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1. acquire a functional understanding of the framework, features and elements of UbD as a curriculum approach
a. formulate an Essential Understanding and an Essential Question based on a Content Standard of the MAPEH curriculum (2010 SEC)
b. formulate questions that measure the attainment of the Six Facets of Understanding
C. identify processes, skills and learning environments adapted to students readiness, interest and learning profile 2. acquire positive attitude towards UbD as a curriculum approach and the 2010 SEC as a reform initiative
Promotion of Wellness
Practicing Desirable Health Habits
Performing Dances
Developing Life Skills and Values Teaching Games for Understanding (TGFU) Cooperative and Collaborative Learning
Empathy
Effective Communication
LIFE SKILLS
Interpersonal Relation Skills
Decision Making
Communication Skills
Ability to clearly express ones ideas and
feelings orally and non-verbally Ability to listen Ability to read, comprehend and respond to ideas presented Ability to write clearly ones ideas and feelings Ability to access, process and utilize available basic and multimedia information
discipline; sense of responsibility; selfworth; self-realization Sense of personal and national identity Knowledge of ones history, pride in ones culture and respect for that of others Recognition and practice of civil and political rights
appreciation of diversity Peace Non-violent resolution of conflicts Global awareness, interdependence and solidarity
The learner demonstrates understanding of the key concepts and principles of personal health and fitness in developing individual wellness for quality life.
The learner demonstrates understanding of the key concepts and principles of family health and fitness in developing and promoting family wellness for quality life.
The learner demonstrates understanding of the key concepts and principles of environmental and community health and fitness in promoting and sustaining community wellness for quality life.
The learner demonstrates understanding of the key concepts and principles of national and global health and fitness in promoting and sustaining societal wellness for quality life.
Fourth Year National and Global Health & Fitness *Lifelong Fitness *Consumer Health Education *Recreational Leadership *Safety Education (Intentional Injuries) *Sports Leadership *Population Education
*Recreational Outdoor Games *Non-communicable Disease Prevention and Control *International Folk Dances (Asia, Europe, North and South America, Africa) *Substance Use and Abuse (Classifications of drugs and Related Laws and Policies)
*Philippine Folk Dances (Regional and National) *Substance Use and Abuse (Chemical Inhalants, Drinking Alcohol, Smoking, Over-theCounter Drugs and Related Laws and Policies)
First Year Qt r I Personal Health & Fitness *Physical Fitness Components of physical fitness RPFT Physical Activity
Second Year Family Health & Fitness *Health-Related Fitness Cardio-respiratory endurance Muscular strength & endurance Flexibility Body composition
Third Year Community Health & Fitness * Skill-Related Fitness Speed Power Agility Balance and Coordination Reaction time
Fourth Year Societal Health & Fitness *Lifelong Fitness Self-assessment of fitness status Principles of designing a fitness program Personal fitness program Implementation and self-monitoring *Consumer Health Importance of consumer health Health information, product & services Related laws and policies Agencies/Organiza tion concerned in the protection of consumer health
*Growth and Development Health & its dimensions Health appraisal Stages of g/d in all dimensions Problems related to growth and development
* Family Life Family relationships Duties & responsibilities in the family Needs of the family Dealing with family challenges Care of family members with special needs
*Environmental & Community Health Pollution Waste Management Housekeeping and sanitation Prevention and control of pests, insects and rodents
II
*Individual Sports (Athletics, Swimming or Background/nature Basics skills Rules and regulations Officiating Benefits of the sport
Aquatics, Archery ,Arnis, Gymnastics)
Background/nature Basics skills Rules and regulations Officiating Benefits of the sport
*Recreational Indoor Activities Board games Darts Bowling Word Games Party games Laro ng Lahi
*Recreational Leadership Principles of organizing recreational activities Planning, designing, implementing and evaluating recreational activities *Population Education Statistical data on Philippine and World population Rapid population growth -Causes -Effects on health Population management programs
*Personal Health Physical Health (Hygiene, Mental and Emotional Health Characteristics Factors affecting mental and emotional health Mental disorders Dealing with loss and grief
Grooming, Posture & Dental Health)
*Reproductive Health Importance of RH and its dimensions Fertility and Infertility RH Care Maternal and child Care Issues and Problems related to RH (STI, HIV-AID etc)
*Communicable Disease Prevention and Control Infectious disease process Prevention strategies Common Communicable Diseases Emerging communicable diseases
First Year Q III Personal Health & Fitness *Dual Sports (Racket Sports, Chess, Combative Sports) Background/nature Basics skills Rules and regulations Officiating Benefits of the sport *Nutrition Nutritional Needs and Deficiency Diseases Balanced Diet Eating Disorders
Second Year Family Health & Fitness *Team Sports (Volleyball and Football or Soccer) Background/nature Basics skills Rules and regulations Officiating Benefits of the sport
Third Year Community Health & Fitness *Recreational Outdoor Activities Orienteering Mountaineering Camping Rapelling Laro ng Lahi
Fourth Year Societal Health & Fitness *Sports Leadership Principles of organizing sports activities Planning, designing, implementing and evaluating sports activities
*Responsible Parenthood Marriage Importance of Responsible Parenting Planning for Family Size Child Rearing Childrens Rights
*Non-communicable Disease Prevention and Control Factors affecting the onset of noncommunicable disease Prevention of noncommunicable diseases Common noncommunicable Diseases
*Safety Education Reducing Risk Factors Intentional Injuries -Domestic violence -Gang and youth violence -Kidnapping and abduction Sexual Victimization -Sexual Harassment -Rape and Sexual abuse
First Year Q IV Personal Health & Fitness *Local and Indigenous Philippine Folk Dances (Suggested dances: Tarektek, Sua-sua, Subli, Itik-itik, Maglalatik) Basic movement skills Rhythmic activities Nature and background of folk dance Folk dance fundamentals Folk dance instruction and interpretation *Safety Education Prevention of unintentional injuries (Home, School & Road Safety) First Aid (Principles, Common injuries & Ailments)
Second Year Family Health & Fitness *Regional and National Philippine Folk Dances (Suggested dances: Ragragsakan, Pandanggo sa ilaw, Tinikling, Pig-apir, Kadal Taju, Carinosa, Polkabal) Fundamentals and basic folk dance skills Nature and background of dance Folk dance instruction and interpretation
Third Year Community Health & Fitness *International Folk Dances (Suggested dances: Japanese Parasol, Chinese Fan, La Cucuracha, Barbari Bell, Dutch Couple, Tarantela, Minuet, Irish Lilt) Nature and background of the dance (Asian Nationalities, European/ American Nationalities) Dance instruction and interpretation
Fourth Year Societal Health & Fitness *Social Dances (suggested dances: Social dance mixers, ballroom and social dances) Nature and background of social dance Dance instruction and interpretation
*Substance Use and Abuse Chemical Inhalants Drinking Alcohol Smoking Over-the-Counter Drugs Related Laws and Policies
*Substance Use and Abuse Reasons for use and abuse Classification of drugs (According to law and accdg. to effects on the body) Commonly abused drugs Alternative activities to prevent drug abuse Related Laws and Policies
Content Updates
Physical Fitness Test
Skill Related 40 Meter Sprint Basketball Pass Standing long Jump Hexagon Agility Test Stick Drop Test Paper Juggling Stork Balance Stand Test Health Related BMI Zipper Test/Sit & Reach 3 Minute Step Test Curl Up
Content Updates
Changes
Drug Education Sports Management
Recreation
Nutrition
Reorganization of the contents
Concept Matrix
Grading Period First Year
Philippine Folk Songs and Indigenous Art
Second Year
Music and Arts of Southeast Asia
Third Year
Music and Arts of the Renaissance and Baroque
Fourth Year
Music and Arts of the 20th Century
Q1
Q2
Q3
Q4
Musical Play
The definition of functional literacy and the five strand indicators were based on the Four Pillars of education (learning to know, learning to do, learning to be and learning to live together) and UNESCOs concept of life skills formed by the International Commission on Education for the 21st century. To achieve this goal in Music and Arts, functional literacy is observed through participation in artistic and cultural performances either as a performer or a consumer of art for the promotion of cultural identity, expansion of ones world vision and for self-development. The skills to be developed are reading/analyzing, listening/viewing, performing (singing, playing, acting, dancing) and creating and composing music and arts.
One of the approaches to be used is Teaching for Musical Understanding by Jackie Wiggins in which students construct an understanding as a result of experience. Another approach is Disciplined Based Arts Education of Getty Center for Education in the Arts in which it emphasizes on art history, aesthetics and art criticism is encouraged in line with art making. The third is Cognitive Apprenticeship Learning in which learners need to engage in real-life problem solving situations. The philosophical foundation of these approaches are the Schema Theory, a framework for understanding how knowledge is constructed and utilized by the mind, Social Constructivist theory which provides a framework for understanding how learning occurs in human society and the Multiple Intelligences Theory of Howard Gardner.
Music and Arts Program Standard: The learner demonstrates understanding of basic concepts and principles of music and arts through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development
General Standard First Year The learner demonstrates understanding of basic concepts and principles of folk songs and arts of the and the world, through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development General Standard Second Year The learner demonstrates understanding of basic concepts and principles of Asian music and arts through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development General Standard Third Year The learner demonstrates understanding of basic concepts and principles of music and arts of the different periods (Renaissance, Baroque, Classical/Neo classical and Romantic periods), through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development General Standard Fourth Year The learner demonstrates understanding of basic concepts and principles of music and arts of the 20th and 21st centuries through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development
Concept Matrix
Grading Period First Year Philippine Folk Songs and Indigenous Art Second Year Music and Arts of Southeast Third Year Music and Arts of the Renaissance and Baroque Music and Arts of the Classical/ Neoclassical Period Fourth Year Music and Arts of the th Century 20
Q1
Q2
Q3
Philippine 20th and 21st Century Music and Arts Multimedia Theater
Q4
Music Theaters of
Musical Play