ANNEX A
K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
DESCRIPTION
Life Skills package refers to the basic skills that will prepare and help the learners in coping with the challenges and demands of
everyday life. These skills were designed to equip Learners with disabilities with the necessary skills to become independent,
participative, empowered, and productive member of society. This is usually associated with managing and living a better quality life
independently. It helps the Learners with disabilities to accomplish their goals and live to their full potential.
LEARNING OUTCOMES
At the end of the lesson, the learners are equipped with life skills that would enable them to maximize their capacity for independent
living and allow them to have a good quality of life.
CONTENT AREAS
Communication Skills to convey ideas, opinions, feelings, and emotions with others to enjoy the best quality of life.
Health and Personal Safety Skills to develop skills on positive behavior that nurture the well-being of a learner with disability.
Community Orientation and Mobility to acquire skills needed for safe travel and familiarity to a learner’s locality.
Skills
Practical Money to deepen understanding on valuing and managing financial resources.
Leisure and Recreational Skills to enjoy and appreciate the different leisure activities that promote extra-curricular involvement.
Positive Self-Concept to develop self-confidence and self- awareness that hone the learner’s skills to identify their
strengths and weaknesses.
Human Sexuality to develop skills of learners that hone responsible attitude regarding human sexuality.
Moral Development to help the learners become aware on their rights and responsibilities as persons with disabilities.
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
COMMUNICATION SKILLS (CS)
The learner…. The learner…. The learner….
Oral 1. Identifies non-verbal elements
Communication Demonstrates Performs appropriate of communication TPLS_CS-oc-NG-1
understanding on the communication skills Ex. Body language
concept of social in specific situations Gestures, Proxemics, Tone
nuances of conversation or social gathering 2. Identifies verbal expressions
TPLS_CS-oc-NG-2
that correspond to feelings
3. Engages in short reciprocal
conversations for two TPLS_CS -oc-NG-3
individuals
4. Joins a conversation
TPLS_CS -oc-NG-4
appropriately
5. Responds to the feelings of
TPLS_CS -oc-NG-5
others
6. Demonstrates speaking
appropriately in social TPLS_CS -oc-NG-6
gathering and conversation
7. Tells experience in a logical
TPLS_CS -oc-NG-7
order
Listening The learner… The learner…. 1. Identifies proper listening and
Responding responding techniques TPLS_CS -li-NG-1
Demonstrates Responds
techniques understanding the appropriately to 2. Identifies positive outcomes of
Negative effects of concept of listening and spoken instructions listening and responding TPLS_CS -li-NG-2
listening and responding techniques appropriately.
responding
3. Identifies negative effects of
Spoken direction
listening and responding TPLS_CS -li-NG-3
inappropriately
4. Follows 2 to 3 steps of spoken
TPLS_CS -li-NG-4
direction with prompts
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
Reading simple The learner… The learner… 1. Reads simple words by sight
words Read, interpret and and by text TPLS_CS -re-NG-1
Demonstrates
Interpretation and understanding of the follow simple 2. Interprets and uses the words
usage of words concepts of reading, directions read by sight and by text TPLS_CS -re-NG-2
Following simple interpreting, and
3. Reads and follows simple
directions following simple TPLS_CS -re-NG-3
directions directions
Writing personal The learner… The learner…. 1. Writes personal information
information Demonstrate Write basic such as name, age, sex, TPLS_CS -wr-NG-1
Writing simple understanding of the information about birthdate, birthplace etc.
notes concept of writing himself/herself and as 2. Writes simple notes in daily life
- Ex. List of personal information well as simple notes activities TPLS_CS-wr-NG-2
groceries and simple notes. Ex. List of groceries
HEALTH AND PERSONAL SAFETY (HP)
Distinguishing The learner… The learner… 1. Distinguishes healthy and non-
healthy and non- Recognizes foods healthy foods TPLS_HP-hs-NG-1
Demonstrates
healthy foods understanding of the healthy and non- 2. Identifies the different content
content of food concept of healthy and healthy of food nutrients e.g. vitamins TPLS_HP -hs-NG-2
nutrients non-healthy foods. and minerals
-vitamins and
3. Practices eating right kind and
minerals
amount of food daily TPLS_HP -hs-NG-3
eating right kind of
food
personal safety The learner… The learner…. 1. Knows the importance of
Knows, practicing personal safety TPLS_HP -ps-NG-1
Demonstrates
understanding of the differentiates and 2. Differentiates known people
importance of personal demonstrates the TPLS_HP-ps-NG-2
from strangers
safety proper ways of 3. Demonstrates personal safety TPLS_HP-ps-NG-3
practicing personal practices.
safety
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
community The learner… The learner… 1. Recognizes community health
TPLS_HP-ch-NG-1
health workers Demonstrates Practices safety workers
kinds of understanding of safe preventions and first 2. Identifies the different
medicines and responsible aid techniques functions/ services given by TPLS_HP-ch-NG-2
first-aid behavior to lessen risk community health workers
materials and and prevent injuries in 3. Identifies kinds of medicines.
their uses day-to-day living e.g. tablets, capsule, bottle, TPLS_HP-ch-NG-3
techniques of syrup etc.
first aid
4. Identifies the different first-aid
TPLS_HP-ch-NG-4
materials and their uses
5. Demonstrates Basic techniques
TPLS_HP -ch-NG-5
of first aid
uses of The learner… The learner… 1. Recognizes uses of medicines TPLS_HP-su-NG-1
medicines Demonstrates Determines the 2. Describes the proper use of
prescription and understanding of the appropriate uses of TPLS_HP-su-NG-2
medicines
non-prescription proper uses of medicines
3. Differentiates prescription from
medicines medicines to prevent TPLS_HP-su-NG-3
non-prescription medicines
misused and misuse and harm to the
4. Discusses ways on how
abused body
medicines are misused and TPLS_HP-su-NG-4
medicines
abused
reading drug
information and 5. Discusses potential dangers
labels associated with medicine TPLS_HP-su-NG-5
misuse and abuse
6. Explains the importance of
reading drug information and
labels and other ways to
TPLS_HP-su-NG-6
ensure proper intake of
medicines
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
COMMUNITY ORIENTATION AND MOBILITY SKILLS (CM)
House number and The learner… The learner… 1. Identifies the number of own
TPLS_CM-cm-NG-1
neighborhood Demonstrates Show familiarity with house and neighborhood
signs found in the understanding of his/her community 2. Explains the different safety
community TPLS_CM-cm-NG-2
community landmarks signs found in the community
Four directions in 3. Identifies and applies the four
the community cardinal directions in the TPLS_CM-cm-NG-3
Transportation community
available in the 4. Identifies community access
community roads and its uses TPLS_CM-cm-NG-4
Landmarks and e.g. alternate routes
basic resources in 5. Recognizes the types of
the community transportation available in the TPLS_CM-cm-NG-5
Rules and safety community and their importance
procedure in the 6. Identifies landmarks and basic
community resources(e.g. farming and
Different TPLS_CM-cm-NG-6
fishing) available in the
government offices community
and authorities 7. Recognizes and follow rules and
Safety precaution safety procedure in the TPLS_CM-cm-NG-7
in the community community
8. Recognizes the different
government offices and
TPLS_CM-cm-NG-8
authorities located in his/her
locality
9. Knows the different safety
precaution in the navigation in
the community TPLS_CM-cm-NG-9
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
FINANCIAL LITERACY (FL)
Coins and notes The learner… The learner…. 1. Recognizes coins and notes TPLS_FL-pm-NG-1
Spending and Demonstrates Manage money in 2. Demonstrates proper ways of
receiving money understanding of the ways relevant to spending money and receiving
Personal expenses value, use, and everyday living. TPLS_FL -pm-NG-2
correct change based on the
Simple bank management of money.
transaction tag price
3. Demonstrates the ability to
choose the most economical TPLS_FL-pm-NG-3
item to be purchase
4. Identifies and estimates daily/
weekly/ monthly personal TPLS_FL-pm-NG-4
expenses
5. Discusses simple bank
TPLS_FL-pm-NG-5
transactions.
LEISURE AND RECREATIONAL SKILLS (LR)
Guided plan of The learner… The learner…. 1. Identifies the different leisure
leisure activities Demonstrates Participates in the and recreational activities that TPLS_LE-lr-NG-1
Group leisure and understanding of the different leisure and can be seen in the community
recreational different leisure and recreational activities
activities recreational activities in in the community 2. Recognizes the
Good the community importance/value of
sportsmanship participating in the different TPLS_LE-lr-NG-2
leisure and recreational
activities
3. Participates in the different
leisure and recreational TPLS_LE-lr-NG-3
activities in the community.
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
POSITIVE SELF CONCEPT (PS)
Self-Image The learner… The learner… 1. Describes body appearance
Demonstrates Describe the TPLS_PS-si-NG-1
and attractiveness
understanding of self- importance of 2. Recognizes self-
image appreciating one’s TPLS_PS -si-NG-2
appropriateness of one’s body
body image
3. Familiarizes one’s self with the
importance of the different TPLS_PS -si-NG-3
parts of the body
Self-esteem The learner… The learner… 1. Identifies their feelings about
Demonstrates Expresses feelings of TPLS_PS-se-NG-1
themselves
understanding of self- self-worth 2. Describes ones attitude,
esteem
opinion and values about TPLS_PS-se-NG-2
present and future life
3. Develops ones worthiness TPLS_PS-se-NG-3
Ideal self The learner… The learner… 1. Identifies ones unique
Demonstrates Exhibits TPLS_PS-is-NG-1
characteristic
understanding of an characteristics of the 2. Identifies one’s abilities and
ideal self qualities of life TPLS_PS-is-NG-2
disabilities
adjustment
3. Recognizes life adjustment
qualities of one’s abilities and TPLS_PS-is-NG-3
disabilities
4. Shows characteristic of ideal
self, such as honesty, self-
confidence, independence, and TPLS_PS-is-NG-4
courage.
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
HUMAN SEXUALITY (HS)
Peer relationship The learner… The learner… 1. Develops understanding of the
Experiencing Demonstrates Exhibits responsible important decisions boys and girls
sexual urges understanding of and respectful make that will affect their lives.
preventing human sexuality. attitudes regarding 1.1. Defines responsible peer
TPLS_HS-hu-NG-1
unwanted human sexuality relationships.
pregnancy and the
contractually 1.2. Understands wants in sexual
orientation and preferences.
sexually
transmitted 2. Develops the awareness for
infections individuals to take personal TPLS_HS-hu-NG-4
sexual harassment responsibility of their actions.
and legal 2.1. Understands on
consequences appropriate and acceptable
TPLS_HS-hu-NG-5
behavior when experiencing
sexual urges
3. Develops understanding of the
importance of maintaining a
TPLS_HS-hu-NG-5
positive and open communication
with parents/guardians
4. Discusses measures that can
prevent unwanted pregnancy and
the contracted sexually TPLS_HS-hu-NG-6
transmitted infections and
diseases
5. Lists physical and emotional
consequences of sexual activities TPLS_HS-hu-NG-7
6. Defines sexual harassment and its
legal consequences. TPLS_HS-hu-NG-8
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
MORAL DEVELOPMENT (MD)
distinguishing right The learner… The learner… 1. Understands the distinction of
from wrong Demonstrates Observe the rights right from wrong or good and TPLS_MD-md-NG-1
basic laws of the understanding of the of persons with bad behavior
land basic concepts and disabilities.
basic human rights principles of human 2. Adheres to the community
rights of persons rights with or without ordinances and basic laws of TPLS_MD-md-NG-2
with disabilities disabilities. the land
3. Discusses the basic human
rights TPLS_MD-md-NG-3
4. Explains the rights of person
with disabilities. TPLS_MD-md-NG-4
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
Sample: TPLS_CS-oc-NG-1
LEGEND SAMPLE
First Entry Transition Program Transition Program TPLS
Life Skills Package Life Skills Package
Content Communication Skills CS
Lowercase Letter/s Oral Communication oc
Level Non-Graded NG
Arabic Number Learning Competency Learning Competency 1 1
CONTENT STANDARDS CODE
Oral communication oc
Listening li
Reading re
Writing wr
Health Safety hs
Personal Health ph
Community health ch
Substance Use and Abuse su
Community Orientation and Mobility Skills cm
Practical Money pm
Leisure and Recreational Skills lr
Self-Image si
Self-esteem se
Ideal self is
Human Sexuality hu
Moral Development md
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K TO 12 TRANSITION CURRICULUM FOR LEARNERS WITH DISABILITIES
GLOSSARY
Authority the confidence resulting from personal expertise
Body language gestures & movements that conveys feelings and emotions
Criticism a remark or comment that expresses disapproval of someone or something
Economical careful use of money
Emotion instinctive or intuitive feeling as distinguished from reasoning or knowledge
Gestures a movement of part of a body especially a hand or the head to express an idea or meaning
Landmark a recognizable natural or artificial feature used for navigation
Law disability the act that prohibits discrimination against individuals with disabilities in employment housing, education and access to
public services
Leisure use of free time for enjoyment
Marital the relations between a married couple
Ordinance an authoritative rule or law; a public regulation
Prescription an instruction written by a medical practitioner that authorizes a patient to be provided a medicine or treatment
Proxemics the branch of knowledge that deals with the amount of space that people feel necessary to set between themselves and
others.
Psychological related to the mental & emotional state of a person
Rights things that one is morally entitled to
Self- Regulation of one’s behavior to accomodate social situation
appropriateness
Self-esteem individual sense of valuing his/herself
Self- image idea of one’s abilities, appearance and personality
Self-worth the sense of one’s own value or worth as a person
Sportsmanship behavior and attitudes that show respect for the rules of a game
Technique skillful or efficient way of doing or achieving something
Worthiness the quality of deserving attention or respect
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