Most Essential Learning Competencies (MELCS) Matrix

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GUIDING OUR TEACHERS: A Briefer on Using the MAPEH MELCs
The Process
In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum
Development- Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order
to ensure that the grade level standards, along with the corresponding content and performance standards set for each learning area are still attained. In the
process of identifying the MELCs, the ENDURANCE criterion was used as the sole determiner. Guided by the requirement that a learning competency (LC) be
useful in lifelong learning, the group of specialists in-charge of the MAPEH curriculum recognizes the role of the subject in providing the physical, health, and
cultural literacies, artistic expression, skills necessary in acquiring the knowledge, and values to live a more meaningful life. Further, the MELCs identified are
those that work in close association with other competencies in other subjects, thus maintaining the curricular quality of integration.
How to Use the MELCs
The MELCs serve as a reference to assist the teachers in identifying the most important learning competencies to be developed/acquired by the learners and
must be prioritized in this crisis situation.
MELCs with (*) are rephrased and deemed essential learning competencies in the achievement of content and performance standards. For example:
Component MAPEH CG Rephrased
Music G2-Q2 - Demonstrates the melodic contour with movement Demonstrates melodic contour through:
a. movement
b. music writing (on paper or on air)
c. visual imagery
Arts G10-Q1 - Determine the role or function of artworks by evaluating Explain the role or function of artworks by evaluating their
their utilization and combination of art elements and principles utilization and combination of art elements and principles
Physical G1-Q3 – Describes the difference between slow and fast, heavy and Demonstrates the difference between slow and fast, heavy and
Education light, free and bound movements light, free and bound movements
Health G2-Q1 – Discusses the important functions of food Discusses the important function of food and a balanced meal
Education
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Grade Level: Grade 1

Subject: Music
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner…
identifies the difference between sound and silence
Week 1
accurately
relates images to sound and silence within a rhythmic
Week 2
pattern
performs steady beat and accurate rhythm through
demonstrates basic responds appropriately to the pulse of
clapping, tapping chanting, walking and playing
1st understanding of sound, the sounds heard and performs with
musical instruments in response to sound
Quarter silence and rhythm accuracy the rhythmic patterns Week 3-
o in groupings of 2s
5
creates simple ostinato patterns in groupings of 2s, 3s, Week 6-

and 4s through body movements 8
The learner…
identifies the pitch of a tone as high or low Week 1
demonstrates basic responds accurately to high and low tones
sings simple melodic patterns ( so –mi, mi –so, mi – re-
understanding of pitch and through body movements, singing, and Week 2
do)
simple melodic patterns playing other sources of sounds
sings the melody of a song with the correct pitch
Week 3
e.g. greeting songs, counting songs, or action songs
2nd identifies similar or dissimilar musical lines
QUARTE demonstrates basic Week 4
R understanding of the
responds with precision to changes in identifies the beginning, ending, and repeated parts
concepts of musical lines,
musical lines with body movements of a recorded music sample Week 5
beginnings and endings in
music, and repeats in music
Performs songs with the knowledge when to start, stop, Week 6-
repeat or end the song. 8
200
The learner…
relates the source of sound with different body
movements
demonstrates understanding distinguishes accurately the different
e.g. wind, wave, swaying of the trees, animal sounds,
of the basic concepts of sources of sounds heard and be able to Week 1
or sounds produced by man-made devices or
timbre produce a variety of timbres
machines.
Produces sounds with different timbre using a variety Week 2-
of local materials 3
3rd identifies volume changes from sound samples using
Week 4
QUARTER the terms loud and soft
relates the concepts of dynamics to the movements of
demonstrates understanding creatively interprets with body animals Week 5-
of the basic concepts of movements the dynamic levels to enhance e.g. big animals/movement = loud; small 6
dynamics poetry, chants, drama, and musical stories animals/movement = soft
applies the concept of dynamic levels to enhance
Week 7-
poetry, chants, songs, drama or musical stories
8
201
The learner…
demonstrates the basic concepts of tempo through Week 1
movements (fast or slow)
performs with accuracy varied tempi uses body movements or dance steps to respond to Week 2
demonstrates
through movements or dance steps to varied tempo
understanding of the basic
enhance poetry, chants, drama, and - slow movement with slow music
concepts of tempo
musical stories - fast movement with fast music
uses varied tempo to enhance poetry, chants, drama, Week 3
and musical stories
4th
QUARTER demonstrates awareness of texture by identifying Week 4-
sounds that are solo or with other sounds. 6
distinguishes single musical line and multiple musical Week 4-
demonstrates
sings songs to involve oneself and lines which occur simultaneously in a given song 6
experience the concept of texture sings two-part round songs Week 7-
concepts of texture
e.g. 8
Are You Sleeping, Brother John?
Row, Row, Row Your Boat

Subject: Music
The learner…
relates visual images to sound and silence using Week 1
demonstrates basic quarter note , beamed eighth notes and
understanding of sound,
responds appropriately to the pulse of quarter rest in a rhythmic pattern
silence and rhythmic patterns
sounds heard and performs with maintains a steady beat when replicating a simple Week 2
1 st and develops musical
accuracy the rhythmic patterns in series of rhythmic patterns (e.g. echo clapping,
QUARTER awareness while performing expressing oneself
the fundamental processes in walking, tapping, chanting, and playing musical
music instruments)
reads stick notations in rhythmic patterns with Week 3-
measures of 2s, 3s and 4s 4
202
writes stick notations to represent the heard rhythmic Week 5-

patterns 6
creates simple ostinato patterns in measures of 2s, 3s, Week 7-
and 4s with body movements 8
The learner…
identifies the pitch of tones as: high (so), low (mi); Week 1-
higher (la); lower (re) 2
responds to ranges of pitch through body movements, Week 1-
performs with accuracy of pitch, the singing, or playing instruments 2
demonstrates basic
simple melodic patterns through body sings children's songs with accurate pitch Week 3-
understanding of pitch and 4
movements, singing or playing musical
simple melodic patterns
instruments * demonstrates melodic contour through: Week 3-
a. movement 4
b. music writing (on paper or on air)
c. visual imagery
2nd
QUARTER demonstrates the beginning, ending and repeats of a Week 5-
song with 6
performs a song, chosen from among the - movements
previously learned songs that shows the - vocal sounds
demonstrates understanding
basic concepts of musical lines, - instrumental sounds
of the basic concepts of
beginnings, endings and repeats through identifies musical lines as Week 5-
musical form
body movement, vocal sounds, and - similar 6
instrumental sounds - dissimilar
* creates melodic or rhythmic introduction and Week 7-
ending of songs 8
The learner…
3rd determines accurately the sources of replicates different sources of sounds with body Week 1
QUARTER sounds heard, and produce sounds using movements
203
demonstrates understanding voice, body, and objects, and be able to identifies the common musical instruments by their Week 2
of the basic concepts of sing in accurate pitch sounds and image
timbre recognizes the difference between speaking and Week 2
singing
performs songs with appropriate vocal or sound Week 3-
quality (from available instruments) 4
distinguishes the dynamics of a song or music sample Week 5
demonstrates understanding creatively applies changes in dynamics to uses the words “loud”, “louder”, “soft” and “softer” to Week 5
of the basic concepts of enhance rhymes, chants, drama, and identify variations in volume
dynamics musical stories Performs songs with appropriate dynamics Week 6-
8
The learner…
follows the correct tempo of a song including tempo Week 1-
demonstrates changes 2
uses varied tempo to enhance rhymes,
chants, drama, and musical stories
concepts of tempo distinguishes “slow,” “slower,” “fast,” and “faster” in Week 1-
recorded music 2
identifies musical texture with recorded music Week 3-
4th - melody with solo instrument or voice 4
QUARTER - single melody with accompaniment
distinguishes accurately between single
demonstrates - two or more melodies sung or played together
musical line and multiple musical lines
understanding of the basic at the same time
which occur simultaneously in a given
concepts of texture distinguishes between single musical line and multiple Week 5-
song
musical lines which occur simultaneously 6
distinguishes between thinness and thickness of Week 7-
musical sound in recorded or performed music 8
204

Subject: Music
The learner…
relates images with sound and silence using quarter note , Week 1
beamed eighth note , half note , quarter rest
and half rest within a rhythmic pattern
maintains a steady beat when replicating a simple series of Week 2
performs simple ostinato patterns/simple rhythmic patterns in measures of 2s, 3s, and 4s (e.g. echo
demonstrates
rhythmic accompaniments on classroom clapping, walking, marching, tapping, chanting, dancing the
1 st understanding of the
instruments and other sound sources to a waltz, or playing musical instruments)
Quarter basic concepts of
given song
rhythm
plays simple ostinato patterns (continually repeated Week 5-
musical phrase or rhythm) with classroom instruments and 6
other sound sources
creates continually repeated musical phrase or rhythm in Week 7-
measures of 2s, 3s, and 4s 8
The learner…
identifies the pitch of a tone as: Week 1
- high – higher
- moderately high – higher
demonstrates
- moderately low – lower
understanding of the sings the melody of a song with accurate
- low – lower
basic concepts of pitch
2nd matches the correct pitch of tones Week 2
melody
QUARTER - with the voice
- with an instrument
recreates simple patterns and contour of a melody Week 3
identifies the beginning, middle, ending and repetitions Week 4
demonstrates sings, plays, and performs (through body
within a song or music sample
understanding of the movements) a chosen song showing the
identifies musical lines as Week 5
205
basic concepts of basic concepts of musical lines, beginnings, - similar

musical form endings and repeats - same
- different
performs songs with accurate pitch from beginning to end Week 6-
including repetitions 8
The learner…
applies vocal techniques in singing to recognizes musical instruments through sound Week 1
demonstrates
produce a pleasing vocal quality: uses the voice and other sources of sound to produce a Week 2
understanding of the
1. using head tones variety of timbres
basic concepts of
2. employing proper breathing
timbre
3. using the diaphragm
3rd demonstrates distinguishes “loud,” “medium,” and “soft” in music Week 3
QUARTER understanding of the responds to conducting gestures of the teacher for “loud” Week 6
basic concepts of and “soft”
sings songs with proper dynamics following
dynamics in order to applies varied dynamics to enhance poetry, chants, drama, Week 7-
bas
respond to songs and musical stories 8
conducting gestures
using
The learner…
demonstrates enhances performance of poetry, chants, applies correct tempo and tempo changes by following basic Week 1
understanding of the drama, musical stories, and songs by using a conducting gestures
concepts of tempo in variety of tempo distinguishes among fast, moderate, and slow in music Week 2
order to respond to performs songs with appropriate tempo (use songs from the Week 3-
conducting symbols locality) 4
4th indicating variations
QUARTER in tempo
demonstrates sings: distinguishes between thinness and thickness of musical Week 5-
understanding of the 1. “two-part rounds” sound 6
basic concepts of 2. “partner songs” demonstrates the concept of texture by singing “partner Week 7-
texture songs” (local or foreign song samples) 8
206
1. “Leron, Leron Sinta”

2. “Pamulinawen”
3. “It’s A Small World”
4. “He’s Got the Whole World in His Hands

Subject: Music
The learner…
identifies different kinds of notes and rests (whole, half, Week 1
quarter, and eighth)
reads different rhythmic patterns Week 2-
3
demonstrates performs rhythmic patterns in time signatures 2 3 4 Week 4-
understanding of creates rhythmic patterns in: 4, 4, 4 5
1st concepts pertaining 1. simple time signatures
QUARTER to rhythm and 2. simple one-measure ostinato pattern
musical symbols uses the bar line to indicate groupings of beats in 2 3 4 Week 5-
4, 4, 4 6
identifies accented and unaccented pulses Week 7-

8
The learner…
recognizes the meaning of the G-Clef (treble clef) Week 1
recognizes the
identifies the pitch names of the G-clef staff including the Week 2-
musical symbols and 3
analyzes melodic movement and range and ledger lines and spaces (below middle C)
2nd demonstrates
be able to create and perform simple identifies the movement of the melody as: Week 4
QUARTER understanding of
melodies - no movement
concepts pertaining to
- ascending stepwise
melody
- descending stepwise
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- ascending skipwise
- descending skipwise
identifies the highest and lowest pitch in a given notation of Week 5
a musical piece to determine its range
sings with accurate pitch the simple intervals of a melody Week 6
creates simple melodic lines Week 7-
8
The learner…
identifies aurally and visually the introduction and coda Week 1
(ending) of a musical piece
identifies aurally and visually the antecedent and Week 2
demonstrates consequent in a musical piece
understanding of
recognizes similar and contrasting phrases in vocal and Week 3
musical phrases, and performs similar and contrasting musical
instrumental music
the uses and meaning phrases
1. melodic
of musical terms in 2. rhythmic
form
performs similar and contrasting phrases in music Week 4
1. melodic
2. rhythmic
3rd identifies as vocal or instrumental, a recording of the Week 5
QUARTER demonstrates following:
understanding of
1. solo
variations of sound in participates actively in a group performance
2. duet
music (lightness and to demonstrate different vocal and
3. trio
heaviness) as applied instrumental sounds
4. ensemble
to vocal and
identifies aurally and visually various musical ensembles in Week 6
instrumental music
the community
recognizes the applies forte and piano to designate applies dynamics in a simple music score using the symbols Week 7-
musical symbols and loudness and softness in a musical sample p (piano) and f (forte) 8
demonstrates 1. singing
understanding of 2. playing instrument
208
concepts pertaining to
volume in music
The learner…
demonstrates creates and performs body movements uses appropriate musical terms to indicate variations in Week 1
understanding of appropriate to a given tempo tempo
concepts pertaining to creates and performs body movements 1. largo
speed/flow of music appropriate to a given tempo 2. presto
demonstrates
understanding of
concepts
pertaining to
speed/flow of music
4th
QUARTER demonstrates identifies aurally and visually an ostinato or descant in a Week 2
understanding of sings two-part rounds and partner songs music sample
concepts pertaining to with others recognizes solo or 2-part vocal or instrumental music Week 3
texture in music
identifies harmonic intervals (2 pitches) in visual and Week 4
demonstrates auditory music samples
performs examples of harmonic interval
understanding of writes samples of harmonic intervals (2 pitches) Week 5
with others
harmonic intervals performs a song with harmonic intervals (2pitches) Week 6-
8
209

Subject: Music
Quarter Content Performance Standards Most Essential Learning Competencies Duration

Standards
The learner…
identifies the kinds of notes and rests in a song Week 1
recognizes rhythmic patterns using quarter note, half note, Week 2
recognizes the
dotted half note, dotted quarter note, and eighth note in
musical symbols performs with a conductor, a speech chorus in
simple time signatures
and demonstrates simple time signatures
1st identifies accurately the duration of notes and rests in Week 3-
understanding of 1. choral 2 3 4 time signatures
QUARTER 5
concepts 2. instrumental 4, 4, 4
pertaining to
rhythm
creates different rhythmic patterns using notes and rests in Week 6-
time signatures 8

Standards
The learner…
recognizes the meaning and uses of F-Clef on the staff Week 1
identifies the pitch names of each line and space on the F- Week 1
recognizes the Clef staff
musical symbols describes the use of the symbols: sharp (# ), flat (♭), and Week 2
and demonstrates accurate performance of songs following the
2nd natural (♮)
understanding of musical symbols pertaining to melody indicated
QUARTER concepts recognizes aurally and visually, examples of melodic Week 3
in the piece
intervals
pertaining to
identifies the notes in the C major scale Week 4
melody
determines the range of a musical example Week 5
1. wide
2. narrow
210
reads notes in different scales : Pentatonic scale, C major Week 6

scale, G major scale
Week 7-
creates simple melodies
8
Week 7-
performs his/her own created melody
8

Standards
The learner…
recognizes the design or structure of simple musical forms: Week 1
demonstrates
1. unitary (one section)
understanding of
2. strophic (same tune with 2 or more sections and 2 or
the uses and performs the created song with appropriate
more verses)
meaning of musicality
creates a 4- line unitary song Week 2
musical terms in
creates a 4 –line strophic song with 2 sections and 2 verses Week 3-
Form
4
describes the following vocal timbres: Week 5
1. soprano
3rd demonstrates
2. alto
QUARTER understanding of 3. tenor
variations of
4. bass
sound density in participates in a group performance to
identifies aurally and visually different instruments in: Week 6
music (lightness demonstrate different vocal and instrumental
1. rondalla
and heaviness) as sounds
2. drum and lyre band
applied to vocal
3. bamboo group/ensemble (Pangkat Kawayan)
and instrumental
4. other local indigenous ensembles
music
creates music using available sound sources Week 7-
8

Standards
The learner…
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demonstrates applies dynamics to musical selections uses appropriate musical terms to indicate variations in Week 1-
understanding of dynamics: 2
concepts 1. piano (p)
pertaining to 2. mezzo piano (mp)
volume in music 3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo
recognizes the applies appropriately, various tempo to vocal uses appropriate musical terminology to indicate variations Week 3-
musical symbols and instrumental performances in tempo: 4
and demonstrates 1. largo
understanding of 2. presto
concepts 3. allegro
4th pertaining to 4. moderato
QUARTER speed in music 5. andante
6. vivace
7. ritardando
8. accelerando
demonstrates recognizes examples of horizontal 3-part vocal describes the texture of a musical piece Week 4
understanding of or instrumental texture, aurally and visually performs 3-part rounds and partner songs Week 5
concepts
pertaining to
texture in music
recognizes the performs a vocal or instrumental ensemble uses the major triad as accompaniment to simple songs Week 6-
musical symbols using the following major triads( I, IV, V ) 8
and demonstrates
understanding of
harmonic intervals
212

Subject: Music
The learner…
1st demonstrates responds to beats in music heard with identifies the values of the notes / rests used in a particular Week 1
QUARTER understanding of appropriate conducting patterns of song
the concept of 2 3 4 6 differentiates aurally among Week 2-
rhythm by applying 4, 4, 4 and 8 2 3 4 6 3
notes and rests, 4, 4, 4 and 8 time
rhythmic patterns, signatures
and time demonstrates the conducting gestures in time signatures of: Week 4-
signatures 2 3 4 and 6 5
4, 4, 4 8
creates rhythmic patterns in time signatures of Week 6-
2 3 4 6 8
and
4 4 4 8
The learner…
reads simple musical notations in the Key of C Major, F Week 1-
Major and G Major 2
demonstrates the
sings or plays instruments in solo or with group, Week 3-
concept of melody 4
2nd applies learned concepts of melody and other melodies/songs in C Major, G Major, and F Major
by using intervals
QUARTER in major scales and elements to composition and performance creates simple melodies Week 5-
6
in the minor scales
sings self-composed melodies Week 7-
8
The learner…
3rd demonstrates performs accurately the design or structure of identifies simple musical forms of songs from the Week 1-
QUARTER understanding of a given musical piece community: 2
213
the concept of 1. binary (AB) -has 2 contrasting sections (AB)

musical forms and 2. ternary (ABA)-has 3 sections, the third section
musical symbols similar to the first; (ABC) – has 3 sections
(repeat marks) 3. rondo (ABACA) -has contrasting sections in
indicated between repetitions of the A section (ABACA)
uses the different repeat marks that are related to form: Week 3
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
3. Al Fine (up to the end)
4. D.C. al Fine (repeat from the beginning until
the word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1, ending 2)
demonstrates aurally determines the sound of a single describes the instrumental sections of the Western Week 4
understanding of instrument in any section of the orchestra orchestra
the concept of distinguishes various musical ensembles seen and heard in Week 5
timbre through the community
recognizing musical
instruments aurally
and visually
demonstrates applies the appropriate dynamic levels in vocal uses varied dynamics in a song performance Week 6-
understanding of and instrumental music 1. piano (p) 8
the concept of 2. mezzo piano (mp)
dynamics through a 3. pianissimo (pp)
wide variety of 4. forte (f)
dynamic levels 5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo
8. decrescendo
214
The learner…
identifies the different tempo in a music sample: Week 1
1. allegro
2. andante
3. ritardando
demonstrates 4. accelerando
performs a given song, using tempo marks
understanding of 5. largo
appropriately
the various tempo 6. presto
7. vivace
demonstrates the different kinds of tempo by following Week 2
tempo marks in a song from the community
e.g.: “Pandangguhan”
demonstrates the identifies different textures from music samples Week 4
concept of texture 1. Vocal
as: a. solo voice
4 th 1. monophonic b. solo voice with accompaniment
performs accurately a given song with
QUARTER (one voice) c. duet, partner songs, round songs
monophonic, homophonic, and polyphonic
2. homophonic 2. Instrumental
textures
(voice and a. solo
accompaniment) b. ensemble
3. polyphonic distinguishes monophonic, homophonic, and polyphonic Week 5
(many voices) textures
demonstrates demonstrates harmony in group distinguishes the sound of a major chord from a minor chord Week 6
understanding of performances uses major or minor chords as accompaniment to simple Week 7-
the concepts of 1. choir songs 8
harmony through 2. rondalla
the intervals that 3. lyre band
constitute the
primary chords of
major and minor
scales in music
215

Subject: Music
The learner…
describes the musical characteristics of representative music Week 1
selections from the lowlands of Luzon after listening
analyzes the musical elements of some Lowland vocal and Week 2
instrumental music selections;
* identifies the musical instruments and other sound sources Week 3
demonstrates from the lowlands of Luzon
understanding of explores ways of producing sounds on a variety of sources that Week 4
the musical performs music of the lowlands with is similar to the instruments being studied;
1st characteristics of appropriate pitch, rhythm, expression and
QUARTER representative style
music from the improvises simple rhythmic/melodic accompaniments to Week 5
lowlands of Luzon selected music from the Lowlands of Luzon;
performs music from Luzon lowlands with own Week 6
accompaniment;
evaluates music and music performances with rubrics on Week 7-
musical elements and styles. 8
The learner…
describes the musical characteristics of representative Week 1
demonstrates understanding of selections of Cordillera, Mindoro, Palawan and of the
performs selected vocal and Visayas after listening;
the musical characteristics of
2nd instrumental music of Cordillera,
representative music from the explains the distinguishing characteristics of Week 2
QUARTER Mindoro, Palawan and the Visayas in
highlands of Luzon, Mindoro, representative music from Cordillera, Mindoro,
appropriate style
Palawan, and the Visayas Palawan and of the Visayasin relation to its
culture
and geography;
216
identifies the musical instruments and other sound Week 3

sources from Cordillera, Mindoro, Palawan and of
the Visayas;
discovers ways of producing sounds on a variety of Week 4
sources similar to instruments being studied;
improvises simple rhythmic/melodic accompaniments Week 5
to selected music from the Cordillera, Mindoro,
Palawan and of the Visayas;
performs music from Cordillera, Mindoro, Palawan Week 6
and of the Visayas, with accompaniment
evaluates music and music performances using Week 7-
rubrics on musical elements and style. 8
The learner…
describes the musical characteristics of representative Week 1
music selections from Mindanao after listening;
identifies the musical instruments and other sound Week 2
sources of representative music selections from
Mindanao
analyzes the musical elements of some Mindanao vocal Week 3
demonstrates understanding of and instrumental music;
3 rd the musical characteristics of performs music of Mindanao with discovers ways of producing sounds on a variety of Week 4
QUARTER representative music from appropriate expression and style sources that is similar to the instruments being studied;
Mindanao improvises simple rhythmic/melodic accompaniments Week 5
to selected music from Mindanao;
perform music from Mindanao with own Week 6
accompaniment
evaluates music selections and music performances Week 7-
using rubrics on musical elements and style. 8
The learner…
217
identifies musical characteristics of selected Philippine Week 1

festivals and theatrical forms through video or live
performances;
describes the origins and cultural background Week 2
of selected Philippine festival/s;
demonstrates understanding of
describes how the music contributes to the Week 3
4 th the musical characteristics of performs music of Mindanao with
performance of the musical production;
QUARTER representative music from appropriate expression and style
describes how a specific idea or story is communicated Week 4
Mindanao
through music in a particular Philippine musical theater
improvises music accompaniment in relation to Week 5-
a particular Philippine festival; 6
performs selection/s from chosen Philippine musical Week 7-
theater; 8

Subject: Music
The learner…
listens perceptively to music of Southeast Asia; Week 1
analyzes musical elements of selected songs Week 2
and instrumental pieces heard and performed;
explores ways of producing sounds on a variety of Week 3
sources that would simulate instruments being studied;
demonstrates understanding of improvises simple accompaniment to selected Week 4
common musical characteristics performs Southeast Asian songs with Southeast Asian music;
1st of the region as well as unique appropriate pitch, rhythm, expression performs music from Southeast Asia with own Week 5-
QUARTER characteristics of a particular and style. accompaniment; 6
Southeast Asian country. * evaluates music and music performances using Week 7-
guided rubrics applying knowledge of musical 8
elements and style.
218
The learner…
listens perceptively to music of East Asia; Week 1
analyzes musical elements of selected songs and Week 2
instrumental pieces heard and performed;
explores ways of producing sounds on a variety of Week 3
demonstrates understanding of sources that would simulate instruments being studied;
performs East Asian music with
2nd common and distinct musical improvises simple accompaniment to selected East Week 4
appropriate pitch, rhythm, expression
QUARTER characteristics of East Asian Asian music;
and style
countries * performs music from East Asia with own Week 5-
accompaniment; 6
elements and style.
The learner…
listens perceptively to music of South Asia and the Week 1
Middle East;
analyzes musical elements of selected songs and Week 2

instrumental pieces heard and performed;
demonstrates an understanding explores ways of producing sounds on a variety of Week 3
performs South Asia and the Middle sources that would simulate instruments being studied;
3 rd of common and distinct musical
East music with appropriate pitch,
QUARTER characteristics of South Asia and improvises simple accompaniment to selected South Week 4
rhythm, expression and style. Asia and the Middle East music;
the Middle East.
* performs music from South Asia and Middle East Week 5-
with own accompaniment; 6
elements and style.
219
The learner…
identifies musical characteristics of selected Asian Week 1
musical theater through video films or live
performances;
describes the instruments that accompany Kabuki, Week 2
Wayang Kulit, Peking Opera;
describes how a specific idea or story is communicated Week 3
demonstrates understanding and
performs excerpts from traditional Asian through music in a particular Asian musical theater;
4 th application of musical skills
theater with appropriate pitch, rhythm, improvises appropriate sound, music, gesture, Week 4
QUARTER related to selected traditional expression, and style movements, props and costume for performance of a
Asian theater chosen Asian traditional musical and theatrical form;
performs selection/s from chosen Asian musical Week 5-
theater; 6
elements and style.

Subject: Music
The learner…
describes the musical elements of selected vocal and Week 1
performs selected songs from Medieval, instrumental music of Medieval, Renaissance and
renaissance and baroque periods Baroque music;
demonstrates understanding of a) Chants; explains the performance practice (setting, Week 2
1st characteristic features of the b) Madrigals; composition, role of composers/performers, and
QUARTER Medieval, Renaissance and c) excerpts from oratorio;
audience) during Medieval, Renaissance and Baroque
Baroque period music d) chorales; periods;
e) troubadour.
* relates Medieval, Renaissance and Baroque music to Week 3
other art forms and its history within the era;
220
* improvises appropriate accompaniment to selected Week 4-

music from Medieval, Renaissance and Baroque 5
Period;
* performs music from Medieval, Renaissance and Week 6-
Baroque Period; 7
* evaluates music and music performances using Week 8
guided rubrics
The learner…
describes musical elements of given Classical period Week 1
pieces;
explains the performance practice (setting, Week 2
demonstrates understanding of composition, role of composers/performers, and
sings and performs themes of audience) during Classical Period
characteristic features of Classical
symphonies and other instrumental
period music relates Classical music to other art forms and its history Week 3
2nd forms sings and performs themes of within the era;
demonstrates understanding of
QUARTER characteristic features of Classical symphonies and other instrumental
improvises appropriate accompaniment to selected Week 4-
forms
period music music from Classical Period 5
performs selected music from the Classical period; Week 6-
7
evaluates music and music performances using guided Week 8
rubrics.
The learner…
describes musical elements of given Romantic period Week 1
pieces;
demonstrates understanding of explains the performance practice (setting, Week 2
3 rd sings and performs themes of selected composition, role of composers/performers, and
characteristic features of
instrumental pieces
QUARTER instrumental Romantic music audience) during Romantic Period
relates Romantic music to other art forms and its Week 3
history within the era;
221
improvises appropriate accompaniment to selected Week 4-

music from Romantic Period 5
performs selected music from the Romantic period; Week 6-
7
rubrics.
The learner…
explains the plot, musical and theatrical elements of Week 1-
an opera after watching video samples; 2
performs themes or melodic fragments of given Week 3-
demonstrates understanding of selected songs; 4
4th sings and performs themes of selected
characteristic features of vocal
QUARTER music of the Romantic period songs improvises appropriate sounds, music, gestures, Week 5-
movements, and costumes for a chosen opera. 6
evaluates music performances using guided rubrics Week 7-
8

Subject: Music
The learner…
describes distinctive musical elements of given pieces Week 1
in 20th century styles;
explains the performance practice (setting, Week 2-
demonstrates understanding of composition, role of composers/performers, and 3
1st creates musical pieces using particular th
20th century music styles and audience) of 20 century music;
QUARTER characteristic features. style/s of the 20th Century.
relates 20th Century music to other art forms and media Week 4-
during the same time period; 5
performs music sample from the 20th century Week 5-
6
222
evaluates music and music performances using guided Week 7-

rubrics 8
The learner…
describes the historical and cultural background of Week 1
Afro-Latin American and popular music;
analyzes musical characteristics of Afro-Latin American Week 2-
and popular music through listening activities; 3
demonstrates understanding of explores ways of creating sounds on a variety of Week 4-
performs vocal and dance forms of
2nd characteristic features of Afro- sources suitable to chosen vocal and instrumental 5
Afro-Latin American music and
QUARTER Latin American music and Popular selections of Popular music selections;
music performs selections of Afro-Latin American and popular Week 6-
music in appropriate pitch, rhythm, style, and 7
expression;
rubrics
The learner…
narrates the life of selected contemporary Filipino Week 1
composer/s ;
analyzes the musical characteristics of traditional and Week 2
demonstrates understanding of contemporary Philippine music;
3rd characteristic features of improvises simple vocal/instrumental accompaniments Week 3-
sings contemporary songs
QUARTER contemporary music to selected contemporary Philippine music; 5
performs selections of contemporary Philippine music;
Week 6-
7
rubrics.
223
The learner…
describes how an idea or story in a musical play is Week 1
presented by watching a live performance or
1. demonstrates understanding of video excerpt;
1. performs selections from explains how theatrical elements in a selected Week 2-
characteristic features of 20th and 21st
musical plays, ballet, opera in a part of a musical play are combined with music 3
century opera musical play, ballet and other
satisfactory level of
multimedia forms. and
4th performance.
media to achieve certain effects;
QUARTER 2. demonstrates understanding of the creates appropriate sounds, music, Week 4-
2. creates a musical work
relationship among music, technology, and gestures,movements, and costume using media 6
using media & technology.
media. and technology for a selected part of a musical
play;
performs an excerpt from a 20th or 21st century Week 7-
Philippine musical and highlight its similarities and 8
differences to other western musical play.
224
225

Subject: Arts
1st The learner… The learner… 1. explains that ART is all around and is created by Week 1/
Quarter demonstrates understanding of creates a portrait of himself and his different people 1st Q st
lines, shapes, colors and texture, family which shows the elements 2. identifies different lines, shapes, texture used by Week 2/1
and principles of balance, and principles of art by drawing artists in drawing Q
proportion and variety through 3. uses different drawing tools or materials - pencil, Weeks 3,
drawing crayons, piece of charcoal, stick-on different papers, 4, & 5/ 1st
sinamay, leaves, tree bark, and other local materials Q
to create his drawing about oneself, one’s family,
home, and school
demonstrates understanding of Weeks 6,
lines, shapes, colors and texture, 7, & 8/1st
and principles of balance, creates a portrait of himself and his Q
4. draws different kinds of plants showing a variety of
proportion and variety through family which shows the elements
shapes, lines and color
drawing and principles of art by drawing
2nd The learner… The learner 1. identifies colors, both in natural and man-made Week 1/
Quarter demonstrates understanding of objects, seen in the surrounding 2nd Q
colors and shapes, and the creates a harmonious design of 2. discusses the landscape that the learner and that Week 2/
principles of harmony, rhythm and natural and man-made objects to others painted. 2nd Q
balance through painting express ideas using colors and 3. creates a design inspired by Philippine flowers or Weeks 3 &
demonstrates understanding of shapes, and harmony objects found in school 4/ 2nd Q
colors and shapes, and the
principles of harmony, rhythm and 4. paints a home/school landscape or design choosing Weeks 5 &
balance through painting creates a harmonious design of specific colors to create a certain feeling or mood 6/ 2nd Q
natural and man-made objects to Weeks 7 &
express ideas using colors and 5. appreciates and talks about the landscape he 8/ 2nd Q
shapes, and harmony painted and the landscapes of others
226
3rd demonstrates understanding of creates prints that show repetition,

1. differentiates between a print and a drawing or Week 1 /
Quarter shapes and texture and prints that alternation and emphasis using painting 3rd Q
can be repeated, alternated and objects from nature and found 2. describes the shape and texture of prints made Weeks 2 &
emphasized through printmaking objects at home and in school from objects found in nature and man-made objects 3 / 3rd Q
and from the artistically designed prints in his
demonstrates understanding of artworks and in the artworks of others.
shapes and texture and prints that 3. creates a print by applying dyes on his finger or Week 4 /
can be repeated, alternated and palm or any part of the body and pressing it to the 3rd Q
emphasized through printmaking paper, cloth, wall, etc. to create impression
4. creates a print by rubbing pencil or crayon on Week 5 /
paper placed on top of a textured objects from 3rd Q
creates prints that show repetition, nature and
alternation and emphasis using found objects
objects from nature and found 5. stencil a design (in recycled paper, plastic, Week 6 /
objects at home and in school cardboard, leaves, and other materials) and prints on 3rd Q
paper, cloth, sinamay, bark, or a wall
6. narrates experiences in experimenting different art Week 7 /
materials 3rd Q
7. participates in school/district exhibit and Week 8 /
culminating activity in celebration of the National Arts 3rd Q
Month (February)
4th The learner… The learner 1. differentiates between 2-dimensional and 3- Week 1 /
Quarter dimensional artwork and states the difference 4th Q
demonstrates understanding of creates a useful 3-Dimensional 2. identifies the different materials that can be used Week 2
texture and 3-D shapes, and object/sculpture using found objects in creating a 3-dimensional object: /4th Q
principle of proportion and and recycled materials 2.1 clay or wood (human or animal figure) Week 3 /
emphasis through 3-D works and 2.2 bamboo (furniture, bahay kubo) 4th Q
sculpture 2.3 softwood (trumpo) Week 4 /
2.4 paper, cardboard, (masks) 4th Q
demonstrates understanding of 2.5 found material (parol, sarangola) Week 5 /
texture and 3-D shapes, and 4th Q
principle of proportion and Week 6 &
7 / 4th Q
227
emphasis through 3-D works and creates a useful 3-Dimensional
sculpture object/sculpture using found objects 3. selects 3D objects that are well proportioned, Week 8 /
and recycled materials balanced and show emphasis in design 4th Q
4. describes the creativity of local and indigenous Week 9 /
craftsmen and women who created artistic and 4th Q
useful things out of recycled materials like the parol,
maskar
a, local toys, masks

Subject: Arts
1st The learner… The learner… 1. describes the different styles of Filipino artists when Week 1 /
Quarter demonstrates understanding on they create portraits and still life (different lines and 1st Q
lines, shapes and colors as elements creates a composition/design by colors)
of art, and variety, proportion and translating one’s imagination or 2. differentiates the contrast between shapes and colors Week 2 /
contrast as principles of art through ideas that others can see and of different fruits or plants and flowers in one’s work and 1st Q
drawing appreciates in the work of others
3. draws the different fruits or plants to show Week 3
overlapping of shapes and the contrast of colors and & 4 / 1st
shapes in his colored drawing Q
Week 5
4. draws from an actual still life arrangement & 6 / 1st
Q
5. draws a portrait of two or more persons - his friends, Week 7
his family, showing the differences in the shape of their & 8 / 1st
facial features (shape of eyes, nose, lips, head, and Q
texture of the hair
Week 8 /
6. narrates stories related to the output 1st Q
228
2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, and Weeks 1
Quarter designs seen in the skin coverings of different animals & 2 / 2nd
demonstrates understanding of creates a composition or design of a and sea creatures using visual arts words and actions. Q
using two or more kinds of lines, tricycle or jeepney that shows unity 2. designs with the use of drawing and painting Weeks 3
colors and shapes through and variety of lines, shapes, and materials the sea or forest animals in their habitats & 4 / 2nd
repetition and contrast to create colors showing their unique shapes and features, variety of Q
rhythm colors and textures in their skin.
3. creates designs by using two or more kinds of lines, Week 5
colors and shapes by repeating or contrasting them, to & 6 / 2nd
show rhythm Q
4. uses control of the painting tools and materials to Week 7
paint the different lines, shapes and colors in his work & 8 / 2nd
or in a group work Q
5. design an outline of a tricycle or jeepney on a big Week 7
paper with lines and shapes that show repetition, & 8 / 2nd
contrast and rhythm Q
3rd The learner… The learner… 1. differentiates natural and man-made objects with Week 1/
Quarter repeated or alternated shapes and colors and materials 3rd Q
demonstrates understanding of creates prints from natural and man- that can be used in print making
shapes, textures, colors and made objects that can be repeated 2. creates a consistent pattern by making two or three Week 2/
repetition of motif, contrast of motif or alternated in shape or color. prints that are repeated or alternated in shape or color 1st Q
and color from nature and found 3. carves a shape or letter on an eraser or kamote, Week 3-
objects creates prints with repeating, which can be painted and printed several times 4 / 1st Q
alternating or contrasting color or Week 5-
4. creates a print on paper or cloth using cut-out designs
size or texture 6 / 1st Q
5. participates in a school/district exhibit and culminating Week 7-
shows skills in making a clear print activity in celebration of the National Arts Month 8 / 1st Q
from natural and man-made objects (February)
4th The learner… The learner 1. discusses the artistry of different local craftsmen in Week 1/
Quarter creating: 4th Q
demonstrates understanding of creates a 3-dimensional free- 1.1 taka of different animals and figures in Paete,
shapes, texture, proportion and standing, balanced figure using Laguna
1.2 sarangola or kites
229
balance through sculpture and 3- different materials (found materials, 1.3 banca, native boats from Cavite, and coastal
dimensional crafts recycled, local or manufactured) towns
2. Answer a brief diagnostic assessment on giving value Week 2/
and importance to the craftmanship of local artists. 1st Qst
creates a 3-dimensional free- 3. identifies 3-dimensional crafts found in the locality 3-4/ 1 Q
demonstrates understanding of standing, balanced figure using giving emphasis on their shapes, textures, proportion
shapes, texture, proportion and different materials (found materials, and balance
balance through sculpture and 3- recycled, local or manufactured) 4. executes the steps in making a paper mache with Week 5-
dimensional crafts focus 6/ 1st Q
on proportion and balance
creates a 3-dimensional free- 5. creates a clay human figure that is balanced and can Week 7-
standing, balanced figure using stand on its own 8/ 1st Q
different materials (found materials,
recycled, local or manufactured)

Subject: Arts
1st The learner... The learner… 1. distinguishes the size of persons in the drawing, to Week 1/
Quarter indicate its distance from the viewer 1st Q
demonstrates understanding of creates an artwork of people in the 2. shows the illusion of space in drawing the objects Week
st
lines, texture, shapes and depth, province/region. and persons in different sizes 2/1 Q
contrast (size, texture) through On-the-spot sketching of plants 3. explains that artist create visual textures by using a Week
drawing trees, or buildings and geometric line variety of lines and colors 3/1st Q
designs 4. discusses what foreground, middle ground, and Week
background, are all about in the context of a landscape 4/1st Q
shows a work of art based on close

5. describes the way of life of people in the cultural Week
observation of natural objects in
community 5/1st Q
230
his/her surrounding noting its size, 6. Creates a geometric design by contrasting two kinds of Week
shape and texture lines in terms of type or size. 6/1st Q
7. sketches on-the-spot outside or near the school to Week

draw a plant, flowers or a tree showing the different 7/1st Q
textures and shape of each part, using only a pencil or
black crayon or ballpen
8. designs a view of the province/region with houses Week
and buildings indicating the foreground middle ground 8/1st Q
and background by the size of the objects
2nd The learner... The learner... 1. Discusses the concept that there is harmony in nature Week 1/
Quarter demonstrates understanding of creates an artwork of people in the as seen in the color of landscapes at different times of 2nd Q
lines, textures, shapes and balance province/region on-the-spot
the day
of size, contrast of texture through sketching of plants, trees and Ex:
drawing building and geometric line designs 1.1 landscapes of Felix Hidalgo, Fernando Amorsolo,
Jonahmar Salvosa
1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin Goy
applies knowledge of planes in a 2. Discusses the concept that nature is so rich for no Week 2/
landscape (foreground, middle two animals have the same shape, skin covering and 2nd Q
ground and background) in painting color
a landscape 3. demonstrates how harmony is created in an artwork Weeks 3
because of complementary colors and shapes & 4/ 2nd
Q
creates an artwork of people in the 4. paints a still life by observing the different shapes, Weeks 5
province/region on-the-spot color and texture of fruits, drawing them overlapping & 6/ 2nd
and choosing the right colors for each fruit Q
231
sketching of plants, trees and building 5. creates new tints and shades of colors by mixing two Weeks 7
and geometric line designs or more colors & 8/ 2nd
Q
6. paints a landscape at a particular time of the day and
applies knowledge of planes in a selects colors that complement each other to create a
landscape (foreground, middle mood
ground and background) in painting 7. discusses the characteristics of a wild animal by
a landscape making several pencil sketches and painting it later,
adding
texture of its skin covering
8. appreciates the truism that Filipino artists painted
landscapes in their own particular style and can identify
what makes each artist unique in his use of colors to
create harmony
3rd The learner... The learner... 1. Discusses the concept that a print made from objects Week 1 /
Quarter demonstrates understanding of exhibits basic skills in making a found in nature can be realistic or abstract 3rd Q
shapes, colors and principle design for a print and producing 2. explains the importance and variety of materials used Week 2 /
repetition and emphasis through several clean copies of the prints for printing 3rd Q
printmaking (stencils) 3. Demonstrates the concept that a print design may use Week 3 /
manipulates a stencil with an repetition of shapes or lines and emphasis on contrast of 3rd Q
adequate skill to produce a clean shapes and lines
print for a message, slogan or logo 4. Demonstrates the concept that a print design can be Week 4 /
for a T-shirt, poster bag duplicated many times by hand or by machine and can 3rd Q
be
shared with others
produces at least 3 good copies of Week 5 /
print using complementary colors and 5. explains the meaning of the design created
3rd Q
contrasting shapes 6. stencils a paper or plastic sheets to be used for Week 6 /
multiple prints on cloth or hard paper 3rd Q
7. writes a slogan about the environment that Week 7 /
correlates messages to be printed on T-shirts, posters, 3rd Q
banners or bags
8. participates in a school/district exhibit and Week 1 /
culminating activity in celebration of the National Arts 4th Q
Month (February)
232
4th The learner... The learner... 1. identifies different styles of puppets made in the Week 1
Quarter demonstrates understanding of creates a single puppet based on Philippines (form Teatro Mulat and Anino Theater /4th Q
shapes, colors, textures, and character in legends, myths or Group)
emphasis by variation of shapes and stories using recycled and hard 2. discusses the variations of puppets in terms of Weeks 2-
texture and contrast of colors material material, structure, shapes, colors and intricacy of 4 / 4th Q
through sculpture and crafts textural details
creates a mask or headdress that is 3. creates a puppet designs that would give a specific Week 4 /
imaginary in design using found and and unique character, with designs of varied shapes 4th Q
demonstrates understanding of recycled materials and colors on puppets to show the unique character of
shapes, colors, textures, and the puppet/s
emphasis by variation of shapes and demonstrates basic skills in 4. constructs a simple puppet based on a character in a Week 5
texture and contrast of colors constructing a puppet made from a legend, myth or story using recyclable materials and & 7 / 4th
through sculpture and crafts hard and stick, which can be bamboo sticks or twigs Q
manipulated 5. manipulates a puppet to act out a character in a Week 5 /
story together with the puppets 4th Q
6. constructs a mask out of cardboard, glue, found Week 6 /

materials, bilao, paper plate, string, seeds and other 3rd Q
found materials for a celebration like the Maskara
Festival of Bacolod
7. utilizes masks in simple role play or skit
8. performs as puppeteer together with others, in a Week 7 /
puppet show, to tell a story using the puppet he/she 3rd Q
created
233

Subject: Arts
1st The learner… The learner… 1. discusses the rich variety of cultural communities in Week 1
Quarter the Philippines and their uniqueness / 1st Q
demonstrates understanding of practices variety of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga, Bontok,
lines, texture, and shapes; and community by way of attire, body Gaddang, Agta
balance of size and repetition of accessories, religious practices and 1.2 VISAYAS – Ati
motifs/patterns through drawing lifestyle. 1.3 MINDANAO-Badjao, Mangyan,Samal, Yakan,
Ubanon, Manobo, Higaonon, Talaandig, Matigsalog,
Bilaan, T’boli, Tiruray, Mansaka, Tausug) and the
distinctive characteristics of these cultural
creates a unique design of houses, communities in terms of attire, body accessories,
and other household objects used by religious practices, and lifestyles.
the cultural groups. 2. Draws specific clothing, objects, and designs of at Weeks
least one the cultural communities by applying an 2-4/1st Q
indigenous cultural motiff into a contemporary design
through crayon etching technique.
writes a comparative description of 3. role plays ideas about the practices of the different Weeks
houses and utensils used by selected cultural communities. 4/1st Q
cultural groups from different 4. creates a drawing after close study and observation Week 5-
provinces. of one of the cultural communities’ way of dressing 6/1st Q
and accessories.
5. produces a crayon resist on any of the topics: the Week
unique design of the houses, household objects, 7/1st Q
practices, or rituals of one of the cultural groups
6. uses crayon resist technique in showing different Week
ethnic designs or patterns. 8/1st Q
234
2nd The learner… The learner… 1. discusses pictures of localities where different Week 1/
Quarter cultural communities live where each group has distinct 2nd Q
demonstrates understanding of sketches and paints a landscape or houses and practices.
lines, color, shapes, space, and mural using shapes and colors 2. explains the attire and accessories of selected Week 2/
proportion through drawing. appropriate to the way of life of the cultural communities in the country in terms of colors 2nd Q
cultural community. and shapes.
3. appreciates the importance of communities and their Week 3/
realizes that the choice of colors to culture. 2nd Q
use in a landscape gives the mood or 4. compares the geographical location, practices, and Week 4/
feeling of a painting. festivals of the different cultural groups in the country. 2nd Q
5. paints the sketched landscape using colors Week 5/
appropriate to the cultural community’s ways of life. 2nd Q
6. tells a story or relates experiences about cultural Week6/
communities seen in the landscape. 2nd Q
3rd The learner... The learner... 1. discusses the texture and characteristics of each Week 1
Quarter material. / 3rd Q
demonstrates understanding of exhibits basic skills in making a 2. analyzes how existing ethnic motif designs are Week 1
shapes, colors and principle design for a print and producing repeated and alternated. / 3rd Q
repetition and emphasis through several clean copies of the prints 3. demonstrates the process of creating relief prints and Week 2
printmaking (stencils) how these relief prints makes the work more interesting / 3rd Q
manipulates a stencil with an and harmonious in terms of the elements involved.
adequate skill to produce a clean 4. designs ethnic motifs by repeating, alternating, or by Week 2
print for a message, slogan or logo radials arrangement. / 3rd Q
for a T-shirt, poster bag 5. creates a relief master or mold using additive and Week 3
subtractive processes. / 3rd Q
produces at least 3 good copies of 6. creates simple, interesting, and harmoniously Week 4
print using complementary colors and arranged relief prints from a clay design. / 3rd Q
contrasting shapes 7. prints reliefs with adequate skill to produce clean Week 5
prints with a particular design motif (repeated or / 3rd Q
alternated).
8. creates the relief mold using found material: hard Weeks
foam; cardboard shapes glued on wood; strings and 6-7 / 3rd
Q
235
buttons, old screws, and metal parts glued on wood or

cardboard.
9. participates in a school/district exhibit and Weeks
culminating activity in celebration of the National Arts 8/ 3rd Q
Month (February).
4th The learner... The learner... 1. differentiates textile traditions in other Asian Week 1
Quarter demonstrates understanding of creates a single puppet based on Countries like China, India, Japan, Indonesia, and in the / 4th Q
shapes, colors, textures, and character in legends, myths or Philippines in the olden times and presently.
emphasis by variation of shapes and stories using recycled and hard 2. discusses pictures or actual samples of different kinds Week 1
texture and contrast of colors material of mat weaving traditions in the Philippines. /4th Q
through sculpture and crafts 3. discusses the intricate designs of mats woven in Week 2
creates a mask or headdress that is the Philippines: / 4th Q
imaginary in design using found and 3.1 Basey, Samar buri mats
demonstrates understanding of recycled materials 3.2 Iloilo bamban mats
shapes, colors, textures, and 3.3 Badjao&Samal mats
emphasis by variation of shapes and demonstrates basic skills in 3.4 Tawi-tawilaminusa mats
texture and contrast of colors constructing a puppet made from a 3.5 Romblon buri mats
through sculpture and crafts hard and stick, which can be 4. explains the steps to produce good tie-dye designs. Week 3
manipulated / 4th Q
5. explains the meaning of designs, colors, and patterns Week 4
used in the artworks. / 4th Q
6. creates a small mat using colored buri strips or any Week 5
material that can be woven, showing different designs: & 6 / 4th
squares, checks zigzags, and stripes. Q
7. weaves own design similar to the style made by a
local ethnic group. Week 7
/ 4th Q
8. creates original tie-dyed textile design by following Week 8
the traditional steps in tie-dyeing using one or two / 4th Q
colors.
236

Subject: Arts
1st The learner… The learner… 1. discusses events, practices, and culture influenced Week 1/
Quarter by colonizers who have come to our country by way of 1st Q
demonstrates understanding of creates different artifacts and trading.
lines, shapes, and space; and the architectural buildings in the 2. designs an illusion of depth/distance to simulate Week
principles of rhythm and balance Philippines and in the locality using a3- dimensional effect by using crosshatching and 1/1st Q
through drawing of archeological crosshatching technique, geometric shading techniques in drawings (old pottery, boats,
artifacts, houses, buildings, and shapes,and space, with rhythm and jars,
churches from historical periods balance as principles of design. musical instruments).
using crosshatching technique to puts up an exhibit on Philippine 3. presents via powerpoint the significant parts of the Week2/1st
simulate 3-dimensional and artifacts and houses from different different architectural designs and artifacts found in Q
geometric effects of an artwork. historical periods (miniature or the locality. e.g. bahay kubo, torogan, bahay na bato,
replica). simbahan, carcel, etc.
4. explains the importance of artifacts, houses, Week 2
clothes, language, lifestyle - utensils, food, pottery, /1st Q
furniture - influenced by colonizers who have come to
our country (Manunggul jar, balanghai, bahay na
bato, kundiman, Gabaldon schools, vaudeville,
Spanish-
inspired churches).
5. creates illusion of space in 3-dimensional drawings Weeks 3-
of important archeological artifacts seen in books, 4 /1st Q
museums (National Museum and its branches in the
Philippines, and in old buildings or churches in the
community.
6. creates mural and drawings of the old houses, Weeks 5-
churches or buildings of his/her community. 6/1st Q
7. participates in putting up a mini-exhibit with labels Weeks 7-
of Philippine artifacts and houses after the whole 8/1st Q
class completes drawings.
237
8. tells something about his/her community as Week

reflected on his/her artwork. 8/1st Q
2nd The learner… The learner… 1. explains the importance of natural and historical Week 1/
Quarter places in the community that have been designated 2nd Q
demonstrates understanding of sketches natural or man-made as World Heritage Site (e.g., rice terraces in Banawe,
lines, colors, space, and harmony places in the community with the Batad; Paoay Church; Miag-ao Church; landscape of
through painting and use of complementary colors. Batanes, Callao Caves in Cagayan; old houses inVigan,
explains/illustrates landscapes of draws/paints significant or Ilocos Norte; and the torogan in Marawi)
important historical places in the important historical places.
community (natural or man- 2. explains that artists have different art styles in Weeks 2
made)using one-point perspective in painting landscapes or significant places in their & 3/ 2nd Q
landscape drawing, complementary respective provinces (e.g., Fabian dela Rosa, Fernando
colors, and the right proportions of Amorsolo, Carlos Francisco, Vicente Manansala, Jose
parts. Blanco, VictorioEdades, Juan Arellano,
PrudencioLamarroza, and Manuel Baldemor)
3. presents via powerpoint the artistry of famous Week 3/
Filipino artists in painting different landscapes and is 2nd Q
able to describe what makes each artist’s masterpiece
unique from others.
4. sketches using complementary colors in painting a Weeks 4-
landscape. 5/ 2nd Q
5. demonstrates skills and knowledge about Weeks 6-
foreground, middle ground, and background to 7/ 2nd Q
emphasize depth in painting a landscape.
6. discusses details of the landscape significant to the Week
history of the country. 8/2nd Q
3rd The learner… The learner… 1. discusses new printmaking technique using a sheet Week 1 /
of thin rubber (used for soles of shoes), linoleum, or
Quarter any soft wood that can be carved or gouged to create 3rd Q
demonstrates understanding of new different lines and textures.
printmaking techniques with the use
238
of lines, texture through stories and creates a variety of prints using lines 2. discusses possible uses of the printed artwork Week 2 /
myths. (thick, thin, jagged, ribbed, fluted, 3rd Q
woven) to produce visual texture. 3. shows skills in creating a linoleum, rubber or wood Week 2 /
cut print with the proper use of carving tools. 3rd Q
4. creates variations of the same print by using Week 3 /

different colors of ink in printing the master plate. 3rd Q
5. follows the step-by-step process of creating a print: Weeks 4-

5.1 sketching the areas to be carved out and areas 5 / 3rd Q
that will remain
5.2 carving the image on the rubber or wood
using sharp cutting tools
5.3 preliminary rubbing
5.4 final inking of the plate with printing ink
5.5 placing paper over the plate, rubbing the back
of the paper
5.6 impressing the print
5.7 repeating the process to get several editions of
the print
demonstrates understanding of new 6. works with the class to produce a compilation of Week 6 /
printmaking techniques with the use their prints and create a book or calendar which they 3rd Q
of lines, texture through stories and creates a variety of prints using lines can give as gifts, sell, or display on the walls of their
myths. (thick, thin, jagged, ribbed, fluted, school.
woven) to produce visual texture. 7. demonstrates contrast in a carved or textured area Week 6 /
in an artwork. 3rd Q
8. produces several editions of the same print that are Weeks 7/
well-inked and evenly printed. 3rd Q
9. participates in a school/district exhibit and Week
culminating activity in celebration of the National Arts 8/3rd
Month (February)
4th The learner… The learner… 1. identifies the materials used in making3- Week 1 /
Quarter dimensional crafts which express balance and 4th Q
repeated variation of shapes and colors
239
demonstrates understanding of demonstrates fundamental 1.1 mobile

colors, shapes, space, repetition, construction skills in making a 3- 1.2 papier-mâché jar
and balance through sculpture dimensional craft that expresses 1.3 paper beads
and 3-dimensional crafts. balance, artistic design, and 2. identifies the different techniques in making 3- Week 1
repeated variation of decorations dimensional crafts /4th Q
and colors 2.1 mobile
1. papier-mâché jars with 2.2 papier-mâché jar
patterns 2.3 paper beads
2. paper beads 3. discusses possibilities on the use of created 3-D Week 2 /
crafts. 4th Q
constructs 3-D craft using primary
and secondary colors, geometric 4. applies knowledge of colors, shapes, and balance in Week 3 /
shapes, space, and repetition of creating mobiles, papier-mâché jars, and paper beads. 4th Q
colors to show balance of the 5. demonstrates artistry in making mobiles with varied Week 4 /
structure and shape colors and shapes. 4th Q
mobile
6. creates designs for making 3-dimensional crafts Week 5 &
6.1 mobile 6 / 4th Q
6.2 papier-mâché jar
6.3 paper beads
7. shows skills in making a papier-mâché jar Week 7 /
4th Q
8. creates paper beads with artistic designs and varied Week 8 /
colors out of old magazines and colored papers for 4th Q
necklace, bracelet, ID lanyard.
240

Subject: Arts
1st The learner… The learner… 1. discusses the concept that art processes, elements Week 1/
Quarter and principles still apply even with the use of new 1st Q
demonstrates understanding of the creates concepts through art technologies.
use of lines, shapes, colors, texture, processes, elements, and principles 2. explains the elements and principles applied in Week
and the principles of emphasis and using new technologies (hardware commercial art. 1/1st Q
contrast in drawing a logo and own and software) to create personal or 3. applies concepts on the use of the software Week 2
cartoon character using new class logo. (commands, menu, etc.). / 1st Q
technologies in drawing. designs cartoon character on-the 4. utilizes art skills in using new technologies (hardware Week 2
spot using new technologies. and software). / 1st Q
5. creates personal or class logo as visual representation Week 3

that can be used as a product, brand, or trademark / 1st Q
6. explains ideas about the logo Weeks 4

/ 1st Q
7. explains the elements and principles applied in comic Week 5

art. / 1st Q
creates concepts through art
processes, elements, and principles 8. applies concepts on the steps/procedures in cartoon Week 6
using new technologies (hardware character making. / 1st Q
and software) to create personal or
class logo. 9. utilizes art skills in using new technologies (hardware Week 6
and software) in cartoon character making. / 1st Q
241
10. creates own cartoon character to entertain, express Week 7

opinions, ideas, etc. / 1st Q
designs cartoon character on-the 11. explains ideas about the cartoon character Week 8
spot using new technologies. / 1st Q
2nd The learner… The learner… 1. Reviews the concept that art processes, elements and Week 1/
Quarter principles still apply even with the use of technologies. 2nd Q
demonstrates understanding of applies concepts on the use of
shapes, space, colors, and the software in creating digital paintings 2. explains the elements and principles applied in digital Week 1/
principles of emphasis, harmony and and graphic designs. art. 2nd Q
contrast in digital painting and
poster design using new 3. applies concepts on the use of the software Week 2/
technologies. (commands, menu, etc.) 2nd Q
4. utilizes art skills using new technologies (hardware Week 2/

and software) in digital painting. 2nd Q
5. creates a digital painting similar with the Masters’ Weeks 3
(e.g., Van Gogh, Amorsolo, etc.) in terms of style, -4 / 2nd
theme, etc. Q
6. discusses the elements and principles applied in Weeks
layouting. 5-6 /2nd
Q
7. applies skills in layouting and photo editing using new Weeks
technologies (hardware and software) in making a 5-6 /2nd
poster. Q
8. creates an advertisement/commercial or Weeks
announcement poster. 7-8 /2nd
Q
3rd The learner… The learner… 1. Explains the truism that design principles still apply Week 1
Quarter for any new design (contrast of colors, shapes, and / 3rd Q
242
demonstrates understanding of creates simple printmaking lines produces harmony) whether done by hand or
shapes, colors, values, and the (silkscreen) designs on t-shirts and machine (computer).
principles of emphasis, contrast, and posters.
harmony in printmaking and 2. Demonstrates understanding that digital technology Week 1
photography using new has speeded up the printing of original designs and / 3rd Q
technologies. made it accessible to many, as emphasized in t-shirts
and poster designs.
3. applies concepts on the steps/procedure in silkscreen Week 2
printing. / 3rd Q
4. produces own prints from original design to Week 2
describes the basic concepts and silkscreen printing to convey a message or statement. / 3rd Q
principles of basic photography. 5. Discusses the concepts and principles of Week 3
photography. / 3rd Q
6. discusses the parts and functions of the camera Week 4
(point / 3rd Q
and shoot or phone camera).
7. applies composition skills to produce a printed Week 5-
photograph for a simple photo essay. 6 / 3rd Q
8. participates in school/district exhibit and Weeks
culminating activity in celebration of the National Arts 7-8 / 3rd
Month (February) Q
4th The learner… The learner… 1. Discusses the concept that design principles and Week 1
Quarter elements relates to everyday objects. / 4th Q
demonstrates understanding of creates an actual 3-D digitally- 2. explains the elements and principles applied in Week 1
shapes, colors, and the principles of enhanced paper bag for a product or product design. /4th Q
contrast and harmony through the brand.
use of new media in creating audio- applies concepts on the use of new 3. manifests understanding of concepts on the use of Week 2
video art and product or package technologies (hardware and software (commands, menu, etc.) / 4th Q
design. software) in creating an audio-video 4. utilizes art skills in using new technologies (hardware Week 2
art/animation. and software) in package design. / 4th Q
5. creates an actual 3-D digitally-enhanced product Week 4
design for a paper bag. / 4th Q
6. reviews the truism that art processes, elements and Week 3
principles still apply even with the use of technologies. / 4th Q
7. discusses the elements and principles applied in
243
audio-video art.
7. shows skills in making a papier-mâché jar Week 7

/ 4th Q
8. applies concepts on the use of the software Weeks
(commands, menu, etc.) 4-5 / 4th
Q
9. utilizes art skills in using new technologies (hardware Weeks
and software) 5-6 / 4th
Q
10. creates an audio-video art /animation promoting a Weeks
product. 7-8 / 4th
Q

Subject: Arts
1st The learner... The learner… 1. analyzes elements and principles of art in the
Quarter production of one’s arts and crafts inspired by the arts Week 1
1. art elements and processes by 1. create artworks showing the of Luzon (highlands and lowlands)
synthesizing and applying prior characteristic elements of the arts 2. identifies characteristics of arts and crafts in specific Week 1
knowledge and skills of Luzon (highlands and lowlands) areas in Luzon (e.g., papier mâché [taka] from Paete,
Ifugao wood sculptures [bul’ul], Cordillera jewelry and
2. the salient features of the arts of 2. exhibit completed artworks for pottery, tattoo, and Ilocos weaving and pottery
Luzon (highlands and lowlands) by appreciation and critiquing [burnay], etc.)
showing the relationship of the 3. reflects on and derive the mood, idea, or message
elements of art and processes emanating from selected artifacts and art objects
among culturally diverse Weeks 2
communities in the country -4
4. appreciates the artifacts and art objects in terms of Week 2
their uses and their distinct use of art elements and
principles
244
3. the Philippines as having a rich 5. incorporates the design, form, and spirit of the Week 3
artistic and cultural tradition from highland/lowland artifact and object in one’s creation
precolonial to present times
6. traces the external (foreign) and internal Weeks 4
(indigenous) influences reflected in the design of an
artwork and in the making of a craft or artifact
7. creates crafts that can be locally assembled with Weeks
local materials, guided by local traditional techniques 5-8
(e.g., habi, lilip, etc).
8. Discusses the elements from traditions/history of a Week 6
community for one’s artwork
9. shows the relationship of the development of crafts Week 6

in specific areas of the country, according to
functionality, traditional specialized expertise, and
availability of resources (e.g. pottery, weaving, jewelry,
baskets)
10. shows the relationship of Luzon (highlands and Week 7
lowlands) arts and crafts to Philippine culture,
traditions, and history (Islamic influences, Spanish
heritage, and American legacies in education, business,
modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and social
practices)
2nd The learner… The learner… 1. analyzes the elements and principles of art in the
Quarter production one’s arts and crafts inspired by the arts of
1. art elements and processes by create artwork showing the MIMAROPA and the Visayas Weeks 1
synthesizing and applying prior characteristic elements of the arts of –2/
knowledge and skills MIMAROPA and the Visayas 2. identifies the characteristics of arts and crafts in Week 1
specific areas in MIMAROPA and the Visayas,
Marinduque (Moriones masks), Palawan (Manunggul
245
2. the salient features of the arts of Jar), Mindoro (Hanunuo-Mangyan writing, basketry,
MIMAROPA and the Visayan and weaving), Bohol (churches), Cebu (furniture), Iloilo
Islands by showing the (culinary arts and old houses), Samar (Basey mats), etc.
relationship of the elements of art 3. reflects on and derive the mood, idea or message
and processes among culturally emanating from selected artifacts and art objects
diverse communities in the
country
Weeks
the Philippines as having a rich 3-5
artistic and cultural tradition from 4. appreciates the artifacts and art objects in terms of Week 2
precolonial to present times its utilization and its distinct use of art elements and
principles
5. incorporates the design, form and spirit of artifacts Weeks 3
and art objects from MIMAROPA and the Visayas -4
6. explains the external (foreign) and internal Weeks 5
(indigenous) influences that are reflected in the design
of an artwork or in the making of a craft or artifact
7. creates crafts that can be locally assembled with
local materials, guided by local traditional techniques
(e.g., habi, lilip, etc).
Weeks 6
8. discusses elements from traditions/history of a Weeks 7
9. Explains the correlation of the development of crafts Week 8

availability of resources (e.g., architecture, weaving,
pottery, accessories, masks, and culinary arts)
10. shows the relationship of MIMAROPA and Visayas

arts and crafts to Philippine culture, traditions, and
history (Islamic influences, Spanish heritage, and
246
American legacies in education, business,

modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and social
practices)
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks
Quarter production one’s arts and crafts inspired by the arts of 1-2
1. art elements and processes by 1. create artworks showing the Mindanao
synthesizing and applying prior characteristic elements of the arts 2. identifies characteristics of arts and crafts in specific Week 1
knowledge and skills of Mindanao areas in Mindanao (e.g., maritime vessel [balanghay]
from Butuan, vinta from Zamboanga; Maranao’s
2. the salient features of the arts of 2. exhibit completed artworks for malong, brasswares, okir, panolong, torogan, and
Mindanao by showing the appreciation and critiquing sarimanok; Yakan’s fabric and face makeup and body
relationship of the elements of art ornamentation; T’boli’s tinalak and accessories; Tawi-
and processes among culturally tawi’s Pangalaydance, etc.
diverse communities in the 3. reflects on and derive the mood, idea, or message Weeks
country emanating from selected artifacts and art objects 3-5
4. appreciates the artifacts and art objects in terms of Week 2
3. the Philippines as having a rich its utilization and their distinct use of art elements and
artistic and cultural tradition from principles
precolonial to present times 5. incorporates the design, form, and spirit of artifacts Week 3
and objects from Mindanao to one’s creation
6. traces the external (foreign) and internal (indigenous) Week 4
influences that are reflected in the design of an artwork
and in the making of a craft or artifact
7. creates crafts that can be locally assembled with local Weeks
materials, guided by local traditional techniques (e.g., 6-8
habi, lilip, etc).
8. derives elements from traditions/history of a Weeks 6
9. shows the relationship of the development of crafts
247
availability of resources (e.g., pottery, weaving, jewelry,

and basketry)
10. shows the relationship of Mindanao’s arts and Week 7
crafts to Philippine culture, traditions, and history,
particularly with Islamic influences and indigenous
(Lumad) practices
11. participates in exhibit using completed Mindanao- Week 8
inspired arts and crafts in an organized manner
4th The learner… The learner… 1. identifies the festivals and theatrical forms Weeks
Quarter celebrated all over the country throughout the year 1-2
1. how theatrical elements (sound, 1. create appropriate festival attire 2. researches on the history of the festival and
music, gesture, movement ,and with accessories based on theatrical composition and its evolution, and describe
costume) affect the creation and authentic festival costumes how the townspeople participate and contribute to the
communication of meaning in event
Philippine Festivals and Theatrical 2. create/improvise appropriate 3. discusses the elements and principles of arts as seen
Forms as influenced by history sound, music, gesture, in Philippine Festivals
and culture movements, and costume for a 4. explains what makes each of the Philippine festivals Weeks
chosen theatrical composition unique through a visual presentation 3-4
2. theater and performance as a 5. designs the visual elements and components of the Weeks
synthesis of arts and a significant selected festival or theatrical form through costumes, 5-8
expression of the celebration of life 3. take part in a chosen festival or in props, etc.
in various Philippine communities a performance in a theatrical play 6. analyzes the uniqueness of each group’s performance
of their selected festival or theatrical form
7. choreographs the movements and gestures
reflecting the mood of the selected Philippine
festival/theatrical form
7. shows skills in making a papier-mâché jar
8. improvises accompanying sound and rhythm of the
Philippine festival/theatrical form
9. performs in a group showcase of the selected

Philippine festival/theatrical form
248

Subject: Arts
1st The learner… The learners… 1. analyzes elements and principles of art in the
Quarter production of arts and crafts inspired by the cultures of Weeks
1. art elements and processes by 1. create artworks showing the Southeast Asia 1-2/
synthesizing and applying prior characteristic elements of the arts 2. identifies characteristics of arts and crafts in specific
knowledge and skills of Southeast Asia countries in Southeast Asia: Indonesia (batik, Wayang
puppetry); Malaysia (modern batik, wau, and objects
2. the salient features of the arts of 2. exhibit completed artworks for made from pewter); Thailand (silk fabrics and Loi
Southeast Asia by showing the appreciation and critiquing Kratong Lantern Festival); Cambodia (AngkorWat and
relationship of the elements of ancient temples); Singapore (Merlion), etc.
art and processes among 3. reflects on and derive the mood, idea, or message
culturally diverse communities in from selected artifacts and art objects
the region 4. appreciates the artifacts and art objects in terms of Weeks 3
their utilization and their distinct use of art elements -5
3. Southeast Asian countries as and principles
having a rich artistic and cultural
5. incorporates the design, form, and spirit of Southeast
tradition from prehistoric to
Asian artifacts and objects in one’s creation
present times
6. traces the external (foreign) and internal

(indigenous) influences that are reflected in the design
of an artwork and in the making of a craft or artifact
7. creates crafts that can be locally assembled with Weeks
local materials, guided by local traditional techniques 6-8
(e.g.,batik, silk weaving, etc.)
8. derives elements from traditions/history of a
249

in specific countries in Southeast Asia, according to
functionality, traditional specialized expertise and
availability of resources (e.g., pottery, weaving,
jewelry,
and basketry)
10. shows the commonalities and differences of the
culture of the Southeast Asian countries in relation to
Philippine culture
2nd The learner… The learner… 1. analyzes elements and principles of art in the Weeks
Quarter production of arts and crafts inspired by the cultures of 1-2
1. art elements and processes by 1. create artworks showing the East Asia
knowledge and skills of East Asia countries in East Asia: China (Chinese painting and
calligraphy); Japan (origami, woodblock printing,
2. the salient features of the arts of 2. exhibit completed artworks for theater masks, face painting, and anime and manga);
East Asia by showing the appreciation and critiquing and Korea (theater masks, drums, and K-pop)
relationship of the elements of 3. reflects on and derive the mood, idea or message Weeks
art and processes among from selected artifacts and art objects 3-5
culturally diverse communities in 4. appreciates the artifacts and art objects in terms of
the region their utilization and their distinct use of art elements
and principles
3. East Asian countries as having a 5. incorporates the design, form, and spirit of East Asian
rich artistic and cultural tradition artifacts and objects to one’s creation
from prehistoric to present times 6. traces the external (foreign) and internal (indigenous)
and in the making of a craft
7. creates crafts that can be locally assembled with local Weeks
materials, guided by local traditional techniques (e.g., 6-8
Gong-bi, Ikat, etc.)
250

in specific countries in East Asia according to
availability of resources (e.g., pottery, weaving,
jewelry,
and basketry)
cultures of the East Asian countries in relation to
Philippine culture
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks
Quarter production of arts and crafts inspired by the cultures of 1-2
1. art elements and processes by 1. create artworks showing the South Asia, West Asia, and Central Asia
knowledge and skills of South, West, and Central Asia countries in South, West, and Central Asia: India
(rangoli, katak, mendhi, diwali); Saudi Arabia (carpet
2. the salient features of the arts of 2. exhibits completed artworks for design); Pakistan (truck art); and Tibet (mandala), etc
South, West, and Central Asia by appreciation and critiquing 3. reflects on and derive the mood, idea or message Weeks
showing the relationship of the from selected artifacts and art objects 3-5
elements of art and processes
among culturally diverse 4. appreciates the artifacts and art objects in terms of
communities in the region their utilization and their distinct use of art elements
and principles
3. that the South, West, and Central
Asian countries have a rich, artistic 5. incorporates the design, form, and spirit of South,
and cultural tradition from West, and Central Asian artifacts and objects to one’s
prehistoric to present times creation
6. traces the external (foreign) and internal (indigenous)

and in the making of a craft
7. creates arts and crafts that can be locally assembled Weeks
with local materials, guided by local traditional 6-8
techniques (e.g., Ghonghdis, Marbling Technique, etc.)
251

in specific countries in South Asia, West Asia, and
Central Asia, according to functionality, traditional
specialized expertise, and availability of resources
cultures of the South Asian, West Asian, and Central
Asian countries in relation to Philippine culture
11. participates in an exhibit using completed South-
West-Central Asian-inspired crafts in an organized
manner
4th The learner… The learner… 1. identifies selected festivals and theatrical forms Weeks
Quarter celebrated all over the Asian region 1-2
1. how theatrical elements (sound, 1. create appropriate festival attire 2. researches on the history of the festival and theatrical
music, gesture, movement, and with accessories based on forms and its evolution, and describe how the
costume) affect the creation and authentic festival costumes community participates and contributes to the event
communication of meaning in 3. discusses the elements and principles of arts as seen Week
Asian Festivals and Theatrical 2. create/improvise appropriate in Philippine Festivals 3-4
Forms as influenced by history sound, music, gesture, 4. identifies the elements and principles of arts as
and culture movements, and costume for a manifested in Asian festivals and theatrical forms
chosen theatrical composition 5. through a visual presentation, explains what make Weeks
2. theater and performance as a each of the Asian Festivals and Theatrical forms unique 5-8
synthesis of arts and a significant 3. take part in a chosen festival or in 6. designs the visual elements and components of the
expression of the celebration of life a performance in a theatrical play selected festival or theatrical form through costumes,
in various Asian communities props, etc.
7. analyzes the uniqueness of each group’s

performance of their selected festival or theatrical
form
8. shows the relationship of the selected Asian festival
and the festival in the Philippines in terms of form and
reason for holding the celebration
252
9. choreographs the movements and gestures reflecting

the mood of the selected festival/theatrical form of Asia
10. improvises accompanying sound and rhythm of the

selected festival/ theatrical form of Asia

Subject: Arts
1st The learner… The learner.. 1. analyzes art elements and principles in the
Quarter production of work following the style of a western Weeks
1. art elements and processes by 1. perform / participate and classical art 1-2
synthesizing and applying prior competently in a presentation of
knowledge and skills a creative impression 2. identifies distinct characteristics of arts during the
(verbal/nonverbal) of a particular different art periods
2. the arts as integral to the artistic period 3. identifies representative artists from various art
development of organizations, periods
spiritual belief, historical events, 2. recognize the difference and 4. reflects on and derives the mood, idea, or message Weeks 3
scientific discoveries, natural uniqueness of the art styles of the from selected artworks -5
disasters/ occurrences, and other different periods (techniques,
external phenomena process, elements, and principles 5. discusses the use or function of artworks by
of art) evaluating their utilization and combination of art
elements and principles
6. uses artworks to derive the traditions/history of an
art period
7. compares the characteristics of artworks produced in

the different art periods
253
8. creates artworks guided by techniques and styles of Weeks

Western Classical art traditions 6-8
9. describes the influence of iconic artists belonging to

Western Classical art on the evolution of art forms
10. applies different media techniques and processes

to communicate ideas, experiences, and stories
showing the characteristics of Western Classical art
traditions
11. evaluates works of art in terms of artistic concepts
and ideas using criteria from the Western Classical art
traditions
12. shows the influences of the Western Classical art
traditions to Philippine art form
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks
Quarter production of work following a specific art style 3-5
1. art elements and processes by 1. performs/ participate
synthesizing and applying prior competently in a presentation of 2. identifies distinct characteristics of arts during the
knowledge and skills a creative impression Renaissance and Baroque periods
(verbal/nonverbal) of a particular 3. identifies representative artists from Renaissance and
2. the arts as integral to the artistic period Baroque periods
development of organizations, 4. reflects on and derive the mood, idea or message Weeks
spiritual belief, historical events, 2. recognizes the difference and from selected artworks 6-8
scientific discoveries, natural uniqueness of the art styles of the 5. discusses the use or function of artworks by
disasters/ occurrences, and other different periods (techniques, evaluating their utilization and combination of art
external phenomena process, elements, and principles elements and principles
of art) 6. uses artworks to derive the traditions/history of an
art period
the different art periods
254

the Renaissance and the Baroque periods 3-5
9. explains the influence of iconic artists belonging to
the Renaissance and the Baroque periods
showing the characteristics of the Renaissance and the
Baroque
periods (e.g.,Fresco, Sfumato, etc.)
and ideas using criteria from the Renaissance and the
Baroque periods
12. shows the influences of the Renaissance and
Baroque periods on the Philippine art form
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks
Quarter production of work following a specific art style from 1-2
1. art elements and processes by 1. perform/participate competently the Neoclassic and Romantic periods
synthesizing and applying prior in a presentation of a creative 2. identifies distinct characteristics of arts during the
knowledge and skills impression (verbal/nonverbal) Neoclassic and Romantic periods
from the Neoclassic and Romantic 3. identifies representative artists from the Neoclassic
2. the arts as integral to the periods and Romantic periods
development of organizations, 4. reflects on and derive the mood, idea, or message Week
spiritual belief, historical events, 2. recognize the difference and from selected artworks 3
scientific discoveries, natural uniqueness of the art styles of the 5. explains the use or function of artworks by
disasters/ occurrences, and other different periods (techniques, evaluating their utilization and combination of art
external phenomena process, elements, and principles elements and principles
of art) 6. uses artworks to derive the traditions/history of the
Neoclassic and Romantic periods
7. compares the characteristics of artworks produced
in the Neoclassic and Romantic periods

the Neoclassic and Romantic periods (e.g., linear style 4-7
and painterly style)
255
9. describe the influence of iconic artists belonging to

the Neoclassic and Romantic periods
showing the characteristics of the Neoclassic and
Romantic
periods
and ideas using criteria from the Neoclassic and
Romantic periods
12. shows the influences of Neoclassic and Romantic
periods on Philippine art forms
13. participates in an exhibit using completed artworks Week 8
with Neoclassic and Romantic periods characteristics
4th The learner… The learner… 1. identifies selected theatrical forms from different art Weeks
Quarter periods 1-2
1. how theatrical elements (sound, 1. create appropriate theater 2. researches on the history of the theatrical forms and
music, gesture, movement, and play/opera costume and their evolution
costume) affect the creation and accessories and improvise 3. identifies the elements and principles of arts as
communication of meaning in appropriate sound, music, manifested in Western Classical plays and opera
Western Classical plays and gesture, movements, and 4. defines what makes selected western classical plays Week 2
opera as influenced by history costume for a chosen theatrical and operas unique through visual representation
and culture composition 5. designs the visual elements and components of the
selected Western classical theater play and opera
2. theater and performance as a 2. take part in a performance of through costumes, props, etc.
synthesis of arts a selected piece from Western 6. analyzes the uniqueness of each group’s performance
Classical plays and opera of its selected Western classical theater play and opera
7. shows the influences of the selected Western Week 3
Classical play or opera on Philippine theatrical
performance in terms of form and content of story
8. choreographs the movements and gestures needed
in the effective delivery of a selected piece from
Western Classical plays and opera
256
9. improvises accompanying sound and rhythm needed Weeks

in the effective delivery of a selected piece from 4 -6 / 4t
Western Classical plays and operas Q
10. performs in a group showcase of the selected piece Weeks
from Western Classical plays and operas 7-8

Subject: Arts
1st The learner… The learner… 1. analyzes art elements and principles in the Weeks
Quarter production of work following a specific art style from 1-2
1. art elements and processes by 1. performs/ participate the various art movements
synthesizing and applying prior competently in a presentation of 2. identifies distinct characteristics of arts from the
knowledge and skills a creative impression various art movements
(verbal/nonverbal) from the 3. identifies representative artists and Filipino
2. the arts as integral to the various art movements counterparts from the various art movements
development of organizations, 4. reflects on and derive the mood, idea, or message Weeks 3
spiritual belief, historical events, 2. recognize the difference and from selected artworks -5
scientific discoveries, natural uniqueness of the art styles of the
disasters/ occurrences and other various art movements
*5. explains the role or function of artworks by
external phenomenon (techniques, process, elements,
evaluating their utilization and combination of art
and principles of art)
6. uses artworks to derive the traditions/history of the
various art movements

the various art movements

the various art movements (e.g., Impasto, Encaustic, 6-8
etc.)
257
9. discusses the influence of iconic artists belonging to

the various art movements

showing the characteristics of the various art
movements (e.g., the use of industrial materials or
found objects, Silkscreen Printing, etc.)
and ideas using criteria from the various art movements
12. shows the influences of Modern Art movements on

Philippine art forms
2nd The learner… The learner… 1. identifies art elements in the technology-based
Quarter production arts
1. Uses new technologies that allow creates a tech-based artwork (video Week 1
new expressions in arts using art clips and printed media such as 2. identifies distinct characteristics of arts during in the
elements and processes posters, menus, brochures etc.) 21st century in terms of:
relating to a selected topic from the 1.1 production
different learning areas using 1.2 functionality range of audience reach
available technologies, e.g., food and 3. identifies artworks produced by technology from
fashion other countries and their adaptation by Philippine
artists
4. discusses the concept that technology is an effective
and vibrant tool for empowering a person to express
his/her ideas, goals, and advocacies, which elicits
immediate action Weeks
5. explains the role or function of artworks by 2-4
evaluating their utilization and combination of art
258
6. uses artworks to derive the traditions/history of a

community (e.g., landscapes, images of people at work
and play, portrait studies, etc.)
7. compares the characteristics of artworks in the21st
century
8. creates artworks that can be locally assembled with
local materials, guided by 21st-centurytechniques
9. explains the influence of technology in the 21st
century on the evolution of various forms of art
10. applies different media techniques and processes Weeks
to communicate ideas, experiences, and stories 5-8
showing the characteristics of 21st-centuryart (e.g., the
use of graphic software like Photoshop, InDesign, etc.)
and ideas using criteria appropriate for the style or form
3rd The learner… The learner… 1. identifies art elements in the various media-based Weeks
Quarter arts in the Philippines 1-2
1. art elements and processes by 1. create artworks using available
synthesizing and applying prior media and natural resources on local 2. identifies representative artists as well as distinct
knowledge and skills topics, issues, and concerns such as characteristics of media-based arts and design in the
environmental advocacies Philippines
2. new technologies that allow new ecotourism, and economic and 3. discusses the truism that Filipino ingenuity is distinct,
expressions in the arts livelihood projects exceptional, and on a par with global standards
4. discusses the role or function of artworks by Weeks
evaluating their utilization and combination of art 3-5
5. uses artworks to derive the traditions/history of a
community
6. creates artworks that can be assembled with local
materials Weeks
7. explains the characteristics of media-based arts and 5-7
design in the Philippines
259
8. applies different media techniques and processes to

communicate ideas, experiences, and stories (the use
of software to enhance/animate images like Flash,
Movie
Maker, Dreamweaver, etc.)
9. evaluates works of art in terms of artistic concepts Week 8/
and ideas using criteria appropriate for the style or form
of media-based arts and design
4th The learner… The learner… 1. explains how an idea or theme is communicated in a Weeks 1
Quarter selected performance through the integration of
1. how theatrical elements (sound, 1. create appropriate costumes, musical sounds, songs, dialogue and dance
music, gesture, movement, and props, set accessories, costumes 2. analyzes examples of plays based on theatrical forms,
costume) affect the creation and improvised lighting and other décor and elements of art as applied to performance
communication of meaning in a for Philippine plays 3. illustrates how the different elements are used to
theater play/performance communicate the meaning Week 2
incorporated with media 2. create/improvise appropriate 4. Explains the uniqueness of each original performance
sound, music, gesture, and 5. designs with a group the visual components of a
2. theater and performance as a movements for a chosen theatrical school play (stage design, costume, props, etc.)
synthesis of arts composition 6. assumes the role of a character as an Week 3
actor/performance, or production staff (director, Week 4
3. participate in an original choreography, light designer, stage manager)
performance inspired by local 7. analyzes the uniqueness of the group that was given
Philippine stories, myths, and events recognition for its performance and explain what
relevant to current issues component contributed to its selection
8. contributes to the conceptualization of an original

performance
9. choreographs the movements and gestures needed Week 5

in the effective delivery of an original performance with
the use of media
10. improvises accompanying sound and rhythm Weeks
needed in the effective delivery of an original 6-8
performance with the use of different media
260
261

Subject: Physical Education
The learner demonstrates The learner performs with Weeks 1&3
understanding awareness of body coordination enjoyable 3. Creates shapes by using different body
parts in preparation for participation movements on body awareness. parts
in physical activities.
4. Shows balance on one, two, three, Weeks 4&6
four and five body parts
5. Exhibits transfer of weight Weeks 7&8
6. Engages in fun and enjoyable physical
1st activities with coordination
Quarter
Suggested learning activities
⮚ action songs This competency is
already embedded
⮚ singing games
in other LCs.
⮚ simple games
⮚ chasing and fleeing games
⮚ mimetics
The learner demonstrates The learner performs movement Weeks 1&4

1. Moves within a group without
understanding ofspace awareness in skills in a given space with
bumping or falling using locomotors
preparation for participation in coordination
skills
physical activities
2nd 2. Executes locomotor skills while Weeks 5&8
Quarter moving in different directions at
different spatial levels
This competency is
already embedded
activities with coordination
in other LCs.
262
The learner demonstrates The learner performs Weeks 1&2

1. Demonstrates the difference between
understanding of qualities of effort in movements of varying qualities of
slow and fast, heavy and light, free and
preparation for participation in effort with coordination.
bound movements
physical activities.
2. Demonstrates contrast between slow Weeks 3&8

and fast speeds while using locomotor
3rd skills
Quarter
This competency is
already embedded
activities
in other LCs.
4. Demonstrates the characteristics of This competency is
sharing and cooperating in physical already embedded
activities in other LCs.
The learner demonstrates The learner performs Weeks 1&4
understanding of relationships of movements in relation to a
movement skills in preparation for stationary or moving
participation in physical activities object/person with
coordination.
1. Demonstrates relationship of
movement
4th
Quarter
2. Performs jumping over a stationary Weeks 5&8

object several times in succession,
using forward- and- back and side-to-
side movement patterns
263
This competency is
already embedded
activities
in other LCs.
This competency is
4. Follows simple instructions and rules already embedded
in other LCs.

The learner demonstrates The learner performs body 1. Creates body shapes and actions Weeks 1&4
understanding of body shapes and shapes and actions properly.
body actions in preparation for
various movement activities
2. Demonstrates momentary stillness in Weeks 5&8

symmetrical and asymmetrical shapes
using body parts other than both feet as a
1st base of support
Quarter 3. Demonstrates movement skills in response This competency
to sound and music is already
embedded in
other LCs.
This competency
4. Engages in fun and enjoyable physical is already
activities embedded in
other LCs.
2nd The learner demonstrates The learner performs movements 1. Describes movements in a location, Weeks 1&2
Quarter understanding of locations, accurately involving locations, direction, level, pathway and plane
directions, levels, pathways and directions, levels, pathways and
planes planes.
264
2. Moves in: Weeks 3&8

⮚ personal and general space
⮚ forward, backward, and
sideward directions
⮚ high, middle, and low levels
⮚ straight, curve, and zigzag pathways
diagonal and horizontal planes
3. Demonstrates movement skills in response This competency
to sounds and music is already
embedded in
other LCs.
4. Engages in fun and enjoyable physical This competency
activities is already
embedded in
other LCs.
This competency
5. Maintains correct posture and body
is already
mechanics while performing movement
embedded in
other LCs.
The learner demonstrates The learner performs 1. Moves: at slow, slower, slowest/fast, Weeks 1&8
understanding of movement in movements accurately involving faster, fastest pace
relation to time, force and flow time, force, and flow. using light, lighter, lightest/strong, stronger,
strongest force with smoothness
2. Demonstrates movement skills in This competency
3rd response to sound and music is already
Quarter embedded in
other LCs.
embedded in
other LCs.
4th The learner demonstrates The learner performs movement 1. Moves: individually, with partner, and with Weeks 1&8
Quarter understanding of movement activities involving person, group with ribbon, hoop, balls, and any
265
activities relating to person, objects, objects, music and environment available indigenous/improvised materials,
music and environment correctly with sound, in indoor and outdoor settings

response to sound is already
embedded in
other LCs.
embedded in
other LCs.
4. Maintains correct body posture and body This competency
mechanics while performing movement is already
activities embedded in
other LCs.

The learner demonstrates The learner performs body 1. Describes body shapes and actions Week 1
understanding of body shapes and shapes and actions properly.
body actions in preparation for
various movement activities
2. Performs body shapes and actions Weeks 3&8

1st 3. Demonstrates proper manipulative Week 2
Quarter activity management like holding,
throwing and catching ball
response to sounds and music is already
embedded in
other LCs.
266

embedded in
other LCs.
The learner demonstrates The learner performs 1. Describes movements in a location, Weeks 1&2
understanding of locations, movements accurately involving direction, level, pathway and plane
directions, levels, pathways and locations, directions, levels,
planes pathways and planes.
2. Moves in: Weeks 3&8
⮚ personal and general space

2nd ⮚ forward, backward, and sideward
Quarter directions
⮚ high, middle, and low levels
⮚ straight, curve, and zigzag
pathways
diagonal and horizontal planes
embedded in
other LCs.
The learner demonstrates The learner performs 1. Describes movements in a location, Weeks 1&2
understanding of movement in movements accurately involving direction, level, pathway and plane
relation to time, force and flow time, force, and flow.
3rd 2. Moves: Weeks 3&8

Quarter
⮚ at slow, slower, slowest/fast,
faster, fastest pace
using light, lighter, lightest/strong, stronger,
strongest force with smoothness
267

response to sound is already
embedded in
other LCs.
embedded in
other LCs.
The learner demonstrates The learner performs movement 1. Participates in various movement Weeks 1&2
understanding of movement activities involving person, activities involving person, objects, music
activities relating to person, objects, objects, music and environment and environment
music and environment correctly
2. Moves: Weeks 3&8
⮚ individually, with partner, and with

group
⮚ with ribbon, hoop, balls, and any
4th available indigenous/improvised
Quarter materials
⮚ with sound
in indoor and outdoor settings
response to sounds and music is already
embedded in
other LCs.
embedded in
other LCs.
268

The learner demonstrates The learner participates and 1. Describes the physical activity pyramid Week 1
understanding of participation and assesses performance in
assessment of physical activities and physical activities.
physical fitness
assesses physical fitness
2. Assesses regularly participation in This competency is
physical activities based on physical already embedded
1st activity pyramid in other LCs.
Quarter 3. Observes safety precautions This competency is
already embedded
in other LCs.
4. Executes the different skills involved in Weeks 2&8
the game
5. Displays joy of effort, respect for others This competency is
and fair play during participation in already embedded
physical activities in other LCs.
The learner demonstrates The learner participates and 1. Assesses regularly participation in This competency is
understanding of participation in and assesses performance in physical activities based on physical already embedded
assessment of physical activities and physical activities. activity pyramid in other LCs.
physical fitness
2nd
Quarter
2. Executes the different skills involved in Weeks 1 to 8
the game
3. Recognizes the value of participation in This competency is
physical activities already embedded
in other LCs.
269
understanding of participation and assesses performance in physical activities based on physical already embedded
assessment of physical activity and physical activities. activity pyramid in other LCs.
physical fitness
3rd assesses physical fitness
Quarter 2. Executes the different skills involved in Weeks 1 to 8
the dance
in other LCs.
The learner demonstrates The learner participates and This competency is
understanding of participation and assesses performance in already embedded
1. Assesses regularly participation in
assessment of physical activity and physical activities. in other LCs.
physical activities based on Philippines
physical fitness
physical activity pyramid
4th 2. Observes safety precautions This competency is

Quarter already embedded
in other LCs.
3. Executes the different skills involved in Weeks 1 to 7/4th
the dance
in other LCs.

The learner demonstrates The learner participates and 1.
Assesses regularly participation in This competency is
understanding of participation and assesses performance in physical activities based on the already embedded
1st assessment of physical activity and physical activities. Philippines physical activity pyramid in other LCs.
Quarter physical fitness
270
2. Observes safety precautions This competency is

already embedded
in other LCs.
the game
understanding of participation in and assesses performance in physical activities based on the already embedded
assessment of physical activity and physical activities. Philippines physical activity pyramid in other LCs.
physical fitness
2nd
Quarter

already embedded
in other LCs.
the game
3rd assessment of physical activity and physical activities. Philippines physical activity pyramid in other LCs.
Quarter physical fitness
271

already embedded
in other LCs.
the dance

in other LCs.
assessment of physical activity and physical activities. Philippines physical activity pyramid in other LCs.
physical fitness
4th
Quarter
the dance
in other LCs.
272

The learner The learner participates and 1. Assesses regularly participation in physical This competency is
demonstrates understanding of assesses performance in activities based on the Philippines physical already embedded
participation and assessment of physical activities. activity pyramid in other LCs.
physical activity and physical fitness
1st already embedded
Quarter in other LCs.
3. Executes the different skills involved in the Weeks 1 to 8
game
demonstrates understanding of assesses performance in activities based on the Philippines physical already embedded
participation in and assessment of physical activities. activity pyramid in other LCs.
physical activities and physical fitness
2nd already embedded
Quarter in other LCs.
game
3rd demonstrates understanding of assesses performance in activities based on the Philippines physical already embedded
Quarter participation and assessment of physical activities. activity pyramid in other LCs.
physical activity and physical fitness
273

already embedded
in other LCs.
dance
during participation in physical activities already embedded
in other LCs.
The learner . . . The learner . . . 1. Assesses regularly participation in physical This competency is
activities based on the Philippines physical already embedded
demonstrates understanding of participates and assesses activity pyramid in other LCs.
participation and assessment of performance in physical
physical activity and physical fitness activities.
4th
Quarter assesses physical fitness
dance
during participation in physical activities already embedded
in other LCs.

The learner demonstrates The learner designs an This competency is
understanding of guidelines and individualized exercise already embedded
1. Undertakes physical activity and physical
principles in exercise program design program to achieve personal in other LCs.
1st fitness assessments
to achieve personal fitness fitness
Quarter
2. Sets goals based on assessment results Week 1
3. Prepares an exercise program Week 2
274
4. Describes the nature and background of Week 3

the sport
5. Executes the skills involved in the sport Weeks 4 to 8
This competency is
6. Monitors periodically one’s progress
already embedded
towards the fitness goals
in other LCs.
The learner demonstrates The learner modifies the
understanding of guidelines and individualized exercise
principles in exercise program design program to achieve personal
to achieve personal fitness fitness
fitness assessments
Week 1
2nd
Quarter
Reviews goals based on assessment results

the sport
The learner The learner
demonstrates understanding of demonstrates understanding of
guidelines and principles in exercise guidelines and principles in
program design to achieve personal exercise program design to
fitness assessments
fitness achieve personal fitness Week 1
3rd
Quarter
2. Reviews goals based on assessment
results
the dance
4. Executes the skills involved in the dance Weeks 3 to 8
The learner The learner modifies the
4th 1. Undertakes physical activity and physical
demonstrates understanding of individualized exercise Week 1
Quarter guidelines and principles in exercise fitness assessments
275
program design to achieve personal program to achieve personal

fitness fitness
2. Reviews goals based on assessment

results
the dance

The learner The learner designs a physical
demonstrates understanding of activity program for the
guidelines and principles in exercise family/school peers to achieve
fitness assessments Week 1
program design to achieve fitness fitness
Sets goals based on assessment results

2. Conducts physical activity and physical Week 2
fitness assessments of family/school peers
3. Prepares a physical activity program Week 3
1st
Quarter
the sport
This competency is
6. Monitors periodically progress towards
already embedded
the fitness goals
in other LCs.
This competency is
7. Displays tolerance and acceptance of
already embedded
individuals with varying skills and abilities
in other LCs.
276
The learner The learner modifies physical This competency is

demonstrates understanding of activity program for the already embedded
guidelines and principles in exercise family/school peers to achieve in other LCs.
fitness assessments
2nd
Quarter 2. Conducts physical activity and physical Week 1
fitness assessments of family/school peers
3. Prepares a physical activity program Week 2
This competency is
5. Displays tolerance and acceptance of
already embedded
individuals with varying skills and abilities
in other LCs.
The learner The learner modifies a physical This competency is
demonstrates understanding of activity program for the already embedded
fitness assessments
3rd
Quarter 2. Reviews goals based on assessment results Week 1
4. Displays tolerance and acceptance of This competency is
individuals with varying skills and abilities already embedded
in other LCs.
The learner The learner modifies a physical 1. Undertakes physical activity and physical This competency is
demonstrates understanding of activity program for the fitness assessments already embedded
4th
Quarter 2. Reviews goals based on assessment results Week 1
the dance
277
5. Exerts best effort to achieve positive This competency is

feeling about self and others already embedded
in other LCs.

The learner The learner maintains an This competency is
demonstrates understanding of active lifestyle to influence already embedded
lifestyle and weight management to the physical activity in other LCs.
promote community fitness participation of the 1. Undertakes physical activity and physical
community fitness assessments
practices healthy eating habits

that support an active lifestyle
1st 2. Performs appropriate first aid for injuries Weeks 1 & 2
Quarter and emergency situations in physical
activity and sports settings (e.g. cramps,
sprain, heat exhaustion)
3. Involves oneself in community service This competency is
through sports officiating and physical already embedded
activity programs in other LCs.
4. Officiates practice and competitive games Weeks 3 & 8

promote community fitness participation of the
2nd 1. Undertakes physical activity and physical
community
Quarter fitness assessments
278

This competency is
3. Monitors periodically one’s progress
already embedded
towards the fitness goals
in other LCs.
4. Performs appropriate first aid for injuries This competency is
and emergency situations in physical already embedded
activity and dance settings in other LCs.
(cramps,sprain, heat exhaustion)
5. Involves oneself in community service This competency is
through dance activities in the community already embedded
in other LCs.
promote community fitness participation of the 1. undertakes physical activity and physical
community fitness assessments

3rd 2. executes the skills involved in the dance Weeks 1 to 8
Quarter 3. performs appropriate first aid for injuries This competency is
and emergency situations in physical already embedded
activity and dance settings (cramps, in other LCs.
sprain, heat exhaustion)
This competency is
already embedded
4. involves oneself in community service
in other LCs.
through dance activities in the community
The learner The learner maintains an Week 1

demonstrates understanding of active lifestyle to influence
4th 1. Discusses the nature and background of
lifestyle and weight management to the physical activity
Quarter promote community fitness indoor and outdoor recreational activities
participation of the
community
279

2. Participates in active recreation Weeks 2 to 8

3. Advocates community efforts to increase This competency is
participation in physical activities and already embedded
improve nutrition practices in other LCs.
4. Practices environmental ethics (e.g Leave This competency is
No Trace) during participation in already embedded
recreational activities of the community in other LCs.

The learner The learner maintains an This competency
demonstrates understanding of active lifestyle to influence the is already
lifestyle and weight management to physical activity participation embedded in
1. Assesses physical activity, exercise and
promote societal fitness of the community and society other LCs.
eating habits
1st
Quarter 2. Engages in moderate to vigorous physical Weeks 1 to 8
activities for at least 60 minutes a day in
and out of school
3. Expresses a sense of purpose and This competency
belongingness by participating in physical is already
activity-related community services and embedded in
programs other LCs.
The learner The learner This competency
2nd 1. Assesses physical activities, exercises and
demonstrates understanding of maintains an active is already
Quarter eating habits
lifestyle and weight lifestyle to influence
the
280
management to promote physical activity embedded in

societal fitness participation of the other LCs.
community and society

2. Engages in moderate to vigorous physical Weeks 1 to 8

and out of school
The learner The learner This competency
demonstrates understanding of maintains an active is already
lifestyle and weight lifestyle to influence embedded in
management to promote the physical activity other LCs.
1. Assesses physical activities, exercises and
societal fitness participation of the
eating habits
3rd practices healthy eating habits

Quarter that support an active lifestyle
and out of school
3. Expresses a sense of purpose and This competency
belongingness by participating in physical is already
activity-related community services and embedded in
programs other LCs.
The learner ... The learner ... This competency
is already
demonstrates understanding of maintains an active lifestyle to embedded in
4th 1. Assesses physical activities, exercises and
lifestyle and weight management to influence the physical activity other LCs.
Quarter eating habits
promote societal fitness participation of the
281


and out of school
282
283

Subject: Health
1st The learner… The learner… distinguishes healthful from less Week 1 to
Quarter healthful foods Week 2
understands the importance of good eating practices healthful eating habits daily tells the consequences of eating less Week 3 to
habits and behavior healthful foods Week 4
*practices good decision making Week 5 to
exhibited in eating habits that can help Week 6
one become healthy
2nd demonstrates understanding of the proper practices good health habits and identifies proper behavior during Week 1 to
Quarter ways of taking care of one’s health hygiene daily mealtime Week 2
Week 3 to
demonstrates proper hand washing
Week 4
realizes the importance of washing Week 5
hands
practices habits of keeping the body Week 6 to
clean & healthy Week 7
realizes the importance of practicing Week 8
good health habits
3rd understands the importance of keeping the consistently demonstrates describes the characteristics of a Week 1
Quarter home environment healthful. healthful practices for a healthful home environment
healthful home discusses the effect of clean water on Week 2
environment. one’s health
discusses how to keep water at home Week 3
clean
practices water conservation Week 4
explains the effect of indoor air on Week 5 to
one’s health Week 6
identifies sources of indoor air
pollution
practices ways to keep indoor air clean
284
explains the effect of a home Week 7

environment to the health of the
people living in it
demonstrates how to keep the home Week 8
environment healthful
4th demonstrates understanding of safe and appropriately demonstrates safety identifies situations when it is Week 1
Quarter responsible behavior to lessen risk and prevent behaviors in daily activities to prevent appropriate to ask for assistance from
injuries in day-to-day living injuries strangers
gives personal information, such as Week 2
name and address to appropriate
persons
identifies appropriate persons to ask Week 3
for assistance
demonstrates ways to ask for help
follows rules at home and in school. Week 4
follows rules during fire and other Week 5
disaster drills
observes safety rules with stray or Week 6
strange animals
describes what may happen if safety Week 7
rules are not followed
describes ways people can be Week 8
intentionally helpful or harmful to one
another
distinguishes between good and bad Week 9
touch
practices ways to protect oneself Week 10
against violent or unwanted behaviors
of others
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
285

Subject: Health
1st The learner… The learner… states that children have the right to Week 1
Quarter nutrition (Right of the child to nutrition
understands the importance of eating a balanced 1. demonstrates good decision- Article 24 of the UN Rights of the Child)
diet. making skills in choosing food to Week 2
*discusses the important function of
eat to have a balanced diet. to Week
food and a balanced meal
3
2. consistently practices good health Week 4
considers Food Pyramid and Food Plate
habits and hygiene for the sense to Week
in making food choices
organs 6
Week 7
displays good decision-making skills in
to Week
choosing the right kinds of food to eat
8
2nd demonstrates understanding of the proper ways consistently practices good health Week 1
Quarter of taking care of the sense organs habits and hygiene for the sense describes ways of caring for the eyes, ears, to Week
organs nose, hair and skin in order to avoid 4
common childhood health conditions
Week 5
describes ways of caring for the
to Week
mouth/teeth
6
displays self-management skills in caring Week 7
for the sense organs
3rd 1. demonstrates understanding of healthy family 1. consistently adopts healthy Week 1
Quarter habits and practices family describes healthy habits of the family to Week
2. demonstrates an understanding of managing 2
one’s feelings and respecting differences Week 3
demonstrates good family health habits
2. demonstrates positive to Week
and practices
expression of feelings toward 4
family members and ways of explains the benefits of healthy Week 5
coping with negative feelings expressions of feelings
286
expresses positive feelings in appropriate Week 6

ways
demonstrates positive ways of Week 7
expressing negative feelings, such as to Week
anger, fear, or disappointment 8
displays respect for the feelings of others
4tth demonstrates an understanding of rules to demonstrates consistency in discusses one’s right and responsibilities Week 1
ensure safety at home and in school following safety rules at home and in for safety
school. identifies hazardous areas at home Week 2
identifies hazardous household products Week 3
that are harmful if ingested, or inhaled,
and if touched especially electrical
appliances
recognizes warning labels that identify Week 4
harmful things and substances
explains rules for the safe use of Week 5
household chemicals
follows rules for home safety Week 6
identifies safe and unsafe practices and Week 7
conditions in the school
practices safety rules during school Week 8
activities

Subject: Health
Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st The learner… The learner… describes a healthy person Week 1 to
Quarter explains the concept of malnutrition Week 2
identifies nutritional problems Week 3
287
demonstrates understanding of the importance consistently demonstrates good describes the characteristics, signs and Week 4 to
of nutritional guidelines and balanced diet in decision-making skills in making food symptoms, effect of the various forms Week 5
good nutrition and health choices of malnutrition
discusses ways of preventing the
various forms of malnutrition
*discusses the different nutritional Week 6 to
guidelines Week 7
 nutritional guidelines for Filipino
describes ways of maintaining healthy Week 8
lifestyle
evaluates one’s lifestyle
adopts habits for a healthier lifestyle
2nd demonstrates an understanding of the nature of consistently practices healthy habits identifies common childhood diseases Week 1 to
Quarter and the prevention of diseases to prevent and control diseases *discusses the different risk factors for Week 3
diseases and example of health
condition under each risk factor
explains the effects of common
diseases
explains measures to prevent common Week 4 to
diseases Week
explains the importance of proper Week 6
hygiene and building up one's body
resistance in the prevention of
diseases
demonstrates good self-management Week 7 to
and good-decision making-skills to Week 8
prevent common diseases
3rd demonstrates understanding of factors that demonstrates critical thinking skills Week 1 to
defines a consumer
Quarter affect the choice of health information and as a wise consumer Week 2
products explain the components of consumer
health
discusses the different factors that Week 3
influence choice of goods and services Week 4
describes the skills of a wise consumer
288
demonstrates consumer skills for given Week 5 to

simple situations Week 6
identifies basic consumer rights Week 7 to
practices basic consumer rights when Week 8
buying
discusses consumer responsibilities Week 9
identifies reliable sources of health Week 10
information
4th demonstrates understanding of risks to ensure demonstrates consistency in explains road safety practices as a Week 1 to
Quarter road safety and in the community. following safety rules to road safety pedestrian Week 2
and in the community. demonstrates road safety practices for
pedestrian
explains basic road safety practices as Week 3 to
a passenger Week 4
demonstrates road safety practices as
a passenger
explains the meaning of traffic signals Week 5
and road signs
describes dangerous, destructive, and Week 6
disturbing road situations that need to
be reported to authorities
displays self-management skills for Week 7
road safety.
identifies hazards in the community Week 8
follows safety rules to avoid accidents Week 9
in the community
recommends preventive action for a Week 10
safe community
289

Subject: Health
1st The learner... The learner... explains the importance of reading Week 1 to
Quarter food labels in selecting and purchasing Week 2
1. understands the importance of reading 1. Understands the significance of foods to eat
food labels in selecting healthier and safer reading and interpreting food analyzes the nutritional value of two or Week 3 to
food label in selecting healthier and more food products by comparing the Week 4
safer food information in their food labels
2. understands the importance of following 2. practices daily appropriate food describes ways to keep food clean and
food safety principles in preventing common safety habits to prevent food- safe
food- borne diseases borne disease discusses the importance of keeping Week 5 to
food clean and safe to avoid disease Week 6
3. understands the nature and prevention identifies common food-borne Week 7 to
of food borne diseases diseases Week 8
describes general signs and symptoms
of food-borne diseases
2nd understands the nature and prevention of consistently practices personal and describes communicable diseases Week 1
Quarter common communicable diseases environmental measures to prevent
and control common communicable identifies the various disease agents of Week 2 to
diseases communicable diseases Week 3
enumerates the different elements in Week 4 to
the chain of infection Week 5
describes how communicable diseases Week 6 to
can be transmitted from one person to Week 7
another.
demonstrates ways to stay healthy and Week 8 to
prevent and control common Week 9
communicable diseases
identifies ways to break the chain of
infection at respective
practices personal habits and
environmental sanitation to prevent
290
and control common communicable

diseases
3rd Demonstrates understanding of the proper use Practices the proper use of Describes uses of medicines Week 1
Quarter of medicines to prevent misuse and harm to the medicines Differentiates prescription from non- Week 2
body prescription medicines
describes the potential dangers Week 3 to
associated with medicine misuse and Week 4
abuse
Week 5 to
describes the proper use of medicines
Week 6
explains the importance of reading Week 7 to
drug information and labels, and other Week 8
ways to ensure proper use of
medicines
4th practices safety measures during recognizes disasters or emergency Week 1
Quarter demonstrates understanding of safety guidelines disasters and emergency situations. situations
during disasters, emergency and other high-risk demonstrates proper response before, Week 2 to
situations during, and after a disaster or an Week 3
emergency situation
relates disaster preparedness and Week 4
proper response during emergency
situations in preserving lives
describes appropriate safety measures Week 5 to
during special events or situations that Week 6
may put people at risk
describes the dangers of engaging in Week 7 to
risky behaviors such as use of Week 8
firecrackers, guns, alcohol drinking
advocates the use of alternatives to
firecrackers and alcohol in celebrating
special events
291

Subject: Health
Quarter Content Standards Performance Standards Most Essential Learning Duration

Competencies
1st The learner… The learner… describes a mentally, emotionally and Week 1 to
Quarter socially healthy person Week 2
demonstrates understanding of mental practices skills in managing mental, suggests ways to develop and Week 3
emotional, and social health concerns emotional and social health concerns maintain one’s mental and emotional
health
recognizes signs of healthy and Week 4
unhealthy relationships
explains how healthy relationships can Week 5
positively impact health
discusses ways of managing unhealthy Week 6
relationships
discusses the effects of mental, Week 7
emotional and social health concerns
on one’s health and wellbeing
demonstrates skills in preventing or Week 8
managing teasing, bullying,
harassment or abuse
identifies appropriate resources and Week 9
people who can help in dealing with
mental, emotional and social, health
concerns
2nd *Recognizes the changes during Week 1 and
Quarter Puberty as a normal part of growth Week 2
and development
- Physical Change
- Emotional Change
- Social Change
*assesses common misconceptions Week 3 to
related to puberty in terms of Week 4
292
scientific basis and probable effects on

health
describes the common health issues Week 5 to
and concerns during puberty Week 6
accepts that most of these concerns
are normal consequence of bodily
changes during puberty but one can
learn to manage them
discusses the negative health impact Week 7 to
and ways of preventing major issues Week 8
such as early and unwanted pregnancy
demonstrates ways to manage Week 9
puberty-related health issues and
concerns
practices proper self-care procedures
discusses the importance of seeking
the advice of professionals/ trusted
and reliable adults in managing
puberty-related health issues and
concerns
differentiates sex from gender Week 10
identifies factors that influence gender
identity and gender roles
discusses how family, media, religion,
school and society in general reinforce
gender roles
gives examples of how male and
female gender roles are changing
3rd understands the nature and effects of the use demonstrates the ability to protect explains the concept of gateway drugs Week 1
Quarter and abuse of caffeine, tobacco and alcohol one’s health by refusing to use or identifies products with caffeine Week 2
abuse gateway drugs describes the general effects of the Week 3 to
use and abuse of caffeine, tobacco Week 4
and alcohol
293
analyzes how the use and abuse of Week 5 to

caffeine, tobacco and alcohol can Week 6
negatively impact the health of the
individual, the family and the
community
demonstrates life skills in keeping Week 7
healthy through the non-use of
gateway drugs
follows school policies and national Week 8 to
laws related to the sale and use of Week 9
tobacco and alcohol
4th demonstrates understanding of basic first aid practices appropriate first aid explains the nature and objectives of Week 1
Quarter principles and procedures for common injuries principles and procedures for first aid
common injuries discusses basic first aid principles Week 2
demonstrates appropriate first aid for Week 3 to
common injuries or conditions Week 8

Subject: Health
1st Demonstrates understanding of personal health practices self-management skills to describes personal health issues and Week 1 to
Quarter issues and concerns and the importance of prevent and control personal health concerns Week 3
health appraisal procedures and community issues and concerns demonstrates self-management skills
resources in preventing or managing them explains the importance of undergoing Week 4 to
health appraisal procedures Week 5
regularly undergoes health appraisal
procedures
identifies community health resources Week 6 to
and facilities that may be utilized to Week 8
address a variety of personal health
issues and concerns
294
2nd understands the importance of keeping the demonstrates practices for building describes healthy school and Week 1
Quarter school and community environments healthy. and maintaining healthy school and community environments
community environments explains the effect of living in a Week 2 to
healthful school and community Week 3
demonstrates ways to build and keep Week 4 to
school and community environments Week 5
healthy
practices proper waste management at Week 6
home, in school, and in the community
advocates environmental protection Week 7 to
through proper waste management Week 8
3rd demonstrates understanding of the health consistently practices ways to explains how poor environmental Week 1
Quarter implications of poor environmental sanitation maintain a healthy environment sanitation can negatively impact the
health of an individual
discusses ways to keep water and air Week 2
clean and safe
explains the effect of a noisy Week 3
environment
suggests ways to control/manage noise Week 4 to
pollution Week 5
practices ways to control/manage Week 6
noise pollution
explains the effect of pests and rodents Week 7 to
to one’s health Week 8
practice ways to prevent and control
pests and rodents
4th understands the concepts and principles of consistently demonstrates critical explains the importance of consumer Week 1
Quarter selecting and using consumer health products. thinking skills in the selection of health
health products. *explains the different components of Week 2
consumer health
differentiates over- the- counter from Week 3 to
prescription medicines week 4
gives example of over the counter and
prescription medicines
295
explains the uses of some over the Week 5

counter and prescription medicines
identifies the common propaganda Week 6
techniques used in advertising
analyzes packaging and labels of health Week 7
products
practices good decision making skills in
Week 8
the selection of health products
discusses ways to protect oneself from Week 9 to
fraudulent health products Week 10

Subject: Health
1st The learner… The learner… explains the dimensions of holistic Week 1
Quarter health (physical, mental/ intellectual,
demonstrates understanding of holistic health appropriately manages concerns and emotional, social, and moral-spiritual)
and its management of health concerns, the challenges during adolescence to analyzes the interplay among the
growth and development of adolescents and achieve holistic health. health dimensions in developing holistic
how to manage its challenges. health
practices health habits to achieve Week 2
holistic health
*Recognize changes in different aspects
Week 3 to
of growth that normally happen during
Week 4
adolescence years.
recognizes that changes in different Week 5 to
dimensions are normal during Week 6
adolescence’
explains the proper health appraisal Week 7 to
procedures Week 8
296
demonstrates health appraisal

procedures during adolescence in order
to achieve holistic health
avails of health services in the school
and community in order to appraise
one’s health
applies coping skills in dealing with
health concerns during adolescence
2nd demonstrates understanding of nutrition for a makes informed decisions in the identifies the right foods during Week 1
Quarter healthy life during adolescence choice of food to eat during adolescence
adolescence follows the appropriate nutritional Week 2 to
guidelines for adolescents for healthful Week 3
eating
 explains the need to select food
based on the nutritional needs
during adolescence
 follows the Food Pyramid guide
for adolescents and nutritional
guidelines for Filipinos in
choosing foods to eat
describes the characteristics, signs and Week 4 to
symptoms of malnutrition and Week 6
micronutrient deficiencies
discusses ways of preventing and
controlling malnutrition and
micronutrient deficiencies
explains the characteristics, signs and
symptoms of eating disorders
discusses ways of preventing and
controlling eating disorders
applies decision-making and critical Week 7 to
thinking skills to prevent nutritional Week 8
problems of adolescents
297
3rd demonstrates understanding of mental health as consistently demonstrates skills that explains the factors that affect the Week 1 to
Quarter a dimension of holistic health for a healthy life promote mental health promotion of good mental health Week 2
explains that stress is normal and
inevitable
differentiates eustress from distress
identifies situations that cause feelings
of anxiety or stress
identifies physical responses of the Week 3
body to stress
identifies people who can provide
support in stressful situations
differentiates healthful from Week 4 to
unhealthful strategies in coping with Week 5
stress
demonstrates various stress
management techniques that one can
use every day in dealing with stress
explains the importance of grieving
demonstrates coping skills in managing
loss and grief
recognizes triggers and warning signs of Week 6 to
common mental disorders Week 8
discusses the types, sign, symptoms,
and prevention, treatment and
professional care in managing common
mental health disorders
4th demonstrates understanding of non- consistently demonstrates personal explains non-communicable diseases Week 1 to
Quarter communicable diseases for a healthy life responsibility and healthful practices based on cause and effect, signs and Week 3
in the prevention and control of non- symptoms, risk factors and protective
communicable diseases factors and possible complications
corrects myth and fallacies about non- Week 4
practices ways to prevent and control Week 5
non-communicable diseases
298
demonstrates self-monitoring to Week 6 to

prevent non-communicable diseases Week 8
promotes programs and policies to
prevent and control non-communicable
and lifestyle diseases
identifies agencies responsible for non-
communicable disease prevention and
control

Subject: Health
1st The learner The learner *discusses basic terms in sexuality as Week 1
Quarter an important component of one’s
demonstrates understanding of human sexuality appropriately manages sexually- personality
and managing sexuality related issues for a related issues through responsible explains the dimensions of human
healthy life and informed decisions sexuality
analyzes the factors that affect one’s Week 2
attitudes and practices related to
sexuality and sexual behaviors
assesses personal health attitudes that Week 3 to
may influence sexual behavior Week 4
relates the importance of sexuality to
family health
identifies the different issues/concerns Week 5 to
of teenagers (i.e., identity crisis) and Week 7
the need for support and
understanding of the family
applies decision-making skills in Week 8
managing sexuality-related issues
299
2nd demonstrates an understanding of responsible makes informed and values-based explains the definition and importance Week 1
Quarter parenthood for a healthy family life decisions in preparation for of courtship and dating in choosing a
responsible parenthood lifelong partner
analyzes behaviors that promote
healthy relationship in marriage and
family life
describes the factors that contribute to Week 2
a successful marriage
discusses various maternal health Week 3 to
concerns (pre-during-post pregnancy) Week 4
explains the importance of maternal Week 5 to
nutrition during pregnancy Week 6
discusses the importance of newborn

screening, and the APGAR scoring
system for newborns
explains the importance of prenatal
care and post-natal care
*discusses the essential newborn
protocol (Unang Yakap) and
advantages of breastfeeding for both
mother and child
recognizes the importance of
immunization in protecting children’s
health
analyzes the importance of responsible Week 7 to
parenthood Week 8
*explains the effects of rapid
population growth and family size on
health of the nation
examines the important roles and
responsibilities of parents in child
rearing and care
300
enumerates modern family planning

methods (natural and artificial)
3rd demonstrates understanding of principles in the consistently demonstrates personal discusses the stages of infection Week 1
Quarter prevention and control of communicable responsibility and healthful practices analyzes the leading causes of
diseases for the attainment of individual in the prevention and control of morbidity and mortality in the
wellness communicable diseases Philippines
*discusses the most common Week 2 to
communicable diseases Week 3
 signs and symptoms of common
 effects of common
 misconceptions, myths, and
beliefs about common
 prevention and control of
common communicable
diseases
analyzes the nature of emerging and re- Week 4 to

emerging diseases Week 5
demonstrates self-monitoring skills to Week 6 to
prevent communicable diseases Week 8
promotes programs and policies to
prevent and control communicable
diseases
identifies agencies responsible for
communicable disease prevention and
control
4th demonstrates understanding of factors that demonstrates personal responsibility discusses gateway drugs Week 1
Quarter influence cigarette and alcohol use and in the prevention of cigarette and analyzes the negative health impact of Week 2 to
strategies for prevention and control alcohol use through the promotion cigarette smoking Week 3
of a healthy lifestyle  describes the harmful short-
and long-term effects of
cigarette smoking on the
different parts of the body
301
 discusses the dangers of

mainstream, second hand and
third hand smoke;
 explain the impact of cigarette
smoking on the family,
environment, and community
analyzes the negative health impact of Week 4 to

drinking alcohol Week 5
 describes the harmful short-
and long-term effects of
drinking alcohol
 interprets blood alcohol
concentration (BAC) in terms of
physiological changes in the
body
 *explains the impact of drinking
alcohol on the family, and
community
discusses strategies in the prevention Week 6 to
and control of cigarette smoking and Week 8
drinking alcoholic beverages
 apply resistance skills in
situations related to cigarette
and alcohol use
 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use
suggests healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
302

Subject: Health
1st The learner… The learner… defines community and environmental Week 1
Quarter health
demonstrates understanding of the principles in consistently demonstrates healthful explains how a healthy environment Week 2 to
protecting the environment for community practices to protect the environment positively impact the health of people Week 4
wellness for community wellness and communities (less disease, less
health care cost, etc.)
discusses the nature of environmental
issues
analyzes the effects of environmental
issues on people’s health
suggests ways to prevent and manage Week 5 to
environmental health issues Week 6
participates in implementing an Week 7 to
environmental project such as building Week 8
and maintaining a school garden or
conducting a war on waste campaign
(depends on feasibility)
2nd demonstrates understanding of the dangers of shares responsibility with community describes the drug scenario in the Week 1
Quarter substance use and abuse on the individual, members through participation in Philippines
family and community collective action to prevent and discusses risk and protective factors in Week 2
control substance use and abuse substance use, and abuse
analyzes situations for the use and non-
use of psychoactive substances
identifies the types of drugs/substances Week 3
of abuse
corrects myths and misconceptions Week 4
about substance use and abuse
recognizes warning signs of substance
use and abuse
303
*discusses the harmful short- and long- Week 5 to

term effects of substance use and Week 6
abuse on the individual, family, school,
and community
explains the health, socio-cultural,
psychological, legal, and economic
dimensions of substance use and abuse
discusses strategies in the prevention
and control of substance use and abuse
applies decision-making and resistance Week 7 to
skills to prevent substance use and Week 8
abuse
suggests healthy alternatives to
substance use and abuse
3rd demonstrates understanding of first aid performs first aid procedures with demonstrates the conduct of primary Week 1
Quarter principles and procedures accuracy and secondary survey of the victim
(CAB)
assesses emergency situation for
unintentional injuries
explains the principles of wound Week 2 to
dressing Week 3
demonstrates appropriate bandaging
techniques for unintentional injuries
demonstrates proper techniques in Week 4 to
carrying and transporting the victim of Week 5
unintentional injuries
demonstrates proper first aid Week 6 to
procedures for common unintentional Week 8
injuries
4th demonstrates understanding of the concepts consistently demonstrates resilience, differentiates intentional injuries from Week 1 to
Quarter and principles of safety education in the vigilance and proactive behaviors to unintentional injuries Week 4
prevention of intentional injuries prevent intentional injuries describes the types of intentional
injuries
304
analyzes the risk factors related to Week 5 to

intentional injuries Week 8
identifies protective factors related to
intentional injuries
demonstrates ways to prevent and
control intentional injuries

Subject: Health
1st The learner… The learner… explains the guidelines and criteria in Week 1 to
Quarter the selection and evaluation of health Week 2
understands the guidelines and criteria in the demonstrates critical thinking and information, products and services
selection and evaluation of health information, decision-making skills in the discusses the various forms of health
products, and services. selection, evaluation and utilization service providers and healthcare plans
of health information, products and selects health professionals, specialists Week 3
services. and health care services wisely
reports fraudulent health services
explains the different kinds of Week 4
complementary and alternative health
care modalities
explains the importance of consumer
laws to protect public health
identifies national and international Week 5 to
government agencies and private Week 6
organizations that implement programs
for consumer protection
participates in programs for consumer Week 7 to
welfare and protection Week 8
2nd consistently demonstrates critical discusses the existing health related Week 1
Quarter thinking skills in exploring local, laws
305
demonstrates understanding of current health regional and national health trends, explains the significance of the existing Week 2 to
trends, issues and concerns in the local, regional, issues, and concerns health related laws in safeguarding Week 3
and national, levels people’s health
critically analyzes the impact of current
health trends, issues, and concerns
recommends ways of managing health Week 4 to
issues, trends and concerns Week 5
3rd demonstrates awareness of global health demonstrates competence in discusses the significance of global Week 1
Quarter initiatives applying knowledge of global health health initiatives
to local or national context global describes how global health initiatives Week 2 to
initiatives positively impact people’s health in Week 3
various countries
analyzes the issues in the
implementation of global health
initiatives
recommends ways of adopting global Week 4 to
health initiatives to local or national Week 5
context
4th demonstrates understanding of the concepts in prepares an appropriate plan of discusses the components and steps in Week 1 to
Quarter planning a health career action in pursuing a health career making a personal health career plan Week 2
prepares a personal health career
following the prescribed components
and steps
explores the various health career Week 3 to
paths selects a particular health career Week 4
pathway based on personal
competence and interest; participates
in a health career orientation program
decides on an appropriate health
career path
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1

GUIDING OUR TEACHERS: A Briefer on Using the MAPEH MELCs

How to Use the MELCs

Grade Level: Grade 1

creates simple ostinato patterns in groupings of 2s, 3s, Week 6-

Grade Level: Grade 2

writes stick notations to represent the heard rhythmic Week 5-

Grade Level: Grade 3

basic concepts of basic concepts of musical lines, beginnings, - similar

1. “Leron, Leron Sinta”

Grade Level: Grade 4

identifies accented and unaccented pulses Week 7-

Grade Level: Grade 5

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Quarter Content Performance Standards Most Essential Learning Competencies Duration

reads notes in different scales : Pentatonic scale, C major Week 6

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Quarter Content Performance Standards Most Essential Learning Competencies Duration

Grade Level: Grade 6

the concept of 1. binary (AB) -has 2 contrasting sections (AB)

Grade Level: Grade 7

identifies the musical instruments and other sound Week 3

identifies musical characteristics of selected Philippine Week 1

Grade Level: Grade 8

analyzes musical elements of selected songs and Week 2

Grade Level: Grade 9

* improvises appropriate accompaniment to selected Week 4-

improvises appropriate accompaniment to selected Week 4-

Grade Level: Grade 10

evaluates music and music performances using guided Week 7-

Grade Level: Grade 1

3rd demonstrates understanding of creates prints that show repetition,

Grade Level: Grade 2

Grade Level: Grade 3

shows a work of art based on close

7. sketches on-the-spot outside or near the school to Week

6. constructs a mask out of cardboard, glue, found Week 6 /

Grade Level: Grade 4

buttons, old screws, and metal parts glued on wood or

Grade Level: Grade 5

8. tells something about his/her community as Week

4. creates variations of the same print by using Week 3 /

5. follows the step-by-step process of creating a print: Weeks 4-

demonstrates understanding of demonstrates fundamental 1.1 mobile

Grade Level: Grade 6

5. creates personal or class logo as visual representation Week 3

6. explains ideas about the logo Weeks 4

7. explains the elements and principles applied in comic Week 5

10. creates own cartoon character to entertain, express Week 7

4. utilizes art skills using new technologies (hardware Week 2/

7. shows skills in making a papier-mâché jar Week 7

Grade Level: Grade 7

9. shows the relationship of the development of crafts Week 6

9. Explains the correlation of the development of crafts Week 8

10. shows the relationship of MIMAROPA and Visayas

American legacies in education, business,

availability of resources (e.g., pottery, weaving, jewelry,

9. performs in a group showcase of the selected

Grade Level: Grade 8

6. traces the external (foreign) and internal

9. shows the relationship of the development of crafts

9. shows the relationship of the development of crafts

6. traces the external (foreign) and internal (indigenous)