Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
 K to 12 BASIC EDUCATION CURRICULUM

PHYSICAL EDUCATION
(Grade 1 to Grade 10)

May 2016

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical
thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self-
management skills of selfmonitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of
ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an
understanding of why HRF is important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In
addition, this curriculum recognizes the view that fitness and healthy physical activity (PA) behaviors must take the family and other environmental

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 K to 12 BASIC EDUCATION CURRICULUM
settings (e.g. school, community and larger society) into consideration. This curricular orientation is a paradigm shift from the previous sports-
dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the
acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.

Learning Outcomes

The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions,
enhancing and advocating their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and
commitment required ofall students to live an active life for fitness and health.

The K to 12 PE Curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.

Learning Approaches

Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and
‘how’ of the movement. This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement
patterns and motor skills in a wide range and variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners
builds on these knowledge and skills in order to plan, set goals and monitor their participation in physical activities (exercise, sports and dance) and
constantly evaluate how well they have integrated this their personal lifestyle. This implies the provision of ongoing and developmentally-appropriate
activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills necessary to maintain and enhance their
own as well as others’ fitness and health through participation in physical activities.

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 K to 12 BASIC EDUCATION CURRICULUM
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account
their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.

The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body
responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be
done and actually doing it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These
are all valuable 21st century skills which the K to 12 PE Curriculum aspires for the learners to develop.

Learning Strands

The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships of movements and how these are used dynamically
in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor skills that form the basis of all physical activities.
3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual, dual and team sports in competitive and recreational
settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional
dances as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and implementing appropriate programs that support
fitness and health goals.

The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and
promoting health. Thus, the health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the
learner’s potential for health and wellbeing and contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or
H.O.P.E.

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 K to 12 BASIC EDUCATION CURRICULUM

. A graduate who lives an active life

for fitness and lifelong health

PHYSICAL LITERACY
Fundamental Fundamental Activity-specific
Movement Skills Motor skills Activity

Rhythms & Dances

Body Management
Games & Sports

K ----1---2---3---4---5---6---7---8----9---10---11---12

Developmentally Standard
Activity-Based Appropriate Integrated Inclusive
based

MOVE TO LEARN, LEARN TO MOVE

Figure 1. The Conceptual Framework of Physical Education
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 K to 12 BASIC EDUCATION CURRICULUM

Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active
life for fitness and health

Key Stage Standards

Strands K–3 4–6 7 - 10

The learner demonstrates The learner demonstrates The learner demonstrates

understanding of movement understanding of principles in understanding of integrating
concepts and skills in preparation movement and fitness physical activity behaviors in
for active participation in various for active participation in various achieving an active lifestyle.
physical activities. physical activities.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance

GRADE LEVEL STANDARDS

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 K to 12 BASIC EDUCATION CURRICULUM

Grade Level
Grade Level Standards

Grade 1

The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through
Grade 2
participation in enjoyable physical activities.

Grade 3

Grade 4

The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and
assessment of physical
Grade 5 activities.

Grade 6

The learner demonstrates understanding of personal fitness in achieving an active lifestyle.

Grade 7

Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.

Grade 9
The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.

Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM
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Table 1a Scope and Sequence of Physical Education from
Grades 1-3 Key Stage 1

Grade Level Strands Q1 Q2 Q3 Q4

Body Awareness Space Awareness Qualities of Effort Relationships

Body management
Movement skills
GRADE 1 Rhythms and dance Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games
Games and sports and mimetics.
Physical fitness

Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
GRADE 2 Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities,
Physical fitness folk dances, rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and
races

Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and
Physical fitness manipulative activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and
organized games(indigenous) and corrective exercises.

Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.

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 K to 12 BASIC EDUCATION CURRICULUM
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Table 1a Scope and Sequence of Physical Education from Grades 4-6

Key Stage 2

Grade Level Strands Q1 Q2 Q3 Q4

Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports Target games,
GRADE 4 striking/fielding Invasion games
games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative
dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
Target games,
GRADE 5 Invasion games Wall/net games, invasion games
striking/fielding games

Rhythms and dance Folk, indigenous, ethnic, traditional and creative

dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 6 Target games,
Invasion games
striking/fielding games

Rhythms and dance Folk, indigenous, ethnic, traditional and creative

dances

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 K to 12 BASIC EDUCATION CURRICULUM
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Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are
integrative and inclusive in context.

Table 1d Scope and Sequence of Physical Education from Grades

7-10 Key Stage 3

Grade Level Strands Q1 Q2 Q3 Q4

Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness
Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 9
Sports officiating Active Recreation
Games and sports
(indoor & outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10
Games and sports Active Recreation (Sports)
Rhythms and dance Active Recreation (Other dance forms-Hip-hop,
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 K to 12 BASIC EDUCATION CURRICULUM
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Street Dance, Cheer dance, Contemporary, etc.)

Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.

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Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12

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 K to 12 BASIC EDUCATION CURRICULUM

TIME ALLOTMENT FOR PHYSICAL EDUCATION

Grade Level Time Allotment

Kindergarten Integrated with other subject areas

Grades 1 – 6 40 minutes / week

Grades 7 – 10 60 minutes / week

Grades 11 – 12 120 minutes / week

GRADE 1

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CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness The learner . . . The learner . . . The learner . . .

(Different body parts demonstrates performs with 1. describes the different

and their movements) understanding coordination parts of the body and PE1BM-Ia-b-
MISOSA 4- module 4
awareness of body enjoyable their movements through 1
parts in movements on enjoyable physical
preparation for body activities
participation in awareness .
physical activities. 2. creates shapes by using PE1BM-Ic-d-
different body parts 2
3. shows balance on one, two,
PE1BM-Ie-f-
three, four and five body MISOSA 4- module 4
3
parts
PE1BM-Ig-h-
4. exhibits transfer of weight MISOSA 4- module 4
4
5. recognizes the importance of
PE1PF-Ia-h-
participating in fun and MISOSA 4- module 4
1
enjoyable physical activities
6. engages in fun and enjoyable
physical activities with
coordination

Suggested learning activities PE1PF-Ia-h-

 action songs 2 MISOSA 4- module 4
 singing games
 simple games
 chasing and fleeing games
 mimetics

SECOND QUARTER/ SECOND GRADING

Space Awareness The learner . . . The learner . . . 7. identifies locomotor skills PE1BM-IIa-b- 1. MISOSA 4- module 1
5 2. Music, Art, Physical
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(Moving in different demonstrates performs Education and Health 2.
directions at spatial understanding movement (Tagalog)DepEd.
levels) ofspace skills in a given - Falcutila, Rogelio F. et.al.
awareness in space with 2013. pp. 303-305
preparation for coordination.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Space Awareness participation in 1. MISOSA 4- module 1
physical activities. 2. Music, Art, Physical
8. demonstrates moving within
(Moving in different PE1BM-IIc- Education and Health 2.
a group without bumping or
directions at spatial e6 (Tagalog)DepEd.
falling using locomotors skills
levels) - Faculita, Rogelio F. et.al.
2013.pp. 304-305
9. executes locomotor skills
while moving in different PE1BM-IIf-
MISOSA 4- module 1 pp.2-3
directions at different spatial h7
levels
1. MISOSA 4- module 1
2. Music, Art, Physical
Education and Health 2.
10. engages in fun and (Tagalog)DepEd.
PE1PF-IIa-
enjoyable physical activities - Falculita, Rogelio et.al.
h2
with coordination 2013.
306-307

11. illustrates/demonstrate PE1PF-IIa- MISOSA 4- module 1

acceptable responses to h3
challenges, successes,
and failures during
participation in motor
fitness activities

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 K to 12 BASIC EDUCATION CURRICULUM
12. demonstrates acceptable
responses to challenges,
successes, and failures
during participation in
physical activities

Suggested learning activities 1. MISOSA 4- module 1

 action songs 2. Music, Art, Physical
 singing games PE1PF-IIa- Education and Health 2.
 simple games h4 (Tagalog)DepEd.
 chasing and fleeing games - Faliculita, Rogelio F. et.al.
 mimetics 2013. pp. 311-314

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
THIRD QUARTER/ THIRD GRADING
Qualities of Effort The learner . . . The learner . . . 13.describes the difference
between slow and fast, PE1BM-IIIab-
MISOSA 4- module 1
(Slow and fast, heavy demonstrates performs heavy and light, free and 8
and understanding of movements of bound movements
light, free and bound qualities of effort varying qualities
movements) in preparation for of effort with 14. demonstrates contrast
participation in coordination. between slow and fast PE1BM-IIIcd-
physical activities. speeds while using locomotor 9
MISOSA 4- module 1 p.4
skills

15. demonstrates the difference

PE1BM-IIIe- MISOSA 4- module 1
between heavy and light
f10
while moving
16. demonstrates the difference PE1BM-IIIgh- MISOSA 4- module 1
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 K to 12 BASIC EDUCATION CURRICULUM
between free and bound 11
17. demonstrates the difference PE1PF-IIIa- MISOSA 4- module 1
between free and bound h2
18. engages in fun and PE1PF-IIIa- MISOSA 4- module 1
enjoyable physical activities h6
19. enumerates the PE1PF-IIIa-
characteristics of a good h7
team player
20. differentiates sharing from PE1PF-IIIa-
cooperating h8
21. demonstrates the
characteristics of sharing and PE1PF-IIIa-
cooperating in h9
physical activities

Suggested learning activities

 action songs
 singing games
 simple games
 chasing and fleeing games 
mimetics
FOURTH QUARTER/ FOURTH GRADING
Movement The learner . . . The learner . . . 22. identifies movement PE1BM-IVa- MISOSA 4- module 1
Relationships relationships b12
demonstrates performs 23. demonstrates relationship of PE1BM-IVc- MISOSA 4- module 1
(Relationship to a understanding of movements in movement e13
moving
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
or stationary relationships of relation to a 24. performs jumping over a PE1BM-IVf- MISOSA 4- module 1
object/person) movement skills in stationary or stationary object several h14
preparation for moving times in succession, using
participation in object/person with forward- and- back and side-
physical activities coordination. to-side movement patterns

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 K to 12 BASIC EDUCATION CURRICULUM
25. engages in fun and PE1PF-IVa- MISOSA 4- module 1
enjoyable physical activities h2
26. shows interest in PE1PF-IVa- MISOSA 4- module 1
participating in physical h9
activities
27. follows simple instructions PE1PF-IVa- MISOSA 4- module 1
and rules h10
28. enjoys participating in
physical activities

Suggested learning activities

 action songs PE1PF-IVa- MISOSA 4- module 1
 singing games h11
 simple games
 chasing and fleeing games 
mimetics

GRADE 2

CONTENT PERFORMANCE LEARNING LEARNING MATERIALS

CONTENT CODE
STANDARDS STANDARDS COMPETENCY
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . Music, Art, Physical Education
(Straight, curled, 1.describes body and Health 2. (Tagalog) DepEd.
wide and twisted) demonstrates performs body shapes shapes and actions PE2BM-Ia-b-1 Falculita, Rogelio F. et.al. 2013.
and Body Actions understanding of and actions properly. pp.
(Walking, standing, body shapes and 295-296
sitting) body actions in 2. demonstrates body Music, Art, Physical Education
preparation shapes and actions and
for various
Health 2. Tagalog) DepEd.
movement PE2BM-Ic-d-15
Falculita,
activities
Rogelio F. et.al. 2013. pp. 297-
299
3. creates body shapes PE2BM-Ie-f-2 Music, Art, Physical Education
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 K to 12 BASIC EDUCATION CURRICULUM
and actions and
Health 2.(Tagalog) DepEd.
Falculita,
Rogelio F. et.al.2013. pp. 300-
301
4. demonstrates
1. MISOSA 4 - module 1.
momentary stillness
in symmetrical and 2. Music, Art, Physical
Education and Health 2.
asymmetrical PE2BM-Ig-h-
(Tagalog) DepEd.
shapes using body 16
Falculita, Rogelio F. et.al.
parts other than
2013.
both feet as a base
pp. 300-301
of support
5. demonstrates
movement skills in
PE2MS-Ia-h-1
response to sound
and music
6. exhibits correct body MISOSA 6 – module 5
PE2PF-Ia-h-12
posture
7. assesses body Music, Art, Physical Education
posture and
Health 2.(Tagalog) DepeEd.
PE2PF-Ia-h-13
Falculita,
Rogelio F. et.al. 2013. pp. 380-
382
8. engages in fun and PE2PF-Ia-h-2
enjoyable physical 1. MISOSA 6 – module 1 - 5
activities 2. Music, Art, Physical
Education and Health 2.
Suggested learning activities (Tagalog) DepEd. Falculita,
 movement skills activities Rogelio F. et.al.2013.
(locomotor, pp. 303-305. 311-314. 375
nonlocomotor and

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING LEARNING MATERIALS
CONTENT CODE
STANDARDS STANDARDS COMPETENCY
manipulative
Body Shapes The learner . . . The learner . . . skills)  folk dances
(Straight, curled, (Alitaptap/Rabong)
wide and twisted) demonstrates performs body shapes  rhythmic routines
and Body Actions understanding of and actions properly. (ribbon, hoop, balls,
(Walking, standing, body shapes and and any available
sitting) body actions in indigenous/improvised
preparation materials)
for various relays and races
movement
activities
SECOND QUARTER/ SECOND GRADING
Locations h The learner . . . hThe learner. . . 9. describes
(Behind,infront, movements in a
under, over, demonstrates performs movements location, direction, PE2BM-IIa-b-17 MISOSA 4 - module 1
personal space, understanding of accurately involving level, pathway and
general space) locations, directions, locations, directions, plane
Directions levels, pathways levels, pathways and
(linearforward and and planes planes. 10. moves in: PE2BM-IIc-h-18
backward, lateral-  personal and
sideward, and multi- general
directional) Levels space
(High, middle, low)  forward,
Pathways backward,
(Straight, curved, and
zigzag) and sideward
Planes (Diagonal, directions
horizontal,  high, middle,
vertical, and and low
rotational) levels
 straight,
curve, and
zigzag
pathways
 diagonal and
horizontal
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 K to 12 BASIC EDUCATION CURRICULUM
planes
11. demonstrates
movement skills
in response to PE2MS-IIa-h-1
sounds and
music
h
12. observes correct Music, Art, Physical Education
posture and body and
mechanics while Health 2.(Tagalog) DepEd.
PE2PF-IIa-h-14
performing Falculita,
movement Rogelio F. et.al.2013. pp. 380-
381

CONTENT PERFORMANCE LEARNING LEARNING MATERIALS

CONTENT CODE
STANDARDS STANDARDS COMPETENCY
Locations (Behind, The learner . . . The learner. . . activities
infront, under, over,
personal space, demonstrates performs movements
general space) understanding of accurately involving 13. engages in fun and Music, Art, Physical Education
Directions(linearforw locations, locations, directions, enjoyable and
ard and backward, directions, levels, levels, pathways and physicalactivit Health 2.(Tagalog) DepEd.
pathways and planes. ies Falculita,
lateral- sideward, and
multidirectional) planes Suggested learning activities Rogelio F. et.al.2013. pp. 375.
Levels (High, middle,  movement skills 303305. 313-314
low) Pathways activities
(Straight, curved, (locomotor, PE2PF-IIa-h-2
zigzag) and Planes nonlocomotor and
(Diagonal, horizontal, manipulative skills)
vertical, and  folk dances
rotational  rhythmic routines
(ribbon, hoop, balls,
and any available
indigenous/improvised
materials)
 relays and races
THIRD QUARTER/ THIRD GRADING
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 K to 12 BASIC EDUCATION CURRICULUM
Time (slow, slower, The learner . . . The learner . . . 14. describes movements
slowest/fast, faster, in a location, PE2BM-IIIa-
fastest) Force (light, demonstrates performs movements direction, level, b17
lighter, understanding of accurately involving pathway and plane
lightest/strong, movement in relation time, force, and flow. 15. moves: MISOSA 4 - module 1
stronger, strongest) to time, force and flow
and Flow
(smoothness of 15.1 at slow,
slower,
movement)
slowest/fast,
faster, fastest
pace PE2BM-IIIc-
15.2 using light, h19
lighter,
lightest/strong,
stronger,
strongest force
with smoothness
16. demonstrates Music, Art, Physical Education
movement skills in and
PE2MS-IIIa-h-1
Health 2.(Tagalog) DepEd.
Falculita,

CONTENT PERFORMANCE LEARNING LEARNING MATERIALS

CONTENT CODE
STANDARDS STANDARDS COMPETENCY
response to sound Rogelio F. et.al.2013.. pp. 309-
Time (slow, slower, The learner . . . The learner . . . and music 310
slowest/fast, faster, 17. engages in fun and PE2PF-IIIa-h-2 Music, Art, Physical Education
fastest) Force demonstrates performs movements enjoyable physical and Health 2.(Tagalog)
(light, understanding of accurately involving activities DepEd.
lighter, movement in relation time, force, and flow. Falculita, Rogelio F. et.al.2013.
lightest/strong, to time, force and flow pp. 304-305

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 K to 12 BASIC EDUCATION CURRICULUM
stronger, strongest) 18. observes correct 1. MISOSA 6 – module 1
and Flow posture and body 2. Music, Art, Physical
(smoothness of mechanics while Education and Health 2.
movement) performing (Tagalog) DepEd.
movement activities Falculita, Rogelio F.
et.al.2013.
Suggested learning activities pp. 375. 303-305. 313-314
 movement skills
activities locomotor,
nonlocomotor and
manipulative PE2PF-IIIa-h-
14
skills  folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls,
and any available
indigenous/improvise
d
materials)
relays and
races
FOURTH QUARTER/ FOURTH GRADING
Person (Individual, The learner . . . The learner . . . 19. familiarizes in
pair, group), various movement
Objects (ribbon, demonstrates performs movement activities involving PE2BM-IV-a-
hoop, balls, and MISOSA 5 –module 1
understanding of activities involving person, objects, b20
any available movement activities person, objects, music music and
indigenous/improvi relating to person, and environment
sed objects, music and environment correctly
materials), Sound, 20. moves:
environment
Environment
(indoor and outdoor 20.1 individually,
PE2BM-IV-c-
settings) with partner, MISOSA 5 –module 1pp.2-3
h21
Person (Individual, and with group
pair, group), 20.2 with ribbon,
Objects

CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING MATERIALS

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 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS STANDARDS COMPETENCY
(ribbon, hoop, balls, The learner . . . The learner . . . hoop, balls,
and any available and any
indigenous/improvis demonstrates performs movement available
ed understanding of activities involving indigenous/imp
materials), Sound, movement activities person, objects, music r ovised
Environment relating to person, and materials
(indoor and outdoor objects, music and environment correctly 20.3 with sound
settings) environment 20.4 in indoor and
outdoor
settings

21. demonstrates Music, Art, Physical Education

movement skills in and
response to sound Health 2.(Tagalog) DepEd.
PE2MS-IV-a-h-
Falculita,
1
Rogelio F. et.al.2013. pp. 356-
357

22. engages in fun and Music, Art, Physical Education

enjoyable physical and
activities Health 2.(Tagalog) DepEd.
PE2PF-IV-a-h-2
Falculita,
Rogelio F. et.al.2013. pp.313-
314
23. observes correct
body posture and
body mechanics
while
performing movement
activities PE2PF-IV-a-
MISOSA 6 –module 1pp.1-6
h14
Suggested learning activities
 movement skills
activities locomotor,
non-locomotor
and manipulative
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 K to 12 BASIC EDUCATION CURRICULUM
skills  folk dances
(Alitaptap/Rabong)
 rhythmic routines
(ribbon, hoop, balls,
and any available
indigenous/improvised
materials)
relays and races

GRADE 3

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education
(Straight, curled, 1. describes body shapes and Health 2.(Tagalog) DepEd.
wide and twisted) demonstrates performs body and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
and Body Actions understanding of body shapes and actions pp. 295-296
(Walking, standing, shapes and body properly. 2. performs body shapes Music, Art, Physical Education
sitting) actions in preparation and actions and Health 2.(Tagalog) DepEd.
for various PE3BM-Ic-d-15
Falculita, Rogelio F. et.al.2013.
movement activities pp. 297-299
3. creates body shapes Music, Art, Physical Education
and actions and Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013.
pp. 300-301
4. demonstrates Music, Art, Physical Education
momentary stillness in and Health 2.(Tagalog) DepEd.
symmetrical and Falculita, Rogelio F. et.al.2013.
PE3BM-Ig-h- pp. 300-301
asymmetrical shapes
16
using body parts other
than both feet as a
base of support
5. demonstrates PE3MS-Ia-h-1
movement skills in
response to sounds and
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 K to 12 BASIC EDUCATION CURRICULUM
music
6. identifies conditioning Music, Art, Physical Education
and flexibility exercises and Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15 Falculita, Rogelio F. et.al.2013.
that will improve
posture pp. 381-382
7. performs conditioning Music, Art, Physical Education
and flexibility exercises and Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16 Falculita, Rogelio F. et.al.2013.
that will improve body
posture pp. 381-382
8. engages in fun and Music, Art, Physical Education
enjoyable physical and Health 2.(Tagalog) DepEd.
activities Falculita, Rogelio F. et.al.2013.
PE3PF-Ia-h-2
pp. 303-305. 313-314
Suggested learning activities
 movement skills activities

CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

(locomotor, non-
Body Shapes The learner . . . The learner . . . locomotor and
(Straight, curled, manipulative skills)
wide and twisted) demonstrates performs body  folk dances
and Body Actions understanding of body shapes and actions (Tiklos/Kundaykunday)
(Walking, standing, shapes and body properly.  rhythmic routines (ribbon,
sitting) actions in preparation hoop, balls, and any
for various available
movement activities indigenous/improvised
materials)
 lead up, organized and
indigenous games
corrective exercises

SECOND QUARTER/ SECOND GRADING

Locations The learner . . . The learner . . . The learner . . .
(Behind,in 9. describes movements PE3BM-IIa-b-
front, under, in a location, direction, 17
over, personal
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 K to 12 BASIC EDUCATION CURRICULUM
space, demonstrates performs level,
general understanding of movements pathway and plane
space) locations, directions, accurately involving
Directions levels, pathways and locations, 10. moves in:
(linear-forward and planes directions, levels,
backward, lateral- pathways and
 personal and
sideward, and planes.
general space
multidirectional)
Levels  forward, backward,
and sideward
(High, middle, low)
directions PE3BM-IIc-h-
Pathways
 high, middle, and 18
(Straight,
curve, zigzag) low
and Planes levels
(Diagonal,  straight, curve, and
horizontal, vertical, zigzag pathways
and  diagonal and
rotational) horizontal planes
11. demonstrates movement
skills in response to PE3MS-IIa-h-1 MISOSA 4 – module 1
sound
12. identifies conditioning
1. MISOSA 5 - module 1
and flexibility PE3PF-IIa-h-
2. MISOSA 5 - module 5. pp.
exercises that will 15
1-5
improve body

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
mechanics
Locations The learner . . . The learner . . .
(Behind,in 13. performs conditioning PE3PF-IIa-h- MISOSA 6- Module 5. pp.1-6.
front, under, demonstrates performs and flexibility 16
over, personal understanding of movements exercises that will
space, locations, directions, accurately improve body
general levels, pathways and involving locations, mechanics

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 K to 12 BASIC EDUCATION CURRICULUM
space) planes directions, levels, 14. engages in fun and
Directions pathways and enjoyable physical
(linear-forward and planes. activities
backward, lateral- Suggested learning activities
sideward, and  movement skills activities
multidirectional) (locomotor, non-locomotor
Levels and manipulative skills)
(High, middle, low)  folk dances (Tiklos/ Music, Art, Physical Education
Pathways Kundaykunday) and Health 2.(Tagalog) DepEd.
PE3PF-IIa-h-2
(Straight,  rhythmic routines (ribbon, Falculita, Rogelio F. et.al.2013.
curve, zigzag) hoop, balls, and any pp. 345. 313-314
and Planes available
(Diagonal, indigenous/improvised
horizontal, vertical, materials)
and  lead up, organized and
rotational) indigenous games
corrective exercises

THIRD QUARTER/ THIRD GRADING

Time The learner . . . The learner . . . 15. describes movements
(slow, slower, in a location, PE3BM-IIIa- MISOSA 4 – module 1 pp.3-4
slowest/fast, faster, demonstrates performs direction, level, b17
fastest ) understanding of movements pathway and plane
Force movement in relation accurately 16. moves:
(light, lighter, to involving time,
lightest/strong, time, force and flow force, and flow.
 at slow, slower,
stronger, strongest)
slowest/fast, faster,
and Flow
fastest pace PE3BM-IIIc-
(smoothness of
movement)  using light, lighter, h19
lightest/strong,
stronger, strongest
force with
smoothness
17. demonstrates movement
PE3MS-IIIa-h-1
skills in response to

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

Time The learner . . . The learner . . . sound

(slow, slower,
slowest/fast, faster, demonstrates performs 18. engages in fun and
fastest ) understanding of movements enjoyable physical PE3PF-IIIa-h-2
Force movement in relation accurately involving activities
(light, lighter, to time, force, and 19. identifies conditioning
lightest/strong, time, force and flow flow. and flexibility
PE3PF-IIIa-h- MISOSA 5 – module 1. pp.1-5
stronger, strongest) exercises that will
15
and Flow improve body
(smoothness of mechanics
movement) 20. performs conditioning
and flexibility
exercises that will
improve body
mechanics

Suggested learning activities

 movement skills activities
locomotor, non-locomotor
and manipulative skills
PE3PF-IIIa-h-
 folk dances (Tiklos/ MISOSA 5 – module 1.
Kundaykunday) 16
 rhythmic routines (ribbon,
hoop, balls, and any
available
indigenous/improvised
materials)
 lead up, organized and
indigenous games
 corrective exercises

FOURTH QUARTER/ FOURTH GRADING

Person The learner . . . The learner . . . The learner . . . MISOSA 4 – module 5. pp.3-5
(Invidual, pair, 21. participates in various PE3BM-IV-a-
group) demonstrates performs movement activities b20
Objects understanding of movement
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 K to 12 BASIC EDUCATION CURRICULUM
(ribbon, hoop, balls, movement activities activities involving involving person,
and any available relating to person, person, objects, objects, music and
indigenous/improvis objects, music and music and environment
ed environment environment 22. moves:
materials), correctly
PE3BM-IV-c-
Sound and
 individually, with h21
Environment
partner, and with
CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

(indoor and outdoor group

settings)  with ribbon, hoop,
balls, and any
Person The learner . . . The learner . . . available
(Invidual, pair, indigenous/improvised
group) demonstrates performs materials
Objects understanding of movement  with sound
(ribbon, hoop, balls, movement activities activities involving  in indoor and
and any available relating to person, person, objects, outdoor settings
indigenous/improvis objects, music and music and 23. demonstrates movement
ed environment environment PE3MS-IV-a-h-
skills in response to
materials), correctly 1
sounds and music
Sound and 24. engages in fun and
Environment enjoyable physical PE3PF-IV-a-h-2
(indoor and activities
outdoor
25. identifies conditioning
settings)
and flexibility PE3PF-IV-a-
exercises that will h15
improve posture
26. performs conditioning
and flexibility
exercises that will
improve body
mechanics PE3PF-IV-a-
h16
Suggested learning activities
 movement skills activities
locomotor, non-locomotor
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 K to 12 BASIC EDUCATION CURRICULUM
and manipulative skills
 folk dances
(Tiklos/Kundaykunday)
 rhythmic routines (ribbon,
hoop, balls, and any
available
indigenous/improvised
materials)
 lead up, organized and
indigenous games
corrective exercises

GRADE 4

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activities 1. describes the physical PE4PF-Ia-16
and demonstrates participates and activity pyramid
physical fitness understanding of assesses 2. explains the indicators
participation and performance in PE4PF-Ia-17
for fitness
assessment of physical activities.
Target games 3. assesses regularly
physical activities
(Tumbangpreso, assesses physical participation in
and physical fitness
tamaang-tao/batuhang fitness physical activities PE4PF-Ib-h-18
bola, tatsing), based on physical
striking/fielding activity pyramid
games (syato, 4. explains the EASE PE - module 2. pp. 6-7,
basagang
nature/background of PE4GS-Ib-1 1213.
palayok, kickball)
the games
Note: Games are not 5. describes the skills EASE PE - module 2.
PE4GS-Ib-2
limited to the above involved in the games
listed activities 6. observes safety
PE4GS-Ib-h-3
precautions
7. executes the different PE4GS-Ic-h-4
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 K to 12 BASIC EDUCATION CURRICULUM
skills involved in the
game
8. recognizes the value of
participation in physical PE4PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and
fair play during PE4PF-Ib-h-20
participation in
physical activities
10. explains health and
skill related fitness PE4PF-Ia-21
components
11. identifies areas for
improvement
PE4PF-Ib-h-22

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the PE4PF-IIa-16
Assessment of Philippines physical
physical activities demonstrates participates and activity pyramid
and physical fitness understanding of assesses 13. explains the
participation in and performance in PE4PF-IIa-17
indicators for fitness
Invasion games assessment of physical activities.
(agawan base, lawin at physical activities 14. assesses regularly
sisiw, agawanpanyo) assesses physical participation in
and physical fitness
fitness physical activities PE4PF-IIb-h-18
Note: Games are not based on physical
limited to the above activity pyramid
listed activities 15. explains the
PE4GS-IIb-1
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 K to 12 BASIC EDUCATION CURRICULUM
nature/background of
the games
16. describes the skills
PE4GS-IIb-2
involved in the games
17. observes safety
PE4GS-IIb-h-3
precautions
18. executes the different
skills involved in the PE4GS-IIc-h-4
game
19. recognizes the value of
participation in physical PE4PF-IIb-h-19
activities
20. displays joy of effort,
respect for others and
fair play during PE4PF-IIb-h-20
participation in
physical activities
21. explains health and
skill related fitness PE4PF-IIa-21
components
22. identifies areas for
PE4PF-IIb-h-22
improvement
THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the
physical activities Philippines physical PE4PF-IIIa-16
and physical fitness demonstrates participates and activity pyramid
understanding of assesses 24. explains the indicators
Folk (Liki/Ba-Ingles), participation and performance in PE4PF-IIIa-17
for fitness
indigenous, ethnic, assessment of physical activities.
25. assesses regularly PE4PF-IIIb-h18
participation in physical

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS

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 K to 12 BASIC EDUCATION CURRICULUM
traditional and physical activity assesses physical activities based on
creative dances and fitness physical activity
physical fitness pyramid
26. explains the
Note: Dances nature/background of PE4GS-IIIb-1
available in the area the dance
can be selected.
27. describes the skills
PE4GS-IIIb-2
involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
29. executes the different
skills involved in the PE4GS-IIIc-h-4
dance
30. recognizes the value of
participation in physical PE4PF-IIIb-h19
activities
31. displays joy of effort,
respect for others
PE4PF-IIIb-h20
during participation in
physical activities
32. explains health and
skill related fitness PE4PF-IIIa-21
components
33. identifies areas for
PE4PF-IIIa-22
improvement
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the
physical activities Philippines physical PE4PF-IVa-16
and demonstrates participates and activity pyramid
physical fitness understanding of assesses 35. explains the indicators
participation and performance in PE4PF-IVa-17
for fitness
Folk (Liki/Ba-Ingles), assessment of physical activities.
indigenous, ethnic, physical activity 36. assesses regularly
traditional and and participation in PE4PF-IVb-h-
assesses physical
creative dances physical activities 18
fitness
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 K to 12 BASIC EDUCATION CURRICULUM
physical fitness based on Philippines
Note: Dances physical activity
available in the area pyramid
can be selected. 37. explains the
nature/background of PE4RD-IVb-1
the dance
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
38. describes the skills
PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities 39. observes safety
and physical fitness demonstrates participates and PE4RD-IVb-h-3
precautions
understanding of assesses
40. executes the different
participation and performance in
Folk (Liki/Ba-Ingles), skills involved in the PE4RD-IVc-h-4
assessment of physical activities.
indigenous, ethnic, dance
physical activity
traditional and assesses physical 41. recognizes the value of
and physical fitness PE4PF-IVb-h-
creative dances fitness participation in physical
19
activities
Note: Dances 42. displays joy of effort,
available in the area respect for others PE4PF-IVb-h-
can be selected. during participation in 20
physical activities
43. explains health and
skill related fitness PE4PF-IVa-21
components
44. identifies areas for PE4PF-IVb-h-
improvement 22

GRADE 5

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

FIRST QUARTER /FIRST GRADING PERIOD

Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the Philippines
fitness demonstrates participates and physical activity PE5PF-Ia-16
understanding of assesses performance pyramid
participation and in physical activities. 2. explains the indicators
PE5PF-Ia-17
Target games assessment of for fitness
(Tumbangpreso, assesses physical 3. assesses regularly
physical activity and
tamaang-tao/batuhang fitness participation in physical
physical fitness PE5PF-Ib-
bola, tatsing), activities based on the
striking/fielding games h18
Philippines physical
(syato/,basagangpalayok, activity pyramid
kickball) 4. explains the Ease P.E - Module 2. pp. 4.
nature/background of PE5GS-Ib-1 6-
Note: Games are not the games 7. 12-13
limited to the above listed 5. describes the skills
activities PE5GS-Ib-2
involved in the games
6. observes safety precautions PE5GS-Ib-h-
3
7. executes the different
skills involved in the PE5GS-Ic-h-4
game
8. recognizes the value of
PE5PF-Ib-
participation in physical
h19
activities
9. displays joy of effort,
respect for others and
PE5PF-Ib-
fair play during
h20
participation in physical
activities
10. explains health and
skill related fitness PE5PF-Ia-21
components
11. identifies areas for PE5PF-Ib-
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 K to 12 BASIC EDUCATION CURRICULUM
improvement
h22

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
SECOND QUARTER / SECOND GRADING
Assessment of The learner . . . The learner . . . 12. describes the
physical activities and Philippines physical PE5PF-IIa-16
physical fitness demonstrates participates and activity pyramid
understanding of assesses performance 13. explains the indicators
Invasion games participation in and in physical activities. PE5PF-IIa-17
for fitness
(agawan base, lawin assessment of
at physical activity assesses physical 14. assesses regularly
sisiw, agawanpanyo) and fitness participation in physical
PE5PF-IIb-
physical fitness activities based on the
h18
Note: Games are not Philippines physical
limited to the above activity pyramid
listed 15. explains the
activities nature/background of PE5GS-IIb-1
the games
16. describes the skills
PE5GS-IIb-2
involved in the games
17. observes safety PE5GS-IIb-
precautions h3
18. executes the different PE5GS-IIc-h4
skills involved in the
game
19. recognizes the value of
PE5PF-IIb-
participation in physical
h19
activities
20. displays joy of effort,
respect for others and PE5PF-IIb-
fair play during h20

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 K to 12 BASIC EDUCATION CURRICULUM
participation in physical
activities
21. explains health and
skill related fitness PE5PF-IIa-21
components
22. identifies areas for PE5PF-IIb-
improvement h22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the PE5PF-IIIa16
physical activities Philippines physical
and physical fitness demonstrates participates and activity pyramid
24. explains the indicators PE5PF-IIIa17
for fitness

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
understanding of assesses 25. assesses regularly
participation and performance in participation in physical
PE5PF-IIIbh-
Folk (Cariñosa/ assessment of physical activities. activities based on the
18
Polka saNayon), physical activity Philippines physical
indigenous, ethnic, and assesses physical activity pyramid
traditional and physical fitness fitness 26. explains the 1. Enjoy Life with P.E and
creative dances nature/background of Health II. Darilag,
the dance Agripino G. et.al. 2012.
Note: Dances pp. 127. 134. 143. 152.
available in the area 153.*
PE5RD-IIIb-1
can be selected.
2. EdukasyongPangkataw
an, Kalusugan at
Musika III.
Adriano, Celia T. et.al.
1999. p. 31.*
27. describes the skills PE5RD-IIIb-2 Enjoy Life with P.E and
involved in the dance Health II. Darilag, Agripino
G.

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 K to 12 BASIC EDUCATION CURRICULUM
et.al. 2012. pp. 128-161.*
28. observes safety PE5RD-IIIbh-
precautions 3
29. executes the different Enjoy Life with P.E and
skills involved in the PE5RD-IIIch- Health II. Darilag, Agripino
dance 4 G.
et.al. 2012. pp. 128-161.*
30. recognizes the value of
PE5PF-IIIbh-
participation in physical
19
activities
31. displays joy of effort,
respect for others PE5PF-IIIbh-
during participation in 20
physical activities
32. explains health and PE5PF-IIIa21
skill related fitness
components
33. identifies areas for
improvement
PE5PF-IIIbh-
22

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines PE5PF-IVa-
physical activities and physical activity pyramid 16
physical fitness demonstrates participates and 35. explains the indicators for PE5PF-IVa-
understanding of assesses performance fitness 17
Folk (Cariñosa/ Polka participation and in physical activities.
saNayon), indigenous, assessment of 36. assesses regularly PE5PF-IVb-
ethnic, traditional and physical activity participation in physical h18
assesses physical
creative dances and activities based on
fitness
physical fitness the Philippines physical
activity pyramid

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 K to 12 BASIC EDUCATION CURRICULUM
Note: Dances available 37. explains the 1. EdukasyongPangkataw
in the area can be nature/background of the an, Kalusugan at
selected. dance Musika III.
Adriano, Celia T. 1999.
p.
PE5RD-IVb-1 31.*
2. Enjoy Life with P.E and
Health II. Darilag,
Agripino G. et.al. 2012.
pp. 127. 134. 143. 152.
153.*
38. describes the skills Enjoy Life with P.E and
involved in the dance Health II. Darilag, Agripino
PE5RD-IVb-2
G.
et.al. 2012. pp. 128-161.*
39. observes safety precautions PE5RD-IVb-
h-3
40. executes the different skills PE5RD-IVc- Enjoy Life with P.E and
involved in the dance Health II. Darilag, Agripino
h-
G.
4 et.al. 2012. pp. 128-169.*
41. recognizes the value of
PE5PF-IVb-
participation in physical
h19
activities
42. displays joy of effort,
respect for others during PE5PF-IVb-
participation in physical h20
activities
43. explains health and skill PE5PF-IVa-
related fitness components 21
44. identifies areas for PE5PF-IVb-
improvement h22

GRADE 6

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activities 1. describes the
and demonstrates participates and Philippines physical PE6PF-Ia-16
physical fitness understanding of assesses activity pyramid
participation and performance in
2. explains the
assessment of physical activities. PE6PF-Ia-17
indicators for fitness
Target games physical activity and
(Tumbang preso, assesses physical 3. assesses regularly
physical fitness
tamaangtao/batuha fitness participation in
ng bola, tatsing), physical activities
PE6PF-Ib-h-18
striking/fielding based on the
games Philippines physical
(syato/,basagang activity pyramid
palayok, kickball)
4. explains the EASE P.E Module 2 pp.6-7,12-
nature/background of PE6GS-Ib-1 13
the games
Note: Games are not
limited to the above 5. describes the skills EASE P.E Module 2 pp.6-7,12-
listed activities involved in the games PE6GS-Ib-2 13
6. observes safety
PE6GS-Ib-h-3
precautions
7. executes the different
skills involved in the PE6GS-Ic-h-4
game
8. recognizes the value
of participation in PE6PF-Ib-h-19
physical activities
9. displays joy of effort,
respect for others and
fair play during PE6PF-Ib-h-20
participation in
physical activities
10. explains health and PE6PF-Ia-21
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 K to 12 BASIC EDUCATION CURRICULUM
skill related fitness
components
11. identifies areas for
improvement PE6PF-Ib-h-22

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
SECOND QUARTER/ SECOND PERIOD
Assessment of The learner . . . The learner . . . 12. describes the
physical Philippines physical PE6PF-IIa-16
activities and demonstrates participates and activity pyramid
physical fitness understanding of assesses 13. explains the
participation in and performance in PE6PF-IIa-17
indicators for fitness
assessment of physical physical activities.
Invasion games 14. assesses regularly
activities and physical
(agawan base, assesses physical participation in
fitness
lawin at sisiw, fitness physical activities
PE6PF-IIb-h-18
agawan panyo) based on the
Philippines physical
Note: Games are activity pyramid
not limited to 15. explains the
the above listed nature/background of PE6GS-IIb-1
activities the games
16. describes the skills
involved in the PE6GS-IIb-2
games
17. observes safety
PE6GS-IIb-h-3
precautions
18. executes the
different skills
PE6GS-IIc-h-4
involved in the
game
19. recognizes the value
of participation in PE6PF-IIb-h-19

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 K to 12 BASIC EDUCATION CURRICULUM
physical activities
20. displays joy of effort,
respect for others
and fair play during PE6PF-IIb-h-20
participation in
physical activities
21. explains health and
skill related fitness PE6PF-IIa-21
components
22. identifies areas for
improvement
PE6PF-IIb-h-22

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the
physical Philippines physical PE6PF-IIIa-16
activities and demonstrates participates and activity pyramid
physical fitness understanding of assesses 24. explains the
participation and performance in PE6PF-IIIa-17
indicators for fitness
Folk (Itik-itik assessment of physical physical activities.
for girls and activity and physical 25. assesses regularly
Maglalatik for fitness assesses physical participation in
boys), fitness physical activities
PE6PF-IIIb-h-18
indigenous, based on the
ethnic, Philippines physical
traditional and activity pyramid
creative dances
26. explains the
nature/background of PE6RD-IIIb-1
Note: Dances
the dance
available in the
area can be 27. describes the skills PE6RD-IIIb-2
involved in the dance

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 K to 12 BASIC EDUCATION CURRICULUM
selected. 28. observes safety
PE6RD-IIIb-h-3
precautions
29. executes the
different skills
PE6RD-IIIc-h-4
involved in the
dance
30. recognizes the value
of participation in PE6PF-IIIb-h-19
physical activities
31. displays joy of effort,
respect for others
PE6PF-IIIb-h-20
during participation
in physical activities
32. explains health and
skill related fitness PE6PF-IIIa-21
components
33. identifies areas for
improvement
PE6PF-IIIb-h-22

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FOURTH QUARTER/ FOURTH PERIOD

Assessment of The learner . . . The learner . . . 34. describes the

physical Philippines physical PE6PF-IVa-16
activities and demonstrates participates and activity pyramid
physical fitness understanding of assesses 35. explains the
participation and performance in PE6PF-IVa-17
indicators for fitness
Folk (Itik-itik assessment of physical physical activities.
for girls and activity and physical 36. assesses regularly
Maglalatik for fitness assesses physical participation in
boys), physical activities PE6PF-IVb-h-18
fitness
indigenous, based on the
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 K to 12 BASIC EDUCATION CURRICULUM
ethnic, Philippines physical
traditional and activity pyramid
creative dances 37. explains the
nature/background of PE6RD-IVb-1
Note: Dances
the dance
available in the
area can be 38. describes the skills
PE6RD-IVb-2
selected. involved in the dance
39. observes safety
PE6RD-IVb-h-3
precautions
40. executes the
different skills
PE6RD-IVc-h-4
involved in the
dance
41. recognizes the value
of participation in PE6PF-IVb-h-19
physical activities
42. displays joy of effort,
respect for others
PE6PF-IVb-h-20
during participation
in physical activities
43. explains health and
skill related fitness PE6PF-IVa-21
components
44. identifies areas for
PE6PF-IVb-h-22
improvement

GRADE 7

CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

FIRST QUARTER /FIRST GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM
Exercise Programs: The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
1. undertakes physical
PE7PF-Ia-
Training Guidelines, FITT demonstrates designs an activity and physical
h23
Principles understanding individualized fitness assessments
of guidelines exercise 2. sets goals based on PE7PF- OHSP PE 1 Q1 – module 1
Endurance, Muscle- and and principles program to assessment results Ia24
Bonestrengthening in exercise achieve
3. identifies training OHSP PE 1 Q1 – module 1
Activities: a. individual program design personal fitness PE7PF-
to achieve guidelines and FITT
sports Ib25
personal fitness principles
1. running 4. recognizes OHSP PE 1 Q1 – module 1
2. rhythmic sportive barriers(low level of PE7PF-
gymnastics fitness, lack of skill and Ib26
3. swimming time) to exercise
b. dual sports PE7PF- OHSP PE 1 Q1 – module 1
1. badminton 5. prepares an exercise
Ic27
2. table tennis program
3. tennis 1. OHSP PE 1 Q2 module1
c. combative sports 2. OHSP PE 1 Q2 module2
1. arnis(anyo) 3. OHSP PE 1 Q2 module3
2. taekwondo(poomsae) 4. OHSP PE 1 Q3 module 1
3. karate(kata) 5. Enjoy Life with P.E and Health II.
Darilag, Agripino G. et.al 2012.
Note: Activities dependent on P. 69.*
teacher capability and school 6. EdukasyongPangkatawan,Kalus
resources. 6. describes the nature ugan at Musika III. Adriano,
and background of the Celia T.
sport PE7GS-Id-5 et.al. 1999. Pp. 73-74.90.*
7. EdukasyongPangkatawan,
Kalusugan at Musika I. Abejo,
Mary Placid. Et.al. DepEd. 1994.
Pp. 164. 173. 181-182.268
7. executes the skills 1. OHSP PE 1 Q2 module1
involved in the sport PE7GS-Idh- 2. OHSP PE 1 Q2 module2
4 3. OHSP PE 1 Q2 module3
4. OHSP PE 1 Q3 module 1

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANC
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS E STANDARDS
5. Enjoy Life with P.E and Health
Exercise Programs: The learner . . . The learner . . . II.
Darilag, Agripino G. et.al. 2012.
Training Guidelines, FITT demonstrates designs an pp.
Principles understanding individualized 72-73.*
of guidelines exercise 6. EdukasyongPangkatawan,
Endurance, Muscle- and and program to Kalusugan at Musika I. Abejo,
Bonestrengthening principles in achieve Mary Placid. et.al. DepEd. 1994.
Activities: a. individual exercise personal fitness Pp. 166170. 175-178. 183-185.
sports program design
269-285.
1. running to achieve
personal fitness 8. monitors periodically OHSP PE 1 Q1 – module 1
2. rhythmic sportive PE7PF-Id-
gymnastics one’s progress towards
the fitness goals h28
3. swimming
b. dual sports
9. distinguishes from OHSP PE 1 Q1 – module 1
1. badminton fallacies and
2. table tennis misconceptions about
3. tennis PE7PF-
the
c. combative sports physical activity Id29
1. arnis(anyo) participation
2. taekwondo(poomsae)
3. karate(kata)
10. performs appropriate OHSP PE 1 Q1 – module 1
first aid for sports-
Note: Activities dependent on related injuries (e.g. PE7PF-
teacher capability and school cramps,sprain, heat Id30
resources. exhaustion)

11. assumes OHSP PE 1 Q1 – module 1

responsibility for PE7PF-Id-
achieving personal h31
fitness
12. keeps the importance OHSP PE 1 Q1 – module 1
PE7PF-Id-
of winning and losing in
h32
perspective

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 K to 12 BASIC EDUCATION CURRICULUM
 SECOND QUARTER/ SECOND PERIOD
Exercise Programs: The learner . . . The learner . . . 13. undertakes physical OHSP PE 1 Q1 – module 1
PE7PF-
activity and physical
IIah-23
Training Guidelines, FITT demonstrates modifies the fitness assessments
Principles understanding individualized 14. reviews goals based on OHSP PE 1 Q1 – module 1
of guidelines exercise assessment results PE7PF-
Endurance, Muscle- and and principles program to IIa24
Bone- in achieve

CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

strengthening Activities: exercise personal fitness 15. addresses barriers (low O SP PE 1 Q1 – module 1
a. individual sports program design level of fitness, lack of PE7PF- H
1. running to achieve skill and time) to IIb33
2. rhythmic sportive personal fitness exercise
gymnastics
3. swimming 1. OHSP PE 1 Q2 module1
2. OHSP PE 1 Q2 module2
b. dual sports 3. OHSP PE 1 Q2 module3
1. badminton 4. OHSP PE 1 Q3 module1
2. table tennis 5. Enjoy Life with P.E and Health
3. tennis II.
Darilag, Agripino G. et.al. 2012.
c. combative sports 6. P.
16. describes the nature
1. arnis(anyo) 69.*
and background of the PE7GS-IId5
2. taekwondo(poomsae) Edukasyong Pangkatawan,
sport 7. Kalusugan at Musika III.
3. karate(kata)
Note: Activities dependent on Adriano,
teacher capability and school Celia T. et.al. 1999. Pp. 73-74.
resources. 90.*
Edukasyong Pangkatawan,
Kalusugan at Musika I. Abejo,
Mary Placid. et.al.DepEd. 1994.
Pp. 164. 173. 181-182. 268

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 K to 12 BASIC EDUCATION CURRICULUM
OHSP PE 1 Q2 module1
1. OHSP PE 1 Q2 module2
2. OHSP PE 1 Q2 module3
3. OHSP PE 1 Q3 module1
4. Enjoy Life with P.E and Health
5. II.
Darilag, Agripino G. et.al. 2012.
17. executes the skills PE7GS-IIdh- pp.
involved in the sport 4 72-73.*
6. Edukasyong Pangkatwan,
Kalusugan at Musika I. Abejo,
Mary
Placid. et.al. DepEd. 1994. Pp.
166-
170. 175-178. 183-185. 269-
285
18. monitors periodically OHSP PE 1 Q1 – module 1
PE7PF-IIdh-
one’s progress towards
28
the fitness goals
19. performs appropriate OHSP PE 1 Q1 – module 1
PE7PF-
first aid for sports-
IId30
related injuries
(e.g.cramps,sprain, heat

CONTENT PERFORMANC
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS E STANDARDS
exhaustion)

20. assumes responsibility for PE7PF- OHSP PE 1 Q1 – module 1

achieving personal fitness IIdh-31
21. keeps the importance OHSP PE 1 Q1 – module 1
PE7PF-
of winning and losing in
IIdh-32
perspective
THIRD QUARTER/ THIRD PERIOD
Exercise Programs: The learner . . . The learner . . . 22. undertakes physical PE7PF- OHSP PE 1 Q1 – module 1
activity and physical IIIah-23
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 K to 12 BASIC EDUCATION CURRICULUM
Training Guidelines, FITT demonstrates demonstrates fitness assessments
Principles understanding understanding 23. reviews goals based on PE7PF- OHSP PE 1 Q1 – module 1
of guidelines of guidelines
assessment results IIIa34
Endurance, Muscle- and and principles and principles
24. addresses barriers OHSP PE 1 Q1 – module 1
Bonestrengthening Activities: in exercise in exercise
program design program design (low level of fitness, PE7PF-
Folk (Tinikling)/ to achieve to achieve lack of skill and time) IIIb33
personal fitness personal fitness to exercise
indigenous, ethnic,
traditional/ festival dance 25. describes the nature and PE7RD- OHSP PE 1 Q 4 – module 1
background of the dance IIId-1
26. executes the skills PE7RD- OHSP PE 1 Q 4 – module 1
Note: Dances available in involved in the dance IIId-h-4
the area can be selected. 27. monitors periodically OHSP PE 1 Q1 – module 1
PE7PF-
one’s progress towards
IIIdh-28
the fitness goals
28. performs appropriate OHSP PE 1 Q1 – module 1
first aid for dance-
PE7PF-
related injuries (e.g.
cramps,sprain, heat IIId30
exhaustion)
29. assumes responsibility for PE7PF- OHSP PE 1 Q1 – module 1
achieving personal fitness IIIdh-31
30. keeps the importance OHSP PE 1 Q1 – module 1
of winning and losing in PE7PF-
perspective IIIdh-32

CONTENT PERFORMANC
CONTENT STANDARDS E STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

FOURTH QUARTER/ FOURTH PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM
Exercise Programs: The learner . . . 31. undertakes physical OHSP PE 1 Q1 – module 1
PE7PF-
activity and physical
IVah-23
Training Guidelines, FITT modifies the fitness assessments
Principles The learner . . . individualized 32. reviews goals based on PE7PF- OHSP PE 1 Q1 – module 1
exercise assessment results IVa34
Endurance, Muscle- and demonstrates program to
33. addresses barriers OHSP PE 1 Q1 – module 1
Bonestrengthening Activities: understanding achieve
(low level of fitness, PE7PF-
of guidelines personal fitness
and lack of skill and time) IVb33
Folk (Tinikling)/ to exercise
principles in
indigenous, ethnic,
exercise 34. describes the nature and PE7RD- OHSP PE 1 Q 4 – module 1
traditional/ festival dance
program design background of the dance IVc-
to achieve 1
Note: Dances available in personal fitness 35. executes the skills PE7RD- OHSP PE 1 Q 4 – module 1
the area can be selected.
involved in the dance IVd-
h-4
36. monitors periodically OHSP PE 1 Q1 – module 1
PE7PF-
one’s progress towards
IVdh-28
the fitness goals
37. performs appropriate OHSP PE 1 Q1 – module 1
first aid for dance-
PE7PF-
related injuries (e.g.
cramps,sprain, heat IVd30
exhaustion)
38. analyzes the effect of OHSP PE 1 Q1 – module 1
exercise and physical PE7PF-
activity participation on IVh35
fitness
39. assumes responsibility for PE7PF- OHSP PE 1 Q1 – module 1
achieving personal fitness IVdh-31
OHSP PE 1 Q1 – module 1

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 K to 12 BASIC EDUCATION CURRICULUM
40. keeps the importance PE7PF-
of winning and losing in IVdh-32
perspective

GRADE 8

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER/ FIRST GRADING
Exercise Programs: The learner . . . The learner . . . The learner. . . OHSP PE 1 Q1 – module 1
1. undertakes physical
PE8PF-Ia-h-23
Training Guidelines, demonstrates designs a activity and physical
FITT Principles understanding physical activity fitness assessments
of guidelines program for the 2. conducts physical activity OHSP PE 1 Q1 – module 1
Endurance, Muscle- and principles in family/school
and physical fitness
and exercise peers to achieve PE8PF-Ib -36
program design fitness assessments of
Bone-strengthening family/school peers
to achieve
Activities:
fitness 3. sets goals based on OHSP PE 1 Q1 – module 1
team sports PE8PF-Ia-24
(basketball, assessment results
volleyball, 4. identifies training OHSP PE 1 Q1 – module 1 p.13
football/futsal,
guidelines and FITT PE8PF-Ib-25
goalball,
principles
softball, baseball)
5. recognizes barriers (low OHSP PE 1 Q1 – module 1
level of fitness, lack of skill PE8PF-Ib-26
Note: Activities and time) to exercise
dependent on 6. prepares a physical activity O SP PE 1 Q1 – module 1
PE8PF-Ic-27
teacher capability program H
and school resources. 7. describes the nature and PE8GS-Id-1 1. EASE PE - module 5 p.4.
background of the sport 2. Enjoy Life with P.E and
Health II. Darilag, Agripano
G. et.al.
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delivered to schools
 K to 12 BASIC EDUCATION CURRICULUM
3. 2012. pp. 87-97. 110-118.*
Edukasyong Pangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
1. EASE PE - module 5 pp.9-13
2. Life with P.E and Health II.
Darilag, Agripino G. et.al.
2012.
8. executes the skills involved
PE8GS-Id-h-4 pp. 88-94.*
in the sport

CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

1. OHSP PE 1 Q1 – module 1
Exercise Programs: The learner . . . 2. Enjoy Life with P.E and
Health II. Darilag, Agripino
Training Guidelines, designs a 9. monitors periodically G. et.al.
PE8PF-Id-h-28
FITT Principles physical activity progress towards the fitness 2012. pp. 162-166.*
program for the goals 3. Edukasyong Pangkatawan,
Endurance, Muscle- family/school Kalusugan at Musika III.
and peers to achieve Adriano, Celia T. et.al. 1999.
fitness pp. 9-10.*
Bone-strengthening
Activities: 10. distinguishes facts from OHSP PE 1 Q1 – module 1
team sports fallacies and
(basketball, misconceptions about PE8PF-Id-29
volleyball, physical activity
football/futsal, participation
goalball, 1. OHSP PE 1 Q1 – module 1
softball, baseball) 11. performs appropriate first 2. Enjoy Life with P.E and
aid for injuries and Health III. Darilag, Agripino
emergency situations in PE8PF-Id-30 G. et.al.
Note: Activities physical activity and sport 2012. pp. 212-232.*
dependent on settings 3. EdukasyongPangkatawan,
teacher capability Kalusugan at Musika I.
K to 12 Physical Education Curriculum Guide May 2016 Page 54 of 82
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 K to 12 BASIC EDUCATION CURRICULUM
and school resources. DepEd.
Abejo, Mary Placid. et.al.
1994.
P. 52
12. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-Id-h-31
achieving fitness
OHSP PE 1 Q1 – module 1

13. displays tolerance and PE8PF-Id-h-37

acceptance of individuals
with varying skills and
abilities

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
 SECOND QUARTER/ SECOND PERIOD
Exercise Programs: The learner . . . The learner . . . 14. undertakes physical OHSP PE 1 Q1 – module 1
activity and physical PE8PF-Iia-h-23
Training Guidelines, demonstrates 45odifies fitness assessments
FITT Principles understanding physical activity 15. conducts physical activity OHSP PE 1 Q1 – module 1
of guidelines program for the
and physical fitness
Endurance, Muscle- and principles in family/school PE8PF-Iia-36
assessments of
and exercise peers to achieve
program design fitness family/school peers
Bone-strengthening
to achieve 16. sets goals based on OHSP PE 1 Q1 – module 1
Activities: PE8PF-Iib-24
team sports fitness assessment results
(basketball, 17. recognizes barriers (low PE8PF-Iid-h-26 OHSP PE 1 Q1 – module 1

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 K to 12 BASIC EDUCATION CURRICULUM
volleyball, level of fitness, lack of skill
football/futsal, and time) to exercise
goalball,
18. prepares a physical activity OHSP PE 1 Q1 – module 1
softball, baseball) PE8PF-Iic-27
program
1. EASE PE - module 5 p.4.
Note: Activities 19. describes the nature and 2. Enjoy Life with P.E and
dependent on PE8GS-Iic-1 Health II. Darilag, Agripino
background of the sport
teacher capability G. et.al.
and school resources. 2012. Pp. 87-97. 110-118.*
20. executes the skills involved EASE PE - module 5 pp.9-13
PE8GS-IId-h-4
in the sport
1. OHSP PE 1 Q1 – module 1
2. Enjoy Life with P.E and
Health II. Darilag, Agripino
21. monitors periodically G. et.al.
2012. pp. 162-166.*
progress towards the PE8PF-IId-h-28
3. EdukasyongPangkatawan,
fitness goals
Kalusugan at Musika III.
Adriano, Celia T. et.al.
1999.
pp. 9-10.*
22. distinguishes facts from OHSP PE 1 Q1 – module 1
fallacies and
misconceptions about PE8PF-IId-29
physical activity
participation
1. OHSP PE 1 Q1 – module 1
23. performs appropriate first
aid for injuries and 2. Enjoy Life with P.E and
Health II. Darilag, Agripino
emergency situations in PE8PF-IId-30
G. et.al.
physical activity and sport 2012. pp. 212-232.*
settings
3. Edukasyong Pangkatawan,

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS

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 K to 12 BASIC EDUCATION CURRICULUM
Kalusugan at Musika I. DepEd.
Abejo, Mary Placid. 1994. p. 52
24. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-IId-h-31
achieving fitness
25. displays tolerance and OHSP PE 1 Q1 – module 1
acceptance of individuals
PE8PF-IId-h-37
with varying skills and
abilities
 THIRD QUARTER/ THIRD PERIOD
Exercise Programs: The learner . . . The learner . . . 26. undertakes physical OHSP PE 1 Q1 – module 1
activity and physical fitness PE8PF-IIIa-h-23
Training Guidelines, demonstrates Modifies a assessments
FITT Principles understanding of physical activity 27. reviews goals based on OHSP PE 1 Q1 – module 1
guidelines and program for the PE8PF-IIIa-34
assessment results
Endurance, Muscle- principles in family/school
exercise peers to achieve 28. addresses barriers (low OHSP PE 1 Q1 – module 1
and
program design fitness level of fitness, lack of skill PE8PF-IIIb-33
Bone-strengthening
to achieve and time) to exercise
Activities:
fitness 1. EASE PE - module 5
2. Enjoy Life with P.E and
team sports Health II. Darilag, Agripino G.
(basketball, et.al.
29. describes the nature and
volleyball, PE8GS-IIIc-1 2012. pp. 87-97. 110-118.*
background of the sport
football/futsal, 3. EdukasyongPangkatawan,
goalball, Kalusugan at Musika III.
softball, baseball) Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
30. executes the skills involved EA E PE - module 5
PE8GS-IIId-h-4
Note: Activities in the sport S
dependent on teacher 1. OHSP PE 1 Q1 – module 1
capability and school
2. Enjoy life with P.E and
resources. Health II. Darilag, Agripino
31. monitors periodically one’s
G. et.al.
progress towards the fitness PE8PF-IIId-h-28
goals 3. 2012. pp. 162-166.*
Edukasyong Pangkatawan,
kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
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 K to 12 BASIC EDUCATION CURRICULUM
pp. 9-10.*
32. performs appropriate first 1. OHSP PE 1 Q1 – module 1
aid for sport-related injuries PE8PF-IIId-30 2. Enjoy Life with P.E and
Health

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
The learner . . . (cramps,sprain, heat II. Darilag, Agripino G. et.al.
Exercise Programs: The learner . . . exhaustion) 2012. pp. 212-232.*
Modifies a 3. EdukasyongPangkatawan,
Training Guidelines, demonstrates physical activity Kalusugan at Musika I.
FITT Principles understanding program for the DepEd.
of guidelines family/school Abejo, Mary Placid. et.al.
Endurance, Muscle- and peers to achieve 1994. p. 52
principles in fitness
and 33. assumes responsibility for OHSP PE 1 Q1 – module 1
exercise PE8PF-IIId-h-31
Bone-strengthening achieving fitness
program design
Activities: OHSP PE 1 Q1 – module 1
to achieve
fitness
team sports
(basketball,
volleyball,
football/futsal, 34. displays tolerance and
goalball, acceptance of individuals
softball, baseball) PE8PF-IIId-h-37
with varying skills and
abilities

Note: Activities
dependent on
teacher capability
and school resources.

 FOURTH QUARTER/ FOURTH PERIOD

Exercise Programs: The learner . . . The learner . . . 35. undertakes physical PE8PF-IVa-h-23 OHSP PE 1 Q1 – module 1
activity and physical fitness
Training Guidelines, demonstrates modifiesna assessments

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 K to 12 BASIC EDUCATION CURRICULUM
FITT Principles understanding physical activity 36. reviews goals based on OHSP PE 1 Q1 – module 1
PE8PF-IVa-34
of guidelines program for the assessment results
Endurance, Muscle- and family/school
37. addresses barriers (low OHSP PE 1 Q1 – module 1
and principles in peers to achieve
level of fitness, lack of skill PE8PF-IVb-33
Bone-strengthening exercise fitness
program design and time) to exercise
Activities:
to achieve 1. OHSP PE 1 Q4
Folk Dances with fitness 2. Enjoy Life with P.E and
Asian Health II. Darilag, Agripino
Influences (Pangalay, 38. describes the nature and G. et.al. 2012. pp. 143-151.*
PE8RD-IVc-1
Sakuting, Sua-ku- background of the dance
sua,
Binislakan)

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Note: Dances 39. executes the skills involved OHSP PE 1 Q4
PE8RD-IVd-h-4
available in the The learner . . . The learner . . . in the dance
area can be 40. monitors periodically one’s OHSP PE 1 Q1 – module 1
selected. demonstrates Modifies a progress towards the fitness PE8PF-IVd-h-28
understanding physical activity goals
of guidelines program for the
and family/school 41. performs appropriate first OHSP PE 1 Q1 – module 1
principles in peers to achieve aid for injuries and
exercise fitness emergency situations in PE8PF-IVd-30
program design dance (cramps, sprain, heat
to achieve exhaustion, dehydration)
fitness 42. analyzes the effect of OHSP PE 1 Q1 – module 1
exercise and physical
PE8PF-IVh-35
activity participation on
fitness
43. assumes responsibility for PE8PF-IVd-h-31 OHSP PE 1 Q1 – module 1
achieving fitness
44. exerts best effort to OHSP PE 1 Q1 – module 1
PE8PF-IVd-h-38
achieve positive feeling
about self and others
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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 9

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and Weight The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
Management 1. undertakes physical
(physical demonstrates maintains an activity and physical PE9PF-Ia-h-23
activity and eating understanding of active lifestyle to fitness assessments
habits) lifestyle and influence the
2. assesses eating habits OHSP PE 1 Q1 – module 1
weight physical activity
based on the Philippine
management to participation of PE9PF-Ia-39
promote the community Food Pyramid/My Food
community Plate
fitness practices healthy 3. determines risk OHSP PE 1 Q1 – module 1
Sports Officiating
eating habits that factors(obesity, physical
support an active inactivity, poor nutrition, PE9PF-Ia-40
lifestyle smoking) for major non
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 K to 12 BASIC EDUCATION CURRICULUM
communicable diseases
lifestyle-related (e.g.
diabetes, heart disease,
stroke, cancer)
1. OHSP PE 1 Q1 –
module 1
2. OHSP PE 1 Q2 -
modules 1 3. OHSP PE 1 Q2 -
4. officiates pratice and modules 2
PE9GS-Ib-h-5
competitive games 4. OHSP PE 1 Q2 - modules 3
5. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al.
1999. Pp. 101-124.*
5. distinguishes facts from OHSP PE 1 Q1 – module 1
myths and misinformation PE9PF-Ia-29
associated with eating
habits
1. OHSP PE 1 Q1 – module 1
2. Enjoy Life with P.E and
6. monitors periodicallyone’s Health II. Darilag, Agripino
progress towards the fitness PE9PF-Ib-h-28 G. et.al.
goals 2012. Pp. 162-166.*
3. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Pp. 9-10.*

Lifestyle and Weight The learner . . . The learner . . . 7. performs appropriate first PE9PF-Ib-30 1. OHSP PE 1 Q1 – module 1
Management aid for injuries and 2. Enjoy Life with P.E and
(physical demonstrates maintains an emergency situations in Health.
activity and eating understanding of active lifestyle to physical activity and sports Darilag, Agripino G. et.al.
lifestyle and influence the settings (e.g. 2012. Pp. 212-232.*
habits)
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 K to 12 BASIC EDUCATION CURRICULUM
weight physical activity 3. EdukasyongPangkatawan,
management to participation of cramps,sprain, heat Kalusugan at Musika I.
promote the community exhaustion) Abejo, Mary Placid. et.al.
community fitness DepEd. 1994. P. 52
Sports Officiating practices healthy
8. involves oneself in OHSP PE 1 Q1 – module 1
eating habits that
community service through
support an active
sports officiating and PE9PF-Ie-h-41
lifestyle physical activity
programs

9. recognizes the needs of PE9PF-Ie-h-42 OHSP PE 1 Q1 – module 1

others in real life and in
meaningful ways
SECOND QUARTER/ SECOND PERIOD
Social (community The learner . . . The learner . . . 10. undertakes physical OHSP PE 1 Q1 – module 1
PE9PF-IIa-h-23
dance, mixers, festival) activity and physical fitness
and Ballroom dances demonstrates maintains an assessments
(Cha-cha, rock and roll) understanding of active lifestyle to 11. assesses eating habits OHSP PE 1 Q1 – module 1
lifestyle and influence the PE9PF-IIa-39
based on the Philippine
weight physical activity
Food Pyramid/MyFoodPlate
management to participation of
promote the community 12. determines risk factors OHSP PE 1 Q1 – module 1
community fitness related to lifestyle
PE9PF-IIa-40
practices healthy diseases (obesity,
eating habits that diabetes, heart disease)
support an active 13. distinguishes facts from OHSP PE 1 Q1 – module 1
lifestyle myths and misinformation
PE9PF-IIb-29
associated with eating
habits
1. OHSP PE 1 Q4 – module 1
2. EdukasyongPangkatawan,
14. describes the nature and Kalusugan at Musika IV.
PE9RD-IIb-1
background of the dance Buenviaje, Paz. et.al. DepEd.
1992. Pp. 49. 52. 54. 56. 63.
64. 68. 71. 73.

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
3. Edukasongpangkatawan,
Social (community The learner . . . The learner . . . Kalusugan at Musika IV.
dance, mixers, festival) Sacdalan, Guinevere. et.al.
and Ballroom dances demonstrates maintains an 1999. pp. 37. 42. 44. 49.
(Cha-cha, rock and roll) understanding of active lifestyle to 51.
lifestyle and influence the 55.*
weight physical activity OHSP PE 1 Q4 – module 1
management to participation of
15. executes the skills involved
promote the PE9RD-IIb-h-4
community in the dance
community
fitness
practices healthy 16. monitors periodically one’s OHSP PE 1 Q1 – module 1
eating habits that progress towards the fitness PE9PF-IIb-h-28
support an active goals
lifestyle 17. performs appropriate first OHSP PE 1 Q1 – module 1
aid for injuries and
emergency situations in
physical activity PE9PF-IIb-h-30
and dance settings
(cramps,sprain, heat
exhaustion)
18. involves oneself in OHSP PE 1 Q1 – module 1
community service through
PE9PF-IIg-h-41
dance activities in the
community
19. recognizes the needs of OHSP PE 1 Q1 – module 1
others in real life and in
PE9PF-IIa-h-42
meaningful
ways
THIRD QUARTER/ THIRD PERIOD
Social (community The learner . . . The learner . . . 20. undertakes physical OHSP PE 1 Q1 – module 1
dance, mixers, festival) activity and physical fitness PE9PF-IIIa-h23
and Ballroom dances demonstrates maintains an assessments
(Cha-cha, rock and roll) understanding of active lifestyle to 21. assesses eating habits PE9PF-IIIa-39 OHSP PE 1 Q1 – module 1
lifestyle and influence the
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 K to 12 BASIC EDUCATION CURRICULUM
weight physical activity based on the Philippine
management to participation of Food Pyramid/MyFoodPlate
promote the 22. determines risk factors OHSP PE 1 Q1 – module 1
community community related to lifestyle
fitness PE9PF-IIIa-40
diseases (obesity,
practices healthy diabetes, heart disease)
eating habits that

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
support an active 23. distinguishes facts from OHSP PE 1 Q1 – module 1
lifestyle myths and misinformation
PE9PF-IIIb-29
associated with eating
Social (community The learner . . . The learner . . . habits
dance, mixers, festival) 1. OHSP PE 1 Q4 – module 1
and Ballroom dances demonstrates maintains an 2. EdukasyongPangkatawan,
(Cha-cha, rock and roll) understanding of active lifestyle to Kalusugan at Musika IV.
lifestyle and influence the Buenviaje, Paz. et.al.
weight physical activity DepEd.
management to participation of
1992. Pp. 49. 52. 54. 56..
promote the 24. describes the nature and
PE9RD-IIIb-1 63.
community community background of the dance
64. 68. 71. 73.
fitness
3. EdukasyongPangkatawan,
practices healthy Kalusugan at Musika IV.
eating habits that Sacdalan, Guinevere I. et.al.
support an active
1999. Pp. 37. 42. 44. 49. 51.
lifestyle
55.*
OHSP PE 1 Q4 – module 1
25. executes the skills involved
PE9RD-IIIb-h-4
in the dance

26. monitors periodically one’s PE9PF-IIIb-h28 OHSP PE 1 Q1 – module 1

progress towards the fitness
goals

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 K to 12 BASIC EDUCATION CURRICULUM
27. performs appropriate first OHSP PE 1 Q1 – module 1
aid for injuries and
emergency situations in
physical activity PE9PF-IIIb-h30
and dance settings
(cramps,sprain, heat
exhaustion)
OHSP PE 1 Q1 – module 1

28. involves oneself in PE9PF-IIIg-h41

community service through
dance activities in the
community

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
OHSP PE 1 Q1 – module 1
29. recognizes the needs of
others in real life and in PE9PF-IIIa-h42
meaningful ways

FOURTH QUARTER/ FOURTH PERIOD

Active Recreation The learner . . . The learner . . . 1. EASE PE - module 2

a. Indoor 30. discusses the nature and 2. EASE PE - module 5
1.individual demonstrates maintains an background of indoor and 3. OHSP PE 1 Q1 – module 1
understanding of active lifestyle to PE9GS-IVa-6
and dual outdoor recreational 4. OHSP PE 1 Q2 – module 1
sports 2. lifestyle and influence the activities 5. OHSP PE 1 Q2 – module 2
team sports weight physical activity 6. OHSP PE 1 Q2 – module 3
3. dances management to participation of
promote the community 1. EASE PE - module 2
community 2. EASE PE - module 5
b. Out door
fitness practices healthy 3. OHSP PE 1 Q1 – module 1
1.Hiking 31. participates in active
eating habits that PE9GS-IVb-h-7 4. OHSP PE 1 Q2 – module 1
2.Camping recreation
support an active 5. OHSP PE 1 Q2 – module 2
3.Orienteering
lifestyle 6. OHSP PE 1 Q2 – module 3
4.Biking
7. OHSP PE 1 Q3 - module 1
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 K to 12 BASIC EDUCATION CURRICULUM
32. advocates community OHSP PE 1 Q1 – module 1
Note: Activities not efforts to increase
PE9PF-IVb-h-
limited to the above participation in physical
43
list activities and improve
nutrition practices
33. practices environmental OHSP PE 1 Q1 – module 1
ethics (e.g Leave No Trace)
PE9PF-IVb-h-
during participation in
44
recreational activities of
the community

GRADE 10

CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

FIRST QUARTER /FIRST GRADING PERIOD

Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module 1
Management (physical 2. Edukasyong Pangkatawan,
activity and eating demonstrates maintains an Kalusugan at Musika III.
habits) understanding of active lifestyle to Adriano,
The learner . . .
lifestyle and influence the Celia T. et.al. 1999. pp. 19-25.*
1. assesses physical activity,
weight physical activity PE10PF-Ia- 3. Edukasyong Pangkatawan,
exercise and eating habits
Active Recreation management to participation of h39 Kalusugan at Musika I. DepEd.
promote societal the Abejo, Mary Placid. et.al. 1994.
(sports)
fitness community and pp.
society 76-80
Suggested activities
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 K to 12 BASIC EDUCATION CURRICULUM
4. Enjoy life with P.E and Health II.
1. individual and practices healthy Darilag, Agripino G. et.al. 2012.
dual sports eating habits that pp.
2. team sports support an active 40-45.*
3. fitness activities lifestyle 2. determines risk factors O SP PE 1 Q1 – module 1
(strength training, related to lifestyle H
running and PE10PF-Ia-40
diseases (obesity,
walking for diabetes, heart disease)
fitness, yoga, 3. engages in moderate to 1. OHSP PE 1 Q1 – module 1
group exercises) vigorous physical 2. OHSP PE 1 Q2 – module 1
PE10PF-Ib-
activities for at least 60 3. OHSP PE 1 Q2 – module 2
h45
minutes a day in and out 4. OHSP PE 1 Q2 – module 3
of school 5. OHSP PE 1 Q3 – module 1
1. EASE PE - module 2
2. EASE PE - module 5
3. OHSP PE 1 Q1 – module 1
4. applies correct techniques to PE10PF-Ib- 4. OHSP PE 1 Q2 – module 1
minimize risk of injuries h56 5. OHSP PE 1 Q2 – module 2
6. OHSP PE 1 Q2 – module 3

7. OHSP PE 1 Q3 – module 1

5. analyzes the effects of OHSP PE 1 Q1 – module 1

media and technology on PE10PF-Ib-
fitness and physical 46
activity
6. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media PE10PF-Ib-
information on fitness and 47
physical

CONTENT PERFORMANCE
CONTENT STANDARDS STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS

activity issues

7. expresses a sense of purpose PE10PF-Ib- OHSP PE 1 Q1 – module 1

and belongingness by h48
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 K to 12 BASIC EDUCATION CURRICULUM
participating in physical
activity-related community
services and programs
SECOND QUARTER/ SECOND PERIOD
Lifestyle and Weight The The learner 8. assesses physical activities, PE10PF-IIa- OHSP PE 1 Q1 – module 1
Management (physical learner ... ... exercises and eating habits h39
activity and eating 9. determines risk factors O SP PE 1 Q1 – module 1
habits) demonstrates maintains an related to lifestyle H
understanding of active lifestyle to PE10PF-IIa40
diseases (obesity,
Active Recreation lifestyle and influence the diabetes, heart disease)
(sports) weight physical activity 1. EASE PE - module 2
management to participation of
2. EASE PE - module 5
Suggested activities promote societal the 10. engages in moderate to
3. OHSP PE 1 Q1 – module 1
fitness community and vigorous physical activities PE10PF-IIc-
4. OHSP PE 1 Q2 – module 1
society for at least 60 minutes a h45
1. individual and dual 5. OHSP PE 1 Q2 – module 2
sports day in and out of school
6. OHSP PE 1 Q2 – module 3
practices healthy
2. teams sports 7. OHSP PE 1 Q3 – module 1
eating habits that
3. fitness activities support an active 1. EASE PE - module 2
(strength training, 2. EASE PE - module 5
lifestyle
running and walking 3. OHSP PE 1 Q1 – module 1
for fitness, yoga,
4. OHSP PE 1 Q2 – module 1
group exercises)
11. applies correct techniques PE10PF-IIc- 5. OHSP PE 1 Q2 – module 2
to minimize risk of injuries h56
6. OHSP PE 1 Q2 – module 3

7. OHSP PE 1 Q3 – module 1

12. analyzes the effects of OHSP PE 1 Q1 – module 1

media and technology on
PE10PF-IIb46
fitness and physical
activity
13. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media
PE10PF-IIb47
information on fitness and
physical activity issues
14. expresses a sense of PE10PF-IIc- OHSP PE 1 Q1 – module 1
purpose and belongingness h48

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 K to 12 BASIC EDUCATION CURRICULUM
by participating in physical

CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
activity-related community
services and programs
THIRD QUARTER/ THIRD PERIOD
Other Dance Forms The The learner 15. assesses physical PE10PF-IIIah- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... ... activities, exercises and 39
Cheer dance, eating habits
Contemporary demonstrates maintains an 16. determines risk factors OHSP PE 1 Q1 – module 1
dance) understanding of active lifestyle to related to lifestyle PE10PF-
lifestyle and influence the
diseases (obesity, IIIa40
weight physical activity
diabetes, heart disease)
management to participation of
promote societal the 17. engages in moderate to OHSP PE 1 Q4 – module 1
fitness community and vigorous physical
PE10PF-IIIch-
society activities for at least 60
45
minutes a day in and out
practices healthy of school
eating habits that 18. applies correct techniques PE10PF-IIIch- OHSP PE 1 Q4 – module 1
support an active to minimize risk of injuries 56
lifestyle
19. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology on PE10PF-
fitness and physical IIIb46
activity
20. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media PE10PF-
information on fitness and IIIb47
physical activity issues
21. expresses a sense of PE10PF-IIIch- OHSP PE 1 Q1 – module 1
purpose and 48
belongingness by
participating in physical
activity-related
community services and
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 K to 12 BASIC EDUCATION CURRICULUM
programs
22. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIch-
others in real life and in
49
meaningful ways
FOURTH QUARTER/ FOURTH PERIOD
Other Dance Forms The The learner ... 23. assesses physical PE10PF-IVah- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... activities, exercises and 39
Cheer dance, maintains an eating habits
Contemporary demonstrates active lifestyle to 24. determines risk factors OHSP PE 1 Q1 – module 1
dance) understanding of influence the related to lifestyle PE10PF-
lifestyle and physical activity diseases (obesity,
participation of IVa40
diabetes, heart disease)
the
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
weight community and 25. engages in moderate to OHSP PE 1 Q4 – module 1
management to society vigorous physical
promote societal PE10PF-IVc-
activities for at least 60
fitness practices healthy h45
Other Dance Forms minutes a day in and out
(Hip-hop, Street dance, eating habits that of school
Cheer dance, support an active
26. applies correct PE10PF-IVc- OHSP PE 1 Q4 – module 1
Contemporary lifestyle
techniques to minimize h56
dance)
risk of injuries
27. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology PE10PF-
on fitness and physical IVb46
activity
28. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media
PE10PF-
information on fitness
IVb47
and physical activity
issues
29. expresses a sense of OHSP PE 1 Q1 – module 1
PE10PF-IVc-
purpose and
h48
belongingness by
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 K to 12 BASIC EDUCATION CURRICULUM
participating in physical
activity-related
30. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIch-
others in real life and in
49
meaningful ways

GLOSSARY

Adherence Voluntary, self-regulated and sustained regular participation in exercise program

Negative state of arousal characterized by physical, mental and behavioural manifestations such unpleasant feeling, negative
Anxiety
thoughts, excessive sweating, biting of nails and fidgeting
Adults 18-65 years of age with no noticeable symptoms and have no significant disease or physical condition that prevents
Apparently them from engaging in physical activities.
Children, adolescents, men less than 45 years, and women less than 55 years who have no symptoms of or known presence of
healthy
heart disease or major cardiovascular disease (CVD) risk factors.
individual
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with less
than two major CVD risk factors.
Men 45 years or older and women 55 years or older who have no symptoms or known presence of heart disease and with two
or more CVD risk factors.
Arousal A state of being awake ranging from relaxed to frenzy.

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Basic Life An emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper application of CPR to
Support (BLS) maintain life until rescuer or advanced life support is available
Bend Movement that causes the formation of a curve.

Burnout Exhaustion and diminished interest resulting from long term-stress

Cohesion The tendency of a group to stick together and remain united in pursuit of a goal.

Collapse To fall down

Competition
This comprises of individuals and material resources where competition is held
environment
Competition
environment Managing aspect of sports setting where competition is held (athletes and spectators, facilities and equipment, others)
management
The process of limiting the negative aspects of conflict while increasing the positive aspects of conflict thereby enhancing
Conflict learning and outcomes or performance.
management Handling conflict (formal protest, verbal disagreements, physical altercation, etc.) among athletes, parents, spectators and
others before, during or after the competition=
Cueing Verbal or physical signal provided in anticipation of a movement.

Is a kind of participation dance in a social dance setting that involves changing partners as an integral part. It allows dancer to
Dance Mixers
meet new partners and allow beginners to dance with more advanced dancers.
Deconditioning To lose fitness

GLOSSARY

Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes

Directions refer to linear-forward and backward, lateral sideward and multi- directional movement

Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of
person or properties
Dynamic is doing flexibility exercises while moving
Flexibility
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.

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Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness

Exercise program A carefully designed plan for improving health or fitness.

Feasibility
Assessment of how beneficial or practical the development of a particular system will be to an event.
assessment
First aid An immediate and temporary care given to a person who suddenly gets ill or injured

Flexibility Is the ability of a person to bend or stretch without hurting themselves.

Flow Refers to smoothness of movement

Force Refers to light, lighter, lightest/strong, stronger and strongest

Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).

Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home
runs, etc.
General space Is an unlimited area where you move from one place to another.

Group dynamics Behavioural and psychological processes which occur within a group

Head level It is dribbling the balloon the head level/head and waist in between.
dribbling
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.

Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.

Hop Push off 1 foot, land on same foot. Vertical or horizontal

Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it
dissipates
Hypothermia A condition in which core temperature drops below the required temperature (37 0 C)for normal metabolism and body functions

GLOSSARY

Implements An instrument, tool, or utensil for accomplishing work.

Inclusion The principle of ensuring participation of all learners.

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Indigenous game Is a native game in one place specially in a region or country

Jump Take off 1 or 2 feet, land on 2 feet. Vertical or horizontal

Knee level Is dribbling the ball on the knee level/below.

dribbling
Kunday Literary means move the hands gracefully somewhat like a kumintang

Lead-up games Is an organize game that can be used to improve the locomotor skills like catching and throwing/passing.

Leap Take off 1 foot, cover a large distance. Land on other foot. Use several running steps to lead into the leap

Levels Refer to high, Middle, and Low movements

Life skills Behaviours used appropriately and responsibly in the management of personal affairs

Location Refer to behind, infront, under, over, personal space, and general space

Luksong tinik Is an indigenous/native game played by three or more players using hand as tinik.

Manipulative Are done with the use of light implements. It is also a combination of locomotor and non-locomotor movements.
skills
Motivational
Techniques or exercises used to improve a participant’s drive and persistence toward his/her goal.
strategies
The process by which the central nervous system produces purposeful and coordinated movement in its interaction with the
Motor control
rest of the body and the environment
Motor learning A set of internal processes associated with practice or experience leading to relatively permanent changes and the capability
for skilled behaviour
Movement screen An assessment technique for identifying imbalances in mobility and stability during the performance of fundamental movement
patterns. The assessment results can be used for the prevention of non-contact injuries and optimization of performance.
Movements Is a change of position of body or body parts in space

Objects Refers to ribbons, hoops, balls, and any available indigenous/improvised materials

Parameter A measurable factor of a set that defines a system.

PAR-Q Physical Activity Readiness Questionnaire

Performance Measures taken to perform better in sports or exercise.

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 K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY

enhancement

Performance goal Specific personal standard unaffected by the performance of others

Person Refers to individual partners, group.

Personal best The highest performance achieved by an athlete expressed in quantitative terms (time, score, distance, etc.).

Personal or
Is a given space when you move in your fixed position.
selfspace
Any bodily activity that enhances or maintains physical fitness, health and wellness
Physical activity
Any bodily movement produced by skeletal muscles that requires energy expenditure
Physical fitness A state of good health and well-being of an individual

Planes Refer to a diagonal, horizontal, vertical, rotational

Preventive Activities that help avoid injuries

activities
Promotional
A careful plan for spreading the word about a product or service to stakeholders and the broader public.
strategies
Psychological
Mental, emotional, or behavioural consequence.
impact
Psychosocial Individual and social factors influencing participation, performance, adherence and well-being in sports and exercise

Pull Exert force on object to move it towards source of force

Punch Use forceful actions with various body parts – hands, feet knees, elbows.

Push Try to move away by pressure.

Recreation
Teaching sports and other related activities as leisure pursuits.
instruction
Rehabilitative
Activities designed to restore something to its former condition.
activities
Rhythmic routine Is an activity that helps us express our feeling to a person and the objects used.

Ring Is one of the many implements that can be used in rhythmic routines.

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Risk assessment Assessment of threats, problems and other concerns that may arise in an event.

Run Move fast by using the feet, with one foot off the ground at any given time

GLOSSARY

Safety awareness Knowledge of safety issues and of potential hazards to reduce risk and threat to life

Self-efficacy Belief in one’s ability to complete a task or reach one’s goal.

Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and
training
Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide

Slash Longer movements but powerful like punches (picture a slashing sword)

Slide Step to the side, close with other foot, step to the side again, close with other…

The need to equip the learner with skills to manage the demands of one’s study and training through integral formation. This is
Sport-life balance
significant to an athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.

Stress Anything that poses threat or challenge to body and/or mind.

Stretch Extend the limbs or muscles, or the entire body.

Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to
Stretching
improve the muscle’s felt elasticity and achieve comfortable muscle tone.
Sway Swing unsteadily; rock by moving back and forth sideways.

Swing Move or walk in a to and fro or swaying manner.

Is a dance which refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare
Tiklos
the soil for planting
Time Refers to slow, slower, slowest/fast, faster, fastest.

Tumbang Preso Is the game that will test your skills in running, walking, and dodging in slow and fast pace in varying directions.

Turn Partial or full rotation of the body while shifting the base of support (spin to make yourself dizzy)

Twist Rotate body or body parts around a stationary base (twist upper body back and forth, keep feet still)

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Waist level Is dribbling the ball on the waist level/waist and knee in between. Waist level

Walk Using the feet to advance the steps.

CODE BOOK LEGEND

Sample: PE2PF-IIa-h-14

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and

Strand/ Subject or Physical Education
Specialization Body Management EL
First Entry PE2

Grade Level Grade 2

Movement Skills MS

Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF

-
Physical Fitness PF
Roman Numeral
*Zero if no specific Quarter Second Quarter II
quarter

Lowercase Letter/s Games and Sports GS

*Put a hyphen (-) in Week Week one to eight a-h

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 K to 12 BASIC EDUCATION CURRICULUM
between
letters to indicate more
than a
specific week
-

Observes correct posture

and body mechanics Rhythms and Dance RD
Arabic Number Competency 14
while performing
movement activities

REFERENCES

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Aquino, Francisca R. Philippine Folk Dances Vols. I, II, III, IV, V and VI . (Manila: National Book Store, 1987)

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Borich, Gary D. Effective Teaching Methods. 5 ed. (New Jersey: Pearson Education, Inc., 2004)
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