Grade 2 English — Budget of Work

Term 1 (focus: self & family)

Content standard: learners demonstrate phonological awareness and phonic knowledge in decoding developmentally-appropriate words, and understand/create simple sentences to express meaning about oneself, family, and everyday topics.

Covers:

• Phonological Awareness: recognize rhymes in chants, poems, and stories heard (e.g., cat-bat-hat, bug-rug, sun-fun word families; clapping/movement games to mark rhyme); segment onset and rime in simple words (e.g., "cat" = /c/ onset + /at/ rime; "dog" = /d/ + /og/; "sun" = /s/ + /un/).
• Phonics/Word Study: identify Grade 2 level-appropriate sight words; identify alphabet letter names; decode and read words accurately and automatically by word pattern position (initial, final, medial sounds) — CVC words (e.g., mat, pen, sit, cup, dog).
• Vocabulary and Word Knowledge: identify high-frequency words accurately; vocabulary about oneself and family (e.g., names for family members, feelings, daily routines) and other everyday/content-specific topics; content-specific words in Mathematics (basic symbols and terminologies, e.g., +, −, =, "sum," "number"); identify words by function — nouns (common and proper nouns; gender: boy/girl, man/woman), verbs (action/doing words), adjectives (describing words for people, places, things, animals, events, ideas, emotions), and personal pronouns (I, you, he, she, it, we, they); read words correctly for meaning and write words legibly and correctly based on word patterns.
• Grammar Awareness and Grammatical Structures: identify sentences vs. non-sentences; use simple sentences to express ideas about oneself and family; use simple sentences with proper intonation (pitch, juncture, rhythm); sequence words to form meaningful telling (declarative) and asking (interrogative) sentences; identify the parts of a simple sentence (who/what is it about, what are they doing, when/where/how) in declarative and interrogative sentences; use correct capitalization and end punctuation (period, question mark) for declarative and interrogative sentences; identify discourse markers for time-order and procedural text types (e.g., first, next, then, finally).
• Comprehending and Analyzing Text: read grade-level sentences with appropriate speed, accuracy, and expression; comprehend stories by noting story elements (characters, setting, events), sequencing at least three events, identifying the problem and solution, inferring a character's feelings/traits, relating story events to one's own experience, identifying cause and effect, predicting a possible ending, and giving a summary; comprehend informational texts by noting at least three significant details, identifying problem/solution, and identifying time-order and procedural text types.
• Creating and Composing Text: use common expressions and polite greetings appropriate to a given situation (e.g., "Good morning," "Thank you," "Excuse me"); retell myths, legends, fables, and narrative poems in one's own words; express ideas about one's experiences (oneself/family and content topics); use basic sight, high-frequency, and content-specific words in writing/speaking; compose texts reacting to a story's character, setting, or events, or reacting to a topic; make a summary of a narrative text; express ideas using time-order and procedural text structures.

Special Science enrichment: Have Tala go beyond identifying given rhyme/onset-rime examples — ask her to generate her own short list of rhyming word families (e.g. one she invents beyond cat-bat-hat) and explain out loud which sound is the shared "rime."

Term 2 (focus: school & community)

Adds onto Term 1 skills:

• Phonics/Word Study: new word patterns — CVCe words (e.g., cake, bike, home, cute) and CVVC words (e.g., rain, boat, feet, tail), on top of CVC words.
• Vocabulary: vocabulary sets shift to school (e.g., classroom objects, school people, subjects, routines) and later to community (e.g., community helpers/workers, places in the community, community activities), plus continued content-specific topics and Math terms; word-function work continues (nouns incl. common/proper and gender, verbs, adjectives) and adds interrogative pronouns (who, what, which, whose) and, moving into the community stretch, possessive pronouns (mine, yours, his, hers, ours, theirs).
• Grammar: continues declarative and interrogative sentence work (sequencing, sentence parts, capitalization/punctuation) about school and community topics, then introduces two new sentence types — imperative (commanding/requesting, e.g., "Please close the door.") and exclamatory sentences (e.g., "What a beautiful day!") — including identifying their parts and using correct capitalization and end punctuation (exclamation point) for all four sentence types by the end of the term; discourse markers expand to include description markers alongside time-order and procedural markers.
• Comprehension: story and informational-text comprehension skills continue, with sequencing now covering three to four events (up from three); same skill set — story elements, problem/solution, inferring feelings/traits, relating to experience, cause/effect, predicting endings, summarizing; informational texts now noting three to four significant details and identifying time-order, procedural, and descriptive text types.
• Composition: composing texts, retelling, and expressing ideas now center on school and community experiences and content topics, using the expanded vocabulary and all four sentence types as appropriate.

Special Science enrichment: For the Term 2 composition work, have Tala combine two content areas in one piece (e.g. a school story that also uses a community vocabulary word and a Math term) instead of writing single-topic sentences, using at least two of the four sentence types she's learned.

Term 3 (focus: physical environment)

Adds onto Term 1–2 skills:

• Phonics/Word Study: word patterns expand to CVCC words (e.g., desk, lamp, sand), CCVC words with initial consonant clusters/diphthongs (e.g., stop, frog, brain, cloud), VCV words (e.g., open, evil), and VCCV words (e.g., basket, window, insect) — building on the CVC/CVCe/CVVC patterns already learned.
• Vocabulary: vocabulary about the physical environment (e.g., land/water forms, weather, plants, animals, seasons) and Science-content terms, plus continued Math terms; word-function work is completed with possessive pronouns and demonstrative pronouns (this, that, these, those); introduces synonyms and antonyms of words (e.g., big/large, happy/sad).
• Grammar: all four sentence types (declarative, interrogative, imperative, exclamatory) are used, sequenced, parsed into parts (subject/who-what and predicate/what-are-they-doing, when/where/how), and correctly capitalized and punctuated about physical-environment topics; discourse markers continue across time-order, procedural, and descriptive text types.
• Comprehension: continues sequencing three to four events; summarizing narrative texts and identifying the main message/lesson of a story; informational text comprehension continues noting three to four details and identifying text type (time-order, procedural, descriptive).
• Composition: composing and reacting to texts, retelling, and summarizing narrative texts, now centered on physical-environment and Science-content topics, using synonyms/antonyms and all sentence types as appropriate.

Special Science enrichment: For the Term 3 synonym/antonym work, have Tala build her own pairs (not just match given ones) and justify each pairing out loud, then use the main-message/lesson skill to compare how the same physical-environment topic could be summarized two different ways.

Baitang 2 Filipino — Budget of Work

Unang Termino (sarili at pamilya)

• Kamalayang ponolohikal: pagkilala at paghihiwalay ng tunog sa simula/gitna/dulo ng salita (onset-rime); pagbibilang at paghati ng pantig (isa, dalawa, tatlong pantig — hal. "a-ma", "i-na", "ba-ha-y"); pagtukoy at paggawa ng tugmang salita (hal. "bata–mata–pata"); pagsasanib at paghihiwalay ng pantig upang bumuo ng salita (blending/segmenting); pagpapalit ng unang tunog upang bumuo ng bagong salita (hal. "bola" → "sola" → "kola").
• Palabigkasan at pagkilala ng salita: mabilis na pagkilala sa mga karaniwang salitang paningin (sight words: ako, ikaw, siya, ang, ng, sa, ay, may, at, hindi); tamang pagbigkas ng salitang may CVC at CVCV na padron (hal. "bata", "aso", "mesa", "puno"); pagbasa ng payak na pangungusap nang may tamang bilis, wastong bigkas, at ekspresyon (fluency); paggamit ng palatandaan sa larawan bilang tulong sa pag-unawa.
• Talasalitaan: mga salitang pambungad-sa-sarili (pangalan, edad, kaarawan, tirahan, mga miyembro ng pamilya — ama, ina, kapatid, lolo, lola, tiyo, tiya); mga salitang kaugnay ng GMRC/MAKABANSA (pamilya, damdamin, panalangin, pagtitipid, tungkulin); bahagi ng pananalita: pangngalan (tao, bagay, hayop, lugar), pandiwa (kilos ng pang-araw-araw na gawain), pang-uri (paglalarawan ng hugis, kulay, sukat, dami), panghalip panao (ako, ikaw/ka, siya, kami, tayo, sila).
• Gramatika: pagbuo ng payak na pangungusap na paturol (may simuno at panaguri, wastong ayos ng salita — karaniwan at di-karaniwang ayos); pagbuo ng payak na pangungusap na patanong gamit ang mga salitang-pananong (sino, ano, saan, kailan, bakit, paano); wastong gamit ng malaking titik sa simula ng pangungusap at pangngalang pantangi; wastong bantas (tuldok, tandang pananong).
• Pag-unawa sa teksto: Naratibo — pagtukoy sa tauhan, tagpuan, at pangyayari; pagkilala sa damdamin ng tauhan at dahilan nito; pagtukoy ng suliranin at solusyon; simpleng sanhi at bunga; muling pagsasalaysay ng simula-gitna-wakas; pagbuo ng maikling buod (1-2 pangungusap). Impormatibo — pagkuha ng tiyak na detalye mula sa teksto (sino, ano, saan); pagtukoy ng suliranin at solusyong nabanggit sa teksto tungkol sa sarili at pamilya.
• Pagbuo ng teksto: pagsasalaysay (pasalita at pasulat) ng sariling karanasan gamit ang wastong pagkakasunod-sunod ng pangyayari; pagbibigay ng personal na reaksiyon o opinyon sa kuwentong binasa/napakinggan ("Ano ang gusto mo sa kuwento? Bakit?").

Ikalawang Termino (sarili at komunidad)

• Kamalayang ponolohikal at palabigkasan: dagdag na pagkilala at tamang pagbigkas ng mga salitang may diptonggo (ay, aw, iw, oy, uy — hal. "kalabaw", "baboy", "kahoy") at klaster/kambal-katinig (pl, pr, tr, bl — hal. "plato", "trak", "bloke"); mas mabilis at may-ekspresyong pagbasa ng dayalogo at maikling talata.
• Talasalitaan: mga salitang tungkol sa paaralan (guro, kaklase, silid-aralan, aklatan, patyo, tsart, gamit sa paaralan) at komunidad (barangay, kapitbahay, tindahan, palengke, ospital, himpilan ng pulisya, punong barangay); panghalip na pananong (sino, ano, alin, kanino, ilan) sa konteksto ng pakikipag-usap sa paaralan/komunidad.
• Gramatika: pagbuo ng pangungusap na pakiusap ("Pakisara ang pinto.") at pautos ("Umupo ka."); pagbuo ng pangungusap na padamdam gamit ang tandang padamdam ("Ang saya-saya naman!"); pagkilala at paggamit ng pangngalang kongkreto (nakikita/nahahawakan — hal. mesa, bahay) laban sa di-kongkreto (di-nakikita — hal. kagalakan, katapangan); pagbuo at paggamit ng pangngalang paari (pag-aari — hal. "kay Ana", "ng bata", panghalip na "akin/iyo/kanya").
• Pag-unawa sa teksto: pagsunod at muling pagsasalaysay ng 3-4 magkakasunod na pangyayari sa isang kuwento o proseso (sequencing); pagtukoy ng pangunahing ideya ng maikling talata tungkol sa paaralan/komunidad.
• Pagbuo ng teksto: pagbuo ng maikling talata (3-5 pangungusap na magkakaugnay) tungkol sa sariling paaralan, guro, o kapitbahayan, gamit ang angkop na simula, gitna, at wakas.

Ikatlong Termino (sarili, komunidad, kapaligiran)

• Kamalayang ponolohikal at palabigkasan: dagdag na pagbasa ng salitang may klase-patinig-klase (KPK, hal. "plantsa") at klase-klase-patinig (KKP, hal. "trak", "bloke") na pantig; mas mataas na antas ng pagsasabuo (fluency) sa pagbasa ng mahabang talata na may 2-3 talataan.
• Talasalitaan: mga salitang tungkol sa kapaligiran (kalikasan, ilog, bundok, dagat, hangin, ulan, polusyon, basura, segregasyon, pagtatanim, pag-aalaga ng hayop); pamatlig (ito, iyan, iyon; dito, diyan, doon); mga salitang magkasalungat (hal. malinis–marumi, malaki–maliit) at magkasingkahulugan (hal. maganda–marikit, malungkot–malumbay).
• Gramatika: pagkilala at paggamit ng simuno (paksa ng pangungusap) at panaguri (sinasabi tungkol sa paksa) sa payak na pangungusap; paglawak ng pangungusap gamit ang pang-uri at pang-abay na panlunan/panahon.
• Pag-unawa sa teksto: pagsunod sa 4-5 magkakasunod na pangyayari sa naratibong tekstong may temang kapaligiran; pagtukoy ng sariling nais sabihin (mensahe/aral) ng kuwento; pagbuo ng buod ng isang maikling kuwento (3-4 pangungusap).
• Pagbuo ng teksto: pag-unawa at pagsulat ng tekstong impormatibo tungkol sa pangangalaga sa kapaligiran (hal. tamang pagtatapon ng basura, pagtitipid ng tubig/kuryente), babala (hal. pag-iwas sa panganib tulad ng baha, sunog), at balitang pambata (5 W: sino, ano, saan, kailan, bakit) — pasalita at may tulong-guro na pasulat.

Grade 2 Mathematics — Budget of Work

Term 1

• Wk1-2: Circles/half/quarter circles, composite figures. Represent and describe circles, half circles, and quarter circles; compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles, using cut-outs and square grids.
• Wk3: One-step slides/flips of shapes. Describe and draw the effect of a one-direction (multi-step) slide, or translation, in basic shapes and figures; describe one-step slides and flips (translations and reflections) of basic shapes and figures.
• Wk3-7: Numbers to 1000. Count up to 1000; read and write numerals up to 1000; recognize and represent numbers up to 1000 using a variety of concrete and pictorial models and numerals; count by 2s, 5s, 10s, 20s, 50s, and 100s (not beyond 1000); order numbers up to 1000 from smallest to largest and vice versa; describe the position of objects using ordinal numbers up to the 20th; place value — determine the place value of a digit in a 3-digit number, the value of a digit, and the digit of a number given its place value (ones, tens, hundreds).
• Wk8-9: Addition with sums to 1000. Illustrate addition of a 2-digit and a 1-digit number as "counting up" on the number line; add numbers with sums up to 1000 in expanded form (e.g., 300 + 40 + 5); add numbers with sums up to 1000, with or without regrouping; illustrate and apply properties of addition with sums up to 1000 — the identity property (the sum of zero and any number equals the number), the commutative property (changing the order of the addends does not change the sum), and the associative property (changing the grouping of the addends does not change the sum).
• Wk9: Philippine money (coins/bills) to ₱1000. Determine and write the value of a number of bills, a number of coins, or a combination of bills and coins up to ₱1000 — centavo coins only, peso coins only, peso bills only, and combined peso coins and peso bills.
• Wk10: Comparing money values; addition word problems with money. Compare the values of different denominations of Philippine coins and bills up to ₱1000; solve word problems involving addition with sums up to ₱1000, including problems involving money, with and without regrouping.

Special Science enrichment: For the Wk9-10 addition-properties work, have Tala pick her own pair of numbers and explain in her own words why swapping the order (commutative) or regrouping (associative) doesn't change the sum, rather than just stating the property name.

Term 2

• Wk11-12: Measuring/comparing/estimating length & distance (m, cm). Measure and compare lengths of objects in meters (m) or centimeters (cm), and distance in meters, using appropriate measuring tools; identify and use the appropriate unit (m or cm) to measure the length of an object or the distance between two locations; estimate length in meters or centimeters, and distance in meters; solve problems involving length and distance.
• Wk13-17: Subtraction (numbers <1000, with/without regrouping); increasing/decreasing patterns. Illustrate subtraction of a 2-digit number by a 1-digit number on the number line and as the inverse of addition; subtract numbers where both numbers are less than 100 with regrouping (2-digit minus 1-digit, and 2-digit minus 2-digit); solve problems (given orally or in pictures) involving subtraction where both numbers are less than 100, with and without regrouping; subtract numbers where both numbers are less than 1000, with and without regrouping; solve 1- and 2-step problems involving subtraction where both numbers are less than 1000 (including problems involving money), with and without regrouping. Patterns: determine the next term(s) in increasing or decreasing patterns (e.g., number patterns, letter patterns, rhythmic properties, visual elements in art, repetitions); create original increasing and decreasing patterns.
• Wk18-19: Pictographs with scale. Present raw data, or data in tabular form, in a pictograph with a scale, or vice versa; interpret data presented in tabular form and in a pictograph with or without a scale.
• Wk19: Multiplication as repeated addition (equal groups). Count the number of concrete objects in a group by repeated addition and create equal groups, using language such as "5 groups of 3" and "5 threes"; illustrate and write multiplication as repeated addition using a variety of concrete and pictorial models and numerals.
• Wk20: Multiplication models (groups, arrays, number line). Represent multiplication using groups of equal quantities, arrays, counting by multiples, and equal jumps on the number line.

Special Science enrichment: For the Wk18-19 pictograph unit, have Tala collect a small real dataset herself (e.g. counting fruit types at home, or votes among family members for a favorite color) and build her own pictograph with a scale, instead of only interpreting a pictograph she's given.

Term 3

• Wk21: Multiplication tables 2, 3, 4, 5, 10. Multiply numbers using the 2, 3, 4, 5, and 10 multiplication tables; solve multiplication word problems using these tables, including problems involving money.
• Wk22: Multiplication word problems; division as equal sharing. Continue solving multiplication word problems (2, 3, 4, 5, 10 tables, including money); illustrate division as equal distribution/sharing of a number of objects into several equal groups.
• Wk23: Division expressions & equations (2, 3, 4, 5, 10 tables). Illustrate and write division expressions using a variety of concrete and pictorial models and numerals, modeling division as (a) equal sharing or formation of equal groups of objects and (b) repeated subtraction; divide numbers using the 2, 3, 4, 5, and 10 multiplication tables.
• Wk24: Missing number in multiplication/division sentences; odd/even via division by 2. Find the missing number in a number sentence involving multiplication or division by 2, 3, 4, 5, or 10; distinguish even and odd numbers using division by 2; solve division word problems using the 2, 3, 4, 5, and 10 tables, including problems involving money.
• Wk25-27: Unit fractions & similar fractions (denominators 2-6, 8). Represent and identify unit fractions with denominators 2, 3, 4, 5, 6, and 8; read and write unit fractions in fraction notation (e.g., 1/2, 1/4, 1/8); order unit fractions from smallest to largest and vice versa; represent and identify similar fractions (same denominator) with denominators 2, 3, 4, 5, 6, and 8 using groups of objects, fraction charts, fraction tiles, and the number line; read and write similar fractions in fraction notation (e.g., 2/4, 3/4); order similar fractions from smallest to largest and vice versa.
• Wk27-28: Duration/calendar, telling time (hours/minutes, a.m./p.m.). Describe the duration of an event in terms of number of days and/or weeks using a calendar; read and write time in hours and minutes, with a.m. and p.m., using an analog clock.
• Wk29: Elapsed time; straight/curved lines; flat/curved surfaces; perimeter intro. Solve problems involving elapsed time (minutes in an hour, hours in a day, days in a week), including timetables; identify and explain the difference between straight and curved lines, and between flat and curved surfaces of 3-dimensional objects; identify and measure the perimeter of a plane figure using appropriate tools.
• Wk29-30: Perimeter of triangles, squares, rectangles + word problems. Find the perimeter of triangles, squares, and rectangles; solve word problems involving the perimeter of triangles, squares, and rectangles.

Special Science enrichment: For the Wk25-27 fractions unit, have Tala compare two unit fractions with different denominators (e.g. 1/3 vs 1/6) using a drawn model she makes herself, and explain why the larger denominator gives the smaller piece, rather than only ordering fractions that already share a denominator.

Grade 2 Science — Budget of Work

App-added enrichment subject — confirmed intentional (2026-08-26). Not part of official MATATAG Grade 2 (which has only 5 official subjects: English, Filipino, Mathematics, GMRC, Makabansa), but included in the regular weekly generation schedule as of 2026-08-26 — same as any other Grade 2 subject, not just reference material.

Term 1: Living and Nonliving Things, My Body and Senses

• Wk1: Living vs. nonliving things — key characteristics that living things breathe, eat/take in food, grow, move on their own, respond to stimuli (light, touch, sound), and reproduce, while nonliving things do not; sorting real objects and pictures (plant, dog, rock, toy car, cloud) into living/nonliving groups
• Wk2: Classifying things in the immediate environment (home, school, yard) as living or nonliving; recognizing once-living materials (dried leaf, piece of wood, cotton, paper) as different from truly nonliving things like stone or metal
• Wk3: Basic needs of living things — air, food/nutrients, water, space, and shelter; comparing how plants, animals, and humans meet these same basic needs in different ways
• Wk4: External parts of the human body and their general job — head, trunk (chest/back), arms, hands, legs, feet; simple vocabulary for major features (hair, face, fingers, toes)
• Wk5: The five sense organs — eyes (sight), ears (hearing), nose (smell), tongue (taste), skin (touch) — matching each organ to what it detects, using hands-on games (guess-the-smell, guess-the-sound)
• Wk6: How sense organs work together during everyday tasks — e.g., smelling and tasting food, seeing and hearing traffic before crossing a street, feeling texture and temperature
• Wk7: Healthful habits that protect the sense organs and body — washing hands and face, brushing teeth, wearing protective gear (sunglasses, ear protection near loud noise), reading with good lighting and proper distance
• Wk8: Simple causes of common sense-organ and body problems (eye strain from too much screen time, ear discomfort from loud sounds, cavities from not brushing) and simple ways to prevent them
• Wk9: Safety practices at home and school connected to the body and senses — not touching hot objects or sharp tools, not staring directly at the sun, being careful around chemicals/cleaning products, telling an adult about injuries
• Wk10: Term review and simple investigation — observing and recording (through drawing/telling) living and nonliving things found around the school or home, and demonstrating proper care of the sense organs

Special Science enrichment: For the Wk1 living/nonliving sort, have Tala design her own small test — pick 5-6 objects herself, sort them, and explain which one characteristic (breathes, grows, moves on its own) decided each answer, rather than only sorting objects that are handed to her already grouped.

Term 2: Plants and Animals, Weather and Seasons

• Wk11: Common plants found in the community (trees, shrubs, vegetables, flowers); basic external parts of a plant — root, stem, leaf, flower, fruit, seed — and each part's simple job (roots hold the plant and take in water, leaves make food using sunlight)
• Wk12: What plants need to live and grow — sunlight, water, air, soil, and space; simple guided observation of a growing seed or potted plant over several days, recording changes through drawings
• Wk13: Common animals found in the community, classified by where they usually live (land, water, air) and how they move (walk, swim, fly, crawl, hop)
• Wk14: Basic needs of animals (food, water, air, shelter) and simple ways animals get food, find shelter, and protect themselves (shells, running fast, hiding, blending with surroundings)
• Wk15: Simple life cycles — a plant's journey from seed to seedling to full-grown plant; an animal's simple life-stage example such as egg-to-chick or caterpillar-to-butterfly, told as an easy step-by-step story
• Wk16: Caring for plants and animals — watering and not damaging plants, feeding and being gentle with pets, not littering or harming wild animals, and why taking care of them matters
• Wk17: Everyday weather conditions — sunny, rainy, cloudy, windy, stormy — describing today's weather using simple, correct vocabulary and matching it to appropriate pictures/symbols
• Wk18: Simple tools used to observe weather — a thermometer for temperature (hot/cold, not reading exact numbers), noticing wind by moving leaves or flags, noticing rain with a simple container; keeping a class or home weather calendar for a week
• Wk19: The two general seasons in the Philippines — rainy/wet season and dry season — and the kind of clothing, activities, and precautions suited to each
• Wk20: How weather and seasons affect plants, animals, and people's daily activities and food choices (e.g., umbrellas and raincoats in the rainy season, more fruits available in certain seasons)
• Wk21: Term review and integration — connecting plant/animal needs with weather changes, and basic safety habits during heavy rain, strong wind, or very hot weather (staying indoors, listening to parents/elders, drinking enough water)

Special Science enrichment: For the Wk12 seed/plant observation, have Tala keep a real multi-day log with dates and simple drawings of an actual growing seed or plant at home, instead of only reading about the life-cycle steps, and have her point out which day showed the biggest visible change.

Term 3: Matter, Force and Simple Machines, Earth and Sky, Caring for the Environment

• Wk22: Introduction to matter — everything around us (including our own bodies) is made of matter; describing objects using observable properties such as color, shape, size, texture, and whether they feel hard or soft
• Wk23: The three states of matter — solid, liquid, and gas — using everyday examples (ice cube, glass of water, steam from a boiling pot) and simple properties (solids keep their own shape, liquids take the shape of their container, gases spread out and fill space)
• Wk24: Simple changes in matter observed in daily life — ice melting into water, wet clothes drying in the sun (evaporation), water boiling into steam — described in plain, everyday words without technical terms
• Wk25: Push and pull as the two basic ways to make things move; how a push or pull can start, stop, speed up, slow down, or change the direction of an object's motion, shown through simple play activities (pushing a toy car, pulling a rope)
• Wk26: Simple machines that make work easier — lever (seesaw, bottle opener), wheel and axle (doorknob, toy car wheels), and inclined plane (ramp, slide) — identifying examples around the home and school
• Wk27: More simple machines — pulley (flagpole rope, well bucket) and wedge (knife, axe, doorstop) — with simple hands-on or picture-based exploration of how each makes a task easier
• Wk28: Introduction to day and night — the sun as our main source of light and heat during the day; simple observation and discussion of shadows changing during the day
• Wk29: Simple observations of the moon and stars at night — the moon appears to change shape over many nights (simple observation only, no phase names required), and stars can be seen when the sky is dark and clear
• Wk30: Caring for the environment — the basic idea of reduce, reuse, and recycle; simple waste segregation into biodegradable (nabubulok) and non-biodegradable (di-nabubulok) at a level appropriate for 7-8 year olds
• Wk31: Everyday ways to save water and electricity at home and school — turning off unused lights and faucets, not wasting water while brushing teeth, unplugging devices not in use
• Wk32: Year-end review and integration project — connecting matter, force/simple machines, and environmental care through a simple hands-on task (e.g., building a mini ramp with a book and testing how a toy moves on it, or correctly sorting sample trash items), and orally or through drawing explaining what was learned across the year

Special Science enrichment: For the Wk23-24 states-of-matter/melting unit, have Tala actually time how long an ice cube takes to melt in two different spots (e.g. sunny vs. shaded) and compare the results, rather than only naming melting/evaporation from examples.

Grade 2 MAKABANSA — Budget of Work

Term 1: Ang Ating Komunidad (Our Community)

• Wk1: Konsepto ng komunidad. Kahulugan ng komunidad bilang grupo ng tao na magkakasama sa iisang lugar, may magkakatulad na pangangailangan at gawain; pagkakaiba ng komunidad sa pamilya (mas malaking bilang ng tao, magkakaibang relasyon); mga halimbawa ng komunidad (purok, sitio, barangay, baryo, subdibisyon).
• Wk2-5: Paglalarawan ng sariling komunidad (lokasyon, sukat, heograpikong tanawin). Pagtukoy sa pangalan ng sariling barangay, bayan/lungsod, at probinsiya; simpleng paggamit ng mapa o sketch-mapa ng komunidad na may batayang direksiyon (hilaga, timog, silangan, kanluran); paghahambing ng laki ng komunidad (maliit na purok kumpara sa malaking barangay/lungsod); pagtukoy ng mga heograpikong anyo/tanawin sa komunidad (bundok, ilog, dagat, look, parke, palayan, gubat) at kung paano nakaaapekto ang mga ito sa pamumuhay ng mga residente.
• Wk6-8: Mga miyembrong bumubuo sa komunidad. Mga tao at tungkulin nila sa komunidad (punong barangay, kagawad, tanod, guro, doktor/nars, pulis, bumbero, mangingisda, magsasaka, tindero/tindera, drayber); mga institusyon sa komunidad (paaralan, simbahan/moske, health center, palengke, himpilan ng pulisya); ang bawat miyembro bilang mahalagang bahagi ng maayos na pamumuhay ng lahat.
• Wk9-10: Pagpapahalaga sa mga miyembro ng komunidad. Pagpapakita ng paggalang at pasasalamat sa mga taong naglilingkod sa komunidad (pagbati, pakikinig, pagsunod sa mga tuntunin nila); pag-unawa na magkakaugnay ang tungkulin ng bawat miyembro (interdependence) at dapat pahalagahan ang kontribusyon ng bawat isa sa ikabubuti ng lahat.

Term 2: Ang Kultura ng Ating Komunidad (Culture of Our Community)

• Wk11-12: Kahulugan ng kultura. Kultura bilang paraan ng pamumuhay, paniniwala, at kaugalian ng isang grupo ng tao na ipinapasa mula sa nakatatanda tungo sa mga bata; pagkakaiba-iba ng kultura sa iba't ibang komunidad sa Pilipinas.
• Wk13-15: Materyal at di-materyal na kultura ng komunidad. Materyal na kultura (nakikita/nahahawakan) — tradisyunal na pagkain (hal. suman, kakanin, ulam na katutubo), kasuotan (hal. Barong Tagalog, Baro't Saya, malong), bahay-kubo/istrukturang katutubo, likhang-sining at kagamitan (banig, palayok, instrumentong katutubo). Di-materyal na kultura (di-nakikita) — wikang sinasalita/diyalekto, mga paniniwala at pamahiin, kaugalian at tradisyon (pagmamano, bayanihan), sayaw at awiting-bayan, kuwentong-bayan at alamat na katutubo sa lugar.
• Wk16-18: Papel ng kultura sa paghubog ng pagkakakilanlan. Kung paano hinuhubog ng wika, pagkain, tradisyon, at paniniwala ang pagkakakilanlan (identity) ng isang tao bilang miyembro ng komunidad at bilang Pilipino; koneksiyon ng kultura ng pamilya sa mas malawak na kultura ng barangay/rehiyon.
• Wk19-20: Pagpapahalaga sa kultura ng komunidad. Pagmamalaki at paggalang sa sariling kultura at tradisyon; pakikilahok sa mga gawaing pangkultura ng pamilya/komunidad (pista, pagdiriwang); pag-unawa na dapat igalang din ang kultura ng ibang komunidad kahit magkaiba.

Term 3: Pakikipagkapuwa at Pakikibahagi sa Komunidad (Community Living & Participation)

• Wk21-23: Uri ng hanapbuhay (agrikultura, industriya, pinansiyal, serbisyo). Agrikultura — pagsasaka (palay, gulay, prutas), pangingisda, pag-aalaga ng hayop; Industriya — paggawa/pagmamanupaktura ng produkto (hal. pagawaan ng damit, pagkain); Pinansiyal — pagtitinda, negosyo, bangko/pautangan; Serbisyo — guro, doktor, drayber, tindera, mananahi, barbero/parlorista; pagkilala kung anong uri ng hanapbuhay ang pangkaraniwan sa sariling komunidad at bakit angkop ito sa lokasyon/kapaligiran.
• Wk24-26: Paraan ng pamumuhay at serbisyo ng komunidad. Mga serbisyong ibinibigay ng komunidad/barangay (koleksiyon ng basura, patubig, kuryente, kalusugan sa health center, kaligtasan sa pulisya/bumbero, edukasyon sa paaralan); kung paano magkakaugnay ang mga serbisyong ito sa pang-araw-araw na pamumuhay ng mga pamilya.
• Wk27: Pagpapahalaga sa paraan ng pamumuhay/serbisyo ng komunidad. Pasasalamat at wastong paggamit ng mga pampublikong serbisyo at pasilidad (hindi pagsasayang ng tubig/kuryente ng bayan, pag-aalaga ng pampublikong palaruan/plaza); pagkilala sa halaga ng bawat manggagawa/serbisyo.
• Wk28: Konsepto ng pakikipag-ugnayan/pakikilahok sa komunidad. Kahulugan ng pakikipagkapuwa at pakikilahok bilang aktibong bahagi ng komunidad; halimbawa ng pakikilahok angkop sa bata (pagsunod sa batas/alintuntunin, pagtulong sa gawaing-bayan).
• Wk29: Mga paraan ng pakikipag-ugnayan/pakikilahok. Kongkretong halimbawa: bayanihan sa paglilinis, pagdalo sa pulong/gawaing pambarangay kasama ang pamilya, pakikiisa sa mga proyektong pangkapaligiran, paggalang sa karapatan at pananaw ng kapwa sa loob ng komunidad.
• Wk30: Pagpapahalaga sa pakikilahok sa komunidad. Pag-unawa na ang bawat maliit na kontribusyon (kahit bata) ay nakatutulong sa ikauunlad ng komunidad; pagbuo ng pananagutan bilang responsableng miyembro ng komunidad simula pagkabata.

Grade 2 GMRC — Budget of Work

Term 1

• Wk1-2: Self-info/identity (name, age, family) — valuing oneself. Knowing and confidently sharing complete name, nickname, age, birthday, address, and names/roles of immediate family members (father, mother, siblings, grandparents); why this information matters for safety (telling a trusted adult, emergency situations); simple self-introduction ("Ako si..., taga-...ako, ang aking pamilya ay..."); appreciating one's own uniqueness (physical traits, likes, strengths) as a gift.
• Wk3-4: Health care with family guidance — valuing oneself. Daily hygiene habits (paghuhugas ng kamay, pagsisipilyo, pagliligo, tamang pagkain, sapat na tulog) done with parents'/guardians' guidance; simple safety rules at home and when going out (crossing the street, avoiding sharp objects/hot surfaces); understanding that caring for one's body/health is a way of valuing the self God-given life.
• Wk5-6: Understanding own feelings — sincerity. Naming and recognizing basic emotions (masaya, malungkot, galit, takot, gulat) and their physical/behavioral signs; appropriately and honestly expressing feelings instead of hiding or exaggerating them; simple ways to manage strong emotions (paghinga nang malalim, pagsasabi sa magulang/guro); relating sincerity to being truthful about how one truly feels.
• Wk7-8: Personal prayer — prayerful. Composing/reciting a simple personal prayer of thanksgiving, petition, or intercession for oneself and others; understanding prayer as talking to God (or a Supreme Being, per family's faith) with sincerity; simple prayer times in daily routine (before meals, before sleeping, before school).
• Wk9-10: Environmental thrift/conservation — prudence. Practicing "ipon, tipid, wastong gamit" with resources at home (tubig, kuryente, pagkain, papel); simple 3Rs (reduce, reuse, recycle) appropriate to a child's context (reusing paper, turning off lights/faucets); understanding prudence as thinking before using or spending so resources last and nature is protected.
• Wk11: Duties of a Filipino child in community — obedience. Basic duties/responsibilities of a child at home, school, and barangay (pagsunod sa magulang/guro, pag-alaga sa gamit, pakikiisa sa gawaing bayan); following community rules (barangay curfew for children, waste disposal schedule) as an expression of obedience.
• Wk12-13: Recognizing own talent/ability with family's help — self-confidence. Identifying personal talents/skills (pagkanta, pagguhit, pagsayaw, palakasan, akademiko) with parents'/family's affirmation and support; sharing talents in simple activities (klasrum showcase, family gathering); building self-confidence by accepting both strengths and areas still being developed.

Term 2

• Wk14-15: Proper ways of relating to others — accountability. Basic social courtesies (pagbati, pagpapaalam, "salamat", "paumanhin", "pakisuyo"); taking responsibility for one's words and actions toward classmates and family (owning up to mistakes, keeping promises); simple conflict situations and accountable responses (admitting fault, making amends).
• Wk16-17: Self-discipline in public facilities — compassion. Proper behavior in public places (palengke, simbahan, ospital, sasakyang pampubliko, parke) — pagsunod sa panuntunan, hindi maingay, paghintay ng pila; considering others' comfort/needs in shared spaces as an act of compassion (giving seats to elders/pregnant women, not littering).
• Wk18-19: Good communication within family — patience. Listening attentively and speaking respectfully to parents/siblings; taking turns speaking; waiting patiently for one's turn or for a family member to finish a task; resolving small misunderstandings at home calmly.
• Wk20: Honesty/telling truth — honesty. Distinguishing katotohanan from kasinungalingan through relatable scenarios; understanding consequences of dishonesty and benefits of telling the truth even when difficult; being honest in schoolwork (not copying) and in dealing with peers/family.
• Wk21-22: Family's religious practices/beliefs — obedience. Recognizing and respecting one's own family's religious practices, symbols, and celebrations (simbahan/moske/templo, mga pista, panalangin sa hapag-kainan); willingly joining family religious activities as an act of obedience and faith.
• Wk23-24: Cleanliness at home — orderliness. Keeping one's room/play area, school bag, and personal belongings neat and organized ("may lugar ang bawat bagay"); simple daily/weekly cleaning tasks (paglilinis ng higaan, pagtatapon ng basura, pag-aayos ng gamit) shared with family members.
• Wk25: Welcoming guests well — hospitality. Proper manners in receiving visitors at home or greeting guests at school/church (pagbati, pag-aalok ng upuan/inumin, pakikipag-usap nang magalang); Filipino value of "malasakit sa panauhin" as a form of hospitality.
• Wk26: Doing good to others — loving. Simple acts of kindness toward family, classmates, and neighbors (pagtulong sa gawain, pagbabahagi ng gamit/pagkain, pag-aliw sa malungkot); understanding that loving others is shown through small, consistent good deeds.
• Wk27: Recognizing others' kindness — gratitude. Noticing and appreciating kindness shown by family, teachers, and friends; expressing thanks sincerely (salita, sulat, o kilos); simple ways to "pay it forward" after receiving kindness.

Term 3

• Wk28: Respect for others' religion/beliefs — respect. Recognizing that classmates/community members may practice different religions or beliefs; showing respect during others' religious practices or symbols even if different from one's own; simple examples of religious diversity in the Philippine community.
• Wk29-30: Caring for environment with peers — compassion. Group activities for cleanliness and greening (paglilinis ng paaralan/kapitbahayan, pagtatanim ng puno/halaman) done together with classmates/playmates; compassion extended to plants, animals, and shared spaces.
• Wk31-32: Bayanihan among children for community — helpfulness. The Filipino value of bayanihan explained through child-friendly examples (paglilinis bilang grupo, pagtulong sa gawaing bayan, damayan sa panahon ng kalamidad); children's roles in small acts of bayanihan at home, school, at barangay.
• Wk33-34: Family's participation in community — accountability. How families take part in barangay activities (pagboto, pagdalo sa pulong-barangay, pakikiisa sa "Oplan Linis" o iba pang proyekto); understanding shared responsibility/accountability of every family for the community's welfare.
• Wk35-36: Community celebrations — friendliness. Local fiestas, national holidays, and barangay events (pista ng bayan, Buwan ng Wika, Pasko, Kalabaw Festival-type events) as opportunities to build friendliness and camaraderie among neighbors.
• Wk37: Religious groups helping community — cooperation. Simple examples of churches/religious groups providing community help (feeding programs, disaster relief, tutoring); cooperation among different groups for a common good.
• Wk38: Caring for community environment — compassion. Sustained care for shared community spaces (barangay plaza, ilog, baybayin, parke) through proper waste disposal, tree planting, and reporting environmental problems to elders/barangay officials.
• Wk39-40: Local heroism/heroes — love of country. Recognizing local/barangay heroes and everyday "bayani" (health workers, teachers, barangay tanod, mga magulang) alongside well-known national heroes (Jose Rizal, Andres Bonifacio, Gabriela Silang) as models of love of country; simple ways a child can show love of country (pagmamalasakit sa kapwa, pag-aalaga sa kalikasan, pagsunod sa batas).

Grade 2 Computer — Budget of Work

App-added enrichment subject — confirmed intentional (2026-08-26). Not part of official MATATAG Grade 2 (which has only 5 official subjects: English, Filipino, Mathematics, GMRC, Makabansa), but included in the regular weekly generation schedule as of 2026-08-26 — same as any other Grade 2 subject, not just reference material.

Term 1: Getting to Know My Computer

• Wk1: What is a computer? — introducing computers as tools that help people work, learn, communicate, and play; recognizing everyday examples of computers (desktop computer, laptop, tablet, smartphone) at home, school, and in the community
• Wk2: Main parts of a desktop computer — monitor/screen (shows pictures and words), CPU/system unit (the "brain" that runs everything), keyboard, and mouse — identifying each part and describing its basic job in simple words
• Wk3: More computer parts and accessories — speakers (let us hear sound), printer (makes paper copies), webcam (takes pictures/video) — matching each part to what it lets us do
• Wk4: Turning a computer on and off the correct, safe way — proper steps to start up, log in if needed, and shut down properly; understanding why we should never unplug or switch off a computer without shutting it down first
• Wk5: Taking care of computer equipment — clean, dry hands before touching the keyboard/mouse, no food or drinks near the computer, gentle handling of cords and equipment, always asking an adult for help with plugs and wires
• Wk6: Introduction to the mouse — identifying its parts (left button, right button, scroll wheel) and practicing a proper, relaxed mouse grip and sitting posture
• Wk7: Basic mouse skills — single-click and double-click, practiced through simple pointing-and-clicking games or activities on screen
• Wk8: Mouse skill building — click-and-drag to move an object from one place to another on the screen, practiced with simple drag-and-drop activities
• Wk9: Using the mouse to scroll up/down a page and to select and open an icon or program by clicking on it
• Wk10: Term review — demonstrating the names and jobs of the main computer parts, and showing safe start-up, shutdown, and confident basic mouse control (click, double-click, drag, scroll)

Term 2: My Keyboard and Simple Computer Programs

• Wk11: Introduction to the keyboard — general layout and finding letter keys, number keys, the spacebar, and the Enter/Return key
• Wk12: Special keys and their jobs — Shift key (makes capital letters), Backspace/Delete key (fixes typing mistakes), Enter key (starts a new line); a light, age-appropriate introduction to using both hands comfortably on the keyboard (not full touch-typing)
• Wk13: Typing my own name and simple familiar words on the keyboard, focusing on care and accuracy rather than speed
• Wk14: Opening a simple drawing/paint program and identifying its basic tools — pencil/brush, eraser, fill or paint-bucket tool, and simple shapes
• Wk15: Using the drawing program to color and draw simple pictures, practicing choosing colors and using the eraser tool correctly to fix mistakes
• Wk16: Introduction to a simple word-processing or typing program; typing short, simple sentences about myself (e.g., "I am in Grade 2.")
• Wk17: Simple text formatting in a guided, age-appropriate way — making typed words bigger, smaller, or a different color in a simple typing program
• Wk18: Saving a simple file with the help of a teacher or parent, and understanding why saving keeps our work safe so it is not lost
• Wk19: Opening a file that was saved before, and recognizing simple icons for common, familiar programs (drawing program, typing program, learning games)
• Wk20: Term review and mini-project — typing a simple sentence and creating a matching simple drawing, then saving the finished work with adult guidance

Term 3: Using Computers Safely and Creatively

• Wk21: What is the internet? — a simple, age-appropriate idea that the internet connects computers so people can find information, watch videos, and talk with others far away
• Wk22: Recognizing that some things online are made for children to learn and have fun, while other things are not meant for children and can feel confusing or scary — a simple, non-technical introduction to online awareness
• Wk23: Understanding screen-time basics — why we take breaks from screens, why we follow the time limits set by parents or teachers, and simple ways to rest our eyes
• Wk24: The most important online safety rule for this age group — always ask a parent, guardian, or teacher first before going online, opening an app, or visiting a website
• Wk25: Keeping personal information private with adult guidance — not sharing your full name, home address, school name, or photos with people you and your family don't know online
• Wk26: Being kind and polite when using shared or connected devices — simple digital manners such as not saying unkind things and treating others online the way we treat friends in person
• Wk27: Recognizing simple unsafe situations online (a strange pop-up window, an unfamiliar message from someone you don't know) and the correct response — stop, don't click, and tell a trusted adult right away
• Wk28: Combining mouse and keyboard skills to play a simple educational game or complete a short guided computer activity from start to finish
• Wk29: Simple creative project — typing a short sentence about myself and drawing a matching simple picture, combining skills learned across the year
• Wk30: Review of proper computer care and handling habits alongside a recap of the key online-safety rules learned this term
• Wk31: Year-end review and integration — showing what was learned across Grade 2: naming computer parts, demonstrating safe start-up/shutdown, typing simple words/sentences, drawing with a simple program, and stating the basic rules for staying safe online