General FAQs on MAPEH Curriculum
What is MAPEH?
MAPEH stands for Music, Arts, Physical Education, and Health. It is a comprehensive subject in the
educational curriculum that focuses on developing students’ knowledge, skills, and attitudes in music,
visual arts, physical activity, and health education.
Why is MAPEH important in the school curriculum?
MAPEH plays a crucial role in holistic development, promoting physical fitness, creativity, aesthetic
appreciation, and health awareness among students. It contributes to the well-being of the individual,
family, community, and society.
How can MAPEH contribute to a student’s overall development?
Through varied activities in music, arts, physical education, and health, MAPEH encourages creativity,
improves physical fitness, fosters emotional well-being, and instills a lifelong appreciation for arts and
culture.
Specific FAQs for MAPEH 4
What are the key themes in MAPEH 4?
Key themes include personal wellness, cultural identity through arts, and foundational skills in physical
activities and health practices.
Can you provide examples of activities for developing fitness in MAPEH 4?
Activities include basic exercises for improving strength, flexibility, and endurance, such as jumping jacks,
sit-ups, and stretching routines.
How is cultural identity explored in MAPEH 4 through arts?
Cultural identity is explored by studying and creating artworks that reflect local traditions, music, and
dance, fostering appreciation and pride in one’s heritage.
Specific FAQs for MAPEH 7
What is the focus of MAPEH 7 in terms of health education?
MAPEH 7 focuses on mental health awareness, the importance of personal hygiene, and the
development of healthy lifestyles to prevent diseases.
How are target games utilized in MAPEH 7 to promote physical fitness?
Target games like archery are used to teach strategic thinking, improve hand-eye coordination, and
encourage participation in physical activities for fitness.
What role does art play in MAPEH 7 curriculum?
Art in MAPEH 7 is integrated through projects that encourage self-expression, creativity, and
appreciation of both local and global artistic traditions.FAQs on Pedagogical Strategies
How do teachers integrate the four components of MAPEH effectively?
Teachers integrate the components by planning interdisciplinary activities that connect music, arts,
physical education, and health topics, emphasizing holistic education.
What strategies are effective in teaching MAPEH to diverse learners?
Differentiated instruction, inclusive activities that cater to various skill levels, and integrating technology
and interactive media are effective strategies.
How is technology used in teaching MAPEH?
Technology is used through virtual fitness classes, digital art creation tools, online music platforms, and
health education apps to enhance learning experiences.
FAQs on Assessment and Evaluation
How are students assessed in MAPEH?
Assessment in MAPEH includes practical performance tasks, creative projects, written exams, and
reflective journals to evaluate students’ skills, knowledge, and attitudes.
What are the criteria for evaluating art projects in MAPEH?
Criteria include creativity, technique, expression, understanding of cultural context, and adherence to
project guidelines.
How is physical fitness measured in MAPEH?
Physical fitness is measured through standardized tests assessing endurance, strength, flexibility, and
agility, alongside self-assessment of personal fitness goals.
This structured approach to FAQs provides a broad overview that covers general, specific, pedagogical,
and evaluative aspects of the MAPEH curriculum, addressing likely inquiries from students, parents, and
other stakeholders.
Given the request for specificity and the extensive content from the MAPEH 4 and 7 curriculum guides, I
will create targeted FAQs that directly reflect the curriculum’s specific lessons, themes, and
competencies. This approach will provide precise answers relevant to the curriculum details presented in
the documents.
FAQs Based on MAPEH 4 Curriculum Guide
What is the significance of learning traditional Filipino games in Grade 4 PE?
Traditional Filipino games are vital for understanding cultural heritage, improving physical coordination,
teamwork, and strategic thinking. Games like “Patintero” and “Luksong Tinik” not only offer fun physical
activity but also deepen students’ appreciation for Filipino cultural traditions.
How does Grade 4 Music contribute to a student’s cultural identity?Music education in Grade 4 explores various Filipino musical instruments and folk songs, allowing
students to connect with their cultural roots. By learning to play indigenous instruments and sing local
songs, students develop a deeper understanding and pride in their cultural identity.
What are the basic hygiene practices taught in Grade 4 Health Education?
Basic hygiene practices include proper handwashing techniques, dental hygiene, personal grooming, and
cleanliness. These practices are essential for preventing illness and promoting overall health among
students.
How are visual arts integrated into Grade 4 Arts curriculum?
The visual arts curriculum integrates drawing, painting, and crafting activities that reflect Filipino culture
and history. Projects might include creating artworks inspired by indigenous patterns or natural
landscapes, fostering creativity and cultural awareness.
FAQs Based on MAPEH 7 Curriculum Guide
Why is mental health education included in Grade 7 Health curriculum?
Mental health education is crucial for Grade 7 students to help them understand emotional well-being,
stress management, and healthy coping mechanisms. This knowledge is vital for supporting adolescents’
mental health and resilience in facing challenges.
How do target games like archery contribute to physical education in Grade 7?
Archery and other target games enhance focus, hand-eye coordination, and fine motor skills. They also
teach students about goal setting, precision, and the importance of practice, contributing to their
physical and mental development.
What role does art play in enhancing Grade 7 students’ learning experiences?
Art projects in Grade 7 encourage self-expression, creativity, and critical thinking. Students engage with
various mediums and techniques, exploring contemporary and traditional art forms to express their
ideas and emotions.
How does learning about personal health in Grade 7 prepare students for future challenges?
The Grade 7 health curriculum covers topics like nutrition, exercise, personal hygiene, and substance
abuse prevention. This knowledge equips students with the skills to make informed health decisions,
promoting lifelong wellness.
Worksheet 2
LESSON PLAN TEMPLATE
Subject: MAPEH 7 Grade Level: _____7_________
Quarter: THIRD
| Performance Standard | The learners produce an integrative creative work using conventional, contemporary, and/or emerging concepts, processes, techniques, and/or practices in the Philippines and selected Southeast Asian Nationalistic (Post-war) Music and Arts. |
| Content Standard | The learners demonstrate understanding of nationalistic Music and Arts common to the Philippines and selected Southeast Asian countries, including the subjects, themes, concepts, processes, techniques, mediums, and/or practices. |
| Theme | “Nationalistic Music and Arts in the Post-war Philippines and Southeast Asia” |
| Learning Competency | produce creative work using techniques and processes employed in the production of nationalistic performing and visual arts inspired by nationalistic themes. |
| Learning Objectives | Create any art works using techniques and processes employed in the production of nationalistic and visual arts inspired by the nationalistic themesPerform any art works using techniques and processes employed in the production of nationalistic and visual arts inspired by the nationalistic themes |
| Content | I. PERFORMING ARTS A. Music 1. Philippine National Anthem 2. Nationalistic Music – Vocal Music – Instrumental Music Musical Behaviors: Active Listening; Describing; Interpreting; Composing; Finding Relations; Performing B. Theater 1. Relevant Theater Forms Street Plays, Advocacy Performances / Theater for Development C. Dance 1. Relevant Dance Forms II. VISUAL ARTS A. Visual Art 1. Textile, Prints, Painting, Sculpture, Installation, Architecture, Films Arts Processes: Describing; Dramatizing; Producing; Creating; Finding Relations Materials: Any available local (natural and synthetic) material.The selection of countries for this quarter depends on the extent of foreign influences and/or the presence of foreign (Southeast Asian) nationals dominant in one’s locality/region. |
| Integration | History/ Araling PanlipunanFilipino |
| Learning Resources | – Music and Arts MATATAG Curriculum Guide- Youtube.com- Google.com |
Teaching and Learning Procedure | |
| Activity Prior Knowledge(Mind and Mood) | Divide the class into 5 groups and provide the group with meta stripsPictures will be flashed on the TV screen and each group have to identify the pictures shown. Write the answer on a meta stripEncourage each member of the group to participate Facilitate the discussion using these guide questions:What have you noticed on the pictures shown on the screen?How are they related to each other? |
| Establishing Purpose(Aims) | Discussion of the Nationalistic Music an Arts in the Post-war Philippines and Southeast Asia.Discussion about different techniques and processes used in creating nationalistic-inspired artwork |
| Developing and Deepening Understanding(Tasks and Thought) | Encourage students to share their thoughts on how they can incorporate these techniques into their own creative artwork. |
| Making Generalization(Abstractions) | Discuss and share to the class on how they come up to the making of their visual artwork |
| Evaluating Learning(Test) | Activity: Creating Artwork With the same groupings, students are: Provided with art supplies and ask them to create their own artwork inspired by nationalistic themes.Encouraged to experiment with different techniques and processes discussed earlier. Assessing students’ created artwork through a Rubric. Choose the letter of the best answer. It usually plays for court ceremonies and theatrical presentations and made up of percussions and wood instruments.KulintangGamelanPi PhatWhich country does the Pin Peat Ensemble belongs? a.Myanmar b. Cambodia c. Thailand 3. It is a traditional ensemble. Music of Java and Bali in Indonesia, made up predominantly of percussive instruments a. Pin Peat b. Gamelan c. Sidaw |
| Teachers’ Remarks(Annotations) | “ In a world filled with chaos, music and art serve as a soothing balm for the mind and spirit.” |
| Teachers’ Reflection(Gains) | Conclude the lesson by asking students to reflect on what they have learned about producing creative work inspired by nationalistic themes.Encourage them to think about how they can continue exploring these themes in their future artwork. |
Prepared by: LADY LYN S. CANILLO – TOLEDO CITY DIVISION
Worksheet 2
LESSON PLAN TEMPLATE
Subject: HEALTH Grade Level: GRADE 7
Quarter: 1
| Performance Standard | The learners participate in target games and other physical activities personal wellness for living. active and healthy. |
| Content Standard | The learners demonstrate understanding of mental health and target games in promoting personal wellness for active and healthy living. |
| Theme | Common adolescents concerns affect mental health. |
| Learning Competency | Discuss common adolescents’ concerns that can affect mental health. |
| Learning Objectives | Describe the characteristics of a mentally healthy adolescent.Discuss common adolescents’ concerns that can affect mental health.Explain prevention and management of common adolescents’ concerns that can affect mental health |
| Content | Mental Health |
| Integration | Wellness, health, fitness, |
| Learning Resources | MATATAG PE and Health Curriculum Guide, VIDEOS |
| Teaching and Learning Procedure | |
| Activity Prior Knowledge(Mind and Mood) | Start the lesson by asking students to reflect on their own experiences and perceptions of mental health.Have a brainstorming session where students list words or phrases related to mental health.Engage students in a discussion about what mental health means to them and how it can affect their daily lives. Possible Follow-up Questions: Can you give examples of situations that affect your mood or mental well-being?How do you think mental health influences your behavior and decision-making? |
| Establishing Purpose(Aims) | Discuss mental health.Discuss the characteristics of a mentally healthy adolescents.Explain understanding mental health is important for adolescents and how it can impact various aspects of their lives, including academic performance, relationships, and overall well-being. Possible Follow-up Questions: Why do you think it’s essential for us to learn about mental health?How do you think understanding mental health can help you in your daily life? |
| Developing and Deepening Understanding(Tasks and Thought) | Divide the class into small groups and provide them with scenarios related to adolescent mental health concerns (e.g., peer pressure, academic stress, social media influence). (Video Viewing)Ask each group to analyze the scenario, identify the potential mental health concerns, and discuss possible prevention and management strategies.Encourage students to think critically and consider different perspectives when discussing the scenarios. Possible Follow-up Questions: What are the warning signs that someone may be struggling with their mental health in this scenario?How would you support a friend who is experiencing similar challenges? |
| Making Generalization(Abstractions) | Facilitate a class discussion to summarize the common themes and insights gathered from the group activities.Encourage students to identify patterns and generalizations about adolescent mental health concerns and effective prevention and management strategies.Emphasize the importance of seeking help and support when needed and the role of resilience in maintaining mental well-being.Possible Follow-up Questions: What are some important themes you noticed in the group discussions?How can we apply the insights gained to our own lives and support the mental health of ourselves and others? |
| Evaluating Learning(Test) | Individual Reflection: Ask students to write a short reflection on what they have learned about mental health and the techniques they can use to maintain their well-being. Follow-up questions:What are three signs of good mental health?How you support a friend who is struggling with their mental health? |
| Teachers’ Remarks(Annotations) | |
| Teachers’ Reflection(Gains) | |
Prepared by: JULIETA ANGANA- ALTUBAR
Worksheet 2
LESSON PLAN TEMPLATE
Subject: MUSIC AND ARTS Grade Level: _7_____
Quarter: QUARTER II
| Performance Standard | The learners incorporate characteristics of selected Philippine and Southeast Asian traditional or folk music and art in their creative work, using conventional, contemporary, and emerging concepts, processes, techniques, and/or practices in Music and Arts. |
| Content Standard | The learners demonstrate understanding of the conventional local folk Music and Arts common to the Philippines and selected Southeast Asian countries, including the subjects, themes, concepts, mediums, processes, techniques, and/or practices. |
| Theme | Theme: “Conventional Traditional or Local Folk Music and Arts (Pre-war) Common to the Philippines and Southeast Asia” |
| Learning Competency | Explain similarities within the Philippine regions and with selected Southeast Asian countries in terms of local subjects, themes, and mediums influenced by the concepts, processes, techniques, and/or practices; |
| Learning Objectives | Perform the vocal music of the Philippines and other Southeast Asian countriesCompare the music of the Philippines to the other music of the southeast Asian countriesAnalyze the music and give the similarities of the music of the Philippines and other southeast Asian countries |
| Content | A. Music 1. Traditional or Local Folk Music Common to the Philippines and Southeast Asia • Vocal Music 2. Instrumental Music |
| Integration | AP |
| Learning Resources | Matatag Curriculum Music and Arts Guidehttps://www.youtube.com/watch?v=StdCqJ9qCiU&list=PLcWSd5NwHibyZkuCPojxKIGSKqnG_U_lz |
| Teaching and Learning Procedure | |
| Activity Prior Knowledge(Mind and Mood) | Memory Recall : Folk Songs learned in Elementary Singing one particular songExample :Sitsiritsit |
| Establishing Purpose(Aims) | Lesson Introduction: the teacher presents an audiovisual presentation on the music found in the Philippines as well as countries in southeast Asia. |
| Developing and Deepening Understanding(Tasks and Thought) | ACTIVITY: The learners will sing one song at the same time use body movements to interpret one example of vocal music common in the Philippines and southeast Asian countries Note The teacher will provide the copy of the song |
| Making Generalization(Abstractions) | Divide the students into small groups to discuss and reflect on the commonalities between Philippine music and other music in the southeast Asian countries Instruct each group to formulate generalizations on how our vocal music is closely related to other Southeast Asian countries. |
| Evaluating Learning(Test) | Performance task by group: |
| Teachers’ Remarks(Annotations) | Teachers feedback: The students enjoyed the lessonThe student appreciate the music in other countriesThe students presentation will be continue next day |
| Teachers’ Reflection(Gains) | The teacher presented the lesson to the learners. Annonation; This lesson is good for 2 days depends on how the teacher approaches the activities and his/ her understanding on he’s/her learners. |
Prepared by: KHRUSHCHEV E. PAGLINAWAN
Worksheet 2
LESSON PLAN TEMPLATE
Subject: MUSIC and ARTS Grade Level: 7
Quarter: 1
| Performance Standard | The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the production of their creative works. |
| Content Standard | The learners demonstrate understanding of the contemporary and emerging popular Music and Arts of the Philippines and selected Southeast Asian countries, and their cultural influences, including the subjects, themes, concepts, mediums, processes, techniques, and/or practices |
| Theme | “Contemporary and Emerging Music and Arts of the Philippines and the Southeast Asia and their Cultural Influences” |
| Learning Competency | Assess their competency in the production of creative work based on concepts, processes, techniques, and/or practices used in selected Philippine and Southeast Asian contemporary and emerging performing and visual arts. |
| Learning Objectives | Review the concepts, processes, techniques, and/or practices used in selected Philippine and Southeast Asian contemporary and emerging performing and visual arts. Reflect in the theater presentation based on concept, practices and techniques used in the Philippines and selected Southeast Asian contemporary and emerging performing arts and visual arts. Assess the theatrical presentation based on the concepts, practices used in selected Southeast Asian countries in the production of their creative works |
| Content | Contemporary and Emerging Music and Arts of the Philippines and the Southeast Asia and their Cultural Influences |
| Integration | ICT Integration |
| Learning Resources | Classpoint AppPerformance Assessment Checklist |
| Teaching and Learning Procedure | |
| Activity Prior Knowledge(Mind and Mood) | Mind and Mood ActivityReview: Using the ClassPoint App- Word Cloud FeatureThe learners will answer the following:1. Cite examples of performing arts Expected Answers: Vocal and Instrumental, Theater, Dance2. Write examples of Visual Arts Expected Answers: Film, animation, architecture, comics, weaving, documentation3. What are the important elements of performing arts and visual arts? Expected Answers: Theme and Message, Musical Forms, Setting and Atmosphere, Costumes and Makeup, Stage Design, Acting and Characterization and Cultural and Social Context |
| Establishing Purpose(Aims) | Present the recorded video of the theater performance by group. Guide Questions:What are the theme and message of the theater presentation?What are the emerging music of the Philippines and other Southeast Asian countries presented in theater presentation?How did the acting, dialogue and other elements contribute to conveying the theme?Describe how music contributed to the performance.What kind of atmosphere or mood did the setting create?Describe the costumes and make up of the characters. Did the costumes enhance the characters identities or the over-all performance?How did the over all stage design contribute to the story telling?Did the actor effectively convey the characters emotion and motivations? |
| Developing and Deepening Understanding(Tasks and Thought) | Activity: By Group-Using the Performance Assessment Checklist, rate the important concept in the theater performance. |
| Making Generalization(Abstractions) | Activity: Using the ClassPoint App- Short AnswerList down positive feedback about the theater performance as a whole?Write down things to improve in the theater performance? |
| Evaluating Learning(Test) | Reflection Journal: Let the students write their personal reflection on their performance in the theater presentation.Let them highlight the important process, techniques and practice that need to improve in the presentation for future performances. |
| Teachers’ Remarks(Annotations) | |
| Teachers’ Reflection(Gains) | |
Prepared by: _____________________________
Worksheet 2
LESSON PLAN TEMPLATE
Subject: PE & HEALTH Grade Level: GRADE 7
Quarter: 2
| Performance Standard | The learners participate in invasion games and other physical activities in promoting family wellness for active and healthy living. |
| Content Standard | The learners demonstrate understanding of family roles in managing concerns and conflicts and invasion games in promoting family wellness for active and healthy living. |
| Theme/Focus | Physical Activity Participation: Invasion Games |
| Learning Competency | Execute appropriate skills of sports and the required fitness concepts of chosen invasion games in responding to tactical problems. |
| Learning Objectives | Explain the appropriate skills of sports and the required fitness components of chosen invasion games in responding to tactical problems.Execute the appropriate skills of sports and the required fitness components of the chosen invasion games. |
| Content | Invasion Games: Skills of Basketball |
| Integration | Fitness, health, and wellness |
| Learning Resources | MATATAG PE and Health Curriculum GuideVideo clipsCrossword strips |
| Teaching and Learning Procedure | |
| Activity Prior Knowledge(Mind and Mood)(4 minutes) | Crossword Solver!Find the word with missing letters. Crossword clue is given. Do it in 10 seconds per word. Skills in sportsPA I G S O T G R B LI Fitness componentA IL T S A I A ST NG H Questions:What sports has the basic skills being revealed by the first 3 crosswords?How do these 3 fitness components connected to the sports being revealed?What do you think is our topic for today? |
| Establishing Purpose(Aims)(1 minute) | Basketball is the Philippines most watched and beloved sport. Every city, municipality, and even barangay in the country has a basketball tournament during summer and/or during fiesta celebration.Today, we will be learning the 5 basic skills in basketball. We will also be studying some fitness component required for you to be a good basketball player. |
| Developing and Deepening Understanding(Tasks and Thought)(15 minutes) | Curry: Eyes on Me!Show a video clip of Stephen Curry playing basketball highlighting the 5 basic skills (passing, shooting, dribbling, rebounding & running) and the required fitness components to be a good basketball player (agility, stamina and strength) Questions:How did Curry demonstrate passing? dribbling? shooting? rebounding? running? How is agility, stamina, and strength demonstrated by Curry? (Students will describe/explain how the skill is demonstrated orally and/or enhance by gesture) |
| Making Generalization(Abstractions)(15 minutes) | The teacher will do a lecture-discussion through a PowerPoint on the following:PassingShootingDribblingReboundingRunningAgilityStaminaStrengthQuestions: Based on your own understanding, explain how the skills in basketball are appropriately demonstrated?Define operationally the fitness component required in basketball i.e., agility, stamina and strength.Which skill do you think should be developed first? Why? |
| Evaluating Learning(Test)(15 minutes) | Crossword Puzzle Paper and Pencil Test:Students learning will be assessed through this objective type test employing crossword puzzle.  Across:Retrieving the ball after a missed field goal or free throwTapping the ball to the floor.Attempting to score points by throwing the ball through the basket.Ability to rapidly change body direction, accelerate or decelerate.Attempting to move a live ball between two teammates.Vertical:Retrieving the ball after a missed field goal or free throwTo move from one court to another either to do offense or defense.Ability to get through an entire game without a dip in performance. Performance task (Day 2): Learners play basketball and their performance is evaluated using rubrics. |
| Teachers’ Remarks(Annotations)(3 minutes) | |
| Teachers’ Reflection(Gains)(2 minutes) | |
Prepared by:
VALENTIN L. JACOBE
EPSvr-MAPEH
SDO-DANAO CITY