Professional Documents
Culture Documents
Most Essential Learning Competencies Matrix LATEST EDITION FROM BCD
Most Essential Learning Competencies Matrix LATEST EDITION FROM BCD
2
3
4
5
6
7
8
9
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.
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 Ang bata ay nakapagpapamalas ng • Use the proper expression in
ng pag-unawa sa sariling kakayahang kontrolin ang sariling introducing oneself
ugali at damdamin. damdamin at pag-uugali, gumawa ng 1. Nakikilala ang sarili e.g., I am/My name is ______
desisyon at magtagumpay sa kanyang mga a) pangalan at apelyido • Talk about one’s personal
gawain b) kasarian experiences/narrates events of the
c) gulang/kapanganakan day
d) 1.4 gusto/di-gusto • Naipakikita ang tiwala sa sarili na
e) Use the proper expression in tugunan ang sariling
introducing oneself e.g., I am/My pangangailangan nang mag-isa
name is ______ Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang
gawaing nasimulan
10
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 karanasan
ng pag-unawa sa pagmamalaki at kasiyahang 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
nito makapagkuwento ng sariling karanasan bilang kasapi ng
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
11
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
kakayahang kontrolin ang g) kasarian
sariling damdamin at pag- h) gulang/kapanganakan
uugali, gumawa ng desisyon at i) 1.4 gusto/di-gusto
magtagumpay sa kanyang mga j) Use the proper expression in introducing oneself
gawain e.g., I am/My name is ______
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
Ang bata ay nagkakaroon ng pag-unawa • Nakasusunod sa mga itinakdang tuntunin at
1st
sa konsepto ng mga sumusunod na Ang bata ay nakapagpapamalas gawain (routines) sa paaralan at silid-aralan
Quarter
batayan upang lubos na mapahalagahan ng tamang pagkilos sa lahat ng
ang sarili: pagkakataon na may paggalang
1. Disiplina at pagsasaalang-alang sa sarili
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 The child shall be able to • Tell which two letters, numbers, or words in a
understanding of similarities and critically observes and makes group are the same
differences in what he/she can see sense of things around him/her
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
13
miyembro ng pamilya
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
16
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
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
• Tell that the quantity of a set of objects does not
understanding of objects in the manipulate objects based on
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
20
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.
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).
24
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
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 Nailalarawan ang pansariling pangangailan: pagkain, kasuotan at iba pa Week 2
kahalagahan ng sariling katangian at at mithiin para sa Pilipinas
pagkilala sa sarili pagkakakilanlan bilang *Natutukoy ang mga mahahalagang pangyayari at pagbabago sa Week 3-
bilang Pilipino sa malikhaing buhay simula isilang hanggang sa kasalukuyang edad gamit ang mga 4
Pilipino gamit ang Pamamaraan larawan at timeline
konsepto * Nakapaghihinuha ng konsepto ng pagpapatuloy at pagbabago sa Week 5-
ng pagpapatuloy at pamamagitan ng pagsasaayos ng mgalarawan ayon sa pagkakasunod- 6
pagbabago 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 Nasasabi ang kahalagahan ng bawat kasapi ng pamilya Week 3
mga kasapi nito at Nailalarawan ang mga mahahalagang pangyayari sa buhay ng pamilya sa Week 4
bahaging pamamagitan ng timeline/family tree
26
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
ginagampanan ng Week 5 -
*Napahahalagahan ang kwento ng sariling pamilya.
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 Nasasabi ang epekto ng pisikal na kapaligiran sa sariling pag-aaral (e.g. Week 3
pagkilala ng mga paaralan mahirap mag-aaral kapag maingay, etc)
batayang Nailalarawan ang mga tungkuling ginagampanan ng mga taong bumubuo Week 4-
impormasyon ng sa paaralan (e.g. punong guro, guro, mag-aaral, doktor at nars, dyanitor, 5
pisikal na kapaligiran etc
ng sariling paaralan at Naipaliliwanag ang kahalagahan ng paaralan sa sariling buhay at sa Week 6
ng mga taong pamayanan o komunidad.
bumubuo dito na Nabibigyang-katwiran ang pagtupad sa mga alituntunin ng paaralan Week 7
nakakatulong sa *Nakalalahok sa mga gawain at pagkilos na nagpapamalas ng Week 8
paghubog ng pagpapahalaga sa sariling paaralan (eg. Brigada Eskwela)
kakayahan ng bawat
batang mag-aaral
4 th 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 *Natutukoy ang mga bagay at istruktura na makikita sa nadadaanan Week 3
ng paglalarawan ng mula sa tahanan patungo sa paaralan
distansya sa pisikal na Naiuugnay ang konsepto ng lugar, lokasyon at distansya sa pang-araw- Week 4
paglalarawan ng Kapaligirang araw na buhay sa pamamagitan ng iba’t ibang uri ng transportasyon
sariling kapaligirang Ginagalawan 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
kahalagahan ng at Nakapagbigay halimbawa ng mga gawi at ugali na makatutulong at Week 7
pagpapanatili at pangangalaga ng nakasasama sa sariling kapaligiran: tahanan at paaralan
pangangalaga nito kapaligirang *Naisasagawa ang iba’t ibang pamamaraan ng pangangalaga ng Week 8
ginagalawan kapaligirang ginagalawan
• sa tahanan
• sa paaralan
• sa komunidad
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 Naipaliliwanag ang kahalagahan ng ‘komunidad’ Week 3
kinabibilangang komunidad * Natutukoy ang mga bumuboo sa komunidad : a. mga taong Week 4
komunidad 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
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 *Natatalakay ang mga paglilingkod/ serbisyo ng mga kasapi ng Week 5-
bilang pakikibahagi sa nakakagawa ng makakayanang komunidad 6
mga layunin ng hakbangin bilang pakikibahagi sa *Napahahalagahan ang pagtutulungan at pagkakaisa ng mga kasapi ng Week 7-
sariling komunidad mga layunin ng sariling komunidad. 8
komunidad
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 * Nasusuri ang katangian ng populasyon ng iba’t ibang pamayanan sa Week 3
lalawigan sa rehiyong tungkol sa direksiyon, lokasyon, sariling lalawigan batay sa: a) edad; b) kasarian; c) etnisidad; at 4)
kinabibilangan ayon populasyon at relihiyon
sa katangiang paggamit ng mapa *Nasusuri ang iba’t ibang lalawigan sa rehiyon ayon sa mga katangiang Week 4
heograpikal nito pisikal at pagkakakilanlang heograpikal nito gamit ang mapang
topograpiya ng rehiyon
30
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 Naipapaliwanag ang iba’t ibang pakinabang pang ekonomiko ng mga Week 2
gawaing panlalawigan tungo sa ikauunlad likas yaman ng lalawigan at kinabibilangang rehiyon
pangkabuhayan at ng mga lalawigan sa Natatalakay ang pinanggalingan ng produkto ng kinabibilagang lalawigan Week 3-
bahaging kinabibilangang rehiyon 4
ginagampanan ng Naiuugnay ang pakikipagkalakalan sa pagtugon ng mga pangangailangan Week 5
pamahalaan at ang ng sariling lalawigan at mga karatig na lalawigan sa rehiyon at ng bansa.
mga kasapi nito, mga Natutukoy ang inprastraktura (mga daanan, palengke) ng mga lalawigan Week 6
pinuno at iba pang at naipaliliwanag ang kahalagahan nito sa kabuhayan
naglilingkod tungo sa Naipapaliwang ang kahalagahan ng gampanin ng pamahalaan sa Week 7
pagkakaisa, kaayusan paglilingkod sa bawat lalawigan sa kinabibilangang rehiyon
at kaunlaran ng mga Nakalalahok sa mga gawaing nakatutulong sa pagkakaisa, kaayusan at Week 8
lalawigan sa kaunlaran ng sariling lalawigan at kinabibilangang rehiyon
kinabibilangang
rehiyon
32
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 gamit ang mapa
bansa ayon sa mga ng bansa *Nasusuri ang ugnayan ng lokasyon Pilipinas sa heograpiya nito Week 4
katangiang *Nailalarawan ang pagkakakilanlang heograpikal ng Pilipinas: Week 5
heograpikal gamit (a) Heograpiyang Pisikal (klima, panahon, at anyong lupa at anyong tubig)
ang mapa. (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 *Natatalakay ang mga hamon at pagtugon sa mga gawaing Week 3
pangkabuhayan pangkabuhayan na nakatutulong pangkabuhayan ng bansa.
batay sa heograpiya sa pagkakakilanlang Pilipino at *Nakalalahok sa mga gawaing nagsusulong ng likas kayang pag-unlad Week 4
at mga oportunidad likas kayang pag-unlad ng bansa. (sustainable development) ng mga likas yaman ng bansa
at hamong kaakibat * Naipaliliwanag ang kahalagahan at kaunayan ng mga sagisag at Week 5
nito tungo sa likas pagkakakilanlang Pilipino
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
lipunan, mga pinuno (common good) (c ) pangkapayapaan
at iba pang (d) pang-ekonomiya
naglilingkod sa (e ) pang-impraestruktura
pagkakaisa, kaayusan *Napahahalagahan (nabibigyang-halaga) ang bahaging ginagampanan ng Week 8
at kaunlaran ng bansa 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 *Napahahalagahan ang kagalinang pansibiko Week 6
pagpapahalaga sa mamamayan ng bansa at *Nasusuri ang bahaging ginagampanan ng mga mamamayan sa Week 7-
kanyang mga pagsasabuhay ng kanyang pagtataguyod ng kaunlaran ng bansa 8
karapatan at karapatan.
tungkulin bilang
mamamayang
Pilipino
34
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 *Natatalakay ang pinagmulan ng unang pangkat ng tao sa Pilipinas a. Week 3
unawa at kaalaman sinaunang Pilipinogamit ang Teorya (Austronesyano) b. Mito (Luzon, Visayas, Mindanao) c.
sa kasanayang kaalaman sa kasanayang Relihiyon
pangheograpiya, ang pangheograpikal at *Nasusuri ang paraan ng pamumuhay ng mga sinaunang Pilipino sa Week 4
mga teorya sa mahahalagang konteksto ng panahong Pre-kolonyal.
pinagmulan ng lahing kasaysayan ng lipunan at bansa *Nasusuri ang pang-ekonomikong pamumuhay ng mga Pilipino sa Week 5
Pilipino upang kabilang ang mga teorya ng panahong pre-kolonyal a. panloob at panlabas na kalakalan b. uri ng
mapahahalagahan pinagmulan at pagkabuo ng kabuhayan (pagsasaka, pangingisda, panghihiram/pangungutang,
ang konteksto ng kapuluan ng Pilipinas at ng lahing pangangaso, slash and burn, pangangayaw, pagpapanday, paghahabi
lipunan/ pamayanan Pilipino atbp)
ng mga sinaunang * Nasusuri ang sosyo-kultural at politikal na pamumuhay ng mga Pilipino Week 6
Pilipino at ang a.sosyo-kultural (e.g. pagsamba (animismo, anituismo, at iba pang ritwal,
kanilang ambag sa pagbabatok/pagbabatik , paglilibing (mummification primary/ secondary
pagbuo ng burial practices), paggawa ng bangka e. pagpapalamuti (kasuotan,
kasaysayan ng alahas, tattoo, pusad/ halop) f. pagdaraos ng pagdiriwang
Pilipinas
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
35
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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
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 *Nasusuri ang mga dahilan at pangyayaring naganap sa Panahon ng Week 3
sa bahagi ng Pilipinas batay sa lokasyon nito sa mundo Himagsikang Pilipino
sa globalisasyon • Sigaw sa Pugad-Lawin
batay sa lokasyon • Tejeros Convention
nito sa mundo gamit • Kasunduan sa Biak-na-Bato
ang mga kasanayang Natatalakay ang partisipasyon ng mga kababaihan sa rebolusyong Week 4
pangheograpiya at Pilipino
ang ambag ng *Napahahalagahan ang deklarasyon ng kasarinlan ng Pilipinas at ang Week 5
malayang kaisipan sa pagkakatatag ng Unang Republika
37
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 *Nasusuri ang pamahalaang Komonwelt Week 3
pamamahala at mga at pagbabago sa lipunan ng
pagbabago sa kolonyalismong Amerikano
lipunang at ng pananakop ng mga Hapon * Naipapaliwag ang resulta ng pananakop ng mga Amerikano Week 4
Pilipino sa panahon at ang pagmamalaki sa Natatalakay ang mga layunin at mahahalagang pangyayari sa pananakop Week 5
ng kolonyalismong kontribusyon ng pagpupunyagi ng ng mga Hapones
Amerikano at ng mga Pilipino namakamit ang Hal:
pananakop ng mga ganap na kalayaan tungo sa o Pagsiklab ng digmaan
Hapon at ang pagkabuo ng kamalayang o Labanan sa Bataan
pagpupunyagi ng mga pagsasarili at pagkakakilanlang o Death March
Pilipino na makamtan malayang nasyon at estado o Labanan sa Corregidor
ang kalayaan tungo
sa pagkabuo ng
kamalayang *Nasusuri ang mga patakaran at resulta ng pananakop ng mga Hapones Week 6
pagsasarili at *Naipaliliwanag ang paraan ng pakikipaglaban ng mga Pilipino para sa Week 7
pagkakakilanlang kalayaan laban sa Hapon
malayang nasyon at *Napahahalagahan ang iba’t ibang paraan ng pagmamahal sa bayan Week 8
estado 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 *Napahahalagahan ang pagtatanggol ng mga Pilipino sa pambansang Week 8
pagpupunyagi ng mga hamon ng kasarinlan interes
Pilipino tungo sa
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 *Napahahalagahan ang pagtatanggol at pagpapanatili sa karapatang Week 3
pagpapahalaga sa bansa bilang pagtupad ng sariling pantao at demokratikong pamamahala
patuloy na tungkulin na siyang kaakibat na
pagpupunyagi ng mga pananagutan sa pagtamasa ng *Nasusuri ang mga pangunahing suliranin at hamong kinaharap ng mga Week 4
Pilipino tungo sa mga karapatan bilang isang Pilipino mula 1986 hanggang sa kasalukuyan
pagtugon ng mga malaya at maunlad na Pilipino *Natatalakay ang mga programang ipinatupad ng iba’t ibang Week 5
hamon ng nagsasarili administrasyon sa pagtugon sa mga suliranin at hamong kinaharap ng
at umuunlad na mga Pilipino mula 1986 hanggang kasalukuyan
bansa 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)
39
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 Napapahalagahan ang ugnayan ng tao at kapaligiran sa paghubog ng Week 2
unawa sa ugnayan ng kapaligiran at tao sa kabihasnang Asyano
kapaligiran at tao sa paghubog ng sinaunang Nailalarawan ang mga yamang likas ng Asya Week 3
paghubog ng kabihasnang Asyano *Nasusuri ang yamang likas at ang mga implikasyon ng kapaligirang Week 4-
sinaunang pisikal sa pamumuhay ng mga Asyano noon at ngayon 5
kabihasnang Asyano. 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- *Natataya ang impluwensiya ng mga kaisipang Asyano sa kalagayang Week 4
kaisipang Asyano, 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 Asya at Napapahalagahan ang mga kontribusyon ng mga sinaunang lipunan at Week 8
sa pagbuo ng komunidad sa Asya
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 *Natatalakay ang karanasan at implikasyon ng ang digmaang pandaidig Week 4
pagpapatuloy sa at Makabagong Panahon (ika-16 sa kasaysayan ng mga bansang Asyano
Timog at Kanlurang hanggang ika-20 siglo) *Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag-usbong ng Week 4
Asya sa Transisyonal nasyonalismo at kilusang nasyonalista
at Makabagong *Nasusuri ang karanasan at bahaging ginampanan ng mga kababaihan Week 5
Panahon tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at
( ika-16 hanggang ika- karapatang pampolitika
20 siglo) *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- *Nasusuri ang mga salik, pangyayaring at kahalagahan ng nasyonalismo Week 3
Asyano sa mga unlad at pagpapatuloy ng sa pagbuo ng mga bansa sa Silangan at Timog-Silangang Asya
hamon ng Silangan at Timog *Natatalakay ang karanasan at implikasyon ng ang digmaang pandaidig Week 4
pagbabago, pag- Silangang Asya sa Transisyoal at sa kasaysayan ng mga bansang Asyano
unlad at Makabagong Panahon (ika-16
pagpapatuloy ng hanggang ika-20 siglo) *Nasusuri ang kaugnayan ng iba’t ibang ideolohiya sa pag-usbong ng Week 4
Silangan at Timog- nasyonalismo at kilusang nasyonalista
Silangang Asya sa *Nasusuri ang karanasan at bahaging ginampanan ng mga kababaihan Week 5
Transisyonal at tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at
Makabagong karapatang pampolitika
Panahon (ika-16 *Napahahalagahan ang bahaging ginampanan ng nasyonalismo sa Week 6
hanggang ika-20 pagbibigay wakas sa imperyalismo sa Silangan at Timog-Silangang Asya
Siglo) 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
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 daigdig)
interaksiyon ng tao sa pangangalaga at preserbasyon ng Nasusuri ang yugto ng pag-unlad ng kultura sa panahong prehistoriko Week 4
kaniyang kapaligiran mga pamana ng mga sinaunang Naiuugnay ang heograpiya sa pagbuo at pag-unlad ng mga sinaunang Week 5
na nagbigay-daan sa kabihasnan sa Daigdig para sa kabihasnan sa daigdig
pag-usbong ng mga kasalukuyan at sa susunod na *Nasusuri ang mga sinaunang kabihasnan ng Egypt, Mesopotamia, India Week 6-
sinaunang henerasyon at China batay sa politika, ekonomiya, kultura, relihiyon, paniniwala at 7
kabihasnan na lipunan
nagkaloob ng mga Napahahalagahan ang mga kontribusyon ng mga sinaunang kabihasnan Week 8
pamanang humubog sa daigdig
sa pamumuhay ng
kasalukuyang
henerasyon
2 nd 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 *Nasusuri ang pag-usbong at pag-unlad ng mga klasikong kabihasnan Week 3
kontribusyon ng mga pagpapahalaga sa mga sa:
pangyayari sa Klasiko natatanging kontribusyon ng • Africa – Songhai, Mali, atbp.
at Transisyunal na Klasiko at Transisyunal na • America – Aztec, Maya, Olmec, Inca, atbp.
Panahon sa pagkabuo Panahon na nagkaroon ng Mga Pulo sa Pacific – Nazca
at pagkahubog ng malaking impluwensya sa Naipapahayag ang pagpapahalaga sa mga kontribusyon ng kabihasnang Week 4
pagkakakilanlan ng pamumuhay ng tao sa klasiko sa pag-unlad ng pandaigdigang kamalayan
mga bansa at rehiyon kasalukuyan *Nasusuri ang mga pagbabagong naganap sa Europa sa Gitnang Week 5
sa daigdig 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 *Nasusuri ang dahilan, kaganapan at epekto ng Rebolusyong Siyentipiko, Week 4
transpormasyon mga pangyayari sa panahon ng Enlightenment at Industriyal
tungo sa makabagong transpormasyon tungo sa *Naipapaliwanag ang kaugnayan ng Rebolusyong Pangkaisipan sa Week 5-
panahon ng mga makabagong panahon. Rebolusyong Amerikano at Pranses. 7
bansa at rehiyon sa *Nasusuri ang dahilan, pangyayari at epekto ng Ikalawang Yugto ng Week 8
daigdig bunsod ng Kolonyalismo (Imperyalismo)
paglaganap ng mga Naipapahayag ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa
kaisipan sa agham, Europa at iba’t ibang bahagi ng daigdig.
politika, at
ekonomiya tungo sa
pagbuo ng
pandaigdigan
kamalayan
4 th 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 bunga ng Ikalawang Digmaang Pandaidig. 4
unawa sa antas ng komunidad at bansa na Natataya ang pagsisikap ng mga bansa na makamit ang kapayapaang Week 5
kahalagahan ng nagsusulong ng rehiyonal at pandaigdig at kaunlaran.
pakikipag- ugnayan at pandaigdigang kapayapaan, Nasusuri ang mga ideolohiyang politikal at ekonomiko sa hamon ng Week 6
sama-samang pagkakaisa, pagtutulungan, at estabilisadong institusyon ng lipunan.
pagkilos sa kaunlaran Natataya ang epekto ng mga ideolohiya, ng Cold War at ng Neo- Week 7
kontemporanyong kolonyalismo sa iba’t ibang bahagi ng daigdig.
44
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 pamumuhay ng bawat pamilya at ng lipunan 3
Ekonomiks bilang matalino at maunlad na pang- *Nasusuri ang iba’t-ibang sistemang pang-ekonomiya Week 4
batayan ng matalino araw-araw na pamumuhay *Natatalakay ang mga salik ng produksyon at ang implikasyon nito sa Week 5
at maunlad na pang- pang- araw- araw na pamumuhay
araw-araw na Nasusuri ang mga salik na nakaaapekto sa pagkonsumo. Week 6-
pamumuhay 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 *Naipapaliwanag ang interaksyon ng demand at suplay sa kalagayan ng Week 5
ng pwersa ng ugnayan ng pwersa ng demand at 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 *Natatalakay ang konsepto, dahilan, epekto at pagtugon sa implasyon Week 4-
pangunahing pambansang ekonomiya ay 5
kaalaman tungkol sa nakapagpapabuti sa pamumuhay *Nasusuri ang layunin at pamamaraan ng patakarang piskal Week 6
pambansang ng kapwa mamamayan tungo sa *Nasusuri ang layunin at pamamaraan ng patakarang pananalapi Week 7
ekonomiya bilang pambansang kaunlaran *Napahahalagahan ang pag-iimpok at pamumuhunan bilang isang salik Week 8
kabahagi sa ng ekonomiya
pagpapabuti ng
pamumuhay ng
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 *Nasusuri ang bahaging ginagampanan ng agrikultura, pangingisda, at Week 3
ekonomiya at mga ng mga sektor ng ekonomiya at 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
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 Natutukoy ang mga paghahandang nararapat gawin sa harap ng Week 4
implikasyon ng mga pangkapaligiran tungo sa panganib na dulot ng mga suliraning pangkapaligiran
hamong pagpapabuti ng pamumuhay ng *Nasusuri ang kahalagahan ng kahandaan, disiplina at kooperasyon sa Week 5-
pangkapaligiran tao. pagtugon ng mga hamong pangkapaligiran 6
upang maging bahagi * Naisasagawa ang mga angkop na hakbang ng CBDRRM Plan Week 7-
ng pagtugon na 8
makapagpapabuti sa
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- *Naipaliliwanag ang kalagayan, suliranin at pagtugon sa isyu ng paggawa Week 3-
ng mga lokal at ekonomiyang nakaaapekto sa sa bansa 4
pandaigdigang isyung kanilang pamumuhay. *Nasusuri ang dahilan at epekto ng migrasyon dulot ng globalisasyon Week 5-
pang ekonomiya 6
upang mapaunlad *Naipahahayag ang saloobin tungkol sa epekto ng globalisasyon Week 7-
ang kakayahan sa 8
matalinong
pagpapasya tungo sa
pambansang
kaunlaran.
3 rd 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 kalalakihan at LGBT (Lesbian , Gay , Bi – sexual , Transgender) 4
pagtanggap at upang maging aktibong
paggalang sa iba’t tagapagtaguyod ng *Napahahalagahan ang tugon ng pamahalaan at mamamayan Pilipinas Week 5-
ibang kasarian upang pagkakapantay-pantay at sa mga isyu ng karahasan at diskriminasyon 6
maitaguyod ang paggalang sa kapwa bilang kasapi
pagkakapantay- ng pamayanan. Nakagagawa ng hakbang na nagsusulong ng pagtanggap at paggalang sa Week 7-
pantay ng tao bilang kasarian na nagtataguyod ng pagkakapantay-pantay ng tao bilang kasapi 8
kasapi ng ng pamayanan
pamayanan.
4 th 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 karapatang pantao sa pagtugon sa mga isyu at hamong panlipunan 4
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
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.
• 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.
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).
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
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 1.1. gusto
sariling kakayahan,pangangalaga sa sariling 1.2. interes
kalusugan at pagiging mabuting kasapi ng 1.3. potensyal
pamilya. 1.4. kahinaan
1.5. damdamin / emosyon
2. Naisasakilos ang sariling kakayahan sa iba’t Week 2
ibang pamamaraan
2.1 pag-awit
2.2 pagsayaw
2.3 pakikipagtalastasan
at iba pa
Naisabubuhay nang may Week 3
3. Nakapaglalarawan ng iba’t ibang gawain na
wastong pag-uugali ang iba’t
maaaring makasama o makabuti sa
ibang paraan ng pangangalaga
kalusugan
sa sarili at kalusugan upang
54
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 pamilya at kapwa sa lahat ng pagkakataon lalo na
kabutihan ng nakararami Week 3
sa oras ng pangangailangan
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
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 1.1. pag-awit
kahinaan 1.2. pagguhit
57
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:
2.1.pagbibigay ng simpleng tulong
sa kanilang pangangailangan
2.2.pagbibigay ng pagkakataon
upang sumali at lumahok sa mga
palaro o larangan ng isport at iba
61
Ikaapat na Naipamamalas ang pag-unawa sa 1. Naisabubuhay ang paggalang sa Nakapagpapakita ng pananalig sa Week 1
Markahan kahalagahan ng pananalig sa Diyos, paniniwala ng iba tungkol sa Diyos Diyos
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
bilang isang nilikha pag-asa
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 2.1. balitang napakinggan
magpapalaya sa anumang alalahanin sa 2.2. patalastas na nabasa/narinig
buhay ng tao bilang kasapi ng pamilya 2.3. napanood na programang pantelebisyon
63
8.5.1. palikuran
8.5.2. silid-aklatan
8.5.3. palaruan
8.6. pagpapanatili ng tahimik, malinis at kaaya-
ayang kapaligiran bilang paraan ng pakikipagkapwa-
tao
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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
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 4.1 pangako o pinagkasunduan;
responsibilidad pagpapasiya para sa 4.2 pagpapanatili ng mabuting pakikipagkaibigan;
kapayapaan ng sarili at kapwa 4.3 pagiging matapat
5. Nakapagpapakita ng paggalang sa ideya o Week 2
suhestyon ng kapwa
at pandaigdigang pagkakaisa tungo sa mga sakripisyong ginawa ng 6.2 kuwento ng kanilang pagsasakripisyo at
isang maunlad, mapayapa at mga Pilipino pagbibigay ng sarili para sa bayan;
mapagkalingang pamayanan 6.3 pagtulad sa mga mabubuting katangian na
naging susi sa pagtatagumpay ng mga Pilipino
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)
1 Week 1
c. Pagtanggap sa mga pagbabago sa katawan
at paglalapat ng tamang pamamahala sa
mga ito
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
Week 6
hanapbuhay, pagtulong sa kapwa at paglilingkod sa
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
Week 1
at kabutihan gamit ang isip at kilos- 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
Week 2
pagpapasiya ay dapat patungo sa katotohanan at
kabutihan
74
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
Week 5
Naipamamalas ng mag-aaral ang pag- baguhin o paunlarin ang kaniyang 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, lahi,
ang paggalang at pagmamalasakit sa edukasyon, relihiyon at iba pa Week 7
mga taong kapus-palad o higit na Nakabubuo ng mga paraan upang mahalin ang sarili at
nangangailangan. kapwa na may pagpapahalaga sa dignidad ng tao
Napatutunayan na ang Week 8
75
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 naobserbahan o napanood
1 bilang natural na institusyon ng pagpapatatag ng pagmamahalan at 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
Nasusuri ang mga banta sa pamilyang Pilipino sa pagbibigay
ang pag-unawa sa misyon ng
ng edukasyon, paggabay sa pagpapasya at paghubog ng
pamilya sa pagbibigay ng
pananampalataya
1 edukasyon, paggabay sa
NaipaliLiwanag na:
pagpapasya at paghubog ng
Bukod sa paglalang, may pananagutan ang mga
pananampalataya.
magulang na bigyan ng maayos na edukasyon ang
kanilang mga anak, gabayan sa pagpapasya at
Week 4
hubugin sa pananampalataya.
Ang karapatan at tungkulin ng mga magulang na
magbigay ng edukasyon ang bukod-tangi at
pinakamahalagang gampanin ng mga magulang.
79
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
Naipamamalas ng mag-aaral kapwa at paggalang sa buhay. Ang pagmamahal na
ang pag-unawa sa mga ito sa kapwa ay may kaakibat na katarungan – ang
karahasan sa paaralan. pagbibigay sa kapwa ng nararapat sa kanya (ang
kanyang dignidad bilang tao.) Week 6
b. May tungkulin ang tao kaugnay sa buhay- ang
ingatan ang kanyang sarili at umiwas sa kamatayan o
sitwasyong maglalagay sa kanya sa panganib. Kung
minamahal niya ang kanyang kapwa tulad ng sarili,
iingatan din niya ang buhay nito.
Naisasagawa ang mga angkop na kilos upang
maiwasan at masupil ang mga karahasan sa
kanyang paaralan
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Natutukoy ang mga elemento ng kabutihang
panlahat
Naipamamalas ng mag-aaral Naisasagawa ng mag-aaral ang isang proyekto na
Nakapagsusuri ng mga halimbawa ng Week 1
ang pag-unawa sa lipunan makatutulong sa isang pamayanan o sektor sa
pagsasaalang-alang sa kabutihang panlahat sa
1 at layunin nito (ang pangangailangang pangkabuhayan, pangkultural,
pamilya, paaralan, pamayanan o lipunan
kabutihang panlahat). at pangkapayapaan.
Napangangatwiranan na ang pagsisikap ng bawat
Week 2
tao na makamit at mapanatili ang kabutihang
panlahat sa pamamagitan ng pagsasabuhay ng
85
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
paghahanap ng katotohanan at katotohanan at maglingkod at at kilos-loob
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 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: 3.2 Natutukoy ang mga pasya at kilos na tumutugon sa
tumugon sa tawag ng pagmamahal at tunay na gamit ng kalayaan
paglilingkod. 3.3 Napatutunayan na ang tunay na kalayaan ay ang Week 6
kakayahang 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 4.2 Nakapagsusuri kung bakit ang kahirapan ay
taglay na dignidad bilang tao. paglabag sa dignidad ng mga mahihirap at indigenous
groups
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
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” 10.3 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
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
pag-unawa sa mga isyung hakbang upang maisabuhay ang 14.1 Natutukoy ang mga isyung kaugnay sa kawalan ng
kaugnay sa kawalan ng paggalang paggalang sa katotohanan. paggalang sa katotohanan
sa katotohanan. 14.2 Nasusuri ang mga isyung may kinalaman sa
kawalan ng paggalang sa katotohanan
14.3 Napatutunayang ang pagiging mulat sa mga isyu Week 4
tungkol sa kawalan ng paggalang sa katotohanan ay
99
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:
Comprehension
Comprehension
Study Strategy
Oral Language
Development
Oral Reading
Composition
Vocabulary
Grammar
Listening
Reading
Fluency
Writing
WC
OL
RC
LC
SS
G
V
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
unfamilia letters
r words
Accordingly, the MELCs were arranged in a list based on cognitive demand, which makes way for better curriculum flexibility as teachers are able to freely
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.
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
simple informative and short narrative texts
Employ a variety of strategies for effective
Determine the intentions of speakers by focusing on their unique verbal and non-
G7 Q4 interpersonal communication (interview, dialog,
verbal cues
conversation)
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
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
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
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)
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
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
Grading
Most Essential Learning Competencies Duration
Period
Q1 Identify real or make-believe, fact or non-fact images
Q1 Interpret the meaning suggested in visual media through a focus on visual elements, for example, line, symbols, colour,
gaze, framing and social distance
Q1 Make connections between information viewed and personal experiences
Q2 Identify the purpose, key structural and language features of various types of informational/factual text
Q2 Recognise evaluative word choices to detect biases and propaganda devices used by speakers
Q2 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
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
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
115
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
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
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.
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.
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.
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.
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
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
4 th
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
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
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
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
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
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
Nagagamit nang maayos ang mga pahayag sa pag-aayos ng datos (una, isa pa, iba pa)
- paksa
- layon
- tono
- pananaw
- paraan ng
pagkakasulat
- pagbuo ng salita
- pagbuo ng talata
- pagbuo ng
pangungusap
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
- 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)
Nasusuri ang mga pangyayari, at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano batay sa
napakinggang akda
Nabubuo ang sariling paghatol o pagmamatuwid sa mga ideyang nakapaloob sa akda
Nabibigyang kahulugan ang malalim na salitang ginamit sa akda batay sa denotatibo o konotatibong
kahulugan
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
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
Dula
Naibabahagi ang sariling pananaw sa resulta ng isinagawang sarbey tungkol sa tanong na: ”Alin sa mga
babasahin ng Timog-Silangang Asya ang iyong nagustuhan?”
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
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 *
• daigdig
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
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
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
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
Counts the number of objects in a given set by ones and or is part of visualizing and
tens representing numbers
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
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
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
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
2. is able to formulate
and solve problems
graphs and solves problems involving circles and other geometric figures on the
involving geometric
coordinate plane.
figures on the
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 differentiates permutation from combination of n objects taken r at a time. 4
probability. and making decisions. 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- calculates a specified measure of position (e.g. 90th percentile) of a set of data. Week 2
concepts of research applying the interprets measures of position. Week 3
measures of different statistical Week 4 to
position. methods. solves problems involving measures of position.
5
Week 6 to
formulates statistical mini-research.
7
uses appropriate measures of position and other statistical methods in analyzing Week 8 to
and interpreting research data. 9
196
197
198
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.
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
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
performs steady beat and accurate rhythm through
demonstrates basic responds appropriately to the pulse of the
clapping, tapping chanting, walking and playing musical
1st understanding of sound, sounds heard and performs with accuracy
instruments in response to sound
Quarter silence and rhythm the rhythmic patterns Week 3-
o in groupings of 2s
5
o in groupings of 3s
o in groupings of 4s
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the pitch of a tone as high or low Week 1
demonstrates basic responds accurately to high and low tones
sings simple melodic patterns ( so –mi, mi –so, mi – re-
understanding of pitch and through body movements, singing, and Week 2
do)
simple melodic patterns playing other sources of sounds
sings the melody of a song with the correct pitch
Week 3
e.g. greeting songs, counting songs, or action songs
2nd
identifies similar or dissimilar musical lines
QUARTE demonstrates basic Week 4
R understanding of the
responds with precision to changes in identifies the beginning, ending, and repeated parts
concepts of musical lines,
musical lines with body movements of a recorded music sample Week 5
beginnings and endings in
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 Week 1
or sounds produced by man-made devices or
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 varied tempo
understanding of the basic
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
distinguishes single musical line and multiple musical Week 4-
demonstrates
sings songs to involve oneself and lines which occur simultaneously in a given song 6
understanding of the basic
experience the concept of texture sings two-part round songs Week 7-
concepts of texture
e.g. 8
Are You Sleeping, Brother John?
Row, Row, Row Your Boat
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,
responds appropriately to the pulse of quarter rest in a rhythmic pattern
silence and rhythmic patterns
st sounds heard and performs with maintains a steady beat when replicating a simple Week 2
1 and develops musical
accuracy the rhythmic patterns in series of rhythmic patterns (e.g. echo clapping,
QUARTER awareness while performing
expressing oneself walking, tapping, chanting, and playing musical
the fundamental processes in
music instruments)
reads stick notations in rhythmic patterns with Week 3-
measures of 2s, 3s and 4s 4
202
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 sings children's songs with accurate pitch Week 3-
understanding of pitch and
movements, singing or playing musical 4
simple melodic patterns
instruments * 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 identifies musical lines as Week 5-
musical form
body movement, vocal sounds, and - similar 6
instrumental sounds - 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
uses varied tempo to enhance rhymes,
understanding of the basic
chants, drama, and musical stories
concepts of tempo 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
demonstrates - two or more melodies sung or played together at
musical line and multiple musical lines
understanding of the basic the same time
which occur simultaneously in a given
concepts of texture distinguishes between single musical line and multiple Week 5-
song
musical lines which occur simultaneously 6
distinguishes between thinness and thickness of Week 7-
musical sound in recorded or performed music 8
204
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 rest within a rhythmic pattern
maintains a steady beat when replicating a simple series of Week 2
performs simple ostinato patterns/simple rhythmic patterns in measures of 2s, 3s, and 4s (e.g. echo
demonstrates
rhythmic accompaniments on classroom clapping, walking, marching, tapping, chanting, dancing the
1st understanding of the
instruments and other sound sources to a waltz, or playing musical instruments)
Quarter basic concepts of
given song
rhythm
plays simple ostinato patterns (continually repeated Week 5-
musical phrase or rhythm) with classroom instruments and 6
other sound sources
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 matches the correct pitch of tones Week 2
melody
QUARTER - with the voice
- with an instrument
recreates simple patterns and contour of a melody Week 3
identifies the beginning, middle, ending and repetitions Week 4
demonstrates sings, plays, and performs (through body
within a song or music sample
understanding of the movements) a chosen song showing the
identifies musical lines as Week 5
205
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
applies vocal techniques in singing to recognizes musical instruments through sound Week 1
demonstrates
produce a pleasing vocal quality: uses the voice and other sources of sound to produce a Week 2
understanding of the
1. using head tones variety of timbres
basic concepts of
2. employing proper breathing
timbre
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”
sings songs with proper dynamics following
dynamics in order to applies varied dynamics to enhance poetry, chants, drama, Week 7-
bas
respond to songs and musical stories 8
conducting gestures
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 in variety of tempo distinguishes among fast, moderate, and slow in music Week 2
order to respond to performs songs with appropriate tempo (use songs from the Week 3-
conducting symbols locality) 4
4th
indicating variations
QUARTER
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
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-
4, 4, 4
understanding of creates rhythmic patterns in: 5
1st
concepts pertaining 1. simple time signatures
QUARTER
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
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
identifies the pitch names of the G-clef staff including the Week 2-
musical symbols and
analyzes melodic movement and range and ledger lines and spaces (below middle C) 3
2nd demonstrates
be able to create and perform simple identifies the movement of the melody as: Week 4
QUARTER understanding of
melodies - no movement
concepts pertaining to
- 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
identifies aurally and visually the antecedent and Week 2
demonstrates
consequent in a musical piece
understanding of
recognizes similar and contrasting phrases in vocal and Week 3
musical phrases, and performs similar and contrasting musical
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
2. rhythmic
3rd
identifies as vocal or instrumental, a recording of the Week 5
QUARTER demonstrates
following:
understanding of
1. solo
variations of sound in participates actively in a group performance
2. duet
music (lightness and to demonstrate different vocal and
3. trio
heaviness) as applied instrumental sounds
4. ensemble
to vocal and
identifies aurally and visually various musical ensembles in Week 6
instrumental music
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 auditory music samples
performs examples of harmonic interval
understanding of writes samples of harmonic intervals (2 pitches) Week 5
with others
harmonic intervals performs a song with harmonic intervals (2pitches) Week 6-
8
209
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 natural (♮)
QUARTER
concepts in the piece 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
1. wide
2. narrow
210
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
4 th pertaining to 4. moderato
QUARTER speed in music 5. andante
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
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 differentiates aurally among Week 2-
2 3 4 6
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
sings or plays instruments in solo or with group, Week 3-
concept of melody
2nd applies learned concepts of melody and other melodies/songs in C Major, G Major, and F Major 4
by using intervals
QUARTER elements to composition and performance creates simple melodies Week 5-
in major scales and
6
in the minor 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
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
performs a given song, using tempo marks
understanding of 5. largo
appropriately
the various tempo 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
4 th b. solo voice with accompaniment
1. monophonic
performs accurately a given song with
QUARTER (one voice) c. duet, partner songs, round songs
monophonic, homophonic, and polyphonic
2. homophonic 2. Instrumental
textures
(voice and a. solo
accompaniment) b. ensemble
3. polyphonic distinguishes monophonic, homophonic, and polyphonic Week 5
(many voices) 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
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 sources Week 3
demonstrates 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;
1st
characteristics of appropriate pitch, rhythm, expression and
QUARTER
representative style
music from the improvises simple rhythmic/melodic accompaniments to Week 5
lowlands of Luzon 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
performs selected vocal and
the musical characteristics of Visayas after listening;
2nd instrumental music of Cordillera,
representative music from the explains the distinguishing characteristics of Week 2
QUARTER Mindoro, Palawan and the Visayas in
highlands of Luzon, Mindoro, representative music from Cordillera, Mindoro,
appropriate style
Palawan, and the Visayas Palawan and of the Visayasin relation to its culture
and geography;
216
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 sound Week 2
sources of representative music selections from
Mindanao
analyzes the musical elements of some Mindanao vocal Week 3
demonstrates understanding of and instrumental music;
3 rd the musical characteristics of performs music of Mindanao with
discovers ways of producing sounds on a variety of Week 4
QUARTER representative music from appropriate expression and style
sources that is similar to the instruments being studied;
Mindanao
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
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 and Week 2
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 improvises simple accompaniment to selected Week 4
common musical characteristics performs Southeast Asian songs with Southeast Asian music;
1st
of the region as well as unique appropriate pitch, rhythm, expression performs music from Southeast Asia with own Week 5-
QUARTER
characteristics of a particular and style. accompaniment; 6
Southeast Asian country. * 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;
performs East Asian music with
2nd common and distinct musical improvises simple accompaniment to selected East Week 4
appropriate pitch, rhythm, expression
QUARTER characteristics of East Asian Asian music;
and style
countries * 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;
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;
describes how a specific idea or story is communicated Week 3
demonstrates understanding and
performs excerpts from traditional Asian through music in a particular Asian musical theater;
4th application of musical skills
theater with appropriate pitch, rhythm, improvises appropriate sound, music, gesture, Week 4
QUARTER related to selected traditional
expression, and style movements, props and costume for performance of a
Asian theater
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.
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; explains the performance practice (setting, Week 2
1st characteristic features of the b) Madrigals; composition, role of composers/performers, and
QUARTER Medieval, Renaissance and c) excerpts from oratorio;
audience) during Medieval, Renaissance and Baroque
Baroque period music d) chorales;
periods;
e) troubadour.
* relates Medieval, Renaissance and Baroque music to Week 3
other art forms and its history within the era;
220
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
sings and performs themes of
characteristic features of Classical audience) during Classical Period
symphonies and other instrumental
period music relates Classical music to other art forms and its history Week 3
2nd forms sings and performs themes of
demonstrates understanding of within the era;
QUARTER symphonies and other instrumental
characteristic features of Classical improvises appropriate accompaniment to selected Week 4-
forms
period music 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 sings and performs themes of selected composition, role of composers/performers, and
characteristic features of
QUARTER instrumental pieces
instrumental Romantic music audience) during Romantic Period
relates Romantic music to other art forms and its Week 3
history within the era;
221
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
performs themes or melodic fragments of given Week 3-
demonstrates understanding of
4th sings and performs themes of selected selected songs; 4
characteristic features of vocal
QUARTER songs improvises appropriate sounds, music, gestures, Week 5-
music of the Romantic period
movements, and costumes for a chosen opera. 6
evaluates music performances using guided rubrics Week 7-
8
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 creates musical pieces using particular
20th century music styles and audience) of 20th century music;
QUARTER style/s of the 20th Century.
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
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-
performs vocal and dance forms of
2nd characteristic features of Afro- sources suitable to chosen vocal and instrumental 5
Afro-Latin American music and
QUARTER Latin American music and Popular selections;
selections of Popular music
music performs selections of Afro-Latin American and popular Week 6-
music in appropriate pitch, rhythm, style, and 7
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;
3rd characteristic features of improvises simple vocal/instrumental accompaniments Week 3-
sings contemporary songs
QUARTER contemporary music 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;
1. performs selections from explains how theatrical elements in a selected part Week 2-
characteristic features of 20th and 21st
musical plays, ballet, opera in a of a musical play are combined with music and 3
century opera musical play, ballet and other
satisfactory level of
multimedia forms. media to achieve certain effects;
4th performance.
creates appropriate sounds, music, Week 4-
QUARTER
2. demonstrates understanding of the gestures,movements, and costume using media 6
2. creates a musical work using
relationship among music, technology, and and technology for a selected part of a musical
media & technology.
media. 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
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 2. identifies different lines, shapes, texture used by Week 2/1st
and principles of balance, principles of art by drawing artists in drawing Q
proportion and variety through 3. uses different drawing tools or materials - pencil, Weeks 3,
drawing 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 of Weeks 6,
lines, shapes, colors and texture, 7, & 8/1st
and principles of balance, creates a portrait of himself and his Q
4. draws different kinds of plants showing a variety of
proportion and variety through family which shows the elements and
shapes, lines and color
drawing principles of art by 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 principles creates a harmonious design of 2. discusses the landscape that the learner and that Week 2/
of harmony, rhythm and balance natural and man-made objects to others painted. 2nd Q
through painting express ideas using colors and 3. creates a design inspired by Philippine flowers or Weeks 3 &
demonstrates understanding of shapes, and harmony objects found in school 4/ 2nd Q
colors and shapes, and the principles
of harmony, rhythm and balance 4. paints a home/school landscape or design choosing Weeks 5 &
through painting creates a harmonious design of specific colors to create a certain feeling or mood 6/ 2nd Q
natural and man-made objects to Weeks 7 &
express ideas using colors and 5. appreciates and talks about the landscape he painted 8/ 2nd Q
shapes, and harmony and the landscapes of others
226
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 Week 2
texture and 3-D shapes, and object/sculpture using found objects in creating a 3-dimensional object: /4th Q
principle of proportion and and recycled materials 2.1 clay or wood (human or animal figure) Week 3 /
emphasis through 3-D works and 2.2 bamboo (furniture, bahay kubo) 4th Q
sculpture 2.3 softwood (trumpo) Week 4 /
2.4 paper, cardboard, (masks) 4th Q
demonstrates understanding of 2.5 found material (parol, sarangola) Week 5 /
texture and 3-D shapes, and 4th Q
principle of proportion and Week 6 &
7 / 4th Q
227
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 2. differentiates the contrast between shapes and colors Week 2 /
contrast as principles of art through that others can see and appreciates of different fruits or plants and flowers in one’s work and 1st Q
drawing 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 materials the sea or forest animals in their habitats & 4 / 2nd
and contrast to create rhythm colors showing their unique shapes and features, variety of 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. prints that are repeated or alternated in shape or color 1st Q
and color from nature and found 3. carves a shape or letter on an eraser or kamote, Week 3-
objects creates prints with repeating, which can be painted and printed several times 4 / 1st Q
alternating or contrasting color or size Week 5-
or texture 4. creates a print on paper or cloth using cut-out designs
6 / 1st Q
5. participates in a school/district exhibit and culminating Week 7-
shows skills in making a clear print activity in celebration of the National Arts Month 8 / 1st Q
from natural and man-made objects (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- 1.1 taka of different animals and figures in Paete,
shapes, texture, proportion and standing, balanced figure using Laguna
1.2 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- 3. identifies 3-dimensional crafts found in the locality 3-4/ 1st Q
demonstrates understanding of standing, balanced figure using giving emphasis on their shapes, textures, proportion
shapes, texture, proportion and different materials (found materials, and balance
balance through sculpture and 3- recycled, local or manufactured) 4. executes the steps in making a paper mache with focus Week 5-
dimensional crafts on proportion and balance 6/ 1st Q
5. creates a clay human figure that is balanced and can Week 7-
creates a 3-dimensional free- stand on its own 8/ 1st Q
standing, balanced figure using
different materials (found materials,
recycled, local or manufactured)
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 and Week
lines, texture, shapes and depth, province/region. persons in different sizes 2/1st Q
contrast (size, texture) through On-the-spot sketching of plants trees, 3. explains that artist create visual textures by using a Week
drawing or buildings and geometric line variety of lines and colors 3/1st Q
designs 4. discusses what foreground, middle ground, and Week
background, are all about in the context of a landscape 4/1st Q
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
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 the 2nd Q
lines, textures, shapes and balance of province/region on-the-spot
day
size, contrast of texture through sketching of plants, trees and building
Ex:
drawing and geometric line designs 1.1 landscapes of Felix Hidalgo, Fernando Amorsolo,
Jonahmar Salvosa
1.2 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, middle two animals have the same shape, skin covering and 2nd Q
ground and background) in painting a color
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 mood
ground and background) in painting a 7. discusses the characteristics of a wild animal by making
landscape 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
3 rd 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 2. explains the importance and variety of materials used Week 2 /
repetition and emphasis through clean copies of the prints for printing 3rd Q
printmaking (stencils) 3. Demonstrates the concept that a print design may use Week 3 /
manipulates a stencil with an repetition of shapes or lines and emphasis on contrast of 3rd Q
adequate skill to produce a clean shapes and lines
print for a message, slogan or logo for 4. Demonstrates the concept that a print design can be Week 4 /
a T-shirt, poster bag duplicated many times by hand or by machine and can be 3rd Q
shared with others
produces at least 3 good copies of Week 5 /
print using complementary colors and 5. explains the meaning of the design created 3rd Q
contrasting shapes 6. stencils a paper or plastic sheets to be used for multiple Week 6 /
prints on cloth or hard paper 3rd Q
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 2. discusses the variations of puppets in terms of Weeks 2-
texture and contrast of colors material material, structure, shapes, colors and intricacy of 4 / 4th Q
through sculpture and crafts textural details
creates a mask or headdress that is 3. creates a puppet designs that would give a specific Week 4 /
imaginary in design using found and and unique character, with designs of varied shapes 4th Q
demonstrates understanding of recycled materials and colors on puppets to show the unique character of
shapes, colors, textures, and the puppet/s
emphasis by variation of shapes and demonstrates basic skills in 4. constructs a simple puppet based on a character in a Week 5
texture and contrast of colors constructing a puppet made from a legend, myth or story using recyclable materials and & 7 / 4th
through sculpture and crafts hard and stick, which can be bamboo sticks or twigs Q
manipulated 5. manipulates a puppet to act out a character in a story Week 5 /
together with the puppets 4th Q
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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; and community by way of attire, body Gaddang, Agta
balance of size and repetition of accessories, religious practices and 1.2 VISAYAS – Ati
motifs/patterns through drawing lifestyle. 1.3 MINDANAO-Badjao, Mangyan,Samal, Yakan,
Ubanon, Manobo, Higaonon, Talaandig, Matigsalog,
Bilaan, T’boli, Tiruray, Mansaka, Tausug) and the
distinctive characteristics of these cultural communities
creates a unique design of houses, in terms of attire, body accessories, religious practices,
and other household objects used by and lifestyles.
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 4. creates a drawing after close study and observation Week 5-
provinces. of one of the cultural communities’ way of dressing and 6/1st Q
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 distinct 2nd Q
demonstrates understanding of sketches and paints a landscape or 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 communities in the country in terms of colors 2nd Q
cultural community. 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 4. compares the geographical location, practices, and Week 4/
feeling of a painting. 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
3 rd 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 interesting / 3rd Q
manipulates a stencil with an and harmonious in terms of the elements involved.
adequate skill to produce a clean 4. designs ethnic motifs by repeating, alternating, or by Week 2
print for a message, slogan or logo for radials arrangement. / 3rd Q
a T-shirt, poster bag 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 and arranged relief prints from a clay design. / 3rd Q
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
Q
235
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 dimensional effect by using crosshatching and shading 1/1st Q
through drawing of archeological crosshatching technique, geometric techniques in drawings (old pottery, boats, jars,
artifacts, houses, buildings, and shapes,and space, with rhythm and musical instruments).
churches from historical periods balance as principles of design. 3. presents via powerpoint the significant parts of the Week2/1st
using crosshatching technique to puts up an exhibit on Philippine different architectural designs and artifacts found in Q
simulate 3-dimensional and artifacts and houses from different the locality. e.g. bahay kubo, torogan, bahay na bato,
geometric effects of an artwork. historical periods (miniature or simbahan, carcel, etc.
replica). 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
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 and use of complementary colors. Batanes, Callao Caves in Cagayan; old houses inVigan,
explains/illustrates landscapes of draws/paints significant or Ilocos Norte; and the torogan in Marawi)
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
3 rd 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
any soft wood that can be carved or gouged to create
demonstrates understanding of new different lines and textures.
printmaking techniques with the use
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
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 3. applies concepts on the use of the software Week 2
cartoon character using new class logo. (commands, menu, etc.). / 1st Q
technologies in drawing. designs cartoon character on-the 4. utilizes art skills in using new technologies (hardware Week 2
spot using new technologies. and software). / 1st Q
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 2. explains the elements and principles applied in digital Week 1/
principles of emphasis, harmony and and graphic designs. art. 2nd Q
contrast in digital painting and poster
design using new technologies. 3. applies concepts on the use of the software Week 2/
(commands, menu, etc.) 2nd Q
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.
harmony in printmaking and 2. Demonstrates understanding that digital technology Week 1
photography using new has speeded up the printing of original designs and / 3rd Q
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
4 th 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 3. manifests understanding of concepts on the use of Week 2
video art and product or package technologies (hardware and software (commands, menu, etc.) / 4th Q
design. software) in creating an audio-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.
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 lowlands) areas in Luzon (e.g., papier mâché [taka] from Paete,
Ifugao wood sculptures [bul’ul], Cordillera jewelry and
2. the salient features of the arts of 2. exhibit completed artworks for pottery, tattoo, and Ilocos weaving and pottery
Luzon (highlands and lowlands) by appreciation and critiquing [burnay], etc.)
showing the relationship of the 3. reflects on and derive the mood, idea, or message
elements of art and processes emanating from selected artifacts and art objects
among culturally diverse Weeks 2
communities in the country -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 (indigenous) Weeks 4
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
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 relationship (culinary arts and old houses), Samar (Basey mats), etc.
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
Weeks 6
8. discusses elements from traditions/history of a Weeks 7
community for one’s artwork
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 1. create artworks showing the Southeast Asia 1-2/
synthesizing and applying prior 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 2. exhibit completed artworks for made from pewter); Thailand (silk fabrics and Loi
Southeast Asia by showing the appreciation and critiquing Kratong Lantern Festival); Cambodia (AngkorWat and
relationship of the elements of art ancient temples); Singapore (Merlion), etc.
and processes among culturally 3. reflects on and derive the mood, idea, or message
diverse communities in the region from selected artifacts and art objects
4. appreciates the artifacts and art objects in terms of Weeks 3
3. Southeast Asian countries as their utilization and their distinct use of art elements -5
having a rich artistic and cultural and principles
tradition from prehistoric to
5. incorporates the design, form, and spirit of Southeast
present times
Asian artifacts and objects in one’s creation
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 forms and its evolution, and describe how the
costume) affect the creation and authentic festival costumes community participates and contributes to the event
communication of meaning in 3. discusses the elements and principles of arts as seen Week
Asian Festivals and Theatrical 2. create/improvise appropriate in Philippine Festivals 3-4
Forms as influenced by history sound, music, gesture, 4. identifies the elements and principles of arts as
and culture movements, and costume for a manifested in Asian festivals and theatrical forms
chosen theatrical composition 5. through a visual presentation, explains what make Weeks
2. theater and performance as a each of the Asian Festivals and Theatrical forms unique 5-8
synthesis of arts and a significant 3. take part in a chosen festival or in a 6. designs the visual elements and components of the
expression of the celebration of life performance in a theatrical play selected festival or theatrical form through costumes,
in various Asian communities props, etc.
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 2. identifies distinct characteristics of arts during the
(verbal/nonverbal) of a particular different art periods
2. the arts as integral to the artistic period 3. identifies representative artists from various art
development of organizations, periods
spiritual belief, historical events, 2. recognize the difference and 4. reflects on and derives the mood, idea, or message Weeks 3
scientific discoveries, natural uniqueness of the art styles of the from selected artworks -5
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
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 2. identifies distinct characteristics of arts during the
knowledge and skills a creative impression Renaissance and Baroque periods
(verbal/nonverbal) of a particular 3. identifies representative artists from Renaissance and
2. the arts as integral to the artistic period Baroque periods
development of organizations, 4. reflects on and derive the mood, idea or message Weeks
spiritual belief, historical events, 2. recognizes the difference and from selected artworks 6-8
scientific discoveries, natural uniqueness of the art styles of the 5. discusses the use or function of artworks by
disasters/ occurrences, and other different periods (techniques, evaluating their utilization and combination of art
external phenomena process, elements, and principles elements and principles
of art) 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
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 3. identifies the elements and principles of arts as
communication of meaning in appropriate sound, music, manifested in Western Classical plays and opera
Western Classical plays and opera gesture, movements, and 4. defines what makes selected western classical plays Week 2
as influenced by history and costume for a chosen theatrical and operas unique through visual representation
culture composition 5. designs the visual elements and components of the
selected Western classical theater play and opera
2. theater and performance as a 2. take part in a performance of a through costumes, props, etc.
synthesis of arts selected piece from Western 6. analyzes the uniqueness of each group’s performance
Classical plays and opera 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
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1 st 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 various art movements
(verbal/nonverbal) from the 3. identifies representative artists and Filipino
2. the arts as integral to the various art movements counterparts from the various art movements
development of organizations, 4. reflects on and derive the mood, idea, or message Weeks 3
spiritual belief, historical events, 2. recognize the difference and from selected artworks -5
scientific discoveries, natural uniqueness of the art styles of the
disasters/ occurrences and other various art movements
*5. explains the role or function of artworks by
external phenomenon (techniques, process, elements,
evaluating their utilization and combination of art
and principles of art)
elements and principles
6. uses artworks to derive the traditions/history of the
various art movements
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 2. identifies distinct characteristics of arts during in the
elements and processes posters, menus, brochures etc.) 21st century in terms of:
relating to a selected topic from the 1.1 production
different learning areas using 1.2 functionality range of audience reach
available technologies, e.g., food and 3. identifies artworks produced by technology from
fashion 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
5. explains the role or function of artworks by evaluating 2-4
their utilization and combination of art elements and
principles
258
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
already embedded
⮚ singing games
in other LCs.
⮚ simple games
⮚ chasing and fleeing games
⮚ mimetics
1. Demonstrates relationship of
movement
4th
Quarter
This competency is
3. Engages in fun and enjoyable physical
already embedded
activities
in other LCs.
This competency is
4. Follows simple instructions and rules already embedded
in other LCs.
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
activities relating to person, objects, objects, music and environment available indigenous/improvised materials,
music and environment correctly with sound, in indoor and outdoor settings
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
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 embedded
assessment of physical activities and physical activities. activity pyramid in other LCs.
physical fitness
assesses physical fitness
2nd
Quarter
2. Executes the different skills involved in Weeks 1 to 8
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 and physical activities. activity pyramid in other LCs.
physical fitness
3rd assesses physical fitness
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
1. Assesses regularly participation in
assessment of physical activity and physical activities. in other LCs.
physical activities based on Philippines
physical fitness
physical activity pyramid
assesses physical fitness
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 and physical activities. Philippines physical activity pyramid in other LCs.
Quarter
physical fitness
assesses physical fitness
270
2nd
Quarter
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
Quarter participation and assessment of physical activities. activity pyramid in other LCs.
physical activity and physical fitness
273
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 already embedded
1. Undertakes physical activity and physical
principles in exercise program design program to achieve personal in other LCs.
1st fitness assessments
to achieve personal fitness fitness
Quarter
2. Sets goals based on assessment results Week 1
3. Prepares an exercise program Week 2
274
This competency is
6. Monitors periodically one’s progress
already embedded
towards the fitness goals
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
1. Undertakes physical activity and physical
to achieve personal fitness fitness
fitness assessments
Week 1
2nd
Quarter
Reviews goals based on assessment results
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner designs a physical
demonstrates understanding of activity program for the
1. Undertakes physical activity and physical
guidelines and principles in exercise family/school peers to achieve
fitness assessments Week 1
program design to achieve fitness fitness
2nd
Quarter 2. Conducts physical activity and physical Week 1
fitness assessments of family/school peers
3. Prepares a physical activity program Week 2
4. Executes the skills involved in the sport Weeks 3 to 8
This competency is
5. Displays tolerance and acceptance of
already embedded
individuals with varying skills and abilities
in other LCs.
The learner The learner modifies a physical This competency is
demonstrates understanding of activity program for the already embedded
1. Undertakes physical activity and physical
guidelines and principles in exercise family/school peers to achieve in other LCs.
fitness assessments
program design to achieve fitness fitness
3rd
Quarter 2. Reviews goals based on assessment results Week 1
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
Quarter
2. Reviews goals based on assessment results Week 1
3. Describes the nature and background of Week 2
the dance
4. Executes the skills involved in the dance Weeks 3 to 8
277
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
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
1. Assesses physical activity, exercise and
promote societal fitness of the community and society other LCs.
eating habits
practices healthy eating habits
that support an active lifestyle
1st
Quarter
2. Engages in moderate to vigorous physical Weeks 1 to 8
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
2nd 1. Assesses physical activities, exercises and
demonstrates understanding of maintains an active is already
Quarter eating habits
lifestyle and weight lifestyle to influence the
280
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
Week 3 to
demonstrates proper hand washing
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
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
*discusses the important function of
eat to have a balanced diet. to Week
food and a balanced meal
3
2. consistently practices good health Week 4
considers Food Pyramid and Food Plate
habits and hygiene for the sense to Week
in making food choices
organs 6
Week 7
displays good decision-making skills in
to Week
choosing the right kinds of food to 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 sense describes ways of caring for the eyes, ears, to Week
organs nose, hair and skin in order to avoid 4
common childhood health conditions
Week 5
describes ways of caring for the
to Week
mouth/teeth
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 Week 3
demonstrates good family health habits
2. demonstrates positive to Week
and practices
expression of feelings toward 4
family members and ways of explains the benefits of healthy Week 5
coping with negative feelings expressions of feelings
286
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 Week 1 to
defines a consumer
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
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 more food products by comparing the Week 4
2. understands the importance of following food safer food information in their food labels
safety principles in preventing common food- 2. practices daily appropriate food describes ways to keep food clean and
borne diseases safety habits to prevent food- safe
borne disease discusses the importance of keeping Week 5 to
3. understands the nature and prevention of food clean and safe to avoid disease Week 6
food borne diseases 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
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
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. health dimensions in developing holistic
how to manage its challenges. 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
296
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
297
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
298
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
299
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
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
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 service providers and healthcare plans
of health information, products and selects health professionals, specialists Week 3
services. 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 positively impact people’s health in Week 3
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
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):
Development (VCD)
Oral Language (OL)
Attitude Towards
Knowledge (BPK)
Awareness (GA)
Vocabulary and
Book and Print
Reading (ATR)
Fluency (F)
Grammar
Concept
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
one’s personal to conventions of print: words, phrases and expressions orally to referring to: them
experiences using -front and back cover sentences with introduce: -People (Self, Family,
appropriate -beginning, ending, title appropriate speed and -Oneself Friends)
expressions page accuracy -Family -Animals
author and illustrator -Friends -Objects
-Others -Musical Instruments
-Environment
Relative to this, the schedule and time allotment of LCs in quarters are suggestive in nature. As 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, given the detailed nature of the content and performance standards in the Mother Tongue Curriculum, the process of determining the MELCs required
that some of these standards be forgone. See figure below showing the content and performance standards for Grade 1:
309
Nevertheless, it is assured that all Grade Level Standards are maintained through the chosen 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
Uses the correct form of the verb given
G3 Q3 agrees with the subject when writing an
the time signal
event, or an interesting experience
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
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
th
4 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
Quarter Duration
Most Essential Learning Competencies
1st Quarter 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
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 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
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
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 Week 4
Compare the stages in the life cycle of
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 Week 4-
Describe how light, sound and heat travel
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
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
Relate the ability of the material to block,
and sound on people and objects
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 the Week 4
and practices associated with it Moon and the Stars by presenting pieces of appearance of the Moon
constellations and the information evidence to convince the community folks Identify star patterns that can be seen at Week 5
derived from their location in the sky. particular times of the year
326
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 Week 7-
Compare the planets of the solar system
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
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
the occurrence of eclipses Explain how solar and lunar eclipses Week 6
occur using models
characteristics of comets, meteors, and discuss whether or not beliefs and practices Week 6
Compare and contrast comets, meteors, and
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 Explain physical changes in terms of the Week 3-
and mixtures 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
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 use 4
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 Week 9
Explain the operation of a simple electric
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 Explain the relationship between population Week 7
organisms 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 Week 3-
Recognize the major categories of
are made up mostly of a limited 4
biomolecules such as carbohydrates, lipids,
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
338
339
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.
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.
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
- 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.
341
naipamamalas ang nakagagamit ng 1.1 naipaliliwanag ang mga panuntunan sa paggamit ng 2 WEEKS
kaalaman at kakayahan sa computer, Internet, at computer, Internet, at email
1.2 natatalakay ang mga panganib na dulot ng mga di-
paggamit ng computer, email sa ligtas at kanais-nais na mga software (virus at malware), mga
Internet, at email sa ligtas responsableng nilalaman, at mga pag-asal sa Internet
at responsableng pamamaraan 1.3 nagagamit ang computer, Internet, at email sa ligtas
pamamaraan 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
342
naipakikita ang kaalaman nakagagamit ng email 1.1 nakasasagot sa email ng iba 1 WEEK
at kasanayan sa paggamit 1.2 nakapagpapadala ng email na may kalakip na
ng dokumento o iba pang media file
1.3 nakaguguhit gamit ang drawing tool o graphics
software
1.4 nakakapag-edit ng photo gamit ang basic photo
editing tool
1.5 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 1.1 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 ornamental halamang ornamental sa 1.2 natatalakay ang pakinabang sa pagtatanim ng
bilang isang gawaing masistemang halamang ornamental, para sa pamilya at sa
pagkakakitaan pamamaraan pamayanan
INDUSTRIAL naipapamalas ang pang- naisasagawa nang may 1.1 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 1.1.1 nakikilala ang mga kagamitan sa pagsusukat
pagsususkat sa pagbuo ng batayang gawain sa sining 1.1.2 nagagamit ang dalawang sistemang panukat
mga kapakipakinabang na pang-industriya na (English at metric)
gawaing pang-industriya at makapagpapaunlad sa 1.2 naisasagawa ang pagleletra, pagbuo ng linya at
ang maitutulong nito sa pag- kabuhayan ng sariling pagguhit.
unlad ng isang pamayanan pamayanan 1.3 natatalakay ang kahalagahan ng kaalaman at
kasanayan sa "basic sketching" shading at outlining
1.4 naisasagawa ang wastong pamamaraan ng
basicsketching, shading at outlining
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
ENTREP/ICT 1.1 naipaliliwanag ang kahulugan at pagkakaiba ng 2 WEEKS
naipamamalas ang mapahusay ang isang produkto at serbisyo
1.2 natutukoy ang mga taong nangangailangan ng
kaalaman at kasanayan produkto upang maging iba sa angkop na produkto at serbisyo
upang maging matagumpay iba 5WEEKS
na entrepreneur 1.3 nakapagbebenta ng natatanging paninda
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
1.2 natutukoy ang angkop na search engine sa
pangangalap ng impormasyon
INDUSTRIAL 3 WEEKS
ARTS naipamamalas ang naisasagawa ng may 1.1 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, 1.2 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
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
Week 3
skills in the safe and responsible use of wikis, blogs, and audio 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-group conferencing, and egroup uses an e-group to share ideas and work with others
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
349
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 Week 1
trees and fruit-bearing trees and marketing seedlings.
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
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:
1.1.1 food and clothing Week 1
1.1.2 shelter and education
1.1.3 social needs: social andmoral obligations
(birthdays,baptisms, etc.), familyactivities,
school affairs
savings/emergency budget (health, house repair)
1.2 prepares feasible and practical budget
1.2.1 manages family resources efficiently
1.2.2 prioritizes needs over wants Week 2
classifies tools and materials according to their use (
measuring, cutting, sewing)
352
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 demonstrates creativity and innovativeness in Weeks 1-2
income enhancing/ decorating bamboo, wood, and
metalproducts
1.1 conducts simple survey using technology and other
data-gathering method to determine
1.1.1 market trends on products made of
bamboo, wood, and metal
1.1.2 customer’s preference of products
1.1.3 types/sources of innovative finishing
materials, accessories, and designs
1.1.4processes 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
1.6 constructs project plan
1.6.1 considers deliberate policies on sustainable
development in constructing the project Weeks 4-5
plan
1.6.2 demonstrates resourcefulness and
management skills in the use of time,
materials, money, and effort
1.6.3 assesses the quality of enhanced product
using rubrics
354
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
material S” and school
1.2 discusses the principles of “five S”
1.2.1 Sorting (Seiri)
1.2.2 Straightening (Seiton)
1.2.3 Systematic Cleaning (Shine) (Seiso)
1.2.4 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.
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 the 1.1 Identify farm tools according to use 1.1 Identify farm tools and equipment according
value of the skill or concept 1.2 Check farm tools for faults to use
1.3 Use appropriate tools for the job requirement 1.2 Conduct pre-operation check-up in line with
according to manufacturer's specifications and the
instructions manufacturer’s manual
LO 2. Select farm equipment 1.3 Use appropriate tools and equipment for the
2.1. Identify appropriate farm equipment job
2.2. Follow the guidelines in the instructional requirement according to manufacturer's
manual of farm equipment specifications and instructions
2.3. Conduct pre-operation check-up in line with
the manufacturer’s manual
2.4. Identify faults in farm equipment and
facilities
2.5. 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
6. Deleting learning competencies that was LO 1. Collect farm waste LO 1. Collect farm waste
already captured in the previous competency 1.1 Prepare tools and materials for collection of 1.1 Prepare tools and materials for collection of
farm waste farm
1.2 Collect waste following OSH and waste waste
collection requirements and plan 1.2 Collect waste following OSH and waste
1.3 Collect dangerous and hazardous wastes collection
following the HAZMAT protocol requirements and plan
1.4 Wear appropriate PPE as prescribed by OSHS. 1.3 Collect dangerous and hazardous wastes
following
the HAZMAT protocol
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
2.1 Clean tools and equipment after use in line 2.1 Clean tools and equipment after use in line
with farm procedures with farm procedures
2.2 Perform routine check-up and maintenance 2.2 Perform routine check-up and maintenance
2.3 Perform preventive maintenance by following 2.3 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
2.4 Store tools and equipment in designated areas
in line with farm procedures.
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 1.1 Identify tasks to be undertaken properly
tools and equipment for computer systems servicing 1.2 Identify and select appropriate hand tools
computer systems servicing according to the task requirements
LO 2. Prepare hand tools
357
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 1.1 Select correct technical drawing in accordance with Week 4
underlying principles in preparing drawings and work plans the job requirement
and interpreting technical accurately 1.2 Segregate technical drawings in accordance with
0 drawings and work plans for the types and kinds of drawings
computer systems servicing
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 1.1 Check materials according to specifications and
terminating and connecting wiring and electronics circuits tasks
electrical wiring and electronics 1.2 Select appropriate tools and equipment according
circuits to task requirements
1.3 Follow planned task to ensure OHS guidelines and
procedure
0 1.4 Prepare electrical wiring/electronics circuits
correctly for connecting/terminating in accordance
with instruction and work site procedures Week 5
LO 3: Test components
3.1 Apply appropriate testing methods to electronic
components in accordance to technical
specifications
3.2 Detect and record problems and faults by testing
3.3 Document remedial steps
3.4 Resolve detected problems and faults during
testing in accordance with agreed project or
industry practice
3.5 Evaluate final products against the determined
criteria
3.6 Submit to relevant personnel the documented and
summarized evaluation report of the testing
process
LO 4: Evaluate the testing process
4.1 Identify testing methods that were successful
based on industry standards
4.2 Evaluate testing process and records system based
on standard procedures
4.3 Document test results/findings for subsequent
testing
Note: Week 7 to 9 Entrepreneurship
365
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 1.1 List hand tools and equipment based on job
requirement Week 1
1.2 Identify appropriate hand tools and equipment
1.3 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 1.1 Check list of tools and equipment to be requested
instruments, equipment, and per job requirement
paraphernalia 1.2 Inspect the condition of all the requested tools and
equipment
1.3 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
2.1 Perform safety procedures in using hand tools and
equipment
2.2 Follow procedures in cleaning illustration tools
2.3 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
The learners demonstrate an The learners shall be able to LO 1. Analyze signs, symbols, and data
understanding of read and interpret technical 1.1 Prepare tools and instruments used in illustration
concepts and principles in drawings and work plans 1.2 Interpret signs, symbols, and data according to job
interpreting technical drawings accurately specifications
0 and work plans 1.3 Perform simple trade mathematical conversions
LO 2. Interpret illustration drawings and plans Week 4-5
2.1 Identify illustration tools and materials to be used
in preparing a simple illustration
2.2 Identify dimensions and specifications according to
job requirements
367
The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks
understanding of consistently observe 1.9 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 1.10 Explain hazards and risks in the workplace
and Safety (OHS) in relation to the workplace 1.11 Identify hazards and risks indicators as prescribed
health and risk hazards in the by the manufacturer
0 workplace 1.12 Apply contingency measures in accordance with
the OSH procedures Week 6
LO 2. Evaluate and control hazards and risks
2.4 Determine the effects of hazards in the workplace
2.5 Identify the methods in controlling hazards and
risks
2.6 Follow OHS procedures for controlling hazards
and risks
LO 3. Maintain Occupational Health and Safety
1.3 Observe established procedures in responding to
emergency-related drill
1.4 Fill-up OHS personal records in accordance with
SOP
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 useLO 1. Prepare hand tools and equipment in technical
0 understanding of hand tools and equipment in drafting
hand tools and equipment in Technical Drafting 1.1 List hand tools and equipment based on job
Technical Drafting requirement Week 1
1.2 Identify appropriate hand tools and equipment
1.3 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 1.1 Perform safety procedures in maintaining hand
maintaining hand tools, drawing paraphernalia tools, drawing instruments, equipment, and
instruments, equipment, and paraphernalia
paraphernalia 1.2 Follow procedures in cleaning, tightening and
simple repair of hand tools, drawing instruments,
equipment, and paraphernalia
1.3 Identify common malfunction (unplanned or Week 1-2
0 unusual events) when using tools, drawing
instruments, equipment, and paraphernalia
LO 2. Inspect hand tools, drawing instruments,
equipment, and paraphernalia received in technical
drafting
2.1 Follow the standard procedures in accomplishing
forms
2.2 Check the list of hand tools, drawing instruments,
equipment, and paraphernalia to be requested
per job requirement
369
The learners demonstrate an The learners shall be able to LO 1. Analyze signs, symbols, and data
understanding of read and interpret technical 1.1 Identify signs and symbols used in technical
concepts and principles in drawings and work plans drawing
interpreting technical drawings accurately 1.2 Analyze data indicated in the technical drawing
0 and work plans
Week 4-5
370
The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks
understanding of consistently observe 1.13 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 1.14 Explain hazards and risks in the workplace
and Safety (OHS) in relation to the workplace 1.15 Identify hazards and risks indicators as prescribed
health and risk hazards in the by the manufacturer
0 workplace 1.16 Apply contingency measures in accordance with
the OHS procedures Week 6
LO 2. Evaluate and control hazards and risks
2.7 Determine the effects of hazards in the workplace
2.8 Identify the methods in controlling hazards and
risks
2.9 Follow OHS procedures for controlling hazards
and risks
LO 3. Maintain Occupational Health and Safety
1.5 Observe established procedures in responding to
emergency-related drill
1.6 Fill-up OHS personal records in accordance with
SOP
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 1.1 Identify farm tools and equipment according to use
underlying theories and production. 1.2 Conduct pre-operation check-up in line with the
principles in the use of farm tools manufacturer’s manual
0 and equipment. 1.3 Use appropriate tools or equipment for the job
requirement according to manufacturer's
specifications and instructions
LO 2. Perform preventive maintenance of tools and
equipment Week 1
2.1 Clean tools and equipment after use in line with
farm procedures
2.2 Perform routine check-up and maintenance
2.3 Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
2.4 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 1.1 Follow procedures in reporting to appropriate
workplace person/s
the estimate of materials and resources
Week 2
1.2 Perform estimations or calculations to be done
according to the job requirement
1.3 Employ different techniques in checking accuracy
of result
372
4.5 Check PPE for damage and ensure that clean and
undamaged equipment is properly stored
4.6 Perform record keeping according to industry
requirements
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 1.1 Access specific relevant information is from
theories in participating in communication based on DOLE appropriate sources
workplace communication and industry standards 1.2 Use effective questioning and active listening and
speaking to gather and convey information
1.3 Use appropriate medium to transfer information
0 and ideas
1.4 Use appropriate nonverbal communication
1.5 Identify appropriate lines of communication with
superiors and colleagues
1.6 Define work procedures for the location and
storage of information
1.7 Carry out personnel interaction clearly and
concisely
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 1.1 Identify role and objective of the team
theories in working in team according to industry 1.2 Identify team parameters, relationships, and
environment procedures and requirements responsibilities
1.3 Identify individual role and responsibilities
1.4 Identify and recognize roles and responsibilities of
other team members
1.5 Identify reporting relationships within team and
0 external to team Week 2
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 1.1 Follow procedures in reporting to appropriate
in animal production production person/s
the estimate of materials and resources Week 4
1.2 Perform estimations or calculations to be done
according to the job requirement
1.3 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. 1.5 Identify work tasks in line with farm operations
measures in the farm. 1.6 Determine place for safety measures in line with
farm operations
1.7 Determine time for safety measures in line with
farm operations
0 1.8 Prepare appropriate tools, materials, and outfits in
line with job requirements
LO 2. Apply appropriate safety measures Week 5
2.5 Wear outfits according to farm requirements.
2.6 Observe strictly the effectivity/shelf life/expiration
of materials.
2.7 Follow emergency procedures to ensure a safe
work requirement.
2.8 Report hazards in the workplace in line with farm
guidelines.
requirements
Note: Week 7 to 9 for Entrepreneurship
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 1.1 Identify fishery tools and equipment according to
underlying theories and aquaculture according to use
principles in the use of tools and standard procedure. 1.2 Conduct pre-operation check-up in line with the
equipment in aquaculture. manufacturer’s manual
1.3 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 2.1 Clean tools and equipment after use in line with
farm procedures
2.2 Perform routine check-up and maintenance
2.3 Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
2.4 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
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
The learner demonstrates The learner independently LO 1. Identify hazards and risks 1 WEEK
understanding on the practice practices occupational health and 1.1 Identify hazards and risks
of occupational health and safety procedures in caregiving. 1.2 Determine hazard and risks indicators in the
safety procedures in caregiving. workplace
1.3 Determine the effects of hazards
387
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 2.1 Identify sewing tools and equipment
2.2 Classify sewing machines
2.3 Select appropriate measuring tools
The learner demonstrates The learner independently carries LO 1. Obtain measurements
understanding in carrying out out measurements and 2.4 Take accurate body measurements 2 WEEKS
measurements in calculations based on job 2.5 Read and record required measurements
dressmaking/tailoring. requirements. 2.5 Apply the systems of measurements
2.6 Perform simple calculations based on the job
requirement
388
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. 1.1. Explain workplace hazards and risks
in dressmaking/tailoring. 1.2. Identify hazards and risks in the workplace
1.3. Explain the causes of hazards and risks
Note: Week 9 Entrepreneurship
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, and
cookery to standard operating procedures paraphernalia
389
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 1.1 give the abbreviations and equivalents of
cookery measurements
1.2 measure ingredients according to recipe
requirement
1.3 convert systems of measurement according to
recipe requirement
1.4perform substitution of ingredients
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
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 1.1 Identify the uses of tools and equipment in nail
Services. care according to task requirements
1.2 Use tools and equipment according to task
requirement
1.3 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 1.1 Clean tools according to standard procedures
1.2 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 1.1 Identify nail structure and shapes
Nail Care Services Nail Care Services 1.2 Perform nail trimmings to varied shapes
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 1.1 Basic tools and materials inembroidery are
principles embroidered article identified.
and concepts of embroidery 1.2Different embroidery stitches are performed
based on the given steps.
1.3 Proper use of tools is observed
LO2. Create embroidered article 2 WEEKs
2.1 Embroidered article is created based on the
principles and elements of design.
2.2 Color scheme are applied increating the design.
2.3 Design is transferred following the given steps.
2.4 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 on
principles recyclable materials
and concepts of recycling
LO2. Create Recycled project
2.1 Recycled articles are produced artistically
based on the given steps.
2.2 Tools are properly used.
2.3 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
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 of tools, equipment, and LO 1. Identify FOS tools, equipment, and
tools, equipment, and paraphernalia in FOS paraphernalia applicable to a specific job
paraphernalia in FOS 1.1. classify equipment, tools, and paraphernalia
according to types and functions
1.2. describe equipment, tools, and paraphernalia
based on the specified task
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 1.1. clarify and explain regulations and workplace
accordance with standards safety and hazard control practices and
procedures
1.2. identify hazards/risks in the workplace and their
corresponding indicators
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 1.1. read and interpret symbols and layout in a given
sample plan for a front- office reception area
1.2. describe parts and functions of a front-office
reception layout
1.3. 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.
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.
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.
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 1.1 Describe tools and materials used in carpentry
principles in the preparation of construction materials based on 1.2 Prepare tools and materials for a task
carpentry tools and construction industry standards.
materials.
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.
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 1.1 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. 1.2 Determine appropriate signs and symbols needed
in the plan
1 WEEK
LO 2. Interpret technical drawings and plans
2.1 Read working plan
2.2 Interpret working plan
1 WEEK
LO 1. Identify hazards and risks
398
The learner demonstrates an The learner independently 1.1 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 1.2 Discuss the effects of health hazards and
procedures. in carpentry. occupational risks
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.
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.
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.
The learner demonstrates an The learner independently reads LO 1. Analyze signs, plumbing symbols and data
understanding of the concepts and interprets specifications of 1.1 Read and interpret plumbing signs, symbols and
and underlying principles in simple technical drawings and data
interpreting simple technical plans. 1.2 Analyze plumbing components and materials
drawings and plans in plumbing based on electrical signs, symbols and data
installation and maintenance.
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.
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
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
business opportunities
identifying business opportunities and market in market in his/her community or
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
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, 1.1 Identify major needlecraft techniques
1.2 State safety and precautionary measures
to create a beautiful and and techniques to create
marketable embroidered embroidered products. LO 1. Understand embroidery as a craft and its 1 WEEK
product. techniques
1.1 Define embroidery as a needlecraft technique
1.2 Identify the tools and materials used;
LO 2. Create embroidered products with package 4 WEEKS
2.1 Manipulate properly the tools and materials for
embroidery
2.2 Combine stitching techniques in embroidery,
Calado and smocking to create a well-made
project.
2.3 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, 1.1 Define the technique of crocheting;
1.2 Identify the tools and materials used
to create a beautiful and and techniques to create LO 2. Make Crocheted products with project plan 4 WEEKS
marketable crocheted crocheted products. 2.1 Discuss crochet terms and abbreviations;
product. 2.2 Perform basic stitches in crocheting showing
proper use of materials
1 WEEK
2.3 Prepare project plan
2.4 Select appropriate packaging materials
2.5 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, 1.1 Describe definition and characteristics of
knitted products
1.2 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. 2.1 Perform basic stitches in knitting
2.2 Demonstrate proper use of materials, tools and
equipment in knitting
1 WEEK
2.3 Prepare project plan for the expected knitted
articles
2.4 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
principles of art and handicraft the use of design, materials, 1.1 Discuss the overview of Quilting
1.2 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
2.1 Apply Quilt stitches on selected project 4 WEEKS
2.2 Prepare project plan for the expected quilted
articles
1 WEEK
2.3 Select appropriate quality packaging material
for finished project
2.4 Evaluate the quality/characteristics of
finished product (use rubrics)
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
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
2.1 Compute cost of raw materials
2.2 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 1.1 Choose a design
and principles in macramé and competencies in macramé and 1.2 Sketch the design
basketry basketry
LO 2. Produce the following macramé projects 5 WEEKS
3.1 Bag
3.2 Basket
3.3 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
3.1 School bag
3.2 Market bag
3.3 Food tray
3.4 Apply creativity in each product
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 in competencies in making
making Fashion Accessories Fashion Accessories LO 2: Select materials tools and equipment in
making fashion
accessories
2.1 Identify materials tools and equipment in
making fashion accessories.
Content Performance
Quarter 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 the demonstrate identify:
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 b. representative texts and authors from each region (e.g.
literature from the Philippine literature engage in oral history research with focus on key personalities
regions. from the regions from the students’ region/province/town)
through: Compare and contrast the various 21st century literary genres and the
1. a written close ones from the earlier genres/periods citing their elements, structures
analysis and and traditions
critical Discuss how different contexts enhance the text’s meaning and enrich
interpretation the reader’s understanding
of a literary text Produce a creative representation of a literary text by applying multi-
in terms of media and ICT skills
form and Do self- and/or peer-assessment of the creative adaptation of a literary
theme, with a text, based on rationalized criteria, prior to presentation
description of
its context
derived from
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 their elements, structures, and traditions from across the globe
cultures. through: Produce a creative representation of a literary text by applying
1. a written close multimedia and ICT skills
analysis and Do self- and/or peer-assessment of the creative adaptation of a
critical literary text, based on rationalized criteria, prior to presentation
interpretation
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.
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 Week 3
4. Flood
Use available tools for monitoring
5. Stormsurge
hydrometeorological hazards
6. El Nino
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 Observe precautionary measures and Week 4
3. Phases of a fire emergency 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
Recognize the importance of DRR on
3. Key Principles disaster risk in the community and avoid or limit
one’s life
adverse impacts of hazards.
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 Develop a community preparedness Week 7
2. Monitoring and Evaluation plan;
3. Early Warning Systems Prepare survival kits and materials for Week 8
4. Survival Kits and materials one’s family and for public
information and advocacy
Policies of DRRM -The Philippine Week 8
DRRM Law RA 10121 and its
Explain DRR-related laws and policies
Implementing Rules and
Regulations
(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 and
6. plate tectonics temperature (metamorphism)
7. how the planet Earth evolved in the last 4.6 compare and contrast the formation of the Week 4
billion years (including the age of the Earth, different types of igneous rocks
major geologic time subdivisions, and marker Explain how the movement of plates leads to Week 5
fossils). 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 Using hazard maps, identify areas prone to Week 7
hydrometeorological phenomena (tropical hazards brought about by earthquakes,
cyclones, monsoons, floods, and tornadoes or volcanic eruptions, and landslides
ipo-ipo) Identify human activities that speed up or Week 7
3. the different hazards caused by coastal trigger landslides
processes (waves, tides, sea-level changes, Using hazard maps, identify areas prone to Week 8
crustal movement, and storm surges) hazards brought about by tropical cyclones,
monsoons, floods, or ipo-ipo
Describe how coastal processes result in Week 8
coastal erosion, submersion, and saltwater
intrusion
419
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
Week 6
through domestication modification from common ancestors to
produce the organismal diversity observed
today
420
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
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
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
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
Nahihinuha na: Mahalaga ang pamimilosopiya Week 1
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
The learner understands the The learner distinguishes his/her own 3.1 Recognize how the human body imposes limits
1st
human person as an embodied limitations and the possibilities for and possibilities for transcendence
Quarter Week 3
spirit his/her transcendence Nakikilala na: Binibigyan ako ng hangganan at
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
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
Nakagagawa ng isang sanaysay (http://lourddeveyra.blogspot.com)
batay sa isang panayam tungkol sa Naiuugnay ang mga konseptong pangwika sa
Week 2
aspektong kultural o lingguwistiko sariling kaalaman, pananaw, at mga karanasan
429
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
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 Weeks 1
1. Self-assesses health-related fitness
fitness and exercise in optimizing one’s with proficiency and confidence to 7
(HRF). status, barriers to physical
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
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner leads dance events Weeks 1
1. Self-assesses health-related fitness
demonstrates understanding of dance in with proficiency and confidence to 10
(HRF). status, barriers to physical
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
4. Analyzes physiological indicators such as Weeks 1
3rd
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
Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration
The learners demonstrate an explain that knowing oneself can make a person
The learners shall be able to...
understanding of… accept his/her strengths and limitations and dealing
with others better Week 1
conduct self-exploration and simple
himself/herself during middle and share his/her unique characteristics, habits, and
disclosure
late adolescence experiences
the various aspects of holistic evaluate his/her own thoughts, feelings, and
illustrate the connections between
development: physiological, behaviors
thoughts, feelings, and behaviors in Week 2
cognitive, psychological, spiritual, show the connections between thoughts, feelings, and
a person’s holistic development
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 Evaluate one’s development through the help of Week 3
appropriate for middle and late responsible adolescents prepared significant people around him/her ( peers, parents,
1st
adolescence, and preparatory to for adult life and manage the siblings, friends, teachers, community leaders)
Quarter
early adulthood demands of teen years
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 Week 6
brain parts, its processes and thoughts, behavior and feelings.
functions which will be manifested
functions Explore ways on how to improve brain functions for
in thoughts, behavior and feelings
personal development
Develop a personal plan to enhance brain functions Week 7
441
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 explore one’s positive and negative emotions and how
how they are expressed
manner 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
the dynamics of attraction, love, and expressions of attractions Week 1
and make plans for building
commitment express his/her ways of showing attraction, love, and
responsible future relationships
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 their leadership or followership
the concepts about social influence, identify the different roles of
Quarter compare one’s perception of himself/herself and how
group leadership and followership leaders and followers in society
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 make a genogram and trace certain physical,
personal development during middle
development during middle and personality, or behavioral attributes through
and late adolescence
late adolescence generations
prepare a plan on how to make the family members
Week 5
firmer and gentler with each other
442
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
set a personal career goal based on
life goals, and personal factors influence career planning and decision-making. Week 6
the results of self-assessment of
influencing career choices and Identify career options based on different factors,
various personal and external
external factors career development concepts and personal life goals
factors
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 importance of personal development in making a
important component of setting
important component of setting career decision as adolescent
career and life goals Week 8
career and life goals 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
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 Describe the general types of intermolecular forces Week 3
function and structure of Explain the effect of intermolecular forces on the Week 3
biological macromolecules 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 Define catalyst and describe how it affects reaction rate Week 5
b. how much reactants are of action, and precautions Determine the limiting reactant in a reaction and Week 6
needed and how much products calculate the amount of product formed
are formed in a reaction Describe how energy is harnessed from different sources: Week 7
c. how much energy is involved A. Fossil fuels
in a reaction B. Biogas
2. how energy is harnessed 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
Give the use of the other ingredients in cleaning agents
b. cosmetics
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,
Explain how Brahe’s innovations and extensive collection
3. Copernicus, Brahe, and
of data in observational astronomy paved the way for
Kepler
Kepler’s discovery of his laws of planetary motion
4. evidence that the Earth is
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
scientific objections to the explain how Galileo inferred that objects in vacuum fall Week 2
Copernican model with uniform acceleration, and that force is not necessary
3. mass, momentum, and to sustain horizontal motion
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
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
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 social
that relate to major groups and institutions *Examine the functions and importance of education in the society Week 8
social interests
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 *Examine the concept, characteristics and forms of stratification systems Week 9
to wealth, power, society using sociological perspectives
and prestige
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 *Suggest ways to address social inequalities (local, national and global) Week 11
and the global
community
454
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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
st challenges
1 Quarter understanding of: independently compose an
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
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
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
that advocates or to an respond to the proposed ICT Project for Social Change on the basis of
mobilizes for a issue in specific content, value, and user experience
specific Social Change professional
or cause tracks 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) develop a working prototype of an ICT Project for Social Change
2. Street food safety and
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
3. Website
4. Illustrated document
5. Podcast or webcast
Content Performance
Quarter 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
of a reaction paper/ assessment of an or a program
review/ critique event, a person, a
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 paper in a specific a. Art
discipline b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
- Home Economics
- Agri-Fishery
- IA
- ICT
464
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1st Quarter The learner The learner independently
demonstrates creates/provides a quality and Discuss the relevance of the course Week 1-2
understanding of key marketable product and/or
concepts, underlying service in Entrepreneurship as Explore job opportunities for
465
The learner The learner independently Recognize the importance of Week 7-9
demonstrates creates a business vicinity map marketing mix in the development
understanding of reflective of potential market in of marketing 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
• Select/pinpoint potential
suppliers of raw materials and
other inputs necessary for the
production of the product or
service;
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 Nabibigyang-kahulugan ang mga terminong akademiko na may Week 11-13
teknik ng pagsulat ng palitang kaugnayan sa piniling sulatin
akademikong sulatin pagkikritik Natitiyak ang mga elemento ng pinanood na programang Week 11-13
(dalawahan o pampaglalakbay
pangkatan) ng Nakasusulat ng organisado, malikhain, at kapani-paniwalang Week 14-16
mga sulatin 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
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 Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
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
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) Constructs an instrument and establishes Week 1-
5. data collection and analysis its validity and reliability 3
procedures such as survey, Describes intervention (if applicable) Week 1-
interview and observation 3
6. guidelines in writing research Plans data collection procedure Week 1-
methodology 3
477
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
d. pricing power
e. others
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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 1.3 formulate a “code of ethics” that reflect core
others’ property) 3. explain the core Week 3
principles derived from analyses
principles of fairness,
4. common practices in accountability and
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 Week 4
into business practices
ethics (Socrates, Plato, their implication for
Aristotle, Confucius, business principles
etc.) and practices 2.2 explain how the belief systems influence
Week 5
business practices
2. the impact of belief 2. describe various
systems (Buddhism, belief systems, and 2.3 infer how Filipino value system influence
Week 6
Islam, Christianity, etc.) their similarities and business practices
differences in relation
3. the Filipino Value to the business
System (Utang na Loob, setting
Filial Piety, Padrino 2.4 generate ways to improve business practices
Suki, Bahala na - 3. describe how the guided by the philosophies, belief system or Week 7
Mañana, Amor Propio, Filipino value system Filipino values
Filipino Family Values) affects the attitudes
of business
constituents
1. the responsibilities and 1. identify 3.1 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
4th Quarter other stakeholders; responsibility f. general public
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, distribution dilemmas, fraud, unfair competition, Week 2
fraud, unfair unfair communication, nonrespect of agreements,
competition, unfair environmental degradation, etc.
communication,
nonrespect of
agreements, 3.3 Describe the different models and frameworks
environmental Week 3
of social responsibility
degradation, etc.)
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 explain the flow of funds within an organization –
financial manager through and from the enterprise—and the role of
4. describe how the financial manager the financial manager
helps in achieving the goal of the
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 explain tools in managing cash, receivables, and
financial position, and projected cash flow inventory
statement
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
obligation to creditor, and sources of funds, and enumerate their
reportorial necessities requirements and process for loan
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 explain the risk-return trade-off
3. prepare loan amortization tables
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
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners demonstrate an The learners are able to… The learner…
understanding of…
3 rd the definition, nature, function, and cite specific examples in which Week 1
define accounting
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,
define internal users and give examples
type of decisions to be made, and
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
transactions, types of source or debit and credit, and apply these to analyses of business transaction
business documents, and the rules of simple cases
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 general journal
in 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. posts transactions in the general and subsidiary
namely: sales journal, purchase ledgers
journal, cash receipts journal and prepares a trial balance
cash payments journal prepares adjusting entries
2. Posting to the ledger, namely: completes the accounting cycle of a
general and subsidiary ledgers 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
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners demonstrate an The learners are able to… The learner…
understanding of…
1 st 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
accrued expenses, unearned income, noncurrent
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 perform vertical and horizontal analyses
solvency, profitability, and stability of the of financial statements of a single
business Using the downloaded sample financial proprietorship
statements, he/she performs horizontal compute and interpret financial ratios
and vertical analysis, computes various such as current ratio, working capital,
financial ratios and interprets the level of gross profit ratio, net profit ratio,
liquidity, solvency, stability, and receivable turnover, inventory turnover,
profitability of the business 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 prepare a bank reconciliation statement
2. preparation of a 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
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
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, and environmental forces affecting business environment using PEST and SWOT strategies
how the environment the firm and summarize these
affects the firm using Political Economic Social *Analyze the forms and economic roles of business organizations
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
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 11-12
and movement
demonstrate knowledge in
how motivation, motivation, leadership, and *Analyze motivation,leadership, and communication work in an Week 13
leadership, and communication by solving organization
communication work business cases
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
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
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
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 and community-action initiatives
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
communities
1st Quarter
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
global community development (e.g. Week 7
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
Week 1
b. social equity
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
initiatives based on its core values Week 3
2nd Quarter 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
Week 8
plan that applied the methods of
social sciences
501
Content Performance
Quarter 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
1stQuarter/ understands the and coherently Create samples of the different literary elements based on one’s
rd
3 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
creative output. 2. Formulating a thesis statement
nonfictional text. 3. Organizing and developing ideas
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
2ndQuarter/ 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 creative presentation Reflection Essay, True Narratives, Blogs, Testimonies, Other Forms)
nonfiction types summarizing and
and forms. analyzing the form,
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 Write a draft of creative nonfiction piece based on memorable real-life
techniques and and engaging experience
devices of creative creative nonfiction. Revise the draft based on desirable qualities of well-written creative
nonfiction enables nonfiction
him/her to
effectively critique
and write creative
nonfiction.
Content Performance
Quarter 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
1stQuarter/ an understanding be able to produce evoke meaningful responses from readers
rd
3 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 understanding be able to produce specific forms of poetry
of poetry as a a short, well- Write a short poem applying the various elements and literary devices
genre and how to crafted poem exploring innovative techniques
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 elements of fiction
analyze its story.
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. Write at least one scene for one-act play applying the various elements,
elements and techniques, and literary devices
techniques.
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the
an understanding be able to produce different literary and/or socio-political contexts of creative writing
of the different a craft essay on the
orientations of personal creative
creative writing. process
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
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
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
explain the principles of counseling
difficult situations (e.g.,
postdisaster, 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
5. identify specific work areas in which
critique their roles, functions, and
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, 2. explain the principles and core values
groups, or communities involved in of social work
difficult situations (e.g., post
disaster, court hearing about
separation of celebrity couple, cyber
Week 5
bullying)
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 4. identify specific work areas in which
and critique their roles, functions, social workers work
and competencies
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
communities
present results and
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
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 of communication
adults (i.e., ages 18–21) on their
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
13. distinguish the appropriate Week 1
pertinent institutions
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: Week 2
or necessitate the performance of
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
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 *Analyze the basic concepts and principles of the major social
the with their historical and science theories: Week 5
different disciplines social foundations 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 *Apply the major social science theories and its importance in
Social experiences using relevant examining socio-cultural, economic, and political conditions.
Sciences approaches in the Social a. Structural-functionalism Week 6-7
Sciences 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
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, *Analyze the influences of religion to culture and society Week 3
positive and negative. editorial, etc. showing the
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
a. Founders: Abraham of Judaism: The learner beliefs, practices, and related issues of Judaism.
(2000 B.C.) and/or identifies a story from the Old
Moses (1391-1271 B.C.) Testament that demonstrates
b. Sacred texts: Torah, the Jewish belief in one God
Poetry, Prophets, (e.g. Story of Samson).
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:
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 possible Week 6
declaring there is no inviting a Muslim).
other god but Allah and *Examine the brief history, core teachings, fundamental beliefs,
Muhammad is His practices, and related issues of Islam
messenger, Salat-ritual
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
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, *Analyze the brief history, core teachings, fundamental beliefs,
Artha-wealth, practices, and related issues of Hinduism. Week 8
2nd Quarter Mokshaliberation,
Brahman, Atman, the
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
*Analyze the brief history, core teachings, fundamental beliefs,
c. Doctrines: Four
practices, and related issues of Mahayana Buddhism
Noble Truths, Eight-fold
Path, The Six
Perfections to become
a Bodhisattva
(generosity, morality,
patience, perseverance,
meditation, and insight)
*Explain the uniqueness and similarities of Mahayana and
d. God: non-theistic e.
Theravada Buddhism
Issues: Tibet invasion,
Engaged activism f.
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
a. Founder: Confucius
(551-479 B.C.)
b. Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien, Human *Analyze the brief history, core teachings, fundamental beliefs,
nature as 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 Week 13
practices, and related issues of Taoism
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 *Explain the uniqueness and similarities of Confucianism,
Japanese prime Taoism and Shintoism Week 15
minister
520
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
anyo at nasusuri ang eksena/tagpo para kuwento (piksyon)
mga sa isang maikling Nakasusulat ng dyornal at ilang maikling pagsasanay na Week 7-8
elemento/sangkap kuwento 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 Nakasusulat ng isang sanaysay Week 4-5
na malay na Nakabubuo ng blog na pangkatan para sa tula at/o maikling Week 6-8
gumagamit ng kuwento (piksyon) gamit ang kasanayang pang- ICT at iba
piniling pang angkop na anyong multimedia.
oryentasyon sa Natutukoy ang iba’t ibang paraan ng publishing media para sa Week 6-8
malikhaing paglalathala ng manuskripto
pagsulat 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
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
Week 5-6
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
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, 3. Point out the elements that make up a
artwork, and other graphic trend
representations. 4. Describe the different characteristics of a
trend
5. Identify parts of a whole.
1st Quarter 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 and map of the networks of power thinking
intuitive thinking. relations (political, economic, • Define strategic analysis and
intuitive thinking Week 3
524
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 actually solve the problem of climate Week 6
climate change. the problem of climate change and change
explain why.
3. Make a stand on how the consequences of
2) writes a resolution that you can one’s action affect the lives of others and
share with your friends about how the environment
you can personally contribute
525
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 3. Differentiate participatory from
biases, poverty, political representative democracy
marginalization, racial inequality, 4. Assess democratic interventions prevailing
cultural domination, crisis of in political and social institutions
2nd Quarter representation and politics of 5. Formulate a viable alternative to Week 2
recognition. 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 2. Illustrate how the brain or neural network
neural and social students play in the community works
networks. (family members, community 3. Compare the neural networks with social
leader, etc.) and rank the networks Week 6
significance of the roles played 4. Establish linkage between self and the
within the community. social network one belongs to
526
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
rd
3 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 limx→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 of values and graphs of the functions Week 2
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 models compute the antiderivative of a function using substitution rule
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
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
Week 5
b. Facilitated Transport recyclable materials membrane to its function
c. Active Transport Explain transport mechanisms in cells (diffusion osmosis,
Week 6
d. Bulk/Vesicular facilitated transport, active transport)
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 Determine how factors such as pH, temperature, and
Week 7
Nucleic Acids substrate affect enzyme activity
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 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
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
Draw an orbital diagram to represent the electronic Week 6
1. enzyme action configuration of atoms
the arrangement of elements 2. protein denaturation Week 7
in the periodic table and trends 3. separation of components in
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
Apply the octet rule in the formation of molecular
properties
covalent compounds
2. the properties of ionic
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 Describe the geometry of simple compounds Week 7
relation to their structure 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
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
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 Solve problems using Newton’s Laws of motion in contexts Week 5
Newton’s Laws 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 Interpret the work done by a force in one- dimension as Week 6
6. Conservative and an area under a Force vs. Position curve
nonconservative forces Relate the gravitational potential energy of a system or Week 6
7. Gravitational potential object to the configuration of the system
energy Relate the elastic potential energy of a system or object to Week 6
8. Elastic potential 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 Solve problems involving center of mass, impulse, and Week 8
Problems 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
3. Gravitational potential Discuss the physical significance of gravitational field Week 2
energy Apply the concept of gravitational potential energy in Week 2
4. Orbits physics problems
5. Kepler’s laws of planetary Calculate quantities related to planetary or satellite Week 2
motion motion
For circular orbits, relate Kepler’s third law of planetary Week 3
motion to Newton’s law of gravitation and centripetal
acceleration
542
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 Calculate the equivalent capacitance of a network of Week 3
2. Dielectrics 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 Describe the effect of temperature increase on the Week 5
4. Electrical safety resistance of a metallic conductor
546
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
electromagnetic waves, optics, Compare and contrast electrostatic electric field and non- Week 7
relativity, and atomic and electrostatic/induced electric field
nuclear theory Calculate the induced emf in a closed loop due to a time- Week 7
varying magnetic flux using Faraday’s Law
2. Apply ideas from atomic and Describe the direction of the induced electric field, Week 8
nuclear physics in contexts magnetic field, and current on a
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 Law) passing through a series of polarizers applying Malus’s
7. Applications of reflection, Law
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 focal length, index of refraction [for lenses]) to image and
4. Geometric optics 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
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
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 define a parabola Week 2
equations systems of nonlinear graph a parabola given an equation in vertex form
equations define an ellipse Week 3
graph an ellipse given an equation in standard form
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 illustrate the domain and range of the different circular functions Week 4
polar 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
trigonometric trigonometric equations
functions
552
553
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 Week 1-
through documentation and cataloguing (text 2
and images in digital or print: ex. Glossary of
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
2nd traditions, and the production critiquing existing samples and by visiting
Quarter and marketing aspects of visual museums/gallery, studio, production houses, relates the components of arts and design
Week 5-
and applied arts. local/indigenous arts groups through visual production to different arts and design forms.
8
documentation and/or writing reflection papers.
554
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 explains the value of life stories as valuable
collective character of theater production 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
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
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
identifies hazardous materials, industry-related WEEK 3-
and habits that help prevent injuries
demonstrates an understanding of injuries and their causes used in art production 4
1st related to art forms
how the body functions in the practices basic first-aid measures according to WEEK 5-
Quarter
creative work environment 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
2nd practices in the creative work produces a working resume draft that contains
WEEK 3
Quarter environment 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
WEEK 4-
working environment international market conditions related to a specific
5
art form
557
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
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-
communicate ideas, create meaning, and and principles of organization in dimensional art; sculpture, installation and 8
elicit response from the audience art works 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
Quarter improvisation as inspired by other art forms
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
WEEK 6-
through the manipulation of the elements arts in order to communicate
8
and the principles of the arts in selected ideas, express emotions, and
forms of creative expression create meanings
559
Semester Content Standards Performance Standards Most Essential Learning Competencies Duration
2 nd 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
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 allied Philippine art and cultural forms in the cultural forms in the community Week 2
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 different cultural workers of the different cultural art forms
traditional art and cultural forms and the roles of the human resource of the
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 creativity- inducing exercises in problem solving through:
of "artistic creation" such as inducing exercises in problem solving - unfreezing exercises
brainstorming, creative visualization, - 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
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
performing arts, and of visual, media forms to the type of needs and availability of
art and design forms resources
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 different of the various art forms to the context cultural traditional forms
cultural traditional forms of the community
demonstrates an understanding of develops concrete production logistical23. 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 of requirements, both staffing and physical
coordination skills production requirements
b. identification of physical production
develops an appreciation and requirements production venue, production
understanding of the different arts design (sets, props)
563
venues for the art events and their coordinates effectively among
space requirements production personnel: artists, c. how to connect project requirements to
production and technical staff potential project resources
d. identification of the different types of
develops an understanding of identifies appropriate venues for materials/equipment used in each type of project
programming concepts particular art events
identifies the different budget items schedules the program of art e. relationship of the different possible venues for
for different art events/activities possible art events based on production
relates the budget items to the requirements
different art forms
2nd demonstrates understanding and develops marketing messages using 29. writes a brief information to promote and Week 3
Semester creativity in marketing different forms of technologies to market the event
communication promote the art event
demonstrates awareness and makes an audience survey design 30. identifies, explores the different technologies Week 3
understanding of audience applying the basic sales strategy to promote the art event
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 behavior towards art forms
ticketing (budget income=expense c. identification of the different audience survey
report) designs
d. the importance of conducting audience survey
design
relates/ translates the laws on to e. identification of the basic sales strategies
develops awareness and practical applications f. the appropriate ticket price for the particular
understanding of the basic laws event:
governing arts and culture performs basic application of certain - Fund Raisings
laws: e.g Oplan Bantay Sining/Kultura:. - Arts for a Cause
identifying (possible) violations of g. complies to the laws—identification of (possible)
these laws such as sale of pirated violations in their communities
DVDs, disrespect of cultural treasures h. identification and reporting of (possible)
Basic standard deductions: SSS, etc. violations in their communities of basic
Philhealth, etc constitutional rights:
includes tax systems (deductions) in -- Freedom of Expression
the financial transactions of the art -- Intellectual Property Rights
event -- National Heritage Law
-- Indigenous People's Rights Law
applies TINs from BIR; prepare -- Basic Taxation Systems: Income Tax, VAT, etc.
applications for SSS PhilHealth ,etc.
Weeks
32. Basic understanding of the tax system and 4 -5
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 to b. good personal work habits
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
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
WEEK 1
performing arts script, conducting and documenting identifies the possible careers associated with
production meetings and the performing arts field by undergoing the
preliminary outputs from the process of a production
various production teams conceptualizes a chosen material for staging
which may include reworking of a pre-existing
material or creating an original piece
2nd SEM/ collaborates with other art disciplines
QUARTER creates music, dance and designs appropriate to WEEK 2-
3 the production concept 4
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
WEEK 5-
stage experimentations and improvisations
8
designs the physical action and movement on
stage of the theatrical performance through
568
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.
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
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
GUIDING OUR TEACHERS: A Briefer on the Use of the Special Program in the Arts ( SPA) MELCs
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)
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
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.
8. reads music for ensemble
demonstrates understanding playing and singing.
of the various methods and
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
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
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 applies appropriate technical 8. displays familiarity in Week 5 to Week 8
playing techniques, and sight skills in performing diverse various performance
reading skills 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 6. uses technology to notate, Week 4 to Week 6
reading skills. in voice and/or instrument- transcribe, record or
playing. sequence music.
7. displays mastery of the Week 7 to Week 8
musical elements through
performs skills for voice and musical performances.
instrument-playing.
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 music compositions or training and nature of work.
careers. arrangements. 2.evaluates one’s aptitude, Week 5 to Week 8
interest and abilities in
relation to the various music
professions.
612
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 uses technology to musical performances.
techniques, instrument document music
playing techniques, and sight performances.
reading skills. applies appropriate technical
skills in performing diverse
musical styles.
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
demonstrates defines dance
understanding of the • As an emotional
exhibits skills on the WEEK 1
basic concepts, expression.
different dance
characteristics and • As an artistic expression.
forms/genres.
1st Quarter functions of dance, discusses the functions of dance. WEEK 2
movement identifies the nature and characteristics of each dance
WEEK 3-4
vocabularies, form/genre
forms/genres and its explains the relationships of the different dance
WEEK 5
relationships for the forms/genres.
613
demonstrates performs basic dance defines the meaning of dance movements. WEEK 1
understanding of the movement explains the importance of body as a medium of
WEEK 2
concepts of dance combinations communication for dance.
movement and space in (locomotor and non- communicates ideas and expressions through simple body
relationship to dance. locomotor) in relation movements using locomotor and non-locomotor WEEK 3-4
2nd Quarter
to space. 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 basic describes the elements of dance. WEEK 1
knowledge and movement correlates relationship among the different movement WEEK 2
understanding of the combinations using patterns.
basic elements of dance the elements of dance performs movement combinations in relation to- WEEK 3-4
and movement in accordance with Rhythm
framework of Rudolph the movement Force
Laban. framework of Space
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 movement combinations inspired differentiates movement characteristics of the local and/or WEEK 2
combinations inspired by the local cultural /regional dances.
by the local cultural experiences and/or a creates short movement phrases inspired by local cultural WEEK 3-4
experiences and/or a regional dance. 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
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 executes the different hand /arm movements in folkdance. WEEK 1-2
appreciation of the and Mindanao, based on explains different terminologies, the nature and
significant historical dance literature. characteristics, historical background and basic dance steps WEEK 3
context of of selected Philippine folkdances.
local/regional/ national performs basic dance steps in
dances. 2, 3, 4 time signatures used in the dances WEEK 4
1st Quarter
4 4 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 national dances. explains the importance of staging Philippine folkdance
WEEK 3
Folkdances for (local/national).
2nd Quarter productions and/or illustrates how the stage is effectively used for the
WEEK 4
performances. 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
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 analyzes the application of ballet technique to other dance WEEK 8
exercises. 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 executes Cunningham contemporary dance technique. WEEK 3-8
dance.
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
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
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 executes varied floor, barre, and centrework exercises. WEEK 3-8
in the development of dance. 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.” applies choreographic technique in movement exploration. WEEK 2-8
production 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
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
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 • identifies the various Week 3 to Week 4
craft. and community exposures. 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
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.
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 their motivations.
cultural heritage.
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
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 2. analyzes selected pieces Week 2 to Week 3
direction as applied in the for production using
pre-production. 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 2. executes the tasks of the Week 7 to Week 8
performers. 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.
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
WEEK 2
Filipinos to transmit ideas. artwork.
creates artworks using
identifies the characteristics of elements and principles of art. WEEK 3
Philippine pre-historic
1st Quarter produces a catalogue of art and designs determining the purpose
subjects in the context of WEEK 4-5
and meaning of early traditional arts and symbols.
the present Visual arts.
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
WEEK 7-8
Philippine arts. 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.
using varied colors. WEEK 6-8
points out the elements and principles of arts used in each
artifacts.
demonstrates creates varied artworks in identifies the tools and materials in freehand sketching WEEK 1
3rd Quarter
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
WEEK 5
Philippine arts, culture and landscapes in various of arts in freehand sketching composition.
structures. positions and different draws structures and landscapes in different perspective views
angles. 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
4th Quarter themes
depicted/communicated in constructs props, costume and stage design for festivals or other
festivals/ceremonies and celebrations
in the creation of WEEK 5-8
household items for
everyday life.
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 organizes visual perception to create meaning to visual
WEEK 3
perception, color theories, compositions.
1st Quarter
principles and painting creates perceptual elements using symbols, size and space, clutter
WEEK 4
techniques used in Asian and order and visual cues
arts. 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
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.
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
WEEK 3-4
traditional designs of the that still exist. 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 draws posters showing the importance of religious symbols and
WEEK 3
2nd Quarter human figures based on the forms standards on 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
3rd Quarter 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 utilizes computer software in creating monogram design, poster
WEEK 2
new technologies. cartoons/comics , graphic 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
WEEK 4
in the production of different silkscreen/stencil/stamp printing).
visual materials as a major operates camera in applying basic rules and principles in
WEEK 5
component in photography
communication. 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
media in modern art quality photographic
movement and its relevance images using digital converts photographs into computer graphics or cartoons WEEK 2
to the modern society. technology, computer characterizes the different visual forms WEEK 3
aided images, 3D, evaluates art functions WEEK 4
installation arts. develops installation art ideas using varied mediums and WEEK 5
4th Quarter
materials
composes varied installation art WEEK 6
prepares designs for produces artworks combining the different visual forms WEEK 7-8
various activities and reflecting its functions.
events using the modern
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 creates contemporary arts and designs depicting Asian arts and WEEK 3-4
creation of contemporary media. 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
and function. objects (household tools) creates artworks expressing essential messages on social and WEEK 7-8
global issues through discovering new styles
4th Quarter demonstrates understanding produces innovative identifies the different innovations in art WEEK 1-2
of new media and its role to artworks using digital art makes varied artworks using new technologies that provide WEEK 3-4
636
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 local customs, rituals, relates the significance of festivals in their lives WEEK 3
(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
WEEK 5-6
portrayed in various media 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.
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 identifies the terminologies, techniques and processes of WEEK 2
techniques photography
distinguishes the different types of cameras (film and WEEK 3
1st Quarter
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
WEEK 8
based on principles and techniques
demonstrates mounts an exhibit of photos identifies the techniques, processes and principles of WEEK 1
2nd Quarter
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 relate a story or theme. and media online
4th Quarter
visualization. applies the principles of web design using wysiwyg WEEK 3-6
platforms
summarizes creative process through blogging, vlogging WEEK 7-8
and podcasts
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
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 analyzes mainstream and independent Filipino films WEEK 3
they are applied in the form. the film media. 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
demonstrates
understanding of literary
642
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 legend as language of creative expression.
legends as reflections of 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 1.1 short story
elements of short story, exemplifying their 1.2 poetry WEEK 1-2
poetry and drama. respective elements. 1.3 drama.
demonstrates an produces a literary utilizes the elements of creative non-fiction through a literary
appreciation of various travelogue. travelogue.
WEEK 6-8
forms of creative non-
fiction.
643
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 cultural resources of compares the roles of a literary artist and an
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 the
distinguishing elements results of the
WEEK 5-8
of the various literary cultural mapping.
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
presentational act. techniques in explains how the use of expressive language draws meaning
sharing a story. to an act. WEEK 3-4
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
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 WEEK 2-8
historical literature. and approaches.
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
WEEK 5-8
popularization of non- language/dialect.
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.
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
WEEK 4-6
which combines a literary digital-based literary
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
WEEK 1-2
practices in the production transformation. of corruption in various forms).
of literature for social
transformation. utilizes interdisciplinary Philippine style/genre in producing literary
works for social change. WEEK 3-4
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
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
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:
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
develops health-related fitness components (i.e. aerobic cardiovascular system
components for efficient capacity, strength, and • describes methods of aerobic training Week 3
performance. flexibility). • differentiates continuous, interval, and fartlek Week 4
training
• differentiates the adaptations of slow twitch, fast Weeks 5-6
twitch, and intermediate muscle fibers to resistance
training
• recognizes the importance of performing both Weeks 7-8
aerobic and resistance training for every athletic
651
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 Week 3-4
deceleration and their applications in sport
• understands the concepts of force and power and Week 5-6
their applications in sports
• performs and evaluates one’s balance, agility, speed Week 7
and power using different methods of testing
• identifies errors in performance and is able to Week 8
correct technique.
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 Weeks 5-6
improving balance and stability
• discusses the impact of functional training on Weeks 7-8
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 injuries Week 2
Week 3
653
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 Week 3
and motor learning in mechanical aspects of human
exercise, sport, and play
• practices throwing, striking, and kicking techniques Week 4
and understands their applications to sport.
• practices swinging and rotating exercises and their Week 5
applications to sport
• practices preparatory actions needed for each skill Week 6
to be effective.
• demonstrates proper jumping technique and Week 7
differentiates types of jumps
• performs a qualitative analysis of sports skills 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
conditioning program. be included in the conditioning program of a
specific sport
• identifies the ideal method of conditioning in Week 4
athletics
• identifies the ideal method of conditioning in Week 5
racquet sports
• identifies the ideal method of conditioning in Week 6
throwing events in athletics.
655
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 Week 3
contributes to the recovery of athletes from sports
specific injury
• explains the importance of recovery time from Week 4
sports specific injury
• manifests awareness of the effectiveness of Week 5
recovery time that may contribute to the recovery
of athlete from sports specific injury
• evaluates the different aspect of recovery time as Week 6
one process of recovery from sports specific injury
• recognizes the effectiveness of psychological Week 7
recovery which contributes to the recovery of
athletes from sports specific injury
• conducts a mini conference about the importance
and effectiveness of different process of recovery Week 8
from sports specific injuries
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
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.
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 SPTVE SPECIALIZATION COURSES
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W2
beauty-care and wellness industry standards - performs proper draping for head and body W3
technology
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 techniques W7-8
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 Production W3
principles in agriculture
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 W6-8
constructing geometrical standards.
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 W6-8
constructing pictorial industry standards.
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 W3-4
performing working accuracy based on industry - prepares notes and specifications of working drawings W5-8
drawings. standards.
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
and principles in Entrepreneurial Competencies (PEC) clusters
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
management and business. using appropriate computer applications
organizational functions of programs/applications.
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 W7-8
management, marketing, operating a small business evaluation of sales, costs, income and cash flows and financial
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 service.
business.
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 business activity, prepares and
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
operations. and evaluating business
operations.
GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION: AGRICULTURE (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W7-8
facts to supervisors according to established company
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.
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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
in fishing operations - safekeeps/disposes of tools, materials and outfit according to W3
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
different guidelines in capture operation - selects and operate equipment following safety procedures W5
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 W3
sanitation safety practices
- renders safety measures and First Aid procedures W4
- implements housekeeping activities 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 W8
preventing fire and operations
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 W2
First Aid procedures
- manage burns in accordance with established First Aid W3
procedures
- manage bone, joint, and muscle injuries in accordance with W3-4
established First Aid procedures
- adapt First Aid procedures for remote situations 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 W7-8
appliances in accordance with regulatory requirements,
manufacturer’s instruction, and company procedures
Q3 The learners demonstrate The learners independently - uses and maintains ropes in accordance with enterprise W8
an understanding of apply deckhand skills in a procedures and manufacturers’ manual
Q4 various principles and boarding a fishing vessel - performs basic knots, bends, hitches, splices and common W1
theories in applying whipping
deckhand skills in aboard a - operate winches, capstans and windlasses in accordance with W1-2
fishing vessel operational requirements and manufacturers’ instructions
- 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 anchored W4
- secure the vessel for and at sea W4-5
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 W7-8
theories in assembling and
repairing damaged netting
671
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - identify appropriate sealant/adhesive in line with job W1
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 W1
appropriate standard operating procedure (SOP)
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 W3
principles in moving 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 - maintain measuring instrument W4
and calculations
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 conducted W5
theories and principles in with - apply information accessed in the manual W5
interpreting manuals of - store manual properly for easy access and updating W5
specifications in
automotive servicing
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 W6
lubricant/coolant
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 W7
shop maintenance safety) procedures and environmental regulations
- 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
concepts and underlying products catalogue system
principles of identifying - order part/product for customers W6
and selecting original - review personal training performance and finalize W6-8
automotive parts and documentation according to organizational and legal
products requirements
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 - replace electrical/electronic units/assemblies using approved W1-2
electrical/electronic methods, tooling and equipment in accordance with company
units/assemblies 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
principles of removing and manufacturer / component supplier specifications
tagging transmission - tag transmission components W5-6
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 W7
batteries as per manufacturer’s standard and observing
personal safety.
- demonstrate the procedures in servicing the battery as W7
indicated in the manual and observing personal safety
- demonstrate the procedures in jump starting as indicated in W8
the manual and observing personal safety
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 and repairing electrical security - test anti-theft system without causing damage to workplace, W7
repairing electrical system components. property and vehicle
security system - repair electrical security system and components without W7
components. causing damage to any workplace property or vehicle
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 (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 alternatives W6
underlying technical and specifications, job - perform cutting operations following task specifications, job W6
scientific principles in requirements and safety requirements and safety procedures
performing basic bench procedures. - perform boring operations following task specifications, job W7
work operations. requirements and safety procedures
- perform grinding and shaping operations W7
- perform bending operations following task specifications, job W8
requirements and safety procedures
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
the maintenance of tools and equipment based based on industry standards and manufacturer’s manual
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 W2
manual reading and validation and verification standards
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 based
the preparation of on industry standards.
carpentry tools and
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 W7-8
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 W1
materials.
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 W7-8
safety precautions
Q4 - perform concreting work W1-7
- perform housekeeping W8
GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION: DOMRAC (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W3-4
workplace satisfaction
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 manufacturer’s W7-8
measurements and tasks. specifications and standard operating procedures
calculations
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 W4
maintenance accordance with company procedures
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 W7-8
procedures and according to job requirements
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 W6-8
circuits using specified testing procedures
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 accordance W1-3
works with manufacturer’s specifications/PEC
- perform basic electrical repair in line with OHSA regulations W4-8
679
GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION: ELECTRONICS & ELECTRICAL (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner efficiently applies - assess quality of received material or components within W1
an understanding of the quality standards in the workplace standards and specifications
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 in accordance with process W3-4
workplace improvement procedures
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 manufacturer’s W7-8
measurements and tasks. specifications and standard operating procedures
calculations
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 and W3-7
manufacturer’s testing criteria
specifications and testing - evaluate the testing process and records system based on W8
criteria standard procedures
GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION: MECHANICAL (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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
• cutting, chipping and - cut, chip, and file flat, rectangular or round blocks according W2-4
filing flat, rectangular to working drawing and standard procedures
or round blocks.
• drilling, reaming and - drill, ream and lap hole in accordance with the working W4-6
lapping the hole. drawing specification following safety practice
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 on W1-2
for maintenance. manufacturer’s specifications
- maintain hand tools used in machine repair and maintenance W2-3
according to housekeeping procedures
Q2 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 W7-8
specifications.
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 & FABRICATION (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - select appropriate measuring instruments for a specified task W1
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 W6
dimensions/specifications
- clean surfaces and edges in conformity to OHS practices W7
- prepare welding consumables in accordance with job W7
requirements
- set-up welding machine according to manufacturer’s manual W7-8
- set-up welding accessories in accordance with manufacturer’s W8
manual
- set-up welding positioners, jigs and fixtures in conformity with W8
job requirement
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 W3-4
procedures
- weld butt joint in flat and horizontal position in accordance W4-6
with welding standards
- mark/locate weld defects in accordance with job W7
requirements
- remove weld defects in accordance with welding procedures W7-8
- perform re-welding in accordance with repair requirements 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 (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W3-4
client/customers. clients/customers.
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 manufacturer’s W8
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
Q4 concepts, principle and pedicure services. - performs basic nail designs according to the client’s nail W1-4
techniques in manicure 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 COOKING (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - use correct information to assist effective work performance W1
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 W7-8
requirements
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 - use appropriate interpersonal skills to ensure that customer W5-6
principles in providing service is accurately provided
effective customer service - deliver prompt service to customer in line with enterprise W6-7
procedure
- handle queries through use of common business tools and W7-8
technology in line with enterprise procedures
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
core concepts and competencies in preparing characteristics
theories in bread and and producing bakery - bake according to techniques and appropriate conditions; and
pastry production products enterprise requirement and standards
- decorate and present bakery products according to standard W3-5
recipes, enterprise standards and/or customer preferences
- 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
Q4 - decorate and present pastry products in accordance with W1-2
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
theories in preparing and according to established standards and procedures
displaying petits fours - display petits fours creatively W7-8
- store petits fours according to established standards and W8
procedures
688
GRADE LEVEL: 8
SUBJECT: SPTVE
SPECIALIZATION: DRESSMAKING/GARMENTS (COMMON COMPETENCIES)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - obtain measurements based on job specification W1-3
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 W3
applying quality standards quality standards - record information based on standard procedures W3
- study causes of quality deviations Identify suitable preventive W3
action based on set quality standard
- 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 COMPETENCIES)
QUARTER 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 procedures W1-2
principles in applying Systems Servicing and - perform quality maintenance for received materials in W2-3
quality standard and Telecom OSP and Subscriber accordance with workplace standards and specifications
maintenance in Computer Line Installation (Copper - engage in quality improvement to ensure customer W3
Systems Servicing and Cable/POTS and DSL) satisfaction
Telecom OSP and
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 - work with files and folders (or directories) W6
personal computer - work with user application programs W6-7
- print information or document on the installed printer W7-8
- 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 W2-3
requirements
- produce output/ data using computer system in accordance W3-4
with standard operating procedures
- use basic functions of a www- browser to locate information 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
principles in performing tasks specifications and standard operating procedures
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 W2-3
principles in preparing and plans accurately and drawings in accordance with job requirements
interpreting technical - store technical drawings and equipment/ instruments W3
drawings and work plans according to company procedures
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 W7-8
systems servicing procedures, principles, and techniques
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 CROPS PRODUCTION
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W3-4
materials, tools and procedure
equipment in - clean up on completion of cropping work according to W4
agronomic/horticultural company standard procedures
crop production.
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
underlying concepts and based on required task with manufacturer’s manual and Phil GAP (Philippine Good
principles in performing Agricultural Practices) standard
nursery operations - maintain nursery facilities according to Phil GAP standard W5-6
- handle seeds/planting materials in accordance with the W6-7
standard procedures
- prepare growing media according to crop requirements W7-8
- conduct propagation activities based on recommended W8
practices
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 procedures - dig holes and pply basal fertilizer based on recommended W5-7
amount
- perform direct seeding according to recommended practices W7-8
for a particular crop
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 W5-7
OSHS and PNS: PAES 101
- perform physical growth-enhancing practices based on crop W7-8
requirement
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 out standard procedures GAP principles
harvest and postharvest - perform post-harvest operation based on standard W5-7
operations procedures
- monitor storage pest and diseases W7-8
GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION: AGRICULTURAL CROPS PRODUCTION
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W1
procedures
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 W2-3
land preparation procedures
Q1 The learner demonstrates The learner operates farm - prepare materials, tools and operate machine and equipment W3
an understanding of the tools, machineries and for rice land preparation based on OHS requirements and
principles and practices equipment in rice land established practices
associated with the preparation - perform post-operation activities according to environmental W4
preparation of rice land regulations and established practices
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 standards W8
establishment
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 W7-9
operations. and accepted recycling/composting practices and procedures
- clean up on completion of crop care work according to W8
storage guidelines and OHS requirements
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 requirements W2-4
principles in conducting of - carry-out postharvest operations based on recommended W4
harvest and post-harvest technologies
operations
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 - handle materials and equipment according to enterprise W7-8
threshing. 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
operating tools, enterprise guidelines
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
principles and practices in machinery in rice milling procedures
operating tools, - undertake rice milling activity as directed according to W5-7
equipment and machinery enterprise guidelines
for rice milling - handle materials and equipment according to enterprise W7-8
guidelines
- clean up on completion of rice milling activities according to W8
standard procedures and good environmental practices
GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION: ANIMALS PRODUCTION (SWINE)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 protocol W5
- maintain and monitor animal health condition following W6-7
standard procedures and GAHP
- record data on production performance of breeders according W8
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 W1-8
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 W1-8
following enterprise procedures
- 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 W3-5
growth and veterinarian instruction
- maintain herd health care and medication program following W5-6
Animal Welfare Act and GAHP
- prepare animals for marketing following marketing W6-7
requirements and procedures and Animal Welfare Act
- record Data on the production parameters for finishers W8
following enterprise protocol
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 maintaining standard procedure - sustain water quality according to establish protocol W3-4
- maintain ventilation according to the animal requirements W4
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 and based on standard operating - apply disease prevention practices according to standard W6-7
principles in applying procedures operating procedures
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 PRODUCTION (RUMINANTS)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W4-8
Practices (GAP)
- produce silage following established farm procedures 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 W7-8
standards and instructions of authority
- perform post-breeding activities following enterprise protocol W7-8
and DENR regulations
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 W7-8
and enterprise procedures
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 OPERATION
QUARTER 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 W3-4
activities.
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 - stock fish in nursery pond W5-8
theories and principles in - perform feeding operations W5-8
operating fish nursery. - monitor good water quality
- monitor occurrence of common disease monitoring and W5-8
implement corresponding treatment
- harvest and post-harvest handling observing proper handling W5-8
rocedures and conditioning
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
concepts, underlying out operations temperature and salinity and maintaining the growth of
theories and principles in natural food based on entreprise procedures
performing fish/shrimp - stock sampling W1-8
grow-out operations. - perform feeding operations W1-8
- maintain good water quality 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 PRODUCTION
QUARTER 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 W5-8
Q2 theories and principles in - maintain seaweed nursery according to industry practices W1-3
operating seaweed - harvest propagules based on industry practices W4-6
nursery.
- carry - out post - nursery activities according to established W7-8
farm practices
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 W3
seaweed operation. culture method
- maintain seaweed farm in accordance to the Good W4-8
Aquaculture Practices (GAQP)
- carry out seaweed health management W4-8
- harvest mature seaweed according to farming/ culturing W4-8
methods and GAqP
- complete seaweed grow-out operation in accordance with W4-8
GAqP and waste management standards
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 W4
seaweed. operating procedures
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 profit W5-8
marketing seaweed. - sell seaweeds following industry practice W5-8
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 - secure and maintain a small vessel and related equipment W7-8
theories in preparing a
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 - follow safety and hazard control procedures W7-8
on a small coastal vessel
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 - respond to irregularities W3-4
theories in operating and engines - troubleshoot engine faults and perform minor repair W4-5
troubleshooting low-
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 - adjust components of beach seine, mesh net, or gill net to W1-2
theories in adjusting and optimize catch
positioning beach seines, - position beach seines, mesh nets, or gill nets to optimize W2-4
mesh nets, or gill nets 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 - retrieve the beach seine, mesh net or gill net W7-8
theories in maintaining, nets to land catch - land, contain, and sort catch W8
preparing, deploying, and
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 - position hand-operated lines to optimize catch W2-3
theories in adjusting and
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 - retrieve hand-operated lines W7
theories in maintaining, lines to land catch - land, contain, and, sort catch W8
preparing, deploying, and
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 - retrieve traps and pots W6-8
theories in maintaining,
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. - secure and protect fish and fish product load W3
principles in the operation - implement housekeeping activities W4
of a fishport/wharf
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 SERVICING
QUARTER 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 - perform carburetor adjustment. W6
principles in servicing the on industry standard. - overhaul carburetor. W7
gasoline fuel system.
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 engine management - service electronic engine management systems and W2-3
management associated components
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 - perform leakage test on cooling system. W7
principles in servicing the industry standard. - repair/replace water pump. W7
cooling system. - 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 - dismantle/install clutch mechanism. W1-2
principles in servicing the standard. - overhaul hydraulic clutch mechanism W2
clutch system. - 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 SERVICING
QUARTER 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 - overhaul differential. W2-3
principles in servicing the based on industry standard. - overhaul rear/front wheel hub. W3
differential and front 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 - perform wheel balancing. W7-8
principles in servicing the industry standard. - conduct wheel alignment. W8
steering system.
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 - rectify identified electronically controlled steering system W2
controlled steering system steering system 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 overhauling industry standard.
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 - disassemble/assemble suspension parts. W2
principles in servicing the industry standard. - inspect/replace suspension component parts. W3
suspension system.
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. - inspect/replace power steering fluid. W7-8
under chassis preventive - check/refill automatic transmission fluid. W8
maintenance. - 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 - practice road courtesy. W3
principles in obeying and regulations based on - respect traffic enforcers and other traffic management unit. W3
observing traffic rules and LTO/LTFRB regulations.
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 - monitor and maintain vehicle performance W7
regulations.
- 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 based
and coordinating accident- on standard emergency-
emergency procedures. medical procedures.
GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION: COMPUTER SYSTEM SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 W3-4
installing configuring established procedures and and end user agreement
computer systems system requirements - install operating system and drivers for peripherals/ devices in W4-6
accordance with established installation procedures and to
comply with end-user requirements
- install application software in accordance with manufacturer’s W6-8
recommendations and requirements
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 W5-7
in accordance with manufacturer’s instructions, network
design, and end-user preferences
- inspect and test the configured computer networks to W7-8
conform to the manufacturer’s instructions/manual
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 - maintain computer systems and networks in accordance with W2-3
maintaining and repairing networks based on established procedures
computer systems and acceptable standards in - diagnose faults of computer systems and networks according W3-5
networks computer’s software and to requirements and in line with the standard procedures
hardware - rectify/ correct defects in computer systems and networks in W6-7
accordance with established procedures
- inspect and test the computer systems and networks W7-8
GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION: COMPUTER SYSTEM SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 TESDA - install cable closure W3-4
terminal to main aerial Training Regulation. - install cable support W5-6
and/or underground
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. - install telephone set and accessories W5-7
line. - 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 CONSTRUCTION
QUARTER 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 CONSTRUCTION
QUARTER 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
an understanding of the constructs, fabricate and works
underlying principles in install framing works based - install floor joist W1-8
Q2 framing works using on job requirements. - install wall frames W1-8
Q3 wooden and metallic - fabricate Trusses W1-4
materials. - install Roofing Components W5-7
- install Ceiling 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 W5-8
laying and repairing wall requirements.
and floor tiles.
GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION: REFRIGERATION AND AIRC0ONDITING SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner independently - conduct survey for unit installation W1-4
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 - perform refrigerant recovery / recycling and retrofitting/ W7
theories and principles in refrigeration systems conversion on domestic refrigeration unit
trouble shooting domestic - test-run repaired unit W8
refrigeration systems
GRADE LEVEL: 10
SUBJECT: SPTVE
SPECIALIZATION: REFRIGERATION AND AIRCONDITONING SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - conduct survey for unit installation W1-4
an understanding of the provide quality, competitive - install electrical circuit W5-8
Q2 concepts, underlying and profitable service in - install window type air conditioning unit W1-4
theories and principles in installing window type air - conduct performance test on the installation of window type W5-8
installing window type air conditioning unit air conditioning unit
conditioning units
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 window systems. - 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 INSTALLATION AND SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 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 - install lighting fixture/switches W6-8
of floor and wall mounted mounted outlets, lighting
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 AND AIRC0ONDITING SERVICING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learners demonstrate The learners independently - install electrical metallic tubing W1-8
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 - interpret manuals W5
components and materials compliance
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 - inspect and notify completion of work W8
theories on testing and photovoltaic system
718
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
commissioning of
photovoltaic system
GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION: ELECTRONICS SERVICING
QUARTER 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 - commission consumer electronic products and system W7
principles in assembling undertake commissioning of - inspect and document completion of work W8
electronic products based consumer electronic product
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 - diagnose faults and defects of consumer electronic products W2-4
principles in servicing products and systems and systems
consumer electronic (appliance with electric - maintain/repair consumer electronic products W4-7
products and systems motors) based on client’s - reassemble and test repaired consumer electronic product W7-8
based on client’s requirements and as per
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 - diagnose faults and defects of consumer electronic products W2-4
principles in servicing products and systems and systems
consumer electronic (appliance with heating - maintain/repair consumer electronic products W4-7
products and systems components) based on - reassemble and test repaired consumer electronic product W7-8
based on client’s client’s requirements and as
requirements and as per per standard procedure
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 - 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
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 - diagnose faults and defects of consumer electronic products W2-5
principles in servicing products and systems (audio and systems
consumer electronic products and systems) based - maintain/repair consumer electronic products W6-7
products and systems on customer description and - re-assemble and test repaired consumer electronic product W7-8
based on customer standard procedures
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 - diagnose faults and defects of consumer electronic products W2-5
principles in servicing products and systems (audio- and systems
consumer electronic video products and systems) - maintain/repair consumer electronic products W6-7
products and systems based on customers - reassemble and test repaired consumer electronic product W7-8
based on customers description and standard
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 - diagnose faults and defects of industrial electronic W3-6
principles in servicing and systems (sensors, input modules/products/systems
industrial electronics devices, actuators, output - maintain/repair industrial electronic products W6-7
modules, products, and devices, optoelectronics
systems based on equipment and devices)
customer’s description based on customer’s
and standard procedures description and standard
procedures
GRADE LEVEL: 9
SUBJECT: SPTVE
SPECIALIZATION: FURNITURE MAKING
QUARTER 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
Q1-Q2 underlying principles in machine/s based on industry - set up woodworking machine W5-8
operating woodworking standards W1-8
machine/s - 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 MAKING
QUARTER 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 - prepare maintenance report W4-5
principles in performing equipment and booth
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. - perform basic milling operations W6-8
in milling work pieces.
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 METAL ARC WELDING
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
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 - weld carbon steel plates in vertical position (3F) W6-8
Q2 underlying theories in industry standard. - weld carbon steel plates in overhead position (4F) W1-3
performing fillet welding
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
Q3 basic concepts and carbon plates based on - weld carbon steel plates in vertical position (3G) W1-4
underlying theories in industry standard. - weld carbon steel plates in overhead position (4G) W5-8
performing groove
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 AND WELLNESS
QUARTER 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 spa. - perform post hand activity according to ohsc W7-8
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 - perform post treatment activity W8
treatment/cleansing
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 AND WELLNESS
QUARTER 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 - perform final checking and polish output W6-7
scrub - 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 PROCESSING AND COOKERY
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The learner demonstrates The learner demonstrates - prepare sponge and cakes W1-3
understanding of the core competencies in preparing - prepare and use fillings W4
concept and underlying and presenting gateaux, - decorate cakes W4-6
theories in preparing and tortes and cakes - present cakes W6-7
presenting gateaux, tortes - store cakes W8
and cakes - evaluate the finished product W8
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 - evaluate the finished product W3-4
stuff prepared food stuff
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 - present a variety of salads and dressings W7-8
attitudes required in - store salad and dressing W8
preparing appetizers. - 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 PROCESSING AND COOKERY
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
Q1 The 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 starch dishes - present starch and cereal dishes W7-8
cereals and starch dishes - 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 dishes - present vegetable dishes W3
vegetable dishes - 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 - plate/present poultry and game bird dishes W7-8
theories in preparing cultures
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 - Present meat dishes W5-7
meat dishes - 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 - draft basic/block pattern W3
principles related to and cuts final patterns for - manipulate pattern W4
drafting and cutting casual apparel. - cut final pattern W4-5
basic/block patterns for
- prepare materials W6-7
casual apparel.
- 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 - draft basic/block pattern W3
principles on sewing - manipulate pattern W4
men’s apparel - 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.
734
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 - produce designs. W3-5
and principles in creating design.
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. - calculate production costs. W6-7
principles in calculating - lo 4. purchase garment materials. W7-8
and procuring garment
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 - Prepare packaging of finished Fashion Accessory W5-6
principles in preparing and
735
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. - Maintain records W8
principles in evaluating
finished product.