the required procedure W8
Q4 The learner demonstrates The learner independently - operate machine and assess its performance in accordance W1
an understanding of demonstrates and performs with manufacture’s manual
common concepts, basic maintenance - clean and lubricate machine in accordance with workplace W1-2
theories and principles in requirements and manufacturer’s cleaning and lubricating
performing basic instructions
maintenance - check machine operation based on manufacture’s manual
W2
The learner demonstrates The learner independently - assess own work against set quality standards W2
an understanding of the demonstrates common - assess quality of component parts based on set specification W2
concepts and principles in competency in applying - measure parts using the appropriate measuring instruments
applying quality quality standards - record information based on standard procedures W3
standards - study causes of quality deviations Identify suitable preventive W3
action based on set quality standard
W3

- produce sewing projects, such as, sleeveless blouse, simple W3-8

dress, PPE outfit, in accordance to set rubrics
 689

GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION:
ICT (COMMON
QUARTER
COMPETENCIES) CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners shall be able to - assess quality of received materials in accordance with W1
an understanding of apply quality standards and workplace procedures
concepts and underlying maintenance in Computer - assess own work in accordance with workplace W1-2
principles in applying Systems Servicing and procedures W2-
quality standard and Telecom OSP and Subscriber - perform quality maintenance for received materials in 3
maintenance in Computer Line Installation (Copper accordance with workplace standards and specifications
Systems Servicing and Cable/POTS and DSL) - engage in quality improvement to ensure customer
Telecom OSP and satisfaction W3
Subscriber Line Installation
(Copper Cable/POTS and
DSL)

The learners demonstrate The learners shall be able to - starts the computer by accessiing and navigating the W3-5
and understanding of operate a personal computer operating system features and functions
concepts and underlying - arrange and customize desktop display/ GUI settings W5
principles in operating a W6
personal computer - work with files and folders (or directories)
- work with user application programs W6-7
- print information or document on the installed W7-
printer 8
- shut down computer W8

Q2 The learners demonstrate The learners shall be able to - plan and prepare task to be undertaken following client- W1
and understanding of perform computer specific guidelines and procedures
concepts and underlying operations based on a given - input data into computer using appropriate W1-2
principles in performing tasks program/application in accordance with company procedures
computer operations - access information using computer based on job W2-
requirements
- produce output/ data using computer system in accordance 3
with standard operating procedures
- use basic functions of a www- browser to locate information W3-4

W4
 690

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
- maintain computer equipment and systems in accordance W5
with standard operating procedures
Q2 The learners demonstrate The learners shall be able to - select measuring instruments in line with job requirements W6
an understanding of accurately measure and - carry out measurements and calculation W6-7
concepts and underlying calculate based on a given - maintain measuring instruments according to manufacturer’s W7-8
specifications and standard operating procedures
principles in performing tasks
measurements and
calculations
Q3 The learners demonstrate The learners shall be able to - identify different kinds of technical drawings W1
and understanding of prepare and interpret - interpret technical drawings and plan W1-2
concepts and underlying technical drawings and work - prepare/ make changes to electrical/ electronic schematics W2-
principles in preparing and plans accurately and drawings in accordance with job requirements 3
interpreting technical - store technical drawings and equipment/ instruments
drawings and work plans according to company procedures W3
for computer systems
servicing

The learners demonstrate The learners shall be able to - plan and prepare for tasks to be undertaken W4
an understanding of the use hand tools and - prepare hand tools according to standard company procedure W4
use of hand tools and equipment for computer - use appropriate hand tools and test equipment W5-6
equipment for computer systems servicing - maintain hand tools according to standard operational W7-
systems servicing procedures, principles, and techniques 8

Q4 The learners demonstrate The learner shall be able to - plan and prepare for termination/ connection of electrical W1-2
an understanding of demonstrate proper wiring/ electronics circuits in accordance with instruction and
concepts and underlying termination and connection work site
principles in terminating of electrical wiring and - terminate/connect electrical wiring/ electronic circuits in W2-4
and connecting electrical electronics circuits accordance to specifications, manufacturer’s requirements,
wiring and electronics and safety
circuits - test termination/connections of electrical wiring/electronics W4
circuits specifications and regulations using appropriate
procedures and equipment

- determine criteria for testing electronics components W4-5

 691

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learners demonstrate The learners shall be able to - plan an approach for components testing in accordance with W5-7
an understanding of test electronic components established procedures
concepts and underlying - test components in accordance to technical specifications W7-8
principles in testing - evaluate the testing process based on standard procedures W8
electronic components

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
AGRICULTURAL
QUARTER
CROPS CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
PRODUCTION
Q1 The learner demonstrates The learner independently - prepare materials, tools and equipment for agronomic/ W1
an understanding of prepares farm tools and horticultural crop work according to job requirements
concepts, underlying equipment for agronomic/ - undertake agronomic/horticultural crop work as directed W1-3
theories and principles in horticultural crop production according to enterprise guidelines
the preparation of based on required task - handle materials and equipment according to workplace/OHS W3-
materials, tools and procedure
equipment in - clean up on completion of cropping work according to 4
agronomic/horticultural company standard procedures
crop production. W4

Q1 The learners demonstrate The learners efficiently - prepare nursery tools, farm implements, and simple W5
an understanding of the perform nursery operations equipment according to work requirements and in accordance
with manufacturer’s manual and Phil GAP (Philippine Good
underlying concepts and based on required task Agricultural Practices) standard
principles in performing - maintain nursery facilities according to Phil GAP standard
nursery operations W5-6
- handle seeds/planting materials in accordance with the
W6-
standard procedures
7
- prepare growing media according to crop requirements
- conduct propagation activities based on recommended
practices W7-8
W8

Q2 The learners demonstrate - prepare land for planting according to prescribed methods of W1-4
an understanding of the land preparation and OHS standards
 692

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
underlying concepts and The learners independently - conduct field lay-out according to the recommended planting W4-5
principles in performing plant crops based on system
planting crops standard - dig holes and pply basal fertilizer based on recommended W5-7
procedures amount
- perform direct seeding according to recommended practices W7-
for a particular crop
8

Q3 The learners demonstrate The learners efficiently - apply pest control measure according to specific pest control W1-2
an understanding of the perform crop maintenance measure and OHS procedures
underlying concepts and based on standard - apply fertilizer based on crop requirements following safety W2-4
principles in caring and procedures procedures according to OSHS
maintaining crops
- water crops following the prescribed method and schedule W4-5
- perform pruning following safety procedures according to W5-
OSHS and PNS: PAES 101 7
- perform physical growth-enhancing practices based on crop
requirement W7-8

Q4 The learners demonstrate The learners carry out - perform pre-harvest operations W1-2
an understanding of the harvest and postharvest - perform harvesting activity based on maturity indices and W2-5
underlying concepts and operations based on characteristics affecting harvest quality while observing Phil
principles in carrying standard procedures GAP principles
out harvest and - perform post-harvest operation based on standard W5-7
postharvest operations procedures
- monitor storage pest and diseases W7-

8
GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
AGRICULTURAL
QUARTER
CROPS CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
PRODUCTION
Q1 The learners demonstrate The learners independently - conduct site characterization to established classification W1
an understanding of the conduct variety and seed - select suitable variety based on site characterization W1
underlying concepts and selection based on standard - select quality seed acording to established procedures
procedures W1
 693

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
principles in conducting
variety and seed selection
Q1 The learners demonstrate The learners efficiently - perform pre-tillage operations following work requirement W1
an understanding of the perform land preparation - conduct tillage operation according to standard tillage W2
underlying concepts and based on standard practices
principles in performing procedures - perform post-tillage operations following standard industry
land preparation procedures W2-3
- prepare materials, tools and operate machine and equipment
Q1 The learner demonstrates The learner operates farm for rice land preparation based on OHS requirements and W3
an understanding of the tools, machineries and established practices
principles and practices equipment in rice land - perform post-operation activities according to environmental
regulations and established practices W4
associated with the preparation
preparation of rice land
machinery and
equipment.
Q1 The learners demonstrate The learners efficiently carry- - germinate seed following industry standards W4-6
an understanding of the out crop establishment - conduct Direct Seeding Operation following industry W6-7
underlying concepts and recommendation
principles in carrying crop - establish crop for transplanting following industry W8
establishment standards

Q2 The learner demonstrates The learner independently - operate rice crop establishment machinery and equipment as W1
an understanding of the operates rice crop directed in accordance with standard practice and work
principles and practices in establishment machinery and requirements
operating rice crop equipment based on - handle materials, tools, machinery and equipment according
W1-2
establishment machinery required task. to enterprise guidelines
and equipment.
- clean up on completion of work according to company W2
standard procedures
Q2 The learners demonstrate The learners efficiently - conduct nutrient management based on soil analysis and crop W2
an understanding of the manage crop growth based requirement
underlying concepts and on standard procedures - perform water management based on established farm W3
principles in managing practices
crop growth - carry-out pest management based on industry standard W3-4
procedures
 694

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
- conduct management of abiotic stresses following industry W4
standard procedures
- conduct seed purification activity following established farm W4
procedures
Q2 The learner demonstrates The learner independently - prepare materials, tools and equipment for crop care work W5
an understanding of operates machinery and based on OHS requirements and company procedures
principles and practices in equipment used for crop care - operate crop care machinery and equipment as directed W5-7
various crop care work based on required task. according to crop care guidelines
machinery and equipment - store and stockpile materials according to OHS procedures W7-
operations. and accepted recycling/composting practices and procedures
- clean up on completion of crop care work according to 9
storage guidelines and OHS requirements
W8

Q3 The learners demonstrate The learners efficiently - carry-out pre-harvest operation following established farm W1-2
an understanding of the conduct harvest and post- procedures
underlying concepts and harvest operations - carry-out harvesting activity according to work W2-4
principles in conducting of requirements W4
harvest and post-harvest - carry-out postharvest operations based on recommended
operations technologies

Q3 The learner demonstrates The learner independently - prepare materials, tools and equipment for rice harvesting W5
an understanding of the operates machinery, tools and threshing work
principles and practices in and equipment for rice - undertake harvesting and threshing work in a safe and W5-7
operating machinery, harvesting and threshing environmentally appropriate manner according to enterprise
tools and equipment for based on standard guidelines
rice harvesting and procedures
threshing. - handle materials and equipment according to enterprise W7-8
guidelines
- clean up on completion of harvesting and threshing work W8
according to company standard procedure
Q4 The learner demonstrates The learner independently - prepare materials, tools and equipment for rice drying work W1
an understanding of the operates tools, equipment, following material and equipment handling procedures
principles and practices in and machinery in rice drying - undertake rice drying activity as directed according to W1-4
enterprise guidelines
operating tools,
 695

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
equipment, and - clean up on completion of rice drying activities according to W4
machinery for rice drying. standard procedures and supervisor’s instructions
Q4 The learner demonstrates The learner independently - prepare materials, tools and equipment for rice milling W5
an understanding of the operates equipment and activity following material and equipment handling
procedures
principles and practices in machinery in rice milling
- undertake rice milling activity as directed according to W5-7
operating tools, enterprise guidelines
equipment and machinery - handle materials and equipment according to enterprise W7-
for rice milling guidelines
- clean up on completion of rice milling activities according to 8
standard procedures and good environmental practices
W8

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
ANIMALS
QUARTER
PRODUCTION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
(SWINE)
Q1 The learners demonstrate The learners efficiently - perform preparatory breeding activities based on industry and W1
an understanding of the perform preparatory enterprise standards
underlying concepts in breeding activities following - breed sows and gilts following established protocol W2
handling breeders industry standards - prepare and train boar for breeding according industry W3-4
standard
- monitor signs of pregnancy according to standards W5
protocol W6-7
- maintain and monitor animal health condition following W8
standard procedures and GAHP
- record data on production performance of breeders according
to established farm recording system

Q2 The students demonstrate The learners efficiently - prepare animals for farrowing following Good Animal W1-8
an understanding of the handle farrowing sows and Husbandry Practices (GAHP)
underlying concepts and sucklings activities based on - perform farrowing-related activities according to GAHP and W1-8
principles in handling industry standards DENR regulations
 696

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
farrowing sows and - raise piglets to weaning based on the minimum requirements W1-8
sucklings for animal welfare of pigs and GAHP
- maintain good health condition based on the enterprise W1-8
requirements
- record data following enterprise procedures W1-

Q2 The students demonstrate The students independently - prepare piglets for weaning in compliance with the Animal W1-8
understanding of the perform activities related to Welfare Act
underlying concepts and raising of weanlings - maintain conducive atmosphere and facilities for feeding W1-8
principles of raising based on the Minimum Standards on the Welfare of Pigs
weanlings GAHP
- maintain good health condition of newly weaned piglets
following enterprise procedures W1-8

- record data on production performance of weanlings W1-8

according to enterprise procedures
Q3 The students demonstrate The learners independently - prepare animals for finishing based on the Minimum W1-2
an understanding of the produce finishers based on Standards on the Welfare of Pigs and Code of Good Animal
underlying concepts and industry standards Husbandry Practices (GAHP
principles in producing - maintain conducive atmosphere and facilities based on the W2-3
finishers Minimum Standard on the Welfare of Pigs and GAHP
- feed Finishers based on farm protocols and physiological W3-
growth and veterinarian instruction
- maintain herd health care and medication program following 5
Animal Welfare Act and GAHP
- prepare animals for marketing following marketing W5-6
requirements and procedures and Animal Welfare Act
- record Data on the production parameters for finishers W6-
following enterprise protocol
7

W8

Q4 The students demonstrate The students efficiently - maintain relative humidity following production requirements W1
an understanding of the maintain healthy animal - control temperature following production requirements W1-2
underlying concepts and environment based on - sustain air quality according to DENR standards W2-3
principles in standard procedure - sustain water quality according to establish protocol W3-
 697

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
healthy animal - control Vermin following enterprise procedures W4-5
environment
Q4 The students demonstrate The students independently - identify bio-security threats and hazards based on established W5-6
an understanding on the apply bio-security measures organizational policy
underlying concepts based on standard operating - apply disease prevention practices according to standard W6-7
and principles in procedures operating procedures
applying biosecurity - apply preventive disease transmission practices in accordance W7
measures with Animal Welfare Act and standard operating procedures
- maintain records in accordance with organizational policy W7-8

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
ANIMALS
QUARTER
PRODUCTION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
(RUMINANTS)
Q1 The learners demonstrate The learners independently - prepare for farm maintenance activities according to W1
an understanding of the prepare for farm enterprise requirements and DENR standards
underlying theories in maintenance activities based - maintain farm and housing facilities according to industry W1-2
preparing for farm on TESDA Training procedures and environmental regulations (Environmental
maintenance activities Regulations Management Standards)
- apply bio-security measures according to BAI-DA standards W2-4
and OSHS
- perform work to completion according to established W4
enterprise practices and following 5S principle

Q1 The learners demonstrate The learners efficiently - prepare area for forage plantation according to site plan and W4-5
an understanding of the provide forage based on production requirements following OHS procedures
underlying theories in TESDA Training Regulations - plant forage species according to plan and production W4-5
providing forage and BAI standards requirements and OSHS.
- maintain forage plants according to Good Agricultural W4-
Practices (GAP)
- produce silage following established farm procedures 8

W4-8

Q2 - prepare animal stocks following GAHP and Animal Welfare Act W6

 698

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learners demonstrate The learners independently - breed ruminants following enterprise protocols W6-7
an understanding of breed ruminants according to - monitor the breeding performance of ruminants following W7-8
theories in breeding of BAI standards enterprise protocols
ruminants - feed the animals according to animal dietary requirements W7-8
- apply basic health care in accordance with enterprise W7-
standards and instructions of authority 8
- perform post-breeding activities following enterprise protocol
and DENR regulations
W7-8

Q3 The learners demonstrate The learners shall be able to - handle dairy animals following according to GAHP and W1-2
an understanding of raise dairy animals based on standard hygienic procedures (HACCP)
theories in raising dairy Bureau of Animal Industry - rear calves and kids according to the developed rearing W3-4
animals standard system
- rear dairy-breeder animals according to established farm W5-6
procedures and GAHP
- complete the operations following environmental regulations W7-
and enterprise procedures
8

Q4 The learners demonstrate The learners independently - provide assistance in management of meat-type animals W1-2
understanding of the raise meat-type animals following GAHP technique
underlying theories in based on Bureau of Animal - feed the animals according to animal requirements and W3-W6
raising meat-type animals Industry standards feeding standard
- apply basic health care in accordance with industry standards W7-8
and instructions of authority

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
AQUACULTURE
QUARTER
OPERATION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - prepare tools and simple equipment W1
understanding of conducts pre-operational - change water in aquaculture facility W2-3
concepts, underlying aquaculture activities. - monitor and collect mortalities daily W4
 699

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1-Q2 theories and principles in - prepare aquaculture facilities W5-8
conducting pre- W1-2
operational aquaculture - secure facilities following standard procedures W3-
activities.
4
Q2 The learner demonstrates The learner independently - evaluate suitable site based on project standard W5-7
understanding of prepares and maintains - for fishpond(type of soil, water adequacy, water quality and
concepts, underlying aquaculture facilities. topography)
theories and principles in - for pens and cages (water current, density of natural food,
preparing and maintaining water transparency, substrate and tide level)
aquaculture facilities. - for fish tank (land area, water quality and adequacy)
Q2-Q3 - draw the lay-out plan of a fishpond, fish tanks, pens and cages W8
in conformity with project requirement and species to be W1-2
cultured
- mobilize resources and carry-out installation of facilities for W3-4
fish ponds, tanks, pens and cages

Q3 The learner demonstrates The learner independently - prepare nursery ponds by applying predator control and W5-8
understanding of operates fish nursery. fertilizer and setting-up aerators/agitators.
concepts, underlying W5-8
- stock fish in nursery pond
theories and principles in W5-
operating fish nursery. - perform feeding operations
- monitor good water quality 8
- monitor occurrence of common disease monitoring and
implement corresponding treatment W5-8
- harvest and post-harvest handling observing proper handling
rocedures and conditioning W5-

Q4 The learner demonstrates The learner independently - prepare grow-out facilities for ponds, pens and cages, tank) W1-8
understanding of performs fish/shrimp grow- - perform stocking of fingerlings ensuring the right water pH, W1-8
temperature and salinity and maintaining the growth of
concepts, underlying out operations natural food based on entreprise procedures
theories and principles in
- stock sampling W1-8
performing fish/shrimp - perform feeding operations
grow-out operations. W1-
- maintain good water quality 8
W1-8
 700

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
- monitor the occurrence of common disease and implement W1-8
corresponding treatment
- harvest stocks & Post harvest handling according to W1-8
established procedures

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
SEAWEED
QUARTER
PRODUCTION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - conduct pre - nursery activities based on industry standards W1-2
understanding of operates seaweed nursery. - source out propagules following the established protocols W3-4
concepts, underlying - plant propagules following GAqP W5-
Q2 theories and principles in - maintain seaweed nursery according to industry practices 8
operating seaweed - harvest propagules based on industry practices W1-3
- carry - out post - nursery activities according to established W4-
nursery. farm practices 6
W7-8

Q3 The learner demonstrates The learner independently - conduct pre - cropping activities following industry W1
understanding of performs grow-out seaweed requirements
concepts, underlying operation. - prepare grow out farm following standard workplace W2
theories and principles in procedures
performing grow-out - plant seaweed propagules according to planting schedule and
culture method W3
seaweed operation.
- maintain seaweed farm in accordance to the Good
Aquaculture Practices (GAQP) W4-8
- carry out seaweed health management
- harvest mature seaweed according to farming/ culturing W4-8
methods and GAqP W4-8
- complete seaweed grow-out operation in accordance with
GAqP and waste management standards
W4-8
 701

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q4 The learner demonstrates The learner independently - dry the newly harvested seaweeds according to Philippine W1-2
understanding of produces raw dried seaweed. National Standards (PNS) on dried raw seaweeds and 5S of
concepts, underlying Good housekeeping
theories and principles in - pack the dried seaweeds complying with PNS W3
producing raw dried - store the dried seaweeds following industry standard
seaweed. operating procedures
W4

Q4 The learner demonstrates The learner independently - monitor prevailing seaweed price in coordination with other W5-8
understanding of performs marketing of farmers and cooperatives/ associations through the
concepts, underlying seaweed. assistance of BFAR and seaweeds industry
theories and principles in - apply marketing strategies to optimize sales and W5-8
marketing seaweed. profit
W5-
- sell seaweeds following industry practice
8

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
FISH CAPTURE
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - prepare the small vessel for use W1-2
an understanding of prepare a small vessel - operate and maintain a small vessel W3-6
various principles and
theories in preparing a - secure and maintain a small vessel and related equipment W7-8
small vessel

Q2 The learners demonstrate The learners efficiently - monitor the vessel’s seaworthiness W1-2
an understanding of monitor condition and - rectify identified problems with the condition of the vessel W2-3
various principles and seaworthiness of a vessel of
theories in monitoring up to 3.0 GT.
condition and sea
worthiness of a vessel of
up to 3.0 GT.
Q2 The learners demonstrate The learners efficiently - perform basic deck maintenance W3-4
an understanding of perform routine - carry out cleaning activities W5-6
 702

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
various principles and maintenance tasks on a small - select and apply appropriate paint systems for areas aboard a W6-7
theories in performing coastal vessel vessel
routine maintenance tasks
on a small coastal vessel - follow safety and hazard control procedures W7-8

Q3 The learners demonstrate The learners independently - initiate start-up and shutdown of low-powered diesel engine W1-2
an understanding of operate and troubleshoot - maintain output of low- powered diesel engines W2-3
various principles and low- powered marine
theories in operating and engines - respond to irregularities W3-4
troubleshooting low- - troubleshoot engine faults and perform minor repair W4-5
powered marine engines

Q3 The learners demonstrate The learners accurately use - btain and decipher weather and oceanographic information W5-6
an understanding of weather information when - apply weather and oceanographic data to safe navigation W6-7
various principles and navigating a vessel - maintain records of weather and oceanographic information W7-8
theories in applying and forecast
weather information
when navigating vessel
Q4 The learners demonstrate The learners effectively - contribute to monitoring and controlling a navigational watch W1-2
an understanding of contribute to safe navigation - maneuver the vessel when contributing to the efficient W2-3
various principles and running of watch
theories in contributing to
safe navigation

Q4 The learners demonstrate The learners efficiently apply - identify hazards and risks to seafood and aquatic product W4
an understanding of basic food handling and - follow enterprise hygiene standards, procedures, and practices W5-6
various principles and safety practices - handle and store seafood and aquatic product W6-7
theories in applying basic - follow the enterprise food safety program W7-8
food handling and safety
practices
 703

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
FISH CAPTURE
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - organize a work area for adjusting beach seines, mesh nets, or W1
an understanding of adjust and position beach gill nets
various principles and seines, mesh nets, or gill nets
theories in adjusting and - adjust components of beach seine, mesh net, or gill net to W1-2
positioning beach seines, optimize catch
mesh nets, or gill nets - position beach seines, mesh nets, or gill nets to optimize W2-4
catch
Q1 The learners demonstrate The learners efficiently - maintain beach seines, mesh nets, or gill nets W4-5
an understanding of maintain, prepare, deploy, - deploy beach seines, mesh nets, or gill nets W6-7
various principles and and retrieve mesh nets of gill
theories in maintaining, nets to land catch - retrieve the beach seine, mesh net or gill net W7-8
preparing, deploying, and - land, contain, and sort catch W8
retrieving mesh nets, or
gill nets to land catch

Q2 The learners demonstrate The learners independently - organize a work area to adjust hand operated lines W1
an understanding of adjust and position hand- - adjust hand-operated line components to optimize catch W2-3
various principles and operated lines
theories in adjusting and - position hand-operated lines to optimize catch W2-3
positioning hand operated
lines

Q2 The learners demonstrate The learners efficiently - maintain hand-operated lines W3-5
an understanding of maintain, prepare, deploy, - deploy hand-operated lines W5-6
various principles and and retrieve hand-operated
theories in maintaining, lines to land catch - retrieve hand-operated lines W7
preparing, deploying, and - land, contain, and, sort catch W8
retrieving hand-operated
lines to land catch

Q3 The learners demonstrate - organize a work area to adjust pots and traps W1
an understanding of - adjust hand-operated line components to optimize catch W2
 704

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
various principles and The learners independently - position pots and traps to optimize catch W3
theories in adjusting and adjust and position pots and
positioning pots and traps. traps
Q3 The learners demonstrate The learners efficiently - maintain traps and pots W4
an understanding of maintain, prepare, deploy, - deploy traps and pots W5-6
various principles and and retrieves pots and traps
theories in maintaining, - retrieve traps and pots W6-8
preparing, deploying, and
retrieving pots and traps

Q4 The learner demonstrates The learner independently - prepare for loading and unloading of fish and fish products. W1
an understanding of the performs proper operation of - load and unload fish and fish products W2
underlying concepts and a fishport/wharf.
principles in the operation - secure and protect fish and fish product load W3
of a fishport/wharf - implement housekeeping activities W4

Q4 The learner demonstrates The learner independently - prepare for fish classification W4-5
an understanding of performs proper - classify fish and fish products W5-6
underlying concepts and classification of fish and fish - weigh fish by classification W6-7
principles in classifying products - segregate, pile and secure fish loads W7-8
fish and fish products. - implement housekeeping activities W8

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
AUTOMOTIVE
QUARTER
SERVICING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - inspect/test spark plug W1
an understanding of gas perform a gas engine tune-up - check/replace fuel filter and air cleaner W1
engine tune-up
- inspect/replace contact point condenser W1-2
- test/ adjust dwell angle and ignition setting W2
- adjust engine idle speed and mixture W3
- check advance mechanism and adjust ignition timing W3
- perform compression testing W3-4
 705

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner independently - explain the function of ignition system components W4
an understanding of the performs servicing of the - check ignition coil, ballast resistor and high-tension cable W4-5
principles in servicing the ignition system. resistance.
ignition system.
- check distributor assembly. W5
The learner demonstrates The learner independently - explain fuel octane rating. W5-6
an understanding of performs servicing the - identify fuel pump types and classification W6
concepts and underlying gasoline fuel system based
principles in servicing the on industry standard. - perform carburetor adjustment. W6
gasoline fuel system. - overhaul carburetor. W7

The learners demonstrate The learner independently - check turbocharger operation W7-8
an understanding of performs servicing the air - overhaul turbo charger. W8
concepts and underlying induction system based on
principles in servicing the industry standard.
air induction system.

Q2 The learners demonstrate The learners independently - check electronic engine management system and associated W1-2
an understanding in perform servicing electronic components
servicing electronic engine
management
engine management - service electronic engine management systems and W2-3
associated components

The learners demonstrate The learners independently - set injection timing

an understanding of diesel perform a diesel engine tune- - install injection pump W3-4
engine tune-up up
- inspect injection timing W4
- bleed injection system components W4
- conduct compression testing W5
The learner demonstrates The learner independently - overhaul diesel fuel injector. W5-6
an understanding of performs servicing the diesel - calibrate and install diesel fuel injector. W7-8
concepts and underlying fuel system based on
principles in servicing the industry standard.
diesel fuel system.

Q3 The learners demonstrate The learners independently - overhaul rotary injection pump W1
an understanding perform servicing the diesel - set rotary injection pump governor W1-2
servicing diesel fuel fuel injection system
- set pneumatic governor W2-3
 706

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
injection system - check injection automatic advance timing W3-4
component - test injection pump W4
- overhaul feed pump. W4
The learners demonstrate The learners independently - overhaul common rail injection pump W5
an understanding in perform servicing diesel - adjust common rail mechanical governor W5-6
servicing diesel engine engine management system
management system and and components
components

The learners demonstrate The learner independently - explain coolant circulation within cooling system. W6
an understanding of performs servicing the - check thermostat condition. W6
concepts and underlying cooling system based on
principles in servicing the industry standard. - perform leakage test on cooling system. W7
cooling system. - repair/replace water pump. W7
- apply coolant additives. W7
The learner demonstrates The learner independently - explain the oil cycle within the engine. W7-8
an understanding of performs servicing the - identify types, classifications and applications of engine oil. W8
concepts and underlying lubricating system based on - overhaul oil pump, replace oil filter and change oil W8
principles in servicing the industry standard.
lubricating system.
Q4 The learners demonstrate The learner independently - diagnose clutch failure/problem W1
an understanding of performs servicing the clutch - pull out and mount clutch component parts. W1
concepts and underlying system based on industry
principles in servicing the standard. - dismantle/install clutch mechanism. W1-2
clutch system. - overhaul hydraulic clutch mechanism W2
- perform clutch parts failure analysis. W3
- set/adjust clutch system component. W3
- bleed clutch hydraulic system. W3
The learners demonstrate The learner independently - diagnose manual transmission failure W4
an understanding of performs overhauling manual - pull-out and mount manual transmission. W4
concepts and underlying transmission based on - disassemble/assemble manual transmission. W4-6
principles in overhauling industry standard. - inspect manual transmission parts. W6-7
manual transmission. - test manual transmission. W7-8
- road-test manual transmission. W8
 707

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
AUTOMOTIVE
QUARTER
SERVICING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
W1 The learners demonstrate The learner independently - inspect drive shaft and joint W1
an understanding of performs servicing the - dismount and mount differential assembly. W1-2
concepts and underlying differential and front axle
principles in servicing the based on industry standard. - overhaul differential. W2-3
differential and front - overhaul rear/front wheel hub. W3
axle - analyze king pin condition. W4
- inspect/replace i-beam. W4
The learners demonstrate The learner independently - analyze front end geometry failure. W5
an understanding of performs servicing the - service steering system. W5-7
concepts and underlying steering system based on
principles in servicing the industry standard. - perform wheel balancing. W7-8
steering system. - conduct wheel alignment. W8

Q2 The learners demonstrate The learners independently - prepare for work W1

an understanding in perform servicing - service and adjust electronically controlled steering system W1-2
servicing electronically electronically controlled
controlled steering system steering system - rectify identified electronically controlled steering system W2
faults
- test system faults after rectifying have been done W2
- clean up work area and maintain equipment W3
The learners demonstrate The learner independently - perform brake system preventive maintenance. W3
an understanding of performs servicing of ABS - diagnose brake system failure. W3-4
concepts and underlying brake system based on
principles in servicing industry standard.
manual brake system.

The learners demonstrate The learner independently - identify the types of hydraulic brake (hydraulic abs) and its W4-5
an understanding of performs servicing of ABS corresponding component and function
concepts and underlying brake system based on - explain the operating principle of abs equipped brake. W6
principles in servicing ABS industry standard. - interpret schematic diagram and circuitry. W6
brake system. - perform abs component testing. W7
- pull-out/mount brake system components. W7
 708

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner independently - disassemble/assemble brake system components. W8
an understanding of performs overhauling of - conduct road test. W8
concepts and underlying brake system based on
principles in industry standard.
overhauling brake
system.

W3 The learner demonstrates The learner independently - diagnose suspension system failure. W1
an understanding of performs servicing the - dismount/mount suspension component parts. W1-2
concepts and underlying suspension system based on
principles in servicing the industry standard. - disassemble/assemble suspension parts. W2
suspension system. - inspect/replace suspension component parts. W3

The learners demonstrate The learners independently - prepare for work W3-4
an understanding in perform servicing - service and adjust electronically controlled suspension system W4
servicing electronically electronically controlled - rectify identified electronically controlled suspension system W5
controlled suspension suspension system faults
system - test system faults after rectifying have been done W5-6
- clean up work area and maintain equipment W6
The learner demonstrates The learner independently - check clutch and brake fluid and lines. W7
an understanding of the performs under chassis - inspect and change transmission/differential gear oil. W7
concept of performing preventive maintenance.
under chassis preventive - inspect/replace power steering fluid. W7-8
maintenance. - check/refill automatic transmission fluid. W8
- check tire and tire pressure. W8
W4 The learner demonstrates The learner independently - observe traffic signs and markers W1-2
an understanding of performs obeying and - obey traffic rules and regulations. W2
concepts and underlying observing traffic rules and
principles in obeying and regulations based on - practice road courtesy. W3
observing traffic rules and LTO/LTFRB regulations. - respect traffic enforcers and other traffic management unit. W3
regulations.

The learner demonstrates The learner independently - perform light vehicle pre starting and warm-up. W4
an understanding of performs driving of light - drive light vehicle. W4-7
driving light vehicles. vehicles based on LTO/LTFRB
regulations. - monitor and maintain vehicle performance W7

- respond to emergencies W8
 709

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learner demonstrates The learner independently - arrange follow-up support and assistance. W8
an understanding of performs implementation
concepts and underlying and coordination of accident-
principles in implementing emergency procedures
and coordinating based on standard
accident- emergency emergency- medical
procedures. procedures.

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
COMPUTER
QUARTER
SYSTEM CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
SERVICING
Q1 The learners demonstrate The learners shall be able to - assemble computer hardware in accordance with established W1-3
an understanding of install and configure procedures and system requirements
concepts and principles in computer systems based on - prepare installer in accordance with software utilization guide
installing configuring established procedures and and end user agreement W3-4
computer systems system requirements - install operating system and drivers for peripherals/ devices in
accordance with established installation procedures and to W4-
comply with end-user requirements
- install application software in accordance with manufacturer’s
recommendations and requirements 6

W6-8
Q2 The learners demonstrate The learners shall be able to - install network cables in accordance with established W1-3
an understanding of set up computer networks procedures and system requirements
concepts and principles in based established - set network configuration in accordance with operating W3-5
setting up computer procedures and system systems network configuration guides
networks requirements for hardware - set router/Wi-fi/wireless access point/repeater configuration W5-
in accordance with manufacturer’s instructions, network
design, and end-user preferences 7
- inspect and test the configured computer networks to
conform to the manufacturer’s instructions/manual
W7-8

Q3 The learners demonstrate The learners shall be able to - set up user access in accordance with Network operating W1-3
an understanding of set up computer servers system features
 710

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
concepts and principles in based on acceptable - configure network services based on user/system W4-7
setting up computer standards and hardware requirements
servers - perform testing, documentation, and predeployment W8
procedures according to enterprise policies and procedures
Q4 The learners demonstrate The learners shall be able to - plan and prepare for maintenance and repair in line with job W1-2
an understanding of maintain and repair requirements
concepts and principles in computer systems and
maintaining and networks based on - maintain computer systems and networks in accordance with W2-3
repairing computer acceptable standards in established procedures
- diagnose faults of computer systems and networks according W3-5
systems and networks computer’s software and
hardware to requirements and in line with the standard procedures
- rectify/ correct defects in computer systems and networks in W6-
accordance with established procedures
- inspect and test the computer systems and networks 7

W7-8

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
COMPUTER
QUARTER
SYSTEM CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
SERVICING
Q1 The learner demonstrates The learner independently - prepare for pole hardware, cable terminal and line wire W1
an understanding of the performs installation of pole installation.
principles and concepts in hardware, cable terminal, - perform pole hardware, cable terminal, line wire and W1-4
installing pole hardware, line wire and accessories accessories installation
cable terminal, line wire based on TESDA Training
and accessories. Regulation.

Q1 The learner demonstrates The learners independently - prepare for cable jointing and installation W4-6
an understanding of the perform main cable - install main cable W6-8
principles and concepts in installation based on TESDA
performing main cable Training Regulation.
installation.

Q2 The learner demonstrates The learners independently - splice and join cable terminal and main cable pairs for aerial W1-2
an understanding of the perform splicing/joining copper cable works
 711

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
principles and concepts in cable terminal to main aerial - splice and join straight and branch cable pairs for W2-3
performing and/or underground copper underground copper cable works
splicing/joining cable cable splice based on - install cable closure W3-4
terminal to main aerial TESDA Training Regulation. - install cable support W5-
and/or underground 6
copper cable splice.

Q2 The learner demonstrates The learner independently - prepare for cable fault and error troubleshooting W6-7
an understanding of the performs basic - test and correct cable faults and errors W7-8
principles and concepts in troubleshooting and - wrap up job
W8
performing basic correction of cable fault and
troubleshooting and error based on TESDA
correction of cable fault Training Regulation.
and error.

Q3 The learner demonstrates The learner independently - prepare distribution point to customer premises installation. W1
an understanding of the performs installing POTS
principles and concepts in subscriber line based on - layout and install drop wire and house attachment W2-4
installing POTS subscriber TESDA Training Regulation.
line. - install telephone set and accessories W5-7
- wrap up job W8
Q4 The learner demonstrates The learners independently - prepare for DSL modem installation W1
an understanding of the perform installing Digital - perform installation of DSL modem W2-7
principles and concepts in Subscriber Line (DSL) based - wrap up job W8
installing Digital on TESDA Training
Subscriber Line (DSL). Regulation.

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
BUILDING
QUARTER
CONSTRUCTION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - prepare for laying brick/block for structure W1
an understanding of the lays brick/block for structure - lay-out/establish brick/block structure location W1-2
concepts and underlying based on job requirements. - perform laying brick/block for structure W2-
8
 712

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q2 principles in laying - complete laying of brick/block for structure W1-5
brick/block for structure.
Q2 The learner demonstrates The learner independently - lay-out pipeline cavity for waterlines and electrical conduits W6
an understanding of the lays-out and prepared cavity - make cavity works for pipeline of waterlines and electrical W7-8
concepts and underlying for pipelines for waterlines conduits
principles in laying-out and electrical conduits based
pipe line and creating on job requirements.
cavity for pipelines for
waterline and electrical
conduits.

Q3 The learner demonstrates The learner independently - prepare for plumbing works W1
an understanding of the prepares pipes and conduits - fix pipes and electrical conduits W2-3
underlying principles of for waterlines, waste water
preparing pipes and and electrical conduits
conduits for waterlines, preparatory for plastering
waste water and electrical and plastering processes
conduits preparatory for
plastering and flooring
processes
Q3 The learner demonstrates The learner independently - prepare for installing pre-cast balusters and handrails W4
an understanding of the installs pre-cast balusters and - perform pre-cast baluster and handrail installation W5-7
underlying principles of handrail based on job - complete installation of pre-cast baluster and handrail W8
installing pre-cast requirements.
balusters and handrail.

Q4 The learner demonstrates The learner independently - prepare concrete/masonry surfaces for plastering W1
an understanding of the plasters wall surfaces based - prepare for plastering concrete W2-3
underlying principles in on job requirements. - perform plastering work W4-8
plastering wall surface.
 713

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
BUILDING
QUARTER
CONSTRUCTION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - select and prepare tools, materials and equipment for framing W1
Q2 an understanding of the constructs, fabricate and works
Q3 underlying principles in install framing works based - install floor joist W1-8
framing works using on job requirements. - install wall frames W1-
wooden and metallic - fabricate Trusses 8
materials. - install Roofing Components W1-4
- install Ceiling W5-
7
W8

Q4 The learner demonstrates The learner independently - plan for tiling works W1
an understanding of the lays and repairs wall and - lay floor tiles W2-4
underlying principles in floor tiles based on job - install wall tiles W5-
laying and repairing wall requirements. 8
and floor tiles.
GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
REFRIGERATION
QUARTER
AND CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
AIRC0ONDITING
Q1 The learner demonstrates The learner independently - conduct survey for unit installation W1-4
SERVICING an understanding of the provides quality, competitive - install electrical circuit W5-8
Q2 concepts, underlying and profitable service in - install domestic refrigeration unit W1-4
theories and principles in installing domestic - conduct performance test on the installation of domestic W5-8
installing domestic refrigerator unit refrigeration unit
refrigeration units
Q3 The learner demonstrates The learner independently - service evaporator and condenser W1-4
an understanding of the performs the servicing and - service electrical power and control circuits W5-7
principles in the servicing maintenance of refrigeration
- accomplish service and maintenance report W8
 714

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
and maintenance of unit based on the service
refrigeration units. manual.
Q4 The learner demonstrates The learner independently - plan and prepare for troubleshooting and repair W1-2
an understanding of the performs precise - repair faults/troubles W3-6
concepts, underlying troubleshooting of domestic
theories and principles in refrigeration systems - perform refrigerant recovery / recycling and retrofitting/ W7
trouble shooting domestic conversion on domestic refrigeration unit
refrigeration systems - test-run repaired unit W8

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
REFRIGERATION
QUARTER
AND CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
AIRCONDITONIN
Q1 The learners demonstrate The learners independently - conduct survey for unit installation W1-4
G SERVICING an understanding of the provide quality, competitive - install electrical circuit W5-8
concepts, underlying and profitable service in
Q2 - install window type air conditioning unit W1-4
theories and principles in installing window type air
installing window type air conditioning unit - conduct performance test on the installation of window type W5-8
conditioning units air conditioning unit

Q3 The learner demonstrates The learner independently - clean and replace air filter W1-6
an understanding of the performs the servicing and - service evaporator and condenser W7-8
principles in the servicing maintenance of window type
and maintenance of air conditioning unit based
window type air on the service manual
conditioning units.

Q4 The learner demonstrates The learner independently - plan and prepare for troubleshooting and repair W1-2
an understanding of the performs precise - repair faults/troubles W3-6
concepts, underlying troubleshooting of window
- perform refrigerant recovery/recycling and retrofitting/ W7
theories and principles in type air conditioning conversion on domestic refrigeration unit
trouble shooting systems.
window - test-run repaired unit W8
 715

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
type air conditioning
systems.

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
ELECTRICAL
QUARTER
INSTALLATION CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
AND Q1
SERVICING
The learners demonstrate The learners independently - install electrical non-metallic (PVC conduit) W1-8
Q2 an understanding of perform roughing-in - install wire ways and cable tray W1-3
roughing-in activities, activities, wiring and cabling - install auxiliary terminal cabinet and distribution panel W3-4
wiring and cabling works works for single-phase
for single-phase distribution, power, lighting
distribution, power, and auxiliary systems
lighting and auxiliary
systems
Q2 The learners demonstrate The learners independently - select wiring devices W4
an understanding of the perform installation of wiring - install wiring devices W5-6
concepts of wiring devices devices of floor and wall
of floor and wall mounted mounted outlets, lighting - install lighting fixture/switches W6-8
outlets, lighting fixture/switches and auxiliary
fixture/switches and outlets in electrical
auxiliary outlets in installation and maintenance
electrical installation and
maintenance

Q3 The learners demonstrate The learners independently - plan and prepare work W1-2
an understanding of perform installation of - install electrical protective devices W2-4
electrical protective electrical protective devices
devices for distribution, for distribution, power,
power, lighting, auxiliary, lighting, auxiliary, lightning
lightning protection and protection and grounding
grounding systems systems

Q3 - prepare unit, tools and workplace for installation and service W5

 716

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
The learners competently The learners independently - install consumer electronic products and systems W5-8
demonstrate an perform installation of - diagnose faults and defects of consumer electronic products W8
understanding of the consumer electronic and systems
concepts and principles of products and systems
installing and servicing
consumer electronic
products and
systems

Q4 The learners demonstrate The learners independently - install auxiliary systems W1-8
an understanding of the perform installation of
concepts and principles of electrical protective devices
installing electrical for distribution, power,
protective devices for lighting, auxiliary, lightning
distribution, power, protection and grounding
lighting, auxiliary, systems
lightning protection and
grounding systems

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
REFRIGERATION
QUARTER
AND CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
AIRC0ONDITING
Q1 The learners demonstrate The learners independently - install electrical metallic tubing W1-8
SERVICING an understanding of the perform roughing-in
concepts and principles of activities, wiring and cabling
performing roughing-in works for single-phase
activities, wiring and distribution, power, lighting
cabling works for single- and auxiliary systems
phase distribution, power,
lighting and auxiliary
systems
 717

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q2 The learners demonstrate The learners independently - install auxiliary systems W1-8
an understanding of the perform installation of
concepts and principles of electrical protective devices
installing electrical for distribution, power,
protective devices for lighting, auxiliary, lightning
distribution, power, protection and grounding
lighting, auxiliary, systems
lightning protection and
grounding systems

Q3 The learners demonstrate The learners competently - validate parameters for the installation W1
an understanding of the assess sites/locations for PV - prepare installation data sheet W1-3
concepts and principles of installation layout
assessing sites/locations
for PV installation layout

Q3 The learners demonstrate The learners independently - identify components/materials and specifications for W3-4
an understanding of the perform checking of PV inspection/ testing
concepts of checking PV components and materials
components and materials compliance - interpret manuals W5
compliance
- identify and prepare test instruments W5-6
- inspect/test components and materials W6-8
- report test results W8
Q4 The learners demonstrate The learners independently - plan and prepare work W1
an understanding of the perform the installation of - install pv components W1-5
concepts and underlying photovoltaic system - notify completion of work W5
theories on the - obtain and convey information W6
installation of - complete relevant work W6
photovoltaic system
Q4 The learners demonstrate The learners independently - prepare to commission pv system W6
an understanding of the perform testing and - commission pv system W7-8
concepts and underlying commissioning of
theories on testing and photovoltaic system - inspect and notify completion of work W8
 718

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
commissioning of
photovoltaic system

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
ELECTRONICS
QUARTER
SERVICING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - prepare to assemble electronics product W1
an understanding of assemble electronic products - prepare/make PCB modules W1-2
concepts and underlying based on task/ requirements - mount and solder electronic components W2-3
principles in assembling and acceptable procedures - perform electronic products assembly W3-6
electronic products based and standards - test and inspect assembled electronic products W6-7
on task requirement and
acceptable procedures
and standards
Q1 The learners demonstrate The learner efficiently applies - plan and prepare consumer electronic products and systems W7
an understanding of the knowledge, skills, and for commissioning
concepts and underlying attitude required to
principles in assembling undertake commissioning of - commission consumer electronic products and system W7
electronic products based consumer electronic product - inspect and document completion of work W8
on task requirement and system associated basic
acceptable procedures circuits, components to
and standards comply with pre-determined
parameters and standards

Q2 The learners demonstrate The learners independently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to - install consumer electronic products and systems W1-2
concepts and underlying consumer electronic
principles in servicing products and systems - diagnose faults and defects of consumer electronic products W2-4
consumer electronic (appliance with electric and systems
products and systems motors) based on client’s - maintain/repair consumer electronic products W4-7
based on client’s requirements and as per - reassemble and test repaired consumer electronic product W7-8
standard procedure
 719

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
requirements and as per
standard procedure

Q3 The learners demonstrate The learners independently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to - install consumer electronic products and systems W1-2
concepts and underlying consumer electronic
principles in servicing products and systems - diagnose faults and defects of consumer electronic products W2-4
consumer electronic (appliance with heating and systems
products and systems components) based on - maintain/repair consumer electronic products W4-7
based on client’s client’s requirements - reassemble and test repaired consumer electronic product W7-8
requirements and as per and as
standard procedure per standard procedure

Q4 The learners demonstrate The learners competently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to - install consumer electronic products and systems W1-2
concepts and underlying consumer electronic - diagnose faults and defects of consumer electronic products W2-4
principles in servicing products and systems and systems
consumer electronic (rechargeable and electronic- - maintain/repair consumer electronic products W4-7
products and systems controlled lighting units and - reassemble and test repaired consumer electronic product W7-8
based on client’s charging system) based on
requirements and as per client’s requirements and as
standard procedure per standard procedure

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
ELECTRONICS
SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners competently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to - install consumer electronic products and systems W1-2
concepts and underlying consumer electronic
principles in servicing products and systems - diagnose faults and defects of consumer electronic products W2-4
consumer electronic (rechargeable and electronic- and systems
- maintain/repair consumer electronic products W4-7
 720

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
products and systems controlled lighting units and - reassemble and test repaired consumer electronic product W7-8
based on client’s charging system) service
requirements and as per based on client’s
standard procedure requirements and as per
standard procedure

Q2 The learner demonstrates The learners competently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to home - install consumer electronic products and systems W1-2
concepts and underlying security equipment and solar - diagnose faults and defects of consumer electronic products W2-6
principles in servicing powered management and systems
consumer electronic system based on client’s - maintain/repair consumer electronic products W6-7
products and systems requirements and as per - reassemble and test repaired consumer electronic product W7-8
based on client’s standard procedure
requirements and as per
standard procedure
Q3 The learners demonstrate The learners competently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to - install consumer electronic products and systems W1-2
concepts and underlying consumer electronic
principles in servicing products and systems (audio - diagnose faults and defects of consumer electronic products W2-5
consumer electronic products and systems) based and systems
products and systems on customer description and - maintain/repair consumer electronic products W6-7
based on customer standard procedures - re-assemble and test repaired consumer electronic product W7-8
description and standard
procedures

Q4 The learners demonstrate The learners competently - prepare unit, tools, and workplace for installation and service W1
an understanding of provide servicing to - install consumer electronic products and systems W1-2
concepts and underlying consumer electronic
principles in servicing products and systems (audio- - diagnose faults and defects of consumer electronic products W2-5
consumer electronic video products and systems) and systems
products and systems based on customers - maintain/repair consumer electronic products W6-7
based on customers description and standard - reassemble and test repaired consumer electronic product W7-8
description and standard procedures
procedures
 721

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q4 The learners demonstrate The learners competently - prepare units, tools, and workplace for installation/servicing W1
an understanding of provide servicing to industrial - install industrial electronic modules/products/system W1-2
concepts and underlying electronic modules, products
principles in servicing and systems (sensors, input - diagnose faults and defects of industrial electronic W3-6
industrial electronics devices, actuators, output modules/products/systems
modules, products, and devices, optoelectronics - maintain/repair industrial electronic products W6-7
systems based on equipment and devices)
customer’s description based on customer’s
and standard description and standard
procedures procedures

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
FURNITURE
QUARTER
MAKING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners shall be able to - determine job requirements W1-4
understanding of operate woodworking - prepare materials and tools W4
underlying principles in machine/s based on industry
Q1-Q2 operating woodworking standards - set up woodworking machine W5-8
machine/s W1-8
- perform woodworking machine operation W1-8
- perform workplace organization W1-8
Q3 The learners demonstrate The learners shall be able to - assess quality of received materials or components W1-3
an understanding of the apply quality standards on - assess own work W3-5
underlying principles in raw or finished furniture - engage in quality improvement W6-8
applying quality standards products, components, and
of a furniture product/s finishing materials based on
job requirements
Q4 The learners demonstrate The learners shall be able to - prepare materials, tools, and equipment W1-8
an understanding of the prepare surface for final - prepare surface W1-8
underlying principles in coating
- perform good housekeeping W1-8
 722

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
preparing surface for final
coating

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
FURNITURE
QUARTER
MAKING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners shall be able to - prepare materials, tools, and equipment W1-4
an understanding of the apply final coating using - apply surface coating W4-7
underlying principles in spray gun system - perform good housekeeping W7-8
applying final coating
using spray gun system
Q1 The learners demonstrate The learners shall be able to - identify defects W8
Q2 an understanding of the perform basic preventive - perform basic preventive maintenance servicing W1-4
concepts and underlying maintenance on spray
principles in performing equipment and booth - prepare maintenance report W4-5
basic preventive
maintenance on spray
equipment and booth

Q2 The learners demonstrate The learners shall be able to - perform simple welding operations W5-8
an understanding of the perform simple welding
concepts and underlying operation
principles in performing
simple welding operation

Q2 The learners demonstrate The learners shall be able to - perform drilling and countersinking operation W8
an understanding of the perform drilling and
concepts and underlying countersinking operation
principles in performing
drilling and countersinking
operation
 723

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q3 The learners demonstrate The learners shall be able to - perform disc grinding operation W1
an understanding of the perform disc grinding
concepts and underlying operations
principles in performing
disc grinding operation
Q3 The learners demonstrate The learners shall be able to - perform assembling with bots and nuts and other metal W1-2
an understanding of the assemble with bolts and nuts fasteners
concepts and underlying and other metal fasteners
principles in assembling
with bolts and nuts
and other metal
fasteners

Q3-4 The learners demonstrate The learners shall be able to - perform in the constructing furniture product using wood W2-8
an understanding of the construct furniture product W1
concepts and underlying using wood
principles in constructing
furniture product using
wood
Q4 The learners demonstrate The learners shall be able to - perform in the constructing furniture product using wood W1-8
an understanding of the construct furniture product
concepts and underlying using different materials e.g.
principles in constructing metal, bamboo, plastic etc.
furniture product using
different materials e.g.
metal, bamboo,
plastic etc.

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
MACHINING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - determine job requirements W1-4
an understanding of the perform turning work piece
 724

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
basic concepts and under- (basic) based on industry
lying theories in standard.
determining
job
requirements.
The learner demonstrates - set up work piece W5-8
an understanding of the
basic concepts and
underlying theories in
setting up a work piece.
Q2 The learner demonstrates - perform turning operations W1-8
an understanding of the
basic concepts and
underlying theories in
performing turning
operation, checking and
measuring a work piece.

Q3 The learner demonstrates The learner independently - set up a work piece W1-8
an understanding of the performs grinding a work
basic concepts and piece (intermediate) based
underlying theories in on industry standards.
setting up a work piece.
Q4 The learner demonstrates - perform turning operations W1-8
an understanding of the
basic concepts and
underlying theories in
performing turning
operations.
 725

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
MACHINING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner must be able to - determine job requirements W1-2
understanding of concepts perform milling work pieces - set up workpiece W3-5
and underlying principles based on job requirements.
in milling work pieces. - perform basic milling operations W6-8

Q2 The learner demonstrates The learner independently - set up work piece W1-2
an understanding of the performs milling work piece
basic concepts and (intermediate) based on
underlying theories in industry standards.
setting up work piece.

The learner demonstrates - perform milling operations and check work piece W3-8
an understanding of the
basic concepts and
underlying theories in
performing milling
operations and checking
work piece measurement.

Q3 The learner demonstrates The learner independently - set up work piece and machine accessories W1-2
an understanding of the performs grinding work piece
basic concepts and (basic) based on industry
underlying theories in standard.
setting up a work piece
and machine accessories.

The learner demonstrates - perform grinding operation W3-8

an understanding of the
basic concepts and
underlying theories in
performing grinding
operations and measuring
a work piece
 726

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q4 The learner demonstrates The learner independently - select wheels and accessories W1-2
an understanding of the performs grinding a work - perform grinding operations W3-8
basic concepts and piece (complex) based on
underlying theories in industry standard.
selecting wheels and
accessories.

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
SHIELDED
QUARTER
METAL ARC CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
WELDING
Q1 The learner demonstrates The learner independently - weld carbon steel plates in flat position (1F) W1-2
an understanding of the performs fillet welding on - weld carbon steel plates in horizontal position (2F) W3-5
basic concepts and carbon plates based on
underlying theories in industry standard. - weld carbon steel plates in vertical position (3F) W6-8
Q2 performing fillet welding - weld carbon steel plates in overhead position (4F) W1-3
on carbon steel plates

Q2 The learner demonstrates The learner independently - weld carbon steel plates in flat position (1G) W4-5
an understanding of the performs groove welding on - weld carbon steel plates in horizontal position (2G) W6-8
basic concepts and carbon plates based on
Q3 underlying theories in industry standard. - weld carbon steel plates in vertical position (3G) W1-4
performing groove - weld carbon steel plates in overhead position (4G) W5-8
welding on carbon steel
plates

Q4 The learner demonstrates The learner independently - prepare a fabrication plan W1-2
an understanding of the performs fabrication works - carry out fabrication works W2-8
basic concepts and based on industry standards
underlying theories in
performing fabrication
works
 727

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
WELDING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - develop pattern for 2-piece 90 degrees elbow pipe W1
an understanding of the develops a pattern for 90 - develop pattern for 3-piece 90 degrees elbow pipe W1-2
basic concepts and degrees elbow pipe based on
underlying principles in industry standards
developing a pattern for
90 degrees elobow pipe

The learner demonstrates The learner independently - develop pattern for 2-piece 45 degrees elbow pipe W3-4
an understanding of the develops a pattern for 45
basic concepts and degrees elbow pipe based on
underlying principles in industry standards
developing a pattern for
45 degrees elobow pipe

The learner demonstrates The learner independently - develop pattern for 2-piece 60 degrees elbow pipe W5-6
an understanding of the develops a pattern for 60
basic concepts and degrees elbow pipe based on
underlying principles in industry standards
developing a pattern for
60 degrees elobow pipe

The learner demonstrates The learner independently - weld carbon steel pipe in flat position (1G) W7-8
Q2 an understanding of the performs welding carbon - weld carbon steel pipe in horizontal position (2g) W1-4
Q2-3 basic concepts and steel pipe based on industry - weld carbon steel pipe in vertical position (5G) W5-8
underlying principles in standards W1-2
welding carbon steel pipe - weld carbon steel pipe in inclined 45 degrees position (6G) W3-8
Q4 - prepare a planf ro fabrication works W1
- carry out fabrication works W1-4
 728

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
BEAUTY CARE
QUARTER
AND WELLNESS CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - prepare client for hand spa W1-3
understanding of concepts performs hand spa. - apply hand treatment according to manufacturer’s instruction W3-7
and principles in hand
- perform post hand activity according to ohsc W7-8
spa.
Q2 The learner demonstrates The learner independently - prepare client according to salon procedures W1-2
understanding of concepts performs foot spa. - apply foot spa following safety procedures W2-8
and principles in foot spa.
- perform post foot spa activity following salon procedure W8
Q3 The learner demonstrates The learner independently - assess client needs W1
understanding of concepts performs facial - perform cleansing and actual treatment of the face W1-8
and principles in facial treatment/cleansing
treatment/cleansing - perform post treatment activity W8

Q4 The learner demonstrates The learner independently - prepare client W1

understanding of concepts performs facial makeup - perform application of make-up W1-8
and principles in facial
makeup

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
BEAUTY CARE
QUARTER
AND WELLNESS CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - prepare client W1
understanding of concepts performs temporary hair - perform shaving and tweezing W1-5
and principles in removal - perform cold waxing W5-8
temporary hair removal
Q2 The learner demonstrates The learner independently - prepare client prior to body scrub W1-2
understanding of concepts performs body scrub and - scrub body surface W2-6
and principles in body massage
scrub - perform final checking and polish output W6-7
- prepare client prior to body massage W7-8
 729

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q3 - massage body W1-7
- post body massage treatment W7-8
Q4 The learner demonstrates The learner independently - assess/interview client W1-3
understanding of concepts performs wellness program
and principles in planning of clients
the wellness/pinoy hilot
program of clientes
The learner demonstrates The learner independently - apply wellness massage techniques W3-7
understanding of concepts performs wellness massage
and principles in applying techniques
wellness massage
techniques
- provide advice on post wellness massage services W7-8

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
FOOD
QUARTER
PROCESSING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
AND Q1
COOKERYThe learner demonstrates The learner demonstrates - prepare sponge and cakes W1-3
understanding of the competencies in preparing - prepare and use fillings W4
core concept and and presenting gateaux, - decorate cakes W4-6
underlying theories in tortes and cakes - present cakes W6-7
preparing and - store cakes W8
presenting gateaux, tortes - evaluate the finished product W8
and cakes
Q2 The learners demonstrate The learners independently - clean, sanitize, and store kitchen tools and equipment W1
an understanding the clean and maintain kitchen - clean and sanitize kitchen premises W1-2
knowledge, skills, and tools, equipment, and
attitudes required in premises.
maintaining kitchen tools,
 730

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
equipment, and work
premises.
Q2 The learner demonstrates The learner demonstrates - select packaging materials W2
understanding on independently the - package food items W2-3
packaging prepared food procedures on packaging
stuff prepared food stuff - evaluate the finished product W3-4

Q2 The learners demonstrate The learners independently - perform mise en place W4

an understanding on how prepare sandwiches - prepare a variety of sandwiches W5-7
to prepare sandwiches - present a variety of sandwiches W7-8
- storing sandwiches W8
- evaluate the finished product W8
Q3 The learners demonstrate The learners independently - perform mise en place W1
an understanding the prepare appetizers - prepare a range of appetizers W1-3
knowledge, skills, and - present a range of appetizers W3-4
attitudes required in - store appetizers W4
preparing appetizers - evaluate the finished product W4
Q3 The learners demonstrate The learners independently - perform mise en place W5
an understanding he prepare salad and dressing. - prepare a variety of salads and dressings W5-7
knowledge, skills, and
attitudes required in - present a variety of salads and dressings W7-8
preparing appetizers. - store salad and dressing W8
- evaluate the finished product W8
Q4 The learners demonstrate The learners independently - perform mise en place W1
an understanding on how prepare desserts - prepare desserts W1-3
to prepare desserts
- plate/present desserts W3-4
- storing desserts W4
- evaluate the finished product W4
Q4 The learners demonstrate The learners independently - perform mise en pl ace W5
an understanding demonstrate competencies - prepare and cook egg dishes W5-7
concepts and principles in in preparing egg dishes - present egg dishes W7-8
preparing egg dishes - evaluate the finished product W8
 731

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
FOOD
QUARTER
PROCESSING CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
AND Q1
COOKERYThe learners demonstrate The learners prepare a - prepare stocks and soup required for menu items W1-2
an understanding basic variety of stocks, sauces, and - prepare sauces required for menu items W2-3
concepts and underlying soups used in different
theories in preparing cultures
stocks, sauces, and soups

The learners demonstrate The learners independently - store and reconstitute stocks, sauces, and soups W4
an understanding demonstrate competencies - evaluate the finished product W4
concepts and principles in in storing and reheating
storing and reheating stocks, sauces, and soups
stocks, sauces, and soups

Q1 The learners demonstrate The learners independently - perform mise en place W5

an understanding prepare and cook cereals and - prepare starch and cereal dishes W5-7
preparing and cooking
cereals and starch dishes
starch dishes - present starch and cereal dishes W7-8
- present starch dishes with suitable plating and garnishing
according to standards
- storing starch and cereal dishes W8
- evaluate the finished product W8
- rate the finished products using rubrics
Q2 The learners demonstrate The learners independently - perform mise en place W1
an understanding prepare and cook vegetable - prepare vegetable dishes W1-3
preparing and cooking
vegetable dishes
dishes - present vegetable dishes W3
- store vegetables W4
- evaluate the finished product W4
Q2 The learners demonstrate The learners prepare a - performs mise en place W5
an understanding basic variety of poultry and game - cook poultry and game bird dishes W5-7
concepts and underlying dishes found in different
theories in preparing cultures - plate/present poultry and game bird dishes W7-8
poultry and game dishes
- Store poultry and game bird W8
 732

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
- Evaluate the finished product W8
Q3 The learners demonstrate The learners independently - Perform Mise en Place W1-2
an understanding prepare and cooks seafood - Handle fish and seafood W2-3
preparing and cooking dishes - Cook fish and shellfish W3-6
seafood dishes - Plate/Present fish and seafood W6-7
- Prepare and present fish and seafood dishes
- Perform guidelines in serving fish and seafood dishes
- Store fish and seafood W7-8
- Evaluate the finished product W8
Q4 The learners demonstrate The learners independently - Perform mise en place W1-2
an understanding prepare and cook meat - Cook meat cuts W2-5
preparing and cooking dishes
meat dishes - Present meat dishes W5-7
- Store meat W7-8
- Evaluate the finished product W8

GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION:
DRESSMAKING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner plans, designs, - plan garment design W1-2
understanding on the takes body measurements, - take client’s body measurement W2
concepts, theories and drafts basic/block pattern
principles related to and cuts final patterns for - draft basic/block pattern W3
drafting and cutting casual apparel. - manipulate pattern W4
basic/block patterns for - cut final pattern W4-5
casual apparel.
- prepare materials W6-7
- lay out and pin pattern pieces on the fabric W7-8
- cut fabric W8
Q2 The learner demonstrates The learner creatively sews - prepare cut parts W1-2
understanding on the women’s apparel based on - sew and assemble casual garments W2-3
concepts and underlying industry standards
- alter completed garment W3-4
 733

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q2 principles on sewing - apply finishing touches W4-5
women’s apparel - trim excess thread W6
- press finished garment W6-7
- package finished garment W8
Q3 The learner demonstrates The learner creatively sews - plan garment design W1-2
understanding on the men’s apparel based on - take client’s body measurement W2
concepts and underlying industry standards
principles on sewing - draft basic/block pattern W3
men’s apparel - manipulate pattern W4
- cut final pattern W4-5
Q3 - prepare materials W6
- lay out and pin pattern pieces on the fabric W7
- cut fabric W8
Q4 - prepare cut parts W1
- sew and assemble casual garments W2
- alter completed garment W3
Q4 - apply finishing touches W4-5
- trim excess thread W5-6
- press finished garment W6-7
- package finished garment W8

GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION:
DRESSMAKING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - maintain a professional image. W1-2
an understanding of the performs the common - meet client/customer requirements. W3-4
common concepts in competencies in maintaining
maintaining effective an effective relationship with
relationship with clients/customers
client/customers.
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QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - plan completion of own work load. W5-6
an understanding in performs the common - maintain quality of own performance. W7-8
managing own competencies in managing
performance own performance.
Q2 The learner demonstrates The learner independently - determine client requirements. W1-2
an understanding of the demonstrates and performs - research fashion trends and theme analysis.
core concepts, theories the creation of garment
and principles in creating design. - produce designs. W3-5
garments design.

Q3 The learner demonstrates The learner independently - source garment materials. W5-6
an understanding of performs calculating and - identify garment cost components. W6
concepts, theories and procuring garment product.
principles in calculating - calculate production costs. W6-7
and procuring garment - lo 4. purchase garment materials. W7-8
product.

Q3 The learner demonstrates The learner independently - trace the history & development of fashion accessory W1-4
an understanding of performs and making fashion production
concepts, theories and accessories - enumerate different kinds of fashion accessory projects /
principles in making products
fashion accessories
- select materials tools and equipment in making fashion W5
accessories
- use basic tools in fashion accessory W6-7
Q3 The learner demonstrates The learner independently - Identify Fashion Accessory cost component W8
an understanding of performs calculating and
concepts, theories and procuring accessory
principles in calculating materials
and procuring accessory
materials
Q4 The learner demonstrates The learner independently - Follow methods and procedures in making fashion accessory W1-5
an understanding of performs how to prepare and - Describe quality projects / products of Fashion Accessory W5
concepts, theories and produce fashion accessories
principles in preparing and - Prepare packaging of finished Fashion Accessory W5-6
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QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
producing fashion
accessories
Q4 The learner demonstrates The learner independently - Evaluate final product W6-8
an understanding of performs evaluation on - Cost outcome W8
concepts, theories and finished product.
principles in evaluating - Maintain records W8
finished product.