1

241
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Grade Level: 1
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Code

Standards Standards
The learner…
identifies the difference between sound and MU1RH-Ia-1
Week 1
silence accurately
relates images to sound and silence within a MU1RH-Ib-2
responds Week 2
rhythmic pattern
demonstrates appropriately to
performs steady beat and accurate rhythm MU1RH-Ic-5
basic the pulse of the
through clapping, tapping chanting, walking and
understanding sounds heard
playing musical instruments in response to
1st of sound, and performs
sound
silence and with accuracy Week 3-5
o in groupings of 2s
rhythm the rhythmic
o in groupings of 3s
patterns
o in groupings of 4s

creates simple ostinato patterns in groupings of Week 6-8 MU1RH-Id-e-6

2s, 3s, and 4s through body movements

Quarter Content Performance Most Essential Learning Competencies Duration Code

Standards Standards
The learner…
responds identifies the pitch of a tone as high or low MU1ME-IIa-1
Week 1
accurately to
demonstrates
high and low sings simple melodic patterns ( so –mi, mi –so, MU1ME-IIb-3
basic Week 2
tones through mi – re-do)
understanding
body sings the melody of a song with the correct MU1ME-IIc-5
2nd of pitch and
movements, pitch
simple melodic
singing, and e.g. greeting songs, counting songs, or action
patterns Week 3
playing other songs
sources of
sounds
 244

demonstrates identifies similar or dissimilar musical lines MU1FO-IIe-2

Week 4
basic
understanding responds with identifies the beginning, ending, and MU1FO-IId-1
of the concepts precision to repeated parts of a recorded music sample Week 5
of musical lines, changes in
beginnings and musical lines Performs songs with the knowledge when to MU1FO-IIf-3
endings in with body start, stop, repeat or end the song.
music, and movements
Week 6-8
repeats in
music

Quarter Content Performance Most Essential Learning Competencies Duration Code

Standards Standards
The learner…
distinguishes relates the source of sound with different body MU1TB-IIIa-1
accurately the movements
demonstrates
different sources e.g. wind, wave, swaying of the trees, animal
understanding Week 1
of sounds heard sounds, or sounds produced by man-made
of the basic
and be able to devices or machines.
concepts of
produce a Produces sounds with different timbre using a MU1TB-IIIb-4
timbre
variety of variety of local materials
Week 2-3
timbres

3rd identifies volume changes from sound samples MU1DY-IIIc-2

creatively Week 4
using the terms loud and soft
interprets with
relates the concepts of dynamics to the MU1DY-IIId-3
demonstrates body
movements of animals
understanding movements the Week 5-6
e.g. big animals/movement = loud; small
of the basic dynamic levels
animals/movement = soft
concepts of to enhance
applies the concept of dynamic levels to MU1DY-IIIg-h-5
dynamics poetry, chants,
enhance poetry, chants, songs, drama or
drama, and Week 7-8
musical stories
musical stories
 245

Quarter Content Performance Most Essential Learning Competencies Duration Code

Standards Standards
The learner…
performs with demonstrates the basic concepts of tempo Week 1 MU1TP-IVa-2
accuracy varied through movements (fast or slow)
demonstrates tempi through uses body movements or dance steps to Week 2 MU1TP-IVb-3
understanding movements or respond to varied tempo
of the basic dance steps to - slow movement with slow music
concepts of enhance poetry, - fast movement with fast music
tempo chants, drama, uses varied tempo to enhance poetry, chants, Week 3 MU1TP-IVc-5
and musical drama, and musical stories
stories
4th demonstrates awareness of texture by Week 4-6 MU1TX-IVe-2
identifying sounds that are solo or with other
sounds.
demonstrates sings songs to
distinguishes single musical line and multiple Week 4-6 MU1TX-IVf-3
understanding involve oneself
musical lines which occur simultaneously in a
of the basic and experience
given song
concepts of the concept of
sings two-part round songs Week 7-8 MU1TX-IVg-h-4
texture texture
e.g.
Are You Sleeping, Brother John?
Row, Row, Row Your Boat

Grade Level: 2
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates responds relates visual images to sound and silence Week 1 MU2RH-Ib-2
basic appropriately to using quarter note , beamed eighth notes
1st
understanding the pulse of
of sound, sounds heard and and quarter rest in a rhythmic pattern
 246

silence and performs with maintains a steady beat when replicating a Week 2 MU2RH-Ic-4
rhythmic accuracy the simple series of rhythmic patterns (e.g. echo
patterns and rhythmic patterns clapping, walking, tapping, chanting, and
develops in expressing playing musical instruments)
musical oneself reads stick notations in rhythmic patterns Week 3-4 MU2RH-Ic-5
awareness while with measures of 2s, 3s and 4s
performing the
fundamental writes stick notations to represent the heard Week 5-6 MU2RH-If-g-7
processes in rhythmic patterns
music creates simple ostinato patterns in measures Week 7-8 MU2RH-Id-e-6
of 2s, 3s, and 4s with body movements

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies the pitch of tones as: high (so), Week 1-2 MU2ME-IIa-1
low (mi); higher (la); lower (re)
performs with
demonstrates responds to ranges of pitch through body Week 1-2 MU2ME-IIa-2
accuracy of pitch,
basic movements, singing, or playing instruments
the simple melodic
understanding sings children's songs with accurate pitch Week 3-4 MU2ME-IIb-4
patterns through
of pitch and
body movements,
simple * demonstrates melodic contour through: Week 3-4 MU2ME-IIc-6
singing or playing
melodic a. movement
musical
patterns b. music writing (on paper or on air)
instruments
2nd c. visual imagery MU2ME-IIc-7

performs a song, demonstrates the beginning, ending and Week 5-6 MU2FO-IId-2
chosen from repeats of a song with
demonstrates
among the - movements
understanding
previously learned - vocal sounds
of the basic
songs that shows - instrumental sounds
concepts of
the basic concepts identifies musical lines as Week 5-6 MU2FO-IIe-3
musical form
of musical lines, - similar
beginnings, endings - dissimilar
 247

and repeats * creates melodic or rhythmic introduction Week 7-8 MU2FO-IIg-h-6

through body and ending of songs
movement, vocal MU2FO-IIg-h-7
sounds, and
instrumental
sounds

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
determines replicates different sources of sounds with Week 1 MU2TB-IIIa-2
accurately the body movements
demonstrates sources of sounds identifies the common musical instruments Week 2 MU2TB-IIIb-3
understanding heard, and by their sounds and image
of the basic produce sounds recognizes the difference between speaking Week 2 MU2TB-IIIc-4
concepts of using voice, body, and singing
timbre and objects, and be performs songs with appropriate vocal or Week 3-4 MU2TB-IIIc-5
3rd able to sing in sound quality (from available instruments)
accurate pitch
creatively applies distinguishes the dynamics of a song or Week 5 MU2DY-IIIc-2
demonstrates
changes in music sample
understanding
dynamics to uses the words “loud”, “louder”, “soft” and Week 5 MU2DY-IIIc-4
of the basic
enhance rhymes, “softer” to identify variations in volume
concepts of
chants, drama, and Performs songs with appropriate dynamics Week 6-8 MU2DY-IIIf-h-6
dynamics
musical stories

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates uses varied tempo follows the correct tempo of a song including Week 1-2 MU2TP-IVb-4
understanding to enhance tempo changes
4th of the basic rhymes, chants,
concepts of drama, and musical distinguishes “slow,” “slower,” “fast,” and Week 1-2 MU2TP-IVb-5
tempo stories “faster” in recorded music
 248

identifies musical texture with recorded Week 3-4 MU2TX-IVd-f-1

music
distinguishes - melody with solo instrument or voice
accurately - single melody with accompaniment
demonstrates
between single - two or more melodies sung or played
understanding
musical line and together at the same time
of the basic
multiple musical distinguishes between single musical line Week 5-6 MU2TX-IVd-f-3
concepts of
lines which occur and multiple musical lines which occur
texture
simultaneously in a simultaneously
given song distinguishes between thinness and Week 7-8 MU2TX-IVg-h-4
thickness of musical sound in recorded or
performed music

Grade Level: 3
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
relates images with sound and silence using Week 1 MU3RH-Ia-1
quarter note , beamed eighth note ,
performs simple half note , quarter rest and half rest
ostinato within a rhythmic pattern
patterns/simple maintains a steady beat when replicating a Week 2 MU3RH-Ib-h-2
demonstrates rhythmic simple series of rhythmic patterns in
understanding accompaniments measures of 2s, 3s, and 4s (e.g. echo
1st of the basic on classroom clapping, walking, marching, tapping,
concepts of instruments and chanting, dancing the waltz, or playing
rhythm other sound musical instruments)
sources to a given
song plays simple ostinato patterns (continually Week 5-6 MU3RH-Id-h-5
repeated musical phrase or rhythm) with
classroom instruments and other sound
sources
 249

creates continually repeated musical phrase Week 7-8 MU3RH-Ie-6

or rhythm in measures of 2s, 3s, and 4s

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies the pitch of a tone as: Week 1 MU3ME-IIa-1
- high – higher
- moderately high – higher
demonstrates
- moderately low – lower
understanding sings the melody
- low – lower
of the basic of a song with
matches the correct pitch of tones Week 2 MU3ME-IIa-2
concepts of accurate pitch
- with the voice
melody
- with an instrument
recreates simple patterns and contour of a Week 3 MU3ME-IIb-5
nd melody
2
sings, plays, and identifies the beginning, middle, ending and Week 4 MU3FO-IId-1
performs (through repetitions within a song or music sample
body movements) identifies musical lines as Week 5 MU3FO-IId-2
demonstrates
a chosen song - similar
understanding
showing the basic - same
of the basic
concepts of - different
concepts of
musical lines, performs songs with accurate pitch from Week 6-8 MU3FO-IIg-h-6
musical form
beginnings, beginning to end including repetitions
endings and
repeats

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates recognizes musical instruments through Week 1 MU3TB-IIIb-3
applies vocal
understanding sound
techniques in
3rd of the basic uses the voice and other sources of sound to Week 2 MU3TB-IIIc-6
singing to
concepts of produce a variety of timbres
produce a
timbre
 250

pleasing vocal
quality:
1. using head
tones
2. employing
proper breathing
3. using the
diaphragm
demonstrates distinguishes “loud,” “medium,” and “soft” Week 3 MU3DY-IIId-2
understanding in music
of the basic responds to conducting gestures of the Week 6 MU3DY-IIIe-h-5
concepts of sings songs with teacher for “loud” and “soft”
dynamics in proper dynamics applies varied dynamics to enhance poetry, Week 7-8 MU3DY-IIIf-h-6
order to following bas chants, drama, songs and musical stories
respond to
conducting
gestures using

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates enhances applies correct tempo and tempo changes by Week 1 MU3TP-IVa-2
understanding performance of following basic conducting gestures
of the poetry, chants, distinguishes among fast, moderate, and Week 2 MU3TP-IVb-5
concepts of drama, musical slow in music
tempo in stories, and songs performs songs with appropriate tempo (use Week 3-4 MU3TP-IVa-c-7
order to by using a variety songs from the locality)
respond to of tempo
4th
conducting
symbols
indicating
variations in
tempo
demonstrates sings: distinguishes between thinness and Week 5-6 MU3TX-IVg-h-4
understanding thickness of musical sound
 251

of the basic 1. “two-part demonstrates the concept of texture by Week 7-8 MU3TX-IVd-f-2
concepts of rounds” singing “partner songs” (local or foreign song
texture 2. “partner samples)
songs” 1. “Leron, Leron Sinta”
2. “Pamulinawen”
3. “It’s A Small World”
4. “He’s Got the Whole World in His Hands

Grade Level: 4
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies different kinds of notes and rests Week 1 MU4RH-Ia-1
(whole, half, quarter, and eighth)
reads different rhythmic patterns Week 2-3 MU4RH-Ic-3

demonstrates creates rhythmic performs rhythmic patterns in time Week 4-5 MU4RH-Ic-4
understanding patterns in: signatures 2 3 4
of concepts 1. simple time 4, 4, 4
1st pertaining to signatures
rhythm and 2. simple one-
musical measure ostinato uses the bar line to indicate groupings of Week 5-6 MU4RH-Ic-5
symbols pattern beats in 2 3 4
4, 4, 4

identifies accented and unaccented pulses Week 7-8 MU4RH-Id-6

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
recognizes the analyzes melodic recognizes the meaning of the G-Clef (treble Week 1 MU4ME-IIc-3
2nd
musical movement and clef)
 252

symbols and range and be able identifies the pitch names of the G-clef staff Week 2-3 MU4ME-IIb-2
demonstrates to create and including the ledger lines and spaces (below
understanding perform simple middle C)
of concepts melodies identifies the movement of the melody as: Week 4 MU4ME-IId-4
pertaining to - no movement
melody - ascending stepwise
- descending stepwise
- ascending skipwise
- descending skipwise
identifies the highest and lowest pitch in a Week 5 MU4ME-IIe-5
given notation of a musical piece to
determine its range
sings with accurate pitch the simple intervals Week 6 MU4ME-IIf-6
of a melody
creates simple melodic lines Week 7-8 MU4ME-IIg-h-7

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies aurally and visually the Week 1 MU4FO-IIIa-1
introduction and coda (ending) of a musical
piece
demonstrates
identifies aurally and visually the antecedent Week 2 MU4FO-IIIa-2
understanding
and consequent in a musical piece
of musical
performs similar recognizes similar and contrasting phrases in Week 3 MU4FO-IIIa-b-3
phrases, and
and contrasting vocal and instrumental music
the uses and
3rd musical phrases 1. melodic
meaning of
2. rhythmic
musical terms
performs similar and contrasting phrases in Week 4 MU4FO-IIId-5
in form
music
1. melodic
2. rhythmic
demonstrates participates identifies as vocal or instrumental, a Week 5 MU4TB-IIIe-2
understanding actively in a recording of the following:
 253

of variations group 1. solo

of sound in performance to 2. duet
music demonstrate 3. trio
(lightness and different vocal 4. ensemble
heaviness) as and instrumental identifies aurally and visually various musical Week 6 MU4TB-IIIf-3
applied to sounds ensembles in the community
vocal and
instrumental
music
recognizes the applies forte and applies dynamics in a simple music score Week 7-8 MU4DY-IIIf-1
musical piano to using the symbols p (piano) and f (forte)
symbols and designate
demonstrates loudness and
understanding softness in a
of concepts musical sample
pertaining to 1. singing
volume in 2. playing
music instrument

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates creates and uses appropriate musical terms to indicate Week 1 MU4TP-IVb-2
understanding performs body variations in tempo
of concepts movements 1. largo
pertaining to appropriate to a 2. presto
speed/flow of given tempo
music creates and
4th demonstrates performs body
understanding movements
of concepts appropriate to a
pertaining to given tempo
speed/flow of
music
 254

demonstrates identifies aurally and visually an ostinato or Week 2 MU4TX-IVd-2

understanding sings two-part descant in a music sample
of concepts rounds and recognizes solo or 2-part vocal or Week 3 MU4TX-IVe-3
pertaining to partner songs instrumental music
texture in with others
music
identifies harmonic intervals (2 pitches) in Week 4 MU4HA-IVf-1
demonstrates performs visual and auditory music samples
understanding examples of writes samples of harmonic intervals (2 Week 5 MU4HA-IVh-3
of harmonic harmonic interval pitches)
intervals with others performs a song with harmonic intervals Week 6-8 MU4HA-IVg-2
(2pitches)

Grade Level: 5
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies the kinds of notes and rests in a Week 1 MU5RH-Ia-b-1
song
recognizes the performs with a recognizes rhythmic patterns using quarter Week 2 MU5RH-Ia-b-2
musical conductor, a note, half note, dotted half note, dotted
symbols and speech chorus in quarter note, and eighth note in simple time
demonstrates simple time signatures
1st
understanding signatures identifies accurately the duration of notes Week 3-5 MU5RH-Ic-e-3
of concepts 1. choral and rests in 2 3 4 time signature
pertaining to 2. instrumental 4, 4, 4
rhythm
creates different rhythmic patterns using Week 6-8 MU5RH-If-g-4
notes and rests in time signatures

Quarter Content Performance Standards Most Essential Duration Codes

Standards Learning
Competencies
 255

The learner…
recognizes the Week 1 MU5ME-IIa-1
meaning and uses of F-
Clef on the staff

identifies the pitch Week 1 MU5ME-IIa-2

names of each line and
space on the F-Clef
staff
describes the use of Week 2 MU5ME-IIb-3
the symbols: sharp (# ),
recognizes the
flat (♭), and natural (♮)
musical
recognizes aurally and Week 3 MU5ME-IIc-4
symbols and accurate performance of songs
visually, examples of
demonstrates following the musical symbols
2nd melodic intervals
understanding pertaining to melody indicated in the
identifies the notes in Week 4 MU5ME-IIc-5
of concepts piece
the C major scale
pertaining to
determines the range Week 5 MU5ME-IIe-8
melody
of a musical example
1. wide
2. narrow
reads notes in different Week 6 MU5ME-IIf-9
scales : Pentatonic
scale, C major scale, G
major scale
creates simple Week 7-8 MU5ME-IIg-10
melodies
performs his/her own Week 7-8 MU5ME-IIh-11
created melody
 256

Quarter Content Performance Standards Most Essential Learning Duration Codes

Standards Competencies
The learner…
recognizes the design or Week 1 MU5FO-IIIa-1
structure of simple
musical forms:
1. unitary (one
section)
demonstrates
2. strophic (same
understanding
tune with 2 or
of the uses performs the created song with
more sections
and meaning appropriate musicality
and 2 or more
of musical
verses)
terms in Form
creates a 4- line unitary Week 2 MU5FO-IIIb-2
song
creates a 4 –line Week 3-4 MU5FO-IIIc-d-3
strophic song with 2
sections and 2 verses
3rd describes the following Week 5 MU5TB-IIIe-2
vocal timbres:
demonstrates 1. soprano
understanding 2. alto
of variations 3. tenor
of sound 4. bass
density in identifies aurally and Week 6 MU5TB-IIIf-3
participates in a group performance to
music visually different
demonstrate different vocal and
(lightness and instruments in:
instrumental sounds
heaviness) as 1. rondalla
applied to 2. drum and lyre
vocal and band
instrumental 3. bamboo
music group/ensemble
(Pangkat
Kawayan)
 257

4. other local
indigenous
ensembles
creates music using Week 7-8 MU5TB-IIIg-h-5
available sound sources

Quarter Content Performance Standards Most Essential Learning Duration Codes

Standards Competencies
The learner…
demonstrates applies dynamics to musical selections uses appropriate Week 1-2 MU5DY-IVa-b-2
understanding musical terms to
of concepts indicate variations in
pertaining to dynamics:
volume in 1. piano (p)
music 2. mezzo piano
(mp)
3. forte(f)
4. mezzo forte
(mf)
5. crescendo

6. decrescendo
4th
recognizes the applies appropriately, various tempo uses appropriate Week 3-4 MU5TP-IVc-d-2
musical to vocal and instrumental musical terminology to
symbols and performances indicate variations in
demonstrates tempo:
understanding 1. largo
of concepts 2. presto
pertaining to 3. allegro
speed in 4. moderato
music 5. andante
6. vivace
7. ritardando
8. accelerando
 258

demonstrates recognizes examples of horizontal 3- describes the texture of Week 4 MU5TX-IVe-1

understanding part vocal or instrumental texture, a musical piece
of concepts aurally and visually performs 3-part rounds Week 5 MU5TX-IVe-2
pertaining to and partner songs
texture in
music
recognizes the performs a vocal or instrumental uses the major triad as Week 6-8 MU5HA-IVh-2
musical ensemble using the following major accompaniment to
symbols and triads( I, IV, V ) simple songs
demonstrates
understanding
of harmonic
intervals

Grade Level: 6
Subject: Music

Quarter Content Performance Standards Most Essential Learning Duration Codes

Standards Competencies
The learner…
st
1 demonstrates responds to beats in music heard with identifies the values of Week 1 MU6RH-Ia-1
understanding appropriate conducting patterns of the notes / rests used in
of the concept a particular song
2 3 4 6
of rhythm by 4, 4, 4 and 8 differentiates aurally Week 2-3 MU6RH-Ib-e-2
applying notes among
and rests, 2 3 4 6
rhythmic 4, 4, 4 and 8 time
patterns, and signatures
time demonstrates the Week 4-5 MU6RH-Ib-e-3
signatures conducting gestures in
time signatures of:
2 3 4 and 6
4, 4, 4 8
 259

creates rhythmic Week 6-8 MU6RH-Ig-h-5

patterns in time
signatures of
2 3 4 and 6
4, 4, 4 8

Quarter Content Performance Standards Most Essential Learning Duration Codes

Standards Competencies
The learner…
reads simple musical Week 1-2 MU6ME-IIa-1
notations in the Key of C
Major, F Major and G
demonstrates Major
the concept of sings or plays Week 3-4 MU6ME-IIa-3
melody by using applies learned concepts of melody instruments in solo or
2nd intervals in and other elements to composition with group,
major scales and performance melodies/songs in C
and in the Major, G Major, and F
minor scales Major
creates simple melodies Week 5-6 MU6ME-IIa-4
sings self-composed Week 7-8 MU6ME-IIa-5
melodies

Quarter Content Performance Standards Most Essential Learning Duration Codes

Standards Competencies
The learner…
identifies simple musical Week 1-2 MU6FO-IIIa-b-1
demonstrates
forms of songs from the
understanding
community:
of the concept performs accurately the design or
3rd 1. binary (AB) -
of musical structure of a given musical piece
has 2
forms and
contrasting
musical symbols
sections (AB)
 260

(repeat marks) 2. ternary

indicated (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)
uses the different Week 3 MU6FO-IIIc-3
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
 261

(ending 1,
ending 2)
demonstrates aurally determines the sound of a describes the Week 4 MU6TB-IIId-1
understanding single instrument in any section of instrumental sections of
of the concept the orchestra the Western orchestra
of timbre distinguishes various Week 5 MU6TB-IIId-e-2
through musical ensembles seen
recognizing and heard in the
musical community
instruments
aurally and
visually
demonstrates applies the appropriate dynamic uses varied dynamics in Week 6-8 MU6DY-IIIh-2
understanding levels in vocal and instrumental a song performance
of the concept music 1. piano (p)
of dynamics 2. mezzo piano
through a wide (mp)
variety of 3. pianissimo
dynamic levels (pp)
4. forte (f)
5. mezzo forte
(mf)
6. fortissimo (ff)
7. crescendo

8. decrescendo

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates identifies the different tempo in a music Week 1 MU6TX-IVa-b-1
performs a given
understanding of sample:
4th song, using tempo
the various 1. allegro
marks appropriately
tempo 2. andante
 262

3. ritardando
4. accelerando
5. largo
6. presto
7. vivace
demonstrates the different kinds of Week 2 MU6TX-IVa-b-3
tempo by following tempo marks in a
song from the community
e.g.: “Pandangguhan”
identifies different textures from music Week 4 MU6TX-IVc-d-2
samples
demonstrates the 1. Vocal
concept of a. solo voice
texture as: b. solo voice with
performs accurately
1. monophonic accompaniment
a given song with
(one voice) c. duet, partner
monophonic,
2. homophonic songs, round
homophonic, and
(voice and songs
polyphonic textures
accompaniment) 2. Instrumental
3. polyphonic a. solo
(many voices) b. ensemble
distinguishes monophonic, homophonic, Week 5 MU6TX-IVc-d-3
and polyphonic textures
demonstrates demonstrates distinguishes the sound of a major chord Week 6 MU6HA-IVe-f-3
understanding of harmony in group from a minor chord
the concepts of performances uses major or minor chords as Week 7-8 MU6HA-IVg-h-4
harmony through 1. choir accompaniment to simple songs
the intervals that 2. rondalla
constitute the 3. lyre band
primary chords of
major and minor
scales in music
 263

Grade Level: 7
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
describes the musical characteristics of Week 1 MU7LU-Ia-1
representative music selections from the
lowlands of Luzon after listening
analyzes the musical elements of some Week 2 MU7LU-Ia-2
Lowland vocal and instrumental music
selections;
* identifies the musical instruments and Week 3 MU7LU-Ib-3
demonstrates other sound sources from the lowlands of
understanding Luzon
of the musical performs music of explores ways of producing sounds on a Week 4 MU7LU-Ib-f-4
characteristics the lowlands with variety of sources that is similar to the
1st of appropriate pitch, instruments being studied;
representative rhythm, expression
music from the and style
lowlands of improvises simple rhythmic/melodic Week 5 MU7LU-Ic-f
Luzon accompaniments to selected music from
the Lowlands of Luzon;
performs music from Luzon lowlands with Week 6 MU7LU-Ia-h-7
own accompaniment;
evaluates music and music performances Week 7-8 MU7LU-Ic-h-10
with rubrics on musical elements and
styles.

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates performs selected describes the musical characteristics of Week 1 MU7LV-IIa-f-1
2nd
understanding vocal and representative selections of Cordillera,
 264

of the musical instrumental music Mindoro, Palawan and of the Visayas after
characteristics of Cordillera, listening;
of Mindoro, Palawan explains the distinguishing characteristics of Week 2 MU7LV-IIb-f-3
representative and the Visayas in representative music from Cordillera,
music from the appropriate style Mindoro, Palawan and of the Visayasin
highlands of relation to its culture and geography;
Luzon, Mindoro, identifies the musical instruments and other Week 3 MU7LV-IIa-f-2
Palawan, and sound sources from Cordillera, Mindoro,
the Visayas Palawan and of the Visayas;
discovers ways of producing sounds on a Week 4 MU7LV-IIb-g-4
variety of sources similar to instruments
being studied;
improvises simple rhythmic/melodic Week 5 MU7LV-IIb-g-7
accompaniments to selected music from
the Cordillera, Mindoro, Palawan and of
the Visayas;
performs music from Cordillera, Mindoro, Week 6 MU7LV-IIb-g-6
Palawan and of the Visayas, with
accompaniment
evaluates music and music performances Week 7-8 MU7LV-IIc-h-10
using rubrics on musical elements and
style.

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates describes the musical characteristics of Week 1 MU7MN-IIIa-g-1
understanding representative music selections from
of the musical performs music of Mindanao after listening;
characteristics Mindanao with identifies the musical instruments and Week 2 MU7MN-IIIa-g-3
3rd other sound sources of representative
of appropriate
representative expression and style music selections from Mindanao
music from analyzes the musical elements of some Week 3 MU7MN-IIIa-g-2
Mindanao Mindanao vocal and instrumental music;
 265

discovers ways of producing sounds on a Week 4 MU7MN-IIIb-h-4

variety of sources that is similar to the
instruments being studied;
improvises simple rhythmic/melodic Week 5 MU7LV-IIIc-h-5
accompaniments to selected music from
Mindanao;
perform music from Mindanao with own Week 6 MU7LV-IIIc-h-6
accompaniment
evaluates music selections and music Week 7-8 MU7LV-IIIb-h-10
performances using rubrics on musical
elements and style.

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies musical characteristics of selected Week 1 MU7FT-IVa-g-1
Philippine festivals and theatrical forms
through video or live performances;
describes the origins and cultural Week 2 MU7FT-IVa-d-2
demonstrates
background of selected Philippine
understanding
festival/s;
of the musical performs music of
describes how the music contributes to the Week 3 MU7FT-IVe-h-4
characteristics Mindanao with
4th performance of the musical production;
of appropriate
describes how a specific idea or story is Week 4 MU7FT-IVe-h-6
representative expression and style
communicated through music in a
music from
particular Philippine musical theater
Mindanao
improvises music accompaniment in Week 5-6 MU7FT-IVe-h-4
relation to a particular Philippine festival;
performs selection/s from chosen Week 7-8 MU7FT-IVe-h-7
Philippine musical theater;
 266

Grade Level: 8
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
listens perceptively to music of Southeast Week 1 MU8SE-Ia-h-2
Asia;
analyzes musical elements of selected songs Week 2 MU8SE-Ib-h-4
and instrumental pieces heard and
demonstrates performed;
understanding explores ways of producing sounds on a Week 3 MU8SE-Ic-h-5
of common variety of sources that would simulate
musical performs Southeast instruments being studied;
characteristics Asian songs with improvises simple accompaniment to Week 4 MU8SE-Ic-h-6
1st of the region as appropriate pitch, selected Southeast Asian music;
well as unique rhythm, expression performs music from Southeast Asia with Week 5-6 MU8SE-Ic-h-7
characteristics and style. own accompaniment;
of a particular * evaluates music and music Week 7-8 MU8SE-Ic-h-8
Southeast Asian performances using guided rubrics
country. applying knowledge of musical elements
and style.

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
demonstrates listens perceptively to music of East Asia; Week 1 MU8SE-IIa-h-2
performs East Asian
understanding analyzes musical elements of selected songs Week 2 MU8SE-IIc-h-4
2nd music with
of common and and instrumental pieces heard and
appropriate pitch,
distinct musical performed;
 267

characteristics rhythm, expression explores ways of producing sounds on a Week 3 MU8SE-IIb-h-5

of East Asian and style variety of sources that would simulate
countries instruments being studied;
improvises simple accompaniment to Week 4 MU8SE-IIc-h-6
selected East Asian music;
* performs music from East Asia with own Week 5-6 MU8SE-IIb-h-7
accompaniment;
evaluates music and music performances Week 7-8 MU8SE-IIb-h-8
using guided rubrics applying knowledge
of musical elements and style.

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
listens perceptively to music of South Asia Week 1 MU8WS-IIIa-h-2
and the Middle East;

analyzes musical elements of selected songs Week 2 MU8WS-IIIc-h-4

demonstrates and instrumental pieces heard and
an performed;
performs South Asia
understanding explores ways of producing sounds on a Week 3 MU8WS-IIIc-h-5
and the Middle East
of common and variety of sources that would simulate
music with
3rd distinct musical instruments being studied;
appropriate pitch,
characteristics improvises simple accompaniment to Week 4 MU8WS-IIIb-h-6
rhythm, expression
of South Asia selected South Asia and the Middle East
and style.
and the Middle music;
East. * performs music from South Asia and Week 5-6 MU8WS-IIIb-h-7
Middle East with own accompaniment;
evaluates music and music performances Week 7-8 MU8WS-IIIc-h-8
using guided rubrics applying knowledge
of musical elements and style.
 268

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
identifies musical characteristics of selected Week 1 MU8TH-IVa-g-1
Asian musical theater through video films
or live performances;
describes the instruments that accompany Week 2 MU8TH-IVa-g-2
Kabuki, Wayang Kulit, Peking Opera;
demonstrates
describes how a specific idea or story is Week 3 MU8TH-IVb-h-3
understanding performs excerpts
communicated through music in a
and application from traditional
particular Asian musical theater;
of musical skills Asian theater with
4th improvises appropriate sound, music, Week 4 MU8TH-IVb-h-7
related to appropriate pitch,
gesture, movements, props and costume
selected rhythm, expression,
for performance of a chosen Asian
traditional Asian and style
traditional musical and theatrical form;
theater
performs selection/s from chosen Asian Week 5-6 MU8TH-IVa-g-6
musical theater;
evaluates music and music performances Week 7-8 MU8TH-IVc-h-8
using guided rubrics applying knowledge
of musical elements and style.

Grade Level: 9
Subject: Music

Quarter Content Performance Most Essential Learning Competencies Duration Codes

Standards Standards
The learner…
performs selected describes the musical elements of Week 1 MU9MRB -Ib-f-5
demonstrates
songs from selected vocal and instrumental music of
understanding
Medieval, Medieval, Renaissance and Baroque
of characteristic
1st renaissance and music;
features of the
baroque periods explains the performance practice (setting, Week 2 MU9MRB -Ia-h-2
Medieval,
a) Chants; composition, role of
Renaissance
b) Madrigals; composers/performers, and audience)
 269

and Baroque c) excerpts from during Medieval, Renaissance and

period music oratorio; Baroque periods;
d) chorales; * relates Medieval, Renaissance and Week 3 MU9MRB -Ic-f-3
e) troubadour. Baroque music to other art forms and its
history within the era;
* improvises appropriate accompaniment Week 4-5 MU9MRB -Ib-d-7
to selected music from Medieval,
Renaissance and Baroque Period;
* performs music from Medieval, Week 6-7 MU9MRB -Ib-h-4
Renaissance and Baroque Period;
* evaluates music and music Week 8
performances using guided rubrics

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
describes musical elements of given Classical Week 1 MU9CL-IIa-f-1
period pieces;
sings and performs
demonstrates explains the performance practice (setting, Week 2 MU9CL-IIa-f-3
themes of
understanding of composition, role of composers/performers,
symphonies and
characteristic features of and audience) during Classical Period
other instrumental
Classical period music relates Classical music to other art forms and its Week 3 MU9CL-IIa-f-2
nd forms sings and
2 demonstrates history within the era;
performs themes of
understanding of improvises appropriate accompaniment to Week 4-5 MU9CL-IIe-9
symphonies and
characteristic features of selected music from Classical Period
other instrumental
Classical period music performs selected music from the Classical Week 6-7 MU9CL-IIb-h-7
forms
period;
evaluates music and music performances using Week 8
guided rubrics.

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
demonstrates describes musical elements of given Romantic Week 1 MU9RO-IIIa-2
3rd
understanding of period pieces;
 270

characteristic features of sings and performs explains the performance practice (setting, Week 2 MU9RO-IIIb-h-3
instrumental Romantic themes of selected composition, role of composers/performers,
music instrumental pieces and audience) during Romantic Period
relates Romantic music to other art forms and Week 3 MU9RO-IIIc-h-7
its history within the era;
improvises appropriate accompaniment to Week 4-5 MU9RO-IIIc-h-8
selected music from Romantic Period
performs selected music from the Romantic Week 6-7 MU9RO-IIIe-h-6
period;
evaluates music and music performances using Week 8
guided rubrics.

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
explains the plot, musical and theatrical Week 1-2 MU9OP-IVa-g-1
elements of an opera after watching video
samples;
demonstrates
performs themes or melodic fragments of Week 3-4 MU9OP-IVb-h-3
understanding of sings and performs
given selected songs;
4th characteristic features of themes of selected
improvises appropriate sounds, music, Week 5-6 MU9OP-IVb-h-5
vocal music of the songs
gestures, movements, and costumes for a
Romantic period
chosen opera.
evaluates music performances using guided Week 7-8
rubrics

Grade Level: 10
Subject: Music

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
demonstrates creates musical describes distinctive musical elements of given Week 1 MU10TC-Ia-h-2
1st
understanding of 20th pieces using pieces in 20th century styles;
 271

century music styles and particular style/s of explains the performance practice (setting, Week 2-3 MU10TC-Ib-g-4
characteristic features. the 20th Century. composition, role of composers/performers,
th
and audience) of 20 century music;
relates 20th Century music to other art forms Week 4-5 MU10TC-Ia-g-3
and media during the same time period;
performs music sample from the 20th century Week 5-6 MU10TC-Ib-5

evaluates music and music performances using Week 7-8

guided rubrics

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
describes the historical and cultural Week 1 MU10AP-IIa-g-2
background of Afro-Latin American and
popular music;
analyzes musical characteristics of Afro-Latin Week 2-3 MU10AP-IIa-h-5
American and popular music through listening
demonstrates performs vocal and
activities;
understanding of dance forms of Afro-
explores ways of creating sounds on a variety Week 4-5 MU10AP-IIa-7
2nd characteristic features of Latin American
of sources suitable to chosen vocal and
Afro-Latin American music music and selections
instrumental selections;
and Popular music of Popular music
performs selections of Afro-Latin American and Week 6-7 MU10AP-IIa-h-6
popular music in appropriate pitch, rhythm,
style, and expression;
evaluates music and music performances Week 8 MU10AP-IIa-h-10
using guided rubrics

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
demonstrates sings contemporary narrates the life of selected contemporary Week 1 MU10CM-IIIc-g-3
3rd
understanding of songs Filipino composer/s ;
 272

characteristic features of analyzes the musical characteristics of Week 2 MU10CM-IIIa-h-2

contemporary music traditional and contemporary Philippine
music;
improvises simple vocal/instrumental Week 3-5 MU10CM-IIId-e-5
accompaniments to selected contemporary
Philippine music;
performs selections of contemporary Week 6-7 MU10CM-IIIb-h-4
Philippine music;
evaluates music and music performances Week 8 MU10CM-IIIh-8
using guided rubrics.

Quarter Content Standards Performance Most Essential Learning Competencies Duration Codes
Standards
The learner…
1. demonstrates describes how an idea or story in a musical play Week 1 MU10MM-IIIa-h-1
understanding of is presented by watching a live performance
1. performs or video excerpt;
characteristic features of
selections from explains how theatrical elements in a selected Week 2-3 MU10MM-IIIa-h-2
20th and 21st century
musical plays, ballet, part of a musical play are combined
opera musical play, ballet with music
opera in a
and other multimedia and media to achieve certain effects;
satisfactory level of
forms. creates appropriate sounds, music, Week 4-6 MU10MM-IIIc-h-4
4th performance.
gestures,movements, and costume using
2. demonstrates
2. creates a musical media and technology for a selected part of a
understanding of the
work using media & musical play;
relationship among performs an excerpt from a 20th or 21st Week 7-8 MU10MM-IIIg-h-5
technology.
music, technology, and century Philippine musical and highlight its
media. similarities and differences to other western
musical play.
273
 274

Grade Level: Grade 1

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner… 1. explains that ART is all around and is created by Week 1/ 1st Q A1EL-Ia
demonstrates creates a portrait of different people
understanding of himself and his family 2. identifies different lines, shapes, texture used Week 2/1st Q A1EL-Ic
lines, shapes, colors which shows the by artists in drawing
and texture, and elements and principles 3. uses different drawing tools or materials - Weeks 3, 4, & 5/ A1EL-Id
principles of balance, of art by drawing pencil, crayons, piece of charcoal, stick-on 1st Q
proportion and different papers, sinamay, leaves, tree bark, and
variety through other local materials to create his drawing about
drawing oneself, one’s family, home, and school, as a
means of self-expression
Weeks 6, 7, & A1PR-If
8/1st Q
demonstrates
understanding of creates a portrait of
lines, shapes, colors himself and his family 4. draws different kinds of plants showing a variety
and texture, and which shows the of shapes, lines and color
principles of balance, elements and principles
proportion and of art by drawing
variety through
drawing
2nd The learner… The learner 1. identifies colors as primary, secondary, and Week 1/ 2nd Q A1EL-IIa
demonstrates tertiary, both in natural and man-made objects,
understanding of creates a harmonious seen in the surrounding
colors and shapes, design of natural and 2. creates a design inspired by Philippine flowers, Weeks 3 & 4/ 2nd A1PR-IIg
and the principles of man-made objects to jeepneys, Filipino fiesta decors, parol, or objects Q
harmony, rhythm and express ideas using and other geometric shapes found in nature and
balance through colors and shapes, and in school using primary and secondary colors
painting harmony
demonstrates 3. paints a home/school landscape or design Weeks 5 & 6/ 2nd A1PR-Ie-1
understanding of choosing specific colors to create a certain Q
colors and shapes, feeling or mood
 275

and the principles of creates a harmonious Weeks 7 & 8/ 2nd

harmony, rhythm and design of natural and Q
balance through man-made objects to
4. talks about the landscape he painted and the A1PR-Ie-2
painting express ideas using
landscapes of others
colors and shapes, and
harmony

3rd demonstrates creates prints that show 1. differentiates between a print and a drawing or Week 1 / 3rd Q A1EL-IIIa
understanding of repetition, alternation painting
shapes and texture and emphasis using 2. describes the shape and texture of prints made Weeks 2 & 3 / A1EL-IIIb
and prints that can be objects from nature and from objects found in nature and man-made 3rd Q
repeated, alternated found objects at home objects and from the artistically designed prints in
and emphasized and in school his artworks and in the artworks of others.
through printmaking 3. creates a print by applying dyes on his finger or Week 4 / 3rd Q A1EL-IIId
palm or any part of the body and pressing it to the
demonstrates paper, cloth, wall, etc. to create impression
understanding of 4. creates a print by rubbing pencil or crayon on Week 5 / 3rd Q A1PL-IIIe
shapes and texture paper placed on top of a textured objects from
and prints that can be nature and found objects
repeated, alternated 5. stencil a design (in recycled paper, plastic, Week 6 / 3rd Q A1PR-IIIf
and emphasized creates prints that show cardboard, leaves, and other materials) and prints
through printmaking repetition, alternation on paper, cloth, sinamay, bark, or a wall
and emphasis using 6. narrates experiences in experimenting Week 7 / 3rd Q A1PR-IIIg
objects from nature and different art materials
found objects at home 7. participates in school/district exhibit and Week 8 / 3rd Q A1PR-IIIh
and in school culminating activity in celebration of the National
Arts Month (February)
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
4th The learner… The learner 1. differentiates between 2-dimensional and 3- Week 1 / 4th Q A1EL-IVa
dimensional artwork and states the difference
demonstrates creates a useful 3- 2. identifies the different materials that can be Week 2 /4th Q A1EL-IVb
understanding of Dimensional used in creating a 3-dimensional object: Week 3 / 4th Q A1EL-IVb
texture and 3-D object/sculpture using 2.1 clay or wood (human or animal figure) Week 4 / 4th Q A1EL-IVb
shapes, and principle found objects and 2.2 bamboo (furniture, bahay kubo)
of proportion and recycled materials 2.3 softwood (trumpo)
 276

emphasis through 3- 2.4 paper, cardboard, (masks)

D works and 2.5 found material (parol, sarangola)
sculpture 3. creates 3D objects that are well proportioned, Week 5-6 / 4th Q A1PR-IVe
balanced and show emphasis in design, like any of
demonstrates the following: a pencil holder, bowl, container,
understanding of using recycled materials like plastic bottles, etc.
texture and 3-D creates a useful 3- 4. creates masks, human figures out of recyclable Week 7,8, & 9 / A1PR-IVf-1
shapes, and principle Dimensional materials such as cardboards, papers, baskets, 4th Q
of proportion and object/sculpture using leaves, strings, clay, cardboard, glue, found A1PR-IVg
emphasis through 3- found objects and materials, bilao, paper plate, strings, seeds, flour-
D works and recycled materials salt mixture, or paper-mache, and other found A1PR-IVh
sculpture materials

Grade Level: Grade 2

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner… Week 1 / 1st Q
1. describes the different styles of Filipino artists
demonstrates
when they create portraits and still life (different
understanding on creates a A2EL-Ia
lines and colors)
lines, shapes, and composition/design by
colors as elements of translating one’s 2. differentiates the contrast between shapes Week 2 / 1st Q
A2EL-Ib
art, and variety, imagination or ideas that and colors of different fruits or plants and flowers
proportion and others can see and in one’s work and in the work of others
contrast as principles appreciates 3. draws the different fruits or plants to show Week 3 & 4 / 1st
A2EL-Ic
of art through overlapping of shapes and the contrast of colors Q
drawing and shapes in his colored drawing
Week 5 & 6 / 1st
4. draws from an actual still life arrangement Q A2EL-Id

5. draws a portrait of two or more persons - his Week 7 & 8 / 1st

friends, his family, showing the differences in Q A2EL-If
the shape of their facial features (shape of eyes,
nose, lips, head, and texture of the hair
 277

Week 8 / 1st Q
6. narrates stories related to the output A2EL-Ih-3

2nd The learner… The learner… 1. describes the lines, shapes, colors, textures, Weeks 1 & 2 /
and designs seen in the skin coverings of 2nd Q
demonstrates creates a composition or different animals and sea creatures using visual A2EL-IIa
understanding of design of a tricycle or arts words and actions.
using two or more jeepney that shows unity 2. designs with the use of drawing and painting Weeks 3 & 4 /
kinds of lines, colors and variety of lines, shapes, materials the sea or forest animals in their 2nd Q A2EL-IIb
and shapes through and colors habitats showing their unique shapes and
repetition and features, variety of colors and textures in their
contrast to create skin.
rhythm 3. creates designs by using two or more kinds of Week 5 & 6 / 2nd
lines, colors, and shapes by repeating or Q A2PL-IIf
contrasting them, to show rhythm
4. uses control of the painting tools and Week 7 & 8 / 2nd
materials to paint the different lines, shapes Q A2PR-IIg-1
and colors in his work or in a group work
5. design an outline of a tricycle or jeepney on a Week 7 & 8 / 2nd A2PR-IIg-2
big paper with lines and shapes that show Q
repetition, contrast and rhythm
3rd The learner… The learner… Week 1/ 3rd Q
1. differentiates natural and man-made objects
with repeated or alternated shapes and colors
demonstrates creates prints from natural A2EL-IIIa
and materials that can be used in print making
understanding of and man-made objects that
shapes, textures, can be repeated or 2. creates a consistent pattern by making two Week 2/ 1st Q
A2PL-IIIb
colors and repetition alternated in shape or or three prints that are repeated or alternated
of motif, contrast of color. in shape or color
motif and color from 3. carves a shape or letter on an eraser or Week 3-4 / 1st Q
A2PR-IIIf
nature and found creates prints with kamote, which can be painted and printed
objects repeating, alternating or several times
contrasting color or size or 4. creates a print on paper or cloth using cut-out Week 5-6 / 1st Q A2PR-IIIg
texture designs
 278

Week 7-8 / 1st Q A2PR-IIIh-3

5. participates in a school/district exhibit and
shows skills in making a
culminating activity in celebration of the National
clear print from natural and
Arts Month (February)
man-made objects
4th The learner… The learner 1. discusses the artistry of different local Week 1/ 4th Q
craftsmen in creating:
demonstrates creates a 3-dimensional 1.1 taka of different animals and figures in
understanding of free-standing, balanced Paete, Laguna
A2EL-IVa-1
shapes, texture, figure using different 1.2 sarangola or kites
proportion and materials (found materials, 1.3 banca, native boats from Cavite, and
balance through recycled, local or coastal towns
sculpture and 3- manufactured) 2. Answers a brief diagnostic assessment on Week 2/ 1st Q
A2EL-IVa-2
dimensional crafts giving value and importance to the craftmanship
of local artists.
creates a 3-dimensional 3. identifies 3-dimensional crafts found in the 3-4/ 1st Q
A2EL-IVb
free-standing, balanced locality giving emphasis on their shapes, textures,
demonstrates figure using different proportion and balance
understanding of materials (found materials, 4. executes the steps in making a paper maché Week 5-6/ 1st Q A2PR-IVd
shapes, texture, recycled, local or with focus on proportion and balance
proportion and manufactured) 5. creates a clay human figure that is balanced Week 7-8/ 1st Q
balance through and can stand on its own
sculpture and 3-
dimensional crafts creates a 3-dimensional
A2PR-IVh
free-standing, balanced
figure using different
materials (found materials,
recycled, local or
manufactured)
 279

Grade Level: Grade 3

Subject: Arts

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner... The learner… 1. distinguishes the size of persons in the Week 1/ 1st Q
drawing, to indicate its distance from the viewer A3EL-Ia
demonstrates creates an artwork of
understanding of people in the 2. shows the illusion of space in drawing the Week 2/1st Q
A3EL-Ib
lines, texture, shapes province/region. objects and persons in different sizes
and depth, contrast On-the-spot sketching 3. explains that artist create visual textures by Week 3/1st Q
A3PL-Ic
(size, texture) of plants trees, or using a variety of lines and colors
through drawing buildings and 4. discusses what foreground, middle ground, and Week 4/1st Q
geometric line designs background, are all about in the context of a A3PL –Id
landscape

shows a work of art 5. describes the way of life of people in the cultural Week 5/1st Q
based on close community A3PL-Ie
observation of natural
objects in his/her
6. Creates a geometric design by contrasting two Week 6/1st Q
surrounding noting its
size, shape and texture kinds of lines in terms of type or size. A3PR-If

7. sketches on-the-spot outside or near the school Week 7/1st Q

to draw a plant, flowers or a tree showing the A3PR-Ig
different textures and shape of each part, using
only a pencil or black crayon or ballpen
8. designs a view of the province/region with Week 8/1st Q
houses and buildings indicating the foreground
middle ground and background by the size of the A3PR-Ii
objects

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
 280

2nd The learner... The learner... 1. Discusses the concept that there is harmony in Week 1/ 2nd Q
demonstrates creates an artwork of nature as seen in the color of landscapes at A3EL-IIa
understanding of people in the different times of the day
lines, textures, province/region on- Ex:
shapes and balance the-spot sketching of 1.1 landscapes of Felix Hidalgo, Fernando
of size, contrast of plants, trees and Amorsolo, Jonahmar Salvosa
texture through building and geometric 1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin
drawing line designs Goy
2. Discusses the concept that nature is so rich for Week 2/ 2nd Q
A3EL-IIb
applies knowledge of no two animals have the same shape, skin
planes in a landscape covering, and color
(foreground, middle 3. demonstrates how harmony is created in an Weeks 3 & 4/ 2nd
A3PL-IIc
ground and artwork because of complementary colors and Q
background) in shapes
painting a landscape 4. paints a still life by observing the different Weeks 5 & 6/ 2nd
shapes, color, and texture of fruits, drawing Q A3PR-IId
creates an artwork of them overlapping and choosing the right colors
people in the for each fruit
province/region on- 5. creates new tints and shades of colors by Weeks 7 & 8/ 2nd
the-spot sketching of A3PR-IIe
mixing two or more colors Q
plants, trees and 6. paints a landscape at a particular time of the day Weeks 7 & 8/ 2nd
building and geometric A3PR-IIf
and selects colors that complement each other to Q
line designs create a mood
7. discusses the characteristics of a wild animal by Weeks 9 & 10/ 2nd
applies knowledge of making several pencil sketches and painting it Q A3PR-IIg
planes in a landscape later, adding texture of its skin covering
(foreground, middle 8. explains the truism that Filipino artists painted Weeks 9 & 10/ 2nd A3PR-IIh
ground and landscapes in their own a particular style and can Q
background) in identify what makes each artist unique in his use
painting a landscape of colors to create harmony

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner... The learner... 1. Discusses the concept that a print made from Week 1 / 3rd Q
A3EL-IIIa
objects found in nature can be realistic or abstract
 281

demonstrates exhibits basic skills in 2. explains the importance and variety of Week 2 / 3rd Q
A3PL-IIIb
understanding of making a design for a materials used for printing
shapes, colors and print and producing 3. Demonstrates the concept that a print design Week 3 / 3rd Q
principle repetition several clean copies of may use repetition of shapes or lines and emphasis A3PL-IIIc
and emphasis the prints on contrast of shapes and lines
through printmaking 4. Executes the concept that a print design can be Week 4 / 3rd Q
(stencils) manipulates a stencil duplicated many times by hand or by machine and A3PL-IIId
with an adequate skill can be shared with others
to produce a clean 5. explains the meaning of the design created Week 5 / 3rd Q A3PR-IIIe
print for a message, 6. stencils a paper or plastic sheets to be used for Week 6 / 3rd Q
slogan or logo for a T- A3PR-IIIg
multiple prints on cloth or hard paper
shirt, poster bag 7. writes a slogan about the environment that Week 7 / 3rd Q
correlates messages to be printed on T-shirts, A3PR-IIIg
produces at least 3 posters, banners or bags
good copies of print 8. participates in a school/district exhibit and Week 1 / 4th Q
using complementary culminating activity in celebration of the
colors and contrasting National Arts Month (February)
shapes A3PR-IIIh

4th The learner... The learner... 1. identifies different styles of puppets made in Week 1 /4th Q
demonstrates creates a single puppet the Philippines (form Teatro Mulat and Anino A3EL-IVa
understanding of based on character in Theater Group)
shapes, colors, legends, myths or 2. discusses the variations of puppets in terms of Weeks 2-4 / 4th Q
textures, and stories using recycled material, structure, shapes, colors and intricacy A3PL-IVb
emphasis by and hard material of textural details
variation of shapes 3. creates a puppet designs that would give a Week 4 / 4th Q
and texture and creates a mask or specific and unique character, with designs of
A3PR-IVc
contrast of colors headdress that is varied shapes and colors on puppets to show the
through sculpture imaginary in design unique character of the puppet/s
and crafts using found and 4. constructs a simple puppet based on a Week 5 & 7 / 4th
recycled materials character in a legend, myth or story using Q A3PR-IVe
recyclable materials and bamboo sticks or twigs
demonstrates demonstrates basic 5. manipulates a puppet to act out a character in Week 5 / 4th Q
understanding of skills in constructing a a story together with the puppets A3PR-IVf
shapes, colors, puppet made from a
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textures, and hard and stick, which 6. utilizes masks in simple role play or skit Week 6 / 3rd Q
emphasis by can be manipulated
variation of shapes A3PR-IVf
and texture and
contrast of colors
through sculpture
7. performs as puppeteer together with others, Week 7 / 3rd Q
and crafts
in a puppet show, to tell a story using the puppet
he/she created
A3PR-IVg

Grade Level: Grade 4

Subject: Arts

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learner… 1. discusses the rich variety of cultural Week 1 / 1st Q
communities in the Philippines and their
demonstrates practices variety of uniqueness
understanding of culture in the (1.1 LUZON- Ivatan, Ifugao, Kalkminga,
lines, texture, and community by way of Bontok, Gaddang, Agta
shapes; and balance attire, body 1.2 VISAYAS – Ati
of size and repetition accessories, religious 1.3 MINDANAO-Badjao, Mangyan,Samal,
A4EL-Ia
of motifs/patterns practices and lifestyle. Yakan, Ubanon, Manobo, Higaonon, Talaandig,
through drawing Matigsalog, Bilaan, T’boli, Tiruray, Mansaka,
Tausug) and the distinctive characteristics of
these cultural communities in terms of attire,
creates a unique body accessories, religious practices, and
design of houses, and lifestyles.
other household 2. Draws specific clothing, objects, and designs Weeks 2-4/1st Q A4EL-Ib
objects used by the of at least one the cultural communities by
cultural groups. applying an indigenous cultural motiff into a A4EL-Ic
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contemporary design through crayon etching A4EL-Id

technique.
writes a comparative
description of houses
and utensils used by 3. role plays ideas about the practices of the Weeks 4/1st Q A4PR-Ie
selected cultural different cultural communities.
groups from different 4. creates a drawing after close study and Week 5-6/1st Q A4PR-Ig
provinces. observation of one of the cultural communities’
way of dressing and accessories.

5. produces a crayon resist on any of the topics: Week 7/1st Q

the unique design of the houses, household A4PR-Ih
objects, practices, or rituals of one of the
cultural groups
6. uses crayon resist technique in showing Week 8/1st Q
different ethnic designs or patterns. A4PR-Ii

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. discusses pictures of localities where Week 1/ 2nd Q
different cultural communities live where each
A4EL-IIa
demonstrates sketches and paints a group has distinct houses and practices.
understanding of landscape or mural 2. explains the attire and accessories of Week 2/ 2nd Q
A4EL-IIb
lines, color, shapes, using shapes and selected cultural communities in the country in
space, and colors appropriate to terms of colors and shapes.
proportion through the way of life of the 3. depicts in a role play the importance of Week 3/ 2nd Q
A4EL-IIc
drawing. cultural community. communities and their culture.
4. compares the geographical location, Week 4/ 2nd Q
realizes that the A4EL-IId
practices, and festivals of the different cultural
choice of colors to use groups in the country.
in a landscape gives 5. paints the sketched landscape using colors Week 5/ 2nd Q A4EL-IIe
the mood or feeling of appropriate to the cultural community’s ways
a painting. of life. A4EL-IIf
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6. tells a story or relates experiences about Week6/ 2nd Q A4EL-IIh

cultural communities seen in the landscape.
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner... The learner... 1. discusses the texture and characteristics of Week 1 / 3rd Q
each material.
demonstrates exhibits basic skills in A4EL-IIIa
understanding of making a design for a
shapes, colors and print and producing
principle repetition several clean copies of 2. analyzes how existing ethnic motif designs Week 1 / 3rd Q
A4PL-IIIb
and emphasis the prints are repeated and alternated.
through printmaking 3. demonstrates the process of creating relief Week 2 / 3rd Q
(stencils) manipulates a stencil prints and how these relief prints make the
A4PL-IIIc
with an adequate skill work more interesting and harmonious in
to produce a clean terms of the elements involved.
print for a message, 4. designs ethnic motifs by repeating, Week 2 / 3rd Q A4PR-IIId
slogan or logo for a T- alternating, or by radial arrangement.
shirt, poster bag 5. creates a relief master or mold using additive Week 3 / 3rd Q A4PR-IIIe
and subtractive processes.
produces at least 3 6. creates simple, interesting, and Week 4 / 3rd Q
good copies of print harmoniously arranged relief prints from a clay A4PR-IIIf
using complementary design.
colors and contrasting 7. prints reliefs with adequate skill to produce Week 5 / 3rd Q
shapes clean prints with a particular design motif A4PR-IIIg
(repeated or alternated).
8. creates the relief mold using found material: Weeks 6-7 / 3rd Q
hard foam; cardboard shapes glued on wood; A4PR-IIIi
strings and buttons, old screws, and metal parts
glued on wood or cardboard.
9. participates in a school/district exhibit and Weeks 8/ 3rd Q
culminating activity in celebration of the A4PR-IIIj-2
National Arts Month (February).
4th The learner... The learner... 1. differentiates textile traditions in other Asian Week 1 / 4th Q
Countries like China, India, Japan, Indonesia, A4EL-Iva
 285

demonstrates creates a single and in the Philippines in the olden times and
understanding of puppet based on presently.
shapes, colors, character in legends, 2. discusses pictures or actual samples of Week 1 /4th Q
textures, and myths or stories using different kinds of mat weaving traditions in the A4EL-Ivb
emphasis by recycled and hard Philippines.
variation of shapes material 3. discusses the intricate designs of mats Week 2 / 4th Q A4EL-IVc
and texture and woven in the Philippines:
contrast of colors creates a mask or 3.1 Basey, Samar buri mats
through sculpture headdress that is 3.2 Iloilo bamban mats
and crafts imaginary in design 3.3 Badjao&Samal mats
using found and 3.4 Tawi-tawilaminusa mats
recycled materials 3.5 Romblon buri mats
demonstrates 4. explains the steps to produce good tie-dye Week 3 / 4th Q
understanding of demonstrates basic A4PL-Ivd
designs.
shapes, colors, skills in constructing a 5. explains the meaning of designs, colors, and Week 4 / 4th Q A4PL-Ive
textures, and puppet made from a patterns used in the artworks.
emphasis by hard and stick, which 6. creates a small mat using colored buri strips Week 5 & 6 / 4th Q
variation of shapes can be manipulated or any material that can be woven, showing A4PR-IVf
and texture and different designs: squares, checks zigzags, and th
Week 7 / 4 Q
contrast of colors stripes.
through sculpture A4PR-IVg
and crafts 7. weaves own design similar to the style made
by a local ethnic group.
8. creates original tie-dyed textile design by Week 8 / 4th Q
following the traditional steps in tie-dyeing
using one or two colors.
A4PR-IVh
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Grade Level: Grade 5

Subject: Arts

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learner… 1. discusses events, practices, and culture Week 1/ 1st Q
influenced by colonizers who have come to
demonstrates creates different our country by way of trading. A5EL-Ia
understanding of lines, artifacts and st
2. designs an illusion of depth/distance to Week 1/1 Q
shapes, and space; and architectural simulate a3-dimensional effect by using
the principles of rhythm buildings in the crosshatching and shading techniques in A5EL-Ib
and balance through Philippines and in the drawings (old pottery, boats, jars, musical
drawing of archeological locality using instruments).
artifacts, houses, crosshatching 3. presents via powerpoint the significant Week2/1st Q
buildings, and churches technique, geometric parts of the different architectural designs
A5EL-Ic
from historical periods shapes, and space, and artifacts found in the locality. e.g. bahay
using crosshatching with rhythm and kubo, torogan, bahay na bato, simbahan,
technique to simulate 3- balance as principles carcel, etc.
dimensional and of design. 4. explains the importance of artifacts, Week 2 /1st Q
geometric effects of an puts up an exhibit on houses, clothes, language, lifestyle - utensils,
artwork. Philippine artifacts A5PL-Ie
food, pottery, furniture - influenced by
and houses from colonizers who have come to our country
different historical (Manunggul jar, balanghai, bahay na bato,
periods (miniature or kundiman, Gabaldon schools, vaudeville,
replica). Spanish-inspired churches).
5. creates illusion of space in 3-dimensional Weeks 3-4 /1st Q
drawings of important archeological
artifacts seen in books, museums (National A5PR-If
Museum and its branches in the Philippines,
and in old buildings or churches in the
community.
6. creates mural and drawings of the old Weeks 5-6/1st Q
houses, churches, and/or buildings of A5PR-Ig
his/her community.
 287

7. participates in putting up a mini-exhibit Weeks 7-8/1st Q

with labels of Philippine artifacts and houses A5PR-Ih
after the whole class completes drawings.

8. tells something about his/her community Week 8/1st Q A5PR-Ij

as reflected on his/her artwork.

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. explains the importance of natural and Week 1/ 2nd Q
historical places in the community that have
demonstrates sketches natural or been designated as World Heritage Site
understanding of lines, man-made places in (e.g., rice terraces in Banawe, Batad; Paoay
colors, space, and the community with Church; Miag-ao Church; landscape of
A5EL-IIa
harmony through the use of Batanes, Callao Caves in Cagayan; old
painting and complementary houses inVigan, Ilocos Norte; and the
explains/illustrates colors. torogan in Marawi)
landscapes of important draws/paints
historical places in the significant or 2. explains that artists have different art Weeks 2 & 3/ 2nd
community (natural or important historical styles in painting landscapes or significant Q
man-made)using one- places. places in their respective provinces (e.g.,
point perspective in Fabian dela Rosa, Fernando Amorsolo, A5EL-IIc
landscape drawing, Carlos Francisco, Vicente Manansala, Jose
complementary colors, Blanco, VictorioEdades, Juan Arellano,
and the right proportions PrudencioLamarroza, and Manuel
of parts. Baldemor)
3. presents via powerpoint the artistry of Week 3/ 2nd Q
famous Filipino artists in painting different A5PL-IId
landscapes and is able to describe what
makes each artist’s masterpiece unique
from others.
4. sketches using complementary colors in Weeks 4-5/ 2nd Q A5PL-IIe
painting a landscape.
 288

5. demonstrates skills and knowledge about Weeks 6-7/ 2nd Q

foreground, middle ground, and background A5PR-IIf
to emphasize depth in painting a landscape.
6. discusses details of the landscape Week 8/2nd Q A5PR-IIg
significant to the history of the country.
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner… The learner… 1. discusses new printmaking technique Week 1 / 3rd Q
using a sheet of thin rubber (used for soles
demonstrates creates a variety of of shoes), linoleum, or any soft wood that
understanding of new prints using lines can be carved or gouged to create different A5EL-IIIa
lines and textures.
printmaking techniques (thick, thin, jagged,
with the use of lines, ribbed, fluted,
2. discusses possible uses of the printed Week 2 / 3rd Q
texture through stories woven) to produce A5EL-IIIc
artwork
and myths. visual texture.
3. shows skills in creating a linoleum, Week 2 / 3rd Q
rubber or wood cut print with the proper A5PL-IIId
use of carving tools.

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

using different colors of ink in printing the A5PR-IIIe
master plate.

5. follows the step-by-step process of Weeks 4-5 / 3rd Q

creating a print:
5.1 sketching the areas to be carved out
and areas that will remain
5.2 carving the image on the rubber or
wood using sharp cutting tools A5PR-IIIf
5.3 preliminary rubbing
5.4 final inking of the plate with printing
ink
demonstrates 5.5 placing paper over the plate, rubbing
understanding of new the back of the paper
5.6 impressing the print
 289

printmaking techniques creates a variety of 5.7 repeating the process to get several
with the use of lines, prints using lines editions of the print
texture through stories (thick, thin, jagged, 6. works with the class to produce a Week 6 / 3rd Q
and myths. ribbed, fluted, compilation of their prints and create a book A5PR-IIIg
woven) to produce or calendar which they can give as gifts, sell,
visual texture. or display on the walls of their school.
7. demonstrates contrast in a carved or Week 6 / 3rd Q
A5PR-IIIh-1
textured area in an artwork.
8. produces several editions of the same Weeks 7/ 3rd Q
print that are well-inked and evenly printed. A5PR-IIIh-2
rd
9. participates in a school/district exhibit Week 8/3
and culminating activity in celebration of the A5PR-IIIh-3
National Arts Month (February)
4th The learner… The learner… 1. identifies the materials used in making3- Week 1 / 4th Q
dimensional crafts which express balance
demonstrates demonstrates and repeated variation of shapes and colors
understanding of colors, fundamental 1.1 mobile
A5EL-IVa
shapes, space, repetition, construction skills in 1.2 papier-mâché jar
and balance through making a 3- 1.3 paper beads
sculpture and 3- dimensional craft 2. identifies the different techniques in Week 1 /4th Q
A5EL-IVb
dimensional crafts. that expresses making 3-dimensional crafts
balance, artistic 2.1 mobile
design, and repeated 2.2 papier-mâché jar
variation of 2.3 paper beads
decorations and 3. discusses possibilities on the use of Week 2 / 4th Q
A5EL-IVc
colors created 3-D crafts.
1. papier-
mâché jars 4. applies knowledge of colors, shapes, and Week 3 / 4th Q
A5PL-IVd
with patterns balance in creating mobiles, papier-mâché
2. paper beads jars, and paper beads.
5. demonstrates artistry in making mobiles Week 4 / 4th Q
constructs 3-D craft with varied colors and shapes. A5PL-IVe
using primary and
 290

secondary colors, 6. creates designs for making 3- Week 5 & 6 / 4th

geometric shapes, dimensional crafts Q
A5PR-IVf
space, and repetition 6.1 mobile
of colors to show 6.2 papier-mâché jar
balance of the 6.3 paper beads
structure and shape 7. shows skills in making a papier-mâché jar Week 7 / 4th Q A5PR-IVg
mobile

8. creates paper beads with artistic designs Week 8 / 4th Q

and varied colors out of old magazines and
colored papers for necklace, bracelet, ID
lanyard. A5PR-IVh

Grade Level: Grade 6

Subject: Arts

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learner… 1. discusses the concept that art processes, Week 1/ 1st Q
elements and principles still apply even with the A6EL-Ia
demonstrates creates concepts use of new technologies.
understanding of through art
2. explains the elements and principles applied in Week 1/1st Q
A6PL-Ia
the use of lines, processes, elements, commercial art.
shapes, colors, and principles using 3. applies concepts on the use of the software Week 2 / 1st Q A6PR-Ib
texture, and the new technologies (commands, menu, etc.).
principles of (hardware and4. utilizes art skills in using new technologies Week 2 / 1st Q
emphasis and software) to create (hardware and software). A6PR-Ic
contrast in drawing personal or class logo.
a logo and own designs cartoon
cartoon character character on-the spot 5. creates personal or class logo as visual Week 3 / 1st Q
using new using new representation that can be used as a product, A6PR-Id
technologies. brand, or trademark
 291

technologies in 6. explains ideas about the logo Weeks 4 / 1st Q

drawing. A6PR-Id
creates concepts
through art
processes, elements, 7. explains the elements and principles applied in Week 5 / 1st Q
and principles using comic art. A6PL-Ie
new technologies
(hardware and
8. applies concepts on the steps/procedures in Week 6 / 1st Q
software) to create
cartoon character making. A6PR-If
personal or class logo.

designs cartoon 9. utilizes art skills in using new technologies Week 6 / 1st Q
character on-the spot (hardware and software) in cartoon character
A6PR-Ig
using new making.
technologies.
10. creates own cartoon character to entertain, Week 7 / 1st Q
express opinions, ideas, etc. A6PR-Ih

11. explains ideas about the cartoon character Week 8 / 1st Q

A6PR-Ih

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. Reviews the concept that art processes, Week 1/ 2nd Q
elements and principles still apply even with the A6EL-IIa
demonstrates applies concepts on use of technologies.
understanding of the use of software in 2. explains the elements and principles applied in Week 1/ 2nd Q
shapes, space, creating digital digital art. A6PL-IIa
colors, and the paintings and graphic
principles of designs. 3. applies concepts on the use of the software Week 2/ 2nd Q
A6PR-IIb
emphasis, harmony (commands, menu, etc.)
and contrast in
digital painting and 4. utilizes art skills using new technologies Week 2/ 2nd Q A6PR-IId
(hardware and software) in digital painting.
 292

poster design using 5. creates a digital painting similar with the Weeks 3 -4 / 2nd Q
A6PR-IIc
new technologies. Masters’ (e.g., Van Gogh, Amorsolo, etc.) in terms
of style, theme, etc.
6. discusses the elements and principles applied Weeks 5-6 /2nd Q
A6PL-IIf
in layouting.
7. applies skills in layouting and photo editing Weeks 5-6 /2nd Q
using new technologies (hardware and software) A6PR-IIg
in making a poster.
8. creates an advertisement/commercial or Weeks 7-8 /2nd Q A6PR-IIh
announcement poster.

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner… The learner… 1. Explains the truism that design principles still Week 1 / 3rd Q
apply for any new design (contrast of colors,
demonstrates creates simple shapes, and lines produces harmony) whether
understanding of printmaking done by hand or machine (computer). A6EL-IIIa
shapes, colors, (silkscreen) designs
values, and the on t-shirts and 2. Demonstrates understanding that digital Week 1 / 3rd Q
principles of posters. technology has speeded up the printing of
A6PL-IIIb
emphasis, contrast, original designs and made it accessible to many,
and harmony in as emphasized in t-shirts and poster designs.
printmaking and 3. applies concepts on the steps/procedure in Week 2 / 3rd Q
A6PR-IIIc
photography using silkscreen printing.
new technologies. 4. produces own prints from original design to Week 2 / 3rd Q
silkscreen printing to convey a message or A6PR-IIId
statement.
describes the basic 5. Discusses the concepts and principles of Week 3 / 3rd Q A6PL-IIIf
concepts and photography.
principles of basic 6. discusses the parts and functions of the camera Week 4 / 3rd Q
photography. A6PR-IIIg
(point and shoot or phone camera).
 293

7. applies composition skills to produce a printed Week 5-6 / 3rd Q

A6PR-IIIh
photograph for a simple photo essay.
8. participates in school/district exhibit and Weeks 7-8 / 3rd Q
culminating activity in celebration of the National
Arts Month (February)
4th The learner… The learner… 1. Discusses the concept that design principles Week 1 / 4th Q
and elements relates to everyday objects. A6EL-IVa
th
demonstrates creates an actual 3-D 2. explains the elements and principles applied in Week 1 /4 Q
understanding of digitally-enhanced product design. A6PL-IVa
shapes, colors, and paper bag for a
the principles of product or brand. 3. manifests understanding of concepts on the Week 2 / 4th Q
A6PR-IVb
contrast and applies concepts on use of software (commands, menu, etc.)
harmony through the use of new 4. utilizes art skills in using new technologies Week 2 / 4th Q
A6PR-IVc
the use of new technologies (hardware and software) in package design.
media in creating (hardware and 5. creates an actual 3-D digitally-enhanced Week 4 / 4th Q
A6PR-IVd
audio-video art and software) in creating product design for a paper bag.
product or package an audio-video 6. reviews the truism that art processes, elements Week 3 / 4th Q
design. art/animation. and principles still apply even with the use of
A6EL-IVe
technologies.

7. discusses the elements and principles applied

in audio-video art.
7. shows skills in making a papier-mâché jar Week 7 / 4th Q A6PL-IVe

8. applies concepts on the use of the software Weeks 4-5 / 4th Q A6PR-IVf
(commands, menu, etc.)

9. utilizes art skills in using new technologies Weeks 5-6 / 4th Q A6PR-IVg
(hardware and software)

10. creates an audio-video art /animation Weeks 7-8 / 4th Q A6PR-IVh

promoting a product.
 294

Grade Level: Grade 7

Subject: Arts

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner... The learner… 1. analyzes elements and principles of art in the
production of one’s arts and crafts inspired by the Week 1/ 1st Q
A7EL-Ib-1
1. art elements and 1. create artworks arts of Luzon (highlands and lowlands)
processes by showing the 2. identifies characteristics of arts and crafts in Week 1/1st Q
synthesizing and characteristic specific areas in Luzon (e.g., papier mâché [taka]
applying prior elements of the arts from Paete, Ifugao wood sculptures [bul’ul], A7EL-Ia-2
knowledge and of Luzon (highlands Cordillera jewelry and pottery, tattoo, and Ilocos
skills and lowlands) weaving and pottery [burnay], etc.)
3. reflects on or derive the mood, idea, or
2. the salient 2. exhibit completed message emanating from selected artifacts and A7PL-Ih-1
features of the artworks for art objects Weeks 2 -4/ 1st Q
arts of Luzon appreciation and 4. appreciates the artifacts and art objects in Week 2 / 1st Q
(highlands and critiquing terms of their uses and their distinct use of art A7PL-Ih-2
lowlands) by elements and principles
showing the
relationship of the 5. incorporates the design, form, and spirit of the Week 3 / 1st Q
elements of art highland/lowland artifact and object in one’s A7PL-Ih-3
and processes creation
among culturally
6. traces the external (foreign) and internal Weeks 4 / 1st Q
diverse
communities in (indigenous) influences reflected in the design of A7PL-Ih-4
an artwork and in the making of a craft or artifact
the country
7. creates crafts that can be locally assembled Weeks 5-8 / 1st Q
3. the Philippines as with local materials, guided by local traditional
having a rich A7PR-Ic-e-1
techniques (e.g., habi, lilip, etc).
artistic and
cultural tradition 8. Discusses the elements from traditions/history Week 6 / 1st Q
from precolonial of a community for one’s artwork A7PR-If-2
to present times
 295

9. shows the relationship of the development of Week 6 / 1st Q

crafts in specific areas of the country, according
A7PR-If-3
to functionality, traditional specialized expertise,
and availability of resources (e.g. pottery,
weaving, jewelry, baskets)
10. shows the relationship of Luzon (highlands Week 7 / 1st Q
and lowlands) arts and crafts to Philippine
culture, traditions, and history (Islamic
influences, Spanish heritage, and American
A7PR-Ih-4
legacies in education, business, modernization,
and entertainment, as well as in indigenous
practices, fiestas, and religious and social
practices)
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. analyzes the elements and principles of art in
the production one’s arts and crafts inspired by
A7EL-IIb-1
1. art elements and create artwork showing the arts of MIMAROPA and the Visayas Weeks 1 – 2 / 2nd
processes by the characteristic Q
synthesizing and elements of the arts of 2. identifies the characteristics of arts and crafts Week 1/ 2nd Q
applying prior MIMAROPA and the in specific areas in MIMAROPA and the Visayas,
knowledge and Visayas Marinduque (Moriones masks), Palawan
skills (Manunggul Jar), Mindoro (Hanunuo-Mangyan A7EL-IIa-2
writing, basketry, and weaving), Bohol
2. the salient (churches), Cebu (furniture), Iloilo (culinary arts
features of the and old houses), Samar (Basey mats), etc.
arts of MIMAROPA 3. reflects on and derive the mood, idea or Weeks 3-5/ 2nd Q
A7PL-IIh-1
and the Visayan message emanating from selected artifacts and
Islands by showing art objects
the relationship of 4. appreciates the artifacts and art objects in Week 2/ 2nd Q
the elements of A7PL-IIh-2
terms of its utilization and its distinct use of art
art and processes elements and principles
among culturally 5. incorporates the design, form and spirit of Weeks 3 -4 / 2nd A7PL-IIh-3
diverse artifacts and art objects from MIMAROPA and the Q
Visayas
 296

communities in
the country
6. explains the external (foreign) and internal Weeks 5 / 2nd Q
the Philippines as (indigenous) influences that are reflected in the A7PL-IIh-4
having a rich artistic design of an artwork or in the making of a craft or
and cultural tradition artifact
from precolonial to 7. creates crafts that can be locally assembled Weeks 6/ 2nd Q
present times with local materials, guided by local traditional A7PR-IIc-e-1
techniques (e.g., habi, lilip, etc).

8. discusses elements from traditions/history of a Weeks 7 /2nd Q

A7PR-IIf-2
community for one’s artwork

9. explains the correlation of the development of Week 8

crafts in specific areas of the country, according
to functionality, traditional specialized expertise,
A7PR-IIf-3
and availability of resources (e.g., architecture,
weaving, pottery, accessories, masks, and
culinary arts)

10. shows the relationship of MIMAROPA and

Visayas arts and crafts to Philippine culture,
traditions, and history (Islamic influences,
Spanish heritage, and American legacies in A7PR-IIh-4
education, business, modernization, and
entertainment, as well as in indigenous practices,
fiestas, and religious and social practices)

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
production one’s arts and crafts inspired by the
1. art elements and 1. create artworks arts of Mindanao A7EL-IIIb-1
processes by showing the
 297

synthesizing and characteristic 2. identifies characteristics of arts and crafts in Week 1 / 3rd Q
applying prior elements of the arts specific areas in Mindanao (e.g., maritime vessel
knowledge and of Mindanao [balanghay] from Butuan, vinta from Zamboanga;
skills Maranao’s malong, brasswares, okir, panolong, A7EL-IIIa-2
2. exhibit completed torogan, and sarimanok; Yakan’s fabric and face
2. the salient artworks for makeup and body ornamentation; T’boli’s tinalak
features of the appreciation and and accessories; Tawi-tawi’s Pangalaydance, etc.
arts of Mindanao critiquing 3. reflects on and derive the mood, idea, or Weeks 3-5/3rd Q
by showing the message emanating from selected artifacts and A7PL-IIIh-1
relationship of the art objects
elements of art 4. appreciates the artifacts and art objects in Week 2 / 3rd Q
and processes terms of its utilization and their distinct use of art A7PL-IIIh-2
among culturally elements and principles
diverse 5. incorporates the design, form, and spirit of Week 3 / 3rd Q
communities in A7PL-IIIh-3
artifacts and objects from Mindanao to one’s
the country creation
6. traces the external (foreign) and internal Week 4 / 3rd Q
3. the Philippines as A7PL-IIIh-4
(indigenous) influences that are reflected in the
having a rich artistic design of an artwork and in the making of a craft
and cultural tradition or artifact
from precolonial to 7. creates crafts that can be locally assembled Weeks 6-8/3rd Q
present times with local materials, guided by local traditional A7PR-IIIc-e-1
techniques (e.g., habi, lilip, etc).
8. derives elements from traditions/history of a Weeks 6 / 3rd Q A7PR-IIIf-2
community for one’s artwork
9. shows the relationship of the development of
crafts in specific areas of the country, according
to functionality, traditional specialized expertise, A7PR-IIIf-3
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
10. shows the relationship of Mindanao’s arts Week 7
and crafts to Philippine culture, traditions, and A7PR-IIIh-4
history, particularly with Islamic influences and
indigenous (Lumad) practices
 298

11. participates in exhibit using completed Week 8 A7PR-IIIg-5

Mindanao-inspired arts and crafts in an
organized manner
4th The learner… The learner… 1. identifies the festivals and theatrical forms Weeks 1-2 / 4th Q
A7EL-IVa-1
celebrated all over the country throughout the
1. how theatrical 1. create appropriate year
elements (sound, festival attire with 2. researches on the history of the festival and
music, gesture, accessories based theatrical composition and its evolution, and
A7EL-IVb-2
movement ,and on authentic festival describe how the townspeople participate and
costume) affect costumes contribute to the event
the creation and 3. discusses the elements and principles of arts as
communication of 2. create/improvise seen in Philippine Festivals A7EL-IVc-3
meaning in appropriate sound, 4. explains what makes each of the Philippine Weeks 3-4 / 4th Q A7PL-IVh-1
Philippine music, gesture, festivals unique through a visual presentation
Festivals and movements, and 5. designs the visual elements and components Weeks 5-8 / 4th Q
Theatrical Forms costume for a A7PR-IVd-1
of the selected festival or theatrical form through
as influenced by chosen theatrical costumes, props, etc.
history and composition 6. analyzes the uniqueness of each group’s
culture performance of their selected festival or
theatrical form A7PR-IVh-2
2. theater and 3. take part in a chosen 7. choreographs the movements and gestures
performance as a festival or in a reflecting the mood of the selected Philippine
synthesis of arts and performance in a festival/theatrical form
a significant theatrical play 7. shows skills in making a papier-mâché jar A7PR-IVe-f-3
expression of the
celebration of life in 8. improvises accompanying sound and rhythm
various Philippine of the Philippine festival/theatrical form A7PR-IVe-f-4
communities
9. performs in a group showcase of the selected
Philippine festival/theatrical form
A7PR-IVg-5
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Grade Level: Grade 8

Subject: Arts

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
1st The learner… The learners… 1. analyzes elements and principles of art in the
production of arts and crafts inspired by the Weeks 1-2/ 1st Q
A8EL-Ib-1
1. art elements and 1. create artworks cultures of Southeast Asia
processes by showing the 2. identifies characteristics of arts and crafts in
synthesizing and characteristic specific countries in Southeast Asia: Indonesia
applying prior elements of the arts (batik, Wayang puppetry); Malaysia (modern
knowledge and of Southeast Asia batik, wau, and objects made from pewter); A8EL-Ia-2
skills Thailand (silk fabrics and Loi Kratong Lantern
2. exhibit completed Festival); Cambodia (AngkorWat and ancient
2. the salient artworks fortemples); Singapore (Merlion), etc.
features of the appreciation and 3. reflects on and derive the mood, idea, or A8PL-Ih-1
arts of Southeast critiquing message from selected artifacts and art objects
Asia by showing 4. appreciates the artifacts and art objects in Weeks 3 -5/ 1st Q
the relationship terms of their utilization and their distinct use of A8PL-Ih-2
of the elements art elements and principles
of art and
processes among 5. incorporates the design, form, and spirit of
culturally diverse Southeast Asian artifacts and objects in one’s A8PL-Ih-3
communities in creation
the region
6. traces the external (foreign) and internal
(indigenous) influences that are reflected in the A8PL-Ih-4
3. Southeast Asian
design of an artwork and in the making of a craft
countries as
having a rich or artifact
artistic and 7. creates crafts that can be locally assembled Weeks 6-8 / 1st Q
with local materials, guided by local traditional A8PR-Ic-e-1
cultural tradition
from prehistoric techniques (e.g.,batik, silk weaving, etc.)
to present times 8. derives elements from traditions/history of a
community for one’s artwork A8PR-If-2
 300

9. shows the relationship of the development of

crafts in specific countries in Southeast Asia,
according to functionality, traditional specialized A8PR-If-3
expertise and availability of resources (e.g.,
pottery, weaving, jewelry, and basketry)
10. shows the commonalities and differences of
the culture of the Southeast Asian countries in A8PR-Ih-4
relation to Philippine culture

Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
2nd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
production of arts and crafts inspired by the
A8EL-IIb-1
1. art elements and 1. create artworks cultures of East Asia
processes by showing the 2. identifies characteristics of arts and crafts in
synthesizing and characteristic specific countries in East Asia: China (Chinese
applying prior elements of the arts painting and calligraphy); Japan (origami,
A8EL-IIa-2
knowledge and of East Asia woodblock printing, theater masks, face
skills painting, and anime and manga); and Korea
2. exhibit completed (theater masks, drums, and K-pop)
2. the salient artworks for 3. reflects on and derive the mood, idea or Weeks 3-5/3rd Q
A8PL-IIh-1
features of the appreciation and message from selected artifacts and art objects
arts of East Asia critiquing 4. appreciates the artifacts and art objects in
by showing the A8PL-IIh-2
terms of their utilization and their distinct use of
relationship of art elements and principles
the elements of 5. incorporates the design, form, and spirit of A8PL-IIh-3
art and processes East Asian artifacts and objects to one’s creation
among culturally 6. traces the external (foreign) and internal
diverse A8PL-IIh-4
(indigenous) influences that are reflected in the
communities in design of an artwork and in the making of a craft
the region 7. creates crafts that can be locally assembled Weeks 6-8/3rd Q
A8PR-IIc-e-1
with local materials, guided by local traditional
3. East Asian techniques (e.g., Gong-bi, Ikat, etc.)
countries as 8. derives elements from traditions/history of a A8PR-IIf-2
having a rich community for one’s artwork
 301

artistic and 9. shows the relationship of the development of

cultural tradition crafts in specific countries in East Asia according
from prehistoric to functionality, traditional specialized A8PR-IIf-3
to present times expertise, and availability of resources (e.g.,
pottery, weaving, jewelry, and basketry)
10. shows the commonalities and differences of
A8PR-IIh-4
the cultures of the East Asian countries in
relation to Philippine culture
Quarter Content Standards Performance Most Essential Learning Competencies Duration K-12 CG Code
Standards
3rd The learner… The learner… 1. analyzes elements and principles of art in the Weeks 1-2/3rd Q
production of arts and crafts inspired by the
1. art elements and 1. create artworks cultures of South Asia, West Asia, and Central A8EL-IIIb-1
processes by showing the Asia
synthesizing and characteristic 2. identifies characteristics of arts and crafts in
applying prior elements of the arts specific countries in South, West, and Central
knowledge and of South, West, and Asia: India (rangoli, katak, mendhi, diwali); Saudi A8EL-IIIa-2
skills Central Asia Arabia (carpet design); Pakistan (truck art); and
Tibet (mandala), etc.
2. the salient 2. exhibits completed 3. reflects on and derive the mood, idea or Weeks 3-5/3rd Q
A8PL-IIIh-1
features of the artworks for message from selected artifacts and art objects
arts of South, appreciation and
West, and Central critiquing 4. appreciates the artifacts and art objects in
Asia by showing terms of their utilization and their distinct use A8PL-IIIh-2
the relationship of art elements and principles
of the elements
of art and 5. incorporates the design, form, and spirit of
processes among South, West, and Central Asian artifacts and A8PL-IIIh-3
culturally diverse objects to one’s creation
communities in
the region 6. traces the external (foreign) and internal
A8PL-IIIh-4
(indigenous) influences that are reflected in the
3. that the South, design of an artwork and in the making of a craft
West, and Central
7. creates arts and crafts that can be locally Weeks 6-8/3rd Q
Asian countries have A8PR-IIIc-e-1
assembled with local materials, guided by local
 302

a rich, artistic and traditional techniques (e.g., Ghonghdis,

cultural tradition Marbling Technique, etc.)
from prehistoric to 8. derives elements from traditions/history of a
A8PR-IIIf-2
present times community for one’s artwork

9. shows the relationship of the development of

crafts in specific countries in South Asia, West
Asia, and Central Asia, according to functionality, A8PR-IIIf-3
traditional specialized expertise, and availability
of resources
10. shows the commonalities and differences of
the cultures of the South Asian, West Asian, and A8PR-IIIh-4
Central Asian countries in relation to Philippine
culture
11. participates in an exhibit using completed
South-West-Central Asian-inspired crafts in an
A8PR-IIIg-5
organized manner

4th The learner… The learner… 1. identifies selected festivals and theatrical Weeks 1-2 / 4th
forms celebrated all over the Asian region Q
1. how theatrical 1. create appropriate 2. researches on the history of the festival and
elements (sound, festival attire with theatrical forms and its evolution, and describe
music, gesture, accessories based how the community participates and contributes
movement, and on authentic to the event
costume) affect festival costumes 3. discusses the elements and principles of arts Week 4
the creation and as seen in Philippine Festivals Weeks 3-4 / 4th
communication 2. create/improvise 4. identifies the elements and principles of arts Q
of meaning in appropriate sound, as manifested in Asian festivals and theatrical
Asian Festivals music, gesture, forms
and Theatrical movements, and 5. through a visual presentation, explains what Weeks 5-8 / 4th
Forms as costume for a make each of the Asian Festivals and Theatrical Q
influenced by chosen theatrical forms unique
history and composition 6. designs the visual elements and components
culture of the selected festival or theatrical form
through costumes, props, etc.
 303

2. theater and 3. take part in a chosen

performance as a festival or in a
synthesis of arts and performance in a 7. analyzes the uniqueness of each group’s
a significant theatrical play performance of their selected festival or
expression of the theatrical form
celebration of life in 8. shows the relationship of the selected Asian
various Asian festival and the festival in the Philippines in
communities terms of form and reason for holding the
celebration
9. choreographs the movements and gestures
reflecting the mood of the selected
festival/theatrical form of Asia
10. improvises accompanying sound and rhythm
of the selected festival/ theatrical form of Asia

Grade Level: Grade 9

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner.. 1. analyzes art elements and principles in the
production of work following the style of a Weeks 1-2/ 1st Q
1. art elements and 1. perform / participate western and classical art A9EL-Ib-1
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-Ia-2
applying prior creative impression during the different art periods
knowledge and (verbal/nonverbal) of 3. identifies representative artists from
A9EL-Ia-3
skills a particular artistic various art periods
period 4. reflects on and derives the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as message from selected artworks A9PL-Ih-1
integral to the 2. recognize the
development of difference and
organizations, uniqueness of the art 5. discusses the use or function of artworks by
spiritual belief, styles of the different evaluating their utilization and combination of A9PL-Ih-2
historical events, periods (techniques, art elements and principles
 304

scientific process, elements, 6. uses artworks to derive the

discoveries, and principles of art) traditions/history of an art period A9PL-Ih-3
natural disasters/
occurrences, and
other external 7. compares the characteristics of artworks
phenomena produced in the different art periods A9PL-Ih-4

8. creates artworks guided by techniques and Weeks 6-8 / 1st Q

styles of Western Classical art traditions A9PR-Ic-e-1

9. describes the influence of iconic artists

belonging to Western Classical art on the A9PR-Ic-e-2
evolution of art forms

10. applies different media techniques and

processes to communicate ideas, experiences, A9PR-Ic-e-3
and stories showing the characteristics of
Western Classical art traditions
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the A9PR-If-4
Western Classical art traditions

12. shows the influences of the Western

Classical art traditions to Philippine art form A9PR-1f-5

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration

A9EL-IIb-1
nd
2nd The learner… The learner… 1. analyzes art elements and principles in the Weeks 3-5/ 2 Q
production of work following a specific art
A9EL-IIa-2
1. art elements and 1. performs/ participate style
processes by competently in a
synthesizing and presentation of a 2. identifies distinct characteristics of arts
A9EL-IIa-3
applying prior creative impression during the Renaissance and Baroque periods
 305

knowledge and (verbal/nonverbal) of 3. identifies representative artists from

A9PL-IIh-1
skills a particular artistic Renaissance and Baroque periods
period 4. reflects on and derive the mood, idea or Weeks 6-8 / 2nd Q
A9PL-IIh-2
2. the arts as message from selected artworks
integral to the 2. recognizes the 5. discusses the use or function of artworks by
development of difference and evaluating their utilization and combination of A9PL-IIh-3
organizations, uniqueness of the art art elements and principles
spiritual belief, styles of the different 6. uses artworks to derive the
historical events, periods (techniques, A9PL-IIh-4
traditions/history of an art period
scientific process, elements, 7. compares the characteristics of artworks A9PR-IIc-e-1
discoveries, and principles of art) produced in the different art periods
natural disasters/ 8. creates artworks guided by techniques and Weeks 3-5/ 2nd Q
occurrences, and A9PR-IIc-e-2
styles of the Renaissance and the Baroque
other external periods
phenomena 9. explains the influence of iconic artists
A9PR-IIc-e-3
belonging to the Renaissance and the Baroque
periods
10. applies different media techniques and
processes to communicate ideas, experiences,
and stories showing the characteristics of the A9PR-IIf-4
Renaissance and the Baroque periods
(e.g.,Fresco, Sfumato, etc.)
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the A9PR-IIf-5
Renaissance and the Baroque periods
12. shows the influences of the Renaissance
and Baroque periods on the Philippine art
form A9EL-IIb-1
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K=12 CG Code
3rd The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/3rd Q
production of work following a specific art
1. art elements 1. perform/participate style from the Neoclassic and Romantic
A9EL-IIIb-1
and processes competently in a periods
by synthesizing presentation of a 2. identifies distinct characteristics of arts
A9EL-IIIa-2
and applying creative impression during the Neoclassic and Romantic periods
 306

prior knowledge (verbal/nonverbal) 3. identifies representative artists from the

A9EL-IIIa-3
and skills from the Neoclassic Neoclassic and Romantic periods
and Romantic periods 4. reflects on and derive the mood, idea, or Week 3 / 3rd Q A9PL-IIIh-1
2. the arts as integral message from selected artworks
to the development 2. recognize the 5. explains the use or function of artworks by
of organizations, difference and evaluating their utilization and combination of A9PL-IIIh-2
spiritual belief, uniqueness of the art art elements and principles
historical events, styles of the different 6. uses artworks to derive the
scientific discoveries, periods (techniques, traditions/history of the Neoclassic and A9PL-IIIh-3
natural disasters/ process, elements, Romantic periods
occurrences, and and principles of art) 7. compares the characteristics of artworks
other external produced in the Neoclassic and Romantic
phenomena A9PL-IIIh-4
periods

8. creates artworks guided by techniques and Weeks 4-7 / 3rd Q

styles of the Neoclassic and Romantic A9PR-IIIc-e-1
periods (e.g., linear style and painterly style)

9. describe the influence of iconic artists A9PR-IIIc-e-2

belonging to the Neoclassic and Romantic
periods
10. applies different media techniques and
processes to communicate ideas, experiences, A9PR-IIIc-e-3
and stories showing the characteristics of the
Neoclassic and Romantic periods
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the A9PR-IIIf-4
Neoclassic and Romantic periods
12. shows the influences of Neoclassic and
A9PR-IIIf-4
Romantic periods on Philippine art forms
13. participates in an exhibit using completed Week 8 / 3rd Q
artworks with Neoclassic and Romantic
A9PR-III-g -7
periods characteristics
 307

4th The learner… The learner… 1. identifies selected theatrical forms from Weeks 1-2 / 4th Q
different art periods
1. how theatrical 1. create appropriate A9EL-IVa-1
elements (sound, theater play/opera 2. researches on the history of the theatrical
A9EL-IVb-2
music, gesture, costume and forms and their evolution
movement, and accessories and 3. identifies the elements and principles of
costume) affect improvise appropriate arts as manifested in Western Classical plays A9EL-IVc-3
the creation and sound, music, and opera
communication gesture, movements, 4. defines what makes selected western Week 2 / 4th Q
of meaning in and costume for a classical plays and operas unique through A9PL-IVc-1
Western Classical chosen theatrical visual representation
plays and opera composition 5. designs the visual elements and
as influenced by components of the selected Western classical
history and 2. take part in a A9PR-IVd-1
theater play and opera through costumes,
culture performance of a props, etc.
selected piece from 6. analyzes the uniqueness of each group’s
2. theater and Western Classical A9PR-IVh-2
performance of its selected Western classical
performance as a plays and opera theater play and opera
synthesis of arts 7. shows the influences of the selected Week 3 / 4th Q
Western Classical play or opera on Philippine
A9PR-IVh-6
theatrical performance in terms of form and
content of story
8. choreographs the movements and
gestures needed in the effective delivery of a Weeks 4-6 / 4th Q A9PR-IVe-f-3
selected piece from Western Classical plays
and opera
9. improvises accompanying sound and
rhythm needed in the effective delivery of a A9PR-IVe-f-3
selected piece from Western Classical plays
and operas
10. performs in a group showcase of the Weeks 7-8
A9PR-IVg-5
selected piece from Western Classical plays
and operas
 308

Grade Level: Grade 10

Subject: Arts

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K-12 CG Code
1st The learner… The learner… 1. analyzes art elements and principles in the Weeks 1-2/ 1st Q
production of work following a specific art
1. art elements and 1. performs/ style from the various art movements A10EL-Ib-1
processes by participate 2. identifies distinct characteristics of arts
A10EL-Ia-2
synthesizing and competently in a from the various art movements
applying prior presentation of a 3. identifies representative artists and
knowledge and creative impression Filipino counterparts from the various art A10EL-Ia-3
skills (verbal/nonverbal) movements
from the various art 4. reflects on and derive the mood, idea, or Weeks 3 -5/ 1st Q
2. the arts as integral movements message from selected artworks A10PL-Ih-1
to the development
of organizations, 2. recognize the
spiritual belief, difference and *5. explains the role or function of artworks
historical events, uniqueness of the art by evaluating their utilization and A10PL-Ih-2
scientific styles of the various combination of art elements and principles
discoveries, natural art movements
6. uses artworks to derive the A10PL-Ih-3
disasters/ (techniques, process,
occurrences and elements, and traditions/history of the various art
movements
other external principles of art)
phenomenon 7. compares the characteristics of artworks
produced in the various art movements A10PL-Ih-4

8. creates artworks guided by techniques and Weeks 6-8 / 1st Q

styles of the various art movements (e.g., A10PR-Ic-e-1
Impasto, Encaustic, etc.)

9. discusses the influence of iconic artists

belonging to the various art movements A10PR-Ic-e-2
 309

10. applies different media techniques and

processes to communicate ideas,
experiences, and stories showing the A10PR-Ic-e-3
characteristics of the various art movements
(e.g., the use of industrial materials or found
objects, Silkscreen Printing, etc.)
11. evaluates works of art in terms of artistic
concepts and ideas using criteria from the A10PR-If-4
various art movements

12. shows the influences of Modern Art

movements on Philippine art forms A10PR-I-f-5

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
2nd The learner… The learner… 1. identifies art elements in the technology-
based production arts
1. Uses new creates a tech-based Week 1 / 2nd Q A10EL-IIb-1
technologies that allow artwork (video clips and 2. identifies distinct characteristics of arts
new expressions in arts printed media such as during in the 21st century in terms of:
using art elements and posters, menus, 1.1 production A10EL-IIa-2
processes brochures etc.) relating 1.2 functionality range of audience
to a selected topic from reach
the different learning 3. identifies artworks produced by
areas using available technology from other countries and their A10EL-IIa-3
technologies, e.g., food adaptation by Philippine artists
and fashion 4. discusses the concept that technology is
an effective and vibrant tool for empowering
A10PL-IIh-1
a person to express his/her ideas, goals, and
advocacies, which elicits immediate action Weeks 2-4/ 2nd Q
5. explains the role or function of artworks by
evaluating their utilization and combination A10PL-IIh-2
of art elements and principles
6. uses artworks to derive the
A10PL-IIh-3
traditions/history of a community (e.g.,
 310

landscapes, images of people at work and

play, portrait studies, etc.)
7. compares the characteristics of artworks
A10PL-IIh-4
in the21st century
8. creates artworks that can be locally
assembled with local materials, guided by A10PR-IIc-e-1
21st-centurytechniques
9. explains the influence of technology in the
A10PR-IIc-e-2
21st century on the evolution of various Weeks 5-8 / 2nd
forms of art Q
10. applies different media techniques and
processes to communicate ideas,
experiences, and stories showing the
A10PR-IIb-e-3
characteristics of 21st-centuryart (e.g., the
use of graphic software like Photoshop,
InDesign, etc.)
11. evaluates works of art in terms of artistic
concepts and ideas using criteria appropriate A10PR-IIf-4
for the style or form
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
3rd The learner… The learner… 1. identifies art elements in the various Weeks 1-2/3rd Q
A10EL-IIIb-1
media-based arts in the Philippines
1. art elements and 1. create artworks using
processes by available media and 2. identifies representative artists as well as
synthesizing and natural resources on distinct characteristics of media-based arts A10EL-IIIa-2
applying prior local topics, issues, and and design in the Philippines
knowledge and concerns such as 3. discusses the truism that Filipino ingenuity
skills environmental is distinct, exceptional, and on a par with A10PL-IIIh-1
advocacies ecotourism, global standards Weeks 3-5 / 3rd Q
2. new technologies and economic and 4. discusses the role or function of artworks
that allow new livelihood projects by evaluating their utilization and A10PL-IIIh-2
expressions in the combination of art elements and principles
arts 5. uses artworks to derive the A10PL-IIIh-3
traditions/history of a community
 311

6. creates artworks that can be assembled A10PR-IIIc-e-1

with local materials Weeks 5-7 / 3rd Q
7. explains the characteristics of media-
A10PR-IIIc-e-2
based arts and design in the Philippines

8. applies different media techniques and

processes to communicate ideas,
A10PR-IIIc-e-3
experiences, and stories (the use of software
to enhance/animate images like Flash, Movie
Maker, Dreamweaver, etc.)
9. evaluates works of art in terms of artistic Week 8/ 3rd Q
concepts and ideas using criteria appropriate
A10PR-IIIf-4
for the style or form of media-based arts and
design
mount a media-based exhibit of completed
A10PR-IIIg-5
artworks
4th The learner… The learner… 1. explains how an idea or theme is Weeks 1 / 4th Q
communicated in a selected performance
1. how theatrical 1. create appropriate through the integration of musical sounds,
A10EL-IVb-4
elements (sound, costumes, props, set songs, dialogue and dance
music, gesture, accessories, costumes 2. analyzes examples of plays based on
movement, and improvised lighting and theatrical forms, and elements of art as A10EL-IVa-2
costume) affect the other décor for applied to performance
creation and Philippine plays 3. illustrates how the different elements are
A10EL-IVc-3
communication of used to communicate the meaning Week 2 / 4th Q
meaning in a theater 2. create/improvise 4. Explains the uniqueness of each original
play/performance appropriate sound, A10PL-IVh-1
performance
incorporated with music, gesture, and 5. designs with a group the visual
media movements for a chosen components of a school play (stage design, A10PR-IVe-1
theatrical composition costume, props, etc.)
2. theater and 6. assumes the role of a character as an Week 3 / 4th Q
performance as a 3. participate in an actor/performance, or production staff Week 4 / 4th Q
synthesis of arts original performance (director, choreography, light designer, stage A10PR-IVh-2
inspired by local manager)
 312

Philippine stories, 7. analyzes the uniqueness of the group that

myths, and events was given recognition for its performance
relevant to current and explain what component contributed to A10PR-IVh-3
issues its selection

8. contributes to the conceptualization of an

original performance A10PR-IVd-4

9. choreographs the movements and Week 5 / 4th Q

gestures needed in the effective delivery of
A10PR-IVf-g-5
an original performance with the use of
media
10. improvises accompanying sound and Weeks 6-8 / 4th Q
rhythm needed in the effective delivery of an A10PR-IVf-g-6
original performance with the use of
different media
313
 314

Grade Level: Grade 1

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner performs Weeks 1&3 PE1BM-Ic-d-2
demonstrates with coordination
understanding enjoyable movements
1. Creates shapes by using different
awareness of body parts on body awareness.
body parts
in preparation for
participation in physical
activities.
2. Shows balance on one, two, three, Weeks 4&6
PE1BM-Ie-f-3
four and five body parts
3. Exhibits transfer of weight Weeks 7&8 PE1BM-Ig-h-4
1 st 4. Engages in fun and enjoyable
physical activities with
coordination

Suggested learning activities This competency is

⮚ action songs PE1PF-Ia-h-2
already embedded
⮚ singing games in other LCs.
⮚ simple games
⮚ chasing and fleeing games
⮚ mimetics

The learner The learner performs Weeks 1&4

demonstrates movement skills in a
understanding ofspace given space with 1. Moves within a group without
awareness in coordination bumping or falling using PE1BM-IIc-e-6
preparation for locomotors skills
2nd
participation in physical
activities
2. Executes locomotor skills while Weeks 5&8
moving in different directions at PE1BM-IIf-h-7
different spatial levels
 315

3. Engages in fun and enjoyable This competency is

physical activities with already embedded PE1PF-IIa-h-2
coordination in other LCs.
The learner The learner performs Weeks 1&2
demonstrates movements of varying
understanding of qualities of effort with 1. Demonstrates the difference
qualities of effort in coordination. between slow and fast, heavy and PE1BM-IIIa-b-8
preparation for light, free and bound movements
participation in physical
activities.

2. Demonstrates contrast between Weeks 3&8

3rd
slow and fast speeds while using PE1BM-IIIc-d-9
locomotor skills

This competency is
3. Engages in fun and enjoyable
already embedded PE1PF-IIIa-h-6
physical activities
in other LCs.
4. Demonstrates the characteristics of This competency is PE1PF-IIIa-h-9
sharing and cooperating in physical already embedded
activities in other LCs.
The learner The learner performs Weeks 1&4
demonstrates movements in relation
understanding of to a stationary or
relationships of moving object/person
movement skills in with coordination.
preparation for
participation in physical
1. Demonstrates relationship of
4th activities PE1BM-IVc-e-13
movement
 316

2. Performs jumping over a stationary Weeks 5&8

object several times in succession,
PE1BM-IVf-h-14
using forward- and- back and side-
to-side movement patterns
This competency is
3. Engages in fun and enjoyable
already embedded PE1PF-IVa-h-2
physical activities
in other LCs.
This competency is
4. Follows simple instructions and
already embedded PE1PF-IVa-h-10
rules
in other LCs.

Grade Level: Grade 2

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner performs body 1. Creates body shapes and Weeks 1&4
demonstrates shapes and actions properly. actions
understanding of
body shapes and body
PE2BM-Ie-f-2
actions in preparation
for various movement
activities

2. Demonstrates momentary Weeks 5&8

1st stillness in symmetrical and
asymmetrical shapes using PE2BM-Ig-h-16
body parts other than both feet
as a base of support
3. Demonstrates movement skills This competency is PE2MS-Ia-h-1
in response to sound and music already embedded
in other LCs.
This competency is PE2PF-Ia-h-2
4. Engages in fun and enjoyable
already embedded
physical activities
in other LCs.
 317

2nd ThThe learner ThThe learner performs 1. Describes movements in a Weeks 1&2
demonstrates movements accurately location, direction, level,
understanding of involving locations, pathway and plane
locations, directions, directions, levels, pathways PE2BM-IIa-b-17
levels, pathways and and planes.
planes

2. Moves in: Weeks 3&8 PE2BM-IIc-h-18

⮚ personal and general
space
⮚ forward, backward, and
sideward directions
⮚ high, middle, and low
levels
⮚ straight, curve, and
zigzag pathways
diagonal and horizontal planes
3. Demonstrates movement skills This competency is PE2MS-IIa-h-1
in response to sounds and already embedded
music in other LCs.
4. Engages in fun and enjoyable This competency is
PE2PF-IIa-h-2
physical activities already embedded
in other LCs.
5. Maintains correct posture and This competency is
body mechanics while already embedded
PE2PF-IIa-h-14
performing movement in other LCs.

The learner The learner performs 1. Moves: at slow, slower, Weeks 1&8
demonstrates movements accurately slowest/fast, faster, fastest
understanding of involving time, force, and pace
3rd movement in relation flow. using light, lighter, lightest/strong, PE2BM-IIIc-h-19
to time, force and stronger, strongest force with
flow smoothness
 318

2. Demonstrates movement This competency is

skills in response to sound and already embedded PE2MS-IIIa-h-1
music in other LCs.
3. Engages in fun and enjoyable This competency is
physical activities already embedded PE2PF-IIIa-h-2
in other LCs.
The learner The learner performs 1. Moves: individually, with Weeks 1&8
demonstrates movement activities partner, and with group with
understanding of involving person, objects, ribbon, hoop, balls, and any
movement activities music and environment available
PE2BM-IV-c-h-21
relating to person, correctly indigenous/improvised
objects, music and materials, with sound, in
environment indoor and outdoor settings

2. Demonstrates movement This competency is

4th
skills in response to sound already embedded PE2MS-IV-a-h-1
in other LCs.
3. Engages in fun and enjoyable This competency is
physical activities already embedded PE2PF-IV-a-h-2
in other LCs.
4. Maintains correct body This competency is
posture and body mechanics already embedded
PE2PF-IV-a-h-14
while performing movement in other LCs.
activities

Grade Level: Grade 3

Subject: Physical Education

Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
The learner The learner performs body 1. Describes body shapes and Weeks 1&2
demonstrates shapes and actions properly. actions
1st understanding
PE3BM-Ia-b-1
of body shapes
and body
 319

actions in
preparation for
various
movement
activities

2. Performs body shapes and Weeks 3&8

PE3BM-Ic-d-15
actions
3. Demonstrates movement skills in This competency is
response to sounds and music already embedded PE3MS-Ia-h-1
in other LCs.
4. Engages in fun and enjoyable This competency is
physical activities already embedded PE3PF-Ia-h-2
in other LCs.
The learner The learner performs 1. Describes movements in a Weeks 1&2 PE3BM-IIa-b-17
demonstrates movements accurately location, direction, level,
understanding involving locations, directions, pathway and plane
of locations, levels, pathways and planes.
directions,
levels,
pathways and
planes
2. Moves in: Weeks 3&8 PE3BM-IIc-h-18
nd
2
⮚ personal and general
space
⮚ forward, backward, and
sideward directions
⮚ high, middle, and low
levels
⮚ straight, curve, and zigzag
pathways
diagonal and horizontal planes
 320

3. Engages in fun and enjoyable This competency is

physical activities already embedded PE3PF-IIa-h-2
in other LCs.
The learner The learner performs 1. Describes movements in a Weeks 1&2
demonstrates movements accurately location, direction, level,
understanding involving time, force, and flow. pathway and plane
PE3BM-IIIa-b-17
of movement in
relation to time,
force and flow
2. Moves: Weeks 3&8 PE3BM-IIIc-h-19

⮚ at slow, slower,
slowest/fast, faster,
3rd
fastest pace
using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
3. Demonstrates movement skills in This competency is PE3MS-IIIa-h-1
response to sound already embedded
in other LCs.
4. Engages in fun and enjoyable This competency is PE3PF-IIIa-h-2
physical activities already embedded
in other LCs.
The learner The learner performs 1. Participates in various movement Weeks 1&2
demonstrates movement activities involving activities involving person,
understanding person, objects, music and objects, music and environment
of movement environment correctly
activities PE3BM-IV-a-b-20
th
4 relating to
person, objects,
music and
environment
2. Moves: Weeks 3&8 PE3BM-IV-c-h-21
 321

⮚ individually, with partner,

and with group
⮚ with ribbon, hoop, balls,
and any available
indigenous/improvised
materials
⮚ with sound
in indoor and outdoor settings
3. Demonstrates movement skills in This competency is PE3MS-IV-a-h-1
response to sounds and music already embedded
in other LCs.
4. Engages in fun and enjoyable This competency is PE3PF-IV-a-h-2
physical activities already embedded
in other LCs.

Grade Level: Grade 4

Subject: Physical Education

Quarter Content Performance Standards Most Essential Learning Duration K to 12 CG Code

Standards Competencies
The learner The learner participates and 1. Describes the physical activity Week 1 PE4PF-Ia-16
demonstrates assesses performance in pyramid
understanding of physical activities.
participation and
assessment of assesses physical fitness
physical
activities and
1st physical fitness
2. Assesses regularly This competency is
participation in physical already embedded in
PE4PF-Ib-h-18
activities based on physical other LCs.
activity pyramid
3. Observes safety precautions This competency is PE4GS-Ib-h-3
already embedded in
other LCs.
 322

4. Executes the different skills Weeks 2&8 PE4GS-Ic-h-4

involved in the game
5. Displays joy of effort, respect This competency is PE4PF-Ib-h-20
for others and fair play during already embedded in
participation in physical other LCs.
activities
The learner The learner participates and 1. Assesses regularly This competency is PE4PF-IIb-h-18
demonstrates assesses performance in participation in physical already embedded in
understanding of physical activities. activities based on physical other LCs.
participation in activity pyramid
and assessment assesses physical fitness
of physical
2nd activities and
physical fitness
2. Executes the different skills Weeks 1 to 8 PE4GS-IIc-h-4
involved in the game
3. Recognizes the value of This competency is PE4PF-IIb-h-19
participation in physical already embedded in
activities other LCs.
The learner The learner participates and 1. Assesses regularly This competency is PE4PF-IIIb-h-18
demonstrates assesses performance in participation in physical already embedded in
understanding of physical activities. activities based on physical other LCs.
participation and activity pyramid
assessment of assesses physical fitness
physical activity
and physical
fitness
3rd
 323

2. Executes the different skills Weeks 1 to 8 PE4GS-IIIc-h-4

involved in the dance
3. Recognizes the value of This competency is PE4PF-IIIb-h-19
participation in physical already embedded in
activities other LCs.
The learner The learner participates and This competency is
demonstrates assesses performance in already embedded in
understanding of physical activities. other LCs.
1. Assesses regularly
participation and
participation in physical
assessment of assesses physical fitness PE4PF-IVb-h-18
activities based on Philippines
physical activity
physical activity pyramid
and physical
fitness
4th
2. Observes safety precautions This competency is PE4RD-IVb-h-3
already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 7/4th PE4RD-IVc-h-4
involved in the dance
4. Recognizes the value of This competency is
participation in physical already embedded in PE4PF-IVb-h-19
activities other LCs.
 324

Grade Level: Grade 5

Subject: Physical Education

Quarter Content Standards Performance Most Essential Learning Duration K to 12 CG Code

Standards Competencies
The learner The learner 1. Assesses regularly This competency is PE5PF-Ib-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation and in physical activities. Philippines physical activity
assessment of pyramid
physical activity and assesses physical
physical fitness fitness
2. Observes safety precautions This competency is PE5GS-Ib-h-3
1st
already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE5GS-Ic-h-4
involved in the game
4. Displays joy of effort, respect This competency is PE5PF-Ib-h-20
for others and fair play already embedded in
during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE5PF-IIb-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation in and in physical activities. Philippines physical activity
assessment of pyramid
physical activity and assesses physical
physical fitness fitness
2nd
 325

2. Observes safety precautions This competency is PE5GS-IIb-h-3

already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE5GS-IIc-h-4
involved in the game
4. Displays joy of effort, respect This competency is PE5PF-IIb-h-20
for others and fair play already embedded in
during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE5PF-IIIb-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation and in physical activities. Philippines physical activity
assessment of pyramid
physical activity and assesses physical
physical fitness fitness

3rd

2. Observes safety precautions This competency is PE5RD-IIIb-h-3

already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE5RD-IIIc-h-4
involved in the dance
 326

4. Recognizes the value of This competency is PE5PF-IIIb-h-19

participation in physical already embedded in
activities other LCs.
The learner The learner 1. Assesses regularly This competency is PE5PF-IVb-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation and in physical activities. Philippines physical activity
assessment of pyramid
physical activity and assesses physical
physical fitness fitness
4th

2. Executes the different skills Weeks 1 to 8 PE5RD-IVc-h-4

involved in the dance
3. Recognizes the value of This competency is PE5PF-IVb-h-19
participation in physical already embedded in
activities other LCs.

Grade Level: Grade 6

Subject: Physical Education

Quarter Content Standards Performance Most Essential Learning Duration K to 12 CG Code

Standards Competencies
The learner The learner 1. Assesses regularly This competency is PE6PF-Ib-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation and in physical activities. Philippines physical activity
assessment of pyramid
1st
physical activity and assesses physical
physical fitness fitness
2. Observes safety This competency is PE6GS-Ib-h-3
precautions already embedded in
other LCs.
 327

3. Executes the different skills Weeks 1 to 8

involved in the game
PE6GS-Ic-h-4
4. Displays joy of effort, This competency is PE6PF-Ib-h-20
respect for others and fair already embedded in
play during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE6PF-IIb-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation in and in physical activities. Philippines physical activity
assessment of pyramid
physical activities assesses physical
and physical fitness fitness
2. Observes safety This competency is PE6GS-IIb-h-3
2nd
precautions already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE6GS-IIc-h-4
involved in the game
4. Displays joy of effort, This competency is PE6PF-IIb-h-20
respect for others and fair already embedded in
play during participation in other LCs.
physical activities
The learner The learner 1. Assesses regularly This competency is PE6PF-IIIb-h-18
demonstrates participates and participation in physical already embedded in
understanding of assesses performance activities based on the other LCs.
participation and in physical activities. Philippines physical activity
assessment of pyramid
physical activity and assesses physical
3rd
physical fitness fitness
2. Observes safety This competency is PE6RD-IIIb-h-3
precautions already embedded in
other LCs.
3. Executes the different skills Weeks 1 to 8 PE6RD-IIIc-h-4
involved in the dance
 328

4. Displays joy of effort, This competency is PE6PF-IIIb-h-20

respect for others during already embedded in
participation in physical other LCs.
activities
The learner . . . The learner . . . 1. Assesses regularly This competency is
participation in physical already embedded in
demonstrates participates and activities based on the other LCs.
understanding of assesses performance Philippines physical activity
PE6PF-IVb-h-18
participation and in physical activities. pyramid
assessment of
physical activity and assesses physical
4th
physical fitness fitness
2. Executes the different skills Weeks 1 to 8 PE6RD-IVc-h-4
involved in the dance
3. Displays joy of effort, This competency is PE6PF-IVb-h-20
respect for others during already embedded in
participation in physical other LCs.
activities

Grade Level: Grade 7

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner designs an This competency is
demonstrates individualized exercise already embedded in
understanding of program to achieve other LCs.
1. Undertakes physical activity
guidelines and personal fitness
and physical fitness
principles in PE7PF-Ia-h-23
1st assessments
exercise program
design to achieve
personal fitness
2. Sets goals based on Week 1
PE7PF-Ia-24
assessment results
 329

3. Prepares an exercise Week 2 PE7PF-Ic-27

program
4. Describes the nature and Week 3
PE7GS-Id-5
background of the sport
5. Executes the skills involved Weeks 4 to 8
in the sport PE7GS-Id-h-4

6. Monitors periodically one’s This competency is

progress towards the fitness already embedded in PE7PF-Id-h-28
goals other LCs.
The learner The learner modifies
demonstrates the individualized
understanding of exercise program to
guidelines and achieve personal fitness
1. Undertakes physical activity
principles in
and physical fitness PE7PF-IIa-h-23
exercise program
assessments
design to achieve Week 1
personal fitness
2nd

Reviews goals based on

assessment results PE7PF-IIa-24

2. Describes the nature and Week 2

PE7GS-IId-5
background of the sport
3. Executes the skills involved Weeks 3 to 8
PE7GS-IId-h-4
in the sport
The learner The learner
demonstrates demonstrates
understanding of understanding of
1. Undertakes physical activity
guidelines and guidelines and
3rd and physical fitness Week 1 PE7PF-IIIa-h-23
principles in principles in exercise
assessments
exercise program program design to
design to achieve achieve personal fitness
personal fitness
 330

2. Reviews goals based on

PE7PF-IIIa-34
assessment results
3. Describes the nature and Week 2
PE7RD-IIId-1
background of the dance
4. Executes the skills involved Weeks 3 to 8
PE7RD-IIId-h-4
in the dance
The learner The learner modifies
demonstrates the individualized
understanding of exercise program to
1. Undertakes physical activity
guidelines and achieve personal fitness
and physical fitness PE7PF-IVa-h-23
principles in
assessments Week 1
exercise program
design to achieve
4th
personal fitness
2. Reviews goals based on
PE7PF-IVa-34
assessment results
3. Describes the nature and Week 2
PE7RD-IVc-1
background of the dance
4. Executes the skills involved Weeks 3 to 8
PE7RD-IVd-h-4
in the dance

Grade Level: Grade 8

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner designs a
demonstrates physical activity program
1. Undertakes physical activity
understanding of for the family/school peers
1st and physical fitness Week 1 PE8PF-Ia-h-23
guidelines and to achieve fitness
assessments
principles in
exercise program
 331

design to achieve
fitness

Sets goals based on assessment

PE8PF-Ia-24
results
2. Conducts physical activity Week 2
and physical fitness
PE8PF-Ib -36
assessments of
family/school peers
3. Prepares a physical activity Week 3
PE8PF-Ic-27
program
4. Describes the nature and Week 4
PE8GS-Id-1
background of the sport
5. Executes the skills involved Weeks 5 to 8
PE8GS-Id-h-4
in the sport
6. Monitors periodically This competency is
PE8PF-Id-h-28
progress towards the fitness already embedded in
goals other LCs.
7. Displays tolerance and This competency is
acceptance of individuals already embedded in
PE8PF-Id-h-37
with varying skills and other LCs.
abilities
The learner The learner modifies This competency is
demonstrates physical activity program already embedded in
understanding of for the family/school peers other LCs.
guidelines and to achieve fitness
1. Undertakes physical activity
principles in
and physical fitness PE8PF-Iia-h-23
exercise program
2nd assessments
design to achieve
fitness

2. Conducts physical activity Week 1

PE8PF-Iia-36
and physical fitness
 332

assessments of
family/school peers
3. Prepares a physical activity Week 2
PE8PF-Iic-27
program
4. Executes the skills involved Weeks 3 to 8
PE8GS-IId-h-4
in the sport
5. Displays tolerance and This competency is
acceptance of individuals already embedded in
PE8PF-IId-h-37
with varying skills and other LCs.
abilities
The learner The learner modifies a This competency is
demonstrates physical activity program already embedded in
understanding of for the family/school peers other LCs.
guidelines and to achieve fitness 1. Undertakes physical activity
principles in and physical fitness PE8PF-IIIa-h-23
exercise program assessments
design to achieve
fitness
3rd
2. Reviews goals based on Week 1
PE8PF-IIIa-34
assessment results
3. Executes the skills involved Weeks 3 to 8
PE8GS-IIId-h-4
in the sport
4. Displays tolerance and This competency is
acceptance of individuals already embedded in
PE8PF-IIId-h-37
with varying skills and other LCs.
abilities
The learner The learner modifies a 1. Undertakes physical activity This competency is PE8PF-IVa-h-23
demonstrates physical activity program and physical fitness already embedded in
understanding of for the family/school peers assessments other LCs.
guidelines and to achieve fitness
4th
principles in
exercise program
design to achieve
fitness
 333

2. Reviews goals based on Week 1

PE8PF-IVa-34
assessment results
3. Describes the nature and Week 2
PE8RD-IVc-1
background of the dance
4. Executes the skills involved Weeks 3 to 8
PE8RD-IVd-h-4
in the dance
5. Exerts best effort to achieve This competency is
PE8PF-IVd-h-38
positive feeling about self already embedded in
and others other LCs.

Grade Level: Grade 9

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner maintains an This competency is
demonstrates active lifestyle to influence already embedded in
understanding of the physical activity other LCs.
lifestyle and weight participation of the 1. Undertakes physical
management to community activity and physical fitness
PE9PF-Ia-h-23
promote community assessments
fitness practices healthy eating
habits that support an
active lifestyle
1st 2. Performs appropriate first Weeks 1 & 2
aid for injuries and
emergency situations in PE9PF-Ib-30
physical activity and sports
settings (e.g. cramps,
sprain, heat exhaustion)
3. Involves oneself in This competency is
community service through already embedded in PE9PF-Ie-h-41
sports officiating and other LCs.
physical activity programs
 334

4. Officiates practice and Weeks 3 & 8

PE9GS-Ib-h-5
competitive games
The learner The learner maintains an This competency is
demonstrates active lifestyle to influence already embedded in
understanding of the physical activity other LCs.
lifestyle and weight participation of the
1. Undertakes physical
management to community PE9PF-IIa-h-23
activity and physical fitness
promote community
assessments
fitness practices healthy eating
habits that support an
active lifestyle

2. Executes the skills involved Weeks 1 to 8

PE9RD-IIb-h-4
in the dance
2nd 3. Monitors periodically one’s This competency is
progress towards the already embedded in PE9PF-IIb-h-28
fitness goals other LCs.
4. Performs appropriate first This competency is
aid for injuries and already embedded in
emergency situations in other LCs.
PE9PF-IIb-h-30
physical activity and dance
settings (cramps,sprain,
heat exhaustion)
5. Involves oneself in This competency is
community service through already embedded in
PE9PF-IIg-h-41
dance activities in the other LCs.
community
The learner The learner maintains an This competency is
demonstrates active lifestyle to influence already embedded in
understanding of the physical activity 1. undertakes physical activity other LCs.
rd
3 lifestyle and weight participation of the and physical fitness PE9PF-IIIa-h-23
management to community assessments
promote community
fitness
 335

practices healthy eating

habits that support an
active lifestyle
2. executes the skills involved Weeks 1 to 8
PE9RD-IIIb-h-4
in the dance
3. performs appropriate first This competency is
aid for injuries and already embedded in
emergency situations in other LCs.
PE9PF-IIIb-h-30
physical activity and dance
settings (cramps, sprain,
heat exhaustion)
This competency is
4. involves oneself in
already embedded in
community service through
other LCs. PE9PF-IIIg-h-41
dance activities in the
community
The learner The learner maintains an Week 1
demonstrates active lifestyle to influence
understanding of the physical activity
lifestyle and weight participation of the 1. Discusses the nature and
management to community background of indoor and
PE9GS-IVa-6
promote community outdoor recreational
fitness practices healthy eating activities
habits that support an
4th active lifestyle

2. Participates in active Weeks 2 to 8

PE9GS-IVb-h-7
recreation
3. Advocates community This competency is
efforts to increase already embedded in
participation in physical other LCs. PE9PF-IVb-h-43
activities and improve
nutrition practices
 336

4. Practices environmental This competency is

ethics (e.g Leave No Trace) already embedded in
during participation in other LCs. PE9PF-IVb-h-44
recreational activities of
the community

Grade Level: Grade 10

Subject: Physical Education

Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
Competencies
The learner The learner maintains an This competency is
demonstrates active lifestyle to already embedded in
understanding of influence the physical other LCs.
lifestyle and weight activity participation of
1. Assesses physical
management to the community and
activity, exercise and
promote societal society
eating habits PE10PF-Ia-h-39
fitness
practices healthy eating
habits that support an
active lifestyle

1st 2. Engages in moderate to Weeks 1 to 8

vigorous physical
activities for at least 60 PE10PF-Ib-h-45
minutes a day in and out
of school
3. Expresses a sense of This competency is
purpose and already embedded in
belongingness by other LCs.
participating in physical PE10PF-Ib-h-48
activity-related
community services and
programs
 337

The learner The learner This competency is

demonstrates maintains an already embedded in
understanding active lifestyle to other LCs.
of lifestyle and influence the
weight physical activity
management to participation of 1. Assesses physical
promote the community activities, exercises and PE10PF-IIa-h-39
societal fitness and society eating habits
2nd
practices healthy eating
habits that support an
active lifestyle

2. Engages in moderate to Weeks 1 to 8

vigorous physical
activities for at least 60 PE10PF-IIc-h-45
minutes a day in and out
of school
The learner The learner This competency is
demonstrates maintains an already embedded in
understanding active lifestyle to other LCs.
of lifestyle and influence the
weight physical activity
1. Assesses physical
management to participation of
activities, exercises and PE10PF-IIIa-h-39
promote the community
eating habits
societal fitness and society
3rd
practices healthy eating
habits that support an
active lifestyle
2. Engages in moderate to Weeks 1 to 7
vigorous physical
activities for at least 60 PE10PF-IIIc-h-45
minutes a day in and out
of school
 338

3. Expresses a sense of This competency is

purpose and already embedded in
belongingness by other LCs.
participating in physical PE10PF-IIIc-h-48
activity-related
community services and
programs
The learner ... The learner ... This competency is
already embedded in
demonstrates maintains an active other LCs.
understanding of lifestyle to influence the
lifestyle and weight physical activity
1. Assesses physical
management to participation of the
activities, exercises and PE10PF-IVa-h-39
promote societal community and society
eating habits
fitness
4th practices healthy eating
habits that support an
active lifestyle

2. Engages in moderate to Weeks 1 to 8

vigorous physical
activities for at least 60 PE10PF-IVc-h-45
minutes a day in and out
of school
339
 340

Grade Level: Grade 1

Subject: Health

Performance Most Essential Learning

Quarter Content Standards Duration K to 12 CG Code
Standards Competencies
1st Quarter The learner… The learner… distinguishes healthful from less
Week 1 to Week 2 H1N-Ia-b-1
healthful foods
understands the practices healthful tells the consequences of eating
importance of good eating habits daily Week 3 to Week 4 H1N-Ic-d-2
less healthful foods
eating habits and
behavior *practices good decision making H1N-Ie-f-3
exhibited in eating habits that Week 5 to Week 6
can help one become healthy H1N-Ig-j-4
2nd Quarter demonstrates practices good health identifies proper behavior during
Week 1 to Week 2 H1PH-IIa-b-1
understanding of the habits and hygiene mealtime
proper ways of taking daily demonstrates proper hand
Week 3 to Week 4 H1PH-IIc-d-2
care of one’s health washing
realizes the importance of
Week 5 H1PH-IIe-3
washing hands
practices habits of keeping the
Week 6 to Week 7 H1PH-IIf-i-4
body clean & healthy
realizes the importance of
Week 8 H1PH-IIj-5
practicing good health habits
3rd Quarter understands the consistently
importance of keeping demonstrates describes the characteristics of a
Week 1
the home environment healthful practices for healthful home environment H1FH-IIIa-1
healthful. a
healthful home discusses the effect of clean H1FH-IIIb-2
Week 2
environment. water on one’s health
discusses how to keep water at H1FH-IIIc-3
Week 3
home clean
H1FH-IIIde-4
practices water conservation Week 4
explains the effect of indoor air H1FH-IIIfg-5
Week 5 to Week 6
on one’s health
 341

identifies sources of indoor air

H1FH-IIIfg-6
pollution
practices ways to keep indoor air
H1FH-IIIfg-7
clean
explains the effect of a home
H1FH-IIIhi-8
environment to the health of the Week 7
people living in it
demonstrates how to keep the
Week 8 H1FH-IIIj-10
home environment healthful
4th Quarter demonstrates appropriately
identifies situations when it is
understanding of safe demonstrates safety
appropriate to ask for assistance Week 1
and responsible behavior behaviors in daily H1IS-IVa-1
from strangers
to lessen risk and activities to prevent
prevent injuries in day- injuries gives personal information, such
to-day living as name and address to Week 2 H1IS-IVb-2
appropriate persons
identifies appropriate persons to
H1IS-IVc-3
ask for assistance
Week 3
demonstrates ways to ask for H1IS-IVc-4
help
follows rules at home and in
Week 4 H1IS-IVd-5
school.

follows rules during fire and

Week 5 H1IS-IVe-6
other disaster drills

observes safety rules with stray

Week 6 H1IS-IVf-7
or strange animals

describes what may happen if

Week 7 H1IS-IVg-8
safety rules are not followed
 342

describes ways people can be

intentionally helpful or harmful Week 8 H1IS-IVh-9
to one another
distinguishes between good and
Week 9 H1IS-IVi-10
bad touch
practices ways to protect oneself
against violent or unwanted Week 10 H1IS-IVj-11
behaviors of others
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 2

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Duration

K to 12 CG Code
Competencies
1st Quarter The learner… The learner… states that children have the
right to nutrition (Right of the H2N-Ia-5
Week 1
understands the 1. demonstrates good child to nutrition Article 24 of the
importance of eating a decision-making UN Rights of the Child)
balanced diet. skills in choosing *discusses the important H2N-Ib-6
food to eat to have a function of food and a balanced Week 2 to Week 3
balanced diet. meal H2N-Icd-7
considers Food Pyramid and
2. consistently practices Food Plate in making food Week 4 to Week 6 H2N-Ifh-9
good health habits choices
and hygiene for the displays good decision-making
sense organs H2N-Iij-10
skills in choosing the right kinds Week 7 to Week 8
of food to eat
2nd Quarter demonstrates consistently practices good
describes ways of caring for the
understanding of the health habits and hygiene Week 1 to Week 4
eyes, ears, nose, hair and skin in
proper ways of taking for the sense organs H2PH-IIa-e-6
order to avoid common childhood
care of the sense
health conditions
organs
describes ways of caring for the
Week 5 to Week 6 H2PH-IIfh-7
mouth/teeth
 343

displays self-management skills in H2PH-IIij-8

Week 7
caring for the sense organs
3rd Quarter 1. demonstrates 1. consistently adopts describes healthy habits of the
Week 1 to Week 2 2FH-IIIab-11
understanding of healthy family family
healthy family demonstrates good family health H2FH-IIIcd-12
Week 3 to Week 4
habits and practices habits and practices
2. demonstrates an 2. demonstrates
understanding of positive expression of explains the benefits of healthy H2FH-IIIef-13
Week 5
managing one’s feelings toward expressions of feelings
feelings and family members and
respecting ways of coping with expresses positive feelings in
differences negative feelings Week 6 H2FH-IIIgh-14
appropriate ways
demonstrates positive ways of
expressing negative feelings, H2FH-IIIij-15
such as anger, fear, or
Week 7 to Week 8
disappointment
displays respect for the feelings H2FH-IIIj-16
of others
4tth demonstrates an demonstrates consistency
discusses one’s right and
understanding of rules in following safety rules at Week 1
responsibilities for safety
to ensure safety at home and in school. H2IS-IVa-12
home and in school identifies hazardous areas at
Week 2 H2IS-IVbc-13
home
identifies hazardous household
products that are harmful if
ingested, or inhaled, and if Week 3 H2IS-IVde-14
touched especially electrical
appliances
recognizes warning labels that
identify harmful things and Week 4 H2IS-IVf-15
substances
explains rules for the safe use of
Week 5 H2IS-IVg-16
household chemicals
follows rules for home safety Week 6 H2IS-IVh-17
 344

identifies safe and unsafe

practices and conditions in the Week 7 H2IS-IVi-18
school
practices safety rules during
Week 8 H2IS-IVj-19
school activities
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 3

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Duration

K to 12 CG Code
Competencies
1st Quarter The learner… The learner…
describes a healthy person
demonstrates consistently H3N-Iab-11
Week 1 to Week 2
understanding of the demonstrates good
importance of nutritional decision-making skills in explains the concept of
guidelines and balanced making food choices malnutrition H3N-Iab-12
diet in good nutrition and identifies nutritional problems Week 3 H3N-Icd-13
health describes the characteristics,
H3N-Ief-14
signs and symptoms, effect of
the various forms of
Week 4 to Week 5
malnutrition
discusses ways of preventing the H3N-Ief-15
various forms of malnutrition
H3N-Igh-16
*discusses the different
nutritional guidelines H3N-Ii-17
Week 6 to Week 7
• nutritional guidelines for
Filipino
H3N-Ij-18
describes ways of maintaining
H3N-Ij-19
healthy lifestyle Week 8
evaluates one’s lifestyle H3N-Ij-20
 345

adopts habits for a healthier

H3N-Ij-21
lifestyle
2nd Quarter demonstrates an consistently practices identifies common childhood
H3DD-IIbcd-1
understanding of the healthy habits to diseases
nature of and the prevent and control H3DD-IIbcd-2
*discusses the different risk
prevention of diseases diseases
factors for diseases and example
Week 1 to Week 3 H3DD-IIbcd-3
of health condition under each
risk factor
H3DD-IIbcd-4
explains the effects of common
H3DD-IIbcd-5
diseases
explains measures to prevent
Week 4 to Week H3DD-IIefg-6
common diseases
explains the importance of
H3DD-IIh-7
proper hygiene and building up
Week 6
one's body resistance in the
prevention of diseases
demonstrates good self-
management and good-decision
Week 7 to Week 8 H3DD-IIij-8
making-skills to prevent
common diseases
3rd Quarter demonstrates demonstrates critical H3CH-IIIab-1
defines a consumer Week 1 to Week 2
understanding of factors thinking skills as a wise
that affect the choice of consumer explain the components of
H3CH-IIIab-2
health information and consumer health
products discusses the different factors
that influence choice of goods Week 3 Week 4 H3CH-IIIbc-4
and services
describes the skills of a wise
H3CH-IIIde-5
consumer
Week 5 to Week 6
demonstrates consumer skills
H3CH-IIIde-6
for given simple situations
identifies basic consumer rights Week 7 to Week 8 H3CH-IIIfg-7
 346

practices basic consumer rights

H3CH-IIIfg-8
when buying
discusses consumer
Week 9 H3CH-IIIi-10
responsibilities
identifies reliable sources of
Week 10 H3CH-IIIj-11
health information
4th Quarter demonstrates demonstrates
understanding of risks to consistency in following explains road safety practices as
Week 1 to Week 2
ensure road safety and in safety rules to road a pedestrian H3IS-IVab-19
the community. safety and in the
community.
explains basic road safety H3IS-IVcd-21
practices as a passenger
Week 3 to
Week 4
demonstrates road safety
H3IS-IVcd-22
practices as a passenger

explains the meaning of traffic

Week 5 H3IS-IVe-23
signals and road signs
describes dangerous,
destructive, and disturbing road
Week 6 H3IS-IVf-24
situations that need to be
reported to authorities
displays self-management skills
Week 7 H3IS-IVg-25
for road safety.
identifies hazards in the
Week 8 H3IS-IVh-26
community
follows safety rules to avoid
Week 9 H3IS-IVi-27
accidents in the community
recommends preventive action
Week 10 H3IS-IVj-28
for a safe community
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.
 347

Grade Level: Grade 4

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Duration

K to 12 CG Code
Competencies
1st Quarter The learner... The learner... explains the importance of
reading food labels in H4N-Ib-23
Week 1 to Week 2
1. understands the 1. Understands the selecting and purchasing
importance of reading significance of foods to eat
food labels in selecting reading and analyzes the nutritional value
healthier and safer food interpreting food of two or more food products
H4N-Ifg-25
label in selecting by comparing the information
2. understands the healthier and safer in their food labels Week 3 to Week 4
importance of following food
describes ways to keep food
food safety principles in 2. practices daily H4N-Ifg-26
clean and safe
preventing common food- appropriate food
borne diseases safety habits to discusses the importance of
prevent food- keeping food clean and safe Week 5 to Week 6 H4N-Ihi-27
3. understands the nature borne disease to avoid disease
and prevention of food identifies common food-
borne diseases H4N-Ij-26
borne diseases
describes general signs and Week 7 to Week 8
symptoms of food-borne H4N-Ij-27
diseases
2nd Quarter understands the nature consistently practices describes communicable
and prevention of personal and diseases Week 1
H4DD-IIa-7
common communicable environmental
diseases measures to prevent identifies the various disease
and control common agents of communicable Week 2 to Week 3 H4DD-IIb-9
communicable diseases diseases
enumerates the different
elements in the chain of Week 4 to Week 5 H4DD-IIcd-10
infection
 348

describes how communicable

diseases can be transmitted Week 6 to Week 7 H4DD-IIef-11
from one person to another.
demonstrates ways to stay
healthy and prevent and H4DD-IIij-13
control common
communicable diseases
identifies ways to break the
chain of infection at Week 8 to Week 9 H4DD-IIij-14
respective
practices personal habits and
environmental sanitation to
H4DDIIij-15
prevent and control common
communicable diseases
3rd Quarter Demonstrates Practices the proper Describes uses of medicines Week 1 H4S-IIIa-1
understanding of the use of medicines Differentiates prescription
proper use of medicines to from non-prescription Week 2 H4S-IIIb-2
prevent misuse and harm medicines
to the body describes the potential
dangers associated with Week 3 to Week 4 H4S-IIIde-4
medicine misuse and abuse
describes the proper use of
Week 5 to Week 6 H4S-IIIfg-5
medicines
explains the importance of
reading drug information and
labels, and other ways to Week 7 to Week 8 H4S-IIIij-6
ensure proper use of
medicines
4th Quarter practices safety recognizes disasters or
Week 1 H4IS-IVa-28
demonstrates measures during emergency situations
understanding of safety disasters and demonstrates proper
guidelines during emergency situations. response before, during, and
Week 2 to Week 3 H4IS-IVb-d-29
disasters, emergency and after a disaster or an
other high-risk situations emergency situation
 349

relates disaster preparedness

and proper response during
Week 4 H4IS-IVe-30
emergency situations in
preserving lives
describes appropriate safety
measures during special
Week 5 to Week 6 H4IS-IVfg-31
events or situations that may
put people at risk
describes the dangers of
engaging in risky behaviors
H4IS-IVhij-32
such as use of firecrackers,
guns, alcohol drinking
Week 7 to Week 8
advocates the use of
alternatives to firecrackers
H4IS-IVhij-33
and alcohol in celebrating
special events
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 5

Subject: Health

Quarter Content Standards Performance Most Essential Learning Duration

K to 12 CG Code
Standards Competencies
1st Quarter The learner… The learner…
describes a mentally,
demonstrates understanding practices skills in emotionally and socially healthy Week 1 to Week 2 H5PH-Iab-10
of mental emotional, and managing mental, person
social health concerns emotional and social
health concerns suggests ways to develop and
maintain one’s mental and Week 3 H5PH-Ic-11
emotional health

recognizes signs of healthy and H5PH-Id-12

Week 4
unhealthy relationships
 350

explains how healthy

H5PH-Ie-13
relationships can positively Week 5
impact health
discusses ways of managing
Week 6
unhealthy relationships H5PH-If-14
discusses the effects of mental,
emotional and social health
Week 7 H5PH-Ih-16
concerns on one’s health and
wellbeing
demonstrates skills in
H5PH-Ii-17
preventing or managing teasing, Week 8
bullying, harassment or abuse
identifies appropriate resources
and people who can help in H5PH-Ij-18
Week 9
dealing with mental, emotional
and social, health concerns
2nd Quarter *Recognizes the changes during
Puberty as a normal part of
H5GD-Iab-1
growth and development
Week 1 and Week 2
- Physical Change
H5GD-Iab-2
- Emotional Change
- Social Change
*assesses common
H5GD-Icd-3
misconceptions related to
puberty in terms of scientific Week 3 to Week 4
H5GD-Icd-4
basis and probable effects on
health
describes the common health
H5GD-Ief-5
issues and concerns during
puberty
Week 5 to Week 6
accepts that most of these
concerns are normal H5GD-Ief-6
consequence of bodily changes
 351

during puberty but one can

learn to manage them
discusses the negative health
impact and ways of preventing
Week 7 to Week 8 H5GD-Igh-8
major issues such as early and
unwanted pregnancy
demonstrates ways to manage
puberty-related health issues H5GD-Ii-9
and concerns
practices proper self-care
H5GD-Ii-10
procedures
Week 9
discusses the importance of
seeking the advice of
professionals/ trusted and
H5GD-Ii-11
reliable adults in managing
puberty-related health issues
and concerns
differentiates sex from gender H5GD-Ij-12
identifies factors that influence
H5GD-Ij-13
gender identity and gender roles
discusses how family, media,
H5GD-Ij-14
religion, school and society in Week 10
general reinforce gender roles
gives examples of how male and
female gender roles are H5GD-Ij-15
changing
3rd Quarter understands the nature and demonstrates the
effects of the use and abuse ability to protect one’s
explains the concept of gateway
of caffeine, tobacco and health by refusing to Week 1 H5SU-IIIa-7
drugs
alcohol use or abuse gateway
drugs
identifies products with caffeine Week 2 H5SU-IIIb-8
 352

describes the general effects of

the use and abuse of caffeine, Week 3 to Week 4 H5SU-IIIde-10
tobacco and alcohol
analyzes how the use and abuse
of caffeine, tobacco and alcohol
can negatively impact the health Week 5 to Week 6 H5SU-IIIfg-11
of the individual, the family and
the community
demonstrates life skills in
keeping healthy through the Week 7 H5SU-IIIh-12
non-use of gateway drugs
follows school policies and
national laws related to the sale Week 8 to Week 9 H5SU-IIIij-13
and use of tobacco and alcohol
4th Quarter demonstrates understanding practices appropriate
of basic first aid principles and first aid principles and explains the nature and
Week 1
procedures for common procedures for objectives of first aid H5IS-IVa-34
injuries common injuries
discusses basic first aid
Week 2 H5IS-IVb-35
principles
demonstrates appropriate first
aid for common injuries or Week 3 to Week 8 H5IS-IV-c-j-36
conditions
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 6

Subject: Health

Quarter Content Standards Performance Most Essential Learning Duration K to 12 CG

Standards Competencies Code
1st Quarter Demonstrates understanding practices self-
of personal health issues and management skills to describes personal health issues
Week 1 to Week 3
concerns and the importance prevent and control and concerns H6PH-Iab-18
of health appraisal procedures
 353

and community resources in personal health issues demonstrates self-management H6PH-Iab-19

preventing or managing them and concerns skills
explains the importance of H6PH-Id-f-21
undergoing health appraisal
procedures Week 4 to Week 5
regularly undergoes health H6PH-Id-f-22
appraisal procedures
identifies community health
resources and facilities that may
H6PH-Igh-23
be utilized to address a variety of Week 6 to Week 8
personal health issues and
concerns
2nd Quarter understands the importance demonstrates practices describes healthy school and
Week 1 H6CMH-IIa-1
of keeping the school and for building and community environments
community environments maintaining healthy
explains the effect of living in a
healthy. school and community Week 2 to Week 3 H6CMH-IIb-2
healthful school and community
environments
demonstrates ways to build and
H6CMH-IIc-d-
keep school and community Week 4 to Week 5
3
environments healthy
practices proper waste
H6CMH-IIh-8
management at home, in school, Week 6
and in the community
advocates environmental
H6CMH-IIij-9
protection through proper waste Week 7 to Week 8
management
3rd Quarter demonstrates understanding consistently practices explains how poor environmental
of the health implications of ways to maintain a sanitation can negatively impact Week 1 H6EH-IIIb-2
poor environmental sanitation healthy environment the health of an individual
discusses ways to keep water and
Week 2 H6EH-IIIc-3
air clean and safe
explains the effect of a noisy
Week 3
environment H6EH-IIId-4
 354

suggests ways to control/manage

Week 4 to Week 5 H6EH-IIIe-5
noise pollution
practices ways to control/manage
Week 6 H6EH-IIIfg-6
noise pollution

explains the effect of pests and

H6EH-IIIhi-7
rodents to one’s health

Week 7 to Week 8
H6EH-IIIj-9
practice ways to prevent and
control pests and rodents

4th Quarter understands the concepts and consistently

principles of selecting and demonstrates critical explains the importance of
Week 1
using consumer health thinking skills in the consumer health H6CH-IVa-13
products. selection of health
products. H6CH-IVbc-
14
*explains the different
Week 2
components of consumer health H6CH-IVcd-
15

differentiates over- the- counter H6CH-IVcd-

from prescription medicines 16
Week 3 to week 4
gives example of over the counter
H6CH-IVe-17
and prescription medicines
 355

explains the uses of some over the

counter and prescription Week 5 H6CH-IVf-18
medicines
identifies the common propaganda
Week 6
techniques used in advertising H6CH-IVg-19
analyzes packaging and labels of
Week 7 H6CH-IVh-21
health products
practices good decision making
skills in the selection of health Week 8 H6CH-IVh-22
products
discusses ways to protect oneself
Week 9 to Week 10 H6CH-IVij-23
from fraudulent health products
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 7

Subject: Health

Quarter Content Standards Performance Most Essential Learning Duration

K to 12 CG Code
Standards Competencies
1st Quarter The learner… The learner… explains the dimensions of holistic
health (physical, mental/ intellectual, H7GD-Ib-13
demonstrates appropriately emotional, social, and moral-spiritual)
Week 1
understanding of holistic manages concerns analyzes the interplay among the
health and its and challenges health dimensions in developing H7GD-Ib-14
management of health during adolescence holistic health
concerns, the growth and to achieve holistic practices health habits to achieve
Week 2 H7GD-Ic-15
development of health. holistic health
adolescents and how to H7GD-Id-e-16
manage its challenges.
*Recognize changes in different H7GD-Id-e-17
aspects of growth that normally Week 3 to Week 4
happen during adolescence years. H7GD-Id-e-18
 356

explains the proper health appraisal

H7GD-Ii-j-22
procedures
demonstrates health appraisal
procedures during adolescence in H7GD-Ii-j-23
order to achieve holistic health
avails of health services in the school Week 5 to Week 8
and community in order to appraise H7GD-Ii-j-24
one’s health
applies coping skills in dealing with
health concerns during adolescence H7GD-Ii-j-25

2nd Quarter demonstrates makes informed identifies the right foods during
Week 1 H7N-IIa-20
understanding of nutrition decisions in the adolescence
for a healthy life during choice of food to follows the appropriate nutritional
adolescence eat during guidelines for adolescents for healthful
adolescence eating
• explains the need to select food
based on the nutritional needs H7N-IIb-c-21
Week 2 to Week 3
during adolescence
• follows the Food Pyramid guide
for adolescents and nutritional
guidelines for Filipinos in
choosing foods to eat
describes the characteristics, signs and
symptoms of malnutrition and H7N-IId-f-23
micronutrient deficiencies
discusses ways of preventing and
controlling malnutrition and H7N-IId-f-24
Week 4 to Week 6
micronutrient deficiencies
explains the characteristics, signs and
H7N-IId-f-25
symptoms of eating disorders
discusses ways of preventing and
H7N-IId-f-26
controlling eating disorders
 357

applies decision-making and critical

thinking skills to prevent nutritional Week 7 to Week 8 H7N-IIg-h-27
problems of adolescents
3rd Quarter demonstrates consistently explains the factors that affect the H7PH-IIIa-b-28
understanding of mental demonstrates skills promotion of good mental health
health as a dimension of that promote explains that stress is normal and
H7PH-IIIa-b-29
holistic health for a healthy mental health inevitable Week 1 to Week 2
life differentiates eustress from distress H7PH-IIIa-b-30
identifies situations that cause feelings
H7PH-IIIa-b-31
of anxiety or stress
identifies physical responses of the
H7PH-IIIc-33
body to stress
Week 3
identifies people who can provide
H7PH-IIIc-34
support in stressful situations
differentiates healthful from
unhealthful strategies in coping with H7PH-IIId-e-35
stress
demonstrates various stress
management techniques that one can Week 4 to Week 5 H7PH-IIId-e-36
use every day in dealing with stress
explains the importance of grieving H7PH-IIId-e-37
demonstrates coping skills in
H7PH-IIId-e-38
managing loss and grief
recognizes triggers and warning signs
H7PH-IIIf-h-39
of common mental disorders
discusses the types, sign, symptoms,
Week 6 to Week 8
and prevention, treatment and
H7PH-IIIf-h-40
professional care in managing
common mental health disorders
4th Quarter demonstrates consistently explains non-communicable diseases
understanding of non- demonstrates based on cause and effect, signs and
Week 1 to Week 3 H7DD-IVb-d-25
communicable diseases for personal symptoms, risk factors and protective
a healthy life responsibility and factors and possible complications
healthful practices corrects myth and fallacies about non-
Week 4 H7DD-IVe-26
in the prevention communicable diseases
 358

and control of non- practices ways to prevent and control

Week 5 H7DD-IVf-27
communicable non-communicable diseases
diseases demonstrates self-monitoring to
H7DD-IVg-h-28
prevent non-communicable diseases
promotes programs and policies to
H7DD-IVg-h-29
prevent and control non-
Week 6 to Week 8
communicable and lifestyle diseases
identifies agencies responsible for
non-communicable disease prevention H7DD-IVg-h-30
and control
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 8

Subject: Health

Quarter Content Standards Performance Most Essential Learning Duration

K to 12 CG Code
Standards Competencies
1st Quarter The learner The learner *discusses basic terms in sexuality as H8FH-Ia-16
an important component of one’s
demonstrates appropriately personality Week 1 H8FH-Ia-17
understanding of human manages sexually- explains the dimensions of human
H8FH-Ia-18
sexuality and managing related issues through sexuality
sexuality related issues responsible and analyzes the factors that affect one’s
for a healthy life informed decisions attitudes and practices related to Week 2 H8FH-Ib-19
sexuality and sexual behaviors
assesses personal health attitudes
H8FH-Ic-d-20
that may influence sexual behavior
Week 3 to Week 4
relates the importance of sexuality to
H8FH-Ic-d-21
family health
identifies the different
issues/concerns of teenagers (i.e.,
identity crisis) and the need for Week 5 to Week 7 H8FH-Ie-g-22
support and understanding of the
family
 359

applies decision-making skills in

managing sexuality-related issues
Week 8 H8FH-Ih-23

2nd Quarter demonstrates an makes informed and *explains the definition and H8FH-IIa-24
understanding of values-based decisions importance of courtship and dating in
responsible parenthood in preparation for choosing a lifelong partner H8FH-IIa-25
Week 1
for a healthy family life responsible analyzes behaviors that promote
parenthood healthy relationship in marriage and H8FH-IIa-27
family life
describes the factors that contribute
Week 2 H8FH-IIb-28
to a successful marriage
discusses various maternal health
Week 3 to Week 4 H8FH-IIc-d-29
concerns (pre-during-post pregnancy)
explains the importance of maternal
H8FH-IIe-f-31
nutrition during pregnancy

discusses the importance of newborn

H8FH-IIe-f-32
screening, and the APGAR scoring
system for newborns
explains the importance of prenatal
H8FH-IIe-f-33
care and post-natal care Week 5 to Week 6
*discusses the essential newborn
H8FH-IIe-f-34
protocol (Unang Yakap) and
advantages of breastfeeding for both
H8FH-IIe-f-35
mother and child
recognizes the importance of
immunization in protecting children’s H8FH-IIe-f-36
health
analyzes the importance of
H8FH-IIg-h-37
responsible parenthood
*explains the effects of rapid Week 7 to Week 8 H8FH-IIg-h-38
population growth and family size on
health of the nation H8FH-IIg-h-40
 360

examines the important roles and

responsibilities of parents in child H8FH-IIg-h-39
rearing and care
enumerates modern family planning
H8FH-Iig-h-41
methods (natural and artificial)
3rd Quarter demonstrates consistently discusses the stages of infection H8DD-IIIa-15
understanding of demonstrates analyzes the leading causes of
Week 1
principles in the personal responsibility morbidity and mortality in the H8DD-IIIa-16
prevention and control of and healthful practices Philippines
communicable diseases in the prevention and *discusses the most common
for the attainment of control of communicable diseases
individual wellness communicable • signs and symptoms of
common communicable H8DD-IIIb-c-17
diseases
diseases
• effects of common H8DD-IIIb-c-18
communicable diseases Week 2 to Week 3
• misconceptions, myths, and H8DD-IIIb-c-19
beliefs about common
communicable diseases
• prevention and control of
common communicable
diseases
analyzes the nature of emerging and
Week 4 to Week 5 H8DD-IIId-e-20
re-emerging diseases
demonstrates self-monitoring skills to
H8DD-IIIf-h-21
prevent communicable diseases
promotes programs and policies to
prevent and control communicable H8DD-IIIf-h-22
Week 6 to Week 8
diseases
identifies agencies responsible for
communicable disease prevention H8DD-IIIf-h-23
and control
4th Quarter demonstrates demonstrates discusses gateway drugs Week 1 H8S-IVa-27
understanding of factors personal responsibility analyzes the negative health impact
that influence cigarette in the prevention of of cigarette smoking
Week 2 to Week 3 H8S-IVb-c-29
and alcohol use and cigarette and alcohol • describes the harmful short-
use through the and long-term effects of
 361

strategies for prevention promotion of a cigarette smoking on the

and control healthy lifestyle different parts of the body
• discusses the dangers of
mainstream, second hand and
third hand smoke;
• explain the impact of
cigarette smoking on the
family, environment, and
community

analyzes the negative health impact

of drinking alcohol
• describes the harmful short-
and long-term effects of
drinking alcohol
H8S-IVe-f-31
• interprets blood alcohol
Week 4 to Week 5
concentration (BAC) in terms
H8S-IVg-h-32
of physiological changes in
the body
• *explains the impact of
drinking alcohol on the
family, and community
discusses strategies in the prevention
and control of cigarette smoking and
drinking alcoholic beverages
• apply resistance skills in
situations related to cigarette
H8S-IVg-h-33
and alcohol use
Week 6 to Week 8
• follows policies and laws in
the family, school and
community related to
cigarette and alcohol use
suggests healthy alternatives to
H8S-IVg-h-34
cigarettes and alcohol to promote
 362

healthy lifestyle (self, family,

community)
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards

Grade Level: Grade 9

Subject: Health

Quarter Content Standards Performance Most Essential Learning Competencies Duration

K to 12 CG Code
Standards
1st Quarter The learner… The learner… defines community and environmental
Week 1 H9CE-Ia-8
health
demonstrates consistently explains how a healthy environment
understanding of the demonstrates healthful positively impact the health of people
H9CE-Ib-d-10
principles in protecting practices to protect the and communities (less disease, less
the environment for environment for health care cost, etc.)
Week 2 to Week 4
community wellness community wellness discusses the nature of environmental
H9CE-Ib-d-11
issues
analyzes the effects of environmental
H9CE-Ib-d-12
issues on people’s health
suggests ways to prevent and manage
Week 5 to Week 6 H9CE-Ie-f-13
environmental health issues
participates in implementing an
environmental project such as building
and maintaining a school garden or Week 7 to Week 8 H9CE-Ig-h-14
conducting a war on waste campaign
(depends on feasibility)
2nd Quarter demonstrates shares responsibility describes the drug scenario in the
Week 1 H9S-IIa-14
understanding of the with community Philippines
dangers of substance use members through discusses risk and protective factors in
H9S-IIb-16
and abuse on the participation in substance use, and abuse
Week 2
individual, family and collective action to analyzes situations for the use and non-
H9S-IIb-17
community prevent and control use of psychoactive substances
substance use and identifies the types of drugs/substances
abuse Week 3 H9S-IIc-18
of abuse
 363

corrects myths and misconceptions

H9S-IId-19
about substance use and abuse
Week 4
recognizes warning signs of substance
H9S-IId-20
use and abuse
*discusses the harmful short- and long-
H9S-IId-20
term effects of substance use and
abuse on the individual, family, school,
H9S-IIe-f-21
and community
explains the health, socio-cultural, Week 5 to Week 6
psychological, legal, and economic H9S-IIe-f-22
dimensions of substance use and abuse
discusses strategies in the prevention
H9S-IIe-f-23
and control of substance use and abuse
applies decision-making and resistance
skills to prevent substance use and H9S-IIg-h-24
abuse Week 7 to Week 8
suggests healthy alternatives to
H9S-IIg-h-25
substance use and abuse
3rd Quarter demonstrates performs first aid demonstrates the conduct of primary
H9IS-IIIb-37
understanding of first aid procedures with and secondary survey of the victim
principles and procedures accuracy (CAB) Week 1
assesses emergency situation for
H9IS-IIIb-38
unintentional injuries
explains the principles of wound Week 2 to Week 3
H9IS-IIIc.d-40
dressing
demonstrates appropriate bandaging H9IS-IIIc.d-41
techniques for unintentional injuries
demonstrates proper techniques in
H9IS-IIIe.f-42
carrying and transporting the victim of Week 4 to Week 5
unintentional injuries
demonstrates proper first aid
procedures for common unintentional Week 6 to Week 8 H9IS-IIIg.h-43
injuries
4th Quarter demonstrates consistently differentiates intentional injuries from
Week 1 to Week 4 H9IS-IVa-d-31
understanding of the demonstrates unintentional injuries
 364

concepts and principles resilience, vigilance describes the types of intentional

H9IS-IVa-d-32
of safety education in the and proactive injuries
prevention of intentional behaviors to prevent analyzes the risk factors related to
H9IS-IVe-h-33
injuries intentional injuries intentional injuries
identifies protective factors related to
Week 5 to Week 8 H9IS-IVe-h-34
intentional injuries
demonstrates ways to prevent and
H9IS-IVe-h-35
control intentional injuries
* These learning competencies were rephrased and deemed essential in the achievement of content and performance standards.

Grade Level: Grade 10

Subject: Health

Quarter Content Standards Performance Standards Most Essential Learning Duration

K to 12 CG Code
Competencies
1st Quarter The learner… The learner… explains the guidelines and criteria in
H10CH-Ia-b-20
the selection and evaluation of health
understands the demonstrates critical information, products and services Week 1 to Week 2
guidelines and criteria thinking and decision- discusses the various forms of health
H10CH-Ia-b-21
in the selection and making skills in the service providers and healthcare plans
evaluation of health selection, evaluation and selects health professionals,
information, products, utilization of health specialists and health care services H10CH-Ic-22
and services. information, products and Week 3
wisely
services. reports fraudulent health services H10CH-Ic-24
explains the different kinds of
complementary and alternative H10CH-Id-25
health care modalities Week 4
explains the importance of consumer
H10CH-Id-26
laws to protect public health
identifies national and international
government agencies and private
Week 5 to Week 6 H10CH-Ie-f-27
organizations that implement
programs for consumer protection
participates in programs for consumer
Week 7 to Week 8 H10CH-Ig-h-28
welfare and protection
 365

2nd Quarter demonstrates consistently demonstrates discusses the existing health related
Week 1 H10HC-IIa-1
understanding of critical thinking skills in laws
current health trends, exploring local, regional and explains the significance of the
issues and concerns in national health trends, existing health related laws in H10HC-IIb-2
the local, regional, and issues, and concerns safeguarding people’s health
Week 2 to Week 3
national, levels critically analyzes the impact of
current health trends, issues, and H10HC-IIc-d-4
concerns
recommends ways of managing
Week 4 to Week 5 H10HC-IIe-g-5
health issues, trends and concerns
3rd Quarter demonstrates demonstrates competence discusses the significance of global
Week 1 H10HC-IIIa-1
awareness of global in applying knowledge of health initiatives
health initiatives global health to local or describes how global health initiatives
national context global positively impact people’s health in H10HC-IIIb-c-2
initiatives various countries
Week 2 to Week 3
analyzes the issues in the
implementation of global health H10HC-IIIb-c-3
initiatives
recommends ways of adopting global
health initiatives to local or national Week 4 to Week 5 H10HC-IIId-e-4
context
4th Quarter demonstrates prepares an appropriate discusses the components and steps
understanding of the plan of action in pursuing a in making a personal health career H10PC-Iva-b-1
concepts in planning a health career plan
Week 1 to Week 2
health career prepares a personal health career
following the prescribed components H10PC-Iva-b-2
and steps
explores the various health career
paths selects a particular health
career pathway based on personal H10PC-IVc-d-3
competence and interest; participates Week 3 to Week 4
in a health career orientation program
decides on an appropriate health
H10PC-IVc-d-4
career path