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7/31/2019 Curriculum Standards 5 Year Olds
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Age Group: 5 years oldDomain: VALUES DEVELOPMENTSub-Domain: DisciplineComponent: Self-RespectStandard: Child should be able to manifest respect, control and discipline of oneself
Indicators/Competencies Learning Activities/Materials
Talks about oneself
Takes pride of oneself
Talks good things about self
Says what he/she wants/doesnt want (good/ bad touch, needs)
Recognizes what is safe and dangerous
Talking about oneselfGame - Who am I
This is mePoem / Song
Component: ResponsibilityStandard: Child should be able to manifest respect, control and discipline of oneself
Indicators/Competencies Learning Activities/Materials
Finishes assigned tasks
Does one's work without being told
Takes care of one's belonging as well as of others
Shows concern for one's environment
Does and finishes assigned task independently
Follows daily routine (study/ reading habits, personal hygiene, playtime, pray time,
bedtime, siesta, etc.) Fixes things after use (toys, books, beddings, etc.)
Asks permission when necessary (going out, using other persons things to play, etc.)
Storytelling
Component: Promptness and PunctualityStandard: Child should be able to demonstrate the value of time
Indicators/Competencies Learning Activities/Materials
Comes to school/church on time
Attends classes regularly
Follows rules and regulations at home/in school
Finishes assigned tasks promptly
Does and submits school requirements (projects, assignments, etc.)\
Does chores (household, school) promptly
Situations on values familiar in school
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Component: Courtesy and PolitenessStandard: Child should be able to gestures that show respect to others
Indicators/Competencies Learning Activities/Materials
Uses courteous expressions in the morning, afternoon and evening
Uses "po" and "opo"
Greets elders politely
Waits for one's turn
Behaves well in public places
Observes right manner/conduct at all times and everywhere
Storytelling on family values
Component: Honesty and TruthfulnessStandard: Child should be able to exhibit words and deeds that are true and worthy
Indicators/Competencies Learning Activities/Materials
Tells the truth at all times
Returns things to the right owner/right person (who will take responsibility)
Keeps things that only belong to oneself
Does not cheat
Returns borrowed things promptly
Storytelling on honesty
Game : Tinda - tindahan
Story: Pinnochio
Sub-Domain: Social ResponsibilityComponent: Concern for Others
Standard: Child should be able to demonstrate care and concerns for others
Indicators/Competencies Learning Activities/Materials
Shares things (food, toy, paper, book) with others
Shares stories with others
Respects the rights of others
Helps others in time of need
Cheers up playmates, peers, classmates who are sad and hurt
Game
Situations on sharing
Cooperative play
Song
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Component: CooperationStandard: Child should be able to participate actively in any group play or work
Indicators/Competencies Learning Activities/Materials
Helps others in time of need
Helps others in assigned tasks
Works well with others
Does one's share in school work
Cooperates with adults request most of the time
Does one's share of household chores Follows adult request with zest and enthusiasm
Situation on values familiar in school
Dramatic play
Small group activities
Set - Let's Do It Together
Component: SportsmanshipStandard: Child should be able to display good conduct in times of victory and defeat in any kind of competition
Indicators/Competencies Learning Activities/Materials
Accepts defeat graciously
Abides by the decision of the majority
Follows the rules of the game
Accepts victory humbly
Congratulates the winners wholeheartedly
Demonstrates "coolness" during and after the game and challenges
Game - Win or Lose
Sub-Domain: HealthComponent: Cleanliness and OrderlinessStandard: Child should be able to demonstrate proper ways of good grooming and tidiness
Indicators/Competencies Learning Activities/Materials
Is well groomed
Keeps personal things neatly and orderly
Takes a bath everyday
Washes body before sleeping/going to bed
Practices proper hygiene (takes a bath, brushes teeth at least twice a day, comb hair,cuts long fingernails and toenails)
Bathing a Doll
Parts of the Body and care
Stories on Health Habits
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Component: Care of One's SurroundingsStandard: Child should be able to demonstrate concern for a clean and orderly dwelling place
Indicators/Competencies Learning Activities/Materials
Keeps one's surroundings clean
Throws garbage in the trash can
Helps in simple household chores like sweeping the floor, dusting chairs and tables
Keeps personal belongings (clothes, toys, books) in proper places
Regularly bathes domestic pets and their habitat
Field Trip to a Park
Picnic in the Park
Sub-Domain: EconomicComponent: ThriftStandard: Child should be able to practice wise use and conservation of one's resources
Indicators/Competencies Learning Activities/Materials
Eats food that can only be consumed
Demonstrates proper use of water at home and in school e.g. washing hands, taking abath
Prepares meals for younger siblings/family members when no adult is around
Turns off lights/faucet when not in use/needed
Game: A Birthday Party
Demonstrate on how to wash hands properly
Situations at home
Component: Care of EnvironmentStandard: Child should be able to practice conversation of environment through proper care of living things
Indicators/Competencies Learning Activities/Materials
Demonstrates love for pets by giving them a bath / feeding them
Demonstrates care of the plants by watering them regularly / pulling out weeds
Throws garbage properly.
Separates biodegradable from non-biodegradable garbage.
Avoids throwing wrappers, plastic bags, plastic cups anywhere.
Story: My Favorite Pet
Gardening
Demonstration of Waste Segregation
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Component: Love of WorkStandard: Child should be able to demonstrate proper use of one's resources
Indicators/Competencies Learning Activities/Materials
Does one's work with enjoyment
Works without being told
Finishes work on time
Works without complaining
Works promptly on assigned task
Doing one's work at home and in school
Sub-Domain: NationalismComponent: Love of CountryStandard: Child should be able to demonstrate love and pride of one's country.
Indicators/Competencies Learning Activities/Materials
Demonstrates love for country by singing the National Anthem with pride
Keeps still during flag ceremony
Participates in National celebration
Talks with pride about one's country
Shows respect and pride of one's country
Song: Lupang Hinirang
Panunumpa sa Watawat
Bandila ng Pilipinas
Component: Appreciation of one's cultureStandard: Child should be able to exhibit love of Filipino culture
Indicators/Competencies Learning Activities/Materials
Takes pride of being a Filipino
Appreciates one's culture bysinging folk songsplaying indigenous gamesdancing folk dances
Participates in activities that promotes Filipino culture like folk dancing, balagtasan, etc.
Joins in celebrations or local festivities i.e. fluvial parades, panagbengam kadayawan,ati-atihan, sinulog, etc.
Songs Paruparong Bukid Bahay-kubo Leron - leron Sinta
Games Siklot Piko Patintero
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Sub-Domain: LoveComponent: Love of GodStandard: Child should be able to demonstrate love of God, parents, elders and others
Indicators/Competencies Learning Activities/Materials
Respects places of worship
Respects religious beliefs of others
Shows a caring attitude towards God's creation
Engages oneself in worthwhile religious activities
Storytelling on Love of God Religious practices
Activities where child demonstrate church values e.g. prayersbefore going to bed and rising from bed
Component: Respect for parents, elders and othersStandard: Child should be able to demonstrate love of God, parents, elders and others
Indicators/Competencies Learning Activities/Materials
Demonstrates respect for parents by running errands/doing one's work well
Obeys parents and elders
Respects the rights of others
Comforts other children in distress
Respects community helpers by following barangay ordinances
Shows closeness to parents & siblings anytime/ anywhere (through hugging,embracing)
Shows respect through kissing of hands, saying po & opo, etc. Greets parents, family members
Says words of endearment (I love you Papa/ Mama, etc.)
Says magic words such as Im sorry, Youre welcome, Thank you, Please
Asks permission when necessary (going out, using other persons things to play, etc.)
Storytelling
Song "Mother Dear, Oh my Papa, Mama
Discussion - "Hard and Easy Things"
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Age Group: 5 years oldDomain: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENTSub-Domain: Physical DevelopmentComponent: Physical FitnessStandard: Child should be able to demonstrate the stamina and energy to participate in daily activities.
Indicators/Competencies Learning Activities/Materials
Performs simple calisthenics
Marches in rhythmic motion
Can climb a flight of 10 steps without stopping
Encourage child to participate in calisthenics exercises
Indoor/Outdoor game
Sub-Domain: Motor DevelopmentComponent: Gross Motor SkillsStandard: Child should be able to show a well coordinated body movement
Indicators/Competencies Learning Activities/Materials
Moves head, arms and legs to music
Shows simple balancing skills
Runs without tripping or falling
Jumps rope
Skips on alternate feet
Throws ball overhead with direction and moves body into position to catch a ball
Can ride a carabao and horse
Runs smoothly and with few falls Maintains balance while bending, twisting or stretching
Kicks large ball to a given point with some accuracy
Can go up and down the mountains without stumbling
Can wash small clothes, utensils and non-breakable dishes
Carries large objects such as firewood
Indoor and outdoor activities
Physical /body exercises
Indoor and outdoor activities
Creative movements
Creative games (indoor and outdoor games)
Encourage child to sweep floor or yard
Encourage child to do circular hand movements like the
winnowing of rice Encourage child to participate in the pounding "pagbayo" of
rice
Encourage child to fetch water using small water buckets
Encourage child to gather firewood
Encourage child to help with light household chores such aswiping of dishes, table tops and other surfaces, taking out oftrash
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Component: Fine Motor SkillsStandard: Child should be able to use hands and fingers appropriately
Indicators/Competencies Learning Activities/Materials
Draws simple shape/pattern
Child picks rice hull and other small particles in cleaning rise with ease
Unscrews lid of container or unwraps food
Turns pages of picture or story book one page at a time with ease
Removes and replaces container lids
Prints lower-case letters (with/without) model
Exhibits writing skills such as:
Prints number 1 10 (with/without) model
Prints upper-case letters (with/without) model
Copies part-picture
Can print complete name (with/without) model
Copies shapes and letters
Cuts out simple shapes
Pastes and glues appropriately
String exercises (beads threading, button bracelet, etc.)
Writing exercises
Drawing exercises (simple objects / pictures)
Coloring large, simple pictures
Art works that requires cutting with scissors
Coloring large, simple pictures
Personal daily routine, role play, demonstrations
Sub-Domain: Health and Personal CareComponent: Daily Living SkillsStandard: Child should be able to perform basic personal care routines
Indicators/Competencies Learning Activities/Materials
Eats without need for spoonfeeding during any meal
Pours from pitcher without spillage
Prepares meals for younger siblings/family members when no adult is around
Dresses without assistance including buttons and tying
Brushes teeth after meals
Goes to the designated place to urinate or move bowels by him/herself
Wipes/clean self after bowel movement (pooh)
Washes and dries hand without any help
Takes a bath without help
Washes face without any help
Sets the table
Wipes the floor, and furniture
Sweeps the floor and yard
Give the child opportunity to do things by own self
Allow the child to do simple household chores
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Sub-Domain: SafetyComponent: Safe Practices and Rules and RegulationsStandard: Child should be able to care and protect self from injuries
Indicators/Competencies Learning Activities/Materials
Understands that some practices may be personally dangerous (e.g. smoking, drinkingalcohol, playing with matches)
Does not put small objects inside mouth, ears and nose
Holds on to handrails when going up and down stairs Crosses the street alone
Closes door
Switches on/off lights and faucets
Does not hold hot objects such as pots, flat iron, candles, kerosene lamps
Encourage child to go explore the neighborhood with otherchildren
Provide the child toys and objects with small parts (e.g.
pebbles, seedlings, string beads, etc.)
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Age Group: 5 years oldDomain: SOCIAL & EMOTIONAL DEVELOPMENTSub-Domain: EmotionalComponent: Self ConceptStandard: Child should be able to express knowledge of self concept and basic roles of people they respect and with authority
Indicators/Competencies Learning Activities/Materials
Shows sense of personal identity
Talks about own specific abilities and characteristics
Talks and describe self to others
Demonstrates at least 3 abilities: sing, dance, recites a poem, dances Describes what Mom & Dad can do, they like and dont like
Describes what he or she can do at home and school
Creative games
Drawing
Storytelling (on family, where they live, etc.)
Question and answer Songs about self
Standard: Child should be able to express different emotions
Indicators/Competencies Learning Activities/Materials
Figures out self-appraisal emotions (shame, pride, guilt)
Shows empathy, understanding acceptance of feelings of others
Shows Respects rights and properties of others
Expresses feelings through activities
Identify feeling of sadness (lost of life, toys, other personal belongings, separation andother difficult situations; happiness, fear
Talks and shows delight with peers, and adults
Encourage child to share feelings with adults and peers
Storytelling (on family, where they live, etc.)
Question and answer
Songs/Poems about feelings
Component: Efficacy and Self ControlStandard: Child should be able to comprehend and display self-appraisal emotions (shame, pride, guilt) and feelings (empathy) of /for others
Indicators/Competencies Learning Activities/Materials
Deals with new tasks and situations willingly
Shows pleasure and enjoyment over successful attempts or efforts to actions
Joins small groups confidently especially if accepted
Group activities
Role play
Storytelling
Encourage child to share feelings
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Standard: Child should be able to self regulate feelings/express emotions and follows schedules as well as regulations
Indicators/Competencies Learning Activities/Materials
Talks about simple rules (family, classroom) to others
Speaks about and do routines independently
Perseveres when faced with challenging or new task
Takes time to try to solve problem
Handles defeat and takes chances to learn more
Dramatic play
Storytelling
Puppetry
Group activities / games
Component: Emotional ExpressionStandard: Child should be receptive and sensitive to basic emotions
Indicators/Competencies Learning Activities/Materials
Shows and expresses primary emotions (joy, fear, anger, grief) in situations such asseparation from toys, pets, parents or caregiver (fear), etc. sensory stimulated (disgust,delight, horror)
Dramatic play
Storytelling
Puppetry
Drawing / show and tell
Group activities / games
Songs
Sub-Domain: SocialComponent: Interactions with adultStandard: Child should be able to relate and interact with adults
Indicators/Competencies Learning Activities/Materials
Interacts with adults in his surroundings
Engages in conversation with adults
Verbalizes feelings related to events that arise in classroom / home environment in apositive way
Is aware when to ask help and assistance from adults
Recognizes the importance of adults ideas and experiences
Asks permissions before abiding by or not to rules and routines
Interacts with adults properly
Demonstrates simple household chores and duties in thehouse, school and community
Role play
Storytelling
Songs / poems
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Component: Interactions with other childrenStandard: Child should be able to play and interact with other children
Indicators/Competencies Learning Activities/Materials
Initiates play activities with others
Plays cooperatively with other children
Relates well with others
Takes turns and shares toys with others
Group games
Group activities
Songs / poems
Standard: Child should be able to demonstrates negotiation skills with and among friends and other children
Indicators/Competencies Learning Activities/Materials
Describes and presents problems encountered with friend
Uses different strategies to resolve conflict with friends and family members
Accepts faults / mistakes
Accepts negotiation results
Creative games (Solitary & parallel games)
Group activities
Songs / Poems
Standard: Child should be able to develop friendship with other children
Indicators/Competencies Learning Activities/Materials
Gives support to others
Makes friends with other children in different situations and locations (schools,neighborhood)
Listens to suggestions of friends Is faithful to chosen friends
Group games
Group activities
Component: Adaptive social behaviorStandard: Child should be able to participate in group activities
Indicators/Competencies Learning Activities/Materials
Easily joins group activities
Actively participates in classroom and group routines
Role play
Creative games
Demonstration
Arts and crafts
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Standard: Child should be able to demonstrate social behavior
Indicators/Competencies Learning Activities/Materials
Follows rules & regulations at school and at home
Asks questions on the reactions and feelings of people around him / her
Adjusts to situations and places they go
Participates and Cooperates with friends to complete challenges
Engages in empathetic caring behavior so others respond positively
Defends and reasons out for own reactions/others actions
Assists and comforts peers and family members through words and/or actions
Role play (socio-dramatic play)
Creative games
Demonstration
Arts and crafts
Component: Appreciating DiversityStandard: Child should be able to recognize and respect similarities and differences in people, language, culture
Indicators/Competencies Learning Activities/Materials
Asks questions about new / different words (dialects) and practices in the community(rural or urban setting)
Talks about religious practices / culture in the area
Demonstrates different roles of people in the family, school, community
Talks about gender differences and roles
Demonstrates simple household chores and duties in thehouse, school and community
Songs (lullabies and folk songs)
Local games / cooperative games
Role play (socio-dramatic play)
Storytelling (local legends, etc)
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Age Group: 5 years oldDomain: COGNITIVE DEVELOPMENTSub-Domain: Logic and ReasoningComponent: CausationStandard: Child should be able to understand cause-effect relationship in objects that he manipulates
Indicators/Competencies Learning Activities/Materials
Explores/manipulates objects to see what happens when he acts on this
Follows simple directions
Provide toys and objects which children can manipulate to see whathappens, eg.Tricycles pedaling makes it run
Building blocks what happens when balance is not attained; whatcauses imbalance
Component: Critical and Analytic ThinkingStandard: Child should be able to analyze situations/ events and relationships of objects based on a particular criterion, compare contrast and evaluate
Indicators/Competencies Learning Activities/Materials
Recognizes, identifies, matches, compares objects
Compares experiences with adults assistance e.g. recalls and compares playtimeswith different children
Explains the benefits and/or drawbacks of choosing are course of action with assistance
Organizes objects by more than one-preselected criterion (e.g. crayons and markers bycolor and type of implement)
Uses comparative words (e.g. Now the music is faster)
Provide .materials and objects of different attributes such asshapes, objects of different textures and other familiar objectswhich children are encouraged to identify, reason out andcompare using a particular criterion
Provide opportunities to analyze situations, make decisions andreason out, explain actions (e.g. observing and seeingsimilarities and differences of vehicles on the road
Read stories and talk about characters similarities anddifferences
Component: Problem SolvingStandard: Child should be able to solve problems he encounters with himself, with peers and adult in his environment
Indicators/Competencies Learning Activities/Materials
Solve problems encounters in school activities finding multiple solutions to questions,tasks, problems and challengeso Explores various ways of solving a problem and selects one optiono Seeks assistance from another child or adult to solve problemo Modifies actions based on new experiences (e.g. change blocks structures that
falls)o Makes simple constructions using blocks, puzzles, playing board gameso Manifests good relationship with peers such as compromising to settle disputeso Takes turns in playing with toys which everybody wants to play witho Makes decisions on who should be the leader for the different activities
Provide .materials and objects of different attributes such asshapes, objects of different textures and other familiar objectswhich children can identify, reason out and compare using aparticular criterion
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Component: Representational ThoughtStandard: Child should be able to make use of cues/symbols such as pictures, tool language to represent objects and events
Indicators/Competencies Learning Activities/Materials
Uses symbols and pictures to represent his thoughts for oral language
Provides more complex description of a person or object that is not present (e.g. childpants when, asked what a dog does)
Uses objects to represent real times in make believe playo Represent objects through drawing movement, mine, 3-dimensional constructions
For children to be able to represent their thoughts, the followingactivities may be done: Representation of modified actions: e.g. teacher says: row
me how to walk slowly Representation of feelings: e.g. the teacher says Show how
you look when you feel sad. encourage child to draw
pictures of feelings Role playing including adult roles significant and familiar to
the children such as mother, father, fireman, teacher Onomatopoetic formation of words, imitation of natural
sounds such as buzz for a bee or quack for a duck, e.g.the teacher slows the children a toy model of a cow and thechildren respond with the sound moo, moo
Social dramatic play: similar to role playing but includes thefollowing components:o Social interaction e.g. at last 2 children involved in some
interactiono Verbal communicationoFantasy: Make-believe about roles
Make believe about situations Make believe about objectso Toys are reduced to toolso Plays continues for at least 10 minuteso Interaction with peers and adultsoManipulation of concrete objects
Engaging in concrete experiences such as:
Field trips
Dramatic play
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Sub-Domain: Mathematics and NumeracyComponent: Numbers and OperationsStandard: Child should be able to understand numbers and demonstrate knowledge in identifying some numbers and counting at least to 20
Indicators/Competencies Learning Activities/Materials
Counts showing an understanding of numbers ( one to one correspondence) at least upto 20
Counts at least 10 from memory
Matches sets of objects in one to one correspondence without assistance
Recognize that a single objects is are regardless of size, shape, or other attributes
Understands that numbers represent quantity (e.g. gets three apples out of the box) Recognizes that a set of objects remains the same number if physically rearranged.
Applies numbers and counting concepts to daily life (e.g. counts number of children whohave raised their hand)
Differentiate letters from numbers
Recognizes, names and writes same numbers
Provide activities such as counting children in class duringcircle time
Counting objects they see around then
Counting learning materials in math, such as pick up sticks,beads, etc.
Talk aloud while solving simple math computations or othernumerical concepts (e.g. number of snacks for the number ofchildren)
Play card or board games with child that use counting.
Ask child to count objects during daily routines.
Demonstrate to child that numbers matter (e.g. speed limitstemperature)
Component: MeasurementStandard: Child should be able to know the concepts of size, volume, height, weight and length
Indicators/Competencies Learning Activities/Materials
Demonstrates knowledge of:o Size big and smallo Volume much and lesso Height tall and shorto Weights heavy and lighto Length long and short
Uses approximate measures of familiar objects to develop a sense of measurement(e.g. width of finger, weight of rock)
Uses measuring tools in play activities (e.g. measuring tape, measuring cups)
Estimates size (e.g. Im as tall as the yellow book shelf)
Provide activities such as comparing persons and objects in
accordance with the above parameters/criterionEx. Child is taller than ________
Pencil is longer than ______Matching games
Ask child to complete daily measuring tasks (e.g. measuringingredients, weighing a pet)
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Component: Properties of OrderingStandard: Child should be able to identify and label objects according to a particular criterion
Indicators/Competencies Learning Activities/Materials
Identifies and labels objects according to shape, size, color, length etc.
Sorts, organizes and groups objects according to a particular criterion
Compares shape and size of objects
Builds and draws shapes
Puts together and takes apart shapes to make other shapes (e.g. two triangles make arectangle)
Recognizes non-geometrical shapes in nature (e.g. clouds or other things that are notcircle, squares, triangles etc.)
Provide activities using concrete materials which children canmanipulate, identify and label to each criterion
Provide materials and activities which children can groupaccording to a given criterion
Sorting different qualities like things that float sink thingschildren like and dislike
Use words to promote childs understanding of shapes (e.g.octagonal stop sign)
Provide material that can be connected and combined to createnew shapes
Standard: Child should be able to sort, classify and organize objects
Indicators/Competencies Learning Activities/Materials
Orders several objects on the basis of one characters _________ _____ trial and error(e.g. puts 4 blocks in a row from smallest to largest)
Recognizes, duplicate and extends simple patterns
Creates own patterns with a variety of materials
Recognizes charts and graphs as a way to collect, organize record, and describeinformation
Matches and names simple patterning (e.g. boy-girl_boygirl red-blue-red blue)
Provide materials which children can sort classify and organizeinto patters
Asks child to look for patterns in the house classroom or nature
Set examples of patterns for the child to recreate and create
Encourage child to arrange collection into groupings usingdifferent rules that you make up together
Sub-Domain: ScienceComponent: Scientific ThinkingStandard: Child should be able to collect information through observation and manipulation
Indicators/Competencies Learning Activities/Materials
Identities and discriminates among sensory stimuli (e.g. tastes, sounds, textures)
Uses simple tools and equipment for investigation
Uses non-standards tools (e.g. blocks, paper, tubes) to explores the environment
Uses standard tools (e.g. magnets, magnifying glass) to explore the environment
Observes adults experiments and describes observation (e.g. teacher mixes paints and
says :Yellow and blue make green)
Provide opportunities for child to learn through all senses
Encourage child to share information on observation throughpictures and words
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Standard: Child should be able to engage in scientific inquiry, make a hypothesis, test hypothesis form conclusion and make predictions
Indicators/Competencies Learning Activities/Materials
Poses questions and finds answers through active exploration
Records information from an experience (e.g. drawing, storytelling, writing)
Makes reasonable explanations independently using resources (e.g. experiments)
Draws conclusions based on proved/disapproved predictions
Makes guesses about what might happen based on past experience
Uses language that shows an understanding of scientific principles to explain why thingshappen (e.g. my tower fell over because it was too tall)
Help child to find the answers to why questions through activeexploration and reflection
Talk with child to make predictions about natural events (e.g.growing seed, caring for animals charting wearer)
Engage child in simple experiments (e.g. which object will sinkand which object will float)
Engage the child in simple and nutrious cooking projects
Component: Scientific knowledge and skillsStandard: Child should be able to know scientific knowledge by observe and describe their environment
Indicators/Competencies Learning Activities/Materials
Describes characteristics of living things and non-living things in the environment
Describe of his national environment and see relationship between the things.
A. Sensory Perceptual skillsDevelops skills in sciencelearningo Recognize and describe objects in his environment according to color, size,
sound, texture, shape, dimensiono Collects objects by sensory judgement which will help in his learning of
classificationB. Develops Spatial Skills
Identifies places in relation to objects found in them and identifies objects in relationto the place where they are found
C. Develops Measurement SkillsSees similarities and differences, compares matches, combines and separates, andmeasures and arranges objects in s serial/order
D. Develops Classifications Skills:Groups objects according to properties perceive through the senses
E. Develops Language SkillsNames objects and activities, properties of objects, positive and negativestatements
Differentiates between living and non-living things
Describes characteristics of plants, animals, and people (e.g. That free is really talls) Asks questions about growth and change in plants and animals
Talk with child about plants and animals including those foundin diverse cultures
Provides opportunities to child to take care of living things
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Standard: Child should be able to observe and describe the characteristics of the earth
Indicators/Competencies Learning Activities/Materials
Investigates properties of rocks, dirt and water
Investigates and describes the states of matter (e.g. solid and liquids)
Talks about and/or draws observations of the characteristics and movement of sun,moon, starts and clouds
Discusses change in the weather and seasons
Encourage child to share observations of the earth
Discuss the environment with child
Help child plant seeds
Help child develop a nature collection (e.g. leaves, shells)
Field trip to museums that exhibits natural world (e.g.planetarium, aquarium)
Sub-Domain: Social StudiesComponent: HistoryStandard: Child should be able to differentiate between events that happen in the past, present, and future
Indicators/Competencies Learning Activities/Materials
Retells a simple story or event in sequential order
Uses time-related words and concepts (e.g. first/last, morning/night, yesterday/today)
Give simple accounts of what happened that daya
Establishes casual patterns between past, present and future events
Recognizes that other children have different past event from own
Uses phrases that suggest awareness of the past )e.g. When I wqs a baby . . . .)
Provide time keeping materials such as c locks, watches timesand calendars
Ask child questions about what will happened in the future andwhat happened in the past (What did you have for lunchtoday?)
Encourage family members to talk with child about familymembers to talk with child about family history
Component: GeographyStandard: Child should be able to demonstrate awareness of location and spatial relationship in their environment
Indicators/Competencies Learning Activities/Materials
Concretizes experiences through mapping activities Ex. Using blocks after a field trip,child is able to layout location of their favorite and popular establishments such asJollibee/MacDonald in relation to a particular landmark, street
Uses words to indicate directionality, position and size
Creates representations of space during play (e.g. builds steep mountain road insandbox)
Filed trip to church, market etc.
Play games that incorporate correctly using and responding towords (e.g. left, right, first, last, big, little, top, bottom)
When traveling use directional terms (e.g. We will turn left atthe next street)
7/31/2019 Curriculum Standards 5 Year Olds
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20
Standard: Child should be able to demonstrate knowledge of the relationship between people, places and regions
Indicators/Competencies Learning Activities/Materials
Matches objects to their usual geographic locations (e.g. stove in the kitchen, bed in thebedroom, tree in the park)
Develops awareness of some characteristics of own geographic region (e.g. alter seeinga snowstorm on TV commenting, We never have snow where I live)
Recognizes where he/she while traveling in a vehicle
Recognizes that roads have signs or names and houses have numbers to help identifylocations
Talk with child where he/she has been on trips or other placeslived
Read and use maps and globes in the presence of the child
Component: EconomicsStandard: Child should be able to demonstrate awareness of economic concepts such as:
How people produce and consume goods and services Money as a vehicle for exchange of goods and services
Indicators/Competencies Learning Activities/Materials
Shows knowledge of economic concepts such as: for us to avail of _____ goods orservices we have to use money to buy/pay for such,Ex. of goods: toys, candies,
medicinesservices: yaya,physicians, waiters,etc.
Shows knowledge of the concept that that we consume goods that other peopleproduce.Ex. rice and vegetables that farmers plantfish from fish ponds thatpeople tend
Demonstrates awareness of money being needed to purchase goods and services
Plays store or restaurants with play or real money, receipts, credit cards, telephones
Demonstrates awareness that adults work in order to earn money to buy food
Field trips : to farm/grocery/market/ where they experiencebuying of goods
Provide socio dramatic activities where children can role playPlay store in the Classroom
Provide situations for child to role play as storekeepers, waitersin restaurants, cashier etc.
Shows pictures of working adults and buying on payday
7/31/2019 Curriculum Standards 5 Year Olds
21/26
21
Component: EcologyStandard: Child should be able to demonstrate awareness of the relationship between humans and the environment
Indicators/Competencies Learning Activities/Materials
Shows awareness of the interrelation of life forms with air, water and earthEx. water, air and soil are
important for plants tolive/grow
Predicts that living things like caterpillar if not provide with water, air and food will die.
Practices water conservation when washing hands, brushing teeth and calls attention of
classmates to do the same to conserve water, which is very essential. Practices proper waste disposal to avoid pollution of the air, water which would be use
harmful to the lives of living things such as man, animals and plants
Children observe caterpillars day to day growth providing thecare needed, may state observations, that food, air, water areneeded for it to live can _______ that putting holes on cover ofcontainer allow the air needed for it to live.
Children participate in rules to observe in conserving water,proper waste disposal
Component: TechnologyStandard: Child should be able to appropriately use technology in day to day activities
Example: Flushing toiletsTurning on and turning off lights and faucets
Indicators/Competencies Learning Activities/Materials
Turns on/off faucets to wash hands
Turns knobs to open doors
Uses kitchen utensils and gadgets such as: carpentry tools and garden tools
Operates mechanical toys found in the classroom
Plays/manipulates play equipment like real and pretend television, computers in theabsence of the real one
Provide learning experiences that would utilize tools, gadgetsthat are product of technology
Sub-Domain: Family and Community and CultureComponent: FamilyStandard: Child should be able to show awareness of family characteristics and function in their dramatic play, using role playing and verbal interaction
Indicators/Competencies Learning Activities/Materials
Uses their family in dramatic role playing and verbal interaction
Talks and informs adults of family members and family life
Talks with classmate and shares in class about their family members, their clothes, likesand dislikes, practices, and their physical, social and emotional attribute and functions
Provide activities for children to role play family functions andactivities
Provide opportunity for children to talk and share about thefamilies characteristics
7/31/2019 Curriculum Standards 5 Year Olds
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Component: CommunityStandard: Child should be able to show awareness of the community human interdependence and social roles
Indicators/Competencies Learning Activities/Materials
Identifies the leaders of the community
Talks about community in the structures available in the locality
Identifies and talk about the community helpers like street cleaners, market vendors,farmers medical personnel
Manifests appreciations of roles of community leaders and helpers in their dramatic playactivities:
o Role play of a teachero Role play of a dentist
Role play of a doctor
Field trip or invite leaders in the community to enrich childrenknowledge about the work they do in the community
Invite available community helpers to talk about their work
Field trip to the different work places of the community helpers
Standard: Child should be aware of their civic responsibilities
Indicators/Competencies Learning Activities/Materials
Identifies appropriate ways by which children can contribute to community concerns:o Cleanlinesso Proper waste disposalo Maintenance of peace and order
Uses community resources like play ground/community toilets etc. properly
Provide activities where children learn more about their civicresponsibilities activities like: role playing of appropriatebehaviors that contribute to a wholesome community life.
Invite resource persons to talks on civic responsibility ofchildren
Sub-Domain: Creative ArtsComponent: Expression and RepresentationStandard: Child should be able to express and represent ideas (what they know) and feelings in symbols or creative art activities
Indicators/Competencies Learning Activities/Materials
Represents what one knows/discussion on how he sees a thing
Represents important ideas or objects in art activities
Creates different forms and shapes
Often preplans and then implements task with great care and deliberationEx. paper folding of a flying fish
Provide opportunities for children to reflect on experiences andto put these in paper/creative work the form of creativeexpressions like, drawing painting, clay modeling
Provide materials necessary for these activities
Value the childs creative work no matter what the result
7/31/2019 Curriculum Standards 5 Year Olds
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Age Group: 5 years oldDomain: LANGUAGE, LITERACY AND COMMUNICATIONSub-Domain: CommunicationComponent: ListeningStandard: Child should be able to distinguish different types of sounds and respond accordingly
Indicators/Competencies Learning Activities/Materials
Identifies specific sounds from a background of different sounds
Identifies objects, pictures that produce a specific sound
Differentiates sounds loud, soft, high, low
Repeats sentences, sing songs and recites rhymes Answers to questions and take turns in conversations
Listens to others and responds to group conversations
Adjust delivery of intonation, volume and language in a variety of settings
Uses language appropriately with appropriate audience. Uses different words withpeers, different from adults
Attends to books story telling for more than 15 min
Points to a specific source of sounds
Identifies from array of pictures a particular sound heard
Listens to rhymes
Nature walk & listen to sounds of the environment Listens to others & responds to group conversations &
discussions
Component: SpeakingStandard: Child should be able to express ones feelings, thoughts & ideas toward a particular event/s & object/s
Indicators/Competencies Learning Activities/Materials
Speaks clearly & responds to questions
Describes concepts related to direction and position
Describes feelings, thoughts and ideas Compares experiences and events
Speaks/talks excitedly about news, events heard or personally seen
Engage in creative game (word game like question & answer)
Participates in dramatic play
Tells a familiar story in sequence Relates a recent experience
Filipino games & rhymes (Amy, Susie & Tessie; etc)
Component: Language UseStandard: Child should be able to use language to represent ones ideas, thoughts and feelings
Indicators/Competencies Learning Activities/Materials
Asks and answer various question
Uses information learned to solve problem
Uses ones mother tongue/dialect comfortably and fluently
Tells stories with descriptions of characters and events
Enjoys making up stories
Engage in creative game (word game, q & a)
Participates on dramatic play
Tells a familiar story
Filipino games & rhymes
Provide child with opportunities to engage in conversations withdifferent groups of people in different situation
7/31/2019 Curriculum Standards 5 Year Olds
24/26
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Component: BilingualStandard: Child should be able to use at least 2 languages to represent ones ideas, thoughts and feelings
Indicators/Competencies Learning Activities/Materials
Uses voices of culturally appropriate quality, pitch & intensity
Speaks 2 languages (English & Tagalog)
Word games & rhythms
Tells a familiar story
Sub-Domain: LanguageComponent: Vocabulary developmentStandard: Child should be able to increase his/her vocabulary for describing observations
Indicators/Competencies Learning Activities/Materials
Identifies rhyming words Understands synonyms (words that meant the same thing) and some antonyms (words
that mean the opposite thing)
Produces words that rhymes
Invents word that rhymes or words that can be made into a song or poem
Rhyming words with pictures Poems & rhymes
Positively acknowledge characters when they demonstrateunderstanding of new words
Build and expand in what child says using complex vocabulary
Expressive
Indicators/Competencies Learning Activities/Materials
Uses several sets of opposite words
Understands word meanings
Uses new and different words to describe opposite conditions and things to compare
Describes the things observed with increased vocabulary
Questions & Answers Games
Gives meaning to words, with assistance Uses multiple words to explain idea
Expresses abstract thoughts using appropriate words
Use pictured opposites
Invents/play with words
Plays guessing game
Play word games with the child & encourage the use of newwords
Encourage child in making up rhymes Ask questions that encourage child to use abstract vocabulary
Component: Syntax and grammarStandard: Child should be able to speak grammatically correct sentences
Indicators/Competencies Learning Activities/Materials
Uses 2-3 sentences to describe events/feelings
Uses words correctly (can differentiate singular from plural words)
Uses words correctly in relation with others in terms of spatial position: in, out, under,above, etc
Uses sentences in logical order
Begins to notice sentences that do not make sense
Uses verb-tense appropriately
Encourage child to tell a story from an event
Songs, poems & rhymes
Picture words
Dramatic play/role play
Respond to childs stories and descriptions of events
Encourage child to talk about the events of the day and then ofinterest
7/31/2019 Curriculum Standards 5 Year Olds
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25
Component: ComprehensionStandard: Child should be able to understand and relate ones thoughts and ideas to others
Indicators/Competencies Learning Activities/Materials
Follows 2-3 instructions from adult
Follows and recalls sequence of events in the story
Recalls main facts from a story
Identifies main characters in the story
Repeats 3-step directions & requests
Dramatic play
Block play
Relating & sharing ones experience & family events
Sequencing of events in the story through picture cards
Cooking activity with simple recipe chart
Encourage word game (teacher asking riddles)
Introduce sentence games and identify what is wrong in thesentence
Introduce a game or song to help child learn to respondcomplex multi-step directions
Expressive
Indicators/Competencies Learning Activities/Materials
Answers questions based on the story told
Describes the details of a recent event or occurrence
Uses oral language to express emotions and thoughts
Enjoys making up stories
Story telling
Encourage child to create & make relevant stories, orally orthrough drawing. Write them down as child tells the story outloud
Encourage children to report news or events that they knowthrough narrative communication
7/31/2019 Curriculum Standards 5 Year Olds
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Sub-Domain: LiteracyComponent: Reading and writingStandard: Child should be able to recognize, understand & write simple & familiar words
Indicators/Competencies Learning Activities/Materials
Matches initial sounds to objects to letters to simple words
Initiate reading behavior
Prints numbers/letters without a model Prints upper/lower case letters
Writes own names and also names of others
Draws shapes and objects
Sequence objects, pictures, symbols and letters from left to right
Identifies/reads 3-letter words
Recognizes familiar names in prints
Reads simple & familiar labels
Writes short greetings
Expresses ideas in more than one way
Uses character voices in retelling a story
Draws pictures with a certain amount of detail to communicate ideas and events
Engages in conversation about a child-selected photograph or object or a masterpiece
Encourages news sharing
Writes simple words Independently writes some upper and lower case letters
Prints alphabet letter for given letter name
Differentiates between beginning letters & ending letter sounds
Blends with assistance individual letter sounds given orally to make new words
Painting/art activities
Doing simple word puzzles
Word domino Story telling
Seriation putting objects/pictures of events in order
Songs, poems and rhymes
Matching words with letters/objects/pictures
Talks about events around his environment
Encourage children to make their own letter dictionaries orbooklets of simple words with pictures illustrated by the childrenor picture cut outs
Let the children make a class story book or experience chartrelated to their experience from field trip, family day or acooking activity
Label picture drawn by the children with simple test
Encourage children to engage in creative writing by using
invented spelling and/or pictures to express idea or story Assist child in making labels for different sets of objects
Imitates common writing activities in play (e.g. writing somenames, numbers in dramatic play situations
Standard: Child should be able to demonstrate comprehension of printed materials
Indicators/Competencies Learning Activities/Materials
Knows that prints conveys meaning
Compares stories with real life
Uses pictures to predict in text read aloud
Recognizes the importance of labels in the environment (eg. room signs, food labels)
Encourage children to make a class book or individual journals
Engage child in writing letters & cards to friends & family
Use recipe chart with few printed words & pictures while doing
simple food preparation Use books of interest