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1

PRACTICE TEACHING PORTFOLIO

A

Portfolio

Presented to the Faculty of College of Education

Virgen Milagrosa University Foundation

Martin P. Posadas Ave., San Carlos City, Pangasinan

In partial fulfillment of the requirements in

Field Study 7-- Practice Teaching in the Secondary Level

TIMOTHY BACANI BRAVO

May 2019

2

TABLE OF CONTENTS

I. Preliminaries

Title Page……………………………………………………………. 1

Table of Contents…………………………………………………… 2

Approval Sheet………………………………………………………

Clearance…………………………………………………………….

Certification…………………………………………………………..

Preface……………………………………………………………….5

Introduction…………………………………………………………..6

Acknowledgement…………………………………………………..7

Biographical sketch…………………………………………………9

Teacher‟s Prayer……………………………………………………11

II. Cooperating School

Premises……………………………………………………………12

Logo…………………………………………………………………20

Introduction of School…………………………………………….21

History of Cooperating School…………………………………..22

School Plan of Cooperating School…………………………….26

Enrolment Data of Cooperating…………………………………27

Teaching Force of Cooperating…………………………………29

Objectives of Cooperating School………………………………30

3

K to 12 Curriculum of MAPEH 7 ……………………………..31

Special Services of Cooperating School…………………….87

Reflection on the Cooperating School……………………….88

III. Description of Experiences

Compilation of Experiences…………………………………...91

Lesson Plans in Subject Taught………………………………111

Instructional Materials………………………………………….127

Reflection on the Instructional Materials…………………….128

Evaluative Tools Used………………………………………...128

Reflection on Evaluative Tools……………………………….129

Observation and Evaluation Forms………………………….130

Reflection on Observation and Evaluation Forms………….135

Sample Learners Work and Feedback………………………136

IV. Appendices

DTR……………………………………………………………..139

Practice Teaching Forms Accomplished……………………142

Teachers Program…………………………………………….148

Department of Education Form 1……………………………149




Department of Education Form 10………………………….154

4

Class Record…………………………………………………..156

Pictorials……………………………………………………….157

Other Evidences………………………………………………160

5

PREFACE

This off-campus narrative report is purposely prepared for the student

teacher.

This work contains the student-teacher‟ activities and experience in the

different areas of work in the school where he was assigned. It provides further

opportunity for the student-teacher to become aware and understand the total

setting of the teacher education program.

To undergo practice teaching is not an easy task for the student teacher to

meet the required standards within the given training period. A student teacher

should commit mistakes in culminating his mission. He should perform

multifarious rules inside the classroom.

Indeed, it is in the off-campus training where I have learned to translate

theories into practice, ideas and concept into action, dreams and aspirations

closer to reality.

6

INTRODUCTION

Touching the hearts of people and opening the minds of children can give

you joy and contentment which money could not buy. This is a best thing a

teacher can treasure for life.

Teaching is said to be the noblest profession of all. Teachers greatly affect

every child in any way. They serve as a role models among youths and fountain

of information where the learners acquire appropriate knowledge and skills for

their further development and to contribute to the progress of the society in which

they belong.

Teaching is not an easy task. It requires great effort, time and energy. With

the diversity of learners which has become the foremost concern among

teachers nowadays, future mentors must be full-equipped with knowledge, skills

and strategies to attain efficiency, effectiveness and to meet the challenges in the

field of teaching. This is what off-campus practice teaching experiences as to be

efficient, effective and competent teacher in the future.

A teacher is one who must be willing to serve others. Teaching is a special

calling intended to those who deserve satisfaction from seeing others learn and

grow. Educators say that teaching can be rewarding life work.

7

ACKNOWLEDGEMENT

I wish to convey my heartfelt gratitude to the people who have been so

helpful and very supportive to me in the success of my off-campus practice

teaching.

To our beloved DEAN of the College of Education, P.E and Sports, Dulce

Marie B. Solis,Phd., Thank you for supporting me and encouraging to finish this

study.

Ms. Jonalyn Tamayo , I am very happy to have a supporting professor

like you ma‟am towards this off-campus teaching.

To the principal of Bolingit National High School, Rolando C. Salvador,

Principal III, It was my pleasure that you shared your expertise in

accomplishing my teaching experience.

Ma’am Adailada Cariño and Sir Marlito V. Austria, Thank you for

treating me not only as your Pre-Service Teacher but as part of your growing

family in Bolingit National High School.

Ms. Minette DG. Rosario, You are my resource teacher when I was in

BNHS and my sincerely thanks to the whole faculty for the full support, concerns

and guidance in enhancing my skills.

My students in PRG 7, ACCO 7, and MTC 7, It was a nice experience to

handle students like you even it was difficult sometimes. Thank you my dearest

8

class of 2019 for the friendships, cooperation and appreciation during my

internship period.

To my very supportive family, especially my parents, Mr. Lito Bravo and

Mrs. Perla Bravo, who serves as my inspiration, for their educational love and

support in my studies. To my friends, Jess, Dave, Jandel, and Gabby

(Sinegang), for helping me on conquering my struggles in life.

To the Vee Family, thank you for sharing every single moment with you.

To my anaks, Jonna Mae, Gael, Sam, Lou, Erika, and Jayzzl, thank you

for always sharing your life experiences with me.

And others who shared their support either morally, financially, and

physically.

And mostly to our Almighty GOD for whom everything provides the source

of strength, knowledge and wisdom in completing my off-campus teaching.

Timothy B. Bravo

9

Biographical Sketch

Hi Everyone! My name is Timothy Bravo, I lived at Dumpay Basista

Pangasinan. I am the only child of Mr. & Mrs. Lito C. Bravo. I was born on

September 22, 1997. Turning twenty-one this year 2019. My parents name are

Lito Bravo and Perla Bravo. My father‟s occupation is a sales associate in Daily

City, California. He‟s doing the job for almost four years. My mother is a Jollibee

crew in Daily City. Their work was not easy but they‟re doing their best to give

our daily needs. As their only son I‟m very proud to have my parents beside me

because without them, I don‟t know how to conquer all of my struggles in life and

how to support myself from any kind of projects.

How could I start this one? Introducing myself in a humorous way or just

stick to the professional way? Being an Education student was a difficult program

to take because of what I have observed from my high school days. I dreamed to

become an educator because my high school teachers had inspired me to do the

same by reminiscing their inspirational thoughts and ideas. For me, it touches my

heart so much because it encouraged me to pursue my career on becoming a

future teacher.

People could quickly discriminate the person who takes the course of mine.

They tend to give stereotype thoughts to people who are still confuse and who

doesn‟t have organize goals in life. Teaching is the noblest profession in any kind

of courses. Try to think of this, what will happen if we don‟t have a person who

10

would give us knowledge? I think it might not be easy to people to understand

everything in the world without the guidance of a experienced individuals like the

educators who always give thoughts and reminders when they notice the bad

acts of their students. A man without a content in mind will actually die without

knowing everything. So, we must explore the things around us.

My learning stages was a little bit shaky, there are times that I‟ve been

diagnosed with a depressive disorder but still I‟m here, I‟m still fighting and

conquering my fears. I have learned to adapt myself with it and inspire others by

telling them that emotion control would make them free from depression. If they

have chosen to be happy, it might decrease the heaviness inside. Seriously, I

don‟t really like my major which is MAPEH because I‟m still pushing myself to

love it. I believe that without the combination of passion and hard work, it won‟t

work that easy. If you are not passionate with what you are doing you must start

to stop that job because that‟s not your happiness at all. Before anything else, let

me leave you a passage from Bob Ong‟s book entitled “56”, the quotation is this:

“Banatin mo ang iyong mundo. Gumawa ka ng hindi lang para sa sarili. Dahil

alam mong kaya mo, gusto mo, at dapat.”

-TIMOTHY B. BRAVO

11

Teacher’s Prayer

Lord,

Enable me to teach with WISDOM,

For I help to shape the mind.

Equip me to teach with TRUTH,

For I help to shape the conscience.

Encourage me to teach with VISION,

For I help to shape the future.

Empower me to teach with LOVE,

For I help to shape the world.

12

COOPERATING

SCHOOL

13

Premises

15

This court is used in PTA Meetings for the students or guardians, this court gives the student the space for their different kinds of extracurricular activities.

AmphiTheatre & Lawn Flag Ceremony

Covered Court

16

This is the clinic of Bolingit National High School. Ma‟am Pamela is one of the in-charge nurse here which is the adviser of Grade 7 PRG.

School Clinic

Canteen and Library

17

BNHS ALS and SSG Room

Clinic and Guidance Office

18

The Office of the Principal

TLE/Laboratory Room

19

Park

ICT ROOM

20

BNHS LOGO

Source: Bolingit National High School

21

Introduction of the School

Life is like a flight of step in stair. You have to set your feet first on the

primary step and pass by on it to make your way to the next level and reach the

highest one.

As we unfold this chapter of our life called high school life. Let‟s take a

glimpse on the past of the home we learned to love and cherish thus, we will

always bear in mind and learn by heart how it nurtured us as it guides us on our

way to finest places we are about to go.

As we bring to mind our experience during our high school life, we will try

as well to ponder on the way our Alma Mater prospers rights from the time it was

built it its present state.

Being a graduate of Bolingit National High School is something to be

proud of, because in here, minds are molded well and hearts are shaped

brilliantly by an institutions that are highly prestigious and is conducive to

learning. And by the time the student graduates, they already a part of the history

that dates back to the 19th century.

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Bolingit National High School San Carlos City, Pangasinan

Brief History

Bolingit National High School is situated in Barangay Bolingit, Municipality of San

Carlos (Pangasinan), bounded on the North East by lots n. 5461 and 5462. It

stood in the parcel of land (Lot N. 5464) with the area of One Thousand Three

Fifty One (1,351) square meters which has formerly owned by a couple named

Adrian Barlaan and Francisca Dizon of Perez Boulevard, San Carlos City

Pangasinan sold in consideration of the sum of six thousand pesos to the

Parents Teachers Association of Bolingit Barangay High School comprising the

barrios of Bolingit, Manzon, Balayong and Cruz, represented by the Barangay

Captain, the PTA President Mr. Pedro Peralta and the Principal of the school, Mr.

Francisco S. Caguioa, July 12, 1979.

Bolingit Barangay High School started off with twenty-eight students

managed by Elementary Teachers who rendered their services and received

honorarium from the PTA. From then on, enrolment increased where OIC‟s and

Principals were appointed to manage and operate high school in the past years.

Legal issues and concerns were encountered by the school on the

acquisition of Lot No. 5462 with an area of 1,511 square meters owned by the

heirs of Domingo Macaraeg represented by Elizabeth Sayson, who stated in her

sworn affidavit that she received the amount of 500,000.00 from the government

through Speaker Jose De Venecia for the purchase of the said lot in favor of

Bolingit National High School.

At present, Bolingit National High School has total student population of

388 (SY 2013-2014) with 14 teaching staff and a School Principal with one

Administrative Aide and one Security Guard.

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Bolingit National High School San Carlos City, Pangasinan

Vision

Bolingit National High School shall continuously provide quality education

to all learners to develop maximum potentials and to be morally upright, globally,

competitive and responsive to the demands of technology advancing society.

Mission

Bolingit National High School is committed to develop and promote quality

basic education through competent teachers and students using technology-

driven and values-infused managerial and instructional methods and strategies.

It shall provide quality relevant education and equal opportunities for all

learners to acquire knowledge, develop life skills and values necessary for them

to live independently and contribute in the formation of progressive humane

society and responsible citizenry.

School Rules and Regulations

1. Students should wear their ID‟s inside the school campus.

2. Students should dress properly or appropriately in coming to school.

3. No students are allowed to make noise in the school premises during

class hours.

4. No students are allowed to bring intoxicated liquors, prohibited drugs,

deadly weapons, pornographic and gambling materials within the school

premises.

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5. All students are expected to come in time.

6. Vandalism is strictly prohibited.

7. If a student is absent, he/she is required to present an excuse letter

signed by his/her parent/guardian. If there are three consecutive

absences, the parents will be informed and may be invited for a dialogue

with the adviser or guidance coordinator.

8. No smoking in classrooms, school premises.

9. Hazing and participating in subversive or unauthorized organization and

fraternities are prohibited.

10. Destruction of school building, furniture, equipment, and other school

facilities. In case of damage, the cost, repair, or replacement will be

assessed among the members of the class/group which is found to be

responsible after though investigation.

BNHS Administration

Bolingit National High School

San Carlos City, Pangasinan

Community Profile

The school caters to five community service areas – Barangay Bolingit with

the total population of _____ headed by Barangay chairman Primitivo T. Peralta

Jr.; Barangay Cruz under the leadership of Barangay Chairman Mario B.

Galvez Jr. with the total population of _____; Barangay Balayong under the

stewardship of Barangay Chairman Loreto B. Tamayo with a total of _____

residents; Barangay Matagdem with total population of _____ led by Barangay

Chairman

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Betty Ferrer; and Barangay Manzon having _____ population under Barangay

Chairman Ernesto S. Garcia.

These five school communities are adjacently situated centering the school.

Binalatongan Centennial Arc Towers as historical landmark. Hospitals, internet

cafes, gasoline stations, private pre-school, buildings, canteens, business firms

and shops can be seen along the national road of Barangay Bolingit. Tricycles,

tri-bikes, jeeps, buses, cars and pedestrians occupy the busy street. PAG-IBIG

housing was mostly availed by government employees. It was also built behind

the newly renovated Pangasinan Provincial Hospital.

The common products produced by the people of the barangays are

mangoes, rice, corn, vegetables and bamboo products; where weaving, farming

and planting are the means of livelihood.

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School Plan (Geographical Sketch)

27

Personnel and Enrolment Data

29

THE BOLINGIT NATIONAL HIGH SCHOOL ADMINISTRATIVE STAFF

30

Objectives of the School

31

The Enhanced K to 12 Basic Education Curriculum

Integrative, Inquiry-

based, Constructivist,

Technology-enhanced

Enriched

Learner- Centered

Focuses on the

optimum development

of the Filipino

Flexible to

local needs

Responsive

Seamless

Decongested Allows for

mastery of

competencies

32

K to 12 Curriculum Guide

MUSIC

(Grade 1 to Grade 10)

Republic of the Philippines

Department of Education

DepEd Complex, M

eralco Avenue

Pasig City

M

ay 2016

33

CONCEPTUAL FRAMEWORK

Both the Music and the Arts curricula focus on the learner as recipient of the

knowledge, skills, and values necessary for artistic expression and cultural

literacy. The design of the curricula is student-centered, based on spiral

progression of processes, concepts and skills and grounded in performance-

based learning. Thus, the learner is empowered, through active involvement and

participation, to effectively correlate music and art to the development of his/her

own cultural identity and the expansion of his/her vision of the world.

As Music and Arts are performance-based disciplines, effective learning occurs

through active experience, participation, and performance, creative expression,

aesthetic valuation, critical response, and interpretation. The skills that are

developed include reading/analyzing, listening/observing, performing, (singing,

using musical instruments, movement, acting, and playing, using different art

materials, techniques and processes, responding, composing, and creating. (See

Figure 1 and Figure 2)

The philosophical foundations upon which standards and competencies are

based include: A Process of Education by Jerome Bruner, Performance-Based

Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple

Intelligences by

34

Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs

and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts

produced by the National Research Council of the Philippines, Cultural Dictionary

for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by

Viktor

Lowenfeld and W. Lambert Brittain, Discipline-Based Art Education by Elliot

Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the

Cultural Center of the Philippines.

Figure 1. The Curriculum Framework of Music and Arts Education

35

Figure 2. Content of Music and Arts per Grade Level

KindergartenExposure to the Differ

(Experiential

Gr ade 3Preliminary Acqui sition of B

asic Know

ledge and Skills

Grade 4Formal Introdu

e

amental Processes

Grade 1Introduction to the Fund ding of Fundamental Processes

Grade 2Enhanced Understan – Elements / Processes

Grade 5Exploration on for Appropriate Mastery and Acquisition of Skills

Grade 6Applicati ation – Philippine Folk Music and Arts

Grade 7Applic plication – Asian Music and Arts

Grade 8Ap Application – Western M

usic and Arts Grade 9 e 10Application of C

ontemporary M

usic and Arts Grad Grade 11M

astery of Proficiency in the chosen form or genre

Grade 12Mastery of Proficiency in the chosen form

or genre

nt Music &

Art Processes

Learning)

ction to Elements / Processes

36

Table 1. Basic Reference for Music Content

Music Elements Music Processes

-creating)

(including movement)

*No formal instruction in harmony

from K to 3

37

LEARNING AREA STANDARD: The learner demonstrates an understanding of

basic concepts and processes in music and art through appreciation, analysis

and performance for his/her self-development, celebration of his/her Filipino

cultural identity and diversity, and expansion of his/her world vision.

KEY STAGE STANDARDS:

K – 3

4 - 6

7 – 10

The learner demonstrates

understanding of fundamental

processes through

performing, creating, and

responding, aimed towards the

development of appreciation of

music and art, and acquisition of

basic knowledge and skills.


understanding of basic elements

and concepts through

performing, creating, and

responding, aimed towards the

development of appreciation of

music and art, and acquisition of

basic knowledge and skills.


understanding of salient

features of music and art of

the Philippines and the world,

through appreciation,

analysis, and performance, for

self-development, the

celebration of Filipino cultural

identity and diversity, and the

expansion of one’s world

vision.

38

GRADE LEVEL STANDARDS:

Grade Level

Grade Level Standards

Kindergarten

The learner is exposed to the different basic music and art processes through experiential learning.

Grade 1 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing, and

responding.

Grade 2 The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing,

and responding.

Grade 3 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the

development of appreciation of music and art, and the acquisition of basic knowledge and skills.

Grade 4 Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the

celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.

Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and expansion of one‘s world vision.

Grade 6 Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.

Grade 7 The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing,

and responding towards appreciation of the cultural richness of the different provinces in the Philippines.

Grade 8 The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-

development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.

Grade 9 The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,

and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.

Grade 10 The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-

development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.

39

GRAD

E 7

MUSI

C OF

THE

PHI

LIPP

INES

CONT

ENT

CONT

ENT

STAN

DARD

S PE

RFOR

MAN

CE

STAN

DARD

S LE

ARNI

NG C

OMPE

TENC

Y CO

DE

LEAR

NING

MAT

ERIA

LS

FIRS

T QU

ARTE

R

Mus

ic o

f Luz

on (

Low

land

s)

Geog

raph

ical a

nd C

ultur

al

Back

grou

nd

1. Vo

cal M

usic

a) Pe

rform

ance

prac

tice;

b) Fo

lk so

ngs;

c) Sa

cred (

Litur

gical

and

Devo

tiona

l) m

usic:

Mas

s, Pa

stores

, Sen

akulo

, Pa

syon

, Salu

bong

, Flor

es

de M

ayo,

Santa

cruza

n;

d) Se

cular

mus

ic: H

aran

a, Ba

litaw,

Kumi

ntang

, Polk

a;

e) Ar

t mus

ic: Ku

ndim

an.

2. In

stru

men

tal M

usic

a) Ro

ndall

a; b)

Bras

s Ban

d;

c) Mu

sikon

g Bum

bong

l

d) Ba

mboo

orga

n;

e) An

gklun

g ens

emble

;

f) Hi

mig

Pang

kat K

away

an.

The L

earn

er…

dem

onstr

ates

unde

rstan

ding

of th

e m

usica

l cha

racte

ristic

s

of re

pres

enta

tive

mus

ic fro

m th

e low

lands

of L

uzon

The L

earn

er...

pe

rform

s mus

ic of

the

lowlan

ds w

ith ap

prop

riate

pitch

, rhy

thm,

expr

essio

n

and

style

The l

earn

er .

. .

1. id

entif

ies th

e mus

ical

char

acter

istics

of r

epre

sent

ative

music

selec

tions

from

the

lowlan

ds o

f Luz

on af

ter

liste

ning;

MU7

LU-I

a-1

EASE

-mod

ule2

OHSP

Mus

ic

Modu

le Q1

*Edu

kasy

ong

Pang

kata

wan,

Ka

lusug

an a

t

Musik

a III

. Ad

riano

, Celi

a T.

et

al,

1999

.

pp.24

8-25

0

2. a

nalyz

es th

e m

usica

l elem

ents

of

som

e Lo

wlan

d vo

cal a

nd

instru

men

tal m

usic

selec

tions

;

M

U7LU

-Ia-

2

EASE

-mod

ule2

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

.

Adria

no, C

elia T

.

et a

l, 19

99.

pp.2

48-2

50

3. ex

plains

the d

isting

uishin

g

char

acter

istics

of r

epre

sent

ative

Philip

pine m

usic

selec

tions

from

Lu

zon

in re

lation

to it

s cult

ure

and

geog

raph

y;

M

U7LU

-Ib-

3

EASE

-mod

ule1

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

. Ad

riano

, Celi

a T.

et a

l, 19

99.

pp.23

6-24

8

40

CONT

ENT

CONT

ENT

STAN

DARD

S PE

RFOR

MAN

CE

STAN

DARD

S LE

ARNI

NG C

OMPE

TENC

Y CO

DE

LEAR

NING

MAT

ERIA

LS

Mus

ic o

f Luz

on (

Low

land

s)

Geog

raph

ical a

nd C

ultur

al Ba

ckgr

ound

1.

Voca

l Mus

ic

a)

Perfo

rman

ce p

racti

ce;

b) Fo

lk so

ngs;

c) Sac

red

(Litu

rgica

l and

De

votio

nal)

mus

ic: M

ass,

Pasto

res,

Sena

kulo,

Pa

syon

, Salu

bong

, Flor

es

de M

ayo,

Sant

acru

zan;

d) Se

cular

mus

ic: H

aran

a, Ba

litaw,

Kum

intan

g, Po

lka;

e) Ar

t mus

ic: Ku

ndim

an.

2. I

nstr

umen

tal M

usic

a)

Ro

ndall

a;

b) Br

ass B

and;

c)

Musik

ong B

umbo

ngl

d) Ba

mbo

o or

gan;

e)

Angk

lung

ense

mble

;

Him

ig Pa

ngka

t Kaw

ayan

.

dem

onstr

ates

un

ders

tand

ing

of

the

mus

ical c

hara

cter

istics

of

repr

esen

tativ

e m

usic

from

the

lowlan

ds o

f Luz

on

perfo

rms m

usic

of th

e

lowlan

ds w

ith a

ppro

priat

e

pitch

, rhy

thm

, exp

ress

ion

and

style

4. e

xplor

es w

ays o

f pro

ducin

g so

unds

on

a va

riety

of s

ourc

es

that

is si

mila

r to

the

instru

men

ts be

ing st

udied

;

MU7

LU-I

b-f-

4

EASE

-mod

ule1

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

51

5. im

prov

ises s

impl

e rh

ythm

ic/m

elodic

acco

mpa

nimen

ts to

selec

ted

mus

ic fro

m th

e Lo

wlan

ds o

f Lu

zon;

MU7

LU-I

c-f-

5

6. p

erfo

rms

instru

men

ts/im

prov

ised

instru

men

ts fr

om L

uzon

low

lands

;

MU7

LU-I

g-h-

6

7.

sings

folks

ongs

from

the

lowlan

ds o

f Luz

on;

MU7

LU-I

a-h-

7

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

36-2

48

8. cr

eate

s app

ropr

iate

mov

emen

ts

or g

estu

res t

o ac

com

pany

the

mus

ic se

lectio

ns o

f the

Lowl

ands

of

Luz

on;

MU7

LU-I

a-h-

8

9. p

rovid

es h

arm

onic

acco

mpa

nimen

ts to

selec

ted

mus

ic of

the

Lowl

ands

of L

uzon

; M

U7LU

-Id-

9

10. e

valua

tes m

usic

and

mus

ic

perfo

rman

ces a

pplyi

ng

know

ledge

of m

usica

l elem

ents

an

d sty

les.

MU7

LU-I

c-h-

10

41

CON

TEN

T CO

NTE

NT

STA

ND

AR

DS

PER

FOR

MAN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MPE

TEN

CY

COD

E LE

AR

NIN

G

MAT

ERIA

LS

SECO

ND

QU

AR

TER

Mus

ic o

f Co

rdill

era,

Min

doro

,

Pala

wan

, and

the

Vis

ayas

A.

Cord

iller

a Ge

ogra

phic

al, c

ultu

ral,

and

hist

oric

al b

ackg

roun

d

1.

Voca

l Mus

ic;

a)

Perfo

rman

ce p

ract

ice;

b)

Repr

esen

tativ

e so

ngs/

genr

e (s

alid

umm

ay,

ogga

yam

, ba-

diw

).

2.

In

stru

men

tal M

usic

a)

Gang

sa e

nsem

ble;

b)

Bam

boo

solo

/ens

embl

e.

B.

Min

doro

and

Pal

awan

1.

Voca

l Mus

ic;

a)

Perfo

rman

ce p

ract

ice;

b)

Repr

esen

tativ

e

song

s/ge

nre

(Voc

al c

hant

s -A

mba

han,

Igw

ay).

2. I

nstr

umen

tal M

usic

a)

Inst

rum

enta

l ens

embl

es:

Bam

boo

/ Go

ng

ense

mbl

e ;

b)

Solo

inst

rum

ents

.

C. V

isay

as

The

Lear

ner…

dem

onst

rate

s

unde

rsta

ndin

g of

the

mus

ical

cha

ract

erist

ics

of

repr

esen

tativ

e m

usic

from

the

high

land

s of

Luz

on,

Min

doro

, Pal

awan

, and

the

Visa

yas

The

Lear

ner..

.

perfo

rms

sele

cted

voc

al

and

inst

rum

enta

l mus

ic of

Cord

illera

, Min

doro

, Pa

law

an a

nd th

e Vi

saya

s

in a

ppro

pria

te s

tyle

The

Lear

ner..

.

1. id

entif

ies

the

mus

ical

char

acte

ristic

s of

repr

esen

tativ

e

sele

ctio

ns o

f Cor

dille

ra, M

indo

ro,

Pala

wan

and

of t

he V

isaya

s afte

r

liste

ning

;

MU

7LV-

IIa-

f-1

*Edu

kasy

ong

Pang

kata

wan

,

Kalu

suga

n at

M

usik

a II

I.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

48-2

56,

pp.2

65

2. a

naly

zes

the

mus

ical

ele

men

ts o

f so

me

voca

l and

inst

rum

enta

l

sele

ctio

ns fr

om C

ordi

llera

,

Min

doro

, Pal

awan

and

of t

he

Visa

yas

afte

r list

enin

g;

MU

7LV-

IIa-

f-2

*Edu

kasy

ong

Pang

kata

wan

,

Kalu

suga

n at

M

usik

a II

I.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

65

3. e

xpla

ins

the

dist

ingu

ishin

g

char

acte

ristic

s of

repr

esen

tativ

e

mus

ic fro

m C

ordi

llera

, Min

doro

,

Pala

wan

and

of t

he V

isaya

sin

rela

tion

to it

s cu

lture

and

geog

raph

y;

MU

7LV-

IIb-

f-3

*Edu

kasy

ong

Pang

kata

wan

, Ka

lusu

gan

at

Mus

ika

III.

Ad

riano

, Cel

ia T

.

et a

l, 19

99.

pp.2

48-2

59

4. e

xplo

res

way

s of

pro

ducin

g

soun

ds o

n a

varie

ty o

f sou

rces

sim

ilar t

o in

stru

men

ts b

eing

stud

ied;

MU

7LV-

IIb-

g-4

*Edu

kasy

ong

Pang

kata

wan

, Ka

lusu

gan

at

Mus

ika

III.

Ad

riano

, Cel

ia T

.

et a

l, 19

99.

pp.2

57-2

58

5. im

prov

ises

simpl

e rh

ythm

ic/m

elod

ic

acco

mpa

nim

ents

to s

elec

ted

mus

ic fro

m th

e Co

rdille

ra,

Min

doro

, Pal

awan

and

of t

he

Visa

yas;

MU

7LV-

IIb-

g-5

*Edu

kasy

ong

Pang

kata

wan

,

Kalu

suga

n at

Mus

ika

III.

Ad

riano

, Cel

ia T

.

et a

l, 19

99.

42

CONT

ENT

CONT

ENT

STAN

DARD

S PE

RFOR

MAN

CE

STAN

DARD

S LE

ARNI

NG C

OMPE

TENC

Y CO

DE

LEAR

NING

MAT

ERIA

LS

1.

Voca

l Mus

ic

a)

Perfo

rman

ce p

ract

ice;

b)

Repr

esen

tativ

e

song

s/ge

nre:

Balita

o-

Visa

yan,

Pas

tore

s- Ch

ristm

as, K

anta

- Fo

lkson

g, B

allad

, Lu

llaby

, Cou

rtship

, an

d Co

mpo

so -

Ilong

go n

arra

tive

song

.

2.

Instr

umen

tal M

usic

a)

Instr

umen

tal

ense

mble

s: R

onda

lla,

Tulto

gan,

Har

p, Ba

nd,

―Bird

Dan

ce‖ B

inano

g (P

anay

, Buk

idno

n)

dem

onstr

ates

un

ders

tand

ing

of th

e

mus

ical c

hara

cter

istics

of

repr

esen

tativ

e m

usic

from

the

highl

ands

of L

uzon

,

Mind

oro,

Pala

wan,

and

the

Visa

yas

perfo

rms s

electe

d vo

cal a

nd

instru

men

tal m

usic

of

Cord

illera

, Mind

oro,

Pala

wan

and

the

Visay

as in

appr

opria

te st

yle

pp.2

52-2

65

6. p

erfo

rms

instru

men

ts/im

prov

ised

instru

men

ts fro

m C

ordil

lera,

Mind

oro,

Pala

wan

and

of th

e

Visay

as, a

lone

and/

or w

ith

othe

rs‘

MU7

LV-I

Ib-g

-6

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

58

7. p

rovid

es a

ccom

panim

ent t

o se

lecte

d m

usic

of th

e Co

rdille

ra,

Mind

oro,

Pala

wan

and

of th

e

Visay

as;

MU7

LV-I

Ib-g

-7

8. si

ng so

ngs f

rom

the

Cord

illera

,

Mind

oro,

Pala

wan

and

of th

e Vi

saya

s;

MU7

LV-I

Ia-f

-8

*Edu

kasy

ong

Pang

kata

wan,

Ka

lusug

an a

t

Musik

a III

.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

52-2

65

9. c

reat

es a

ppro

priat

e m

ovem

ents

to a

ccom

pany

mus

ic fro

m th

e

Cord

illera

, Mind

oro,

Pala

wan a

nd

of th

e Vi

saya

s;

MU7

LV-I

Ic-h

-9

10. e

valua

tes m

usic

and

mus

ic

perfo

rman

ces a

pplyi

ng

know

ledge

of m

usica

l elem

ents

an

d sty

le.

MU7

LV-I

Ic-h

-

10

THIR

D QU

ARTE

R

Mus

ic o

f Min

dana

o

A. Is

lam

ic M

usic

1.

Voca

l mus

ic:

a)

chan

ts;

The

Lear

ner…

de

mon

strat

es

unde

rsta

ndin

g of

the

mus

ical c

hara

cter

istics

of

The

Lear

ner..

.

perfo

rms m

usic

of

Mind

anao

with

appr

opria

te e

xpre

ssion

and

style

The

Lear

ner..

.

1. id

entif

ies th

e m

usica

l

char

acte

ristic

s of

repr

esen

tativ

e m

usic

selec

tions

from

Mind

anao

afte

r list

ening

;

MU7

MN-

IIIa

-g-

1

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

.

Adria

no, C

elia

T.

et a

l, 19

99.

43

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PERF

ORM

ANCE

STAN

DAR

DS

LEAR

NIN

G CO

MPE

TEN

CY

COD

E LE

ARN

ING

MAT

ERIA

LS

b) lu

llaby

.

2. I

nstru

men

tal E

nsem

ble:

a) K

ulin

tang

ens

embl

e ;

b) b

ambo

o en

sem

ble

;

c) s

olo

inst

rum

ents

.

3. N

on-Is

lam

ic

a)

Chris

tian;

b)

Lum

ad:

(Fol

k so

ngs

of

Zam

boan

ga, B

utua

n an

d

Taus

ug).

repr

esen

tativ

e m

usic

from

M

inda

nao

pp

.252

-253

2. a

nalyz

es th

e m

usica

l ele

men

ts of

som

e Mind

anao

voca

l and

instr

umen

tal

mus

ic;

MU7

MN-

IIIa

-g-

2

*Edu

kasy

ong

Pang

kata

wan,

Kalu

suga

n at

M

usika

III.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

52-2

53

3. e

xpla

ins

the

dist

ingu

ishin

g ch

arac

teris

tics

of

repr

esen

tativ

e m

usic

sele

ctio

ns o

f Min

dana

o in

rela

tion

to it

s cu

lture

and

ge

ogra

phy;

MU7

MN-

IIIa

-g-

3

*Mus

ika a

t Sin

ing

I. Pa

dro,

Alic

ia N

.

et a

l, 19

98. p

p.2-

3

4. e

xplor

es w

ays o

f pro

ducin

g so

unds

on

a va

riety

of

sour

ces t

hat i

s sim

ilar t

o th

e ins

trum

ents

being

stud

ied;

MU7

MN-

IIIb

-h-

4

*Edu

kasy

ong

Pang

kata

wan,

Kalu

suga

n at

M

usika

III.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

53-2

54

5. im

prov

ises

simpl

e rh

ythm

ic/m

elod

ic

acco

mpa

nim

ents

to s

elec

ted

mus

ic fro

m M

inda

nao;

MU7

LV-I

IIc-

h-

5

6. p

erfo

rm

inst

rum

ents/

impr

ovise

d in

stru

men

ts fr

om M

indan

ao,

alon

e an

d/or

with

oth

ers;

MU7

LV-I

IIc-

h-

6

7. s

ing

song

s fro

m M

inda

nao;

M

U7LV

-III

d-h-

7

8. cr

eate

s app

ropr

iate

mov

emen

ts or

ges

ture

s to

acco

mpa

ny th

e m

usic

M

U7LV

-III

c-8

44

CONT

ENT

CONT

ENT

STAN

DARD

S PE

RFOR

MAN

CE

STAN

DARD

S LE

ARNI

NG C

OMPE

TENC

Y CO

DE

LEAR

NING

MAT

ERIA

LS

de

mon

strat

es

unde

rsta

ndin

g of

the

mus

ical c

hara

cter

istics

of

repr

esen

tativ

e m

usic

from

Mind

anao

perfo

rms m

usic

of

Mind

anao

with

app

ropr

iate

expr

essio

n an

d sty

le

selec

tions

of M

inda

nao;

9. p

rovid

es a

ccom

panim

ent t

o

selec

ted

mus

ic of

Mi

ndan

ao;

MU7

LV-I

IIc-

h-

9

10. e

valua

tes m

usic

selec

tions

an

d m

usic

perfo

rman

ces

apply

ing k

nowl

edge

of

mus

ical e

lemen

ts an

d sty

le.

MU7

LV-I

IIb-

h-

10

FOUR

TH Q

UART

ER

Phili

ppin

e Fe

stiv

als

a)

Aklan

– A

ti-at

ihan

b)

Dava

o - K

aday

awan

c)

Ma

rindu

que

– Mo

rione

s d)

Ce

bu –

Sinu

log

e)

Bicol

– Ib

alon

f) Ba

tang

as –

Sub

lian

Thea

tric

al F

orm

s

a)

Kom

edya

/Mor

o-

mor

o/Ar

akyo

b)

Sa

rsue

la

c)

Boda

bil

The L

earn

er…

1.

dem

onstr

ates

unde

rstan

ding

and

appli

catio

n of

mus

ical

skills

relat

ed to

selec

ted

Philip

pine

Festi

vals

2.

de

mon

strat

es

unde

rstan

ding

and

appli

catio

n of

mus

ical

skills

relat

ed to

thea

ter

The

Lear

ner..

. 1.

pe

rform

s

exce

rpts/

selec

tions

from

Ph

ilippin

e m

usica

l

thea

ter

2.

perfo

rms s

ongs

and

danc

es fr

om se

lecte

d

Philip

pine f

estiv

als

The

Lear

ner..

.

1. id

entif

ies m

usica

l cha

racte

ristic

s

of se

lecte

d Ph

ilippin

e fe

stiva

ls an

d th

eatri

cal f

orm

s thr

ough

vid

eo o

r live

per

form

ance

s;

MU7

FT-I

Va-g

-1

2. n

arra

te th

e or

igins

and

cultu

ral

back

grou

nd o

f sele

cted

Philip

pine

festi

val/s

;

MU7

FT-I

Va-d

-2

*Edu

kasy

ong

Pang

kata

wan,

Kalus

ugan

at

Musik

a III

.

Adria

no, C

elia

T.

et a

l, 19

99.

pp.2

60

3. cr

eate

s mov

emen

ts to

mus

ic of

a

parti

cular

Phil

ippine

festi

val;

MU7

FT-I

Va-d

-3

*Edu

kasy

ong

Pang

kata

wan,

Ka

lusug

an a

t

Musik

a III

. Ad

riano

, Celi

a T.

et a

l, 19

99.

pp.2

60

4. d

escri

bes h

ow th

e m

usic

cont

ribut

es to

the

perfo

rman

ce o

f th

e m

usica

l pro

duct

ion;

MU7

FT-I

Ve-h

-4

5. e

xplai

ns th

e dis

tingu

ishin

g ch

arac

teris

tics o

f rep

rese

ntat

ive

Philip

pine

festi

vals

and

thea

trica

l

MU7

FT-I

Va-h

-5

EASE

-mod

ule1

45

CONT

ENT

CONT

ENT S

TANDA

RDS

PERFOR

MANC

E

STAND

ARDS

LEA

RNING

COMP

ETENC

Y CO

DE

LEARN

ING

MATER

IALS

form

s;

6. desc

ribes ho

w a spe

cific ide

a or

story is

commu

nicated

through

mus

ic in a p

articula

r Philipp

ine

musical

theater

;

MU7FT

-IVe-h

-6

EASE-m

odule1

7. sing

selectio

n/s fro

m chos

en Phil

ippine

musica

l theat

er; MU

7FT-IV

e-h-7

46

PHILOSOPHY AND RATIONALE FOR ARTS

The Arts has been present since the beginning of civilization as it is an essential

means for man to live and communicate with others. It has been used to

enhance man‟s life and surroundings, to express his thoughts, dreams, spiritual

beliefs, and to share his own to his community‟s aspirations, celebrations, and

events. Arts records, reflects, and rearranges man‟s life and existence.

The Arts is a visualization of a people‟s history and uniqueness, a reflection of

their creativity and accomplishments, and a visible expression of their distinct

way of thinking, communicating, reasoning, and worshiping. It is expressed in a

unique symbol system that is visual, kinetic and tactile. Howard Gardner, an

educator and psychologist, affirms that the arts develop the child‟s “SPATIAL,

INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES,” for the

Arts develop a distinct way of seeing, thinking, communicating, and creating in a

person. Furthermore, Art develops and increases a person‟s ability to apply

creative and new solutions, for new problems in our world. Schools, therefore,

need to develop the multiple intelligences of a student through the arts. The K-

12 Arts Curriculum seeks to address these needs of our students for the 21st

Century.

47

The 21st Century is a different world: it is highly visual, with a proliferation of

images seen not only in static media like magazines, books, paintings and

posters. Now images are kinetic and accessible in various media like television,

outdoor advertisements, movies, cell phones, and new technologies like iPads,

iPods, DVD players, personal computers, and tablets. Artists create, upload and

share via the Internet, images, sounds, texts, films, videos, pictures, artworks

and designs. These are readily available and interactive, involving the viewer to

react, comment and utilize these visuals through the Internet. Teaching Art to

students is one way for them to process and interpret the barrage of images and

sounds, in a critical and intelligent manner.

The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and

HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and

indigenous materials to strengthen the student‟s identity of being Filipino, before

he/she is introduced to the art of other countries. The modules guide educators

and provide our students with art experiences, concepts, and processes that are

presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten

to Grade 12.

48

The approach is CHILD-CENTERED and HANDS-ON in creating art using locally

available materials. It develops the student‟s imagination and individual

expression, and his/her CRITICAL THINKING SKILLS through inquiry into the

aesthetic qualities of his work, the work of others and of artists from the

Philippines and other parts of the world. It culminates in connecting art to other

subject areas and provides exposure and apprenticeship to professionals in

various art-related fields so the student can discover and consider the different

career opportunities in the arts.

49

Table 1. Basic Reference for Music and Art Content

Music Elements

Arts Elements and Principles

Music Processes

Art Processes

Shape/Form

Form

-creating)

Reading

-creating)

Balance

* Contrast

Applying (transference)

*No formal instruction in harmony

from K to 3

Emphasis

50

LEAR

NING

ARE

A ST

ANDA

RD:

The

learn

er d

emon

strat

es a

n un

derst

andin

g of

bas

ic co

ncep

ts an

d pr

oces

ses i

n m

usic

and

art t

hrou

gh a

ppre

ciatio

n,

analy

sis a

nd p

erfo

rman

ce fo

r his/

her s

elf-d

evelo

pmen

t, ce

lebra

tion

of h

is/he

r Filip

ino cu

ltura

l iden

tity a

nd d

iversi

ty, a

nd

expa

nsion

of h

is/he

r wor

ld vis

ion.

KE

Y ST

AGE

STAN

DARD

S:

K

- 3

4

– 6

7

– 10

The

learn

er d

emon

strat

es

unde

rstan

ding

of fu

ndam

enta

l

proc

esse

s thr

ough

perfo

rming

, cre

ating

, and

resp

ondin

g, aim

ed to

ward

s the

dev

elopm

ent o

f

appr

eciat

ion o

f mus

ic an

d ar

t, an

d ac

quisi

tion

of b

asic

know

ledge

and

skills

.

The l

earn

er d

emon

strat

es u

nder

stand

ing

of b

asic

eleme

nts a

nd co

ncep

ts th

roug

h

perfo

rming

, cre

ating

, and

resp

ondin

g, aim

ed to

ward

s the

dev

elopm

ent o

f

appr

eciat

ion o

f mus

ic an

d ar

t, an

d ac

quisi

tion

of b

asic

know

ledge

and

skills

.

The l

earn

er d

emon

strat

es u

nder

stand

ing

of sa

lient

featu

res o

f mus

ic an

d ar

t of

the P

hilipp

ines a

nd th

e wor

ld, th

roug

h ap

prec

iation

, ana

lysis,

and

perfo

rman

ce,

for se

lf-de

velop

ment

, the

celeb

ratio

n of

Fil

ipino

cultu

ral id

entit

y and

dive

rsity,

and

the e

xpan

sion

of o

ne‘s

world

visio

n.

51

Gra

de 2

Th

e le

arne

r dem

onst

rate

s ba

sic a

nd fu

ndam

enta

l pro

cess

es in

mus

ic an

d ar

t, th

roug

h pe

rform

ing,

cre

atin

g, li

sten

ing

and

obse

rvin

g, a

nd re

spon

ding

.

Gra

de 3

Th

e le

arne

r has

acq

uire

d th

e ba

sic a

nd fu

ndam

enta

l pro

cess

es th

roug

h pe

rform

ing,

cre

atin

g, li

sten

ing

and

obse

rvin

g, a

nd re

spon

ding

, tow

ards

the

deve

lopm

ent o

f app

recia

tion

of m

usic

and

art,

and

the

acqu

isitio

n of

bas

ic kn

owle

dge

and

skills

.

Gra

de 4

Th

roug

h th

e fo

rmal

intro

duct

ion

of e

lem

ents

, the

lear

ner c

an id

entif

y th

e ba

sic k

now

ledg

e an

d sk

ills in

mus

ic an

d ar

t, to

war

ds s

elf-d

evel

opm

ent,

the

cele

brat

ion

of F

ilipin

o cu

ltura

l ide

ntity

and

div

ersit

y, a

nd th

e ex

pans

ion

of o

ne‘s

wor

ld v

ision

.

Gra

de 5

Th

roug

h ex

plor

atio

n, th

e le

arne

r dem

onst

rate

s a d

eepe

r und

erst

andi

ng o

f bas

ic kn

owle

dge

and

skills

in m

usic

and

art,

tow

ards

self-

deve

lopm

ent,

the

cele

brat

ion

of F

ilipin

o cu

ltura

l ide

ntity

and

div

ersit

y, a

nd e

xpan

sion

of o

ne‘s

wor

ld v

ision

.

Gra

de 6

Th

roug

h ap

plica

tion,

the

lear

ner d

emon

stra

tes u

nder

stan

ding

of t

he b

asic

conc

epts

of a

nd p

roce

sses

in m

usic

and

art,

tow

ards

self-

deve

lopm

ent,

the

cele

brat

ion

of F

ilipin

o cu

ltura

l ide

ntity

and

div

ersit

y, a

nd th

e ex

pans

ion

of o

ne‘s

wor

ld v

ision

.

Gra

de 7

Th

e le

arne

r dem

onst

rate

s bas

ic un

ders

tand

ing

of th

e fu

ndam

enta

l pro

cess

es in

mus

ic an

d th

e ar

ts th

roug

h pe

rform

ing,

crea

ting,

liste

ning

and

obs

ervi

ng,

and

resp

ondi

ng to

war

ds a

ppre

ciatio

n of

the

cultu

ral r

ichne

ss o

f the

diff

eren

t pro

vinc

es in

the

Philip

pine

s.

Gra

de 8

Th

e le

arne

r dem

onst

rate

s und

erst

andi

ng o

f sal

ient

feat

ures

of A

sian

mus

ic an

d th

e ar

ts, t

hrou

gh a

ppre

ciatio

n, a

nalys

is, a

nd p

erfo

rman

ce fo

r sel

f-

deve

lopm

ent,

the

cele

brat

ion

of F

ilipin

o cu

ltura

l ide

ntity

and

div

ersit

y, a

nd th

e ex

pans

ion

of o

ne‘s

wor

ld v

ision

.

Gra

de 9

Th

e le

arne

r dem

onst

rate

s und

erst

andi

ng o

f sal

ient

feat

ures

of W

este

rn m

usic

and

the

arts

from

diff

eren

t hist

orica

l per

iods

, thr

ough

app

recia

tion,

ana

lysis

, an

d pe

rform

ance

for s

elf-d

evel

opm

ent,

the

cele

brat

ion

of F

ilipin

o cu

ltura

l ide

ntity

and

dive

rsity

, and

the

expa

nsio

n of

one

‘s w

orld

visi

on.

Gra

de 1

0 Th

e le

arne

r dem

onst

rate

s und

erst

andi

ng o

f sal

ient

feat

ures

of c

onte

mpo

rary

mus

ic an

d th

e ar

ts, t

hrou

gh a

ppre

ciatio

n, a

naly

sis, a

nd p

erfo

rman

ce, f

or se

lf-

deve

lopm

ent,

the

cele

brat

ion

of F

ilipin

o cu

ltura

l ide

ntity

and

div

ersit

y, a

nd th

e ex

pans

ion

of o

ne‘s

wor

ld v

ision

.

GRAD

E LEV

EL S

TAND

ARDS

:

Grad

e Lev

el

Grad

e Lev

el St

anda

rds

Grad

e 1

The l

earne

r dem

onstr

ates b

asic

unde

rstan

ding o

f the f

unda

menta

l proc

esse

s in m

usic

and a

rt, th

rough

perfo

rming

, crea

ting,

listen

ing an

d obs

erving

, and

respo

nding

.

52

GRADE 7

CONTEN

T CON

TENT

STANDAR

DS

PERFORM

ANCE

STANDAR

DS

LEARNIN

G COMPE

TENCY

COD

E LEAR

NING

MATERIA

LS

GRADE 7

- FIRST Q

UARTER

Arts and

Crafts of

Luzon

(Highlan

ds and L

owlands)

1. At

tire, Fabri

cs, and Ta

pestries

2. Crafts a

nd Access

ories, and

Body

Ornament

ation

3. Archite

ctures

The learn

er...

1. art elem

ents and

processes

by synth

esizing an

d apply

ing prior

The learn

er…

1. create

artworks s

howing th

e

characteris

tic elemen

ts of the a

rts of Luz

on (highla

nds and

lowlands)

The learn

er...

1. analyze

elements

and

principles

of art in

the prod

uction of

one‘s arts

and

crafts ins

pired by t

he

A7EL-Ib-

1

OHSP Arts

Module

Q1 – Less

on 3,4

53

CONT

ENT

CONT

ENT

STAN

DARD

S PE

RFOR

MAN

CE

STAN

DARD

S

LEAR

NING

COM

PETE

NCY

CODE

LE

ARNI

NG

MAT

ERIA

LS

4. S

culpt

ures

(god

s/rit

uals)

5. E

very

day o

bjec

ts

I. E

lem

ents

of A

rt

6. L

ine

7. S

hape

and

For

m

8. V

alue

9. C

olor

10. T

extu

re

11. S

pace

II. P

rinci

ples

of A

rt

12. R

hyth

m, M

ovem

ent

13. B

alanc

e 14

. Em

phas

is

15. H

arm

ony,

Uni

ty,

Varie

ty

16. P

ropo

rtion

II

I. Pr

oces

s 17

. Dr

awing

and

Paint

ing

18.

Sculp

ture

and

Ass

embla

ge

19.

Moun

ting

an ex

hibit:

19.1

Co

ncep

t 19

.2

Cont

ent /

labe

ls

19.3

Phy

sical

layou

t Ar

ts a

nd C

rafts

of L

uzon

(Hig

hlan

ds a

nd L

owla

nds)

1. A

ttire

, Fab

rics,

and

Tape

stries

2. C

rafts

and

Acc

esso

ries,

and

Body

Orn

amen

tatio

n 3.

Arc

hitec

ture

s 4.

Scu

lptur

es (g

ods/

ritua

ls)

5. E

very

day o

bjec

ts

know

ledge

and

skills

2. th

e sa

lient

feat

ures

of th

e ar

ts o

f Luz

on

(hig

hlan

ds a

nd

lowlan

ds) b

y sh

owin

g

the

relat

ionsh

ip o

f th

e ele

men

ts o

f art

and

proc

esse

s am

ong

cultu

rally

dive

rse

com

mun

ities

in th

e

coun

try

3. th

e Ph

ilippi

nes a

s ha

ving

a ric

h ar

tistic

and

cultu

ral t

radi

tion

from

pre

colon

ial to

pres

ent t

imes

1. a

rt ele

men

ts a

nd

proc

esse

s by

synt

hesiz

ing

and

appl

ying

prior

kn

owled

ge a

nd sk

ills

2. th

e sa

lient

feat

ures

of

the

arts

of L

uzon

(hig

hlan

ds a

nd

lowlan

ds) b

y sho

wing

2. e

xhibi

t com

plete

d ar

twor

ks

for a

ppre

ciatio

n an

d

critiq

uing

1.

crea

te a

rtwor

ks

show

ing th

e

char

acte

ristic

elem

ents

of th

e ar

ts of

Luz

on

(high

lands

and

lowlan

ds)

2.

ex

hibit

com

plete

d

arts

of L

uzon

(hig

hlan

ds

and

lowlan

ds)

2. id

entif

y ch

arac

teris

tics o

f

arts

and

cra

fts in

spec

ific

area

s in

Luzo

n (e

.g.,

papi

er

mâc

hé [t

aka]

from

Pae

te,

Ifuga

o wo

od sc

ulpt

ures

[bul

‘ul],

Cord

illera

jewe

lry

and

potte

ry, t

atto

o, a

nd

Iloco

s wea

ving

and

potte

ry

[bur

nay]

, etc

.)

A7

EL-I

a-2

MISO

SA5-

mod

ule4

OHSP

Arts

Mod

ule

Q1- L

esso

n 2

3. re

flect

on

and

deriv

e th

e m

ood,

idea

, or

mes

sage

eman

atin

g fro

m se

lecte

d ar

tifac

ts a

nd a

rt ob

ject

s

A7

PL-I

h-1

4. a

ppre

ciate

the

artif

acts

and

ar

t obj

ects

in te

rms o

f the

ir

uses

and

their

dist

inct

use

of

art

elem

ents

and

pr

incip

les

A7

PL-I

h-2

OHSP

Arts

Mod

ule

Q1

5. in

corp

orat

e th

e de

sign,

form

, and

spiri

t of t

he

high

land/

lowl

and

artif

act

and

obje

ct in

one

‘s cr

eatio

n

A7

PL-I

h-3

6. tr

ace

the

exte

rnal

(fore

ign)

an

d in

tern

al (in

dige

nous

)

influ

ence

s ref

lecte

d in

the

desig

n of

an

artw

ork

and

in

the

mak

ing

of a

cra

ft or

artif

act

A7

PL-I

h-4

OHSP

Arts

Mod

ule

Q1

54

CON

TEN

T CO

NTE

NT

STAN

DARD

S PE

RFOR

MAN

CE

STAN

DAR

DS

LEAR

NIN

G C

OM

PETE

NCY

COD

E LE

ARN

ING

M

ATER

IALS

I. E

lem

ents

of A

rt

6. L

ine

7. Sh

ape

and

Form

8.

Val

ue

9. C

olor

10.T

extu

re

11.S

pace

II. P

rinci

ples

of A

rt

12.R

hyth

m, M

ovem

ent

13.B

alan

ce

14.E

mph

asis

15.H

arm

ony,

Uni

ty,

Varie

ty

16.P

ropo

rtion

II

I. P

roce

ss

17.D

rawi

ng a

nd P

aintin

g 18

.Scu

lptu

re a

nd A

ssem

blage

19.M

ount

ing

an e

xhib

it:

19.1

Co

ncep

t 19

.2

Cont

ent /

labe

ls

19.3

Ph

ysica

l layo

ut

the

rela

tions

hip

of

the

elem

ents

of a

rt an

d pr

oces

ses a

mon

g

cultu

rally

dive

rse

com

mun

ities

in th

e

coun

try

3. th

e Ph

ilippi

nes

as

havin

g a

rich

artis

tic

and

cultu

ral t

radi

tion

from

pre

colo

nial

to

pres

ent t

imes

artw

orks

for

appr

ecia

tion

and

criti

quin

g

7. c

reat

e cr

afts

that

can

be

loca

lly a

ssem

bled

with

loca

l m

ater

ials,

gui

ded

by lo

cal

tradi

tiona

l tec

hniq

ues

(e.g

., ha

bi, l

ilip, e

tc).

A7

PR-I

c-e-

1

OHSP

Arts

Mod

ule

Q1

8. d

erive

ele

men

ts fr

om

tradi

tions

/hist

ory

of a

co

mm

unity

for o

ne‘s

artw

ork

A7

PR-I

f-2

9. s

how

s th

e re

latio

nshi

p of

the

deve

lopm

ent o

f cra

fts

in s

pecif

ic ar

eas

of th

e

coun

try, a

ccor

ding

to

func

tiona

lity,

trad

ition

al

spec

ializ

ed e

xper

tise,

and

avai

labi

lity

of re

sour

ces

(e.g

. pot

tery

, wea

ving,

je

wel

ry, b

aske

ts)

A7

PR-I

f-3

OHSP

Arts

Mod

ule

Q1

10. s

how

the

rela

tions

hip

of

Luzo

n (h

ighl

ands

and

low

land

s) a

rts a

nd c

rafts

to

Philip

pine

cul

ture

,

tradi

tions

, and

hist

ory

(Isla

mic

influ

ence

s,

Span

ish h

erita

ge, a

nd

Amer

ican

lega

cies

in

educ

atio

n, b

usin

ess,

mod

erni

zatio

n, a

nd

ente

rtain

men

t, as

wel

l as i

n

indi

geno

us p

ract

ices,

fie

stas

, and

relig

ious

and

socia

l pra

ctice

s)

Arts

and

Cra

fts

of L

uzon

(H

ighl

ands

and

Low

land

s)

1. A

ttire

, Fab

rics,

and

Tape

strie

s

2. C

rafts

and

Acc

esso

ries,

and

Body

Orn

amen

tatio

n 3.

Arc

hite

ctur

es

1. a

rt el

emen

ts a

nd

proc

esse

s by

sy

nthe

sizin

g an

d

appl

ying

prio

r

know

ledg

e an

d sk

ills

2. th

e sa

lient

feat

ures

of

the

arts

of L

uzon

1.

cre

ate

artw

orks

sh

owin

g th

e

char

acte

ristic

elem

ents

of

the

arts

of L

uzon

(hig

hlan

ds a

nd

lowl

ands

)

A7PR

-Ih-

4

55

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PER

FOR

MAN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MPE

TEN

CY

COD

E LE

AR

NIN

G

MAT

ERIA

LS

4. S

culp

ture

s (g

ods/

ritua

ls)

5. E

very

day

obje

cts

II. E

lem

ents

of

Art

6.

Lin

e

7. Sh

ape

and

Form

8.

Val

ue

9. C

olor

10

.Tex

ture

11.S

pace

II. P

rinc

iple

s of

Art

12.R

hyth

m, M

ovem

ent

13.B

alan

ce

14.E

mph

asis

15

.Har

mon

y, U

nity

,

Varie

ty

16.P

ropo

rtio

n II

I. P

roce

ss

17.D

raw

ing

and

Pain

ting

18.S

culp

ture

and

Ass

embl

age

19.M

ount

ing

an e

xhib

it:

19.1

Co

ncep

t 19

.2

Cont

ent /

labe

ls 19

.3

Phys

ical l

ayou

t

(hig

hlan

ds a

nd

low

land

s) b

y sh

owin

g th

e re

latio

nshi

p of

the

elem

ents

of a

rt

and

proc

esse

s am

ong

cultu

rally

div

erse

com

mun

ities

in th

e co

untr

y

3. th

e Ph

ilipp

ines

as

havi

ng a

rich

art

istic

an

d cu

ltura

l tra

ditio

n

from

pre

colo

nial

to

pres

ent t

imes

2. e

xhib

it co

mpl

eted

ar

twor

ks fo

r

appr

ecia

tion

and

criti

quin

g

11. m

ount

an

exhi

bit u

sing

com

plet

ed L

uzon

(h

ighl

ands

and

low

land

s)-

insp

ired

arts

and

cra

fts in

an

org

anize

d m

anne

r

A7P

R-I

g-5

GR

AD

E 7-

SEC

ON

D Q

UA

RTE

R

Arts

and

Cra

fts

of M

IMA

RO

PA

(Min

doro

, Mar

indu

que,

Rom

blon

,

and

Pala

wan

) an

d th

e Vi

saya

s

1. A

ttire

, Fab

rics,

and

Tap

estr

ies

The

lear

ner…

1. a

rt e

lem

ents

and

pr

oces

ses

by

synt

hesi

zing

and

The

lear

ner…

crea

te a

rtwor

k sh

owin

g th

e ch

arac

teris

tic e

lem

ents

of t

he

arts

of M

IMAR

OPA

and

the

The

lear

ner…

1.

anal

yze

elem

ents

and

pr

inci

ples

of a

rt in

the

prod

uctio

n on

e‘s

arts

and

A7E

L-II

b-1

OH

SP A

rts

Mod

ule

Q1

56

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PER

FOR

MAN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MPE

TEN

CY

COD

E LE

AR

NIN

G

MAT

ERIA

LS

2. C

rafts

and

Acc

esso

ries,

and

Body

Orn

amen

tatio

n 3.

Arc

hite

ctur

es

4. S

culp

ture

s (g

ods/

ritua

ls)

5. E

very

day

obje

cts

appl

ying

prio

r

know

ledg

e an

d sk

ills

2. t

he s

alie

nt fe

atur

es o

f

the

arts

of

MIM

ARO

PA a

nd th

e Vi

saya

n Is

land

s by

show

ing

the

rela

tions

hip

of th

e

elem

ents

of a

rt a

nd

proc

esse

s am

ong

cultu

rally

div

erse

com

mun

ities

in th

e co

untr

y

3. t

he P

hilip

pine

s as

ha

ving

a r

ich

artis

tic

and

cultu

ral t

radi

tion

from

pre

colo

nial

to

pres

ent t

imes

1.

art e

lem

ents

and

proc

esse

s by

sy

nthe

sizi

ng a

nd

appl

ying

prio

r kn

owle

dge

and

skill

s

Visa

yas

craf

ts in

spire

d by

the

arts

of M

IMAR

OPA

and

the

Visa

yas

2.

iden

tify

char

acte

ristic

s of

arts

and

cra

fts in

spe

cific

area

s in

MIM

ARO

PA a

nd

the

Visa

yas,

Mar

indu

que

(Mor

ione

s m

asks

),

Pala

wan

(M

anun

ggul

Jar

),

Min

doro

(H

anun

uo-

Man

gyan

writ

ing,

bask

etry

, and

wea

ving

),

Boho

l (ch

urch

es),

Ceb

u (f

urni

ture

), I

loilo

(cu

linar

y

arts

and

old

hou

ses)

, Sa

mar

(Ba

sey

mat

s), e

tc.

I. E

lem

ents

of

Art

6.

Lin

e

7. S

hape

and

For

m

8. V

alue

9. C

olor

10

. Te

xtur

e 11

. Sp

ace

A7E

L-II

a-2

II. P

rinc

iple

s of

Art

12.

Rhyt

hm, M

ovem

ent

13.

Bala

nce

14.

Emph

asis

15.

Harm

ony,

Uni

ty, V

arie

ty

Prop

ortio

n

3.

refle

ct o

n an

d de

rive

the

moo

d, id

ea o

r m

essa

ge

eman

atin

g fr

om s

elec

ted

artif

acts

and

art

obj

ects

A

7PL-

IIh-

1

III.

Pro

cess

16

. Dr

awin

g an

d Pa

intin

g 17

. Sc

ulpt

ure

and

Asse

mbl

age

18.

Mou

ntin

g an

exh

ibit:

18

.1 C

once

pt

18.2

Con

tent

/ la

bels

18.3

Phy

sical

layo

ut

Arts

and

Cra

fts

of M

IMA

RO

PA

(Min

doro

, Mar

indu

que,

Rom

blon

,

and

Pala

wan

) an

d th

e Vi

saya

s

crea

te a

rtw

ork

show

ing

the

char

acte

ristic

ele

men

ts o

f the

ar

ts o

f MIM

ARO

PA a

nd th

e

Visa

yas

4.

appr

ecia

te th

e ar

tifac

ts

and

art o

bjec

ts in

term

s of

its

util

izat

ion

and

its

dist

inct

use

of a

rt

elem

ents

and

prin

cipl

es

A

7PL-

IIh-

2

5.

inco

rpor

ate

the

desi

gn,

form

and

spi

rit o

f art

ifact

s an

d ar

t obj

ects

from

MIM

ARO

PA a

nd th

e Vi

saya

s

A7P

L-II

h-3

1. A

ttire

, Fab

rics,

and

Tap

estr

ies

57

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PER

FOR

MAN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MPE

TEN

CY

COD

E LE

AR

NIN

G

MAT

ERIA

LS

2. C

rafts

and

Acc

esso

ries,

and

Bod

y

Orn

amen

tatio

n 3.

Arc

hite

ctur

es

4. S

culp

ture

s (g

ods/

ritua

ls)

5. E

very

day

obje

cts

2.

the

salie

nt fe

atur

es

of th

e ar

ts o

f

MIM

ARO

PA a

nd

the

Visa

yan

Isla

nds

by s

how

ing

the

rela

tions

hip

of th

e el

emen

ts o

f art

and

proc

esse

s am

ong

cultu

rally

dive

rse

com

mun

ities

in th

e co

untr

y

3.

the

Phili

ppin

es a

s ha

ving

a ri

ch

artis

tic a

nd c

ultu

ral

trad

ition

from

pr

ecol

onia

l to

pres

ent t

imes

1.

art e

lem

ents

and

proc

esse

s by

sy

nthe

sizin

g an

d

appl

ying

prio

r

know

ledg

e an

d sk

ills

2.

the

salie

nt fe

atur

es

of th

e ar

ts o

f

6.

tr

ace

the

exte

rnal

(for

eign

) an

d in

tern

al

(indi

geno

us)

influ

ence

s

that

are

refle

cted

in th

e de

sign

of a

n ar

twor

k or

in

the

mak

ing

of a

cra

ft or

artif

act

A

7PL-

IIh-

4

OHS

P Ar

ts M

odul

e

Q1

I.

Elem

ents

of A

rt

6. L

ine

7. S

hape

and

For

m

8. V

alue

9.Co

lor

10.

Text

ure

11.

Spac

e

7.

crea

te c

rafts

that

can

be

loca

lly a

ssem

bled

with

lo

cal m

ater

ials,

gui

ded

by

loca

l tra

ditio

nal t

echn

ique

s (e

.g.,

habi

, lili

p, e

tc).

A

7PR

-IIc

-e-1

II. P

rinc

iple

s of

Art

8.

der

ive

elem

ents

fro

m

trad

ition

s/hi

stor

y of

a

com

mun

ity fo

r one

‘s ar

twor

k

A7P

R-I

If-2

12.

Rhyt

hm, M

ovem

ent

13.

Bala

nce

14.

Emph

asis

15.

Harm

ony,

Uni

ty, V

arie

ty

Prop

ortio

n II

I. P

roce

ss

16.

Draw

ing

and

Pain

ting

17.S

culp

ture

and

Ass

embl

age

18.

Mou

ntin

g an

exh

ibit:

18.1

Con

cept

18

.2 C

onte

nt /

labe

ls

18.3

Phy

sical

layo

ut

Arts

and

Cra

fts

of M

IMAR

OPA

(Min

doro

, Mar

indu

que,

Rom

blon

,

and

Pala

wan

) an

d th

e Vi

saya

s

crea

te a

rtwor

k sh

owin

g th

e

char

acte

ristic

ele

men

ts o

f the

ar

ts o

f MIM

ARO

PA a

nd th

e

Visa

yas

9.

corr

elat

e th

e de

velo

pmen

t

of c

rafts

in s

peci

fic a

reas

of

the

coun

try,

acc

ordi

ng

to fu

nctio

nalit

y, tr

aditi

onal

spec

ializ

ed e

xper

tise,

and

av

aila

bilit

y of

reso

urce

s

(e.g

., ar

chite

ctur

e,

wea

ving

, pot

tery

,

acce

ssor

ies,

mas

ks, a

nd

culin

ary

arts

)

A7P

R-I

If-3

OHS

P Ar

ts M

odul

e

Q1

10. s

how

the

rela

tions

hip

of

MIM

ARO

PA a

nd V

isaya

s ar

ts a

nd c

rafts

to

Phili

ppin

e cu

lture

, tr

aditi

ons,

and

hist

ory

(Isla

mic

influ

ence

s,

Span

ish h

erita

ge, a

nd

Amer

ican

lega

cies

in

educ

atio

n, b

usin

ess,

A7P

R-I

Ih-4

OHS

P Ar

ts M

odul

e

Q1

1. A

ttire

, Fab

rics,

and

Tap

estri

es

2. C

rafts

and

Acc

esso

ries,

and

Bod

y

Orn

amen

tatio

n 3.

Arc

hite

ctur

es

58

CO

NTE

NT

CO

NTE

NT

STA

ND

ARD

S PE

RFO

RM

AN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MP

ETEN

CY

CO

DE

LEA

RN

ING

M

ATER

IALS

4. S

culp

ture

s (g

ods/

ritua

ls)

5. E

very

day

obje

cts

I.

Elem

ents

of A

rt

6. L

ine

7. S

hape

and

For

m

8. V

alue

9.

Col

or

10.

Text

ure

11.

Spac

e

II.

Prin

cipl

es o

f Art

12

. Rh

ythm

, Mov

emen

t 13

. Ba

lanc

e

14.

Emph

asis

15.

Harm

ony,

Uni

ty, V

arie

ty

Prop

ortio

n

III.

Pro

cess

16. D

raw

ing

and

Pain

ting

17.S

culp

ture

and

Ass

embl

age

18.

Mou

ntin

g an

exh

ibit:

18.1

Con

cept

18

.2 C

onte

nt /

labe

ls

18.3

Ph

ysica

l lay

out

MIM

ARO

PA a

nd

the

Visa

yan

Isla

nds

by s

how

ing

the

rela

tions

hip

of

the

elem

ents

of a

rt

and

proc

esse

s am

ong

cultu

rally

dive

rse

com

mun

ities

in t

he

coun

try

3.

the

Phili

ppin

es a

s ha

ving

a r

ich

artis

tic a

nd c

ultu

ral

trad

ition

from

pr

ecol

onia

l to

pres

ent

times

m

oder

niza

tion,

and

ente

rtai

nmen

t, as

wel

l as

in in

dige

nous

pra

ctic

es,

fiest

as, a

nd r

elig

ious

and

so

cial

pra

ctic

es)

11. m

ount

an

exhi

bit

usin

g

com

plet

ed M

IMAR

OPA

- Vi

saya

n-in

spire

d ar

ts a

nd

craf

ts in

an

orga

nize

d m

anne

r

A7P

R-I

Ig-5

GR

AD

E 7-

TH

IRD

QU

AR

TER

Art

s an

d C

raft

s of

Min

dana

o

1. A

ttire

, Fab

rics

and

Tape

strie

s

2. C

rafts

and

Acc

esso

ries,

and

Bod

y O

rnam

enta

tion

3. A

rchi

tect

ures

4.

Scu

lptu

res

(god

s/rit

uals)

5.

Eve

ryda

y ob

ject

s

The

lear

ner…

1. a

rt e

lem

ents

and

pr

oces

ses

by

synt

hesi

zing

and

ap

plyi

ng p

rior

know

ledg

e an

d sk

ills

The

lear

ner…

1. c

reat

e ar

twor

ks s

how

ing

the

char

acte

ristic

ele

men

ts o

f

the

arts

of M

inda

nao

2. e

xhib

it co

mpl

eted

art

wor

ks

The

lear

ner…

1. a

naly

ze e

lem

ents

and

pr

inci

ples

of a

rt in

the

prod

uctio

n on

e‘s

arts

and

cr

afts

insp

ired

by t

he a

rts

of M

inda

nao

A7E

L-II

Ib-1

59

CO

NTE

NT

CO

NTE

NT

STA

ND

AR

DS

PER

FOR

MA

NC

E S

TAN

DA

RD

S

LEA

RN

ING

CO

MP

ETEN

CY

CO

DE

LEA

RN

ING

M

ATE

RIA

LS

I. E

lem

ents

of

Art

6. L

ine

7. S

hape

and

For

m

8. V

alue

9.

Col

or

10.

Text

ure

11.

Spac

e

II. P

rin

cipl

es o

f A

rt

12.

Rhyt

hm, M

ovem

ent

13.

Bala

nce

14.

Emph

asis

15.

Har

mon

y, U

nity

, Var

iety

16

. Pr

opor

tion

2. th

e sa

lient

feat

ures

of

the

arts

of M

inda

nao

by s

how

ing

the

rela

tions

hip

of t

he

elem

ents

of a

rt a

nd

proc

esse

s am

ong

cultu

rally

div

erse

com

mun

ities

in t

he

coun

try

3. th

e Ph

ilipp

ines

as

havi

ng a

ric

h ar

tistic

an

d cu

ltura

l tra

ditio

n

from

pre

colo

nial

to

pres

ent

times

for

appr

ecia

tion

and

criti

quin

g

2. id

entif

y ch

arac

teris

tics

of

arts

and

cra

fts

in s

peci

fic

area

s in

Min

dana

o (e

.g.,

mar

itim

e ve

ssel

[b

alan

ghay

] fr

om B

utua

n,

vint

a fr

om Z

ambo

anga

; M

aran

ao‘s

mal

ong,

bras

swar

es, o

kir,

pano

long

, tor

ogan

, and

sa

riman

ok;

Yaka

n‘s

fabr

ic

and

face

mak

eup

and

body

orn

amen

tatio

n;

T‘bo

li‘s

tinal

ak a

nd

acce

ssor

ies;

Taw

i-taw

i‘s

Pang

alay

danc

e, e

tc.

A

7EL

-III

a-2

OH

SP A

rts

Mod

ule

Q1

III.

Pro

cess

17

. Dra

win

g an

d Pa

intin

g

18.

Scul

ptur

e an

d As

sem

blag

e 19

. M

ount

ing

an e

xhib

it:

19.1

Con

cept

19.2

Con

tent

/ la

bels

19

.3 P

hysi

cal l

ayou

t

3. r

efle

ct o

n an

d de

rive

the

moo

d, i

dea,

or

mes

sage

em

anat

ing

from

sel

ecte

d

artif

acts

and

art

obj

ects

A7

PL-

IIIh

-1

4.

app

reci

ate

the

artif

acts

an

d ar

t ob

ject

s in

ter

ms

of

its u

tiliz

atio

n an

d th

eir

dist

inct

use

of a

rt

elem

ents

and

prin

cipl

es

A

7P

L-II

Ih-2

Art

s an

d C

raft

s of

Min

dan

ao

1. A

ttire

, Fab

rics

and

Tape

strie

s

2. C

rafts

and

Acc

esso

ries,

and

Bod

y

Orn

amen

tatio

n 3.

Arc

hite

ctur

es

4. S

culp

ture

s (g

ods/

ritua

ls)

5. E

very

day

obje

cts

1. ar

t el

emen

ts a

nd

proc

esse

s by

sy

nthe

sizi

ng a

nd

appl

ying

prio

r kn

owle

dge

and

skill

s

2. th

e sa

lient

feat

ures

of t

he a

rts

of

1.

crea

te a

rtw

orks

sho

win

g

the

char

acte

ristic

el

emen

ts o

f the

art

s of

Min

dana

o 2.

ex

hibi

t com

plet

ed

artw

orks

for

appr

ecia

tion

and

criti

quin

g

5. in

corp

orat

e th

e de

sign

, fo

rm, a

nd s

pirit

of

artif

acts

and

obje

cts

from

Min

dana

o to

one

‘s

crea

tion

A

7P

L-II

Ih-3

60

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PER

FOR

MAN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MPE

TEN

CY

COD

E LE

AR

NIN

G

MAT

ERIA

LS

of

the

arts

of

Min

dana

o by

sh

owin

g th

e

rela

tions

hip

of th

e el

emen

ts o

f art

and

proc

esse

s am

ong

cultu

rally

div

erse

co

mm

uniti

es in

the

coun

try

3. th

e Ph

ilipp

ines

as

havi

ng a

ric

h ar

tistic

and

cultu

ral t

radi

tion

from

pre

colo

nial

to

pres

ent t

imes

11

. mou

nt e

xhib

it us

ing

com

plet

ed M

inda

nao-

in

spire

d ar

ts a

nd c

rafts

in

an o

rgan

ized

man

ner

A7P

R-I

IIg-

5

I. E

lem

ents

of

Art

6. L

ine

7. S

hape

and

For

m

8. V

alue

9.

Col

or

10.

Text

ure

11. S

pace

II. P

rinc

iple

s of

Art

12.

Rhyt

hm, M

ovem

ent

13.

Bala

nce

14.

Emph

asis

15.

Harm

ony,

Uni

ty, V

arie

ty

16.

Prop

ortio

n

III.

Pro

cess

17

. Dra

win

g an

d Pa

intin

g

18.

Scul

ptur

e an

d As

sem

blag

e 19

. M

ount

ing

an e

xhib

it:

19.1

Con

cept

19.2

Con

tent

/ la

bels

19.3

Phy

sical

layo

ut

GR

AD

E 7-

FO

UR

TH Q

UA

RTE

R

Fest

ival

s an

d Th

eatr

ical

For

ms

Rel

igio

us:

1. L

ucba

n, Q

uezo

n –

Pahi

yas

2. O

band

o, B

ulac

an –

Fer

tility

Danc

e 3.

Mar

indu

que-

Mor

ione

s

The

lear

ner…

Th

e le

arne

r…

The

lear

ners

:

OH

SP A

rts

Mod

ule

Q1

1. h

ow th

eatr

ical

elem

ents

(sou

nd,

mus

ic, g

estu

re,

mov

emen

t ,an

d

1. c

reat

e ap

prop

riate

fest

ival

attir

e w

ith a

cces

sorie

s

base

d on

aut

hent

ic fe

stiv

al

cost

umes

1. id

entif

y th

e fe

stiv

als

and

thea

tric

al fo

rms

cele

brat

ed

all o

ver

the

coun

try

thro

ugho

ut th

e ye

ar

A7E

L-IV

a-1

61

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PERF

ORM

ANCE

ST

AND

ARD

S

LEAR

NIN

G C

OM

PETE

NCY

COD

E LE

ARN

ING

M

ATER

IALS

4. A

klan

– At

i-atih

an

5. C

ebu

– Si

nulo

g 6.

Ilo

ilo –

Din

agya

ng

7. S

anta

cruz

an

Non

relig

ious

/ R

egio

nal F

esti

vals

8.

Bag

uio-

Pan

agbe

nga

9. B

acol

od –

Mas

kara

10.

Bukid

non

– Ka

amul

an

11.

Dava

o –

Kada

yaw

an

Rep

rese

ntat

ive

Phili

ppin

e

Thea

tric

al F

orm

s 12

. Sh

adow

Pup

pet P

lay

13.

Danc

e Dr

ama

14.

Mor

o-m

oro

15.

Sars

wel

a 16

. Se

naku

lo

I. E

lem

ents

of A

rt a

s Ap

plie

d to

Phili

ppin

e Th

eate

r an

d

Fest

ival

s:

17.

Soun

d an

d M

usic

18.

Gest

ure,

Mov

emen

t and

Dan

ce

19.

Cost

ume,

Mas

k, M

akeu

p an

d Ac

cess

orie

s 20

. Sp

ecta

cle

II. P

rinc

iple

s of

Art

s 21

. Rh

ythm

, Mov

emen

t 22

. Ba

lanc

e

23.

Emph

asis

24.

Harm

ony,

Uni

ty, V

arie

ty

cost

ume)

affe

ct th

e

crea

tion

and

com

mun

icatio

n of

mea

ning

in P

hilip

pine

Fe

stiv

als

and

Thea

trica

l For

ms

as

influ

ence

d by

hist

ory

and

cultu

re

2. th

eate

r and

perfo

rman

ce a

s a

synt

hesis

of a

rts

and

a sig

nific

ant

expr

essio

n of

the

cele

brat

ion

of li

fe in

va

rious

Phi

lippi

ne

com

mun

ities

1. h

ow th

eatr

ical

elem

ents

(so

und,

m

usic,

ges

ture

,

mov

emen

t ,an

d co

stum

e) a

ffect

the

2. c

reat

e/im

prov

ise

appr

opria

te s

ound

, mus

ic,

gest

ure,

mov

emen

ts, a

nd

cost

ume

for a

cho

sen

thea

trica

l com

posit

ion

3. t

ake

part

in a

cho

sen

fest

ival

or i

n a

perfo

rman

ce

in a

thea

trica

l pla

y

1. c

reat

e ap

prop

riate

fest

ival

attir

e w

ith a

cces

sorie

s ba

sed

on a

uthe

ntic

fest

ival

cost

umes

2. re

sear

ch o

n th

e hi

stor

y of

the

fest

ival

and

thea

trica

l co

mpo

sitio

n an

d its

evol

utio

n, a

nd d

escr

ibe

how

the

tow

nspe

ople

part

icipa

te a

nd c

ontr

ibut

e to

the

even

t

A7

EL-I

Vb-2

OHS

P Ar

ts M

odul

e

Q1

3.

iden

tify

the

elem

ents

and

pr

incip

les

of a

rts

as se

en in

Philip

pine

Fes

tival

s

A7EL

-IVc

-3

OHS

P Ar

ts M

odul

e

Q1

4. d

efin

es w

hat m

akes

eac

h

of th

e Ph

ilippi

ne fe

stiv

als

uniq

ue th

roug

h a

visu

al

pres

enta

tion

A7

PL-I

Vh-1

OHS

P Ar

ts M

odul

e

Q1

5. d

esig

n th

e vi

sual

ele

men

ts

and

com

pone

nts

of th

e se

lect

ed fe

stiv

al o

r

thea

trica

l for

m th

roug

h co

stum

es, p

rops

, etc

.

A7PR

-IVd

-1

OHS

P Ar

ts M

odul

e

Q1

6. a

naly

ze t

he u

niqu

enes

s of

ea

ch g

roup

‘s pe

rform

ance

of th

eir s

elec

ted

fest

ival

or

thea

trica

l for

m

A7

PR-I

Vh-2

62

CONT

ENT

CONT

ENT

STAN

DARD

S PE

RFOR

MANC

E ST

ANDA

RDS

LEAR

NING

COM

PETE

NCY

CODE

LE

ARNI

NG

MATE

RIAL

S

25. P

ropo

rtion

III.

Proc

ess

26. D

esign

ing fo

r stag

e, co

stume

, an

d pro

ps fo

r a th

eatri

cal p

lay

or fe

stiva

l

27. C

hore

ograp

hing m

ovem

ent

patte

rns a

nd fig

ures

28. R

ecrea

ting a

Philip

pine f

estiv

al

or st

aging

a th

eatri

cal fo

rm

creat

ion an

d

comm

unica

tion

of

mean

ing in

Phil

ippine

Festi

vals

and

Thea

trica

l For

ms as

influe

nced

by h

istor

y

and

cultu

re

2. th

eate

r and

pe

rform

ance

as a

synt

hesis

of a

rts an

d

a sign

ifican

t ex

pres

sion

of th

e

celeb

ratio

n of

life i

n va

rious

Phil

ippine

comm

unitie

s

2. cre

ate/

impr

ovise

appr

opria

te so

und,

mus

ic,

gestu

re, m

ovem

ents,

and

costu

me fo

r a ch

osen

th

eatri

cal c

ompo

sition

3. ta

ke p

art i

n a c

hose

n fes

tival

or in

a pe

rform

ance

in a

thea

trica

l play

7. ch

oreo

grap

h the

move

ment

s and

gestu

res

refle

cting

the m

ood o

f the

selec

ted Ph

ilippin

e fes

tival/

thea

trica

l form

A7PR

-IVe

-f-3

8.

impr

ovise

acco

mpan

ying

soun

d and

rhyth

m of

the

Philip

pine f

estiv

al/th

eatri

cal

form

A7

PR-I

Ve-f-

4

9. pe

rform

in a

grou

p sh

owca

se of

the s

electe

d

Philip

pine f

estiv

al/th

eatri

cal

form

A7

PR-I

Vg-5

63

CURR

ICUL

AR F

RAM

EWOR

K

K to

12

Basic

Edu

catio

n Pr

ogra

m: A

n Ov

ervi

ew

Esse

ntial

ly, th

e K

to 1

2 cu

rricu

lum p

ropo

sed

in 20

11 s

eeks

to d

evelo

p 21

st ce

ntur

y sk

ills a

mon

g its

lear

ners.

The

se in

clude

the

cogn

itive

skills

of c

ritica

l thin

king,

pr

oblem

-solvi

ng a

nd c

reat

ive th

inking

; the

soc

ial o

r int

erpe

rsona

l skil

ls of

com

mun

icatio

n, c

ollab

orat

ion, l

eade

rship

and

cross

-cultu

ral s

kills;

self-

man

agem

ent s

kills

of se

lf-

mon

itorin

g an

d se

lf-dir

ectio

n, a

s well

as t

ask o

r pro

ject m

anag

emen

t skil

ls, a

nd p

erso

nal c

hara

cteris

tics w

hich

are

part

of e

thics

, civi

c res

pons

ibility

and

acc

ount

abilit

y.

The

Curr

icula

r Phi

loso

phy

of th

e K

to 1

2 PE

Cur

ricul

um

Fitne

ss a

nd m

ovem

ent

educ

ation

con

tent

is t

he c

ore

of t

he K

to

12 P

E Cu

rricu

lum.

It inc

ludes

valu

e, k

nowl

edge

, sk

ills a

nd e

xper

ience

s in

phys

ical a

ctivit

y

parti

cipat

ion in

ord

er to

(1) a

chiev

e an

d m

ainta

in he

alth-

relat

ed fi

tnes

s (HR

F), a

s well

as (

2) o

ptim

ize h

ealth

. In

parti

cular

, it h

opes

to in

still a

n un

derst

andin

g of

why

HRF

is

impo

rtant

so

that

the

learn

er c

an tr

ansla

te H

RF k

nowl

edge

into

acti

on. T

hus,

self-

man

agem

ent i

s an

impo

rtant

skil

l. In

add

ition,

this

curri

culum

reco

gnize

s th

e vie

w th

at

fitne

ss a

nd h

ealth

y phy

sical

activ

ity (P

A) b

ehav

iors m

ust t

ake

the

fam

ily a

nd o

ther

env

ironm

enta

l set

tings

(e.g

. sch

ool,

com

mun

ity a

nd la

rger

socie

ty) in

to co

nside

ratio

n. T

his

curri

cular

orie

ntat

ion is

a p

arad

igm sh

ift fr

om th

e pr

eviou

s spo

rts-d

omina

ted

PE cu

rricu

lum a

imed

at a

thlet

ic ac

hieve

men

t.

Move

to le

arn

is th

e co

ntex

t of p

hysic

al ac

tivity

as t

he m

eans

for l

earn

ing, w

hile

Lear

n to

mov

e em

bodie

s the

lear

ning

of sk

ills, a

nd te

chniq

ues a

nd th

e ac

quisi

tion

of

unde

rstan

ding

that

are

requ

isite

s to

parti

cipat

ion in

a va

riety

of p

hysic

al ac

tivitie

s tha

t inc

lude

exer

cise,

gam

es, s

ports

, dan

ce a

nd re

creat

ion.

Lear

ning

Out

com

es

Th

e K

to 1

2 PE

Cur

riculu

m d

evelo

ps th

e stu

dent

s‘ sk

ills in

acc

essin

g, sy

nthe

sizing

and

eva

luatin

g inf

orm

ation

, mak

ing in

form

ed d

ecisi

ons,

enha

ncing

and

adv

ocat

ing

their

own

and

oth

ers‘

fitne

ss a

nd h

ealth

. The

kno

wled

ge, u

nder

stand

ing a

nd s

kills

unde

rpin

the

com

pete

nce,

conf

idenc

e an

d co

mm

itmen

t req

uired

ofa

ll stu

dent

s to

live

an

activ

e life

for f

itnes

s and

hea

lth.

The

K to

12

PE C

urric

ulum

prio

ritize

s the

follo

win

g st

anda

rds:

1.

Habit

ual p

hysic

al ac

tivity

par

ticipa

tion

to a

chiev

e an

d m

ainta

in he

alth-

enha

ncing

leve

ls of

fitne

ss.

2. Co

mpe

tenc

e in

mov

emen

t and

mot

or sk

ills re

quisi

te to

vario

us p

hysic

al ac

tivity

per

form

ance

s.

3. Va

luing

phy

sical

activ

ities f

or e

njoym

ent,

chall

enge

, soc

ial in

tera

ction

and

care

er o

ppor

tunit

ies.

4. Un

derst

andin

g va

rious

mov

emen

t con

cept

s, pr

incipl

es, s

trate

gies a

nd ta

ctics

as t

hey a

pply

to th

e lea

rning

of p

hysic

al ac

tivity

.

64

Lear

ning

App

roac

hes

Phys

ical l

itera

cy is

con

sists

of m

ovem

ent,

mot

or- a

nd a

ctivit

y-sp

ecific

skil

ls. In

the

early

gra

des t

he le

arne

rs a

re ta

ught

the

‗wha

t,‘ ‗w

hy‘ a

nd ‗h

ow‘ o

f the

mov

emen

t. Th

is pr

ogre

sses

to a

n un

ders

tand

ing o

f the

‗why

‘ of t

he m

ovem

ent w

hich

is ac

hieve

d by

dev

elopin

g m

ore

mat

ure

mov

emen

t pat

tern

s an

d m

otor

skil

ls in

a wi

de ra

nge

and

varie

ty o

f exe

rcise

, spo

rts a

nd d

ance

acti

vities

to s

pecif

ically

enh

ance

fitn

ess

para

met

ers.

The

learn

ers

build

s on

thes

e kn

owled

ge a

nd s

kills

in or

der t

o pla

n, s

et g

oals

and

mon

itor t

heir

parti

cipat

ion in

phy

sical

activ

ities

(exe

rcise

, spo

rts a

nd d

ance

) and

con

stant

ly ev

aluat

e ho

w we

ll th

ey h

ave

inte

grat

ed th

is th

eir p

erso

nal l

ifesty

le. T

his im

plies

the

prov

ision

of o

ngoin

g an

d de

velop

men

tally

-app

ropr

iate

activ

ities

so th

at th

e lea

rner

s ca

n pr

actic

e, c

reat

e, a

pply

and

evalu

ate

the

know

ledge

, und

ersta

nding

and

skil

ls

nece

ssar

y to

main

tain

and

enha

nce

their

own

as w

ell a

s oth

ers‘

fitne

ss a

nd h

ealth

thro

ugh

parti

cipat

ion in

phy

sical

activ

ities.

The

curri

culum

also

allo

ws fo

r an

inclus

ive a

ppro

ach

that

und

ersta

nds

and

resp

ects

the

diver

se ra

nge

of le

arne

rs; t

hus,

the

prog

ram

take

s int

o ac

coun

t the

ir ne

eds,

stren

gths

and

abil

ities.

This

is to

ens

ure

that

all l

earn

ers h

ave

equiv

alent

opp

ortu

nities

and

choic

es in

Phy

sical

Educ

ation

.

The

curri

culum

em

phas

izes

know

ing t

he ‗w

hat‘,

‗how

‘ and

‗why

‘ of m

ovem

ent.

It fo

cuse

s on

dev

elopin

g th

e lea

rner

s‘ un

ders

tand

ing

of h

ow t

he b

ody

resp

onds

,

adju

sts a

nd a

dapt

s to

phys

ical a

ctivit

ies. T

his w

ill eq

uip th

e lea

rner

to b

ecom

e se

lf-re

gulat

ed a

nd se

lf-dir

ecte

d as

a re

sult

of k

nowi

ng w

hat s

hould

be

done

and

actu

ally

doing

it;

is th

e lea

rner

s are

equ

ally

conf

ident

in in

fluen

cing

their

pee

rs, f

amily

, im

med

iate

com

mun

ity, a

nd u

ltimat

ely, s

ociet

y. Th

ese

are

all v

aluab

le 21

st ce

ntur

y sk

ills w

hich

the

K

to 1

2 PE

Cur

riculu

m a

spire

s for

the

learn

ers t

o de

velop

.

Lear

ning

Str

ands

The

prog

ram

has

five

lear

ning

stran

ds:

1. B

ody

man

agem

ent w

hich

includ

es b

ody

awar

enes

s, sp

ace

awar

enes

s, qu

alitie

s and

relat

ionsh

ips o

f mov

emen

ts an

d ho

w th

ese

are

used

dyn

amica

lly in

var

ious p

hysic

al

activ

ities.

2. M

ovem

ent s

kills

relat

ed to

the

fund

amen

tal m

ovem

ent p

atte

rns a

nd m

otor

skills

that

form

the

basis

of a

ll phy

sical

activ

ities.

3. G

ames

and

spor

ts co

nsist

ing o

f sim

ple, l

ead-

up a

nd in

digen

ous g

ames

; as w

ell a

s ind

ividu

al, d

ual a

nd te

am sp

orts

in co

mpe

titive

and

recr

eatio

nal s

ettin

gs.

4. R

hyth

ms a

nd d

ance

s inc

lude

rhyt

hmica

l mov

emen

t pat

tern

s; th

e pr

omot

ion a

nd a

ppre

ciatio

n of

Phil

ippine

folk

danc

e, in

digen

ous

and

tradit

ional

danc

es a

s well

as o

ther

da

nce

form

s.

5. P

hysic

al fit

ness

inclu

des a

sses

smen

t thr

ough

fitn

ess t

ests

and

reco

rds,

inter

pret

ing, p

lannin

g an

d im

plem

entin

g ap

prop

riate

pro

gram

s tha

t sup

port

fitne

ss a

nd h

ealth

goa

ls.

Th

e ac

quisi

tion

of p

hysic

al lite

racy

serv

es a

s the

foun

datio

n fo

r life

long

phys

ical a

ctivit

y pa

rticip

ation

whic

h is

critic

al to

main

taini

ng a

nd p

rom

oting

hea

lth. T

hus,

the

healt

h str

and

in th

e se

nior

high

scho

ol (S

HS)

is se

amles

sly in

tegr

ated

in t

he P

E cu

rricu

lum. T

his s

trand

opt

imize

s th

e lea

rner

‘s po

tent

ial f

or h

ealth

and

well

being

and

cont

ribut

es to

buil

ding

healt

hy, a

ctive

com

mun

ities.

Thus

, the

cour

se ti

tle, H

ealth

-opt

imizi

ng P

E or

H.O

.P.E

.

66

The

lear

ner d

emon

stra

tes

unde

rsta

ndin

g of

the

conc

ept o

f phy

sical

fitn

ess

and

phys

ical a

ctivi

ty in

ach

ievin

g, su

stain

ing,

and

pro

mot

ing

an a

ctive

life

for f

itnes

s

and

healt

h Lear

ning

Are

a St

anda

rd

Key

Stag

e St

anda

rds

Stra

nds

K –

3 4

– 6

7 - 1

0

Th

e le

arne

r dem

onst

rate

s

unde

rsta

ndin

g of

mov

emen

t

conc

epts

and

skills

in p

repa

ratio

n fo

r act

ive

parti

cipat

ion in

var

ious

phys

ical a

ctivi

ties.

The

learn

er d

emon

stra

tes

unde

rsta

ndin

g of

prin

ciples

in

mov

emen

t and

fitn

ess

for a

ctive

par

ticipa

tion

in v

ariou

s

phys

ical a

ctivit

ies.

The

learn

er d

emon

stra

tes

unde

rsta

ndin

g of

inte

grat

ing

phys

ical a

ctivi

ty b

ehav

iors i

n

achi

evin

g an

act

ive lif

esty

le.

Body

Man

agem

ent

Mov

emen

t Ski

lls

Phys

ical

Fitn

ess

Gam

es a

nd S

port

s

Rhyt

hms

and

Dan

ce

67

GRAD

E LE

VEL

STAN

DARD

S

Grad

e Le

vel

Gr

ade

Leve

l Sta

ndar

ds

Grad

e 1

The

learn

er d

emon

stra

tes u

nder

stand

ing o

f bod

y awa

rene

ss, s

pace

awa

rene

ss, q

ualiti

es o

f effo

rt an

d m

ovem

ent r

elatio

nship

s thr

ough

par

ticip

atio

n in

enjo

yable

phy

sical

act

ivitie

s.

Gr

ade

2

Gr

ade

3

Gr

ade

4

The

learn

er d

emon

stra

tes u

nder

stand

ing o

f the

impo

rtanc

e of

phy

sical

activ

ity a

nd p

hysic

al fit

ness

thro

ugh

parti

cipat

ion in

and

ass

essm

ent o

f phy

sical

activ

ities.

Grad

e 5

Grad

e 6

Gr

ade

7

The

learn

er d

emon

stra

tes u

nder

stan

ding

of p

erso

nal f

itnes

s in

achi

evin

g an

act

ive li

fest

yle.

Gr

ade

8

The

learn

er d

emon

stra

tes u

nder

stan

ding

of f

amily

and

sch

ool f

itnes

s in

sust

ainin

g an

act

ive li

fest

yle.

Grad

e 9

The

learn

er d

emon

stra

tes u

nder

stan

ding

of c

omm

unity

fitn

ess i

n su

stain

ing

and

prom

otin

g an

act

ive li

fest

yle.

Gr

ade

10

The

learn

er d

emon

stra

tes u

nder

stan

ding

of s

ociet

al fit

ness

in p

rom

otin

g an

act

ive li

fest

yle.

68

GR

AD

E 7

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PER

FOR

MAN

CE

STA

ND

AR

DS

LEA

RN

ING

CO

MPE

TEN

CY

CO

DE

LEA

RN

ING

MA

TER

IALS

FIR

ST Q

UA

RTE

R /

FIR

ST G

RA

DIN

G P

ERIO

D

Exer

cise

Pro

gram

s:

The

lear

ner .

. .

The

lear

ner .

. .

The

lear

ner .

. .

1. u

nder

take

s ph

ysic

al a

ctiv

ity

and

phys

ical

fitn

ess

asse

ssm

ents

O

HSP

PE

1 Q

1 –

mod

ule

1

Trai

ning

Gui

delin

es, F

ITT

Prin

cipl

es

Endu

ranc

e, M

uscl

e- a

nd B

one-

stre

ngth

enin

g Ac

tiviti

es:

a.

indi

vidu

al s

port

s 1.

ru

nnin

g

2.

rhyt

hmic

spo

rtiv

e

gym

nast

ics

3.

swim

min

g

b.

dual

spo

rts

1.

badm

into

n

2.

tabl

e te

nnis

3.

te

nnis

c.

com

bati

ve s

port

s 1.

ar

nis(

anyo

)

2.

taek

won

do(p

oom

sae)

3.

kara

te(k

ata)

dem

onst

rate

s

unde

rsta

ndin

g of

gu

idel

ines

and

prin

cipl

es in

ex

erci

se p

rogr

am

desi

gn to

ach

ieve

pe

rson

al fi

tnes

s

desi

gns

an

indi

vidu

aliz

ed

exer

cise

pro

gram

to a

chie

ve

pers

onal

fitn

ess

PE7P

F-Ia

-h-

23

2. s

ets

goal

s ba

sed

on

asse

ssm

ent r

esul

ts

PE7P

F-Ia

-

24

OH

SP P

E 1

Q1

– m

odul

e 1

3. id

entif

ies

trai

ning

guid

elin

es a

nd F

ITT

prin

cipl

es

PE7P

F-Ib

- 25

OH

SP P

E 1

Q1

– m

odul

e 1

4. r

ecog

nize

s ba

rrie

rs(l

ow

leve

l of f

itnes

s, la

ck o

f sk

ill a

nd ti

me)

to e

xerc

ise

PE7P

F-Ib

-

26

OH

SP P

E 1

Q1

– m

odul

e 1

5. p

repa

res

an e

xerc

ise

prog

ram

PE7P

F-Ic

-

27

OH

SP P

E 1

Q1

– m

odul

e 1

6.

des

crib

es th

e na

ture

and

back

grou

nd o

f the

spo

rt

1.

O

HSP

PE

1 Q

2 m

odul

e1

2.

OH

SP P

E 1

Q2

mod

ule2

3.

O

HSP

PE

1 Q

2 m

odul

e3

4.

OH

SP P

E 1

Q3

mod

ule

1

5.

Enjo

y Li

fe w

ith P

.E a

nd H

ealth

II.

D

arila

g, A

grip

ino

G. e

t.al 2

012.

P.

69.*

6.

Eduk

asyo

ngPa

ngka

taw

an,K

alus

ugan

at

Mus

ika

III.

Adr

iano

, Cel

ia T

.

et.a

l. 19

99. P

p. 7

3-74

.90.

*

7.

Eduk

asyo

ngPa

ngka

taw

an,

Kalu

suga

n at

Mus

ika

I. A

bejo

, Mar

y

Plac

id. E

t.al.

Dep

Ed. 1

994.

Pp.

164

. 17

3. 1

81-1

82.2

68

Note

: Ac

tiviti

es d

epen

dent

on

teac

her

capa

bilit

y an

d sc

hool

reso

urce

s.

PE7G

S-Id

-5

7.

exe

cute

s th

e sk

ills

invo

lved

in th

e sp

ort

PE7G

S-Id

-

h-4

1.

OH

SP P

E 1

Q2

mod

ule1

2.

O

HSP

PE

1 Q

2 m

odul

e2

3.

OH

SP P

E 1

Q2

mod

ule3

4.

O

HSP

PE

1 Q

3 m

odul

e 1

69

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PERF

ORM

ANCE

STA

ND

AR

DS

LEAR

NIN

G C

OM

PETE

NCY

CO

DE

LEAR

NIN

G M

ATER

IALS

Exer

cise

Pro

gram

s:

The

lear

ner .

. .

The

lear

ner .

. .

5.

Enjo

y Li

fe w

ith P

.E a

nd H

ealth

II.

Daril

ag, A

grip

ino

G. e

t.al.

2012

. pp.

72

-73.

*

6.

Eduk

asyo

ngPa

ngka

taw

an,

Kalu

suga

n at

Mus

ika

I. Ab

ejo,

Mar

y Pl

acid

. et.a

l. De

pEd.

199

4. P

p. 1

66-

170.

175

-178

. 183

-185

. 269

-285

.

Trai

ning

Gui

delin

es, F

ITT

Prin

ciple

s

Endu

ranc

e, M

uscl

e- a

nd B

one-

stre

ngth

enin

g Ac

tiviti

es:

a.

indi

vidu

al s

port

s 1.

ru

nnin

g

2.

rhyt

hmic

spo

rtiv

e

gym

nast

ics

3.

swim

min

g

b. d

ual s

port

s 1.

ba

dmin

ton

2.

tabl

e te

nnis

3.

tenn

is

c.

com

bati

ve s

port

s 1.

ar

nis(

anyo

) 2.

ta

ekw

ondo

(poo

msa

e)

3.

kara

te(k

ata)

dem

onst

rate

s

unde

rsta

ndin

g of

guid

elin

es a

nd

prin

ciple

s in

exer

cise

pro

gram

de

sign

to a

chie

ve

pers

onal

fitn

ess

desig

ns a

n

indi

vidu

alize

d

exer

cise

pro

gram

to

ach

ieve

pers

onal

fitn

ess

8. m

onito

rs p

erio

dica

lly

one‘

s pr

ogre

ss to

war

ds

the

fitne

ss g

oals

PE7P

F-Id

-h-

28

OHS

P PE

1 Q

1 –

mod

ule

1

9. d

istin

guish

es fr

om

falla

cies

and

m

iscon

cept

ions

abo

ut th

e ph

ysic

al a

ctiv

ity

part

icip

atio

n

PE7P

F-Id

-

29

OHS

P PE

1 Q

1 –

mod

ule

1

10. p

erfo

rms

appr

opria

te

first

aid

for s

port

s-re

late

d

inju

ries

(e.g

. cr

amps

,spr

ain,

hea

t

exha

ustio

n)

PE7P

F-Id

-

30

OHS

P PE

1 Q

1 –

mod

ule

1

Note

: Act

iviti

es d

epen

dent

on

teac

her

capa

bilit

y an

d sc

hool

re

sour

ces.

11. a

ssum

es re

spon

sibili

ty

for a

chie

ving

per

sona

l fit

ness

PE7P

F-Id

-h-

31

OHS

P PE

1 Q

1 –

mod

ule

1

12

. kee

ps th

e im

port

ance

of

win

ning

and

losin

g in

pe

rspe

ctiv

e

PE7P

F-Id

-h-

32

OHS

P PE

1 Q

1 –

mod

ule

1

SE

CON

D Q

UA

RTE

R/

SECO

ND

PER

IOD

Exer

cise

Pro

gram

s:

Trai

ning

Gui

delin

es, F

ITT

Prin

ciple

s

Endu

ranc

e, M

uscl

e- a

nd B

one-

The

lear

ner .

. .

dem

onst

rate

s

unde

rsta

ndin

g of

gu

idel

ines

and

prin

ciple

s in

The

lear

ner .

. .

mod

ifies

the

indi

vidu

alize

d ex

erci

se p

rogr

am

to a

chie

ve

13. u

nder

take

s ph

ysic

al

activ

ity a

nd p

hysic

al

fitne

ss a

sses

smen

ts

PE7P

F-II

a-

h-23

OHS

P PE

1 Q

1 –

mod

ule

1

14. r

evie

ws

goal

s ba

sed

on

asse

ssm

ent r

esul

ts

PE7P

F-II

a-

24

OHS

P PE

1 Q

1 –

mod

ule

1

70

CON

TEN

T CO

NTE

NT

STAN

DARD

S

PERF

ORM

ANCE

STAN

DAR

DS

LEAR

NIN

G C

OM

PETE

NCY

CO

DE

LEAR

NIN

G M

ATER

IALS

stre

ngth

enin

g Ac

tiviti

es:

a.

indi

vidu

al s

port

s 1.

ru

nnin

g

2.

rhyt

hmic

spor

tive

gym

nast

ics

3.

swim

min

g

exer

cise

prog

ram

desig

n to

ach

ieve

pe

rson

al fi

tnes

s

pers

onal

fitn

ess

15. a

ddre

sses

bar

riers

(lo

w

leve

l of f

itnes

s, la

ck o

f sk

ill an

d tim

e) to

exe

rcise

PE7P

F-II

b-

33

OHSP

PE

1 Q1

– m

odul

e 1

16

. des

crib

es th

e na

ture

and

ba

ckgr

ound

of t

he s

port

1.

OH

SP P

E 1

Q2 m

odul

e1

2.

OHSP

PE

1 Q2

mod

ule2

3.

OHSP

PE

1 Q2

mod

ule3

4.

OH

SP P

E 1

Q3 m

odul

e1

5.

Enjo

y Li

fe w

ith P

.E a

nd H

ealth

II.

Daril

ag, A

grip

ino

G. e

t.al.

2012

. P.

69.*

6.

Ed

ukas

yong

Pan

gkat

awan

,

Kalu

suga

n at

Mus

ika II

I. Ad

riano

, Ce

lia T

. et.a

l. 19

99. P

p. 7

3-74

. 90.

*

7.

Eduk

asyo

ng P

angk

ataw

an,

Kalu

suga

n at

Mus

ika I.

Abe

jo, M

ary

Plac

id. e

t.al.D

epEd

. 199

4. P

p. 1

64.

173.

181

-182

. 268

b.

dual

spo

rts

1.

badm

into

n 2.

ta

ble

tenn

is

3.

tenn

is

c.

com

bativ

e sp

orts

1.

ar

nis(

anyo

) 2.

ta

ekw

ondo

(poo

msa

e)

3.

kara

te(k

ata)

Note

: Act

ivitie

s de

pend

ent o

n

teac

her

capa

bilit

y an

d sc

hool

re

sour

ces.

PE7G

S-II

d-

5

17

. exe

cute

s th

e sk

ills

invo

lved

in th

e sp

ort

1.

OH

SP P

E 1

Q2 m

odul

e1

2.

OHSP

PE

1 Q2

mod

ule2

3.

OH

SP P

E 1

Q2 m

odul

e3

4.

OHSP

PE

1 Q3

mod

ule1

5.

Enjo

y Li

fe w

ith P

.E a

nd H

ealth

II.

Daril

ag, A

grip

ino

G. e

t.al.

2012

. pp.

72-7

3.*

6.

Eduk

asyo

ng P

angk

atw

an,

Kalu

suga

n at

Mus

ika I.

Abe

jo, M

ary

Plac

id. e

t.al.

DepE

d. 1

994.

Pp.

166

- 17

0. 1

75-1

78. 1

83-1

85. 2

69-2

85

PE

7GS-

IId-

h-

4

18

. mon

itors

per

iodi

cally

one‘

s pr

ogre

ss to

war

ds

the

fitne

ss g

oals

PE7P

F-II

d-

h-28

OHSP

PE

1 Q1

– m

odul

e 1

19

. per

form

s ap

prop

riate

fir

st a

id fo

r spo

rts-re

late

d

inju

ries

(e.g

.cra

mps

,spr

ain,

hea

t

PE7P

F-II

d-

30

OHSP

PE

1 Q1

– m

odul

e 1

71

CO

NTE

NT

CO

NTE

NT

STA

ND

ARD

S

PER

FOR

MA

NCE

STA

ND

AR

DS

LEA

RN

ING

CO

MP

ETEN

CY

C

OD

E LE

AR

NIN

G M

ATE

RIA

LS

ex

haus

tion)

20. a

ssum

es r

espo

nsib

ility

for

achi

evin

g pe

rson

al fi

tnes

s PE

7PF-

IId-

h-

31

OH

SP P

E 1

Q1

– m

odul

e 1

21. k

eeps

the

impo

rtan

ce o

f

win

ning

and

losi

ng in

pe

rspe

ctiv

e

PE7P

F-II

d-

h-32

OH

SP P

E 1

Q1

– m

odul

e 1

THIR

D Q

UA

RTE

R/

THIR

D P

ERIO

D

Exer

cise

Pro

gram

s:

Trai

ning

Gui

delin

es, F

ITT

Prin

cipl

es

Endu

ranc

e, M

uscl

e- a

nd B

one-

st

reng

then

ing

Activ

ities

:

The

lear

ner

. . .

dem

onst

rate

s

unde

rsta

ndin

g of

gu

idel

ines

and

prin

cipl

es in

exer

cise

pro

gram

de

sign

to a

chie

ve

pers

onal

fitn

ess

The

lear

ner

. . .

dem

onst

rate

s

unde

rsta

ndin

g of

gu

idel

ines

and

prin

cipl

es in

exer

cise

pro

gram

de

sign

to a

chie

ve

pers

onal

fitn

ess

22. u

nder

take

s ph

ysic

al

activ

ity a

nd p

hysi

cal

fitne

ss a

sses

smen

ts

PE7P

F-II

Ia-

h-23

OH

SP P

E 1

Q1

– m

odul

e 1

23. r

evie

ws

goal

s ba

sed

on

asse

ssm

ent r

esul

ts

PE7P

F-II

Ia-

34

OH

SP P

E 1

Q1

– m

odul

e 1

24. a

ddre

sses

bar

riers

(lo

w

leve

l of f

itnes

s, la

ck o

f

skill

and

tim

e) to

exe

rcis

e

PE7P

F-II

Ib-

33

OH

SP P

E 1

Q1

– m

odul

e 1

Folk

(Ti

nikl

ing)

/

indi

geno

us, e

thni

c, tr

aditi

onal

/ fe

stiv

al d

ance

25. d

escr

ibes

the

natu

re a

nd

back

grou

nd o

f the

dan

ce

PE7R

D-

IIId

-1

OH

SP P

E 1

Q 4

– m

odul

e 1

26. e

xecu

tes

the

skill

s in

volv

ed in

the

danc

e P

E7R

D-

IIId

-h-4

OH

SP P

E 1

Q 4

– m

odul

e 1

Not

e: D

ance

s av

aila

ble

in

the

area

can

be

sele

cted

.

27. m

onito

rs p

erio

dica

lly

one‘

s pr

ogre

ss to

war

ds

the

fitne

ss g

oals

PE7P

F-II

Id-

h-28

OH

SP P

E 1

Q1

– m

odul

e 1

28. p

erfo

rms

appr

opria

te

first

aid

for d

ance

-rel

ated

inju

ries

(e.g

. cr

amps

,spr

ain,

hea

t ex

haus

tion)

PE7P

F-II

Id-

30

OH

SP P

E 1

Q1

– m

odul

e 1

29. a

ssum

es r

espo

nsib

ility

for

achi

evin

g pe

rson

al fi

tnes

s PE

7PF-

IIId

- h-

31

OH

SP P

E 1

Q1

– m

odul

e 1

30. k

eeps

the

impo

rtan

ce o

f

win

ning

and

losi

ng in

pe

rspe

ctiv

e

PE7P

F-II

Id-

h-32

OH

SP P

E 1

Q1

– m

odul

e 1

72

CON

TEN

T CO

NTE

NT

STAN

DAR

DS

PERF

ORM

ANCE

STAN

DAR

DS

LEAR

NIN

G C

OM

PETE

NCY

CO

DE

LEAR

NIN

G M

ATER

IALS

FOU

RTH

QU

ARTE

R/

FOU

RTH

PER

IOD

Exer

cise

Pro

gram

s:

Trai

ning

Gui

delin

es, F

ITT

Prin

ciple

s

Endu

ranc

e, M

uscle

- and

Bon

e-

stre

ngth

enin

g Ac

tiviti

es:

The

lear

ner .

. .

dem

onst

rate

s

unde

rsta

ndin

g of

guid

elin

es a

nd

prin

ciple

s in

exer

cise

prog

ram

de

sign

to a

chie

ve

pers

onal

fitn

ess

The

lear

ner .

. .

mod

ifies

the

indi

vidu

alize

d

exer

cise

prog

ram

to

ach

ieve

pers

onal

fitn

ess

31. u

nder

take

s ph

ysica

l

activ

ity a

nd p

hysic

al

fitne

ss a

sses

smen

ts

PE7P

F-IV

a-

h-23

OHS

P PE

1 Q

1 –

mod

ule

1

32. r

evie

ws

goal

s ba

sed

on

asse

ssm

ent r

esul

ts

PE7P

F-IV

a-

34

OHS

P PE

1 Q

1 –

mod

ule

1

33. a

ddre

sses

bar

riers

(lo

w

leve

l of f

itnes

s, la

ck o

f sk

ill an

d tim

e) to

exe

rcise

PE7P

F-IV

b-

33

OHS

P PE

1 Q

1 –

mod

ule

1

Folk

(Ti

nikl

ing)

/

indi

geno

us, e

thni

c, tr

aditi

onal

/

fest

ival

dan

ce

Note

: Dan

ces

avai

labl

e in

the

area

can

be

sele

cted

.

34. d

escr

ibes

the

natu

re a

nd

back

grou

nd o

f the

dan

ce

PE7R

D-I

Vc-

1

OHS

P PE

1 Q

4 –

mod

ule

1

35. e

xecu

tes

the

skills

in

volv

ed in

the

danc

e PE

7RD

-IVd

- h-

4 O

HSP

PE 1

Q 4

– m

odul

e 1

36. m

onito

rs p

erio

dica

lly

one‘

s pr

ogre

ss to

war

ds

the

fitne

ss g

oals

PE7P

F-IV

d-

h-28

OHS

P PE

1 Q

1 –

mod

ule

1

37. p

erfo

rms

appr

opria

te

first

aid

for d

ance

-rel

ated

in

jurie

s (e

.g.

cram

ps,s

prai

n, h

eat

exha

ustio

n)

O

HSP

PE 1

Q1

– m

odul

e 1

PE7P

F-IV

d-

30

38. a

naly

zes

the

effe

ct o

f

exer

cise

and

phys

ical

activ

ity p

artic

ipat

ion

on

fitne

ss

PE7P

F-IV

h-

35

OHS

P PE

1 Q

1 –

mod

ule

1

39. a

ssum

es re

spon

sibilit

y fo

r ac

hiev

ing

pers

onal

fitn

ess

PE7P

F-IV

d-

h-31

OHS

P PE

1 Q

1 –

mod

ule

1

40. k

eeps

the

impo

rtanc

e of

win

ning

and

losin

g in

pe

rspe

ctiv

e

O

HSP

PE 1

Q1

– m

odul

e 1

PE7P

F-IV

d-

h-32

73

CONC

EPTU

AL FR

AMEW

ORK

Th

e Kind

ergart

en to

Grad

e 12 (

―K to

12‖)

Healt

h curr

iculum

aims

to as

sist th

e Filip

ino le

arner

in att

aining

, sus

tainin

g and

prom

oting

life-l

ong h

ealth

and w

ellness

.

The l

earni

ng ex

perie

nce t

hroug

h the

prog

ram pr

ovide

s opp

ortun

ities f

or the

deve

lopme

nt of

healt

h lite

racy c

ompe

tencie

s amo

ng st

uden

ts an

d to e

nhan

ce the

ir ove

r-all w

ell-

being

.

He

alth E

ducat

ion fro

m Kin

derga

rten t

o Grad

e 10 f

ocus

es on

the p

hysic

al, m

ental

, emo

tiona

l, as w

ell as

the so

cial, m

oral a

nd sp

iritua

l dim

ensio

ns of

holist

ic he

alth.

It

enab

les th

e lea

rners

to acq

uire e

ssenti

al kn

owled

ge, a

ttitud

es, an

d skill

s tha

t are

neces

sary t

o prom

ote go

od nu

trition

; to pr

even

t and

contr

ol dis

eases

; to pr

even

t sub

stanc

e

misus

e and

abus

e; to

reduc

e hea

lth-re

lated

risk b

ehav

iors;

to pre

vent

and c

ontro

l injur

ies w

ith th

e end

-view

of m

aintai

ning a

nd im

provin

g pers

onal,

fami

ly, co

mmun

ity, a

s

well a

s glob

al he

alth.

He

alth E

ducat

ion em

phasi

zes th

e dev

elopm

ent o

f posi

tive h

eath

attitu

des a

nd re

levan

t skill

s in or

der t

o ach

ieve a

good

qualit

y of li

ving.

Thus,

the f

ocus

on sk

ills

deve

lopme

nt is e

xplici

tly de

monst

rated

in th

e prim

ary gr

ade l

evels

. Mea

nwhil

e, a c

ompre

hens

ive bo

dy of

know

ledge

is pro

vided

in th

e upp

er ye

ar lev

els to

serve

as a

found

ation

in de

velop

ing de

sirab

le he

alth a

ttitud

es, ha

bits a

nd pr

actice

s.

In

order

to fac

ilitate

the d

evelo

pmen

t of h

ealth

litera

cy com

peten

cies,

the te

acher

is high

ly en

coura

ged t

o use

deve

lopme

ntally-

appro

priate

learn

er-cen

tered

teach

ing

appro

aches.

This i

nclud

es sca

ffoldi

ng on

stud

ent e

xperi

ence

and p

rior le

arning

; utili

zing c

ulture

-respo

nsive

scen

arios

and m

ateria

ls; in

corpo

rating

arts,

and m

usic in

impa

rting

healt

h mess

ages;

enga

ging l

earne

rs in

mean

ingful

game

s and

coop

erativ

e lea

rning

activ

ities;

and u

sing l

ife sk

ills an

d valu

e-base

d stra

tegies

partic

ularly

in di

scussi

ng

sensit

ive to

pics s

uch a

s sub

stanc

e abu

se an

d sex

uality

. The

teach

er is a

lso ad

vised

to us

e diffe

rentia

ted in

struc

tion i

n orde

r to c

ater t

o the

learn

ers‘ v

ariou

s nee

ds an

d

abilit

ies.

74

Holistic

Values-based Preventive

Growth and Development

Community and Environmental

Health Personal Health

Health and Life Skills-

based Consumer

Health

Achieve,

Sustain and

Promote

Lifelong

Wellness

Nutrition

Learner- centered

Injury Prevention and

Safety

Substance Use and Abuse

Culture- responsive

Disease Prevention and

Conrtol Family Health Rights-based

Standards and Outcomes-based

Epidemiological

Conceptual Framework of Health Education

75

CHAR

ACTE

RIST

ICS

OF TH

E HEA

LTH

CURR

ICUL

UM

Cultu

re-re

spon

sive:

Use

s the

cultu

ral kn

owled

ge, p

rior e

xperi

ence

s, an

d perf

orman

ce st

yles o

f the

dive

rse st

uden

t bod

y to m

ake l

earn

ing m

ore ap

prop

riate

and e

ffecti

ve

for th

em (G

ay, 2

000)

.

Ep

idem

iolo

gica

l: Re

lates

to th

e inc

idenc

e, pre

valen

ce an

d dist

ributi

on of

dise

ases

in po

pulat

ions,

includ

ing de

tectio

n of t

he so

urces

and c

ause

s of e

pidem

ics.

Healt

h an

d Lif

e skil

ls-ba

sed:

Appli

es lif

e skil

ls to

spec

ific he

alth c

hoice

s and

beha

viors.

Holis

tic: A

nalyz

es th

e inte

rrelat

ionsh

ip am

ong t

he fa

ctors

that in

fluen

ce th

e hea

lth st

atus,

the ar

eas o

f hea

lth, a

nd th

e dim

ensio

ns of

healt

h (ph

ysica

l, men

tal, s

ocial

,

emoti

onal,

mora

l and

spirit

ual).

Le

arne

r-cen

tere

d: Fo

cuse

s on t

he st

uden

t's ne

eds,

abilit

ies, in

teres

ts, an

d lea

rning

style

s with

the t

each

er as

a fac

ilitato

r of le

arning

.

Prev

entiv

e: Ch

aracte

rizes

some

thing

that

helps

peop

le tak

e pos

itive h

ealth

actio

n in o

rder t

o prev

ent d

iseas

es an

d to a

chiev

e opti

mum

healt

h.

Righ

ts-b

ased

: Adv

ance

s the

unde

rstan

ding a

nd re

cogn

ition o

f hum

an rig

hts, a

s laid

down

in th

e Univ

ersal

Decla

ration

of Hu

man R

ights

and o

ther in

terna

tiona

l hum

an

rights

instr

umen

ts.

St

anda

rds a

nd ou

tcom

es-b

ased

: Req

uires

stud

ents

to de

mons

trate

that t

hey h

ave l

earn

ed th

e aca

demi

c stan

dards

set o

n spe

cific

conte

nt an

d com

peten

cies.

Valu

es-b

ased

: Prom

otes a

n edu

catio

nal p

hilos

ophy

base

d on v

aluing

self,

others

and t

he en

viron

ment,

throu

gh th

e con

sidera

tion o

f ethi

cal v

alues

as th

e bas

es of

good

educ

ation

al pra

ctice

.

76

Key Sta

ge Stand

ards

K – 3

4 – 6

7 – 10

The learn

er demo

nstrates

an und

erstandi

ng and

observan

ce of he

althy hab

its and p

ractices

in

achievin

g wellnes

s.

The learn

er demo

nstrates

an und

erstandi

ng of

how cha

nges, wh

ich are p

art of gro

wth and

developm

ent, imp

act health

practice

s that he

lp

achieve

and sust

ain optim

um heal

th and w

ell-

being.

The learn

er demo

nstrates

an und

erstandi

ng of key

health

concepts

related

to the ac

hieveme

nt, susta

inability

and

promotion

of wellne

ss as it i

mproves

the qua

lity of life

of

the indiv

idual, th

e family

and the

larger c

ommunit

y.

77

Grade

Level

Stan

dards

GRAD

E LEV

EL ST

ANDA

RDS

Grade

1 The

learne

r dem

onstra

tes an

under

standi

ng of t

he ess

ential

concep

ts rela

ted to

nutritio

n and

person

al heal

th as

well a

s know

ledge

in inju

ry-

preven

tion, sa

fety an

d first

aid, as

factor

s in fac

ilitating

the de

velopm

ent of

healthy

habits

and p

ractice

s amo

ng ind

ividual

s.

Grade

2 The

learne

r dem

onstra

tes an

under

standi

ng of p

ersona

l health

; famil

y heal

th; the

preve

ntion a

nd con

trol of

diseas

es and

disord

ers; as

well a

s

injury p

revent

ion, sa

fety an

d first

aid, w

hich a

re fac

tors th

at faci

litate t

he dev

elopm

ent of

healthy

habits

and p

ractice

s.

Grade

3

The lea

rner d

emons

trates

an un

dersta

nding

and kn

owled

ge in t

he foll

owing

: nutr

ition;

preven

tion an

d cont

rol of d

iseases

and d

isorde

rs;

consum

er heal

th; an

d com

munity

and e

nviron

menta

l health

—fact

ors wh

ich he

lp in fa

cilitatin

g the

develo

pment

of hea

lthy ha

bits an

d prac

tices.

Grade

4 The

learne

r dem

onstra

tes an

under

standi

ng of n

utritio

n; pre

vention

and c

ontrol

of disea

ses an

d diso

rders;

substa

nce us

e and

abuse;

and

injury p

revent

ion, sa

fety an

d first

aid, le

ading

to the

achiev

ement

of opt

imum h

ealth a

nd we

ll-bein

g.

78

GRAD

E LEV

EL

STAN

DARD

S

Grad

e 5

The lea

rner d

emons

trates

an un

dersta

nding

of the

natur

e of p

ersona

l health

; grow

th and

devel

opment

; subst

ance u

se and

abuse

; and

commu

nity an

d envi

ronme

ntal he

alth, w

hich h

elps to

achie

ve opt

imum

health

and we

ll-bein

g.

Grad

e 6

The lea

rner d

emons

trates

an un

dersta

nding

of per

sonal h

ealth,

preve

ntion a

nd con

trol of

diseas

es and

disord

ers; co

nsume

r heal

th; an

d injur

y

preven

tion, sa

fety a

nd firs

t aid t

o achi

eve op

timum

health

and w

ell-bei

ng.

Grad

e 7

The lea

rner d

emons

trates

an un

dersta

nding

of gro

wth an

d deve

lopme

nt; nu

trition

; pers

onal he

alth an

d injur

y prev

ention

, safet

y and

first a

id

to ach

ieve,

sustain

, and p

romote

perso

nal he

alth an

d welln

ess.

Grad

e 8

The lea

rner d

emons

trates

under

standi

ng of

family

health

and pr

eventio

n and

contro

l of dis

eases

and dis

orders

(com

munic

able a

nd non

-

commu

nicabl

e to a

chieve

, susta

in, and

prom

ote fa

mily h

ealth

and we

llness.

Grad

e 9

The lea

rner d

emons

trates

under

standi

ng of

commu

nity an

d envi

ronme

ntal he

alth; in

jury p

revent

ion, sa

fety a

nd firs

t aid)

; and

preven

tion of

substa

nce us

e and

abuse

to ach

ieve,

sustain

, and p

romote

comm

unity

health

and we

llness

Grad

e 10

The lea

rner d

emons

trates

under

standi

ng of

consum

er hea

lth; na

tional a

nd glo

bal he

alth tre

nds, is

sues a

nd con

cerns

(); the

devel

opment

of a

health

plan a

nd exp

loration

of ca

reers i

n heal

th to

achiev

e, sus

tain, an

d prom

ote he

alth an

d welln

ess.

79

GR

ADE

7

CO

NTE

NT

CON

TEN

T

STAN

DAR

DS

PERF

ORM

ANCE

STAN

DAR

DS

LE

ARN

ING

CO

MPE

TEN

CY

CO

DE

LE

ARN

ING

MAT

ERIA

LS

GR

ADE

7 -

GR

OW

TH A

ND

DEV

ELO

PMEN

T –

1st Q

uart

er (

H7G

D)

A. H

olist

ic he

alth

Th

e le

arne

r…

dem

onst

rate

s un

ders

tand

ing

of

holis

tic h

ealth

and

its

man

agem

ent

of h

ealth

conc

erns

, the

gr

owth

and

deve

lopm

ent o

f ad

oles

cent

s an

d

how

to m

anag

e

its c

halle

nges

.

The

lear

ner…

appr

opria

tely

m

anag

es c

once

rns

and

chal

leng

es

durin

g ad

oles

cenc

e

to a

chie

ve h

olist

ic

heal

th.

The

lear

ner…

1. d

iscus

ses

the

conc

ept o

f

holis

tic h

ealth

H7G

D-I

a-

12

2. e

xpla

ins

the

dim

ensio

ns

of h

olist

ic he

alth

(phy

sical

, men

tal/

inte

llect

ual,

emot

iona

l,

socia

l, an

d m

oral

-

spiri

tual

);

H7G

D-I

b-

13

OHS

P in

Hea

lth 1

Q1

Mod

ule

1 pp

.5-6

3. a

naly

zes

the

inte

rpla

y

amon

g th

e he

alth

dim

ensio

ns in

dev

elop

ing

holis

tic h

ealth

;

H

7GD

-Ib-

14

4.

pra

ctice

s he

alth

hab

its to

achi

eve

holis

tic h

ealth

; H

7GD

-Ic-

15

B. S

tage

s of

gro

wth

and

de

velo

pmen

t

(infa

ncy

to o

ld a

ge)

5. d

escr

ibes

dev

elop

men

tal

mile

ston

es a

s on

e gr

ow

H7G

D-I

d-

e-16

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at M

usik

a I.

DepE

D. A

bejo

, Mar

y Pl

acid

Sr.

et.a

l.199

4. p

p.12

0-

123

C. C

hang

es in

the

heal

th

dim

ensio

ns d

urin

g ad

oles

cenc

e

6. re

cogn

izes

that

cha

nges

in d

iffer

ent h

ealth

dim

ensio

ns a

re n

orm

al

durin

g ad

oles

cenc

e;

H7G

D-I

d-

e-17

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at M

usik

a I.

DepE

d. A

bejo

,Mar

y Pl

acid

Sr.

et.a

l.199

4. p

p.12

0-

123

7.

des

crib

es c

hang

es in

diffe

rent

asp

ects

of

H7G

D-I

d-

1.

OHS

P in

Hea

lth 1

Q1

Mod

ule

2 pp

.9-1

0 2.

Ed

ukas

yong

Pan

gkat

awan

, Kal

usug

an a

t

80

C

ON

TEN

T C

ON

TEN

T

STA

ND

ARD

S

PER

FOR

MA

NCE

STA

ND

AR

DS

LE

AR

NIN

G C

OM

PET

ENC

Y

C

OD

E

LE

AR

NIN

G M

ATE

RIA

LS

C.

Chan

ges

in t

he h

ealth

dim

ensi

ons

durin

g ad

oles

cenc

e

The

lear

ner…

dem

onst

rate

s

unde

rsta

ndin

g of

ho

listic

hea

lth a

nd

its m

anag

emen

t of

hea

lth

conc

erns

, the

gr

owth

and

deve

lopm

ent o

f

adol

esce

nts

and

how

to m

anag

e

its c

halle

nges

.

The

lear

ner…

appr

opria

tely

man

ages

con

cern

s an

d ch

alle

nges

durin

g ad

oles

cenc

e to

ach

ieve

hol

istic

heal

th.

grow

th th

at h

appe

n to

boys

and

girl

s du

ring

adol

esce

nce;

e-18

M

usik

a I.

Dep

Ed. A

bejo

,Mar

y Pl

acid

Sr

.et.a

l.199

4. p

p.12

0-12

3

8. r

ecog

nize

s th

at c

hang

es

in d

iffer

ent d

imen

sion

s

are

norm

al d

urin

g

adol

esce

nce‘

H7G

D-I

f-

h-19

1.

OH

SP in

Hea

lth 1

Q1

Mod

ule

2 pp

.5-7

2.

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at

Mus

ika

I. S

r.M

ary

Plac

id A

bejo

,et.a

l.199

4.

pp.1

20-1

23

9. e

xpla

ins

that

the

patt

ern

of c

hang

e du

ring

adol

esce

nce

is s

imila

r bu

t

the

pace

of g

row

th a

nd

deve

lopm

ent i

s un

ique

for

each

ado

lesc

ent;

H7G

D-I

f-

h-20

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at M

usik

a

I. D

epEd

. Abe

jo,M

ary

Plac

id S

r. e

t.al.1

994.

pp.1

20-1

23

D. M

anag

emen

t of h

ealth

co

ncer

ns d

urin

g

adol

esce

nce

(poo

r ea

ting

habi

ts, l

ack

of

slee

p, la

ck o

f phy

sica

l ac

tivity

, den

tal p

robl

ems,

body

odo

r, p

ostu

ral

prob

lem

s, a

s w

ell a

s ot

her

prob

lem

s in

oth

er h

ealth

di

men

sion

s)

10. i

dent

ifies

hea

lth c

once

rns

durin

g ad

oles

cenc

e

H7G

D-I

i-

j-21

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at M

usik

a

I. D

epED

. Abe

jo M

ary

Plac

id S

r. e

t.al.1

994.

pp.6

2-66

,69,

76

E. H

ealth

app

rais

al p

roce

dure

s (h

eigh

t and

wei

ght

mea

sure

men

t, br

east

sel

f-

exam

inat

ion

for

girls

,

hear

ing

test

, vis

ion

scre

enin

g, s

colio

sis

test

,

heal

th e

xam

, and

den

tal

exam

)

11. e

xpla

ins

the

prop

er h

ealth

appr

aisa

l pro

cedu

res

H7G

D-I

i-

j-22

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at M

usik

a

I. D

epED

. Abe

jo, M

ary

Plac

id S

r. e

t.al.1

994.

pp.4

8-50

,54-

59,6

9-71

,76

12. d

emon

stra

tes

heal

th

appr

aisa

l pro

cedu

res

durin

g ad

oles

cenc

e in

ord

er to

achi

eve

holis

tic h

ealth

H7G

D-I

i-

j-23

Eduk

asyo

ng P

angk

ataw

an, K

alus

ugan

at M

usik

a

I. D

epED

. Abe

jo, M

ary

Plac

id S

r. e

t.al.1

994.

pp.4

8-50

,54-

59,6

9-71

,76

81

CO

NTE

NT

CON

TEN

T

STAN

DAR

DS

PERF

ORM

ANCE

STAN

DAR

DS

LE

ARN

ING

CO

MPE

TEN

CY

CO

DE

LE

ARN

ING

MAT

ERIA

LS

13

. ava

ils o

f hea

lth s

ervi

ces

in

the

scho

ol a

nd c

omm

unity

in

orde

r to

appr

aise

one

‘s he

alth

;

H7G

D-I

i-

j-24

F. D

evel

opm

ent o

f sel

f- aw

aren

ess

and

copi

ng s

kills

14

. app

lies

copi

ng s

kills

in

deal

ing

with

hea

lth

conc

erns

dur

ing

adol

esce

nce

H7G

D-I

i-

j-25

GR

ADE

7 –

NU

TRIT

ION

– 2

nd Q

uart

er (

H7N

)

A.

Nutr

ition

dur

ing

adol

esce

nce

B.

Nutr

ition

al g

uide

lines

The

lear

ner

dem

onst

rate

s

unde

rsta

ndin

g of

nutr

ition

for a

he

alth

y lif

e du

ring

adol

esce

nce

The

lear

ner

mak

es in

form

ed

decis

ions

in th

e

choi

ce o

f foo

d to

ea

t dur

ing

adol

esce

nce

The

lear

ner

1. id

entif

ies

the

right

food

s

durin

g ad

oles

cenc

e

H7N

-IIa

- 20

OHS

P He

alth

1 Q

3 pp

.37-

50

2.

follo

ws

the

appr

opria

te n

utrit

iona

l

guid

elin

es fo

r ad

oles

cent

s fo

r

heal

thfu

l eat

ing

2.1

expl

ains

the

need

to s

elec

t foo

d

base

d on

the

nutr

ition

al n

eeds

durin

g ad

oles

cenc

e

2.2

follo

ws

the

Food

Pyra

mid

gui

de fo

r ad

oles

cent

s an

d

nutr

ition

al

guid

elin

es fo

r

Filip

inos

in c

hoos

ing

food

s to

eat

H7N

-IIb

-

c-21

OHS

P in

Hea

lth 1

Q3

pp.2

9

82

CO

NTE

NT

CON

TEN

T

STAN

DAR

DS

PERF

ORM

ANCE

STAN

DAR

DS

LE

ARN

ING

CO

MPE

TEN

CY

CO

DE

LE

ARN

ING

MAT

ERIA

LS

C.

Nutr

ition

pro

blem

s of

ad

oles

cent

s

1.

Mal

nutr

ition

and

micr

onut

rient

de

ficie

ncie

s 2.

Ea

ting

diso

rder

s 2.

1 An

orex

ia n

ervo

sa

2.2

Bulim

ia

2.3

Com

pulsi

ve e

atin

g

diso

rder

The

lear

ner

dem

onst

rate

s

unde

rsta

ndin

g of

nu

triti

on fo

r a

heal

thy

life

durin

g ad

oles

cenc

e

The

lear

ner

mak

es in

form

ed

decis

ions

in th

e ch

oice

of f

ood

to

eat d

urin

g ad

oles

cenc

e

3. id

entif

ies

the

nutr

ition

al

prob

lem

s of

ado

lesc

ents

H7N

-IId

-

f-22

4. d

escr

ibes

the

char

acte

ristic

s, s

igns

and

sy

mpt

oms

of m

alnu

triti

on

and

micr

onut

rient

de

ficie

ncie

s

H7N

-IId

-

f-23

5. d

iscus

ses

way

s of

prev

entin

g an

d co

ntro

lling

mal

nutr

ition

and

micr

onut

rient

de

ficie

ncie

s

H7N

-IId

-

f-24

6. e

xpla

ins

the

char

acte

ristic

s, s

igns

an

d sy

mpt

oms

of e

atin

g

diso

rder

s

H7N

-IId

- f-

25

OHS

P in

Hea

lth 1

Q3

pp.6

1-62

7. d

iscus

ses

way

s of

pr

even

ting

and

cont

rolli

ng

eatin

g di

sord

ers

H7N

-IId

-

f-26

OHS

P in

Hea

lth 1

Q3

pp.6

2-63

D. D

ecisi

on-m

akin

g sk

ills

8.

appl

ies

decis

ion-

mak

ing

and

criti

cal t

hink

ing

skills

to p

reve

nt

nutr

ition

al p

robl

ems

of

adol

esce

nts

H7N

-IIg

-

h-27

83

C

ON

TEN

T C

ON

TEN

T

STA

ND

AR

DS

PER

FOR

MA

NC

E

STA

ND

AR

DS

LE

AR

NIN

G C

OM

PET

ENC

Y

C

OD

E

LE

AR

NIN

G M

ATE

RIA

LS

GR

AD

E 7

– P

ERS

ON

AL

HEA

LTH

– 3

rd Q

uar

ter

(H7

PH

)

A. M

enta

l Hea

lth

(An

Intr

oduc

tion)

The

lear

ner

The

lear

ner

1. e

xpla

ins

the

fact

ors

that

af

fect

the

pro

mot

ion

of

good

men

tal h

ealth

H7

PH

- II

Ia-b

-28

1. E

duka

syon

g Pa

ngka

taw

an, K

alus

ugan

, at

Mus

ika

III.

Adr

iano

,Cel

ia,e

t.al

. 199

9.

pp.1

42-1

47.*

dem

onst

rate

s

unde

rsta

ndin

g of

men

tal h

ealth

as

a di

men

sion

of

holis

tic h

ealth

for

a he

alth

y lif

e

cons

iste

ntly

dem

onst

rate

s sk

ills

that

pro

mot

e

men

tal h

ealth

B.

Und

erst

andi

ng s

tres

s

1. E

ustr

ess

2. D

istr

ess

2. e

xpla

ins

that

str

ess

is

norm

al a

nd in

evita

ble

H7

PH

- II

Ia-b

-29

Und

erst

andi

ng S

tres

s. A

&E.

NFE

Ac

cred

itatio

n an

d Eq

uiva

lenc

y Le

arni

ng

Mat

eria

l. D

epED

.200

1. p

p.6,

21.

3.

diff

eren

tiate

s eu

stre

ss

from

dis

tres

s

H7

PH

-

IIIa

-b-3

0

Stre

s,St

ress

,Str

ess.

A&

E. N

FE A

ccre

dita

tion

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. D

epED

.200

1.pp

.9.

4.

iden

tifie

s si

tuat

ions

tha

t

caus

e fe

elin

gs o

f anx

iety

or

str

ess

H7

PH

-

IIIa

-b-3

1

1.

Und

erst

andi

ng S

tres

s. A

&E.

NFE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

Dep

ED.2

001.

pp.

6,21

.

2.

Pag-

unaw

a sa

Str

ess.

A&

E. N

FE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

Dep

ED.2

001.

pp.

4-5.

3.

Kagu

luha

n at

Str

ess,

Pag

hand

aan

natin

. A&

E. N

FE A

ccre

dita

tion

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. D

epED

. 200

1.pp

.18-

22.

C. C

omm

on a

reas

of s

tres

sor

that

affe

cts

adol

esce

nts

(pee

r, fa

mily

, sch

ool,

com

mun

ity)

5. id

entif

ies

the

com

mon

stre

ssor

s th

at a

ffec

t ad

oles

cent

s

H7

PH

-

IIIc

-32

1.

Pag-

unaw

a sa

Str

ess.

A&

E. N

FE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

Dep

ED.2

001.

pp.

8-10

.

2.

Und

erst

andi

ng S

tres

s. A

&E.

NFE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

Dep

ED.2

001.

pp.

8-10

.

84

CO

NTE

NT

CON

TEN

T

STAN

DAR

DS

PERF

ORM

ANCE

STAN

DAR

DS

LE

ARN

ING

CO

MPE

TEN

CY

CO

DE

LE

ARN

ING

MAT

ERIA

LS

Th

e le

arne

r Th

e le

arne

r 6.

iden

tifie

s ph

ysic

al

resp

onse

s of

the

body

to

stre

ss

H7P

H-

IIIc

-33

1.

Pag-

unaw

a sa

Str

ess.

A&E

. NFE

Ac

cred

itatio

n an

d Eq

uiva

lenc

y Le

arni

ng

Mat

eria

l. De

pED.

2001

. pp.

15-1

8.

2.

Kagu

luha

n at

Str

ess,

Pag

hand

aan

natin

.

A&E.

NFE

Acc

redi

tatio

n an

d Eq

uiva

lenc

y

Lear

ning

Mat

eria

l. De

pED.

200

1.pp

.18-

22.

3.

Pagh

arap

sa

Stre

ss. A

&E. N

FE A

ccre

dita

tion

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. De

pED.

20

01.p

.8.

4.

Unde

rsta

ndin

g St

ress

. A&E

. NFE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

DepE

D.20

01. p

p.15

-18.

dem

onst

rate

s

unde

rsta

ndin

g of

men

tal h

ealth

as

a di

men

sion

of

holis

tic h

ealth

for

a he

alth

y lif

e

cons

isten

tly

dem

onst

rate

s sk

ills

that

pro

mot

e

men

tal h

ealth

D. C

opin

g w

ith s

tres

s

7.

iden

tifie

s pe

ople

who

can

prov

ide

supp

ort i

n st

ress

ful s

ituat

ions

H7P

H-

IIIc

-34

1.

Unde

rsta

ndin

g St

ress

. A&E

. NFE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

DepE

D. 2

001.

pp.

22.

2.

Pag-

unaw

a sa

Str

ess.

A&E

. NFE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

M

ater

ial.

DepE

D.20

01. p

p.22

.

8.

diff

eren

tiate

s he

alth

ful

from

unh

ealth

ful

stra

tegi

es in

cop

ing

with

stre

ss

H7P

H-

IIId

-e-3

5

1. S

tres

s,St

ress

,Str

ess.

A&E

. NFE

Acc

redi

tatio

n

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. De

pED.

2001

. pp.

20-2

1.

9.

dem

onst

rate

s va

rious

st

ress

man

agem

ent

tech

niqu

es th

at o

ne c

an

use

ever

y da

y in

dea

ling

with

str

ess

H7P

H-

IIId

-e-3

6 1.

Pa

g-un

awa

sa S

tres

s. A

&E. N

FE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. De

pED.

2001

. pp.

22-2

5.

2.

Unde

rsta

ndin

g St

ress

. A&E

. NFE

Accr

edita

tion

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. De

pED.

200

1. p

p.22

. 3.

Pa

ghar

ap s

a St

ress

. A&E

. NFE

Acc

redi

tatio

n

and

Equi

vale

ncy

Lear

ning

Mat

eria

l. De

pED.

20

01. p

p.29

-33.

85

CO

NTEN

T CO

NTEN

T

STAN

DARD

S

PERF

ORM

ANCE

STAN

DARD

S

LE

ARNI

NG C

OMPE

TENC

Y

CO

DE

LE

ARNI

NG M

ATER

IALS

Copin

g wi

th D

ying

and

Deat

h

The

learn

er

dem

onstr

ates

un

derst

andin

g of

men

tal h

ealth

as

a dim

ensio

n of

ho

listic

hea

lth fo

r

a he

althy

life

The

learn

er

cons

isten

tly

dem

onstr

ates

skills

that

pro

mot

e

men

tal h

ealth

10. e

xplai

ns th

e im

porta

nce

of g

rievin

g H7

PH-

IIId

-e-3

7

11. d

emon

strat

es co

ping

skills

in m

anag

ing lo

ss

and

grief

H7PH

- II

Id-e

-38

Eduk

asyo

ng P

angk

ataw

an, K

alusu

gan,

at

Musik

a III

. Adr

iano,

Celia

,et.a

l. 19

99.

pp.1

48-1

53,1

63-1

64.*

E.

Type

s and

Man

agem

ent o

f

Com

mon

Men

tal D

isord

ers

1. Id

entif

ying

trigg

ers

and

warn

ing si

gns

2. P

reve

ntion

copin

g an

d tre

atm

ent

3. M

ood

disor

ders

, bip

olar,

schiz

ophr

enic,

Obse

ssive

Com

pulsi

ve

Diso

rder

(OCD

),

Obse

ssive

Com

pulsi

ve

Perso

nality

Diso

rder

) (O

CPD)

, pos

t-tra

umat

ic

12. r

ecog

nizes

trigg

ers a

nd

warn

ing si

gns o

f co

mm

on m

enta

l

disor

ders

H7PH

-

IIIf

-h-3

9

13. d

iscus

ses t

he ty

pes,

sign,

sym

ptom

s, an

d

prev

entio

n, tr

eatm

ent

and

prof

essio

nal c

are

in m

anag

ing co

mm

on

men

tal h

ealth

diso

rder

s

H7PH

-

IIIf

-h-4

0

Eduk

asyo

ng P

angk

ataw

an, K

alusu

gan,

at

Musik

a III

. Adr

iano,

Celia

,et.a

l. 19

99.

pp.1

48-1

53.*

86

GR

ADE

7 –

PREV

ENTI

ON

AN

D C

ON

TRO

L O

F D

ISEA

SES

AND

DIS

OR

DER

(N

on-c

omm

unic

able

Dis

ease

s) –

4th

Qua

rter

(H

7DD

)

A.

Intro

duct

ion

to n

on-

com

mun

icabl

e di

seas

es

(NCD

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87

Special Services of the School

Canteen

To provide a healthy and appealing recess and lunch service to the

students and faculty of the school. The school canteen was given also an award

coming from the Division Office for giving healthy and cheap foods to people

inside the school premise.

Library

To provide a flexible space with a wide and inclusive range of resources to

support learning and teaching throughout the school. To have a vibrant role in

the development of a culture that promotes wider reading motivated readers and

learners for life.

Clinic

Provide students with free primary treatment of high quality, and promptly

notify the parents and inform the superior hospital for treatment in serious case.

Guidance and Counselling Services

The purpose of guidance and counselling services is to assist students in

self-examination, self-evaluation, and analysis of alternatives so that each

student can benefit most fully from his/her education and life experiences.

88

Reflection of the Cooperating School

Bolingit National High School is a wide school because they already have a

Senior High School Rooms.

At this place, I met my Cooperating Teacher who is Ma‟am Minette DG.

Rosario. Her advisory class are the PRG, ACCO 7 and MBC 9. She is a very

friendly teacher like her other faculty members.

The principal at this school is Sir Rolando C. Salvador. He is a down to earth

supervisor whenever we see him, he always wear his alluring smile.

They only do the flag ceremony every Monday at 7:30 a.m. The school also

maintains cleanliness. Inside the school they only have one canteen.

The teachers in Bolingit National High School uses biometrics to log-in from

the time they arrive and out in the school and also a logbook in case of any

power interruption.

The staffs of Bolingit National High School are very hands-on with the various

events because last Promenade Night, they assigned some of their students

specifically senior high school to design the stage. I must say that the students in

BNHS are skilled to their chosen specialization and I also noticed that the school

89

is conducive for learning and it has this kind of freedom to children to give

different kinds of opinions freely.

Our deployment day was January 28, 2019 and must be finish until March

29,2019 but we extended until May 22 because of the reason that we have to

help them for their Brigada Eskwela.

90

DESCRIPTION

OF

EXPERIENCES

91

January 25, 2019

This was the day in which we‟ve given the opportunity to go in the Division Office.

We all have 25 off-campus students. The speaker stated that the Division is one

of the best partners of VMUF when it comes to producing a globally competent

teachers.

There are 5 colleges who are asking accommodation namely PSU, SCC, BCC,

PIMSAT and VMUF.

The speaker stated also their expectations, regarding forms and how to be a

professional when it comes on wearing the complete uniform and for being an

early bird on their respected cooperating schools.

They encourage us to use our 21st century personality in which we live together

with technologies that we‟ve made. So we‟re not allowed to use Manila Papers.

They want us to make our lessons through audio visual presentations. A daily

lesson plan also is a must.

They accept bilingual policy.

They stated that the lesson must be connected with the curriculum guide of the

school.

There are also codes and content standards that we should know.

93

January 28 2019

Today is the day of our off-campus. We are going to teach in Bolingit National Highschool. This day is our first meeting day with the Principal who is known for being a very courteous man. My classmates already have their schedules got from their CT‟s.

January 29, 2019

It‟s our first day, first flag ceremony in Bolingit National High School. After attending the flag ceremony, we went back to our respective classroom where I checked the attendance of my students. I have two Cooperating Teachers and three sections to handle. On this day too was the getting to know each other stage where I introduce myself in front of the class followed by my students.

95

January 30, 2019

I discussed the NDC‟s diseases. Some of my students are able to follow the lesson. For my last period, I was a little bit angry because some of my students uses their phone during my discussion. After the discussion, I‟ve open up to my class about it.

January 31, 2019

I have given my students two activities in which I‟ve instructed them to write it and not to take a picture of it. I‟ve reminded them also about their name tags. Lastly, I have encountered a certain student who is suffering from some kind of mental health issue. I‟ve opened up to him and he opened up too about his family.

February 4, 2019

I gave them another activity. Some of my students are able to do it, yet some are stubborn that‟s why I‟ve added another activity. Lastly, I‟ve commanded them to use their name tag in order for me to recognize them.

February 5, 2019

Kung Hei Fat Choi

February 6, 2019

I wasn‟t able to attend my class because I have an appointment to my doctor about of my acid reflux.

February 7, 2019

I only watched my Cooperating Teacher that was observed by our Head Teacher. After that moment, they informed me that it happens every year so that they could find out if they still have to revise their daily lesson log or not.

96

February 8, 2019

It was my first time to attend the flag ceremony in Bolingit National High School with a short announcement about with their upcoming activities. Specifically, their upcoming Dance Demo and Foundation Week. I‟ve met the students from my three sections in Grade 7 and they had really found fun from my teaching strategies. Lastly, some of my students in St. Dominic High School visited me in Bolingit National High just because they‟ve miss me so much.

98

February 11, 2019

On this day, I started giving them different kind of activities. These activities should be aligned with the daily lesson log of my Cooperating Teacher. I want them to know that learning is not a boring routine. That‟s why I conceptualized a game to them.

February 12, 2019

We don‟t have a class here because they are preparing for their Dance Demo. Many of my students are fond of dancing that‟s why we had a great time with our class schedules.

99

February 13, 2019

Parade in VMUF

February 14, 2019 The Guidance Counselor has given us a paper in which students should fill it up as a permission if they will still go in Bolingit National High School. Let us say it is like an early enrolment form but I guess it was a survey for the students who are going to continue their journey in Bolingit National High School. Afterwards, they resume their practice.

100

February 15, 2019 Today is the day in which all the faculty members are all busy in counting the balots of the different year level. It is for the Mr. and Ms. Bolingit National High School.

101

February 18, 2019 They are practicing a song titled “You Are The Reason” and “Auld Lang Syne” for their upcoming JS Prom. I accompanied some of my co-teachers specifically VMUF Pre-service teachers and also the Palaris Pre-Service Teachers.

102

February 19, 2019

Practice and then a sneek peek for our next topic/discussion.

February 20, 2019

We helped the teachers in assisting their students in participating at their mass demonstration.

February 21, 2019 Today is the parade day of our beloved Bolingit National High School. There is a quick announcement about earthquake drill so after listening we have organized an earthquake drill demonstration. In the afternoon, we have done the mass demonstration. We‟ve witnessed how our students in BNHS are not just merely intelligent but also good in kinesthetic activities. Their JS Prom will happen this night also.

103

February 25-Feb 27, 2019 Today, I was given a task to review my students in Bolingit National High School for their final examination. Afterwards, I let them have a quick break at their canteen.

February 28, 2019

I am the one who conceptualized their exam with the right distractors. They would also have their PAL examinations.

March 1, 2019

Today is their Miting De Avance and Campus Wide Debate. I had the chance to watch how creative their words are. I heard different kinds of Party list who are able to defend themselves and why students should choose them.

105

March 4, 2019

Busy doing the table of specifications for the examinations of my students.

March 5, 2019

We have our meeting for our upcoming Final Demonstration. Afterwards, I‟ve given them different kinds of activities.

March 6, 2019 Our CT‟s and Head Teachers checked our Table of Specifications for our Fourth Quarterly Assessment.

106

March 7-8, 2019

Checking their PAL examinations

March 11, 2019 Had the chance to discuss our last topic to my students.

March 12-13, 2019

Preparation for our Upcoming Final Demonstrations.

March 14, 2019 Our Final Demonstration. Mixed emotions yet I was able to deliver my lesson to my students. Thanking them and my CT for helping me to my preparation. After the final demonstration, we had our deliberation stating our strengths and weaknesses.

March 15, 2019

107

Today is the Final Examination of my students who are in the Top of their respective sections. The following students came from the three sections that I am handling. Specifically, they are Grade 7 students. I am the one who accommodated them to their examination. I was given a sheet in which students should fill it up for their attendance. There are only 16 students who are able to attend the said examination. There should be 17 students and they‟ve told me that she is not feeling well that‟s why she wasn‟t able to attend.

March 18-22, 2019

It was our Intramurals, the President Shem Tobias Laguardia together with his officer Joselito gave a letter for us to be excuse with our duty in Bolingit National High School. I am able to give my students‟ activity because my cooperating teacher Ma‟am Minette is the one who gave their Final Examinations.

March 25, 2019

We are busy helping the faculty of the Bolingit National High School for their upcoming Graduation.

108

PRG 7 Final Grade

Summary of Quarterly Grades

REGION DIVISION

SCHOOL NAME SCHOOL ID

LEARNERS' NAMES

I SAN CARLOS CITY

BOLINGIT NATIONAL HIGH SCHOOL 300378

86 86 87 84 86

86 88 89 85 87

90 88 89 88 89

80 82 83 80 81

79 82 81 80 81

88 83 87 87 86

85 85 88 88 87

82 81 85 80 82

86 87 88 84 86

85 83 86 83 84

83 84 86 81 84

86 85 88 86 86

87 86 88 85 87

86 86 87 84 86

87 87 87 86 87

97 94 96 92 95

98 96 97 92 96

97 95 97 93 96

90 89 88 86 88

88 88 88 85 87

87 88 89 87 88

97 95 97 89 95

96 96 97 93 96

82 83 93 89 87

GRADE & SECTION: SCHOOL YEAR:

TEACHER: SUBJECT:

MALE

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

FEMALE

1

2

3

4

5

6

7

8

9

7-PRG 2018-2019

TIMOTHY B. BRAVO MAPEH

JHON LORIN R. ABIHIN

LESTER ALLEN R. ALCANTARA

ALEXIS ACE E. ARCUE

DIGIE L. BANDONG

JOHNWIN L. CERENIO

SALVADOR A. DE GUZMAN

EMMIL M. DE GUZMAN

ARCHIE G. GUBOT

RAYMUND T. ILUMIN

RICO C. LOPEZ

ARWIND JAY N. MACARAEG

MARK EJ S. ROSAL

DIEGO M. SORIANO

RICHARD L. TAMONDONG

BRANDO VALERIO

COLEEN JOY C. PAJIRILLO

CLAUDINE DG. CARDENO

MARIE JOY JILLIAN F. EXIOMO

HAZEL ANN R. FRIAS

ALLEAH M. OPERANIA

SHAYNE G. ROSAL

RICA MAE M. AQUINO

DIANA Y. TAYAB

DIANA ROSE CALICDAN

MUSIC ARTS PE HEALTH MAPEH

4th Quarter 4th Quarter 4th Quarter 4th Quarter 4th QUARTERLY GRADE

109

ACCO 7 Final Grade


REGION DIVISION


LEARNERS' NAMES

I SAN CARLOS CITY


86 85 86 84 85

87 84 86 82 85

83 83 84 81 83

80 81 81 80 81

88 84 85 86 86

86 88 85 86 86

83 82 84 81 83

85 86 88 84 86

86 85 84 83 85

83 83 85 82 83

86 85 87 86 86

87 88 86 85 87

88 86 85 81 85

89 88 89 87 88

89 89 88 84 88

95 96 95 92 95

84 85 82 83 84

82 83 81 81 82

86 85 86 84 85

89 83 80 81 83

89 89 89 83 88

89 87 86 87 87

85 86 83 83 84

85 81 82 82 83

89 89 86 83 87

89 89 86 87 88

90 89 89 84 88

86 85 84 84 85

90 89 89 88 89

93 94 91 89 92


TEACHER: SUBJECT:

MALE

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

FEMALE

1

2

3

4

5

6

7

8

9

10

11

12

13

7-ACCO 2018-2019


ANONUEVO, ANDREW, GARCIA

BUGAYONG, MARK KENNETH, REYES

DALLUBUNG, GIO ANDREO, FERRER

DELOS SANTOS, JAY MARK, VIERNES

DELOS SANTOS, JYRICK, VILORIA

EDIZA, JOHN CARLO, PALAGANAS

HISTORIA, JASON, DELOS SANTOS

ILUMIN, ALFRED, CRISOSTOMO

LOPEZ, IVAN, RAYMUNDO

MANZON, KING JANEDRO, VERSO

MAPALO, RAYMART, LOVENDINO

PALAGANAS, JUSTIN KIM, MARTINEZ

PAMINTUAN, MARK JUSTINE, SOLIS

PERALTA, EDRIAN, MENDOZA

SIMEON, JOHN LOU, NARVASA

CAMACHO, FRANCIS JOSHUA, PERALTA

SINLAO, DEANVER JEED MACARAEG

ABALOS, ELAISA, LEJANO

AGBUYA, EDNMEE, MACARAEG

CADIENTE, JASMINE, ROQUE

DALLAPAS, MARJOLYN, ABALOS

DE GUZMAN, CRISANGELYN, MAGDALITA

DE VERA, ARLENE, SALAZAR

LAMBAN, ANNALYN, SINGCOL

MELICAN, LJ MAE, DE LUNA

MUNOZ, JILLIAN, GABINI

REGASPI, CHRISTINE JOY, BALLESTEROS

TAMONDONG, JASMIN, GANDIA

ZACARIAS, FREDA, SANCHEZ

JOYCE ANN FERRER



110

MTC 7 Final Grade

March 26-29, 2019 Done fixing my students Quarterly Grades for their Fourth Quarter. Passing it also to our CT‟s and Head Teacher.

April 1, 2019 It is the day of their Graduation Rites!


REGION DIVISION


LEARNERS' NAMES

I SAN CARLOS CITY


87 83 84 81 84

94 94 94 93 94

82 84 81 81 82

81 84 78 80 81

80 86 84 85 84

78 81 82 78 80

85 88 85 83 85

86 85 83 83 84

83 84 80 82 82

82 87 84 84 84

86 86 87 83 86

80 83 83 80 82

86 85 84 83 85

85 85 80 81 83

84 85 84 80 83

81 82 81 81 81

96 95 97 92 95

81 82 79 81 81

84 86 81 81 83

81 84 84 83 83

95 95 96 88 94

86 86 86 84 86

87 84 84 85 85

86 87 95 91 90


TEACHER: SUBJECT:

MALE

1

2

4

5

6

7

8

9

10

11

12

13

14

1 FEMALE

2

3

4

5

5

6

7

10

11

12

13

7-MTC 2018-2019


Bas, John

Marcus Constantine P. Cavalida

De Vera, Erwin

Fabros, Ralph Aaron

Ignacio, King Bryan

Malicdem, Jerry Miah

Operania, Jemuel

Padua, Godwillo

Mijares, Jackson

Samson, Jacob

Soriano, Mark Gian

Supan, Hans Carl

Tamondong, Federico

Aquino, Angel

Aquino, Micah Ella

Bandong, Dories

Angel Joy Valerio

Cancino, Kyla

De Vera, Aiza

Dela Cruz, Mikyellah

Alliyah Jhane Jorial

Samson, Mikaela

Tamayo, Jamaica

Palarca, Lyka Ann



111

Lesson Plan in the Subject Taught

A SEMI-DETAILED LESSON PLAN IN HEALTH (Music of Philippine Festivals and Theatrical Forms)

CONTENT STANDARDS The learner:

demonstrates understanding and application of musical skills related to

selected Philippine Festivals.


theater.

PERFORMANCE STANDARDS The learner:

performs excerpts/selections from Philippine musical theater

performs songs and dances from selected Philippine festivals.

I. Objectives

At end of the lesson, the students should be able to;

a. identify musical characteristics of selected Philippine Festivals and

theatrical forms through video or live performances;

b. narrate the origins and cultural background of selected Philippine

Festivals; and

c. apply the knowledge that they‟ve learned in their everyday life.

II. Subject Matter:

Topic: Music of Philippine Festivals and Theatrical Forms

References: Music and Arts Learner‟s Material Department of

Education Republic of the Philippines

Materials: AVP

Values Integration: Participation in class discussion. Appreciation and

applying the concept of the lesson.

III. Procedure

A. Preliminary Activities

1. Greetings

112

2. Checking of Attendance

3. Review the past lesson:

a. What are the Festivals Aklan, Cebu and Batangas?

B. Motivation (Spoken Word)

The teacher will ask his students to listen carefully with him while he is

delivering his piece.

Afterwards, the teacher will ask his students questions.

a. Any thoughts about piece?

C. Lesson Proper

a. Moriones Festival- is a colorful folk-religious festival during holy week

in the island known as the “heart of the Philippines”, the island of

Marinduque.

b. Kadayawan Festival- is held in Davao every third week of August in

celebration of thanksgiving for good harvest.

c. Ibalong Festival- is held in Bicol Region, aims to express friendliness,

enthusiasm and goodwill to people.

D. Generalization

1. What do you think about these festivals?

2. Do you think these festivals should be patronize?

IV. Evaluation

The students will answer activity 1-2 in order for them to know how they are able to know more about the topic, to understand the lesson rather.

V. Assignment

Advance reading for our next topic (Philippine Theater).

113

A SEMI-DETAILED LESSON PLAN IN HEALTH (Festivals and Theatrical Forms)


how theatrical elements (sound, music, gesture, movement, and costume)

affect the creation and communication of meaning in Philippine Festivals

and Theatrical Forms as influenced by history and culture.

theater and performance as a synthesis of arts and a significant

expression of the celebration of life in various Philippine communities.


creates appropriate festival attire with accessories based on authentic

festival costumes.

creates/improvises appropriate sound, music, gesture, movements, and

costume for a chosen theatrical composition.

takes part in a chosen festival or in a performance in a theatrical play.

I. Objectives


d. identify the festivals and theatrical forms celebrated all over the

country throughout the year;

e. appreciate the festivals and theatrical forms through patronizing;

and

f. apply the knowledge that they‟ve learned in their everyday life.

II. Subject Matter:




Materials: AVP



114

III. Procedure

E. Preliminary Activities

4. Greetings



b. What are the Festivals Aklan, Cebu and Bantangas?

F. Motivation (Spoken Word)

The teacher will ask his students to listen carefully with him while he is

delivering his piece.


b. Any thoughts about piece?

G. Lesson Proper

d. Moriones Festival- is a colorful folk-religious festival during holy week

in the island known as the “heart of the Philippines”, the island of

Marinduque.

e. Kadayawan Festival- is held in Davao every third week of August in

celebration of thanksgiving for good harvest.

f. Ibalong Festival- is held in Bicol Region, aims to express friendliness,

enthusiasm and goodwill to people.

H. Generalization



IV. Evaluation


V. Assignment

Advance reading for our next topic (Philippine Theater).

115

A SEMI-DETAILED LESSON PLAN IN ARTD (Festivals and Theatrical Forms)


how theatrical elements (sound, music, gesture, movement, and costume)

affect the creation and communication of meaning in Philippine Festivals

and Theatrical Forms as influenced by history and culture.

theater and performance as a synthesis of arts and a significant

expression of the celebration of life in various Philippine communities.


creates appropriate festival attire with accessories based on authentic

festival costumes.

creates/improvises appropriate sound, music, gesture, movements, and

costume for a chosen theatrical composition.

takes part in a chosen festival or in a performance in a theatrical play.

I. Objectives


g. identify the festivals and theatrical forms celebrated all over the

country throughout the year;

h. appreciate the festivals and theatrical forms through patronizing;

and

i. apply the knowledge that they‟ve learned in their everyday life.

II. Subject Matter:




Materials: AVP



116

III. Procedure

IV. Preliminary Activities

7. Greetings



c. What are the Festivals Aklan, Cebu and Bantangas?

V. Motivation (Watch Mo, Say Mo?)

The teacher will ask his students to watch a short video clip.


c. Any thoughts about video?

d. What did you notice about the video?

VI. Lesson Proper

g. Festival- isa acommunity event celebrating unique aspects of that

community and its tradition.

Enthusiasm- intense and eager enjoyment, interest or

approval.

Fertility- is the natural capability to produce offspring.

b. Theater- is a collaborative form of fine art that uses live performers to present the experience of a real event. c. Dance drama- is conveyed dance movement sometimes accompanied by dialogue. d. Spectacle- is a visually striking performance or display. e. Proportion –is the agreeable or harmonious relation of parts within a whole. RELIGIOUS FESTIVALS

Pahiyas Festivals- is celebrated every 15th of the hot summer

month of May in the quiet town of Lucban.

Obando Fertility Rite- is a dance ritual and Catholic festival

celebrated every May in Obando, Bulacan.

117

VII. Generalization



VIII. Evaluation

The students will answer activity in page 252.

IX. Assignment

Research about the next topic Festival Dance in Physical Education.

A SEMI-DETAILED LESSON PLAN IN HEALTH (Nature of Non-Communicable Diseases „NCD‟)

I. Objectives


X. recognize non-communicable diseases;

XI. appreciate the importance of knowing the signs and symptoms of any

NDC‟s; and

XII. demonstrate the cause and effects of having NDC‟s.

II. Subject Matter:

Topic: Nature of Non-Communicable Diseases „NCD‟

References: Physical Education and Health

Materials: AVP



Moriones- is a costume worn by Marinduquenos on the western side of

Marinduque.

Ati-atihan- is a festival in honor of the Santo Nino and is celebrated by

rejoicing and energetic merriment on the streets.

Sinulog- commemorates the acceptance of the Filipino people of

Christianity.

Dinagyang- is a showcase of the rich heritage, colorful history, passionate

devotion and fun loving spirit of the Ilonggo People.

Santacruzan- Flores De Mayo celebrated with flower offerings for the

Blessed Virgin Mary in Catholic Churches.

118

III. Procedure

XIII. Preliminary Activities

10. Greetings



d. What is stress?

e. What are the two types of stress

XIV. Motivation (Watch A Video Clip)

The teacher will ask his students to 2-minute video clip that is related

to ther topic for today.


e. Any thoughts about the video?

f. How does NCD affects people on their everyday life?

XV. Lesson Proper

h. Allergy- is a misguided reaction to foreign substances by the immune

system.

Allergies:

Hay Fever

Allergic conjunctivitis

Allergic Eczema

Hives

Allergic Shock

i. Asthma

j. Cardiovascular diseases- is a disease of the heart and blood vessels

a. Heart Diseases

Congenital heart diseases

Congestive heart failure

Arrhythmia

Rheumatic heart disease

Myocardial infraction (heart attack)

k. Vascular (blood vessels)

Arteriosclerosis

Atherosclerosis

119

Hypertension

Stroke

Aneurysm

l. Cancer- is caused by abnormal cells growing without control.

Benign

Malignant

m. Diabetes- is a disease that prevents the body from converting food into

energy.

n. Arthritis- refers to the inflammation of joints. It actually occurs during

old age.

o. Kidney Failure-is a medical condition in which the kidneys fail to

adequately filter waste products from the blood.

XVI. Application (Tanong Ko, Sagot Mo)

The teacher will ask his/her students about their beloved or people whom

they‟ve known who has some NCD‟s and afterwards he would ask them

on what did they feel and how did they help that person.

XVII. Generalization

7. What do you think will happen if we don‟t actually take care of our

body?

8. How do you feel after you act those diseases I have given to you?

IV. Evaluation


V. Assignment

In your health notebook, write down your 3 useful tips to prevent NDC?

120

MY LESSON PLAN IN THE DEMONSTRATION TEACHING

DETAILED LESSON PLAN

IN MUSIC GRADE 7

(MUSIC OF PHILIPPINE FESTIVALS AND THEATRICAL FORMS)

Prepared by: TIMOTHY BRAVO (Student Teacher) Checked by: MINETTE DG. ROSARIO (Cooperating Teacher) Recommending Approval: ADAILADA C. CARINO (Head Teacher III) Recommending Approval: MARLITO V. AUSTRIA (Master Teacher I) Noted by: ROLANDO C. SALVADOR (Principal III)

A DETAILED LESSON PLAN IN MUSIC (Music of Philippine Festivals and Theatrical Forms)

I. OBJECTIVES

121

A. CONTENT STANDARDS

The learner:


selected Philippine Festivals.


theater.

B. PERFORMANCE STANDARDS

The learner:

performs excerpts/selections from Philippine musical theater

performs songs and dances from selected Philippine festivals.

C. LEARNING COMPETENCY

a) The learner identify the festivals and theatrical forms celebrated all

over the country throughout the year

b) The learner research on the history of the festival and theatrical

composition and its evolution, and describe how the townspeople

participate and contribute to the event.

c) The learner identifies the elements and principles of arts as seen in

Philippine Festivals.

II. Subject Matter




Materials: AVP, Explosion Box, Tarpapel, and Candle



122

III. LEARNING ACTIVITIES

TEACHER’S ACTIVITY STUDENT’S ACTIVITY A. Preliminary activities

1. Prayer

_____ kindly lead the prayer.

2. Greetings

Good morning students! How is your day?

3. Checking of attendance

Who is absent among the class?

4. Review of previous lesson

Before we proceed to our new lesson, let‟s

first have a recapitulation of our previous

lesson.

5. What was our previous lesson?

6. What is the importance of knowing these festivals?

That's right! B. Motivation (Spoken Word) The teacher will present his own spoken word piece with an accompaniment of music.

Let us bow our head and feel the presence of the Lord. Good Morning, Sir! We‟re fine! None, Sir. Festivals of Aklan, Cebu, and Batangas As a Filipino, we should be able to know and patronize our own festivals to prevent it from depleting for being gone forever. (The students will listen)

Our Father, who art in heaven, hallowed be Thy name. Thy kingdom come, thy will be done, on earth as it is in heaven. Give us this day our daily bread; and forgive us our trespasses, as we forgive us our trespass against us; and lead us not into temptation, but deliver us from evil. Amen.

123

What did you observe from the piece I have presented to you? Very Good! What do you think is our topic for today? Very good! All your answers are correct. Our topic for today is all about Festivals of Marinduque, Davao, and Bicol. C. Discussion Proper Our lesson aims to:

7. Identify musical characteristics of selected

Philippine Festivals and theatrical forms

through video or live performances;

8. Narrate the origins and cultural background

of selected Philippine Festivals; and

9. Appreciate the importance of festivals in our country.

Let‟s define Festivals. Festivals

10. A day or period of celebration, typically a religious commemoration.

11. An annual celebration or anniversary. Festivals of Marinduque, Davao, and Bicol

Moriones Festival

(Students raises their hand) It tackles about how we choose other music instead of our own. About Festivals! About Music Festivals!

124

It is a colorful folk religious festival during holy week in the island known as the “heart of the Philippines,” the island of Marinduque.

What is the heart of the Philippines? When do they celebrate Moriones Festival. Very Good! Kadayawan Festival Is held in Davao every third week of August in celebration of thanksgiving for good harvest with parade floats of fresh fruits and flowers.

When do they celebrate the Kadayawan Festival? Good job! Ibalong Festival Is held in Bicol Region, aims to express friendliness, enthusiasm and goodwill to people.

(Students raises their hand) Marinduque! During holy week! (Student raises his/her hand) Every third week of August

125

What are the names of the epic heroes of Ibalong. Job well done! The importance of festivals is for us to know more about its significance and how we patronize it, appreciating its uniqueness to other traditions and culture.

C. Application (Fiesta mo, Gawa Mo)

The teacher will present the explosion box to the students consisting three unique festivals namely, Moriones, Ibalong and Kadayawan. There are 4 sided of the box but we only have 3 distinct festivals. Students will be the one to make their own festivals. The teacher will give an allotted time of 10 minutes for his students to conceptualize and 5 minutes of discussing why they have chosen that kind of festivals. D. Generalization The teacher will present a candle, the teacher will express his thoughts regarding the candle on how is related on how our culture are being left behind by their own people.


10. Do you think these festivals should be

patronized?

Very good! It seems that you really listen and understand our topic.

(Students raises their hand) Baltog, Handyong, and Bantong.

126

E. Evaluation

Multiple Choice (5pts)

1. It is known as the “heart of the Philippines”

a. Davao b. Bicol c. Cebu d. Marinduque

2. It is a festival that aims to express friendliness, enthusiasm, and

goodwill to all people.

a. Moriones Festival b. Kadayawan Festival c. Ibalong Festival

d. Sinulog Festival

3. Kadayawan Festival is held in what City?

a. Marinduque b. Bicol c. Davao e. Cebu

4. Moriones Festival is a colorful folk-religious during what week

a. Summer Week b. Spring Week c. Holy Week e.

Third Week

5. He was the centurion who pierced the side of Jesus Christ.

a. Longinus b. Pontius Pilate c. Juanito d. Marcus Aurelius

Answers: 1. (D) Marinduque

2. (C)Ibalong Festival

3. (C)Davao

4. (C) Holy Week

5. (A) Longinus

F. Assignment

127

In a short coupon bond, write down their unforgettable memory or

experiences in their life and afterwards, they will act it in front of their

classmates.

Instructional Materials

128

Reflection in Instructional Materials

Actually, a friend of mine suggested these instructional materials of mine.

Explosion box could actually catch the attention of my learners because it could

surprise them and it could touch their curiosity. Learning should always be fun

and that‟s why I‟m trying my very best to cater them with this kind of mindset.

I‟ve also used tarpapel, the utilization of these things could actually help

teachers to bring out the best of them. By being creative with their own could

help them nurture not only for their students but also for them.

Lastly, I‟ve used a candle for the representation of my report. Symbolism

could actually fill the knowledge of my students.It could give students a hint for

their future life. They could make this as their stepping stone or their so called

mantra in life.

Evaluative Tools

Evaluation

Multiple Choice (5pts)

6. It is known as the “heart of the Philippines”

b. Davao b. Bicol c. Cebu d. Marinduque

7. It is a festival that aims to express friendliness, enthusiasm, and

goodwill to all people.

b. Moriones Festival b. Kadayawan Festival c. Ibalong Festival

d. Sinulog Festival

8. Kadayawan Festival is held in what City?

b. Marinduque b. Bicol c. Davao e. Cebu

9. Moriones Festival is a colorful folk-religious during what week

b. Summer Week b. Spring Week c. Holy Week e.

Third Week

10. He was the centurion who pierced the side of Jesus Christ.

b. Longinus b. Pontius Pilate c. Juanito d. Marcus Aurelius

129

Answers:

6. (D) Marinduque

7. (C)Ibalong Festival

8. (C)Davao

9. (C) Holy Week

10. (A) Longinus

Evaluation


Reflection on Evaluative Tools

This evaluative tool is used to measure the learnings of the learner inside the

four corners of the room and to help the learners think critically. A topic taught

without this, will be useless because there will no be an evident of learning.

Based on what I have recorded from the quizzes of my 3 handled sections, they

had really learned from our lessons because majority of them got a half score

from each quiz.

There is one evaluative tool that became challenging. It was the Group Activity, it

could foster their communication skills with each other but it could also be one of

the cause for them to be noisy, too much knowledge or should I say a

brainstorming.

Giving the evaluative tool to the learner was a difficult part too. Why? Because

there‟s a lot of them who don‟t answer quizzes that I am giving and some of them

leaves without any permission while their quiz is ongoing.

130

Though, I‟m still happy that they‟ve change their routine whenever I will give them

different quizzes with different approaches. They‟ve changed a lot after learning

from their own mistakes.

Observation and Evaluation Form

135

Reflection on Observation and Evaluation Forms

The Evaluation Forms filled up by my Cooperating Teacher had spoken me

the aspect that I have to develop for this profession that I took. In our In-Campus

Teaching, the observed problem was my inconsistent used of language during

classes. Aside of that, they corrected me about with my proper execution of my

activities.

I am blessed as a Pre-Service Teacher because they tend to treat me not

only as a student but a family too that they always guide every time I need their

help.

These commentary and evaluation that I have received from them were just

the beginning of this journey. I only have to acquire it constructively in command

to become a real professional teacher in the future.

There was a saying that I read that pushes me to do better. The quote was

this, “There is always a room for improvement.” It means, if you fail you can do

better if you‟ll be willing to enhance your potentials. Sometimes, we need to hear

criticism to motivate ourselves because that‟s what we truly demand.

136

Sample of Learner’s Work and Feedback

138

APPENDICES

139

Daily Time Record

MONTH OF JANUARY

140

MONTH OF FEBRUARY

141

MONTH OF MARCH

142

P. T Forms Accomplished

148

Teacher’s Program (Sir Marlito’s Class Schedule)

149

School Form (SF 1)

150

School Form 2 (SF 2)

School ID School Year Report for the Month of

Name of School Grade Level Section

(1st row for date)

M T W TH F M T W TH F M T W TH F M T W TH F M T W TH F

1. The attendance shall be accomplished daily. Refer to the codes for checking learners' attendance.

2. Dates shall be written in the columns after Learner's Name.

3. To compute the following:* Enrolment as of (1st Friday of June)

a. Percentage of Enrolment =Registered Learners as of end of the month

x 100Enrolment as of 1st Friday of the school year

b. Average Daily Attendance =Total Daily Attendance

Number of School Days in reporting month

c. Percentage of Attendance for the month =Average daily attendance

x 100Registered Learners as of end of the month

4. Every end of the month,

School Form 2 (SF2) Daily Attendance Report of Learners

(This replaces Form 1, Form 2 & STS Form 4 - Absenteeism and Dropout Profile)

Late enrolment

(beyond cut-off)

Registered Learners as of

Percentage of Enrolment as of

Average Daily Attendance

Percentage of Attendance for the month

Number of students absent for 5 consecutive

days

the class adviser will submit this form to the office of the principal for recording of summary table into School

Form 4. Once signed by the principal, this form should be returned to the adviser.

5. The adviser will provide neccessary interventions including but not limited to home visitation to learner/s who were absent for 5

consecutive days and/or those at risk of dropping out.

6. Attendance performance of learners will be reflected in Form 137 and Form 138 every grading period.

*Beginning of School Year cut-off report is every 1st Friday of the School Year

(Signature of Adviser over Printed Name)

(Signature of School Head over Printed Name)

300378 2018 - 2019

Bolingit National High School Grade 7 (Year I) ACCO

No.NAME

(Last Name, First Name, Middle Name)

GUIDELINES: Month : No. of Days of

Classes:

ROLANDO CATUNGAL SALVADOR

Total for the

MonthREMARKS (If DROPPED OUT, state reason,

please refer to legend number 2. If

TRANSFERRED IN/OUT, write the name of School.)ABSENT TARDY

1. CODES FOR CHECKING ATTENDANCE Summary

M F TOTAL

2. REASONS/CAUSES FOR DROPPING OUT

a. Domestic-Related Factors

b. Indiv idual-Related Factors

Dropped out

c. School-Related FactorsTransferred out

Transferred in

d. Geographic/Env ironmental

e. Financial-Related

f. Others (Specify)

1. AÑONUEVO,ANDREW, GARCIA

2.BUGAYONG,MARK KENNETH,

REYES

3.CAMACHO,FRANCIS JOSHUA,

PERALTA

4.DALLUDUNG,GIO ANDREO,

FERRER

5.DELOS SANTOS,JAY MARK,

VIERNES

6. DELOS SANTOS,JYRICK, VILORIA

7. EDIZA,JOHN CARLO, PALAGANAS

8. HISTORIA,JASON, DELOS SANTOS

9. ILUMIN,ALFRED, CRISOSTOMO

10. LOPEZ,IVAN, RAYMUNDO

11.MANZON,KING JANEDRO,

VERSOZA

12. MAPALO,RAYMART, LOVENDINO

13.PALAGANAS,JUSTIN KIM,

MARTINEZ

14. PAMINTUAN,MARK JUSTINE, SOLIS

15. PERALTA,EDRIAN, MENDOZA

16. SIMEON,JOHN LOU, NARVASA

17.SINLAO,DEANVER JEED,

MACARAEG

18. VALENZUELA,LORENCE, JUAN

18. <=== MALE | TOTAL Per Day ===>

1. ABALOS,ELAISA, LEJANO

2. AGBUYA,EDENMEE, MACARAEG

3. CADIENTE,JASMINE, ROQUE

4. DALLAPAS,MARJOLYN, ABALOS

5.DE GUZMAN,CRISANGELYN,

MAGDALITA

6. DE VERA,ARLENE, SALAZAR

7. FERRER,JOYCE ANN, CABUS

8. LAMBAN,ANNALYN, SINGCOL

9. MELICAN,LJ MAE, DE LUNA

10. MUÑOZ,JILLIAN, GABINI

11.REGASPI,CHRISTINE JOY,

BALLESTEROS

12. TAMONDONG,JASMIN, GANDIA

13. ZACARIAS,FREDA, SANCHEZ

13. <=== FEMALE | TOTAL Per Day ===>

31. Combined TOTAL Per Day

18 13 31

0 0 0

Generated thru LIS

(blank) - Present; (x)- Absent; Tardy (half shaded= Upper

for Late Commer, Lower for Cutting Classes)

a.1. Had to take care of siblings

a.2. Early marriage/pregnancy

a.3. Parents' attitude toward schooling

a.4. Family problems

b.1. Illness

b.2. Overage

b.3. Death

b.4. Drug Abuse

b.5. Poor academic performance

b.6. Lack of interest/Distractions

b.7. Hunger/Malnutrition

c.1. Teacher Factor

c.2. Physical condition of classroom

c.3. Peer influence

d.1. Distance between home and school

d.2. Armed conflict (incl. Tribal wars & clanfeuds)

d.3. Calamities/Disasters

e.1. Child labor, work

during the month

end of month

end of month

I certify that this is a true and correct report.

Attested by:

ADELA C. CORPUZ

151

School Form 3 (SF3)

School ID School Year

School Name Grade Level Section

Date Date Date Date Date Date Date Date Date Date

1. Title of Books Issued to each learner must be recorded by the class adviser.

2. The Date of Issuance and the Date of Return shall be reflected in the form.

3. The Total Number of Copies issued at BoSY shall be reflected in the form.

4. The Total Number of Copies of Books Returned at the EoSYshall be reflected in the

form.

5. All textbooks being used must be included. Additional copies of this form may be

used if needed.

A. In Column Date Returned, codes are: FM=Force Majeure, TDO: Transferred/Dropout,

NEG=Negligence

B. In Column Remark/Action Taken, codes are: LLTR=Secured Letter from Learner duly signed by

parent/guardian (for code FM), TLTR=Teacher prepared letter/report duly noted by School

School Form 3 (SF3) Books Issued and Returned

(This replaces Form 1 & Inventory of Textbooks)

Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title

Head for

submission to School Property Custodian (for code TDO), PTL=Paid by the Learner (for code NEG).

References: DO#23, s.2001, DO#25, s.2003, DO#14, 2.2012.

(Signature of Adviser over Printed Name)

300378 2018 - 2019

Bolingit National High School Grade 7 (Year I) MAG

No

.

NAME

(Last Name, Fi rst Name,

Middle Name)

GUIDELINES:In case of lost/unreturned books, p lease provide in formation wi th the

fo l lowing code:

Prepared By:

REMARKS/ACTION TAKEN

(Please refer to the legend on

last page)

Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned

1.AÑONUEVO,ANDREW

GARCIA

2.BUGAYONG,MARK KENNETH

REYES

3.CAMACHO,FRANCIS JOSHUA

PERALTA

4.DALLUDUNG,GIO ANDREO

FERRER

5.DELOS SANTOS,JAY MARK

VIERNES

6.DELOS SANTOS,JYRICK

VILORIA

7.EDIZA,JOHN CARLO

PALAGANAS

8.HISTORIA,JASON DELOS

SANTOS

9.ILUMIN,ALFRED

CRISOSTOMO

10. LOPEZ,IVAN RAYMUNDO

11.MANZON,KING JANEDRO

VERSOZA

12.MAPALO,RAYMART

LOVENDINO

13.PALAGANAS,JUSTIN KIM

MARTINEZ

14.PAMINTUAN,MARK JUSTINE

SOLIS

15. PERALTA,EDRIAN MENDOZA

16.SIMEON,JOHN LOU

NARVASA

17.SINLAO,DEANVER JEED

MACARAEG

18.VALENZUELA,LORENCE

JUAN

18.<=== TOTAL FOR MALE |

TOTAL COPIES ===>

1. ABALOS,ELAISA LEJANO

2.AGBUYA,EDENMEE

MACARAEG

3. CADIENTE,JASMINE ROQUE

4.DALLAPAS,MARJOLYN

ABALOS

5.DE GUZMAN,CRISANGELYN

MAGDALITA

6. DE VERA,ARLENE SALAZAR

7. FERRER,JOYCE ANN CABUS

8. LAMBAN,ANNALYN SINGCOL

9. MELICAN,LJ MAE DE LUNA

10. MUÑOZ,JILLIAN GABINI

11.REGASPI,CHRISTINE JOY

BALLESTEROS

12.TAMONDONG,JASMIN

GANDIA

13. ZACARIAS,FREDA SANCHEZ

13.<=== TOTAL FOR FEMALE |

TOTAL COPIES ===>

31.<=== TOTAL LEARNERS |

TOTAL COPIES ===>

Date of BoSY:___/___/_____ Date of EoSY: ___/___/_____

MINETTE ANONUEVO DE GUZMAN

Generated thru LIS

152

School Form 5 (SF5)

154

School Form 10 (SF10)

156

Class Record

157

Pictorials

The First Picture

here is my students

in PRG 7. Had the

chance to teach

them every

Monday to Friday

from 1:30- 2:30

P.M.

The Second

Picture here is

my ACCO 7.

Their schedule is

from 2:30-3:30

P.M.

The Last Picture

is my MTC 7.

My schedule is

from 3:30-4:30

PM.

It was a roller coaster journey for me but hey! I just love how they are able to change their attitudes while they are learning from me. I must

say that learning is really a continuous process. We don’t tend stop

from the middle of our mistakes make it as our stepping stones to catch

our dreams.

158

My cooperating teacher, Mrs. Minette DG.

Rosario who I must say a hardworking teacher in Bolingit

National High School

Teaching

students for the Coronation of their Mr. and Ms. Bolingit

National High School 2019.

159

Demonstration Teaching in Bolingit National High School

160

A Request Letter for my Proofreader

An Approval Letter Of My Proofreader

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