The document provides an overview of the Kindergarten curriculum guide for the Philippines, including scope and sequence, themes, standards, and competencies. It contains 4 themes that explore various topics like self, family, community, country, and world. Each theme has subthemes and associated learning competencies. The guide is intended to help Kindergarten learners attain knowledge, skills, and attitudes to transition successfully to elementary school.

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Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
THE REDESIGNED
KINDERGARTEN
CURRICULUM GUIDE

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I. SCOPE AND SEQUENCE OF CONTENTS IN THE KINDERGARTEN CURRICULUM
The table contains a list of contents under subthemes that need to be attained by a Kindergarten learner within a school year. This serves as a guide in
the arrangement of learning competencies based on the sequence appropriate for a five-year old child as reflected in the curriculum guide.
THEME I: KNOWING WHO WE ARE AND OUR FAMILIES
SUBTHEMES CONTENTS
1. I am unique. Basic information about oneself (likes and dislikes, favorite things, etc.)
2. I have feelings. Basic emotions (sad, happy, surprised, etc.)
3. My body and my senses.
Body parts and their functions
Senses and their functions
4. I can do many things with my body.
Locomotor and non-locomotor movements
Music - singing songs and reciting nursery rhymes
Arts - fine motor activities
Movements - gross motor activities
Non-standard measurement using body parts
5. I belong to a family.
Uniqueness of one’s family
The members of one’s family
The roles of each family member
6. We have basic needs.
Needs - food, shelter, clothing
Go, grow, glow foods
7. My family and I celebrate special occasions.
Celebrations (Birthdays, monthly events, holidays, etc.)
Sequencing of events and following directions
8. We are healthy and safe.
Parts of the house
Common things found at home
Safety measures at home

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THEME II: EXPLORING OUR COMMUNITY
SUBTHEMES CONTENTS
1. I belong to a Kindergarten Class.
My teacher, my classmates, and I
Classroom Rules
Things I do and celebrate in school (Family Day, Buwan ng Wika, United Nations, etc.)
Non-standard measurement using common objects
2. I love my school.
Places in my school
People in my school
Familiar sounds in school
3. I belong to a community.
Places in the community
Community Helpers
Roles and responsibilities of the Community Helpers
Patterns I see around me
Caring for and protecting one's community
4. I go to different places.
Directions and positions
Modes of transportation (land, water, air)
5. I know different gadgets. Use of communication tools and technology

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THEME III: APPRECIATING IN OUR COUNTRY
SUBTHEMES CONTENTS
1. I am a Filipino child.
Identity (culture and traditions)
Rights and responsibilities
Respect and concern for our country
Philippine coins and bills
2. I can see plants everywhere.
Common plants
Parts of a plant
Classification of common plants
Uses of plants
Caring for plants
Grouping and ungrouping of sets
3. I know animals around me.
Common animals
Parts of an animal
Classification of common animals
Habitats
Animals and their young
How animals help us
Putting together and taking away
Caring for animals

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THEME IV: CARING FOR OUR WORLD
SUBTHEMES CONTENTS
1. We live in a beautiful world.
Weather
Telling time
Properties of objects
Parts of a whole
Pictograph
2. We are citizens of the world. Accepting uniqueness
3. We care for our world.
Preparedness in disasters and emergencies
Predicting outcomes
Cause and effect

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II. KINDERGARTEN CURRICULUM GUIDE
The Kindergarten Curriculum Guide (KCG) contains the learning standards set at the national level and is considered as basis in monitoring the level
of attainment of knowledge, skills, and attitude of Kindergartners. This also determines the qualification standards in preparing every five-year old
Filipino learner to transition to formal elementary schooling. Please see Annex on KCG Manual for a more details.
THEME I: KNOWING WHO WE ARE AND OUR FAMILIES
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE
Demonstrates
understanding of attitude,
emotions, similarities and
differences of oneself and
others including the
concept of family.
Demonstrates
understanding of
importance of physical
health, safety, and
appropriate movement
concepts.
Manages emotions, makes
decisions, recognizes
similarities and differences of
people, and expresses oneself
based on personal experiences.
Participates actively in various
physical activities.
Uses hands in creating models.
Performs coordinated body
movements.
Takes care of one’s physical
health and safety.
Recognize oneself as a member of a family. K-S-I-1
Express oneself through music, arts, and movement. K-S-I-2
Demonstrate ability to respond appropriately in different situations
and events.
K-S-I-3
Demonstrate locomotor and non-locomotor movements. K-S-I-IV-4
Identify one’s given name, friends' names, their family members,
and common things they use found at home. K-L-I-1
Produce the sound of the letter it stands for. K-L-I-IV-2
Write the letters of the alphabet in upper-case and lower-case
form.
K-L-I-IV-3
Narrate one’s personal experiences. K-L-I-IV-4
Use polite greetings and courteous expressions in appropriate
situations.
K-L-I-IV-5
Identify the body parts and their functions. K-PNE-I-1
Describe objects based on attributes (shapes, sizes, uses, etc.)
using senses and body parts.
K-PNE-I-2
Practice ways of caring for and protecting one’s body. K-PNE-I-3
Match numerals to a set of concrete objects. K-M-I-IV-1
Compare quantities using one to one correspondence to
determine which has more, less, or equal.
K-M-I-IV-2
Use non-standard measuring tools. K-M-I-II-3
Demonstrate respectful attitude towards oneself, parents, and
other members of the family.
K-GMRC-I-1

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Recognize the importance of having a positive attitude in dealing
with different circumstances.
K-GMRC-I-IV-2
THEME II: EXPLORING OUR COMMUNITY
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE
Understands the value of
discipline, honesty,
respect, friendship, and
care and concern.
Demonstrates proper discipline,
honesty, respect, friendship,
and care towards other people.
Follow rules and regulations in going to different places. K-S-II-1
Demonstrate proper ways of caring and protecting one’s
community.
K-S-II-2
Recognize that sounding off letters form words. K-L-II-IV-1
Identify familiar sounds in the environment. K-L-II-2
Describe the different places and persons belonging in one’s
community. K-L-II-3
Give the correct sequence of events in a text listened to. K-L-II-4
Tell the names of the days in a week and months in a year. K-L-II-5
Recognize different modes of transportation on land, water, and
air.
K-PNE-II-1
Use communication tools and technology appropriately. K-PNE-II-2
Classify common objects in the environment according to colors
and shapes.
K-M-II-1
Create own patterns. K-M-II-2
Identify the positions (in, on, over, under, top, and bottom) and
directions (left and right, front and back) of objects in one’s
environment.
K-M-II-3
Demonstrate proper behavior in various situations and places in
the community.
K-GMRC-II-1

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THEME III: APPRECIATING OUR COUNTRY
CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE
Demonstrates
understanding of one’s
identity, rights, and
responsibilities as a
Filipino citizen.
Shows appreciation for one’s
culture.
Understands one’s right and
responsibilities as a Filipino
citizen.
Recognize one’s rights as a child. K-S-III-1
Show appreciation of one’s culture and traditions. K-S-III-IV-2
Create artworks using local materials. K-S-III-IV-3
Participate in dialogues or conversations about familiar events. K-L-III-IV-1
Identify solutions to a problem based on a text listened to. K-L-III-2
Classify plants and animals according to their characteristics. K-PNE-III-1
Use the words “put together”, “add to”, and “in all” that indicate
the act of adding whole numbers.
K-M-III-1
Use the words “take away”, “less”, and “are left” that indicate the
act of subtracting whole numbers.
K-M-III-2
Identify Philippine coins and bills. K-M-III-3
Show respect and concern for our country.
K-GMRC-III-1

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THEME IV: CARING FOR OUR WORLD
CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Appreciates the beauty of
the environment through
creative expressions.
Expresses thoughts, feelings,
attitudes, and imagination
through creative expressions.
Show ways of caring for and protecting our environment. K-S-IV-1
Predict outcomes in a text listened to. K-L-IV-1
Observe and record the weather daily. K-PNE-IV-1
Classify objects based on their properties. K-PNE-IV-2
Demonstrate preparedness during emergencies and disasters. K-PNE-IV-3
Identify cause-and-effect relationships in familiar events and
situations.
K-PNE-IV-4
Create simple pictographs. K-M-IV-1
Divide a whole into two or four equal parts. K-M-IV-2
Tell time by the hour. K-M-IV-3
Demonstrate acceptance of uniqueness including but not limited
to language, gender, color, culture (dress, habits, beliefs and
faith, etc.), status in life, ability.
K-GMRC-IV-1

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III. APPENDICES
A. Code Book Legend
Sample: K-S-I-1
LEGEND SAMPLE
First Entry Level Kindergarten K
-
Uppercase
Letter/s
Learning Area SiKaP S
-
Roman
Numeral
Quarter I
-
Arabic
Number
Competency
Recognize oneself as a member of a family.
1
LEARNING AREA CODE
SIKAP S
LANGUAGE L
PHYSICAL AND NATURAL ENVIRONMENT PNE
MATHEMATICS M
GOOD MANNERS AND RIGHT CONDUCT GMRC

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B. Number of Learning Competencies
Themes SiKaP Languages
Physical
and Natural
Environment
Mathematics
Good
Manners
and Right
Conduct
Total
Knowing Who We Are and Our Families 4 5 3 3 2 17
Exploring Our Community 2 5 2 3 1 13
Appreciating Our Country 3 2 1 3 1 10
Caring for Our World 1 1 4 3 1 10
Total 10 13 10 12 5 50

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IV. GLOSSARY
Constructivism - learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those
experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schema)
Curricular themes - Bronfenbrenner’s Bio-ecological theory that defines “layers of environment, each having an effect on a child’s holistic development.”
Developmentally appropriate – pertains to practice of making and implementing a curriculum based on what the learners can do at a certain age in
terms of cognitive, physical, and emotional abilities.
Emergent literacy – describes the reading and writing experiences of children which begins at birth and prepare young learners for formal schooling to
write and read conventionally.
Integrative learning - a process of making connections among concepts and experiences so that information and skills can be applied to novel and
complex issues or challenges.
Kindergarten – is a school or class for young children, usually four to six years old, that prepares them for first grade and that develops basic skills and
social behavior by games, exercises, music, simple handicrafts, etc.
Learner-centered curriculum – a curriculum design which focuses on the achievement of holistic development of a child i.e. the development of
intellectual abilities such as cognitive or mental abilities, emotional abilities, and social skills along with physical abilities of a child.
Learning Competency - a general statement that describes the use of desired knowledge, skills, behaviors, and abilities, and often defines specific
applied skills and knowledge that enable learners perform specific functions.
Play-based activity – refers to an approach which involves child-initiated and teacher-supported learning which encourages children’s learning and
inquiry through play-based interactions that aim to stretch their thinking to higher levels.
Text - refers to a stretch of spoken and written language with definable communicative functions whereby learners acquire and learn their language and
literacy skills in context. Texts can be written, spoken, or multimodal and in print or digital/online forms. Multimodal texts combine language with other
systems for communicating, examples of which are print text, visual images, soundtracks, and spoken word as in film or computer presentation media.
Texts provide opportunities for important learning about aspects of human experience and about aesthetic value. Many of the tasks that learners
undertake in and out of school involve literary texts, information texts, media texts, everyday texts, and workplace texts.
Thematic – involves integration of all subject areas together under one theme which is common in preschool classes as children learn through interactive
activities.

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Holistic development – a philosophy of educating the whole person beyond core academics such as development of understanding of the world around
them.
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