ENRICHMENT.docx

of 22
K TO 12 SPED TRANSITION CURRICULUM Enrichment Skills and Competencies
Enrichment Skills and Competencies, August 2017 Page 1 of 32
DESCRIPTION
Enrichment Skills and Competencies aims to provide access to a diverse range of educational and recreational opportunities that cater to
the interest and inclination of learners with disabilities. This is DepEd’s response to the necessity of offering an enrichment curriculum that
addresses the interests of the transition learners for them to live not only a functional and productive but also a happy life. It is also an
expression of DepEd’s commitment of providing LSENs with equal opportunities by harnessing their innate abilities and talents specifically in
Music, Movements, Arts, and Sports.
SCOPE
This curriculum is recommended to learners enrolled under the Transition Curriculum, who have shown interest in any one of the four areas
under the Transition Program Enrichment Curriculum, namely: Music, Movements, Arts, and Sports.
Likewise, since the thrust is moving towards inclusion, the enrichment skills program will benefit learners 12 years old and above who did not
undergo each grade level in the elementary and acquired disabilities later in life who would like to pursue their interest, talent and skills in
Music, Movements, Arts and Sports.
The learner has the option of which component to take. Before the learner gets into this transition program curriculum, he/she should be
given diagnostic/aptitude test. The result of the diagnostic test done will be the basis for the placement of the learners in specific area of the
enrichment program. Assessment of LSENs’ enrichment skills and competencies should be done continuously and whenever a significant finding
on this area is observed by the teacher. This program has no specific time duration or required number of hours. It can be done anytime the
learner is ready and can be modified when the need arises based on his Individualized Educational Plan. Post assessment will be the basis to
assist the learner to when to proceed further or make other options in the program for her/his best interest.

of 22
K TO 12 SPED TRANSITION CURRICULUM Enrichment Skills and Competencies
Enrichment Skills and Competencies
LEARNING STANDARDS
MUSIC The learner demonstrates the basic and fundamental processes through performing, creating, listening,
observing and responding, towards the development of appreciation of music and acquisition of basic
knowledge and skill.
Note: This may also include knowledge on how to play specific musical instruments (ie, piano).
VISUAL ARTS The learner demonstrates an understanding of basic concepts and process in art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and
expansion of his/her world vision.
MOVEMENT The learner demonstrates understanding of body and space awareness, quality of effort, and movement
relationships through participation in enjoyable physical activities.
SPORTS The learner demonstrates understanding of the importance of physical fitness through assessment and
participation in physical activities.
K TO 12 SPED TRANSITION CURRICULUM

of 22
ENRICHMENT SKILLS AND COMPETENCIES
CONTENT CONTENT STANDARDS PERFORMANCE
STANDARDS
LEARNING COMPETENCIES
I. Elements of Music Rhythm
Demonstrates basic
understanding of sound, silence
and rhythm
A. Creates rhythmic activities
they enjoy
1. Identifies the difference
between sound and silence
accurately (for HI, the aid of
pulse or vibrations is advised)
2. Performs echo clapping
3. Relates images to sound and
silence within a rhythmic pattern
4. Claps, taps, chants, walks and
plays percussion instruments with
accurate rhythm in response to
sound
 in groupings of 2s
5.Performs the different rhythmic
activities using different medium
or with technology
Demonstrates basic
understanding of pitch and
simple melodic patterns
B. Responds accurately to high
and low tones through body
movements, singing, and playing
other sources of sounds
1. Identifies the pitch of a tone as
high or low
2. Sings/plays musical instrument
to produce simple melodic
patterns
(so-mi-mi-so-mi-re-do)

of 22
3. Matches the melody of a song
with the correct pitch vocally and
with body movements
 greeting songs
 counting songs
 action songs
4. Sings in pitch
 Rote singing, counting songs
 Echo singing, greeting songs
5.Sings in pitch individually or
with the group
5.Enjoy singing /playing musical
instrument with appropriate
melody
6.Create music for enjoyment
with correct melody
7. Performs individually or as a
group in different activities
Demonstrates basic
understanding of the concepts
of musical lines beginnings,
endings and repeats in music
C. Responds with precision to
changes in musical lines with
body movements
1. Identifies with body
movements the
 Beginnings
 Endings
 Repeats of a recorded music
example
2. Identifies similar or dissimilar
musical lines with the use of:
 Body movements

of 22
 Geometric shapes or
objects
3. Relates basic concepts of
musical forms to geometric
shapes to indicate understanding
of:
 Same patterns
 Different patterns
4. Chooses the exact geometric
shapes that correspond to
musical form
5. Shows changes in musical lines
through body movements
6. Shows the parts of a song
7.Creates music with concepts
learned on forms of music
Demonstrates understanding of
the basic concepts of timbre.
D. Distinguishes accurately the
different sources of sounds
heard and be able to produce a
variety of timbres
1. Identifies the source of sounds
wind, wave, swaying of the trees,
animal sounds, sounds produced
by machines, transportation,
2. Responds appropriately to
differences in sounds heard
through body movement
3. Replicates the sounds heard
from different sources

of 22
4. Uses voice and other sources
of sound to produce a variety of
timbres
5.Creates music with variety of
timbre
Dynamics
the basic concepts of dynamics
E. Creatively interprets with
body movements the dynamic
levels to enhance poetry, chants,
drama, and musical stories
1. Demonstrates dynamic
changes with movements
2. Uses the terms loud and soft to
identify volume changes
3. Relates the concepts of
dynamics to the movements of
animals
 elephant walk – loud
 tiny steps of a mouse – soft
4. Interprets with body
movements the dynamics of a
song
 small movement –soft
 big movement – loud
5. Creates/produce sounds using
different dynamics
the basic concepts of tempo
F. Performs with accuracy varied
tempo through movements or
dance steps to enhance poetry,
chants, drama, and musical
stories
1. Mimic animals movements
 horse – fast
 carabao – slow
2. Demonstrates the basic
concepts of tempo through
movements
 fast – slow- faster –slower

of 22
 gradually getting fast
 gradually getting slow
3. Responds to varied tempo with
accurate movements or dance
steps
 slow movement with slow
music
 fast movement with fast
music
4.Performs activities using
different medium with accurate
tempo
5. Create music demonstrating
basic concepts of tempo
the basic concept of texture
G. Sings or plays songs to
involve oneself and experience
the concept of texture
1. Identifies unison sounds
(monophonic), vocal with
accompaniment (homophonic),
rounds and partner songs
(polyphonic)
2. Demonstrates awareness of
texture by using visual images
3. Distinguishes accurately single
musical line and multiple musical
lines, which occur simultaneously
in a given song.
4. Demonstrates the concept of
texture by singing two-part round
like the following:

of 22
 Are You Sleeping Brother
John?
 Row, Row Your Boat
Partner Songs:
 He’s Got the Whole World
In His Hands and Ten Little
Indians
 Pamulinawen and Leron-
leron Sinta
II. Music Appreciation A. Performs efficiently the
different types of music that
relates to visual arts and
emotion.
1. Listens to different types of
music.
2. Associates music with the
pictures
Realistic – mellow, slow
Abstract- rock music
Local – Folk songs (makabayan
song)
3. Uses music to calm down one’s
spirit.
4. Watches different musical
performances
5. Enjoys and choose their own
music/music icon
III. Music Performance A. Takes part in a musical
ensemble:
1. Choir
2. Rondalla
3. Band
Musical Instrument
(Guitar, Drums, Keyboard, Lyres,
Ukelele, Beat Box, Flute, Violin
etc.
1. Familiarizes oneself to the
musical instrument of his/her
interest

of 22
2. Practices skills in playing the
instrument of his/her interest
3. Applies skills in playing
different musical pieces.
4. Develop self- esteem by taking
part in group performance
5. Performs in program/activities
 classrooms
 school
 others
6. Participates in competitions
 District
 Division & other level
7.Pursue a hobby and interest in
music
Voice
1. Identifies the different vocal
techniques
2. Applies the different vocal
techniques in singing familiar
songs and other musical pieces.
 class programs
 school programs and other
activities
3. Expresses own feelings
through singing to boost self-
confidence and self-esteem
4. Enhances opportunity in music
as a hobby or source of living

of 22
MOVEMENTS I. Awareness of body parts in
preparation for participation in
physical activities.
A. Performs with coordination
enjoyable movements
1. Describes the different parts of
the body and their movements
through enjoyable physical
activities
2. Distinguishes body directions
e.g. Left and right, up and down,
forward, sideward and backward.
3. Creates shapes by using
different body parts.
4. Shows balance on one, two,
three, four and five body parts
5. Exhibits transfer of weight
6. Recognizes the importance of
participating in fun and enjoyable
physical activities
7. Engages in fun and enjoyable
physical activities with
coordination
Suggested learning activities:
 Action songs
 Singing games
 Simple games
 Chasing and fleeing game
8.Observe safety in doing
different physical activities
II. Understanding of body
shapes and body actions in
preparation for various
movement
A. Performs body shapes and
actions properly.
1. Describes body shapes and
actions

of 22
2. Demonstrates body shapes and
actions
3. Creates body shapes and
actions
4. Demonstrates momentary
stillness in symmetrical and
asymmetrical shapes using body
parts other than both feet as a
base of support
5. Demonstrates appropriate
movement in response to sound,
cues, prompt and music
6. Exhibits correct body posture
7. Assesses body posture
physical activities
 Suggested learning
activities:
Show videos to demonstrate
movements of sound for Hearing
Impaired.
III. Movement activities relating
to person, objects, music and
environment
A. Performs correctly movement
activities involving person,
objects, music and environment
1. Familiarizes in various
movement activities involving
person, objects, music and
environment
2. Moves:

of 22
 individual, with partner,
and with group
 with ribbon, hoop, balls,
and any available
indigenous/ improvised
materials
 with sound
 in indoor and outdoor
settings
3. Demonstrates movement skills
in response to sound
physical activities
5. Observes correct body posture
and body mechanics while
performing movement activities
Suggested learning activities
 Movement skills activities
(locomotor, non-locomotor and
manipulative skills)
 Action songs – Magtanim
Ay Di Biro
 Basic dance steps (step
close, step swing, waltz,
etc.
 Folk dances (Manang
Biday/Rabong)
 Rhythmic routines (ribbon,
hoop, balls, and any available
indigenous/improvised
materials)

of 22
 relays and races
6. Performs in a stage, theatre,
drama and similar activities with
correct expression & movements
IV. Space awareness in
physical activities
A. Performs movement skills in a
given space with coordination
1. Identifies locomotor skills
2. Moves within a group activity
without bumping or falling using
locomotors skills
3. Executes locomotor skills in
different directions at different
spatial levels
physical activities with
coordination
5. Illustrates/demonstrates
acceptable responses to
challenges, successes, and
failures during participation in
motor fitness activities
6. Demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical activities
 Action songs
 Singing games
 Simple games
 Chasing and fleeing games

of 22
 Mimetic
7. Participate in different
class/school/community
activities/competitions using
appropriate movements;
 classrooms
 School Programs
 Community activities
V. Qualities of effort in
physical activities
A. Performs movements of
varying qualities of effort with
coordination
1. Describes the difference
between slow and fast, heavy and
light, free and bound movements
2. Demonstrates contrast
between slow and fast speeds
while using locomotor skills
3. Demonstrates the difference
between heavy and light
movements
4. Demonstrates the difference
between free and bound
physical activities
6. Identifies the characteristics of
a good team player
VI. Relationships of movement
skills in preparation for
A. Performs movements in
relation to a stationary or
moving object/person with
coordination.
1. Identifies movement
relationship
2. Demonstrates relationship of
movement

of 22
3. Follows simple instructions and
safety rules in performing
different movements
4. Performs jumping over a
stationary object several times in
succession, using forward- and-
back and side-to-side movement
patterns
4. Enjoys participating in physical
activities
 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics
5. Shows interest in participating
in physical activities
6.Expresses ideas and feelings
physical activities individually or
in a group
8.Performs different movements
learned in creative activities such
as; cultural dance, folk dance and
modern dance

of 22
9.Create movements and dance
for self-expression and social
activities
VISUAL ARTS Demonstrates understanding of
the different art concepts such
as elements, principles and
processes
I. Elements
the different art elements such
as
II. Principles
the different art principles such
as such as :
A. Creates artworks using the
different art elements/concepts,
principles and processes.
1. Identifies the different lines,
shapes and texture seen in the
surrounding.
2. Identifies colors, both in
natural and man-made objects,
seen in the surrounding.
3. Identifies the art principles
such as proportion, balance and
variety and emphasis in an art
work.
4. Apply learned concepts in art
in different activities( flower
arrangement, dish gardening,
landscaping )
5.Use different art concepts for
personal and daily activities
III. Processes
the different art processes such
as :
Sculpture/3D/2D
6. Identifies different visual art
works.
7. Distinguishes between 2-
dimensional and 3-dimensional
artworks.

of 22
8.Observe and learn from the
actual artists the different
processes
7.Integrate ICT and other
technology in the understanding
of art processes
8.Enjoy and develop self -esteem
through the different art activities
IV. Art Appreciation A. Identifies creatively artistic
designs
1. Identifies artistically designed
drawings, paintings, prints,
sculpture/3d/2d in his artworks
and in the artworks of others.
2. Expresses feeling of
satisfaction in creating his own
artworks.
3. Observe different forms of arts
in different activities, exhibits and
museums
V. Art Performance A. Takes part in art related
activities
1. Applies techniques in creating
different kinds of artworks
2. Creates an artwork using
available materials found at
home, school and environment.
3.Creates artwork using ICT and
technology

of 22
3. Participates in art related
activities in the school and the
community.
4. Engages in Art exhibits,
showcase and other art activities
5.Uses art to express oneself.
SPORTS I. Demonstrates understanding
of participation and assessment
of physical activities and
physical fitness.
A. Familiarizes with the
Philippine Physical Activity
Pyramid Guide
Philippine Physical Activity
Pyramid
1. Describes the physical activity
pyramid
(with appropriate physical/verbal
assistance)
2. Explains/Tells the indicators for
fitness
(with appropriate verbal
assistance)
3. Assesses regular participation
in physical activities based on
physical activity pyramid
assistance)
4. Apply the concepts and
principles of PAPPG in choosing
different physical activities
without verbal assistance
5. Choose different physical
activities they enjoy
B. Assesses physical fitness Larong Pinoy and Paragames

of 22
1. Explains/Tells the nature/
background of the games
assistance)
 Target games
o Tumbang-preso
o Tamaang-tao
o Tatsing
 Striking/fielding games
o Syato
o Basagang palayok
o Sipa
o Mataya-taya
o Patintero
 PARAGAMES
o Bocce
o Athletics
o Shotput
o Standing Long Jump
o Running Long Jump
o Sprint
o Goalball
o Swimming
 Ball Games
o Basketball
o Soccer
o Volleyball
o others
Note: Games are not limited to
the above listed activities

of 22
2. Describes the skills involved in
the games
assistance)
3. Observes safety precautions
assistance)
4. Executes the different skills
involved in the game
(independently/competitively or
with appropriate physical
assistance)
5. Displays joy of effort, respect
for others and fair play during
assistance)
6. Recognizes the value of
assistance)
7.Choose different physical
activities they enjoy
independently
8.Make a hobby of the different
physical activities of their choice

of 22
9.Develop self-esteem in joining
different sports competition and
activities
10.Apply learned values from
sports activities in daily living
(discipline etc..)
C. Participates and assesses
performance in physical
activities.
1.Explains/Tells health and skill
related fitness components
(independently or with
appropriate verbal assistance)
3. Explains the indicators for
fitness (with appropriate verbal
assistance)
2. Identifies areas for
improvement (independently or
with appropriate verbal
assistance)
4.Uses different physical fitness
assessment result in choosing
sports and activities they enjoy
(independently or with
assistance)
ZENAIDA G. CON-CON MELODY G. LACUESTA
SEPS, CENTRAL OFFICE EPS, ILOILO CITY
WILFREDO A. SANIDAD JR. BERNARD V. BARBON

ENRICHMENT.docx

Recommended

Recommended

More Related Content

Similar to ENRICHMENT.docx

Similar to ENRICHMENT.docx (20)

Recently uploaded

Recently uploaded (20)

ENRICHMENT.docx