CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP – CIDAM

Grade: 12 TVL/ABM/GAS/STEM Quarter: First

Core Subject Title: Physical Education and Health No. of Hours/ Quarter: 20 hours/semester

Core Subject Description: Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and lifelong health. The
knowledge, skills and understanding which include physical and health literacy competencies support them in accessing, synthesizing and evaluating
information; making informed decisions; enhancing and advocating their own as well as others’ fitness and health
.
This course on dance includes rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well
as other dance forms. It consists of an array of offerings which learners can choose from.
HIGHEST THINKING SKILL TO ASSESS HIGHEST ENABLING
PERFORMANCE STANDARD LEARNING COMPETENCIES R ASSESSMENT TECHNIQUE STRATEGY TO USE IN
CONTENT STANDARD B DEVELOPING THE HIGHEST
CONTENT T THINKING SKILL TO ASSESS
MINIMUM/ MINIMUM/ K L WW QA PC ENABLING TEACHING
BEYOND BEYOND MINIMUM U E GENERAL STRATEGY
Health- MINIMUM D V STRATEGY
optimizing P.E. E
(H.O.P.E.) 3 L
Dance
a. Demonstrates Leads dance events 1. Discusses the nature of the different K D Organized T&F items Demonstrat C Think-pair-
dances O table e the five O share
Traditional understanding with proficiency and I showing fundament M
(folk and of dance in confidence resulting 2. Explains how to optimize the energy N different als steps in M
information folk dance U Brainstorming
ethnic) optimizing in independent systems for safe and improved U G
in dances N
one’s health; pursuit and in performance I
as requisite for influencing others 3. Describes the connection of health
C
A
physical positively behaviors (eating habits, sleep and D T
activity stress management) to I
health risks factors and physical activity O
assessment N
assessment performance
b. Modern performance, Differentia C
4. Differentiates types of eating (fueling K tes types Choreogra O note taking
and and as a for performance, emotional eating, of eating ph short M group
contempor career social eating, eating while watching tv (fueling for modern M activity
and
ary opportunity or dance events) performan
contempor
U
ce, ary dance N
5. Explains the role of physical activity D emotional I
assessments in managing one’s stress eating, C
social A
6. Self-assesses health-related fitness D eating, T
(HRF) status, barriers to physical eating I
activity assessment participation and while O
one’s diet watching N
tv or
7. Sets FITT goals based on training dance
D
principles to achieve and/or maintain events)
HRF. thru
essay.
c. 8. Engages in moderate to vigorous D Report C Open-Ended
Ballroom physical activities (MVPAs) for at least and O questioning
60 minutes most days of the week in a Classroom M
(recreation variety of settings in- and M
Discussio
al and out-of school n about U
competitiv ballroom N
e) 9. Analyzes physiological indicators U dancing I
such as heart rate, rate of perceived C
exertion and pacing associated with A
MVPAs to monitor and/or adjust T
participation or effort. I
O
10. Observes personal safety protocol K N
to avoid dehydration, overexertion,
hypo- and hyperthermia during MVPA
participation
d. Cheer 11. Identifies school and community K Accomplis T&F Audio- C Think-pair-
resources in case of an injury or hed table E items visual O share
dance emergency showing Document M
the ary M Classroom
12. Demonstrates proper etiquette and D biographic U Discussion
safety in the use of facilities and al and N
equipment historical I Changing of
details C ideas
13. Participates in an organized event D about A
that addresses health/dance issues and cheerdanc T
concerns e I
O
14. Explains the value of optimizing N
e. Hip- U
one’s health through participation in Video note taking
hop/street physical activity Presentati C group
assessment on O activity
dance M
15. Displays initiative, responsibility and D M
leadership in sports activities U
N
16. Recognizes one’s potential for I
health-and dance related career U Video C
opportunities Presentati A
on festival T Classroom
f. Festival 17. Organizes dance event for a target D dance as I Discussion
dance health issue or concern final O
output N