The National Kindergarten Curriculum Guide (NKCG) is DepEd’s forty-week Kindergarten curriculum. It gives Kindergarten teachers daily learning episodes supported by developmentally appropriate activities. This page explains how the guide is organized, shows the sample daily program, and includes the Week 1 plan.
On this page 7 sections
Objectives of the guide
The NKCG aims to:
- Enhance the brain development of early childhood learners.
- Develop children’s skills related to the content focus taken from the National Kindergarten Standards and Competencies.
Why the curriculum focuses on brain development
Brain development happens during the first eight years of a child’s life. Early experiences strongly shape the structure of the brain and what it can do. Early interactions, meaning how adults relate and respond to a child, directly affect how the brain is interconnected. Nutrition, surroundings, and stimulation also play a part.
Because of this, DepEd developed a curriculum meant to support brain development: the forty-week Kindergarten Curriculum, or NKCG.
How the guide is organized
The guide has two parts, each covering two grading periods:
| Part | Weeks | Grading period |
|---|---|---|
| Part I | Weeks 1 to 10 | First Grading weekly plans |
| Part I | Weeks 11 to 20 | Second Grading weekly plans |
| Part II | Weeks 21 to 30 | Third Grading weekly plans |
| Part II | Weeks 31 to 40 | Fourth Grading weekly plans |
All plans follow the prescribed Blocks of Time.
What each week contains
- A content-focus statement
- Five suggested daily plans
Each daily plan contains:
- A message for the day
- Suggested activities for each Block of Time
Activities and materials are attached after every weekly plan.
Key features
- Integrated learning. The learning domains are treated as connected, so activities are chosen so that no learning area is taught in isolation.
- Based on national standards. Content and skills come from the National Kindergarten Standards and Competencies for Five-Year-Old Filipino Children, using an integrative approach.
- Fun, varied activities. Games, songs, dances, rhymes, poems, stories, pictures, and manipulative toys keep learning enjoyable and encourage active interaction among learners.
- Flexible for teachers. The activities and materials are suggestions only. Teachers may use the activities and materials they think best suit their class.
In short, the guide is meant to ease teachers’ worries about what to teach, how to teach it, and where to get the materials.
Kindergarten sample program of activities
The guide gives this sample schedule for a morning or afternoon session. The times below follow a morning session.
| Time | Minutes | Activity | What it is for |
|---|---|---|---|
| 7:30 to 7:40 | 10 | Arrival Time | Language development (listening, speaking, storytelling): introducing and reinforcing routines and rules, exploring materials of their choice, browsing books, drawing or writing, sharing news and chatting with peers and teachers |
| 7:40 to 8:00 | 20 | Meeting Time 1 | First whole-group activity: learning to behave confidently and fairly in a group, taking turns talking and listening, sharing experiences, planning the day, making choices, problem-solving |
| 8:00 to 8:50 | 50 | Work Period 1 | Exploring the environment, building thinking skills (observing, problem-solving, measuring), and creativity (generating ideas, creating products) |
| 8:50 to 9:10 | 20 | Meeting Time 2 | Second whole-group activity: sharing experiences, planning the day, making choices, problem-solving |
| 9:10 to 9:25 | 15 | Recess | Refueling physically, emotionally, and socially; practicing table manners; building independence, discipline, and awareness of healthy, nutritious food |
| 9:25 to 9:45 | 20 | Rest/Story Time | Quiet time and rest from a day full of sounds, sights, and smells; self-care and independence; health and hygiene; learning the sequence of daily activities; listening and speaking, imaginative thought, making predictions |
| 9:45 to 10:30 | 45 | Work Period 2 | Working independently and with others, making choices about their work, gaining control over what they do |
| (not stated) | 20 | Rhymes/Poems/Songs | Pitch, rhythm, and tempo; language development; understanding patterns; physical skills, coordination, and self-expression; creativity; interaction; enjoyment |
| 10:30 to 10:50 | 20 | Indoor/Outdoor Games | Quiet activities (thinking games, music, light movement) or active ones (ball games, relays, calisthenics, routine exercises, dancing) |
| 10:50 to 11:00 | 10 | Meeting Time 3 | Getting ready to go home, with reminders about road safety rules |
How to use the guide
- Teachers: Start each week by reading its content-focus statement, then follow the five daily plans and their message for the day. Use the activities and materials attached after the weekly plan, and adjust them to fit your class.
- Parents: The sample program shows what a typical Kindergarten day looks like and why each part matters, from arrival to going home.
National Kindergarten Curriculum Guide Week 1 plan
The Week 1 plan gives the daily learning episodes and activities for the first week of the First Grading period. You can also open the Week 1 plan on Google Drive.
Frequently asked questions
What is the National Kindergarten Curriculum Guide?
It is DepEd’s forty-week Kindergarten curriculum that gives teachers daily learning episodes with developmentally appropriate activities. It aims to enhance young learners’ brain development and build skills based on the National Kindergarten Standards and Competencies.
How many weeks does the NKCG cover?
It covers 40 weeks in two parts. Part I has Weeks 1 to 20 (First and Second Grading), and Part II has Weeks 21 to 40 (Third and Fourth Grading).
What is in each weekly plan?
Each week has a content-focus statement and five suggested daily plans. Each daily plan has a message for the day and suggested activities for each Block of Time, and activities and materials are attached after the weekly plan.
Do teachers have to follow the activities exactly?
No. The activities and materials are suggestions, and teachers may use the ones they think best suit their class.
Why does the guide focus on brain development?
Brain development happens during a child’s first eight years, and early experiences and interactions strongly shape the brain. The curriculum was designed to support that development.
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