LESSON 4: SCOPE AND SEQUENCE OF EDUKASYONG PAGPAPAKATAO FROM
FIRST TO SIXTH GRADES
(CORE VALUES OF MAKATAO, MAKADIYOS, MAKABAYAN AND
MAKAKALIKASAN)
Lesson Objectives:
When you finish this lesson, you should be able to:
1. Evaluate and discuss the scope and sequence of Edukasyon sa Pagpapakatao from first to sixth
grades
2. Elucidate the core values of maka-Diyos, maka-tao, maka-bayan at maka-kalikasan
Lesson Development:
SCOPE AND SEQUENCE FROM FIRST TO SIXTH GRADES:
Baitang 1 – mga paraan ng paggalang sa sarili, kapwa, bansa at Diyos bilang gabay tungo sa
maayos at masayang tahanan at paaralan.
Baitang 2 – mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa Kanyang mga
nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan.
Baitang 3 – mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang
pamumuhay na may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan,
bansa at Diyos.
Baitang 4 – mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo sa wasto,
maayos, masaya at mapayapang pamumuhay para sa sarili, kapwa, bansa at Diyos.
Baitang 5 – masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin na may pananagutan
at pagsasabuhay ng mga ito tungo sa masaya, mapayapa at maunlad na pamumuhay para sa
sarili/ mag-anak, kapwa/ pamayanan, bansa/ daigdig at Diyos.
Baitang 6 – mga gawain na tumutulong sa pag-angat ng sariling dignidad, pagmamahal sa
kapwa na may mapanagutang pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na
pamumuhay para sa kabutihang panlahat.
CORE VALUES OF MAKATAO, MAKADIYOS AT MAKAKALIKAKASAN
As per DepEd Order No. 8, s. 2015 on page 20, IV; the core values of the Filipino child
be reflected in the report card. The core values have been translated into a behavior statement. In
addition, indicators have been formulated for each behavior statement. Schools may craft
additional indicators for the behavior statements but must ensure that these are child-centered,
gender-fair, and, age and culture appropriate. To support the development of these core values,
schools must make sure that their homeroom guidance program promotes them. Additional
opportunities maybe integrated into class discussion in all learning areas.
The Objectives are:
1. To guide the teachers identify learners who needs psychosocial support from the school.
2. To give an accurate non-numerical rating on the core values of the learners in the report card.
3. To promote the learner’s effective development and to better understand his/her situation and
context.
Core Values Behavior Statement Indicators/Manifestations
MAKA-DIYOS Expresses one’s spiritual beliefs while 1. Engages oneself in
respecting the spiritual beliefs of others worthwhile spiritual
activities
a. Member of any religious
groups that is organized in
the school.
b. Prepares a prayer well
when assigned to lead.
c. Actively participates in
any religious or spiritual
activities held in school.
2. Respects sacred places
a. Observes silence at all
times when inside sacred
places.
b. Uses any things in the
school including religious
symbols properly.
3. Respects religious beliefs
of others
a. Politely listens for others
to express their religious
belief.
b. Accepts one’s differences
in religious belief.
c. Observes proper behaviour
during religious activities.
4. Demonstrates curiosity
and willingness to learn
about other ways to express
spiritual life
a. Tactful and sensitive in
discussing or sharing about
religious beliefs with others.
b. Learns to live in harmony
with others regardless of
belief and culture.
Shows adherence to ethical principles 1. Tells the truth
by upholding truth
a. Admits any violation or
wrongdoing done.
b. Stays away from deceitful
activities.
2. Returns borrowed things
in good condition
a. Covers his/her books
neatly.
3. Demonstrates intellectual
honesty
a. Does original or self-made
activities.
b. Relies on her/his own
insights and learnings.
4. Expects honesty from
others
a. Tell the mistakes of others
tactfully.
b. Returns lost and found
items.
5. Aspires to be fair and kind
to all
a. Practices justice at all
times.
b. Exhibits compassion and
goodness to others.
6. Identifies personal biases
a. Identifies weaknesses and
prejudices in journals and
reflections.
7. Recognizes and respects
one’s feelings and those of
others
a. Knows how to say sorry if
he/she commits mistakes or
hurt other people.
b. Keep quiet while the
teacher corrects another’s
mistakes.
MAKATAO Sensitive to individual social, and 1. Shows respect for all
cultural differences
a. Speaks in a clear voice
when communicating.
b. Uses courteous words and
expressions.
c. Greets teachers/elders
religiously.
d. Listens when somebody
speaks or recites.
e. Observes and follows
written rules posted in school
premises.
2. Wait for one’s turn
a. Follows “first come first
served” basis
b. Knows how to fall in line
c. Passes orderly
3. Takes good care of
borrowed things
a. Maintains the good
condition of the textbooks
clean and complete.
b. Barrowed things should be
free from missing pages or
cut pictures.
4. Views mistakes as
learning opportunities
a. Congratulates
peers/classmates who receive
awards/ achievements.
b. Accepts defeat in the spirit
of goodwill and
sportsmanship.
5. Upholds and respects the
dignity and equality of all
including those with special
needs
a. Tells her/his teacher cases
of bullying and defends
classmates who get bullied.
b. Involves classmates with
special needs according to
their abilities in group works,
games and other activities.
6. Volunteers to assist others
in times of need
a. Helps or assists classmates
on their missed activities/
assignments.
b. Practices the value of
initiative.
c. Helps teachers without
being asked.
7. Recognizes and respects
people from different
economic, social, and
cultural backgrounds
a. Avoids name-calling to his
peers especially those who
are physically challenged.
b. Friendly with others
regardless of sex, cultural
background, financial status
and religion.
c. Avoids unnecessary
derogatory remarks on peer’s
accents.
Demonstrates contributions toward 1. Cooperates during
solidarity activities
a. Participates/engages in all
activities.
b. Does her/his assigned
tasks properly.
2. Recognizes and accepts
the contribution of others
toward a goal
a. Offers suggestions and
constructive comments.
b. Knows how to say thank
you on the good deeds of
others.
c. Respects the ideas of
others.
3. Considers diverse views
a. Acknowledges other’s
ideas without being
judgmental.
b. Keep quiet when
somebody is expressing
her/his belief.
4. Communicates
respectfully
a. Uses appropriate words,
voice, and gestures when
talking to others.
5. Accepts defeats and
celebrates others’ success
a. Congratulates
peers/classmates who receive
awards/achievements.
b. Learns to improve her/his
weaknesses.
6. Enables others to succeed
a. Encourages his/her
classmates to express their
own ideas.
b. Give opportunities to
others to express themselves.
7. Speaks out against and
prevents bullying
a. Tells her/his teacher cases
of bullying and defends
classmates who get bullied.
MAKAKALIKASA 1. Shows a caring attitude
N toward the environment
a. Joins in the annual brigada
eskwela or clean and green
program of the school.
b. Cleans during her/his
cleaning schedule.
c. Picks up scattered dirt.
d. Follow signage/rules
posted around the
environment like No picking
of flowers.
e. Water plants without being
told.
f. Actively participates in the
gulayan sa paaralan.
2. Practices waste
management
a. Follows the waste
segregation program.
b. Practices re-use, reduce,
and recycle.
c. Uses the compost pit
properly.
d. Uses organic fertilizer.
e. Has the initiative to pick
litters without being told.
f. Uses the trash cans
properly applying the 3 R’s.
3. Conserves energy and
resources
a. Tums off the lights,
faucets, appliances when not
in use.
b. Utilizes paper and other
school materials wisely.
4. Takes care of school
materials, facilities, and
equipment
a. Returns immediately
borrowed materials.
b. Asks permission before
using any school facilities.
c. Organizes school materials
and their proper places like
bookshelves and cleaning
materials are properly kept.
5. Keeps work area in order
during and after work
a. Practices the concept of
“clean as you go”.
b. Keeps things in their
proper places.
6. Keeps one’s work neat and
orderly
a. Does his/her works/
activities enthusiastically.
b. Compiles her/his academic
outputs in orderly manner.
MAKABANSA Demonstrates pride in being a Filipino, 1. Identifies oneself as a
Filipino
exercises the rights and responsibilities a. Able to read and speak the
of Filipino language fluently.
a Filipino Citizen. b. Uses national costumes on
special occasions or as need
arises confidently
c. Patronizes Philippine
products
2. Respects the flag and
national anthem
a. Sings well the National
Anthem with pride and
confidence
b. Attends the flag ceremony
regularly
c. Be in the proper
disposition during the flag
ceremony
3. Promotes the appreciation
and enhancement of Filipino
languages
a. Uses his/her own first
language
b. Shows interest in learning
other Filipino languages.
c. Communicates using
Philippine dialects/languages
d. Respects other languages
4. Abides by the rules of the
school, community, and
country
a. Wears the proper uniform
b. Follows national and local
laws.
5. Enables others to develop
interest and pride in being a
Filipino
a. Participates in cultural
presentations using
indigenous materials
b. Tells or shares local and
national heroes and their
legacies to others.
c. Sings Filipino songs.
Demonstrates appropriate behavior in 1. Manages time and
personal resources efficiently
carrying out activities in the school, and effectively
community, and country a. Comes to school on or
before time.
b. Finishes task in
accordance to the schedule or
given time.
2. Perseveres to achieve
goals despite difficult
circumstances
a. Submits requirements
even when late.
b. Asks for assistance from
peers and teachers in any
difficult tasks faced.
3. Conducts oneself
appropriately in various
situations
a. Courteous in greeting
his/her teachers.
b. Wears proper attire suited
for the occasion.
c. Mingles to any gender
individual presents in the
classroom.
References:
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: Lorimar
Publishing.
Cubucku, F. (2014). Values Education through Literature in English Classes Procedia – Social
and Behavioral Sciences (116), 265- 269.DepEd K-12 Edukasyon sa Pagpapakatao Curriculum
Guide
Etherington, M. (2013). Values Education: Why the teaching of values in schools is necessary,
but not sufficient.
Journal of Research in Christian Education 22(2), 189-210. PPST-RPMS Manual
Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for learning and teaching in the
context of value education.
Procedia – Social and Behavioral Sciences (45), 75-83.
Useful Links:
1. Reiteration of the Disciplinary Jurisdiction of the Regional Office
2. DepEd Policies on Correction of School Records
3. Granting of Vacation Service Credits to Teachers Implementing School Supplemental Feeding
Program
4. Procurement of Senior High School (SHS) Teaching and Learning Materials
5. List of DepEd Officials for Graduation Program
