Mountain View College

School of Education
Table of Specification for MAPEH-7

Table of Specification
Acquisition Meaning Making Transfer # of Items
MUSIC Knowledge (15%) Process Skills (25%) Understanding (30%) Performance/Product (30%)
 Analyzes the musical
elements of some
Lowland vocal and
instrumental music
selections;
 Identifies the musical
characteristics of
representative music
selections from the
3
Items # 2, 4, 6
lowlands of Luzon after
listening;
 Explains the
distinguishing
characteristics of
representative
Philippines music
 selections from Luzon in
relation to its culture and
geography;
 Explores ways producing
sounds on a variety of
sources the same vocal Items # 8, 10, 12, 13, 14 5
style in the lowlands of
Luzon
 Sing folksongs from the
lowlands of Luzon;
 Creates appropriate
movements or gestures
to accompany the
music selections of the
Lowlands of Luzon;
 Performs
instruments/improvised
instruments from Luzon
lowlands;
 Improvises simple
rhythmic/melodic
accompaniments to
selected music from the
Lowlands of Luzon;
 Provides harmonic
accompaniments to
selected music of the
Lowlands of Luzon;

ARTS
 Discuss the concept of
holistic health
 Explains the dimensions
of holistic health
(physical,
mental/intellectual,
emotional, social, and
moral-spiritual)
 Analyzes the interplay Items # 15, 16, 17 3
among the health
dimensions in
developing holistic
health
 Practices health habits Item # 18 1
to achieve holistic
health
 Describes
developmental
milestones as one grow
 Recognizes that
changes in different
health dimensions are
normal during Students will make
adolescence
a Project
 Describes changes in Item # 20, 22 2
different aspects of
Assessment:
growth that happen to CEREMONIAL BOWL
boys and girls during
adolescence
 Recognizes that
changes in different
dimensions are normal
during adolescence
 Explains that the pattern Items # 24, 26 2
of change during
adolescence is similar
but the pace of growth
and development is
unique for each
adolescent
 Identifies health
concern during
adolescence
 Explains the proper
health appraisal
procedures
 Demonstrates health
appraisal procedures
during adolescence in
 order to achieve holistic
health
 Avails of health services
in the school and
community in order to
appraise one’s health
 Applies coping skills in
dealing with health
concerns during
adolescence
PHYSICAL EDUCATION Knowledge (15%) Process Skills (25%) Understanding (30%) Performance/Product (30%)
 Identifies training
guidelines and FITT Item # 29 1
principles
 Recognizes barriers to
exercise Item # 30 1
 Describes the nature
and background of the Item # 31 1
sport
 Undertakes physical
activity and physical Item # 32 1
fitness assessments
 Set goals based on
assessment results Item # 34 1
 Distinguishes from
fallacies and
misconceptions about Items # 36, 38, 40 3
the physical activity
participation
 Prepares an exercise
program
Students will make a 3
 Assumes responsibility for day exercise program
achieving personal
fitness involving the sports
tackled in achieving
 Keeps the importance personal fitness
of winning and losing in
perspective
 Keeps the importance
of winning and losing in
perspective
 Monitors periodically
one’s progress towards
the fitness goals
 Performs appropriate
first-aid sports-related
injuries
 HEALTH Knowledge (15%) Process Skills (25%) Understanding (30%) Performance/Product (30%)

 Analyze elements and

principles of art in
the production of
one’s art and crafts Item # 44 Item # 46 2
inspired by the arts
of Luzon (highlands
and lowlands)
 Identify the
characteristics of
arts and crafts in Item # 45 Item # 48 2
specific areas in
Luzon
 Reflect on and
derive the mood,
idea, or message
emanating from
selected artifacts
and art objects
 Appreciate the
artifacts and art
objects in terms of
their uses and their
distinct use of art
elements and
principles
Parody Presentation/ A
concept of Growth
 Incorporate the Item # 43 and Development
design, form, and
spirit of the
highland/lowland 1
artifact and object
in one’s creation
 Trace the
external(foreign)
and
internal(indigenous)
influences reflected
in the design of an
artwork and in the
making of a craft or
artifact
 Create crafts that
can be locally
assembled with local
materials, guided by
local traditional
techniques

 Derive elements from Items # 50, 52

traditions/history
of a community for 2
one’s artwork
  Shows the
relationship of
Luzon (highlands and
lowlands) arts and
crafts to Philippine
culture, traditions,
and history
 Shows the
relationship of the
development of
crafts in Mangyan
and Aeta, according
to functionality, 1
traditional
specialized
expertise, and
availability of
resources
 Mount an exhibit Items # 54
using completed
Luzon (highlands and
lowlands)-inspired
arts and crafts in
an organized manner

TOTAL 12 pts 20 pts 24 pts 56 pts

PERFORMANCE TASK FOR MUSIC

D. Performance Task
Goal The goal is to perform a musical drama depicting the musical traditions of Luzon music as their culmination program
Role Students will be the actors and actresses
Audience The target audience are co-students, teacher’s, invited parents
Situation The challenge involves the preparation of the play, the props and how they will going to portray musical traditions of Luzon music
Product/Performance Perform a musical drama/play that will showcase the musical traditions of Luzon music
The performance must meet the following standards:
Standard/Criteria
1. Body Skills, Theme, Movement Attraction and Performance

E. RUBRIC

Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1

Criteria

Bodily Skills The axial and locomotor movements are
memorized and performed with control
and skill.
Theme/Form The movement language is unique and
reflects the theme or idea of the
compositional problem.
The axial and locomotor movements are
most often memorized and performed
with some control and skill.
The movement language is often unique
and most of the time reflects the theme
or idea of the compositional problem.
The axial and locomotor movements are
somewhat memorized and performed with little
control and skill.
The movement language is seldom unique and
seldom reflects the theme or idea of the
compositional problem.
The axial and locomotor movements are not
memorized and performed without control and skill.
The movement language is not unique and does
not reflect the theme or idea of the compositional
problem.
Movement Abstraction The movement has been abstracted The movement partially abstracted The movement has moments of abstraction The movement is literal without any evidence of
through one or more of the elements of through one or more of the elements of using one or more of the elements of dance. abstraction through the one or more of the
dance. dance. elements of dance.

Performance The dancer is focused, concentrated The dancer is often focused, The dancer is seldom focused, concentrated The dancer is not focused, concentrated and
and committed to the performance of concentrated and committed to the and committed to the performance of the committed to the performance of the movement.
the movement. performance of the movement. movement.
PERFORMANCE TASK FOR ARTS
D. Performance Task
Goal The goal is to create a Ceremonial Bowl depicting the characteristics of Luzon art and exhibit the finished artwork
Role You are one of the sculptors in the Philippine’s Artist’s Society
Audience The target audience are the classmates, schoolmates, teachers, school administrators and parents
Situation The challenge involves creating an art which will showcase the Arts of Luzon and will depicts its characteristics
Product/Performance You will create a ceremonial bowl in order to present a sample of an Ifugao art during the exhibit.
The product must meet the following standards:
Standard/Criteria
1. Craftsmanship, Creativity, Production and Work habits
PERFORMANCE TASK FOR PHYSICAL EDUCATION
D. Performance Task
Goal The goal is to create a 3 day exercise plan involving the sports tackled
Role You are a planner of a sport event
Audience The target audience are classmates and teachers
Situation The challenge involves, balancing of activities for a 3-day exercise plan
Product/Performance You will create a 3-day exercise plan showcasing the sports tacked during the class
The product must meet the following standards:
Standard/Criteria
1. Efficiency, Workouts, Program, Implementation

E. RUBRIC
Criteria Excellent - 4
Research/Efficiency
Student used time wisely in
class.
Program was completed in a timely
manner.
Student was focused and on task.
Research conducted included 3+
appropriate sources.
Evident that student used
multiple sources and ideas to
contribute to their program
development.
Workouts Clearly stated daily focus that
varies from day to day.
Sets/reps/time/weight, etc. are
provided for each workout and
exercise.
Exercises for each workout are
aligned with daily focus.
Workouts are varied and creative
(not overly repetitive).
Organized and space provided for
recording data.
Use of concepts and
exercises/lifts learned
throughout the semester is
apparent.
Program Includes a clear, thoughtful goal
for the program.
Utilizes exercises/lifts and
progressions learned during the
semester.
Evident use of outside research
to include new, creative
exercises and lifts.
Sets/Reps/exercises/workouts are
varied from week to week.
Program will very effectively
work to meet the goal set.
Implementation Program is easily utilized.
Minimal adjustments made for
daily workouts and program as a
whole.
Workouts allow student to be on
task for 45 min. - 1 hour.
Workouts are clearly rigorous and
provide an opportunity for
challenge and progression.
Student was able to remain on
task, make adjustments or
additions when necessary and
achieve a solid workout on a
daily basis.
PERFORMANCE TASK FOR HEALTH
Good - 3
Student could have used time in
class more effectively.
Program was completed in a timely
manner.
Student was off task some of the
time.
Research conducted included a
couple resources.
It was evident research conducted
was used to help develop program.
Daily focus is evident.
Sets/reps/time/weight, etc. are
provided for most all exercises
and workouts.
Workouts are somewhat varied and
creative (slightly repetitive).
Use of concepts and
exercises/lifts learned throughout
the semester is apparent.
Includes a goal for the program.
Some exercises/lifts are included
that were learned throughout the
semester.
Some outside research was used to
include new, creative exercises
and lifts.
Program will work towards meeting
the goal set.
Was able to make the workout last
at least 45 min. with a few
adjustments.
Program was followed each day.
Student remained on task with a
fairly strenuous workout.
Student worked hard during the
workout.
Satisfactory - 2 Needs Improvement - 1
Class time was not used as Poor use of class time.
effectively as it should Student was either off
task/inefficient with class time
have been. use.
Student was off task most Program was not completed in a
of the time. timely manner.
Program was not completed Research was minimal to none.
in a timely manner. Research was not used to develop
Research was minimal. program.
Not clear whether or not
research was used to
develop the program.
Daily focus is evident but No clear daily focus.
repeated throughout weekly Workouts are too short and poorly
workout. developed.
Minimal creativity.
Some sets/reps/etc. are No use of concepts learned
included. throughout the year.
Workouts are not overly
creative.
Some use of concepts and
exercises/lifts learned
throughout the semester is
apparent.
Does not include a goal Does not include a goal for
for the program or the the program.
goal is poorly developed. Less than 16 total workouts
Appears that most of the included.
program is from copying Program is poorly planned.
and pasting, or overall, Minimal to no use of weight
"winging it." room equipment.
Program is mainly Effort and creativity is low.
consisted of repeated
workouts.
Program will not
effectively help reach a
goal.
Did not make adjustments Did not follow the program.
to work out when Workout lasted well under 45
necessary. min. and made no
Many adjustments should adjustments.
have been made. Student was often off task
Workout lasted well under and/or distracting to
45 min. others.
Minimal effort Poor overall effort.
demonstrated.
D. Performance Task
Goal The goal is to perform a health parody of Growth and Development. They will select a person or a situation and copied how it was done
Role Students will act as an impersonator, imitator of the original work
Audience The target audience are the co-classmates and the teacher
The challenge involves the cooperation of the members of each group. The group will have a 10 members each and the approximates groups in a
Situation
class is 3
Product/Performance Perform a health parody
The performance must meet the following standards:
Standard/Criteria
1. Script-stage directions, Script-dialogue, plot and theme and performance

Criteria 4 pts 3 pts 2 pts 1 pts

Script-stage Directions Expert Advance Beginner Novice

Script-dialogue Expert Advance Beginner Novice

Plot and theme Expert Advance Beginner Novice

Performance Expert Advance Beginner Novice