K TO 12 SPED TRANSITION CURRICULUM Enrichment Skills and Competencies

Enrichment Skills and Competencies, August 2017 Page 1 of 32

DESCRIPTION

Enrichment Skills and Competencies aims to provide access to a diverse range of educational and recreational opportunities that cater
to the interest and inclination of learners with disabilities. This is DepEd’s response to the necessity of offering an enrichment curriculum that
addresses the interests of the transition learners for them to live not only a functional and productive but also a happy life. It is also an
expression of DepEd’s commitment of providing LSENs with equal opportunities by harnessing their innate abilities and talents specifically in
Music, Movements, Arts, and Sports.

SCOPE

This curriculum is recommended to learners enrolled under the Transition Curriculum, who have shown interest in any one of the four areas
under the Transition Program Enrichment Curriculum, namely: Music, Movements, Arts, and Sports.
Likewise, since the thrust is moving towards inclusion, the enrichment skills program will benefit learners 12 years old and above who did not
undergo each grade level in the elementary and acquired disabilities later in life who would like to pursue their interest, talent and skills in
Music, Movements, Arts and Sports.

The learner has the option of which component to take. Before the learner gets into this transition program curriculum, he/she should be
given diagnostic/aptitude test. The result of the diagnostic test done will be the basis for the placement of the learners in specific area of the
enrichment program. Assessment of LSENs’ enrichment skills and competencies should be done continuously and whenever a significant
finding on this area is observed by the teacher. This program has no specific time duration or required number of hours. It can be done
anytime the learner is ready and can be modified when the need arises based on his Individualized Educational Plan. Post assessment will be
the basis to assist the learner to when to proceed further or make other options in the program for her/his best interest.

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 K TO 12 SPED TRANSITION CURRICULUM Enrichment Skills and Competencies
Enrichment Skills and Competencies

LEARNING STANDARDS
MUSIC The learner demonstrates the basic and fundamental processes through performing, creating, listening,
observing and responding, towards the development of appreciation of music and acquisition of basic
knowledge and skill.
Note: This may also include knowledge on how to play specific musical instruments (ie, piano).
VISUAL ARTS The learner demonstrates an understanding of basic concepts and process in art through appreciation,
analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and
expansion of his/her world vision.
MOVEMENT The learner demonstrates understanding of body and space awareness, quality of effort, and movement
relationships through participation in enjoyable physical activities.
SPORTS The learner demonstrates understanding of the importance of physical fitness through assessment and
participation in physical activities.

K TO 12 SPED TRANSITION CURRICULUM

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ENRICHMENT SKILLS AND COMPETENCIES
CONTENT CONTENT STANDARDS
I. Elements of Music  Rhythm
Demonstrates basic
understanding of sound, silence
and rhythm
 Melody
Demonstrates basic
understanding of pitch and
simple melodic patterns
PERFORMANCE
STANDARDS
A. Creates rhythmic activities
they enjoy
B. Responds accurately to high
and low tones through body
movements, singing, and playing
other sources of sounds
LEARNING COMPETENCIES
1. Identifies the difference
between sound and silence
accurately (for HI, the aid of
pulse or vibrations is advised)
2. Performs echo clapping
3. Relates images to sound and
silence within a rhythmic pattern
4. Claps, taps, chants, walks and
plays percussion instruments with
accurate rhythm in response to
sound
 in groupings of 2s
 in groupings of 3s
 in groupings of 4s
5.Performs the different rhythmic
activities using different medium
or with technology
1. Identifies the pitch of a tone as
high or low
2. Sings/plays musical instrument
to produce simple melodic
patterns
(so-mi-mi-so-mi-re-do)
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 Form
Demonstrates basic
understanding of the concepts
of musical lines beginnings,
endings and repeats in music
C. Responds with precision to
changes in musical lines with
body movements
3. Matches the melody of a song
with the correct pitch vocally and
with body movements
 greeting songs
 counting songs
 action songs
4. Sings in pitch
 Rote singing, counting songs
 Echo singing, greeting songs
5.Sings in pitch individually or
with the group
5.Enjoy singing /playing musical
instrument with appropriate
melody
6.Create music for enjoyment
with correct melody
7. Performs individually or as a
group in different activities
1. Identifies with body
movements the
 Beginnings
 Endings
 Repeats of a recorded music
example
2. Identifies similar or dissimilar
musical lines with the use of:
 Body movements
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 Timbre
Demonstrates understanding of
the basic concepts of timbre.
D. Distinguishes accurately the
different sources of sounds
heard and be able to produce a
variety of timbres
 Geometric shapes or
objects
3. Relates basic concepts of
musical forms to geometric
shapes to indicate understanding
of:
 Same patterns
 Different patterns
4. Chooses the exact geometric
shapes that correspond to
musical form
5. Shows changes in musical lines
through body movements
6. Shows the parts of a song
through body movements
7.Creates music with concepts
learned on forms of music
1. Identifies the source of sounds
wind, wave, swaying of the trees,
animal sounds, sounds produced
by machines, transportation,
through body movements
2. Responds appropriately to
differences in sounds heard
through body movement
3. Replicates the sounds heard
from different sources
4. Uses voice and other sources
of sound to produce a variety of
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 Dynamics
Demonstrates understanding of
the basic concepts of dynamics
 Tempo
Demonstrates understanding of
the basic concepts of tempo
E. Creatively interprets with
body movements the dynamic
levels to enhance poetry, chants,
drama, and musical stories
F. Performs with accuracy varied
tempo through movements or
dance steps to enhance poetry,
chants, drama, and musical
stories
timbres
5.Creates music with variety of
timbre
1. Demonstrates dynamic
changes with movements
2. Uses the terms loud and soft to
identify volume changes
3. Relates the concepts of
dynamics to the movements of
animals
 elephant walk – loud
 tiny steps of a mouse – soft
4. Interprets with body
movements the dynamics of a
song
 small movement –soft
 big movement – loud
5. Creates/produce sounds using
different dynamics
1. Mimic animals movements
 horse – fast
 carabao – slow
2. Demonstrates the basic
concepts of tempo through
movements
 fast – slow- faster –slower
 gradually getting fast
 gradually getting slow
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 3. Responds to varied tempo with
accurate movements or dance
steps
 slow movement with slow
music
 fast movement with fast
music
4.Performs activities using
different medium with accurate
tempo

5. Create music demonstrating

basic concepts of tempo

 Texture G. Sings or plays songs to 1. Identifies unison sounds

Demonstrates understanding of involve oneself and experience (monophonic), vocal with
the basic concept of texture the concept of texture accompaniment (homophonic),
rounds and partner songs
(polyphonic)

2. Demonstrates awareness of
texture by using visual images

3. Distinguishes accurately single

musical line and multiple musical
lines, which occur simultaneously
in a given song.

4. Demonstrates the concept of

texture by singing two-part round
like the following:
 Are You Sleeping Brother
John?
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II. Music Appreciation A. Performs efficiently the
different types of music that
relates to visual arts and
emotion.
III. Music Performance A. Takes part in a musical
ensemble:
1. Choir
2. Rondalla
3. Band
 Row, Row Your Boat
Partner Songs:
 He’s Got the Whole World
In His Hands and Ten Little
Indians
 Pamulinawen and Leron-
leron Sinta
1. Listens to different types of
music.
2. Associates music with the
pictures
Realistic – mellow, slow
Abstract- rock music
Local – Folk songs (makabayan
song)
3. Uses music to calm down one’s
spirit.
4. Watches different musical
performances
5. Enjoys and choose their own
music/music icon
Musical Instrument
(Guitar, Drums, Keyboard, Lyres,
Ukelele, Beat Box, Flute, Violin
etc.
1. Familiarizes oneself to the
musical instrument of his/her
interest
2. Practices skills in playing the
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instrument of his/her interest

3. Applies skills in playing

different musical pieces.
4. Develop self- esteem by taking
part in group performance

5. Performs in program/activities
 classrooms
 school
 others
6. Participates in competitions
 District
 Division & other level

7.Pursue a hobby and interest in

music

Voice
1. Identifies the different vocal
techniques

2. Applies the different vocal

techniques in singing familiar
songs and other musical pieces.
 class programs
 school programs and other
activities

3. Expresses own feelings

through singing to boost self-
confidence and self-esteem

4. Enhances opportunity in music

as a hobby or source of living

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MOVEMENTS I. Awareness of body parts in
preparation for participation in
physical activities.
II. Understanding of body
shapes and body actions in
preparation for various
movement
A. Performs with coordination
enjoyable movements
A. Performs body shapes and
actions properly.
1. Describes the different parts of
the body and their movements
through enjoyable physical
activities
2. Distinguishes body directions
e.g. Left and right, up and down,
forward, sideward and backward.
3. Creates shapes by using
different body parts.
4. Shows balance on one, two,
three, four and five body parts
5. Exhibits transfer of weight
6. Recognizes the importance of
participating in fun and enjoyable
physical activities
7. Engages in fun and enjoyable
physical activities with
coordination
Suggested learning activities:
 Action songs
 Singing games
 Simple games
 Chasing and fleeing game
8.Observe safety in doing
different physical activities
1. Describes body shapes and
actions
2. Demonstrates body shapes and
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III. Movement activities relating
to person, objects, music and
environment
A. Performs correctly movement
activities involving person,
objects, music and environment
actions
3. Creates body shapes and
actions
4. Demonstrates momentary
stillness in symmetrical and
asymmetrical shapes using body
parts other than both feet as a
base of support
5. Demonstrates appropriate
movement in response to sound,
cues, prompt and music
6. Exhibits correct body posture
7. Assesses body posture
8. Engages in fun and enjoyable
physical activities
 Suggested learning
activities:
Show videos to demonstrate
movements of sound for Hearing
Impaired.
1. Familiarizes in various
movement activities involving
person, objects, music and
environment
2. Moves:
 individual, with partner,
and with group
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  with ribbon, hoop, balls,
and any available
indigenous/ improvised
materials
 with sound
 in indoor and outdoor
settings

3. Demonstrates movement skills

in response to sound

4. Engages in fun and enjoyable

physical activities

5. Observes correct body posture

and body mechanics while
performing movement activities
Suggested learning activities
 Movement skills activities
(locomotor, non-locomotor and
manipulative skills)
 Action songs – Magtanim
Ay Di Biro
 Basic dance steps (step
close, step swing, waltz,
etc.
 Folk dances (Manang
Biday/Rabong)
 Rhythmic routines (ribbon,
hoop, balls, and any available
indigenous/improvised
materials)
 relays and races

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IV. Space awareness in
preparation for participation in
physical activities
A. Performs movement skills in a
given space with coordination
6. Performs in a stage, theatre,
drama and similar activities with
correct expression & movements
1. Identifies locomotor skills
2. Moves within a group activity
without bumping or falling using
locomotors skills
3. Executes locomotor skills in
different directions at different
spatial levels
4. Engages in fun and enjoyable
physical activities with
coordination
5. Illustrates/demonstrates
acceptable responses to
challenges, successes, and
failures during participation in
motor fitness activities
6. Demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical activities
Suggested learning activities
 Action songs
 Singing games
 Simple games
 Chasing and fleeing games
 Mimetic
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V. Qualities of effort in
preparation for participation in
physical activities
VI. Relationships of movement
skills in preparation for
participation in physical activities moving object/person with
A. Performs movements of
varying qualities of effort with
coordination
A. Performs movements in
relation to a stationary or
coordination.
7. Participate in different
class/school/community
activities/competitions using
appropriate movements;
 classrooms
 School Programs
 Community activities
1. Describes the difference
between slow and fast, heavy and
light, free and bound movements
2. Demonstrates contrast
between slow and fast speeds
while using locomotor skills
3. Demonstrates the difference
between heavy and light
movements
4. Demonstrates the difference
between free and bound
5. Engages in fun and enjoyable
physical activities
6. Identifies the characteristics of
a good team player
1. Identifies movement
relationship
2. Demonstrates relationship of
movement
3. Follows simple instructions and
safety rules in performing
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 different movements

4. Performs jumping over a

stationary object several times in
succession, using forward- and-
back and side-to-side movement
patterns

4. Enjoys participating in physical

activities
Suggested learning activities
 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics
5. Shows interest in participating
in physical activities

6.Expresses ideas and feelings

through body movements
7. Engages in fun and enjoyable
physical activities individually or
in a group

8.Performs different movements

learned in creative activities such
as; cultural dance, folk dance and
modern dance

9.Create movements and dance

for self-expression and social
activities
VISUAL ARTS Demonstrates understanding of A. Creates artworks using the 1. Identifies the different lines,
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the different art concepts such different art elements/concepts, shapes and texture seen in the
as elements, principles and principles and processes. surrounding.
processes
I. Elements 2. Identifies colors, both in
Demonstrates understanding of natural and man-made objects,
the different art elements such seen in the surrounding.
as
 lines
 shapes
 texture 3. Identifies the art principles
 colors such as proportion, balance and
II. Principles variety and emphasis in an art
Demonstrates understanding of work.
the different art principles such
as such as : 4. Apply learned concepts in art in
 Balance different activities( flower
 Proportion arrangement, dish gardening,
 Variety landscaping )
 Emphasis
5.Use different art concepts for
personal and daily activities
III. Processes 6. Identifies different visual art
Demonstrates understanding of works.
the different art processes such
as : 7. Distinguishes between 2-
 Drawing dimensional and 3-dimensional
 Painting artworks.
 Printmaking
Sculpture/3D/2D 8.Observe and learn from the
actual artists the different
processes

7.Integrate ICT and other

technology in the understanding
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IV. Art Appreciation A. Identifies creatively artistic
designs
V. Art Performance A. Takes part in art related
activities
of art processes
8.Enjoy and develop self -esteem
through the different art activities
1. Identifies artistically designed
drawings, paintings, prints,
sculpture/3d/2d in his artworks
and in the artworks of others.
2. Expresses feeling of
satisfaction in creating his own
artworks.
3. Observe different forms of arts
in different activities, exhibits and
museums
1. Applies techniques in creating
different kinds of artworks
2. Creates an artwork using
available materials found at
home, school and environment.
3.Creates artwork using ICT and
technology
3. Participates in art related
activities in the school and the
community.
4. Engages in Art exhibits,
showcase and other art activities
5.Uses art to express oneself.
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SPORTS I. Demonstrates understanding
of participation and assessment
of physical activities and
physical fitness.
A. Familiarizes with the
Philippine Physical Activity
Pyramid Guide
B. Assesses physical fitness
Philippine Physical Activity
Pyramid
1. Describes the physical activity
pyramid
(with appropriate physical/verbal
assistance)
2. Explains/Tells the indicators for
fitness
(with appropriate verbal
assistance)
3. Assesses regular participation
in physical activities based on
physical activity pyramid
(with appropriate verbal
assistance)
4. Apply the concepts and
principles of PAPPG in choosing
different physical activities
without verbal assistance
5. Choose different physical
activities they enjoy
Larong Pinoy and Paragames
1. Explains/Tells the nature/
background of the games
(with appropriate verbal
assistance)
 Target games
o Tumbang-preso
o Tamaang-tao
o Tatsing
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 Striking/fielding games
o Syato
o Basagang palayok
o Sipa
o Mataya-taya
o Patintero

 PARAGAMES
o Bocce
o Athletics
o Shotput
o Standing Long Jump
o Running Long Jump
o Sprint
o Goalball
o Swimming

 Ball Games
o Basketball
o Soccer
o Volleyball
o others

Note: Games are not limited to

the above listed activities

2. Describes the skills involved in

the games
(with appropriate verbal
assistance)

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3. Observes safety precautions
(with appropriate verbal
assistance)

4. Executes the different skills

involved in the game
(independently/competitively or
with appropriate physical
assistance)

5. Displays joy of effort, respect

for others and fair play during
participation in physical activities
(with appropriate verbal
assistance)

6. Recognizes the value of

participation in physical activities
(with appropriate verbal
assistance)
7.Choose different physical
activities they enjoy
independently

8.Make a hobby of the different

physical activities of their choice

9.Develop self-esteem in joining

different sports competition and
activities
10.Apply learned values from
sports activities in daily living
(discipline etc..)

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 C. Participates and assesses 1.Explains/Tells health and skill
performance in physical related fitness components
activities. (independently or with
appropriate verbal assistance)

3. Explains the indicators for

fitness (with appropriate verbal
assistance)

2. Identifies areas for

improvement (independently or
with appropriate verbal
assistance)

4.Uses different physical fitness

assessment result in choosing
sports and activities they enjoy
(independently or with
assistance)

ENRICHMENT GROUP:
ZENAIDA G. CON-CON MELODY G. LACUESTA
SEPS, CENTRAL OFFICE EPS, ILOILO CITY

WILFREDO A. SANIDAD JR. BERNARD V. BARBON

PRINCIPAL, ILOCOS SUR HEAD TEACHER, ABRA DIVISION

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 WORKSHOP ON THE DEVELOPMENT OF
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TRANSITION CURRICULUM FOR LEARNERS