I.

INTRODUCTION

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

The Department of Education believes that Kindergarten education is vital to the development of the Filipino child for it is the period
when the young mind’s absorptive capacity for learning is at its sharpest. It is the policy of the State to make education learner-oriented
and responsive to the needs, culture, diversity of learners, schools and communities using the appropriate languages of teaching and
learning.

In line with the Millennium Development Goal on achieving Education for All (EFA) by the year 2015, SECTION 2 of the Declaration of
Policy in the Kindergarten Act; the state is mandated to provide equal opportunities for all children to avail of accessible and compulsory
kindergarten education that effectively promotes physical ,social ,intellectual ,emotional development and values formation to prepare
them for elementary schooling.

Section 4 of Republic Act 10157 states that, in the Institutionalization of Kindergarten Education, Children with Disabilities should be
included. These are learners with special needs, the gifted, those with disabilities, and other diverse learners. Early Intervention
Program, in addition to the standards should be provided for Children with Disabilities to prevent handicapping them, further.

For the purpose of the Curriculum Guide for the Kindergarten with Intellectual Disability (ID), the Kindergarten Curriculum uses the
modified basic curriculum. The curriculum emphasizes reading, writing and mathematics which are functional. This integrates adaptive
skills such as self-help skills, social skills, psychomotor, leisure and recreation and work skills towards independent living.
 All red marks are
suggested revisions to the
framework…..
My Family
My School

Follow the Six Domains

1. Socio-Emotional and
Behavioral Development
2. Physical Health, Well Being
Myself

MYs

Myself

MYs
and Self-Help

Myself

My Community
3. Motor Development
4. Cognitive Delopment
5. Language Development
6. Creative and Aesthetic
Development
 II. FRAMEWORK

The Kindergarten Curriculum Framework for Children with Intellectual Disability is drawn from the principles and goals of the K to 12
Philippine Basic Education Curriculum Framework. It is aligned with National Early Learning Framework (NELF) and the Standards for
Curriculum and Instruction in Special Education. It depicts the developmental tasks and milestones of 5 to 6 year-olds and how
educators can guide them to develop holistically.

The framework is composed of two parts. The figure shows the theoretical bases for teaching-learning, which begins with the
comprehensive Developmentally Appropriate Practices (DAP), moves up to the principles leading to the approaches and includes child
assessment and placement options. The circle consists of three interrelated main components presented inside a pentagon. They are:
(1) Developmental Domains (2) Learning areas and (3) Curricular Themes which will be continuously assessed, monitored and
evaluated based on performance. In the middle of the circle, is the Filipino child who is envisioned to be functionally literate and
holistically developed to be mainstreamed in the society.

A. PRINCIPLES

A developmentally appropriate curriculum is one that is individually-appropriate and socially-appropriate (NAEYC, 2009). This
curriculum framework for children with intellectual disabilities considers the developmental benchmarks of Filipino learners,
recommends the use of strategies that addresses their needs and interests and uses the mother tongue as medium of instruction.

Learners with intellectual disabilities develop gradually in the different domains (cognitive, motor, socio-emotional and behavioral,
language, self-help, creative and aesthetic developments). The National Early Learning Framework (NELF), formulated by the Early
Childhood Care and Development Council, views the Filipino child, whether or not he has disabilities, as the most important asset of the
nation, also as…

… a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs, traditions, and good values
of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all.

A teacher for children with intellectual disabilities should keep in mind, that:
1. Every classroom is multi-level.
2. Every teacher is a multi-level facilitator.
3. Every learner is unique.
 4. Every learner has particular intelligences or abilities.
5. Every learner has his/her own learning styles.
6. Every learner has his/her own particular needs.
a. Cognitive
b. Physical
c. Socio-emotional
7. Every learner has his/her own particular wants and interests.
8. Every learner has a right to develop uniquely from the others.

This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development; (2) learning
program; (3) learning assessment.

A. ON CHILD GROWTH AND DEVELOPMENT

The following are the general guiding principles:

1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital.
He/she has an innate desire to learn which is best done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and
caring environment that enhances healthy and dependable relationships with other children and most significant adults.
3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to
in a more positive and responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired
competencies.
5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and
development of self in the context of one’s family and community including cultural and religious beliefs.

B. ON LEARNING PROGRAM DEVELOPMENT

6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and
recognizes the role of families and communities to support the child through various stages of growth and development.
7. The learning program is appropriate for developing the domains of development and must sustain interest in active learning
of all young children, including those with special abilities, are marginalized and/or at risk
 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as
interactive radio and audio/ video clips for learning areas.
9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged.
10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge
language of learning.

C. ON LEARNING ASSESSMENT AND DEVELOPMENT

The following are the general guiding principles:

11. Assessment is done to monitor learning, know where the child is and inform parents of the child’s progress.
12. Assessment is essential to identifying the child’s total development needs and does not determine academic achievement.
13. Assessment is best conducted regularly so that a timely response may be made to improve learning areas.
14. The results of the assessment of learning of a child shall be kept strictly confidential.
15. Ratings should be qualitative/descriptive and not only numerical.
16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further
cooperation and partnerships

B. Components

Component 1: The Developmental Domains and Benchmarks/Expectations

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

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

1. Socio-Emotional and Behavioral Development - refers to a developing understanding of justice and fairness, right and wrong, love
and respect for different arenas of the child’s life.
Domain 1: Socio-Emotional and Behavioral Development

Sub-domain Benchmarks/Expectations
Emotional Expression  The child expresses different basic emotions.
 The child demonstrates ability to self –regulate feelings/emotions and follows schedules
as well as rules and regulations.
 The child comprehends and displays self-appraisal emotions (shame, pride, guilt).
Emotional (Receptivity to Other’s  The child responds to the different emotions of other people and shows empathy.
Emotions)
Social (Emerging Sense of Self)  The child expresses knowledge of self and basic roles of people in his/her immediate
environment.
Social (Forming Attachments)  The child forms healthy attachments to primary caregivers and other significant adults and
children in his/her life.
Social (Interactions with Other Children)  The child plays and interacts positively with other children.
Social (Interactions with Adults)  The child relates and interacts positively with adults.
Social (Sensitivity)  The child takes social cues from the environment and adjusts his behavior accordingly.
Social (Appreciating Diversity)  The child recognizes and respects similarities and differences in people, language,
Personal Values (Honesty)  The child demonstrates honesty in words and in actions.
Personal Values (Responsibility)  The child takes on responsibility and accomplishes these as best he/she can.
o Does his/her share of work in the classroom
o Does and finishes assigned tasks without prompting
Interpersonal Values (Love of Family)  The child loves, respects and feels he/she belongs to a family unit.
Interpersonal Values (Pakikipagkapwa)  The child shows respect for others, children, and adults
 The child demonstrates concern for others.
 The child opts for cooperative, non-aggressive means for achieving goals and resolving
conflict.
o Works well with others
Nationalism (Love of Community)  The child demonstrates knowledge and love for his/her community or neighborhood.
Nationalism (Love of Country)  The child shows respect and love for the Philippines.
o He/She knows he/she is Filipino
 o Knows name of his/her country
Spiritual (Appreciation of Nature)  The child shows interest in and wonder at nature.
Spiritual (Care for Nature and Its  The child demonstrates a caring attitude towards nature’s creatures and its resources.
Resources)
Spiritual (Love for the Creator)  The child shows respect and love for the creator of nature

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

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

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

Domain 3: MOTOR DEVELOPMENT

Sub-domain Benchmarks/Expectations
Gross Motor Skills Development  The child shows control and coordination of body movements involving large muscles
Fine Motor Skills Development  The child can control and coordinate hand and finger movements:
o Copies a simple pattern of different basic shapes
o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without prompts
o Draws a house without prompts using geometric forms
o Colors with strokes staying within lines

4. Cognitive Development - refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to
arrive at new ideas or conclusions

Domain 4: COGNITIVE DEVELOPMENT

Sub-domain Benchmarks/Expectations
Attention and Activity Level  The child sustains attention and modulate his activity at age-expected levels
o Sustains attention and concentration on a tabletop activity for 15-20 minutes
o Works on a school assignment with minimal supervision
o Works on a school assignment independently

Higher-Order Mental Abilities (Concept  The child develops basic concepts pertaining to object constancy, space, time, quantity,
Formation) seriation, etc. and uses these as the basis for understanding how materials are
categorized in his/ her environment.
o Tells which are the left and right people facing him/her
o Knows the difference between yesterday, today, and tomorrow
o Understands the concept of number-quantity relations for 1-10
o Demonstrates concept of addition using finger or object
o Demonstrates concept of subtraction using fingers or objects
Higher-Order Mental Abilities (Cause-Effect  The child is able to understand the cause–effect relationships
Relationships)
Memory (Memory for Experiences: Episodic  The child is able to recall people he has met, events, and places he has been to
Memory)
Memory (Memory for Concept-Based  The child stores verbal information in short and long –term memory
Knowledge: Semantic Memory ) o Recites the days of the week with some errors
o Recalls the days of the week without errors
o Remembers lessons learned in school even after several days have passed
o Recites the months of the year with some errors
o Recites the months of the year without errors

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

5. Language Development - refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills
in preparation for reading, writing and counting

Domain 5: LANGUAGE, PRE-READING AND PRE-MATH

Sub-domain Benchmarks/Expectations
Receptive Skills Development  The child demonstrates understanding of verbal and non-verbal forms of communication
Expressive Skills Development  The child uses words and gestures to express his thoughts and feelings
o Draws and tells a story about his drawing
Pre-Reading and Pre-Math (Matching)  The child matches identical objects, colors, shapes, symbols
Pre-Reading and Pre-Math (Rote  The child recites the alphabet and numbers in sequence.
Sequencing) o Sings the alphabet song perfectly
o Names more than 5 letters
o Associates 2 letters with their sounds
o Counts from 1 to 10 perfectly
o Associates more than 5 letters with their sounds
Pre-Reading and Pre-Math  The child copies letters and numbers.
o Prints complete name without model
o Prints upper case letters with a model with no reversals
(Copying Letters and Numbers) o Prints lower case letters with a model with some reversals
o Prints numbers 1-5 with a model with some reversals
o Prints upper case letters without a model and with no reversals
o Prints lower case letters without a model and with no reversals

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

Domain 5: Creative and Aesthetic Development

Sub-domain Benchmarks/Expectations
Music  The child participates with increasing interest and enjoyment in a variety of music activities, including
listening, singing, finger plays, games, and guided performances
 The child experiments with a variety of musical instruments
Art  The child gains ability in using different art media and materials in a variety of ways for creative
expression and representation
 The child progresses in abilities to create drawings, paintings, models, and other art creations that are
more detailed, creative, or realistic
 The child shows growing abilities to plan, work independently, and demonstrate care and persistence in
varied art projects
 The child begins to understand and share opinions about artistic products and experiences
Movement  The child expresses what is felt and heard in various musical tempos and styles, through movement and
dancing.
  The child shows growth in moving in time to different patterns of beat and rhythm in music
Dramatic Play  The child participates in a variety of dramatic play activities that become more extended and complex
 The child shows growing creativity and imagination in using materials and in playing different roles in
dramatic play situations

Component 2: Learning Areas

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

KINDERGARTEN GRADE-I

CORE LEARNING
DOMAINS LEARNING AREAS
AREAS

Physical Education and

Socio-Emotional & Behavioral Physical Education &
Health
Development Health, Music & Arts

Self-Help Music and Arts

Values Education

Motor Development
Edukasyong
Pagpapakatao
Numeracy
Language Development
Transition Paradigm
Araling Panlipunan
Cognitive Development Science

Aesthetic and Creative Development Mathematics

Language

English, Filipino and

K TO 12 – Mother Tongue
Component 3: The Curricular Themes

Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and
functional development of the kindergartner. This curricular theme adheres to Brofenbenner’s Bio-ecological Theory that defines “layers of
environment, each having an effect on a child’s environment.”

1. Myself – concepts and ideas that help the learners understand him/herself better so that he/she will develop as an individual.
2. My Family – concepts, ideas, practices that guide the child to be responsible and proud of himself and his family.
3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other
learners, teachers, school personnel, and other members of the school.
4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she
will become functional and responsive member of the community.
5. More Things Around Me – all other concepts, ideas, practices, situations and responsibilities not covered by themes 1-4 but which may be
relevant to the community, culture, and interest of the learner.

More things around Me

My Community

My School

My Family

Myself

Figure 3

The Curricular Themes

 III. OVERALL GOAL AND OUTCOMES

A. Overall Goal: Kindergarten pupils are prepared for mainstreaming to Grade I

B. Outcomes:
By the end of the KINDERGARTEN year, the children will be:
communicators in their mother tongues;
healthy and physically active;
respectful, honest, God-loving;
proud of themselves and their family
creative and appreciative of the arts, and
caring of the environment;

IV. CONTENT AND PERFORMANCE STANDARDS

DOMAIN 1: SOCIO EMOTIONAL AND BEHAVIORAL DEVELOPMENT

Domain/Strand Content Standards Performance Standards

Sosyo Emoyonal Ang bata ay . . . Ang bata ay inaasahang . . .
 Nagkakaroon ng kaalaman ukol sa  Nasasabi ang mga payak na
sarili impormasyon ukol sa sarili

Kagandahang Asal  Nagkakaroon ng pagpapahalaga sa  Nakapagpapakita ng paggalang sa

sarili sarili sa lahat ng pagkakataon
Sosyo Emosyonal  Nagkakaroon ng kaalaman sa sariling  Nakapagpapahayag ng iba’t-ibang
damdamin damdamin sa tamang paraan
 Nakapagpapahayag ng kakayahang
mapigil ang mga damdamin at
emosyon at nakasusunod sa mga
pang-araw-araw na gawain/tuntunin
 Nakapagpapakita ng paggalang sa
sarili sa lahat ng pagkakataon
 Nakauunawa at nakapagpapakita ng
sariling emosyon
Kagandahang Asal  Nagkakaroon ng pagpapahalaga sa  Nakapagpapakita ng paggalang sa
sarili sarili sa lahat ng pagkakataon
 Nakapagpapakita ng katapatan sa
kanyang ginagawa
Sosyo-Emosyonal  Pagkilala sa sarili bilang kabahagi ng  Nagkakaroon ng kamalayan ukol sa
pamilya tahanan at mga kasapi ng pamilya
Kagandahang Asal  Nagkakaroon ng kaalaman ukol sa  Nakapagpapakita ng pagmamahal at
pakikipag-unay sa mga miyembro ng paggalang sa mga kasapi ng mag-
pamilya at nakatatanda anak at kilalang nakatatanda

 Nagkakaroon ng kamalayan sa  Nakatatanggap at naisasagawa ang

konsepto ng disiplina mga itinakdang tungkulin
 Nagkakaroon ng pagpapahalaga sa  Nakapagpapakita ng pagmamahal sa
Panginooon Panginoon
Sosyo-emoyonal  Pagkilala sa sarili bilang kabahagi ng  Natutukoy ang mga tao at lugar sa
paaralan paaralan
Kagandahang asal  Nagkakaroon ng kaalaman ukol sa  Nakapagpapakita ng pagmamahal at
pakikipagkapwa paggalang sa kapwa
Sosyo-emosyonal  Nagkakaroon ng mabuting pakikipag-  Nakapag-uugnay ng magandang
ugnayan sa kapwa bata relasyon sa kanyang kapwa bata
 Nakapagpapakita ng pagmamahal at
paggalang sa kapwa
 Nakikilala at natatanggap ang  Nakapagpapakita ng pagtanggap at
emosyon ng iba pag-unawa ng emosyon ng ibang tao
at nakapagpapahiwatig ng pagdamay
sa damdamin ng iba (empathy)
 Naipahihiwatig ang akma at
katanggap- tanggap na reaksyon sa
damdamin ng iba
 Nakikilala ang sarili bilang kabahagi  Nakapagpapakita ang paggalang sa
ng bansa pambansang awit at pambansang
watawat
 Pagkilala sa sarili bilang kabahagi ng  Natutukoy ang mga katulong sa
 pamayanan pamayanan
 Natutukoy ang mga lugar sa
pamayanan
 Nagkakaroon ng kamalayan ukol sa  Nakikilala at nauunawaan ang mga
pagkaka-iba ng tao pagkakapareho at pagkaka-iba ng tao
ayon sa kaanyuan,wika at kultura
 Ngkakaroon ng kamalayan sa  Nakasasali nang may sigla sa mga
tungkulin sa pag-aalaga ng kapaligiran pangkatang Gawain
 Nakapagpapakita ng pagmamalasakit
sa kalinisan at kaayusan ng
kapaligiran
 Nagkakaroon ng kamalayan sa  Nakapagpapakita ng malasakit sa
pananagutang panlipunan at kapwa
pampaaralan
 Pagkilala sa sarili bilang kabahagi ng  Nakapagpapakita ng pagmamahal at
bansa pagmamalaki sa sariling bansa

DOMAIN 2: PHYSICAL HEALTH WELL BEING AND SELF – HELP

Domain/ Content Standards Performance Standards

Strand
Health The learner … The learner…
 Acquires and practice sound health • demonstrates health habits that keep their bodies clean and
habits sanitary.

 Acquires attitudes, knowledge and skills  shows sufficient energy to participate in daily activities
about physical activity for maintaining (Physical Fitness)
physically fit lifestyles
Safety  Identifies and practices appropriate • demonstrate safety practices at home, in school, at the
safety procedures playground, and
the neighborhood
 Shows awareness of community helpers
  Participates in self safety.
Self-Help  Acquires attitudes, knowledge and skills  Demonstrates adequate sensory processing to carry out
about self-care and daily living habits skills of daily life
 participates in mealtime activities with increasing
 Acquires knowledge , attitudes and skills independence
with optimal independence in areas of  Participates actively in dressing
daily life.  Participates actively in self care

DOMAIN 3: MOTOR DEVELOPMENT

Domain/Strand Content Standards Performance Standards

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

DOMAIN 4: COGNITIVE DEVELOPMENT

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS

COGNITIVE - SENSORY The Learner… The Learner is expected to…
PERCEPTUAL MOTOR
DEVELOPMENT  Demonstrates sensory perceptual  Demonstrate awareness of the position and movement
skills of one’s body (body awareness)
 Demonstrates visual discrimination skills like,
identifying same and different; missing parts, which
does not belong (Visual Discrimination)
  Creates representations like shapes, letters, pictures
(Form Perception)

COGNITIVE -  Begins to identify and classify colors,  Identify and classify colors, shapes, and sizes
MATHEMATICS shapes, and sizes
 Begins to understand the relationship  Recognizes sets of objects up to 10
between numbers and quantities up to  Compares two or more sets of objects up to 10
10  Recognizes, represents, matches, names, reads,
counts, and writes whole numbers up to 10
 Compares and orders whole numbers up to 10
  Uses the phrase “put together”, “add to”, and “plus” to
understand the concept of addition
 Uses the phrase “take away” and “minus” to
understand the concept of subtraction
 Uses manipulative to explore the concepts of addition
and subtraction with sums or differences between 0 to
10
 Uses concrete objects to determine answers to
addition and subtraction problems

Measurement  Understands the concept of time,  Observes sunrise and sunset to tell the time of the day
length, and the non-standard units to (morning, noontime, evening)
measure them  Tells the days in a week and months in a year
 Measures and compares the length of familiar objects
using non-standard units
COGNITIVE – PHYSICAL  Knows the similarities and differences People
AND NATURAL of living things  Identifies the similarities and differences of people
ENVIRONMENT  Knows that living things are made up  Identifies the body parts of people and their specific
of parts that have specific functions functions
 Identifies the five senses to observe surroundings and
classifying objects observed
Animals
 Identifies the similarities and differences of animals
 Sorts animals according to shared characteristics
(movement, habitat)
  Describes the basic needs of animals
 Identifies ways to care for animals
Plants
 Identifies plants that are edible and non-edible
 Describes the basic parts of the plants and its function
 Identifies ways to care for plants
Knows that the weather changes and

DOMAIN 5: LANGUAGE DEVELOPMENT

Domain Content Standards Performance Standards

COGNITIVE- Listening
LANGUAGES  discriminate sounds  distinguishes different types of sounds
DEVELOPMENT  listens to directions  follows simple direction
 listens to stories  comprehends simple and familiar stories
Speaking
 expresses oneself  increase his/her vocabulary for describing things and expressing ones
 asks and answers feeling
questions  answer and responds to questions accordingly
 shares information  increase his/her vocabulary in sharing information
 tells stories  narrate simple and familiar stories
Pre-reading (Reading Readiness)
 acquires awareness of  discriminate similarities and differences between pictures and objects
directions necessary in  classify objects according to function
learning to read  note details in pictures
 acquires awareness of  visualize objects and pictures from memory
similarities and differences  comprehend picture stories
 visualizes pictures or  perform relevant study skills
objects even when these  listen attentively to stories, poems/rhymes
would be hidden from view
 familiarizes himself with the
 use of books
 appreciates
stories/poems/rhymes
listened to

Writing
 acquires proper skills in  hold pencil properly
holding writing materials  draw basic strokes correctly
and in writing basic strokes  trace lines and shapes
 acquires basic skills in  trace letters, numbers, and one’s name properly
tracing lines and shapes  copy lines, shapes, letters, numbers, and one’s name properly
 acquires basic skills in
tracing letters, numbers,
and one’s name
 acquires basic skills in
copying letters, shapes,
numbers, and one’s name

DOMAIN 6: AESTHETIC AND CREATIVE DEVELOPMENT

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS

AESTHETIC AND CREATIVE The Learner… The Learner is expected to…
DEVELOPMENT
 Observe things and occurrences in
 Appreciates the beauty of nature nature

 Appreciates the visual arts  Show interest in examining various

things found in nature
 Uses a variety of materials, tools,
techniques, and processes in visual
arts  Identify the various art forms

 Demonstrate interest and enjoyment in

 viewing works of art

 Participate in the creation of visual art

 Create visual arts using different

materials

 Describe the characteristics of visual

arts that they prefer

 Choose visual arts that they prefer

V. Budget of Work for Kindergarten Children witn Intellectual Disability

FIRST GRADING PERIOD (10 WEEKS)

THEME: MYSELF
Domain 1: Socio-Emotional and Behavior Development`

Domain/Strand Content Standards Performance Standards Competencies

Sosyo- Emoyonal Ang bata ay . . . Ang bata ay inaasahang . . .
 Nagkakaroon ng  Nasasabi ang mga payak na 1. Nakikilala ang sarili
kaalaman ukol sa impormasyon ukol sa sarili
sarili

-gusto

2. Nailalarawan ang sarili sa iba

3. Nasasabi ang mga kayang gawin at katangian

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

Sosyo Emosyonal  Nagkakaroon ng  Nakapagpapahayag ng 5. Nakikilala ang mga pangunahing emosyon

kaalaman sa iba’t-ibang damdamin sa
sariling damdamin tamang paraan

6. Naipapahayag ang iba’t-ibang damdamin sa

angkop na sitwasyon at paraan
– tumatawa, lumulundag,humahalakhak,
humahagikhik, pumapalakpak
 Nakapagpapahayag ng 7. Napanghahawakan ang matinding damdamin gaya
kakayahang mapigil ang ng:
mga damdamin at emosyon – umiiyak, di-pagkibo, malungkot na
at nakasusunod sa mga mukha, nakasimangot
pang-araw-araw na – umiiyak, nanginginig, sumisigaw
gawain/tuntunin

8. Naipakikita ang kakayanan na pigilan ang kanyang

galit at pagkadismaya kapag:

iba

 Nakapagpapakita ng 9. Naipahahayag sa positibong paraan ang

paggalang sa sarili sa lahat nararamdaman kung tinutukso
ng pagkakataon
Kagandahang  Nakauunawa at 10. Nakapagbibigay ng dahilan at naipagtatanggol
Asal nakapagpapakita ng sariling kung bakit niya ginawa ang isang bagay sa
emosyon magalang at maayos na paraan
 - di sumisigaw, di umiiyak o sinusumpong

11. Nasasabi ang kanyang mga pangangailangan

nang walang pag-aalinlangan
- nasasabi kung nararamdaman na kailangan
pumunta sa palikuran
- nasasabi kung nagugutom, napapagod

12. Naipahihiwatig ang mga gusto at di-gusto sa

magandang pamamaraan
- nasasabi ang please, pwede po ba, “excuse me”

 Nagkakaroon ng  Nakapagpapakita ng 13. Naiiwasan ang paggawa ng di-kaaya-ayang

pagpapahalaga sa paggalang sa sarili sa lahat gawain sa harap ng publiko
sarili ng pagkakataon
 Nakapagpapakita ng 14. Nasasabi ang totoo sa lahat ng pagkakataon
katapatan sa kanyang
ginagawa 15. Naipakikita ang pagiging matapat
15.1.Naibabalik/naisasauli kaagad ang mga
bagay na napulot/natagpuan/hiniram sa may-ari
15.2.Naitatago lamang ang sariling gamit/bagay
15.3.Naiiwasang mandaya sa kapwa

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

Domain/Strand Content Standards Performance Standards Competencies/indicators

Physical Health The learner … The learner…
 Acquires and • demonstrates health habits that
practices sound keep their bodies clean and 1. Practices good health habits with phasing,
health habits practices sanitary habits. physical prompting, and verbal cues in
 washing hands
 brushing teeth
  cleaning ears and combing hair
 using the toilet independently
2. Uses toilet with cueing on diaper routine
3. Demonstrates bladder control in toilet
with assistance or independently during day and
night
4.Demonstrates bowel control in toilet with
assistance or independently during day and
night

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

Self-Help
 Acquires  participates in mealtime 6. Demonstrates the following with phasing, physical
knowledge, activities with increasing prompting and cueing:
attitudes and independence  Drinking liquids through a straw
skills with  Using cup/sippy cup for drinking
graduating  Drinking liquids from a container
independence  Using table napkins
in areas of daily 7. Explores new food textures and tastes
life. 8. Demonstrates table manners appropriate to setting
8.1 Feeds oneself , using proper utensils
(e.g. spoon, fork)
8.2 Uses words like “Please pass” when asking
for more, “Thank you,”
3.3 Passes bowl to table companions
9. Pours small amount of liquid with little spills
Domain 3: Motor Development

DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES

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

Domain 4: Cognitive Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

COGNITIVE - The learner… The learner . . . The Learner…
SENSORY
PERCEPTUAL  demonstrates  demonstrates awareness of 1. Identifies left and right of self
MOTOR sensory perceptual the position and movement 2. Moves body parts as directed
DEVELOPMENT skills of one’s body (body
awareness)
COGNITIVE -  begins to identify  Identifies colors, shapes, 3. Identifies attributes of:
MATHEMATICS and classify colors, and sizes 3.1 Colors
shapes, and sizes 3.2 Shapes (basic shapes)
3.3 Sizes (big-small, long-short)
4. Identifies objects based on an attribute
 Example: child points at objects that are blue
when asked, “which of these objects are blue?”
5. Describes objects based on specific attributes
Example: child describes an object based on its
color, shape, size, texture, etc.
6. Matches objects/pictures in one-to-one
correspondence
6.1 Object to object
6.2 object to picture
6.3 picture to picture
7. Sorts and groups objects into 2 or more groups
according to specific attributes:
7.1 colors
7.2 shapes
7.3. sizes
COGNITIVE –  Knows that people People 8. Identifies one’s body parts
PHYSICAL AND are made up of  Identifies the body parts of 8.1. Identifies the different parts of the face
NATURAL parts that have people and their specific 8.2. Identifies the trunk and limbs ( arms,
ENVIRONMENT specific functions functions hands, waist, hips, legs and feet)
 Identifies the similarities and
 Knows the differences of the body parts 9. Tells the function of each body part
similarities and of people 9.1. States the function of the different parts of the
differences of face
people  Identifies the five senses 9.2. states the function of the arms, hands, legs
feet
 Uses the five senses to 10. Demonstrates movements using different body
observe surroundings parts
11. Names the five sense organs and their
 classify objects observed corresponding functions
12. Uses the senses to observe the environment
13. Uses each of the senses in classifying objects
(e.g. texture – soft/hard; smooth/rough; taste – salty,
sweet, sour)
14.Identifies one’s needs and ways to care for one’s
body
Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

LANGUAGE The learner. . . The learner . . . The learner. . .
DEVELOPMENT
Listening and Viewing  Identify sounds  Distinguishes different 1. Discriminates environmental sounds
types of sounds 1.1 identifies environmental
sounds
 animals
 objects or toys
 natural sounds (rain,
waves, thunder)
 vehicles
 sounds that signal
emergency situations
1.2 Speech sounds
*distinguishes similar/dissimilar
sounds
*identifies similar initial sounds
*identifies dissimilar initial
sounds

Speaking  Expresses oneself  Increases his/her 4 Uses simple greetings and courteous
vocabulary for describing expressions in appropriate situations
things and expressing 4.1 Good Morning/Afternoon
one’s feeling 4.2 Thank You/ You’re Welcome
4.3Excuse Me/I’m Sorry
4.4Please…/May I…

Reading Pre-reading (Reading Sensory - Motor

Readiness)
 shows proper eye-hand 5. Demonstrates eye-hand coordination
 acquires awareness of coordination e.g. *color large picture with crayon
directions necessary in  follows left-to-right eye *string beads: at random, by size
pattern, by color pattern
 learning to read movement in answering *forms a 2-4 piece interlocking
 acquires awareness of activities frame puzzle
similarities and  discriminates similarities *ties and unties shoe laces
6. Shows left – to – right eye movement
differences and differences between
6.1 connect broken lines from left to
pictures and objects right
7. Notes similarities and differences in
letter forms in the alphabet
7.1 identifies similar letters in a group
of letters
e.g. f t f t f t f
7.2 identifies the letter that is different
in a group of letters
e.g. t t t r

Writing Pre-writing
 acquires proper skills in  holds pencil properly 8. Holds pencil properly/correctly
holding writing materials  draws basic strokes 9.Draws basic strokes
and in writing basic correctly 9.1 down
strokes 9.2 across
9.3 slant right
9.4 slant left
9.5 circle
Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

AESTHETIC AND CREATIVE The Learner… The Learner… The Learner. . .
DEVELOPMENT
 Appreciates the beauty  Observes things and 1. Uses the five senses to observe
of nature occurrences in nature things in the classroom found in nature
.
 Shows interest in 2. Uses the 5 senses to observe things
examining various things in the classroom not found in nature
found in nature
3. Enumerates things found in the
classroom and in nature in terms of
 Colors
 Shapes
 number

 Appreciates the visual  Identifies the various art 4. Views and appreciates drawings and
arts forms paintings in exhibits in a museum,
 Demonstrates interest library or other venue
and enjoyment in viewing 5.. Points to drawings or paintings that
works of art they like or appreciate
6. Tells why they like, appreciate or
think the painting is best for them
 Choose visual arts that
7.Identifies basic drawing materials like
they prefer
 pencils, crayons, rulers, and
bond papers
 Uses a variety of  discarded plastic cups, spoons,
materials, tools,  Participates in the forks, etc
techniques, and creation of visual art  leaves, roots, dried flowers,
processes in visual arts twigs, stems etc.
 Creates visual arts using  paint,paint brushes, water
different materials colors, and bond papers
 8 .Draws and paints simple objects
based on a visual model (e.g. ball, atis,
car, etc.)

9. Draws and paints at least 10 familiar

objects independently

 Describes the 10. Talks about drawing or painting in

characteristics of visual front of the class
arts that they prefer 11. Displays his drawings and
paintings with pride in the art corner of
the classroom
12. Appreciates the drawings and
paintings of classmates

SECOND GRADING PERIOD (10 WEEKS)

THEME: MY FAMILY

Domain 1: Socio-Emotional and Behavior Development

Domain/ Content Standards Performance Standards Competencies

Strand
Sosyo-  Pagkilala sa sarili  Nagkakaroon ng kamalayan 1. Nasasabi kung sinu- sino ang mga miyembro
Emosyonal bilang kabahagi ng ukol sa tahanan at mga ng pamilya
pamilya kasapi ng pamilya 2. Nasasabi ang pangalan ng magulang

3. Nasasabi ang pangalan ng miyembro ng sariling

pamilya

4. Nasasabi ang tamang adres ng tirahan,

 5. Nasasabi ang tamang numero ng telepono
6. Nasasabi kung anu-ano ang mga bahagi ng tahanan
Kagandahang  Nagkakaroon ng  Nakapagpapakita ng 7. Naipakikita ang pagmamahal sa mga kasapi ng mag-
Asal kaalaman ukol sa pagmamahal at paggalang anak (Tatay, Nanay, Lolo, Lola at mga kapatid)at sa
pakikipag-unay sa sa mga kasapi ng mag-anak mapagkakatiwalaang nakatatanda sa pamamagitan ng:
mga miyembro ng at kilalang nakatatanda 7.1. pagsunod nang maayos sa mga
pamilya at utos/kahilingan
nakatatanda 7.2. pagmamano/paghalik
7.3. paggamit ng magagalang na
pagbati/pananalita
7.4. pagsasabi ng mga salitang may
pagmamahal (I love you Papa/Mama)
7.5. pagsasabi ng mga salitang tulad ng “I’m
sorry” o “Hindi ko po sinasadya “,“Thank
you” o “Salamat po” at “You’re welcome” o
“Walang anuman”,kung kinakailangan
7.6. paggamit ng magagalang na pantawag tulad ng
“Ate”, “Kuya”, atbp.
8. Nakahihingi ng pahintulot sa:
8.1. paggamit ng bagay ng ibang tao
8.2.pagtungo sa ibang pook, atbp.

9. Nakikinig sa mungkahi ng mga magulang at

iba pang kaanak
(hal. Sa mga damit na susuotin, sa mga bata
o nakatatanda na dapat samahan)

10. Nagiging mapanuri sa pagkilala ng mga taong hindi

pinagkakatiwalaan sa pagpapakita ng pisikal na
pagmamahal tulad ng paghalik at pagyapos sa gabay
ng mga magulang

11. Nailalarawan ang nagagawa ng mga tagapag-alaga

kung ano ang kanilang gusto/di-gusto at ang paraan ng
pagtrato o pakikitungo nila sa bata
 -alaga

Kagandahang  Nagkakaroon ng  Nakatatanggap at 12. Nakasusunod sa mga utos/gawain nang maayos at

Asal kamalayan sa naisasagawa ang mga maluwag sa kalooban sa mga tuntuning pantahanan,
konsepto ng disiplina itinakdang tungkulin pampaaralan at pampamayanan
12.1. pagliligpit ng mga gamit sa tamang
lalagyan pagkatapos gamitin
12.2 pag-iingat sa sariling kagamitan at
kasangkapan at ng sa iba

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

tulong ng nakatatanda ng may kasiyahan
- pagwawalis, pagdampot ng kalat, wastong
pagtapon ng basura, pag-abot
sa mga kasangkapan sa nakatatanda
 Nakagagawa nang may kusa, nakagagawa
nang mag-isa
Kagandahang  Nagkakaroon ng  Nakapagpapakita ng 14. Naipakikita ang pagmamahal sa Panginoon
Asal pagpapahalaga sa pagmamahal sa Panginoon 14.1 pagsama sa nakatatanda sa pagsamba
Panginooon Pagsunod sa mga utos at aral ng relihiyon
14.2 paggalang sa mga pook-dalanginan
hal. - pagiging tahimik
- pagsusuot ng angkop na kasuotan
14.3 maayos na pagkilos sa pook sambahan
hal. -pagluhod/pagtayo/pagyuko
- pag-awit/pagsunod sa gawain sa pang-
relihiyong seremonya
15. Naipakikita ang pagmamahal sa mga likha ng
Panginoon
 Pag-aalaga sa mga hayop at halaman
 Pag-aalaga sa mga anyong tubig (ilog, dagat)
 Pag-aalaga sa anyong lupa (kagubatan)
Domain 2: Physical Health, Well being and Self-Help

Domain/Strand Content Standards Performance Standards Competencies/Indicators

Health The learner … The learner…
 Acquires and practices • demonstrates health habits 1. Washes face and body with phasing and
sound health habits that keep their bodies clean physical prompting
and sanitary. 2. Bathes with adult supervision
3.Uses handkerchief to cover nose and mouth
when coughing, sneezing, and crying
4. Blows nose or wipes face with phasing and
physical prompting

Well Being  Identifies and practices • demonstrates safety 5. Recognizes when to get out of danger (e.g.,
appropriate safety practices at home moves out of the way of others, identifies safety
procedures hazards in play or real life) during
5.1 typhoons,
5.2 Floods and tsunami
5.3 fire
5.4 earthquake
5.5 volcanic erruptions
6. Shows how to avoid environmental hazards
 Stays in safe places during typhoons and
floods
 Applies preventive and active measures
before,during and after the above.
 Does and practices safety measures (e.g.
duck-cover-hold)
Self-Help
 Acquires knowledge,  participates in 7. Tells which are considered healthy foods to eat
attitudes and skills mealtime activities with when presented with several foods
about self-care and increasing 8. Tolerates a variety of textures and tastes in food.
daily living habits with independence 9. Partcipates in mealtime activities
optimal independence 9.1 Helps set the table by placing utensils
correctly while being prompted
9.2 Serves self at the table while parent holds
 serving dish
9.3 Uses knife or spoon in spreading sandwich
filling
9.4 Clears place at the table after eating

Domain 3: Motor Development

DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES

MOTOR DEVELOPMENT The Learner… The Learner… The Learner…

 demonstrates fundamental  demonstrates non- 1. Demonstrates the following

gross motor skills properly locomotor skills such as: non- locomotor tasks during
turning, bending, pushing, warm- up activities after
pulling, and swaying teacher demonstrates:
correctly 1.1 turning one’s head to
the right
1.2 turning one’s head to
the left
1.3 bending torso forward
1.4 bending torso
backward
1.5 bending torso to the
right
1.6 bending torso to the
left
1.7 bending to pick up
objects without falling
1.8 pushing a box on the
table with both hands
1.9 pulling a toy car or
any improvised toy
with wheels in any
open space
 1.10 swaying both arms
to the right and to the left

Domain 4: Cognitive Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

COGNITIVE – SENSORY The Learner. . . The Learner. . .
PERCEPTUAL MOTOR
DEVELOPMENT  Demonstrate sensory  Demonstrates visual 1. Tells which objects are same
perceptual skills discrimination skills like, and tell why
identifying same and 2. Tells which objects are different
different; missing parts, and tell why
which does not belong 3.Identifies missing parts in
(Visual Discrimination) objects and pictures
4. Identifies which does not
belong in a given set of objects,
pictures, symbols (letters,
numbers)
COGNITIVE - MATHEMATICS  Begins to understand the  Recognizes sets of 5. Rote counts up to 5
relationship between objects up to 5 6. Counts objects with one-to-one
numbers and quantities  Compares two or more correspondence, up to quantities
up to 5 sets of objects up to 5 of 5
 Recognizes, represents, 7. Conserves number and the
matches, names, reads, equivalence of number
counts, and writes whole ( e.g. counting 2 fingers to
numbers up to 5 represent the number 2)
 Compares and orders 8. Recognizes and identifies
whole numbers up to 5 numerals 0 – 5 with picture cues
9. Writes numerals 0 – 5 by
tracing from a template
10. Arranges numbers 1-5 from
least to greatest/greatest to least
with concrete representations
11. Applies number concepts 1-5
 and counting skills in daily life
(counting spoon and fork)
COGNITIVE – PHYSICAL Animals
AND NATURAL  Knows the similarities  Identifies the similarities 12. Names animals and their
ENVIRONNMENT and differences of and differences of animals parts (pets and common farm
animals  Sorts animals according animals)
 Knows that animals are to shared characteristics 13. Describes animals based on
made up of different parts (movement, habitat) their characteristics
 Describes the basic  How they move
needs of animals  Sounds they make
 Identifies ways to care for  What they eat
animals 14. Groups animals according to
certain characteristics
 Movement
 Habitat: land and
water
15. Identifies the needs of animals
16. Identifies ways to care for
animals

Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

LANGUAGE DEVELOPMENT
Listening The learner . . . The Learner . . .
 Discriminates sounds Distinguishes different types of 1. Discriminates sounds as loud/soft
sounds

Speaking Asks and answers questions  Answers and responds to 2. Answers questions about oneself
properly questions accordingly and one’s family (e.g. What is your
name?; Where do you live; What is
the name of your father/mother?,
etc.)
 3. Expresses feelings, thoughts, and
ideas

Reading Pre-reading (Reading Visual Discrimination

Readiness)
 notes details in pictures 4. Identifies differences in orientation or
 visualizes pictures or  visualizes objects and position
objects even when these pictures from memory
would be hidden from 5. Notes details in a picture
view
6. tells what one sees in a simple picture

7. tells the missing or added parts in a

picture

8. identifies emotional reaction of people

in a picture

(e.g. picture of a boy receiving a gift

from father (boy is happy)

Writing
Tracing

 acquire basic skills in  trace lines and shapes (Begin with chalkboard and wide paper
tracing lines and shapes exercises moving gradually to ruled pad
paper)

9. Traces horizontal lines

10. Traces vertical lines

11. Traces shapes

Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

AESTHETIC AND CREATIVE The Learner… The Learner… The Learner...
DEVELOPMENT
 Identifies the various 1. Listens to musical pieces
 Appreciates music forms of music familiar to the child

 Uses a variety of  Demonstrates interest and 2. Listens to musical pieces

materials, tools, enjoyment in listening to familiar in the community
techniques, and music
processes in music 3.Sings, with prompts, the
musical pieces listened to
 Chooses music that they
prefer 4. Sings, without prompts, the
musical pieces listened to
 Describes the
characteristics of music 5. Sees and touches musical
that they prefer instruments found in school

 Participates in the creation 6. Names musical instruments

of music found in school
7. Watches how these musical
 Creates rhythm instruments are used

 Responds to different 8. Plays with the musical

beast, pitch, melody, instruments with teacher’s
dynamics, tempo, mood prompts
 Third Quarter (10 Weeks)
Theme: My School

Domain 1: Socio-Emotional and Behavior Development

DOMIAN/ CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES

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

Sosyo-  Nagkakaroon ng  Nakapag-uugnay ng 6. Nakapagsisimula ng laro

emosyonal mabuting pakikipag- magandang relasyon sa
ugnayan sa kapwa kanyang kapwa bata 7. Nakikipaglaro sa dalawa o tatlong
bata bata gamit ang isang laruan
Kagandahang  Nakapagpapakita ng 8. Naipakikita ang pagpapahalaga sa
asal pagmamahal at paggalang maayos na pakikipaglaro
sa kapwa 8.1 pagiging mahinahon
8.2 pagsang-ayon sa pasya ng nakararami/
 guro
8.3 pagtanggap ng pagkatalo nang
maluwag sa kalooban
8.4 pagtanggap ng pagkapanalo nang may
kababaang loob
Sosyo-  Nakikilala at  Nakapagpapakita ng 9. Naisasaalang-alang ang damdamin ng iba at
emosyonal natatanggap ang pagtanggap at pag-unawa nakikisali sa kasiyahan/nakikiramay sa
emosyon ng iba ng emosyon ng ibang tao at kalungkutan ng iba
nakapagpapahiwatig ng ng kalaro o
pagdamay sa damdamin ng kaklase kung malungkot
iba (empathy) kung malungkot
= nakikisaya sa mga kalaro na nanalo

 Naipahihiwatig ang akma at 10. Naipahihiwatig ang akma at katanggap-

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

11.1 Pinakikita ang interes sa iniisip at

ginagawa ng mga nakatatanda at mga
bata sa pamamagitan ng
- pakikinig
- pagtatanong
12. Nakikisalamuha sa mga bata,kilalang nakatatanda
sa pamamagitan ng pakikipag-usap at pakikipaglaro

13. Nakahihingi ng tulong sa kapwa

bata at mga nakatatanda kung kinakailangan
 Nakikilala ang sarili  Nakapagpapakita ng 14. Naipakikita ang paggalang sa pambansang
bilang kabahagi ng pagmamahal at watawat at sa pambansang awit.
bansa pagmamalaki sa sariling = pagtayo nang tuwid habang nakalagay ang
bansa kanang kamay sa dibdib
= pag-awit ng wasto ng “Lupang Hinirang”
Domain 2: Physical Health, Well being and Self-Help

Domain/Strand Content Standards Performance Standards Competencies/indicators

Health The learner … The learner…

 Acquires attitudes,  shows sufficient 1. Participates in games and other forms of

knowledge, and skills energy to participate in exercises such as:
about physical activities daily activities  doing an obstacle course;
for maintaining (Physical Fitness)  relay
physically fit lifestyles  Maria went to town

Well Being  Identifies and practices • demonstrates safety 2. Uses playground facilities properly
appropriate safety practices in playground 3. Communicates safety concerns to others
procedures (e.g., “something’s burning,” noting a
 participates in self stranger, concern for others).
safety. 4. Requests assistance in unsafe situations
(e.g., avoiding strangers, fire, strange
animals).

Self-Help  Acquires knowledge ,

attitudes and skills with  participates in
optimal independence in dressing 5. Puts on and takes off clothes like
areas of daily life.  Shirts
 Underwear
 socks
 coat or jacket.
 participates in self 6. Puts on clothes demonstrating the
care following dressing activities:
6.1 Buttoning
 6.2 Snapping
6.3 Zipping
6.4 Lacing
7. Puts off clothes demonstrating the
following undressing activities:
7.1 Unbuttoning
7.2 Unsnapping
7.3 Unzipping
7.4 Unlacing

8. Puts on shoes (laces shoes)

9. Removes one’s shoes (unlaces shoes)

10. Tolerates a variety of clothing (e.g.,

Shows awareness of roles of wearing pants and socks, wearing a jacket
community helpers or hat when needed).
11. Takes care of clothes

Domain 3: Motor Development

DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES

MOTOR DEVELOPMENT The Learner… The Learner… The Learner...

 demonstrates fundamental  demonstrates receptive 1. demonstrates the following

gross motor skills properly and projective basic manipulative skills with
(manipulative) skills such teacher’s prompting:
as: throwing, catching, 1.1 throwing a ball to a
and kicking balls correctly playmate 5 feet away while
standing in place
 using both hands
 using the right hand
 using the left hand
1.2 tossing a ball to a
playmate 5 feet away while
 standing in place
 using both hands
 using the right hand
 using the left hand

1.3 catching a ball thrown to

him/her 5 feet away while
standing in place

 using both hands

 using the right hand
 using the left hand
1.4 kicking a large stationary
ball
 using the right foot
 using the left foot
1.5 kicking a big ball when
rolled to him/her
Domain 4: Cognitive Development

COGNITIVE – SENSORY The Learner . . . The Learner. . .

PERCEPTUAL MOTOR  demonstrates sensory  Creates representations 1. Traces recognizable figures
DEVELOPMENT perceptual skills like shapes, pictures (Form  Basic shapes
Perception)  Simple pictures
2. Copies recognizable figures
 Basic shapes
 Simple pictures
3. Draws recognizable figures
 Basic shapes
 Simple pictures
COGNITIVE - MATHEMATICS  Begins to understand the  Recognizes sets of objects 4. Rote counts from 6 to 10
relationship between from 6 to 10 5. Counts objects with one-to-
numbers and quantities  Compares two or more one correspondence, up to
from 6 to 10 sets of objects from 6 to10 quantities of 10
  Recognizes, represents, 6. Conserves number and the
matches, names, reads, equivalence of number
counts, and writes whole (e.g. counting 8 fingers to
numbers 6 to10 represent the number 8)
 Compares and orders 7. Recognizes and identifies
whole numbers from 6 to numerals 6 – 10 with picture
10 cues
8. Writes numerals 6 – 10 by
tracing from a template
9. Arranges numbers 6 - 10
from least to greatest/greatest
to least with concrete
representations
10. Applies number 1-10
concepts and counting skills
in daily life (e.g. counting 10
pecies one peso coin etc.)
 Begins to understand the  Recognizes basic 11. Identifies real coins in
basic concept about money Phillipine currency such as Philippine currency (1, 5,
one, five ten peso coins 10 peso-coin)
COGNITIVE – PHYSICAL AND The Learner . . . The Learner. . .
NATURAL ENVIRONMENT Plants

 Knows the basic parts of  Identifies the basic parts 12. Observes that plants have
plants in the community and functions of plants basic parts
and their functions found in the community 13. Names the basic parts of
plants
14. Identifies the functions of the
basic parts of plants
 Knows the similarities and  Identifies plants as edible 15. Identifies edible plants
differences of plants in the and not edible 16. Identifies non-edible plants
community
 Knows how to take careof  Identifies ways to care for 17. Demonstrates ways to care
plants plants for plants
Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

LANGUAGE DEVELOPMENT Listening
 Listens to directions  Follows simple directions 1. Follows instructions by steps
2.1 Follows simple one-step
direction heard
2.2 follows more than one step
Speaking direction
 Shares information  Increases his/her
vocabulary in sharing 2. Answers questions about one’s
information classmates (e.g. “Is the person near
you a boy or a girl?”; “What is the
name of the boy/girl near you?”)
3. Expresses feelings, thoughts,
and ideas
Pre-reading (Reading
Readiness) Visual Memory

 visualizes pictures or  notes details in pictures 4. Identifies missing objects removed or

objects  visualizes objects and changed in the environment
pictures from memory
e.g. show two objects on a table, like
a ball or a box. Ask a child to close his
eyes then remove one object. When
the child opens his eyes, let him name
the missing object from the table

5. Points out or describes the missing

part of objects

6. Identifies what is wrong in the given

object or picture
 Writing

 acquires basic skills in  traces letters, numbers, 7. Trace letters

tracing letters, and one’s and one’s name properly 7.1 upper case straight line letters
name 7.2 lower case straight line letters
7.3 upper case curved and circular
letters
7.4 lower case curved and circular
letters

8. Trace one’s name:

 on sandpaper
 pencil tracing

Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORS

AESTHETIC AND CREATIVE The Learner… The Learner… The Learner...
DEVELOPMENT
 Appreciates dance  Demonstrates interest and 1. Views modern and Philippine folk
enjoyment in viewing and dances
listening to dance 2. Expresses appreciation for the
performances dance that they prefer
3. Expresses appreciation for what
was heard through body movements

 Uses a variety of  Creates rhythm 4.Creates various rhythms through

materials, tools, the use of sticks, coconut shell etc.
techniques, and 5. Moves one’s body with the variety
processes in dance  Responds to the different of rhythms heard
rhythms using creative 6. Demonstrates feelings through
movement facial expressions
  Participates in the creation 7. Follows a 2-step to 3-step dance
of dance demonstrated by the teacher
8. Dances with music with the
teacher
9. Dances with music without the
teacher

FOURTH QUARTER (10 weeks)

THEME: MY COMMUNITY

Domain 1: Socio-Emotional and Behavior Development

DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES

Sosyo emosyonal Ang bata ay inaasahang. . . Ang bata ay inaasahang. . .

 Pagkilala sa sarili bilang  Natutukoy ang mga 1. Nasasabi kung sinu-sino ang
kabahagi ng pamayanan katulong sa pamayanan mga taong makapagkakatiwalaan
sa pamayanan
- mga kamag-anak na malapit
ang bahay
- mga malapit at kilalang
kapitbahay

 Natutukoy ang mga lugar 2. Natutukoy ang mga lugar na

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

4.1 Nakikisali ng masigla, may

kusa at mahusay sa
pangkatang gawain
Hal. -paglilinis ng silid aralin
- pagtulong sa
pagliligpit ng pingkainan sa
bahay
4.2 Nakatutulong sa iba sa
pagtupad ng kanyang
tungkulin
Hal. -pagtulong sa
kaklase sa pag-aayos ng
silid aralan
- pagtulong kay
Nanay sa pagtutupi ng
twalya, bimpo at panyo
 Nakapagpapakita ng 5. Napananatiling malinis ang
pagmamalasakit sa sariling kapaligiran sa
kalinisan at kaayusan ng pamamagitan ng:
kapaligiran
- pagtulong sa mga simpleng
gawain gaya ng pagwawalis
 ng sahig o bakuran
- Pagpupunas ng upuan/mesa/
Kasangkapan
- Pagtapon ng basura sa
tamang lalagyan

6. Naipapakita ang pagtulong at

pangangalaga sa kapaligiran
- pagdidilig ng mga halaman
- pag-aalis ng damo at kalat
- pag-iiwas sa pagsira ng
halaman gaya ng pagpitas,
paghampas, pagtapak,
pagbunot sa mga halaman
 Nagkakaroon ng  Nakapagpapakita ng 7. Tumutulong ng kusa sa
kamalayan sa malasakit sa kapwa panahon ng pangangailangan sa
pananagutang panlipunan ilalim ng gabay ng magulang o
at pampaaralan guro
Hal. pagbabahagi ng lumang
damit/pagkain sa kapwa sa
panahon ng kalamidad
 Pagkilala sa sarili bilang  Nakapagpapakita ng 8.. Nakikilala ang pagiging isang
kabahagi ng bansa pagmamahal at Pilipino
pagmamalaki sa sariling 9.. Nasasabi na sya ay Pillipino
bansa
Domain 2: Physical Health, Well being and Self-Help

Domain/Strand Content Standards Performance Standards Competencies/indicators

Health The learner … The learner…
 Acquires attitudes, •. shows sufficient energy to 1. Engages in outdoor physical activities, that may
knowledge and skills participate in daily activities either be child selected or teacher initiated:
about physical (Physical Fitness)  Marching though the rhythm
activity for  Climbing the stairs (5 steps continuously)
maintaining  Simple calisthenics
physically fit lifestyles

Safety  Identifies and • demonstrates safety 2. Follows adult supervised safety routines (e.g., fire
practices appropriate practices in neighborhood drills, crossing the street)
safety procedures
Self-Help  Acquires knowledge , Shows awareness of roles
attitudes and skills in of community helpers 3. Identifies community roles (e.g., policeman,
areas of daily life with fireman, nurse, doctor, dentist).
optimal 4. Knows where to seek appropriate help (e.g.,
independence. barangay tanod, policeman).

Domain 3: Motor Development

DOMAIN CONTENT STANDARDS PERFORMANCE COMPETENCIES

STANDARDS
MOTOR The Learner… The Learner… The Learner…
DEVELOPMENT
  demonstrates  demonstrates fine 1. performs the following fine motor tasks correctly
competence in motor skills such as: and with less prompt:
various fine motor cutting, writing, 1.1 cutting along curved lines with a pair of
skills drawing, and using scissors
simple tools correctly 1.2 cutting out simple shapes like circles,
squares, triangles, and rectangles
1.3 cutting out pictures from magazines
1.4 copying shapes and letters from given
models using a pencil
1.5 tracing shapes and letters following a
template
1.6 writing basic lines needed for
handwriting:
*straight (horizontal, vertical,
diagonal)
*curved
1.7 writing one’s name with teacher’s
prompt, on a grade 1 ruled pad using lines
1.8 drawing a human figure following a
model
1.9 drawing a house following a model
1.10 drawing a tree following a model
1.11 using locks and keys
1.12 using spoon and fork properly

Domain 4: Cognitive Development

COGNITIVE – The Learner. . . The Learner. . .

SENSORY
PERCEPTUAL  Demonstrates sensory  demonstrates 1.Identifies top/bottom; front/back
MOTOR perceptual skills awareness of the 2.Tells if an object is near or far
DEVELOPMENT position of objects
  Creates 3. Prints own name
representations like
shapes, letters, pictures
(Form Perception)
COGNITIVE -  Understands the  Observes sunrise and 4. Tells the time of day when activities are being
MATHEMATICS concept of time, sunset to tell the time of done (e.g. morning, afternoon, night time)
length, weight and the the day (morning,
non-standard units to noontime, evening)
measure them
 Tells the days in a 5. Identifies the seven days of the week
week

 Measures and 6. Uses non standard measuring tools and units to

compares the length of measure length
familiar objects using 7. Compares objects based on their length
non-standard units

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

Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE COMPETENCIES/INDICATORS

STANDARDS
LANGUAGE Listening
DEVELOPMENT  Listens to stories  Comprehends simple 1. Listens attentively to stories read by the teacher
and familiar stories 1.1 Answers wh- questions
Speaking s
 Tells stories  Narrates simple and 2. Talks about one’s own experiences for the day
familiar stories when asked (“What did you eat this morning?”; Did
you walk/ride going to school today?”)

Pre-reading (Reading
Readiness) Comprehension

 visualizes pictures  listens attentively to 3. Arranges picture stories in sequence

or objects from stories.poems/rhymes
stories heard
 comprehends picture
stories Study Skills
4. Turn pages properly
 appreciates
stories/poems/rhymes 5. Scan picture books and big books
listened to
 Familiarizes
6. Looks over the pages from left to right and from top to
himself/herself on
bottom
the use of picture
books and big
Literary-Appreciation Skills
books
7. Shows appreciation for stories/poems/rhymes by:

 listening attentively
 making proper reactions at appropriate moments
 looking at picture books on his own

Writing Copying

 acquires basic skills  copies letters, and 8. Copies letters

in copying letters, , one’s name properly  upper case straight line letters (I, L, T, M, N)
and one’s name  lower case straight line letters (i, l, t)
 upper case curved and circular letters (C, O, D,
 B)
 lower case curved and circular letters (c, b, d, o)
9. Copies name

Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE COMPETENCIES/INDICATORS

STANDARDS
AESTHETIC AND The Learner… The Learner… The Learner...
CREATIVE
DEVELOPMENT  Identifies the various 1. Watches a dramatic play presented in school or
 Appreciates drama forms of drama in the community or watches a dramatic play from
media sources (television, internet)
 Demonstrates interest
and enjoyment in 2. Names his/her favorite actors and/or actresses
viewing and listening to
drama 3. Expresses appreciation for a particular drama
that they prefer

 Chooses a drama that

they prefer

 Describes the
characteristics of the
drama that they prefer

 Uses a variety of  Responds to dynamics 4. Acts out simple gestures following their favorite
materials, tools, using creative actors and/or actresses
techniques, and movement
processes in drama  Role plays a story 5. Familiarizes himself/herself with the props that
are used in a dramatic play
 6. Names the props used in a dramatic plays
 Participates in the
creation of a drama

 Role plays a story 7. Acts out in a simple dramatic play with the
teacher’s prompting

8. Actively cooperates in rehearsals for the dramatic

play

9. Performs one’s specific role with confidence

during actual dramatic play in front of an audience

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