SYLLABUS

S.Y 2013-2014
I.Subject Code: MAPEH III
II.Subject Title: Music, Arts, Physical Education and Health III
III.Subj ect Des cri pt i on: Musi c, Art s , Physi cal Educat i on and Heal t h
IV. General Obj ect i ves:
At the end of the Third Year program in M.A.P.E.H, the students are expected to be able to demonstrate the following competencies:
V. Curri cul um Paci ng Gui de
Time frame Topics Learning Objectives Reference
1
ST
QUARTER
MUSIC
Music of the Renaissance
Period

- Composer
Palestrina


Music of the Baroque
Period

- Composers:
Bach
Handel

A. Sings accurately alone and/or with others representative examples of songs of the Renaissance
and Baroque period.
B. Improvises simple rhythmic/harmonic accompaniments to selected songs
C. Analyzes an example of music from the Renaissance and Baroque and describe how the
musical elements are used.
D. Explores ways of producing sounds on a variety of sound sources that would be similar to the
sound of the instrument studied.
E. Analyzes the relationship of functions of the music of the Renaissance and the Baroque to the
lives of the people in those times.
F. Correlates the distinguishing characteristics of representative music from the Renaissance and
the Baroque in relation to history and culture.
G. Evaluates music and music performances using knowledge of musical elements and style.
K to 12
Curriculum Guide
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2
ND

QUARTER
Music of the Classical
Period

- Composers:
Mozart
Haydn

Beethoven

A. Sings accurately alone and/or with others representative examples of songs of the Classical
Period.
B. Improvises simple rhythmic/harmonic accompaniments to selected songs.
C. Analyzes examples of music from the Classical period and describes how the musical
elements are used.
D. Explores ways of producing sounds on a variety of sound sources that would be similar to the
sound of the instrument studied.
E. Analyzes the relationship of functions of the music of the Classical Period to the lives of the
people in those times.
F. Correlates the distinguishing characteristics of representative music from the Classical Period
in relation to history and culture.
G. Evaluates music and music performances using knowledge of musical elements and style.
K to 12
Curriculum Guide
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3D
QUARTER
Music of the Romantic
Period

A. Sings accurately alone and/or with others representative examples of songs of the Classical
Period.

B. Improvises simple rhythmic/harmonic accompaniments to selected songs.
K to 12
Curriculum Guide
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MAPEH ON THE
- Composers:
Tchaikovsky
Chopin

Verdi

Puccini

Wagner

Liszt

C. Analyzes examples of music from the Classical period and describes how the musical
elements are used.
D. Explores ways of producing sounds on a variety of sound sources that would be similar to the
sound of the instrument studied.
E. Analyzes the relationship of functions of the music of the Classical Period to the lives of the
people in those times.
F. Correlates the distinguishing characteristics of representative music from the Classical Period
to history and culture.
G. Evaluates music and music performances using knowledge of musical elements and style.
GO
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4
TH
QUARTER
Western and Eastern Music
Compared
A. Describes how an idea or story is communicated in Western society through a musical
presentation
B. Illustrates how the different elements are combined in Western music.
C. Creates / improvises appropriate sound, music, gesture, movements, and costume for a
particular presentation about a chosen historical period.
D. Makes a presentation highlighting the differences and similarities between Western and
Eastern Music.
K to 12
Curriculum Guide
MAPEH-CAT
MAPEH ON THE
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1
ST

QUATER
ART
DRAWING and
PAINTING
Exposure of our artists to Spanish religious
art and engraving, printing European artistic
traditions American modern Traditions
Painting in a particular style
Elements and Principles:
Were dictated by the style of the European
schools of art where our expatriate Filipino
artists went: topics were from classic
antiquity and allegorical
A. Researches on the painters who were popular during the Spanish period painting portraits and
finds the reasons and circumstances that brought this about
B. Creates a drawing based on theletras y figuras style of Domingo Using the letters of own
name
C. Creates an AV presentation of the two expatriate artists (Luna , Hidalgo) and compares their
works and styles and cite European artists who used this allegorical style of painting.
D. Chooses the group he/she will belong to in debating on the big controversy between the
Romantic Realists led by Amorsolo and the Moderns led by Edades
E. Paint or draw a landscape or portrait following a particular artistic style of one of the
Phil.Artists.
K to 12
Curriculum Guide
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2
ND
AND
3
RD

QUARTER
PRINTMAKING and NEW
MEDIA (American Influence)
Making a magazine on
Philippine Art:
Photographs Layouting Fonts and lettering
Illustration Promotions, marketing

Elements and Principles: Lines and Shapes
deciding on the style and physical layout of
the magazine
A. Researches and writes the articles on the style of art of the Filipino artists during the different
historical periods.
B. Takes the needed pictures or creates the illustrations to accompany the articles
C. Chooses the fonts and prints the articles
D. Layouts the article with the pictures and illustrations
E. Prints the whole work and binds it.
K to 12
Curriculum Guide
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4
TH

QUARTER
3D INSTALLATION
Creating a booth about Philippine Art for the
A. Understands the components needed in installing an informational booth about Philippine
Art intended for teenagers so it will catch their interest.
K to 12
Curriculum Guide
students
Elements and Principles:

Contents


Installing a video program
B. Divides the work among the members of the group so that the booth is attractive and
informational for the different ages of students of the school
C. With his/her group creates a time plan assigns the work, prepares the materials needed so
that the booth Will be finished on time.
D. Works on the booth within the time given and schedules who will man the booth at different
times of the day and gets feedback from the visitors to check its impact on the students
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1
ST

QUARTER
PHYSICAL EDUCATION
Skill-Related Fitness
Components
SRF
Athletic Training

A. Demonstrates understanding of skill-related fitness (SRF) as critical to achieving the fitness,
health and wellness of the community.
B. Classifies the physical activities of the community in terms of skill-related fitness
components
C. Undertakes athletic training for fitness(circuit, interval, plyometrics, functional and core
strenght, speed, agility, and reactivity training)
K to 12
Curriculum Guide
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GO
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2
ND
QUARTER

Team Sports

(basketball/ volleyball/ softball/ baseball/
football/ futsal/ ultimate)
A. Demonstrates understanding of team sports
B. Discusses the nature/background of team sports (basketball/volleyball/softball/baseball/foot
ball/futsal/ultimate)
C. Explains the health and fitness benefits derived from playing team sports
D. Assesses how the community values participating in team sports; and adheres to
environmental ethics (e.g. Leave no trace ethics)
E. Proficiently executes basic skills and tactics in team sports
F. Interprets rules and regulations of team sports
G. Engages in officiating team sports and activities that preserve/maintain and enhance the
environment
K to 12
Curriculum Guide
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3
RD

QUARTER
Recreational Activities
(Outdoor)
Outdoor Recreational Activities
A. Demonstrates understanding of recreational activities.
B. Discusses the nature/background of outdoor recreational activities (hiking/
mountaineering/ camping/biking/orienteering)
C. Explains the health and fitness benefits derived from playing outdoor recreational activities
D. Assesses how the community values participating in safety principles in outdoor
recreational activities
E. Proficiently executes basic skills and tactics in outdoor recreational activities
F. Interprets rules and regulations of outdoor recreational activities
G. Engages in officiating outdoor activities that preserve/maintain and enhance the environment
(e.g. Tree planting, clean- ups)
K to 12
Curriculum Guide
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4
TH

QUARTER
Social and Ballroom
Dances

Social dance
Ballroom dance

A. Demonstrates understanding of the benefits that can be derived from engaging in social dances
to promote community wellness
B. Discusses the nature and background of social and ballroom dances
C. Describes the benefits of social dancing in the community
D. Demonstrates fundamentals of social and ballroom dances
E. Creates other styles and combinations of social dances for the community
K to 12
Curriculum Guide
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F. Engages consistently in social and ballroom dances with the community to attain health and
fitness
OUR WORLD OF
MAPEH

1
ST

QUARTER
HEALTH
ENVIRONMENTAL AND
COMMUNITY HEALTH
Topics:
Pollution
Waste Management
Housekeeping and sanitation
Prevention and control of pests,
insects and rodents

A. The students should have learned to understand and accept their own selves with all their
strengths and weaknesses, their health problems, their rights and responsibilities as youth in
the community. Upon knowing their potentials and accepting their limitations, they should
have started to develop their gifts as persons of God, making sure that their achievements are
part of their success stories and shared with others.
B. The learner demonstrates understanding that preventing pollution is the proper way of
preserving a healthy environment. Taking control of own health clearly adds life and vigor.
The learner understands that he has rights and responsibilities as well in making a good/safe
home in a community and a larger world.
C. Your group needs to create an effective plan that may eliminate the spread of diseases in your
chosen community. You serve as Barangay Health Workers.
D. Because of the growing number of children infected by diseases caused by dirty surrounding
in your community, you are tasked to develop an action plan that would help maintain clean
and healthful life. You need to be realistic in order to be able to apply your plan in your
chosen Barangay.
K to 12
Curriculum Guide
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GO
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2
ND

QUARTER
COMMUNICABLE & NON-
COMMUNICBLE DISEASES
PREVENTION AND THEIR CONTROL
Common communicable and non
communicable diseases
Factors, Prevention and strategies


A. Demonstrates understanding of communicable disease prevention and control
B. Discusses the nature, prevention and control of common communicable diseases (mortality
and morbidity)
C. Analyzes the nature of emerging and re- emerging diseases
leptospirosis
severe acute respiratory syndrome
(sars)
meningococcemia
foot and mouth disease

avian influenza

influenza ah1n1

D.
Analyzes programs and policies to prevent
and control communicable diseases
E. Demonstrates advocacy skills in the prevention and control of common communicable and
emerging diseases
K to 12
Curriculum Guide
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3
RD

QUARTER
SAFETY EDUCATION A. The students shall have learned to understand and accept their own selves with all their
strengths and weaknesses, their health problems, their rights and responsibilities as youth in
the community. Upon knowing their potentials and accepting their limitations, they shall have
started to develop their gifts as persons of God, making sure that their achievements are a part
of their success stories and to be shared with others
B. The learner demonstrates understanding of the importance of personal health in developing
individual wellness for quality life. Taking control of own health clearly adds life and vigor.
The learner understands that he has rights and responsibilities as well as in making a good/safe
home, community and larger world.
C. Your goal is to perform the basic steps of giving first aid- CARDIO PULMONARY
K to 12
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RESUSCITATION to a victim/casualty who suffered cardiac arrest. You are to demonstrate
the safety measures during an emergency (such ABC, Transfer of patient from unsafe area to
safe area) and the step by step sequence of performing CPR.


4
TH

QUARTER
DRUG EDUCATION, SMOKING,
ALCOHOLISM

A. Analyzes the classification of drugs of abuse (according to effects on the body and according
to law)
B. Discusses the harmful effects of the misuse and abuse of substances on the individual,
family, school, and community
C. Describes the relationship between substance abuse and other risky behaviors
D. Discusses the harmful short- and long- term effects of substance abuse
E. Explains the health, socio-cultural, psychological, legal, and economic dimensions of
substance abuse
F. Discusses strategies in the prevention and control of substance abuse
G. Applies resistance skills in situations related to substance abuse
H. Enumerates healthful alternatives to substance abuse
I. Follows school rules and government laws related to substance abuse (ra9165
comprehensive dangerous drugs Act of 2002)
J. Participates in community efforts to prevent and control substance abuse
K. Enumerates local agencies and organizations that support the promotion of a drug-resilient
philippines
K to 12
Curriculum Guide
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