Republika ng Pilipinas
Kagawaran ng Edukasyon
DepEd Complex, Meralco Avenue
Lungsod ng Pasig
Standards and
Competencies for FiveYear Old Filipino
Children
September, 2013
1
I.
INTRODUCTION
“The first years of life are important because what happens in early childhood can matter in a lifetime.”
(Harvard, 2009)
Republic Act 10157, otherwise known as”Kindergarten Act”, made Kindergarten the first stage of
compulsory and mandatory formal education. Section 2 of this Act made clear that all five (5)-year old
children shall be given equal opportunities for quality Kindergarten Education to effectively promote their
physical, social, emotional and intellectual development and values formation and sufficiently prepare them
for formal elementary schooling. The Department of Education (DepEd) believes that Kindergarten is the
transition stage from informal to formal literacy (Grades 1-12), and that it is a critical year to nurture
positive experiences and afford them suitable approaches to learning to prepare them for a more
rigorous academic expectations.
Researches support that this is the period of greatest growth and
development, when the brain develops most rapidly and almost at its fullest. It is also the stage when selfesteem, vision of the world and moral foundations are established. Teachers/parents/caregivers/adults
should therefore be guided to facilitate exposure of our young learners in an engaging and creative curriculum
that is developmentally appropriate. A curriculum that immersed children in meaningful experiences where
they can explore, manipulate and interact with the environment. Provision of varied activities, games, and
plays encourages children to create and discover, and motivates them to take risks and naturally acquire
the skills/competencies for their holistic development as emergent literates, which adds to their
understanding of the world and, be ready for formal school.
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II.
FRAMEWORK
Figure I. The Kindergarten Curriculum Framework
3
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).
As illustrated, the framework depicts the developmental domains that
summarizes the learning Standards and Competencies for Five-Year Old Filipino Children (DepEd, 2011)
and prescribed how teachers can guide kindergarten learners to have a smooth transition into the contentbased curriculum of Grades 1 to 12.
The framework is composed of two parts. The rectangular figures which show the teaching-learning
theoretical bases for early years founded on the application of Developmentally Appropriate Practices (DAP)
and principles of child development. These espouse on the approaches that are constructivist, integrative,
thematic, collaborative, inquiry -based and reflective teaching. The circles represent a system on how
Kindergarten is to be enthroned in the education program. The inner interlocked circles represent a flower which
correspond to the learning Domains for holistic development of the five year old child. The domains are enclosed
by the Learning Areas in Grade One for which the five year old learners are being prepared for and outer layer
shows the Curricular Themes for which the National Kindergarten Curriculum Guide (DepEd-BEE) was planned.
The interlocked ellipses formed a flower that portrays the gradual unfolding but steady development, as
expected, of children. The child is seen as being in the process of blossoming - a little like a rose bud that
should not be forced, lest it loses its chance to fully develop.
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III.
GENERAL GUIDING PRINCIPLES
The Kindergarten Curriculum Framework upholds the general guiding principles of the NELF as follows:
 On Child Growth and Development
1. Every child is unique. Growth and development varies from child to child of which the first six
years of life are most vital. He/she has an innate desire to learn and is best done through meaningful
and real experiences.
2. Every aspect of growth and development is interrelated and interdependent. The child needs to
be nurtured in a good and caring environment that enhances healthy and dependable relationships
with other children and most significant adults.
3. The learning and development of every child involves a series of complex and dynamic
processes that are best attended to in a more positive and responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice
newly acquired competencies.
5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in
the learning and development of self in the context of one’s family and community including cultural
and religious beliefs.
 On Learning Program Development
1. The learning program is child centered. It promotes the holistic way by which young children
grow and develop; and recognizes the role of families and communities to support the child through
various stages of growth and development.
2. The learning program is appropriate for developing the domains; and must sustain interest in
active learning of all young children including those with special abilities, marginalized and/or at risk.
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3. The learning program is implemented by way of diverse learning activities that may be enhanced
with multimedia technologies such as interactive radio, audio/video clips and computer-enhanced
activities.
4. The use of learning materials and other resources that are locally developed and/or locally
available is encouraged. The mother tongue shall be used as the child’s language of learning.
 On Learning Assessment
1. Assessment is done to monitor learning, know where the child is and inform parents of the child’s
progress.
2. Assessment is essential to identifying the child’s total developmental needs and does not
determine academic achievement.
3. Assessment is best conducted on a regular basis so that a timely response may be made to
improve learning.
4. The results of the assessment of learning of a child shall be kept strictly confidential. Ratings
should be qualitative/descriptive and not only numerical.
5. The family and community may be informed of the general outcomes of learning so as to
encourage further cooperation and partnerships.
IV.
DEVELOPMENTAL DOMAINS ( and what to expect in each)
The developmental domains are represented by the ellipses which are the subdivisions of learning contents
necessarily be interconnected for holistic development of our learners. The content standards as defined by the
components of the developmental domains /learning areas are translated into specific objectives to wit:
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1. Kagandahang Asal (Values Education) - Children are expected to show positive self-concept,
respect and concern for self and others, how to follow and behave appropriately in various situations
and places, love of God, country, and fellowmen.
2. Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor (Physical Health & Motor
Development) –Children to develop both their fine and gross motor skills to be able to engage in
wholesome physical and health activities.
3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (Social & Emotional Development) Children are expected to develop social and emotional skills to relate well with others and appreciate
cultural diversity among the school community and other people.
4. Cognitive Development - This domain focuses the challenging exploration of the child’s thoughts,
memory, language and intelligence. It is primarily concerned with the development of creative and
critical thinking skills. Children are expected to develop readiness and basic cognitive skills pertaining
to size, length, volume and time including following logic of events.
4.1. Mathematics – children are expected to understand and demonstrate knowledge in identifying
numbers (1-10), as well as concepts on length, capacity, mass, time and perform simple operations
using concrete objects.
4.2. Understanding the Physical and Natural Environment – In this domain, children are expected
to demonstrate basic knowledge of concepts pertaining to the living and non-;living and non living
things including the weather and uses these in categorizing things in his/her environment.
4.3. Understanding the Social Environment – in this domain, children are expected to develop
awareness of his/her social identity.
4.4.
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Language, Literacy and Communication – This domain provides opportunities for expressive
learning and language development. Children are expected to develop communicative skills in
their mother tongue.
V.
CURRICULAR THEMES
The outer circle of the NKF corresponds to the interrelatedness of the learning domains which dictates the
way to approach implementation.
The daily Kindergarten Curriculum Guide should therefore be designed to
employ an integrative approach in developing the competencies relative to the curriculum focus by themes as
showed in Figure 2. These curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers
of environment, each having an effect on a child’s holistic development.”
1. Myself - concepts and ideas that help the learners
understand himself/herself better so that he/she will
develop as an individual.
2. My Family - concepts, ideas, practices that guides
the child to be responsible and proud of himself and his
family.
3. My School - concepts, ideas, practices, and situations
that
help the child understand how to be an individual and
socialize with other learners, teachers, school personnel
and other members of the school.
4. My Community- concepts, ideas, practices, situations,
and responsibilities that the learner should acquire
and understand so that he/she will become functional
and responsive member of the community.
Figure 2. The Curricular Themes
5. More Things Around Me
- all other concepts,
ideas, practices, situations, and responsibilities not
covered by themes 1 to 4 but which may be relevant to
the community, culture, and interest of the leaner.
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VI.
TRANSITION PARADIGM
TRANSITION FROM KINDERGARTEN TO GRADE 1
KINDERGARTEN
GRADE 1
DOMAINS
LEARNING AREAS
Kalusugang Pisikal at
Pagpapaunlad sa
Kakayahang Motor
Physical Education & Health,
Music & Arts
CORE LEARNING AREAS
Physical Education and
Health
Music and Arts
Pagpapaunlad sa
kakayahang SosyoEmosyonal
Kagandahang Asal
Mathematics
Physical and Natural
Environment
Resources
Language Literacy and
Communication
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Values Education and Social
Studies
Edukasyong Pagpapakatao
Araling Panlipunan
Mathematics
Science
Mathematics
Filipino and Mother Tongue
Language
Figure 3. Kindergarten to Grade I Transition Paradigm
Figure 3 illustrates the interrelatedness of the developmental domains and the learning areas. The domainbased skills intended to be developed in kindergarten are aligned to the subject content-based curriculum to be
learned in Grade 1, thus it demonstrates an amorphous characteristic of the Kindergarten Curriculum Standards and
Competencies to provide the necessary readiness skills for smooth transition for every five year old Filipino child to
traverse successfully and complete K to 12 cycle of basic formal education.
VII.
MATRIX OF LEARNING STANDARDS and COMPETENCIES
KALUSUGANG PISIKAL AT PAGPAPAUNLAD SA KAKAYAHANG MOTOR (KP)
Batayan/Kaugnay na Batayan
(Domain/Sub-Domain)
Kalusugang Pisikal
Ang bata ay nagpapamalas
ng sapat na lakas na
magagamit sa pagsali sa
mga pang-araw-araw na
gawain.
Kaunlarang Motor
Ang bata ay
nakapagpapakita ng
maayos na koordinasyon ng
mga galaw ng katawan.
10
Lawak
(Component)
Kaangkupang Pisikal
(Physical Fitness-PF)
Kasanayang “Gross
Motor” (GM)
Mga Kasanayan/Palatandaan
(Competencies/Indicators)
CODED
 Nakasasali sa mga laro, anumang gawain at iba’t ibang
paraan ng pag-eehersisyo
KKPPF-00-1
 Naisasagawa ang mga payak na kalisteniks
KKPPF-00-2
 Nakagagalaw (nakapagmamartsa, palakpak, tapik,
padyak,lakad, lundag at iba pa) nang angkop sa ritmo at
indayog bilang tugon sa himig na napapakinggan/awit na
kinakanta
KKPPF-00-3
 Naisasagawa ang kilos sa saliw ng mga awitin nang may
kasiyahan
KKPGM-00-1
 Naisasagawa ang mga sumusunod na kilos lokomotor sa
pagtugon sa ritmong mabagal at mabilis
 paglakad
 pagtakbo
 pagkandirit
 paglundag/pagtalon
 paglukso
KKPGM-00-2
Batayan/Kaugnay na Batayan
(Domain/Sub-Domain)
Lawak
(Component)
Mga Kasanayan/Palatandaan
(Competencies/Indicators)
 Nagagamit ang mga kilos lokomotor at di-lokomotor sa:
 paglalaro
 pag-eehersisyo
 pagsasayaw

Ang bata ay nakagagamit
ng mga kamay at daliri
nang maayos.
Kalusugan at Pangangalaga
sa Sarili(Personal Care -PC)
Ang bata ay
nakapagsasagawa ng
mga pangunahing
kasanayan ukol sa
pansariling kalinisan.
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Kasanayang “Fine
Motor” (FM)
Kakayahan sa Arawaraw na Pamumuhay
Naipakikita ang panimbang sa pagsasagawa ng iba’t
ibang kilos ng katawan, gaya ng:
 paglukso-luksong paghahalinhinan ng mga paa
(skipping)
 pagtulay nang di natutumba sa tuwid na guhit
 pag-akyat at pagbaba sa hagdanan
Naisasagawa nang maayos ang sumusunod na kasanayan sa
“fine motor”
 pagbukas ng pahina ng libro
CODED
KKPGM-00-3
KKPGM-00-4
KKPFM-00-1
KKPFM-00-1a

pagtiklop ng papel
KKPFM-00-1b

pagpilas/paggupit/pagdikit ng papel
KKPFM-00-1c

pagbakat, pagkopya ng larawan, hugis, at titik
KKPFM-00-1d

pagmomolde ng luwad (clay) at
KKPFM-00-1e

paglimbag ng mga pangkaraniwang bagay sa paligid
KKPFM-00-1f
 Naisasagawa nang mag-isa ang mga sumusunod na
gawaing nauukol sa pagngangalaga sa sarili:
 paglilinis ng katawan
KKPPC-00-1
KKPPC-00-1a

paghugas ng mga kamay bago at pagkatapos kumain KKPPC-00-1b

pagsisipilyo
KKPPC-00-1c

pagsusuklay
KKPPC-00-1d
Batayan/Kaugnay na Batayan
(Domain/Sub-Domain)
Lawak
(Component)

Mga Kasanayan/Palatandaan
(Competencies/Indicators)
paglilinis ng kuko
KKPPC-00-1e

pagpapalit ng damit
KKPPC-00-1f

pagkain nang nag-iisa
KKPPC-00-1g

pagtugon sa personal na pangangailangan nang
nag-iisa, Hal. - pag-ihi/pagdumi
- paghugas ng mga kamay
pagkatapos gumamit ng palikuran
KKPPC-00-1g
 Napapangalagaan ang mga pansariling kagamitan sa
paglinis at pag-aayos ng katawan
CODED
KKPPC-00-2
Kaligtasan
Ang bata ay
nakapagsasagawa ng
pangangalaga sa sarili
upang maiwasan ang
kapahamakan.
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Kagawiang
Pangkaligtasan
(Personal Safety -PS)
1. Nakasusunod sa mga tuntunin at gawaing pangkaligtasan
 pag-iwas sa paglalagay ng maliit na bagay sa
bibig, ilong, at tainga
 pag-iwas sa paglalaro ng posporo
 maingat na paggamit ng matutulis/matatalim na
bagay tulad ng kutsilyo, tinidor, at gunting
 maingat na pag-akyat at pagbaba sa hagdanan
 pagtingin sa kaliwa’t kanan bago tumawid sa daan
 pananatiling kasama ng nakatatanda sa
matataong lugar
KKPPS-00-1
2. Naipakikita ang pagmamahal sa sariling kaligtasan
 Hindi lumalabas ng walang paalam
 Hindi pagsama sa mga di kilalang tao
 Naipakikita ang di pagsang-ayon sa paghipo ng
ibang tao sa maselang bahagi ng katawan
KKPPS-00-2
PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE)
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
Emosyunal
Ang bata ay
nakapagpapahayag ng
iba’t ibang damdamin
sa tamang paraan.
LAWAK
(Component)
Pagkilala ng Sarili
at Pagpapahayag ng
Sariling Emosyon
(PS)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
 Nakikilala ang sarili
 pangalan at apelyido
 kasarian
 gulang
 gusto/di-gusto
SEKPS-00-1
 Nasasabi ang mga kayang gawin at katangian
pag-awit
pagsayaw
pagkamatulungin
SEKPS-00-2
 Nasasabi ang kanyang mga pangangailangan
nang walang pag-aalinlangan
SEKPS-00-3
 Nakikilala ang mga pangunahing emosyon
tuwa, takot, galit, hiya, inis, inggit, at selos
SEKPS-00-4
 Naipapahayag ang iba-ibang damdamin sa
angkop na sitwasyon at paraan
Hal.: tumatawa, lumulundag, humahalakhak,
humahagikhik, pumapalakpak kung natutuwa
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CODE
SEKPS-00-5
 Naipakikita ang kahandaan na sumubok ng
bagong karanasan
SEKPS-00-6
 Nakapagbibigay ng dahilan at naipagtatanggol
kung bakit niya ginawa ang isang bagay
SEKPS-00-7
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
Ang bata ay
nakapagpapakita ng
pagtanggap at pag-unawa ng
emosyon ng ibang tao at
nakapagpapahiwatig ng
pagdamay sa damdamin ng
iba (empathy).
Sosyal
Ang bata ay nakapaguugnay ng magandang
relasyon sa kanyang
tagapag-alaga, mga
nakatatanda at kapwa bata.
LAWAK
(Component)
Pag-unawa sa
Emosyon ng Iba (EI)
Pakikipag-ugnayan
sa Kapwa at
Nakatatanda (PK)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
 Naipahihiwatig ang akma at katanggap-tanggap
na reaksiyon sa damdamin ng iba
hal. - hindi pagtawa sa batang nadapa
SEKEI-00-1
 Naisasaalang-alang ang damdamin ng iba at
nakikisali sa kasiyahan/nakikiramay sa
kalungkutan ng iba
 nagbibigay ng mungkahi
 hinahawakan ang kamay
 inaaliw ang kalaro
SEKEI-00-2
 Nakakapagsisimula ng laro
SEKPK-00-1
 Nakikipaglaro sa dalawa o tatlong bata
na gamit ang isang laruan
SEKPK-00-2
 Naipakikita ang paggalang at pagmamahal sa
mga nakatatanda at mga bata
 pinakikinggan ang mga mungkahi ng mga
kilalang nakatatanda at mga bata
 pinakikita ang interes sa iniisip at ginagawa ng
mga nakatatanda at mga bata sa
pamamagitan ng pakikinig, pagtatanong
SEKPK-00-3
 Nakahihingi ng tulong sa kapwa bata at mga
nakatatanda kung kinakailangan
SEKPK-00-4
 Nailalarawan ang nagagawa ng mga tagapagalaga/Nanay/Tatay, Lola/Lolo, atbp. at kung ano
ang kanilang gusto/di-gusto
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CODE
SEKPK-00-5
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
Nakakikilala at nauunawaan
ang mga pagkakapareho at
pagkakaiba ng tao ayon sa
kaanyuan, wika at kultura.
LAWAK
(Component)
Pagpapahalaga sa
Pagkakaiba (PP)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
Nakikilala at natatanggap ang pagkakaiba ng tao
 wika
 kasuotan
 kagamitan
 kakayahan
 mukha
 kulay
CODE
SEKPP-00-1
KAGANDAHANG ASAL (KA)
BATAYAN/KAUGNAY NA BATAYAN
(Domain/Sub-domain)
1. Pansariling Pagpapahalaga (PP)
LAWAK
(Component)
Paggalang sa Sarili
Ang bata ay nakapagpapakita ng
paggalang sa sarili sa lahat ng
pagkakataon.
Ang bata ay nakapagpapakita ng
katapatan sa kanyang ginagawa.
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Pagkamatapat at
PagkaMakatotohanan
MGA KASANAYAN/PALATANDAAN
Competencies/Indicator
CODE
 Naipakikita ang tiwala sa sariling kakayahan
nang may pagpapakumbaba
 Naiiwasan ang paggawa ng di-kaaya-ayang
gawain sa harap ng publiko
 Naipahahayag sa positibong paraan ang
nararamdaman kung tinutukso
KAKPP-00-1
 Nasasabi ang totoo sa lahat ng pagkakataon
KAKPP-00-4
 Naipakikita ang pagiging matapat
 Naibabalik/naisasauli kaagad ang
mga bagay na napulot
 Naitatago lamang ang sariling
gamit/bagay
 Naiiwasang mandaya sa kapwa
KAKPP-00-2
KAKPP-00-3
KAKPP-00-5
BATAYAN/KAUGNAY NA BATAYAN
(Domain/Sub-domain)
2. Pakikipagkapwa (PK)
LAWAK
(Component)
Pagmamahal at
Paggalang sa Maganak
Ang bata ay nakapagpapakita ng
pagmamahal at paggalang sa mga
kasapi ng mag-anak.
Ang bata ay nakapagpapakita
ng pagmamahal at paggalang
sa kapwa.
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Pagmamahal at
Paggalang sa Iba
MGA KASANAYAN/PALATANDAAN
CODE
Competencies/Indicator
 Naipakikita ang pagmamahal sa mga kasapi
KAKPK-00-1
ng mag-anak, sa nakatatanda sa pamamagitan
ng:
 pagsunod nang maayos sa mga
utos/kahilingan
 pagmamano/paghalik
 paggamit ng magagalang na
pagbati/pananalita
 pagsasabi ng mga salitang may
pagmamahal (I love you Papa/Mama)
 pagsasabi ng “Hindi ko po sinasadya
“, ”Salamat po”, “Walang anuman”,
kung kinakailangan
 Nakahihingi ng pahintulot
 paggamit ng bagay ng ibang tao
 pagpunta sa ibang lugar/pook, atbp.
 Nakikinig sa mungkahi ng mga magulang at
iba pang kaanak
KAKPK-00-2
 Naipakikita ang pagmamahal sa kapwa bata
 pagbabahagi ng pagkain,
gamit/laruan
 pagpapahiram ng gamit at laruan
 pagtanggap sa kalaro o kaibigan
maging sino man siya
KAKPK-00-4
 Naipakikita ang paggalang sa kapwa
 pagtawag sa tamang pangalan
 paghihintay ng kanyang pagkakataon
KAKPK-00-5
 Naipakikita ang pagpapahalaga sa maayos na
pakikipaglaro
 pagiging mahinahon
KAKPK-00-6
KAKPK-00-3
BATAYAN/KAUGNAY NA BATAYAN
(Domain/Sub-domain)
LAWAK
(Component)
3. Disiplina (DS)
Ang bata ay nakatatanggap at
nakagagawa ng mga itinakdang
tungkulin.
Ang bata ay nakapagpapakita ng
pagmamalasakit sa kalinisan at
kaayusan ng kapaligiran.
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Pananagutan/
Tungkulin
Pangangalaga sa
Sariling Kapaligiran
MGA KASANAYAN/PALATANDAAN
Competencies/Indicator
 pagsang-ayon sa pasya ng
 nakararami/reperi
 pagtanggap ng pagkatalo nang
 maluwag sa kalooban
 pagtanggap ng pagkapanalo nang
 may kababaang loob
 Nakasusunod sa mga utos/gawain nang
maayos at maluwag sa kalooban sa mga
tuntuning pantahanan, pampaaralan at
pampamayanan
 pagliligpit ng mga gamit sa tamang
lalagyan pagkatapos gamitin
 pag-iingat sa sariling kagamitan at
kasangkapan at ng sa iba
 Naisasagawa ang pang-araw-araw na
gawain ng may kasiyahan
CODE
KAKDS-00-1
KAKDS-00-2
 Nakagagawa nang may kusa
KAKDS-00-3
 Nakagagawa nang nag-iisa
KAKDS-00-4
 Napananatiling malinis ang sariling
kapaligiran
 pagtulong sa mga simpleng gawain
gaya ng
- pagwawalis ng sahig/bakuran
- pagpupunas ng upuan/mesa/
kasangkapan
 pagtapon ng basura sa tamang
lalagyan
KAKDS-00-5
 Naipakikita ang pagtulong at
pangangalaga sa kapaligiran
KAKDS-00-6
BATAYAN/KAUGNAY NA BATAYAN
(Domain/Sub-domain)
LAWAK
(Component)
4. Pagpapahalaga sa Panginoon
(Pang-Ispiritwal) (PI)
Ang bata ay nakapagpapakita ng
pagmamahal sa Panginoon.
Pagmamahal sa
Panginoon
MGA KASANAYAN/PALATANDAAN
Competencies/Indicator
 pagdidilig ng mga halaman
 pag-alis ng mga damo at kalat
 pag-iwas sa pagsira ng halaman gaya
ng pagpitas, paghampas, pagtapak,
pagbunot
 Naipakikita ang pagmamahal sa
Panginoon
 pagsama sa nakatatanda sa
pagsamba
 paggalang sa mga pook-dalanginan
hal. - pagiging tahimik at maayos na
pagkilos/pagsunod sa seremonya
gaya ng pagluhod/pagtayo/pagyuko,
pag-awit
 pagpapanatiling malinis ng pook
dalanginan
 pagsusuot ng angkop na kasuotan
 Naipakikita ang pagmamahal sa mga
likha ng Panginoon
hal. – pag-aaalaga ng hayop/halaman
CODE
KAKPI-00-1
KAKPI-00-2
5. Pananagutang Panlipunan (PL)

Nakatutulong sa mga gawaing-tahanan
at paaralan na kayang gawin
KAKPL-00-1

Nakikisali nang masigla, may kusa at
mahusay sa pangkatang gawain
KAKPL-00-2

Nakatutulong sa iba sa pagtupad ng
kani-kaniyang gawain
KAKPL-00-3

Tumutulong nang kusa sa panahon ng
pangangailangan
KAKPL-00-4
Pagkamatulungin
Ang bata ay nakikisali ng may
sigla sa mga pangkatang gawain.
Ang bata ay nakapagpapakita ng
malasakit sa kapwa.
18
Pagmamalasakit sa
Kapwa
BATAYAN/KAUGNAY NA BATAYAN
(Domain/Sub-domain)
6. Pagkamakabansa/
Pagkamakabayan (PB)
LAWAK
(Component)
MGA KASANAYAN/PALATANDAAN
Competencies/Indicator

Pagmamahal sa
Bayan
Ang bata ay nakapagpapakita ng
pagmamahal at pagmamalaki sa
sariling bansa/bayan
.
CODE
Naipakikita ang paggalang sa
pambansang sagisag (watawat at
Pambansang Awit)
 pagtayo nang tuwid na nakalagay
ang kanang kamay sa dibdib
habang umaawit at itinataas ang
watawat
KAKPB-00-1
UNDERSTANDING THE SOCIAL ENVIRONMENT (AP)
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
UNDERSTANDING OF
SOCIAL ENVIRONMENT
LAWAK
(Component)
Self Awareness
(NAT)
The child is able to
demonstrate
knowledge of concepts
pertaining to his/her
self, family, school and
community.
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODED
 Describe how each one is similar and
different from one others
APKNAT-00-1
 Identify social groups one belongs to e.g.
family, school, community
APKNAT-00-1
 Identify the basic rights and responsibilities
of one as member of a family, school and
community
APKNAT-00-1
Family (PAM)
 Describe what a family is and the activities APKPAM-00-1
that they do e.g. eating, playing, talking,
helping each other with work, cleaning the
house, cooking, telling stories
 Recognize that families may differ from one
19
APKPAM-00-1
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODED
another, ie. composition single-parent
family, extended family)
 Identify basic needs of family and how they
meet their needs e.g. family members
work, grow food in their backyards or farm)
 Recognize that various types of structures
serve as homes for different families
APKPAM-00-1
APKPAM-00-1
School (PAA)
 Recognize that a school is a place where
children and adult work, play and learn
together
APKPAA-00-1
 Identify different activities and experiences
in school, e.g. playing, reading, writing
working, singing, dancing
APKPAA-00-2
 Identify areas of the school and what they
are used for
APKPAA-00-3
 Identify people who work in school and
describe what they do
APKPAA-00-4
 Identify different ways people in school can
help one another
APKPAA-00-5
APKPAA-00-6
 Identify ways of caring for the school
environment
20
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
Neighbourhood/Community
(KAP)
21
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODED
 Recognize the physical characteristics of a
community/neighbourhood e.g. houses,
streets, stores, play areas
APKKAP-00-1
 Name places in the community where
families can get some of their needs e.g.
market, stores, barangay, health center
APKKAP-00-2
 Identify community helpers and describe
the work they do
APKKAP-00-3
 Identify tools and equipment that people use
to do their work
APKKAP-00-4
 Identify ways people care for and protect
their community
APKKAP-00-5
 identify environmental problems
APKKAP-00-6
 identify ways people care for and protect
the environment
APKKAP-00-7
 identify ways people in the community can
care for and protect children
APKKAP-00-8
 Identify different ways people travel
APKKAP-00-9
MATHEMATICS (M)
BATAYAN/KAUGNAY
NA BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
The child is able to
understand numbers
and demonstrate
knowledge in
identifying numbers up
to 20 including money.
Number and
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODED

Match elements of sets (both objects and pictures)
using one-to-one correspondence
MKNN-00-1

Recognize sets of objects up to 20 elements
MKNN-00-2

Count and tell how many objects there are in a given set
MKNN-00-3

Compare two or more sets of objects up to 20 elements
MKNN-00-4

Compare quantities to determine which is more than, less
than or if quantities are the same
MKNN-00-5

Identify number that comes before, after or in-between

Arrange three numbers from least to greatest/
greatest to least

Recognize and represents numbers of up to 20

Recognize and identifies numeral 0 to 20

Match numbers to a set of objects from 0 to 20
MKNN-00-10

Match numerals and number words
MKNN-00-11

Read and write numbers up to 20
MKNN-00-12

Recognize coins and bills up to PhP20 (pesos and
centavos)
MKNN-00-12
Numeration
(NN)
MKNN-00-6
MKNN-00-7
MKNN-00-8
MKNN-00-9
MKNN-00-12
22
The child is able to
demonstrate
understanding of the
concept of pattern
The child is able to
perform simple
operations on whole
number using concrete
object.
23
Seriation (S)
Operations

Apply number concepts and counting skills in daily life

Identify and describe objects based on the attributes:
 color
 shape
 size
 function
MKS-00-1

Sort and group objects according to attributes
MKS-00-2

Describe and compare objects based on their similarities
and differences
MKS-00-3

Arrange objects according to given attribute (size, length)
and describe their relationship: long, longer, longest; wide,
wider, widest; big, bigger, biggest; high, higher, highest;
etc.
MKS-00-4

Reproduce and extend patterns
MKS-00-5

Create own patterns
MKS-00-6

Transform/translate patterns from one form to another
MKS-00-7

Recognize the words “put together,” “add to.” and “in all”,
that indicate the act of adding whole numbers
MKNO-00-1

Recognizes the words “take away,” “less.” and “are left”,
that indicate the act of subtracting whole numbers
MKNO-00-2

Represent the concept of addition by combining elements
of two sets
MKNO-00-3

Represent the concept of subtraction by comparing
elements of two sets.
MKNO-00-4
on Whole
Number
(NO)
24

Use manipulative to explore the concept of addition and
subtraction with sums and differences between 0 and 10
MKNO-00-5

Add up to quantities of 10 using concrete objects
MKNO-00-6

Subtract up to quantities of 10 using concrete objects
MKNO-00-7

Use concrete objects to determine answers to addition
and subtraction problems
MKNO-00-8

Solve number stories involving addition and subtraction
up to quantities of 10
MKNO-00-9

Match addition and subtraction expressions with
concrete representations
MKNO-00-10

Write addition and subtraction expressions and equation
with concrete representations
MKNO-00-11

Match addition and subtraction expressions with concrete
representations

Match addition and subtraction of whole numbers

Recognize situations that require addition and subtraction
of whole numbers
MKNO-00-14

Count groups of equal quantity using concrete objects up
to 10 (beginning multiplication
MKNO-00-15

Separates objects into groups of equal quantity using
concrete objects up to 10 (beginning division)
MKNO-00-16

Recognize a half and a fourth as parts of a whole
MKNO-00-17
MKNO-00-12
MKNO-00-13

The child is able to
demonstrate
knowledge of the
concepts of space,
including location,
shapes, length,
capacity, mass, and
time.
Space and
Measurement
Represent a half and a fourth by dividing a whole object
into 2 and 4 equal parts, respectively
1.Show an understanding of topology
 tell if an object is near or far
 use words that determine location: top/bottom,
front/back, left/right
 use body movement exercises to show
understanding of positions and
directions (top to bottom/ bottom to top,
left to right/ right to left)
 uses drawings to show understanding of enclosure
and boundaries
2. Identify objects in the environment that have
2-dimensional and 3-dimensional shape
MKNO-00-18
MKSM-00-1
MKSM-00-2
3. Describe and compare 2- and 3—dimensional figures
MKSM-00-3
4. Identify congruent shapes
MKSM-00-4
5. Use non-standard measuring tools and units to measure
 Length
 Capacity
 Mass
6. Compare objects based on their length, mass and capacity
MKSM-00-6
7. Observe sunrise and sunset to tell the time of the day
(morning, noontime, evening)
MKSM-00-7
8. Tell the time of day when activities are being done
(e.g. morning, afternoon, night time)
MKSM-00-8
9. Tell the number of days in a week and the months in a year
25
MKSM-00-5
MKSM-00-9
10.
Identify days of the week, month of the year
11.
Stop and start action on signal
MKSM-00-10
MKSM-00-12
12. Change
and describe rate of movement (going faster,
going slower)
MKSM-00-13
13. Compare time intervals by determining which activities
take a longer or shorter time
MKSM-00-14
14. Recognize clock as a measure time; hour, minutes half
hour
MKSM-00-14

Collects data on one variables (e.g. sex or boys and girls)
through observation and asking a question
MKSP-00-1
Statistics

Organize data in tables
MKSP-00-2
(SP)

Interprets data presented in a table
MKSP-00-3

Draws inferences based on data presented in a table
MKSP-00-4

Tell all possible outcomes of a given event (e.g. weather
could be sunny, cloudy, rainy or stormy; passing and
failing; winning or losing)
MKSP-00-5

Predict and record outcome of experiments
MKSP-00-6
Probability
and
26
UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)
BATAYAN/KAUGNAY
NA BATAYAN
(Domain/Sub Domain)
The child is able to
demonstrate
knowledge of concepts
pertaining to living and
non-living things and
the environment.
LAWAK
(Component)
Body and the
Senses (BS)
Animals (A)
27
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODED
 Identify one’s body parts
PNEKBS-00-1
 Tell the function of each body part
PNEKBS-00-2
 Demonstrate movements using different body parts
PNEKBS-00-3
 Name the five sense organs and their corresponding sense
PNEKBS-00-4
 Use the senses to observe the environment
PNEKBS-00-5
 Use the sense in classifying objects (e.g. texture – soft/hard,
smooth/rough; taste – salty, sweet, sour)
PNEKBS-00-6
 Describe how one grows and changes
PNEKBS-00-7
 Identify one’s needs and ways to care for one’s body
PNEKBS-00-8
 Name animals
PNEKA-00-1
 Describe and differentiate animals based on their
characteristics
 how they look/body covering/parts
 how they move
 sounds they make
 what they eat
 where they live
PNEKA-00-2
 Group animals according to certain characteristics
PNEKA-00-3
 Identify the needs of animals and ways to care for them
PNEKA-00-4
 Describe how animals grow and change
PNEKA-00-5
BATAYAN/KAUGNAY
NA BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
 Identify and describe how animals can be useful
Plants (P)
Earth –
Environment,
Weather (EE)
28
CODED
PNEKA-00-6

Identify and describe plants
PNEKP-00-1

Identify and describe parts of plants
PNEKP-00-2

Identify needs of plants and ways to care for plants
PNEKP-00-3

Identify and describe ways plants can be useful
PNEKP-00-4
1. Tell and describe the different kinds of weather
 sunny
 rainy
 cloudy
 stormy
 windy
2. Identify what we wear and use for each kind of weather
PNEKEE-00-1
3. Observe sunrise and sunset to tell the time of the day
(morning,noontime,evening)
PNEKEE-00-3
4. Tell the time of the day when activities are being done
PNEKEE-00-4
5. Identify ways of taking care of the environment
PNEKEE-00-5
6. Identify cause and effect relationship
PNEKEE-00-6
PNEKEE-00-2
LANGUAGE, LITERACY AND COMMUNICATION (LL)
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
The pupil uses
his/her ability to
listen in order to
perceive and
discriminate the
different sounds
around him/her
The pupil uses his/her
ability to observe in
order to perceive and
discriminate the
things that he sees
around him/her
29
LAWAK
(Component)
Auditory Perception
and Discrimination
((APD)
Visual Perception
and Discrimination
(VPD)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
 Identify familiar sounds in the
environment(who/what’s producing)
CODE
LLKAPD-00-1
 Identify the source of sounds/
direction where it is coming from
LLKAPD-00-2
 Differentiates a soft from a loud sound /high from
low
LLKAPD-00-3
 Respond appropriately when asked to speak with
a different volume or to change the volume a
radio/television
LLKAPD-00-4
 Tell which objects/pictures are the same (color,
shape, size, direction, internal details)
LLKVPD-00-1
 Tell which object is different from a group and
explain why
LLKVPD-00-2
 Tell which two letters are the same.
LLKVPD-00-3
 Tell which two words in a group are the same
LLKVPD-00-4
 Identify the letter that is different in a group
LLKVPD-00-5
 Identify the word that is different in a group
LLKVPD-00-6
 Tell the missing parts in objects/pictures
LLKVPD-00-7
 Identify which does not belong in a given set of
objects, pictures, symbols (letters, numbers,
LLKVPD-00-8
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODE
words)
The pupil confidently
express his/her
feelings and ideas in
words that fit together
in thought
Oral Language (OL)
 Use polite greetings and courteous expressions in
appropriate situations
 Good Morning/Afternoon
 Thank You/You’re Welcome
 Excuse Me/I’m Sorry
 Please…./May I…..
LLKOL-00-1
 Recite rhymes, poems and sings simple
jingles/songs in the mother tongue, Filipino
and/or English
LLKOL-00-2
 Talk about one’s personal experiences/narrates
events of the day
LLKOL-00-3
 Talk about things using various appropriate
descriptive words
LLKOL-00-4
 Relate one’s own stories about the pictures
presented
LLKOL-00-5
 Express easily thoughts, feelings, fears, ideas,
wishes and dreams
LLKOL-00-6
 Asks and answers questions (who, what, where,
when, why as maybe appropriate)
LLKOL-00-7
LLKOL-00-8
 Give simple directions
LLKOL-00-9
 Make comments related to a topic of discussion
 Participate actively in a dialogue or conversation
30
LLKOL-00-10
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODE
of familiar topics
Phonological
Awareness (PA)
The pupil appreciates
and develops love for
reading by knowing
how to use a book
properly
31
Book and Print
Awareness (BPK)
 Identify rhyming words in rhymes, poems, jingles,
songs
LLKPA-00-1
 Tell whether a pair or set of words rhyme
LLKPA-00-2
 Identify whether or not two words begin with the
same sound
LLKPA-00-3
 Select from 3 words those that begin with the same
sound
LLKPA-00-4
 Identify several words that begin with the same
sound as a given word or name
LLKPA-00-5
 Identify the sounds of letters
LLKPA-00-6
 Tell the number of syllables in words
LLKPA-00-7
 Hold the book right side up
LLKBPK-00-1
 Identify parts of a book (front and back cover, and
its pages)
LLKBPK-00-2
 Talk about the pictures on the book cover
LLKBPK-00-3
 Tell what an author does
LLKBPK-00-4
 Flip pages of the book sequentially from the front
to the back
LLKBPK-00-5
 Tell that the left page is read before the right
page
LLKBPK-00-6
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
The pupils applies
knowledge of the
alphabet in basic pre
reading activities
(identifying letter
names and sounds)
LAWAK
(Component)
Alphabet Knowledge
(AK)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)
CODE
 Point to the first part of story
 Name the letters of the alphabet
LLKBPK-00-7
LLKAK-00-1
 Match letter sound to letter form
LLKAK-00-2
LLKAK-00-3
 Match upper and lower case letters
 Give the beginning sound and the letter name of
an object/pictures
LLKAK-00-4
LLKAK-00-5
The pupil writes upper
and lower case letters
using correct strokes
and comfortable pencil
grip
The pupil uses varied
spoken vocabulary to
converse with peers
and adults
32
Handwriting (H)
Vocabulary
Development (V)
 Differentiate individual letters from a word
 Holds a pencil with a tripod grasp
LLKH-00-1
 Trace, copy draw recognizable figures
LLKH-00-2
 Trace, copy, write the letters of the alphabet
 straight lines
 combination of straight and slanting lines
 combination of straight and curved lines
 rounded strokes with loops
LLKH-00-3
 Write one’s own name
LLKH-00-4

Give the names of objects/things inside the
room
LLKV-00-1

Give the names of family members
LLKV-00-2

Name common objects/things in the
environment
LLKV-00-3
BATAYAN/KAUGNAY NA
BATAYAN
(Domain/Sub Domain)
LAWAK
(Component)
MGA KASANAYAN/PALATANDAAN
(Competencies/Indicators)

Give the name of objects whose names begin
with a particular letter of the alphabet
CODE
LLKV-00-4
LLKV-00-5

Listening
Comprehension (LC)



33
Give the synonyms and antonyms of given
words
Listen attentively to stories
Recall details of the story
 the characters
 when and where the story happened
 the events in the story
Talk about the characters and events in
storybooks
LLKLC-00-1
LLKLC-00-2
LLKLC-00-3

Relate events in books to personal experiences

Retell the story, stating the setting, characters
and important events
LLKLC-00-5

Give the correct sequence of three events in a
story orally and/or through drawing
LLKLC-00-6

Infer character feelings and traits in a story read

Identify cause and/or effect of events in a story
read

Predict what might happen next in the story heard
LLKLC-00-4
LLKLC-00-7
LLKLC-00-8
LLKLC-00-9