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).
Kindergarten Curriculum Competencies
A database which serves as a search facility for Kindergarten competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kaanyuan | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kakayahan | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kasarian | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: katayuan sa buhay | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kulay | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kultura (gawi) | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kultura (kasuotan) | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: kultura (paniniwala) | AP | ||
| SEKPP-Ib-1 | K | Iginagalang | ang pagkakaiba-iba ng tao: wika | AP | ||
| SEKEI-00-2 | K | Nagkakaroon | ng kamalayan sa damdamin ng iba | AP | ||
| KMKPPam-00-6 | K | Naikukuwento | ang mga ginagawa ng pamilya nang sama-sama | AP | ||
| KMKPKom-00-6 | K | Naikukuwento | ang mga naging karanasan bilang kasapi ng komunidad | AP | ||
| KMKPAra-00-4 | K | Nailalarawan | ang mga karanasan na may kinalaman sa pagtutulungan ng pamilya at paaralan | AP | ||
| KMKPPam-00-6 | K | Nailalarawan | ang nagagawa ng mga tagapag-alaga/Nanay/Tatay/ Lolo/Lola, atbp. | AP | ||
| KMKPPam-00-3 | K | Nailalarawan | kung paano nagkakaiba at nagkakatulad ang bawat pamilya | AP | ||
| SEKEI-00-1 | K | Naipahihiwatig | ang katanggap-tanggap na reaksiyon sa mga akmang sitwasyon | (hindi pagtawa sa nasaktan na batang nadapa) | AP | |
| SEKPSE-IIIc-6 | K | Naipakikita | ang kahandaan na sumubok ng bagong karanasan | AP | ||
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: paggamit ng magagalang na pagbati/ pananalita | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: pagmamano/ paghalik | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: pagpapakita ng interes sa iniisip at ginagawa ng mga nakatatanda at iba pang miyembro ng pamilya | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: pagsasabi ng “Hindi ko po sinasadya", ”Salamat po”, “Walang anuman”, kung kinakailangan | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: pagsasabi ng mga salitang may pagmamahal (I love you Papa/Mama) | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: pagsunod nang maayos sa mga utos/kahilingan | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPPam-00-5 | K | Naipakikita | sa pamamagitan ng: pakikinig sa mungkahi ng mga magulang at iba pang kaanak | ang pagmamahal | sa mga kasapi ng pamilya at sa nakatatanda | AP |
| KMKPKom-00-5 | K | Naipakikita | ang pagtulong at pangangalaga sa kapaligiran: hindi pagsira ng halaman | AP | ||
| KMKPKom-00-5 | K | Naipakikita | ang pagtulong at pangangalaga sa kapaligiran: pag-aalaga sa hayop | AP | ||
| KMKPKom-00-5 | K | Naipakikita | ang pagtulong at pangangalaga sa kapaligiran: pag-aalis ng mga damo at kalat | AP | ||
| KMKPKom-00-5 | K | Naipakikita | ang pagtulong at pangangalaga sa kapaligiran: pagdidilig ng mga halaman | AP | ||
| SEKPSE-00-10 | K | Naipakikita | ang pag-unawa sa nangyayari o kasalukuyang sitwasyon | AP | ||
| SEKPSE-Ie-5 | K | Naipakikita | ang tiwala sa sarili na tugunan ang sariling pangangailangan nang mag-isa | Hal. maghugas ng kamay, kumain, magbihis, magligpit, tapusin ang gawaing nasimulan | AP | |
| SEKPSE-If-2 | K | Naisakikilos | sa iba’t ibang paraan | ang sariling kakayahan | hal. pag-awit, pagsayaw, at iba pa | AP |
| KMKPPam-00-8 | K | Nakahihingi | ng tulong | sa mga nakatatanda at iba pang miyembro ng pamilya | AP | |
| KMKPAra-00-5 | K | Nakapagbubuo | ng pagkakaibigan | AP | ||
| SEKPSE-00-10 | K | Nakapaghihintay | sa tamang oras na matugunan ang gusto/pangangailangan | AP | ||
| KMKPAra-00-3 | K | Nakapagkukuwento | ng mga ginagawa sa paaralan | AP | ||
| SEKPSE-00-11 | K | Nakikilala | ang mga pangunahing emosyon: galit | AP | ||
| SEKPSE-00-11 | K | Nakikilala | ang mga pangunahing emosyon: lungkot | AP | ||
| SEKPSE-00-11 | K | Nakikilala | ang mga pangunahing emosyon: takot | AP | ||
| SEKPSE-00-11 | K | Nakikilala | ang mga pangunahing emosyon: tuwa | AP | ||
| KMKPKom-00-2 | K | Nakikilala | ang mga taong nakatutulong sa komunidad | hal. guro, bombero, pulis, at iba pa | AP | |
| KMKPAra-00-2 | K | Nakikilala | ang mga tauhan ng paaralan | at ang tungkulin nilang ginagampanan | AP | |
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kaanyuan | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kakayahan | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kasarian | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: katayuan sa buhay | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kulay | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kultura (gawi) | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kultura (kasuotan) | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: kultura (paniniwala) | AP | ||
| SEKPP-Ib-1 | K | Nakikilala | ang pagkakaiba-iba ng tao: wika | AP | ||
| SEKPSE-00-1 | K | Nakikilala | ang sarili | AP | ||
| SEKPSE-Ia-1.1 | K | Nakikilala | ang sarili | pangalan at apelyido | AP | |
| SEKPSE-Ib-1.2 | K | Nakikilala | ang sarili | kasarian | AP | |
| SEKPSE-Ic-1.3 | K | Nakikilala | ang sarili | gulang/kapanganakan | AP | |
| SEKPSE-IIc-1.4 | K | Nakikilala | ang sarili | gusto/di-gusto | AP | |
| KMKPKom-00-4 | K | Napananatiling | sa pamamagitan ng pagtulong sa mga simpleng gawain tulad ng pagwawalis ng bakuran, pagtapon ng basura sa tamang lalagyan at iba pa | malinis ang kapaligiran | AP | |
| SEKPSE-If-3 | K | Nasasabi | nang walang pag-aalinlangan | ang mga sariling pangangailangan | AP | |
| KMKPKom-00-3 | K | Natutukoy | ang iba’t ibang lugar | sa komunidad | AP | |
| SEKPSE-00-8 | K | Natutukoy | ang kahalagahan ng pagpapakita ng positibong pag-uugali sa harap ng hindi inaasahang pangyayari | tulad ng pagkatalo sa laro, atbp. | AP | |
| KMKPPam-00-7 | K | Natutukoy | ang mga pangangailangan ng pamilya | at kung paano nila ito natutugunan | AP | |
| KMKPPam-00-2 | K | Natutukoy | kung sino-sino ang bumubuo ng pamilya | AP | ||
| KMKPAra-00-1 | K | Natutukoy | na ang bawat isa ay may karapatang makapag-aral | AP | ||
| KMKPAra-00-1 | K | Natutukoy | na ang bawat isa ay may karapatang matuto | AP | ||
| KMKPAra-00-1 | K | Natutukoy | na ang bawat isa ay may karapatang pumasok sa paaralan | AP | ||
| KMKPKom-00-1 | K | Natutukoy | na ang bawat pamilya ay nabibilang sa isang komunidad | AP | ||
| KMKPKom-00-7 | K | Natutukoy | na ang paaralan ay isang mahalagang bahagi ng komunidad | AP | ||
| KMKPPam-00-1 | K | Natutukoy | na may pamilya ang bawat isa | AP | ||
| SKPK-00-2 | K | Nabibigyang-pansin | ang hugis | ng magagandang bagay na: gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang hugis | ng magagandang bagay na: makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang kulay | ng magagandang bagay na: gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang kulay | ng magagandang bagay na: makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang linya | ng magagandang bagay na: gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang linya | ng magagandang bagay na: makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang tekstura | ng magagandang bagay na: gawa ng tao tulad ng mga sariling gamit, laruan, bote, sasakyan, gusali | Arts-Music | |
| SKPK-00-2 | K | Nabibigyang-pansin | ang tekstura | ng magagandang bagay na: makikita sa kapaligiran tulad ng sanga ng puno, dibuho sa ugat, dahon, kahoy; bulaklak, halaman, bundok, ulap, bato, kabibe, at iba pa | Arts-Music | |
| SKMP-00-10 | K | Naipakikita | nang may sariling interpretasyon sa himig/tugtuging napapakinggan | ang kawilihan | Arts-Music | |
| SKMP-00-9 | K | Nakagagalaw | sa himig na napapakinggan | Arts-Music | ||
| SKMP-00-3 | K | Nakagagawa | ng modelo | ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan at iba pa | Arts-Music | |
| SKMP-00-2 | K | Nakaguguhit | ng iba’t ibang bagay o gawain | (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) | Arts-Music | |
| SKMP-00-7 | K | Nakagugupit | sa paggawa ng collage | Arts-Music | ||
| SKMP-00-4 | K | Nakagugupit | ng iba’t ibang hugis | na may iba’t ibang tekstura | Arts-Music | |
| SKMP-00-9 | K | Nakaiindak | sa himig na napapakinggan | Arts-Music | ||
| SKMP-00-1 | K | Nakalilikha | sa pamamagitan ng malayang pagguhit | ng iba’t ibang bagay | Arts-Music | |
| SKMP-00-7 | K | Nakapagdidikit | sa paggawa ng collage | Arts-Music | ||
| SKMP-00-4 | K | Nakapagdidikit | ng iba’t ibang hugis | na may iba’t ibang tekstura | Arts-Music | |
| SKMP-00-8 | K | Nakapagdidikit-dikit (assemblage) | ng mga patapong bagay | maliit na kahon ng gamot | Arts-Music | |
| SKMP-00-8 | K | Nakapagdudugtung-dugtong | ng mga patapong bagay | maliit na kahon ng gamot | Arts-Music | |
| SKMP-00-5 | K | Nakapagkikiskis (rubbing) | sa papel na nakapatong sa iba’t ibang teksturang makikita sa paligid: semento, banig, medalya, basket, pera, sahig | ng krayola | Arts-Music | |
| SKMP-00-2 | K | Nakapagkukulay | ng iba’t ibang bagay o gawain | (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) | Arts-Music | |
| SKMP-00-6 | K | Nakapagmomolde | sa nais na anyo | ng luwad (clay) | Arts-Music | |
| SKMP-00-8 | K | Nakapagpapatung-patong | ng mga patapong bagay | maliit na kahon ng gamot | Arts-Music | |
| SKMP-00-2 | K | Nakapagpipinta | ng iba’t ibang bagay o gawain | (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) | Arts-Music | |
| SKMP-00-7 | K | Nakapupunit | sa paggawa ng collage | Arts-Music | ||
| SKMP-00-9 | K | Nakasasabay | sa himig na napapakinggan | Arts-Music | ||
| SKMP-00-9 | K | Nakasasayaw | sa himig na napapakinggan | Arts-Music | ||
| SKPK-00-1 | K | Natutukoy | ang magagandang bagay | na nakikita sa paligid | Arts-Music | |
| LLKSS-00-1 | K | Answers | questions | about the details in a pictograph | English | |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (what) | about stories | English |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (when) | about stories | English |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (where) | about stories | English |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (who) | about stories | English |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (why) | about stories | English |
| LLKBPA-00-10 | K | Browses | on their own | books | English | |
| LLKH-00-6 | K | Copies | different strokes: combination of straight and curved and zigzag | English | ||
| LLKH-00-6 | K | Copies | different strokes: combination of straight and slanting lines | English | ||
| LLKH-00-6 | K | Copies | different strokes: curves | English | ||
| LLKH-00-6 | K | Copies | different strokes: scribbling (free hand) | English | ||
| LLKH-00-6 | K | Copies | different strokes: slanting lines | English | ||
| LLKH-00-6 | K | Copies | different strokes: straight lines | English | ||
| LLKH-00-2 | K | Copies | familiar figures | English | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | English | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | English | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: rounded strokes with loops | English | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | English | ||
| LLKV-00-2 | K | Describes | based on color, shape, size, and function/use | common objects/things in the environment | English | |
| LLKAPD-Ie-5 | K | Differentiates | from a low sound | a high sound | English | |
| LLKAPD-Ie-5 | K | Differentiates | from a loud sound | a soft sound | English | |
| LLKH-00-2 | K | Draws | familiar figures | English | ||
| LLKVPD-00-5 | K | Draws | the missing part | English | ||
| LLKOL-Ig-9 | K | Expresses | dreams | English | ||
| LLKOL-Ig-9 | K | Expresses | fears | English | ||
| LLKOL-Ig-9 | K | Expresses | feelings | English | ||
| LLKOL-Ig-9 | K | Expresses | ideas | English | ||
| LLKLC-00-13 | K | Expresses | freely through creative ways (drawing, illustration, body movement, singing, dancing) based on story listened to | one’s idea/self | English | |
| LLKC-00-1 | K | Expresses | through symbols (e.g., drawings, invented spelling) | simple ideas | English | |
| LLKOL-Ig-9 | K | Expresses | thoughts | English | ||
| LLKOL-Ig-9 | K | Expresses | wishes | English | ||
| LLKBPA-00-6 | K | Flips | sequentially from front to back | pages of the book | English | |
| LLKSS-00-3 | K | Gets | from simple environmental prints | information | English | |
| LLKPA-00-6 | K | Gives | a word that rhymes with a spoken word | English | ||
| LLKOL-00-8 | K | Gives | oral directions | 1- to 2-step | English | |
| LLKV-00-7 | K | Gives | the antonyms of given words | English | ||
| LLKLC-00-7 | K | Gives | orally and/or through drawing | the correct sequence of three events | in a story listened to | English |
| LLKV-00-4 | K | Gives | presented through real objects, pictures, actions, synonyms and antonyms, and context clues | the meaning of words | English | |
| LLKV-00-6 | K | Gives | the names of community helpers, and the roles they play/ jobs they do/things they use | English | ||
| LLKV-00-6 | K | Gives | the names of family members and the roles they play/ jobs they do/things they use | English | ||
| LLKV-00-6 | K | Gives | the names of school personnel and the roles they play/ jobs they do/things they use | English | ||
| LLKAK-Ih-7 | K | Gives | the sound of each letter | (mother tongue, orthography) | English | |
| LLKV-00-7 | K | Gives | the synonyms of given words | English | ||
| LLKBPA-00-1 | K | Holds | upright | the book | English | |
| LLKBPA-00-2 | K | Identifies | parts of a book: front cover | English | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: back cover | English | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: pages | English | ||
| LLKAPD-Ie-1 | K | Identifies | familiar sounds in the environment | English | ||
| LLKLC-00-11 | K | Identifies | problem solutions | in a story listened to | English | |
| LLKPA-Ig-7 | K | Identifies | several words that begin with the same sound as the spoken word | English | ||
| LLKLC-00-9 | K | Identifies | simple causes of events | in a story listened to | English | |
| LLKLC-00-9 | K | Identifies | simple effects of events | in a story listened to | English | |
| LLKVPD-00-6 | K | Identifies | the letter that is different in a group | English | ||
| LLKAK-Ic-1 | K | Identifies | the letters of one’s given name | English | ||
| LLKAK-Ih-3 | K | Identifies | the letters of the alphabet | (mother tongue, orthography) | English | |
| LLKVPD-00-6 | K | Identifies | the number that is different in a group | English | ||
| LLKPA-Ig-1 | K | Identifies | the sounds of letters orally given | English | ||
| LLKLC-Ig-8 | K | Identifies | the speaker | in the story or poem listened to | English | |
| LLKBPA-00-3 | K | Identifies | the title of the story | English | ||
| LLKVPD-00-6 | K | Identifies | the word that is different in a group | English | ||
| LLKAPD-Ie-3 | K | Identifies | where the sound is coming from (inside the room) | English | ||
| LLKAPD-Ie-3 | K | Identifies | where the sound is coming from (outside the room) | English | ||
| LLKPA-Ic-2 | K | Identifies | whether or not 2 spoken words begin with the same sound | English | ||
| LLKLC-Ig-8 | K | Infers | character feelings | in a story listened to | English | |
| LLKLC-Ig-8 | K | Infers | character traits | in a story listened to | English | |
| LLKBPA-00-11 | K | Initiates | with peer/teacher | reading books | English | |
| LLKBPA-00-9 | K | Listens | attentively, during story reading | English | ||
| LLKAPD-Id-6 | K | Listens | discriminately i.e., speak loudly/softly when asked, asked to adjust volume of television/radio | English | ||
| LLKLC-00-1 | K | Listens | attentively | to poems | English | |
| LLKLC-00-1 | K | Listens | attentively | to songs | English | |
| LLKLC-00-1 | K | Listens | attentively | to stories | English | |
| LLKAK-Ih-4 | K | Matches | to its lower-case letter | an upper-case letter | English | |
| LLKAK-Ih-5 | K | Matches | to its letter form | the letter sound | English | |
| LLKV-00-1 | K | Names | common objects/things in the environment | (in school, home, and community) | English | |
| LLKV-00-5 | K | Names | objects that begin with a particular letter of the alphabet | English | ||
| LLKAK-Ic-2 | K | Names | the beginning letters | of their friends' names, their family members’, and common things they use | English | |
| LLKSS-00-2 | K | Names | the places and the things | found in a map of a classroom | English | |
| LLKV-00-8 | K | Names | the places and the things | found in the classroom, school and community | English | |
| LLKOL-Ig-3 | K | Narrates | events of the day | English | ||
| LLKOL-00-10 | K | Participates | actively | in a dialog or conversation of familar topics | English | |
| LLKBPA-00-8 | K | Points | to the first part/beginning of story | English | ||
| LLKLC-00-12 | K | Predicts | possible ending | of a story listened to | English | |
| EN7VC-IIf-1.3 | K | Predicts | based on the title, pictures, and excerpts of the material viewed | the gist of the material viewed | English | |
| LLKLC-00-10 | K | Predicts | what might happen next | in the story listened to | English | |
| LLKBPA-00-9 | K | Predicts | based on the title of the book and the picture on the cover | what the story is all about | English | |
| LLKBPA-00-9 | K | Reacts | during story reading | English | ||
| LLKBPA-00-3 | K | Reads | the title of the story | English | ||
| LLKLC-00-2 | K | Recalls | details of the story: characters | English | ||
| LLKLC-00-2 | K | Recalls | details of the story: the events in story listened to | English | ||
| LLKLC-00-2 | K | Recalls | details of the story: when and where the stories/poems/songs happened | English | ||
| LLKV-00-3 | K | Recalls | words | from story listened to | English | |
| LLKOL-Ia-2 | K | Recites | poems | in the mother tongue, Filipino and/or English | English | |
| LLKOL-Ia-2 | K | Recites | rhymes | in the mother tongue, Filipino and/or English | English | |
| LLKAK-Ia-6 | K | Recognizes | by sight | one’s given name | English | |
| LLKLC-Ig-4 | K | Relates | to events in stories/poems/songs listened to | personal experiences | English | |
| LLKAPD-Id-6 | K | Responds | appropriately, i.e., speak loudly/softly when asked, asked to adjust volume of television/radio | English | ||
| LLKOL-Ih-12 | K | Retells | in 1 to 3 sentences, through pictures and dramatization | English | ||
| LLKLC-00-5 | K | Retells | with the help of pictures | stories listened to | English | |
| LLKPA-00-3 | K | Selects | from 3 spoken words | those that begin with the same sound | English | |
| LLKOL-Ia-2 | K | Sings | simple jingles/songs | in the mother tongue, Filipino and/or English | English | |
| LLKOL-Ic-15 | K | Talks | about dislikes | (foods, pets, toys, games, friends, places) | English | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about family members | English | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about food | English | |
| LLKOL-Ic-15 | K | Talks | about likes | (foods, pets, toys, games, friends, places) | English | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about members of the community | English | |
| LLKOL-Ig-3 | K | Talks | about one’s personal experiences | English | ||
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about pets | English | |
| LLKLC-Ih-3 | K | Talks | about the characters | in short stories/poems listened to | English | |
| LLKOL-Id-4 | K | Talks | about the details of an object/picture | like toys, pets, foods, places | English | |
| LLKLC-Ih-3 | K | Talks | about the events | in short stories/poems listened to | English | |
| LLKBPA-00-4 | K | Talks | about the pictures on the book cover | English | ||
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about toys | English | |
| LLKAPD-Id-4 | K | Tells | if the sound is high/low | English | ||
| LLKAPD-Id-4 | K | Tells | if the sound is loud/soft | English | ||
| LLKBPA-00-7 | K | Tells | that the left page is looked at/read before the right page | English | ||
| LLKLC-Ih-6 | K | Tells | the event that happened: first | in stories listened to | English | |
| LLKLC-Ih-6 | K | Tells | the event that happened: last | in stories listened to | English | |
| LLKLC-Ih-6 | K | Tells | the event that happened: middle | in stories listened to | English | |
| LLKVPD-00-3 | K | Tells | the missing parts | in objects/pictures | English | |
| LLKPA-Ig-8 | K | Tells | the number of syllables | in given spoken words | English | |
| LLKBPA-00-5 | K | Tells | what an author does | English | ||
| LLKBPA-00-5 | K | Tells | what an illustrator does | English | ||
| LLKPA-Ic-4 | K | Tells | whether a pair or set of spoken words rhyme | English | ||
| LLKPA-00-9 | K | Tells | whether words from a story read rhyme or not | English | ||
| LLKVPD-Id-1 | K | Tells | based on color, shape, size, direction, and other details (T-shirt with collar and without collar) | which objects/pictures are the same | English | |
| LLKVPD-Ie-4 | K | Tells | which two letters in a group are the same | English | ||
| LLKVPD-Ie-4 | K | Tells | which two numbers in a group are the same | English | ||
| LLKVPD-Ie-4 | K | Tells | which two words in a group are the same | English | ||
| LLKAPD-Ie-2 | K | Tells | who/what is producing a given sound | English | ||
| LLKH-00-6 | K | Traces | different strokes: combination of straight and curved and zigzag | English | ||
| LLKH-00-6 | K | Traces | different strokes: combination of straight and slanting lines | English | ||
| LLKH-00-6 | K | Traces | different strokes: curves | English | ||
| LLKH-00-6 | K | Traces | different strokes: scribbling (free hand) | English | ||
| LLKH-00-6 | K | Traces | different strokes: slanting lines | English | ||
| LLKH-00-6 | K | Traces | different strokes: straight lines | English | ||
| LLKH-00-2 | K | Traces | familiar figures | English | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | English | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | English | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: rounded strokes with loops | English | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | English | ||
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Excuse Me/I’m Sorry | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Good Morning/Afternoon | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Please…./May I….. | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Thank You/You’re Welcome | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Excuse Me/I’m Sorry | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Good Morning/Afternoon | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Please…./May I….. | English |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Thank You/You’re Welcome | English |
| LLKVPD-Ia-13 | K | Uses | the proper expression in introducing oneself | e.g., I am/My name is ______ | English | |
| LLKV-00-3 | K | Uses | words | from story listened to | English | |
| LLKH-00-6 | K | Writes | different strokes: combination of straight and curved and zigzag | English | ||
| LLKH-00-6 | K | Writes | different strokes: combination of straight and slanting lines | English | ||
| LLKH-00-6 | K | Writes | different strokes: curves | English | ||
| LLKH-00-6 | K | Writes | different strokes: scribbling (free hand) | English | ||
| LLKH-00-6 | K | Writes | different strokes: slanting lines | English | ||
| LLKH-00-6 | K | Writes | different strokes: straight lines | English | ||
| LLKH-00-5 | K | Writes | one’s given name | English | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | English | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | English | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: rounded strokes with loops | English | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | English | ||
| LLKH-00-4 | K | Writes | the lower case for each upper-case letter or vice versa | English | ||
| KAKPS-00-7 | K | Naipahahayag | sa positibong paraan | ang nararamdaman | EsP | |
| KAKPS-00-16 | K | Naipakikita | ang kahalagahan ng pakikibahagi | (pagbabahagi ng pagkain, laruan, gamit) | EsP | |
| KAKPS-00-20 | K | Naipakikita | sa panahon ng pangangailangan | ang kusang pagtulong | EsP | |
| KAKPS-00-15 | K | Naipakikita | ang paggalang sa pambansang sagisag (Pambansang Awit) | pagtayo nang tuwid na nakalagay ang kanang kamay sa dibdib habang umaawit at itinataas ang watawat | EsP | |
| KAKPS-00-15 | K | Naipakikita | ang paggalang sa pambansang sagisag (watawat) | pagtayo nang tuwid na nakalagay ang kanang kamay sa dibdib habang umaawit at itinataas ang watawat | EsP | |
| KAKPS-00-14 | K | Naipakikita | ang pagiging tahimik at maayos | sa pagkilos/ pagsunod sa seremonya gaya ng pagluhod/ pagtayo/ pagyuko, pag-awit kung nasa pook dalanginan | EsP | |
| KAKPS-00-19 | K | Naipakikita | ang pagpapahalaga sa maayos na pakikipaglaro: pagiging mahinahon | EsP | ||
| KAKPS-00-19 | K | Naipakikita | ang pagpapahalaga sa maayos na pakikipaglaro: pagsang-ayon sa pasiya ng nakararami/reperi | EsP | ||
| KAKPS-00-19 | K | Naipakikita | ang pagpapahalaga sa maayos na pakikipaglaro: pagtanggap ng pagkapanalo nang may kababaang loob | EsP | ||
| KAKPS-00-19 | K | Naipakikita | ang pagpapahalaga sa maayos na pakikipaglaro: pagtanggap ng pagkatalo nang maluwag sa kalooban | EsP | ||
| KAKPS-00-6 | K | Naipakikita | nang kaaya-aya | ang tamang gawain | sa iba’t ibang sitwasyon | EsP |
| KAKPS-00-4 | K | Naisasagawa | nang maluwag sa kalooban | ang simpleng gawain | EsP | |
| KAKPS-00-2 | K | Nakagagawa | nang may kusa | EsP | ||
| KAKPS-00-3 | K | Nakagagawa | nang nag-iisa | EsP | ||
| KAKPS-00-11 | K | Nakahihingi | ng pahintulot (paggamit ng bagay na pag-aari ng ibang tao) | EsP | ||
| KAKPS-00-11 | K | Nakahihingi | ng pahintulot (pagpasok/paglabas ng silid-aralan/tahanan) | EsP | ||
| KAKPS-00-8 | K | Nakapagbabalik | ng mga bagay na napulot | EsP | ||
| KAKPS-00-12 | K | Nakapaghihintay | ng kanyang pagkakataon | EsP | ||
| KAKPS-00-9 | K | Nakapagliligpit | lamang | ng sariling gamit | EsP | |
| KAKPS-00-21 | K | Nakapagsasabi | sa lahat ng pagkakataon | ng totoo | sa magulang, nakatatanda at iba pang kasapi ng pamilya | EsP |
| KAKPS-00-8 | K | Nakapagsasauli | ng mga bagay na napulot | EsP | ||
| KAKPS-00-4 | K | Nakapagsesipilyo | EsP | |||
| SEKPSE-IIa-4 | K | Nakasusunod | sa mga itinakdang tuntunin at gawain (routines) | sa paaralan at silid-aralan | EsP | |
| KAKPS-00-5 | K | Nakasusunod | nang maayos at maluwag sa kalooban | sa mga utos/ gawain | EsP | |
| KAKPS-00-16 | K | Nakikilala | ang kahalagahan ng pakikibahagi | (pagbabahagi ng pagkain, laruan, gamit) | EsP | |
| KAKPS-00-1 | K | Napagsisikapang | matapos ang sinimulang gawain | sa itinakdang oras | EsP | |
| KAKPS-00-16 | K | Nasasabi | ang kahalagahan ng pakikibahagi | (pagbabahagi ng pagkain, laruan, gamit) | EsP | |
| KAKPS-00-13 | K | Natatawag | sa kanilang pangalan | ang mga kalaro | at ibang tao | EsP |
| LLKSS-00-1 | K | Answers | questions | about the details in a pictograph | Filipino | |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (what) | about stories | Filipino |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (when) | about stories | Filipino |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (where) | about stories | Filipino |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (who) | about stories | Filipino |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (why) | about stories | Filipino |
| LLKBPA-00-10 | K | Browses | on their own | books | Filipino | |
| LLKH-00-6 | K | Copies | different strokes: combination of straight and curved and zigzag | Filipino | ||
| LLKH-00-6 | K | Copies | different strokes: combination of straight and slanting lines | Filipino | ||
| LLKH-00-6 | K | Copies | different strokes: curves | Filipino | ||
| LLKH-00-6 | K | Copies | different strokes: scribbling (free hand) | Filipino | ||
| LLKH-00-6 | K | Copies | different strokes: slanting lines | Filipino | ||
| LLKH-00-6 | K | Copies | different strokes: straight lines | Filipino | ||
| LLKH-00-2 | K | Copies | familiar figures | Filipino | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | Filipino | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | Filipino | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: rounded strokes with loops | Filipino | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | Filipino | ||
| LLKV-00-2 | K | Describes | based on color, shape, size, and function/use | common objects/things in the environment | Filipino | |
| LLKAPD-Ie-5 | K | Differentiates | from a low sound | a high sound | Filipino | |
| LLKAPD-Ie-5 | K | Differentiates | from a loud sound | a soft sound | Filipino | |
| LLKH-00-2 | K | Draws | familiar figures | Filipino | ||
| LLKVPD-00-5 | K | Draws | the missing part | Filipino | ||
| LLKOL-Ig-9 | K | Expresses | dreams | Filipino | ||
| LLKOL-Ig-9 | K | Expresses | fears | Filipino | ||
| LLKOL-Ig-9 | K | Expresses | feelings | Filipino | ||
| LLKOL-Ig-9 | K | Expresses | ideas | Filipino | ||
| LLKLC-00-13 | K | Expresses | freely through creative ways (drawing, illustration, body movement, singing, dancing) based on story listened to | one’s idea/self | Filipino | |
| LLKC-00-1 | K | Expresses | through symbols (e.g., drawings, invented spelling) | simple ideas | Filipino | |
| LLKOL-Ig-9 | K | Expresses | thoughts | Filipino | ||
| LLKOL-Ig-9 | K | Expresses | wishes | Filipino | ||
| LLKBPA-00-6 | K | Flips | sequentially from front to back | pages of the book | Filipino | |
| LLKSS-00-3 | K | Gets | from simple environmental prints | information | Filipino | |
| LLKPA-00-6 | K | Gives | a word that rhymes with a spoken word | Filipino | ||
| LLKOL-00-8 | K | Gives | oral directions | 1- to 2-step | Filipino | |
| LLKV-00-7 | K | Gives | the antonyms of given words | Filipino | ||
| LLKLC-00-7 | K | Gives | orally and/or through drawing | the correct sequence of three events | in a story listened to | Filipino |
| LLKV-00-4 | K | Gives | presented through real objects, pictures, actions, synonyms and antonyms, and context clues | the meaning of words | Filipino | |
| LLKV-00-6 | K | Gives | the names of community helpers, and the roles they play/ jobs they do/things they use | Filipino | ||
| LLKV-00-6 | K | Gives | the names of family members and the roles they play/ jobs they do/things they use | Filipino | ||
| LLKV-00-6 | K | Gives | the names of school personnel and the roles they play/ jobs they do/things they use | Filipino | ||
| LLKAK-Ih-7 | K | Gives | the sound of each letter | (mother tongue, orthography) | Filipino | |
| LLKV-00-7 | K | Gives | the synonyms of given words | Filipino | ||
| LLKBPA-00-1 | K | Holds | upright | the book | Filipino | |
| LLKBPA-00-2 | K | Identifies | parts of a book: front cover | Filipino | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: back cover | Filipino | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: pages | Filipino | ||
| LLKAPD-Ie-1 | K | Identifies | familiar sounds in the environment | Filipino | ||
| LLKLC-00-11 | K | Identifies | problem solutions | in a story listened to | Filipino | |
| LLKPA-Ig-7 | K | Identifies | several words that begin with the same sound as the spoken word | Filipino | ||
| LLKLC-00-9 | K | Identifies | simple causes of events | in a story listened to | Filipino | |
| LLKLC-00-9 | K | Identifies | simple effects of events | in a story listened to | Filipino | |
| LLKVPD-00-6 | K | Identifies | the letter that is different in a group | Filipino | ||
| LLKAK-Ic-1 | K | Identifies | the letters of one’s given name | Filipino | ||
| LLKAK-Ih-3 | K | Identifies | the letters of the alphabet | (mother tongue, orthography) | Filipino | |
| LLKVPD-00-6 | K | Identifies | the number that is different in a group | Filipino | ||
| LLKPA-Ig-1 | K | Identifies | the sounds of letters orally given | Filipino | ||
| LLKLC-Ig-8 | K | Identifies | the speaker | in the story or poem listened to | Filipino | |
| LLKBPA-00-3 | K | Identifies | the title of the story | Filipino | ||
| LLKVPD-00-6 | K | Identifies | the word that is different in a group | Filipino | ||
| LLKAPD-Ie-3 | K | Identifies | where the sound is coming from (inside the room) | Filipino | ||
| LLKAPD-Ie-3 | K | Identifies | where the sound is coming from (outside the room) | Filipino | ||
| LLKPA-Ic-2 | K | Identifies | whether or not 2 spoken words begin with the same sound | Filipino | ||
| LLKLC-Ig-8 | K | Infers | character feelings | in a story listened to | Filipino | |
| LLKLC-Ig-8 | K | Infers | character traits | in a story listened to | Filipino | |
| LLKBPA-00-11 | K | Initiates | with peer/teacher | reading books | Filipino | |
| LLKBPA-00-9 | K | Listens | attentively, during story reading | Filipino | ||
| LLKAPD-Id-6 | K | Listens | discriminately i.e., speak loudly/softly when asked, asked to adjust volume of television/radio | Filipino | ||
| LLKLC-00-1 | K | Listens | attentively | to poems | Filipino | |
| LLKLC-00-1 | K | Listens | attentively | to songs | Filipino | |
| LLKLC-00-1 | K | Listens | attentively | to stories | Filipino | |
| LLKAK-Ih-4 | K | Matches | to its lower-case letter | an upper-case letter | Filipino | |
| LLKAK-Ih-5 | K | Matches | to its letter form | the letter sound | Filipino | |
| LLKV-00-1 | K | Names | common objects/things in the environment | (in school, home, and community) | Filipino | |
| LLKV-00-5 | K | Names | objects that begin with a particular letter of the alphabet | Filipino | ||
| LLKAK-Ic-2 | K | Names | the beginning letters | of their friends' names, their family members’, and common things they use | Filipino | |
| LLKSS-00-2 | K | Names | the places and the things | found in a map of a classroom | Filipino | |
| LLKV-00-8 | K | Names | the places and the things | found in the classroom, school and community | Filipino | |
| LLKOL-Ig-3 | K | Narrates | events of the day | Filipino | ||
| LLKOL-00-10 | K | Participates | actively, in a dialog or conversation of familar topics | Filipino | ||
| LLKBPA-00-8 | K | Points | to the first part/beginning of story | Filipino | ||
| LLKLC-00-12 | K | Predicts | possible ending | of a story listened to | Filipino | |
| LLKLC-00-10 | K | Predicts | what might happen next | in the story listened to | Filipino | |
| LLKBPA-00-9 | K | Predicts | based on the title of the book and the picture on the cover | what the story is all about | Filipino | |
| LLKBPA-00-9 | K | Reacts | during story reading | Filipino | ||
| LLKBPA-00-3 | K | Reads | the title of the story | Filipino | ||
| LLKLC-00-2 | K | Recalls | details of the story: characters | Filipino | ||
| LLKLC-00-2 | K | Recalls | details of the story: the events in story listened to | Filipino | ||
| LLKLC-00-2 | K | Recalls | details of the story: when and where the stories/poems/songs happened | Filipino | ||
| LLKV-00-3 | K | Recalls | words | from story listened to | Filipino | |
| LLKOL-Ia-2 | K | Recites | poems | in the mother tongue, Filipino and/or English | Filipino | |
| LLKOL-Ia-2 | K | Recites | rhymes | in the mother tongue, Filipino and/or English | Filipino | |
| LLKAK-Ia-6 | K | Recognizes | by sight | one’s given name | Filipino | |
| LLKLC-Ig-4 | K | Relates | to events in stories/poems/songs listened to | personal experiences | Filipino | |
| LLKAPD-Id-6 | K | Responds | appropriately, i.e., speak loudly/softly when asked, asked to adjust volume of television/radio | Filipino | ||
| LLKOL-Ih-12 | K | Retells | in 1 to 3 sentences, through pictures and dramatization | Filipino | ||
| LLKLC-00-5 | K | Retells | with the help of pictures | stories listened to | Filipino | |
| LLKPA-00-3 | K | Selects | from 3 spoken words | those that begin with the same sound | Filipino | |
| LLKOL-Ia-2 | K | Sings | simple jingles/songs | in the mother tongue, Filipino and/or English | Filipino | |
| LLKOL-Ic-15 | K | Talks | about dislikes | (foods, pets, toys, games, friends, places) | Filipino | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about family members | Filipino | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about food | Filipino | |
| LLKOL-Ic-15 | K | Talks | about likes | (foods, pets, toys, games, friends, places) | Filipino | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about members of the community | Filipino | |
| LLKOL-Ig-3 | K | Talks | about one’s personal experiences | Filipino | ||
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about pets | Filipino | |
| LLKLC-Ih-3 | K | Talks | about the characters | in short stories/poems listened to | Filipino | |
| LLKOL-Id-4 | K | Talks | about the details of an object/picture | like toys, pets, foods, places | Filipino | |
| LLKLC-Ih-3 | K | Talks | about the events | in short stories/poems listened to | Filipino | |
| LLKBPA-00-4 | K | Talks | about the pictures on the book cover | Filipino | ||
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about toys | Filipino | |
| LLKAPD-Id-4 | K | Tells | if the sound is high/low | Filipino | ||
| LLKAPD-Id-4 | K | Tells | if the sound is loud/soft | Filipino | ||
| LLKBPA-00-7 | K | Tells | that the left page is looked at/read before the right page | Filipino | ||
| LLKLC-Ih-6 | K | Tells | the event that happened: first | in stories listened to | Filipino | |
| LLKLC-Ih-6 | K | Tells | the event that happened: last | in stories listened to | Filipino | |
| LLKLC-Ih-6 | K | Tells | the event that happened: middle | in stories listened to | Filipino | |
| LLKVPD-00-3 | K | Tells | the missing parts | in objects/pictures | Filipino | |
| LLKPA-Ig-8 | K | Tells | the number of syllables | in given spoken words | Filipino | |
| LLKBPA-00-5 | K | Tells | what an author does | Filipino | ||
| LLKBPA-00-5 | K | Tells | what an illustrator does | Filipino | ||
| LLKPA-Ic-4 | K | Tells | whether a pair or set of spoken words rhyme | Filipino | ||
| LLKPA-00-9 | K | Tells | whether words from a story read rhyme or not | Filipino | ||
| LLKVPD-Id-1 | K | Tells | based on color, shape, size, direction, and other details (T-shirt with collar and without collar) | which objects/pictures are the same | Filipino | |
| LLKVPD-Ie-4 | K | Tells | which two letters in a group are the same | Filipino | ||
| LLKVPD-Ie-4 | K | Tells | which two numbers in a group are the same | Filipino | ||
| LLKVPD-Ie-4 | K | Tells | which two words in a group are the same | Filipino | ||
| LLKAPD-Ie-2 | K | Tells | who/what is producing a given sound | Filipino | ||
| LLKH-00-6 | K | Traces | different strokes: combination of straight and curved and zigzag | Filipino | ||
| LLKH-00-6 | K | Traces | different strokes: combination of straight and slanting lines | Filipino | ||
| LLKH-00-6 | K | Traces | different strokes: curves | Filipino | ||
| LLKH-00-6 | K | Traces | different strokes: scribbling (free hand) | Filipino | ||
| LLKH-00-6 | K | Traces | different strokes: slanting lines | Filipino | ||
| LLKH-00-6 | K | Traces | different strokes: straight lines | Filipino | ||
| LLKH-00-2 | K | Traces | familiar figures | Filipino | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | Filipino | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | Filipino | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: rounded strokes with loops | Filipino | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | Filipino | ||
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Excuse Me/I’m Sorry | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Good Morning/Afternoon | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Please…./May I….. | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Thank You/You’re Welcome | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Excuse Me/I’m Sorry | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Good Morning/Afternoon | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Please…./May I….. | Filipino |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Thank You/You’re Welcome | Filipino |
| LLKVPD-Ia-13 | K | Uses | the proper expression in introducing oneself | e.g., I am/My name is ______ | Filipino | |
| LLKV-00-3 | K | Uses | words | from story listened to | Filipino | |
| LLKH-00-6 | K | Writes | different strokes: combination of straight and curved and zigzag | Filipino | ||
| LLKH-00-6 | K | Writes | different strokes: combination of straight and slanting lines | Filipino | ||
| LLKH-00-6 | K | Writes | different strokes: curves | Filipino | ||
| LLKH-00-6 | K | Writes | different strokes: scribbling (free hand) | Filipino | ||
| LLKH-00-6 | K | Writes | different strokes: slanting lines | Filipino | ||
| LLKH-00-6 | K | Writes | different strokes: straight lines | Filipino | ||
| LLKH-00-5 | K | Writes | one’s given name | Filipino | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | Filipino | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | Filipino | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: rounded strokes with loops | Filipino | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | Filipino | ||
| LLKH-00-4 | K | Writes | the lower case for each upper-case letter or vice versa | Filipino | ||
| KPKGM-Ig-3 | K | Nagagamit | sa paglalaro, pag-eehersisyo, pagsasayaw | ang mga kilos di-lokomotor | Health-PE | |
| KPKGM-Ig-3 | K | Nagagamit | sa paglalaro, pag-eehersisyo, pagsasayaw | ang mga kilos lokomotor | Health-PE | |
| KPKPKK-Ih-4 | K | Naipakikita | ang kahandaan sa panahon ng sakuna | lindol, baha, sunog, atbp. | Health-PE | |
| KPKGM-00-4 | K | Naipakikita | ang panimbang sa pagsasagawa ng iba’t ibang kilos ng katawan | gaya ng paglukso-luksong pahalinhinan ang mga paa (skipping), pagtulay nang di natutumba sa tuwid na guhit, pag-akyat at pagbaba sa hagdanan | Health-PE | |
| KPKPKK-00-2 | K | Naipakikita | ang wastong pangangalaga | sa mga pansariling kagamitan, sa paglilinis at pag-aayos ng katawan | Health-PE | |
| KPKFM-00-1.4 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagkopya ng hugis | Health-PE | ||
| KPKFM-00-1.4 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagbakat | Health-PE | ||
| KPKFM-00-1.5 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagbuo ng puzzles | Health-PE | ||
| KPKFM-00-1.3 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagdikit ng papel | Health-PE | ||
| KPKFM-00-1.3 | K | Naisasagawa | ang mga sumusunod na kasanayan: paggupit ng papel | Health-PE | ||
| KPKFM-00-1.4 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagkopya ng larawan | Health-PE | ||
| KPKFM-00-1.4 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagkopya ng titik | Health-PE | ||
| KPKFM-00-1.6 | K | Naisasagawa | ang mga sumusunod na kasanayan: paglikha ng mga modelo ng pangkaraniwang bagay sa paligid | Health-PE | ||
| KPKFM-00-1.1 | K | Naisasagawa | ang mga sumusunod na kasanayan: paglipat ng pahina | Health-PE | ||
| KPKFM-00-1.5 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagmomolde ng luwad (clay) | Health-PE | ||
| KPKFM-00-1.3 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagpilas ng papel | Health-PE | ||
| KPKFM-00-1.2 | K | Naisasagawa | ang mga sumusunod na kasanayan: pagtiklop ng papel | Health-PE | ||
| KPKGM-Ie-2 | K | Naisasagawa | sa pagtugon sa ritmong mabagal at mabilis | ang mga sumusunod na kilos lokomotor: pagkandirit | Health-PE | |
| KPKGM-Ie-2 | K | Naisasagawa | sa pagtugon sa ritmong mabagal at mabilis | ang mga sumusunod na kilos lokomotor: paglakad | Health-PE | |
| KPKGM-Ie-2 | K | Naisasagawa | sa pagtugon sa ritmong mabagal at mabilis | ang mga sumusunod na kilos lokomotor: paglukso | Health-PE | |
| KPKGM-Ie-2 | K | Naisasagawa | sa pagtugon sa ritmong mabagal at mabilis | ang mga sumusunod na kilos lokomotor: paglundag/pagtalon | Health-PE | |
| KPKGM-Ie-2 | K | Naisasagawa | sa pagtugon sa ritmong mabagal at mabilis | ang mga sumusunod na kilos lokomotor: pagtakbo | Health-PE | |
| KPKGM-Ia-1 | K | Naisasagawa | nang may kasiyahan | ang paggalaw/pagkilos ng iba’t ibang bahagi ng katawan sa saliw ng awitin | Health-PE | |
| KPKPKK-Ih-1 | K | Naisasagawa | ang pangangalaga sa pansariling kalusugan | tulad ng: paglilinis ng katawan, paghuhugas ng kamay bago at pagkatapos kumain, pagsesipilyo, pagsusuklay, paglilinis ng kuko, pagpapalit ng damit, pagtugon sa personal na pangangailangan nang nag-iisa (pag-ihi, pagdumi) paghuhugas ng kamay, pagkatapos gu | Health-PE | |
| KPKPF-Ia-2 | K | Nakagagalaw | nang angkop sa ritmo at indayog; bilang tugon sa himig na napapakinggan/ awit na kinakanta | (martsa, palakpak, tapik, padyak, lakad, lundag at iba pa) | Health-PE | |
| KPKFM-00-1 | K | Nakagagamit | ng kutsara | Health-PE | ||
| KPKFM-00-1 | K | Nakagagamit | ng tinidor | Health-PE | ||
| KPKFM-00-1 | K | Nakapagbobotones | Health-PE | |||
| KPKFM-00-1 | K | Nakapagsasara | ng zipper | Health-PE | ||
| SEKPKN-OO-1 | K | Nakapagsisimula | ng laro | Health-PE | ||
| KPKFM-00-1 | K | Nakapagsusuot | ng sapatos | Health-PE | ||
| KPKFM-00-1 | K | Nakapagtatali | ng sapatos | Health-PE | ||
| KPKPF-00-1 | K | Nakasasali | sa mga laro | o anumang pisikal na gawain at iba’t ibang paraan ng pag-eehersisyo | Health-PE | |
| KPKPKK-Ih-3 | K | Nakikilala | ang kahalagahan ng mga tuntunin: hindi paglalaro ng posporo | Health-PE | ||
| KPKPKK-Ih-3 | K | Nakikilala | ang kahalagahan ng mga tuntunin: maingat na pag-akyat at pagbaba sa hagdanan | Health-PE | ||
| KPKPKK-Ih-3 | K | Nakikilala | ang kahalagahan ng mga tuntunin: maingat na paggamit ng matutulis/matatalim na bagay tulad ng kutsilyo, tinidor, gunting | Health-PE | ||
| KPKPKK-Ih-3 | K | Nakikilala | ang kahalagahan ng mga tuntunin: pag-iwas sa paglalagay ng maliit na bagay sa bibig, ilong, at tainga | Health-PE | ||
| KPKPKK-Ih-3 | K | Nakikilala | ang kahalagahan ng mga tuntunin: pagtingin sa kaliwa’t kanan bago tumawid sa daan | Health-PE | ||
| KPKPKK-Ih-3 | K | Nakikilala | ang kahalagahan ng mga tuntunin: pananatiling kasama ng nakatatanda kung nasa sa matataong lugar | Health-PE | ||
| KPKPKK-Ih-2 | K | Nakikilala | ang kahalagahan ng pansariling kaligtasan: nagpapaalam kung lalabas | Health-PE | ||
| KPKPKK-Ih-2 | K | Nakikilala | ang kahalagahan ng pansariling kaligtasan: nagsasabi ng “HUWAG” o “HINDI” kung hinipo ang maselang bahagi ng katawan | Health-PE | ||
| KPKPKK-Ih-2 | K | Nakikilala | ang kahalagahan ng pansariling kaligtasan: sumasama lamang sa mga kilalang tao/kalaro | Health-PE | ||
| SEKPKN-Ig-2 | K | Nakikipaglaro | sa dalawa o tatlong bata; gamit ang isang laruan | Health-PE | ||
| MKAT-00-8 | K | Adds | using concrete objects | quantities | up to 10 | Math |
| MKSC-00-10 | K | Arranges | one after another; in a series/sequence according to a given attribute (size, length) | objects | Math | |
| MKC-00-6 | K | Arranges | from least to greatest/ greatest to least | three numbers | Math | |
| MKSC-00-6 | K | Classifies | according to one attribute/property (shape, color, size, function/use) | objects | Math | |
| MKAP-00-1 | K | Collects | through observation and asking questions | data on one variable | (e.g., sex/boys or girls) | Math |
| MKAT-00-3 | K | Combines | using concrete objects to represent the concept of addition | elements of two sets | Math | |
| MKME-00-2 | K | Compares | based on their size, length, weight/mass: big/little | objects | Math | |
| MKME-00-2 | K | Compares | based on their size, length, weight/mass: heavier/lighter | objects | Math | |
| MKME-00-2 | K | Compares | based on their size, length, weight/mass: longer/shorter | objects | Math | |
| MKC-00-8 | K | Compares | to decide which is more or less, or if they are equal | two groups of objects | Math | |
| MKSC-00-19 | K | Completes | patterns | Math | ||
| MKC-00-7 | K | Counts | with one-to-one correspondence | objects | up to quantities of 10 | Math |
| MKSC-00-12 | K | Counts | rote | up to 20 | Math | |
| MKAT-00-15 | K | Counts | (beginning of multiplication) | sets of equal quantity of materials | up to 12 | Math |
| MKSC-00-21 | K | Creates | own patterns | Math | ||
| MKAP-00-2 | K | Creates | simple pictographs | Math | ||
| MKSC-00-4 | K | Describes | based on attributes/properties (shapes, size, its use and functions) | objects | Math | |
| MKSC-00-10 | K | Describes | the relationship of objects | (big/bigger/biggest or long/longer/longest) | Math | |
| MKAT-00-11 | K | Describes | the strategies used | Math | ||
| MKAP-00-3 | K | Discusses | simple pictographs | Math | ||
| MKAT-00-17 | K | Divides | into two or four equal parts (halves and fourths) | a whole | Math | |
| MKAT-00-11 | K | Explains | the strategies used | Math | ||
| MKSC-00-20 | K | Extends | patterns | Math | ||
| MKSC-00-5 | K | Groups | objects | that are alike | Math | |
| MKAT-00-15 | K | Groups | (beginning of multiplication) | sets of equal quantity of materials | up to 10 | Math |
| MKAT-00-2 | K | Identifies | bills | up to PhP20 (pesos and centavos) | Math | |
| MKAT-00-2 | K | Identifies | coins | up to PhP20 (pesos and centavos) | Math | |
| MKC-00-2 | K | Identifies | numerals | 0 to 10 | Math | |
| MKSC-00-3 | K | Identifies | objects in the environment | that has the same shape as a sphere, cube, cylinder | Math | |
| MKSC-00-9 | K | Identifies | sequence of events: after | Math | ||
| MKSC-00-9 | K | Identifies | sequence of events: before | Math | ||
| MKSC-00-9 | K | Identifies | sequence of events: first | Math | ||
| MKSC-00-9 | K | Identifies | sequence of events: last | Math | ||
| MKSC-00-9 | K | Identifies | sequence of events: next | Math | ||
| MKC-00-8 | K | Identifies | sets | with one more or one less element | Math | |
| MKC-00-11 | K | Identifies | the 1st object | up to 10th; in a given set | Math | |
| MKC-00-11 | K | Identifies | the 2nd object | up to 10th; in a given set | Math | |
| MKC-00-11 | K | Identifies | the 3rd object | up to 10th; in a given set | Math | |
| MKC-00-5 | K | Identifies | the number | that comes before, after, or in between | Math | |
| MKSC-00-12 | K | Identifies | using "in," "on," "over," "under," "top," and "bottom" | the positions of the objects | Math | |
| MKSC-00-2 | K | Identifies | two to three dimensional shapes: circle | Math | ||
| MKSC-00-2 | K | Identifies | two to three dimensional shapes: rectangle | Math | ||
| MKSC-00-2 | K | Identifies | two to three dimensional shapes: square | Math | ||
| MKSC-00-2 | K | Identifies | two to three dimensional shapes: triangle | Math | ||
| MKC-00-4 | K | Matches | to a set of concrete objects from 0 to 10 | numerals | Math | |
| MKAT-00-1 | K | Matches | based on properties /attributes; in one-to-one correspondence: picture to picture | object | Math | |
| MKAT-00-1 | K | Matches | based on properties /attributes; in one-to-one correspondence: object to object | object | Math | |
| MKAT-00-1 | K | Matches | based on properties /attributes; in one-to-one correspondence: object to picture | object | Math | |
| MKAT-00-1 | K | Matches | based on properties /attributes; in one-to-one correspondence: picture to picture | pictures | Math | |
| MKAT-00-1 | K | Matches | based on properties /attributes; in one-to-one correspondence: object to object | pictures | Math | |
| MKAT-00-1 | K | Matches | based on properties /attributes; in one-to-one correspondence: object to picture | pictures | Math | |
| MKME-00-6 | K | Names | the hour hands | in a clock | Math | |
| MKME-00-6 | K | Names | the minute hands | in a clock | Math | |
| MKME-00-4 | K | Names | the things that can be done in a minute | e.g., washing hands, etc. | Math | |
| MKME-00-4 | K | Names | the things that can be done in an hour | Math | ||
| MKC-00-3 | K | Reads | numerals | 0 to 10 | Math | |
| MKAT-00-2 | K | Recognizes | bills | up to PhP20 (pesos and centavos) | Math | |
| MKAT-00-2 | K | Recognizes | coins | up to PhP20 (pesos and centavos) | Math | |
| MKC-00-2 | K | Recognizes | numerals | 0 to 10 | Math | |
| MKSC-00-1 | K | Recognizes | simple shapes | in the environment | Math | |
| MKAT-00-14 | K | Recognizes | situations | that require addition and subtraction | Math | |
| MKSC-00-11 | K | Recognizes | symmetry: basic shapes | Math | ||
| MKSC-00-11 | K | Recognizes | symmetry: own body | Math | ||
| MKME-00-5 | K | Recognizes | that a clock and a watch tell time | Math | ||
| MKME-00-6 | K | Recognizes | the hour hands | in a clock | Math | |
| MKME-00-6 | K | Recognizes | the minute hands | in a clock | Math | |
| MKME-00-4 | K | Recognizes | the things that can be done in a minute | e.g., washing hands, etc. | Math | |
| MKME-00-4 | K | Recognizes | the things that can be done in an hour | Math | ||
| MKAT-00-26 | K | Recognizes | the words: “add to” | that indicate the act of adding whole numbers | Math | |
| MKAT-00-4 | K | Recognizes | the words: “are left” | that indicate the act of subtracting whole numbers | Math | |
| MKAT-00-26 | K | Recognizes | the words: “in all” | that indicate the act of adding whole numbers | Math | |
| MKAT-00-4 | K | Recognizes | the words: “less” | that indicate the act of subtracting whole numbers | Math | |
| MKAT-00-26 | K | Recognizes | the words: “put together” | that indicate the act of adding whole numbers | Math | |
| MKAT-00-4 | K | Recognizes | the words: “take away” | that indicate the act of subtracting whole numbers | Math | |
| MKAT-00-16 | K | Represents | using concrete objects; (beginning division) | groups of equal quantities | up to 10 | Math |
| MKAT-00-15 | K | Represents | (beginning of multiplication) | sets of equal quantity of materials | up to 11 | Math |
| MKSC-00-20 | K | Reproduces | patterns | Math | ||
| MKAT-00-16 | K | Separates | using concrete objects; (beginning division) | groups of equal quantities | up to 10 | Math |
| MKAT-00-11 | K | Solves | using a variety of ways (e.g., concrete materials, drawings) | simple addition number stories | up to quantities of 10; read by the teacher | Math |
| MKAT-00-11 | K | Solves | using a variety of ways (e.g., concrete materials, drawings) | simple subtraction number stories | up to quantities of 10; read by the teacher | Math |
| MKSC-00-6 | K | Sorts | according to one attribute/property (shape, color, size, function/use) | objects | Math | |
| MKAT-00-9 | K | Subtracts | using concrete objects | quantities | up to 10 | Math |
| MKAT-00-4 | K | Takes | from a given set; using concrete objects to represent the concept of subtraction | a quantity | Math | |
| MKAP-00-5 | K | Tells | possible outcomes of familiar events | (e.g., what to wear on a sunny/rainy days, running fast on a wet and slippery corridor, etc.) | Math | |
| MKSC-00-25 | K | Tells | that length of an object does not change even if it is moved | Math | ||
| MKSC-00-23 | K | Tells | that the quantity of a set of objects does not change even though the arrangement has changed | (i.e., the child should be able to tell that one set of counters placed in one-to-one correspondence and then rearranged still has the same quantity) | Math | |
| MKSC-00-24 | K | Tells | that the volume of liquid does not change even if the size and shape of container do | Math | ||
| MKME-00-8 | K | Tells | the names of the days in a week | Math | ||
| MKME-00-8 | K | Tells | the names of the months in a year | Math | ||
| MKC_00-10 | K | Tells | the number of days in a week | Math | ||
| MKME-00-3 | K | Tells | the time of day when activities are being done | e.g., morning, afternoon, night | Math | |
| MKME-00-7 | K | Tells | by the hour | time | Math | |
| MKME-00-4 | K | Tells | which activities take a longer or shorter time | Math | ||
| MKSC-00-22 | K | Transforms | from one form to another | patterns | Math | |
| MKSC-00-22 | K | Translates | from one form to another | patterns | Math | |
| MKAT-00-10 | K | Uses | a variety of materials | used to determine answers to addition and subtraction problems listened to | Math | |
| MKAT-00-10 | K | Uses | communicate strategies | used to determine answers to addition and subtraction problems listened to | Math | |
| MKME-00-1 | K | Uses | nonstandard measuring tools | e.g. length – feet, hand, piece of string; capacity – mug/glass; mass – stone, table blocks | Math | |
| MKAT-00-14 | K | Visualizes | situations | that require addition and subtraction | Math | |
| MKAT-00-10 | K | Writes | using concrete representations | addition number sentences | Math | |
| MKC-00-3 | K | Writes | numerals | 0 to 10 | Math | |
| MKAT-00-10 | K | Writes | using concrete representations | subtraction number sentences | Math | |
| LLKSS-00-1 | K | Answers | questions | about the details in a pictograph | MTongue | |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (what) | about stories | MTongue |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (when) | about stories | MTongue |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (where) | about stories | MTongue |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (who) | about stories | MTongue |
| LLKOL-00-7 | K | Asks | as may be appropriate | questions (why) | about stories | MTongue |
| LLKBPA-00-10 | K | Browses | on their own | books | MTongue | |
| LLKH-00-6 | K | Copies | different strokes: combination of straight and curved and zigzag | MTongue | ||
| LLKH-00-6 | K | Copies | different strokes: combination of straight and slanting lines | MTongue | ||
| LLKH-00-6 | K | Copies | different strokes: curves | MTongue | ||
| LLKH-00-6 | K | Copies | different strokes: scribbling (free hand) | MTongue | ||
| LLKH-00-6 | K | Copies | different strokes: slanting lines | MTongue | ||
| LLKH-00-6 | K | Copies | different strokes: straight lines | MTongue | ||
| LLKH-00-2 | K | Copies | familiar figures | MTongue | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | MTongue | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | MTongue | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: rounded strokes with loops | MTongue | ||
| LLKH-00-3 | K | Copies | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | MTongue | ||
| LLKV-00-2 | K | Describes | based on color, shape, size, and function/use | common objects/things in the environment | MTongue | |
| LLKAPD-Ie-5 | K | Differentiates | from a low sound | a high sound | MTongue | |
| LLKAPD-Ie-5 | K | Differentiates | from a loud sound | a soft sound | MTongue | |
| LLKH-00-2 | K | Draws | familiar figures | MTongue | ||
| LLKVPD-00-5 | K | Draws | the missing part | MTongue | ||
| LLKOL-Ig-9 | K | Expresses | dreams | MTongue | ||
| LLKOL-Ig-9 | K | Expresses | fears | MTongue | ||
| LLKOL-Ig-9 | K | Expresses | feelings | MTongue | ||
| LLKOL-Ig-9 | K | Expresses | ideas | MTongue | ||
| LLKLC-00-13 | K | Expresses | freely through creative ways (drawing, illustration, body movement, singing, dancing) based on story listened to | one’s idea/self | MTongue | |
| LLKC-00-1 | K | Expresses | through symbols (e.g., drawings, invented spelling) | simple ideas | MTongue | |
| LLKOL-Ig-9 | K | Expresses | thoughts | MTongue | ||
| LLKOL-Ig-9 | K | Expresses | wishes | MTongue | ||
| LLKBPA-00-6 | K | Flips | sequentially from front to back | pages of the book | MTongue | |
| LLKSS-00-3 | K | Gets | from simple environmental prints | information | MTongue | |
| LLKPA-00-6 | K | Gives | a word that rhymes with a spoken word | MTongue | ||
| LLKOL-00-8 | K | Gives | oral directions | 1- to 2-step | MTongue | |
| LLKV-00-7 | K | Gives | the antonyms of given words | MTongue | ||
| LLKLC-00-7 | K | Gives | orally and/or through drawing | the correct sequence of three events | in a story listened to | MTongue |
| LLKV-00-4 | K | Gives | presented through real objects, pictures, actions, synonyms and antonyms, and context clues | the meaning of words | MTongue | |
| LLKV-00-6 | K | Gives | the names of community helpers, and the roles they play/ jobs they do/things they use | MTongue | ||
| LLKV-00-6 | K | Gives | the names of family members and the roles they play/ jobs they do/things they use | MTongue | ||
| LLKV-00-6 | K | Gives | the names of school personnel and the roles they play/ jobs they do/things they use | MTongue | ||
| LLKAK-Ih-7 | K | Gives | the sound of each letter | (mother tongue, orthography) | MTongue | |
| LLKV-00-7 | K | Gives | the synonyms of given words | MTongue | ||
| LLKBPA-00-1 | K | Holds | upright | the book | MTongue | |
| LLKAPD-Ie-1 | K | Identifies | familiar sounds in the environment | MTongue | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: back cover | MTongue | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: front cover | MTongue | ||
| LLKBPA-00-2 | K | Identifies | parts of a book: pages | MTongue | ||
| LLKLC-00-11 | K | Identifies | problem solutions | in a story listened to | MTongue | |
| LLKPA-Ig-7 | K | Identifies | several words that begin with the same sound as the spoken word | MTongue | ||
| LLKLC-00-9 | K | Identifies | simple causes of events | in a story listened to | MTongue | |
| LLKLC-00-9 | K | Identifies | simple effects of events | in a story listened to | MTongue | |
| LLKVPD-00-6 | K | Identifies | the letter that is different in a group | MTongue | ||
| LLKAK-Ic-1 | K | Identifies | the letters of one’s given name | MTongue | ||
| LLKAK-Ih-3 | K | Identifies | the letters of the alphabet | (mother tongue, orthography) | MTongue | |
| LLKVPD-00-6 | K | Identifies | the number that is different in a group | MTongue | ||
| LLKPA-Ig-1 | K | Identifies | the sounds of letters orally given | MTongue | ||
| LLKLC-Ig-8 | K | Identifies | the speaker | in the story or poem listened to | MTongue | |
| LLKBPA-00-3 | K | Identifies | the title of the story | MTongue | ||
| LLKVPD-00-6 | K | Identifies | the word that is different in a group | MTongue | ||
| LLKAPD-Ie-3 | K | Identifies | where the sound is coming from (inside the room) | MTongue | ||
| LLKAPD-Ie-3 | K | Identifies | where the sound is coming from (outside the room) | MTongue | ||
| LLKPA-Ic-2 | K | Identifies | whether or not 2 spoken words begin with the same sound | MTongue | ||
| LLKLC-Ig-8 | K | Infers | character feelings | in a story listened to | MTongue | |
| LLKLC-Ig-8 | K | Infers | character traits | in a story listened to | MTongue | |
| LLKBPA-00-11 | K | Initiates | with peer/teacher | reading books | MTongue | |
| LLKBPA-00-9 | K | Listens | attentively, during story reading | MTongue | ||
| LLKAPD-Id-6 | K | Listens | discriminately i.e., speak loudly/softly when asked, asked to adjust volume of television/radio | MTongue | ||
| LLKLC-00-1 | K | Listens | attentively | to poems | MTongue | |
| LLKLC-00-1 | K | Listens | attentively | to songs | MTongue | |
| LLKLC-00-1 | K | Listens | attentively | to stories | MTongue | |
| LLKAK-Ih-4 | K | Matches | to its lower-case letter | an upper-case letter | MTongue | |
| LLKAK-Ih-5 | K | Matches | to its letter form | the letter sound | MTongue | |
| LLKV-00-1 | K | Names | common objects/things in the environment | (in school, home, and community) | MTongue | |
| LLKV-00-5 | K | Names | objects that begin with a particular letter of the alphabet | MTongue | ||
| LLKAK-Ic-2 | K | Names | the beginning letters | of their friends' names, their family members’, and common things they use | MTongue | |
| LLKSS-00-2 | K | Names | the places and the things | found in a map of a classroom | MTongue | |
| LLKV-00-8 | K | Names | the places and the things | found in the classroom, school and community | MTongue | |
| LLKOL-Ig-3 | K | Narrates | events of the day | MTongue | ||
| LLKOL-00-10 | K | Participates | actively | in a dialog or conversation of familar topics | MTongue | |
| LLKBPA-00-8 | K | Points | to the first part/beginning of story | MTongue | ||
| LLKLC-00-12 | K | Predicts | possible ending | of a story listened to | MTongue | |
| LLKLC-00-10 | K | Predicts | what might happen next | in the story listened to | MTongue | |
| LLKBPA-00-9 | K | Predicts | based on the title of the book and the picture on the cover | what the story is all about | MTongue | |
| LLKBPA-00-9 | K | Reacts | during story reading | MTongue | ||
| LLKBPA-00-3 | K | Reads | the title of the story | MTongue | ||
| LLKLC-00-2 | K | Recalls | details of the story: characters | MTongue | ||
| LLKLC-00-2 | K | Recalls | details of the story: the events in story listened to | MTongue | ||
| LLKLC-00-2 | K | Recalls | details of the story: when and where the stories/poems/songs happened | MTongue | ||
| LLKV-00-3 | K | Recalls | words | from story listened to | MTongue | |
| LLKOL-Ia-2 | K | Recites | poems | in the mother tongue, Filipino and/or English | MTongue | |
| LLKOL-Ia-2 | K | Recites | rhymes | in the mother tongue, Filipino and/or English | MTongue | |
| LLKAK-Ia-6 | K | Recognizes | by sight | one’s given name | MTongue | |
| LLKLC-Ig-4 | K | Relates | to events in stories/poems/songs listened to | personal experiences | MTongue | |
| LLKAPD-Id-6 | K | Responds | appropriately, i.e., speak loudly/softly when asked, asked to adjust volume of television/radio | MTongue | ||
| LLKOL-Ih-12 | K | Retells | in 1 to 3 sentences, through pictures and dramatization | MTongue | ||
| LLKLC-00-5 | K | Retells | with the help of pictures | stories listened to | MTongue | |
| LLKPA-00-3 | K | Selects | from 3 spoken words | those that begin with the same sound | MTongue | |
| LLKOL-Ia-2 | K | Sings | simple jingles/songs | in the mother tongue, Filipino and/or English | MTongue | |
| LLKOL-Ic-15 | K | Talks | about dislikes | (foods, pets, toys, games, friends, places) | MTongue | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about family members | MTongue | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about food | MTongue | |
| LLKOL-Ic-15 | K | Talks | about likes | (foods, pets, toys, games, friends, places) | MTongue | |
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about members of the community | MTongue | |
| LLKOL-Ig-3 | K | Talks | about one’s personal experiences | MTongue | ||
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about pets | MTongue | |
| LLKLC-Ih-3 | K | Talks | about the characters | in short stories/poems listened to | MTongue | |
| LLKOL-Id-4 | K | Talks | about the details of an object/picture | like toys, pets, foods, places | MTongue | |
| LLKLC-Ih-3 | K | Talks | about the events | in short stories/poems listened to | MTongue | |
| LLKBPA-00-4 | K | Talks | about the pictures on the book cover | MTongue | ||
| LLKOL-00-5 | K | Talks | using various appropriate descriptive words | about toys | MTongue | |
| LLKAPD-Id-4 | K | Tells | if the sound is high/low | MTongue | ||
| LLKAPD-Id-4 | K | Tells | if the sound is loud/soft | MTongue | ||
| LLKBPA-00-7 | K | Tells | that the left page is looked at/read before the right page | MTongue | ||
| LLKLC-Ih-6 | K | Tells | the event that happened: first | in stories listened to | MTongue | |
| LLKLC-Ih-6 | K | Tells | the event that happened: last | in stories listened to | MTongue | |
| LLKLC-Ih-6 | K | Tells | the event that happened: middle | in stories listened to | MTongue | |
| LLKVPD-00-3 | K | Tells | the missing parts | in objects/pictures | MTongue | |
| LLKPA-Ig-8 | K | Tells | the number of syllables | in given spoken words | MTongue | |
| LLKBPA-00-5 | K | Tells | what an author does | MTongue | ||
| LLKBPA-00-5 | K | Tells | what an illustrator does | MTongue | ||
| LLKPA-Ic-4 | K | Tells | whether a pair or set of spoken words rhyme | MTongue | ||
| LLKPA-00-9 | K | Tells | whether words from a story read rhyme or not | MTongue | ||
| LLKVPD-Id-1 | K | Tells | based on color, shape, size, direction, and other details (T-shirt with collar and without collar) | which objects/pictures are the same | MTongue | |
| LLKVPD-Ie-4 | K | Tells | which two letters in a group are the same | MTongue | ||
| LLKVPD-Ie-4 | K | Tells | which two numbers in a group are the same | MTongue | ||
| LLKVPD-Ie-4 | K | Tells | which two words in a group are the same | MTongue | ||
| LLKAPD-Ie-2 | K | Tells | who/what is producing a given sound | MTongue | ||
| LLKH-00-6 | K | Traces | different strokes: combination of straight and curved and zigzag | MTongue | ||
| LLKH-00-6 | K | Traces | different strokes: combination of straight and slanting lines | MTongue | ||
| LLKH-00-6 | K | Traces | different strokes: curves | MTongue | ||
| LLKH-00-6 | K | Traces | different strokes: scribbling (free hand) | MTongue | ||
| LLKH-00-6 | K | Traces | different strokes: slanting lines | MTongue | ||
| LLKH-00-6 | K | Traces | different strokes: straight lines | MTongue | ||
| LLKH-00-2 | K | Traces | familiar figures | MTongue | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | MTongue | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | MTongue | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: rounded strokes with loops | MTongue | ||
| LLKH-00-3 | K | Traces | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | MTongue | ||
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Excuse Me/I’m Sorry | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Good Morning/Afternoon | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Please…./May I….. | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | courteous expressions | Thank You/You’re Welcome | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Excuse Me/I’m Sorry | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Good Morning/Afternoon | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Please…./May I….. | MTongue |
| LLKOL-Ia-1 | K | Uses | in appropriate situations | polite greetings | Thank You/You’re Welcome | MTongue |
| LLKVPD-Ia-13 | K | Uses | the proper expression in introducing oneself | e.g., I am/My name is ______ | MTongue | |
| LLKV-00-3 | K | Uses | words | from story listened to | MTongue | |
| LLKH-00-6 | K | Writes | different strokes: combination of straight and curved and zigzag | MTongue | ||
| LLKH-00-6 | K | Writes | different strokes: combination of straight and slanting lines | MTongue | ||
| LLKH-00-6 | K | Writes | different strokes: curves | MTongue | ||
| LLKH-00-6 | K | Writes | different strokes: scribbling (free hand) | MTongue | ||
| LLKH-00-6 | K | Writes | different strokes: slanting lines | MTongue | ||
| LLKH-00-6 | K | Writes | different strokes: straight lines | MTongue | ||
| LLKH-00-5 | K | Writes | one’s given name | MTongue | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U) | MTongue | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: combination of straight and slanting lines (K, M, N, V, W, X, Y, Z) | MTongue | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: rounded strokes with loops | MTongue | ||
| LLKH-00-3 | K | Writes | the letters of the alphabet: straight lines (A, E, F, H, I, L, T) | MTongue | ||
| LLKH-00-4 | K | Writes | the lower case for each upper-case letter or vice versa | MTongue | ||
| PNEKPP-00-1 | K | Classifies | according to observable properties like size, color, shape, texture, and weight) | objects | Science | |
| PNEKPP-00-3 | K | Communicates | changes observed | (e.g., shorter pencil when sharpened, ice to water, corn kernel becomes pop corn) | Science | |
| PNEKPP-00-2 | K | Demonstrates | an understanding | that objects are made from one or more materials like metal, plastic, wood, paper | Science | |
| PNEKBS-Ic-3 | K | Demonstrates | using different body parts | movements | Science | |
| PNEKA-IIIh-2 | K | Describes | using their senses | common animals | Science | |
| PNEKP-IIb-1 | K | Describes | using their senses | common plants | Science | |
| PNEKA-III g-7 | K | Describes | how animals can be useful | Science | ||
| PNEKBS-Ij-7 | K | Describes | how one grows and changes | Science | ||
| PNEKP-IIIf-4 | K | Describes | how plants can be useful | Science | ||
| PNEKPP-00-5 | K | Describes | movement of objects like: back and forth | Science | ||
| PNEKPP-00-5 | K | Describes | movement of objects like: fast and slow | Science | ||
| PNEKPP-00-5 | K | Describes | movement of objects like: round and round | Science | ||
| PNEKPP-00-5 | K | Describes | movement of objects like: straight | Science | ||
| PNEKE-00-1 | K | Describes | the different kinds of weather: cloudy | Science | ||
| PNEKE-00-1 | K | Describes | the different kinds of weather: rainy | Science | ||
| PNEKE-00-1 | K | Describes | the different kinds of weather: stormy | Science | ||
| PNEKE-00-1 | K | Describes | the different kinds of weather: sunny | Science | ||
| PNEKE-00-1 | K | Describes | the different kinds of weather: windy | Science | ||
| PNEKA-IIIh-2 | K | Examines | using their senses | common animals | Science | |
| PNEKP-IIb-1 | K | Examines | using their senses | common plants | Science | |
| PNEKPP-00-4 | K | Explores | how objects can be moved, like: blowing | Science | ||
| PNEKPP-00-4 | K | Explores | how objects can be moved, like: pulling | Science | ||
| PNEKPP-00-4 | K | Explores | how objects can be moved, like: pushing | Science | ||
| PNEKPP-00-4 | K | Explores | how objects can be moved, like: rising | Science | ||
| PNEKPP-00-4 | K | Explores | how objects can be moved, like: sinking | Science | ||
| PNEKE-00-5 | K | Explores | simple cause-and-effect relationships | in familiar events and situations | Science | |
| PNEKA-IIIi-4 | K | Groups | according to certain characteristics (how they look/ body, coverings/parts, how they move, sounds they make, what they eat, where they live) | animals | Science | |
| PNEKP-IIb-8 | K | Groups | according to certain characteristics, e.g., parts, kind, habitat | plants | Science | |
| PNEKA-III g-7 | K | Identifies | how animals can be useful | Science | ||
| PNEKP-IIIf-4 | K | Identifies | how plants can be useful | Science | ||
| PNEKP-IIb-2 | K | Identifies | needs of plants | Science | ||
| PNEKBS-Id-1 | K | Identifies | one’s basic body parts | Science | ||
| PNEKBS-Ii-8 | K | Identifies | one’s basic needs | Science | ||
| PNEKE-00-4 | K | Identifies | simple ways of taking care of the environment | Science | ||
| PNEKA-III g-5 | K | Identifies | the needs of animals | Science | ||
| PNEKA-III g-6 | K | Identifies | ways to care for animals | Science | ||
| PNEKBS-Ii-8 | K | Identifies | ways to care for one’s body | Science | ||
| PNEKP-IIb-2 | K | Identifies | ways to care for plants | Science | ||
| PNEKE-00-2 | K | Identifies | what we wear and use for each kind of weather | Science | ||
| PNEKA-Ie-1 | K | Names | common animals | Science | ||
| PNEKP-IIa-7 | K | Names | common plants | Science | ||
| PNEKBS-Ic-4 | K | Names | the five senses | and their corresponding body parts | Science | |
| PNEKA-IIIh-2 | K | Observes | using their senses | common animals | Science | |
| PNEKP-IIb-1 | K | Observes | using their senses | common plants | Science | |
| PNEKE-00-6 | K | Observes | in different kinds of weather | safety practices | Science | |
| PNEKE-00-1 | K | Observes | daily (as part of the opening routine) | the weather | Science | |
| PNEKBS-Ii-9 | K | Practices | ways to care for one’s body | Science | ||
| PNEKE-00-1 | K | Records | daily (as part of the opening routine) | the weather | Science | |
| PNEKE-00-1 | K | Tells | the different kinds of weather: cloudy | Science | ||
| PNEKE-00-1 | K | Tells | the different kinds of weather: rainy | Science | ||
| PNEKE-00-1 | K | Tells | the different kinds of weather: stormy | Science | ||
| PNEKE-00-1 | K | Tells | the different kinds of weather: sunny | Science | ||
| PNEKE-00-1 | K | Tells | the different kinds of weather: windy | Science | ||
| PNEKBS-Id-2 | K | Tells | the function of each basic body part | Science | ||
| PNEKPP-00-6 | K | Uses | safely | materials | Science | |
| PNEKPP-00-6 | K | Uses | safely | objects | Science | |
| PNEKBS-Ic-5 | K | Uses | to observe the environment | the senses | Science | |
| PNEKBS-Id-6 | K | Uses | to observe and perform simple experiments in classifying objects | the senses | (e.g., texture – soft/hard, smooth/rough; taste – salty, sweet, sour) | Science |
K to 12 Grade Levels:
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
- Grade 12 Curriculum Competencies
