Grade 6 English — Budget of Work

Grade Level Standard: learners demonstrate applied and critical literacy in consolidating receptive and productive skills; use literal and implied meanings in composing literary and informational texts; use a range of reference materials to compose narrative, expository, and persuasive texts with simple, compound, and complex sentences; create simple survey forms for specific purposes; use tone/mood and verbal/non-verbal cues appropriate to age, gender, and culture; and use visual and multimedia elements to derive meaning from and produce multimedia texts for specific purposes. All four terms share the same purpose/context focus: culture-based texts (Indigenous Peoples and regional celebrations).

Term 1 — Narrative and Persuasive Texts

• Listening and Reading (Literary): Note important story-grammar elements; sequence at least 8 events; identify flashback plot; analyze hyperbole and irony to get and clarify meaning; infer the author's/speaker's purpose, message, and target audience; make predictions about a story's possible ending; draw conclusions; identify the main idea; summarize story events; apply story elements to one's own schema by learning vicariously from the text.
• Listening and Reading (Informational): Note important information using inductive-deductive (diamond) outlining; identify persuasive text type; identify the author's purpose (entertain, inform/explain/describe, persuade); draw conclusions, make generalizations, summarize; distinguish fact from opinion; identify propaganda techniques — name calling/labelling, glittering generalities, transfer.
• Speaking and Writing: Use context clues from punctuation; use an almanac as a general reference; use intransitive verbs; use present/past/future perfect tenses; use prepositional phrases as adjectives; use order of adverbs (manner, place, frequency, time, purpose); use noun/pronoun/adjective complements; compose compound-complex sentences; provide evidence to support information in a text with introduction, body, and conclusion; express ideas using narrative and persuasive text types; use facial expressions, gestures, eye contact, haptics, posture, and proxemics/blocking appropriately; create a simple printed personal-data survey form.
• Viewing and Representing: Identify the purpose of a visual text and analyze how visual elements contribute to its meaning; evaluate cultural appropriateness of visual elements; create an original visual text; identify multimedia elements (video, two- and three-dimensional animation); derive meaning from multimedia by identifying the author's purpose, analyzing how multimedia elements contribute to meaning, and determining the author's point of view/stand and propaganda technique used; create a multimedia text.

Special Science enrichment: Have the learner locate one real regional or Indigenous Peoples' celebration observed in their own community, describe its purpose and traditions in a short persuasive paragraph encouraging others to attend, and identify which propaganda technique (if any) they deliberately avoided using to keep the paragraph honest.

Term 2 — Narrative and Persuasive Texts, continued

• Listening and Reading (Literary): Same subdomain progression as Term 1 — story grammar, sequencing at least 8 events, flashback plot, irony, inferring author's purpose/message/target audience, predicting possible endings, drawing conclusions, main idea, summary, learning vicariously.
• Listening and Reading (Informational): Diamond outlining, persuasive text type, author's purpose, drawing conclusions/generalizations/summary, fact vs. opinion, propaganda techniques — testimonials/testimonials, plain folks, bandwagon.
• Speaking and Writing: Use directories (acronyms/abbreviations used by organizations) as a general reference; intransitive verbs; perfect tenses; prepositional phrases as adjectives; noun/pronoun/adjective complements; compound-complex sentences; provide evidence in narrative/persuasive writing; non-verbal cues; create an open-ended printed survey form.
• Viewing and Representing: Same visual/multimedia progression as Term 1 (purpose, cultural appropriateness, creation, video/animation, author's purpose and point of view/propaganda in multimedia, multimedia creation).

Special Science enrichment: Have the learner design and administer a real open-ended survey (at least 5 people) asking what a regional celebration means to them, then summarize the actual answers received — not invented ones — in a short written report.

Term 3 — Narrative and Persuasive Texts, continued

• Listening and Reading (Literary): Same progression — story grammar, sequencing at least 8 events, flashback plot, irony, inferring purpose/message/target audience, predicting endings, drawing conclusions, main idea, summary, vicarious learning.
• Listening and Reading (Informational): Diamond outlining, persuasive text type, author's purpose, conclusions/generalizations/summary, fact vs. opinion, propaganda techniques — fear, half-truths/spin.
• Speaking and Writing: Use handbooks and manuals as a general reference; intransitive verbs; perfect tenses; prepositional phrases as adverbs; noun/pronoun/adjective complements; compound-complex sentences; provide evidence in writing; non-verbal cues; create an oral interview survey form.
• Viewing and Representing: Same visual/multimedia progression as previous terms.

Special Science enrichment: Have the learner conduct a real oral interview (using their own interview survey form) with a family or community member about a personal experience tied to a regional celebration, then write up the interview's actual findings.

(Term 3, continued) — Narrative and Persuasive Texts, continued

• Listening and Reading (Literary): Same progression — story grammar, sequencing at least 8 events, flashback plot, irony, inferring purpose/message/target audience, predicting endings, drawing conclusions, main idea, summary, vicarious learning.
• Listening and Reading (Informational): Diamond outlining, persuasive text type, author's purpose, conclusions/generalizations/summary, fact vs. opinion, propaganda techniques — bad logic/unwarranted extrapolation, card stacking.
• Speaking and Writing: Intransitive verbs; perfect tenses; prepositional phrases as adverbs; noun/pronoun/adjective complements; compound-complex sentences; express ideas using narrative and persuasive text types; non-verbal cues; create a digital/online survey form.
• Viewing and Representing: Same visual/multimedia progression as previous terms, culminating the year's multimedia text creation.

Special Science enrichment: Have the learner build one real online survey form (using an actual free tool such as Google Forms with adult help) about a regional/Indigenous Peoples' celebration, distribute it to real respondents, and report the genuine response data collected — not projected or invented numbers.

Baitang 6 Filipino — Budget of Work

Pamantayan sa Baitang: Pagkatapos ng Ikaanim na Baitang, inaasahang naipamamalas ng mga mag-aaral ang paglalapat ng mga kasanayang panliterasi, pagpapalawak ng bokabolaryo, at pakikipagtalastasan nang may wastong gamit ng wika sa diskurso para sa pag-unawa at pagbuo ng mga tekstong naratibo at impormatibo na binibigyang pansin ang kaangkupan ng kaalaman, ideya, at damdamin ayon sa edad, kasarian, kultura, at layunin, kaalinsabay ng paggamit ng kaalamang natamo hinggil sa mga elementong biswal at multimedia sa pagpapakahulugan at pagsusuri sa mga paksang patungkol sa bansa at global.

Unang Termino: Tulang Pambata, Dulang Pambata, Kuwentong Katatakutan, Maikling Kuwento; Eksposisyon

• Pakikinig at Pagbasa: Napagsusunod-sunod ang mga pangyayaring hindi bababa sa walo; nailalarawan ang tagpuan; nakikilala ang realidad at pantasya; naibibigay ang natuklasang kaalaman sa teksto; naiiba o nababago ang mga pangyayari sa teksto; nasusuri ang kahulugan ng mga kasabihang Pilipino; naiuugnay ang kaisipan sa tunay na pangyayari sa buhay.
• Tekstong Impormatibo (Eksposisyon): Naibibigay ang mahahalagang detalyeng nakapaloob; naibibigay ang sariling ideya o opinyon; natutukoy ang pangunahing diwa/ideya/kaisipan at mga sumusuportang detalye.
• Gramatika/Pagsasalita at Pagsulat: Paggamit ng kasabihan bilang panandang konteksto sa denotasyon/konotasyon; paggamit ng mga pangungusap na walang paksa; kaganapan (komplemento) ng pandiwa — tagaganap/aktor at tagatanggap/benepaktibo; paggamit ng angkop na di-berbal na hudyat sa pagpapahayag (postura/posisyon ng katawan, espasyo/distansiya) lalo na sa mga katutubo at panrehiyong pagdiriwang gamit ang telepono; pagbuo ng transaksiyonal na teksto — liham paanyaya (sa panauhin) at liham ng paghingi ng paumanhin; pagsagot ng pormularyo — Personal Data Form (Philippine Statistics Authority) at Personal Data Form (Bio-data); wastong paggamit ng silid-aklatan (mga dapat ikilos o asal dito) para sa gawaing pananaliksik.
• Panonood at Presentasyon: Paggamit ng mga elementong biswal sa pagsusuri ng tekstong multimedia; pagbibigay ng tono at layon sa pagpapakahulugan ng tekstong multimedia; pag-uugnay ng sarili (gulang, kasarian, etnisidad, at rehiyon) sa tekstong multimedia.
• Pamantayan sa Pagganap: Nakabubuo ng sanaysay na naglalahad ng tampok na isang pangyayari sa bansa o global.

Special Science enrichment: hindi inilalapat sa asignaturang Filipino.

Ikalawang Termino: Tula, Dula, Maikling Kuwento, Siyensiyang Piksyon; Eksposisyon

• Pakikinig at Pagbasa: Natutukoy ang mahahalagang detalye; naibibigay ang kahulugan ng kilos at pahayag ng tauhan; nahihinuha ang damdamin at kilos ng tauhan; naibibigay ang opinyon at reaksiyon sa ikinilos ng tauhan; nababago ang katangian o pag-uugali ng mga tauhan; nakapagbubuod ng mga pangyayari; natutukoy ang sanhi at bunga ng mga pangyayari; nasusuri ang kahulugan ng mga salawikaing Pilipino; naiuugnay ang kaisipan sa tunay na pangyayari sa buhay.
• Tekstong Impormatibo (Eksposisyon): Naibibigay ang mahahalagang detalyeng nakapaloob; naibabahagi ang sariling ideya o opinyon; natutukoy ang pangunahing diwa/ideya/kaisipan at mga sumusuportang detalye.
• Gramatika/Pagsasalita at Pagsulat: Paggamit ng salawikain bilang panandang konteksto; kaganapan (komplemento) ng pandiwa — layon/goal at gamit/instrumental; paggamit ng angkop na di-berbal na hudyat sa pagpapahayag (postura/posisyon ng katawan, espasyo/distansiya) sa mga katutubo at panrehiyong pagdiriwang gamit ang chat at email; pagbuo ng transaksiyonal na teksto — liham ng pagmumungkahi; pagsagot ng pormularyo — Order Forms/Online Survey Forms; paggamit ng card catalog at OPAC (Online Public Access Catalog) sa pagtukoy ng sanggunian para sa pananaliksik.
• Panonood at Presentasyon: Paggamit ng mga elemento ng multimedia sa pagtukoy ng ideya at katangian ng teksto — text (headlines, subtitles, at slogans) at graphics (still images, drawings, graphs, illustrations, icons); pagsusuri sa lokal na kultura batay sa nilalaman ng tekstong multimedia; pagsusuri sa pagkamakatotohanan ng tekstong multimedia ayon sa mapananaligang sanggunian, petsa, pagkiling, nilalaman, detalye, at pananaw ng mga eksperto.
• Pamantayan sa Pagganap: Nakabubuo ng isang sanaysay tungkol sa isang suliraning pambansa o pangglobal.

Special Science enrichment: hindi inilalapat sa asignaturang Filipino.

Ikatlong Termino: Tula, Dula, Maikling Kuwento, Nobela; Panghihikayat/Persweysib (Editoryal)

• Pakikinig at Pagbasa: Natutukoy ang pananaw ng tagapagsalita/manunulat (ikatlo — karanasan ng iba); naibibigay ang sariling solusyon sa suliranin; nahuhulaan ang posibleng pagbabago sa katangian at kilos ng tauhan; naibibigay ang opinyon at reaksiyon sa pangyayari; nababago ang wakas ng kuwento; naibibigay ang pagkakaiba at pagkakatulad ng mga pangyayari; nasusuri ang kahulugan ng mga matalinghaga at idyomatikong pahayag sa diskursong Filipino; naiuugnay ang kaisipan sa tunay na pangyayari sa buhay.
• Tekstong Impormatibo (Persweysib/Editoryal): Naibibigay ang mahahalagang detalyeng nakapaloob; naibibigay ang mga katuwiran ng pagkiling sa isang isyu/paksa; natutukoy ang pangunahing diwa/ideya/kaisipan at mga sumusuportang detalye; naipaliliwanag ang kaisipan ng teksto; nakabubuo ng paglalahat.
• Gramatika/Pagsasalita at Pagsulat: Paggamit ng idyoma at hiram na salita bilang panandang konteksto; kaganapan (komplemento) ng pandiwa — sanhi/kawsatibo, ganapan/lokatib, at direksiyonal; paggamit ng angkop na di-berbal na hudyat sa pagpapahayag (postura/posisyon ng katawan, espasyo/distansiya) sa mga katutubo at panrehiyong pagdiriwang gamit ang social media; pagbuo ng transaksiyonal na teksto — liham ng pagtatanong (interview survey); pagsagot ng pormularyo — Survey Interview Forms; paggamit ng silid-aklatan, OPAC, at mga online na sanggunian/website para sa gawaing pananaliksik.
• Panonood at Presentasyon: Paggamit ng mga elemento ng multimedia sa pagtukoy ng ideya at katangian ng teksto — audio (dialogue, recorded narration, music, sound effects, stingers), video (clip, film, TV ads, slideshow), at animation (2D, 3D); pagbibigay ng sariling ideya sa layon at pagpapakahulugan ng tekstong multimedia; paggamit ng disenyo ng tekstong multimedia sa pagbuo ng naratibo at impormatibong pagpapahayag; pagbuo ng tekstong multimedia batay sa layon.
• Pamantayan sa Pagganap: Nakabubuo ng editoryal tungkol sa isang napapanahong usaping pambansa o pangglobal.

Special Science enrichment: hindi inilalapat sa asignaturang Filipino.

Grade 6 Mathematics — Budget of Work

Term 1 — Measurement and Geometry — Tessellation and Transformations; Number and Algebra — Decimals, Fractions, Whole and Mixed Numbers, Ratio

• (Wk1-2) Explore whether or not a shape tessellates; tessellate a surface using triangles, squares, and rectangles; draw resulting images of shapes after translation, reflection, and rotation.
• (Wk3-4) Add and subtract decimals with decimal parts up to 4 decimal places; solve multi-step problems involving addition/subtraction of decimals, including money.
• (Wk5) Mentally multiply decimals of up to 2 decimal places by 0.1, 0.01, 0.001, 10, 100, and 1000; solve multi-step problems involving multiplication of decimals.
• (Wk6-7) Divide 1- to 2-digit whole numbers resulting in a repeating decimal quotient (e.g. 1/3 = 0.3333...) and a whole number by a decimal; mentally divide decimals by 0.1/0.01/0.001/10/100/1000; multiply different combinations of fractions, whole numbers, and mixed numbers.
• (Wk8) Divide different combinations of fractions, whole numbers, and mixed numbers, and solve multi-step problems involving these combinations.
• (Wk9-10) Describe the relationship between quantities using ratio for part-whole and part-part relationships; express one number as a fraction of another given their ratio; identify and write equivalent ratios; solve problems involving ratio.

Special Science enrichment: Have the learner test whether at least three real household or classroom shapes (floor tiles, honeycomb patterns, packaging) tessellate, and explain in writing why the shape's angles do or do not allow a gap-free tiling.

Term 2 — Number and Algebra — Ratio and Proportion, Percent, Exponential Form; Measurement and Geometry — Volume, Perimeter and Area

• (Wk1-2) Illustrate ratio and proportion in given situations using tables and/or the double number line model; find how many times one value is larger than another given their ratio, and vice versa; solve problems involving ratio and proportion.
• (Wk3-4) Illustrate and explain the relationships between percentages, fractions, and decimals; identify and explain the uses of percentages; write numbers in exponential form (e.g. 2×2×2 = 2³) and vice versa; give the value of numbers in exponential form; perform calculations involving exponential form by applying the GEMDAS rules.
• (Wk5-6) Determine appropriate units for volume and capacity; convert cu. cm to L and vice versa.
• (Wk7-8) Find the volume of a cube and a rectangular prism using standard units; solve problems involving volume and capacity; convert sq. cm to sq. m and vice versa; find the area of composite figures composed of triangles, squares, and rectangles; solve problems involving perimeter and area of triangles, parallelograms, trapezoids, and composite figures.

Special Science enrichment: Have the learner compute the real discount and final price for an actual sale item using a percent calculation, showing each step, then verify the answer against the item's advertised price.

Term 3 — Measurement and Geometry — Circles, Area of a Circle and Composite Figures; Data and Probability — Pie Graphs; Number and Algebra — GCF and LCM

• (Wk1-2) Draw circles with different radii using a pair of compasses; identify and describe the parts of a circle; measure circumference using appropriate tools.
• (Wk3) Approximate the value of pi; find the circumference of a circle using C = πd or C = 2πr; explore inductively the area of a circle leading to the formula A = πr².
• (Wk4-5) Find the area of a circle and of composite figures composed of triangle, square, rectangle, circle, and semi-circle; solve problems involving circumference and area, including shaded regions.
• (Wk6-8) Find angle measures and/or percentages for a pie graph; construct a pie graph; interpret data presented in a pie graph, including from digital media; draw conclusions and solve problems using pie graph data.
• (Wk9-10) Determine common factors and the greatest common factor (GCF), and common multiples and least common multiple (LCM), of two numbers using listing, prime factorization, and continuous division; solve problems involving GCF and LCM.

Special Science enrichment: Have the learner measure a real circular object at home (a plate, a lid, a wheel) with string and a ruler, compute its circumference using the formula, and compare the calculated value to the measured value. Separately, have the learner run a real small survey among classmates or family (at least 10 people) on a simple question, compute the actual results, and present them as a pie graph with percentages calculated from the real counts.

Grade 6 Science — Budget of Work

Term 1 — Materials (Changes of State, Mixtures, Separation) + Living Things Part A (Circulatory System, Plant Reproduction, Vertebrates/Invertebrates)

• (Wk1-2) Describe changes of state (melting, evaporation, freezing, condensation) using diagrams and flowcharts, and explain the role of heat energy; explain why physical changes are reversible and chemical changes are irreversible.
• (Wk4-6) Describe uniform and non-uniform mixtures (solutions and suspensions); describe air as a mixture of oxygen, carbon dioxide, nitrogen, and water vapor; demonstrate separation techniques — decantation, winnowing, scooping, picking, evaporation, filtering, sieving, and using magnets — and explain the benefit of each in preparing useful products.
• (Wk7-8) Apply the features of a fair test (change one factor, measure one factor, keep all others the same) and recognize that valid investigations need at least three trials with accurate measurement and recording; identify the parts of the circulatory system (heart, blood, blood vessels) and describe how they work; describe how plants reproduce — pollination, seed production, and plant propagation (cutting, budding, layering, grafting) — and plan a simple scientific investigation to determine which propagation method works best for a garden plant.
• (Wk9-10) Describe the difference between vertebrates and invertebrates using local examples.

Special Science enrichment: Have the learner choose one real household mixture (sand and water, rice and beans, salt and sand) and apply the separation technique they judge most appropriate, then explain in writing why that technique — rather than an alternative — fit the mixture's properties.

Term 2 — Living Things Part B (Food Webs, Ecosystem Interactions) + Force, Motion, and Energy (Simple Machines, Waves Intro)

• (Wk1-2) Describe the roles of producers, consumers, scavengers, and decomposers in a food web; describe that living things interact with each other in the natural environment, such as through competition or predation.
• (Wk3-4) Identify living things as biotic factors and light, water, temperature, and soil type as abiotic factors, and explain how their interactions can help or harm the living things involved.
• (Wk5-7) Observe and describe examples and uses of simple machines (inclined planes, wedges, levers, pulleys) found at home, school, and in the community, and demonstrate their advantages and limitations through guided investigation; carry out fair tests to show how levers change the magnitude and direction of a force.
• (Wk8-10) Identify that waves carry energy from a source to a receiver; investigate water waves in a tub or ripple tank and describe their shape (crests/troughs), size (width/height), and movement patterns; research how wave properties are described using scientific terms (amplitude, frequency, wavelength, velocity).

Special Science enrichment: Have the learner apply a real fair test at home — growing two of the same plant cutting with only one factor different (e.g. amount of water) — and record which plant grows better and why, based on the controlled variable.

Term 3 — Waves Continued (Longitudinal/Transverse) + Earth and Space (Volcanic Activity, Seasons, Earth's Motions, Constellations)

• (Wk1-2) Identify differences between longitudinal and transverse waves, with examples of each, using simple models to demonstrate how each carries energy; describe how sound changes when the source or receiver is moving.
• (Wk3-8) Explain what volcanoes are and how they are formed; identify the nearest active/inactive volcano to the local community and assess eruption risk; interpret PHIVOLCS Alert Levels to explain what to do before, during, and after an eruption. Describe the different seasons in the Philippines and appropriate activities for each. Demonstrate Earth's rotation on its axis using a globe to explain day and night; build a Sun-Earth-Moon model to explain seasons, star patterns over a year, and solar/lunar eclipses. Explain why ancient cultures relied on constellations for direction and season-tracking, and gather information on how indigenous Filipino communities represented eclipses and night-sky patterns.

Special Science enrichment: Have the learner design, build, and test a simple machine (e.g. a lever-based device) for a real task at home, then describe one specific change they made after testing it to improve how it worked. Separately, have the learner track shadow length and direction from a fixed stick or object at the same time of day across at least a week, and use the real observed pattern to explain, in their own words, what it reveals about Earth's motion.

Baitang 6 Araling Panlipunan — Budget of Work

Paksang-Taunan: Mga Hamon at Pagtugon sa Pagkabansa. Sinasaklaw ang kasaysayan ng Pilipinas mula 1872 hanggang sa kontemporanyong panahon, tungo sa pagbuo ng pambansang pagkakakilanlan at matatag na pagkabansa.

Unang Termino: Himagsikang Pilipino at Simula ng Imperyalismong Amerikano

• Nilalaman: Pagkakatatag, layunin, aral, at paglaganap ng Katipunan (Wk1); ang Himagsikang Pilipino (1892-1896) — mga pangyayari at bunga nito (Wk2-3); Deklarasyon ng Kasarinlan at pagkakatatag ng Unang Republika (Wk4); papel ng kababaihan sa Himagsikan (Wk5); konsepto ng imperyalismo (Wk6); Digmaang Pilipino-Amerikano — pakikibaka ng mga Pilipino (Wk7-8); imperyalistang pamamaraan ng mga Amerikano sa pananakop sa Pilipinas (Wk9-10).
• Kasanayang Pampagkatuto: Pagtalakay sa Katipunan at pagsusuri sa mga pangyayari at bunga ng Himagsikang Pilipino (1892-1896); pagpapahalaga sa deklarasyon ng kasarinlan at pagkakatatag ng Unang Republika; pagtalakay sa partisipasyon ng kababaihan sa Himagsikan; pagtalakay sa konsepto ng imperyalismo; pagsusuri sa pakikibaka ng mga Pilipino sa Digmaang Pilipino-Amerikano at sa imperyalistang pamamaraan ng mga Amerikano.
• Pamantayan sa Pagganap: Nakabubuo ng presentasyon na nagpapakita ng pagmamalaki sa pagpupunyagi at pagsulong ng kalayaan ng mga Pilipino laban sa mga Espanyol at Amerikano.

Ikalawang Termino: Pamahalaang Kolonyal, Pananakop ng Hapones, at mga Hamon ng Neokolonyalismo

• Nilalaman: Pagsusumikap tungo sa nagsasariling pamahalaan (Philippine Bill of 1902, Pilipinisasyon, Batas Jones, Misyong OsRox at Quezon), Pamahalaang Komonwelt (Saligang Batas 1935, women's suffrage, Pambansang Wika), kontribusyon ng mga bayaning Pilipino (Wk1-2); Imperyalismong Hapones — layunin, pananakop, pagbabago sa lipunan, pananaliksik ukol sa pagpupunyagi ng mga Pilipino (Wk4); kaayusang panlipunan matapos ang Ikalawang Digmaang Pandaigdig (Ikatlong Republika, Cold War, rehabilitasyong pang-ekonomiya); mga hamon ng neokolonyalismo — patakarang pang-ekonomiya ng Pilipinas 1946-1986 (Parity Rights, Bell Trade Act, Filipino First Policy), kasunduang militar, epekto sa kultura at lipunang Pilipino (Wk8-9).
• Kasanayang Pampagkatuto: Pagbubuo ng kongklusyon sa pagsusumikap tungo sa nagsasariling pamahalaan; pagsusuri sa polisiya ng Pamahalaang Komonwelt; pagtataya sa mga kontribusyon ng mga bayaning Pilipino; pagtalakay sa layunin at pananakop ng mga Hapones; paglalarawan sa kaayusang panlipunan matapos ang digmaan; pagtalakay sa mga patakarang pang-ekonomiya at kasunduang militar na nakatali sa neokolonyalismo; pagbubuo ng kongklusyon tungkol sa epekto ng neokolonyalistang pananaw sa kultura at lipunang Pilipino.
• Pamantayan sa Pagganap: Nakagagawa ng adbokasiya na nagpapakita ng pagmamalaki sa pagpupunyagi ng mga Pilipino laban sa Imperyalismong Hapones at sa mga hamon ng neokolonyalismo.

Ikatlong Termino: Diktadura, Demokrasya, at ang Ikalimang Republika (1987-Kasalukuyan)

• Nilalaman: Hamon sa demokrasya at Diktadurang Marcos — Batas Militar, paglabag sa karapatang pantao, ill-gotten wealth, pagpaslang kay Ninoy Aquino, pagbabalik ng demokrasya sa EDSA People Power I (Wk1-3); kaayusang panlipunan matapos ang EDSA — Saligang Batas 1987, korupsiyon, dinastiyang politikal, paglabag sa karapatang pantao, usaping pangkapayapaan (CPP-NPA-NDF, MNLF/MILF), West Philippine Sea, midya bilang haligi ng demokrasya (Wk5-6); mga hamong politikal ng Pilipinas mula 1987 hanggang kasalukuyan (Wk7-8); pangkalahatang-tanaw sa ekonomiya 1986-kasalukuyan — kahirapan, globalisasyon, isyu sa paggawa, migrasyon (Wk9-10).
• Kasanayang Pampagkatuto: Pagsusuri sa mga suliranin at hamon sa kasarinlan at pagkabansa sa ilalim ng Batas Militar; pagbibigay-halaga sa kontribusyon ng People Power I sa muling pagkamit ng kalayaan sa mapayapang paraan; paglalarawan sa kaayusang panlipunan matapos ang EDSA 1; pagbubuo ng kongklusyon ukol sa mga hamong politikal ng Pilipinas mula 1987 hanggang kasalukuyan; pagsusuri sa mga hamong pang-ekonomiya ng Pilipinas mula 1987 hanggang kasalukuyan.
• Pamantayan sa Pagganap: Nakabubuo ng panukalang programa na tumutugon sa mga hamong pangkabuhayan, pampolitika, at panlipunan bilang isang malayang bansa, kalakip ang pagpapahalaga sa naipanumbalik na demokrasya.

Special Science enrichment: hindi inilalapat sa asignaturang Araling Panlipunan.

Baitang 6 GMRC — Budget of Work

Pamantayan sa Baitang: Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto, patuloy na paglalapat, at paglinang ng mga kilos kaugnay ng kabutihang-asal at wastong pag-uugali na nagpapakita ng pagmamahal sa sarili, pamilya, kapuwa, Diyos, kalikasan, bayan, at sanlibutan tungo sa paghubog ng mga virtue at pagpapahalaga.

Term 1: Pagpapaunlad ng Positibong Pagkilala sa Sarili Upang Malinang ang mga Mabuting Gawi

• Pagkilala sa sarili bilang nilikha na may dignidad — nagmumula sa pagkabukod-tangi sa lahat ng nilalang, batayan ng paggalang sa sarili at kapuwa. Lilinanging pagpapahalaga: Pagpapahalaga sa sarili.
• Paglinang ng positibong pagtingin sa sarili sa tulong ng pamilya. Lilinanging pagpapahalaga: Pagiging totoo.
• Mapanagutang pagpapasiya ng sarili kasama ang kapuwa — pagtitimbang-timbang ng mga opsiyon upang matukoy ang higit na magpapabuti sa kaniya bilang tao. Lilinanging pagpapahalaga: Maingat na paghuhusga.
• Sariling pakikipag-ugnayan sa Diyos bilang indikasyon ng pananampalataya (regular na pananalangin kasama ang pamilya). Lilinanging pagpapahalaga: Pananampalataya.
• Mga sariling kilos ng pagmamahal bilang indikasyon ng pananampalataya sa Diyos (hal. pagbibigay-priyoridad sa kapakanan ng kasapi ng pamilya). Lilinanging pagpapahalaga: Mapagmalasakit.
• Sariling pagtitipid ng enerhiya upang mapangalagaan ang kalikasan. Lilinanging pagpapahalaga: Mapagmalasakit.
• Sariling pagkilala sa mga Pilipinong may mahalagang kontribusyon sa bayan (mga indibidwal, grupo, organisasyon). Lilinanging pagpapahalaga: Mapagpasalamat.
• Ugnayan ng sarili sa mga mas matanda (elders) at nakatatanda o may gulang (elderly) sa pamilya — angkop na salita o gesture, pag-alaala, pag-alalay. Lilinanging pagpapahalaga: Kagandahang-loob.

Term 2: Pamamahala sa Sarili at Pamilya Tungo sa Pakikipagkapuwa

• Sariling pagtugon sa pambubulas ng kapuwa — paninindigan o hayagang pag-ayaw sa mga kilos o pananalitang pambubulas, nang hindi nananakit o nagiging marahas. Lilinanging pagpapahalaga: Lakas ng loob.
• Sariling pagkalinga sa mga napapabayaan ng lipunan — pagbabahagi ng tulong ayon sa kakayahan. Lilinanging pagpapahalaga: Mapagmalasakit.
• Wastong pagpapahayag ng saloobin sa pamilya — positibong pagtanggap sa mga mapaghamong situwasyon. Lilinanging pagpapahalaga: Mapagpasensiya.
• Pagtupad ng mga tungkulin sa pamilya ayon sa iskedyul ng mga gawain. Lilinanging pagpapahalaga: Masipag.
• Sama-samang pagsamba ng pamilya — nagpapatibay ng tiwala at buhay-panalangin bilang pamilya. Lilinanging pagpapahalaga: Pakikiisa.
• Paglilingkod ng pamilya bilang indikasyon ng pananampalataya sa Diyos — pagtulong sa mga nangangailangan. Lilinanging pagpapahalaga: Mapagkawang-gawa.
• Pagsunod ng pamilya sa mga batas-pangkapaligiran na angkop sa bayan na kinabibilangan. Lilinanging pagpapahalaga: Mapanagutan.
• Pakikipagbayanihan ng pamilya sa mga gawaing-pampamayanan ayon sa kanilang kakayahan. Lilinanging pagpapahalaga: Pakikiisa.
• Mapanagutang pagtugon sa iba't ibang emosyon ng kapuwa — pagninilay sa kahihinatnan ng kilos na dulot ng emosyon, para sa sariling kalusugang pangkaisipan. Lilinanging pagpapahalaga: Mapagpasensiya.
• Pagiging patas sa kapuwa — pagtrato, pagtugon, at pagtulong sa isang tao ayon sa kaniyang pangangailangan. Lilinanging pagpapahalaga: Makatarungan.

Term 3: Paglalapat ng mga Mabuting Gawi sa Pakikipagkapuwa at Pamayanan

• Pagpapaunlad ng pananampalataya tungo sa pakikipagkapuwa — pagbabasa ng aklat ng sariling pananampalataya, pagbabahagi ng mga aral mula rito, pagkalinga sa kapuwa. Lilinanging pagpapahalaga: Pananalig sa Diyos.
• Papel ng espirituwalidad sa pakikipagkapuwa — mga kilos ng pagdamay sa pagdurusa ng kapuwa. Lilinanging pagpapahalaga: Mapagmalasakit.
• Pagiging mabuting katiwala ng kalikasan bilang huwaran ng kapuwa — pagtitiyak na walang magiging sanhi ng sakuna sa loob at labas ng tahanan/paaralan. Lilinanging pagpapahalaga: Mapagmalasakit.
• Mga musika o sayaw ng lahi na maipagmamalaki ng kapuwa-Pilipino — pagkiling sa mga ito sa angkop na sitwasyon o pagdiriwang. Lilinanging pagpapahalaga: Nasyonalismo.
• Pananagutan sa sariling kilos sa pamayanan — kusang-loob na pagwawasto sa mga nagawang mali. Lilinanging pagpapahalaga: Mapanagutan.
• Sariling pakikipag-ugnayan sa mga awtoridad sa pamayanan — pagkilala sa kanilang kapangyarihan at tungkulin, lalo na sa panahon ng sakuna/kalamidad. Lilinanging pagpapahalaga: Magalang.
• Mga kawanggawa sa pamayanan na bunga ng pananampalataya — pagpapalaganap ng kawanggawa sa pamayanang kinabibilangan. Lilinanging pagpapahalaga: Pananalig sa Diyos.
• Mga tradisyon at gawain sa pamayanan na mula sa pananampalataya — pagbabahagi ng sariling tradisyon at pakikinig sa mga katumbas nito sa kapuwa. Lilinanging pagpapahalaga: Pakikiisa.
• Mga isyung pangkapaligiran ng pamayanan — pagiging bahagi ng mga programa o gawaing tumutugon dito ayon sa kakayahan. Lilinanging pagpapahalaga: Pakikiisa.
• Pagkilala sa pagkabukod-tangi ng lahing Pilipino — pagpapalaganap ng mga bukod-tanging katangian ng mga Pilipino. Lilinanging pagpapahalaga: Nasyonalismo.

Grade 6 MAPEH — Budget of Work

MAPEH is graded as two components — Music & Arts, and Physical Education & Health — each with its own term grade that is then averaged. Both sequences below follow the official Grade 6 curriculum guide tables verbatim. Grade Level Standard for PE & Health: "The learners evaluate complex health practices, movements, and fitness skills in promoting personal, family, community, and societal wellness for active and healthy living." Note: Two days per week are allocated to Music and Arts, and two to Physical Education and Health; on a five-day week the extra day goes to whichever component needs more instructional time.

Term 1: Music & Arts — Development in Music and Arts in the 19th Century, Revolutionary Period (1801-1898), and American Period (1898-1935); PE & Health — Holistic Wellness & Target/Invasion Games

• Music & Arts: Explain how relevant events and principles/beliefs/ideas in the Revolutionary and American Periods in the Philippines influenced the concepts, processes, and practices in performing and visual arts; discriminate ideas, functions, and practices used in representative creative works between the American Period and the Revolutionary Period; interpret conventional concepts, processes, and practices in a creative work inspired by 19th-century, Revolutionary, or American Period performing and visual arts; incorporate those concepts, processes, and practices, with personal preferences, into a contemporary creative work inspired by the same periods.
• Health (Personal Health): Content Standard — holistic wellness, changes in health dimensions during adolescence. Explaining the interdependence of the dimensions of holistic wellness (physical, mental/intellectual, emotional, social/relational, spiritual, occupational, cultural/creative, financial, environmental); evaluating how changes in these dimensions affect adolescents' well-being; engaging in physical and other activities to improve holistic wellness.
• PE (Target and/or Invasion Games): Executing modified physical activities (target/invasion games such as modified sports) applying movement concepts, locomotor/manipulative skills, and fitness concepts (agility, balance, coordination, speed) for active living. Performance Standard: participating in modified target/invasion games and other physical activities in promoting personal wellness.
• Suggested Activities: Target Games — Tatsing, Calahoyo, Tumbang Preso, Tamaang-Tao, Batuhang Bola, Bati-Cobra, Pata, and/or other unpublished local variations. Invasion Games — Agawan Base, Agawan Sulok, Lawin at Sisiw, Ubusang Lahi, Agawan Panyo, Patintero, Langit-Lupa, Araw-Lilim, Kawat-Kawat, and/or other unpublished local variations.

Special Science enrichment: hindi inilalapat sa asignaturang MAPEH.

Term 2: Music & Arts — Development of Music and Arts during the Commonwealth Period and/or Japanese Occupation (1935-1946); PE & Health — Sexual and Reproductive Health & Striking/Fielding or Net/Wall Games

• Music & Arts: Discuss how relevant events and principles/beliefs/ideas in the Commonwealth Period and/or Japanese Occupation (1935-1946) influenced the concepts, processes, and practices in performing and visual arts; determine how Filipino identity is expressed in creative works from this period; assess sample or personal creative works against the period's conventions; incorporate its concepts, processes, and practices, per personal preference, into a contemporary creative work.
• Health (Sexual and Reproductive Health): Content Standard — early pregnancy prevention, family dynamics on teenage concerns. Discussing the benefits of developing healthy and positive sexuality and preventing early pregnancy (understanding healthy sexuality, identifying sexual risk behaviors, practicing assertive/refusal skills toward abstinence, safeguarding sexual and reproductive health); evaluating the family's role in helping adolescents deal with sexual and reproductive health concerns, particularly teenage-pregnancy prevention.
• PE (Striking/Fielding and/or Net/Wall Games): Executing modified physical activities (striking/fielding or net/wall games such as modified sports) applying the concepts and skills for active living. Performance Standard: participating in modified striking/fielding and/or net/wall games in promoting family wellness.
• Suggested Activities: Striking & Fielding Games — Kickball, Syato, Bati-Cobra, Tupa, and/or other unpublished local variations. Net/Wall Games — Pickle Ball, Wall Ball, Ringo.

Special Science enrichment: hindi inilalapat sa asignaturang MAPEH.

Term 3: Music & Arts — "My Filipino Identity" (Contemporary Period); PE & Health — Disease Prevention and Control, Environmental Health, & Rhythmic Activities and Dances

• Music & Arts: Determine how Filipino identities are expressed in relevant creative works in terms of culture, history, and nationhood; select appropriate forms, processes, instruments, mediums, and technology for a creative work; assess a creative work (selected or personal) against personal preferences and accepted conventions in performing and visual arts; produce a contemporary creative work depicting historical/cultural/national identity using appropriate and relevant concepts, processes, practices, and technologies.
• Health (Disease Prevention and Control): Content Standard — prevention and control of common communicable diseases. Explaining the nature (characteristics, emergence/resurgence, disease agents, transmission) of common communicable diseases affecting learners (chicken pox, common cold, conjunctivitis, hepatitis, influenza, measles, meningitis, poliomyelitis, mumps, pertussis, pneumonia, rubella, scabies, tuberculosis, malaria, bronchitis, COVID-related infections, typhoid fever, leptospirosis, vector-borne diseases such as dengue/zika/chikungunya); analyzing prevention and control (stages of infection, breaking the chain of infection, importance of vaccination/immunization); evaluating physical activity's benefits as an immune-boosting measure.
• Health (Environmental Health): Content Standard — environmental issues/concerns, sanitation. Discussing environmental concerns using the concept of One Health (air quality, chemical safety, climate change, emergency preparedness, food safety, healthy housing, infectious disease and vector control, occupational safety and health, solid waste management, water supply and sanitation) and their harmful effects on human and animal health; evaluating strategies for managing and promoting environmental health sanitation through community participation (environmental health monitoring, hygiene promotion, solid waste management [8Rs], wastewater management, pest/vector control); advocating for environmental health protection through physical activity (outdoor recreation, active transportation, green exercise).
• PE (Rhythmic Activities and Dances): Dance Exercise (e.g. DepEd Galaw Pilipinas), exercises with light apparatus, dance movements (local street dance and festival), and/or traditional dances with implements (sticks, scarf, bamboo castanets) or any national dance, leading actively to sustain movement competence and physical activity participation. Performance Standard: participating in rhythmic activities, dances, and other physical activities in promoting community and environmental wellness.
• Year-end project: Produce a contemporary creative work (Music & Arts) depicting historical/cultural/national identity, using relevant concepts and practices from across the year, alongside a PE/Health showcase — together forming the MAPEH culmination for Key Stage 2.

Special Science enrichment: hindi inilalapat sa asignaturang MAPEH.

Grade 6 EPP (ICT) — Budget of Work

Grade 6 EPP runs two parallel strands each week: ICT (this entry, Wednesdays) and the AFA/FCS/IA livelihood strand (Thursdays, see the companion entry). Both strands cover all three terms — this is NOT a term-by-term rotation.

Term 1 — Online and Collaboration Tools

Performance Standard: The learners perform the utilization of online and productivity tools in a safe and responsible manner. Content Standard: Demonstrate understanding of utilizing web conferencing; demonstrate an understanding of utilizing online form builders; demonstrate an understanding of utilizing cloud storage.

Learning Competencies:

1. (Wk1-3) Perform web conferencing in a safe and responsible manner.
2. (Wk4-6) Use online forms builder applications/mobile apps to create and share simple forms, in a safe and responsible manner.
3. (Wk7-10) Perform uploading and sharing of files through cloud storage platforms in a safe and responsible manner.

Suggested Activities:

• The Virtual Room Audit (Privacy Focus) — learners turn on their cameras (if comfortable) or use a static photo of their workspace, focusing on privacy in video calls.
• The Data Ethics Form Audit — learners design a "School Event Sign-up" form (e.g. for a Chess Club or Sports Day) that prioritizes privacy.
• The Permissions Audit Speed-Run — learners turn an "Open" form into a "Closed/Private" one as fast as possible, focusing on the Settings menu where digital responsibility actually happens.

Term 2 — Productivity Software

Performance Standard: The learners perform the utilization of online and productivity tools in a safe and responsible manner. Content Standard: Demonstrate an understanding of using productivity tools; demonstrate an understanding of applying slide recording.

Learning Competencies:

1. (Wk1-5) Create word documents with watermark, page color, page borders, page numbers, and headers and footers.
2. (Wk6-10) Create presentation documents.

Term 3 — Slide Recording, Spreadsheets & Block Coding

Performance Standard: The learners perform the utilization of block codes to create animations/games/digital story, in a safe and responsible manner. Content Standard: Demonstrate an understanding of using productivity tools; demonstrate an understanding of using block codes.

Learning Competencies:

1. (Wk1-3) Perform slide recording using the record toolbar.
2. (Wk4-6) Create spreadsheets with charts and data validation features (filtering, grouping, sorting).
3. (Wk7-10) Use sensing, operators, and variables block codes to create an animation, a simple game, or a digital story.

Special Science enrichment: hindi inilalapat sa asignaturang EPP.

Grade 6 EPP (AFA/FCS/IA) — Budget of Work

Grade 6 EPP runs two parallel strands each week: this livelihood strand (Thursdays) and ICT (Wednesdays, see the companion entry). This strand rotates ONE full topic per term: Agriculture and Fishery Arts (Fishery Arts) in Term 1, Family and Consumer Science in Term 2, Industrial Arts in Term 3.

Term 1 — Agriculture and Fishery Arts (Fishery Arts): Natural Fish Raising, Harvesting, and Selling

Performance Standard: The learners perform the natural way of raising, harvesting, and selling of fish following safety precautions. Content Standard: Demonstrate an understanding of the basic concepts and principles of planning the natural way of raising, harvesting, and selling of fish as a source of food and income.

Learning Competencies:

1. (Wk1) Discuss fishery arts and its branches/fields.
2. (Wk2-3) Discuss the importance and benefits in fish raising; identify the government agencies and non-government organizations that support fish raising and fisheries; discuss successful fish raisers in the community and their characteristics.
3. (Wk4-5) Discuss the requirements for natural fish raising; discuss the anatomy of fish; discuss the diseases, causes, signs and symptoms, prevention, and control measures of fish diseases.
4. (Wk6-7) Perform the procedure for natural fish raising with safety precautions.
5. (Wk8-10) Perform harvesting of fishes with safety precautions; perform selling of fishes with safety precautions.

Term 2 — Family and Consumer Science (FCS): Family Resources, Food Preparation, and Food Preservation

Performance Standard: The learners prepare simple meals following kitchen operations with safety precautions. Content Standard: Demonstrate an understanding of a simple family budget plan in managing family resources; demonstrate an understanding of food preparation; demonstrate an understanding of food preservation and food processing.

Learning Competencies:

1. (Wk1) Identify the different family resources; discuss needs and wants.
2. (Wk2-3) Prepare a simple family budget plan; create a meal plan; discuss kitchen waste disposal.
3. (Wk4) Familiarize themselves with basic home kitchen tools and equipment.
4. (Wk5) Demonstrate measuring techniques with safety precautions.
5. (Wk6) Demonstrate cutting techniques with safety precautions.
6. (Wk7-9) Perform the method/s of cooking in preparing a simple meal with safety precautions; perform food preservation with precautions.
7. (Wk10) Sell preserved products.

Term 3 — Industrial Arts (IA): Wood/Bamboo, Metal, and Basic Electrical Works; Product Development

Performance Standard: The learners perform the basic competencies in wood or bamboo works, sheet metal works, and electrical works with safety precautions; the learners develop and sell a simple project with safety precautions. Content Standard: Demonstrate an understanding of the basic principles of making wood or bamboo works; demonstrate an understanding of the basic principles in performing sheet metal works; demonstrate an understanding of the basic principles of performing basic electrical works; demonstrate an understanding of product development and selling.

Learning Competencies:

1. (Wk1-2) Perform wood/bamboo works with safety precautions.
2. (Wk3-4) Perform sheet metal works with safety precautions.
3. (Wk5-6) Perform basic electrical skills with safety precautions.
4. (Wk7-9) Create a simple wood/bamboo, metal, and/or electrical project with safety precautions.
5. (Wk10) Sell product.

Special Science enrichment: hindi inilalapat sa asignaturang EPP.