MAPEH

FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL

Indicate if the LC is
taught or not taught Learners' Mastery Level (Tick the
at all (for box that corresponds to each
competencies which learning competency)
are not taught

LEARNING COMPETENCIES DEADLINE: SEPTEMBER 18, Quarter

2019 ly MPS
Approachin Least
Mastered g Mastery Mastered
(68-100% of (34%-67% (33% or less
Taught Not Taught the learners of the of the
answere learners learners
correctly) answered answered
correctly correctly)

NOTE: PLEASE USE NUMERICAL NO. 1 INSTEAD OF

CHECK FOR EASY CONSOLIDATION PO. TNX
GRADE 1
MUSIC
1. identifies the pitch of a tone as high or low
MU1ME-IIa-1

2. matches the correct pitch of

tones with the other sound sources. MU1ME-IIb-2

3.3. sings simple melodic patterns

3.1 ( so –mi, mi –so, mi – redo)
MU1ME-IIb-3

4. matches the melody of a

song with the correct pitch
vocally
4.1 greeting songs
4.2 counting songs
4.3 action songs
MU1ME-IIc-4

5.5. sings in pitch

5.1 rote singing
5.2 greeting songs
5.3 counting songs
5.4 echo singing
MU1ME-IIc-5

6.6. identifies with body

movements the
6.1 beginnings
6.2 endings
6.3 repeats of a recorded
music example
MU1FO-IId-1
7.7. identifies similar or dissimilar
musical lines with the use of:
7.1 body movements
7.2 geometric shapes or
objects
MU1FO-IIe-2

8.8. relates basic concepts of

musical forms to geometric
shapes to indicate
understanding of:
8.1 same patterns
8.2 different patterns
MU1FO-IIf-3

9.9. chooses the exact geometric

shapes that correspond to
musical form
MU1FO-IIg-h-4
ART
The learner
1. identifies colors, both in natural and man-made
objects, seen in the surrounding
A1EL-IIa
7. expresses that colors have names, can be grouped
as primary, secondary and tertiary
A1EL-IIb
8. experiments on painting using different painting
tools and paints
A1EL-IIc

9. paints a design based on the Philippine jeepney or

fiesta décor and shapes using primary colors
arranged in balanced pattern
A1PL-IId-1
10. relates personal observations on jeepney designs
and fiesta decorations
A1PL-IId-2

11. draws a design out of repeated abstract and

geometric shapes like in a parol and paints it in
primary and secondary colors
A1PL-IIe

12. uses his creativity to create paints from nature

and found materials, and brushes from twigs, cloth
and other materials
A1PL-IIf
13. creates a design inspired by Philippine flowers or
objects found in school
A1PR-IIg
14. paints a home/school landscape or design
choosing specific colors to create a certain feeling or
mood
A1PR-IIh-1
15. appreciates and talks about the landscape he
painted and the landscapes of others
A1PR-IIh-2
PHYSICAL EDUCATION
7. identifies locomotor skills
PE1BM-IIa-b-
8. demonstrates moving within a group without
bumping or falling using locomotors skills
PE1BM-IIc-e-6
8. demonstrates moving within a group without
bumping or falling using locomotors skills
PE1BM-IIc-e-6
9. executes locomotor skills while moving in different
directions at different spatial levels
PE1BM-IIf-h-7
10. engages in fun and enjoyable physical activities
with coordination
PE1PF-IIa-h-2

11. illustrates/demonstrate acceptable responses to

challenges, successes, and failures during
participation in motor fitness activities
PE1PF-IIa-h-3

12. demonstrates acceptable responses to

challenges, successes, and failures during
participation in physical activities
Suggested learning activities
 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics
PE1PF-IIa-h-4
HEALTH
1. identifies proper behavior during mealtime
H1PH-IIa-b-1
2. demonstrates proper hand washing
H1PH-IIc-d-2
3. realizes the importance of washing hands
H1PH-IIe-3
4. practices habits of keeping the body clean &
healthy
H1PH-IIf-i-4
5. realizes the importance of practicing good health
habits
H1PH-IIj-5

GRADE 2

1.1. identifies the pitch of tones as

1.1 high
1.2 low
1.3 higher
1.4 lower
MU2ME-IIa-1

2.2. responds to ranges of pitch

through body movements,
singing, and playing sources
of sounds
MU2ME-IIa-2

3.3. demonstrates high and low

pitches through singing or
playing musical instruments
MU2ME-IIb-3

4.4. sings the following songs with

accurate pitch:
4.1 wrote songs
4.2 echo songs
4.3 simple children’s melodies
MU2ME-IIb-4

5.5. echoes simple melodic

patterns through singing or
humming
MU2ME-IIc-5
6.6. demonstrates the melodic
contour with movement MU2ME-IIc-6

7.7. demonstrates the melodic

contour through
1.7 body staff
1.8 writing the melodic line “on
the air”
1.9 line notation
MU2ME-IIc-7
8. relates visual imagery to
melodic patterns MU2ME-IIc-8
9.9. identifies the beginning and
ending of a song MU2FO-IId-1
10. demonstrates the beginning
and ending of a song with
10.1 movements
10.2 vocal sounds
10.3 instrumental sounds
MU2FO-IId-2

11.11. identifies musical lines as

11.1 similar
11.2 dissimilar with
movements and with the
use geometric shapes or
objects
MU2FO-IIe-3
12. demonstrates repeated
musical lines with movements MU2FO-IIe-4

13.13. recognizes repetitions within a

song
MU2FO-IIf-5
14.14. creates melodic introduction
and ending of songs MU2FO-IIg-h-6
15.15. creates rhythmic introduction
and ending of songs MU2FO-IIg-h-7
ARTS
The learner…

1. describes the lines, shapes and textures seen in

skin coverings of animals in the community using
visual art words and actions
A2EL-IIa

2. describes the unique shapes, colors, texture and

design of the skin coverings of different fishes and
sea creatures or of wild forest animals from images
A2EL-IIb
3. points out the contrasts in the colors, shapes,
textures between two or more animals
A2EL-IIc

4. draws, with the use of pencil or crayon, the sea or

forest animals in their habitat showing their unique
shapes and features
A2EL-IId
5. paints the illustration of animals to show variety of
colors and textures in their skin
A2EL-IIe

6. creates designs by using two or more kinds of lines,

colors and shapes by repeating or contrasting them,
to show rhythm
A2PL-IIf

7. uses control of the painting tools and materials to

paint the different lines, shapes and colors in his work
or in a group work
A2PR-IIg

draws the outline of a tricycle or jeepney on a big

paper, and paints the design with lines and shapes
that show repetition, contrast and rhythm
PHYSICAL EDUCATION
9. describes movements in a location, direction, level,
pathway and plane
PE2BM-IIa-b-17
10. moves in:
 personal and general space
 forward, backward, and sideward directions
 high, middle, and low levels
 straight, curve, and zigzag pathways
 diagonal and horizontal planes
PE2BM-IIc-h-18
11. demonstrates movement skills in response to
sounds and music
PE2MS-IIa-h-1
12. observes correct posture and body mechanics
while performing movement
PE2PF-IIa-h-14

13. engages in fun and enjoyable physicalactivities

Suggested learning activities
 movement skills activities (locomotor, non-
locomotor and manipulative skills)
 folk dances
 rhythmic routines (ribbon, hoop, balls, and any
available indigenous/improvised materials)
 relays and races
PE2PF-IIa-h-2
HEALTH
The learner…

1. describes ways of caring for the eyes, ears, nose,

hair and skin in order to avoid common childhood
health conditions
H2PH-IIa-e-6
2. describes ways of caring for the mouth/teeth
H2PH-IIfh-7
3. displays self-management skills in caring for the
sense organs
H2PH-IIij-8
GRADE 3

1.1. identifies the pitch of a tone

as:
1.1 high – higher
1.2 moderately high – higher
1.3 moderately low – lower
1.4 low – lower
MU3ME-IIa-1

2.2. matches the correct pitch of

tones
2.1 with the voice
2.2 with an instrument
MU3ME-IIa-2

3.3. relates movements with levels

of pitch MU3ME-IIb-3

4.4. matches the voice with the

pitches of a melody MU3ME-IIb-c-4
5.5. recreates simple patterns and
contour of a melody MU3ME-IIb-5

6.6. sings entire simple songs with

accurate pitch
6.1 Favorite Children’s Songs
6.1.1 “Do – Re – Mi”
6.1.2 “What Can We Do
Today”
6.2 Folksongs
6.2.1 “Manang Biday”
6.2.2 “Paruparong Bukid”
6.2.3 “Atin Cu Pung
Singsing”
MU3ME-IIc-6
7.7. identifies the beginning,
middle, and ending of a song MU3FO-IId-1

8.8. identifies musical lines as

8.1 similar
8.2 same
8.3 different through
movements and geometric
shapes or objects
MU3FO-IId-2

9.9. recognizes repetitions within a

song
MU3FO-IId-3
10.10. sings repetitions of musical
lines independently MU3FO-IIe-4
11. plays repetitions of musical
lines MU3FO-IIf-5
12. renders a song confidently,
giving appropriate emphasis
on the beginning and on the
ending
MU3FO-IIg-h-6

ART
ART
The learner...

1. sees that there is harmony in nature as seen in the

color of landscapes at different times of the day
Ex:
1.1 landscapes of Felix

A3EL-IIa

2. appreciates that nature is so rich for no two

animals have the same shape, skin covering and color
A3EL-IIb

3. perceives how harmony is created in an artwork

because of complementary colors and shapes
A3PL-IIc

4. paints a still life by observing the different shapes,

color and texture of fruits, drawing them overlapping
and choosing the right colors for each fruit
A3PR-IId
5. creates new tints and shades of colors by mixing
two or more colors
A3PR-IIe

6. paints a landscape at a particular time of the day

and selects colors that complement each other to
create a mood
A3PR-IIf

7. observes the characteristics of a wild animal by

making several pencil sketches and painting it later,
adding texture of its skin covering
A3PR-IIg

8. appreciates the Filipino artists painted landscapes

in their own particular style and can identify what
makes each artist unique in his use of colors to create
harmony
A3PR-IIh
PHYSICAL EDUCATION
The learner . . .
9. describes movements in a location, direction, level,
pathway and plane
PE3BM-IIa-b-17
10. moves in:
 personal and general space
 forward, backward, and sideward directions
 high, middle, and low levels
 straight, curve, and zigzag pathways
 diagonal and horizontal planes
PE3BM-IIc-h-18
11. demonstrates movement skills in response to
sound
PE3MS-IIa-h-1

GRADE 4

1.1. identifies the pitch name of

each line and space of the Gclef staff
MU4ME-IIa-1
2. identifies the pitch names of
notes on the ledger lines and
spaces below the G-clef staff
(middle C and D)
MU4ME-IIb-2
3. recognizes the meaning and
use of G- Clef

do re mi fa so la ti do
MU4ME-IIc-3
5.5. identifies the highest and
lowest pitch in a given
notation of a musical piece to
determine its range
MU4ME-IIe-5

6.6. sings with accurate pitch the

simple intervals of a melody MU4ME-IIf-6
7. performs his/her own created
melody MU4ME-Iig
ART

The learner…
1. discusses pictures of localities where different
cultural communities live and understands that each
group has distinct houses and practices.
A4EL-IIa
2. distinguishes the attire and accessories of selected
cultural communities in the country in terms of
colors and shapes.
A4EL-II

3. appreciates the importance of communities and

their culture.
A4EL-IIc

4. compares the geographical location, practices,

and festivals of the different cultural groups in the
country.
A4EL-IId
5. sketches a landscape of a cultural community
based on researches and observations made.
A4EL-IIe

6. paints the sketched landscape using colors

appropriate to the cultural community’s ways of life.
A4EL-IIf

7. exhibits painted landscapes to create a mural for

the class and the school to appreciate.
A4EL-IIg
8. tells a story or relates experiences about cultural
communities seen in the landscape.
A4EL-IIh
PHYSICAL EDUCATION
12. describes the Philippines physical activity
pyramid
PE4PF-IIa-16
13. explains the indicators for fitness
PE4PF-IIa-17
14. assesses regularly participation in physical
activities based on physical activity pyramid
PE4PF-IIb-h-18

15. explains the nature/background of the games

PE4GS-IIb-1
16. describes the skills involved in the games
PE4GS-IIb-2
17. observes safety precautions
PE4GS-IIb-h-3

18. executes the different skills involved in the game

PE4GS-IIc-h-4
19. recognizes the value of participation in physical
activities
PE4PF-IIb-h-19

20. displays joy of effort, respect for others and fair

play during participation in physical activities
PE4PF-IIb-h-20
21. explains health and skill related fitness
components
PE4PF-IIa-21
22. identifies areas for improvement
PE4PF-IIb-h-2
HEALTH
1. describes communicable diseases
H4DD-IIa-7
2. identifies the various disease agents of
communicable diseases
H4DD-IIb-9
3. enumerates the different elements in the chain of
infection
H4DD-IIcd-10
4. describes how communicable diseases can be
transmitted from one person to another.
H4DD-IIef-11
5. describes common communicable diseases
H4DD-IIgh-12

6. demonstrates ways to stay healthy and prevent

and control common communicable diseases
H4DD-IIij-13
7. identifies ways to break the chain of infection at
respective
H4DD-IIij-14
8. practices personal habits and environmental
sanitation to prevent and control common
communicable diseases
H4DDIIij-15

GRADE 5

1.1. recognizes the meaning and

uses of
F-Clef on the staff MU5ME-IIa-1
2. identifies the pitch names of
each line and space on the FClef staff MU5ME-IIa-2

3.3. identifies the symbols:

sharp (# ), flat (♭), and
natural (♮)
MU5ME-IIb-3
4. recognizes aurally and
visually, examples of melodic
interval
MU5ME-IIc-4

5.6. identifies successive sounding

of two pitches
MU5ME-IId-6
7. identifies the beginning
melodic contour of a musical
example
MU5ME-IId-7
8. determines the range of a
musical example
8.1 wide
8.2 narrow
MU5ME-IIe-8

10.10. creates simple melodies MU5ME-IIg-10

11. performs his/her own created
melody
MU5ME-Iih

ART
1.The learner…
1. identifies the importance of natural and historical
places in the community that have been designated
as World Heritage Site (e.g., rice terraces in Banawe,
Batad; Paoay Church; Miag-ao Church; landscape of
Batanes, Callao Caves in Cagayan; old houses inVigan,
Ilocos Norte; and the torogan in Marawi)
A5EL-IIa

2.2. identifies and describes the architectural or

natural features of the places visited or seen on
pictures.
A5EL-Iib

3.3. realizes that artists have different art styles in

painting landscapes or significant places in their
respective provinces (e.g., Fabian dela Rosa,
Fernando Amorsolo, Carlos Francisco, Vicente
Manansala, Jose Blanco, VictorioEdades, Juan
Arellano, PrudencioLamarroza, and Manuel
Baldemor)
A5EL-IIc

4.4. appreciates the artistry of famous Filipino artists

in painting different landscapes and is able to
describe what makes each artist’s masterpiece
unique from others.
A5PL-IId
5. sketches and uses complementary colors in
painting a landscape.
A5PL-Iie

5.6. utilizes skills and knowledge about foreground,

middle ground, and background to emphasize depth
in painting a landscape.
A5PR-IIf
7. identifies and discusses details of the landscape
significant to the history of the country.
A5PR-Iig

PHYSICAL EDUCATION
1.12. describes the Philippines physical activity
pyramid
PE5PF-IIa-16
13. explains the indicators for fitness
PE5PF-IIa-17
14. assesses regularly participation in physical
activities based on the Philippines physical activity
pyramid
PE5PF-IIb-h-18
15. explains the nature/background of the games
PE5GS-IIb-1
16. describes the skills involved in the games
PE5GS-IIb-2
17. observes safety precautions
PE5GS-IIb-h-3
18. executes the different skills involved in the game
PE5GS-IIc-h-4
19. recognizes the value of participation in physical
activities
PE5PF-IIb-h-19

20. displays joy of effort, respect for others and fair

play during participation in physical activities
PE5PF-IIb-h-20
21. explains health and skill related fitness
components
PE5PF-IIa-21
22. identifies areas for improvement
PE5PF-IIb-h-22
HEALTH
The learner...
1. describes the physical, emotional and social
changes during puberty
H5GD-Iab-1
2. accepts changes as a normal part of growth and
development
H5GD-Iab-2
3. describes common misconceptions related on
puberty
H5GD-Icd-3
4. assesses the issues in terms of scientific basis and
probable effects on health
H5GD-Icd-4
5. describes the common health issues and concerns
during puberty
H5GD-Ief-5
6. accepts that most of these concerns are normal
consequence of bodily changes during puberty but
one can learn to manage them
H5GD-Ief-6
7. demonstrates empathy for persons undergoing
these concerns and problems
H5GD-Igh-7

8. discusses the negative health impact and ways of

preventing major issues such as early and unwanted
pregnancy
H5GD-Igh-8

GRADE 6

1.1. demonstrates the ability to

sing, read, and write simple
musical notations in the:
1.1 Key of C Major

MU6ME-IIa-1

2. analyzes the melodic patterns of songs in C Major,

G major, and F Major keys
MU6ME-IIa-2

3. sings and plays solo or with group, melodies/songs

in C Major, G Major, and F Major
MU6ME-IIa-3
4. creates simple melodies in:
4.1 C Major,
4.2 G Major, and
4.3 F Major scales
MU6ME-IIa-4
5. sings self-composed melodies in C Major, G major,
and F Major keys
MU6ME-IIa-5
ART
The learner…

1. realizes that art processes, elements and principles

still apply even with the use of technologies.
A6EL-IIa
2. appreciates the elements and principles applied in
digital art.
A6PL-IIa
3. applies concepts on the use of the software
(commands, menu, etc.)
A6PR-IIb
4. utilizes art skills using new technologies (hardware
and software) in digital painting.
A6PR-IId

5. creates a digital painting similar with the Masters’

(e.g., Van Gogh, Amorsolo, etc.) in terms of style,
theme, etc.
A6PR-IIc
PHYSICAL EDUCATION

1.12. describes the Philippines physical activity

pyramid
PE6PF-IIa-16
13. explains the indicators for fitness
PE6PF-IIa-17

14. assesses regularly participation in physical

activities based on the Philippines physical activity
pyramid
PE6PF-IIb-h-18

15. explains the nature/background of the games

PE6GS-IIb-1
16. describes the skills involved in the games
PE6GS-IIb-2
17. observes safety precautions
PE6GS-IIb-h-3

18. executes the different skills involved in the game

PE6GS-IIc-h-4
19. recognizes the value of participation in physical
activities
PE6PF-IIb-h-19

20. displays joy of effort, respect for others and fair

play during participation in physical activities
PE6PF-IIb-h-20
21. explains health and skill related fitness
components
PE6PF-IIa-21
22. identifies areas for improvement
PE6PF-IIb-h-22
HEALTH

1.The learner…
1. describes healthy school and community
environments
H6CMH-IIa-1

2.2. explains the effect of living in a healthful school

and community
H6CMH-IIb-2

3.3. demonstrates ways to build and keep school and

community environments healthy
H6CMH-IIc-d-3

4. identifies different wastes

H6CMH-IIe-4
5. classifies different types of wastes
H6CMH-IIe-5
6. Describes proper ways of waste disposal
H6CMH-IIf-6
7. identifies things that can be recycled in school and
in the community
H6CMH-IIg-7
8. practices proper waste management at home, in
school, and in the community
H6CMH-IIh-8
9. advocates environmental protection through
proper waste management
H6CMH-IIij-9

GRADE 7
1.The Learner...
1. identifies the musical
characteristics of representative
selections of Cordillera, Mindoro,
Palawan and of the Visayas after
listening;
MU7LV-IIa-f-1
2. analyzes the musical elements of
some vocal and instrumental
selections from Cordillera,
Mindoro, Palawan and of the
Visayas after listening;
MU7LV-IIa-f-2

3.3. explains the distinguishing

characteristics of representative
music from Cordillera, Mindoro,
Palawan and of the Visayas in
relation to its culture and
geography;
MU7LV-IIb-f-3

4.4. explores ways of producing

sounds on a variety of sources
similar to instruments being
studied;
MU7LV-IIb-g-4
5. improvises simple
rhythmic/melodic
accompaniments to selected
music from the Cordillera,
Mindoro, Palawan and of the
Visayas;
MU7LV-IIb-g-5
6. performs
instruments/improvised MU7LV-IIb-g-6

7.7. provides accompaniment to

selected music of the Cordillera,
Mindoro, Palawan and of the
Visayas;
MU7LV-IIb-g-7

3.3. explains the distinguishing characteristics of

representative music from Cordillera, Mindoro,
Palawan and of the Visayas in relation to its culture
and geography;
MU7LV-IIb-f-3

4. explores ways of producing sounds on a variety of

sources similar to instruments being studied;
MU7LV-IIb-g-4

5. improvises simple rhythmic/melodic

accompaniments to selected music from the
Cordillera, Mindoro, Palawan and of the Visayas;
MU7LV-IIb-g-5
6. performs instruments/improvised
MU7LV-IIb-g-6

7. provides accompaniment to selected music of the

Cordillera, Mindoro, Palawan and of the Visayas;
MU7LV-IIb-g-7
8. sing songs from the Cordillera, Mindoro, Palawan
and of the Visayas;
MU7LV-IIa-f-8

9. creates appropriate movements to accompany

music from the Cordillera, Mindoro, Palawan and of
the Visayas;
MU7LV-IIc-h-9

10. evaluates music and music performances

applying knowledge of musical elements and style.
MU7LV-IIc-h-1
ART

1.The learner…
1. analyze elements and principles of art in the
production one’s arts and crafts inspired by the arts
of MIMAROPA and the Visayas
A7EL-IIb-1

2.2. identify characteristics of arts and crafts in

specific areas in MIMAROPA and the Visayas,
Marinduque (Moriones masks), Palawan (Manunggul
Jar), Mindoro (Hanunuo-Mangyan writing, basketry,
and weaving), Bohol (churches), Cebu (furniture),
Iloilo (culinary arts and old houses),
A7EL-IIa-2
3.3. reflect on and derive the mood, idea or message
emanating from selected artifacts and art objects
A7PL-IIh-1
4. appreciate the artifacts and art objects in terms of
its utilization and its distinct use of art elements and
principles
A7PL-IIh-2
5. incorporate the design, form and spirit of artifacts
and art objects from MIMAROPA and the Visayas
A7PL-IIh-3

5.5. incorporate the design, form and spirit of

artifacts and art objects from MIMAROPA and the
Visayas
A7PL-IIh-3

6.6. trace the external (foreign) and internal

(indigenous) influences that are reflected in the
design of an artwork or in the making of a craft or
artifact
A7PL-IIh-4

7.7. create crafts that can be locally assembled with

local materials, guided by local traditional techniques
(e.g., habi, lilip, etc).
A7PR-IIc-e-1
8. derive elements from traditions/history of a
community for one’s artwork
A7PR-IIf-2
9.9. correlate the development of crafts in specific
areas of the country, according to functionality,
traditional specialized expertise, and availability of
resources (e.g., architecture, weaving, pottery,
accessories, masks, and culinary arts)
A7PR-IIf-3
10. show the relationship of MIMAROPA and Visayas
arts and crafts to Philippine culture, traditions, and
history (Islamic influences, Spanish heritage, and
American legacies in education, business,
modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and social
practices)
A7PR-IIh-4
11. mount an exhibit using completed MIMAROPA-
Visayan-inspired arts and crafts in an organized
manner
A7PR-IIg-5

PHYSICAL EDUCATION
13. undertakes physical activity and physical fitness
assessments
PE7PF-IIa-h-23
14. reviews goals based on assessment results
PE7PF-IIa-24
15. addresses barriers (low level of fitness, lack of
skill and time) to exercise
PE7PF-IIb-33

16. describes the nature and background of the sport

PE7GS-IId-5
17.17. executes the skills involved in the sport
PE7GS-IId-h-4

18.18. monitors periodically one’s progress towards

the fitness goals
PE7PF-IId-h-28

19.19. performs appropriate first aid for sports-

related injuries (e.g.cramps,sprain, heat
PE7PF-IId-30
20. assumes responsibility for achieving personal
fitness
PE7PF-IId-h-31

21.21. keeps the importance of winning and losing in

perspective
PE7PF-IId-h-32
 HEALTH

1.The learner
15. identifies the right foods during adolescence
H7N-IIa-20

2.16. follows the appropriate nutritional guidelines

for adolescents for healthful eating
16.1 explains the need to select food based on the
nutritional needs during adolescence
16.2 follows the Food Pyramid guide for adolescents
and nutritional guidelines for Filipinos in choosing
foods to eat
H7N-IIb-c-21

17. identifies the nutritional problems of adolescents

H7N-IId-f-22

18.18. describes the characteristics, signs and

symptoms of malnutrition and micronutrient
deficiencies
H7N-IId-f-23

19.19. discusses ways of preventing and controlling

malnutrition and micronutrient deficiencies
H7N-IId-f-24

20.explains the characteristics, signs and symptoms

of eating disorders
H7N-IId-f-25

21.21. discusses ways of preventing and controlling

eating disorders
H7N-IId-f-26

22.22. applies decision-making and critical thinking

skills to prevent nutritional problems of adolescents
H7N-IIg-h-27

GRADE 8
1.The Learner...
1. explains how East Asian
music relates to its
geography and culture;
MU8SE-IIa-g-1
2. listens perceptively to
music of East Asia; MU8SE-IIa-h-2
3. sings songs of East Asia; MU8SE-IIc-h-3

4.4. analyzes musical elements

of selected songs and
instrumental pieces heard
and performed;
MU8SE-IIc-h-4
5. explores ways of producing
sounds on a variety of
sources that would
simulate instruments being
studied;
MU8SE-IIb-h-5
6. improvises simple
accompaniment to
selected East Asian music;
MU8SE-IIc-h-6

7.7. performs on available

instruments from East
Asia;
MU8SE-IIb-h-7
8. evaluates music and
music performances
applying knowledge of
musical elements and
style.
MU8SE-IIb-h-8

3.4. analyzes musical elements of selected songs and

instrumental pieces heard and performed;
MU8SE-IIc-h-4
5. explores ways of producing sounds on a variety of
sources that would simulate instruments being
studied;
MU8SE-IIb-h-5
6. improvises simple accompaniment to selected East
Asian music;
MU8SE-IIc-h-6

7. performs on available instruments from East Asia;

MU8SE-IIb-h-7
8. evaluates music and music performances applying
knowledge of musical elements and style.
MU8SE-IIb-h-8
ART

1.1. analyze elements and principles of art in the

production of arts and crafts inspired by the cultures
of East Asia
A8EL-IIb-1

2.2. identify characteristics of arts and crafts in

specific countries in East Asia: China (Chinese
painting and calligraphy); Japan (origami, woodblock
printing, theater masks, face painting, and anime and
manga); and Korea (theater masks, drums, and K-
pop)
A8EL-IIa-2

3.3. reflect on and derive the mood, idea or message

from selected artifacts and art objects
A8PL-IIh-1

4.4. appreciate the artifacts and art objects in terms

of their utilization and their distinct use of art
elements and principles
A8PL-IIh-2
5. incorporate the design, form, and spirit of East
Asian artifacts and objects to one’s creation
A8PL-IIh-3
6. trace the external (foreign) and internal
(indigenous) influences that are reflected in the
design of an artwork and in the making of a craft
A8PL-IIh-4

7.7. create crafts that can be locally assembled with

local materials, guided by local traditional techniques
(e.g., Gong-bi, Ikat, etc.)
A8PR-IIc-e-1
8. derive elements from traditions/history of a
community for one’s artwork
A8PR-IIf-2
9.9. show the relationship of the development of
crafts in specific countries in East Asia according to
functionality, traditional specialized expertise, and
availability of resources (e.g., pottery, weaving,
jewelry, and basketry)
A8PR-IIf-3

physical education

14.14. undertakes physical activity and physical

fitness assessments
PE8PF-Iia-h-23
OHSP PE 1 Q1 – module 1
15. conducts physical activity and physical fitness
assessments of family/school peers
PE8PF-Iia-36
OHSP PE 1 Q1 – module 1
16. sets goals based on assessment results
PE8PF-Iib-24
OHSP PE 1 Q1 – module 1
17. recognizes barriers (low level of fitness, lack of
skill and time) to exercise
PE8PF-Iid-h-26
OHSP PE 1 Q1 – module 1
18. prepares a physical activity program
PE8PF-Iic-27
OHSP.
16.16. sets goals based on assessment results
PE8PF-Iib-24
17. recognizes barriers (low level of fitness, lack of
skill and time) to exercise
PE8PF-Iid-h-26
18. prepares a physical activity program
PE8PF-Iic-27

19. describes the nature and background of the sport

PE8GS-Iic-1
20.20. executes the skills involved in the sport
PE8GS-IId-h-4
21. monitors periodically progress towards the fitness
goals
PE8PF-IId-h-28

22. distinguishes facts from fallacies and

misconceptions about physical activity participation
PE8PF-IId-29
health
1.9. defines basic terms (dating, courtship, marriage)
H8FH-IIa-24

2.10. explains the importance of courtship and dating

in choosing a lifelong partner
H8FH-IIa-25

3.11. identifies marital practices and setup across

cultures
H8FH-IIa-26

12. analyzes behaviors that promote healthy

relationship in marriage and family life
H8FH-IIa-274.

13.13. describes the factors that contribute to a

successful marriage
H8FH-IIb-28
14. discusses various maternal health concerns (pre-
during-post pregnancy)
H8FH-IIc-d-29
15. discusses pregnancy-related concerns
H8FH-IIc-d-30
16. explains the importance of maternal nutrition
during pregnancy
H8FH-IIe-f-31

17. discusses the importance of newborn screening,

and the APGAR scoring system for newborns
H8FH-IIe-f-32
18. explains the importance of prenatal care and post
natal care
H8FH-IIe-f-33
19. discusses the essential newborn protocol (Unang
Yakap) and initiation of breastfeeding
H8FH-IIe-f-34
20. enumerates the advantages of breastfeeding for
both mother and child
H8FH-IIe-f-35
21. recognizes the importance of immunization in
protecting children’s health
H8FH-IIe-f-36
22. analyzes the importance of responsible
parenthood
H8FH-IIg-h-37

23. explains the effects of family size on family health

H8FH-IIg-h-38
GRADE 9

1.The Learner...
1. narrates the life and works of
classical composers after video
and movie showing;
MU9CL-IIa-f-1
2. relates Classical music to its
historical and cultural
background;
MU9CL-IIa-f-2

3.3. explains the performance

practice (setting, composition,
role of composers/performers,
and audience) during Classical
period;
MU9CL-IIa-f-3
4. listens perceptively to
selected Classical period
music;
MU9CL-IIb-g-4

5.5. describes musical elements of

given Classical period pieces;
MU9CL-IIb-g-5
6. analyzes sonata allegro form; MU9CL-IIe-h-6
7. sings themes or melodic
fragments of given Classical
period pieces;
MU9CL-IIb-h-7

3.3. explains the performance practice (setting,

composition, role of composers/performers, and
audience) during Classical period;
MU9CL-IIa-f-3
4. listens perceptively to selected Classical period
music;
MU9CL-IIb-g-4
5. describes musical elements of given Classical
period pieces;
MU9CL-IIb-g-5
6. analyzes sonata allegro form;
MU9CL-IIe-h-6
7. sings themes or melodic fragments of given
Classical period pieces;
MU9CL-IIb-h-7
8. explores other arts and media that portrays
Classical elements;
MU9CL-IIb-h-8
9. improvises appropriate accompaniment to given
short and simple Classical pieces.
MU9CL-IIe-9
ART

1.The learner…
1. analyze art elements and principles in the
production of work following a specific art style
A9EL-IIb-1

2.2. identify distinct characteristics of arts during the

Renaissance and Baroque periods
A9EL-IIa-2
3. identify representative artists from Renaissance
and Baroque periods
A9EL-IIa-3

4.4. reflect on and derive the mood, idea or message

from selected artworks
A9PL-IIh-1
5. determine the use or function of artworks by
evaluating their utilization and combination of art
elements and principles
A9PL-IIh-2

3.3. identify representative artists from Renaissance

and Baroque periods
A9EL-IIa-3

4.4. reflect on and derive the mood, idea or message

from selected artworks
A9PL-IIh-1

5.5. determine the use or function of artworks by

evaluating their utilization and combination of art
elements and principles
A9PL-IIh-2

6.6. use artworks to derive the traditions/history of

an art period
A9PL-IIh-3
7. compare the characteristics of artworks produced
in the different art periods
A9PL-IIh-4
physical education

1.10. undertakes physical activity and physical fitness

assessments
PE9PF-IIa-h-23

2.11. assesses eating habits based on the Philippine

Food Pyramid/MyFoodPlate
PE9PF-IIa-39

3.12. determines risk factors related to lifestyle

diseases (obesity, diabetes, heart disease)
PE9PF-IIa-40
4.13. distinguishes facts from myths and
misinformation associated with eating habits
PE9PF-IIb-29

5.14. describes the nature and background of the

dance
PE9RD-IIb-1
6.15. executes the skills involved in the dance
PE9RD-IIb-h-4

7.16. monitors periodically one’s progress towards

the fitness goals
PE9PF-IIb-h-28

8.17. performs appropriate first aid for injuries and

emergency situations in physical activity and dance
settings (cramps,sprain, heat exhaustion)
PE9PF-IIb-h-30

9.18. involves oneself in community service through

dance activities in the community
PE9PF-IIg-h-41

10.19. recognizes the needs of others in real life and

in meaningful ways
PE9PF-IIa-h-42
HEALTH

1.8. discusses basic information about first aid

(principles, roles, responsibilities, and characteristics
of a good aider)
H9IS-IIa-36

2.9. demonstrates the conduct of primary and

secondary survey of the victim (CAB)
H9IS-IIb-37

3.10. assesses emergency situation for unintentional

injuries
H9IS-IIb-38

4.11. discusses the function of dressing and bandages

H9IS-IIc.d-39
12. explains the principles of wound dressing
H9IS-IIc.d-40

5.13. demonstrates appropriate bandaging

techniques for unintentional injuries
H9IS-IIc.d-41

6.14. demonstrates proper techniques in carrying and

transporting the victim of unintentional injuries
H9IS-IIe.f-42

7.15. demonstrates proper first aid procedures for

common unintentional injuries
H9IS-IIg.h-43
GRADE 10

1.The Learner...
1. observes dance styles,
instruments, and rhythms of
Afro Latin American and
popular music through video,
movies and live
MU10AP-IIa-g

2.2. describes the historical and

cultural background of AfroLatin American and
popular
music;
MU10AP-IIa-g2
3. listens perceptively to AfroLatin American and
popular
music ;
MU10AP-IIa-h3

4.4. dances to different selected

styles of Afro-Latin American
and popular music;
MU10AP-IIa-h4
5. analyzes musical
characteristics of Afro-Latin
American and popular music;
MU10AP-IIa-h5
6. sings selections of Afro-Latin
American and popular music in
appropriate pitch, rhythm,
6.6. sings selections of Afro-Latin
style, and expression;
American and popular music in
MU10AP-IIa-h6
appropriate pitch, rhythm,
style, and expression;
MU10AP-IIa-h6
7.7. explores ways of creating sounds on a variety of
sources suitable to chosen vocal and instrumental
selections;
MU10AP-IIa-7

ART

1.1. The learner…

2. identify art elements in the technology-based
production arts
A10EL-IIb-1
3.3. identify distinct characteristics of arts during in
the 21st century in terms of:
3.1. production
3.2. functionality range of audience reach
A10EL-IIa-2
4. identify artworks produced by technology from
other countries and their adaptation by Philippine
artists
A10EL-IIa-3

5.5. realize that technology is an effective and vibrant

tool for empowering a person to express his/her
ideas, goals, and advocacies, which elicits immediate
action
A10PL-IIh-1

6.6. determine the role or function of artworks by

evaluating their utilization and combination of art
elements and principles
A10PL-IIh-2

7.7. use artworks to derive the traditions/history of a

community (e.g.,
A10PL-IIh-3
8.8. compare the characteristics of artworks in the
21st century
A10PL-IIh-4
9. create artworks that can be locally assembled with
local materials, guided by 21st-century techniques
A10PR-IIc-e-1
10. describe the influence of technology in the 21st
century on the evolution of various forms of art
A10PR-IIc-e-2
11. apply different media techniques and processes
to communicate ideas, experiences, and stories
showing the characteristics of 21st-century art (e.g.,
the use of graphic software like Photoshop, InDesign,
etc.)
12. evaluate works of art in terms of artistic concepts
A10PR-IIb-e-3
and ideas using criteria appropriate for the style or
form
A10PR-IIf-4
11. apply different media techniques and processes
to communicate ideas, experiences, and stories
showing the characteristics of 21st-century art (e.g.,
the use of graphic software like Photoshop, InDesign,
etc.)
12. evaluate works of art in terms of artistic concepts
A10PR-IIb-e-3
and ideas using criteria appropriate for the style or
form
A10PR-IIf-4
PHYSICAL
8. assesses physical EDUCATION
activities, exercises and eating
habits
PE10PF-IIa-h-39
9. determines risk factors related to lifestyle diseases
(obesity, diabetes, heart disease)
10. engages in moderate to vigorous physical
PE10PF-IIa-40
activities for at least 60 minutes a day in and out of
school
PE10PF-IIc-h-45
11. applies correct techniques to minimize risk of
injuries
PE10PF-IIc-h-56
12. analyzes the effects of media and technology on
fitness and physical activity
PE10PF-IIb-46
13. critiques (verifies and validates) media
information on fitness and physical activity issues
PE10PF-IIb-47
14. expresses a sense of purpose and belongingness
by participating in physical
PE10PF-IIc-h-4
HEALTH
11. discusses the existing health related laws;
H10HC-IIa-1
12. explains the significance of the existing health
related laws in safeguarding people’s health;
H10HC-IIb-2
13. follows existing health related laws
H10HC-IIc-d-3
14. critically analyzes the impact of current health
trends, issues, and concerns
H10HC-IIc-d-4
15. recommends ways of managing health issues,
trends and concerns
H10HC-IIe-g-5
16. discusses the significance of global health
initiatives;
H10HC-IIIa-1
17. describes how global health initiatives positively
impact people’s health in various countries;
H10HC-IIIb-c-2
18. analyzes the issues in the implementation of
global health initiatives;
H10HC-IIIb-c-3
19. recommends ways of adopting global health
initiatives to local or national context
H10HC-IIId-e-4
 AGSAM INTEGRATED NURCIA INTEGRATED

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taught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
at all (for box that corresponds to each at all (for box that corresponds to each
competencies which learning competency) competencies which learning competency)
are not taught are not taught

Quarte Quarte
rly MPS rly MPS
Approachin Least Approachin
Mastered g Mastery Mastered Mastered g Mastery
(68-100% of (34%-67% (33% or less (68-100% of (34%-67%
Taught Not Taught the learners of the of the Taught Not Taught the learners of the
answere learners learners answere learners
correctly) answered answered correctly) answered
correctly correctly) correctly
 IBUAN TRIBAL BUNGA JUNIOR HIGH

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tery Level (Tick the taught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Lev
responds to each at all (for box that corresponds to each at all (for box that correspond
competency) competencies which learning competency) competencies which learning compet
are not taught are not taught

Quarte Quarte
rly MPS rly MPS
Least Approachin Least
Mastered Mastered g Mastery Mastered Mastered
(33% or less (68-100% of (34%-67% (33% or less (68-100% of
of the Taught Not Taught the learners of the of the Taught Not Taught the learners
learners answere learners learners answere
answered correctly) answered answered correctly)
correctly) correctly correctly)
OR HIGH BOCAWE ELEM. SCHOOL AGSAM ELEM

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arners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the taught or not taught
box that corresponds to each at all (for box that corresponds to each at all (for
learning competency) competencies which learning competency) competencies which
are not taught are not taught

Quarte Quarte
rly MPS rly MPS
Approachin Least Approachin Least
g Mastery Mastered Mastered g Mastery Mastered
(34%-67% (33% or less (68-100% of (34%-67% (33% or less
of the of the Taught Not Taught the learners of the of the Taught Not Taught
learners learners answere learners learners
answered answered correctly) answered answered
correctly correctly) correctly correctly)
AGSAM ELEM GAMUTON ELEM LANUZA

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Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the taught or not taught
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learning competency) competencies which learning competency) competencies which
are not taught are not taught

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rly MPS rly MPS
Approachin Least Approachin Least
Mastered g Mastery Mastered Mastered g Mastery Mastered
(68-100% of (34%-67% (33% or less (68-100% of (34%-67% (33% or less
the learners of the of the Taught Not Taught the learners of the of the Taught
answere learners learners answere learners learners
correctly) answered answered correctly) answered answered
correctly correctly) correctly correctly)
 LANUZA CENTRAL PAKWAN ELEM

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ught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
at all (for box that corresponds to each at all (for box that corresponds to each
ompetencies which learning competency) competencies which learning competency)
are not taught are not taught

Quarte Quarte
rly MPS rly MPS
Approachin Least Approachin Least
Mastered g Mastery Mastered Mastered g Mastery Mastered
(68-100% of (34%-67% (33% or less (68-100% of (34%-67% (33% or less
Not Taught the learners of the of the Taught Not Taught the learners of the of the
answere learners learners answere learners learners
correctly) answered answered correctly) answered answered
correctly correctly) correctly correctly)
 IBUAN ELEM HIMATAGAN ELEM

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taught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
at all (for box that corresponds to each at all (for box that corresponds to each
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Quarte
rly MPS
Approachin Least Approachin Least
Mastered g Mastery Mastered Mastered g Mastery Mastered
(68-100% of (34%-67% (33% or less (68-100% of (34%-67% (33% or less
Taught Not Taught the learners of the of the Taught Not Taught the learners of the of the
answere learners learners answere learners learners
correctly) answered answered correctly) answered answered
correctly correctly) correctly correctly)
 Catupgas PS NURCIA ELEM

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taught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
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rly MPS rly MPS
Approachin Least Approachin
Mastered g Mastery Mastered Mastered g Mastery
(68-100% of (34%-67% (33% or less (68-100% of (34%-67%
Taught Not Taught the learners of the of the Taught Not Taught the learners of the
answere learners learners answere learners
correctly) answered answered correctly) answered
correctly correctly) correctly
 HABAG ELEM BUNGA ELEM.

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taught or not
tery Level (Tick the taught or not taught Learners' Mastery Level (Tick the taught at all (for Learners' Mastery Level (T
responds to each at all (for box that corresponds to each box that corresponds to
competencies
competency) competencies which learning competency) learning competenc
which are not
are not taught taught
Quarte
Quarte rly
rly MPS
Least Approachin Least MPS
Mastered
Mastered Mastered g Mastery Mastered (68-100%
(33% or less (68-100% of (34%-67% (33% or less Not of the
of the Taught Not Taught the learners of the of the Taught Taught learners
learners answere learners learners answere
answered correctly) answered answered
correctly)
correctly) correctly correctly)
ELEM.

earners' Mastery Level (Tick the Indicate if the LC is taught or not

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of the of the Taught Not Taught of the learners of the learners
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answered answered
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Mastered (68-100% Mastery
or less of the (34%-67%
Taught Not Taught of the learners
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answere correctly) answered
correctly) correctly
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Mastered (68-100% Mastery
or less of the (34%-67%
Taught Not Taught of the learners
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answere correctly) answered
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Mastered (68-100% Mastery
or less of the (34%-67%
Taught Not Taught of the learners
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answere correctly) answered
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Mastered (68-100% Mastery
or less of the (34%-67%
Taught Not Taught of the learners
learners answered of the learners
answere correctly) answered
correctly) correctly
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he box that corresponds to taught at all (for competencies which Learners' Mastery Level (Tick the box that corresponds to
ompetency) each learning competency)
are not taught

Quarterly
MPS
Least Mastered (33% Approaching
Mastered (68-100% Mastery
or less of the (34%-67%
Taught Not Taught of the learners
learners answered of the learners
answere correctly) answered
correctly) correctly
he box that corresponds to
ompetency)

Least Mastered (33%

or less of the
learners answered
correctly)
 MAPEH
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL

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taught or not taught Learners' Mastery Level (Tick the
at all (for box that corresponds to each
competencies which learning competency)
are not taught

LEARNING COMPETENCIES DEADLINE: SEPTEMBER 18, Quarter

2019 ly MPS
Approachin Least
Mastered g Mastery Mastered
(68-100% of (34%-67% (33% or less
Taught Not Taught the learners of the of the
answere learners learners
correctly) answered answered
correctly correctly)

NOTE: PLEASE USE NUMERICAL NO. 1 INSTEAD OF

CHECK FOR EASY CONSOLIDATION PO. TNX
GRADE 1
Music

1. identifies the source of sounds 1.1 wind, wave,

swaying of the trees, animal sounds, sounds
produced by machines, transportation, through body
movements

MU1TB-IIIa-1

responds appropriately to differences in sounds

heard through body movement
MU1TB-IIIa-2

3. replicates the sounds heard from different sources

MU1TB-IIIb-3

4. uses voice and other sources of sound to produce

a variety of timbres
MU1TB-IIIb-4

5. demonstrates dynamic changes with movements

MU1DY-IIIc-1
6. uses the terms loud and soft to identify volume
changes
MU1DY-IIIc-2
7. relates the concepts of dynamics to the
movements of animals
7.1 elephant walk – loud
7.2 tiny steps of a mouse – soft
MU1DY-IIId-3
8. interprets with body movements the dynamics of a
song
8.1 small movement – soft
8.2 big movement –loud
MU1DY-IIIe-f-4
9. applies the concepts of dynamic levels to enhance
poetry, chants, drama, and musical stories
MU1DY-IIIg-h-5

ART

The learner
1. distinguishes between a print and a drawing or
painting
A1EL-IIIa

2. identifies the shape and texture of prints made

from objects found in nature and man-made objects
A1EL-IIIb
3. identifies artistically designed prints in his artworks
and in the artworks of others
A1EL-IIIc

4. creates a print by applying dyes on his finger or

palm or any part of the body and pressing it to the
paper, cloth, wall, etc. to create impression
A1EL-IIId

5. creates a print by rubbing pencil or crayon on

paper placed on top of a textured objects from
nature and found objects
A1PL-IIIe

6. repeats a design by the use of stencil (recycled

paper, plastic, cardboard, leaves, and other materials)
and prints on paper, cloth, sinamay, bark, or a wall
A1PR-IIIf

7. shares experiences in experimenting different art

materials
A1PR-IIIg
8. school/district exhibit and culminating activity in
celebration of the National Arts Month (February)
A1PR-IIIh
PHYSICAL EDUCATION

13.describes the difference between slow and fast,

heavy and light, free and bound movements
PE1BM-IIIa-b-8

14. demonstrates contrast between slow and fast

speeds while using locomotor skills
PE1BM-IIIc-d-9

15. demonstrates the difference between heavy and

light while moving
PE1BM-IIIe-f-10

GRADE 2
1.1. identifies the source of
sounds e.g. winds, waves
swaying of the trees, animals
sounds, sounds produced by
machines, transportation, etc.
MU2TB-IIIa-1

2.2. replicates different sources of

sounds with body movements MU2TB-IIIa-2
3. identifies the common musical
instruments by their sounds
and image MU2TB-IIIb-3

4.4. recognizes the difference

between speaking and singing MU2TB-IIIc-4
5. sings songs with accurate
pitch and pleasing vocal
quality MU2TB-IIIc-5

6.6. produces sounds using voice,

body, and objects to enhance
a given story
MU2TB-IIId-6

7.7. interprets through body

movements the dynamics of a
song
MU2DY-IIIc-1
8. distinguishes between “loud”,
“louder”, “soft” and “softer” in
music
MU2DY-IIIc-2

9.9. relates movements of animals

to dynamics
E.g.
elephant walking – loud
dog walking – medium
tiny steps of a mouse - soft
MU2DY-IIIc-3

10.10. uses the words loud, louder,

soft, softer – to identify
variations in volume
MU2DY-IIIc-4
11. replicates “loud,” “medium,”
and “soft” with voice or with
instruments
MU2DYIIId,e,h-5
12. sings a given song with
appropriate dynamics MU2DY-IIIf-h-6
GRADE 3

1.1. recognizes differences in

sound quality coming from a
variety of sound sources
MU3TB-IIIa-1
2. responds to differences in
sound quality with appropriate
movement
MU3TB-IIIa-2

3.3. recognizes musical

instruments through sound MU3TB-IIIb-3
4. identifies and compares the
voices of:
4.1 classmates as they sing or
speak
4.2 selected popular singers in
recordings
MU3TB-IIIb-4

5.5. compares the use of the voice

in speaking and in singing MU3TB-IIIb-5
6. uses the voice and other
sources of sound to produce a
variety of timbres
MU3TB-IIIc-6

7.7 interprets the dynamics of a

song through body
movements
7.1 small movement – soft
7.2 big movement – loud
MU3DY-IIId-1

8.8 distinguishes “loud,”

“medium,” and “soft” in music MU3DY-IIId-2
9 relates dynamics to the
movements of animals
e.g.
MU3DY-IIId-3

10.10 uses terms “loud,” “medium,”

and “soft” (louder, softer) to
identify changes and
variations in volume
MU3DY-IIIe-4
12.12 uses varied dynamics to
enhance poetry, chants,
drama, songs and musical
stories
MU3DY-IIIf-h6

GRADE 4

1.1. identifies aurally and visually

the introduction and coda
(ending) of a musical piece
MU4FO-IIIa-1

2.2. identifies aurally and visually

the antecedent and
consequent in a musical piece
MU4FO-IIIa-2
3. listens to similar and
contrasting phrases in
recorded music
MU4FO-IIIab-3

4.4. identifies similar and

contrasting phrases in vocal
and instrumental music from
the previous lessons
4.1 melodic
4.2 rhythmic
MU4FO-IIIc-4
5.5. sings similar and contrasting
phrases in music
5.1 melodic
5.2 rhythmic
MU4FO-IIId-5

6.6. distinguishes vocal and

instrumental sounds MU4TB-IIIe-1

7.7. identifies as vocal or

instrumental, a recording of
the following:
8.1 solo
8.2 duet
8.3 trio
8.4 ensemble
MU4TB-IIIe-2

8.8. identifies aurally and visually

different instruments
MU4TB-IIIf-3

9.9. classifies the various musical

instruments as:
9.1 string
9.2 woodwind
9.3 brass wind
9.4 percussion
MU4TB-IIIf-h

GRADE 5

1.1. recognizes the design or

structure of simple musical
forms:
1.1 unitary(one section)
1.2 strophic(same tune with 2 or
more sections and 2 or more
verses)
MU5FO-IIIa-1

2.2. creates a 4- line unitary song MU5FO-IIIb-2

3. creates a 4 –line strophic song
with 2 sections and 2 verses
MU5FO-IIIcd-3

4.4. describes the characteristics of

each type of voice MU5TB-IIIe-1
5.5. identifies the following vocal
timbres:
5.1 soprano
5.2 alto
5.3 tenor
5.4 bass
MU5TB-IIIe-2

6.6. identifies aurally and visually

different instruments in:
6.1 rondalla
6.2 drum and lyre band
6.3 bamboo group/ensemble
(Pangkat Kawayan)
6.4 other local indigenous
ensembles
MU5TB-IIIf-3

7.7. participates actively in musical

ensemble
7.1 choral
7.2 instrumental
MU5TB-IIIg-4
8. creates a variety of sounds
emanating from the
environment using available
MU5TB-IIIgh-5
GRADE 6

1.1. identifies simple musical forms

1.1 binary (AB) -has 2
contrasting sections (AB)
1.2 ternary (ABA)-has 3
sections, the third section
similar to the first; (ABC) –
has 3 sections
1.3 rondo (ABACA) -has
contrasting sections in
between repetitions of the
A section (ABACA)
MU6FO-IIIab-1

2.2. analyzes the musical forms of

the following songs:
2.1 Leron,Leron,Sinta; Sitsiritsit
2.2 Silent Night
2.3 Happy Birthday
2.4 Joy to the World
2.5 Bahay Kubo
2.6 Ili-iliTulogAnay
2.7 ParuparongBukid
2.8 Ang Bayan Ko
2.9 Pamulinawen
2.10 Tinikling
2.11 LupangHinirang
3.3. uses the different repeat
marks that are related to form:
3.1 Da Capo (D.C.)
3.2 Dal Segno (D.S.)
3.3 Al Fine (up to the end)
3.4 D.C. al Fine (repeat from the
beginning until the word
Fine)
3.5 ║: :║
3.6 ┌───┐┌───┐
12
(ending 1, ending 2)
MU6FO-IIIc-3

4.4. identifies visually and aurally

the instrumental sections of
the Western orchestra
MU6TB-IIId-1
5. distinguishes aurally the sound
of each section of the Western
orchestra
MU6TB-IIIde-2

6.6. identifies the characteristics of

each instrument in each
section of the orchestra
MU6TB-IIId-3
7. describes the distinct sound
quality of the different
instruments of the orchestra
MU6TB-IIId

8.8. distinguishes varied dynamic

levels in a music heard
8.1 piano (p)
8.2 mezzo piano (mp)
8.3 pianissimo (pp)
8.4 forte (f)
8.5 mezzo forte (mf)
8.6 fortissimo (ff)
8.7 crescendo
8.8 decrescendo
MU6DY-IIIf-g1
GRADE 7

1.The Learner...
1. identifies the musical
characteristics of
representative music
selections from Mindanao
after listening;
MU7MN-IIIa-g1

2.2. analyzes the musical

elements of some Mindanao
vocal and instrumental
music;
MU7MN-IIIa-g2

33. explains the distinguishing

characteristics ofrepresentative music
selections of Mindanao in
relation to its culture and
geography;
MU7MN-IIIa-g3

4.4. explores ways of producing

sounds on a variety of
sources that is similar to the
instruments being studied;
MU7MN-IIIb-h4
5. improvises simple
rhythmic/melodic
accompaniments to selected
music from Mindanao;
MU7LV-IIIc
6.6. perform
instruments/improvised
instruments from Mindanao,
alone and/or with others;
MU7LV-IIIc-h6
7. sing songs from Mindanao; MU7LV-IIId-h7

8.8. creates appropriate

movements or gestures to
accompany the music
selections of Mindanao;
MU7LV-IIIc-8
9. provides accompaniment to
selected music of
Mindanao;
MU7LV-IIIc-h9
10. evaluates music selections
and music performances
applying knowledge of
musical elements and
style.
MU7LV-IIIb-h10

GRADE 8

1.The Learner...
1. explains how music of a
South Asian and the Middle
East country relate to its
geography and culture;
MU8WS-IIIag-1
2. 2. listens perceptively to
music of South Asia and
the Middle East;
MU8WS-IIIah-2

3. 3. sings songs of South Asia

and the Middle East;
MU8WS-IIIcg-3
4. analyzes musical elements
of selected songs and
instrumental pieces heard
and performed;
MU8WS-II

5.5. explores ways of

producing sounds on a
variety of sources that
would simulate
instruments being
studied;
MU8WS-IIIch-5

6.6. improvises simple

accompaniment to
selected South Asia and
the Middle East music;
MU8WS-IIIbh-6
7. performs on available
instruments from South
Asia and Middle East;
MU8WS-IIIbh-7

8.8. evaluates music and

music performances
applying knowledge of
musical elements and
style.
MU8WS-IIIch-8
GRADE 9

1.The Learner...
1. narrates the life and works of
romantic composers after
video and movie showing;
MU9RO-IIIa-h1

2.2. relates Romantic period music

to its historical and cultural
background;
MU9RO-IIIa-2

3.3. explains the performance

practice (setting, composition,
role of composers/performers,
and audience) during the
Romantic period;
MU9RO-IIIb-h3
4. listens perceptively to
selected Romantic period
music ;
MU9RO-III

5.5. describes musical elements of

given Romantic period pieces;
MU9RO-IIIb-h5
6. sings themes or melodic
fragments of given Romantic
period pieces;
MU9RO-IIIe-h6
7.7. explores other arts and media
that portray Romantic period
elements;
MU9RO-IIIc-h7
8. improvises appropriate
accompaniment to given short
and simple Romantic period
pieces.
MU9RO-IIIc-h8

GRADE 10

1.The Learner...
1. listens perceptively to
excerpts of major
Contemporary works;
MU10CM-IIIah-1
2.2. describes characteristics of
traditional and new music;
MU10CM-IIIah-2
3. gives a brief biography of
selected Contemporary
Philippine composer/s ;
MU10CM-IIIcg-3
4. sings selections of
Contemporary music with
appropriate pitch, rhythm,
style, and expression;
MU10CM-IIIbh-4

5.5. explores ways of creating

sounds on a variety of
sources;
MU10CM-IIIde-5
6. improvises simple
vocal/instrumental
accompaniments to selected
songs;
MU10CM-IIIde-5
7. create
8.8. a musical
evaluates musiconand
themusic
life
of a selected contemporary
performances using
Philippine
knowledgecomposer;
of musical
MU10CM-IIIgh-7
elements and style.
MU10CM-IIIh8
 Catupgas PS Catupgas PS

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ndicate if the LC is Indicate if the LC is

ught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
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(68-100% of (34%-67% (33% or less (68-100% of (34%-67%
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 MAPEH
FLORITA HERRERA IRIZARI NATIONAL HIGH SCHOOL

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LEARNING COMPETENCIES DEADLINE: SEPTEMBER 18, Quarter

2019 ly MPS
Approachin Least
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Taught Not Taught the learners of the of the
answere learners learners
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NOTE: PLEASE USE NUMERICAL NO. 1 INSTEAD OF

CHECK FOR EASY CONSOLIDATION PO. TNX
GRADE 1

1.1. mimics animal movements

1.1 horse – fast
1.2 carabao – slow
MU1TP-IVa-1
2. demonstrates the basic
concepts of tempo through
movements
MU1TP-IVa-2

3.3. responds to varied tempo

with movements or dance
steps
3.1 slow movement with slow
music
3.2 fast movement with fast
music
MU1TP-IVb-3

4.4. relates tempo changes to

movements MU1TP-IVb-4
5. uses varied tempo to
enhance poetry, chants,
drama, and musical stories
MU1TP-IVc-5
6.6. identify sounds alone, sounds
together
MU1TX-IVd-1
7. demonstrates awareness of
texture by using visual
images
MU1TX-IVe-2
8. distinguishes accurately
between single musical line
and multiple musical lines
which occur simultaneously
in a given song
MU1TX-IVf-3

9.9. demonstrates the concept of

texture by singing two-part
round
9.1 Are You Sleeping, Brother
John?
9.2 Row, Row, Row Your Boat
MU1TX-IVg-h-4

GRADE 2
1.1. mimics animal movements
1.1 horse – fast
1.2 carabao – moderate
1.3 turtle – slow
MU2TP-IVa-1

2.2. responds to the accurate

tempo of a song as guided by
the hand signal of the teacher
E.g.
The teacher’s slow hand
movement means “slow”,
while fast hand movement
means “fast”.
MU2TP-IVa-2
3.3. demonstrates changes in
tempo with movements MU2TP-IVa-3

4.4. responds to variations in

tempo with dance steps
4.1 slow movement with slowmusic
4.2 s music
MU2TP-IVb-4

5.5. distinguishes “slow,”

“slower,”“fast,” and “faster” in
recorded music with voice or
with instruments
MU2TP-IVb-5
6. uses the terms “fast,”
“faster,” “slow,” and “slower”
to identify variations in tempo
MU2TP-IVb-6
7. replicates “slow,”
“slower,”“fast,” and “faster”
with voice or with
instruments
MU2TP-IVc-7

8.8. identifies musical texture with

recorded music
E.g.
8.1 melody with single
instrument or voice
8.2 single melody with
accompaniment
8.3 two or more melodies sung
or played together at the
same time
MU2TX-IVd-f-1
9.9. shows awareness of texture
by relating visual images to
recorded or performed music
MU2TX-IVd-f-2
10. distinguishes between single
musical line and multiple
musical lines which occur
simultaneously
MU2TX-IVd-f-3
11. distinguishes between
thinness and thickness of
musical sound in recorded or
performed music
MU2TX-IVg-h-4

GRADE 3

GRADE 4
GRADE 5
GRADE 6

GRADE 7
GRADE 8
GRADE 9

GRADE 10
 Catupgas PS Catupgas PS

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(33% or less (68-100% of (34%-67% (33% or less (68-100% of
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of the of the Taught Not Taught the learners of the of the Taught Not Taught
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(68-100% of (34%-67% (33% or less (68-100% of (34%-67% (33% or less
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Not Taught the learners of the of the Taught Not Taught the learners of the of the
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Approachin Least Approachin Least
Mastered g Mastery Mastered Mastered g Mastery Mastered
(68-100% of (34%-67% (33% or less (68-100% of (34%-67% (33% or less
Taught Not Taught the learners of the of the Taught Not Taught the learners of the of the
answere learners learners answere learners learners
correctly) answered answered correctly) answered answered
correctly correctly) correctly correctly)
 Catupgas PS Catupgas PS

Indicate if the LC is Indicate if the LC is

taught or not taught Learners' Mastery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
at all (for box that corresponds to each at all (for box that corresponds to each
competencies which learning competency) competencies which learning competency)
are not taught are not taught

Quarte Quarte
rly MPS rly MPS
Approachin Least Approachin
Mastered g Mastery Mastered Mastered g Mastery
(68-100% of (34%-67% (33% or less (68-100% of (34%-67%
Taught Not Taught the learners of the of the Taught Not Taught the learners of the
answere learners learners answere learners
correctly) answered answered correctly) answered
correctly correctly) correctly
 Catupgas PS

Indicate if the LC is
tery Level (Tick the taught or not taught Learners' Mastery Level (Tick the
responds to each at all (for box that corresponds to each
competency) competencies which learning competency)
are not taught

Quarte
rly MPS
Least Approachin Least
Mastered Mastered g Mastery Mastered
(33% or less (68-100% of (34%-67% (33% or less
of the Taught Not Taught the learners of the of the
learners answere learners learners
answered correctly) answered answered
correctly) correctly correctly)