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Walkthrough of the K to 12

Transition Curriculum for Learners


with Disabilities
ENRICHMENT SKILLS PACKAGE

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


Learning Objectives

• After the 1 hour session, participants will be able to:


1. Provide an overview of the Enrichment skills package
2. Determine and explain the implications /benefits of the
Enrichment skills package
3. Describe the components and the entry and exit points of
the Transition Curriculum for LWDs

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION 2
Components of each Transition Package

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION 3
Description

The Enrichment skills package is designed to provide learners


with disabilities with opportunities to explore their talents and
skills based on their own choices and interests. Enrichment
skills aim to cater to the learners’ unique gift or ability. For this
purpose, the K to 12 transition curriculum for Enrichment Skills
focuses on the following areas: (1) Music, (2) Arts, (3) Dance,
and (4) Sports.

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION
Description

This curriculum is an expression of DepEd’s commitment to


provide LWDs with opportunities designed to enrich, sustain,
engage, and ensure their continued growth by harnessing their
innate abilities and talents specifically in singing, playing
musical instruments, appreciating body movements, expressing
themselves through artistic creations, or enhancing their
abilities in a specific sport.

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION
Description

Hence, it is also the DepEd’s response to the necessity of offering


a curriculum that addresses the interests of the transition
learners for them to live not only a functional and productive but
also a happy and fulfilling life that is a result of a well-planned
curriculum that aims for the holistic development of all Filipino
learners with disabilities.

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION
TARGET LEARNING OUTCOMES
Learners are expected to demonstrate understanding of different
MUSIC music genres and the underlying principles of participating in and
performing to various musical activities such as singing and playing
of musical instruments.
DANCE Learners are expected to demonstrate understanding of the concept
of dance and the value of participating and/or performing in an
individual or group dance.
ARTS Learners are expected to demonstrate understanding of the
importance of arts for human beings and exhibit skills and abilities in
arts.
SPORTS Learners are expected to demonstrate understanding of the concept
of sports, recognize
individual interests and talents in sports, and showcase skills in
sports.
PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
Content Areas

Music Arts Sports Dance

• Genres of • Different art • Components of • Types of


Music forms Fitness Dances
• Musical • Art as a form of • Types of Sports • Basic Dance
Activities communicating Steps and
human Movements
expression

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION
Enrichment Skills Package
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
• Different talents, Demonstrates Performs different 1. Cite examples of talent TP_EP-dt-NG-1
interests, and skills understanding of talents and skills and skills of a person
of an individual the different 2. Identify different types TP_EP-dt-NG-2
• Types of human interests, talents, of human talents and
talents and skills and skills of an skills
- Music individual 3. Determine ways to TP_EP-dt-NG-3
- Arts develop personal talents
a. Performing Arts and skills
b. Visual Arts 4. Identify appropriate TP_EP-dt-NG-4
- Sports characteristics to attain
• Ways to develop talent and skills
personal talents 5. Perform a talent or skill TP_EP-dt-NG-5
and skills

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION 9
Enrichment Skills Package
MUSIC
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
• Genres of Music Demonstrates Participates actively in a group 1. Recognize different types/genres TP_EP-mu-NG-1
- Alternative Music understanding of the performance that demonstrates of music
- Blues principle of participating in vocal and instrumental skills
- Classical Music different music activities. 2. Identify individual skills in music TP_EP-mu-NG-2
- Country Music
- Dance Music
- Easy Listening 3. Perform different genres of music TP_EP-mu-NG-3
- Electronic Music (choral and instrumental)
- European Music (Folk / Pop)
4. Perform actively in musical TP_EP-mu-NG-4
- Hip Hop / Rap
ensemble (choral and instrumental)
- Indie Pop
- Inspirational (incl. Gospel)
5. Participate in musical activities that TP_EP-mu-NG-5
- Asian Pop (J-Pop, K-pop)
promote cooperation and social
- Jazz
interaction such as group ensemble
- Latin Music
and choir
- New Age
- Opera 6. Appreciate joining music activities TP_EP-mu-NG-6
- Pop (Popular music)
- R&B / Soul
- Reggae 7. Perform in musical activities like TP_EP-mu-NG-7
- Rock concerts and recitals
- Singer / Songwriter (inc. Folk)
- World Music / Beats
• Musical Activities
- Singing
- PROPERTY
Playing musical instrument OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION 10
Enrichment Skills Package
ARTS
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
• Different art forms Demonstrates Exhibit skills and 1. Identify different art forms TP_EP-ar-NG-1
- Architecture understanding abilities in arts
- Sculpture of the elements 2. Determine the elements and TP_EP-ar-NG-2
- Painting and principles of principles of arts
- Music art
- Poetry 3. Explain the importance of art TP_EP-ar-NG-3
- Dance
- Performing
4. Creates different art forms TP_EP-ar-NG-4
based on interests and skills
• Art as a form of
communicating human
5. Participates in different art TP_EP-ar-NG-5
expressions
activities in school

6. Exhibits sample art works in TP_EP-ar-NG-6


school

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION 11
Enrichment Skills Package
SPORTS
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
• Components of Fitness Demonstrates Performs correctly the 1. Identify components of fitness TP_EP-sp-NG-1
- Cardiovascular understanding of basic skills of sports
- Strength the underlying 2. Analyze the benefits of sports TP_EP-sp-NG-2
- Balance principle and participation
- Flexibility concept of the
• Types of Sports importance of 3. Differentiate the types of sports TP_EP-sp-NG-3
- Individual Sports sports
(Gymnastics, Swimming, 4. Explain the nature of the sport TP_EP-sp-NG-4
Athletics, Chess, Archery)
- Dual Sports (Badminton, 5. Demonstrate basic skills of TP_EP-sp-NG-5
Lawn Tennis, Table Tennis) sports
- Team Sports
(Basketball, Volleyball,
softball, baseball, football) 6. Perform basic sports exercises TP_EP-sp-NG-6
- Combative Sports
(Arnis, Taekwondo, Karate,
etc.)

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION 12
Enrichment Skills Package
DANCE
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE
STANDARDS STANDARDS
• Types of dances Demonstrates Perform in an 1. Identify different types of TP_EP-dc-NG-1
- Ballroom Dance (Waltz, understanding of individual or group dances
Tango, Cha-cha, Rumba, the underlying dance performance
etc.) principle and actively 2. Describe the nature and TP_EP-dc-NG-2
- African-American and concept of the background of the dance
Traditional Dance (Swing, importance of
Moonwalk, etc.) dance activity 3. Recognize individual skills in TP_EP-dc-NG-3
- Worldwide Dance (Salsa, dancing
Flamenco, Polka, Folk Dance,
etc.) 4. Perform basic dance steps TP_EP-dc-NG-4
- Professional Performance /movements
Dance (Ballet,
Contemporary, Tap Dance, 5. Demonstrate skills in a TP_EP-dc-NG-5
etc.) particular dance
- Modern Dance
6. Participate in a dance TP_EP-dc-NG-6
(House, Rave, Disco, etc.)
- Hip-hop and Funk Dance performance in school
(Bounce, Breakdance,
Jookin’, etc.)

• Basic Dance Steps and


MovementsPROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION 13
Code Legend
Content Code

Different interests, talents, and skills of an individual dt

Music mu

Arts ar

Sports sp

Dance dc

PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT


DEPARTMENT OF EDUCATION
Code Legend
LEGEND SAMPLE
First Entry Enrichment Skills Enrichment Skills EP
Package Package
Content Music mu
Lowercase
Letter/s Level Non-Graded NG

Arabic Learning Competency Learning Competency 1


Number 1
PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
SPED Code

TP_EP-mu-NG-1
Learning Competency

Grade Level
Content

Enrichment Skills Package


Transition Program
PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
• The Transition Program in the Philippines could be expanded to many different
possible points of entry that would extend the scope of transition program from
young children to adults.
Point of Entries for the Transition from home to school
Transition Program
Transition from school to functional life

Transition from SPED Center/ SPED


Classes to Inclusion Classes

Transition from one grade level to the next


grade level

Transition from school to employment or


entrepreneurship

Transition from one class to another in the same


grade level
PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
DEPARTMENT OF EDUCATION
COMBINATION OF SKILLS UNDER THE TRANSITION
CURRICULUM
Type of Leaner based on Functional Pre-
Life Enrichment Livelihood Care Career
Entry/Exit Point in the Academics Vocational
Skills Skills Skills Skills Skills
Transition Program Skills Skills
Transition from school to
√ √
functional life
Transition from home to school √ √ √ √ √ √ √

Transition from one class to √


another in the same grade level

(This will not (This will not


to be taken to be taken
Transition from SPED center to as it is as it is
√ √ √ √ √
inclusion classes already in already in
the K to 12 the K to 12
BEC.) BEC.)
Transition from one grade level

to the next grade level
Transition from school to
employment and √ √ √ √ √ √ √
entrepreneurship

• The table above shows options for provision of specific transition program to targeted
levels of entry / exit points.
PROPERTY OF DEPED - CENTRAL OFFICE – BUREAU OF CURRICULUM DEVELOPMENT
Bureau of Curriculum Development
Special Curricular Programs Division
3/F BONIFACIO BUILDING, DEPED COMPLEX,
MERALCO AVENUE, PASIG CITY

DEPARTMENT OF EDUCATION 19

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