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 8 Curriculum Competencies
A database which serves as a search facility for Grade 8 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP8DKT-IIf-8 | 8 | Naipahahayag | ang pagpapahalaga sa mga kontribusyon ng kabihasnang klasiko sa pag-unlad ng pandaigdigang kamalayan | AP | ||
| AP8PMD-IIIi-10 | 8 | Naipahahayag | ang pagpapahalaga sa pag-usbong ng Nasyonalismo sa Europa at iba’t ibang bahagi ng daigdig. | AP | ||
| AP8PMD-IIIh-7 | 8 | Naipaliliwanag | ang Ikalawang Yugto ng Kolonyalismo at Imperyalismo | AP | ||
| AP8PMD-IIIi-9 | 8 | Naipaliliwanag | ang kaugnayan ng Rebolusyong Pangkaisipan sa Rebolusyong Pranses at Amerikano. | AP | ||
| AP8DKT-IIc-3 | 8 | Naipaliliwanag | (mula sa sinaunang Roma hanggang sa tugatog at pagbagsak ng Imperyong Romano) | ang mahahalagang pangyayari sa kabihasnang klasiko ng Roma | AP | |
| AP8DKT-IIh-12 | 8 | Naipaliliwanag | ang mga dahilan at bunga ng mga Krusada sa Gitnang Panahon | AP | ||
| AP8DKT-IId-5 | 8 | Naipaliliwanag | ang mga kaganapan sa mga klasikong kabihasnan sa Africa (Mali at Songhai). | AP | ||
| AP8HSK-Ie-5 | 8 | Naipaliliwanag | ang uri ng pamumuhay ng mga unang tao sa daigdig | AP | ||
| AP8HSK-Ig-6 | 8 | Naiuugnay | ang heograpiya sa pagbuo at pag-unlad ng mga sinaunang kabihasnan sa daigdig | AP | ||
| AP8PMD-IIIc-d-3 | 8 | Napahahalagahan | ang mga kontribusyon ng bourgeoisie sa daigdig. | AP | ||
| AP8PMD-IIIc-d-3 | 8 | Napahahalagahan | ang mga kontribusyon ng merkantilismo sa daigdig. | AP | ||
| AP8HSK-Ij-10 | 8 | Napahahalagahan | ang mga kontribusyon ng mga sinaunang kabihasnan sa daigdig | AP | ||
| AP8PMD-IIIc-d-3 | 8 | Napahahalagahan | ang mga kontribusyon ng National Monarchy sa daigdig. | AP | ||
| AP8PMD-IIIc-d-3 | 8 | Napahahalagahan | ang mga kontribusyon ng Renaissance sa daigdig. | AP | ||
| AP8PMD-IIIc-d-3 | 8 | Napahahalagahan | ang mga kontribusyon ng Repormasyon sa daigdig. | AP | ||
| AP8PMD-IIIc-d-3 | 8 | Napahahalagahan | ang mga kontribusyon ng Simbahang Katoliko sa daigdig. | AP | ||
| AP8HSK-Ie-5 | 8 | Napahahalagahan | ang natatanging kultura ng mga rehiyon, bansa at mamamayan sa daigdig (lahi, pangkat-etnolingguwistiko, at relihiyon sa daigdig) | AP | ||
| AP8AKD-IVi-11 | 8 | Nasusuri | ang bahaging ginampanan ng mga pandaigdigang organisasyon sa pagsusulong ng pandaigdigang kapayapaan, pagkakaisa, pagtutulungan, at kaunlaran | AP | ||
| AP8DKT-IIi-13 | 8 | Nasusuri | ang buhay sa Europa noong Gitnang Panahon: ang pag-usbong ng mga bagong bayan at lungsod | AP | ||
| AP8DKT-IIi-13 | 8 | Nasusuri | ang buhay sa Europa noong Gitnang Panahon: Manoryalismo | AP | ||
| AP8DKT-IIi-13 | 8 | Nasusuri | ang buhay sa Europa noong Gitnang Panahon: Piyudalismo | AP | ||
| AP8DKT-IIa-b-2 | 8 | Nasusuri | ang kabihasnang klasiko ng Greece. | AP | ||
| AP8DKT-IIe-7 | 8 | Nasusuri | ang kabihasnang klasiko ng pulo sa Pacific. | AP | ||
| AP8DKT-IIa-1 | 8 | Nasusuri | ang kabihasnang Minoan | AP | ||
| AP8DKT-IIa-1 | 8 | Nasusuri | ang kabihasnang Mycenaean | AP | ||
| AP8PMD-IIIg-6 | 8 | Nasusuri | ang kaganapan at epekto ng Enlightenment | AP | ||
| AP8PMD-IIIg-6 | 8 | Nasusuri | ang kaganapan at epekto ng Rebolusyong Industriyal. | AP | ||
| AP8PMD-IIIg-6 | 8 | Nasusuri | ang kaganapan at epekto ng Rebolusyong Siyentipiko | AP | ||
| AP8HSK-Id-4 | 8 | Nasusuri | ang katangiang pisikal ng daigdig | AP | ||
| AP8HSK-Ie-4 | 8 | Nasusuri | ang kondisyong heograpiko sa panahon ng mga unang tao sa daigdig | AP | ||
| AP8AKD-IVf-6 | 8 | Nasusuri | ang mahahalagang pangyayaring naganap sa Ikalawang Digmaang Pandaigdig. | AP | ||
| AP8AKD-IVb-2 | 8 | Nasusuri | ang mahahalagang pangyayaring naganap sa Unang Digmaang Pandaigdig | AP | ||
| AP8DKT-IIg-10 | 8 | Nasusuri | ang mga dahilan at bunga ng paglakas ng Simbahang Katoliko bilang isang institusyon sa Gitnang Panahon | AP | ||
| AP8PMD-IIIh-8 | 8 | Nasusuri | ang mga dahilan at epekto ng Ikalawang Yugto ng Imperyalismo at Kolonisasyon. | AP | ||
| AP8AKD-IVe-5 | 8 | Nasusuri | ang mga dahilan na nagbigay-daan sa Ikalawang Digmaang Pandaidig. | AP | ||
| AP8AKD-IVa-1 | 8 | Nasusuri | ang mga dahilang nagbigay-daan sa Unang Digmaang Pandaidig | AP | ||
| AP8AKD-IVi-9 | 8 | Nasusuri | ang mga ideolohiyang politikal at ekonomiko sa hamon ng estabilisadong institusyon ng lipunan. | AP | ||
| AP8DKT-IIe-6 | 8 | Nasusuri | ang mga kaganapan sa kabihasnang klasiko ng America. | AP | ||
| AP8DKT-IIg-11 | 8 | Nasusuri | ang mga kaganapang nagbigay-daan sa pagkakabuo ng “Holy Roman Empire” | AP | ||
| AP8DKT-IIf-9 | 8 | Nasusuri | ang mga pangyayaring nagbigay-daan sa Pag-usbong ng Europa sa Gitnang Panahon | AP | ||
| AP8HSK-Ii-8 | 8 | Nasusuri | batay sa politika, ekonomiya, kultura, relihiyon, paniniwala, at lipunan | ang mga sinaunang kabihasnan sa daigdig | AP | |
| AP8AKD-IVd-4 | 8 | Nasusuri | ang pagsisikap ng mga bansa na makamit ang kapayapaang pandaigdig at kaunlaran | AP | ||
| AP8DKT-IId-4 | 8 | Nasusuri | ang pag-usbong at pag-unlad ng mga Klasiko na Lipunan sa Africa, America, at mga Pulo sa Pacific | AP | ||
| AP8PMD-IIIa-b-1 | 8 | Nasusuri | ang pag-usbong ng bourgeoisie | AP | ||
| AP8PMD-IIIa-b-1 | 8 | Nasusuri | ang pag-usbong ng merkantilismo | AP | ||
| AP8HSK-Ih-7 | 8 | Nasusuri | ang pag-usbong ng mga sinaunang kabihasnan sa daigdig: pinagmulan, batayan at katangian | AP | ||
| AP8PMD-IIIa-b-1 | 8 | Nasusuri | ang pag-usbong ng National Monarchy | AP | ||
| AP8PMD-IIIa-b-1 | 8 | Nasusuri | ang pag-usbong ng Renaissance | AP | ||
| AP8PMD-IIIa-b-1 | 8 | Nasusuri | ang pag-usbong ng Repormasyon | AP | ||
| AP8PMD-IIIa-b-1 | 8 | Nasusuri | ang pag-usbong ng Simbahang Katoliko | AP | ||
| AP8PMD-IIIe-4 | 8 | Nasusuri | ang unang yugto ng imperyalismo at kolonisasyon sa Europa | AP | ||
| AP8HSK-If-6 | 8 | Nasusuri | ang yugto ng pag-unlad ng kultura sa panahong prehistoriko | AP | ||
| AP8DKT-IIj-13 | 8 | Natataya | ang epekto at kontribusyon ng ilang mahahalagang pangyayari sa Europa sa pagpapalaganap ng pandaigdigang kamalayan. | AP | ||
| AP8AKD-IVi-10 | 8 | Natataya | ang epekto ng Cold War sa iba’t ibang bahagi ng daigdig. | AP | ||
| AP8AKD-IVi-10 | 8 | Natataya | ang epekto ng mga ideolohiya sa iba’t ibang bahagi ng daigdig. | AP | ||
| AP8AKD-IVi-10 | 8 | Natataya | ang epekto ng Neokolonyalismo sa iba’t ibang bahagi ng daigdig. | AP | ||
| AP8PMD-IIIf-5 | 8 | Natataya | ang mga dahilan at epekto ng unang yugto ng imperyalismo at kolonisasyon sa Europa. | AP | ||
| AP8AKD-IVg-7 | 8 | Natataya | ang mga epekto ng Ikalawang Digmaang Pandaigdig. | AP | ||
| AP8AKD-IVc-3 | 8 | Natataya | ang mga epekto ng Unang Digmaang Pandaigdig | AP | ||
| AP8AKD-IVh-8 | 8 | Natataya | ang pagsisikap ng mga bansa na makamit ang kapayapaang pandaigdig at kaunlaran | AP | ||
| A8EL-IIb-1 | 8 | Analyzes | Elements and principles of art in the production of arts and crafts inspired by the cultures of East Asia | Arts-Music | ||
| A8EL-IIIb-1 | 8 | Analyzes | Elements and principles of art in the production of arts and crafts inspired by the cultures of South Asia, West Asia, and Central Asia | Arts-Music | ||
| A8EL-Ib-1 | 8 | Analyzes | elements and principles of art in the production of arts and crafts inspired by the cultures of Southeast Asia | Arts-Music | ||
| MU8SE-Ib-h-4 | 8 | Analyzes | musical elements of selected songs and instrumental pieces heard and performed | Arts-Music | ||
| MU8SE-IIc-h-4 | 8 | Analyzes | musical elements of selected songs and instrumental pieces heard and performed | Arts-Music | ||
| MU8WS-IIIc-h-4 | 8 | Analyzes | musical elements of selected songs and instrumental pieces heard and performed | Arts-Music | ||
| A8PR-IVh-2 | 8 | Analyzes | the uniqueness of each group’s performance of their selected festival or theatrical form | Arts-Music | ||
| A8PL-Ih-2 | 8 | Appreciates | in terms of its utilization and its distinct use of art elements and principles | artifacts and art objects | Arts-Music | |
| A8PL-IIh-2 | 8 | Appreciates | in terms of its utilization and its distinct use of art elements and principles | artifacts and art objects | Arts-Music | |
| A8PL-IIIh-2 | 8 | Appreciates | in terms of its utilization and its distinct use of art elements and principles | artifacts and art objects | Arts-Music | |
| A8PR-IVe-f-4 | 8 | Choreographs | the movements and gestures reflecting the mood of the selected festival/theatrical form of Asia | Arts-Music | ||
| A8PR-IIIc-e-1 | 8 | Creates | guided by local traditional techniques (e.g., ghonghdis, marbling technique, etc.) | arts and crafts that can be locally assembled with local materials, | Arts-Music | |
| A8PR-Ic-e-1 | 8 | Creates | guided by local traditional techniques (e.g., batik, silk weaving, etc.) | crafts that can be locally assembled with local materials, | Arts-Music | |
| A8PR-IIc-e-1 | 8 | Creates | guided by local traditional techniques (e.g., Gong-bi, Ikat, etc.) | crafts that can be locally assembled with local materials, | Arts-Music | |
| MU8TH-IVb-h-7 | 8 | Creates/improvises | for performance of a chosen Asian traditional musical and theatrical form | appropriate sound, music, gesture, movements, props and costume | Arts-Music | |
| A8PL-IVh-2 | 8 | Defines | through a visual presentation | what makes each of the Asian festivals and theatrical forms unique | Arts-Music | |
| A8PR-If-2 | 8 | Derives | for one’s artwork | elements from traditions/history of a community | Arts-Music | |
| A8PR-IIf-2 | 8 | Derives | for one’s artwork | elements from traditions/history of a community | Arts-Music | |
| A8PR-IIIf-2 | 8 | Derives | for one’s artwork | elements from traditions/history of a community | Arts-Music | |
| MU8TH-IVa-g-6 | 8 | Describes | how a specific idea or story is communicated through music in a particular Asian musical theater | Arts-Music | ||
| A8EL-IVb-2 | 8 | Describes | how the community participates and contributes to the event | Arts-Music | ||
| MU8TH-IVb-h-3 | 8 | Describes | how the musical elements contribute to the performance of the musical production | Arts-Music | ||
| A8PR-IVd-1 | 8 | Designs | through costumes, props, etc. | the visual elements and components of the selected festival or theatrical form | Arts-Music | |
| MU8SE-Ic-h-8 | 8 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU8SE-IIb-h-8 | 8 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU8TH-IVc-h-8 | 8 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU8WS-IIIc-h-8 | 8 | Evaluates | applying knowledge of musical elements and style. | music and music performances | Arts-Music | |
| MU8SE-IIa-g-1 | 8 | Explains | how East Asian music relates to its geography and culture | Arts-Music | ||
| MU8WS-IIIa-g-1 | 8 | Explains | how the music of a South Asian country and a Middle East country relate to its geography and culture | Arts-Music | ||
| MU8SE-Ia-h-1 | 8 | Explains | how the music of a Southeast Asian country relates to its geography and culture | Arts-Music | ||
| MU8TH-IVa-g-5 | 8 | Explains | the distinguishing characteristics of a representative Asian musical theater | Arts-Music | ||
| MU8SE-Ic-h-5 | 8 | Explores | ways of producing sounds | on a variety of sources that would simulate instruments being studied | Arts-Music | |
| MU8SE-IIb-h-5 | 8 | Explores | ways of producing sounds | on a variety of sources that would simulate instruments being studied | Arts-Music | |
| MU8WS-IIIc-h-5 | 8 | Explores | ways of producing sounds | on a variety of sources that would simulate instruments being studied | Arts-Music | |
| A8EL-Ia-2 | 8 | Identifies | characteristics of arts and crafts in specific countries in Southeast Asia—namely, Indonesia (batik, Wayang puppetry), Malaysia (modern batik, wau, and objects made from pewter), Thailand (silk fabrics and Loi Kratong Lantern Festival), Cambodia (Angkor | Arts-Music | ||
| A8EL-IIa-2 | 8 | Identifies | characteristics of arts and crafts in specific countries in East Asia—namely, China (Chinese painting and calligraphy) , Japan (origami, woodblock printing, theater masks, face painting, and anime and manga) and and Korea (theater masks, drums, and K-pop) | Arts-Music | ||
| A8EL-IIIa-2 | 8 | Identifies | characteristics of arts and crafts in specific countries in South, West, and Central Asia—namely, India (rangoli, katak, mendhi, diwali), Saudi Arabia (carpet design), Pakistan (truck art) and Tibet (mandala) | Arts-Music | ||
| MU8TH-IVa-g-1 | 8 | Identifies | through video films or live performances | musical characteristics of selected Asian musical theater forms | Arts-Music | |
| A8EL-IVa-1 | 8 | Identifies | selected festivals and theatrical forms celebrated all over the Asian region | Arts-Music | ||
| A8PL-IVc-1 | 8 | Identifies | the elements and principles as manifested in Asian festivals and theatrical forms | Arts-Music | ||
| MU8TH-IVa-g-4 | 8 | Identifies | the instruments that accompany the kabuki, the wayang kulit, and the Peking opera | Arts-Music | ||
| A8PR-IVe-f-5 | 8 | Improvises | accompanying sounds and rhythms of the selected festival/theatrical form of Asia | Arts-Music | ||
| MU8SE-IIc-h-6 | 8 | Improvises | simple accompaniment to selected East Asian music | Arts-Music | ||
| MU8WS-IIIb-h-6 | 8 | Improvises | simple accompaniment to selected South Asia and Middle East music | Arts-Music | ||
| MU8SE-Ic-h-6 | 8 | Improvises | simple accompaniment to selected Southeast Asian music | Arts-Music | ||
| A8PL-IIh-3 | 8 | Incorporates | in one’s creation | the design, form, and spirit of East Asian artifacts and objects | Arts-Music | |
| A8PL-IIIh-3 | 8 | Incorporates | in one’s creation | the design, form, and spirit of South, West, and Central Asian artifacts and objects | Arts-Music | |
| A8PL-Ih-3 | 8 | Incorporates | in one’s creation | the design, form, and spirit of Southeast Asian artifacts and objects | Arts-Music | |
| MU8SE-IIa-h-2 | 8 | Listens | perceptively | to music of East Asia | Arts-Music | |
| MU8WS-IIIa-h-2 | 8 | Listens | perceptively | to music of South Asia and the Middle East | Arts-Music | |
| MU8SE-Ia-h-2 | 8 | Listens | perceptively | to music of Southeast Asia | Arts-Music | |
| A8PR-Ig-5 | 8 | Mounts | using completed Southeast Asian-inspired arts and crafts; in an organized manner | an exhibit | Arts-Music | |
| A8PR-IIg-5 | 8 | Mounts | using completed East Asian-inspired crafts; in an organized manner | an exhibit | Arts-Music | |
| A8PR-IIIg-5 | 8 | Mounts | using completed South-West-Central Asian-inspired crafts; in an organized manner | an exhibit | Arts-Music | |
| MU8SE-Ic-h-7 | 8 | Performs | with available instruments from Southeast Asia | Arts-Music | ||
| MU8SE-IIb-h-7 | 8 | Performs | with available instruments from East Asia | Arts-Music | ||
| MU8WS-IIIb-h-7 | 8 | Performs | with available instruments from South Asia and Middle East | Arts-Music | ||
| A8PR-IVg-6 | 8 | Performs | in a group showcase of the selected festival/theatrical form | Arts-Music | ||
| A8PL-Ih-1 | 8 | Reflects on and derives | the mood, idea or message | from selected artifacts and art objects | Arts-Music | |
| A8PL-IIh-1 | 8 | Reflects on and derives | the mood, idea or message | from selected artifacts and art objects | Arts-Music | |
| A8PL-IIIh-1 | 8 | Reflects on and derives | the mood, idea or message | from selected artifacts and art objects | Arts-Music | |
| A8EL-IVb-2 | 8 | Researches | on the history and evolution of the festival and theatrical forms | Arts-Music | ||
| A8PR-IIIh-4 | 8 | Shows | the commonalities and differences of the cultures of the South Asian, West Asian, and Central Asian countries | in relation to Philippine culture | Arts-Music | |
| A8PR-IIh-4 | 8 | Shows | the commonalities and differences of the culture of the East Asian countries | in relation to Philippine culture | Arts-Music | |
| A8PR-Ih-4 | 8 | Shows | the commonalities and differences of the culture of the Southeast Asian countries | in relation to Philippine culture | Arts-Music | |
| A8PR-IIf-3 | 8 | Shows | the development of crafts in specific countries in East Asia (e.g., pottery, weaving, jewelry, and basketry) | according to functionality, traditional specialized expertise, and availability of resources | Arts-Music | |
| A8PR-IIIf-3 | 8 | Shows | the development of crafts in specific countries in South Asia, West Asia, and Central Asia | according to functionality, traditional specialized expertise, and availability of resources | Arts-Music | |
| A8PR-If-3 | 8 | Shows | the development of crafts in specific countries in Southeast Asia (e.g., pottery, weaving, jewelry, and basketry) | according to functionality, traditional specialized expertise and availability of resources | Arts-Music | |
| A8PR-IVh-3 | 8 | Shows | the relationship of a selected Asian festival and a festival in the Philippines | in terms of form and reason for holding the celebration | Arts-Music | |
| MU8TH-IVa-g-2 | 8 | Sings | (a) selection/s from chosen Asian musical theater | Arts-Music | ||
| MU8SE-IIc-h-3 | 8 | Sings | songs of East Asia | Arts-Music | ||
| MU8WS-IIIc-g-3 | 8 | Sings | songs of South Asia and the Middle East | Arts-Music | ||
| MU8SE-Ic-h-3 | 8 | Sings | songs of Southeast Asia | Arts-Music | ||
| A8PL-Ih-4 | 8 | Traces | the external (foreign) influences reflected in the design of an artwork | that are reflected in the design of an artwork and in the making of a craft or artifact | Arts-Music | |
| A8PL-IIh-4 | 8 | Traces | the external (foreign) influences reflected in the design of an artwork | that are reflected in the design of an artwork and in the making of a craft | Arts-Music | |
| A8PL-IIIh-4 | 8 | Traces | the external (foreign) influences reflected in the design of an artwork | that are reflected in the design of an artwork and in the making of a craft | Arts-Music | |
| A8PL-Ih-4 | 8 | 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 | |
| A8PL-IIh-4 | 8 | Traces | the internal (indigenous) influences | that are reflected in the design of an artwork and in the making of a craft | Arts-Music | |
| A8PL-IIIh-4 | 8 | Traces | the internal (indigenous) influences | that are reflected in the design of an artwork and in the making of a craft | Arts-Music | |
| EN8SS-IIIe-1.6.3 | 8 | Acknowledges | by creating a bibliography | sources | English | |
| EN8SS-IIIf-1.6.3 | 8 | Acknowledges | by creating a bibliography | sources | English | |
| EN8V-IIIg-26 | 8 | Analyzes | intention of words and expressions | used in propaganda techniques | English | |
| EN8V-IIIh-26 | 8 | Analyzes | intention of words and expressions | used in propaganda techniques | English | |
| EN8VC-IVa-20 | 8 | Analyzes | based on a material viewed | the elements that make up reality and fantasy | English | |
| EN8VC-IVd-20 | 8 | Analyzes | based on a material viewed | the elements that make up reality and fantasy | English | |
| EN8VC-IVg-20 | 8 | Analyzes | based on a material viewed | the elements that make up reality and fantasy | English | |
| EN8LT-If-7 | 8 | Appreciates | literature as a means of understanding the human being | English | ||
| EN8LT-IIIe-10 | 8 | Appreciates | literature as a mirror to a shared heritage of people with diverse backgrounds | English | ||
| EN8LT-IIe-9 | 8 | Appreciates | literature as an art form inspired and influenced by nature | English | ||
| EN8LT-IVe-12 | 8 | Appreciates | literature as an expression of philosophical and religious ideals | English | ||
| EN8LT-IVi-12 | 8 | Appreciates | literature as an expression of philosophical and religious ideals | English | ||
| EN8LT-If-7 | 8 | Appreciates | the forces he/she needs to contend with | English | ||
| EN8WC-Ie-6.1 | 8 | Arranges | using a variety of graphic organizers | notes | English | |
| EN8WC-If-6.1 | 8 | Arranges | using a variety of graphic organizers | notes | English | |
| EN8WC-Ig-6.2 | 8 | Arranges | in one-step word, phrase, and sentence outline forms | notes | English | |
| EN8WC-Ih-6.2 | 8 | Arranges | in one-step word, phrase, and sentence outline forms | notes | English | |
| EN8WC-Ii-6.2 | 8 | Arranges | in one-step word, phrase, and sentence outline forms | notes | English | |
| EN8V-IIIe-12.3 | 8 | Arrives at | through context clues | meanings | English | |
| EN8V-IIIf-12.3 | 8 | Arrives at | through context clues | meanings | English | |
| EN8VC-IVc-15 | 8 | Compares and contrasts | one’s beliefs with those presented in a material viewed | English | ||
| EN8VC-IVf-15 | 8 | Compares and contrasts | one’s beliefs with those presented in a material viewed | English | ||
| EN8VC-IVi-15 | 8 | Compares and contrasts | one’s beliefs with those presented in a material viewed | English | ||
| EN8VC-IVc-15 | 8 | Compares and contrasts | one’s convictions with those presented in a material viewed | English | ||
| EN8VC-IVf-15 | 8 | Compares and contrasts | one’s convictions with those presented in a material viewed | English | ||
| EN8VC-IVi-15 | 8 | Compares and contrasts | one’s convictions with those presented in a material viewed | English | ||
| EN8VC-Ig-15 | 8 | Compares and contrasts | the presentation of the same topic in different viewing genres | English | ||
| EN8VC-Ih-15 | 8 | Compares and contrasts | the presentation of the same topic in different viewing genres | English | ||
| EN8VC-Ii-15 | 8 | Compares and contrasts | the presentation of the same topic in different viewing genres | English | ||
| EN8WC-IIIi-2.2.16 | 8 | Composes | an informative essay | English | ||
| EN8WC-IIa-2.8 | 8 | Composes | effective paragraphs | English | ||
| EN8WC-IIb-2.8 | 8 | Composes | effective paragraphs | English | ||
| EN8WC-IIc-2.8 | 8 | Composes | effective paragraphs | English | ||
| EN8WC-IId-2.8 | 8 | Composes | effective paragraphs | English | ||
| EN8WC-IVe-3.4 | 8 | Composes | journalistic texts | English | ||
| EN8WC-IVi-3.4 | 8 | Composes | journalistic texts | English | ||
| EN8OL-IVg-1.5 | 8 | Delivers | with ease and fluency before an audience | a manuscript/memorized oral speech | English | |
| EN8OL-IVi-1.5 | 8 | Delivers | with ease and fluency before an audience | a manuscript/memorized oral speech | English | |
| EN8OL-IIg-3 | 8 | Delivers | a self-composed entertainment speech using all the needed speech conventions | English | ||
| EN8OL-IIh-3 | 8 | Delivers | a self-composed entertainment speech using all the needed speech conventions | English | ||
| EN8OL-IIi-3 | 8 | Delivers | a self-composed entertainment speech using all the needed speech conventions | English | ||
| EN8F-Id-3 | 8 | Delivers | a self-composed informative speech | English | ||
| EN8F-Ig-3 | 8 | Delivers | a self-composed informative speech | English | ||
| EN8F-Ii-3 | 8 | Delivers | a self-composed informative speech | English | ||
| EN8OL-IIIf-3 | 8 | Delivers | a self-composed persuasive speech | English | ||
| EN8OL-IIIh-3 | 8 | Delivers | a self-composed persuasive speech | English | ||
| EN8LT-Ia-8 | 8 | Describes | the notable literary genres | English | ||
| EN8LT-Ib-8 | 8 | Describes | the notable literary genres | English | ||
| EN8LT-Ic-8 | 8 | Describes | the notable literary genres | contributed by African writers | English | |
| EN8LT-Id-8 | 8 | Describes | the notable literary genres | English | ||
| EN8LT-Ie-8 | 8 | Describes | the notable literary genres | English | ||
| EN8LT-Ig-8 | 8 | Describes | the notable literary genres | English | ||
| EN8LT-IIa-9.1 | 8 | Describes | the notable literary genres | contributed by East Asian writers | English | |
| EN8LT-IIb-9.1 | 8 | Describes | the notable literary genres | English | ||
| EN8LC-Ie-9 | 8 | Determines | how volume, projection, pitch, stress, intonation, juncture, and speech rate serves as carriers of meaning | English | ||
| EN8LT-IIIf-2.2.5 | 8 | Determines | key ideas, tone, and purposes of the author | English | ||
| EN8LT-IIIg-2.2.5 | 8 | Determines | key ideas, tone, and purposes of the author | English | ||
| EN8LT-IVg-2.2.5 | 8 | Determines | key ideas, tone, and purposes of the author | English | ||
| EN8VC-IIIc-18 | 8 | Determines | the issue and stand presented in the material viewed | English | ||
| EN8VC-IIId-18 | 8 | Determines | the issue and stand presented in the material viewed | English | ||
| EN8VC-IIIe-18 | 8 | Determines | the issue and stand presented in the material viewed | English | ||
| EN8V-Ia-10.2 | 8 | Determines | by noting context clues and collocations | the meaning of idiomatic expressions | English | |
| EN8V-Ib-10.2 | 8 | Determines | by noting context clues and collocations | the meaning of idiomatic expressions | English | |
| EN8V-Ic-10.2 | 8 | Determines | by noting context clues and collocations | the meaning of idiomatic expressions | English | |
| EN8V-Ig-6 | 8 | Determines | by noting context clues | the meaning of words and expressions that reflect the local culture | English | |
| EN8V-If-6 | 8 | Determines | by noting context clues | the meaning of words and expressions that reflect the local culture | English | |
| EN8V-Ih-6 | 8 | Determines | by noting context clues | the meaning of words and expressions that reflect the local culture | English | |
| EN8V-Ii-6 | 8 | Determines | by noting context clues | the meaning of words and expressions that reflect the local culture | English | |
| EN8LC-IIIa-7.3 | 8 | Determines | the target audience of a listening text and the objectives of the speaker | English | ||
| EN8VC-IIIa-3.4/4.4/5.4 | 8 | Determines | the target audience of a material viewed | English | ||
| EN8VC-IIIb-3.4/4.4/5.4 | 8 | Determines | the target audience of a material viewed | English | ||
| EN8LC-IIc-2.13 | 8 | Determines | the tone and mood of the speaker and characters | in the narrative listened to | English | |
| EN8LC-IId-2.13 | 8 | Determines | the tone and mood of the speaker and characters | in the narrative listened to | English | |
| EN8LT-IIf-2.2.3 | 8 | Determines | the tone and mood of the speaker and characters | English | ||
| EN8LT-IIg-2.2.3 | 8 | Determines | the tone and mood of the speaker and characters | English | ||
| EN8LT-Id-2.2.3 | 8 | Determines | tone, mood, techniques, and purpose of the author | English | ||
| EN8LT-Ie-2.2.3 | 8 | Determines | tone, mood, techniques, and purpose of the author | English | ||
| EN8WC-IIf-2.2 | 8 | Develops | paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and personal recount, persuasive) | English | ||
| EN8WC-IIg-2.2 | 8 | Develops | paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and personal recount, persuasive) | English | ||
| EN8WC-IIh-2.2 | 8 | Develops | paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and personal recount, persuasive) | English | ||
| EN8WC-IIi-2.2 | 8 | Develops | paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and personal recount, persuasive) | English | ||
| EN8RC-IIIc-2.13 | 8 | Differentiates | facts from opinions | English | ||
| EN8VC-IIa-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIb-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIc-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IId-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIe-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIf-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIg-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIh-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8VC-IIi-17 | 8 | Discerns | positive and negative messages conveyed in a material viewed | English | ||
| EN8V-IIe-24 | 8 | Discriminates | between literal and figurative language | English | ||
| EN8V-IIi-24 | 8 | Discriminates | between literal and figurative language | English | ||
| EN8WC-IVb-3.4.2 | 8 | Distinguishes | among types of journalistic writing (news report, opinion article, feauture article, & sports news article) | English | ||
| EN8WC-IVc-3.4.2 | 8 | Distinguishes | among types of journalistic writing (news report, opinion article, feauture article, & sports news article) | English | ||
| EN8WC-IVd-3.4.2 | 8 | Distinguishes | among types of journalistic writing (news report, opinion article, feauture article, & sports news article) | English | ||
| EN8RC-IVf-10.2 | 8 | Distinguishes | between general and specific statements | English | ||
| EN7V-IIc-24.1 | 8 | Distinguishes | verbal, situational, and dramatic types of irony | English | ||
| EN8V-IIa-24.1 | 8 | Distinguishes | verbal, situational, and dramatic types of irony | English | ||
| EN8V-IIb-24.1 | 8 | Distinguishes | verbal, situational, and dramatic types of irony | English | ||
| EN8V-IId-24.1 | 8 | Distinguishes | verbal, situational, and dramatic types of irony | English | ||
| EN8RC-IVh-2.12 | 8 | Draws | from a set of details | conclusions | English | |
| EN8LT-Ig-2.3 | 8 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN8LT-IIh-2.3 | 8 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN8LC-IIa-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIb-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIc-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IId-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIe-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIf-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIg-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIh-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIi-7 | 8 | Employs | appropriate listening skills and strategies | suited to long descriptive and narrative texts | English | |
| EN8LC-IIIc-7 | 8 | Employs | different listening strategies | suited to the topic, purpose, and level of difficulty of the listening text | English | |
| EN8LC-IIa-7.2 | 8 | Employs | projective listening strategies | with longer stories | English | |
| EN8LC-IIh-7.2 | 8 | Employs | projective listening strategies | with longer stories | English | |
| EN8LC-IIi-7.2 | 8 | Employs | projective listening strategies | with longer stories | English | |
| EN8RC-IVg-15.1 | 8 | Evaluates | the accuracy of a given information | English | ||
| EN8RC-IIIf-2.1.7.1 | 8 | Evaluates | the details that support assertions in a text | English | ||
| EN8RC-IIa-2.22 | 8 | Evaluates | the personal significance of a literary text | English | ||
| EN8RC-IIb-2.22 | 8 | Evaluates | the personal significance of a literary text | English | ||
| EN8RC-IIc-2.22 | 8 | Evaluates | the personal significance of a literary text | English | ||
| EN8RC-IId-2.22 | 8 | Evaluates | the personal significance of a literary text | English | ||
| EN8RC-IIIg-3.1.12 | 8 | Examines | biases (for or against) made by the author | English | ||
| EN8RC-IIIh-3.1.12 | 8 | Examines | biases (for or against) made by the author | English | ||
| EN8WC-IIIc-1.1.6 | 8 | Expands | using notes from primary and secondary sources | content of an outline | English | |
| EN8LT-IIId-2.2.4 | 8 | Explains | figurative language used | English | ||
| EN8LT-IVf-2.2.4 | 8 | Explains | figurative language used | English | ||
| EN8LT-Ih-3 | 8 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN8LT-Ii-3 | 8 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN8LT-IIi-3 | 8 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN8LT-IIIi-3 | 8 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN8LT-IVh-3 | 8 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN8LT-Ic-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-Id-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-Ie-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIc-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IId-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIf-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIg-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIIc-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIId-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIIf-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IIIg-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IVf-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-IVg-2.2 | 8 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN8LT-Ic-2.2.2 | 8 | Explains | the literary devices used | English | ||
| EN8LT-IId-2.2.2 | 8 | Explains | the literary devices used | English | ||
| EN8V-IIIa-15.3 | 8 | Explains | through structural analysis (prefixes, roots, suffixes) | the meaning of a word | English | |
| EN8V-IIIb-15.3 | 8 | Explains | through structural analysis (prefixes, roots, suffixes) | the meaning of a word | English | |
| EN8V-IIIc-15.3 | 8 | Explains | through structural analysis (prefixes, roots, suffixes) | the meaning of a word | English | |
| EN8SS-IIe-1.2 | 8 | Explains | visual-verbal relationships illustrated in tables, graphs, and information maps | found in expository texts | English | |
| EN8SS-IIf-1.2 | 8 | Explains | visual-verbal relationships illustrated in tables, graphs, and information maps | found in expository texts | English | |
| EN8SS-IIg-1.2 | 8 | Explains | visual-verbal relationships illustrated in tables, graphs, and information maps | found in expository texts | English | |
| EN8SS-IIh-1.2 | 8 | Explains | visual-verbal relationships illustrated in tables, graphs, and information maps | found in expository texts | English | |
| EN8SS-IIi-1.2 | 8 | Explains | visual-verbal relationships illustrated in tables, graphs, and information maps | found in expository texts | English | |
| EN8LT-Ic-2.2.1 | 8 | Expresses | appreciation for sensory images used | English | ||
| EN8LT-IIc-2.2.1 | 8 | Expresses | appreciation for sensory images used | English | ||
| EN8LT-IIIc-2.2.1 | 8 | Expresses | appreciation for sensory images used | English | ||
| EN8LT-IVf-2.2.1 | 8 | Expresses | appreciation for sensory images used | English | ||
| EN8LC-IIf-2.5 | 8 | Formulates | predictions about the contents of the listening text | English | ||
| EN7SS-IIh-2.1 | 8 | Gathers | from newspapers and other print and non-print media | current information | English | |
| EN7SS-IIi-2.1 | 8 | Gathers | from newspapers and other print and non-print media | current information | English | |
| EN8WC-Ia-1.1 | 8 | Generates | ideas and their relationships | English | ||
| EN8WC-Ib-1.1 | 8 | Generates | ideas and their relationships | English | ||
| EN8WC-Ic-1.1 | 8 | Generates | ideas and their relationships | English | ||
| EN8WC-Id-1.1 | 8 | Generates | ideas and their relationships | English | ||
| EN7V-IIc-24.1 | 8 | Gives | examples of verbal, situational, and dramatic types of irony | English | ||
| EN8V-IIa-24.1 | 8 | Gives | examples of verbal, situational, and dramatic types of irony | English | ||
| EN8V-IIb-24.1 | 8 | Gives | examples of verbal, situational, and dramatic types of irony | English | ||
| EN8V-IId-24.1 | 8 | Gives | examples of verbal, situational, and dramatic types of irony | English | ||
| EN8OL-Ih-3.12 | 8 | Highlights | using appropriate presentation aids | important points in an informative talk | English | |
| EN8RC-IVb-2.21.2 | 8 | Identifies | details that support the topic sentence | English | ||
| EN8WC-IVa-3.4.1 | 8 | Identifies | features of journalistic writing | English | ||
| EN8V-IIf-10.1.4 | 8 | Identifies | figures of speech that show emphasis (hyperbole and litotes) | English | ||
| EN8V-IIg-10.1.4 | 8 | Identifies | figures of speech that show emphasis (hyperbole and litotes) | English | ||
| EN8V-IIh-10.1.4 | 8 | Identifies | figures of speech that show emphasis (hyperbole and litotes) | English | ||
| EN8LT-IVa-13 | 8 | Identifies | notable literary genres | contributed by South and West Asian writers | English | |
| EN8LT-IVb-13 | 8 | Identifies | notable literary genres | contributed by South Asian writers | English | |
| EN8LT-IVb-13 | 8 | Identifies | notable literary genres | contributed by West Asian writers | English | |
| EN8LT-IVc-13 | 8 | Identifies | notable literary genres | contributed by South and West Asian writers | English | |
| EN8LT-IVd-13 | 8 | Identifies | notable literary genres | contributed by South and West Asian writers | English | |
| EN8RC-IVa-2.21.1 | 8 | Identifies | positions of a topic sentence | English | ||
| EN8LT-IIIh-2.3 | 8 | Identifies | similarities and differences of the featured selections | English | ||
| EN8LT-IVh-2.3 | 8 | Identifies | similarities and differences of the featured selections | English | ||
| EN8LT-IVa-13.1 | 8 | Identifies | the distinguishing features found in religious texts, epics, myths, drama, and short stories | contributed by South and West Asian writers | English | |
| EN8LT-IVb-13.1 | 8 | Identifies | the distinguishing features found in religious texts, epics, myths, drama, and short stories | contributed by South and West Asian writers | English | |
| EN8LT-IVc-13.1 | 8 | Identifies | the distinguishing features found in religious texts, epics, myths, drama, and short stories | contributed by South and West Asian writers | English | |
| EN8LT-IVd-13.1 | 8 | Identifies | the distinguishing features found in religious texts, epics, myths, drama, and short stories | contributed by South and West Asian writers | English | |
| EN8LT-Ia-8.1 | 8 | Identifies | the distinguishing features of notable African chants, poems, folktales, and short stories | English | ||
| EN8LT-Ib-8.1 | 8 | Identifies | the distinguishing features of notable African chants, poems, folktales, and short stories | English | ||
| EN8LT-IIa-9.2 | 8 | Identifies | the distinguishing features of notable East Asian poems, folktales, and short stories | English | ||
| EN8LT-IIb-9.2 | 8 | Identifies | the distinguishing features of notable East Asian poems, folktales, and short stories | English | ||
| EN8LT-IIIa-11.1 | 8 | Identifies | the distinguishing features of notable poems, short stories, dramas and novels | contributed by Southeast Asian writers | English | |
| EN8LT-IIIb-11.1 | 8 | Identifies | the distinguishing features of notable poems, short stories, dramas and novels | contributed by Southeast Asian writers | English | |
| EN8LT-IIIa-11 | 8 | Identifies | the notable literary genres | contributed by Southeast Asian writers | English | |
| EN8LT-IIIb-11 | 8 | Identifies | the notable literary genres | contributed by Southeast Asian writers | English | |
| EN8LC-IIb-6.2 | 8 | Infers | dominant thoughts and feelings in the text listened to | English | ||
| EN8LC-IVb-6.2 | 8 | Infers | feelings expressed in a text listened to | English | ||
| EN8LC-IIe-2.17.3 | 8 | Infers | the theme of the text listened to | English | ||
| EN8LC-IVb-6.2 | 8 | Infers | thoughts expressed in a text listened to | English | ||
| EN9LC-Ib-6.2 | 8 | Infers | thoughts, feelings, and intentions of the speaker | English | ||
| EN8RC-IVd-14.1 | 8 | Interprets and follows | instructions, directions, notices, rules, and regulations | English | ||
| EN8LC-IIIb-8.2 | 8 | Judges | the relevance and worth of ideas presented | in the text listened to | English | |
| EN8LC-IVd-8.2 | 8 | Judges | the relevance and worth of ideas presented | in the text listened to | English | |
| EN8VC-IIIf-19 | 8 | Judges | the relevance and worth of ideas presented | in the material viewed | English | |
| EN8VC-IIIg-19 | 8 | Judges | the relevance and worth of ideas presented | in the material viewed | English | |
| EN8VC-IIIh-19 | 8 | Judges | the relevance and worth of ideas presented | in the material viewed | English | |
| EN8VC-IIIi-19 | 8 | Judges | the relevance and worth of ideas presented | in the material viewed | English | |
| EN8WC-IIa-2.8.7 | 8 | Limits | a topic | English | ||
| EN8LC-Ia-5.1 | 8 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN8LC-Ib-5.1 | 8 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN8LC-Ic-5.1 | 8 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN8LC-Id-5.1 | 8 | Listens | for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate of speech | English | ||
| EN8LC-IIg-3.12 | 8 | Listens | to paraphrase information/ideas | English | ||
| EN8OL-IIh-3.13 | 8 | Maintains | by delivering punch lines effectively | the interest of the audience | English | |
| EN8RC-IVc-13.1 | 8 | Notes | explicit and implicit signals (like cohesive devices) used by the writer | English | ||
| EN8LC-If-5.2 | 8 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN8LC-Ig-5.2 | 8 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN8LC-Ih-5.2 | 8 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN8LC-Ii-5.2 | 8 | Notes | the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning | English | ||
| EN8OL-IIIb-5 | 8 | Observes | when delivering a persuasive speech | the use of correct stress, pitch, juncture | English | |
| EN8OL-IIIc-5 | 8 | Observes | when delivering a persuasive speech | the use of correct stress, pitch, juncture | English | |
| EN8OL-IIId-5 | 8 | Observes | when delivering a persuasive speech | the use of correct stress, pitch, juncture | English | |
| EN8WC-Ib-1.1.6 | 8 | Organizes | in a one-step word outline form | ideas | English | |
| EN8WC-Ic-1.1.6 | 8 | Organizes | in phrase outline form | ideas | English | |
| EN8WC-Id-1.1.6 | 8 | Organizes | in a sentence outline form | ideas | English | |
| EN8RC-IIh-2.15 | 8 | Organizes | in tables, graphs, and maps | information | English | |
| EN8RC-IIi-2.15 | 8 | Organizes | in tables, graphs, and maps | information | English | |
| EN8SS-IIIa-1.10 | 8 | Organizes | using a graphic organizer | information about a chosen subject | English | |
| EN8VC-Id-9 | 8 | Organizes | information from a material viewed | English | ||
| EN8VC-Ie-9 | 8 | Organizes | information from a material viewed | English | ||
| EN8VC-If-9 | 8 | Organizes | information from a material viewed | English | ||
| EN8WC-Ie-6 | 8 | Organizes | notes taken from an expository text | English | ||
| EN8WC-If-6 | 8 | Organizes | notes taken from an expository text | English | ||
| EN8WC-Ig-6 | 8 | Organizes | notes taken from an expository text | English | ||
| EN8WC-Ih-6 | 8 | Organizes | notes taken from an expository text | English | ||
| EN8WC-Ii-6 | 8 | Organizes | notes taken from an expository text | English | ||
| EN8VC-IIa-1.3 | 8 | Predicts | based on the title, pictures, and excerpts | the gist of the material viewed | English | |
| EN8VC-IIb-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IIc-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IId-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IIe-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IIf-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IIg-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IIh-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8VC-IIi-1.3 | 8 | Predicts | based on the title | the gist of the material viewed | English | |
| EN8LC-IVa-2.5 | 8 | Predicts | what is to follow after a segment of a text listened to | English | ||
| EN8WC-Ia-1.1.6.1 | 8 | Presents | using a variety of graphic organizers | ideas | English | |
| EN8LC-IVf-10 | 8 | Processes | by making inferences from what has been listened to | speech delivered | English | |
| EN8LC-IVh-10 | 8 | Processes | by making inferences from what has been listened to | speech delivered | English | |
| EN8OL-IIc-3.11 | 8 | Produces | when delivering an entertainment speech | the sounds of English correctly and effectively | English | |
| EN8OL-IId-3.11 | 8 | Produces | when delivering an entertainment speech | the sounds of English correctly and effectively | English | |
| EN8VC-IVb-12 | 8 | Raises | questions about a particular aspect of a material viewed | English | ||
| EN8VC-IVe-12 | 8 | Raises | questions about a particular aspect of a material viewed | English | ||
| EN8VC-IVh-12 | 8 | Raises | questions about a particular aspect of a material viewed | English | ||
| EN8LC-IVc-3.2 | 8 | Raises | questions about the text listened to | English | ||
| EN8RC-IIc-2.1.7 | 8 | Reacts | to assertions made by the author in the text | English | ||
| EN8RC-IIIe-2.1.7 | 8 | Reacts | to what is asserted and expressed in a text | English | ||
| EN8RC-Ig-7.1 | 8 | Reads | intensively | to determine the author’s purpose | English | |
| EN8RC-Ih-7.1 | 8 | Reads | intensively | to determine the author’s purpose | English | |
| EN8RC-IIIa-12.1 | 8 | Recognizes | propaganda techniques used in a given text | English | ||
| EN8RC-IIIb-12.1 | 8 | Recognizes | propaganda techniques used in a given text | English | ||
| EN8RC-IIa-2.18 | 8 | Relates | to previous experiences and background knowledge | content or theme | English | |
| EN8RC-IIb-2.18 | 8 | Relates | to previous experiences and background knowledge | content or theme | English | |
| EN8RC-Ib-7.2 | 8 | Scans | to determine the text type | for logical connectors | English | |
| EN8RC-IIIa-10 | 8 | Shares | using opinion-marking signals | ideas | English | |
| EN8RC-IIIb-10 | 8 | Shares | using opinion-marking signals | ideas | English | |
| EN8RC-IIIc-10 | 8 | Shares | using opinion-marking signals | ideas | English | |
| EN8RC-IIIg-10 | 8 | Shares | using opinion-marking signals | ideas | English | |
| EN8RC-IIIh-10 | 8 | Shares | using opinion-marking signals | ideas | English | |
| EN8RC-IIIi-10 | 8 | Shares | using opinion-marking signals | ideas | English | |
| EN8SS-IIIe-1.6 | 8 | Shows | by acknowledging citations made in an informative essay | respect for intellectual property rights | English | |
| EN8SS-IIIf-1.6 | 8 | Shows | by acknowledging citations made in an informative essay | respect for intellectual property rights | English | |
| EN8SS-IIIg-1.6 | 8 | Shows | by acknowledging citations made in an informative essay | respect for intellectual property rights | English | |
| EN8SS-IIIh-1.6 | 8 | Shows | by acknowledging citations made in an informative essay | respect for intellectual property rights | English | |
| EN8WC-IVg-1.6 | 8 | Shows | by acknowledging sources of information in journalistic writing | respect for intellectual property rights | English | |
| EN8SS-Ic-1.5.1 | 8 | Skims | to determine key ideas | English | ||
| EN8SS-Id-1.5.1 | 8 | Skims | to determine key ideas | English | ||
| EN8LC-IVe-3.14 | 8 | Summarizes | information from the text listened to | English | ||
| EN8LC-IVi-3.14 | 8 | Summarizes | information from the text listened to | English | ||
| EN8RC-IVi-15 | 8 | Synthesizes | essential information found in a given text | English | ||
| EN8RC-IIe-11 | 8 | Transcodes | from linear to non-linear texts and vice-versa | information | English | |
| EN8RC-IIf-11 | 8 | Transcodes | from linear to non-linear texts and vice-versa | information | English | |
| EN8RC-IIg-11 | 8 | Transcodes | from linear to non-linear texts and vice-versa | information | English | |
| EN8WC-IIb-2.8.8 | 8 | Uses | to introduce a topic | a variety of techniques | English | |
| EN8WC-IId-2.8.9 | 8 | Uses | to formulate a conclusion | a variety of techniques | English | |
| EN8G-IVb-13 | 8 | Uses | in journalistic contexts | active and passive constructions | English | |
| EN8G-IVf-13 | 8 | Uses | in journalistic contexts | active and passive constructions | English | |
| EN8G-IVh-13 | 8 | Uses | in journalistic contexts | active and passive constructions | English | |
| EN8G-IVi-13 | 8 | Uses | in journalistic contexts | active and passive constructions | English | |
| EN8G-Ia-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Ib-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Ic-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Id-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Ie-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-If-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Ig-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Ih-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-Ii-8 | 8 | Uses | in composing an informative speech | appropriate cohesive devices | English | |
| EN8G-IIIc-11 | 8 | Uses | appropriate documentation | English | ||
| EN8G-IIId-11 | 8 | Uses | appropriate documentation | English | ||
| EN8G-IIIi-11 | 8 | Uses | appropriate documentation | English | ||
| EN8G-IIa-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIb-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIc-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IId-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIe-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIf-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIg-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIh-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IIi-9 | 8 | Uses | appropriate grammatical signals or expressions suitable to each pattern of idea development: general to particular, claim and counter claim, problem-solution, cause-effect, others | English | ||
| EN8G-IVa-16 | 8 | Uses | for emphasis | appropriate logical connectors | English | |
| EN8G-IVf-16 | 8 | Uses | for emphasis | appropriate logical connectors | English | |
| EN8G-IVg-16 | 8 | Uses | for emphasis | appropriate logical connectors | English | |
| EN8G-IVi-16 | 8 | Uses | for emphasis | appropriate logical connectors | English | |
| EN8G-IVa-15 | 8 | Uses | appropriate modifiers | English | ||
| EN8G-IVc-15 | 8 | Uses | appropriate modifiers | English | ||
| EN8G-IVe-15 | 8 | Uses | appropriate modifiers | English | ||
| EN8G-IVg-15 | 8 | Uses | appropriate modifiers | English | ||
| EN8G-IVi-15 | 8 | Uses | appropriate modifiers | English | ||
| EN8OL-IIe-2.6 | 8 | Uses | when delivering lines in an entertainment speech | appropriate non-verbal cues | English | |
| EN8OL-IIf-2.6 | 8 | Uses | when delivering lines in an entertainment speech | appropriate non-verbal cues | English | |
| EN8OL-IIIe-1.14 | 8 | Uses | appropriate persuasive devices | English | ||
| EN8OL-IIIg-1.14 | 8 | Uses | appropriate persuasive devices | English | ||
| EN8OL-Ie-5 | 8 | Uses | when delivering lines | appropriate prosodic features of speech | English | |
| EN8OL-If-5 | 8 | Uses | when delivering lines | appropriate prosodic features of speech | English | |
| EN8V-IIId-25 | 8 | Uses | for unlocking unfamiliar words | appropriate strategies | English | |
| EN8V-IIIi-25 | 8 | Uses | for unlocking unfamiliar words | appropriate strategies | English | |
| EN8OL-IIIi-4.1 | 8 | Uses | when delivering a persuasive speech | appropriate verbal and non-verbal cues | English | |
| EN8OL-Ig-3.8 | 8 | Uses | behavior | English | ||
| EN8VC-Ia-8 | 8 | Uses | to determine the meaning of unfamiliar words or expressions | context clues from the material viewed | English | |
| EN8VC-Ib-8 | 8 | Uses | to determine the meaning of unfamiliar words or expressions | context clues from the material viewed | English | |
| EN8VC-Ic-8 | 8 | Uses | to determine the meaning of unfamiliar words or expressions | context clues from the material viewed | English | |
| EN8SS-IIIg-1.6.4 | 8 | Uses | conventions in citing sources | English | ||
| EN8RC-IIId-12 | 8 | Uses | to process information in a text | coping reading strategies | English | |
| EN8RC-IIIi-12 | 8 | Uses | to process information in a text to process information in a text | coping reading strategies | English | |
| EN8G-IVc-14 | 8 | Uses | in journalistic writing | direct and reported speech | English | |
| EN8G-IVd-14 | 8 | Uses | in journalistic writing | direct and reported speech | English | |
| EN8G-IVe-14 | 8 | Uses | in journalistic writing | direct and reported speech | English | |
| EN8G-IVg-14 | 8 | Uses | in journalistic writing | direct and reported speech | English | |
| EN8G-IVh-14 | 8 | Uses | in journalistic writing | direct and reported speech | English | |
| EN8G-IVi-14 | 8 | Uses | in journalistic writing | direct and reported speech | English | |
| EN8OL-IVh-3.7 | 8 | Uses | effective non-verbal communication strategies: gestures, body movements, eye contact, etc. | English | ||
| EN8G-IIIe-12 | 8 | Uses | for persuasive purposes | emphasis markers | English | |
| EN8G-IIIf-12 | 8 | Uses | for persuasive purposes | emphasis markers | English | |
| EN8G-IIIg-12 | 8 | Uses | for persuasive purposes | emphasis markers | English | |
| EN8G-IIIh-12 | 8 | Uses | for persuasive purposes | emphasis markers | English | |
| EN8G-IIIi-12 | 8 | Uses | for persuasive purposes | emphasis markers | English | |
| EN8SS-IIIh-1.6.5 | 8 | Uses | in-text citation | English | ||
| EN8G-IIIa-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIb-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIc-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIId-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIe-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIg-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIh-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIi-3.6 | 8 | Uses | appropriately | modals | English | |
| EN8G-IIIf-3.6 | 8 | Uses | modals appropriately | English | ||
| EN8G-Ia-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Ib-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Ic-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Id-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Ie-7 | 8 | Uses | parallel structures | English | ||
| EN8G-If-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Ig-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Ih-7 | 8 | Uses | parallel structures | English | ||
| EN8G-Ii-7 | 8 | Uses | parallel structures | English | ||
| EN8G-IVd-3 | 8 | Uses | in journalistic writing | past and past perfect tense | English | |
| EN8G-IVe-3 | 8 | Uses | in journalistic writing | past and past perfect tense | English | |
| EN8G-IVi-3 | 8 | Uses | in journalistic writing | past and past perfect tense | English | |
| EN8G-IVb-3 | 8 | Uses | in journalistic writing | past and past perfect tenses | English | |
| EN8WC-IVf-7 | 8 | Uses | to develop a topic for journalistic writing | primary and secondary sources | English | |
| EN8RC-IVe-13 | 8 | Uses | to process information in a text | text type knowledge (narrative in literature, instructions, explanation, factual and personal recount, persuasive, expository) | English | |
| EN8OL-IIa-5 | 8 | Uses | when delivering an entertainment speech | the appropriate prosodic features of speech | English | |
| EN8OL-IIb-5 | 8 | Uses | when delivering an entertainment speech | the appropriate prosodic features of speech | English | |
| EN8OL-IVe-5 | 8 | Uses | the appropriate prosodic features of speech like pitch, stress, juncture, volume, projection, intonation, speech rate | English | ||
| EN8OL-IVf-5 | 8 | Uses | the appropriate prosodic features of speech like pitch, stress, juncture, volume, projection, intonation, speech rate | English | ||
| EN8RC-Ie-7 | 8 | Uses | the appropriate reading style (scanning, skimming, speed reading, intensive, etc.) for one’s purpose | English | ||
| EN8RC-If-7 | 8 | Uses | the appropriate reading style (scanning, skimming, speed reading, intensive, etc.) for one’s purpose | English | ||
| EN8RC-Ii-7 | 8 | Uses | the appropriate reading style (scanning, skimming, speed reading, intensive, etc.) for one’s purpose | English | ||
| EN8OL-IVa-3.11 | 8 | Uses | when delivering a manuscript or memorized speech in an oration, in a declamation or in a dramatic monologue | the correct production of the sounds of English | English | |
| EN8OL-IVb-3.11 | 8 | Uses | when delivering a manuscript or memorized speech in an oration, in a declamation or in a dramatic monologue | the correct production of the sounds of English | English | |
| EN8OL-IVc-3.11 | 8 | Uses | when delivering a manuscript or memorized speech in an oration, in a declamation or in a dramatic monologue | the correct production of the sounds of English | English | |
| EN8OL-IVd-3.11 | 8 | Uses | when delivering a manuscript or memorized speech in an oration, in a declamation or in a dramatic monologue | the correct production of the sounds of English | English | |
| EN8OL-Ia-3.11 | 8 | Uses | the correct sounds of English | English | ||
| EN8OL-Ib-3.11 | 8 | Uses | the correct sounds of English | English | ||
| EN8OL-Ic-3.11 | 8 | Uses | the correct sounds of English | English | ||
| EN8OL-IIIa-3.11 | 8 | Uses | during speech delivery | the correct sounds of English | English | |
| EN8OL-Ig-3.8 | 8 | Uses | the correct stance | English | ||
| EN8V-IVa-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVb-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVc-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVd-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVe-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVf-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVg-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVh-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8V-IVi-15 | 8 | Uses | various strategies in decoding the meaning of words | English | ||
| EN8SS-IVh-1.6.4 | 8 | Uses | to indicate acknowledgement of sources | writing conventions | English | |
| EsP8PB-Ie-3.2 | 8 | Nabibigyang-puna | ang uri ng komunikasyong umiiral sa isang pamilyang nakasama, naobserbahan o napanood | EsP | ||
| EsP8PB-IIId-10.3 | 8 | Nahihinuha | na dapat gawin ang pagsunod at paggalang sa mga magulang, nakatatanda at may awtoridad dahil sa pagmamahal, sa malalim na pananagutan at sa pagkilala sa kanilang awtoridad na hubugin, bantayan at paunlarin ang mga pagpapahalaga ng kabataan | EsP | ||
| EsP8IP-IVh-16.3 | 8 | Nahihinuha | na mapagtatagumpayan ang banta ng migrasyon sa pamilyang Pilipino sa tulong ng pagpapatatag ng pagmamahalan sa pamilya at paghubog ng pagkatao ng bawat miyembro nito | EsP | ||
| EsP8PB-Ih-4.3 | 8 | Nahihinuha | na may pananagutan ang pamilya sa pagbuo ng mapagmahal na pamayanan sa pamamagitan ng pagtulong sa kapitbahay o pamayanan (papel na panlipunan) at pagbabantay sa mga batas at institusyong panlipunan (papel na pampolitikal) | EsP | ||
| EsP8IP-IVf-15.3 | 8 | Nahihinuha | na: a. Ang pag-unawa sa pagkakaiba ng mga henerasyon sa pananaw sa teknolohiya ay makatutulong sa pagpapaunlad ng pakikipag-ugnayan sa kapwa. | EsP | ||
| EsP8P-IIb-5.3 | 8 | Nahihinuha | na: a. Likas na panlipunang nilalang ang tao, kaya’t nakikipag-ugnayan siya sa kanyang kapwa upang malinang sa aspetong intelektwal, panlipunan, pangkabuhayan, at political; b. Kailangan sa pagpapatatag ng pakikipagkapwa ang birtud ng katarungan (justice) | EsP | ||
| EsP8PB-If-3.3 | 8 | Nahihinuha | na: a. Nagbibigay-daan sa mabuting ugnayan ng pamilya sa kapwa ang bukas na komunikasyon sa pagitan ng mga magulang at mga anak; b. Nakapagpapaunlad ng pakikipagkapwa ang pag-unawa at pagiging sensitibo sa pasalita, di-pasalita at virtual na uri ng komun | EsP | ||
| EsP8P-IId-6.3 | 8 | Nahihinuha | na: a. Nakatutulong sa paghubog ng matatag na pagkakakilanlan at pakikisalamuha sa lipunan ang pakikipagkaibigan; b. Maraming kabutihang naidudulot ang pagpapanatili ng mabuting pakikipagkaibigan: ang pagpapaunlad ng pagkatao, pakikipagkapwa at pagtatamo | EsP | ||
| EsP8IP-IVb-13.3 | 8 | Nahihinuha | na: Ang pagkakaroon ng tamang pananaw sa sekswalidad ay mahalaga para sa paghahanda sa susunod na yugto ng buhay ng isang nagdadalaga at nagbibinata sa pagtupad sa kanyang bokasyon na magmahal | EsP | ||
| EsP8IP-IVf-15.3 | 8 | Nahihinuha | na: b. Ang pag-unawa sa konsepto ng Agwat Teknolohikal ay mahalaga sa pagsusulong ng moral na karapatan ng tao sa pantay na oportunidad upang mapaunlad ang antas ng kanyang pamumuhay. | EsP | ||
| EsP8P-Ilh-8.3 | 8 | Nahihinuhang | nakatutulong sa pagpapaunlad ng sarili tungo sa mapanagutang pakikipag-ugnayan sa kapwa at makabuluhang buhay sa lipunan ang pagganap ng tao sa kanyang gampanin bilang lider at tagasunod | EsP | ||
| EsP8PB-IIIe-11.1 | 8 | Nailalahad | ang mga kabutihang ginawa sa kapwa | EsP | ||
| EsP8PB-Id-2.3 | 8 | Naipaliliwanag | na: a. Bukod sa paglalang, may pananagutan ang mga magulang na bigyan ng maayos na edukasyon ang kanilang mga anak, gabayan sa pagpapasya at hubugin sa pananampalataya; b. Ang karapatan at tungkulin ng mga magulang na magbigay ng edukasyon ang bukod-tangi | EsP | ||
| EsP8IP-IVd-14.3 | 8 | Naipaliliwanag | na: a. Ang pag-iwas sa anumang uri ng karahasan sa paaralan (tulad ng pagsali sa fraternity , gang at pambubulas) at ang aktibong pakikisangkot upang masupil ito ay patunay ng pagmamahal sa sarili at kapwa at paggalang sa buhay b. May tungkulin ang tao n | EsP | ||
| EsP8PB-IIIh-12.3 | 8 | Naipaliliwanag | na: Ang pagiging tapat sa salita at gawa ay pagpapatunay ng pagkakaroon ng komitment sa katotohanan at kabutihan/matatag na konsensya | EsP | ||
| EsP8PB-IIIf-11.3 | 8 | Naipaliliwanag | na: Dahil sa paglalayong gawing kaaya-aya ang buhay para sa kapwa at makapagbigay ng inspirasyon na tularan ng iba, ginagawa nang buong-puso ang paggawa ng kabutihan sa kapwa | EsP | ||
| EsP8PB-Ih-4.4 | 8 | Naisasagawa | ang isang gawaing angkop sa panlipunan at pampulitikal na papel ng pamilya | EsP | ||
| EsP8P-IIb-5.4 | 8 | Naisasagawa | ang isang gawaing tutugon sa pangangailangan ng mga mag-aaral o kabataan sa paaralan o pamayanan sa aspetong intelektwal, panlipunan, pangkabuhayan, o pulitikal | EsP | ||
| EsP8PB-IIId-10.4 | 8 | Naisasagawa | ang mga angkop na kilos ng pagsunod at paggalang sa mga magulang, nakatatanda at may awtoridad | EsP | ||
| EsP8PB-IIIb-9.4 | 8 | Naisasagawa | ang mga angkop na kilos ng pasasalamat | EsP | ||
| EsP8PB-IIIf-11.4 | 8 | Naisasagawa | ang mga angkop na kilos sa isang mabuting gawaing tumutugon sa pangangailangan ng kapwa | EsP | ||
| EsP8PB-If-3.4 | 8 | Naisasagawa | ang mga angkop na kilos tungo sa pagkakaroon at pagpapaunlad ng komunikasyon sa pamilya | EsP | ||
| EsP8PB-Ib-1.4 | 8 | Naisasagawa | ang mga angkop na kilos tungo sa pagpapatatag ng pagmamahalan | EsP | ||
| EsP8PB-Id-2.4 | 8 | Naisasagawa | ang mga angkop na kilos tungo sa pagpapaunlad ng mga gawi sa pag-aaral | EsP | ||
| EsP8PB-Id-2.4 | 8 | Naisasagawa | ang mga angkop na kilos tungo sa pagsasabuhay ng pananampalataya sa pamilya | EsP | ||
| EsP8PB-Ib-1.4 | 8 | Naisasagawa | ang mga angkop na kilos tungo sa pagtutulungan sa sariling pamilya | EsP | ||
| EsP8IP-IVd-14.4 | 8 | Naisasagawa | ang mga angkop na kilos upang maiwasan at masupil ang mga karahasan sa kanyang paaralan | EsP | ||
| EsP8P-IIf-7.4 | 8 | Naisasagawa | ang mga angkop na kilos upang mapamahalaan nang wasto ang emosyon | EsP | ||
| EsP8P-Ilh-8.4 | 8 | Naisasagawa | ang mga angkop na kilos upang mapaunlad ang kakayahang maging mapanagutang lider at tagasunod | EsP | ||
| EsP8P-IId-6.4 | 8 | Naisasagawa | ang mga angkop na kilos upang mapaunlad ang pakikipagkaibigan (hal.: pagpapatawad) | EsP | ||
| EsP8IP-IVh-16.4 | 8 | Naisasagawa | ang mga ankop at konkretong hakbang sa pagiging handa sa mga epekto ng migrasyon sa pamilyang Pilipino | EsP | ||
| EsP8PB-IIIh-12.4 | 8 | Naisasagawa | ang mga mga angkop na kilos sa pagsasabuhay ng katapatan sa salita at gawa | EsP | ||
| EsP8IP-IVb-13.4 | 8 | Naisasagawa | ang tamang kilos tungo sa paghahanda sa susunod na yugto ng buhay bilang nagdadalaga at nagbibinata at sa pagtupad ng kanyang bokasyon na magmahal | EsP | ||
| EsP8PB-IIId-10.4 | 8 | Nakaiimpluwensiya | sa kapwa kabataan | EsP | ||
| EsP8IP-IVf-15.4 | 8 | Nakapaghahain | ng mga hakbang para matugunan ang hamon ng agwat teknolohikal | EsP | ||
| EsP8PB-Ic-2.1 | 8 | Nakikilala | ang mga gawi o karanasan sa sariling pamilya na nagpapakita ng pagbibigay ng edukasyon, paggabay sa pagpapasya at paghubog ng pananampalataya | EsP | ||
| EsP8IP-IVc-14.1 | 8 | Nakikilala | ang mga uri, sanhi at epekto ng mga umiiral na karahasan sa paaralan | EsP | ||
| EsP8PB-IIIc-10.1 | 8 | Nakikilala | ang: a. mga paraan ng pagpapakita ng paggalang na ginagabayan ng katarungan at pagmamahal; b. bunga ng hindi pagpapamalas ng pagsunod at paggalang sa magulang, nakatatanda at may awtoridad | EsP | ||
| EsP8PB-IIIg-12.1 | 8 | Nakikilala | ang: a. kahalagahan ng katapatan, b. mga paraan ng pagpapakita ng katapatan, at c. bunga ng hindi pagpapamalas ng katapatan | EsP | ||
| EsP8P-IIf-7.3 | 8 | Napangangatwiranan | na: a. Nakatutulong sa pagpapaunlad ng sarili at pakikipagkapwa ang pamamahala ng emosyon sa pamamagitan ng pagtataglay ng mga birtud (acquired virtues); b. Nakatutulong upang harapin ang matinding pagkamuhi, matinding kalungkutan, takot at galit ang kata | EsP | ||
| EsP8PB-Ib-1.3 | 8 | Napatutunayan | kung bakit ang pamilya ay natural na institusyon ng pagmamahalan at pagtutulungan | na nakatutulong sa pagpapaunlad ng sarili tungo sa makabuluhang pakikipagkapwa | EsP | |
| EsP8PB-IIIb-9.3 | 8 | Napatutunayan | na ang pagiging mapagpasalamat ay ang pagkilala na ang maraming bagay na napapasaiyo at malaking bahagi ng iyong pagkatao ay nagmula sa kapwa, na sa huli‘y biyaya ng Diyos. | EsP | ||
| EsP8IP-IVa-13.2 | 8 | Nasusuri | ayon sa tamang pananaw sa sekswalidad | ang ilang napapanahong isyu | EsP | |
| EsP8PB-Ig-4.2 | 8 | Nasusuri | ang isang halimbawa ng pamilyang ginagampanan ang panlipunan at pampulitikal na papel nito | EsP | ||
| EsP8P-Ilg-8.2 | 8 | Nasusuri | ang katangian ng mapanagutang lider at tagasunod na nakasama, naobserbahan o napanood | EsP | ||
| EsP8IP-IVc-14.2 | 8 | Nasusuri | ang mga aspekto ng pagmamahal sa sarili at kapwa na kailangan upang maiwasan at matugunan ang karahasan sa paaralan | EsP | ||
| EsP8PB-Ic-2.2 | 8 | Nasusuri | ang mga banta sa pamilyang Pilipino sa pagbibigay ng edukasyon, paggabay sa pagpapasya at paghubog ng pananampalataya | EsP | ||
| EsP8PB-IIIa-9.2 | 8 | Nasusuri | ang mga halimbawa o sitwasyon na nagpapakita ng pasasalamat o kawalan nito | EsP | ||
| EsP8P-IIa-5.2 | 8 | Nasusuri | ang mga impluwensya ng kanyang kapwa sa aspektong intelektwal, panlipunan, pangkabuhayan, at pulitikal | EsP | ||
| EsP8P-IIc-6.2 | 8 | Nasusuri | batay sa tatlong uri ng pakikipagkaibigan ayon kay Aristotle | ang mga pakikipagkaibigan | EsP | |
| EsP8IP-IVg-16.2 | 8 | Nasusuri | ang mga sanhi ng migrasyon sa pamilyang Pilipino | EsP | ||
| EsP8PB-IIIg-12.2 | 8 | Nasusuri | ang mga umiiral na paglabag ng mga kabataan sa katapatan | EsP | ||
| EsP8PB-IIIc-10.2 | 8 | Nasusuri | ang mga umiiral na paglabag sa paggalang sa magulang, nakatatanda at may awtoridad | EsP | ||
| EsP8PB-Ia-1.2 | 8 | Nasusuri | ang pag-iral ng pagmamahalan, pagtutulungan at pananampalataya sa isang pamilyang nakasama, naobserbahan o napanood | EsP | ||
| EsP8IP-IVe-15.2 | 8 | Nasusuri | ang: a. pagkakaiba-iba ng mga henerasyon sa pananaw sa teknolohiya at b. ang implikasyon ng pagkakaroon at di pagkakaroon ng access sa teknolohiya | EsP | ||
| EsP8P-IIe-7.2 | 8 | Nasusuri | kung paano naiimpluwensyahan ng isang emosyon ang pagpapasya sa isang sitwasyong may krisis , suliranin o pagkalito | EsP | ||
| EsP8P-Ilg-8.1 | 8 | Natutukoy | ang kahalagahan ng pagiging mapanagutang lider at tagasunod | EsP | ||
| EsP8IP-IVe-15.1 | 8 | Natutukoy | ang kahulugan ng Agwat Teknolohikal | EsP | ||
| EsP8P-IIe-7.1 | 8 | Natutukoy | ang magiging epekto ng wasto at di wastong pamamahala ng emosyon sa kilos at pagpapasya | EsP | ||
| EsP8PB-IIIa-9.1 | 8 | Natutukoy | ang mga biyayang natatanggap mula sa kabutihang-loob ng kapwa at mga paraan ng pagpapakita ng pasasalamat | EsP | ||
| EsP8IP-IVg-16.1 | 8 | Natutukoy | ang mga epekto ng migrasyon sa pamilyang Pilipino | EsP | ||
| EsP8PB-Ia-1.1 | 8 | Natutukoy | ang mga gawain o karanasan sa sariling pamilya na kapupulutan ng aral o may positibong impluwensya sa sarili | EsP | ||
| EsP8PB-Ig-4.1 | 8 | Natutukoy | ang mga gawain o karanasan sa sariling pamilya na nagpapakita ng pagtulong sa kapitbahay o pamayanan (papel na panlipunan) at pagbabantay sa mga batas at institusyong panlipunan (papel na pampulitikal) | EsP | ||
| EsP8PB-Ie-3.1 | 8 | Natutukoy | ang mga gawain o karanasan sa sariling pamilya o pamilyang nakasama, naobserbahan o napanood na nagpapatunay ng pagkakaroon o kawalan ng bukas na komunikasyon | EsP | ||
| EsP8PB-IIIe-11.2 | 8 | Natutukoy | ang mga pangangailangan ng iba’t ibang uri ng tao at nilalang na maaaring tugunan ng mga kabataan | EsP | ||
| EsP8P-IIc-6.1 | 8 | Natutukoy | ang mga taong itinuturing na kaibigan at ang mga natutuhan mula sa kanila | EsP | ||
| EsP8P-IIa-5.1 | 8 | Natutukoy | ang mga taong itinuturing na kapwa | EsP | ||
| EsP8IP-IVa-13.1 | 8 | Natutukoy | ang tamang pagpapakahulugan sa sekswalidad | EsP | ||
| F8PS-IVc-d-36 | 8 | Nabibigkas | nang madamdamin | ang isinulat na monologo | tungkol sa iba’t ibang damdamin | Filipino |
| F8PS-IVd-e-37 | 8 | Nabibigkas | nang madamdamin | ang mga sauladong berso ng Florante at Laura | Filipino | |
| F8PS-IIa-b-24 | 8 | Nabibigkas | nang wasto at may damdamin | ang tula | Filipino | |
| F8PS-IIi-j-29 | 8 | Nabibigkas | nang madamdamin | ang tulang isinulat | Filipino | |
| F8PN-IIi-j-27 | 8 | Nabibigyang interpretasyon | ang tulang napakinggan – Pangwakas na Gawain (8 sesyon) | Filipino | ||
| F8PT-IVd-e-35 | 8 | Nabibigyang-kahulugan | batay sa denotatibo at konotatibong kahulugan | ang mahihirap na salita | na mula sa aralin | Filipino |
| F8PT-IVc-d-34 | 8 | Nabibigyang-kahulugan | ang matatalinghagang ekspresyon, tayutay, simbolo | Filipino | ||
| F8PT-IVa-b-33 | 8 | Nabibigyang-kahulugan | ang matatalinghagang pahayag sa binasa | Filipino | ||
| F8PT-IIIa-c-29 | 8 | Nabibigyang-kahulugan | ang mga lingo | na ginagamit sa mundo ng multimedia | Filipino | |
| F8PT-IVf-g-36 | 8 | Nabibigyang-kahulugan | batay sa pagkakagamit sa pangungusap | ang mga piling salita na di-lantad ang kahulugan | Filipino | |
| F8PT-IIId-e-30 | 8 | Nabibigyang-kahulugan | ang mga salita | na ginagamit sa radio broadcasting | Filipino | |
| F8PT-IIIg-h-32 | 8 | Nabibigyang-kahulugan | ang mga salita | na ginagamit sa mundo ng pelikula | Filipino | |
| F8PT-Ii-j-22 | 8 | Nabibigyang-kahulugan | ang mga salitang di-maunawaan kaugnay ng mga hakbang sa pananaliksik | Filipino | ||
| F8PT-IIg-h-27 | 8 | Nabibigyang-kahulugan | ang mga simbolo at pahiwatig na ginamit sa akda | Filipino | ||
| F8PT-Ia-c-19 | 8 | Nabibigyang-kahulugan | ang mga talinghagang ginamit | Filipino | ||
| F8PN-IIg-h-26 | 8 | Nabibigyang-katangian | batay sa napakinggang paraan ng kanilang pananalita | ang mga tauhan | Maikling Kuwento | Filipino |
| F8WG-IIg-h-28 | 8 | Nabibigyang-katangian | gamit ang mga kaantasan ng pang-uri | ang piling tauhan sa maikling kuwento | Filipino | |
| F8PT-IVi-j-38 | 8 | Nabibigyang-pansin | ang mga angkop na salitang dapat gamitin sa isang radio broadcast | Filipino | ||
| F8PN-IIIa-c-28 | 8 | Nabibigyang-reaksiyon | ang narinig na opinyon ng kausap tungkol sa isang isyu | Popular na babasahin | Filipino | |
| F8PS-Id-f-21 | 8 | Nabubuo | gamit ang pamantayang pansarili; gamit and pamantayang pamantayang itinakda | ang angkop na pagpapasya sa isang sitwasyon | Filipino | |
| F8PN-IIc-d-24 | 8 | Nabubuo | batay sa napakinggan | ang mga makabuluhang tanong | Balagtasan | Filipino |
| F8WG-Ii-j-23 | 8 | Nagagamit | nang maayos | ang mga pahayag sa pag-aayos ng datos (una, isa pa, iba pa) | Filipino | |
| F8WG-Ia-c-17 | 8 | Nagagamit | sa pagbuo ng alinman sa bugtong, salawikain, sawikain o kasabihan (eupemistikong pahayag) | ang paghahambing | Filipino | |
| F8WG-IIIi-j-34 | 8 | Nagagamit | sa pagbuo ng isang social awareness campaign | ang angkop na mga komunikatibong pahayag | Filipino | |
| F8PU-Ii-j-23 | 8 | Nagagamit | sa pagsulat ng resulta ng pananaliksik | ang awtentikong datos | na nagpapakita ng pagpapahalaga sa katutubong kulturang Pilipino | Filipino |
| F8WG-IIf-g-27 | 8 | Nagagamit | sa pagsulat ng sanaysay | ang iba’t ibang paraan ng pagpapahayag (pag-iisa-isa, paghahambing, at iba pa) | Filipino | |
| F8WG-IIe-f-26 | 8 | Nagagamit | sa isasagawang pagsusuri ng sarsuwela | ang iba’t ibang aspekto ng pandiwa | Filipino | |
| F8PU-IIIa-c-30 | 8 | Nagagamit | sa pagsulat ng balita, komentaryo, at iba pa | ang iba’t ibang estratehiya sa pangangalap ng mga ideya | Filipino | |
| F8PS-Ig-h-22 | 8 | Nagagamit | ang iba’t ibang teknik sa pagpapalawak ng paksa | paghahawig o pagtutulad | Filipino | |
| F8PS-Ig-h-22 | 8 | Nagagamit | ang iba’t ibang teknik sa pagpapalawak ng paksa | pagbibigay depinisyon | Filipino | |
| F8PS-Ig-h-22 | 8 | Nagagamit | ang iba’t ibang teknik sa pagpapalawak ng paksa | pagsusuri | Filipino | |
| F8WG-IVc-d-36 | 8 | Nagagamit | ang ilang tayutay at talinghaga sa isang simpleng tulang tradisyunal | na may temang pag-ibig | Filipino | |
| F8EP-IIa-b-8 | 8 | Nagagamit | sa pananaliksik tungkol sa mga anyo ng tula | ang kaalaman at kasanayan sa paggamit ng internet | Filipino | |
| F8WG-IIIg-h-33 | 8 | Nagagamit | sa pagsulat ng isang suring-pelikula | ang kahusayang gramatikal (may tamang bantas, baybay, magkakaugnay na pangungusap/ talata) | Filipino | |
| F8WG-IIi-j-29 | 8 | Nagagamit | nang wasto; sa pagsulat ng tula | ang masining na antas ng wika | Filipino | |
| F8WG-IIId-e-31 | 8 | Nagagamit | sa paghahayag ng konsepto ng pananaw | ang mga angkop na ekspresyon (ayon, batay, sang-ayon sa, sa akala, iba pa) | Filipino | |
| F8WG-IIa-b-24 | 8 | Nagagamit | sa pagbuo ng orihinal na tula | ang mga angkop na salita | Filipino | |
| F8WG-IIIe-f-32 | 8 | Nagagamit | nang wasto | ang mga ekspresyong hudyat ng kaugnayang lohikal (dahilan-bunga, paraan-resulta) | Filipino | |
| F8PU-IIIe-f-32 | 8 | Nagagamit | sa pagsulat ng isang dokumentaryong pantelebisyon | ang mga ekspresyong nagpapakita ng kaugnayang lohikal | Filipino | |
| F8WG-IIc-d-25 | 8 | Nagagamit | sa paghahayag ng opinyon | ang mga hudyat ng pagsang-ayon at pagsalungat | Filipino | |
| F8WG-IVg-h-39 | 8 | Nagagamit | ang mga hudyat ng pagsusunod-sunod ng mga hakbang na maisasagawa upang magbago ang isang bayan | Filipino | ||
| F8WG-Ig-h-22 | 8 | Nagagamit | ang mga hudyat ng sanhi at bunga ng mga pangyayari (dahil,sapagkat,kaya,bunga nito, iba pa) | Filipino | ||
| F8PN-Id-f-21 | 8 | Nagagamit | nang wasto; sa pagsulat ng sariling alamat | ang mga kaalaman sa pang-abay na pamanahon at panlunan | Filipino | |
| F8WG-IIIa-c-30 | 8 | Nagagamit | sa iba’t ibang sitwasyon | ang mga salitang ginagamit sa impormal na komunikasyon (balbal, kolokyal, banyaga) | Filipino | |
| F8WG-IVf-g-38 | 8 | Nagagamit | nang wasto | ang mga salitang nanghihikayat | Filipino | |
| F8PD-IVf-g-36 | 8 | Nagbibigay | reaksyon sa isang programang pantelebisyon | na may paksang katulad ng araling binasa | Filipino | |
| F8PN-IVa-b-33 | 8 | Nahihinuha | batay sa napakinggang mga pahiwatig sa akda | ang kahalagahan ng pag-aaral ng Florante at Laura | Filipino | |
| F8PN-IIf-g-25 | 8 | Nahihinuha | ang nais ipahiwatig ng sanaysay na napakinggan | Sanaysay | Filipino | |
| F8PB-IIIe-f-31 | 8 | Nahihinuha | ang paksa, layon at tono ng akdang nabasa | Filipino | ||
| F8PN-Ia-c-20 | 8 | Nahuhulaan | ang mahahalagang kaisipan at sagot sa mga karunungang-bayang napakinggan | Karunungang-bayan/Tula | Filipino | |
| F8PD-IVg-h-37 | 8 | Naibabahagi | ang isang senaryo mula sa napanood na teleserye, pelikula o balita | na tumatalakay sa kasalukuyang kalagayan ng bayan | Filipino | |
| F8PD-IVd-e-35 | 8 | Naibabahagi | ang nadarama matapos mapanood ang isang music video na may temang katulad ng aralin | Filipino | ||
| F8PU-Ia-c-20 | 8 | Naibabahagi | batay sa pagiging totoo o hindi totoo | ang sariling kuro-kuro sa mga detalye at kaisipang nakapaloob sa akda | Filipino | |
| F8PU-Ia-c-20 | 8 | Naibabahagi | batay sa may batayan o kathang isip lamang | ang sariling kuro-kuro sa mga detalye at kaisipang nakapaloob sa akda | Filipino | |
| F8PN-Ii-j-23 | 8 | Naibabahagi | batay sa napakinggang pag-uulat | ang sariling opinyon o pananaw | Filipino | |
| F8PT-IVg-h-37 | 8 | Naibibigay | batay sa kontekswal na pahiwatig | ang kahulugan ng di-pamilyar na mga salita | Filipino | |
| F8PT-Id-f-20 | 8 | Naibibigay | ang kahulugan ng matatalinghagang pahayag | sa alamat | Filipino | |
| F8PT-IIe-f-25 | 8 | Naibibigay | ang kasingkahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda | Filipino | ||
| F8PB-IIc-d-25 | 8 | Naibibigay | ang opinyon at katuwiran | tungkol sa paksa ng balagtasan | Filipino | |
| F8PU-IVa-b-35 | 8 | Naibibigay | ang sariling puna sa kahusayan ng may-akda sa paggamit ng mga salita at pagpapakahulugan sa akda | Filipino | ||
| F8PB-IIi-j-28 | 8 | Naihahambing | ang anyo at mga elemento ng tulang binasa | sa iba pang anyo ng tula | Filipino | |
| F8PS-IVg-h-39 | 8 | Naihahambing | nang pasalita | ang mga pangyayari sa lipunang Pilipino sa kasalukuyang panahon | Filipino | |
| F8PN-IIa-b-24 | 8 | Naihahambing | ang sariling saloobin at damdamin sa saloobin at damdamin ng nagsasalita | Tula | Filipino | |
| F8PB-IIIa-c-29 | 8 | Naihahambing | batay sa: paksa, layon, tono, pananaw, paraan ng pagkakasulat, pagbuo ng salita, pagbuo ng talata, pagbuo ng pangungusap | ang tekstong binasa sa iba pang teksto | Filipino | |
| F8PD-IIIg-h-32 | 8 | Naihahayag | ang sariling pananaw | tungkol sa mahahalagang isyung mahihinuha sa napanood na pelikula | Filipino | |
| F8PD-Ii-j-22 | 8 | Naiisa-isa | mula sa video clip na napanood sa youtube o iba pang pahatid pangmadla | ang mga hakbang ng pananaliksik | Filipino | |
| F8PN-III-ij-32 | 8 | Naiisa-isa | batay sa napakinggang paliwanag | ang mga hakbang sa pagbuo ng isang social awareness campaign | tungkol sa isang paksa | Filipino |
| F8PB-IIId-e-30 | 8 | Naiisa-isa | ang mga positibo at negatibong pahayag | Filipino | ||
| F8PT-IIf-g-26 | 8 | Naikiklino (clining) | ang mga piling salitang ginamit sa akda | Filipino | ||
| F8WG-IVa-b-35 | 8 | Nailalahad | gamit ang wika ng kabataan | ang damdamin o saloobin ng may-akda | Filipino | |
| F8PN-IVg-h-37 | 8 | Nailalahad | ang damdaming namamayani sa mga tauhan | batay sa napakinggan | Filipino | |
| F8PN-IVc-d-34 | 8 | Nailalahad | ang mahahalagang pangyayari | sa napakinggang aralin | Filipino | |
| F8PB-IVf-g-36 | 8 | Nailalahad | ang mahahalagang pangyayari | sa aralin | Filipino | |
| F8PS-IIIa-c-30 | 8 | Nailalahad | nang maayos at mabisa | ang nalikom na datos sa pananaliksik | Filipino | |
| F8PS-IIf-g-27 | 8 | Nailalahad | nang maayos | ang pansariling pananaw, opinyon at saloobin | kaugnay ng akdang tinalakay | Filipino |
| F8PS-IIId-e-31 | 8 | Nailalahad | nang maayos at wasto | ang pansariling pananaw, opinyon at saloobin | Filipino | |
| F8PD-IVc-d-34 | 8 | Nailalahad | ang sariling karanasan o karanasan ng iba na maitutulad sa napanood na palabas sa telebisyon o pelikula | na may temang pag-ibig, gaya ng sa akda | Filipino | |
| F8PN-IIIg-h-31 | 8 | Nailalahad | ang sariling pagkiling o bias | tungkol sa interes at pananaw ng nagsasalita – Pelikula | Filipino | |
| F8PN-Id-f-21 | 8 | Nailalahad | ang sariling pananaw sa pagiging makatotohanan/ di-makatotohanan ng mga puntong binibigyang diin sa napakinggan | Alamat/Maikling Kuwento | Filipino | |
| F8PN-IIIe-f-30 | 8 | Nailalahad | sa sariling pamamaraan ang mga napakinggang pahayag o mensahe | Kontemporaryong Programang Pantelebisyon | Filipino | |
| F8PD-IVi-j-38 | 8 | Nailalapat | sa isang radio broadcast | ang mga kaalamang natutuhan sa napanood sa telebisyon na programang nagbabalita | Filipino | |
| F8PS-IIIi-j-34 | 8 | Nailalapat | ang tamang damdamin sa mga pahayag na binuo | para sa kampanyang panlipunan | Filipino | |
| F8PN-IVf-g-36 | 8 | Nailalarawan | batay sa napakinggan | ang tagpuan ng akda | Filipino | |
| F8EP-Ii-j-7 | 8 | Nailalathala | ang resulta ng isang sistimatikong pananaliksik | na nagpapakita ng pagpapahalaga sa katutubong kulturang Pilipino | Filipino | |
| F8PB-IIe-f-25 | 8 | Naipahahayag | ang pangangatuwiran sa napiling alternatibong solusyon o proposisyon sa suliraning inilahad sa tekstong binasa | Filipino | ||
| F8PU-IVi-j-40 | 8 | Naipahahayag | gamit ang mga salitang naghahayag ng pagsang-ayon at pagsalungat (Hal.: totoo-ngunit) | ang pansariling paniniwala at pagpapahalaga | Filipino | |
| F8PS-IVa-b-35 | 8 | Naipahahayag | ang sariling pananaw at damdamin | sa ilang pangyayari sa binasa | Filipino | |
| F8PU-IIc-d-25 | 8 | Naipakikita | ang kasanayan sa pagsulat ng isang tiyak na uri ng paglalahad na may pagsang-ayon at pagsalungat | Filipino | ||
| F8PD-IIIi-j-33 | 8 | Naipakikita | sa isang powerpoint presentation | ang mga angkop na hakbang sa pagbuo ng isang kampanyang panlipunan | batay sa tema, panahon at tiyak na direksyon ng kampanya | Filipino |
| F8PT-IIc-d-24 | 8 | Naipaliliwanag | ang mga eupimistiko o masining na pahayag | na ginamit sa balagtasan | Filipino | |
| F8PB-Ii-j-25 | 8 | Naipaliliwanag | ayon sa binasang datos | ang mga hakbang sa paggawa ng pananaliksik | Filipino | |
| F8PS-IIIg-h-33 | 8 | Naipaliliwanag | nang pasulat | ang mga kontradiksyon sa napanood na pelikula sa pamamagitan ng mga komunikatibong pahayag | Filipino | |
| F8PD-IIc-d-24 | 8 | Naipaliliwanag | ang papel na ginagampanan ng bawat kalahok | sa napanood na balagtasan | Filipino | |
| F8PS-IIg-h-28 | 8 | Naipaliliwanag | nang malinaw at makabuluhan | ang sariling kaisipan at pananaw | Filipino | |
| F8PB-IVd-e-35 | 8 | Naipaliliwanag | ang sariling saloobin/impresyon | tungkol sa mahahalagang mensahe at damdaming hatid ng akda | Filipino | |
| F8PB-IIf-g-26 | 8 | Naipaliliwanag | ang tema at mahahalagang kaisipang nakapaloob sa akda | Filipino | ||
| F8PS-IIIe-f-32 | 8 | Naipapahayag | sa lohikal na paraan | ang mga pananaw at katuwiran | Filipino | |
| F8WG-IVi-j-40 | 8 | Naisasagawa | ang isang makatotohanang radio broadcast | na naghahambing sa lipunang Pilipino sa panahong naisulat ang Florante at Laura at sa kasalukuyan | Filipino | |
| F8EP-IIe-f-9 | 8 | Naisasagawa | gamit ang iba’t ibang batis ng impormasyon/resorses | ang sistematikong pananaliksik | tungkol sa paksa | Filipino |
| F8PN-IIe-f-25 | 8 | Naisasalaysay | ang magkakaugnay na pangyayari sa napakinggan | Sarswela | Filipino | |
| F8PU-IVc-d-36 | 8 | Naisusulat | sa isang monologo | ang mga pansariling damdamin | tungkol sa pagkapoot, pagkatakot, iba pang damdamin | Filipino |
| F8PU-IVd-e-37 | 8 | Naisusulat | sa anyo ng isang makabuluhang tula | ang ilang sakno | na tungkol sa pag-ibig | Filipino |
| F8WG-IVi-j-40 | 8 | Naisusulat | ang isang makatotohanang radio broadcast | na naghahambing sa lipunang Pilipino sa panahong naisulat ang Florante at Laura at sa kasalukuyan | Filipino | |
| F8PU-IIId-e-31 | 8 | Naisusulat | nang wasto | ang isang dokumentaryong panradyo | Filipino | |
| F8PS-IIe-f-26 | 8 | Naitatanghal | ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood o napakinggan | Filipino | ||
| F8PD-IIId-e-30 | 8 | Naiuugnay | ang balitang napanood sa balitang napakinggan at naibibigay ang sariling opinyon tungkol sa mga ito | Filipino | ||
| F8PB-Ia-c-22 | 8 | Naiuugnay | ang mahahalagang kaisipang nakapaloob sa mga karunungang-bayan sa mga pangyayari sa tunay na buhay sa kasalukuyan | Filipino | ||
| F8PB-IIg-h-27 | 8 | Naiuugnay | sa mga kaganapan sa sarili, lipunan, at daigdig | ang mga kaisipan sa akda | Filipino | |
| F8PD-IIf-g-26 | 8 | Naiuugnay | sa akdang tinalakay | ang tema ng napanood na programang pantelebisyon | Filipino | |
| F8PD-IIIa-c-29 | 8 | Naiuugnay | sa temang tinatalakay sa napanood na programang pantelebisyon o video clip | ang tema ng tinalakay na panitikang popular | Filipino | |
| F8PU-IIIi-j-34 | 8 | Nakabubuo | ng isang malinaw na social awareness campaign | tungkol sa isang paksa na maisasagawa sa tulong ng multimedia | Filipino | |
| F8PS-Ii-j-23 | 8 | Nakagagawa | ng sariling hakbang ng pananaliksik nang naayon sa lugar at panahon ng pananaliksik | Filipino | ||
| F8PU-IIa-b-24 | 8 | Nakasusulat | ng dalawa o higit pang saknong ng tula | na may paksang katulad sa paksang tinalakay | Filipino | |
| F8PU-IVg-h-39 | 8 | Nakasusulat | ng isang islogan | na tumatalakay sa paksa ng aralin | Filipino | |
| F8PU-IIi-j-29 | 8 | Nakasusulat | ng isang orihinal na tula | na may apat o higit pang saknong sa alinmang anyong tinalakay, gamit ang paksang pag-ibig sa kapwa, bayan o kalikasan | Filipino | |
| F8PU-IIIg-h-33 | 8 | Nakasusulat | batay sa mga itinakdang pamantayan | ng isang suring-pelikula | Filipino | |
| F8PU-Id-f-21 | 8 | Nakasusulat | ng sariling alamat | tungkol sa mga bagay na maaaring ihambing sa sarili | Filipino | |
| F8PS-Ia-c-20 | 8 | Nakasusulat | ng sariling bugtong, salawikain, sawikain o kasabihan | na angkop sa kasalukuyang kalagayan | Filipino | |
| F8PU-IVf-g-38 | 8 | Nakasusulat | ng sariling talumpating nanghihikayat | tungkol sa isyung pinapaksa sa binasa | Filipino | |
| F8PU-Ig-h-22 | 8 | Nakasusulat | ng talata | na binubuo ng magkakaugnay at maayos na mga pangungusap, nagpapahayag ng sariling palagay o kaisipan, nagpapakita ng simula, gitna, wakas | Filipino | |
| F8PU-IIg-h-28 | 8 | Nakasusulat | sa pamamagitan ng pagbubuod o pagbibigay ng makabuluhang obserbasyon | ng wakas ng maikling kuwento | Filipino | |
| F8PS-IVi-j-40 | 8 | Nakikilahok | nang matalino | sa mga talakayan sa klase | Filipino | |
| F8PD-Ia-c-19 | 8 | Nakikilala | ang bugtong, salawikain, sawikain o kasabihan | na ginamit sa napanood na pelikula o programang pantelebisyon | Filipino | |
| F8PT-Ig-h-21 | 8 | Nakikilala | ayon sa kasingkahulugan at kasalungat na kahulugan, talinghaga | ang kahulugan ng mga piling salita/pariralang ginamit sa akdang epiko | Filipino | |
| F8PN-IVi-j-38 | 8 | Nakikinig | nang mapanuri upang matalinong makalahok sa mga talakayan sa klase | Filipino | ||
| F8PN-Ig-h-22 | 8 | Nakikinig | nang may pag-unawa upang mailahad ang layunin ng napakinggan at maipaliwanag ang pagkakaugnay-ugnay ng mga pangyayari | Epiko | Filipino | |
| F8EP-IIg-h-10 | 8 | Nakikipanayam | sa mga taong may malawak na kaalaman at karanasan tungkol sa paksa | Filipino | ||
| F8WG-IVd-e-37 | 8 | Nalalapatan | ng himig ang isinulat na orihinal na tula na may tamang anyo at kaisahan | Filipino | ||
| F8PD-IVa-b-33 | 8 | Napaghahambing | ang mga pangyayari sa napanood na teleserye at ang kaugnay na mga pangyayari sa binasang bahagi ng akda | Filipino | ||
| F8PN-IIId-e-29 | 8 | Napag-iiba | ang katotohanan (facts) sa hinuha (inferences), opinyon at personal na interpretasyon ng kausap | Kontemporaryong Programang Panradyo | Filipino | |
| F8PN-IIId-e-29 | 8 | Napag-iiba | opinyon at personal na interpretasyon ng kausap | Kontemporaryong Programang Panradyo | Filipino | |
| F8PD-IIe-f-25 | 8 | Napahahalagahan | ang kulturang Pilipino na masasalamin | sa pinanood na sarsuwela | Filipino | |
| F8PS-IIc-d-25 | 8 | Napangangatuwiranan | nang maayos at mabisa | ang iba’t ibang sitwasyon | Filipino | |
| F8PB-Ig-h-24 | 8 | Napauunlad | sa pamamagitan ng paghihinuha batay sa mga ideya o pangyayari sa akda o dating kaalaman kaugnay sa binasa | ang kakayahang umunawa sa binasa | Filipino | |
| F8PU-IIf-g-27 | 8 | Napipili | sa pagsulat ng isang sanaysay | ang isang napapanahong paksa | Filipino | |
| F8PB-IIa-b-24 | 8 | Napipili | ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa | Filipino | ||
| F8EP-IVi-j-11 | 8 | Nasasaliksik | ang mga hakbang sa pagsasagawa ng isang radio broadcast | Filipino | ||
| F8PD-IIIe-f-31 | 8 | Nasusuri | ayon sa itinakdang mga pamantayan | ang isang programang napanood sa telebisyon | Filipino | |
| F8PD-IIg-h-27 | 8 | Nasusuri | batay sa itinanghal na monologo na nakabatay sa ilang bahagi ng maikling kuwento | ang katangian ng tauhan | Filipino | |
| F8PB-IVg-h-37 | 8 | Nasusuri | ang mga sitwasyong nagpapakita ng iba’t ibang damdamin at motibo ng mga tauhan | Filipino | ||
| F8PB-IIIi-j-33 | 8 | Nasusuri | ayon sa binasang mga impormasyon | ang mga hakbang sa pagbuo ng isang kampanyang panlipunan | Filipino | |
| F8PN-IVd-e-35 | 8 | Nasusuri | batay sa napakinggang mga bahagi | ang mga katangian at tono ng akda | Filipino | |
| F8PB-IVc-d-34 | 8 | Nasusuri | ang mga pangunahing kaisipan ng bawat kabanatang binasa | Filipino | ||
| F8PB-IIIg-h-32 | 8 | Nasusuri | batay sa paksa/tema, layon, gamit ng mga salita, mga tauhan | ang napanood na pelikula | Filipino | |
| F8PB-Id-f-23 | 8 | Nasusuri | batay sa mga elemento nito | ang pagkakabuo ng alamat | Filipino | |
| F8PD-Id-f-20 | 8 | Nasusuri | ang pagkakatulad at pagkakaiba ng napanood na alamat sa binasang alamat | Filipino | ||
| F8PU-IIe-f-26 | 8 | Nasusuri | nang pasulat | ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa | Filipino | |
| F8PD-IIa-b-23 | 8 | Nasusuri | batay sa napanood (maaaring sa youtube o sa klase) | ang paraan ng pagbigkas ng tula ng mga kabataan sa kasalukuyan | Filipino | |
| F8PD-IIi-j-28 | 8 | Nasusuri | batay sa napanood at narinig na paraan ng pagbigkas | ang tono at damdamin ng tula | Filipino | |
| F8PS-IVf-g-38 | 8 | Natatalakay | gamit ang estratehiya ng simula, pataas na aksyon, kasukdulan, kakalasan, wakas | ang aralin | Filipino | |
| F8PB-IVa-b-33 | 8 | Natitiyak | sa pamamagitan ng pagtukoy sa kalagayan ng lipunan sa panahong nasulat ito, pagtukoy sa layunin ng pagsulat ng akda, pagsusuri sa epekto ng akda pagkatapos itong isulat | ang kaligirang pangkasaysayan ng akda | Filipino | |
| F8PB-IVi-j-38 | 8 | Natutukoy | batay sa nasaliksik na impormasyon tungkol dito | ang mga hakbang sa pagsasagawa ng isang kawili-wiling radio broadcast | Filipino | |
| F8PT-IIIe-f-31 | 8 | Natutukoy | ang mga tamang salita sa pagbuo ng isang puzzle na may kaugnayan sa paksa | Filipino | ||
| F8PT-IIi-j-28 | 8 | Natutukoy | ang nakakubling kahulugan sa mga talinghaga sa tula | Filipino | ||
| F8PT-IIa-b-23 | 8 | Natutukoy | mula sa salitang maylapi | ang payak na salita | Filipino | |
| F8PD-Ig-h-21 | 8 | Nauuri | ang mga pangyayaring may sanhi at bunga mula sa napanood na video clip ng isang balita | Filipino | ||
| PE8PF-IIIb-33 | 8 | Addresses | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| PE8PF-IVb-33 | 8 | Addresses | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| H8FH-IIa-27 | 8 | Analyzes | behaviors that promote healthy relationships in marriage and family life | Health-PE | ||
| PE8PF-IVh-35 | 8 | Analyzes | the effect of exercise and physical activity participation | on fitness | Health-PE | |
| H8FH-Ib-19 | 8 | Analyzes | the factors affecting one’s attitudes and practices related to sexuality and sexual behaviors | Health-PE | ||
| H8FH-IIg-h-37 | 8 | Analyzes | the importance of responsible parenthood | Health-PE | ||
| H8DD-IIIa-16 | 8 | Analyzes | the leading causes of morbidity and mortality in the Philippines | Health-PE | ||
| H8DD-IIId-e-20 | 8 | Analyzes | the nature of emerging and re-emerging diseases | Health-PE | ||
| H8S-IVe-f-31 | 8 | Analyzes | the negative health impact of alcohol consumption. | Health-PE | ||
| H8S-IVb-c-29 | 8 | Analyzes | the negative health impact of cigarette smoking. | Health-PE | ||
| H8FH-Ih-23 | 8 | Applies | in managing sexuality-related issues | decision-making skills | Health-PE | |
| H8S-IVg-h-33 | 8 | Applies | in situations related to cigarette and alcohol use | resistance skills | Health-PE | |
| H8FH-Ic-d-20 | 8 | Assesses | personal health attitudes that may influence sexual behavior | Health-PE | ||
| PE8PF-Id-h-31 | 8 | Assumes | responsibility | for achieving fitness | Health-PE | |
| PE8PF-IId-h-31 | 8 | Assumes | responsibility | for achieving fitness | Health-PE | |
| PE8PF-IIId-h-31 | 8 | Assumes | responsibility | for achieving fitness | Health-PE | |
| PE8PF-IVd-h-31 | 8 | Assumes | responsibility | for achieving fitness | Health-PE | |
| PE8PF-Ib -36 | 8 | Conducts | physical activity and physical fitness assessments | of family/school peers | Health-PE | |
| PE8PF-IIa-36 | 8 | Conducts | physical activity and physical fitness assessments | of family/school peers | Health-PE | |
| H8DD-IIIb-c-18 | 8 | Corrects | misconceptions, myths, and beliefs about common communicable diseases | Health-PE | ||
| H8FH-IIa-24 | 8 | Defines | courtship | Health-PE | ||
| H8FH-IIa-24 | 8 | Defines | dating | Health-PE | ||
| H8FH-IIa-24 | 8 | Defines | marriage | Health-PE | ||
| H8DD-IIIf-h-21 | 8 | Demonstrates | to prevent communicable diseases | self-monitoring skills | Health-PE | |
| H8FH-IIb-28 | 8 | Describes | the factors that contribute to a successful marriage | Health-PE | ||
| H8S-IVe-f-31 | 8 | Describes | the harmful short- and long-term effects of alcohol consumption | Health-PE | ||
| H8S-IVb-c-29 | 8 | Describes | the harmful short- and long-term effects of cigarette smoking | on the different parts of the body | Health-PE | |
| PE8GS-Id-1 | 8 | Describes | the nature and background | of the sport | Health-PE | |
| PE8GS-IIc-1 | 8 | Describes | the nature and background | of the sport | Health-PE | |
| PE8GS-IIIc-1 | 8 | Describes | the nature and background | of the sport | Health-PE | |
| PE8RD-IVc-1 | 8 | Describes | the nature and background | of the dance | Health-PE | |
| H8S-IVa-27 | 8 | Discusses | gateway drugs | Health-PE | ||
| H8FH-IIc-d-30 | 8 | Discusses | pregnancy-related concerns | Health-PE | ||
| H8FH-Ia-17 | 8 | Discusses | as an important component of one’s personality | sexuality | Health-PE | |
| H8S-IVg-h-33 | 8 | Discusses | strategies in the prevention and control of cigarette smoking and alcohol consumption | Health-PE | ||
| H8S-IVb-c-29 | 8 | Discusses | the dangers of mainstream, secondhand and thirdhand smoke | Health-PE | ||
| H8FH-IIe-f-34 | 8 | Discusses | the essential newborn protocol (Unang Yakap) and initiation of breastfeeding | Health-PE | ||
| H8FH-IIe-f-32 | 8 | Discusses | the importance of newborn screening, and the APGAR scoring system for newborns | Health-PE | ||
| H8FH-IIe-f-32 | 8 | Discusses | the importance of the APGAR scoring system for newborns | Health-PE | ||
| H8DD-IIIb-c-17 | 8 | Discusses | the signs of common communicable diseases | Health-PE | ||
| H8DD-IIIb-c-17 | 8 | Discusses | the signs, symptoms and effects of common communicable diseases | Health-PE | ||
| H8DD-IIIa-15 | 8 | Discusses | the stages of infection | Health-PE | ||
| H8DD-IIIb-c-17 | 8 | Discusses | the symptoms of common communicable diseases | Health-PE | ||
| H8FH-IIc-d-29 | 8 | Discusses | various maternal health concerns (pre-, during, and post-pregnancy) | Health-PE | ||
| PE8PF-Id-29 | 8 | Distinguishes | facts from fallacies and misconceptions | about physical activity participation | Health-PE | |
| PE8PF-IId-29 | 8 | Distinguishes | facts from fallacies and misconceptions | about physical activity participation | Health-PE | |
| H8FH-Iig-h-41 | 8 | Enumerates | modern family planning methods (natural and artificial) | Health-PE | ||
| H8DD-IIIb-c-19 | 8 | Enumerates | steps in the prevention and control of common communicable diseases | Health-PE | ||
| H8FH-IIe-f-35 | 8 | Enumerates | the advantages of breastfeeding for both mother and child | Health-PE | ||
| H8FH-IIg-h-39 | 8 | Examines | the important roles and responsibilities of parents in child rearing and care | Health-PE | ||
| PE8GS-Id-h-4 | 8 | Executes | skills | involved in the sport | Health-PE | |
| PE8GS-IId-h-4 | 8 | Executes | skills | involved in the sport | Health-PE | |
| PE8GS-IIId-h-4 | 8 | Executes | skills | involved in the sport | Health-PE | |
| PE8RD-IVd-h-4 | 8 | Executes | skills | involved in the dance | Health-PE | |
| PE8PF-IVd-h-38 | 8 | Exerts | to achieve positive feeling about self and others | best effort | Health-PE | |
| H8FH-Ia-18 | 8 | Explains | the dimensions of human sexuality | Health-PE | ||
| H8FH-IIg-h-38 | 8 | Explains | the effects of family size on family health | Health-PE | ||
| H8FH-IIg-h-40 | 8 | Explains | the effects of rapid population growth on the health of the nation | Health-PE | ||
| H8S-IVb-c-29 | 8 | Explains | the impact of cigarette smoking on the family, environment and community | Health-PE | ||
| H8FH-IIa-25 | 8 | Explains | the importance of courtship and dating in choosing a lifelong partner | Health-PE | ||
| H8FH-IIe-f-31 | 8 | Explains | the importance of maternal nutrition during pregnancy | Health-PE | ||
| H8FH-IIe-f-33 | 8 | Explains | the importance of pre- and post-natal care | Health-PE | ||
| H8S-IVg-h-33 | 8 | Follows | policies and laws in the family, school and community related to cigarette use | Health-PE | ||
| H8DD-IIIf-h-23 | 8 | Identifies | agencies responsible for communicable disease prevention and control | Health-PE | ||
| H8FH-Ia-16 | 8 | Identifies | basic terms in sexuality (sex, sexuality, gender, etc.) | Health-PE | ||
| H8FH-Ie-g-22 | 8 | Identifies | different issues/concerns of teenagers (i.e., identity crisis) and the need for support and understanding of the family | Health-PE | ||
| H8S-IVd-30 | 8 | Identifies | reasons for drinking and for not drinking alcohol | Health-PE | ||
| H8S-IVa-28 | 8 | Identifies | reasons why people smoke cigarettes | Health-PE | ||
| PE8PF-Ib-25 | 8 | Identifies | training guidelines and (Frequency, Intensity, Time, Type) FITT principles | Health-PE | ||
| H8S-IVe-f-31 | 8 | Interprets | in terms of physiological changes in the body | blood alcohol concentration (BAC) | Health-PE | |
| H8FH-IIe-f-36 | 8 | Knows | the importance of immunization in protecting children’s health | Health-PE | ||
| PE8PF-IIId-h-28 | 8 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE8PF-IVd-h-28 | 8 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE8PF-Id-h-28 | 8 | Monitors | periodically | progress toward fitness goals | Health-PE | |
| PE8PF-IId-h-28 | 8 | Monitors | periodically | progress toward fitness goals | Health-PE | |
| PE8PF-Id-30 | 8 | Performs | for injuries and emergency situations in physical activity and sport settings | first aid | appropriate | Health-PE |
| PE8PF-IId-30 | 8 | Performs | for injuries and emergency situations in physical activity and sport settings | first aid | appropriate | Health-PE |
| PE8PF-IIId-30 | 8 | Performs | first aid for sport-related injuries (cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE8PF-IVd-30 | 8 | Performs | for injuries and emergency situations in dance(cramps, sprain, heat exhaustion, dehydration) | first aid | appropriate | Health-PE |
| PE8PF-Ic-27 | 8 | Prepares | a physical activity program | Health-PE | ||
| PE8PF-IIc-27 | 8 | Prepares | a physical activity program | Health-PE | ||
| H8DD-IIIf-h-22 | 8 | Promotes | to prevent and control communicable diseases | programs and policies | Health-PE | |
| PE8PF-Ib-26 | 8 | Recognizes | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| PE8PF-IId-h-26 | 8 | Recognizes | barriers (low level of fitness, lack of skill and time) to exercise | Health-PE | ||
| H8FH-Ic-d-21 | 8 | Relates | the importance of sexuality to family health | Health-PE | ||
| PE8PF-Ia-24 | 8 | Reviews | based on assessment results | goals | Health-PE | |
| PE8PF-IIb-24 | 8 | Reviews | based on assessment results | goals | Health-PE | |
| PE8PF-IIIa-34 | 8 | Reviews | based on assessment results | goals | Health-PE | |
| PE8PF-IVa-34 | 8 | Reviews | based on assessment results | goals | Health-PE | |
| H8S-IVg-h-34 | 8 | Suggests | to cigarettes and alcohol to promote healthy lifestyle (self, family, community) | healthy alternatives to cigarettes and alcohol | Health-PE | |
| PE8PF-Id-h-37 | 8 | Tolerates and accepts | individuals with varying skills and abilities | Health-PE | ||
| PE8PF-IId-h-37 | 8 | Tolerates and accepts | individuals with varying skills and abilities | Health-PE | ||
| PE8PF-IIId-h-37 | 8 | Tolerates and accepts | individuals with varying skills and abilities | Health-PE | ||
| PE8PF-Ia-h-23 | 8 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE8PF-IIa-h-23 | 8 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE8PF-IIIa-h-23 | 8 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE8PF-IVa-h-23 | 8 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| M8GE-IIIi-j-1 | 8 | Applies | to construct perpendicular lines and angle bisectors | triangle congruence | Math | |
| M8GE-IVb-1 | 8 | Applies | theorems on triangle inequalities | Math | ||
| M8AL-Ih-3 | 8 | Categorizes | when a given system of linear equations in two variables has graphs that are coinciding | Math | ||
| M8AL-Ih-3 | 8 | Categorizes | when a given system of linear equations in two variables has graphs that are intersecting | Math | ||
| M8AL-Ih-3 | 8 | Categorizes | when a given system of linear equations in two variables has graphs that are parallel | Math | ||
| M8SP-IVf-g-1 | 8 | Counts | (a) table; (b) tree diagram; (c) systematic listing; and (d) fundamental counting principle. | the number of occurrences of an outcome in an experiment | Math | |
| M8GE-IIIa-1 | 8 | Describes | a mathematical system | Math | ||
| M8AL-If-3 | 8 | Describes | in terms of its intercepts and slope | the graph of a linear equation | Math | |
| M8GE-IIf-1 | 8 | Determines | conclusion of an if-then statement. | Math | ||
| M8AL-IIc-3 | 8 | Determines | dependent variables | Math | ||
| M8GE-IIf-1 | 8 | Determines | hypothesis of an if-then statement. | Math | ||
| M8AL-IIc-3 | 8 | Determines | independent variables | Math | ||
| M8GE-IVe-1 | 8 | Determines | the conditions under which lines are parallel. | Math | ||
| M8GE-IVe-1 | 8 | Determines | the conditions under which lines are perpendicular. | Math | ||
| M8GE-IVe-1 | 8 | Determines | the conditions under which segments are parallel. | Math | ||
| M8GE-IVe-1 | 8 | Determines | the conditions under which segments are perpendicular. | Math | ||
| M8GE-IIg-1 | 8 | Determines | the contra positive of an if-then statement. | Math | ||
| M8GE-IIg-1 | 8 | Determines | the converse of an if-then statement. | Math | ||
| M8GE-IIg-1 | 8 | Determines | the inverse of an if-then statement. | Math | ||
| M8AL-IIa-2 | 8 | Differentiates | linear equations. | in two variables | Math | |
| M8AL-IIa-2 | 8 | Differentiates | linear inequalities | in two variables | Math | |
| M8AL-Ia-b-1 | 8 | Factors | completely different types of polynomials (perfect square trinomials). | Math | ||
| M8AL-Ia-b-1 | 8 | Factors | completely different types of polynomials (sum of two cubes). | Math | ||
| M8AL-Ia-b-1 | 8 | Factors | completely different types of polynomials (difference of two cubes). | Math | ||
| M8AL-Ia-b-1 | 8 | Factors | completely different types of polynomials (difference of two squares). | Math | ||
| M8AL-Ia-b-1 | 8 | Factors | completely different types of polynomials (general trinomials). | Math | ||
| M8AL-Ia-b-1 | 8 | Factors | completely different types of polynomials (polynomials with common monomial factor). | Math | ||
| M8SP-IVh-1 | 8 | Finds | the probability of a simple event. | Math | ||
| M8AL-IId-1 | 8 | Finds | range of a function. | Math | ||
| M8AL-IId-1 | 8 | Finds | the domain of a function. | Math | ||
| M8AL-Ie-5 | 8 | Finds | given two points, equation, and graph. | the slope of a line | Math | |
| M8AL-IId-e-1 | 8 | Graphs | a linear function’s (a) domain | Math | ||
| M8AL-IId-e-1 | 8 | Graphs | a linear function’s (b) range | Math | ||
| M8AL-IId-e-1 | 8 | Graphs | a linear function’s (c) table of values | Math | ||
| M8AL-IId-e-1 | 8 | Graphs | a linear function’s (d) intercepts | Math | ||
| M8AL-IId-e-1 | 8 | Graphs | a linear function’s (e) slope. | Math | ||
| M8AL-IIa-3 | 8 | Graphs | linear inequalities in two variables. | Math | ||
| M8AL-If-2 | 8 | Graphs | given (a) any two points; (b) the x - and y - intercepts; (c) the slope and a point on the line. | a linear equation | Math | |
| M8AL-Ih-2 | 8 | Graphs | a system of linear equations in two variables. | Math | ||
| M8SP-IVi-1 | 8 | Illustrates | a theoretical probability. | Math | ||
| M8SP-IVf-1 | 8 | Illustrates | an event. | Math | ||
| M8SP-IVf-1 | 8 | Illustrates | an outcome. | Math | ||
| M8AL-Ie-3 | 8 | Illustrates | linear equations in two variables. | Math | ||
| M8AL-IIa-1 | 8 | Illustrates | linear inequalities in two variables. | Math | ||
| M8AL-Ic-1 | 8 | Illustrates | rational algebraic expressions. | Math | ||
| M8GE-IVa-1 | 8 | Illustrates | theorems on triangle inequalities (Hinge Theorem). | Math | ||
| M8AL-IId-2 | 8 | Illustrates | a linear function | Math | ||
| M8SP-IVf-1 | 8 | Illustrates | a sample space. | Math | ||
| M8AL-Ig-1 | 8 | Illustrates | a system of linear equations in two variables. | Math | ||
| M8SP-IVf-1 | 8 | Illustrates | an experiment. | Math | ||
| M8SP-IVi-1 | 8 | Illustrates | an experimental probability | Math | ||
| M8GE-IIId-e-1 | 8 | Illustrates | the ASA, SAS and SSS congruence postulate | Math | ||
| M8GE-IIg-2 | 8 | Illustrates | the equivalences of: the contra positive of a statement | Math | ||
| M8GE-IIg-2 | 8 | Illustrates | the equivalences of: the converse | Math | ||
| M8GE-IIg-2 | 8 | Illustrates | the equivalences of: the inverse of a statement | Math | ||
| M8GE-IIg-2 | 8 | Illustrates | the equivalences of: the statement | Math | ||
| M8GE-IIIa-c-1 | 8 | Illustrates | the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (a) defined terms. | Math | ||
| M8GE-IIIa-c-1 | 8 | Illustrates | the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (b) undefined terms | Math | ||
| M8GE-IIIa-c-1 | 8 | Illustrates | the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (c) postulates | Math | ||
| M8GE-IIIa-c-1 | 8 | Illustrates | the need for an axiomatic structure of a mathematical system in general, and in Geometry in particular: (d) theorems. | Math | ||
| M8AL-Ie-1 | 8 | Illustrates | the rectangular coordinate system and its use | Math | ||
| M8AL-Ie-4 | 8 | Illustrates | the slope of a line. | Math | ||
| M8GE-IVa-1 | 8 | Illustrates | theorems on triangle inequalities (Exterior Angle Inequality Theorem). | Math | ||
| M8GE-IVa-1 | 8 | Illustrates | theorems on triangle inequalities (Triangle Inequality Theorem). | Math | ||
| M8GE-IIId-1 | 8 | Illustrates | triangle congruence. | Math | ||
| M8AL-Ic-d-1 | 8 | Performs | operations on rational algebraic expressions. | Math | ||
| M8GE-IVc-1 | 8 | Proves | inequalities in a triangle. | Math | ||
| M8GE-IVd-1 | 8 | Proves | properties of parallel lines cut by a transversal | Math | ||
| M8GE-IIIh-1 | 8 | Proves | statements on triangle congruence. | Math | ||
| M8GE-IIIg-1 | 8 | Proves | two triangles are congruent. | Math | ||
| M8AL-Ic-2 | 8 | Simplifies | rational algebraic expressions. | Math | ||
| M8AL-IIa-4 | 8 | Solves | problems involving linear inequalities in two variables. | Math | ||
| M8AL-Ii-j-1 | 8 | Solves | by (a) graphing; (b) substitution; (c) elimination | a system of linear equations in two variables | Math | |
| M8AL-IIb-1 | 8 | Solves | a system of linear inequalities in two variables. | Math | ||
| M8GE-IIIf-1 | 8 | Solves | corresponding parts of congruent triangles | Math | ||
| M8AL-Ib-2 | 8 | Solves | problems involving factors of polynomials. | Math | ||
| M8AL-IIe-2 | 8 | Solves | problems involving linear functions. | Math | ||
| M8SP-IVi-j-1 | 8 | Solves | problems involving probabilities of simple events. | Math | ||
| M8AL-Id-2 | 8 | Solves | problems involving rational algebraic expressions. | Math | ||
| M8AL-Ij-2 | 8 | Solves | problems involving systems of linear equations in two variables. | Math | ||
| M8AL-IIb-2 | 8 | Solves | problems involving systems of linear inequalities in two variables. | Math | ||
| M8GE-IIf-2 | 8 | Transforms | a statement into an equivalent if-then statement. | Math | ||
| M8GE-IIh-1 | 8 | Uses | in an argument. | deductive reasoning | Math | |
| M8GE-IIh-1 | 8 | Uses | in an argument. | inductive reasoning | Math | |
| M8GE-IIi-j-1 | 8 | Writes | a proof (indirect). | Math | ||
| M8GE-IIi-j-1 | 8 | Writes | a proof (direct). | Math | ||
| M8AL-If-1 | 8 | Writes | the linear equation ax + by = c in the form y = mx + b and vice versa. | Math | ||
| S8LT-IVi-23 | 8 | Analyzes | the roles of organisms in the cycling of materials | Science | ||
| S8LT-IVh-20 | 8 | Classifies | using the hierarchical taxonomic system | organisms | Science | |
| S8LT-IVd-16 | 8 | Compares | Mitosis and meiosis, and their role in the cell-division cycle | Science | ||
| S8ES-IIg-22 | 8 | Compares and contrasts | asteroids, comets and meteors | Science | ||
| S8FE-Ib-17 | 8 | Demonstrates | how a body responds to changes in motion | Science | ||
| S8ES-IIb-16 | 8 | Demonstrates | how underwater earthquakes generate tsunamis | Science | ||
| S8FE-If-26 | 8 | Demonstrates | using a prism or diffraction grating | the existence of the color components of visible light | Science | |
| S8FE-Ic-21 | 8 | Describes | how work is related to energy | Science | ||
| S8FE-Ic-21 | 8 | Describes | how work is related to power | Science | ||
| S8LT-IVi-22 | 8 | Describes | the transfer of energy through the trophic levels | Science | ||
| S8MT-IIIe-f-10 | 8 | Determines | the number of protons, neutrons and electrons in a particular atom | Science | ||
| S8ES-IIa-15 | 8 | Differentiates | active and inactive faults | Science | ||
| S9FE-li-32 | 8 | Differentiates | electrical power and electrical energy | Science | ||
| S8ES-IIa-15 | 8 | Differentiates | epicenter of an earthquake from its focus | Science | ||
| S8FE-Ig-29 | 8 | Differentiates | heat and temperature | at the molecular level | Science | |
| S8ES-IIa-15 | 8 | Differentiates | intensity of an earthquake from its magnitude | Science | ||
| S8FE-Id-22 | 8 | Differentiates | kinetic and potential energy | Science | ||
| S8LT-IVg-19 | 8 | Explains | the concept of a species | Science | ||
| S8FE-li-33 | 8 | Explains | the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home | Science | ||
| S8FE-If-27 | 8 | Explains | in relation to energy | the hierarchy of colors | Science | |
| S8ES-IIe-20 | 8 | Explains | how bodies of water and landmasses affect typhoons | Science | ||
| S8LT-IVb-14 | 8 | Explains | how diseases of the digestive system are prevented, detected, and treated | Science | ||
| S8ES-IIc-17 | 8 | Explains | how earthquake waves provide information about the interior of the earth | Science | ||
| S8LT-IVi-24 | 8 | Explains | how materials cycle in an ecosystem | Science | ||
| S8ES-IIa-14 | 8 | Explains | using models or illustrations, | how movements along faults generate earthquakes | Science | |
| S8ES-IId-18 | 8 | Explains | how typhoons develop | Science | ||
| S8LT-IVa-13 | 8 | Explains | Ingestion, absorption, assimilation, and excretion | Science | ||
| S8MT-IIIc-d-9 | 8 | Explains | in terms of the arrangement and motion of atoms and molecules | physical changes | Science | |
| S8FE-If-28 | 8 | Explains | that red is the least bent and violet the most bent according to their wavelength or frequencies | Science | ||
| S8LT-IVh-21 | 8 | Explains | the advantage of high biodiversity in maintaining the stability of an ecosystem | Science | ||
| S8FE-li-31 | 8 | Explains | the advantages and disadvantages of series and parallel connections in homes | Science | ||
| S8MT-IIIa-b-8 | 8 | Explains | based on the particle nature of matter | the properties of solids, liquids and gases | Science | |
| S8ES-IIi-j-24 | 8 | Explains | the regular occurrence of meteor showers | Science | ||
| S8LT-IVe-17 | 8 | Explains | in maintaining the chromosome number | the significance of meiosis | Science | |
| S8FE-Ic-20 | 8 | Identifies | situations in which work is done and in which no work is done | Science | ||
| S8LT-IVc-15 | 8 | Identifies | healthful practices that affect the digestive system | Science | ||
| S8FE-Ie-24 | 8 | Infers | how the movement of particles of an object affects the speed of sound through it | Science | ||
| S8FE-Ib-19 | 8 | Infers | that circular motion requires the application of constant force directed toward the center of the circle | Science | ||
| S8FE-Ia-16 | 8 | Infers | that when a body exerts a force on another, an equal amount of force is exerted back on it | Science | ||
| S8FE-Ih-30 | 8 | Infers | the relationship between current and charge | Science | ||
| S8ES-IId-19 | 8 | Infers | why the Philippines is prone to typhoons | Science | ||
| S8FE-Ie-25 | 8 | Investigates | through fair testing | the effect of temperature on speed of sound | Science | |
| S8FE-Ia-15 | 8 | Investigates | the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion | Science | ||
| S8LT-IVf-18 | 8 | Predicts | phenotypic expressions of traits following simple patterns of inheritance | Science | ||
| S8ES-IIh-23 | 8 | Predicts | based on recorded data of previous appearances | the appearance of comets | Science | |
| S8FE-Id-23 | 8 | Relates | speed and position of object to the amount of energy possessed by a body | Science | ||
| S8FE-Ib-18 | 8 | Relates | the laws of motion to bodies in uniform circular motion | Science | ||
| S8LT-IVj-25 | 8 | Suggests | ways to minimize human impact on the environment | Science | ||
| S8MT-IIIg-h-11 | 8 | Traces | from observations based on similarities in properties of elements | the development of the periodic table | Science | |
| S8ES-IIf-21 | 8 | Traces | using a map and tracking data | the path of typhoons that enter the Philippine Area of Responsibility (PAR) | Science | |
| S8MT-IIIi-j-12 | 8 | Uses | to predict the chemical behavior of an element | the periodic table | Science |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
