GLOBAL CITIZENSHIP EDUCATION (GCED)

Curriculum Development
and Integration
in the Philippines

TECHNICAL
REPORT

1
GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Copyright © 2020 by Philippine GCED Project Team and UNESCO-APCEIU

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means,
including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of
the Philippine Normal University and/or UNESCO-APCEIU, except in the case of brief quotations embodied in critical
reviews and certain other noncommercial uses permitted by copyright law. For permission requests, send a formal letter
of request to the Philippine Normal University, addressed “Attention: Permissions Coordinator,” at the address below.

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Curriculum Developmentand Integration in the Philippines

Curriculum Development and Integration in the Philippines Team

Consultants

Bert J. Tuga, Ph.D.

President, Philippine Normal University

Rita B. Ruscoe, Ph.D.

Curriculum Expert, Philippine Normal University

Joyce Andaya, Ph.D

Director IV, Bureau of Curriculum Development, Department of Education-Philippines

Project Core Team

Serafin A. Arviola, Ph.D. (Project Director)

Rowena R. Hibanada, Ph.D.
Zyralie L. Bedural, Ph.D.
Wensley M. Reyes, Ph.D.
Carl O. Dellomos, MHSS
Philippine Normal University

Expert Curriculum Mappers

Mathematics Science

Allan Reyes, Ph.D. Von Anthony Torio, Ph.D.

Philippine Normal University Philippine Normal University

Lilia Lagrimas-Martinez, MA Ms. Anna Liza Chan, MA

Department of Education-Philippines Department of Education-Philippines

Christopher S.G. Bejar, MA Mr. Raul Balbuena, MA

New York City Department of Education, USA Department of Education-Philippines

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Expert Curriculum Mappers

Health Edukasyon sa Pagpapakatao/Values Education

Salve Favila, Ph.D., DEM Ronald F. Gime

Philippine Normal University Philippine Normal University

Arlyne C. Marasigan, Ph.D. Mark Anthony Bercando

Philippine Normal University Department of Education-Philippines

Jerry Crausus, MA John Carlo M. Ramos

Department of Education-Philippines Philippine Normal University

Araling Panlipunan/Social Studies Arts

Nikolee Marie Serafico-Reyes, Ph.D. Jennifer D. Turner, MA

Philippine Normal University Philippine Normal University

Rosalie Masilang, Ph.D. Laya A. Roman, MA

Department of Education-Philippines Philippine Normal University

John Albert Dela Rosa, MA Romina ‘Phoebe’ P. Beltran-Almazan, MA

Department of Education-Philippines University of the Philippines-Diliman

Music English

Joseph P. Erfe, MA Lyzyl Lopez Banuag, Ph.D.

Philippine Normal University Philippine Normal University

Glenne Delos Trinos, MA Adelyne M. Costelo-Abrea, Ph.D.

Department of Education-Philippines Philippine Normal University

Ma. Carmela M. Buhain, MA Wenda C. Fajardo, MA

Philippine Normal University Department of Education-Philippines

Mother-Tongue-Based Multilingual Education Filipino

Gerry C. Areta, MA Niña Christina Lazaro-Zamora, Ph.D.

Philippine Normal University Philippine Normal University

Luisa Cantillo Roset A. Comiso, MA

Department of Education-Philippines Department of Education-Philippines

Zyra R. De Guzman Jose Apollo Jaca

Department of Education-Philippines Department of Education-Philippines

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Expert Curriculum Mappers

Kindergarten

Nancy S. Ramores, MA
Philippine Normal University

Leticia N. Aquino, Ph.D.

Philippine Normal University

Karen Lay, MA
Department of Education-Philippines

Quantitative Analysts/Statisticians

Carl O. Dellomos, MHSS

Lead, Philippine Normal University

Arianne D. Catibog
Department of Education-Philippines

Filipino M. Catibog
Department of Education-Philippines

Instrument Validators

Lea Espallardo
Philippine Educational Theater Association (PETA)

Marilyn U. Balagtas, Ph.D.

Philippine Normal University

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Administrative Support

Iona Ofelia B. Zanoria, MA

Michael Joseph A. Tapit
Philippine Normal University

Language Editor and Translator

Caridad N. Barrameda, Ph.D.

Philippine Normal University

Evelyn M. Varron, MA
Philippine Normal University

Portia R. Soriano, MA
Philippine Normal University

Marla C. Papango, MA
Philippine Normal University

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TABLE OF CONTENTS

List of Acronyms and Abbreviations..................................................................................................................8

Executive Summary............................................................................................................................................9

GCED in the Philippines...................................................................................................................................11

Project Rationale and Objectives......................................................................................................................14

Development of Philippine GCED Indicators..................................................................................................16

GCED Integration Curriculum Mapping in the Philippine Basic Education....................................................21

Development of the Philippine GCED Framework..........................................................................................29

Development of GCED Knowledge, Skills, and Attitudes (KSA) in the Curriculum......................................34

Summary and Recommendations.....................................................................................................................61

References.........................................................................................................................................................64

Annex 1: Curriculum Mapping Instruments.....................................................................................................66

Annex 2: Curriculum Mapping of GCED Integration per Learning Area........................................................69

Annex 3: The Philippine CGED KSA Development and Integration Instrument...........................................114

Annex 4: The Philippine GCED Guidance Document....................................................................................107

Annex 5: The Enhanced K to 12 Standards with GCED Integration..............................................................129

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List of Acronyms and Abbreviations

UNESCO - United Nations Educational, Scientific and Cultural Organization

GCED - Global citizenship education

NCBUCP - National Coordinating Body of UNESCO Clubs in the

PNU - Philippine Normal University

DepEd - Department of Education

UN - United Nations

SDGs - Sustainable Development Goals

APCEIU - Asia-Pacific Center of Education for International Understanding

IBE - International Bureau of Education

SEAMEO - Southeast Asian Ministers of Education Organization

UNICEF - United Nations Children’s Fund

SEA-PLM - Southeast Asia Primary Learning Metrics

GMRC - Good Manners and Right Conduct

KSA – Knowledge, Skills and Attitudes

ELCs – Essential Learning Competencies

LA - Learning Area

GL – Grade level

MDG – Millennium development Goals

PAGHABI - Philippine Adaptation of GCED: Holistic Approach in Basic Education and Institutionalization

EsP – Edukasyon sa Pagpapakatao (Values Education)

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Executive Summary
By 2030, UN member states, such as the Philippines, are expected to meet the targets and indicators set in the 17 goals
of the SDGs. Of the 17 SDGs, the Goal 4 pertains to the achievement of inclusive and equitable quality education. Target 4.7
stipulates that global citizenship, along with education for sustainable development, gender equality and human rights, should
be mainstreamed and integrated in national education policies, curricula, teacher education and student assessment. While key
concepts and themes of GCED have always been promoted in the country’s education system, GCED integration efforts can
be described as sporadic and fragmented. Thus, a systematic and intentional GCED integration efforts are needed, not only to
ensure that the country will meet the 2030 target but also to improve the overall quality of education.

The Philippines, along with Kenya, Lebanon and Sri Lanka, under the auspices of the UNESCO - APCEIU, is
fortunate to have embarked on a three-year (2019-2020) project titled, Global Citizenship Education (GCED) Curriculum
Development and Integration with the aim of mainstreaming GCED in the national curricula. The Department of Education
(DepEd), as the lead agency for this project, conducted the situation analysis that aimed to determine the entry points of GCED
integration during the first year. For its second year of implementation, which focused on the drafting of the GCED-integrated
curriculum, DepEd designated the Philippine Normal University as its implementing partner. The second phase of this project
had four objectives: 1) develop the Philippine GCED indicators; 2) map Philippine GCED indicators in the basic education
curriculum; 3) develop the Philippine GCED framework; and 4) elaborate the GCED framework in the Philippine K to 12
curriculum through the identification of Knowledge, Skills and Attitudes of GCED. Due to the COVID-19 pandemic, the
Philippine team was only able to start the project in August 2020 and successfully finished after four months, in November
2020.

To develop the Philippine GCED indicators, various international GCED frameworks and indicators were
harmonized. These international GCED indicators were then contextualized by examining how these were reflected in various
national laws and education policies in the country. Results of the curriculum mapping revealed that GCED indicators under
Cognitive Domain were observed the most, albeit sporadically present, across grade levels of various learning areas. Insights
and reflection from the results of these two processes revealed the need for a Philippine GCED Framework. Several steps
were taken to develop the framework for Philippine GCED called PAGHABI, acronym for Philippine Adaptation of GCED:
Holistic Approach in Basic Education and Institutionalization. It centers on the kind of learning experiences involved, based
on the local and international contexts, appropriate GCED pedagogies, curricular and co-curricular aspects, as well as the
three domains of GCED (i.e., cognitive, socio-emotional and behavioral), in order to develop a Filipino Global Citizen who
characterizes the GCED competencies needed to live and help build a just, peaceful and sustainable society. Elaboration of the
GCED framework in the Philippine K to 12 curriclum by developing the GCED Knowledge, Skills and Attituded involved
enhancing the content, performance, grade level, and key stage standards of the basic education curriculum. These KSAs are
intended to help the teachers in integrating GCED in the teaching and learning process.

Prior to the implementation of the last phase of this project, a review of the implemented curriculum should be

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conducted to determine the extent of GCED integration in the teaching and learning process. Moreover, a needs analysis
should be carried out to assess the teachers’ capacity and readiness to integrate GCED in their practice. A systematic process of
GCED integration should also be done to facilitate a more seamless integration. The adoption of the proposed GCED National
Curriculum Framework and the GCED KSAs for every learning area of the Basic Education Curriculum is recommended.
Subjects in Grades 11 and 12, as well as other subjects not covered in this project, should also be considered to have enhanced
content and performance standards that are aligned with GCED.

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GCED in the Philippines

The multidirectional flows of the globalization process enabled countries and their citizens to interact openly, most prominently
within the economic sphere. With internet, virtually everyone is able to participate on a global scale, not only in economic
but also in other dimensions of developments like political, socio-cultural, environmental, etc. The increasingly globalized
world has emerged global citizenship, a new kind of citizenship that accommodates global perspectives in addition to the
traditional definition of citizenship tied to a nation-state. The United Nations Educational, Scientific and Cultural Organization
(UNESCO) referred to global citizenship as a “sense of belonging to a broader community and common humanity” and a
“way of understanding, acting and relating oneself to others and the environment in space and in time, based on universal
values, through respect for diversity and pluralism” (UNESCO, 2014, p. 14). Global citizenship puts emphasis on the
interdependence and interconnectedness of political, economic, social, and cultural dimensions between and among the local,
the national, and the global (UNESCO, 2015).

Global citizenship education (GCED) is crucial in the formation of global citizens who are equipped with
the essential knowledge, skills, and attitudes to participate and contribute to societal development on local and global
levels. It “aims to empower learners to engage and assume active roles, both locally and globally, to face and resolve
global challenges, and ultimately to become proactive contributors to a more just, peaceful, tolerant, inclusive, secure
and sustainable world” (UNESCO, 2014, p. 15). To achieve such educational goals, GCED holistically targets three
dimensions of learning: cognitive, socio-emotional and behavioral (UNESCO, 2015). The cognitive domain ensures
that learners acquire the necessary knowledge, understanding and critical thinking on various global, regional, national
and local issues. The socio-emotional domain provides students with a sense of belonging to a common humanity,
sharing values and responsibilities, empathy, solidarity and respect for differences and diversity. The behavioral domain
expects students to act responsibly at local, national, and global levels for a more peaceful and sustainable world.

It can be argued that key concepts of GCED are upheld in the country’s national goals as stipulated in the 1987
Philippine Constitution. The constitution carries with it the elements of GCED like cultural tolerance, respect for human
rights, social justice, gender respect and equality. The Preamble highlights the Filipino nation’s aspirations to have a
government that “promote the common good, conserve and develop our patrimony, and secure to ourselves and our
posterity the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom,
love, equality, and peace.” Other constitutional provisions include Article II - Declaration of Principles and State
Policies pronounces ideas and concepts relating to GCED like renunciation of war; maintenance of peace and order, the
protection of life, liberty, and property; promotion a just and dynamic social order that will ensure the prosperity and
independence of the nation and free the people from poverty; recognition of the youth and women in nation-building;
social justice in all phases of national development; protection and advancement of the right of the people to a balanced
and healthful ecology. Major parts of the constitution are safeguards to human rights and social justice (i.e., Article
III: Bill of Rights; Article XIII: Social Justice and Human Rights). Educational institutions are tasked by the state to
ensure that these concepts and values are inculcated to its citizens as stipulated in Article XIV Section 3, to wit: “[t]hey
[educational institutions] shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical
and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.”

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Traces of ideals, key concepts and goals of GCED in the Philippines’ basic education can be found in various
national laws and from issuances of the Department of Education. As early as 1987, Human Rights inclusion into the
school curricula was directed by the Department of Education through Department Order (DO) 61, s. 1987- Inclusion of
the Study of Human Rights and Accompanying Responsibilities in the School Curricula. This issuance is for “education
to develop consciousness among the citizenry of the need to respect human rights and to help deter violation.” To further
strengthen human rights, schools were directed to celebrate Human Rights Consciousness Week through DO 31, S. 2003
– An Act Declaring December 4 to 10 as National Human Rights Consciousness Week in the Country and for other
purposes. In 2006, peace education, an integral part of GCED, was promulgated through Executive Order No. 570, s.
2006 – Institutionalizing Peace Education in Basic Education and Teacher Education which instructs the Department of
Education (DepEd) to “mainstream peace education in the basic formal and non-formal education curriculum, utilizing
the existing peace education exemplars and other peace related modules, and enhance the knowledge and capability of
supervisors, teachers and non-teaching personnel on peace education through the conduct of in-service trainings.”

The law on the current basic education curriculum, also known as the Enhanced Basic Education Act of 2013 (RA
10533), categorically states the direction of education in the Philippines highlighting the “co-existence” of local and global
aims. According to Section 2: “…it is hereby declared the policy of the State that every graduate of basic education shall be
an empowered individual who has learned, through a program that is rooted on sound educational principles and geared
towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative,
and critical thinking, and the capacity and willingness to transform others and one’s self.”

Efforts and initiatives to integrate GCED-related concepts, values and behaviors in the current K to 12 curriculum
have emerged in recent years. For example, the Division of City Schools-Manila participated in a capacity building program
called In Sciencia Nos Solidaritas (In Science, We are United). This program aimed to prepare science teachers of Manila to
integrate GCED on existing secondary school science subjects through teaching demonstrations, writing lesson exemplars
and developing a contextualized and age appropriate GCED Learning Resource Material (LRM) suited to Filipino learners.
In August 2018, a news article entitled DepEd to bolster peace, global citizenship education accounts that during the First
United Nations Association of the Philippines (UNAP) Stakeholders Conference held on July 30 to 31 at the University
of Makati, Department of Education (DepEd) Secretary Leonor Magtolis Briones highlighted the Department’s effort
in strengthening the K to 12 curriculum, with focus on peace and global citizenship education. The conference with the
theme, “The Role of Education in Our Journey to Peace and Security” was attended by peace advocates, education leaders,
youths, and other stakeholders from various government agencies, non-government organizations (NGOs), educational
institutions, and international organizations. According to Secretary Briones “(t)opics on peace and security are already
integrated in our curriculum, but we, in DepEd, continuously conduct efforts to uplift our education system, and revisiting
and further improving our curriculum is a part of it… If there is peace and security in the largest unit of government, in the
biggest office with the largest number of people, the largest number of learners, then perhaps a major contribution can be
made.”

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Promotion of GCED has gained traction in the last five years with various higher education institutions,
as well as government and non-government organizations and advocacy groups, conducting activities
on GCED. The following activities show the increasing recognition of GCED in the country:

o Conference on Reflecting on Global Citizenship Education (GCED) in the Time of Pandemic held last 17
July 2020 via Zoom and Facebook was organized by Philippine Normal University (PNU) with APCEIU, SEAMEO, and Philippine
National Commission for UNESCO. Participants came from at least 30 countries.

o 2019 International Assembly of Youth for UNESCO with the theme “Protecting Cultural and Linguistic
Diversity in the context of Global Citizenship Education.” December 5-7, 2019 at Eurotel Hotel, Angeles City, Pampanga sponsored
by National Coordinating Body of UNESCO Clubs in the Philippines (NCBUCP) and UNESCO National Commission of the
Philippines

o 2019 GCED Roadshow: Promoting Global Citizenship Education in Philippine Basic Education Schools
workshops for teachers and principal was held in Pampanga, Bacolod City and Butuan City sponsored by UNESCO-Bangkok and
UNESCO National Commission of the Philippines. “The project has two major components: the seminar-workshops on Whole
School Approach to GCED for school heads and teachers and the Module Development which is anchored primarily on GCED
concepts and principles.”

o 2018 International Assembly of Youth for UNESCO with the theme “Protecting Heritage and Fostering
Creativity for Global Citizenship” held last September 6-8, 2018 at ICON Hotel, Quezon City sponsored by National Coordinating
Body of UNESCO Clubs in the Philippines and UNESCO National Commission of the Philippines

o 3rd Global Citizenship Education Workshop for Teacher Education with the theme “Whole-School Approach to Global
Citizenship Education” held last December 12-14 2018 at St. Giles Hotel, Makati City sponsored by UNESCO-Bangkok and
UNESCO National Commission of the Philippines

o 2nd Global Citizenship Education Workshop for Teacher Education with the theme “Towards the Establishment of GCED
Network in the Philippines” held last September 6-8, 2018 at ICON Hotel, Quezon City sponsored by UNESCO-Bangkok and
UNESCO National Commission of the Philippines

o 1st Global Citizenship Education Workshop for Teacher Education with the theme “Embedding GCED in the New Teacher
Education Curriculum of the Philippines” held last October 14-16, 2017 at Eurotel Hotel, Manila sponsored by UNESCO-Asia
Pacific Center on Education for International Understanding and UNESCO National Commission of the Philippines

o 2017 International Assembly of Youth for UNESCO with the theme “UNESCO Clubs Collective Actions Towards a
Peaceful and Just Society” held last September 1-3, 2017 at ICON Hotel, Quezon City sponsored by National Coordinating Body of
UNESCO Clubs in the Philippines and UNESCO National Commission of the Philippines

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Just like other citizens from other nations, internet technologies have enabled Filipinos to be part of various social spheres on global
levels. The need to develop responsible Filipino global citizens through education had never been more pressing, therefore. Global
citizenship education offers a framework to systematically respond to this educational need. The aims of GCED have always been
part of the Philippines’s goals being a democracy. Moreover, education institutions particularly the DepEd, have likewise promoted
GCED-related concepts and ideals within the education system. These favorable conditions can facilitate smooth GCED integration
in the basic education curriculum, which is necessary to develop the ideal Filipino global citizens.

Project Rationale and Objectives

The Philippines, along with other member states of the United Nations (UN) committed to achieve the 17
Sustainable Development Goals (SDGs) including the 169 targets by 2030. These SDGs concur with the 2017-2022
Philippine National Development Plan (PDP) and country’s long-term goal and aspirations stipulated in the AmBisyon
Natin 2040 (Reyes et al., 2019). Of the 17 SDGs, Goal 4 addresses quality education, which should be inclusive and
equitable. Specifically, the SDG Target 4.7 emphasized the key role of GCED in promoting sustainable development,
to wit: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development,
including, among others, through education for sustainable development and sustainable lifestyles, human rights,
gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution to sustainable development” (Ritchie, et al., 2018). To achieve this, indicator
4.7.1 stipulated the need for mainstreaming of global citizenship, along with education for sustainable development,
gender equality and human rights, into the national educational policies, curricula, teacher education and student
assessment. Meeting SDG Goal 4 plays an important part to meet all other goals (Tibbitts, 2019). Moreover, more
than the expected commitment of the Philippine government to meeting the SDGs, integrating and mainstreaming
GCED into the basic curriculum can contribute in the country’s overall goal of improving quality of education.

While GCED-related concepts have always been promoted in the education system of the Philippines, efforts
were sporadic and fragmented. In the current K to 12 curriculum, cultural tolerance, respect for human rights, social
justice, gender respect and equality, environmental sustainability, peace advocacy, collaboration, and cooperation are
highly evident in the K to 12 standards and competencies (Andaya, 2019). However, a systematic and intentional
integration of GCED in the basic curriculum is necessary if every Filipino, having gone through the intended education,
are to become the ideal Filipino global citizen.

Integration of GCED in the intended and implemented curriculum can be challenging. Aside from it being a new
term to education professionals like curriculum developers, teachers and education leaders, Filipino teachers may not
be aware of the global guidance document on the overall teaching and learning objectives of GCED (APCEIU, 2019).
Education leaders, with the support of global organizations advancing global citizenship and international understanding
like the Asia-Pacific Center of Education for International Understanding (APCEIU), must come together in efforts to
scaffold integration of GCED from the intended to implemented curriculum.

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The Philippines, along with Kenya, Lebanon and Sri Lanka, under the auspices of the UNESCO - APCEIU, is fortunate to
have embarked on a three-year (2019-2020) project Global Citizenship Education (GCED) Curriculum Development and Integration
with the aim of mainstreaming GCED in the national curricula. The Department of Education (DepEd), as the lead agency for this
project, conducted the situation analysis that aimed to determine the entry points of GCED integration during the first year. For its
second year of implementation, which focused on the drafting of the GCED-integrated curriculum, DepEd designated the Philippine
Normal University as its implementing partner.

The second phase of this project had four objectives: 1) develop the Philippine GCED indicators; 2) map Philippine GCED
indicators in the basic education curriculum; 3) develop the Philippine GCED framework; and 4) elaborate the GCED framework in
the Philippine K to 12 Basic Education Curriculum through the identification of Knowledge, Skills and Attitudes of GCED. These
objectives have produced four related reports for this project, the first three are reports on objectives 2-4 and the last is this overall
technical report. This final report presents the abridged processes involved, outputs, major findings, insights and conclusions for
each project objective. Overall recommendations for various basic education stakeholders are subsequently provided. Due to the
Covid-19 pandemic, the Philippine team was only able to start the project in August 2020 and successfully finished after four months,
in November 2020.

Figure 1 shows the processes involved as well as the corresponding outputs for each aforementioned objective. The non-
linear presentation of the processes depicts the interrelated, iterative and reflexive nature of the steps undertaken to meet the project
objectives and target outputs. Details of these processes and outputs are discussed in the succeeding parts of this report.

Figure 1: Summary of Process, Mechanisms, and Outputs

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Development of Philippine GCED Indicators

Tibbit’s (2010) report on the analysis of the presence of GCED concepts in the Philippine curriculum can be
considered as the main precursor document for efforts on GCED curriculum integration in the country. She used the IBE-
UNESCO analytical framework (Cox, 2017), consisting of 22 indicators developed for a cross-country analysis of civics
and citizenship education, to trace evidence of GCED in the K to 12 curriculum. The IBE-UNESCO analytical framework
was largely derived from the UNESCO-APCEIU’s Global Citizenship Education: Topics and Learning Objectives (2015,
pp. 29-31) that specified GCED’s key learner outcomes, key learner attributes, domains and topics.

Developing the GCED indicators contextualized to the national and local setting and experiences of Filipinos was
deemed as a crucial step towards GCED curriculum integration in the country. UNESCO (2018) stipulated that ‘learning
about, and for, global citizenship should incorporate and build on local values, and traditions” (p. 8). In contextualization,
the aim is not to put forward new terminologies and concepts but to build upon the existing local and cultural transitions
and practices that are related to GCED, (Opertti, et al., 2018).

In order to develop GCED indicators contextualized to the Philippines, the various international frameworks
on GCED were first examined and harmonized. These frameworks were from these following documents:

1. Global citizenship education: Topics and learning objectives (UNESCO, 2015)

2. Global citizenship education curriculum development and integration in Cambodia, Colombia, Mongolia
and Uganda: Final report (Cox, 2016)
3. Measuring global citizenship education: A collection of practices and tools (Center for Universal Education,
2017)
4. SEA-PLM 2019 Assessment Framework (UNICEF & SEAMEO, 2019)
5. PISA 2018 assessment and analytical framework (OECD, 2019)

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By harmonizing, indicators from these documents were matched through heat mapping. Similar indicators
were synthesized into meaningful statements while indicators unique to the document were kept. Initial harmonization resulted
in five domains (content knowledge, cognitive, socio-emotional, behavioral and pedagogical), 16 themes and 44 indicators.
These initial harmonized indicators became the basis for contextualization. To contextualize, a survey of Philippine laws,
which included executive orders and legislative national policies, that reflect GCED concepts and themes were examined
against the harmonized indicators. These documents became the basis to understand how GCED words and concepts used
in the reference international documents are interpreted and captured in the Philippine context. Below is the list of these
documents:

1. RA 11476 (2020) GMRC and Values Education Act

2. RA 11310 (2019) Pantawid Pamilya Pilipino Program
3. RA 11261 (2019) First Time Job Seekers Assistance Act
4. RA 11210 (2019) 105-Day Expanded Maternity Leave Law
5. RA 11285 (2019) Energy Efficiency and Conservation Act
6. RA 11440 (2019) National Campus Press Freedom Day Act
7. RA 11054 (2018) Organic Law for the Bangsamoro Autonomous Region in Muslim Mindanao
8. E.O. 27 (2017) - All agencies to implement PDP
9. RA 10931 (2017) Universal Access to Quality Tertiary Education Act
10. RA 10771 (2016) Philippine Green Jobs Act of 2016
11. RA 10644 (2014) Go Negosyo Act
12. RA 10533 (2013) Enhance Basic Education Act of 2013
13. RA 10524 (2013) - An Act Expanding the Positions Reserved for Persons With Disability, Amending For
The Purpose Republic Act No. 7277, As Amended, Otherwise Known As The Magna Carta For Persons
With Disability
14. RA 9729 (2009) Climate Change Act of 2009
15. RA 9710 (2009) Magna Carta for Women
16. RA 9729 (2009) Climate Change Act of 2009
17. RA 8371 (1997) The Indigenous Peoples’ Right Act of 1997
18. RA 7277 (1992) Magna Carta for Disabled Persons
19. 1987 Philippine Constitution
20. RA 6725 (1987) Act Strengthening the Prohibition on Discrimination against Women

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Upon careful analysis and deliberation, initial contextualized indicators were derived. These indicators consisted
of three domains (i.e., cognitive, socio-emotional, and behavioral). The pedagogical domain was dropped since the GCED
integration was only to be mapped in the intended curriculum and not in implemented curriculum, thus pedagogical indicators
may be not be observable. The cognitive domain has two parts, the content knowledge with five themes and 20 indicators,
and the cognitive skills with six indicators. The socio-emotional and behavioral domains had seven indicators each. The three
domains and 40 indicators were the basis for the curriculum mapping of GCED in the country’s basic education curriculum.

The Cognitive learning domain of Philippine GCED was divided into two major subdomains, these were Content
Knowledge and Cognitive Skills. Content Knowledge referred to learner’s acquisition of knowledge and understanding of
local, national, and global issues and its interconnections. Content Knowledge was further categorized into themes which
were 1. Local, National, Global: Systems, Structures, and Processes that cover descriptions, discussions and analyses of local,
national, and global systems and organizations’ development. This theme also includes critical assessment of underlying
assumptions and power dynamics which affect decision making and governance, interconnectedness of the different systems,
and globalization, 2. Culture and Intercultural Relations which covers topics on principles, ideas, and concepts pertaining
to identity formation, protection, recognition, and advancement in multicultural societies. This theme also includes cultural
expressions, intercultural exchanges, and communication, diversity, coexistence, indigenization, and glocal communities; and
issues on discrimination based on gender, ethnicity, disabilities, and religious beliefs, 3. “Socio Economic Development and
Interdependence which covers topics on economic interaction and interdependence, inclusivity, and equitable development,
human capital development and equal opportunities. This theme also includes health issues affecting interaction and
connectedness of communities at local, national, and global levels’’, and 4. Institutions’ Conflicts, Social Justice, and Human
Rights which cover topics/themes principles, ideas, and concepts pertaining to structural conflicts, social justice, and human
rights. This theme also includes promotion and advancement of peace, participation in politics, and prevention of conflicts.
While Cognitive Skills refer to learner’s development of critical thinking and analysis.

Socio-emotional learning domain is composed of 7 indicators that are described to develop learners’ attitudes of
empathy, solidarity, respect for differences and diversity, and characterizes a sense of belonging to a common humanity.

Behavioral learning domain is composed of 7 indicators that describe how learners can act effectively and responsibly
at local, national, and global levels for a more peaceful and sustainable world.

The Philippine GCED’ domains, themes and indicators were identified to develop into mapping instruments. Before
the actual mapping, the instruments were subjected to experts’ validation to establish face and content validity, as well as the
reliability (internal consistency). The face and content validity were crucial in refining the indicators and the instruments. For
the internal consistency and reliability, Kuder-Richardson 21 (KR-21) was used. This test aimed to establish whether the three
expert validators consistently agree to accept the indicators.

Table 1 presents the final curriculum mapping indicators used by the learning area expert mappers. The curriculum
mapping instruments are appended in Annex 1. It should be noted that part of the curriculum mapping was to validate these
indicators. The validated and improved indicators were used in developing the GCED knowledge, skills and attitudes.

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Table 1: Philippine GCED Domains, Themes, and Indicators

Code Philippine GCED, Domains, Themes, and Indicators

Cognitive Domain
D1 Learners acquire content knowledge and cognitive skills on ideas, concepts, and principles of GCED

Content Knowledge
D1
Learners acquire knowledge and understanding of local, national, and global issues and its interconnections

Local, National, Global: Systems, Structures, and Processes

D1.1.1
covers descriptions, discussions and analyses of local, national, and global systems and organizations development. This theme also includes critical
assessment of underlying assumptions and power dynamics which affect decision making and governance, interconnectedness of the different systems,
and globalization

D1.1.1.1 Underlying assumptions and power dynamics

D1.1.1.2 Historical development of global systems and structures

D1.1.1.3 Interconnectedness of global, national and local systems

D1.1.1.4 Globalization: processes and challenges

Culture and Intercultural Relations

D1.1.2
covers topics on principles, ideas, and concepts pertaining to identity formation, protection, recognition, and advancement in multicultural societies.
This theme also includes cultural expressions, intercultural exchanges, and communication, diversity, coexistence, indigenization, and glocal communi-
ties; and issues on discrimination based on gender, ethnicity, disabilities, and religious beliefs

D1.1.2.1 Identity formation, protection, recognition and advancement in multicultural societies

D1.1.2.2 Cultural Expressions and Intercultural Exchanges and Communication

D1.1.2.3 Diversity, Coexistence, Indigenization, and Glocal Communities

D1.1.2.4 Discrimination based on Gender, Ethnicity, Disabilities, and Religious Beliefs

Socio Economic Development and Interdependence

D1.1.3
covers topics on economic interaction and interdependence, inclusivity, and equitable development, human capital development and equal opportuni-
ties. This theme also includes health issues affecting interaction and connectedness of communities at local, national, and global levels

D1.1.3.1 Economic Interaction and Interdependence

D1.1.3.2 Inclusivity and Equitable Development

D1.1.3.3 Human Capital Development and Equal Opportunities

D1.1.3.3 Health Issues affecting interaction and connectedness of communities at local, national and global levels
Environmental Protection and Sustainability
D1.1.4
covers initiatives that promote the preservation of the natural environment as well as stability and sustainability of earth systems

D1.1.4.1 Environment and Natural Resources

D1.1.4.2 Environmental Justice, Risks, and Policies

D1.1.4.3 Environmental Practices and Behaviors

D1.1.4.4 Climate change, biodiversity, and sustainable development

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Table 1: Philippine GCED Domains, Themes, and Indicators

Code Philippine GCED, Domains, Themes, and Indicators

Cognitive Domain
D1 Learners acquire content knowledge and cognitive skills on ideas, concepts, and principles of GCED

Institutions’ Conflicts, Social Justice, and Human Rights

D1.1.5
covers topics/themes principles, ideas, and concepts pertaining to structural conflicts, social justice, and human rights. This theme also includes promotion and
advancement of peace, participation in politics, and prevention of conflicts

D1.1.5.1 Promotion and Advancement of Peace

D1.1.5.2 Political Participation and Engagement

D1.1.5.3 Human Rights and Humanitarian Law

D1.1.5.4 Prevention of Conflicts, cultural inequities and Hate Crimes

COGNITIVE SKILLS
D1.2
Learners develop critical thinking and analysis

D1.2.1 Recognize complex situations or problems

D1.2.2 Explain communicative contexts and respectful dialogue

D1.2.3 Illustrate connections from multiple perspectives and world views

D1.2.4 Analyze information from reliable and relevant sources

D1.2.5 Evaluate appropriate actions, consequences, and implications

D1.2.6 Formulate arguments through reasoning with evidence

Socio-Emotional Domain
D2 Learners develop attitudes of empathy, solidarity, respect for differences and diversity,
and characterize a sense of belonging to a common humanity

D2.1 Acknowledge the levels of shared identity and diversity: local, national, regional, and global

D2.2 Communicate various perspectives through discourses and dialogues

D2.3 Show concern and respect for humanity based on human rights

D2.4 Value humanity and nation as basis for identity and citizenship

D2.5 Commit to assume responsibility for others in the world

D2.6 Adapt in various contexts with mutual assistance, cooperation, and collaboration

D2.7 Characterize global mindedness and global self-efficacy

Behavioral Domain
D3 Learners act effectively and responsibly at local, national, and global levels for a
more peaceful and sustainable world

D3.1 Demonstrate ethical and responsible behavior for a just and sustainable society

D3.2 Conduct civic actions on global issues

D3.3 Act habitually based on respect and empathy

D3.4 Direct action on issues of global reach which can be taken individually and collectively

D3.5 Initiate discussions about local, national, and global issues and concerns

D3.6 Organize advocacies for peace-oriented values, security, and stability

D3.7 Design initiatives to advance common good

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GCED Integration Curriculum Mapping in the Philippine Basic Education

Curriculum mapping is a reflective approach to analyzing curricula. It makes the curriculum more transparent and demonstrate
the links between elements within, or between, different curricular framework (Greatorex et al, 2019). Curriculum mapping helps to
identify benchmarks in curriculum, outline differences and similarities, and emphasize the prioritized core competencies. Lastly, it
helps analyze the curriculum against the desired outcomes.

For this project, curriculum mapping was used to determine how much of the GCED concepts and themes are reflected
in the current basic education curriculum of the country. Specifically, it aimed to describe the level of integration of GCED across
learning areas in the K to 12 curriculum. Learning area (LA) or subject matter experts were tapped as curriculum mappers. Three
curriculum mappers were assigned to each LA. Figure 1 shows the framework that guided the curriculum mapping integration
process. The three domains and the indicators in each domain were mapped thru the instruments developed that described the level
of integration (i.e., partially integrated, moderately integrated, and highly integrated) of GCED in the curriculum. The learning areas
where GCED was mapped were Mathematics, Science, Health, Edukasyon sa Pagpapakatao/ Values Education, Araling Panlipunan/
Social Studies, Arts, Music, English, Filipino, Mother Tongue-based Multilingual Education, and Kindergarten (with 7 Domains).

Global Citizenship Education

Cognitive Domain Socio-emotional Domain Behavioral Domain

Integration in the Basic Education Curriculum

Partially Integrated Moderately Integrated Highly Integrated

Learning Areas
Mathematics Science Kindergarten (7 Domains)
Health Edukasyon sa Pagpapakatao/ Araling Panlipunan/ Arts Music English Filipino
Values Education Social Studies

Essential Learning Competencies

Determined Levels of GCED Integration in the K to 12 Basic Education Curriculum

Figure 2. Philippine GCED Integration Framework

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The DepEd opted to use the Essential Learning Competencies (ELCs), as the basis of mapping the GCED
domains and indicators into the 11 learning areas across each grade level. The Bureau of Curriculum Development of
DepEd categorized learning competencies into two, essential and desirable. Essential learning competencies are those
that are aligned with the national, state, and/or local standards or framework, connect the content to higher concepts
across content areas, and are applicable to real-life situations. Desirable learning competencies, on the other hand, are
learning competencies that enhance education but may not be necessarily needed by all students in building foundation
skills in a field of specialization. The ELCs of these learning areas were examined whether GCED themes and concepts
were present and integrated across grade quarters and levels. The results of curriculum mapping were used in the
development of knowledge, skills, and attitudes standards in the K to 12 curriculum.

There were three instruments developed for curriculum mapping. The first was the Curriculum Mapping
Instrument for Experts (Form 1), which was individually accomplished. The second was the Inter-Rater Instrument for
Grade Level (Form 2), which was accomplished jointly by all the learning area curriculum mappers. The last instrument
was the Inter-Rater Instrument for Learning Area (Form 3).

The Form 1 was used to determine the level of integration (i.e., partially integrated, moderately integrated, and
highly integrated) of GCED domains and indicators per ELC for each year level in the curriculum. This instrument
also served as basis for the thematic analysis per learning area. Thematic analysis was done by examining the GCED
domains and indicators that were mostly integrated in the curriculum vis-à-vis the content and structure of each learning
area curriculum. It is important to mention that the degree of agreement of the three expert-mappers in each leaning area
was determined using the Kuder-Richardson Formula 21 (KR21) and Krippendorff’s Alpha to establish reliability of
their appreciation. Form 2 was used to determine the spread of GCED integration in each grade level. Form 3 captured
the GCED integration across learning areas in all grade levels.

The curriculum mapping results presented in this section is the overall GCED integration across learning areas
(LAs). The detailed results for each LA are found in Annex 2. Mapping the GCED Indicators across LAs and grade
levels showed that there were LAs predominantly aligned with certain GCED learning domains, see Figures 3 and
4. Curriculum mapping revealed various insights and illustrations of GCED in the Philippine K to 12 curriculum.
Most dominant was the finding that the indicators from cognitive skills subdomain were the most mapped. Indicators
such as Recognize complex situations or problems had been observed as highly integrated in the learning areas of
Mathematics and Science. Indicators of the cognitive domain were mapped across learning areas with Health, Edukasyon
sa Pagpapakatao (Values Education), Araling Panlipunan (Social Studies), and English having the most number of
indicators observed. However, Music, Arts, MTB-MLE, and Filipino seemed to lack alignment on content knowledge
and cognitive skills. In fact, Mathematics has only one content knowledge indicator mapped under this domain.

On grade levels, GCED indicators for Cognitive Domain had been observed sporadically present across key
stages. Alignment of GCED indicators on the basis of grade level presence was erratic. Reiteration and over-emphasis
of the same GCED indicator/s across grade levels (e.g. Inclusivity and Equitable Development) was found. In addition,
compartmentalization of K to 12 learning areas was observed in terms of grade level presence of GCED indicators.
There were indicators that were spread across grade levels while other indicators had no presence at all in any grade
level (e.g Historical development of global systems and structures) Science, Health, Edukasyon sa Pagpapakatao (Values
Education), and Araling Panlipunan (Social Studies) were observed with the greatest number of GCED indicators present
across grade levels. Filipino and Mathematics learning areas were observed with the least number of indicators mapped,
although indicators observed in these learning areas show high frequency in multiple grade presence.

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Figure 3: Integration of GCED Observations across learning areas

Figure 4: Integrated GCED Observations based across Grade Level Presence

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For socio-emotional learning domain, GCED indicators were mapped ranging from partially integrated to
moderately integrated, except for Mathematics with no competencies mapped under this domain. Similar to this
observation were the Music and Arts LAs with 2-3 GCED indicators mapped to its competencies. The indicators
Acknowledge the levels of shared identity and diversity: local, national, regional, and global; Communicate various
perspectives through discourses and dialogues; Show concern and respect for humanity based on human rights; and
Characterize global mindedness and global self-efficacy were some socio-emotional indicators that were mapped as
moderately integrated. Health was observed to have the highest level of integration among the GCED socio-emotional
indicators. Health and English seemed to have the greatest number of grade levels with socio-emotional indicators aligned.

For the Behavioral learning domain, indicators in this domain seemed not targeted in some learning areas.
Mathematics and Music had no GCED indicators mapped to its ELCs, almost the same with Arts with only one indicator
aligned with GCED. However, presence of GCED indicators was observed on varying grade level in Science, Health,
Edukasyon sa Pagpapakatao (Values Education), Araling Panlipunan (Social Studies), and English Las. Science and
Health LAs were found to have the most number of grade levels where behavioral indicators were integrated.

Overall, the GCED Indicators across learning areas (LAs) and grade levels showed that there are LAs that were
predominantly aligned with certain GCED learning domains. However, GCED indicators under Cognitive Domain were
observed the most, albeit sporadically present, across key stages.

Based on the curriculum mapping results, the following possible mechanisms to facilitate the curricular implementation
and deliveries were identified for effective and seamless GCED integration:

For Mathematics,

1. Enhance the statement of performance standards in the Mathematics Curriculum Guide to integrate the content
topics of GCED;
2. Enhance the statement of the performance standards and Mathematics ELCs, wherever appropriate, by including
verbs that will take in this GCED indicator to communicate their understanding such as explain, justify the answers,
illustrate the process, etc;
3. Enhance the composition of Mathematics ELCs to integrate Global topics such as equal opportunity, gender
equality, racial discrimination, etc. into the context when students are performing a task, problem solving or in project-
based learning;
4. Enhance the statement of Math ELCs to explicitly cover applicable GCED indicators under Socio-Emotional and
Behavioral Domains. For example, we can consider to include one of the Standards of mathematical practices along with
the ELCs, e.g. making sense of the problem and persevere in solving them;
5. With the limited scope in reviewing the integration of GCED in the Mathematics curriculum through the mapping
of the Mathematics ELCs, it was suggested to include in the mapping process different sources such as Learning Resource
Materials, test items in quarterly assessment, design of the performance task, classroom activities, lesson Plans, and/or class
observations, etc; and
6. Review the curriculum as implemented during Mathematics classes through classroom observations, survey of the
teacher’s lesson plans and assessment tasks, content-knowledge and practices to determine the extent of GCED integration
in the teaching-learning process.

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For Science,

1. Consider reviewing the ELCs of DepEd to reflect equal treatments of the four Science domains:
a) Matter, b) Living things and their environment, c) Force, Motion and Energy and D) Earth and Space;

2. Include in the mapping process different sources such as Learning Resource Materials, test items in quarterly
assessment, design of the performance task, classroom activities, lesson Plans, and/or class observations, etc; and

3. The same with Mathematics, the review of the curriculum as implemented during Science classes through
classroom observations, survey of the teacher’s lesson plans and assessment tasks, content-knowledge and practices should
determine the extent of GCED integration in the teaching-learning process. This will provide venues to determine future
action plans for capacity-building activities for teachers to develop, promote and advocate global education citizenship and
become responsible global citizens.

For Social Sciences,

1. Review the existing K-12 Araling Panlipunan Curriculum in terms of the content, performance standards, and learning
competencies (ELCs). The current curriculum and the ELCs should ensure that the socio-emotional and behavioral aspects are
considered, not only as an “enabler” or “performance” of a series of topics but as part of the “pragmatic” side of social studies.
Currently, the Junior High School Grade Levels provide more socio-emotional and behavioral competencies than the Elementary
Grade Levels. Adding to this, the competencies should explicitly show the connection and/or integration to GCED; and

2. Integration of GCED should work like a whole-school approach to avoid cognitive dissonance not only with the
students but with the whole school community.

For Values Education,

1. Look into the implied integration of GCED indicators in the learning competencies which can be manifested
in the instruction or pedagogy;
2. Explore GCED content mapping vis a vis the EsP learning competencies to make it easier for curriculum
mappers to find the entry points of GCED indicators in the curriculum;
3. Recognize the impact of curriculum mappers’ expertise, biases and faithfulness to the explicit articulation of
indicators in the learning competencies as these things affect the results;
4. Qualifiers and pointers in considering the indicators in learning competencies must be collectively agreed first
to narrow down differences in appreciating and understanding the indicators;
5. Conduct a collective deliberation to surface the blind spots, misinterpretations and different perspectives that
will guide the mappers to rate the learning competencies. This is to strike a balance between and among the diverse
orientations of the mappers; and
6. Review the existing learning competencies as regards to the integration of global citizenship education to foster
clarity on its development at the school and classroom level.

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For Music, Arts, and Health

1. Regarding integration of domains and indicators, incorporate them at the implementation level, during instructional
designing and actual instruction. Also, look into unpacking and the implementation of the intended curriculum as this is
also where the GCED indicators may be further integrated.
2. Study and plan how the indicators that were not hit during the mapping, could be integrated. The integration of
GCED indicators during instructional designing and actual instruction may be explored to teach more GCED principles in
the arts. Numerous ELCs implicitly may touch on the GCED indicators. They just need to be stated explicitly, contextualized
appropriately or incorporated with specific concepts or topics for the ELCs to hit the indicators. Specifically, allow for study
and planning for how Arts and Music Education can hit the indicators in the socio-emotional and behavioral domains.
3. Adding provisions for deepening of ELCs in terms of content will allow more themes to appear, and subsequently,
more GCED indicators to be incorporated in the learning area.
4. Allow for an interdisciplinary approach to expand the ELCs to include the cultural community’s beliefs, societal
standards, aesthetics and other issues to address other GCED domains that seem unrelated, per se, to the topics in the
competencies.
5. Training on how to properly integrate GCED domains and indicators in both the intended and implemented levels
of the curriculum needs to be conducted after a thorough situational and gap analysis.
6. Re-skilling of teachers is necessary to prepare them for the task. They should be the first to learn and relearn the
concept of Global Citizenship Education.
7. Some ELCs may be improved and restated in terms of competencies and outcomes, rather than activities (i.e.
participation in an exhibit).
8. Allow for a fluid collaboration among all the curriculum writers across grade levels. A big group orientation and
training with all the teachers from Grade 1-10 must be conducted, after which, they work in their respective lower primary,
upper primary and junior high school groups; however, they should be given time to regularly come together to see the
progress they are making and consider how each grade level or group will achieve what is needed for the next level.
9. The curriculum implementation phase would also be crucial in incorporating GCED concepts in the Arts curriculum.
On paper, while the Arts curriculum is separate, as well as the Music curriculum, these are actually combined with PE and
Health into a single “MAPEH” subject during implementation. To fully integrate GCED and to maximize the ELCs in the
Arts, it is recommended that Culture/Arts Education be separated from Physical Education in all aspects of curriculum
design - from planning to implementation.

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For English,

1. Global Citizenship Education must be integrated in the English curriculum. The content topics in the learning area
can be more meaningful and enriching as it highlights language as a primary tool to cultivate and preserve culture;
2. Literature competencies in the lower grade levels vis-à-vis reading skills should be revisited to be at par with
GCED learning domains;
3. The ideal of number competencies or level of integration hitting the indicators of the cognitive, socio-economic,
and behavioral domains should be indicated in every quarter of every grade level, and
4. Communication lessons could have values integration while developing the situational speaking abilities of the
learners making them cautious with their responses such as their tone of voice, gestures, and facial expressions which could
have different interpretations to people from other walks of life.

For Filipino,

1. In the K to 12 Review Update, it is recommended to revisit the curriculum framework of Filipino and integrate
GCED on its standards. Also, in integrating GCED in Filipino subject, DepEd may revisit or revise the essential learning
competencies according to its purpose without sacrificing the essence and the authenticity of the Filipino language as a
subject;
2. For Improvement of the learning Environment, it is recommended that DepEd and GCED Advocates review the
learning resources and materials given to the learners and used by the teachers to ensure the integration of GCED in their
learning process;
3. In Teachers’ upskilling and reskilling, DepEd and GCED advocates should train and equipped the teachers with
the knowledge and competencies about GCED. In addition, if there will be another mapping of GCED indicators, DepEd
and advocates need to asses the experiences of the teachers and students as well as the pedagogy (strategies of teachers) in
teaching Filipino to asses the integration of GCED in Philippine Education;
4. Engagement of Stakeholders for support and collaboration, DepEd, PNU and APCEUI should include teachers and
other stakeholders in consultation of developing the GCED framework and developing the learning standards in teaching
Filipino with GCED integration; and
5. In integrating GCED, it has to be clear to the teachers the limit and scope of the integration.

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For Mother Tongue-Based Multilingual Education (MTB-MLE)

1. Consider designing GCED indicators that are developmentally appropriate to learners of early grades. The set of
indicators will further be developed into the Knowledge, Skills and Attitudes (KSA) relevant to the development of GCED
in the basic education curriculum;
2. In the K to 12 Curriculum Review and Update, it is essential that learners be developed holistically. The main aim
of Mother Tongue instruction is not just to learn the basics of how to read and write but also to develop in the learners the
appreciation of their heritage, language and culture. They might consider strengthening the competencies that are geared
towards this aim;
3. Teachers are key to the successful development of an instructional program, especially with GCED. We might
as well institutionalize GCED in the pre-service curriculum so that they may be equipped with necessary knowledge,
skills and values to teach to their future learners. In the same manner, there should be seminars, workshops or conferences
focusing on GCED to in-service teachers;
4. Home-school-community engagement and collaboration should also be part of the School Culture so that learners
may be able to find the pragmatic use of whatever they learn in an authentic setting; and
5. On the part of the Department of Education, appropriate integration of existing programs i.e. sexuality education,
drug education, financial education and other integration must be looked into. It must ensure that different integrations
in the Mother Tongue Curriculum must be aligned and appropriate on the given competencies so that GCED will have a
bigger space of integration in Mother Tongue.

For Kindergarten,

1. Consider designing a set of GCED indicators, which is developmentally appropriate for early childhood learners
(K-3);
2. Develop an activity-based, inclusive and universally designed GCED curriculum framework for K-3 learners;
3. Include indicators that can cover competencies in learning areas like Mathematics, which are not evidently
integrated in the mapping; and
4. Ensure that GCED indicators are integrated and sustained in Kindergarten competencies across grading periods to
establish that the GCED foundational concepts are in place.

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Development of the Philippine GCED Framework

Findings on the varying levels of integration of GCED concepts and themes in the country’s basic education
curriculum points to the need for a framework that will guide all those who have stake at designing the curriculum and
the educational experience of students to properly integrate GCED both in the intended and implemented curriculum.
Thus, the first two earlier mentioned guiding questions on what educational purposes are sought to be attained and what
educational experiences can be provided to students by integrating GCED in the K to 12 curriculum need to be addressed
at this juncture. Developing the Philippine GCED framework is therefore in order.

The Philippine GCED Framework sought to clearly outline the intent, purpose, and functionality of GCED integration
in the learning areas and grade level. In crafting this framework, a series of workshop were conducted. The first level
of workshop and analysis involved the project core team who again examined the existing context and realities of
the Philippine educational system in conjunction with the review of the curriculum mapping results. Drawing from
various legal, pedagogical, and educational sources, the essential elements of Global Citizenship amidst the challenges
of globalization, the group aimed to establish that the intended national curriculum is an important institutional vehicle
to promote and propagate the ideals of Global Citizenship. Looking at the range of statutes, philosophies and department
orders, the group recognized that policies and programs were already in place to support the teaching GCED knowledge
skills, values and behaviors.

The curriculum mapping was crucial step in developing Philippine GCED Framework. This intensive review of the
curriculum paved the way to identify the GCED concepts and themes and to establish the patterns and manner by which
they are found in the curriculum. Within a learning area (LA), the curriculum experts analyzed the specific topics, units,
or grading periods where specific GCED concepts, values and behavior were most prominently integrated. It looked
at how the curriculum has been developed to meet the needs of integrating GCED principles in the K to 12 curriculum.
Further, it provided a comparative view on the level of integration of GCED indicators across LAs.

Looking at the result of the curriculum mapping, the Project Core Team synthesized what patterns emerged across
levels, across learning areas and how they were horizontally developed. The integration of GCED competencies in the
curriculum and practices requires an inward look to examine the intended curriculum. The curriculum mapping revealed
various insights and illustrations of GCED in the Philippine K to 12 curriculum. Mapping results were categorized
further on the basis of learning areas (LA) and grade levels (GL).

On the second level of analysis, the project core team examined the international and local contexts and how these are
entangled in the daily life experiences of Filipinos. The significant global developments, challenges and problems
heightened the need for a global citizenship education in the Philippines. The resurgence of local and global issues and
problems that affected societies all over the world prompted the United Nations to evaluate the gains of the Millennium
Development Goals (UN-MDGs). Thereafter, world leaders adopted an ambitious agreement to be implemented by 2030
using seventeen (17) Sustainable Development Goals (SDGs) with the aim of eradicating poverty, making communities
resilient to climate change, preventing human rights violations and diminishing global inequalities. In the sustainable
goals, achieving quality education is of prime importance. One of the indicators of SDG is the development of “good
citizens” who are also “responsible and capable” members of the community, who are motivated and empowered to
engage in democracy, development and the building of peaceful and sustainable community (APCEIU, 2013).

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In the national context of the Philippines, elements of GCED exist in the national goals as stipulated in
the 1987 constitution. There is also a direct link between GCED and Philippine national goals. The Republic
of the Philippines gives prime importance to education as evidenced in the country’s basic document, the 1987
Philippine Constitution which aims to “(e)stablish, maintain, and support a complete, adequate, and integrated
system of education relevant to the needs of the people and society”. This constitution highlights Article III which
serves as the basis of the Bill of Rights. Further, the national principles serve as guiding tenets in the beliefs and
articulation of laws in the country. Likewise, among the statutes that impact Philippine education is E.O. 570
or Institutionalizing Peace Education in Basic Education and teacher education signed in 2006. All of which
are inputs to the generated framework of global citizenship education in the Philippine educational context.

The third level of analysis involved thinking through the intent of GCED in the country. The workshops
were focused on identification and immersion to the vision of GCED. The project core team immersed in
the notions of global citizenship such as GCED as a global educational endeavor and a call to action intended to
emphasize humanity’s solidarity. Global citizenship refers to a sense of belonging to a broader community and
common humanity. It emphasizes political, economic, social, and cultural interdependency and interconnectedness
between the local, the national, and the global (UNESCO, 2014). The recent focus on global citizenship
resulted from increasing global and regional initiatives with implications on policy, curricula, teaching, and
learning. The group identified the important GCED attributes and skills to be developed among the learners.

The group underwent a visioning process where GCED will serve as a vehicle to build more just, peaceful,
tolerant and inclusive societies, acknowledging that this will require appropriate visions, policies, strategies, commitments
and sustained actions. Through a critical education process, the root causes of conflicts and crises need to be fully
understood, followed by the design and implementation of appropriate actions for resolving them. Through GCED, the
next generation of youth and adults form their values, principles and knowledge of peaceful futures and develop their
sense of responsibility and accountability to take personal and social actions for the necessary transformations towards a
culture of peace. It enhanced the view of the global citizen as one that does local action that could contribute to address
global problems.

The next layer of analysis was composed of reflective analysis of the groups’ own biases as opposed to the
general underpinnings of GCED. The workshop tackled the theoretical and philosophical underpinnings of GCED as a
critical and transformative education. This was also the opportune time to look upon the appropriate pedagogies that
can be considered in teaching GCED in the Philippines. The processes of teaching and learning GCED need to be
consistent with the values and principles of transformative education (e.g. democratic, dialogical, holistic, participatory,
creative, critical empowerment) in order to facilitate the growth of socio-emotional and behavioral or action capacities
and competencies (Toh, 1997; Cawagas, 2007). For education to be transformative, knowledge (cognitive domain)
must touch the heart (socio- emotional) and turn into action to bring about positive change (behavioral dimension).
GCED should foster students’ engagement by the examining of global issues and contextualize these to local issues
that promotes earth stewardship, social conscience and love of country. This workshop identified the enabling factors
needed for GCED to thrive in the educational context.

The last layer of analysis was the identification of the content, scope and components of GCED in the Philippine
K to 12 Basic Education Curriculum. Global citizenship education indicators developed for the Philippines were based
on the three domains of learning – the cognitive, socio-emotional and behavioral.

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The last step into crafting the Philippine GCED Framework was the project core team’s deliberation on how the
identified aspects of GCED in the Philippines can be captured to show their interconnections and cohesive integration.
Moreover, the project core team carefully conferred on how these layers of contexts and dimensions of GCED should
be organized to depict the envisaged educational experience of how an ideal Filipino global citizen was. To this end,
and to be true to the aim of a contextualized adaptation of GCED in the Philippine basic education, a tapestry weaving
metaphor was employed.

To ensure the validity of the proposed national framework, it was presented to the curriculum experts, mappers,
Department of Education Officials and UNESCO APCEIU representatives. The comments were invaluable to improve
the overall quality of the framework and ensure its relevance. Further, the group sent the national framework final
copy to two GCED Expert validators to look at the overall evaluation of the pertinent parts of the proposed national
framework. The inputs from them were the bases of the minor revision of the framework.

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PAGHABI: The Philippine GCED Framework

The Philippine GCED Framework uses PAGHABI as an acronym for Philippine Adaptation of GCED:
Holistic Approach in Basic Education and Institutionalization. Paghabi (weaving) is an activity deeply ingrained
in the Philippine culture. The Philippine’s way weaving a tapestry or paghabi is likened metaphorically to the
process of weaving the interconnections among the different elements/strands and processes of GCED including its
complexities, which reflect the unique and artistic aspects of the curriculum design process to make up a beautiful
complete whole.

Figure 5. PAGHABI: The Philippine GCED Framework

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PAGHABI: The Philippine GCED Framework

At the center of the framework is the Filipino Global Citizen who characterizes the GCED competencies needed
to live and help build a just, peaceful and sustainable society. The framework emphasizes that the goal for Filipino
learners is for them to be “globally adaptive and competent”, highlighting the ultimate goal of K to 12 curriculum for
Filipino learners by optimizing a whole world approach (i.e. recognizes the importance of other countries’ best practices
in various fields [interests] across contexts [cultures]). This dichotomy of global competencies is driven by two forces
of Global Citizenship from within and from outside. Global citizenship mula sa loob (within) refers to factors that
influence the Filipino learners to identify themselves from their socio-political origins, cultural roots, and consciousness
to puzzle out their significance for an inclusive community of global citizens. It is founded on his deep understanding
of the concept of kapwa among Filipino learners. Kapwa has been defined as the shared identity, core value, and
relationship among Filipinos which can be highlighted as the local culture-based conceptualization of Global citizenship
emphasizing the relevance of oneness, social justice, and communal development. It can be inferred that pagiging
makatao- mabuting tao (being a good person) and makataong pagtrato (humane treatment) of fellow men (Liao, 2016)
are important for Filipinos in uplifting and maintaining solidarity and peace. A Filipino who imbues the four Department
of Education, national core values makatao (pro-people), makadiyos (pro-God), makakalikasan (pro-environment), and
makabansa (pro-country) is the Filipino Global Citizen. The learner will learn and manifest the global competence from
the family, community, nation and the world.

Global citizenship mula sa labas (outside) refers to factors that influence the Filipino learners to use and adopt
best practices from other parts of the world to be responsible and accountable as global citizens. The 21stcentury skills
and other global competencies are what the Filipino learner will use to face the challenges of living in the community
and in the global context. The global contexts and experiences are gauged by relevant and meaningful experiences
of Filipinos that pass through different approaches to facilitate the global competence of Filipino learners, which are
triggered by relevant and meaningful experiences of and for Filipinos. These approaches can be used to make sure that
learning competencies for global citizenship will not promote distortion, alienation, and marginalization of Filipino
Learners’ experiences to better represent himself/herself in a pluralist world valuing own identity, communal respect and
love for common humanity and acting towards a better, just, peaceful and sustainable world.

Adapting GCED in the Philippine Basic Education K to 12 Curriculum, the PAGHABI or weaving is structured
with five major threads (International, local contexts, GCED pedagogies and approaches, whole curriculum strategies
and the GCED domains, outcomes and themes are interwoven together to inform the development of the Global
Filipino Citizen. Gleaned from this framework, there is a PAGHABI from which integration is institutionalized in the
basic education. The PAGHABI of GCED into the K to 12 curriculum provides for a systematic integration of GCED
across other learning areas and grade levels. The threads of identifying the KSAs, entry points in the curriculum and
pedagogical practices are interwoven together to make a beautiful tapestry of GCED in the Philippine Basic Education
Curriculum.

Lastly, the PAGHABI is encompassed within the Whole School approach where GCED is not just integrated into
the intended curriculum but also ingrained in the school ethos. In this approach, everyone in the learning community and
in the broader community collaborate together to achieve the GCED outcomes. Teacher empowerment is an essential
part of the process of seamlessly weaving it to the Filipino way of life. Teachers must be given curricular guidelines,
pedagogical guides, textbooks, or teaching-learning resources on GCED. They should be provided further training and

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and consultation to enhance their capacity. Similarly, all members of the school community must be involved in
curriculum development and integration.

For this PAGHABI to be more effective and impactful, it needs collaborative and collective efforts in laying
the threads and weaving-in numerous threads sparked by DepEd, the Philippine Normal University and the UNESCO
APCEIU as main players and by all those who want to be involved in the process.

Development of GCED Knowledge, Skills and Attitudes (KSA) in the Curriculum

Developing the ideal Filipino global citizen who is expected to take part in ensuring a just, peaceful and sustainable

societies was the penultimate educational purpose GCED integration in the Philippines. The PAGHABI Philippine GCED

Framework detailed the educational experience of every Filipino student through a GCED integrated basic education

curriculum. The third question that guided this GCED curriculum integration process was: How should these GCED

experiences be effectively organized in the curriculum? Elaborating the GCED knowledge, skills and attitudes (KSAs) is

imperative to clearly determine the GCED cognitive, socio-emotional and behavioral skills in the respective grade levels

of each learning area.

There are various approaches in the process of integrating concepts into an existing curriculum. Integration could

be done in three approaches—multidisciplinary, interdisciplinary, and transdisciplinary (Drake and Burns 2004). Though

no approach could be considered mutually-exclusive, the basics of good curriculum integration lie in developing relevant

curriculum in their own contexts. In doing this undertaking, quality and relevance of curriculum is the primary consideration

to ensure worthwhile outcomes for the global Filipino students. This has been observed by establishing system that would

facilitate the entire process of the Development of Philippine GCED – KSA Workshop. The created process for this activity

was intended to draw out from the participants, who are curriculum writers and GCED experts, their suggested enhancement

of the Learning Standards of the K to 12 curriculum while weaving seamlessly the ideas, values, and principles of GCED.

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Prior to the actual writing of the GCED KSA, the project core team labored on the creation of the instrument to
be used during the KSA Workshop. Following the advice of the Director Joyce Andaya of the Department of Education
(DepEd) during the GCED Framework Validation Workshop, the team utilized the Curriculum Guide (CG) document
as the main document, focusing on Learning Standards to integrate GCED concepts. It can be recalled that the Essential
Learning Competencies (ELCs) were the basis for the curriculum mapping. For the KSA development, the K to 12
standards for the content, performance, grade and key stages were utilized. The Department of Education preferred the
standards as basis of the KSA as it will allow more flexibility for teachers when integrating GCED in the teaching and
learning process, and to avoid congestion in the curriculum.

The Philippine GCED KSA Development and Integration instrument was conceived to maximize the curriculum
mapper-writers’ expertise in the integration of GCED principles and concepts (Annex 3). The instrument integrated two
essential documents: the K to12 Curriculum Guide (CG) and the Philippine GCED Guidance Matrix, while keeping in
mind the Paghabi framework. Likewise, the Project Core Team also crafted The Guidance Document for the Development
of Philippine GCED-KSA (Annex 4) which included the general considerations and guidelines in accomplishing the
Philippine GCED KSA Development and Integration instrument.

The GCED KSA Development and Integration instrument took into consideration the crafting of an enhanced/
recommended standards based on Content Standards, Performance Standards, Grade Level Standards and Key Stage
Standards. Content and Performance Standards were reconsidered based on Grade Level and Quarter. However, for the
Kindergarten cluster enhancements were made based on the structure of skills written in the Curriculum Guide.

The Philippine GCED KSA Development and Integration Form 1 enhanced the Content and Performance
Standards per Grade Level and per Quarter. While Form 2 of the instrument highlighted the suggestion on the Key
Stage Statements. Curriculum mappers filled out this form with the enhanced standard statements. The procedure to
accomplish these forms are included in the Guidance Document.

After carefully constructing the instrument and guidance matrix for the KSA development, a workshop was
conducted. The expert-mappers who conducted the GCED curriculum mapping were again commissioned for this stage.
The workshop followed a three-step process that was suggested to ensure maximum integration.

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1. Review - The first step was to review pertinent and essential documents. This step helped the KSA writers
internalize the necessary elements to be integrated into the curriculum. Further, this step assisted them to be able to examine
basic materials on GCED, previous output materials, and other essential documents. In particular, the participant writers were
encouraged to review the following: Learning Area (Form 3), Curriculum Mapping Report: Learning Area Analysis and
Interpretation, Philippine GCED Guidance Matrix, K to 12 Content and Performance Standards, and UNESCO-APCEIU’s
Global Citizenship Education: Topics and Learning Objectives.

2. Deliberate - After thorough review and internalization of GCED concepts and ideas, the team deliberated
and discussed. Their deliberation was guided by the following essential questions: Based on the previous mapping activity,
how were the GCED topics/indicators mapped/integrated in the learning area?; What are the existing learning outcomes?;
and How do these standards aim to develop the Filipino child at the end of each level/key stages?

3. Develop and Write - The last stage aimed to draw out their suggestions as to the integration of GCED
principles and concepts in the existing curriculum. Reflections and constant feedback were required to facilitate this part.
Essential questions in this step were: What GCED ideas can be integrated to the existing Content and Performance Standards;
Grade Level Standards?; How can GCED ideas be integrated to the existing Content and Performance Standards; Grade
Level Standards?

After the suggested enhancement of the standard statements, the curriculum mappers identified the GCED Domains
and Indicators which they saw fitting the enhancement using codes. It should be noted the these GCED domains and indicators
were the same with the ones used during the curriculum mapping. While the three domains were retained, minor enhancements
were made based on the suggestions and the inputs of the mappers during the curriculum mapping activity.

The guidance matrix consistent the finalized Philippine GCED was still based on the three domains of learning -
cognitive, socio-emotional and behavioral. The Cognitive: knowledge and thinking skills necessary to better understand the
world and its complexities; Socio-emotional: values, attitudes and social skills that enable learners to develop affectively,
psychosocially, and physically and to enable them to live together with others respectfully and peacefully; Behavioral: conduct,
performance, practical application and engagement. The aims of each domain are presented in Table 2.

Table 2
Philippine GCED Domains and core conceptual dimensions

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Under each domain, the key outcomes were elaborated, one key learner attribute was identified and indicators
were defined (Table 3). The learning outcomes describe the knowledge, skills, values and attitudes that learners can
acquire and demonstrate as a result of global citizenship education. The key learner attributes refer to the traits and
qualities that global citizenship education aims to develop in learners and correspond to the key learning outcomes
mentioned earlier (adapted form UNESCO, 2015) with Philippine contextualization. Also, identification of topics from
various themes was required from the curriculum mappers. With their best judgement, topics were identified for each
enhanced statement (Table 4).

Statements known as General Considerations were also included as part of the guidelines, which provided the
KSA developers with reminders on conducting the integration. Some of the reminders included a focus on the integration
of GCED into the K to 12 Curriculum. Participants were reminded to keep in mind that the process was evolving and
a work-in-progress, thus flexibility of statements should be observed. Emphasis against ‘crowding’ the curriculum was
reiterated by which they were to retain and state only the essentials. Participants were suggested to use a constructive
approach, utilizing their own experiences and understanding in developing the enhanced standards.

Table 3
Philippine GCED Domains, Key Outcomes, Key Learner Attributes and Indicators

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Table 4
Philippine GCED Themes and Topics

Observations and insights on Philippine GCED KSA development

A general survey of the items identified by the mappers revealed the hits as to the Domains and Indicators. In doing so, there is
a need to revisit the descriptions and characteristics of these learning areas. As reference, descriptions of the subject area were
lifted from Curriculum Guide. Below are the general observations related to this aspect.

Mathematics
“Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom
and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth. The twin
goals of mathematics in the basic education levels, K to 10, are Critical Thinking and Problem Solving. Mathematics from K
to 10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is
also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts
and ideas are effectively expressed.”

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After the enhancement of statements and targeting of indicators, it was observed that most of the targeted Domains
fell under Domain 1 – Cognitive, followed by Domain 3 – Behavioral. All of the Domains were represented with the hit on
certain indicators across the Key Stages though there were some indicators that were not targeted.

Table 4
Targeted GCED domains and indicators of enhanced standards of key stages in Mathematics

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Science

“Science education aims to develop scientific literacy among learners that will prepare them to be informed
and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge
that may have social, health, or environmental impacts. The science curriculum recognizes the place of science and
technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical
aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous
technology, thus preserving our country’s cultural heritage. As a whole, the K to 12 science curriculum is learner-
centered and inquiry-based, emphasizing the use of evidence in constructing explanations.”

After the enhancement of statements and targeting of indicators, it was apparent that most of the targeted
Domains fell under Domain 1 – Cognitive followed by Domain 3 – Behavioral. All of the Domains were represented
with the hit on certain indicators across the Key Stages, though there are some indicators that were not targeted.

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Science
Targeted GCED domains and indicators of enhanced standards of key stages in Science

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Science
Targeted GCED domains and indicators of enhanced standards of key stages in Science

Health

“The Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health
and wellness. The learning experience through the program provides opportunities for the development of health literacy
competencies among students and to enhance their over-all well- being. Health Education from Kindergarten to Grade
10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to
prevent and control diseases; to prevent substance misuse and abuse; to reduce health-related risk behaviors; to prevent
and control injuries with the end-view of maintaining and improving personal, family, community, as well as global
health.”

After the enhancement of statements and targeting of indicators, it was observed that most of the targeted Domains fall
within Domain 3 – Behavioral followed by Domain 2 – Socio-emotional. All of the Domains are represented with the
hit on certain indicators across the Key Stages though there were some indicators that were not targeted.

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Table 6
Targeted GCED domains and indicators of enhanced standards of key stages in Health

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Table 6
Targeted GCED domains and indicators of enhanced standards of key stages in Health

Edukasyon sa Pagpapakatao (Values Education)

“Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na Programa ng Batayang
Edukasyon na K to 12 na gagabay at huhubog sa mga kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya
at kumikilos nang mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito na lilinangin at pauunlarin ang
pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing
kakayahan (macro skills): pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.”

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains
fall within Domain 2 – Socio-emotional followed by Domain 3 – Behavioral. All of the Domains are represented with
the hit on certain indicators across the Key Stages though there are some indicators that were not targeted.

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Table 7
Targeted GCED domains and indicators of enhanced standards of key stages in Values Education

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Table 7
Targeted GCED domains and indicators of enhanced standards of key stages in Values Education

Araling Panlipunan (Social Studies)

“Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila namuhay at
namumuhay, ang kanilang ugnayan at interaksyon sa kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura,
upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at maunawaan ang sariling
lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip,
matalinong pagpapasya, likas- kayang paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng
Araling Panlipunan ang paghubog ng mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan,
makabansa, at makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.”

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains
fall within Domain 3 – Behavioral followed by Domain 1 – Cognitive. All of the Domains are represented with the hit
on certain indicators across the Key Stages though there are some indicators that were not targeted.

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Table 8
Targeted GCED domains and indicators of enhanced standards of key stages in Social Studies

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Table 8
Targeted GCED domains and indicators of enhanced standards of key stages in Social Studies

Arts

“Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values
necessary for artistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral
progression of processes, concepts and skills and grounded on performance- based learning. Thus, the learner is
empowered, through active involvement and participation, to effectively correlate music and art to the development of
his/her own cultural identity and the expansion of his/her vision of the world. As Music and Arts are performance-based
disciplines, effective learning occurs through active experience, participation, and performance, creative expression,
aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing,
listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different
art materials, techniques and processes, responding, composing, and creating. The focus of the K to 12 Art curriculum
is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and
indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other
countries. The modules guide educators and provide our students with art experiences, concepts, and processes that are
presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten to Grade 12.”

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains fall
within Domain 1 – Cognitive followed by Domain 3 – Behavioral. All of the Domains are represented with the hit on
certain indicators across the Key Stages though there are some indicators that were not targeted.

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Table 9
Targeted GCED domains and indicators of enhanced standards of key stages in Arts

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Table 9
Targeted GCED domains and indicators of enhanced standards of key stages in Arts

Music

“Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values
necessary for artistic expression and cultural literacy. The design of the curricula is student-centered, based on spiral
progression of processes, concepts and skills and grounded in performance- based learning. Thus, the learner is
empowered, through active involvement and participation, to effectively correlate music and art to the development of
his/her own cultural identity and the expansion of his/her vision of the world. As Music and Arts are performance-based
disciplines, effective learning occurs through active experience, participation, and performance, creative expression,
aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing,
listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different
art materials, techniques and processes, responding, composing, and creating. Drawing from the development of
music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL,
MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought
about contemporary general education.”

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains fall
within Domain 1 – Cognitive followed by Domain 3 – Behavioral. All of the Domains are represented with the hit on
certain indicators across the Key Stages though there are some indicators that were not targeted.

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Table 10
Targeted GCED domains and indicators of enhanced standards of key stages in Music

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Table 10
Targeted GCED domains and indicators of enhanced standards of key stages in Music

English

“The K to 12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition,
learning, teaching and assessing principles: All languages are interrelated and interdependent; Language acquisition and
learning is an active process that begins at birth and continues throughout life; Learning requires meaning; Learners
learn about language and how to use it effectively through their engagement with and study of texts; and Successful
language learning involves viewing, listening, speaking, reading and writing activities. Language learning involves
recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-
standard forms of the language, and extending the range of language available to student. The ultimate goal of the
Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles,
strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for
themselves in whatever field of endeavor they may engage in.”

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains
fall within Domain 1 – Cognitive followed by Domain 2 – Socio-emotional. All of the Domains are represented with the
hit on certain indicators across the Key Stages though there are some indicators that were not targeted.

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Table 11
Targeted GCED domains and indicators of enhanced standards of key stages in English

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Table 11
Targeted GCED domains and indicators of enhanced standards of key stages in English

Filipino

“Layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang komunikatibo, (2) replektibo / mapanuring
pag-iisip at, (3) pagpapahalagang pampanitikan ng mga mag-aaral sa pamamagitan ng mga babasahin at teknolohiya
tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi, at patuloy na pagkatuto upang makaagapay
sa mabilis na pagbabagong nagaganap sa daigdig. Isinaalang-alang sa pagbuo ng kurikulum ang pangangailangang
panlipunan, lokal at global na pamayanan, maging ang kalikasan at pangangailangan ng mga mag-aaral. Pinagbatayan
din ang mga legal na batas pang-edukasyon, at mga teoryang pilosopikal ng edukasyon at wika nina Jean Piaget
(Developmental Stages of Learning), Leo Vygotsky (Cooperative Learning), Jerome Bruner (Discovery Learning),
Robert Gagne (Heirarchical Learning), David Ausubel (Interactive/Integrated Learning),Cummins (Basic Interpersonal
Communication Skills-BICS at Cognitive Academic Language Proficiency Skills-CALPS) at ng ating pambansang
bayaning si Dr. Jose P. Rizal na nagsabing “nasa kabataan ang pag-asa ng bayan”. Dahil ang Filipino ay nasa disiplina ng
wika, pinagbatayan ang mga teorya sa kalikasan at pagkatuto ng wika, mga teorya / simulain sa pagsusuring panliterasi
at mga pagdulog sa pagtuturo ng wika (W1, W2, W3) at pagtuturo ng mga akdang pampanitikan at tekstong palahad.”

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains
fall within Domain 1 – Cognitive followed by Domain 3 – Behavioral. All of the Domains are represented with the hit
on certain indicators across the Key Stages though there are some indicators that were not targeted.

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Table 12
Targeted GCED domains and indicators of enhanced standards of key stages in Filipino

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Table 12
Targeted GCED domains and indicators of enhanced standards of key stages in Filipino

Mother Tongue-based Multilingual Education (Grade 1 to Grade 3)

“MTBMLE is education, formal or non - formal, in which the learner’s mother tongue and additional languages
are used in the classroom. Learners begin their education in the language they understand best - their mother tongue -
and develop a strong foundation in their mother language before adding additional languages. Research stresses the fact
that children with a solid foundation in their mother tongue develop stronger literacy abilities in the school language.
Their knowledge and skills transfer across languages. This bridge enables the learners to use both or all their languages
for success in school and for lifelong learning. In terms of cognitive development, the school activities will engage
learners to move well beyond the basic wh-questions to cover all higher order thinking skills in L1 which they can
transfer to the other languages once enough Filipino or English has been acquired to use these skills in thinking and
articulating thoughts.

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains
fall within Domain 1 – Cognitive followed by Domain 2 – Socio-emotional. All of the Domains are represented with the
hit on certain indicators across the Grade Levels though there are some indicators that were not targeted.

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Table 13
Targeted GCED domains and indicators of enhanced standards of Grades 1 -3 in Mother Tongue

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Table 13
Targeted GCED domains and indicators of enhanced standards of Grades 1 -3 in Mother Tongue

Kinder

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic
Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF).
Kindergarten learners need to have a smooth transition to the content-based curriculum of Grades 1 to 12. Kinder
includes socio-emotional development (SE), Values Development (KA), Physical Health and Motor Development (KP),
Aesthetic/Creative Development (S), Mathematics (M), Understanding of the Physical and Natural Environment (PNE),
and Language, Literacy and Communication (LL)

After the enhancement of statements and targeting of indicators, it is observed that most of the targeted Domains
fall within Domain 2 – Socio-emotional followed by Domain 3– Behavioral. All of the Domains are represented with
the hit on certain indicators across the Kinder level though there are some indicators that were not targeted.

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Table 14
Targeted GCED domains and indicators of enhanced standards of Grades 1 -3 in Mother Tongue

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Table 14
Targeted GCED domains and indicators of enhanced standards of Grades 1 -3 in Mother Tongue

Summary and Recommendations

By 2030, UN member states, such as the Philippines, are expected to meet the targets and indicators set in the 17
goals of the SDGs. Of the 17 SDGs, the Goal 4 pertains to the achievement of inclusive and equitable quality education.
Target 4.7 stipulates that global citizenship, along with education for sustainable development, gender equality and
human rights, should be mainstreamed and integrated in national education policies, curricula, teacher education and
student assessment.

This second installment of the three-year project on project Global Citizenship Education (GCED) Curriculum
Development and Integration aimed to ultimately come up with an enhanced basic education curriculum where GCED
concepts and themes are integrated and mainstreamed. While traces of GCED concepts and themes are found in many
national policies and statutes, as well as in educational policies and issuances, efforts to integrated GCED have been
sporadic and fragmented. This landmark project is a systematic way to integrate GCED not only to ensure that the
country will meet the 2030 target but also to improve the overall quality of education.

Phase 2 of this project focused on the drafting of the GCED-integrated curriculum, wherein DepEd, the
lead agency in the country for this project, designated the Philippine Normal University as its implementing partner.
The second phase of this project, implemented from August to November 2020, had four objectives: 1) develop the
Philippine GCED indicators; 2) map Philippine GCED indicators in the basic education curriculum; 3) develop the
Philippine GCED framework; and 4) elaborate the GCED framework in the Philippine K to 12 curriculum through the
identification of Knowledge, Skills and Attitudes of GCED.

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The Project Core Team and curriculum mappers were guided by a constructivist approach in conducting the
project. By such, insights and reflections on the following questions were guided the whole team in every step involved
in meeting the objectives: 1) What educational purposes do we seek to attain?; 2) What educational experiences can be
provided to students by integrating GCED in the K to 12 curriculum?; and 3) How should these GCED experiences be
effectively organized in the curriculum?

Activities conducted to meet the two objectives served as mechanisms to generate baseline data and overall
status of GCED integration in the existing K to 12 curriculum. The developed PAGHABI Philippine GCED framework
addressed the first question on education purposes of GCED integration. It emerged that the penultimate educational
goal of GCED-integrated curriculum is to develop a Filipino Global Citizen who characterizes the GCED competencies
needed to live and help build a just, peaceful and sustainable society. Further, the Philippine GCED framework addressed
the question on the kind of learning experiences to be provided for students. Such learning experiences should be based
on the local and international contexts, appropriate GCED pedagogies, curricular and co-curricular aspects, as well as
the three domains of GCED (i.e., cognitive, socio-emotional and behavioral). The last guiding question was addressed
by the GCED KSA development, which generated specific GCED knowledge, skills and values (KSA) based on content,
performance, grade level, and key stage standards.

This phase 2 of the GCED Curriculum Development and Integration project mainly dealt with the intended
curriculum, which was aimed to be enhanced with GCED integration. The next phase of this project will involve capacity
building of curriculum implementers from principals to teachers to integrate GCED in the teaching and learning process.
Prior to this activity, review of the implemented curriculum as is recommended through classroom observations, survey
of the teacher’s lesson plans and assessment tasks, content-knowledge and practices to determine the extent of GCED
integration in the teaching-learning process. This will provide venues to determine future action plans for capacity-
building activities for teachers to develop, promote and advocate global education citizenship and become responsible
global citizens. It is further suggested that a teacher needs analysis be done on the national level to see the overall picture
of teachers’ capacity and readiness to integrate GCED. It is also suggested that a workshop/writeshop be conducted to
prepare a sourcebook of strategies and teaching methodologies in integrating GCED in the different subject areas. This
will serve as a guide during the National Teacher’s Training.

The curriculum mapping results revealed gaps, overlaps and areas for possible integration of GCED. A systematic
process of GCED integration in the basic education curriculum should be done using the data provided to facilitate a
more seamless integration. For example, the Department of Education (DepEd) may identify curriculum ‘torch bearers’,
teachers who are aware of and will take a proactive stance for implementing the GCED enhanced learning standards. A
supportive and trusting environment fostered by the administration is beneficial to the productivity of the torch bearer
(Schumacher, 1995, 88).

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The adoption of the proposed GCED National Curriculum Framework developed by the project could provide
guidance in the contextualization of GCED in the Philippines. The Department of Education (DepEd) may conduct
stakeholder’s meeting with various concerned education units and agencies for the adoption of the PAGHABI Framework
in the process of Basic Education GCED Integration.

The GCED-KSA Learning Standards are enhancements and suggestions done by the curriculum mappers to
integrate concepts of GCED. The enhanced GCED-KSA Learning Standards retains the original content and performance
standards but somehow integrates principles that could provide the cognitive, socio-emotional and behavioral aspects of
Global Citizenship Education. Adoption of the GCED KSAs for every learning area of the Basic Education Curriculum
is recommended. Moreover, DepEd should consider continuous training of teachers and exposure to GCED principles
to further capacitate teachers with the idea of improving the GCED-KSA Learning Standards.

This GCED curriculum integration project only focused on Grades 1 to 10 of the Philippine’s basic education
curriculum. It is recommended that parallel efforts will be done for learning areas in Grades 11 and 12. Moreover,
enhancement of content and performance standards to contain GCED KSAs should also be considered for remaining
subjects that were not included in this project, like Physical Education.

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References

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Delors. J (1996) Learning: the treasure within; report to UNESCO of the International Commission on Edu-

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Department of Education. 2019. ‘Sulong Edukalidad: DepEd’s battlecry moving forward. Available: https://

[Link]/2019/12/03/sulong-edukalidad-depeds-battlecry-moving-forward/ [accessed 5 October

2020].

Liao, J.D. (2016) Paano ba Maging Mabuti? Pagpapakahulugan sa Pagiging Mabuting Tao at Makataong

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[Link]. [accessed 5 October 2020].

OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing.

Opertti, R., Kang, H., Magni, G., & Severin, A. (2018). Global citizenship education curriculum development

and integration in Cambodia, Colombia, Mongolia and Uganda: Final report. IBE-UNESCO and APCEIU.

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References

Philippine Constitution 1987 GOVPH [Link]

Republic Act No. 10533 | GOVPH. (2013, May 15). Official Gazette of the Republic of the Philippines. [Link]
[Link]/2013/05/15/republic-act-no-10533/

Republic Act No. 8491 | GOVPH [Link] of the

Philippines (RP). 1987. Constitution of the Republic of the Philippines.

Republic of the Philippines (RP). 1998. Republic Act No. 8491: An Act Prescribing the Code of the National Flag,
Anthem, Motto, Coat-of Arms and other heraldic items and devices of the Philippines. Available at: [Link]
[Link]/1998/02/12/republic-act-no-8491/ [accessed 5 October 2020].

Reyes, C. M., Albert, J. R., Tabuga, A. D., Arboneda, A. A., Vizmanos, J. F., & Cabaero, C. C. (2019). The Philippines’
voluntary national review on the sustainable development goals. Philippine Institute for Development Studies.

Ritchie, Roser, Mispy, & Ortiz-Ospina. (2018). Measuring progress towards the Sustainable Development Goals. Our
World in Data. [Link]

Stabback, P. (2016). What Makes a Quality Curriculum? Current and Critical Issues in Curriculum and Learning.
UNESCO International Bureau of Education.

Sustainable Development Goals United Nations (2014) [Link]

Toh, SW., Shaw, G., Padilla, D. (2017). Global Citizenship Education: A Guide for Policymakers. Asia-Pacific Centre
of Education for International Understanding (APCEIU), South Korea.

UNESCO (2014) Global citizenship education: Preparing learners for the challenges of the 21st century https://
[Link]/ark:/48223/pf0000227729

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Annex 1

Annex 1.1. Curriculum Mapping Instrument (FORM 1)

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Annex 1.2. Curriculum Mapping Instrument (FORM 2)

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Annex 1.3. Curriculum Mapping Instrument (FORM 3)

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Annex 2: Curriculum mapping of GCED integration per Learning Area

Mathematics

The Essential Learning Competencies (ELCs) for Mathematics were mapped to the developed set of
Global Citizenship Education (GCED) Indicators. Three experts independently and individually mapped the ELCs
to the corresponding GCED indicators. The next step was the consolidation of mapping per grade level. Finally, a
mapping for the entire Mathematics Learning Area was done by using the consolidated mapping for Grades 1-10.

Table 1: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K to 12 Basic Education
Curriculum for Mathematics

Inter-rater Reliability
Mathematics Learning Area KR21 K Alpha

Grade 1 0.622983871 .3359

Grade 2 0.622983871 .3359
Grade 3 0.89673913 .7344
Grade 4 0.694267516 .3982
Grade 5 0.832764505 .6030
Grade 6 0.9018245 .7434
Grade 7 0.811301715 .5723
Grade 8 0.786830357 .5409
Grade 9 0.786830357 .5409
Grade 10 0.916853933 .7733

Table 1 shows the coefficients of inter-rater reliability among curriculum mappers’ GCED observation
on ELCs/MELCs in the K-12 Basic Education Curriculum for Mathematics, data show that the coefficients
of agreement among the expert-mappers for Mathematics is moderately high to high, which the core team
describes acceptable to provide an overall impression that the mapped GCED domains and indicators were
considered congruous among professional lenses of the mappers.

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Table 2: Curriculum Mapping Results of Mathematics in terms of GCED Cognitive Domain

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Table 2: Curriculum Mapping Results of Mathematics in terms of GCED Cognitive Domain

Table 3: Curriculum Mapping Results of Mathematics in terms of GCED Socio-emotional Domain

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Table 4: Curriculum Mapping Results of Mathematics in terms of GCED Behavioral Domain

Tables 2, 3, and 4 show the results of the mapping process for Mathematics. More than 99% of ELCs were
mapped under Cognitive Skills Indicators from the Cognitive Domain. The focus of the ELCs is on Cognitive
Skills of the learners. There was only one ELC mapped under Content Knowledge from the Cognitive Domain.
This showed that ELCs do not explicitly extend its application to local, national, and global issues and its
interconnections. The GCED indicator in Cognitive Skills under the Cognitive Domain, D1.2.1 Recognize
complex situations or problems, was Highly Integrated at 100%. There was No Integration on the Socio-
Emotional Domain and Behavioral Domain. That is, the ELCs were very limited to assess its level of integration
to our curriculum to the GCED list of Indicators. ELCs from higher grade levels addressed more GCED
Indicators compared to ELCs in lower grade levels. Some statements in the ELCs were inadequate to merit
alignment under the list of GCED Indicators, however more examples or explicit statements increased the
number of mapped ELCs. Mathematics has the potential to raise global consciousness by applying cognitive
skills to address global issues.

Considering the findings, the following are recommendations on how to further integrate GCED in the
Mathematics Curriculum:

1) Enhance the statement of performance standards in the Mathematics Curriculum Guide to integrate the
content topics of GCED;
2) Enhance the statement of the performance standards and Mathematics ELCs, wherever appropriate,
by including verbs that will take in this GCED indicator to communicate their understanding such as explain,
justify the answers, illustrate the process, etc.;
3) Enhance the composition of Mathematics ELCs to integrate Global topics such as equal opportunity,
gender equality, racial discrimination, etc. into the context when students are performing a task, problem
solving or in project-based learning;

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4) Enhance the statement of Math ELCs to explicitly cover applicable GCED indicators under
Socio-Emotional and Behavioral Domains. For example, we can consider including one of the Standards
of mathematical practices along with the ELCs, e.g. making sense of the problem and persevere
in solving them. With the limited scope in reviewing the integration of GCED in the Mathematics
curriculum through the mapping of the Mathematics ELCs, it is suggested to include in the mapping
process various sources such as Learning Resource Materials, test items in quarterly assessment,
design of the performance task, classroom activities, lesson Plans, and/or class observations, etc.;

5) Review the curriculum as implemented during Mathematics classes through classroom observations,
survey of the teacher’s lesson plans and assessment tasks, content-knowledge, and practices to determine the
extent of GCED integration in the teaching-learning process. This will provide venues to determine future
action plans for capacity-building activities for teachers to develop, promote and advocate global education
citizenship and become responsible global citizens.

Science

The mapping of the GCED indicators in the Science learning area was directed towards the aim of
mainstreaming GCED with the learning area. The mapping activity involved three representatives from key
stakeholders in Science. One stakeholder relates to the national center for teacher education, another is a
representative from the Department of Education particularly the bureau of curriculum development and
another is a full-fledged Science teacher.

Table 5: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K to 12 Basic
Education Curriculum for Science

Inter-rater Reliability
Science Learning Area KR21 K Alpha

Grade 3 0.329978433 .1374

Grade 4 0.583928571 .2934
Grade 5 0.686679174 .4138
Grade 6 0.693718733 .3596
Grade 7 0.603752132 .2560
Grade 8 0.755136986 .4952
Grade 9 0.707575758 .3540
Grade 10 0.669075145 .3712

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Table 5 presents the coefficients of inter-rater reliability among curriculum mappers’ GCED observation on
ELCs/MELCs in the K to 12 Basic Education Curriculum for Science. Data show that the coefficients of
agreement among the expert-mappers for Science were moderately low to moderately high, which is acceptable
to provide an overall impression that the mapped GCED domains and indicators were considered congruous
among professional lenses of the mappers.

Table 6: Curriculum Mapping Results of Science in terms of GCED Cognitive Domain

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Table 7: Curriculum Mapping Results of Science in terms of GCED Socio-emotional Domain

Table 8: Curriculum Mapping Results of Science in terms of GCED Behavioral Domain

The pool of mappers was strategically selected for them to use different lenses in appreciating the mapping of
the Essential Learning Competencies (ELCs) with the Global Citizenship Education (GCED) indicators. The
representative from the university - from the Philippine Normal University brought in theoretical perspectives
in the context of training teachers to teach the Science learning area. The DepEd representative brought
in perspectives of a curriculum expert appreciating the competencies from the national level. The Science
subject teacher was equipped with context-rich experiences in the teaching of the learning area. Together,
the team individually mapped the ELCs with the GCED indicators strongly holding on their perspectives
during exchanges of ideas. The mappers individually mapped the ELCs with the GCED indicators as well
as discussed to come up with inter-rater outputs of the mapped ELCs for the different grade levels and the
learning area as a whole and a final report for the learning area.

The mapping activity was a long and tedious process that commenced with a three-day webinar workshop
where all members of the team were given inputs about Global Citizenship Education. Several meetings were
held from plenary sessions to cluster meetings and learning area meetings. All these meetings were geared
towards equipping the team members with the know-how of mapping the ELCs with the GCED indicators.
A total of two cluster meetings were facilitated in where the Science learning area was combined with the
Health and Mathematics learning areas. Discussions were facilitated to come up with effective measures to
effectively map the ELCs. The strategies included preparation of the required forms in excel format to inclusion
of additional excel forms to facilitate the preparation of the final report. A total of seven learning area meetings
were conducted to ensure that individual mappings were accomplished, and the required inter-rater outputs
were produced.

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A total of eight individually mapped outputs representing the different grade levels were completed. A total of
eight inter-rater outputs were also produced and one learning area output was finalized. Tasking was done to
fairly distribute the tasks to complete the final report with occasional online meetings and Facebook Messenger
group chat to monitor the progress of the group. Online applications were utilized to ensure that the team will
be able to complete all the assigned tasks particularly the completion of the final report. Online meetings
were facilitated through google meet and zoom. Informal chats were done through Facebook messenger.
Google drives were created to ensure organized submission of outputs. The results of the mapping activity
revealed that many of the Science ELCs were integrated with the GCED indicators. The dominant level of
integration of the ELCs with the GCED indicators was partial integration (1 – 23%), which was the lowest
level of integration following no integration (0%). Only one GCED indicator out of the 40 GCED indicators
has reached the highest level of integration. Only one GCED indicator reached the highest level of integration
in this learning area, which was D1.2.1. Recognize complex situations or problems under the Cognitive Skills
theme of the cognitive domain. Additionally, all indicators with no integration to the ELCs were also found in
the cognitive domain. On the other hand, all indicators under socio-emotional and behavioral domains were
only partially integrated. Integration with the socio-emotional and behavioral domains were more difficult
to achieve as the terms used on these domains were of higher order. Finally, some of the indicators in the
cognitive domain were expressed as “topics” or “concepts” compared to all indicators in the behavioral and
socio-emotional domains.
Health

In the Health learning area, one of the major observations was that the level of integration was increasing
as the grade level progressed based on the GCED domains and grade levels. The ELCs of the Health Learning
Area across key Stage 1 to 3 (Grade 1-10) were observed to have partial to moderate integration. This was
because the curriculum framework of Health Education recommended that the approach in teaching the 10
content areas were to be holistic, preventive, learner-centered, rights-based, epidemiological, standards and
outcomes-based, culture –responsive, health and life skills-based and values based see Tables 10, 11, and 12.

Table 9: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K-12 Basic
Education Curriculum for Health

Inter-rater Reliability
Health Learning Area KR21 K Alpha
Grade 1 0.715728716 .3913
Grade 2 0.695330296 .3098
Grade 3 0.51810585 .1645
Grade 4 0.559485531 .0561
Grade 5 0.551107934 .1107
Grade 6 0.638257576 .1699
Grade 7 0.663461538 .2031
Grade 8 0.492572322 .0411
Grade 9 0.47909699 .0072
Grade 10 0.349003984 .0347

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Table 9 shows the coefficients of inter-rater reliability among curriculum mappers’ GCED observation on
ELCs/MELCs in the K-12 Basic Education Curriculum for Health. It was revealed that the coefficients
of agreement among the expert-mappers for Health were moderately low to moderately high, which were
acceptable coefficients to provide an overall impression that mapped GCED domains and indicators were
considered reliable evidence of judgement among the mappers. It implied that professional experience plays
significant role in mapping GCED on Health learning area across grade levels.

Table 10: Curriculum Mapping Results of Health in terms of GCED Cognitive Domain

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Table 11: Curriculum Mapping Results of Health in terms of GCED Socio-emotional Domain

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Table 12: Curriculum Mapping Results of Health in terms of GCED Behavioral Domain

The 10 content areas were taken in a developmental manner taking into consideration the age level and
development of the students. The focus of each content area emanated from self to family, to community,
national, regional and global perspective. The ELCs should be unpacked to suit the context of their learning
environment. Students are slowly developing healthy life skills from situations they experience as they grow
and develop and relate the local perspective to global perspective.

The integration level of GCED cognitive domain in the Health learning area was observed to range from
partial to moderate when data were combined from the 10 grade levels. The integration level of GCED socio-
emotional domain in the Health learning area was observed to range from partial to moderate across the 10
grade levels. Similar to the cognitive and socio-emotional domain, the integration level of GCED cognitive
domain in the Health learning area was observed to range from partial to moderate. The ELCs were directly
hitting GCED indicators in all domains that pertain to the 10 content areas which were all global issues and
concerns. It is recommended that curriculum developers and designers should look into the GCED indicators
not mapped in the ELCs for possible integration. Also, the existing competencies must be strengthened by
making the ELCs more explicit and meaningful for the learners.

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Filipino

The objective of the Filipino subject is to enhance the communicative competence, reflective and critical
thinking and appreciation of the literature through texts and technology to have a national identity, cultural
and literacy, and to adapt in the fast and changing world.

Table 13: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the
K-12 Basic Education Curriculum for Filipino

Inter-rater Reliability
Filipino Learning Area KR21 K Alpha
Grade 1 0.696637998 .4276
Grade 2 0.754178273 .5032
Grade 3 0.754966887 .4848
Grade 4 0.70558799 .4419
Grade 5 0.757978723 .4835
Grade 6 0.734448161 .4488
Grade 7 0.708361204 .4488
Grade 8 0.825688073 .5855
Grade 9 0.685248131 .3839
Grade 10 0.666460396 .3661

Table 13 shows the coefficients of inter-rater reliability among curriculum mappers’ GCED observation
on ELCs/MELCs in the K-12 Basic Education Curriculum for Filipino. Data show that the coefficients of
agreement among the expert-mappers for Filipino is moderately high, which can be described as acceptable
to provide an overall impression that the mapped GCED domains and indicators were congruous among
professional lenses of the mappers. It implies that professional experience plays significant role in mapping
GCED on Filipino learning area across grade levels.

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Table 14: Curriculum Mapping Results of Filipino in terms of GCED Cognitive Domain

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Table 15: Curriculum Mapping Results of Filipino in terms of GCED Socio-emotional Domain

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Table 16: Curriculum Mapping Results of Filipino in terms of GCED Behavioral Domain

Each grade level has a content, performance and program standards that were suited for the learner’s level.
The topics in grades 1 – 3 deals with the concept of SELF and his/her community. Meanwhile, in grades 4-6, the
topics continued in dealing with the Community, Locality, and country. For the junior high school, content dealt with
the Regional, National, Asian, and Global perspective. It also included structure of Filipino language (Grammar)
and Literature (Local, National, Asian and World). Five (5) macro skills in language (Speaking, Listening, Reading,
Writing and Viewing) were parts of skills that need to be enhanced in each learner. Overall, the concepts of Global
Citizenship Education were Partially Integrated in the Grade 7 to Grade 10 Filipino, curriculum for except one
indicator Communicate various perspectives through discourses and dialogues with the results of moderately
integrated. Concepts such as “Local, National, Global: Systems, Structures, and Processes,” “Socio Economic
Development and Interdependence,” “Environmental Protection and Sustainability,” and “Institutions, Conflicts,
Social Justice, and Human Rights” were most of the time Not Integrated or Partially Integrated but with a very low
percentage. In the result of the mapping, it appeared that there was a low level of congruence of Filipino Essential
learning competencies in the Global Citizenship Education namely cognitive, socio-emotional at behavioral domain.
However, there was a moderate integration in the socio-emotional domain indicator which was Communicate
various perspectives through discourses and dialogues in Filipino Grade 8. Data show that the Filipino curriculum
was more apt to develop the cognitive skills than other domains of Global Citizenship Education. Skills such as
recognizing complex situations and problems, and being able to weave multiple perspectives and world views

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are usually needed in reading and understanding a literary work. Evaluating appropriate actions, consequences,
and implications were employed when giving an alternative ending to a story. Explaining communicative context
was an integral part of the meaning-making process in communication. Analyzing information from reliable and
relevant sources, and formulating arguments were skills needed when writing critical and reflective papers see
Tables 14, 15, and 16.

In view of the findings, it was recommended that the content-based instruction (CBI) be used in teaching the
subject. In terms of integration, the CBI can be used to integrate history in the Filipino in the curriculum. Filipino
subject is open and flexible, it can be a best practice of the subject because it will enhance and develop the usage of
knowledge in language and the intellectualization of Filipino language. Further, literatures should also be used as a
spring board in discussing local, national, and global systems, structures, and processes, socio economic development
and interdependence, environmental protection and sustainability, and institutions, conflicts, social justice, and human
rights. Moreover, the Filipino curriculum should focus on the appreciation of literary works and the cultivation of the
Filipino language, but it should also integrate concepts of Global Citizenship Education especially on Grades 7 to Grade
10 where students are expected to participate in cultural, political, and environmental discourse.

Edukasyon Sa Pagpapakatao/ Values Education

Edukasyon sa Pagpapakatao (Personhood Education), popularly referred to as Values Education is a learning

area that focuses on the personhood (pagpapakatao) formation of learners. It broadened its coverage from values
development (Values Education) to a more comprehensive one that includes the totality of the person which aims
to mold the Filipino youth who could decide and act with responsibility and accountability toward the common
good. Such goal resonates with the Global Citizenship Education’s (GCED) intention which is “to empower
learners to engage and assume active roles both locally and globally to face and resolve challenges and ultimately
to ‘become proactive contributors to a more just, peaceful, tolerant, inclusive, secure and sustainable world’
(UNESCO, 2016c, p. 2).”

Table 17: Inter-rater reliability among curriculum mappers’ GCED observation on ELCs/MELCs in the K-12 Basic Education
Curriculum for Edukasyon sa Pagpapakatao/ Values Education

Edukasyon sa Pagpapakatao Inter-rater Reliability

Learning Area KR21 K Alpha
Grade 1 0.396610169 .1626
Grade 2 0.753837408 .5040
Grade 3 0.66025641 .3670
Grade 4 0.586206897 .3099
Grade 5 0.70302714 .4272
Grade 6 0.33 .1075
Grade 7 0.6925 .4050
Grade 8 0.695040711 .4133
Grade 9 0.627399073 .2954
Grade 10 0.443745083 .1710

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Table 17 illustrates the coefficients of inter-rater reliability among curriculum mappers’ GCED observation
on ELCs/MELCs in the K-12 Basic Education Curriculum for Edukasyon sa Pagpapakatao/ Values Education.
Data show that the coefficients of agreement among the expert-mappers for Edukasyon sa Pagpapakatao/ Values
Education were moderately low to moderately high. Such coefficients were acceptable to provide an overall
impression that the mapped GCED domains and indicators were considered congruous among professional lenses
of the mappers. It implied that professional experience plays significant role in mapping GCED on Edukasyon sa
Pagpapakatao/ Values Education learning area across grade levels.

Table 18: Curriculum Mapping Results of Edukasyon sa Pagpapakatao/Values Education in terms of GCED Cognitive
Domain

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Table 19: Curriculum Mapping Results of Edukasyon sa Pagpapakatao/Values Education in terms of GCED Socio-
emotional Domain

Table 20: Curriculum Mapping Results of Edukasyon sa Pagpapakatao/Values Education in terms of GCED Behavioral
Domain

Edukasyon sa Pagpapakatao has four themes that were spirally presented in the content and performance standards
of each grade level which consist of Personal Responsibility (Pananagutang Pansarili), Social Interaction and Family
Stability, (Pakikipagkapwa at Katatagan ng Pamilya), Work toward the national development and participation in the global
solidarity, (Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa) and Faith in God and
preference for what is good (Pagkamaka-Diyos at Preperensya sa Kabutihan). Along with the said themes, the Department
of Education’s Core Values also come into play as the learners take each lesson across all grade levels. These core values are
Maka-Diyos (God-fearing), Makatao (Humane), Makakalikasan (Pro-environment) and Maka-bansa (Nationalistic).

Edukasyon sa Pagpapakatao at the elementary level focused on honing an individual’s capacity to make
moral and ethical decisions and actions. On the other hand, at the secondary level, learning competencies were
based on ethics and career guidance. It covered concepts of self and humanity, moral values, career choices, and
responsibility.

The mapping activity revealed (see Tables 19, 20, and 21) that the GCED indicators were partially integrated
in the Essential Learning Competencies of Edukasyon sa Pagpapakatao. Moreover, the subdomain Cognitive Skills
has its share of partially integrated indicators such as (14) Recognize complex situations or problems with 7. 52

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52 percent, (15) Explain communicative contexts and respectful dialogue with 3.27 percent, (16) Analyze information from
reliable and relevant sources with 2.29 percent, (17) Evaluate appropriate actions, consequences, and implications with 10.78
percent and (18) Formulate arguments through reasoning with evidence with 2.61 percent.

There were only three partially integrated GCED indicators in the ESP in the Socio- emotional domain
which include (1) Show concern and respect for humanity based on human rights with 15.03 percent, (2)
Adapt in various contexts with mutual assistance, cooperation, and collaboration with 9.15 percent and (3)
Characterize global mindedness and global self-efficacy with 2.61 percent while the other four indicators
under the Socio-emotional domain are partially integrated. Interestingly, there is a dismal integration found
in the indicator: acknowledge the levels of shared identity and diversity: local, national, regional, and global.

The data revealed that there was only one moderately integrated indicator under the Behavioral
Domain which was Demonstrate ethical and responsible behavior for a just and sustainable society with
33.33 percent. The rest were partially integrated. Interestingly, there was dismal integration of the behavioral
indicator: Organize advocacies for peace-oriented values, security, and stability and design initiatives to
advance common good.

GCED competencies mapped in high school level had more GCED integration than in the elementary
level. GCED ideas were already embedded in the ESP curriculum. To strengthen the understanding and
delivery of these ideas, a review of the implied integration of GCED in the lessons is necessary. Most of the
learning competencies are about society and common good, it is suggested to include topics such as diversity,
environmental justice and political participation to integrate concepts of Global Citizenship Education.

Araling Panlipunan

Social studies subjects in the elementary grades and in high school focused on people and their interactions/
relationships with one another, and hence, on the bigger social groups that they form at various periods in time
and in different settings and places. Social studies therefore is the only subject offering in the school curriculum
which deal with the nature of human behavior, relationships and events as well as with their probable causes and
consequences (Social Science Information, 2001).

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Table 21: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K-12 Basic Education
Curriculum for Araling Panlipunan/ Social Studies

Araling Panlipunan Inter-rater Reliability

Learning Area KR21 K Alpha
Grade 1 0.475360121 .2236
Grade 2 0.794242567 .4856
Grade 3 0.587293388 .3269
Grade 4 0.795698925 .5643
Grade 5 0.77849211 .5261
Grade 6 0.741859368 .4856
Grade 7 0.836680561 .6280
Grade 8 0.31281407 .0617
Grade 9 0.644902059 .3757
Grade 10 0.302724521 -.0423

Table 21 presents the coefficients of inter-rater reliability among curriculum mappers’ GCED observation on
ELCs/MELCs in the K-12 Basic Education Curriculum for Araling Panlipunan/ Social Studies. Data show that
the coefficients of agreement among the expert-mappers for Araling Panlipunan/ Social Studies were moderate
to moderately high. This points an acceptable impression that the mapped GCED domains and indicators were
considered congruous among professional lenses of the mappers. It also implied that professional experience
plays significant role in mapping GCED on Araling Panlipunan/ Social Studies learning area across grade
levels.

Table 22: Curriculum Mapping Results of Araling Panlipunan/Social Studies in terms of GCED Cognitive Domain

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Table 22: Curriculum Mapping Results of Araling Panlipunan/Social Studies in terms of GCED Cognitive Domain

Table 23: Curriculum Mapping Results of Araling Panlipunan/Social Studies in terms of GCED Socio-emotional Domain

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Table 24: Curriculum Mapping Results of Araling Panlipunan/Social Studies in terms of GCED Behavioral Domain

The curriculum mapping revealed that the Araling Panlipunan (Social Studies) Learning Area had a 100%
integration vis-à-vis the GCED indicators provided in the mapping tool. All forty (40) indicators were hit by at least
one learning competency in any quarter (see Tables 22, 23, and 24).

Out of the forty indicators that had integration, only one indicator had a moderate level of integration, which
is D1.2.4- Analyze information from reliable and relevant sources. The rest of the indicators had a level of integration
that was partially integrated, with an integration rating ranging from 1% to 13%. Likewise, the Cognitive Domain
had a good number of integration rating that ranges from 1% to 29%. This meant that the bulk of mapped competen-
cies were in the Cognitive Domain. On the other hand, the Socio-emotional and Behavioral Domains had a partially
integrated level of integration but with integration ratings ranging from 1% to 12%. The mapped competencies were
content-laden, both in the content knowledge and cognitive skills.

Much of the competencies that were mapped using the indicators can be attributed to the study of history in
every grade level of Araling Panlipunan. With the study of history, students get to see how global systems and struc-
tures developed through time. At a certain point, students see the continuity and change of these systems and structures
that affect the way we live today. In conclusion, the overarching theme of global interconnectedness and understanding
is the main focus of the ELCs in the Cognitive Domain.

The rate of integration for the socio-emotional domain ranged from 1% as the lowest, and 12% as the highest.
There are quarters that had no integration (e.g. 1st quarter for D2.3 and 2nd quarter of D2.5) but were leveraged by
mapped competencies in other quarters. The indicator that got the highest rating of integration for this domain was
D2.4- value humanity and nation as the basis for identity and citizenship. For Araling Panlipunan, ELCs had a “valu-
ing” aspect as a partner to the cognitive competencies. Most of the valuing ELCs focus on humanity and nation as the
student expands his horizon in social studies. This was the main reason why this particular indicator got the highest
rating of integration compared to other indicators. Every grade level of Araling Panlipunan will always have a “valu-
ing” for humanity and nation as it is the aim of the subject to have students that are responsible and accountable for
the nation they belong to.

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In comparison to other domains, the Behavioral Domain had the lowest mean of integration. This means that
there were only a few competencies that were mapped in this domain. The reason behind this was that the Araling
Panlipunan ELCs were designed to be content-laden with one or two behavioral competencies as an application to the
knowledge the students learned. Moreover, not all performance indicators of GCED were actually fit to the framing of
performance in the learning area.

We could describe the learning area as a cognitive domain-laden. Most of the mapped ELCs were found in the
Cognitive Domain, with D1.2.4 as the highest rating of integration (29%). This means that most of the ELCs in Aral-
ing Panlipunan (totaling 369 ELCs), were content-based rather than the development of socio-emotional and behavior-
al skills. Though there were of the content and performance standards set in the curriculum, the “performing” compe-
tencies do not align with that of GCED. This can be seen in a way that socio-emotional and behavioral indicators set
by GCED are not “all” applicable in the basic education level because of the limitations set by the age and capability
of a student. As such, the learning of concepts and development of cognitive skills were more integrated.

Currently, the Junior High School Grade Levels provide more socio-emotional and behavioral competencies
than the Elementary Grade Levels. Adding to this, the competencies should explicitly show the connection and/or
integration to GCED. It is recommended to have a review of the existing K to 12 Araling Panlipunan Curriculum in
terms of the content, performance standards, and learning competencies (ELCs). The current curriculum should ensure
that the socio-emotional and behavioral aspects are considered, not only as an “enabler” or “performance” of a series
of topics but as part of the “pragmatic” side of social studies.

Arts

The Art Education Curriculum is a performance-based area that aims to develop artistic expression and
cultural literacy grounded on artistic theories, processes, and practices (Department of Education, 2016). Hence, it
is not surprising to see that the GCED indicators that were seen to have consistent integration with the ELCs across
all grade levels are those pertaining to the culture, identity formation, and communication of ideas.

Table 25: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K-12 Basic Education
Curriculum for Arts

Inter-rater Reliability
Arts Learning Area
KR21 K Alpha
Grade 1 0.636255924 .3585
Grade 2 0.790178571 .5409
Grade 3 0.74765625 .4645
Grade 4 0.75740944 .4867
Grade 5 0.798141892 .5709
Grade 6 0.818597561 .6016
Grade 7 0.818597561 .6327
Grade 8 0.899218071 .7434
Grade 9 0.845849802 .6426
Grade 10 0.845849802 .6426

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Table 25 presents the coefficients of inter-rater reliability among curriculum mappers’ GCED observation on
ELCs/MELCs in the K-12 Basic Education Curriculum for Arts. Data show that the coefficients of agreement among
the expert-mappers for Arts was moderately low to moderately high. This level of agreement was acceptable to pro-
vide an overall impression that the mapped GCED domains and indicators were considered congruous among profes-
sional lenses of the mappers. It also implied that professional experience plays significant role in mapping GCED on
Arts learning area across grade levels.

Table 25: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K-12 Basic Education
Curriculum for Arts

Inter-rater Reliability
Arts Learning Area
KR21 K Alpha
Grade 1 0.636255924 .3585
Grade 2 0.790178571 .5409
Grade 3 0.74765625 .4645
Grade 4 0.75740944 .4867
Grade 5 0.798141892 .5709
Grade 6 0.818597561 .6016
Grade 7 0.818597561 .6327
Grade 8 0.899218071 .7434
Grade 9 0.845849802 .6426
Grade 10 0.845849802 .6426

Table 26: Curriculum Mapping Results of Arts in terms of GCED Cognitive Domain

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Table 26: Curriculum Mapping Results of Arts in terms of GCED Cognitive Domain

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Table 26: Curriculum Mapping Results of Arts in terms of GCED Cognitive Domain

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Table 27: Curriculum Mapping Results of Arts in terms of GCED Socio-emotional Domain

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Table 28: Curriculum Mapping Results of Arts in terms of GCED Behavioral Domain

Tables 26, 27, and 28 show that the most significant level of integration between GCED indicators and
Arts ELCs in Cognitive Domain across grade levels was under Culture and Intercultural Relations. In this
cognitive sub-domain, all indicators were addressed by the ELCs, with the highest integration level, which
was moderately integrated for two indicators namely, Cultural Expressions and Intercultural Exchanges and
Communication (34%) and Identity formation, protection, recognition, and advancement in multicultural
societies (31%). This was followed by Diversity, Coexistence, Indigenization, and Glocal Communities
(17%) and Discrimination based on Gender, Ethnicity, Disabilities, and Religious Beliefs (4%), which were
both partially integrated. On socio-emotional domain, only two GCED indicators were mapped in the ELCs.
These were Acknowledge the levels of shared identity and diversity: local, national, regional, and global, and
Communicate various perspectives through discourses and dialogues, which were both partially integrated at
10% and 2%, respectively. For the behavioral domain, only the indicator Demonstrate ethical and responsible
behavior for a just and sustainable society was mapped, with partial integration at 1%.

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It was evident from the findings that the Arts ELCs had only hit the cognitive aspects of GCED but not
the socio-emotional and behavioral domains. This result validates the focus of the Arts curriculum which is the
acquisition of processes, concepts and skills to develop artistic expression and cultural literacy (Department of
Education, 2016). The mappers also found that ELCs were more focused on the discipline-based concepts and
processes, leaving little room for integration of relevant issues and topics from other learning areas. As to the
integration across grade levels, it was found that there were varying levels of GCED integration in the ELCs.
The grade level that had the least number of GCED concepts integrated in the Arts ELCs was from Grade 6 and
the grade levels that had the most were from Grade 8. Given the findings, the learning area experts suggested
that the curriculum needs to be reviewed for possible integration of other GCED indicators particularly those
under socio-emotional and behavioral domains. In addition, there should be more interdisciplinary approach
to expand the ELCs to include the cultural community’s beliefs, societal standards, aesthetics, and other issues
to address other GCED domains that seem unrelated, per se, to the topics in the competencies.

Music

The Music ELCs were divided into 3 key stages: grade 1 to 3, grade 4 to 6, and grades 7 to 10. It
followed a spiral progression in presenting musical concepts and skills, expected to be developed by the
learners.
Table 29: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K to 12 Basic Education
Curriculum for Music

Music Learning Area Inter-rater Reliability

KR21 K Alpha
Grade 1 0.369020501 .1662
Grade 2 0.178571429 .0703
Grade 3 0.429338104 .2060
Grade 4 0.178571429 .0703
Grade 5 -0.27 -.0818
Grade 6 0.530104712 .2783
Grade 7 0.599496222 .3286
Grade 8 0.619462025 .3286
Grade 9 0.506777894 .2559
Grade 10 0.643035863 .3704

Table 30 shows the coefficients of inter-rater reliability among curriculum mappers’ GCED observation on
ELCs/MELCs in the K-12 Basic Education Curriculum for Music. Data show that the coefficients of agreement among
the expert-mappers for Music was moderately low to moderately high. These provide an overall acceptable impression
that the mapped GCED domains and indicators were considered congruous among professional lenses of the mappers.
It also implied that professional experience plays significant role in mapping GCED on Arts learning area across grade
levels.

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Table 30: Curriculum Mapping Results of Music in terms of GCED Cognitive Domain

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Table 30: Curriculum Mapping Results of Music in terms of GCED Cognitive Domain

Table 31: Curriculum Mapping Results of Music in terms of GCED Socio-emotional Domain

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Table 31: Curriculum Mapping Results of Music in terms of GCED Socio-emotional Domain

Table 32: Curriculum Mapping Results of Arts in terms of GCED Behavioral Domain

In the key stage 1, grades 1 to 3, the fundamental or basic musical concepts and skills were introduced.
In the second key stage, grades 4 to 6, the musical concepts and skills were enhanced but they still remain
rudimentary. Hence, it could be posited that the focus of the elementary level Music ELCs, grades 1 to 6, was
the acquisition of foundational concepts and skills by the learners. Moreover, the key stage 3, grades 7 to 10,
introduced musical concepts relative to the understanding of the historical and cultural varieties of music. In
addition, it also aimed to develop among learners the expansion of worldview in connection with the idea that
music is an art and a part of every extant culture (see Tables 30, 31, and 32).

Under cognitive domain, a total of 12 GCED indicators were mapped in the Art ELCs. The indicator
Recognize complex situations or problems received the highest level of integration at 48% with adjectival
descriptor of moderately integrated. This is followed by another moderately integrated indicator Cultural
Expressions and Intercultural Exchanges and Communication at 26% integration. The following GCED
indicators were found to be partially integrated Illustrate connections from multiple perspectives and

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worldviews (22%); Interconnectedness of global, national, and local systems and Globalization:
processes and challenges, both with 21% integration; Identity formation, protection, recognition, and
advancement in multicultural societies (16%); Historical development of global systems and structures
(12%); Evaluate appropriate actions, consequences, and implications (11%); Underlying assumptions and
power dynamics (9%); Environment and Natural Resources (8%); and Explain communicative contexts and
respectful dialogue” and Analyze information from reliable and relevant sources both at 7% integration in
ELCs.

For GCED indicators under socio-economic domain, only two were mapped with Music ELCs. These
indicators were Acknowledge the levels of shared identity and diversity: local, national, regional, and global
with moderate integration at 32%, and Adapt in various contexts with mutual assistance, cooperation, and
collaboration with partial integration at 3%. No GCED indicators under behavioral indicators were mapped
in any of the Music ELCs.

The partial to moderate level of integration of GCED indicators in the Music ELCs could be linked
to how each mapper appreciated the connection of GCED indicators vis-a-vis the Music ELCs. All GCED
curriculum mappers in the Music learning area observed that Music ELCs were more focused on the learners’
development of musical concepts and skills, without much consideration. They recommended revision of
the ELCs to consider inclusion of GCED indicators from all domains (i.e., cognitive, socio-emotional and
behavioral).

English
As a learning area in the K to 12 curriculum, English had two major applications of the macro-skills of
the language, understanding of culture and understanding of language. Culture being inseparable to language,
in the same way that Language encompasses culture, or may be the opposite, paved the way to a smooth
integration of the conceptual dimensions of global citizenship education. For the curriculum mapping exercise,
the experts first agreed on the total number of competencies by discussing overlapping and redundant ones thus
trimming down the original 3,120 Essential Learning Competencies (ELCs) to 1,186 only. The mapping of
GCED competencies in the ELCs revealed that generally, the GCED indicators in cognitive, socio-emotional
and behavioral domains were mostly partially integrated across grade one to grade ten levels (see Tables 34,
35, and 36).

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Table 33: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K to 12 Basic Education
Curriculum for English

Inter-rater Reliability
English Learning Area
KR21 K Alpha
Grade 1 0.78816047 .4057
Grade 2 0.598557692 .2527
Grade 3 0.693396226 .2260
Grade 4 0.877653416 .6765
Grade 5 0.68987976 .4188
Grade 6 0.633826879 .3098
Grade 7 0.894221021 .7355
Grade 8 0.574024586 .2963
Grade 9 0.574024586 .4589
Grade 10 0.783542039 .5278

Table 33 presents the coefficients of inter-rater reliability among curriculum mappers’ GCED
observation on ELCs/MELCs in the K to 12 Basic Education Curriculum for English, data show that the
coefficients of agreement among the expert-mappers for English is moderately low to moderately high, which
the core team still describes acceptable to provide an overall impression that the mapped GCED domains and
indicators were considered congruous among professional lenses of the mappers. It implies that professional
experience plays significant role in mapping GCED on English learning area across grade levels.
Table 34: Curriculum Mapping Results of English in terms of GCED Cognitive Domain

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Table 34: Curriculum Mapping Results of English in terms of GCED Cognitive Domain

Table 35: Curriculum Mapping Results of English in terms of GCED Socio-emotional Domain

Table 36: Curriculum Mapping Results of English in terms of GCED Behavioral Domain

Most GCED indicators were integrated to specific content topics or underlying themes in various
activities in English. Under the cognitive domain, the GCED competency Analyze information from reliable
or relevant sources to be the most integrated with moderate integration. This competency was mapped in
grade 1 with the ELC Giving one’s reaction to an event or issue, in grade 4 with ELC Infer traits based on what
they said or do in a story read, in grade 7 with ELC Determine the truthfulness and accuracy of the material
viewed, and in grade 10 with ELC Assess the effectiveness of a material listened to considering the speaker’s
purpose.

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Under the socio-emotional domain, the GCED competency Communicate various perspectives through
discourses and dialogues had the greatest number of competencies hit, at 8.8% (partially integrated). To name
a few of the actual competencies that hit this indicator include: Provide appropriate and critical feedback/
reaction to a specific context or situation in grade 9, Express one’s beliefs/convictions based on a material
viewed in grade 7, Respond to ideas and opinions after reflection in grade 5, and Engage in discussions about
specific (or various) topics.

On the behavioral domain, Act habitually based on respect and empathy, got the highest number
of ELCs hit with 4.1 % (partially integrated). This GCED indicated was reflected in the ELCs hit such as
Use courteous expressions, Use appropriate facial expressions, body movement/gestures, Show respect for
intellectual property rights by acknowledging citations made in an informative essay, and Acting based on
respect. On the top ELCs where GCED competencies were mapped, the mapping exercise revealed that the
top 2 ELC where GCED competency could be found were in Grade 10 under the topic Literature. A total of
33 GCED competencies (82.5%) were mapped for the ECL Evaluate literature as a vehicle of expressing and
resolving conflicts between and among individuals or groups, while 32 (80%) for the ELC Evaluate literature
as a way of expressing and resolving one’s personal conflicts.

In the mapping activity, it was found that the top two ELCs fell under all the indicators under Culture
and Intercultural Relations, Promotion and Advancement of Peace under the cognitive domain. The ELCs with
the greatest number of hits belonged to various domains in the English curriculum – Listening Comprehension,
Writing Comprehension, Viewing Comprehension, Oral Language/Fluency, and Literature. This indicated that
the four macro skills are necessary channels to strengthen the knowledge, skills, and attitudes. This learning
area could realistically incorporate the values enveloped in GCED both implicitly and explicitly in classroom
instruction. As for Evaluate literature as a vehicle of expressing and resolving conflicts between and among
individuals or groups, in Grade 10, may serve as a pathway to promote accepting individual difference,
embracing cultural differences by exploring various texts, consequently appreciating diversity. The ELCs
in English across all grade levels distributed in different domains despite varying frequency in the GCED
indicators only showed that English, with its very nature, is possible for integration. Moreover, Literature is
an imperative learning area for integrating global education concepts in basic education.

The English Team curriculum expert-mappers concluded that global Citizenship Education must be
integrated in the English curriculum. The content topics in the learning area can be more meaningful and
enriching as it highlights language as a primary tool to cultivate and preserve culture. They recommended
that Literature competencies in the lower grade levels vis-à-vis reading skills should be revisited to be at par
with GCED learning domains. Communication lessons could have GCED socio-emotional integration while
developing the situational speaking abilities of the learners making them cautious with their responses such as
their tone of voice, gestures, and facial expressions which could have different interpretations to people from
other walks of life.

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Mother Tongue-Based Multilingual Education (Grades 1-3)

The Enhanced Basic Education Curriculum institutionalizes the teaching of mother tongue-based
multilingual education (MTB-MLE) as a medium of instruction and as a subject area from Kindergarten
through Grade 3. This major education reform initiative to improve access and education outcome aimed to
develop among the learners an awareness and appreciation of their own heritage, language and culture. The
use of Mother Tongue both as a subject and medium of instruction was institutionalized under the Republic
Act No. 10533 or the Enhanced Basic Education Curriculum. It advanced the right of every Filipino to a
quality, equitable and culturally-relevant education. It is also an advocacy of UNESCO “Educational systems
should advocate an inclusive and equitable quality education and lifelong learning. The educational programs
must be responsive to cultural and linguistic diversity of learners in order to provide the learners access and
be able to complete and benefit from the formal education” (UNESCO, 2016). The use of Mother Tongue
as a subject and medium of instruction can serve as effective starting points for integrating GCED in the
Philippine curriculum. Several studies on mother tongue and multilingualism relate to cognitive achievement,
improvement of student’s cultural identity, cultural expressions and communications and community and
social development (Barron, 2012; Ocampo, 2016; Benson, 2001). The educational outcome of the Mother
Tongue centered on its aim to develop among the learners an awareness and appreciation of their own heritage,
language and culture. This aim of Mother Tongue education is closely related to the three notions of Global
Citizenship Education (GCED): (i) respect for diversity, (ii) solidarity, and (iii) a shared sense of humanity.
Diverse from other subject areas, MT and Kindergarten mapped the competencies drawn from the Most
Essential Learning Competencies (MELCs) since the said subject areas do not have the Essential Learning
Competencies (ELC) document.

Table 37: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K to 12 Basic Education
Curriculum for Mother Tongue-Based Multilingual Education

Inter-rater Reliability
MT Learning Area
KR21 K Alpha

Grade 1 0.866129032 .3359

Grade 2 0.837955626 .6155
Grade 3 0.779661017 .4407

Table 37 illustrates the coefficients of inter-rater reliability among the curriculum mappers’ GCED
observation on ELCs/MELCs in the K to 12 Basic Education Curriculum for Mother Tongue-Based Mul-
tilingual Education. Data show that the coefficients of agreement among the expert-mappers for Mother
Tongue-Based Multilingual Education was moderately high, which is an acceptable coefficient to provide
an overall impression that the mapped GCED domains and indicators were considered congruous among
professional lenses of the mappers.

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Table 38: Curriculum Mapping Results of Mother Tongue-Based Multilingual Education in terms of GCED Cognitive Domain

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Table 38: Curriculum Mapping Results of Mother Tongue-Based Multilingual Education in terms of GCED Cognitive Domain

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Table 39: Curriculum Mapping Results of Mother Tongue-Based Multilingual Education in terms of GCED Socio-emotional
Domain

Table 40: Curriculum Mapping Results of Mother Tongue-Based Multilingual Education in terms of GCED Behavioral Domain

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Data in Tables 38, 30, and 40 revealed that most of the learning competencies of Mother Tongue
were strongly linked to the Cultural and Intercultural Relations GCED theme. The theme covers topics
and indicators that focused on principles, ideas and concepts pertaining to identity formation, protection,
recognition, and advancement in multicultural societies. The theme also included cultural expressions,
intercultural exchanges, and communication, diversity, coexistence, indigenization and glocal communities;
and issues on discrimination based on gender, ethnicity, disabilities and religious beliefs. Other GCED themes
and indicators were partially integrated in Mother Tongue across Grades 1 to 3, however, there were also
some GCED themes and indicators which had no integration at all such as Environmental Protection and
Sustainability, and Institutions, Conflicts, Social Justice and Human Rights.

In terms of the Cognitive Skills needed to develop GCED, the learning competencies were mapped
from 6% to 29%. The range of integration was from partial to moderate. The mapping activity revealed that
the indicators on cultural and intercultural relations, cognitive skills and communicating various perspectives
through discourse and dialogues have a moderate integration with the Mother Tongue learning competencies.
Many of the indicators mapped were from the 1st and 2nd quarter of the grade level. The competencies for the
latter grading periods were more focused on language development.

Mother Tongue as a learning area and medium of instruction supports the notions of GCED: respect
for diversity, solidarity, and a shared sense of humanity by cultivating among learners an awareness and
appreciation of their own heritage, language and culture. Culture is deeply rooted in the language, and language
is a vehicle of culture. These two are inseparable.

Indicators from Culture and Intercultural Relations and Learners Develop Critical Thinking and
Analysis cut across in all grade levels which really aligned with the end goal of Mother Tongue to develop
lifelong learners with a strong foundation of their first language so using this, they will develop their
competencies in other learning areas and prepared them to contribute productively to their community and to
the larger society

In view of the findings, it is recommended that the Mother Tongue instruction be taught not just
to learn the basics of how to read and write but also to develop in the learners the appreciation of their
heritage, language and culture. Mother Tongue is a means to teach GCED in the early grades, and should be
continuously developed even after the third grade. This will also help in the deep commitment to understand
their own identity as well as to be able to share their uniqueness to a global community.

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Kindergarten

The competencies in the Kindergarten level basically requires lower-order or basic learning outcomes,
which are usually within the immediate environment context of a young child – one’s self, family, school and
the local community.

Table 41: Inter-rater reliability among the curriculum mappers’ GCED observation on ELCs/MELCs in the K to 12 Basic Education
Curriculum for Kindergarten

Inter-rater Reliability
Learning Area
KR21 K Alpha

Kindergarten 0.860456554 .6360

Table 41 presents the coefficients of inter-rater reliability among curriculum mappers’ GCED
observation on ELCs/MELCs in the K to 12 Basic Education Curriculum for Kindergarten, data show
that the coefficients of agreement among the expert-mappers for Kindergarten was high. The coefficients
established an acceptable inter-rater reliability which meant that the mapped GCED domains and
indicators were considered congruous among professional lenses of the mappers.

Table 42: Curriculum Mapping Results of Kindergarten in terms of GCED Cognitive Domain

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Table 42: Curriculum Mapping Results of Kindergarten in terms of GCED Cognitive Domain

Table 43: Curriculum Mapping Results of Kindergarten in terms of GCED Socio-emotional Domain

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Table 44: Curriculum Mapping Results of Kindergarten in terms of GCED Behavioral Domain

The mapping activity revealed that the Kindergarten competencies had a low percentage of congruence
however most competencies hit the indicators found in the cognitive domain, which pertain to self-identity,
environment, and lessons on family and local community. Moreover, many of the indicators were mapped on the
1st and 2nd quarters but they were not sustained on the succeeding quarters (see Tables 42, 43, and 44).

In view of the findings, it is recommended that the Kindergarten Curriculum be taught grounded on
developmentally appropriate practices. It considers the environmental contexts of a young child, which mirror one’s
self with the identity, values, and perspectives of one’s family, school, and one’s local community – his neighborhood. It
starts with establishing one’s identity, understanding a wider world through the people in his family and his immediate
environment, seeing the differences between himself and others, integrating one’s self to larger communities by exposing
them through activities and simulations. Concepts like color preferences, games or activities for boys and girls are some
of the examples that could be looked into in integrating GCED in the early grades.

Integration of GCED concepts in the early childhood (K to 3) classrooms should be activity and play-based. To
developing the global concepts like discrimination and inequity DepEd can start with reassessing the materials being
used in the kindergarten classroom such as textbooks, manipulative materials, and others.

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Annex 3: Philippine GCED KSA Development and Integration instrument

Annex 3.1. Form 1

Annex 3.2. Form 2

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Annex 4: The Philippine GCED Guidance Document

GLOBAL CITIZENSHIP EDUCATION (GCED)

PNU GCED Curriculum Development and Integration in the Philippines Team

Development of Philippine GCED - KSA Workshop

THE GUIDANCE DOCUMENT

October 9-12, 2020

“You have to take ownership and leadership of tomorrow.

For that to be possible, you have to strengthen your capacity
and widen your vision as a global citizen.”
Ban Ki-Moon

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INTRODUCTION

The Development of Philippine GCED – KSA Workshop is part of the GCED Curriculum Development and
Integration in the Philippines.

The activity is a gathering of curriculum mappers and writers from across the country to participate in the
development of GCED Knowledge Skills and Attitudes to be integrated to the national curriculum. Participants
are invited to join the workshop through a Zoom Conference and/or Google Meet link.

Objectives
1. To elaborate the GCED outcomes into learning objectives according to learning areas and defined key
stages
2. To integrate the results of the GCED curriculum mapping to the elaborated GCED outcomes
3. To write the Philippine Global Citizenship Education (Knowledge-Skills-Attitudes)

Output: GCED KSA reflected in the Content and Performance Standards and Key Stages

Scope and Limitations of KSA

• Content Standards and Performance Standards (per grade level/quarter)
• Key Stages of the Learning Areas

Clusters/ Learning Areas

• Mathematics (1-10)
• Science (1-10)
• Health (1-10)
• ESP (1-10)
• AP (1-10)
• Arts (1-10)
• Music (1-10)
• English (1-10)
• Filipino (4-10)
• MT (1-3)
• Kinder

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THE GUIDANCE

General Reminders
1. A Guidance document will be provided to assist the KSA development and writing.
2. Cluster coordinators and GCED experts will guide/facilitate the workshop.

The Process

Review** Deliberate Develop and Write

Learning Area (Form 3) Based on the previous mapping What GCED ideas can be
activity, how was the GCED integrated to the existing Content
Curriculum Mapping Report: topics/indicators mapped/ and Performance Standards;
Learning Area Analysis and integrated in the learning area? Grade Level Standards?
Interpretation
What are the existing learning How can GCED ideas be
Philippine GCED Guidance outcomes? integrated to the existing Content
Matrix and Performance Standards;
How do these standards aim to Grade Level Standards?
K to 12 Content and Performance develop the Filipino child at the
Standards end of each level/key stages?

GCED Concepts and Ideas

*UNESCO. 2015. Global

Citizenship Education: Topics and
Learning Objectives

** See appendix

General Considerations
• Focus on the integration of GCED into the K-12 Curriculum
• Content standards and Performance standards/ Key Stages
• “Work-in-progress”
• Flexibility of statements
• Do not “crowd” the curriculum
• “Constructivist approach”

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Guidelines in Accomplishing
Philippine GCED KSA Development and Integration (Form 1)

1. Open Philippine GCED KSA Development and Integration (Form 1) and fill out necessary details (Learning Area,
Team Leader, Curriculum Mappers, Date).

2. Open the subject Curriculum Guide (CG) for reference. Encode (copy and paste from the CG) the Grade Level,
Quarter, Content Standards, and Performance Standards. Each content/ performance standard should occupy a separate cell.

3. Read the existing Content Standard and discuss among your group (Deliberate: Based on the previous mapping
activity, how were the GCED topics/indicators mapped/integrated in the learning area? What are the existing content
standards? How do these standards aim to develop the Filipino child at the end of each level/key stages?).

4. Read the existing Performance Standard and discuss among your group (Deliberate: Based on the previous
mapping activity, how was the GCED topics/indicators mapped/integrated in the learning area? What are the existing
performance standards? How do these standards aim to develop the Filipino child at the end of each level/key stages?).

5. Develop/compose a statement (or a learning objective) that could enhance the existing Content Standard
and Performance Standard. You do not have to change the standards if it is already aligned with GCED. However, an
enhancement is recommended to fit the targeted GCED domains/indicators/themes/topics. Kindly include your suggestions
and provide statements that could lead to the enhancement to the attainment of the standards using GCED Themes and
Topics.

demonstrates understanding of whole numbers up to 100, ordinal numbers

Content Standard
up to 10th, money up to PhP100 and fractions ½ and 1/4.

Recommended GCED integration demonstrates understanding of whole numbers up to 100, ordinal numbers
up to 10th, money up to PhP100 and fractions ½ and ¼ using family and
community traditions as context

(Domain: D1.1.d; Topic: T2.2). At least one domain.

6. To determine the Cognitive, Socio-emotional, and Behavioral GCED Indicators and GCED Topics, use the
Philippine GCED Guidance Matrix as reference. Select an indicator which comes close to the ‘recommended GCED
integration in the Content Standards/ Performance Standard.

7. Use codes to fill out the cells of the GCED Indicator and GCED Topics.

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Guidelines in Accomplishing
Philippine GCED KSA Development and Integration (Form 2)

1. Open Philippine GCED KSA Development and Integration (Form 2) and fill out necessary details.

2. Open the subject CGs for reference. Encode (cut and paste from the CG) the Key Stage Standards.

3. Read the existing Key Stage Standards and discuss among your group (Deliberate: What are the existing Key
Stage Standards? How do these standards aim to develop the Filipino child at the end of each level/key stages?).

4. Develop/compose a statement (or a learning objective) that could enhance the existing Key Stage Standard. You
do not have to change the Key Stage Standard if it is already aligned with GCED. However, you may want to enhance it to
fit the targeted GCED domains/indicators/themes/topics. Kindly include your suggestions and provide statements that could
lead to the enhancement to the attainment of the standard using GCED Themes and Topics.

5. Encode ALL the GCED Indicators (codes only) identified per Domain within the Key Stages (e.g. Cog- D1.1.d)

6. Encode ALL the GCED Topics (codes only) identified within the Key Stages.

*It is advised to work by Key Stages to ensure that grade level discussions become input in the development of every Key
Stages Standard.

References

UNESCO. 2015. Global Citizenship Education: Topics and Learning Objectives.

[Link]

PNU GCED Team. 2020. Paghabi: National Framework for Global Citizenship Education in Philippine Basic Education
Curriculum (Final Draft for Validation)

K-12 Curriculum – Content and Performance Standards

DepEd Order No. 21, S. 2019 (Policy Guidelines on the K to 12 Basic Education Program)
[Link]

Curriculum Guides – [Link]

Global Citizenship Materials.

[Link]

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APPENDIX
Domains (Core conceptual dimension of global citizenship education)
Global citizenship education is based on the three domains of learning – the cognitive, socio- emotional and behavioral

Outcomes – GCED Key Learning outcomes

Learning outcomes describe the knowledge, skills, values and attitudes that learners can acquire and demonstrate as a result
of global citizenship education.

Attributes
Three learner attributes in relation to global citizenship education, which refer to the traits and qualities that global citizenship
education aims to develop in learners and correspond to the key learning outcomes mentioned earlier (adapted form UNESCO
(2015) with Philippine contextualization.

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PHILIPPINE GLOBAL CITIZENSHIP EDUCATION

(Guidance Matrix)

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Philippine GCED Domains and Indicators

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Philippine GCED Themes and Topics

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Philippine GCED Themes and Topics

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Principles of PAGHABI Framework

1. GCED goals, outcomes and objectives are achieved best when they are made explicit in
the intended curriculum in a developmental manner across levels.

2. GCED recognizes the holistic development of the learner which includes; cognitive
(understanding and critical thinking), socio-emotional aspect (essential values such as justice,
empathy, compassion, respect and peace keeping (non-violence) and ethical, responsible and
active engagement (behavioral).

3. GCED performs best in a learner centered pedagogy where dialogue and participation
among students and the teacher is evident.

4. GCED is made relevant to the everyday lives of the learners by using real life scenarios
and issues when teaching GCED topics and themes.

5. GCED promotes learning through critical engagement where learners have a chance
to understand and apply values, skills and knowledge to critically respond to local and global
challenges and take action to transform their societies.

6. GCED nurtures engaged learning and whole school approach.

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Annex 5: The Enhanced K to 12 Standards with GCED Integration

The output of the standard enhancement revealed that many of the GCED indicators could be integrated
seamlessly within the current K to12 curriculum. The enhancement was observed to be aligned with the two possible
thematic analyses as indicated by Braun & Clarke (2006). The first is through Semantic themes wherein explicit and
surface meanings are pronounced as expressed in writing. The second is through Latent themes where underlying
ideas, assumptions, conceptualizations, or ideologies are then integrated. The outputs of the curriculum mappers
show a combination of both Semantic and Latent themes and/or dominated by one or the other based on their
appreciation of GCED principles.

The mappers, after formulating the enhanced statement per grade level and key stage, identified what among
the indicators are hit in the suggested statement. These ‘hits’ were then plotted to determine the integration level for
each GCED domain and each key stage. The integration of GCED principles and concepts to the Standards by the
mappers yielded the following outputs.

The major outcomes are the enhancements of Key Stage Statements, Grade Level Statements, Content and
Performance Standards per Quarter. The outputs are presented in this order:

MATHEMATICS
SCIENCE
HEALTH
EDUKASYON SA PAGPAPAKATAO/VALUES EDUCATION
ARALING PANLIPUNAN/SOCIAL STUDIES
ARTS
MUSIC
ENGLISH
FILIPINO
MOTHER-TONGUE BASED MULTILINGUAL EDUCATION
KINDERGARTEN

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Mathematics

At the end of Grade 3, the learner respectfully demonstrates understanding and
Key Stage 1-3
appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to 10,000 and the four fundamental operations including money, ordinal
numbers up to 100th, basic concepts of fractions); measurement (time, length, mass,
capacity, area of square and rectangle); geometry (2-dimensional and 3-dimensional
objects, lines, symmetry, and tessellation); patterns and algebra (continuous and
repeating patterns and number sentences); statistics and probability (data collection
and representation in tables, pictographs and bar graphs and outcomes)as applied -
using appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life using
various contexts such as self and physical, social or virtual environment.

The learner respectfully demonstrates understanding and appreciation of key concepts

Grade 1
and skills involving numbers and number sense (whole numbers up to 100, ordinal
numbers up to 10th , money up to PhP100, addition and subtraction of whole numbers,
and fractions ½ and ¼ ); geometry (2 - and 3 - dimensional objects); patterns and
algebra (continuous and repeating patterns and number sentences); measurement (time,
non-standard measures of length, mass, and capacity); and statistics and probability
(tables, pictographs, and outcomes) as applied - using appropriate technology - in
critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life using various contexts such as self and
physical, social or virtual environment.

Content Standards Performance Standards

1st Quarter

demonstrates understanding of addition justifies their reasoning in a respectful

2nd Quarter
and subtraction of whole numbers up manner to apply addition and subtraction
to 100 including money in multiple of whole numbers up to 100 including
representations and various contexts. money in mathematical problems using
various contexts such as self, physical,
social, or virtual environment.

1. demonstrates understanding 1. illustrates and compare fractions

3rd Quarter of fractions ½ and ¼ in multiple ½ and ¼ through words, pictures, objects
representations and various contexts. and/or symbols using various contexts
2. demonstrates understanding such as physical, social, or virtual
of two (2) - dimensional and three environment.
(3) - dimensional figures in multiple
representations and various contexts. 2. describes and compare the
attributes, and construct two (2)

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Content Standards Performance Standards

dimensional and three (3) - dimensional

3rd Quarter objects using various contexts such as
physical, social, or virtual environment.

3. explains the reasoning and apply

knowledge of continuous and repeating
patterns and number sentences using
various contexts such as self and physical,
social, or virtual environment.

1. demonstrates understanding 1. explains the reasoning and apply

4th Quarter
of time and non-standard units of knowledge of time and non-standard
length, mass and capacity in multiple measures of length, mass, and capacity
representations of various contexts. in mathematical problems using various
contexts such as self and physical, social,
2. demonstrates understanding of or virtual environment.
pictographs without scales and outcomes
of an event in multiple representations of 2. creates and interprets simple
various contexts using the terms likely representations of data (tables and
and unlikely to happen. pictographs without scales) and describe
outcomes of familiar events with respect
and empathy like in physical, social, or
virtual environment using the terms likely
and unlikely to happen.

The learner respectfully demonstrates understanding and appreciation of key concepts

Grade 2
and skills involving numbers and number sense (whole numbers up to 1000, ordinal
numbers up to 20th, money up to PhP100, the four fundamental operations of whole
numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations);
patterns and algebra (continuous and repeating patterns and number sentences);
measurement (time, length, mass, and capacity); and statistics and probability
(tables, pictographs, and outcomes) as applied - using appropriate technology - in
critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life using various contexts such as self and
physical, social or virtual environment.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding of whole 1. illustrates its meaning, compares, and
numbers up to 1000, ordinal numbers orders whole numbers up to 1000, ordinal
up to 20th, and money up to PhP100 numbers up to 20th, and money up to
in multiple representations of various PhP100 through words, pictures, objects
contexts and/or symbols using various contexts

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Content Standards Performance Standards

2. demonstrates understanding of such as self and physical,

1st Quarter
addition of whole numbers up to social, or virtual environment.
1000 including money in multiple
representations of various contexts 2. illustrates ordinal numbers up to 20th
through words, pictures, objects and/
or symbols using various contexts such
as self and physical, social, or virtual
environment.

3. justifies their reasoning through verbal

and in writing in a respectful manner
of the application of addition of whole
numbers up to 1000 including money in
mathematical problems using various
contexts such as self, physical, social, or
virtual environment.

demonstrates understanding of explains the strategy and applies

2nd Quarter
subtraction and multiplication of whole subtraction and multiplication of whole
numbers up to 1000 including money numbers up to 1000 including money in
in multiple representations of various mathematical problems using various
contexts contexts such as self and physical, social,
or virtual environment.

3rd Quarter 1. demonstrates understanding 1. compares different solutions

of division of whole numbers up to in a respectful manner and applies
1000 including money in multiple division of whole numbers up to 1000
representations of various contexts including money in mathematical
2. demonstrates understanding of problems using various contexts such as
unit fractions in multiple representations
physical, social, or virtual environment.
of various contexts.
2. describes and illustrates the meaning
3. demonstrates understanding of
of unit fractions through words, pictures,
straight and curved lines, flat and curved
surfaces, basic shapes, symmetry in a objects and/or symbols using various
line, and tessellations using triangles contexts such as physical, social, or virtual
and squares in multiple representations environment.
of various contexts. 3. differentiates its attributes and constructs
4. demonstrates understanding of straight and curved lines, flat and curved
continuous patterns using two attributes surfaces, basic shapes and creates simple
and mathematical sentences involving designs that show symmetry in a line and
multiplication and division of whole tessellation using triangles and squares in
numbers using 2, 3, 4, 5 and 10 only various contexts such as physical, social,
in multiple representations of various or virtual environment.
contexts.

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Content Standards Performance Standards

1. demonstrates understanding of 1. explains their thinking

4th Quarter
time, standard measures of length, mass respectfully and applies knowledge
and capacity and area using square- of time, standard measures of length,
tile units in multiple representations of weight, and capacity, and area using
various contexts. square-tile units in mathematical
2. demonstrates understanding of problems in various contexts such as
pictographs without and with scales and physical, social, or virtual environment.
outcomes of an event using the terms
likely, equally likely and unlikely to 2. creates and interprets simple
happen in multiple representations of representations of data (tables and
various contexts. pictographs without and with scales) and
describe familiar outcomes in a respectful
manner using various contexts such as
physical, social, or virtual environment.

The learner respectfully demonstrates understanding and appreciation of key concepts

Grade 3
and skills involving numbers and number sense (whole numbers up to 10 000; ordinal
numbers up to 100th; money up to PhP1000; the four (4) fundamental operations of
whole numbers; proper and improper fractions; and similar, dissimilar, and equivalent
fractions); geometry (lines, symmetry, and tessellations); patterns and algebra
(continuous and repeating patterns and number sentences); measurement (conversion
of time, length, mass and capacity, area of square and rectangle); and statistics and
probability (tables, bar graphs, and outcomes) as applied - using appropriate technology
- in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life using various contexts such as physical, social
or virtual environment.

Content Standards Performance Standards

1. demonstrates understanding of whole 1. illustrates, compares, and orders whole

1st Quarter
numbers up to 10 000, ordinal numbers numbers up to 10 000, and money up to
up to 100th, and money up to PhP1000 PhP1000 through words, pictures, objects
in multiple representations of various or symbols using various contexts such as
contexts. physical, social, or virtual environment.
2. demonstrates understanding of 2. illustrates ordinal numbers up to
addition and subtraction of whole 100th through words, pictures, objects or
numbers including money in multiple symbols using various contexts such as
representations of various contexts. physical, social, or virtual environment.
3. explains their reasoning respectfully and
applies addition and subtraction of whole
numbers including money in mathematical
problems using various contexts such as
physical, social, or virtual environment.

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Content Standards Performance Standards

demonstrates understanding of makes connections and applies

2nd Quarter
multiplication and division of whole multiplication and division of whole
numbers including money in multiple numbers including money in mathematical
representations of various contexts. problems using various contexts such as
physical, social, or virtual environment.

3rd Quarter 1. demonstrates understanding 1. illustrates proper and improper,

of proper and improper, similar and similar and dissimilar and equivalent
dissimilar and equivalent fractions in fractions using various contexts such as
multiple representations of various physical, social, or virtual environment.
contexts. 2. illustrates lines in real objects and
2. demonstrates understanding designs or drawings, complete symmetrical
of lines, symmetrical designs, and designs, and create patterns of designs
tessellation using square, triangle using square, triangle and other shapes that
and other shapes that can tessellate can tessellate using various contexts such
in multiple representations of various as physical, social, or virtual environment.
contexts. 3. explains the pattern and applies
3. demonstrates understanding knowledge of continuous and repeating
of continuous and repeating patterns patterns and number sentences using
and mathematical sentences involving various contexts such as physical, social,
multiplication and division of whole or virtual environment.
numbers.

4th Quarter 1. demonstrates understanding 1. explains the reasoning and applies

of conversion of time, linear, mass and knowledge of conversion of time, linear,
capacity measures and area of square mass and capacity measures and area of
and rectangle in multiple representations rectangle and square in mathematical
of various contexts. problems using various contexts such as
2. demonstrates understanding of physical, social, or virtual environment.
bar graphs and outcomes of an event 2. creates and interprets simple
using the terms sure, likely, equally representations of data (tables and single
likely, unlikely, and impossible to bar graphs) and respectfully describe
happen in multiple representations of outcomes of familiar events/contexts such
various contexts. as physical, social, or virtual environment
in terms of sure, likely, equally likely,
unlikely, and impossible to happen.

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At the end of Grade 6, the learner respectfully demonstrates understanding and
Key Stage 4-6
appreciation of key concepts and skills involving numbers and number sense (whole
numbers, number theory, fractions, decimals, ratio and proportion, percent, and integers);
measurement (time, speed, perimeter, circumference and area of plane figures, volume
and surface area of solid/space figures, temperature and meter reading); geometry
(parallel and perpendicular lines, angles, triangles, quadrilaterals, polygons, circles,
and solid figures); patterns and algebra (contibous and repeating patterns, number
sentences, sequences, and simple equations); statistics and probability (bar graphs, line
graphs and pie graphs, simple experiments, and experimental probability) as applied
- using appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life and to
situations affecting the local, national or global community

The learner respectfully demonstrates understanding and appreciation of key concepts

Grade 4
and skills involving numbers and number sense (whole numbers up to 100 000,
multiplication and division of whole numbers, order of operations, factors and multiples,
addition and subtraction of fractions, and basic concepts of decimals including money);
geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous
and repeating patterns and number sentences); measurement (time, perimeter, area, and
volume); and statistics and probability (tables, bar graphs, and simple experiments)
as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, decisions in real life
and to situations affecting the local, national or global community.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding of whole 1. illustrates whole numbers up to 100 000
numbers up to 100 000 in various forms in various forms and contexts affecting
and as applied to local, national or global local, national or global community.
context. 2. explains outcomes in respectful manner
2. demonstrates understanding of in applying multiplication and division
multiplication and division of whole of whole numbers including money in
numbers including money in various mathematical problems and real-life
forms and as applied to local, national or situations affecting local, national or global
global context. community.
demonstrates understanding of factors 1. justifies outcomes in respectful manner
2nd Quarter
and multiples and addition and by applying the knowledge of factors and
subtraction of fractions in various forms multiples, and addition and subtraction
and as applied to local, national or global
of fractions in mathematical systems and
context.
2. demonstrates understanding of real-life situations affecting local, national
improper fractions and mixed numbers or global community
in various forms and as applied to local, 2. illustrates improper fractions and
national or global context. mixed numbers in various forms and
contexts affecting local, national or
global community

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Content Standards Performance Standards

1. demonstrates understanding of 1. constructs and illustrates parallel

3rd Quarter concepts of parallel and perpendicular and perpendicular lines, angles, triangles,
lines, angles, triangles and quadrilaterals and quadrilaterals in designs, drawings and
in various forms and as applied to local, models in respectful manner.
national or global context. 2. identifies and explains in respectful
2. demonstrates understanding of manner the missing element in a pattern
concepts of continuous and repeating and number sentence.
patterns and number sentences in various 3. identifies and explains in respectful
forms and as applied to local, national or manner the missing element in a pattern
global context. and number sentence.
3. demonstrates understanding of
concepts of time, perimeter, area and
volume in various forms and as applied
to local, national or global context.

demonstrates understanding of concepts creates and interprets simple

4th Quarter
of bar graphs and simple experiments in representations of data (tables and bar
various forms and as applied to local, graphs) to respectfully present possible
national or global context. solutions on local, national or global
issues and describes outcomes in simple
experiments.

The learner respectfully demonstrates understanding and appreciation of key concepts

Grade 5
and skills involving numbers and number sense (whole numbers up to 10 000 000, order
of operations, factors and multiples, fractions and decimals including money, ratio and
proportion, percent); geometry (polygons, circles, solid figures); measurement (time,
circumference, area, volume, and temperature); and statistics and probability (tables,
line graphs and experimental probability) as applied - using appropriate technology -
in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real-life, and to situations affecting the local, national
or global community.

Content Standards Performance Standards

1. demonstrates understanding of whole 1. illustrates whole numbers up to 10 000
1st Quarter numbers up to 10 000 000 in various 000 in various forms and contexts affecting
forms and as applied to local, national or local, national or global community.
global context. 2. justifies outcomes in respectful
2. demonstrates understanding of manner by applying divisibility, order of
divisibility, order of operations, factors operations, factors and multiples and the
and multiples, and the four fundamental four fundamental operations involving
operations involving fractions in various fractions in mathematical problems and
forms as applied to local, national, or real-life situations affecting the local and
global context. global community.

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Content Standards Performance Standards

1. demonstrates understanding of 1. illustrates decimals in various forms

2nd Quarter
decimals in various forms and as applied and contexts affecting local, national or
to local, national or global context. global community
2. demonstrates understanding of the 2. justifies outcomes in respectful
four fundamental operations involving manner by applying the four fundamental
decimals and ratio and proportion in operations involving decimals and ratio
various forms and as applied to local, and proportion in mathematical problems
national or global context. and real-life situations affecting local and
global community.

3rd Quarter 1. demonstrates understanding of 1. justifies outcomes in respectful

percent in various forms and as applied manner by applying percent in mathematical
to local, national or global context. problems and real-life situations affecting
2. demonstrates understanding of local, national or global community.
polygons, circles and solid figures in 2. constructs and explains in
various forms and as applied to local, respectful manner polygons, circles and
national or global context. solid figures
3. demonstrates understanding of 3. applies the knowledge of sequence in
concept of sequence and solving simple presenting various situations affecting the
equations in various forms and as applied local, national or global community.
to local, national or global context. 4. explains in respectful manner the
4. demonstrates understanding of different problem solving strategies used
time and circumference in various forms 5. justifies outcomes in respectful manner
and as applied to local, national or global by applying knowledge of time and
context. circumference in mathematical problems
and real-life situations affecting local,
national or global community.

1. demonstrates understanding of 1. justifies outcomes in a respectful

4th Quarter area, volume and temperature in various manner by applying knowledge of area,
forms and as applied to local, national or volume, temperature in mathematical
global context. problems and real-life situations affecting
2. demonstrates understanding of the local and global community.
line graphs and experimental probability 2. creates and interpret presentations
in various forms and as applied to local, of data (tables and line graphs) and applies
national or global context. experimental probability in mathematical
problems and real-life situations to
respectfully present possible actions for
change on local, national or global issues.

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The learner respectfully demonstrates understanding and appreciation of key concepts
Grade 6
and skills involving numbers and number sense (divisibility, order of operations,
fractions and decimals including money, ratio and proportion, percent, integers);
geometry (place and solid figures); patterns and algebra (sequence, epressions, and
equation); measurement (rate, speed, area, surface area, volume, and meter reading); and
statistics and probability) as applied - using appropriate technology – in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and
decisions in real life, and to situations affecting the local, national or global community.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the justifies outcomes in a respectful manner

four fundamental operations involving by applying the four fundamental
fractions and decimals in various forms operations involving fractions and
and as applied to local, national or global decimals in mathematical problems and
context. real-life situations and formulate possible
actions on local, national or global issues.

demonstrates understanding of order of justifies outcomes in respectful manner

2nd Quarter operations, ratio and proportion, percent, by applying the knowledge of order of
exponents, and integers in various forms operations, ratio and proportion, percent,
and as applied to local, national or global
exponents, and integers in mathematical
context.
problems and real-life situations and
formulates possible actions on local,
national or global issues

1. demonstrates understanding 1. constructs and describes different

3rd Quarter of solid figures in various forms and solid figures, cubes, prism, pyramid,
as applied to local, national or global cylinder, cone, and sphere in respectful
context.
manner
2. demonstrates understanding of
sequence in forming rules, expressions 2. justifies outcomes in a respectful
and equations in various forms and manner by applying knowledge of
as applied to local, national or global sequence, expressions, and equations
context. in mathematical problems and real-life
3. demonstrates understanding situations affecting the local, national or
of rate and speed, and area and surface global community
area of plane and solid/space figures in
3. justifies outcomes in a respectful
various forms and as applied to local,
national or global context. manner by applying knowledge of speed,
area, and surface area of plane and solid
figures in mathematical problems and real-
life situations affecting the local, national
or global community

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Content Standards Performance Standards

4th Quarter 1. demonstrates understanding 1. justifies outcomes in respectful

of volume of solid figures and meter manner by applying knowledge of volume
reading in various forms and as applied of solid figures and meter reading in
to local, national or global context. mathematical problems and real-life
2. demonstrates understanding of situations affecting local, national or global
pie graphs and experimental probability community.
in various forms and as applied to local, 2. creates and interprets
national or global context. representations of data (tables and
pie graphs) and applies experimental
probability in mathematical problems and
real-life situations to respectfully present
possible actions for change affecting local,
national or global community.

At the end of grade 10, the learner respectfully demonstrates understanding and
Key Stage 7-10
appreciation of key concepts and skills involving numbers and number sense (sets
and real numbers); measurement (conversion of units); patterns and algebra (linear
equations and inequalities in one and two variables, linear functions, systems of
linear equations, and inequalities in two variables, exponents and radicals, quadratic
equations, inequalities, functions, polynomials, and polynomial equations and
functions); geometry (polygons, axiomatic structure of geometry, triangle congruence,
inequality and similarity, and basic trigonometry); statistics and probability (measures
of central tendency, variability and position; combinatorics and probability) as applied
- using appropriate technology - in critical thinking, problem solving, communicating,
reasoning, making connections, representations, and decisions in real life and to
situations affecting the local, national or global community.

The learner respectfully demonstrates understanding of key concepts and principles of

Grade 7
numbers and number sense (sets and real number system); measurement (conversion of
units of measurement);patterns and algebra (algebraic expressions and properties of real
numbers as applied in linear equations and inequalities in one variable); geometry (sides
and angles of polygons); and statistics and probability (data collection and presentation,
and measures of central tendency and variability) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life and to situations affecting the
local, national or global community.

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Content Standards Performance Standards

demonstrates understanding of key formulates solutions to challenging

1st Quarter
concepts of sets and the real number situations identified in the local community
system relevant to local community as as part of the nation that involves sets and
part of the nation. real numbers and solves these in a variety
of strategies.
2nd Quarter 1. demonstrates understanding of 1. formulates solutions to problems
key concepts of measurement relevant to identified in the local, national, or global
local, national, or global community. community that involves measurements
2. demonstrates understanding of and solves these using a variety of
key concepts of algebraic expressions, strategies.
the properties of real numbers as applied 2. communicates a model of situation
in linear equations, and inequalities in in the local, national, or global community
one variable relevant to local, national, orally, in writing, using graphs, and using
or global community. algebraic methods in solving problems
involving algebraic expressions, linear
equations, and inequalities in one variable.

3rd Quarter demonstrates understanding of key presents models of plane figures and
concepts of geometry of shapes and sizes, formulate and solves accurately authentic
and geometric relationships relevant to problems from the local, national, or global
local, national, or global community. community involving sides and angles of a
polygon

demonstrates understanding of key Collects and organizes data systematically

4th Quarter concepts, uses and importance of and computes accurately measures of
Statistics, data collection/gathering and central tendency and variability and
the different forms of data representation, applies these appropriately in data analysis
measures of central tendency, measures and interpretation from global issues.
of variability, and probability as applied
to global issues.

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The learner respectfully demonstrates understanding of key concepts and principles
Grade 8
of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two variables, systems of linear equations and inequalities
in two variables); geometry (axiomatic structure of geometry, triangle congruence,
inequalities in a triangle, and parallel and perpendicular lines); and statistics and
probability (probability of simple events) as applied - using appropriate technology -
in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life and to situations affecting the local, national
or global community.

Content Standards Performance Standards

demonstrates understanding of key formulates solutions to problems identified

1st Quarter
concepts of factors of polynomials, in the local, national, or global community
rational algebraic expressions, linear involving factors of polynomials, rational
equations and inequalities in two algebraic expressions, linear equations
variables, systems of linear equations and inequalities in two variables, systems
and inequalities in two variables and of linear equations and inequalities in two
linear functions relevant to local, variables and linear functions, and solves
national, or global community. these problems accurately using a variety
of strategies.
1. demonstrates understanding of 1. formulates and solves accurately
2nd Quarter key concepts of linear inequalities in two local, national, or global problems
variables, systems of linear inequalities involving linear inequalities in two
in two variables and linear functions
variables, systems of linear inequalities in
relevant to local, national, or global
community. two variables, and linear functions.
2. demonstrates understanding of 2. communicates mathematical
key concepts of logic and reasoning. thinking with coherence and clarity in
formulating and analyzing arguments.

demonstrates understanding of key 1. formulates an organized plan to handle

3rd Quarter
concepts of axiomatic structure of local, national, or global issues.
geometry and triangle congruence. 2. communicates mathematical thinking
with coherence and clarity in formulating,
investigating, analyzing, and solving
real-life problems involving congruent
triangles using appropriate and accurate
representations.

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Content Standards Performance Standards

1. demonstrates understanding 1. communicates mathematical

4th Quarter
of key concepts of inequalities in a thinking with coherence and clarity in
triangle, and parallel and perpendicular formulating, investigating, analyzing,
lines relevant to local, national, or global and solving local, national, or global
community. problems involving triangle inequalities,
2. demonstrates understanding of and parallelism and perpendicularity
key concepts of probability as applied to of lines using appropriate and accurate
global issues. representations.
2. formulates and solves practical
global problems involving probability of
simple events.

The learner demonstrates understanding of key concepts and principles of patterns

Grade 9
and algebra (quadratic equations and inequalities, quadratic functions, rational
algebraic equations, variations, and radicals) and geometry (parallelograms and
triangle similarities and basic concepts of trigonometry) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life and to situations affecting the
local, national or global community.

Content Standards Performance Standards

demonstrates understanding of key investigates thoroughly mathematical

1st Quarter concepts of quadratic equations, relationships in various situations,
inequalities and functions, and rational formulates ethical solutions to problems
algebraic equations relevant to local, identified in the local, national, or global
national, or global community. community involving quadratic equations,
inequalities and functions, and rational
algebraic equations and solves them using
a variety of strategies.

2nd Quarter demonstrates understanding of key formulates and solves accurately local,
concepts of variation and radicals national, or global problems involving
relevant to local, national, or global radicals.
community.
demonstrates understanding of key investigates, analyzes, and solves local,
3rd Quarter concepts of parallelograms and triangle national, or global problems involving
similarity relevant to local, national, or parallelograms and triangle similarity
global community. through appropriate and accurate
representation.

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Content Standards Performance Standards

the basic concepts of trigonometry applies the concepts of trigonometric ratios

4th Quarter
relevant to local, national, or global to formulate and solves local, national,
community. or global problems with precision and
accuracy.

The learner demonstrates understanding of key concepts and principles of patterns

Grade 10
and algebra (sequences, series, polynomials, polynomial equations, and polynomial
functions); geometry (circles and coordinate geometry); and statistics and probability
(combinatorics and probability, and measures of position) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life and to situations affecting the
local, national or global community.

Content Standards Performance Standards

1st Quarter demonstrates understanding of key formulates and solves local, national, or
concepts of sequences, polynomials and global problems involving sequences,
polynomial equations relevant to local, polynomials and polynomial equations in
national, or global community. different disciplines through appropriate
and accurate representations.

1. demonstrates understanding of 1. conducts a mathematical

2nd Quarter key concepts of polynomial function investigation systematically involving
relevant to local, national, or global polynomial functions using local, national,
community. or global context.
2. demonstrates understanding of 2. formulates and finds solutions to
key concepts of circles and coordinate challenging local, national, or global
geometry relevant to local, national, or situations involving circles and other
global community. related terms in different disciplines
through appropriate and accurate
representations.
3. formulates and solves local, national,
or global problems involving geometric
figures on the rectangular coordinate plane
with perseverance and accuracy.
demonstrates understanding of uses precise counting technique and
3rd Quarter
key concepts of combinatorics and probability in formulating conclusions
probability. and making decisions.

4th Quarter demonstrates understanding of key conducts a mini-research systematically

concepts of measures of position as on global issues by applying the different
applied to global issues. statistical methods.

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Science

At the end of Grade 3, the learners should have acquired healthful habits and have
Key Stage 1-3
developed curiosity about self and their environment using basic process skills of
observing, communicating, comparing, classifying, measuring, inferring and predicting.
This curiosity will help learners value science as an important tool in helping them
continue to explore their natural and physical environment. This should also include
developing scientific knowledge or concepts.

At the end of Grade 1, learners will use their senses to locate and describe the external
Grade 1
parts of their body; to identify, external parts of animals and plants; to tell the shape,
color, texture, taste, and size of things around them; to describe similarities and
differences given two objects; to differentiate sounds produced by animals, vehicles -
cars, and musical instruments; to illustrate how things move; to describe the weather
and what to do in different situations; to use appropriate terms or vocabulary to describe
these features; to collect, sort, count, draw, take things apart, or make something out of
the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious
food) and safety measures (e.g., helping to clean or pack away toys, asking questions
and giving simple answers/ descriptions to probing questions)

Content Standards Performance Standards

1st Quarter None None

2nd Quarter None None

3rd Quarter None None

4th Quarter None None

At the end of Grade 2, learners will use their senses to explore and describe the functions
Grade 2
of their senses, compare two or more objects and using two or more properties, sort
things in different ways and give a reason for doing so, describe the kind of weather
or certain events in the home or school and express how these are affecting them, do
simple measurements of length, tell why some things around them are important, decide
if what they do is safe or dangerous; give suggestions on how to prevent accidents at
home, practice electricity, water, and paper conservation, help take care of pets or of
plants , and tell short stories about what they do, what they have seen, or what they feel.

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Content Standards Performance Standards

1st Quarter None None

2nd Quarter None None

3rd Quarter None None

4th Quarter None None

Grade 3 At the end of Grade 3, learners can describe the functions of the different parts of
the body and things that make up their surroundings --- rocks and soil, plants and
animals, the Sun, Moon and Stars. They can also classify these things as solid, liquid or
gas. They can describe how objects move and what makes them move. They can also
identify sources and describe uses of light, heat, sound, and electricity. Learners can
describe changes in the conditions of their surroundings. These would lead learners to
become more curious about their surroundings, demonstrate ethical and responsible
behavior, appreciate nature, and practice health and safety measures.

Content Standards Performance Standards

1. demonstrates understanding 1. shows concern for the

1st Quarter of the ways of sorting materials and environment and humanity by grouping
describing them as solid, liquid or gas common objects found at home and in
based on observable properties school according to solids, liquids, and
2. demonstrates understanding of gas
the effects of temperature on materials. 2. demonstrates responsible
behavior in the investigation of the
different changes in materials found in the
locality as affected by temperature.

2nd Quarter 1) demonstrates understanding of 1) practices healthful habits in

parts, and functions of the sense organs of taking care of the sense organs
the human body; 2) enumerates ways of grouping
2) demonstrates understanding animals based on their structure and needs
of parts and functions of animals and 3) demonstrates and communicates
importance to humans proper ways of handling plants
3) demonstrates understanding of 4) given a photo of offspring and
external parts of plants and their functions parents, acknowledges identity through
and importance to humans checklist or other graphic organizers the
4) demonstrates understanding of possible characteristics that the offspring
reproduction among humans, animals inherited from the parents
and plants and certain observable 5) performs activities at home, in
characteristics that are passed from school, or in their neighborhood to keep
parents to offspring the environment clean.
5) demonstrates understanding of
the basic needs of plants, animals and
humans.

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Content Standards Performance Standards

1) demonstrates understanding of 1) in the context of safety, observes,

3rd Quarter
motion of objects describes, and investigates the position and
2) demonstrates understanding movement of things around them
of the sources of light, sound, hear and 2) cites situations applying the
electricity. knowledge of the sources and uses of light,
sound, heat and electricity at home.
1) demonstrates understanding of 1) expresses their concerns about
4th Quarter
people, animals, plants, lakes, rivers, their surroundings through teacher-guided
streams, hills, mountains, and other and self-directed activities
landforms, and their importance 2) expresses ideas about safety
2) demonstrates understanding of measures during different weather
the types of weather as they relate to conditions creatively (through artwork,
daily activities, health and safety poem, song)
3) demonstrates understanding of 3) lists down factors which affect
natural objects in the sky affect one’s their daily activities.
daily activities

At the end of Grade 6, the learners should have developed the essential skills of
Key Stage 4-6
scientific inquiry – designing simple investigations, using appropriate procedure,
materials and tools to gather evidence, observing patterns, determining relationships,
drawing conclusions based on evidence, and communicating ideas in varied ways to
make meaning of the observations and/or changes that occur in the environment. The
content and skills learned will be applied to maintain good health, ensure the protection
and improvement of the environment, and practice safety measures.

At the end of Grade 4, learners can investigate changes in some observable properties of
Grade 4
materials when mixed with other materials or when force is applied on them. They can
identify materials that do not decay and use this knowledge to help minimize waste at
home, school, and in the community. Learners can describe the functions of the different
internal parts of the body in order to practice ways to maintain good health. They can
classify plants and animals according to where they live and observe interactions
among living things and their environment. They can infer that plants and animals have
traits that help them survive in their environment. Learners can investigate the effects
of push or pull on the size, shape, and movement of an object. Learners can investigate
which type of soil is best for certain plants and infer the importance of water in daily
activities. They learned about what makes up weather and apply their knowledge of
weather conditions in making decisions for the day. They can infer the importance
of the Sun to life on Earth. They can also communicate in their simple ways various
perspectives of problems that relate to their lessons.

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Content Standards Performance Standards

1. demonstrates understanding of 1) recognizes and practices proper

1st Quarter
grouping different materials based on handling of products
their properties 2) evaluates and justifies whether
2. demonstrates understanding of changes in materials are useful or
changes that materials undergo when potentially harmful to one’s environment
exposed to certain conditions

2nd Quarter 1) demonstrates understanding of 1) constructs a prototype model of

how the major internal organs such as the organism that has body parts which
the brain, heart, lungs, liver, stomach, can survive in a given local or foreign
intestines, kidneys, bones, and muscles environment
keep the body functioning properly 2) communicates that the major
2) demonstrates understanding of organs work together to make the body
animals have body parts that make them function properly
adapt to land or water
3) creates an infographic to showcase
3) demonstrates understanding of
plants have body parts that make them the causes and treatment of diseases of the
adapt to land or water major organs
4) demonstrates understanding 4) creates a list of activities that you
of different organisms go through life can promote to maintain a healthy body
cycle which can be affected by their 5) infers that body structures help
environment animals adapt and survive in their particular
5) demonstrates understanding
habitat
of beneficial and harmful interactions
occur among living things and their
environment as they obtain basic needs.

1) demonstrates understanding of creates a simple prototype addressing

3 Quarter
rd
force that can change the shape, size or a community problem demonstrating
movement of objects conceptual understanding of properties/
2) demonstrates understanding of characteristics of light, heat and sound.
how light, heat and sound travel using
various objects.

1) demonstrates understanding of practices precautionary measures in

4th Quarter
the different types of soil planning activities suitable for different
2) demonstrates understanding of types of weather
the different sources of water suitable for
human consumption
3) demonstrates understanding of
components of weather using simple
instruments
4) demonstrates understanding of
the sun as the main source of heat and
light on Earth

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At the end of Grade 5, learners can decide whether materials are safe and useful by
Grade 5
investigating on some of their properties. They can infer that new materials may form
when there are changes in properties due to certain conditions. Learners have developed
healthful and hygienic practices related to the reproductive system after describing
changes that accompany puberty. They can compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They
have become aware of the importance of estuaries and intertidal zones and help in
their preservation. Learners can describe the movement of objects in terms of distance
and time travelled. Learners recognize that different materials react differently with
heat, light, and sound. They can relate these abilities of materials to their specific
uses. Learners can describe the changes that earth materials undergo. They can make
emergency plans with their families in preparation for typhoons. They can observe
patterns in the natural events by observing the appearance of the Moon.

Content Standards Performance Standards

1) demonstrates understanding uses local, recyclable solid and/or liquid

1st Quarter
of properties of materials to determine materials in making useful products
whether they are useful or harmful
2) demonstrates understanding
of materials undergo changes due to
oxygen and heat

1) demonstrates understanding of 1) practices proper hygiene in the care

2nd Quarter
how the parts of the human reproductive of the reproductive organs
system work 2) addresses biodiversity issues by
2) demonstrates understanding of
creating a hypothetical community to show
how animals reproduce
3) demonstrates understanding of how organisms interact and reproduce to
how plants reproduce survive
4) demonstrates understanding
of the interactions for survival among
living and non-living things that take
place in estuaries and intertidal zones

3rd Quarter 1) demonstrates understanding of proposes a useful tool or device using

motion in terms of distance and time electromagnet that is useful for home,
2) demonstrates understanding of school or community
how different objects interact with light
and sound, heat and electricity
3) demonstrates understanding of
the effects of heat and electricity, light
and sound on people and objects; a
simple DC circuit and the relationship
between electricity and magnetism in
electromagnets

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Content Standards Performance Standards

1) demonstrates understanding of 1) participates in projects that reduce

4th Quarter
weathering and soil erosion shape the soil erosion in the community
Earth’s surface and affect living things 2) prepares individual emergency
and the environment kit that can be used as a model for the
2) demonstrates understanding of community
weather disturbances and their effects on 3) debugs local myths and folklore
the environment about the moon and the stars by presenting
3) demonstrates understanding of pieces of evidence to convince the
the phases of the Moon and the beliefs community folks
and practices associated with it
4) demonstrates understanding of
constellations and information derived
from their location in the sky

At the end of Grade 6, learners recognize that when mixed together, materials may
Grade 6
not form new ones thus these materials may be recovered using different separation
techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together.
They can classify plants based on reproductive structures, and animals based on the
presence or lack of backbone. They can design and conduct an investigation on plant
propagation. They can describe larger ecosystems such as rainforests, coral reefs, and
mangrove swamps. Learners can infer that friction and gravity affect how people and
objects move. They have found out that heat, light, sound, electricity, and motion studied
earlier are forms of energy and these undergo transformation. Learners can describe
what happens during earthquakes and volcanic eruptions and demonstrate what to do
when they occur. They can infer that the weather follows a pattern in the course of a
year. They have learned about the solar system, with emphasis on the motions of the
Earth as prerequisite to the study of seasons in another grade level.

Content Standards Performance Standards

1) demonstrates understanding 1. prepares beneficial and useful

1st Quarter
of different types of mixtures and their mixtures such as drinks, food, and herbal
characteristics medicines.
2) demonstrates understanding of 2. separates desired materials from
different techniques to separate mixtures common and local products.

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Content Standards Performance Standards

1. demonstrates understanding of 1. makes a chart or a video showing

2nd Quarter
how the major organs of the human body healthful habits that promote proper
work together to form organ systems functioning of the musculo-skeletal,
integumentary, digestive, circulatory,
2. demonstrates understanding of
excretory, respiratory, and nervous
the different characteristics of vertebrates
systems
and invertebrates 2. makes an inventory of vertebrates
3. demonstrates understanding of and invertebrates that are commonly seen
how non-flowering plants reproduce in the community
4. demonstrates understanding of 3. practices ways of caring and
the interactions for survival among living protecting animals in the community
and non-living things that take place 4. produces a multimedia
presentation on how parts of the
in tropical rainforests, coral reefs, and
reproductive system of spore-bearing and
mangrove swamps
cone-bearing plants ensure their survival
5. makes a flyer on how plants can
be propagated vegetatively
6. forms discussion groups to
tackle issues involving protection and
conservation of ecosystems that serve as
nurseries, breeding places, and habitats
for economically important plants and
animals

1. demonstrates understanding of 1. produces an advertisement or

3rd Quarter gravity and friction affect movement of make a multimedia presentation that
objects demonstrates road safety
2. demonstrates understanding of 2. creates a marketing strategy or a
how energy is transformed in simple multimedia presentation for a new product
machines on electrical or light efficiency

1. demonstrates understanding of designs / produces a multimedia

4th Quarter the effects of earthquakes and volcanic presentation of an emergency and
eruptions preparedness plan and kit
2. demonstrates understanding
of weather patterns and seasons in the
Philippines
3. demonstrates understanding of
the earth’s rotation and revolution
4. demonstrates understanding of
characteristics of planets in the solar
system

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At the end of Grade 10, the learners should have developed scientific technological,
Key Stage 7-10
and environmental literacy and can make decisions that would lead to rational choices
on issues confronting them:
D1.1.a. Having been exposed to scientific investigations related to real life, they should
recognize that the central feature of an investigation is that if one variable is changed
(while controlling all others), the effect of the change on another variable can be
measured. The context of the investigation can be problem at the local or national level
to allow them to communicate;
D2.1.b with learners in other parts of the Philippines or even from other countries
T1.4 using appropriate technology. The learners should demonstrate an understanding
of science concepts and apply science inquiry skills in addressing real-world problems
a through scientific investigations

At the end of Grade 7, learners can distinguish mixtures from substances through semi-
Grade 7
guided investigations. They realize the importance of air testing when conducting
investigations addressing global issues related to air pollution. After studying how organ
systems work together in plants and animals in the lower grade levels, learners can use
a microscope when observing very small organisms and structures. They recognize that
living things are organized into different levels: Cells, tissues, organs, organ systems,
and organisms. These organisms comprise populations and communities, which interact
with non-living things in ecosystems. Learners can describe the motion of objects in
terms of distance and speed, and represent this in tables, graphs, charts, and equations.
They can describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in
the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and
commits to assume responsibility in sharing how these weather systems affect people.
They can explain why seasons change and demonstrate how eclipses occur.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding of 1) performs in groups D1.1.b/D2.1.b guided

scientific ways of acquiring knowledge investigations involving community-based
and solving problems problems D1.1.a using T3.1 locally T2.3
2. demonstrates understanding of some available materials D2.1.a
important properties of solutions 2. prepares different concentrations of mixtures
3. demonstrates understanding of the according to uses and availability of materials
properties of substances that distinguish 3. investigates the properties of mixtures of
them from mixtures varying concentrations using available materials
4. demonstrates understanding of in the community for specific purposes
classifying substances as elements or 4. makes a chart, poster, or multimedia
compounds presentation of common elements showing their
5. demonstrates understanding of the names, symbols, and uses
common properties of acidic and basic 5. properly interprets product labels of acidic
mixtures and basic mixture, and practices safe ways
6. demonstrates understanding of of handling acids and bases using protective
properties of metals and nonmetals clothing and safety gear demonstrating
responsible behavior

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Content Standards Performance Standards

1. demonstrates understanding of the 1. employs appropriate techniques using

2nd Quarter
parts and functions of the compound the compound microscope to gather data
microscope about very small objects
2. demonstrates understanding of the 2. conducts a collaborative action
different levels of biological organization assuming responsibility to preserve the
3. demonstrates understanding of the ecosystem in the locality
difference between animal and plant cells
4. demonstrates understanding of
organisms that can only be seen through
the microscope, many of which consist of
only one cell
5. demonstrates understanding of
reproduction being both asexual or sexual
6. demonstrates understanding of
organisms interacting with each other and
with their environment to survive

1. demonstrates understanding of 1. conducts a forum promoting

3rd Quarter motion in one dimension respectful dialogue illustrating
2. demonstrates understanding of connections from multiple perspectives
waves as a carriers of energy
on responsible behavior in mitigation and
3. demonstrates understanding of
the characteristics of sound disaster risk reduction utilizing local and
4. demonstrates understanding of global perspectives
the characteristics of light 2. Assumes responsibility in
5. demonstrates understanding of suggesting proper lighting in various
how heat is transferred activities applying scientific concepts
6. demonstrates understanding
of charges and the different charging
processes.

4th Quarter 1. demonstrates understanding of analyzes and explains the advantage of

the relation of geographical location of the location of the Philippines in relation
the Philippines to its environment to the climate, weather, and seasons using
2. demonstrates understanding of global perspectives in promoting our
the different phenomena that occur in the nation to tourists
atmosphere
3. demonstrates understanding of
the relationship of the seasons and the
position of the Sun in the sky
4. demonstrates understanding of
the occurrence of eclipses

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At the end of Grade 8, learners can describe the factors that affect the motion of an
Grade 8
object based on the Laws of Motion. They can differentiate the concept of work as
used in science and in layman’s language. They know the factors that affect the transfer
of energy, such as temperature difference, and the type (solid, liquid, or gas) of the
medium. Learners can explain how active faults generate earthquakes and how tropical
cyclones originate from warm ocean waters. They recognize other members of the
solar system. Learners can explain the behavior of matter in terms of the particles it is
made of. They recognize that ingredients in food and medical products are made up of
these particles and are absorbed by the body in the form of ions. Learners recognize
reproduction as a process of cell division resulting in growth of organisms. They have
delved deeper into the process of digestion as studied in the lower grades, giving
emphasis on proper nutrition for overall wellness. They can participate in activities that
protect and conserve economically important species used for food.

Content Standards Performance Standards

1. demonstrates understanding 1. develops a written plan and

1st Quarter
of Newton’s three laws of motion and implements a “Newton’s Olympics
uniform circular motion 2. Creates a multimedia presentation
2. demonstrates understanding showcasing the effects of air pollution
of work using constant force, power, on these phenomena such as blue sky,
gravitational potential energy, kinetic rainbow, and red sunset using the concept
energy, and elastic potential energy of wavelength and frequency of visible
3. demonstrates understanding of light
the propagation of sound through solid,
liquid, and gas
4. demonstrates understanding of
some properties and characteristics of
visible light
5. demonstrates understanding of
heat and temperature, and the effects of
heat on the body
6. demonstrates understanding of
current- voltage-resistance relationship,
electric power, electric energy, and home
circuitry

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Content Standards Performance Standards

1. demonstrates understanding 1. investigates using a fault line map

2nd Quarter of the relationship between faults and whether your school and home are situated
earthquakes along active fault lines.
2. demonstrates understanding 2. makes an emergency plan and
of the formation of typhoons and their prepares an emergency kit for use at home
movement within the PAR and in school
3. demonstrates understanding of 3. demonstrates precautionary
characteristics of comets, meteors, and measures before, during, and after a
asteroids typhoon, including following advisories,
storm signals, and calls for evacuation
given by government agencies in charge
4. participates in activities that
lessen the risks brought by typhoons
5. Conducts a forum on the scientific
basis of some beliefs and practices about
comets and meteors.
3rd Quarter 1. demonstrates understanding of presents how pollution affects the behavior
the particle nature of matter as basis for of water in its different states within the
explaining properties, physical changes, water cycle.
and structure of substances and mixtures
2. demonstrates understanding of
the identity of a substance according to its
atomic structure
3. demonstrates understanding
of the periodic table of elements as an
organizing tool to determine the chemical
properties of elements

4th Quarter 1. demonstrates understanding of the analyzes and explains the advantage of
digestive system and its interaction with the location of the Philippines in relation
the circulatory, respiratory, and excretory to the climate, weather, and seasons using
systems in providing the body with nutrients
global perspectives in promoting our
for energy
2. demonstrates understanding of nation to tourists
diseases that result from nutrient deficiency
and ingestion of harmful substances, and
their prevention and treatment
3. demonstrates understanding of
how cells divide to produce new cells
4. demonstrates understanding of
meiosis as one of the processes producing
genetic variations of the Mendelian Pattern
of Inheritance
5. demonstrates understanding of the
concept of a species
6. demonstrates understanding of the
species as being further classified into a
hierarchical taxonomic system
7. demonstrates understanding of the
one-way flow of energy and the cycling of
materials in an ecosystem

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At the end of Grade 9, learners have gained a deeper understanding of the digestive,
Grade 9
respiratory, and circulatory systems to promote overall health. They have become
familiar with some technologies that introduce desired traits in economically important
plants and animals. Learners can explain how new materials are formed when atoms
are rearranged. They recognize that a wide variety of useful compounds may arise
from such rearrangements. Learners can identify volcanoes and distinguish between
active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global
scale. They can explain why certain constellations can be seen only at certain times of
the year. Learners can predict the outcomes of interactions among objects in real life
applying the laws of conservation of energy and momentum.

Content Standards Performance Standards

1. demonstrates understanding 1. conducts an information

1st Quarter of how the different structures of the dissemination activity on effective ways
circulatory and respiratory systems of taking care of the respiratory and
work together to transport oxygen-rich
circulatory systems based on data gathered
blood and nutrients to the different parts
of the body from the school or local health workers
2. demonstrates understanding of 2. makes a multimedia presentation
the prevention, detection, and treatment of a timeline of extinction of representative
of diseases affecting the circulatory and microorganisms, plants, and animals
respiratory systems 3. designs and conducts an
3. demonstrates understanding of investigation to provide evidence that
how genetic information is organized
plants can manufacture their own food
in genes on chromosomes
4. demonstrates understanding of
the different patterns of inheritance
5. demonstrates understanding of
how changes in the environment may
affect species extinction
6. demonstrates understanding of
the structure of plant parts and organelles
and its function in photosynthesis
7. demonstrates understanding
of the structure and function of
mitochondrion as the main organelle
involved in respiration

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Content Standards Performance Standards

1. demonstrates understanding of 1. determines the percentage

2nd Quarter development of atomic models that lead composition of different brands of food
to the description of the behavior of products
electrons within atoms 2. determines the products’ health
2. demonstrates understanding of implications
how atoms combine with other atoms by
transferring or by sharing electrons
3. demonstrates understanding of
forces that hold metals together
4. demonstrates understanding
of the type of bonds that carbon forms
that result in the diversity of carbon
compounds
5. demonstrates understanding of
the unit, mole, that quantitatively measure
the number of very small particles of
matter

3rd Quarter 1. demonstrates understanding of 1. participates in activities that

volcanoes found in the Philippines and reduce risks and lessen effects of climate
trivial examples in the world change
2. demonstrates understanding of 2. creates infographics on myths and
factors that affect climate, and the effects facts about constellations and astrology
of changing climate and how to adapt
accordingly
3. demonstrates understanding
of the relationship between the visible
constellations in the sky and Earth’s
position along its orbit

4th Quarter 1. demonstrates understanding 1. proposes ways to enhance sport

of projectile motion, impulse and activities related to projectile motion
momentum, and conservation of linear 2. creates a useful device applying
momentum conservation of mechanical energy
2. demonstrates understanding of 3. creates a diagram on how
conservation of mechanical energy renewable energy sources generate and
3. demonstrates understanding of transmits electrical energy to homes and
the relationship among heat, work, and communities
efficiency
4. demonstrates understanding of
generation, transmission, and distribution
of electrical energy from power plants
(hydroelectric, geothermal, wind, nuclear)
to home and the community

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At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same
Grade 10
places in the world and that these are related to plate boundaries. They can demonstrate
ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic
eruptions. Learners can explain the factors affecting the balance and stability of an
object to help them practice appropriate positions and movements to achieve efficiency
and safety such as in sports and dancing. They can analyze situations in which energy is
harnessed for human use whereby heat is released, affecting the physical and biological
components of the environment. Learners will have completed the study of the entire
organism with their deeper study of the excretory and reproductive systems. They can
explain in greater detail how genetic information is passed from parents to offspring, and
how diversity of species increases the probability of adaptation and survival in changing
environments. Learners can explain the importance of controlling the conditions under
which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules
may also be found in the food they eat.

Content Standards Performance Standards

demonstrates understanding of the 1. demonstrates ways to ensure

1st Quarter relationship among the locations of disaster preparedness during earthquakes,
volcanoes, earthquake epicenters, and tsunamis, and volcanic eruptions
mountain ranges
2. suggests ways by which he/she
can contribute to government efforts in
reducing damage due to earthquakes,
tsunamis, and volcanic eruptions

2nd Quarter 1. demonstrates understanding 1) creates a flyer promoting the

of the different regions of the importance of mirrors and lenses in
electromagnetic spectrum correcting common eye defects and
2. demonstrates understanding
protecting the eye.
of the images formed by the different
types of mirrors and lenses 2) demonstrates ways on how to
3. demonstrates understanding conserve electricity
of the relationship between electricity
and magnetism in electric motors and
generators

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Content Standards Performance Standards

1. demonstrates understanding writes an essay on the importance of

3rd Quarter of organisms as having feedback adaptation as a mechanism for the survival
mechanisms, which are coordinated by of species
the nervous and endocrine systems
2. demonstrates understanding of
how these feedback mechanisms help
the organism maintain homeostasis to
reproduce and survive
3. demonstrates understanding of
the information stored in DNA as being
used to make proteins
4. demonstrates understanding of
how changes in a DNA molecule may
cause changes in its product
5. demonstrates understanding of
mutations that occur in sex cells as being
heritable
6. demonstrates understanding of
how evolution through natural selection
can result in biodiversity
7. demonstrates understanding
of the influence of biodiversity on the
stability of ecosystems
8. demonstrates understanding of an
ecosystem as being capable of supporting
a limited number of organisms

1. demonstrates understanding of using any form of media, presents

4th Quarter
how gases behave based on the motion chemical reactions involved in biological
and relative distances between gas and industrial processes affecting life and
particles the environment
2. demonstrates understanding of
the structure of biomolecules, which are
made up mostly of a limited number of
elements, such as carbon, hydrogen,
oxygen, and nitrogen
3. demonstrates understanding
of the chemical reactions associated
with biological and industrial processes
affecting life and the environment

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Health

The learner demonstrates understanding and observance of healthy habits and practices
Key Stage 1-3
in achieving personal and family wellness.

The learner demonstrates an understanding of the essential concepts related to

Grade 1
nutrition, injury-prevention, and safety and first aid in achieving good personal health
and wellness.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the practices healthful eating habits for
importance of good eating habits and personal health and wellness.
behavior in achieving personal health and
wellness

2nd Quarter demonstrates understanding of one’s practices good health habits and hygiene
responsibility in achieving personal to achieve good level of personal health
health and wellness and wellness.

3rd Quarter demonstrates understanding of the consistently demonstrates healthful

importance of keeping the home practices for a sustainable healthful home
environment healthful to achieve personal environment.
health and wellness

demonstrates understanding of the safety demonstrates safety behaviors in daily

4th Quarter
principles and behavior to lessen risk and activities to prevent injuries and achieves
prevent injuries for healthful living sustainable healthful environment.

The learner demonstrates an understanding of personal and family health, prevention

Grade 2
and control of diseases and disorders, injury prevention and safety and first aid in
facilitating the development of healthy habits and practices in the varied and changing
context of personal and family health.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the demonstrates good decision-making skills

importance of the Filipino Food Pyramid in choosing food to eat to have a balanced
Guide and Pinggang Pinoy as guide in diet in achieving and sustaining personal
planning and eating a balanced diet. health and wellness

demonstrates understanding of the proper consistently practices good health

2nd Quarter
ways of taking care of the sense organs habits and hygiene for the sense organs
to achieve and sustain personal health and to maintain good personal health and
wellness. wellness.

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Content Standards Performance Standards

1. demonstrates understanding of healthy 1. adopts healthy family habits to achieve,

3rd Quarter
family habits and practices in sustaining sustain and promote lifelong wellness.
and promoting lifelong wellness. [Link] positive expression of
2. demonstrates understanding of feelings toward family members and
managing one’s feelings and respecting practice healthful ways of coping with
differences for common good. negative feelings for peace and harmony.

4th Quarter demonstrates understanding of rules to demonstrates consistency in following

ensure safety at home and in school for safety rules at home and in school for
peaceful and healthful environment. peace, order and harmony.

The learner demonstrates an understanding and knowledge in nutrition, prevention and

Grade 3
control of diseases and disorders, consumer health, and community and environmental
health in facilitating the development of healthy habits and practices to sustain personal
and family’s health and wellbeing in varied and changing contexts.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the demonstrates good decision-making skills

importance of the Food and Nutrition in making food choices to achieve, sustain
Research Institute’s (FNRI) nutritional and promotes lifelong wellness for self
guidelines in the preparation of a and family.
balanced diet in sustaining personal and
family nutrition and health.

2nd Quarter demonstrates understanding of the nature consistently practices healthy habits to
of diseases for its prevention and control prevent and control diseases in the family
to sustain family health and wellness. and the immediate community.

3rd Quarter demonstrates understanding of the demonstrates critical thinking skills as a

importance of reliable and relevant wise consumer by analyzing sources of
sources of health information in the information before making decision in
choice of health products and services for choosing health products and services.
family’s health and wellness.

4th Quarter demonstrates understanding of risks 1. understands the significance

to ensure road safety for a healthful of reading and interpreting food label
community. in selecting healthier and safer food to
achieve health wellness
2. practices daily appropriate food
safety habits to prevent food-borne
disease.

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The learner demonstrates an understanding of how changes, which are part of growth
Key Stage 4-6
and development, impact health practices that help achieve and sustain optimum health
and well-being for self, family and the immediate community.
The learner demonstrates an understanding of nutrition; prevention and control of
Grade 4
diseases and disorders; substance use and abuse; and injury prevention, safety and
first aid, leading to the achievement of optimum health and well-being, leading to the
achievement of personal, family and community health and wellbeing towards a more
sustainable world.

Content Standards Performance Standards

1. demonstrates understanding of 1. understands the significance
1st Quarter the importance of reading food labels in of reading and interpreting food label
selecting healthier and safer food for the in selecting healthier and safer food to
family achieve health wellness
2. demonstrates understanding of 2. practices daily appropriate food
the nature and prevention of food borne safety habits to prevent food-borne
diseases disease.
3. demonstrates understanding of
the importance of following food safety
principles in preventing common food-
borne diseases to sustain and promote
family health.

demonstrates understanding of the nature practices personal and environmental

2nd Quarter and prevention of common communicable measures consistently to prevent and
diseases for sustaining and promoting control common communicable diseases
family and community health. for family and community wellness.

demonstrates understanding of the proper practices the proper use of medicines to

3rd Quarter
use of medicines to prevent misuse and maintain personal and health wellness.
abuse for family and community safety.

demonstrates understanding of local and practices safety measures during disasters

4th Quarter
national safety guidelines before, during, and emergency situations for family and
and after disasters, emergency and other community safety.
high-risk situations

The learner demonstrates an understanding of the nature of personal health; growth

Grade 5
and development; substance use and abuse; and community and environmental health,
which helps to achieve optimum health and well-being to make the world more
equitable and sustainable.

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Content Standards Performance Standards

demonstrates understanding of RA practices skills in managing mental,

1st Quarter 11036 (2019) pertaining to the mental, emotional and social health concerns in
emotional, and social health concerns of achieving and sustaining health wellness.
Filipinos at local and national level.

demonstrates understanding of the practices skills in appropriately managing

2nd Quarter
changes during puberty to achieve changes during puberty to achieve
optimum health and wellbeing. optimum health and wellbeing.

3rd Quarter demonstrates understanding of the nature demonstrates the ability to protect
and effects of the use, misuse, and abuse one’s health by refusing to use or abuse
of caffeine, tobacco and alcohol for health gateway drugs to achieve, sustain, and
and wellness. promote lifelong wellness for family and
community.
4th Quarter demonstrates understanding of basic first practices appropriate first aid principles
aid principles and procedures for common and procedures for common injuries for
injuries for health and wellness. health and wellness.

The learner demonstrates an understanding of personal health, prevention and control

Grade 6
of diseases and disorders; consumer health; and injury prevention, safety and first aid
to achieve optimum health and agent of positive changes in their own lives and world
community.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding of practices self-management skills to

personal, health issues and concerns prevent and control personal health issues
2. demonstrates understanding and concerns to sustain and promote
of the importance of health appraisal health wellness.
procedures and community resources
in preventing or managing them to
sustain and promote personal, family and
community health and wellness.
2nd Quarter demonstrates understanding of the demonstrates practices for building
importance of keeping the school and and maintaining healthy school and
environmental health for a sustainable community environments for a more
future. sustainable future.
3rd Quarter demonstrates understanding of local consistently practices ways to maintain
and national health concern on poor a healthy environment to achieve health
environmental sanitation and its and wellness.
implications to the global community.

4th Quarter demonstrates understanding of the consistently demonstrates critical

concepts and principles of selecting thinking skills in the selection of
and using consumer health products health products to promote health and
to promote personal, family, and wellness.
community wellness.

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The learner demonstrates an understanding of key health concepts related to the

Key Stage 7-10
achievement, sustainability and promotion of wellness as it improves the quality of life
of the individual, family, community, country and the world.
The learner demonstrates an understanding of growth and development; nutrition;
Grade 7
personal health and injury prevention, safety and first aid to achieve, sustain, and
promote personal health and wellness.

Content Standards Performance Standards

1st Quarter demonstrates understanding of holistic appropriately manages cultural,

gender and culturally responsive health environmental and gender concerns and
management of growth and development challenges during adolescence to achieve
concerns during adolescence. holistic health.

demonstrates understanding of sustainable makes economic and environmental

2nd Quarter nutrition practices during adolescence for informed decisions in the choice of food
a healthy life, for family, community and to eat during adolescence
country.
demonstrates understanding of mental consistently demonstrates skills that
3rd Quarter
health as a dimension of holistic health promote sustainable mental health
for a healthy life, for family, community practices in the community.
and country
4th Quarter demonstrates understanding of non- consistently demonstrates personal,
communicable diseases for a sustainable cultural, environmental and social
and healthy life for family, community responsibility and healthful practices
and country. in the prevention and control of non-
communicable diseases.

The learner demonstrates understanding of family health and prevention and control of
Grade 8
diseases and disorders (communicable and non-communicable to achieve, sustain, and
promote family health and wellness.

Content Standards Performance Standards

demonstrates understanding of human appropriately manages gender and

1st Quarter
sexuality and managing sexuality and culturally-responsive sexually- related
gender-related issues for a healthy life for issues through responsible and informed
family, community and country. decisions.

2nd Quarter demonstrates an understanding of makes informed, culture-based and

responsible parenthood for a healthy life values-based decisions in preparation for
for family, community and country. responsible parenthood.

demonstrates understanding of principles consistently demonstrates personal, social,

3rd Quarter in the prevention and control of cultural and environmental responsibility
communicable diseases for the attainment and healthful practices in the prevention
of community and country wellness. and control of communicable diseases.

Philippine GCED Curriculum Mapping Report 163

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of community and environmental health;
Grade 9
injury prevention, safety and first aid); and prevention of substance use and abuse to
achieve, sustain, and promote community health and wellness

Content Standards Performance Standards

demonstrates understanding of the consistently demonstrates sustainable
1st Quarter
principles in protecting the environment and healthful practices to protect the
for individual, community, and country environment for community wellness.
wellness.

demonstrates understanding of the shares responsibility with family and

2nd Quarter
dangers of substance use and abuse community members through participation
on the individual, family, community in collective action to prevent and control
and country.
substance use and abuse.

demonstrates understanding of first performs first aid procedures with accuracy

3rd Quarter
aid principles and procedures for for personal and community wellness.
individual, family and community
wellness.

4th Quarter demonstrates understanding of the consistently demonstrates resilience,

economic, environmental and cultural vigilance and proactive behaviors to
guidelines and criteria in the selection prevent intentional injuries
and evaluation of health information,
products, and services.

Grade 10 The learner demonstrates understanding of consumer health; national and global health
trends, issues and concerns; the development of a health plan and exploration of careers
in health to achieve, sustain, and promote health and wellness.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the demonstrates critical thinking and

economic, environmental and cultural decision- making skills in the selection,
guidelines and criteria in the selection evaluation and utilization of health
and evaluation of health information,
information, products and services
products, and services.
based on environmental and economic
compliance

demonstrates understanding of current consistently demonstrates critical thinking

2nd Quarter
health trends, issues and concerns in skills in exploring local, regional and
the local, regional, national, and global national health trends, issues, and concerns
levels.
demonstrates awareness of global demonstrates competence in applying
3rd Quarter
health initiatives knowledge of global health to local or
national context global initiatives

Philippine GCED Curriculum Mapping Report 164

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of the demonstrates an understanding of key

4th Quarter concepts in planning a health career health concepts related to the achievement,
with respect to politics, economic, sustainability and promotion of wellness
environmental and cultural welfare. as it improves the quality of life of the
individual, the family and the community,
the country and the world .

Edukasyon sa Pagpapakatao
(Values Education)

The learner demonstrates understanding of concepts and activities showing

Key Stage 1-3
responsibility towards the self and the family and love for others, the community, the
country and God, towards an orderly, peaceful, fair, inclusive, and joyful living which
promotes sustainable development as a member of the global-local society.

The learner demonstrates understanding of the self, others, the country and God
Grade 1
with respect for and recognition of diversity as a guide towards an orderly and
joyful home, school and global-local society.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the value 1. displays one’s identity and ability
of understanding one’s self and one’s with self-confidence
capabilities, caring for one’s health, and 2. practices responsibilities and
being a good family member towards a proper conduct towards care for one’s
peaceful and safe world self and health in order to develop one’s
abilities
3. carries out with love and care
any action and activity that gives joy and
strengthens any connection among the
members of the family towards a peaceful
and prosperous living

demonstrates understanding of the 1. practices respect, care and

2nd Quarter
importance of appropriate, open and appropriate interaction with other
humane interaction with the other members of the family, other people, and
members of the family and community, other members of the society at all times.
i.e., speaking with respect and telling the 2. practices courtesy in actions and
truth for one’s own and the common good. speech towards others despite differences.
3. practices honesty at all times.

Philippine GCED Curriculum Mapping Report 165

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of the 1. practices obedience and courtesy

3rd Quarter importance of obedience, order, peace and in the home, obeys the rules of the home,
cleanliness inside the homes, schools and the school and the community, and
community towards responsible living. displays high regard for all rights enjoyed
in what he does
2. performs voluntarily actions and
activities that maintain cleanliness, order
and peace inside the home, school and the
community

demonstrates understanding of the shows love for parents and the elderly,
4th Quarter importance of the love of God, respect respect for the beliefs of others and those
for the beliefs of other groups, and having from other groups, and often prays
hope for a more inclusive society.

The learner demonstrates understanding of actions giving value to the self, others,
Grade 2
the country, God and His creation as a guide for an orderly, fair, just, inclusive and
happy school and community towards the creation of one’s identity that will support a
peaceful world.

Content Standards Performance Standards

demonstrates understanding of the 1. practices with excellence any

1st Quarter importance of knowing the self and ability or potential, and fights off or resists
displaying correct discipline towards a any weakness towards the establishment
of self-identity
peaceful and prosperous bond or unity
2. practices always care and concern
of the members of the family and school for the body towards the establishment of
belonging to a multicultural society self-identity
3. practices voluntary obedience to
the rules and agreed-upon activities inside
the home as part of living together with
other people

2nd Quarter demonstrates understanding of the 1. practices proper and honest

importance of being open and sensitive behavior in relating or interacting with
to the feelings and appropriate needs others by respecting their gender, ethnicity,
of others, being respectful in speech, status and belief
showing proper conduct, and care for 2. practices actions and deeds
others by acknowledging genders, showing care for others by respecting their
ethnicities, statuses and beliefs gender, ethnicity, status and belief

Philippine GCED Curriculum Mapping Report 166

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of the 1. practices with pride what it is to

3rd Quarter importance and advantages of awareness have conscious awareness of the rights
of the human rights of children, conscious that one is entitled to
obedience towards the general order, 2. practices obedience to the
peace of the environment which one different ways of maintaining peace and
belongs to and the country with a global- order in the community and country by
local consciousness advocating these

4th Quarter demonstrates understanding of the practices gratitude towards all blessings
importance of gratitude towards all received and shows hope at all times as
creation and all the blessings received part of the preservation of natural and non-
from God as part of the preservation and natural resources and the environment
sustainable use of natural and non-natural
resources towards a prosperous and just
society

The learner demonstrates understanding of responsible actions which value an orderly

Grade 3
and sustainable living through responsible actions and sound decision-making for one’s
self, others, the society, the country and God.

Content Standards Performance Standards

demonstrates understanding of the 1. Naipakikita ang natatanging

1st Quarter
importance of one’s abilities, having kakayahan sa iba’t ibang etikal at
self-confidence, care and concern for the responsableng pamamaraan nang may
self towards the good of and order in the tiwala, katapatan at katatagan ng loob
community, and belief in one’s ability to 2. Naisasabuhay ang iba’t ibang
participate and succeed in a just world patunay ng pangangalaga at pag-iingat
para mapa-unlad ang sarili
3. Naipakikita ang katapatan,
pakikiisa at pagsunod sa mga tuntunin o
anumang kasunduang itinakda ng mag-
anak na may kinalaman sa kalusugan at
kaligtasan tungo sa kabutihan ng lahat at
sustenableng pamumuhay

demonstrates understanding of the practices routinely significant actions

2nd Quarter
importance of relating with others towards the common good:
humanely and humane laws towards the 1. concern for others
promotion of a peaceful, safe and fair 2. honesty towards others
society. 3. equal treatment of others

Philippine GCED Curriculum Mapping Report 167

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of and respect 1. displays with pride the esteemed

3rd Quarter to the importance of preserving unique Filipino values on different occasions in
Filipino values along with the obedience order to show the world our unique culture
to the rules and laws concerning the care
2. demonstrates obedience to the
for the environment and a just society for
the sustainable development of all the rules, regulations and laws for a clean,
citizens. safe, and orderly community

4th Quarter demonstrates understanding of the 1. practices respect towards the belief of
importance of faith in God, respect for others regarding God and other religion
one’s beliefs and other religious beliefs, 2. shows love for God and all his creation
having faith and love as a creation in a together with hope and doing good deeds
peaceful, safe and inclusive society to all

The learner demonstrates understanding of concepts and activities showing responsibility

Key Stage 4 - 6
for the self and the family, love for others, the country/the world and God, towards the
promotion of a peaceful, fair, just, and sustainable development for the common good.

The learner demonstrates understanding of and participation in meaningful activities

Grade 4
valuing a proper, orderly, happy and peaceful living for one’s self, others, the country
and God.

Content Standards Performance Standards

demonstrates understanding of the practices with critical thinking the

1st Quarter importance of possessing resilience, appropriate method/standards for the
critical thinking, patience, endurance, search of truth in order to maintain peace
open-mindedness, calmness and love for and avoid misunderstanding
truth which frees us from any anxiety
in our life as part of a family, and as a
responsible action towards a peaceful
home and a safe community.
demonstrates understanding of the practices critically the real meaning of
2nd Quarter importance of doing good deeds and care social interaction with care, respect, and
for others (wherever he is coming from) appropriate regard for others despite
that does not ask for anything in return. diversity

demonstrates understanding of love practices actions showing appreciation for

3rd Quarter
of country by appreciating its culture, culture and respect for one’s own culture
identity and participation in civic activities and the culture of others

demonstrates understanding and of practices faith in God through the respect,

4th Quarter
showing faith in God through respect, acceptance and love for others, the
acceptance of and love for others, the environment and all of creation
environment and all of creation.

Philippine GCED Curriculum Mapping Report 168

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding and practice of the thorough analysis of
Grade 5
statements, and proper performance of responsibilities towards a happy, peaceful, and
prosperous life for ourselves, the family, others, community, country, the world and
God as a global citizen and in support of an inclusive and sustainable development.

Content Standards Performance Standards

demonstrates understanding of the 1. decides appropriately according
1st Quarter
importance of having a critical mind in to the dictates of reason and will in what
communicating (i.e. ideas and beliefs) is based on and contrary to human rights
with others and in doing anything which and peace
concerns one’s self and family, culture, 2. practices correct conduct in
human rights and the preservation of communicating with others and in doing
peace any activity taking into mind gender,
ethical affiliation, status and belief
3. performs acts, activities and
statements with goodness and truth as
part of a society he/she belongs which
values peace, human rights, culture and
the environment

demonstrates understanding of the performs expected tasks, actions and

2nd Quarter importance of relating humanely with statements with respect and care for the
others and performance of expected good of the family and others
tasks, making statements and actions
for the sake of the family, others, and
global community

demonstrates understanding of the 1. performs with self-discipline and

3rd Quarter importance of showing the unique cooperation any rule or law that concerns
Filipino values, having discipline national and global welfare
to promote the common good, 2. practices unity with others and
commitment and unity/ being one with commitment as responsible steward of the
others in taking care of the environment, environment
respecting culture and human rights

demonstrates understanding of the practices genuine gratitude to God who

4th Quarter importance of faith in God who gave gave us life, the environment, and the
us life in order to promote protection ability to become global citizens
and care of the environment, peace and
common good

Philippine GCED Curriculum Mapping Report 169

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of actions which help raise self-dignity,
Grade 6
responsible love for others, and decision-making towards an orderly, peaceful, and
prosperous living for the common good and sustainable society.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the makes the proper decision for the
importance of following the correct common good with courage and taking
steps towards arriving at a decision in others into consideration
order to promote the common good

2nd Quarter demonstrates understanding of the practices open-mindedness and calmness

importance of humane interaction that in deciding for the peace of one’s self and
upholds respect for diversity and shows others
responsibility for other people in the
world

3rd Quarter demonstrates understanding of the 1. shows the activities which

importance of love of country and respond to the love of country through
international cooperation towards active participation with dedication and
a prosperous, peaceful and caring integrity towards a sustainable society
community 2. shows genuine admiration, pride
and respect in the sacrifices made by the
Filipinos
3. shows proper care for the
environment for the present and succeeding
generations towards sustainable
development
4. performs activities which give
inspiration to, concern for and cooperation
with others in order to achieve the
development of the country
5. performs activities related to
peace and order towards international
unity

demonstrates understanding of the practices what it is to be a good/ethical

4th Quarter
importance of having inner peace in person with a positive outlook as a proof
relating or dealing with others towards of spiritual development
effective or healthy communication

Philippine GCED Curriculum Mapping Report 170

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of the concepts of self-responsibility,

Key Stage 7-10
humanity, family and social interaction, moral actions and values, and responsible
decision-making and acting for an orderly and joyful life towards the establishment of
a global-local society and the promotion of a safe, peaceful, inclusive and sustainable
development of the community, country and humanity.

The learner demonstrates understanding of the expected appropriate abilities and

Grade 7
actions during adolescence, capabilities and talents, interests and the humanity of
the person towards fulfilling responsibilities towards the self, others, the country/
the world, and God, and setting of goals with responsibility and critical thinking in
order to accept responsibility of the consequences of decisions and actions, develop
the self and lifestyle.

Content Standards Performance Standards

1. demonstrates understanding of 1. performs appropriate steps in the
1 Quarter
st
the expected abilities and actions during development of the five developmental
adolescence, abilities, interests and tasks during adolescence in order to
obligations to self, family, and the society perform responsibly the duties towards
while in his/her adolescent stage towards the self, the family and society.
responsible actions in his/her present 2. performs responsibly actions
stage of life and development appropriate for the development of
2. demonstrates understanding of his/her talents and skills towards self-
talents and skills as part of knowing the development and being a contributing
self towards self-development and being member of society
a beneficially contributing member of 3. performs appropriate actions
society towards the development of his interests
3. demonstrates understanding of towards becoming a more responsible
interests in order to know and develop adolescent
himself/herself better 4. performs actions appropriate in
4. demonstrates understanding of fulfilling his/her duties in each of his/her
his/her duty in each of his/her role as an role as an adolescent towards himself,
adolescent, and his/her responsibilities others and the society
towards himself/herself, others and the
society

1. demonstrates understanding of 1. makes appropriate analysis of

2nd Quarter
the reason and will and their importance information, problems and consequences
in achieving a responsible and peaceful towards the truth and goodness using
life reason and will.
2. demonstrates the understanding 2. comes up with a decision based
of the connection between conscience and on right conscience and the application
the Moral Law, and its use in analyzing of the correct way of rectifying erroneous
decisions or actions as a young person for
actions and decisions towards displaying
the common good and towards peace.
responsible actions and decision-making

Philippine GCED Curriculum Mapping Report 171

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. practices values and virtues in

3rd Quarter values and virtues and how they become order to improve his life as an adolescent
part of a person’s personality. and as a member of society.
2. demonstrates understanding
2. applies concrete steps in order
of the hierarchy of values and practices
these values towards the development of to raise his level of values taking into
the self and society. consideration his responsibility towards
3. demonstrates understanding of himself, others and the society.
the internal factors which influence the 3. applies the steps in the
molding of values as a guide towards self- development of the internal factors which
development. influence values formation.
4. demonstrates understanding of
4. performs acts that show being
the external factors which influence the
formation of values. analytical and being able to stand up for
one’s decisions and actions in the midst
of competing external factors which
influence the formation of values

4th Quarter 1. demonstrates understanding of 1. applies his personal plans in

his dreams and vision for himself/herself, fulfilling his dreams for himself, others
others, the country and the world and the world
2. demonstrates understanding 2. creates a Personal Mission
of ethical and responsible judgment, Statement based on the steps to correct/
responsible decision-making, and analysis ethical judgment including the analysis of,
for the sake of oneself, others and society and taking consideration of, the welfare of
3. demonstrates understanding the self, others and society
of the personal factors in the choice of 3. plots his goals using the Goal
academic, technical-vocational, arts, Setting and Action Planning Chart with
sports, business or livelihood courses analysis on what actions and decisions
towards personal development and as a are allowable based on one’s dreams and
responsible member of society goals
4. demonstrates understanding of 4. creates a plan in preparation
the importance of studying as preparation for the academic, technical-vocational,
for entrepreneurship or livelihood towards business or livelihood course they aspire 1
a responsible and prosperous living for based on the standards in creating a
Career Plan which will help in having a
responsible and prosperous living.

The learner demonstrates understanding of the goals and importance of the family and
Grade 8
social interaction so he/she can be responsible in interacting with others towards a
significant life in a global-local society which promotes a safe, peaceful, inclusive and
sustainable development of the community, country and the entire humanity.

Philippine GCED Curriculum Mapping Report 172

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding 1. demonstrates the appropriate

1st Quarter actions towards strengthening the love
of the family as a natural institution of
society which forms the identity and and cooperation in one’s own family as a
part of living with and preserving peace
global citizenship
which affects society
2. demonstrates understanding 2. performs appropriate actions
of the mission of the family in giving towards the development of habits in
education, guidance in decision-making, studying and in the practice of the faith in
and forming of the faith in order to the family and in his interactions with a
promote human rights, peace and respect local and global society
of cultures 3. practices appropriate actions
towards having and developing
3. demonstrates understanding of
communication in the family in order to
the mission of the family in providing preserve peace, respect to others and avoid
education, guidance on decision-making, turmoil
and molding of one’s faith in order to 4. performs appropriate action in the
promote human rights, peace and respect society, the political role of the family,
for cultures and its connection with the local-global
society
4. demonstrates understanding
of the critical role of the family in the
community and its connection with the
global-local society

1. demonstrates understanding of 1. performs group activities which

2 Quarter
nd
the concept of pakikipagkapwa or how would answer the needs of the students or
Filipinos relate with others despite the the youth in a school or community taking
diversity of the people living in a local into consideration gender, beliefs, ethnic
and global society affiliations and culture
2. demonstrates understanding of 2. performs appropriate actions in
friendship that takes into consideration order to develop friendship taking into
gender, ethnic affiliation, abilities and consideration gender, ethnic affiliation,
beliefs abilities and beliefs (example: forgiveness)
3. demonstrates understanding of 3. performs appropriate actions to
the concept of emotion in order to enrich govern his emotions in order to enrich his
his/her relationship with others, family connection with others, family and the
and the local and global society. local and global society
4. demonstrates understanding of 4. performs appropriate actions to
the concept of being a responsible leader develop the skill in becoming a responsible
and follower in order to guide him/her on leader and follower in order to be guided
political issues and involvement. on political issues and involvement

Philippine GCED Curriculum Mapping Report 173

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding 1. performs appropriate actions in a

3rd Quarter
the concepts relating to gratitude or group activity which may be linked to the
thankfulness for the blessing of the care of environment, and natural and non-
environment and natural and non-natural natural resources
resources 2. practices appropriate actions
2. demonstrates understanding of showing obedience and respect to parents,
obedience to and respect for parents, the the elderly, those in authority, and those
elderly, and those in authority as part of able to influence other young people to
the preservation of peace and prevention showcase these actions as part of the
or avoidance of turmoil or conflict preservation of peace and avoidance of
3. demonstrates understanding turmoil.
of the concept of doing good to others 3. performs good deeds which
taking into consideration gender, ethnic answers the needs of the marginalized,
affiliation, belief and culture the Indigenous Peoples and the differently
4. demonstrates understanding of abled taking into consideration gender,
honesty in words and deeds as an element ethnic affiliation, ability, faith and culture
of preservation of peace and a way to 4. practices honesty in words and
develop relationship with others and the deeds as an element of preservation of
local-global society peace and the development of relationship
with others and with the local-global
society

1. demonstrates understanding of 1. practices/acts in preparation for

4th Quarter the concepts of human sexuality taking the next stage of life as an adolescent in
into consideration his gender, identity and fulfilling his vocation to love taking into
citizenship consideration his gender, identity and
2. demonstrates understanding citizen hood
of violence in schools as part of the 2. performs appropriate acts
promotion of peace and avoidance of intended to lessen and to respond to school
violence violence in the promotion of peace
3. demonstrates understanding of 3. offers steps in responding to the
the concepts on technological gap (e.g. challenges of technological gap and its
digital divide) and how it relates to being connection to being a global citizen
a global citizen 4. performs appropriate action in
4. demonstrates understanding of dealing with the effects of migration to the
the effects of migration to the Filipino Filipino family as well as to the culture
family as well as to the culture and and the lifestyle of the people
lifestyle of people

Philippine GCED Curriculum Mapping Report 174

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of concepts on the society and work

Grade 9 as service towards the proper choice of career or livelihood which will become
significant and useful to him and to society toward sustainable living and the
common good.

Content Standards Performance Standards

1. demonstrates understanding of the 1. makes a project that would help

1st Quarter a community or sectors with livelihood,
society and its goal (the common good)
2. demonstrates understanding of cultural and peace-keeping needs
2. judges whether the principles
the need for and significance of a political
of subsidiarity and unity are followed or
society and the principles of subsidiarity violated in the family, school, barangay,
and unity community, society and country using a
3. demonstrates understanding of case study
the economic society and its implication in 3. assesses an economic society in
international/global issues a barangay or community, and society or
4. demonstrates understanding of country, through a documentary or a photo/
video journal ([Link])
the Civil Society, Media and the Church
4. assesses the advocacy of the
and their importance in the local, national, different civil societies based on their
regional and global development contribution to efforts that uphold social
justice, economic viability, citizen
participation, environment protection,
peace, gender equality and spirituality
(values needed for a sustainable society)

1. demonstrates understanding of the 1. performs appropriate actions

2nd Quarter
rights and duties of people in the society, aimed at correcting violations committed
and respect for humanity against human rights of a member of a
2. demonstrates understanding of the family, school, barangay, community,
laws based on the Natural Moral Law for society or country for peaceful living
the development of the common good 2. proposes an amendment to an
3. demonstrates understanding of existing law affecting young people to
work/ labor as an instrument to promote ensure its adherence to the natural moral
human dignity and service law for the development of the common
4. demonstrates understanding good
of the importance of participation and 3. formulates a synthesis regarding
volunteerism to the development of the the good effects of work to the self,
citizens and the society others, family and community through an
interview with the workers representing
the marginalized in different courses or
technical-vocational work
4. participates in a project or activity
for the barangay or sectors with particular
needs (ex., kids who are differently-abled
or the abandoned elderly) in support for
inclusive development

Philippine GCED Curriculum Mapping Report 175

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

3rd Quarter 1. demonstrates understanding of the 1. fulfils the need of others or of the
concept of civic action and social justice community in the appropriate circumstances
2. demonstrates understanding of the 2. completes an activity or product
importance of excellence in work and faith with quality or excellence in work
in one’s ability to succeed in the world 3. makes steps in order to maintain
3. demonstrates understanding of the diligence in studying or doing assignments
importance of responsibility towards and at home
diligence in work 4. analyzes his/her ability to manage
4. demonstrates understanding of the time based on how he/she finishes the tasks
ability to manage and use time responsibly in his daily schedule

1. demonstrates understanding of the 1. sets his own goals after high

4th Quarter
personal factors in choosing the correct school based on his talents, values, goals
academic, technical-vocational, business or and economic status
livelihood course for a sustainable living 2. formulates his personal mission
2. demonstrates understanding of the statement in life
importance of a personal mission statement 3. creates a profile of jobs with high
in life local and global demand suited for his
3. demonstrates understanding of own talents, skills, interests, values and
the importance of knowledge of local and goals
global demand for labor 4. decides on an academic, technical-
4. demonstrates understanding of the vocational, business or livelihood course
importance of studying as a preparation for according to his personal preference
entrepreneurship or employment/work for which suits personal factors and local
sustainable development and global demand

Grade 9 The learner demonstrates understanding of the concepts of humanity, responsible

and humane acts, moral values, and moral issues; and decides and acts with
preference to what is good in order to be firm in the midst of moral issues and
environmental influences for a peaceful and progressive living.

Philippine GCED Curriculum Mapping Report 176

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. performs actions that demonstrate

1st Quarter
the concept of the use of reason in the the ability to analyze and search for the
search for truth and the use of the will in truth, to serve, and to love
serving/loving others 2. performs actions appropriate
2. demonstrates understanding for correcting wrong decisions made to
of valuing the concept of conscience uphold the common good
formation based on the Natural Moral 3. practices the responsible use of
Law genuine freedom, and answers the call of
3. demonstrates understanding love and service
of the real use of freedom and the 4. performs actions showing that
responsibility that comes with it those considered lowly by the society are
4. demonstrates understanding of unique because of the inherent dignity and
dignity and human rights equality of each person

2nd Quarter 1. demonstrates understanding of 1. analyzes his/her own actions

the concept of voluntary human acts which he/she is responsible for, and makes
2. demonstrates understanding of ways to be responsible for his actions,
the factors affecting human culpability decisions and speech
to the consequences of his actions and 2. analyzes himself based on the
decisions towards sustainable living factors affecting human culpability to
3. demonstrates understanding of the consequences of his/her actions and
concepts relating to episodes of humane decisions and makes ways to form his
action and social fellowship or relating ability to decide taking into consideration
with others the common good
4. demonstrates understanding of 3. analyzes his/her actions and
the aims, methods and circumstances of decisions based on the episodes of humane
humane actions that correspond to or action, and formulates a plan in order to
uphold human rights. correct his/her actions and decisions
4. analyzes the goodness or
wrongness of personal decisions or actions
in a situation based on the intention, means
and circumstance according to human
rights

Philippine GCED Curriculum Mapping Report 177

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

3rd Quarter 1. demonstrates understanding of the 1. performs acts developing love for
love for God and religious beliefs God and religious beliefs
2. demonstrates understanding of the 2. performs actions showing the
importance of respect for life importance of and respect for life (i.e.,
3. demonstrates understanding of love correcting the “culture of death” prevalent
for the country (patriotism) and collective in society)
or uniting development 3. performs acts showing love
4. demonstrates understanding of of country (patriotism) and inclusive
environmental care and protection and development
environmental justice 4. performs actions showing
environmental protection and justice

1. demonstrates understanding of the 1. formulates personal statements

4th Quarter
acts against the commandments of God and about acts against the commandments of
respect for the sanctity of life God and those which show respect for the
2. demonstrates understanding of the sanctity of life
issues on the use of power, environmental 2. formulates a position about an issue
habits and behavior, and environmental care regarding the use of power, environmental
and protection habits and behavior, and environmental
3. demonstrates understanding of protection
issues regarding loss of respect for Human 3. formulates a clear position on an
Dignity and Sexuality in order to end issue about the loss of respect for human
gender-based discrimination dignity and sexuality in order to end gender
4. 4. demonstrates understanding discrimination
of issues related to the loss of respect for 4. formulates steps in order to practice
the truth and its corresponding results and respect for the truth and the results and
implications. implications therefrom.

Philippine GCED Curriculum Mapping Report 178

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

ARALING PANLIPUNAN (SOCIAL STUDIES)

The learner demonstrates initial understanding of and appreciation for oneself, one’s
Key Stage 1-3
family, school and community in the local, national and global contexts and the basic
concepts of continuity and change , distance and direction using the skills /tools for in-
depth understanding about oneself and one’s physical and socio-cultural environment
as a member of one’s own community that recognizes, protects and promotes respect
for multicultural society/ies.

The learner demonstrates understanding of oneself as an active Filipino citizen by being

Grade 1
a responsible family member and a student; recognizes that one has responsibilities
as a citizen in one’s own community, the nation and the world; values the ideals
of sustainability as he/she acts responsibly towards his/her physical environment and
inclusivity as he/she displays empathy and respect for differences and diversity.

Content Standards Performance Standards

demonstrates understanding of the tells with pride and creatively, stories

1st Quarter
importance of knowing oneself as a that describe his/her personal qualities
Filipino that values the concepts of unity and identity as a Filipino which evidently
and recognition of differences in local, shows that he/she values unity and
national, regional and global levels using respects diversity in the local, national,
/guided by the concepts of continuity and regional and global levels
change

2nd Quarter demonstrates understanding of and narrates with pride and creatively, stories
appreciation for his/her own family and that describe his own family and the roles
its members as well as the role played by each member plays, showing that he values
each which show empathy and respect empathy and respects human rights.
for humanity in conformity with human
rights

3rd Quarter demonstrates understanding of the states with pride and creativity that he/she
importance of distinguishing information recognizes and values the importance and
from trusted and appropriate sources of role of his school using communicative
information on the physical environment
context and respectful dialogue
of one’s own school and the individuals
that constitute it that contribute to the
molding of every child’s abilities that
include ability to adapt to various contexts
that showcase helping one another,
cooperation and collaboration

Philippine GCED Curriculum Mapping Report 179

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of the concept 1. applies the concept of distance in

4th Quarter of distance in describing the environment describing the physical environment he/
he/she is in like family and school and she is in, in a manner that shows ethical
the importance of maintaining and caring and responsible behavior for a fair and
for it being one of the responsibilities of sustainable society
an individual towards others in the local, 2. displays creatively made simple
national and global contexts. creations or outputs that show care for and
preservation of the environment he/she
is in as part of his/her responsibility for
others and as member of the larger society.

The learner demonstrates understanding of the goals and importance of the family and
Grade 2
social interaction so he/she can be responsible in interacting with others towards a
significant life in a global-local society which promotes a safe, peaceful, inclusive and
sustainable development of the community, country and the entire humanity.

Content Standards Performance Standards

demonstrates understanding of the creatively articulates or describes the

1st Quarter
importance of the community he/she importance of the community he/she
belongs in with respect to local, national belongs in and its connection or link to
and global contexts local, national and global levels

demonstrates understanding of stories excellently explains the historical

2nd Quarter
on the origins of his/her own community beginnings of his/her community along
according to the concept of change with what remained the same and what
and continuity and appreciation for the changed in the community’s way of life
culture that evolved in the community with respect to ethical and responsible
and a glocal society that can adapt to standards of behavior towards a fair and
various contexts that manifest teamwork/ sustainable society
solidarity, cooperation and collaboration.

displays the importance of good public states the importance of promoting or

3rd Quarter
service/governance among officials in advancing good public service among
promoting major livelihoods, developing leaders to achieve the change that we want
human capital and providing equal to see in the community and the world that
opportunities for development and can be made individually or collectively
addressing the needs of the members of to effectively respond to the needs of the
his/her own community and the broader, members of his/her own community
sustainable society

Philippine GCED Curriculum Mapping Report 180

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates recognition of civic good/ 1. applies the concept of distance

4th Quarter public interest as it relates to world issues in describing the physical environment
and in being one with the goals of his/her he is in in a manner that shows ethical
own community to promote the common and responsible behavior for a fair and
good sustainable society
2. displays creatively made simple
creations or outputs that show care for and
preservation of the environment he is in as
part of his responsibility for others and as
member of the larger society

The learner demonstrates broad understanding of and appreciation for the communities
Grade 3
of the Philippines as parts of inter-connected provinces and regions of the country
and the world based on their (a.) physical features; (b.) culture; (c.) economy; (d.)
political features guided by a deep grounding on the concepts of continuity and change,
interaction of people with the physical and social environment that respects and
advances an inclusive and multicultural society

Content Standards Performance Standards

1. demonstrates understanding of 1. actively describes the physical

1st Quarter the geographic context of the provinces environment of provinces in the region
constituting the region he /she belongs where he/she belongs in using trusted/ valid
according to its geographical features that and appropriate sources of information on
interconnects local, national and global the direction, location and population of
systems these provinces and also through the use
2. demonstrates understanding and of map.
recognition of the geographic concepts 2. actively participates in taking
that pertain to the region he/she belongs, care of the provinces as part of the region,
which makes it a part of the world through country and world
the use of maps and other geographic 3. applies geographical knowledge
skills. and skills in proposing solutions to major
environmental problems or issues of his/
her own community as part of a region
that is constitutively related to national
and global environment.

Philippine GCED Curriculum Mapping Report 181

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding and creatively displays with pride for the

2nd Quarter recognition of the diverse stories and various stories and symbols that pertain
symbols that describe his/her own to his/her own province as well as the
province as well as its neighboring neighboring provinces that are under the
provinces constituting the region and as region that are integrally related to the
part of national and global terrain national and global sphere.

demonstrates understanding of and creatively articulates with empathy and

3rd Quarter
appreciation for the cultural identity of appreciation for the cultural patterns
the region he/she belongs in and the levels within the provinces of his/her respective
of sameness and diversity in identity with region and the levels of unity and diversity
respect to local, national, regional and in identity from the glocal to the national,
global settings regional and global spheres

demonstrates understanding of economic demonstrates active participation on

4th Quarter activities and the critical role of the provincial activities towards being
government - its officials and employees progressive, fair, inclusive and sustainable
in achieving and maintaining solidarity, provinces belonging to a region.
order, fair, sustainable and inclusive
development of the provinces constituting
the region he/she belongs

The learner displays one’s abilities as a child who is productive, responsible and patriotic,
Key Stage 4-6
valuing humanity, culture, nature, government and history as essential foundations of
identity and citizenship using skills on conducting research(ethically), investigating,
critical-thinking, wise-decision making, creativity, empathy, sustainable use of natural
resources, discursive dialogue, and the fundamental concepts of geography, history,
economy, governance and authority, civic and culture to build a progressive, fair,
inclusive, and sustainable society that sets the foundation of a more just and humane
world perspective.

The learner takes pride in and practices of being a Filipino who displays high regard for
Grade 4
wise use of the environment and resources of the country, respect for cultural differences,
active anticipation and support for the goals of the Philippine nation towards a fair and
inclusive society as foundation for constructing the Filipino identity.

Philippine GCED Curriculum Mapping Report 182

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. by engaging in a discursive

1st Quarter
the oneness of the Philippine nation in dialogue, demonstrates and conceives
the midst of differences and diversity in the idea of the Philippines as a country
physical and human geographic features according to its physical features and
of its provinces and regions and as human geographic features of its provinces
integrally linked with the world and regions
2. demonstrates understanding 2. executes initial steps to care for
of and appreciation for the natural and value the natural environment and
environment and natural resources of resources of the country
the country and how these enrich the
development of Filipino culture and
society

1. demonstrates understanding of 1. demonstrates appreciation for

2nd Quarter
the different economic activities that the various occupations and economic
are linked to a community’s geographic activities that beneficially contribute
features as well as the opportunities and to Filipino identity and the sustainable
challenges inherent in these economic development of the nation
activities towards achieving a more 2. performs the beginning or initial
progressive and sustainable society steps to promote unity and understanding
2. demonstrates understanding amidst cultural diversity among
of the differences and diversity of the communities in the country
country’s cultural communities towards
a deeper understanding on their oneness
or unity and their connection to local,
national and global levels of cultural
pluralism

1. demonstrates understanding and 1. values the significance of the role

3rd Quarter
recognition of the role of the government, of the government in one’s own community
including its leaders and other public in providing public service and upholding
servants to the society by supporting its the rights of citizens/community members
programs that advance a glocal society 2. demonstrates initial steps to
that is fair, peaceful and progressive actively participate and support projects
and activities initiated by the government
and leaders of his/her own community
towards the achievement of the common
good according to the ideals of a peaceful,
progressive, and united society

Philippine GCED Curriculum Mapping Report 183

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of the participates in civic activities that show

4th Quarter responsibilities of a citizen and practices how he/she performs his duties as a citizen
them as a Filipino citizen that values his/ of the nation and live out humanely his
her rights and others’ as well as the whole rights and duties as a citizen of the nation
humanity as prescribed in the universally
declared human rights

The learner demonstrates critical understanding and recognition of the formation

Grade 5
of ancient societies in the Philippines until the events marking enormous economic
changes and their implications to the Philippine society by the beginning of the 19th
century, using basic concepts for understanding their historical significance, continuity
and change, cause and effect relationship, for instilling in a young Filipino a critical
and reflective mind, how to be responsible, productive, pro-nature advocate, humane
and patriotic, who also displays interest on issues that confront/ed society before and
now towards a deeper appreciation and recognition for the Filipino identity which will
forge a progressive, fair, peaceful and sustainable future for the country, region and the
world.

Content Standards Performance Standards

demonstrates understanding of the honors/ appreciates with pride the

1st Quarter analytical understanding and knowledge ancient civilizations of the country in the
about the culture and communities of development of the Filipino identity
Filipinos before the Spanish colonization
and the contributions of these in molding
Filipino identity as a member of the
society, country and the world

demonstrates critical understanding carries out discussions pertaining to the

2nd Quarter of the resulting changes of the arrival positive and negative effects of changes
and colonialism of Spain on Philippine brought about by Spanish colonialism in
society and culture and its effects on the the construction of the Filipino identity
development of the Filipino identity

demonstrates critical understanding of honors and values the persistent efforts

3rd Quarter
the changes in the pre-colonial Philippine of our people to fight for equal rights,
society including the strivings of some uphold the dignity of the Filipinos and
groups to fight for equal rights, assert the assert our nation’s freedom during the
Filipino dignity, seek our freedom from Spanish colonial period
Spanish colonialism and its (impinging)
influences in the present time

Philippine GCED Curriculum Mapping Report 184

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates critical understanding of the honors and appreciates with pride the
4th Quarter role played by Spanish colonialism and strivings of patriotic Filipinos amidst
its influence on global reformations in the Spanish colonialism and the critical
flourishing of national consciousness that
contribution of their strivings in the
conforms with the ideals of unity, justice
and equality towards the formation/ emergence of national consciousness that
development of the Philippines as a nation corresponds to the ideals of unity, justice
and equality towards the conceptualization
of the Philippines as a nation

Grade 6 The learner demonstrates continuing critical understanding and appreciation for
Philippine history beginning in the 20th century up to the present using trusted and
appropriate sources of information in evaluating primary sources whether written, oral,
audio-visual, or a combination of these, from the different eras for a more grounded
Filipino identity and a patriotic mindset that will set for a broader, more just and humane
perspective of the world.

Content Standards Performance Standards

demonstrates analytical understanding appreciates the role played by the ancient

1st Quarter and knowledge about the culture and Filipinos in achieving freedom, justice and
communities of Filipinos before the high regard for humanity in the emergence
Spanish colonization and the contributions and development of a self-governing
of these in molding Filipino identity as a consciousness and identity as a free nation
member of the society, country and the and state
world
demonstrates analytical understanding takes pride in the contributions of Filipinos
2nd Quarter
and recognition of the strivings of who strove to achieve our total freedom
Filipinos to respond to the problems, and responded to the challenges of gaining
issues and challenges on economy, independence which include political,
politics, society and culture after gaining economic, social and cultural issues
independence as a nation

3rd Quarter demonstrates analytical understanding drafts intervention proposals that will
and recognition of the persistent strivings address present challenges and problems of
of Filipinos to address the challenges our country (i.e. conflicts, discrimination,
confronting a nation on the road to crimes and others) as a self-governing
self-governance and development like and developing country
conflicts, discrimination, crimes and
many more others

Philippine GCED Curriculum Mapping Report 185

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates analytical understanding carries out preliminary steps to actively

4th Quarter and knowledge on the striving efforts participate and support the programs of
of the Philippines as a free country in the government for the attainment of
establishing and strengthening relations
global vision of a society that is peaceful,
with other countries with the goal of
promoting/supporting a peaceful, fair, fair, inclusive, sustainable and humane
inclusive, sustainable and humane society

Key Stage 7-10 The learner demonstrates abilities as a Filipino youth and citizen who is critical,
reflective, creative, a wise decision-maker, actively involved, pro-nature, responsible,
productive, humane, patriotic, possessing a global perspective employing skills for
doing investigation, examining data and information from varied sources, research, and
effective communication in response to the challenges and processes of globalization
as well as understanding of the fundamental concepts of geography, history, economy,
politics and culture to build a progressive, fair, inclusive, and sustainable future towards
a progressive and peaceful world.

Grade 7 The learner demonstrates deep understanding and appreciation of the awareness on
geography, history, culture, society, government and economy of nations in the Asian
region towards the development of Filipino identity and Asian solidarity in the midst of
diversity and challenges of globalization and together, with full solidarity, and guided
by the principles of peace, inclusivity and sustainable development, confront global
issues that affect Asia and its multicultural communities.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the deeply connects with one another and are
interconnection of environment and able to articulate the part both environment
people in shaping the ancient Asian and people play in shaping the ancient
civilization/s according to their ways and Asian civilizations based on the various
behavior perspectives that emerged from historical
discourses
demonstrates understanding of the critically examines the Asian thoughts,
2nd Quarter changes, development and continuity of philosophies and religions that led to
the South and West Asia in the transitional the shaping of the ancient civilization/s
and modern periods (16th-20th century) in Asia and the development of Asian
by formulating arguments that are identity to serve as basis for behavior or
grounded on valid evidences actions that embody respect, empathy and
faith in the Almighty Creator.

demonstrates understanding of the critically examines the changes,

3rd Quarter
changes, development and continuity of developments and continuities in the South
the South and West Asia in the transitional and Western Asia during the transitional
and modern periods (16th-20th century) and modern periods (16th- 20th century)
by formulating arguments that are as guide in framing initiatives that
grounded on valid evidences advance the common good.

Philippine GCED Curriculum Mapping Report 186

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of showing critically examines the changes,

4th Quarter appreciation for the ways Asians developments and continuities in the East
responded to the challenges posed by and Southeast Asia in the transitional and
change, transformation and continuity
modern eras (16th-20th century) as guide
of the East and Southeast Asia in the
transitional and modern periods (16th- in framing initiatives that advance the
20th century) by formulating arguments common good
that are grounded on valid evidences

Grade 8 The learner demonstrates profound understanding of and appreciation for collaborative
pursuits and collective responses to current global challenges posed to humanity amidst
broad differences in geography, history, culture, society, government and economy
towards a deeper understanding of oneself as a Filipino and also as a member of a
global society who is imbued with wise and rational thinking and behavior as he/she
participates in securing a peaceful, progressive and stable future for the world.

Content Standards Performance Standards

1st Quarter demonstrates understanding of conceives or designs project proposals

how humans’ interaction with their that espouse protection and preservation
environment gave way to the flourishing of the legacies or heritage of the world’s
of civilizations that bestowed legacies ancient civilizations for the present and
that have shaped the lives of the future generations
current generation, by drawing global
interconnections

demonstrates understanding of the launches advocacies that push for the

2nd Quarter
contributions of the events that occurred protection of and showcase appreciation
in the classical and transitional periods, for the unique contributions, cultural
using detailed analysis of primary sources expressions and cultural exchanges of
in the forming and shaping identities of the classical and transitional eras that
countries and regions in the world have made an enormous influence on the
people’s living/lifestyle in the present time

demonstrates understanding and critically examines the implications of

3rd Quarter recognition of the complexity of the events that occurred during the era of
situations and issues associated with transformation and on to the modern era
the transformations towards the modern on his/her community and country as a
period as a result of the spreading way of accommodating a global ideal and
of scientific, political and economic for global self-efficacy
ideas towards the shaping of global
consciousness

Philippine GCED Curriculum Mapping Report 187

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding and actively participates in activities,

4th Quarter assessment of the importance of programs and projects that foster regional
interconnectedness, collaborative action and global peace, unity, collaboration
and responding to the implication of
and progress both in the community and
collective actions/efforts in the modern/
contemporary world towards building national levels.
global peace, unity, interdependence and
development

Grade 9 The learner displays profound understanding and appreciation of the key concepts and
pressing economic issues using the tools and values acquired from the social science
disciplines to mold critically-minded, reflective, with sense of accountability, nature
advocates, productive, just and humane citizens of their country and the world.
Content Standards Performance Standards

1st Quarter demonstrates understanding of the key practices comprehension of major

economic concepts from diverse world economic concepts by appropriating
perspectives and contexts as basis for global concepts as basis for wise and
wise and progressive everyday living in a progressive everyday living
globalized world

demonstrates understanding of essential critically examines the basics of the

2nd Quarter knowledge on the relationship of the relationship of the forces of demand and
forces of supply and demand and the supply and the market system as basis
market system as basis in formulating for wise decision-making of households
arguments that manifest wise -decision and markets and adoption of actions
making of the household and trade firms that display collaboration, respect. and
for national progress. cooperation to achieve development both
nationwide and worldwide

demonstrates understanding of the suggests ways on how salient knowledge

3rd Quarter intricate but vital knowledge that concerns on national economy which include
the national economy as integral to the providing equal opportunities for all
development and improvement of the citizens or everyone that will improve
lives of fellow citizens, and in providing lives and bring about national and global
them with equal opportunities for national progress
and global development

4th Quarter demonstrates understanding of the actively participates in the orderly

sectors of the economy and economic implementation of economic policies and
policies in the face of challenges and in the enhancement of the economy for
forces of globalization towards progress the country’s advancement and progress
and development by formulating key and in relating with other economies in
arguments and opinions the world

Philippine GCED Curriculum Mapping Report 188

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Grade 10 The learner displays profound understanding and consciousness of contemporary

issues and challenges triggered by globalization which confront the country and the
world (i.e. economic, environmental, political, human rights, education, and civic-
accountability and citizenship-related issues) using investigation skills, examination
of data and various sources of information, ethical research, critical thinking, effective
communication and wise decision-making to push for solutions and modes of action for
a just, peaceful, fair and inclusive world.

Content Standards Performance Standards

1st Quarter demonstrates understanding of the causes develops an economic program like
and implications of local and global a livelihood project based on the
issues and economic challenges in endemically available natural resources
attaining national and global progress and to help in solving the economic problems
development from different perspectives the country and the world are faced with
or viewpoints
demonstrates understanding of the proposes ways where people can actively
2nd Quarter complex causes and effects of political participate and involve in political issues
issues and how these are affected by power being experienced by the community and
dynamics in maintaining government the nation so that these will not lead to
stability and orderly and harmonious international or global conflicts
relations among countries in the world
1. demonstrates understanding 1. organizes a symposium that
3rd Quarter of the significance of human rights discusses the relationship between human
in promoting equality and respect for rights and the performance of one’s duties
people as members of their respective and responsibilities in maintaining a
communities, countries and the world community, the country and the world
by critically examining sources of key that recognize and respect human rights
information 2. creates a documentary that
2. demonstrates understanding advances respect for the rights of people/
of the importance of accepting and citizens to choose their own gender and
respecting diverse perspectives related sexuality as a response to the call for a
to multi-faceted issues on gender by fair and an inclusive global society
employing various world perspectives
and views
1. demonstrates understanding of 1. conducts a case study that
4th Quarter the importance of education in improving explores solutions to problems facing the
people’s quality of life, maintaining educational system both in the country
social order and in the development of and the world
the country and the world by critically 2. conducts research on the state of
examining key information civic and political participation of citizens
2. demonstrates understanding in their respective communities and its
of the importance of education and implications to national and global state
participation in civic activities by forming of affairs
key arguments and opinions, towards the
realization of a progressive, peaceful and
united country and world

Philippine GCED Curriculum Mapping Report 189

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

ARALING PANLIPUNAN (SOCIAL STUDIES)

The learner demonstrates understanding of fundamental art concepts, principles, and
Key Stage 1-3
processes through observing/ perceiving, creating, communicating, and responding
to relevant art works to develop the foundations of artistic expression, and cultural
appreciation, and awareness of local and/ or regional environmental and socio-cultural
concerns.

The learner demonstrates basic understanding of the fundamental concepts, principles,

Grade 1
and processes to observe/ perceive, communicate, create, and respond to relevant works
about one’s immediate community.

Content Standards Performance Standards

1. demonstrates understanding of applies the elements and principles in

1st Quarter
lines, shapes, colors and texture, and drawing a portrait of one’s self and family
principles of balance, proportion and showing their unique and common traits
variety through drawing or characteristics
2. demonstrates understanding of the
individual and shared traits/ characteristics
as applied in basic portraiture

2nd Quarter 1. demonstrates understanding of applies the different art elements and
basic elements and principles to express principles in an artwork using natural and
one’s ideas about his/ her surroundings man-made objects to show responsible
using natural and man-made objects environmental behaviors, habits, and/ or
2. demonstrates understanding of practices in one’s community
showing responsible local behaviors,
habits, and/ or practices to sustain and
care for the environment

1. demonstrates understanding of 1. creates prints that show repetition,

3rd Quarter
shapes and texture and prints that can alternation and emphasis using objects
be repeated, alternated and emphasized from nature and found objects at home
through printmaking and in school
2. demonstrates understanding of 2. shows responsible behaviors,
showing responsible local behaviors, habits, and/ or practices in using natural
habits, and/or practices in using natural resources
resources and preserving the environment

1. demonstrates understanding of 1. creates a useful 3-Dimensional

4th Quarter texture and 3-D shapes, and principle of object/sculpture using found objects and
proportion and emphasis through 3-D recycled materials
works and sculpture 2. shows responsible behaviors,
2. demonstrates understanding of habits, and/ or practices in using natural
showing responsible local behaviors, habits, resources and recycled materials
and/or practices in using natural resources
and recyclable materials

Philippine GCED Curriculum Mapping Report 190

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates basic understanding of the fundamental concepts, principles,

Grade 2
and processes to observe/perceive, communicate, create, and respond to relevant works
about one’s culture and local or regional concerns.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding of creates an artwork that effectively

lines, shapes and colors as elements of communicates one’s feelings, dreams, and
art, and variety, proportion and contrast ideas about one’s individual, and/or local
as principles of art through drawing identity
2. demonstrates understanding of
showing basic knowledge on using basic
drawing techniques to communicate one’s
feelings, dreams, and ideas about one’s
individual, and/or local identity

2nd Quarter 1. demonstrates understanding creates a composition showing one’s local

of using rhythm, unity, and variety to or cultural, such as the motifs and patterns
compose motifs and/or patterns that found on a tricycle or jeepney, using unity
represent one’s local and/or cultural and variety of lines, shapes and colors
identity
2. demonstrates understanding
of showing basic knowledge on using
common line, shape, and color motifs and
patterns that best represent one’s local
and/ or cultural
3rd Quarter 1. demonstrates understanding of 1. creates prints to promote and/or
shapes, textures, colors and repetition of advocate local environmental and socio-
motif, contrast of motif and color, from cultural challenges in the community or
nature and found objects region (i.e. the environment, culture and
2. demonstrates rudimentary identity, peace, and human rights)
understanding of local and/ or regional 2. responsibly utilizes natural and
concerns, such as, the environment, man-made objects to make prints with
culture and identity, peace, and human repeating, alternating or contrasting color,
rights shape, size, and/or texture
3. demonstrates understanding of 3. produces clear prints from natural
showing a good grasp of good practices/ and manmade objects
habits in using environmental resources
for one’s artistic or creative process

4th Quarter 1. demonstrates understanding of 1. creates a 3-dimensional

shapes, texture, proportion and balance freestanding, balanced figure using
through sculpture and 3-dimensional different materials (found materials,
crafts recycled, local or manufactured)
2. demonstrates understanding of 2. responsibly utilizes natural and
showing a good grasp of good practices/ man-made objects to create 3-dimensional
habits in using environmental resources artworks
for one’s artistic or creative process

Philippine GCED Curriculum Mapping Report 191

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of basic art concepts, principles, and processes
Grade 3
to observe/perceive, communicate, create, and respond to relevant works to appreciate
one’s culture, and promote local/ regional/ national environmental and socio-cultural
concerns.

Content Standards Performance Standards

1st Quarter demonstrates understanding of lines, 1. creates an artwork of people in

texture, shapes and depth, contrast (size, the province/region using on-the spot
texture) through observation of nature sketching of plants, trees and building and
and one’s surroundings, and drawing geometric line designs
2. draws one’s observation of natural
objects in his/her surrounding noting its
size, shape and texture
1. demonstrates understanding of 1. applies knowledge of planes
2nd Quarter
lines, color, textures, shapes and balance of (foreground, middle ground and
size, contrast of texture and art principles background) in making a landscape
in making a landscape composition composition
2. demonstrates understanding of 2. creates a landscape artwork
showing basic knowledge in landscape based on the observation of one’s natural
drawing and painting. surroundings

3rd Quarter 1. demonstrates understanding of 1. makes a print design that promotes

shapes, colors and principle repetition and or advocates local/ regional history
emphasis through printmaking (stencils) and socio-cultural concerns (i.e. the
2. demonstrates understanding of environment, human and children’s rights,
the utilization of art works, and basic peace-oriented practices and values, etc.)
practices to promote advocacies, local 2. manipulates a stencil with an
and/or regional socio-cultural situations, adequate skill to produce a clean print
and concerns, such as the environment, to express one’s message, slogan or logo
human and children’s rights, peace- using flat or 2D materials (i.e. T-shirt,
oriented practices and values, etc. poster, bag)
3. produces good copies of prints
using
4. complementary colors and
contrasting shapes
1. demonstrates understanding of 1. creates a single puppet based on
4th Quarter
shapes, colors, textures, and emphasis a character in local/ regional or imagined
by variation of shapes and texture and legends, myths or stories using recycled
contrast of colors through sculpture and and hard material
crafts 2. creates a mask or headdress that
2. demonstrates understanding of promotes one’s cultural, local, regional or
the basic concepts in puppetry and its national identity using found and recycled
use in the narration of local myths and materials
legends, and significance in identity and 3. demonstrates basic skills in
cultural formation constructing a puppet

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates essential understanding of art concepts, principles, and

Key Stage 4-6
processes through performing, creating, and responding, aimed towards art appreciation,
and acquisition of requisite art competencies in grasping situations and issues in the
local and national milieu.

The learner demonstrates essential understanding of art concepts, principles, and

Grade 4
processes through performing, communicating, creating, and responding, aimed
towards appreciation of Philippine art, culture and identity.

Content Standards Performance Standards

demonstrates understanding of lines, 1. demonstrates correct and
1st Quarter
shapes, texture, size, and rhythm in appropriate cultural practices in the
appreciating one’s direct surroundings in community by way of attire, body
a community accessories, religious practices and
lifestyle.
2. creates unique designs of houses
and other household objects, that recognize
the identity of a selected cultural group.
3. writes a comparative description
of houses and utensils used by selected
cultural groups, showing their respective
identity, as well as diversity

demonstrates understanding of lines, 1. sketches and paints a landscape

2nd Quarter
color, shapes, space, and proportion scene that shows appreciation of the
through drawing a landscape scene environment and the way of life of a
cultural community
2. realizes that the choice of colors
in a painting conveys moods or feelings

3rd Quarter 1. demonstrates understanding of 1. creates relief and found objects

shapes, colors and the repetition, through prints using ethnic designs of a cultural
printing patterns that represent one’s local community
2. makes an infographic on relief
and/or national identity
prints by cultural communities in the
2. shows resourcefulness in creating country.
print artworks using recycled and/or 3. produces multiple clear copies of
found objects a relief print using industrial paint/natural
dyes to create decorative borders for
boards, panels etc.

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding on 1. applies individually the intricate

4th Quarter color (dyes), values, and repetition of procedures in tie-dyeing in clothes or
motifs through sculpture and 3-D crafts t-shirts and compares them with one
another
2. demonstrates understanding of
2. replicates traditional skills in mat
the traditional process of mat weaving and weaving from indigenous material like
dyeing, as practiced by Filipino cultural abaca tapestries
communities 3. researches on tie-dyed crafts of
the T’boli and presents designs made by
them
4. presents research on tie-dyed
products of other cultural communities to
compare their designs and colors

The learner demonstrates understanding and exploration of art concepts, principles,

Grade 5
and processes through performing, communicating, creating, and responding, aimed
towards development of vital art competencies, and appreciation of Philippine art,
culture, and identity.

Content Standards Performance Standards

demonstrates understanding of lines, 1. draws different artifacts and

1st Quarter shapes, and space; and the principles structures in the Philippines and in the
of rhythm and balance through drawing locality using crosshatching technique
archaeological artifacts, houses, 2. mounts an exhibit on Philippine
buildings, and churches from different artifacts and houses from different
historical periods using crosshatching historical periods (miniature or replica),
technique to simulate an image of to promote one’s local/national identity
3-dimensions in an artwork

demonstrates understanding of lines, 1. sketches natural or man-made

2nd Quarter colors, space, and harmony through places in the community with the use of
painting and explains/illustrates complementary colors.
landscapes of important historical places 2. draws/paints significant or
in the community (natural or man-made) important historical places
using one-point perspective in landscape
drawing, complementary colors, and the
right proportion of parts

demonstrates understanding of new creates a variety of prints using lines

3rd Quarter printmaking techniques with the use of (thick, thin, jagged, ribbed, fluted, woven)
lines, texture, inspired by Filipino stories to produce visual texture, to recognize the
and myths identity of a cultural community, inspired
by Filipino stories and myths

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of colors, demonstrates basic sculptural skills in

4th Quarter shapes, space, repetition, and balance making a 3-dimensional craft that shows
through sculpture and 3-dimensional balance, artistic design, and repeated
variation of patterns and colors, inspired
crafts.
from indigenous arts of Filipino cultural
communities
1. papier-mâché jars with patterns
2. paper beads constructs 3-D craft using
primary and secondary colors, geometric
shapes, space, and repetition of colors to
show balance of the structure and shape
3. mobile
The learner demonstrates understanding of pertinent art concepts, principles, and
Grade 6
processes through performing, creating, communicating, and responding to digital
art works aimed towards the appreciation, and celebration of Philippine culture,
underscoring awareness of local and national issues.
Content Standards Performance Standards

demonstrates understanding of the use 1. creates an original logo

1st Quarter of lines, shapes, colors, texture, and promoting a Filipino product or brand
emphasis, in designing an original logo using free and open-source software
of a Filipino product or brand, and an 2. designs an original Filipino
original Filipino cartoon character cartoon character on the spot to promote
using free and open-source software one’s local/national identity, using free
and open-source software
demonstrates understanding of shapes, creates a poster that promotes a
2nd Quarter space, colors, emphasis, and harmony specific advocacy (i.e. peace, political
in creating an advocacy-oriented digital participation, human rights, and/or
painting and poster using free and open- environment) using free and open-source
source software software

3rd Quarter demonstrates understanding of shapes, creates a T-shirt design and takes
colors, value, emphasis, and harmony in photographs that promote a specific
creating advocacy-oriented print design advocacy (peace, political participation,
and digital photographs human rights, and/or environment)
photography
demonstrates understanding of shapes, 1. creates a digital 3-D model of
4th Quarter
colors, emphasis, and harmony through a package design for an original local
the use of new media in creating product or brand
advocacy-oriented audio-visual artwork 2. creates a short audio-visual
and product design, using free and open- artwork/animation that promotes a
source software. specific advocacy (i.e. peace, political
participation, human rights, and/or
environment), using free and open-source

Philippine GCED Curriculum Mapping Report 195

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates a critical understanding of salient art concepts, principles,

Key Stage 7-10
and processes in the Philippines and the world, aimed towards appreciating, reflecting,
and developing one’s self, and the Filipino culture amidst the global community.

The learner demonstrates an enhanced understanding of the processes in the arts through
Grade 7
performing, creating, listening and observing, and responding towards appreciation of
the cultural richness of the different provinces in the Philippines.

Content Standards Performance Standards

1. demonstrates understanding 1. creates artworks showing the

1st Quarter
of the art elements and processes characteristic elements of the arts of Luzon
through synthesizing and applying (highlands and lowlands) that depict
prior knowledge and skills in creating their different beliefs and spirituality and
advocacy-oriented artwork advocacies
2. demonstrates understanding of 2. mounts a Luzon-themed exhibit
the salient features of the arts of Luzon that depict their different beliefs and
(highlands and lowlands) by showing the spirituality and advocacies
relationship of the elements of art and
processes among the culturally diverse
communities in the country

1. demonstrates understanding 1. creates artworks showing the

2nd Quarter of the art elements and processes characteristic elements of the arts of
through synthesizing and applying MIMAROPA and the Visayas with
prior knowledge and skills in creating emphasis in each area’s diversity as well
advocacy-oriented artwork as their shared identity
2. demonstrates understanding 2. mounts a MIMAROPA-themed
of the salient features of the arts of exhibit that depicts each area’s diversity
MIMAROPA and the Visayan Islands by as well as their shared identity
showing the relationship of the elements
of art and processes among the culturally
diverse communities in the country
3rd Quarter 1. demonstrates understanding of 1. creates artworks showing the
the art elements and processes through characteristic elements of the arts of
synthesizing and applying prior knowledge Mindanao with emphasis on the sustainability
and skills in creating advocacy-oriented of the production of these arts
artwork
2. mounts a Mindanao-themed exhibit
2. demonstrates understanding of the
salient features of the arts of Mindanao by that promote sustainability of the production
showing the relationship of the elements of these arts
of art and processes among the culturally
diverse communities in the country
3. demonstrates understanding of
the application of knowledge in analyzing
issues and determining reliable sources in
creating advocacy-oriented artwork

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. creates appropriate festival

4th Quarter how theatrical elements (sound, music, costume with accessories based on reliable
gesture, movement, and costume) affect research and using authentic indigenous
the creation and communication of
attires of cultural groups as inspiration
meaning in Philippine Festivals and
Theatrical Forms as influenced by history creates/improvises appropriate sound,
and culture music, gesture, movements, and costume
2. demonstrates understanding for a chosen festival
of the design, form, and function of the 2. takes part in a chosen festival that
traditional wear as practiced by Filipino promotes local cultural groups’ shared
indigenous communities identity and diversity
3. demonstrates understanding of
theater and performance as a synthesis
of arts and a significant expression of the
celebration of life in various Philippine
communities

The learner demonstrates an enhanced understanding of the salient features of Asian

Grade 8
music and the arts, through appreciation, analysis, and performance for self-development,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s
world vision.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding 1. creates artworks showing the

of the art elements and processes characteristic elements of the arts of
through synthesizing and applying Southeast Asia with emphasis in each
prior knowledge and skills in creating country’s diversity as well as their shared
advocacy-oriented artwork identity
2. demonstrates understanding of 2. mounts a Southeast Asian-themed
the salient features of the arts of Southeast exhibit that promotes global mindedness
Asia by showing the relationship of the
elements of art and processes among
culturally diverse communities in the
region
1. demonstrates understanding of 1. creates artworks showing the
2nd Quarter the art elements and processes through characteristic elements of the arts of East
synthesizing and Asia with emphasis on the sustainability
2. applying prior knowledge and
of the production of these arts
skills in creating advocacy-oriented
artwork 2. mounts an East Asian-themed
3. demonstrates understanding of exhibit that promote a sustainable society
the salient features of the arts of East
Asia by showing the relationship of the
elements of art and processes among
culturally diverse communities in the

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

in the region
2nd Quarter 4. recognizes East Asian countries
as having a rich artistic and cultural
tradition from prehistoric to present times

1. demonstrates understanding of 1. creates artworks showing the

3rd Quarter
the art elements and processes through characteristic elements of the arts of
synthesizing and South, West, and Central Asia with
2. applying prior knowledge and emphasis in each country’s diversity as
skills in creating advocacy-oriented well as their shared identity
artwork 2. mounts a South, West, and Central
3. demonstrates understanding of Asian-themed exhibit that promotes each
the salient features of the arts of South, country’s diversity as well as their shared
West, and Central Asia by showing the identity
relationship of the elements of art and
processes among culturally diverse
4. communities in the region
1. demonstrates understanding of 1. creates appropriate festival attire
4th Quarter
how theatrical elements (sound, music, with accessories based on authentic
gesture, movement, and costume) affect regional and global festival costumes that
the creation and communication of share similar features
meaning in Asian Festivals and Theatrical 2. creates/improvises appropriate
Forms as influenced by history and culture sound, music, gesture, movements,
2. demonstrates understanding of and costume for a chosen theatrical
how theatrical elements (sound, music, composition inspired by respect and
gesture, movement, and costume) affect empathy
the creation and communication of 3. takes part in a chosen festival
meaning in Philippine Festivals and depicting actions based on respect and
Theatrical Forms as influenced by history empathy
and culture
3. demonstrates understanding of
theater and performance as a synthesis
of arts and a significant expression of
the celebration of life in various Asian
communities

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates an enhanced understanding of the salient features of Western

Grade 9
music and the arts from different historical periods, through appreciation, analysis,
and performance for self-development, the celebration of Filipino cultural identity and
diversity, and the expansion of one’s world vision.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding of art 1. determines the underlying

elements and processes by synthesizing ideologies and socio-political conditions
and applying prior knowledge and skills that led to the rise Western and Classical
2. demonstrates understanding of art styles in terms of aesthetics, content/
the arts as integral to the development of themes, techniques, process, and
organizations, spiritual belief, historical composition
events, scientific discoveries, natural 2. presents a creative output (i.e.
disasters/occurrences, and other external research, production, or any artistic work)
phenomena representing the Western and Classical art
styles with emphasis on their expressions,
discourses, and dialogues based on their
ideologies

1. demonstrates understanding of art 1. determines the underlying

2nd Quarter elements and processes by synthesizing ideologies and socio-political conditions
and applying prior knowledge and skills that led to the rise Renaissance and
2. demonstrates understanding of Baroque art styles in terms of aesthetics,
the arts as integral to the development of content/themes, techniques, process, and
organizations, spiritual belief, historical composition
events, scientific discoveries, natural 2. presents a creative output (i.e.
disasters/occurrences, and other external research, production, or any artistic
phenomena work) representing the Renaissance and
Baroque art styles with emphasis on their
expressions, discourses, and dialogues
based on their ideologies

1. demonstrates understanding of art 1. determines the underlying

3rd Quarter
elements and processes by synthesizing ideologies and socio-political conditions
and applying prior knowledge and skills that led to the rise of the Neoclassical and
2. demonstrates understanding of Romantic art styles in terms of aesthetics,
the arts as integral to the development of content/themes, techniques, process, and
organizations, spiritual belief, historical composition
events, scientific discoveries, natural 2. presents a creative output (i.e.
disasters/occurrences, and other external research, production, or any artistic
phenomena work) representing the Neoclassic and
Romantic art styles with emphasis on their
expressions, discourses, and dialogues
based on their ideologies

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

demonstrates understanding of how 1. examines the elements and

4th Quarter theatrical elements (sound, music, standards of selected Western classical
gesture, movement, and plays and opera
costume) affect the creation and 2. designs appropriate costumes, set,
communication of meaning in Western props, lighting, and sound for a Western
Classical plays and opera as influenced classical play/opera that emphasizes
by history and culture demonstrates respect and empathy
understanding of theater as a form of 3. participates in an adaptation
integrative arts of a Western classical play or opera to
encourage discourses and dialogues that
emphasize respect and empathy

The learner demonstrates an enhanced understanding of the salient features of

Grade 10
contemporary music and the arts, through appreciation, analysis, and performance, for
self-development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.

Content Standards Performance Standards

1. demonstrates understanding of art 1. determines the difference and

1st Quarter elements and processes by synthesizing uniqueness of modern art in terms of
and applying prior knowledge and skills aesthetics, techniques, process, and
2. demonstrates understanding of composition with emphasis on its diversity
the arts as integral to the development of and sustainability
organizations, spiritual belief, historical 2. presents a creative output (i.e.
events, scientific discoveries, natural research, production, or any artistic work)
disasters/occurrences, and other external representing the modern art style with
phenomena emphasis on diversity and sustainability

demonstrates understanding of art creates a tech-based artwork (video clips

2nd Quarter elements and processes using current and and printed media such as posters, menus,
emerging technologies that allow new brochures etc.) relating to a selected topic
modes of expression
from the different learning areas using
available technologies, e.g., food and
fashion with emphasis on ethical and
responsible behavior for a just society

demonstrates understanding of art creates artworks using available media and

3rd Quarter elements and processes using current and natural resources on local topics, issues,
emerging technologies that allow new and concerns such as environmental
modes of expression advocacies ecotourism, and economic
and livelihood projects with emphasis on
initiatives to advance common good

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. designs appropriate costumes, set,

4th Quarter media and technology in communicating props, lighting, and sound for an original
a play’s meaning and enhancing its Philippine play that emphasizes respect
aesthetics and empathy
2. demonstrates understanding of 2. participates in the production of
theater as a form of integrative arts an original play inspired by Philippine
current issues to encourage discourses and
dialogues on various perspectives

Music

The learner demonstrates understanding of fundamental processes through performing,

Key Stage 1-3
creating, and responding, aimed towards the development of appreciation of music, and
acquisition of basic knowledge and skills (using music and songs of the glocality that
promote identity formation, shared responsibility, peace-oriented values, respect for
others, and care for the environment)

The learner demonstrates basic understanding of the fundamental processes in music

Grade 1
through performing, creating, listening and observing, and responding (to music
and songs of the glocality that promote identity formation, shared responsibility,
peace-oriented values, respect for others, and care for the environment)

Content Standards Performance Standards

demonstrates basic understanding of responds appropriately to the pulse of the

1st Quarter sound, silence, and rhythm (using music sounds heard and performs with accuracy
and songs of the glocality that promote the rhythmic patterns (using music and
identity formation, shared responsibility, songs of the glocality that promote
peace-oriented values, respect for others, identity formation, shared responsibility,
and care for the environment) peace-oriented values, respect for others,
and care for the environment)

2nd Quarter 1. demonstrates basic understanding 1. responds accurately to high and

of pitch and simple melodic patterns low tones through body movements,
(using music and songs of the glocality singing, and playing other sources of
that promote identity formation, shared sounds (using music and songs of the
responsibility, peace-oriented values, glocality that promote identity formation,
respect for others, and care for the shared responsibility, peace-oriented
environment) values, respect for others, and care for the
2. demonstrates basic understanding environment)
of the concepts of musical lines, 2. responds with precision to
beginnings and endings in music, and changes in musical lines with body
repeats in music (using music and songs movements (using music and songs of the

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

of the glocality that promote identity glocality that promote identity formation,
2nd Quarter formation, shared responsibility, peace- shared responsibility, peace-oriented
oriented values, respect for others, and values, respect for others, and care for the
care for the environment) environment)

1. demonstrates understanding of 1. distinguishes accurately the

3rd Quarter
the basic concepts of timbre (using music different sources of sounds heard and be
and songs of the glocality that promote able to produce a variety of timbres (using
identity formation, shared responsibility,
local examples and materials)
peace-oriented values, respect for others,
and care for the environment) 2. creatively interprets with body
2. demonstrates understanding of the movements the dynamic levels to enhance
basic concepts of dynamics (using music poetry, chants, drama, and musical stories
and songs of the glocality that promote (found in the locality)
identity formation, shared responsibility,
peace-oriented values, respect for others,
and care for the environment)
1. demonstrates understanding of 1. performs with accuracy varied
4th Quarter
the basic concepts of tempo (using music tempi through movements or dance steps
and songs of the glocality that promote to enhance poetry, chants, drama, and
identity formation, shared responsibility, musical stories (from the glocality)
peace-oriented values, respect for others, 2. sings songs to involve oneself
and care for the environment) and experience the concept of texture
2. demonstrates understanding of (using music and songs of the glocality
the basic concepts of texture (using music that promote identity formation, shared
and songs of the glocality that promote responsibility, peace-oriented values,
identity formation, shared responsibility, respect for others, and care for the
peace-oriented values, respect for others, environment)
and care for the environment)

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of the basic and fundamental processes in music
Grade 2
and art, through performing, creating, listening and observing, and responding (to the
music and songs of the glocality that promote identity formation, shared responsibility,
peace-oriented values, respect for others, and care for the environment)

Content Standards Performance Standards

1st Quarter demonstrates basic understanding of responds appropriately to the pulse of

sound, silence and rhythmic patterns sounds heard and performs with accuracy
and develops musical awareness while the rhythmic patterns in expressing oneself
performing the fundamental processes using found materials (like coconut shell,
in music (using music and songs of the bamboo, empty boxes etc.)
glocality that promote identity formation,
shared responsibility, peace-oriented
values, respect for others, and care for the
environment)

2nd Quarter 1. demonstrates basic understanding 1. performs with accuracy of pitch,

of pitch and simple melodic patterns the simple melodic patterns through body
(using music and songs of the glocality movements, singing or playing musical
that promote identity formation, shared instruments (using music and songs of the
responsibility, peace-oriented values, glocality that promote identity formation,
respect for others, and care for the shared responsibility, peace-oriented
environment) values, respect for others, and care for the
2. demonstrates understanding environment)
of the basic concepts of musical form 2. performs a song, chosen from
(using music and songs of the glocality among the previously learned songs that
that promote identity formation, shared shows the basic concepts of musical
responsibility, peace-oriented values, lines, beginnings, endings and repeats
respect for others, and care for the through body movement, vocal sounds,
environment) and instrumental sounds (using music
and songs of the glocality that promote
identity formation, shared responsibility,
peace-oriented values, respect for others,
and care for the environment)
1. demonstrates understanding of 1. determines accurately the sources
3rd Quarter the basic concepts of timbre (using music of sounds heard (from the glocality), and
and songs of the glocality that promote produce sounds using voice, body, and
identity formation, shared responsibility, objects, and be able to sing in accurate
peace-oriented values, respect for others, pitch (songs that promote peace-oriented
and care for the environment) values, respect for others, and care for the
2. demonstrates understanding of the environment)
basic concepts of dynamics (using music 2. creatively applies changes in
and songs of the glocality that promote dynamics to enhance rhymes, chants,
identity formation, shared responsibility, drama, and musical stories (found in the
peace-oriented values, respect for others,
glocality)
and care for the environment)

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. uses varied tempi to enhance

4th Quarter the basic concepts of tempo (using music rhymes, chants, drama, and musical stories
and songs of the glocality that promote (found in the glocality)
identity formation, shared responsibility, 2. distinguishes accurately between
peace-oriented values, respect for others, single musical line and multiple musical
and care for the environment) lines which occur simultaneously in a
2. demonstrates understanding of given song (using music and songs of the
the basic concepts of texture (using music glocality that promote identity formation,
and songs of the glocality that promote shared responsibility, peace-oriented
identity formation, shared responsibility, values, respect for others, and care for the
peace-oriented values, respect for others, environment)
and care for the environment)

Grade 3 The learner has acquired the basic and fundamental processes through performing,
creating, listening and observing, and responding, towards the development of
appreciation of music and art, and the acquisition of basic knowledge and skills (using
music and songs of the glocality that promote identity formation, shared responsibility,
peace-oriented values, respect for others, and care for the environment)

Content Standards Performance Standards

demonstrates understanding of the 1. performs simple ostinato patterns/

1st Quarter basic concepts of rhythm (using music simple rhythmic accompaniments on
and songs of the glocality that promote classroom instruments and other sound
sources to a given song
identity formation, shared responsibility,
2. sings songs with correct rhythm
peace-oriented values, respect for others, (using music and songs of the glocality
and care for the environment) that promote identity formation, shared
responsibility, peace-oriented values, respect
for others, and care for the environment)

1. demonstrates understanding of 1. sings the melody of a song with

2nd Quarter the basic concepts of melody (using music accurate pitch (using music and songs
and songs of the glocality that promote from the glocality that promote peace-
identity formation, shared responsibility,
oriented values, respect for others, and
peace-oriented values, respect for others,
and care for the environment) care for the environment)
2. demonstrates understanding 2. sings, plays, and performs
of the basic concepts of musical form (through body movements) a chosen
(using music and songs of the glocality song (that promote peace-oriented
that promote identity formation, shared values, respect for others, and care for the
responsibility, peace-oriented values, environment) showing the basic concepts
respect for others, and care for the
of musical lines, beginnings, endings and
environment)
repeats

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of 1. applies vocal techniques in

3rd Quarter
the basic concepts of timbre (using music singing songs from the glocality that
and songs of the glocality that promote promote peace-oriented values, respect
identity formation, shared responsibility, for others, and care for the environment)
peace-oriented values, respect for others, to produce a pleasing vocal quality:
and care for the environment) 1.1 using head tones
2. demonstrates understanding of 1.2 employing proper breathing
the basic concepts of dynamics in order 1.3 using the diaphragm
to respond to conducting gestures using using folk songs
symbols indicating variances in dynamics 2. sings songs with proper dynamics
(using music and songs of the glocality following basic conducting gestures (using
that promote identity formation, shared music and songs from the locality that
responsibility, peace-oriented values, promote peace-oriented values, respect
respect for others, and care for the for others, and care for the environment)
environment)

1. demonstrates understanding 1. enhances performance of poetry,

4th Quarter
of the concepts of tempo in order to chants, drama, musical stories, and songs
respond to conducting symbols indicating by using a variety of tempo using poetry,
variations in tempo (using music and chants, drama, musical stories, and songs
songs of the glocality that promote (found in the locality)
identity formation, shared responsibility, 2. sings “two-part rounds” “partner
peace-oriented values, respect for others, songs” (using music and songs from the
and care for the environment) locality that promote peace-oriented
2. demonstrates understanding of values, respect for others, and care for the
the basic concepts of texture (using music environment)
and songs from the glocality that promote
peace-oriented values, respect for others,
and care for the environment)

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

The learner demonstrates understanding of basic elements and concepts through

Key Stage 4-6
performing, creating, and responding, aimed towards the development of appreciation
of music, and acquisition of basic knowledge and skills using music materials from the
locality and other parts of the world (poetry, chants, drama, musical stories, folk songs
instruments, patriotic songs, and other songs from other parts of the world)

Through the formal introduction of elements, the learner can identify the basic
Grade 4
knowledge and skills in music, towards self-development, the celebration of Filipino
cultural identity and diversity, and the expansion of one’s world vision.

Content Standards Performance Standards

demonstrates understanding of concepts creates rhythmic patterns in: (1) simple

1st Quarter
pertaining to rhythm and musical symbols time signatures (2) simple one-measure
(using music and songs from the glocality ostinato pattern using improvised
and from other parts of the world that instruments from the environment
promote peace-oriented values, respect
for others, and care for the environment)
recognizes the musical symbols and analyzes melodic movement and range
2nd Quarter
demonstrates understanding of concepts and be able to create and perform simple
pertaining to melody (using music and melodies of the songs from the locality
songs from the locality and from other
parts of the world that promote peace-
oriented values, respect for others, and
care for the environment)
1. demonstrates understanding 1. performs similar and contrasting
3rd Quarter of musical phrases, and the uses and musical phrases (using music and songs of
meaning of musical terms in form (using
music and songs from the glocality and the locality that promotes peace-oriented
from other parts of the world that promote values, respect for others, and care for the
peace-oriented values, respect for others, environment)
and care for the environment)
2. participates actively in a group
2. demonstrates understanding of
variations of sound in music (lightness performance to demonstrate different
and heaviness) as applied to vocal and vocal and instrumental sounds (using
instrumental music (using music and
music and songs of the locality that
songs from the locality and from other
parts of the world that promote peace- promotes peace-oriented values, respect
oriented values, respect for others, and for others, and care for the environment)
care for the environment) 3. applies forte and piano to
3. recognizes the musical symbols
and demonstrates understanding of designate loudness and softness in a
concepts pertaining to volume in music musical example (1) singing (2) playing
(using music and songs from the locality instrument using simple patriotic songs
and from other parts of the world that
promote peace-oriented values, respect
for others, and care for the environment)

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Content Standards Performance Standards

1. demonstrates understanding of 1. creates and performs body

4th Quarter concepts pertaining to speed/flow of music movements appropriate to a given
(using music and songs from the locality tempo (based on music and songs of the
and from other parts of the world that locality that promotes peace-oriented
promote peace-oriented values, respect values, respect for others, and care for the
for others, and care for the environment) environment)
2. demonstrates understanding of 2. sings two-part rounds and partner
concepts pertaining to texture in music songs with others (using music and songs
(using music and songs from the locality of the locality that promotes peace-
and from other parts of the world that oriented values, respect for others, and
promote peace-oriented values, respect care for the environment)
for others, and care for the environment) 3. performs examples of harmonic
3. demonstrates understanding of interval with others (using music and
harmonic intervals (using music and songs of the locality that promotes peace-
songs from the locality and from other oriented values, respect for others, and
parts of the world that promote peace- care for the environment)
oriented values, respect for others, and
care for the environment)

Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic

knowledge and skills in music, towards self-development, the celebration of Filipino
cultural identity and diversity, and expansion of one’s world vision.

Content Standards Performance Standards

recognizes the musical symbols and performs with a conductor, a speech chorus
1st Quarter demonstrates understanding of concepts in simple time signatures (1) choral (2)
pertaining to rhythm (using music and instrumental (using music and songs of
the locality that promotes peace-oriented
songs from the locality and from other
values, respect for others, and care for the
parts of the world that promote peace- environment)
oriented values, respect for others, and
care for the environment)

recognizes the musical symbols and accurately performs songs (from the locality
2nd Quarter demonstrates understanding of concepts and other parts of the world) following
pertaining to melody (using music and the musical symbols pertaining to melody
songs from the locality and from other
indicated in the piece
parts of the world that promote peace-
oriented values, respect for others, and
care for the environment)

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Content Standards Performance Standards

1. demonstrates understanding of 1. performs the created song with

3rd Quarter the uses and meaning of musical terms in appropriate musicality (to exhibit identity
form from the music of locality formation)
2. demonstrates understanding of 2. participates in a group
variations of sound density in music performance to demonstrate different
(lightness and heaviness) as applied to vocal and instrumental sounds (evident in
vocal and instrumental music (using the locality and other parts of the world)
music and songs from the locality and
from other parts of the world that promote
peace-oriented values, respect for others,
and care for the environment)

1. demonstrates understanding of 1. applies dynamics to musical

4th Quarter concepts pertaining to volume in music selections (like Philippine patriotic songs
(using music and songs from the locality and folk songs from other parts of the
and from other parts of the world that world)
promote peace-oriented values, respect 2. applies appropriately, various
for others, and care for the environment) tempo to vocal and instrumental
2. recognizes the musical symbols performances (using music and songs of
and demonstrates understanding of the locality and other parts of the world that
concepts pertaining to speed in music promotes peace-oriented values, respect
using different songs from the locality for others, and care for the environment)
3. demonstrates understanding of 3. recognizes examples of horizontal
concepts pertaining to texture in music 3-part vocal or instrumental texture,
(using music and songs from the locality aurally and visually (using music and
and from other parts of the world that songs of the locality and other parts of
promote peace-oriented values, respect the world that promotes peace-oriented
for others, and care for the environment) values, respect for others, and care for the
4. recognizes the musical symbols environment)
and demonstrates understanding of 4. performs a vocal or instrumental
harmonic intervals (using music and ensemble (choosing music and songs of
songs from the locality and from other the locality and other parts of the world that
parts of the world that promote peace- promotes peace-oriented values, respect
oriented values, respect for others, and for others, and care for the environment)
care for the environment) using the following major triads (I, IV, V)
in a folk song

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Through application, the learner demonstrates understanding of the basic concepts of

Grade 6
and processes in music, towards self-development, the celebration of Filipino cultural
identity and diversity, and the expansion of one’s world vision.

Content Standards Performance Standards

demonstrates understanding of the concept responds to beats (of the different music
1st Quarter
of rhythm by applying notes and rests, and songs from the locality and other parts
rhythmic patterns, and time signatures of the world that promote peace-oriented
(using music and songs from the locality values, respect for others, and care for the
and from other parts of the world that environment) with appropriate conducting
promote peace-oriented values, respect patterns of 2-4, 3-4, 4-4, and 6-8
for others, and care for the environment)

2nd Quarter demonstrates the concept of melody by applies learned concepts of melody
using intervals in major scales and in the and other elements to composition and
minor scales (through music and songs performance of the (songs and music
from the locality and from other parts of from the locality and from other parts of
the world that promote peace-oriented the world that promotes peace-oriented
values, respect for others, and care for the values, respect for others, and care for the
environment) environment)

1. demonstrates understanding of 1. performs accurately the design

3rd Quarter
the concept of musical forms and musical or structure of (songs and music from
symbols (repeat marks) indicated (using the locality and from other parts of the
music and songs from the locality and world that promotes peace-oriented
from other parts of the world that promote values, respect for others, and care for the
peace-oriented values, respect for others, environment)
and care for the environment) 2. aurally determines the sound of
2. demonstrates understanding of a single instrument in any section of the
the concept of timbre through recognizing orchestra
musical instruments (from the locality 3. applies the appropriate dynamic
and around the globe) aurally and visually levels in vocal and instrumental music
3. demonstrates understanding of (from the locality and from other parts of
the concept of dynamics through a wide the world that promotes peace-oriented
variety of dynamic levels (using music values, respect for others, and care for the
and songs from the locality and from environment)
other parts of the world that promote
peace-oriented values, respect for others,
and care for the environment)

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Content Standards Performance Standards

1. demonstrates understanding of 1. performs (songs and music from

4th Quarter the various tempo (using music and songs the locality and from other parts of the
from the locality and from other parts of world that promotes peace-oriented
the world that promote peace-oriented values, respect for others, and care for
values, respect for others, and care for the the environment) exhibiting varied tempo
environment) marks
2. demonstrates the concept of 2. performs accurately (songs and
texture as: (1) monophonic (one voice), (2) music from the locality and from other
homophonic (voice & accompaniment), parts of the world that promotes peace-
(3) polyphonic (many voices) (through oriented values, respect for others, and
music and songs from the locality and care for the environment) exhibiting varied
from other parts of the world that promote types of musical texture: monophonic,
peace-oriented values, respect for others, homophonic, and polyphonic textures
and care for the environment) 3. demonstrates harmony in group
3. demonstrates understanding of performances (1) choir (2) rondalla (3)
the concepts of harmony through the lyre band (playing music and songs of
intervals that constitute the primary the locality and from other parts of the
chords of major and minor scales in world that promotes peace-oriented
music (through music and songs from values, respect for others, and care for the
the locality and from other parts of the environment)
world that promote peace-oriented
values, respect for others, and care for the
environment)

Key Stage 7-10 The learner demonstrates understanding of salient features of music of the Philippines
and the world, through appreciation, analysis, and performance, for self-development,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s
world vision using materials from locality and other parts of the world (poetry, chants,
dramas, musical stories, folk songs, instruments, patriotic songs, and songs from other
parts of the world)

Grade 7 The learner demonstrates basic understanding (to recognize the shared identity and
diversity) of the fundamental processes in music and the arts through performing,
creating, listening and observing, and responding towards appreciation, preservation,
and promotion of the cultural richness of the different provinces in the Philippines.

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Content Standards Performance Standards

demonstrates understanding of the performs music of the lowlands with

1st Quarter
musical characteristics of representative appropriate pitch, rhythm, expression and
music from the lowlands of Luzon (and style (to understand shared identity and
acknowledge the shared identity and diversity)
diversity)

demonstrates understanding of the performs selected vocal and instrumental

2nd Quarter
musical characteristics of representative music of Cordillera, Mindoro, Palawan
music from the highlands of Luzon, and the Visayas in appropriate style (to
Mindoro, Palawan, and the Visayas (and understand shared identity and diversity)
acknowledge the shared identity and
diversity)

demonstrates understanding of the performs music of Mindanao with

3rd Quarter musical characteristics of representative appropriate expression and style (to
music from Mindanao (and acknowledge understand shared identity and diversity)
the shared identity and diversity)

1. demonstrates understanding 1. performs excerpts/selections from

4th Quarter
and application of musical skills related Philippine musical theater
to selected Philippine Festivals (to 2. performs songs and dances from
acknowledge the shared identity and selected Philippine festivals (to understand
diversity) shared identity and diversity)
2. demonstrates understanding
and application of musical skills related
to theater (to acknowledge the shared
identity and diversity)

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The learner demonstrates understanding of salient features of Asian music and the arts,
Grade 8
through appreciation, analysis, and performance for self-development, the celebration
of Filipino cultural identity and diversity, and the expansion of one’s world vision.

Content Standards Performance Standards

demonstrates understanding of the performs Southeast Asian songs with

1st Quarter
common musical characteristics of the appropriate pitch, rhythm, expression and
region as well as unique characteristics style (to understand shared identity and
of a particular Southeast Asian country diversity)
(to acknowledge the shared identity and
diversity)

2nd Quarter demonstrates understanding of common performs East Asian music with
and distinct musical characteristics of appropriate pitch, rhythm, expression and
East Asian countries (to acknowledge the style (to understand shared identity and
shared identity and diversity) diversity)

demonstrates an understanding performs South Asia and the Middle East

3rd Quarter
of common and distinct musical music with appropriate pitch, rhythm,
characteristics of South Asia and the expression and style (to understand shared
Middle East (to acknowledge the shared identity and diversity)
identity and diversity)

demonstrates understanding and performs excerpts from traditional Asian

4th Quarter
application of musical skills related to theater with appropriate pitch, rhythm,
selected traditional Asian theater (to expression, and style (to understand
acknowledge the shared identity and shared identity and diversity)
diversity)

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The learner demonstrates understanding of salient features of Western music and the
Grade 9
arts from different historical periods, through appreciation, analysis, and performance
for self-development, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.

Content Standards Performance Standards

1st Quarter demonstrates understanding of performs selected songs from Medieval,

renaissance and baroque periods:
characteristic features of the Medieval, a) Chants
Renaissance and Baroque period music b) Madrigals
(to acknowledge the shared identity and c) excerpts from oratorio
d) chorales
diversity) e) troubadour (to understand shared
identity and diversity)

2nd Quarter demonstrates understanding of sings and performs themes of symphonies

characteristic features of Classical period and other instrumental forms (to
music (to acknowledge the shared identity understand shared identity and diversity)
and diversity)

demonstrates understanding of sings and performs themes of selected

3rd Quarter characteristic features of instrumental instrumental pieces (to understand shared
Romantic music (to acknowledge the identity and diversity)
shared identity and diversity)

demonstrates understanding of sings and performs themes of selected

4th Quarter characteristic features of vocal music of songs (to understand shared identity and
the Romantic period (to acknowledge the diversity)
shared identity and diversity)

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The learner demonstrates understanding of salient features of contemporary music and

Grade 10
the arts, through appreciation, analysis, and performance, for self-development, the
celebration of Filipino cultural identity and diversity, and the expansion of one’s world
vision.

Content Standards Performance Standards

1st Quarter demonstrates understanding of 20th creates musical pieces using particular
century music styles and characteristic style/s of the 20th century (to show
features (to acknowledge the shared understanding of shared identity and
identity and diversity) diversity)

2nd Quarter demonstrates understanding of sings contemporary songs (to show

characteristic features of Afro-Latin understanding of shared identity and
American music and Popular music (to diversity)
acknowledge the shared identity and
diversity)

demonstrates understanding of performs selections from musical plays,

3rd Quarter characteristic features of 20th and 21st ballet, opera in a satisfactory level of
century opera musical play, ballet and performance (to show understanding of
other multimedia forms (to acknowledge shared identity and diversity)
the shared identity and diversity)

4th Quarter demonstrates understanding of the creates a musical work using media &
relationship among music, technology, technology (to show understanding of
and media (to acknowledge the shared shared identity and diversity)
identity and diversity)

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English
The learner acquires the knowledge and understanding of the nuance of language as
Key Stage 1-3
inherent to a specific culture in articulating thoughts and feelings meaningfully and
effectively in oral and written discourse.

The learner listens for comprehension, speaks clearly and uses appropriate expressions
Grade 1
while recognizing diversity in talking about oneself, family, and other social context
interactions.

Content Standards Performance Standards

3rd Quarter & 4th Quarter

demonstrates understanding of familiar shares/ expresses personal ideas, thoughts

Oral Language
words used at home and in the immediate about experiences at home and actions,
environment to communicate personal feelings towards family members.
experiences, ideas, thoughts, actions, and
feelings.

demonstrates understanding of familiar participates actively in different oral

literary forms and concept of words activities using familiar words
in English for effective expression

demonstrates understanding of 1. manipulates skillfully the sounds in

representative sounds of other languages words to express meaning
used in the school or the local community 2. displays sensitivity to sounds in spoken
Phonological Awareness and their meanings for appropriate use language
based on context specific situations

demonstrates understanding of sounds 1. displays sensitivity to

and sound patterns for production of representative sounds of other spoken
words languages used in the school or in the
local community and their meanings for
appropriate use based on context specific
situations
2. manipulates skillfully the speech
sounds through simple meaningful guided
conversations

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English

Content Standards Performance Standards

1. demonstrates understanding of 1. correctly names people, objects,

Grammar concepts of nouns and adjectives for places, and things through context-
identification and description specific or theme-based activities
2. demonstrates understanding 2. constructs grammatically
of concepts of verbs, pronouns, and correct-simple sentences in theme-based
prepositions in meaningful messages conversations using verbs, pronouns, and
prepositions

1. demonstrates understanding 1. uses basic vocabulary to

Vocabulary
of familiar English words for effective independently express ideas about
communication personal, home, school and community
2. demonstrates understanding of experiences
word meaning for correct usage 2. appropriately uses words familiar
to all learners in speaking activities

1. demonstrates understanding 1. correctly identifies elements of

of culture-specific story elements and literary and informational texts to aid
Listening Comprehension text structures for early exposure on the meaning getting
different literatures. 2. appropriately uses culture-
2. demonstrates understanding of specific elements of texts, popular in the
the elements of literary and informational local community, to show appreciation of
texts for effective oral expression other literatures

demonstrates understanding of local presents varied ideas independently and

Attitude literary concepts for appreciation of early shows interest in learning the local literary
literacy-related activities/tasks pieces in diverse literacy-related activities
and tasks

demonstrates willingness to share useful shares personal strategies to help other

strategies for purposeful, meaningful learners independently accomplish
Study Strategy literacy learning in which intercultural literacy-related tasks
exchange of ideas and practices take place

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English

Grade 2
The learner listens critically to one-two paragraphs; use appropriate expressions in
varied situations; reads texts for pleasure and information critically in meaningful
thought units; responds properly to environmental prints like signs, posters, commands
and requests; and writes legibly simple sentences and messages in cursive form.
1st Quarter to 4th Quarter

Content Standards Performance Standards

1. demonstrates understanding of 1. independently takes turn

grade level appropriate words used to in sharing inter and intra personal
Oral Language communicate inter- and intrapersonal experiences, ideas, thoughts, actions and
experiences, ideas, thoughts, actions and feelings using appropriate words
feelings 2. uses appropriate context specific
2. demonstrates understanding of cultural expressions in oral interpretation
familiar literary text representations from and familiar situations
various cultures in the community and
common expressions for effective oral
interpretation and communication

demonstrates understanding of 1. confidently expresses ideas

punctuation marks, rhythm, pacing, in various speaking tasks in a manner
Fluency intonation and vocal patterns as distinct (accent) naturally used at home and in the
features and conventions of language that community
vary on culture, used as guide for fluent 2. accurately and fluently reads
reading and speaking aloud literary and informational texts
appropriate to the grade level

1. demonstrates understanding 1. correctly presents text elements

of culture-specific text elements to see through simple organizers to make
Listening Comprehension the relationship then draw connection inferences, predictions and conclusions
between known and new information 2. uses information from culture-
thereby facilitate comprehension specific, theme-based activities as guide
2. demonstrates understanding of for decision making and following
information heard to make meaningful instructions as may be influenced by local
decisions practices.

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English

Content Standards Performance Standards

demonstrates understanding of the distinguishes similarities and differences

Alphabet Knowledge alphabets in English in comparison to the of the alphabets in English and Mother
alphabets of Filipino and Mother Tongue Tongue/Filipino

demonstrates understanding of the 1. analyzes pattern of sounds, as a

Phonics and Word
relationship of phonetic principles of distinct feature of language that represents
Recognition Mother Tongue and English to decode a particular group or culture, for meaning
unknown words in English and accuracy
2. ably reads and spells out grade
appropriate regular and irregular words in
English

demonstrates understanding of the letter- 1. effectively transfers the

Phonological Awareness sound relationship between Mother knowledge of letter-sound relationship
Tongue and English for effective transfer from Mother Tongue to English
of learning 2. correctly hears and records sounds
in words

demonstrates understanding of uses familiar vocabulary commonly

appropriate contextualized vocabulary used at home and in the community to
Vocabulary
used in different languages for effective independently express ideas in speaking
communication in a variety of situation

demonstrates understanding of local correctly identifies book parts and follows

concepts in the community reflected in reading conventions
Book Knowledge
print

1. demonstrates understanding of 1. uses information derived from

culture-specific elements of literary and local texts in presenting varied oral and
Reading Comprehension
expository texts for creative interpretation. written activities
2. demonstrates understanding of 2. identifies correctly how
paragraph development to identify text paragraphs/ texts are developed
types

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English

Content Standards Performance Standards

1. demonstrates understanding of 1. uses a variety of prewriting

Writing and Composition the process of writing to generate and strategies to generate, plan, organize
express ideas and feelings ideas, make a draft for specific purposes
2. demonstrates understanding of 2. produces a variety of
different formats, contextualized, to write contextualized texts for creative
for a variety of audience and purpose expression of one’s idea, thoughts
and feelings about, and experiences at
home, with the family, and at the local
community

1. demonstrates understanding 1. appropriately identifies and

of sentence construction for correct describes people, animals, places, things,
Grammar
expression and uses them in a variety of contextualized
2. demonstrates understanding oral and written theme-based activities
of the concepts of nouns, verbs, and 2. uses pronouns and prepositions in
adjectives and its equivalent in the local a variety of oral and written theme-based
language for proper identification and activities
description of localized context 3. shows proficiency in constructing
3. demonstrates understanding of grammatically correct sentences in
the concepts of pronouns and preposition different theme-based activities
for appropriate communication

demonstrates understanding of local makes personal accounts on contextualized

Attitude concepts about narrative and informational stories/texts as expression of appreciation
texts for the appreciation of commonality to familiar books that promote local
despite various perspectives culture

demonstrates willingness to share useful shares personal strategies to help other

Study Strategy strategies for purposeful, meaningful learners independently accomplish
literacy learning in which intercultural literacy-related tasks
exchange of ideas and practices take
place.

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English

Grade 3 The learner listens critically to get information from various texts heard, demonstrates
independence in using the basic language structure in diverse oral and written
1st Quarter to 4th Quarter communication, and reads with comprehension.

Content Standards Performance Standards

1. demonstrates understanding of 1. uses speaking skills and strategies

individual or culture-specific speech cues appropriately to communicate ideas in
Oral Language for clear expression of ideas varied theme-based tasks

2. demonstrates understanding of 2. creatively presents information in

processes and information in text for varied ways that manifest personal
articulation of ideas identity while recognizing diversity

demonstrates understanding of 1. fluently expresses ideas about current

punctuation marks, rhythm, pacing, issues in the community, the whole
Fluency intonation and vocal patterns as distinct country, and in other parts of the world in
features and conventions of language that various ways
vary on culture, used as guide for fluent 2. accurately and fluently reads aloud
reading and speaking literary and informational texts

demonstrates understanding of individual uses information from various sources of

Listening Comprehension listening strategies and learning styles text viewed or listened to about pressing
local, national, or global issues in
preparing logs and journals

1. demonstrates understanding of 1. uses word recognition techniques to

Phonics and Word processes in sight word recognition or read and understand words that contain
Recognition
phonic analysis to read and understand complex letter combinations, affixes
words and contractions through theme-based
2. demonstrates understanding of familiar activities
sight and irregularly spelled words for 2. uses familiar sight and irregularly
automatic recognition -spelled words in meaningful oral and
written tasks

demonstrates understanding of letter hears and records sounds in words

Spelling
sequence in words to get meaning

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English

Content Standards Performance Standards

1. demonstrates understanding of culture- 1. uses information derived from

Reading Comprehension specific elements of literary and expository local texts in presenting varied oral and
texts for creative interpretation. written activities or
2. demonstrates understanding of uses information derived from text
paragraph development to identify text in presenting varied oral and written
types activities to express ones ideas and
opinions about local, national, or global
issues
2. identifies correctly how paragraphs/
texts are developed

demonstrates understanding of sentences composes three-to-five sentence

Writing and Composition
and paragraphs in expressing ideas about paragraph
how to save the environment, how to
protect the natural resources, how can you
help promote peace at school, and other
socially relevant topics

demonstrates understanding of shows proficiency in constructing

grammatical structures of English to be grammatically correct sentences in varied
Grammar able to communicate effectively in oral theme-based oral and written activities
and written forms

demonstrates understanding of local makes personal journals, diaries,

Attitude narrative and informational texts for portfolios and logs, etc. as expression
appreciation of culture-rich literacy- of enthusiasm in reading books both for
related activities and tasks pleasure and learning

Study Strategies demonstrates understanding of useful Shares personal strategies to help other
strategies for purposeful, meaningful learners independently accomplish
literacy learning in which intercultural literacy-related tasks
exchange of ideas and practices take place

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English
The learner should be able to construct meanings from various sources and perspectives
Key Stage 4 - 6
about local, national and global and communicate them using creative, appropriate and
grammatically correct oral and written language.

The learner listens critically to various text types pertaining to issues on family,
Grade 4
community, the country and the world and expresses ideas accurately in both oral and
3rd Quarter & 4th Quarter written forms; demonstrates confidence in the use of the language to meet every day
needs; and reads independently and gets relevant information about global issues,
issues on environment and natural resources from various text types.

Content Standards Performance Standards

1. demonstrates an understanding of 1. actively creates and participates
Oral Language
verbal cues for clear expression of ideas in oral theme-based activities like role
about issues concerning family and playing on social issues;-
community 2. efficiently delivers oral
2. demonstrates an understanding presentations to express one’s view on
of verbal and nonverbal cues of effective current issues in the community and
oral presentation of one’s view on his/her country and global issues as well;
role in the community and the country 3. creatively presents information
3. demonstrates an understanding on current issues in the community
of information derived from multimedia using broadcast media
sources for clear and creative presentation
of one’s ideas on current issues in the
community and the country

Fluency demonstrates an understanding that reads aloud text with accuracy,

English is stress-timed language to automaticity, and prosody
achieve accuracy and automaticity

1. demonstrates an understanding of the 1. recalls details, sequence of

Listening Comprehension
elements of literary and informational events, and shares ideas on texts listened
texts on issues about environment and to
natural resources and their importance to 2. identifies story perspective and
one’s life text elements and communicate them
2. demonstrates an understanding through discourses and dialogues
of text types to communicate various
perspectives on current issues about
environment and natural resources

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English

Content Standards Performance Standards

1. 1. demonstrates an understanding 1. reads aloud text with accuracy,

Vocabulary of text types to communicate various automaticity, and prosody
perspectives on current issues about 2. uses strategies to decode the
environment and natural resources meaning of words in context and use
2. demonstrates an understanding these words to communicate various
that word meaning can be derived from perspectives through discourses and
different sources and that their own dialogues
dialect/language can be a source of
these words

1. demonstrates an understanding of 1. uses linguistic cues to

Reading Comprehension
various linguistics nodes to comprehend appropriately construct meaning from a
various texts variety of texts for a variety of purposes
2. demonstrates an understanding of 2. uses knowledge of text types
text elements to comprehend various texts to correctly distinguish literary from
3. demonstrates an understanding informational texts
that reading in a wide range of texts 3. uses diction (choice of words) to
provides pleasure and an avenue for self- accurately analyze text elements
expression and personal development 4. uses literal information from
which are needed to become a productive texts to aptly infer and predict outcomes to
member of the community critically examine issues for future actions

1. demonstrates an understanding uses varied sources of information to

Writing and Composition
of writing as a process support writing about one’s stand on a
2. demonstrates an understanding particular issue in the community
of the importance of using varied sources
of information from reliable and relevant
sources to write about one’s role in
advancing and promoting peace in the
family and in the community

Grammar 1. demonstrates a command of 1. speaks and writes about actions

the conventions of standard English on local, national, and global issues (i.e.
grammar and usage when writing about
or speaking about one’s stand on issues advocacies for peace-oriented values,
on discrimination based on Gender, security and stability) using good command
Ethnicity, Disabilities and Religious
Beliefs of the conventions of standard English
2. demonstrates an understanding of 2. uses the classes of words aptly in
English grammar and usage in speaking oral and written discourse
or writing

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Content Standards Performance Standards

1. demonstrates an understanding of 1. applies knowledge of

nonverbal cues to communicate various nonverbal skills to show respect when
Attitude perspectives on environmental practices communicating with others
and behaviors with others 2. uses paralanguage and nonverbal
2. demonstrates an understanding cues to respond appropriately
of verbal and nonverbal elements of
communication to respond to health
issues at local and national levels

demonstrates an understanding of library uses library skills to gather appropriate

skills to research on a variety of topics to and relevant information to be used to
Study Strategies/ Research
formulate arguments though reasoning formulate arguments with evidence on
with evidence regarding issues on issues on globalization
processes and challenges of globalization

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Grade 5 The learner listens critically to different text types from reliable and relevant resources;
expresses ideas on issues like promotion and advancement of peace, respect for
1st Quarter to 4th Quarter diversity, globalization in oral and written forms; and demonstrates interest in reading
to address complex situations and problems

Content Standards Performance Standards

1. demonstrates understanding 1. orally communicates information,

of various verbal elements in orally opinions, and ideas effectively to different
Oral Language communicating information audiences using a variety of literary
2. demonstrates understanding of activities
various non-verbal elements in orally 2. prepares for and participates
communicating information effectively in a range of conversations
3. demonstrates understanding of and collaboration with diverse partners,
the oral standards of English in order to building on others’ ideas and expressing
participate in various oral communication their own clearly and persuasively

demonstrates understanding that English reads with sufficient accuracy and fluency
language is stress timed to support to support comprehension
Fluency comprehension 2. uses knowledge of stress and
2. demonstrates understanding
intonation of speech to appropriately
that a change in stress entails a change
of meaning to evaluate the speaker’s/ evaluate the speaker’s intention, purpose
author’s purpose and meaning and meaning

1. demonstrates understanding of 1. analyzes text types to effectively

Listening Comprehension various linguistics nodes to comprehend understand information/ message(s)
various texts 2. uses linguistic cues to effectively
2. demonstrates understanding of construct meaning from a variety of texts
text types to listen for different purposes for a variety of purposes
from a variety of texts 3. uses literary and informational
3. demonstrates understanding of texts heard to construct an appropriate
text types in order to construct feedback feedback demonstrating respect for
on complex situations or problems different beliefs

1. demonstrates understanding that printed 1. uses knowledge of phonics (analytic

Vocabulary
words are made up of interconnected and synthetic) to effectively decode
letters with separate sounds that are grade-appropriate words
blended together to form coherent pattern 2. uses strategies to decode correctly
of sounds the meaning of words in isolation and in
2. demonstrate understanding that context
words are composed of different parts
to know that their meaning changes
depending in context

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Content Standards Performance Standards

1. demonstrates understanding of various 1. uses linguistic cues to appropriately

Reading Comprehension linguistics nodes to comprehend various construct meaning from a variety of texts
texts (various perspectives) for a variety of purposes
2. demonstrates understanding of text 2. uses knowledge of text types to correctly
distinguish literary
elements to comprehend various texts
3. uses diction (choice of words) to
about shared identity and diversity
accurately analyze author’s tone, mood,
3. demonstrates understanding of text and point of view from informational texts
elements to comprehend various texts 4. uses literal information from texts to
4. demonstrates understanding that aptly infer and predict outcomes which
reading a wide range of texts provides inference and predictions form bases to
pleasure and avenue for self-expression design initiatives to advance common
good
of perspectives on gender, ethnicity,
disabilities, and religious beliefs for
personal development

demonstrates understanding of different 1. drafts, edits, rewrites and

Writing and Composition
formats to write about initiatives to publishes texts on initiatives to advance
advance common good for a variety of common good for a variety of audience
audiences 2. edits texts using appropriate
text types for a variety of audiences and
purposes rewrite/revise texts using
appropriate text types for a variety of
audiences and purposes
3. publishes texts using appropriate
text types for a variety of audiences and
purposes

demonstrates understanding that a change uses the correct function of nouns,

Grammar
in stress entails a change of meaning to pronouns, verbs, adjectives, and adverbs
evaluate the speaker’s/ author’s purpose in general and their functions to speak or
and meaning write about one’s stand on global issues

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Content Standards Performance Standards

1. demonstrates understanding 1. applies knowledge of non-verbal

Attitude of non-verbal communication to skills to respectfully give the speaker
communicate with others undivided attention and acknowledge the
2. demonstrates understanding message
2.1 uses paralanguage and non-verbal
of verbal and non-verbal elements
cues to respond appropriately
of communication to respond back
2.2 uses a variety of strategies to provide
showing respect for different beliefs and appropriate feedback based on respect and
expressions of spirituality empathy

1. demonstrates understanding of library 1. utilizes discrete techniques (general or

Study Strategies/Research
skills to research a variety of topics and specific) and applies appropriately them to
analyze information from reliable and all or most fields of study
relevant sources 2. uses a variety of research strategies
2. demonstrates understanding of to effectively write a variety of texts for
the research process to write a variety of various audiences and purposes
texts
1. demonstrates understanding of the 1. applies knowledge of the various
Viewing
forms and conventions of print, non- forms and conventions of print, non-print,
print, and digital materials to understand and digital materials to appropriately
various viewing texts comprehend print, non-print, film and
2. demonstrates understanding of the moving texts
various forms and conventions of print, 2. evaluates effectively the message
non-print, and digital materials constructed and conveyed in various
3. demonstrates understanding of the viewing texts
various forms and conventions 3. applies different views of the real
4. demonstrates understanding of world to effectively interpret (deconstruct)
construction, deconstruction, and constructed meaning in print, non-print
reconstruction of print, non-print and and digital materials
digital materials as venue for commitment 4. applies understanding of forms
to assume responsibility, mutual and conventions of viewing texts
assistance, cooperation, and collaboration to appropriately create messages to
in various contexts in the world commit to assume responsibility, mutual
assistance, cooperation, and collaboration
in various contexts in the world

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Grade 6 The learner listens to global issues critically; communicates feelings and ideas to these
issues orally and in writing with a high level of proficiency; and reads various text types
1st Quarter to 4th Quarter materials to understand one’s role in the promotion of a just and humane society.

Content Standards Performance Standards

1. demonstrates understanding of various 1. orally communicates information,

verbal and non-verbal elements in orally opinions, and ideas effectively to different
Oral Language communicating information from reliable audiences using a variety of literary
and relevant resources. activities
2. demonstrates understanding of 2. orally communicates information,
various non-verbal elements in orally opinions, and ideas effectively to different
communicating information audiences on how to initiate actions about
3. demonstrates understanding of the oral local, national and global issues
standards of English in order to participate 3. prepares for and participates
in various oral communication demands effectively in a range of conversations and
to convey opinions on complex situations collaboration with diverse partners, building
or problems on others’ ideas and expressing their own
clearly and persuasively

1. demonstrates understanding that 1. reads and analyzes information

English language is stress timed to from reliable and relevant sources with
Fluency support comprehension sufficient accuracy and fluency to support
2. demonstrates understanding that a comprehension
2. uses knowledge of stress and
change in stress entails a change of intonation of speech to appropriately
meaning to evaluate the speaker’s/ evaluate the speaker’s intention, purpose
author’s purpose and meaning and meaning

1. demonstrates understanding of various 1. analyzes text types to effectively

Listening Comprehension linguistics nodes to comprehend various understand information/ message(s)
texts 2. uses linguistic cues to effectively
2. demonstrates understanding of construct meaning from a variety of texts
text types to listen for different purposes for a variety of purposes
from a variety of texts 3. uses literal information from texts
3. demonstrates understanding of heard to formulate arguments through
information from reliable and relevant reasoning with evidence
resources in order to construct feedback
on complex situations or problems

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Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding that printed 1. uses knowledge of phonics

Vocabulary words are made up of interconnected (analytic and synthetic) to effectively
letters with separate sounds that are decode grade-appropriate words
blended together to form coherent pattern 2. uses strategies to decode correctly
the meaning of words in isolation and in
of sounds
context
2. demonstrates understanding of
3. uses figurative language
figurative language, word relationships appropriately to explain communicative
and nuances in word meanings to develop contexts and respectful dialogues
word consciousness
3. demonstrates understanding that words
are composed of different parts to know
that their meaning changes depending in
context

Reading Comprehension 1. demonstrates understanding of various 1. uses linguistic cues to appropriately

linguistics nodes to comprehend various construct meaning from a variety of texts
texts for a variety of purposes
2. demonstrates understanding of text 2. uses knowledge of text types to correctly
elements to comprehend various texts distinguish literary from informational
3. demonstrates understanding of texts
writing styles to comprehend the author’s 3. uses diction (choice of words) to
message accurately analyze author’s tone, mood,
4. demonstrates understanding that and point of view
reading a wide range of texts provides 4. uses literal information from texts
avenue for understanding of one’s to aptly infer and predict outcomes of
important role in the advancement of complex situations or problems
common good

Writing and 1. demonstrates understanding of different 1. drafts, edits, rewrites and publishes
Comprehension formats to write for a variety of audiences texts on initiatives to show concern and
and purposes respect for humanity based on human
2. demonstrates understanding of rights
expressing arguments through reasoning 2. publishes texts using appropriate text
with evidence in formal and informal types for a variety of audiences and
compositions to fulfil their own purposes purposes
for writing

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Content Standards Performance Standards

demonstrates command of the conventions 1. uses the correct function of nouns,

Grammar of standard English grammar and usage pronouns, verbs, adjectives, and adverbs
when writing or speaking about acting in general and their functions in various
habitually based on respect and empathy discourse (oral and written)
2. speaks and writes on how to show
concern and respect for humanity based
on human rights using good command of
the conventions of standard English

Attitude 1. demonstrates understanding of non- 1. applies knowledge of non-verbal skills

verbal communication to communicate to respectfully give the speaker undivided
with others attention and acknowledge the message
2. demonstrates understanding
2.1 uses paralanguage and non-verbal
of verbal and non-verbal elements of
cues to respond appropriately
communication to respond back
2.2 uses a variety of strategies to provide
appropriate feedback based on respect and
empathy

Study Strategies/ 1. demonstrates understanding of 1. utilizes discrete techniques

Research library skills to research topics on global (general or specific) and applies
mindedness and global self-efficacy appropriately them to all or most fields of
2. demonstrates understanding of study
the research process to write a variety of 2. uses a variety of research
texts on global mindedness and global- strategies to effectively write a variety of
self efficacy texts for various audiences and purposes
1. demonstrates understanding of the
forms and conventions of print, non- 1. applies knowledge of the
Viewing
print, and digital materials to understand various forms and conventions of print,
various viewing texts non-print, and digital materials to
2. demonstrates understanding of the appropriately comprehend print, non-
various forms and conventions of print, print, film and moving texts
non-print, and digital materials 2. evaluates effectively the
3. demonstrates understanding of the message constructed and conveyed in
various forms and conventions materials various viewing texts
to critically analyze the meaning 3. applies different views of
constructed in print, non-print, and digital
the real world to effectively interpret
materials
4. demonstrates understanding of (deconstruct) constructed meaning in
construction, deconstruction, and print, non-print and digital materials
reconstruction of print, non-print and 4. applies understanding of
digital materials as venue for commitment forms and conventions of viewing
to assume responsibility, mutual texts to appropriately create messages
assistance, cooperation, and collaboration on designing initiatives to advance
in various contexts in the world common good

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Curriculum Developmentand Integration in the Philippines

Key Stage 7-10 The learner should be able to interpret, evaluate and represent information within,
between, and among learning area texts and discourses anchored on glocal themes.

The learner demonstrates communicative competence through his/ her understanding

Grade 7
of Philippine literary works and other text types reflective of multicultural perspectives,
expressions, and ingenuities for a deeper appreciation of the diversity of the Philippine
Culture and its contribution to the world.

Content Standards Performance Standards

1. demonstrates understanding of transfers learning by:

the pre-colonial Philippine literature 1. showing appreciation for the
as a means of connecting to the past literature of the past by acknowledging
by acknowledging the levels of shared the levels of shared national identity and
1st Quarter national identity and diversity diversity
2. demonstrates understanding of 2. comprehending texts illustrating
the various reading styles in appreciating multiple Filipino perspectives using
reading materials connected to multiple appropriate reading styles
Filipino perspectives 3. participating in conversations
3. demonstrates understanding of using expressions or situationnaires
the ways of determining meanings of reflective of diverse Filipino culture
words associated with cultural expressions 4. producing English sounds
and communication correctly and using the prosodic features
4. demonstrates understanding of of speech effectively in various situations
the sounds of English and the prosodic in the society such as during election
features of speech which become parts of campaigns, holidays, etc.
the Philippine English
5. demonstrates understanding
of correct subject-verb agreement with
statements taken from literary texts
reflective of Philippine cultures

1. demonstrates understanding transfers learning by:

of the Philippine literature during the 1. resolving conflicts presented in
Period of Apprenticeship as a means of literary selections to show respect for
examining conflicts to show respect for human rights
2nd Quarter human rights 2. using tools and mechanisms
2. demonstrates understanding in locating library resources on the
of the various purposeful listening and prevention of conflicts, inequities, and
viewing strategies on materials with hate crimes
multicultural themes 3. extracting information and noting
3. demonstrates understanding details from texts dealing with recent
of the difference between literal and health issues in the local, national, and
figurative languages found in Philippine global arena to write a précis, summary,
literary works reflecting chivalry and or paraphrase
heroic deeds

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Content Standards Performance Standards

4. demonstrates understanding 4. distinguishing between and using

of the ways to extract and condense literal and figurative language and verbal
information on prevention of conflicts,
and non-verbal cues from Philippine
inequities, and hate crimes based on
library sources literary works reflecting chivalry and
5. demonstrates understanding of heroic deeds
2nd Quarter
the verbal and non-verbal cues in oral 5. using phrases, clauses, and
communication on recent health issues in sentences meaningfully and appropriately
the local, national, and global arena to speak or write on how to conserve and
6. demonstrates understanding of protect our natural resources
the types of phrases, clauses, and sentences
from readings about the conservation and
protection of natural resources

1. demonstrates understanding of transfers learning by:

the Philippine literature in the Period 1. showing ways of asserting one’s
of Emergence as a tool to assert one’s identity as a Filipino citizen
identity as a Filipino citizen 2. comprehending informative
3rd Quarter 2. demonstrates understanding of and short narrative texts using schema
the strategies in listening to and viewing and appropriate listening and viewing
of informative and short narrative texts strategies on climate change, biodiversity,
on climate change, biodiversity, and and sustainable development
sustainable development 3. extracting information and noting
3. demonstrates understanding of details from texts dealing with recent
the word relationships and associations health issues in the local, national, and
related to gender, ethnicity, and religious global arena to write a précis, summary,
beliefs or paraphrase
4. demonstrates understanding of 4. distinguishing between and using
the informative speech forms on recent literal and figurative language and verbal
issues on globalization and non-verbal cues from Philippine
5. demonstrates understanding of literary works reflecting chivalry and
the use of direct/reported speech, passive/ heroic deeds
active voice, simple past and past perfect 5. using phrases, clauses, and
tenses, and sentence connectors with sentences meaningfully and appropriately
selections or articles on peace education to speak or write on how to conserve and
protect our natural resources

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

1. demonstrates understanding of transfers learning by:

the contemporary Philippine literature as 1. explaining the need to be cooperative
a means of responding to the demands of and responsible in today’s global village
the global village through appreciating through appreciating literary works
4th Quarter literary works dealing with advancement dealing with advancement in multicultural
in multicultural societies societies
2. demonstrates understanding of [Link] appropriate strategies to
the various extended text types dealing comprehend extended text types with
with various local, national and global various local, national and global issues
issues 1. using lexical and contextual
3. demonstrates understanding of clues to understand unfamiliar words and
the lexical and contextual cues reflecting expressions reflecting different digital
different digital communities communities
4. demonstrates understanding of 2. using imperatives, prepositions,
the appropriate and polite oral language, and appropriate and polite oral
stance, and behavior with the appreciation language, stance and behavior in various
of diversity and co-existence in the society information-sharing formats with the
5. demonstrates understanding of appreciation of diversity and co-existence
the use of imperatives, prepositions, verbs, in the society
and why-questions in crafting sentences
showing concern for the environment

The learner demonstrates communicative competence through his/her understanding of

Grade 8
Afro- Asian Literature and other texts types for a deeper awareness and appreciation of
Philippine Culture and its connection to neighboring Afro- Asian societies.

Content Standards Performance Standards

1st Quarter 1. demonstrates understanding transfers learning by composing and

of the African literature as a means of delivering an informative speech on
exploring forces evident in select literary practices and behaviors for environmental
works and assessing their relationship in protection and sustainability keeping
the Filipino culture in mind the proper and effective use of
2. demonstrates understanding of the parallel structures and cohesive devices
various reading styles vis – à-vis purposes and appropriate prosodic features, stance,
of reading selections environmental risks and behavior
and policies imposed in the Philippines

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Content Standards Performance Standards

3. demonstrates understanding of
the prosodic features that serve as carriers
of meaning reflective of the cultural
expressions of a speaker
4. demonstrates understanding of
1st Quarter
the ways by which information pertaining
to socio-economic inclusivity may be
organized, related, and delivered orally
5. demonstrates understanding
of the parallel structures and cohesive
devices in presenting information on
equal opportunities and interdependence
in the economy based on the Philippine
context

1. demonstrates understanding of transfers learning by composing

2nd Quarter
the East Asian literature as an art form and delivering a brief and creative
inspired and influenced by nature and entertainment speech on unique Asian
establish how literary works from other cultural expressions featuring a variety
Asian countries such as the Philippines of effective paragraphs, appropriate
are portrayed grammatical signals or expressions in
2. demonstrates understanding topic development, and appropriate
of the relationship of visual, sensory, prosodic features, stance, and behavior
and verbal signals in both literary and
expository texts on human rights
3. demonstrates understanding of the
strategies in listening to long descriptive
and narrative texts in promoting peace in
schools and community
4. demonstrates understanding
of the structural analysis of words and
propaganda techniques in political
campaigns
5. demonstrates understanding of
the grammatical signals for opinion-
making, persuasion, and emphasis on the
call for religious tolerance

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Content Standards Performance Standards

1. demonstrates understanding transfers learning by composing and

of the Southeast Asian literature as delivering a persuasive speech based on
mirror to a shared heritage through an informative essay on promotion and
literacy appreciation of various reading advancement of peace among indigenous
materials from the Philippines and other communities in the Philippines featuring
3rd Quarter
neighboring countries in the region use of properly acknowledged information
2. demonstrates understanding of sources, grammatical signals for opinion-
the coping strategies in processing textual making, persuasion, and emphasis, and
information related to power dynamics or appropriate prosodic features, stance, and
the tone of human interaction behavior
3. demonstrates understanding of
the strategies in examining features of a
listening and viewing material depicting
biodiversity of national wildlife
4. demonstrates understanding
of the structural analysis of words and
propaganda techniques in political
campaigns
5. demonstrates understanding of
the grammatical signals for opinion-
making, persuasion, and emphasis on the
call for religious tolerance

1. demonstrates understanding of transfers learning by composing a variety of

the South and West Asian literature as an journalistic text about global advocacies of
expression of philosophical and religious Western Asian countries for peace-oriented
beliefs and illustrating connections with the
values, security, and stability, the contents
Philippine culture
2. demonstrates understanding of the of which may be used in composing and
information flow in various text types with delivering a memorized oral speech featuring
emphasis on the causes and effects of climate use of properly acknowledged information
4th Quarter change sources, grammatical signals for opinion-
3. demonstrates understanding of making, persuasion, and emphasis, and
the reality, fantasy, and opinion in listening
appropriate prosodic features, stance, and
and viewing materials mirroring customs,
traditions, or practices of South and West behavior
Asians
4. demonstrates understanding of the
word decoding strategies for learners with
reading disabilities
5. demonstrates understanding of the
use of information sources, active/passive
constructions, direct/reported speech, perfect
tenses, and logical connectors in journalistic
writing focusing on the government’s
responses on the health crisis that the country
is experiencing

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Grade 9 The learner demonstrates communicative competence through his/her understanding
of British-American Literature and its association with Philippine Literature and other
text types for a deeper evaluation and appreciation of the intercultural exchanges of
Philippine Culture and those of other countries.

Content Standards Performance Standards

1. demonstrates understanding of participates in a speech choir fostering

how Anglo-American literature and other awareness on cultural diversity through
text types serve as means of enhancing using effective verbal and non-verbal
the self and the awareness on cultural strategies based on the following
1st Quarter diversity criteria: Focus, Voice, Delivery, Facial
2. demonstrates understanding Expressions, Body Movements/ Gestures
of how to use processing, assessing, and Audience Contact
summarizing information, word
derivation and formation strategies,
appropriate word order, punctuation
marks and interjections to enable him/
her to participate in a speech choir with
themes on the protection and conservation
of environmental and natural resources in
the glocal settings

1. demonstrates understanding proficiently plays an active part in a

of how Anglo-American literature Chamber Theatre presentation with
and other text types serve as means of a theme on multicultural issues and
2nd Quarter valuing human rights and instilling global perspectives through employing effective
mindedness, beliefs and expressions verbal and non- verbal strategies based
2. demonstrates understanding on the following criteria: Focus, Voice,
of how to use processing information Delivery, Facial Expressions, Style and
strategies, different forms of adverbs and Body Movements or Gestures
conditionals for him/her to play an active
part in a Chamber Theatre presentation
with a theme on multicultural issues and
perspectives

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Content Standards Performance Standards

1. demonstrates understanding of skillfully performs in one-act play

how Anglo-American literature and other depicting acceptance of individual
text types serve as means of expressing differences through utilizing effective
Western culture and connecting to other verbal and non-verbal strategies and ICT
nations such as the Philippines resources based on the following criteria:
3rd Quarter
2. demonstrates understanding of Focus, Voice, Delivery, and Dramatic
how to use ways of analyzing one-act Conventions
play and different forms of verbals for
him/her to skillfully perform in a one-act
play depicting acceptance of individual
differences

1. demonstrates understanding of competently performs in a full- length play

how Anglo-American literature and other reflecting local and global health issues and
text types serve as means of preserving how people interact and connect to combat
unchanging values amidst the advancement in
such crisis through applying effective verbal
multicultural societies
and non-verbal strategies and ICT resources
2. demonstrates understanding of
how to use the features of a full-length play, based on the following criteria: Focus, Voice,
4th Quarter tense consistency, modals, active and passive Delivery and Dramatic Conventions.
constructions plus direct and indirect speech
to enable him/her competently performs in
a full-length play reflecting local and global
health issues and how people interact and
connect to combat such crisis

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Grade 10 The learner demonstrates communicative competence through his/ her understanding
of literature and other text types for a deeper appreciation and application of the tenets
of World Literature in addressing emerging local, national, and global issues.

Content Standards Performance Standards

1. demonstrates understanding of composes a short but powerful persuasive

1st Quarter how world literature and other text types text on promoting inclusivity in education
serve as ways of expressing and resolving using a variety of persuasive techniques
personal conflicts by promoting mental and devices.
and emotional health
2. demonstrates understanding of
how to use strategies in linking textual
information, repairing, enhancing
communication public speaking with
themes on political participation and
engagement as a youth in the community,
emphasis markers in persuasive texts,
different forms of modals, reflexive and
intensive pronouns

1. demonstrates understanding proficiently delivers an argumentative

of how world literatures and other text speech emphasizing how to resolve
types serve as vehicles of expressing and conflicts among individuals or groups in
2nd Quarter resolving conflicts among individuals or the family, school, and community
groups to advance to a common good
2. demonstrates understanding of
how to use strategies in critical reading,
listening, and viewing, and affirmation and
negation markers to deliver impromptu
and extemporaneous speeches on the
issues of rights inherent to all human
beings

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Content Standards Performance Standards

1. demonstrates understanding of skillfully delivers a speech for a special

how world literature and other text types occasion in specific group or public
serve as sources of wisdom in preventing contexts in a multicultural society such as
conflicts, cultural inequities and hate the Philippines through utilizing effective
crimes among the Filipino youth verbal and non-verbal strategies and ICT
3rd Quarter
2. demonstrates understanding of resources.
how to use evaluative reading, listening
and viewing strategies, special speeches
for various occasions in a multicultural
society , pronouns and structures of
modification

demonstrates understanding of how world competently presents a research report on

4th Quarter literature and other text types serve as relevant socio-cultural issues such as respect
instruments to resolve social conflicts through and tolerance on one’s gender, ethnicity, and
the use the language of research, campaigns
religious beliefs
and advocacies to promote a peaceful
coexistence and harmony among people of
diverse ethnic and religious affiliations in
communities

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Filipino

Key Stage 1-3

Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-
unawa at pag-iisip sa mga narinig at nabasang teksto tulad ng pagbuo ng identidad,
proteksiyon, pasulong sa lipunang multikultural, ekspresyong kultural, inter- kultural
na pagbabahagi at dibersidad at ipahayag nang mabisa ang mga ibig sabihin at nadarama
tungkol sa sarili at pamilya na masasalamin ang kani-kanilang kultura.

Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga

Grade 1
pasalita at di-pasalitang paraan ng pagpapahayag at nakatutugon nang naaayon rito.
Nakakamit ang mga kasanayan sa mabuting pagbasa at pagsulat upang maipahayag at
maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at nabasang mga
teksto ayon sa kanilang antas o nibel na kaugnay ng sarili at pamilya na masasalamin
ang kani-kanilang kultura.

Content Standards Performance Standards

2nd Quarter- 4th Quarter

Naipamamalas ang kakayahan sa Walang nabanggit sa CG

Pakikinig mapanuring pakikinig at pag-unawa sa
(Pag-unawa sa Napaking- napakinggan tulad ng sa pagbuo ng
gan) identidad ng sarili at pamilya na
maiuugnay sa pagkakaiba-iba at
pagkakatulad sa taglay na kultura.

Naipamamalas ang kakayahan at tatas sa Walang nabanggit sa CG

pagsasalita at pagpapahayag ng sariling
Pagsasalita ideya, kaisipan, karanasan at damdamin
tungkol sa pagpapahayag ng kultura
at interkultural na pagbabahagi nito sa
pamamagitan ng komunikasyon.

Naipamamalas ang iba’t ibang kasanayan Walang nabanggit sa CG

upang maunawaan ang iba’t ibang teksto
Estratehiya sa Pag-aaral tulad ng pagbuo ng identidad ng saril at
pamilya na maiuugnay sa pagkakaiba-
iba at pagkakatulad sa taglay na kultura.

Napapahalagahan ang wika at panitikan Walang nabanggit sa CG

Pagpapahalaga sa Wika, sa pamamagitan ng pagsali sa usapan
Literasi at Panitikan at talakayan, paghiram sa aklatan,
pagkukuwento, pagsulat ng tula at
kuwento tungkol sa pagbuo ng identidad,
proteksiyon, pasulong sa lipunang
multikultural, ekspresyong kultural, inter-
kultural na pagbabahagi at dibersidad

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GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Pagkatapos ng Ikalawang Baitang, inaasahang nasasabi ng mga mag-aaral ang

Grade 2
pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga kaalaman sa
wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat
1st Quarter - 4th Quarter upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga
narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng sarili at
pamilya na masasalamin ang kani-kanilang kultura.

Content Standards Performance Standards

Naipamamalas ang kakayahan sa Walang nabanggit sa CG

Pakikinig mapanuring pakikinig at pag-unawa sa
(Pag-unawa sa Napaking- napakinggan tulad ng sa pagbuo ng
gan) identidad ng sarili at pamilya na
maiuugnay sa pagkakaiba-iba at
pagkakatulad sa taglay na kultura.

Naipamamalas ang kakayahan at tatas sa Walang nabanggit sa CG

pagsasalita at pagpapahayag ng sariling
Pagsasalita ideya, kaisipan, karanasan at damdamin
tungkol sa pagpapahayag ng kultura
at interkultural na pagbabahagi nito sa
pamamagitan ng komunikasyon

Naipamamalas ang iba’t ibang kasanayan Walang nabanggit sa CG

upang maunawaan ang iba’t ibang teksto
Estratehiya sa Pag-aaral tulad ng pagbuo ng identidad ng sarili at
pamilya na maiuugnay sa pagkakaiba-iba
at pagkakatulad sa taglay na kultura

Naipamamalas ang pagpapahalaga Walang nabanggit sa CG

Pagpapahalaga sa Wika, at kasanayan sa paggamit ng wika sa
Literasi at Panitikan komunikasyon tungkol sa pagbuo ng
identidad, proteksiyon, pasulong sa
lipunang multikultural, ekspresyong
kultural, inter- kultural na pagbabahagi
at dibersidad, sarili (identidad) at
pamilya na maiuugnay sa pagkakaiba-
iba at pagkakatulad sa taglay na kultura
at pagbasa ng iba’t ibang uri ng panitikan
tulad ng mga paksang nabanggit

Philippine GCED Curriculum Mapping Report 241

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Pagkatapos ng Ikatlong Baitang, inaasahang nasasabi ng mga mag-aaral ang

Grade 3
pangunahing diwa ng tekstong binasa o napakinggan, nagagamit ang mga kaalaman sa
wika, nakababasa nang may wastong paglilipon ng mga salita at maayos na nakasusulat
1st Quarter - 4th Quarter upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga
narinig at nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng sarili at
pamilya na masasalamin ang kani-kanilang kultura.

Content Standards Performance Standards

Naipamamalas ang kakayahan sa Walang nabanggit sa CG

Pakikinig mapanuring pakikinig at pag-unawa sa
(Pag-unawa sa Napaking- napakinggan tulad ng sa pagbuo ng
gan) identidad ng sarili at pamilya na
maiuugnay sa pagkakaiba-iba at
pagkakatulad sa taglay na kultura.

Naipamamalas ang kakayahan at tatas sa Walang nabanggit sa CG

pagsasalita at pagpapahayag ng sariling
Pagsasalita ideya, kaisipan, karanasan at damdamin
tungkol sa pagpapahayag ng kultura
at interkultural na pagbabahagi nito sa
pamamagitan ng komunikasyon

Naipamamalas ang iba’t ibang kasanayan Walang nabanggit sa CG

upang maunawaan ang iba’t ibang teksto
Estratehiya sa Pag-aaral tulad ng pagbuo ng identidad ng sarili at
pamilya na maiuugnay sa pagkakaiba-iba
at pagkakatulad sa taglay na kultura

Naipamamalas ang pagpapahalaga Walang nabanggit sa CG

Pagpapahalaga sa Wika, at kasanayan sa paggamit ng wika sa
Literasi at Panitikan komunikasyon tungkol sa pagbuo ng
identidad, proteksiyon, pasulong sa
lipunang multikultural, ekspresyong
kultural, inter- kultural na pagbabahagi
at dibersidad. sarili (identidad) at
pamilya na maiuugnay sa pagkakaiba-
iba at pagkakatulad sa taglay na kultura
at pagbasa ng iba’t ibang uri ng panitikan
tulad ng mga paksang nabanggit

Philippine GCED Curriculum Mapping Report 242

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Filipino

Key Stage 4-6

Sa dulo ng Baitang 6, naipapakita ng mga mag-aaral ang sigla sa pagtuklas at pagdama
sa pabigkas at pasulat na mga teksto na may paksa tulad ng isyung pangkalusugan,
kalikasan at kapaligiran, kasarian, etnisidad, kapansanan, mga paniniwalang
panrelihiyon. kapayapaan, politikal namga karapatang pantao, mga batas kaugnay nito,
pagsugpo ng mga di pagkakaunawaan, diskriminasyon at mga krimen at ipahayag nang
mabisa ang mga ibig sabihin at nadarama nang may paggalang sa pamamagitan ng mga
argumento, diskurso, talakayan at inisyatbang indibidwal at kolektibo na kakikitaan
ng mga angkop na gawi at kaasalan sa pagpapalaganap, pagsulong, pakikilahok at
pakikisangkot sa mga nabanggit na paksa at paglalapat nito sa pamayanan, lokal at
bansa.

Pagkatapos ng Ikaapat na Baitang, naipamamalas na ng mga mag-aaral ang kakayahan

Grade 4 sa pagbasa, pagsulat at pakikipagtalastasan nang wasto at may paggalang upang
2nd Quarter- 4th Quarter maipahayag ang kaalaman, ideya at damdamin tungkol isyung pangkalusugan, kalikasan
at kapaligiran na kakikitaan ng mga angkop na gawi at kaasalan sa kaniyang edad at sa
kulturang kinabibilangan bilang pakikilahok sa pagpapaunlad ng pamayanan.

Content Standards Performance Standards

Naipamamalas ang kakayahan sa 1. Natatalakay ang paksa o isyung

Pakikinig mapanuring pakikinig at pag-unawa sa napakinggan tulad ng preserbasyon ng
(Pag-unawa sa Napaking- napakinggan tulad ng preserbasyon ng likas na yaman, pagkakaroon ng hustisya
gan) at polisiyang pangkapaligiran, pagbabago
likas na yaman, pagkakaroon ng hustisya
sa sitwasyon ng klima (climate change),
at polisiyang pangkapaligiran, pagbabago biodeversidad, at pagpapanatili ng pag-
sa sitwasyon ng klima (climate change), unlad (sustainable development) sa
biodeversidad, at pagpapanatili ng pag- pamayanan
unlad (sustainable development) sa 2. Naisasakilos ang napakinggang
pamayanan kuwento o usapan na may paksa na tulad
ng preserbasyon ng likas na yaman,
pagkakaroon ng hustisya at polisiyang
pangkapaligiran, pagbabago sa sitwasyon
ng klima (climate change), biodeversidad,
at pagpapanatili ng pag-unlad (sustainable
development) sa pamayanan
3. 3. Nakasusunod sa napakinggang
hakbang na may paksa na tulad ng
preserbasyon ng likas na yaman,
pagkakaroon ng hustisya at polisiyang
pangkapaligiran, pagbabago sa sitwasyon
ng klima (climate change), biodeversidad,
at pagpapanatili ng pag-unlad (sustainable
development) sa pamayanan
4. Nakasusunod sa napakinggang
hakbang na may paksa tulad ng
pangangalaga ng kalikasan, at
pangangatawan

Philippine GCED Curriculum Mapping Report 243

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Naipamamalas ang kakayahan at tatas 1. Nakabibigkas ng tula at iba’t

sa pagsasalita at pagpapahayag ng ibang pahayag nang may damdamin,
Pagsasalita sariling ideya, kaisipan, karanasan at wastong tono at intonasyon tungkol sa
damdamin tungkol sa pangkapaligiran at
pangkapaligiran at pangkalusugang isyu,
pangkalusugang isyu, gawi at kaasalan
gawi at kaasalan
2. Naisasalaysay muli ang binasang
kuwento na may paksa na tulad ng
preserbasyon ng likas na yaman,
pagkakaroon ng hustisya at polisiyang
pangkapaligiran, pagbabago sa sitwasyon
ng klima (climate change), biodeversidad,
at pagpapanatili ng pag-unlad (sustainable
development) sa pamayanan
3. Nakapagbibigay ng panuto ukol
sa pangangalaga ng kalikasan, at
pangangatawan na isasakilos ang katangian
ng mga tauhan sa napakinggang kuwento

Naipamamalas ang iba’t ibang kasanayan Naisasalaysay muli ang nabasang kuwento
sa pag-unawa ng iba’t ibang teksto na o teksto nang may tamang pagkakasunod-
Estratehiya sa Pag-aaral may paksa ukol sa kapaligiran, kalikasan sunod at nakagagawa ng poster tungkol
at kalusugan.
sa binasang teksto na may paksa ukol sa
kapaligiran, kalikasan at kalusugan
2. Nakabubuo ng nakalarawang
balangkas batay sa binasang tekstong
pang-impormasyon na may paksa na
tulad ng preserbasyon ng likas na yaman,
pagkakaroon ng hustisya at polisiyang
pangkapaligiran, pagbabago sa sitwasyon
ng klima (climate change), biodeversidad,
at pagpapanatili ng pag-unlad (sustainable
development) sa pamayanan
3. Nakagagawa ng mapa ng
konsepto upang maipakita ang nakalap na
impormasyon o datos na may paksa ukol
sa kapaligiran, kalikasan at kalusugan

Philippine GCED Curriculum Mapping Report 244

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Napauunlad ang kasanayan sa pagsulat 1. Nakasusulat ng talatang pasalaysay na

ng iba’t ibang uri ng sulatin na may may paksa ukol sa kapaligiran, kalikasan
Pagsulat paksa ukol sa kapaligiran, kalikasan at at kalusugan
kalusugan
2. Nakasusulat ng talatang naglalarawan na
may paksa ukol sa kapaligiran, kalikasan
at kalusugan
3. Nakasusulat ng sariling kuwento o
tula na may paksa ukol sa kapaligiran,
kalikasan at kalusugan

Naipamamalas ang kakayahan sa 1. Nakapagsasalaysay tungkol sa pinanood

mapanuring panonood ng iba’t ibang uri na may paksa na tulad ng pangkapaligiran
Panonood ng media tulad ng patalastas at maikling at pangkalusugang isyu, gawi at kaasalan
pelikula na may paksa na tulad ng
2. Naisasakilos ang napanood na may
kapaligiran, kalikasan at kalusugan
paksa na tulad ng preserbasyon ng likas
na yaman, pagkakaroon ng hustisya at
polisiyang pangkapaligiran, pagbabago
sa sitwasyon ng klima (climate change),
biodeversidad, at pagpapanatili ng pag-
unlad (sustainable development) sa
pamayanan
3. Nakaguguhit at nakasusulat ng tula o
talata batay sa pinanood na may paksa na
tulad ng preserbasyon ng likas na yaman,
pagkakaroon ng hustisya at polisiyang
pangkapaligiran, pagbabago sa sitwasyon
ng klima (climate change), biodeversidad,
at pagpapanatili ng pag-unlad (sustainable
development) sa pamayanan

Philippine GCED Curriculum Mapping Report 245

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Naipamamalas ang pagpapahalaga at 1. Nakasasali sa mga usapan at talakayan,

kasanayan sa paggamit ng wika tungkol pagkukuwento, pagtula, pagsulat ng
Pagpapahalaga sa Wika, sa kalusugan at kapaligiran at pagbasa sariling tula at kuwento na may paksa na
Literasi at Panitikan ng iba’t ibang uri ng panitikan na may
tungkol sa preserbasyon ng likas na yaman,
paksa na tulad ng preserbasyon ng likas
pagkakaroon ng hustisya at polisiyang
na yaman, pagkakaroon ng hustisya at
polisiyang pangkapaligiran, pagbabago pangkapaligiran, pagbabago sa sitwasyon
sa sitwasyon ng klima (climate change), ng klima (climate change), biodeversidad,
biodeversidad, at pagpapanatili ng pag- at pagpapanatili ng pag-unlad (sustainable
unlad (sustainable development) development).
2. Napahahalagahan ang wika at panitikan
sa pamamagitan ng pagsali sa usapan
at talakayan, paghiram sa aklatan,
pagkukuwento at pagsulat ng tula at
kuwento na may paksa na tulad ng
pangkapaligiran at pangkalusugang isyu,
gawi at kaasalan.
3. Napahahalagahan ang wika at panitikan
sa pamamagitan ng pagsali sa usapan
at talakayan, paghiram sa aklatan,
pagkukuwento at pagsulat ng tula at
kuwento na may paksa na tulad ng
pangkapaligiran at pangkalusugang isyu,
gawi at kaasalan.

Philippine GCED Curriculum Mapping Report 246

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa

Grade 5
pakikipagtalastasan nang may paggalang, mapanuring pag-iisip at pagpapahalaga sa
panitikan at kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa
1st Quarter - 4th Quarter na may paksa na tulad ng kasarian, etnisidad, kapansanan, at mga paniniwalang
panrelihiyon.

Content Standards Performance Standards

Pakikinig Naipamamalas ang kakayahan sa 1. Nakapagbibigay ng sariling pamagat

(Pag-unawa sa Napaking- mapanuring pakikinig at pag-unawa para sa napakinggang kuwento at
gan) sa napakinggan na may paksa tulad ng pagsasagawa ng roundtable na pag-uusap
kasarian, etnisidad, kapansanan, at mga tungkol sa isyu o paksang napakinggan na
paniniwalang panrelihiyon may paksa tulad ng kasarian, etnisidad,
kapansanan, at mga paniniwalang
panrelihiyon
2. Naisasakilos ang maaaring mangyari
sa napakinggang kuwento at naibibigay
ang tamang pagkakasunod-sunod ang
mga hakbang sa pagsasagawa ng isang
proseso sa pangangalaga at paggalang sa
kasarian, etnisidad, kapansanan at mga
paniniwalang panrelihiyon
3. Nakapag-uulat ng impormasyong
napakinggan tulad ng kasarian, etnisidad,
kapansanan, at mga paniniwalang
panrelihiyon at nakabubuo ng balangkas
ukol dito
4. Nakabubuo ng nakalarawang balangkas
batay sa napakinggan na may paggalang
sa kasarian, etnisidad, kapansanan at mga
paniniwalang panrelihiyon

Philippine GCED Curriculum Mapping Report 247

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Naipamamalas ang kakayahan at tatas sa 1. Nakasasali sa isang usapan tungkol

pagsasalita at pagpapahayag ng sariling sa isang paksa nang may paggalang sa
Pagsasalita ideya, kaisipan, karanasan at damdamin kapuwa anuman ang kasarian, etnisidad,
nang may paggalang sa kapuwa tungkol kapansanan, at mga paniniwalang
sa pagkakaroon ng dibersidad ng panrelihiyon
kasarian, etnisidad, mga kapansanan, at 2. Nakagagawa ng isang travelogue o
mga paniniwalang panrelihiyon kuwentong may paggalang ng kasarian,
etnisidad, kapansanan at mga paniniwalang
panrelihiyon
3. Nakagagawa ng isang ulat o panayam
na may paggalang sa kasarian, etnisidad,
kapansanan at mga paniniwalang
panrelihiyon ng kapuwa, pamilya at
pamayanan
4. Nakagagawa ng radio broadcast/
teleradyo, debate at ng isang forum na
may paggalang sa kasarian, etnisidad,
kapansanan at mga paniniwalang
panrelihiyon

Naisasagawa ang mapanuring pagbasa 1. Nakapagsasagawa ng readers’ theater na

sa iba’t ibang uri ng teksto na may paksa pinahahalagahan ang panitikan at kulturang
Pagbasa
tulad ng kasarian, etnisidad, kapansanan, kinabibilangan na gumagalang sa kasarian,
at mga paniniwalang panrelihiyon etnisidad, kapansanan at mga paniniwalang
at napalalawak ang talasalitaan ang panrelihiyon
talasalitaan ukol dito 2. Naisasakilos ang katangian ng mga
tauhan sa kuwentong binasa; nakapagsasadula
ng maaaring maging wakas ng kuwentong binasa
at nakapagsasagawa ng charades ng mga tauhan
nang may paggalang sa kasarian, etnisidad,
kapansanan at mga paniniwalang panrelihiyon
3. Nakabubuo ng isang timeline ng binasang
teksto (kasaysayan), tulad ng kasarian, etnisidad,
kapansanan, at mga paniniwalang panrelihiyon
at napagsusunod-sunod ang mga hakbang ng
isang binasang proseso, at nakapagsasaliksik
gamit ang card catalog o OPAC
4. Nakagagawa ng grap o tsart tungkol
sa binasa, nakapagsasagawa ng isang debate
tungkol sa isang isyu o binasang paksa na may
paggalang sa kasarian, etnisidad, kapansanan
at mga paniniwalang panrelihiyon ng kapuwa,
pamilya at pamayanan

Philippine GCED Curriculum Mapping Report 248

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Naipamamalas ang iba’t ibang kasanayan 1. Nakapagtatala ng mga kailangang

upang maunawaan ang iba’t ibang teksto impormasyon o datos batay sa isyung pang
Estratehiya sa Pag-aaral na may paksa tulad ng na may paksa kasarian, etnisidad, kapansanan, at mga
tulad ng kasarian, etnisidad, kapansanan,
paniniwalang panrelihiyon.
at mga paniniwalang panrelihiyon
2. Nakabubuo ng dayagram upang
maipakita ang nakalap na impormasyon
o datos tulad ng kasarian, etnisidad,
kapansanan, at mga paniniwalang
panrelihiyon
3. Nakagagawa ng nakalarawang
balangkas upang maipahayag ang nakalap
na impormasyon o datos tulad ng
kasarian, etnisidad, kapansanan, at mga
paniniwalang panrelihiyon

Napauunlad ang kasanayan sa pagsulat 1. Nakasusulat ng isang talata tungkol sa

Pagsulat ng iba’t ibang uri ng sulatin na may isang isyu o paksa may pagpapahalaga
pagpapahalaga sa kasarian, etnisidad, sa kasarian, etnisidad, kapansanan, at
kapansanan, at mga paniniwalang
mga paniniwalang panrelihiyon
panrelihiyon ng iba sa pamayanan,
2. Nakasusulat ng talatang naglalarawan
bansa at daigdig.
ng isang tao o bagay sa paligid, at ng
talatang nagsasalaysay ng sariling
karanasan na may paggalang sa
kasarian, etnisidad, kapansanan at mga
paniniwalang panrelihiyon
3. Nakasusulat ng isang tula o kuwento
at talatang naglalahad ng opinyon
o reaksyon na may paggalang sa
kasarian, etnisidad, kapansanan at mga
paniniwalang panrelihiyon
4. Nakasusulat ng talatang
nangangatwiran tungkol sa isang isyu
o paksa at makagagawa ng portfolio ng
mga sulatin na may pagpapahalaga sa
kasarian, etnisidad, kapansanan, at mga
paniniwalang panrelihiyon

Philippine GCED Curriculum Mapping Report 249

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

Naipamamalas ang kakayahan sa 1. Nakagagawa ng movie trailer para sa maikling

mapanuring panood ng iba’t ibang uri pelikulang napanood na pinahahalagahan
ng media na may pagpapahalaga sa ang kasarian, etnisidad, kapansanan at mga
Panonood
kasarian, etnisidad, kapansanan, at mga paniniwalang panrelihiyon
paniniwalang panrelihiyon sa isang 2. Nakasusulat ng tula batay sa pinanood
lipunang lokal at pambansa. na may paggalang sa kasarian, etnisidad,
kapansanan at mga paniniwalang panrelihiyon
ng kapuwa, pamilya at pamayanan
3. Nakagagawa ng ulat tungkol sa pinanood na
may pagpapahalaga sa kapayapaan, kasarian,
etnisidad, kapansanan, at mga paniniwalang
panrelihiyon
4. Nakabubuo ng sariling dokumentaryo
o maikling pelikula na may pagpapahalaga
sa kasarian, etnisidad, kapansanan, at mga
paniniwalang panrelihiyon

Naipamamalas ang pagpapahalaga 1. Napahahalagahan ang wika at panitikan

Pagpapahalaga sa
at kasanayan sa paggamit ng wika sa sa pamamagitan ng pagsali sa mga usapan
Wika,Literasi at Panitikan
komunikasyon at pagbasa ng iba’t at talakayan, pagkukuwento, pagsulat
ibang uri ng panitikan na makatutulong
ng sariling tula, talata o kuwento na
sa paggalang sa magkakasamang
may paggalang sa kasarian, etnisidad,
namumuhay na kasarian, etnisidad,
mga may kapansanan at iba-ibang kapansanan at mga paniniwalang
paniniwalang panrelihiyon ng lokal at panrelihiyon
bansa. 2. Napahahalagan ang wika at panitikan
sa pamamagitan ng pagsali sa usapan
at talakayan, paghiram sa aklatan,
pagkukuwento, pagsulat ng tula at
kuwento na may paggalang sa kasarian,
etnisidad, kapansanan at mga paniniwalang
panrelihiyon ng kapuwa, pamilya at
pamayanan
3. Napapahalagan ang wika at panitikan
sa pamamagitan ng pasgsali sa usapan
at talakayan, paghiram sa aklatan,
pagkukuwento, pagsulat ng tula at
kuwento na makatutulong sa pagpapanatili
ng pagkapanta- pantay ng kasarian,
etnisidad , ng may kapansanan at mga
paniniwalang panrelihiyon sa bansa

Philippine GCED Curriculum Mapping Report 250

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Content Standards Performance Standards

4. Napapahalagan ang wika at

Pagpapahalaga sa panitikan sa pamamagitan ng pagsali
Wika,Literasi at Panitikan
sa usapan at talakayan, paghiram sa
aklatan, pagkukuwento, pagsulat ng tula
at kuwento na may paggalang sakasarian,
etnisidad, kapansanan at paniniwalang
panrelihiyon ng bawat indibidwal

Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa

Grade 5
pakikipagtalastasan nang may paggalang, mapanuring pag-iisip at pagpapahalaga sa
wika, panitikan at kultura na may paksa na tulad ng pagpapalaganap at pagsulong ng
kapayapaan, politikal na pakikilahok at pakikisangkot, mga karapatang pantao at mga
batas kaugnay nito at pagsugpo ng mga di pagkakaunawaan, diskriminasyon at mga
krimen upang makaambag sa pag-unlad ng bansa

Content Standards Performance Standards

Naipamamalas ang kakayahan sa 1. Naisasaulo ang isang tula/awiting may

Pakikinig
(Pag-unawa sa mapanuring pakikinig at pag-unawa paksa tulad ng pagpapalaganap at pagsulong
Napakinggan) sa napakinggan na may paksa tulad ng kapayapaan, politikal na pakikilahok at
ng pagpapalaganap at pagsulong ng pakikisangkot, mga karapatang pantao at
kapayapaan, politikal na pakikilahok at mga batas kaugnay nito at pagsugpo ng
pakikisangkot, mga karapatang pantao at mga di pagkakaunawaan, diskriminasyon
mga batas kaugnay nito at pagsugpo ng at mga krimen na napakinggan, at
mga di pagkakaunawaan, diskriminasyon naisasadula ang paraan ng pagsugpo sa
at mga krimen mga isyung ito
2. Nakapagsasagawa ng isahang
pagsasadula tungkol sa suliranin at
solusyon sa mga isyung politikal at
karapatang pantao na napakinggan
3. Naisasagawa ang mga hakbang o
panutong napakinggan na may paksa
tulad ng pagpapalaganap at pagsulong ng
kapayapaan, politikal na pakikilahok at
pakikisangkot, mga karapatang pantao at
mga batas kaugnay nito at pagsugpo ng
mga di pagkakaunawaan, diskriminasyon
at mga krimen

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Pakikinig 4. Nakagagawa ng dayagram,

(Pag-unawa sa diorama at likhang sining batay sa
Napakinggan)
napakinggan tungkol sa karapatang
pantao na nakatuon sa karapatan ng bata

Naipamamalas ang kakayahan at tatas sa 1. Nakasasali sa isang usapan tungkol sa

Pagsasalita pagsasalita at pagpapahayag ng sariling magagawa ng mag-aaral upang isulong
ideya, kaisipan, karanasan at damdamin sa paaralan, komunidad, at bansa ang
tungkol sa pagpapalaganap at pagsulong isyu ng kapayapaan, karapatang pantao,
ng kapayapaan, politikal na pakikilahok batas pantao, diskriminasyon at krimen
at pakikisangkot, mga karapatang 2. Naiuulat ang isang isyu o paksa tulad
pantao at mga batas kaugnay nito at ng pagpapalaganap at pagsulong ng
pagsugpo ng mga di pagkakaunawaan, kapayapaan, politikal na pakikilahok at
diskriminasyon at mga krimen pakikisangkot, mga karapatang pantao at
mga batas kaugnay nito at pagsugpo ng
mga di pagkakaunawaan diskriminasyon
at mga krimen na napakinggan
3. Nakapagbibigay ng isang panuto na
may paksa tulad ng pagpapalaganap
at pagsulong ng kapayapaan, politikal
na pakikilahok at pakikisangkot,
mga karapatang pantao at mga batas
kaugnay nito at pagsugpo ng mga di
pagkakaunawaan, diskriminasyon at
mga krimen
4. Nakapagsasagawa ng radio broadcast/
teleradyo, sabayang bigkas, reader’s
theatre o dula-dulaan na tumatalakay sa
usapin ng karapatang pantao

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Naisasagawa ang mapanuring pagbasa 1. Nakabubuo ng sariling diksiyonaryo

Pagbasa sa iba’t ibang uri ng teksto na may paksa ng mga bagong salita mula sa mga
sa kapayaan, politika, at karapatang binasa; naisasadula ang mga maaaring
pantao at napalalawak ang talasalitaan mangyari sa nabasang tekstong tungkol
kaugnay nito sa batas pantao.
2. Nakagagawa ng character profile
batay sa kuwento o tekstong may paksa
sa kapayaan. politika, at karapatang
pantao
3. 3. Nakabubuo ng isang
nakalarawang balangkas ng
mahahalagang impormasyon kaugnay ng
mga isyung pangkapayapaan
4. Naiguguhit ang mensahe ng
binasang teksto at nakagagawa ng
orihinal na rap batay sa mensahe ng
binasang tekstong tumatalakay sa
pagsusulong ng karapatang pantao sa
tahanan, paaralan, komunidad, at bansa

Naipamamalas ang iba’t ibang kasanayan 1. Nagagamit ang nakalimbag at di-

Estratehiya sa Pag-aaral upang maunawaan ang iba’t ibang teksto nakalimbag na mga kagamitan sa
na may paksa sa tungkol sa kapayapaan. pagsasaliksik sa mga suliranin at
politika, at karapatang pantao solusyon hinggil sa kapayapaan, politika,
at karapatang panato sa bansa
2. Nakagagawa ng graph o dayagram
upang ipakita ang nakalap na
impormasyon o datos na may paksa
sa tungkol sa kapayaan, politika, at
karapatang pantao
3. Nakagagawa ng nakalarawang
balangkas upang maipakita ang nakalap
na datos o impormasyon tungkol sa mga
suliraning pangkapayapaan sa paaralan,
komunidad, at bansa

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Napauunlad ang kasanayan sa kritikal 1. Nakasusulat ng reaksyon tungkol

Pagsulat na pagsulat ng iba’t ibang uri ng sulatin sa isyu tulad ng pagpapanatili ng
na tumatalakay sa pagsugpo ng di kapayapaan, pakikilahok sa politika at
pagkakaunawaan, diskriminasyon at paggalang sa karapatang panato
mga krimen 2. Nakasusulat upang ipahayag ang isang
kakaibang karanasan na tumatalakay
sa pagsugpo ng di pagkakaunawaan,
diskriminasyon at mga krimen. at
makagagawa ng isang poster o patalastas
tungkol rito
3. Nakasusulat ng iskrip para sa radio
broadcasting o teleradyo, editoryal,
lathalain o balita kaugnay sa mga
usapin ng karapatang pantao sa tahanan,
paaralan, komunidad, at bansa

Naipamamalas ang kakayahan sa 1. Nakagagawa ng isang blog entry

Panonood mapanuring panood ng iba’t ibang uri ng kaugnay ng napanood na tumatalakay
media na tumatalakay sa mga isyu tulad sa mga suliranin at solusyon hinggil
ng makataong batas at pakikisangkot at sa diskriminasyon kultural at krimeng
pakikilahok sa politika bunga ng pagkiling
2. Naisasakilos ang mga adbokasiyang
tumatalakay sa mga isyu tulad ng
makataong batas at maayos na
pakikisangkot at pakikilahok sa politika
3. Nakagagawa ng isang suring-papel
tungkol sa pinanood na tumatalakay sa
magagawa ng kabataan sa pagsusulong
at pagpapanatili ng kapayapaan sa
paaralan, komunidad, at bansa
4. Nakagagawa ng sarili at orihinal
na dokumentaryo o maikling pelikula
kaugnay ng karapatang pantao na
nakatuon sa karapatan ng bata sa tahanan,
paaralan, komunidad, at bansa

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Naipamamalas ang pagpapahalaga 1. Naisasagawa ang pagsali sa mga

Pagpapahalaga sa at kasanayan sa paggamit ng wika sa usapan at talakayan, pagkukuwento,
Wika,Literasi at Panitikan komunikasyon at pagbasa ng iba’t ibang pagtula, pagsulat ng sariling tula
uri ng panitikan na may paksa tulad at kuwento na may paksa tulad ng
ng pagpapalaganap at pagsulong ng pagpapalaganap at pagsulong ng
kapayapaan, politikal na pakikilahok kapayapaan, politikal na pakikilahok at
at pakikisangkot, mga karapatang pakikisangkot, mga karapatang pantao at
pantao at mga batas kaugnay nito at mga batas kaugnay nito at pagsugpo ng
pagsugpo ng mga di pagkakaunawaan, mga di pagkakaunawaan, diskriminasyon
diskriminasyon at mga krimen. at mga krimen.
2. Napapahalagan ang wika at
panitikan sa pamamagitan ng pagsali
sa usapan at talakayan, paghiram sa
aklatan, pagkukuwento, pagsulat ng
tula at kuwento na may paksa tulad
ng pagpapalaganap at pagsulong ng
kapayapaan, politikal na pakikilahok at
pakikisangkot, mga karapatang pantao at
mga batas kaugnay nito at pagsugpo ng
mga di pagkakaunawaan, diskriminasyon
at mga krimen.
3. Napapahalagan ang wika at panitikan
sa pamamagitan ng pagsali sa usapan
at talakayan hinggil sa pagsusulong
ng kapayapaan, paghiram sa aklatan,
pagkukuwento, pagsulat ng tula at
kuwento tungkol isyung pampolitika sa
paaralan, komunidad, at bansa
4. Napapahalagan ang wika at panitikan
sa pamamagitan ng pagsali sa usapan
at talakayan tungkol sa mga usapin ng
karapatang pantao, paghiram sa aklatan,
pagkukuwento, pagsulat ng tula at
kuwento na tumatalakay sa karapatan ng
bata

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Key Stage 7-10 Sa dulo ng Baitang 10, naipamamalas ng mag-aaral ang kakayahang komunikatibo,
replektibo/ mapanuring pag-iisip at pagpapahalagang pampanitikan na may lubos
na pag-unawa sa mga paksa na tulad ng kultura, kalikasan, kapayapaan, karapatan,
kabuhayan, at kapangyarihan sa tulong ng mga akdang rehiyonal, pambansa at salin
tekstong Asyano at pandaigdig nagiging daan upang matamo ang kultural na literasi
na pampamayanan, pambansa, panrehiyunal at pangdaigdig.

Pagkatapos ng Ikapitong Baitang, naipamamalas ng mag-aaral ang kakayahang

Grade 7 komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan
gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang rehiyunal
upang maipagmalaki ang sariling kultura, gayundin ang iba’t ibang kulturang panrehiyon
na may kaugnayan sa identitad, kapaligiran, kalusugan, kasarian, kapangyarihan,
karapatan, kapayapaan at pagkapantay-pantay ng bawat isa sa pamilya, pamayanan,
at bansa.

Content Standards Performance Standards

Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang isang

unawa sa mga akdang pampanitikan na makatotohanang proyektong panturismo
1st Quarter may paksa tulad ng pagtiyak, preserbasyon na may kaugnayan sa pagtiyak ng
at pagsulong sa sariling kultura, kalikasan, identidad, preserbasyon at pagsulong sa
kalusugan, kapayapaan, pagkapantay- sariling kultura, kalikasan, kalusugan at
pantay sa kasarian, kapangyarihan at kapayapaan ng bansa
karapatang pantao ng Mindanao

Naipamamalas ng mag-aaral ang pag- Naisusulat ng mag-aaral ang sariling

unawa sa mga akdang pampanitikan na awiting - bayan gamit ang wika ng kabataan
2nd Quarter may paksa tulad ng pagtiyak, preserbasyon na nagsusulong ng pagtiyak, preserbasyon
at pagsulong sa sariling kultura, kalikasan, at pagsulong sa sariling kultura, kalikasan,
kalusugan, kapayapaan, pagkapantay- kalusugan, kapayapaan, pagkapantay-
pantay sa kasarian, kapangyarihan at pantay sa kasarian, kapangyarihan at
karapatang pantao ng Kabisayaan karapatang pantao ng bansa

Naipamamalas ng mag-aaral ang pag- Naisasagawa ng mag-aaral ang

unawa sa mga akdang pampanitikan na komprehensibong pagbabalita (news
3rd Quarter may paksa tulad ng pagtiyak, preserbasyon casting) tungkol sa kanilang sariling
at pagsulong sa sariling kultura, kalikasan, lugar na may kaugnayan sa identidad,
kalusugan, kapayapaan, pagkapantay- kapaligiran, kalusugan, kasarian,
pantay sa kasarian, kapangyarihan at kapangyarihan, karapatan, kapayapaan
karapatang pantao ng Luzon at pagkapantay-pantay ng kasarian at
karapatan ng bansa

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Naipamamalas ng mga mag-aaral ang Naisasagawa ng mag-aaral ang malikhaing

pag-unawa sa Ibong Adarna bilang isang pagtatanghal ng ilang saknong ng
4th Quarter obra maestra sa Panitikang Pilipino na koridong naglalarawan o masasalamin
masasalamin ang pagtiyak, preserbasyon ang sariling kultura, kalikasan, kalusugan,
at pagsulong sa sariling kultura, kalikasan, kapayapaan, pagkapantay-pantay sa
kalusugan, kapayapaan, pagkapantay- kasarian, kapangyarihan at karapatang
pantay sa kasarian, kapangyarihan at pantao ng mga Pilipino bilang bahagi ng
karapatang pantao ng mga Pilipino pagpapahalagang Pilipino

Pagkatapos ng Ikawalong Baitang, naipamamalas ng mag-aaral ang kakayahang

komunikatibo, mapanuring pag-iisip,at pag-unawa at pagpapahalagang pampanitikan
Grade 8 gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang pampanitikang pambansa
na may paksa tulad ng pagtiyak, preserbasyon at pagsulong sa sariling kultura,
kalikasan, kalusugan, kapayapaan, pagkapantay-pantay sa kasarian, kapangyarihan at
karapatang pantao ng bansa upang maging daan sa pagiging matatag ng kulturang
Pilipino at pagkaPilipino.

Content Standards Performance Standards

Naipamamalas ng mag-aaral ang pag- Nabubuo ang isang makatotohanang

unawa sa mga akdang pampanitikang na proyektong panturismo na maaaring
1st Quarter
maaaring sumasalamin sa sumusunod: nakatuon sa sariling kultura, likas na yaman,
sariling kultura, likas na yaman, kalusugan, kapayapaan, pagkapantay-
kalusugan, kapayapaan, pagkapantay- pantay sa kasarian, kapangyarihan,
pantay sa kasarian, kapangyarihan, karapatang pantao at batas pantao.
karapatang pantao at batas pantao sa
kabila ng mga pagdaang panahon mula
noong Panahon ng mga Katutubo,
Espanyol at Hapon.

Naipamamalas ng mag-aaral ang pag- Naisusulat ang sariling tula sa alinmang

unawa sa mga lumaganap na akdang anyong tinalakay na maaaring nakatuon
2nd Quarter
pampanitikan na maaaring sumasalamin sa sariling kultura, likas na yaman,
sa sumusunod: sariling kultura, likas kalusugan, kapayapaan, pagkapantay-
na yaman, kalusugan, kapayapaan, pantay sa kasarian, kapangyarihan,
pagkapantay-pantay sa kasarian, karapatang pantao at batas pantao
kapangyarihan, karapatang pantao at
batas pantao sa kabila ng mga pagdaang
panahon mula noong Panahon ng
Komonwelt hanggang Kasalukuyan

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Naipamamalas ng mag-aaral ang pag- Nakabubuo ng kampanya upang

unawa sa ugnayan ng panitikang popular maipalaganap ang panlipunang kamalayan
3rd Quarter at mga paksa na gaya ng kultura, likas sa kultura, likas na yaman, kalusugan,
na yaman, kalusugan, kapayapaan, kapayapaan, pagkapantay-pantay sa
pagkapantay-pantay sa kasarian, kasarian, kapangyarihan, karapatang
kapangyarihan, karapatang pantao at pantao at batas pantao hinggil sa ugnayan
batas pantao dulot ng pagbabagong ng mga bansa, suliraning pangkalikasan,
pangkapaligiran, pang-ekonomiya, pambansang kaunlaran, at kapayapaan at
pangkultura, at pampolitika sa búhay ng karapatang pantao
mga Pilipino.

Naipamamalas ng mag-aaral ang Nakabubuo ng makatotohanang radio

4 Quarter
th pag-unawa sa isang dakilang akdang broadcast na naghahambing sa lipunang
pampanitikan na mapagkukunan ng Pilipino sa panahon ni Balagtas at sa
mahahalagang kaisipang magagamit sa kasalukuyan kaugnay sa usapin ng ugnayan
paglutas ng ilang suliranin sa lipunang ng mga bansa, suliraning pangkalikasan,
Pilipino sa kasalukuyan na pumapaksa pambansang kaunlaran, at kapayapaan at
gaya ng kultura, likas na yaman, karapatang pantao
kalusugan, kapayapaan, pagkapantay-
pantay sa kasarian, kapangyarihan,
karapatang pantao at batas pantao dulot
ng pagbabagong pangkapaligiran, pang-
ekonomiya, pangkultura, at pampolitika
sa búhay ng mga Pilipino

Pagkatapos ng Ikasiyam na Baitang, Naipamamalas ng mag-aaral ang kakayahang

Grade 9 komunikatibo,mapanuring pag-iisip,at pag-unawa at pagpapahalagang pampanitikan
gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang Asyano na may
paksa tulad ng kultura, preserbasyon ng kalikasan, pagsulong sa mabuting kalusugan
ng bayan, promosyon ng kapayapaan, pagkapantay-pantay sa kasarian, etnisidad,
kapangyarihan, karapatang pantao at ekonomikong pag-unlad ng Asya upang
mapatibay ang pagkakakilanlang Asyano.

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Naipamamalas ng mag-aaral ang pag- Nakapagsasagawa ng malikhaing

unawa at pagpapahalaga sa mga akdang panghihikayat tungkol sa isang book fair
1st Quarter pampanitikan na may paksa tulad ng ng mga akdang pampanitikan na maaaring
kultura, preserbasyon ng kalikasan, kinapalooban ng sariling kultura,
pagsulong sa mabuting kalusugan ng preserbasyon ng kalikasan, pagsulong sa
bayan, promosyon ng kapayapaan, mabuting kalusugan ng bayan, promosyon
pagkapantay-pantay sa kasarian, ng kapayapaan, pagkapantay-pantay
etnisidad, kapangyarihan, karapatang sa kasarian, etnisidad, kapangyarihan,
pantao at ekonomikong pag-unlad ng karapatang pantao at ekonomikong pag-
Timog-Silangang Asya. unlad ng pamayanan, bansa at rehiyon
(Timog-Silangang Asya).

Naipamamalas ng mga mag-aaral Nakasusulat ng sariling akda na

ang pag-unawa sa mga piling akdang nagpapakita ng pagpapahalaga sa pagiging
2nd Quarter tradisyonal na may paksa tulad ng kultura, isang Asyano na maaaring kinapalooban
preserbasyon ng kalikasan, pagsulong sa ng sariling kultura, preserbasyon
mabuting kalusugan ng bayan, promosyon ng kalikasan, pagsulong sa mabuting
ng kapayapaan, pagkapantay-pantay kalusugan ng bayan, promosyon ng
sa kasarian, etnisidad, kapangyarihan, kapayapaan, pagkapantay-pantay sa
karapatang pantao at ekonomikong pag- kasarian, etnisidad, kapangyarihan,
unlad ng Silangang Asya. karapatang pantao at ekonomikong pag-
unlad ng bansa upang maipakita ag
pagiging isang Asyano.

Naipamamalas ng mag-aaral ang pag- Masining na Nakapagtatanghal ng

3 Quarter
rd unawa at pagpapahalaga sa mga akdang kulturang Asyano batay sa napiling
pampanitikan na may paksa tulad ng mga akdang pampanitikang Asyano na
kultura, preserbasyon ng kalikasan, maaaring kinapalooban ng sariling kultura,
pagsulong sa mabuting kalusugan ng preserbasyon ng kalikasan, pagsulong sa
bayan, promosyon ng kapayapaan, mabuting kalusugan ng bayan, promosyon
pagkapantay-pantay sa kasarian, ng kapayapaan, pagkapantay-pantay
etnisidad, kapangyarihan, karapatang sa kasarian, etnisidad, kapangyarihan,
pantao at ekonomikong pag-unlad ng karapatang pantao at ekonomikong pag-
Kanlurang Asya. unlad ng bansa

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Naipamamalas ng mga mag-aaral ang Nakikilahok sa pagpapalabas ng isang

pag-unawa sa isang obra maestrang movie trailer o storyboard tungkol sa isa
4th Quarter pampanitikan na masasalamin ang ilang tauhan ng Noli Me Tangere na binago
kultura, preserbasyon ng kalikasan, ang mga katangian (dekonstruksiyon) na
pagsulong sa mabuting kalusugan ng kinapalooban ng kanyang sarili, pamilya,
bayan, promosyon ng kapayapaan, pamayanan, bansa at rehiyon (Asya).
pagkapantay-pantay sa kasarian,
etnisidad, kapangyarihan, karapatang
pantao at ekonomikong pag-unlad
maiuugnay at maihahambing sa mga
obra ng rehiyon (Asya)

Pagkatapos ng Ikasampung Baitang, naipamamalas ng mag-aaral ang kakayahang

Grade 10 komunikatibo, mapanuring pag-iisip, at pag-unawa at pagpapahalagang pampanitikan
gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang pandaigdig na
may paksa tulad ng pagmamalaki sa kultura, preserbasyon ng kalikasan, pagsulong
sa mabuting kalusugan ng bayan, promosyon ng kapayapaan, pagkapantay-pantay sa
kasarian, etnisidad, karapatang pantao, sistema ng kapangyarihan at ekonomikong
pag-unlad ng daigdg tungo sa pagkakaroon ng kamalayang global.

Content Standards Performance Standards

Naipamamalas ng mag-aaral ang pag- Nakabubuo ng kritikal na pagsusuri

unawa at pagpapahalaga sa mga akdang sa mga isinagawang critque na may
1st Quarter pampanitikan na may paksa tulad ng paksa tulad ng pagmamalaki sa kultura,
pagmamalaki sa kultura, preserbasyon preserbasyon ng kalikasan, pagsulong sa
ng kalikasan, pagsulong sa mabuting mabuting kalusugan ng bayan, promosyon
kalusugan ng bayan, promosyon ng ng kapayapaan, pagkapantay-pantay sa
kapayapaan, pagkapantay-pantay sa kasarian, etnisidad, karapatang pantao,
kasarian, etnisidad, karapatang pantao, sistema ng kapangyarihan at ekonomikong
sistema ng kapangyarihan at ekonomikong pag-unlad sa mga pampanitikang
pag-unlad ng daigdig. Mediterranean.

Naipapamalas ng mag-aaral ang pag- Nakapaglalathala ng sariling akda sa

unawa at pagpapahalaga sa mga akdang hatirang pangmadla (social media) na may
2nd Quarter pampanitikan na may paksa tulad ng paksa tulad ng pagmamalaki sa kultura,
pagmamalaki sa kultura, preserbasyon preserbasyon ng kalikasan, pagsulong
ng kalikasan, pagsulong sa mabuting sa mabuting kalusugan ng bayan,
kalusugan ng bayan, promosyon ng promosyon ng kapayapaan, pagkapantay-
kapayapaan, pagkapantay-pantay sa pantay sa kasarian, etnisidad, karapatang
kasarian, etnisidad, karapatang pantao, pantao, sistema ng kapangyarihan at
sistema ng kapangyarihan at ekonomikong ekonomikong pag-unlad
pag-unlad ng bansang kanluranin

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Naipamamalas ng mag-aaral ang pag- Nakapanghihikayat tungkol sa kagandahan

unawa at pagpapahahalaga sa mga akdang ng alinmang bansa batay sa binasang
3rd Quarter pampanitikan na may paksa tulad ng akdang pampanitikan na may paksa tulad
pagmamalaki sa kultura, preserbasyon ng pagmamalaki sa kultura, preserbasyon
ng kalikasan, pagsulong sa mabuting ng kalikasan, pagsulong sa mabuting
kalusugan ng bayan, promosyon ng kalusugan ng bayan, promosyon ng
kapayapaan, pagkapantay-pantay sa kapayapaan, pagkapantay-pantay sa
kasarian, etnisidad, karapatang pantao, kasarian, etnisidad, karapatang pantao,
sistema ng kapangyarihan at ekonomikong sistema ng kapangyarihan at ekonomikong
pag-unlad ng Africa at Persia pag-unlad

Naipamamalas ng mag-aaral ang pag- Nakapagpapalabas ng makabuluhang

unawa at pagpapahalaga sa nobelang photo/video documentary na
4th Quarter El Filibusterismo bilang isang obra magmumungkahi ng solusyon sa
maestrang pampanitikan na masasalamin isangsuliraning panlipunan na maaaring
ang pagmamalaki sa kultura, pumaksa sa kultura, kalikasan,
preserbasyon ng kalikasan, pagsulong sa kapayapaan, karapatan, kabuhayan,
mabuting kalusugan ng bayan, promosyon at kapangyarihan na nangyayari sa
ng kapayapaan, pagkapantay-pantay sa kasalukuyan.
kasarian, etnisidad, karapatang pantao,
sistema ng kapangyarihan at ekonomikong
pag-unlad ng bansa (Pilipinas) na
maiuugnay at maihahambing sa mga
obra ng daigdig.

Philippine GCED Curriculum Mapping Report 261

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Mother-Tongue Based Multilingual Education

By the end of Grade III, learners will enjoy communicating in their first language on
Key Stage 1-3

familiar topics for a variety of purposes and audiences using basic vocabulary, and
phrases; read L1 texts with understanding, and create their own stories and texts in their
L1; and acknowledge and show respect to the levels of shared identity and diversity of
culture.

The learner demonstrates basic communication skills in talking about familiar topics
Grade 1
using simple words and both verbal and non-verbal cues to understand spoken language,
shows understanding of basic vocabulary and language structures, reading process,
writing system and appreciates aspects of one’s culture.

Content Standards Performance Standards

manifests beginning oral language skills uses beginning oral language skills to
to communicate in different contexts; and communicate personal experiences, ideas,
Oral Language acknowledges and shows respect to one’s and feelings in different contexts using
own local identities common expressions to one’s culture; and
shows respect to one’s own culture

demonstrates understanding of words that uses knowledge of phonological skills

Phonological Skills are made up of sounds and syllables to discriminate and manipulate sound
patterns

demonstrates understanding of the basic demonstrates knowledge and

Book and Print
features of a book and how print works, understanding of the organization and
Knowledge
as a prerequisite for reading basic features of print

demonstrates understanding of the applies grade level phonics and word

Phonics and Word knowledge of the alphabet and decoding analysis skills in reading, writing and
Knowledge to read, write and spell words correctly spelling words

demonstrates understanding of the ability reads with sufficient speed, accuracy, and
Fluency to read grade one level text with sufficient proper expression in reading grade level
accuracy, speed, and expression to support text
comprehension

demonstrates understanding of the uses basic knowledge and skills to

Composing ability to formulate ideas into sentences write clear, coherent sentences, and
or longer texts using developmental and simple paragraphs based on a variety of
conventional spelling indigenized stimulus materials

demonstrates awareness of language speaks and/or writes correctly for different

Grammar Awareness grammar and usage when speaking and/ purposes using the basic grammar of the
or writing language

Philippine GCED Curriculum Mapping Report 262

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Mother-Tongue Based Multilingual Education

Content Standards Performance Standards

demonstrates understanding of developing uses developing vocabulary in both oral

knowledge, use of appropriate grade level and written form recognizing one’s own
Vocabulary and Concept vocabulary and concepts inherent in one’s culture
Development
own culture

demonstrates understanding of grade uses literary and narrative texts to develop

Listening level narrative and informational texts comprehension and appreciation of grade
Comprehension available in one’s own culture level-appropriate indigenized materials

demonstrates understanding of grade uses literary and narrative texts to develop

Reading level narrative and informational texts comprehension and appreciation of grade
Comprehension available in one’s own culture. level-appropriate indigenized materials

The learner demonstrates communication skills in talking about variety of topics using
Grade 2
developing vocabulary and simple phrases and sentences, simple to complex spoken
language using both verbal and non-verbal cues, understands vocabulary and language
structures, appreciates and understand the shared cultural aspects of the language and
the writing system used, and reads and writes simple and short literary and informational
texts.

Content Standards Performance Standards

demonstrates understanding of the uses developing oral language skills

development of language skills and to communicate personal experiences,
Oral Language recognizes and shows responsible ideas, thoughts, actions, and feelings in
behavior towards one’s own and shared different contexts that recognize own and
identities to engage in dialogue in shared identities
different contexts
demonstrates understanding of the applies word analysis skills in reading,
Phonics and Word knowledge and skills in word analysis to writing in cursive and spelling words
Recognition read, write in cursive and spell grade level independently
words

demonstrates understanding of the ability reads with sufficient speed, accuracy, and
Fluency to read grade level words with sufficient proper expression in reading grade level
accuracy speed, and expression to support text
comprehension

demonstrates understanding of the ability uses developing knowledge and skills to

Composing to formulate ideas into sentences or longer write clear and coherent sentences, simple
texts using conventional spelling paragraphs, and friendly letters from a
variety of localized stimulus materials

Philippine GCED Curriculum Mapping Report 263

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Mother-Tongue Based Multilingual Education

Content Standards Performance Standards

demonstrates understanding of the Speaks and writes correctly and

Grammar Awareness knowledge of language grammar and effectively for different purposes using
usage when speaking and/or writing the basic grammar of the language

demonstrates understanding of expanding uses expanding vocabulary knowledge

Vocabulary and Concept knowledge and use of appropriate grade and skills in both oral and written forms
Development level vocabulary and concepts as shared shared in different culture
culture

demonstrates understanding of grade uses literary and narrative texts to develop

Listening Comprehension level narrative and informational texts comprehension and appreciation of grade
available as shared culture level- appropriate localized materials

demonstrates understanding of grade uses literary and narrative texts to develop

Reading Comprehension level narrative and informational texts comprehension and appreciation of grade
available as shared culture level- appropriate localized materials

The learner demonstrates communication skills in talking about variety of topics using
Grade 3
expanding vocabulary and phrases, shows understanding of spoken language in different
contexts using both verbal and non-verbal cues, vocabulary and language structures,
diverse cultural aspects of the language, reads and writes literary and informational
texts.

Content Standards Performance Standards

possesses expanding language skills, and uses expanding oral language to
appreciate and respect diverse identities communicate personal ideas, thoughts,
Oral Language
to participate successfully in oral actions and feelings in different contexts
communication in different contexts and respects multiple perspectives

demonstrates understanding of the ability reads with sufficient speed, accuracy, and
Fluency to read grade level words with sufficient proper expression in reading grade level
accuracy speed, and expression to support text
comprehension

demonstrates understanding of accurate spells grade level words with accuracy

Spelling
spelling of grade level words

demonstrates understanding of the uses expanding knowledge and skills

Composing
ability to formulate ideas following the to write clear coherent sentences,
conventional format/patterns of written paragraphs, short stories, letters, and
language poems from diverse stimulus materials
and contexts

Philippine GCED Curriculum Mapping Report 264

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Mother-Tongue Based Multilingual Education

Content Standards Performance Standards

demonstrates understanding of expanding speaks and writes correctly and effectively

Grammar Awareness knowledge and understanding of language for different purposes using the grammar
grammar and usage when speaking and/or
of the language
writing
demonstrates understanding of extending uses extending vocabulary knowledge
Vocabulary and Concept knowledge and use of appropriate grade and skills in both oral and written form in
Development level vocabulary concepts in diverse diverse culture
culture

demonstrates understanding of grade uses literary and narrative texts to develop

Listening Comprehension level literary and informational texts comprehension and appreciation of grade
available in diverse culturet level- appropriate diverse materials

demonstrates understanding of grade uses literary and narrative texts to develop

Reading Comprehension level literary and informational texts comprehension and appreciation of grade
available in diverse culture level- appropriate diverse materials

Philippine GCED Curriculum Mapping Report 265

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Kindergarten

Key Stage

1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at
Kakayahang Makipamuhay) - Children are expected to develop emotional skills, basic
concepts pertaining to himself/herself, how to relate well with other people in his/her
immediate environment, demonstrate awareness of one’s social identity, and appreciate
cultural diversity among the school, community, and other people.
2. Values Development (Kagandahang Asal) - Children are expected to show
positive attitudes, self-concept, respect, concern for self and others, behave appropriately
in various situations and places, manifest love of God, country, and fellowmen.
3. Physical Health & Motor Development (Kalusugang Pisikal at Pagpapaunlad
sa Kakayahang Motor) - Children are expected to develop both their fine and gross
motor skills to be efficient and effective movers when engaging in wholesome physical
and health activities. They are also expected to acquire an understanding of good health
habits and develop their awareness about the importance of safety and how they can
prevent danger at home, in school, and in public places.
4. Aesthetic/Creative Development (Sining) – Children are expected to
develop their aesthetic sense and creative expression through drawing, painting, and
manipulative activities. Aesthetic development involves the love and pursuit of beauty
in art, music, and movement, and creates opportunities for the creative expression of
emotions, thoughts, feelings, and ideas.
5. Mathematics - Children are expected to understand and demonstrate knowledge,
thinking skills, and insights into patterns of mathematics, concepts of numbers, length,
capacity, mass, and time through the use of concrete objects or materials, and to apply
these meaningfully in their daily experiences. Children are provided with varied
manipulative activities to help them see relationships and interconnections in math and
enable them to deal flexibly with mathematical ideas and concepts.
6. Understanding of the Physical and Natural Environment - Children are expected
to demonstrate a basic understanding of concepts pertaining to living and nonliving
things, including weather, and use these in categorizing things in his/her environment.
They are also expected to acquire the essential skills and sustain their natural curiosity
in their immediate environment through exploration, discovery, observation, and relate
their everyday experiences using their senses (touch, sight, smell, taste, and hearing).
7. Language, Literacy, and Communication - This domain provides opportunities
on early literacy learning for self-expression through language using the mother tongue
or the child’s first language. Children are expected to develop communicative skills in
their first language. They are also expected to develop more positive attitudes toward
reading, writing, and to view themselves as effective users and learners of language.

Philippine GCED Curriculum Mapping Report 266

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Kindergarten

Content Standards Performance Standards

Socio-Emotional 1. Nagkakaroon ng paguunawa at 1. Nakapagpapamalas ng kakayahan

Development pagkakakilala sa sarili umintindi ng mga pangyayari sa kanyang
(Pagpapaunlad ng 2. Nagkakaroon ng paguunawa at paligid
Sosyo-Emosyunal 2. Nakapagpapamalas ng kakayahan
pagkakakilala sa sarili
at Kakayahang
3. Nagkakaroon ng pag-unawa sa umintindi ng mga pangyayari sa kanyang
Makipamuhay)
pagkakaiba at pagkilala ng tao paligid
4. Nagkakaroon ng pag-unawa 3. Nakapagpapamalas ng pagkilala
sa konsepto ng pamilya, paaralan at sa pagkakapareho at pagkakaiba ng tao
komunidad bilang kasapi nito 4. Nakapagpapamalas ng
5. Nagkakaroon ng pag-unawa pagmamalaki at kasiyahang
sa konsepto ng pamilya, paaralan at makapagkuwento ng sariling karanasan
komunidad bilang kasapi nito bilang kabahagi ng pamilya, paaralan at
6. Nagkakaroon ng pag-unawa komunidad
sa konsepto ng pamilya, paaralan at 5. Nakapagpapamalas ng
komunidad bilang kasapi nito pagmamalaki at kasiyahang
makapagkuwento ng sariling karanasan
bilang kabahagi ng pamilya, paaralan at
komunidad
6. Nakapagpapamalas ng
pagmamalaki at kasiyahang
makapagkuwento ng sariling karanasan
bilang kabahagi ng pamilya, paaralan at
komunidad

Socio-Emotional Nagkakaroon ng konsepto ng mga Nakapagpapamalas ng tamang pagkilos sa

Development sumusunod na batayan upang lubos na lahat ng pagkakataon na may paggalang
(Pagpapaunlad ng mapahalagahan ang sarili patungo sa at pagsasaalang-alang sa sarili at sa iba.
Sosyo-Emosyunal pakikisalamuha sa ibang tao.
at Kakayahang 1. Disiplina
Makipamuhay) 2. Pagkamatapat
3. Paggalang
4. Pakikipagkapwa
5. Pagmamalasakit sa kapwa

1. Nagkakaroon ng konsepto 1. Nakapagpapamalas ng sapat na

Physical Health &
ng kahalagahan ng pagkakaroon lakas na magagamit sa pagsali sa mga
Motor Development
at pagpapanatili nang malusog na pang-araw-araw na gawain
(Kalusugang Pisikal
at Pagpapaunlad sa pangangatawan para sa malusog na 2. Nakapagpapamalas ng maayos
Kakayahang Motor) pamayanan at mundo na galaw at koordinasyon ng mga bahagi
ng katawan

Philippine GCED Curriculum Mapping Report 267

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Kindergarten

Content Standards Performance Standards

2. Nagkakaroon ng pag-unawa sa 3. Nakapagpapamalas ng

Physical Health & kanyang kapaligiran at naiuugnay dito kakayahang gamitin ang kamay at daliri
Motor Development
ang angkop na paggalaw ng katawan 4. Nakapagpapamalas ng
(Kalusugang Pisikal
at Pagpapaunlad sa 3. Nagkakaroon ng pag-unawa sa pagsasagawa ng mga pangunahing
Kakayahang Motor) sariling kakayahang sumubok gamitin kasanayan ukol sa pansariling kalinisan
nang maayos ang kamay upang lumikha/ sa pang-araw-araw na pamumuhay at
lumimbag pangangalaga para sa sariling kaligtasan
4. Nagkakaroon ng pag-unawa sa
kakayahang pangalagaan ang sariling
kalusugan at kaligtasan

1. Nagkakaroon ng pag-unawa sa 1. Nakapagpapamalas ng

kahalagahan at kagandahan ng kapaligiran kakayahang magmasid at magpahalaga sa
2. Nagkakaroon ng pag-unawa ganda ng kapaligiran
Aesthetic/Creative sa kahalagahan at kagandahan ng 2. Naipapamalas ang kakayahang
Development (Sining) kapaligiran gaya ng mga likas na yaman, magmasid at magpahalaga sa ganda ng
kabundukan, kagubatan, at karagatan kapaligiran at mga likas na yaman
3. Nagkakaroon ng pag-unawa sa 3. Naipapahayag ang kaisipan,
pagpapahayag ng kaisipan at imahinasyon damdamin, saloobin at imahinasyon sa
sa malikhain at malayang pamamaraan pamamagitan nang malikhaing pagguhit o
ukol sa malinis na kapaligiran, mga likas pagpinta ng magandang kapaligiran, iba’t
na yaman at mapayapang pamayanan ibang likas na yaman, at mapayapamng
pamayanan.

1. demonstrates understanding 1. notes details from the environment

of objects in the environment have and information presented using topics
properties or attributes (e.g., color, size, on self and others’ responsibility in the
Mathematics shapes, and functions) and that objects community to achieve peace, etc. and to
can be manipulated based on these manipulate objects based on properties
properties and attributes, similarities and or attributes using the context of local,
differences. national, regional, and global identity and
2. demonstrates an understanding diversity
of the sense of quantity and numeral 2. performs simple addition
relations, that addition results in increase and subtraction of up to 10 objects or
and subtraction results in decrease in the pictures/drawings using the context of
context of equal opportunities particularly Human capital development and equal
on family relationships opportunities particularly on family
relationships

Philippine GCED Curriculum Mapping Report 268

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Kindergarten

Content Standards Performance Standards

3. demonstrates an understanding of 1. notes details from the environment

the concepts of size, length, weight, time, and information presented using topics
and money in the context of environment on self and others’ responsibility in the
Mathematics and natural resources community to achieve peace, etc. and to
4. demonstrates an understanding manipulate objects based on properties
of objects can be 2-dimensional or 3- or attributes using the context of local,
dimensional in the context of illustrating national, regional, and global identity and
connections from multiple perspectives diversity
and world views 2. performs simple addition
5. demonstrates an understanding of and subtraction of up to 10 objects or
organizing and interpreting data using pictures/drawings using the context of
the context of health issues affecting Human capital development and equal
interaction opportunities particularly on family
relationships
3. uses arbitrary measuring tools/
means to determine size, length, weight
of things around him/her, time (including
his/her own schedule) in the context of
environment and natural resources
4. describes and compares 2-
dimensional and 3- dimensional objects
in the context of illustrating connections
from multiple perspectives and world
views
5. makes sense of available
information using the context of health
issues affecting interaction

1. demonstrates an understanding 1. takes care of oneself and the

of the different parts of the body and how environment and able to solve problems
they are used to observe the things in the encountered within the context of
Understanding of the environment. everyday living
Physical and Natural
2. demonstrates an understanding 2. communicates the usefulness of
Environment
the characteristics and needs of animals animals to people and the environment
and how they grow in the different parts and promote ways to take care of them
of the world. 3. communicates the usefulness of
3. demonstrates an understanding plants to people and the environment and
of the characteristics and growth of plants promote ways to preserve them.
and how they are useful in making the 4. works with objects and materials
world a better place to live in. safely and appropriately

Philippine GCED Curriculum Mapping Report 269

GLOBAL CITIZENSHIP EDUCATION (GCED)
Curriculum Developmentand Integration in the Philippines

Kindergarten

Content Standards Performance Standards

4. demonstrates understanding of 5. talks about how to adapt to the

the physical properties of objects, the different kinds of weather and care for the
changes they undergo and how they affect environment
Understanding of the the environment.
Physical and Natural
5. demonstrates understanding of
Environment
the different types of weather and the
changes that occur in the environment

1. demonstrates understanding of 1. actively listens to the sounds

how to discriminate the different sounds around him/her and is attentive to make
in the environment using the context of judgments and respond accordingly using
Language, Literacy, and environmental practices and behaviors. the context of environmental practices
Communication 2. demonstrates understanding of and behaviors
similarities and differences in what he/she 2. critically observes and makes
can see in the context of climate change, sense of things around him/her in the
biodiversity and sustainable development, context of climate change, biodiversity
particularly on weather conditions and and sustainable development
natural resources around the child 3. confidently speaks and expresses
3. demonstrates understanding his/her feelings and ideas in words
of increasing his/her conversation that make sense using the context of
skills using the context of expressing expressing likes and dislikes in a polite
likes and dislikes in a polite manner to manner to avoid conflicts in the family,
avoid conflicts in the family, school & school & community
community 4. identifies/picks out the distinct
4. demonstrates an understanding of sounds in words, match sounds with
letter sound to name relations particularly letters, and hear specific letter sound by
on sound of first name of the child and listening to familiar poems and stories,
animals or other things around him. and singing of rhymes and songs

Philippine GCED Curriculum Mapping Report 270