Competencies have been dissected into Noun, Noun Complexity, Verb and Verb Complexity for easy sorting. These may not be lifted directly from the Curriculum Guides (CG). Some have been simplified. For example: the competency starting with “Perform addition” was simplified to start with “Add”.
Competencies are not in its actual order, however, competency Codes have been retained as is. For the scope and sequence, refer to the Curriculum Guides (CG).
Tips on how to use the Curriculum Competencies Database:
- Think of keywords relevant to your topic or content. Search the keywords one at a time.
- Search using keywords in English and Filipino.
- Use the Search to filter according to different fields. (e.g. subject, grade level, code).
Grade 10 Curriculum Competencies
A database which serves as a search facility for Grade 10 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP10IKP-IIIh-13 | 10 | Naipahahayag | ang pananaw sa pagpapahintulot ng same-sex marriage sa bansa | AP | ||
| AP10ICC-IVj-11 | 10 | Naipahahayag | ang saloobin sa mahahalagang isyung pampulitika na kinakaharap ng sariling pamayanan at bansa | AP | ||
| AP10IKP-IIIh-11 | 10 | Naipahahayag | ang sariling saloobin sa Reproductive Health Law | AP | ||
| AP10IPE-Ic-8 | 10 | Naipaliliwanag | ang aspektong politikal, pang-ekonomiya, at panlipunan ng Climate Change | AP | ||
| AP10IPP-Iib--2 | 10 | Naipaliliwanag | sa aspektong panlipunan, pampulitika, at pangkabuhayan | ang epekto ng migrasyon | AP | |
| AP10IPE-Ib-3 | 10 | Naipaliliwanag | ang iba’t ibang uri ng kalamidad na nararanasan sa komunidad at sa bansa | AP | ||
| AP10ICC-IVi-10 | 10 | Naipaliliwanag | ang kahalagahan ng pagkakaroon ng kooperasyon ng mamamayan at pamahalaan sa paglutas sa mga suliraning panlipunan | AP | ||
| AP10IPE-Ii-22 | 10 | Naipaliliwanag | ang kaugnayan ng mga gawain at desisyon ng tao sa pagbabagong pangkapaligiran | AP | ||
| AP10IPE-Ig-17 | 10 | Naipaliliwanag | ang konsepto ng globalisasyon | AP | ||
| AP10IPE-Ia-1 | 10 | Naipaliliwanag | ang konsepto ng Kontemporaryong Isyu | AP | ||
| AP10IPP-IIc-5 | 10 | Naipaliliwanag | ang konsepto ng political dynasties | AP | ||
| AP10IPE-Ih-20 | 10 | Naipaliliwanag | ang konsepto ng sustainable development | AP | ||
| AP10IPP-Iid-7 | 10 | Naipaliliwanag | ang konsepto, uri at pamamaraan ng graft and corruption | AP | ||
| AP10IKP-IIIg-10 | 10 | Naipaliliwanag | ang mahahalagang probisyon ng Reproductive Health Law | AP | ||
| AP10IPE-If-14 | 10 | Naipaliliwanag | ang mga dahilan ng pagkakaroon ng unemployment | AP | ||
| AP10IPE-Ih-18 | 10 | Naipaliliwanag | ang pangkasaysayan, pampulitikal, pang-ekonomiya, at sosyo-kultural na pinagmulan ng globalisasyon | AP | ||
| AP10IPE-Ib-4 | 10 | Naiuugnay | ang gawain at desisyon ng tao sa mga kalamidad | AP | ||
| AP10IKP-IIIc-6 | 10 | Nakabubuo | ng dokyumentaryo na nagsusulong ng paggalang sa karapatan ng mga mamamayan sa pagpili ng kasarian at sekswalidad | AP | ||
| AP10IPE-Ig-16 | 10 | Nakabubuo | ng mga mungkahi upang malutas ang sulliranin ng unemployment | AP | ||
| AP10IPE-If-13 | 10 | Nakagagawa | ng case study tungkol sa sanhi at epekto ng mga suliraning pangkapaligiran na nararanasan sa sariling pamayanan | AP | ||
| AP10ICC-IVd-5 | 10 | Nakapagmumungkahi | ng mga pamamaraan na makatutulong sa pagpapataas ng kalidad ng edukasyon sa pamayanan at bansa | AP | ||
| AP10IKP-IIIb-4 | 10 | Nakapagmumungkahi | ng mga pamamaraan sa pangangalaga ng karapatang pantao | AP | ||
| AP10IKP-IIIc-5 | 10 | Nakapagmumungkahi | ng mga paraan ng paglutas sa mga paglabag ng karapatang pantao | AP | ||
| AP10IKP-IIIj-16 | 10 | Nakapagmumungkahi | ng mga paraan sa ikalulutas ng suliranin ng prostitusyon at pang-aabuso sa sariling pamayanan at bansa | AP | ||
| AP10IPP-Iif-10 | 10 | Nakapagmumungkahi | ng mga paraan upang maiwasan ang graft and corruption sa lipunan | AP | ||
| AP10IKP-IIIa-1 | 10 | Nakapagpaplano | ng symposium na tumatalakay sa kaugnayan ng karapatang pantao at pagtugon sa responsibilidad bilang mamamayan tungo sa pagpapanatili ng isang pamayanan at bansa na kumikilala sa karapatang pantao | AP | ||
| AP10IPE-Ij-25 | 10 | Nakasusulat | ng isang case study na nakatuon sa pagtatamo ng sustainable development ng kinabibilangang pamayanan | AP | ||
| AP10IPE-Ij-24 | 10 | Napaghahambing | ang iba’t ibang istratehiya at polisiya na may kaugnayan sa pagtamo ng sustainable development na ipinatutupad sa loob at labas ng bansa | AP | ||
| AP10IKP-IIIe-9 | 10 | Napaghahambing | ang katayuan ng kababaihan, lesbians, gays, bisexuals, at transgender sa iba’t ibang bansa at rehiyon | AP | ||
| AP10IPE-Ic-7 | 10 | Napahahalagahan | ang pagkakaroon ng disiplina at kooperasyon sa pagitan ng mga mamamayan at pamahalaan sa panahon ng kalamidad | AP | ||
| AP10IPP-IIc-4 | 10 | Nasusuri | sa aspektong panlipunan, pampulitika, pangkabuhayan, at pangkapayapaan ng mga mamayan | ang epekto ng mga suliraning teritoryal at hangganan (territorial and border conflicts) | AP | |
| AP10IKP-IIIa-2 | 10 | Nasusuri | ang epekto ng paglabag sa karapatang pantao | AP | ||
| AP10ICC-IVh-9 | 10 | Nasusuri | ang epekto ng pakikilahok ng mamamayan sa mga gawain at usapin pampulitika | AP | ||
| AP10ICC-IVg-8 | 10 | Nasusuri | ang epekto ng pakikilahok ng mamamayan sa mga gawaing pansibiko sa kabuhayan, pulitika, at lipunan | AP | ||
| AP10IKP-IIIj-15 | 10 | Nasusuri | ang epekto ng prostitusyon at pang-aabuso sa buhay ng tao sa pamayanan at bansa | AP | ||
| AP10IKP-IIIi-12 | 10 | Nasusuri | ang epekto ng same-sex marriage sa mga bansang pinahihintulutan ito | AP | ||
| AP10IKP-IIId-7 | 10 | Nasusuri | ang iba’t ibang salik na nagiging dahilan ng pagkakaroon ng diskriminasyon sa kasarian | AP | ||
| AP10IPE-Ia-2 | 10 | Nasusuri | ang kahalagahan ng pagiging mulat sa mga kontemporaryong isyu sa lipunan at daigdig | AP | ||
| AP10ICC-IVb-3 | 10 | Nasusuri | ang kalidad ng edukasyon sa bansa | AP | ||
| AP10IPP-IIe-9 | 10 | Nasusuri | ang kaugnayan ng graft and corruption sa aspektong pangkabuhayan at panlipunan | AP | ||
| AP10IKP-IIIb-3 | 10 | Nasusuri | ang mga halimbawa ng paglabag sa karapatang pantao sa pamayanan, bansa, at daigdig | AP | ||
| AP10IPE-Ii-23 | 10 | Nasusuri | ang mga kasalukuyang hamon sa pagtamo ng sustainable development (hal.: consumerism, energy sustainability, poverty, at health inequalities) | AP | ||
| AP10IPE-Ih-19 | 10 | Nasusuri | ang mga pangunahing institusyon na may bahaging ginagampanan sa globalisasyon (pamahalaan, paaralan, mass media, multinational na korporasyon, NGO at mga internasyonal na organisasyon) | AP | ||
| AP10ICC-IVa-1 | 10 | Nasusuri | ang mga programa ng pamahalaan na nagsusulong ng pagkakapantay-pantay sa edukasyon | AP | ||
| AP10ICC-IVa-2 | 10 | Nasusuri | ang mga programa ng pamahalaan na nagsusulong ng pagkakapantay-pantay sa edukasyon | AP | ||
| AP10IPP-IId-6 | 10 | Nasusuri | ang sanhi at epekto ng political dynasties sa pagpapanatili ng malinis at matatag na pamahalaan | AP | ||
| AP10ICC-IVa-1 | 10 | Nasusuri | ang sistema ng edukasyon sa bansa | AP | ||
| AP10IKP-IIIi-14 | 10 | Natatalakay | ang dahilan ng prostitusyon at pang-aabuso | AP | ||
| AP10ICC-IVf-7 | 10 | Natatalakay | ang iba’t ibang gawaing pansibiko sa pamayanan at bansa | AP | ||
| AP10IPE-Id-9 | 10 | Natatalakay | ang iba’t ibang programa, polisiya, at patakaran ng pamahalaan at ng mga pandaigdigang samahan tungkol sa Climate Change | AP | ||
| AP10IPP-Ii-21 | 10 | Natatalakay | ang kasaysayan ng pagkabuo ng konsepto ng sustainable development | AP | ||
| AP10IPP-IIb-3 | 10 | Natatalakay | ang mga dahilan ng mga suliraning teritoryal at hangganan (territorial and border conflicts) | AP | ||
| AP10IPE-Ie-12 | 10 | Natatalakay | ang mga hakbang ng pamahalaan sa pagharap sa mga sulliraning pangkapaligiran sa sariling pamayanan | AP | ||
| AP10ICC-IVc-4 | 10 | Natatalakay | ang mga suliraning kinakaharap ng sektor ng edukasyon sa bansa | AP | ||
| AP10IKP-IIId-8 | 10 | Natataya | ang bahaging ginagampanan ng kasarian (gender roles) sa iba’t bang larangan at institusyong panlipunan (trabaho, edukasyon, pamilya, pamahalaan, at relihiyon) | AP | ||
| AP10IPE-Id-10 | 10 | Natataya | ang epekto ng Climate Change sa kapaligiran, lipunan, at kabuhayan ng tao sa bansa at sa daigdig | AP | ||
| AP10IPP-IIe-8 | 10 | Natataya | ang epekto ng graft and corruption sa pagtitiwala at partisipasyon ng mga mamayan sa mga programa ng pamahalaan | AP | ||
| AP10IPE-Ig-15 | 10 | Natataya | ang implikasyon ng unemployment sa pamumuhay at pag-unlad ng ekonomiya ng bansa | AP | ||
| AP10IPE-Ic-6 | 10 | Natutukoy | ang mga ahensiya ng pamahalaan na responsable sa kaligtasan ng mamamayan sa panahon ng kalamidad | AP | ||
| AP10IPP-IIa-1 | 10 | Natutukoy | ang mga dahilan ng migrasyon sa loob at labas ng bansa | AP | ||
| AP10ICC-IVe-6 | 10 | Natutukoy | ang mga katangiang dapat taglayin ng isang aktibong mamamayan na nakikilahok sa mga gawain at usaping pansibiko | AP | ||
| AP10IPE-Ib-5 | 10 | Natutukoy | ang mga paghahanda na nararapat gawin sa harap ng mga kalamidad | AP | ||
| AP10IPE-Ie-11 | 10 | Natutukoy | ang mga suliraning pangkapaligiran na nararanasan sa sariling pamayanan | AP | ||
| A10EL-Ib-1 | 10 | Analyzes | art elements and principles in the production of work following a specific art style from the various art movements | Arts-Music | ||
| A10EL-IVa-2 | 10 | Analyzes | based on theatrical forms, and elements of art; as applied to performance | examples of plays | Arts-Music | |
| MU10AP-IIa-h-5 | 10 | Analyzes | musical characteristics of Afro-Latin American and popular music | Arts-Music | ||
| A10PR-IVh-3 | 10 | Analyzes | the uniqueness of the group that was given recognition for its performance | Arts-Music | ||
| A10PR-IIb-e-3 | 10 | Applies | to communicate ideas, experiences, and stories showing the characteristics of 21st-century art | different media techniques and processes (e.g., the use of graphic software like Photoshop, InDesign, etc.) | Arts-Music | |
| A10PR-IIIc-e-3 | 10 | Applies | to communicate ideas, experiences, and stories | different media techniques and processes (the use of software to enhance/animate images like Flash, Movie Maker, Dreamweaver, etc.) | Arts-Music | |
| A10PR-Ic-e-3 | 10 | Applies | to communicate ideas, experiences, and stories | different media techniques and processes showing the characteristics of the various art movements (e.g., the use of industrial materials or found objects, Silkscreen Printing, etc.) | Arts-Music | |
| A10PR-IVh-2 | 10 | Assumes | the role of a character as an actor/performance staff | Arts-Music | ||
| A10PR-IVh-2 | 10 | Assumes | the role of a character as production staff (director, choreography, light designer, stage manager) | Arts-Music | ||
| MU10AP-IIb-d-9 | 10 | Choreographs | a chosen dance music | Arts-Music | ||
| A10PR-IVf-g-5 | 10 | Choreographs | with the use of media | the movements and gestures needed in the effective delivery of an original performance | Arts-Music | |
| A10PL-IIh-4 | 10 | Compares | the characteristics of artworks in the 21st century | Arts-Music | ||
| A10PL-Ih-4 | 10 | Compares | the characteristics of artworks produced in the various art movements | Arts-Music | ||
| A10PR-IVd-4 | 10 | Contributes | to the conceptualization of an original performance | Arts-Music | ||
| MU10CM-IIIg-h-7 | 10 | Creates | a musical on the life of a selected contemporary Philippine composer | Arts-Music | ||
| A10PR-IIIc-e-1 | 10 | Creates | artworks that can be assembled with local materials | Arts-Music | ||
| A10PR-IIc-e-1 | 10 | Creates | guided by 21st-century techniques | artworks that can be locally assembled with local materials, | Arts-Music | |
| MU10TC-Ic-h-7 | 10 | Creates | using knowledge of 20th century styles. | short electronic and chance music pieces | Arts-Music | |
| MU10MM-IIIc-h-4 | 10 | Creates/improvises | for a selected part of a musical play; using media and technology | appropriate sounds, music, gestures, movements, and costume | Arts-Music | |
| MU10AP-IIa-h-4 | 10 | Dances | to different selected styles of Afro-Latin American and popular music | Arts-Music | ||
| A10PL-IVh-1 | 10 | Defines | the uniqueness of each original performance | Arts-Music | ||
| A10PR-Ic-e-2 | 10 | Describes | the influence of iconic artists belonging to the various art movements | Arts-Music | ||
| MU10CM-IIIa-h-2 | 10 | Describes | characteristics of traditional and new music | Arts-Music | ||
| MU10TC-Ia-h-2 | 10 | Describes | distinctive musical elements of given pieces in 20th century styles | Arts-Music | ||
| MU10MM-IIIa-h-1 | 10 | Describes | how an idea or story in a musical play is presented in a live performance or video | Arts-Music | ||
| A10PR-IIIc-e-2 | 10 | Describes | the characteristics of media-based arts and design in the Philippines | Arts-Music | ||
| MU10AP-IIa-g-2 | 10 | Describes | the historical and cultural background of Afro-Latin American and popular music | Arts-Music | ||
| A10PR-IIc-e-2 | 10 | Describes | the influence of technology in the 21st century on the evolution of various forms of art | Arts-Music | ||
| A10PR-IVe-1 | 10 | Designs | with a group | the visual components of a school play (stage design, costume, props) | Arts-Music | |
| A10PL-Ih-2 | 10 | Determines | by evaluating their utilization and combination of art elements and principles | the role or function of artworks | Arts-Music | |
| A10PL-IIh-2 | 10 | Determines | by evaluating their utilization and combination of art elements and principles | the role or function of artworks | Arts-Music | |
| A10PL-IIIh-2 | 10 | Determines | by evaluating their utilization and combination of art elements and principles | the role or function of artworks | Arts-Music | |
| MU10AP-IIa-h-10 | 10 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU10CM-IIIh-8 | 10 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| A10PR-If-4 | 10 | Evaluates | in terms of artistic concepts and ideas; using criteria from the various art movements | works of art | Arts-Music | |
| A10PR-IIf-4 | 10 | Evaluates | in terms of artistic concepts and ideas; using criteria appropriate for the style or form | works of art | Arts-Music | |
| A10PR-IIIf-4 | 10 | Evaluates | in terms of artistic concepts and ideas; using criteria appropriate for the style or form of media-based arts and design | works of art | Arts-Music | |
| A10EL-IVb-4 | 10 | Explains | how an idea or theme is communicated in a selected performance | through the integration of musical sounds, songs, dialogue and dance | Arts-Music | |
| MU10MM-IIIa-h-2 | 10 | Explains | how theatrical elements in a selected part of a musical play are combined with music and media | to achieve certain effects | Arts-Music | |
| MU10TC-Ib-g-4 | 10 | Explains | the performance practices (setting, composition, role of composers/performers, and audience) of 20th century music | Arts-Music | ||
| A10PR-IVh-3 | 10 | Explains | what component contributed to the group's selection | Arts-Music | ||
| MU10TC-Ic-h-6 | 10 | Explores | through video films or live performances | other arts and media that portray 20th century elements | Arts-Music | |
| MU10AP-IIa-7 | 10 | Explores | ways of creating sounds | on a variety of sources suitable to chosen vocal and instrumental selections | Arts-Music | |
| MU10CM-IIId-e-5 | 10 | Explores | ways of creating sounds | on a variety of sources | Arts-Music | |
| MU10CM-IIIc-g-3 | 10 | Gives | a brief biography of selected contemporary Philippine composer/s | Arts-Music | ||
| MU10MM-IIIg-h-5 | 10 | Highlights | the excerpt's similarities and differences to a western musical | Arts-Music | ||
| A10EL-IIb-1 | 10 | Identifies | art elements in technology-based production arts | Arts-Music | ||
| A10EL-IIIb-1 | 10 | Identifies | art elements in the various media-based arts in the Philippines | Arts-Music | ||
| A10EL-IIa-3 | 10 | Identifies | artworks produced by technology from other countries and their adaptation by Philippine artists | Arts-Music | ||
| A10EL-IIa-2 | 10 | Identifies | in terms of: production, functionality range of audience reach | distinct characteristics of arts during in the 21st century | Arts-Music | |
| A10EL-Ia-2 | 10 | Identifies | distinct characteristics of arts of the various art movements | Arts-Music | ||
| A10EL-Ia-3 | 10 | Identifies | representative artists and Filipino counterparts of the various art movements | Arts-Music | ||
| A10EL-IIIa-2 | 10 | Identifies | representative artists as well as distinct characteristics of media-based arts and design in the Philippines | Arts-Music | ||
| A10EL-IVc-3 | 10 | Illustrates | how the different elements are used to communicate the meaning | Arts-Music | ||
| A10PR-IVf-g-6 | 10 | Improvises | accompanying sounds and rhythms needed in the effective delivery of an original performance with the use of different media | Arts-Music | ||
| MU10AP-IIe-f-8 | 10 | Improvises | simple vocal/instrumental accompaniments to selected songs | Arts-Music | ||
| MU10CM-IIId-e-5 | 10 | Improvises | simple vocal/instrumental accompaniments to selected songs | Arts-Music | ||
| MU10AP-IIa-h-3 | 10 | Listens | perceptively | Afro-Latin American and popular music | Arts-Music | |
| MU10CM-IIIa-h-1 | 10 | Listens | perceptively | to excerpts from major contemporary works | Arts-Music | |
| MU10TC-Ia-h-1 | 10 | Listens | perceptively | to selected 20th century music | Arts-Music | |
| A10PR-IIIg-5 | 10 | Mounts | a media-based exhibit of completed artworks | Arts-Music | ||
| A10PR-I-g-6 | 10 | Mounts | using completed artworks influenced by the Modern Art movement | an exhibit | Arts-Music | |
| MU10AP-IIa-g-1 | 10 | Observes | through video, movies and live performances | dance styles, instruments, and rhythms of Afro Latin American and popular music | Arts-Music | |
| MU10MM-IIIg-h-5 | 10 | Presents | an excerpt from a 20th or 21st century Philippine musical | Arts-Music | ||
| A10PL-IIIh-1 | 10 | Realizes | that Filipino ingenuity is distinct, exceptional, and on par with global standards | Arts-Music | ||
| MU10TC-Ia-g-3 | 10 | Relates | 20th century music to its historical and cultural background | Arts-Music | ||
| MU10TC-Ib-5 | 10 | Sings | melodic fragments from given Impressionism period pieces | Arts-Music | ||
| MU10MM-IIIc-h-3 | 10 | Sings | expressively | selections from musical plays and opera | Arts-Music | |
| MU10AP-IIa-h-6 | 10 | Sings | in appropriate pitch, rhythm, style, and expression | selections of Afro-Latin American and popular music | Arts-Music | |
| MU10CM-IIIb-h-4 | 10 | Sings | in appropriate pitch, rhythm, style, and expression | selections of contemporary music | Arts-Music | |
| EN10SS-IId-1.6.3 | 10 | Acknowledges | by preparing a bibliography | citations | English | |
| EN10SS-IIIf-1.6.3 | 10 | Acknowledges | by preparing a bibliography | sources | English | |
| EN10SS-IVc-1.6.3 | 10 | Acknowledges | by preparing a bibliography | sources | English | |
| EN10SS-IVg-1.6.3 | 10 | Acknowledges | by preparing a bibliography | sources | English | |
| EN10VC-IVc-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of characterization in a material viewed | English | |
| EN10VC-IVd-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of characterization in a material viewed | English | |
| EN10VC-IVh-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of characterization in a material viewed | English | |
| EN10VC-IVc-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of plot in a material viewed | English | |
| EN10VC-IVd-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of plot in a material viewed | English | |
| EN10VC-IVh-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of plot in a material viewed | English | |
| EN10VC-IVc-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of setting in a material viewed | English | |
| EN10VC-IVd-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of setting in a material viewed | English | |
| EN10VC-IVh-29 | 10 | Appraises | to achieve the writer’s purpose | the unity of setting in a material viewed | English | |
| EN10VC-IVe-30 | 10 | Assesses | one’s viewing behavior | English | ||
| EN10VC-IVi-30 | 10 | Assesses | one’s viewing behavior | English | ||
| EN10LC-IIb-15.1 | 10 | Assesses | the effectiveness of a material listened to taking into account the speaker’s purpose | English | ||
| EN10VC-IIa-3.8 | 10 | Assesses | the effectiveness of the ideas presented in the material viewed taking into account its purpose | English | ||
| EN10VC-IIb-3.8 | 10 | Assesses | the effectiveness of the ideas presented in the material viewed taking into account its purpose | English | ||
| EN10VC-IIc-3.8 | 10 | Assesses | the effectiveness of the ideas presented in the material viewed taking into account its purpose | English | ||
| EN10LC-IIc-15.2 | 10 | Assesses | whether the speaker’s purpose is achieved | English | ||
| EN10LC-IIc-15.2 | 10 | Assesses | whether the speaker’s purpose is not achieved | English | ||
| EN10RC-If-21 | 10 | Compares | new insights with previous learnings | English | ||
| EN10RC-Ig-21 | 10 | Compares | new insights with previous learnings | English | ||
| EN10RC-Ih-21 | 10 | Compares | new insights with previous learnings | English | ||
| EN10RC-Ii-21 | 10 | Compares | new insights with previous learnings | English | ||
| EN10VC-IVa-15 | 10 | Compares and contrasts | in terms of accessibility and effectiveness | the contents of the materials viewed with outside sources of information | English | |
| EN10VC-IVb-15 | 10 | Compares and contrasts | in terms of accessibility and effectiveness | the contents of the materials viewed with outside sources of information | English | |
| EN10VC-IVg-15 | 10 | Compares and contrasts | in terms of accessibility and effectiveness | the contents of the materials viewed with outside sources of information | English | |
| EN10SS-IVe-2.3 | 10 | Composes | a research report | on a relevant social issue | English | |
| EN10SS-IVh-2.3 | 10 | Composes | a research report | on a relevant social issue | English | |
| EN10SS-IVi-2.3 | 10 | Composes | a research report | on a relevant social issue | English | |
| EN10WC-IIh-13 | 10 | Composes | an argumentative essay | English | ||
| EN10WC-IIi-13 | 10 | Composes | an argumentative essay | English | ||
| EN10WC-IIIg-14 | 10 | Composes | an independent critique of a chosen selection | English | ||
| EN10WC-IIIh-14 | 10 | Composes | an independent critique of a chosen selection | English | ||
| EN10WC-IIIi-14 | 10 | Composes | an independent critique of a chosen selection | English | ||
| EN10WC-Ie-12.3 | 10 | Composes | persuasive text expressing one’s stand on an issue | a three paragraph | English | |
| EN10WC-If-12.3 | 10 | Composes | persuasive text expressing one’s stand on an issue | a three paragraph | English | |
| EN10WC-Ig-12.3 | 10 | Composes | persuasive text expressing one’s stand on an issue | a three paragraph | English | |
| EN10WC-Ih-12.3 | 10 | Composes | persuasive text expressing one’s stand on an issue | a three paragraph | English | |
| EN10WC-Ii-12 | 10 | Composes | using a variety of persuasive techniques and devices | short persuasive texts | English | |
| EN10F-IVh-1.16 | 10 | Delivers | self-composed campaign speeches on advocacies, social issues, concerns | English | ||
| EN10F-IVi-1.16 | 10 | Delivers | self-composed campaign speeches on advocacies, social issues, concerns | English | ||
| EN10OL-IIIg-1.10 | 10 | Delivers | effectively; in varied speech situations | special speeches like toast and roast speeches, tributes, welcome and closing remarks, speeches to introduce guest speakers/resource persons etc. | English | |
| EN10OL-IIIi-1.10 | 10 | Delivers | effectively; in varied speech situations | special speeches like toast and roast speeches, tributes, welcome and closing remarks, speeches to introduce guest speakers/resource persons etc. | English | |
| EN10F-IIg-3.7 | 10 | Demonstrates | confidence and ease of delivery | English | ||
| EN10F-IIh-3.7 | 10 | Demonstrates | confidence and ease of delivery | English | ||
| EN10OL-IVc-3.8 | 10 | Demonstrates | the appropriate stage stance and behavior when persuading others in a campaign speech | English | ||
| EN10OL-Ib-3.15 | 10 | Describes and interprets | the ethics of public speaking | English | ||
| EN10VC-IIf-26 | 10 | Detects | bias and prejudice in the material viewed | English | ||
| EN10VC-IId-26 | 10 | Detects | bias and prejudice in the material viewed | English | ||
| EN10VC-IIe-26 | 10 | Detects | bias and prejudice in the material viewed | English | ||
| EN10LC-IIg-13.3 | 10 | Detects | biases and prejudices | English | ||
| EN10VC-Ia-1.4/2.4 | 10 | Determines | how connected events contribute to the totality of a material viewed | English | ||
| EN10VC-Ib-1.4/2.4 | 10 | Determines | how connected events contribute to the totality of a material viewed | English | ||
| EN10VC-Ic-1.4/2.4 | 10 | Determines | how connected events contribute to the totality of a material viewed | English | ||
| EN10RC-Ia-2.15.2 | 10 | Determines | the effect of textual aids like advance organizers, titles, non-linear illustration, etc. | on the understanding of a text | English | |
| EN10RC-Ib-2.15.2 | 10 | Determines | the effect of textual aids like advance organizers, titles, non-linear illustration, etc. | on the understanding of a text | English | |
| EN10RC-Ic-2.15.2 | 10 | Determines | the effect of textual aids like advance organizers, titles, non-linear illustration, etc. | on the understanding of a text | English | |
| EN10RC-Id-2.15.2 | 10 | Determines | the effect of textual aids like advance organizers, titles, non-linear illustration, etc. | on the understanding of a text | English | |
| EN10RC-Ie-2.15.2 | 10 | Determines | the effect of textual aids like advance organizers, titles, non-linear illustration, etc. | on the understanding of a text | English | |
| EN10LC-Ib-4 | 10 | Determines | the implicit and explicit signals, verbal and non-verbal, used by the speaker to highlight significant points | English | ||
| EN10LC-Ic-4 | 10 | Determines | the implicit and explicit signals, verbal and non-verbal, used by the speaker to highlight significant points | English | ||
| EN10LC-If-14.2 | 10 | Determines | the roles of discourse markers (e.g. Conjunctions, gambits, adverbs) in signaling the functions of statements made | English | ||
| EN10LT-Ie-2.2.3 | 10 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN10LT-If-2.2.3 | 10 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN10LT-IIe-2.2.3 | 10 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN10LT-IIf-2.2.3 | 10 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN10LT-IIIc-2.2.3 | 10 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN10LT-IVc-2.2.3 | 10 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN010LC-IIh-15.3 | 10 | Determines | unsupported generalizations and exaggerations | English | ||
| EN010LC-IIi-15.3 | 10 | Determines | unsupported generalizations and exaggerations | English | ||
| EN10V-Ia-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Ib-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Ic-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Id-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Ie-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-If-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Ig-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Ih-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10V-Ii-13.9 | 10 | Differentiates | formal and informal definitions of words | English | ||
| EN10VC-IIId-28 | 10 | Discloses | the personal significance of a material viewed | English | ||
| EN10VC-IIIh-28 | 10 | Discloses | the personal significance of a material viewed | English | ||
| EN10VC-IIIi-28 | 10 | Discloses | the personal significance of a material viewed | English | ||
| EN10RC-IVi-10.2 | 10 | Distinguishes | between general and specific statements | English | ||
| EN10RC-IVd-2.13 | 10 | Distinguishes | facts from beliefs | English | ||
| EN10LC-IIIb-16.1 | 10 | Distinguishes | the important points from less important ones in a text listened to | English | ||
| EN10LC-IVb-16.1 | 10 | Distinguishes | the important points from less important ones in any listening text | English | ||
| EN10LC-IVc-16.1 | 10 | Distinguishes | the important points from less important ones in any listening text | English | ||
| EN10RC-IVf-2.12 | 10 | Draws | from the set of details | conclusions | English | |
| EN10RC-IVg-2.12 | 10 | Draws | from the set of details | conclusions | English | |
| EN10VC-Ig-2.5 | 10 | Draws | based on the materials viewed | conclusions | English | |
| EN10VC-Ih-2.5 | 10 | Draws | based on the materials viewed | conclusions | English | |
| EN10VC-Ii-2.5 | 10 | Draws | based on the materials viewed | conclusions | English | |
| EN10VC-Ig-1.5 | 10 | Draws | based on the materials viewed | generalizations | English | |
| EN10VC-Ih-1.5 | 10 | Draws | based on the materials viewed | generalizations | English | |
| EN10VC-Ii-1.5 | 10 | Draws | based on the materials viewed | generalizations | English | |
| EN10LT-Ih-2.3 | 10 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN10LT-IIg-2.3 | 10 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN10LT-IIIh-2.3 | 10 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN10-LT-IVd-2.3 | 10 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN10-LT-IVh-2.3 | 10 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN10LC-IIe-13.2 | 10 | Employs | in problem solving | analytical listening | English | |
| EN10LC-IIf-13.2 | 10 | Employs | in problem solving | analytical listening | English | |
| EN10OL-IIa-5 | 10 | Employs | appropriate pitch, stress, juncture, and intonation, etc. | English | ||
| EN10OL-IIb-5 | 10 | Employs | appropriate pitch, stress, juncture, and intonation, etc. | English | ||
| EN10OL-IIIc-5 | 10 | Employs | the appropriate prosodic features of speech | English | ||
| EN10OL-Id-3.16.1 | 10 | Employs | in a sample public speaking situation | the techniques in public speaking | English | |
| EN10OL-Ie-3.16.1 | 10 | Employs | in a sample public speaking situation | the techniques in public speaking | English | |
| EN10OL-If-3.16.1 | 10 | Employs | in a sample public speaking situation | the techniques in public speaking | English | |
| EN10OL-Ig-3.16.1 | 10 | Employs | in a sample public speaking situation | the techniques in public speaking | English | |
| EN10OL-Ih-3.16.1 | 10 | Employs | in a sample public speaking situation | the techniques in public speaking | English | |
| EN10OL-Ii-3.16.1 | 10 | Employs | in a sample public speaking situation | the techniques in public speaking | English | |
| EN10OL-IIe-2.6.2 | 10 | Establishes | eye contact | English | ||
| EN10OL-IIf-2.6.2 | 10 | Establishes | eye contact | English | ||
| EN10VC-IVf-6.1 | 10 | Evaluates | how the elements that make up reality and fanatasy affect viewing habit | English | ||
| EN10LC-IId- 3.15 | 10 | Evaluates | in terms of accuracy, validity, adequacy, and relevance | listening texts | English | |
| EN10LT-IIi-19 | 10 | Evaluates | as a vehicle of expressing and resolving conflicts between and among individuals or groups | literature | English | |
| EN10LT-IIIg-20 | 10 | Evaluates | literature as a source of wisdom in expressing and resolving conflicts between individuals or groups and nature | English | ||
| EN10LT-IIIi-20 | 10 | Evaluates | literature as a source of wisdom in expressing and resolving conflicts between individuals or groups and nature | English | ||
| EN10LT-Ii-18 | 10 | Evaluates | literature as a way of expressing and resolving one’s personal conflicts | English | ||
| EN10LT-IVe-21 | 10 | Evaluates | literature as an instrument to express and resolve conflicts within, between, and among societies | English | ||
| EN10LT-IVi-21 | 10 | Evaluates | literature as an instrument to express and resolve conflicts within, between, and among societies | English | ||
| EN10RC-IIh-2.22 | 10 | Evaluates | using a set of criteria | text content, elements, features, and properties | English | |
| EN10RC-IIi-2.22 | 10 | Evaluates | using a set of criteria | text content, elements, features, and properties | English | |
| EN10RC-IVe-15.1 | 10 | Evaluates | the accuracy of given information | English | ||
| EN10VC-IIIc-10 | 10 | Evaluates | in terms of accuracy and effectiveness | the information contained in the material viewed | English | |
| EN10VC-IIIg-10 | 10 | Evaluates | in terms of accuracy and effectiveness | the information contained in the material viewed | English | |
| EN10RC-IIIi-3.1.12 | 10 | Examines | biases | English | ||
| EN10LC-Ii-14 | 10 | Examines | how spoken communication may be repaired and enhanced | English | ||
| EN10WC-IIIa-14.1.1 | 10 | Expands | using principles of cohesion and coherence | ideas | English | |
| EN10WC-IVa-14.1.1 | 10 | Expands | using principles of cohesion and coherence | ideas | English | |
| EN10WC-IVf-14.1.1 | 10 | Expands | using principles of cohesion and coherence | ideas | English | |
| EN10LT-Ig-3 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IIh-3 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IIIa-2.2 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IIIb-2.2 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IIIe-3 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IIIf-3 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IVa-2.2 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IVb-2.2 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-IVg-3 | 10 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN10LT-Ib-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-Ic-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-Id-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-Ie-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-If-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-IIc-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-IId-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-IIe-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-IIf-2.2 | 10 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN10LT-Ia-14.2 | 10 | Explains | how the elements specific to a selection build its theme | English | ||
| EN10LT-IIa-14.2 | 10 | Explains | how the elements specific to a selection build its theme | English | ||
| EN10LT-IIb-14.2 | 10 | Explains | how the elements specific to a selection build its theme | English | ||
| EN10LT-IIId-14.2 | 10 | Explains | how the elements specific to full-length plays build its theme | English | ||
| EN10LT-IVf-14.2 | 10 | Explains | how the elements specific to full-length plays build its theme | English | ||
| EN10LT-Ic-2.2.2 | 10 | Explains | the literary devices used | English | ||
| EN10LT-Id-2.2.2 | 10 | Explains | the literary devices used | English | ||
| EN10LT-IId-2.2.2 | 10 | Explains | the literary devices used | English | ||
| EN10LT-IIIb-2.2.2 | 10 | Explains | the literary devices used | English | ||
| EN10LT-IV-b-2.2.2 | 10 | Explains | the literary devices used | English | ||
| EN10LT-Ib-2.2.1 | 10 | Expresses | appreciation for sensory images used | English | ||
| EN10LT-IIc-2.2.1 | 10 | Expresses | appreciation for sensory images used | English | ||
| EN10LT-IIIa-2.2.1 | 10 | Expresses | appreciation for sensory images used | English | ||
| EN10LT-IVa-2.2.1 | 10 | Expresses | appreciation for sensory images used | English | ||
| EN10VC-Id-25 | 10 | Expresses | based on the ideas presented in the material viewed | insights | English | |
| EN10VC-Ie-25 | 10 | Expresses | based on the ideas presented in the material viewed | insights | English | |
| EN10VC-If-25 | 10 | Expresses | based on the ideas presented in the material viewed | insights | English | |
| EN10WC-Ic-12.2 | 10 | Formulates | a statement of opinion or assertion | English | ||
| EN10WC-Id-12.2 | 10 | Formulates | a statement of opinion or assertion | English | ||
| EN10WC-Ie-12.2 | 10 | Formulates | a statement of opinion or assertion | English | ||
| EN10WC-IIb-13.2 | 10 | Formulates | claims of fact, policy, and value | English | ||
| EN10LC-IIId-3.18 | 10 | Gets | different viewpoints | on various local or global issues | English | |
| EN10LC-IVb-3.18 | 10 | Gets | different viewpoints | on various local or global issues | English | |
| EN10LC-IVc-3.18 | 10 | Gets | different viewpoints | on various local or global issues | English | |
| EN10V-IVd-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVe-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVf-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVg-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVh-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVi-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVb-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10V-IVc-30 | 10 | Gets | familiar with technical terms | used in research | English | |
| EN10LC-Ia-11.1 | 10 | Gets | from news reports, speeches, informative talks, panel discussions, etc. | information that can be used in everyday life | English | |
| EN10SS-IVb-1.7 | 10 | Gets | from various websites on the internet | vital information | English | |
| EN10V-IIIa-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIb-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIc-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIId-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIe-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIf-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIg-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIh-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIIi-13.9 | 10 | Gives | expanded definitions of words | English | ||
| EN10V-IIa-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIb-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIc-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IId-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIe-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIf-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIg-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIh-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10V-IIi-13.9 | 10 | Gives | technical and operational definitions | English | ||
| EN10WC-Ia-12.1 | 10 | Identifies | features of persuasive texts | English | ||
| EN10WC-Ib-12.1 | 10 | Identifies | features of persuasive texts | English | ||
| EN10WC-IIa-13.1 | 10 | Identifies | parts and features of argumentative essays | English | ||
| EN10RC-IIIh-23.1 | 10 | Identifies | textual details that affirm and refute a claim | English | ||
| EN10OL-Ia-3.14 | 10 | Identifies | the factors of public speaking | English | ||
| EN10LC-IVa-16 | 10 | Listens | to simplify, reorganize, synthesize and evaluate information to expand, review, or update knowledge | English | ||
| EN10LC-IIIa-16 | 10 | Listens | to simplify, reorganize, synthesize, and evaluate information to expand, review, or update knowledge | English | ||
| EN10LC-Ig-8.7 | 10 | Makes | generalizations | English | ||
| EN10F-IIi-1.15 | 10 | Makes and delivers | with ease and confidence | impromptu and extemporaneous speeches | English | |
| EN10G-IIa-29 | 10 | Observes | in making definitions | correct grammar | English | |
| EN10G-IIb-29 | 10 | Observes | in making definitions | correct grammar | English | |
| EN10G-IIc-29 | 10 | Observes | in making definitions | correct grammar | English | |
| EN10G-IId-29 | 10 | Observes | in making definitions | correct grammar | English | |
| EN10OL-IIe-3.8 | 10 | Observes | the correct stance and proper stage behavior as deemed necessary | English | ||
| EN10OL-IIf-3.8 | 10 | Observes | the correct stance and proper stage behavior as deemed necessary | English | ||
| EN10G-IVa-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVb-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVc-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVd-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVe-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVf-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVg-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVh-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10G-IVi-32 | 10 | Observes | the language of research, campaigns, and advocacies | English | ||
| EN10LC-Ie-14.1 | 10 | Point outs | to attract and hold the attention of the listener | the effectiveness of the devices used by the speaker | English | |
| EN10SS-IVh-1.8.1 | 10 | Points out | relationships among statements | English | ||
| EN10OL-IIIh-3.11 | 10 | Produces | the sounds of English correctly and effectively | English | ||
| EN10OL-IVd-3.11 | 10 | Produces | the sounds of English correctly and effectively | English | ||
| EN9F-IVa-3.12 | 10 | Produces | when delivering lines in a full-length play | the sounds of English effectively | English | |
| EN10LC-IIId-3.2 | 10 | Raises | questions | on issues discussed in the text listened to | English | |
| EN10LC-IVf-3.2 | 10 | Raises | questions | on issues discussed in the text listened to | English | |
| EN10VC-IIIa-12 | 10 | Raises | to clarify issues covered in the material viewed | questions | English | |
| EN10VC-IIIe-12 | 10 | Raises | to clarify issues covered in the material viewed | questions | English | |
| EN10LC-IIIf-3.13 | 10 | Reacts | to the falsity and soundness of an argument | English | ||
| EN10LC-IVg-16.2 | 10 | Reacts | to the falsity and soundness of an argument | English | ||
| EN10LC-IIIe-2.9 | 10 | Reacts | intelligently and creatively | to the text listened to | English | |
| EN10LC-IIIi-2.9 | 10 | Reacts | intelligently and creatively | to the text listened to | English | |
| EN10LC-IVe-2.9 | 10 | Reacts | intelligently and creatively | to the text listened to | English | |
| EN10RC-IIe-7.3 | 10 | Reads | closely | to get the author’s purpose | English | |
| EN10RC-IIf-13.1 | 10 | Reads | closely | to get the author’s purpose | English | |
| EN10RC-IIg-13.1 | 10 | Reads | closely | to get the author’s purpose | English | |
| EN10LC-IIId-3.2 | 10 | Seeks | clarifications | on issues discussed in the text listened to | English | |
| EN10LC-IVf-3.2 | 10 | Seeks | clarifications | on issues discussed in the text listened to | English | |
| EN10VC-IIIb-23 | 10 | Shares | viewpoints | based on the ideas presented in the materials viewed | English | |
| EN10VC-IIIf-23 | 10 | Shares | viewpoints | based on the ideas presented in the materials viewed | English | |
| EN10LC-Ih-14.3 | 10 | Shows | appreciation for songs, poems, and other listening texts | English | ||
| EN10LC-IIIg-14.3 | 10 | Shows | appreciation for songs, poems, plays, etc. | English | ||
| EN10LC-IVh-14.3 | 10 | Shows | appreciation for songs, poems, plays, etc. | English | ||
| EN10OL-IVb-3.8.1 | 10 | Shows | when delivering campaign speeches | courtesy and politeness | English | |
| EN10SS-IIIc-1.6 | 10 | Shows | by acknowledging citations made in the critique | respect for intellectual property rights | English | |
| EN10SS-IIId-1.6 | 10 | Shows | by acknowledging citations made in the critique | respect for intellectual property rights | English | |
| EN10SS-IIIe-1.6 | 10 | Shows | by acknowledging citations made in the critique | respect for intellectual property rights | English | |
| EN10LC-Id-4.1 | 10 | Singles out | direct and indirect signals used by a speaker | English | ||
| EN10LC-IIIc-3.14 | 10 | Summarizes | important points discussed in the text listened to | English | ||
| EN10LC-IVd-3.14 | 10 | Summarizes | important points discussed in the text listened to | English | ||
| EN10LC-IVi-3.14 | 10 | Summarizes | important points discussed in the text listened to | English | ||
| EN10LC-IIa-11 | 10 | Switches | to extract meaning from the listening text | from one listening strategy to another | English | |
| EN10SS-IVc-1.8 | 10 | Synthesizes | essential information about a chosen issue | English | ||
| EN10WC-IIIb-14.1.2 | 10 | Uses | a variety of informative, persuasive, and argumentative writing techniques | English | ||
| EN10WC-IVb-14.1.2 | 10 | Uses | a variety of informative, persuasive, and argumentative writing techniques | English | ||
| EN10WC-IVf-14.1.2 | 10 | Uses | a variety of informative, persuasive, and argumentative writing techniques | English | ||
| EN10OL-IVa-3.9 | 10 | Uses | when delivering campaign speeches | appropriate language | English | |
| EN10OL-IVg-3.10 | 10 | Uses | appropriate multimedia resources that accompany language | English | ||
| EN10SS-IIf-1.6.6 | 10 | Uses | hanging indentations for direct quotes | English | ||
| EN10SS-IIg-1.6.5 | 10 | Uses | in-text citations | English | ||
| EN10SS-IIIe-1.6.5 | 10 | Uses | in-text citations | English | ||
| EN10SS-IVa-1.5 | 10 | Uses | to gather information from primary and secondary sources of information | locational skills | English | |
| EN10G-If-3.6 | 10 | Uses | modals | English | ||
| EN10G-Ig-3.6 | 10 | Uses | modals | English | ||
| EN10G-Ih-3.6 | 10 | Uses | modals | English | ||
| EN10G-Ii-3.6 | 10 | Uses | modals | English | ||
| EN10WC-IIc-13.3 | 10 | Uses | patterns and techniques of developing an argumentative claim | English | ||
| EN10OL-IIId-1.4 | 10 | Uses | when giving a roast | polite expressions | English | |
| EN10VC-IIg-27 | 10 | Uses | as a scaffold to the message conveyed by a material viewed | previous experiences | English | |
| EN10VC-IIh-27 | 10 | Uses | as a scaffold to the message conveyed by a material viewed | previous experiences | English | |
| EN10VC-IIi-27 | 10 | Uses | as a scaffold to the message conveyed by a material viewed | previous experiences | English | |
| EN10G-IIIa-31 | 10 | Uses | effectively | pronouns | English | |
| EN10G-IIIb-31 | 10 | Uses | effectively | pronouns | English | |
| EN10G-IIIc-31 | 10 | Uses | effectively | pronouns | English | |
| EN10G-IIId-31 | 10 | Uses | effectively | pronouns | English | |
| EN10SS-IIf-1.6.6 | 10 | Uses | quotation marks for direct quotes | English | ||
| EN10SS-IIId-1.6.6 | 10 | Uses | quotation marks or hanging indentations for direct quotes | English | ||
| EN10G-Ia-27 | 10 | Uses | reflexive and intensive pronouns | a 4-paragraph | English | |
| EN10G-Ib-27 | 10 | Uses | reflexive and intensive pronouns | a 4 paragraph | English | |
| EN10G-IIIe-30 | 10 | Uses | structures of modification | English | ||
| EN10G-IIIf-30 | 10 | Uses | structures of modification | English | ||
| EN10G-IIIg-30 | 10 | Uses | structures of modification | English | ||
| EN10G-IIIh-30 | 10 | Uses | structures of modification | English | ||
| EN10G-IIIi-30 | 10 | Uses | structures of modification | English | ||
| EN10OL-IIIe-3.9 | 10 | Uses | when giving a toast or a tribute to someone and when delivering welcome and closing remarks | the correct and appropriate language | English | |
| EN10OL-IIIf-3.9 | 10 | Uses | when giving a toast or a tribute to someone and when delivering welcome and closing remarks | the correct and appropriate language | English | |
| EN10OL-IVe-5 | 10 | Uses | the correct prosodic features of speech | English | ||
| EN10OL-IVf-5 | 10 | Uses | the correct prosodic features of speech | English | ||
| EN10OL-IIc-3.11 | 10 | Uses | when delivering impromptu and extemporaneous speech | the correct sound of English | English | |
| EN10OL-IId-3.11 | 10 | Uses | when delivering impromptu and extemporaneous speech | the correct sound of English | English | |
| EN10OL-IIIa-3.8 | 10 | Uses | when giving a roast and a toast and when paying tribute to someone in a eulogy | the correct stage stance and behavior | English | |
| EN10OL-IIIb-3.8 | 10 | Uses | when giving a roast and a toast and when paying tribute to someone in a eulogy | the correct stage stance and behavior | English | |
| EN10G-Ie-26 | 10 | Uses | words and expresions that emphasize a point | English | ||
| EN10G-IIe-28 | 10 | Uses | words and expressions that affirm and negate | English | ||
| EN10G-IIf-28 | 10 | Uses | words and expressions that affirm and negate | English | ||
| EN10G-IIg-28 | 10 | Uses | words and expressions that affirm and negate | English | ||
| EN10G-II-h-28 | 10 | Uses | words and expressions that affirm and negate | English | ||
| EN10G-IIi-28 | 10 | Uses | words and expressions that affirm and negate | English | ||
| EN10G-Ic-26 | 10 | Uses | words and expressions that emphasize a point | a 3 paragraph | English | |
| EN10G-Id-26 | 10 | Uses | words and expressions that emphasize a point | English | ||
| EN10SS-IIe-1.6.4 | 10 | Uses | to indicate acknowledgement of resources | writing conventions | English | |
| EN10SS-IIIc-1.6.4 | 10 | Uses | to acknowledge sources | writing conventions | English | |
| EN10SS-IVd-1.6.4 | 10 | Uses | to acknowledge sources | writing conventions | English | |
| EN10SS-IVg-1.6.4 | 10 | Uses | to acknowledge sources | writing conventions | English | |
| EsP10MK-IIc-6.1 | 10 | Naipaliliwanag | ang bawat salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kaniyang kilos at pasya | EsP | ||
| EsP10MK-IIe-7.1 | 10 | Naipaliliwanag | ang bawat yugto ng makataong kilos | EsP | ||
| EsP10MP-Id-3.1 | 10 | Naipaliliwanag | ang tunay na kahulugan ng kalayaan | EsP | ||
| EsP10MK-IIf-7.3 | 10 | Naipaliliwanag | na ang bawat yugto ng makataong kilos ay dumadaan sa masusing deliberasyon ng isip at kilos-loob para sa paggawa ng moral na pasya at aksyon | EsP | ||
| EsP10PI-IVd-14.3 | 10 | Naipaliliwanag | na maisusulong ang pagkakaroon ng kaayusan, kaunlaran at kabutihang panlahat kung may paninindigan ang lahat ng tao sa tamang paggamit ng kapangyarihan at pangangalaga sa kapaligiran | EsP | ||
| EsP10MK-IIa-5.1 | 10 | Naipaliliwanag | na may pagkukusa sa makataong kilos kung mula sa kalooban at malayang isinagawa sa pamamatnubay ng isip/kaalaman | EsP | ||
| EsP10MK-IIg-8.1 | 10 | Naipaliliwanag | ng mag-aaral ang layunin, paraan at mga sirkumstansya ng makataong kilos | EsP | ||
| EsP10PI-IVh-16.4 | 10 | Nakabubuo | ng mga hakbang upang maisabuhay ang paggalang sa katotohanan | EsP | ||
| EsP10MP-Ic-2.4 | 10 | Nakagagawa | ng angkop na kilos upang itama ang mga maling pasyang ginawa | EsP | ||
| EsP10PB-IIId-10.4 | 10 | Nakagagawa | ng angkop na kilos upang maipamalas ang paggalang sa buhay. Hal. maituwid ang “culture of death” na umiiral sa lipunan | EsP | ||
| EsP10PB-IIIf-11.4 | 10 | Nakagagawa | ng angkop na kilos upang maipamalas ang pagmamahal sa bayan (Patriyotismo) | EsP | ||
| EsP10PB-IIIh-12.4 | 10 | Nakagagawa | ng angkop na kilos upang maipamalas ang pangangalaga sa kalikasan | EsP | ||
| EsP10MP-Ie-3.4 | 10 | Nakagagawa | ng angkop na kilos upang maisabuhay ang paggamit ng tunay na kalayaan: tumugon sa tawag ng pagmamahal at paglilingkod | EsP | ||
| EsP10PB-IIIb-9.4 | 10 | Nakagagawa | ng angkop na kilos upang mapaunlad ang pagmamahal sa Diyos | EsP | ||
| EsP10PI-IVf-15.4 | 10 | Nakagagawa | ng malinaw na posisyon tungkol sa isang isyu sa kawalan ng paggalang sa dignidad at sekswalidad | EsP | ||
| EsP10MP-Ib-1.4 | 10 | Nakagagawa | ng mga angkop na kilos upang maipakita ang kakayahang mahanap ang katotohanan at maglingkod at magmahal | EsP | ||
| EsP10MP-Ig-4.4 | 10 | Nakagagawa | ng mga angkop na kilos upang maipakita sa kapwang itinuturing na mababa ang sarili na bukod-tangi siya dahil sa kanyang taglay na dignidad bilang tao | EsP | ||
| EsP10MK-IId-6.4 | 10 | Nakagagawa | upang mahubog ang kanyang kakayahan sa pagpapasya | ng mga hakbang | EsP | |
| EsP10MP-Ia-1.2 | 10 | Nakagagawa | upang malagpasan ang mga ito | ng mga kongkretong hakbang | EsP | |
| EsP10MK-IIb-5.4 | 10 | Nakagagawa | upang maging mapanagutan sa pagkilos | ng paraan | EsP | |
| EsP10MK-IIf-7.4 | 10 | Nakagagawa | upang maitama ang kilos o pasya | ng plano | EsP | |
| EsP10PI-IVd-14.4 | 10 | Nakagagawa | ng posisyon tungkol sa isang isyu sa paggamit ng kapangyarihan o pangangalaga sa kapaligiran | EsP | ||
| EsP10PI-IVb-13.3 | 10 | Nakagagawa | ng posisyon tungkol sa mga isyung may kinalaman sa kasagraduhan ng buhay at kahalagahan ng tao | EsP | ||
| EsP10PI-IVb-13.4 | 10 | Nakagagawa | ng sariling pahayag tungkol sa mga gawaing taliwas sa kasagraduhan ng buhay | EsP | ||
| EsP10PB-IIIc-10.1 | 10 | Nakapagpapaliwanag | ng kahalagahan ng paggalang sa buhay | EsP | ||
| EsP10PB-IIIe-11.1 | 10 | Nakapagpapaliwanag | ng kahalagahan ng pagmamahal sa bayan (Patriyotismo) | EsP | ||
| EsP10PB-IIIa-9.1 | 10 | Nakapagpapaliwanag | ng kahalagahan ng pagmamahal sa Diyos | EsP | ||
| EsP10PB-IIIg-12.1 | 10 | Nakapagpapaliwanag | ng kahalagahan ng pangangalaga sa kalikasan | EsP | ||
| EsP10MP-If-4.1 | 10 | Nakapagpapaliwanag | ng kahulugan ng dignidad ng tao | EsP | ||
| EsP10MP-If-4.2 | 10 | Nakapagsusuri | kung bakit paglabag sa dignidad ng mga mahirap at indigenous groups ang kahirapan | EsP | ||
| EsP10MK-IIc-6.2 | 10 | Nakapagsusuri | ng isang sitwasyong nakaaapekto sa pagkukusa sa kilos dahil sa kamangmangan, masidhing damdamin, takot, karahasan, gawi | EsP | ||
| EsP10MK-IIg-8.2 | 10 | Nakapagsusuri | batay sa layunin, paraan at sirkumstansya nito | ng kabutihan o kasamaan ng sariling pasya o kilos sa isang sitwasyon | EsP | |
| EsP10MP-Ic-2.2 | 10 | Nakapagsusuri | batay sa paghusga ng konsiyensiya | ng mga pasyang ginagawa sa araw-araw | EsP | |
| EsP10MK-IId-6.4 | 10 | Nakapagsusuri | batay sa mga salik na nakaaapekto sa pananagutan ng tao sa kahihinatnan ng kilos at pasya | ng sarili | EsP | |
| EsP10MK-IIf-7.4 | 10 | Nakapagsusuri | batay sa mga yugto ng makataong kilos at pasya | ng sariling kilos | EsP | |
| EsP10MK-IIb-5.4 | 10 | Nakapagsusuri | ng sariling kilos na dapat panagutan | EsP | ||
| EsP10MK-IIh-8.4 | 10 | Nakapagtataya | batay sa layunin, paraan at sirkumstansya nito | ng kabutihan o kasamaan ng pasya o kilos sa isang sitwasyong may dilemma | EsP | |
| EsP10MP-Ia-1.2 | 10 | Nakikilala | ang mga sariling kahinaan sa pagpapasya | EsP | ||
| EsP10PB-IIIh-12.3 | 10 | Napangangatwiranan | na: a. Mamamayan tayong lahat ng iisang mundo, dahil nabubuhay tayo sa iisang kalikasan (Mother Nature); b. Inutusan tayo ng Diyos na alagaan ang kalikasan (stewards) at hindi maging tagapagdomina para sa susunod na henerasyon; c. Binubuhay tayo ng kalika | EsP | ||
| EsP10PB-IIIb-9.3 | 10 | Napangangatwiranan | na: Ang pagmamahal sa Diyos ay pagmamahal sa kapwa. | EsP | ||
| EsP10PB-IIId-10.3 | 10 | Napangangatwiranan | na: Mahalaga ang buhay dahil kung wala ang buhay, hindi mapahahalagahan ang mas mataas na pagpapahalaga kaysa buhay; di makakamit ang higit na mahalaga kaysa buhay. | EsP | ||
| EsP10PI-IVf-15.3 | 10 | Napangangatwiranan | na: Makatutulong sa pagkakaroon ng posisyon tungkol sa kahalagahan ng paggalang sa pagkatao at sa tunay na layunin nito ang kaalaman sa mga isyung may kinalaman sa kawalan ng paggalang sa dignidad at sekswalidad ng tao. | EsP | ||
| EsP10PB-IIIf-11.3 | 10 | Napangangatwiranan | na: Nakaugat ang pagkakakilanlan ng tao sa pagmamahal sa bayan. (“Hindi ka global citizen pag di ka mamamayan.”) | EsP | ||
| EsP10MP-Ib-1.3 | 10 | Napatutunayan | na ang isip at kilos-loob ay ginagamit para lamang sa paghahanap ng katotohanan at sa paglilingkod/pagmamahal | EsP | ||
| EsP10MP-Ie-3.3 | 10 | Napatutunayan | na ang kakayahang tumugon sa tawag ng pagmamahal at paglilingkod ang tunay na kalayaan | EsP | ||
| EsP10MP-Ic-2.3 | 10 | Napatutunayan | na ang konsiyensiyang nahubog batay sa Likas na Batas Moral ay nagsisilbing gabay sa tamang pagpapasya at pagkilos | EsP | ||
| EsP10MK-IIh-8.3 | 10 | Napatutunayan | na ang layunin, paraan at sirkumstansya ang nagtatakda ng pagkamabuti o pagkamasama ng kilos ng tao | EsP | ||
| EsP10MK-IIb-5.3 | 10 | Napatutunayan | na gamit ang katwiran, sinadya (deliberate) at niloob ng tao ang makataong kilos; kaya pananagutan niya ang kawastuhan o kamalian nito | EsP | ||
| EsP10MK-IId-6.3 | 10 | Napatutunayan | na nakaaapekto ang kamangmangan, masidhing damdamin, takot, karahasan at ugali sa pananagutan ng tao sa kalalabasan ng kanyang mga pasya at kilos dahil maaaring mawala ang pagkukusa sa kilos | EsP | ||
| EsP10MP-Ig-4.3 | 10 | Napatutunayan | na nakabatay ang dignidad ng tao sa kanyang pagkabukod-tangi (hindi siya nauulit sa kasaysayan) at sa pagkakawangis niya sa Diyos (may isip at kalooban) | EsP | ||
| EsP10PI-IVh-16.3 | 10 | Napatutunayang | daan upang isulong at isabuhay ang pagiging mapanagutan at tapat na nilalang ang pagiging mulat sa mga isyu tungkol sa kawalan ng paggalang sa katotohanan | EsP | ||
| EsP10PI-IVa-13.2 | 10 | Nasusuri | ang mga gawaing taliwas sa kasagraduhan ng buhay | EsP | ||
| EsP10PI-IVc-14.2 | 10 | Nasusuri | ang mga isyu na kaugnay sa paggamit ng kapangyarihan at pangangalaga sa kapaligiran | EsP | ||
| EsP10PI-IVe-15.2 | 10 | Nasusuri | ang mga isyung kaugnay sa kawalan ng paggalang sa dignidad at sekswalidad | EsP | ||
| EsP10PI-IVg-16.2 | 10 | Nasusuri | ang mga isyung may kinalaman sa kawalan ng paggalang sa katotohanan | EsP | ||
| EsP10MP-Ia-1.1 | 10 | Natutukoy | ang mataas na gamit at tunguhin ng isip at kilos-loob | EsP | ||
| EsP10PI-IVa-13.1 | 10 | Natutukoy | ang mga gawaing taliwas sa kasagraduhan ng buhay | EsP | ||
| EsP10PI-IVc-14.1 | 10 | Natutukoy | ang mga isyu na kaugnay sa paggamit ng kapangyarihan at pangangalaga sa kapaligiran | EsP | ||
| EsP10PI-IVe-15.1 | 10 | Natutukoy | ang mga isyung kaugnay sa kawalan ng paggalang sa dignidad at sekswalidad | EsP | ||
| EsP10PI-IVg-16.1 | 10 | Natutukoy | ang mga isyung kaugnay sa kawalan ng paggalang sa katotohanan | EsP | ||
| EsP10MK-IIe-7.2 | 10 | Natutukoy | ang mga kilos at pasyang nagawa na umaayon sa bawat yugto ng makataong kilos | EsP | ||
| EsP10MK-IIa-5.2 | 10 | Natutukoy | ang mga kilos na dapat panagutan | EsP | ||
| EsP10PB-IIIa-9.2 | 10 | Natutukoy | ang mga pagkakataong nakatulong ang pagmamahal sa Diyos sa kongkretong pangyayari sa buhay | EsP | ||
| EsP10PB-IIIc-10.2 | 10 | Natutukoy | ang mga paglabag sa paggalang sa buhay | EsP | ||
| EsP10PB-IIIe-11.2 | 10 | Natutukoy | ang mga paglabag sa pagmamahal sa bayan (Patriyotismo) na umiiral sa lipunan | EsP | ||
| EsP10PB-IIIg-12.2 | 10 | Natutukoy | ang mga paglabag sa pangangalaga sa kalikasan na umiiral sa lipunan | EsP | ||
| EsP10MP-Id-3.2 | 10 | Natutukoy | ang mga pasya at kilos na tumutugon sa tunay na gamit ng kalayaan | EsP | ||
| EsP10MP-Ic-2.1 | 10 | Natutukoy | ang mga prinsipyo ng Likas na Batas Moral | EsP | ||
| F10PS-Ie-f-67 | 10 | Nababasa | nang paawit | ang ilang piling saknong ng binasang akda | Filipino | |
| F10PT-IVi-j-86 | 10 | Nabibigyan | ng kaukulang pagpapakahulugan ang mahahalagang pahayag ng awtor/mga tauhan | Filipino | ||
| F10PB-IIIc-82 | 10 | Nabibigyang-kahulugan | ang iba’t ibang simbolismo at matatalinghagang pahayag | sa tula | Filipino | |
| F10PT-IIf-74 | 10 | Nabibigyang-kahulugan | ang mahihirap na salita | kabilang ang mga terminong ginagamit sa panunuring pampanitikan | Filipino | |
| F10PT-If-g-66 | 10 | Nabibigyang-kahulugan | batay sa konteksto ng pangungusap | ang mahihirap na salita o ekspresyong ginamit sa akda | Filipino | |
| F10PT-IVd-e-84 | 10 | Nabibigyang-kahulugan | sa pamamagitan ng pagbibigay ng halimbawa | ang matatalinghagang pahayag | Filipino | |
| F10PT-IVb-c-83 | 10 | Nabibigyang-kahulugan | ang matatalinghagang pahayag na ginamit sa binasang kabanata ng nobela | Filipino | ||
| F10PT-IIg-h-69 | 10 | Nabibigyang-kahulugan | sa tulong ng word association | ang mga salitang di-lantad ang kahulugan | Filipino | |
| F10PT-IIIb-77 | 10 | Nabibigyang-kahulugan | batay sa ginamit na panlapi | ang salita | Filipino | |
| F10PB-IVi-j-94 | 10 | Nabibigyang-pansin | sa tulong ng mga tiyak na bahagi | ang ilang katangiang klasiko sa akda | Filipino | |
| F10PT-Ie-f-64 | 10 | Nabibigyang-puna | ang bisa ng paggamit ng mga salitang nagpapahayag ng matinding damdamin | Filipino | ||
| F10PT-Ib-c-62 | 10 | Nabibigyang-puna | batay sa mga salita at ekspresyong ginamit sa akda | ang estilo ng may-akda | Filipino | |
| F10PB-IIi-j-79 | 10 | Nabibigyang-puna | ang mga nababasa sa mga social media (pahayagan, TV, internet tulad ng fb, e-mail, at iba pa) | Filipino | ||
| F10PD-IIId-e-77 | 10 | Nabibigyang-puna | ang napanood na teaser o trailer ng pelikula na may paksang katulad ng binasang akda | Filipino | ||
| F10PD-IIIa-74 | 10 | Nabibigyang-puna | ang napanood na video clip | Filipino | ||
| F10WG-IIIj-77 | 10 | Nabibigyang-puna | gamit ang mga ekspresyong naghahayag ng sariling pananaw | ang pagtatanghal | Filipino | |
| F10PB-Ic-d-64 | 10 | Nabibigyang-reaksiyon | ang mga kaisipan o ideya sa tinalakay na akda | Filipino | ||
| F10PB-IIe-76 | 10 | Nabibigyang-reaksiyon | ang pagiging makatotohanan at di-makatotohanan ng mga pangyayari sa maikling kuwento | Filipino | ||
| F10PB-Ii-j-69 | 10 | Nabubuod | sa isang critique ang sariling panunuri | ng alinmang akdang pampanitikang Mediterranean | Filipino | |
| F10PN-Ii-j-63 | 10 | Nagagamit | sa paggamit ng wikang Filipino sa isang simposyum | ang komunikatibong kasanayan | Filipino | |
| F10WG-IIf-69 | 10 | Nagagamit | sa pagsasagawa ng suring–basa o panunuring pampanitikan | ang angkop at mabisang mga pahayag | Filipino | |
| F10WG-IVg-h-82 | 10 | Nagagamit | ang angkop at masining na paglalarawan ng tao, pangyayari at damdamin | Filipino | ||
| F10WG-Ie-f-60 | 10 | Nagagamit | sa pagsusunod-sunod ng mga pangyayari | ang angkop na mga hudyat | Filipino | |
| F10WG-Ig-h-62 | 10 | Nagagamit | sa pagsusunod-sunod ng mga pangyayari | ang angkop na mga hudyat | Filipino | |
| F10WG-Ic-d-59 | 10 | Nagagamit | sa pagbibigay ng sariling pananaw | ang angkop na mga pahayag | Filipino | |
| F10WG-If-g-61 | 10 | Nagagamit | ang angkop na mga panghalip bilang panuring sa mga tauhan | Filipino | ||
| F10WG-IIIh-i-76 | 10 | Nagagamit | sa pagpapaliwanag ng panunuring pampelikula nang may kaisahan at pagkakaugnay ng mga talata | ang angkop na mga pang-ugnay | Filipino | |
| F10WG-Ib-c-58 | 10 | Nagagamit | sa pagsasalaysay (pagsisimula, pagpapadaloy ng mga pangyayari, pagwawakas) | ang angkop na mga piling pang-ugnay | Filipino | |
| F10WG-IVg-h-81 | 10 | Nagagamit | ang angkop na mga salitang naghahambing | Filipino | ||
| F10WG-IIIf-g-75 | 10 | Nagagamit | sa paghahatid ng mensahe | ang angkop na mga tuwiran at di-tuwirang pahayag | Filipino | |
| F10WG-Ia-b-57 | 10 | Nagagamit | ang angkop na pandiwa bilang aksiyon, pangyayari at karanasan | Filipino | ||
| F10EP-IIf-31 | 10 | Nagagamit | sa pananaliksik tungkol sa mga teoryang pampanitikan | ang iba’t ibang batis ng impormasyon | Filipino | |
| F10EP-IIf-32 | 10 | Nagagamit | ang iba’t ibang batis ng impormasyon | tungkol sa magagandang katangian ng bansang Africa at/o Persia | Filipino | |
| F10EP-IIf-33 | 10 | Nagagamit | sa pananaliksik | ang iba-ibang reperensya/batis ng impormasyon | Filipino | |
| F10WG-IIi-j-70 | 10 | Nagagamit | ang kahusayan sa gramatikal at diskorsal na pagsulat ng isang organisado at makahulugang akda | Filipino | ||
| F10WG-IIIb-72 | 10 | Nagagamit | sa pagsulat at pagsasalaysay ng orhinal na anekdota | ang kahusayang gramatikal, diskorsal at estratikal | Filipino | |
| F10PS-IIc-d-72 | 10 | Nagagamit | ang kasanayan at kakayahan sa malinaw at mabisang pagbigkas ng tula | Filipino | ||
| F10PB-IVi-j-95 | 10 | Nagagamit | ang malalim at mapanuring pag-unawa sa akda upang mapahalagahan at kalugdan ito nang lubos | Filipino | ||
| F10WG-IIc-d-65 | 10 | Nagagamit | sa pagsulat ng tula | ang matatalinghagang pananalita | Filipino | |
| F10WG-IIIa-71 | 10 | Nagagamit | nang angkop | ang mga pamantayan sa pagsasaling-wika | Filipino | |
| F10WG-IIc-d-68 | 10 | Nagagamit | sa isinulat na sariling kuwento | ang pokus ng pandiwa: tagaganap at layon | Filipino | |
| F10WG-IVb-c-79 | 10 | Nagagamit | sa pagbubuod | ang tamang mekaniks sa pagsulat (baybay, bantas, at iba pa), gayundin ang wastong pag-uugnay ng mga pangungusap/ talata | Filipino | |
| F10WG-IIId-e-74 | 10 | Nagagamit | sa pagbibigay-kahulugan sa damdaming nangingibabaw sa akda | ang wastong mga pahayag | Filipino | |
| F10WG-IIa-b-67 | 10 | Nagagamit | sa pagsulat ng sariling damdamin at saloobin tungkol sa sariling kultura kung ihahambing sa kultura ng ibang bansa | nang wasto ang pokus ng pandiwa (pinaglalaaanan at kagamitan) | Filipino | |
| F10WG-IIa-b-66 | 10 | Nagagamit | sa pagsulat ng paghahambing | nang wasto ang pokus ng pandiwa: tagaganap at layon | Filipino | |
| F10PD-Ib-c-62 | 10 | Nahihinuha | gamit ang mga estratehiyang binuo ng guro at mag-aaral | ang nilalaman, elemento at kakanyahan ng pinanood na akda | Filipino | |
| F10PN-Ie-f-65 | 10 | Nahihinuha | batay sa napakinggang usapan/diyalogo | kung bakit itinuturing na bayani sa kanilang kapanahunan ang piling tauhan sa epiko | – Epiko/Tula | Filipino |
| F10PN-Ie-f-65 | 10 | Nahihinuha | batay sa napakinggang usapan/diyalogo | kung bakit itinuturing na bayani sa kanilang lugar ang piling tauhan sa epiko | –Epiko/Tula | Filipino |
| F10PD-IIe-71 | 10 | Nahihinuha | sa mga bahaging pinanood ang pakikipag-ugnayang pandaigdig | Filipino | ||
| F10PT-IIIc-78 | 10 | Naiaantas | ayon sa antas ng damdaming ipinahahayag ng bawat isa | ang mga salita | Filipino | |
| F10PS-IVb-c-86 | 10 | Naibabahagi | batay sa katangian ng mga tauhan | ang ginawang pagsusuri sa napakinggang buod ng binasang akda | Filipino | |
| F10PS-IVb-c-86 | 10 | Naibabahagi | batay sa pagkamakato-tohanan ng mga pangyayari | ang ginawang pagsusuri sa napakinggang buod ng binasang akda | Filipino | |
| F10PS-IVb-c-86 | 10 | Naibabahagi | batay sa tunggalian sa bawat kabanata | ang ginawang pagsusuri sa napakinggang buod ng binasang akda | Filipino | |
| F10PS-IIa-b-74 | 10 | Naibabahagi | ang sariling damdamin at saloobin sa isang pangkatang talakayan | tungkol sa sariling kultura kung ihahambing sa kultura ng ibang bansa batay sa nabasang dula | Filipino | |
| F10PN-Ii-j-68 | 10 | Naibabahagi | batay sa napakinggan | ang sariling opinyon o pananaw | Filipino | |
| F10PS-Ic-d-66 | 10 | Naibabahagi | sa pamamagitan ng brain storming | ang sariling reaksiyon | sa ilang mahahalagang ideyang nakapaloob sa binasang akda | Filipino |
| F10PS-IIi-j-77 | 10 | Naibabahagi | nang buong sigla ang inilathalang sariling akda | Filipino | ||
| F10PT-IIIf-g-80 | 10 | Naibibigay | ang analohiya ng salita sa ibang salita sa akda (analohiya) | Filipino | ||
| F10PT-IIc-d-70 | 10 | Naibibigay | ang kahulugan ng matatalinghagang pananalita | na ginamit sa tula | Filipino | |
| F10PN-Ig-h-67 | 10 | Naibibigay | batay sa napakinggang diyalogo | ang katangian ng isang tauhan | – Nobela (4 na sesyon) | Filipino |
| F10PT-Iij-68 | 10 | Naibibigay | ang kaugnay na mga konsepto ng piling salitang critique at simposyum | Filipino | ||
| F10PT-IIIa-76 | 10 | Naibibigay | ang pinagmulan ng salita (etimolohiya) | Filipino | ||
| F10PN-IIc-d-70 | 10 | Naibibigay | ang puna sa estilo ng napakinggang tula | – Tula (5 sesyon) | Filipino | |
| F10PB-Ie-f-65 | 10 | Naibibigay | ang sariling interpretasyon kung bakit ipinararanas ng may-akda sa pangunahing tauhan ng epiko ang mga suliranin | Filipino | ||
| F10PD-IIIb-75 | 10 | Naibibigay | ang sariling opinyon | tungkol sa anekdotang napanood sa youtube | Filipino | |
| F10PB-IIi-j-71 | 10 | Naibibigay | batay sa binasang anyo ng sanaysay (talumpati o editoryal) | ang sariling pananaw o opinyon | Filipino | |
| F10PD-IIIf-g-78 | 10 | Naibibigay | ang sariling reaksiyon | sa pinanood na video na hinango sa youtube | Filipino | |
| F10PB-IIf-78 | 10 | Naihahambing | batay sa tiyak na mga elemento nito | ang akda sa iba pang katulad na genre | Filipino | |
| F10PD-Ig-h-66 | 10 | Naihahambing | ang ilang pangyayari sa napanood na dula sa mga pangyayari sa binasang kabanata ng nobela | Filipino | ||
| F10PB-IIa-b-75 | 10 | Naihahambing | ang kultura ng bansang pinagmulan ng akda sa alinmang bansa sa daigdig | Filipino | ||
| F10PB-IIIf-g-84 | 10 | Naihahambing | ang pagkakaiba at pagkakatulad ng sanaysay sa ibang akda | Filipino | ||
| F10PT-IIId-e-79 | 10 | Naihahanay | ang mga salita batay sa kaugnayan ng mga ito sa isa’t isa | Filipino | ||
| F10PS-IIId-e-81 | 10 | Naihahayag | nang mapanuri | ang damdamin at saloobin tungkol sa kahalagahan ng akda sa pandaigdig | Filipino | |
| F10PS-IIId-e-81 | 10 | Naihahayag | nang mapanuri | ang damdamin at saloobin tungkol sa kahalagahan ng akda sa panlipunan | Filipino | |
| F10PS-IIId-e-81 | 10 | Naihahayag | nang mapanuri | ang damdamin at saloobin tungkol sa kahalagahan ng akda sa sarili | Filipino | |
| F10PN-IIa-b-72 | 10 | Nailalahad | ang kultura ng lugar na pinagmulan ng kuwentong-bayan sa napakinggang usapan ng mga tauhan | Dula | Filipino | |
| F10PS-Ii-j-70 | 10 | Nailalahad | nang malinaw sa isang simposyum | ang nabuong critique | ng alinmang akdang pampanitikang Mediterranean | Filipino |
| F10PN-IIa-b-71 | 10 | Nailalahad | batay sa napakinggang usapan ng mga tauhan | ng mga pangunahing paksa at ideya | Mitolohiya | Filipino |
| F10PS-Ig-h-69 | 10 | Nailalarawan | ang kultura ng mga tauhan na masasalamin sa kabanata | Filipino | ||
| F10PB-IVi-j-83 | 10 | Nailalarawan | sa tulong ng mga pang-uring umaakit sa imahinasyon at mga pandama | ang mga tauhan at pangyayari | Filipino | |
| F10PD-Ii-j-67 | 10 | Naimumungkahi | batay sa nakita sa aklat o iba pang batis ng impormasyon | ang mga dapat isaalang-alang sa pagagsasagawa ng isang simposyum | Filipino | |
| F10PS-IIa-b-73 | 10 | Naipahahayag | ang mahahalagang kaisipan at pananaw | tungkol sa mitolohiya | Filipino | |
| F10PN-Ia-b-62 | 10 | Naipahahayag | ang mahalagang kaisipan sa napakinggan | Mitolohiya | Filipino | |
| F10PS-IIg-h-71 | 10 | Naipahahayag | nang may katalinuhan | ang sariling kaalaman at opinyon | tungkol sa isang paksa sa isang talumpati | Filipino |
| F10PS-Ia-b-64 | 10 | Naipahahayag | nang malinaw | ang sariling opinyon | sa paksang tinalakay | Filipino |
| F10PS-IVd-e-87 | 10 | Naipahahayag | ang sariling paniniwala at pagpapahalaga | tungkol sa mga kaisipang namayani sa akda | Filipino | |
| F10WG-IVd-e-80 | 10 | Naipahahayag | gamit ang angkop na mga salitang hudyat sa paghahayag ng saloobin/ damdamin | ang sariling paniniwala at pagpapahalaga | Filipino | |
| F10PS-Ib-c-65 | 10 | Naipakikita | ang kakayahan sa pagsasalita at paggamit ng mga berbal at di-berbal na estratehiya | Filipino | ||
| F10PB-IVi-j-96 | 10 | Naipakikita | ang pakikiisa at pakikisangkot ng mga tauhan sa mga kaganapan o pangyayari sa akda sa pamamagitan ng pagiging pagkamahabagin | Filipino | ||
| F10PB-IVi-j-96 | 10 | Naipakikita | ang pakikiisa at pakikisangkot ng mga tauhan sa mga kaganapan o pangyayari sa akda sa pamamagitan ng pagiging sensitibo | Filipino | ||
| F10PN-If-g-66 | 10 | Naipaliliwanag | ang ilang pangyayaring napakinggan na may kaugnayan sa kasalukuyang mga pangyayari sa daigdig | Maikling Kuwento | Filipino | |
| F10PN-IVf-90 | 10 | Naipaliliwanag | ang kabuluhan ng mga kaisipang lutang sa akda kaugnay ng: karanasang pansarili, gawaing pangkomunidad, isyung pambansa, pangyayaring pandaigdig | Filipino | ||
| F10PT-IVg-h-85 | 10 | Naipaliliwanag | ang kahulugan ng mga salitang hiram sa wikang Espanyol | Filipino | ||
| F10PT-IIa-b-72 | 10 | Naipaliliwanag | ang kahulugan ng salita batay sa pinagmulan nito (etimolohiya) | Filipino | ||
| F10PD-IIa-b-70 | 10 | Naipaliliwanag | batay sa napanood na bahagi nito | ang katangian ng mga tao sa bansang pinagmulan ng kuwentong-bayan | Filipino | |
| F10PT-Ie-f-65 | 10 | Naipaliliwanag | ang mga alegoryang ginamit sa binasang akda | Filipino | ||
| F10PD-IVg-h-84 | 10 | Naipaliliwanag | ang pagkakatulad ng mga pangyayari sa napanood na pelikula sa ilang pangyayari sa nobela | Filipino | ||
| F10PN-Ic-d-64 | 10 | Naipaliliwanag | ang pangunahing paksa at pantulong na mga ideya | sa napakinggang impormasyon sa radyo o iba pang anyo ng media | Filipino | |
| F10WG-IVa-b-78 | 10 | Naipamamalas | ang kahusayang magtala ng mahahalagang impormasyon mula sa iba’t ibang pinagkukunang sanggunian | Filipino | ||
| F10PU-Ig-h-69 | 10 | Naisasadula | ang isang pangyayari sa tunay na buhay na may pagkakatulad sa mga piling pangyayari sa kabanata ng nobela | Filipino | ||
| F10PS-IVi-j-90 | 10 | Naisasadula | nang pangkatan | ang nobela na isinasaalang-alang ang sumusunod: paggamit ng wikang nauunawaan ng kabataan sa makabagong panahon, pag-uugnay ng mga isyung panlipunan nang panahon ni Jose Rial na makatotohanan pa rin sa kasalukuyan ng iba’t ibang makabagong paraan ng pagsa | Filipino | |
| F10PS-IVi-j-89 | 10 | Naisasagawa | ang angkop na pagsasatao ng mga tauhan ng nobela | Filipino | ||
| F10PS-IIIf-g-82 | 10 | Naisasagawa | ang isang radyong pantanghalan | tungkol sa SONA ng Pangulo ng Pilipinas | Filipino | |
| F10EP-Ia-b-27 | 10 | Naisasagawa | ang sistematikong pananaliksik | sa iba’t ibang pagkukunan ng impormasyon (internet, silid-aklatan, at iba pa) | Filipino | |
| F10PS-IIe-75 | 10 | Naisasalaysay | nang masining at may damdamin | ang isinulat na maikling kuwento | Filipino | |
| F10PS-IVa-b-85 | 10 | Naisasalaysay | ang magkakaugnay na mga pangyayari | sa pagkakasulat ng El Filibusterismo | Filipino | |
| F10PN-IIf-74 | 10 | Naisasalaysay | batay sa kanilang mga pananalita | ang mga tunggalian sa pagitan ng mga tauhan | Nobela | Filipino |
| F10PS-IIIb-79 | 10 | Naisasalaysay | sa isang diyalogo, soliloquy o monolog | ang nabuong anekdota | Filipino | |
| F10PT-IIa-b-71 | 10 | Naisasama | ang salita sa iba pang salita upang makabuo ng ibang kahulugan (collocation)* | Filipino | ||
| F10PU-IVa-b-85 | 10 | Naisusulat | ang buod ng kaligirang pangkasaysayan ng EL Filibusterismo | batay sa ginawang timeline | Filipino | |
| F10PU-IVb-c-86 | 10 | Naisusulat | ang buod ng binasang mga kabanata | Filipino | ||
| F10PU-Ib-c-65 | 10 | Naisusulat | nang may maayos na paliwanag | ang collage na may kaugnayan sa paksa | Filipino | |
| F10PU-IVi-j-89 | 10 | Naisusulat | na isinaalang-alang ang artistikong gamit ng may-akda sa mga salitang panlarawan | ang paglalarawan ng mahahalagang pangyayari sa nobela | Filipino | |
| F10PU-IIa-b-74 | 10 | Naisusulat | nang wasto | ang sariling damdamin at saloobin | tungkol sa sariling kultura kung ihahahambing sa kultura ng ibang bansa batay sa | Filipino |
| F10PS-IIf-76 | 10 | Naisusulat | ang suring-basa ng nobelang nabasa o napanood | Filipino | ||
| F10PU-Ic-d-66 | 10 | Naitatala | ang mga impormasyon | tungkol sa isa sa napapanahong isyung pandaigdig | Filipino | |
| F10PT-IIe-73 | 10 | Naitatala | ang mga salitang magkakatulad at magkakaugnay sa kahulugan | Filipino | ||
| F10PS-IIIh-i-83 | 10 | Naitatanghal | ang iskrip | ng nabuong puppet show | Filipino | |
| F10PS-IIIj-84 | 10 | Naitatanghal | nang may panghihikayat | ang nabuong iskrip | Filipino | |
| F10PU-IIf-76 | 10 | Naitatanghal | ang pinakamadulang bahagi ng nobela | Filipino | ||
| F10PN-IIg-h-69 | 10 | Naiuugnay | nang may panunuri sa sariling saloobin at damdamin | ang naririnig na balita, komentaryo, talumpati, at iba pa | Sanaysay | Filipino |
| F10PT-Ia-b-61 | 10 | Naiuugnay | batay sa kayarian nito | ang kahulugan ng salita | Filipino | |
| F10PT-IVa-b-82 | 10 | Naiuugnay | batay sa kaligirang pangkasaysayan nito | ang kahulugan ng salita | Filipino | |
| F10PD-IVd-e-83 | 10 | Naiuugnay | ang kaisipang namayani sa pinanood na bahagi ng binasang akda sa mga kaisipang namayani sa binasang akda | Filipino | ||
| F10PB-IIg-h-70 | 10 | Naiuugnay | ang mga argumentong nakuha sa mga artikulo sa pahayagan, magasin, at iba pa sa nakasulat na akda | Filipino | ||
| F10PB-Ia-b-62 | 10 | Naiuugnay | ang mga kaisipang nakapaloob sa akda sa nangyayari sa: -sarili, pamilya, pamayanan, lipunan, daigdig | Filipino | ||
| F10PB-IIId-e-83 | 10 | Naiuugnay | ang mga pahayag sa lugar, kondisyon ng panahon at kasaysayan ng akda | Filipino | ||
| F10PB-IIa-b-74 | 10 | Naiuugnay | ang sariling karanasan sa mahahalagang kaisipang binasa | Filipino | ||
| F10PD-IVb-c-82 | 10 | Naiuugnay | sa kasalukuyang mga pangyayaring napanood sa video clip ang pangyayari sa panahon ng pagkakasulat ng akda | Filipino | ||
| F10PS-IVg-h-88 | 10 | Naiuulat | gamit ang napiling graphic organizer | ang ginawang paghahambing ng binasang akda sa ilang katulad na akda | Filipino | |
| F10PD-IIf-72 | 10 | Nakabubuo | ng sariling wakas ng napanood na bahagi ng teleserye na may paksang kaugnay ng binasa | Filipino | ||
| F10PD-IIa-b-69 | 10 | Nakabubuo | ng sistematikong panunuri sa mitolohiyang napanood | Filipino | ||
| F10EP-If-g-29 | 10 | Nakagagamit | ng internet para sa pananaliksik | Filipino | ||
| F10PU-Ii-j-70 | 10 | Nakasusulat | ng isang critique | ng alinmang akdang pampanitikang Mediterranean | Filipino | |
| F10PU-IIIb-79 | 10 | Nakasusulat | ng isang orihinal na komik strip | ng anekdota | Filipino | |
| F10PU-IIa-b-73 | 10 | Nakasusulat | ng isang paghahambing ng mitolohiya | mula sa bansang kanluranin sa mitolohiyang Pilipino | Filipino | |
| F10PU-IIId-e-81 | 10 | Nakasusulat | ng isang pagsusuri sa damdaming nakapaloob sa akdang binasa at ng alinmang social media | Filipino | ||
| F10PU-IIg-h-71 | 10 | Nakasusulat | ng isang talumpati | tungkol sa isang kontrobersyal na isyu | Filipino | |
| F10PU-IIIf-g-82 | 10 | Nakasusulat | ng isang talumpati | na pang-SONA | Filipino | |
| F10PU-IIIh-i-83 | 10 | Nakasusulat | ng iskrip | ng isang puppet show na naglalarawan sa tradisyong kinamulatan sa Africa at/o Persia | Filipino | |
| F10PU-IIIj-84 | 10 | Nakasusulat | ng iskrip | ng isang pagtatanghal tungkol sa kultura at kagandahan ng bansang Africa at Persia | Filipino | |
| F10PU-IVg-h-88 | 10 | Nakasusulat | ng maayos na paghahambing ng binuong akda sa iba pang katulad na akdang binasa | Filipino | ||
| F10PU-Ie-f-67 | 10 | Nakasusulat | ng paglalahad na nagpapahayag ng pananaw | tungkol sa pagkakaiba-iba, pagkakatulad ng mga epikong pandaigdig | Filipino | |
| F10PU-IVd-e-87 | 10 | Nakasusulat | ng pagpapaliwanag ng sariling mga paniniwala at pagpapahalaga | kaugnay ng mga kaisipang namayani sa akda | Filipino | |
| F10PU-IIIa-78 | 10 | Nakasusulat | ng pagsusuri ng akdang binasa sa naging impluwensya nito sa sarili at sa mga kamag-aral na kinapanayam | Filipino | ||
| F10PU-If-g-68 | 10 | Nakasusulat | ng paliwanag | tungkol sa isyung pandaigdig na iniuugnay sa buhay ng mga Pilipino | Filipino | |
| F10PU-IIi-j-77 | 10 | Nakasusulat | ng sariling akda at nailalathala ito sa alinmang social media | Filipino | ||
| F10PU-IIe-75 | 10 | Nakasusulat | ng sariling maikling kuwento | tungkol sa nangyayari sa kasalukuyang may kaugnayan sa mga kaganapan sa binasang kuwento | Filipino | |
| F10PU-Ia-b-64 | 10 | Nakasusulat | batay sa paksa ng akdang binasa | ng sariling mitolohiya | Filipino | |
| F10PU-IIc-d-72 | 10 | Nakasusulat | ng sariling tula | na may hawig sa paksa ng tulang tinalakay | Filipino | |
| F10PU-IIIc-80 | 10 | Nakasusulat | ng sariling tula | na lalapatan din ng himig | Filipino | |
| F10PS-If-g-68 | 10 | Nakikibahagi | sa round table discussion | kaugnay ng mga isyung pandaigdig | Filipino | |
| F10PS-IIIc-80 | 10 | Nakikilahok | nang masigasig at matalino | sa mga talakayan | Filipino | |
| F10PT-Ig-h-67 | 10 | Nakikilala | ayon sa antas o tindi ng kahulugang ipinahahayag nito (clining) | ang pagkakaugnay-ugnay ng mga salita | Filipino | |
| F10PN-IIg-h-75 | 10 | Nakikinig | nang matalino upang makalahok sa mapanuring talakayan sa klase – Pangwakas na Gawain (7 sesyon) | Filipino | ||
| F10PT-IIIh-i-81 | 10 | Napag-uugnay | ang mga salitang nag-aagawan ng kahulugan | Filipino | ||
| F10PD-IVa-b-81 | 10 | Napahahalagahan | sa pamamagitan ng pagbubuod nito gamit ang timeline | ang napanood na pagpapaliwanag na kaligirang pangkasaysayan ng pagkakasulat ng El Filibusterismo | Filipino | |
| F10PD-If-g-65 | 10 | Napahahalagahan | sa pamamagitan ng paghanap ng simbolong nakapaloob dito | ang napanood na pagtatanghal ng isang akda | Filipino | |
| F10PB-Ie-f-66 | 10 | Napangangatuwiranan | ang mga dahilan kung bakit mahalagang akdang pandaigdig na sumasalamin ng isang bansa ang epiko | Filipino | ||
| F10PS-IIIa-78 | 10 | Napangangatuwiranan | sa pamamagitan ng debate/ pagtatalo) | ang sariling reaksiyon | tungkol sa akdang binasa | Filipino |
| F10PB-If-g-67 | 10 | Napapatunayang | maaaring maganap sa tunay na buhay ang mga pangyayari sa akda | Filipino | ||
| F10EP-Ia-b-28 | 10 | Nasasaliksik | gamit ang silid-aklatan, internet, at iba pang batis ng mga impormasyon | ang mahahalagang impormasyon | Filipino | |
| F10PD-IVi-j-85 | 10 | Nasusuri | ang aestetikong katangian | ng napanood na bahagi ng isinapelikulang nobela | Filipino | |
| F10PB-IIIb-81 | 10 | Nasusuri | batay sa paksa, tauhan, tagpuan, motibo ng awtor, paraan ng pagsulat, at iba pa | ang binasang anekdota | Filipino | |
| F10PB-IIIh-i-85 | 10 | Nasusuri | batay sa pananaw/teoryang pampanitikan na angkop dito | ang binasang kabanata ng nobela | Filipino | |
| F10PB-Ig-h-68 | 10 | Nasusuri | ang binasang kabanata ng nobela bilang isang akdang pampanitikan sa pananaw humanismo o alinmang angkop na pananaw | Filipino | ||
| F10WG-IIg-h-64 | 10 | Nasusuri | ang kasanayan at kaisahan sa pagpapalawak ng pangungusap | Filipino | ||
| F10PN-IIe-73 | 10 | Nasusuri | sa diyalogo ng mga tauhan | ang kasiningan ng akda | Maikling Kuwento | Filipino |
| F10PB-IIc-d-72 | 10 | Nasusuri | ang mga elemento ng tula | Filipino | ||
| F10PB-IVd-e-88 | 10 | Nasusuri | ang mga kaisipang lutang sa akda (Diyos, bayan, kapwa-tao, magulang) | Filipino | ||
| F10PB-IIIa-80 | 10 | Nasusuri | batay sa suliranin ng akda, kilos at gawi ng tauhan, desisyon ng tauhan | ang mga kaisipang nakapaloob sa mitolohiya | Filipino | |
| F10PD-IIIh-i-79 | 10 | Nasusuri | ang napanood na excerpt | ng isang isinapelikulang nobela | Filipino | |
| F10PD-IIg-h-68 | 10 | Nasusuri | batay sa paksa, paraan ng pagbabalita, at iba pa | ang napanood na pagbabalita | Filipino | |
| F10PD-IIIc-76 | 10 | Nasusuri | batay sa kasiningan ng akdang binigkas, kahusayan sa pagbigkas, at iba pa | ang napanood na sabayang pagbigkas o kauri nito | Filipino | |
| F10PB-IIa-b-73 | 10 | Nasusuri | ang nilalaman, elemento at kakanyahan | ng binasang mitolohiya | Filipino | |
| F10PB-Ib-c-63 | 10 | Nasusuri | gamit ang mga ibinigay na tanong | ang nilalaman, elemento, at kakanyahan ng binasang akda | Filipino | |
| F10PB-IVi-j-93 | 10 | Nasusuri | batay sa pananaw/teoryang, romantisismo, humanismo, naturalismo, at iba pa | ang nobela | Filipino | |
| F10PB-IIf-77 | 10 | Nasusuri | ang nobela bilang akdang pampanitikan sa pananaw realismo o alinmang angkop na pananaw/teoryang pampanitikan | Filipino | ||
| F10PN-Ib-c-63 | 10 | Nasusuri | ang tiyak na bahagi ng napakinggang parabula na naglalahad ng katotohanan, kabutihan, at kagandahang-asal | Parabula | Filipino | |
| F10PD-Ic-d-63 | 10 | Natatalakay | ang mga bahagi ng pinanood | na nagpapakita ng mga isyung pandaigdig | Filipino | |
| F10PB-IVd-e-89 | 10 | Natatalakay | ang mga kaisipang ito: kabuluhan ng edukasyon, pamamalakad sa pamahalaan, pagmamahal sa Diyos, bayan, pamilya, kapwa-tao, kabayanihan, karuwagan, paggamit ng kapangyarihan, kapangyarihan ng salapi, kalupitan at pagsasamantala sa kapwa, kahirapan, karapata | Filipino | ||
| F10PD-IIIj-80 | 10 | Natataya | batay sa napagkaisahang mga pamantayan | ang napanood na pagtatanghal | Filipino | |
| F10PB-IVa-b-86 | 10 | Natitiyak | sa pamamagitan ng pagtukoy sa mga kondisyon sa panahong isinulat ang akda, pagpapatunay ng pag-iral ng mga kondisyong ito sa kabuuan o ilang bahagi ng akda, pagtukoy sa layunin ng may-akda sa pagsulat ng akda | ang kaligirang pangkasaysayan ng akda | Filipino | |
| F10PB-IVh-i-92 | 10 | Natitiyak | sa pamamagitan ng pag-uugnay ng ilang pangyayari sa kasalukuyan | ang pagkamakatotohanan ng akda | Filipino | |
| F10PD-Ia-b-61 | 10 | Natutukoy | ang mensahe at layunin | ng napanood na cartoon ng isang mitolohiya | Filipino | |
| F10PD-Ie-f-64 | 10 | Natutukoy | ang mga bahaging napanood na tiyakang nagpapakita ng ugnayan ng mga tauhan sa puwersa ng kalikasan | Filipino | ||
| F10PD-IIg-h-73 | 10 | Natutukoy | ang mga popular na anyo ng panitikan na karaniwang nakikita sa mga social media | Filipino | ||
| F10Pt-Ic-d-63 | 10 | Natutukoy | ang mga salitang magkakapareho o magkakaugnay ang kahulugan | Filipino | ||
| F10PB-IVb-c-87 | 10 | Natutukoy | sa pamamagitan ng pagtunton sa mga pangyayari, pagtukoy sa mga tunggaliang naganap, pagtiyak sa tagpuan, pagtukoy sa wakas | ang papel na ginampanan ng mga tauhan sa akda | Filipino | |
| F10PT-IIg-h-75 | 10 | Natutukoy | at nabibigyang-kahulugan ang mga salita | na karaniwang nakikita sa social media | Filipino | |
| F10WG-IIIc-73 | 10 | Nauuri | ang iba’t ibang tula at ang mga elemento nito | Filipino | ||
| PE10PF-Ib-46 | 10 | Analyzes | the effects of media and technology | on fitness and physical activity | Health-PE | |
| PE10PF-IIb-46 | 10 | Analyzes | the effects of media and technology | on fitness and physical activity | Health-PE | |
| PE10PF-IIIb-46 | 10 | Analyzes | the effects of media and technology | on fitness and physical activity | Health-PE | |
| PE10PF-IVb-46 | 10 | Analyzes | the effects of media and technology | on fitness and physical activity | Health-PE | |
| H10HC-IIc-d-4 | 10 | Analyzes | critically | the impact of current health trends, issues and concerns | Health-PE | |
| H10HC-IIIb-c-3 | 10 | Analyzes | the issues in the implementation of global health initiatives | Health-PE | ||
| PE10PF-Ib-h-56 | 10 | Applies | to minimize risk of injuries | correct techniques | Health-PE | |
| PE10PF-IIc-h-56 | 10 | Applies | to minimize risk of injuries | correct techniques | Health-PE | |
| PE10PF-IIIc-h-56 | 10 | Applies | to minimize risk of injuries | correct techniques | Health-PE | |
| PE10PF-IVc-h-56 | 10 | Applies | to minimize risk of injuries | correct techniques | Health-PE | |
| PE10PF-Ia-h-39 | 10 | Assesses | physical activities, exercises and eating habits | Health-PE | ||
| PE10PF-IIa-h-39 | 10 | Assesses | physical activities, exercises and eating habits | Health-PE | ||
| PE10PF-IIIa-h-39 | 10 | Assesses | physical activities, exercises and eating habits | Health-PE | ||
| PE10PF-IVa-h-39 | 10 | Assesses | physical activities, exercises and eating habits | Health-PE | ||
| PE10PF-Ib-47 | 10 | Critiques (verifies and validates) | media information | on fitness and physical activity issues | Health-PE | |
| PE10PF-IIb-47 | 10 | Critiques (verifies and validates) | media information | on fitness and physical activity issues | Health-PE | |
| PE10PF-IIIb-47 | 10 | Critiques (verifies and validates) | media information | on fitness and physical activity issues | Health-PE | |
| PE10PF-IVb-47 | 10 | Critiques (verifies and validates) | media information | on fitness and physical activity issues | Health-PE | |
| H10PC-IVc-d-4 | 10 | Decides | on an appropriate health career path | Health-PE | ||
| H10HC-IIIb-c-2 | 10 | Describes | how global health initiatives positively impact people’s health in various countries | Health-PE | ||
| PE10PF-Ia-40 | 10 | Determines | risk factors related to lifestyle diseases (obesity, diabetes, heart disease) | Health-PE | ||
| PE10PF-IIa-40 | 10 | Determines | risk factors related to lifestyle diseases (obesity, diabetes, heart disease) | Health-PE | ||
| PE10PF-IIIa-40 | 10 | Determines | risk factors related to lifestyle diseases (obesity, diabetes, heart disease) | Health-PE | ||
| PE10PF-IVa-40 | 10 | Determines | risk factors related to lifestyle diseases (obesity, diabetes, heart disease) | Health-PE | ||
| H10CH-Ia-b-19 | 10 | Differentiates | reliable from unreliable health information, products, and services | Health-PE | ||
| H10HC-IIa-1 | 10 | Discusses | existing health-related laws | Health-PE | ||
| H10PC-Iva-b-1 | 10 | Discusses | the components and steps in making a personal health career plan | Health-PE | ||
| H10HC-IIIa-1 | 10 | Discusses | the significance of global health initiatives | Health-PE | ||
| H10CH-Ia-b-21 | 10 | Discusses | the various forms of health service providers and healthcare plans | Health-PE | ||
| PE10PF-Ib-h-45 | 10 | Engages in | for at least 60 minutes a day; in and out of school | physical activities | moderate to vigorous | Health-PE |
| PE10PF-IIc-h-45 | 10 | Engages in | for at least 60 minutes a day; in and out of school | physical activities | moderate to vigorous | Health-PE |
| PE10PF-IIIc-h-45 | 10 | Engages in | for at least 60 minutes a day; in and out of school | physical activities | moderate to vigorous | Health-PE |
| PE10PF-IVc-h-45 | 10 | Engages in | for at least 60 minutes a day; in and out of school | physical activities | moderate to vigorous | Health-PE |
| H10CH-Id-25 | 10 | Explains | the different kinds of complementary and alternative healthcare modalities | Health-PE | ||
| H10CH-Ia-b-20 | 10 | Explains | the guidelines and criteria in the selection and evaluation of health information, products, and services | Health-PE | ||
| H10CH-Id-26 | 10 | Explains | the importance of consumer laws to protect public health | Health-PE | ||
| H10CH-Ic-23 | 10 | Explains | the nature and dangers of quackery | Health-PE | ||
| H10HC-IIb-2 | 10 | Explains | the significance of the existing health-related laws in safeguarding public health | Health-PE | ||
| H10PC-IVc-d-3 | 10 | Explores | the various health-career paths | Health-PE | ||
| PE10PF-Ib-h-48 | 10 | Expresses | by participating in physical activity-related community services and programs | a sense of purpose and belonging | Health-PE | |
| PE10PF-IIc-h-48 | 10 | Expresses | by participating in physical activity-related community services and programs | a sense of purpose and belonging | Health-PE | |
| PE10PF-IIIc-h-48 | 10 | Expresses | by participating in physical activity-related community services and programs | a sense of purpose and belonging | Health-PE | |
| PE10PF-IVc-h-48 | 10 | Expresses | by participating in physical activity-related community services and programs | a sense of purpose and belonging | Health-PE | |
| H10HC-IIc-d-3 | 10 | Follows | existing health-related laws | Health-PE | ||
| H10CH-Ie-f-27 | 10 | Identifies | national and international government agencies and private organizations that implement programs for consumer protection | Health-PE | ||
| H10PC-IVc-d-3 | 10 | Participates | in a health-career orientation program | Health-PE | ||
| H10CH-Ig-h-28 | 10 | Participates | in programs for consumer welfare and protection | Health-PE | ||
| H10PC-Iva-b-2 | 10 | Prepares | following the prescribed components and steps | a personal health career | Health-PE | |
| PE10PF-IIIc-h-49 | 10 | Recognizes | in meaningful ways | the needs of others | in real life | Health-PE |
| PE10PF-IIIc-h-49 | 10 | Recognizes | in meaningful ways | the needs of others | in real life | Health-PE |
| H10HC-IIId-e-4 | 10 | Recommends | ways of adopting global health initiatives to local or national context | Health-PE | ||
| H10HC-IIe-g-5 | 10 | Recommends | ways of managing health issues, trends and concerns | Health-PE | ||
| H10CH-Ic-24 | 10 | Reports | fraudulent health services | Health-PE | ||
| H10PC-IVc-d-3 | 10 | Selects | based on personal competence and interest | a particular health-career path | Health-PE | |
| H10CH-Ic-22 | 10 | Selects | wisely | health professionals, specialists, and health care services | Health-PE | |
| M10AL-Ic-2 | 10 | Adds | the terms of a given arithmetic sequence. | Math | ||
| M10AL-Ie-2 | 10 | Adds | the terms of a given finite geometric sequence. | Math | ||
| M10AL-Ie-2 | 10 | Adds | the terms of a given infinite geometric sequence. | Math | ||
| M10GE-IIg-2 | 10 | Applies | to prove some geometric properties | the distance formula | Math | |
| M10SP-IVb-1 | 10 | Calculates | a specified measure of position (e.g. 90th percentile) of a set of data | Math | ||
| M10GE-IIc-1 | 10 | Derives | inductively | arcs | Math | |
| M10GE-IIc-1 | 10 | Derives | inductively | central angles | Math | |
| M10GE-IIc-1 | 10 | Derives | inductively | chords | Math | |
| M10GE-IIc-1 | 10 | Derives | inductively | inscribed angles | Math | |
| M10GE-IIg-1 | 10 | Derives | the distance formula. | Math | ||
| M10SP-IIId-1 | 10 | Derives | the formula for finding the number of combinations of n objects taken r at a time | Math | ||
| M10SP-IIIa-2 | 10 | Derives | the formula for finding the number of permutations of n objects taken r at a time | Math | ||
| M10AL-Ib-c-1 | 10 | Determines | arithmetic means of an arithmetic sequence. | Math | ||
| M10AL-Ie-1 | 10 | Determines | geometric means of a geometric sequence. | Math | ||
| M10AL-Ie-1 | 10 | Determines | nth term of a geometric sequence. | Math | ||
| M10AL-Ib-c-1 | 10 | Determines | nth term of an arithmetic sequence. | Math | ||
| M10GE-IIh-1 | 10 | Determines | the center of a circle given its equation and vice versa. | Math | ||
| M10GE-IIh-1 | 10 | Determines | the radius of a circle given its equation and vice versa. | Math | ||
| M10AL-Id-3 | 10 | Differentiates | a finite geometric sequence | Math | ||
| M10AL-Id-3 | 10 | Differentiates | an infinite geometric sequence. | Math | ||
| M10SP-IIIc-2 | 10 | Differentiates | combination of n objects taken r at a time | Math | ||
| M10SP-IIIc-2 | 10 | Differentiates | permutation of n objects taken r at a time | Math | ||
| M10AL-Ig-1 | 10 | Divides | using long division and synthetic division | polynomials | Math | |
| M10AL-Ih-1 | 10 | Factors | polynomials | Math | ||
| M10SP-IIIg-h-1 | 10 | Finds | the probability of (A U B) | Math | ||
| M10SP-IVf-g-1 | 10 | Formulates | statistical mini-research. | Math | ||
| M10AL-Ia-1 | 10 | Generates | patterns | Math | ||
| M10GE-IIi-1 | 10 | Graphs | on the coordinate plane | a circle | Math | |
| M10GE-IIi-1 | 10 | Graphs | on the coordinate plane | geometric figures | Math | |
| M10AL-IIa-b-1 | 10 | Graphs | polynomial functions. | Math | ||
| M10SP-IIIg-1 | 10 | Illustrates | the probability of a union of two events. | Math | ||
| M10AL-Ib-1 | 10 | Illustrates | an arithmetic sequence | Math | ||
| M10SP-IIIf-1 | 10 | Illustrates | events, and union and intersection of events. | Math | ||
| M10SP-IIIi-1 | 10 | Illustrates | mutually exclusive events. | Math | ||
| M10AL-If-1 | 10 | Illustrates | other types of sequences (e.g. Fibonacci). | Math | ||
| M10AL-If-1 | 10 | Illustrates | other types of sequences (e.g., harmonic). | Math | ||
| M10AL-Ii-1 | 10 | Illustrates | polynomial equations. | Math | ||
| M10AL-IIa-1 | 10 | Illustrates | polynomial functions. | Math | ||
| M10GE-IIe-1 | 10 | Illustrates | secants of a circle. | Math | ||
| M10GE-IIe-1 | 10 | Illustrates | sectors of a circle. | Math | ||
| M10GE-IIe-1 | 10 | Illustrates | segments of a circle. | Math | ||
| M10GE-IIe-1 | 10 | Illustrates | tangents of a circle. | Math | ||
| M10SP-IIIc-1 | 10 | Illustrates | the combination of objects. | Math | ||
| M10SP-IVa-1 | 10 | Illustrates | the following measures of position: deciles. | Math | ||
| M10SP-IVa-1 | 10 | Illustrates | the following measures of position: percentiles. | Math | ||
| M10SP-IVa-1 | 10 | Illustrates | the following measures of position: quartiles. | Math | ||
| M10SP-IIIa-1 | 10 | Illustrates | the permutation of objects. | Math | ||
| M10SP-IVc-1 | 10 | Interprets | measures of position. | Math | ||
| M10AL-Ii-2 | 10 | Proves | Rational Root Theorem. | Math | ||
| M10AL-Ig-2 | 10 | Proves | the Factor Theorem. | Math | ||
| M10AL-Ig-2 | 10 | Proves | the Remainder Theorem | Math | ||
| M10GE-IIe-f-1 | 10 | Proves | theorems on secants | Math | ||
| M10GE-IIe-f-1 | 10 | Proves | theorems on segments | Math | ||
| M10GE-IIe-f-1 | 10 | Proves | theorems on tangents | Math | ||
| M10GE-IIi-j-1 | 10 | Solves | on the coordinate plane. | problems involving geometric figures | Math | |
| M10SP-IIIi-j-1 | 10 | Solves | problems involving probability. | Math | ||
| M10AL-Ij-1 | 10 | Solves | polynomial equations. | Math | ||
| M10SP-IVd-e-1 | 10 | Solves | problems involving measures of position. | Math | ||
| M10SP-IIIb-1 | 10 | Solves | problems involving permutations. | Math | ||
| M10AL-IIb-2 | 10 | Solves | problems involving polynomial functions. | Math | ||
| M10AL-Ij-2 | 10 | Solves | problems involving polynomials and polynomial equations | Math | ||
| M10AL-If-2 | 10 | Solves | problems involving sequences. | Math | ||
| M10GE-IIf-2 | 10 | Solves | problems on circles | Math | ||
| M10SP-IVh-j-1 | 10 | Uses | in analyzing and interpreting research data. | appropriate measures of position and other statistical methods | Math | |
| S10FE-IIg-51 | 10 | Applies | in describing the characteristics and positions of images formed by lenses | ray diagramming techniques | Science | |
| S10MT-IVe-g-23 | 10 | Applies | to chemical reactions | the principles of conservation of mass | Science | |
| S10FE-IIc-d-48 | 10 | Cites | examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications | Science | ||
| S10FE-IIa-b-47 | 10 | Compares | the relative wavelengths of different forms of electromagnetic waves | Science | ||
| S10FE-IIi-53 | 10 | Demonstrates | the generation of electricity | by movement of a magnet through a coil | Science | |
| S10LT-IIIc-36 | 10 | Describes | how the nervous system coordinates these feedback mechanisms | to maintain homeostasis | Science | |
| S10LT-IIIc-36 | 10 | Describes | how the nervous system regulates these feedback mechanisms | to maintain homeostasis | Science | |
| S9ES –Ia-j-36.2 | 10 | Describes | the different types of plate boundaries | Science | ||
| S9ES –Ia-j-36.1 | 10 | Describes | the distribution of active volcanoes, earthquake epicentres, and major mountain belts | Science | ||
| S10LT-IIIc-35 | 10 | Describes | the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle) | Science | ||
| S9ES –Ia-j-36.4 | 10 | Describes | the internal structure of the Earth | Science | ||
| S10LT-IIIa-33 | 10 | Describes | the parts of the reproductive system and their functions | Science | ||
| S9ES –Ia-j-36.5 | 10 | Describes | the possible causes of plate movement | Science | ||
| S9ES –Ia-j-36.6 | 10 | Enumerates | the lines of evidence that support plate movement | Science | ||
| S10LT-IIIf-39 | 10 | Explains | how comparative anatomy provides evidence for evolution | Science | ||
| S10LT-IIIf-39 | 10 | Explains | how fossil records provide evidence for evolution | Science | ||
| S10LT-IIIf-39 | 10 | Explains | how genetic information provides evidence for evolution | Science | ||
| S10LT-IIIe-38 | 10 | Explains | how mutations may cause changes in the structure and function of a protein | Science | ||
| S10LT-IIId-37 | 10 | Explains | using information from DNA | how protein is made | Science | |
| S10LT-IIIh-41 | 10 | Explains | how species diversity increases the probability of adaptation and survival of organisms in changing environments | Science | ||
| S10MT-IVh-j-24 | 10 | Explains | how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion. | Science | ||
| S9ES –Ia-j-36.3 | 10 | Explains | the different processes that occur along the plate boundaries | Science | ||
| S10FE-IIe-f-49 | 10 | Explains | the effects of EM radiation on living things and the environment | Science | ||
| S10LT-IIIg-40 | 10 | Explains | the occurrence of evolution | Science | ||
| S10FE-IIj-54 | 10 | Explains | the operation of a simple electric motor and generator | Science | ||
| S10LT-IIIi-42 | 10 | Explains | the relationship between population growth and carrying capacity | Science | ||
| S10MT-IVa-b-21 | 10 | Explains | using the kinetic molecular theory | the relationships between pressure and temperature | Science | |
| S10LT-IIIb-34 | 10 | Explains | the role of hormones involved in the female reproductive system | Science | ||
| S10LT-IIIb-34 | 10 | Explains | the role of hormones involved in the male reproductive system | Science | ||
| S10FE-IIh-52 | 10 | Identifies | ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars) | Science | ||
| S10MT-IVa-b-21 | 10 | Investigates | the relationship between volume and pressure | at constant temperature of a gas | Science | |
| S10MT-IVa-b-21 | 10 | Investigates | the relationship between volume and temperature | at constant pressure of a gas | Science | |
| S10FE-IIg-50 | 10 | Predicts | the qualitative characteristics (orientation, type and magnification) of images formed by plane and curved mirrors and lenses | Science | ||
| S10MT-IVc-d-22 | 10 | Recognizes | the major categories of biomolecules such as carbohydrates, lipids, nucleic acids, and proteins | Science | ||
| S10LT-IIIj-43 | 10 | Suggests | ways to minimize human impact on the environment | Science |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
