CWD-ID Curriculum Final Output

PRPR[Type text]PROPERTY OOF SPED

I. INTRODUCTION

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

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

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

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

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



Myself

Follow the Six Domains

1. Socio-Emotional and Behavioral Development

2. Physical Health, Well Being and Self-Help

3. Motor Development4. Cognitive Delopment5. Language Development6. Creative and Aesthetic

Development

My Family

My School

My Com

munity

All red marks are suggested revisions to the framework…..

II. FRAMEWORK

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

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

A. PRINCIPLES

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

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

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

A teacher for children with intellectual disabilities should keep in mind, that:1. Every classroom is multi-level.2. Every teacher is a multi-level facilitator.


3. Every learner is unique.4. Every learner has particular intelligences or abilities.5. Every learner has his/her own learning styles.6. Every learner has his/her own particular needs.

a. Cognitiveb. Physicalc. Socio-emotional

7. Every learner has his/her own particular wants and interests.8. Every learner has a right to develop uniquely from the others.

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

A. ON CHILD GROWTH AND DEVELOPMENT

The following are the general guiding principles:

1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn which is best done through meaningful and real experiences.

2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults.

3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner.

4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.

5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs.

B. ON LEARNING PROGRAM DEVELOPMENT

6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development.


7. The learning program is appropriate for developing the domains of development and must sustain interest in active learning of all young children, including those with special abilities, are marginalized and/or at risk

8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/ video clips for learning areas.

9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged.10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge

language of learning.

C. ON LEARNING ASSESSMENT AND DEVELOPMENT

The following are the general guiding principles:

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

cooperation and partnerships

B. Components

Component 1: The Developmental Domains and Benchmarks/Expectations

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

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


The following are the particulars:

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

Domain 1: Socio-Emotional and Behavioral Development

Sub-domain Benchmarks/ExpectationsEmotional Expression The child expresses different basic emotions.

The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations.

The child comprehends and displays self-appraisal emotions (shame, pride, guilt). Emotional (Receptivity to Other’s Emotions)

The child is responds to the different emotions of other people and shows empathy.

Social (Emerging Sense of Self) The child expresses knowledge of self and basic roles of people in his/her immediate environment.

Social (Forming Attachments) The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life.

Social (Interactions with Other Children) The child plays and interacts positively with other children. Social (Interactions with Adults) The child relates and interacts positively with adults. Social (Sensitivity) The child takes social cues from the environment and adjusts his behavior accordingly. Social (Appreciating Diversity) The child recognizes and respects similarities and differences in people, language, Personal Values (Honesty) The child demonstrates honesty in words and in actions. Personal Values (Responsibility) The child takes on responsibility and accomplishes these as best he/she can.

o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting

Interpersonal Values (Love of Family) The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) The child shows respect for others, children, and adults

The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving

conflict. o Works well with others


Nationalism (Love of Community) The child demonstrates knowledge and love for his/her community or neighborhood. Nationalism (Love of Country) The child shows respect and love for the Philippines.

o He/She knows he/she is Filipino o Knows name of his/her country

Spiritual (Appreciation of Nature) The child shows interest in and wonder at nature. Spiritual (Care for Nature and Its Resources)

The child demonstrates a caring attitude towards nature’s creatures and its resources.

Spiritual (Love for the Creator) The child shows respect and love for the creator of nature

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

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

Sub-domain Benchmarks/ExpectationsPhysical Health The child demonstrates adequate growth (weight, head circumference)

The child has functioning sensory systems to participate in daily activities The child has adequate stamina to participate in daily activities

Personal Care and Hygiene /Self-help The child participates in basic personal care routines o Feeds self using fingers without spillage with assistanceo Feeds self using fingers without spillage without assistanceo Prepares own food with assistanceo Prepares own food without assistanceo Opens and closes zippers with assistanceo Opens and closes zippers without assistanceo Dresses with assistance, including buttoning and tying o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement with assistanceo Wipes/Cleans him/herself after a bowel movement without assistanceo Brushes teeth after meals when toldo Brushes teeth after meals without being told o Washes and dries face independently when told o Washes and dries face independently without being told


3. Motor Development – refers to the development of skills related to the use of large and small muscle groups

Domain 3: MOTOR DEVELOPMENTSub-domain Benchmarks/Expectations

Gross Motor Skills Development The child shows control and coordination of body movements involving large musclesFine Motor Skills Development The child can control and coordinate hand and finger movements:

o Copies a simple pattern of different basic shapeso Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without promptso Draws a house without prompts using geometric formso Colors with strokes staying within lines

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

Domain 4: COGNITIVE DEVELOPMENT

Sub-domain Benchmarks/ExpectationsAttention and Activity Level The child sustains attention and modulate his activity at age-expected levels

o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Works on a school assignment with minimal supervisiono Works on a school assignment independently

Higher-Order Mental Abilities (Concept Formation)

The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment.o Tells which are the left and right people facing him/her


o Knows the difference between yesterday, today, and tomorrowo Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objecto Demonstrates concept of subtraction using fingers or objects

Higher-Order Mental Abilities (Cause-Effect Relationships)

The child is able to understand the cause–effect relationships

Memory (Memory for Experiences: Episodic Memory)

The child is able to recall people he has met, events, and places he has been to

Memory (Memory for Concept-Based Knowledge: Semantic Memory )

The child stores verbal information in short and long –term memoryo Recites the days of the week with some errors o Recalls the days of the week without errorso Remembers lessons learned in school even after several days have passedo Recites the months of the year with some errorso Recites the months of the year without errors

Higher-Order Mental Abilities (Logical Reasoning)

The child follows the logic of events (i.e. reason why these happen) and draw accurate conclusion by evaluating the facts presented to him o Grasps that certain elements remain the same even if their positions change o Predicts what will happen next in a story o Predicts how a story will end half-way through o Predicts how a story will end

Higher-Order Mental Abilities (Planning and Organizing)

The child plans and organizes a simple, familiar activityo Plans how he/she will carry out an activity with adult guidance o Plans how he/she will carry out an activity without adult guidance

Higher-Order Mental Abilities (Creative Thoughts)

The child generates new ideas or concepts, or new associations between existing ideas or concepts o Draws things or scenes from experience but with no actual model or reference o Draws or paints things that do not exist in real life

Higher-Order Mental Abilities (Cognitive Flexibility)

The child shifts to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations.


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

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

Sub-domain Benchmarks/Expectations Receptive Skills Development The child demonstrates understanding of verbal and non-verbal forms of communication Expressive Skills Development The child uses words and gestures to express his thoughts and feelings

o Draws and tells a story about his drawing Pre-Reading and Pre-Math (Matching) The child matches identical objects, colors, shapes, symbols Pre-Reading and Pre-Math (Rote Sequencing)

The child recites the alphabet and numbers in sequence.o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds

Pre-Reading and Pre-Math The child copies letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals

(Copying Letters and Numbers) o Prints lower case letters with a model with some reversalso Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals

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

Domain 5: Creative and Aesthetic Development

Sub-domain Benchmarks/ExpectationsMusic The child participates with increasing interest and enjoyment in a variety of music activities, including


listening, singing, finger plays, games, and guided performances The child experiments with a variety of musical instruments

Art The child gains ability in using different art media and materials in a variety of ways for creative expression and representation

The child progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic

The child shows growing abilities to plan, work independently, and demonstrate care and persistence in varied art projects

The child begins to understand and share opinions about artistic products and experiencesMovement The child expresses what is felt and heard in various musical tempos and styles, through movement and

dancing. The child shows growth in moving in time to different patterns of beat and rhythm in music

Dramatic Play The child participates in a variety of dramatic play activities that become more extended and complex The child shows growing creativity and imagination in using materials and in playing different roles in

dramatic play situations

Component 2: Learning Areas

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


Figure 2: TRANSITION FROM KINDERGARTEN TO GRADE 1


Physical Education & Health, Music & Arts

Values Education

Numeracy

Socio-Emotional & Behavioral Development

GRADE-I

LEARNING AREASDOMAINS

KINDERGARTEN

Self-Help

Motor Development

Language Development

Aesthetic and Creative Development

CORE LEARNING AREAS

Physical Education and Health

Music and Arts

Edukasyong Pagpapakatao

More things around Me

My Community

My School

My Family

Myself

Transition Paradigm

K TO 12 –

Component 3: The Curricular Themes

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

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


Science

Language

Cognitive DevelopmentAraling Panlipunan

Mathematics

English, Filipino and Mother Tongue

Figure 3

The Curricular Themes

III. OVERALL GOAL AND OUTCOMES

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

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

IV. CONTENT AND PERFORMANCE STANDARDS

DOMAIN 1: SOCIO EMOTIONAL AND BEHAVIORAL DEVELOPMENT

Domain/Strand Content Standards Performance StandardsSosyo Emoyonal Ang bata ay . . .

Nagkakaroon ng kaalaman ukol sa Ang bata ay inaasahang . . .

Nasasabi ang mga payak na


sarili impormasyon ukol sa sarili

Kagandahang Asal Nagkakaroon ng pagpapahalaga sa sarili

Nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon

Sosyo Emosyonal Nagkakaroon ng kaalaman sa sariling damdamin

Nakapagpapahayag ng iba’t-ibang damdamin sa tamang paraan

Nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin


Nakauunawa at nakapagpapakita ng sariling emosyon

Kagandahang Asal Nagkakaroon ng pagpapahalaga sa sarili


Nakapagpapakita ng katapatan sa kanyang ginagawa

Sosyo-Emosyonal Pagkilala sa sarili bilang kabahagi ng pamilya

Nagkakaroon ng kamalayan ukol sa tahanan at mga kasapi ng pamilya

Kagandahang Asal Nagkakaroon ng kaalaman ukol sa pakikipag-unay sa mga miyembro ng pamilya at nakatatanda

Nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng mag-anak at kilalang nakatatanda

Nagkakaroon ng kamalayan sa konsepto ng disiplina

Nakatatanggap at naisasagawa ang mga itinakdang tungkulin

Nagkakaroon ng pagpapahalaga sa Panginooon

Nakapagpapakita ng pagmamahal sa Panginoon

Sosyo-emoyonal Pagkilala sa sarili bilang kabahagi ng paaralan

Natutukoy ang mga tao at lugar sa paaralan

Kagandahang asal Nagkakaroon ng kaalaman ukol sa pakikipagkapwa

Nakapagpapakita ng pagmamahal at paggalang sa kapwa

Sosyo-emosyonal Nagkakaroon ng mabuting pakikipag- Nakapag-uugnay ng magandang


ugnayan sa kapwa bata relasyon sa kanyang kapwa bata Nakapagpapakita ng pagmamahal at

paggalang sa kapwa Nakikilala at natatanggap ang

emosyon ng iba Nakapagpapakita ng pagtanggap at

pag-unawa ng emosyon ng ibang tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy)

Naipahihiwatig ang akma at katanggap- tanggap na reaksyon sa damdamin ng iba

Nakikilala ang sarili bilang kabahagi ng bansa

Nakapagpapakita ang paggalang sa pambansang awit at pambansang watawat

Pagkilala sa sarili bilang kabahagi ng pamayanan

Natutukoy ang mga katulong sa pamayanan

Natutukoy ang mga lugar sa pamayanan

Nagkakaroon ng kamalayan ukol sa pagkaka-iba ng tao

Nakikilala at nauunawaan ang mga pagkakapareho at pagkaka-iba ng tao ayon sa kaanyuan,wika at kultura

Ngkakaroon ng kamalayan sa tungkulin sa pag-aalaga ng kapaligiran

Nakasasali nang may sigla sa mga pangkatang Gawain

Nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran

Nagkakaroon ng kamalayan sa pananagutang panlipunan at pampaaralan

Nakapagpapakita ng malasakit sa kapwa

Pagkilala sa sarili bilang kabahagi ng bansa

Nakapagpapakita ng pagmamahal at pagmamalaki sa sariling bansa

DOMAIN 2: PHYSICAL HEALTH WELL BEING AND SELF – HELP


Domain/Strand

Content Standards Performance Standards

Health The learner … Acquires and practice sound health

habits

The learner… • demonstrates health habits that keep their bodies clean and sanitary.

Acquires attitudes, knowledge and skills about physical activity for maintaining physically fit lifestyles

shows sufficient energy to participate in daily activities (Physical Fitness)

Safety Identifies and practices appropriate safety procedures

• demonstrate safety practices at home, in school, at the playground, and

the neighborhood Shows awareness of community helpers Participates in self safety.

Self-Help Acquires attitudes, knowledge and skills about self-care and daily living habits

Acquires knowledge , attitudes and skills with optimal independence in areas of daily life.

Demonstrates adequate sensory processing to carry out skills of daily life

participates in mealtime activities with increasing independence

Participates actively in dressing Participates actively in self care

DOMAIN 3: MOTOR DEVELOPMENT

Domain/Strand Content Standards Performance StandardsMOTOR DEVELOPMENT

The Learner… demonstrates

fundamental gross motor skills properly

demonstrates competence in various fine motor skills

The Learner … demonstrates locomotor skills such as walking, running, skipping,

jumping, and climbing correctly demonstrates non-locomotor skills such as pushing, pulling, swaying,

and bending correctly demonstrates receptive and projective (manipulative) skills such as

throwing, catching, and kicking correctly


demonstrates fine motor skills such as cutting, writing, drawing, and using spoon and fork correctly.

DOMAIN 4: COGNITIVE DEVELOPMENT

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDSCOGNITIVE - SENSORY PERCEPTUAL MOTOR DEVELOPMENT

The Learner…

Demonstrates sensory perceptual skills

The Learner is expected to…

Demonstrate awareness of the position and movement of one’s body (body awareness)

Demonstrates visual discrimination skills like, identifying same and different; missing parts, which does not belong (Visual Discrimination)

Creates representations like shapes, letters, pictures (Form Perception)

COGNITIVE - MATHEMATICS

Begins to identify and classify colors, shapes, and sizes

Identify and classify colors, shapes, and sizes

Begins to understand the relationship between numbers and quantities up to 10

Recognizes sets of objects up to 10 Compares two or more sets of objects up to 10 Recognizes, represents, matches, names, reads,

counts, and writes whole numbers up to 10 Compares and orders whole numbers up to 10

Uses the phrase “put together”, “add to”, and “plus” to understand the concept of addition

Uses the phrase “take away” and “minus” to understand the concept of subtraction

Uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10

Uses concrete objects to determine answers to addition and subtraction problems


Measurement Understands the concept of time, length, and the non-standard units to measure them

Observes sunrise and sunset to tell the time of the day (morning, noontime, evening)

Tells the days in a week and months in a year Measures and compares the length of familiar objects

using non-standard unitsCOGNITIVE – PHYSICAL AND NATURAL ENVIRONMENT

Knows the similarities and differences of living things

Knows that living things are made up of parts that have specific functions

People Identifies the similarities and differences of people Identifies the body parts of people and their specific

functions Identifies the five senses to observe surroundings and

classifying objects observedAnimals

Identifies the similarities and differences of animals Sorts animals according to shared characteristics

(movement, habitat) Describes the basic needs of animals Identifies ways to care for animals

Plants Identifies plants that are edible and non-edible Describes the basic parts of the plants and its function Identifies ways to care for plants

Knows that the weather changes and

DOMAIN 5: LANGUAGE DEVELOPMENT

Domain Content Standards Performance Standards

COGNITIVE-LANGUAGES DEVELOPMENT

Listening discriminate sounds listens to directions listens to stories

distinguishes different types of sounds follows simple direction comprehends simple and familiar stories

Speaking


expresses oneself asks and answers

questions shares information tells stories

increase his/her vocabulary for describing things and expressing ones feeling

answer and responds to questions accordingly increase his/her vocabulary in sharing information narrate simple and familiar stories

Pre-reading (Reading Readiness)

acquires awareness of directions necessary in learning to read

acquires awareness of similarities and differences

visualizes pictures or objects even when these would be hidden from view

familiarizes himself with the use of books

appreciates stories/poems/rhymes listened to

discriminate similarities and differences between pictures and objects

classify objects according to function note details in pictures visualize objects and pictures from memory comprehend picture stories perform relevant study skills listen attentively to stories, poems/rhymes

Writing acquires proper skills in

holding writing materials and in writing basic strokes

acquires basic skills in tracing lines and shapes

acquires basic skills in tracing letters, numbers, and one’s name

acquires basic skills in copying letters, shapes, numbers, and one’s name

hold pencil properly draw basic strokes correctly trace lines and shapes trace letters, numbers, and one’s name properly copy lines, shapes, letters, numbers, and one’s name properly


DOMAIN 6: AESTHETIC AND CREATIVE DEVELOPMENT

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDSAESTHETIC AND CREATIVE DEVELOPMENT

The Learner…

Appreciates the beauty of nature

Appreciates the visual arts

Uses a variety of materials, tools, techniques, and processes in visual arts

The Learner is expected to…

Observe things and occurrences in nature

Show interest in examining various things found in nature

Identify the various art forms

Demonstrate interest and enjoyment in viewing works of art

Participate in the creation of visual art

Create visual arts using different materials

Describe the characteristics of visual arts that they prefer

Choose visual arts that they prefer

V. Budget of Work for Kindergarten Children witn Intellectual Disability


FIRST GRADING PERIOD (10 WEEKS)THEME: MYSELF

Domain 1: Socio-Emotional and Behavior Development`

Domain/Strand Content Standards Performance Standards CompetenciesSosyo- Emoyonal Ang bata ay . . .

Nagkakaroon ng kaalaman ukol sa sarili

Ang bata ay inaasahang . . . Nasasabi ang mga payak

na impormasyon ukol sa sarili

1. Nakikilala ang sarili pangalan at apelyido kasarian gulang gusto/di-gusto

2. Nailalarawan ang sarili sa iba

3. Nasasabi ang mga kayang gawin at katangian pag-awit pagsayaw pagkamatulungin

Kagandahang Asal

Nagkakaroon ng pagpapahalaga sa sarili


4. Naipakikita ang tiwala sa sariling kakayahan nang may pagpapakumbaba - Nakaaawit ng bahagi ng isang awit na naririnig - Nakasasayaw ng mga simpleng hakbang sa saliw ng tugtugin

Sosyo Emosyonal Nagkakaroon ng kaalaman sa sariling damdamin

Nakapagpapahayag ng iba’t-ibang damdamin sa tamang paraan

5. Nakikilala ang mga pangunahing emosyon tuwa, takot, galit hiya, inis, inggit, at selos

6. Naipapahayag ang iba’t-ibang damdamin sa angkop na sitwasyon at paraan katuwaan – tumatawa, lumulundag,humahalakhak, humahagikhik, pumapalakpak


Nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin

7. Napanghahawakan ang matinding damdamin gaya ng: kalungkutan – umiiyak, di-pagkibo, malungkot na mukha, nakasimangot pagkatakot – umiiyak, nanginginig, sumisigaw Sumpong (tantrums)

8. Naipakikita ang kakayanan na pigilan ang kanyang galit at pagkadismaya kapag: pinapakiusapan ng mga nakatatanda sa harap ng iba naipapaliwanag ang dahilan


9. Naipahahayag sa positibong paraan ang nararamdaman kung tinutukso

Kagandahang Asal

Nakauunawa at nakapagpapakita ng sariling emosyon

10. Nakapagbibigay ng dahilan at naipagtatanggol kung bakit niya ginawa ang isang bagay sa magalang at maayos na paraan - di sumisigaw, di umiiyak o sinusumpong 11. Nasasabi ang kanyang mga pangangailangan nang walang pag-aalinlangan - nasasabi kung nararamdaman na kailangan pumunta sa palikuran - nasasabi kung nagugutom, napapagod

12. Naipahihiwatig ang mga gusto at di-gusto sa magandang pamamaraan - nasasabi ang please, pwede po ba, “excuse me”

Nagkakaroon ng pagpapahalaga sa

Nakapagpapakita ng paggalang sa sarili sa lahat

13. Naiiwasan ang paggawa ng di-kaaya-ayang gawain sa harap ng publiko


sarili ng pagkakataon Nakapagpapakita ng

katapatan sa kanyang ginagawa

14. Nasasabi ang totoo sa lahat ng pagkakataon

15. Naipakikita ang pagiging matapat 15.1.Naibabalik/naisasauli kaagad ang mga bagay na napulot/natagpuan/hiniram sa may-ari 15.2.Naitatago lamang ang sariling gamit/bagay 15.3.Naiiwasang mandaya sa kapwa

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

Domain/Strand Content Standards Performance Standards Competencies/indicatorsPhysical Health The learner …

Acquires and practices sound health habits

The learner… • demonstrates health habits that keep their bodies clean and practices sanitary habits.

1. Practices good health habits with phasing, physical prompting, and verbal cues in

washing hands brushing teeth cleaning ears and combing hair using the toilet independently

2. Uses toilet with cueing on diaper routine 3. Demonstrates bladder control in toilet

with assistance or independently during day and night

4.Demonstrates bowel control in toilet with assistance or independently during day and night

Well Being Identifies and practices appropriate safety procedures

• demonstrates safety practices at home

.

5. Observes safety routines at home keeps toys in their proper places avoids sharp objects plugs and unplugs electrical appliances correctly goes up and down stairs correctly


climbs up and down poles and trees cautiously

Self-Help Acquires

knowledge, attitudes and skills with graduating independence in areas of daily life.


6. Demonstrates the following with phasing, physical prompting and cueing:

Drinking liquids through a straw Using cup/sippy cup for drinking Drinking liquids from a container Using table napkins

7. Explores new food textures and tastes8. Demonstrates table manners appropriate to setting

8.1 Feeds oneself , using proper utensils (e.g. spoon, fork) 8.2 Uses words like “Please pass” when asking for more, “Thank you,” 3.3 Passes bowl to table companions

9. Pours small amount of liquid with little spills

Domain 3: Motor Development

DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIESMOTOR DEVELOPMENT

The Learner…

demonstrates fundamental gross motor skills properly

The Learner. . .

demonstrates locomotor skills such as walking, running, skipping, jumping, and climbing correctly

The Learner…

1. performs the following locomotor activities with ease after the teacher demonstrates:1.1 walking on tiptoe1.2 walking forward

1.3 walking backward 1.4 walking to the right 1.5 walking to the left 1.6 running at a distance back and forth, with alternate movement of the arm 1.7 jumping forward without falling


1.8 skipping with one foot 1.9 skipping rope independently 1.10 climbing the stairs, alternating feet 1.11. Swimming

Domain 4: Cognitive Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORSCOGNITIVE -SENSORY PERCEPTUAL MOTOR DEVELOPMENT

The learner…

demonstrates sensory perceptual skills

The learner . . .

demonstrates awareness of the position and movement of one’s body (body awareness)

The Learner…

1. Identifies left and right of self2. Moves body parts as directed


begins to identify and classify colors, shapes, and sizes

Identifies colors, shapes, and sizes

3. Identifies attributes of: 3.1 Colors

3.2 Shapes (basic shapes) 3.3 Sizes (big-small, long-short) 4. Identifies objects based on an attribute Example: child points at objects that are blue when asked, “which of these objects are blue?” 5. Describes objects based on specific attributes Example: child describes an object based on its color, shape, size, texture, etc.

6. Matches objects/pictures in one-to-one correspondence

6.1 Object to object6.2 object to picture6.3 picture to picture

7. Sorts and groups objects into 2 or more groups according to specific attributes:

7.1 colors7.2 shapes


7.3. sizesCOGNITIVE – PHYSICAL AND NATURAL ENVIRONMENT

Knows that people are made up of parts that have specific functions

Knows the similarities and differences of people

People Identifies the body parts of

people and their specific functions

Identifies the similarities and differences of the body parts of people

Identifies the five senses

Uses the five senses to observe surroundings

classify objects observed

8. Identifies one’s body parts 8.1. Identifies the different parts of the face 8.2. Identifies the trunk and limbs ( arms, hands, waist, hips, legs and feet)

9. Tells the function of each body part 9.1. States the function of the different parts of the face 9.2. states the function of the arms, hands, legs feet10. Demonstrates movements using different body parts11. Names the five sense organs and their corresponding functions12. Uses the senses to observe the environment13. Uses each of the senses in classifying objects (e.g. texture – soft/hard; smooth/rough; taste – salty, sweet, sour)

14.Identifies one’s needs and ways to care for one’s body

Domain 5: Language Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORSLANGUAGE DEVELOPMENT

The learner. . . The learner . . . The learner. . .

Listening and Viewing Identify sounds Distinguishes different types of sounds

1. Discriminates environmental sounds 1.1 identifies environmental sounds

animals objects or toys natural sounds (rain,

waves, thunder)


vehicles sounds that signal

emergency situations 1.2 Speech sounds *distinguishes similar/dissimilar sounds

*identifies similar initial sounds*identifies dissimilar initial sounds

Speaking Expresses oneself Increases his/her vocabulary for describing things and expressing one’s feeling

4 Uses simple greetings and courteous expressions in appropriate situations 4.1 Good Morning/Afternoon 4.2 Thank You/ You’re Welcome 4.3Excuse Me/I’m Sorry 4.4Please…/May I…

Reading Pre-reading (Reading Readiness)

acquires awareness of directions necessary in learning to read

acquires awareness of similarities and differences

shows proper eye-hand coordination

follows left-to-right eye movement in answering activities

discriminates similarities and differences between pictures and objects

Sensory - Motor

5. Demonstrates eye-hand coordination e.g. *color large picture with crayon *string beads: at random, by size pattern, by color pattern *forms a 2-4 piece interlocking frame puzzle *ties and unties shoe laces 6. Shows left – to – right eye movement 6.1 connect broken lines from left to right 7. Notes similarities and differences in letter forms in the alphabet 7.1 identifies similar letters in a group of letters e.g. f t f t f t f


7.2 identifies the letter that is different in a group of letters e.g. t t t r

Writing acquires proper skills in

holding writing materials and in writing basic strokes

holds pencil properly draws basic strokes

correctly

Pre-writing 8. Holds pencil properly/correctly 9.Draws basic strokes 9.1 down 9.2 across 9.3 slant right 9.4 slant left 9.5 circle

Domain 6: Aesthetic and Creative Development

DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORSAESTHETIC AND CREATIVE DEVELOPMENT

The Learner…

Appreciates the beauty of nature

The Learner…

Observes things and occurrences in nature

Shows interest in examining various things

The Learner. . .

1. Uses the five senses to observe things in the classroom found in nature.2. Uses the 5 senses to observe things in the classroom not found in nature


Appreciates the visual arts

Uses a variety of materials, tools, techniques, and processes in visual arts

found in nature

Identifies the various art forms

Demonstrates interest and enjoyment in viewing works of art

Choose visual arts that they prefer

Participates in the creation of visual art

Creates visual arts using different materials

Describes the

3. Enumerates things found in the classroom and in nature in terms of

Colors Shapes number

4. Views and appreciates drawings and paintings in exhibits in a museum, library or other venue5.. Points to drawings or paintings that they like or appreciate6. Tells why they like, appreciate or think the painting is best for them

7.Identifies basic drawing materials like pencils, crayons, rulers, and

bond papers discarded plastic cups, spoons,

forks, etc leaves, roots, dried flowers,

twigs, stems etc. paint,paint brushes, water

colors, and bond papers

8 .Draws and paints simple objects based on a visual model (e.g. ball, atis, car, etc.)

9. Draws and paints at least 10 familiar objects independently

10. Talks about drawing or painting in


characteristics of visual arts that they prefer

front of the class11. Displays his drawings and paintings with pride in the art corner of the classroom12. Appreciates the drawings and paintings of classmates

SECOND GRADING PERIOD (10 WEEKS)THEME: MY FAMILY

Domain 1: Socio-Emotional and Behavior Development

Domain/Strand

Content Standards Performance Standards Competencies

Sosyo-Emosyonal

Pagkilala sa sarili bilang kabahagi ng pamilya

Nagkakaroon ng kamalayan ukol sa tahanan at mga kasapi ng pamilya

1. Nasasabi kung sinu- sino ang mga miyembro ng pamilya2. Nasasabi ang pangalan ng magulang

3. Nasasabi ang pangalan ng miyembro ng sariling pamilya

4. Nasasabi ang tamang adres ng tirahan,5. Nasasabi ang tamang numero ng telepono 6. Nasasabi kung anu-ano ang mga bahagi ng tahanan

Kagandahang Asal

Nagkakaroon ng kaalaman ukol sa pakikipag-unay sa mga miyembro ng pamilya at nakatatanda

Nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng mag-anak at kilalang nakatatanda

7. Naipakikita ang pagmamahal sa mga kasapi ng mag-anak (Tatay, Nanay, Lolo, Lola at mga kapatid)at sa mapagkakatiwalaang nakatatanda sa pamamagitan ng: 7.1. pagsunod nang maayos sa mga utos/kahilingan


7.2. pagmamano/paghalik 7.3. paggamit ng magagalang na pagbati/pananalita 7.4. pagsasabi ng mga salitang may pagmamahal (I love you Papa/Mama) 7.5. pagsasabi ng mga salitang tulad ng “I’m sorry” o “Hindi ko po sinasadya “,“Thank you” o “Salamat po” at “You’re welcome” o “Walang anuman”,kung kinakailangan 7.6. paggamit ng magagalang na pantawag tulad ng “Ate”, “Kuya”, atbp.8. Nakahihingi ng pahintulot sa: 8.1. paggamit ng bagay ng ibang tao 8.2.pagtungo sa ibang pook, atbp.

9. Nakikinig sa mungkahi ng mga magulang at iba pang kaanak (hal. Sa mga damit na susuotin, sa mga bata o nakatatanda na dapat samahan)

10. Nagiging mapanuri sa pagkilala ng mga taong hindi pinagkakatiwalaan sa pagpapakita ng pisikal na pagmamahal tulad ng paghalik at pagyapos sa gabay ng mga magulang

11. Nailalarawan ang nagagawa ng mga tagapag-alaga kung ano ang kanilang gusto/di-gusto at ang paraan ng pagtrato o pakikitungo nila sa bata Nanay/Tatay Lola/Lolo Tagapag-alaga

Kagandahang Asal

Nagkakaroon ng kamalayan sa

Nakatatanggap at naisasagawa ang mga

12. Nakasusunod sa mga utos/gawain nang maayos at maluwag sa kalooban sa mga tuntuning


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

13. Naisasagawa ang pang-araw-araw na gawain sa tulong ng nakatatanda ng may kasiyahan - pagwawalis, pagdampot ng kalat, wastong pagtapon ng basura, pag-abot sa mga kasangkapan sa nakatatanda

Nakagagawa nang may kusa, nakagagawa nang mag-isa

Kagandahang Asal

Nagkakaroon ng pagpapahalaga sa Panginooon

Nakapagpapakita ng pagmamahal sa Panginoon

14. Naipakikita ang pagmamahal sa Panginoon 14.1 pagsama sa nakatatanda sa pagsamba Pagsunod sa mga utos at aral ng relihiyon 14.2 paggalang sa mga pook-dalanginan hal. - pagiging tahimik - pagsusuot ng angkop na kasuotan 14.3 maayos na pagkilos sa pook sambahan hal. -pagluhod/pagtayo/pagyuko - pag-awit/pagsunod sa gawain sa pang- relihiyong seremonya 15. Naipakikita ang pagmamahal sa mga likha ng Panginoon

Pag-aalaga sa mga hayop at halaman Pag-aalaga sa mga anyong tubig (ilog, dagat) Pag-aalaga sa anyong lupa (kagubatan)

Domain 2: Physical Health, Well being and Self-Help

Domain/Strand Content Standards Performance Standards Competencies/IndicatorsHealth The learner …

Acquires and practices The learner… • demonstrates health habits 1. Washes face and body with phasing and


sound health habits that keep their bodies clean and sanitary.

physical prompting2. Bathes with adult supervision3.Uses handkerchief to cover nose and mouth when coughing, sneezing, and crying 4. Blows nose or wipes face with phasing and physical prompting


• demonstrates safety practices at home

5. Recognizes when to get out of danger (e.g., moves out of the way of others, identifies safety hazards in play or real life) during 5.1 typhoons,

5.2 Floods and tsunami 5.3 fire 5.4 earthquake 5.5 volcanic erruptions

6. Shows how to avoid environmental hazards Stays in safe places during typhoons and

floods Applies preventive and active measures

before,during and after the above. Does and practices safety measures (e.g.

duck-cover-hold)Self-Help

Acquires knowledge, attitudes and skills about self-care and daily living habits with optimal independence


7. Tells which are considered healthy foods to eat when presented with several foods8. Tolerates a variety of textures and tastes in food. 9. Partcipates in mealtime activities

9.1 Helps set the table by placing utensils correctly while being prompted9.2 Serves self at the table while parent holds serving dish9.3 Uses knife or spoon in spreading sandwich filling9.4 Clears place at the table after eating



DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIESMOTOR DEVELOPMENT The Learner…


The Learner…

demonstrates non-locomotor skills such as: turning, bending, pushing, pulling, and swaying correctly

The Learner… 1. Demonstrates the following non- locomotor tasks during warm- up activities after teacher demonstrates: 1.1 turning one’s head to the right 1.2 turning one’s head to the left 1.3 bending torso forward 1.4 bending torso backward 1.5 bending torso to the right 1.6 bending torso to the left 1.7 bending to pick up objects without falling 1.8 pushing a box on the table with both hands 1.9 pulling a toy car or any improvised toy with wheels in any open space 1.10 swaying both arms to the right and to the left



DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORSCOGNITIVE – SENSORY PERCEPTUAL MOTOR DEVELOPMENT

The Learner. . .

Demonstrate sensory perceptual skills

The Learner. . .

Demonstrates visual discrimination skills like, identifying same and different; missing parts, which does not belong (Visual Discrimination)

1. Tells which objects are same and tell why2. Tells which objects are different and tell why3.Identifies missing parts in objects and pictures4. Identifies which does not belong in a given set of objects, pictures, symbols (letters, numbers)

COGNITIVE - MATHEMATICS Begins to understand the relationship between numbers and quantities up to 5

Recognizes sets of objects up to 5

Compares two or more sets of objects up to 5

Recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 5

Compares and orders whole numbers up to 5

5. Rote counts up to 56. Counts objects with one-to-one correspondence, up to quantities of 57. Conserves number and the equivalence of number( e.g. counting 2 fingers to represent the number 2)8. Recognizes and identifies numerals 0 – 5 with picture cues9. Writes numerals 0 – 5 by tracing from a template10. Arranges numbers 1-5 from least to greatest/greatest to least with concrete representations11. Applies number concepts 1-5 and counting skills in daily life (counting spoon and fork)

COGNITIVE – PHYSICAL Animals


AND NATURAL ENVIRONNMENT

Knows the similarities and differences of animals

Knows that animals are made up of different parts

Identifies the similarities and differences of animals

Sorts animals according to shared characteristics (movement, habitat)

Describes the basic needs of animals

Identifies ways to care for animals

12. Names animals and their parts (pets and common farm animals)13. Describes animals based on their characteristics

How they move Sounds they make What they eat

14. Groups animals according to certain characteristics

Movement Habitat: land and

water15. Identifies the needs of animals16. Identifies ways to care for animals


DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORSLANGUAGE DEVELOPMENTListening The learner . . .

Discriminates soundsThe Learner . . .Distinguishes different types of sounds

1. Discriminates sounds as loud/soft

Speaking Asks and answers questions properly

Answers and responds to questions accordingly

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


Reading Pre-reading (Reading Readiness)

visualizes pictures or objects even when these would be hidden from view

notes details in pictures visualizes objects and

pictures from memory

Visual Discrimination

4. Identifies differences in orientation or position

5. Notes details in a picture

6. tells what one sees in a simple picture

7. tells the missing or added parts in a picture

8. identifies emotional reaction of people in a picture

(e.g. picture of a boy receiving a gift from father (boy is happy)

Writing

acquire basic skills in tracing lines and shapes

trace lines and shapes

Tracing

(Begin with chalkboard and wide paper exercises moving gradually to ruled pad paper)

9. Traces horizontal lines

10. Traces vertical lines

11. Traces shapes




The Learner…

Appreciates music

Uses a variety of materials, tools, techniques, and processes in music

The Learner…

Identifies the various forms of music

Demonstrates interest and enjoyment in listening to music

Chooses music that they prefer

Describes the characteristics of music that they prefer

Participates in the creation of music

Creates rhythm

Responds to different beast, pitch, melody, dynamics, tempo, mood

The Learner...

1. Listens to musical pieces familiar to the child

2. Listens to musical pieces familiar in the community

3.Sings, with prompts, the musical pieces listened to

4. Sings, without prompts, the musical pieces listened to

5. Sees and touches musical instruments found in school

6. Names musical instruments found in school7. Watches how these musical instruments are used

8. Plays with the musical instruments with teacher’s prompts


Third Quarter (10 Weeks)Theme: My School


DOMIAN/STRAND

CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES

Sosyo-emoyonal

Pagkilala sa sarili bilang kabahagi ng paaralan

Natutukoy ang mga tao at lugar sa paaralan

1. Nasasabi kung sinu-sino ang mga taong mapagkakatiwalaan sa paaralan2. Nakikilala ang mga guro, punong-guro, mga kamag-aral at iba pang mapagkakatiwalaang tao sa paaralan3. Natutukoy ang mga lugar sa paaralan na ligtas - silid – aralan, opisina ng punong-guro, silid aklatan, “guard houise” atbp.

Kagandahang asal

Nagkakaroon ng kaalaman ukol sa pakikipagkapwa

Nakapagpapakita ng pagmamahal at paggalang sa kapwa

4. Naipakikita ang pagmamahal sa kapwa bata 4.1 pagbabahagi ng pagkain, gamit at laruan 4.2 pagpapahiram ng gamit at laruan 4.3 pagtanggap sa kalaro o kaibigan maging sino man siya5. Naipakikita ang paggalang sa kapwa 5.1 pagtawag sa tamang pangalan 5.2paghihintay ng kanyang pagkakataon

Sosyo-emosyonal

Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa bata

Nakapag-uugnay ng magandang relasyon sa kanyang kapwa bata

6. Nakapagsisimula ng laro

7. Nakikipaglaro sa dalawa o tatlong bata gamit ang isang laruan

Kagandahang asal

Nakapagpapakita ng pagmamahal at paggalang

8. Naipakikita ang pagpapahalaga sa maayos na pakikipaglaro


sa kapwa 8.1 pagiging mahinahon 8.2 pagsang-ayon sa pasya ng nakararami/ guro 8.3 pagtanggap ng pagkatalo nang maluwag sa kalooban 8.4 pagtanggap ng pagkapanalo nang may kababaang loob

Sosyo-emosyonal

Nakikilala at natatanggap ang emosyon ng iba

Nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy)

9. Naisasaalang-alang ang damdamin ng iba at nakikisali sa kasiyahan/nakikiramay sa kalungkutan ng iba hinahawakan ang kamay ng kalaro o kaklase kung malungkot inaaliw ang kalaro kung malungkot = nakikisaya sa mga kalaro na nanalo

Naipahihiwatig ang akma at katanggap- tanggap na reaksyon sa damdamin ng iba

10. Naipahihiwatig ang akma at katanggap- tanggap na reaksiyon sa damdamin ng iba hal. - hindi pagtawa sa batang nadapa o kaklaseng nagkamali 11. Naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata 11.1 Pinakikita ang interes sa iniisip at ginagawa ng mga nakatatanda at mga bata sa pamamagitan ng - pakikinig - pagtatanong 12. Nakikisalamuha sa mga bata,kilalang nakatatanda sa pamamagitan ng pakikipag-usap at pakikipaglaro

13. Nakahihingi ng tulong sa kapwa bata at mga nakatatanda kung kinakailangan

Nakikilala ang sarili bilang kabahagi ng

Nakapagpapakita ng pagmamahal at

14. Naipakikita ang paggalang sa pambansang watawat at sa pambansang awit.


bansa pagmamalaki sa sariling bansa

= pagtayo nang tuwid habang nakalagay ang kanang kamay sa dibdib = pag-awit ng wasto ng “Lupang Hinirang”


Domain/Strand Content Standards Performance Standards Competencies/indicatorsHealth The learner …

Acquires attitudes, knowledge, and skills about physical activities for maintaining physically fit lifestyles

The learner…

shows sufficient energy to participate in daily activities (Physical Fitness)

1. Participates in games and other forms of exercises such as:

doing an obstacle course; relay Maria went to town


• demonstrates safety practices in playground

participates in self safety.

2. Uses playground facilities properly3. Communicates safety concerns to others

(e.g., “something’s burning,” noting a stranger, concern for others).

4. Requests assistance in unsafe situations (e.g., avoiding strangers, fire, strange animals).

Self-Help Acquires knowledge , attitudes and skills with optimal independence in areas of daily life.

participates in dressing 5. Puts on and takes off clothes like

Shirts Underwear socks coat or jacket.


participates in self care

Shows awareness of roles of community helpers

6. Puts on clothes demonstrating the following dressing activities:

6.1 Buttoning6.2 Snapping6.3 Zipping6.4 Lacing

7. Puts off clothes demonstrating the following undressing activities:

7.1 Unbuttoning7.2 Unsnapping7.3 Unzipping7.4 Unlacing

8. Puts on shoes (laces shoes)

9. Removes one’s shoes (unlaces shoes)

10. Tolerates a variety of clothing (e.g., wearing pants and socks, wearing a jacket or hat when needed).

11. Takes care of clothes


DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIESMOTOR DEVELOPMENT The Learner…


The Learner…

demonstrates receptive and projective (manipulative) skills such as: throwing, catching, and kicking balls correctly

The Learner...

1. demonstrates the following basic manipulative skills with teacher’s prompting:

1.1 throwing a ball to a playmate 5 feet away while standing in place

using both hands


using the right hand using the left hand

1.2 tossing a ball to a playmate 5 feet away while standing in place

using both hands using the right hand using the left hand

1.3 catching a ball thrown to him/her 5 feet away while standing in place

using both hands using the right hand using the left hand

1.4 kicking a large stationary ball

using the right foot using the left foot

1.5 kicking a big ball when rolled to him/her


COGNITIVE – SENSORY PERCEPTUAL MOTOR DEVELOPMENT

The Learner . . . demonstrates sensory

perceptual skills

The Learner. . . Creates representations

like shapes, pictures (Form Perception)

1. Traces recognizable figures Basic shapes Simple pictures

2. Copies recognizable figures Basic shapes Simple pictures

3. Draws recognizable figures Basic shapes Simple pictures


COGNITIVE - MATHEMATICS Begins to understand the relationship between numbers and quantities from 6 to 10

Begins to understand the basic concept about money

Recognizes sets of objects from 6 to 10

Compares two or more sets of objects from 6 to10

Recognizes, represents, matches, names, reads, counts, and writes whole numbers 6 to10

Compares and orders whole numbers from 6 to 10

Recognizes basic Phillipine currency such as one, five ten peso coins

4. Rote counts from 6 to 105. Counts objects with one-to-one correspondence, up to quantities of 106. Conserves number and the equivalence of number

(e.g. counting 8 fingers to represent the number 8)

7. Recognizes and identifies numerals 6 – 10 with picture cues8. Writes numerals 6 – 10 by tracing from a template9. Arranges numbers 6 - 10 from least to greatest/greatest to least with concrete representations10. Applies number 1-10 concepts and counting skills in daily life (e.g. counting 10 pecies one peso coin etc.)

11. Identifies real coins in Philippine currency (1, 5, 10 peso-coin)

COGNITIVE – PHYSICAL AND NATURAL ENVIRONMENT

The Learner . . .

Knows the basic parts of plants in the community and their functions

Knows the similarities and

The Learner. . .Plants

Identifies the basic parts and functions of plants found in the community

Identifies plants as edible

12. Observes that plants have basic parts 13. Names the basic parts of plants14. Identifies the functions of the basic parts of plants15. Identifies edible plants


differences of plants in the community

Knows how to take careof plants

and not edible

Identifies ways to care for plants

16. Identifies non-edible plants

17. Demonstrates ways to care for plants


DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES/INDICATORSLANGUAGE DEVELOPMENT Listening

Listens to directions

Speaking Shares information


visualizes pictures or objects

Follows simple directions

Increases his/her vocabulary in sharing information

notes details in pictures visualizes objects and

pictures from memory

1. Follows instructions by steps 2.1 Follows simple one-step direction heard

2.2 follows more than one step direction

2. Answers questions about one’s classmates (e.g. “Is the person near you a boy or a girl?”; “What is the name of the boy/girl near you?”) 3. Expresses feelings, thoughts, and ideas

Visual Memory

4. Identifies missing objects removed or changed in the environment

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


Writing

acquires basic skills in tracing letters, and one’s name

traces letters, numbers, and one’s name properly

5. Points out or describes the missing part of objects

6. Identifies what is wrong in the given object or picture

7. Trace letters7.1 upper case straight line letters7.2 lower case straight line letters7.3 upper case curved and circular letters7.4 lower case curved and circular letters

8. Trace one’s name: on sandpaper pencil tracing



The Learner…

Appreciates dance

The Learner…

Demonstrates interest and enjoyment in viewing and listening to dance performances

The Learner...

1. Views modern and Philippine folk dances2. Expresses appreciation for the dance that they prefer3. Expresses appreciation for what was heard through body movements


Uses a variety of materials, tools, techniques, and processes in dance

Creates rhythm

Responds to the different rhythms using creative movement

Participates in the creation of dance

4.Creates various rhythms through the use of sticks, coconut shell etc.5. Moves one’s body with the variety of rhythms heard6. Demonstrates feelings through facial expressions

7. Follows a 2-step to 3-step dance demonstrated by the teacher8. Dances with music with the teacher9. Dances with music without the teacher

FOURTH QUARTER (10 weeks)THEME: MY COMMUNITY


DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIESSosyo emosyonal Ang bata ay inaasahang. . .

Pagkilala sa sarili bilang kabahagi ng pamayanan

Ang bata ay inaasahang. . .

Natutukoy ang mga katulong sa pamayanan

1. Nasasabi kung sinu-sino ang mga taong makapagkakatiwalaan sa pamayanan - mga kamag-anak na malapit ang bahay


- mga malapit at kilalang kapitbahay

Natutukoy ang mga lugar sa pamayanan

2. Natutukoy ang mga lugar na ligtas sa pamayanan - bahay - bahay ng malapit na kamag-anak - barangay hall

Nagkakaroon ng kamalayan ukol sa pagkaka-iba ng tao

Nakikilala at nauunawaan ang mga pagkakapareho at pagkaka-iba ng tao ayon sa kaanyuan,wika at kultura

3. Nakikilala at natatanggap ang pagkaka-iba ng tao

- Wika- Kasuotan- Kagamitan- Kakayahan- Mukha- Kulay

Ngkakaroon ng kamalayan sa tungkulin sa pag-aalaga ng kapaligiran

Nakasasali nang may sigla sa mga pangkatang gawain

4. Nakatutulong sa mga pangkatang gawaing-tahanan at paaralan na kayang gawin

4.1 Nakikisali ng masigla, may kusa at mahusay sa pangkatang gawain

Hal. -paglilinis ng silid aralin - pagtulong sa pagliligpit ng pingkainan sa bahay

4.2 Nakatutulong sa iba sa pagtupad ng kanyang tungkulin

Hal. -pagtulong sa kaklase sa pag-aayos ng silid aralan


- pagtulong kay Nanay sa pagtutupi ng twalya, bimpo at panyo

Nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran

5. Napananatiling malinis ang sariling kapaligiran sa pamamagitan ng:

- pagtulong sa mga simpleng gawain gaya ng pagwawalis ng sahig o bakuran

- Pagpupunas ng upuan/mesa/ Kasangkapan

- Pagtapon ng basura sa tamang lalagyan

6. Naipapakita ang pagtulong at pangangalaga sa kapaligiran

- pagdidilig ng mga halaman- pag-aalis ng damo at kalat- pag-iiwas sa pagsira ng halaman gaya ng pagpitas, paghampas, pagtapak, pagbunot sa mga halaman

Nagkakaroon ng kamalayan sa pananagutang panlipunan at pampaaralan

Nakapagpapakita ng malasakit sa kapwa

7. Tumutulong ng kusa sa panahon ng pangangailangan sa ilalim ng gabay ng magulang o guro Hal. pagbabahagi ng lumang damit/pagkain sa kapwa sa panahon ng kalamidad

Pagkilala sa sarili bilang kabahagi ng bansa

Nakapagpapakita ng pagmamahal at pagmamalaki sa sariling bansa

8.. Nakikilala ang pagiging isang Pilipino9.. Nasasabi na sya ay Pillipino



Domain/Strand Content Standards Performance Standards Competencies/indicatorsHealth The learner …

Acquires attitudes, knowledge and skills about physical activity for maintaining physically fit lifestyles

The learner… •. shows sufficient energy to participate in daily activities (Physical Fitness)

1. Engages in outdoor physical activities, that may either be child selected or teacher initiated:

Marching though the rhythm Climbing the stairs (5 steps continuously) Simple calisthenics

Safety Identifies and practices appropriate safety procedures

• demonstrates safety practices in neighborhood

2. Follows adult supervised safety routines (e.g., fire drills, crossing the street)

Self-Help Acquires knowledge , attitudes and skills in areas of daily life with optimal independence.

Shows awareness of roles of community helpers 3. Identifies community roles (e.g., policeman,

fireman, nurse, doctor, dentist). 4. Knows where to seek appropriate help (e.g., barangay tanod, policeman).



DOMAIN CONTENT STANDARDS PERFORMANCE STANDARDS

COMPETENCIES

MOTOR DEVELOPMENT

The Learner…

demonstrates competence in various fine motor skills

The Learner…

demonstrates fine motor skills such as: cutting, writing, drawing, and using simple tools correctly

The Learner…

1. performs the following fine motor tasks correctly and with less prompt:

1.1 cutting along curved lines with a pair of scissors1.2 cutting out simple shapes like circles, squares, triangles, and rectangles1.3 cutting out pictures from magazines1.4 copying shapes and letters from given models using a pencil1.5 tracing shapes and letters following a template1.6 writing basic lines needed for handwriting:

*straight (horizontal, vertical, diagonal)

*curved1.7 writing one’s name with teacher’s prompt, on a grade 1 ruled pad using lines1.8 drawing a human figure following a model1.9 drawing a house following a model1.10 drawing a tree following a model1.11 using locks and keys1.12 using spoon and fork properly



COGNITIVE – SENSORY PERCEPTUAL MOTOR DEVELOPMENT

The Learner. . .

Demonstrates sensory perceptual skills

The Learner. . .

demonstrates awareness of the position of objects

Creates representations like shapes, letters, pictures (Form Perception)

1.Identifies top/bottom; front/back2.Tells if an object is near or far

3. Prints own name


Understands the concept of time, length, weight and the non-standard units to measure them

Observes sunrise and sunset to tell the time of the day (morning, noontime, evening)

Tells the days in a week

Measures and compares the length of familiar objects using non-standard units

4. Tells the time of day when activities are being done (e.g. morning, afternoon, night time)

5. Identifies the seven days of the week

6. Uses non standard measuring tools and units to measure length

7. Compares objects based on their length

COGNITIVE – PHYSICAL AND NATURAL ENVIRONMENT

Knows that weather changes and that it affects people

Observes the changes in weather

Tells the different kinds of weather

8 Tells and describes the different kinds of weather using picture cues:

8.1Sunny8.2 Rainy8.3 Cloudy8.4 Stormy


8.5 Windy


DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS

COMPETENCIES/INDICATORS

LANGUAGE DEVELOPMENT

Listening Listens to stories

Speaking Tells stories


visualizes pictures or objects from stories heard

Familiarizes himself/herself on the use of picture books and big books

Comprehends simple and familiar stories

Narrates simple and familiar stories

listens attentively to stories.poems/rhymes

comprehends picture stories

appreciates stories/poems/rhymes listened to

1. Listens attentively to stories read by the teacher 1.1 Answers wh- questions

s2. Talks about one’s own experiences for the day when asked (“What did you eat this morning?”; Did you walk/ride going to school today?”)

Comprehension

3. Arranges picture stories in sequence

Study Skills4. Turn pages properly

5. Scan picture books and big books

6. Looks over the pages from left to right and from top to bottom

Literary-Appreciation Skills


Writing

acquires basic skills in copying letters, , and one’s name

copies letters, and one’s name properly

7. Shows appreciation for stories/poems/rhymes by:

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

Copying

8. Copies letters upper case straight line letters (I, L, T, M, N) lower case straight line letters (i, l, t) upper case curved and circular letters (C, O, D,

B) lower case curved and circular letters (c, b, d, o)

9. Copies name


DOMAINS CONTENT STANDARDS PERFORMANCE STANDARDS

COMPETENCIES/INDICATORS

AESTHETIC AND CREATIVE DEVELOPMENT

The Learner…

Appreciates drama

The Learner…

Identifies the various forms of drama

Demonstrates interest and enjoyment in viewing and listening to drama

The Learner...

1. Watches a dramatic play presented in school or in the community or watches a dramatic play from media sources (television, internet)

2. Names his/her favorite actors and/or actresses

3. Expresses appreciation for a particular drama that they prefer


Uses a variety of materials, tools, techniques, and processes in drama

Chooses a drama that they prefer

Describes the characteristics of the drama that they prefer

Responds to dynamics using creative movement

Role plays a story

Participates in the creation of a drama

Role plays a story

4. Acts out simple gestures following their favorite actors and/or actresses

5. Familiarizes himself/herself with the props that are used in a dramatic play

6. Names the props used in a dramatic plays

7. Acts out in a simple dramatic play with the teacher’s prompting

8. Actively cooperates in rehearsals for the dramatic play

9. Performs one’s specific role with confidence during actual dramatic play in front of an audience

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


Republic Act 10157National Kindergarten Act


CWD-ID Curriculum Final Output

Documents

Transcript of CWD-ID Curriculum Final Output