Enclosure No.____________________________to Division Memorandum No.

___________

ITEM ANALYS

(For Elementary

Grading Period: Third Grading Period

Subject: MAPEH

Mastery Level (75%-10

Actual Number of
Grade Level Section Enrolment No.of learners with
Test Takers
scores in the
Mastery Level

8 Diamond 60 60

8 Ruby 58 56

9 Falcon 50 50

9 Flamingo 44 44

9 Sparrow 47 43

Submitted by:
 AILEEN B. LADLAD
Subject Teacher

Note: Accomplish copy of this form will be retained in the Guidance Office
o. ____________________,s.2017

ITEM ANALYSIS REPORT ( Consolidated)

(For Elementary/Secondary School Teachers)

stery Level (75%-100%) Nearing Mastery Level (50%-74%) Not Mastered Level (0%-49%)

No.of learners
No.of learners with
with scores in
% scores in the % %
the Mastery
Mastery Level
Level

Reviewed by:
School Head
Recommended Intervention/s/for not
Mastered Competencies
Enclosure No.____________________________to Division Memorandum No. ___________

SUBJECT AREA ITEM ANAL

Grading Period: Third Gra
(For Elementary/Secondary S

Grade Level: 8 Subject:

Section: Diamond, Ruby No.of Learners:
No. of Actual Tes

Item No. Skills/Competencies

MUSIC
Music of South Asia and Middle East
4. India
5. Israel
a) Geographical, historical and cultural background;
b) Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
c) Instrumental pieces (solo and ensemble); d) Folksongs and ritual music

1 1. explains how music of a South Asian and the Middle East country relate to its geography and culture;
2 1. explains how music of a South Asian and the Middle East country relate to its geography and culture;
3 4. analyzes musical elements of selected songs and instrumental pieces heard and performed;
4 4. analyzes musical elements of selected songs and instrumental pieces heard and performed;
5 4. analyzes musical elements of selected songs and instrumental pieces heard and performed;
6 5. explores ways of producing sounds on a variety of sources that would simulate instruments being studied;
7 5. explores ways of producing sounds on a variety of sources that would simulate instruments being studied;
8 5. explores ways of producing sounds on a variety of sources that would simulate instruments being studied;
9 8. evaluates music and music performances applying knowledge of musical elements and style.
10 8. evaluates music and music performances applying knowledge of musical elements and style.
 ARTS OF SOUTH, WEST AND CENTRAL ASIA
Examples:
South Asia– India
West Asia – Iran, Saudi Arabia, and Turkey
Central Asia – Pakistan, Tibet
1. Attire, Fabrics and Tapestries
2. Crafts and Accessories, and Body Ornamentation
3. Architectures
4. Sculptures (gods/rituals)
5. Everyday objects
I. Elements of Art
6. Line 7. Shape and Form 8. Value 9. Color 10. Texture 11. Space
II. Principles of Art
12. Rhythm, Movement 13. Balance 14. Emphasis 15. Harmony, Unity, Variety 16. Proportion
III. Process
17. Drawing and Painting 18. Sculpture and Assemblage 19. Printing 20. Mounting an exhibit:
20.1 Concept
20.2 Content / Labels
20.3 Physical layout

11 1. analyze elements and principles of art in the production of arts and crafts inspired by the cultures of South Asia, West Asia,

2. identify characteristics of arts and crafts in specific countries in South, West, and Central Asia: India (rangoli, katak, mendhi,
12
design); Pakistan (truck art); and Tibet (mandala), etc
2. identify characteristics of arts and crafts in specific countries in South, West, and Central Asia: India (rangoli, katak, mendhi,
13
design); Pakistan (truck art); and Tibet (mandala), etc
2. identify characteristics of arts and crafts in specific countries in South, West, and Central Asia: India (rangoli, katak, mendhi,
14
design); Pakistan (truck art); and Tibet (mandala), etc

15 3. reflect on and derive the mood, idea or message from selected artifacts and art objects

16 4. appreciate the artifacts and art objects in terms of their utilization and their distinct use of art elements and principles

17 6. trace the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the mak

18 6. trace the external (foreign) and internal (indigenous) influences that are reflected in the design of an artwork and in the mak

9. show the relationship of the development of crafts in specific countries in South Asia, West Asia, and Central Asia, according
19
specialized expertise, and availability of resources

20 10. show the commonalities and differences of the cultures of the South Asian, West Asian, and Central Asian countries in rela

PHYSICAL EDUCATION
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone-strengthening Activities:
team sports (basketball, volleyball, football/futsal, goalball, softball, baseball)
Note: Activities dependent on teacher capability and school resources.

21 28. addresses barriers (low level of fitness, lack of skill and time) to exercise
22 28. addresses barriers (low level of fitness, lack of skill and time) to exercise
23 28. addresses barriers (low level of fitness, lack of skill and time) to exercise
24 29. describes the nature and background of the sport
 25 29. describes the nature and background of the sport
26 29. describes the nature and background of the sport
27 29. describes the nature and background of the sport
28 29. describes the nature and background of the sport
29 29. describes the nature and background of the sport
30 29. describes the nature and background of the sport

HEALTH
PREVENTION AND CONTROL OF DISEASES AND DISORDERS (Communicable)
A. Stages of infection
B. Top 10 leading causes of morbidity and mortality in the Philippines
C. Most common communicable diseases and its prevention and control
1. Acute Respiratory Infections
2. Pneumonia
3. Bronchitis
4. Influenza
5. Tuberculosis (TB)
6. Dengue
7. Sexually Transmitted Infections (STIs)
8. HIV and AIDS
D. Emerging and re-emerging diseases
1. Leptospirosis
2. Severe Acute Respiratory Syndrome (SARS)
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal life skills to prevent and control communicable diseases
F. Programs and policies on communicable disease prevention and control
G. Agencies responsible for communicable disease prevention and control

31 1. discusses the stages of infection

32 2. analyzes the leading causes of morbidity and mortality in the Philippines

33 2. analyzes the leading causes of morbidity and mortality in the Philippines

34 3. discusses the signs, symptoms, and effects of common communicable diseases

35 3. discusses the signs, symptoms, and effects of common communicable diseases

36 4. corrects misconceptions, myths, and beliefs about common communicable diseases

37 5. enumerates steps in the prevention and control of common communicable diseases

38 5. enumerates steps in the prevention and control of common communicable diseases

39 6. analyzes the nature of emerging and re-emerging diseases

40 9. identifies agencies responsible for communicable disease prevention and control

Recommended intervention/s (for not mastered competencies):

 Submitted by:
AILEEN B. LADLAD
Subject Teacher

Note: Accomplished copy of this form will be retained in the Guidance Office
____________________,s.2017

A ITEM ANALYSIS REPORT

od: Third Grading Period
/Secondary School Teachers)

MAPEH 8
of Learners: 118
of Actual Test Takers: 116

Mastered Not Mastered

(No.of learners with (No.of learners with
%
correct answers) incorrect answers)

73 62.93 43
74 63.79 42
48 41.38 68
100 86.21 16
63 54.31 53
ed; 69 59.48 47
ed; 67 57.76 49
ed; 54 46.55 62
103 88.79 13
89 76.72 27
uth Asia, West Asia, and Central Asia 93 80.17 23

ngoli, katak, mendhi, diwali); Saudi Arabia (carpet

63 54.31 53

ngoli, katak, mendhi, diwali); Saudi Arabia (carpet

66 56.90 50

ngoli, katak, mendhi, diwali); Saudi Arabia (carpet

45 38.79 71

63 54.31 53

and principles 59 50.86 57

work and in the making of a craft 49 42.24 67

work and in the making of a craft 54 46.55 62

entral Asia, according to functionality, traditional

63 54.31 53

sian countries in relation to Philippine culture 60 51.72 56

70 60.34 46
97 83.62 19
50 43.10 66
89 76.72 27
100 86.21 16
82 70.69 34
84 72.41 32
56 48.28 60
87 75.00 29
90 77.59 26

52 44.83 64

88 75.86 28

64 55.17 52

91 78.45 25

94 81.03 22

90 77.59 26

88 75.86 28

68 58.62 48

89 76.72 27

93 80.17 23
Not Mastered

37.07
36.21
58.62
13.79
45.69
40.52
42.24
53.45
11.21
23.28
19.83

45.69

43.10

61.21

45.69

49.14

57.76

53.45

45.69

48.28

39.66
16.38
56.90
23.28
13.79
29.31
27.59
51.72
25.00
22.41

55.17

24.14

44.83

21.55

18.97

22.41

24.14

41.38

23.28

19.83
Enclosure No.____________________________to Division Memorandum No. _________

SUBJECT ARE
Grading Per
(For Elementary

Grade Level: 9
Section: Falcon, Flamingo & Sparrow

Item No. Skills/Competencies

MUSIC
INSTRUMENTAL MUSIC OF THE ROMANTIC PERIOD (1820-1900)
a) Historical and cultural background;
b) Program music;
c) Piano music; d) Composers: Frederic Chopin, Peter Illych Tchaikovsky, Franz Liszt, and Camille Saint-Saens.

1 1. relates Romantic period music to its historical and cultural background;

2 1. relates Romantic period music to its historical and cultural background;

3 2. explains the performance practice (setting, composition, role of composers/performers, and audience) during the Rom
4 2. explains the performance practice (setting, composition, role of composers/performers, and audience) during the Rom
5 4. explores other arts and media that portray Romantic period elements;
6 4. explores other arts and media that portray Romantic period elements;
7 4. explores other arts and media that portray Romantic period elements;
8 3. describes musical elements of given Romantic period pieces;
9 3. describes musical elements of given Romantic period pieces;
10 3. describes musical elements of given Romantic period pieces;
 ARTS
ARTS OF THE NEOCLASSIC AND ROMANTIC PERIOD
I. Neoclassic
1. David 2. Ingres 3. Goya
II. Romantic
4. Goya 5. Delacroix 6. Gericault
III. Principles of Art
7. Rhythm, Movement 8. Balance 9. Emphasis 10. Harmony, Unity, and Variety 11. Proportion
IV. Process:
12. Painting and/ or Drawing 13. Sculpture 14. Mounting an exhibit:
14.1 Concept
14.2 Content / Labels
15. Physical layout

11 2. identify distinct characteristics of arts during the Neoclassic and Romantic periods
12 3. identify representative artists from the Neoclassic and Romantic periods
13 4. reflect on and derive the mood, idea, or message from selected artworks
14 1. analyze art elements and principles in the production of work following a specific art style from the Neoclassic and Roma
15 5. determine the use or function of artworks by evaluating their utilization and combination of art elements and principles
16 6. compare the characteristics of artworks produced in the Neoclassic and Romantic periods
17 9. show the influences of Neoclassic and Romantic periods on Philippine art forms
18 7. describe the influence of iconic artists belonging to the Neoclassic and Romantic periods
19 8. evaluate works of art in terms of artistic concepts and ideas using criteria from the Neoclassic and Romantic periods
20 9. show the influences of Neoclassic and Romantic periods on Philippine art forms

PHYSICAL EDUCATION
Social (community dance, mixers, festival) and Ballroom dances (Cha-cha, rock and roll)

21 1. assesses eating habits based on the Philippine Food Pyramid/My Food Plate

22 1. assesses eating habits based on the Philippine Food Pyramid/My Food Plate

23 2. determines risk factors related to lifestyle diseases (obesity, diabetes, heart disease)

24 2. determines risk factors related to lifestyle diseases (obesity, diabetes, heart disease)
25 3. distinguishes facts from myths and misinformation associated with eating habits

26 3. distinguishes facts from myths and misinformation associated with eating habits

27 4. describes the nature and background of the dance

28 4. describes the nature and background of the dance

29 5. recognizes the needs of others in real life and in meaningful ways

30 5. recognizes the needs of others in real life and in meaningful ways

HEALTH
INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional)
A. First Aid Basics
B. First Aid Guidelines and Procedures
Survey the scene
1. Do primary survey of the victim (check for vital signs, assess CAB (Circulation, Airway, Breathing)
2. Ask for help.
3. Do secondary survey of the victim (head-to-toe survey)
C. Use of Dressing and Bandages (alternatives include clean cloth or, handkerchief)
1. Principles of Wound Dressing (careful handling, large enough to cover the wound, should fit snugly and not cut off circulation)
2. Bandaging Techniques (for the head; forehead; ear, cheek and jaw; burned hand; sprained ankle; and dislocated arm)
D. Transporting the Victim (drag and carry techniques)
1. One-person carry ankle drag, pack strap carry, blanket pull)
2. Two-person carry (two-handed seat, four-handed seat, chair carry )
3. Three man carry
E. First aid for common unintentional injuries and medical emergencies
1. musculoskeletal injuries (sprain, strain, fracture, dislocation)
2. bleeding
3. burn (superficial, partial and full-thickness)
4.
5. heat emergencies (heat exhaustion, heat stroke)
6. bleeding
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution

31 1. discusses basic information about first aid (principles, roles, responsibilities, and characteristics of a good aider)

32 1. discusses basic information about first aid (principles, roles, responsibilities, and characteristics of a good aider)

33 2. assesses emergency situation for unintentional injuries

34 2. assesses emergency situation for unintentional injuries

35 3. discusses the function of dressing and bandages

36 3. discusses the function of dressing and bandages

37 3. discusses the function of dressing and bandages

38 4. explains the principles of wound dressing

39 4. explains the principles of wound dressing

40 4. explains the principles of wound dressing

Recommended intervention/s (for not mastered competencies):

Submitted by:
AILEEN B. LADLAD
Subject Teacher

Note: Accomplished copy of this form will be retained in the Guidance Office
ndum No. ____________________,s.2017

SUBJECT AREA ITEM ANALYSIS REPORT

Grading Period:Third Grading Period
(For Elementary/Secondary School Teachers)

Subject: MAPEH 9
No.of Learners: 141
No. of Actual Test Takers: 137

Mastered
s/Competencies (No.of learners with
correct answers)

d Camille Saint-Saens.

67

97

s, and audience) during the Romantic period; 97

s, and audience) during the Romantic period; 76
80
78
77
82
73
89
rtion

85
95
69
le from the Neoclassic and Romantic periods 81
n of art elements and principles 70
ods 81
91
ds 98
classic and Romantic periods 96
104

94

100

99

112
 88

111

78

93

97

82

g)

ugly and not cut off circulation)

e; and dislocated arm)

cteristics of a good aider) 79

cteristics of a good aider) 96

87

72

100

92

109

97

86

102
EN B. LADLAD
bject Teacher
Mastered Not Mastered
(No.of learners with
% %
incorrect answers)

48.91 70 51.09

70.80 40 29.20

70.80 40 29.20
55.47 61 44.53
58.39 57 41.61
56.93 59 43.07
56.20 60 43.80
59.85 55 40.15
53.28 64 46.72
64.96 48 35.04
62.04 52 37.96
69.34 42 30.66
50.36 68 49.64
59.12 56 40.88
51.09 67 48.91
59.12 56 40.88
66.42 46 33.58
71.53 39 28.47
70.07 41 29.93
75.91 33 24.09

68.61 43 31.39

72.99 37 27.01

72.26 38 27.74

81.75 25 18.25
64.23 49 35.77

81.02 26 18.98

56.93 59 43.07

67.88 44 32.12
70.80 40 29.20

59.85 55 40.15

57.66 58 42.34
70.07 41 29.93

63.50 50 36.50

52.55 65 47.45

72.99 37 27.01

67.15 45 32.85
79.56 28 20.44

70.80 40 29.20

62.77 51 37.23

74.45 35 25.55