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 9 Curriculum Competencies
A database which serves as a search facility for Grade 9 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| AP9MSP-IVd-8 | 9 | Nabibigyang-halaga | ang mga patakarang pang-ekonomiya na nakatutulong sa sektor ng agrikultura (industriya ng agrikultura , pangingisda, at paggugubat) | AP | ||
| AP9MSP-IVe-11 | 9 | Nabibigyang-halaga | ang mga patakarang pang-ekonomiya na nakatutulong sa sektor ng industriya | AP | ||
| AP9MKE-Ih-18 | 9 | Nagagampanan | bilang isang mamimili | ang mga tungkulin | AP | |
| AP9MKE-Ii-19 | 9 | Naibibigay | ang kahulugan ng produksyon | AP | ||
| AP9MYK-IIa-1 | 9 | Nailalapat | sa pang araw-araw na pamumuhay ng bawat pamilya | ang kahulugan ng demand | AP | |
| AP9MKE-Ia-1 | 9 | Nailalapat | sa pang-araw-araw na pamumuhay bilang isang mag-aaral, at kasapi ng pamilya at lipunan | ang kahulugan ng ekonomiks | AP | |
| AP9MYK-IIc-5 | 9 | Nailalapat | batay sa pang-araw-araw na pamumuhay ng bawat pamilya | ang kahulugan ng suplay | AP | |
| AP9MAK-IIIa-1 | 9 | Nailalarawan | ang paikot na daloy ng ekonomiya | AP | ||
| AP9MYK-IIg-10 | 9 | Naimumungkahi | ang paraan ng pagtugon/kalutasan sa mga suliraning dulot ng kakulangan at kalabisan | AP | ||
| AP9MKE-Ih-18 | 9 | Naipagtatanggol | bilang isang mamimili | ang mga karapatan | AP | |
| AP9MAK-IIIi-19 | 9 | Naipahahayag | ang kahalagahan ng pag-iimpok at pamumuhunan bilang isang salik ng ekonomiya | AP | ||
| AP9MAK-IIIc-6 | 9 | Naipahahayag | ang kaugnayan ng kita sa pagkonsumo at pag-iimpok | AP | ||
| AP9MKE-Ia-3 | 9 | Naipakikita | ang ugnayan ng kakapusan sa pang-araw-araw na pamumuhay | AP | ||
| AP9MKE-Id-8 | 9 | Naipakikita | ang ugnayan ng personal na kagustuhan at pangangailangan sa suliranin ng kakapusan | AP | ||
| AP9MYK-IIe-9 | 9 | Naipaliliwanag | ang interaksyon ng demand at suplay sa kalagayan ng presyo at ng pamilihan | AP | ||
| AP9MYK-IIh-11 | 9 | Naipaliliwanag | ang kahulugan ng pamilihan | AP | ||
| AP9MKE-Ig-15 | 9 | Naipaliliwanag | ang konsepto ng pagkonsumo | AP | ||
| AP9MAK-IIIh-18 | 9 | Naipaliliwanag | ang layunin ng patakarang pananalapi | AP | ||
| AP9MAK-IIIf-13 | 9 | Naipaliliwanag | ang layunin ng patakarang piskal | AP | ||
| AP9MKE-Ih-17 | 9 | Naipamamalas | sa pamamagitan ng paggamit ng pamantayan sa pamimili | ang talino sa pagkonsumo | AP | |
| AP9MYK-IId-8 | 9 | Naiuugnay | ang elastisidad ng demand at suplay sa presyo ng kalakal at paglilingkod | AP | ||
| AP9MYK-IIb-4 | 9 | Naiuugnay | ang elastisidad ng demand sa presyo ng kalakal at paglilingkod | AP | ||
| AP9MAK-IIIh-17 | 9 | Naiuugnay | ang mga epekto ng patakarang piskal sa katatagan ng pambansang ekonomiya | AP | ||
| AP9MAK-IIIg-16 | 9 | Nakababalikat | sa pamamagitan ng wastong pagbabayad ng buwis | ng pananagutan bilang mamamayan | AP | |
| AP9MKE-Ib-5 | 9 | Nakabubuo | ng konklusyon na isang pangunahing suliraning panlipunan ang ang kakapusan | AP | ||
| AP9MKE-Ie-10 | 9 | Nakabubuo | batay sa mga hirarkiya nito | ng sariling pamantayan sa pagpili ng mga pangangailangan | AP | |
| AP9MSP-IVg-14 | 9 | Nakapagbibigay | ng sariling pakahulugan sa konsepto ng impormal na sektor | AP | ||
| AP9MSP-IVa-1 | 9 | Nakapagbibigay | ng sariling pakahulugan sa pambansang kaunlaran | AP | ||
| AP9MKE-Ic-6 | 9 | Nakapagmumungkahi | ng mga paraan upang malabanan ang kakapusan | AP | ||
| AP9MSP-IVc-5 | 9 | Nakapagsasagawa | ng isang pagpaplano kung paano makapagaambag bilang mamamayan sa pag-unlad ng bansa | AP | ||
| AP9MYK-IIb-3 | 9 | Nakatutugon | nang matalino | sa mga pagbabago ng salik | na nakaaapekto sa demand | AP |
| AP9MYK-IId-7 | 9 | Nakatutugon | nang matalino | sa mga pagbabago ng salik | na nakaaapekto sa suplay | AP |
| AP9MAK-IIIf-12 | 9 | Nakikilahok | nang aktibo | sa paglutas ng mga suliraning kaugnay ng implasyon | AP | |
| AP9MAK-IIIb-5 | 9 | Nakikilala | ang mga pamamaraan sa pagsukat ng pambansang produkto | AP | ||
| AP9MSP-IVb-4 | 9 | Napahahalagahan | ang sama-samang pagkilos ng mamamayang Pilipino para sa pambansang kaunlaran | AP | ||
| AP9MSP-IVi-20 | 9 | Napahahalagahan | ang kontribusyon ng kalakalang panlabas sa pag-unlad ng ekonomiya ng bansa | AP | ||
| AP9MAK-IIIe-11 | 9 | Napahahalagahan | ang mga paraan ng paglutas ng implasyon | AP | ||
| AP9MSP-IVf-13 | 9 | Napahahalagahan | ang mga patakarang pang-ekonomiya na nakakatulong sa sektor ng paglilingkod | AP | ||
| AP9MSP-IVh-17 | 9 | Napahahalagahan | ang mga patakarang pang-ekonomiya na nakakatulong sa sektor ng paglilingkod | AP | ||
| AP9MKE-Ii-19 | 9 | Napahahalagahan | ang mga salik ng produksyon at ang implikasyon nito sa pang-araw-araw na pamumuhay | AP | ||
| AP9MKE-If-13 | 9 | Napahahalagahan | ang paggawa ng tamang desisyon upang matugunan ang pangangailangan | AP | ||
| AP9MAK-IIIg-14 | 9 | Napahahalagahan | ang papel na ginagampanan ng pamahalaan kaugnay ng mga patakarang piskal na ipinatutupad nito | AP | ||
| AP9MYK-IIj-13 | 9 | Napangangatwiranan | ang kinakailangang pakikialam at regulasyon ng pamahalaan sa mga gawaing pangkabuhayan sa iba’t ibang istraktura ng pamilihan upang matugunan ang pangangailangan ng mga mamamayan | AP | ||
| AP9MSP-IVa-2 | 9 | Nasisiyasat | ang mga palatandaan ng pambansang kaunlaran | AP | ||
| AP9MAK-IIIg-15 | 9 | Nasusuri | ang badyet at ang kalakaran ng paggasta ng pamahalaan | AP | ||
| AP9MSP-IVc-6 | 9 | Nasusuri | ang bahaging ginagampanan ng agrikultura, pangingisda, at paggugubat sa ekonomiya at sa bansa | AP | ||
| AP9MSP-IVe-9 | 9 | Nasusuri | ang bahaging ginagampanan ng sektor ng industriya, tulad ng pagmimina, tungo sa isang masiglang ekonomiya | AP | ||
| AP9MSP-IVf-12 | 9 | Nasusuri | ang bahaging ginagampanan ng sektor ng paglilingkod | AP | ||
| AP9MKE-Id-9 | 9 | Nasusuri | ang hirarkiya ng pangangailangan. | AP | ||
| AP9MAK-IIIe-10 | 9 | Nasusuri | ang iba’t ibang epekto ng implasyon | AP | ||
| AP9MYK-IIi-12 | 9 | Nasusuri | ang iba’t ibang Istraktura ng Pamilihan | AP | ||
| AP9MAK-IIIc-6 | 9 | Nasusuri | ang kahalagahan ng pagsukat ng pambansang kita sa ekonomiya | AP | ||
| AP9MKE-Ic-7 | 9 | Nasusuri | bilang batayan sa pagbuo ng matalinong desisyon | ang kaibahan ng kagustuhan (wants) sa pangangailangan (needs) | AP | |
| AP9MAK-IIIc-7 | 9 | Nasusuri | ang katuturan ng consumption at savings sa pag-iimpok | AP | ||
| AP9MKE-If-12 | 9 | Nasusuri | ang kaugnayan ng alokasyon sa kakapusan at pangangailangan at kagustuhan | AP | ||
| AP9MAK-IIId-8 | 9 | Nasusuri | ang konsepto at palatandaan ng Implasyon | AP | ||
| AP9MKE-Ig-14 | 9 | Nasusuri | ang mekanismo ng alokasyon sa iba’t-ibang sistemang pang-ekonomiya bilang sagot sa kakapusan | AP | ||
| AP9MSP-IVd-7 | 9 | Nasusuri | ang mga dahilan at epekto ng suliranin ng sektor ng agrikultura, pangingisda, at paggugubat sa bawat Pilipino | AP | ||
| AP9MSP-IVg-15 | 9 | Nasusuri | ang mga dahilan ng pagkakaroon ng impormal na sector | AP | ||
| AP9MYK-IIf-9 | 9 | Nasusuri | ang mga epekto ng shortage at surplus sa presyo at dami ng kalakal at paglilingkod sa pamilihan | AP | ||
| AP9MSP-IVj-21 | 9 | Nasusuri | ang mga patakarang pang-ekonomiya na nakakatulong sa patakarang panlabas ng bansa sa buhay ng nakararaming Pilipino | AP | ||
| AP9MKE-Ih-16 | 9 | Nasusuri | ang mga salik | na nakakaapekto sa pagkonsumo. | AP | |
| AP9MYK-IIa-2 | 9 | Nasusuri | ang mga salik | na nakaaapekto sa demand | AP | |
| AP9MYK-IIc-6 | 9 | Nasusuri | ang mga salik | na nakaaapekto sa suplay | AP | |
| AP9MKE-Ie-11 | 9 | Nasusuri | ang mga salik na nakakaimpluwensiya sa pangangailangan at kagustuhan | AP | ||
| AP9MKE-Ij-20 | 9 | Nasusuri | ang mga tungkulin ng iba’t- ibang organisasyon ng negosyo | AP | ||
| AP9MSP-IVe-10 | 9 | Nasusuri | ang pagkakaugnay ng sektor agrikultural at industriya tungo sa pag-unlad ng kabuhayan | AP | ||
| AP9MAK-IIIb-4 | 9 | Nasusuri | ang pambansang produkto (Gross National Product-Gross Domestic Product) bilang panukat ng kakayahan ng isang ekonomiya | AP | ||
| AP9MSP-IVi-19 | 9 | Nasusuri | ang ugnayan ng Pilipinas para sa kalakalang panlabas nito sa mga samahan tulad ng World Trade Organization at Asia-Pacific Economic Cooperation tungo sa patas na kapakinabangan ng mga mamamayan ng daigdig | AP | ||
| AP9MAK-IIIa-3 | 9 | Nasusuri | ang ugnayan sa isa’t isa ng mga bahaging bumubuo sa paikot na daloy ng ekonomiya | AP | ||
| AP9MAK-IIIa-2 | 9 | Natataya | ang bahaging ginagampanan ng mga bumubuo sa paikot na daloy ng ekonomiya | AP | ||
| AP9MAK-IIIi-20 | 9 | Natataya | ang bumubuo ng sektor ng pananalapi | AP | ||
| AP9MKE-Ia-2 | 9 | Natataya | ang kahalagahan ng ekonomiks sa pang-araw-araw na pamumuhay ng bawat pamilya at ng lipunan | AP | ||
| AP9MSP-IVi-18 | 9 | Natataya | ang kalakaran ng kalakalang panlabas ng bansa | AP | ||
| AP9MAK-IIId-9 | 9 | Natataya | ang mga dahilan sa pagkaroon ng implasyon | AP | ||
| AP9MSP-IVh-16 | 9 | Natataya | ang mga epekto ng impormal na sektor ng ekonomiya | AP | ||
| AP9MSP-IVj-22 | 9 | Natitimbang | ang epekto ng mga patakaran pang-ekonomiya na nakakatulong sa patakarang panlabas ng bansa sa buhay ng nakararaming Pilipino | AP | ||
| AP9MSP-IVb-3 | 9 | Natutukoy | ang iba’t ibang gampanin ng mamamayang Pilipino upang makatulong sa pambansang kaunlaran | AP | ||
| AP9MKE-Ib-4 | 9 | Natutukoy | ang mga palatandaan ng kakapusan sa pang-araw-araw na buhay. | AP | ||
| A9EL-IIb-1 | 9 | Analyzes | art elements and principles in the production of work following a specific art style | Arts-Music | ||
| A9EL-IIIb-1 | 9 | Analyzes | art elements and principles in the production of work following a specific art style from the Neoclassic and Romantic periods | Arts-Music | ||
| A9EL-Ib-1 | 9 | Analyzes | art elements and principles in the production of work following the style of western and classical art | Arts-Music | ||
| MU9CL-IIe-h-6 | 9 | Analyzes | sonata allegro form | Arts-Music | ||
| A9PR-IVh-2 | 9 | Analyzes | the uniqueness of each group’s performance of its selected Western classical theater play and opera | Arts-Music | ||
| A9PR-IIIc-e-3 | 9 | Applies | to communicate ideas, experiences, and stories | different media techniques and processes showing the characteristics of the Neoclassic and Romantic periods | Arts-Music | |
| A9PR-IIc-e-3 | 9 | Applies | to communicate ideas, experiences, and stories | different media techniques and processes showing the characteristics of the Renaissance and the Baroque periods (e.g., fresco, sfumato, etc.) | Arts-Music | |
| A9PR-Ic-e-3 | 9 | Applies | to communicate experiences | different media techniques and processes showing the characteristics of Western Classical art traditions | Arts-Music | |
| A9PR-IVe-f-3 | 9 | Choreographs | the movements and gestures needed in the effective delivery of a selected piece from Western Classical plays and opera | Arts-Music | ||
| A9PL-Ih-4 | 9 | Compares | the characteristics of artworks produced in the different art periods | Arts-Music | ||
| A9PL-IIh-4 | 9 | Compares | the characteristics of artworks produced in the different art periods | Arts-Music | ||
| A9PL-IIIh-4 | 9 | Compares | the characteristics of artworks produced in the Neoclassic and Romantic periods | Arts-Music | ||
| A10PR-Ic-e-1 | 9 | Creates | guided by techniques of the various art movements (e.g., impasto.) | artworks | Arts-Music | |
| A9PR-Ic-e-1 | 9 | Creates | guided by techniques and styles of Western Classical art traditions | artworks | Arts-Music | |
| A9PR-IIc-e-1 | 9 | Creates | guided by techniques and styles of the Renaissance and the Baroque periods | artworks | Arts-Music | |
| A9PR-IIIc-e-1 | 9 | Creates | guided by techniques and styles of the Neoclassic and Romantic periods (e.g., linear style and painterly style) | artworks | Arts-Music | |
| MU9MRB-Ib-h-8 | 9 | Creates and/or performs | in Gregorian and troubadour styles | songs | Arts-Music | |
| MU9OP-IVb-h-5 | 9 | Creates/improvises | for a chosen opera | appropriate sounds, music, gestures, movements, and costumes | Arts-Music | |
| A9PL-IVc-1 | 9 | Defines | through visual representation | what makes selected western classical plays and operas unique | Arts-Music | |
| MU9CL-IIb-g-5 | 9 | Describes | musical elements of given Classical period pieces | Arts-Music | ||
| MU9MRB -Ib-f-5 | 9 | Describes | musical elements of given Medieval, Renaissance and Baroque music | Arts-Music | ||
| MU9RO-IIIb-h-5 | 9 | Describes | musical elements of given Romantic period pieces | Arts-Music | ||
| A9PR-IIIc-e-2 | 9 | Describes | the influence of iconic artists belonging to the Neoclassic and Romantic periods | Arts-Music | ||
| A9PR-IIc-e-2 | 9 | Describes | the influence of iconic artists belonging to the Renaissance and Baroque periods | Arts-Music | ||
| A9PR-Ic-e-2 | 9 | Describes | the influence of iconic artists belonging to Western Classical art on the evolution of art forms | Arts-Music | ||
| A9PR-IVd-1 | 9 | Designs | through costumes, props, etc. | the visual elements and components of the selected Western classical theater play and opera | Arts-Music | |
| A9PL-Ih-2 | 9 | Determines | by evaluating their utilization and combination of art elements and principles | the use or function of artworks | Arts-Music | |
| A9PL-IIh-2 | 9 | Determines | by evaluating their utilization and combination of art elements and principles | the use or function of artworks | Arts-Music | |
| A9PR-If-4 | 9 | Evaluates | in terms of artistic concepts and ideas; using criteria from the Western Classical art traditions | works of art | Arts-Music | |
| A9PR-IIf-4 | 9 | Evaluates | in terms of artistic concepts and ideas; using criteria from the Renaissance and Baroque periods | works of art | Arts-Music | |
| A9PR-IIIf-4 | 9 | Evaluates | in terms of artistic concepts and ideas; using criteria from the Neoclassic and Romantic periods | works of art | Arts-Music | |
| MU9CL-IIa-f-3 | 9 | Explains | the performance practices (setting, composition, role of composers/performers, and audience) of the Classical period | Arts-Music | ||
| MU9MRB -Ia-h-2 | 9 | Explains | the performance practices (setting, composition, role of composers/performers, and audience) of the Medieval, Renaissance and Baroque periods | Arts-Music | ||
| MU9RO-IIIb-h-3 | 9 | Explains | the performance practices (setting, composition, role of composers/performers, and audience) of the Romantic period | Arts-Music | ||
| MU9OP-IVb-h-4 | 9 | Explores | other arts and media that portray Romantic period elements | Arts-Music | ||
| MU9RO-IIIc-h-7 | 9 | Explores | other arts and media that portray Romantic period elements | Arts-Music | ||
| MU9CL-IIb-h-8 | 9 | Explores | other arts and media that portray Classical elements | Arts-Music | ||
| MU9MRB -Ib-f-6 | 9 | Explores | other arts and media that portray Medieval, Renaissance and Baroque elements | Arts-Music | ||
| A9EL-IIIa-2 | 9 | Identifies | distinct characteristics of arts during the Neoclassic and Romantic periods | Arts-Music | ||
| A9EL-IIa-2 | 9 | Identifies | distinct characteristics of arts during the Renaissance and Baroque period | Arts-Music | ||
| A9EL-IIa-3 | 9 | Identifies | representative artists from the Renaissance and Baroque periods | Arts-Music | ||
| A9EL-IIIa-3 | 9 | Identifies | representative artists from the Neoclassic and Romantic period | Arts-Music | ||
| A9EL-Ia-3 | 9 | Identifies | representative artists from various art periods | Arts-Music | ||
| A9EL-IVa-1 | 9 | Identifies | selected theatrical forms from different art periods | Arts-Music | ||
| A9EL-IVc-3 | 9 | Identifies | the elements and principles as manifested in Western Classical plays and opera | Arts-Music | ||
| A9PR-IVe-f-3 | 9 | Improvises | accompanying sounds and rhythms needed in the effective delivery of a selected piece from Western Classical plays and operas | Arts-Music | ||
| MU9MRB -Ib-d-7 | 9 | Improvises | appropriate accompaniment to given Medieval and Renaissance songs | Arts-Music | ||
| MU9CL-IIe-9 | 9 | Improvises | appropriate accompaniment to given short and simple Classical pieces | Arts-Music | ||
| MU9RO-IIIc-h-8 | 9 | Improvises | appropriate accompaniment to given short and simple Romantic period pieces | Arts-Music | ||
| MU9OP-IVa-g-2 | 9 | Listens | perceptively | to selected art songs and excerpts of opera | Arts-Music | |
| MU9CL-IIb-g-4 | 9 | Listens | perceptively | to selected Classical period music | Arts-Music | |
| MU9RO-IIIb-h-4 | 9 | Listens | perceptively | to selected Romantic period music | Arts-Music | |
| MU9MRB-Ia-h-1 | 9 | Listens | perceptively | to selected vocal and instrumental music of the Medieval, Renaissance and Baroque period | Arts-Music | |
| A9PR-Ig-6 | 9 | Mounts | using completed artworks influenced by the Western Classical art tradition | an exhibit | Arts-Music | |
| A9PR-IIg-6 | 9 | Mounts | using completed Renaissance and Baroque-inspired arts and crafts | an exhibit | Arts-Music | |
| A9PR-III-g -7 | 9 | Mounts | using completed artworks with the characteristics of the Neoclassic and Romantic periods | an exhibit | Arts-Music | |
| MU9CL-IIa-f-1 | 9 | Narrates | after video and movie showing | the life and works of classical composers | Arts-Music | |
| MU9RO-IIIa-h-1 | 9 | Narrates | after video and movie showing | the life and works of romantic composers | Arts-Music | |
| MU9OP-IVa-g-1 | 9 | Narrates | after video and movie showing | the plot, musical and theatrical elements of an opera | Arts-Music | |
| A9PR-IVg-5 | 9 | Performs | in a group showcase of the selected piece from Western Classical plays and operas | Arts-Music | ||
| MU9MRB-Ib-h-9 | 9 | Plays | simple melodies of a chorale | Arts-Music | ||
| MU9MRB-Ib-h-9 | 9 | Provides | accompaniment | Arts-Music | ||
| A9PL-Ih-1 | 9 | Reflects on and derives | the mood, idea or message | from selected artworks | Arts-Music | |
| A9PL-IIh-1 | 9 | Reflects on and derives | the mood, idea or message | from selected artworks | Arts-Music | |
| MU9CL-IIa-f-2 | 9 | Relates | Classical music to its historical and cultural background | Arts-Music | ||
| MU9MRB -Ic-f-3 | 9 | Relates | through dramatization | Medieval, Renaissance and Baroque music to its historical and cultural background | Arts-Music | |
| MU9RO-IIIa-2 | 9 | Relates | Romantic period music to its historical and cultural background | Arts-Music | ||
| A9EL-IVb-2 | 9 | Researches | on the history and evolution of theatrical forms | Arts-Music | ||
| A9PR-IVh-6 | 9 | Shows | the influences of selected Western Classical plays or operas | on Philippine theatrical performance; in terms of content of story | Arts-Music | |
| A9PR-IIIf-4 | 9 | Shows | the influences of the Neoclassic and Romantic periods | on Philippine art forms | Arts-Music | |
| A9PR-IIf-5 | 9 | Shows | the influences of the Renaissance and Baroque periods on Philippine art forms | Arts-Music | ||
| A9PR-If-5 | 9 | Shows | the influences of Western Classical art traditions on Philippine art form | Arts-Music | ||
| MU9MRB -Ib-h-4 | 9 | Sings | with a chorale; with correct pitch, rhythm, expression and style | a Medieval chant, troubadour song, madrigal, with a chorale and selections from an oratorio | Arts-Music | |
| MU9CL-IIb-h-7 | 9 | Sings | themes or melodic fragments from given Classical period pieces | Arts-Music | ||
| MU9RO-IIIe-h-6 | 9 | Sings | themes or melodic fragments from given Romantic period pieces | Arts-Music | ||
| MU9OP-IVb-h-3 | 9 | Sings | themes or melodic fragments from given selected songs | Arts-Music | ||
| A9PL-Ih-3 | 9 | Uses | to derive the traditions/history of an art period | artworks | Arts-Music | |
| A9PL-IIh-3 | 9 | Uses | to derive the traditions/history of an art period | artworks | Arts-Music | |
| EN9LC-Id-8.5 | 9 | Accepts or rejects | ideas mentioned | English | ||
| EN9LC-Id-8.4 | 9 | Agrees or disagrees | with the ideas of the speaker | English | ||
| EN9VC-IId-22 | 9 | Agrees or disagrees | with the ideas presented in the material viewed | English | ||
| EN9VC-IIe-22 | 9 | Agrees or disagrees | with the ideas presented in the material viewed | English | ||
| EN9RC-IIIa-20 | 9 | Analyzes | a one-act play | English | ||
| EN9RC-IIIb-20 | 9 | Analyzes | a one-act play | English | ||
| EN9RC-IIIc-20 | 9 | Analyzes | a one-act play | English | ||
| EN9RC-IIId-20 | 9 | Analyzes | a one-act play | English | ||
| EN9RC-IIIe-20 | 9 | Analyzes | a one-act play | English | ||
| EN9RC-IIIf-20 | 9 | Analyzes | a one-act play | English | ||
| EN9LT-IIIa-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIb-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIc-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIId-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIe-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIf-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIg-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIh-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-IIIi-16 | 9 | Analyzes | literature as a means of connecting to the world | English | ||
| EN9LT-Ia-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Ib-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Ic-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Id-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Ie-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-If-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Ig-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Ih-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-Ii-14 | 9 | Analyzes | literature as a means of discovering the self | English | ||
| EN9LT-IVa-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVb-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVc-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVd-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVe-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVf-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVg-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVh-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IVi-17 | 9 | Analyzes | literature as a means of understanding unchanging values in a changing world | English | ||
| EN9LT-IIa-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIb-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIc-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IId-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIe-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIf-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIg-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIh-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LT-IIi-15 | 9 | Analyzes | literature as a means of valuing other people and their various circumstances in life | English | ||
| EN9LC-IIh-12.1 | 9 | Analyzes | the content and feeling levels of utterances | in persuasive texts | English | |
| EN9LC-IIIh-12.1 | 9 | Analyzes | the content and feeling levels of utterances | in persuasive texts | English | |
| EN9VC-IIId-4.3/5.3 | 9 | Analyzes | the information contained | in the material viewed | English | |
| EN9VC-IIIe-4.3/5.3 | 9 | Analyzes | the information contained | in the material viewed | English | |
| EN9VC-IIIf-4.3/5.3 | 9 | Analyzes | the information contained | in the material viewed | English | |
| EN9LC-IVd-7.2 | 9 | Analyzes | based on the explicit statement made | the stand of the speaker | English | |
| EN9LC-IId-11.2 | 9 | Anticipates | based on the speaker’s purpose | the points that will be made | English | |
| EN9V-Ie-11 | 9 | Arrives at | through word formation (clipping, blending, acronym, compounding, folk etymology, etc.) | meaning of words | English | |
| EN9V-If-11 | 9 | Arrives at | through word formation (clipping, blending, acronym, compounding, folk etymology, etc.) | meaning of words | English | |
| EN9VC-If-19 | 9 | Assesses | the relevance of ideas presented in the material viewed | English | ||
| EN9VC-Ig-19 | 9 | Assesses | the relevance of ideas presented in the material viewed | English | ||
| EN9VC-If-19 | 9 | Assesses | the worth of ideas presented in the material viewed | English | ||
| EN9VC-Ig-19 | 9 | Assesses | the worth of ideas presented in the material viewed | English | ||
| EN9G-IVf-1 | 9 | Changes | to indirect speech; and vice versa | direct speech | English | |
| EN9G-IVg-1 | 9 | Changes | to indirect speech; and vice versa | direct speech | English | |
| EN9LC-IVe-8.8 | 9 | Compares and contrasts | ideas listened to | English | ||
| EN9LC-Ih-8.8 | 9 | Compares and contrasts | information listened to | English | ||
| EN9RC-IIa-3.2.7 | 9 | Compares and contrasts | similar information presented in different texts | English | ||
| EN9WC-IVa-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVb-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVc-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVd-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVe-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVf-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVg-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVh-11 | 9 | Composes | a play review | English | ||
| EN9WC-IVi-11 | 9 | Composes | a play review | English | ||
| EN9WC-Ie-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIf-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIg-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIh-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIi-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIa-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIb-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIc-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIId-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIe-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIf-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIg-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIh-9 | 9 | Composes | forms of literary writing | English | ||
| EN9WC-IIIi-9 | 9 | Composes | forms of literary writing | English | ||
| EN9VC-IVa-10 | 9 | Determines | the relevance and the truthfulness of the ideas presented in the material viewed | English | ||
| EN9VC-IVb-10 | 9 | Determines | the relevance and truthfulness of the ideas presented in the material viewed | English | ||
| EN9VC-IVc-10 | 9 | Determines | the relevance and truthfulness of the ideas presented in the material viewed | English | ||
| EN9V-IIf-28 | 9 | Determines | the vocabulary and jargon expected of a communicative style | English | ||
| EN9V-IIg-28 | 9 | Determines | the vocabulary and jargon expected of a communicative style | English | ||
| EN9V-IIh-28 | 9 | Determines | the vocabulary and jargon expected of a communicative style | English | ||
| EN9V-IIi-28 | 9 | Determines | the vocabulary and jargon expected of a communicative style | English | ||
| EN9LT-IVf-2.2.3 | 9 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN9LT-IVg-2.2.3 | 9 | Determines | tone, mood, technique, and purpose of the author | English | ||
| EN9LT-If-2.2.3 | 9 | Determines | tone, mood, technique, and purposes of the author | English | ||
| EN9LT-Ig-2.2.3 | 9 | Determines | tone, mood, technique, and purposes of the author | English | ||
| EN9LT-IIf-2.2.3 | 9 | Determines | tone, mood, technique, and purposes of the author | English | ||
| EN9LT-IIg-2.2.3 | 9 | Determines | tone, mood, technique, and purposes of the author | English | ||
| EN9LC-IVf-13.3 | 9 | Differentiates | biases from prejudices | English | ||
| EN9WC-Ia-8 | 9 | Distinguishes | between and among informative, journalistic, and literary writing | English | ||
| EN9WC-Ib-8 | 9 | Distinguishes | between and among informative, journalistic, and literary writing | English | ||
| EN9WC-Ic-8 | 9 | Distinguishes | between and among informative, journalistic, and literary writing | English | ||
| EN9WC-IIa-10 | 9 | Distinguishes | the features present in poetry and in prose | English | ||
| EN9WC-IIb-10 | 9 | Distinguishes | the features present in poetry and in prose | English | ||
| EN9VC-Ih-2.5 | 9 | Draws | from the material viewed | conclusions | English | |
| EN9VC-Ii-2.5 | 9 | Draws | from the material viewed | conclusions | English | |
| EN9LC-IIf-8.7 | 9 | Draws | conclusions based on the text listened to | English | ||
| EN9VC-Ih-1.5 | 9 | Draws | from the material viewed | generalizations | English | |
| EN9VC-Ii-1.5 | 9 | Draws | from the material viewed | generalizations | English | |
| EN9LC-Ig-8.7 | 9 | Draws | from the material listened to | generalizations and conclusions | English | |
| EN9LT-Ih-2.3 | 9 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN9LT-IIh-2.3 | 9 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN9LT-IIId-2.3 | 9 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN9LT-IIIe-2.3 | 9 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN9LT-IIIf-2.3 | 9 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN9LT-IVh-2.3 | 9 | Draws | similarities and differences of the featured selections in relation to the theme | English | ||
| EN9LC-IVc-13.2 | 9 | Employs | analytical listening to make predictions and projections | English | ||
| EN9LC-IIIa-6 | 9 | Employs | appropriate listening strategies | suited to type of text | English | |
| EN9OL-IIg-2.6 | 9 | Employs | to convey meaning in a Readers or Chamber Theatre | effective and appropriate non-verbal communication | English | |
| EN9OL-IVc-2 | 9 | Employs | to convey meaning in a Readers or Chamber Theatre | effective and appropriate non-verbal communication | English | |
| EN9OL-IVd-2 | 9 | Employs | to convey meaning in a Readers or Chamber Theatre | effective and appropriate non-verbal communication | English | |
| EN9OL-IVe-2 | 9 | Employs | to convey meaning in a Readers or Chamber Theatre | effective and appropriate non-verbal communication | English | |
| EN9OL-IIIa-3.7 | 9 | Employs | while performing in a one-act play | varied verbal and non-verbal strategies | English | |
| EN9OL-IIa-3.7 | 9 | Employs | to create impact on the audience; while delivering lines in a Readers Theatre or in a Chamber Theatre | various verbal and non-verbal strategies | English | |
| EN9OL-IIb-3.7 | 9 | Employs | to create impact on the audience; while delivering lines in a Readers Theatre or in a Chamber Theatre | various verbal and non-verbal strategies | English | |
| EN9VC-IIa-1.4 | 9 | Establishes | connections of events and how these events lead to the ending of a material | English | ||
| EN9WC-Id-8.1 | 9 | Examines | sample texts representative of each type | English | ||
| EN9LT-Ii-3 | 9 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN9LT-IIi-3 | 9 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN9LT-IIIg-3 | 9 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN9LT-IIIh-3 | 9 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN9LT-IIIi-3 | 9 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN9LT-IVi-3 | 9 | Explains | how a selection is influenced by culture, history, environment, and other factors | English | ||
| EN9LT-Ic-2.2 | 9 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN9LT-IIc-2.2 | 9 | Explains | how the elements specific to a genre contribute to the theme of a particular literary selection | English | ||
| EN9LT-Ib-14.2 | 9 | Explains | how the elements specific to a selection build its theme | English | ||
| EN9LT-II0-14.2 | 9 | Explains | how the elements specific to a selection build its theme | English | ||
| EN9LT-IVa-17.1 | 9 | Explains | how the elements specific to full-length plays build its theme | English | ||
| EN9LT-IVb-17.1 | 9 | Explains | how the elements specific to full-length plays build its theme | English | ||
| EN9V-Ic-15 | 9 | Explains | how words are derived from names of persons and places | English | ||
| EN9V-Id-15 | 9 | Explains | how words are derived from names of persons and places | English | ||
| EN9LT-Ie-2.2.2 | 9 | Explains | the literary devices used | English | ||
| EN9LT-IIe-2.2.2 | 9 | Explains | the literary devices used | English | ||
| EN9LT-IVd-2.2.2 | 9 | Explains | the literary devices used | English | ||
| EN9LT-IVe-2.2.2 | 9 | Explains | the literary devices used | English | ||
| EN9LT-Id-2.2.1 | 9 | Expresses | appreciation for sensory images used | English | ||
| EN9LT-IId-2.2.1 | 9 | Expresses | appreciation for sensory images used | English | ||
| EN9LT-IVc-2.2.1 | 9 | Expresses | appreciation for sensory images used | English | ||
| EN9G-IVc-23 | 9 | Expresses | permission, obligation, prohibition | English | ||
| EN9G-IVd-23 | 9 | Expresses | permission, obligation, prohibition | English | ||
| EN9G-IVe-23 | 9 | Expresses | permission, obligation, prohibition | English | ||
| EN9LC-IIIa-6.1 | 9 | Extracts | important information | from argumentative/persuasive texts | English | |
| EN9LC-IIIi-8.6 | 9 | Forms | based on the ideas mentioned | decisions | English | |
| EN9VC-IVd-1.3/2.3 | 9 | Formulates | based on the material viewed | predictions | English | |
| EN9VC-IVe-1.3/2.3 | 9 | Formulates | based on the material viewed | predictions | English | |
| EN9VC-IVf-1.3/2.3 | 9 | Formulates | based on the material viewed | predictions | English | |
| EN9V-IVa-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IVb-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IVc-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IVf-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IVg-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IVh-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IVi-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theater (like stage directions) | English | |
| EN9V-IIIa-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIb-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIc-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIe-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIf-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIg-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIh-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9V-IIIi-29 | 9 | Gets | familiar with the technical vocabulary | for drama and theatre (like stage directions) | English | |
| EN9RC-IIb-19 | 9 | Gets | from various print media like brochures, pamphlets, periodicals, and audio-video recordings. | information | English | |
| EN9RC-IIc-19 | 9 | Gets | from various print media like brochures, pamphlets, periodicals, and audio-video recordings. | information | English | |
| EN9RC-IId-19 | 9 | Gets | from various print media like brochures, pamphlets, periodicals, and audio-video recordings. | information | English | |
| EN9RC-IIe-19 | 9 | Gets | from various print media like brochures, pamphlets, periodicals, and audio-video recordings. | information | English | |
| EN9LC-IVb-13.1 | 9 | Gets | the different sides of social, moral and economic issues affecting the nation | English | ||
| EN9V-IIa-27 | 9 | Gives | the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, and frozen) | English | ||
| EN9V-IIb-27 | 9 | Gives | the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, and frozen) | English | ||
| EN9V-IIc-27 | 9 | Gives | the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, and frozen) | English | ||
| EN9V-IId-27 | 9 | Gives | the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, and frozen) | English | ||
| EN9V-IIe-27 | 9 | Gives | the appropriate communicative styles for various situations (intimate, casual, conversational, consultative, and frozen) | English | ||
| EN9RC-Ii-18 | 9 | Identifies | advance organizers, titles, sub-titles, illustrations, etc. given in a text | English | ||
| EN9LT-IIIa-16.1 | 9 | Identifies | the distinguishing features of Anglo-American one-act plays | English | ||
| EN9LT-IIIb-16.1 | 9 | Identifies | the distinguishing features of Anglo-American one-act plays | English | ||
| EN9LT-IIIc-16.1 | 9 | Identifies | the distinguishing features of Anglo-American one-act plays | English | ||
| EN9LT-Ia-14.1 | 9 | Identifies | the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories | English | ||
| EN9LT-IIa-15.1 | 9 | Identifies | the distinguishing features of notable Anglo-American lyric poetry, songs, poems, sermons, and allegories | English | ||
| EN9WC-IIIa-9.4 | 9 | Identifies | types and features of a play synopsis | English | ||
| EN9WC-IIIb-9.4 | 9 | Identifies | types and features of a play synopsis | English | ||
| EN9WC-IIIc-9.4 | 9 | Identifies | types and features of a play synopsis | English | ||
| EN9WC-IIId-9.4 | 9 | Identifies | types and features of a play synopsis | English | ||
| EN9WC-If-9.1 | 9 | Identifies | types and features of poetry | English | ||
| EN9WC-Ig-9.1 | 9 | Identifies | types and features of poetry | English | ||
| EN9WC-IIf-9.2 | 9 | Identifies | types and features of short prose | English | ||
| EN9WC-IIg-9.2 | 9 | Identifies | types and features of short prose | English | ||
| EN9VC-Ia-3.8 | 9 | Infers | thoughts, feelings, and intentions in the material viewed | English | ||
| EN9VC-Ib-3.8 | 9 | Infers | thoughts, feelings, and intentions in the material viewed | English | ||
| EN9VC-Ic-3.8 | 9 | Infers | thoughts, feelings, and intentions in the material viewed | English | ||
| EN9RC-IIg-5 | 9 | Interprets | information found in non-linear texts such as diagrams, maps, charts, etc | English | ||
| EN9LC-IIIc-6.4 | 9 | Interprets | the information listened to | English | ||
| EN9VC-IIIa-1.2/2.2 | 9 | Interprets | the message conveyed in a material viewed | English | ||
| EN9VC-IIIb-1.2/2.2 | 9 | Interprets | the message conveyed in a material viewed | English | ||
| EN9VC-IIIc-1.2/2.2 | 9 | Interprets | the message conveyed in a poster | English | ||
| EN9LC-IIi-8.2 | 9 | Judges | the relevance and worth of ideas presented | English | ||
| EN9LC-IVg-13.4 | 9 | Judges | the relevance and truthfulness of the ideas listened to | English | ||
| EN9LC-If-8.2 | 9 | Judges | the relevance and worth of ideas presented | English | ||
| EN9VC-IIh-19 | 9 | Judges | the relevance and worth of ideas presented | in the material viewed | English | |
| EN9VC-IIi-19 | 9 | Judges | the relevance and worth of ideas presented | in the material viewed | English | |
| EN9RC-IVf-2.22 | 9 | Judges | the relevance and worth of ideas, , soundness of author’s reasoning, and the effectiveness of the presentation | English | ||
| EN9RC-IVg-2.22 | 9 | Judges | the relevance and worth of ideas, , soundness of author’s reasoning, and the effectiveness of the presentation | English | ||
| EN9RC-IVh-2.22 | 9 | Judges | the relevance and worth of ideas, , soundness of author’s reasoning, and the effectiveness of the presentation | English | ||
| EN9LC-IIIi-8.2 | 9 | Judges | the relevance and worth of information/ideas | English | ||
| EN9LC-IVh-2.15 | 9 | Judges | the validity of the evidence listened to | English | ||
| EN9LC-IIb-11.1 | 9 | Listens | to get important information | from argumentative/ persuasive texts | English | |
| EN9LC-IVa-13 | 9 | Listens | to lay value judgment on critical issues that demand sound analysis and call for prompt actions | English | ||
| EN9LC-IIc- 3.12 | 9 | Listens | to paraphrase information | from persuasive texts | English | |
| EN9LC-IIc- 3.14 | 9 | Listens | to summarize information | from persuasive texts | English | |
| EN9RC-Ig-17 | 9 | Makes | a connection between the present text and previously read texts | English | ||
| EN9RC-Ih-17 | 9 | Makes | a connection between the present text and previously read texts | English | ||
| EN9LC-IIe-12 | 9 | Makes | based on the text listened to | a stand | English | |
| EN9LC-Ie-8.6 | 9 | Makes | decisions based on what is listened to | English | ||
| EN9LC-IVi-8.7 | 9 | Makes | generalizations | English | ||
| EN9LC-IIb-2.8 | 9 | Makes | inferences from what was said | English | ||
| EN9RC-IIh-11.1.1 | 9 | Matches | diagrams with their corresponding write-ups. | English | ||
| EN9V-Ig-12.3 | 9 | Notes | types of context clue (restatement, definition, synonyms, antonyms, restatement, definition) used for a given word and expression | English | ||
| EN9V-Ih-12.3 | 9 | Notes | types of context clue (restatement, definition, synonyms, antonyms, restatement, definition) used for a given word and expression | English | ||
| EN9V-Ii-12.3 | 9 | Notes | types of context clue (restatement, definition, synonyms, antonyms, restatement, definition) used for a given word and expression | English | ||
| EN9G-IVi-25 | 9 | Observes | in writing an evaluation | tense consistency | English | |
| EN9RC-IIi-2.15 | 9 | Organizes | in various ways (outlining, graphic, representations, etc.) | information | English | |
| EN9LC-Ic-3.12 | 9 | Paraphrases | the text listened to | English | ||
| EN9LC-Ia-3.6 | 9 | Performs | by following instructions | a task | English | |
| EN9LC-Ia-8 | 9 | Processes | information mentioned in the text listened to | English | ||
| EN9F-Ib-3.1 | 9 | Produces | in delivering jazz chants and raps | the correct beat and rhythm | English | |
| EN9F-Ic-3.1 | 9 | Produces | in delivering jazz chants and raps | the correct beat and rhythm | English | |
| EN9F-IIIa-3.11 | 9 | Produces | when delivering lines in a one-act play | the English sounds correctly and effectively | English | |
| EN9F-IIIb-3.11 | 9 | Produces | when delivering lines in a one-act play | the English sounds correctly and effectively | English | |
| EN9F-IVa-3.11 | 9 | Produces | when delivering lines in a full-length play | the sounds of English effectively | English | |
| EN9LC-IIIe-3.13 | 9 | Provides | appropriate and critical feedback/reaction | to a specific context or situation | English | |
| EN9LC-IIIf-3.13 | 9 | Provides | appropriate and critical feedback/reaction | to a specific context or situation | English | |
| EN9LC-IIIf-3.13 | 9 | Provides | appropriate and critical feedback/reaction | to a specific context or situation | English | |
| EN9VC-IIIg-24 | 9 | Provides | critical feedback to the idea presented in the material viewed | English | ||
| EN9VC-IIIh-24 | 9 | Provides | critical feedback to the idea presented in the material viewed | English | ||
| EN9VC-IIIi-24 | 9 | Provides | critical feedback to the idea presented in the material viewed | English | ||
| EN9V-Ia-1 | 9 | Provides | words and expressions appropriate for a given situation | English | ||
| EN9V-Ib-1 | 9 | Provides | words and expressions appropriate for a given situation | English | ||
| EN9LC-IIg-3.13 | 9 | Reacts and shares | personal opinion about the ideas listened to | English | ||
| EN9LC-IIId-6.5 | 9 | Recognizes | faulty logic, unsupported facts and emotional appeal | English | ||
| EN9LC-IIIb-6.3 | 9 | Reflects | on the ideas of the speaker | English | ||
| EN9RC-IVa-2.18 | 9 | Relates | to particular social issues, concerns, or dispositions in real life | text content | English | |
| EN9RC-IVb-2.18 | 9 | Relates | to particular social issues, concerns, or dispositions in real life | text content | English | |
| EN9RC-IVc-2.18 | 9 | Relates | to particular social issues, concerns, or dispositions in real life | text content | English | |
| EN9RC-IVd-2.18 | 9 | Relates | to particular social issues, concerns, or dispositions in real life | text content | English | |
| EN9RC-IVe-2.18 | 9 | Relates | to particular social issues, concerns, or dispositions in real life | text content | English | |
| EN9RC-Id-13.2 | 9 | Scans | to determine patterns of idea development | sequence signals or connectors | English | |
| EN9RC-IIf-11.1 | 9 | Senses | the difference between linear and non-linear texts | English | ||
| EN9LC-IIIg-2.10 | 9 | Shares | personal opinion about the ideas listened to | English | ||
| EN9VC-IIf-23 | 9 | Shares | personal opinion about the ideas presented in the material viewed | English | ||
| EN9VC-IIg-23 | 9 | Shares | personal opinion about the ideas presented in the material viewed | English | ||
| EN9RC-Ia-16 | 9 | Shares | prior knowledge about a text topic | English | ||
| EN9RC-Ib-16 | 9 | Shares | prior knowledge about a text topic | English | ||
| EN9LC-IIa-11 | 9 | Shifts | based on topic, purpose, and level of difficulty of the argumentative or persuasive text | from one listening strategy to another | English | |
| EN9SS-Ie-1.5.1 | 9 | Skims | to determine key ideas and author’s purpose | English | ||
| EN9SS-If-1.5.1 | 9 | Skims | to determine key ideas and author’s purpose | English | ||
| EN9LC-Ii-3.14 | 9 | Summarizes | information from the text listened to | English | ||
| EN9VC-Id-21 | 9 | Summarizes | the contents of the material viewed | English | ||
| EN9VC-Ie-21 | 9 | Summarizes | the contents of the material viewed | English | ||
| EN9VC-IIb-21 | 9 | Summarizes | the information contained in the material viewed | English | ||
| EN9VC-IIc-21 | 9 | Summarizes | the information contained in the material viewed | English | ||
| EN9VC-IVg-14 | 9 | Takes | a stand on critical issues brought up in the material viewed | English | ||
| EN9VC-IVh-14 | 9 | Takes | a stand on critical issues brought up in the material viewed | English | ||
| EN9VC-IVi-14 | 9 | Takes | a stand on critical issues brought up in the material viewed | English | ||
| EN9RC-Ic-13.2 | 9 | Takes note | to determine patterns of idea development given in a text | of sequence signals or connectors | English | |
| EN9G-IVa-22 | 9 | Uses | active and passive constructions | with 5-6 sentences | English | |
| EN9G-IVb-22 | 9 | Uses | active and passive constructions | with 5-6 sentences | English | |
| EN9G-IIa-19 | 9 | Uses | in narration | adverbs | English | |
| EN9G-IIb-19 | 9 | Uses | in narration | adverbs | English | |
| EN9G-IId-19 | 9 | Uses | in narration | adverbs | English | |
| EN9G-Ia-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Ib-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Ic-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Id-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Ie-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-If-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Ig-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Ih-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9G-Ii-1.7 | 9 | Uses | to convey meaning | appropriate capitalization | English | |
| EN9OL-IIIh-3.10 | 9 | Uses | to accompany the oral delivery of lines | appropriate multi-media resources | expressing fantasy | English |
| EN9OL-IIIi-3.10 | 9 | Uses | to accompany the oral delivery of lines | appropriate multi-media resources | English | |
| EN9OL-IVh-3.10 | 9 | Uses | appropriately, effectively and efficiently | appropriate multi-media resources | a 3-paragraph | English |
| EN9OL-IVi-3.10 | 9 | Uses | appropriately, effectively and efficiently | appropriate multi-media resources | a 3-line or 4-stanza | English |
| EN9G-Ia-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Ib-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Ic-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Id-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Ie-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-If-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Ig-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Ih-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-Ii-1.6 | 9 | Uses | to convey meaning | appropriate punctuation marks | English | |
| EN9G-IIe-20 | 9 | Uses | in expressing arguments | conditionals | English | |
| EN9G-IIf-20 | 9 | Uses | in expressing arguments | conditionals | English | |
| EN9G-IIg-20 | 9 | Uses | in expressing arguments | conditionals | English | |
| EN9G-IIi-20 | 9 | Uses | in expressing arguments | conditionals | English | |
| EN9OL-IIIf-2 | 9 | Uses | effective and appropriate non-verbal communication strategies | 2-3 step | English | |
| EN9OL-IIIg-2 | 9 | Uses | effective and appropriate non-verbal communication strategies | about the characters in a literary text listened to or read | English | |
| EN9G-I0-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Ia-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Ib-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Ic-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Id-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Ie-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-If-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Ih-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9G-Ii-18 | 9 | Uses | to convey meaning | interjections | English | |
| EN9WC-Ih-3.6 | 9 | Uses | to craft poetic forms | literary devices and techniques | English | |
| EN9WC-Ii-3.6 | 9 | Uses | to craft poetic forms | literary devices and techniques | English | |
| EN9WC-IIh-9.3 | 9 | Uses | to craft short prose forms | literary devices and techniques | English | |
| EN9WC-IIi-9.3 | 9 | Uses | to craft short prose forms | literary devices and techniques | English | |
| EN9WC-IIIe-9.5 | 9 | Uses | to craft a play synopsis | literary devices and techniques | English | |
| EN9WC-IIIf-9.5 | 9 | Uses | to craft a play synopsis | literary devices and techniques | English | |
| EN9WC-IIIg-9.5 | 9 | Uses | to craft a play synopsis | literary devices and techniques | with its complete elements | English |
| EN9WC-IIIh-9.5 | 9 | Uses | to craft a play synopsis | literary devices and techniques | expressing reality | English |
| EN9WC-IIIi-9.5 | 9 | Uses | to craft a play synopsis | literary devices and techniques | English | |
| EN9G-Ia-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Ib-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Ic-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Id-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Ie-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-If-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Ig-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Ih-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-Ii-17 | 9 | Uses | in creative writing | normal and inverted word order | English | |
| EN9G-IIh-20 | 9 | Uses | in expressing arguments | past conditionals | English | |
| EN9F-Ih-3.14 | 9 | Uses | the appropriate and effective speech conventions expected of speech choir presentations | English | ||
| EN9F-Ii-3.14 | 9 | Uses | the appropriate and effective speech conventions expected of speech choir presentations | English | ||
| EN9OL-If-2.6.2 | 9 | Uses | the appropriate gestures (hand, face, body) | English | ||
| EN9OL-Ig-2.6.2 | 9 | Uses | the appropriate gestures (hand, face, body) | English | ||
| EN9OL-IIe-5 | 9 | Uses | when delivering lines in a Readers Theatre or Chamber Theatre | the appropriate prosodic features of speech | English | |
| EN9OL-IIf-5 | 9 | Uses | when delivering lines in a Readers Theatre or Chamber Theatre | the appropriate prosodic features of speech | English | |
| EN9OL-IIh-5 | 9 | Uses | when delivering lines in a Readers Theatre or Chamber Theatre | the appropriate prosodic features of speech | English | |
| EN9OL-IIi-5 | 9 | Uses | when delivering lines in a Readers Theatre or Chamber Theatre | the appropriate prosodic features of speech | English | |
| EN9OL-IIIc-5 | 9 | Uses | when delivering lines in a one-act play | the appropriate prosodic features of speech | English | |
| EN9OL-IIId-5 | 9 | Uses | when delivering lines in a one-act play | the appropriate prosodic features of speech | English | |
| EN9OL-IIIe-5 | 9 | Uses | when delivering lines in a one-act play | the appropriate prosodic features of speech | 2–3 | English |
| EN9OL-Ia-1.15 | 9 | Uses | when delivering lines of poetry and prose in a speech choir, jazz chants and raps | the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech | English | |
| EN9OL-Ib-1.15 | 9 | Uses | when delivering lines of poetry and prose in a speech choir, jazz chants and raps | the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech | English | |
| EN9OL-Ic-1.15 | 9 | Uses | when delivering lines of poetry and prose in a speech choir, jazz chants and raps | the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features of speech | English | |
| EN9OL-IVf-1.14 | 9 | Uses | the appropriate suprasegmentals: pitch, stress, juncture, intonation, etc. | with two to three paragraphs | English | |
| EN9OL-IVg-1.14 | 9 | Uses | the appropriate suprasegmentals: pitch, stress, juncture, intonation, etc. | English | ||
| EN9OL-Id-1.14 | 9 | Uses | when delivering lines of poetry and prose in dramatic and conventional speech choirs | the correct pitch, juncture, stress, intonation, rate of speech, volume, projection | English | |
| EN9OL-Ie-1.14 | 9 | Uses | when delivering lines of poetry and prose in dramatic and conventional speech choirs | the correct pitch, juncture, stress, intonation, rate of speech, volume, projection | English | |
| EN9F-IIc-3.11.1 | 9 | Uses | the correct production of English sounds: vowels sounds, consonant sounds, diphthongs, etc. | English | ||
| EN9F-IId-3.11.1 | 9 | Uses | the correct production of English sounds: vowels sounds, consonant sounds, diphthongs, etc. | English | ||
| EN9OL-Ib-1.15 | 9 | Uses | when delivering lines of poetry and prose in a speech choir, jazz chants and raps | the prosodic features of speech | English | |
| EN9OL-Ic-1.15 | 9 | Uses | when delivering lines of poetry and prose in a speech choir, jazz chants and raps | the prosodic features of speech | English | |
| EN9OL-IVa-3.7 | 9 | Uses | when performing in a full-length play | varied verbal and non-verbal communication strategies | with 5-6 sentences | English |
| EN9G-IIIa-21 | 9 | Uses | verbals | English | ||
| EN9G-IIIb-21 | 9 | Uses | verbals | English | ||
| EN9G-IIIc-21 | 9 | Uses | verbals | English | ||
| EN9G-IIId-21 | 9 | Uses | verbals | English | ||
| EN9G-IIIe-21 | 9 | Uses | verbals | 2-3 step | English | |
| EN9G-IIIf-21 | 9 | Uses | verbals | about the characters in a literary text listened to or read | English | |
| EN9G-IIIg-21 | 9 | Uses | verbals | about one’s personal experience | English | |
| EN9G-IIIh-21 | 9 | Uses | verbals | describing persons, places, things, and animals | English | |
| EN9G-IIIi-21 | 9 | Uses | verbals | English | ||
| EN9G-IVh-24 | 9 | Uses | to express evaluation | words | a 3-line and 4-stanza | English |
| EsP9PL-Ih-4.3 | 9 | Nahihinuha | na: b. Ang pagpapalutang ng katotohanang kailangan ng mga mamamayan sa pagpapasya ang layunin ng media | EsP | ||
| EsP9PL-Ih-4.3 | 9 | Nahihinuha | na: c. Sa tulong ng simbahan, nabibigyan ng mas mataas na antas ng katuturan ang mga materyal na pangangailangang tinatamasa natin sa tulong ng estado at sariling pagkukusa | EsP | ||
| EsP9PL-Ih-4.3 | 9 | Nahihinuha | Nahihinuha na: a. Layunin ng Lipunang Sibil ang likas-kayang pag-unlad, ang ulirang lipunan na pinagkakaisa ang mga panlipunang pagpapahalaga tulad ng katarungang panlipunan, pang-ekonomiyang pag-unlad (economic viability), pakikilahok ng mamamayan, panga | EsP | ||
| EsP9PK-IVd-14.3 | 9 | Nahihinuhang | dapat sumasalamin ang pagiging natatanging nilalang na nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat ang kanyang Personal na Pahayag ng Misyon sa Buhay | EsP | ||
| EsP9TT-IId-6.3 | 9 | Nahihinuhang | mahalaga ang pagsunod sa batas na nakabatay sa Likas na Batas Moral (Natural Law) dahil gumagaratiya ito sa pagtugon sa pangangailangan at sa dignidad ng tao at sa kung ano ang hinihingi ng tamang katwiran na mahalaga upang makamit ang kabutihang panlahat | EsP | ||
| EsP9TT-IId-6.4 | 9 | Naipahahayag | batay sa pagtugon nito sa kabutihang panlahat | ang pagsang-ayon o pagtutol sa isang umiiral na batas | EsP | |
| EsP9TT-IIe-7.1 | 9 | Naipaliliwanag | ang kahalagahan ng paggawa at paglilingkod bilang tagapagtaguyod ng dignidad ng tao | EsP | ||
| EsP9KP-IIIe-12.1 | 9 | Naipaliliwanag | ang kahalagahan ng pamamahala ng paggamit ng oras | EsP | ||
| EsP9PK-IVg-16.1 | 9 | Naipaliliwanag | ang kahalagahan ng sistematikong pagpili ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | EsP | ||
| EsP9PL-Ic-2.1 | 9 | Naipaliliwanag | ang: a. dahilan kung bakit may lipunang pulitikal | EsP | ||
| EsP9PL-Ic-2.1 | 9 | Naipaliliwanag | ang: b. Prinsipyo ng Subsidiarity | EsP | ||
| EsP9PL-Ic-2.1 | 9 | Naipaliliwanag | ang: c. Prinsipyo ng Pagkakaisa | EsP | ||
| EsP9KP-IIIh-10.3 | 9 | Naipaliliwanag | na kailangan ang kagalingan sa paggawa at paglilingkod upang maiangat ang sarili, mapaunlad ang ekonomiya ng bansa at mapasalamatan ang Diyos sa mga talentong Kanyang kaloob | EsP | ||
| EsP9PL-Ib-1.4 | 9 | Naisasagawa | ang isang proyekto na makatutulong sa isang pamayanan o sektor sa pangangailangang pangkabuhayan, pangkultural, at pangkapayapaan | EsP | ||
| EsP9TT-IIb-5.4 | 9 | Naisasagawa | ang mga angkop na kilos upang ituwid ang mga nagawa o naobserbahang paglabag sa mga karapatang pantao sa pamilya, paaralan, baranggay/pamayanan, o lipunan/bansa | EsP | ||
| EsP9TT-IIg-8.1 | 9 | Naiuugnay | sa pag-unlad ng mamamayan at lipunan | ang kahalagahan ng pakikilahok at bolunterismo | EsP | |
| EsP9PK-IVa-13.1 | 9 | Naiuugnay | ang mga pagbabago sa sariling talento, kakayahan at hilig (mula Baitang 7) sa pipiliing kursong akademiko, teknikal-bokasyonal, sining at palakasan o negosyo | EsP | ||
| EsP9KP-IIIg-10.2 | 9 | Nakabubuo | ng mga hakbang upang magkaroon ng kalidad o kagalingan sa paggawa ng isang gawain o produkto | EsP | ||
| EsP9PK-IVf-15.4 | 9 | Nakabubuo | ng profile ng mga trabahong mataas ang lokal at global na demand na angkop sa taglay na mga talento at kakayahan, pagpapahalaga at tunguhin | EsP | ||
| EsP9TT-IIf-7.4 | 9 | Nakabubuo | gamit ang panayam sa mga manggagawang kumakatawan sa taong nangangailangan (marginalized) na nasa iba’t ibang kurso o trabahong teknikal-bokasyonal | ng sintesis tungkol sa kabutihang naidudulot ng paggawa | EsP | |
| EsP9KP-IIIb-11.4 | 9 | Nakagagawa | upang matupad ang itinakdang gawain nang may kasipagan at pagpupunyagi | ng chart ng pagsunod sa hakbang | EsP | |
| EsP9KP-IIIa-11.2 | 9 | Nakagagawa | ayon sa pamantayan; at may motibasyon sa paggawa | ng journal ng mga gawaing natapos nang pinaghandaan | EsP | |
| EsP9TT-IIh-8.4 | 9 | Nakalalahok | sa isang proyekto o gawain sa baranggay o mga sektor na may partikular na pangangailangan | EsP | ||
| EsP9PK-IVd-14.4 | 9 | Nakapagbubuo | ng Personal na Pahayag ng Misyon sa Buhay | EsP | ||
| EsP9PK-IVc-14.1 | 9 | Nakapagpapaliwanag | ng kahalagahan ng Personal na Pahayag ng Misyon sa Buhay | EsP | ||
| EsP9PK-IVh-16.4 | 9 | Nakapagpapasya | ayon sa sariling kagustuhan na angkop sa mga pansariling salik at demand na lokal at global | ng kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | EsP | |
| EsP9PL-Ih-4.4 | 9 | Nakapagsasagawa | upang matukoy kung may lipunang sibil na kumikilos dito, matukoy ang adbokasiya ng lipunang sibil sa pamayanan, at matasa ang antas ng pagganap nito sa pamayanan | ng mga pananaliksik sa pamayanan | EsP | |
| EsP9TT-IIe-7.2 | 9 | Nakapagsusuri | kung nakapagtataguyod ng dignidad ng tao ang paggawang nasasaksihan sa pamilya, paaralan o baranggay/pamayanan | EsP | ||
| EsP9TT-IIg-8.2 | 9 | Nakapagsusuri | ng kwentong buhay ng mga taong inilaan ang malaking bahagi ng kanilang buhay para sa pagboboluntaryo. Hal. Efren Peñaflorida, greenpeach volunteers, atbp. | EsP | ||
| EsP9PL-Ie-3.2 | 9 | Nakapagsusuri | ng maidudulot ng magandang ekonomiya | EsP | ||
| EsP9PL-Ia-1.2 | 9 | Nakapagsusuri | ng mga halimbawa ng pagsasaalang-alang sa kabutihang panlahat sa pamilya, paaralan, pamayanan o lipunan | EsP | ||
| EsP9KP-IIIc-9.2 | 9 | Nakapagsusuri | ng mga paglabag sa katarungang panlipunan ng mga tagapamahala at mamamayan | EsP | ||
| EsP9PK-IVg-16.2 | 9 | Nakapagsusuri | upang makabuo ng pasiya sa pipiliing kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay | ng pagkakatugma ng mga pansariling salik sa lokal at global na demand | EsP | |
| EsP9KP-IIIe-12.2 | 9 | Nakapagtatala | sa journal ng mga pagkakataong napamahalaan ang oras | EsP | ||
| EsP9KP-IIIh-10.4 | 9 | Nakapagtatapos | ng isang gawain o produkto na may kalidad o kagalingan sa paggawa | EsP | ||
| EsP9PL-Id-2.4 | 9 | Nakapagtataya o nakapaghuhusga | kung umiiral ang Prinsipyo ng Subsidiarity at Pagkakaisa o nilalabag ito sa pamilya, paaralan, pamayanan (baranggay), at lipunan/bansa | EsP | ||
| EsP9PL-If-3.4 | 9 | Nakatataya | gamit ang dokumentaryo o photo/video journal (hal.YouScoop) | ng lipunang ekonomiya sa isang baranggay /pamayanan, at lipunan/bansa | EsP | |
| EsP9PL-Ie-3.1 | 9 | Nakikilala | ang mga katangian ng mabuting ekonomiya | EsP | ||
| EsP9PK-IVe-15.2 | 9 | Nakikilala | ang mga mapamimiliang kursong akademiko o teknikal-bokasyonal, negosyo o hanapbuhay na angkop sa sariling talento, kakayahan at hilig | EsP | ||
| EsP9PK-IVa-13.1 | 9 | Nakikilala | ang mga pagbabago sa sariling talento, kakayahan at hilig (mula Baitang 7) | EsP | ||
| EsP9KP-IIIc-9.1 | 9 | Nakikilala | ang mga palatandaan ng katarungang panlipunan | EsP | ||
| EsP9PK-IVa-13.2 | 9 | Napagninilayan | ang mga mahahalagang hakbang na ginawa upang mapaunlad ang kanyang talento at kakayahan ayon sa kanyang hilig at mithiin | EsP | ||
| EsP9PL-Ib-1.3 | 9 | Napangangatwiranan | na mga puwersang magpapatatag sa lipunan ang pagsisikap ng bawat tao na makamit at mapanatili ang kabutihang panlahat sa pamamagitan ng pagsasabuhay ng moral na pagpapahalaga | EsP | ||
| EsP9PK-IVh-16.3 | 9 | Napangangatwiranan | na: a. Mahalaga ang pagtutugma ng pansariling salik sa lokal at global na demand upang makamit ang mga itinakdang tunguhin sa pagpapaunlad ng sarili at pakikibahagi sa lipunan; b. Nagsisimula sa mabuting pagpili ng track at stream sa senior high school an | EsP | ||
| EsP9PK-IVb-13.3 | 9 | Napatutunayan | na ang pagiging tugma ng mga personal na salik sa mga pangangailangan (requirements) sa napiling kursong akademiko, teknikal-bokasyonal, sining at isports o negosyo ay daan upang magkaroon ng makabuluhang hanapbuhay o negosyo at matiyak ang pagiging produ | EsP | ||
| EsP9TT-IIb-5.3 | 9 | Napatutunayan | na magkakaroon ng tunay na kabuluhan ang karapatan kung gagampanan ng tao ang kanyang tungkuling kilalanin at unawain ang pagkakapantay-pantay ng dignidad ng lahat ng tao | EsP | ||
| EsP9PK-IVf-15.3 | 9 | Napatutunayan | na makatutulong ang sapat (updated and accurate) na impormasyon tungkol sa mga trabahong kailangan sa Pilipinas at sa ibang bansa upang mapili at mapaghandaan ang kursong akademiko o teknikal-bokasyonal na maaaring maging susi ng sariling tagumpay at ng p | EsP | ||
| EsP9KP-IIId-9.3 | 9 | Napatutunayan | na may pananagutan ang bawat mamamayan na ibigay sa kapwa ang nararapat sa kanya | EsP | ||
| EsP9TT-IIf-7.3 | 9 | Napatutunayan | na sa pamamagitan ng paggawa, nakapagpapamalas ang tao ng mga pagpapahalaga sa kanyang paglilingkod na makatutulong upang patuloy na maiangat ang antas kultural at moral ng lipunan at makamit ang kaganapan ng kanyang pagkatao | EsP | ||
| EsP9KP-IIIb-11.3 | 9 | Napatutunayan | na: a. Kailangan ang kasipagan na nakatuon sa disiplinado at produktibong gawain na naaayon sa itinakdang mithiin upang umunlad ang sariling pagkatao, kapwa, lipunan at bansa; b. Nadadaig ng pagpupunyagi tungo sa pagtupad ng itinakdang mithiin ang mga hir | EsP | ||
| EsP9PL-If-3.3 | 9 | Napatutunayan | na: a. Napauunlad ng mabuting ekonomiya ang lahat – walang taong sobrang mayaman at maraming mahirap | EsP | ||
| EsP9TT-IIh-8.3 | 9 | Napatutunayan | na: a. Makatutulong sa pagkamit ng kabutihang panlahat ang pakikilahok at bolunterismo ng bawat mamamayan sa mga gawaing pampamayanan, panlipunan/pambansa, batay sa kanyang talento, kakayahan, at papel sa lipunan; b. Bilang obligasyong likas sa dignidad n | EsP | ||
| EsP9PL-Id-2.3 | 9 | Napatutunayan | na: a. May mga pangangailangan ang tao na hindi niya makakamtan bilang indibidwal na makakamit niya lamang sa pamahalaan o organisadong pangkat tulad ng mga pangangailangang pangkabuhayan, pangkultural, at pangkapayapaan | EsP | ||
| EsP9PL-If-3.3 | 9 | Napatutunayan | na: b. Hindi para lamang sa sariling pag-unlad kundi sa pag-unlad ng lahat ang ekonomiya | EsP | ||
| EsP9PL-Id-2.3 | 9 | Napatutunayan | na: b. Kung umiiral ang Prinsipyo ng Subsidiarity, mapananatili ang pagkukusa, kalayaan at pananagutan ng pamayanan o pangkat na nasa mababang antas at maisasaalang-alang ang dignidad ng bawat kasapi ng pamayanan | EsP | ||
| EsP9PL-Id-2.3 | 9 | Napatutunayan | na: c. Kailangan ang pakikibahagi ng bawat tao sa mga pagsisikap na mapabuti ang uri ng pamumuhay sa lipunan/bansa, lalo na sa pag-angat ng kahirapan, dahil nakasalalay ang kaniyang pag-unlad sa pag-unlad ng lipunan (Prinsipyo ng Pagkakaisa). | EsP | ||
| EsP9KP-IIIf-12.3 | 9 | Napatutunayang | kailangan ang pamamahala ng oras sa kaayusan ng paggawa upang magampanan ang mga tungkulin nang may prayoritisasyon (prioritization) | EsP | ||
| EsP9PL-Ig-4.2 | 9 | Nasusuri | ang mga adhikaing nagbubunsod sa mga lipunang sibil upang kumilos tungo sa kabutihang panlahat | EsP | ||
| EsP9TT-IIc-6.2 | 9 | Nasusuri | batay sa pagsunod nito sa Likas na Batas Moral | ang mga batas at panukalang umiiral tungkol sa mga kabataan | EsP | |
| EsP9TT-IIa-5.2 | 9 | Nasusuri | ang mga paglabag sa karapatang pantao na umiiral sa pamilya, paaralan, baranggay/pamayanan, o lipunan/bansa | EsP | ||
| EsP9PL-Ih-4.4 | 9 | Natataya | batay sa kontribusyon ng mga ito sa katarungang panlipunan, pang-ekonomiyang pag-unlad (economic viability), pakikilahok ng mamamayan, pangangalaga ng kapaligiran, kapayapaan, pagkakapantay ng kababaihan at kalalakihan (gender equality) at ispiritwalidad | ang adbokasiya ng iba’t ibang lipunang sibil | EsP | |
| EsP9PL-Ic-2.2 | 9 | Natataya | ang pag-iral o kawalan sa pamilya, paaralan, baranggay, pamayanan, o lipunan/bansa ng: a. Prinsipyo ng Subsidiarity | EsP | ||
| EsP9PL-Ic-2.2 | 9 | Natataya | ang pag-iral o kawalan sa pamilya, paaralan, baranggay, pamayanan, o lipunan/bansa ng: b. Prinsipyo ng Pagkakaisa | EsP | ||
| EsP9KP-IIIf-12.4 | 9 | Natataya | batay sa pagsasagawa ng mga gawain na nasa kanyang iskedyul | ang sariling kakayahan sa pamamahala sa oras | EsP | |
| EsP9KP-IIId-9.4 | 9 | Natutugunan | sa mga angkop na pagkakataon | ang pangangailangan ng kapwa o pamayanan | EsP | |
| EsP9TT-IIc-6.1 | 9 | Natutukoy | ang mga batas na nakaayon sa Likas na Batas Moral | EsP | ||
| EsP9PL-Ia-1.1 | 9 | Natutukoy | ang mga elemento ng kabutihang panlahat | EsP | ||
| EsP9PK-IVc-14.2 | 9 | Natutukoy | ang mga hakbang sa pagbuo ng Personal na Pahayag ng Misyon sa Buhay | EsP | ||
| EsP9PL-Ig-4.1 | 9 | Natutukoy | ang mga halimbawa ng lipunang sibil at ang kani-kaniyang papel na ginagampanan ng mga ito upang makamit ang kabutihang panlahat | EsP | ||
| EsP9KP-IIIg-10.1 | 9 | Natutukoy | ang mga indikasyon na may kalidad o kagalingan sa paggawa ng isang gawain o produkto | EsP | ||
| EsP9KP-IIIa-11.1 | 9 | Natutukoy | ang mga indikasyon ng taong masipag, mapunyagi sa paggawa, matipid at mapamahala sa naimpok | EsP | ||
| EsP9TT-IIa-5.1 | 9 | Natutukoy | ang mga karapatan at tungkulin ng tao | EsP | ||
| EsP9PK-IVb-13.4 | 9 | Natutukoy | ang mga paghahandang gagawin upang makamit ang piniling kursong akademiko, teknikal-bokasyonal, sining at palakasan o negosyo (hal., pagkuha ng impormasyon at pag-unawa sa mga tracks sa Senior High School) | EsP | ||
| EsP9PK-IVe-15.1 | 9 | Natutukoy | ang mga trabahong may mataas na lokal at global na demand | EsP | ||
| F9PS-Ig-h-45 | 9 | Nabibigkas | nang may paglalapat sa sariling katauhan | ang ilang diyalogo ng napiling tauhan sa binasang dula | Filipino | |
| F9PS-IIa-b-47 | 9 | Nabibigkas | nang may wastong antala/hinto, at damdamin | ang isinulat na tanka at haiku | Filipino | |
| F9PS-Ie-43 | 9 | Nabibigkas | nang maayos at may damdamin | ang isinulat na sariling taludturan | Filipino | |
| F9PS-IVc-59 | 9 | Nabibigkas | nang madami | ang nabuong monologo | tungkol sa isang tauhan | Filipino |
| F9PS-Ic-d-42 | 9 | Nabibigkas | nang madami | ang palitang-diyalogo ng napiling bahagi ng binasang nobela | Filipino | |
| F9PT-Ic-d-40 | 9 | Nabibigyan | ng sariling interpretasyon ang mga pahiwatig na ginamit sa akda | Filipino | ||
| F9PN-IIIf-53 | 9 | Nabibigyang-kahulugan | batay sa usapang napakinggan | ang kilos, gawi, at karakter ng mga tauhan | (Alamat) | Filipino |
| F9PT-IIi-j-49 | 9 | Nabibigyang-kahulugan | batay sa konteksto ng pangungusap | ang mahihirap na salita | Filipino | |
| F9PT-IVg-h-60 | 9 | Nabibigyang-kahulugan | batay sa kasingkahulugan at kasalungat na kahulugan | ang mahihirap na salita | Filipino | |
| F9PT-Ii-j-44 | 9 | Nabibigyang-kahulugan | ang mahihirap na salitang nakita | sa alinmang akda ng Timog-Silangang Asya na napiling basahin sa isinagawang book fair | Filipino | |
| F9PT-Ia-b-39 | 9 | Nabibigyang-kahulugan | batay sa denotatibo o konotatibong kahulugan | ang mahirap na salitang ginamit sa akda | Filipino | |
| F9PT-IIIa-50 | 9 | Nabibigyang-kahulugan | ang matatalinghagang pahayag | sa parabula | Filipino | |
| F9PT-IVc-57 | 9 | Nabibigyang-kahulugan | ang matatalinghagang pahayag | Filipino | ||
| F9PT-IIa-b-45 | 9 | Nabibigyang-kahulugan | ang matatalinghagang salitang | ginamit sa tanka at haiku | Filipino | |
| F9PT-IIe-f-48 | 9 | Nabibigyang-kahulugan | ang mga imahe at simbolo | sa binasang kuwento | Filipino | |
| F9PT-IIIg-h-54 | 9 | Nabibigyang-kahulugan | batay sa kontekstong pinaggamitan | ang mga salita | Filipino | |
| F9PT-IIIi-j-55 | 9 | Nabibigyang-kahulugan | sa tulong ng word association | ang mga salitang may kaugnayan sa kultura | Filipino | |
| F9PT-IIIb-c-51 | 9 | Nabibigyang-kahulugan | ang mga salitang may natatagong kahulugan | Filipino | ||
| F9PS-IIIg-h-56 | 9 | Nabibigyang-katangian | ang isa sa mga itinuturing na bayani ng alinmang bansa sa Kanlurang Asya | Filipino | ||
| F9PD-IId-47 | 9 | Nabibigyang-puna | sa isang talumpati | ang paraan ng pagsasalita ng taong naninindigan sa kanyang mga saloobin o opinyon | Filipino | |
| F9PB-IIc-46 | 9 | Nabibigyang-puna | ang kabisaan ng paggamit ng hayop bilang mga tauhan na parang taong nagsasalita at kumikilos | Filipino | ||
| F9PD-IIIb-c-50 | 9 | Nabibigyang-puna | ang nakitang paraan ng pagbigkas ng elehiya o awit | Filipino | ||
| F9PN-Ig-h-43 | 9 | Nabubuo | batay sa napakinggang mga pahayag | ang kritikal na paghusga sa karakterisasyon ng mga tauhan at sa epekto nito sa pagiging masining ng akda | Dula | Filipino |
| F9PB-Ia-b-39 | 9 | Nabubuo | ang sariling paghatol o pagmamatuwid sa mga ideyang nakapaloob sa akda | Filipino | ||
| F9WG-IIIa-53 | 9 | Nagagamit | nang wasto sa pangungusap | ang matatalinghagang pahayag | Filipino | |
| F9WG-IVc-59 | 9 | Nagagamit | sa pagbibigay-katangian | ang tamang pang-uri | Filipino | |
| F9WG-IId-49 | 9 | Nagagamit | sa pagbibigay ng ordinaryong opinyon, matibay na paninindigan at mungkahi | ang angkop na mga pahayag | Filipino | |
| F9WG-IIId-e-54 | 9 | Nagagamit | sa lilikhaing kuwento | ang angkop na pang-ugnay na hudyat ng pagsusunod-sunod ng mga pangyayari | Filipino | |
| F9WG-IIc-48 | 9 | Nagagamit | sa pagpapahayag ng damdamin | ang iba’t ibang ekspresyon | Filipino | |
| F9WG-IIi-j-52 | 9 | Nagagamit | sa pagsulat ng sariling akda | ang linggwistikong kahusayan | na nagpapakita ng pagpapahalaga sa pagiging isang Asyano | Filipino |
| F9WG-Ivd-60 | 9 | Nagagamit | sa pagpapahayag ng damdamin | ang mga angkop na ekspresyon | Filipino | |
| F9WG-Ivd-60 | 9 | Nagagamit | sa pagpapahayag ng: -matibay na paninindigan | ang mga angkop na ekspresyon | Filipino | |
| F9WG-Ivd-60 | 9 | Nagagamit | sa pagpapahayag ng ordinaryong pangyayari | ang mga angkop na ekspresyon | Filipino | |
| F9WG-IVg-h-62 | 9 | Nagagamit | sa pagpapaliwanag | ang mga angkop na ekspresyon | Filipino | |
| F9WG-IVg-h-62 | 9 | Nagagamit | sa paghahambing | ang mga angkop na ekspresyon | Filipino | |
| F9WG-IVg-h-62 | 9 | Nagagamit | sa pagbibigay ng opinyon | ang mga angkop na ekspresyon | Filipino | |
| F9WG-IIg-h-51 | 9 | Nagagamit | sa pagsulat ng maikling dula | ang mga angkop na pang-ugnay | Filipino | |
| F9WG-IIIb-c-53 | 9 | Nagagamit | sa pagpapahayag ng masidhing damdamin | ang mga angkop na pang-uri | Filipino | |
| F9PS-IIIg-h-56 | 9 | Nagagamit | sa paglalarawan ng kulturang Asyano at bayani ng Kanlurang Asya | ang mga angkop na salita | Filipino | |
| F9WG-Iva-b-57 | 9 | Nagagamit | sa paglalarawan | ang mga angkop na salita/ekspresyon | Filipino | |
| F9WG-Iva-b-57 | 9 | Nagagamit | sa paglalahad ng sariling pananaw | ang mga angkop na salita/ekspresyon | Filipino | |
| F9WG-Iva-b-57 | 9 | Nagagamit | sa pag-iisa-isa | ang mga angkop na salita/ekspresyon | Filipino | |
| F9WG-Iva-b-57 | 9 | Nagagamit | sa pagpapatunay | ang mga angkop na salita/ekspresyon | Filipino | |
| F9PS-Ig-h-45 | 9 | Nagagamit | ang mga ekspresyong nagpapahayag ng katotohanan (sa totoo, talaga, tunay, iba pa) | Filipino | ||
| F9WG-Ii-j-46 | 9 | Nagagamit | sa malikhaing pagtatanghal ng book fair | ang mga ekspresyong nanghihikayat | Filipino | |
| F9WG-IVi-j-63 | 9 | Nagagamit | sa lahat ng mga gawain sa klase | ang mga kasanayang komunikatibo (linggwistik, sosyolinggwistik, diskorsal at istratedyik) | Filipino | |
| F9WG-I-cd-42 | 9 | Nagagamit | sa pagbibigay-opinyon | ang mga pahayag (sa tingin / akala / pahayag / ko, iba pa) | Filipino | |
| F9WG-IIe-f-50 | 9 | Nagagamit | ang mga pahayag sa pagsisimula, pagpapadaloy at pagtatapos ng isang kuwento | Filipino | ||
| F9WG-IIIf-55 | 9 | Nagagamit | sa pagbuo ng alamat | ang mga pang-abay na pamanahon , panlunan at pamaraan | Filipino | |
| F9WG-If-44 | 9 | Nagagamit | sa pagpapahayag ng sariling pananaw | ang mga pang-ugnay | Filipino | |
| F9WG-Ia-b-41 | 9 | Nagagamit | ang mga pang-ugnay na hudyat ng pagsusunod-sunod ng mga pangyayari | Filipino | ||
| F9WG-IIa-b-47 | 9 | Nagagamit | sa pagbigkas ng tanka at haiku | ang suprasegmental na antala/hinto, diin at tono | Filipino | |
| F9PN-IIc-46 | 9 | Nahihinuha | batay sa diyalogong napakinggan | ang damdamin ng mga tauhan | Pabula | Filipino |
| F9PB-IVc-57 | 9 | Nahihinuha | ang katangian ng mga tauhan at natutukoy ang kahalagahan ng bawat isa sa nobela | Filipino | ||
| F9PB-IIe-f-48 | 9 | Nahihinuha | ang kulturang nakapaloob sa binasang kuwento na may katutubong kulay | Filipino | ||
| F9PN-IIIa-50 | 9 | Nahihinuha | batay sa napakinggang diskusyon sa klase | ang mga katangian ng parabula | Parabula | Filipino |
| F9PD-IVc-56 | 9 | Nahuhulaan | batay sa napanood na parade of characters | ang maaaring maging wakas ng buhay ng bawat tauhan | Filipino | |
| F9PN-IIIg-h-54 | 9 | Nahuhulaan | batay sa ilang pangyayaring napakinggan | ang maaaring mangyari sa akda | Epiko | Filipino |
| F9PT-IIc-46 | 9 | Naiaantas | batay sa digri ng emosyon o damdamin | ang mga salita (clining) | Filipino | |
| F9PN-IVd-58 | 9 | Naibabahagi | ang sariling damdamin | sa tinalakay na mga pangyayaring naganap sa buhay ng tauhan | Filipino | |
| F9PN-IVg-h-60 | 9 | Naibabahagi | ang sariling damdamin | tungkol sa narinig na naging kapalaran ng tauhan sa nobela at ng isang kakilalang may gayon ding karanasan | Filipino | |
| F9PN-IVi-j-61 | 9 | Naibabahagi | batay sa napakinggang talakayan | ang sariling damdamin sa naging kapalaran ng tauhan sa akda at ang pag-unawa sa damdamin ng tauhan | Filipino | |
| F9PB-Ii-j-44 | 9 | Naibabahagi | ang sariling pananaw | sa resulta ng isinagawang sarbey tungkol sa tanong na: ”Alin sa mga babasahin ng Timog-Silangang Asya ang iyong nagustuhan?” | Filipino | |
| F9PD-Ia-b-39 | 9 | Naihahambing | ang ilang piling pangyayari sa napanood na telenobela sa ilang piling kaganapan sa lipunang Asyano sa kasalukuyan | Filipino | ||
| F9PD-IVg-h-59 | 9 | Naihahambing | batay sa napanood na dulang pantelebisyon o pampelikula | ang mga katangian ng isang ina noon at sa kasalukuyan | Filipino | |
| F9PD-IIi-j-49 | 9 | Naihahayag | ang sariling pananaw tungkol | sa ibinahaging sariling akda sa napanood na kumperensiya | Filipino | |
| F9PB-IIIi-j-55 | 9 | Naiisa-isa | at napahahalagahan ang kulturang Asyano bunga ng nabasang mga akdang pampanitikang Kanlurang Asyano | Filipino | ||
| F9Pd-IVe-f-58 | 9 | Nailalahad | batay sa naririnig/nababasa sa multimedia | ang mga hinaing ng mga piling tauhan na hinaing rin ng mamamayan sa kasalukuyan | Filipino | |
| F9PD-IIIi-j-54 | 9 | Nailalahad | ang mga puna at mungkahi | tungkol sa napanood na pagtatanghal | Filipino | |
| F9PB-IVd-58 | 9 | Nailalahad | ang sariling pananaw | sa kapangyarihan ng pag-ibig sa magulang, sa kasintahan, sa kapwa at sa bayan | Filipino | |
| F9PB-IVi-j-61 | 9 | Nailalahad | ang sariling pananaw | tungkol sa pag-ibig | Filipino | |
| F9PB-Ie-41 | 9 | Nailalahad | ang sariling pananaw at naihahambing ito sa pananaw ng iba | tungkol sa pagkakaiba-iba o pagkakatulad ng paksa sa mga tulang Asyano | Filipino | |
| F9PS-IVa-b-58 | 9 | Nailalahad | ang sariling pananaw, kongklusyon, at bisa ng akda sa sarili at sa nakararami | Filipino | ||
| F9PB-Ig-h-43 | 9 | Nailalapat | sa sarili, bilang isang Asyano ang pangunahing kaisipan ng dulang binasa | Filipino | ||
| F9PS-IVd-60 | 9 | Nailalarawan | matapos mabasa ang akda | ang mga pagbabagong nagaganap sa sarili | Filipino | |
| F9PB-IIIg-h-54 | 9 | Nailalarawan | ang natatanging kulturang Asyano | na masasalamin sa epiko | Filipino | |
| F9PU-IIe-f-50 | 9 | Nailalarawan | sa anyo ng maikling salaysay | ang sariling kultura | Filipino | |
| F9PT-Ii-j-44 | 9 | Naililista | ang mahihirap na salitang nakita | sa alinmang akda ng Timog-Silangang Asya na napiling basahin sa isinagawang book fair | Filipino | |
| F9PN-IIIi-j-55 | 9 | Naipadarama | dahil sa mga napakinggan | ang pagmamalaki sa pagiging Asyano | Filipino | |
| F9PN-IIi-j-49 | 9 | Naipahahayag | ang damdamin at pag-unawa | sa napakinggang akdang orihinal | Filipino | |
| F9PN-IIIb-c-51 | 9 | Naipahahayag | ang sariling damdamin | kapag nakita ang sarili sa katauhan o katayuan ng may- akda o persona sa narinig na elehiya at awit (Elehiya/Awit) | Filipino | |
| F9WG-Ie-43 | 9 | Naipahahayag | sa iba’t ibang paraan at pahayag | ang sariling emosyon/damdamin | Filipino | |
| F9PS-IId-49 | 9 | Naipahahayag | ang sariling pananaw | tungkol sa isang napapanahong isyu sa talumpating nagpapahayag ng matibay na paninindigan | Filipino | |
| F9PS-IVi-j-63 | 9 | Naipahahayag | kung paano nakatulong ang karanasan ng mga tauhan upang mapabuti ang sariling ugali, pagpapahalaga at pagkatao | Filipino | ||
| F9PD-IIIg-h-53 | 9 | Naipakikita | sa iba’t ibang larawang-guhit | ang kakaibang katangian ng epiko | batay sa mga pangyayari at tunggaliang naganap dito | Filipino |
| F9PS-IIc-48 | 9 | Naipakikita | sa pamamagitan ng isahang pasalitang pagtatanghal | ang kakaibang katangian ng pabula | Filipino | |
| F9PS-IIIi-j-57 | 9 | Naipakikita | sa isang masining na pagtatanghal | ang kulturang Asyano na masasalamin sa binasang mga akdang pampanitikan ng Kanlurang Asyano | Filipino | |
| F9PD-IIc-46 | 9 | Naipakikita | batay sa pagbabagong pisikal, emosyonal, intelektuwal | ang transpormasyong nagaganap sa tauhan | Filipino | |
| F9PT-IVe-f-59 | 9 | Naipaliliwanag | ang iba’t ibang paraan ng pagbibigay-pahiwatig sa kahulugan | Filipino | ||
| F9PS-IVg-h-62 | 9 | Naipaliliwanag | ang kahalagahan ng pagtupad sa tungkulin ng ina at anak | Filipino | ||
| F9PT-Ig-h-43 | 9 | Naipaliliwanag | ang kahulugan ng salita | habang nababago ang estruktura nito | Filipino | |
| F9PT-IVi-j-60 | 9 | Naipaliliwanag | sa pamamagitan ng pagbibigay ng halimbawa | ang kahulugan ng salita | Filipino | |
| F9PT-Ie-41 | 9 | Naipaliliwanag | ang magkakasingkahulugang pahayag | sa ilang taludturan | Filipino | |
| F9PB-IId-47 | 9 | Naipaliliwanag | ang mga kaisipan, layunin, paksa, at paraan ng pagkakabuo ng sanaysay | Filipino | ||
| F9PB-IVg-h-60 | 9 | Naipaliliwanag | ang mga kaisipang nakapaloob sa aralin gaya ng pamamalakad ng pamahalaan, paniniwala sa Diyos, kalupitan sa kapuwa, kayamanan, kahirapan at iba pa | Filipino | ||
| F9PS-IIId-e-54 | 9 | Naipaliliwanag | batay sa pagkakabuo nito | ang mga katangian ng binasang kuwento na may uring pangkatauhan | Filipino | |
| F9PB-IVe-f-59 | 9 | Naipaliliwanag | ang mga kaugaliang binanggit sa kabanata na nakatutulong sa pagpapayaman ng kulturang Asyano | Filipino | ||
| F9PT-IId-47 | 9 | Naipaliliwanag | batay sa konteksto ng pangungusap | ang mga salitang di-lantad ang kahulugan | Filipino | |
| F9PB-IIi-j-49 | 9 | Naipaliliwanag | ang naging bisa ng nabasang akda sa sariling kaisipan at damdamin | Filipino | ||
| F9PT-IIIf-53 | 9 | Naipaliliwanag | ang pagbabago ng mga salita dahil sa paglalapi | Filipino | ||
| F9PN-IId-47 | 9 | Naipaliliwanag | ang pananaw ng may-akda | tungkol sa paksa batay sa napakinggan | Filipino | |
| F9PT-If-42 | 9 | Naipaliliwanag | ang salitang may higit sa isang kahulugan | Filipino | ||
| F9PT-IIg-h-48 | 9 | Naipaliliwanag | ang salitang may higit sa isang kahulugan | Filipino | ||
| F9PS-IIg-h-51 | 9 | Naisasadula | nang madamdamin sa harap ng klase | ang nabuong maikling dula | Filipino | |
| F9PS-IIIa-53 | 9 | Naisasadula | ang nabuong orihinal na parabula | Filipino | ||
| F9PS-IIi-j-52 | 9 | Naisasalaysay | sa isang kumperensiya | ang naisulat na sariling akda | Filipino | |
| F9PS-IIe-f-50 | 9 | Naisasalaysay | ang sariling karanasan na may kaugnayan sa kulturang nabanggit sa nabasang kuwento | Filipino | ||
| F9PU-If-44 | 9 | Naisusulat | ang sariling opinyon | tungkol sa mga dapat o hindi dapat taglayin ng kabataang Asyano | Filipino | |
| F9PU-IIc-48 | 9 | Naisusulat na muli | ang isang pabula sa paraang babaguhin ang karakter ng isa sa mga tauhan nito | Filipino | ||
| F9PU-IIId-e-54 | 9 | Naisusulat na muli | ang maikling kuwento nang may pagbabago sa ilang pangyayari at mga katangian ng sinuman sa mga tauhan | Filipino | ||
| F9EP-IVd-22 | 9 | Naitatala | ang mga impormasyon | na nakuha sa isinagawang panayam sa mga taong may lubos na kaalaman tungkol sa aralin | Filipino | |
| F9PU-IVa-b-58 | 9 | Naitatala | ang nalikom na datos sa pananaliksik | Filipino | ||
| F9PS-IIIg-h-56 | 9 | Naitatanghal | sa anyo ng informance | ang isang itinuturing na bayani ng alinmang bansa sa Kanlurang Asya sa kasalukuyan | Filipino | |
| F9PU-IVi-j-63 | 9 | Naitatanghal | ang dulang panteatro | na pumapaksa sa ilang napapanahong isyung panlipunan sa kasalukuyan | Filipino | |
| F9PU-Ii-j-46 | 9 | Naitatanghal | sa isang book fair;batay sa isang iskrip na nabuo ng pangkat; | ang malikhaing panghihikayat na basahin ang alinmang akda sa Timog-Silangang Asya | Filipino | |
| F9PU-IVd-60 | 9 | Naitatanghal | sa tulong ng isinulat na iskrip ng Mock Trial | ang mga tunggaliang naganap sa mga tauhan | Filipino | |
| F9PS-IIIf-55 | 9 | Naitatanghal | sa isang pagbabalita | ang nabuong sariling wakas | Filipino | |
| F9PU-IVg-h-62 | 9 | Naitatanghal | ang scenario building | tungkol kay Sisa sa makabagong panahon | Filipino | |
| F9PN-Ie-41 | 9 | Naiuugnay | ang sariling damdamin sa damdaming inihayag sa napakinggang tula | (Tula) | Filipino | |
| F9PD-IIId-e-51 | 9 | Naiuugnay | sa kasalukuyan ang mga tunggaliang (tao vs. tao at tao vs. sarili) napanood na programang pantelebisyon | Filipino | ||
| F9PD-IIIf-52 | 9 | Nakabubuo | ng balangkas ng pinanood na alamat | Filipino | ||
| F9PS-IIIi-j-57 | 9 | Nakabubuo | ng plano at kaukulang iskrip | tungkol sa isasagawang pagtatanghal ng kulturang Asyano | Filipino | |
| F9EP-Ic-d-12 | 9 | Nakapananaliksik | tungkol sa iba pang nobela ng Timog-Silangang Asya | Filipino | ||
| F9EP-IIIa-20 | 9 | Nakapananaliksik | tungkol sa mga pagpapahalagang kultural sa Kanlurang Asya | Filipino | ||
| F9PU-Ie-43 | 9 | Nakasusulat | ng ilang taludtod | tungkol sa pagpapahalaga sa pagiging mamamayan ng bansang Asya | Filipino | |
| F9PU-IIg-h-51 | 9 | Nakasusulat | ng isang maikling dula | tungkol sa karaniwang buhay ng isang grupo ng Asyano | Filipino | |
| F9PU-IVc-59 | 9 | Nakasusulat | ng isang makahulugan at masining na monologo | tungkol sa isang piling tauhan | Filipino | |
| F9PU-Ic-d-42 | 9 | Nakasusulat | ng isang pangyayari | na nagpapakita ng tunggaliang tao vs. sarili | Filipino | |
| F9PU-IId-49 | 9 | Nakasusulat | ng isang talumpating naglalalahad ng sariling pananaw | tungkol sa napapanahong isyu o paksa | Filipino | |
| F9PU-IIa-b-47 | 9 | Nakasusulat | sa tamang anyo at sukat | ng payak na tanka at haiku | Filipino | |
| F9PU-IIi-j-52 | 9 | Nakasusulat | ng sariling akda | na nagpapakita ng pagpapahalaga sa pagiging Asyano | Filipino | |
| F9PU-IIIb-c-53 | 9 | Nakasusulat | ng sariling elehiya para sa isang mahal sa buhay | Filipino | ||
| F9PU-IIIa-53 | 9 | Nakasusulat | ng sariling parabula | tungkol sa isang pagpapahalagang kultural sa Kanlurang Asya | Filipino | |
| F9PS-IIIf-55 | 9 | Nakasusulat | ng sariling wakas | sa naunang alamat na binasa | Filipino | |
| F9PU-IVe-f-61 | 9 | Nakikibahagi | sa pagsulat at pagtatanghal ng pagsasadula ng ilang isyung binanggit sa akda na makatotohanan pa rin sa kasalukuyan | Filipino | ||
| F9PS-If-44 | 9 | Nakikilahok | sa isasagawang debate o kauri nito | Filipino | ||
| F9PN-IVc-57 | 9 | Nakikilala | batay sa napakinggang pahayag ng bawat isa | ang mga tauhan | Filipino | |
| F9EP-IVa-b-21 | 9 | Nalalagom | ang mahahalagang impormasyong nasaliksik para sa sariling pagpapakahulugan at gamit | Filipino | ||
| F9PS-IIIb-c-53 | 9 | Nalalapatan | ng himig ang isinulat na elehiyang orihinal | Filipino | ||
| F9PD-IVd-57 | 9 | Napaghahambing | batay sa sariling karanasan at sa napapanood sa telebisyon at /o pelikula | ang kalagayan ng lipunan noon at ngayon | Filipino | |
| F9PD-IIe-f-48 | 9 | Napaghahambing | batay sa napanood na bahagi ng teleserye o pelikula | ang kultura ng ilang bansa sa Silangang Asya | Filipino | |
| F9PN-Ii-j-44 | 9 | Napaghahambing | ang mga napakinggang pasalitang panghihikayat | na isinagawa ng bawat pangkat sa isang book fair | Filipino | |
| F9PD-IIg-h-48 | 9 | Napaghahambing | batay sa mga katangian at elemento ng bawat isa | ang mga napanood na dula | Filipino | |
| F9PD-IIa-b-45 | 9 | Napaghahambing | batay sa napanood na paraan ng pagbigkas ng tanka at haiku | ang sariling damdamin at ang damdamin ng bumibigkas | Filipino | |
| F9PU-Ia-b-41 | 9 | Napagsusunod-sunod | ang mga pangyayari | Filipino | ||
| F9PD-Ig-h-43 | 9 | Napahahalagahan | sa pamamagitan ng pagpili at pagpapaliwanag ng bahaging | ang napanood na dula | Filipino | |
| F9PT-IVd-58 | 9 | Napapangkat | ayon sa antas ng pormalidad ng gamit nito (level of formality) | ang mga salita | Filipino | |
| F9PB-IIIf-53 | 9 | Napatutunayan | ang pagiging makatotohanan/di makatotohanan ng akda | Filipino | ||
| F9PB-IIIa-50 | 9 | Napatutunayang | maaaring maganap sa tunay na buhay sa kasalukuyan ang mga pangyayari sa binasang parabula | Filipino | ||
| F9PB-IIId-e-52 | 9 | Napatutunayang | maaaring mangyari sa tunay na buhay ang mga pangyayari at/o transpormasyong nagaganap sa tauhan | Filipino | ||
| F9PD-IVa-b-55 | 9 | Napatutunayang | may pagkakatulad/pagkakaiba sa ilang napanood na telenobela ang akda | Filipino | ||
| F9EP-IId-17 | 9 | Nasasaliksik | ang ibat ibang halimbawa ng talumpati | Filipino | ||
| F9EP-IIIg-h-21 | 9 | Nasasaliksik | sa iba’t ibang reperensiya | ang kinakailangang mga impormasyon/datos | Filipino | |
| F9EP-IIg-h-19 | 9 | Nasasaliksik | ang kulturang nakapaloob sa alinmang dula sa Silangang Asya | Filipino | ||
| F9EP-IIa-b-15 | 9 | Nasasaliksik | ang kulturang nakapaloob sa tanka at haiku | ng Silangang Asya | Filipino | |
| F9EP-Ii-j-14 | 9 | Nasasaliksik | ang mga hakbang sa pagsasagawa ng malikhaing panghihikayat sa isang book fair | Filipino | ||
| F9EP-IVe-f-25 | 9 | Nasasaliksik | ang mga pagkukunan ng impormasyon upang mapagtibay ang paninindigan at makabuo ng matibay na kongklusyon at rekomendasyon | Filipino | ||
| F9EP-IIc-16 | 9 | Nasasaliksik | ang pagkakatulad at pagkakaiba ng mga pabula sa alinmang bansa sa Asya | Filipino | ||
| F9EP-IIe-f-18 | 9 | Nasasaliksik | batay sa maikling kuwento ng bawat isa | ang tradisyon, paniniwala at kaugalian ng mga Asyano | Filipino | |
| F9EP-Ie-13 | 9 | Nasasaliksik | sa internet ang ilang halimbawang tula sa Timog-Silangang Asya | Filipino | ||
| F9PS-Ia-b-41 | 9 | Nasusuri | batay sa paksa, mga tauhan, pagkakasunod-sunod ng mga pangyayari, estilo sa pagsulat ng awtor, at iba pa | ang maikling kuwento | Filipino | |
| F9PS-Ii-j-46 | 9 | Nasusuri | nang pasalita | ang alinmang akda sa Timog-Silangang Asya na kabilang sa isinagawang book fair | Filipino | |
| F9PB-IIg-h-48 | 9 | Nasusuri | batay sa pagkakabuo at mga elemento nito | ang binasang dula | Filipino | |
| F9PN-IIe-f-48 | 9 | Nasusuri | batay sa estilo ng pagsisimula, pagpapadaloy at pagwawakas ng napakinggang salaysay | ang maikling kuwento | Filipino | |
| F9PB-IIIb-c-51 | 9 | Nasusuri | batay sa tema, mga tauhan, tagpuan, mga mahihiwa-tigang kaugalian o tradisyon, wikang ginamit, pahiwatig o simbolo, damdamin | ang mga elemento ng elehiya | Filipino | |
| F9PS-IIId-e-54 | 9 | Nasusuri | batay sa pagkakabuo nito | ang mga katangian ng binasang kuwento na may uring pangkatauhan | Filipino | |
| F9PN-Ia-b-39 | 9 | Nasusuri | batay sa napakinggang akda | ang mga pangyayari at ang kaugnayan nito sa kasalukuyan sa lipunang Asyano | Maikling Kuwento | Filipino |
| F9PN-IIId-e-52 | 9 | Nasusuri | batay sa napakinggang pag-uusap ng mga tauhan | ang mga tunggalian (tao vs. tao, at tao vs. sarili) sa kuwento | Maikling Kuwento | Filipino |
| F9PD-Ii-j-44 | 9 | Nasusuri | sa pamamagitan ng pagpili at pagpapaliwanag ng bahaging naibigan | ang napanood na halimbawa ng pasalitang panghihikayat | Filipino | |
| F9PB-If-42 | 9 | Nasusuri | ang padron ng pag-iisip (thinking pattern) sa mga ideya at opinyong inilahad | sa binasang sanaysay | Filipino | |
| F9PUIg-h-45 | 9 | Nasusuri | ang pagiging makatotohanan ng ilang pangyayari sa isang dula | Filipino | ||
| F9PB-IIa-b-45 | 9 | Nasusuri | ang pagkakaiba at pagkakatulad ng estilo ng pagbuo ng tanka at haiku | Filipino | ||
| F9PD-If-42 | 9 | Nasusuri | ang paraan ng pagpapahayag ng mga ideya at opinyon | sa napanood na debate o kauri nito | Filipino | |
| F9PD-IVi-j-60 | 9 | Nasusuri | ang pinanood na dulang panteatro na naka-video clip | Filipino | ||
| F9PD-Ic-d-40 | 9 | Nasusuri | batay sa itinakdang pamantayan | ang pinanood na teleseryeng Asyano | Filipino | |
| F9PN-If-42 | 9 | Nasusuri | ang sariling ideya at ideya ng iba kapag nakikita ang sarili sa katauhan ng nagsasalita | Sanaysay | Filipino | |
| F9PN-IIa-b-45 | 9 | Nasusuri | ang tono ng pagbigkas ng napakinggang tanka at haiku | Filipino | ||
| F9PB-Ic-d-40 | 9 | Nasusuri | ang tunggaliang tao vs. sarili sa binasang nobela | Filipino | ||
| F9PS-IVe-f-61 | 9 | Nasusuri | kung nagbibigay ng opinyon o nagpapahayag ng damdamin ang pahayag | Filipino | ||
| F9PN-IVa-b-56 | 9 | Natitiyak | sa pamamagitan ng pagtukoy sa layunin ng may-akda sa pagsulat nito, pag-isa-isa sa mga kondisyon ng lipunan sa panahong isinulat ito, pagpapatunay sa pag-iral pa ng mga kondisyong ito sa kasalukuyang panahon sa lipunang Pilipino | ang kaligirang pangkasaysayan ng akdang napakinggan | Filipino | |
| F9PN-IVe-f-59 | 9 | Natitiyak | sa pamamagitan ng pag-uugnay sa ilang pangyayari sa kasalukuyan | ang pagkamakatotohanan ng akdang napakinggan n | Filipino | |
| F9PS-IIIg-h-56 | 9 | Natutukoy | ang isa sa mga itinuturing na bayani ng alinmang bansa sa Kanlurang Asya | Filipino | ||
| F9PT-Ie-41 | 9 | Natutukoy | ang magkakasingkahulugang pahayag sa ilang taludturan | Filipino | ||
| F9PT-IVa-b-56 | 9 | Natutukoy | ang mga kontekstuwal na pahiwatig sa pagbibigay-kahulugan | Filipino | ||
| F9PT-IIId-e-52 | 9 | Natutukoy | ang pinagmulan ng salita (etimolohiya) | Filipino | ||
| F9PD-IIIa-50 | 9 | Natutukoy at naipaliliwanag | ang mensahe ng napanood na parabulang isinadula | Filipino | ||
| F9PN-IIg-h-48 | 9 | Nauuri | batay sa napakinggang diyalogo o pag-uusap | ang mga tiyak na bahagi at katangian ng isang dula | Dula | Filipino |
| F9PN-Ic-d-40 | 9 | Nauuri | batay sa napakinggang bahagi ng nobela | ang mga tiyak na bahagi sa akda na nagpapakita pinakamataas ng katotohanan, kabutihan at kagandahan | Nobela | Filipino |
| PE9PF-IVb-h-43 | 9 | Advocates | community efforts to increase participation in physical activities and improve nutrition practices | Health-PE | ||
| H9S-IIb-17 | 9 | Analyzes | for the use and non-use of psychoactive substances | situations | Health-PE | |
| H9CE-Ib-d-12 | 9 | Analyzes | the effects of environmental issues on people’s health | Health-PE | ||
| H9IS-IVe-h-33 | 9 | Analyzes | the risk factors related to intentional injuries | Health-PE | ||
| H9S-IIg-h-24 | 9 | Applies | to prevent substance use and abuse | decision-making and resistance skills | Health-PE | |
| PE9PF-Ia-39 | 9 | Assesses | based on the Philippine Food Pyramid/My Food Plate | eating habits | Health-PE | |
| PE9PF-IIa-39 | 9 | Assesses | based on the Philippine Food Pyramid/My Food Plate | eating habits | Health-PE | |
| PE9PF-IIIa-39 | 9 | Assesses | based on the Philippine Food Pyramid/My Food Plate | eating habits | Health-PE | |
| H9IS-IIIb-38 | 9 | Assesses | for unintentional injuries | emergency situation | Health-PE | |
| H9S-IId-19 | 9 | Corrects | myths and misconceptions about substance use and abuse | Health-PE | ||
| H9CE-Ia-8 | 9 | Defines | community and environmental health | Health-PE | ||
| H9IS-IIIc-d-41 | 9 | Demonstrates | appropriate bandaging techniques for unintentional injuries | Health-PE | ||
| H9IS-IIIg-h-43 | 9 | Demonstrates | proper First Aid procedures for common unintentional injuries | Health-PE | ||
| H9IS-IIIe-f-42 | 9 | Demonstrates | in carrying and transporting the victim of unintentional injuries | proper techniques | Health-PE | |
| H9CE-Ia-9 | 9 | Describes | a healthy community | Health-PE | ||
| H9S-IIa-14 | 9 | Describes | the drug-abuse situation in the Philippines | Health-PE | ||
| PE9RD-IIb-1 | 9 | Describes | the nature and background | of the dance | Health-PE | |
| PE9RD-IIIb-1 | 9 | Describes | the nature and background | of the dance | Health-PE | |
| H9IS-IVa-d-32 | 9 | Describes | the types of intentional injuries | Health-PE | ||
| PE9PF-Ia-40 | 9 | Determines | risk factors (obesity, physical inactivity, poor nutrition, smoking) for lifestyle-related, major non-communicable diseases (e.g. diabetes, heart disease, stroke, cancer) | Health-PE | ||
| PE9PF-IIa-40 | 9 | Determines | risk factors related to lifestyle diseases (obesity, diabetes, heart disease) | Health-PE | ||
| PE9PF-IIIa-40 | 9 | Determines | risk factors related to lifestyle diseases (obesity, diabetes, heart disease) | Health-PE | ||
| H9IS-IVa-d-31 | 9 | Differentiates | intentional injuries from unintentional injuries | Health-PE | ||
| H9IS-IIIa-36 | 9 | Discusses | basic information about First Aid (principles, roles, responsibilities, and characteristics of a good aider) | Health-PE | ||
| H9S-IIb-16 | 9 | Discusses | risk and protective factors in substance use and abuse | Health-PE | ||
| H9S-IIe-f-23 | 9 | Discusses | strategies in the prevention and control of substance use and abuse | Health-PE | ||
| H9IS-IIIc-d-39 | 9 | Discusses | the function of dressing and bandages | Health-PE | ||
| H9S-IIe-f-21 | 9 | Discusses | the harmful effects of substance use and abuse on the individual, family, school, and community | Health-PE | ||
| H9S-IId-20 | 9 | Discusses | the harmful short- and long-term effects of substance use and abuse on the body | Health-PE | ||
| PE9GS-IVa-6 | 9 | Discusses | the nature and background | of indoor and outdoor recreational activities | Health-PE | |
| H9CE-Ib-d-11 | 9 | Discusses | the nature of environmental issues | Health-PE | ||
| PE9PF-Ia-29 | 9 | Distinguishes | facts from myths and misinformation | associated with eating habits | Health-PE | |
| PE9PF-IIb-29 | 9 | Distinguishes | facts from myths and misinformation | associated with eating habits | Health-PE | |
| PE9PF-IIIb-29 | 9 | Distinguishes | facts from myths and misinformation | associated with eating habits | Health-PE | |
| PE9RD-IIb-h-4 | 9 | Executes | skills | involved in the dance | Health-PE | |
| PE9RD-IIIb-h-4 | 9 | Executes | skills | involved in the dance | Health-PE | |
| H9CE-Ib-d-10 | 9 | Explains | how a healthy environment positively impacts the health of people and communities (less disease, less healthcare cost, etc.) | Health-PE | ||
| H9S-IIa-15 | 9 | Explains | the concept of substance use, misuse, abuse, and dependence | Health-PE | ||
| H9S-IIIe-f-22 | 9 | Explains | the health, sociocultural, psychological, legal, and economic dimensions of substance use and abuse | Health-PE | ||
| H9IS-IIIc-d-40 | 9 | Explains | the principles of wound dressing | Health-PE | ||
| H9IS-IVe-h-34 | 9 | Identifies | protective factors related to intentional injuries | Health-PE | ||
| H9S-IIc-18 | 9 | Identifies | the types of drugs/substances of abuse | Health-PE | ||
| PE9PF-Ie-h-41 | 9 | Involves | in community service; through sports and physical activity programs | oneself | Health-PE | |
| PE9PF-IIg-h-41 | 9 | Involves | in community service; through dance activities in the community | oneself | Health-PE | |
| PE9PF-IIIg-h-41 | 9 | Involves | in community service; through dance activities in the community | oneself | Health-PE | |
| H9IS-IVe-h-35 | 9 | Knows | how to prevent and control intentional injuries | Health-PE | ||
| PE9PF-Ib-h-28 | 9 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE9PF-IIb-h-28 | 9 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE9PF-IIIb-h-28 | 9 | Monitors | periodically | one’s progress toward fitness goals | Health-PE | |
| PE9GS-Ib-h-5 | 9 | Officiates | practice and competitive games | Health-PE | ||
| PE9GS-IVb-h-7 | 9 | Participates | in active recreation | Health-PE | ||
| H9CE-Ig-h-14 | 9 | Participates | in implementing an environmental project such as building and maintaining a school garden or conducting a war-on-waste campaign (depending on feasibility) | Health-PE | ||
| PE9PF-Ib-30 | 9 | Performs | for injuries and emergency situations in physical activity and sports settings (e.g. cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE9PF-IIb-h-30 | 9 | Performs | for injuries and emergency situations in physical activity and dance settings (cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE9PF-IIIb-h-30 | 9 | Performs | for injuries and emergency situations in physical activity and dance settings (cramps, sprain, heat exhaustion) | first aid | appropriate | Health-PE |
| PE9PF-IVb-h-44 | 9 | Practices | during participation in recreational activities of the community | environmental ethics (e.g Leave No Trace) | Health-PE | |
| PE9PF-Ie-h-42 | 9 | Recognizes | in meaningful ways | the needs of others | in real life | Health-PE |
| PE9PF-IIa-h-42 | 9 | Recognizes | in meaningful ways | the needs of others | in real life | Health-PE |
| PE9PF-IIIa-h-42 | 9 | Recognizes | in meaningful ways | the needs of others | in real life | Health-PE |
| H9S-IId-20 | 9 | Recognizes | warning signs of substance use and abuse | Health-PE | ||
| H9S-IIg-h-25 | 9 | Suggests | healthy alternatives to substance use and abuse | Health-PE | ||
| H9CE-Ie-f-13 | 9 | Suggests | ways to prevent and manage environmental health issues | Health-PE | ||
| PE9PF-Ia-h-23 | 9 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE9PF-IIa-h-23 | 9 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| PE9PF-IIIa-h-23 | 9 | Undertakes | physical activity and physical fitness assessments | Health-PE | ||
| M9AL-Ii-2 | 9 | Analyzes | the effects of changing the values of a, h and k in the equation y = a(x – h)2 + k of a quadratic function on its graph | Math | ||
| M9GE-IIIf-2 | 9 | Applies | to solve problems involving proportions. | the fundamental theorems of proportionality | Math | |
| M9AL-IId-1 | 9 | Applies | the laws involving positive integral exponents to zero and negative integral exponents | Math | ||
| M9GE-IIIi-1 | 9 | Applies | to show that given triangles are similar | the theorems | Math | |
| M9AL-Ic-1 | 9 | Characterizes | using the discriminant. | the roots of a quadratic equation | Math | |
| M9AL-IIf-2 | 9 | Derives | the laws of radicals. | Math | ||
| M9GE-IIIf-1 | 9 | Describes | a proportion. | Math | ||
| M9AL-Ic-2 | 9 | Describes | coefficients of a quadratic equation | Math | ||
| M9AL-Ic-2 | 9 | Describes | roots of a quadratic equation | Math | ||
| M9GE-IIIa-2 | 9 | Determines | the conditions that guarantee a quadrilateral a parallelogram. | Math | ||
| M9AL-Ij-1 | 9 | Determines | given: (a) a table of values; (b) graph; (c) zeros. | the equation of a quadratic function | Math | |
| M9GE -IVb-c-1 | 9 | Finds | the trigonometric ratios of special angles. | Math | ||
| M9AL-Ig-h-i-1 | 9 | Graphs | a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry; (e) vertex; (f) direction of the opening of the parabola | Math | ||
| M9GE-IIIa-1 | 9 | Identifies | quadrilaterals that are parallelograms. | Math | ||
| M9AL-Ia-1 | 9 | Illustrates | quadratic equations. | Math | ||
| M9GE-IVd-1 | 9 | Illustrates | angles of elevation and angles of depression | Math | ||
| M9AL-IId-2 | 9 | Illustrates | expressions with rational exponents. | Math | ||
| M9GE-IVf-g-1 | 9 | Illustrates | laws of sine and cosines | Math | ||
| M9AL-If-1 | 9 | Illustrates | quadratic inequalities | Math | ||
| M9GE-IIIg-1 | 9 | Illustrates | similarity of figures. | Math | ||
| M9AL-IIa-1 | 9 | Illustrates | situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d) combined | Math | ||
| M9GE-IVa-1 | 9 | Illustrates | the six trigonometric ratios: cosecant, cosine, cotangent, secant, sine, tangent | Math | ||
| M9AL-Ig-2 | 9 | Models | using quadratic functions | situations | real-life | Math |
| M9AL-IIh-1 | 9 | Performs | operations on radical expressions. | Math | ||
| M9GE-IIIg-h-1 | 9 | Proves | the conditions for similarity of triangles: SAS similarity theorem, SSS similarity theorem, AA similarity theorem, right triangle similarity theorem, special right triangle theorems | Math | ||
| M9GE-IIId-1 | 9 | Proves | the Midline Theorem. | Math | ||
| M9GE-IIIi-2 | 9 | Proves | the Pythagorean Theorem. | Math | ||
| M9GE-IIId-2 | 9 | Proves | theorems on kites. | Math | ||
| M9GE-IIIc-1 | 9 | Proves | theorems on the different kinds of parallelogram ( square). | Math | ||
| M9GE-IIIc-1 | 9 | Proves | theorems on the different kinds of parallelogram (rectangle). | Math | ||
| M9GE-IIIc-1 | 9 | Proves | theorems on the different kinds of parallelogram (rhombus). | Math | ||
| M9GE-IIId-2 | 9 | Proves | theorems on trapezoids | Math | ||
| M9AL-Ig-3 | 9 | Represents | using: (a) table of values; (b) graph; and (c) equation | a quadratic function | Math | |
| M9AL-IIe-1 | 9 | Simplifies | expressions with rational exponents | Math | ||
| M9AL-IIg-1 | 9 | Simplifies | using the laws of radicals. | radical expressions | Math | |
| M9AL-IIi-1 | 9 | Solves | equations involving radical expressions. | Math | ||
| M9AL-Ic-d-1 | 9 | Solves | equations transformable to quadratic equations (including rational algebraic equations). | Math | ||
| M9GE-IVh-j-1 | 9 | Solves | problems involving oblique triangles. | Math | ||
| M9GE-IIIe-1 | 9 | Solves | problems involving parallelograms, trapezoids and kites | Math | ||
| M9AL-Ie-1 | 9 | Solves | problems involving quadratic equations and rational algebraic equations | Math | ||
| M9AL-Ii-j-2 | 9 | Solves | problems involving quadratic functions. | Math | ||
| M9AL-If-g-1 | 9 | Solves | problems involving quadratic inequalities. | Math | ||
| M9AL-IIj-1 | 9 | Solves | problems involving radicals | Math | ||
| M9AL-IIb-c-1 | 9 | Solves | problems involving variation. | Math | ||
| M9GE-IIIj-1 | 9 | Solves | problems that involve triangle similarity and right triangles | Math | ||
| M9AL-Ia-b-1 | 9 | Solves | by: (a) extracting square roots; (b) factoring; (c) completing the square; and (d) using the quadratic formula. | quadratic equations | Math | |
| M9AL-If-2 | 9 | Solves | quadratic inequalities. | Math | ||
| M9AL-Ih-1 | 9 | Transforms | the quadratic function defined by y = ax2 +b x + n to the form y = a(x – h)2 + k. | Math | ||
| M9AL-IIa-b-1 | 9 | Translates | into variation statement a relationship between two quantities | given by: (a) a table of values; (b) a mathematical equation; (c) a graph, and vice versa. | Math | |
| M9GE-IVe-1 | 9 | Uses | to solve real-life problems involving right triangles | trigonometric ratios | Math | |
| M9GE-IIIb-1 | 9 | Uses | to find measures of angles, sides and other quantities involving parallelograms. | properties | Math | |
| M9AL-IIf-1 | 9 | Writes | expressions with rational exponents as radicals and vice versa | Math | ||
| S9FE-IVe-42 | 9 | Constructs | to demonstrate that heat can do work | a model | Science | |
| S9ES-IIIf-31 | 9 | Describes | certain climatic phenomena | that occur on a global level | Science | |
| S9ES -IIIa-25 | 9 | Describes | the different types of volcanoes | Science | ||
| S9FE-IVa-34 | 9 | Describes | the horizontal and vertical motions of a projectile | Science | ||
| S9LT-Id-28 | 9 | Describes | the location of genes in chromosomes | Science | ||
| S9MT-IIj-20 | 9 | Determines | the percentage composition of a compound given its chemical formula and vice versa | Science | ||
| S9ES -IIIa-27 | 9 | Differentiates | active and inactive volcanoes | Science | ||
| S9LT-lg-j-31 | 9 | Differentiates | the basic features and importance of photosynthesis and respiration | Science | ||
| S9FE-IVc-38 | 9 | Examines | effects of collision-related damages and injuries | Science | ||
| S9FE-IVc-39 | 9 | Explains | energy transformation in various activities/events (e.g. waterfalls, archery, amusement rides) | Science | ||
| S9ES-IIIe-30 | 9 | Explains | how different factors affect the climate of an area | Science | ||
| S9FE-IVh-j-46 | 9 | Explains | how electrical energy is generated, transmitted, and distributed | Science | ||
| S9FE-IVg-45 | 9 | Explains | how energy transformation and heat transfer makes heat engines like geothermal plants work | Science | ||
| S9MT-IIe-f-16 | 9 | Explains | how ions are formed | Science | ||
| S9LT-la-b-26 | 9 | Explains | how the respiratory and circulatory systems work together | to transport nutrients, gases, and other molecules to and from the different parts of the body | Science | |
| S9MT-IIg-17 | 9 | Explains | how the structure of the carbon atom affects the type of bonds it forms | Science | ||
| S9MT-IIc-d-15 | 9 | Explains | in terms of their structure | properties of metals | Science | |
| S9LT-Id-29 | 9 | Explains | the different patterns of non-Mendelian inheritance | Science | ||
| S9MT-IIa-13 | 9 | Explains | the formation of covalent and ionic bonds | Science | ||
| S9ES -IIIb-28 | 9 | Explains | what happens when volcanoes erupt | Science | ||
| S9FE-IVf-44 | 9 | Explains | why machines are never 100-percent efficient | Science | ||
| S9ES –IIIc-d-29 | 9 | illustrates | how energy from volcanoes may be tapped for human use | Science | ||
| S9LT-lc-27 | 9 | Infers | how one’s lifestyle can affect the functioning of the circulatory and respiratory system | Science | ||
| S9FE-IVf-43 | 9 | Infers | that heat transfer can be used to do work, and that work involves the release of heat | Science | ||
| S9ES-IIIh-33 | 9 | Infers | that the arrangement of stars in a group (constellation) does not change | Science | ||
| S9FE-IVe-41 | 9 | Infers | that the total mechanical energy remains the same during any process | Science | ||
| S9FE-IVb-37 | 9 | Infers | that the total momentum before and after collision is equal | Science | ||
| S9ES-IIIg-32 | 9 | Infers | based on the characteristics of the Sun | the characteristics of stars | Science | |
| S9FE-IVa-35 | 9 | Investigates | the relationship between the angle of release and the height and range of the projectile | Science | ||
| S9ES-IIIi-34 | 9 | Observes | the position of a constellation when it changes in the course of a night | Science | ||
| S9FE-IVd-40 | 9 | Performs | to demonstrate conservation of mechanical energy | activities | Science | |
| S9FE-IVc-38 | 9 | Predicts | causes of collision-related damages and injuries | Science | ||
| S9MT-IIb-14 | 9 | Recognizes | based on their properties such as melting point, hardness, polarity, and electrical and thermal conductivity | different types of compounds (covalent and ionic) | Science | |
| S9MT-IIh-18 | 9 | Recognizes | the general classes and uses of organic compounds | Science | ||
| S9FE-IVb-36 | 9 | Relates | impulse and momentum to collision of objects (e.g., vehicular collision) | Science | ||
| S9LT-Ie-f-30 | 9 | Relates | species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment | Science | ||
| S9ES-IIIj-35 | 9 | Shows | using models | which constellations may be observed at different times of the year | Science | |
| S9MT-IIi-19 | 9 | Uses | to express mass of substances | the mole concept | Science |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
