Matrix of Curriculum Standards (Competencies),

with Corresponding Recommended Flexible Learning Delivery Mode and Materials per Grading Period

MUSIC, ARTS, PE & HEALTH

GRADE 1 MUSIC

Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment

the (Grade 1 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
Week 1/ identifies the difference between sound and silence accurately
Q1
Week 2 / relates images to sound and silence within a rhythmic pattern
Q1
Week 3 / performs echo clapping
Q1
Week 4 / maintains a steady beat when chanting, walking, tapping, clapping, and playing
Q1 musical instruments
claps, taps, chants, walks and plays musical instruments with accurate rhythm in
response to sound
Week 5 / o in groupings of 2s
Q1
o in groupings of 3s
o in groupings of 4s
Week 6-8 creates simple ostinato patterns in groupings of 2s, 3s, and 4s through body
/ Q1 movements
Week 1 / identifies the pitch of a tone as high or low
Q2
Week 2 / matches the correct pitch of tones with other sound sources
Q2 sings simple melodic patterns ( so –mi, mi –so, mi – re-do)
Week 3 / matches the melody of a song with the correct pitch vocally
Q2 - greeting songs - action songs
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 1 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
- counting songs
sings in pitch
- rote singin - counting songs
- greeting songs - echo singing
identifies with body movements the
Week 4 / - beginnings
Q2 - endings
- repeated parts of a recorded music example
identifies similar or dissimilar musical lines with the use of:
Week 5 /
- body movements
Q2
- geometric shapes or objects
relates basic concepts of musical forms to geometric shapes to indicate
Week 6 / understanding of:
Q2 - same patterns
- different patterns
Week 7-8 chooses the exact geometric shapes that correspond to musical form
/ Q2
identifies the source of sounds: wind, wave, swaying of the trees, animal sounds,
Week 1 / sounds produced by machines, transportation, through body movements
Q3 responds appropriately to differences in sounds heard through body movement
Week 2 / Performs the different sounds heard from differents sound sources to produce a
Q3 variety of timbres
Week 3 / demonstrates dynamic changes with movements
Q3 uses the terms loud and soft to identify volume changes
relates the concepts of dynamics to the movements of animals
Week 4 /
- elephant walk: loud
Q3
- tiny steps of a mouse: soft
interprets with body movements the dynamics of a song
Week 5-6
- small movement: soft
/ Q3
big movement: loud
Week 7-8 applies the concept of dynamic levels to enhance poetry, chants, songs, drama or
/ Q3 musical stories through body movements.
 Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 1 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
- small movement: soft
- big movement: loud
Week 1 / mimics animal movements
Q4 horse – fast
carabao – slow
demonstrates the basic concepts of tempo through movements

Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment

the (Grade 1 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
Week 2 / responds to varied tempo with movements or dance steps
Q4 - slow movement with slow music
- fast movement with fast music
Week 3 / uses varied tempo to enhance poetry, chants, drama, and musical stories
Q4 GRADE 2
Week 4 / identify sounds alone, sounds together
Q4 MUSIC
Week 5 / demonstrates awareness of texture by using visual images
Q4 of
Week Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Week 6 / distinguishes accurately between single
the musical
(Grade line and multiple musical lines
2 Music) Learning develope online) (provide a
Q4
Quarter/ which occur simultaneously in a given song
resources r link if online)
Week 7-8 demonstrates the concept of texture by singing two-part round
Grading
/Period
Q4 - Are You Sleeping, Brother John? available
Week 1 / distinguishes aurally
- Row, Row, Row and visually
Your Boat between sound and silence
Q1
relates visual images to sound and silence using quarter note , beamed eighth

notes and quarter rest in a rhytmic pattern

Week 2 / replicates a simple series of rhythmic sounds (i.e. echo clapping)
Q1
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 2 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
Week 3 / maintains a steady beat when chanting, walking, tapping, clapping, and playing
Q1 musical instruments
claps the written stick notation to show steady beats
Week 4 / divides the stick notations into measures of 2s, 3s and 4s to show rhythmic
Q1 patterns
Week 5-6 writes stick notation on the board to represent the sound heard
/ Q1
Week 7-8 creates simple ostinato patterns in measures of 2s, 3s, and 4s with body
/ Q1 movements
Week 1 / identifies the pitch of tones as: high (so), low (mi); higher (la); lower (re)
Q2 responds to ranges of pitch through body movements, singing, and playing
sources of sounds
Week 2 / demonstrates high and low pitches through singing or playing musical instruments
Q2 sings children's songs with accurate pitch
echoes simple melodic patterns through singing or humming
Week 3 / demonstrates melodic contour through:
Q2 a. movement
b. body staff
c. writing melodic line on air
d. line notation
e. visual imagery
Week 4 / identifies the beginning and ending of a song
Q2 demonstrates the beginning and ending of a song with
- movements
- vocal sounds
- instrumental sounds
Week 5 / identifies musical lines as
Q2 - similar
- dissimilar with movements and with the use geometric shapes or objects
Week 6 / recognizes repetitions within a song
Q2
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 2 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
Week 7-8 creates melodic or rhythmic introduction and ending of songs
/ Q2
Week 1 / identifies the source of sounds e.g. winds, waves swaying of the trees, animals
Q3 sounds, sounds produced by machines, transportation, etc.
replicates different sources of sounds with body movements
Week 2 / identifies the common musical instruments by their sounds and image
Q3
Week 3 / recognizes the difference between speaking and singing
Q3
Week 3 / sings songs with accurate pitch and pleasing vocal quality
Q3
Week 4 / produces sounds using voice, body, and objects to enhance a given story
Q3
Week 5 / interprets through body movements the dynamics of a song
Q3 distinguishes between “loud”, “louder”, “soft” and “softer” in music
relates movements of animals to dynamics
E.g.
elephant walking – loud
dog walking – medium
tiny steps of a mouse – soft
uses the words loud, louder, soft, softer – to identify variations in volume
Week 6 / replicates “loud,” “medium,” and “soft” with voice or with instruments
Q3
Week 7-8 sings a given song with appropriate dynamics
/ Q3
Week mimics animal movements
1/Q4 horse – fast
carabao – moderate
turtle – slow
responds to the accurate tempo of a song as guided by the hand signal of the
teacher
e.g. The teacher’s slow hand movement means “slow”, while fast hand
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 2 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
movement means “fast”.
demonstrates changes in tempo through dance steps
Week 2-3 distinguishes “slow,” “slower,” “fast,” and “faster” in recorded music with voice or
/ Q4 with instruments
Week 4 / identifies musical texture with recorded music
Q4 - melody with single instrument or voice
- single melody with accompaniment
- two or more melodies sung or played together at the same time
Week 4-5 shows awareness of texture by relating visual images to recorded or performed
/ Q4 music
Week 5-6 distinguishes between single musical line and multiple musical lines which occur
/ Q4 simultaneously
Week 7-8 distinguishes between thinness and thickness of musical sound in recorded or
/ Q4 performed music

GRADE 3 MUSIC

Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment

the (Grade 3 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
Week 1 / relates images with sound and silence using quarter note , beamed eighth note
Q1
, half note , quarter rest and half rest within a rhythmic pattern
Week 2 / maintains a steady beat when chanting, walking, tapping, clapping, and playing
Q1 musical instruments
Week 3-4 claps, taps, chants, walks, and plays musical instruments in response to sound
/ Q1 with the correct rhythm
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 3 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
- in measures of 2s, 3s, and 4s
- echo clapping
- marching
- dancing the waltz
Week 5-6 plays simple ostinato patterns with classroom instruments and other sound
/ Q1 sources
Week 7-8 creates simple ostinato patterns in measures of 2s, 3s, and 4s through body
/ Q1 movements
Week 1 / identifies the pitch of a tone as:
Q2 - high – higher
- moderately high – higher
- moderately low – lower
- low – lower
matches the correct pitch of tones
- with the voice
- with an instrument
Week relates movements with levels of pitch
2/Q2 recreates simple patterns and contour of a melody
Week 3 / sings entire simple songs (children’s songs/folksongs) with accurate pitch
Q2
Week 4 / identifies the beginning, middle, and ending of a song
Q2 identifies musical lines as
- similar
- same
- different through movements and geometric shapes or objects
recognizes repetitions within a song
Week 5-6 performs repetitions of musical lines alone or with others through singing or
/ Q2 playing instrument
Week 7-8 renders a song from beginning to end
/ Q2
Week 1 / recognizes differences in sound quality coming from a variety of sound sources
Q3
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 3 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
Week 2 / recognizes musical instruments through sound
Q3 identifies and compares the voices of:
- classmates as they sing or speak
- selected popular singers in recordings
compares the use of the voice in speaking and in singing
Week 3 / uses the voice and other sources of sound to produce a variety of timbres
Q3
Week 4 / interprets the dynamics of a song through body movements
Q3 - small movement – soft
- big movement – loud
distinguishes “loud,” “medium,” and “soft” in music
relates dynamics to the movements of animals (use animal sounds found in the
locality)
Week 5 / uses terms “loud,” “medium,” and “soft” (louder, softer) to identify changes and
Q3 variations in volume
Week 6 / responds to conducting gestures of the teacher for “loud” and “soft”
Q3
Week 7-8 uses varied dynamics to enhance poetry, chants, drama, songs and musical stories
/ Q3
Week 1 / sings songs with proper tempo following basic conducting gestures
Q4
Week 2 / relates movement to changes and variations in tempo
Q4 distinguishes among fast, moderate, and slow in music
uses the terms: fast, moderate, and slow, (faster, slower etc.) to identify tempo
changes and variations
Week 3-4 sings songs with designated tempo (use songs from the locality)
/ Q4
Week 5-6 demonstrates the concept of texture by singing “partner songs”
/ Q4 1. “Leron, Leron Sinta”
2. “Pamulinawen”
3. “It’s A Small World”
Week of Learning competencies Lesson Exemplar/ LR Link (if available Assessment
the (Grade 3 Music) Learning develope online) (provide a
Quarter/
Grading
resources r link if online)
Period available
4. “He’s Got the Whole World in His Hands
Week 7-8 distinguishes between thinness and thickness of musical sound
/ Q4

GRADE 4 MUSIC

Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 4 Music) Learning develope online) (provide a
Grading Period
resources r link if online)
available
Week 1/Q1 identifies different kinds of notes and rests
Week 2/Q1 organizes notes and rests according to simple meters (grouping notes and
rests into measures given simple meters)
Week 3/Q1 states the meaning of the different rhythmic patterns
Week 4-5/Q1 demonstrates the meaning of rhythmic patterns by clapping in time signatures
2 3 4
4, 4, 4
Week 5-6/Q1 uses the bar line to indicate groupings of beats in2 3 4
4, 4, 4
Week 7-8/Q1 identifies accented and unaccented pulses
Week 1/Q2 identifies the pitch name of each line and space of the G-clef staff
Week 2/Q2 identifies the pitch names of notes on the ledger lines and spaces below the
G-clef staff (middle C and D)
Week 3/Q2 recognizes the meaning and use of G- Clef

Week 4/Q2 identifies the movement of the melody as:

- no movement
- ascending stepwise
- descending stepwise
 Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 4 Music) Learning develope online) (provide a
Grading Period
resources r link if online)
available
- ascending skipwise
descending skipwise
Week 5/Q2 identifies the highest and lowest pitch in a given notation of a musical piece
to determine its range
Week 6/Q2 sings with accurate pitch the simple intervals of a melody
Week 7-8/Q2 creates simple melodic lines
Week 1/Q3 identifies aurally and visually the introduction and coda (ending) of a musical
piece
identifies aurally and visually the antecedent and consequent in a musical
piece
Week 2/Q3 listens to similar and contrasting phrases in recorded music
Week 3/Q3 identifies similar and contrasting phrases in vocal and instrumental music
from the previous lessons
1. melodic
2. rhythmic
Week 4/Q3 sings similar and contrasting phrases in music
1. melodic
2. rhythmic
Week 5/Q3 distinguishes vocal and instrumental sounds
identifies as vocal or instrumental, a recording of the following:
1. solo
2. duet
3. trio
ensemble
Week 6/Q3 identifies aurally and visually various musical ensembles in the community
recognizes the use of the symbol p (piano) and f (forte) in a musical score
Week 7-8/Q3 uses appropriate musical terminology to indicate simple dynamics
1. forte 2. piano
Week 1/Q4 relates body movements to the tempo of a musical example
uses appropriate musical terminology to indicate variations in tempo
1. largo 2. presto
 Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 4 Music) Learning develope online) (provide a
Grading Period
resources r link if online)
available
Week 2/Q4 identifies aurally the texture of a music example
identifies aurally and visually an ostinato or descant in a musical example
Week 3/Q4 recognizes aurally and visually, examples of 2-part vocal or instrumental
music
Week 4/Q4 identifies harmonic interval (2 pitches) in a musical example
Week 5/Q4 recognizes aurally and visually, examples of harmonic intervals
Week 6-8/Q4 creates examples of harmonic interval (2 pitches) with others

GRADE 5 MUSIC

Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 5 Music) Learning develope online) (provide a
Grading Period
resources r link if online)
available
Week 1/Q1 identifies visually and aurally the kinds of notes and rests in a song
Week 2/Q1 recognizes rhythmic patterns using quarter note, half note, dotted half note,
dotted quarter note, and eighth note in simple time signatures
Week 3-5/Q1 identifies accurately the duration of notes and rests in2 3 4 time
signatures 4, 4, 4
Week 6-8/Q1 creates different rhythmic patterns using notes and rests in time signatures
Week 1/Q2 recognizes the meaning and uses of F-Clef on the staff

Week 2/Q2 identifies the pitch names of each line and space on the F-Clef staff
Week 3/Q2 identifies the symbols: sharp (# ), flat (♭), and natural (♮)
recognizes aurally and visually, examples of melodic interval
Week 4/Q2 identifies the notes of the intervals in the C major scale
 Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 5 Music) Learning develope online) (provide a
Grading Period
resources r link if online)
available

Week 4/Q2 identifies successive sounding of two pitches

Week 5/Q2 determines the range of a musical example
1. wide 2. narrow
Week 6/Q2 reads / sings notes in different scales : Pentatonic scale, C major scale, G
major scale
Week 7-8/Q2 creates simple melodies
performs his/her own created melody
Week 1/Q3 recognizes the design or structure of simple musical forms:
1. unitary(one section)
2. strophic(same tune with 2 or more sections and 2 or more verses)
Week 2/Q3 creates a 4- line unitary song
Week 3/Q3 creates a 4 –line strophic song with 2 sections and 2 verses
Week 4/Q3 describes the characteristics of each type of voice
Week 5/Q3 identifies the following vocal timbres:
1. soprano
2. alto
3. tenor
4. bass
Week 6/Q3 identifies aurally and visually different instruments in:
1. rondalla
2. drum and lyre band
3. bamboo group/ensemble (Pangkat Kawayan)
4. other local indigenous ensembles
Week 7-8/Q3 creates a variety of sounds emanating from the environment using available
sound sources
Week 1/Q4 identifies the different dynamic levels used in a song heard
Week 1-2/Q4 uses appropriate musical terminology to indicate variations  in dynamics,
specifically:
1. piano (p)
2. mezzo piano (mp)
 Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 5 Music) Learning develope online) (provide a
Grading Period
resources r link if online)
available
3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo
Week 3/Q4 identifies the various tempo used in a song heard
Week 3-4/Q4 uses appropriate musical terminology to indicate variations in tempo:
1. largo
2. presto
3. allegro
4. moderato
5. andante
6. vivace
7. ritardando
8. accelerando
Week 4/Q4 identifies aurally the texture of a musical piece
Week 5/Q4 performs 3-part rounds and partner songs
Week 6-8/Q4 uses the major triad as accompaniment to simple songs

GRADE 6 MUSIC

Week of the Learning competencies Lesson LR Link (if available online) Assessment (provide a link
Quarter/ (Grade 6 Music) Exemplar/ developer if online)
Grading Period
Learning
resources
available
Week 1/Q1 identifies the values of the notes / rests used in a particular song
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 Week of the Learning competencies Lesson LR Link (if available online) Assessment (provide a link
Quarter/ (Grade 6 Music) Exemplar/ developer if online)
Grading Period
Learning
resources
available
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Week 4-5/Q1 demonstrates the conducting gestures of 2 34 and6 time signatures
4, 4, 4 8
Week 6-8/Q1 creates rhythmic patterns in 2 3 4 and6 time signatures
4, 4, 4 8
Week 1-3/Q2 sings and plays solo or with group, melodies/songs in C Major, G Major, and
F Major
Week 4-6/Q2 creates simple melodies
Week 7-8/Q2 sings self-composed melodies

Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 6 Music) Learning developer online) (provide a
Grading Period
resources link if online)
available
Week 1/Q3 identifies simple musical forms:
1. binary (AB) -has 2 contrasting sections (AB)
2. ternary (ABA)-has 3 sections, the third section similar to the
first; (ABC) – has 3 sections
3. rondo (ABACA) -has contrasting sections in between repetitions
of the A section (ABACA)
Week 2/Q3 analyzes the musical forms of songs from the locality
 Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 6 Music) Learning developer online) (provide a
Grading Period
resources link if online)
available
Week 3/Q3 uses the different repeat marks that are related to form:
1. Da Capo (D.C.)
2. Dal Segno (D.S.)
3. Al Fine (up to the end)
4. D.C. al Fine (repeat from the beginning until the word Fine)
5. ║: :║
6. ┌───┐┌───┐
1 2
(ending 1, ending 2)
Week 4-5/Q3 identifies visually and aurally the instrumental sections of the Western
orchestra
Week 6/Q3 distinguishes various musical ensembles seen and heard in the community
Week 7/Q3 distinguishes varied dynamic levels in a music heard
1. piano (p)
2. mezzo piano (mp)
3. pianissimo (pp)
4. forte (f)
5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo
8. decrescendo
Week 8/Q3 uses varied dynamic levels in a song
Week 1/Q4 identifies the different tempo in a given song or music:
1. allegro
2. andante
3. ritardando
4. accelerando
5. largo
6. presto
7. vivace
Week 2/Q4 distinguishes between ritardando and accelerando as used in a song
demonstrates the different kinds of tempo by following tempo marks in a
 Week of the Learning competencies Lesson Exemplar/ LR Link (if available Assessment
Quarter/ (Grade 6 Music) Learning developer online) (provide a
Grading Period
resources link if online)
available
familiar song
e.g.: “Pandangguhan”
Week 3/Q4 identifies aurally the texture of musical pieces
1. monophonic
2. homophonic
3. polyphonic
Week 4/Q4 identifies different textures
1. Vocal
a. solo voice
b. solo voice with accompaniment
c. duet, partner songs, round songs
2. Instrumental
a. solo
b. ensemble
Week 5/Q4 distinguishes monophonic, homophonic, and polyphonic textures
Week 6/Q4 applies primary chords (I, IV, V) as accompaniment to simple songs
Week 7/Q4 distinguishes the sound of a major chord from a minor chord
Week 8/Q4 uses the major triad as accompaniment to simple songs