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Il9rbtir ot trr Drilaloimr
Departmrnt of @!ucation
National Capltal Reglon
of
schools Divislon omce
r- I
Fronr the Office of the Schools DivBion grpe.intendent
une 1O, 2020

DIVISIOII UEMORAICDUM

TO: ASST. SCHOOI^S DIVISION SUPERINTENDENTS

cHrEFS, CrD/SCOD
EDUCATION PROGRAM SUPER!'ISORS/DISTRICT SUPERVISORS
ELEMENTARY AND SECONDARY SCHOOL PRINCIPAIS
AIL CONCERNED
uosT EaaErTrAL LEARICEIG COUPETEI{CIEa (UELC} FOR THE SELF-
COIITAIITDD/IIOT-GRADED PROGRAU OF THE APECIA' EDUCATIOIT

1 For the information and guidance of all concerned, and for the holistic and
inclusive implementation ofthe Learning Continuity Plan (LCP) for the School Year
2O2O-2O21, this OIIice is issuing the recommended Most Essential l,earning
Competencies (MELC) for the sclt-Cort llcd/lfoo-(k dcd Program ofthe Specia]
Education-

2 Likewis€, puNuant to the impleme[tation of inclusive education, this Omce

reiteratea however that, those in the Ilch.!o6.!d Xdn ttG.etrt.r{/6
(krd.d FotrrE rrill b€ adopting the Most Essential Laming Competencies for
the general education K-12 pmgram issued by the Department of Fducation
provided that rcasonablc modification and accommodation in the leaming
delivery, learning materials and lcaining assessment shall be made by thc SPED
teacherc and/d receiving teachers to address the leatnin8 needs of those with
leaming difliculties and disabilities.

3. Attached to this Memoiandum are the followinS:

L MELC for Childrcn uith Autism lz1El I-m (First Quatter)

b. MErc Jor Children uith Intellecatal Disabilitg IE EI I-A Ptst Quatkr)
c. weeklv Leoming Planfor No,.-Graded Prcqrufi Fomat
SPED teachem handling Children with Sensorial Disabilities such as those with
Vl.trd.!d Hc.rht laprlracrt ln tLc lfo!-Grrdcd Progt.E shall us€ the same
MELC for Non-Graded with minimal integration of competencies for Oricntation
and Mobilitv.

5 Most Essential Competencies for thc succeeding quarters ard L€amint Activity
she€ts shall be issued on a separate Mernorandum once it haa befn finalizad and
completed.

6. Immediate and wide diss€mination ofthis Memorandum is desired.

*"r*Aff.f},z,cEsortrr .
Schools Division Superintendenl
I J

6 Nueva Ecija st., BaSo Bantay, Queuon city

o (02) 3s2-78-91(02) 3s2-68-09
O sdo.quezoncity@deped.rov.ph a www.d€pedqc.ph
 CHILDREN WITH AUTISM TEACHERS' GT]IDE
MOST ESSENTIAL LEARNING COMPETENCIES
K-12 Modified Curriculum for Level I

Quarter Content Performance }IEL(' Du ralion

Standard Task
I Und€rstanding My The leamer is able to l. Identify own name Week I
Identity tell his/her name. - tcll own name
Identily the letters of -writc/ttace own name
hirtEr name.
The learner is able lo 2. ldentify own gender Week 2
tell his,/her gender. - I am boy/ I am girl
- name the things boy used
- name the things girl uscd
- Physical differenc.e ofboy and girl.
-tell the gender of family members or
goup the pictures according to
gender.
lJnderstanding My The leamer is able to 3. Name and poir( own My parts Week 3
body idendry body parts - I have I body with different parts.
and its function. J have I right hand I left hand.
J can trace my left hand and right
hand
-l have hands that can color, trace,
$,ri!e, draw, paint etc.
J can keep my hand clean by
*"shing it with soup aod rinse with
water.
4. Identiry other body parts. Week 4
- I have two feet, the lefl and the
right.
-l can trace my feet.
-[ have 5 litlle toes on left foot and
another 5 toes on right foot.
-l can color the shape ofmy feet.
- I can protect my feet by putting
socks and shoes.
The lcamer is able to 5. Name other body parts and Wcek 5
undcrstad the body identify where it was oonnected.
parts are connected to - My feet are connected to my legs.
cach olher and can My lcgs are connecled to my knees.
move in different My knees are connected to my thigh
ways. and my thigh is connected to my hips
and my hips are connected to my
waist. My waste is connected to my
chest. My chest is conngcted to my
shoulder. My shoulder is connected
 to my neck. My neck is connected to
my head.
- I can move my body as I walk, run.
Jump,jog, skips.
- [ can raise my arms upward,
forward and sideward.
- [ can move my body like a bird,
fislq snake, fiog, dog
- I can moYe my body with the
rhlthm ofthe music.
The Learner is able to 5. Name and point pans ofthe head. Week 6
identi! head, its - I have I head with different pans.
pans and functions I have I mouth that can eat and
(senses). make sounds ofthe vowels.
-I have I tongue that can taste food.
- I have teeth that can bite food.
- I can brush my teeth every after
meal.
7. I have two ears that hear sounds. Week 7
- I can hear the initial sounds ofthe
vowels.
- [ can hear the sounds ofanimals
-I can hear the sounds ofobjeats.
J carl hear the sounds ofvehicles
J can hear soft and loud sounds
8. I have two cyes that can see. Week 8
-I can see numbers I -5
-l can see shapes (Basic shapes)
-l can see colors (Primary Colors)
J can see letters of the alphabets.
- I can sort objects according shapes
and colors
9. I have nose to smell and breathe Week 9
air.
- can smell scents offlowers
- I smell bad and good odor.
J ca inhale air and exhale air.
-l can clean my nose.
-l can blow my nose.
10. I have skin that can feel. Week l0
- I can feel rough and smooth.
J can feel hot and cold
J can feel hard and soft.
-I can feel objects and son them
according to sense oftouch.
-I can keep my skin clean.
 (]IIILDREN WITH ATITISM TEACHERS' (;T]IDtr
MOSI' ESSENTIAL LEARNING COMPETI]NCIES
K-12 Modified Curiculum for Level 2

Quarler Content Performgnce MEt.(' Duration

Sta nd a rd Task
I Understanding My The learner will bc l. Answers the questions omlly Week I
identity, interest and able lo give owns -
What is your full name?
abilities. personal informetion - Whcn is your birthday?
and develop self - How old arc you?
confidence. - Where do you live?
- lntsoduce oneselfto othe.s by
using My name is

The leamers will be 2. Know owns gender and identifr Week 2

able to identi& body parts.
gender and oms -$oup p€ople according to gender.
body parts. -count how many are male and how
many are female in the picture.
- name body parts randomly.
-memory recall ofbody parts
-match the name to the body part.
The leamer will be 3. Identiry personal rhings. Week i
able to name his o\rn - Answer the queslions what is
things and express her/his favorite color, shoes, clothes,
her own likevchoice. toy or bring the objects.
-Group personal things according to
use_
-Solt the things/picture according lo
gender use.
-ldediry my school supplies o. things
I used in school.
-Pack awayA.etum all the materials I
used on its propcr places.
-Arrange my things according to use.
The leamer will be 4. Identify the 5 senses Weck 4
able to identi& 5 - Sort the object according to senss of
senses and use own touch
senses to describe -Disc mimtc bad smell from good
and son the objects. smell
-Match the food according to facial
expressior/picture affer tasting the
food.
-Pair the pictue according to its
sounds (sense of hearing)
-Read the letten of the alphabets
randomly. Name the numbers thal
you se€- Name lhe shap€ ofthe
 objects. Name the color ofthe
objects.
The leamer will 5. Classifring objects according to Week 5
display ability in size, height, and length.
classifoing and -Encircle the biggest objects.
discriminating -Box thc smallest objects
objects -Color the tallest objects red
-Color the shonest objects blue
{heck the longest objects
-Put X on the shonest objects
-A.range the object fiom smallest to
biggest
-Arrange the objects from shortest to
longest.
Arrange the objects Aom shonest io
tallest.
6. Classiry th€ objects according to Week 6
volume, weight and location
-Color the set ofobjects that is few in
number.
{heck the s€t ofnumber that has
-Color the object that is full.
-Check the obiect which is €mpty.
7. Identify which set is more than a, Week 7
less than in number and equaVsame
in numher
{heck the set which is morc than in
number.
-Encircle the set whiah is less than in
number.
-Color the set with the same in
numbcr.
8. Discriminste objects by the W€ek 8
distance, position, location.
- connect the object thal is near.
-namo tho object that is far.
-Tell the distance ofthe object to the
peNon.
-Box the position ofthe objects
-Tell the position ofthe objecl.
-Encircle the location ofthe object.
-Tell the location ofthe objecl.
 CHILDREN WITH ATITISM TEACHERS' GT]IDE
MOST ESSENTIAL LEARNING COMPETENCIDS
K-I2 Modified Curriculum for Level3

Quarter (lontent Performance M EI,(] Duration

Standard Task
I Understanding My The leamer will be Answers the questions orally Week I
identity, interest able to give owns - What is your full name?
and abilities. p€rsonal information - When is your binhday?
and develop self - How old are you?
confidence. - Where do you live?
- What is your mother's name?
- What is your father's name
- Irtroduc€ oneselfto others by
using My name is

The leamers will be 2. Know owns gender and identiry Week 2

able to identily body perts.
gender and knows - Describe the difference
how to care for the between male and female.
body. - Undentand thc changes in my
physical appearanoe and
voice.
- Caring body during
menstruation
- Practic€ social acceplable
behavior with members of
both s€xes.
The leamer will bc 3. Identify personal things. Week 3
able to name his own - Answer lhe questions
things and cxpress / What are her/his favorite
her own likeVchoice. color, shoes, clothes, food,
activity, TV program and
place? Why?
/ Who rs your favorite person,
actresYcelebrity? Why?
-Produce Mini-Book My Favorites:
/ Son the thingYpicture
according to your favorite,
activities, interest and events.
-Pack away/Retum all the materials I
used on its proper places.
-Arrange my things according to use.
The leamer will be 4. ldentify different facial expression Week 4
able to identi| to understand ones feeling and
dilTerenr facial display appropriate behavior that are
expression and tone socially acceptablc.
ofvoice to - Happy, sad, lonely, angry,
understand ones worry, lovc, afraid, ashamed,
feeling. excited etc.
 Lnitate fac€s and guess€s the
feeling
Match the fac€s to situations
The leamer will 5. Classirying objects aacording to Week 5
display ability in size, height, and length.
classi$ing and -Encircle the biggest objects.
discriminating -Box the smallest objects
objects -Color the tallest objects red
-Color the shortest objects blue
4heck the longest objerts
-Put X onthe shortest objects
-Anange the object from smallest to
biggest
-Arrange the objects fiom shonest to
Iongcst.
Arrange th€ obiects from shortest to
tsllest.
6. Classify the obiects according to Week 6
volume, weight and location
-Color the set ofobjects that is few in
number.
-Check the set of number lhat has
-Color the object that is full.
-Ch€ck the obiecr which is empty.
7. ldentify which set is more than a, Week 7
less than in number and equal/same
in number.
-check the set which is more than in
number.
-Encircle the set which is less than in
num&r.
-Color the set with the same in
number.
8. Discriminate objects by the Week 8
distanc€, positiorL location.
- conn€ct lhg object that is near.
-name the objed that is far.
-Tell the distance ofthe object to the
pgrson.
-Box the posirion ofthe objects
-Tell the position ofthe object.
-Encircle the location ofthe object.
-Tell the location of the object.
 Most Essential Competehcies Iot Childrcn with lntelleduot Disdbilry
Level l, Self-Contoined/Non-Gruded
Fitst Qudrtet
sY 202G2027

(lontcnt Standard Performance Time

Learnitrg Area It E L(' Durrtion
Task Frame
'I he leamer is Swallows liquid,
chews food with
able to chew
spillage, eas food
food (with
Feeding, eating with maximum
spillage) and
food with assistance: semi- 25 Week
Self-Help Skills swallow
maximum solid food, solid min./session I
liquid
assistance food
To use spoon Picks up spoon
(maximal with maximum
prompting) assistance
Improve Looks at the
Attending Skills attending person facing him
Body Contact, skills with proddi ng 25 Week
Social Skills
responding by Attempts to reach min./session I
lnitiating
maximal prompting for the hand ofthc
actiotr
Derson facing him
Rolls one's body
Perceptual [,ocomotor 25 Week
To roll body in any direclions
Motor Skills Rolling min./session I
with assistance
Spotrtaneous eye
contact
1. Looks at
the
teacher's
cye when
spoken to
for at least
2 seconds
L istening/Receptive
Skills
2. Looks at
the teacher
Basic To look and
while
Communication Commrmication respond 40 Week
talking for
Skills Behavior, llfien spoken min./session I
at least 3
establishing eye to
seconds
contact, following
requests
3. Responds
to his name
whcn
called
4. Smiles
$'hen
praised
5. Approaches
othcrs
when asked
 Recogniz€s
red,/blue/yellow
Colors, recognizing To recognize 40 We€k
Number Skills (primary colors)
primary colon colofs min./session I
obiects sepa.ately
in his environment
Plays with messy
Hand Use, playing To improve
Pre-Vocational materials such as 25 Week
with messy fine motor
Skills modelling clay, min./session I
materials skills
play dough

'lotal Number of Minutes 180

minut€s/day

(lontent Strnderd Performance fime

l,earning Area \IT-I,(' Duration
T83k Frame
Scoops food with
To scoop
spoon from a plate
Feeding, eating food with
with maximum
fbod with spoon 25
Self-Hclp Skrlls assistance
maximum min.r'sessron 2
To uso fork
assistance with
Uses fork
(maximal
prompting) maximum assistance
To leam to
Attending Skills Responds by smiling
respond
Body Contact, 25 Week
Social Skiils Plays with others such
responding by To play with min./session 2
as the teacher, his
maximal prompting othcrs
classmates
Crawls on hands and
Perceptual Locomotor 25 week
To crawl knees in a homo-
Motor Skills Cnwling min./session 2
lateralfashion
Cooperates with
simple spoken
requests, follows
simple requests of the
Li steningA.eceptiv€
teacher in the
Skills
classroom
Basic
Ex.:
Communication Communication To follow 40
Behavior. requests Stand up. min./session
Skills 2
establishing cye sit
contact, following down.
requests
Erase the
blackboard.
Get
your pencil.
Associates red, blue,
To associste
Colors, rccognizing yellow objects with 40
Number Skills colors on
primary colors
things
1. particular m in./session 2
objects
 2. objects
commonly
used by
students
3. objects found
at home, in
school, etc.
Hand Use, playing To improve
Pre-Vocational Demonslrates hand 25 week
with messy fine motor
skills prcference in eating min./session 2
materials skills
180
Total Number of Minutes:
minutes/day

Performance Time
l.€arning Arer Content Standard \l t- I.(' Duration
Task Fram€
Feeding, eating food Ilses spoon and fork
To use spoon
with maximum with ma.<imum
and fork
assistance assistance
The learner is 25
Self-Help Skills able to Removes shoes with min./sessi week 3
Dressing,/Undressin&
remove maximum assistance: on
with maximum
shoes slip-on shoes, snap-on
assistance
(maximal shoes
prompting)
Attempts to take the
To aftempt to task/material for
do a task manipulaion for at
Attention Span
least 5 minutes
(Tactile), 25
Manipulates
Social Skills manipulatint min./sessi Week 3
To learn to tasldmaterial
on
materials without
imitate the presented with
completion
use of maximum promptlng
materials from adultwithout
completion
Stands using both
hands and feet as
25
Perceptual Nonlocomotor leverage with human
To stand min./sessi week 3
Motor Skills StandinS assistance: from a lying
on
position, from a seated
position to standing
Auditory Acuity
Listens to body sounds
such as humming,
Auditory Perception,
To listen to kissing, coughing, 40
Communication listening to sounds,
different giggling, laughing, min.lsessi Week 3
Skills respondlng
body sounds crying, shouting, on
functionally
sneezing, yawning,
checking tongue,
snoring, heel tapping,
 whistling, whispenng,
finger-snapping, etc.
Recognizes the primary
colors of a particular
To identifo 40
Colors, recognizing objed in a/an
Number Skills primary min./sessi week 3
primary colors
colors seen
1. environment on
2. picture
3. scene
To improve Tums doorknob 90 2s
Pre-Vocational Manipulation,
fine motor degrees with forearm min./sessi Week 3
Skills gripping
skills rotation on
180
Total Number of Minutes: minutes/
day

Performance Timc
[,€srning Are. Content Standrrd \I[,I,C Duratior
Task trame
To remove
Dressingfundressing, Removes sock with
sock 25 Week
Self-Help Skills with maximum maximurn
(maximal min./session 4
assistance assistance
prompting)
Attention Span
(Tactile), Retums the
To retum
manipulating material used with
mat€rial used
materials without assistance
25 week
Social Skills completion
min-/session 4
Attention Span
To locatc
(Auditory),locating, Moves head to
origin of
readingto the locate sound
sound
sound heard
Bends one's body
Perceptual Non-locomotor To bend own forward with hands 25 Week
Motor Skills Bending body touching both min./session 4
knees with support
Responds
functionally to:
1. household
sounds
To respond
Auditory Perception, 2. musical
funational ly
Communication listeninB to sounds, instruments 40 week
to the
Skills responding
different
3. animal min./session 4
functionally sounds
sounds
4. common
toy sounds
5. school
sounds
Recognizes the
Shapes, recognizing followinS basic
To identify 40
Number Skills the 4 basic figures/shapes
shapes min./session 4
figures/shspes separatelY
1. circle
 2. square
3. triangle
4. rectangle
in concrete
and outline
form
To improve
Pre-Voaational Manipulation, Unscrews cap fiom 25
fine motor
Skills Eripping big-sized bottle min./session 4
skills
180
Total Number of Minutes:
minutes/day

(irntent Strndrrd Performancc Time

l,earning Area MHI,(] Duration
Task Frame
Extends arms
To extend
Dressin&/Undressin& (L & R) when
arms
with maximum removing t-shin
(maximal
assistance with maximum 25 week
Selt:Help Skills prompting)
assistance min./session 5
Toiletin& showing To show
Shows signs to
signs with maximum sigtrs to use
use the toilet
assistance toilet
Attention Span Sits for at least
(Audilory),locating, To listen to 5 minules to
reacting to the sound the sound listen to the
heard sound
25 week
Social Skills lmitates the
To imitate min./session 5
sound with
sounds
verhal
(maximal
prompting l'rom
prompting)
adult
Catches and
rolls a
ball/object with
both hands in
Perceptual Manipulative Skills To catch/roll 25 week
any direction
Motor Skills Catching/Rolling a ball min./session 5
within a shon
distance and
with minimal
assistanae
Makes a verbal
Speaking/Expressive r9sponse as a
To answer
skills simple familiar
verbally as
Auditory-Vocal word is
response
M€mory expressed to the
Communication child 40 week
Skills Auditorily min-/session 5
imitates single
To imit&te
verb&lizations
Auditory Acuity what was
ofwhat was:
heard
whispered,
Yerbalized
 Names the four
(4) basic
figures/shapes
associated to
To name true-to-life and
Shapes. recognizing
basic figues practical 40 Week
Number Skills the 4 basic
in practical situation min./session
figureYshapes
situations separately in
1. concrete
form
2. outline
form
To improve Strings large
Pre-Vocational Bilateral Skills, using 25 week
fine motor b€ads at least 1"
Skills tripod grip min./session 5
skills in diameter

180
Total Number of Minutes:
minutes/day

Content Performance Time

Learning Aret !t E t.(' Durati0n
Standard Task Frame
To use potty Uses potty
seat { maximal seat with
Toileting, prompting) assistance
showing signs
Self'-Help Skills To sit on week 5
with maximum Sits on torlet min./sessron
toilet bowl
assistance bowl with
( maximal
assistancc
Dromptinc)
Expresses
Self-Awareness, emotions
expressing To express through body
25
Social Sktlls emolions and happv language like week 6
min./session
responding to o\an emotions smiling
name clapping,
dancing. etc.
Throws a ball
or obJect with
both hands in
Perceptual NonJocomotor To throw a any direction 25
Week 6
Motor Skills Throwing ball within a short min./scssion
distance and
with minimal
assistance
Identiry
To identily sounds hcard
Communication Reading/Decoding sounds heard from the 40
week 5
Skills Sounds environment min./session
To imitate lmitates
vowels vowel sounds
Shapes, Narnes
To give
recognizing lhe 4 objects thal 40
Number Skills objects with Week 6
basic have the four min./scssion
the 4 forms
figures/shapes (4) forms
 To goup Groups/Sorts
things objects
according to according to
shape their shape
Pulls apart
To improve
Pre-Vocational Bilateral Skills. large pop 25
fine motor Week 6
Skills using tripod grip b€ads at least min./session
skills
l" in diameter
180
Total Numbcr of Minutcs
minutes/day

Content Performance 11me

Learning Area M1]LC Duration
Stondrrd Trsk Frame
Toileting,
To wash
showing signs
genitals washes gonitals with
with (maximal maximum assistance
maximum
prompting)
assistance
25 Week
Self-Help Skills To wash
min./session 7
Grooming hands with Washes hands with
and Hygiene, soap and soap and water before
washing with water and after eating with
soap & water (ma,ximal maximum assistance
prompting)
Distinguishes
To
differences in
Self- differentiate
emotions through
Awareress, €motions
illustrations
expressing 25
Social Skills Expfesses common
emotions and min./session 7
emotions such as
responding to To express
happy, angry and sad
own name emotions
verbally in any
manner
Tkows a ball or
object wirh both hands
Non-
Perceptual To throw a in any direction within 25 Week
locomotor
Motor Skills ball a short distance ard min.,/session 7
Throwing
with minimal
assistance
General 'Io alen
Communication Vocabulary, Signals needs and 40 week
needs and
Skills improving wants min./session 7
wants
vocabulary
Shapes, Sorts
To sort
recognizing objects/pictureVshapes 40
Number Skills according to
the 4 basic according to the 4 min./session 7
shape
figures/shapes basic shapes
 Sizes.
ldentifies
identifuing
big and small;
l. big and small
'l o objects
long and identifv
shorq tall and srzes
2. long and short
objects
short; hea\y
and light
3. tall and short
objeats
obiects
Traasfers solid hard
msterials with a spoon
Tool Use,
1o improve such as:
Prc-Voaational transferring 25 Week
fine motor I salt
Skills from a min.,'session 7
skills 2 sugar
container
3 rice
4 peas

180
Total Number of Minutes
minutes/day

Conteot Performance Time

l,earning Are&
Staudard Tssk
\tt.L(' Duration
trame
To use towel Dries hands with
to dry hands towel with
Grooming (maximal maximum
and Hygiene, PromPting) assistance 25
Self-Help Skills Week 7
washing with Washes face with min./scssion
soap & waler soap and water
To wash face
with maximum
assistance
Self- Makes gestures
Awaren€ss, when name is
To make
expressing called by: looking, 25
Social Skills gestures when Week 7
emotions and nodding hcad, min./session
name is called
responding to looking/turning
own nam€ head
Sensorimotor Points to oneself
Perceptual lntegration To poifl to in gesture: when 25
Week 7
Motor Skills Self- self called, in pictures, min./session
Identification through the mirror
General
Points to parts of
Communication Vocabulary, To point to 40
the body when Week 7
Skills improving body parts min./session
asked
vocabulary
Selects from 8 set
Sizes, of
identifiing
To select a
l. big and
big and small
size given a
small: long objects 40
Number Skills set of objects Week 7
and short: tall
with different
2. long and min.r'session
and short: shon
sizes
heavy and obiects
light objects Selects fiom a s€t
of
 L big and
small
objects
2. heavy and
Iight
objects
3. long and
short
obiects
Transfers solid
hard materials
Tool Use, with a spoon such
To improve
Pre-Vocalional transferring as: 25
fine motor Week 7
Skills from a I sslt min./session
skills
container 2 sugar
3 rice
,l peas

180
Total Number of Minutes
minuteVday

ConteDt Performance Tim.

l,earning Arer M I] I,C Duration
Statrdard Task Frame
To use towel Dries hands with
to dry hands towel with
Grooming (maximal ma,ximurn
and Hygiene, prompting) asgistanc€ 25
Self-Help Skills Week 8
washing with Washes face with min./session
soap & water soap and water
To wash lace
with maximum
assistance
Self- Makes gestures
Awareness. when name is
To make
expressing called by: looking, 25
Social Skills gestures when Week 8
emotions and nodding head, min./session
name is called
responding to looking/tuming
own rame head
Sensorimotor Points to oneself
Perceptual Integation To point to in gestwe: when 25
Week 8
Motor Skills Self- self called, in pictures, min./session
Identification through the mirror
General
Points to pans of
Communication Vocabulary, To point to 40
the body when Week 8
Skills improving body parts min./session
asked
vocabulary
Selects from a set
Sizes, of
identifing
To select a
3.big and
big and small
size giv€n a
small; long objects 40
Numbcr Skills set ofobjects Week 8
and short: tall
with different
4. long and min./session
and short: short
sizes
heav-y and obiects
light objects Selects from a set
of
 4. big and
smell
objects
5. heavy and
liSht
objects
6. long and
shon
objecls
Transfers solid
hard malerials
Tool Us€, with a spoon such
To improv'e
Pre-Voaational tansferring as: 25
fine motor Week 8
Skills from a 5 salt min./session
skills
container 6 sugar
7 rice
8 peas

180
Total Number of Minutes
minutes/day

Content Performalce Time

Learning Area iIIDI,C Duration
Standard Task tIame
Crooming Dries face with
and Hygiene, To use towel towel with 25
Self-Help Skills Week 9
washing with to dry face moiimum min./session
soap & watsr assistance
Comes to school
with a pleasant
disposition by
Selfat Play,
geeting
esrablishing
teachers.
harmonious To greet adults 25
Srrcial Skills visitors, week 9
relationships pleasandy min./session
classmates,
among
friends, etc.
people
thrcugh: body
language, signs,
verbal language
Perceptual Body To locate a Locates any part 25
Week 9
Motor Skills Local ization body part of the body min./session
Says simple
one- to two-
ceneral
word greetings
Communicalion Vocabulary, To say simple 40
such as "Hello," Week 9
Skills improving gleetings min./session
"Good
vocabulary
morning," "Hi,"
etc.
Sizes,
identifiing
Sorts objects
big and To group 40
Number Skills with similar week 9
small; long similar sizes min./session
sizes
and short; tall
and shon;
 heavy and
lishr obiects
Work
Atritudes, Recognizes
Pre-Vocational To identifu 25
telling pelsonal Week 9
Skills owned thiags min./session
peronal belongings
belongings

180
Total Number of Minutes:
minutes/day

Content Performance Time

[,earning Area
Standrrd Task
\tt:t.c Duration
Frame
0rooming
tlangs towel wilh
and Hygiene, 25
Self-Help Skills To haog towcl maximum Week 10
washing with min./session
assistance
soap & water
Plays
harmoniously
with others
Selfat Play, during a
establishing cooperative
To play
halmonious activity with 25
Socral Skills harmoniously Week 10
relationships complete min./session
with others
arnong supervision such
people as during:
sensorimotor
games, parallel
games
Responds to
common auditory
Perceptual Auditory To respond
stimuli with Week 10
Motor Skills Acuity fiom a source min./session
minimum
assistance
Uses common
courteous
General
To use expressions such
Communication Vocabulary, 40
courteous as please, Week 10
Skills improving min./session
expressions gtodhye, sorry
vocabulary
when asked to
verbalize
Sizes, Differefltiatss
identi$ing weights of
To use 40
Number Skills big and objects by any week 10
weighing scale min./session
small; long weighing scale
and shon: indicator
 tall and Puts objects side
short; heary by side to
To son objects
and light di fferentiate long
obiocts 3nd shoit obiects
Work
Attitudes,
Pr€-Vocational To tell his/her Tells one's own 25
telling Week 10
Skills clothing size size ofclothing min./session
personal
belongings

180
Total Number of Minutes
minuteJday

Most Essentidl Ledming Competencies tor Children with lntellectuol

Disabilities
Level lt, 5ef-Contoined/Non-Gnded
First Quorter
sY 2020-2027

week 1

Performrnce
I-earning Are, (lontent SteDdard
T8!k
ItEL(' Dur{tion
The learner is Chews food without
able to €at spillate
FeedinS, eating
Self-Help Skills Eats food minimum 25 min.,'day
food To eat
assistance: semi-solid
independently
food, solid food
Attending Skills To pay
Body Contad, attention to Faces the person
Social Skills 25 min./day
socializing with the person talking to him with
PeoPle sPeaking some prompting
Rolls one's body in a
Perceptual [,ocomotor "to and from" manner
25 min./day
Motor Skills Rolling To rollbody with minimal
assistance
Spontaneous eye
contact
1. Makes eye
Listening/Receptive
contact when
Skills 'lo look and requesting
Communication Basic
respond when something 40 min./day
Skills Communication
spoken to from the
Behavior, initiating
teacher for at
conversation
least 5 seconds
2. Looks at the
teacher's eye
 while talking
and holds his
gaze for at
least 10
seconds
3. Turns head
when called
4. Says "thank
you" when
praised
5. Approaches
others without
discriminations
RecoSnizes secondary
colors, colors of green,
To recognize
Number Skills identification and orange, violet etc. 40 min./&v
colors
association separately in his
environment
Forms simple shapes
with modelint clay, or
Hand Use, working To improve
Pre-Vocational play dough as in:
on both hands to fine motor 25 min.lday
Skills
finish a task skills
1. Round as ball
2. Flatten as in
paper

180
Total Number of Minutes:
minutes/day

we€k 2

(lontent Standsrd Performatrce

l,€srning Arer EL(' Durstiod
Tr3k
Picks up spoon with
To use spoon
minimum assistance
Feeding, eating Scoops food with
Self-Help Skills To saoop 25 .oin.lday
food on his own spoon from a plate
food with
with minimum
sPoon
assistancQ
Reaches for th€ hand
of the person talking
Auending Skills 25 min./day
to him when
Body Contact, To initiate
Social Skills necessary
socializing with interaction
people
verbally responds to
basic questions
asked
crawls on hands and
Perceptual
Crawling To crawl knees in a cross 25 min./day
Motor Skills
lateralfashion
 Cooperates with
simple spoken
requests
> Follows
simple
Listenin&/Receptive requests of
Skills the teacher in
Commurication Basic To follow other places
40 min./dav
Skitls Communication requests Ex.: put
Behavior, initiating the
conversation shades
down
Get a
spoon in
the
kitchen
Associates secondary
colored objects with:
z particular
objects

Colors, identirying
To assoclate z objects
Number Skills colors on commonly 40 min./day
and associating
things used by
students
> obJecrs found
at home, in
school , etc.
Demonstrates use a
Hand Use, working To improve
Pre-Vocational hand preference in
Sktlls
on both h.ndr to finl motoa
playing and working
25 min./dey
flnish a task skills
actlvities

180
Total Number of Minutes:
minutes/day

Week 3

Lesrning A.ea
Coltent Performance
ilt E L(l Duration
Standsrd Task
'1'o use Uses fork wirh
fork
Feedin& minimum assistance
Self-Help Skills eating food on Uses both utensils 25 min.lday
To use spoon
his own with minimum
and fork
assistancc
Attention Spsn Pays attention to
(Tactile), To work on several
Social Skills 25 min./day
worhinS tasks tasks/materials for at
independenrly least 20 minutes
 Stands using both
hands and feet as
leverage with
Non- minimalhuman
Perceptual
locomotor To stand assistance: 25 min./day
Molor Skills
Standing > from a lying
position
> from a seated
position
Auditory Acuity
Listens to body
sounds such as
Auditory humming, kissing,
coughing" gigglin&
Perception, To listen to
Communication laughing crying
responding different body 40 min./day
Skills shouting, yawning
appropriately sounds
checking tongue,
to sounds snoring heel tapping
whistlin&
whispering finger-
snaDoing, etc.
Recognized the
secondary colors in a
colors, To identify
partic!lar:
Number Skills identifying and primary colors 40 min /dav
as5oortin6
> pictures
> obiect
> s€ene
To improve Turns doorknob 180
Prc-Vocalional
Manipulation fine motor degees with forearm 25 min./day
Skills
skills rotation
180
Total Number of Minutes:
minutes/day

w..l 4

Performstrc€
Learning Areo Content Standard Mf,L(' Duration
Ta!k
Removes shoes with
The learner is minimum
able to assistance: slip-on
Dressing/Undressing
Self-Help Skills remove 5hoe5 shoet snap-on 25 min /dav
lndependently
shoes
To remove Removes sock with
sock mlnlmum asslstance
Manipulates
task/material
Attention Span To work and
presented widr
Social Skills (Tactile), working finish a task 25 min./day
minimal prompting
independendy independendy
from adult with
completion of at
 least fifty percent of
materials
Bends one's body
forward with hands
Perceptual Non-locomotor To bend own
touching both shins 25 min./dav
Motor Skills Bending body
with minimal
support
Responds
functionally to:
1, household
sounds
Auditory
Perception,
To respond 2. musical
Commudcation functionally to instruments
responding 40 min ;'dav
Skills
appropriately to
the different 3. animal
sounds sounds
sounds
4. common toy
sounds
5. school
sounds
Recognizes the
followin8
figures/shapes
separately:
> diamond
40 min./day
> oblong/oval
in concrete and true
to life and practical
situations
To identify
shapes, identifying
Number Skills shapes Names the basic
and grouping
concretely figures /shapes
associated in the
environment or in a
practical life
situation separately
in:
> concrete
form
true to life
situations
To improve
Pre-Vocational Unscrews cap from
Manipulation fine motor 25 min./day
Skills small-sized bottle
skills

180
Total Number of Minutes:
minutes/day

Week 5

(.ontent Standard Performance Durrtion

[,€rrning Area MELC
Task
 Ertends arms (L
Dressing,/Undressing
& R)when
To extend
removing t-shirt
independently arms
with minimum
Self-Help Skills asSistance 25 min./day
Verbally
Toiletin& showinS To to to the requests for
sitns toilet assistance in
usingtoilet
Attentlon Span To work and Returns the
Social Skills (Tactile), working finish a task materials used 25 min /dav
independently independently independently
Catches a
ball/object with
Percaptual Manipulativc Skills To catch/roll a
straiSht 25 mh./day
Motor Skills catchin&/Rolling ball
diredion within
a longer
distance
Glves geveral
Speaking/Expressive verbal
To answer
Skills responses to a
verbally as
Auditory-Vocal simple word
response
Memory expressed to the
chlld
Comm unication
Repeats longer 40 min./&v
Skills
statements of
To imitate what was
Auditory Acuity,
what was auditorily heard
imitouag i.nt rce.
heard precisely from:
whispe.ed,
verbalized
Names objects
that have the ,10 min-/dav
five forms
Groups obiects
Shapes, identifying according to
Number Skills To sort objects
and Srouping their shapes
(circle, souare.
triangle, oblon&
etc ) thru
matching crrds
To improve Strings large
Pre-Vocational
BilateralSkills fine motor beads 2t least ,,( 2s rnin.ldzv
Skills
skills " in diameter
180
Total Number of Minutes:
minutes/day

Contcnl Performaoce
Irarning Ares '[ark MET,C Duration
Standsrd
 Slts on toilet bowl
Toileting, showing alone for:
Self-Help Skills To use toilet 25 mh.lday
signs urinatin&
defecating
Locates the sound
To locate
with cueing from
Attention Span sound
(Auditory), teacher
Social Skills 25 min./day
Sits for at least 20
locating sounds To listen to
minutes to listen
the sound
to the sound
Throws a
ball/object with
both hands in a
Perceptual Manipulative Skill
To throw a ball straight direction 25 min /dav
Motor Skills Throwing
from any angle
within a short
distance
Differentiates
sounds heard
To ldendfy from the
Communication Reading/Decoding
sounds heard environment and 40 min./day
Skills sounds
singles them out
To imitate lmitates vowel
vowels sounds
Sorts objects
shapes,
/pictures /shapes 40 min./dav
Number Skills identirying and To sort objects
according to other
grouping
shapes learned

]o*.""""."- Bilateral Skills

To improve
fine motor
Pulls apart small
pop beads at least 25 min./dav
] srirrt
skills x " in diameter
180
Total Number of Minutes:
minutes/day

Week 7

Cootent Pcrformaoce
[,earning Are, It E L(' Duration
Standard Tr3k
Toileting, To wash Washes Senitals with
showing signs genitals minimum assistanc-o
Grooming Washes hands with
Self-Help Skills To uash hands 25 min.]day
and Hygiene, soap and water before
with soap and
washing with and after eating with
water
soap & water minimum assistanc€
lmitates the sound
Atlention To imitate with considerable
Span sounds modulation without
Social Skills (Auditory), assistance 25 min./dav
locating Responds to the
Tofollow verbal
sounds sound/command heard
command
and takes actioh

I
 Bounces a ball in front
Manipulative
Perceptual of the body with one
ski To throw a ball 25 min./dav
Moror Skills hand with minimal
Throwing
help
Ceneral
Vocabulary,
Communication To say needs Verbally communicates
using greeting 40 min /dav
Skills and wants needs and wants
and coudeous
expressions
0iscriminates:
Size, sorting
; big and small
objects
and using
Numbcr Skills
measuring
To sort objects > long and short 40 min./day
objects
tools
from pictures and
concrete oblacts
Ttansfarr soft mixtura!
Pre-Vo€ational Tool use, using with a spoon suah as
To improve fine 25 min./day
Skills spoon
motor 5kills
> Setatin
i mayonnaise, eta.

180
Total Number of Minutesr
minutes/day

Contedt Performance
[,e.miog Area MELC Duration
Stand!rd T83k
Dries hands with
To use towel to
Grooming and towel with minimum
dry hands
Hygiene, assistance
Self-Help Skills 25 min./day
washing with washes face wlth
soap & water To wash face soap and water with
minimum assistanca
Expresses emotions
Self- To say/express a. verbally
Awareness, emotions b. in written
Social Skills expressing form 25 min./day
emotions, To determine Differentiates
telling name causes of emotions at home
emotions and in school
Sensorimotor ldentifies oneself
Perc€ptual lntcgration To describe when:
25 min./day
Motor Skills Self- himself i alone
ldentification i in a Broup
General
vocabulary, To talk about
Communication Verbalizes parts of
usinS greetinS parts of the 40 min./day
Skills the body when asked
and courteous body
expressions
Sorts and groups
Slze, sorting
Number Skills To sort objects pictures and objects 40 min./day
and using
with similar sizes
 meaSurinS
tools
Uses rolling pin to
Tool Use, To improve
Pre-Vocational flatten materials such
proper fine motor 25 min /dav
Skills as dough to %"
handling skills
thickness

180
Total Number of lvlinutes
minutes/day

Week 9

Contetrt PerformaDce
Learning Area }TE I,C Duration
Standard Tssk
Grooming
and Hygiene,
To use towel Dries face with towel
Self-Help Skills washing 25 min./day
to dry face with minimum assistance
with soap &
water
solves simple problems
on dealing with
To express emotions at home and
Self- appropriate in school
Awareness, emotions in i shows
Social Skills expressing specific appropriate 25 min./day
emotions, situations behavior in
telling name dealing with
emotions
To say his Responds when name
n ame is olled
Locates parts ofthe
Perceptual Body To locate a
body and its most 25 min /dav
Motor Skills Localization body part
important fundi
General Says more complicated
Vocabulary, forms of greeting such
To say
Commurication usinS as: "Hello," and "How
different 40 min.,/dav
Skills greeting and are you?" or "lt's such
greetings
courteous a fine day, don't you
expressions think?" etc.
Oifferentiates lengths
of objects using a
Size, sorting
To use ruler standard indicator
and using
Number Skills and tape (such as ruler, tape 40 min./day
measuring
mea5ure measure, etc.)but
tools
without actual
measurement
 Keeps personal
Pre-Vocational Work To identify
belongings in own 25 min./dav
Skills Attitudes owned thinSs
place

180
Total Number of Minutes
minutes/day

w€ek 10

Conteot Performance
Le!rning Area
Stsndard Task
lIuL( Duration
Grooming
and HySiene,
Hangs towel with
Self-Help Skills washing To hang towel 25 min../day
mihimum assistance
with soap &
water
Greets people throuSh
To greet adults
appropriate verbal
verbally
language
Plays harmoniously
Self at Play,
with others during:
Social Skills socializing 25 min./dav
with others
To play > associative
harmoniously Sames
with others > cooperative
games
i symbolic games
Receives and
Perceptual Auditory To respond
differentiates auditory 25 min./dav
Motor Skills Acuity from a source
stimuli
General
To use Uses common
Vocabulary,
courteouS courteous expressions
Communication usint
expressions in such as p,eose, 40 min./dsv
Skilis greeting and
appropriate goodbye, sorry in
courteous
situations appropriate situations
expressions
Differentiates lengths
Size, sorting
To use ruler of various objects using
and using
Number Skills and tape a standard indicator 40 min./day
measurinS
meaSure such as ruler, tape
tools
meaSure. etc.
Tells one's own size of:
Pre-Vocational To estimate i clothing
25 min./day
Skills Attitudes sizes . shoes
> slippers

180
Total Number of Minutes:
minutes/day

Most Essentlol Competencles lot Ch drcn wlth lntelleduol Dlsobitlty

Level l, Selt-Contdlned/Non-Gruded
 First Quortet
sy 202L2021

[,esrnirg Area Codtent Statrdsrd Performance

MT]LC Duration Time
Task
Frame
Ihe learner is
able to chew Chews food
food without spillage
Feeding, eating er
Self-Help Skills Week
food Eats food 25 min.lday
To eat independently; I
independently semi-solid food,
solid food
Attending Skills To pay
Body Contact, attention to Approaches the
Social Skills Week
socjalizinS with th. parson paraon talking tc 25 min./dav
l
sPeaking him immed
Rolls one's body in
Perceptual Locomotor any direction
To roll body Week
Motor Skills Rolling independently 25 min]dav
independently I

command
Spontaneous eye
contact
5. Makes eye
trrntaft lfi
most places
and with
most
people for
more than
5 seconds
7. Looks at
the
Listening/Receptive teache/s
Skills eye while
To look and
Communicstion Basic talking by Week
respond when 40 min./dav
Skills Communication holdint his I
spoken to
Eehavior, initiating gaze at the
conversation time (when
sPeakint
and when
spoken to)
8. R€sponds
to hisname
eveMime
he is called
9. says'thank
you" when
praised
10. Apptoaches
others
 without
being
called
Names allthe
colors,
To recognize primary and Week
Number Skills identification and 40 min./day
colors secondary colors in I
association
his environment
Forms complicated
shapes such as:
Hand Use, working To improve
Pre-Vocational
on both handsto llne motor
3. animal
25 min./day
Week
Skills shapes I
finish a task skills
4. human
figures, etc.

180
lotal Number of Minutes:
minutes/day

Performrtrce Time
Learning Are{ ( i)ntcnt Standard MELC Duratiotr
Trsk Frame
Picks up spoon
To use spoon
independentl!
Feedin& eating Scoops food Week
Self-Hclp Skills To scoop 25 min./day
food on his own with spoon fiom 2
food with
a platr
Spoon
independently
Approaches the
Attending Skills person the
'I We!k
Body Contact, o initiatc
Social Skills student wishes 25 f,l.in.ld^v )
socializing with interaction
to talk to
people
independently
Crawls in a
Percep(ual smooth and Week
Crawling To crawl 25 min./day
Motor Skills coordinated 2
manner
Cooperates with
simple spoken
requests
Listenin&/Receptive follows simple
Skills requests in
Communication Basic To follow other places and Week
40 min./day
Skills Communication requests with other 2
Behavior, initiating people
conversation Ex.:
OPen
the
door.
 Set
the
table.

Push the
sh cart.
Associates
To associate objects in the
Colors, identifying
Number Skills colors on Week
and associating environment 4O min.lday
things with allthe 2

colors learned
Hand Use, working Demonstrates
Pre-Vocational To improve
on both hands to use of both Week
Stills fine motor 25 min /day
finish a task skills 2
work activities

Total Number of Minutes: 180

minutes/day

Content Performance Time

Learning Area NIEL(' Duration
Standard Task lrame
'Io Uses fork
use lbrk
Feedin& independently
Self-Help Skills eatin8 food Uses both 25 min.lday Week 3
To use spoon
on his own utensils
and fork
independently
Attention Pays attention
Span to several
To work on
Solial Skills (Tactile), tasks/materials 25 min./day Week 3
uis*s
working for longer
independently periods of time
Stands using
both hands and
Non- fagt aa lgvaraga
Perceptual
locomotor To 5tand independently: 25 min.lday Week 3
Motor Skills
Standing from a lying
position, from a
seated position
AuditoryAcuity
Listens to My
sounds such as
humming,
Auditory kissing,
Perception, To listen to coughing,
Communication 4O min./day Week 3
responding different sig$it;g
Skills
appropriately body sounds laughing, crying,
to sounds shoutin&
Yswning
checking tongue,
snoring, h€el
tapping,
 whisrling,
whispering
fi nger-snapping,
etc.
Colors, ldentifies
To identify specific colors in
identifying
Number Skills primary particular:
and 40 min./day Week 3
colors seen picture, objed,
associating
SCene

To lmprove
Turns doorknob
Pre-Vocational 360 deSrees
Manipulation fine motor 25 min.lday
Skills with forearm Week 3
skills
rotation

Total Number of Minutes: 180

mlnutes/day

Perfo.marc.o
L.€arning Area Content Standard
Task
MltL(' Duration
tr'rame
Removes shoes
with minimum
The learner is
a5sistance:slip-on
able to
Oressing/Undressing shoes, snap-on
Self-Help Skills remove shoes 25 min./day
independently shoes, laced-up 4
shoes
To remove Removes sock
sock independently
Manipulates
Attention Span To work and task/material
Week
Social Skills (Tactile), working finish a task presented 25 min./dav
4
independently independently independently and
completely
Bends one's body
forward with
Perceptual Non-locomotor To bend own Week
hands touching 25 min /dav
Motor Skills Bending body 4
both shins
independently
Responds
fundionally to:
6. household
50unds
Auditory 7. musical
To respond
Perceptlon,
Communication fundionally to instruments Week
resPonding 40 min./day
Skills the different 8. animal 4
appropriately to
sounds sounds
50unds
9, common
toy sounds
10. school
sounds
 ldentifies the
different basic
figures/shapes in
concrete forms
such as:

To identify
1. parts of the
Shapes, identifying house Week
Number Skills shapes 40 min./dav
and grouping
concretely
2. pieces of 4
furniture
3. articles
found at
home,
school and
work site
To improve
Pre-Vocational Unscrews cap from Week
Manipulation fine motor 25 min./day
Skills small-sized bottle 4
skills

180
Total Number of Minutes
minutes/day

Performance Time
Lerrning Area Conteot St.ndard -fask MELC Duratior Frame
Extends arms
(t & R) when
Dressin&/Undressing To extend
removing t-
independently arms
shirt Week
Sell'-Help Skills 25 r':.in./d^v
voluntarily 5
Goes to the
Toiletin& showing To go to the
toilet on his
signs toilet
Manipulates
task/material
Attention Span To work and
presented Week
Social Skills (Tactile), working finish a task 25 min]dav
independently 5
independently independently
and
completely
Catches a
ball/objed in
a straight
Perceptual Manipulative Skills To catch/roll a diredion with Week
25 min /dav
Motor Skills Catching/Rolling ball both hands 5
using longer
distance
independently
Speaking/Expressive Describes aod
To answer
Communication Skills relates all Week
verbally as 40 min./dav
Skills Auditory-Vocal knowledge 5
response
Memory about a single
 wo.d
verbalized to
the child.
Repeats
longer
statements of
To imitate what was
Auditory Acuity,
what was auditorily
imitatlng sentences
heard heard
pr€cisely
ftom:
whispered,
verbalized
Sorts objects
Shapes, identifyint To sort
Number Skills
and grouping objects 40 min./day
their shapes 5
and function
Strings larte
Pre- Vocational To improve
EilateralSkills beads at least Week
Skills fine motor 25 min.lday
skills
t"h t
diameter

Total Number of Minutes: 180

minutes/day

(lontent Performance 'fime

Learning Area
Stsndsrd TasI
Ml.]-(l Duration
Frame
Sits on toilet
bowl
Toileting, showing
Self-Help Skills To use toilet indeDendently 25 ril.in.lde.}/ Week 6
signs
for: urinatin&
defecating
Locates by
walking
To locate
sound identifving
Attention Span the sound
Social Skills (Auditory), independently 25 min./day Week 6
locating sounds Sits for the
whole
To listen to
period/hour
the sound
to listen to
the sound
Throws a
ball/object
with one hand
Perceptual Manipulative skill To throw a
in a straight 25 l.I.ir,./day Week 6
Motor Skills Throwing ball
direction from
any angle and
distance upon
 verbal
command
Discriminates
sounds heard
from the
environment
and singles
them out
Io identify
Communication Reading;/De-coding according to:
sounds heard 40 min./dav Week 6
Skills Sound5 loudness o,
softness,
distance
sound is
heard
To imitate
vowels vowel sounds
Sorts obiects
Shapes,
To sort according to
Number Skills identifying and 40 min /dav Week 6
objects their shapes
grouping
anal funeron
Pulls apart
To improve small PoP
Pre-Vocational fire motor beads at least 25 mh./day Week 6
BilateralSkills
Skills skills %" in
dlameter
180
Total Number of Minutes: minutes/day

PerformaIlce
Time
Cooteot MET,(' Duralion
kartribg Area Task Frrmc
Strndsrd
Washes genitals
ToiletinS, To wash
with
showing siSns geritals
I
Washes hands 25 min./day Week 7
Self'-HelP Skills Grooming To wash
with soap and
and Hygiene, hands with
waler before and
washing with soap and after eating
soap & \rater water
indcDendently
and
To imitate identifigs sourc€
Attentlon sounds of the sound
Span alon€ Wcek 7
25 min./day
Social Skilts (Audilory), Responds to the
locating To follow sound/command
sounds verbal heard and takes
command action
Throws a
Manipulative To throw a ball/obied with
Perceptual 25 mh.lday Week 7
Skill ball one hand h a
Molor skills
Throwing Stra direction
L_
 from any angle
and distance
upon verbal
command
Ceneral
Vocabulary,
Communimtion Verbally
usrng To 5ay needs
communicates 40 min./dav Weck 7
Skills greeting and and wants
needs and wants
courteous
expressions
Size, sorting SorB obiects
and using according to their
Number Skills To sort objecB 40 min./day Week 7
measuring specific
tools measurement

Pre-vocational Tranrfers liquid

Tool Use, To improve
substances with a 25 Week 7
Skills usihg spoon tine motor ''lin./d^y
spoon
skills

Total Number of Minutes: 180

minutes/day

('onlent Performance Time

Iesrning Are. MELC Durntion
Standard Trsk Frame
Ories hands with
To use towel
towel
GroominB to dry hands
independently
and Hygiene,
Self-Help Skills washes face 25 min./dav Week 8
washing with
with soap and
soap & water
water
independently
To Verbally
Self- say/express express€s
Awareness, emotions emotions
Social Skills expressing Explains caus€ 25 ,l,i'i.l.l6y Week ll
To determine
emotiont for certain
causes of
telling name expression of
emotions
emotions
Sensorimotor ldentities and
Perceptual Inte$ation To describe describes
25 min /dav Week 8
Motor Skills self- himself oneself in any
ldentification given situation
verbalizes parts
General
of the body in
Vocabulary,
To talk about appropriate
Commrmication using
parts of the situations such 40 min /dav Week 8
Skills greetinB and
body as during self-
courteous
help lessons,
expressions
etc.
Size, sorting To sort Sorts objects
Number Skills 40 min./dav Week 8
and using obiects according to
 measuring their specific
tools meaSurement
Tool Use, To improve Transfers liquid
Pre-Vocallonal
Skills ProPer fine motor substances with 25 min.lday Week 8
hand skills a spoon

Total Number of Minutes: 180

minutes/day

(lootert Performanc
Time
Learnidg Are{ MEL(] l)urati0n Fram
StaDdard e 'I'ask
e
Grooming
and
Self-Help Hygiene, To use towel Dries face with Week
25 min.lday
Skills washing to dry face towel by himself 9
with soap
& water
Solv€s simple
problems on
dealing with
emotions in
To express various situations
Self-
Awareness,
apprcpriate 1. OirDlays
emotions in appropriat
expressing Week
Social Skills specific e behavior 25 min.l&y
emotionS, 9
situations in dealing
telling
with
name
emotion3
in specific
situatlons
To say his verbalizes one's
name name
Body Locltt! part! of
Perceptual To locate a Week
Localizatio the body and cites 25 rr,in.lday
Motor Skills body pan 9
n several functions
General Says more
vocabulary complicated forms
, uslng of greeting suci
To say
Communicatio Sreetint as: "Hello," and week
different 40 min./day
n Skills and "How are youT'or 9
Sreetin8s
courteouS "lt's such a ffne
expression day, don't you
5 think?" etc.
 Differentiates
Size,
lengths of various
sorting and To use ruler
Number Skills objects using a Week
using and tape 40 min./day
standard indicator 9
measuring measure
such as ruler, tape
tools
measure, etc.
Discriminates
To identify
Pre-Vocational Work one's belongings Week
Skills owned 25 mn.lday
Attitudes and those of 9
things
others
180
Total Number of Minutes: minutes/da

Content Performance Time

Learning Area MEL(' Duration
Standard Task Frame
Grooming
and
HySiene. Hanls towel by Weel
Self-Help Skills To hang towel 25 filn.lday
washing himself t0
with soap &
water
Greets people
To greet
through
adults
appropriate
verbally
verbal lan
Plays
harmoniously
and
Self at Play,
cooperatively Week
Social Skills socializing 25 min./day
with others l0
with others To play
independently
harmoniously
during:
with others
assoclatlve
tamet
cooperative
games, symbolic

Responds
Perceptual Auditory To respond Week
functionally to 25 minJday
Motor Skills Acuity from a source l0
auditory stimuli
Communication General To use lJses common Week
40 min./dav
Skills vocabulary, courteous courteouS t0
 Size,
Differentiates
lengths of various
sorting and To use ruler
Number Skills objects using a Week
using and tape 40 min./day
standard indicator 9
measuring measure
such as ruler, tape
tools
meaSu etc.
Discriminates
To identify
Pre- Vocational Work one's belongings Week
Skills owned 25 min./dav
Attitudes and those of 9
things
others
180
Total Number of Minutes: minutes/da

CoDtent Performarce 'l ime

Learning Area
Standard Tssk
}IELC Durstion
Iirame
Grooming
and
HySiene, Hangs towel by Week
Selt'-Help Skills To hang towel 25 $in/dsy
washing himself l0
with soap &
water
Greets people
To Breet
through
adu lts
appropriate
verbally
verballanguage
Plays
harmoniously
and
Self at Play,
cooperatively Week
Social Skills socializing 25 min./dav
with others l0
with others To play
independently
harmoniously
during:
with others
associative
8ames,
cooperative
games, symbolic
games
Responds
Perceptual Auditory To respond Week
fundionally to 25 min.iday
Motor Skills Acuity from a source l0
auditory stimuli
Communication General To use Uses common Week
40 min./day
Skills Vocabulary, courteous courteous l0
 using expressions in expressionS
Ereeting appropriate such as pleose
and situations goodbye, sorry
courteouS in appropriate
expreSSions situations
Differentiates
lengths of
Size, sortinS
To use ruler various objects
and using Week
Numbcr Skills and tape usinS a standard 40 min./day
measuring 10
measure indicator.uch
tools
as ruler, tape
measure, etc.
Prc-Vocational Work To estimate Estimates sizes Week
25 min./day
Skills Attitudes sizes of other things l0
180
Total Number of Minutes:
minutes/day
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