DAILY CLASS PROGRAM DESIGN

Kindergarten follows a class program known as the Blocks of Time. Following the daily routine helps
children feel safe while supporting and encouraging them to do some challenges and work cooperatively
with others. The Kindergarten teacher observes and documents children’s learning as they are involved
in the learning activities. Many outcomes of the Kindergarten curriculum are reinforced once daily
routines are practiced. This system of organizing the children’s learning experiences can be
appropriately contextualized in relation to the social and cultural realities in their community.

11 No. of Description of the Sample competencies Expected activities during this period
Minutes Learning Activities linked to daily routine
Arrival 10 Period of Fine motor skills The teacher greets each learner as
Time individual, peer or such as scribbling, they arrive in the classroom. The
group exploration drawing, building teacher may shake the learners’ hand,
of the different play with blocks, say hello, give a hug, and welcome
areas or activity molding figures the learners. Learners who come early
centers in the using playdough may be given time for free play while
classroom while Language literacy waiting.
waiting for the and communication
other children to skills such as using
arrive. greetings and
polite expressions
Socio-emotional
skills such as
autonomy, playing
with others, and
self-regulation.
Meeting 10 Introductory or Language, Daily routine: National Anthem
Time 1
preparatory Literacy and Opening Prayer Exercise
activities for the Communication
day which include: Skills such as Attendance Check Weather Check

• Class circle for following Calendar

teacher-guided instructions,
Local / National Celebrations
recitation (e.g. expressing ideas,
participating Cleanliness Check
prayer, songs,
etc.) in conversations or Balitaan/Sharing time with classmates
discussions.
• Teacher-led Getting Ready for class
physical
exercises This is also the time when concepts
learned the previous week/day are
reviewed and the message for the day
is introduced.
Block of No. of Description of the Sample competencies linked to Expected activities during this period
Time Minutes Learning Activities daily routine
MESSAGE
In each session, there is a message
that serves as the emphasis for the
day. The teacher introduces the
message by asking the learners
questions that are simple, clear, and
direct to the point. The teacher
encourages active oral participation of
the learners.

Work 45 Children work in Numeracy skills such as Depending on the daily plan, the
Period 1
small groups, in recognizing and writing teacher assigns the learners to
pairs, or numerals, comparing at least 5 small groups. There is 1
individually on quantities, etc. Teacher- Supervised or TS activity per
either teacher- day and at least 4 Independent
assigned or child- Work and Study Skills such Activities or IA that
initiated activities as ability to accomplish will be the same for the whole week.
tasks within allotted time, Each learner must finish the TS and
ability to stay focused. 1 IA every day. At the end of the
week, all learners must be able to
experience/ accomplish 5 TS and at
least 4 IAs.

WP1 activities are usually on literacy

and are linked to the message for
the day.

The TS requires more supervision.

Generally, activities with concepts that
are introduced for the first time are
done here. Activities that may be
difficult or pose danger to learners are
done with the teacher watching and
guiding the learners.
Block of No. of Description of the Sample competencies Expected activities during this period
Time Minutes Learning Activities linked to daily routine
There is 1 TS per day that serves to
emphasize, enrich, or validate the
message for the day.

The IAs can be done with very minimal or

no teacher supervision.
These activities enrich the learning
experience and teach valuable self- help
skills. They may be games, worksheets,
or simple activities that the learners can
do independently.

Meeting 10 The children are Language, The teacher asks questions about the
Time 2
once again Literacy and activities in Work Period 1, or let the
gathered by the Communication learners do a short activity (game,
teacher as a Skills such as rhymes, song, riddles etc.). The learners
whole group. following may also be asked to share their work to
Also, this is a instructions, the class.
time to prepare recalling
for the washing of information
hands before
eating snacks.
Recess 15 Nourishing break Personal
for the learners. Autonomy or self-
Proper etiquette for help skills (feeding
eating will be part self, use of
of the teacher’s utensils, etc.)
instruction as this
break is facilitated. Fine motor skills
such as opening
lids and
containers

Quiet Time 10 During this time, Following

children can rest instructions
or engage in
relaxing activities

Stories/ 15 This is a teacher- Language, Literacy Stories/books used during Story Time must
Rhymes/ and Communication
guided interactive be age- and culturally- appropriate ones
Poems/ Skills such as
Songs
read-aloud about the theme. Before reading, the
activity for recalling story teacher helps the learners define/unlock
details, relating
stories, rhymes,
personal experience
poems or songs
to story events, etc.
Block of No. of Description of the Sample competencies linked to Expected activities during this period
Time Minutes Learning Activities daily routine
difficult words and poses a motivation
question about the learner’s own
status, feelings, and ideas, and a
motive question which is what the
learners think will happen in the story.
During reading/ storytelling, the
teacher asks comprehension
questions to check understanding.
After reading, the teacher asks
questions about the characters,
sequence of events, lessons, and
inferences of the learners from the
story.

Work 40 Children work in Cognitive and Numeracy Done like WP 1

Period 2
small groups, in Skills e.g. identifying
pairs, or attribute of objects, WP2 activities are usually on
individually on matching, sorting, numeracy and other math skills.
either teacher- arranging objects in
assigned or child- sequence according to
initiated activities specific
attribute; reasoning and
problem solving
Indoor/ 20 Activities include Gross and Fine Motor
Outdoor Skills such as balancing,
sports, simple
Games running, throwing, catching
athletics,
movement
Receptive and Expressive
activities and
Language Skills such as
outdoor games following instructions, etc.

Meeting 5 Children are given Language, Literacy and The teacher poses wrap-up
Time 3 time to pack away. Communication Skills such as questions or a simple activity about
Teachers expressing feelings, the message for the day.
synthesize the describing experiences,
children’s learning following instructions, etc.
experiences.
Reminders and Self-help skills such as
learning extensions packing away own things,
are also given during returning things
this period. to the proper place, etc.