K to 12 BASIC EDUCATION CURRICULUM

Republic of the Philippines

I. INTRODUCTION
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
“The first years of life are important because what happens in early childhood can matter in a lifetime.”
(Harvard, 2009)

Republic Act 10157, or "The Kindergarten Education Act" made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of
this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social,
emotional, and intellectual development, including values formation, so they will be ready for school. The Department of Education (DepEd) believes that
Kindergarten is the transition period from informal to formal literacy (Grades 1–12), considering that age five (5) is within the critical years in which positive
experiences must be nurtured to ascertain school readiness. Extensive research has shown that this is the period of greatest growth and development,

Standards and Competencies

during which the brain continuously develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world, moral
foundations are established, and their mind’s absorptive capacity for learning is at its sharpest. Teachers/parents/caregivers/adults should therefore be

for Five-Year-Old Filipino

guided to facilitate explorations of our young learners in an engaging, creative, and child-centered curriculum that is developmentally appropriate and which
immerses them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally
acquire the competencies to develop holistically. They are able to understand the world by exploring their environment, as they are encouraged to create and

Children
discover, which eventually leads them to becoming willing risk takers and ready to tackle formal school work.

Section 5 of said Republic Act also state the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE). Therefore, the mother
tongue of the learner shall be the primary medium of instruction for teaching and learning in kindergarten.

May 2016

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 K to 12 BASIC EDUCATION CURRICULUM
II. FRAMEWORK

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.

The items in rectangles in Figure 1 show the theoretical bases for

teaching-learning in the early years, which are founded on constructivism,
integrative, thematic, collaborative, inquiry–based, and reflective teaching
in play-based approaches with application of the Developmentally Appropriate
Practices (DAP); these support the principles of child growth and
development, and the learning program development and assessment.

The circles, on the other hand, signify the system of how Kindergarten
Education is to be employed. The interlocked ellipses represent the learning
domains that have to be nurtured and equally imparted to holistically develop
children. It also forms a flower that portrays the gradual unfolding but steady
development, as is expected of every child. The child is seen as being in the
process of blossoming – like a flower bud whose development should not be
forced lest it lose its chance to fully mature. The domains are enclosed by
the Learning Areas children will meet in Grade One onward, for which they are
being prepared. The outermost layer indicates the Curricular Themes upon
which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is
designed. It has been crafted using the thematic or integrative approach to
Figure I. The Kindergarten Curriculum Framework
curriculum development in a spiralling learning process. This approach
employs integerative and interactive teaching-learning strategies as well as
child-centered learning experiences.

K to 12 Kindergarten Curriculum Guide May 2016 Page 3 of 32

 K to 12 BASIC EDUCATION CURRICULUM
III. GENERAL GUIDING PRINCIPLES

The following are the general guiding principles of the National Early Learning Framework (NELF):

A. On Child Growth and Development

1. Every child is unique. Growth and development vary from child to child, for whom the first eight years of life are most vital. He/she has an innate desire to learn,
and this 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 involve a series of complex and dynamic processes that are best attended to in a more positive and responsive
manner.

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

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

B. On Learning Program Development

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 in supporting 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 those at risk.

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.

C. On Learning Assessment
1. Assessment is done to monitor learning, know where the child is at, and inform parents of the child’s progress.

2. Assessment is crucial 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 or intervention can be made to improve learning.

4. The results of the learning assessment of a child shall be kept strictly confidential. Ratings should be more qualitative/descriptive and less numerical.

5. The family and community must be informed of the general outcomes of learning so as to encourage further cooperation and partnerships.

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 K to 12 BASIC EDUCATION CURRICULUM

IV. DEVELOPMENTAL DOMAINS ( and what to expect in each)

“Developmental domains” refers to specific aspects of growth and changes in children. These are represented by the ellipses to show
interconnectedness in the holistic development of children. The contents of each developmental domain are defined by learning expectations, as follows:

1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at Kakayahang Makipamuhay) - Children are expected to

develop emotional skills, basic concepts pertaining to her/himself, 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.

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 K to 12 BASIC EDUCATION CURRICULUM
V. CURRICULAR THEMES

The outer circle of the KCF corresponds to the interrelatedness of the learning domains, which dictates the way to approach implementation. The
daily activities prescribed in the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed as learner centered, inclusive, and developmentally
appropriate to employ an integrative and interactive approach in developing the competencies focusing on the themes shown in Figure 2. The child and brain
development principles were the bases of the selection of content, concepts, and skills, as well as the learning activities. Developmentally appropriate
practices considered the developmental tasks that five-year-olds, in general, could tackle at a specific time, and in a specific sequence. Thus, 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 guide the child to be responsible and proud of himself
and his family

3. My School - concepts, ideas, practices, and situations that help the child understand how to
be an individual and socialize with other learners, teachers, and other school personnel
Figure 2. The Curricular Themes
4. My Community- concepts, ideas, practices, situations, and responsibilities that the learner
should acquire and understand so that he/she will a become functional and responsive
member of the community

5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities
beyond themes 1 to 4, but which may be relevant to the community, culture, and interest of
the learner

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 K to 12 BASIC EDUCATION CURRICULUM

TRANSITION FROM KINDERGARTEN TO GRADE 1

VI. TRANSITION PARADIGM

KINDERGARTEN GRADE 1

DOMAINS
LEARNING AREAS
Figure 3 illustrates the
Socio-Emotional Development
interrelatedness of the (Sosyo-Emosyunal at Kakayahang Araling Panlipunan
Social Studies
Makipamuhay)
developmental domains and the
learning areas. The domain-based
Values Development
Values Education Edukasyon sa Pagpapakatao
skills intended to be developed in (Kagandahang Asal)

kindergarten are aligned to the

Physical Health and Motor
learning area, content-based
Development
Pysical Education & Health
curriculum to be learned in Grade 1. (Kalusugang Pisikal at
Kasanayang Motor) Music, Arts, Physical
Domains are strategically integrated Education and Health
in the content of the blocks of time
Aesthetic Development Music and Arts
as contained in the KCG/Teaching (Sining)

Guide. Activities tackle different but

Mathematics Mathematics Mathematics
interrelated domains for the smooth
and successful transition of every
Physical and Natural
five-year-old Filipino child from Environment Science
(Pisikal at Likas na Kapaligiran)
Kindergarten on to Grades 1 to 12
Basic Education.
Language, Literacy and Language Filipino and Mother Tongue
Communication

Figure 3. Transition Paradigm

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 K to 12 BASIC EDUCATION CURRICULUM

VII. MATRIX OF LEARNING STANDARDS AND COMPETENCIES

A. PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE)

PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN PALATANDAANG KASANAYAN CODE
Ang bata ay nagkakaroon Ang bata ay MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
1. Nakikilala ang sarili SEKPSE-00-1
Pagkilala ng Sarili at sariling ugali at damdamin kakayahang kontrolin ang 1.1 pangalan at apelyido SEKPSE-Ia-1.1
Pagpapahayag ng sariling damdamin at pag- 1.2 kasarian SEKPSE-Ib-1.2
Sariling Emosyon (PSE) uugali, gumawa ng 1.3 gulang/kapanganakan SEKPSE-Ic-1.3
desisyon at magtagumpay 1.4 gusto/di-gusto SEKPSE-IIc-1.4
sa kanyang mga gawain
2. Naisakikilos ang sariling kakayahan
sa iba’t ibang paraan, hal. pag-awit, SEKPSE-If-2
pagsayaw, at iba pa

3. Nasasabi ang mga sariling

pangangailangan nang walang pag- SEKPSE-If-3
aalinlangan
4. Naipakikita ang tiwala sa sarili na
tugunan ang sariling
pangangailangan nang mag-isa SEKPSE-Ie-5
Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang
gawaing nasimulan
5. Naipakikita ang kahandaan na SEKPSE-IIIc-6
sumubok ng bagong karanasan
6. Natutukoy ang kahalagahan ng
pagpapakita ng positibong pag-uugali SEKPSE-00-8
sa harap ng hindi inaasahang
pangyayari tulad ng pagkatalo sa
laro, atbp.
7. Naipakikita ang pag-unawa sa
nangyayari o kasalukuyang sitwasyon SEKPSE-00-10
at nakapaghihintay sa tamang oras
na matugunan ang
K to 12 Kindergarten Curriculum Guide May 2016
gusto/pangangailangan Page 8 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN CODE
Ang bata ay nagkakaroon PALATANDAANG
Ang bata ay KASANAYAN MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
8. Nakikilala ang mga pangunahing
emosyon (tuwa, takot, galit, at SEKPSE-00-11
lungkot)
kakayahang unawain at 1. Naipahihiwatig ang katanggap-
Pag-unawa sa Emosyon damdamin at emosyon ng tanggapin ang emosyon at tanggap na reaksiyon sa mga SEKEI-00-1
ng Iba (EI) iba damdamin ng iba akmang sitwasyon (hindi pagtawa sa
nasaktan na batang nadapa)
2. Nagkakaroon ng kamalayan sa SEKEI-00-2
damdamin ng iba
Nakikilala at iginagalang ang
Pagpapahalaga sa pagkakaiba at pagkilala ng pagkilala sa
pagkakaiba-iba ng tao: wika,
Pagkakaiba (PP) tao pagkakapareho at
kasarian, kaanyuan, kulay, kultura SEKPP-Ib-1
pagkakaiba ng tao
(kasuotan, gawi, paniniwala),
katayuan sa buhay, kakayahan
Pakikisalamuha sa Iba konsepto ng pamilya, pagmamalaki at 1. Natutukoy na may pamilya ang
KMKPPam-00-1
Bilang Kasapi ng paaralan at kasiyahang bawat isa
Pamilya (PPam) komunidad bilang kasapi makapagkuwento ng 2. Natutukoy kung sino-sino ang
KMKPPam-00-2
nito sariling karanasan bilang bumubuo ng pamilya
kabahagi ng pamilya, 3. Nailalarawan kung paano nagkakaiba KMKPPam-00-3
paaralan at komunidad at nagkakatulad ang bawat pamilya
4. Naipakikita ang pagmamahal sa mga
kasapi ng pamilya at sa nakatatanda
sa pamamagitan ng:
4.1 pagsunod nang maayos sa mga
utos/kahilingan
4.2 pagmamano/paghalik
4.3 paggamit ng magagalang na
KMKPPam-00-5
pagbati/pananalita
4.4 pagsasabi ng mga salitang may
pagmamahal (I love you
Papa/Mama)
4.5 pagsasabi ng “Hindi ko po
sinasadya “, ”Salamat po”,
“Walang anuman”, kung
kinakailangan
K to 12 Kindergarten Curriculum Guide May 2016 Page 9 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN CODE
Ang bata ay nagkakaroon PALATANDAANG
Ang bata ay KASANAYAN MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
4.6 pakikinig sa mungkahi ng mga
magulang at iba pang kaanak
4.7 pagpapakita ang interes sa iniisip
at ginagawa ng mga
nakatatanda at iba pang
miyembro ng pamilya
5. Naikukuwento ang mga ginagawa ng
pamilya nang sama-sama
KMKPPam-00-6
- Nailalarawan ang nagagawa ng
mga tagapag-alaga/Nanay/Tatay/
Lolo/Lola, atbp.
6.
Natutukoy ang mga pangangailangan
KMKPPam-00-7
ng pamilya at kung paano nila ito
natutugunan
7.
Nakahihingi ng tulong sa mga KMKPPam-00-8
nakatatanda at iba pang miyembro
Pakikisalamuha sa Iba 1. ng pamilya
Bilang Kasapi ng Natutukoy na ang bawat isa ay may KMKPAra-00-1
Paaralan (PAra) karapatang matuto/makapag-
2. aral/pumasok sa paaralan
Nakikilala ang mga tauhan ng KMKPAra-00-2
paaralan at ang tungkulin nilang
3. ginagampanan KMKPAra-00-5
4. Nakapagbubuo ng pagkakaibigan
KMKPAra-00-3
Nakapagkukuwento ng mga
5. ginagawa saang
Nailalarawan paaralan
mga karanasan na
may kinalaman sa pagtutulungan ng KMKPAra-00-4
pamilya at paaralan
Pakikisalamuha sa Iba 1. Natutukoy na ang bawat pamilya ay KMKPKom-00-1
Bilang Kasapi ng nabibilang sa isang komunidad
Komunidad (PKom) 2. Natutukoy na ang paaralan ay isang KMKPKom-00-7
mahalagang bahagi ng komunidad
3. Nakikilala ang mga taong
nakatutulong sa komunidad hal. KMKPKom-00-2
guro, bombero, pulis, at iba pa
K to 12 Kindergarten Curriculum Guide May 2016 Page 10 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN CODE
Ang bata ay nagkakaroon PALATANDAANG
Ang bata ay KASANAYAN MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
4. Natutukoy ang iba’t ibang lugar sa
KMKPKom-00-3
komunidad
5. Napananatiling malinis ang
kapaligiran sa pamamagitan ng
pagtulong sa mga simpleng gawain KMKPKom-00-4
tulad ng pagwawalis ng bakuran,
pagtapon ng basura sa tamang
lalagyan at iba pa.
6. Naipakikita ang pagtulong at
pangangalaga sa kapaligiran:
KMKPKom-00-5
pagdidilig ng mga halaman, pag-aalis
ng mga damo at kalat, hindi pagsira
ng halaman, pag-aalaga sa hayop
7. Naikukuwento ang mga naging KMKPKom-00-6
karanasan bilang kasapi ng
komunidad

B. KAGANDAHANG ASAL (KA)

PAMANTAYAN
NILALAMANPAGGANAP
KAUGNAY NA LEARNING
Ang bata ay Ang bata ay PALATANDAANG KASANAYAN CODE
BATAYAN MATERIALS
nagkakaroon ng pag- nakapagpapamalas ng...
unawa sa…

Pagpapahalaga konsepto ng mga tamang pagkilos sa lahat 1. Napagsisikapang matapos ang sinimulang gawain
sa Sarili (PS) sumusunod na batayan ng pagkakataon na may sa itinakdang oras KAKPS-00-1
upang lubos na paggalang at 2. Nakagagawa nang may kusa KAKPS-00-2
mapahalagahan ang pagsasaalang-alang sa 3. Nakagagawa nang nag-iisa KAKPS-00-3
sarili: sarili at sa iba 4. Naisasagawa ang simpleng gawain nang maluwag
sa kalooban KAKPS-00-4
1. Disiplina · Nakapagsesipilyo
5. Nakasusunod sa mga utos/gawain nang maayos KAKPS-00-5
at maluwag sa kalooban
K to 12 Kindergarten Curriculum Guide May 2016 Page 11 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP
KAUGNAY NA LEARNING
Ang bata ay Ang bata ay PALATANDAANG KASANAYAN CODE
BATAYAN MATERIALS
nagkakaroon ng pag- nakapagpapamalas ng...
unawa sa…
6. Naipakikita nang kaaya-aya ang tamang gawain
KAKPS-00-6
sa iba’t ibang sitwasyon
7. Naipahahayag sa positibong paraan ang
KAKPS-00-7
nararamdaman
8. Nakapagliligpit lamang ng sariling gamit KAKPS-00-9
9. Nakasusunod sa mga itinakdang tuntunin at SEKPSE-IIa-4
gawain (routines) sa paaralan at silid-aralan
10. Nakapaghihintay ng kanyang pagkakataon KAKPS-00-12
2. Pagkamatapat 1. Nakapagsasabi ng totoo sa magulang,
nakatatanda at iba pang kasapi ng pamilya sa KAKPS-00-21
lahat ng pagkakataon
2. Napagbabalik/napagsasauli ng mga bagay na KAKPS-00-8
napulot
3. Nakahihingi ng pahintulot (paggamit ng bagay na
KAKPS-00-11
pag-aari ng ibang tao, pagpasok/paglabas ng silid-
aralan/tahanan)
3. Paggalang
1. Natatawag ang mga kalaro at ibang tao sa KAKPS-00-13
kanilang pangalan
2. Naipakikita ang pagiging tahimik at maayos sa
pagkilos/ pagsunod sa seremonya gaya ng KAKPS-00-14
pagluhod/pagtayo/pagyuko, pag-awit kung nasa
pook dalanginan
3. Naipakikita ang paggalang sa pambansang
sagisag (watawat at Pambansang Awit): pagtayo KAKPS-00-15
nang tuwid na nakalagay ang kanang kamay sa
4. Pakikipagkapwa dibdib habang umaawit at itinataas ang watawat
1. Naipakikita ang pagpapahalaga sa maayos na
pakikipaglaro: pagiging mahinahon, pagsang-ayon
KAKPS-00-19
sa pasiya ng nakararami/reperi, pagtanggap ng
pagkatalo nang maluwag sa kalooban,
pagtanggap ng pagkapanalo nang may kababaang
5. Pagmamalasakit sa loob
kapwa 1. Nasasabi, nakikilala at naipakikita ang KAKPS-00-16
kahalagahan ng pakikibahagi (pagbabahagi ng
K to 12 Kindergarten Curriculum Guide May 2016 pagkain, laruan, gamit) Page 12 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP
KAUGNAY NA LEARNING
Ang bata ay Ang bata ay PALATANDAANG KASANAYAN CODE
BATAYAN MATERIALS
nagkakaroon ng pag- nakapagpapamalas ng...
unawa sa…
2. Naipakikita ang kusang pagtulong sa panahon ng
KAKPS-00-20
pangangailangan

C. KALUSUGANG PISIKAL AT PAGPAPAUNLAD NG KAKAYAHANG MOTOR (KP)

PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN PALATANDAANG KASANAYAN CODE
Ang bata ay nagkakaroon Ang bata ay MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...

Kasanayang Pisikal kahalagahan ng sapat na lakas na 1. Nakasasali sa mga laro, o anumang KPKPF-00-1
(Physical Fitness - PF) pagkakaroon ng masiglang magagamit sa pagsali sa pisikal na gawain at iba’t ibang
pangangatawan mga pang-araw-araw na paraan ng pag-eehersisyo
gawain - Nakapagsisimula ng laro SEKPKN-OO-1
- Nakikipaglaro sa dalawa o SEKPKN-Ig-2
tatlong bata gamit ang isang
laruan
2. Nakagagalaw (martsa, palakpak,
tapik, padyak, lakad, lundag at iba
KPKPF-Ia-2
pa) nang angkop sa ritmo at indayog
bilang tugon sa himig na
napapakinggan/awit na kinakanta
Kasanayang kanyang kapaligiran at maayos na galaw at
1. Naisasagawa ang paggalaw/pagkilos
“Gross Motor” (GM) naiuugnay dito ang koordinasyon ng mga KPKGM-Ia-1
ng iba’tibang bahagi ng katawan sa
angkop na paggalaw ng bahagi ng katawan
saliw ng awitin nang may kasiyahan
katawan
2. Naisasagawa ang mga sumusunod
na kilos lokomotor sa pagtugon sa KPKGM-Ie-2
ritmong mabagal at mabilis
(paglakad, pagtakbo, pagkandirit,
paglundag/pagtalon, paglukso )
3. Nagagamit ang mga kilos lokomotor KPKGM-Ig-3
at di-lokomotor sa paglalaro, pag-
eehersisyo, pagsasayaw
K to 12 Kindergarten Curriculum Guide May 2016 Page 13 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN CODE
Ang bata ay nagkakaroon PALATANDAANG
Ang bata ay KASANAYAN MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
4. Naipakikita ang panimbang sa
pagsasagawa ng iba’t ibang kilos ng
katawan, gaya ng paglukso-luksong
pahalinhinan ang mga paa KPKGM-00-4
(skipping), pagtulay nang di
natutumba sa tuwid na guhit, pag-
akyat at pagbaba sa hagdanan
1. Paggamit ng kutsara at tinidor,
Kasanayang sariling kakayahang kakayahang gamitin ang KPKFM-00-1
pagbobotones, pagsara ng zipper,
“Fine Motor” (FM) sumubok gamitin nang kamay at daliri
pagtali/pagsuot ng sapatos
maayos ang kamay upang
2. Naisasagawa ang mga sumusunod na
lumikha/lumimbag
kasanayan
KPKFM-00-1.1
2.1 paglipat ng pahina
KPKFM-00-1.2
2.2 pagtiklop ng papel
2.3 pagpilas/paggupit/pagdikit ng KPKFM-00-1.3
papel
2.4 pagbakat, pagkopya ng larawan, KPKFM-00-1.4
hugis, at titik
2.5 pagmomolde ng luwad (clay), KPKFM-00-1.5
pagbuo ng puzzles
2.6 paglikha ng mga modelo KPKFM-00-1.6

Pangangalaga sa kakayahang pangalagaan pagsasagawa ng mga pangkaraniwang bagay sa paligid

Sariling Kalusugan at ang sariling kalusugan at pangunahing kasanayan 1. Naisasagawa ang pangangalaga sa
Kaligtasan (PKK) kaligtasan ukol sa pansariling pansariling kalusugan tulad ng:
kalinisan sa pang-araw- paglilinis ng katawan, paghuhugas ng
araw na pamumuhay at kamay bago at pagkatapos kumain,
KPKPKK-Ih-1
pangangalaga para sa pagsesipilyo, pagsusuklay, paglilinis
sariling kaligtasan ng kuko, pagpapalit ng damit,
pagtugon sa personal na
pangangailangan nang nag-iisa (pag-
ihi, pagdumi) paghuhugas ng kamay,
pagkatapos gumamit ng palikuran
2. Naipakikita ang wastong KPKPKK-00-2
pangangalaga sa mga pansariling
kagamitan sa paglilinis at pag-aayos
K to 12 Kindergarten Curriculum Guide May 2016 ng katawan Page 14 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
NILALAMANPAGGANAP LEARNING
KAUGNAY NA BATAYAN CODE
Ang bata ay nagkakaroon PALATANDAANG
Ang bata ay KASANAYAN MATERIALS
ng pag-unawa sa… nakapagpapamalas ng...
3. Nakikilala ang kahalagahan ng mga
tuntunin: pag-iwas sa paglalagay ng
maliit na bagay sa bibig, ilong, at
tainga, hindi paglalaro ng posporo,
maingat na paggamit ng
matutulis/matatalim na bagay tulad KPKPKK-Ih-3
ng kutsilyo, tinidor, gunting, maingat
na pag-akyat at pagbaba sa
hagdanan, pagtingin sa kaliwa’t
kanan bago tumawid sa daan,
pananatiling kasama ng nakatatanda
kung nasa sa matataong lugar
4. Nakikilala ang kahalagahan ng
pansariling kaligtasan: nagpapaalam
kung lalabas, sumasama lamang sa KPKPKK-Ih-2
mga kilalang tao/kalaro, nagsasabi
ng “HUWAG” o “HINDI” kung hinipo
ang maselang bahagi ng katawan
5. Naipakikita ang simpleng na KPKPKK-Ih-4
kahandaan sa panahon ng sakuna:
lindol, baha, sunog, atbp.

K to 12 Kindergarten Curriculum Guide May 2016 Page 15 of 32

 K to 12 BASIC EDUCATION CURRICULUM
D. SINING

PAMANTAYAN
CONTENTPERFORMANCE
LEARNING
DOMAIN Ang bata ay Ang bata ay LEARNING COMPETENCIES CODE
MATERIALS
nagkakaroon ng pag- nakapagpapamalas ng...
unawa sa…
Pagpapahalaga sa kahalagahan at kakayahang magmasid 1. Natutukoy ang magagandang bagay na nakikita sa
Kagandahan kagandahan ng at magpahalaga sa SKPK-00-1
paligid
(Appreciation) kapaligiran ganda ng kapaligiran
2. Nabibigyang-pansin ang linya, kulay, hugis at
tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng
puno, dibuho sa ugat, dahon, kahoy; SKPK-00-2
bulaklak, halaman, bundok, ulap, bato,
kabibe, at iba pa
b. gawa ng tao tulad ng mga sariling gamit,
laruan, bote, sasakyan, gusali
Malikhaing pagpapahayag ng kakayahang maipahayag 1. Nakalilikha ng iba’t ibang bagay sa pamamagitan SKMP-00-1
Pagpapahayag kaisipan at imahinasyon ang kaisipan, ng malayang pagguhit
(Creative sa malikhain at damdamin, saloobin at 2. Nakaguguhit, nakapagpipinta at nakapagkukulay
Expression) malayang pamamaraan imahinasyon sa ng iba’t ibang bagay o gawain (dekorasyon sa
pamamagitan ng SKMP-00-2
“name tag”, kasapi ng mag-anak , gawain ng
malikhaing bawat kasapi ng mag-anak, mga alagang hayop
pagguhit/pagpinta mga halaman sa paligid)
3. Nakagagawa ng modelo ng mga pangkaraniwang SKMP-00-3
bagay sa paligid: dahon, bato, buto, patpat,
tansan at iba pa
4. Nakagugupit at nakapagdidikit ng iba’t ibang hugis SKMP-00-4
na may iba’t ibang tekstura
5. Nakapagkikiskis (rubbing) ng krayola sa papel na
SKMP-00-5
nakapatong sa iba’t ibang teksturang makikita sa
paligid: semento, banig, medalya, basket, pera,
sahig SKMP-00-6
6. Nakapagmomolde ng luwad (clay) sa nais na anyo
SKMP-00-7
7. Nakapupunit, nakagugupit at nakapagdidikit sa
paggawa ng collage
8. Nakapagpapatung-patong, nakapagdudugtung- SKMP-00-8
dugtong at nakapagdidikit-dikit (assemblage) ng
mga patapong bagay: maliit na kahon ng gamot SKMP-00-9
K to 12 Kindergarten Curriculum Guide May 2016 9. Nakagagalaw, nakasasabay, nakaiindak at Page 16 of 32
 K to 12 BASIC EDUCATION CURRICULUM
PAMANTAYAN
CONTENTPERFORMANCE
LEARNING
DOMAIN Ang bata ay Ang bata ay LEARNING COMPETENCIES CODE
MATERIALS
nagkakaroon ng pag- nakapagpapamalas ng...
unawa sa…
nakasasayaw sa himig na napapakinggan
10. Naipakikita ang kawilihan nang may sariling
SKMP-00-10
interpretasyon sa himig/tugtuging napapakinggan

E. Mathematics (M)

STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates an The child shall be able MATERIALS
understanding of ... to...
1. Describe objects based on
Logic (L) objects in the environment manipulate objects based attributes/properties (shapes, size, MKSC-00-4
have properties or on properties or attributes its use and functions)
attributes (e.g., color, size, 2. Group objects that are alike MKSC-00-5
shapes, and functions) 3. Match object, pictures based on
and that objects can be properties /attributes in one-to-one
manipulated based on correspondence MKAT-00-1
these properties and - object to object
attributes - object to picture
- picture to picture
4. Sort and classify objects according
MKSC-00-6
to one attribute/property (shape,
color, size, function/use)
5. Identify sequence of events (before, MKSC-00-9
after, first, next, last)
6. Arrange objects one after another in
a series/sequence according to a
given attribute (size, length) and MKSC-00-10
describe their relationship
(big/bigger/biggest or
long/longer/longest) MKSC-00-19
7. Complete patterns MKSC-00-20
8. Reproduce and extend patterns MKSC-00-21
9. Create own patterns
K to 12 Kindergarten Curriculum Guide May 2016 Page 17 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of ... to...
10. Transform/translate patterns from
MKSC-00-22
one form to another
11. Tell that the quantity of a set of
objects does not change even
though the arrangement has
changed (i.e., the child should be
able to tell that one set of counters MKSC-00-23
placed in one-to-one
correspondence and then
rearranged still has the same
quantity)
12. Tell that the volume of liquid does
MKSC-00-24
not change even if the size and
shape of container do
13. Tell that length of an object does MKSC-00-25

Number and Number the sense of quantity and perform simple addition not change even if it is moved MKSC-00-12
Sense (NNS) numeral relations, that and subtraction of up to 1. Rote count up to 20
2. Count objects with one-to-one MKC-00-7
addition results in increase 10 objects or
and subtraction results in pictures/drawings correspondence up to quantities of 10
decrease 3. Compare two groups of objects to
decide which is more or less, or if MKC-00-8
they are equal
· Identify sets with one more or
one less element
MKC-00-2
4. Recognize and identify numerals
0 to 10 MKC-00-3
5. Read and write numerals 0 to 10
MKC-00-4
6. Match numerals to a set of concrete
objects from 0 to 10 MKC-00-5
7. Identify the number that comes
before, after, or in between MKC-00-6
8. Arrange three numbers from least to
greatest/ greatest to least MKC-00-11
9. Identify the 1st, 2nd, 3rd, up to 10th
object in a given set MKAT-00-26

K to 12 Kindergarten Curriculum Guide May 2016 10. Recognize the words “put together,” Page 18 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of ... to...
“add to,” and “in all” that indicate the
act of adding whole numbers
11. Recognize the words “take away,”
“less,” and “are left” that indicate the MKAT-00-4
act of subtracting whole numbers
12. Combine elements of two sets using
concrete objects to represent the MKAT-00-3
concept of addition
13. Take away a quantity from a given
MKAT-00-4
set using concrete objects to
represent the concept of subtraction
14.
Add quantities up to 10 using MKAT-00-8
concrete objects
15.
Subtract quantities up to 10 using MKAT-00-9
concrete objects
16.
Use a variety of materials and
communicate strategies used to MKAT-00-10
determine answers to addition and
17. subtraction problems listened to
Solve simple addition and subtraction
number stories (up to quantities of
MKAT-00-11
10) read by the teacher using a
variety of ways (e.g., concrete
materials, drawings) and describe
18. and explain the strategies used
Write addition and subtraction MKAT-00-10
number sentences using concrete
19. representations MKAT-00-14
Recognize and visualize situations
20. that require addition and subtraction
Group, represent, and count sets of MKAT-00-15
equal quantity of materials up to 10
21. (beginning of multiplication)
MKAT-00-16
Separate and represent groups of
equal quantities using concrete
K to 12 Kindergarten Curriculum Guide May 2016 objects up to 10 (beginning division) Page 19 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of ... to...
22. Divide a whole into two or four equal
MKAT-00-17
parts (halves and fourths)
Measurement (ME) concepts of size, length, use arbitrary measuring 1. Tell which activities take a longer or
weight, time, and money tools/means to determine shorter time (recognize and names
size, length, weight of the things that can be done in a MKME-00-4
things around him/her, minute, e.g., washing hands, etc.,
time (including his/her and recognize and name the things
own schedule) that can be done in an hour)
2. Recognize that a clock and a watch MKME-00-5
tell time
3. Recognize and name the hour and MKME-00-6
minute hands in a clock
MKME-00-7
4. Tell time by the hour
5. Tell the time of day when activities
MKME-00-3
are being done, e.g., morning,
afternoon, night
MKC_00-10
6. Tell the number of days in a week
7. Tell the names of the days in a week, MKME-00-8
months in a year
8. Compare objects based on their size,
length, weight/mass MKME-00-2
· big/little
· longer/shorter
· heavier/lighter
9. Use nonstandard measuring tools
e.g. length – feet, hand, piece of MKME-00-1
string
capacity – mug/glass
mass – stone, table blocks MKAT-00-2
10. Recognize and identify coins and bills
Geometry (G) Objects can be 2- describe and compare 2- up to PhP20
1. Recognize (pesos (own
symmetry and centavos)
body, basic
MKSC-00-11
dimensional or 3- dimensional and 3- shapes)
dimensional dimensional objects 2. Recognize simple shapes in the MKSC-00-1
environment
3. Identify two to three dimensional MKSC-00-2
K to 12 Kindergarten Curriculum Guide May 2016 Page 20 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of ... to...
shapes: square, circle, triangle,
rectangle
4. Identify objects in the environment that
has the same shape as a sphere, cube, MKSC-00-3
cylinder
5. Identify the positions of the objects
using "in," "on," "over," "under," MKSC-00-12
"top," and "bottom"
Statistics and organizing and make sense of available 1. Collect data on one variable (e.g.,
Probability (SP) interpreting data information MKAP-00-1
sex/boys or girls) through observation
and asking questions
2. MKAP-00-2
Create simple pictographs
3. MKAP-00-3
Discuss simple pictographs
4.
Tells possible outcomes of familiar
events (e.g., what to wear on a MKAP-00-5
sunny/rainy days, running fast on a
wet and slippery corridor, etc.)

F. UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)

STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates an The child shall be able MATERIALS
understanding of... to...
Life Science: 1. Identify one’s basic body parts PNEKBS-Id-1
Body and the Senses body parts and their uses take care of oneself and
2. Tell the function of each basic body
(BS) the environment and able PNEKBS-Id-2
part
to solve problems
3. Demonstrate movements using
encountered within the PNEKBS-Ic-3
different body parts
context of everyday living
4. Name the five senses and their
PNEKBS-Ic-4
corresponding body parts
5. Use the senses to observe the
PNEKBS-Ic-5
environment

K to 12 Kindergarten Curriculum Guide May 2016 Page 21 of 32

 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
6. Use the senses to observe and
perform simple experiments in
classifying objects ( e.g., texture – PNEKBS-Id-6
soft/hard, smooth/rough; taste –
salty, sweet, sour)
7. Identify one’s basic needs and ways PNEKBS-Ii-8
to care for one’s body
8. Practice ways to care for one’s body PNEKBS-Ii-9
9. Describe how one grows and
PNEKBS-Ij-7
changes
Life Science: characteristics and needs communicate the 1. Name common animals PNEKA-Ie-1
Animals (A) of animals and how they usefulness of animals and 2. Observe, describe, and examine
grow practice ways to care for common animals using their senses PNEKA-IIIh-2
them 3. Group animals according to certain
characteristics (how they look/ body,
coverings/parts, how they move, PNEKA-IIIi-4
sounds they make, what they eat,
where they live)
4. Identify the needs of animals PNEKA-III g-5
5. Identify ways to care for animals PNEKA-III g-6
6. Identify and describe how animals
PNEKA-III g-7
can be useful
Life Science: characteristics and growth communicate the 7. Name common plants PNEKP-IIa-7
Plants (P) of common plants usefulness of plants and 8. Observe, describe, and examine
PNEKP-IIb-1
practice ways to care for common plants using their senses
them 9. Group plants according to certain
characteristics, e.g., parts, kind, PNEKP-IIb-8
habitat
10. Identify needs of plants and ways to
PNEKP-IIb-2
care for plants
11. Identify and describe how plants can
PNEKP-IIIf-4
be useful

K to 12 Kindergarten Curriculum Guide May 2016 Page 22 of 32

 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
Physical Science: physical properties and work with objects and 12. Classify objects according to
Properties and Change, movement of objects materials safely and observable properties like size, color, PNEKPP-00-1
Forces and Motion (PP) appropriately shape, texture, and weight)
13. Demonstrate an understanding that
objects are made from one or more
PNEKPP-00-2
materials like metal, plastic, wood,
paper
14. Communicate changes observed
(e.g., shorter pencil when PNEKPP-00-3
sharpened, ice to water, corn kernel
becomes pop corn)
15. Explores how objects can be moved PNEKPP-00-4
like pushing, pulling, rising, sinking,
blowing
16. Describe movement of objects like,
PNEKPP-00-5
straight, round and round, back and
forth, fast and slow
PNEKPP-00-6
17. Use objects and materials safely
Earth Science: different types of weather talk about how to adapt to 1. Tell and describe the different kinds
Environment and the and changes that occur in the different kinds of of weather (sunny, rainy, cloudy, PNEKE-00-1
Weather (E) the environment weather and care for the stormy, windy)
environment 2. Observe and record the weather
PNEKE-00-1
daily (as part of the opening
routine)
3. Identify what we wear and use for
PNEKE-00-2
each kind of weather
4. Observe safety practices in different
PNEKE-00-6
kinds of weather
5. Identify simple ways of taking care
PNEKE-00-4
of the environment
6. Explore simple cause-and-effect
PNEKE-00-5
relationships in familiar events and
situations

K to 12 Kindergarten Curriculum Guide May 2016 Page 23 of 32

 K to 12 BASIC EDUCATION CURRICULUM
G. LANGUAGE, LITERACY AND COMMUNICATION (LL)

STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates an The child shall be able MATERIALS
understanding of... to...
Auditory 1. Identify familiar sounds in the
LLKAPD-Ie-1
Perception and how to discriminate the actively listen to the environment
Discrimination (APD) different sounds in the sounds around him/her 2. Tell who/what is producing a given LLKAPD-Ie-2
environment and is attentive to make sound
judgments and respond 3. Identify where the sound is coming LLKAPD-Ie-3
accordingly from (inside/outside the room)
4. Tell if the sound is loud/soft, LLKAPD-Id-4
high/low
5. Differentiate a soft from a loud LLKAPD-Ie-5
sound/high from low
6. Listen discriminately and respond
appropriately, i.e., speak LLKAPD-Id-6
loudly/softly when asked, asked to
adjust volume of television/radio
Visual Perception and similarities and differences critically observes and
1. Tell which objects/pictures are the
Discrimination in what he/she can see makes sense of things
same based on color, shape, size, LLKVPD-Id-1
(VPD) around him/her
direction, and other details (T-shirt
with collar and without collar)
2. Tell the missing parts in objects/
LLKVPD-00-3
pictures
3. Draw the missing part LLKVPD-00-5

4. Identify the letter, number, or word

LLKVPD-00-6
that is different in a group
5. Tell which two letters, numbers, or
LLKVPD-Ie-4
words in a group are the same
Oral Language increasing his/her confidently speaks and 1. Use the proper expression in
(OL) conversation skills expresses his/her feelings introducing oneself LLKVPD-Ia-13
and ideas in words that e.g., I am/My name is ______

K to 12 Kindergarten Curriculum Guide May 2016 Page 24 of 32

 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
make sense 2. Use polite greetings and courteous
expressions in appropriate situations
1.1 Good Morning/Afternoon LLKOL-Ia-1
1.2 Thank You/You’re Welcome
1.3 Excuse Me/I’m Sorry
1.4 Please…./May I…..
3. Recite rhymes and poems, and sing
simple jingles/songs in the mother LLKOL-Ia-2
tongue, Filipino and/or English
4. Talk about one’s personal
experiences/narrates events of the LLKOL-Ig-3
day
5. Talk about likes/dislikes (foods, LLKOL-Ic-15
pets, toys, games, friends, places)
6. Talk about the details of an
LLKOL-Id-4
object/picture like toys, pets, foods,
places
7. Talk about family members, pets,
toys, foods, or members of the LLKOL-00-5
community using various
appropriate descriptive words
8. Ask questions about stories (who, LLKOL-00-7
what, where, when, why) as may be
appropriate
9. Give 1- to 2-step oral directions LLKOL-00-8
10. Express thoughts, feelings, fears,
LLKOL-Ig-9
ideas, wishes, and dreams
11. Participate actively in a dialog or LLKOL-00-10
conversation of familar topics
12. Retell in 1 to 3 sentences through LLKOL-Ih-12
pictures and dramatization
Phonological letter sound to name identify/pick out the 1. Identify the sounds of letters orally
LLKPA-Ig-1
Awareness (PA) relations distinct sounds in words, given
match sounds with letters, 2. Identify whether or not 2 spoken
LLKPA-Ic-2
and hear specific letter words begin with the same sound
K to 12 Kindergarten Curriculum Guide May 2016 Page 25 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
sound by listening to 3. Select from 3 spoken words those
LLKPA-00-3
familiar poems and stories, that begin with the same sound
and singing of rhymes and 4. Tell whether a pair or set of spoken
LLKPA-Ic-4
songs words rhyme
5. Tell whether words from a story
LLKPA-00-9
read rhyme or not
6. Give a word that rhymes with a
LLKPA-00-6
spoken word
7. Identify several words that begin
with the same sound as the spoken LLKPA-Ig-7
word
8. Tell the number of syllables in LLKPA-Ig-8
given spoken words
Book and Print book familiarity, Use book – handle and 1. Identify parts of a book (front and LLKBPA-00-2
Awareness (BPA) awareness that there is a turn the pages; take care back cover, and its pages)
story to read with a of books, enjoy listening
2. Identify/read the title of the story LLKBPA-00-3
beginning and an end, to stories repeatedly and
written by author(s) and may play pretend-reading, 3. Talk about the pictures on the book
LLKBPA-00-4
illustrated by someone and associates cover
him/herself with the story 4. Tell what an author and illustrator LLKBPA-00-5
do
5. Predict what the story is all about
based on the title of the book and LLKBPA-00-9
the picture on the cover
6. Flip pages of the book sequentially LLKBPA-00-6
from front to back
7. Tell that the left page is looked LLKBPA-00-7
at/read before the right page
8. Point to the first part/beginning of LLKBPA-00-8
story
Alphabet Knowledge letter representation of identify the letter names 1. Recognize one’s given name by LLKAK-Ia-6
(AK) sounds – that letters as and sounds sight
symbols have names and 2. Identify the letters of one’s given LLKAK-Ic-1
distinct sounds name
3. Identify the letters of the alphabet LLKAK-Ih-3
(mother tongue, orthography)
K to 12 Kindergarten Curriculum Guide May 2016 Page 26 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
4. Give the sound of each letter
LLKAK-Ih-7
(mother tongue, orthography)
5. Match the letter sound to its letter LLKAK-Ih-5
form
6. Name the beginning letters of their
friends' names, their family LLKAK-Ic-2
members’, and common things they
use
7. Match an upper- to its lower-case LLKAK-Ih-4
letter
8. Trace, copy, and write different
strokes: scribbling (free
hand), straight lines, slanting lines,
LLKH-00-6
combination of straight and
slanting lines, curves,
combination of straight and curved
and zigzag
9. Trace, copy, and draw familiar LLKH-00-2
figures
10. Trace, copy, and write the letters of
the alphabet: straight lines
(A,E,F,H,I L,T), combination of
LLKH-00-3
straight and slanting lines (K, M,N,
V, W, X, Y, Z), combination of
straight and curved lines (B, C, D,
G, J, O, P, Q, R, S, U), rounded
11.strokes with loops
Write one’s given name LLKH-00-5
12. Write the lower case for each upper-
LLKH-00-4
case letter or vice versa
Study Skills (SS) the importance in getting note details from the 1. Answer questions about the details
LLKSS-00-1
details from the environment and in a pictograph
environment information presented 2. Name the places and the things LLKSS-00-2
found in a map of a classroom
3. Get information from simple LLKSS-00-3
environmental prints
K to 12 Kindergarten Curriculum Guide May 2016 Page 27 of 32
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
Composing (C) different symbols in express simple ideas 1. Express simple ideas through
representing ideas through symbols symbols (e.g., drawings, invented LLKC-00-1
spelling)
Attitude Towards importance that books can demonstrate positive 1. Listen attentively and react during LLKBPA-00-9
Reading (ATR) be used to entertain self attitude toward reading by story reading
and to learn new things himself/herself and with 2. Hold the book upright LLKBPA-00-1
others 3. Browse books on their own LLKBPA-00-10
4. Initiate reading books with
LLKBPA-00-11
peer/teacher
Vocabulary acquiring new words/ actively engage in 1. Name common objects/things in
Development (V) widening his/her meaningful conversation the environment (in school, LLKV-00-1
vocabulary links to his/her with peers and adults home, and community)
experiences using varied spoken 2. Describe common objects/things
vocabulary in the environment based on
color, shape, size, and LLKV-00-2
function/use
3. Recall and use words from story LLKV-00-3
listened to
4. Give the meaning of words
presented through real objects, LLKV-00-4
pictures, actions, synonyms and
antonyms, and context clues
5. Name objects that begin with a LLKV-00-5
particular letter of the alphabet
6. Give the names of family
members, school personnel, and
LLKV-00-6
community helpers, and the
roles they play/ jobs they
do/things they use
7. Name the places and the things LLKV-00-8
found in the classroom, school
and community
8. Give the synonyms and LLKV-00-7
antonyms of given words

K to 12 Kindergarten Curriculum Guide May 2016 Page 28 of 32

 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS
CONTENTPERFORMANCE LEARNING
SUB-DOMAIN CODE
The child demonstrates an LEARNING
The child shall be COMPETENCIES
able MATERIALS
understanding of... to...
Listening information received by listen attentively and 1. Listen attentively to stories/poems/
LLKLC-00-1
Comprehension listening to stories and be respond/interact with songs
(LC) able to relate within the peers and teacher/adult 2. Recall details of the story:
context of their own appropriately characters, when and where the LLKLC-00-2
experience stories/poems/songs happened, and
the events in story listened to
3. Talk about the characters and
events in short stories/poems LLKLC-Ih-3
listened to
4. Relate personal experiences to
LLKLC-Ig-4
events in stories/poems/songs
listened to
5. Retell stories listened to, with the LLKLC-00-5
help of pictures
6. Tell the event that happened first, LLKLC-Ih-6
middle, and last in stories listened to
7. Give the correct sequence of three LLKLC-00-7
events in a story listened to orally
and/or through drawing
8. Infer character feelings and traits in
a story listened to LLKLC-Ig-8
9. Identify the speaker in the story or
poem listened to
LLKLC-00-9
10. Identify simple cause and/or effect
of events in a story listened to
LLKLC-00-11
11. Identify problem solutions in a story
listened to
LLKLC-00-10
12. Predict what might happen next in
the story listened to
13. Predict possible ending of a story LLKLC-00-12
listened to
14. Express one’s idea/self freely
through creative ways (drawing, LLKLC-00-13
illustration, body movement,
singing, dancing) based on story
K to 12 Kindergarten Curriculum Guide May 2016 listened to Page 29 of 32
 K to 12 BASIC EDUCATION CURRICULUM

CODE BOOK LEGEND

Sample: MKC-00-8

LEGEND SAMPLE

Learning Area and Strand/ Subject or

Mathematics
Specialization
First Entry MK

Grade Level Kindergarten

Domain/Content/
Uppercase Letter/s Counting C
Component/ Topic

Roman Numeral
Quarter No Specific Quarter 0
*Zero if no specific quarter

Lowercase Letter/s
* Zero if no specific quarter
*Put a hyphen (-) in between letters to indicate Week No Specific Week 0
more than a specific week.

Compare two groups of objects to decide

Arabic Number Competency 8
which is more or less, or if they are equal

K to 12 Kindergarten Curriculum Guide May 2016 Page 30 of 32

 K to 12 BASIC EDUCATION CURRICULUM
CODE BOOK LEGEND
DOMAIN/ SUB-DOMAIN/ COMPONENT CODE DOMAIN/ SUB-DOMAIN/ COMPONENT CODE
Pagpapaunlad sa Kakayahang Sosyo-Emosyunal SE Mathematics M
Pagkilala ng Sarili at Pagpapahayag ng Sariling Emosyon PSE Sorting and Classifying SC
Pag-unawa sa Emosyon ng Iba EI Counting C
Pakikipag-ugnayan sa Kapwa at Nakatatanda PKN Number and Algebraic Thinking AT

Pagpapahalaga sa Pagkakaiba PP Measurement ME

Pagpapaunlad sa Kakayahang Makipamuhay KM Data Analysis and Probability AP
Pakikisalamuha sa iba bilang kasapi ng pamilya PPam Understand Physical and Natural Environment PNE
Pakikisalamuha sa iba bilang kasapi ng paaralan PAra Life Science: Body and Senses BS
Physical Science: Properties and Change,
Pakikisalamuha sa iba bilang kasapi ng komunidad PKom Forces and Motion PP

Kagandahang Asal KA Life Science: Animals A

Pagpapahalaga sa Sarili PS Life Science: Plants P
Kalusugang Pisikal at Pagpapaunlad ng Kakayahang Motor KP Earth Science: Environment and the Weather E
Kasanayang Pisikal/Physical Fitness PF Language, Literacy and Communication LL
Kasanayang Gross Motor GM Auditory Perception and Discrimination APD

Kasanayang Fine Motor FM Visual Perception and Discrimination VPD

Pangangalaga sa Sariling Kalusugan at Kaligtasan PKK Oral Language OL
Sining Phonological Awareness PA
Pagpapahalaga sa kagandahan Book and Print Awareness BPA

Malikhaing Pagpapahayag Alphabet Knowledge AK

Study Skills SS
Composing C
Attitude Toward Reading ATR
Vocabulary Development V
Listening Comprehension LC
Study Skilss SS
Composing C

K to 12 Kindergarten Curriculum Guide May 2016 Page 31 of 32

 K to 12 BASIC EDUCATION CURRICULUM

References:

Bureau of Elementary Education, 2002. Grade One Curriculum. Revised Basic Education Curriculum, Department of Education, Pasig City, Philippines

Bureau of Elementary Education, 2003. Preschool Education Handbook for Teachers, Revised Edition, Department of Education, Pasig City, Philippines

Bureau of Elementary Education, 2009. Standards and Competencies for Five-Year Old Filipino Children, Department of Education, Pasig City, Philippines

Bureau of Elementary Education, 2011. Standards and Competencies for Five-Year Old Filipino Children, Department of Education, Pasig City,

Copple, Carol and Bredecamp, Sue, eds. Developmentally Appropriate Practices in Early Childhood Program : Serving Children from Birth through age Eight., USA: National
Association for the Education of Young Children (NAEYC), 2012.

Early Childhood Care and Development Council (ECCD Council), 2011. National Early Learning Framework of the Philippines, Pasig City,Philippines
Jersey: Peason Ed. Inc. 2011.

Marjorie J. Kostelnik, Anne K. Soderman, and Alice Phipps Whiren. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education, 5th Ed. New

R. A. 8980. The Early Childhood Care and Development Act

Senate Bill 2700. The Kindergarten Act.

K to 12 Kindergarten Curriculum Guide May 2016 Page 32 of 32