SUBJECT:

CONTENT CLUSTER
DESIGNED BY:

Initiate activities that show others that going beyond their customary ways of dealing with
things is clearly possible;
Assess their unique personal qualities, thinking processes, talents, and explain how
strengthening them can open doors to continued learning and personal fulfillment;
Explain the factors that generally affect their decisions and actions, and assess the
consequences they produce;
SAINT PAUL SCHOOL OF BUUG, INC.
Datu Panas, Buug, Zamboanga Sibugay

Describe and explain the new abilities they have developed as the result of self-initiated
learning experiences and projects;
(CONCIOUS)

and ROLE MODELS

Manage their time and energy to allow for regular periods of quiet reflection and prayer,
renewal and direction setting;
CHRIST-CENTEREDNESS

Describe how their Catholic principles and actions mirror the qualities of a Paulinian.
HEALTH

LPO1: Mindful, Self-directed LEARNERS

Seek out issues, possibilities, and sources of related information willingly for further
investigation and development;
JOELITO OMANDAM MOLETA

Search voluntarily beyond readily available sources of information, resources, and

standard techniques to generate new understandings towards workable solutions to
existing problems;
Resolutely understand, address and resolve issues or problems of their communities;
ERS
CHARISM
(CREATIVE)

Take the risk of experimenting with combinations of ideas, data, materials, and
possibilities to derive and test potential solutions to existing problems even at the risk of
criticisms
Plan and design works of artistic appeal using ideas and resources even in
LPO2: Courageous, Resourceful

unconventional ways.
EXPLORERS & PROBLEM SOLV

Take time before speaking or writing to assess the accuracy, authenticity, and
clarity of what they are about to share, its tone, and how it is likely to be received and
interpreted by others;
Grade Level

Consistently seek feedback from informed, credible individuals on the accuracy,

clarity, authenticity, and tone of their communications and practice revising and
ACADEMIC YEAR

restating them until they are well received;

Acknowledge feedback from others regarding their communications and
PLAYERS

behavior, and respond honestly and constructively to it;

COMMUNITY

Willingly share responsibilities and participate actively in fostering group collegiality,

(COLLABORATIVE)

cohesion and effectiveness;

LPO3: Credible, Responsive
COMMUNICATORS and TEAM

Anticipate where extra assistance and support for team functioning may be needed,
and spontaneously offer them.
Devote focused time to developing the competencies required for sound
9

achievement in a chosen field and for functioning effectively in the face of life’s diverse
challenges;
Cultivate specialized knowledge and skills in at least one area of their lives that they
2021 - 2022

apply in a variety of situations with facility and ease;

Remain focused on fully completing projects of pre-established quality in a timely
manner;
Continually set and re-set challenging improvement goals for themselves that require
COMMISSION
(COMPETENT)

persistence, self-motivation, and self-regulation which others can monitor and validate;
ALIGNMENT MATRIX FOR ESSENTIAL PERFORMANCE OUTCOMES

Openly demonstrate their basic and advanced skills as experienced individuals and
LPO4: Conscientious, Adept
PERFORMERS & ACHIEVERS

improve them according to the feedback they receive.

Initiate and sustain efforts that draw attention to environmental issues and propose
workable measures to reduce and eventually eliminate them;
Persist in the face of resistance to their efforts to teach peace, reduce violence, and
redress the harm being levied against others;
Legend:  - Focused EPO

Join others in operating local projects that tangibly protect and preserve the
* - Subliminal EPO

environment and all life forms;

CHARITY

Call attention to the causes and consequences of poverty, and enlist others to assist
those in ill-health and physical need;
Universal Well-Being
(COMPASSIONATE)
Quarter: FIRST – FOURTH

LPO5: Caring, Committed

Contribute their time, heartfelt attention, and resources in directly assisting those who
ADVOCATES for Peace and

live with little hope of improving their lives.

Updated as of April 22, 2019 - Page 1 of 3
 FIRST QUARTER
COMMUNITY AND ENVIRONMENT
HEALTH

- Community and Environment Health

-
problems
Environment Problems and their 
effects
- Community health action project

SECOND QUARTER
PREVENTION OF SUBSTANCE OR
DRUG USE AND ABUSE

- Factors that influence substance or

-
drug use
Effects of substance or drug abuse

- Prevention and control of substance
use

THIRD QUARTER
PREVENTION, SAFETY, AND FIRST
AID FOR UNINTENTIONAL INJURIES

-
-
First aid basics and vital signs
Bandaging and dressing of wounds

- First aid for unintentional injuries

Updated as of April 22, 2019 - Page 2 of 3

 FOURTH QUARTER
PREVENTION , SAFETY, AND FIRST
AID FOR INTTENTIONAL INJURIES

-
-
Intentional Injuries
Prevention and management of 
intentional injuries
- Promotion of nonviolent culture

Designed by: Checked & Reviewed by: Approved by:

JOELITO OMANDAM MOLETA BENEDICK BAIS SISTER REBECCA G. GUNAO, SPC

Subject Teacher Academic Coordinator Principal
Date: Date: Date:
Notes in Filling out the OBE Articulation Matrix. Please DELETE this textbox after you had carefully read and applied the instructions.

1. Fill out the necessary details based on the template given. Please do not change the font size, font type and page.

2. In filling out the code located on the top most right space. Use the code in BLUE if you are in JHS, for SHS use the one in GREEN. Make the code in BLACK afterwards

3. Indicate the Essential Performance Outcomes (EPOs)on your respective subject areas. Refer to the document file: ‘OBE Documents – *Subject Area.docx’. The given format is the one
indicated for SCIENCE Area.

4. Refer to the Updated K-to-12 Curriculum Guides. List down only the Content Cluster in your subject. This means only major block of subject matter will be indicated. This is a time for you to
reflect what are your BIG IDEAS. It will also be a good opportunity for you to study which topics may be omitted or not essential. List down the topics per quarter. Do not worry if you only have
a few topics based on your evaluation on the Curriculum Guides.

5. Place a checkmark () on the box in which your content can develop your EPO. Remember that our focus is on the OUTCOMES not CONTENT. A prompt question to ponder on would be: If
this is the EPO indicated, which content can bring this out the most? Or If this is my EPO, what would my content be. In this scenario, we can always trace back our alignment to the EPO.

*There may be two or more EPOs present in one content. Look in to Dynamics Topic. This would be okay as long as you would be able to really assess them along the way.

*In filling this out, you might encounter that the traditional content may be re-arranged, re-ordered or removed. This would be fine as long as you always focus first on the Outcome then work
your way to the content. Thus, your EPOs determines your Content or the Content depends on the EPO.

6. Check the alignment of your EPO to your content cluster. Verify if ALL EPOs has been achieved in one whole year.

Updated as of April 22, 2019 - Page 3 of 3