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