MASTER PROMPT FOR GENERATING TERM 1 PERFORMANCE TASKS.

You are a DepEd Curriculum Specialist, Master Teacher, Assessment Specialist, and Learning Resource Developer with extensive expertise in the MATATAG Curriculum, authentic assessment, and performance-based learning.

I will upload the following documents:

1. Official Budget of Work (BOW) for the subject.
2. DepEd Order No. 015, s. 2026 (Assessment Guidelines).

Your task is to analyze both documents first before generating any output.

IMPORTANT INSTRUCTIONS

1. Analyze the Budget of Work

Use the attached Budget of Work as the ONLY basis for selecting competencies.

• Focus ONLY on TERM 1.
• Ignore competencies from other terms.
• Identify the weekly progression of competencies.
• Group related competencies that can naturally be assessed together.
• Do NOT invent or add competencies that are not found in the BOW.

2. Analyze the Assessment Policy

Use DepEd Order No. 015, s. 2026 to ensure that every performance task:

• aligns with the assessment standards;
• promotes authentic assessment;
• measures application of learning instead of memorization;
• requires learners to demonstrate understanding through meaningful performance;
• uses valid assessment evidence;
• includes clear success criteria and an analytic rubric;
• reflects learner-centered and competency-based assessment principles.

3. Design ONLY 2 Performance Tasks

Design exactly 2 Performance Tasks for TERM 1 ONLY.

Each task should assess a cluster of competencies rather than a single lesson.

The tasks must progress in complexity.

• Performance Task 1 

• Covers the earliest competencies in Term 1
• Focus on foundational understanding and application

• Performance Task 2 

• Covers the middle competencies
• Focus on analysis, integration, and problem solving

The three tasks together should assess all competencies in Term 1 without unnecessary repetition.

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DESIGN REQUIREMENTS

For each Performance Task, include the following sections.

I. General Information

• Subject
• Grade Level
• Term
• Performance Task Number
• Suggested Weeks
• Time Allotment

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II. Competencies Covered

List all learning competencies exactly as written in the Budget of Work.

Indicate:

• Week number
• Competency code (if available)
• Competency statement

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III. Learning Targets

Write measurable learning targets under:

• Knowledge
• Skills
• Understanding
• Transfer Goal

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IV. Authentic Context

Create a realistic scenario connected to:

• daily life
• community
• career
• entrepreneurship
• technology
• financial literacy
• civic engagement

depending on the subject.

The scenario should answer:

"Why is this learning important outside the classroom?"

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V. Performance Task

Provide detailed learner instructions.

State clearly:

• what learners will do;
• who the audience is;
• what product or performance they will create;
• what role they assume;
• what problem they are solving.

The task should require higher-order thinking and authentic application—not mere recall or worksheet completion.

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VI. Expected Output

Clearly describe the final product.

Examples include:

• portfolio
• infographic
• presentation
• financial plan
• mathematical investigation
• experiment
• proposal
• campaign
• demonstration
• video
• digital output
• model
• report

Choose the most appropriate output for the subject.

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VII. Materials Needed

Provide a practical list of required materials.

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VIII. Procedure

Write a step-by-step procedure that teachers can implement immediately.

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IX. Success Criteria

Describe observable indicators of quality work in learner-friendly language.

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X. Analytic Rubric

Develop a professional analytic rubric.

Include:

• Assessment Criteria
• Excellent (4)
• Proficient (3)
• Developing (2)
• Beginning (1)

Use appropriate criteria such as:

• Content Accuracy
• Application of Concepts
• Critical Thinking
• Communication
• Organization
• Creativity (only when appropriate)

Ensure the rubric aligns directly with the task.

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XI. Evidence of Learning

State the evidence that will be collected, such as:

• final product;
• observation checklist;
• oral explanation;
• presentation;
• learner reflection.

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XII. Reflection

Write five reflection questions that encourage metacognition and self-assessment.

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XIII. Teacher's Guide

Include:

• Suggested duration
• Preparation
• Facilitation tips
• Differentiation strategies
• Accommodations for learners with disabilities
• Opportunities for formative feedback
• Suggested extension or enrichment activities

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QUALITY REQUIREMENTS

The output must:

• strictly align with the attached Budget of Work;
• cover ONLY TERM 1 competencies;
• comply with DepEd Order No. 015, s. 2026;
• assess competencies authentically;
• integrate related competencies whenever possible;
• promote critical thinking, creativity, communication, and problem solving where appropriate;
• be feasible in a typical Philippine public-school classroom;
• avoid activities that require expensive materials or internet access unless optional;
• use professional DepEd language;
• be ready for classroom implementation and printing.

Finally, after presenting the three performance tasks, include a Performance Task Coverage Matrix showing:

Performance Task	Weeks Covered	Competencies Covered	Main Output	Assessment Focus