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Compilation of K to 12 Curriculum Guides (S.Y. 2012)

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Compilation of K to 12 Curriculum Guide of the Philippine Education System. …

Compilation of K to 12 Curriculum Guide of the Philippine Education System.

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  • 1.             CURRICULUM GUIDE FOR K TO 12  EDUCATION SYSTEM IN THE PHILIPPINES    KINDERGARTEN  ARALING PANLIPUNAN  (Grade 1 to 7)  EDUKASYON SA PAGPAPAKATAO (Grade 1 to 10)  HEALTH  (Grade 1 to 10)  MATHEMATICS  (Grade 1 to 10)  MUSIC AND ART (Grade 1 to 10)  PHYSICAL‐EDUCATION (Grade 1 to 10)  SCIENCE (Grade 3 to 10)  VALUES  (Grade 7) 
  • 2. Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide KINDERGARTEN January 31, 2012
  • 3. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 1 I. INTRODUCTION “The first years of life are important because what happens in early childhood can matter in a lifetime.” (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten “the first stage of compulsory and mandatory formal education.” For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education.
  • 4. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 2 II. FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF). It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. Figure 1. The Kindergarten Curriculum Framework
  • 5. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 3 The framework is composed of two parts. The rectangular figures show the teaching-learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction. Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as… …as a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs , traditions and good values of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The following are situations that a kindergarten teacher should put to mind. 1. every classroom is a multi-level classroom 2. every teacher is a multi-level facilitator 3. every learner is unique 4. every learner has particular intelligence or intelligences 5. every learner has his/her own learning styles 6. every learner has his/her own particular needs a. cognitive b. physical c. socio-emotional
  • 6. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 4 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development: 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development.
  • 7. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 5 7. The learning program is appropriate for developing the domains of development identified in the NELF; and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development: 11. Assessment is done to monitor learning, know where the child and inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. 14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, inquiry-based and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework.
  • 8. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 6 B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose bud, that should not be hurried, lest it loses its chance to fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Benchmarks/expectation from 5 to 6 year-olds Physical Health • The child demonstrates adequate growth (weight, head circumference) • The child has adequate sensory systems to participate in daily activities. • The child has adequate stamina to participate in daily activities. Gross Motor Skills Development • The child shows control and coordination of body movements involving large muscle groups. Fine Motor Skills Development • The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines Personal Care and Hygiene • The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement
  • 9. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 7 o Brushes teeth after meals without having to be told o Washes and dries face independently without having to be told 2. Social - Emotional Development refers to the child’s ability to know one’s self, express and understand feelings, and relate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Benchmarks/expectation from 5 to 6 year-olds Emotional Expression • The child expresses different basic emotions. • The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations. • The child comprehends and displays self-appraisal emotions (shame, pride, guilt). Emotional (Receptivity to Other’s Emotions) • The child is receptive to the different emotions of other people and shows empathy. Social (Emerging Sense of Self) • The child expresses knowledge of self and basic roles of people in his/her immediate environment. Social (Forming Attachments) • The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life. (Interactions with Other Children) • The child plays and has positive interactions with other children. Social (Interactions with Adults) • The child has positive relations and interactions with adults. Social (Sensitivity) • The child takes social cues from the environment and adjusts his behavior accordingly. Social (Appreciating Diversity) • The child recognizes and respects similarities and differences in people, language, culture. 3. Character and Values Development refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child’s life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Benchmarks/expectation from 5 to 6 year-olds Personal Values (Honesty) • The child demonstrates honesty in words and in actions.
  • 10. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 8 Personal Values (Responsibility) • The child takes on responsibility and accomplishes these as best he/she can. o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting Interpersonal Values (Love of Family) • The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) • The child shows respect for others, children, and adults alike. • The child demonstrates concern for others. • The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others Nationalism (Love of Community) • The child demonstrates knowledge and love for his/her community or neighborhood. Nationalism (Love of Country) • The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country Spiritual (Appreciation of Nature) • The child shows interest in and wonder at nature. Spiritual (Care for Nature and Its Resources) • The child demonstrates a caring attitude towards nature’s creatures and its resources. Spiritual (Love for the Creator) • The child shows respect and love for the Creator. 4. Cognitive/Intellectual Development refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Benchmarks/expectation from 5 to 6 year-olds Attention and Activity Level • The child is able to sustain attention and modulate his activity at age-expected levels.
  • 11. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 9 o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently Higher-Ordered Mental Abilities (Concept Formation) • The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects Higher-Ordered Mental Abilities (Cause-Effect Relationships) • The child is able to understand the cause –effect relationships. Memory (Memory for Experiences: Episodic Memory) • The child is able to recall people he has met, events, and places he has been to. Memory (Memory for Concept-Based Knowledge: Semantic Memory • The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors Higher-Ordered Mental Abilities (Logical Reasoning) • The child is able to follow the logic of events (i.e., reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through Higher-Ordered Mental Abilities (Planning and Organizing) • The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance Higher-Ordered Mental Abilities (Creative Thoughts) • The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life Higher-Ordered Mental Abilities (Cognitive Flexibility) • The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations.
  • 12. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 10 5. Language Development refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5: LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Benchmarks/expectation from 5 to 6 year-olds Receptive Skills Development • The child is able to understand both verbal and non-verbal forms of communication. Expressive Skills Development • The child is able to use words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing Pre-Reading and Pre-Math (Matching) • The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Rote Sequencing) • The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds Pre-Reading and Pre-Math • The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals (Copying Letters and Numbers) o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized.
  • 13. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 11 C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbenner’s Bio-ecological Theory, that defines “layers of environment, each having an effect on a child’s environment.” 1. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family – concepts, ideas, practices that guides the child to be responsible and proud of himself and his family. 3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school. 4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes
  • 14. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 12 III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino children will be prepared for life. B. Outcomes: By the end of the KINDERGARTEN year, we will have children who are: effective communicators in their mother tongues; healthy and physically active; respectful, honest, God-loving; proud of themselves, their family, culture, heritage and country; creative and appreciative of the arts, and caring of the environment; inquisitive, enthusiastic and engaged learners.
  • 15. K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition Paradigm
  • 16. Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape; hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Performance Standards Social –Emotional Development  Kagandahang Asal Ang bata ay …  Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Ang bata ay inaasahang… • nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon • nakapagpapakita ng katapatan sa kanyang ginagawa  Nagkakaroon ng kaalaman ukol pakikipagkapwa • nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng mag- anak • nakapagpapakita ng pagmamahal at paggalang sa kapwa  Nagkakaroon ng kamalayan sa konsepto ng disiplina • nakatatanggap at naisasagawa ang mga itinakdang tungkulin • nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran  Nagkakaroon ng pagpapahalaga sa Panginoon • nakapagpapakita ng pagmamahal sa Panginoon  Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan • nakikisali nang may sigla sa mga pangkatang Gawain • nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin  Pagpapaunlad sa kakayahang sosyo-emosyunal  Nagkakaroon ng kaalaman sa sariling damdamin • nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan • nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin • nakauunawa at nakapagpapakita ng sariling emosyon  Nakikilala at natatanggap ang • nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao
  • 17. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 15 emosyon ng ibang tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) • naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba • naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan /nakikiramay sa kalungkutan ng iba  Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda • nakapagsisimula ng laro • naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata • nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro  Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao • nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay Pamilya  Pagkilala sa sarili bilang kabahagi ng pamilya • nakikilala ang mga kasapi ng pamilya • nailalarawan ang iba’t-ibang bahagi ng bahay Paaralan  Pagkilala sa sarili bilang kabahagi ng paaralan • natutukoy ang mga tao sa paaralan • natutukoy ang mga lugar sa paaralan Pamayanan  Pagkilala sa sarili bilang kabahagi ng pamayanan • natutukoy ang mga katulong sa pamayanan(community helpers) • natutukoy ang mga lugar sa pamayanan Bansa  Pagkilala sa sarili bilang kabahagi ng bansa • naipapakita ang paggalang sa pambansang watawat at pambansang awit Domains: HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Performance Standards Physical Education and Health Health The learner…  acquires and practice sound health habits The learner… • demonstrates health habits that keep their bodies clean and sanitary.  acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles • shows sufficient energy to participate in daily activities (Physical Fitness) Safety  identifies and practices appropriate • demonstrate safety practices at home, in school, at the playground and
  • 18. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 16 safety procedures the neighborhood. Physical Education  demonstrates fundamental gross motor skills properly • demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly • demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. • demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly  demonstrates competence in various fine motor skills • demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly Sensory-perceptual  demonstrates sensory perceptual skills • demonstrates awareness of the position and movement of one’s body. (Body awareness) • demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) • creates representations like shapes, letters, pictures (Form perception representations) Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Content Standards Performance Standards Discovery The learner…  appreciates the beauty of nature The learner… • observes things and occurrences in nature • shows interest in examining various things found in nature Exposure  appreciates the different art forms (music, dance, drama and visual arts) • identifies the various art forms • demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art Evaluation  evaluates music, dance, drama and visual arts • chooses music, dance, drama and visual art that they prefer • describes the characteristics of music, dance, drama and visual art that they prefer Production  uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) • participates in the creation of music, dance, drama and visual art • creates visual arts using different materials • creates rhythm • responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement • role plays a story
  • 19. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 17 Domains : LANGUAGES DEVELOPMENT Strand Content Standards Performance Standards Listening and Viewing The learner…  discriminates sounds The learner… • distinguishes different types of sounds  listens for directions • follows simple directions  listens to stories • comprehends simple and familiar stories Speaking  expresses oneself • increases his/her vocabulary for describing things and expressing ones feelings  asks and answers questions • answers and responds to questions accordingly  shares information • increases his/her vocabulary in sharing information  tells stories • narrates simple and familiar stories  gives directions • gives simple directions Reading  analyzes meaning sounds (Phonemic Awareness) • Identifies and distinguishes sounds • distinguishes vowel and consonant sounds • blends and segments words • blends and segments words • matches letters to their sounds (and vice versa)  decodes words • recognizes and names all uppercase and lowercase letters of the alphabet. • decodes basic sight words • identifies common words  demonstrates book knowledge and print awareness • understands that printed materials provide information • reads using correct directionality • reads using proper intonation  comprehends simple texts • analyzes and comprehends simple narrative • analyzes and comprehends simple information/factual texts Writing  writes using the correct mechanics • writes words and phrases using a mix of invented and conventional spelling • writes words and phrases using manuscript form  writes narrative and informational/ factual texts • composes own stories with a clear beginning, middle and end • composes own stories using pictures • composes informational/factual texts using own words • composes information/factual texts using illustrations
  • 20. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 18 Domains : COGNITIVE / INTELLECTUAL DEVELOPMENT Strand Content Standards Performance Standards MATHEMATICS Number Sense of Whole Numbers The learner…  begins to understand the relationship between numbers and quantities up to 10. The learner… • recognizes sets of objects up to 10 • compares two or more sets of objects up to 10 • recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 • compares and orders whole numbers up to 10 Operations of Whole Numbers  begins to understand, to describe simple addition and subtraction, and to use them to solve problems. • uses the words “put together,” add to,” and “plus” to understand the concept of addition • uses the words “take away” and “minus” to understand the concept of subtraction • uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 • uses concrete objects to determine answers to addition and subtraction problems Number Sense of Fractions  understands the concept of dividing wholes into equal parts. • divides a whole into two or four equal parts Geometry  begins to identify the common 2- to 3- dimensional objects in the environment and describes their shapes, sizes, and positions. • explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects • compares shapes, sizes, and positions of 2- to 3-dimensional objects • uses manipulative to create 2- to 3-dimensional objects Measurement  understands the concept of time, length, mass and capacity and the non- standard units to  measures them. • observes sunrise and sunset to tell the time of the day (morning, noontime, evening) • tells the number of days in a week and the months in a year • measures and compares the length, mass, and capacity of familiar objects using non-standard units Statistics  starts to make a graph or chart based on the information gathered about objects or events in their environment. • participates actively in gathering information about objects or events in their environment • makes a graph or chart based on the information gathered • answer questions about the graph or chart
  • 21. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 19 Strand Content Standards Performance Standards SCIENCE Scientific Thinking and Practice The learner… • understands the processes of scientific investigations The learner… • uses observation and questioning skills in the science inquiry • asks and answers questions about surroundings and share findings with classmates • records observations and data with pictures, numbers and/or symbols People, Animals and Plants • knows the similarities and differences of living things • knows that living things are made up of parts that have specific functions • knows the changes in living things over time People • identifies the similarities and differences of people • identifies the body parts of living things and its specific functions • identifies the five senses and how they are used • uses the senses to observe surroundings and classifying objects observed • describes changes in people over time Animals • identifies the similarities and differences of animals • sorts animals according to shared characteristics(body covering, movement, habitat) • describes the basic needs of animals • identifies ways to care for animals Plants • identifies the similarities and differences of plants • sorts plants according to their shared characteristics • identifies the body parts of plants and its specific functions • describes basic needs of plants • describes changes in plants over time Earth (Weather) • knows that weather changes and that it affects people • observes the changes in weather • tells the different kinds of weather • describes clothes people wear according to the type of weather
  • 22. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 20 References Copple, Carol and Bredecamp, Sue. eds. Developmentally Appropriate Practices in Early Childhood Program: Serving Children from Birth through age Eight., USA: National Association for the Education of Young Children (NAEYC), 2009. Curriculum Development Division- DepEd. Standards and Competencies for Five Year Filipino Children. Philippines: Department of Education, May 2009. Early Childhood Care and Development (ECCD) Council. National Early Learning Framework. Philippines: ECCD, 2011. Early Childhood Care and Development (ECCD) Council . Early Learning and Development Standards, Philippines: ECCD, 2011. Kostelnik, Marjorie et al. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. USA: Pearson Education Inc., 2011 Philippine Senate. The Kindergarten Act. (Senate Bill 2700), 2011.
  • 23. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 21 CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM KINDERGARTEN A. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, Calabarzon Date: May 19-21,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Maria Rita Dacanay Lucas Head, Education Program Centro Escolar University 2. Nerisa Marquez Beltran Education Program Specialist DepEd, Central Office 3. Roderick Motril Aguirre Consultant Region 8, DepEd/PNU CESS/Benedictine Institute of Learning 4. Dante D. Vermon, Jr. Encoder/Teacher I A. F. G. Bernardino Memorial Trade School B. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP,Tagaytay City Date: May 10-13,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Maria Rita Dacanay Lucas Head, Education Program Centro Escolar University 2. Nerisa Marquez Beltran Education Program Specialist DepEd, Central Office 3. Roderick Motril Aguirre Consultant Region 8, DepEd/PNU CESS/Benedictine Institute of Learning 4. Dante D. Vermon, Jr. Encoder/Teacher I A. F. G. Bernardino Memorial Trade School C. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
  • 24. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 22 1. Regions I,II,III and CAR Venue: Teachers’ Camp, Baguio City Date: April 29, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Barbara Elena M. Lagos Saint Louis University 2. Jesusa L. Aguinaldo Ugac E/S Tug. City, Cagayan 3. Mageline O. Canceran Barabac Este, Balaoan, La Union 4. Mary Jane L. Wayang UB Laboratory Elem. School Baguio City 5. Daisy C. Mamaradlo Casilagan, San Juan, La Union 6. Echel S. Antero First City Providential College, SJDM, Bul. 7. Anel Martin S. Antero First City Providential College, SJDM, Bul. 8. Elizabeth Teotico - Aseaten Tarlac Montessori School 9. Plorwa C. Orillen Tarlac Montessori School 10. Norma C. Guillermo Region II 2. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City Date: May 4, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Sr. Lea A. Galvan FDNSC 2. Ms. Maria Frenchie VI A. Regino 3. Ms. Cheeryl A. Apas 4. Mrs. Raquel M. Jabal 5. Mrs. Joyce Endoso 6. Ms. Marietta Baldo 7. Maria Alma C. Tibon Region VIII – Southern Leyte Division 8. Crisanta L. Orais Region VIII, Maasin City Division 9. Michelle F. delos Santos DepEd Cebu City 10. Josephine D. Abadia Region VII
  • 25. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 23 3. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City Date: May 5, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Cynthia Rose A. Cartojano DepEd RO IX 2. Marilou SJ. Balber DepEd 3. Mengelie T. Ares DepEd RO IX 4. Irene Carina N. Requintor XUGS 5. Gyusel S. Precillas Corpus Christi 6. Roselene D. Dequito Dep. Ed. Malaybalay City 7. Johanna Hope B. Fernandez Dep. Ed 4. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao City and CARAGA Date: May 6,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Lanny Coching-go Digos Seventh – Day Adventist Elem. School 2. Vrenelie A. Decal DepEd Maguindanao 2 3. Maria Gina Flores DepEd Davao Oriental 4. Jennifer P. Dequito Usep. Davao City 5. Felina M. Mendoza DepEd ROXII 6. Ramona G. Gahuman Ford Academy of the Arts 7. Jennelyn M. Jamoner Ford Academy of the Arts 8. Eva P. Ońez DepEd – South Cotobato 9. Loida G. Casas Southern Phils. Polytechnic College Inc. 10. Loelina C.Guillermo DepEd ROXII
  • 26. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 24 D. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16 - 18, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Simeona Ebol CDD – BEE SECRETARIAT NAME DESIGNATION 1. Rachelle C. Fermin DepEd 2. Prescy Ong DepEd 3. Magdalena Mendoza DAP 4. Tristan Suratos DAP 5. Kimberly Pobre DAP 6. Cristina Villasenor DAP 7. Lani Garnace DAP 8. Kidjie Saguin DAP 9. Maria Boncan Accountant, DepEd 10. Daylinda Guevarra Accountant, DepEd 11. Fenerosa Maur Accountant, DepEd 12. Divina Tomelden Accountant, DepEd 13. Nilva Jimenez Disbursing Officer, DepEd FACILITATORS/ SUPPORT TEAM NAME DESIGNATION 1. Irene C. De Robles CDD – BEE 2. Jose Tuguinayo, Jr. CDD – BSE 3. Marivic Abcede CDD – BSE 4. Mirla Olores SPED – BEE 5. Simeona Ebol CDD – BEE 6. Fe Villalino SDD – BEE
  • 27. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 25 ADVISORY TEAM NAME DESIGNATION 1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC 2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig 3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig 4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd 5. D. Paraluman R. Giron Chair, K – 10 TWG 6. Dr. Avelina T. Liagas Consultant, TEC, DepEd 7. Dr. Dina Ocampo Dean, COE, UP Diliman 8. Dr. Ester Ogena President, PNU 9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards 10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov. 11. Dr. Merle Tan Director, UP – NISMED 12. Dr. Cristina Padolino President, CEU 13. Mr. Napoleon Imperial CHED 14. Diane Decker Consultant, MTB – MLE 15. Dr. Nelia Benito Director, NETRC 16. Dr. Socorro Pilor Director, IMCS 17. Dr. Beatriz Torno Executive Director, TEC 18. Dr. Carolina Guerrero Director, BALS 19. Dr. Irene Isaac Director, TESDA 20. Dr. Imelda Taganas Director, TESDA
  • 28. Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide ARALING PANLIPUNAN (Grade 1 to Grade 7) January 31, 2012
  • 29. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 2 CONCEPTUAL FRAMEWORK Figure 1. The Conceptual Framework of Araling Panlipunan
  • 30. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 3 I. LEARNING AREA STANDARD Naipamamalas ang pag-unawa sa mga konsepto at pag-aaral ng mga tao at grupo, komunidad at lipunan kung paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa kapaligiran at sa isa’t isa, at ang kanilang mga paniniwala at kultura upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng bansa at mundo; maunawaan ang sariling lipunan gamit ang mga kasanayan sa pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunang-yaman at pakikipagtalastasan tungo sa isang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. II. Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards): K – 3 4 – 6 7 – 10 11 – 12 Naipamamalas ang panimulang pag- unawa at pagpapahalaga sa sarili, pamilya, paaralan at komunidad at mga batayang konseptong pagpapatuloy at pagbabago, distansya at direksyon tungo sa pagbuo ng kamalayan tungkol sa sarili at kapaligiran bilang kasapi ng isang lipunan na may karapatan at pananagutan sa sarili, sa kapwa at sa kapaligiran. Naipamamalas ang batayang pag- unawa sa mga pangunahing konseptong heograpiya at ang aplikasyon ng mga ito sa iba’t ibang pamayanan sa Pilipinas at kasaysayan ng bansa; at ang pagpapahalagang pansibiko tungo sa paghubog ng mamamayang mapanuri, mapagmuni, responsible, produktibo, makakalikasan, makatao at makabansa . Naipamamalas ang malalim na pag-unawa sa kasaysayan, kultura at aspetong panlipunan, pang- ekonomiya, pampulitika sa Pilipinas, sa rehiyon ng Asya at sa mundo, ang ugnayan sa rehiyon at daigdig at ang batayang konseptong ekonomiks at aplikasyon nito sa buhay gamit ang mga kasanayang napapaloob sa kakayahan ng pagsisiyasat, mapanuring pag-iisip at matalinong pagpapasya Naipamamalas ang malawak at integratibong pag-unawa sa mga hamon, isyu at tugon sa kontemporaryong lipunang Pilipino, Asyano at pandaigdig batay sa masusing pagsasaliksik at mabisang paghayag ng resulta ng pagsasaliksik tungo sa pagbuo ng solusyon o tugon upang marating ang isang makatarungan, mapayapa, makakalikasan at makataong lipunan at mundo.
  • 31. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 4 III. GRADE LEVEL STANDARD: Grade Level Grade Level Standards Kindergarten Naipamamalas ang pag-unawa sa kaalaman tungkol sa sarili at mga gawain ng tao sa kanyang kapaligiran at pagpapaunlad ng kakayahang sosyo-emosyunal at positibong pakikipag-ugnay at pakikisalamuha sa tahanan, paaralan at pamayanan Baitang 1 Naipamamalas ang kamalayan bilang batang Pilipino at kasapi ng pamilya at paaralan at pag-unawa sa batayang konseptong pagpapatuloy at pagbabago, distansya at direksyon at ang pagpapahalaga sa kapaligiran ng tahanan at paaralan tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 2 Naipamamalas ang pagkilala, pag-unawa at pagpapahalaga sa kinabibilangang komunidad ngayon at sa nakaraan gamit ang mga konseptong pagpapatuloy at pagbabago, pagkakasunod-sunod ng mga pangyayari, mga simpleng konseptong heograpikal tulad ng lokasyon tungo sa isang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 3 Naipamamalas ang pag-unawa sa kasaysayan ng sariling lalawigan at rehiyon kasama ang aspetong pangkultura , pampulitika, panlipunan at produksyon at distribusyon ng lokal na produkto gamit ang mga natutunang konsepto at pamamaraan sa mga naunang baitang para sa mas malalim na pag-unawa ng impormasyon at pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 4 Naipamamalas ang pag-unawa sa batayang konseptong pangheograpiya at ang aplikasyon nito sa iba’t ibang pamayanan ng Pilipinas katulad ng mga komunidad sa itaas at ibaba, sa tabi ng dagat at ilog, at iba pa, ang ugnayan ng tao, lipunan at kalikasan at ang epekto ng ugnayang ito sa pamayanan at kapaligiran tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 5 Naipamamalas ang pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa pagkabuo ng kapuluan at mga sinaunang lipunan hanggang sa simula ng ika-20 siglo gamit ang batayang konseptong katulad ng kahalagahang pangkasaysayan (historial significance), pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at
  • 32. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 5 Grade Level Grade Level Standards pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 6 Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan tungo sa pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 7 Naipamamalas ang malalim na pag-unawa sa kasaysayan ng Pilipinas batay sa pagsusuri ng sipi ng nakasulat, pasalita awdyo- biswal at kombinasyon ng mga ito, mula sa sa iba’t-ibang panahon, tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 8 Naipamamalas ang malalim na pag-unawa at pagpapahalaga ng heograpiya, kasaysayan, kultura, lipunan, pamahalaan, ekonomiya, at ugnayan ng mga bansa sa rehiyong Asya tungo sa paggalang at pagpapahalaga ng mga pagkakatulad at pagkakaiba sa rehiyon at sa papel ng Pilipinas sa Asya t ungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 9 Naipamamalas ang malalim na pag-unawa sa iba’t-ibang aspeto ng kasaysayan ng mundo, tungo sa pag-unawa, paggalang at pagpapahalaga ng mga pagkakatulad at pagkakaiba sa daiddig at sa pagbuo ng pandaigdigang pananaw tungkol sa lugar at papel ng Pilipinas sa mundo, tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 10 Naipamamalas ang malalim na pag-unawa sa batayang konseptong ekonomiks at ang aplikasyon ng mga ito sa sariling buhay at sa bansa, gamit ang pamamaraang matematikal tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. Baitang 11 Naipamamalas ang malalim na pag-unawa sa mga hamon at napapanahong isyung hinaharap ng Pilipinas upang makabuo ng tugon na batay sa masusing pag-aaral ng isyu at nararapat at sapat na impormasyon tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan.
  • 33. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 6 Grade Level Grade Level Standards Baitang 12 Naipamamalas ang malalim na pag-unawa sa mga hamon at napapanahong isyung hinaharap ng Asya at ng mundo upang makabuo ng tugon na batay sa masusing pag-aaral ng isyu at nararapat at sapat na impormasyon tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng kinabukasan. BILANG NG ORAS SA PAGTUTURO: 10 weeks/quarter; 4 quarters/year Grade Time Allotment 1-2 30 min/day x 5 days 3-6 40 min/day x 5 days 7-10 3 hrs/week MGA TEMA Grade 1 Grade 7 A. Tao, Kapaligiran at Lipunan B. Panahon, Pagpapatuloy at Pagbabago C. Kultura, Pagkakakilanlan at Pagkabansa D. Karapatan, Pananagutan at Pagkamamamayan A. Tao, Kapaligiran at Lipunan B. Panahon, Pagpapatuloy at Pagbabago C. Kultura, Pagkakakilanlan at Pagkabansa D. Karapatan, Pananagutan at Pagkamamamayan E. Kapangyaraihan, Awtoridad at Pamamahala F. Produksyon, Distribusyon at Pagkonsumo
  • 34. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 7 GRADE 1 Content Content Standards Performance Standards Learning Competencies Grade 1 - UNANG MARKAHAN I. Ako ay Natatangi A. Pagkilala sa Sarili Ang mag-aaral ay…  naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili Ang mag-aaral ay…  nakapagpapahayag ng pagpapakilala sa sarili ng may pagmamalaki sa sariling pagkakakilanlan at katangian Ang mag-aaral ay. . .  Nasasabi ang batayang impormasyon tungkol sa sarili: pangalan, kaarawan, edad, tirahan, paaralan  Naipakikilala ang sarili sa pamamagitan ng sariling larawan (self-portrait)  Naisasaayos ang mga batayang impormasyon tungkol sa sarili sa pamamagitan ng simpleng graphic organizer  Nasasabi ang sariling pangangailangan (pagkain, kasuotan at iba pa.)  Nailalarawan at naiguguhit ang pansariling kagustuhan tulad ng: paboritong kapatid, kamag-anak, kulay, pagkain, damit, laruan, lugar at iba pa B. Ang Aking Kwento  naipamamalas ang pag- unawa sa konsepto ng pagpapatuloy at pagbabago batay sa kwento ng sarili  nakapagsasalaysay ng kwento ng sarili  Nakabubuo ng kwento ng sarili sa pamamagitan ng inilarawang timeline ng sariling buhay  Natutukoy ang mahahalagang pangyayari o conjuncture sa sariling buhay sa pamamagitan ng timeline  Nakababasa ng timeline at nakapagsasalaysay ng buhay base rito Ang mag-aaral ay…….
  • 35. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 8 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay . . . Ang mag-aaral ay . . . Ang mag-aaral ay . . .  Nakapaghihinuha sa konsepto ng pagpapatuloy at pagbabago sa pamamagitan ng pagsasaayos ng mga larawan ayon sa pagkakasunod-sunod nito  Naipakikita ang mga pagbabago sa buhay at sa personal na gamit (tulad ng laruan) mula noong sanggol hanggang sa kasalukuyang edad  Naihahambing ang sariling kwento o karanasan sa buhay sa karanasan ng mga kamag-aral C. Pagpapahalaga sa Sarili  naipamamalas ang pagpapahalaga at pagmamalaki sa sarili  nakapagpapahayag ng personal na pagnanais para sa sarili  Naipapakilala ang sarili sa pamamagitan ng nabuong collage o scrapbook ng mga larawan o bagay na nagpapakilala sa sarili  Nakapagsasaad ng mga pangarap o ninanais para sa sarili sa pamamagitan ng graphic organizer  Naipaliliwanag kung bakit mahalaga ang mga personal na pagnanais para sa sarili Grade 1 - IKALAWANG MARKAHAN II. Ang Aking Pamilya A. Pagkilala sa mga Kasapi ng Pamilya  naipamamalas ang pag-unawa sa mga kasapi ng pamilya at ang papel na ginagampanan ng bawat kasapi nito  nakagaganap ng nararapat na papel bilang kasapi ng pamilya  Natutukoy ang mga kasapi ng pamilya.  Nailalarawan ang bawat kasapi sa pamamagitan ng isang likhang sining  Naipakikita ang iba’t ibang papel na ginagampanan ng bawat kasapi ng pamilya sa pamamagitan ng concept map o graphic organizer  Nakabubuo ng sariling kwento tungkol sa pang-araw-araw na gawain ng mga kasapi ng pamilya
  • 36. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 9 Content Content Standards Performance Standards Learning Competencies B. Ang Kwento ng Aking Pamilya Ang mag-aaral ay…  naipamamalas ang pang- unawa sa sa konsepto ng pagbabago at pagpapatuloy batay sa kwento ng pamilya Ang mag-aaral ay…  nakapagsasalaysay ng katangi- tanging katangian at kwento ng sariling pamilya at ng iba pang mga pamilya gamit ang konsepto ng pagpapatuloy at pagbabago Ang mag-aaral ay…  Naisasalaysay ang kwento ng pamilya sa pamamagitan ng family tree at/o album ng pamilya  Natutukoy ang ang mga mahahalagang pangyayari sa buhay ng pamilya batay sa inilarawang timeline  Nakapagsasalaysay ng kwento ng pamilya sa pamamagitan ng timeline  Natutukoy ang mga nagbago at patuloy na tradisyon o nakagawiang gawain ng pamilya  Nakapaghahambing ng mga tradisyon at nakagawiang gawain ng pamilya noon at ngayon  Nakapaghahambing ng kwento ng sariling pamilya sa kwento ng pamilya ng mga kamag-aral  Napahahalagahan ang pagkakatulad at pagkakaiba ng mga pamilya C. Mga Alituntunin sa Pamilya  naipamamalas ang pag- unawa sa mga alituntuning ipinatutupad ng pamilya  nagpapamalas ng matapat at kusang loob na pagsunod at pagtupad sa mga alituntunin ng pamilya.  Nakatutugon sa iba-ibang sitwasyon sa pang-araw-araw na buhay ng pamilya  Nahihinuha ang mga alituntunin ng pamilya na tumutugon sa iba-ibang sitwasyon ng pang-araw-araw na buhay ng pamilya  Naikakategorya ang iba’t ibang alituntunin ng pamilya  Nasusuri ang batayan ng mga alituntunin ng pamilya  Naihahambing ang alituntunin ng sariling pamilya sa alituntunin ng pamilya ng mga kamag-aral  Napahahalagahan ang pagtupad sa mga alintuntunin ng pamilya
  • 37. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 10 Content Content Standards Performance Standards Learning Competencies D. Pagpapahalaga sa Pamilya Ang mag-aaral ay…….  naipamamalas ang pag- unawa sa pagpapahalaga ng sariling pamilya at ng ibang mga pamilya Ang mag-aaral ay….  nakalalahok sa mga gawain na nagpapamalas sa mga pagpapahalaga ng sariling pamilya at ugnayan ng sariling pamilya sa ibang pamilya. Ang mag-aaral ay…..  Nakapaghihinuha sa mga pagpapahalaga ng pamilya mula sa pakikinig ng kwento tungkol sa pamilya tulad ng ―Pamilyang Ismid‖ (Aklat Batibot)  Nakaguguhit ng larawan ng sariling pamilya upang makabuo ang klase ng malaking mosaic  Nailalarawan ang batayang pagpapahalaga ng pamilya at nabibigyang katwiran ang pagtupad sa mga ito  Nakikilala ang mga pagpapahalaga ng iba’t ibang pamilya  Naihahambing ang mga pagpapahalaga ng iba’t ibang pamilya  Nakalalahok sa pagbuo ng consensus sa klase tungkol sa mga pagpapahalaga sa pamilya  Nakapagbibigay ng halimbawa ng ugnayan ng sariling pamilya sa ibang pamilya  Nakabubuo ng paglalahat tungkol sa kabutihan ng mabuting pakikipag-ugnayan ng sariling pamilya sa iba pang pamilya IKATLONG MARKAHAN III. Ang Aking Paaralan A. Pagkilala sa aking Paaralan  Naipamamalas ang pag-unawa sa kahalagahan ng batayang impormasyon at pisikal na kapaligiran ng sariling paaralan at ang kahalagahan ng paaralan sa paghubog ng mga batang mag-aaral.  Nakapagpapahayag ng pagmamalaki at pagkilala sa sariling paaralan at ang kahalagahan ng paaralan sa buhay ng isang batang mag- aaral  Nasasabi ang batayang impormasyon tungkol sa sariling paaralan: pangalan nito, lokasyon, mga bahagi nito at taon ng pagkatatag nito/edad  Nakapagsasaliksik ng mga impormasyon tungkol sa sariling paaralan  Naisasaayos ang mga mga nakalap na impormasyon tungkol sa paaralan sa simpleng graphic organizer  Nailalarawan at/o naiguguhit ang pisikal na
  • 38. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 11 Content Content Standards Performance Standards Learning Competencies kapaligiran ng paaralan  Nakapaghihinuha sa epekto ng pisikal na kapaligiran ng paaralan sa buhay ng mga mag-aaral  Naipaliliwanag ang kahalagahan ng paaralan sa buhay ng bata B. Ang Kwento ng Aking Paaralan Ang mag-aaral ay….  naipamamalas ang pang- unawa sa sa konsepto ng pagbabago at pagpapatuloy batay sa kwento ng paaralany Ang mag-aaral ay….  nakapagkukwento o nakakaguhit ng kasaysayan ng paaralan Ang mag-aaral ay…..  Naisasalaysay ang kwento ng paaralan sa iba’t-ibang panahon batay sa timeline ng paaralan o album ng mga larawan ng paaralan  Nasasabi kung paano nagbago ang paaralan sa iba’t-ibang panahon: ang laki nito, pangalan, lokasyon, tauhan, bilang ng mag- aaral  Naisasaayos ang mga pagbabago sa paaralan sa simpleng graphic organizer  Naihahambing ang mga pagbabago ng paaralan sa iba’t ibang aspeto noon at ngayon C. Ako Bilang Mag-aaral  Naipamamalas ang pag- unawa sa papel na ginagampanan ng mag- aaral  Nakatutupad sa itinakdang papel at tungkulin na dapat gampanan bilang mag-aaral sa sariling paaralan  Nasasabi kung bakit nag-aaral  Nailalarawan ang isang araw sa paaralan  Nailalarawan ang isang tipikal na araw sa paaralan sa pamamagitan ng timeline  Nasasabi ang mga tungkulin bilang mag-aaral  Nahihinuha ang kahalagahan ng pagtupad sa itinakdang papel at tungkulin sa paaralan.
  • 39. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 12 Content Content Standards Performance Standards Learning Competencies D. Mga Alituntunin sa Silid-Aralan Ang mag-aaral ay…  naipamamalas ang pag- unawa sa mga alituntuning ipinatutupad ng paaralan Ang mag-aaral ay….  nakapagpapakita ng pagsunod at pagtupad sa mga alituntunin ng paaralan. Ang mag-aaral ay:  Nasasabi ang mga alituntunin sa silid-aralan at nabibigyang katwiran ang pagtupad nito  Nakapagbibigay ng halimbawa ng mga pagsunod at paglabag sa mga alituntuning ito  Naihahambing ang epekto sa sarili at sa klase ng pagsunod at hindi pagsunod sa mga alituntunin  Nakapaghihinuha sa kahalagahan ng alituntunin sa paaralan at sa buhay ng mga mag-aaral E. Pagpapahalaga sa Paaralan  naipamamalas ang pagpapahalaga at pagmamalaki sa paaralan  nakapagpapakita ng mga pagkilos at gawain bilang pagpapahalaga at pagmamalaki sa sariling paaralan  Naiisa-isa ang mga gawain at pagkilos na nagpapamalas ng pagpapahalaga sa sariling paaralan  Nakagagawa ng kwento o larawan tungkol sa batang nag-aaral at hindi nakapag-aaral  Nahihinuha ang kahalagahan ng paaralan sa buhay ng bata mula sa kwento o larawan ng batang nag-aaral at hindi nakapag-aaral IKA-APAT NA MARKAHAN IV. Ako at ang Aking Kapaligiran A. Ako at ang Aking Tahanan at Paaralan  naipamamalas ang pag-unawa sa kahalagahan ng pisikal na kapaligiran na ginagalawan sa buhay ng mga bata  nakapaglalarawan o nakakaguhit ng pisikal na kapaligirang ginagalawan batay sa konsepto ng distansya  nakapagpapahayag ng pag- unawa sa kaugnayan ng kapaligiran sa bahay at paaralan  Nahihinuha ang konsepto ng lokasyon, lugar at distansiya sa pamamagitan ng nabuong mapa ng bahay  Nagagamit ang ilang terminolohiya sa pagsukat ng lokasyon at distansiya ito (kanan, kaliwa, itaas, ibaba, harapan at likuran) sa pamamagitan ng pagtukoy sa nilalaman at gamit sa bahay at klasrum at kung saan matatagpuan ang mga ito  Naipapaliwanag ang konsepto ng distansiya sa pamamagitan ng nabuong mapa ng klasrum at ang distansiya ng mag-aaral sa ibang bagay dito
  • 40. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 13 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  Nasususi ang konsepto ng distansiya sa pamamagitan nabuong mapa mula sa klasrum patungo sa aklatan at ibang bahagi ng paaralan  Naiuugnay ang konsepto ng lugar, lokasyon at distansiya sa pang-araw-araw na buhay sa pamamagitan ng iba’t ibang uri ng transportasyon mula sa bahay patungo sa paaralan  Naiisa-isa ang mga bagay at istruktura na nakikita at nadadaanan mula sa bahay patungo sa paaralan  Nailalarawan at naiguguhit ang panahon at ang pagbabago sa mga istruktura at bagay mula sa bahay patungo sa paaralan  Naipapaliwanag i kung paano naaapektuhan ng panahon ang kasuotan at pang-araw-araw na gawain B. Pangangalaga sa Kapaligiran  naipamamalas ang pag- unawa sa kahalagahan ng pangangalaga sa kapaligiran  nakapagsasasagawa ng mga gawain at aktibidad sa pangangalaga at pagpapahalaga sa kapaligiran.  Naiguguhit ang iba’t ibang paraan ng pangangalaga sa kapaligiran  Naikakategorya ang mga kagawian at ugali na nakatutulong at nakasasama sa kapaligiran  Naisasagawa ang mga paraan ng pangangalaga sa kapaligiran
  • 41. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 14 GRADE 7 Content Content Standards Performance Standards Learning Competencies UNANG MARKAHAN Pag-unlad, Pagpapatuloy at Pagbabago ng lipunang Pilipino mula sa sinaunang pamayanan hanggang sa pagtatag ng kolonyang Espanya sa pamamagitan ng primaryang sanggunian Pangkalahatang Tema : Panahon , Pagpapatuloy at Pagbabago , Mga Kaugnay na Tema: Kultura, Pagkakakilanlan at Pagkabansa Karapatan, Pananagutan at Pagkamamayan Kapangyarihan, Awtoridad at Pamamahala Produksyon, Distribusyon at Pagkonsumo A. Pagpapakilala sa Primaryang Sanggunian - Kahulugan at kahalagahan ng primaryang sanggunian at ang kaibahan nito sa mga aklat at ibang sekondaryang Ang mag-aaral ay… Naipamamalas ng mag-aaral ang malalim na pag-unawa sa pag-unlad, pagbabago at pagpapatuloy ng lipunang Pilipino mula sa sinaunang pamayanan hanggang sa pagtatag ng kolonyang Espanya sa pamamagitan ng mga primaryang sanggunian Ang mag-aaral ay… Ang mag-aaral ay kritikal na nakapagsusuri sa pag-unlad, pagpapatuloy at pagbabago ng lipunang Pilipino mula sa sinaunang pamayanan hanggang sa pagtatag ng kolonyang Espanya sa pamamagitan ng mga primaryang sanggunian. Ang mag-aaral ay… Naipapaliwanag ang kahulugan at pagkakaiba ng mga primaryang sanggunian at sekondaryang sanggunian Natutukoy ang mga uri ng primaryang sanggunian at sekondaryang sanggunian
  • 42. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 15 Content Content Standards Performance Standards Learning Competencies sanggunian - Uri ng primaryang sangguniana at sekondaryang sanggunian -Mga halimbawa ng primaryang sanggunian at sekondaryang sanggunian - Kahalagahan ng primaryang at sekondaryang sanggunian sa pag-aaral ng kasaysayan B. Sinaunang Pilipino Ayon sa mga Primaryang Sanggunian - Sinaunang paniniwala at buhay pampamilya: larawan ng bangang manunggul, sipi ng salaysay ng prayle at iba pang primaryang sanggunian -Pang-araw araw na buhay, teknolohiya at hanapbuhay ayon sa sipi ng salaysay ng prayle at iba pang kaugnay na primaryang sanggunian Ang mag-aaral ay… Nakikilala ang mga halimbawa ng primaryang sanggunian at sekondaryang sanggunian Nasusuri ang mga uri ng primaryang sanggunian: nakasulat (liham,opisyal na report, balita);pasalita (teyp o transkrip ng panayam); biswal ((karikatura, larawan); awdyo-biswal (video, pelikula) Natataya ang kahalagahan ng mga primaryang at sekondaryang sanggunian sa pag-aaral ng kasaysayan. Nakatataya ng impormasyon sa pamamagitan ng pagkilala sa pagkiling (bias) o punto de bista ng may-akda ng sanggunian Nakakakuha ng datos mula sa iba’t-ibang primaryang sanggunian Nakapaghahambing ng impormasyon mula sa magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di pagkakasundo sa mga primaryang sanggunian ukol sa mga sinaunang Pilipino Nasusuri ang sinaunang paniniwala at buhay pampamilya ayon sa bangang manununggul, sipi ng salaysay ng mga prayle at iba pang primaryang sanggunian Nakapaghihinuha mula sa mga impormasyon at datos ng mga primaryang sanggunian sa sinaunang paniniwala at buhay pampamilya ng mga Pilipino
  • 43. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 16 Content Content Standards Performance Standards Learning Competencies C. Pagtatag ng Kolonyang Espanya Batay sa mga Primaryang Sanggunian - Paglakbay ng mga Espanyol sa Pilipinas at pagtatag ng kolonya ayon sa sipi ng salaysay ni Antonio Pigafetta, mga historikal na palatandaan nina Magellan at Lapu-Lapu sa Isla ng Mactan -Reduccion, tributo at sapilitang pagtratrabaho (forced labor) ayon sa sipi ng prayle at iba pang primaryang sanggunian Ang mag-aaral ay… Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag ng ilang pangyayari ng mga primaryang sanggunian ukol sa pang-araw- araw na buhay, teknolohiya at hanapbuhay ng mga sinaunang Pilipino Nakapag-aayos at nakagagawa ng buod ng impormasyon – pangunahing salita at ideya- sa sariling salita ukol sa mga sinaunang Pilipino Nakabubuo ng kamalayan ng pagpapahalaga, gawi at kaugalian sa panahon ng sinaunang Pilipino at nakikilalala ang pagkakaiba at/o pagkakatulad ng mga ito sa kasalukuyan Nasusuri ang sanhi-bunga (cause and effect) ng ilang mahahalagang pangyayari o penomeno sa panahon ng kolonyalismong Espanyol Natutukoy ang opinyon at katotohanan sa ilang pangyayari sa panahon ng kolonyalismong Espanyol tulad ng paglalakabay ng mga Espanyol sa Pilipinas at pagtatag ng kolonya ayon sa sipi ng salaysay ni Antonio Pigafetta, sipi ng salaysay ng prayle at/o ng iba pang primaryang sanggunian
  • 44. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 17 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay… Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanang sa ilang pangyayari sa panahon ng kolonyalismong Espanyol tulad ng paglalakbay ng mga Espanyol sa Pilipinas at pagtatag ng kolonya ayon sa sipi ng salaysay ni Antonio Pigafetta, mga historical na palatandaan nina Magellan at Lapu-Lapu Isla ng Mactan, at siping salaysay ng prayle at sa pagpapatupad ng ilang kolonyal na patakaraan Natataya ang historical na kahalagahan ng mga tao, grupo, pangyayari, proseso at institusyon sa panahon ng kolonyalismong Espanyol sa bansa Nasusuri ang mga datos tungkol sa reduccion, tributo at sapilitang pagtatatrabaho forced labor) ayon sa sipi ng prayle at iba pang primaryang sanggunian Natataya ang mga impormasyon at nakabubuo ng interprestayon tungkol sa magkaiba at posbileng magkasalungat na paliwanang ng isang pangyayari tulad ng reduccion, tributo at sapilitang pagtratrabaho ayon sa sipi ng prayle at iba pang primaryang sanggunian Nakabubuo ng kamalayan ng pagpapahalaga, gawi at kaugalian ng panahon ng kolonyalismong Espanol at nakikilalala ang pagkakaiba at/o pagkakatulad ng mga ito sa kasalukuyan
  • 45. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 18 Content Content Standards Performance Standards Learning Competencies IKALAWANG MARKAHAN Pagbubuo ng Bansang Pilipinas Pangkalahatang Tema: Kultura, Pagkakakilanlan at Pagkabansa Mga Kaugnay na Tema: Karapatan, Pananagutan at Pagkamamayan, Kapangyarihan , Awtoridad at Pamamahala Produksyon, Distribusyon at Pagkonsumo Panahon Pagpapatuloy at Pagbabago A. Simula ng Pagtutol sa Imperyong Espanyol -Laban sa pang-aabuso ayon sa sipi ng salaysay ng prayle at ulat na opisyal _ Mga panimulang ideya ng progreso ayon sa sinulat ni Sinibaldo de Mas, Padre Jose Burgos (tungkol sa sekularisasyon ng mga parokya), Gregorio Sanciano (El Progreso de Filipinas) Ang mag-aaral ay… Naipapamalas ng mag-aaral ang malalim na pag-unawa sa pagkabuo at pag-unlad ng bansang Pilipinas sa konteksto ng kolonyalismong Espanyol ayon sa primarya at sekondaryang sanggunian Ang mag-aaral ay… Ang mag-aaral ay nakapagpapahalaga sa naging pagsisikap ng mga Pilipino sa pagbuo at pag-unlad ng bansang Pilipinas sa konteksto ng kolonyalismong Espanyol mula sa pagbasa sa mapanuring pamamaraan ng ilang piling primaryang sanggunian Ang mag-aaral ay… Nasusuri ang sanhi at bunga ng iba’t-ibang pagtutol ng mga Pilipino sa Imperyong Espanyol batay sa ipinapahayag ng mga primaryang sanggunian Natutukoy at nasusuri ang patterns at trends sa pamamagitan ng timeline ang iba’t-ibang pagtutol ng mga Pilipino sa Imperyong Espanyol Naikakategorya ang pagpapamalas ng pagtutol ng mga Pilipino sa kolonyalismong Espanyol mula sa datos at impormasyon sa iba’t-ibang sanggunian
  • 46. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 19 Content Content Standards Performance Standards Learning Competencies B. Pagsibol ng Kamalayang Pilipino - Kilusang Propaganda ayon sa mga painting nina Juan Luna at Resurreccion Hidalgo, liham at/o diary ni Jose Rizal, ―Dasalan at Toksohan‖ ni Marcelo del Pilar, sipi ng mga artikulo ni Rizal sa La Solidaridad, news clipping Ang mag-aaral ay… Nasusuri ang iba’t-ibang paglaban ng mga Pilipino sa pang-aabuso ayon sa sipi ng salaysay ng prayle at ulat opisyal Natataya ang historikal na perspektibo sa naging paglaban ng mga Pilipino sa pang- aabuso ayon sa salaysay ng prayle at ulat na opisyal. Nakapaghihinuha sa adhikain ng mga Pilipino sa paglaban sa kolonyalismo mula sa mga panimulang ideya ng progreso ayon sa sinulat ni Sinibaldo de Mas, Padre Jose Burgos (tungkol sa sekularisasyon ng mga parokya), Gregorio Sanciano (El Progreso de Filipinas) Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag sa panimulang ideya ng progreso ng mga Pilipino batay sa paghahambing sa sipi ng mga sinulat nina Sinibaldo de Mas, Padre Jose Burgos (tungkol sa sekularisasyon ng mga parokya), Gregorio Sanciano (El Progreso de Filipinas) Nahihinuha mula sa mga datos at impormasyon sa mga primaryang sanggunian ang mga pangyayari na nakapag- ambag at/o nakahadlang sa pagsibol ng kamalayang Pilipino
  • 47. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 20 Content Content Standards Performance Standards Learning Competencies - Pagtatag ng Katipunan ayon sa sipi ng ―Dapat Mabatid ng mga Tagalog‖ ni Andres Bonifacio, ang kanyang tula, ―Pag-ibig sa Tinubuang Lupa,‖ Kartilya ni Emilio Jacinto - Ang mag-aaral ay… Natataya ang historikal na kahalagahan ng Kilusang Propaganda bilang kilusan at mga kasapi nito sa pakikibaka ng mga Pilipino sa Imperyong Espanyol mula sa datos at impormasyon sa ilang primaryang sanggunian tulad ng painting nina Juan Luna at Resurreccion Hidalgo, liham at/o diary ni Jose Rizal, ―Dasalan at Toksohan‖ ni Marcelo del Pilar, sipi ng mga artikulo ni Rizal sa La Solidaridad, news clipping Napaghahambing ang impormasyon mula sa mga magkakaugnay na primaryang sanggunian at nakikilala ang mga punto ng pagkakasundo at di-pagkakasundo tungkol sa adhikain at kahalagahan ng Kilusang Propaganda mula sa sipi ng mga sinulat ng mga Kilusang Propandista at artikulo mula sa La Solidaridad Nakikilala ang historikal na perspektibo ng awtor ng mga primaryang sanggunian na may kaugnayan sa kilusang Propaganda tulad ng mga painting nina Juan Luna at Resurreccion Hidalgo, liham at/o diary ni Jose Rizal, ―Dasalan at Toksohan‖ ni Marcelo del Pilar, sipi ng mga artikulo ni Rizal sa La Solidaridad, news clipping Naipapahayag ang damdamin ng pagpapahalaga sa bahaging ginampanan ng Katipunan sa pagsibol ng kamalayang Pilipino ayon ayon sa mensahe ng ilang primaryang sanggunian tulad ng ―Dapat Mabatid ng mga Tagalog‖ at ―Pag-ibig sa Tinubuang Lupa‖ ni Andres Bonifacio, at ―Kartilya‖ ni Emilio Jacinto
  • 48. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 21 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay… Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag tungkol pagkakatatag at iba pang usapin sa Katipunan mula sa mga datos at impormasyon sa mga primaryang sanggunian Nakapag-aayos at nakagagawa ng buod ng impormasyon sa sariling salita ng mga pangunahing katotohanan at ideya tungkol sa Katipunan sa konteksto ng pakikibaka ng mga Pilipino sa kolonyalismong Espanyol mula sa pagsusuri sa mga primaryang sanggunian tulad ng sipi ng ―Dapat Mabatid ng mga Tagalog‖ ni Andres Bonifacio, ang kanyang tula, ―Pag-ibig sa Tinubuang Lupa,‖ Kartilya ni Emilio Jacinto IKATLONG MARKAHAN Ang Pagkakamit ng Kalayaan at Kasarinlan laban sa Kolonyalismong Espanyol, Amerikano at Hapon Pangkalahatang Tema: Kapangyariahan, Awtoridad at Pamamahala Mga Kaugnay na Tema: Kultura, Pagkakakilanlan at Pagkabansa Karapatan, Pananagutan at Pagkamamamayan Produksyon, Distribusyon at Pagkonsumo Naipapamalas ng mag-aral ang malalim na pag-unawa sa mahahalagang pangyayari at naging tugon ng mga Pilipino sa pagkamit ng kalayaan at kasarinlan laban sa kolonyalismong Espanyol, Amerikano at Hapon Ang mag-aaral ay nakapagsasaliksik gamit ang kasanayan sa pagsusuri at pagbuo ng interpretasyon ng impormasyon mula sa primaryang sanggunian sa mahahalagang pangyayari at naging tugon ng mga Pilipino sa pagkamit ng kalayaan at kasarinlan laban sa kolonyalismong Espanyol, Amerikano at Hapon
  • 49. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 22 Content Content Standards Performance Standards Learning Competencies Panahon , Pagpapatuloy at Pagbabago A. Pakikibaka para sa Kalayaan -Rebolusyon laban sa Espanya: news clipping ng labanan sa San Juan del Monte, larawan ng mga bandila ng rebolusyon ayon sa sipi ng salaysay nina Bonifacio at Aguinaldo at kasunduang Biyak-na-Bato B. Ang Imperyong Amerikano hanggang Ikalawang Digmaang Pandaidig Digmaang Pilipino- Ang mag-aaral ay… Nasusuri ang mga hugpungang pangyayari (conjunctures) sa pamamagitan ng timeline ang mga mahahalagang pangyayari sa pakikibaka ng mga Pilipino para makamit ang kalayaan at kasarinlan laban sa kolonyalismong Espanyol, Amerikano at Hapon Natataya ang historikal na kahalagahan sa mga tao, grupo, pangyayari, proseso o kilusan at institusyon sa naging pagkakamit ng mga Pilipino ng kalayaan at kasarinlan sa ilalim ng kolonyalismong Espanyol, Amerikano at Hapon batay sa pagsusuri sa mga primaryang sanggunian Natutukoy ang mga salik at pangyayari na nakatulong at nakahadlang sa pagkakamit ng mga Pilipino ng kalayaan at kasarinlan sa ilalim ng kolonyalismong Espanyol, Amerikano at Hapon mula sa pagsusuri ng mga datos at impormasyon ng mga primaryang sanggunian Nakasasagot ng tanong batay sa angkop at sapat na ebidensiya sa ilang pangyayari na may kaugnayan sa pagkakamit ng kalayaan ng mga Pilipino laban sa kolonyalismong Espanyol, Amerikano at Hapon Nakapag-aayos ng resulta ng pagsasaliksik partikular ng mga datos at impormasyon sa lohikal na paraan
  • 50. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 23 Content Content Standards Performance Standards Learning Competencies Ammerikano ayon sa deklarasyon ng kasarinlan sa Kawit, probisyon ng Konstitusyong Malolos, ayon sa sipi ng ―El Verdadero Decalogo‖ ni Apolinario Mabini, karikaturang pampulitika sa magasin sa E.U., proklamasyon ng ―Benevolent Assimilation larawan ng digmaan, mapa ng labanan, news clipping Filipinisasyong pampulitika at kontrol sa ekonomiya ayon sipi ng ulat ng Philippine Commission, sensus ng 1903, Ang mag-aaral ay… Nakagagamit ng teknolohikal na instrumento sa pagsasaliksik, pagsusuri ng datos, pagsulat ng sanaysay o papel, at paghahanda ng presentasyon sa pananaliksik ukol sa naging pagiging ng mga Pilipino para makamit ang kalayaan laban sa kolonyalismo Nakapagbubuod ng mga pangunahing katotohanan at ideya sa Rebolusyon laban sa Espanyan ayon sa news clipping ng labanan San Juan del Monte, larawan ng mga bandila ng rebolusyon ayon sa sipi ng salaysay nina Bonifacio at Aguinaldo at kasunduang Biyak-na-Bato Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di-pagkakasundo ng awtor tungkol sa Rebolusyon laban sa Espanya ayon sa news clipping ng labanan sa San Juan del Monte, larawan ng mga bandila ng rebolusyon ayon sa sipi ng salaysay nina Bonifacio at Aguinaldo at kasunduang Biyak-na-Bato Nasasaliksik ang ugnayan ng sanhi at bunga ng Rebolusyon laban sa Espanya ayon sa sa news clipping ng labanan sa San Juan del Monte, larawan ng mga bandila ng rebolusyon ayon sa sipi ng salaysay nina Bonifacio at Aguinaldo at kasunduang Biyak- na-Bato Nakapagpapahayag ng sariling ideya o pagtingin at/o interpretasyon tungkol sa pinag-uusapan at mga natutuhan
  • 51. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 24 Content Content Standards Performance Standards Learning Competencies larawan ng 1904 St. Louis Fair, Jones Law, news clipping, Bates Treaty, Payne-Aldrich Act Limitasyon sa paghayag ng nasyonalismong Pilipino ayon sa Brigandage Act, Reconcentration Act, news clipping, sipi ng ―Aves de Rapiña,‖ sipi ng talumpati ni Manuel Quezon, probisyon ng Konstitusyon ng 1935 Ang mag-aaral ay… Rebolusyong Pilipino batay sa impormasyon ng ilang primaryang sanggunian tulad ng deklarasyon ng kasarinlan sa Kawit, probisyon ng Konstitusyong Malolos, at sipi ng ―El Verdadero Decalogo‖ ni Apolinario Mabini Nasusuri ang mga pagkaka-ugnay-ugnay ng ng sari-saring datos ng Digmaang Pilipino- Amerikano ayon sa deklarasyon ng kasarinlan sa Kawit, probisyon ng Konstitusyong Malolos, ayon sa sipi ng ―El Verdadero Decalogo‖ ni Apolinario Mabini, karikaturang pampulitika sa magasin sa E.U., proklamasyon ng ―Benevolent Assimilation larawan ng digmaan, mapa ng labanan, news clipping Nakabubuo ng konklusyon base sa interpretasyon ng impormasyon sa Digmaang Pilipino-Amerikano ayon sa deklarasyon ng kasarinlan sa Kawit, probisyon ng Konstitusyong Malolos, ayon sa sipi ng ―El Verdadero Decalogo‖ ni Apolinario Mabini, karikaturang pampulitika sa magasin sa E.U., proklamasyon ng ―Benevolent Assimilation larawan ng digmaan, mapa ng labanan, news clipping Natataya ang kahalagahang historikal sa pagkakamit ng mga Pilipino ng kalayaan ng mga ebidensiya sa Filipinisasyong pampulitika at kontrol sa ekonomiya ayon sipi ng ulat ng Philippine Commission, sensus ng 1903, larawan ng 1904 St. Louis Fair,
  • 52. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 25 Content Content Standards Performance Standards Learning Competencies Okupasyong Hapon ayon sa opisyal na ulat, memoir ng beterano ng digmaan, larawan ng Maynila bilang open city, larawan ng death march, clipping ng dyaryo o magasin Jones Law, news clipping, Bates Treaty, Payne-Aldrich Acta ayon sa sipi ng ulat ng Philippine Commission, sensus ng 1903, larawan ng 1904 St. Louis Fair, Jones Law, news clipping, Bates Treaty, Payne-Aldrich Act Nakapipili ng mga makatotohanan at mahahalagang ebidensiya sa Filipinisasyong pampulitika at kontrol sa ekonomiya upang mataya ang historikal na impluwensiya nito sa Imperyo ng Amerikano ayon sa sipi ng ulat ng Philippine Commission, sensus ng 1903, larawan ng 1904 St. Louis Fair, Jones Law, news clipping, Bates Treaty, Payne- Aldrich Act Nasusuri sa malinaw at maayos na paraan ang sariling kaisipan tungkol sa kaganapan o isyung pinagaaraalan na pinagtitibay ng nararapat na datos sa Filipinisasyong pampulitika at kontrol sa ekonomiya ayon sipi ng ulat ng Philippine Commission, sensus ng 1903, larawan ng 1904 St. Louis Fair, Jones Law, news clipping, Bates Treaty, Payne-Aldrich Act Nakabubuo ng interpretasyon tungkol sa mga magkapareho o magkaibang paliwanag sa limitasyon sa paghayag ng nasyonalismong Pilipino ayon impormasyon ng ilang primaryang sanggunian tungkol sa Brigandage Act, Reconcentration Act, news clipping, sipi ng ―Aves de Rapiña,‖ sipi ng talumpati ni Manuel Quezon, probisyon ng Konstitusyon ng 1935
  • 53. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 26 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay… Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di pagkakasundo batay sa pagsusuri ng mga primaryang sanggunian sa ilang pangyayari tungkol sa limitasyon sa paghayag ng nasyonalismong Pilipino ayon sa Brigandage Act, Reconcentration Act, news clipping, sipi ng ―Aves de Rapiña,‖ sipi ng talumpati ni Manuel Quezon, probisyon ng Konstitusyon ng 1935. Nakapag-aayos at nakagagawa ng buod ng impormasyon sa sariling salita ng mga pangunahing katotohanan at ideya sa ilang pangyayari batay sa datos o ebidensiya sa ilang pangyayari sa pagkakamit ng kalayaan sa ilalim ng kolonyalismong Amerikano Nakatutuklas ng mga kaisipan at makatotohanang ebidensya sa okupasyong Hapon mula sa mga opisyal na ulat, memoir ng beterano ng digmaan, larawan ng Maynila bilang open city, larawan ng Death March, clipping ng dyaryo o magasin Nakapagbubunyag ng mga historikal na kamalian sa okupasyon ng Hapon ayon sa opisyal na ulat, memoir ng beterano ng digmaan, larawan ng Maynila bilang open city, larawan ng death march, clipping ng dyaryo o magasin
  • 54. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 27 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay… Napapalim ang mga implikasyon at aral sa okupasyon ng Hapon ayon sa opisyal na ulat, memoir ng beterano ng digmaan, larawan ng Maynila bilang open city, larawan ng death march, clipping ng dyaryo o magasin IKA-APAT NA MARKAHAN Mga Hamon ng Bagong Republika mula 1946 hanggang sa kasalukuyan Pangkalahatang Tema: Karapatan, Pananagutan at Pagkamamayan Mga Kaugnay na Tema: Kultura, Pagkakakilanlan at Pagkabansa Kapangyarihan, Awtoridad at Pamamahala Produksyon, Distribusyon at Pagkonsumo Panahon, Pagpapatuloy at Pagbabago A. Hamon sa Bagong Republika Naipamamalas ng mag-aaral ang malalim na pag-unawa sa mga mahahalagang pangyayari at hamon ng pagsasarili ng bagong republika mula 1946 hanggang sa kasalukuyan  Ang mag-aaral ay nakabubuo ng panukalang programa, proyekto o gawain na nagpapapamalas sa malalim na pagkaunawa sa mga suliranin at hamon ng Pilipinas bilang isang bagong republika gamit ang kasanayan sa pagsisiyasat at pananaliksik ng impormasyon mula sa mga primaryang sanggunian  Ang mag-aaral ay nakapaghahayag ng matatag na paninindigan batay sa masusing pagsisiyasat/pagsasaliksik at matalinong pagpapasaya sa mga usaping panlipunan at kontrobersiya sa panahon ng Bagong Republika Natutukoy ang mga hamong kinaharap ng Bagong Republika simula 1946 batay sa pagsusuri sa mga datos at impormasyon sa ilang primaryang sanggunian Nasusuri ang mga patterns at trends sa pamamagitan ng timeline ang mahahalagang pangyayari at conjunctures sa mga hamong kinaharap ng bagong Republika mula 1946 hanggang sa kasalukuyan Nagiging maingat sa sariling naisin, paniniwala, punto de bista o posisyon sa mga isyu at usaping panlipunan Nakapagpapakita ng pantay na pakikitungo at paggalang sa mga may ibang pag-iisip kahit hindi ito sumasang-ayon sa sariling ideya, posisyon o pagtingin Nakapag-aayos at nakagagawa ng buod ng impormasyon—pangunahing katotohanan at ideya—sa sariling salita tungkol sa mga pangyayari, tao, kilusan at institusyon na may kaugnayan sa mga hamon ng pagsasarili ng isang Bagong Republika
  • 55. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 28 Content Content Standards Performance Standards Learning Competencies Kahulugan ng kasarinlan ayon larawan ng 100 peso bill na nagpapakita ng pag-angat ng bandilang Pilipinas at pagbaba ng bandilang E.U., Philippine Rehabilitation Act, parity at Kasunduang Base Militar -Mga problema sa lupa ayon sa sipi ng memoir ni Luis Taruc, dyaryo at opisyal na ulat - Kamalayan at pag-unawa sa nasyonalismong Pilipino ayon sa patakarang Filipino First, mga batas na nag-aalaga ng ekonomiya at industriya ng bansa, sipi ng talumpati ni Recto, pagbuo ng kamalayang Moro Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay… Nakapagbibigay ng historikal na kahalagahan sa mga tao, grupo, pangyayari, proseso o kilusan at institusyon sa panahon ng Bagong Republika mula 1946 hanggang sa kasalukuyan batay sa ipinapahayag ng mga primaryang sanggunian Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag ng isang pangyayari sa panahon ng Bagong Republika mula 1946 hanggang sa kasalukuyan Nakapagpapakita ng pantay na pakikitungo at paggalang sa mga may ibang pag-iisip o ideya tungkol sa kahulugan ng kalayaan/kasarinlan ayon sa larawan ng 100 peso bill na nagpapakita ng pag-angat ng bandilang Pilipinas at pagbaba ng bandilang E.U., Philippine Rehabilitation Act, parity at Kasunduang Base Militar Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di pagkakasundo sa ilang usapin na may kaugnayan sa mga hamon ng pagsasarili ayon ipinapahayag ng ilang di-panatay na kasunduan tulad ng Philippine Rehabilitation Act, parity rights at Kasunduang Base Militar
  • 56. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 29 Content Content Standards Performance Standards Learning Competencies B. Batas Militar at Pagsikap tungo sa Pagbabago - Batas military ayon sa Proklamasyon 1081, ibang mga utos ng pamahalaan, awit na ―Bayan Ko,‖ manifesto ng oposisyon sa batas militar, larawan ng EDSA 1986 Ang mag-aaral ay… Nakatataya ng impormasyon sa pamamagitan ng pagkilala sa bias o punto de bista ng awtor sa ilang usaping panlipunan tulad ng problema sa lupa ayon sa memoir ni Luis Taruc at iba pang primaryang sanggunian Nakabubuo ng paghihinuha sa nasyonalismong nalinang ng mga Pilipino batay sa pagsusuri ng ilang primaryang sanggunian tulad ng patakarang Filipino First, mga batas na nag-aalaga ng ekonomiya at industriya ng bansa, sipi ng talumpati ni Recto, at pagbuo ng kamalayang Moro Nakabubuo ng konklusyon base sa interpretasyon ng impormasyon sa nasyonalismong Pilipino ayon sa patakarang Filipino First, mga batas na nag-aalaga ng ekonomiya at industriya ng bansa, sipi ng talumpati ni Recto, pagbuo ng kamalayang Moro Nakapag-uugnay-ugnay ng mga historikal na ebidensya sa mga kaisipan sa batas militar ayon sa Proklamasyon 1081, ibang mga utos ng pamahalaan, awit na ―Bayan Ko,‖ manifesto ng oposisyon sa batas militar, larawan ng EDSA 1986 Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag tungkol sa Batas Militar batay sa pagsusuri sa mga primaryang sanggunian na may kaugnayan sa naturang pangyayari.
  • 57. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 30 Content Content Standards Performance Standards Learning Competencies Pagbabago sa ilalim ng demokrasy ayon sa sipi ng Konstitusyon ng 1987, sensus, sipi ng Comprehensive Agrarian Reform na batas, istatistiko tungkol sa mga OFW Ang mag-aaral ay… Napapahalagahan ang mga aral na pangkasaysan ng Batas Militar ayon sa Proklamasyon 1081, ibang mga utos ng pamahalaan, awit na ―Bayan Ko,‖ manifesto ng oposisyon sa batas militar, larawan ng EDSA 1986 Nakabubuo ng kamalayan sa mga pagpapahalaga, gawi at kaugalian ng panahon at nakikilala ang pagkakaiba at/o pagkakatulad ng mga iyon sa kasalukuyan batay sa mga datos at impormasyon tulad ng ng sipi ng Konstitusyon ng 1987, sensus, sipi ng Comprehensive Agrarian Reform na batas, istatistiko tungkol sa mga OFW Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng pagkakasundo at di pagkakasundo ilang usaping panlipunan matapos ang pagbabalik ng demokrasya noong 1986 hanggang sa kasalukuyan Naisasaalang-alang ang historikal na perspektibo ng awtor ng primaryang sanggunian sa pagbuo ng pansariling interpretasyon, kongklusyon at paninindigan sa isang pangyayari o isyung pangkasaysayan. Nagagamit ang kasanayan sa pagtukoy sa sanhi at bunga, fact o opinion, at pagkiling ng awtor ng sanggunian sa pagbuo ng sariling ideya o pagtingin tungkol sa pinag-uusapan at mga natutunan mula sa sanggunian
  • 58. K TO 12 ARALING PANLIPUNAN *Dr. Maria Serena Diokno, LAT Convenor – version as of January 31, 2012 31 Content Content Standards Performance Standards Learning Competencies Ang mag-aaral ay… Nakapaghahambing ng sariling kaisipan sa kaisipan ng awtor/manlilikha at naipaliliwanag kung saan at bakit sumasang-ayon o hindi ang dalawang kaisipan Nakabubuo ng konglusyon batay sa interpretasyon ng impormasyon mula sa ilang sanggunian tulad ng sipi ng Konstitusyon ng 1987, sensus, sipi ng Comprehensive Agrarian Reform na batas, istatistiko tungkol sa mga OFW
  • 59. Republika ng Pilipinas Kagawaran ng Edukasyon DepEd Complex, Meralco Avenue Lungsod ng Pasig Gabay sa Kurikulum ng K to 12 Edukasyon sa Pagpapakatao (Unang Baitang at Ika-10 Baitang) Enero 31, 2012
  • 60. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 2 ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO Ang tunguhin o outcome ng pag-aaral sa batayang edukasyon ay ang panlahatang pag–unlad taglay ang mga kasanayan sa ika–dalawampu’t isang siglo. Taglay ito ng isang mag-aaral kung mayroon siyang mga kakayahang pangkaalaman, pandamdamin at asal na magbibigay sa kanya ng kakayahan upang:  mamuhay at magtrabaho  linangin ang kanyang mga potensiyal  gumawa ng mga pasyang mapanuri at batay sa impormasyon, at  kumilos nang epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan upang mapabuti ang uri ng pamumuhay niya at ng kanyang lipunan (Literacy Coordinating Council, Setyembre 1997). Ang kahulugan at ang limang palatandaan nito ay batay sa Apat na Batayan (Pillar) ng Edukasyon at ang konsepto ng UNESCO tungkol sa mga panghabangbuhay na kakayahan (life skills) na binuo ng International Commission on Education para sa ika-21 siglo. Ang limang palatandaan nito ay ang mga sumusunod: (a) may kakayahang makipagtalastasan, (b) nag-iisip nang mapanuri at may kakayahang lumutas ng suliranin, (c) ginagamit ang mga likas na yaman nang mapanagutan para sa susunod na salinlahi at (d) produktibo, napauunlad ang sarili at ang pakikipagkapwa, at (e) may malawak na pananaw sa daigdig. Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang kakayahan ng functional literacy ay nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag-aaral. Ang EsP ay naglalayong gabayan ang mag-aaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal. Upang maipamalas ito, kailangang taglay niya ang limang pangunahing kakayahan (macro skills)*: pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.  Pag-unawa. Mahalagang maipamalas niya ang kakayahang mahinuha ang mga konsepto at prinsipyong nagbibigay-paliwanag sa sariling karanasan, mga sitwasyong namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na pamumuhay.  Pagninilay. Sa gitna ng mabilis na daloy ng impormasyon at ingay ng kapaligiran, kailangang mag-ukol ng panahon ang mag-aaral sa maingat at malalim na pag-iisip sa mga sitwasyong namasid at mga konseptong natutuhan tungkol sa moral na pamumuhay.  Pagsangguni. Kailangang humihingi siya ng payo o gabay sa mga taong may higit na kaalaman o kasanayan sa moral na pamumuhay at marunong magsala (weigh) ng mga impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng moral na pamumuhay.
  • 61. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 3  Pagpapasya. Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala, paninindigan o kilos na isasagawa batay sa obhektibong pamantayan ng moral na pamumuhay.  Pagkilos. Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha mula sa mga konkretong sitwasyon ng buhay at maipakita ang kahandaang isabuhay ang mga mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na pamumuhay. Ang mga pangunahing kakayahang ito ay nililinang sa apat na tema sa bawat taon sa paraang expanding spiral mula Kindergarten hanggang Grade 12. Ang apat na temang ito ay (a) Pananagutang Pansarili at Pagiging Kasapi ng Pamilya , (b) Pakikipagkapwa at Katatagan ng Pamilya, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at Preperensya sa Kabutihan. Pitong pangunahing pagpapahalaga (core values) ang nililinang sa mga temang ito: Kalusugan at Pakikiisa sa Kalikasan, Katotohanan at Paggalang, Pagmamahal at Kabutihan, Ispiritwalidad, Kapayapaan at Katarungan, Likas-kayang Pag-unlad, Pagkamaka-Pilipino at Pakikibahagi sa Pambansang Pagkakaisa (Values Education for the Filipino: 1997 Revised Version of the DECS Values Education Program, ph. 10-11). Ang Pilosopiya at mga Teoryang Batayan ng Pagtuturo-Pagkatuto Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao ay batay sa pilosopiyang Personalismo tungkol sa pagkatao ng tao at sa Virtue Ethics. Ayon sa pilosopiya ng Personalismo, ang ating mga ugnayan ay nakaugat lagi sa pagpapakatao. Nililikha natin ang ating pagpapakatao sa ating pakikipagkapwa. Sa Virtue Ethics naman, sinasabing ang isang mabuting tao ay nagsasabuhay ng mga virtue o mabuting gawi (habits) at umiiwas sa mga bisyo o masamang gawi. Samakatwid, ang nagpapabuti sa tao ay ang pagtataglay at ang pagsasabuhay ng mga mabuting gawi. Sa kanyang murang edad na 6 hanggang 12 taon, maaaring hindi pa lubos na maunawaan ng isang bata ang kanyang pagkatao bilang tao ayon sa paliwanag ng pilosopiyang Personalismo. Ngunit maaari siyang sanayin sa mga virtue at pagpapahalaga upang siya’y lumaking isang mabuting tao. Sa mga edad na ito, mauunawaan niya na siya ay dapat na magpakabuti hindi lamang sapagkat ito ang inaasahan sa kanya ng lipunan kundi dahil siya ay tao - may dignidad at likas ang pagiging mabuti. May dignidad ang tao dahil siya ay bukod-tangi at may ugnayan sa kanyang kapwa, sa Diyos, at kalikasan. Ang iba pang teorya na nagpapaliwanag kung paano natututo ang mag-aaral sa EP ay ang Interaktibong Teorya ng Pagkatuto ni Albert Bandura, Experiential Learning ni David Kolb, Constructivism at Teorya ng Career Development ni Ginzberg, et. al. at Super. Ang mga pagkatuto tulad ng pagkakaroon ng mabuting ugali at bagong impormasyon ay maaaring makuha sa pagmamasid sa ibang tao ayon sa paliwanag ng Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura. Ayon din sa teoryang ito, mahalaga ang mga iniisip ng tao sa kanyang pagkatuto at ang mga pagkatuto ay hindi nangangahulugang magbubunga ng pagbabago sa kilos. Ang mga karanasan din ang pinagkukunan ng mga pagkatuto ayon kay David Kolb at sa Teorya ng Pagkatuto ng Constructivism. Ayon sa Teorya ng Experiential Learning ni Kolb, ang mga nasa edad (adults) ay natututo sa pamamagitan ng kanilang pagninilay sa kanilang mga karanasan, pagbuo ng mga
  • 62. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 4 konklusyon o insight mula sa mga ito, at paglalapat ng mga ito sa angkop na mga sitwasyon ng buhay. Sinusuportahan ang pananaw ni Kolb ng Teorya ng Pagkatuto ng Constructivism. Ayon sa teoryang ito, nagkakaroon ng pagkatuto ang tao at gumagawa ng kabuluhan (meaning) batay sa kanyang mga karanasan. Naipamamalas ito sa pagtuturo sa pamamagitan ng pagbibigay ng tuon sa mag-aaral. Nagkakaroon siya ng mga bagong pagkatuto gamit ang mga tanong ng guro at ng kanyang malikhaing paraan. Nailalapat ang mga pagkatuto sa paggawa ng mga pasya lalo na sa kukuning kurso o propesyon. Ayon sa Teorya ng Career Development nina Ginzberg, e. al. at Super, dumadaan sa iba’t ibang yugto ang pagpapasya ng bata ukol sa kurso o propesyon batay sa kanyang pagtingin sa sarili (self-concept), saloobin (attitude) at mga pagpapahalaga. Tinatanggap o tinatanggihan niya ang isang kurso o trabaho batay sa obserbasyon niya (halimbawa, mga kilos ng kanyang magulang batay sa propesyon nito) at kanyang tinuturing na mahalaga (halimbawa, malaking sweldo o paglilingkod sa lipunan). Mga Disiplina ng Edukasyon sa Pagpapakatao(EsP) Ang nilalaman at istraktura ng Edukasyon sa Pagpapakatao ay nakaankla sa dalawang disiplina: Ethics at Career Guidance. Ang Etika ay ang siyensya ng moralidad ng kilos ng tao. Ang Career Guidance ay ang paggabay sa mag-aaral na magpasya ng kursong akademiko o teknikal-bokasyonal na tugma sa kanyang mga talento, kakayahan at aptitude at mga trabahong kailangan ng industriya. Mga Dulog sa Pagtuturo Ang mga pangunahing dulog na gagamitin sa pagtuturo ng mga konsepto ay ang pagpapasyang etikal (ethical decision making sa pamamagitan ng pagsusuri ng suliranin o isyu), ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning), at pagpaplano ng kursong akademiko o teknikal-bokasyonal. Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng pasya na may preperensya sa kabutihan at magpapatingkad o maglilinang ng pagkatao ng tao. Ito ay proseso na kinapapalooban ng (a) pag-alam sa mga detalye ng sitwasyon at (b) maingat na pagsasaalang-alang ng mga moral na pagpapahalaga na mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging sensitibo sa mga aspetong moral ng mga sitwasyon sa pang-araw-araw na buhay at ang kamalayan sa mga tao o pangkat na maaapektuhan ng pasya. Ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning) ay ang pagkakaroon ng mga kakayahang kailangan sa pagkilala at pamamahala ng sarili, paglinang ng pagmamalasakit sa kapwa, paggawa ng mapanagutang pasya, pakikipag-ugnayan, at pagharap nang epektibo sa mga mapanghamong sitwasyon. Ito ay paraan ng paglinang ng mga kakayahan ng mag-aaral upang magtagumpay sa mga gawain sa buhay. May limang uri ang mga kakayahang ito: Kamalayang Pansarili, Pamamahala ng Sarili, Kamalayang Panlipunan, Pamamahala ng Pakikipag-ugnayan at Mapanagutang Pagpapasya.
  • 63. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 5 Figure 1. Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao
  • 64. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 6 E. Values Mapping I II III IV Tema Pagpapakatao at pagiging kasapi ng pamilya (Self-worth) Pakikipagkapwa-tao (Harmony with other people) Pagmamahal sa bansa at pakikibahagi sa pandaigdigang pagkakaisa (Love of country and global solidarity) Pagkamaka-Diyos at preperensya sa kabutihan (Love of God and preference for the good) K-3  Konsensya (conscience)  Kalusugan  Pangangalaga sa sarili (carefor oneself)  Pagpipigil sa sarili (self-control)  Pagiging tapat (honesty)  Pagdama at pag-unawa sa  Damdamin ng iba (empathy)  Paggalang  Kabutihan (kindness)  Pagkamatapat (sincerity)  Pagkabukas-palad (generosity)  Pagkamasunurin(obedience)  Kaayusan(order)  Pananampalataya sa Diyos  Pag-asa  Pagmamahal  Ispiritwalidad 4-6  Katatagan ng loob (fortitude)  Pagkamasigasig (perseverance)  Mapanuring pag-iisip  Pagkabukas isipan  Pagmamahal sa katotohanan  Pagkamatiyaga (patience)  Pagkamahinahon  Compassion  Pagkakawanggawa (charity)  Pagkamagalang  Pagmamalasakit sa kapwa  Paggalang sa opinyon ng ibang tao  Kasipagan(industry)  Mapanagutan(responsibility)  Pagmamalasakit sa kapaligiran  Pagmamalasakit sa pamayanan
  • 65. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 7 I II III IV Tema Pagpapakatao at pagiging kasapi ng pamilya (Self-worth) Pakikipagkapwa-tao (Harmony with other people) Pagmamahal sa bansa at pakikibahagi sa pandaigdigang pagkakaisa (Love of country and global solidarity) Pagkamaka-Diyos at preperensya sa kabutihan (Love of God and preference for the good) 7-10  Disiplinang pansarili  Tiwala sa sarili Integridad  Mapagkakatiwalaan  Katatagan (Steadfastness)  Kalinisan (Purity)  Pagtitimpi at moderasyon  Maingat na pagpapasaya  Pagkakabuklod ng pamilya (familysolidarity)  Fairness  Mapanagutan  Katarungan  Pagmamahal sa kapwa  Pakikipagtulungan  Pakikipagkaibigan  Pagmamalasakit  Pagbibigay halaga sa kapwa  Pagiging palakaibigan  Determinasyon  Pagkamasunurin  Pagpapakumbaba (humility)  Pagmamahal at kabutihan  Pagpapahalaga sa kalikasan  Pangngalaga ng kapaligiran  Kapayapan at katarungan Pagmamalasakit para sa kabutihan ng nakararami (common good)  Pananagutang panlipunan  Paggalang sa karapatang- pantao  Pagkakapantay-pantay ng mga tao  Pakikipagtulungan (cooperativeness)  Pagmamahal sa Diyos  Prudence  Temperance  Katarungan  Katatagan
  • 66. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 8 COURSE DESCRIPTION Ang Edukasyon sa Pagpapakatao (EsP) ay asignaturang bahagi ng K to 12 na gagabay at huhubog sa mga kabataan. Ang tunguhin o outcome ng EsP ay kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito na lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan (macro skills): pag- unawa, pagninilay, pagsangguni, pagpapasya at pagkilos. Ang mga pangunahing kakayahang ito ay nililinang sa apat na tema sa bawat antas mula Kindergarten hanggang Baitang 10: (a) Pananagutang Pansarili at Pagiging Kasapi ng Pamilya, (b) Pakikipagkapwa, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at Preperensya sa Kabutihan. Apatnapung minuto araw-araw ang iminumungkahing oras at Filipino ang gagamitin sa pagtuturo ng EP. Matrix of Content/Values for K to 10 Nilalaman / Halaga K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 A. Pagpapakatao at Pagiging Kasapi ng Pamilya: 1. Pagkilala sa sarili o Kalakasan / potensyal         o Kahinaan         o Damdamin         2. Pangangalaga sa sarili o Mabuting kalusugan      
  • 67. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 9 Nilalaman / Halaga K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 o Pagpipigil sa sarili   4. Katatagan ng loob       5. Pagkamasigasig        6. Mapanuring pag-iisip          7. Pagkakaroon ng bukas na isipan          8. Pagmamahal sa katotohanan          9. Pagkamatiyaga       10. Pagkamahinahon          11. Pagkakabuklod ng pamilya / Kaayusan     B. Pakikipagkapwa-tao 12. Pagdama at pag-unawa sa damdamin ng iba         13. Paggalang           14. Pagkamatapat      15. Pagkabukas-palad      16. Pagmamalasakit sa kapwa    o Pagiging palakaibigan   o Pagkakawanggawa / pagkamahabagin   C. Pagmamahal sa bansa at pakikibahagi sa pandaigdigang pagkakaisa  
  • 68. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 10 Nilalaman / Halaga K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 17. Pagkamasunurin     18. Kasipagan        19. Mapanagutan       20. Nasyonalismo at Globalismo      o Kaayusan     o Patriotismo   o Pagmamalasakit sa kapaligiran       o Pandaigdigang pagkakaunawaan      D. Pagkamaka-Diyos at preperensya sa kabutihan (Ispiritwalidad) 21. Pananampalataya sa Panginoon      22. Pag-asa (Hope)      23. Pagkamatapat (Sincerity)       24. Pagmamahal at pagkakawanggawa (Charity)       25. Paggalang sa karapatan ng iba      26. Paggalang sa paniniwala ng iba      
  • 69. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 11 MGA PAMANTAYAN SA PROGRAMA (LEARNING AREA STANDARDS) Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili, pamilya, kapwa, bansa/daigdig at Diyos; nagkapagpapasya at nakakikilos nang mapanagutan para sa kabutihang panlahat upang mamuhay nang may kaayusan, katiwasayan, kaunlaran tungo sa kaligayahan ng tao. PANGUNAHING PAMANTAYAN NG BAWAT YUGTO (KEY STAGE STANDARDS) K –3 4–6 7–10 Naipamamalas ng mag-aaral ang… pag-unawa sa konsepto at gawang nagpapakita ng pananagutang pansarili, pagmamahal sa kapwa, sa bansa at sa Diyos tungo sa maayos at masayang pamumuhay. Naipamamalas ng mag-aaral ang.. pag-unawa sa konsepto at gawang nagpapakita ng pananagutang pansarili, pagmamahal sa kapwa,sa bansa/ daigdig at sa Diyos tungo sa kabutihang panlahat. Naipamamalas ng mag-aaral ang… pag-unawa sa mga konsepto at gawang nagpapakita ng mapananagutang pagpapasya at kilos na may preperensiya sa kabutihan, pagmamahal sa pamilya at kapwa, pagpapahalaga sa paggawa, pagmamalasakit sa bansa/daigdig tungo sa kaayusan, katiwasayan, kaunlaran at kaligayahan ng tao.
  • 70. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 12 Grade Level Standards (Pamantayan sa Bawat Baitang/ Antas) 1 Naipakikita ang mga paraan ng paggalang sa sarili, kapwa, sa bansa at Diyos bilang gabay tungo sa maayos at masayang tahanan at paaralan. 2 Naipakikita ang mga kilos na nagpapahalaga sa sarili,sa kapwa, sa bansa at sa Diyos at sa kanyang mga nilikha bilang patnubay sa maayos at masayang tahanan, paaralan at pamayanan. 3 Naisasagawa ang mga gawain na nagpapakitang pagpapahalaga sa sarili,sa kapwa,sa bansa at sa Diyos at sa kanyang mga nilikha tungo sa maayos at masayang pamumuhay. 4 Naipamamalas ang pag-unawa ng mga mag-aaral sa pagsasagawa ng mga makabuluhang gawain naayon sa kagustuhan ng Diyos tungo sa maayos, masaya, mapayapang pamumuhay ng sarili, ng kapwa at kaunlaran ng bansa. 5 Naipamamalas ang pag-unawa sa masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin sa sarili/ mag-anak, kapwa/ pamayanan, bansa/ daigdig na may kaakibat na pananagutan at pagsasabuhay ng mga ito tungo samasaya,mapayapa at maunlad na pamumuhay. 6 Naipamamalas nang may pag-unawa ang mga gawaing may kaugnayan sa pag-angat ng sariling dignidad, katatagan ng loob sa panahon ng mga pagsubok at pagtulong sa kapwa tungo sa maayos at maunlad na pamumuhay. 7 Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na inaasahang kakayahan at kilos sa panahon ng pagdadalaga/ pagbibinata, talento at kakayahan, hilig at pagkatao ng tao tungo sa pagtupad ng mga tungkulin sa sarili, sa kapwa, sa bansa/ daigdig at sa Diyos at pagtatakda ng mithiin upang mapanagutan ang kahihinatnan ng mga pasya at kilos. 8 Naipamamalas ng mag-aaral ang pag-unawa sa layunin at kahalagahan ng pamilya bilang pundasyon ng pakikipagkapwa tungo sa pagiging mapanagutan sa bansa/daigdig at Diyos. 9 Naipamamalas ng mag-aaral ang kahalagahan ng masusing pagpili ng kursong kukunin at ng hanap buhay para sa sariling kinabukasan, tumutugon sa makabuluhang paggawa, local o global, tungo sa pagsulong ng pambansang kaunlaran at ayon sa plano ng Diyos. 10 Naipamamalas ng mag-aaral ang pag-unawa at katatagang humarap sa mga isyung moral at impluwensyang kapaligiran, kakayahang gumawa ng moral na pasya at kumilos nang may preperensya sa kabutihan.
  • 71. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 13 GRADE 1 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) I. Pananagutang Pansarili at Pagiging Kasapi ng Pamilya (Self-Worth)  Pangangalaga sa sarili (care for oneself) - Mabuting Kalusugan Ang mag-aaral ay…  naipamamalas ang pang-unawa sa kahalagahan ng pangangalaga sa kalusugan, pagkakaroon ng disiplina at naisasagawa ang mga kilos at gawain nang may paggalang, katapatan at pagmamahal. Ang mag-aaral ay…  naisasabuhay ang iba’t ibang paraan ng tamang pangangalaga sa kalusugan ng sarili Ang mag-aaral ay…  naisasagawa ang iba’t ibang paraan ng pangangalaga sa kalinisan ng sarili tulad ng mga sumusunod: - pagsesepilyo - paliligo pagsusuot ng malinis na damit - paggamit ng pansariling kagamitan tulad ng suklay, sepilyo, tuwalya, atbp.  naisasagawa ang iba’t ibang paraan ng pangangalaga sa sarili upang maiwasan ang anumang karamdaman - wastong gawi sa pagkain - paghuhugas ng kamay bago at pagkatapos kumain - pag-iwas sa pagkain ng “junk foods” at pag-inom ng “softdrinks”
  • 72. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 14 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) - Pagpipigil sa Sarili (self - control) - Mabuing Konsensya (good conscience) - Pagiging Mabuting Kasapi ng Pamilya Ang mag-aaral ay…  nagkakaroon ng kamalayan at naipapakita ang mga kilos ng paggalang. Ang mag-aaral ay…  naipakikita ang pagkakaroon ng disiplina sa sarili sa iba’t ibang sitwasyon.  matapat na naipadarama ang paggalang sa mga kasapi ng mag-anak at ibang nakatatanda. Ang mag-aaral ay…  naisasagawa nang may katapatan ang mga kilos na nagpapakita ng disiplina sa sarili sa iba’t ibang sitwasyon: - paggising - bago matulog - pagpasok sa paaralan - pagkain  naipakikita ang paggalang sa mga kasapi ng mag-anak at ibang nakatatanda sa lahat ng pagkkataon - paggamit ng magagalang na katawagan/pananalita - pagbati nang maayos - pagkilos nang magalang atbp - Pagkakabuklod ng pamilya  nauunawaan at naipakikita ang pagmamalasakit sa mag-anak.  naipakikita nang tapat ang pagmamalasakit sa mga kasapi ng mag-anak.  naipadarama ang pagmamahal sa mga kasapi ng mag-anak sa pamamagitan ng paggawa nang mabuti - pag-aalala sa mga kasambahay at kapwa-bata - pag-aalaga sa nakababatang kapatid at kapamilyang may sakit  nauunawan ang pinagkasunduan at nakasususnod sa mga ito para sa kabutihan ng pamilya.  matapat at maayos na nakasusunod sa mga kasunduang itinakda ng mag-anak para sa kabutihan ng lahat.  nakasususunod sa mga pamantayan/ tuntunin ng mag-anak. - takdang oras ng iba’t ibang gawaing bahay - pangangasiwa ng mga pangunahing pangangailangan/gastusin
  • 73. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 15 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nauunawaan at naisasagawa ang mga kilos at gawaing magpapasaya sa tahanan. Ang mag-aaral ay…  naipadarama ng may pagmamahal ang mga kilos at gawaing nagpapasaya sa tahanan. Ang mag-aaral ay…  naisasagawa ang mga kilos at gawain na nagpapasaya sa tahanan gaya ng: - pagsasama-sama sa pagkain; - pagdarasal; - pamamasyal; - pagkukuwento tungkol sa masasayang sitwasyon o pangyayari sa araw-araw. II. Pakikipagkapwa-tao (Harmony with Other People)  Pagdama sa damdamin ng iba  Pagmamahal at kabutihan  naipamamalas ang pang- unawa sa kahalagahan ng pagsasabi ng totoo at naisasabuhay ito.  naisasabuhay ang pagiging matapat sa lahat ng pagkakataon.  nasasabi ng totoo sa magulang/nakatatanda at iba pang kasapi ng mag-anak sa lahat ng pagkakataon upang maging maayos ang samahan. - kung saan papunta/ nanggaling - kung kumuha ng hindi kanya - mga pangyayari sa paaralan na nagbunga ng di pagkakaintindihan III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa (Love of Country and Global Solidarity)  Pag-ayon sa kaligtasan  Kaayusan  nagkakaroon ng kamalayan at naipamamalas ang mga gawaing nakatutulong sa kalinisan ng paligid.  nakatutulong nang kusa sa pagpapanatiling malinis ng paligid.  naisasagawa nang palagian ang pagtulong sa pananatili ng kalinisan at kaayusan ng tahanan at paligid para sa mabuting kalusugan.  naipagmamalaki ang pagkabuklod ng mag-anak.
  • 74. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 16 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) IV. Pananalig sa Panginoon at Preperensya sa Kabutihan (Love for God and Preference for the Good)  Pananampalataya sa Diyos (Faith)  Pag-asa (Hope)  Ispiriwalidad (Spirituality) Ang mag-aaral ay…  nagkakaroon ng kamalayan sa paraan ng pananalig at pagsunod sa Panginoon. Ang mag-aaral ay…  naisasagawa ang pasasalamat at pakikipag-ugnayan ng may pananalig sa Panginoon. Ang mag-aaral ay…  naipakikita ang kakayahang magpasalamat sa Panginoon ; - naisasagawa ang mga pamaraan ng pakikipag-ugnayan sa Panginooon sa pamamagitan ng pagdarasal, pag-awit, pagsayaw, pagsamba, atbp.
  • 75. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 17 GRADE 2 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) I. Pananagutang Pansarili at Pagiging Kasapi ng Pamilya (Self-Worth)  Pagkilala at Pangangalaga sa Sarili - Pagpipigil sa Sarili - Pagkamarapat - Mabuting Kalusugan Ang mag-aaral ay…  naipamamalas ang pang-unawa sa kahalagahan ng pagkilala sa sariling kakayahan tungo sa pagkakaisa ng buong mag- anak. Ang mag-aaral ay…  naipakikita ang kakayahan ng may tiwala sa sarili. Ang mag-aaral ay…  nasusuri ang sariling: - gusto - interes - kakayahan - kahinaan - damdamin/ emosyon - at iba pa  naisasakilos ang sariling kakayahan sa pamamagitan ng: - pakikipagtalastasan - pag-awit - pagguhit - at iba pa  naipapadama ang pagtanggap ng sariling kahinaan sa pamamagitan ng: - pagkakaroon ng tiwala sa sarili - paggawa ng makakaya anuman ang kapansanan at iba pa
  • 76. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 18 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) - Family Solidarity Ang mag-aaral ay… Ang mag-aaral ay…  Naipakikita ang palagiang pagsunod sa mga tuntunin ng mag-anak sa tahanan. Ang mag-aaral ay…  Nakasusunod sa mga tuntunin at pamantayan na itinakda ng mag-anak tulad ng: - wastong paraan ng pagliligpit ng gamit sa tahanan - wastong paraan ng paggamit ng palikuran - palagiang pagtulong sa pagpapanatili ng kaliisan at kaayusan ng tahanan - wastong paraan at gawi bago at pagkatapos kumain  nauunawaan at naisasagawa ang mga kilos at gawaing magpapasaya sa tahanan  naipadama nang may pagmamahal ang mga kilos at gawaing nagpapasaya sa tahanan  naisasagawa ang mga kilos at gawain na nagpapasaya sa tahanan gaya ng: - pagsasama-sama sa pagkain - pagdarasal - pamamasyal - pagkukuwento tungkol sa masasayang sitwasyon o pangyayari sa araw-araw II. Pakikipagkapwa-tao (Harmony with Other People)  Pagdama at pag- unawa sa damdamin ng iba (empathy)  Paggalang (respect)  Kabutihan (kindness)  Pagkamatapat (sincerity)  naipamamalas ang pang- unawa sa kahalagahan ng pagiging sensitibo sa damdamin at pangangailangan ng kapwa.  naipakikita ang wasto at tapat na pakikitungo at pakikisalamuha sa kapwa.  naipakikita ang pagiging magiliw at palakaibigan ng may pagtitiwala sa mga sumusunod: - kapitbahay - kamag-anak - kamag-aral - panauhin/bisita - bagong kakilala - taga ibang lugar
  • 77. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 19 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Pagkabukas-palad (generosity) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naipakikita ang paggalang sa kapwa bata at pamunuan ng paaralan  nailalagay ang sarili sa kalagayan ng kapwa tulad ng: - antas ng kabuhayan - pinagmulan - pagkakaroon ng kapansanan III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa (Love of Country and Global Solidarity)  Pagkamasunurin (obedience)  Kaayusan (Orderliness)  Paggalang sa karapatang pantao (Respect for human rights)  naipamamalas ang pagkakaroon ng kamalayan sa karapatang pantao ng mga bata sa pangangalaga sa kapaligiran ng pamayanan.  naipakikita ng buong pagmamalaki ang pagiging mulat sa karapatan na maaring tamasahin.  natutukoy ang mga karapatang maaring ibigay ng mag-anak.  naipahahayag ang kasiyahan sa mga karapatang tinatamasa.  naibabahagi sa pamamagitan ng kwento ang pasasalamat sa tinatamasang karapatan. IV. Nationalismo at Globalismo  Kaayusan  Pag-ayos sa Kalikasan - Kalinisan - Kapaligiran  Pandaigdigang na Pagkakaunawaan  naisasagawa ang mga pangangalaga sa kapaligiran na kayang gawin sa iba’t ibang paraan.  naisasagawa ang wastong paraan ng pagtatapon ng basura at iba pa.
  • 78. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 20 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) V. Pananalig sa Panginoon at Preperensya sa Kabutihan (Love for God and Preference for the Good)  Pananampalataya sa Diyos (Faith)/ Ispiritwalidad (Spirituality)  Pag-asa (Hope)  Pagmamahal (Charity)  Paggalang sa paniniwala ng iba Ang mag-aaral ay…  naipamamalas ang pang-unawa sa pagpapahalaga sa lahat ng likha ng Diyos. Ang mag-aaral ay…  naisasabuhay ang palagiang pagpapahalaga sa lahat ng likha ng Diyos. Ang mag-aaral ay…  naipakikita ang pasasalamat sa mga kakayahan/talinong bigay ng Diyos sa pamamagitan ng: - paggamit ng talino at kakayahan - pakikibahagi sa iba ng taglay na talino at kakayahan - pagtulong sa kapwa - pagpapaunlad ng talino at kakayahang bigay ng Diyos
  • 79. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 21 GRADE 3 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) I. Pananagutang Pansarili at Pagiging Kasapi ng Pamilya (Self-Worth)  Katatagan ng loob (fortitude)  Konsensya  Mabuting kalusugan  Pangangalaga sa sarili  Pagpipigil sa sarili  Pagiging tapat Ang mag-aaral ay…  naipaamalas ang pang-unawa na ang pangangalaga at pag- iinagat sa sarili ay makabuluhan Ang mag-aaral ay…  napakikita ang iba’t ibang patunay ng pangangalaga at pag-iingat sa sarili Ang mag-aaral ay…  naisasagawa nang palagian ang mga wastong gawi sa pangangalaga sa sariling, kalusugan at kaligtasan  nahihikayat ang kapwa na gawin ang mga sumusunod para sa sariling kalusugan at kaligtasan: - Pagkain/Inumin - Kagamitan - Lansangan  naipahahayag nang may patunay na ang pangangalaga sa sariling kalusugan at kaligtasan ay magbubunga ng: - Maayos at malusog na pangangatawan - Kaangkupang pisikal - Kaligtasan sa kapahamakan - Masaya at maliksi Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…
  • 80. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 22 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Family solidarity/ Orderliness  naipakikita ang pakikiisa at pagsunod sa mga tuntunin ng mag-anak na may kinalaman sa kalusugan at kaligtasan - Paghahanda ng wastong pagkain  kalinisan sa loob at labas ng tahanan  nakasusunod nang may kusang loob at kawilihan sa mga panuntunang itinakda ng tahanan  nauunawaan ang pinagkasunduan at nakasusunod sa mga ito para sa kabutihan ng pamilya  matapat at maayos na nakasusunod sa mga kasunduan itinakda ng mag-anak para sa kabutihan ng lahat  nakasusunod sa mga pamantayan/tuntunin ng mag-anak - takdang-oras ng iba’t ibang gawaing bahay - pangangasiwa ng mga pangunahing pangangailangan/ gastusin II. Pakikipagkapwa-tao (Harmony with Other People)  Pagdama at pag-unawa sa damdamin ng iba (empathy)  Paggalang (respect)  Kabutihan (kindness) Pagkamatapat (sincerity) Pagkabukas-palad (generosity)  naipamamalas ang pang-unawa sa kahalagan ng tao ay hindi nabbubuhay para sa kanyang sarili lamang  naisasabuhay nang palagian ang mga makabuluhang gawain tungo sa kabutihan ng kapwa - Pagmamalasakit sa kapwa - Pagiging matapat sa kapwa - Pantay-pantay na pagtingin  naipadarama ang malasakit sa kapwa na may karamdaman tulad ng: - Pag-aalaga, pagdalaw - Pag-aliw sa pamamagitan ng pagkukwento, pagdadala ng - pagkain o anumang bagay na kailangan
  • 81. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 23 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naipakikita ang malasakit sa may mga kapansanan sa pamamagitan ng: - Pagbibigay ng upuan - Pagbibigay-halaga - Pagsali sa mga gawaing kayang gawin tulad ng laro, programa sa paaralan, paligsahan at iba pa  naisasaalangalang ang katayuan/ kalalagayan/pangkat etnikong kinabibilangan ng kapwa bata sa pamamagitan ng: - Pagbabahagi ng pagkain, laruan, damit, gamit at iba pa  naipakikita nang may kasiyahan ang pakikiisa sa mga gawaing pambata halimbawa: - Paglalaro - Programa sa paaralan, (paligsahan, pagdiriwang at iba pa) III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa (Love of Country and Global Solidarity)  Pagkamasunurin (obedience)  Kaayusan  naipamamalas ang pang- unawa sa kahalagahan ng pananatili ng mga natatanging kaugaliang Pilipino kaalinsabay ng pagsunod sa mga tuntinin ng pamayanan  naisasabuhay ang mga kaugaliang Pilipino sa iba’t ibang pagkakataon  naipapakita ang mga kaugaliang Pilipino tulad ng: - Pagmamano - Pagsusunod sa mga tagubilin ng nakatatanda - Paggamit ng “po at opo”
  • 82. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 24 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) NATIONALISM AND GLOBALISM  Kaayusan  Pag-ayos sa Kalikasan  Kalinisan  Kapaligiran  Pandaigdigang na Pagkakaunawaan Ang mag-aaral ay… Ang mag-aaral ay…  naisasagawa nang bukal sa kalooban ang pagsunod sa iba’t ibang tuntunin ng pamayanan na may kinalaman sa: - Pangangalaga sa kapaligiran - Kaligtasan - Kalusugan - Hanapbuhay Ang mag-aaral ay…  napananatiling malinis at ligtas ang pamayanan sa pamamagitan ng: - Paglilinis ng tahanan - Wastong pagtatapon ng basura Palagiang pakikilahok sa proyekto ng pamayanan na may kinalaman sa kapaligiran  nakasusunod sa mga tuntunin na may kinalaman sa kaligtasan - Pagsunod sa mga babala/paunawa - Pagsakay/pagbaba sa takdag lgar - Pagsunod sa batas trapiko  naipamamalas na ang pagsunod sa tuntunin ng pamayanan ay isang tanda ng mabuting pag-uugali ng isang Pilipino IV. Pananalig sa Panginoon at Preperensya sa Kabutihan (Love for God and Preference for the Good)  Pananampalataya sa Diyos (Faith)  Pag-asa (Hope)  Pagmamahal (Charity)  Ispiritwalidad (spirituality)  Paggalang sa paniniwala sa iba  naipamamalas ang pang- unawa sa kahalagahan ng iba panglikha ng Diyos.  naipapakita nang may pamamalasakit ang pangangalaga at pagpapahalaga sa mga bagay na likha ng Diyos tulad ng: - Likas na yaman tubig, lupa at kapaligiran  naipakikita ang matalinong ng paggamit pangangalaga ng mga likas na yaman sa iba’t ibang paraan tulad ng: - Wastong paggamit ng tubig Hal: paghuhugas ng pinggan at iba pa. - Paggawa ng simpleng “compost pit” - Pagtatanim - Pag-iwas sa paggamit ng supot na plastik sa tahanan at paaralan - Pagtatapon ng sariling basura sa tamang lalagyan
  • 83. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 25 GRADE 4 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards ) Mga Batayang Kasanayan (Learning Competencies) I. Pananagutang Pansarili at Pagiging Kasapi ng Pamilya (Self-Worth)  Katatagan ng loob (fortitude)  Pagkamasigasig (perseverance)  Mapanuring pag-iisip (critical-thinking)  Pagkabukas isipan (open-mindedness)  Pagmamahal sa katotohanan (love for truth)  Pagkamatiyaga (patience)  Pagkamahinahon (calmness) - Konsensya - Mabuting kalusugan - Pangangalaga sa sarili - Pagpipigil sa sarili - Pagiging tapat Ang mag-aaral ay…  naipamamalas ang pang-unawa na ang katotohanan ang magpapalaya sa anumang alalahanin sa buhay ng tao Ang mag-aaral ay…  naisasagawa nang may mapanuring pag-iisip ang tamang pamamaraan/pamantayan sa pagtuklas ng katotohanan Ang mag-aaral ay…  nakapagsasabi ng katotohanan anuman ang maging bunga nito  nasusuri muna ang katotohanan bago gumawa ng anumang hakbang: - Pagsangguni sa taong kinauukalan  nakikilatis ang katotohanan sa mga: - Balitang napakinggan - Patalastas na nabasa/narinig - Napanood na programang pantelebisyon
  • 84. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 26 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards ) Mga Batayang Kasanayan (Learning Competencies) II. Pakikipagkapwa-tao (Harmony with Other People)  Pagdama at pag- unawa sa damdamin ng iba (empathy)  Paggalang (respect)  Kabutihan (kindness)  Pagkamatapat (sincerity)  Pagkabukas-palad (generosity) Ang mag-aaral ay…  naipamamalas ang pang- unawa sa kahalagahan ng « Gintong Aral » na nagtuturo ng mabuting pakikipagkapwa na hindi naghihintay ng anumang kapalit Ang mag-aaral ay…  naisasagawa nang may mapanuring pag-iisip ang tunay na kahulugan ng pakikipagkapwa Ang mag-aaral ay…  naipakikita ang pagkamahinahon sa damdamin at kilos ng kapwa tulad ng: - pagtanggap ng sariling pagkakamali at naitutuwid nang bukal sa loob - pagtanggap ng puna ng kapwa nang maluwag sa kalooban - pagpili ng mga salitang di nakasasakit ng damdamin sa pagbibiro  nakapagkukwento ng sariling karanasan o makabuluhang pangyayaring nagpapakita ng pang-unawa sa kalagayan/ pangangailangan ng kapwa  naisasabuhay ang pagiging bukas-palad sa: - Mga nangangailangan - Panahon ng kalamidad  nakapagbibigay ng opinyon o kuru-kuro hingil sa hangganan ng pagiging bukas- palad  naiiwasan ang pakikialam sa gamit ng bawat kasapi ng pamilya o sinuman
  • 85. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 27 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards ) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay…  Naipapakita ang paggalang sa karapatan ng kapwa: - Sa pamilya - Sa paaralan - Sa baranggay - Sa pampublikong Serbisyo (facilities) Ang mag-aaral ay…  naipakikita ang paggalang sa mga sumusunod na sitwasyon: - oras ng pamamahinga - kapag may nag-aaral - kapag mayroong maysakit - pakikinig kapag may nagsasalita/ nagpapaliwanag - paggamit ng pasilidad ng paaralan nang may pag-aalala sa kapakanan ng kapwa  palikuran  silid aklatan  palaruan - pagpapanatili ng katahimikan at malinis at kaaya-ayang kapaligiran bilang paraan ng pakikipagkapwa-tao III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa (Love of Country and Global Solidarity)  Pagkamasunurin (obedience)  Kaayusan (Order) NATIONALISM AND GLOBALISM  Kaayusan  naipamamalas ang pang- unawa sa kahalagahan ng pamanang Kultura bilang daan tungo sa pandaigdigang pagkakaisa - materyal  Panitikan  Laro  Sining Awit Sayaw  naisasagawa nang may pagmamalaki ang mga minanang kultura: materyal at di-materyal bilang tanda ng pagkamaka-Pilipino  naipakikita ang kawilihan sa pakikinig o pagbabasa ng mga sumusunod na pamanang kulturang materyal: - Kuwentong bayan/epiko - Pabula - Alamat - Parabula - Bugtong - Salawikain  nakikilahok sa iba-ibang gawaing pangkultura bilang tanda ng pagkamaka-
  • 86. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 28 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards ) Mga Batayang Kasanayan (Learning Competencies)  Pag-ayos sa Kalikasan  Kalinisan  Kapaligiran  Pandaigdigang na Pagkakaunawaan - di-materyal  kaugalian  saloobin  paniniwala Pilipino: - pagsali sa mga katutubong laro at sayaw - pagsali sa mga balagtasan, awitan, atbp. - pagsali sa pagguhit at pagpipinta - pagbuo ng tugma at tula, kuwento at sanaysay  naisasabuhay ang mga katangi-tanging di- materyal na pamanang kultura tulad ng: - pagpapahalaga sa nakatatandang kapatid, i.e. pagsunod sa utos ni ate/kuya tanda ng pagpapahalaga bilang kinatawan ni tatay at nanay - nasusuri ang kultura ng ibang bansa sa pamamagitan ng kanilang kuwentong- bayan, katutubong sayaw at awit at laro - Environmental - Pandaigdigang Pagkakaunawaan Ang mag-aaral ay…  naipamamalas ang ganap na pang-unawa sa disiplinang pansarili para sa kaligtasang panlahat Ang mag-aaral ay…  nakasusunod sa mga batas/panuntunang pinaiiral tungkol sa pangangalaga ng kapaligiran kahit walang nakakikita Ang mag-aaral ay…  naisasabuhay ang pagpapanatili ng kalinisan at kaayusan ng kapaligiran saanman sa pamamagitan: - pagtapon ng mga basurang nabubulok at di-nabubulok sa tamang tapunan - pag-iwas sa pagsunog ng anumang bagay - pagsasagawa ng Muling Paggamit ng mga patapong bagay (Recycling)  nasusuri ang epekto ng tulung-tulong na pangangalaga ng kapaligiran sa kaligtasan
  • 87. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 29 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards ) Mga Batayang Kasanayan (Learning Competencies) ng daigdig IV. Pananalig sa Panginoon at Preperensya sa Kabutihan (Love for God and Preference for the Good)  Pananampalataya sa Diyos (Faith)  Pag-asa (Hope)  Pagmamahal (Charity)  Ispiritwalidad (spirituality)  Paggalang sa paniniwala sa iba Ang mag-aaral ay…  naipapamalas ang pang-unawa na ang pananampalataya sa Diyos ay naipakikita sa pamamagitan ng pagmamahal sa kanilang mga likha - Tao - Hayop - Halaan Ang mag-aaral ay…  naipadarama ang tunay na pananampalataya sa Diyos ay naipakikita sa pamamagitan ng pagmamahal sa kanilang mga likha Ang mag-aaral ay…  napahahalagahan ang lahat ng mga bagay na may buhay Sarili - pag-iwas sa pakikipag-usap sa taong di-kilala - pag-iwas sa pagkakaroon ng sakit Hayop - pagkalinga sa mga hayop na ligaw Halaman - pangangalaga sa mga halaman gaya ng:  pag-aayos ng mga natumbang halaman  paglalagay ng mga lupa sa paso  pagbubungkal sa paligid ng tanim na halaman
  • 88. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 30 GRADE 5 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) I. Pananagutang Pansarili at Pagiging Kasapi ng Pamilya (Self-Worth)  Katatagan ng loob (fortitude)  Pagkamasigasig (perseverance)  Mapanuring pag-iisip (critical-thinking)  Pagkabukas isipan (open- mindedness)  Pagmamahal sa katotohanan (love for truth)  Pagkamatiyaga (patience)  Pagkamahinahon (calmness) Ang mag-aaral ay…  naipamamalas ang pag-unawa sa kahalagahan ng pagkakaroon ng mapanuring pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may kinalaman sa sarili at sa pamilyang kinabibilangan Ang mag-aaral ay…  naisasabuhay ang tamang pag- uugali sa pagpapahayag at pagganap ng anumang gawain Ang mag-aaral ay…  naipakikita ang kawilihan at positibong saloobin sa pag-aaral - pakikinig - pakikilahok sa pangkatang gawain - pakikipag-talakayan - pagtatanong - paggawa ng proyekto - paggawa ng takdang aralin - pagtuturo sa iba  naipakikita ang pagkawili sa pagbabasa/ pagsuri ng mga aklat at magasin - Nagbabasa ng diyaryo araw-araw - Nakikinig /nanonood sa telebisyon sa mga “Update” o bagong kaalaman  nakagagawa ng isang pasya ayon sa dikta ng isip at loobin na kung ano ang dapat  Nasusuri ang mabuti at di-mabuting maidudulot sa sarili at miyembro ng pamilya ng anumang babasahin, napapakinggan at napapanood - Dyaryo - Magasin - Radyo - Telebisyon
  • 89. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 31 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) - Internet Ang mag-aaral ay… Ang mag-aaral ay…  naisasagawa ang mga inaasahang kilos at pahayag tungo sa kabutihan at katotohanan Ang mag-aaral ay…  naipapahayag nang may katapatan ang sariling opinyon/ideya at saloobin tungkol sa mga sitwasyong may kinalaman sa sarili at pamilyang kinabibilangan Hal. Suliranin sa paaralan at pamilya  naipapahayag ang katotohanan kahit masakit sa kalooban gaya ng: - Pagkuha ng pag-aari ng iba - Pangongopya sa oras ng pagsusulit - Pagsisinungaling sa sinumang miyembro ng pamilya, atbp.  nahihinuha na ang pagsasabi nang tapat ay susi ng pagsasama nang maluwag at magdudulot ng kabutihan gaya ng: - Pagkakasundo - Mabuting samahan  naipakikita ang matapat na paggawa sa mga proyektong pampaaralan  nahihikayat ang iba na maging matapat sa lahat ng uri ng paggawa  napatutunayan na mahalaga ang pagkakaisa sa pagtapos ng Gawain
  • 90. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 32 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) II. Pakikipagkapwa-tao (Harmony with Other People)  Pagkamahabagin (Compassion)  Pagkakawanggawa (charity)  Pagkamagalang (Respectful)  Pagmamalasakit sa kapwa (Concern for others)  Paggalang sa opinyon ng ibang tao (Respect for other people’s opinion) Ang mag-aaral ay…  naipamamalas ang pag-unawa sa kahalagahan nang pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa kapakanan at ikabubuti ng kapwa Ang mag-aaral ay…  naipadarama nang bukal sa loob ang paggalang at pagmamalasakit sa kapwa sa panahon ng pangangailangan  naisasagawa ang mga hakbang na ikabubuti ng nakakarami  naipakikita ang pakikibagay/pakiki-angkop sa anumang antas sa buhay Ang mag-aaral ay…  nakapagbibigay ng kayang tulong para sa nangangailangan - Biktima ng kalamidad - Pagbibigay ng babala/ impormasyon kung may bagyo, baha, sunog, lindol, atbp.  naipagbibigay alam sa kinauukulan ang tungkol sa kaguluhan, atbp. (Pagmamalasakit sa kapwa)  naisasagawa ang paggalang sa mga dayuhan sa pamamagitan ng : - Mabuting pagtanggap/pag- aasikaso sa kanila - Paggalang sa mga natatanging kaugalian / paniniwala ng dayuhang kakaiba sa kinagisnan  nakabubuo at naipapahayag ang mabuting ideya/opinion  naipauubaya sa kapwa ang pansariling layunin  naisasaalang-alang ang karapatan ng iba  nakikilahok sa mga patimpalak o paligsahan  nagagampanan nang buong husay ang
  • 91. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 33 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) anumang tungkulin sa programa o proyekto III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa (Love of Country and Global Solidarity)  Kasipagan (industry)  Mapanagutan (responsibility)  Pagmamalasakit sa kapaligiran  Pagmamalasakit sa pamayanan Ang mag-aaral ay…  naipamamalas ang pang- unawa sa kahalagahan nang pagpapakita ng mga katangi- tanging kaugalian ng Pilipino, pagkakaroon ng pansariling disiplina, pagiging esponsableng tagapangalaga ng kapaligiran at may pagpapahalaga sa paggawa Ang mag-aaral ay…  naipagmamalaki ang namumukod at kanais-nais na kaugaliang Pilipino  naipakikita na may disiplina sa sarili sa pamamagitan ng pagsunod sa mga batas na ipinatutupad ng bansa Ang mag-aaral ay…  naipapakita ang mga kanais-nais na kaugaliang Pilipino - Nakikisama sa kapwa Pilipino - Tumutulong/ lumalahok sa bayanihan at palusong - Magiliw na pagtanggap ng mga panauhin  naipakikita ang paggalang sa mga dayuhan sa pamamagitan ng: - Mabuting pagtanggap/ pag-aasikaso sa kanila - Paggalang sa mga natatanging kaugalian/ paniniwala ng dayuhang kakaiba sa kinagisnan  naipamamalas ang pagkamalikhain sa pagbuo ng mga ideya sa sayaw, awit at sining  napananatili ang pagiging mabuting mamamayang Pilipino
  • 92. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 34 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nakasusunod nang may matalinong pagpapasya para sa kaligtasan - Pagbabawal sa malalaswan panoorin at babasahin - Pagsunod sa mga alituntunin tungkol sa pag-iingat sa sunog at paalaala kung may kalamidad  nakakalahok sa pangangampanya sa pagpapatupad ng mga batas para sa kabutihan ng lahat - Pangkalinisan - Pangkaligtasan - Pangkalusugan - Pangkapayapaan  naipamamalas ang kasiyahan sa pakikiisa sa mga programa ng pamahalaan na may kaugnayan sa pagpapanatili ng kapayapaan - Paggalang sa karapatang pantao - Paggalang sa opinyon ng iba - Paggalang sa ideya ng iba  nakikiisa nang buong tapat sa mga gawaing nakatutulong sa bansa at daigdig  napatutunayan na mahalaga ang pagkakaisa sa pagtapos ng gawain
  • 93. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 35 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nagkakaroon ng kamalayan sa komitment sa pagiging responsableng tagapangalaga ng kapaligiran Ang mag-aaral ay…  naipakikita ang pagpapahalaga sa paggawa  naipapamalas ang pagiging responsableng tagapangalaga ng kapaligiran Ang mag-aaral ay…  naipakikita ang magagandang halimbawa ng pagiging responsableng tagapangalaga ng kapaligiran - Pagiging mapanagutan - Pagmamalasakit sa kapaligiran sa pamamagitan ng: - pakikiisa sa mga programang pangkapaligiran  napatutunayan na ang pangngailangan ay di nakukuha sa kasakiman - Paggiging “ vigilant “ sa mga illegal na gawaing nakasisira sa kapaligiran IV. Pananalig sa Panginoon at Preperensya sa Kabutihan (Love for God and Preference for the Good)  Pananampalataya sa Diyos (Faith)  Pag-asa (Hope)  Pagmamahal (Charity)  ispiritwalidad  naipamamalas ang pang-unawa na ang “Ang Maykapal ang nagbigay ng buhay at pasasalamat sa Kanya ay ang pagpapakataong tunay”  nakasusunod sa mga kautusan ng Diyos bilang pasasalamat sa bigay Niyang buhay  naipakikita ang bui at tunay na pagmamahal sa kapwa gaya ng: - Pagsasaalang-alang sa kapakanan ng kapawa - Pakikiisa sa pagdarasal para sa kabutihan ng panlahat - Paghalinga sa kapwa naipakikita ang iba’t ibang paraan ng pasasalamat sa Diyos na lumikha
  • 94. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 36 GRADE 6 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) I. Pananagutang Pansarili at Pagiging Kasapi ng Pamilya (Self-Worth)  Katatagan ng loob (fortitude)  Pagkamasigasig (perseverance)  Mapanuring pag-iisip (critical-thinking)  Pagkabukas isipan (open-mindedness)  Pagmamahal sa katotohanan (love for truth)  Pagkamatiyaga (patience)  Pagkamahinahon (calmness) Ang mag-aaral ay…  nauunawaan at naipakikita ang tamang pamaraan ng pagbibigay ng desisyon  naipamamalas ang pang- unawa sa kahalagahan nang pagbibigay ng isang desisyon at pagganap sa mga pamamaraan nito Ang mag-aaral ay…  nakapagbibigay ng tamang desisyon ng may katatagan ng loob para sa kabutihan ng nakararami Ang mag-aaral ay…  naipakikita ang tamang paraan ng pagbibigay desisyon sa pamamagitan ng: - Pagsusuring mabuti sa mga bagay- bagay bago magdesisyon - Pagsang-ayon sa pasya ng nakararami kung ito’y nakabubuti - Pagamit ng impormasyon
  • 95. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 37 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) II. Pakikipagkapwa-tao (Harmony with Other People)  Pagkamahabagin (compassion)  Pagkakawanggaga (charity)  Pagkamagalang (respect)  Pagmamalasakit sa kapwa (concern for others)  Paggalang sa opinion ng ibang tao (respect for other people’s opinion) Ang mag-aaral ay…  nauunawaan ang kahalagahan ng pagtupad sa pangako o pinagkasunduan - Pagtupad sa pangako - Kahalagahan ng pagiging matapat Ang mag-aaral ay…  nauunawaan at naisasagawa ang kahalagahan ng pagtupad sa pangako o pinagkasunduan Ang mag-aaral ay…  naipadarama ang pagkakaroon ng bukas na isipan at pagiging mahinahon sa pagpapasya  naipakikita ang kahalagahan ng pagtupad sa pangako o kasunduan - Pagkakaroon ng mabuting pagsasamahan - Pagpapanatili ng pagiging magkaibigan - pagkakaroon ng kalidad sa natapos na gawain, kasunduan o gulo
  • 96. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 38 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) III. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa (Love of Country and Global Solidarity)  Kasipagan (industry)  Mapanagutan (responsibility)  Pagmamalasakit sa kapaligiran (care for the environment)  Pagmamalasakit sa pamayanan (concern for the community) Ang mag-aaral ay…  naipamamalas ang pang-unawa sa mga batayang kalayaan ng isang mamamayan at natatamasa ang mga ito na may kaukulang pananagutan Ang mag-aaral ay…  napahahalagahan ang mga batayang kalayaan ng may kaukulang pananagutan at limitasyon sa pagtatamasa ng mga ito Ang mag-aaral ay…  nabibigyang-halaga ang mga batayang kalayaan ng may kaukulang pananagutan at limitasyon - Kalayaan sa pamamahayag - Pagbibigay ng sariling opinyon, ideya, o pananaw - Pagsasaalang ng karapatan ng iba - Paghikayat sa iba na magkaroon ng kamalayan sa kanilang kalayaan NATIONALISM AND GLOBALISM  Kaayusan  Pag-ayos sa Kalikasan  Kalinisan  Kapaligiran  Pandaigdigang na Pagkakaunawaan  naipamamalas ang pang-unawa sa kahalagahan at pagmamalasakit sa kababayan at kapwa  naipadarama ng may katapatan ang pagmalasakit sa mga kababayan at kapwa  naipapakita ang pagmamahal at pagmamalasakit sa pamamagitan ng : - Pagkilala at pagtanggap sa mga kababayan anuman ang pangkat na kinabibilangan - pagtulong sa nangangailangan - pagpapasaya sa mga nangangailangan at kapuspalad - paglahok nang kusa sa mga programa para sa mga kababayan  naipamamalas ang kahalagahan at pagsunod sa mga batas na ipinaiiral sa bansa at ibang bahagi ng daigdig  naipakikita ng may disiplina sa sarili sa pamamagitan ng pagsunod sa mga batas pambansa at pandaigdigan  naisasakilos ang pagtupad sa mga batas pambansa at pandaigdigan - pagtupad sa mga batas para sa kaligtasan  Sa daan
  • 97. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 39 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Pangkalusugan  Pangkapaligiran  Pag-abuso sa paggamit ng ipinagbabawal na gamot - Lumalahok sa mga kampanya at programa para sa pagpapatupad ng batas gaya ng pagbabawal sa paninigarilyo, pananakit sa hayop,atbp. - Tumutulong sa makakayanang pamaraan ng pagpapanatili ng kapayapaan Ang mag-aaral ay…  nauunawaan na may mga katangiang taglay ang mga magaling at matagumpay na Pilipino at napahahalagahan ang mga ito Ang mag-aaral ay…  naipagmamalaki ang magagaling at matagumpay na mga Pilipino larangan Ang mag-aaral ay…  napahahalagahan ang magaling at matagumpay na mga Pilipino sa pamamagitan ng: - Pagbasa at pag-aaral sa kuwento ng kanilang pagtatagumpay - Pag-isa-isa sa mga katangian at pagpapahalagang nagging susi ng pagtatagumpay ng mga Pilipino  naipadarama ng buong paghanga ang pagnanais na matularan ang magagandang halimbawa ng matatagumpay na Pilipino  naipakikita ang pagnanais na matularan ang : - Magagandang katangian gaya ng kasipagan, mapanagutan, pagmamalasakit sa kapaligiran at pamayanan - Pagiging mabuting kaspi ng isang pangkat o “team”
  • 98. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 40 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) IV. Pananalig sa Panginoon at Preperensya sa Kabutihan (Love for God and Preference for the Good)  Pananampalataya sa Diyos (Faith)  Pag-asa (Hope)  Pagmamahal (Charity)  Ispiritwalidad Ang mag-aaral ay…  nauunawaan na ang ispirit- walidad ay may kaugnayan sa pagpapaunlad ng pagkatao at naipamamalas ito Ang mag-aaral ay…  naisasabuhay ang pagiging mabuting tao at may positibong o pananaw sa buhay bilang katunayan ng pagpapaunlad ng ispiritwalidad Ang mag-aaral ay…  napapatunayan na ang itwalidad ay pagpapaunlad ng ispiritwalidad sa pagpapaunlad ng pagkatao - Pagpapaliwanag na ang ispiritwalidad ay pagkakaroon ng mabuting pagkatao anuman ang pananampalataya - Pagkakaroon ng positibong pananaw, may pag-asa, at nagmamahal ng Diyos at kapwa
  • 99. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 41 GRADE 7 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 7 - UNANG MARKAHAN : Pagkilala at Pamamahala sa mga Pagbabago sa Sarili  Mga Angkop na Inaasahang Kakayahan at Kilos sa Panahon ng Pagdadalaga/Pagbibinata (Developmental Tasks): - Pagtamo ng bago at ganap na pakikipag- ugnayan (more mature relations) sa mga kasing edad (Pakikipagkaibigan) - Pagtanggap ng papel sa lipunan na angkop sa babae at lalaki (Pakikipagkaibigan) - Pagnanais at pagtamo ng mapanagutang asal sa pakikipagkapwa / sa lipunan - Pagkakaroon ng kakayahang makagawa ng maingat na pagpapasya Naipapamalas ng mag-aaral…  ang pag-unawa sa mga inaasahang kakayahan at kilos sa panahon ng pagdadalaga/pagbibinata, sa kanyang mga talento, kakayahan, at kahinaan, hilig, at mga tungkulin bilang nagdadalaga/nagbibinata. Naisasagawa ng mag-aaral…  ang mga mga angkop na hakbang tungo sa paglinang ng apat na inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata.  Natutukoy ang mga pagbabago sa kanilang sarili mula sa gulang na 8 o 9 hanggang sa kasalukuyan sa aspetong: (a) Pakikipag-ugnayan (more mature relations) sa mga kasing-edad, (b) Papel sa lipunan bilang babae o lalaki, (c) Asal sa pakikipagkapwa / sa lipunan, at (d) Kakayahang makagawa ng maingat na pagpapasya  Natatanggap ang mga pagbabagong nagaganap sa sarili sa panahon ng pagdadalaga/pagbibinata  Naipaliliwanag na ang paglinang ng mga angkop na inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata ay nakatutulong sa: - pagkakaroon ng tiwala sa sarili, at - paghahanda sa susunod na yugto (stage) ng buhay (paghahanda sa paghahanapbuhay at paghahanda sa pag-aasawa / pagpa pamilya), at - pagiging mabuti at mapanagutang tao
  • 100. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 42 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Naisasagawa ang mga angkop na hakbang tungo sa paglinang ng apat na inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata  Mga Talento, Kakayahan at Kahinaan Naipapamalas ng mag-aaral…  ang pag-unawa sa kanyang mga talento, kakayahan at kahinaan. Naisasagawa ng mag-aaral…  ang mga kilos tungo sa pagpapaunlad ng mga kakayahan at talento at paglampas sa mga kahinaan.  Natutukoy ang kanyang mga talento at kakayahan gamit ang Multiple Intelligences Survey Form ni Walter Mckenzie  Natutukoy ang mga aspeto ng sarili kung saan kulang 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 kahinaan, pagtupad ng mga tungkulin, at paglilingkod sa pamayanan  Naisasagawa ang mga kilos tungo sa pagpapaunlad ng mga talento at kakayahan at paglampas sa mga kahinaan
  • 101. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 43 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Mga Hilig (Interests) Naipapamalas ng mag-aaral…  ang pag-unawa sa kanyang mga hilig Naipapamalas ng mag-aaral…  ang mga kilos tungo sa pagpapaunlad ng kanyang mga hilig  Natutukoy ang kaugnayan ng pagpapaunlad ng mga hilig sa pagpili ng kursong akademiko o teknikal- bokasyonal, negosyo o hanapbuhay  Nakasusuri ng mga sariling hilig ayon sa larangan at tuon ng mga ito  Naipaliliwanag na ang pagpapaunlad ng mga hilig ay makatutulong sa pagtupad ng mga tungkulin, paghahanda tungo sa pagpili ng propesyon, kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay, pagtulong sa kapwa at paglilingkod sa pamayanan  Naisasagawa ang mga kilos tungo sa pagpapaunlad ng mga sariling hilig  Mga Tungkulin Bilang Nagdadalaga/Nagbibinata: - Sa sarili - Bilang anak - Bilang kapatid - Bilang mag-aaral - Bilang mamamayan - Bilang mananampalataya - Bilang konsyumer ng media - Bilang tagapangalaga  ang pag-unawa sa mga hakbang tungo sa maayos na pagtupad ng kanyang mga tungkulin bilang nagdadalaga / nagbibinata.  ang mga kilos tungo sa maayos na pagtupad ng kanyang mga tungkulin bilang nagdadalaga / nagbibinata.  Natutukoy ang kanyang mga tungkulin sa bawat gampanin bilang nagdadalaga / nagbibinata  Natataya ang kanyang mga kilos tungo sa maayos na pagtupad ng kanyang mga tungkulin bilang nagdadalaga / nagbibinata  Napatutunayan na ang pag-unawa ng kabataan sa kanyang mga tungkulin sa sarili, bilang anak o kapatid, mag-aaral, mamamayan, mananampalataya, kosyumer ng media at bilang
  • 102. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 44 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) ng kalikasan tagapangalaga ng kalikasan ay isang paraan upang maging mapanagutan bilang paghahanda sa susunod na yugto ng buhay  Naisasagawa ang mga kilos tungo sa maayos na pagtupad ng kanyang mga tungkulin bilang nagdadalaga / nagbibinata Grade 7 - IKALAWANG MARKAHAN: Ang Pagkatao ng Tao  Isip at Kilos-loob Naipamamalas ng mag-aaral…  ang pag-unawa sa mga konsepto tungkol sa isip at kilos-loob. Naisasagawa ng mag-aaral…  ang mga pasyang patungo sa katotohanan at kabutihan batay sa mga konsepto tungkol sa isip at kilos-loob.  Nasusuri ang gamit at tunguhin ng isip at kilos-loob  Nasusuri ang isang pasyang ginawa batay sa gamit at tunguhin ng isip at kilos-loob  Naipaliliwanag na ang isip at kilos-loob ang nagpapabukod-tangi sa tao  Nagagamit ang isip at kilos-loob sa paggawa ng mga pasya at kilos tungo sa katotohanan at kabutihan  Ang Kaugnayan ng Konsensya sa Likas na Batas Moral  ang pag-unawa sa mga konsepto tungkol sa konsensya at Likas na Batas Moral.  natataya ang kanyang mga kilos o pasya batay sa dinidikta ng tamang konsensya.  Nakikilala na ang Likas na Batas Moral ay natatangi sa tao dahil ang pagtungo sa kabutihan ay may kamalayan at kalayaan. Ang unang prinsipyo nito ay likas sa tao na dapat gawin ang mabuti at iwasan ang masama.
  • 103. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 45 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Naipamamalas ng mag-aaral… Naisasagawa ng mag-aaral…  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 konsensya. Ito ang Likas na Batas Moral na itinanim ng Diyos sa isip at puso ng tao.  Nakabubuo ng mga hakbang upang mapaunlad ang mga pasya at kilos na ginagawa araw-araw  Kalayaan  ang pag-unawa sa mga konsepto tungkol sa kalayaan.  ang pagbuo ng mga hakbang upang mapaunlad ang paggamit ng kalayaan.  Napangangatwiranan kung bakit hindi tunay na malaya ang mga taong nakapiit sa sariling bisyo, maling pananaw, magulong buhay  Nakapagbibigay-puna sa sariling mga gawi na nakaaapekto sa paggamit ng 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  Nakabubuo ng mga hakbang upang mapaunlad ang paggamit ng kalayaan
  • 104. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 46 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Dignidad ng tao Naipamamalas ng mag-aaral…  ang pag-unawa sa mga konsepto tungkol sa dignidad ng tao. Naisasagawa ng mag-aaral…  Nakagagawa ng konkretong paraan upang ipakita ang paggalang at pagmamalasakit sa mga taong kulang ng oportunidad sa buhay.  Napatutunayan na ang bawat tao ay may dignidad anoman ang kanyang kalagayang panlipunan, kulay, lahi, edukasyon, relihiyon at iba pa  Nakabubuo ng mga paraan upang mahalin ang sarili at kapwa na may pagpapahalaga sa dignidad ng tao  Napatutunayan na ang (a) paggalang sa dignidad ng tao ay ang nagsisilbing daan upang mahalin ang kapwa tulad ng pagmamahal sa sarili at (b) ang paggalang sa dignidad ng tao ay nagmumula sa pagiging pantay at magkapareho nilang tao  Naisasagawa ang pagtulong sa kapamilya, kaibigan o kakilala na iangat ang pagpapahalaga sa kanilang sarili
  • 105. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 47 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 7 - IKATLONG MARKAHAN: Ang Pagpapahalaga at Birtud  Kaugnayan ng Pagpapahalaga at Birtud Naipamamalas ng mag-aaral…  ang pag-unawa sa mga konsepto tungkol sa pagpapahalaga at birtud. Naisasagawa ng mag-aaral…  Naillalapat sa pang-araw-araw na buhay ang mga tiyak na hakbang sa pagsasabuhay ng mga birtud.  Naipaliliwanag ang pagkakaiba at pagkakaugnay ng birtud at pagpapahalaga  Nakikilala (a) ang mga birtud at pagpapahalaga na isasabuhay at (b) ang mga tiyak na kilos na ilalapat sa pagsasabuhay ng mga birtud at pagpapahalaga  Napatutunayan na ang paulit-ulit na pagsasabuhay ng mga mabuting gawi batay sa mga moral na pagpapahalaga ay patungo sa paghubog ng mga birtud (acquired virtues)  Nailalapat sa pang-araw-araw na buhay ang mga tiyak na hakbang sa pagsasabuhay ng mga birtud  Hirarkiya ng Pagpapahalaga  ang pag-unawa sa mga konsepto tungkol sa hirarkiya ng pagpapahalaga.  Nailalapat ng mag-aaral sa pang-araw-araw na buhay ang mga tiyak na hakbang upang mapataas ang antas ng mga pagpapahalaga tungo sa makatotohanang pag-unlad ng pagkatao.  Natutukoy ang iba’t ibang antas ng pagpapahalaga at ang mga halimbawa nito  Nakagagawa ng sariling hagdan ng pagpapahalaga batay sa Hirarkiya ng mga Pagpapahalaga ni Max Scheler  Naipaliliwanag na ang pinili nating uri ng pagpapahalaga mula sa hirarkiya ng mga pagpapahalaga ay gabay sa makatotohanang pag-unlad ng ating pagkatao
  • 106. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 48 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Naipamamalas ng mag-aaral… Naisasagawa ng mag-aaral…  Nailalapat sa pang-araw-araw na buhay ang mga tiyak na hakbang upang mapataas ang antas ng kanyang mga pagpapahalaga tungo sa makatotohanang pag-unlad ng kanyang pagkatao  Mga Panloob na Salik na Nakaiimpluwensya sa Paghubog ng mga Pagpapahalaga - Konsensya - Mapanagutang Paggamit ng Kalayaan - Pagiging Sesitibo sa Gawang Masama - Pagsasabuhay ng mga Birtud - Disiplinang Pansarili - Moral na Integridad  ang pag-unawa sa mga konsepto tungkol sa panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga.  nailalapat sa pang-araw-araw na buhay ang mga tiyak na hakbang sa pagpapaunlad ng mga panloob na salik na nakaiimpluwensya sa paghubog ng pagpapahalaga.  Naipaliliwanag ang mga panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga  Nasusuri ang isang kilos batay sa isang panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga  Nahihinuha na ang paglalapat ng mga panloob na salik sa pang-araw-araw na buhay ay gabay sa paggawa ng mapanagutang pasiya at kilos  Naisasagawa ang mga tiyak na hakbang na ilalapat sa mga pang-araw-araw na gawain at pagpapasiya na makatutulong sa paghubog ng bawat panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga
  • 107. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 49 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Mga Panlabas na Salik na Nakaiimpluwensya sa Paghubog ng Pagpapahalaga - Pamilya at Paraan ng Pag-aaruga sa Anak - Guro at Tagapagturo ng Relihiyon - Mga Kapwa Kabataan - Pamana ng Kultura - Katayuang Panlipunan- Pangkabuhayan - Media Naipamamalas ng mag-aaral…  ang pag-unawa sa mga konsepto tungkol sa panlabas na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga. Naipamamalas ng mag-aaral…  Naisasabuhay ang pagiging mapanuri at pagiging mapanindigan sa mga pasya at kilos sa gitna ng mga nagtutunggaliang impluwensya ng mga panlabas na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga  Naiisa-isa ang mga panlabas na salik na nakaiimpluwensya sa paghubog ng pagpapahalaga  Nasusuri ang isang kilos o gawi batay sa impluwensya ng isang panlabas na salik (na nakaiimpluwensya sa paghubog ng pagpapahalaga) sa kilos o gawi na ito  Napatutunayan na ang pag-unawa sa mga panlabas na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga ay nakatutulong upang maging mapanuri at mapanindigan ang tamang pasya at kilos sa gitna ng mga nagtutunggaliang impluwensya  Naisasabuhay ang pagiging mapanuri at pagiging mapanindigan sa mga pasya at kilos sa gitna ng mga nagtutunggaliang impluwensya ng mga panlabas na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga Grade 7 - IKAAPAT NA MARKAHAN: Ang Pagtatakda ng Mithiin at Pagpapasya  Ang Pangarap at Mithiin  ang pag-unawa sa mga konsepto tungkol sa pangarap at mithiin.  Nakapaglalapat ng pansariling plano sa pagbibigay katuparan sa sariling mga pangarap at natataya ang ginawang paglalapat dito  Nahihinuha na ang mga pangarap ay batayan ng kanilang mga pagpupunyagi tungo sa makabuluhan at maligayang buhay
  • 108. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 50 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Naipamamalas ng mag-aaral… Naisasagawa ng mag-aaral…  Nakapagtatakda ng malinaw at makatotohanang mithiin upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap  Nahihinuha na ang pagtatakda ng malinaw at makatotohanang mithiin ay naqgsisilbibg gabay sa tamang pagpapasiya upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap  Nakapaglalapat ng pansariling plano sa pagbibigay katuparan sa sariling mga pangarap at natataya ang ginawang paglalapat dito  Ang Mabuting Pagpapasya  ang pag-unawa sa mga konsepto tungkol sa mabuting pagpapasya.  ang pagbuo ng pahayag ng layunin sa buhay batay sa mga hakbang sa mabuting pagpapasya  Naipaliliwanag ang kahalagahan ng makabuluhang pagpapasya sa uri ng buhay  Nasusuri ang ginawang pahayag na layunin sa buhay kung ito ay may pagsasaalang-alang sa tama at matuwid na pagpapasya  Nahihinuha na ang pagbuo ng pahayag na layunin sa buhay ay gabay sa tamang pagpapasiya upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap
  • 109. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 51 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Naipamamalas ng mag-aaral… Naisasagawa ng mag-aaral…  Nakagagawa ng pahayag ng layunin sa buhay batay sa mga hakbang sa mabuting pagpapasya  Mga Pansariling Salik sa Pagpili ng Kursong Akademiko o Teknikal- bokasyonal, Negosyo o Hanapbuhay  pag-unawa sa mga konsepto tungkol sa mga pansariling salik sa pagpili ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay.  ang pagtatakda ng mithiin gamit ang Goal Setting at Action Planning Chart  Natutukoy ang mga personal na salik na kailangang paunlarin kaugnay ng pagpaplano ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay  Natatanggap ang mga pagkukulang sa mga kakayahan kaugnay ng mga pangangailangan sa pinaplanong kursong akademiko o teknikal- bokasyonal, negosyo o hanapbuhay  Naipaliliwanag na ang pagiging tugma ng mga personal na salik sa mga pangangailangan (requirements) sa pinaplanong kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay ay daan upang magkaroon ng makabuluhang negosyo o hanapbuhay at matiyaqk ang pagiging produktibo at pakikibahagi sa pagpapaunlad ng ekonomiya ng bansa  Naipakikita ang pagkilala sa sarili at ang kasanayan sa pagtatakda ng mithiin sa paggawa ng Goal Setting at Action Planning Chart
  • 110. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 52 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  Halaga ng Pag-aaral sa Paghahanda Para sa Pagnenegosyo at Paghahanapbuhay Naipamamalas ng mag-aaral…  ang pag-unawa sa mga konsepto tungkol sa halaga ng pag-aaral sa paghahanda para sa pagnenegosyo at paghahanapbuhay. Naipamamalas ng mag-aaral…  ang plano ng paghahanda para sa pinaplanong kursong akademiko o teknikal- bokasyonal, negosyo o hanapbuhay batay sa pamantayan sa pagbuo ng Career Plan.  Nakikilala ang (a) mga kahalagahan ng pag-aaral sa paghahanda sa pagnenegosyo at paghahanapbuhay at (b) ang mga hakbang sa paggawa ng Career Plan  Natutukoy ang mga sariling kalakasan at kahinaan at nakapagbabalangkas ng mga hakbang upang magamit ang mga kalakasan sa ikabubuti at malagpasan ang mga kahinaan  Naipaliliwanag na sa pag-aaral nalilinang ang mga kasanayan, pagpapahalaga, talento at mga kakayahan na makatutulong, sa pagtatagumpay sa pinaplanong negosyo o hanapbuhay  Nakapagbabalangkas ng plano ng paghahanda para sa pinaplanong kursong akademiko o teknikal- bokasyonal, negosyo o hanapbuhay batay sa pamantayan sa pagbuo ng Career Plan
  • 111. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 53 GRADE 8 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 8 - UNANG MARKAHAN Ang Pamilya Bilang Ugat ng Pakikipagkapwa Ang mag-aaral ay…  naipamamalas ng mag-aaral ang pag-unawa sa kahalagahan, katangian at layunin ng pamilya sa pagpapaunlad ng pakikipagkapwa; Ang mag-aaral ay…  ang mag-aaral ay nakabubuo ng mga hakbang sa pagpapaunlad ng pakikitungo sa pamilya tungo sa mabuting pakikipagkapwa  ang mga kakailanganing gawain sa bawat aralin ay ang sumusunod: - Pagbibigay ng mga patunay na ang pamilya ay natural na institusyon ng pagmamahalan, pagtutulungan at pananampalataya - Pagbuo ng mga paraan upang mapaunlad ang komunikasyon o pag-uusap sa pamilya - Paghubog ng pagpapahalaga o birtud na magpapatatag ng pakikipagkapwa. - Pagbuo ng mga paraan ng pagtulong ng pamilya sa pamayanan Ang mag-aaral ay…  naipamamalas ang pag-unawa na ang pamilya ay natural na institusyon ng pagmamahalan, pagtutulungan at pananampalataya na nakatutulong sa pagpapaunlad ng sarili tungo sa pakikipagkapwa. (Paksa 1: Ang pamilya bilang natural na institusyon ng pagmamahalan, pagtutulungan at pananampalataya)  naipakikita na ang bukas at maayos na komunikasyon sa pagitan ng mga magulang at mga anak ay nagbibigay- daan sa mabuting ugnayan ng pamilya at sa pakikitungo sa kapwa (Paksa 2: Ang kahalagahan ng komunikasyon pagpapatatag ng pamilya at sa pakikitungo sa kapwa)  napatitibay ang mga pagpapahalagang natutuhan sa pamilya sa pamamagitan ng pakikisalamuha sa kapwa (Paksa 3: Napatatatag ng pakikipagkapwa ang pamilya)
  • 112. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 54 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  nakatutulong ang pamilya sa pagtataguyod ng mabubuting proyekto ng pamayanan at ang pagiging bukas ng pamilya sa pagtulong sa kapwa (Paksa 4: Ang Pamilya sa Pamayanan) Grade 8 - IKALAWANG MARKAHAN Ang Pakikipagkapwa  naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pakikipagkapwa, pakikipagkaibigan, komunikasyon, at emosyon  ang mag-aaral ay nakapagsasagawa ng mga hakbang tungo sa pagpapaunlad ng pakikipagkapwa sa kaibigan/kamag-aral o kapitbahay/kapamayanan.  nakapaglilingkod sa kapwa upang maipakita ang pagmamahal dito at upang maging ganap na tao.  nakikipag-ugnayan sa kapwa upang malinang sa aspetong panlipunan, intelektwal, at pangkabuhayan (Paksa 1: Ang Pakikipagkapwa)  nakikipagkaibigan upang mahubog ang matatag na pagkakakilanlan at pakikisalamuha sa lipunan.  napananatili ang mabuting pakikipagkaibigan upang mapaunlad ang pagkatao at pakikipagkaibigang batay sa kabutihan at pagmamahal.  natatamo ang integrasyong pansarili at pagpapaunlad ng pakikipagkapwa sa pamamagitan ng pakikipagkaibigan (Paksa 2: Ang Pakikipagkaibigan)
  • 113. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 55 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naipamamalas ang pag-unawa sa limang antas ng komunikasyon sa pamamagitan ng angkop at maayos na pakikipag-ugnayan sa kapwa.  naipakikita ang malalim na pakikipag- ugnayan sa kapwa sa pamamagitan ng komunikasyon  napapaunlad ang pakikipagkapwa sa pamamagitan ng pagiging sensitibo sa pasalita, di-pasalita at virtual na uri ng komunikasyon (Paksa 3: Komunikasyon sa Pakikipagkapwa)  napamamahalaan ang emosyon sa pamamagitan ng pagtataglay ng mga birtud  nahaharap ang matinding pagkamuhi, matinding kalungkutan, takot at galit sa pamamagitan ng katatagan (fortitude) (Paksa4: Ang Emosyon) Grade 8 - IKATLONG MARKAHAN Mga Pagpapahalaga at Birtud (Virtue) sa Pakikipagkapwa  naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa mga halaga at birtud  ang mga mag-aaral ay nakapagsasabuhay ng mga pagpapahalagang moral at birtud:  naipakikita ang labis na katuwaan at pasasalamat sa kabutihang natanggap mula sa kapwa sa pamamagitan ng paggawa naman ng kabutihan sa iba
  • 114. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 56 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) sa pakikipagkapwa - Pasasalamat sa ginawang kabutihan ng kapwa - Pagsunod at paggalang sa magulang, nakatatanda at nasa kapangyarihan - Paggawa ng mabuti sa kapwa - Pakikipagkaibigan sa katapat na kasarian - Katapatan sa salita at gawa  naipakikita na siya ay hindi makasarili sa pamamagitan ng pagpapasalamat sa mga kabutihang natatanggap  nakagagawa ng mga “brochure” na humihikayat sa mga kabataan na isabuhay ang pasasalamat sa ginawang kabutihan ng kapwa (Paksa 1: Pasasalamat sa Ginawang Kabutihan ng Kapwa)  naipakikita ang pagmamahal at malalim na pananagutan sa pamamagitan ng pagsunod at paggalang sa mga magulang, nakatatanda at mga nasa kapangyarihan  nagagampanan ang pagkilala sa mga magulang, nakatatanda at mga nasa kapangyarihan bilang biyaya ng Diyos na binigyan Niya ng awtoridad upang hubugin, bantayan at palakasin ang mga halaga.  nakagagawa ng mga “brochure” na humihikayat sa mga kabataan na isabuhay ang pagsunod at paggalang sa magulang, nakatatanda at nasa kapangyarihan (Paksa 2: Pagsunod at paggalang sa magulang, nakatatanda at nasa kapangyarihan)
  • 115. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 57 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  nakagagawa ng kabutihan sa kapwa na puno ng pagmamahal at tumutugon sa kagustuhan ng Diyos na maglingkod sa kapwa na hindi naghihintay ng anomang kapalit o kabayaran kahit pa ito ay nangangahulugan ng pagsasakripisyo para sa kapakanan ng iba.  nagagawang kaaya-aya ang buhay para sa kapwa at nakapagbigay ng inspirasyon upang tularan ng iba sa pamamagitan ng paggawa ng mabuti sa kapwa  nakagagawa ng mga “brochure” na humihikayat sa mga kabataan na isabuhay ang paggawa ng mabuti sa kapwa (Paksa 3: Paggawa ng Kabutihan sa Kapwa)  nagagamit ang maingat na pagpapasya (Prudensya) sa kanyang pakikipagkaibigan sa katapat na kasarian.  nakagagawa ng mga “brochure” na humihikayat sa mga kabataan na isabuhay ang pakikipag-kaibigan sa katapat na kasarian
  • 116. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 58 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) (Paksa 4: Pakikipagkaibigan sa Katapat na Kasarian) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naibibigay sa kapwa ang nararapat (justice) para sa kanya sa pamamagitan ng pagiging tapat ditto  napatutunayan ang pagkakaroon ng komitment sa katotohanan at mabuti/matatag na konsensya sa pamamagitan ng pagiging tapat sa salita at sa gawa  nakagagawa ng mga “brochure” na humihikayat sa mga kabataan na isabuhay ang katapatan sa salita at sa gawa  (Paksa 5: Katapatan sa Salita at Gawa) Grade 8 - IKA-APAT NA MARKAHAN Mga Isyu sa Pakikipagkapwa  naipamamalas ng mag-aaral ang pag-unawa sa mga isyu at suliraning kaugnay ng pakikipagkapwa: - Kawalan ng Galang sa Magulang, Nakatatanda at Mga Nasa Kapangyarihan - Karahasan, Paghihiganti at Pagkamuhi - Mga Maling Pananaw  ang mga mag-aaral ay nakahaharap sa mga isyu kaugnay ng pakikipagkapwa gamit ang mga pagpapahalaga at birtud.  naipakikita ng mag-aaral ang pagsunod sa golden rule - mahalin ang kanyang kapwa tulad ng kanyang sarili o “gawin sa kapwa ang mga bagay na nais nyang gawin sa kanya – sa pamamagitan ng pag-iwas sa mga gawaing marahas at makakapanakit sa kapwa.  nakagagawa ng plano ng pagkilos upang tugunan ang isyu sa karahasan
  • 117. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 59 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Kaugnay ng Sekswalidad - Pagsisinungaling - Mga Negatibong Epekto ng ˝Peer Pressure˝ sa paaralan at naisasagawa ito (Paksa 1: Karahanasan, Pagkamuhi at Paghihiganti) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naisasabuhay ang malusog na pananaw sa sekswalidad sa pamamagitan ng di-pagtangkilik sa pornograpiya  naipakikita ang paggalang sa dignidad ng kapwa sa pamamagitan ng pagkakaroon ng tunay at malalim na pakikipag-uganayan sa katapat na kasarian at pagkilala na ang pakikipagtalik ay dapat na ginagawa lamang sa loob ng kasal  nakapagsasagawa ng isang information campaign tungkol sa mga pinsalang dulot ng mga maling pananaw sa sekswalidad sa pamamagitan ng pamamahagi ng mga babasahin sa mga kapwa mag-aaral (Paksa 3 : Mga Maling Pananaw Kaugnay ng Sekswalidad )
  • 118. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 60 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  nakatatalima sa tungkulin ng tao na hanapin ang katotohanan sa pamamagitan ng pagiging matapat sa lahat ng bagay  naipamamalas na pagsalungat sa dikta ng tamang pag-iisip at paggawa ng masama sa kapwa at lipunan ang pagsisinungaling  nakagagawa ng resolusyon ng pagbabago (Paksa 4: Pagsisinungaling)  naipakikita ang kakayahan sa mapanindigang pagtanggi at matalinong pagpapasya sa pagharap sa peer pressure.  nagagamit ang kanyang kalayaan sa pamamagitan ng pagpili sa makabubuti para sa sarili sa kabila ng peer pressure.  nakagagawa ng isang plano ng pagkilos upang harapin ang negatibong peer pressure at naisasagawa ito (Paksa 5 : Mga Negatibong Epekto ng Peer Pressure)
  • 119. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 61 GRADE 9 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 9 - UNANG MARKAHAN Ang Papel ng Lipunan sa Tao Ang mag-aaral ay…  naipamamalas ng mag-aaral ang pag-unawa sa papel ng lipunan sa pag-unlad ng tao. Ang mag-aaral ay…  ang mag-aaral ay nakapagbibigay- papuri o puna sa mga ginagawa ng lipunan sa tao batay sa pag-unlad ng mga ito sa buhay moral. Ang mag-aaral ay…  napatutunayan na ang pagsisikap ng bawat tao na makamit at mapanatili ang kabutihang panlahat sa pamamagitan ng pagsasasabuhay at pagpapalaganap ng mga moral na halaga ay ang puwersang magpapatatag sa lipunan (Paksa 1. Layunin ng Lipunan: Kabutihang Panlahat)  nakapagsusuri ng mga halimbawa ng pagsasaalang-alang at di pagsasaalang-alang sa kabutihang panlahat sa pamilya, paaralan, pamayanan o lipunan (Paksa 1. Layunin ng Lipunan: Kabutihang Panlahat)  nakapagsasagawa ng panukala na makatutulong sa pagkamit at pagpapanatili ng kabutihang panlahat na mailalapat sa pamilya, paaralan, pamayanan o lipunan  (Paksa 1. Layunin ng Lipunan: Kabutihang Panlahat)
  • 120. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 62 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  napatutunayan na kung umiiral ang Principle of Subsidiarity, mapananatili ang pagkukusa, kalayaan at pananagutan ng pamayanan o pangkat na nasa mababang antas at maisasaalang-alang ang dignidad ng bawat kasapi ng pamayanan (Paksa 2. Prinsipyo ng Subsidiarity)  nakapagtataya o nakapaghuhusga kung ang Principle of Subsidiarity ay umiiral o nilalabag sa pamilya, baranggay, pamayanan, lipunan/bansa gamit ang case study (Paksa 2. Prinsipyo ng Subsidiarity  napangangatwiranan na kailangan ang pakikibahagi ng bawat tao sa mga pagsisikap na mapabuti ang uri ng pamumuhay sa lipunan/bansa, lalo na sa paglampas sa kahirapan, sa kabila ng pagkakaiba ng pananaw, sapagkat ito ang paraan upang ibalik ang mga biyayang tinanggap sa lipunan (bilang bunga ng mga pag-unlad at pamana nito (Paksa 3 :Prinsipyo ng Pagkakaisa o Principle of Solidarity)  nakapagsusuri ng mga pagsunod o paglabag sa Prinsipyo ng Pagkakaisa sa pamilya, paaralan, pamayanan o
  • 121. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 63 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) lipunan (Paksa 3 :Prinsipyo ng Pagkakaisa o Principle of Solidarity) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  nahihinuha na ang mga institusyon ng lipunan ay itinalaga upang makibahagi sa pagkamit ng kabutihang panlahat, ngunit ang pinakamahalagang tunguhin ng mga ito ay ang pag-unlad ng tao sa buhay moral (Paksa 4. Mga Gawain ng mga Institusyon ng Lipunan - Pamilya - Paaralan - Simbahan - Pamahalaan - Media)  nakapagsusuri gamit ang interview, participant observation o immersion, o case study ang bawat institusyon ng lipunan batay sa : - kung nagagampanan nito ang itinakdang tungkulin at - kung napauunlad nito ang buhay moral ng tao (Paksa 4. Mga Gawain ng mga Institusyon ng Lipunan  Pamilya  Paaralan  Simbahan  d. Pamahalaan
  • 122. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 64 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 9 - IKALAWANG MARKAHAN Ang Tungkulin ng Tao sa Lipunan Ang mag-aaral ay…  naipamamalas ng mga mag- aaral ang pag-unawa sa mga tungkulin ng tao sa lipunan. Ang mag-aaral ay…  ang mag-aaral ay nakagaganap sa kanyang mga tungkulin sa lipunan. Ang mag-aaral ay…  napatutunayan na ang karapatan ay magkakaroon ng tunay na kabuluhan kung gagampanan ng tao ang kanyang tungkulin na kilalanin at unawain, gamit ang kanyang katwiran, ang pagkakapantay-pantay ng dignidad ng lahat ng tao  naisasabuhay ang nilalaman ng nilikhang listahan ng mga karapatan bilang kabataan at mga kaakibat nitong tungkulin (Paksa 1: Karapatan at Tungkulin)  nahihinuha na ang batas na nakabatay sa Likas na Batas Moral (Natural Law), gumagaratiya sa pagtugon sa pangangailangan ng tao at umaayon sa dignidad ng tao at sa kung ano ang hinihingi ng tamang katwiran, ay mahalaga upang makamit ang kabutihang panlahat  nakapagbabahagi ng saloobin ukol sa mga paglabag sa batas na nasasaksihan sa paaralan, pamayanan o bansa (Paksa 2: Batas)
  • 123. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 65 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  napatutunayan na sa pamamagitan ng paggawa, nakapagpapamalas ang tao ng mga halaga na makatutulong upang patuloy na maiangat, bunga ng kanyang paglilingkod, ang antas kultural at moral ng lipunan at makamit niya ang kaganapan ng kanyang pagkatao  napagsasagawa ng isang maliit na proyektong pampamayanan (Paksa 3: Paggawa)  nahihinuha na ang pakikilahok ng tao sa mga gawaing pampamayanan, panlipunan/ pambansa ay makatutulong sa pagkamit ng kabutihang panlahat at kaganapan ng pagkatao  nakalalahok sa mahalagang gawaing pampaaralan, pampamayanan, pambayan o pambansa (Paksa 4: Pakikilahok)  napatutunayan na sa pamamagitan ng bolunterismo naitataguyod ang pagtutulungan at malaking tiwala sa pagitan ng mga mamamayan, at napaglilingkuran ang Diyos sa pamamagitan ng kapwa
  • 124. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 66 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)  nakalalahok sa isang volunteer activity sa paaralan, sa pamayanan sa bayan atbp (Paks5: Bolunterismo) Grade 9 - IKATLONG MARKAHAN Ikatlo: Ang Tungkulin ng Tao sa Lipunan Ang mag-aaral ay…  naipamamalas ng mag-aaral ang pag-unawa sa mga halaga ng paggawa: kasipagan, pagtitiyaga, pamamahala ng paggamit ng oras, pagkamalikhain, pagkamahusay, teamwork, nasyonalismo at patriyotismo Ang mag-aaral ay…  ang mag-aaral ay naisasabuhay ang mga halaga ng paggawa: kasipagan, pagtitiyaga, pamamahala ng paggamit ng oras, pagkamlikhain, pagkamahusay, teamwork, nasyonalismo at patriyotismo Ang mag-aaral ay…  napatutunay ang ang kasipagan na nakatuon sa disiplinado at produktibong gawain na naaayon sa itinakdang mithiin ay kailangan upang umunlad ang sariling pagkatao, kapwa, lipunan at bansa  nakagagawa ng Journal ng mga gawaing natapos nang pinaghandaan, ayon sa pamantayan at may motibasyon sa paggawa (Paksa1: Kasipagan)  napatutunayang ang mga hirap, pagod at pagdurusa ay nadadaig ng pagpupunyagi tungo sa pagtupad ng itinakdang mithiin  nakagagawa ng Chart ng pagsunod sa hakbang upang matupad ang itinakdang gawain nang may pagpupunyagi (Paksa 2: Pagtityaga)
  • 125. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 67 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  natutukoy ang mga patunay na ang pamamahala ng oras ay kailangan sa kaayusan ng paggawa upang magampanan ang mga tungkulin nang may prayoritisasyon (prioritization)  nakapagtatala sa Journal ng mga pagkakataong napamahalaan ang oras (Paksa 3: Pamamahala ng Paggamit ng Oras)  naipaliliwanag na ang kagalingan sa paggawa at paglilingkod ay kailangan upang maiangat ang sarili, mapaunlad ang ekonomiya ng bansa at mapasalamatan ang Diyos sa mga talentong Kanyang kaloob.  nakapagbibigay ng mga patunay ng kalidad ng gawain o produkto (Paksa 4: Kagalingan sa Paggawa)  naipaliliwanag na ang pagkakaisa at patriyotismo ay patunay ng pagmamahal sa kapwa at bansa tungo sa kaunlaran  nakikibahagi sa gawaing pampamayanan na nagpapakita ng teamwork, nasyonalismo at patriyotismo (Paksa 5: Nasyonalismo at Patriyotismo)
  • 126. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 68 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 9 - IKA-APAT NA MARKAHAN Ang Pagpaplano ng Kursong Akademiko o Teknikal-Bokasyonal Bilang Tugon sa Hamon ng Paggawa Ang mag-aaral ay…  naipamamalas ng mga mag- aaral ang kaalaman sa pagpaplano ng kursong akademiko o teknikal- bokasyonal o negosyo bilangtugon ko sa hamon ng paggawa Ang mag-aaral ay…  ang mga mag-aaral ay nakapagsasagawa ng mga hakbang sa paghahanda para sa kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay. Ang mag-aaral ay…  naipapamamalas ang pag-unawa na ang paggawa na may layuning maglingkod at makatulong sa kapwa ay daan upang makapag-iwan ng pamana (legacy) na makatutulong sa pagpapabuti at pagpapaunlad ng sarili, kapwa at lipunan.  naipakikita ang pagbibigay halaga sa paglilingkod sa Diyos sa pamamagitan ng paglilingkod sa kapwa bilang mahalagang bahagi ng bokasyon ng bawat tao, sa pamamagitan ng pagsasaalang-alang sa layuning makatulong sa mga nangangailangan. (Paksa 1: Ang Paggawa Bilang Paglilingkod) (Ang pagmamahal ang pangunahin at likas na bokasyon ng bawat tao)  nakapipili ng kursong akademiko o teknikal-bokasyonal at nakapaghahanda para dito gamit ang sapat na kaalaman tungkol sa mga trabahong kailangan sa Pilipinas at sa ibang bansa (Paksa 2: Mga Lokal at Global na Demand)  natutukoy ang mga sariling kakayahan, hilig, halaga at mithiin
  • 127. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 69 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nakapipili ng mga kursong akademiko/bokasyonal o negosyo na tugma sa mga sariling kakayahan, hilig, halaga at mithiin (Paksa 3: Mga Pansariling Salik sa Pagpili ng Kursong Akademiko o Teknikal-Bokasyonal o Negosyo: Kakayahan, Hilig, Halaga, Mithiin)  nakapaghahanda para sa mundo ng paggawa at sa pagtupad ng bokasyon sa pamamagitan ng pag-aaral at pagsasanay  nahahasa ang mga kakayahan upang magkaroon ng kahandaang pisikal, mental, sosyal at ispiritwal para sa mundo ng paggawa at sa pagtupad sa bokasyon  nalilinang ang mga kasanayan, halaga, at talento na makatutulong sa pagtatagumpay sa napiling hanapbuhay o negosyo. (Paksa 4 : Halaga ng pag-aaral sa paghahanda para sa pagnenegosyo o paghahanapbuhay)
  • 128. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 70 GRADE 10 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Grade 10 - UNANG MARKAHAN Ang Moral na Pagkatao Ang mag-aaral ay… Ang Moral na Pagkatao  naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa pagkatao ng tao upang makapagpasya at makakilos nang may preperensya sa kabutihan. Ang mag-aaral ay…  ang mag-aaral ay nakapagsasagawa ng mga hakbang upang masanay ang isip at kilos-loob na gawin ang mabuti at iwasan ang masama sa araw araw na pamumuhay Ang mag-aaral ay…  napatutunayang ginagamit ang isip at kilos-loob para lamang sa paghahanap ng katotohanan at sa paglilingkod/pagmamahal  nakikilala ang kanyang mga kahinaan sa pagpapasya at nakagagawa ng mga kongkretong hakbang upamg malagpasan ang mga ito gamit ang My Progress Profile (Paksa 1: Isip at Kilos-Loob)  naipaliliwanag na ayon sa Likas na Batas Moral, likas sa tao na alamin ang mabuti na dapat gawin at masama na dapat iwasan ayon sa ugnayan niya sa sarili, kapwa, pamayanan/lipunan at Diyos  naipaliliwanag ang dalawang prinsipyo ng Likas na Batas Moral  nasusuri ang tatlong pagpapasyang ginawa ng tatlong kamag-aral sa isang linggo gamit ang Likas na Batas Moral (Paksa 2: Likas na Batas Moral (Natural Moral Law))
  • 129. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 71 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  natutukoy ang mga patunay na ang konsensyang nahubog batay sa Likas na Batas Moral ay nagsisilbing gabay sa tamang pagpapasya at pagkilos  naibabahagi sa pamamagitan ng pagbibigay ng payo (peer counseling) sa kapwa kamag-aral o kaibigan tungkol paggawa ng pasya o kilos na batay sa tamang kosensya (Paksa 3: Konsensya: Kahulugan, Mga Prinsipyong Gumagabay at mga Uri)  napatutunayang ang tunay na kalayaan ay ang kakayahang tumugon sa tawag ng pagmamahal at paglilingkod  nakabubuo ng plano ng pagpapaunld ng paggamit ng kalayaan batay sa resulta ng pagtataya sa paggamit ng kalayaan bilang pagtugon sa tawag ng pagmamahal at paglilingkod (Paksa 4: Ang Kalayaan)  naipaliliwanag na nakabatay ang dignidad ng tao sa kanyang pagkabukod-tangi (hindi siya nauulit sa kasaysayan) at sa pagkakawangis niya sa Diyos (may isip at kalooban)
  • 130. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 72 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  natutukoy ang mga tao o pangkat na nagtataguyod at pagpapahalaga sa dignidad ng tao (Paksa 5: Ang Dignidad ng Tao) Grade 10 - IKALAWANG MARKAHAN Ang Makataong Kilos  naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa makataong kilos upang makapagpasya nang may preperensya sa kabutihan sa gitna ng mga isyung moral at impluwenysa ng kapaligiran.  ang mag-aaral ay nakapagsasagawa ng case study na nagpapatunay ng makataong kilos  napatutunayang gamit ang katwiran, sinadya (deliberate) at niloob ng tao ang makataong kilos; kaya ang kawastuhan o kamalian nito ay kanyang pananagutan  nakagagawa ng pagsusuri upang masundan ang pag-unlad ng sarili tungo sa makataong kilos (Paksa 1: Ang Makataong Kilos)  naipaliliwanag na may pagkukusa sa makataong kilos kung ito ay nagmumula sa kalooban na malayang isinagawa sa pagsubaybay ng isip/kaalaman  nakapagninilay tungkol sa pagkukusa sa makataong kilos na nakabuti sa sarili at kapwa (Paksa 2: Ang Pagkukusa ng Makataong Kilos (Voluntariness of Human Act))
  • 131. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 73 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  napatutunayang nakaaapekto ang 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  nakikibahagi sa talakayn tungkol sa kamangmangan, masidhing damdamin, takot, karahasan at gawi na may epekto sa kilos o pasyang isinagawa (Paksa 3: Mga Salik na Nakaaapekto sa Pananagutan ng Tao sa Kalalabasan ng Kilos at Pasya)  naipaliliwanag na ang bawat yugto ng makataong kilos ay kakikitaan ng kahalagahan ng deliberasyon ng isip at kilos-loob sa paggawa ng moral na pasya at kilos  natutukoy ang mga kilos na at pasyang nagawa na umaayon sa bawat yugto ng makataong kilos (Paksa 4: Mga Yugto ng Makataong Kilos)
  • 132. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 74 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naipahahayag ang katuturan ng mabuting layunin, paraan at maayos na sirkumstansya sa makataong kilos  naibabahagi ang mga pasya at kilos na mayroong mabuting layunin, paraan at maayos na sirkumstansya sa makataong kilos (Paksa5: Layunin, Paraan at Sirkumstansiya ng Makataong Kilos) Grade 10 - IKATLONG MARKAHAN Ikatlo: Mga Pangunahing Birtud at Pagpapahalagang Moral  naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa mga pagpapahalagang moral (core moral values) upang makapagpasya at makakilos tungo sa makabuluhan at mabuting pakikipag-ugnayan sa Diyos, sa kapwa, pamilya, pamayanan/lipunan at sa kapaligiran.  ang mag-aaral ay nakabubuo ng ang mga hakbang upang maisabuhay ang mga pangunahing pagpapahalagang moral  kapangyarihan ng Diyos ay pagkilala sa dignidad at kalikasan ng tao  naipahahayag ang pagmamahal/ pananampalataya sa Diyos gamit ang photo journal ng mga gawain sa araw- araw na nagpapakita ng tunay na paraan ng pagmamahal sa Diyos (Paksa 1: Pananampalataya at Pagmamahal sa Diyos)  napatutunayang itinakda ang awatoridad bilang kapangyarihang ipinagkaloob sa tao o pangkat upang magkaroon ng kaayusan, kaunlaran at isulong ang kabutihang panlahat
  • 133. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 75 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  natutukoy ang mga paraan kung paano maipakikita ang paggalang sa: - Diyos - Magulang - Guro - Mga awtoridad sa paaralan - Mga awtoridad sa lipunan - Lider ng bansa (Paksa 2: Paggalang sa Awtoridad)  naipaliliwanag na ang buhay na kaloob sa tao ay biyayang taglay na kung pangangalagaan ay dakilang paraan ng pasasalamat sa nagbigay nito  naipahahayag ang pagsang-ayon o pagtutol sa isang panukalang batas na may kaugnayan sa paggalang sa buhay (Paksa 3: Paggalang sa Buhay)  napatutunayang ang pagkilala sa dignidad ng sekswalidad ay pagkilala sa kabuuan ng pagkatao ng tao  nakapagbibigay-puna sa mga paglabag sa paggalang sa dignidad ng sekswalidad batay sa Likas na Batas Moral (Paksa 4: Paggalang sa Dignidad at Sekswalidad)
  • 134. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 76 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay… Ang mag-aaral ay… Ang mag-aaral ay…  naipaliliwanag na ang pagmamahal sa katotohanan ay makatutulong upang maging matapat at mapanagutan sa isip, sa salita at sa gawa  natutukoy ang isang sitwasyon na nagturo sa sarili na mahalin at isulong ang katotohanan (Paksa 5: Pagmamahal sa Katotohanan)  napatutunayang ipinagkaloob ang materyal na bagay sa tao upang mapaunlad at mapalawak ang buhay na ipinagkaoob sa kanya para sa susunod na mga henerasyon at upang makamit niya ang kanyang tunguhin bilang tao  nabibigyang papuri/puna ang mga tao/pangkat na nangangasiwa sa pera o pundo ng samahan o bayan (Paksa 6: Mapanagutang paggamit ng materyal na bagay) Grade 10 - IKA-APAT NA MARKAHAN Ikaapat: Ang Aking Posisyon sa mga Isyung Moral  naipamamalas ng mag-aaral ang pag-unawa sa mga isyung moral upang magkaroon ng matatag na paninindigan sa kabutihan sa gitna ng iba’t ibang pananaw sa mga isyung ito at mga impluwensya ng kapaligiran.  ang mag-aaral ay nakagagawa ng sariling posisyon tungkol sa isang mahalagang isyung moral tungkol sa mga kabataan  nailalahad na ang pagbuo ng mapaninindigang posisyon tungkol sa mga isyung may kinalaman sa mga gawaing taliwas sa batas ng Diyos ay kailangan upang mapatibay ang ating pagkilala sa Kanyang kadakilaan at kapangyarihan
  • 135. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 77 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nakapagbibigay ng sariling posisyon na may matibay na paninindigan sa isang isyu tungkol sa mga gawaing taliwas sa batas ng Diyos (Paksa 1: Mga Gawaing Taliwas sa Batas ng Diyos((superstitious practices, sorcery, magic,fortune telling, spirit of the glass, oija board))  naipaliliwanag na ang pagkakaroon ng kaayusan, kaunlaran at maisusulong ang kabutihang panlahat kung ang lahat ng tao ay may matatag na paninindigan sa mga isyung may kinalaman sa pag-abuso sa kapangyarihan  natutukoy ang mga isyu ng pag-abuso sa paggamit ng kapangyarihan (Paksa 2: Paggamit ng Kapangyarihan (Graft and corruption, nepotism)  napatutunayang maipakikita ang dakilang paraan ng pagpapasalamat sa Diyos sa buhay na Kanyang kaloob kung magiging matatag ang paninindigan laban sa iba’t ibang mga isyung lumalabag sa kasagraduhan ng buhay
  • 136. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 78 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nakikibahagi sa talakayan tungkol sa mga isyung may kinalaman sa mga isyung lumalabag sa kasagraduhan ng buhay (Paksa 3: Kasagraduhan ng Buhay (abortion, euthanasia, death penalty, genetic engineering, child labor, hazing, cloning, IVF, substance abuse, contraception)  napatutunayang sa pamamagitan ng malawak na kaalaman sa mga isyung may kinalaman sa kawalan ng paggalang sa sekswalidad ng tao malinaw na maipakikita ang paggalang sa kabuuan ng pagkatao ng tao at sa tunay na layunin nito  naibabahagi ang sariling posisyon sa isang isyung moral tungkol sa dignidad ng sekswalidad ng tao (Paksa 4: Paggalang sa Dignidad ng Sekwalidad ng Tao (pre- marital sex, live- in, sexual exploitation, homosexual union/ same sex marriage, prostitution, extramarital sex, pornography)  napatutunayang ang pagiging mulat sa mga isyu tungkol sa kawalan ng paggalang sa katotohanan ay daan upang maipagtanggol ang mga paglabag dito
  • 137. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 79 Content Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies) Ang mag-aaral ay…  nakagagawa ng paraan na humihikayat sa mga tao na igalang ang katotohanan at iwasan ang mga gawaing taliwas dito (Paksa 5: Paggalang sa katotohanan (intellectual piracy, detraction, backbiting, character assassination, slander, squealing hindi mapanagutang pamamahayag gamit ang Media)
  • 138. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 80 CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM EDUKASYON SA PAGPAPAKATAO ------------------------------------------------------------------------------------------------------- A. Learning Area Team (LAT) Review with designated LAT CONVENOR Date : September 20, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Fe Hidalgo - Convenor Consultant PDAF 2. Suzanne Rivera 3. Macaria Nicolas 4. Feligena Bugay 5. Evangeline Manalansan 6. Luzviminda Ona Education Supervisor I DepEd NCR 7. Maria Cristina Nogoy 8. Violeta Roson District HEKASI Coordiator DepEd 9. April dela Vega 10. Elena Avellano 11. Gorgenia Sepa 12. Marivic Leaño ES – I SPED, Division of City Schools Navotas 13. Sheryll Gayola Master Teacher Division of Malabon 14. Florentino Hornedo Professor UST 15. Manuel Dy Professor Ateneo de Manila University 16. Avelina Llagas (retired) Consultant, TEC, DepEd DepEd 17. Paraluman Giron (retired) Chair, K – 10 TWG DepEd B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies Venue: DAP, Tagaytay City Date: September 7-9, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Luzviminda Ona Education Supervisor I DepEd NCR 2. Irene de Robles OIC-Asst. Chief DepEd-BEE 3. Luisita Peralta Senior Education Program Specialist DepEd-BSE
  • 139. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 81 C. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 8-12, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Fe A. Hidalgo Consultant PDAF 2. Dr. Manuel Dy Consultant Ateneo de Manila University 3. Dr. Florentino H. Hornedo Consultant University of Santo Tomas 4. Luzviminda Ona Education Supervisor I DepEd NCR 5. Violeta Roson Master Teacher DepEd Div. of Makati City 6. Walter Galarosa Education Supervisor DepEd Div. of Quezon Province 7. Irene C. de Robles OIC-Asst. Chief DepEd-BEE 8. Nancy Pascual Senior Education Program Specialist DepEd-BEE 9. Marilou D. Pandiño Education Program Specialist II DepEd-BEE 10. Luisita Peralta Senior Education Program Specialist DepEd-BSE 11. Erlinda Leva Senior Education Program Specialist DepEd-BSE 12. Marivic Leano Education Supervisor DepEd Div. of Navotas 13. Sheryll Gayola Master Teacher DepEd Div. of Malabon 14. Ferdinand S. Bergado Admin. Aide IV/Encoder DepEd D. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 15-19, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Irene C. de Robles OIC-Asst. Chief DepEd-BEE 2. Nerisa M. Beltran Education Program Specialist II DepEd-BEE 3. Ferdinand S. Bergado Admin. Aide IV Encoder E. Workshop on the Development of Learning Competencies and Teaching Guides Venue: DAP,Tagaytay City Date: July 18-19, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Manuel B. Dy, Jr. Consultant Ateneo de Manila University 2. Veronica E.Ramirez AssociateProfessor University of Asia and Pacific, Pasig City 3. Fe H. Hidalgo Consultant PDAF
  • 140. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 82 Venue: DAP,Tagaytay City Date: July 18-22, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Luisita B. Peralta Senior Education Program Specialist DepEd-BSE 2. Manuel B. Dy Jr. Consultant Ateneo de Manila University 3. Fe A. Hidalgo Consultant PDAF 4. Sheryll T. Gayola Master Teacher Division of Malabon 5. Irene C. de Robles OIC-Asst. Chief BEE 6. Erlinda F. Leva Senior Education Program Specialist BSE 7. Marivic R. Leano Education Supervisor Division of Navotas 8. Nancy C. Pascual Senior Education Program Specialist SPED 9. Luzviminda L. Ona Education Supervisor I DepEd NCR, R.O. 10. Walter F. Galarosa Education Supervisor DepED Quezon 11. Marilou D. Pandino Education Program Specialist II CDD 12. Violeta R. Roson Master Teacher Makati 13. Gabriel Paolo C. Ramos Documentor DepEd F. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, CALABARZON Date: May 19-21,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Veronica E. Ramirez Associate Professor University of Asia and Pacific, Pasig City 2. Lorna C. Martin Teacher III San Francisco High School, Quezon City 3. Irene C. de Robles OIC-Asst. Chief, CDD Bureau of Elementary Education, DepEd 4. Marilou D. Pandiño Education Program Specialist II, CDD Bureau of Elementary Education, DepEd 5. Ferdinand S. Bergado Administrative Aide IV, (Documentor) Bureau of Elementary Education, DepEd G. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP,Tagaytay City Date: May 10-13,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Veronica E. Ramirez Associate Professor University of Asia and Pacific, Pasig City
  • 141. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 83 2. Lorna C. Martin Teacher III San Francisco High School, Quezon City 3. Irene C. de Robles OIC-Asst. Chief, CDD Bureau of Elementary Education, DepEd 4. Marilou D. Pandiño Education Program Specialist II, CDD Bureau of Elementary Education, DepEd 5. Ferdinand S. Bergado Administrative Aide IV, (Documentor) Bureau of Elementary Education, DepEd H. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards 1. Regions IV-A, IV-B,V and NCR Venue: Bulwagan ng Karunungan Date: April 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Erlinda F. Leva Education Program Supervisor II SDD, BSE, Deped 2. Marivic R. Leaño Education Program Supervisor I Deped – Navotas City 3. Eloisa S. Sanchez Master Teacher San Roque National H.S. 4. Gorgenia C. Jepa Master Teacher II Deped – San Mateo National H.S. 5. Lorna C. Martin Teacher III Deped QC 6. JennieM. Pitoc Teacher I M.L.Q.E.S,Div.ofManila 7. Luisa M. Lagran Teacher Mogpog CentralSchool,Div.ofMarinduque 2. Regions I,II,III and CAR Venue: Teachers’ Camp, Baguio City Date: ApriL 29, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Maria Corazon O. Bomogao Dean, College of Education St. Louis University 2. Erlinda C. Marchan EPS DepEd 3. Arlene A. Niro ES II DepEd RO I – La Union 4. Mary Grace E. Ortaliza Teacher III DepEd Cauayan City 5. Kimberly Doligas Professor University of the Cordillera HS – Baguio City 6. Estelito C. Balatan Jr. Head Teacher III Santiago NHS/ Santiago, Isabela 7. Imelda F. Bautista Professor University of the Cordillera HS – Baguio City
  • 142. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 84 8. Juliet C. Sannad Professor DepEd – Baguio City 9. Belen B. Pasiwat Teacher DepEd – Kalinga 10. Natividad P. Bayubay EPS DepEd – Kalinga 11. Natividad P. Carag Teacher III DepEd – Cagayan 12. Wilma C. Taccao District Supervisor DepEd 13. Emelita T. Lanaria Principal Mabolo Night High School 14. Marilou V. Cruz Principal DepEd – Bulacan 15. Milma M. Mendones PSDS DepEd – Region III 16. Mercedes G. Patacsil Master Teacher I DepEd 17. Ruth A. Santos Principal Agoo Kiddie Special School 3. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City Date: May 4, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Miriam T. Lima ES – II DepEd - RO VI 2. Lani G. Leyson School Head Deped 3. Atanacia N. Pogoy Teacher III Deped 4. Bernadette B. Doronila Head Department Deped – La Carlota 5. Margarita G. Gabriel Teacher – III Deped – Leyte 6. Ellen Q. Nacional Head Teacher IV Deped - Samar 7. Gilbert Jatoyna Teacher SFAS 8. Crescencia Adlaon Teacher CogonElem.School,Tagbilaran 9. Ivy D.Barazona High School Teacher UniversityofSanJoseRecoletos– Region VII 4. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City Date: May 5,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Marisel B. Valentin EST – III Deped – Surigao Sur 2. Francesquita J. Cosmiano Head Teacher IV Deped – Surigao del Sur 3. Maria Gloria A. Sumampang Teacher CUBED 4. Cinderella B. Romero ESP – II Deped – Oroqueta
  • 143. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 85 5. Ruby O. Lomoljo Master Teacher – I Deped - Oroqueta 6. Cynthia Rose A. Cartojano Teacher Deped RO 9 7. Melchora Hamoy Teacher Deped RO 9 8. Jeanne R. Sayson Teacher Deped – Zamboanga del Sur 9. Ana Liza E. Cabang School Head Holy Cross High School 10. Rogelio C. Evangelista EPS – II DepEd – Regional Office 5. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao) Venue: RELC, Davao City and CARAGA Date: May 6, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Norman S. Valeroso ES – II R.O. XII, Koronadal City 2. Sr. Zenaida S. Mofada, O. P. Principal Notre Dame – Siena College of Tacurong 3. Richard T. Daniel Teacher General Santos City 4. Musa K. Panegas Division Coordinator DepEd – Maguindanao – 1 5. Pacita H. Andoy Teacher DCNHS 6. Miguela J. Dagoy Academic Coordinator Assumption College of Davao J. P. Cabaguio, D. C. 7. Alice Mahilum Staff Samal Southern Phil. Polytechnic Institute Peńaplata, Igacos 8. Joelina C. Guillermo EPS DepEd XII 9. Dr. Loida L. Hilario Principal Paco Catholic School 10. Rosemarie M. Guino ES – I DepEd – Region Office VIII I. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16-18, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr.Manuel Dy, Jr. Consultant Philosophy Dept., Ateneo de Manila 2. Dr.Veronica Ramirez Associate Professor University of Asia and Pacific, Pasig City 3. Marlene Miranda Teacher DepEd 4. Marilou Pandino Education Program Specialist II CDD –BEE 5. Michelle Mejica Teacher Region III
  • 144. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 86 6. Violeta Roson Master Teacher SPED –BEE 7. Luisita Peralta Senior Education Program Specialist CDD –BSE 8. Erlinda Leva Senior Education Program Specialist SDD –BSE 9. Sheryll Gayola Master Teacher MTI– Division of Malabon 10. Kevin Sanchez EPS BEE SECRETARIAT NAME DESIGNATION 1. Rachelle C. Fermin DepEd 2. Prescy Ong DepEd 3. Magdalena Mendoza DAP 4. Tristan Suratos DAP 5. Kimberly Pobre DAP 6. Cristina Villasenor DAP 7. Lani Garnace DAP 8. Kidjie Saguin DAP 9. Maria Boncan Accountant, DepEd 10. Daylinda Guevarra Accountant, DepEd 11. Fenerosa Maur Accountant, DepEd 12. Divina Tomelden Accountant, DepEd 13. Nilva Jimenez Disbursing Officer, DepEd FACILITATORS/ SUPPORT TEAM NAME DESIGNATION 1. Irene C. De Robles CDD – BEE 2. Jose Tuguinayo, Jr. CDD – BSE 3. Marivic Abcede CDD – BSE 4. Mirla Olores SPED – BEE 5. Simeona Ebol CDD – BEE 6. Fe Villalino SDD – BEE
  • 145. K TO 12 EDUKASYON SA PAGPAPAKATAO *TWG on K to 12 Curriculum-bersiyon ng Enero 31, 2012 87 ADVISORY TEAM NAME DESIGNATION 1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC 2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig 3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig 4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd 5. D. Paraluman R. Giron Chair, K – 10 TWG 6. Dr. Avelina T. Liagas Consultant, TEC, DepEd 7. Dr. Dina Ocampo Dean, COE, UP Diliman 8. Dr. Ester Ogena President, PNU 9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards 10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov. 11. Dr. Merle Tan Director, UP – NISMED 12. Dr. Cristina Padolino President, CEU 13. Mr. Napoleon Imperial CHED 14. Diane Decker Consultant, MTB – MLE 15. Dr. Nelia Benito Director, NETRC 16. Dr. Socorro Pilor Director, IMCS 17. Dr. Beatriz Torno Executive Director, TEC 18. Dr. Carolina Guerrero Director, BALS 19. Dr. Irene Isaac Director, TESDA
  • 146. Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City January 31, 2012 K to 12 Curriculum Guide HEALTH (Grade 1 to Grade 10)
  • 147. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 2 CONCEPTUAL FRAMEWORK With the K to 12 Health curriculum, a learner should be able to achieve, sustain and promote lifelong and wellness. The program’s rich and challenging learning experiences promote the development of the macro skills of practicing desirable health habits. Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, social, moral and spiritual dimensions of holistic health and enables the learners to acquire essential knowledge, attitudes, and skills necessary to promote good nutrition, prevent and control diseases and substance misuse and abuse, reduce health-related risk behaviors to prevent and control injuries with the end in view of maintaining and improving personal, family, community, and environmental health. In order to facilitate the development of macro skills, the teacher is encouraged to use appropriate learner-centered teaching approaches, such as experiential/contextual learning; problem-based action learning; differentiated instruction; health skills–based education with life skills and value-based strategies... This is not to exclude teacher-centered pedagogical strategies, which are likewise applied, but to a lesser extent. Each learner-centered strategy is anchored on educational theories developed by theorists, expanded by other educators and validated by practitioners.
  • 148. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 3 Conceptual Framework of Health Education
  • 149. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 4 KEY STAGE STANDARDS: K – 3 4 – 6 7 – 10 The learner demonstrates understanding and observance of healthy practices to achieve wellness. The learner demonstrates understanding of how changes as s/he grows and develops impact on healthy practices to help achieve and sustain the desired level of health. The learner demonstrates understanding of key concepts of health in achieving, sustaining and promoting wellness for quality life for the individual, the family and the larger community. LEARNING AREA STANDARD: The learner demonstrates understanding key concepts of health and fitness in achieving, promoting and sustaining wellness for quality life.
  • 150. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 5 GRADE LEVEL STANDARDS: Grade Level Grade Level Standards Grade 1 The learner demonstrates understanding of essential concepts related to nutrition, personal health, and safety to enhance health and well-being. Grade 2 The learner demonstrates understanding of personal health; disease prevention and control; and injury prevention, safety and first aid to achieve optimum health. Grade 3 The learner demonstrates understanding of family health; disease prevention and control; injury prevention, safety and first aid; and consumer health to achieve optimum health and well-being. Grade 4 The learner demonstrates understanding of nutrition; injury prevention, safety and first aid; and substance use and abuse to achieve optimum health. Grade 5 The learner demonstrates understanding of the nature of growth and development; accident prevention, safety and first aid; substance use and abuse; and community and environmental concerns on health. Grade 6 The learner demonstrates understanding of personal health, disease prevention and control; and consumer health to achieve the desired level of health. Grade 7 The learner demonstrates understanding of growth and development, nutrition, disease prevention and control, and community and environmental health and their impact on the individual’s health and well-being... Grade 8 The learner demonstrates understanding of family health; disease prevention and control; personal health; and injury prevention, safety and first aid to develop and promote wellness for quality life. Grade 9 The learner demonstrates understanding of injury prevention, safety and first aid; substance use and abuse, and the promotion of consumer health to achieve wellness in life. Grade 10 The learner demonstrates understanding of injury prevention, safety and first aid; family health; health trends, issues and concerns;, the development of a health plan and exploration of careers in health to promote wellness for quality life.
  • 151. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 6 HEALTH CONTENT MATRIX for Grades 1 to 10 Grading Period Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 First Quarter Nutrition Personal Health Family Health Nutrition Growth and Development Personal Health Growth and Developme nt Family Health Injury Prevention , Safety and First Aid Injury Prevention, Safety and First Aid Second Quarter Personal Health Disease Prevention and Control Disease Prevention and Control Injury Prevention, Safety and First Aid Accident Prevention, Safety and First Aid Personal Health Nutrition Disease Prevention and Control Substance Use and Abuse Family Health Third Quartet Personal Health Disease Prevention and Control Injury Prevention, Safety and First Aid Substance Use and Abuse Substance Use and Abuse Disease Prevention and Control Disease Prevention and Control Personal Health Consumer Health Health Trends, Issues and Concerns Fourth Quarter Injury Prevention , Safety and First Aid Injury Prevention, Safety and First Aid Consumer Health Substance Use and Abuse Community and Environmental Health Consumer Health Community and Environmen tal Health Injury Prevention , Safety and First Aid Consumer Health Planning for Health and for a Career
  • 152. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 7 GRADE - 1 Content Content Standards Performance Standards Learning Competencies Grade 1 - NUTRITION – 1ST QUARTER  Plant and animal sources of food  Healthful and less healthful foods  Good eating habits  eating regular meals, especially breakfast  drinking water and milk  eating fruits and vegetables  avoiding soft drinks and junk diet  good behavior during mealtime The learner…  understands the importance of good eating habits The learner… practices healthful eating habits daily The learner…  identifies plant and animal sources of food  distinguishes healthful from less healthful foods  Drinks at least 8 glasses of water and 1 glass of milk a day.  Eats fruits and vegetables daily.  Avoids soft drinks and junk diet.  infers the consequences of eating less healthful foods  practices good eating habits that can help one become healthy  Eats regular meals without skipping breakfast.  demonstrates good mealtime behavior  shows good decision-making skill in food choices Grade 1 – PERSONAL HEALTH – 2ND QUARTER  Health habits and hygiene  Hand washing  Washing feet  Wiping hands and face with a clean handkerchief  Covering cough and sneeze  Wearing clean clothes day and night  Preparing bed (using clean sheets, etc.)  Enough rest and sleep  demonstrates understanding of the proper ways of taking care of one’s health  practices good health habits and hygiene  demonstrates proper hand washing  before and after eating  after using the toilet  when the hands get dirty  practices habits of:  washing feet when dirty, before going to bed, and after wading in flood water  wiping hands and face with a clean handkerchief
  • 153. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 8 Content Content Standards Performance Standards Learning Competencies  Physical activity, active play to develop muscles  Protection from the sun  Having good posture The learner… The learner… The learner…  covering cough and sneeze with back of hand, arm or clean handkerchief  changing to clean clothes when soiled and before sleeping  preparing bed and using clean sheets  having enough rest and sleep  increasing physical activity, such as walking, running, biking, and playing more actively  protecting self from the sun’s harmful effects (avoiding playing under the sun from 10 a.m. to 4 p.m.)  having a good posture Grade 1 – PERSONAL HEALTH – 3RD QUARTER A. Health habits and hygiene 1. Care of the eyes, ears, nose, mouth/teeth, hair, skin, etc. (preventing pediculosis, scabies, sore eyes, excessive or hardened ear wax, dental caries) 2. Tooth brushing and flossing (going to the dentist twice a year for dental check-up) B. Development of self-management skills  demonstrates understanding of the proper ways of taking care of the sense organs  practices good health habits and hygiene for the sense organs  discusses the role of the sense organs in distinguishing the sensory qualities of food  demonstrates proper ways of caring for the sense organs  Eyes  Ears  Nose  Mouth/teeth  Skin  practices habits of:  proper tooth brushing and flossing at least twice a day and always before sleeping  going to the dentist twice a year for dental check-up  taking a bath daily  displays self-management skills in caring for the sense organs
  • 154. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 9 Content Content Standards Performance Standards Learning Competencies Grade 1 – SAFETY AND FIRST AID – 4th QUARTER  Knowing personal information and how to ask for help  Preventing childhood Injuries  Safety rules at home  Safety rules in school, including fire and other disaster drills  Safety rules when riding a vehicle  First aid for small wounds  Appropriate response to harmful or threatening situations  Safety with animals  Ways people are intentionally helpful or hurtful  Good touch and bad touch  Protection against violent or unwanted behaviors of others The learner…  demonstrates understanding of safe and responsible behavior to lessen risk and prevent injuries in day to day living The learner…  demonstrates safety behaviors in daily activities The learner…  gives personal information, such as name and address  identifies appropriate persons to ask for assistance  follows rules at home, in school, and while riding a vehicle  follows rules during fire and other disaster drills  practices first aid for small wounds by washing with soap and water  demonstrates appropriate response to harmful or threatening situations  practices safety with stray or strange animals  describes ways people can be intentionally helpful or harmful to one another  distinguishes between good and bad touch  practices ways to protect oneself against violent or unwanted behaviors of others
  • 155. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 10 GRADE - 2 Content Content Standards Performance Standards Learning Competencies Grade 2 - PERSONAL HEALTH – 1ST QUARTER  Similarities and differences among people  Adjusting to new environments  Situations appropriate and inappropriate for children  Attitude towards the differently- able and mentally challenged  Healthy expression of feelings  Development of skills in managing feelings  Respect for the feelings of others The learner…  demonstrates understanding of the importance of respecting differences and managing feelings The learner…  demonstrates respect for individual differences and managing feelings in healthful ways The learner…  accepts individual differences and similarities  demonstrates skill in adapting to a new environment and relating to other people to create a sense of belonging  shares feelings when in a new environment  recognizes situations that are appropriate or inappropriate for children  displays a helping attitude for differently- able and mentally-challenged individuals  expresses feelings in appropriate ways  demonstrates respect for the feelings of others Grade 2 – DISEASE PREVENTION AND CONTROL – 2ND QUARTER  Germs and illness  Diseases and their effects on growth and development  Immunization  Prevention and control of common childhood diseases  demonstrates understanding of the importance of disease prevention and control  applies self- management skills to prevent and control the spread of diseases  explains the relationship between germs and illness  recognizes that illness can affect a child’s growth and development  discusses basic information on common childhood diseases  mumps  measles  chickenpox  primary complex  poliomyelitis  diphtheria  tetanus
  • 156. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 11 Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…  discusses the effect of exercise, good nutrition, rest, and sleep on disease  analyzes the importance of immunization in protecting oneself from certain communicable diseases  demonstrates measures to prevent and control common childhood diseases Grade 2 – DISEASE PREVENTION AND CONTROL – 3RD QUARTER  Prevention and control of diseases due to contaminated food or water  Prevention and control of diseases due to parasites  demonstrates understanding of the importance of disease prevention and control  consistently applies skills to prevent and control the spread of diseases  identifies the common signs and symptoms of food-borne diseases, such as diarrhea and vomiting  practices good health habits to prevent food-borne diseases  explains the nature of parasitic infections  pediculosis  parasitic worm infestation (pinworm, hookworm, and tapeworm)  practices personal hygiene and cleanliness of the surroundings to prevent and control parasitic infections  practices self-monitoring skills to protect oneself from food-borne and parasitic infections Grade 2 – SAFETY AND FIRST AID - – 4th QUARTER  Home Safety  Hazards at home  Safety rules  demonstrates understanding of rules to ensure safety at home and in school  demonstrates consistency in following safety rules at home and in school  identifies home hazards, such as household products that are harmful if touched, ingested, or inhaled, especially electrical appliances  recognizes warning labels that identify
  • 157. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 12 Content Content Standards Performance Standards Learning Competencies  School Safety  Hazards in school  Safety rules harmful items and substances  explains rules for the safe use of household chemicals  follows safety rules at home to avoid accidents  identifies safe and unsafe practices and conditions in the school  practices safety rules during physical activities  practices safety rules in school to avoid injuries
  • 158. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 13 GRADE - 3 Content Content Standards Performance Standards Learning Competencies Grade 3 - FAMILY HEALTH – 1ST QUARTER  Changes in family structure  Sharing of responsibility in caring for the sick and elderly in the family  Coping skills for managing changes in family structure The learner…  demonstrates understanding of changes in the family and the importance of sharing responsibilities in caring for the sick and elderly family member The learner…  demonstrates skills in coping with changes in the family when the situation arises The learner…  describes changing situations in the family that one needs to cope with  identifies trusted adults who can help with personal and family problems  recognizes the importance of doing one’s role as a member of the family  demonstrates responsibility in caring for the sick and elderly member of the family  applies age-appropriate strategies in caring for the sick and elderly member of the family  applies coping skills in managing expressions of feelings brought about by changes in family structure Grade 3 – DISEASE PREVENTION AND CONTROL – 2ND QUARTER  Prevention and control of some communicable diseases  demonstrates understanding of the importance of disease prevention and control  consistently applies the skills to prevent and control the spread of diseases  explains basic information on some communicable diseases  common colds  influenza  dengue fever  malaria  rabies (Republic Act 9482 Anti- Rabies Act of 2007)  explains the importance of practicing safety measures during certain weather conditions to prevent colds, cough and other common upper respiratory diseases
  • 159. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 14 Content Content Standards Performance Standards Learning Competencies Grade 3 – SAFETY AND FIRST AID – 3RD QUARTER  Road safety  Road safety principles  Pedestrian safety  Traffic rules and regulations  Development of self- management skills for road safety  Community safety  Hazards in the community  Safety guidelines The learner…  demonstrates understanding of safe pedestrian behaviors The learner…  demonstrates consistency in practicing safe pedestrian behaviors The learner…  analyzes the importance of traffic rules and regulations  explains basic road safety principles  discusses basic traffic rules and regulations  describes dangerous, destructive, and disturbing road situations that need to be reported to authority  displays self-management skills for road safety, such as not crossing the street without adult supervision  identifies hazards in the community  follows safety rules to avoid accidents in the community  recommends corrective action to avoid community accidents  promotes safety practices in the community Grade 3 – CONSUMER HEALTH – 4th QUARTER  Characteristics of a wise consumer  Analyzing health information  Factors that affect choice of health products  Influence of media in the choice of health products  demonstrates understanding of factors that affect the choice of health information and products  demonstrates critical thinking skills as a wise consumer  describes a wise consumer  evaluates health information based on its source (reliable adult, government agency, media, internet, advertisement, product symbol or label)  analyzes folk beliefs on health  discusses the influence of family practices, values, and emotions in choosing health products
  • 160. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 15 GRADE - 4 Content Content Standards Performance Standards Learning Competencies Grade 4 - NUTRITION – 1ST QUARTER  Good nutrition and health  Essential nutrients  Nutrients that provide energy  Nutrients that promote growth and body-building  Nutrients that regulate body functions  Guides in eating a balanced meal  Food pyramid for Filipino children/ The Plate Model  Development of decision-making skills in food choices  Reliable sources of nutrition info The learner…  demonstrates understanding of the relationship between good nutrition and health The learner…  demonstrates good decision-making skills in choosing foods to eat in every meal The learner…  analyzes the relationship between good nutrition and health  identifies the essential nutrients that support body systems  discusses the important functions of each nutrient (provides energy, promotes growth and body-building, and regulates body functions)  suggests that the Food Pyramid guide for children or the plate model be considered in meal preparation  displays good decision-making skills in choosing foods to eat Grade 4 – SAFETY AND FIRST AID – 2ND QUARTER  Safety guidelines during disasters and other emergency situations  Typhoon  Flood  Volcanic eruption  Landslide  Earthquake  Tsunami  Fire  Safety Guidelines during special occasions  demonstrates understanding of the safety guidelines during disasters and other emergency situations  displays safety behaviors and appropriate response in time of disaster or emergency situations  recognizes disasters or emergency situations  demonstrates proper response before, during, and after a disaster or an emergency situation  Typhoon  Flood  Landslide  Volcanic eruption  Earthquake  Tsunami  Fire
  • 161. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 16 Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…  describes appropriate safety measures to be done on special occasions, such as refraining from using firecrackers when celebrating the New Year Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER  Medicine use and misuse  Prescription and non- prescription medicines  Reliable and unreliable sources of medicines  Dangers of medicine misuse  Caffeine  Basic information  Sources  Effects on the body  Reasons for taking beverages with caffeine  Media techniques in promoting caffeine use  demonstrates basic knowledge about medicines  demonstrates resistance skills in the face of pressure to misuse medicine and take caffeine  differentiates prescription from non- prescription medicines  distinguishes between medicine use and misuse  describes the potential dangers associated with medicine misuse, especially of over-the-counter drugs  distinguishes between reliable and unreliable sources of medicines  discusses basic information about caffeine  identifies products with caffeine  describes the effects of caffeine on the body  analyzes media techniques in promoting products with caffeine  discuss reasons why people take beverages with caffeine Grade 4 – SUBSTANCE USE AND ABUSE – 4th QUARTER
  • 162. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 17 Content Content Standards Performance Standards Learning Competencies  Gateway drugs (tobacco, alcohol and chemical inhalants)  1. Basic information about gateway drugs  Reasons for use and abuse  Effects on the body  Myths and misconceptions about gateway drugs  Impact on the family and society  Policies and laws related to gateway drugs  Developing resistance skills to tobacco, alcohol, and chemical inhalant abuse The learner…  demonstrates understanding of the dangers of cigarettes, alcohol and chemical inhalants on the individual, family, and community The learner…  demonstrates resistance skills in the face of pressure to use gateway drugs The learner…  discusses basic information about gateway drugs (cigarette, alcohol, and chemical inhalants)  analyzes reasons why people choose to use or not to use gateway drugs  describes the short and long-term effects of gateway drugs on the body  corrects myths and misconceptions about gateway drugs  analyzes the impact on the family and community of abusing gateway drugs  discusses the health benefits of abstaining from gateway drugs  explains school policies and laws related to the sale and use of gateway drugs (RA 9211-Tobacco Regulation Act of 2003)  practices resistance skills on the use of gateway drugs
  • 163. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 18 GRADE - 5 Content Content Standards Performance Standards Learning Competencies Grade 5 - GROWTH AND DEVELOPMENT – 1ST QUARTER  Physical changes during puberty  Myths and misconceptions related to physical changes during puberty  Management of puberty- related physical problems  D. Personal health care during puberty The learner…  demonstrates understanding of the various physical changes during puberty The learner…  demonstrates positive attitudes and behavior towards physical changes during puberty The learner…  explains that physical changes during puberty can vary considerably and still be normal  describes the physical changes experienced by boys and girls during puberty  corrects myths and misconceptions about pubertal changes, such as those related to menstruation, pre-menstrual syndrome, nocturnal emission, and others  identifies ways of managing puberty- related problems, such as body odor and pimples  discusses common disorders of the reproductive system  practices personal hygiene and good grooming to stay healthy during puberty (showering, using deodorant, using sanitary napkins, etc.) Grade 5 – SAFETY AND FIRST AID – 2ND QUARTER  Nature and objectives of first aid  Basic first aid principles  Basic first aid for common injuries or conditions  Development of self- management skills when administering first aid  demonstrates understanding of basic first aid procedures for common injuries  demonstrates appropriate first aid procedures for common injuries  explains the nature and objectives of first aid  explains basic first aid principles  demonstrates appropriate first aid for common injuries or conditions  Wound (open and closed)  Nosebleed  Insect bite
  • 164. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 19 Content Content Standards Performance Standards Learning Competencies  Animal bite  Burn and scald  Food poisoning  Fainting  Sprain, strain, cramps  Bruise  promotes the need for the development of first aid skills through advocacy materials  displays self-management skills when giving first aid Grade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER  Hallucinogenic drugs (marijuana, LSD)  Basic information  Effects on the body  Fallacies and misconceptions  Impact on the family and the community  Healthful alternatives  Prevention and control of marijuana use  Development of resistance skills to marijuana and use  demonstrates understanding of the dangers of hallucinogenic drug use on the individual, family and community  demonstrates resistance skills in the face of pressure to use drugs  explains basic information about hallucinogenic drugs (marijuana and LSD)  analyzes the effects of marijuana on the abuser’s body  corrects fallacies and misconceptions about marijuana  realizes the impact of marijuana use on the family and the community  discusses healthful alternatives to marijuana use  demonstrates strategies to prevent and control marijuana use  practices resistance skills on the use of marijuana Grade 5 – COMMUNITY AND ENVIRONMENTAL HEALTH – 4th QUARTER  Characteristics of a healthy community  Environmental factors affecting  demonstrates understanding of ways to promote healthful  demonstrates positive attitudes toward safeguarding  describes a healthy community  identifies environmental factors affecting health
  • 165. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 20 Content Content Standards Performance Standards Learning Competencies health  Common health problems in the community  Community resources  Maintaining a clean and orderly community practices for a healthy community community health  discusses common health problems in the community  Refuse disposal  Food sanitation  Breeding places of pests and rodents, etc.  Identifies community resources that may be tapped to address a variety of community health needs  Primary health care in the community  Health promotion  Participates in activities to keep the home, school and community clean and orderly
  • 166. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 21 GRADE - 6 Content Content Standards Performance Standards Learning Competencies Grade 6 - PERSONAL HEALTH – 1ST QUARTER  healthy expressions of emotions  healthy and unhealthy relationships  some social, mental and emotional health concerns of adolescents and their effects on health  prevention and management of social, mental and emotional health concerns  developing skills in managing emotions and social, mental and emotional concerns The learner…  demonstrates understanding of the various healthful ways of expressing emotions and managing mental and emotional health concerns The learner…  consistently demonstrates healthful ways of expressing emotions and managing mental and emotional health concerns The learner…  explains the benefits of healthy expression of emotions  demonstrates healthful ways of expressing negative emotion, such as anger, fear, or disappointment  distinguishes between healthy and unhealthy relationships  describes some social, mental and emotional health concerns  Teasing  Bullying, including cyber bullying  Harassment  Emotional abuse  Other stress-producing situations  evaluates the effects of mental and emotional concerns on an individual’s over-all health  demonstrates skills in preventing or managing teasing, bullying, harassment or emotional abuse  identifies significant people who can help intervene in social, mental and emotional health concerns  identifies effective school- and community- based strategies for the prevention and intervention of mental and emotional health concerns Grade 6 – PERSONAL HEALTH – 2ND QUARTER
  • 167. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 22 Content Content Standards Performance Standards Learning Competencies  Stress  Kinds  Sources  Effects  Stress management techniques The learner…  demonstrates understanding of stress and ways to manage it The learner…  satisfactorily demonstrates stress management techniques The learner…  explains that stress is normal and inevitable  differentiates eustress from distress  identifies situations that cause feelings of anxiety or stress  describes the common stressors that affect adolescents  identifies physical responses of the body to stress  identifies people who can provide support in stressful situations  differentiates healthful from unhealthful strategies in coping with stress  demonstrates the various stress management techniques that one can use every day in dealing with stress Grade 6 – DISEASE PREVENTION AND CONTROL – 3RD QUARTER  communicable and non- communicable diseases  common non-communicable diseases  prevention and control of common non-communicable diseases  development of self-monitoring skills to prevent non-communicable diseases  demonstrates understanding of non- communicable diseases  satisfactorily demonstrates self- monitoring skills to prevent non- communicable diseases  identifies the top 10 causes of morbidity and mortality in the Philippines  distinguishes the communicable from the non-communicable diseases among the 10 causes of morbidity and mortallity  discusses the common non- communicable diseases  Allergy  Asthma  Cardiovascular diseases  Cancer  Diabetes
  • 168. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 23 Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…  describes each non-communicable disease based on cause and effect, signs and symptoms, protective and risk factors, and possible complications  applies ways to prevent and control non- communicable diseases  explains the provisions of R.A. 3573 Prevention and Suppression of Dangerous Communicable Diseases  demonstrates self-monitoring skills to prevent non-communicable diseases Grade – CONSUMER HEALTH – 4th QUARTER  Importance of consumer health  Components of consumer health  Consumer rights and responsibilities  Influence of media on consumer health information, products and services  Common consumer health problems and issue  demonstrates understanding of wise consumer practices in utilizing health information, products, and services  satisfactorily demonstrates wise consumer skills in utilizing health information, products, and services  discusses the importance of consumer health  explains the components of consumer health  analyzes consumer rights and responsibilities  (R.A. 7394 Consumer Act of the Philippines)  analyzes the different propaganda appeals used by media  recognizes that a parent or a trusted adult can help when media messages are confusing  discusses common consumer health problems, concerns and issues  identifies medicinal plants that are accepted as alternative medicines  analyzes packages and labels in health products
  • 169. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 24 Content Content Standards Performance Standards Learning Competencies  explains guidelines in using, storing and disposing of health products  demonstrates wise decision-making skills in dealing with consumer health issues and problems
  • 170. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 25 GRADE - 7 Content Content Standards Performance Standards Learning Competencies Grade 7 - GROWTH AND DEVELOPMENT – 1ST QUARTER  Holistic health  Concept  Dimensions  Changes in the health dimensions during puberty  Physical  Mental/intellectual  Emotional  Social  Moral-spiritual  Management of health concern during puberty  Poor eating habits  Lack of sleep  Lack of physical activity  Dental problems (dental caries, malocclusion, halitosis, gingivitis, periodontal disease)  Body odor  Postural problems  Health appraisal procedures  Height and weight  Self-breast examination for girls  Testicular examination for boys  Vision screening  Scoliosis test  Health exam  Dental exam The learner…  demonstrates understanding of holistic health and management of health concerns during puberty The learner…  appropriately manages concerns during puberty to achieve holistic health The learner…  discusses the concept of holistic health  explains the dimensions of holistic health (physical, mental/ intellectual, emotional, social, and moral-spiritual)  analyzes the interplay among the health dimensions in developing holistic health  practices health habits to achieve holistic health  recognizes that changes in different health dimensions are normal during puberty  describes changes in different aspects of growth that happens to boys and girls during puberty  explains that the pattern of change during puberty is similar but the pace of growth and development is unique for each adolescent  applies self-management skills in dealing with health concerns during puberty, such as poor eating habits, lack of sleep, lack of physical activity, dental problems, body odor, and postural problems  Analyzes myths, fallacies and beliefs related to adolescent health concerns
  • 171. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 26 Content Content Standards Performance Standards Learning Competencies  Development of self-awareness and self-management skills The learner… The learner… The learner…  explains the importance of health appraisal procedures during puberty in order to achieve holistic health (height and weight measurement, self-breast examination for girls, testicular examination for boys, vision screening, scoliosis test, health exam, and dental exam)  avails of health services in the school and community in order to appraise  one’s health Grade 7 – NUTRITION – 2ND QUARTER  Right of the child to nutrition  Nutritional guidelines  Food selection based on adolescent’s nutritional needs.  The food pyramid guide or my plate model  Nutritional guidelines for Filipinos appropriate during puberty  Nutritional problems of adolescents  demonstrates understanding of nutrition for a healthy life.  makes informed decisions in the choice of food to eat.  explains thee right of the child to nutrition (Article 24 of the UN Rights of the Child)  follows the appropriate nutritional guidelines for adolescents for healthful eating  explains the need to select food based on the nutritional needs during puberty  analyzes one’s current nutritional status  computes one’s caloric need  evaluates one’s diet in terms of sugar sodium fat, fiber, etc.  follows the Food Pyramid guide for , adolescents or the My Plate model in choosing foods to eat  discusses the nutritional problems of adolescents  describes the signs, symptoms, prevention, and control of malnutrition (underweight and overweight), and micronutrient deficiencies
  • 172. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 27 Content Content Standards Performance Standards Learning Competencies The learner… The learner… The learner…  explains the characteristics, signs, symptoms, prevention and control of eating disorders (anorexia nervosa, bulimia nervosa, compulsive eating disorder)  Applies decision-making skills in selecting foods to eat Grade 7 – DISEASE PREVENTION AND CONTROL – 3RD QUARTER  ecology of health and disease  common beliefs about the cause of diseases  general factors that influence the health equilibrium (host, agent, and environment)  factors that influence disease transmission  the chain of infection  the stages of infection  general methods of disease prevention and control  the three levels of prevention  Specific preventive measures  skin diseases as adolescent health concerns: - nature, prevention, and control  Acne  Warts  demonstrates understanding of the ways to prevent and control communicable diseases  consistently demonstrates healthful practices in order to prevent and control communicable diseases  analyzes the common beliefs about disease causation  discusses the factors that affect disease transmission  explains the different elements of the chain of infection  discusses the stages of infection recommends actions to prevent and  control the spread of communicable diseases  explains the nature of common skin diseases during adolescence  practices ways to prevent and control skin diseases  demonstrates self-monitoring skills to prevent communicable diseases common during adolescence
  • 173. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 28 Content Content Standards Performance Standards Learning Competencies  Tinea (ringworm, jock itch, athlete’s foot)  Development of self- monitoring skills Grade 7 – COMMUNITY AND ENVIRONMENTAL HEALTH – 4th QUARTER  community and environmental health issues and their impact on people’s health  Pollution  Pests and rodents  etc.  utilization of community resources to address community health problems  prevention and management of common community and environmental health issues The learner…  demonstrates understanding of environmental health to attain community wellness The learner…  consistently demonstrates healthful practices to prevent and control common community and environmental health problems The learner…  conducts a survey of the pressing environmental problems in the community  water supply  food supply  disease control  sanitation and beautification  peace and order  health and medical care  moral and spiritual  recreational program  drug abuse prevention and control  pollution  pests and rodents  community disaster preparedness  critically analyzes the impact of community and environmental issues and problems on people’s health  locates, evaluates and uses community health resources to help solve community health problems  Community recycling  Community resources and policies  Health education and promotion  Strict implementation of environmental laws (R.A. 0512 Environmental Awareness)
  • 174. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 29 GRADE - 8 Content Content Standards Performance Standards Learning Competencies Grade 8 - FAMILY HEALTH – 1ST QUARTER  gender and human sexuality  dimensions of human sexuality  Factors affecting attitudes and practices on sexuality  Importance of sexuality for family health  issues and Problems in Sexuality  sexually transmitted infections (with emphasis on HIV and AIDS)  Nature, prevention, and control  Policies and laws (RA 8504 and RA 7719)  development of decision-making skills in managing sexuality-related issues The learner…  demonstrates understanding of human sexuality to achieve a healthy personality. The learner…  appropriately manages sexuality-related issues through responsible and informed decisions. The learner…  discusses sexuality as an important component of one’s personality  explains the dimensions of human sexuality  analyzes the factors that affect one’s attitudes and practices related to sexuality  assesses personal health attitudes that may influence sexual behavior  relates the importance of sexuality to family health  describes teen-age concerns, e.g., boy-girl relationship and their effects on holistic health  discusses the signs, symptoms, and effects of sexually transmitted infections (STIs), such as Human Immunodeficiency Virus (HIV) infection and Acquired Immune Deficiency Syndrome (AIDS)  enumerates steps in the prevention and control of STIs  analyzes why abstinence is the most effective method for the prevention of HIV and AIDS and other STIs  follows government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS Prevention and Control Act)
  • 175. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 30 Content Content Standards Performance Standards Learning Competencies  explains other government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality (RA 7719 or Blood Services Act of 1994)  applies decision-making skills in managing sexuality-related issues Grade 8 – DISEASE PREVENTION AND CONTROL – 2ND QUARTER  nature, prevention, and control of common communicable diseases  nature, prevention, and control of emerging and re-emerging diseases  programs and policies on diseases development of self-monitoring skill  agencies and referral procedures for communicable and chronic disease prevention and control The learner…  demonstrates understanding of communicable disease prevention and control The learner…  consistently demonstrates personal responsibility and healthful practices in the prevention and control of communicable diseases The learner…  discusses the nature, prevention and control of common communicable diseases (mortality and morbidity)  analyzes the nature of emerging and re- emerging diseases  leptospirosis  Severe Acute Respiratory Syndrome (SARS)  Meningococcemia  Foot and Mouth Disease  Avian influenza  Influenza AH1N1  analyzes programs and policies to prevent and control communicable diseases  demonstrates advocacy skills in the prevention and control of common communicable and emerging diseases
  • 176. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 31 Content Content Standards Performance Standards Learning Competencies Grade 8 – PERSONAL HEALTH – 3RD QUARTER  mental and emotional health  Characteristics of a mental and emotionally healthy individual  factors that affect the promotion of good mental and emotional health  Influence of friends  healthy and unhealthy relationships  Aging and death  Coping skills in managing loss and grief  Common mental disorders (Types, signs and symptoms, prevention and professional care)  Development of skills in managing feelings (with emphasis on anger management) The learner…  demonstrates understanding of mental and emotional health as a component of holistic health The learner…  consistently demonstrates skills that promote mental and emotional health The learner…  describes a mentally and emotionally healthy individual  explains the factors that affect the promotion of good mental and emotional health  recognizes the importance of preparing for old age and death  demonstrates coping skills in managing loss and grief  discusses the types, signs, symptoms, prevention, and professional care in managing common mental disorders  practices skills in managing feelings
  • 177. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 32 Content Content Standards Performance Standards Learning Competencies Grade 8 – SAFETY AND FIRST AID – 4th QUARTER  Concept of intentional injuries (nature and types)  Data on intentional injuries  Risk and protective factors in intentional injuries  Prevention and control of intentional injuries The learner…  demonstrates understanding of the concepts and principles of safety education in the prevention of intentional injuries The learner…  consistently demonstrates resilience, vigilance and proactive behavior to prevent intentional injuries. The learner…  discusses the concept of intentional injuries  differentiates intentional from unintentional injuries  explains why people hurt themselves and others  describes the types of intentional injuries (suicide, domestic violence, gang and youth violence, illegal fraternity-related violence, kidnaping and abduction, terroristic acts, sexual victimization and other forms of sexual abuse)  interprets available data on intentional injuries  analyzes the risk and protective factors related to intentional injuries  demonstrates ways to prevent and control intentional injuries  preventing self-harm  promoting a culture of nonviolence through healthful behaviors  reporting cases of violence to proper authorities  seeking help from trusted individuals and health professionals
  • 178. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 33 GRADE – 9 Content Content Standards Performance Standards Learning Competencies Grade 9 - SAFETY AND FIRST AID – 1ST QUARTER  Characteristics of a good first aider  First aid for common unintentional injuries  Bandaging techniques  Dressing, carrying and transporting the victim The learner…  demonstrates understanding of basic first aid principles The learner…  demonstrates first aid procedures with accuracy. The learner…  describes the characteristics of a good first aider  demonstrates proper first aid procedures for common unintentional injuries  musculoskeletal injuries  heat emergencies  control of bleeding  poisoning  choking  fracture, etc.  demonstrates appropriate bandaging techniques for unintentional injuries  demonstrates proper techniques in carrying and transporting the victim of unintentional injuries Grade 9 – SUBSTANCE USE AND ABUSE – 2ND QUARTER  Drug scenario in the Philippines  Factors that influence substance use and abuse  Classification of drugs  According to effects on the body (stimulant, depressant, narcotic, and hallucinogen)  Legal classification  Harmful effects of substance abuse  Short-term and long-term The learner…  demonstrates understanding of substance abuse prevention strategies The learner…  shares responsibility with community members through participation in community efforts to prevent and control substance abuse. The learner…  describes the drug scenario in the Philippines  identifies the factors that influence substance use and abuse  discusses protective and risk factors in substance use and abuse  evaluates media influence on substance use and abuse  assesses reasons for the use and non- use of substances
  • 179. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 34 Content Content Standards Performance Standards Learning Competencies  Effects on individual, the family, school, and the community)  Prevention and control of substance abuse  Alternatives to drug use  Rules and laws  Community efforts  Agencies and organizations  Local resources, services, and support groups available for substance abuse treatment and control  analyzes the classification of drugs of abuse (according to effects on the body and according to law)  discusses the harmful effects of the misuse and abuse of substances on the individual, family, school, and community  describes the relationship between substance abuse and other risky behaviors  discusses the harmful short- and long- term effects of substance abuse  explains the health, socio-cultural, psychological, legal, and economic dimensions of substance abuse  discusses strategies in the prevention and control of substance abuse  applies resistance skills in situations related to substance abuse  enumerates healthful alternatives to substance abuse  follows school rules and government laws related to substance abuse (RA 9165 Comprehensive Dangerous Drugs Act of 2002)  participates in community efforts to prevent and control substance abuse  enumerates local agencies and organizations that support the promotion of a drug-resilient Philippines
  • 180. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 35 Content Content Standards Performance Standards Learning Competencies Grade 9 – CONSUMER HEALTH – 3RD QUARTER  Common health issues and problems related to consumer health information  Consumer rights and responsibilities in utilizing health information  Criteria for evaluating health information The learner…  demonstrates understanding of the concepts and principles of consumer health information The learner…  Consistently makes informed decisions on the use of health information The learner…  discusses common in consumer health problems and issues related to health information  applies consumer rights and responsibilities in utilizing health information  demonstrates critical thinking skills in evaluating the reliability of health information  formulates criteria for evaluating health information  assesses the reliability of health information using the criteria formulated  evaluates propaganda techniques used in advertisements Grade 9 – CONSUMER HEALTH – 4th QUARTER  Evaluating health products  Trademark and branding  Evaluating health services  Laws and policies for consumer protection (with emphasis on RA 7394)  Programs and services for consumer welfare and protection  demonstrates understanding of the concepts and principles of consumer health  consistently makes informed decisions on the use of health products and services  practices ways of critically evaluating health products  formulates criteria for evaluating health products  assesses the quality of health products using the criteria formulated, especially health fads  reports defective products to authorities  reports selling of fake products  informs/advises others that patronizing fake products is illegal  distinguishes branding from trademark explains the concept and functions of trademark  practices ways of critically evaluating health
  • 181. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 36 Content Content Standards Performance Standards Learning Competencies services  discusses the various forms of health care services, including health professionals  formulates criteria for evaluating health services  assesses the quality of health services using the criteria formulated  explains the nature and dangers of quackery  reports fraudulent health services  discusses the various policies, laws and programs for consumer protection  explains the importance of consumer laws and policies in protecting public health  discusses the important provisions of the Consumer Act of the Philippines (RA 7394)  identifies national and international government and private organizations that implement programs for consumer protection  participates in programs for consumer welfare and protection
  • 182. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 37 GRADE – 10 Content Content Standards Performance Standards Learning Competencies Grade 10 - SAFETY AND FIRST AID – 1ST QUARTER  Unintentional injuries (nature, prevention, and control)  Data on unintentional injuries  Folk beliefs related to safety  Recreational, sports, and occupational safety principles  Strategies in the prevention and control of unintentional injuries  Skills development in advocating for a safe community The learner…  demonstrates understanding of safety principles to prevent unintentional injuries. The learner…  practices safe habits at all times The learner…  discusses the right of the child to safety  discusses the concept of unintentional injuries  illustrates data on unintentional injuries  analyzes folk beliefs related to safety  explains principles of recreational,  sports, and occupational safety to avoid unintentional injuries  practices the various strategies in the  prevention and control of unintentional injuries  demonstrates skills in advocating for a safe community Grade 10 – FAMILY HEALTH – 2ND QUARTER  Courtship, dating, and marriage  Pregnancy-related concerns and pre-natal care  Maternal nutrition  Essential newborn protocol  Importance of breastfeeding  Responsible parenthood  Importance  Factors for a successful family life  Roles and responsibilities of parents in childrearing and care The learner…  demonstrates understanding of responsible parenthood for a healthy family life. The learner…  makes informed and value- based decisions in preparation for responsible parenthood The learner…  explains the importance of courtship and dating in choosing a lifetime partner  analyzes behaviors that promote healthy relationship in marriage and family life  describes the factors that contribute to a successful marriage  discusses pregnancy-related concerns and pre-natal care  explains the importance of maternal nutrition during pregnancy  discusses the essential newborn protocol
  • 183. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 38 Content Content Standards Performance Standards Learning Competencies  enumerates the advantages of breastfeeding  analyzes the importance of responsible parenthood  identifies the factors for a successful family life  explains the effects of family size on health  examines the important roles and responsibilities of parents in child rearing and care  explains the effects of rapid population growth on the health of the nation Grade 10 – HEALTH TRENDS, ISSUES, AND CONCERNS – 3RD QUARTER  Sample special topics  Water safety  Food safety  Transportation safety  Environmental sanitation  Malnutrition  Primary health care  Drugs, HIV infection and AIDS  Voluntary blood donation  Population issues  Disaster risk reduction and mitigation  Health and medical care  Health laws and policies The learner…  demonstrates understanding of timely health trends, issues and concerns in the national and international levels The learner…  consistently demonstrates critical thinking skills in exploring national and international health trends, issues, and concerns The learner…  critically analyzes the impact of current health issues and trends  recommends ways of managing health issues, trends and concerns
  • 184. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 39 Content Content Standards Performance Standards Learning Competencies Grade 10 – HEALTH TRENDS, ISSUES, AND CONCERNS – 4th QUARTER  Personal health plan  importance  components of a personal health plan  steps in preparing a personal health plan  implementation and monitoring  valuation  Planning for a Career The learner…  prepares a personal health plan adaptable to changing lifelong needs  explores the following careers in health  disease prevention career  personal health career  mental health career  careers in safety  environmental health careers  career in drug related areas  nutrition and dietetics career  health and dental education  nursing and medical career
  • 185. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 40 GLOSSARY Health Areas Accident Prevention, Safety and First Aid: Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of different activities, through promotion of safe environments, safety programs, procedures and services, including first aid education. Community and Environmental Health: Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care. Consumer health: Application of consumer skills in the wise evaluation, selection and use of health information, products, and services. Family Health: The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior regarding sexuality and responsible parenthood Growth and Development: Developmental milestones in adolescence with emphasis on attention to personal health and the development of self- management skills to cope with life’s changes Nutrition: Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that arise from improper eating habits Personal health: Development and daily practice of health behaviors that promote physical, mental, social, emotional, and spiritual health and prevention and management of personal health problems Prevention of diseases and disorders. Prevention and control of communicable and non-communicable diseases and disorders through the development of health habits and practices and health programs supported by legislation and provision of health services in the school and the community Substance Use and Abuse: The use and abuse of substances: their identification; causes; effects on the person, the family, society and the nation; prevention; and control
  • 186. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 41 CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM HEALTH A. Learning Area Team (LAT) Review with designated LAT CONVENOR Date: September 29, 2011 October 11, 2011 October 24, 2011 November 2, 2011 November 8, 2011 November 16, 2011 December 17, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Evelina Vicencio - CONVENOR Dean, U.E, College of Education University of the East, Manila 2. Francis Grace Duka-Pante Professor, College of Education University of the Philippines 3. Edna Nito DOH 4. Grace Reyes-Sumayo Head – Health Education and PE Department UPIS 5. Maria Lourdes Pacaldo Faculty, Health Education UE 6. Josefina Tuazon Dean/ Professor UP – Manila 7. Salve Favila Head, Physical Education Department Philippine Normal University, Manila 8. Margaret Moreno Professor UE 9. Emmanuel Dionisio Head Teacher III AFGBMTS 10. Jerry Ymson Head Teacher VI PCNHS-Baguio 11. Jennifer Quinto Education Supervisor Div – CSJM 12. Robelyn Osena Div – CSJM 13. Alejandro Jose Div –Taytay 14. Minerva David Principal Elementary School Unit I, Taytay Rizal 15. Veneracion Ramilo Div-Tanauan 16. Socorro Aguilar Div-Tanauan 17. Nila Pinon Div-Rizal 18. Pacita Lungcay RO-4A
  • 187. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 42 B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies Venue: DAP, Tagaytay City Date: September 7-9, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Minerva David Principal Elementary School Unit I, Taytay, Rizal 2. Neri Beltran EPS II BEE - CDD C. Workshop on the Development of Learning Competencies and Teaching Guides Venue: DAP,Tagaytay City Date: July 18-22, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Evelina M. Vicencio Dean, College of Education University of the East 2. Ms. Francis Garce H. Duka-Pante Professor, College of Education University of the Philippines 3. Ms. Angelina A. Mojica Head, Health Department Lakandula High School, Manila 4. Ms. Gilda C. Berte Assistant Chief, EED DepEd, Caraga, R.O. 5. Ms. Minerva C. David Principal Elementary School Unit I, Taytay, Rizal 6. Ms. Jenny Quinto Education Supervisor Division of CSJDM 7. Ms. Nerisa M. Beltran EPS II DepEd Central Office BEE - CDD 8. Michael P. Beltran Documentor DepEd 9. Eugenio B. Penala Chief, EED DepEd, RO 9 10. Emerson B. Sabadlab Teacher I DepEdParañaque 11. Salve A. Favila Head, PE Department PNU PNU 12. Noemi M. Bellosillo Chief, PESS DepED NCR 13. Melinda B. Masaganda ESI (Ret.) DepED Manila 14. JervyYmson HT – VI DepEd Baguio 15. Romeo M. Mina DepEd, BSE DepEd, Central Office D. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, Calabarzon
  • 188. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 43 Date: May 19-21,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Salve A. Favila Head, Physical Education Department Philippine Normal University, Manila 2. Dr. Ma.Lourdes H. Pacaldo Faculty, Health Education University of the East, Manila 3. Emerson O. Sabadlab MAPEH Teacher I Masville National High School 4. Michael P. Beltran Documentor DepEd E. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP,Tagaytay City Date: May 10-13,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Evelina M. Vicencio Dean, U.E, College of Education University of the East, Manila 2. Dr. Salve A. Favila Head, Physical Education Department Philippine Normal University, Manila 3. Dr. Jose Taguinayo Jr OIC Chief BSE DepEd, Central Office 4. Romeo Mina DepEd, BSE DepEd, Central Office 5. Michael P. Beltran Documentor DepEd F. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards 1. Regions IV-A, IV-B,V and NCR Venue: BulwaganngKarunungan Date: April 27, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Salve A. Favila Head, Physical Education Department Philippine Normal University, Manila 2. Jonee Orosco - Avende Teacher I Deped – Daraga National High School – Albay 3. Maricel G. Reyes Teacher I Deped – Lucena 4. Conrado S. Contreras Master Teacher II LakanDula High School, Deped Manila 5. Julie R. Galanggalang Teacher Deped Oriental Mindoro 2. Regions I,II,III and CAR Venue: Teachers’ Camp, Baguio City Date: April 29, 2011
  • 189. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 44 NAME DESIGNATION OFFICE/SCHOOL 1. Miriam P. Benito Master Teacher I Angeles City National Trade School 2. Aurella T. Ballictoc Teacher CAR, DepEd,Lagawe 3. Joel S. Cabanilla Teacher SLU-LHS, CAR, Baguio 4. Mark Ian R. Tamayo Teacher I DMNHS, Sta.Barbarra,Pangasinan 5. Ma.Victoria F. Quiambao Teacher CDNHS, Gattaran, Cagayan 6. Teresita M. Morales Teacher SFC, LU, DepEd R.O I 7. Mercedes G. Patacsil Teacher DepEd, Bauang, North District 8. Wilma C. Taccad Teacher District I, Quirino Prov. 9. Florence P. Ramos Teacher III DepEd. RO-I,bauang, North District 10. Rowena Grace G. Ponce Teacher III R-III Sto.RosarioElem.Sch. DepEd,Angeles City 3. Regions VI,VII and VIII Venue: Ecotech, Lahug Cebu City Date: May 4, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Arnie P. Bañes Teacher II Deped – Sagay City 2. Eden D. Deriada, PhD Chief – ES Deped – RO VI 3. Carolina M. Almeda Master Teacher I Deped – Lapuz 4. Earl J. Aso ES Deped – RO VII 5. Ederlinda P. Delantar District Supervisor Deped – Supervisor 6. Danilo Panao PESPA President/Principal Deped – Leyte PESPA 7. Roland F. Calleja Teacher Deped – TAC 8. Restituta D. Pancho Master Teacher I Deped – Lapuz 9. Jude Iledan Teacher Region VI 10. Peparo G. Ramirez Teacher Region VIII 11. Razil Grace R. Caldino Teacher Region VI 4. Regions IX,X and ARMM Venue: RELC, Cagayan de Oro City Date: May 5,2011 NAME DESIGNATION OFFICE/SCHOOL
  • 190. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 45 1. Amelia R. Avila Teacher Deped – CARAGA 2. Ryan S. Montera Teacher CUBED 3. Redeemer D. Denapo Teacher Deped – Tangub 4. Emenioneth F. Coordoncillo SST – III Deped – Lanao del Norte 5. Jesus L. Quicho SSHT – III Deped – R – 9 5. Regions XI,XII, ARMM (Shariff Kabunsuan, Maguindanao) Venue: RELC, Davao Cityand CARAGA Date: May 6, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Elsie Gagabe EPS DepEd, Davao City 2. Milagros L. Saceda Head Teacher – III Sta.Ana Nat’l High Sch. Davao 3. Precious Joy A. Villacastin Teacher Badiang Elem. Sch., Digos City G. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16-18,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Lilian Luna EPS SDD – BSE 2. Myrna Parakikay Teacher Division of Makati City 3. Marivic Tolitol EPS CDD – BSE 4. Jose Tuguinayo, Jr EPS CDD – BSE 5. Nancy Pascual Teacher Division of Makati City 6. Virgina Fernandez EPS CDO – BEE 7. Ma. Paz Levita Galapir EPS SDD – BEE 8. Ronald Castillo Teacher Division of Apayao 9. Isabelo Magbitang Supervisor Division of Manila 10. Dr. Larry Gabao Experts PNU 11. Dr. Dennis Faustino School Administrator SMS, Sagada Mountain Province 12. Roy Concepcion Documentor CDD-BEE SECRETARIAT NAME DESIGNATION
  • 191. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 46 1. Rachelle C. Fermin DepEd 2. Prescy Ong DepEd 3. Magdalena Mendoza DAP 4. Tristan Suratos DAP 5. Kimberly Pobre DAP 6. Cristina Villasenor DAP 7. Lani Garnace DAP 8. Kidjie Saguin DAP 9. Maria Boncan Accountant, DepEd 10. Daylinda Guevarra Accountant, DepEd 11. Fenerosa Maur Accountant, DepEd 12. Divina Tomelden Accountant, DepEd 13. Nilva Jimenez Disbursing Officer, DepEd FACILITATORS/ SUPPORT TEAM NAME DESIGNATION 1. Irene C. De Robles CDD – BEE 2. Jose Tuguinayo, Jr. CDD – BSE 3. Marivic Abcede CDD – BSE 4. Mirla Olores SPED – BEE 5. Simeona Ebol CDD – BEE 6. Fe Villalino SDD – BEE ADVISORY TEAM NAME DESIGNATION 1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC 2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig 3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig 4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd 5. D. Paraluman R. Giron Chair, K – 10 TWG
  • 192. K TO 12 – HEALTH *TWG on K to 12 Curriculum – version as January 31, 2012 47 6. Dr. Avelina T. Liagas Consultant, TEC, DepEd 7. Dr. Dina Ocampo Dean, COE, UP Diliman 8. Dr. Ester Ogena President, PNU 9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards 10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov. 11. Dr. Merle Tan Director, UP – NISMED 12. Dr. Cristina Padolino President, CEU 13. Mr. Napoleon Imperial CHED 14. Diane Decker Consultant, MTB – MLE 15. Dr. Nelia Benito Director, NETRC 16. Dr. Socorro Pilor Director, IMCS 17. Dr. Beatriz Torno Executive Director, TEC 18. Dr. Carolina Guerrero Director, BALS 19. Dr. Irene Isaac Director, TESDA
  • 193. Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10) January 31, 2012
  • 194. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 2 CONCEPTUAL FRAMEWORK Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth. The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of critical thinking by Scriven and Paul (1987): Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition: Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown. These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners. There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics. The specific skills and processes to be developed are: Knowing and Understanding; Estimating, Computing and Solving; Visualizing and Modelling; Representing and Communicating; Conjecturing, Reasoning, Proving and Decision-making, and: Applying and Connecting. The following values and attitudes are to be honed as well: Accuracy, Creativity, Objectivity, Perseverance, and Productivity. We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects, measuring devices, calculators and computers, Smartphones and tablet PCs, and the Internet. We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, and learner’s prior knowledge and experiences.
  • 195. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 3 The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories. Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated learning, theorized by Lave and Wenger, is learning in the same context on which concepts and theories are applied. Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when learners are able to think about their experiences and process these allowing them the opportunity to make sense and meaning of their experiences. Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences and connects them to new ideas that are encountered. Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task. The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery and Inquiry-based learning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships and concepts.
  • 196. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 4 Figure 1. The Conceptual Framework of Mathematics Education
  • 197. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 5 BRIEF COURSE DESCRIPTION Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning. Mathematics is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed. The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability. Numbers and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications. Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete objects. It focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, as well as applications involving perimeter, area, surface area, volume and angle measure. Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning and geometric modeling and proofs. Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of algebraic notations and symbols, equations and most importantly, functions, to represent and analyze relationships. Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables and graphs, understanding, analyzing and interpreting data, dealing with uncertainty and making predictions and outcomes. The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of our beloved country, the Philippines.
  • 198. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 6 LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied, using appropriate technology, in problem solving, communicating, reasoning, making connections, representations, and decisions in real life. KEY STAGE STANDARDS: K – 3 4 – 6 7 – 10 At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to ten thousand, fractions, measurement, simple geometric figures, pre-algebra concepts and data representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. At the end of Grade 6, the learner demonstrates understanding and appreciation of key concepts and skills involving rational numbers, measurement, geometric figures, pre-algebra concepts, simple probability and data analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. At the end of grade 10, the learner demonstrates understanding and appreciation of key concepts and skills involving number sense, measurement, algebra, geometry, probability and statistics, and trigonometry as applied, using appropriate technology, in critical thinking, problem solving, communicating, reasoning, making connections, representations, and decisions in real life.
  • 199. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 7 GRADE LEVEL STANDARDS: Grade Level Grade Level Standards Grade 1 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100, fractions, measurement, simple geometric figures, pre-algebra concepts, data collection and representation as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real life. Grade 2 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 1 000, fractions, measurement and geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real life. Grade 3 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000, fractions, measurement, geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real life. Grade 4 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100 000, fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle, measurement (perimeter, area of triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. Grade 5 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000 000, fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons), measurement (circumference, area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra concepts, data collection, representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. Grade 6 The learner is expected to have mastered the concepts and operations on whole numbers; demonstrates understanding and appreciation of the key concepts and skills involving fractions, decimals including money, ratio and proportion, percent, rate, integers, geometry (spatial figures), measurement (surface area, volume, meter reading), pre-algebra concepts, data collection, representation and analysis, probability, expressions and equations as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
  • 200. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 8 Grade Level Grade Level Standards Grade 7 The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. Grade 8 The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. Grade 9 The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life. Grade10 The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
  • 201. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 9 GRADE 1 Content Content Standards Performance Standards Learning Competencies Numbers and Number Sense The learner demonstrates understanding of…  number notation and place value, cardinal and ordinal numbers, and comparing and ordering numbers up to 100. The learner is able to…  explore the concept of cardinal numbers up to 100 and compare these numbers in various contexts. The learner…  recognizes cardinal numbers from 0 to 100.  counts and tells the number of objects in a given set by ones and tens.  identifies the number that is one more or one less from a given number.  composes and decomposes a given number.  regroups sets of ones into sets of tens and sets of tens into hundred using objects.  compares two sets using the expressions “fewer than,” “more than,” and “as many as.”  orders sets from least to greatest and viceversa.  counts by 2’s, 5’s and 10’s through 100.  reads and writes numbers up to 100 in symbols and in words.  identifies the place value and finds the value of a digit in a one- and two-digit numbers.  renames numbers into tens and ones.  compares numbers up to 100 using relation symbols.
  • 202. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 10 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  arranges numbers up to 100 in increasing order and vice versa.  recognizes coins and bills up to P100 (pesos and centavos).  explore the concept of ordinal numbers.  reads and writes ordinal numbers 1st, 2nd, 3rd up to 10th.  identifies the 1st, 2nd, 3rd up to the 10th object in a given set from a given point of reference.  determines the position of an object using 1st to 10th from a given point of reference.  addition and subtraction up to 100.  illustrate addition and subtraction of whole numbers.  illustrates addition as putting together and subtraction as taking away, comparing and adding up.  illustrates the relationship of joining sets to addition of whole numbers.  illustrates that addition and subtraction are inverse operations.  identifies and constructs equivalent number expressions using addition and subtractions.  identifies and creates patterns to compose and decomposes numbers using addition.
  • 203. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 11 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  compute for sums and solve addition problems. The learner …  adds two one-digit numbers with sums up to 18 using the order and zero properties of addition.  adds two to three one-digit numbers horizontally and vertically with sums up to 18.  adds three one-digit numbers having sums up to 18 using the order and grouping properties of addition.  uses expanded form to explain the meaning of addition with regrouping.  adds numbers with sums through 99 without or with regrouping.  mentally adds two to three 1-digit numbers with sums up to 18.  mentally adds a 2-digit number and 1-digit number with regrouping.  solves one-step word problems involving addition of whole numbers including money with sums up to 99 using appropriate problem solving strategy.  compute for differences and solve subtraction problems.  subtracts one-digit numbers with minuends through 18 (basic facts).
  • 204. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 12 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  subtracts one to two-digit numbers with minuends up to 99 without regrouping.  uses the expanded form to explain subtraction with regrouping.  subtracts one to two-digit numbers with minuends up to 99 with regrouping.  mentally subtracts 1-digit numbers from minuends up to 18 without regrouping.  mentally subtracts a 1-digit number from 2- digit minuends without regrouping.  solves word problems involving subtraction of whole numbers including money with minuends up to 99 with and without regrouping using appropriate problem solving strategy.  the concepts of halves and fourths and applies them in dividing a whole or set equally.  visualize, model and represent the concept of halves and fourths using whole objects and sets.  visualizes and identifies ½ and ¼ of a whole object.  divides a whole into halves and fourths.  divides the elements of a set of objects into two groups of equal quantities to show halves of sets.  divides the elements of a set of objects into four groups of equal quantities to show fourths of sets.
  • 205. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 13 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner…  given half of a region or a set, draws the whole region or set. Geometry  2-D and 3-D shapes through identifying, classifying and constructing figures using cut- outs and concrete models.  explore the properties of 2- and 3-dimensional figures.  identifies, names and describes the four basic shapes in 2- and 3-dimensional objects: square, rectangle, triangle and circle.  compares and classifies 2- and 3- dimensional figures according to common attributes.  model and represent 2- and 3-dimensional objects.  draws the four basic shapes.  constructs three-dimensional objects using manipulative materials. Patterns and Algebra  simple patterns.  identify and create number and attribute patterns.  identifies and explains simple repeating patterns.  makes patterns of shapes, colors and numbers.  complete number and attribute patterns.  finds the missing number/digit in addition or subtraction problems.  finds and completes patterns of one or two of the following attributes: Shape, Size, Color, Number, Orientation.  determines the next term (figure/number) in a given sequence and give a reason.
  • 206. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 14 Content Content Standards Performance Standards Learning Competencies Measurement The learner demonstrates understanding of…  the concepts of time and measures and compares objects using direct comparison and non-standard units of length, mass and capacity. The learner is able to…  give different measures of time. The learner …  names and tells the number of days in a week; months in a year in the right order.  uses a calendar to determine a day or month.  tells the time by an hour, half-hour and quarter-hour.  estimate and compute for measurements of length, mass and capacity.  compares objects using the comparative words: Short, shorter, shortest; Long, longer, longest; Tall, taller, tallest; High, higher, highest; Heavy, heavier, heaviest; Light, lighter, lightest.  estimates and measures length using non- standard units of linear measures.  estimates and measures mass using non- standard units of mass/weight measures.  shows and finds capacity using non- standard unit. Statistics and Probability  organizing, representing and comparing data using pictographs without scale representations and probability, and explores games and activities.  organize and interpret data.  collects and organizes data using tallies and tables.  represents data using pictographs without using a scale.  reads and interprets a pictograph.
  • 207. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 15 Content Content Standards Performance Standards Learning Competencies The learner is able to…  make conjectures about games and activities. The learner …  identifies cause and effect relationships.  predicts and records outcome of experiments and chance games.
  • 208. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 16 GRADE 2 Content Content Standards Performance Standards Learning Competencies Numbers and Number Sense The learner demonstrates understanding of…  the relationships between numbers and place value of whole numbers up to 1000 and of ordinal numbers up to 20th. The learner is able to…  explore the concepts of numbers up to 1000, read and write these numbers. The learner…  visualizes and identifies numbers from 101 through 1000.  associates numbers with sets having 101 up to 500 objects and give the number of objects.  associates numbers with sets having 501 up to 1000 objects and give the number of objects.  counts and groups objects in ones, tens, and hundreds.  reads and writes numbers from 101 through 1000 in symbols and in words.  counts numbers by 10s, 50s and 100s.  reads and writes numbers through 1000 in symbols and in words.  gives the place value of each digit in a three- digit number.  writes three-digit numbers in expanded form.  compares numbers using >, < and =.  orders numbers up to 1000 from least to greatest and vice versa.
  • 209. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 17 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  identify ordinal numbers through 20th. The learner …  visualizes and identifies the 1st through the 20th object of a given set from a given point of reference.  reads and writes ordinal numbers from 1st through the 20th.  identifies and uses the pattern of naming ordinal numbers from 1st to the 20th.  the concept of the four operations of whole numbers and the identity and zero properties of multiplication.  compute sums and solve addition problems involving numbers of up to 1000.  adds numbers with sums up to 1000 without and with regrouping: 2 digit and 3-digit.  adds numbers with sums up to 1000 without and with regrouping: 3 digit and 3-digit.  uses the following properties of addition in computing for sums of up to 1000: zero/identity property of addition, commutative property of addition, associative property of addition.  mentally adds 1- to 2-digit numbers with sums up to 50.  mentally adds 3-digit numbers by ones (up to 9).  mentally adds 3-digit numbers by tens (multiples of 10 up to 90).  mentally adds 3-digit numbers by hundreds (multiples of 100 up to 900).
  • 210. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 18 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  analyzes and solves word problems involving addition of whole numbers including money with sums up to 1000 without and with regrouping.  compute differences and solve subtraction problems involving numbers of up to 1000.  subtracts 2- to 3-digit numbers with minuends up to 999 without and with regrouping.  mentally subtracts 1-digit numbers from 1 to 2-digit numbers with minuends up to 50.  mentally subtracts 3-digit by ones without regrouping.  mentally subtracts 3-digit by tens without regrouping.  mentally subtracts 3-digit by hundreds without regrouping.  analyzes and solves one-step word problems involving subtraction of whole numbers including money with minuends up to1000 without and with regrouping.  compute for sums and differences and solve problems involving both addition and subtraction of numbers.  performs order of operations involving addition and subtraction of small numbers.  solves two-step word problems involving addition and subtraction of 2- to 3-digit numbers including money using appropriate procedures.
  • 211. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 19 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  explore and illustrate the concept of multiplication of whole numbers. The learner …  illustrates multiplication as repeated addition, arrays, counting by multiples, and equal jumps on the number line.  writes a related equation for each type of multiplication: repeated addition, array, counting by multiples, and equal jumps on the number line.  illustrates the property of multiplication that any number multiplied by one (1) is the same number.  illustrates the property of multiplication that zero multiplied by any number is zero.  illustrates the commutative property of multiplication.  compute products of numbers involving 2, 3, 4, 5 and 10 and solve problems involving multiplication of these numbers.  constructs and fills up the multiplication tables of 2, 3, 4, 5 and 10.  multiplies mentally to fill up multiplication tables of 2, 3, 4, 5 and 10.  analyzes and solves one-step word problems involving multiplication of whole numbers including money.  analyzes and solves two-step word problems involving multiplication of whole numbers as well as addition and subtraction including money.
  • 212. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 20 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  explore and model the concept of division of whole numbers. The learner …  models and describes division situations in which sets are separated into equal parts.  represents division as equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects.  writes a related equation for each type of situation: equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects.  compute quotients of numbers found in the multiplication tables involving 2, 3, 4, 5 and 10 and solve problems involving division of these numbers.  divides numbers found in the multiplication tables of 2, 3, 4, 5, and 10.  mentally divides numbers found in the multiplication tables of 2, 3, 4, 5 and 10.  analyzes and solves one-step word problems involving division of numbers found in the multiplication tables of 2, 3, 4, 5, and 10.  unit fractions, proper fractions and similar fractions, and identification of money value through 100.  explore the concept of unit fractions and other fractions less than 1 and compare these fractions.  visualizes and identifies unit fractions with denominators 10 and below.  reads and writes unit fractions.  compares unit fractions using relation symbols.  orders unit fractions.
  • 213. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 21 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  visualizes and identifies other fractions less than one with denominators 10 and below.  visualizes and identifies similar fractions (using group of objects and number line).  reads and writes similar fractions.  compares similar fractions using relation symbols.  orders similar fractions.  apply number concepts on problem situations involving money.  reads and writes money with value through 100.  counts and tells the value of a set of bills or a set of coins through 100 in peso ( coins only, bills only and coins and bills).  counts and tells the value of a set of bills or a set of coins through 100 in centavo (coins).  counts and tells the value of a set of bills or a set of coins through 100 in combinations of pesos and centavos (Peso and centavo coins only, bills and centavo coins, coins and bills).  reads and writes money in symbols and in words through 100.  compares values of different denominations of coins and paper bills through 100 using relation symbols >, < and =.
  • 214. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 22 Content Content Standards Performance Standards Learning Competencies Geometry The learner demonstrates understanding of…  the basic properties of geometric shapes, simple tessellations and symmetry. The learner is able to…  visualize and model half- circles and quarter circles as well as other common shapes. The learner …  visualizes, identifies, classifies and describes half-circles and quarter circles.  constructs squares, rectangles, triangle, circles, half-circles and quarter circles using cut-outs and square grids.  explore the concept of symmetry.  identifies shapes/figures that show symmetry in a line.  creates figures that show symmetry in a line.  visualize, model and represent tessellations.  recognizes shapes that can tessellate.  tessellates a surface using triangles and squares.  explore the concept of lines, curves and surface on 3- dimensional objects.  identifies straight lines and curves, flat and curved surfaces in a 3-dimenional object.  explains the differences between straight lines and curved lines, flat surfaces and curved surfaces. Patterns and Algebra  patterns on numbers and geometric objects.  argue and justify patterns.  identifies and explains simple repeating patterns.  determines the next term (figure/number) in a given sequence and give a reason.
  • 215. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 23 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  apply their understanding and strategies in completing patterns. The learner …  finds and completes patterns according to one or two of the following attributes: shape, size, color, orientation. Measurement  the concept and application of time and of using standard units in measuring length, mass, area and capacity.  compute for measures of time and solve problems involving time.  tells and writes the time in minutes including a.m. and p.m. using analog and digital clocks.  finds the duration of time elapsed using calendar, analog and digital clocks.  solves simple word problems involving time.  identify and compare the standard units centimeter and meter.  shows and uses the appropriate unit of length to measure a particular object and their abbreviations cm and m.  compares length in meters or centimeters.  estimate and compute for lengths of objects and solve problems involving lengths using centimeter and meter.  measures objects using appropriate measuring tools in m or cm.  estimates and measures length using meter or centimeter.  solves simple word problems involving length.  identify, use and compare the standard units gram and kilogram.  shows and uses the appropriate unit of mass to measure a particular object or situation and their abbreviations g and kg.  compares mass in grams or kilograms.
  • 216. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 24 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  estimate and compute for the mass/weight of an object and solve problems involving mass/weight. The learner …  measures objects using appropriate measuring units in g or kg.  estimates and measures mass using gram or kilogram.  solves simple word problems involving mass.  explore and illustrate the concept of area.  illustrates area as a measure of how much surface is covered or occupied by plane figure.  shows the area of a given figure using square tile units, i.e. number of square tiles needed.  estimate and compute for the area of a plane figure.  estimates the area of a given figure using any shape.  finds the area of a given figure using square tile units i.e. number of square tiles needed.  measure capacity.  shows and finds capacity using appropriate measuring tools, e.g. amount of liquid needed. Statistics and Probability  pictographs with scale representations and the idea of likelihood.  organize and interpret data.  collects and organizes data using tables and pictures.  reads and interprets data in a given pictograph.
  • 217. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 25 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  represent data using scales. The learner …  forms scale representation of objects from the data collected.  makes pictographs using scale representation.  make conjectures and educated guesses about the likelihood of events.  makes a guess on whether an event is less likely, more likely, equally likely or unlikely to happen based on facts.
  • 218. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 26 GRADE 3 Content Content Standards Performance Standards Learning Competencies Numbers and Number Sense The learner demonstrates understanding of…  the concepts of whole numbers up to 10000, ordinal numbers up to 100th and Roman numerals up to M. The learner is able to…  explore the concepts of numbers up to 10 000, count, read and write these numbers and identify ordinal numbers of up to 100th. The learner …  reads and writes the numbers through 10 000 in symbols and in words.  identifies the place value and find the value of a digit in 4- to 5-digit numbers.  compares 4- to 5-digit numbers using relation symbols.  orders 4- to 5-digit numbers in increasing order and vice versa.  rounds numbers to the nearest tens, hundreds and thousands.  identifies ordinal numbers from 1st to 100th.  read and write numbers using Roman numerals up to M.  reads and writes the value of roman numbers in Hindu-Arabic and vice versa I to L.  reads and writes the value of roman numbers in Hindu-Arabic and vice versa L to C.  reads and writes the value of Roman numbers in Hindu-Arabic and vice versa C to D.  reads and writes the value of Roman
  • 219. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 27 Content Content Standards Performance Standards Learning Competencies numbers in Hindu-Arabic and vice versa D to M. The learner demonstrates understanding of…  the four operations of whole numbers and of the concept of identity, commutative, associative and distributive properties of addition and multiplication. The learner is able to…  use properties of addition to estimate and compute for sums and solve addition problems involving numbers of up to 10 000. The learner …  illustrates the properties of addition (commutative, associative, identity).  adds 3- to 4 -digit numbers up to three addends with sums up to 10 000 without regrouping.  adds 3- to 4 -digit numbers up to three addends with sums up to 10 000 with regrouping.  estimates the sum of 3- to 4-digit addends by rounding.  mentally adds without or with regrouping 2- digit and 1-digit numbers and explain the strategies used.  mentally adds without or with regrouping two 2-digit numbers and explain the strategies used.  mentally adds without or with regrouping 2- digit and 3-digit multiples of hundreds and explain the strategies used.  solves word problems involving addition of whole numbers with sums up to 10 000 including money using appropriate problem solving strategy.
  • 220. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 28 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  estimate and compute for differences and solve subtraction problems involving numbers of up to 10 000. The learner…  subtracts 3-digit numbers from 3- to 4-digit numbers without and with regrouping and with and without zeros in the digits.  subtracts 3- to 4-digit numbers from 4-digit numbers without and with regrouping and with and without zeros in the digits.  estimates the difference of two numbers with three to four digits by rounding.  mentally subtracts without and with regrouping 2-digit and 1-digit numbers and explain the strategies used.  mentally subtracts without and with regrouping two 2-digit numbers and explain the strategies used.  mentally subtracts without and with regrouping 2-digit to 3-digit numbers from multiples of hundreds and explain the strategies used.  solves one-step word problems involving subtraction of whole numbers including money using appropriate problem solving strategies.  solves two-step word problems involving addition and subtraction of whole numbers including money using appropriate problem solving strategies.
  • 221. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 29 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  estimate and multiply 2- and 3-digit numbers by 1-digit to 2-digit numbers and solve multiplication problems involving these numbers. The learner …  constructs and completes the multiplication tables of 6, 7, 8 and 9.  states basic multiplication facts for numbers up to 10.  applies the commutative property of multiplication.  multiplies 2-digit by 1-digit by using the distributive property of multiplication.  multiplies three 1-digit numbers by using the associative property of multiplication.  multiplies 2- to 3-digit numbers by 1-digit numbers without or with regrouping.  multiplies 2-digit numbers by 2-digit numbers without regrouping.  multiplies 2-digit numbers by 2-digit numbers with regrouping.  multiplies 2- to 3-digit numbers by multiples of 10 and 100.  multiplies 1- to 2-digit numbers by 1000.  estimates the product of 2- to 3-digit numbers by 1- to 2-digit numbers by rounding.
  • 222. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 30 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  mentally multiplies 2-digit by 1-digit numbers without regrouping involving products of up to 100.  solves one-step word problems involving multiplication of whole numbers including money using appropriate problem solving strategies.  solves two-step word problems involving multiplication as well as addition and subtraction including money using appropriate problem solving strategies.  explore the concepts of factors and multiples.  states multiples of 1- to 2-digit numbers.  differentiates prime and composite numbers.  estimate and divide 3-digit numbers by up to 2-digit numbers and solve division problems involving these numbers.  divides numbers found in the multiplication tables of 6, 7, 8, 9.  states basic division facts of numbers up to 10.  divides 2- to 3-digit numbers by 1-digit numbers without remainder.  divides 2- to 3-digit numbers by 1-digit numbers with remainder.  divides 2-digit numbers by 2-digit numbers.  divides numbers by 10 and 100.
  • 223. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 31 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  estimates the quotient of 2- to 3-digit numbers by 1- to 2-digit numbers.  mentally divides 2-digit numbers by 1-digit numbers without remainder.  solves one-step word problem involving division of 2- to 4-digit numbers by 1- to 2- digit numbers including money using appropriate problem solving strategies.  solves word problems involving division and other fundamental operations, including money, using appropriate problem solving strategies.  the basic kinds of fractions, know how to simplify and order them, and to apply to problem solving money through 100.  explore the concepts of dissimilar fractions, improper fractions and mixed numbers.  visualizes and identifies fractions that are equal to one and greater than one.  reads and writes fractions that are greater than one in symbols and in words.  relates and changes improper fractions to mixed numbers and vice versa.  visualizes and identifies dissimilar fractions.  compares dissimilar fractions.  arranges dissimilar fractions in increasing or decreasing order.
  • 224. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 32 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner…  recognizes and generates equivalent fractions of commonly used fractions.  changes fractions to lowest forms.  apply number concepts to solve problems involving money through 1000.  reads and writes money in symbols through 1000.  compares values of the different denominations of coins and bills through 1000.  solves real-life problems involving money through 1000. Geometry  the basic elements of angles, lines and rays.  explore the concepts of point, line, line segment and ray.  recognizes and draws a point, line, line segment and ray.  recognizes and draws perpendicular lines, parallel lines and intersecting lines.  visualizes, identifies and draws congruent line segments.  explore symmetry in plane figures and the environment.  identifies and draws the line of symmetry in a given symmetrical figure.  identifies and visualizes symmetry in the environment and in design.  completes a symmetric figure with respect to a given line of symmetry.
  • 225. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 33 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  tessellates the plane using triangles, squares and other shapes that can tessellate. Patterns and Algebra  patterns of numbers, operations, geometric objects and relationships.  explore the concept of odd and even numbers.  tells when a number is odd or even.  finds the pattern using odd and even numbers with objects, pictures and words.  identify the rule for a pattern and complete the number pattern.  determines the pattern of a given sequence and state the rule.  finds the missing number or digit in a pattern. Measurement  the concept and application of time (in minutes), length, mass, area and capacity.  convert time measures from one unit to another.  converts time measure from seconds to minutes, minutes to hours, hours to day.  converts time measure from days to weeks and months, and convert weeks, months and years to days.  finds the exact time between dates.  solves word problems involving time measure.  recognize, perform and use conversions of common units.  converts common units of measure from larger unit to smaller unit and vice versa: meter and centimeter, kilogram and gram, liter and milliliter.  solves word problems involving conversions of common units of measure.
  • 226. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 34 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  explore the concept of area and find areas of squares and rectangles using cm2 and m2 . The learner …  estimates the area of a square and rectangle using non-standard units.  finds the area of a square in cm2 and m2 .  finds the area of a rectangle in cm2 and m2 .  solves word problems involving areas of squares and rectangles.  measure capacity using milliliter and liter.  finds the capacity of a container using milliliter/liter.  solves word problems involving capacity measure. Statistics and Probability  tables, bar graphs and probability.  organize and interpret data presented in tables and bar graphs.  collects and organizes data in a table.  reads and interprets a table.  constructs a bar graph.  reads and interprets a bar graph.  make simple predictions of events.  tells whether an event is most likely to happen, equally likely to happen or unlikely to happen based on facts.
  • 227. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 35 GRADE 4 Content Content Standards Performance Standards Learning Competencies Numbers and Number Sense The learner demonstrates understanding of…  number notation and place value of numbers up to 100000, and of factors and multiples of numbers up to 100, and of the greatest common factor and least common multiple. The learner is able to…  read, write, compare and arrange numbers through 100 000 and round off numbers to the nearest thousands and ten thousands. The learner…  reads and writes numbers through hundred thousands in symbols and in words.  identifies numbers up to 100 000.  gives the place value of each digit in a six- digit number.  reads and writes numbers up to hundred thousands in symbols and in words.  compares numbers up to hundred thousands.  arranges numbers up to hundred thousands.  investigate the concepts of factors and multiples.  identifies factors of a given number up to 100.  identifies the multiples of a given number up to 100.  makes conjectures about common factors of numbers.  find the greatest common factor and the least common multiple of given numbers.  differentiates prime numbers from composite numbers.  finds the prime factors of a number.
  • 228. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 36 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  writes a given number as a product of its prime factors.  gives the common factors and the greatest common factor (GCF) of two numbers using the following methods: listing, factor tree.  gives the common multiples and least common multiple (LCM) of two numbers: listing, factor tree, continuous division.  finds the GCF and LCM of 2 given numbers.  multiplication, division and MDAS of whole numbers.  estimate and multiply 3-digit numbers and solve multiplication problems involving these numbers.  multiplies numbers up to 3-digit numbers by up to 2-digit numbers without regrouping and with zero in any of the factors.  multiplies numbers up to 3-digit numbers by up to 2-digit numbers with regrouping and with zero in any of the factors.  estimates the products of three to four digits by two to three-digit numbers.  mentally multiplies two-digit numbers with products up to 200 and explain the strategies used.  analyzes and solves word problems involving multiplication of whole numbers including money using appropriate problem solving strategies.
  • 229. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 37 Content Content Standards Performance Standards Learning Competencies The learner is able to… The learner …  analyzes and solves two-step word problems involving multiplication and addition or subtraction using appropriate problem solving strategies.  creates and solves word problems involving multiplication and any of the two operations involving whole numbers and money.  estimate and divide 3- to 4- digit numbers by 1- to 2- digit numbers and solve division problems involving these numbers.  divides 3- to 4-digit numbers by 1- to 2- digit numbers without remainder.  divides 3- to 4-digit numbers by 1- to 2- digit numbers with remainder.  divides 3- to 4-digit numbers by 1- to 2- digit numbers with zeros in the middle or continuous zeros in the dividend.  divides 3- to 4-digit numbers by multiples of 10 and 100 or by 1000.  estimates the quotient of 3- to 4-digit dividends by 1- to 2- digit divisors by rounding up or rounding down dividends or divisors.  mentally divides 2- to 3-digit numbers by 1- digit numbers without remainder and explain the strategies used.
  • 230. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 38 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  analyzes and solves one-step word problems involving division of 3- to 4-digit numbers by 1- to 2- digit numbers including money using appropriate problem solving strategies.  analyzes and solves 2- to 3-step word problems involving division and any one or two of the other fundamental operations including money using appropriate problem solving strategies.  creates and solves 1- to 2- step word problems involving multiplication and any other operations involving whole numbers and money.  perform series of operations following the MDAS rule.  interprets and explains MDAS correctly.  performs a series of two or more operations.  a fraction as part of a set of objects, as a number, as division, and of the different kinds of fractions and applies them in real-life situations.  identify fractions on a number line and investigate fractions as part of a set of objects.  illustrates fractions using regions, sets and the number line.  divides sets of objects into smaller sets of equal amounts to recognize and identify fractional parts of a set.  compare and arrange similar and dissimilar fractions.  identifies similar and dissimilar fractions from a given set of fractions.  compares and arranges similar fractions from least to greatest and vice versa.
  • 231. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 39 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner …  compares and arranges dissimilar fractions from least to greatest and vice versa.  convert improper fractions to mixed numbers and vice versa.  identifies proper fraction/ improper fraction/mixed numbers from a given set of fractions including those with denominators of 10 and 100.  changes improper fraction to mixed numbers and vice versa.  converts one (1) to a fraction and vice versa.  operation of fractions.  add and subtract fractions and solve problems involving addition and subtraction of fractions.  visualizes and adds similar fractions.  visualizes and subtracts similar fractions.  visualizes and subtracts a fraction from a whole number.  adds and subtracts dissimilar fractions.  solves word problems involving addition and subtraction of fractions using appropriate problem solving strategies. Geometry  parallel and perpendicular lines, measures of angles, symmetry, plane figures up to 4 sides, and 2-D representation of a 3-D solid.  investigate the concepts of parallel and perpendicular lines and angles.  describes and illustrates different angles (right, acute and obtuse) using models.  draws perpendicular and parallel lines using a ruler and set squares.
  • 232. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 40 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner is able to…  identifies parts of an angle and name angles using notation such as ABC , x , and 2 in plane figures.  draws a given angle using a protractor.  describes and illustrates parallel and perpendicular lines.  identifies parallel and perpendicular lines and use these terms to describe geometric figures.  describe various plane figures up to four sides and discuss their properties.  uses concrete objects/ models to explore/describe plane figures according to their attributes/properties of triangles and quadrilaterals.  identifies and describes the different kinds of triangles: acute, right, obtuse, scalene, isosceles, equilateral, equiangular.  identifies and describes the different kinds of quadrilaterals: square, rectangle, parallelogram, trapezoid, rhombus.  explore symmetry in plane figures and the environment.  identifies and visualizes symmetry in the environment and in design.  completes a symmetric figure with respect to a given line of symmetry.
  • 233. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 41 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to…  explore different geometric solids. The learner is able to…  visualizes and describes geometric solids.  makes models of different geometric solids: cube, prism, cylinder. Patterns and Algebra  patterns and number sentences.  describe the rule in a pattern in order to complete the pattern.  searches for a pattern given a set of objects or figures.  determines the next object or term or figure from a given pattern.  complete number sentences.  finds the missing value in a number sentence involving one of the four operations of whole numbers. Measurement  measures of perimeter and area of squares, rectangles, triangles, parallelograms and trapezoids, and their related figures, and volume of rectangular prism.  find the perimeter of a plane figure and solve problems involving perimeter.  describes and illustrates the perimeter of a given figure.  finds the perimeter of triangles, squares, rectangles, parallelograms and trapezoids.  solves word problems involving perimeter of squares and rectangles, triangles, parallelograms and trapezoids.  find the area of a plane figure and solve problems involving area.  estimates the area of an irregular plane figure made up of squares and rectangles using non-standard units.  derives inductively the formulas for the area of squares and rectangles.
  • 234. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 42 Content Content Standards Performance Standards Learning Competencies The learner demonstrates understanding of… The learner is able to… The learner is able to…  finds the area of a figure made up of squares and rectangles using cm2 and m2 .  estimates the area of triangles, parallelograms and trapezoids using non- standard units.  derives inductively the formulas for the area of triangles, parallelograms and trapezoids.  finds the area of triangles, parallelograms and trapezoids using cm2 and m2 .  solves word problems involving the area of a figure made up of squares and rectangles.  solves word problems involving the area of a triangle, parallelogram and trapezoid.  explore the concept of volume of a solid and solve problems involving the volume of a solid.  visualizes and builds rectangular prisms using unit cubes.  derives inductively the formula for the volume of rectangular prisms.  finds the volume of a rectangular prism using cubic units.  solves word problems involving the volume of a rectangular prism.
  • 235. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 43 Content Content Standards Performance Standards Learning Competencies Statistics and Probability The learner demonstrates understanding of…  tables, bar graphs and probability. The learner is able to…  solve problems involving data presented in bar graphs and tables. The learner is able to…  organizes data in tables.  constructs bar graphs and organize data using bar graphs.  reads and interprets data presented in tables and bar graphs.  solves problems using data presented in bar graphs and tables.  make simple predictions of events based on data records.  gathers and records favorable outcomes from an activity with different results (e.g., rolling a die, drawing a card, tossing coins, etc.).  analyzes the chance of a result using spinners.
  • 236. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 44 GRADE 5 Content Content Standards Performance Standards Learning Competencies Numbers and Number Sense The learner demonstrates…  understanding of number notation and place value of numbers up to 10 million and of some number theory concepts. The learner is able to…  read and write large whole numbers and round off whole numbers to the nearest thousands and millions. The learner…  visualizes and represents whole numbers up to 10 000 000.  reads and writes whole numbers up to 10 000 000.  rounds off whole numbers to the nearest thousands and millions.  find the greatest common factor and the least common multiple of given numbers.  writes a given number as a product of its prime factors.  gives the common factors and the greatest common factor (GCF) of two numbers using the following methods: listing, factor tree, continuous division.  gives the common multiples and least common multiple (LCM) of two numbers: listing, factor tree, continuous division.  finds the GCF and LCM of 2 given numbers.  apply divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11 and 12 on different contexts.  uses divisibility rules for 2, 5 and 10 to find common factors of numbers.  uses divisibility rules for 3, 6 and 9 to find common factors.  uses divisibility rules for 4, 8, 11 and 12 to find common factors.
  • 237. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 45 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  solves problems involving factors, multiples and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11 and 12.  mastery of concepts and operations/series of operations (PMDAS) of whole numbers.  simplify a series of operations on whole numbers and solve problems involving these.  states, explains and interprets the PMDAS or GMDAS rule.  simplifies a series of operations on whole numbers involving more than two operations using the PMDAS or GMDAS rule.  analyzes and solves problems involving series of operations.  the ability to perform the four fundamental operations on similar and dissimilar fractions.  perform the four fundamental operations on fractions and mixed numbers and solve related problems.  represents the four operations on dissimilar fractions and mixed numbers using concrete and pictorial models.  estimates sums, differences, products and quotients of fractions and mixed numbers.  adds fractions and mixed numbers without and with regrouping.  subtracts fractions and mixed numbers without and with regrouping.  multiplies fractions and mixed numbers.  finds a fractional part of a whole number or of a fraction.  mentally multiplies fractional units.
  • 238. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 46 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  divides fractions and mixed numbers.  simplifies fractions and mixed numbers to their lowest terms.  solves problems involving addition, subtraction, multiplication and division of fractions and mixed numbers using the appropriate strategies.  understanding of the concept of decimals, and addition and subtraction of decimals up to hundredths.  investigate the relationship between fractions and decimal numbers.  uses models to illustrate fractions as division of two numbers.  visualizes decimal numbers using models like blocks, grid, number line and money.  visualizes decimal numbers using models/pictures to show the relationship to fractions.  reads and writes common fractions in decimal form through thousandths.  renames decimal numbers to fractions with denominators of 10, 100, 1000,10000.  explore, know and understand the concept and value of a decimal number.  gives the place value of each digit of a given decimal through thousandths.  reads and writes decimal numbers through thousandths.
  • 239. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 47 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  rounds decimals to the nearest tenths and hundredths.  compares and arranges decimal numbers from least to greatest and vice versa.  add and subtract decimal numbers with values through thousandths and solve problems involving these.  estimates the sum or difference of decimal numbers.  adds and subtracts decimals through thousandths without and with regrouping.  adds and subtracts mixed decimals without and with regrouping.  analyzes and solves word problems, including money problems, involving addition and subtraction of decimal numbers.  multiply decimal numbers of values up to the hundredths and solve problems involving these numbers.  represents multiplication of decimal numbers using pictorial models.  estimates the products of decimal numbers.  multiplies decimal numbers by multiples of 10 and 100.  multiplies decimal numbers of values up to hundredths.  multiplies mixed decimals with tenths and hundredths by whole numbers.
  • 240. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 48 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  multiplies mixed decimals by mixed decimals with tenths and hundredths.  multiplies decimals mentally by 0.1, 0.01, 10 and 100.  analyzes and solves word problems involving multiplication of decimals including money.  divide decimal numbers of values up to the hundredths and solve problems involving these numbers.  represents division of decimal numbers using pictorial models.  estimates the quotients of decimal numbers.  divides decimal numbers of values up to the hundredths.  divides decimal numbers by whole numbers.  analyzes and solves problems of various types using whole numbers, fractions and decimals.  understanding on the use of ratio, proportion and percent.  manipulate ratios and solve problems involving ratios and proportions  visualizes the ratio of two given sets of objects.  expresses the ratio of two numbers using either the colon (:) or a fraction.  expresses one value as a fraction of another given their ratio and vice versa.
  • 241. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 49 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  finds how many times one value is as large as another given their ratio and vice versa.  identifies and writes equivalent ratios.  expresses ratios in their simplest forms.  finds the missing term in a pair of equivalent ratios.  defines and describes a proportion.  recognizes when two quantities are in direct proportion.  solves problems involving ratio and direct proportion.  know and understand the concept of percent and to solve problems involving percents.  uses models to illustrate the concept of percent and its relationship to fractions, ratios and decimal numbers.  gives the relationship among fractions, ratios and percents, between percent and a decimal number, among fractions, ratios, decimal numbers and percents.  defines the following: percentage, rate or percent, base.  identifies the base percentage and rate in a problem.
  • 242. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 50 Content Content Standards Performance Standards Learning Competencies  finds the percentage in a given problem.  analyzes and solves problems involving percents. Geometry The learner demonstrates…  understanding of polygons up to 10 sides, congruence and similarities of polygons and circle and its parts. The learner is able to…  explore polygons with up to 10 sides. The learner…  describes, models and draws polygons.  names polygons with 5 or more sides.  describes and compares properties of polygons.  represents congruent polygons using models.  identifies and describes congruent polygons.  represents similar polygons using models.  identifies and describes similar polygons.  finds the missing dimension in a pair of similar polygons.  explore circles.  visualizes and describes a circle.  identifies and defines the terms related to a circle.  draws circles with different radii using a compass.
  • 243. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 51 Content Content Standards Performance Standards Learning Competencies Patterns and Algebra The learner demonstrates…  understanding of simple equations. The learner is able to…  solve for the unknown values in simple equations involving one or more operations on whole numbers and fractions. The learner …  uses models to illustrate mathematical sentences.  determines the patterns in completing mathematical sentences.  uses patterns to solve for the unknown in simple equations involving one or more operation on whole numbers and fractions. Measurement  understanding on measurement in metric units to approximate measure and to compute for the circumference, area, volume and temperature.  describe the circumference of a circle, measure and use it to solve problems. the measure of circumference, area of a circle, volume of a cube and a rectangular prism and temperature.  represents and describes the circumference of a circle.  uses a model to estimate the circumference of a circle.  derives a formula for finding the circumference of a circle.  finds the circumference of the given circle using the formula/s derived.  solves problems involving circumference.  convert units of measure for area and volume and select appropriate units and tools for consistency and accuracy.  estimates and uses appropriate units of measure for area.  converts sq cm to sq m and vice versa.  names the appropriate unit of measure used for measuring area for accuracy.  estimates and uses appropriate units of measure for volume.
  • 244. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 52 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  converts one cubic unit of measure to a larger or smaller unit.  names the appropriate unit of measure used for measuring the volume of a cube and a rectangular prism for accuracy.  describe the area of a circle, measure and use it to solve problems.  represents and describes the area of a circle.  uses a model to find the area of a circle.  derives a formula for finding the area of a circle.  finds the area of a circle using the formula/s derived.  solves problems involving area of circle using appropriate formulas and procedures.  describe the volume of a cube and a rectangular prism, measure and use it to solve problems.  describes the volume of cube and a rectangular prism.  derives a formula for finding the volume of cube and a rectangular prism.  solves problems involving volume of a cube and rectangular prism using appropriate formulas and procedures.
  • 245. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 53 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to…  describe temperature, measure and use it to solve problems. The learner …  describes and estimates the temperature inside and outside of the classroom.  identifies the parts of a thermometer.  reads a thermometer.  measures temperature using the degree Celsius.  solves problems involving temperature. Probability and Data Analysis  understanding to record, arrange, present, and interpret data using tables, line graphs and probability.  construct, read and interpret a line graph and its corresponding table of data and solve problems involving data from a table and a line graph.  reads and interprets data presented in a line graph and in its corresponding table of data.  constructs a line graph using the corresponding table of data.  describes and estimates the average value of a set of data.  finds the average value of a set of data that includes whole numbers, fractions and decimal numbers.  solves problems involving line graphs and the average of a set of data.  make simple predictions of events based on a probability experiment.  describes a probability experiment.  performs a probability experiment and record results by listing.
  • 246. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 54 Content Content Standards Performance Standards Learning Competencies  analyzes data obtained from chance using experiments involving letter cards (A to Z) and number cards (0 to 20).
  • 247. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 55 GRADE 6 Content Content Standards Performance Standards Learning Competencies Numbers and Number Sense The learner demonstrates…  understanding of the concept of integers, exponents, base and scientific notation. The learner is able to…  explore the concept of integers and compare integers with whole numbers, fractions and decimal numbers. The learner…  describes the set of integers.  identifies real-life situations that make use of integers.  represents integers on the number line.  compares integers with other numbers such as whole numbers, fractions and decimals.  compares and arranges integers from least to greatest and vice versa.  use the notation and computation of positive whole number powers to find values of numbers.  defines and describes the exponent and the base in a number expressed in exponential notation.  gives the value of numbers expressed in exponential notation.  expresses positive whole numbers in expanded notation using exponential notation and vice versa.  finds and compares the value of the numbers expressed in either the expanded or exponential notation.  reads and writes numbers up to trillions in scientific notation.
  • 248. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 56 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner…  determines the value of a number expressed in scientific notation.  perform the four basic operations on integers  describes and interprets the basic operations on integers using materials such as algebra tiles, counters, chips and cards.  states the rules for addition, subtraction, multiplication and division of integers.  performs the basic operations on integers.  solves problems involving basic operations on integers.  perform a series of operations following the GEMDAS rule and solve problems involving a series of operations on whole numbers.  interprets and explains the GEMDAS rule.  performs two or more different operations on whole numbers with or without exponents and grouping symbols.  solves problems involving a series of operations on whole numbers.  mastery of the operations of fractions and decimals.  add and subtract fractions and decimal numbers and solve problems involving these numbers.  estimates sums and differences of fractions and decimals in simple or mixed forms.  rounds decimals through thousandths.  adds and subtracts fractions in simple mixed forms without or with regrouping.
  • 249. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 57 Content Content Standards Performance Standards Learning Competencies The learner is able to… The learner …  adds and subtracts decimals and mixed decimals through ten thousandths without or with regrouping.  solves problems involving addition and subtraction of fractions and decimals in simple or mixed forms without and with regrouping.  multiply fractions and decimal numbers and solve problems involving multiplication of fractions and decimal numbers.  illustrates multiplication of fractions and decimals using models.  estimates products of whole numbers, fractions and decimals.  multiplies fractions in simple and mixed forms.  shows that multiplying a fraction by its reciprocal is equal to 1.  multiplies decimals and mixed decimals through thousandths without and with regrouping and with “0” difficulty.  solves problems involving addition, subtraction, and multiplication of numbers in mixed forms.  divide fractions and decimal numbers and solve problems involving division of fractions and decimal numbers.  illustrates division of fractions and decimals using models.
  • 250. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 58 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner…  estimates quotients of whole numbers, fractions and decimals and determine the reasonableness of results (add this to all other competencies involving estimation).  divides fractions and decimal numbers in simple and mixed forms.  divides whole numbers (two to five-digit dividends) by decimals (one to two- digit divisors).  divides mixed decimals by whole numbers.  divides whole numbers by decimals and mixed decimals.  divides mixed decimals by mixed decimals.  divides decimals by 10, 100, 1,000 mentally.  divides decimals by 0.1, 0.01, 0.001 mentally.  differentiates between terminating and repeating from non-terminating decimal quotients.  solves problems involving division of fractions and decimals in mixed forms including money.  solves word problems involving all operations on fractions.
  • 251. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 59 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  analyzes and solves problems of various types-mathematical tasks, word problems, contextual questions and real-world settings using whole numbers, fractions and decimals.  understanding of ratio and proportion and percent.  use ratio and proportion in a variety of ways and solve problems in different contexts.  defines and illustrates the meaning of ratio and proportion using concrete or pictorial models.  forms ratios and sets up proportions for groups of objects or numbers.  tells whether two ratios make a proportion.  finds a missing term in a proportion.  sets up a proportion for a given situation.  solves problems involving direct proportion, partitive proportion, inverse proportion in different contexts such as distance-rate-time.  use percent in a variety of ways and solve problems in different contexts.  defines and illustrates percent.  determines the percentage, rate and base in a given problem.  computes common percentage problems mentally: percent of increase or decrease, discounts and sales, value-added tax and service charge.
  • 252. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 60 Content Content Standards Performance Standards Learning Competencies The learner demonstrates… The learner is able to… The learner …  solves problems involving finding the percentage, rate and base: commission, sales, taxes and simple interest. Geometry  understanding of angles in geometric figures using various properties, attributes of spatial figures, 2-D representation of a 3-D solid and identification of nets of cube, prism and pyramid.  find unknown angle measures in geometrical figures.  describes the properties of angles on a straight line, angles at a point and vertically opposite angles.  determines the sum of the angles in a triangle and a quadrilateral.  finds unknown angles using angle properties in geometrical figures such as a square, rectangle, parallelogram, rhombus, trapezoid and triangle.  explore spatial figures.  identifies the different spatial figures.  illustrates the different spatial figures using various concrete and pictorial models.  visualizes and describes the different spatial figures: cube, prism, cylinder, sphere, pyramid, cone, etc.  identifies the nets of the following spatial figures: cube, prism, cylinder, pyramid and cone. Measurement  understanding of circumference and area of a circle, perimeter and area of figures related to square,  solve problems involving finding areas of composite figures.  finds the area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle and semi-circle.
  • 253. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 61 Content Content Standards Performance Standards Learning Competencies rectangle, triangle and circle, surface area and volume of rectangular prisms and capacity. The learner is able to… The learner …  solves word problem involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle and semi-circle.  explore the concept of surface area and find the surface area of geometric solids.  identifies the faces of a geometric solid.  visualizes and describes surface area and name the unit of measure used for measuring the surface area of solids.  derives a formula for finding the surface area of cubes, prisms and cylinders.  finds the surface area of cubes, prisms and cylinders.  solves word problems involving measurement of surface area.  find the volume of solids and solve problems related to this.  describes the meaning of the volume of a solid.  determines the relationship between the volume of a rectangular prism and of a pyramid and between a cylinder and a cone.  obtains formulas for finding the volumes of cylinders, pyramids and cones.  finds the volume of a cylinder, pyramid or a cone.  solves problems involving volumes of solids.
  • 254. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 62 Content Content Standards Performance Standards Learning Competencies The learner demonstrates…  understanding of electric and water consumption, time, rate and speed. The learner is able to…  read and interpret meter readings. The learner…  reads and interprets electric and water meter readings.  solves problems involving electric and water consumptions.  measure time in a variety of ways and solve problems involving time, rate and speed.  estimates the duration of time in seconds and minutes.  measures time using a 12-hour and a 24- hour clock.  converts measures of time from a 12-hour to a 24-hour clock and vice versa.  calculates time in the different world time zones.  calculates speed, distance and time.  solves problems involving average rate and speed. Statistics and Probability  understanding to record, arrange, present and interpret data using tables and circle graphs and understands the meaning of probability.  construct and interpret circle graphs.  reads and interprets data presented in a circle graph.  constructs a circle graph based on a table of data.  makes inferences and hypotheses on data presented in a circle graph.
  • 255. K TO 12 MATHEMATICS *K to 12 Curriculum Guide – version as of January 31, 2012 63 Content Content Standards Performance Standards Learning Competencies The learner demonstrates The learner is able to…  make simple predictions of events based on experiments. The learner …  describes the meaning of probability such as “50% chance of rain” and “one in a million chance of winning.”  quantifies the phrases “most likely to happen” and “unlikely to happen.”  performs experiments and record outcomes.  makes listings and diagrams of outcomes and tell the number of favorable outcomes and chances using these listings and diagrams.  makes simple predictions of events based on the results of experiments. Patterns and Algebra  understanding of constants, variables and algebraic expressions in one variable.  explore the meaning of numerical expressions and equations.  differentiates between an expression and an equation and differentiate the two.  gives a verbal translation of an