What do you expect to get from this training?

1. acquire a functional understanding of the framework, features and elements of UbD as a curriculum approach
a. formulate an Essential Understanding and an Essential Question based on a Content Standard of the MAPEH curriculum (2010 SEC)

b. formulate questions that measure the attainment of the Six Facets of Understanding

C. identify processes, skills and learning environments adapted to students readiness, interest and learning profile 2. acquire positive attitude towards UbD as a curriculum approach and the 2010 SEC as a reform initiative

The 2010 Secondary Education Curriculum (SEC)

Conceptual Framework in MUSIC and ARTS PE and HEALTH

Functionally Literate Filipino

Promotion of Wellness
Practicing Desirable Health Habits

Sustaining Lifelong Fitness

Playing Games and Sports

Performing Dances

Developing Life Skills and Values Teaching Games for Understanding (TGFU) Cooperative and Collaborative Learning

Modeling and Demonstration

Experiential/ Contextual Learning

Aesthetic and Kinesthetic Theory (Gardner)

Social Learning Theory (Bandura)

Skill Acquisition Theory (Anderson)

Information Processing Theory

(Miller)

Self Awareness Entrepreneurial Skills

Empathy

Coping with 10 Stress

Effective Communication

Coping with Emotions

LIFE SKILLS
Interpersonal Relation Skills

Critical Thinking Creative Thinking Problem Solving

Decision Making

FUNCTIONAL LITERACY FOR ALL

Communication Skills
Ability to clearly express ones ideas and

feelings orally and non-verbally Ability to listen Ability to read, comprehend and respond to ideas presented Ability to write clearly ones ideas and feelings Ability to access, process and utilize available basic and multimedia information

Critical Problem Solving

Numeracy skills Ability to make critical and informed

decisions Innovativeness and creativity Scientific thinking Future orientation

Sustainable Use of Resources/Productivity

Ability to earn a living Sustainable use of resources

(including time) and appropriate technology Entrepreneurship Productivity

Development of Self and a Sense of Community

Self-development: self awareness; self-

discipline; sense of responsibility; selfworth; self-realization Sense of personal and national identity Knowledge of ones history, pride in ones culture and respect for that of others Recognition and practice of civil and political rights

Expanding ones world vision

Knowledge, acceptance, respect, and

appreciation of diversity Peace Non-violent resolution of conflicts Global awareness, interdependence and solidarity

PHYSICAL EDUCATION AND HEALTH

Program Standard: The learner demonstrates understanding of the key concepts and principles of health and fitness in promoting and sustaining wellness for quality life.
General Standard First Year Level General Standard Second Year Level General Standard Third Year Level General Standard Fourth Year Level

The learner demonstrates understanding of the key concepts and principles of personal health and fitness in developing individual wellness for quality life.

The learner demonstrates understanding of the key concepts and principles of family health and fitness in developing and promoting family wellness for quality life.

The learner demonstrates understanding of the key concepts and principles of environmental and community health and fitness in promoting and sustaining community wellness for quality life.

The learner demonstrates understanding of the key concepts and principles of national and global health and fitness in promoting and sustaining societal wellness for quality life.

PHYSICAL EDUCATION AND HEALTH Conceptual Matrix (CM)

First Year Personal Health & Fitness

Second Year Family Health & Fitness

Third Year Community Health & Fitness

Fourth Year National and Global Health & Fitness *Lifelong Fitness *Consumer Health Education *Recreational Leadership *Safety Education (Intentional Injuries) *Sports Leadership *Population Education

*Physical Fitness *Growth and Development

*Health-Related Fitness * Family Life

* Skill-Related Fitness *Environmental Health

*Individual Sports *Personal Health

*Team Sports *Reproductive Health

*Recreational Indoor Games *Communicable Disease Prevention and Control

*Dual Sports *Nutrition

*Team Sports *Responsible Parenthood

*Recreational Outdoor Games *Non-communicable Disease Prevention and Control *International Folk Dances (Asia, Europe, North and South America, Africa) *Substance Use and Abuse (Classifications of drugs and Related Laws and Policies)

*Philippine Folk Dances (Local/Indigenous) *Personal Safety (Unintentional Injuries)

*Philippine Folk Dances (Regional and National) *Substance Use and Abuse (Chemical Inhalants, Drinking Alcohol, Smoking, Over-theCounter Drugs and Related Laws and Policies)

*Social Dances *Interpersonal Skills

First Year Qt r I Personal Health & Fitness *Physical Fitness Components of physical fitness RPFT Physical Activity

Second Year Family Health & Fitness *Health-Related Fitness Cardio-respiratory endurance Muscular strength & endurance Flexibility Body composition

Third Year Community Health & Fitness * Skill-Related Fitness Speed Power Agility Balance and Coordination Reaction time

Fourth Year Societal Health & Fitness *Lifelong Fitness Self-assessment of fitness status Principles of designing a fitness program Personal fitness program Implementation and self-monitoring *Consumer Health Importance of consumer health Health information, product & services Related laws and policies Agencies/Organiza tion concerned in the protection of consumer health

*Growth and Development Health & its dimensions Health appraisal Stages of g/d in all dimensions Problems related to growth and development

* Family Life Family relationships Duties & responsibilities in the family Needs of the family Dealing with family challenges Care of family members with special needs

*Environmental & Community Health Pollution Waste Management Housekeeping and sanitation Prevention and control of pests, insects and rodents

First Year Q Personal Health & Fitness

Second Year Family Health & Fitness

Third Year Community Health & Fitness

Fourth Year Societal Health & Fitness

II

*Individual Sports (Athletics, Swimming or Background/nature Basics skills Rules and regulations Officiating Benefits of the sport
Aquatics, Archery ,Arnis, Gymnastics)

*Team Sports (Basketball,

Softball/Baseball, Sepak Takraw)

Background/nature Basics skills Rules and regulations Officiating Benefits of the sport

*Recreational Indoor Activities Board games Darts Bowling Word Games Party games Laro ng Lahi

*Recreational Leadership Principles of organizing recreational activities Planning, designing, implementing and evaluating recreational activities *Population Education Statistical data on Philippine and World population Rapid population growth -Causes -Effects on health Population management programs

*Personal Health Physical Health (Hygiene, Mental and Emotional Health Characteristics Factors affecting mental and emotional health Mental disorders Dealing with loss and grief
Grooming, Posture & Dental Health)

*Reproductive Health Importance of RH and its dimensions Fertility and Infertility RH Care Maternal and child Care Issues and Problems related to RH (STI, HIV-AID etc)

*Communicable Disease Prevention and Control Infectious disease process Prevention strategies Common Communicable Diseases Emerging communicable diseases

First Year Q III Personal Health & Fitness *Dual Sports (Racket Sports, Chess, Combative Sports) Background/nature Basics skills Rules and regulations Officiating Benefits of the sport *Nutrition Nutritional Needs and Deficiency Diseases Balanced Diet Eating Disorders

Second Year Family Health & Fitness *Team Sports (Volleyball and Football or Soccer) Background/nature Basics skills Rules and regulations Officiating Benefits of the sport

Third Year Community Health & Fitness *Recreational Outdoor Activities Orienteering Mountaineering Camping Rapelling Laro ng Lahi

Fourth Year Societal Health & Fitness *Sports Leadership Principles of organizing sports activities Planning, designing, implementing and evaluating sports activities

*Responsible Parenthood Marriage Importance of Responsible Parenting Planning for Family Size Child Rearing Childrens Rights

*Non-communicable Disease Prevention and Control Factors affecting the onset of noncommunicable disease Prevention of noncommunicable diseases Common noncommunicable Diseases

*Safety Education Reducing Risk Factors Intentional Injuries -Domestic violence -Gang and youth violence -Kidnapping and abduction Sexual Victimization -Sexual Harassment -Rape and Sexual abuse

First Year Q IV Personal Health & Fitness *Local and Indigenous Philippine Folk Dances (Suggested dances: Tarektek, Sua-sua, Subli, Itik-itik, Maglalatik) Basic movement skills Rhythmic activities Nature and background of folk dance Folk dance fundamentals Folk dance instruction and interpretation *Safety Education Prevention of unintentional injuries (Home, School & Road Safety) First Aid (Principles, Common injuries & Ailments)

Second Year Family Health & Fitness *Regional and National Philippine Folk Dances (Suggested dances: Ragragsakan, Pandanggo sa ilaw, Tinikling, Pig-apir, Kadal Taju, Carinosa, Polkabal) Fundamentals and basic folk dance skills Nature and background of dance Folk dance instruction and interpretation

Third Year Community Health & Fitness *International Folk Dances (Suggested dances: Japanese Parasol, Chinese Fan, La Cucuracha, Barbari Bell, Dutch Couple, Tarantela, Minuet, Irish Lilt) Nature and background of the dance (Asian Nationalities, European/ American Nationalities) Dance instruction and interpretation

Fourth Year Societal Health & Fitness *Social Dances (suggested dances: Social dance mixers, ballroom and social dances) Nature and background of social dance Dance instruction and interpretation

*Substance Use and Abuse Chemical Inhalants Drinking Alcohol Smoking Over-the-Counter Drugs Related Laws and Policies

*Substance Use and Abuse Reasons for use and abuse Classification of drugs (According to law and accdg. to effects on the body) Commonly abused drugs Alternative activities to prevent drug abuse Related Laws and Policies

*Interpersonal Skills Components of IS Developing IS Social Activities for practicing IS

Content Updates
Physical Fitness Test
Skill Related 40 Meter Sprint Basketball Pass Standing long Jump Hexagon Agility Test Stick Drop Test Paper Juggling Stork Balance Stand Test Health Related BMI Zipper Test/Sit & Reach 3 Minute Step Test Curl Up

Content Updates
Changes
Drug Education Sports Management

Substance Use and Abuse Sports and Recreational Leadership

Recreation

Nutrition
Reorganization of the contents

Conceptual Framework of Music and Arts

The central goal of Philippine basic education is functional literacy for all. Functional Literacy means that all individuals should possess a complete range of skills and competencies, i.e. cognitive, affective, and behavioral, which would enable them to: live and work as human persons develop their potentials make critical and informed decisions, and function effectively in society within the context of their environment and that of the wider community to improve the quality of their lives and that of the society ( Literacy Coordinating Council, September 1997) The major indicators of functional literacy are communication skills, critical thinking and problem solving, sustainable use of resources/Productivity, development of self and sense of community and expanding ones world vision.

Concept Matrix
Grading Period First Year
Philippine Folk Songs and Indigenous Art

Second Year
Music and Arts of Southeast Asia

Third Year
Music and Arts of the Renaissance and Baroque

Fourth Year
Music and Arts of the 20th Century

Q1

Q2

Folk Songs and Arts of Asia and Africa

Folk Songs and Art of Europe , Australia and America Dance Drama on Myths and Legends

Music and Arts of East Asia

Music and Arts of the Classical/ Neoclassical Period

Music and Arts of the 21st Century

Q3

Music and Arts of Central and South Asia

Music Theaters of Asia

Music and Arts of the Romantic Period

Philippine 20th and 21st Century Music and Arts

Multimedia Theater

Q4

Musical Play

The definition of functional literacy and the five strand indicators were based on the Four Pillars of education (learning to know, learning to do, learning to be and learning to live together) and UNESCOs concept of life skills formed by the International Commission on Education for the 21st century. To achieve this goal in Music and Arts, functional literacy is observed through participation in artistic and cultural performances either as a performer or a consumer of art for the promotion of cultural identity, expansion of ones world vision and for self-development. The skills to be developed are reading/analyzing, listening/viewing, performing (singing, playing, acting, dancing) and creating and composing music and arts.

One of the approaches to be used is Teaching for Musical Understanding by Jackie Wiggins in which students construct an understanding as a result of experience. Another approach is Disciplined Based Arts Education of Getty Center for Education in the Arts in which it emphasizes on art history, aesthetics and art criticism is encouraged in line with art making. The third is Cognitive Apprenticeship Learning in which learners need to engage in real-life problem solving situations. The philosophical foundation of these approaches are the Schema Theory, a framework for understanding how knowledge is constructed and utilized by the mind, Social Constructivist theory which provides a framework for understanding how learning occurs in human society and the Multiple Intelligences Theory of Howard Gardner.

Music and Arts Program Standard: The learner demonstrates understanding of basic concepts and principles of music and arts through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development
General Standard First Year The learner demonstrates understanding of basic concepts and principles of folk songs and arts of the and the world, through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development General Standard Second Year The learner demonstrates understanding of basic concepts and principles of Asian music and arts through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development General Standard Third Year The learner demonstrates understanding of basic concepts and principles of music and arts of the different periods (Renaissance, Baroque, Classical/Neo classical and Romantic periods), through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development General Standard Fourth Year The learner demonstrates understanding of basic concepts and principles of music and arts of the 20th and 21st centuries through active participation in artistic and cultural performances for the promotion of cultural identity, expansion of ones world vision and for self development

Concept Matrix
Grading Period First Year Philippine Folk Songs and Indigenous Art Second Year Music and Arts of Southeast Third Year Music and Arts of the Renaissance and Baroque Music and Arts of the Classical/ Neoclassical Period Fourth Year Music and Arts of the th Century 20

Q1

Q2

Folk Songs and Arts of and

Music and Arts of

Music and Arts of the st Century 21

Q3

Folk Songs and Art of , and

Music and Arts of

Music and Arts of the Romantic Period

Philippine 20th and 21st Century Music and Arts Multimedia Theater

Q4

Dance Drama on Myths and Legends

Music Theaters of

Musical Play