K TO 12 SPED TRANSITION CURRICULUM

FUNCTIONAL ACADEMICS
Description
Functional academics as part of the K to 12 SPED Transition Curriculum for Secondary aim to develop and improve the skills of learner’s
with special educational needs (LSENs), to become contributory members of the community. Furthermore, it intend to capacitate the LSENs for
further education in higher educational institutions (HEIs), prepare for a career after high school and be deployed for work or become
independent citizens. Thus, this transition program is designed to address only the three major areas of learning such as: English, Science and
Mathematics – the three domains which can address various aspects of the physical, social, emotional, psychological and physiological being.
Likewise, these are areas focus to strengthen the affective, motor and cognitive facets of learning.
The curriculum requires early planning and improvement of teaching strategies and provide activities to boost independence and
maximize the learner’s participation in the community. Employment of teaching strategies should be geared towards giving the best training
and support and guide them to develop their skills to the fullest extent possible taking into account their strengths, interest, needs and
preferences. Thus, they should be taught to become functional individuals who are productive, self-sustaining and equipped to appropriately
respond and adapt to real-life tasks.
Target Learning Outcome
The learning domains and competencies of the Functional Academic Skills refers to the 3 areas that promote growth and development
that are intertwined to help in the holistic development of the learners with special educational needs in whatever level of disability they may
have.

LEARNING
LEARNING DOMAIN STANDARDS
DOMAINS
Learners are expected to identify the parts of the body and its basic needs for growth, use their senses in observing their
immediate surroundings, obtain data on the physical properties and conditions of their environment and develop the skill for
Science
self-care and survival in poor environmental conditions. Moreover, they can establish concepts on the importance of plants and
animals to man and realize their responsibility in order to maintain stability in nature.
Learners are expected to construct meanings of their environment and be able to express their ideas, thoughts and feelings
English
through verbal or non-verbal communication in oral and written form.
Learners are expected to apply the basic skills using number values, arithmetic operations, geometry, sequences and patterns,
Mathematics and data collection, analysis and probability, meaningfully in their daily lives to serve as basis for mainstream or inclusion
readiness.

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Elementary

Secondary
LEARNING
LEARNING DOMAIN STANDARDS
DOMAINS
Learners are expected to appreciate the concepts of living and non-living things including their environment and recognize the
Science physical changes within and around them. Similarly, they are expected to develop the appropriate skills necessary to respond
and adapt to these changes.
Learners are expected to improve communicative skills through verbal and non-verbal communication. They are also expected
English to develop their reading and writing skills to enhance them for inclusion into the mainstream as they pursue higher education
or be ready to socialize and be employed.
Learners are expected to apply the skills in number values, arithmetic operations, fractions, geometry, sequences and patterns,
Mathematics algebra and data collection, analysis and probability meaningful in their daily experiences to make them ready for inclusion and
possible employment

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 FUNCTIONAL ACADEMICS
SECONDARY
SCIENCE
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
Body parts, and the basic body parts and the adapt and respond to bodily 1. describe the different senses used in
needs and changes in needs and changes in the changes different activities
the body body.
2. discuss the physiological needs
3. explain the physical changes in the body
as they grow older
4. participate in routine habits related to
5. hygiene at home, in school and in the
community
Animals in the roles of animals in the demonstrate/practice safety 6. classify animals in the school or in the
environment environment and ways of precautions when dealing community and identify the needs and how
taking care of them with animals to take care of them
7. identify the benefits or contributions that
man can derive from animals
Plants in the roles of plants in the practice ways of caring and 8. draw the common parts of a plant
Environment environment and ways of protecting common plants
9. engage in a school routine related
taking care of them
gardening activities
Physical Properties of physical properties of sort objects based on their 10. describe the physical properties of objects
Objects objects physical properties found at home, in school and in the
community as solid, liquid and gas

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 11. describe the physical properties of objects
found at home, in school and in the
community as solid, liquid and gas
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
12. examine the physical changes in solids
Physical Properties of physical properties of sort objects based on their
and liquids
Objects objects physical properties
13. cite materials that undergo physical
change
14. measure the length and mass of solid
Mensuration simple measurement measure things
objects and the volume of liquids using the
appropriate measuring devices
15. perform simple dance steps or body
follow simple instructions in exercises involving different kinds of
Motion concepts of motion and movements
motion and direction
direction
16. illustrate the directions in going to different
areas within the school or in the community
characterize the different 17. infer the daily weather condition base on
types of weather and observation and weather forecast
changes in weather
Weather demonstrate awareness of
18. demonstrate safety practices in different
dangerous weather
types of weather
conditions
assess the condition of the 19. analyze the causes of a poor environment
Conditions of the environment at home and in 20. communicate ways to take care of the
factors affecting the
Environment the community and immediate environment
environment
demonstrate survival 21. operate warning devices or equipment to
practices during calamities convey signs of danger

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ENGLISH
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
Listening language features, letters processing instructions from 1. listen for important points, intonations,
and words a given context volume signals, etc.
4. use appropriate features of speech in
producing the sounds of letters and words
6. listen and perform the instructions given in
completing a given task
7. relay important instructions for a specific
purpose
Vocabulary vocabulary acquisition & reading narratives and texts
8. spell words used in the different disciplines
Development development to acquire more vocabulary
words 9. identify and unlock difficult words in a given
text
10. determine the meaning of words according
to its structure (root words and affixes)
11. use context clues to arrive at the meaning
of a given word
Grammar Awareness grammar using parts of speech, 9 determine and give examples of the
phrases and clauses different types of phrases and clauses
accurately
10. express ideas using phrases and clauses

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 11. construct sentences using the different parts
of speech
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
Oral Language & oral communication skills participate in conversations 12. use words needed in everyday living such as
Fluency using appropriate context- Please, Help, Stop, No, Go, Eat, Drink,
dependent expressions Hungry etc.
15. introduce self and get to know other people

18. share interests and experiences with other

Writing Skills sentence and paragraph write simple sentences and
construction paragraphs following correct
grammar and punctuation
marks
people
21. use appropriate words used in different
communicative situations
24. practice correct pronunciation and diction in
a conversation
27. use correct gestures in an oral conversation
30. perform a role play in a communicative
situation involving medical services,
transportation, business transactions, etc.
31. write simple sentences with the correct
punctuation marks
34. write simple messages or short letters for
specific purposes.

37. write a short paragraph about an object of

interest

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 40. observe correct grammar in writing
texts/narratives
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
Reading written texts explain the meaning of 41. read thoroughly and answers specific
Comprehension written texts questions
44. identify/distinguish characters, settings and
other elements of short literature.
47. identify the sequencing of ideas as signaled
by transition words
50. infer and evaluate literary pieces

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MATHEMATICS
CONTENT STANDARDS
CONTENT
The learners demonstrate
understanding of…
Number Values values of numbers
Arithmetic Operations addition, subtraction,
multiplication and division
PERFORMANCE
LEARNING COMPETENCIES
STANDARDS
The learners should be able
The learners should be able to…
to…
organize numbers according
to value using money
add, subtract, multiply and
divide money
1. read and write numbers up to 1000 in
symbols and in words
2. compose and decompose a given number
3. identify and count numbers up to 1000, by
10s, 50s, and 100s
4. compare values and arrange numbers up to
1000 in increasing or decreasing order
5. compare numbers up to 1000 using relation
symbol less than (<), more than (>), and as
many as or equal(=)
6. identify, read and write ordinal numbers up
to the 20th
7. compare, read, and write coins and bills up
to Php1000 and their notations
8. count the value of a set of bills or a set of
coins--peso-coins, centavo-coins, peso-bills,
combined peso-coins and peso-bills up to Php
1000
9. illustrate and apply addition in commutative,
associative, and identity properties
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 10.add up to 4-digit numbers with sums up to
1000 without and with regrouping (guided by
calculator).
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
11.solve problems in addition of whole numbers
including money with the use of appropriate
problem solving strategies and tools (guided
by calculator).
12.illustrate that addition and subtraction are
inverse operations
13.subtract up to 3-digit numbers with
minuends up to 999 without and with
regrouping (guided by calculator).
14.solve problems involving subtraction of
whole numbers including money with the
use of appropriate problem solving
strategies and tools (guided by calculator).
15.illustrate the properties of multiplication and
multiplication as repeated addition
16.solve problems in multiplication of whole
numbers including money using appropriate
problem solving strategies and tools (guided
by calculator).
17.illustrate division as equal sharing, repeated
subtraction and equal jumps on the number
line

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CONTENT STANDARDS
CONTENT
The learners demonstrate
understanding of…
Fractions fraction
Geometry 2-dimensional and 3-
dimensional figures,
straight and curved lines,
flat and curved surfaces,
basic shapes and symmetry
in a line
Sequences and continuous and repeating
Patterns patterns with the use of
figures, sizes, colors and
numbers, and
mathematical sentences in
multiplication and division
PERFORMANCE
LEARNING COMPETENCIES
STANDARDS
The learners should be able
The learners should be able to…
to…
organize fractions according
to value
construct 2-dimensional and
3-dimensional objects
apply knowledge of
continuous and repeating
patterns with the use of
figures, sizes, colors and
numbers, and mathematical
sentences in multiplication
and division
18.illustrate division and multiplication as
inverse operations
19. solve problems in division of whole numbers
including money with the use of appropriate
problem solving strategies and tools (guided by
calculator).
20. describe a whole and ½, ¼, and ¾ of a
whole
21. read and write fractions
22. arrange fraction in increasing and
decreasing order
23. compare the different objects using the 2-
dimentional and 3-dimentional figures,
straight and curved lines, flat and curved
surfaces, half circles, quarter (1/4) circles
24. create squares, rectangles, triangles, circles,
half-circles, and quarter circles with the use of
cut-outs and square grid
25. distinguish the missing part in a given
continuous pattern
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 algebraic expressions solve simple algebraic 26. find the missing value to complete the
Algebra equation correct mathematical sentence in
multiplication and division
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCIES
STANDARDS
CONTENT
The learners demonstrate The learners should be able
The learners should be able to…
understanding of… to…
Mensuration time, standard units of apply knowledge of time, 27. tell and write time in hours and minutes,
length, mass, volume standard units of length, including a.m. and p.m. using analog and
(liquids and solids) and mass, volume and area in digital clock
area. mathematical problems and
real-life situations 28. identify the time in hours a day, minutes in
an hour, and seconds in a minute

29. solve problems involving time

30. show the uses of different measuring
devices/tools to measure length/distance,
mass, volume(liquids and solids) and area
using the standard of units

31. show and use the appropriate unit of length,

mass, volume (liquids and solids), area and
their abbreviation to measure different
objects

32. compare length/distance using m and cm;

mass using kg and g; volume using L and m;
m3 and cm3, and area using m2 and cm2

33. estimate measures using the different

standard of units

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CONTENT STANDARDS
CONTENT
The learners demonstrate
understanding of…
Data Collection, pictographs of data without
Analysis and and with scales and
Probability inference of the probable
outcomes
34. solve problem involving measure of
length/distance, mass volume (liquids and
solids) and area
PERFORMANCE
LEARNING COMPETENCIES
STANDARDS
The learners should be able
The learners should be able to…
to…
35. measure objects using appropriate
measuring tools such as tablespoons,
teaspoons, and measuring cups (liquids and
solids)
1. construct and interpret 36. collect data up to two variables using
simple representations questionnaire
of data (tables and
pictographs without 37. classify the data in a tabular format and
scales) and describe present this in a pictograph with scales
the probable 38. infer and interpret data in a pictograph with
outcomes. scales
39. solve problem using data presented in the
pictograph
40. describe events in real-life situations using
likely to happen, unlikely to happen, equally
likely to happen

CONTENT AREA: FUNCTIONAL ACADEMIC SKILLS - MATHEMATICS

GLOSSARY:
Arithmetic Operations- four fundamental operations (i.e. addition, subtraction, multiplication, and division)
Fractions- one half (½), one fourth (¼), three fourth (¾) as part of a whole
Geometry- deals only with the 2 and 3 dimensional objects, construction of lines, shapes and symmetry
Learner- individuals with Learners with Special Educational Needs
Mensuration - measurement of the length, mass volume, area and time
Physical Properties- observable condition or state of objects
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 Physiological needs- needs of the body to promote normal functioning such as but not limited to food and water
REFERENCE:
https://booksgoogle.com.ph

CERTIFICATION

This certifies that our output (soft and hard copies) in the Development of the Transition Curriculum for LSEN is genuine and free from any
forms of plagiarism. The Bureau of Curriculum Development of Department of Education-Central Office shall have the sole authority to keep its
soft and hard copies and we shall not release it to other parties in any form.

Signed by:

EMMA A. DE JESUS ANNA BELLA O. ESPINOZA

Dr. Felipe De Jesus National High School Ayala National High School
Schools Division of Bulacan Schools Division of Zamboanga City

IMELDA V. PAGADUAN MA. LORENIA R. SALES

Mangaldan Integrated School SPED Center Bancal Integrated School
Schools Division of Pangasinan II Schools Division of Meycauyan City, Bulacan

Date: June 28, 2018

Witnessed by:
CHERYL B. DIZA EIGEN JOHN T. IGNACIO
Consultant Consultant
Received by:

TINA AMOR V. BUHAT SHEENA JADE MANUEL

Senior Education Program Specialist Senior Education Program Specialist
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