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Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue

Pasig City

December 2013

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,

problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-

monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity

participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is

important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that

fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This

curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of

understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.

Learning Outcomes

The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating

their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an

active life for fitness and health.

The K to 12 PE Curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.

Figure 1. The Conceptual Framework of Physical Education

PHYSICAL LITERACY

Fundamental

Movement Skills

Fundamental

Motor skills

Activity-specific

Activity

Rhythms & Dances

Games & Sports

MOVE TO LEARN, LEARN TO MOVE

A graduate who lives an active life

for fitness and lifelong health

Body Management

K ---- 1 --- 2 --- 3 --- 4 --- 5 --- 6 --- 7 --- 8 ---- 9 --- 10 --- 11 --- 12

Activity-Based

Developmentally

Appropriate

Standard

based

Integrated

Inclusive

Learning Area Standard

The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness

and health

Key Stage Standards

Strands

K – 3

The learner demonstrates

understanding of movement

concepts and skills in preparation for active

participation in various

physical activities.

The learner demonstrates

understanding of principles in

movement and fitness

for active participation in various

physical activities.

The learner demonstrates

understanding of integrating

physical activity behaviors in

achieving an active lifestyle.

Body Management

Movement Skills

Physical Fitness

Games and Sports

Rhythms and Dance

Table 1a - Scope and Sequence of Physical Education from Grades 1- 3

Key Stage 1

Grade Level Strands Q1 Q2 Q3 Q

GRADE 1

Body management

Movement skills

Rhythms and dance

Games and sports

Physical fitness

Body Awareness Space Awareness Qualities of Effort Relationships

Participation in enjoyable singing games, action songs, simple games, Chasing/Fleeing type games and mimetics.

GRADE 2

Body management

Movement skills

Rhythms and dance

Games and sports

Physical fitness

Body Shapes and Body

Actions

Locations, Directions,

Levels, Pathways and

Planes

Time, Force and Flow

Person, Objects, Sound

and Environment

Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,

rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races

GRADE 3

Body management

Movement skills

Rhythms and dance

Games and sports

Physical fitness

Body Shapes and Body

Actions

Locations, Directions,

Levels, Pathways and

Planes

Time, Force and Flow

Person, Objects, Sound

and Environment

Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative

activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)

and corrective exercises.

Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.

Table 1a - Scope and Sequence of Physical Education from Grades 4- 6

Key Stage 2

Grade Level Strands Q1 Q2 Q3 Q

Health-Enhancing Fitness 1

GRADE 4

Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)

Games and sports

Target games,

striking/fielding games,

Invasion games

Rhythms and dance

Folk, indigenous, ethnic, traditional and creative dances

Health-Enhancing Fitness 2

GRADE 5

Physical fitness

Assessments of physical activities and physical fitness (Health-related and skill-related)

Games and sports

Target games,

striking/fielding games

Invasion games Wall/net games, invasion games

Rhythms and dance

Folk, indigenous, ethnic, traditional and creative dances

Health-Enhancing Fitness 3

GRADE 6

Physical fitness

Assessments of physical activities and physical fitness (Health-related and skill-related)

Games and sports

Target games,

striking/fielding games

Invasion games

Rhythms and dance

Folk, indigenous, ethnic, traditional and creative dances

Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in

context.

Table 1d - Scope and Sequence of Physical Education and Health from Grades 11 - 12

Grade Level Strands Semester 1 Semester 2

Q1 Q2 Q3 Q

GRADE 11

Fitness/Exercise

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 1 and 2)

Aerobic, muscle and bone-strengthening

activities

Sports

Individual, dual and team sports

HEALTH OPTIMIZING PHYSICAL EDUCATION (H.O.P.E 3 and 4)

GRADE 12

Dance Traditional, contemporary, ethnic, folk and social

dances

Recreation

Aquatic and mountaineering activities

Note: Students can elect from the menu of physical activity courses

TIME ALLOTMENT FOR PHYSICAL EDUCATION

Grade Level Time Allotment

Kindergarten Integrated with other subject areas

Grades 1 – 6 40 minutes / week

Grades 7 – 10 60 minutes / week

Grades 11 – 12 120 minutes / week

CONTENT CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY CODE

LEARNING

MATERIALS

8. demonstrates moving within a

group without bumping or

falling using locomotors skills

PE1BM-IIc-e- 6 Misosa IV- M

9. executes locomotor skills while

moving in different directions

at different spatial levels

PE1BM-IIf-h- 7 Misosa IV- M

10. engages in fun and enjoyable

physical activities with

coordination

PE1PF-IIa-h- 2

11. illustrates/demonstrate

acceptable responses to

challenges, successes, and

failures during participation in

motor fitness activities

PE1PF-IIa-h- 3

12. demonstrates acceptable

responses to challenges,

successes, and failures during

participation in physical

activities

Suggested learning activities

Ø action songs

Ø singing games

Ø simple games

Ø chasing and fleeing games

Ø mimetics

PE1PF-IIa-h- 4

THIRD QUARTER/ THIRD GRADING

Qualities of Effort

( Slow and fast, heavy

and light, free and

bound movements )

The learner...

demonstrates understanding

of qualities of effort in

preparation for participation

in physical activities.

The learner...

performs movements of

varying qualities of effort

with coordination.

13.describes the difference

between slow and fast, heavy

and light, free and bound

movements

PE1BM-IIIa-b- 8

14. demonstrates contrast

between slow and fast speeds

while using locomotor skills

PE1BM-IIIc-d- 9 Misosa IV - M

CONTENT CONTENT STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY CODE

LEARNING

MATERIALS

15. demonstrates the difference

between heavy and light while

moving

PE1BM-IIIe-f- 10

16. demonstrates the difference

between free and bound

PE1BM-IIIg-h- 11

17. demonstrates the difference

between free and bound

PE1PF-IIIa-h- 2

18. engages in fun and enjoyable

physical activities

PE1PF-IIIa-h- 6

19. enumerates the characteristics

of a good team player

PE1PF-IIIa-h- 7

20. differentiates sharing from

cooperating

PE1PF-IIIa-h- 8

21. demonstrates the

characteristics of sharing and

cooperating in physical

activities

Suggested learning activities

Ø action songs

Ø singing games

Ø simple games

Ø chasing and fleeing games

Ø mimetics

PE1PF-IIIa-h- 9

FOURTH QUARTER/ FOURTH GRADING

Movement

Relationships

( Relationship to a

moving or stationary

object/person )

The learner...

demonstrates understanding

of relationships of movement

skills in preparation for

participation in physical

activities

The learner...

performs movements in

relation to a stationary or

moving object/person with

coordination.

22. identifies movement

relationships

PE1BM-IVa-b- 12

23. demonstrates relationship of

movement

PE1BM-IVc-e- 13

24. performs jumping over a

stationary object several times

in succession, using forward-

and- back and side-to-side

movement patterns

PE1BM-IVf-h- 14

Misosa VI - M

25. engages in fun and enjoyable

physical activities

PE1PF-IVa-h- 2

GRADE 2

CONTENT

CONTENT

STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY CODE

LEARNING

MATERIALS

FIRST QUARTER /FIRST GRADING PERIOD

Body Shapes

( Straight, curled, wide

and twisted ) and

Body Actions

( Walking, standing,

sitting )

The learner...

demonstrates

understanding of body

shapes and body

actions in preparation

for various movement

activities

The learner...

performs body shapes and

actions properly.

The learner..

1. describes body shapes and actions

PE2BM-Ia-b- 1

2. demonstrates body shapes and actions

PE2BM-Ic-d-

3. creates body shapes and actions

PE2BM-Ie-f- 2

4. demonstrates momentary stillness in

symmetrical and asymmetrical shapes

using body parts other than both feet as a

base of support

PE2BM-Ig-h-

Misosa V - M

5. demonstrates movement skills in response

to sound and music

PE2MS-Ia-h- 1

6. exhibits correct body posture

PE2PF-Ia-h-

Misosa VI M1-M

7. assesses body posture PE2PF-Ia-h-

8. engages in fun and enjoyable physical

activities

Suggested learning activities

Ø movement skills activities ( locomotor, non-

locomotor and manipulative skills )

Ø folk dances ( Alitaptap/Rabong )

Ø rhythmic routines ( ribbon, hoop, balls, and

any available indigenous/improvised

materials )

relays and races

PE2PF-Ia-h- 2

CONTENT

CONTENT

STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY CODE

LEARNING

MATERIALS

SECOND QUARTER/ SECOND GRADING

Locations ( Behind, in

front, under, over,

personal space ,

general space)

Directions ( linear-

forward and backward,

lateral- sideward, and

multi-directional )

Levels ( High, middle,

low ) Pathways

( Straight, curved,

zigzag ) and Planes

( Diagonal, horizontal,

vertical, and rotational )

Th The learner...

demonstrates

understanding of

locations, directions,

levels, pathways and

planes

ThThe learner...

performs movements

accurately involving

locations, directions,

levels, pathways and

planes.

9. describes movements in a location,

direction, level, pathway and plane

PE2BM-IIa-b-

Misosa IV - M

10. moves in:

Ø personal and general space

Ø forward, backward, and sideward

directions

Ø high, middle, and low levels

Ø straight, curve, and zigzag pathways

Ø diagonal and horizontal planes

PE2BM-IIc-h-

11. demonstrates movement skills in response

to sounds and music

PE2MS-IIa-h-

12. observes correct posture and body

mechanics while performing movement

activities

PE2PF-IIa-h-

13. engages in fun and enjoyable physical

activities

Suggested learning activities

Ø movement skills activities ( locomotor, non-

locomotor and manipulative skills )

Ø folk dances

Ø rhythmic routines ( ribbon, hoop, balls, and

any available indigenous/improvised materials )

Ø relays and races

PE2PF-IIa-h- 2

THIRD QUARTER/ THIRD GRADING

Time ( slow, slower,

slowest/fast, faster,

fastest ) Force ( light,

lighter,

lightest/strong,

stronger, strongest )

and Flow

( smoothness of

The learner...

demonstrates

understanding of

movement in relation

to time, force and flow

The learner...

performs movements

accurately involving time,

force, and flow.

14. describes movements in a location,

direction, level, pathway and plane

PE2BM-IIIa-

b- 17

15. moves:

15.1 at slow, slower, slowest/fast, faster,

fastest pace

15.2 using light, lighter, lightest/strong,

stronger, strongest force with

smoothness

PE2BM-IIIc-h-

CONTENT

CONTENT

STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY CODE

LEARNING

MATERIALS

Suggested learning activities

Ø movement skills activities locomotor, non-

locomotor and manipulative skills

Ø folk dances ( Alitaptap/Rabong )

Ø rhythmic routines (ribbon, hoop, balls, and

any available indigenous/improvised materials)

relays and races

GRADE 3

CONTENT

CONTENT

STANDARDS

PERFORMANCE

STANDARDS

LEARNING COMPETENCY CODE

LEARNING

MATERIALS

FIRST QUARTER /FIRST GRADING PERIOD

Body Shapes

(Straight, curled, wide

and twisted) and

Body Actions

(Walking, standing,

sitting)

The learner...

demonstrates

understanding of body

shapes and body actions

in preparation for various

movement activities

The learner...

performs body shapes and

actions properly.

The learner...

1. describes body shapes and

actions

PE3BM-Ia-b- 1

2. performs body shapes and

actions

PE3BM-Ic-d- 15

3. creates body shapes and actions

PE3BM-Ie-f- 2

4. demonstrates momentary

stillness in symmetrical and

asymmetrical shapes using body

parts other than both feet as a

base of support

PE3BM-Ig-h- 16

5. demonstrates movement skills in

response to sounds and music

PE3MS-Ia-h- 1

6. identifies conditioning and

flexibility exercises that will

improve posture

PE3PF-Ia-h- 15

7. performs conditioning and

flexibility exercises that will

improve body posture

PE3PF-Ia-h- 16

8. engages in fun and enjoyable

physical activities

Suggested learning activities

Ø movement skills activities

( locomotor, non-locomotor and

manipulative skills )

Ø folk dances ( Tiklos/Kunday-kunday )

Ø rhythmic routines ( ribbon, hoop,

balls, and any available

indigenous/improvised materials )

Ø lead up, organized and indigenous

games

corrective exercises

PE3PF-Ia-h- 2