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I. INTRODUCTION
Children with intellectual disabilities are those who are challenged, need to be heard. To be seen not as a disabled, but as a
person who has and will continue to bloom. To be seen not only as having a handicap, but as a whole human being.
Robert M. Hensel (retrieved from www.wow4u.com , July 16,2012,)


The Department of Education believes that Kindergarten education is vital to the development of the Filipino child for it is the period
when the young minds absorptive capacity for learning is at its sharpest. It is the policy of the State to make education learner-oriented
and responsive to the needs, culture, diversity of learners, schools and communities using the appropriate languages of teaching and
learning.
In line with the Millennium Development Goal on achieving Education for All (EFA) by the year 2015, SECTION 2 of the Declaration of
Policy in the Kindergarten Act; the state is mandated to provide equal opportunities for all children to avail of accessible and compulsory
kindergarten education that effectively promotes physical ,social ,intellectual ,emotional development and values formation to prepare
them for elementary schooling.
Section 4 of Republic Act 10157 states that, in the Institutionalization of Kindergarten Education, Children with Disabilities should be
included. These are learners with special needs, the gifted, those with disabilities, and other diverse learners. Early Intervention
Program, in addition to the standards should be provided for Children with Disabilities to prevent handicapping them, further.
For the purpose of the Curriculum Guide for the Kindergarten with Intellectual Disability (ID), the Kindergarten Curriculum uses the
modified basic curriculum. The curriculum emphasizes reading, writing and mathematics which are functional. This integrates adaptive
skills such as self-help skills, social skills, psychomotor, leisure and recreation and work skills towards independent living.







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M
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Follow the Six Domains
1. Socio-Emotional and
Behavioral Development
2. Physical Health, Well Being
and Self-Help
3. Motor Development
4. Cognitive Delopment
5. Language Development
6. Creative and Aesthetic
Development
My Family
My School




M
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All red marks are
suggested revisions to the
framework..

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II. FRAMEWORK

The Kindergarten Curriculum Framework for Children with Intellectual Disability is drawn from the principles and goals of the K to 12
Philippine Basic Education Curriculum Framework. It is aligned with National Early Learning Framework (NELF) and the Standards for
Curriculum and Instruction in Special Education. It depicts the developmental tasks and milestones of 5 to 6 year-olds and how
educators can guide them to develop holistically.
The framework is composed of two parts. The figure shows the theoretical bases for teaching-learning, which begins with the
comprehensive Developmentally Appropriate Practices (DAP), moves up to the principles leading to the approaches and includes child
assessment and placement options. The circle consists of three interrelated main components presented inside a pentagon. They are:
(1) Developmental Domains (2) Learning areas and (3) Curricular Themes which will be continuously assessed, monitored and
evaluated based on performance. In the middle of the circle, is the Filipino child who is envisioned to be functionally literate and
holistically developed to be mainstreamed in the society.

A. PRINCIPLES

A developmentally appropriate curriculum is one that is individually-appropriate and socially-appropriate (NAEYC, 2009). This
curriculum framework for children with intellectual disabilities considers the developmental benchmarks of Filipino learners,
recommends the use of strategies that addresses their needs and interests and uses the mother tongue as medium of instruction.
Learners with intellectual disabilities develop gradually in the different domains (cognitive, motor, socio-emotional and behavioral,
language, self-help, creative and aesthetic developments). The National Early Learning Framework (NELF), formulated by the Early
Childhood Care and Development Council, views the Filipino child, whether or not he has disabilities, as the most important asset of the
nation, also 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.

A teacher for children with intellectual disabilities should keep in mind, that:
1. Every classroom is multi-level.
2. Every teacher is a multi-level facilitator.

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3. Every learner is unique.
4. Every learner has particular intelligences or abilities.
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
7. Every learner has his/her own particular wants and interests.
8. Every learner 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; (3) learning assessment.


A. ON CHILD GROWTH AND DEVELOPMENT

The following are the general guiding principles:

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 which 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 ones 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 ones family and community including cultural and religious beliefs.


B. 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.

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7. The learning program is appropriate for developing the domains of development 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 childs language of learning in the early years and shall be recognized as a bridge
language of learning.


C. ON LEARNING ASSESSMENT AND DEVELOPMENT

The following are the general guiding principles:

11. Assessment is done to monitor learning, know where the child is and inform parents of the childs progress.
12. Assessment is essential to identifying the childs total development needs and does not determine academic achievement.
13. Assessment is best conducted regularly 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

B. Components
Component 1: The Developmental Domains and Benchmarks/Expectations

Component 1 shows the developmental domains represented by the six blocks. They are presented like books vertically arranged to
emphasize Eriksons epigenetic principle. This principle states that development happens through a gradual unfolding. The child is embracing
the domains implying that these are his/her foundation to gradually develop skills and competencies.

In these domains are the developmental tasks or milestones that kindergarteners are expected to attain. These are: (1) Socio-Emotional and
Behavioral, (2) Physical Health, Well Being and Self-Help, (3) Motor, (4) Cognitive, (5) Language, and (6) Creative and Aesthetics.




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The following are the particulars:

1. Socio-Emotional and Behavioral Development - refers to a developing understanding of justice and fairness, right and wrong, love
and respect for different arenas of the childs life.
Domain 1: Socio-Emotional and Behavioral Development
Sub-domain Benchmarks/Expectations
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 Others
Emotions)
The child is responds 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.
Social (Interactions with Other Children) The child plays and interacts positively with other children.
Social (Interactions with Adults) The child relates and interacts positively 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,
Personal Values (Honesty) The child demonstrates honesty in words and in actions.
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
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.

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2. Physical Health, Well-being and Self-Help - refers to a childs physical growth, health and safety, and self-care

Domain 2: PHYSICAL HEALTH, WELL-BEING AND SELF-HELP

Sub-domain Benchmarks/Expectations
Physical Health The child demonstrates adequate growth (weight, head circumference)
The child has functioning sensory systems to participate in daily activities
The child has adequate stamina to participate in daily activities
Personal Care and Hygiene /Self-help The child participates in basic personal care routines
o Feeds self using fingers without spillage with assistance
o Feeds self using fingers without spillage without assistance
o Prepares own food with assistance
o Prepares own food without assistance
o Opens and closes zippers with assistance
o Opens and closes zippers without assistance
o Dresses with assistance, including buttoning and tying
o Dresses without assistance, including buttoning and tying
o Wipes/Cleans him/herself after a bowel movement with assistance
o Wipes/Cleans him/herself after a bowel movement without assistance
o Brushes teeth after meals when told
o Brushes teeth after meals without being told
o Washes and dries face independently when told
o Washes and dries face independently without being told


Nationalism (Love of Country) The child shows respect and love for the Philippines.
o He/She knows he/she is Filipino
o Knows name of his/her 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 natures creatures and its resources.
Spiritual (Love for the Creator) The child shows respect and love for the creator of nature

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3. Motor Development refers to the development of skills related to the use of large and small muscle groups

Domain 3: MOTOR DEVELOPMENT
Sub-domain Benchmarks/Expectations
Gross Motor Skills Development The child shows control and coordination of body movements involving large muscles
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 lines

4. Cognitive Development - refers to a childs 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/Expectations
Attention and Activity Level The child sustains attention and modulate his activity at age-expected levels
o Sustains attention and concentration on a tabletop activity for 15-20 minutes
o Works on a school assignment with minimal supervision
o Works on a school assignment independently


Higher-Order 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 Tells which are 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 object

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o Demonstrates concept of subtraction using fingers or objects
Higher-Order Mental Abilities (Cause-Effect
Relationships)
The child is able to understand the causeeffect 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 stores verbal information in short and long term memory
o Recites the days of the week with some errors
o Recalls the days of the week without errors
o Remembers lessons learned in school even after several days have passed
o Recites the months of the year with some errors
o Recites the months of the year without errors

Higher-Order Mental Abilities (Logical
Reasoning)
The child follows the logic of events (i.e. reason why these happen) and draw accurate
conclusion by evaluating the facts presented to him
o Grasps that certain elements remain the same even if their positions change
o Predicts what will happen next in a story
o Predicts how a story will end half-way through
o Predicts how a story will end
Higher-Order Mental Abilities (Planning and
Organizing)
The child plans and organizes a simple, familiar activity
o Plans how he/she will carry out an activity with adult guidance
o Plans how he/she will carry out an activity without adult guidance
Higher-Order Mental Abilities (Creative
Thoughts)
The child generates new ideas or concepts, or new associations between existing ideas
or concepts
o Draws things or scenes from experience but with no actual model or reference
o Draws or paints things that do not exist in real life
Higher-Order Mental Abilities (Cognitive
Flexibility)
The child shifts to more adaptive cognitive processing strategies in order to effectively
deal with new and unexpected conditions in his/her environment, including problem
situations.


5. Language Development - refers to a childs 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

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Sub-domain Benchmarks/Expectations
Receptive Skills Development The child demonstrates understanding of verbal and non-verbal forms of communication
Expressive Skills Development The child uses words and gestures to express his thoughts and feelings
o Draws and tells a story about his drawing
Pre-Reading and Pre-Math (Matching) The child matches identical objects, colors, shapes, symbols
Pre-Reading and Pre-Math (Rote
Sequencing)
The child recites 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 copies 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


6. Creative and Aesthetic Development - refers to the childs awareness of and development of their innate talent and creative skills. The
domain includes music, visual arts, drama, dance and creative movements. This recent addition is recognized as equally important as the other
five domains in the development of the young learner. The benchmarks and expectations particular to this domain are to be finalized.

Domain 5: Creative and Aesthetic Development

Sub-domain Benchmarks/Expectations
Music The child participates with increasing interest and enjoyment in a variety of music activities, including
listening, singing, finger plays, games, and guided performances
The child experiments with a variety of musical instruments
Art The child gains ability in using different art media and materials in a variety of ways for creative
expression and representation
The child progresses in abilities to create drawings, paintings, models, and other art creations that are

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more detailed, creative, or realistic
The child shows growing abilities to plan, work independently, and demonstrate care and persistence in
varied art projects
The child begins to understand and share opinions about artistic products and experiences
Movement The child expresses what is felt and heard in various musical tempos and styles, through movement and
dancing.
The child shows growth in moving in time to different patterns of beat and rhythm in music
Dramatic Play The child participates in a variety of dramatic play activities that become more extended and complex
The child shows growing creativity and imagination in using materials and in playing different roles in
dramatic play situations




Component 2: Learning Areas

Component 2 addresses the different developmental domains of the 5-year olds. The learning areas transition the domain-based
curriculum of kindergarten to the content-based curriculum of grade 1. Figure 2 shows the curricular domains at the left, the learning areas in
the middle and the Core Learning in Grade 1 at the right. This design allows for a seamless transition from Kindergarten to grade1.
















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Figure 2: TRANSITION FROM KINDERGARTEN TO GRADE 1





















Transition Paradigm




Physical Education &
Health, Music & Arts
Values Education
Numeracy
Science
Socio-Emotional & Behavioral
Development
GRADE-I
LEARNING AREAS DOMAINS
KINDERGARTEN
Self-Help
Motor Development
Language Development
Cognitive Development
Aesthetic and Creative Development
CORE LEARNING
AREAS
Physical Education and
Health
Music and Arts
Edukasyong
Pagpapakatao
Araling Panlipunan

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More things around Me
My Community
My School
My Family
Myself







K TO 12

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. This curricular theme adheres to Brofenbenners Bio-ecological Theory that defines layers of
environment, each having an effect on a childs environment.

1. Myself concepts and ideas that help the learners understand him/herself better so that he/she will develop as an individual.
2. My Family concepts, ideas, practices that guide 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 1-4 but which may be
relevant to the community, culture, and interest of the learner.











Language
Mathematics
English, Filipino and
Mother Tongue


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Figure 3

The Curricular Themes

III. OVERALL GOAL AND OUTCOMES

A. Overall Goal: Kindergarten pupils are prepared for mainstreaming to Grade I
B. Outcomes:
By the end of the KINDERGARTEN year, the children will be:
communicators in their mother tongues;
healthy and physically active;
respectful, honest, God-loving;
proud of themselves and their family
creative and appreciative of the arts, and
caring of the environment;


IV. CONTENT AND PERFORMANCE STANDARDS

DOMAIN 1: SOCIO EMOTIONAL AND BEHAVIORAL DEVELOPMENT

Domain/Strand Content Standards Performance Standards
Sosyo Emoyonal Ang bata ay . . .
Nagkakaroon ng kaalaman ukol sa
sarili
Ang bata ay inaasahang . . .
Nasasabi ang mga payak na
impormasyon ukol sa sarili

Kagandahang Asal Nagkakaroon ng pagpapahalaga sa
sarili
Nakapagpapakita ng paggalang sa
sarili sa lahat ng pagkakataon
Sosyo Emosyonal Nagkakaroon ng kaalaman sa sariling Nakapagpapahayag ng ibat-ibang

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damdamin damdamin sa tamang paraan
Nakapagpapahayag ng kakayahang
mapigil ang mga damdamin at
emosyon at nakasusunod sa mga
pang-araw-araw na gawain/tuntunin
Nakapagpapakita ng paggalang sa
sarili sa lahat ng pagkakataon
Nakauunawa at nakapagpapakita ng
sariling emosyon

Kagandahang Asal Nagkakaroon ng pagpapahalaga sa
sarili
Nakapagpapakita ng paggalang sa
sarili sa lahat ng pagkakataon
Nakapagpapakita ng katapatan sa
kanyang ginagawa
Sosyo-Emosyonal Pagkilala sa sarili bilang kabahagi ng
pamilya
Nagkakaroon ng kamalayan ukol sa
tahanan at mga kasapi ng pamilya
Kagandahang Asal



Nagkakaroon ng kaalaman ukol sa
pakikipag-unay sa mga miyembro ng
pamilya at nakatatanda
Nakapagpapakita ng pagmamahal at
paggalang sa mga kasapi ng mag-
anak at kilalang nakatatanda
Nagkakaroon ng kamalayan sa
konsepto ng disiplina
Nakatatanggap at naisasagawa ang
mga itinakdang tungkulin
Nagkakaroon ng pagpapahalaga sa
Panginooon
Nakapagpapakita ng pagmamahal sa
Panginoon
Sosyo-emoyonal Pagkilala sa sarili bilang kabahagi ng
paaralan
Natutukoy ang mga tao at lugar sa
paaralan
Kagandahang asal Nagkakaroon ng kaalaman ukol sa
pakikipagkapwa
Nakapagpapakita ng pagmamahal at
paggalang sa kapwa
Sosyo-emosyonal Nagkakaroon ng mabuting pakikipag-
ugnayan sa kapwa bata
Nakapag-uugnay ng magandang
relasyon sa kanyang kapwa bata
Nakapagpapakita ng pagmamahal at
paggalang sa kapwa
Nakikilala at natatanggap ang Nakapagpapakita ng pagtanggap at

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emosyon ng iba pag-unawa ng emosyon ng ibang tao
at nakapagpapahiwatig ng pagdamay
sa damdamin ng iba (empathy)
Naipahihiwatig ang akma at
katanggap- tanggap na reaksyon sa
damdamin ng iba
Nakikilala ang sarili bilang kabahagi
ng bansa
Nakapagpapakita ang paggalang sa
pambansang awit at pambansang
watawat
Pagkilala sa sarili bilang kabahagi ng
pamayanan
Natutukoy ang mga katulong sa
pamayanan
Natutukoy ang mga lugar sa
pamayanan
Nagkakaroon ng kamalayan ukol sa
pagkaka-iba ng tao
Nakikilala at nauunawaan ang mga
pagkakapareho at pagkaka-iba ng tao
ayon sa kaanyuan,wika at kultura
Ngkakaroon ng kamalayan sa
tungkulin sa pag-aalaga ng kapaligiran
Nakasasali nang may sigla sa mga
pangkatang Gawain
Nakapagpapakita ng pagmamalasakit
sa kalinisan at kaayusan ng
kapaligiran
Nagkakaroon ng kamalayan sa
pananagutang panlipunan at
pampaaralan
Nakapagpapakita ng malasakit sa
kapwa
Pagkilala sa sarili bilang kabahagi ng
bansa
Nakapagpapakita ng pagmamahal at
pagmamalaki sa sariling bansa


DOMAIN 2: PHYSICAL HEALTH WELL BEING AND SELF HELP


Domain/
Strand
Content Standards Performance Standards

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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
safety procedures
demonstrate safety practices at home, in school, at the
playground, and
the neighborhood
Shows awareness of community helpers
Participates in self safety.
Self-Help Acquires attitudes, knowledge and skills
about self-care and daily living habits

Acquires knowledge , attitudes and skills
with optimal independence in areas of
daily life.
Demonstrates adequate sensory processing to carry out
skills of daily life
participates in mealtime activities with increasing
independence
Participates actively in dressing
Participates actively in self care



DOMAIN 3: MOTOR DEVELOPMENT

Domain/Strand Content Standards Performance Standards
MOTOR
DEVELOPMENT
The Learner
demonstrates
fundamental gross
motor skills properly
demonstrates
competence in various
fine motor skills
The Learner
demonstrates locomotor skills such as walking, running, skipping,
jumping, and climbing correctly
demonstrates non-locomotor skills such as pushing, pulling, swaying,
and bending correctly
demonstrates receptive and projective (manipulative) skills such as
throwing, catching, and kicking correctly
demonstrates fine motor skills such as cutting, writing, drawing, and
using spoon and fork correctly.


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DOMAIN 4: COGNITIVE DEVELOPMENT

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS
COGNITIVE - SENSORY
PERCEPTUAL MOTOR
DEVELOPMENT
The Learner

Demonstrates sensory perceptual
skills

The Learner is expected to

Demonstrate awareness of the position and movement
of ones 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)

COGNITIVE -
MATHEMATICS
Begins to identify and classify colors,
shapes, and sizes
Identify and classify colors, shapes, and sizes
Begins to understand the relationship
between numbers and quantities up to
10
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
Uses the phrase put together, add to, and plus to
understand the concept of addition
Uses the phrase 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

Measurement Understands the concept of time,
length, and the non-standard units to
measure them
Observes sunrise and sunset to tell the time of the day
(morning, noontime, evening)
Tells the days in a week and months in a year

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Measures and compares the length of familiar objects
using non-standard units
COGNITIVE PHYSICAL
AND NATURAL
ENVIRONMENT
Knows the similarities and differences
of living things
Knows that living things are made up
of parts that have specific functions

People
Identifies the similarities and differences of people
Identifies the body parts of people and their specific
functions
Identifies the five senses to observe surroundings and
classifying objects observed
Animals
Identifies the similarities and differences of animals
Sorts animals according to shared characteristics
(movement, habitat)
Describes the basic needs of animals
Identifies ways to care for animals
Plants
Identifies plants that are edible and non-edible
Describes the basic parts of the plants and its function
Identifies ways to care for plants
Knows that the weather changes and


DOMAIN 5: LANGUAGE DEVELOPMENT

Domain

Content Standards Performance Standards
COGNITIVE-
LANGUAGES
DEVELOPMENT
Listening
discriminate sounds
listens to directions
listens to stories

distinguishes different types of sounds
follows simple direction
comprehends simple and familiar stories
Speaking
expresses oneself
asks and answers
questions

increase his/her vocabulary for describing things and expressing ones
feeling
answer and responds to questions accordingly

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shares information
tells stories
increase his/her vocabulary in sharing information
narrate simple and familiar stories
Pre-reading (Reading Readiness)
acquires awareness of
directions necessary in
learning to read
acquires awareness of
similarities and differences
visualizes pictures or
objects even when these
would be hidden from view
familiarizes himself with the
use of books
appreciates
stories/poems/rhymes
listened to


discriminate similarities and differences between pictures and objects
classify objects according to function
note details in pictures
visualize objects and pictures from memory
comprehend picture stories
perform relevant study skills
listen attentively to stories, poems/rhymes

Writing
acquires proper skills in
holding writing materials
and in writing basic strokes
acquires basic skills in
tracing lines and shapes
acquires basic skills in
tracing letters, numbers,
and ones name
acquires basic skills in
copying letters, shapes,
numbers, and ones name

hold pencil properly
draw basic strokes correctly
trace lines and shapes
trace letters, numbers, and ones name properly
copy lines, shapes, letters, numbers, and ones name properly



DOMAIN 6: AESTHETIC AND CREATIVE DEVELOPMENT

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS

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AESTHETIC AND CREATIVE
DEVELOPMENT
The Learner

Appreciates the beauty of nature

Appreciates the visual arts

Uses a variety of materials, tools,
techniques, and processes in visual
arts

The Learner is expected to

Observe things and occurrences in
nature

Show interest in examining various
things found in nature


Identify the various art forms

Demonstrate interest and enjoyment in
viewing works of art

Participate in the creation of visual art

Create visual arts using different
materials

Describe the characteristics of visual
arts that they prefer

Choose visual arts that they prefer



V. Budget of Work for Kindergarten Children witn Intellectual Disability


FIRST GRADING PERIOD (10 WEEKS)
THEME: MYSELF

Domain 1: Socio-Emotional and Behavior Development`

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Domain/Strand Content Standards Performance Standards Competencies
Sosyo- Emoyonal Ang bata ay . . .
Nagkakaroon ng
kaalaman ukol sa
sarili


Ang bata ay inaasahang . . .
Nasasabi ang mga payak na
impormasyon ukol sa sarili


1. Nakikilala ang sarili



-gusto

2. Nailalarawan ang sarili sa iba

3. Nasasabi ang mga kayang gawin at katangian
-awit



Kagandahang
Asal
Nagkakaroon ng
pagpapahalaga sa
sarili
Nakapagpapakita ng
paggalang sa sarili sa lahat
ng pagkakataon
4. Naipakikita ang tiwala sa sariling kakayahan nang
may pagpapakumbaba
- Nakaaawit ng bahagi ng isang awit na naririnig
- Nakasasayaw ng mga simpleng hakbang sa saliw
ng tugtugin

Sosyo Emosyonal Nagkakaroon ng
kaalaman sa
sariling damdamin
Nakapagpapahayag ng
ibat-ibang damdamin sa
tamang paraan
5. Nakikilala ang mga pangunahing emosyon



6. Naipapahayag ang ibat-ibang damdamin sa
angkop na sitwasyon at paraan
tumatawa, lumulundag,humahalakhak,
humahagikhik, pumapalakpak
Nakapagpapahayag ng
kakayahang mapigil ang
mga damdamin at emosyon
at nakasusunod sa mga
7. Napanghahawakan ang matinding damdamin gaya
ng:
umiiyak, di-pagkibo, malungkot na
mukha, nakasimangot

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pang-araw-araw na
gawain/tuntunin
umiiyak, nanginginig, sumisigaw


8. Naipakikita ang kakayanan na pigilan ang kanyang
galit at pagkadismaya kapag:

iba

Nakapagpapakita ng
paggalang sa sarili sa lahat
ng pagkakataon
9. Naipahahayag sa positibong paraan ang
nararamdaman kung tinutukso
Kagandahang
Asal
Nakauunawa at
nakapagpapakita ng sariling
emosyon

10. Nakapagbibigay ng dahilan at naipagtatanggol
kung bakit niya ginawa ang isang bagay sa
magalang at maayos na paraan
- di sumisigaw, di umiiyak o sinusumpong

11. Nasasabi ang kanyang mga pangangailangan
nang walang pag-aalinlangan
- nasasabi kung nararamdaman na kailangan
pumunta sa palikuran
- nasasabi kung nagugutom, napapagod

12. Naipahihiwatig ang mga gusto at di-gusto sa
magandang pamamaraan
- nasasabi ang please, pwede po ba, excuse me


Nagkakaroon ng
pagpapahalaga sa
sarili
Nakapagpapakita ng
paggalang sa sarili sa lahat
ng pagkakataon
13. Naiiwasan ang paggawa ng di-kaaya-ayang
gawain sa harap ng publiko

Nakapagpapakita ng
katapatan sa kanyang
ginagawa
14. Nasasabi ang totoo sa lahat ng pagkakataon

15. Naipakikita ang pagiging matapat
15.1.Naibabalik/naisasauli kaagad ang mga

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bagay na napulot/natagpuan/hiniram sa may-ari
15.2.Naitatago lamang ang sariling gamit/bagay
15.3.Naiiwasang mandaya sa kapwa


Domain 2: PHYSICAL HEALTH, WELL BEING AND SELF HELP

Domain/Strand Content Standards Performance Standards Competencies/indicators
Physical Health The learner
Acquires and
practices sound
health habits

The learner
demonstrates health habits that
keep their bodies clean and
practices sanitary habits.



1. Practices good health habits with phasing,
physical prompting, and verbal cues in
washing hands
brushing teeth
cleaning ears and combing hair
using the toilet independently
2. Uses toilet with cueing on diaper routine
3. Demonstrates bladder control in toilet
with assistance or independently during day and
night
4.Demonstrates bowel control in toilet with
assistance or independently during day and
night

Well Being Identifies and
practices
appropriate
safety
procedures
demonstrates safety practices at
home
.
5. Observes safety routines at home
keeps toys in their proper places
avoids sharp objects
plugs and unplugs electrical appliances correctly
goes up and down stairs correctly
climbs up and down poles and trees cautiously
Self-Help
Acquires

participates in mealtime

6. Demonstrates the following with phasing, physical

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knowledge,
attitudes and
skills with
graduating
independence
in areas of daily
life.




activities with increasing
independence











prompting and cueing:
Drinking liquids through a straw
Using cup/sippy cup for drinking
Drinking liquids from a container
Using table napkins
7. Explores new food textures and tastes
8. Demonstrates table manners appropriate to setting
8.1 Feeds oneself , using proper utensils
(e.g. spoon, fork)
8.2 Uses words like Please pass when asking
for more, Thank you,
3.3 Passes bowl to table companions
9. Pours small amount of liquid with little spills

Domain 3: Motor Development
DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES
MOTOR
DEVELOPMENT
The Learner

demonstrates
fundamental gross
motor skills properly

The Learner. . .

demonstrates locomotor skills
such as walking, running,
skipping, jumping, and
climbing correctly
The Learner

1. performs the following locomotor activities
with ease after the teacher demonstrates:
1.1 walking on tiptoe
1.2 walking forward
1.3 walking backward
1.4 walking to the right
1.5 walking to the left
1.6 running at a distance back and forth,
with alternate movement of the arm
1.7 jumping forward without falling
1.8 skipping with one foot
1.9 skipping rope independently
1.10 climbing the stairs, alternating feet
1.11. Swimming

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Domain 4: Cognitive Development
DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
COGNITIVE -
SENSORY
PERCEPTUAL
MOTOR
DEVELOPMENT
The learner

demonstrates
sensory perceptual
skills

The learner . . .

demonstrates awareness of
the position and movement
of ones body (body
awareness)
The Learner

1. Identifies left and right of self
2. Moves body parts as directed
COGNITIVE -
MATHEMATICS
begins to identify
and classify colors,
shapes, and sizes
Identifies colors, shapes,
and sizes
3. Identifies attributes of:
3.1 Colors
3.2 Shapes (basic shapes)
3.3 Sizes (big-small, long-short)
4. Identifies objects based on an attribute
Example: child points at objects that are blue
when asked, which of these objects are blue?
5. Describes objects based on specific attributes
Example: child describes an object based on its
color, shape, size, texture, etc.
6. Matches objects/pictures in one-to-one
correspondence
6.1 Object to object
6.2 object to picture
6.3 picture to picture
7. Sorts and groups objects into 2 or more groups
according to specific attributes:
7.1 colors
7.2 shapes
7.3. sizes
COGNITIVE
PHYSICAL AND
NATURAL
Knows that people
are made up of
parts that have
People
Identifies the body parts of
people and their specific
8. Identifies ones body parts
8.1. Identifies the different parts of the face
8.2. Identifies the trunk and limbs ( arms,

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ENVIRONMENT specific functions

Knows the
similarities and
differences of
people









functions
Identifies the similarities and
differences of the body parts
of people

Identifies the five senses

Uses the five senses to
observe surroundings

classify objects observed
hands, waist, hips, legs and feet)

9. Tells the function of each body part
9.1. States the function of the different parts of the
face
9.2. states the function of the arms, hands, legs
feet
10. Demonstrates movements using different body
parts
11. Names the five sense organs and their
corresponding functions
12. Uses the senses to observe the environment
13. Uses each of the senses in classifying objects
(e.g. texture soft/hard; smooth/rough; taste salty,
sweet, sour)
14.Identifies ones needs and ways to care for ones
body
Domain 5: Language Development
DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
LANGUAGE
DEVELOPMENT
The learner. . . The learner . . . The learner. . .
Listening and Viewing

Identify sounds


Distinguishes different
types of sounds

1. Discriminates environmental sounds
1.1 identifies environmental
sounds
animals
objects or toys
natural sounds (rain,
waves, thunder)
vehicles
sounds that signal
emergency situations
1.2 Speech sounds
*distinguishes similar/dissimilar

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sounds
*identifies similar initial sounds
*identifies dissimilar initial
sounds

Speaking

Expresses oneself

Increases his/her
vocabulary for describing
things and expressing
ones feeling

4 Uses simple greetings and courteous
expressions in appropriate situations
4.1 Good Morning/Afternoon
4.2 Thank You/ Youre Welcome
4.3Excuse Me/Im Sorry
4.4Please/May I

Reading Pre-reading (Reading
Readiness)

acquires awareness of
directions necessary in
learning to read
acquires awareness of
similarities and
differences


shows proper eye-hand
coordination
follows left-to-right eye
movement in answering
activities
discriminates similarities
and differences between
pictures and objects


Sensory - Motor
5. Demonstrates eye-hand coordination
e.g. *color large picture with crayon
*string beads: at random, by size
pattern, by color pattern
*forms a 2-4 piece interlocking
frame puzzle
*ties and unties shoe laces
6. Shows left to right eye movement
6.1 connect broken lines from left to
right
7. Notes similarities and differences in
letter forms in the alphabet
7.1 identifies similar letters in a group
of letters
e.g. f t f t f t f
7.2 identifies the letter that is different
in a group of letters
e.g. t t t r

Writing Pre-writing

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acquires proper skills in
holding writing materials
and in writing basic
strokes



holds pencil properly
draws basic strokes
correctly





8. Holds pencil properly/correctly
9.Draws basic strokes
9.1 down
9.2 across
9.3 slant right
9.4 slant left
9.5 circle









Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
AESTHETIC AND CREATIVE
DEVELOPMENT
The Learner

Appreciates the beauty
of nature








The Learner

Observes things and
occurrences in nature

Shows interest in
examining various things
found in nature




The Learner. . .

1. Uses the five senses to observe
things in the classroom found in nature
.
2. Uses the 5 senses to observe things
in the classroom not found in nature

3. Enumerates things found in the
classroom and in nature in terms of
Colors
Shapes

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Appreciates the visual
arts








Uses a variety of
materials, tools,
techniques, and
processes in visual arts



Identifies the various art
forms
Demonstrates interest
and enjoyment in viewing
works of art


Choose visual arts that
they prefer


Participates in the
creation of visual art

Creates visual arts using
different materials








Describes the
characteristics of visual
arts that they prefer


number

4. Views and appreciates drawings and
paintings in exhibits in a museum,
library or other venue
5.. Points to drawings or paintings that
they like or appreciate
6. Tells why they like, appreciate or
think the painting is best for them

7.Identifies basic drawing materials like
pencils, crayons, rulers, and
bond papers
discarded plastic cups, spoons,
forks, etc
leaves, roots, dried flowers,
twigs, stems etc.
paint,paint brushes, water
colors, and bond papers


8 .Draws and paints simple objects
based on a visual model (e.g. ball, atis,
car, etc.)

9. Draws and paints at least 10 familiar
objects independently

10. Talks about drawing or painting in
front of the class
11. Displays his drawings and
paintings with pride in the art corner of
the classroom
12. Appreciates the drawings and

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paintings of classmates



SECOND GRADING PERIOD (10 WEEKS)
THEME: MY FAMILY

Domain 1: Socio-Emotional and Behavior Development
Domain/
Strand
Content Standards Performance Standards Competencies
Sosyo-
Emosyonal
Pagkilala sa sarili
bilang kabahagi ng
pamilya
Nagkakaroon ng kamalayan
ukol sa tahanan at mga
kasapi ng pamilya
1. Nasasabi kung sinu- sino ang mga miyembro
ng pamilya
2. Nasasabi ang pangalan ng magulang

3. Nasasabi ang pangalan ng miyembro ng sariling
pamilya

4. Nasasabi ang tamang adres ng tirahan,
5. Nasasabi ang tamang numero ng telepono
6. Nasasabi kung anu-ano ang mga bahagi ng tahanan
Kagandahang
Asal
Nagkakaroon ng
kaalaman ukol sa
pakikipag-unay sa
mga miyembro ng
pamilya at
nakatatanda
Nakapagpapakita ng
pagmamahal at paggalang
sa mga kasapi ng mag-anak
at kilalang nakatatanda

7. Naipakikita ang pagmamahal sa mga kasapi ng mag-
anak (Tatay, Nanay, Lolo, Lola at mga kapatid)at sa
mapagkakatiwalaang nakatatanda sa pamamagitan ng:
7.1. pagsunod nang maayos sa mga
utos/kahilingan
7.2. pagmamano/paghalik
7.3. paggamit ng magagalang na
pagbati/pananalita
7.4. pagsasabi ng mga salitang may
pagmamahal (I love you Papa/Mama)
7.5. pagsasabi ng mga salitang tulad ng Im
sorry o Hindi ko po sinasadya ,Thank

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you o Salamat po at Youre welcome o
Walang anuman,kung kinakailangan
7.6. paggamit ng magagalang na pantawag tulad ng
Ate, Kuya, atbp.
8. Nakahihingi ng pahintulot sa:
8.1. paggamit ng bagay ng ibang tao
8.2.pagtungo sa ibang pook, atbp.

9. Nakikinig sa mungkahi ng mga magulang at
iba pang kaanak
(hal. Sa mga damit na susuotin, sa mga bata
o nakatatanda na dapat samahan)

10. Nagiging mapanuri sa pagkilala ng mga taong hindi
pinagkakatiwalaan sa pagpapakita ng pisikal na
pagmamahal tulad ng paghalik at pagyapos sa gabay
ng mga magulang

11. Nailalarawan ang nagagawa ng mga tagapag-alaga
kung ano ang kanilang gusto/di-gusto at ang paraan ng
pagtrato o pakikitungo nila sa bata


-alaga

Kagandahang
Asal
Nagkakaroon ng
kamalayan sa
konsepto ng disiplina
Nakatatanggap at
naisasagawa ang mga
itinakdang tungkulin

12. Nakasusunod sa mga utos/gawain nang maayos at
maluwag sa kalooban sa mga tuntuning pantahanan,
pampaaralan at pampamayanan
12.1. pagliligpit ng mga gamit sa tamang
lalagyan pagkatapos gamitin
12.2 pag-iingat sa sariling kagamitan at
kasangkapan at ng sa iba

13. Naisasagawa ang pang-araw-araw na gawain sa

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tulong ng nakatatanda ng may kasiyahan
- pagwawalis, pagdampot ng kalat, wastong
pagtapon ng basura, pag-abot
sa mga kasangkapan sa nakatatanda
Nakagagawa nang may kusa, nakagagawa
nang mag-isa
Kagandahang
Asal
Nagkakaroon ng
pagpapahalaga sa
Panginooon
Nakapagpapakita ng
pagmamahal sa Panginoon
14. Naipakikita ang pagmamahal sa Panginoon
14.1 pagsama sa nakatatanda sa pagsamba
Pagsunod sa mga utos at aral ng relihiyon
14.2 paggalang sa mga pook-dalanginan
hal. - pagiging tahimik
- pagsusuot ng angkop na kasuotan
14.3 maayos na pagkilos sa pook sambahan
hal. -pagluhod/pagtayo/pagyuko
- pag-awit/pagsunod sa gawain sa pang-
relihiyong seremonya
15. Naipakikita ang pagmamahal sa mga likha ng
Panginoon
Pag-aalaga sa mga hayop at halaman
Pag-aalaga sa mga anyong tubig (ilog, dagat)
Pag-aalaga sa anyong lupa (kagubatan)

Domain 2: Physical Health, Well being and Self-Help
Domain/Strand Content Standards Performance Standards Competencies/Indicators
Health The learner
Acquires and practices
sound health habits

The learner
demonstrates health habits
that keep their bodies clean
and sanitary.


1. Washes face and body with phasing and
physical prompting
2. Bathes with adult supervision
3.Uses handkerchief to cover nose and mouth
when coughing, sneezing, and crying
4. Blows nose or wipes face with phasing and
physical prompting


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PROPERTY OOF SPED
Well Being Identifies and practices
appropriate safety
procedures
demonstrates safety
practices at home



5. Recognizes when to get out of danger (e.g.,
moves out of the way of others, identifies safety
hazards in play or real life) during
5.1 typhoons,
5.2 Floods and tsunami
5.3 fire
5.4 earthquake
5.5 volcanic erruptions
6. Shows how to avoid environmental hazards
Stays in safe places during typhoons and
floods
Applies preventive and active measures
before,during and after the above.
Does and practices safety measures (e.g.
duck-cover-hold)
Self-Help
Acquires knowledge,
attitudes and skills
about self-care and
daily living habits with
optimal independence




participates in
mealtime activities with
increasing
independence









7. Tells which are considered healthy foods to eat
when presented with several foods
8. Tolerates a variety of textures and tastes in food.
9. Partcipates in mealtime activities
9.1 Helps set the table by placing utensils
correctly while being prompted
9.2 Serves self at the table while parent holds
serving dish
9.3 Uses knife or spoon in spreading sandwich
filling
9.4 Clears place at the table after eating

Domain 3: Motor Development
DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES
MOTOR DEVELOPMENT The Learner The Learner The Learner

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demonstrates fundamental
gross motor skills properly


demonstrates non-
locomotor skills such as:
turning, bending, pushing,
pulling, and swaying
correctly

1. Demonstrates the following
non- locomotor tasks during
warm- up activities after
teacher demonstrates:
1.1 turning ones head to
the right
1.2 turning ones head to
the left
1.3 bending torso forward
1.4 bending torso
backward
1.5 bending torso to the
right
1.6 bending torso to the
left
1.7 bending to pick up
objects without falling
1.8 pushing a box on the
table with both hands
1.9 pulling a toy car or
any improvised toy
with wheels in any
open space
1.10 swaying both arms
to the right and to the left

Domain 4: Cognitive Development
DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
COGNITIVE SENSORY
PERCEPTUAL MOTOR
DEVELOPMENT
The Learner. . .
Demonstrate sensory
The Learner. . .
Demonstrates visual


1. Tells which objects are same

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perceptual skills discrimination skills like,
identifying same and
different; missing parts,
which does not belong
(Visual Discrimination)
and tell why
2. Tells which objects are different
and tell why
3.Identifies missing parts in
objects and pictures
4. Identifies which does not
belong in a given set of objects,
pictures, symbols (letters,
numbers)
COGNITIVE - MATHEMATICS Begins to understand the
relationship between
numbers and quantities
up to 5
Recognizes sets of
objects up to 5
Compares two or more
sets of objects up to 5
Recognizes, represents,
matches, names, reads,
counts, and writes whole
numbers up to 5
Compares and orders
whole numbers up to 5
5. Rote counts up to 5
6. Counts objects with one-to-one
correspondence, up to quantities
of 5
7. Conserves number and the
equivalence of number
( e.g. counting 2 fingers to
represent the number 2)
8. Recognizes and identifies
numerals 0 5 with picture cues
9. Writes numerals 0 5 by
tracing from a template
10. Arranges numbers 1-5 from
least to greatest/greatest to least
with concrete representations
11. Applies number concepts 1-5
and counting skills in daily life
(counting spoon and fork)
COGNITIVE PHYSICAL
AND NATURAL
ENVIRONNMENT

Knows the similarities
and differences of
animals
Knows that animals are
made up of different parts

Animals
Identifies the similarities
and differences of animals
Sorts animals according
to shared characteristics
(movement, habitat)
Describes the basic

12. Names animals and their
parts (pets and common farm
animals)
13. Describes animals based on
their characteristics
How they move

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needs of animals
Identifies ways to care for
animals
Sounds they make
What they eat
14. Groups animals according to
certain characteristics
Movement
Habitat: land and
water
15. Identifies the needs of animals
16. Identifies ways to care for
animals


Domain 5: Language Development
DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
LANGUAGE DEVELOPMENT
Listening The learner . . .
Discriminates sounds


The Learner . . .
Distinguishes different types of
sounds

1. Discriminates sounds as loud/soft

Speaking

Asks and answers questions
properly
Answers and responds to
questions accordingly


2. Answers questions about oneself
and ones family (e.g. What is your
name?; Where do you live; What is
the name of your father/mother?,
etc.)
3. Expresses feelings, thoughts, and
ideas

Reading Pre-reading (Reading
Readiness)

visualizes pictures or
objects even when these


notes details in pictures
visualizes objects and
Visual Discrimination
4. Identifies differences in orientation or
position

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would be hidden from
view


pictures from memory




5. Notes details in a picture
6. tells what one sees in a simple picture
7. tells the missing or added parts in a
picture
8. identifies emotional reaction of people
in a picture
(e.g. picture of a boy receiving a gift
from father (boy is happy)

Writing




acquire basic skills in
tracing lines and shapes



trace lines and shapes


Tracing
(Begin with chalkboard and wide paper
exercises moving gradually to ruled pad
paper)

9. Traces horizontal lines

10. Traces vertical lines

11. Traces shapes

Domain 6: Aesthetic and Creative Development
DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
AESTHETIC AND CREATIVE
DEVELOPMENT
The Learner


The Learner

Identifies the various
The Learner...

1. Listens to musical pieces

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Appreciates music

Uses a variety of
materials, tools,
techniques, and
processes in music
forms of music

Demonstrates interest and
enjoyment in listening to
music


Chooses music that they
prefer

Describes the
characteristics of music
that they prefer

Participates in the creation
of music

Creates rhythm

Responds to different
beast, pitch, melody,
dynamics, tempo, mood
familiar to the child

2. Listens to musical pieces
familiar in the community

3.Sings, with prompts, the
musical pieces listened to

4. Sings, without prompts, the
musical pieces listened to

5. Sees and touches musical
instruments found in school

6. Names musical instruments
found in school
7. Watches how these musical
instruments are used

8. Plays with the musical
instruments with teachers
prompts





Third Quarter (10 Weeks)
Theme: My School

Domain 1: Socio-Emotional and Behavior Development

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DOMIAN/
STRAND
CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES
Sosyo-
emoyonal
Pagkilala sa sarili
bilang kabahagi ng
paaralan
Natutukoy ang mga tao at
lugar sa paaralan
1. Nasasabi kung sinu-sino ang mga taong
mapagkakatiwalaan sa paaralan
2. Nakikilala ang mga guro, punong-guro, mga
kamag-aral at iba pang mapagkakatiwalaang
tao sa paaralan
3. Natutukoy ang mga lugar sa paaralan na
ligtas
- silid aralan, opisina ng punong-guro, silid
aklatan, guard houise atbp.
Kagandahang
asal
Nagkakaroon ng
kaalaman ukol sa
pakikipagkapwa
Nakapagpapakita ng
pagmamahal at paggalang
sa kapwa
4. Naipakikita ang pagmamahal sa kapwa bata
4.1 pagbabahagi ng pagkain, gamit at laruan
4.2 pagpapahiram ng gamit at laruan
4.3 pagtanggap sa kalaro o kaibigan maging
sino man siya
5. Naipakikita ang paggalang sa kapwa
5.1 pagtawag sa tamang pangalan
5.2paghihintay ng kanyang pagkakataon

Sosyo-
emosyonal
Nagkakaroon ng
mabuting pakikipag-
ugnayan sa kapwa
bata
Nakapag-uugnay ng
magandang relasyon sa
kanyang kapwa bata
6. Nakapagsisimula ng laro

7. Nakikipaglaro sa dalawa o tatlong
bata gamit ang isang laruan
Kagandahang
asal
Nakapagpapakita ng
pagmamahal at paggalang
sa kapwa
8. Naipakikita ang pagpapahalaga sa
maayos na pakikipaglaro
8.1 pagiging mahinahon
8.2 pagsang-ayon sa pasya ng nakararami/
guro
8.3 pagtanggap ng pagkatalo nang
maluwag sa kalooban
8.4 pagtanggap ng pagkapanalo nang may
kababaang loob

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Sosyo-
emosyonal
Nakikilala at
natatanggap ang
emosyon ng iba
Nakapagpapakita ng
pagtanggap at pag-unawa
ng emosyon ng ibang tao at
nakapagpapahiwatig ng
pagdamay sa damdamin ng
iba (empathy)
9. Naisasaalang-alang ang damdamin ng iba at
nakikisali sa kasiyahan/nakikiramay sa
kalungkutan ng iba
ng kalaro o
kaklase kung malungkot
kung malungkot
= nakikisaya sa mga kalaro na nanalo

Naipahihiwatig ang akma at
katanggap- tanggap na
reaksyon sa damdamin ng
iba
10. Naipahihiwatig ang akma at katanggap-
tanggap na reaksiyon sa damdamin ng iba
hal. - hindi pagtawa sa batang nadapa o
kaklaseng nagkamali
11. Naipadadama at naipakikita ang
pagmamahal sa mga nakatatanda at mga bata

11.1 Pinakikita ang interes sa iniisip at
ginagawa ng mga nakatatanda at mga
bata sa pamamagitan ng
- pakikinig
- pagtatanong
12. Nakikisalamuha sa mga bata,kilalang nakatatanda
sa pamamagitan ng pakikipag-usap at pakikipaglaro

13. Nakahihingi ng tulong sa kapwa
bata at mga nakatatanda kung kinakailangan
Nakikilala ang sarili
bilang kabahagi ng
bansa
Nakapagpapakita ng
pagmamahal at
pagmamalaki sa sariling
bansa
14. Naipakikita ang paggalang sa pambansang
watawat at sa pambansang awit.
= pagtayo nang tuwid habang nakalagay ang
kanang kamay sa dibdib
= pag-awit ng wasto ng Lupang Hinirang




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Domain 2: Physical Health, Well being and Self-Help
Domain/Strand Content Standards Performance Standards Competencies/indicators
Health The learner

Acquires attitudes,
knowledge, and skills
about physical activities
for maintaining
physically fit lifestyles
The learner

shows sufficient
energy to participate in
daily activities
(Physical Fitness)




1. Participates in games and other forms of
exercises such as:
doing an obstacle course;
relay
Maria went to town
Well Being Identifies and practices
appropriate safety
procedures
demonstrates safety
practices in playground

participates in self
safety.

2. Uses playground facilities properly
3. Communicates safety concerns to others
(e.g., somethings burning, noting a
stranger, concern for others).
4. Requests assistance in unsafe situations
(e.g., avoiding strangers, fire, strange
animals).

Self-Help Acquires knowledge ,
attitudes and skills with
optimal independence in
areas of daily life.




participates in
dressing




participates in self
care








5. Puts on and takes off clothes like
Shirts
Underwear
socks
coat or jacket.
6. Puts on clothes demonstrating the
following dressing activities:
6.1 Buttoning
6.2 Snapping
6.3 Zipping
6.4 Lacing
7. Puts off clothes demonstrating the
following undressing activities:

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Shows awareness of roles of
community helpers

7.1 Unbuttoning
7.2 Unsnapping
7.3 Unzipping
7.4 Unlacing

8. Puts on shoes (laces shoes)

9. Removes ones shoes (unlaces shoes)

10. Tolerates a variety of clothing (e.g.,
wearing pants and socks, wearing a jacket
or hat when needed).
11. Takes care of clothes

Domain 3: Motor Development
DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES
MOTOR DEVELOPMENT The Learner

demonstrates fundamental
gross motor skills properly

The Learner

demonstrates receptive
and projective
(manipulative) skills such
as: throwing, catching,
and kicking balls correctly

The Learner...

1. demonstrates the following
basic manipulative skills with
teachers prompting:
1.1 throwing a ball to a
playmate 5 feet away while
standing in place
using both hands
using the right hand
using the left hand
1.2 tossing a ball to a
playmate 5 feet away while
standing in place
using both hands
using the right hand
using the left hand

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PROPERTY OOF SPED

1.3 catching a ball thrown to
him/her 5 feet away while
standing in place

using both hands
using the right hand
using the left hand
1.4 kicking a large stationary
ball
using the right foot
using the left foot
1.5 kicking a big ball when
rolled to him/her
Domain 4: Cognitive Development
COGNITIVE SENSORY
PERCEPTUAL MOTOR
DEVELOPMENT
The Learner . . .
demonstrates sensory
perceptual skills
The Learner. . .
Creates representations
like shapes, pictures (Form
Perception)

1. Traces recognizable figures
Basic shapes
Simple pictures
2. Copies recognizable figures
Basic shapes
Simple pictures
3. Draws recognizable figures
Basic shapes
Simple pictures
COGNITIVE - MATHEMATICS Begins to understand the
relationship between
numbers and quantities
from 6 to 10




Recognizes sets of objects
from 6 to 10
Compares two or more
sets of objects from 6 to10
Recognizes, represents,
matches, names, reads,
counts, and writes whole
numbers 6 to10
4. Rote counts from 6 to 10
5. Counts objects with one-to-
one correspondence, up to
quantities of 10
6. Conserves number and the
equivalence of number
(e.g. counting 8 fingers to
represent the number 8)

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Begins to understand the
basic concept about money

Compares and orders
whole numbers from 6 to
10










Recognizes basic
Phillipine currency such as
one, five ten peso coins
7. Recognizes and identifies
numerals 6 10 with picture
cues
8. Writes numerals 6 10 by
tracing from a template
9. Arranges numbers 6 - 10
from least to greatest/greatest
to least with concrete
representations
10. Applies number 1-10
concepts and counting skills
in daily life (e.g. counting 10
pecies one peso coin etc.)
11. Identifies real coins in
Philippine currency (1, 5,
10 peso-coin)
COGNITIVE PHYSICAL AND
NATURAL ENVIRONMENT
The Learner . . .


Knows the basic parts of
plants in the community
and their functions



Knows the similarities and
differences of plants in the
community
Knows how to take careof
plants

The Learner. . .
Plants

Identifies the basic parts
and functions of plants
found in the community



Identifies plants as edible
and not edible

Identifies ways to care for
plants



12. Observes that plants have
basic parts
13. Names the basic parts of
plants
14. Identifies the functions of the
basic parts of plants
15. Identifies edible plants
16. Identifies non-edible plants

17. Demonstrates ways to care
for plants
Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

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LANGUAGE DEVELOPMENT Listening
Listens to directions



Speaking
Shares information






Pre-reading (Reading
Readiness)
visualizes pictures or
objects












Writing
acquires basic skills in

Follows simple directions




Increases his/her
vocabulary in sharing
information







notes details in pictures
visualizes objects and
pictures from memory













traces letters, numbers,

1. Follows instructions by steps
2.1 Follows simple one-step
direction heard
2.2 follows more than one step
direction

2. Answers questions about ones
classmates (e.g. Is the person near
you a boy or a girl?; What is the
name of the boy/girl near you?)
3. Expresses feelings, thoughts,
and ideas

Visual Memory
4. Identifies missing objects removed or
changed in the environment
e.g. show two objects on a table, like
a ball or a box. Ask a child to close his
eyes then remove one object. When
the child opens his eyes, let him name
the missing object from the table
5. Points out or describes the missing
part of objects
6. Identifies what is wrong in the given
object or picture


7. Trace letters

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PROPERTY OOF SPED
tracing letters, and ones
name
and ones name properly

7.1 upper case straight line letters
7.2 lower case straight line letters
7.3 upper case curved and circular
letters
7.4 lower case curved and circular
letters

8. Trace ones name:
on sandpaper
pencil tracing



Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS
AESTHETIC AND CREATIVE
DEVELOPMENT
The Learner

Appreciates dance






Uses a variety of
materials, tools,
techniques, and
processes in dance
The Learner

Demonstrates interest and
enjoyment in viewing and
listening to dance
performances



Creates rhythm


Responds to the different
rhythms using creative
movement


The Learner...

1. Views modern and Philippine folk
dances
2. Expresses appreciation for the
dance that they prefer
3. Expresses appreciation for what
was heard through body movements

4.Creates various rhythms through
the use of sticks, coconut shell etc.
5. Moves ones body with the variety
of rhythms heard
6. Demonstrates feelings through
facial expressions



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Participates in the creation
of dance





7. Follows a 2-step to 3-step dance
demonstrated by the teacher
8. Dances with music with the
teacher
9. Dances with music without the
teacher



FOURTH QUARTER (10 weeks)
THEME: MY COMMUNITY


Domain 1: Socio-Emotional and Behavior Development

DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES
Sosyo emosyonal Ang bata ay inaasahang. . .

Pagkilala sa sarili bilang
kabahagi ng pamayanan
Ang bata ay inaasahang. . .

Natutukoy ang mga
katulong sa pamayanan


1. Nasasabi kung sinu-sino ang
mga taong makapagkakatiwalaan
sa pamayanan
- mga kamag-anak na malapit
ang bahay
- mga malapit at kilalang
kapitbahay

Natutukoy ang mga lugar
sa pamayanan
2. Natutukoy ang mga lugar na
ligtas sa pamayanan
- bahay
- bahay ng malapit na kamag-
anak
- barangay hall

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Nagkakaroon ng
kamalayan ukol sa
pagkaka-iba ng tao
Nakikilala at nauunawaan
ang mga pagkakapareho at
pagkaka-iba ng tao ayon sa
kaanyuan,wika at kultura
3. Nakikilala at natatanggap ang
pagkaka-iba ng tao
- Wika
- Kasuotan
- Kagamitan
- Kakayahan
- Mukha
- Kulay
Ngkakaroon ng kamalayan
sa tungkulin sa pag-aalaga
ng kapaligiran
Nakasasali nang may sigla
sa mga pangkatang gawain
4. Nakatutulong sa mga
pangkatang gawaing-tahanan at
paaralan na kayang gawin

4.1 Nakikisali ng masigla, may
kusa at mahusay sa
pangkatang gawain
Hal. -paglilinis ng silid aralin
- pagtulong sa
pagliligpit ng pingkainan sa
bahay
4.2 Nakatutulong sa iba sa
pagtupad ng kanyang
tungkulin
Hal. -pagtulong sa
kaklase sa pag-aayos ng
silid aralan
- pagtulong kay
Nanay sa pagtutupi ng
twalya, bimpo at panyo
Nakapagpapakita ng
pagmamalasakit sa
kalinisan at kaayusan ng
kapaligiran
5. Napananatiling malinis ang
sariling kapaligiran sa
pamamagitan ng:

- pagtulong sa mga simpleng
gawain gaya ng pagwawalis

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ng sahig o bakuran
- Pagpupunas ng upuan/mesa/
Kasangkapan
- Pagtapon ng basura sa
tamang lalagyan

6. Naipapakita ang pagtulong at
pangangalaga sa kapaligiran
- pagdidilig ng mga halaman
- pag-aalis ng damo at kalat
- pag-iiwas sa pagsira ng
halaman gaya ng pagpitas,
paghampas, pagtapak,
pagbunot sa mga halaman
Nagkakaroon ng
kamalayan sa
pananagutang panlipunan
at pampaaralan
Nakapagpapakita ng
malasakit sa kapwa
7. Tumutulong ng kusa sa
panahon ng pangangailangan sa
ilalim ng gabay ng magulang o
guro
Hal. pagbabahagi ng lumang
damit/pagkain sa kapwa sa
panahon ng kalamidad
Pagkilala sa sarili bilang
kabahagi ng bansa
Nakapagpapakita ng
pagmamahal at
pagmamalaki sa sariling
bansa
8.. Nakikilala ang pagiging isang
Pilipino
9.. Nasasabi na sya ay Pillipino







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Domain 2: Physical Health, Well being and Self-Help
Domain/Strand Content Standards Performance Standards Competencies/indicators
Health The learner
Acquires attitudes,
knowledge and skills
about physical
activity for
maintaining
physically fit lifestyles
The learner
. shows sufficient energy to
participate in daily activities
(Physical Fitness)


1. Engages in outdoor physical activities, that may
either be child selected or teacher initiated:
Marching though the rhythm
Climbing the stairs (5 steps continuously)
Simple calisthenics


Safety Identifies and
practices appropriate
safety procedures
demonstrates safety
practices in neighborhood

2. Follows adult supervised safety routines (e.g., fire
drills, crossing the street)
Self-Help Acquires knowledge ,
attitudes and skills in
areas of daily life with
optimal
independence.



Shows awareness of roles
of community helpers












3. Identifies community roles (e.g., policeman,
fireman, nurse, doctor, dentist).
4. Knows where to seek appropriate help (e.g.,
barangay tanod, policeman).




Domain 3: Motor Development
DOMAIN CONTENT STANDARDS PERFORMANCE
STANDARDS
COMPETENCIES
MOTOR
DEVELOPMENT
The Learner

The Learner

The Learner


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demonstrates
competence in
various fine motor
skills


demonstrates fine
motor skills such as:
cutting, writing,
drawing, and using
simple tools correctly

1. performs the following fine motor tasks correctly
and with less prompt:
1.1 cutting along curved lines with a pair of
scissors
1.2 cutting out simple shapes like circles,
squares, triangles, and rectangles
1.3 cutting out pictures from magazines
1.4 copying shapes and letters from given
models using a pencil
1.5 tracing shapes and letters following a
template
1.6 writing basic lines needed for
handwriting:
*straight (horizontal, vertical,
diagonal)
*curved
1.7 writing ones name with teachers
prompt, on a grade 1 ruled pad using lines
1.8 drawing a human figure following a
model
1.9 drawing a house following a model
1.10 drawing a tree following a model
1.11 using locks and keys
1.12 using spoon and fork properly

Domain 4: Cognitive Development
COGNITIVE
SENSORY
PERCEPTUAL
MOTOR
DEVELOPMENT
The Learner. . .
Demonstrates sensory
perceptual skills
The Learner. . .
demonstrates
awareness of the
position of objects


1.Identifies top/bottom; front/back
2.Tells if an object is near or far



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Creates
representations like
shapes, letters, pictures
(Form Perception)

3. Prints own name
COGNITIVE -
MATHEMATICS
Understands the
concept of time,
length, weight and the
non-standard units to
measure them

Observes sunrise and
sunset to tell the time of
the day (morning,
noontime, evening)

Tells the days in a
week

Measures and
compares the length of
familiar objects using
non-standard units
4. Tells the time of day when activities are being
done (e.g. morning, afternoon, night time)



5. Identifies the seven days of the week


6. Uses non standard measuring tools and units to
measure length
7. Compares objects based on their length



COGNITIVE
PHYSICAL AND
NATURAL
ENVIRONMENT
Knows that weather
changes and that it
affects people
Observes the changes
in weather
Tells the different kinds
of weather
8 Tells and describes the different kinds of
weather using picture cues:
8.1Sunny
8.2 Rainy
8.3 Cloudy
8.4 Stormy
8.5 Windy

Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE
STANDARDS
COMPETENCIES/INDICATORS
LANGUAGE
DEVELOPMENT
Listening
Listens to stories

Comprehends simple

1. Listens attentively to stories read by the teacher

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Speaking
Tells stories


Pre-reading (Reading
Readiness)
visualizes pictures
or objects from
stories heard


Familiarizes
himself/herself on
the use of picture
books and big
books



Writing

acquires basic skills
in copying letters, ,
and familiar stories


Narrates simple and
familiar stories





listens attentively to
stories.poems/rhymes

comprehends picture
stories
appreciates
stories/poems/rhymes
listened to













copies letters, and
1.1 Answers wh- questions

s
2. Talks about ones own experiences for the day
when asked (What did you eat this morning?; Did
you walk/ride going to school today?)


Comprehension

3. Arranges picture stories in sequence



Study Skills
4. Turn pages properly

5. Scan picture books and big books

6. Looks over the pages from left to right and from top to
bottom

Literary-Appreciation Skills
7. Shows appreciation for stories/poems/rhymes by:
listening attentively
making proper reactions at appropriate moments
looking at picture books on his own
Copying

8. Copies letters
upper case straight line letters (I, L, T, M, N)

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and ones name

ones name properly lower case straight line letters (i, l, t)
upper case curved and circular letters (C, O, D,
B)
lower case curved and circular letters (c, b, d, o)
9. Copies name



Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE
STANDARDS
COMPETENCIES/INDICATORS
AESTHETIC AND
CREATIVE
DEVELOPMENT
The Learner


Appreciates drama















Uses a variety of
materials, tools,
The Learner

Identifies the various
forms of drama

Demonstrates interest
and enjoyment in
viewing and listening to
drama


Chooses a drama that
they prefer

Describes the
characteristics of the
drama that they prefer


Responds to dynamics
using creative
The Learner...

1. Watches a dramatic play presented in school or
in the community or watches a dramatic play from
media sources (television, internet)

2. Names his/her favorite actors and/or actresses

3. Expresses appreciation for a particular drama
that they prefer









4. Acts out simple gestures following their favorite
actors and/or actresses

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techniques, and
processes in drama
movement
Role plays a story



Participates in the
creation of a drama


Role plays a story


5. Familiarizes himself/herself with the props that
are used in a dramatic play

6. Names the props used in a dramatic plays




7. Acts out in a simple dramatic play with the
teachers prompting

8. Actively cooperates in rehearsals for the dramatic
play

9. Performs ones specific role with confidence
during actual dramatic play in front of an audience

References:
Portage Guide to early Education
Curriculum Development Division BEE. (Copyright, 2011)Standards and Competencies for Five- Year Old Filipino Children Vibal Publishing
House,Inc.: 1253 G. Araneta Ave. Quezon City
Curriculum Development Division BEE (n.d.). National Kindergarten Curriculum Guide 2011. DepEd and UNICEF
Republic Act 10157
National Kindergarten Act