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 7 Curriculum Competencies
A database which serves as a search facility for Grade 7 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP7TKA-IIIa-1.2 | 7 | Nabibigyang-halaga | ang papel ng kolonyalismo at imperyalismo sa kasaysayan ng Timog at Kanlurang Asya | AP | ||
| AP7KIS-IVc- 1.6 | 7 | Nabibigyang-halaga | ang papel ng nasyonalismo sa pagbuo ng mga bansa sa Silangan at Timog-Silangang Asya | AP | ||
| AP7TKA-IIIc-1.7 | 7 | Nabibigyang-halaga | ang papel ng nasyonalismo sa pagbuo ng mga bansa sa Timog at Kanlurang Asya | AP | ||
| AP7KSA-IIb-1.3 | 7 | Nabibigyang-kahulugan | ang konsepto ng kabihasnan | AP | ||
| AP7KSA-IIe-1.6 | 7 | Nabibigyang-kahulugan | ang konsepto ng pilosopiya | AP | ||
| AP7KSA-IIe-1.6 | 7 | Nabibigyang-kahulugan | ang konsepto ng relihiyon | AP | ||
| AP7KSA-IIe-1.6 | 7 | Nabibigyang-kahulugan | ang konsepto ng tradisyon | AP | ||
| AP7KIS-IVj-1.27 | 7 | Nahihinuha | batay sa mga kontribusyon nito | ang pagkakakilanlan ng kulturang Asyano | AP | |
| AP7TKA-IIIj-1.25 | 7 | Nahihinuha | batay sa mga kontribusyon nito | ang pagkakakilanlan ng kulturang Asyano | AP | |
| AP7KIS-IVg- 1.19 | 7 | Naihahambing | ang kalagayan at papel ng kababaihan sa iba’t ibang bahagi ng Timog at Kanlurang Asya at ang kanilang ambag sa bansa at rehiyon | AP | ||
| AP7KIS-IVb-1.5 | 7 | Naihahambing | ang mga karanasan sa Silangan at Timog-Silangang Asya sa ilalim ng kolonyalismo at imperyalismong kanluranin | AP | ||
| AP7TKA-IIIc-1.6 | 7 | Naihahambing | ang mga karanasan sa Timog at Kanlurang Asya sa ilalim ng kolonyalismo at imperyalismong kanluranin | AP | ||
| AP7KIS-IV- 1.16 | 7 | Naihahambing | ang mga pagbabago sa mga bansang bumubuo sa Silangan at Timog-Silangang Asya | AP | ||
| AP7KIS-IVd- 1.9 | 7 | Naihahayag | ang pagpapahalaga sa bahaging ginampanan ng nasyonalismo sa Silangan at Timog-Silangang Asya tungo sa paglaya ng mga bansa mula sa imperyalismo | AP | ||
| AP7KSA-IIb-1.3 | 7 | Nailalahad | ang mga katangian ng kabihasnan | AP | ||
| AP7HAS-Ij-1.10 | 7 | Nailalarawan | ang komposisyong etniko ng mga rehiyon sa Asya | AP | ||
| AP7HAS-Ib-1.2 | 7 | Nailalarawan | ang mga katangian ng kapaligirang pisikal sa mga rehiyon ng Asya tulad ng kinaroroonan, hugis, sukat, anyo, klima at “vegetation cover” (tundra, taiga, grasslands, desert, tropical forest, mountain lands) | AP | ||
| AP7HAS-Ie-1.5 | 7 | Nailalarawan | ang mga yamang likas ng Asya | AP | ||
| AP7HAS-Ig-1.7 | 7 | Naipahahayag | ang kahalagahan ng pangangalaga sa timbang na kalagayang ekolohiko ng rehiyon | AP | ||
| AP7KIS-IVf-1.15 | 7 | Naipahahayag | ang pagpapahalaga sa bahaging ginampanan ng nasyonalismo sa pagbibigay wakas sa imperyalismo | AP | ||
| AP7TKA-IIIh-1.16 | 7 | Naipahahayag | ang pagpapahalaga sa bahaging ginampanan ng nasyonalismo sa pagbibigay wakas sa imperyalismo sa Timog at Kanlurang Asya | AP | ||
| AP7TKA-IIId-1.10 | 7 | Naipahahayag | ang pagpapahalaga sa bahaging ginampanan ng nasyonalismo sa Timog at Kanlurang Asya tungo sa paglaya ng mga bansa mula sa imperyalismo | AP | ||
| AP7TKA-IIId-1.9 | 7 | Naipaliliwanag | ang iba’t ibang manipestasyon ng nasyonalismo sa Timog at Kanlurang Asya | AP | ||
| AP7HAS-Ia-1.1 | 7 | Naipaliliwanag | ang konsepto ng Asya tungo sa paghahating–heograpiko: Silangang Asya, Timog-Silangang Asya, Timog Asya, Kanlurang Asya, Hilagang Asya at Hilaga-Gitnang Asya | AP | ||
| AP7KIS-IVc-1.8 | 7 | Naipaliliwanag | ang mga iba’t ibang manipestasyon ng nasyonalismo sa Silangan at Timog-Silangang Asya | AP | ||
| AP7KIS-IVa-1.3 | 7 | Naipaliliwanag | ang mga nagbago at nanatili sa ilalim ng kolonyalismo | AP | ||
| AP7TKA-IIIb-1.3 | 7 | Naipaliliwanag | ang mga nagbago at nanatili sa ilalim ng kolonyalismo | AP | ||
| AP7TKA-IIIh- 1.22 | 7 | Naiuugnay | ang mga kasalukuyang pagbabagong pang-ekonomiya na naganap/nagaganap sa kalagayan ng mga bansa | AP | ||
| AP7KIS-IVh- 1.22 | 7 | Naiuugnay | ang mga kasalukuyang pagbabagong pang-ekonomiya na naganap/nagaganap sa kalagayan ng mga bansa sa Silangan at Timog-Silangang Asya | AP | ||
| AP7KSA-IIa-1.2 | 7 | Nakabubuo | ng mga kongklusyon hinggil sa kalagayan, pamumuhay at pag-unlad ng mga sinaunang pamayanan | AP | ||
| AP7HAS-Id-1.4 | 7 | Nakagagawa | ng pangkalahatang profile ng heograpiya ng Asya | AP | ||
| AP7HAS-Ic-1.3 | 7 | Nakapaghahambing | ng kalagayan ng kapaligiran sa iba’t ibang bahagi ng Asya | AP | ||
| AP7TKA-IIIg- 1.19 | 7 | Napaghahambing | ang kalagayan at papel ng mga kababaihan sa iba’t ibang bahagi ng Timog at Kanlurang Asya at ang kanilang ambag sa bansa at rehiyon | AP | ||
| AP7KSA-IIc-1.4 | 7 | Napaghahambing | ang mga sinaunang kabihasnan sa Asya (Sumer, Indus, Tsina) | AP | ||
| AP7KSA-IIh-1.11 | 7 | Napahahalagahan | ang bahaging ginampanan ng kababaihan sa pagtataguyod at pagpapanatili ng mga Asyanong pagpapahalaga. | AP | ||
| AP7KSA-IId-1.5 | 7 | Napahahalagahan | ang mga bagay at kaisipang pinagbatayan (sinocentrism, divine origin, devajara) sa pagkilala sa sinaunang kabihasnan | AP | ||
| AP7KSA-IIa-j-1 | 7 | Napahahalagahan | ang mga kaisipang Asyano, pilosopiya at relihiyon na nagbigay-daan sa paghubog ng sinaunang kabihasnan sa Asya at sa pagbuo ng pagkakilanlang Asyano | AP | ||
| AP7KSA-IIh-1.12 | 7 | Napahahalagahan | ang mga kontribusyon ng mga sinaunang lipunan at komunidad sa Asya | AP | ||
| AP7KIS-IVj- 1.26 | 7 | Napahahalagahan | ang mga kontribusyon ng Silangan at Timog-Silangang Asya sa larangan ng sining, humanidades at palakasan | AP | ||
| AP7TKA-IIIj- 1.25 | 7 | Napahahalagahan | ang mga kontribusyon ng Timog at Kanlurang Asya sa larangan ng sining, humanidades at palakasan | AP | ||
| AP7KIS-IVa-j-1 | 7 | Napahahalagahan | ang pagtugon ng mga Asyano sa mga hamon ng pagbabago, pag-unlad at pagpapatuloy ng Silangan at Timog-Silangang Asya sa Transisyonal at Makabagong Panahon ika-16 hanggang ika-20 Siglo) | AP | ||
| AP7TKA-IIIa-j-1 | 7 | Napahahalagahan | ang pagtugon ng mga Asyano sa mga hamon ng pagbabago, pag-unlad at pagpapatuloy sa Timog at Kanlurang Asya sa Transisyonal at Makabagong Panahon (ika-16 hanggang ika-20 siglo) | AP | ||
| AP7HAS-Ia-1 | 7 | Napahahalagahan | ang ugnayan ng tao at kapaligiran sa paghubog ng kabihasnang Asyano | AP | ||
| AP7HAS-Ih-1.8 | 7 | Napahahalagahan | ang yamang tao ng Asya | AP | ||
| AP7KSA-IIf-1.9 | 7 | Nasusuri | ang bahaging ginampanan ng mga pananaw, paniniwala at tradisyon sa paghubog ng kasaysayan ng mga Asyano | AP | ||
| AP7TKA-IIIh-1.17 | 7 | Nasusuri | ang balangkas ng mga pamahalaan sa mga bansa sa Timog at Kanlurang Asya | AP | ||
| AP7KIS-IVe- 1.14 | 7 | Nasusuri | ang epekto ng mga samahang kababaihan at ng mga kalagayang panlipunan sa buhay ng kababaihan tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at karapatang pampolitika | AP | ||
| AP7KIS-IVd- 1.10 | 7 | Nasusuri | ang epekto ng nasyonalismo sa sigalot etniko sa Asya | AP | ||
| AP7TKA-IIIe-1.11 | 7 | Nasusuri | ang epekto ng nasyonalismo sa sigalot etniko sa Asya katulad ng partisyon/paghahati ng India at Pakistan | AP | ||
| AP7TKA-IIIf-1.14 | 7 | Nasusuri | ang kaugnayan ng iba’t ibang ideolohiya (ideolohiya ng malayang demokrasya , sosyalismo at komunismo) sa mga malawakang kilusang nasyonalista | AP | ||
| AP7KIS-IVe- 1.13 | 7 | Nasusuri | ang kaugnayan ng iba’t ibang ideolohiya (ideolohiya ng malayang demokrasya, sosyalismo at komunismo) sa mga malawakang kilusang nasyonalista | AP | ||
| AP7HAS-Ij-1.11 | 7 | Nasusuri | ang kaugnayan ng paglinang ng wika sa paghubog ng kultura ng mga Asyano | AP | ||
| AP7HAS-Ii-1.9 | 7 | Nasusuri | batay sa: 10.1 dami ng tao; 10.2 komposisyon ayon sa gulang; 10.3 inaasahang haba ng buhay; 10.4 kasarian; 10.5 bilis ng paglaki ng populasyon; 10.6 uri ng hanapbuhay; 10.7 bilang ng may hanapbuhay; 10.8 kita ng bawat tao; 10.9 bahagdan ng marunong bumasa | ang kaugnayan ng yamang-tao ng mga bansa ng Asya sa pagpapaunlad ng kabuhayan at lipunan sa kasalukuyang panahon | AP | |
| AP7KIS-IVh-1.20 | 7 | Nasusuri | ang kinalaman ng edukasyon sa pamumuhay ng mga Asyano | AP | ||
| AP7TKA-IIIe-1.13 | 7 | Nasusuri | ang matinding epekto ng mga digmaang pandaidig sa pag-aangat ng mga malawakang kilusang nasyonalista ( hal: epekto ng Unang Digmaang Pandaigdig sa pagtatag ng sistemang mandato sa Kanlurang Asya) | AP | ||
| AP7KIS-IVe- 1.12 | 7 | Nasusuri | ang matinding epekto ng mga digmaang pandaidig sa pag-aangat ng mga malawakang kilusang nasyonalista ( hal: epekto ng Unang Digmaang Pandaigdig sa pagtatag ng sistemang mandato sa Silangan at Timog-Silangang Asya ) | AP | ||
| AP7KIS-IVi- 1.24 | 7 | Nasusuri | ang mga anyo at tugon sa neokolonyalismo sa Silangan at Timog-Silangang Asya | AP | ||
| AP7TKA-IIIh-1.24 | 7 | Nasusuri | ang mga anyo at tugon sa neokolonyalismo sa Timog at Kanlurang Asya | AP | ||
| AP7TKA-IIIa-1.1 | 7 | Nasusuri | ang mga dahilan at paraan ng kolonyalismo at imperyalismo ng mga Kanluranin sa unang yugto (ika-16 at ika-17 siglo) pagdating nila sa Timog at Kanlurang Asya | AP | ||
| AP7KIS-IVa- 1.1 | 7 | Nasusuri | ang mga dahilan, paraan at epekto ng pagpasok ng mga Kanlurang bansa hanggang sa pagtatag ng kanilang mga kolonya o kapangyarihan sa Silangan at Timog-Silangang Asya | AP | ||
| AP7KSA-IIg-1.10 | 7 | Nasusuri | ang mga kalagayang legal at tradisyon ng mga kababaihan sa iba’t ibang uri ng pamumuhay | AP | ||
| AP7KSA-IIf-1.7 | 7 | Nasusuri | ang mga mahahalagang pangyayari mula sa sinaunang kabihasnan hanggang sa ika-16 na siglo sa: pamahalaan , kabuhayan, teknolohiya, lipunan, edukasyon, paniniwala, pagpapahalaga, at sining at kultura | AP | ||
| AP7KIS -IVd- 1.11 | 7 | Nasusuri | ang mga pamamaraang ginamit sa Silangan at Timog-Silangang Asya sa pagtatamo ng kalayaan mula sa kolonyalismo | AP | ||
| AP7TKA-IIIe-1.12 | 7 | Nasusuri | ang mga pamamaraang ginamit sa Timog at Kanlurang Asya sa pagtatamo ng kalayaan mula sa kolonyalismo | AP | ||
| AP7TKA-IIId-1.8 | 7 | Nasusuri | ang mga salik at pangyayaring nagbigay daan sa pag-usbong at pag-unlad ng nasyonalismo | AP | ||
| AP7KIS-IVc- 1.7 | 7 | Nasusuri | ang mga salik at pangyayaring nagbigay –daan sa pag-usbong at pag-unlad ng nasyonalismo sa Silangan at Timog-Silangang Asya | AP | ||
| AP7KSA-IIa-1.1 | 7 | Nasusuri | ang paghubog, pag-unlad at kalikasan ng mga mga pamayanan at estado | AP | ||
| AP7KIS-IVi- 1.23 | 7 | Nasusuri | gamit ang estadistika at kaugnay na datos. | ang pagkakaiba-iba ng antas ng pagsulong at pag-unlad ng Timog at Timog-Silangang Asya | AP | |
| AP7KIS-Iva-1.2 | 7 | Nasusuri | sa larangan ng: pamamahala, kabuhayan, teknolohiya, lipunan, paniniwala, pagpapahalaga, at sining at kultura | ang transpormasyon ng mga pamayanan at estado sa Silangan at Timog-Silangang Asya sa pagpasok ng mga isipan at impluwensiyang kanluranin | AP | |
| AP7TKA-IIIb-1.5 | 7 | Nasusuri | sa larangan ng: pamamahala, kabuhayan, teknolohiya, lipunan, paniniwala, pagpapahalaga, at sining at kultura | ang transpormasyon ng mga pamayanan at estado sa Timog at Kanlurang Asya sa pagpasok ng mga kaisipan at impluwensiyang kanluranin | AP | |
| AP7KIS-IVg-1.17 | 7 | Nasusuri at naihahambing | ang balangkas ng pamahalaan ng mga bansa sa Silangan at Timog-Silangangn Asya | AP | ||
| AP7KIS-IVg- 1.18 | 7 | Nasusuri at naihahambing | ang mga palatuntunang nagtataguyod sa karapatan ng mamamayan sa pangkalahatan, at ng mga kababaihan, mga grupong katutubo, mga kasapi ng caste sa India at iba pang sektor ng lipunan | AP | ||
| AP7KIS-IVh-1.21 | 7 | Natataya | ang bahaging ginampanan ng relihiyon sa iba’t ibang aspekto ng pamumuhay | AP | ||
| AP7TKA-IIIg- 1.21 | 7 | Natataya | ang bahaging ginampanan ng relihiyon sa iba’t ibang aspekto ng pamumuhay | AP | ||
| AP7KIS-IVj- 1.25 | 7 | Natataya | ang epekto ng kalakalan sa pagbabagong pang-ekonomiya at pangkultura ng mga bansa sa Silangan at Timog-Silangang Asya | AP | ||
| AP7TKA-IIIi- 1.25 | 7 | Natataya | ang epekto ng kalakalan sa pagbabagong pang-ekonomiya at pangkultura ng mga bansa sa Timog at Kanlurang Asya | AP | ||
| AP7TKA–IIIf-1.15 | 7 | Natataya | ang epekto ng mga samahang kababaihan at ng mga kalagayang panlipunan sa buhay ng kababaihan tungo sa pagkakapantay-pantay, pagkakataong pang-ekonomiya at karapatang pampulitika | AP | ||
| AP7KSA-IIf-1.8 | 7 | Natataya | ang impluwensiya ng mga paniniwala sa kalagayang panlipunan, sining at kultura ng mga Asyano | AP | ||
| AP7TKA-IIIg-1.20 | 7 | Natataya | ang kinalaman ng edukasyon sa pamumuhay ng mga Asyano | AP | ||
| AP7TKA-IIIb-1.4 | 7 | Natataya | ang mga epekto ng kolonyalismo sa Timog at Kanlurang Asya | AP | ||
| AP7HAS-If-1.6 | 7 | Natataya | sa larangan ng: Agrikultura, Ekonomiya, Pananahanan, Kultura | ang mga implikasyon ng kapaligirang pisikal at yamang likas ng mga rehiyon sa pamumuhay ng mga Asyano noon at ngayon | AP | |
| AP7TKA-IIIi- 1.18 | 7 | Natataya | ang mga palatuntunang nagtataguyod sa karapatan ng mamamayan sa pangkalahatan, at ng mga kababaihan, mga grupong katutubo, mga kasapi ng caste sa India at iba pang sektor ng lipunan | AP | ||
| AP7TKA-IIIh- 1.23 | 7 | Natataya | gamit ang estadistika at kaugnay na datos. | ang pagkakaiba-iba ng antas ng pagsulong at pag-unlad ng Timog at Timog-Kanlurang Asya | AP | |
| AP7KIS-IVb- 1.4 | 7 | Natataya | ng mga epekto ng kolonyalismo sa Silangan at Timog-Silangang Asya | AP | ||
| A7EL-Ib-1 | 7 | Analyzes | elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon (highlands and lowlands) | Arts-Music | ||
| A7EL-IIb-1 | 7 | Analyzes | elements and principles of art in the production one’s arts and crafts inspired by the arts of MIMAROPA and the Visayas | Arts-Music | ||
| A7EL-IIIb-1 | 7 | Analyzes | elements and principles of art in the production one’s arts and crafts inspired by the arts of Mindanao | Arts-Music | ||
| MU7LU-Ia-2 | 7 | Analyzes | the musical elements of some lowland vocal and instrumental music selections | Arts-Music | ||
| MU7MN-IIIa-g-2 | 7 | Analyzes | the musical elements of some Mindanao vocal and instrumental music | Arts-Music | ||
| MU7LV-IIa-f-2 | 7 | Analyzes | after listening | the musical elements of some vocal and instrumental selections from Cordillera, Mindoro, Palawan and of the Visayas | Arts-Music | |
| A7PR-IVh-2 | 7 | Analyzes | the uniqueness of each group’s performance of their selected festival or theatrical form | Arts-Music | ||
| A7PL-Ih-2 | 7 | Appreciates | in terms of its utilization and its distinct use of art elements and principles | artifacts and art objects | Arts-Music | |
| A7PL-IIh-2 | 7 | Appreciates | in terms of its utilization and its distinct use of art elements and principles | artifacts and art objects | Arts-Music | |
| A7PL-IIIh-2 | 7 | Appreciates | in terms of its utilization and its distinct use of art elements and principles | artifacts and art objects | Arts-Music | |
| A7PR-IVe-f-3 | 7 | Choreographs | the movements and gestures reflecting the mood of the selected Philippine festival/theatrical form | Arts-Music | ||
| MU7LU-Ia-h-8 | 7 | Creates | to accompany the music selections of the lowlands of Luzon | appropriate movements or gestures | Arts-Music | |
| MU7LV-IIc-h-9 | 7 | Creates | to accompany music from the Cordillera, Mindoro, Palawan and the Visayas | appropriate movements or gestures | Arts-Music | |
| MU7LV-IIIc-8 | 7 | Creates | to accompany the music selections of Mindanao | appropriate movements or gestures | Arts-Music | |
| A7PR-Ic-e-1 | 7 | Creates | guided by local traditional techniques (e.g., habi, lilip, etc.) | crafts that can be locally assembled with local materials, | Arts-Music | |
| A7PR-IIIc-e-1 | 7 | Creates | guided by local traditional techniques (e.g., habi, lilip, etc.) | crafts that can be locally assembled with local materials, | Arts-Music | |
| MU7FT-IVa-d-3 | 7 | Creates | movements to music of a particular Philippine festival | Arts-Music | ||
| A7PL-IVh-1 | 7 | Defines | through a visual presentation | what makes each of the Philippine festivals unique | Arts-Music | |
| A7PR-If-2 | 7 | Derives | for one’s artwork | elements from traditions/history of a community | Arts-Music | |
| A7PR-IIf-2 | 7 | Derives | for one’s artwork | elements from traditions/history of a community | Arts-Music | |
| A7PR-IIIf-2 | 7 | Derives | for one’s artwork | elements from traditions/history of a community | Arts-Music | |
| MU7FT-IVe-h-6 | 7 | Describes | how a specific idea or story is communicated through music in a particular Philippine musical theater | Arts-Music | ||
| MU7FT-IVe-h-4 | 7 | Describes | how the music contributes to the performance of the musical production | Arts-Music | ||
| A7EL-IVb-2 | 7 | Describes | how the townspeople participate and contribute to the event | Arts-Music | ||
| A7PR-IVd-1 | 7 | Designs | through costumes, props, etc. | the visual elements and components of the selected festival or theatrical form | Arts-Music | |
| MU7LU-Ic-h-10 | 7 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU7LV-IIc-h-10 | 7 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU7LV-IIIb-h-10 | 7 | Evaluates | applying knowledge of musical elements and style. | music selections and music performances | Arts-Music | |
| MU7LV-IIb-f-3 | 7 | Explains | in relation to its culture and geography | the distinguishing characteristics of representative music from Cordillera, Mindoro, Palawan and the Visayas | Arts-Music | |
| MU7MN-IIIa-g-3 | 7 | Explains | in relation to its culture and geography | the distinguishing characteristics of representative music selections from Mindanao | Arts-Music | |
| MU7FT-IVa-h-5 | 7 | Explains | the distinguishing characteristics of representative Philippine festivals and theatrical forms | Arts-Music | ||
| MU7LU-Ib-3 | 7 | Explains | in relation to its culture and geography | the distinguishing characteristics of representative Philippine music selections from Luzon | Arts-Music | |
| MU7LU-Ib-f-4 | 7 | Explores | ways of producing sounds | on a variety of sources that is similar to the instruments being studied | Arts-Music | |
| MU7LV-IIb-g-4 | 7 | Explores | ways of producing sounds | on a variety of sources similar to instruments being studied | Arts-Music | |
| MU7MN-IIIb-h-4 | 7 | Explores | ways of producing sounds | on a variety of sources that is similar to the instruments being studied | Arts-Music | |
| MU7LU-Ia-1 | 7 | Identifies | after listening | the musical characteristics of representative music selections from the lowlands of Luzon | Arts-Music | |
| A7EL-Ia-2 | 7 | Identifies | characteristics of arts and crafts in specific areas in Luzon (e.g., papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul], Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery [burnay], etc.) | Arts-Music | ||
| A7EL-IIa-2 | 7 | Identifies | characteristics of arts and crafts in specific areas in MIMAROPA and the Visayas—namely, Marinduque (Moriones masks), Palawan (Manunggul Jar), Mindoro (Hanunuo-Mangyan writing, basketry, and weaving), Bohol (churches), Cebu (furniture), and Iloilo (culina | Arts-Music | ||
| A7EL-IIIa-2 | 7 | Identifies | characteristics of arts and crafts in specific areas in Mindanao—namely, the balanghay and vinta (maritime vessels) from Butuan and Zamboanga, respectively; Maranao’s malong, brasswares, okir, panolong, torogan, and sarimanok; Yakan’s fabric and face mak | Arts-Music | ||
| MU7FT-IVa-g-1 | 7 | Identifies | through video or live performances | musical characteristics of selected Philippine festivals and theatrical forms | Arts-Music | |
| A7EL-IVc-3 | 7 | Identifies | the elements and principles as seen in Philippine Festivals | Arts-Music | ||
| A7EL-IVa-1 | 7 | Identifies | the festivals and theatrical forms celebrated all over the country throughout the year | Arts-Music | ||
| MU7MN-IIIa-g-1 | 7 | Identifies | after listening | the musical characteristics of representative music selections from Mindanao | Arts-Music | |
| MU7LV-IIa-f-1 | 7 | Identifies | after listening | the musical characteristics of representative selections from Cordillera, Mindoro, Palawan and the Visayas | Arts-Music | |
| A7PR-IVe-f-4 | 7 | Improvises | accompanying sounds and rhythms of a Philippine festival/theatrical form | Arts-Music | ||
| MU7LV-IIb-g-5 | 7 | Improvises | simple rhythmic/melodic accompaniments to selected music from Cordillera, Mindoro, Palawan and the Visayas | Arts-Music | ||
| MU7LV-IIIc-h-5 | 7 | Improvises | simple rhythmic/melodic accompaniments to selected music from Mindanao | Arts-Music | ||
| MU7LU-Ic-f-5 | 7 | Improvises | simple rhythmic/melodic accompaniments to selected music from the lowlands of Luzon | Arts-Music | ||
| A7PL-IIh-3 | 7 | Incorporates | the design, form and spirit of artifacts and art objects from MIMAROPA and the Visayas | Arts-Music | ||
| A7PL-IIIh-3 | 7 | Incorporates | in one’s creation | the design, form, and spirit of artifacts and objects from Mindanao | Arts-Music | |
| A7PL-Ih-3 | 7 | Incorporates | in one’s creation | the design, form, and spirit of the highland/lowland artifact and object | Arts-Music | |
| A7PR-Ig-5 | 7 | Mounts | using completed Luzon (highlands and lowlands) inspired arts and crafts; in an organized manner | an exhibit | Arts-Music | |
| A7PR-IIg-5 | 7 | Mounts | using completed MIMAROPA-Visayan-inspired arts and crafts; in an organized manner | an exhibit | Arts-Music | |
| A7PR-IIIg-5 | 7 | Mounts | using completed Mindanao-inspired arts and crafts; in an organized manner | an exhibit | Arts-Music | |
| MU7FT-IVa-d-2 | 7 | Narrates | the origins and cultural background of selected Philippine festival/s | Arts-Music | ||
| MU7LU-Ig-h-6 | 7 | Performs | with musical instruments/improvised instruments from Luzon lowlands | Arts-Music | ||
| MU7LV-IIb-g-6 | 7 | Performs | with musical instruments /improvised instruments from Cordillera, Mindoro, Palawan and the Visayas; alone and/or with others | Arts-Music | ||
| MU7LV-IIIc-h-6 | 7 | Performs | with musical instruments/improvised instruments from Mindanao; alone and/or with others | Arts-Music | ||
| A7PR-IVg-5 | 7 | Performs | in a group showcase of the selected Philippine festival/theatrical form | Arts-Music | ||
| MU7LV-IIb-g-7 | 7 | Provides | accompaniment to selected music from Cordillera, Mindoro, Palawan and the Visayas | Arts-Music | ||
| MU7LV-IIIc-h-9 | 7 | Provides | accompaniment to selected music from Mindanao | Arts-Music | ||
| MU7LU-Id-9 | 7 | Provides | harmonic accompaniments to selected music of the lowlands of Luzon | Arts-Music | ||
| A7PL-Ih-1 | 7 | Reflects on and derives | the mood, idea or message | from selected artifacts and art objects | Arts-Music | |
| A7PL-IIh-1 | 7 | Reflects on and derives | the mood, idea or message | from selected artifacts and art objects | Arts-Music | |
| A7PL-IIIh-1 | 7 | Reflects on and derives | the mood, idea or message | from selected artifacts and art objects | Arts-Music | |
| A7EL-IVb-2 | 7 | Researches | on the history and evolution of the festival and theatrical forms | Arts-Music | ||
| A7PR-If-3 | 7 | Shows | the development of crafts in specific areas of the country (e.g. pottery, weaving, jewelry, baskets) | according to functionality, traditional specialized expertise, and availability of resources | Arts-Music | |
| A7PR-IIIf-3 | 7 | Shows | the development of crafts in specific areas of the country (e.g., pottery, weaving, jewelry, and basketry) | according to functionality, traditional specialized expertise, and availability of resources | Arts-Music | |
| A7PR-Ih-4 | 7 | Shows | the relationship of Luzon (highlands and lowlands) arts and crafts to Philippine culture, traditions, and history (Islamic influences, Spanish heritage, and American legacies in education, business, modernization, and entertainment, as well as in indigeno | Arts-Music | ||
| A7PR-Ih-4 | 7 | Shows | the relationship of Luzon arts and crafts to Philippine culture, traditions, and history (Islamic influences, Spanish heritage, and American legacies in education, business, modernization, and entertainment, as well as in indigenous practices, fiestas, an | Arts-Music | ||
| A7PR-IIIh-4 | 7 | Shows | the relationship of Mindanao’s arts and crafts to Philippine culture, traditions, and history, particularly with Islamic influences and indigenous (Lumad) practices | Arts-Music | ||
| MU7FT-IVe-h-7 | 7 | Sings | (a) selection/s from chosen Philippine musical theater | Arts-Music | ||
| MU7LU-Ia-h-7 | 7 | Sings | folksongs from the lowlands of Luzon | Arts-Music | ||
| MU7LV-IIId-h-7 | 7 | Sings | songs from Mindanao | Arts-Music | ||
| MU7LV-IIa-f-8 | 7 | Sings | songs from the Cordillera, Mindoro, Palawan and the Visayas | Arts-Music | ||
| A7PL-Ih-4 | 7 | Traces | the external (foreign) influences | reflected in the design of an artwork and in the making of a craft or artifact | Arts-Music | |
| A7PL-IIh-4 | 7 | Traces | the external (foreign) influences | that are reflected in the design of an artwork or in the making of a craft or artifact | Arts-Music | |
| A7PL-IIIh-4 | 7 | Traces | the external (foreign) influences | that are reflected in the design of an artwork and in the making of a craft or artifact | Arts-Music | |
| A7PL-Ih-4 | 7 | Traces | the internal (indigenous) influences | reflected in the design of an artwork and in the making of a craft or artifact | Arts-Music | |
| A7PL-IIh-4 | 7 | Traces | the internal (indigenous) influences | that are reflected in the design of an artwork or in the making of a craft or artifact | Arts-Music | |
| A7PL-IIIh-4 | 7 | Traces | the internal (indigenous) influences | that are reflected in the design of an artwork and in the making of a craft or artifact | Arts-Music | |
| EN7V-IVc-23 | 7 | Analyzes | relationships | presented in analogies | English | |
| EN7V-IVd-23 | 7 | Analyzes | relationships | presented in analogies | English | |
| EN7VC-IIc-11 | 7 | Arranges | logically; based on a material viewed | ideas | English | |
| EN7VC-IId-11 | 7 | Arranges | logically; based on a material viewed | ideas | English | |
| EN7VC-IIe-11 | 7 | Arranges | logically; based on a material viewed | ideas | English | |
| EN7V-IIIa-13.11 | 7 | Categorizes | according to shades of meaning | expressions | English | |
| EN7V-IIIa-13.11 | 7 | Categorizes | according to shades of meaning | words | English | |
| EN7RC-IVg-10.4 | 7 | Cites | evidence to support a general statement | English | ||
| EN7V-IIa-10.1.1 | 7 | Classifies | sample texts into literal or figurative | English | ||
| EN7V-IIb-10.1.1 | 7 | Classifies | sample texts into literal or figurative | English | ||
| EN7RC-IVa-3.2 | 7 | Classifies | text types (explanation) | English | ||
| EN7RC-IVa-3.2 | 7 | Classifies | text types (expository) | English | ||
| EN7RC-IVa-3.2 | 7 | Classifies | text types (narrative) | English | ||
| EN7RC-IVa-3.2 | 7 | Classifies | text types (persuasive) | English | ||
| EN7RC-IVa-3.2 | 7 | Classifies | text types (recount) | English | ||
| EN7VC-IVc-15 | 7 | Compares | content of materials viewed to other sources of information (print and radio) | English | ||
| EN7VC-IVd-15 | 7 | Compares | content of materials viewed to other sources of information (print and radio) | English | ||
| EN7VC-IVe-15 | 7 | Compares | content of materials viewed to other sources of information (print and radio) | English | ||
| EN7WC-IVg-2.8.6.2 | 7 | Composes | a biographical sketch | based on a personal interview and background research | English | |
| EN7WC-IVh-2.8.6.2 | 7 | Composes | a biographical sketch | based on a personal interview and background research | English | |
| EN7WC-IVi-2.8.6.2 | 7 | Composes | a biographical sketch | based on a personal interview and background research | English | |
| EN7WC-IVe-2.8.6.1 | 7 | Composes | a capsule biography of a person interviewed | English | ||
| EN7WC-IVf-2.8.6.1 | 7 | Composes | a capsule biography of a person interviewed | English | ||
| EN7WC-IIIh-2.2.15 | 7 | Composes | a personal letter to a friend, relative, and other people | English | ||
| EN7WC-IIIi-2.2.15 | 7 | Composes | a personal letter to a friend, relative, and other people | English | ||
| EN7WC-IIIc-2.8.5 | 7 | Composes | a series of journal entries | English | ||
| EN7WC-IIIf-2.2.14 | 7 | Composes | a travelogue | English | ||
| EN7WC-IIIg-2.2.14 | 7 | Composes | a travelogue | English | ||
| EN7WC-IIId-2.2.13 | 7 | Composes | an anecdote | based on a significant personal experience | English | |
| EN7WC-IIIe-2.2.13 | 7 | Composes | an anecdote | based on a significant personal experience | English | |
| EN7WC-IIIb-2.1 | 7 | Composes | personal and factual recounts | English | ||
| EN7WC-IVa-2.2 | 7 | Composes | simple informative texts | English | ||
| EN7WC-IIIa-2.2 | 7 | Composes | simple narrative texts | English | ||
| EN7V-IVh-23.2 | 7 | Creates or expands | word clines | English | ||
| EN7V-IVi-23.2 | 7 | Creates or expands | word clines | English | ||
| EN7LC-IVa-8.1 | 7 | Determines | by focusing on their unique verbal and non-verbal cues | the intentions of speakers | English | |
| EN7LC-IVb-8.1 | 7 | Determines | by focusing on their unique verbal and non-verbal cues | the intentions of speakers | English | |
| EN7VC-IIIa-13 | 7 | Determines | the key message conveyed in the material viewed | English | ||
| EN7VC-IIIb-13 | 7 | Determines | the key message conveyed in the material viewed | English | ||
| EN7VC-IIIc-13 | 7 | Determines | the key message conveyed in the material viewed | English | ||
| EN7VC-IIId-13 | 7 | Determines | the key message conveyed in the material viewed | English | ||
| EN7LC-IIId- 3.18 | 7 | Determines | the order of ideas as signaled by cues | English | ||
| EN7LC-IIf-2.13 | 7 | Determines | the tone and mood of the speaker | in the narrative listened to | English | |
| EN7VC-Ih-10 | 7 | Determines | the truthfulness and accuracy of the material viewed | English | ||
| EN7VC-Ii-10 | 7 | Determines | the truthfulness and accuracy of the material viewed | English | ||
| EN7LC-IVg-8.2 | 7 | Determines | the worth of ideas mentioned in the text listened to | English | ||
| EN7LT-If-2.2.3 | 7 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN7LT-IIf-2.2.3 | 7 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN7LT-IIIf-2.2.3 | 7 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN7LT-IVe-2.2.3 | 7 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN7V-IIId-13.8 | 7 | Determines | words and expressions with genus-species (hyponymous) relations in a selection | English | ||
| EN7V-IIIe-13.8 | 7 | Determines | words and expressions with genus-species (hyponymous) relations in a selection | English | ||
| EN7V-IIIf-13.8 | 7 | Determines | words and expressions with genus-species (hyponymous) relations in a selection | English | ||
| EN7WC-Ib-4.2 | 7 | Differentiates | literary writing from academic writing | English | ||
| EN7WC-Ic-4.2 | 7 | Differentiates | literary writing from academic writing | English | ||
| EN7VC-IVa-6.1 | 7 | Differentiates | based on a material viewed | reality from fantasy | English | |
| EN7VC-IVb-6.1 | 7 | Differentiates | based on a material viewed | reality from fantasy | English | |
| EN7LT-Ia-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Ib-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Ic-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Id-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Ie-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-If-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Ig-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Ih-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-Ii-1 | 7 | Discovers | literature as a means of connecting to a significant past | English | ||
| EN7LT-IIIa-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIb-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIc-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIId-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIe-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIf-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIg-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIh-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIIi-5 | 7 | Discovers | literature as a tool to assert one’s unique identity and to better understand other people | English | ||
| EN7LT-IIa-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIb-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIc-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IId-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIe-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIf-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIg-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIh-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IIi-4 | 7 | Discovers | the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways | English | ||
| EN7LT-IVa-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVb-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVc-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVd-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVe-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVf-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVg-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVh-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7LT-IVi-6 | 7 | Discovers | through Philippine literature | the need to work cooperatively and responsibly in today’s global village | English | |
| EN7V-IIa-10.1 | 7 | Discriminates | between literal and figurative language | English | ||
| EN7WC-IVb-2.8.6 | 7 | Distinguishes | a capsule biography, biographical sketch, and feature article | English | ||
| EN7RC-IVd-10.2 | 7 | Distinguishes | between general and specific statements | English | ||
| EN7WC-Ia-4 | 7 | Distinguishes | between oral and written language use | English | ||
| EN7V-Ia-22 | 7 | Distinguishes | between slang and colloquial expressions in conversations | English | ||
| EN7RC-IIIg-2.13 | 7 | Distinguishes | fact from opinion | in the text | English | |
| EN7RC-IIIh-2.13 | 7 | Distinguishes | fact from opinion | in the text | English | |
| EN7RC-IIIg-2.13 | 7 | Distinguishes | fantasy from reality | in the text | English | |
| EN7RC-IIIh-2.13 | 7 | Distinguishes | fantasy from reality | in the text | English | |
| EN7V-Ia-22.1 | 7 | Distinguishes | features of colloquial language (fillers, contractions, etc.) and slang | English | ||
| EN7V-Ib-22.1 | 7 | Distinguishes | features of colloquial language (fillers, contractions, etc.) and slang | English | ||
| EN7LT-Ig-2.3 | 7 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN7LT-Ih-2.3 | 7 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN7LT-IIg-2.3 | 7 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN7LT-IIIg-2.3 | 7 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN7LT-IVg-2.3 | 7 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN7OL-IIc-2.7 | 7 | Employs | correct turn-taking, turn-giving, and topic control strategies in conversations and dialogues | English | ||
| EN7OL-IId-2.7 | 7 | Employs | correct turn-taking, turn-giving, and topic control strategies in conversations and dialogues | English | ||
| EN7OL-IIIb-3 | 7 | Employs | the appropriate oral language and stance in an interview, panel discussion, forum, and debate | English | ||
| EN7OL-IIIc-3 | 7 | Employs | the appropriate oral language and stance in an interview, panel discussion, forum, and debate | English | ||
| EN7OL-IIId-3 | 7 | Employs | the appropriate oral language and stance in an interview, panel discussion, forum, and debate | English | ||
| EN7OL-IIIe-3 | 7 | Employs | the appropriate oral language and stance in an interview, panel discussion, forum, and debate | English | ||
| EN7LT-II-0-3 | 7 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN7LT-Ii-3 | 7 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN7LT-IIh-3 | 7 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN7LT-IIIh-3 | 7 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN7LT-IIIi-3 | 7 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN7LT-IVh-3 | 7 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN7LT-Ib-2.2 | 7 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN7LT-IIc-2.2 | 7 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN7LT-IId-2.2 | 7 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN7LT-IIIc-2.2 | 7 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN7LT-IVb-2.2 | 7 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN7LT-IV0-7 | 7 | Explains | the contributions of national artists for literature in elevating Philippine Literature in English in the global village | English | ||
| EN7LT-IVd-2.2.2 | 7 | Explains | the literary devices used | English | ||
| EN7LT-Id-2.2.2 | 7 | Explains | the literary devices used | English | ||
| EN7LT-Ie-2.2.2 | 7 | Explains | the literary devices used | English | ||
| EN7LT-IIId-2.2.2 | 7 | Explains | the literary devices used | English | ||
| EN7LT-IIIe-2.2.2 | 7 | Explains | the literary devices used | English | ||
| EN7V-I-g22.3 | 7 | Explains | the predominance of colloquial and idiomatic expressions in oral communication | English | ||
| EN7V-Ih-22.3 | 7 | Explains | the predominance of colloquial and idiomatic expressions in oral communication | English | ||
| EN7V-Ii-22.3 | 7 | Explains | the predominance of colloquial and idiomatic expressions in oral communication | English | ||
| EN7LC-IVh-8.3 | 7 | Expresses | appreciation for entertaining texts (anecdotes, jokes, fables, myths, and tales) by recognizing the punch lines | English | ||
| EN7LC-IVi-8.3 | 7 | Expresses | appreciation for entertaining texts (anecdotes, jokes, fables, myths, and tales) by recognizing the punch lines | English | ||
| EN7LT-Ic-2.2.1 | 7 | Expresses | appreciation for sensory images used | English | ||
| EN7LT-IId-2.2.1 | 7 | Expresses | appreciation for sensory images used | English | ||
| EN7LT-IVc-2.2.1 | 7 | Expresses | appreciation for sensory images used | English | ||
| EN7OL-IIIf-3.4.1 | 7 | Expresses | based on text listened to | ideas and opinions | English | |
| EN7OL-IIIg-3.4.1 | 7 | Expresses | based on text listened to | ideas and opinions | English | |
| EN7OL-IIIa-1.3 | 7 | Expresses | during interviews, group/panel discussions, forums/fora, debates, etc. | ideas, opinions, feelings, and emotions | English | |
| EN7VC-IVf-16 | 7 | Expresses | based on a material viewed | one’s beliefs and convictions | English | |
| EN7VC-IVg-16 | 7 | Expresses | based on a material viewed | one’s beliefs and convictions | English | |
| EN7VC-IVh-16 | 7 | Expresses | based on a material viewed | one’s beliefs and convictions | English | |
| EN7VC-IVi-16 | 7 | Expresses | based on a material viewed | one’s beliefs and convictions | English | |
| EN7WC-IIa-5 | 7 | Extracts | using a summary, precis, and paraphrase | information from a text | English | |
| EN7WC-IIb-5 | 7 | Extracts | using a summary, precis, and paraphrase | information from a text | English | |
| EN7WC-IIc-5 | 7 | Extracts | using a summary, precis, and paraphrase | information from a text | English | |
| EN7LC-IIa-6.1 | 7 | Extracts | information from different viewpoints | on various local or global issues | English | |
| EN7RC-Ii-14 | 7 | Follows | using a map | directions | English | |
| EN7LC-IIIe-3.6 | 7 | Follows | steps in a process | English | ||
| EN7GS-IVf-6 | 7 | Formulates | meaningful expressions | English | ||
| EN7LC-IIIi-2.5 | 7 | Formulates | predictions about the contents of the text | English | ||
| EN7G-IVh-6.1 | 7 | Formulates | short replies | English | ||
| EN7G-IVi-6.1 | 7 | Formulates | short replies | English | ||
| EN7G-IVf-6.2 | 7 | Formulates | who, what, when, where, why, and how questions | English | ||
| EN7G-IVg-6.2 | 7 | Formulates | who, what, when, where, why, and how questions | English | ||
| EN7SS-IIg-2.1 | 7 | Gathers | from newspapers and other print and non-print media | current information | English | |
| EN7SS-IId-1.3/1.4 | 7 | Gets | from the different parts of a book and from general references in the library | information | English | |
| EN7SS-IIe-1.3/1.4 | 7 | Gets | from the different parts of a book and from general references in the library | information | English | |
| EN7SS-IIf-1.3/1.4 | 7 | Gets | from the different parts of a book and from general references in the library | information | English | |
| EN7OL-IVa-1.26 | 7 | Gives | in various oral communication situations | clear precise and concise information, explanations and instructions | English | |
| EN7OL-IVb-1.26 | 7 | Gives | in various oral communication situations | clear precise and concise information, explanations and instructions | English | |
| EN7SS-Ig-1.2 | 7 | Gives | the meaning of given signs and symbols (road signs, prohibited signs, etc.) | English | ||
| EN7SS-Ih-1.2 | 7 | Gives | the meaning of given signs and symbols (road signs, prohibited signs, etc.) | English | ||
| EN7VC-Ic-3.1.3 | 7 | Gives | the meaning of given signs and symbols (road signs, prohibited signs, etc.) | English | ||
| EN7V-IVf-9 | 7 | Gives | the various meanings of identified homonymous or polysemous words or expressions | English | ||
| EN7RC-IVb-10.1 | 7 | Gives and follows | instructions and directions | English | ||
| EN7WC-Id-4.3 | 7 | Identifies | basic features and kinds of paragraph | English | ||
| EN7WC-Ie-4.3 | 7 | Identifies | basic features and kinds of paragraph | English | ||
| EN7V-IIIa-13.11.1 | 7 | Identifies | collocations used in a selection | English | ||
| EN7V-IIIb-13.11.1 | 7 | Identifies | collocations used in a selection | English | ||
| EN7V-IIIc-13.11.1 | 7 | Identifies | collocations used in a selection | English | ||
| EN7WC-IIIa-2.2.12 | 7 | Identifies | features of narrative writing | English | ||
| EN7WC-IVa-2.8.4 | 7 | Identifies | features of personal essays | English | ||
| EN7V-IIc-10.1.2 | 7 | Identifies | figures of speech that show comparison (simile, metaphor, personification) | English | ||
| EN7V-IId-10.1.2 | 7 | Identifies | figures of speech that show comparison (simile, metaphor, personification) | English | ||
| EN7V-IIe-10.1.2 | 7 | Identifies | figures of speech that show comparison (simile, metaphor, personification) | English | ||
| EN7V-IIf-10.1.3 | 7 | Identifies | figures of speech that show contrast (irony, oxymoron, paradox) | English | ||
| EN7V-IIg-10.1.3 | 7 | Identifies | figures of speech that show contrast (irony, oxymoron, paradox) | English | ||
| EN7V-IIh-10.1.3 | 7 | Identifies | figures of speech that show contrast (irony, oxymoron, paradox) | English | ||
| EN7WC-IId-5.1 | 7 | Identifies | key ideas | English | ||
| EN7WC-IIe-5.1 | 7 | Identifies | key ideas | English | ||
| EN7WC-IIf-5.2 | 7 | Identifies | supporting details | English | ||
| EN7WC-IIg-5.2 | 7 | Identifies | supporting details | English | ||
| EN7RC-IIIg-9 | 7 | Identifies | the author’s intentions for writing | English | ||
| EN7LT-IIa-4.1 | 7 | Identifies | the distinguishing features of literature during the Period of Apprenticeship | English | ||
| EN7LT-IIIa-5.1 | 7 | Identifies | the distinguishing features of literature during the Period of Emergence | English | ||
| EN7LT-II0-4.2 | 7 | Identifies | the distinguishing features of poems and short stories | English | ||
| EN7LT-Ia-2.1 | 7 | Identifies | the distinguishing features of proverbs, myths and legends | English | ||
| EN7LT-IIIb-5.2 | 7 | Identifies | the distinguishing features of revolutionary poems | English | ||
| EN7LT-IIIb-5.2 | 7 | Identifies | the distinguishing features of revolutionary songs, poems, short stories and novels | English | ||
| EN7LT-IVa-6.1 | 7 | Identifies | the distinguishing features of selected literary genres of the Contemporary Period | English | ||
| EN7VC-Id-6 | 7 | Identifies | the genre of a material viewed (such as movie clip, trailer, news flash, internet-based program, documentary, video, etc.) | English | ||
| EN7VC-Ie-6 | 7 | Identifies | the genre of a material viewed (such as movie clip, trailer, news flash, internet-based program, documentary, video, etc.) | English | ||
| EN7LC-IIIg-7.1 | 7 | Identifies | based on explicit statements made | the persons speaking and addressed, and the stand of the speaker | English | |
| EN7LC-IIIh-7.1 | 7 | Identifies | based on explicit statements made | the persons speaking and addressed, and the stand of the speaker | English | |
| EN7V-IIIg-13.11.2 | 7 | Identifies | words and expressions | with part-whole (partitive) relations | English | |
| EN7V-IIIh-13.11.2 | 7 | Identifies | words and expressions | with part-whole (partitive) relations | English | |
| EN7V-IIIi-13.11.2 | 7 | Identifies | words and expressions | with part-whole (partitive) relations | English | |
| EN7V-IVg-3.11 | 7 | Identifies | words and expressions used in a selection that show varying shades of meaning (gradients) | English | ||
| EN7LC-IIg-2.8.3 | 7 | Infers | the purpose of the text listened to | English | ||
| EN7LC-IIi-6.2 | 7 | Infers | thoughts and feelings expressed in the text listened to | English | ||
| EN7LC-IIIc-6.2 | 7 | Infers | thoughts and feelings expressed in the text listened to | English | ||
| EN7G-IIIa-1: | 7 | Links | using logical connectors that signal chronological and logical sequence and summation | sentences | English | |
| EN7G-IIIb-1 | 7 | Links | using logical connectors that signal chronological and logical sequence and summation | sentences | English | |
| EN7LC-Ia-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Ib-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Ic-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Id-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Ie-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-If-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Ig-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Ih-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7LC-Ii-5.1 | 7 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN7VC-IIIe-14 | 7 | Makes | a stand on the material viewed | English | ||
| EN7VC-IIIf-14 | 7 | Makes | a stand on the material viewed | English | ||
| EN7VC-IIIg-14 | 7 | Makes | a stand on the material viewed | English | ||
| EN7VC-IIIh-14 | 7 | Makes | a stand on the material viewed | English | ||
| EN7VC-IIIi-14 | 7 | Makes | a stand on the material viewed | English | ||
| EN7RC-IVc-2.12 | 7 | Makes | generalizations | from different text types | English | |
| EN7LC-IIh-2.5 | 7 | Makes | predictions about the contents of the texts listened to | English | ||
| EN7RC-IIIe-2.8 | 7 | Makes | predictions about the text | English | ||
| EN7RC-IIIf-2.8 | 7 | Makes | predictions about the text | English | ||
| EN7LC-IVf-2.8 | 7 | Makes | simple inferences about thoughts and feelings expressed in the text listened to | English | ||
| EN7RC-IVi-10.5 | 7 | Narrates | events | English | ||
| EN7VC-IIc-11 | 7 | Narrates | chronologically | events | English | |
| EN7VC-IId-11 | 7 | Narrates | chronologically | events | English | |
| EN7VC-IIe-11 | 7 | Narrates | chronologically | events | English | |
| EN7VC-IIa-1 | 7 | Notes | details of ideas and events | English | ||
| EN7VC-IIb-1 | 7 | Notes | details of ideas and events | English | ||
| EN7VC-IIa-2 | 7 | Notes | sequence and relationship of ideas and events | English | ||
| EN7VC-IIb-2 | 7 | Notes | sequence and relationship of ideas and events | English | ||
| EN7LC-IIc- 2.1 | 7 | Notes | specific details of the text listened to | English | ||
| EN7LC-IId- 2.1 | 7 | Notes | specific details of the text listened to | English | ||
| EN7LC-IIIa- 2.1 | 7 | Notes | specific details of the text listened to | English | ||
| EN7LC-IIc- 3.1 | 7 | Notes | specific elements of the text listened to | English | ||
| EN7LC-IId- 3.1 | 7 | Notes | specific elements of the text listened to | English | ||
| EN7LC-IIIa- 3.1 | 7 | Notes | specific elements of the text listened to | English | ||
| EN7LC-Ia-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Ib-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Ic-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Id-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Ie-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-If-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Ig-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Ih-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7LC-Ii-5.2 | 7 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN7G-Ia-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Ib-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Ic-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Id-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Ie-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-If-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Ig-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Ih-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7G-Ii-11 | 7 | Observes | correct subject-verb agreement | English | ||
| EN7OL-Ic-1.14.2 | 7 | Observes | when reading lines of poetry, sample sentences and paragraphs | the correct pitch levels (high, medium, low) | English | |
| EN7F-Ia-3.11 | 7 | Observes | the correct production of vowel and consonant sounds, diphthongs, blends, glides, etc. | English | ||
| EN7OL-Ih-1.14.5 | 7 | Observes and uses | when reading sample passages (prose or poetry) | correct juncture, phrasing, and rate of speech | English | |
| EN7OL-Ii-1.14.5 | 7 | Observes and uses | when reading sample passages (prose or poetry) | correct juncture, phrasing, and rate of speech | English | |
| EN7OL-IIg-2.6.2 | 7 | Observes and uses | the appropriate gestures (hand-body) that accompany oral language | English | ||
| EN7OL-IVa 3 | 7 | Observes and uses | when giving information, instructions, making explanations, and narrating events in factual and personal recounts | the appropriate oral language, stance, and behavior | English | |
| EN7WC-IVc-1.3 | 7 | Organizes | using a graphic organizer | information about a chosen subject | English | |
| EN7WC-IVd-1.1.6 | 7 | Organizes | using a one step topic outline | information about a chosen subject | English | |
| EN7VC-If-9 | 7 | Organizes | information from a material viewed | English | ||
| EN7VC-Ig-9 | 7 | Organizes | information from a material viewed | English | ||
| EN7RC-IVh-2.15.1 | 7 | Organizes | information read into an outline | English | ||
| EN7VC-IIg-1.3 | 7 | Predicts | based on the title, pictures, and excerpts of the material viewed | the gist of the material viewed | English | |
| EN7LC-IVc-2.5 | 7 | Predicts | the outcomes of a verbal exchange listened to and their possible effects on the speaker | English | ||
| EN7LC-IVa-8 | 7 | Processes | information mentioned in the text listened to | English | ||
| EN7LC-IVb-8 | 7 | Processes | information mentioned in the text listened to | English | ||
| EN7VC-IIh-12 | 7 | Raises | questions about a material viewed | English | ||
| EN7VC-IIi-12 | 7 | Raises | questions about a material viewed | English | ||
| EN7OL-IIIh-1.3.1 | 7 | Raises | in public forums/panel discussions, etc. | sensible questions, challenging thought provoking | English | |
| EN7OL-IIIi-1.3.1 | 7 | Raises | in public forums/panel discussions, etc. | sensible questions, challenging thought provoking | English | |
| EN7RC-IIIi-2.1.7 | 7 | Reacts | to assertions made by the author in the text | English | ||
| EN7RC-Ic-7.1 | 7 | Reads | intensively | to find answers to specific questions | English | |
| EN7RC-Id-7.1 | 7 | Reads | intensively | to find answers to specific questions | English | |
| EN7F-Ia-3.11.1 | 7 | Reads | using the correct production of vowel and consonant sounds, diphthongs, blends and glides | words, phrases, clauses, sentences, and paragraphs | English | |
| EN7LC-IIIb- 3.3 | 7 | Recognizes | main points in the text listened to | English | ||
| EN7LC-IIb-3.3 | 7 | Recognizes | main/key ideas | English | ||
| EN7LC-Ia-5 | 7 | Recognizes | prosodic features: volume, projection, pitch, stress, intonation, juncture, and speech rate that serve as carriers of meaning | English | ||
| EN7LC-IIe-4 | 7 | Recognizes | signals/cues to determine the order of ideas and events | English | ||
| EN7LC-IIIb-3.3.1 | 7 | Recognizes | supporting ideas in the text listened to | English | ||
| EN7WC-Ia-4.1 | 7 | Recognizes | the common purposes for writing | English | ||
| EN7WC-Ie-2.8.1 | 7 | Recognizes | the parts of a simple paragraph | English | ||
| EN7WC-If-2.8.1 | 7 | Recognizes | the parts of a simple paragraph | English | ||
| EN7WC-Ih-2.2 | 7 | Retells | a chosen myth or legend | English | ||
| EN7WC-Ii-2.2 | 7 | Retells | in a series of simple paragraphs | a chosen myth or legend | English | |
| EN7SS-Ia-1.5.2 | 7 | Scans | for specific information | English | ||
| EN7V-Ie-22.2 | 7 | Selects | as a substitute for another word or expression | an appropriate colloquial or idiomatic word or expression | English | |
| EN7V-If-22.2 | 7 | Selects | as a substitute for another word or expression | an appropriate colloquial or idiomatic word or expression | English | |
| EN7LC-IIIf-2.7 | 7 | Sequences | a series of events mentioned in the listened to | English | ||
| EN7LC-IVd-2.7 | 7 | Sequences | a series of events mentioned in the text listened to | English | ||
| EN7LC-IVe-2.7 | 7 | Sequences | a series of events mentioned in the text listened to | English | ||
| EN7RC-IVf-10.3 | 7 | Sequences | steps in a process | English | ||
| EN7WC-Ig-4.4 | 7 | Sequences | steps in writing a simple paragraph | English | ||
| EN7RC-IVe-2.10 | 7 | Sequences/ recognizes | ideas or information | English | ||
| EN7WC-IIh-5.3 | 7 | Simplifies | ideas | English | ||
| EN7WC-IIi-5.3 | 7 | Simplifies | ideas | English | ||
| EN7SS-Ib-1.5.1 | 7 | Skims | using headings as guide | for major ideas | English | |
| EN7V-IVc-23.1 | 7 | Supplies | other words and expressions that complete an analogy | English | ||
| EN7V-IVd-23.1 | 7 | Supplies | other words and expressions that complete an analogy | English | ||
| EN7SS-Ie-1.2 | 7 | Transcodes | orally and in writing | the information presented in diagrams, charts, table, graphs, etc. | English | |
| EN7SS-If-1.2 | 7 | Transcodes | orally and in writing | the information presented in diagrams, charts, table, graphs, etc. | English | |
| EN7V-Ic-10.2 | 7 | Uses | appropriate idiomatic expressions in a variety of basic interpersonal communicative situations | English | ||
| EN7V-Id-10.2 | 7 | Uses | appropriate idiomatic expressions in a variety of basic interpersonal communicative situations | English | ||
| EN7SS-IIa-1 | 7 | Uses | appropriate mechanisms and tools in the library for locating resources | English | ||
| EN7OL-Ib-1.14 | 7 | Uses | appropriate prosodic features of speech like pitch, stress, juncture, intonation, volume and projection and rate/speed of speech in differing oral communication situations | English | ||
| EN7RC-IVb-10 | 7 | Uses | for various text types | appropriate reading strategies | English | |
| EN7OL-IIe-3.7 | 7 | Uses | when asking questions and eliciting answers | appropriate techniques and strategies | English | |
| EN7OL-IIa-4.1 | 7 | Uses | when developing, maintaining and ending conversations and dialogs | appropriate verbal and non-verbal cues | English | |
| EN7OL-IIb-4.1 | 7 | Uses | when developing, maintaining and ending conversations and dialogs | appropriate verbal and non-verbal cues | English | |
| EN7LC-IIIa-7 | 7 | Uses | based on purpose, topic and levels of difficulty of simple informative and short narrative texts | different listening strategies | English | |
| EN7G-IIIe-3 | 7 | Uses | appropriately; in various contexts | direct and reported speech | English | |
| EN7G-IIIf-3 | 7 | Uses | appropriately; in various contexts | direct and reported speech | English | |
| EN7G-IIIg-3 | 7 | Uses | appropriately; in various contexts | direct and reported speech | English | |
| EN7G-IVa-4 | 7 | Uses | when giving instructions | imperatives and prepositions | English | |
| EN7G-IVb-4 | 7 | Uses | when giving instructions | imperatives and prepositions | English | |
| EN7RC-IVa-12.3 | 7 | Uses | in understanding unfamiliar words and expressions | lexical and contextual cues | English | |
| EN7RC-IVb-12.3 | 7 | Uses | in understanding unfamiliar words and expressions | lexical and contextual cues | English | |
| EN7LC-IIa-6 | 7 | Uses | based on purpose, familiarity with the topic and levels of difficulty of short texts listened to | listening strategies | English | |
| EN7RC-Ie-2.15 | 7 | Uses | in content texts | non-linear visuals as comprehensive aids | English | |
| EN7RC-IIIa-8 | 7 | Uses | to better understand a text | one’s schema | English | |
| EN7RC-IIIa-8.1 | 7 | Uses | as basis for conjectures made about a text | one’s schema | English | |
| EN7RC-IIIb-8.1 | 7 | Uses | as basis for conjectures made about a text | one’s schema | English | |
| EN7G-IIa-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IIb-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IIc-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IId-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IIe-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IIf-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IIg-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7G-IIi-1 | 7 | Uses | appropriately and meaningfully | phrases, clauses, and sentences | English | |
| EN7VC-Ia-8 | 7 | Uses | to determine the meaning of unfamiliar words or expressions from the material viewed | structural analysis | English | |
| EN7OL-IIIa-5 | 7 | Uses | during interviews, discussions and forums | the appropriate prosodic features of speech | English | |
| EN7RC-Ia-7 | 7 | Uses | the appropriate reading style (scanning, skimming, speed reading, intensive reading etc.) for one’s purpose | English | ||
| EN7SS-IIa-1.5.3 | 7 | Uses | to locate specific resources | the card catalog, the online public access catalog, or an electronic search engine | English | |
| EN7SS-IIb-1.5.3 | 7 | Uses | to locate specific resources | the card catalog, the online public access catalog, or an electronic search engine | English | |
| EN7SS-IIc-1.5.3 | 7 | Uses | to locate specific resources | the card catalog, the online public access catalog, or an electronic search engine | English | |
| EN7OL-IIh-1.14 | 7 | Uses | in conversations and dialogs | the correct pitch, juncture, stress, volume, projection, rate/speed of speech | English | |
| EN7OL-IIi-1.14 | 7 | Uses | in conversations and dialogs | the correct pitch, juncture, stress, volume, projection, rate/speed of speech | English | |
| EN7OL-Ie-1.14.3 | 7 | Uses | the correct stress (primary, secondary, tertiary, and weak) when reading passages | English | ||
| EN7OL-Id-1.14.3 | 7 | Uses | the correct stress (primary, secondary, tertiary, weak) when reading passages | English | ||
| EN7G-IIIc-2 | 7 | Uses | meaningfully; in various contexts | the passive and active voice | English | |
| EN7G-IIId-2 | 7 | Uses | meaningfully; in various contexts | the passive and active voice | English | |
| EN7G-IIIh-3 | 7 | Uses | correctly; in various contexts | the past and past perfect tense | English | |
| EN7G-IIIi-3 | 7 | Uses | correctly; in various contexts | the past and past perfect tense | English | |
| EN7OL-If-1.14.4 | 7 | Uses | with Yes-No and tag questions | the rising intonation pattern | English | |
| EN7OL-Ig-1.14.4 | 7 | Uses | with Yes-No and tag questions | the rising intonation pattern | English | |
| EN7OL-If-1.14.4 | 7 | Uses | with information-seeking questions, option questions and with statements | the rising-falling intonation | English | |
| EN7OL-Ig-1.14.4 | 7 | Uses | with information-seeking questions, option questions, and with statements | the rising-falling intonation | English | |
| EN7RC-IIIc-8.2 | 7 | Uses | to activate one’s schema | the universe of the text | English | |
| EN7RC-IIId-8.2 | 7 | Uses | to activate one’s schema | the universe of the text | English | |
| EN7VC-Ib-8 | 7 | Uses | to determine the meaning of unfamiliar words or expressions from the material viewed | various types and kinds of sentences for effective communication of information and ideas | English | |
| EN7OL-IIa-4 | 7 | Uses | verbal and non-verbal cues in conversations, dialogues, and interviews | English | ||
| EN7G-IVc-5 | 7 | Uses | when giving information and making explanations | verbs | English | |
| EN7G-IVd-5 | 7 | Uses | when giving information and making explanations | verbs | English | |
| EN7G-IVe-5 | 7 | Uses | when giving information and making explanations | verbs | English | |
| EsP7PB-IVb-13.3 | 7 | Nahihinuha | na ang pagtatakda ng malinaw at makatotohanang mithiin ay nagsisilbing gabay sa tamang pagpapasya upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap | EsP | ||
| EsP7PT-IIf-7.3 | 7 | Nahihinuha | na likas sa tao ang malayang pagpili sa mabuti o masama; ngunit may kakambal na pananagutan para sa kabutihan ang kalayaan | EsP | ||
| EsP7PS-Id-6.3 | 7 | Nahihinuha | na nalalaman agad ng tao ang mabuti o masama | sa kongkretong sitwasyon; batay sa sinasabi ng konsiyensiya | EsP | |
| EsP7PB-IIIf-11.3 | 7 | Nahihinuhang | gabay sa paggawa ng mapanagutang pasya at kilos ang paglalapat ng mga panloob na salik sa pang-araw-araw na buhay | EsP | ||
| EsP7PB-IVd-14.3 | 7 | Nahihinuhang | gabay sa tamang pagpapasiya ang pagbuo ng Personal na Pahayag ng Misyon sa Buhay upang magkaroon ng tamang direksyon at matupad ang mga pangarap | EsP | ||
| EsP7PB-IIIg-12.1 | 7 | Naiisa-isa | ang mga panlabas na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga | EsP | ||
| EsP7PB-IVb-13.4 | 7 | Nailalapat | ang pansariling plano sa pagtupad ng mga pangarap | EsP | ||
| EsP7PS-Ic-6.2 | 7 | Nailalapat | ang wastong paraan upang baguhin ang mga pasya at kilos na taliwas sa unang prinsipyo ng Likas na Batas Moral | EsP | ||
| EsP7PB-IVc-14.1 | 7 | Naipaliliwanag | ang kahalagahan ng makabuluhang pagpapasya sa uri ng buhay | EsP | ||
| EsP7PS-Ib-5.3 | 7 | Naipaliliwanag | na ang isip at kilos-loob ang nagpapabukod-tangi sa tao kaya dapat na patungo sa katotohanan at kabutihan ang kanyang mga pagpapasiya | EsP | ||
| EsP7PS-Ib-1.3 | 7 | Naipaliliwanag | na ang paglinang ng mga angkop na inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata ay nakatutulong sa: a. pagkakaroon ng tiwala sa sarili, at b. paghahanda sa limang inaasahang kakayahan at kilos na nasa mataas n | EsP | ||
| EsP7PB-IVf-15.3 | 7 | Naipaliliwanag | na mahalaga ang pagtutugma ng mga personal na salik at mga kailanganin (requirements) sa pinaplanong kursong akademiko o teknikal-bokasyonal, sining o isports, negosyo o hanapbuhay upang magkaroon ng makabuluhang negosyo o hanapbuhay, maging produktibo at | EsP | ||
| EsP7PS-If-3.3 | 7 | Naipaliliwanag | na makatutulong sa pagtupad ng mga tungkulin, pagpili ng propesyon, kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay, pagtulong sa kapwa at paglilingkod sa pamayanan ang pagpapaunlad ng mga hilig | EsP | ||
| EsP7PB-IVh-16.3 | 7 | Naipaliliwanag | na sa pag-aaral nalilinang ang mga kasanayan, pagpapahalaga, talento at mga kakayahang makatutulong sa pagtatagumpay sa pinaplanong buhay, negosyo o hanapbuhay | EsP | ||
| EsP7PB-IIIb-9.4 | 7 | Naisasabuhay | ang mga pagpapahalaga at birtud na magpapaunlad ng buhay bilang nagdadalaga/ nagbibinata | EsP | ||
| EsP7PS-Ib-1.4 | 7 | Naisasagawa | ang mga angkop na hakbang sa paglinang ng limang inaasahang kakayahan at kilos (developmental tasks) sa panahon ng pagdadalaga / pagbibinata | EsP | ||
| EsP7PS-Ih-4.4 | 7 | Naisasagawa | ang mga gawaing angkop sa maayos na pagtupad ng mga tungkulin sa bawat gampanin bilang nagdadalaga/nagbibinata | EsP | ||
| EsP7PS-If-3.4 | 7 | Naisasagawa | ang mga gawaing angkop sa pagpapaunlad ng mga hilig | EsP | ||
| EsP7PS-Id-2.4 | 7 | Naisasagawa | ang mga gawaing angkop sa pagpapaunlad ng sariling mga talento at kakayahan | EsP | ||
| EsP7PT-IIh-8.4 | 7 | Naisasagawa | ang mga konkretong paraan upang ipakita ang paggalang at pagmamalasakit sa mga taong kapus-palad o higit na nangangailangan | EsP | ||
| EsP7PB-IIIh-12.4 | 7 | Naisasagawa | sa gitna ng mga nagtutunggaliang impluwensya ng mga panlabas na salik na nakaaapekto sa paghubog ng mga pagpapahalaga | ang pagiging mapanuri at mapanindigan sa mga pasya at kilos | EsP | |
| EsP7PS-Ib-5.4 | 7 | Nakabubuo | gamit ang isip at kilos-loob | ng angkop na pagpapasiya tungo sa katotohanan at kabutihan | EsP | |
| EsP7PT-IIg-8.2 | 7 | Nakabubuo | ng mga paraan upang mahalin ang sarili at kapwa na may pagpapahalaga sa dignidad ng tao | EsP | ||
| EsP7PB-IVd-14.4 | 7 | Nakabubuo | batay sa mga hakbang sa mabuting pagpapasiya | ng Personal na Pahayag ng Misyon sa Buhay | EsP | |
| EsP7PS-Id-6.4 | 7 | Nakabubuo | batay sa Likas na Batas Moral; upang magkaroon ng angkop na pagpapasya at kilos araw-araw | ng tamang pangangatwiran | EsP | |
| EsP7PB-IIIc-10.2 | 7 | Nakagagawa | batay sa Hirarkiya ng mga Pagpapahalaga ni Max Scheler | ng hagdan ng sariling pagpapahalaga | EsP | |
| EsP7PT-IIf-7.4 | 7 | Nakagagawa | ng mga hakbang upang baguhin o paunlarin ang paggamit ng kalayaan | EsP | ||
| EsP7PB-IVg-16.2 | 7 | Nakapagbabalangkas | upang magamit ang mga kalakasan sa ikabubuti at malagpasan ang mga kahinaan | ng mga hakbang | EsP | |
| EsP7PB-IVh-16.4 | 7 | Nakapaghahanda | batay sa pamantayan sa pagbuo ng Career Plan | para sa minimithing kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | EsP | |
| EsP7PB-IIIf-11.4 | 7 | Nakapaglalapat | ng mga hakbang sa pagpapaunlad ng mga panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga | EsP | ||
| EsP7PB-IIId-10.4 | 7 | Nakapaglalapat | ng mga tiyak na hakbang upang mapataas ang antas ng mga pagpapahalaga | EsP | ||
| EsP7PB-IVa-13.2 | 7 | Nakapagtatakda | upang magkaroon ng tamang direksyon sa buhay at matupad ang mga pangarap | ng malinaw at makatotohanang mithiin | EsP | |
| EsP7PB-IVf-15.4 | 7 | Nakapagtatakda | gamit ang Goal Setting at Action Planning Chart | ng mithiin | EsP | |
| EsP7PS-Ie-3.2 | 7 | Nakasusuri | ayon sa larangan at tuon ng mga ito | ng mga sariling hilig | EsP | |
| EsP7PB-IVg-16.1 | 7 | Nakikilala | ang (a) mga kahalagahan ng pag-aaral bilang paghahanda sa pagnenegosyo at paghahanapbuhay at ang (b) mga hakbang sa paggawa ng Career Plan | EsP | ||
| EsP7PT-IIe-7.1 | 7 | Nakikilala | ang mga indikasyon / palatandaan ng pagkakaroon o kawalan ng kalayaan | EsP | ||
| EsP7PB-IIIe-11.1 | 7 | Nakikilala | ang mga panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga | EsP | ||
| EsP7PS-Ic-2.2 | 7 | Nakikilala | ang mga paraan kung paano lalampasan ang mga aspekto ng sarili kung saan kulang ng tiwala sa sarili | EsP | ||
| EsP7PB-IIIa-9.1 | 7 | Nakikilala | ang pagkakaiba at pagkakaugnay ng birtud at pagpapahalaga | EsP | ||
| EsP7PB-IVa-13.1 | 7 | Nakikilala | na ang mga pangarap ang batayan ng mga pagpupunyagi tungo sa makabuluhan at maligayang buhay | EsP | ||
| EsP7PT-IIg-8.1 | 7 | Nakikilala | na may dignidad ang bawat tao anuman ang kanyang kalagayang panlipunan, kulay, lahi, edukasyon, relihiyon at iba pa | EsP | ||
| EsP7PS-Ic-6.1 | 7 | Nakikilala | na natatangi sa tao ang Likas na Batas Moral dahil may kamalayan at kalayaan ang pagpili sa kabutihan. Likas sa tao na dapat gawin ang mabuti at iwasan ang masama, bilang unang prinsipyo nito. | EsP | ||
| EsP7PS-Ih-4.3 | 7 | Napatutunayan | na ang pag-unawa ng kabataan sa kanyang mga tungkulin sa sarili, bilang anak, kapatid, mag-aaral, mamamayan, mananampalataya, kosyumer ng media at tagapangalaga ng kalikasan ay isang paraan upang maging mapanagutan at makapaghanda sa susunod na yugto ng b | EsP | ||
| EsP7PB-IIIh-12.3 | 7 | Napatutunayan | na nakatutulong ang pag-unawa sa mga panlabas na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga upang maging mapanuri at mapanindigan ang tamang pasya at kilos sa gitna ng mga nagtutunggaliang impluwensya | EsP | ||
| EsP7PB-IIIb-9.3 | 7 | Napatutunayan | na patungo sa paghubog ng mga birtud (acquired virtues) ang paulit-ulit na pagsasabuhay ng mga mabubuting gawi batay sa mga moral na pagpapahalaga | EsP | ||
| EsP7PT-IIh-8.3 | 7 | Napatutunayan | na: a. ang paggalang sa dignidad ng tao ang nagsisilbing daan upang mahalin ang kapwa tulad ng pagmamahal sa sarili at b. ang paggalang sa dignidad ng tao ay nagmumula sa pagiging pantay at magkapareho nilang tao | EsP | ||
| EsP7PB-IIId-10.3 | 7 | Napatutunayang | gabay sa makatotohanang pag-unlad ng ating pagkatao ang piniling uri ng pagpapahalaga batay sa hirarkiya ng mga pagpapahalaga | EsP | ||
| EsP7PS-Id-2.3 | 7 | Napatutunayang | mahalaga ang pagtuklas at pagpapaunlad ng mga angking talento at kakayahan sapagkat kaloob ang mga ito na kung pauunlarin ay makahuhubog ng sarili tungo sa pagkakaroon ng tiwala sa sarili, paglampas sa mga kahinaan, pagtupad ng mga tungkulin, at pagliling | EsP | ||
| EsP7PB-IVc-14.2 | 7 | Nasusuri | kung may pagsasaalang-alang ito sa tama at matuwid na pagpapasya | ang ginawang Personal na Pahayag ng Misyon sa Buhay | EsP | |
| EsP7PB-IIIe-11.2 | 7 | Nasusuri | batay sa isang panloob na salik na nakaiimpluwensya sa paghubog ng mga pagpapahalaga | ang isang kilos | EsP | |
| EsP7PB-IIIg-12.2 | 7 | Nasusuri | batay sa impluwensya ng isang panlabas na salik (na nakaiimpluwensya sa paghubog ng pagpapahalaga) sa kilos o gawi na ito | ang isang kilos o gawi | EsP | |
| EsP7PS-Ia-5.2 | 7 | Nasusuri | batay sa gamit at tunguhin ng isip at kilos-loob | ang isang pasyang ginawa | EsP | |
| EsP7PT-IIe-7.2 | 7 | Nasusuri | kung nakikita sa mga gawi ng kabataan ang kalayaan | EsP | ||
| EsP7PB-IVe-15.2 | 7 | Natatanggap | ang kawalan o kakulangan sa mga personal na salik na kailangan sa pinaplanong kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | EsP | ||
| EsP7PS-Ia-1.2 | 7 | Natatanggap | ang mga pagbabagong nagaganap sa sarili sa panahon ng pagdadalaga/pagbibinata | EsP | ||
| EsP7PS-Ig-4.2 | 7 | Natataya | ang mga kilos tungo sa maayos na pagtupad ng kanyang mga tungkulin bilang nagdadalaga/nagbibinata | EsP | ||
| EsP7PB-IIIa-9.2 | 7 | Natutukoy | a. ang mga birtud at pagpapahalaga na isasabuhay; b. ang mga tiyak na kilos na ilalapat sa pagsasabuhay ng mga ito | EsP | ||
| EsP7PB-IIIc-10.1 | 7 | Natutukoy | ang iba’t ibang antas ng pagpapahalaga at ang mga halimbawa nito | EsP | ||
| EsP7PS-Ie-3.1 | 7 | Natutukoy | ang kaugnayan ng pagpapaunlad ng mga hilig sa pagpili ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | EsP | ||
| EsP7PS-Ic-2.2 | 7 | Natutukoy | ang mga aspekto ng sarili kung saan kulang ng tiwala sa sarili | EsP | ||
| EsP7PS-Ia-5.1 | 7 | Natutukoy | ang mga katangian, gamit at tunguhin ng isip at kilos-loob | EsP | ||
| EsP7PS-Ia-1.1 | 7 | Natutukoy | sa aspetong: a. pagtatamo ng bago at ganap na pakikipag-ugnayan (more mature relations) sa mga kasing edad (Pakikipagkaibigan); b. pagtanggap ng papel o gampanin sa lipunan; c. pagtanggap sa mga pagbabago sa katawan at paglalapat ng tamang pamamahala sa m | ang mga pagbabago sa sarili mula sa gulang na 8 o 9 hanggang sa kasalukuyan | EsP | |
| EsP7PB-IVe-15.1 | 7 | Natutukoy | ang mga personal na salik na kailangang paunlarin kaugnay ng pagpaplano ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | EsP | ||
| EsP7PB-IVg-16.2 | 7 | Natutukoy | ang mga sariling kalakasan at kahinaan | EsP | ||
| EsP7PS-Ic-2.1 | 7 | Natutukoy | ang mga talento at kakayahan | EsP | ||
| EsP7PS-Ig-4.1 | 7 | Natutukoy | ang mga tungkulin sa bawat gampanin bilang nagdadalaga/nagbibinata | EsP | ||
| F7PS-IIIa-c-13 | 7 | Nabibigkas | nang may wastong ritmo | ang ilang halimbawa ng tula/awiting panudyo, tugmang de gulong at palaisipan | Filipino | |
| F7PT-IVc-d-19 | 7 | Nabibigyang-kahulugan | ang mga di-pamilyar na salita | mula sa akda | Filipino | |
| F7PT-IIId-e-14 | 7 | Nabibigyang-kahulugan | ayon sa digri ng pagpapakahulugan | ang mga salita | Filipino | |
| F7PT-IIIh-i-16 | 7 | Nabibigyang-kahulugan | batay sa konteksto ng pangungusap | ang mga salita | Filipino | |
| F7PT-IIIj-17 | 7 | Nabibigyang-kahulugan | ang mga salita | na ginamit sa ulat-balita | Filipino | |
| F7PT-IIi-11 | 7 | Nabibigyang-kahulugan | batay sa a) kontekstuwal na pahiwatig, at b) denotasyon at konotasyon | ang mga salitang ginamit sa kuwento | Filipino | |
| F7PT-IIe-f-9 | 7 | Nabibigyang-kahulugan | ang mga salitang iba-iba ang digri o antas ng kahulugan (pagkiklino) | Filipino | ||
| F7PT-IVc-d-20 | 7 | Nabibigyang-kahulugan | ang mga salitang nagpapahayag ng damdamin | Filipino | ||
| F7PT-IIi-12 | 7 | Nabibigyang-kahulugan | ang mga talinghaga at ginamit na wika ng kabataan | sa awiting-bayan | Filipino | |
| F7PN-IVe-f-21 | 7 | Nabibigyang-kahulugan | ang napakinggang mga pahayag ng isang tauhan na nagpapakilala ng karakter na ginampanan nila | Filipino | ||
| F7PT-IVc-d-21 | 7 | Nabibigyang-kahulugan | batay sa kasing kahulugan at kasalungat na kahulugan nito | ang salita | Filipino | |
| F7PT-IVc-d-19 | 7 | Nabibigyang-linaw | ang mga di-pamilyar na salita mula sa akda | Filipino | ||
| F7PB-IVh-i-25 | 7 | Nabibigyang-mungkahi | ang nabuong iskrip na gagamitin sa pangkatang pagtatanghal | Filipino | ||
| F7PB-IVh-i-25 | 7 | Nabibigyang-puna | ang nabuong iskrip na gagamitin sa pangkatang pagtatanghal | Filipino | ||
| F7PT-IVc-d-22 | 7 | Nabubuo | sa pamamagitan ng paglalapi, pag-uulit at pagtatambal | ang iba’t ibang anyo ng salita | Filipino | |
| F7PB-IIa-b-7 | 7 | Nabubuo | ang sariling paghahatol o pagmamatuwid sa ideyang nakapaloob sa akda | na sumasalamin sa tradisyon ng mga taga-Bisaya | Filipino | |
| F7PB-IIIf-g-17 | 7 | Nabubuod | sa tulong ng pangunahin at mga pantulong na kaisipan | ang tekstong binasa | Filipino | |
| F7WG-Ij-6 | 7 | Nagagamit | nang wasto at angkop;sa pagsasagawa ng isang makatotohanan at mapanghikayat na proyektong panturismo | ang wikang Filipino | Filipino | |
| F7WG-IIId-e-14 | 7 | Nagagamit | nang wasto | ang angkop na mga pahayag sa panimula, gitna at wakas ng isang akda | Filipino | |
| F7WG-IIe-f-9 | 7 | Nagagamit | nang wasto; sa pagbuo ng editoryal na nanghihikayat | ang angkop na mga pang-ugnay (totoo/tunay, talaga, pero/subalit, at iba pa) | Filipino | |
| F7EP-IIIa-c-8 | 7 | Nagagamit | sa pananaliksik | ang kasanayan sa paggamit ng bagong teknolohiya | tulad ng kompyuter | Filipino |
| F7WG-IIc-d-8 | 7 | Nagagamit | nang maayos | ang mga pahayag sa paghahambing (higit/mas, di-gaano, di-gasino, at iba pa) | Filipino | |
| F7WG-IIi-11 | 7 | Nagagamit | nang wasto; sa pagsasalaysay at pagsusunod-sunod ng mga pangyayari | ang mga pang-ugnay (isang araw, samantala, at iba pa) | Filipino | |
| F7PT-IVc-d-23 | 7 | Nagagamit | sa pagsulat ng iskrip | ang angkop na mga salita at simbolo | Filipino | |
| F7PU-IIIj-17 | 7 | Nagagamit | ang angkop na mga salita sa pag-uulat | tungkol sa sariling lugar/bayan | Filipino | |
| F7PS-IVc-d-21 | 7 | Nagagamit | sa pag-unawa at pagpapakahulugan sa mga kaisipan sa akda | ang dating kaalaman at karanasan | Filipino | |
| F7PD-IVc-d-20 | 7 | Nagagamit | sa paglalarawan ng kanilang mga katangian | ang karikatyur ng tauhan | batay sa napanood na bahagi ng akda | Filipino |
| F7EP-IIIh-i-8 | 7 | Nagagamit | sa pagbabalita | ang kasanayan sa paggamit ng makabagong teknolohiya | gaya ng kompyuter, at iba pa | Filipino |
| F7WG-I-cd-2 | 7 | Nagagamit | ang mga ekspresyong naghahayag ng posibilidad (maaari, baka, at iba pa) | Filipino | ||
| F7WG-IIj-12 | 7 | Nagagamit | ang mga kumbensyon sa pagsulat ng awitin (sukat, tugma, tayutay, talinghaga, at iba pa) | Filipino | ||
| F7PD-IVa-b-17 | 7 | Nagagamit | sa pagpapaliwanag ng pag-unawa sa mahahalagang kaisipang nasasalamin sa napanood na bahagi ng akda | ang mga larawan | Filipino | |
| F7WG-Ia-b-1 | 7 | Nagagamit | nang wasto;sa pagbibigay ng mga patunay | ang mga pahayag | Filipino | |
| F7WG-IIIj-17 | 7 | Nagagamit | nang wasto | ang mga pahayag na pantugon sa anumang mensahe | Filipino | |
| F7WG-Id-e-3 | 7 | Nagagamit | nang wasto | ang mga pang-ugnay na ginagamit sa pagbibigay ng sanhi at bunga ng mga pangyayari (sapagkat, dahil, kasi, at iba pa) | Filipino | |
| F7WG-Ih-i-5 | 7 | Nagagamit | sa pagbuo ng patalastas | ang mga pangungusap na walang tiyak na paksa | Filipino | |
| F7EP-IIIa-c-7 | 7 | Nagagamit | nang wasto | ang mga primarya at sekundaryang pinagkukunan ng mga impormasyon | Filipino | |
| F7WG-If-g-4 | 7 | Nagagamit | nang wasto | ang mga retorikal na pang-ugnay na ginamit sa akda (kung, kapag, sakali, at iba pa) | Filipino | |
| F7WG-IVj-23 | 7 | Nagagamit | nang may kaisahan at pagkakaugnay-ugnay sa mabubuong iskrip | ang mga salita at pangungusap | Filipino | |
| F7WG-IIIh-i-16 | 7 | Nagagamit | ang wastong mga panandang anaporik at kataporik ng pangngalan | Filipino | ||
| F7PN-IIg-h-10 | 7 | Nagagamit | nang maayos | sa paglalahad (una, ikalawa, halimbawa, at iba pa) | Filipino | |
| F7PT-Ih-i-5 | 7 | Nagagamit | sa sariling pangungusap ang mga salitang hiram | Filipino | ||
| F7PN-IVc-d-19 | 7 | Nagmumungkahi | ng mga angkop na solusyon sa mga suliraning narinig mula sa akda | – Ang Nilalaman ng Ibong Adarna (6 na sesyon) | Filipino | |
| F7EP-Id-e-3 | 7 | Nagsasagawa | ng panayam sa mga taong may malawak na kaalaman tungkol sa paksa | Filipino | ||
| F7PN-IIIf-g-15 | 7 | Nahihinuha | batay sa napakinggan | ang kaalaman at motibo/pakay ng nagsasalita | Sanaysay | Filipino |
| F7PB-IIIh-i-18 | 7 | Nahihinuha | ang kahihinatnan ng mga pangyayari sa kuwento | Filipino | ||
| F7PN-Ic-d-2 | 7 | Nahihinuha | batay sa akdang napakinggan | ang kalalabasan ng mga pangyayari | Pabula | Filipino |
| F7PB-IIc-d-8 | 7 | Nahihinuha | ang kaligirang pangkasaysayan ng binasang alamat ng Kabisayaan | Filipino | ||
| F7PN-Ia-b-1 | 7 | Nahihinuha | batay sa mga pangyayari at usapan ng mga tauhan | ang kaugalian at kalagayang panlipunan ng lugar na pinagmulan ng kuwentong bayan | Kuwentong-bayan | Filipino |
| F7PN-IVe-f-22 | 7 | Nahihinuha | batay sa napakinggang bahagi ng akda | ang maaaring mangyari sa tauhan | Filipino | |
| F7WG-IIIa-c-13 | 7 | Naiaangkop | ang wastong tono o intonasyon sa pagbigkas ng mga tula/awiting panudyo, tulang de gulong at palaisipan | Filipino | ||
| F7PD-IIIh-i-15 | 7 | Naiaangkop | gamit ang mimicry | sa sariling katauhan ang kilos, damdamin at saloobin ng tauhan sa napanood na dula | Filipino | |
| F7PS-IIIf-g-15 | 7 | Naibabahagi | ang ilang piling diyalogo ng tauhan na hindi tuwirang ibinibigay ang kahulugan | Filipino | ||
| F7PD-Ij-6 | 7 | Naibabahagi | ang isang halimbawa ng napanood na video clip mula sa youtube o ibang website na maaaring magamit | Filipino | ||
| F7PN-IVe-f-20 | 7 | Naibabahagi | ang sariling damdamin at saloobin sa damdamin ng tauhan | sa napakinggang bahagi ng akda | Filipino | |
| F7PSIVa-b-18 | 7 | Naibabahagi | ang sariling ideya | tungkol sa kahalagahan ng pag-aaral ng Ibong Adarna | Filipino | |
| F7PS-Ic-d-2 | 7 | Naibabahagi | ang sariling pananaw at saloobin | sa pagiging karapat-dapat/di-karapat-dapat ng paggamit ng mga hayop bilang mga tauhan sa pabula | Filipino | |
| F7PS-Ia-b-1 | 7 | Naibabalita | ang kasalukuyang kalagayan ng lugar na pinagmulan ng alinman sa mga kuwentong-bayang nabasa, napanood o napakinggan | Filipino | ||
| F7PT-IVa-b-18 | 7 | Naibibigay | ang kahulugan at mga katangian ng “korido” | Filipino | ||
| F7PT-Ia-b-1 | 7 | Naibibigay | ayon sa gamit sa pangungusap | ang kasingkahulugan at kasalungat na kahulugan ng salita | Filipino | |
| F7PD-IVc-d-22 | 7 | Naibibigay | ang mga mungkahi | sa napanood na pangkatang pagtatanghal | Filipino | |
| F7PN-IIi-12 | 7 | Naibibigay | ang mga mungkahi sa napakinggang awiting-bayan na isinulat ng kapuwa mag-aaral (peer evaluation) | Filipino | ||
| F7PB-IIe-f-9 | 7 | Naibibigay | ang sariling interpretasyon | sa mga tradisyunal na pagdiriwang ng Kabisayaan | Filipino | |
| F7PT-IIc-d-8 | 7 | Naibibigay | ang sariling interpretasyon sa mga salitang paulit-ulit na ginamit sa akda | Filipino | ||
| F7PD-IIc-d-8 | 7 | Naihahambing | ayon sa mga elemento nito | ang binasang alamat sa napanood na alamat | Filipino | |
| F7PN-IIc-d-8 | 7 | Naihahayag | ang mensahe | ng napakinggang alamat | Filipino | |
| F7PB-If-g-4 | 7 | Naiisa-isa | ang mga elemento ng maikling kuwento | mula sa Mindanao | Filipino | |
| F7PS-Ij-6 | 7 | Naiisa-isa | ang mga hakbang at panuntunan na dapat gawin upang maisakatuparan ang proyekto | Filipino | ||
| F7PN-Ij-6 | 7 | Naiisa-isa | mula sa napakinggang mga pahayag | ang mga hakbang na ginawa sa pananaliksik | Filipino | |
| F7PD-IVc-d-21 | 7 | Nailalahad | sa pamamagitan ng mga larawang mula sa diyaryo, magasin, at iba pa | ang gagawing pagtalakay sa napanood na napapanahong isyu | Filipino | |
| F7PB-IIi-11 | 7 | Nailalahad | ang mga elemento ng maikling kuwento | ng Kabisayaan | Filipino | |
| F7EP-Ia-b-1 | 7 | Nailalahad | ang mga hakbang na ginawa sa pagkuha ng datos | kaugnay ng isang proyektong panturismo | Filipino | |
| F7PB-IIIa-c-13 | 7 | Nailalahad | ang pangunahing ideya ng tekstong nagbabahagi ng bisang pandamdamin ng akda | Filipino | ||
| F7PS-IVc-d-19 | 7 | Nailalahad | ang sariling interpretasyon | sa isang pangyayari sa akda na maiuugnay sa kasalukuyan | Filipino | |
| F7PB-IVa-b-20 | 7 | Nailalahad | ang sariling pananaw | tungkol sa mga motibo ng may-akda | Filipino | |
| F7PD-IVc-d-18 | 7 | Nailalahad | ang sariling saloobin at damdamin | sa napanood na bahagi ng telenobela o serye na may pagkakatulad sa akdang tinalakay | Filipino | |
| F7PD-Ic-d-2 | 7 | Nailalarawan | ang isang kakilala na may pagkakatulad sa karakter ng isang tauhan | sa napanood na animation | Filipino | |
| F7PD-Ih-i-5 | 7 | Nailalarawan | ang mga gawi at kilos ng mga kalahok | sa napanood na dulang panlansangan | Filipino | |
| F7PN-IIg-h-10 | 7 | Nailalarawan | ang mga natatanging aspetong pangkultura na nagbibigay-hugis sa panitikan ng Kabisayaan (halimbawa: heograpiya, uri ng pamumuhay, at iba pa) | Filipino | ||
| F7PN-Ih-i-5 | 7 | Nailalarawan | batay sa dulang napakinggan | ang paraan ng pagsamba o ritwal ng isang pangkat ng mga tao | Dula | Filipino |
| F7PD-IIIj-16 | 7 | Naimumungkahi | batay sa balitang napanood sa telebisyon | ang karagdagang impormasyon | tungkol sa mga hakbang sa pagsulat ng balita | Filipino |
| F7PU-Ic-d-2 | 7 | Naipahahayag | nang pasulat | ang damdamin at saloobin | tungkol sa paggamit ng mga hayop bilang mga tauhang nagsasalita at kumikilos na parang tao o vice versa | Filipino |
| F7PD-Id-e-3 | 7 | Naipahahayag | ang sariling pakahulugan sa kahalagahan ng mga tauhan | sa napanood na pelikula na may temang katulad ng akdang tinalakay | Filipino | |
| F7PS-IVc-d-22 | 7 | Naipahahayag | ang sariling saloobin, pananaw at damdamin | tungkol sa ilang napapanahong isyu kaugnay ng isyung tinalakay sa akda | Filipino | |
| F7PN-IIIa-c-13 | 7 | Naipaliliwanag | ang kahalagahan ng paggamit ng suprasegmental (tono, diin, antala), at mga di-berbal na palatandaan (kumpas, galaw ng mata/ katawan, at iba pa) sa tekstong napakinggan | Mga Tulang Panudyo, Tugmang de Gulong, Palaisipan/ Bugtong | Filipino | |
| F7PT-Id-e-3 | 7 | Naipaliliwanag | ang kahulugan ng mga simbolong ginamit sa akda | Filipino | ||
| F7PT-IIIa-c-13 | 7 | Naipaliliwanag | sa pamamagitan ng pagpapangkat | ang kahulugan ng salita | Filipino | |
| F7PT-IIIf-g-15 | 7 | Naipaliliwanag | ang kahulugan ng salitang nagbibigay ng hinuha | Filipino | ||
| F7PN-IIa-b-7 | 7 | Naipaliliwanag | ang kaisipang nais iparating ng napakinggang bulong at awiting-bayan | Mga Bulong at Awiting Bayan | Filipino | |
| F7PT-Id-e-4 | 7 | Naipaliliwanag | batay sa kahulugan ng isang tiyak na salita | ang kawastuan/kamalian ng pangungusap | Filipino | |
| F7PB-Ic-d-2 | 7 | Naipaliliwanag | ang mahahalagang kaisipan sa binasang akda | Filipino | ||
| F7PT-Ij-6 | 7 | Naipaliliwanag | ang mga salita ginamit sa paggawa ng proyektong panturismo (halimbawa ang paggamit ng acronym sa promosyon) | Filipino | ||
| F7PS-Ih-i-5 | 7 | Naipaliliwanag | ang nabuong patalastas | tungkol sa napanood na dulang panlansangan | Filipino | |
| F7PN-IIg-h-10 | 7 | Naipaliliwanag | ang pinagmulan ng salita (etimolohiya) | Filipino | ||
| F7PB-Id-e-3 | 7 | Naipaliliwanag | ang sanhi at bunga ng mga pangyayari | Filipino | ||
| F7PD-IIId-e-14 | 7 | Naipaliliwanag | batay sa napanood na mga halimbawa nito | ang tema at iba pang elemento ng mito/alamat/ kuwentong-bayan | Filipino | |
| F7PS-IIa-b-7 | 7 | Naisasagawa | ang dugtungang pagbuo ng bulong at/o awiting-bayan | Filipino | ||
| F7PN-IIg-h-10 | 7 | Naisasagawa | ang isahan/pangkatang pagsasalaysay ng isang pangyayari sa kasalukuyan na may pagkakatulad sa mga pangyayari sa epiko | Filipino | ||
| F7PS-IIe-f-9 | 7 | Naisasagawa | ang isang panayam o interbyu | kaugnay ng paksang tinalakay | Filipino | |
| F7PS-IIIj-17 | 7 | Naisasagawa | ang komprehensibong pagbabalita (newscasting) | tungkol sa sariling lugar/ bayan | Filipino | |
| F7PS-IIIh-i-16 | 7 | Naisasagawa | ang mimicry ng tauhang pinili sa nabasa o napanood na dula | Filipino | ||
| F7EP-Ic-d-2 | 7 | Naisasagawa | ang sistematikong pananaliksik | tungkol sa pabula sa iba’t ibang lugar sa Mindanao | Filipino | |
| F7EP-If-g-4 | 7 | Naisasagawa | ang sistematikong pananaliksik | tungkol sa paksang tinalakay | Filipino | |
| F7EP-IVh-i-10 | 7 | Naisasagawa | ang sistematikong pananaliksik | tungkol sa mga impormasyong kailangan sa pagsasagawa ng iskrip ng pangkatang pagtatanghal | Filipino | |
| F7PS-Id-e-4 | 7 | Naisasalaysay | nang maayos at wasto | ang pagkakasunod-sunod ng mga pangyayari | Filipino | |
| F7PN-If-g-4 | 7 | Naisasalaysay | ang buod ng mga pangyayari sa kuwentong napakinggan | Maikling Kuwento | Filipino | |
| F7PS-IVc-d-20 | 7 | Naisasalaysay | nang masining | ang isang pagsubok na dumating sa buhay na napagtagumpayan dahil sa pananalig sa Diyos at tiwala sa sariling kakayahan | Filipino | |
| F7PS-IIId-e-14 | 7 | Naisasalaysay | nang maayos at magkakaugnay | ang mga pangyayari | sa nabasa o napanood na mito | Filipino |
| F7PS-IIId-e-14 | 7 | Naisasalaysay | nang maayos at magkakaugnay | ang mga pangyayari | sa nabasa o napanood alamat | Filipino |
| F7PS-IIId-e-14 | 7 | Naisasalaysay | nang maayos at magkakaugnay | ang mga pangyayari | sa nabasa o napanood na kuwentong-bayan | Filipino |
| F7PS-IIi-11 | 7 | Naisasalaysay | nang maayos | ang pagkakasunod-sunod ng mga pangyayari | Filipino | |
| F7PU-If-g-4 | 7 | Naisusulat | nang maayos at may kaisahan ang mga pangungusap | ang buod ng binasang kuwento | Filipino | |
| F7PU-IIId-e-14 | 7 | Naisusulat | nang may maayos na pagkakaugnay-ugnay ng mga pangyayari | ang buod ng isang mito/alamat/ kuwentong-bayan | Filipino | |
| F7PU-IIIh-i-16 | 7 | Naisusulat | gamit ang kompyuter | ang buod ng piling tagpo | Filipino | |
| F7PU-IVa-b-18 | 7 | Naisusulat | nang sistematiko | ang mga nasaliksik na impormasyon | kaugnay ng kaligirang pangkasaysayan ng Ibong adarna | Filipino |
| F7PU-Ia-b-1 | 7 | Naisusulat | ang mga patunay na salamin ng tradisyon o kaugalian ng lugar na pinagmulan ng kwentong-bayan | Filipino | ||
| F7PU-IVe-f-20 | 7 | Naisusulat | ang sariling damdamin na may pagkakatulad sa naging damdamin ng isang tauhan sa akda | Filipino | ||
| F7PS-Id-e-3 | 7 | Naitatanghal | ang nabuong iskrip | ng informance o mga kauri nito | Filipino | |
| F7PS-IIj-12 | 7 | Naitatanghal | gamit ang wika ng kabataan | ang orihinal na awiting-bayan | Filipino | |
| F7PT-IIa-b-7 | 7 | Naiuugnay | ang konotatibong kahulugan ng salita sa mga pangyayaring nakaugalian sa isang lugar | Filipino | ||
| F7PB-Ia-b-1 | 7 | Naiuugnay | ang mga pangyayari sa binasa sa mga kaganapan sa iba pang lugar ng bansa | Filipino | ||
| F7PB-IVc-d-22 | 7 | Naiuugnay | ang mga karanasang nabanggit sa binasa | sa sariling karanasan | Filipino | |
| F7PU-Ij-6 | 7 | Nakabubuo | ng isang makatotohanang proyektong panturismo | Filipino | ||
| F7PU-Ih-i-5 | 7 | Nakabubuo | ng patalastas | tungkol sa napanood na dulang panlansangan | Filipino | |
| F7PN-IIg-h-10 | 7 | Nakasusulat | ang isang tekstong naglalahad | tungkol sa pagpapahalaga ng mga taga-Bisaya sa kinagisnang kultura | Filipino | |
| F7PU-IIc-d-8 | 7 | Nakasusulat | sa anyong komiks | ng isang alamat | Filipino | |
| F7PU-IIe-f-9 | 7 | Nakasusulat | ng isang editoryal na nanghihikayat | kaugnay ng paksa | Filipino | |
| F7PU-IIi-11 | 7 | Nakasusulat | gamit ang mga elemento ng isang maikling kuwento | ng isang orihinal na akdang nagsasalaysay | Filipino | |
| F7PU-IIIf-g-15 | 7 | Nakasusulat | ng isang talatang naghihinuha ng ilang pangyayari sa teksto | Filipino | ||
| F7PU-IVe-f-22 | 7 | Nakasusulat | nang may kaisahan at pagkakaugnay-ugnay | ng isang talatang naglalahad ng sariling saloobin, pananaw at damdamin | Filipino | |
| F7PU-Id-e-3 | 7 | Nakasusulat | ng iskrip | ng informance na nagpapakita ng kakaibang katangian ng pangunahing tauhan sa epiko | Filipino | |
| F7PU-IVe-f-23 | 7 | Nakasusulat | ng orihinal na iskrip | na gagamitin sa pangkatang pangtatanghal | Filipino | |
| F7PU-IIj-12 | 7 | Nakasusulat | gamit ang wika ng kabataan | ng orihinal na liriko ng awiting-bayan | Filipino | |
| F7PU-IIa-b-7 | 7 | Nakasusulat | gamit ang wika ng kabataan | ng sariling bersiyon ng isang awiting-bayan sa sariling lugar | Filipino | |
| F7PU-IIIa-c-13 | 7 | Nakasusulat | batay sa itinakdang mga pamantayan | ng sariling tula/awiting panudyo, tugmang de gulong at palaisipan | Filipino | |
| F7PU-IVe-f-21 | 7 | Nakasusulat | ng tekstong naglalarawan sa isa sa mga tauhan sa akda | Filipino | ||
| F7PU-IVc-d-19 | 7 | Nakasusulat | ng tekstong nagmumungkahi ng solusyon sa isang suliraning panlipunan na may kaugnayan sa kabataan | Filipino | ||
| F7PS-IVj-23 | 7 | Nakikilahok | sa malikhaing pagtatanghal ng ilang saknong ng korido na naglalarawan ng pagpapahalagang Pilipino | Filipino | ||
| F7PN-Id-e-3 | 7 | Nakikilala | batay sa tono at paraan ng kanilang pananalita | ang katangian ng mga tauhan | Epiko | Filipino |
| F7PN-IVe-f-23 | 7 | Nakikinig | nang mapanuri upang makabuo ng sariling paghatol | sa napanood na pagtatanghal | Filipino | |
| F7EP-IIc-d-6 | 7 | Nalilikom | ang angkop na pagkukunan ng mga impormasyon upang mapagtibay ang mga paninindigan, mabigyang-bisa ang mga pinaniniwalaan, at makabuo ng sariling kongklusyon | Filipino | ||
| F7EP-IIIh-i-9 | 7 | Nananaliksik | sa silid-aklatan/internet | tungkol sa kaligirang pangkasaysayan ng Ibong Adarna | Filipino | |
| F7PS-IIc-d-8 | 7 | Nanghihikayat | na pahalagahan ang aral | na nakapaloob sa binasang alamat | Filipino | |
| F7PN-IIIh-i-16 | 7 | Napaghahambing | ang mga katangian ng mga tauhan sa napakinggang maikling kuwento | Maikling Kuwento/ Dula | Filipino | |
| F7PB-IIId-e-15 | 7 | Napaghahambing | batay sa paksa, mga tauhan, tagpuan, kaisipan at mga aspetong pangkultura (halimbawa: heograpiya, uri ng pamumuhay, at iba pa) na nagbibigay-hugis sa panitikan ng Luzon | ang mga katangian ng mito/alamat/ kuwentong-bayan | Filipino | |
| F7PB-IIIa-c-14 | 7 | Napaghahambing | ang mga katangian ng tula/awiting panudyo, tugmang de gulong at palaisipan | Filipino | ||
| F7PD-IIe-f-9 | 7 | Napanonood | sa youtube at natatalakay ang isang halimbawang pagdiriwang/festival | Filipino | ||
| F7PT-Ic-d-2 | 7 | Napatutunayang | nagbabago ang kahulugan ng mga salitang naglalarawan batay sa ginamit na panlapi | Filipino | ||
| F7WG-IIa-b-7 | 7 | Nasusuri | batay sa pormalidad na ginagamit sa pagsulat ng awiting-bayan (balbal, kolokyal, lalawiganin, pormal) | ang antas ng wika | Filipino | |
| F7PD-IVc-d-19 | 7 | Nasusuri | ang damdaming namamayani sa mga tauhan | sa pinanood na dulang pantelebisyon/pampelikula | Filipino | |
| F7PB-Ij-6 | 7 | Nasusuri | ang ginamit na datos sa pananaliksik sa isang proyektong panturismo (halimbawa: pagsusuri sa isang promo coupon o brochure) | Filipino | ||
| F7PD-Id-e-4 | 7 | Nasusuri | ang isang dokyu-film o freeze story | Filipino | ||
| F7PD-IIi-11 | 7 | Nasusuri | batay sa ibinigay na mga pamantayan | ang isang dokyu-film o freeze story | Filipino | |
| F7PN-IIg-h-10 | 7 | Nasusuri | batay sa mga elemento nito | ang isang indie film | ng Kabisayaan | Filipino |
| F7PD-IIi-12 | 7 | Nasusuri | gamit ang wika ng kabataan | ang kasiningan ng napanood na awiting-bayan | Filipino | |
| F7PB-IIi-12 | 7 | Nasusuri | ang kulturang nakapaloob sa awiting-bayan | Filipino | ||
| F7PD-IIa-b-7 | 7 | Nasusuri | ang mensahe sa napanood na pagtatanghal | Filipino | ||
| F7PD-IIIf-g-15 | 7 | Nasusuri | ang mga elemento at sosyo-historikal na konteksto ng napanood na dulang pantelebisyon | Filipino | ||
| F7PB-IIId-e-16 | 7 | Nasusuri | ang mga katangian at elemento ng mito, alamat, at kuwentong-bayan | Filipino | ||
| F7PB-IVg-h-23 | 7 | Nasusuri | ang mga katangian at papel na ginampanan ng pangunahing tauhan at mga pantulong na tauhan | Filipino | ||
| F7WG-IIIf-g-15 | 7 | Nasusuri | ang mga pahayag | na ginamit sa paghihinuha ng pangyayari | Filipino | |
| F7PB-IVc-d-21 | 7 | Nasusuri | ang mga pangyayari sa akda | na nagpapakita ng mga suliraning panlipunan na dapat mabigyang solusyon | Filipino | |
| F7PN-IIIj-17 | 7 | Nasusuri | ayon sa napakinggang halimbawa | ang mga salitang ginamit sa pagsulat ng balita | Filipino | |
| F7PD-IIIa-c-13 | 7 | Nasusuri | ang nilalaman ng napanood na dokumentaryo kaugnay ng tinalakay na mga tula/awiting panudyo, tugmang de gulong at palaisipan | Filipino | ||
| F7PN-IIi-11 | 7 | Nasusuri | ang pagkakasunod-sunod ng mga pangyayari | sa napakinggang maikling kuwento – Maikling Kuwento | Filipino | |
| F7PB-Ih-i-5 | 7 | Nasusuri | batay sa sariling karanasan | ang pagka-makatotohanan ng mga pangyayari | Filipino | |
| F7PD-Ia-b-1 | 7 | Nasusuri | gamit ang graphic organizer | ang ugnayan ng tradisyon at akdang pampanitikan | batay sa napanood na kuwentong-bayan | Filipino |
| F7PB-IIIj-19 | 7 | Natutukoy | batay sa materyal na binasa | ang datos na kailangan sa paglikha ng sariling ulat-balita | Filipino | |
| F7PT-Id-e-4 | 7 | Natutukoy | batay sa kahulugan ng isang tiyak na salita | ang kawastuan/kamalian ng pangungusap | Filipino | |
| F7PN-IIId-e-14 | 7 | Natutukoy | ang magkakasunod at magkakaugnay na mga pangyayari sa tekstong napakinggan | Mito/Alamat/Kuwentong-bayan | Filipino | |
| F7PN-IVa-b-18 | 7 | Natutukoy | ang mahahalagang detalye at mensahe ng napakinggang bahagi ng akda | Ang Kaligirang Pangkasaysayan ng Ibong Adarna | Filipino | |
| F7PN-IIg-h-10 | 7 | Natutukoy | ang mahahalagang detalye sa napakinggang teksto | tungkol sa epiko sa Kabisayaan – Epiko | Filipino | |
| F7PB-Ic-d-2 | 7 | Natutukoy | ang mahahalagang kaisipan | sa binasang akda | Filipino | |
| F7PN-IIe-f-9 | 7 | Natutukoy | batay sa napakinggang dula | ang mga tradisyong kinagisnan ng mga taga-Bisaya | Dula | Filipino |
| F7PB-IVh-i-24 | 7 | Natutukoy | ang napapanahong mga isyung may kaugnayan sa mga isyung tinalakay sa napakinggang bahagi ng akda | Filipino | ||
| PE7PF-IIb-33 | 7 | Addresses | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| PE7PF-IIIb-33 | 7 | Addresses | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| PE7PF-IVb-33 | 7 | Addresses | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| PE7PF-IVh-35 | 7 | Analyzes | the effect of exercise and physical activity participation | on fitness | Health-PE | |
| H7GD-Ib-14 | 7 | Analyzes | the interplay among the health dimensions in developing holistic health | Health-PE | ||
| H7GD-Ii-j-25 | 7 | Applies | in dealing with health concerns during adolescence | coping skills | Health-PE | |
| H7N-IIg-h-27 | 7 | Applies | to prevent nutritional problems in adolescents | decision-making and critical-thinking skills | Health-PE | |
| PE7PF-Id-h-31 | 7 | Assumes | responsibility | for achieving personal fitness | Health-PE | |
| PE7PF-IId-h-31 | 7 | Assumes | responsibility | for achieving personal fitness | Health-PE | |
| PE7PF-IIId-h-31 | 7 | Assumes | responsibility | for achieving personal fitness | Health-PE | |
| PE7PF-IVd-h-31 | 7 | Assumes | responsibility | for achieving personal fitness | Health-PE | |
| H7GD-Ii-j-24 | 7 | Avails | himself/herself; to appraise one’s health | of health services in the school and community | Health-PE | |
| H7DD-IVe-26 | 7 | Corrects | myths and fallacies about noncommunicable diseases | Health-PE | ||
| H7PH-IIId-e-38 | 7 | Demonstrates | in managing loss and grief | coping skills | Health-PE | |
| H7GD-Ii-j-23 | 7 | Demonstrates | during adolescence; to achieve holistic health | health appraisal procedures | Health-PE | |
| H7DD-IVg-h-28 | 7 | Demonstrates | to prevent noncommunicable diseases | self-monitoring skills | Health-PE | |
| H7PH-IIId-e-36 | 7 | Demonstrates | to deal with everyday stress | various stress-management techniques | Health-PE | |
| H7GD-Id-e-18 | 7 | Describes | changes in different aspects of growth that happen to boys and girls during adolescence | Health-PE | ||
| H7GD-Id-e-16 | 7 | Describes | developmental milestones as one grows | Health-PE | ||
| H7N-IId-f-23 | 7 | Describes | the characteristics and symptoms of malnutrition and micronutrient deficiency | Health-PE | ||
| PE7GS-Id-5 | 7 | Describes | the nature and background | of the sport | Health-PE | |
| PE7GS-IId-5 | 7 | Describes | the nature and background | of the sport | Health-PE | |
| PE7RD-IIId-1 | 7 | Describes | the nature and background | of the dance | Health-PE | |
| PE7RD-IVc-1 | 7 | Describes | the nature and background | of the dance | Health-PE | |
| H7PH-IIIa-b-30 | 7 | Differentiates | eustress from distress | Health-PE | ||
| H7PH-IIId-e-35 | 7 | Differentiates | healthful from unhealthful coping strategies | Health-PE | ||
| H7GD-Ia-12 | 7 | Discusses | the concept of holistic health | Health-PE | ||
| H7DD-IVa-24 | 7 | Discusses | the nature of noncommunicable diseases | Health-PE | ||
| H7PH-IIIf-h-40 | 7 | Discusses | the prevention of common mental health disorders | Health-PE | ||
| H7PH-IIIf-h-40 | 7 | Discusses | the professional care in managing common mental health disorders | Health-PE | ||
| H7PH-IIIf-h-40 | 7 | Discusses | the signs of common mental health disorders | Health-PE | ||
| H7PH-IIIf-h-40 | 7 | Discusses | the symptoms of common mental health disorders | Health-PE | ||
| H7PH-IIIf-h-40 | 7 | Discusses | the types of common mental health disorders | Health-PE | ||
| H7PH-IIIf-h-40 | 7 | Discusses | treatment of common mental health disorders | Health-PE | ||
| H7N-IId-f-26 | 7 | Discusses | ways of preventing and controlling eating disorders | Health-PE | ||
| H7N-IId-f-24 | 7 | Discusses | ways of preventing and controlling malnutrition and micronutrient deficiency | Health-PE | ||
| PE7PF-Id-29 | 7 | Distinguishes | from fallacies and misconceptions | about the physical activity participation | Health-PE | |
| PE7GS-Id-h-4 | 7 | Executes | skills | involved in the sport | Health-PE | |
| PE7GS-IId-h-4 | 7 | Executes | skills | involved in the sport | Health-PE | |
| PE7RD-IIId-h-4 | 7 | Executes | skills | involved in the dance | Health-PE | |
| PE7RD-IVd-h-4 | 7 | Executes | skills | involved in the dance | Health-PE | |
| H7GD-Ii-j-21 | 7 | Explains | proper health appraisal procedures | Health-PE | ||
| H7GD-Ii-j-22 | 7 | Explains | proper health appraisal procedures | Health-PE | ||
| H7PH-IIIa-b-29 | 7 | Explains | that stress is normal and inevitable | Health-PE | ||
| H7GD-If-h-20 | 7 | Explains | that the pattern of change during adolescence is similar but the pace of growth and development is unique to each adolescent | Health-PE | ||
| H7N-IId-f-25 | 7 | Explains | the characteristics, signs and symptoms of eating disorders | Health-PE | ||
| H7GD-Ib-13 | 7 | Explains | the dimensions of holistic health (physical, mental/intellectual, emotional, social, and moral-spiritual) | Health-PE | ||
| H7PH-IIIa-b-28 | 7 | Explains | the factors affecting the promotion of good mental health | Health-PE | ||
| H7PH-IIId-e-37 | 7 | Explains | the importance of grieving | Health-PE | ||
| H7DD-IVb-d-25 | 7 | Explains | based on cause and effect, signs and symptoms, risk factors and protective factors, and possible complications | the nature of noncommunicable diseases | Health-PE | |
| H7N-IIb-c-21 | 7 | Explains | the need to select food based on the nutritional needs during adolescence | Health-PE | ||
| H7N-IIb-c-21 | 7 | Follows | the appropriate nutritional guidelines for adolescents for healthful eating. | Health-PE | ||
| H7N-IIb-c-21 | 7 | Follows | in choosing food products | the Food Pyramid guide for adolescents | Health-PE | |
| H7N-IIb-c-21 | 7 | Follows | in choosing food products | the nutritional guidelines for Filipinos | Health-PE | |
| H7DD-IVg-h-30 | 7 | Identifies | agencies responsible for noncommunicable-disease prevention and control | Health-PE | ||
| H7PH-IIIc-32 | 7 | Identifies | common stressors that affect adolescents | Health-PE | ||
| H7N-IId-f-22 | 7 | Identifies | nutritional problems of adolescents | Health-PE | ||
| H7PH-IIIc-34 | 7 | Identifies | people who can provide support in stressful situations | Health-PE | ||
| H7PH-IIIc-33 | 7 | Identifies | physical responses of the body to stress | Health-PE | ||
| H7PH-IIIa-b-31 | 7 | Identifies | situations that cause feelings of anxiety or stress | Health-PE | ||
| H7N-IIa-20 | 7 | Identifies | the right foods during adolescence | Health-PE | ||
| PE7PF-Ib-25 | 7 | Identifies | training guidelines and (Frequency, Intensity, Time, Type) FITT principles | Health-PE | ||
| PE7PF-Id-h-32 | 7 | Keeps | in perspective | the importance of winning and losing | Health-PE | |
| PE7PF-IId-h-32 | 7 | Keeps | in perspective | the importance of winning and losing | Health-PE | |
| PE7PF-IIId-h-32 | 7 | Keeps | in perspective | the importance of winning and losing | Health-PE | |
| PE7PF-IVd-h-32 | 7 | Keeps | in perspective | the importance of winning and losing | Health-PE | |
| H7GD-If-h-19 | 7 | Knows | that changes in different dimensions are normal during adolescence | Health-PE | ||
| H7GD-Id-e-17 | 7 | Knows | that changes in different health dimensions are normal during adolescence | Health-PE | ||
| PE7PF-Id-h-28 | 7 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE7PF-IId-h-28 | 7 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE7PF-IIId-h-28 | 7 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE7PF-IVd-h-28 | 7 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE7PF-Id-30 | 7 | Performs | for sports-related injuries (e.g. cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE7PF-IId-30 | 7 | Performs | for sports-related injuries (e.g. cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE7PF-IIId-30 | 7 | Performs | for dance-related injuries (e.g. cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE7PF-IVd-30 | 7 | Performs | for dance-related injuries (e.g. cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| H7GD-Ic-15 | 7 | Practices | to achieve holistic health | health habits | Health-PE | |
| H7DD-IVf-27 | 7 | Practices | ways to prevent and control noncommunicable diseases | Health-PE | ||
| PE7PF-Ic-27 | 7 | Prepares | a physical activity program | Health-PE | ||
| H7DD-IVg-h-29 | 7 | Promotes | to prevent and control noncommunicable and lifestyle diseases | Programs and policies | Health-PE | |
| PE7PF-Ib-26 | 7 | Recognizes | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| PE7PF-Ia-24 | 7 | Reviews | based on assessment results | goals | Health-PE | |
| PE7PF-IIa-24 | 7 | Reviews | based on assessment results | goals | Health-PE | |
| PE7PF-IIIa-34 | 7 | Reviews | based on assessment results | goals | Health-PE | |
| PE7PF-IVa-34 | 7 | Reviews | based on assessment results | goals | Health-PE | |
| PE7PF-Ia-h-23 | 7 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE7PF-IIa-h-23 | 7 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE7PF-IIIa-h-23 | 7 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE7PF-IVa-h-23 | 7 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| M7ME-IIa-3 | 7 | Approximates | measures of quantities particularly length. | Math | ||
| M7ME-IIa-3 | 7 | Approximates | the measures of quantities particularly angle. | Math | ||
| M7ME-IIa-3 | 7 | Approximates | the measures of quantities particularly temperature. | Math | ||
| M7ME-IIa-3 | 7 | Approximates | the measures of quantities particularly rate. | Math | ||
| M7ME-IIa-3 | 7 | Approximates | the measures of quantities particularly time. | Math | ||
| M7ME-IIa-3 | 7 | Approximates | the measures of quantities particularly volume. | Math | ||
| M7ME-IIa-3 | 7 | Approximates | the measures of quantities particularly weight/mass. | Math | ||
| M7NS-Ie-2 | 7 | Arranges | on a number line | rational numbers | Math | |
| M7NS-Ih-2 | 7 | Arranges | in increasing or decreasing order | real numbers | Math | |
| M7SP-IVf-g-1 | 7 | Calculates | the measures of central tendency of grouped data. | Math | ||
| M7SP-IVf-g-1 | 7 | Calculates | the measures of central tendency of ungrouped data. | Math | ||
| M7SP-IVh-i-1 | 7 | Calculates | the measures of variability of grouped data. | Math | ||
| M7SP-IVh-i-1 | 7 | Calculates | the measures of variability of ungrouped data. | Math | ||
| M7AL-IId-1 | 7 | Classifies | according to degree and number of terms. | algebraic expressions which are polynomials | Math | |
| M7GE-IIIa-3 | 7 | Classifies | the different kinds of angles. | Math | ||
| M7SP-IVb-1 | 7 | Collects | statistical data. | Math | ||
| M7ME-IIb-1 | 7 | Converts | in both Metric and English systems. | measurements from one unit to another | Math | |
| M7SP-IVa-2 | 7 | Creates | problems that can be solved using Statistics. | Math | ||
| M7NS-Ii-2 | 7 | Creates | real-life situations which involve real numbers. | Math | ||
| M7GE-IIIf-1 | 7 | Derives | inductively | exterior angles of a convex polygon. | Math | |
| M7GE-IIIf-1 | 7 | Derives | inductively | interior angles of a convex polygon. | Math | |
| M7GE-IIIc-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships among angles formed by parallel lines cut by a transversal | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures ; adjacent angles. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures ; congruent angles. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures ; linear pairs. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures ; perpendicular lines. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures; parallel lines. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures; complementary angles. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures; supplementary angles. | Math | |
| M7GE-IIIb-1 | 7 | Derives | using measurements; and by inductive reasoning | relationships of geometric figures; vertical angles. | Math | |
| M7ME-IIa-2 | 7 | Describes | the development of measurement from the primitive to the present international system of units. | Math | ||
| M7NS-Ia-1 | 7 | Describes | well-defined cardinality of sets. | Math | ||
| M7NS-Ia-1 | 7 | Describes | well-defined null set. | Math | ||
| M7NS-Ia-1 | 7 | Describes | well-defined sets. | Math | ||
| M7NS-Ia-1 | 7 | Describes | well-defined subsets. | Math | ||
| M7NS-Ia-1 | 7 | Describes | well-defined universal sets. | Math | ||
| M7NS-Ig-2 | 7 | Determines | between what two integers the square root of a number is. | Math | ||
| M7AL-IIh-3 | 7 | Differentiates | inequalities. | Math | ||
| M7AL-IIh-1 | 7 | Differentiates | algebraic equations | Math | ||
| M7AL-IIh-1 | 7 | Differentiates | algebraic expressions | Math | ||
| M7AL-IIc-3 | 7 | Differentiates | constants in a given algebraic expression. | Math | ||
| M7AL-IIh-3 | 7 | Differentiates | equations. | Math | ||
| M7AL-IIc-3 | 7 | Differentiates | variables in a given algebraic expression. | Math | ||
| 7AL-IId-2 | 7 | Divides | polynomials. | Math | ||
| M7SP-IVj-2 | 7 | Draws | conclusions from graphic data. | Math | ||
| M7SP-IVj-2 | 7 | Draws | conclusions from measures of central tendency. | Math | ||
| M7SP-IVj-2 | 7 | Draws | conclusions from measures of variability. | Math | ||
| M7SP-IVj-2 | 7 | Draws | conclusions from tabular data. | Math | ||
| M7NS-Ig-3 | 7 | Estimates | to the nearest hundredth. | the square root of a whole number | Math | |
| M7AL-IIc-4 | 7 | Evaluates | algebraic expressions for given values of the variables. | Math | ||
| M7SP-IVa-1 | 7 | Explains | the importance of Statistics | Math | ||
| M7NS-Ie-1 | 7 | Expresses | rational numbers from fraction form to decimal form and vice versa. | Math | ||
| M7AL-IIi-1 | 7 | Finds | the solution of linear equation in one variable. | Math | ||
| M7AL-IIi-1 | 7 | Finds | the solution of linear inequality in one variable. | Math | ||
| M7SP-IVa-3 | 7 | Formulates | simple statistical instruments. | Math | ||
| M7AL-IIh-4 | 7 | Illustrates | linear equation in one variable. | Math | ||
| M7AL-IIh-4 | 7 | Illustrates | linear inequality in one variable. | Math | ||
| M7SP-IVh-1 | 7 | Illustrates | the measures of variability (average deviation) of a statistical data. | Math | ||
| M7SP-IVh-1 | 7 | Illustrates | the measures of variability (variance) of a statistical data. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: arc. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: center. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: central angle. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: chord. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: diameter chord. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: inscribed angle. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle and the terms related to it: radius. | Math | ||
| M7GE-IIIg-1 | 7 | Illustrates | a circle. | Math | ||
| M7GE-IIIe-2 | 7 | Illustrates | polygons: (a) convexity. | Math | ||
| M7GE-IIIe-2 | 7 | Illustrates | polygons: (b) angles. | Math | ||
| M7GE-IIIe-2 | 7 | Illustrates | polygons: (c) sides. | Math | ||
| M7GE-IIIa-2 | 7 | Illustrates | subsets of a line. | Math | ||
| M7NS-Ia-2 | 7 | Illustrates | the difference of two sets. | Math | ||
| M7NS-Id-2 | 7 | Illustrates | on the set of integers. | the different properties of operations | Math | |
| M7NS-Ih-1 | 7 | Illustrates | the different subsets of real numbers. | Math | ||
| M7NS-Ia-2 | 7 | Illustrates | the intersection of two sets. | Math | ||
| M7SP-IVf-1 | 7 | Illustrates | the measures of central tendency (mean) of a statistical data. | Math | ||
| M7SP-IVf-1 | 7 | Illustrates | the measures of central tendency (median) of a statistical data. | Math | ||
| M7SP-IVf-1 | 7 | Illustrates | the measures of central tendency (mode) of a statistical data. | Math | ||
| M7SP-IVh-1 | 7 | Illustrates | the measures of variability (range) of a statistical data. | Math | ||
| M7SP-IVh-1 | 7 | Illustrates | the measures of variability (standard deviation) of a statistical data. | Math | ||
| M7NS-Ia-2 | 7 | Illustrates | the union of two sets. | Math | ||
| M7ME-IIa-1 | 7 | Illustrates | what it means to measure. | Math | ||
| M7AL-IIc-2 | 7 | Interprets | the meaning of an where n is a positive integer. | Math | ||
| 7AL-IId-2 | 7 | Multiplies | polynomials. | Math | ||
| M7SP-IVc-1 | 7 | Organizes | in a frequency distribution table. | data | Math | |
| M7SP-IVd-e-1 | 7 | Organizes | in a frequency distribution table. | data | Math | |
| M7NS-Ic-d-1 | 7 | Performs | fundamental operations on integers. | Math | ||
| M7NS-If-1 | 7 | Performs | operations on rational numbers | Math | ||
| M7NS-Ig-4 | 7 | Plots | on a number line. | irrational numbers | up to square roots | Math |
| M7NS-Ic-1 | 7 | Represents | on a number line | the absolute value of a number as the distance of a number from 0. | Math | |
| M7GE-IIIa-1 | 7 | Represents | using concrete and pictorial models. | line | Math | |
| M7GE-IIIa-1 | 7 | Represents | using concrete and pictorial models. | plane | Math | |
| M7GE-IIIa-1 | 7 | Represents | using concrete and pictorial models. | point | Math | |
| M7AL-IIi-j-1 | 7 | Solves | by: (a) graphing; and (b) algebraic methods. | linear equation in one variable involving absolute value | Math | |
| M7AL-IIi-j-1 | 7 | Solves | by: (a) graphing; and (b) algebraic methods. | linear inequality in one variable involving absolute value | Math | |
| M7AL-IIg-2 | 7 | Solves | problems involving algebraic expressions. | Math | ||
| M7GE-IIIj-1 | 7 | Solves | problems involving angles of a polygon. | Math | ||
| M7ME-IIb-2 | 7 | Solves | problems involving conversion of units of measurement. | Math | ||
| M7AL-IIj-2 | 7 | Solves | problems involving equations in one variable. | Math | ||
| M7AL-IIj-2 | 7 | Solves | problems involving inequalities in one variable. | Math | ||
| M7NS-Ij-1 | 7 | Solves | problems involving real numbers. | Math | ||
| M7NS-Ib-2 | 7 | Solves | problems involving sets. | Math | ||
| M7GE-IIIj-1 | 7 | Solves | problems involving sides of a polygon. | Math | ||
| M7AL-IIc-1 | 7 | Translates | English phrases | Math | ||
| M7AL-IIh-2 | 7 | Translates | English sentences | Math | ||
| M7AL-IIc-1 | 7 | Translates | mathematical phrases | Math | ||
| M7AL-IIh-2 | 7 | Translates | mathematical sentences | Math | ||
| M7GE-IIId-e-1 | 7 | Uses | to bisect line segments and angles and construct perpendiculars and parallels. | a compass | Math | |
| M7GE-IIId-e-1 | 7 | Uses | to bisect line segments and angles and construct perpendiculars and parallels. | a straightedge | Math | |
| M7AL-IIe-g-1 | 7 | Uses | algebraic methods to find the: (a) product of two binomials | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | algebraic methods to find the: (b) product of the sum and difference of two terms | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | algebraic methods to find the: (c) square of a binomial | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | algebraic methods to find the: (d) cube of a binomial | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | algebraic methods to find the: (e) product of a binomial and a trinomial | Math | ||
| M7SP-IVj-1 | 7 | Uses | in analyzing and interpreting statistical data. | appropriate statistical measures | Math | |
| M7SP-IVd-e-1 | 7 | Uses | to represent organized data | bar graph | Math | |
| M7SP-IVd-e-1 | 7 | Uses | to represent organized data | histogram | Math | |
| M7SP-IVd-e-1 | 7 | Uses | to represent organized data | line graph | Math | |
| M7AL-IIe-g-1 | 7 | Uses | models to find the: (a) product of two binomials | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | models to find the: (b) product of the sum and difference of two terms | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | models to find the: (c) square of a binomial | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | models to find the: (d) cube of a binomial | Math | ||
| M7AL-IIe-g-1 | 7 | Uses | models to find the: (e) product of a binomial and a trinomial | Math | ||
| M7SP-IVd-e-1 | 7 | Uses | to represent organized data | ogive | Math | |
| M7SP-IVd-e-1 | 7 | Uses | to represent organized data | pie chart | Math | |
| M7NS-Ib-1 | 7 | Uses | to represent sets, subsets, and set operations | Venn Diagrams | Math | |
| M7NS-Ii-1 | 7 | Writes | numbers in scientific notation and vice versa. | Math | ||
| S7ES-IVe-7 | 7 | Accounts for | the occurrence of land breezes. | Science | ||
| S7ES-IVe-7 | 7 | Accounts for | the occurrence of monsoons | Science | ||
| S7ES-IVe-7 | 7 | Accounts for | the occurrence of sea breezes | Science | ||
| S7ES-IVe-7 | 7 | Accounts for | the occurrence of the Intertropical Convergence Zone (ITCZ) | Science | ||
| S7ES-IVj-13 | 7 | Collects, records and reports | data on the beliefs and practices of the community | in relation to eclipses | Science | |
| S7FE-IIIb-3 | 7 | Creates | visual representation of the motion of objects such as motion graphs and tape charts | Science | ||
| S7ES-IVa-1 | 7 | Demonstrates | how places on Earth may be located | using a coordinate system | Science | |
| S7LT-IIIe-9 | 7 | Describes | how organisms produce sound of various frequencies (infrasonic, audible, and ultrasonic sound) | Science | ||
| S7LT-IIIe-9 | 7 | Describes | how organisms receive sound of various frequencies (infrasonic, audible, an ultrasonic sound) | Science | ||
| S7LT-IIIe-9 | 7 | Describes | how organisms transmit sound of various frequencies (infrasonic, audible, and ultrasonic sound) | Science | ||
| S7MT-Ij-7 | 7 | Describes | some properties of metals and non-metals such as luster, malleability, ductility, and conductivity | Science | ||
| S7LT-IIId-7 | 7 | Describes | using the concepts of wavelength, velocity, and amplitude | the characteristics of sound | Science | |
| S7MT-Ia-1 | 7 | Describes | the components of a scientific investigation | Science | ||
| S7LT-IIh-10 | 7 | Describes | the different ecological relationships found in an ecosystem | Science | ||
| S7LT-IIc-3 | 7 | Describes | the different levels of biological organization from cell to biosphere | Science | ||
| S7LT-IIIj-13 | 7 | Describes | the different types of charging processes | Science | ||
| S7ES-IVe-8 | 7 | Describes | the effects of certain weather systems in the Philippines | Science | ||
| S7ES-IVa-2 | 7 | Describes | the location of the Philippines | with respect to the continents and oceans of the world | Science | |
| S7FE-IIIa-1 | 7 | Describes | in terms of distance or displacement, speed or velocity, and acceleration | the motion of an object | Science | |
| S7LT-IIg-8 | 7 | Describes | the process of fertilization | Science | ||
| S7ES-IVb-4 | 7 | Describes | ways of using Earth's resources sustainably | Science | ||
| S7LT-IIh-9 | 7 | Differentiates | abiotic and biotic components of an ecosystem | Science | ||
| S7LT-IIg-7 | 7 | Differentiates | in terms of 7. 1 number of individuals involved, and 7. 2 similarities of offspring to parents | asexual from sexual reproduction | Science | |
| S7LT-IIIc-5 | 7 | Differentiates | electromagnetic and longitudinal waves | Science | ||
| S7LT-IIIc-5 | 7 | Differentiates | mechanical and transverse waves | Science | ||
| S7LT-IId-4 | 7 | Differentiates | according to presence or absence of certain organelles | plant and animal cells | Science | |
| S7FE-IIIa-2 | 7 | Differentiates | in terms of magnitude and direction | quantities | Science | |
| S7ES-IVd-5 | 7 | Discusses | how energy from the Sun interacts with the layers of the atmosphere | Science | ||
| S7MT-Ie-f-4 | 7 | Distinguishes | based on a set of properties | mixtures and substances | Science | |
| S7ES-IVj-12 | 7 | Explains | how solar and lunar eclipses occur | Science | ||
| S7ES-IVd-6 | 7 | Explains | how some human activities affect the atmosphere | Science | ||
| S7LT-IIIe-8 | 7 | Explains | sound production in the human voice box, and how pitch, loudness, and quality of sound vary from one person to another | Science | ||
| S7LT-IIIj-14 | 7 | Explains | the importance of earthing or grounding | Science | ||
| S7LT-IIe-5 | 7 | Explains | why the cell is considered the basic functional and structural unit of all organisms | Science | ||
| S7MT-Id-3 | 7 | Expresses | by preparing different concentrations of mixtures according to uses and availability of materials | concentrations of solutions quantitatively | Science | |
| S7LT-IIb-2 | 7 | Focuses | using the compound microscope | on specimens | Science | |
| S7LT-IIf-6 | 7 | Identifies | beneficial and harmful microorganisms | Science | ||
| S7LT-IIa-1 | 7 | Identifies | parts of the microscope and their functions | Science | ||
| S7LT-IIIg-11 | 7 | Infers | that light travels in a straight line | Science | ||
| S7LT-IIIc-4 | 7 | Infers | that waves carry energy | Science | ||
| S7LT-IIIh-i-12 | 7 | Infers | the conditions necessary for heat transfer to occur | Science | ||
| S7FE-IIIb-3 | 7 | Interprets | visual representation of the motion of objects such as motion graphs and tape charts | Science | ||
| S7MT-Ii-6 | 7 | Investigates | using natural indicators | properties of acidic and basic mixtures | Science | |
| S7MT-Ic-2 | 7 | Investigates | properties of saturated and unsaturated solutions | Science | ||
| S7LT-IIj-12 | 7 | Predicts | the effect of changes in abiotic factors on the ecosystem | Science | ||
| S7LT-IIi-11 | 7 | Predicts | the effect of changes in one population on other populations in the ecosystem | Science | ||
| S7ES-IVb-3 | 7 | Recognizes | that soil, water, rocks, coal, and other fossil fuels are Earth materials that people use as resource | Science | ||
| S7MT-Ig-h-5 | 7 | Recognizes | that substances are classified into elements and compounds | Science | ||
| S7LT-IIIf-10 | 7 | Relates | characteristics of light such as color to frequency, color to wavelength, intensity to frequency, and intensity to wavelength | Science | ||
| S7LT-IIId-6 | 7 | Relates | the characteristics of waves | Science | ||
| S7ES-IVe-9 / S7ES-IVe-10 | 7 | Relates | using models | the following: the height of the Sun in the sky to the amount of energy received | Science | |
| S7ES-IVe-9 / S7ES-IVe-10 | 7 | Relates | using models | the following: the latitude of an area to the amount of energy the area receives | Science | |
| S7ES-IVe-9 / S7ES-IVe-10 | 7 | Relates | using models | the following: the length of daytime to the amount of energy received | Science | |
| S7ES-IVe-9 / S7ES-IVe-10 | 7 | Relates | using models | the following: the position of the Earth in its orbit to the height of the Sun in the sky | Science | |
| S7ES-IVe-9 / S7ES-IVe-10 | 7 | Relates | using models | the following: the tilt of the Earth to the length of daytime | Science | |
| S7ES-IVi-11 | 7 | Shows | using models | what causes change in the seasons in the Philippines | 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 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
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