Physical Education Grade 4

YUNIT 2ARALIN 6 Agawang PanyoI. Layunin 1. Nakikilala ang mga larong lumilinang sa kasanayan ng bilis at liksi. 2. Naisasagawa nang may pag-unawa ang iba’t ibang gawain o laro na may liksi at bilis. 3. Naipakikita ang kasiyahan, pag-iingat at patas na pakikipaglaro sa kamag- aral.II. Nilalaman Paksa: Mga larong lumilinang sa kasanayan ng bilis at liksi Kasanayan: Bilis, liksi Pagpapahalaga: Pagiging masaya , pag-iingat sa sarili at pagiging isports Sangggunian: PE4 Curriculum Guide Kagamitan: BolaIII. Pamamaraan A. Pang araw–araw na Gawain 1. Pagtsek ng attendance at angkop na kasuotang pampisikal na gawain 2. Pampasiglang Gawain: Ipagawa sa mga bata ang sumusunod: Jumping rope....……………………….16 na bilang Paekis-ekis na pagtakbo……………..16 na bilang 3.Balik Aral: Ipakumpleto ang nakasulat sa kahon. Maaaring isulat sa pisara o manila paper. Kahapon kami ay naglaro ng ________________________. Natutuhan ko na ang mga larong ito ay nagpapaunlad ng__________________________. Nalaman ko na dapat palang gawin_____________ ang mga gawaing pisikal upang laging ___________ ang katawan. 36 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

B. Panimulang Gawain Ipakita sa mga mag-aaral ang mga gawaing pisikal na nasa larawan (ang larawan ay makikita sa LM) Itanong ang sumusunod: Ano ang ginawa sa mga bata? Nagagawa mo rin ba ito? Anong kakayahang pisikal ang kailangan mong gawin upang magawa mo ito? Ipagawa sa mga mga-aaral ang Gawain I (Pagbabalik tanaw) Itanong kung ano ang palagian nilang ginagawa sa nabanggit na laro. Itanong kung anong bahagi ng katawan ang ginamit at anong kasanayan ang nalinang nito. C. Panlinang na Gawain Ilahad sa mga mag-aaral ang kahalagahan ng bilis at liksi na mabasa sa LM. Pag-usapan ang mga dapat tandaan kung nagsasagawa ng mga gawaing pisikal. Ilahad ang kasunod na laro. Ihanda ang palaruan at mga kagamitan sa laro Ipabasa ang pamamaraan ng larong nasa LM na “Ipagpatuloy Natin”. Ipaliwanag ito sa mga bata at ipaalala ang mga pag-iingat na dapat gawin sa paglalaro. Pagkatapos ng laro talakayin ang kasanayan na nilinang sa larong isinagawa Maaring pasagutan sa mga bata ang mga tanong na nasa LM. D. Paglalapat Ilahad ang larong Agawang Panyo. Ihanda ang mga kagamitan at ang palaruan. Ipabasa ang pamamaraan ng laro na makikita sa LM. Ipaliwanag ito sa mga bata at ipaalaala ang pagiging isport sa pakikipaglaro. Ipalaro ang Agawang Panyo sa Gabay Mo. Pagkatapos ng paglaro, talakayin ang kasanayan na nalinang sa larong isinasagawa. E. Paglalagom Gabayan ang mga bata upang makabuo ng paglalahat. Maaaring magtanong upang makabuo ng kaisipan na dapat tandaan. 37 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

IV. Pagtataya Ipasagot sa mga mag-aaral ang Gawain na nasa LM “Suriin Natin”V. Takdang-aralin Ipagawa ang gawain sa LM. 38 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

YUNIT 2ARALIN 7 Agawang BaseI. Layunin1. Natatalakay ang larong Agawang Base at natutukoy ang kahalagahan ng laro sa pagpapaunlad ng mga sangkap ng physical fitness2. Naisasagawa nang maingat ang mga gawaing pisikal sa paglalaro ng habulan3. Naipakikita ang kasiyahan na puno ng enerhiya at tiyaga, paggalang sa kapwa at patas na pakikipaglaroII. Nilalaman Paksa: Invasion Game na Agawang Base Kasanayan: Bilis at Liksi Pagpapahalaga: Masiglang pakikilahok sa laro na may pag-iingat at tapat sa kapwa kalaro. Sanggunian: PE 4 Curriculum Guide, Aklat sa PE Kagamitan: Puno, Upuan, PalaruanIII. PamamaraanA. Pang-araw-araw na Gawain 1. Pag tsek ng attendance at angkop na kasuotan 2. Pampasiglang Gawain Ipagawa sa mga bata ang mga pampasiglang gawain na ginawa sa mga nakaraang aralin.B. Panimulang Gawain 1. Hikayatin ang mga bata na magbigay ng mga gawaing-bahay na nagpapakita ng bilis at liksi. 2. Itanong sa mga mag-aaral kung bakit kailangang isagawa nang palagian ang mga gawaing pisikal. C. Panlinang na Gawain 1. Ipabasa at talakayin ang mga pamamaraan ng paglaro ng Agawang Base. 2. Pag-usapan ang mga dapat tandaan kung nagsasagawa ng mga gawaing pisikal. 39 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

3. Ipagawa sa mga mag-aaral ang mabilisang pagtakbo na paekis-ekis at pabalik- balik. 4. Itama ng guro ang mga galaw ng mga mag-aaral kung may mali sa isinasagawa. 5. Itanong sa mga mag-aaral kung nasisiyahan sila sa pagsasagawa ng kilos at bakit. 6. Itanong sa mga mag-aaral kung anong bahagi ng katawan ang ginamit sa isinagawang laro. D. Paglalapat Ipalaro sa mga mag-aaral ang Agawang Base. Ipaalala na mas mabuti na bago magsimula sa pagsasagawa ng anumang gawaing pisikal, isagawa muna ang warm-up upang maiwasang mapinsala ang kalamnan. E. Paglalagom Tanungin ang mga mag-aaral kung ano ang mga sangkap ng physical fitness na nagamit sa Agawang Base.IV. Pagtataya Palagyan ng tsek (P) ang bawat kolum kung nagawa nila ang mga ito. Mahina Katamtaman Mabilis Pagtakbo nang mabilis Maliksing pag-iwas na mataya Paghuli ng kalaban Pagligtas ng kakampiV. Takdang-aralin Ipasanay sa mga mag-aaral ang larong Agawang Base para sa paligsahan. Ipagawa ang Gawain sa LM. 40 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

YUNIT 2 Lawin at Sisiw ARALIN 8I. Layunin1. Natatalakay ang pinanggalingan ng larong Lawin at Sisiw at ang mga alintuntunin at mga kasanayan nito.2. Nakapaglalarawan ng mga alituntunin at kasanayan sa laro ayon sa pamantayan.3. Nakasusunod sa wastong paraan ng laro na may pag-iingat at naipakikita ang sportsmanship sa paglalaro.II. Nilalaman Paksa: Invasion Game – Larong Lawin at Sisiw Kasanayan: Paggalaw nang mabilis at maliksi, koordinasyon ng pangkat Pagpapahalaga: Determinasyon at disiplina sa sarili Sanggunian: PE 4 Curriculum Guide, Aklat sa PE Kagamitan sa pagtuturo: Mga larawan, panyo III. PamamaraanA. Pang-araw-araw na Gawain1. Pagtsek ng attendance at angkop na kasuotan2. Pampasiglang Gawain Ipagawa ang pampasiglang gawain na ibinigay sa mga unang aralin. Maaaring baguhin o dagdagan.3. Balik-aral: Itanong sa mga mag-aaral ang sumusunod: Nasisiyahan ba kayo sa mga ginawa natin noong nakaraan? Ano-anong mga sangkap ng physical fitness ang iyong napaunlad? Dapat bang panatilihing malakas ang katawan? Bakit? Naisulat mo ba sa iyong Fitness Diary ang natutuhang kasanayan sa larong Agawang Base?B. Panimulang GawainAng gawaing ito ay nakapagpapaalala sa mga bata sa mga nakikita onaranasang mga gawain. 41 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Word Puzzle Game Ipakita ang mga larawan ng iba’t ibang laro at mga kagamitan nito. Invasion games tulad ng Lawin at Sisiw, Araw at Gabi, Agawang panyo, Zigzag relay, Agawang Base at iba pa. Itanong sa mga bata kung anong mga laro ang nasa larawan. Ipahanap at pabilugan ang mga salita na tumutugma sa mga laro at mga sangkap ng physical fitness.C. Paglinang na Gawain Gawin ang talakayan sa pamamagitan ng pagpapakita ng sunod-sunod na larawan na nagpapaliwanag sa pinagmulan ng larong lawin at sisiw. Pahalagahan din ang wastong pagsunod sa mga alituntunin at kasanayan nito. Tatalakayin ang mga kaisipan tungkol sa larong Lawin at Sisiw at ang mga alituntunin nito. Ilarawan kung bakit dinagit ng Lawin ang Sisiw.D. Paglalapat Pahanayin ang mga mag-aaral sa anim na hanay. Maglaban-laban ang pangkat 1 at 2, pangkat 3 at 4, pangkat 5 at 6. Sa iyong pangangasiwa, ipasanay sa mga bata ang wastong paraan sa paghawak ng baywang ng kasunod na manlalaro, pag-ilag at paekis-ekis habang naglaro. Ipasubok ang laro para masanay sa pagsunod sa mga alituntunin ng laro.E. Paglalagom Itatanong ng guro ang mga sumusunod: Ano-anong mga kasanayan ang malilinang sa larong ginawa? Ano ang dapat tandaan kapag naglalaro. Sa kasaysayan ng larong Lawin at Sisiw, ano ang ginawa ng Inahing Manok upang mabantayan ang kanyang mga sisiw? 42 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Anong mga estratehiya ang ginamit upang hindi mahablot ng kalaban ang buntot? Batay sa mga naitala ninyong mga kasanayan sa inyong Fitness Diary, may pagbabago ba o mas naipauunlad ba ang mga sangkap ng physical fitness sa larong Lawin at Sisiw? Paano ito nakatulong sa inyo? IV. Pagtataya Ipagawa ang Gawain sa LM na “Suriin Natin.” Palagyan ng tsek ang kolum na naglalarawan ng sagot ng bata. V. Takdang-aralin Isulat sa inyong Fitness Diary ang iyong mga natutuhan na mga kasanayan sa paglaro ng Lawin at Sisiw. 43 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.



Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015 Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ngahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito’y pagkakakitaan. Kabilang sa mgamaaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.” Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ngkarapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at FilipinasCopyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulangpahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upangmakuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga may-akda ang karapatang-aring iyon. Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaadlamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindinakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mgatagapaglathala at sa mga may-akda. Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa [email protected] ang mga may-akda at tagapaglathala.Inilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin A. Luistro FSCPangalawang Kalihim: Dina S.Ocampo, PhD Mga Bumuo ng Patnubay ng GuroEdukasyong Pangkatawan Punong Tagapamahala: Jenny Jalandoni Bendal Konsultant: Salve A. Favila, PhD Mga Tagasuri ng Nilalaman: Lordinio A.Vergara, Jo-ann G.Grecia, at Rachelle U. Peneyra Mga Manunulat: Grace M. Forniz , Ruby TN Jimeno, Sonny F. Menese Jr., Teresita T. Evangelista, Genia V.Santos PhD, Julia B. Sabas, Rhodora B.Peña, at Amphy B. Ampong Mga Tagasuri ng Wika: Norbert C. Lartec, PhD, Jane K. Lartec, PhD, at Crisencia G. Saludez Mga Gumuhit ng Larawan: Gerardo G. Lacdao, Joselito P. Loresto, Niles S. Arguelles, Elvin Neal B. Bersamira, at Jason O. Villena Naglayout: Mark Anthony E. Jalandoni at Mickey C. AcordaEdukasyong Pangkalusugan Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A. Konsultant: Evelina M. Vicencio, PhD Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum Mga Tagapag-ambag: Mila Taño, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD, at Marie Fe B. Estilloso Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette Paunan, Jennifer Quinto, at Giselle Ramos Tagasuri ng Wika: Michael De la Cerna Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria Naglayout: Ester Daso at Mickey C. Acorda Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Pambungad Edukasyong Pangkatawan Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong Pangkatawan ay nilalaan para sa inyong mga guro na magtuturo o mangangasiwa ng asignaturang ito. Ang patnubay na ito ay pinapaunlad upang makatulong sa pagsasakatuparan ang kurikulum ng Ikaapat na Baitang at makapaglaan ng sapat na competencies sa pagtuturo ng asignatura. Sa pamamagitan ng patnubay na ito tiyak na magiging panatag sa pagtugon ng mga ninanais na pamantayan o standards na siyang nakasaad sa kurikulum. Edukasyong Pangkalusugan Magandang Buhay mga Guro! Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health Curriculum Guide ng K to 12 Enhanced Basic Education Program. Ang pagkakaroon ng maayos at malusog na pangangatawan ay mai- tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri- syon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na makukuha sa mga hindi ligtas na pagkain. Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan ang kalusugan ng mga bata. Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upa- ng mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang buhay. Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa kanilang pagkatuto. iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

TALAAN NG MGA NILALAMAN Edukasyong PangkatawanYUNIT III PAGPAPATULOY SA PAGPAPAUNLAD NG PHYSICAL FITNESSAralin 1 Pahina Balik-tanaw sa mga Sangkap ngAralin 2 Physical Fitness.....................………….................................. 44Aralin 3Aralin 4 Paglinang ng Flexibility..............................…………............... 47Aralin 5Aralin 6 Paglinang ng Koordinasyon..........................……................... 50Aralin 7Aralin 8 Rhythmic Interpretation...................................................……. 53 Likhang Sayaw....................................................….……........ 56 Pangunahing Kaalaman sa Sayaw na Liki.............………...... 59 Kasanayan sa Pasayaw ng Liki.............................................. 62 Liki: Ang Katutubong Sayaw Mula sa Negros Occidental..................................................... 66 v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum GuidePHYSICAL EDUCATION (Grade 1 to Grade 10) December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CURRICULAR FRAMEWORKK 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 self-monitoring 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 activityparticipation 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 isimportant so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view thatfitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. Thiscurricular 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 ofunderstanding 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 advocatingtheir own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live anactive 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.K to 12 Physical Education Curriculum Guide December 2013 Page 2 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMLearning 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 andvariety 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 andmonitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This impliesthe provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skillsnecessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities. 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 doingit; 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 Kto 12 PE Curriculum aspires for the learners to develop.Learning StrandsThe 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 physicalactivities.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 otherdance 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, thehealth 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 andcontributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.K to 12 Physical Education Curriculum Guide December 2013 Page 3 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM. A graduate who lives an active life for fitness and lifelong health PHYSICAL LITERACY Fundamental Fundamental Activity-specificMovement Skills Motor skills Activity Body Management Rhythms & Dances Games & SportsK ----1---2---3---4---5---6---7---8----9---10---11---12Activity-Based Developmentally Standard Integrated Inclusive Appropriate based MOVE TO LEARN, LEARN TO MOVE Page 4 of 69 Figure 1. The Conceptual Framework of Physical EducationK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMLearning Area StandardThe learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitnessand healthKey Stage StandardsStrands 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 for active movement and fitness physical activity behaviors in participation in various for active participation in various achieving an active lifestyle. physical activities. physical activities.Body Management Movement Skills Physical FitnessGames and SportsRhythms and DanceK to 12 Physical Education Curriculum Guide December 2013 Page 5 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE LEVEL STANDARDSGrade Level Grade Level StandardsGrade 1Grade 2 The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation inGrade 3 enjoyable physical activities.Grade 4 The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physicalGrade 5 activities.Grade 6Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.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.K to 12 Physical Education Curriculum Guide December 2013 Page 6 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1a - Scope and Sequence of Physical Education from Grades 1-3Key Stage 1 Strands Q1 Q2 Q3 Q4 Grade Level Body Awareness Space Awareness Qualities of Effort Relationships GRADE 1 Body management Movement skills Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics. GRADE 2 Rhythms and dance Games and sports Body Shapes and Body Locations, Directions, Time, Force and Flow Person, Objects, Sound GRADE 3 Physical fitness Actions Levels, Pathways and and Environment Body management Planes Movement skills Rhythms and dance Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances, Games and sports rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races Physical fitness Body Shapes and Body Locations, Directions, Time, Force and Flow Person, Objects, Sound Body management Actions Levels, Pathways and and Environment Movement skills Rhythms and dance Planes Games and sports Physical fitness Participation in enjoyable and challenging activities in different locomotor, non- locomotor and 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.K to 12 Physical Education Curriculum Guide December 2013 Page 7 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1a - Scope and Sequence of Physical Education from Grades 4-6Key Stage 2 Strands Q1 Q2 Q3 Q4 Grade Level GRADE 4 Physical fitness Health-Enhancing Fitness 1 Games and sports GRADE 5 Assessments of physical activities and physical fitness (Health-related and skill-related) Rhythms and dance GRADE 6 Target games, Invasion games Physical fitness striking/fielding games, Games and sports Folk, indigenous, ethnic, traditional and creative dances Rhythms and dance Health-Enhancing Fitness 2 Assessments of physical activities and physical fitness (Health-related and skill-related) Physical fitness Games and sports Target games, Invasion games Wall/net games, invasion games striking/fielding games Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances Health-Enhancing Fitness 3 Assessments of physical activities and physical fitness (Health-related and skill-related) Target games, Invasion games striking/fielding games Folk, indigenous, ethnic, traditional and creative dancesNote: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive incontext.K to 12 Physical Education Curriculum Guide December 2013 Page 8 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1d - Scope and Sequence of Physical Education from Grades 7-10Key Stage 3 Strands Q1 Q2 Q3 Q4 Grade Level GRADE 7 Physical fitness Personal Fitness Games and sports GRADE 8 Rhythms and dance Exercise programs: Training Guidelines, FITT Principle Endurance and Muscle-and bone- strengthening activities GRADE 9 Physical fitness Individual and Dual sports Games and sports GRADE 10 Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances Family and School Fitness Physical fitness Games and sports Physical activity programs: Training Guidelines, FITT Principle Rhythms and dance Endurance and Muscle-and bone- strengthening activities Team Sports Physical fitness Folk dances with Asian Games and sports influence Rhythms and dance Community Fitness Lifestyle & Weight Management (Physical activities and eating habits) Sports officiating Active Recreation (indoor & outdoor) Social, ballroom dances and Festival dances Societal Fitness Lifestyle & Weight Management (Physical activities and eating habits) Active Recreation (Sports) Active Recreation (Other dance forms-Hip-hop, 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.K to 12 Physical Education Curriculum Guide December 2013 Page 9 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Table 1d - Scope and Sequence of Physical Education and Health from Grades 11-12Grade Level Strands Semester 1 Semester 2 GRADE 11 Fitness/Exercise Q1 Q2 Q3 Q4 GRADE 12 Sports HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2) Aerobic, muscle and bone-strengthening activities Individual, dual and team sports HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4) Dance Traditional, contemporary, ethnic, folk and social dances Recreation Aquatic and mountaineering activitiesNote: Students can elect from the menu of physical activity coursesK to 12 Physical Education Curriculum Guide December 2013 Page 10 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMTIME ALLOTMENT FOR PHYSICAL EDUCATION Grade Level Time Allotment Kindergarten Integrated with other subject areas Grades 1 – 6Grades 7 – 10 40 minutes / weekGrades 11 – 12 60 minutes / week 120 minutes / weekK to 12 Physical Education Curriculum Guide December 2013 Page 11 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 1CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS The learner . . . MATERIALSFIRST QUARTER /FIRST GRADING PERIOD The learner . . . The learner . . . Misosa IV- M4 Misosa IV- M4Body Awareness demonstrates understanding performs with coordination 1. describes the different parts of PE1BM-Ia-b-1 awareness of body parts in enjoyable movements on the body and their movements Misosa IV- M1(Different body parts preparation for participation body awareness . through enjoyable physical PE1BM-Ic-d-2 Page 12 of 69and their movements) in physical activities. activities PE1BM-Ie-f-3 PE1BM-Ig-h-4 2. creates shapes by using PE1PF-Ia-h-1 different body parts 3. shows balance on one, two, three, four and five body parts 4. exhibits transfer of weight 5. recognizes the importance of participating in fun and enjoyable physical activities 6. engages in fun and enjoyable physical activities with coordination Suggested learning activities PE1PF-Ia-h-2  action songs  singing games  simple games  chasing and fleeing games  mimeticsSECOND QUARTER/ SECOND GRADING The learner . . . The learner . . .Space Awareness demonstrates understanding performs movement skills in a 7. identifies locomotor skills PE1BM-IIa-b-5 of space awareness in given space with coordination.(Moving in different preparation for participation indirections at spatial physical activities.levels)K to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE1BM-IIc-e-6 MATERIALS PE1BM-IIf-h-7 Misosa IV- M1 8. demonstrates moving within a PE1PF-IIa-h-2 Misosa IV- M1 group without bumping or PE1PF-IIa-h-3 falling using locomotors skills 9. executes locomotor skills while moving in different directions at different spatial levels 10. engages in fun and enjoyable physical activities with coordination 11. illustrates/demonstrate acceptable responses to challenges, successes, and failures during participation in motor fitness activities 12. demonstrates acceptable responses to challenges, successes, and failures during participation in physical activities Suggested learning activities PE1PF-IIa-h-4  action songs  singing games  simple games  chasing and fleeing games  mimeticsTHIRD QUARTER/ THIRD GRADINGQualities of Effort The learner . . . The learner . . . 13.describes the difference between slow and fast, heavy demonstrates understanding performs movements of and light, free and bound PE1BM-IIIa-b-8 varying qualities of effort movements(Slow and fast, heavy of qualities of effort in with coordination. preparation for participationand light, free andbound movements) in physical activities. 14. demonstrates contrast between slow and fast speeds PE1BM-IIIc-d-9 Misosa IV -M1 while using locomotor skills Page 13 of 69K to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS PE1BM-IIIe-f-10 15. demonstrates the difference PE1BM-IIIg-h-11 between heavy and light while PE1PF-IIIa-h-2 moving PE1PF-IIIa-h-6 PE1PF-IIIa-h-7 16. demonstrates the difference PE1PF-IIIa-h-8 between free and bound PE1PF-IIIa-h-9 17. demonstrates the difference between free and bound 18. engages in fun and enjoyable physical activities 19. enumerates the characteristics of a good team player 20. differentiates sharing from cooperating 21. demonstrates the characteristics of sharing and cooperating in physical activities Suggested learning activities  action songs  singing games  simple games  chasing and fleeing games  mimeticsFOURTH QUARTER/ FOURTH GRADINGMovement The learner . . . The learner . . . 22. identifies movement PE1BM-IVa-b-12 relationships PE1BM-IVc-e-13Relationships demonstrates understanding performs movements in relation to a stationary or 23. demonstrates relationship of PE1BM-IVf-h-14(Relationship to a of relationships of movement moving object/person with movement skills in preparation for coordination. PE1PF-IVa-h-2 24. performs jumping over amoving or stationary participation in physical stationary object several times Misosa VI -M1object/person) activities in succession, using forward- Page 14 of 69 and- back and side-to-side movement patterns 25. engages in fun and enjoyable physical activitiesK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE1PF-IVa-h-9 MATERIALS PE1PF-IVa-h-10 26. shows interest in participating in physical activities 27. follows simple instructions and rules 28. enjoys participating in physical activities Suggested learning activities PE1PF-IVa-h-11  action songs  singing games  simple games  chasing and fleeing games  mimeticsK to 12 Physical Education Curriculum Guide December 2013 Page 15 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 2CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner . .FIRST QUARTER /FIRST GRADING PERIOD The learner . . . 1. describes body shapes and actions 2. demonstrates body shapes and actionsBody Shapes The learner . . . performs body shapes and PE2BM-Ia-b-1 actions properly. 3. creates body shapes and actions PE2BM-Ic-d-(Straight, curled, wide demonstratesand twisted) and 4. demonstrates momentary stillness in 15 PE2BM-Ie-f-2Body Actions understanding of body symmetrical and asymmetrical shapes(Walking, standing, shapes and body using body parts other than both feet as a PE2BM-Ig-h- Misosa V -M1 base of support 16sitting) actions in preparation 5. demonstrates movement skills in response for various movement to sound and music activities 6. exhibits correct body posture PE2MS-Ia-h-1 PE2PF-Ia-h- Misosa VI M1-M5 12 7. assesses body posture PE2PF-Ia-h- 8. engages in fun and enjoyable physical 13 activities PE2PF-Ia-h-2 Suggested learning activities  movement skills activities (locomotor, non- locomotor and manipulative skills)  folk dances (Alitaptap/Rabong)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays and racesK to 12 Physical Education Curriculum Guide December 2013 Page 16 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS PE2BM-IIa-b-SECOND QUARTER/ SECOND GRADING 17 Misosa IV -M1Locations (Behind, inTh The learner . . . ThThe learner. . . 9. describes movements in a location, PE2BM-IIc-h-front, under, over, 18 direction, level, pathway and planepersonal space, demonstrates performs movements PE2MS-IIa-h- 10. moves in: 1general space) understanding of accurately involvingDirections (linear- locations, directions, locations, directions,  personal and general space PE2PF-IIa-h-  forward, backward, and sideward 14forward and backward, levels, pathways and levels, pathways andlateral- sideward, and planes planes. directions  high, middle, and low levelsmulti-directional)  straight, curve, and zigzag pathways  diagonal and horizontal planesLevels (High, middle, 11. demonstrates movement skills in responselow) Pathways to sounds and music(Straight, curved,zigzag) and Planes 12. observes correct posture and body mechanics while performing movement(Diagonal, horizontal, activitiesvertical, and rotational) 13. engages in fun and enjoyable physical activities Suggested learning activities PE2PF-IIa-h-2  movement skills activities (locomotor, non- locomotor and manipulative skills)  folk dances  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  relays and races THIRD QUARTER/ THIRD GRADINGTime (slow, slower, The learner . . . The learner . . . 14. describes movements in a location, PE2BM-IIIa-slowest/fast, faster, direction, level, pathway and plane b-17fastest) Force (light, performs movementslighter, demonstrates accurately involving time, 15. moves: PE2BM-IIIc-h-lightest/strong, understanding of force, and flow. 19stronger, strongest) movement in relation 15.1 at slow, slower, slowest/fast, faster,and Flow to time, force and flow fastest pace(smoothness of 15.2 using light, lighter, lightest/strong, stronger, strongest force with smoothnessK to 12 Physical Education Curriculum Guide December 2013 Page 17 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNINGmovement) STANDARDS STANDARDS MATERIALS PE2MS-IIIa- 16. demonstrates movement skills in response h-1 to sound and music PE2PF-IIIa-h- 17. engages in fun and enjoyable physical 2 activities 18. observes correct posture and body mechanics while performing movement activities Suggested learning activities PE2PF-IIIa-h- 14  movement skills activities locomotor, non- locomotor and manipulative skills  folk dances (Alitaptap/Rabong)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays and races FOURTH QUARTER/ FOURTH GRADINGPerson (Individual, The learner . . . The learner . . . 19. familiarizes in various movement activities PE2BM-IV-a-pair, group), Objects b-20(ribbon, hoop, balls, demonstrates involving person, objects, music and Misosa V -M1and any available understanding ofindigenous/improvised movement activities performs movement environmentmaterials), Sound, relating to person, activities involving person,Environment objects, music and 20. moves:(indoor and outdoor environment objects, music andsettings) environment correctly 20.1 individually, with partner, and with group 20.2 with ribbon, hoop, balls, and any PE2BM-IV-c- Misosa V -M1 available indigenous/improvised h-21 materials 20.3 with sound 20.4 in indoor and outdoor settings 21. demonstrates movement skills in response PE2MS-IV-a- to sound h-1 22. engages in fun and enjoyable physical PE2PF-IV-a- activities h-2 23. observes correct body posture and body PE2PF-IV-a- Misosa VI -M1 mechanics while performing movement h-14 activitiesK to 12 Physical Education Curriculum Guide December 2013 Page 18 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS Suggested learning activities  movement skills activities locomotor, non- locomotor and manipulative skills  folk dances (Alitaptap/Rabong)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials) relays and racesK to 12 Physical Education Curriculum Guide December 2013 Page 19 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 3CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner . . . PE3BM-Ia-b-1FIRST QUARTER /FIRST GRADING PERIOD The learner . . . 1. describes body shapes and PE3BM-Ic-d-15 Page 20 of 69 actions PE3BM-Ie-f-2Body Shapes The learner . . . performs body shapes and 2. performs body shapes and PE3BM-Ig-h-16 actions properly. actions PE3MS-Ia-h-1(Straight, curled, wide 3. creates body shapes and actions PE3PF-Ia-h-15and twisted) and demonstrates PE3PF-Ia-h-16 4. demonstrates momentaryBody Actions understanding of body stillness in symmetrical and PE3PF-Ia-h-2(Walking, standing, shapes and body actions asymmetrical shapes using body parts other than both feet as asitting) in preparation for various base of support movement activities 5. demonstrates movement skills in response to sounds and music 6. identifies conditioning and flexibility exercises that will improve posture 7. performs conditioning and flexibility exercises that will improve body posture 8. engages in fun and enjoyable physical activities Suggested learning activities  movement skills activities (locomotor, non-locomotor and manipulative skills)  folk dances (Tiklos/Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games corrective exercisesK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSSECOND QUARTER/ SECOND GRADINGLocations (Behind, The learner . . . The learner . . . The learner . . .in front, under, over, performs movements 9. describes movements in apersonal space, demonstrates accurately involving locations, location, direction, level, pathway PE3BM-IIa-b-17 directions, levels, pathways and planegeneral space) understanding of and planes.Directions (linear- locations, directions, 10. moves in:forward and levels, pathways andbackward, lateral- planessideward, and multi-  personal and general space  forward, backward, anddirectional) Levels sideward directions(High, middle, low)  high, middle, and low levels PE3BM-IIc-h-18  straight, curve, and zigzagPathways (Straight, PE3MS-IIa-h-1 Misosa IV-M1curve, zigzag) and pathways PE3PF-IIa-h-15 Misosa V-M1  diagonal and horizontal PE3PF-IIa-h-16 Misosa VI-M5Planes (Diagonal,horizontal, vertical, planes PE3PF-IIa-h-2and rotational) 11. demonstrates movement skills in response to sound 12. identifies conditioning and flexibility exercises that will improve body mechanics 13. performs conditioning and flexibility exercises that will improve body mechanics 14. engages in fun and enjoyable physical activities Suggested learning activities  movement skills activities (locomotor, non-locomotor and manipulative skills)  folk dances (Tiklos/ Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games corrective exercisesK to 12 Physical Education Curriculum Guide December 2013 Page 21 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSTHIRD QUARTER/ THIRD GRADINGTime (slow, slower, The learner . . . The learner . . . 15. describes movements in a PE3BM-IIIa-b-17 Misosa IV-M1slowest/fast, faster, location, direction, level, performs movements pathway and planefastest Force (light, demonstrates accurately involving time, force, and flow. 16. moves:lighter, understanding oflightest/strong, movement in relation to  at slow, slower, slowest/fast, faster, fastest pacestronger, strongest) time, force and flowand Flow  using light, lighter, PE3BM-IIIc-h-19(smoothness of lightest/strong, stronger, strongest force with PE3MS-IIIa-h-1movement) smoothness PE3PF-IIIa-h-2 17. demonstrates movement skills PE3PF-IIIa-h-15 Misosa V-M1 in response to sound 18. engages in fun and enjoyable physical activities 19. identifies conditioning and flexibility exercises that will improve body mechanics 20. performs conditioning and flexibility exercises that will improve body mechanics Suggested learning activities PE3PF-IIIa-h-16 Misosa V-M1  movement skills activities locomotor, non-locomotor and Misosa IV-M5 manipulative skills Page 22 of 69  folk dances (Tiklos/ Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games  corrective exercisesFOURTH QUARTER/ FOURTH GRADINGPerson (Invidual, The learner . . . The learner . . . The learner . . . PE3BM-IV-a-b-pair, group) Objects performs movement activities 20 21. participates in various movement(ribbon, hoop, balls, demonstrates activities involving person,K to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSand any available PE3BM-IV-c-h-indigenous/improvised understanding of involving person, objects, objects, music and environment 21materials), Sound and movement activities music and environment 22. moves:Environment (indoor relating to person, correctly PE3MS-IV-a-h-1and outdoor settings) objects, music and PE3PF-IV-a-h-2 environment  individually, with partner, and PE3PF-IV-a-h-15 with group  with ribbon, hoop, balls, and any available indigenous/improvised materials  with sound  in indoor and outdoor settings 23. demonstrates movement skills in response to sounds and music 24. engages in fun and enjoyable physical activities 25. identifies conditioning and flexibility exercises that will improve posture 26. performs conditioning and flexibility exercises that will improve body mechanics Suggested learning activities PE3PF-IV-a-h-16  movement skills activities locomotor, non-locomotor and manipulative skills  folk dances (Tiklos/Kunday-kunday)  rhythmic routines (ribbon, hoop, balls, and any available indigenous/improvised materials)  lead up, organized and indigenous games corrective exercisesK to 12 Physical Education Curriculum Guide December 2013 Page 23 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 4CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTER /FIRST GRADING PERIOD The learner . . . Page 24 of 69Assessment of The learner . . . The learner . . . participates and assesses 1. describes the physical activityphysical demonstrates performance in physical pyramid PE4PF-Ia-16activities and activities. 2. explains the indicators for PE4PF-Ia-17 fitness PE4PF-Ib-h-18physical fitness understanding of assesses physical fitness 3. assesses regularly participation participation and in physical activities based on PE4GS-Ib-1 physical activity pyramid PE4GS-Ib-2 assessment of physical 4. explains the nature/background PE4GS-Ib-h-3 of the games PE4GS-Ic-h-4Target games activities and physical PE4PF-Ib-h-19 5. describes the skills involved in PE4PF-Ib-h-20(Tumbang preso, fitness the games PE4PF-Ia-21 PE4PF-Ib-h-22tamaang- 6. observes safety precautionstao/batuhang bola, 7. executes the different skillstatsing), involved in the gamestriking/fielding 8. recognizes the value ofgames participation in physical activities(syato/,basagang 9. displays joy of effort, respect forpalayok, kickball) others and fair play during participation in physical activitiesNote: Games arenot limited to the 10. explains health and skill relatedabove listed fitness componentsactivities 11. identifies areas for improvementSECOND QUARTER/ SECOND PERIOD The learner . . . The learner . . .Assessment of participates and assesses 12. describes the Philippines PE4PF-IIa-16physical demonstrates performance in physical physical activity pyramid PE4PF-IIa-17 activities. PE4PF-IIb-h-18activities and understanding of 13. explains the indicators for PE4GS-IIb-1 assesses physical fitness fitnessphysical fitness participation in and assessment of physical 14. assesses regularly participation in physical activities based onInvasion games activities and physical physical activity pyramid(agawan base, fitness 15. explains the nature/backgroundK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSlawin at sisiw, of the games PE4GS-IIb-2 Page 25 of 69agawan panyo) PE4GS-IIb-h-3 16. describes the skills involved in PE4GS-IIc-h-4 Note: Games are the games PE4PF-IIb-h-19 not limited to the above listed 17. observes safety precautions PE4PF-IIb-h-20 activities 18. executes the different skills PE4PF-IIa-21 involved in the game PE4PF-IIb-h-22 19. recognizes the value of participation in physical activities 20. displays joy of effort, respect for others and fair play during participation in physical activities 21. explains health and skill related fitness components 22. identifies areas for improvementTHIRD QUARTER / THIRD GRADINGAssessment of The learner . . . The learner . . . 23. describes the Philippines PE4PF-IIIa-16 physical activity pyramid PE4PF-IIIa-17physical demonstrates participates and assesses performance in physical 24. explains the indicators for PE4PF-IIIb-h-18activities and understanding of activities. fitnessphysical fitness participation and PE4GS-IIIb-1 assesses physical fitness 25. assesses regularly participation PE4GS-IIIb-2Folk (Liki/Ba- assessment of physical in physical activities based on PE4GS-IIIb-h-3 activity and physical physical activity pyramidIngles), fitness 26. explains the nature/backgroundindigenous, of the danceethnic, 27. describes the skills involved in the dancetraditional andcreative dances 28. observes safety precautionsNote: Dances 29. executes the different skills PE4GS-IIIc-h-4available in the involved in the dance PE4PF-IIIb-h-19area can be PE4PF-IIIb-h-20selected. 30. recognizes the value of participation in physical activities PE4PF-IIIa-21 K to 12 Physical Education Curriculum Guide December 2013 31. displays joy of effort, respect for others during participation in physical activities 32. explains health and skill related fitness components All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE4PF-IIIa-22 MATERIALSAssessment of The learner . . .physical demonstrates 33. identifies areas for improvement PE4PF-IVa-16activities and understanding of PE4PF-IVa-17physical fitness participation and FOURTH QUARTER/ FOURTH PERIOD assessment of physical PE4PF-IVb-h-18Folk (Liki/Ba- activity and physical The learner . . . 34. describes the PhilippinesIngles), fitness physical activity pyramid PE4RD-IVb-1indigenous, PE4RD-IVb-2ethnic, participates and assesses 35. explains the indicators for PE4RD-IVb-h-3traditional and performance in physical PE4RD-IVc-h-4creative dances fitness PE4PF-IVb-h-19 activities. PE4PF-IVb-h-20 Note: Dances 36. assesses regularly participation PE4PF-IVa-21 available in the PE4PF-IVb-h-22 area can be assesses physical fitness in physical activities based on selected. Philippines physical activity pyramid 37. explains the nature/background of the dance 38. describes the skills involved in the dance 39. observes safety precautions 40. executes the different skills involved in the dance 41. recognizes the value of participation in physical activities 42. displays joy of effort, respect for others during participation in physical activities 43. explains health and skill related fitness components 44. identifies areas for improvementK to 12 Physical Education Curriculum Guide December 2013 Page 26 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 5CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS The learner . . . PE5PF-Ia-16FIRST QUARTER /FIRST GRADING PERIOD 1. describes the Philippines physical PE5PF-Ia-17 Page 27 of 69 activity pyramid PE5PF-Ib-h-18Assessment of The learner . . . The learner . . . 2. explains the indicators for fitness PE5GS-Ib-1physical activity 3. assesses regularly participation in PE5GS-Ib-2 physical activities based on the PE5GS-Ib-h-3and physical demonstrates participates and assesses Philippines physical activity PE5GS-Ic-h-4fitness understanding of performance in physical pyramid PE5PF-Ib-h-19 participation and activities. PE5PF-Ib-h-20Target games assessment of physical 4. explains the nature/background PE5PF-Ia-21(Tumbang preso, activity and physical assesses physical fitness of the games PE5PF-Ib-h-22tamaang- fitnesstao/batuhang 5. describes the skills involved inbola, tatsing), the gamesstriking/fielding 6. observes safety precautionsgames 7. executes the different skills involved in the game(syato/,basagangpalayok, kickball) 8. recognizes the value of participation in physical activitiesNote: Games arenot limited to the 9. displays joy of effort, respect forabove listed others and fair play duringactivities participation in physical activities 10. explains health and skill related fitness components 11. identifies areas for improvementSECOND QUARTER / SECOND GRADING The learner . . . The learner . . .Assessment of participates and assesses 12. describes the Philippines PE5PF-IIa-16 performance in physical physical activity pyramid PE5PF-IIa-17physical activities.activities and demonstrates 13. explains the indicators for PE5PF-IIb-h-18 assesses physical fitness fitnessphysical fitness understanding of 14. assesses regularly participation participation in and in physical activities based on assessment of physical the Philippines physical activity pyramidInvasion games activity and physical(agawan base, fitnessK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE5GS-IIb-1 MATERIALSlawin at sisiw, PE5GS-IIb-2agawan panyo) 15. explains the nature/background PE5GS-IIb-h-3 Page 28 of 69 of the games PE5GS-IIc-h-4 Note: Games are PE5PF-IIb-h-19 not limited to the 16. describes the skills involved in PE5PF-IIb-h-20 above listed the games PE5PF-IIa-21 activities PE5PF-IIb-h-22 17. observes safety precautions PE5PF-IIIa-16 18. executes the different skills PE5PF-IIIa-17 involved in the game PE5PF-IIIb-h-18 19. recognizes the value of participation in physical activities PE5RD-IIIb-1 PE5RD-IIIb-2 20. displays joy of effort, respect for PE5RD-IIIb-h-3 others and fair play during PE5RD-IIIc-h-4 participation in physical activities PE5PF-IIIb-h-19 21. explains health and skill related fitness components 22. identifies areas for improvementTHIRD QUARTER/ THIRD PERIODAssessment of The learner . . . The learner . . . 23. describes the Philippines physical activity pyramidphysical participates and assesses performance in physical 24. explains the indicators foractivities and demonstrates activities. fitnessphysical fitness understanding of assesses physical fitness 25. assesses regularly participation in physical activities based on participation and the Philippines physical activity pyramidFolk (Cariñosa/ assessment of physicalPolka sa Nayon), activity and physical 26. explains the nature/backgroundindigenous, fitness of the danceethnic, 27. describes the skills involved in the dancetraditional and 28. observes safety precautionscreative dances 29. executes the different skillsNote: Dances involved in the danceavailable in thearea can be 30. recognizes the value ofselected. participation in physical activitiesK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS PE5PF-IIIb-h-20 31. displays joy of effort, respect for others during participation in PE5PF-IIIa-21 physical activities PE5PF-IIIb-h-22 32. explains health and skill related PE5PF-IVa-16 fitness components PE5PF-IVa-17 33. identifies areas for improvement PE5PF-IVb-h-18FOURTH QUARTER/ FOURTH PERIOD PE5RD-IVb-1 PE5RD-IVb-2Assessment of The learner . . . The learner . . . 34. describes the Philippines PE5RD-IVb-h-3 physical activity pyramid PE5RD-IVc-h-4physical participates and assesses PE5PF-IVb-h-19activities and demonstrates performance in physical 35. explains the indicators for activities. fitness PE5PF-IVb-h-20physical fitness understanding of participation and assesses physical fitness 36. assesses regularly participation PE5PF-IVa-21 in physical activities based on PE5PF-IVb-h-22Folk (Cariñosa/ assessment of physical the Philippines physical activityPolka sa Nayon), activity and physical pyramidindigenous, fitness 37. explains the nature/background of the danceethnic,traditional and 38. describes the skills involved in the dancecreative dances 39. observes safety precautionsNote: Dancesavailable in the 40. executes the different skillsarea can be involved in the danceselected. 41. recognizes the value of participation in physical activities 42. displays joy of effort, respect for others during participation in physical activities 43. explains health and skill related fitness components 44. identifies areas for improvementK to 12 Physical Education Curriculum Guide December 2013 Page 29 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 6CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSFIRST QUARTER /FIRST GRADING PERIOD The learner . . . Page 30 of 69Assessment of The learner . . . The learner . . . participates and assesses 1. describes the Philippinesphysical demonstrates performance in physical physical activity pyramid PE6PF-Ia-16activities and activities. 2. explains the indicators for PE6PF-Ia-17 fitnessphysical fitness understanding of assesses physical fitness 3. assesses regularly participation PE6PF-Ib-h-18 participation and in physical activities based on the Philippines physical activity PE6GS-Ib-1 assessment of physical pyramid 4. explains the nature/background PE6GS-Ib-2Target games activity and physical of the games PE6GS-Ib-h-3 PE6GS-Ic-h-4(Tumbang preso, fitness 5. describes the skills involved in PE6PF-Ib-h-19 the games PE6PF-Ib-h-20tamaang- PE6PF-Ia-21tao/batuhang 6. observes safety precautions PE6PF-Ib-h-22bola, tatsing), 7. executes the different skillsstriking/fielding involved in the gamegames 8. recognizes the value of participation in physical activities(syato/,basagangpalayok, kickball) 9. displays joy of effort, respect for others and fair play duringNote: Games are participation in physical activitiesnot limited to theabove listed 10. explains health and skill relatedactivities fitness components 11. identifies areas for improvementSECOND QUARTER/ SECOND PERIODAssessment of The learner . . . The learner . . . 12. describes the Philippines PE6PF-IIa-16 physical activity pyramid PE6PF-IIa-17physical demonstrates participates and assesses PE6PF-IIb-h-18activities and performance in physical 13. explains the indicators for activities. fitnessphysical fitness understanding of participation in and assesses physical fitness 14. assesses regularly participation in physical activities based on assessment of physical the Philippines physical activityInvasion games activities and physicalK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING fitness STANDARDS MATERIALS(agawan base, PE6GS-IIb-1lawin at sisiw, pyramid PE6GS-IIb-2agawan panyo) PE6GS-IIb-h-3 15. explains the PE6GS-IIc-h-4 Note: Games are nature/background of the PE6PF-IIb-h-19 not limited to the games above listed PE6PF-IIb-h-20 activities 16. describes the skills involved in PE6PF-IIa-21 the games PE6PF-IIb-h-22 17. observes safety precautions PE6PF-IIIa-16 PE6PF-IIIa-17 18. executes the different skills PE6PF-IIIb-h-18 involved in the game PE6RD-IIIb-1 19. recognizes the value of PE6RD-IIIb-2 participation in physical activities 20. displays joy of effort, respect for others and fair play during participation in physical activities 21. explains health and skill related fitness components 22. identifies areas for improvementTHIRD QUARTER/ THIRD PERIODAssessment of The learner . . . The learner . . . 23. describes the Philippines physical activity pyramidphysical demonstrates participates and assessesactivities and performance in physical 24. explains the indicators for activities. fitnessphysical fitness understanding of participation and assesses physical fitness 25. assesses regularly participation in physical activities based onFolk (Itik-itik for assessment of physical the Philippines physical activity pyramidgirls and activity and physicalMaglalatik for fitness 26. explains the nature/background of theboys), danceindigenous, 27. describes the skills involved inethnic, the dancetraditional andcreative dancesK to 12 Physical Education Curriculum Guide December 2013 Page 31 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS PE6RD-IIIb-h-3 MATERIALSNote: Dances PE6RD-IIIc-h-4available in the 28. observes safety precautions PE6PF-IIIb-h-19 Page 32 of 69area can beselected. 29. executes the different skills PE6PF-IIIb-h-20 involved in the dance PE6PF-IIIa-21 30. recognizes the value of PE6PF-IIIb-h-22 participation in physical activities PE6PF-IVa-16 PE6PF-IVa-17 31. displays joy of effort, respect for others during participation PE6PF-IVb-h-18 in physical activities PE6RD-IVb-1 32. explains health and skill related PE6RD-IVb-2 fitness components PE6RD-IVb-h-3 PE6RD-IVc-h-4 33. identifies areas for PE6PF-IVb-h-19 improvement PE6PF-IVb-h-20FOURTH QUARTER/ FOURTH PERIODAssessment of The learner . . . The learner . . . 34. describes the Philippinesphysical physical activity pyramid participates and assessesactivities and demonstrates performance in physical 35. explains the indicators forphysical fitness understanding of activities. fitness participation and assesses physical fitness 36. assesses regularly participation in physical activities based onFolk (Itik-itik for assessment of physical the Philippines physical activitygirls and activity and physical pyramidMaglalatik for fitness 37. explains theboys), nature/background of the danceindigenous,ethnic, 38. describes the skills involved in the dancetraditional and 39. observes safety precautionscreative dancesNote: Dances 40. executes the different skillsavailable in the involved in the dancearea can beselected. 41. recognizes the value of participation in physical activities 42. displays joy of effort, respect for others during participationK to 12 Physical Education Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS in physical activities 43. explains health and skill related PE6PF-IVa-21 fitness components PE6PF-IVb-h-22 44. identifies areas for improvementK to 12 Physical Education Curriculum Guide December 2013 Page 33 of 69 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 7CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS PE7PF-Ia-h-23 MATERIALS The learner . . .FIRST QUARTER /FIRST GRADING PERIOD The learner . . . 1. undertakes physical activity and PE7PF-Ia-24 OHSP Y1Q1,Exercise Programs: The learner . . . physical fitness assessments PE7PF-Ib-25 Module 1 PE7PF-Ib-26 2010 SEC Y1Q1Training Guidelines, demonstrates designs an individualized 2. sets goals based on assessment 2010 SEC Y2Q1FITT Principles exercise program to achieve results Enjoy Life w/ PE & understanding of personal fitness Health, TX & TMEndurance, Muscle- and guidelines and principles 3. identifies training guidelines Unit 1Bone-strengthening and FITT principles OHSP Y1Q1,Activities: in exercise program Module 1a. individual sports design to achieve 4. recognizes barriers (low level of 2010 SEC Y1Q1 fitness, lack of skill and time) to 2010 SEC Y2Q1 1. running personal fitness exercise Enjoy Life w/ PE & 2. rhythmic Health, TX & TM Unit 1 sportive OHSP Y1Q1, gymnastics Module 1 3. swimming 2010 SEC Y1Q1b. dual sports 2010 SEC Y2Q1 1. badminton Enjoy Life w/ PE & 2. table tennis 3. tennis Health, TX & TMc. combative sports Unit 1 1. arnis (anyo) OHSP Y1Q1, 2. taekwondo Module 1 (poomsae) 2010 SEC Y1Q1 3. karate(kata) 2010 SEC Y2Q1 Enjoy Life w/ PE &Note: Activities Health, TX & TMdependent on teacher Unit 1capability and school OHSP Y1Q1,resources. Module 1 2010 SEC Y1Q1 5. prepares an exercise program PE7PF-Ic-27 2010 SEC Y2Q1 Enjoy Life w/ PE &K to 12 Physical Education Curriculum Guide December 2013 Health, TX & TM Unit 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Page 34 of 69

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS 6. describes the nature and PE7GS-Id-5 Proj EASE Module1 background of the sport OHSPY1Q2 Module1 7. executes the skills involved in PE7GS-Id-h-4 OHSPY1Q2 the sport Module2 OHSPY1Q2 8. monitors periodically one’s PE7PF-Id-h-28 Module3 progress towards the fitness 2010 SECY1Q2 goals &Q3 Enjoy Life w/ PE & 9. distinguishes from fallacies and PE7PF-Id-29 Health, TX & TM misconceptions about the Unit physical activity participation Proj EASE Module1 OHSPY1Q2K to 12 Physical Education Curriculum Guide December 2013 Module1 OHSPY1Q2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Module2 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. OHSPY1Q2 Module3 2010 SECY1Q2 &Q3 Enjoy Life w/ PE & Health, TX & TM Unit 2 OHSP Y1Q1, Module 1 2010 SEC Y1Q1 2010 SEC Y2Q1 Enjoy Life w/ PE & Health, TX & TM Unit 1 OHSP Y1Q1, Module 1 2010 SEC Y1Q1 2010 SEC Y2Q1 Enjoy Life w/ PE & Health, TX & TM Unit 1 Page 35 of 69

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS PE7PF-Id-30 MATERIALS 10. performs appropriate first aid OHSP Y1Q1, for sports-related injuries (e.g. Module 1 cramps, sprain, heat 2010 SEC Y1Q1 exhaustion) 2010 SEC Y2Q1 Enjoy Life w/ PE & 11. assumes responsibility for PE7PF-Id-h-31 Health, TX & TM achieving personal fitness Unit 1 OHSP Y1Q1, 12. keeps the importance of PE7PF-Id-h-32 Module 1 winning and losing in 2010 SEC Y1Q1 perspective 2010 SEC Y2Q1 Enjoy Life w/ PE &SECOND QUARTER/ SECOND PERIOD The learner . . . Health, TX & TM The learner . . . Unit 1 modifies the individualized OHSP Y1Q1,Exercise Programs: demonstrates exercise program to achieve 13. undertakes physical activity and PE7PF-IIa-h-23 Module 1 understanding of personal fitness physical fitness assessments 2010 SEC Y1Q1Training Guidelines, guidelines and principles 2010 SEC Y2Q1FITT Principles in exercise program Enjoy Life w/ PE & design to achieve Health, TX & TMEndurance, Muscle- and personal fitness Unit 1Bone-strengtheningActivities: 14. reviews goals based on PE7PF-IIa-24 OHSP Y1Q1, assessment results Module 1 a. individual 2010 SEC Y1Q1 sports 15. addresses barriers (low level of PE7PF-IIb-33 2010 SEC Y2Q1 fitness, lack of skill and time) to Enjoy Life w/ PE & 1. running Health, TX & TM 2. rhythmic Unit 1 OHSP Y1Q1, sportive Module 1 gymnastics 2010 SEC Y1Q1 2010 SEC Y2Q1K to 12 Physical Education Curriculum Guide December 2013 Enjoy Life w/ PE & Health, TX & TM All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - Unit 1 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. OHSP Y1Q1, Module 1 Page 36 of 69

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS 3. swimming exercise 2010 SEC Y1Q1 b. dual sports 2010 SEC Y2Q1 1. badminton 16. describes the nature and PE7GS-IId-5 Enjoy Life w/ PE & 2. table tennis background of the sport Health, TX & TM 3. tennis Unit 1 Proj EASE Module1 c. combative sports OHSPY1Q2 1. arnis (anyo) Module1 2. taekwondo OHSPY1Q2 (poomsae) Module2 3. karate (kata) OHSPY1Q2 Module3Note: Activities 2010 SECY1Q2dependent on teacher &Q3capability and school Enjoy Life w/ PE &resources. Health, TX & TM Unit 2 17. executes the skills involved in PE7GS-IId-h-4 Proj EASE Module1 the sport OHSPY1Q2 Module1 18. monitors periodically one’s PE7PF-IId-h-28 OHSPY1Q2 progress towards the fitness Module2 goals OHSPY1Q2 Module3 19. performs appropriate first aid PE7PF-IId-30 2010 SECY1Q2 for sports-related injuries (e.g. &Q3 Enjoy Life w/ PE &K to 12 Physical Education Curriculum Guide December 2013 Health, TX & TM Unit 2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - OHSP Y1Q1, electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Module 1 2010 SEC Y1Q1 2010 SEC Y2Q1 Enjoy Life w/ PE & Health, TX & TM Unit 1 OHSP Y1Q1, Module 1 Page 37 of 69

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS cramps, sprain, heat 2010 SEC Y1Q1 exhaustion) 2010 SEC Y2Q1 Enjoy Life w/ PE & 20. assumes responsibility for PE7PF-IId-h-31 Health, TX & TM achieving personal fitness Unit 1 OHSP Y1Q1, 21. keeps the importance of PE7PF-IId-h-32 Module 1 winning and losing in 2010 SEC Y1Q1 perspective 2010 SEC Y2Q1 Enjoy Life w/ PE &THIRD QUARTER/ THIRD PERIOD The learner . . .Exercise Programs: The learner . . . Health, TX & TM Unit 1Training Guidelines, demonstrates demonstrates understanding 22. undertakes physical activity and PE7PF-IIIa-h-23FITT Principles understanding of of guidelines and principles in physical fitness assessments OHSP Y1Q1, guidelines and principles exercise program design to Module 1Endurance, Muscle- and in exercise program achieve personal fitness 2010 SEC Y1Q1Bone-strengthening design to achieve 2010 SEC Y2Q1Activities: personal fitness Enjoy Life w/ PE & Health, TX & TMFolk (Tinikling)/ 23. reviews goals based on PE7PF-IIIa-34 Unit 1indigenous, ethnic, assessment resultstraditional/ festival OHSP Y1Q1,dance Module 1 2010 SEC Y1Q1Note: Dances 24. addresses barriers (low level of PE7PF-IIIb-33 2010 SEC Y2Q1available in the fitness, lack of skill and time) to Enjoy Life w/ PE & exercise Health, TX & TM Unit 1K to 12 Physical Education Curriculum Guide December 2013 OHSP Y1Q1, Module 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - 2010 SEC Y1Q1 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. 2010 SEC Y2Q1 Enjoy Life w/ PE & Health, TX & TM Unit 1 OHSP Y1Q1, Module 1 2010 SEC Y1Q1 2010 SEC Y2Q1 Page 38 of 69