Complete Final Senior High School PDF Version PDF

CORE SUBJECTS
GRADE LEVEL: Grade 11/12

SUBJECT: 21st Century Literature
Learning Delivery
Content Performance
Quarter Most Essential Learning Competencies Coding Model/Platform
Standards Standards
TV Radio Both
S1 Q1 The learner will The learner will Writing a close analysis and critical interpretation
be able to be able to of literary texts and doing an adaptation of these
understand and demonstrate require from the learner the ability to identify:
appreciate the understanding a. the geographic, linguistic, and ethnic
elements and and appreciation dimensions of Philippine literary history
contexts of 21st of 21st Century from pre-colonial to the contemporary
century Philippine b. representative texts and authors from each
Philippine literature from region (e.g. engage in oral history research
literature from the regions with focus on key personalities from the
the regions. through: students’ region/province/town)
1. a written Compare and contrast the various 21st century EN12Lit-Id-
close analysis literary genres and the ones from the earlier 25
and critical genres/periods citing their elements, structures
interpretation and traditions
of a literary Discuss how different contexts enhance the text’s
text in terms meaning and enrich the reader’s understanding
of form and Produce a creative representation of a literary text
theme, with a by applying multi-media and ICT skills
description of Do self- and/or peer-assessment of the creative EN12Lit-Ie-
its context adaptation of a literary text, based on rationalized 31.3
derived from criteria, prior to presentation
research; and
2. an adaptation
of a text into
other creative
forms using
multimedia.
S1 Q2 The learner will The learner will Writing a close analysis and critical interpretation EN12Lit-IIa-
be able to be able to of literary texts, applying a reading approach, and 22
understand and demonstrate doing an adaptation of these, require from the
appreciate understanding learner the ability to identify: representative texts
literary texts in and appreciation and authors from Asia, North America, Europe,
various genres of 21st century Latin America, and Africa
across national literature of the Compare and contrast the various 21st century EN12Lit-IId-
literature and world through: literary genres and their elements, structures, and 25
cultures. 1. a written traditions from across the globe
close analysis Produce a creative representation of a literary text
and critical by applying multimedia and ICT skills
interpretatio Do self- and/or peer-assessment of the creative EN12Lit-IIij-
n of a literary adaptation of a literary text, based on rationalized 31.3
text in terms criteria, prior to presentation
of form and
theme, with a
description of
its context
derived from
research;
2. critical paper
that analyzes
literary texts
in relation to
the context of
the reader
and the
writer or a
critical paper
that
interprets
literary texts
using any of
the critical
approaches;
and
3. an adaptation
of a text into
other
creative
forms using
multimedia.
Grade Level: 11 or 12
Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
Quarter Content Standards Performance Most Essential Learning Learning Delivery

Duration Code
Standards Competencies Model/Platforms
The learner… TV Radio Both
demonstrates
appreciation of
presents a form of
integrated
describes various
contemporary art forms and
CAR11/12IAC-
0a-1
✓
Week 1
contemporary art contemporary art their practices from the
forms, found in the based on the region various regions
various regions by
understanding the
of his / her choice.
e.g. choreography,
CAR11/12IAC-
0b-2
✓
elements and musical instrument,
principles literary and music discusses various art forms
Week 2
composition, visual found in the Philippines
design, and/or
theatrical
performance
demonstrates
understanding of
creates avenues to
advocate the arts
researches on various
contemporary art forms
Week 3-5
CAR11/12CAP-
0c -e-4
✓
the significant roles
of artists from the
from the different
regions
explains Filipino artists’ roles
and identify their contribution Week 3-5
CAR11/12CAP-
0c -e-5
✓
regions to contemporary arts
1
semester
evaluates contemporary art
forms based on the elements Week 3-5
CAR11/12CAP-
0c -e-6
✓
and principles
compares forms of arts from
the different regions
Week 3-5
CAR11/12CAP-
0c -e-7
✓
relates the significance of arts
forms from the regions
Week 3-5
CAR11/12CAP-
0c -e-8
✓
promotes arts from the
regions
Week 3-5
CAR11/12CAP-
0c -e-9
✓
shows
understanding of
discriminates among
various materials
researches on techniques and
performance practices applied Week 3-5
CAR11/12TPP-
0c -e-10
✓
the materials and and techniques to contemporary arts
techniques discusses local materials used
in creating art
Week 3-5
CAR11/12TPP-
0c -e-11
✓
critiques available materials
and appropriate techniques
Week 3-5
CAR11/12TPP-
0c -e-12
✓
explicates the use of materials
and the application of Week 3-5
CAR11/12TPP-
0c -e-13
✓
techniques
Consolidates
relevant concepts
Designs a production
using available
conceptualizes contemporary
art based on techniques and
CAR11/12AP-
0f -h-14
✓
Week 6-8
to plan for a materials and performance practices in their
production appropriate locality.
techniques applies artistic skills and
techniques in the process of Week 6-8
CAR11/12AP-
0f -h-15
✓
creation
incorporates contemporary
characteristics to one’s
CAR11/12AP-
0f -h-16
✓
Week 6-8
creation with attention to
detail
creates the intended final
product using appropriate
CAR11/12AP-
0f -h-17
✓
Week 6-8
materials for the best possible
output
Grade Level : Grade 11/12

Subject :DISASTER READINESS AND RISK REDUCTION
Quarter Content Standard Performance Standard Code

Most Essential Learning Duration Learning Delivery
The learners The learners should be Competencies Model/Platform
demonstrate able to... TV Radio Both
understanding of...
1st 1. Concept of disaster The learners relate the
Explain the meaning of Week 1 DRR11/12- 
2. Concept of disaster concept of disaster disaster Ia-b-1
risk with daily life. Differentiate the risk factors Week 1 DRR11/12- 
3. Nature of disasters underlying disasters Ia-b-2
4. Effects of disasters Describe the effects of disasters Week 2 DRR11/12- 
on one’s life Ia-b-3
Analyze disaster from the Week 2 DRR11/12- 
different perspectives Ia-b-6
(physical, psychological, socio-
cultural, economic, political,
and biological).
Various elements that The learners conduct Explain the meaning of Week 3 DRR11/12- 
may be exposed to hazard hunts of vulnerability Ic-8
hazards: exposed elements and Explain why certain sectors of Week 3 DRR11/12- 
1. Physical propose corresponding society are more vulnerable to Ic-9
2. Social corrective actions for disaster than others
3. Economic one’s preparedness.
4. Environmental Recognize vulnerabilities of Week 4 DRR11/12- 
Vulnerability of each different elements exposed to Id-12
exposed element. specific hazards
Differentiate among hazards, Week 4 DRR11/12- 
exposure, and vulnerabilities Id-13
and explain the relationship of
the three to disaster risk
1. Concept of hazard The learners relate Define and cite examples of Week 5 
2. Types of hazards various types of hazard the types of hazards
3. The impact of with a specific area for Explain the impact of various Week 5 DRR11/12- 
various hazards one’s preparedness. hazards on people and the Ie-16
environment
Potential earthquake The learners develop a Identify various potential Week 6 DRR11/12- 
hazards: family emergency earthquake hazards If-g-17
1. Ground shaking preparedness plan to Recognize the natural signs of Week 6 DRR11/12- 
2. Ground rupture guide them on what to an impending tsunami; If-g-18
3. Liquefaction do before, during, and Analyze the effects of the Week 6 DRR11/12- 
4. Earthquake-induced after an earthquake. different earthquake hazards If-g-19
ground subsidence Week 7 DRR11/12- 
5. Tsunami Interpret different earthquake If-g-20
6. Earthquake-induced hazard maps;
landslide
Signs of impending The learners develop a Explain various volcano- Week 7 DRR11/12- 
volcanic eruptions family emergency related hazards Ih-i-22
Potential volcano- preparedness plan to Recognize signs of an Week 8 DRR11/12- 
related hazards: guide them on what to impending volcanic eruption Ih-i-24
1. Lahar do before, during, and Week 8 DRR11/12- 
2. Ash fall after a volcanic Ih-i-25
3. Pyroclastic flow eruption.
Interpret different volcano
4. Ballistic Projectile
hazard maps;
5. Volcanic Glasses
6. Lava flow
2nd Related geological The learners develop a Discuss the different geological Week 1 DRR11/12- 
hazards family emergency hazards IIa-b-27
1. Rainfall-induced preparedness plan to Analyze the causes of Week 1 DRR11/12- 
landslide guide them on what to geological hazards IIa-b-28
2. Sinkhole do before, during, and Recognize signs of impending Week 1 DRR11/12- 
after the occurrence of geological hazards; IIa-b-29
events that cause Week 2 DRR11/12- 
Interpret geological maps
geological hazards. IIa-b-30
Apply mitigation strategies to Week 2 DRR11/12- 
prevent loss of lives and IIa-b-31
properties
Potential The learners develop a Recognize signs of impending Week 3 DRR11/12- 
hydrometeorological family emergency hydrometeorological hazards IIc-d-33
hazards: preparedness plan to Interpret different Week 3 DRR11/12- 
1. Typhoon guide them on what to hydrometeorological hazard IIc-d-35
2. Thunderstorm do before, during, and maps
3. Flashflood after the occurrence of Week 3 DRR11/12- 
4. Flood events that cause IIc-d-36
Use available tools for
5. Stormsurge hydrometeorological
monitoring
6. El Nino hazards.
hydrometeorological hazards
7. La Nina
Fire hazards and The learners develop a Recognize elements of the fire Week 4 DRR11/12- 
related concepts: family emergency triangle in different situations IIe-f-37
1. Fire triangle preparedness plan to Analyze the different causes of Week 4 DRR11/12- 
2. Causes of fires guide them on what to fires IIe-f-38
3. Phases of a fire do before, during, and Observe precautionary Week 4 DRR11/12- 
emergency after a fire incident. measures and proper IIe-f-39
procedures in addressing a fire
incident
Apply basic response Week 5 DRR11/12- 
procedures during a fire IIe-f-40
incident

Subject : EARTH AND LIFE SCIENCE
Quarter Content Standard Performance Standard

Most Essential Learning Duration Code Learning Delivery
The learners The learners should be Competencies Model/Platform
demonstrate able to...
understanding of... Radio TV Both
2nd 1. the historical value life by taking Explain the evolving concept S11/12LT- 
development of the good care of all beings, of life based on emerging Week 1-2 IIa-1
concept of life humans, plants, and pieces of evidence
2. the origin of the first animals Describe how unifying S11/12LT- 
life forms themes (e.g., structure and IIa-3
3. unifying themes in function, evolution, and
the study of life ecosystems) in the study of
Week 2
life show the connections
among living things and how
they interact with each other
and with their environment
1. plant and animal conduct a survey of Describe the different ways of S11/12LT- 
reproduction products containing how representative animals Week 3 IIej- 15
2. how genes work substances that can reproduce
3. how genetic trigger genetic Describe the process of S11/12LT- 
Week 4 IIej- 17
engineering is used to disorders such as genetic engineering
produce novel phenylketonuria S11/12LT- 
Evaluate the benefits and IIej- 19
products Week 4
risks of using GMOs
1. nutrition: getting make a presentation of Describe the general and S11/12LT- 
food to cells some diseases that are unique characteristics of the IIIaj- 21
Week 5
2. gas exchange with associated with the different organ systems in
the environment various organ systems representative animals
3. circulation: the S11/12LT- 
internal transport IIIaj- 22
system
4. the need for
homeostasis
5. salt and water Analyze and appreciate the
balance and functional relationships of the
Week 5
waste removal different organ systems in
6. the immune ensuring animal survival
system:
defense from disease
7. how hormones
govern body
activities
8. the nervous system
9. the body in motion
1. the evidence for Design a poster tracing Explain how populations of S11/12LT- 
evolution the evolutionary organisms have changed and IVfg- 26
2. the origin and changes in a crop plant continue to change over time
extinction of (e.g., rice or corn) that showing patterns of descent
Week 6
species occurred through with modification from
domestication common ancestors to
produce the organismal
diversity observed today
Describe how the present S11/12LT- 
system of classification of IVfg- 27
Week 6
organisms is based on
evolutionary relationships
1. the principles of prepare an action plan S11/12LT- 
the ecosystem containing mitigation IVhj- 29
2. biotic potential measures to address
and current environmental
environmental concerns and Categorize the different biotic
resistance challenges in the potential and environmental
3. terrestrial and community resistance (e.g., diseases,
Week 7
aquatic availability of food, and
ecosystems predators) that affect
4. how human population explosion
activities affect
the natural
ecosystem

Subject : EARTH SCIENCE
Quarter Content Standard Performance

Standard Most Essential Learning Duration Code Learning Delivery
The learners Competencies Model/Platform
demonstrate The learners should
understanding of... be able to... TV Radio Both
1st 1. the formation of make a concept map Describe the characteristics of Week 1 S11ES- 
the universe and the and use it to explain Earth that are necessary to Ia-b-3
solar system how the geosphere, support life
hydrosphere, Week 1 S11ES- 
2. the subsystems atmosphere, and Ib-4
Explain that the Earth consists of
(geosphere, biosphere are
four subsystems, across whose
hydrosphere, interconnected
boundaries matter and energy
atmosphere, and
flow
biosphere) that make
up the Earth
1. the three main 1. make a plan that Identify common rock-forming Week 1 S11ES- 
categories of rocks the community may minerals using their physical and Ib-5
2. the origin and use to conserve and chemical properties
environment of protect its resources Classify rocks into igneous, Week 2 S11ES- 
formation of for future sedimentary, and metamorphic Ic-6
common minerals generations Identify the minerals important to Week 2 S11ES- 
and rocks 2. prepare a plan society Ic-7
3. the various that the community Describe how ore minerals are Week 3 S11ES- 
sources of energy may implement to found, mined, and processed for Ic-d-8
(fossil fuels, minimize waste human use
geothermal, when people utilize Describe how fossil fuels are Week 3 S11ES- 
hydroelectric) materials and formed Id-10
4. the amount of resources Explain how heat from inside the Week 4 S11ES- 
usable water Earth (geothermal) and from Ie-11
resources on Earth flowing water (hydroelectric) is
5. the distribution of tapped as a source of energy for
arable land on human use
Earth Identify the various water Week 4 S11ES-If- 
6. waste generation resources on Earth g-15
and management Explain how different activities Week 5 S11ES- 
affect the quality and availability Ig-16
of water for human use
Identify human activities, such as Week 5 S11ES- 
farming, construction of Ih-17
structures, and waste disposal,
that affect the quality and
quantity of soil
Give ways of conserving and Week 6 S11ES- 
protecting the soil for future Ih-i-18
generations
Describe how people generate Week 6 S11ES-Ii- 
different types of waste (solid, 19
liquid, and gaseous) as they
make use of various materials
and resources in everyday life
Explain how different types of Week 7 S11ES-Ii- 
waste affect people’s health and j-20
the environment
2nd 1. geologic 1. make a simple Describe how rocks undergo Week 1 S11ES- 
processes that map showing places weathering IIa-22
occur on the surface where erosion and Explain why the Earth’s interior is Week 1 S11ES- 
of the Earth such as landslides may pose hot IIb-c-23
weathering, risks in the Describe what happens after Week 2 S11ES- 
erosion, mass community magma is formed IIc-25
wasting, and 2. using maps, describe the changes in mineral Week 2 S11ES- 
sedimentation diagrams, or models, components and texture of rocks IIc-d-26
2. geologic processes predict what could due to changes in pressure and
that occur within the happen in the future temperature (metamorphism)
Earth as the tectonic Describe how rocks behave Week 3 S11ES- 
3. folding and faulting plates continue to under different types of stress IId-27
of rocks move such as compression, pulling
4. the internal apart, and shearing
structure of the Earth Week 3 S11ES- 
explain how seafloor spreads
5. continental drift IIf-32
6. seafloor spreading Describe the structure and Week 4 S11ES- 
evolution of ocean basins IIf-33
explain how the movement of Week 4 S11ES- 
plates leads to the formation of IIg-h-34
folds, faults, trenches, volcanoes,
rift valleys, and mountain ranges
1. relative and describe the possible Describe how layers of rocks Week 5 S11ES- 
absolute dating events that occurred (stratified rocks) are formed IIh-35
2. the major in a certain area Describe the different methods Week 5 S11ES- 
subdivisions of based on the rock (relative and absolute dating) of IIh-i-36
geologic time layers found therein determining the age of stratified
(including index rocks
fossils) Explain how relative and Week 6 S11ES- 
3. how the planet absolute dating were used to IIi-37
Earth evolved in the determine the subdivisions of
last 4.6 billion years geologic time
Describe how index fossils (also Week 6 S11ES-Ii- 
known as guide fossils) are used j-38
to define and identify
subdivisions of the geologic time
scale
Describe the history of the Earth Week 7 S11ES- 
through geologic time IIj-39
Grade Level: Grade 11

Subject: General Mathematics
Quarter Content Performance Most Essential Learning competencies Duration K to 12 CG Learning Delivery
Standards Standards Code Model/Platform
The learner The learner is able The learner…
demonstrates to… TV Radio Both
understanding of…
Q1 key accurately represents real-life situations using Week 1 M11GM-Ia-1
concepts of construct functions, including piece-wise functions.
✓
functions. mathematical evaluates a function. M11GM-Ia-2 ✓
models to performs addition, subtraction, M11GM-Ia-3
represent real- multiplication, division, and ✓
life situations composition of functions
using functions. solves problems involving functions. M11GM-Ia-4 ✓
key accurately represents real-life situations using Week 2 M11GM-Ib-1
concepts of formulate and rational functions.
✓
rational solve real-life distinguishes rational function, M11GM-Ib-2
functions. problems rational equation, and rational ✓
involving inequality.
rational solves rational equations and M11GM-Ib-3
functions. inequalities.
✓
represents a rational function through M11GM-Ib-4
its: (a) table of values, (b) graph, and ✓
(c) equation.
finds the domain and range of a M11GM-Ib-5
rational function.
✓
determines the: (a) intercepts; (b) Week 3 M11GM-Ic-1
zeroes; and (c) asymptotes of rational
✓
understanding of…
functions
solves problems involving rational M11GM-Ic-3
functions, equations, and inequalities.
✓
key concepts apply the represents real-life situations using Week 4 M11GM-Id-1
of inverse concepts of one-to one functions.
✓
functions, inverse functions, determines the inverse of a one-to- M11GM-Id-2
exponential exponential one function.
✓
functions, and functions, and represents an inverse function through M11GM-Id-3
logarithmic logarithmic its: (a) table of values, and (b) graph.
✓
functions. functions to finds the domain and range of an M11GM-Id-4
formulate and inverse function.
✓
solve real-life solves problems involving inverse Week 5 M11GM-Ie-2
problems with functions.
✓
precision and represents real-life situations using M11GM-Ie-3
accuracy. exponential functions.
✓
distinguishes between exponential M11GM-Ie-4
function, exponential equation, and ✓
exponential inequality.
solves exponential equations and Week 6 M11GM-Ie-f-1
inequalities.
✓
represents an exponential function M11GM-If-2
through its: (a) table of values, (b) ✓
graph, and (c) equation.
finds the domain and range of an M11GM-If-3
exponential function.
✓
determines the intercepts, zeroes, and M11GM-If-4
asymptotes of an exponential function.
✓
solves problems involving exponential Week 7 M11GM-Ig-2
✓
represents real-life situations using Week 8 M11GM-Ih-1
logarithmic functions.
✓
distinguishes logarithmic function, M11GM-Ih-2
logarithmic equation, and logarithmic ✓
inequality.
solves logarithmic equations and M11GM-Ih-i-1 ✓
understanding of…
inequalities.
represents a logarithmic function Week 9 M11GM-Ii-2
through its: (a) table of values, (b) ✓
graph, and (c) equation.
finds the domain and range of a M11GM-Ii-3
logarithmic function.
✓
determines the intercepts, zeroes, and M11GM-Ii-4
asymptotes of logarithmic functions.
✓
solves problems involving logarithmic Week 10 M11GM-Ij-2
✓
Q2 key concepts investigate, illustrates simple and compound Week 1 to 2 M11GM-IIa-1
of simple and analyze and solve interests.
✓
compound problems distinguishes between simple and M11GM-IIa-2
interests, and involving simple compound interests.
✓
simple and and compound computes interest, maturity value, M11GM-IIa-
general interests and future value, and present value in b-1
annuities. simple and simple interest and compound interest
✓
general annuities environment.
using appropriate solves problems involving simple and M11GM-IIb-2
business and compound interests.
✓
financial illustrates simple and general Week 3 to 4 M11GM-IIc-1
instruments. annuities.
✓
distinguishes between simple and M11GM-IIc-2
general annuities.
✓
finds the future value and present M11GM-IIc-
value of both simple annuities and d-1 ✓
general annuities.
calculates the fair market value of a M11GM-IId-2
cash flow stream that includes an ✓
annuity.
calculates the present value and M11GM-IId-3
period of deferral of a deferred ✓
annuity.
basic use appropriate illustrate stocks and bonds. Week 5 M11GM-IIe-1 ✓
concepts of financial distinguishes between stocks and M11GM-IIe-2 ✓
understanding of…
stocks and instruments bonds.
bonds. involving stocks describes the different markets for M11GM-IIe-3
and bonds in stocks and bonds.
✓
formulating analyzes the different market indices M11GM-IIe-4
conclusions and for stocks and bonds. ✓
making decisions.
basic decide wisely on illustrates business and consumer Week 6 M11GM-IIf-1
concepts of the appropriate- loans.
✓
business and ness of business distinguishes between business and M11GM-IIf-2
consumer or consumer loan consumer loans.
✓
loans. and its proper solves problems involving business and M11GM-IIf-3
utilization. consumer loans (amortization, ✓
mortgage).
key concepts judiciously apply illustrates and symbolizes Week 7
of logic in real-life propositions.
✓
propositional arguments. distinguishes between simple and M11GM-IIg-3
logic; compound propositions.
✓
syllogisms performs the different types of M11GM-IIg-4
and fallacies. operations on propositions.
✓
determines the truth values of Week 8 M11GM-IIh-1
propositions.
✓
illustrates the different forms of M11GM-IIh-2
conditional propositions.
✓
illustrates different types of Week 9 M11GM-IIi-1
tautologies and fallacies.
✓
key methods appropriately determines the validity of categorical M11GM-IIi-2
of proof and apply a method of syllogisms.
✓
disproof. proof and disproof establishes the validity and falsity of M11GM-IIi-3
in real-life real-life arguments using logical ✓
situations. propositions, syllogisms, and fallacies.
Grade Level: Grade 11/12
Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
Duration CG Code Learning Delivery

Performance Most Essential Learning
Quarter Contents Standards Model/Platform
Standards Competencies TV Radio Both
1st The learner The learner reflects 1.1 Distinguish a holistic
Quarter understands the on a concrete perspective from a partial
meaning and experience in a point of view PPT11/12-Ia-
process of doing philosophical way Nakikilala ang pagkakaiba ng 1.1
✓
philosophy pangkabuuang pananaw mula sa
pananaw ng mga bahagi lamang
1.2 Realize the value of doing
philosophy in obtaining a
broad perspective on life
PPT11/12-Ib-
Nahihinuha na: Mahalaga 1.2
✓
ang pamimilosopiya upang
Week 1
magkaroon ng malawakang
pananaw sa buhay.
1.3 Do a philosophical
reflection on a concrete
situation from a holistic
perspective
PPT11/12-Ib-
Nakapagmumuni-muni sa 1.3
✓
isang suliranin sa isang
pilosopikong paraan at
nakagagawa ng
pamimiloosopiya sa buhay
1st The learner The learner 2.1 Distinguish opinion from truth
Quarter demonstrates evaluate opinions Nakikilala ang pagkakaiba ng PPT11/12-Ic-
various ways of katotohanan sa 2.1
✓
doing philosophy opinyon
2.2 Realize that the methods of
philosophy lead to Week 2
wisdom and truth PPT11/12-Id-
Nahihinuha na patungo sa 2.2
✓
katotohanan ang mga
pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in PPT11/12-Id- ✓
different situations using the 2.3
methods of philosophizing
Natataya ang katotohanan at
opinyon sa iba’t ibang sitwasyon
gamit ang pamamaraan ng
pamimilosopiya
The learner The learner 3.1 Recognize how the human
understands the distinguishes body imposes limits and
human person as an his/her own possibilities for
PPT11/12-If-
embodied spirit limitations and the transcendence 3.1
✓
possibilities for Nakikilala na: Binibigyan ako ng
his/her hangganan at posibilidad ng aking
1st
transcendence katawan
Quarter Week 3
3.2 Evaluate own limitations and
the possibilities for their
transcendence
PPT11/12-Ig-
Natataya ang mga
3.2
✓
pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng
sarili
1st The learner The learner is able 4.1 Notice things that are not in
Quarter understands the to demonstrate the their proper place and organize
interplay between virtues of prudence them in an aesthetic way
PPT11/12-Ii-
humans and their and frugality Napapansin ang mga bagay na 4.1
✓
environments towards his/her wala sa wastong lugar at
environment naisasaayos ito nang ayon sa
kagandahan
4.2 Show that care for the
environment contributes to Week 4
health, well-being and
sustainable development
PPT11/12-Ii-
Napatutunayan na ang 4.2
✓
pagkalinga sa kapaligiran ay
nakatutulong sa pagkamit ng
kalusugan, kagalingan, at
likas-kayang kaunlaran
4.3 Demonstrate the virtues of PPT11/12-Ij- ✓
prudence and frugality 4.3
towards environments
Naipamamalas ang pagiging
masinop sa pakikibagay sa
kanyang mga kapwa nilalang
at sa kapaligiran
The learner The learner shows 5.2 Evaluate and exercise Week 1
understands the situations that prudence in choices PPT11/12-
human person’s demonstrate Natatasa kung siya ay maingat IIa-5.2
✓
freedom freedom of choice sa pagpapasya o hindi
and the 5.3 Realize that:
consequences of a. Choices have
choices consequences.
b. Some things are given
up while others are
obtained in making
PPT11/12-
choices
IIb-5.3
✓
Nakikilala na:
2nd a. May kahihinatnan ang
Quarter bawat pagpili.
b. May binibitawan at may
makukuha sa bawat
pagpili.
5.4 Show situations that
demonstrate freedom of
choice
and the consequences of
their choices PPT11/12-
Nakapaglalahad ng mga IIc-5.4
✓
sitwasyon kung saan
naipakikita ang pagpili at
kahihinatnan ng mga ito
bawat pagpili.
2 The learner The learner 6.1 Realize that intersubjectivity Week 2
understands performs activities requires accepting PPT11/12-
intersubjective that demonstrate differences and not imposing IIc-6.1
✓
human relations an appreciation for on others
the talents of Nakikilala na ang pakikipagkapwa-
persons with tao ay ang pagtanggap sa
disabilities and pagkakaiba ng kapwa at hindi
those from the pagpataw ng sarili
underprivileged 6.2 Explain that authentic
sectors of society dialogue means accepting
others even if they are
different from themselves PPT11/12-
Nakapagpapaliwanag na ang tunay IId-6.1
✓
na diyalogo ay ang pagtanggap sa
kapwa bilang kapwa kahit na siya
ay iba sa akin
6.3 Performs activities that
demonstrate
an appreciation for the talents
of persons with disabilities and
those from the underprivileged
PPT11/12-
sectors of society IId-6.3
Nakapagsasagawa ng isang
gawain na nagpapamalas
ng mga talento ng mga
may kapansanan at kapus-
palad
2nd The learner The learner 7.1 Recognize how individuals Week 3
Quarter understands the evaluates the form societies and how
interplay between formation of human individuals are transformed by
the individuality of relationships and societies PPT11/12-IIf-
human beings and how individuals are Nakikilala kung paano 7.1
their social contexts shaped by their nahuhubog ng tao ang lipunan
social contexts at kung paano nahuhubog ng
lipunan ang tao
7.2 Compare different forms of
societies and individualities
(eg. Agrarian, industrial and PPT11/12-
virtual) IIg-7.2
Nakapaghahambing ng iba’t
ibang uri ng lipunan (hal.
agraryo, industriyal at birtwal)
7.3 Explain how human relations
are transformed by social
systems
Nakapagpapaliwanang na PPT11/12-
nagbabago ang mga ugnayan IIg-7.3
ng tao dahil sa sistema ng
lipunan na kinabibilangan niya
2nd The learner The learner writes a Week 4

Quarter understands human philosophical 8.1 Recognize the meaning
beings as oriented reflection on the of his/her own life
PPT11/12-
towards their meaning of his/her Nakikilala kung ano ang IIh-8.1
impending death own life kahulugan
ng kanyang buhay
8.1 Enumerate the objectives

he/she really wants to achieve
and to define the projects
he/she really wants to do in
PPT11/12-IIi-
his/her life 8.2
Nakapagtatala ng mga bagay
na tunay na gusto niyang
gawin (Ano ang gusto niyang
maging?)
8.3 Reflect on the meaning of
his/her own life
Nakapagsusulat ng pagninilay
PPT11/12-IIi-
tungkol sa kahulugan ng kanyang 8.3
buhay sa konteksto ng tao bilang
tumutungo sa kamatayan (Saan
hahantong ang lahat ng ito?)
Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Quarte Content Performance Most Essential Learning Competencies Duratio Learning Delivery
r Standards Standards n K to Model/Platform
12
(Pamantayang (Pamantayan CG
Pangnilalama sa Pagganap) Code
n)
T Radi Bot
V o h
1st Natutukoy ang mga kahulugan at
Week
F11PT ✓
Quarter kabuluhan ng mga konseptong – Ia –
1
pangwika 85
Naiuugnay ang mga konseptong F11PN ✓
pangwika sa mga – Ia –
napakinggan/napanood na sitwasyong 86
pang komunikasyon sa radyo,
Week
talumpati, mga panayam at telebisyon
2
Nakagagaw (Halimbawa: Tonight with Arnold
Nauunawaan a ng isang Clavio, State of the Nation, Mareng
ang mga sanaysay Winnie,Word of the Lourd
konsepto, batay sa (http://lourddeveyra.blogspot.com)
elementong isang Naiuugnay ang mga konseptong
Week
F11PD ✓
kultural, panayam pangwika sa sariling kaalaman, – Ib –
2
kasaysayan, tungkol sa pananaw, at mga karanasan 86
at gamit ng aspektong Nagagamit ang kaalaman sa modernong F11EP – ✓
wika sa kultural o teknolohiya (facebook, google, at iba pa) Ic – 30
lingguwistik Week 3
lipunang sa pag-unawa sa mga konseptong
Pilipino o ng pangwika
napiling Nabibigyang kahulugan ang mga F11PT N/A
komunidad Week
komunikatibong gamit ng wika sa – Ic –
3
lipunan 86
Natutukoy ang iba’t ibang gamit ng F11PD ✓
wika sa lipunan sa pamamagitan ng – Id –
napanood na palabas sa telebisyon at Week 87
pelikula (Halimbawa: Be Careful with 4
My Heart, Got to Believe, Ekstra, On
The Job, Word of the
Lourd(http://lourddeveyra.blogspot.co
m))
Naipaliliwanag ang gamit ng wika sa
Week
F11PS ✓
lipunan sa pamamagitan ng mga – Id –
4
pagbibigay halimbawa 87
Nakapagsasaliksik ng mga halimbawang F11EP N/A
Week
sitwasyon na nagpapakita ng gamit ng – Ie –
5
wika sa lipunan 31
Natutukoy ang mga pinagdaanang F11PS ✓
pangyayari / kaganapan tungo sa Week – Ig –
pagkabuo at pag-unlad ng Wikang 6 88
Pambansa
Nasusuri ang mga pananaw ng iba’t F11PB N/A
Week
ibang awtor sa isinulat na kasaysayan – If –
6
ng wika 95
Nakapagbibigay ng opinyon o pananaw
Week
F11PN ✓
kaugnay sa mga napakinggang – If –
7
pagtalakay sa wikang pambansa 87
Nakasusulat ng sanaysay na F11PU N/A
tumatalunton sa isang partikular na Week – Ig –
yugto ng kasaysayan ng Wikang 8 86
Pambansa
Natitiyak ang mga sanhi at bunga ng F11WG N/A
Week
mga pangyayaring may kaugnayan sa – Ih –
8
pag-unlad ng Wikang Pambansa 86
Nauunawaan Natutukoy ang iba’t ibang paggamit ng F11PN ✓
nang may wika sa mga napakinggang pahayag Week – IIa –
masusing mula sa mga panayam at balita sa radyo 1 88
pagsasaalang at telebisyon
-alang ang Natutukoy ang iba’t ibang paggamit ng F11PB N/A
Week
mga wika sa nabasang pahayag mula sa mga – IIa –
1
2nd lingguwistiko blog, social media posts at iba pa 96
Quarter at kultural na Nasusuri at naisasaalang-alang ang mga F11PD ✓
katangian at lingguwistiko at kultural na pagkakaiba- Week – IIb –
pagkakaiba- Nakasusulat iba sa lipunang Pilipino sa mga pelikula 2 88
iba sa ng isang at dulang napanood
lipunang panimulang Naipapaliwanag nang pasalita ang iba’t F11PS N/A
pananaliksik Week
Pilipino at ibang dahilan, anyo, at pamaraan ng – IIb –
sa mga 2
mga paggamit ng wika sa iba’t ibang 89
sitwasyon ng penomenan sitwasyon
paggamit ng g kultural at
wika dito panlipunan Nakasusulat ng mga tekstong F11PU N/A
Week
sa bansa nagpapakita ng mga kalagayang – IIc –
3
pangwika sa kulturang Pilipino 87
Natutukoy ang iba’t ibang register at F11WG N/A
barayti ng wika na ginagamit sa iba’t – IIc –
ibang sitwasyon (Halimbawa: Medisina, 87
Week
Abogasya, Media, Social Media,
3
Enhinyerya, Negosyo, at iba pa) sa
pamamagitan ng pagtatala ng mga
terminong ginamit sa mga larangang ito
Nakagagawa ng pag-aaral gamit ang F11EP N/A
social media sa pagsusuri at pagsulat ng Week – IId –
mga tekstong nagpapakita ng iba’t 4 33
ibang sitwasyon ng paggamit sa wika
Natutukoy ang mga angkop na salita, F11PN ✓
pangungusap ayon sa konteksto ng Week – IId –
paksang napakinggan sa mga balita sa 4 89
radyo at telebisyon
F11PT N/A
Week
Nabibigyang kahulugan ang mga – IIe –
5
salitang ginamit sa talakayan 87
Napipili ang angkop na mga salita at F11PS ✓
paraan ng paggamit nito sa mga usapan –IIe –
Week
o talakayan batay sa kausap, pinag- 90
5
uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap
Week
F11WG ✓
batay sa paggamit ng mga salita at - IIf –
6
paraan ng pagsasalita 88
Nakabubuo ng mga kritikal na sanaysay F11EP N/A
ukol sa iba’t ibang paraan ng paggamit Week – IIf –
ng wika ng iba’t ibang grupong sosyal at 6 34
kultural sa Pilipinas
N/A
Nasusuri ang ilang pananaliksik na Week F11PB –
pumapaksa sa wika at kulturang Pilipino 7-8 IIg – 97
Naiisa-isa ang mga hakbang sa pagbuo Week F11PU ✓
ng isang makabuluhang pananaliksik 7-8 – IIg –
88
Nagagamit ang angkop na mga salita at F11WG N/A
Week
pangungusap upang mapag-ugnay- – IIh –
7-8
ugnay ang mga ideya sa isang sulatin 89
Nakasusulat ng isang panimulang F11EP N/A
Week
pananaliksik sa mga penomenang – IIij –
7-8
kultural at panlipunan sa bansa 35

Subject :Media and Information Literacy
Learning Delivery
Content Performance
Standards Standards
TV Radio Both
S2 Q3 The learner The learner Describe how communication is influenced by MIL11/12IMIL-
demonstrates organizes a media and information IIIa-1
understanding of creative and Identify the similarities and differences between MIL11/12IMIL-
media interactive and among media literacy, information literacy, IIIa-2
and information symposium for and technology literacy
literacy the community Discuss responsible use of media and
(MIL) and MIL focusing on being information
related concepts. a media and Explain how the evolution of media from
information traditional to new media shaped the values and
literate norms of people and society
individual. Compare and contrast how one particular issue
or news is presented through the different types
of media (print, broadcast, online)
Contrast indigenous media to the more common
sources of information such as library, internet,
etc.
Present an issue in varied ways to disseminate
information using the codes, convention, and
language of media
Cite practical situation when to apply knowledge
in intellectual property, copy right, and fair use
guidelines
Create a campaign add to combat digital divide,
addiction, and bullying
S2 Q4 The learner The learner Cite an example of an issue showing the power
demonstrates produces a living of media and information to affect change
understanding of museum or Describe the impact of massive open on-line
different electronic Discuss the implication of media and information
resources of portfolio or any to an individual and the society
media and other creative Describe the different dimensions of:
information, forms of • text information and media
their design multimedia
• visual information and media
principle and showcasing their
• audio information and media
elements, and / his/her
• motion information and media
selection criteria. understanding,
• manipulative information and media
insights, and
perceptions of • multimedia information and media
the different Analyze how the different dimensions are
resources of formally and informally produced, organized,
media and and disseminated
information. Evaluate a creative multimedia form (living
museum, electronic portfolio, others)
Produce a creative text-based, visual-based,
audio-based, motion-based, and manipulative-
based presentation using design principle and
elements

Subject: Oral Communication
Learning Delivery
Content Performance
Standards Standards
TV Radio Both
S1 Q1 The learner The learner Explains the functions, nature and process of EN11/12OC-
understands the designs and communication Ia-2
nature and performs Differentiates the various models of EN11/12OC-
elements of oral effective communication Ia-3
communication in controlled and Uses various strategies in order to avoid EN11/12OC-
context. uncontrolled oral communication breakdown Ia-6
communication
activities based
on context.
The learner The learner Examines sample oral communication activities
values the writes a 250-
functions/ word essay of
purposes of oral his/her objective
communication. observation and
evaluation of the
various speakers
watched and
listened to.
The learner The learner Identifies the various types of speech context. EN11/12OC-
recognizes that demonstrates Ifj-15
communicative effective use of Distinguishes types of speeches and speech style EN11/12OC-
competence communicative Ifj-17
requires strategy in a Responds appropriately and effectively to a EN11/12OC-
understanding of variety of speech speech act Ifj-20
speech context, situations.
speech style,
speech act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in
recognizes that demonstrates different situations
communicative effective use of Explains that a shift in speech context, speech EN11/12OC-
competence communicative style, speech act and communicative strategy IIab-22;
requires strategy in a affects the following: EN11/12OC-
understanding of variety of speech • Language form IIab-22.1-22.6
speech context, situations.
speech style, • Duration of interaction
speech act and • Relationship of speaker
communicative • Role and responsibilities of the speaker
strategy. • Message
• Delivery
The learner The learner Uses principles of effective speech writing EN11/12OC-
realizes the rigors proficiently focusing on: IIcj-24;
of crafting one’s delivers various • Audience profile EN11/12OC-
speech. speeches using • Logical organization IIcj-25;
the principles of • Duration EN11/12OC-
effective speech • Word choice IIcj-25.1-25.5;
delivery. • Grammatical correctness EN11/12OC-
and IIcj-26;
• Articulation EN11/12OC-
• Modulation IIcj-26.1-26.5
• Stage Presence
• Facial Expressions, Gestures and
Movements
• Rapport with the audience

Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik
Content Performance Most Essential Learning Duration K to Learning Delivery

Standards Standards Competencies 12 Model/Platform
Quarter
(Pamantayang (Pamantayan CG
Pangnilalaman) sa Pagganap) Code
TV Radio Both
Natutukoy ang paksang F11PB N/A
Nasusuri ang Nakasusulat ng tinalakay sa iba’t ibang Week 1 – IIIa –
iba’t ibang uri isang panimulang tekstong binasa 98
ng binasang pananaliksik sa Natutukoy ang F11PT – N/A
3rd Quarter teksto ayon sa mga kahulugan at katangian IIIa – 88
kaugnayan nito penomenang ng mahahalagang
sa sarili, Week 1
kultural at salitang ginamit ng
pamilya, panlipunan sa iba’t ibang uri ng
komunidad, bansa tekstong binasa
bansa at Naibabahagi ang F11PS – N/A
daigdig katangian at kalikasan IIIb –
Week 2
ng iba’t ibang tekstong 91
binasa
Nakasusulat ng ilang F11PU N/A
halimbawa ng iba’t Week 2 – IIIb –
ibang uri ng teksto 89
Nagagamit ang cohesive F11WG N/A
device sa pagsulat ng – IIIc –
Week 3
sariling halimbawang 90
teksto
Nakakukuha ng angkop F11EP – N/A
na datos upang IIId –
Week 4
mapaunlad ang sariling 36
tekstong isinulat
Naiuugnay ang mga F11PB – N/A
kaisipang nakapaloob IIId – 99
sa binasang teksto sa
sarili, pamilya, Week 4
komunidad, bansa, at
daigdig
Naipaliliwanag ang F11PS – N/A
mga kaisipang IIIf – 92
Week 5
nakapaloob sa
tekstong binasa
Nagagamit ang F11PU N/A
mabisang paraan ng – IIIfg –
pagpapahayag: 90
a. Kalinawan Week
b. Kaugnayan 6-7
c. Bisa
Sa reaksyong papel na
isinulat
Nakasusulat ng mga F11EP – N/A
reaksyong papel batay IIIj - 37
sa binasang teksto
ayon sa katangian at Week 8
kabuluhan nito sa:a.
pamilya, b. komunidad
c. bansa d. daigdig
Nakasusunod sa Nakabubuo ng Nasusuri ang ilang F11PB ✓
pamantayan ng isang maikling halimbawang – IVab
pagsulat ng pananaliksik na pananaliksik sa Filipino Week – 100
masinop na napapanahon batay sa layunin, 1-2
pananaliksik ang paksa gamit, metodo, at etika
sa pananaliksik
Nabibigyang kahulugan F11PT – ✓
ang mga konseptong IVcd –
kaugnay ng 89
pananaliksik Week
(Halimbawa: balangkas 3-4
konseptwal, balangkas
teoretikal, datos
empirikal, atbp.)
Naiisa-isa ang mga F11PU N/A
4th Quarter
paraan at tamang – IVef –
proseso ng pagsulat ng 91
isang pananaliksik sa Week
Filipino batay sa 5-6
layunin, gamit,
metodo, at etika ng
pananaliksik
Nagagamit ang mga F11WG N/A
katwirang lohikal at –IVgh -
Week
ugnayan ng mga ideya 92
7-8
sa pagsulat ng isang
pananaliksik
Nakabubuo ng isang F11EP – N/A
maikling pananaliksik Week IVij - 38
na napapanahon ang 7-8
paksa
.
Subject: Personal Development
Most Essential Code Learning Delivery

Performance Model/Platform
Quarter Contents Standards Learning Duration
Standards
Competencies TV Radio Both
explain that knowing

oneself can make a
The learners demonstrate
The learners shall be person accept his/her EsP-PD11/12KO-
an understanding of…
able to... Ia-1.1
✓
strengths and
limitations and dealing Week 1
himself/herself during
with others better
conduct self-exploration
middle and late
and simple disclosure share his/her unique
adolescence EsP-PD11/12KO-
characteristics, habits,
Ia-1.2
✓
and experiences
evaluate his/her own EsP- ✓

thoughts, feelings, and PD11/12DWP-Ib-
the various aspects of illustrate the connections 2.2 ✓
behaviors
holistic development: between thoughts,
physiological, cognitive, feelings, and behaviors Week 2
show the connections
psychological, spiritual, in a person’s holistic EsP-
between thoughts,
and social development development PD11/12DWP-Ic- ✓
feelings, and behaviors 2.3
in actual life situations
the skills and tasks and make a list of ways to Discuss developmental
First challenges appropriate for become responsible tasks and challenges Week 3
EsP-PD11/12DS-
middle and late adolescents prepared for Ic-3.1
✓
being experienced
adolescence, and adult life and manage
during adolescence
preparatory to early the demands of teen

Standards
adulthood years Evaluate one’s

development through
the help of significant
people around him/her EsP-PD11/12DS-
Id-3.2
✓
( peers, parents,
siblings, friends,
teachers, community
leaders)
Identify ways that help EsP-PD11/12DS-

one become capable Id-3.3
and responsible ✓
adolescent prepared
for adult life
the concepts about identify his/her own Discuss understanding Week 4 EsP-PD11/12CA-
mental health and well- vulnerabilities and plan of mental health and Id-4.1
being particularly stress on how to stay mentally
psychological well-
and coping strategies in healthy while coping ✓
middle and late with stress being to identify ways
adolescence to cope with stress
during adolescence
Identify causes and EsP-PD11/12CS-

If-5.2
effects of stress in Week 5 ✓
one’s life
First
Demonstrate personal EsP-PD11/12CS- ✓

Standards
ways to cope with Ig-5.3

stress and maintain
mental health
*Discuss that
understanding the
different parts of the
EsP-PD11/12PM-
brain, processes and
Ig-6.1
✓
functions may help in
Identify ways to Week 6
improving thoughts,
improve brain
brain parts, its behavior and feelings.
functions which will
processes and
be manifested in *Explore ways on how
functions
thoughts, behavior to improve brain EsP-PD11/12PM-
Ig-h-6.2
✓
and feelings functions for personal
development
*Develop a personal
EsP-PD11/12PM-
plan to enhance brain
Ih-6.3
✓
functions
discuss that EsP-PD11/12EI-

Week 7 Ii-j-8.1
identify ways to understanding the
the different types of
communicate and intensity and
emotions and how they
manage emotions in a
✓
are expressed differentiation of
healthy manner
emotions may help in
communicating

Standards
emotional expressions
explore one’s positive EsP-PD11/12EI-

and negative emotions Ij-8.2
✓
and how one expresses
Week 8
or hides them
demonstrate and EsP-PD11/12EI-

Ij-8.3
create ways to manage ✓
various emotions
discuss an
understanding of teen-
age relationships,
including the EsP-PD11/12PR-
IIa-9.1
✓
acceptable and
unacceptable Week 1
appraise one’s present
the dynamics of relationships and make
expressions of
attraction, love, and plans for building attractions
commitment responsible future
relationships express his/her ways of
EsP-PD11/12PR-
showing attraction,
IIa-9.2
✓
love, and commitment
identify ways to
Second EsP-PD11/12PR-
become responsible in Week 2
IIb-9.3
✓
a relationship

Standards
distinguish the various

roles of different
individuals in society
and how they can EsP-PD11/12SR-
IIb-10.1
✓
influence people
through their
leadership or
followership
the concepts about social
identify the different
influence, group compare one’s
roles of leaders and
leadership and perception of
followers in society EsP-PD11/12SR-
followership himself/herself and
IIc-10.2
✓
how others see
him/her
Week 3
conduct a mini-survey
on Filipino
EsP-PD11/12SR-
relationships (family,
IIc-10.3
✓
school, and
community)
identify the firm and appraise one’s family

the impact of one’s family
gentle sides of family structure and the type
on his/her personal Week 4
care that affect a of care he/she gives EsP-PD11/12FSL-
development during
person’s development IId-11.1
✓
middle and late and receives, which
during middle and late
adolescence may help in
adolescence
understanding

Standards
himself/herself better
make a genogram and

trace certain physical,
Second EsP-PD11/12FSL-
personality, or
IId-e-11.2
✓
behavioral attributes
through generations
prepare a plan on how

to make the family EsP-PD11/12FSL-
Week 5
IIe-11.3
✓
members firmer and
gentler with each other
Explain that
understanding
different factors,
career development EsP-PD11/12PC-
the concepts of career IIf-12.1
✓
set a personal career concepts and personal
development, life goals,
goal based on the life goals influence
and personal factors
results of self- career planning and
influencing career choices Week 6
assessment of various decision-making.
and external factors
personal and external
factors Identify career options
based on different
EsP-PD11/12PC-
factors, career
IIf-12.2
✓
development concepts
and personal life goals

Standards
Prepare a career plan

based on the identified EsP-PD11/12PC-
IIg-12.3
✓
career options to attain
personal life’s goals
explain the factors in

personal development Week 7
that may guide EsP-
him/her in making PD11/12IOPD- ✓
important career IIi-14.1
decisions as
adolescents
analyze and synthesize share insights that

his/her personal
his/her personal make him/her realize
development as an EsP-
development as an the importance of
important component of
important component of PD11/12IOPD- ✓
setting career and life personal development
setting career and life IIi-h-14.2
goals in making a career
goals
decision as adolescent Week 8
construct a creative
visualization of his/her
personal development EsP-
through of the various PD11/12IOPD- ✓
IIj-14.3
stages he/she went
through, stressors,
influences, and

Standards
decision-making
points, and a personal
profile analysis
Grade Level: 11
Subject: Physical Education & Health
Quarter Content Performance Most Essential Learning Duration Code Learning Delivery
Standards Standards Competencies Model/Platform
TV RADIO BOTH
The learner The learner Weeks 1 to PEH11FH-Ig-i-6 √
demonstrates leads fitness 7
understanding events with
of fitness and proficiency
exercise in and
optimizing confidence 1. Self-assesses health-related
one’s health as resulting in fitness (HRF). status, barriers
H.O.P.E I a habit; as independent to physical activity
(1st & 2nd requisite for pursuit and in assessment participation and
Quarters) physical influencing one’s diet
activity others
assessment positively.
performance,
and as a career
opportunity
2. Sets Frequency Intensity Weeks 8 to PEH11FH-Ii-j-7 √
Time Type (FITT) goals based 10
on training principles to
achieve and/or maintain
health-related fitness (HRF).
3. Engages in moderate to Weeks 1 to PEH11FH-Ia-t-8 √
vigorous physical activities 10
(MVPAs) for at least 60
minutes most days of the
week in a variety of settings
in- and out-of school
4. Analyzes physiological Weeks 1 to PEH11FH-Ik-t-9 √
indicators such as heart rate, 10
rate of perceived exertion
and pacing associated with
MVPAs to monitor and/or
adjust participation or effort.
5. Observes personal safety Weeks 1 to PEH11FH-Ik-t-10 √
protocol to avoid 10
dehydration, overexertion,
hypo- and hyperthermia
during MVPA participation
6. Demonstrates proper Weeks 1 to PEH11FH-Ia-t-12 √
etiquette and safety in the 10
use of facilities and
equipment
7. Participates in an organized Weeks 1 to PEH11FH-Ik-o-13 √
event that addresses 10
health/fitness issues and
concerns
8. Recognizes the value of Weeks 1 to PEH11FH-Id-t-14 √
optimizing one’s health 10
through participation in
physical activity assessments
9. Organizes fitness event for a Weeks 1 to PEH11FH-Io-t-17 √
target health issue or concern 10
The learner The learner PEH11FH-IIf-5 √
H.O.P.E 2 demonstrates leads sports 1. Describes the role of physical
(3rd & 4th understanding events with activity assessments in Week 1
Quarters) of sports in proficiency managing one’s stress
optimizing and
one’s health as confidence
a habit; as resulting in
requisite for independent
physical pursuit and in
activity influencing
assessment others
performance, positively.
and as a career
opportunity.
2. Self-assesses health-related PEH11FH-IIg-i-6 √
fitness (HRF) status, barriers
Weeks 2 to
to physical activity
10
assessment participation and
one’s diet
3. Sets FITT goals based on PEH11FH-IIi-j-7 √
Weeks 4 to
training principles to achieve
5
and/or maintain HRF.
4. Engages in moderate to PEH11FH-IIa-t-8 √
vigorous physical activities
(MVPAs) for at least 60 Weeks 2 to
minutes most days of the 10
week in a variety of settings
in- and out-of school
5. Observes personal safety PEH11FH-IIk-t-10 √
protocol to avoid
Weeks 2 to
dehydration, overexertion,
10
hypo- and hyperthermia
during MVPA participation
6. Participates in an organized PEH11FH-IIk-o-13 √
event that addresses Weeks 2 to
health/fitness issues and 10
concerns
7. Organizes sports event for a Weeks 2 to PEH11FH-IIo-t-17 √
target health issue or concern 10
Grade Level: 12
Subject: Physical Education & Health
Standards Standards Competencies Model/Platform
TV RADIO BOTH
The learner The learner Weeks 1 to PEH12FH- √
demonstrates leads dance 10 Ig-i-6
understanding events with 1. Self-assesses
of dance in proficiency and health-related
optimizing one’s confidence fitness (HRF).
health; as resulting in status, barriers to
requisite for independent physical activity
physical activity pursuit and in assessment
assessment influencing participation and
performance, others one’s diet
and as a career positively
opportunity.
2. Sets FITT goals Weeks 4 to PEH12FH- √
based on training 5 Ii-j-7
H.O.P.E 3 principles to
(1st & 2nd achieve and/or
Quarters) maintain HRF
3. Engages in Weeks 1 to PEH12FH- √
moderate to 10 Ia-t-8
vigorous physical
activities
(MVPAs) for at
least 60 minutes
most days of the
week in a variety
of settings in-
and out-of school
4. Analyzes Weeks 1 to PEH12FH- √
physiological 10 Ik-t-9
indicators such as
heart rate, rate
of perceived
exertion and
pacing associated
with MVPAs to
monitor and/or
adjust
participation or
effort
5. Observes Weeks 1 to PEH12FH- √
personal safety 10 Ik-t-10
protocol to avoid
dehydration,
overexertion,
hypo- and
hyperthermia
during MVPA
participation
6. Demonstrates Weeks 1 to PEH12FH- √
proper etiquette 10 Ia-t-12
and safety in the
use of facilities
and equipment
7. Participates in an Weeks 1 to PEH12FH- √
organized event 10 / Ik-o-13
that addresses
health/fitness
issues and
concerns
8. Organizes fitness Weeks 1 to PEH12FH- √
event for a target 10 Io-t-17
health issue or
concern
H.O.P.E 4 The learner The learner 1. Self-assesses Weeks 1 to PEH12FH- √
(3rd & 4th demonstrates leads health-related 10 IIg-i-6
Quarters) understanding recreational fitness (HRF)
of recreation in events with status, barriers to
optimizing one’s proficiency and physical activity
health as a confidence assessment
habit; as resulting in participation and
requisite for independent one’s diet
physical activity pursuit and in
assessment influencing
performance, others
and as a career positively.
opportunity.
2. Sets FITT goals Weeks 4 to PEH12FH- √
based on training 5 IIi-j-7
principles to
achieve and/or
maintain HRF
3. Engages in Weeks 1 to PEH12FH- √
moderate to 10 IIa-t-8
vigorous physical
activities
(MVPAs) for at
least 60 minutes
most days of the
week in a variety
of settings in-
and out-of school
4. Analyzes Weeks 1 to PEH12FH- √
physiological 10 IIk-t-9
indicators such as
heart rate, rate
of perceived
exertion and
pacing associated
with MVPAs to
monitor and/or
adjust
participation or
effort
5. Observes Weeks 1 to PEH12FH- √
personal safety 10 IIk-t-10
protocol to avoid
dehydration,
overexertion,
hypo- and
hyperthermia
during MVPA
participation
6. Demonstrates Weeks 1 to PEH12FH- √
proper etiquette 10 IIa-t-12
and safety in the
use of facilities
and equipment
7. Participates in an Weeks 1 to PEH12FH- √
organized event 10 IIk-o-13
that addresses
health/fitness
issues and
concerns
8. Organizes fitness Weeks 1 to PEH12FH- √
event for a target 10 IIo-t-17
health issue or
concern

Subjects : PHYSICAL SCIENCE

demonstrate The learners should TV Radio Both
understanding of... be able to...
1st 1. the formation of the make a creative Give evidence for and describe Week 1 
elements during the representation of the formation of heavier
Big Bang and during the historical elements during star formation
stellar evolution development of the and evolution
2. the distribution of atom or the Week 1 S11/12PS- 
Explain how the concept of IIIb-11
the chemical elements chemical element in
atomic number led to the
and the isotopes in the a timeline
synthesis of new elements in the
universe
laboratory
1. how the uses of Determine if a molecule is polar Week 2 S11/12PS- 
different materials are or non-polar given its structure IIIc-15
related to their Relate the polarity of a molecule Week 2 S11/12PS- 
properties and to its properties IIIc-16
structures Describe the general types of Week 3 S11/12PS- 
2. the relationship intermolecular forces IIIc-d-17
between the function Explain the effect of Week 3 S11/12PS- 
and structure of intermolecular forces on the IIId-e-19
biological properties of substances
macromolecules Explain how the structures of Week 4 S11/12PS- 
biological macromolecules such IIIe-22
as carbohydrates, lipids, nucleic
acid, and proteins determine their
properties and functions
1. the following make either a Use simple collision theory to Week 5 S11/12PS- 
aspects of chemical poster, a flyer, or a explain the effects of IIIf-23
changes: brochure on a concentration, temperature, and
a. how fast a reaction product(such as particle size on the rate of
takes place fuels, household, or reaction
b. how much reactants personal care Define catalyst and describe how Week 5 S11/12PS- 
are needed and how products) indicating it affects reaction rate IIIf-24
much products are its uses, properties, Determine the limiting reactant Week 6 S11/12PS- 
formed in a reaction mode of action, and in a reaction and calculate the IIIh-27
c. how much energy is precautions amount of product formed
involved in a reaction Describe how energy is Week 7 S11/12PS- 
2. how energy is harnessed from different IIIi-29
harnessed sources:
A. Fossil fuels
B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass
The properties and From product labels, identify the Week 8 S11/12PS- 
mode of action of the active ingredient(s) of cleaning IIIi-j-31
following consumer products used at home
products: Week 8 S11/12PS- 
a. cleaning materials Give the use of the other IIIi-j-32
b. cosmetics ingredients in cleaning agents
2nd 1. Greek views of Explain how the Greeks knew Week 1 S11/12PS- 
matter, motion, and that the Earth is spherical IVa-38
the universe Cite examples of astronomical Week 1 S11/12PS- 
2. competing models phenomena known to IVa-4
of the universe by astronomers before the advent
Eudoxus, Aristotle, of telescopes
Aristarchus, Ptolemy, Week 1 S11/12PS- 
Explain how Brahe’s innovations IVb-44
3. Copernicus, Brahe,
and extensive collection of data
and Kepler
in observational astronomy
4. evidence that the
paved the way for Kepler’s
Earth is not the center
discovery of his laws of planetary
of the universe
motion
1. Aristotelian vs. Compare and contrast the Week 2 S11/12PS- 
Galilean views of Aristotelian and Galilean IVc-46
motion conceptions of vertical motion,
2. how Galileo horizontal motion, and projectile
used his discoveries motion.
in mechanics (and
astronomy) to
address scientific explain how Galileo inferred that Week 2 S11/12PS- 
objections to the objects in vacuum fall with IVc-47
Copernican model uniform acceleration, and that
3. mass, force is not necessary to sustain
momentum, and horizontal motion
energy
conservation
Explain the subtle distinction Week 2 S11/12PS- 
between Newton’s 1st Law of IVd-51
Motion (or Law of Inertia) and
Galileo’s assertion that force is
not necessary to sustain
horizontal motion
Light as a wave and a Design and create a Describe how the propagation of Week 3 S11/12PS- 
particle useful product for light, reflection, and refraction IVf-59
practical purposes are explained by the wave model
that uses mirrors and the particle model of light
and lenses Explain how the photon concept Week 3 S11/12PS- 
and the fact that the energy of a IVf-61
photon is directly proportional
to its frequency can be used to
explain why red light is used in
photographic dark rooms, why
we get easily sunburned in
ultraviolet light but not in visible
light, and how we see colors
Cite experimental evidence Week 4 S11/12PS- 
showing that electrons can IVg-64
behave like waves
Differentiate dispersion, Week 4 S11/12PS- 
scattering, interference, and IVh-65
diffraction
Explain various light phenomena Week 5 S11/12PS- 
such as: IVh-66
A. Your reflection on the
concave and convex sides of
a spoon looks different
B. Mirages
C. Light from a red laser
passes more easily though
red cellophane than green
cellophane
D. Clothing of certain colors
appear different in artificial
light and in sunlight
E. Haloes, sundogs, primary
rainbows, secondary
rainbows, and
supernumerary bows
F. Why clouds are usually
white and rainclouds dark
G. Why the sky is blue and
sunsets are reddish
Describe how Hertz produced Week 5 S11/12PS- 
radio pulses IVi-68
1. Relativity and the Create a video Explain how special relativity Week 6 S11/12PS- 
Big Bang 2. Planets in presentation that resolved the conflict between IVi-j-69
and beyond the Solar details the impact of Newtonian mechanics and
System the Theory of Maxwell’s electromagnetic
Relativity to human theory
Explain the consequences of the Week 6-7 S11/12PS- 
postulates of Special Relativity IVi-j-70
(e.g., relativity of simultaneity,
time dilation, length contraction,
mass-energy equivalence, and
cosmic speed limit)
Explain the consequences of the Week 7 S11/12PS- 
postulates of General Relativity IVi-j-71
(e.g., correct predictions of shifts
in the orbit of Mercury,
gravitational bending of light,
and black holes)
Explain how the speeds and Week 8 S11/12PS- 
distances of far-off objects are IVj-72
estimated (e.g., doppler effect
and cosmic distance ladder)
Explain how we know that we Week 8 S11/12PS- 
live in an expanding universe, IVj-73
which used to be hot and is
approximately 14billion years
old

SUBJECT: Reading and Writing
Learning Delivery
Content Performance
Standards Standards
TV Radio Both
S2 Q3 The learner The learner Compare and contrast patterns of written texts
realizes that critiques a chosen across disciplines
information in a sample of each Evaluate a written text based on its properties
written text may pattern of (organization, coherence and cohesion, language
be selected and development use and mechanics)
organized to focusing on Identify claims explicitly or implicitly made in a EN11/12RWS-
achieve a information written text IIIij-6;
particular selection, a. Claim of fact EN11/12RWS-
purpose. organization, and b. Claim of policy IIIij-6.1;
development. c. Claim of value EN11/12RWS-
IIIij-6.2;
EN11/12RWS-
IIIij-6.3
S2 Q4 Identify the context in which a text was developed EN11/12RWS-
a. Hypertext IVac-7;
b. Intertext EN11/12RWS-
IVac-7.1;
EN11/12RWS-
IVac-7.2
The learner The learner Explain critical reading as a form of reasoning EN11/12RWS-
understands the writes a 1000- IVac-8
relationship of a word critique of a Formulate evaluative statements about a text EN11/12RWS-
written text and selected text on read: IVac-9;
the context in the basis of its a. assertions about the content and EN11/12RWS-
which it was claim/s, context, properties of a text read; and IVac-9.1;
developed. and properties as b. counterclaims in response to claims made EN11/12RWS-
a written in a text read IVac-9.2
material. Determine textual evidence to validate assertions EN11/12RWS-
and counterclaims made about a text read IVac-10
The learner The learner Identify the unique features of and requirements EN11/12RWS-
understands the produces each in composing texts that are useful across IVdg-12;
requirements of type of academic disciplines: EN11/12RWS-
composing writing and a. Book Review or Article Critique IVdg-12.1;
academic writing professional b. Literature Review EN11/12RWS-
and professional correspondence c. Research Report IVdg-12.2;
correspondence. following the d. Project Proposal EN11/12RWS-
properties of e. Position Paper IVdg-12.3;
well-written texts EN11/12RWS-
and process IVdg-12.4
approach to Identify the unique features of and requirements EN11/12RWS-
writing. in composing professional correspondence: IVhj-13;
a. Resume EN11/12RWS-
b. Application for College Admission IVhj-13.1;
c. Application for Employment EN11/12RWS-
d. Various forms of Office Correspondence IVhj-13.2;
EN11/12RWS-
IVhj-13.3;
EN11/12RWS-
IVhj-13.4

Subject: Statistics and Probability
The learner The learner is able The learner… TV Radio Both
demonstrates to…
understanding of…
Q3 The learner The learner illustrates a random variable (discrete and Week 1 M11/12SP-
demonstrates is able to continuous). IIIa-1
✓
understanding apply an distinguishes between a discrete and a continuous M11/12SP-
of key appropriate random variable. IIIa-2
✓
concepts of random finds the possible values of a random variable. M11/12SP-
random variable for IIIa-3
✓
variables and a given real- illustrates a probability distribution for a discrete M11/12SP-
probability life problem random variable and its properties. IIIa-4
✓
distributions. (such as in computes probabilities corresponding to a given Week 2 M11/12SP-
decision random variable. IIIa-6
✓
making and illustrates the mean and variance of a discrete M11/12SP-
games of random variable. IIIb-1
✓
chance). calculates the mean and the variance of a discrete M11/12SP-
random variable. IIIb-2
✓
interprets the mean and the variance of a discrete Week 3 M11/12SP-
random variable. IIIb-3
✓
solves problems involving mean and variance of M11/12SP-
probability distributions. IIIb-4
✓
The learner The learner illustrates a normal random variable and its M11/12SP-
demonstrates is able to characteristics. IIIc-1
✓
understanding accurately identifies regions under the normal curve Week 4 M11/12SP-
of formulate corresponding to different standard normal values. IIIc-3
✓
key concepts and solve converts a normal random variable to a standard M11/12SP-
of normal real-life normal variable and vice versa. IIIc-4
✓
probability problems in computes probabilities and percentiles using the M11/12SP-
distribution. different standard normal table. IIIc-d-1 ✓
disciplines
demonstrates to…
understanding of…
involving
normal
distribution.
The learner The learner is able illustrates random sampling. Week 5 M11/12SP-
demonstrates to apply suitable IIId-2
✓
understanding sampling and distinguishes between parameter and statistic. M11/12SP-
of key sampling IIId-3
✓
concepts of distributions of identifies sampling distributions of statistics (sample M11/12SP-
sampling and the sample mean mean). IIId-4
✓
sampling to solve real-life finds the mean and variance of the sampling Week 6 M11/12SP-
distributions problems in distribution of the sample mean. IIId-5
✓
of the sample different defines the sampling distribution of the sample M11/12SP-
mean. disciplines. mean for normal population when the variance is: IIIe-1 ✓
(a) known; (b) unknown
illustrates the Central Limit Theorem. Week 7 M11/12SP-
to 8 IIIe-2
✓
defines the sampling distribution of the sample M11/12SP-
mean using the Central Limit Theorem. III-3
✓
solves problems involving sampling distributions of M11SP-IIIe-f-
the sample mean. 1
✓
The learner The learner is able illustrates the t-distribution. Week 9 M11/12SP-
demonstrates to estimate the IIIg-2
✓
understanding population mean identifies percentiles using the t-table. M11/12SP-
of key and population IIIg-5
✓
concepts of proportion to identifies the length of a confidence interval. Week 10 M11/12SP-
estimation of make sound IIIj-1
✓
population inferences in real- computes for the length of the confidence interval. M11/12SP-
mean and life problems in IIIj-2
✓
population different computes for an appropriate sample size using the M11/12SP-
proportion. disciplines. length of the interval. IIIj-3
✓
solves problems involving sample size M11/12SP-
determination. IIIj-4
✓
Q4 The learner The learner is able illustrates: (a) null hypothesis; (b) alternative Week 1 M11/12SP-
demonstrates to perform hypothesis; (c) level of significance; (d) rejection IVa-1 ✓
understanding appropriate tests region; and (e) types of errors in hypothesis testing.
demonstrates to…
understanding of…
of key of hypotheses identifies the parameter to be tested given a real- M11/12SP-
concepts of involving the life problem. IVa-3
✓
tests of population mean formulates the appropriate null and alternative Week 2 M11/12SP-
hypotheses on and population hypotheses on a population mean. IVb-1
✓
the proportion to identifies the appropriate form of the test-statistic M11/12SP-
population make inferences when: (a) the population variance is assumed to be IVb-2
mean and in real-life known; (b) the population variance is assumed to be ✓
population problems in unknown; and (c) the Central Limit Theorem is to be
proportion. different used.
disciplines. identifies the appropriate rejection region for a Week 3 M11/12SP-
given level of significance when: (a) the population IVc-1
variance is assumed to be known; (b) the population ✓
variance is assumed to be unknown; and (c) the
Central Limit Theorem is to be used.
computes for the test-statistic value (population Week 4 M11/12SP-
mean). IVd-1
✓
draws conclusion about the population mean based M11/12SP-
on the test-statistic value and the rejection region. IVd-2
✓
solves problems involving test of hypothesis on the Week 5 M11/12SP-
population mean. IVe-1
✓
formulates the appropriate null and alternative M11/12SP-
hypotheses on a population proportion. IVe-2
✓
identifies the appropriate form of the test-statistic M11/12SP-
when the Central Limit Theorem is to be used. IVe-3
✓
identifies the appropriate rejection region for a Week 6 M11/12SP-
given level of significance when the Central Limit IVe-4 ✓
Theorem is to be used.
computes for the test-statistic value (population M11/12SP-
proportion). IVf-1
✓
draws conclusion about the population proportion M11/12SP-
based on the test-statistic value and the rejection IVf-2 ✓
region.
solves problems involving test of hypothesis on the Week 7 M11/12SP-
population proportion. IVf-g-1
✓
The learner The learner is able illustrates the nature of bivariate data. M11/12SP- ✓
demonstrates to…
understanding of…
demonstrates to perform IVg-2
understanding correlation and constructs a scatter plot. M11/12SP-
of key regression IVg-3
✓
concepts of analyses on real- describes shape (form), trend (direction), and M11/12SP-
correlation life problems in variation (strength) based on a scatter plot. IVg-4
✓
and different calculates the Pearson’s sample correlation Week 8 M11/12SP-
regression disciplines. coefficient. IVh-2
✓
analyses. solves problems involving correlation analysis. M11/12SP-
IVh-3
✓
identifies the independent and dependent variables. Week 9 M11/12SP-
IVi-1
✓
calculates the slope and y-intercept of the M11/12SP-
regression line. IVi-3
✓
interprets the calculated slope and y-intercept of M11/12SP-
the regression line. IVi-4
✓
predicts the value of the dependent variable given Week 10 M11/12SP-
the value of the independent variable. IVj-1
✓
solves problems involving regression analysis. M11/12SP-
IVj-2
✓

Subject: Understanding Culture, Society and Politics
Quarter Content Standards Performance Most Essential Duration K to 12 Learning Delivery Platforms
Standards Learning CG Code
Competencies
TV Radio Both
First The learners

Quarter demonstrate an The learners
Competencies
TV Radio Both
understanding of: ✓
1. acknowledge human
1. human cultural cultural variation, social *Discuss the nature,
variation, social differences, social goals and perspectives Week 1
differences, social change, and political in/of anthropology,
change, and political identities sociology and political
identities science
2. adopt an open and
2. the significance of critical attitude toward
studying culture, different social,
society, and politics political, and cultural
phenomena through
3. the rationale for observation and
studying reflection
anthropology,
political science, and 3. appreciates the
sociology value of disciplines of
Anthropology,
Sociology, and Political
1. culture and Science as social
society as sciences
anthropological and
sociological
concepts *Analyze the concept, Week 2
aspects and changes
2. perspectives 1. appreciate the in/of culture and ✓
in/approaches to nature of culture and society
the study of culture society from the
and society (i.e., perspectives of
comparative, anthropology and
historical, sociology *Explain the Week 3
structuralfunctional, importance of ✓
interpretive, critical) 2. demonstrate a cultural relativism in
holistic understanding attaining cultural
1. the human origins of culture and society understanding
Competencies
TV Radio Both
and the capacity for

culture 3. values cultural
2. the role of culture heritage and express *Analyze the
in human adaptation pride of place without significance of cultural, Week 4 ✓
3. processes of being ethnocentric social, political and
cultural and economic symbols and
sociopolitical practices
evolution
Analyze key features of
interrelationships of
1. how individuals biological, cultural and * Explain the context,
learn culture and sociopolitical processes content, processes,
become competent in human evolution and consequences of Week 5 ✓
members of society that can still be used socialization
how individuals and developed
learn culture and
become competent
members of society
2. how individuals 1. identify norms and

should behave as values to be observed *Analyze the forms and Week 6 ✓
part of a political in interacting with functions of social
community others in society, and organizations
the consequences of
ignoring these rules
2. assess the rules of

social interaction to
maintain stability of
everyday life and the
role of innovation in
response to problems
Competencies
TV Radio Both
and challenges
Second *Explain the forms and Week 7

Quarter 1. cultural, social, 1. analyze aspects of functions of state and
and political social organization non-state institutions ✓
institutions as sets
of norms and 2. identify one’s role in
patterns of behavior social groups and
that relate to major institutions
social interests *Examine the functions Week 8
3. recognize other and importance of
2. social forms of economic education in the society ✓
stratification as the transaction such as
ranking of sharing, gift exchange,
individuals according and redistribution in *Examine the concept, Week 9
to wealth, power, his/her own society characteristics and
and prestige forms of stratification ✓
systems using
3. social and political sociological
inequalities as perspectives
features of societies
and the global Explain government Week 10
community programs and initiatives
in addressing social ✓
inequalities e.g. local,
national, global
the agents/ 1. evaluates factors
institutions, causing social, political, *Suggest ways to Week 11
processes, and and cultural change address social
outcomes of inequalities (local,
cultural, political, 2. advocate how national and global) ✓
and social change human societies should
adapt to such changes
* Examine human Week 12

Competencies
TV Radio Both
responses to emerging
challenges in ✓
contemporary societies
APPLIED SUBJECTS
Subject : Empowerment Technologies
QUARTER CONTENT PERFORMANCE MOST ESSENTIAL DURATIO K-12 CG TV RADIO BOTH

STANDARDS STANDARDS LEARNING N Code
COMPETENCIES
The learners The learners shall compare and contrast the Weeks 1- CS_ICT11/12
demonstrate be able to: nuances of varied online 4 -ICTPT-Ia-b-
platforms, sites, and content 1
QUARTER 1 an at the end of the 2-week
to best achieve specific class
understanding period
objectives or address
independently compose
of: an
situational challenges
ICT in the context insightful reflection
of global paper on the
communication nature of ICT in the
for specific context of
professional track their lives, society, and
professional tracks (Arts,
Tech
Voc, Sports, Academic)
apply online safety, security, CS_ICT11/12
ethics, and etiquette -ICTPT-Ia-b-
standards and practice in the 2
use of ICTs as it would relate
to their specific professional
tracks
use the Internet as a tool for CS_ICT11/12
credible research and -ICTPT-Ia-b-
information gathering to best 3
achieve specific class
objectives or address
situational
The learners The learners shall uses common productivity CS_ICT11/12
demonstrate be able to: tools effectively by -ICTPT-Ic-d-4
maximizing advanced
an at the end of the 2-week
application techniques
understanding period
independently apply creates an original or CS_ICT11/12
of: advanced derivative ICT content to -ICTPT-Ic-d-5
the use of productivity tools to effectively communicate or
advanced tools create or present data or information
and develop ICT content for related to specific
techniques found use in professional tracks
in common specific professional
productivity and tracks
software These may be in the
applications in form of,
developing ICT
content for
but not limited to:
specific 1. Calculating
professional spread sheet of
tracks athletic statistics
(Sports)
2. Layout of
catalogue of
creative works
(Arts)
3. Materials/
ingredients
projections for
batches of
baked goods (Tech-
Voc)
4. Letterhead/
business card
design (Business/
Academic)
how to at the end of the 2-week evaluate existing websites CS_ICT11/12
manipulate text, period and online resources based -ICTPT-Ie-f-6
graphics, independently apply the on the principles of layout,
and images to techniques of image graphic, and visual message
create ICT manipulation and design
content graphic design
intended for an to create original or
online derivative CS_ICT11/12
environment ICT content from use image manipulation -ICTPT-Ie-f-7
existing techniques on existing
images, text and graphic images to change or enhance
elements for use in their current state to
specific communicate a message for
professional tracks. a specific purpose
These may be in the
CS_ICT11/12
form of, create an original or -ICTPT-Ie-f-8
but not limited to: derivative ICT content to
1. Team/ athlete/ effectively communicate a
league visual message in an online
recruitment posters environment related to
specific professional tracks
(Sports)
2. Logo or crest for
a
community, school
organization or
barkada
(Arts)
3. Labeling and
manual of
operation for tools
and
equipment (Tech-
Voc)
4. Presentation of
cafeteria
patronage data
(Business/
Academic)
the principles and at the end of the 2-week evaluate existing online Weeks 5- CS_ICT11/12
techniques of period creation tools, platforms and 6 -ICTPT-Ig-h-
design using independently apply the applications in developing 9
online creation principles and ICT content for specific
tools, techniques of professional tracks
platforms, and design using online apply web design principles CS_ICT11/12
applications to creation and elements using online -ICTPT-Ig-h-
develop ICT tools, platforms, and creation tools, platforms, and 10
content for applications to create applications to communicate
specific original or a message for a specific
professional derivative ICT content purpose in specific
tracks for use in professional tracks
specific professional
tracks
create an original or CS_ICT11/12
These may be in the derivative ICT content using -ICTPT-Ig-h-
form of, online creation tools, 11
but not limited to: platforms, and applications to
1. Survey effectively communicate
messages related to specific
instruments using professional track
Google forms
(Business/
Academic)
2. Athletic match-
ups and
league standings
using
Mindmeister
(Sports)
3.
Catalogues/Swatche
s/
options for products
and
services using Prezi
(Tech
Voc)
4. Online photo
album of
artistic works or
photographs using
Picasa
(Arts)
5. Online music
production
using Sibelius
(Music)
the key learnings at the end of the 2-week Weeks CS_ICT11/12
from the period 7-8 -ICTPT-Ii-j-
previous weeks, and quarter evaluate the quality, value, 12
which they will collaboratively and appropriateness of peer’s
synthesize into an develop an online portal existing or previously
integrated ICT or developed ICT content in
content through website to showcase relation to the theme or
collaboration with and share intended audience/ viewer of
classmate and existing and previously an ICT project
teacher as both developed content
peer and partner These may be in the share and showcase existing CS_ICT11/12
form of, or previously developed -ICTPT-Ii-j-
material in the form of a 13
but not limited to: collaboratively designed
1. Online newsletter newsletter or blog site
2. Blog intended for a specific
3. Issuu online audience or viewer
“magazine”
QUARTER 2 The learners The learners: explore the principles of Week 1 CS_ICT11/12
demonstrate at the end of the week interactivity and rich content -ICTPT-IIk-14
independently assess in the context of Web 2.0
an and the participation of the
one’s
understanding experience along a user in the online experience
of: range of
how rich media online rich content on
content and the basis
interactivity of the usability of the
affects and interface
changes
the user
experience in the
delivery
and consumption
of ICT content
ICT as a tool, at the end of the week share anecdotes of how CS_ICT11/12
medium, and independently articulate he/she has used ICTs to be -ICTPT-IIl-15
force how part of a social movement,
in bringing about ICT tools and platforms change, or cause to illustrate
action and have aspects of digital citizenship
mobilize change changed the way people
in a population, communicate, and how
society, or social
culture. change has been
brought about
by the use of ICTs
how to work with at the end of the 4-week identify a local or regional CS_ICT11/12
peers and period cause or issue for Social -ICTPT-IIm-
external publics/ collaboratively Change related to specific p16
partners for the participate professional tracks that can
development of actively in the creation be addressed or tackled
an ICT project and using an ICT Project for
that advocates or development of an ICT Social Change
mobilizes for a Project
specific Social for Social Change
Change or cause relating to an analyze how target or `Weeks CS_ICT11/12
issue in specific intended users and 2-4 -ICTPT-IIm-
professional audiences are expected to p17
tracks respond to the proposed ICT
Topics may cover, Project for Social Change on
but are not the basis of content, value,
and user experience
limited to:
1. Promotion of
wellness in
the home (Sports)
CS_ICT11/12
2. Street food safety -ICTPT-IIm-
and p18
cleanliness drive
(Tech integrate rich multimedia
Voc) content in design and
development to best enhance
3. Cultural heritage the user experience and
promotion deliver content of an ICT
Project for Social Change
through new
designs
“Pinoy pride” (Arts) develop a working prototype CS_ICT11/12
4. Savings and of an ICT Project for Social -ICTPT-IIm-
financial Change p19
literacy drives and
advocacies
(Business/
Academic)
how to manage at the end of the 2-week demonstrate how online ICT CS_ICT11/12
an online ICT period Projects for Social Change -ICTPT-IIq-
Project for Social independently and are uploaded, managed, and r20
Change collaboratively co- promoted for maximum
manage an audience impact
online ICT Project for
Social
generate a technical report Weeks 5- CS_ICT11/12
interpreting data analytics, 6 -ICTPT-IIq-
Change through r21
e.g. Google, Facebook, or
available tools,
similar traffic data on the
resources, and platforms
general aspects of search
visibility, reach, and virality
how to maintain at the end of the week generate a report on the Week 7 CS_ICT11/12
and sustain the independently evaluate performance of their ICT -ICTPT-IIs-22
operation of an the Project for Social Change on
ICT Project for performance of an the basis of data gathered
Social Change advocacy via from available monitoring
an ICT Project for Social tools and evaluating
Change techniques
through available
monitoring
tools and evaluating
techniques
such as user interviews,
feedback forms, and
Analytics
data
how to reflect on at the end of the week create a reflexive piece or Week 8 CS_ICT11/12
the nature of ICT independently reflect on output using an ICT tool, -ICTPT-IIt-23
and the manner the ICT platform, or application of
by which the learning process and choice on the learning
learning process how experience undergone
has changed his/her world view has during the semester
his/her world view evolved
over the past semester
Outputs during this
week may
be in the form of,
but not
limited to:
1. Video blog
2. Presentation or
image
gallery
3. Website
4. Illustrated
document
5. Podcast or
webcast

SUBJECT: English for Academic and Professional Purposes
Learning Delivery
Content Performance Most Essential Learning
Quarter Coding Model/Platform
Standards Standards Competencies
TV Radio Both
S1/2 The learner The learner Differentiates language used in
Q1/3 acquires produces a academic texts from various disciplines
knowledge of detailed abstract Uses knowledge of text structure to CS_EN11/12A-
appropriate of information glean the information he/she needs EAPP-Ia-c-4
reading gathered from the Uses various techniques in CS_EN11/12A-
strategies for a various summarizing a variety of academic EAPP-Ia-c-4
better academic texts texts
understanding of read States the thesis statement of an CS_EN11/12A-
academic texts academic text EAPP-Ia-c-6
Outlines reading texts in various CS_EN11/12A-
disciplines EAPP-Ia-c-8
The learner The learner Uses appropriate critical writing a
understands the produces an critique such as formalism, feminism,
principles and objective etc.
uses of a assessment of an Writes an objective/balanced review or CS_EN11/12A-
reaction paper/ event, a person, a critique of a work of art, an event or a EAPP-Id-f-18
review/ critique place or a thing. program
writes a
comprehensive
review /reaction
paper
• Performance
Arts, Play,
Dance, Sports,
etc.
• Film
• Participation
in a religious
or community
festival
• Art Exhibit
critiques designs
such as industrial
design objects or
craft objects,
furniture, fashion
designs based on
a set criteria
critiques graphic
design
communication
materials such as
posters,
billboards,
commercials,
digital and
The learner The learner Determines the ways a writer can CS_EN11/12A-
understands the produces a well- elucidate on a concept by definition, EAPP-Ig-j-20
principles and balanced concept explication and clarification
uses of a concept paper in a specific Compare and contrast various kinds of
paper discipline concept papers:
a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
- Home Economics
- Agri-Fishery
- IA
- ICT
Presents a novel concept or project
with accompanying visuals/ graphic
aids
S1/2 The learner The learner Analyzes the arguments used by the CS_EN11/12A-
Q2/4 understands the presents a writer/s in manifestoes EAPP-IIa-d-3
principles and convincing Defends a stand on an issue by CS_EN11/12A-
uses of a position position paper presenting reasonable arguments EAPP-IIa-d-4
paper based on properly supported by properly cited factual
cited factual evidences
evidence; Writes various kinds of position papers CS_EN11/12A-
produces an EAPP-IIa-d-5
insightful
statement of
principles and
reasons for
establishing a
student
organization,
coming up with a
group exhibit of
creative works,
etc.
The learner The learner Determines the objectives and CS_EN11/12A-
understands the produces a well- structures of various kinds of reports EAPP-IIe-j-6
principles and written report for Designs, tests and revises survey CS_EN11/12A-
uses of surveys, various disciplines questionnaires* EAPP-IIe-j-7
experiments and Conducts surveys, experiments or CS_EN11/12A-
scientific observations* EAPP-IIe-j-8
observations Gathers information from surveys,
experiments, or observations*
Summarizes findings and executes the CS_EN11/12A-
report through narrative and EAPP-IIe-j-11
visual/graphic forms
Writes various reports CS_EN11/12A-
EAPP-IIa-d-5

Subject : Entrepreneurship
QUARTE CONTENT PERFORMANCE MOST ESSENTIAL DURATION K-12 CG

R STANDARDS STANDARDS LEARNING COMPETENCIES Code TV Radio Both
Quarter
1
The learner
demonstrates
The learner
independently Discuss the relevance of the Week 1-2

understanding of key creates/provides a course
concepts, underlying quality and
principles, and core
competencies in
marketable product
and/or service in Explore job opportunities for
Entrepreneurship as a career

Entrepreneurship. Entrepreneurship as
prescribed in the
TESDA Training
Regulation.
The learner The learner Recognize a potential market Week 3-6 TLE_IC
demonstrates independently or with TAN11/1
understanding of his/her classmates 2PC-Ia-1
concepts, underlying
principles, and
presents an
acceptable detailed • Analyze the
market need

processes of business plan.
developing a business
plan. • Determine the
possible 
product/s or
service/s that
will meet the
need;` 
• Screen the
proposed
solution/s
based on
viability,
profitability,
and customer
requirements;
and
Select the best product or 

service that will meet the
market need.
The learner
demonstrates
The learner
independently creates
Recognize th e
importance of marketing
Week 7-9 TLE_IC
TAN11/1 
understanding of a business vicinity m ix in the development 2EM-Ia-
environment and map reflective of o f marketing strategy 1
market in one’s potential market in
locality/town. one’s locality/town. Describe the Marketing
Mix (7Ps) in relation to
the business opportunity
vis-à- vis: 
Product;
Place;
Price;
Promotion;
People;
Packaging; and
Positioning
Develop a brand name


Quarter
Demonstrate understanding
of the 4 Ms of operations
Week 1-4 TLE_ICT
AN11/12E 
M-Ia-2
2 Describe the 4Ms
(Manpower, Method,
Machine, Materials) of
operations in relation to the

business opportunity:
• Develop a product
description

• Create a prototype
of the product 
• Test the product
prototype 
• Validate the
service description
of the product with 
potential
customers to
determine its
market
acceptability;
• Select/pinpoint
potential suppliers
of raw materials
and other inputs 
necessary for the
production of the
product or service;
• Discuss the

value/supply chain
in relation to the
business
enterprise; and
• 
• Recruit qualified

people for one’s
business
enterprise
.
• Develop the

business model
• Forecast the
revenues of the 
business

Forecast the costs to be
incurred 
Compute for profits
The learner
demonstrates
The learner
independently or with
Manifest understanding of
starting and operating a
Week 5 – 9 CS_EP
11/12B 
understanding of his/her classmates simple business -
concepts, starts and operates a ENTR
business according to EP-
underlying
the business plan and IVa-i-1
principles, and CS_EP
processes presents a terminal
• Implement the
of starting and
operating a simple
report of its operation.
business plan
11/12B
- 
ENTR
business. EP-
• Identify the reasons IVa-i-2
CS_EP

for keeping
business records 11/12B
-
ENTR
• Perform key EP-
bookkeeping tasks IVa-i-3

• Identify where CS_EP11/1
there is a profit 2B-
or loss for a
business; and
ENTREP-
IV-j-4

• Generate an overall
report on the
activity 

Subject: Filipino sa Piling Larang (Akademik)
Quarter Content Performance Most Essential Learning Duratio Learning Delivery

Standards Standards Competencies n K to Model/Platform
(Pamantayang (Pamantaya 12 CG
Pangnilalaman n sa Code
) Pagganap)
TV Radio Both
One Nauunawaan ang Nasusuri ang Nabibigyang-kahulugan ang Week CS_FA1
Semester kalikasan, layunin kahulugan at akademikong pagsulat 1-3 1/12PB- ✓
0a-c-101
at paraan ng kalikasan ng Nakikilala ang iba’t ibang Week CS_
pagsulat ng iba’t pagsulat ng FA11
akademikong sulatin ayon 1-3 /12P
ibang anyo ng iba’t ibang sa: N- ✓
sulating ginagamit anyo ng (a) Layunin (b) Gamit 0a-c-
sa pag-aaral sa sulatin (c) Katangian (d) Anyo 90
iba’t ibang Nakapagsasagawa ng Week CS_
larangan FA11
panimulang pananaliksik 1-3 /12E
kaugnay ng kahulugan, P-0a- N/A
kalikasan, at katangian ng c-39
iba’t ibang anyo ng sulating
akademiko
Natitiyak ang Nakasusulat ng Nakakasusulat nang maayos Week CS_F
A11/1
angkop na 3-5 na sulatin na akadamikong sulatin 4-6 2PU- N/A
proseso ng mula sa 0d-f-
92
pagsulat ng piling nakalistang
Week CS_
sulating anyo na FA11
Nakasusunod sa istilo at 4-6
akademiko nakabatay sa /12P N/A
teknikal na pangangailangan U-
pananaliksik
ng akademikong sulatin 0d-f-
93
Nagagamit ang Week CS_
angkop na format Nakagagawa ng Nakasusulat ng talumpati FA11
7-8 /12P N/A
at teknik ng palitang batay sa napakinggang N-
pagsulat ng pagkikritik halimbawa 0g-i-
akademikong (dalawahan o 91
sulatin pangkatan) ng Week CS_F
Natutukoy ang
mga sulatin
mahahalagang impormasyon
9-10 A11/ ✓
12P
sa isang pulong upang
N-0j-
makabuo ng sintesis sa
l-92
napag-usapan
Week CS_F
11-13 A11/
12P
Natutukoy ang katangian ng B- N/A
isang sulating akademiko 0m-
o-
102
Week CS_
Nabibigyang-kahulugan ang FA11
mga terminong akademiko 11-13 /12P N/A
na may kaugnayan sa T-
0m-
piniling sulatin o-90
Week CS_
Natitiyak ang mga elemento FA11
11-13 /12P ⁄
ng pinanood na programang D-
pampaglalakbay 0m-
o-89
Week CS_
FA11
14-16 /12P N/A
Nakasusulat ng organisado,
U-
malikhain, at kapani- 0p-r-
paniwalang sulatin 94
Nakasusulat ng sulating Week CS_
batay sa maingat, wasto, at 14-16 FA11
/12W N/A
angkop na paggamit ng wika G-
0p-r-
93
Week CS_
FA11
14-16 /12P N/A
Nakabubuo ng sulating may
U-
batayang pananaliksik ayon 0p-r-
sa pangangailangan 95
Naisasaalang-alang ang etika Week CS_
FA11
sa binubuong akademikong 14-16 /12E N/A
sulatin P-0p-
r-40
Subject: Filipino sa Piling Larang (Isports)
Content Performance Most Essential Learning Duratio Learning Delivery

Standards Standards Competencies n K to Model/Platform
Quarter (Pamantayang (Pamantay 12 CG
Pangnilalaman an sa Code
) Pagganap)
TV Radio Both
Natutukoy ang Nasusuri ang Nabibigyang-kahulugan ang Week CS_
FI11/
kahulugan at kahulugan at sulating pang-isport 1-3
kalikasan ng kalikasan ng
12P ✓
B-
pagsulat ng iba’t pagsulat ng 0a-
ibang anyo ng iba’t ibang c107
Nakikilala ang iba’t ibang CS_
sulatin anyo ng sulatin FI11/
sulating pang-isports ayon sa: 12P
Napag-iiba-iba ang (a) Layunin (b) Gamit T- N/A
(c) Katangian (d) Anyo 0a-c-
One mga katangian ng 95
Semester iba’t ibang anyo (e) Target na gagamit
Nakapagsasagawa ng Week CS_
ng sulatin FI11/
panimulang pananaliksik 4-6 12E
kaugnay ng kahulugan, P- N/A
kalikasan, at katangian ng iba’t 0d-f-
ibang anyo ng sulating pang- 43
isports
Nauunawaan Nakasusulat ng Nabibigyang-kahulugan ang Week CS_
FI11/
ang mga 4-6 piling mga terminong pang-isports 7-9 12P N/A
kaalaman at sulating pang- na may kaugnayan sa piniling T-
0g-i-
kasanayan sa isports sulatin 96
pagsulat ng CS_F
sulating pang- Naisasagawa Naitatala ang mga panuto I11/1
isports ang mga (rules) sa programang pang- 2PD- ✓
isports 0g-i-
kaalaman at 90
kasanayan sa Naipaliliwanag ang Week CS_
pagsulat ng FI11/
kahalagahan, kalikasan, at 10-12
piniling proseso ng piniling anyo ng
12P ✓
S-0j-
sulating pang- sulating pang-isports l-94
isports Week CS_ N/A
FI11/
13-16 12W
Nakasusulat ng sulating batay
G-
sa maingat, wasto at angkop 0m-
na paggamit ng wika o-96
Nakapagsasaliksik ng datos CS_
FI11/
kaugnay ng isusulat na piniling 12E N/A
anyo ng sulating pang-isports P-
0m-
o-44
CS_
FI11/
12P N/A
Naisasaalang-alang ang etika U-
0m-
sa binubuong sulating pang- o-
isports 101
Subject: Filipino sa Piling Larang (Sining at Disenyo)
Content Performance Most Essential Duration Learning Delivery

Standards Standards Learning Model/Platform
Quarter Competencies K to 12 CG Code
(Pamantayang (Pamantayan
Pangnilalaman) sa Pagganap)
TV Radio Both
Natutukoy ang Nasusuri ang Nabibigyang- Week CS_FSD11/12PB-0a-
c-103
kahulugan at kahulugan at kahulugan ang 1-4
kalikasan ng pagsulat kalikasan ng mga anyo ng N/A
ng iba’t ibang anyo pagsulat ng sulatin sa sining
ng sulatin iba’t ibang at disenyo
Napag-iiba-iba ang anyo ng sulatin Nakikilala ang CS_FSD11/12PT-
mga katangian ng 0a-c-91
iba’t ibang anyo
iba’t ibang anyo ng ng sining at
sulatin disenyo ayon sa :
(a) Layunin (b)
N/A
Gamit
(c) Katangian (d)
Anyo
(e) Target na
One gagamit
Semester Nakapagsasagawa CS_FSD11/12EP-
0a-c-41
ng panimulang
pananaliksik
kaugnay ng
kahulugan, N/A
kalikasan, at
katangian ng iba’t
ibang anyo ng
sining at disenyo
Nakapagpapaliwanag Nakasusulat ng Naipapaliwanag Week CS_FSD11/12PN- ✓
0d-f-93
sa pasulat na anyo isa sa bawat ang kahulugan ng 5-6
ng mga karanasan nakalistang pinakinggang
batay sa pinanood, anyo ng sining o halimbawa ng
isinagawa, binasa, at disenyo fliptop, novelty
nirebyu songs, pick-up
Naitatanghal lines, atbp.
Natitiyak ang angkop ang output ng Nasusuri ang Week 7- CS_FSD11/12PB-
0g-i-104
na proseso ng piniling anyo ng katangian ng 8
pagsulat ng piling sining at disenyo mabisa at
sulatin sa sining at mahusay na
disenyo Nakapagkikritik sulatin batay sa
N/A
nang pasulat sa binasang mga
Nagagamit ang piniling anyo ng halimbawang gaya
angkop na format at sining at disenyo ng iskrip, textula,
teknik ng pagsulat blog, at islogan
ng sulatin sa sining Nabibigyang- Week CS_FSD11/12PT-
at disenyo 0j-k-92
kahulugan ang 9-10
mga terminong N/A
teknikal na may
kaugnayan sa
piniling sulat
Natutukoy ang Week CS_FSD11/12PD-
0l-n-89
mahahalagang 11-13
elemento ng
mahusay na
sulating pansining
na pinanood na ✓
teleserye, dula,
shadow play,
puppet show,
atbp
Nakasusulat ng Week CS_FSD11/12WG-
0o-q-94
sulating batay sa 14-16
maingat, wasto, N/A
at angkop na
paggamit ng wika
Naisasaalang- CS_FSD11/12PU-
0o-q-97
alang ang etika sa
binubuong sulatin sa N/A
sining at
disenyo
Subject: Filipino sa Piling Larang (Teknikal-Bokasyunal)
Content Performance Most Essential Duration Learning Delivery

Standards Standards Learning K to 12 CG Model/Platform
Quarter Competencies Code
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
TV Radio Both
Nakabubuo ng Nabibigyang- Week CS_FTV11/12PB-
Nauunawaan manwal ng isang kahulugan ang 1-3 0a-c-105 ✓
ang kalikasan, piniling sulating teknikal at
layunin at teknikal- bokasyunal na
paraan ng bokasyunal sulatin
pagsulat ng Nakikilala ang CS_FTV11/1
iba’t ibang 2PT-0a-c-93
iba’t ibang
anyo ng teknikal-
sulating bokasyunal na
ginagamit sa sulatin ayon sa: N/A
pag-aaral sa a. Layunin
iba’t ibang b. Gamit
larangan c. Katangian
(Tech-Voc) d. Anyo
One e. Target na
Semester gagamit
Nakapagsasagawa Week CS_FTV11/1
2EP-0d-f-42
ng panimulang 4-6
pananaliksik
kaugnay ng N/A
kahulugan,
kalikasan, at
katangian ng iba’t
ibang anyo ng
sulating teknikal-
bokasyunal
Naisasagawa Nakasusulat ng 4-6 Naiisa-isa ang mga Week CS_FFTV11/
12PB-0g-i-
ang kaalaman at piling sulating hakbang sa 7-9 106
kasanayan sa teknikal- pagsasagawa ng N/A
wasto at angkop bokasyunal mga binasang
na pagsulat ng halimbawang
piling anyo ng Nakapagsasagawa sulating teknikal-
sulatin ng demo sa bokasyunal
piniling anyo Naililista ang mga CS_FTV11/12
bilang katawagang PT-0g-i-94 ✓
pagsasakatuparan teknikal kaugnay
ng nabuong ng piniling anyo
sulatin Naipapaliwanag Week CS_FTV11/1
2PS-0j-l-93
sa paraang 10-12
sistematiko at ✓
malinaw ang
piniling anyo sa
pamamagitan ng
paggamit ng
angkop na mga
termino
Nakasusulat ng Week CS_FTV11/1 N/A
2WG-0m-o-
sulating batay sa 13-16 95
maingat, wasto, at
angkop na
paggamit ng wika
Naisasaalang- CS_FTV11/1 N/A
2PU-0m-o-99
alang ang etika sa
binubuong
tenikal-
bokasyunal na
sulatin

Subject: Inquiries, Investigations and Immersion
Duration Learning Delivery

Most Essential Learning
Quarter Content Learner’s Output Model/Platform
Competencies
TV Radio Both
1st
I. Brainstorming for
prepares a plan and a focus Week 1 ✓
Quarter Class Research Agenda on issues and ideas in their
Research Topics
respective field
1st II. Identifying the Problem 1. Background of the formulates clearly the Week 2 ✓
Quarter and Asking the Question problem statement of research
Competencies
TV Radio Both
2. Conceptual problem
Framework
3. Research Hypothesis
(for quantitative
research)
4. Statement of the
problem
5. Definition of terms
6. Importance of the
study
Scope and limitations of
the study
1st selects, cites and synthesizes Week 3-5 ✓
Quarter related literature
III. Reading on Related List of Related Literature uses sources according to
Studies Reviewed ethical standards (atleast 4-6
local and international
sources)
1st describes adequately Week 6-8 ✓
Quarter 1. Research design research design (either
2. Population quantitative or qualitative),
IV. Understanding Ways to 3. Sampling method data gathering instrument,
Collect Data 4. Data collection sample, data collection and
procedure analysis procedures,
prepares data gathering
instrument
2nd 1. Interpretation of Data gathers and analyzes data Week 1-2 ✓
Quarter 2. Data analysis method with intellectual honesty
V. Finding the Answers to
Conceptualized using suitable techniques
the Research Questions
Framework for qualitative
research
2nd 1. Summary of Findings forms logical conclusions Week 3 ✓
Quarter VI. Reporting Findings, 2. Conclusions makes recommendations
Drawing Conclusions and 3. Recommendations based on conclusions
Making Recommendations 4. List of References writes clear report
Written Research Report
Competencies
TV Radio Both
2nd presents written research Week 4-5 ✓
Quarter 1. Draft Written Research report
Report for Oral revises written research report
VII. Sharing your Research Presentation based on suggestions and
Final Written Research recommendations of panelists
Report for Submission. submits final written research
report

Subject: Practical Research 1
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Learning Delivery
competencies Code Model/Platform
The learner demonstrates The learner is able to… (SHS Applied – Practical TV Radio Both
understanding of…
Research 1)
The learner…
Q1 1. the importance use appropriate kinds shares research experiences Week 1 to 2 CS_RS11-
of research in of research in making and knowledge IIIa-1 ✓
daily life decisions. explains the importance of CS_RS11-
2. the research in daily life IIIa-2 ✓
characteristics, describes characteristics, CS_RS11-
processes, and processes, and ethics of IIIa-3 ✓
ethics of research research
3. quantitative differentiates quantitative CS_RS11-
and qualitative from qualitative research IIIa-4 ✓
research provide examples of research CS_RS11-
4. the kinds of in areas of interest IIIa-5
research across
✓
fields
1. the value of describes characteristics, CS_RS11-
qualitative decide on suitable strengths, weaknesses, and IIIb-1 ✓
research; its kinds, qualitative research in kinds of qualitative research
characteristics, different areas of Illustrates the importance of CS_RS11-
uses, strengths, interest. qualitative research across IIIb-2 ✓
fields
understanding of…
Research 1)
The learner…
and weaknesses
2. the importance
of qualitative
research across
fields of inquiry
1. the range of formulate clearly designs a research project Week 3 to 4 CS_RS11-
research topics in statement of research related to daily life IIIc-e-1 ✓
the area of inquiry problem writes a research title CS_RS11-
2. the value of IIIc-e-2 ✓
research in the area provides the CS_RS11-
of interest justifications/reasons for IIIc-e-3 ✓
3. the specificity and conducting the research
feasibility of the states research question CS_RS11-
problem posed IIIc-e-4 ✓
indicates scope and CS_RS11-
delimitation of research IIIc-e-5 ✓
cites benefits and beneficiaries CS_RS11-
of research IIIc-e-6 ✓
presents written statement of CS_RS11-
the problem IIIc-e-7 ✓
1. the criteria in 1. select, cite, and selects relevant literature Week 5 to 6 CS_RS11-
selecting, citing, and synthesize properly IIIf-j-1 ✓
synthesizing related related literature cites related literature using CS_RS11-
literature 2. use sources according standard style IIIf-j-2 ✓
2. ethical standards to ethical standards synthesizes information from CS_RS11-
in writing related 3. present written review relevant literature IIIf-j-3 ✓
literature of related literature writes coherent review of CS_RS11-
literature IIIf-j-4 ✓
follows ethical standards in Week 7 to 8 CS_RS11-
writing related literature IIIf-j-5 ✓
presents written review of CS_RS11-
literature IIIf-j-6 ✓
Q2 1. qualitative 1. describe qualitative chooses appropriate Week 1 to 2 CS_RS11-
research designs research designs, qualitative research design IVa-c-1 ✓
understanding of…
Research 1)
The learner…
2. the description of sample, and data describes sampling procedure CS_RS11-
sample collection and analysis and sample IVa-c-2 ✓
3. data collection procedures plans data collection, data Week 3 to 4 CS_RS11-
and analysis gathering instrument, and IVa-c-3 ✓
procedures such as analysis procedures
survey, interview, presents written research CS_RS11-
and observation methodology IVa-c-4
4. the application of
creative design ✓
principles for
execution
observation and gather relevant collects data through Week 5 to 6 CS_RS11-
interview information with observation and interviews IVd-f-1
procedures and intellectual honesty ✓
skills
drawing out analyze and draw out infers and explain patterns and CS_RS11-
patterns and themes patterns and themes themes from data IVd-f-2 ✓
from data with intellectual honesty relates the findings with CS_RS11-
pertinent literature IVd-f-3 ✓
1. guidelines in 1. form logical draws conclusions from Week 7 to 8 CS_RS11-
making conclusions conclusions patterns and themes IVg-j-1 ✓
and 2. make formulates recommendations CS_RS11-
recommendations recommendations based based on conclusions IVg-j-2 ✓
2. techniques in on conclusions lists references CS_RS11-
listing references IVg-j-3 ✓
Subject: Practical Research 2

demonstrate The learners should be
understanding of... able to... TV Radio Both
3rd 1. the characteristics, decide on suitable Describes characteristics, Week 1-3 CS_RS12- 
Ia-c-1
strengths, quantitative research strengths, weaknesses, and
weaknesses, and in different areas of kinds of quantitative research
kinds of quantitative interest Illustrates the importance of Week 1-3 CS_RS12- 
Ia-c-2
research quantitative research across
2. the importance of fields
quantitative research Differentiates kinds of variables Week 1-3 CS_RS12- 
Ia-c-3
across fields and their uses
3. the nature of
variables
1. the range of formulate clearly the Designs a research used in daily Week 4-5 CS_RS12- 
Id-e-1
research topics in the statement of research life
area of inquiry problem Writes a research title Week 4-5 CS_RS12- 
Id-e-2
2. the value of
research in the area
Describes background of Week 4-5 CS_RS12- 
Id-e-3
research
of interest
3. the specificity and States research questions Week4-7 CS_RS12- 
Id-e-4
feasibility of the Indicates scope and delimitation Week 4-5 CS_RS12- 
Id-e-5
problem posed of study
Presents written statement of Week 4-5 CS_RS12- 
Id-e-7
the problem
1. the formulation of 1. formulate clearly Illustrates and explain the Week 6-7 CS_RS12- 
If-j-6
conceptual conceptual conceptual framework
framework framework, research Defines terms used in study Week 6-7 CS_RS12- 
If-j-7
2. the research hypotheses (if
Lists research hypothesis (if Week 6-7 CS_RS12- 
hypotheses appropriate), and If-j-8
appropriate)
(if appropriate) define terms used in Presents written review of Week 6-7 CS_RS12- 
If-j-9
3. the definition of study related literature and
terms as used in the 3. present objectively conceptual framework
study written review of
related literature and
conceptual
framework
4th 1. quantitative describe adequately Chooses appropriate Week 1-3 CS_RS12- 
IIa-c-1
research design quantitative research quantitative research design
2. description of designs, sample, Describes sampling procedure Week 1-3 CS_RS12- 
IIa-c-2
sample instrument used, and sample
3. instrument intervention (if Constructs an instrument and Week 1-3 CS_RS12- 
IIa-c-3
development applicable), data establishes its validity and
4. description of collection, and reliability
intervention (if analysis procedures Describes intervention (if Week 1-3 CS_RS12- 
IIa-c-4
applicable) applicable)
5. data collection and Plans data collection procedure Week 1-3 CS_RS12- 
analysis procedures IIa-c-5
such as survey, Plans data analysis using Week 1-3 CS_RS12- 

IIa-c-6
interview and statistics and hypothesis testing
observation (if appropriate)
6. guidelines in Presents written research Week 1-3 CS_RS12- 
IIa-c-7
writing research methodology
methodology
1. data collection gather and analyze Collects data using appropriate Week 4-7 CS_RS12- 
IId-g-1
procedures and skills data with intellectual instruments
using varied honesty, using Presents and interprets data in Week 4-7 CS_RS12- 
IId-g-2
instruments suitable techniques tabular or graphical forms
2. data processing, 1. form logical Uses statistical techniques to Week 4-7 CS_RS12- 
IId-g-3
organizing, and conclusions analyze data – study of
analysis 2. make differences and relationships
recommendations limited for bivariate analysis
1. guidelines in based on conclusions Draws conclusions from Week 8-9 CS_RS12- 
IIh-j-1
making conclusions research findings
and Formulates recommendations Week 8-9 CS_RS12- 
IIh-j-2
recommendations
ABM
Subject: Applied Economics
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Learning Delivery
Models / Platforms
TV Radio Both
First The learner The learners shall be able ✓
Quarter demonstrates an to …
understanding of… *Differentiate economics as social science and Week 1
applied science in terms of nature and scope
economics as an analyze and propose
applied science solution/s to the economic
and its utility in problems using the *Examine the utility and application of applied Week 2 ✓
addressing the principles of applied economics to solve economic issues and problems
economic economics
problems of the
country *Analyze market demand, market suppy and ✓
market equilibrium Week 3
*Determine the impications of market pricing on ✓
economic decision-making
Week 4
✓
*Differentiate various market structures in terms Week 5
of:
a. number of sellers
the law of supply b. types of products
and demand, and c. entry/exit to market
factors affecting conduct a survey of d. pricing power
the economic current economic e. others
situation situations within the
vicinity ✓
*Analyze the effects of contemporary economic Week 6
issues affecting the Filipino entrepreneur
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration Learning Delivery
Models / Platforms
TV Radio Both
*Analyze different principles, tools, and techniques Week 7 ✓
industry analysis, apply tools and techniques in creating a business
its principles, tools, for business opportunities ✓
and techniques like the SWOT/TOWS *Apply business principles, tools, and techniques in Week 8-
leading to the analysis participating in various types of industries in the 9
identification of locality
business conduct a survey of macro
opportunities and micro environments *Explain the effects of the various socio-economic Week 10 ✓
affecting business in a factors affecting business and industry
locality ✓
* Evaluate the viability and impacts of business on Week

the community 11-12
various
socioeconomic conduct a socioeconomic
impacts of impact study on
business on the consumers (new product
following sectors: and services); suppliers;
consumer, supplier investors (capital, income)
and investors, government (tax revenues,
government, poverty alleviation, basic
households, and services); households
international trade (standard of living,
employment) and
international trade
(exports and imports of
goods and services)
leading to options in
venturing into a business
Grade 12
Business Ethics and Social Responsibility
QUAR Learning
TER CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Delivery
STANDARDS Code Model/Platform
T Radi Both
V o
The learners demonstrate The learners shall be
The learners:
3rd an understanding of: able to: ABM_ESR12-
Quarte IIIa-d-1.1;
1.1 differentiate the forms of business
r 1. the nature and forms Week 1 ABM_ESR12-
of business 1. identify forms
organizations in terms of their
IIIa-d-1.2;
✓
purpose and role in socio-
organizations of business ABM_ESR12-
economic development
organizations IIIa-d-1.3
2. the purposes of and their 1.2 illustrate how fairness,
establishing business characteristics accountability, transparency and ABM_ESR12-
enterprises stewardship is observed in Week 2 IIIa-d-1.4; ✓
2. explain the business and non-profit ABM_ESR12-
3. the core principles purpose of organizations IIIa-d-1.5
underlying fairness, business
accountability, and organizations
transparency in and their role in
business operation and socioeconomic
stewardship (respect development ABM_ESR12-
for others’ property) IIIa-d-1.6
3. explain the core
4. common practices in principles of 1.3 formulate a “code of ethics” that
business organizations fairness, reflect core principles derived from Week 3 ✓
(decorum, protocol, accountability analyses
policies, marketing, and
bookkeeping, transparency in
reportorial the
requirements and socioeconomic
documentation, etc.) development of
a country
QUAR Learning
T Radi Both
V o
4. craft simple
“Codes of
Ethics” or
“Codes of Right
Conduct”
1. classical philosophies 1. i
2.1 illustrate how these philosophies ABM_ESR12-
specifically, virtue dentify the
are reflected into business practices
Week 4
IIIe-h-2.1
✓
ethics (Socrates, classical
Plato, Aristotle, philosophies
2.2 explain how the belief systems ABM_ESR12-
Confucius, etc.) and their
influence business practices
Week 5
IIIe-h-2.2
✓
implication for
2. the impact of belief business
systems (Buddhism, principles and 2.3 infer how Filipino value system ABM_ESR12-
influence business practices
Week 6
IIIe-h-2.3
✓
Islam, Christianity, practices
etc.)
2. d
3. the Filipino Value escribe various
System (Utang na belief systems,
Loob, Filial Piety, and their
Padrino Suki, Bahala similarities and
na - Mañana, Amor differences in
Propio, Filipino Family relation to the 2.4 generate ways to improve
business practices guided by the ABM_ESR12-
Values) business setting
philosophies, belief system or
Week 7
IIIe-h-2.4
✓
3. Filipino values d
escribe how the
Filipino value
system affects
the attitudes of
business
constituents
1. the responsibilities and 1. identify 3.1 discuss the responsibilities and ABM_ESR12-
accountabilities of responsibilities accountabilities of entrepreneurs IVi-l-
entrepreneurs toward to the business to:
Week 1
3.1
✓
the employees, organization a. employees
QUAR Learning
T Radi Both
V o
government, creditors, he/she belongs b. government
suppliers, consumers, to c. creditors
general public, and 2. explain the d. suppliers
4th other stakeholders; different e. consumers
Qu major ethical issues in models and f. general public
art entrepreneurship frameworks of g. other stakeholders
er (basic fairness, social 3.2 formulate a morally defensible
personnel and responsibility position on ethical issues in ABM_ESR12-
customer relations entrepreneurship like basic fairness, IVi-l-3.2 ;
distribution dilemmas, personnel and customer relations ABM_ESR12-
fraud, unfair distribution dilemmas, fraud, unfair Week 2 IVi-l-3.3 ✓
competition, unfair competition, unfair communication,
communication, nonrespect of agreements,
nonrespect of environmental degradation, etc.
agreements,
environmental 3.3 Describe the different models
degradation, etc.) ABM_ESR12-
and frameworks of social Week 3
IVi-l-3.4
✓
responsibility
2. models and
frameworks of social 3.4 Formulate a framework of social
responsibility in the ABM_ESR12-
responsibility that reflects the Week 4
IVi-l-3.5
✓
practice of sound practice of sound business
business
the importance of doing 1. identify reasons 4.1 explain the importance of
business beyond profit for establishing establishing and sustaining ABM_ESR12-
motivation. Introduction business business enterprises as a source of Week 5 IVm-p-4.1 ✓
to the notion of SOCIAL enterprises job opportunities and financial
ENTERPRISE (meeting a beyond profit freedom
given social objective or 2. prepare and 4.2 prepare and implement a
resolving a real social implement a proposed personal action plan to ABM_ESR12-
problem while making personal action assist an existing small business IVm-p-4.2 ;
ends meet) for poverty plan to assist an enterprise to practice ethics and Week 6 ABM_ESR12- ✓
alleviation existing small social responsibility in their IVm-p-4.3
business business operation
enterprise to
QUAR Learning
T Radi Both
V o
practice ethics
and social
responsibility in
their business
operation

Subject: Business Finance
Quarter Content Standards Performance Standards Most Essential Learning Duratio K to 12 Learning Delivery
competencies n CG Code Model/Platform
The learners demonstrate The learners are able to… (SHS ABM – Business Finance) TV Radio Both
The learner…
Q3 the definition of 1. define Finance explain the major role of Week 1 ABM_BF
finance, the 2. describe who are responsible financial management and the to 2 12-IIIa-1 ✓
activities of the for financial management within different individuals involved
financial manager, an organization distinguish a financial institution ABM_BF
and financial 3. describe the primary activities from financial instrument and 12-IIIa-2 ✓
institutions and of the financial manager financial market
markets 4. describe how the financial explain the flow of funds within ABM_BF
manager helps in achieving the an organization – through and 12-IIIa-5
goal of the organization from the enterprise—and the ✓
5. describe the role of financial role of the financial manager
institutions and markets
the financial 1. illustrate the financial planning identify the steps in the financial Week 3 ABM_BF
planning process, process planning process to 4 12-IIIc- ✓
including budget 2. prepare budgets such as projected d-10
preparation, cash collection, sales budget, production illustrate the formula and format ABM_BF
budget, income projected statement
management, and for the preparation of budgets 12-IIIc-
working capital
of comprehensive income, projected
and projected financial d-11 ✓
of financial position, and projected
management statement
The learner…
cash flow statement explain tools in managing cash, ABM_BF
3. describe concepts and tools in receivables, and inventory 12-IIIc- ✓
working capital management d-12
the sources and 1. distinguish debt and equity compare and contrast the loan Week 5 ABM_BF
uses of short-term financing requirements of the different 12-IIIe-f-
and long-term funds 2. identify the bank and nonbank banks and nonbank institutions 14
, and the institutions in the vicinity that are and cite these institutions in the
requirements , possible sources of funds, and locality
procedure , enumerate their requirements ✓
obligation to and process for loan application
creditor, and
reportorial
necessities
basic concepts of 1. distinguish simple and calculate future value and Week 6 ABM_BF
risk and return, and compound interest present value of money to 8 12-IIIg- ✓
the time value of 2. solve exercises and problems in h-18
money computing for time value of compute loan amortization using ABM_BF
money with the aid of present and mathematical concepts and the 12-IIIg- ✓
future value tables present value tables h-20
3. prepare loan amortization apply mathematical concepts ABM_BF
tables and tools in computing for 12-IIIg-
4. compute for the net present finance and investment h-21 ✓
value of a project with a problems
conventional cash-flow pattern explain the risk-return trade-off ABM_BF
5. describe the risk-return trade- 12-IIIg-
off h-22
✓
Q4 the definition, 1. identify the types of compare and contrast the Week 1 ABM_BF
purpose, kinds, investments particularly bank different types of investments to 2 12-IVm- ✓
advantages, and deposits , insurance, real estate , n-23
disadvantages and hard assets, mutual funds, and measure and list ways to ABM_BF
the risks of stocks and bonds minimize or reduce investment 12-IVm-
investment 2. indicate the advantages and risks in simple case problems n-25
disadvantages of each type of ✓
investment
3. explain the risks inherent in
each type of investment
The learner…
the philosophy and 1. identify money management enumerate money management Week 3 ABM_BF
practices in personal philosophy philosophies to 4 12-IVo- ✓
finance 2. apply basic personal finance p-26
principles and practices in earning, illustrate the money ABM_BF
spending, saving, and investing management cycle and gives 12-IVo-
money examples of sound practices in p-27 ✓
earning, spending, saving, and
investing money

Subject: Business Mathematics
Standards Standards The learner… Code Model/Platform
The learners The learners are TV Radi Both
demonstrate an able to…
understanding of… o
Q1 1. fractions 1. Solve problems Express: Week 1 to 2
2. decimals and involving fractions, a. fractions to decimal and percent forms
percentage decimals and b. decimals to fractions and percent forms
✓
percent related to c. percent to fractions and decimal forms
business Give real-life situations to illustrate ABM_BM11F
fractions, decimals, and percent O-Ic-4
✓
Solve problems involving fractions, ABM_BM11F
decimals, and percent O-Id-5
✓
key concepts of 1. formulate and Identify the different kinds of proportions Week 3
ratio and solve problems and write examples of real-life situations ✓
proportion involving ratio and for each
proportion Solve problems involving direct, inverse Week 4 ABM_BM11R
2. use the concept and partitive proportion P-If-4
of proportion in ✓
making life
decisions
key concepts in Analyze and solve Differentiate Mark-on, Mark down and Week 5 ABM_BM11B
buying and problems on Mark-up S-Ig-1
✓
selling important factors in obtain Mark-on, Mark-down, and Mark-up
managing a given price of a product
✓
business: buying Differentiate mark-up from margins Week 6 ABM_BM11B
products and selling S-Ih-3
✓
products Describe how gross margins is used in ABM_BM11B
sales S-Ih-4
✓
Compute single trade discounts and
discount series
✓
Differentiate profit from loss Week 7 ABM_BM11B
S-Ii-6
✓
Illustrate how profit is obtained and how ABM_BM11B
to avoid loss in a given transaction S-Ii-7
✓
Determine the break-even point Week 8 ✓
Solve problems involving buying and ABM_BM11B
selling products S-Ij-9
✓
Compute interest specifically as applied to Week 9
mortgage, amortization, and on
services/utilities and on deposits and
✓
loans
Q2 Illustrate the different types of Week 1 ABM_BM11B
commissions S-IIa-11
✓
Compute commissions on cash basis and ABM_BM11B
commission on instalment basis S-IIa-12
✓
Compute down payment, gross balance
and current increased balance
✓
Solve problems involving interests and Week 2 ABM_BM11B
commissions S-IIb-14
✓
the apply appropriate Define salary, wage, income, benefits Week 3 ABM_BM11S
fundamental mathematical W-IIc-1
✓
operations of operation in Compute gross and net earnings ABM_BM11S
mathematics as computing salaries W-IId-2
✓
applied in and wages Define each of the benefits given to wage Week 4 ABM_BM11S
salaries and earners W-IIe-5
✓
wages Distinguish taxable from nontaxable ABM_BM11S
benefits W-IIe-6
✓
Enumerate the standard deductions with ABM_BM11S
the corresponding computation W- IIe-7
✓
Identify the variables needed in the Week 5 ABM_BM11S
computation of the overtime W- IIe -8
✓
Compute overtime pay ABM_BM11S
W- IIe -9
✓
Use E- spread sheet in the computation of Week 6 ABM_BM11S
salary and overtime pay W- IIf -10
✓
Present graphical representation of the ABM_BM11S
details or particulars of the salary. W- IIf -13
✓
business data solve problems in Compare the forms (textual, tabular and Week 7 ABM_BM11P
present them real-life business graphical) of business data. AD-IIg-2
✓
in graphs, situations, present Analyze and interprets the data presented ABM_BM11P
charts, and data in graphical in the table using measures of central AD-IIh-5
tables form, and analyze tendency and variability and tests of
✓
them significant differences
Describe the different kinds of graphs and Week 8
its essential parts for data presentation.
✓
Give a set of business data; identify the ABM_BM11P
graphs to be used AD-IIi-8
✓
Draw the graph/table to present the data ABM_BM11P
AD-IIi-9
✓
Analyze and interpret the data presented Week 9 ABM_BM11P
in a graph/table AD-IIi-10
✓
Use software (i.e., MS Excel, SPSS) ABM_BM11P
programs to compute and present AD-IIj-11 ✓
graphical representation of business data
Subject: Fundamentals of Accountancy, Business and Management 1
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 Learning Delivery
competencies CG Code Model/Platform
The learners demonstrate The learners are able to… (SHS ABM – Fundamentals of TV Radio Both
ABM I)
The learner…
Q3 the definition, cite specific examples in which define accounting Week 1 ABM_FAB
nature, function, accounting is used in making M11- IIIa- ✓
and history of business decisions 1
describe the nature of ABM_FA
accounting
accounting BM11- ✓
IIIa-2
narrate the history/origin of ABM_FAB
accounting M11- IIIa-4 ✓
the external and 1. solve exercises and problems define external users and ABM_FAB
internal on the identification of users of gives examples M11- IIIa- ✓
users of financial information, type of decisions 7
ABM_FA
information to be made, and type of define internal users and give BM11-
information needed by the examples IIIa-8
users
2. cite users of financial ✓
information and identify
whether they are external or
internal users
accounting identify generally accepted explain the varied Week 2 ABM_FA
concepts and accounting principles accounting concepts to 3 BM11- ✓
principles and principles IIIb-c-15
solve exercises on ABM_FA
accounting principles as BM11- ✓
applied in various cases IIIb-c-16
the accounting solve problems applying the illustrate the accounting ABM_FA
equation accounting equation equation BM11- ✓
IIIb-c-17
perform operations involving ABM_FA
simple cases with the use of BM11- ✓
IIIb-c-18
ABM I)
The learner…
accounting equation
the five major define, identify, and classify discuss the five major Week 4 ABM_FA
accounts, namely, accounts according to the five accounts BM11- ✓
1. assets 4. major types IIId-e-19
prepare a Chart of Accounts ABM_FA
income
BM11-
2. liabilities 5. IIId-e-21 ✓
expenses
3. capital
the two major differentiate a journal from a illustrate the format of a Week 5 ABM_FA
types of books of ledger and identify the types of general and special journals BM11- ✓
accounts, namely, journals and ledgers IIIf-23
illustrate the format of a ABM_FA
journal and
ledger general and subsidiary ledger BM11- ✓
IIIf-24
the business identify business and nonbusiness analyze common business Week 6 ABM_FA
transactions and transactions, enumerate the types transactions using the rules of BM11- ✓
their analysis to of business documents, recite the debit and credit IIIg-j-27
include rules of debit and credit, and solve simple problems and ABM_FA
definition and apply these to simple cases exercises in the analyses of BM11-
nature of business business transaction IIIg-j-28
transactions, types
of source or ✓
business
documents, and
the rules of debits
and credits
the accounting identify business and nonbusiness describes the nature of Week 7 ABM_FA
cycle of a service transactions, enumerate the transactions in a service to 9 BM11- ✓
business types of business documents, business IVa-d-29
recite the rules of debit and records transactions of a ABM_FA
credit, and apply these in service business in the BM11- ✓
simple cases general journal IVa-d -30
posts transactions in the ABM_FA
ledger BM11- ✓
ABM I)
The learner…
IVa-d -31
prepares a trial balance ABM_FA
BM11- ✓
IVa-d -32
Q4 prepares adjusting entries Week 1 ABM_FA
to 2 BM11- ✓
IVa-d -33
complete the accounting ABM_FA
cycle BM11- ✓
IVa-d -34
the accounting prepare journal entries, post to describes the nature of Week 3 ABM_FA
cycle of a the ledger, prepare the trial transactions in a to 9 BM11- ✓
merchandising balance, worksheet, adjusting merchandising business IVe-j -35
business to include entries and complete the records transactions of a ABM_FA
the following: accounting cycle of a merchandising business in the BM11- ✓
1. Journalizing of merchandising business. IVe-j-36
general and special journals
transactions posts transactions in the ABM_FA
using the general general and subsidiary ledgers BM11- ✓
and special IVe-j -37
journals, namely: prepares a trial balance ABM_FA
sales journal, BM11- ✓
IVe-j -38
purchase
prepares adjusting entries ABM_FA
journal, cash
receipts journal
BM11- ✓
IVe-j -39
and cash completes the accounting ABM_FA
payments cycle of a merchandising BM11- ✓
journal business IVe-j -40
2. Posting to the
ledger, namely:
prepares the Statement of ABM_FA ✓
Cost of Goods Sold and Gross BM11-
general and IVe-j -41
Profit
subsidiary
ledgers
3. Preparation of
trial balance
ABM I)
The learner…
4. Adjusting entries
to include pre
payments,
accrual and
deferral
5. Worksheet
preparation, and
6. Completing the
accounting cycle
of a
merchandising
business

Subject: Fundamentals of Accountancy, Business and Management 2
The learners demonstrate an competencies CG Code Model/Platform
understanding of…
The learners are able to… (SHS ABM – Fundamentals of TV Radio Both
ABM 2)
The learner…
Q1 account titles under the solve exercises and identify the elements of the Week 1 ABM_FA
assets, liabilities, and capital problems that require SFP and describe each of BM12-Ia- ✓
accounts of the Statement of preparation of an SFP for them b-1
understanding of…
ABM 2)
The learner…
Financial Position, namely, a single proprietorship prepare an SFP using the ABM_F
cash, receivables, with proper classification report form and the account ABM12-
inventories, prepaid of accounts as current and form with proper Ia-b-4
expenses, property, plant noncurrent using the classification of items as
and equipment, payables, report form and the current and noncurrent
accrued expenses, unearned account form ✓
income, long-term liabilities
and capital that will equip
him/her in the preparation
of the SFP using the report
form and account form
the service income and solve exercises and identify the elements of the Week 2 ABM_F
operating expenses of a problems that require SCI and describe each of to 3 ABM12
service business as well as preparation of SCI for a these items for a service -Ic-d-5 ✓
sales, contra sales, service business and a business and a merchandising
purchases, contra purchase merchandising business business
accounts, cost of goods sold prepare an SCI for a service ABM_F
and general administrative business using the single-step ABM12- ✓
and selling expenses of a approach Ic-d-6
merchandising business that prepare an SCI for a ABM_F
will equip him/her in the merchandising business using ABM12-
preparation of the SCI for the multistep approach Ic-d-7 ✓
both service and
merchandising businesses
the forms of business solve exercises and prepare an SCE for a single Week 4 BM_FAB ✓
organization, problems that require proprietorship M12-Ie-9
namely, single preparation of an SCE for
proprietorship, partnership, a single proprietorship
and corporation, and the
structure of a SCE of a single
proprietorship that will equip
him/her in the preparation of
the said financial report
the components and the solve exercises and discuss the components and Week 5 ABM_FA
structure of a CFS that will problems that require structures of a CFS BM12-If- ✓
understanding of…
ABM 2)
The learner…
equip him/her in the preparation of a CFS 10
preparation of the said prepare a CFS ABM_FA
financial report BM12-If- ✓
11
the methods or tools of solve exercises and define the measurement Week 6 ABM_FA
analysis of financial problems that require levels, namely, liquidity, to 7 BM12-Ig-
statements to include computation and solvency, stability, and h-12 ✓
horizontal analysis, vertical interpretation using profitability
analysis, and financial horizontal analysis, perform vertical and ABM_FA
ratios to test the level vertical analysis, and horizontal analyses of BM12-Ig-
of liquidity, solvency, various financial ratios financial statements of a h-13 ✓
profitability, and stability of single proprietorship
the business Using the downloaded compute and interpret ABM_FA ✓
sample financial financial ratios such as BM12-Ig-
statements, he/she current ratio, working capital, h-14
performs horizontal and gross profit ratio, net profit
vertical analysis, ratio, receivable turnover,
computes various inventory turnover, debt-to-
financial ratios and equity ratio, and the like
interprets the level of
liquidity, solvency,
stability, and profitability
of the business
the types of bank share samples of bank identify the types of bank Week 8 ABM_FA
accounts, basic account forms and accounts normally maintained to 9 BM12- ✓
transactions, and documents in class and by a business IIc-5
documents related to bank discuss their uses and prepare bank deposit and ABM_FA
deposits and withdrawals importance withdrawal slips BM12- ✓
IIc-7
identify and prepare checks ABM_FA
BM12- ✓
IIc-8
identify and understand the ABM_FA
contents of a bank statement BM12- ✓
IIc-9
understanding of…
ABM 2)
The learner…
Q2 a bank reconciliation solve exercises and describe the nature of a Week 1 ABM_FA
statement, its nature and problems involving the bank reconciliation statement to 2 BM12- ✓
structure, and reconciling following: IId-10
items and methods of 1. Identification of the analyze the effects of the ABM_FA
preparation proper treatment of identified reconciling items BM12- ✓
IId-12
reconciling items in
the bank
prepare a bank reconciliation ABM_FA ✓
statement BM12-
reconciliation IId-13
statement
2. preparation of a
bank reconciliation
statement
the sound principles of accomplish the BIR define income and business Week 3 ABM_FA
taxation, its purpose, and (Bureau of Internal taxation and its principles and to 5 BM12- ✓
preparation of forms and Revenue) forms processes IIh-j-15
payment of taxes explain the procedure in the ABM_FA
computation of gross taxable BM12- ✓
income and tax due IIh-j-17
explain the principles and ABM_FA
purposes of taxation BM12- ✓
IIh-j-19

Subject: Organization and Management
Quarter Content Performance Standards Most Essential Learning Competencies Duration Learning Delivery
Standards Models / Platforms
TV Radio Both
First The learners have The learners shall be ✓
Quarter an able to… *Explain the meaning, functions, types and Week 1
understanding theories of management
of…
TV Radio Both
apply management Week 2 ✓
basic concepts theories & Explain the functions, roles and skills of a
and concepts in solving manager
theories of business
management cases
✓
*Analyze various forces/elements Week 3
the role of analyze the various influencing local and international business
business in environmental forces environment using PEST and SWOT
the environment, affecting strategies
and the firm and summarize
how the these *Analyze the forms and economic roles of ✓
environment using Political Economic business organizations Week 4
affects the firm Social
and Technological ✓
Analysis *Differentiate the phases of economic
PEST) and Strengths, development and its impact to business Week 4
Weaknesses, environment
Opportunities
and Threats (SWOT)
Analysis ✓
frameworks *Discuss the nature and levels of planning and Week 5
the importance of types of plans
planning concepts
in ✓
business success formulate effective *Apply appropriate planning techniques and Week 6 ✓
plans for a tools in business decision-making
specific business
endeavor
*Analyze the nature of organizations and types Week 7 ✓

of organization structures
Second the significance of design an appropriate ✓
Quarter organization organization structure *Apply organization theories for effective Week 8
TV Radio Both
structures for a business management
for effective specific business
business
management
the process of conduct and prepare job * Discuss the concept and nature of staffing Week 9 ✓
recruiting, analysis
selecting, and *Analyze the process of recruiting, selecting Week 10 ✓
training and training employess
employees *Examine the functions and importance of Week ✓
compensation, wages and performance 11-12
evaluation, appraisal, reward system,
employee relations and movement
demonstrate knowledge
how motivation, in
leadership, and motivation, leadership,
communication and *Analyze motivation,leadership, and Week 13 ✓
work in an communication by communication work in an organization
organization solving
business cases
different *Apply the concept and nature of different Week 14 ✓

controlling apply appropriate control methods and techniques in accounting
methods and control and marketing
techniques measures for a specific
business situation
the different select one’s area of Explain the nature and role in the firm of the Week 15 ✓
functional interest following functional areas of management:
areas of for future career path
management a. Human Resource Management
TV Radio Both
b. Marketing Management
c. Operations Management
d. Financial Management
e. Material and Procurement
Management
f. Office Management
g. Information & Communication
Technology
Management
the basic concepts initiate an appropriate Explain the steps and importance of starting a Week 16 ✓
of small- family business
small-family family business
business
Grade Level : Grade 11

Subject : Principles of Marketing
QUARTE CONTENT PERFORMANCE MOST ESSENTIAL LEARNING DURA K-12

R STANDARDS STANDARDS COMPETENCIES TION CG TV Radio Both
Code
Quarter The learners The learners shall be able define and understand marketing Week ABM_P
1 demonstrate an to… plot marketing goals • 1-2 M11- P
Ia-b-1
understanding and approaches for rinciples
of… the marketing product or service • G
principles, goals, oals 
and traditional • A
and contemporary pproaches
approaches to
marketing
the value of develop a program for define “relationship marketing” Week ABM_P
customer customer service 3-5 M11-
relations and
customer service explain the value of customers Ic-d-5

ABM_P
M11-
Ic-d-6
the importance of
information, the
conduct marketing
research, interpret market
distinguish between strategic and Week
marketing 6-9
ABM_P
M11- 
Ie-i-9
market buying behavior on planning in terms of objectives and
characteristics product or service, and processes
affecting identify the product or
consumer service target market analyze the elements of macro- and
behavior, and the micro-environment and their 
bases of market influence to marketing planning
segmentation ABM_P
define marketing research, its M11-
importance to a business enterprise Ie-i-10 
and identify the steps in marketing
research
differentiate the buying behavior and

decision making of individual/
household customer versus the ABM_P
M11-
business (organizational) customer Ie-i-11 
identify and segment market for a
product or service
select the appropriate target market

segment and its positioning
ABM_P
M11-

Ie-i-13

ABM_P
M11-
Ie-i-14
ABM_P
M11-
Ie-i-15
ABM_P
Quarter
2
the essence of the
new product
design a new product or
service, decide types of
define a product and differentiates
the product, services, and
Week
1-3 M11- 
IIa-e-
development, pricing approach, and experiences 16
pricing, placing choose distribution
(distribution), and methods and promotion
promoting a tools that respond to
product or service market trends
identify and describe the factors to
consider when setting prices and
new product pricing and its general ABM_P

pricing approaches M11-
IIa-e-
17
discuss the structure of distribution
channels, its functions, and the 
nature of supply chain management
define and identify relevant

promotional tools, namely,
advertising, sales promotion,
ABM_P

personal selling, public relations, and M11-
direct marketing to create awareness IIa-e-
and persuade the target market to 18
buy the product or patronize the
service
ABM_P
M11-
IIa-e-
19
ABM_P
the necessity of a
marketing plan in
create a new product or
service design and pricing,
explain the relationship between Week
market analysis, planning, 4-6 M11- 
IIf-20
business and promotion and implementation, and control
distribution strategies analyze the company’s situation,
markets, and environment (the
marketing audit and SWOT analysis)

and proper
interpretation of
orally defend the mini-
marketing plan to a group
integrate the marketing concepts Week
and techniques learned by preparing 7-9
ABM_P
M11- 
IIg-j-24
marketing of marketing professionals a marketing plan
strategies through
workshop and present a mini-marketing plan,
presentation orally and in writing

ABM_P
M11-
IIg-j-25
HUMSS
Grade Level : Grade 12

Subject : Community Engagement, Solidarity, and Citizenship (CSC)
QUARTER Learning Delivery

CONTENT PERFORMANCE
LEARNING COMPETENCY DURATION K to 12 CG Model/Platform
STANDARD STANDARD
Code TV Radio Both
CONTENT PERFORMANCE
STANDARD STANDARD
Code TV Radio Both
The learners The learners shall be 1. explain the importance of
demonstrate an able to… studying community
understanding of... dynamics and community
synthesize the action in relation to Week 1 HUMSS_CSC1 ✓
the integration of integrative experience applied social sciences 2-IIIa-c-1
social science of implementing and the learners’ future
perspective and community-action career options
community action initiatives applying 2. define using various HUMSS_CSC1
initiatives social sciences’ ideas perspectives, e.g., social 2-IIa-c-2
and methods sciences, institutions, civil Week 2 ✓
society, and
local/grassroots level
3. analyze functions of HUMSS_CSC1
communities in terms of 2-IIIa-c-5
structures, dynamics, and Week 3
✓
processes
HUMSS_CSC
4. differentiate typologies of 12-
1 communities
Week 4
IIIa-c-
✓
6
5. recognize the value of HUMSS_
undertaking community CSC12
action modalities -IIId-g-
✓
7
6. acknowledge Week 5 HUMSS_CSC1
interrelationship of self 2-II-d-g-8
and community in ✓
undertaking community
action
7. explain forms of HUMSS_CSC1
community engagement 2-IId-g-9
that contribute to Week 6 ✓
community development
through solidarity
8. recognize the importance HUMSS_CSC1
of solidarity in promoting Week 7 2-IId-g-10 ✓
CONTENT PERFORMANCE
STANDARD STANDARD
Code TV Radio Both
national and global
community development
(e.g. poverty alleviation)
9. explain the core values of HUMSS_CSC1
community action 2-IIIh-j-12;
initiatives HUMSS_CSC1
a. human rights 2-IIIh-j-13 and
b. social equity
Week 1
HUMSS_CSC1
✓
c. gender equality 2-IIIh-j-14
d. participatory
development
10. analyze strategies of HUMSS_CSC1
empowerment and 2-IIIh-j-15
advocacy of a community
✓
action initiative
11. explain the HUMSS_CSC1
Week 2
importance of 2-IIIh-j-16
commitment and action in
participatory
✓
development for
community well-being
2
12. assess selected HUMSS_CSC1
community-action 2-IId-g-11
initiatives based on its
Week 3 ✓
core values and principles
13. explain the HUMSS_CSC1
methodologies and 2-IVa-d-17
approaches in community
✓
action
Week 4
14. apply systematic methods HUMSS_CSC1
of community action in 2-IVa-d-18
understanding
✓
community
15. formulate a community HUMSS_CSC1
action
Week 5
2-IVa-d-19
✓
16. plan using participatory Week 6 HUMSS_ ✓
CONTENT PERFORMANCE
STANDARD STANDARD
Code TV Radio Both
approaches CSC12-
IVa-d-
19
HUMSS_CSC1
17. implement community-
action plan
Week 7 2-IV-e- ✓
h-20
18. synthesize the insights HUMSS_CSC1
gained in conducting the 2-IVe-h-21;
community action plan Week 8 ✓
that applied the methods HUMSS_CSC1
of social sciences 2-Ive-h-22

SUBJECT: Creative Nonfiction
Learning Delivery
Content Performance
Standards Standards
TV Radio Both
S1/2 The learner The learner Analyze the theme and techniques used in a
Q1/3 understands clearly and particular text
the literary coherently uses Create samples of the different literary HUMSS_CNF11/12-
conventions a chosen elements based on one’s experience (e.g. Ib-d-4
that govern the element metaphor to describe an emotion)
different conventionally
genres. (e.g., identified with a
narrative genre for a
convention of written output.
fiction, etc.)
The learner The learner Analyze factual/nonfictional elements (Plot,
understands clearly and Characters, Characterization, Point of View,
the delineation coherently uses Angle, Setting and Atmosphere, Symbols and
between multiple Symbolisms, Irony, Figures of speech, Dialogue,
creative and elements Scene, Other elements and Devices) in the texts
the nonfictional conventionally Write a draft of a short piece (Fiction, Poetry, HUMSS_CNF11/12-
elements of identified with aDrama, etc.) using any of the literary Ib-d-5
creative genre for a conventions of genre following these pointers:
nonfictional written output. 1. Choosing a topic
text. 2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a
genre
5. Ensuring that theme and technique are
effectively developed
Evaluate other’s draft based on:
1. clarity of idea
2. appropriate choice of literary element
3. appropriate use of the element
4. effective combination of the idea and
the chosen literary element
Revise the draft of a short piece using any of HUMSS_CNF11/12-
the literary conventions of a genre (e.g. plot for Ib-d-7
narrative piece)
S1/2 The learner The learner Present a commentary/critique on a chosen
Q2/4 understands competently creative nonfictional text representing a
the distinction delivers an particular type or form
between and artistic (Biography/Autobiography, Literary
among creative presentation Journalism/Reportage, Personal Narratives,
nonfiction summarizing and Travelogue, Reflection Essay, True Narratives,
types and analyzing the Blogs, Testimonies, Other Forms)
forms. form, theme and
techniques of a
chosen creative
nonfictional text.
The learner The learner Write a mini critique of a peer’s work based on HUMSS_CNF11/12-
understands writes a clear coherence and organization of paragraphs, IId-e-18
that mastery of and coherent development of literary elements use of factual
the basic forms, critique and an information, and other qualities concerning
types, interesting and form and content
techniques and engaging Write a draft of creative nonfiction piece based HUMSS_CNF11/12-
devices of creative on memorable real-life experience IIg-j-20
creative nonfiction. Revise the draft based on desirable qualities of
nonfiction well-written creative nonfiction
enables
him/her to
effectively
critique and
write creative
nonfiction.

SUBJECT: Creative Writing
Learning Delivery
Content Performance Most Essential Learning
Quarter Coding Model/Platform
Standards Standards Competencies
TV Radio Both
S1/2 The learners The learners Use imagery, diction, figures of speech, HUMSS_CW/MP11/12-
Q1/3 have an shall be able to and specific experiences to evoke Ia-b-4
understanding produce short meaningful responses from readers
of imagery, paragraphs or
diction, figures vignettes using
of speech, and imagery, diction,
variations on figures of
language. speech, and
specific
experiences.
The learners The learners Identify the various elements, HUMSS_CW/MP11/12c-
have an shall be able to techniques, and literary devices in f-6
understanding produce a short, specific forms of poetry
of poetry as a well-crafted Write a short poem applying the various HUMSS_CW/MP11/12c-
genre and how poem elements and literary devices exploring f-10
to analyze its innovative techniques
elements and
techniques.
The learners The learners Identify the various elements, HUMSS_CW/MPIg-i-11
have an shall be able to techniques, and literary devices in
understanding produce at least various modes of fiction
of fiction as a one striking Write journal entries and other short HUMSS_CW/MPIg-i-13
genre and are scene for a short compositions exploring key elements of
able to analyze story. fiction
its elements and
techniques.
S1/2 The learners The learners Identify the various elements, HUMSS_CW/MPIj-IIc-15
Q2/4 have an shall be able to techniques, and literary devices in
understanding compose at drama
of drama as a least one scene Understand intertextuality as a HUMSS_CW/MPIj-IIc-16
genre and are for a one-act technique of drama
able to analyze play that can be Conceptualize a character/setting/plot HUMSS_CW/MPIj-IIc-17
its elements and staged. for a one-act play
techniques. Explore different staging modalities vis- HUMSS_CW/MPIjc-18
à-vis envisioning the script
Write at least one scene for one-act play HUMSS_CW/MPIj-IIc-20
applying the various elements,
techniques, and literary devices
The learners The learners Write a craft essay demonstrating HUMSS_CW/MPIIc-f-23
have an shall be able to awareness of and sensitivity to the
understanding produce a craft different literary and/or socio-political
of the different essay on the contexts of creative writing
orientations of personal
creative writing. creative process
deploying a
consciously
selected
orientation of
creative writing
The learners Create an online portfolio the outputs
may choose produced: poetry, fiction, script, etc.
from any of the applying ICT skills/any appropriate
following: multimedia forms
1. Design a
group blog
for poetry
and fiction
2. Produce a
suite of
poems, a
full/complet
ed short
story, or a
script for a
one-act play,
with the
option of
staging
3. Create
hypertext
literature

Subject: Culminating Activity
Learning Delivery
Most Essential Learning K to 12 CG Model/Platform
Quarter Contents Standards Performance Standards Duration
Competencies Code TV Radio Both
The learners The learners shall be able 1. Formulate a plan that will HUMSS_CA12-
demonstrate an to… demonstrate the key Ia-d-1
understanding of… concepts, principles, and Weeks 1 HUMSS_CA12-
✓
produce a creative processes of humanities Ia-d-2
key concepts, portfolio that will and social sciences
principles, and integrate their learning in
processes of 2. write a concept anchored HUMSS_CA12-
specialized learning areas
on the prepared plan
Week 2-3
Ia-d-3
✓
humanities and social under humanities or social
sciences sciences 3. generate comments,
1 feedbacks and observations
HUMSS_CA12-
on the feasibility, Week 4
Ia-d-4
✓
appropriateness and
relevance of concept
4. synthesize insights from
the observations,
HUMSS_CA12-
comments, and Week 5
Ia-d-5
✓
recommendations of peers
and/or teachers
5. examine the preparedness
and completeness of the
output based on the key HUMSS_CA12-
concepts, principles and
Week 1-2
Ie-IIf-6
✓
processes of humanities
and social sciences
2
6. showcase their
understanding of the key
concepts, principles, and HUMSS_CA12-
processes of humanities
Week 3-4
IIg-7
✓
and social sciences through
an exhibition

Subject Title: Disciplines and Ideas in the Applied Social Sciences
QUARTE CG Code Learning Delivery
CONTENT PERFORMANCE LEARNING
R DURATION Model/Platform
STANDARD STANDARD COMPETENCY
TV Radio Both
The learners The learners The learners ...
demonstrate should be able
an to… clarify the
understandin relationships
and
g of… explain clearly
differences
public
between HUMSS_DI
social perceptions social ASS
✓
sciences and about the work sciences and 12-Ia-1
applied social of social applied social
sciences sciences and sciences
applied social
1 science
practitioners
disciplines of demonstrate a identify the HUMSS_DI
counseling high level of goals and scope ASS ✓
understanding of counseling 12-Ia-2
of the basic HUMSS_DI
Week 1 1Week 1 111
concepts of ASS
counseling 12-Ib-5
through a
group
presentation of
a situation in
which
practitioners of explain the
counseling principles of ✓
work together counseling
to assist
individuals,
groups, or
communities
involved in
difficult
situations (e.g.,
TV Radio Both
postdisaster,
court hearing
about
separation of
celebrity
couple, cyber
bullying)
professionals undertake 4. discuss roles HUMSS_DI

and participant and ASS
practitioners observation functions of 12-Ic-6
✓
in counseling (e.g., a day in a counselors
life of a 5. identify HUMSS_DI
Week 2
counselor) to specific work ASS
adequately areas in 12-Ic-7
document and which
✓
critique their counselors
roles, functions, work
and 6. value rights,
competencies responsibiliti
HUMSS_DI
es, and
accountabilit
ASS ✓
12-Ic-9
ies of
counselors
7. distinguish Week 3
between
ethical and HUMSS_DI
unethical ASS ✓
behaviors 12-Ic-10
among
counselors
clientele and use acceptable HUMSS_DI
audiences in research 8. describe the ASS
counseling protocols, clientele of Week 4 12-Id-11 ✓
conduct a counseling
survey among
TV Radio Both
young adults
(i.e., ages 18–
21) on their
counseling
needs
1
present results
and
recommendatio
n for class
discussion
settings, using the 9. illustrate the HUMSS_DI
processes, results of the different ASS
methods, survey processes 12-Id-14
and tools in conducted, and ✓
counseling critically methods
evaluate involved in
whether the counseling
needs of the HUMSS_DI
respondents ASS
are addressed 12-Id-15
by the 10. distinguish
practitioners the needs of
and pertinent individuals,
institutions groups, ✓
organization
propose s, and
suggestions on communities
how needs can
be effectively
addressed
disciplines of demonstrate a 1. identify the HUMSS_DI
Week 5
social work high level of goals and ASS
understanding scope of 12-Ie-16
✓
of the basic social work
TV Radio Both
concepts of HUMSS_DI
social work ASS
through a 12-Ie-18
group
presentation of
a situation in
which
practitioners of
social work
collaborate to 2. explain the
assist principles and
individuals, core values of
groups, or social work
✓
communities
involved in
difficult
situations (e.g.,
post disaster,
court hearing
about
separation of
celebrity
couple, cyber
bullying)
professionals undertake 3. explain the HUMSS_DI
and participant roles and ASS
practitioners observation functions of 12-If-19 ✓
in social work (e.g., a day in a social
life of a social workers
worker) to 4. identify HUMSS_DI
adequately specific work ASS
document and areas in 12-If-20
critique their which social
✓
roles, functions, workers
and work
TV Radio Both
competencies 6. value rights, HUMSS_DI
responsibiliti ASS
es, and 12-If-22 ✓
accountabilit
ies
7. distinguish
between
ethical and HUMSS_DI
unethical ASS ✓
behaviors 12-If-23
among
practitioners
clientele and use acceptable 9. describe the HUMSS_DI
audiences in research clientele of ASS ✓
social work protocols, social work 12-Ig-24
conduct a HUMSS_DI
survey among ASS
young adults 12-Ig-25
1 (i.e., ages 18– 10. distinguish
21) on their the needs of
Week 6
social work individuals,
needs groups, ✓
organization
present results s and
and communities
recommendatio
n for class
discussion
TV Radio Both
settings, using the HUMSS_DI
processes, results of the ASS
methods, survey 12-Ig-27
and tools in conducted,
social work critically
evaluate
whether the 11. illustrate the
needs of the different
respondents processes
are addressed and
by the methods
✓
practitioners involved in
and pertinent undertaking
institutions social work
propose
suggestions on
1 how needs can
be effectively
addressed
disciplines of demonstrate a 1. identify the HUMSS_DI
communicati high level of goals and ASS
on understanding scope of 12-Ih-28 ✓
of the basic communicati
concepts of on
communication 2. explain the HUMSS_DI
through a principles of Week 7 ASS ✓
group communication 12-Ih-29
presentation of HUMSS_DI
a situation in 4. describe the ASS
which elements 12-Ih-31
practitioners of and levels of
communication the
✓
work together communicati
to assist on processes
individuals,
TV Radio Both
groups, or Week 8
communities
involved in
difficult
situations (e.g.,
post disaster,
court hearing
about
separation of
celebrity
couple, cyber
bullying)
professionals undertake 5. explain the HUMSS_DI
and participant roles and ASS
practitioners observation functions of 12-Ij-32
in (e.g., a day in a communicat
✓
communicati life of a ors and
on communicator/ journalists
journalist) to 6. identify HUMSS_DI
adequately specific work ASS
document and areas in 12-Ij-33
critique their which
roles, functions, communicat
✓
and ors and
competencies journalists
work
7. explain the HUMSS_DI
rights, ASS
responsibiliti 12-Ij-35
es, and
✓
accountabilit
ies
8. distinguish HUMSS_DI
between ASS
ethical and 12-Ij-36
✓
unethical
TV Radio Both
behaviors
among
practitioners
clientele and use acceptable 10. describe the HUMSS_DI
audiences in research clientele and ASS
communicati protocols, audience of 12-IIa-37 ✓
on conduct a communicati
survey among on
young adults HUMSS_DI
(i.e., ages 18– ASS
21) on their 11. distinguish 12-IIa-38
Week 9
social work the needs of
needs individuals,
groups, ✓
present results organization
and s, and
recommendatio communities
n for class
discussion
settings, using results of 12. illustrate the HUMSS_DI
processes, survey different ASS
methods and conducted, processes 12-IIa-40
tools in critically and
communicati evaluate methods ✓
on whether the involved in
needs of the undertaking
respondents communicati
2 are addressed on Week 1
by the 13. distinguish HUMSS_DI
practitioners the ASS
and pertinent appropriate 12-IIa-41
institutions communicati
on media
✓
propose channel(s) to
suggestions on use in
how needs can different
TV Radio Both
be effectively settings and
addressed situations
functions of assess 1. explain each HUMSS_DI

applied social objectively of the ASS
sciences through an functions of 12-IIb-d-42
individual applied
✓
project how the social
functions of the sciences
applied social HUMSS_DI
sciences have ASS
been fulfilled in 12-IIb-d-43
any of the 2. identify
following: situations
1. case study that would
of a require or Week 2
counselee necessitate
2. case study the
on performance ✓
integrative of the
social work various
3. compariso functions in
n of the local
programmi /Philippine
ng of any settings
two
television
networks
effects of participate in a 3. analyze the HUMSS_DI
applied social one-day effects of ASS
sciences exposure trip to applied 12-IIe-f-44
processes an existing social Week 3 ✓
development sciences
program and processes on
write a sincere individuals,
TV Radio Both
reflection groups, and
report on the society
effects of the
processes on
the clientele 4. evaluate the HUMSS_DI
effects of ASS
certain 12-IIe-i-45
program or
projects on
knowledge, ✓
attitude, and
behavior of
individuals,
groups, and
society
5. synthesize HUMSS_DI
the learning ASS
submit a from the 12-IIj-46
portfolio of course and
output from its
✓
the course applications
to the
learner

Subject: Disciplines and Ideas in the Social Sciences (DISS)
Quarter Content Performance Most Essential Learning Duration K to 12 Learning Delivery
Standards Standards Competencies CG Code Platforms
TV Radio Both
First The learners The learners shall be *Differentiate the nature and Week 1-2
Quarter demonstrate able functions of Social Science
an to… disciplines with the natural ✓
understanding sciences and humanities
of…
*Explain the major events and its Week 3-4
the emergence contribution that led to the
of the connect the emergence of the social science ✓
Social Sciences disciplines disciplines
and the with their historical
different and *Analyze the basic concepts and
disciplines principles of the major social Week 5
social foundations
science theories:
a. Structural-functionalism ✓
key concepts b. Marxism
and approaches c. Symbolic Interactionism
interpret personal
in the Social
and social
Sciences *Apply the major social science
experiences using
relevant approaches theories and its importance in
in the Social examining socio-cultural, Week 6-7 ✓
Sciences economic, and political conditions.
a. Structural-functionalism
evaluate the b. Marxism
strengths and c. Symbolic Interactionism
weaknesses of the
approach *Analyze the basic concepts and
principles of the major social
science ideas: Week 8-10
a. Psychoanalysis ✓
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
*Apply the social science ideas and Week 11-12
its importance in examining socio-
cultural, economic, and political
conditions.
*Analyze the basic concepts and
principles of the major social
science ideas:
a. Psychoanalysis ✓
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
Second key concepts in carry out an *Examine the key concepts and Week 13
Quarter the Social exploration of ideas of Filipino thinkers in the
Sciences rooted personal and social Social Sciences rooted in Filipino
in Filipino experiences using language/s and experiences:
language/s and indigenous concepts a. 19th Century (Isabelo delos ✓
experiences Reyes, Jose Rizal, others )
b. 20th- 21st Century (Sikolohiyang
Pilipino, Pantayong Pananaw,
others)
*Evaluate the roles and Week 14
the role of illustrate situations significance of Filipinos’ indigenous
Social Science in and contexts in social ideas to national
the real world which Social development ✓
Science can be
applied
*Analyze the practical use of Social Week 15-16
Sciences in addressing social ✓
concerns and phenomenon

Subject: Introduction of World Religions and Belief System
Quarter Content Performance Most Essential Learning Duration K to12 Learning Delivery
TV Radio Both
First The learner The learner *Differentiate the concept, Week 1

Quarter demonstrates prepares character elements and characteristics of
understanding of sketches of a belief system, world view,
belief system or person who is religion, and spirituality
worldview*, spiritual but not ✓
Religion, religious and a
Spirituality, person who is
Philosophy of religious but not
Religion, and spiritual.
Theology.
The learner
demonstrates *Analyze the interconnectedness Week 2 ✓
understanding of of geography, culture and
historical and The learner religions
geographical conducts a group
contexts of the activity that
different religions. demonstrates the
influence of a
religion in a
The learner certain culture.
demonstrates
understanding of
effects of *Analyze the influences of Week 3
Religions: positive religion to culture and society
and negative.
The learner
gathers print or ✓
web-based
The learner articles, photos,
demonstrates editorial, etc.
understanding of showing the
the elements of positive or *Examine the brief history, Week 4
Judaism: negative effects of core teachings, fundamental ✓
religion. beliefs, practices, and related
a. Founders: issues of Judaism.
Abraham (2000
B.C.) and/or
Moses (1391-
1271 B.C.) The learner
b. Sacred texts: demonstrates
Torah, Poetry, understanding of
Prophets, Talmud, the elements of
Mishnah Judaism: The
c. Doctrines: Ten learner identifies a
Commandments, story from the Old
618 Rules Testament that
d. God: demonstrates the
Yahweh/Jehovah Jewish belief in
e. Sects: one God (e.g.
Orthodox, Story of Samson).
Conservative,
Reform Liberal
The learner
demonstrates
understanding of *Examine the brief history, core Week 5 ✓
the elements of teachings, fundamental beliefs,
Christianity: practices, and related issues of
Christianity.
a. Founder:
Jesus
Christ (c.
7 BC30
A.D.) b.
Sacred
texts:
Bible (Old
Testamen The learner
t and New interviews a
Testamen Christian parent or
t) c. couple on why
Doctrines
: Trinity,
they are Christians
Virgin and what beliefs
and practices they
Birth, adhere to.
Deity of
Christ,
Resurrect
ion, Last
Judgment
d: God:
Trinity
(Father,
Son and
Holy
Spirit) e.
Sects:
Roman
Catholic,
Greek/Ea
stern
Orthodox,
Protestan
tism, etc.
f. Issues:
Ecumenis
m,
Sexuality
issues
(e.g.,
contracep
tion,
✓
homosex
*Examine the brief history, core Week 6
uality,
ordinatio teachings, fundamental beliefs,
n of practices, and related issues of
women Islam
The learner
demonstrates
understanding of
the elements of The learner
Islam: conducts a panel *Compare and contrast the Week 7
discussion on uniqueness and similarities of ✓
a. Founder: Muslim beliefs and Judaism, Christianity and Islam
Prophet practices (when
Muhammad (570- possible inviting a
632 A.D.) b. Muslim).
Sacred texts:
Qur’an, Hadith c.
Doctrines: Five
Pillars of Islam
(Shahadah-
declaring there is
no other god but
Allah and
Muhammad is His
messenger, Salat-
ritual prayer five *Analyze the brief history, core ✓
times a day, teachings, fundamental beliefs, Week 8
Sawm-fasting practices, and related issues of
during Ramadan, Hinduism.
Zakat-alms giving
to the poor, and
Hajjpilgrimage to
Mecca at least
once in a lifetime)
d. God: Allah e.
Practitioners:
Sunni, Shi’ite, Sufi
f. Issues: Gender
Inequality,
Militant Islam, The learner
Migration simulates a
particular yoga
and writes a
The learner reflection paper
demonstrates on her insights
understanding of
the elements of
Hinduism:
a. Founders:
Aryans (1500 B.C.)
b. Sacred texts:
Vedas,
Upanishads and
Bhagavad-Gita c.
Doctrines:
Dharma-duty,
Kamapleasure,
Artha-wealth,
Mokshaliberation,
Brahman, Atman,
the Identification
of Brahman and
Atman, the Four
Yogas (Yoga of
Knowledge, Yoga
of Work, Yoga of
Devotion or Love,
and Yoga of
Psychological
Exercises) d.
Gods: 33 million
gods and
goddesses e.
Issues: Gender
Inequality, Caste
System, Poverty
The learner
demonstrates *Analyze the brief history, core
understanding of teachings, fundamental beliefs,
the elements of practices, and related issues of
Theravada Theravada Buddhism
Buddhism:
The learner
a. Founder: evaluates the Week 9
Siddhartha Eightfold Path in ✓
Gautama (563- terms of how it
483 B.C.) b. achieves the
Sacred texts: Middle Way
Tripitaka c.
Doctrines: Four
Noble Truths,
Eight-fold Path,
Law of Dependent
Origination and
The
Impermanence of
Things d. God:
non-theistic e.
Issue: Territory
conflict in
Mainland
Southeast Asia
The learner The learner draws

demonstrates the insight from
understanding of the acts of
the elements of generosity of Tzu
Mahayana Chi Foundation ✓
Buddhism: that reflect the *Analyze the brief history, core
core teaching of teachings, fundamental beliefs,
a. Founder: Mahayana practices, and related issues of Week 10
Siddhartha Mahayana Buddhism
Gautama (563-
483 B.C.) b.
Sacred texts:
Sutras c.
Doctrines: Four
Noble Truths,
Eight-fold Path, *Explain the uniqueness and Week 11
The Six similarities of Mahayana and ✓
Perfections to Theravada Buddhism
become a
Bodhisattva
(generosity,
morality,
patience,
perseverance,
meditation, and
insight) d. God:
non-theistic e.
Issues: Tibet
invasion, Engaged
activism f.
Universality and
growth of sects:
Development of
Buddhism to Zen
(Chan) Buddhism
as the fruit of its
encounter with
Taoism.
The learner The learner

demonstrates presents a
understanding of character sketch of Week 12
the elements of a person who
Confucianism: personifies the ✓
Confucian virtues.
a. Founder:
Confucius (551-
479 B.C.)
b. Sacred texts:
Confucian Classics *Analyze the brief history, core
c. Doctrines: teachings, fundamental beliefs,
Mandate of practices, and related issues of
Heaven, T”ien, Confucianism
Human nature as
originally good
(Mencius) or evil
(Hsun Tze),
Rectification of
Names, The Moral
Way consisting of
five cardinal
virtues, Filial
Piety, and
Ancestor Worship
d. God: Heaven e.
Issues: Gender
inequality,
Authoritarianism
The learner The learner
demonstrates identifies the
understanding of things she can do
the elements of without by making Week 13 ✓
Taoism: a. an inventory of
Founder: Lao Tzu personal
(604 B.C. - ?) b. belongings (e.g.
Sacred texts: Tao things in the
Te Ching, Book of bedroom) and
Chuang Tze c. writes a reflection
*Analyze the brief history, core
Doctrines: Wu- on Taoism based
teachings, fundamental beliefs,
Wei, Law of on the result of
practices, and related issues of
Reversion, the inventory.
Taoism
Following nature
d. Tao as the
Origin of all
Beings,
unnameable and
eternal e. Issues:
Inaction,
Superstitious
practices,
Environmentalism
The learner The learner *Examine the brief history, core
demonstrates interprets the teachings, fundamental beliefs, Week 14
understanding of Kojiki creation practices, and related issues of
the elements of story creatively. Shintoism
Shintoism: ✓

a. Founders:
Prehistoric 
Animists of Japan 
b. Sacred texts: 
Kojiki and Nihongi
c. Doctrines:

belief in kami, 
divinity of
emperors d. Gods: Week 15

kami (animist and *Explain the uniqueness and ✓
nature spirits) e. similarities of Confucianism,
Issues: Shrine Taoism and Shintoism
visits of Japanese
prime minister

Subject: Malikhaing Pagsulat
Quarte Content Performance Most Essential Duratio Learning Delivery

r Standards Standards Learning n Model/Platform
Competencies K to 12 CG Code
(Pamantayang (Pamantayan
Pangnilalaman sa Pagganap)
)
T Radi Bot
V o h
1st Nauunawaan ng Ang mag - aaral Natutukoy ang Week HUMSS_CW/MP11/12
Quarter mag aaral ang ay makakasulat pagkakaiba ng 1-2 -Iab-1
pagbuo ng imahe, ng maiikling makathaing pagsulat ✓
diksyon, mga talata o mga sa iba pang anyo ng
tayutay at pag- vignette na pagsulat
iiba-iba gumagamit ng Naiuugnay ang mga Week HUMSS_CW/MP11/12
(variations) ng diksyon,pagbuo ideya mula sa mga 1-2 -Iab-2 NA
wika ng imahe, mga karanasan*
tayutay at mga Nagagamit ang wika Week HUMSS_CW/MP11/12
espesipikong upang mag-udyok ng 1-2 -Iab-3
karanasan mga emosyunal at NA
intelektwal na tugon
mula sa mambabasa
Nagagamit ang pagbuo Week HUMSS_CW/MP11/12-
ng imahe, diksyon, 1-2 Iab-4
NA
mga tayutay, at mga
tiyak na karanasan
Nauunawaan ng Ang mag - aaral Natutukoy ang iba’t Week HUMSS_CW/MP11/12
mag aaral ang ay makasusulat ibang elemento, mga 3-6 c-f6
tula bilang isang ng maikli at teknik, at kagamitang ✓
anyo at nasusuri masining na tula pampanitikan sa
ang mga panulaan*
elemento/sangka Natutukoy ang mga Week HUMSS_CW/MP11/12
p at teknik nito tiyak na anyo at 3-6 c-f6
kumbensyon sa
✓
panulaan*
Nakagagamit ng piling Week HUMSS_CW/MP11/12
mga elemento sa 3-6 c-f8
panulaan sa maikling NA
pagsasanay sa
pagsulat
Nakatutuklas ng mga Week HUMSS_CW/MP11/12
makabagong teknik sa 3-6 c-f9 ✓
pagsulat ng tula
Nakasusulat ng tula Week HUMSS_CW/MP11/12
gamit ng iba’t ibang 3-6 c-f10
NA
elemento, teknik, at
literary devices
Ang mag - aaral Natutukoy ang iba’t Week HUMSS_CW/MPIg-i-11
ay makasusulat ibang elemento, 7-8
ng isang tampok teknik, at literary NA
Nauunawaan ng na eksena/tagpo devices maikling
mag aaral ang para sa isang kuwento (piksyon)
maikling kuwento maikling Natutukoy ang iba’t Week HUMSS_CW/MPIg-i-12
bilang isang anyo kuwento ibang istilo ng 7-8
at nasusuri ang pagkakabuo ng NA
mga maikling kuwento
elemento/sangka (piksyon)
p at teknik nito Nakasusulat ng Week HUMSS_CW/MPIg-i-13
dyornal at ilang 7-8
NA
maikling pagsasanay
na gumagamit ng mga
pangunahing
elemento ng maikling
kuwento (piksyon)*
Nakasusulat ng isang Week HUMSS_CW/MPIg-i-1
maikling tagpo gamit 7-8
ang iba’t ibang NA
elemento, teknik at
literary devices*
2nd Nauunawaan ng Ang mag - aaral Natutukoy ang iba’t Week HUMSS_CW/MPIj-IIc-
Quarter mag aaral ang ay makabubuo ibang elemento, 1-3 15
NA
dula bilang isang ng isang teknik, at literary
anyo at nasusuri tagpo/eksena devices ng isang dula
ang mga para sa isang Nauunawaan ang Week HUMSS_CW/MPIj-IIc-
elemento/sangka iisahing-yugtong intertekstwalidad 1-3 16
p nito dula na bilang isang teknik ng
✓
maisasatanghala dula
n Nakabubuo ng Week HUMSS_CW/MPIj-IIc-
tauhan, tagpuan, 1-3 17
NA
banghay ng iisahing-
yugtong dula
Nagagamit ang iba’t Week HUMSS_CW/MPIjc-18
ibang paraan ng 1-3
pagtatanghal batay sa
NA
inaasahang
kalalabasan ng
binuong iskrip
Nakasusulat ng Week HUMSS_CW/MPIj-IIc-
maikling pagsasanay 1-3 19
gamit ang tauhan,
NA
diyalogo, banghay, at
iba pang elemento ng
dula
Nakasusulat ng isang Week HUMSS_CW/MPIj-IIc-
tagpo para sa 1-3 20
iisahing-yugtong dula
NA
gamit ang iba’t ibang
elemento, teknik, at
literary devices
Nauunawaan ng Ang mag - aaral Nasusuri ang Week HUMSS_CW/MPIIc-f- NA
mag aaral ang ay makabubuo malikhaing akda sa 4-5 21
iba’t ibang ng craft essay kontekstong
oryentasyon ng ukol sa personal pampanitikan at
malikhaing at malikhaing sosyopolitikal*
pagsulat proseso na Naipapamalas ang Week HUMSS_CW/MPIIc-f-
malay na kamalayan at 4-5 22
gumagamit ng sensitibidad sa iba’t NA
piniling ibang oryentasyon ng
oryentasyon sa malikhaing pagsulat
malikhaing Nakasusulat ng isang Week HUMSS_CW/MPIIc-f-
NA
pagsulat sanaysay 4-5 23
Nakabubuo ng blog Week HUMSS_CW/MPIIg-j-
na pangkatan para sa 6-8 24
tula at/o maikling
kuwento (piksyon)
gamit ang
✓
kasanayang pang- ICT
at iba pang angkop na
anyong multimedia.
Natutukoy ang iba’t Week HUMSS_CW/MPIIg-j-
ibang paraan ng 6-8 25
publishing media para ✓
sa paglalathala ng
manuskripto
Natutukoy ang mga Week HUMSS_CW/MPIIg-j-
posibilidad ng mga 6-8 26 NA
intertekstwal na anyo
Nakasusulat ng Week HUMSS_CW/MPIIg-j-
antololohiya/koleksyo 6-8 27
n ng mga tula, isang
NA
maikling kuwento, o
iskrip para sa iisahing-
yugtong dula
Subject: Philippine Politics and Governance
Quarter Contents Performance Most Essential Learning Duration K to 12 Learning Delivery

TV Radio Both
First Demonstrate an Clearly identify a *Explain the concept, relationship Week 1
Quarter understanding specific political and importance of politics,
of politics and phenomenon and governance and government ✓
political science, how it can be
governance, studied
political Differentiate the political Week 2-3 HUMSS_
ideologies, ideologies PG12- Ib- ✓
power, states, c-7
nations, and
globalization *Analyze the nature, Week 4 ✓
dimensions/types, and
consequences of power
*Analyze the relationship among Week 5-6 ✓
nations and states in the context
of globalization
Demonstrate an Explain the roles of *Analyze the evolution of Week 7-8 ✓

understanding different political Philippine politics and
of the historical institutions governance
background of *Analyze the roles and powers of Week 9 ✓
Philippine the executive branch of the
democratic government
politics, the *Differentiate the roles and Week 10 ✓
executive, the responsibilities of the Philippine
legislative, the Senate and the House of
judiciary, and Representatives
decentralization
Second *Analyze the roles and Week 11 ✓
Quarter and local responsibilities of the Philippine
governance Judiciary
Explain the roles and functions of Week 12 HUMSS_ ✓
Local Government Unit (LGU) PG12-
IIa-b-2
Demonstrate an Analyze the Analyze the nature of elections Week 13 HUMSS_ ✓
understanding interactions and political parties in the PG12-IIc-
of elections and between state and Philippines d-9
political and civil society *Explain the concept, role, and Week 14 ✓
society and contributions of civil society
social societies and social movements
movements to Philippine democracy
Demonstrate an Propose a project on *Explain the importance of active Week 15 ✓

understanding political engagement citizenship
of citizenship and youth
empowerment *Explain issues and programs Week 16 ✓
related to political engagement
and youth empowerment

Subject: Trends, Networks, and Critical Thinking in the 21st Century
K to 12 CG Learning Delivery Platforms

Quarter Contents Standards Performance Most Essential Learning Duration Code
The learner The learner will be 1. Differentiate a trend Weeks 1- ✓

understands able to derive an from a fad 2
the emergence of idea from
2. Explain the process on
HUMSS_MC ✓
trends and patterns. instances and T12- Ia-b-2
how to spot a trend
present this idea
through a 100- 3. Point out the elements HUMSS_MC ✓
word essay, that make up a trend T12- Ia-b-4
First artwork, and other
Quarter graphic
4. Describe the different
HUMSS_MC ✓
representations. T12- Ia-b-5
characteristics of a trend
5. Identify parts of a whole.

HUMSS_MC ✓
T12- Ia-b-6
6. Identify and explain an ✓
emerging pattern
7. Identify causes and ✓
consequences
The learner The learner draws 1. Explain strategic ✓
understands a color-coded map analysis and intuitive
strategic analysis of the networks of thinking
and intuitive power relations ● Define strategic Week 3
thinking. (political, analysis and
economic, cultural, intuitive thinking
and kinship ties) ● Differentiate key
within a particular components in
community. strategic analysis
and intuitive
thinking
2. Apply strategic analysis ✓
3. Apply intuitive thinking in ✓
solving a problem in the
community using a map
of social networks
The learner The learner locates 1. Explain the concrete ✓
understands the on a map the effects of globalization Week 4
components, different and to one’s daily life
operations, effects, geographical 2. Explain the need for ✓
and networks of origins of the collaboration and
globalization in various cooperation to achieve
his/her daily life. components/elem interconnectedness of
ents of an people and nations
industrial/technolo 3. Discuss the different ✓
gical/agricultural contributions of the parts Week 5
product and writes to a whole and the
a reflection essay important role of
on the insights creative imagination in
gathered from the putting together the
exercise. various parts of a whole
The learner locates 4. Illustrate the origin of

on a map the the different
workplaces of the components of a gadget,
OFWs in their business enterprise,
community and
industrial/technological/ ✓
writes a reflection
paper on the agricultural product, etc.
effects of labor through a mind map and
migration to their reflection essay
community.
The learner The learner 1. Explain the effects of ✓

understands the consumption and
consequences of 1) analyzes how production patterns on
personal and local production and climate change Week 6
action to global and consumption 2. Discuss personal ✓
planetary climate habits contribute contributions that can
change. to the problem of actually solve the
climate change and problem of climate
explain why. change
2) writes a
resolution that you
can share with 3. Make a stand on how the
your friends about consequences of one’s
how you can action affect the lives of ✓
personally others and the
contribute towards environment
solving the
problem of climate
change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network
and trends and how it affects you
The learner using any form of 1. Identify democratic ✓

understands the oral presentation, practices Week 1
meaning and the learner 2. Explain the importance of ✓
dimensions of explains creatively participation in
democracy. the ill effects of democracy
undemocratic 3. Differentiate ✓
practices related to participatory from
Second factors such as representative
Quarter gender biases, democracy
poverty, political 4. Assess democratic ✓
marginalization, interventions prevailing
racial inequality, in political and social Week 2
cultural institutions
domination, crisis 5. Formulate a viable ✓
of representation alternative to
and politics of undemocratic practices
recognition.
The learner The learner 1. Identify the dimensions ✓

understands how organizes and of technology that are Week 3
ICT enslaves, mobilizes an event enabling and inhibiting
emancipates, and that deals with a 2. Discuss the benefits of HUMSS_MC ✓
empowers significant global technology T12- IId-f-2
individuals. issue, using ICT. 3. Explain the weakest link ✓
in a system using
strategic and intuitive
thinking
4. Explain how information HUMSS_MC ✓
communication T12- IId-f-5
technology can facilitate Week 4
social relationships and
political movements
(occupy movements)
5. Propose a creative ✓
intervention to improve
human life using ICT
1. Differentiate connections ✓
The learner The learner creates from relationship, and Week 5
understands the a social map that networks
parallelism between traces the various 2. Illustrate how the brain HUMSS_MC ✓
neural and social roles that students or neural network works T12- IIg-i-2
networks. play in the 3. Compare the neural HUMSS_MC ✓
community (family networks with social Week 6 T12- IIg-i-3
members, networks
community leader, 4. Establish linkage ✓
etc.) and rank the between self and the
significance of the social network one
roles played within belongs to
the community. 5. Demonstrate how ✓
thinking processes are
shaped by social Week 7
relationships
6. Identify the significant ✓

social roles students play
within the community by
creating a social map of
their relationships
Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of
future you want, explain why you want that future, and illustrate how
will you get there
STEM
Subject: Basic Calculus
Quarter Content Performance Most Essential Learning competencies Duration K to 12 CG Code Learning Delivery
Standards Standards Model/Platform
The learners The learner shall be The learners… TV Radio Both
understanding of…
Quarter 3 the basic formulate and illustrate the limit of a function using Week 1 STEM_BC11LC-
concepts of limit solve accurately a table of values and the graph of the IIIa-1 ✓
and continuity of real-life problems function
a function involving distinguish between limx→c f ( x ) and STEM_BC11LC-
IIIa-2 ✓
continuity of f(c)
functions illustrate the limit laws STEM_BC11LC-
IIIa-3
✓
apply the limit laws in evaluating the STEM_BC11LC-
limit of algebraic functions IIIa-4 ✓
(polynomial, rational, and radical
compute the limits of exponential, STEM_BC11LC-IIIb-
logarithmic, and trigonometric Week 2 1
functions using tables of values and
✓
graphs of the functions
illustrate limits involving the STEM_BC11LC-
IIIb-2
expressions
✓
and using tables of
values
illustrate continuity of a function at a Week 3 STEM_BC11LC-IIIc- ✓
number 1
determine whether a function is STEM_BC11LC-
continuous at a number or not IIIc-2
✓
illustrate continuity of a function on STEM_BC11LC- ✓
an interval IIIc-3
solves problems involving continuity STEM_BC11LC-IIId-
of a function 3
✓
basic concepts formulate and solve illustrate the tangent line to the Week 4 STEM_BC11D-IIIe-
of derivatives accurately situational graph of a function at a given 1 ✓
problems involving point
extreme values applies the definition of the derivative STEM_BC11D-IIIe- ✓
understanding of…
of a function at a given number 2
relate the derivative of a function STEM_BC11D-IIIe-
to the slope of the tangent line 3
✓
determine the relationship between STEM_BC11D -IIIf-
differentiability and continuity of a Week 5 ✓
1
function
apply the differentiation rules in STEM_BC11D-IIIf-3
computing the derivative of an
algebraic, exponential, logarithmic, ✓
trigonometric functions and inverse
trigonometric functions
illustrate the Extreme Value Theorem Week 6 ✓
solve optimization problems that yield ✓
polynomial functions
formulate and solve illustrate the Chain Rule of STEM_BC11D-IIIh- ✓
differentiation 2
accurately situational solve problems using the Chain Rule Week 7 to STEM_BC11D-IIIh-
problems involving 8 i-1 ✓
related rates illustrate implicit differentiation STEM_BC11D-IIIi-2 ✓
solve problems (including STEM_BC11D-IIIi-
logarithmic, and inverse Week 9 j-1
trigonometric functions) using
✓
implicit differentiation
solve situational problems involving STEM_BC11D-IIIj-2 ✓
related rates
Quarter 4 antiderivatives formulate and solve illustrate an antiderivative of a Week 1 to STEM_BC11I-IVa-1
and Riemann function 3
✓
accurately situational
integral problems involving compute the general antiderivative STEM_BC11I-IVa-
population models
of polynomial, radical, exponential, b-1 ✓
and trigonometric functions
compute the antiderivative of a
function using substitution rule
✓
solve problems involving Week 4 ✓
antidifferentiation
solve situational problems involving Week 5 to ✓
exponential growth and decay 6
formulate and solve illustrate the definite integral as the ✓
accurately real-life limit of the Riemann sums
understanding of…
problems involving illustrate the Fundamental Theorem STEM_BC11I-IVh-1 ✓
areas of plane regions of Calculus
compute the definite integral of a Week 7 STEM_BC11I-IVh-2 ✓
function using the Fundamental
Theorem of Calculus
compute the definite integral of a STEM_BC11I-IVi-2 ✓
function using the substitution rule
compute the area of a plane region Week 8 STEM_BC11I-IVi-j- ✓
using the definite integral 1
solve problems involving areas of Week 9 STEM_BC11I-IVj-2 ✓
plane regions
Subject: Biology I
Quarter Content Performance

Standard Standard Most Essential Learning Duration Learning Delivery
Competencies Model/Platform
The learners The learners K to 12 CG Code
demonstrate should be able TV Radio Both
understanding to...
of...
1st Explain the postulates of the cell STEM_BIO11/12-
1. Cell Theory
Quarter 2. Cell Structure
1. construct a 3D
model of a theory
Week 1
Ia-c-1 ✓
and Functions plant/animal/ Describe the structure and STEM_BIO11/12-
3. Prokaryotic vs bacterial cell function of major and Week 1 Ia-c-2 ✓
Eukaryotic Cells using recyclable subcellular organelles
4. Cell Types materials Distinguish prokaryotic and STEM_BIO11/12-
5. Cell eukaryotic cells according to their Week 2 Ia-c-3 ✓
distinguishing features
Modifications
Classify different cell types (of STEM_BIO11/12-
plant/animal tissues) and specify
the functions of each
Week 2 Ia-c-4 ✓
Describe some cell modifications STEM_BIO11/12-
that lead to adaptation to carry Ia-c-5
out specialized functions (e.g.,
Week 3 ✓
microvilli, root hair)
6. Cell Cycle STEM_BIO11/12-
Characterize the phases of the
a. Mitosis cell cycle and their control points
Week3 Id-f-6 ✓
b. Meiosis
Describe the stages of STEM_BIO11/12-
mitosis/meiosis given 2n=6 Id-f-7
A review of this competency
could be done since it has been
taught in Grade 8 (S8LT-IVd-16
Week 4 ✓
Compare mitosis and meiosis,
and their role in the cell-division
cycle)
STEM_BIO11/12-
Explain the significance or
applications of mitosis/ meiosis
Week 4 Id-f-9 ✓
Identify disorders and diseases STEM_BIO11/12-
that result from the malfunction Week 5 Id-f-10 ✓
of the cell during the cell cycle
STEM_BIO11/12-
7. Transport 2. construct a Describe the structural Week 5 ✓
understanding to...
of...
Mechanisms cell membrane components of the cell Ig-h-11
a. Simple model from membrane
Diffusion indigenous or STEM_BIO11/12-
b. Facilitated recyclable Ig-h-12
Transport materials
c. Active Relate the structure and
Transport
composition of the cell Week 5 ✓
membrane to its function
d.
Bulk/Vesicular
Transport
Explain transport mechanisms in STEM_BIO11/12-
cells (diffusion osmosis, Ig-h-13
facilitated transport, active
Week 6 ✓
transport)
Differentiate exocytosis and STEM_BIO11/12-
endocytosis
Week 6
Ig-h-14 ✓
Structures and Describe the components of an STEM_BIO11/12-
Functions of enzyme
Week 7
Ii-j-17 ✓
Explain oxidation/reduction STEM_BIO11/12-
Biological
Molecules reactions
Week 7
Ii-j-18 ✓
- Enzymes Determine how factors such as STEM_BIO11/12-
pH, temperature, and substrate Week 7 Ii-j-19 ✓
affect enzyme activity
2nd 1. ATP- ADP Prepare simple Explain coupled reaction STEM_BIO11/12-
processes and describe the role IIa-j-1
Quarter Cycle
2.
fermentation
setup using of ATP in energy coupling and
Week 1 ✓
Photosynthesis common fruits to transfer
Explain the importance of STEM_BIO11/12-
3. Respiration produce wine or
prepare vinegar via chlorophyll and other Week 1 IIa-j-3 ✓
pigments
microorganisms
Describe the patterns of electron STEM_BIO11/12-
flow through light Week 2 IIa-j-4 ✓
reaction events
Describe the significant events of STEM_BIO11/12-
the Calvin cycle
Week 2
IIa-j-5 ✓
Differentiate aerobic from STEM_BIO11/12-
anaerobic respiration
Week 3
IIa-j-6 ✓
understanding to...
of...
Explain the major features and STEM_BIO11/12-
sequence the chemical events of Week 3 IIa-j-7 ✓
cellular respiration
Distinguish major features of STEM_BIO11/12-
glycolysis, Krebs cycle, IIa-j-8
electron transport system, and
Week 4 ✓
chemiosmosis
Describe reactions that produce STEM_BIO11/12-
and consume ATP
Week 4
IIa-j-9 ✓
Describe the role of oxygen in STEM_BIO11/12-
respiration and describe IIa-j-10
pathways of electron flow in the
Week 4 ✓
absence of oxygen
Explain the advantages and STEM_BIO11/12-
disadvantages of IIa-j-12
fermentation and aerobic
Week 5 ✓
respiration

Subject: Biology II
The learners The learners K to 12 CG Code TV Radio Both
understanding to...
of...
3rd Recombinant Make a STEM_BIO11/12-IIIa-
Outline the processes involved
DNA research
in genetic engineering
Week 1 b-6 ✓
paper/case
study/poster on STEM_BIO11/12-IIIa-
Discuss the applications of
genetic
recombinant DNA
Week 1 b-7 ✓
diseases
Relevance, Make a diagram Describe general features of STEM_BIO11/12-IIIc-
Mechanisms, (e.g., the history of life on Earth, g-8
Evidence/Bases, pictogram, including generally accepted
dates and sequence of the
and Theories of poster) showing
geologic time scale and
Week 2 ✓
Evolution the evolution of
characteristics of major groups
a domesticated of organisms present during
crop these time periods
Explain the mechanisms that STEM_BIO11/12-IIIc-
produce change in g-9
populations from generation to
generation (e.g., artificial Week 2 ✓
selection, natural selection,
genetic drift, mutation,
recombination)
Show patterns of descent with STEM_BIO11/12-IIIc-
modification from g-10
common ancestors to produce Week 3 ✓
the organismal diversity
observed today
Trace the development of STEM_BIO11/12-IIIc-
evolutionary thought
Week 3 g-11 ✓
Explain evidences of evolution STEM_BIO11/12-IIIc-
(e.g., biogeography, g-12
fossil record, DNA/protein Week 4 ✓
sequences, homology, and
embryology)
Infer evolutionary relationships STEM_BIO11/12-IIIc-
among organisms using the Week 4 g-13 ✓
evidence of evolution
Basic Differentiate Explain how the structural and STEM_BIO11/12IIIhj-
Taxonomic the 3-Domain developmental Week 5 14 ✓
characteristics and relatedness
The learners The learners K to 12 CG Code TV Radio Both
understanding to...
of...
Concepts and Scheme from of DNA sequences are
Principles, the 5-Kingdom used in classifying living things
Scheme of Identify the unique/ distinctive STEM_BIO11/12IIIhj-
Description,
Nomenclature, classification of characteristics of a specific Week 5-6 15 ✓
living things taxon relative to other taxa
Identification, Describe species diversity and STEM_BIO11/12IIIhj-
and cladistics, including the types of 16
Classification evidence and procedures that Week 6 ✓
can be used to establish
evolutionary relationships
4th Plant and Develop a Compare and contrast the STEM_BIO11/12-IVa-
Animal Organ presentation following processes in plants h-1
Systems and (e.g. role- and animals: reproduction,
their Functions playing, development, nutrition, gas
dramatization
exchange, transport/ Week 1-4 ✓
circulation, regulation of body
and other fluids, chemical and nervous
forms of control, immune systems, and
multimedia) to sensory and motor mechanisms
Feedback show how an STEM_BIO11/12-IVi-
Mechanisms organism j-2
Explain how some organisms
maintains maintain steady internal
homeostasis conditions (e.g., temperature
through the regulation, osmotic balance and Week 5-6 ✓
interaction of glucose levels) that possess
the various various structures and
organ systems processes
in the body
GRADE LEVEL: GRADE 11
SUBJECT: GENERAL CHEMISTRY I

Standard Standard Most Essential Learning Duration K to 12 CG code Learning Delivery Model/Platform
Competencies
The learners The learners TV Radio Both
understanding to...
of...
1st the properties Design using Use properties of matter to Week 1 STEM_GC11MPIa- 
of matter and multimedia, identify substances and to b-5
its various demonstrations, separate them
forms or models, a Recognize the formulas of Week 1 STEM_GC11MPIa- 
representation or common chemical b-9
simulation of any substances
of the following:
A. Atomic Compare consumer products Week 1 STEM_GC11MPIa- 
structure on the basis of their b-11
B. Gas behavior components for use, safety,
C. Mass quality and cost
relationships
D. Reactions Describe various simple Week 1 STEM_GC11MPIa- 
separation techniques such b-12
as distillation,
chromatography
1.atomic Recognize common isotopes Week 2 STEM_GC11AMIc-e- 

structure and their uses. 19
2. formulas
and names of Represent compounds using Week 2 STEM_GC11AMIc-e- 
compounds chemical formulas, structural 21
formulas and models
Name compounds given their STEM_GC11AMIc-e- 

formula and write formula 23
Week 2
given the name of the
compound
the Calculate the empirical 
relationship of formula from the percent
Week 2
percent composition of a compound STEM_GC11PCIf-32
composition
and chemical Calculate molecular formula STEM_GC11PCIf-33 
formula given molar mass Week 3
the use of Week 3 STEM_GC11CRIf-g- 

chemical 37
formulas to Write and balanced chemical
represent equations
chemical
reactions
the Construct mole or mass Week 3 
quantitative ratios for a reaction in order
relationship of to calculate the amount of
reactants and reactant needed or amount STEM_GC11MRIg-
products in a of product formed in terms h-38
chemical of moles or mass
reaction
Calculate percent yield and Week 3 STEM_GC11MRIg- 
theoretical yield of the h-39
reaction
Explain the concept of Week 4 STEM_GC11MRIg- 

limiting reagent in a chemical h-40
reaction; identify the excess
reagent(s)
(LAB) Determine mass Week 5 STEM_GC11MRIg- 

relationship in a chemical h-42
reaction
the Define pressure and give the Week 5 STEM_GC11G-Ihi- 

mathematical common units of pressure 43
relationship
between Use the gas laws to Week 5 STEM_GC11G-Ihi- 
pressure, determine pressure, volume, 45
volume, and or temperature of a gas
temperature of under certain conditions of
a gas change
Use the ideal gas equation to Week 5 STEM_GC11G-Ihi- 
calculate pressure, volume, 46
Temperature, or number of
moles of a gas
the partial Use Dalton’s law of partial Week 5 STEM_GC11DLIi-47 
pressures of pressures to relate mole
gases in a fraction and partial pressure
mixture of gases in a mixture
quantitative Apply the principles of Week 6 STEM_GC11GSIi-j- 

relationships of stoichiometry to determine 48
reactants and the amounts (volume,
products in a number of moles, or mass) of
gaseous gaseous reactants and
reaction products
the behavior Week 6 STEM_GC11KMTIj- 

and properties Relate the rate of gas 50
of gases at the effusion with molar mass
molecular level
2nd the quantum Illustrate the Use quantum numbers to Week 6 STEM_GC11ESIIa-b- 
mechanical reactions at the describe an electron in an 54
description of molecular level in atom
the atom and any of the Determine the magnetic Week 6 STEM_GC11ESIIa-b- 
its electronic following: property of the atom based 57
structure on its electronic
1. enzyme action configuration
2. protein Draw an orbital diagram to Week 6 STEM_GC11ESIIa-b- 
denaturation represent the electronic 58
3. separation of configuration of atoms
1.ionic bond components in Week 7 STEM_GC11CBIId-g- 
formation in coconut milk 70
Draw the Lewis structure of
terms of
ions
atomic
properties
1. covalent Apply the octet rule in the Week 7 STEM_GC11CBIId-g- 
bond formation of molecular 76
formation in covalent compounds
terms of
atomic Write the formula of Week 7 STEM_GC11CBIId-g- 
properties molecular compounds 77
2. the formed by the nonmetallic
properties of elements of the
molecular representative block
covalent Draw Lewis structure of Week 7 STEM_GC11CBIId-g- 
compounds in molecular covalent 78
relation to compounds
their structure Week 7 STEM_GC11CBIId-g- 
Describe the geometry of
81
simple compounds
Week 8 STEM_GC11CBIId-g- 
Determine the polarity of
82
simple molecules
the properties Week 8 STEM_GC11OCIIg-j- 
Describe the different
of organic 87
functional groups
compounds
and polymers Week 8 STEM_GC11OCIIg-j- 
Describe structural
in terms of 89
isomerism; give examples
their structure
Describe some simple Week 8 STEM_GC11OCIIg-j- 
reactions of organic 90
compounds: combustion of
organic fuels, addition,
condensation, and
saponification of fats
Describe the formation and Week 8 STEM_GC11OCIIg-j- 

structure of polymers 91
Explain the properties of Week 8 STEM_GC11OCIIg-j- 

some polymers in terms of 93
their structure
Describe the structure of Week 8 STEM_GC11OCIIg-j- 
proteins, nucleic acids, lipids, 95
and carbohydrates, and
relate them to their function
Week 8 STEM_GC11OCIIg-j- 
Describe the preparation of 97
selected organic compounds

SUBJECT: GENERAL CHEMISTRY 2

Standard Standard Most Essential Learning Duration K to 12 CG Code Learning Delivery
The learners The learners
demonstrate should be able to... TV Radio Both
understanding
of...
1st 1. the Design a simple Use the kinetic molecular Week 1 STEM_GC11IMFIIIa- 
properties of investigation to model to explain c-99
liquids and determine the properties of liquids and
solids to the effect on boiling solids
nature of forces point or freezing Describe and differentiate Week 1 STEM_GC11IMFIIIa- 
between point when a solid the types of intermolecular c-100
particles is dissolved in forces
2. phase water Describe the following Week 1 STEM_GC11IMFIIIa- 
changes in properties of liquids, and c-102
terms of the explain the effect of
accompanying intermolecular forces on
changes in these properties: surface
energy and tension, viscosity, vapor
forces between pressure, boiling point, and
particles molar heat of vaporization
Explain the properties of Week 1 STEM_GC11IMFIIIa- 
water with its molecular c-103
structure and
intermolecular forces
Describe the difference in Week 1 STEM_GC11IMFIIIa- 
structure of crystalline and c-104
amorphous solids
Interpret the phase Week 2 STEM_GC11IMFIIIa- 
diagram of water and c-107
carbon dioxide
Determine and explain the Week 2 STEM_GC11IMFIIIa- 
heating and cooling curve c-109
of a substance
properties of Use different ways of Week 2 STEM_GC11PPIIId- 
solutions, expressing concentration f-111
solubility, and of solutions: percent by
the mass, mole fraction,
stoichiometry of molarity, molality, percent
reactions in by volume, percent by
solutions mass, ppm
Perform stoichiometric Week 2 STEM_GC11PPIIId- 
calculations for reactions in f-112
solution
Describe the effect of Week 2 STEM_GC11PPIIId- 
concentration on the f-115
colligative properties of
solutions
Differentiate the colligative Week 3 STEM_GC11PPIIId- 
properties of f-116
nonelectrolyte solutions
and of electrolyte solutions
Calculate boiling point Week 3 STEM_GC11PPIIId- 
elevation and freezing f-117
point depression from the
concentration of a solute in
a solution
Week 3 STEM_GC11PPIIId- 
Calculate molar mass from
f-118
colligative property data
Describe laboratory Week 3 STEM_GC11PPIIId- 
procedures in determining f-119
concentration of solutions
energy changes Explain the first law of Week 3 STEM_GC11TCIIIg-i- 
in chemical thermodynamics 124
reactions
Explain enthalpy of a Week 3 STEM_GC11TCIIIg-i- 
reaction 125
Calculate the change in STEM_GC11TCIIIg-i- 

enthalpy of a given 127
reaction using Hess Law
1. the rate of a Describe how various Week 4 STEM_GC11CKIIIi-j- 
reaction and the factors influence the rate 130
various factors of a reaction
that influence it Week 4 STEM_GC11CKIIIi-j- 
Differentiate zero, first-,
2. the collision 132
and second-order reactions
theory
Explain reactions Week 4 STEM_GC11CKIIIi-j- 
qualitatively in terms of 136
molecular collisions
Explain activation energy Week 4 STEM_GC11CKIIIi-j- 
and how a catalyst affects 137
the reaction rate
Week 4 STEM_GC11CKIIIi-j- 
Cite and differentiate the
138
types of catalysts
2nd spontaneous Prepare a poster Week 5 STEM_GC11CTIVa- 
Predict the spontaneity of
change, on a specific b-140
a process based on entropy
entropy, and application of one
free energy of the following: Explain the second law of Week 5 STEM_GC11CTIVa- 
A. Acid-base thermodynamics and its b-142
equilibrium significance
B. Use Gibbs’ free energy to Week 5 STEM_GC11CTIVa- 
Electrochemistry determine the direction of b-143
Include in the a reaction
Chemical poster the Explain chemical Week 5 STEM_GC11CEIVb- 
equilibrium and concepts, equilibrium in terms of the e-145
Le Chatelier’s principles, and reaction rates of the
Principle chemical reactions forward and the reverse
involved, and reaction
diagrams of Calculate equilibrium Week 5 STEM_GC11CEIVb- 
processes and constant and the pressure e-148
other relevant or concentration of
materials reactants or products in an
equilibrium mixture
State the Le Chatelier’s Week 5 STEM_GC11CEIVb- 
principle and apply it e-149
qualitatively to describe
the effect of changes in
pressure, concentration
and temperature on a
system at equilibrium
1. acid-base Week 6 STEM_GC11ABIVf- 
Define Bronsted acids and
equilibrium and g-153
bases
its applications
to the pH of Week 6 STEM_GC11ABIVf- 
Discuss the acid-base
solutions and g-154
property of water
the use of
buffer solutions Calculate ph from the Week 6 STEM_GC11ABIVf- 
2. solubility concentration of hydrogen g-156
equilibrium and ion or hydroxide ions in
its applications aqueous solutions
Week 6 STEM_GC11ABIVf- 
Describe how a buffer
g-160
solution maintains its ph
Calculate the ph of a buffer Week 6 STEM_GC11ABIVf- 
solution using the g-161
Henderson Hasselbalch
equation
Redox reactions Week 7 STEM_GC11ABIVf- 
Define oxidation and
as applied to g-169
reduction reactions
galvanic and
electrolytic cells Balance redox reactions Week 7 STEM_GC11ABIVf- 
using the change in g-170
oxidation number method
Identify the reaction Week 8 STEM_GC11ABIVf- 
occurring in the different g-172
parts of the cell
Define reduction potential, STEM_GC11ABIVf- 
oxidation potential, and g-176
cell potential
Week 8 STEM_GC11ABIVf- 
Calculate the standard cell
g-178
potential
Relate the value of the cell Week 8 STEM_GC11ABIVf- 
potential to the feasibility g-179
of using the cell to
generate an electric
current
Describe the Week 8 
electrochemistry involved STEM_GC11ABIVf-
in some common batteries: g-180
a. Leclanche dry cell
b. Button batteries
c. Fuel cells
d. Lead storage battery
Apply electrochemical Week 8 STEM_GC11ABIVf- 
principles to explain g-181
corrosion
Explain the electrode Week 8 STEM_GC11ABIVf- 
reactions during g-182
electrolysis
Describe the reactions in Week 8 STEM_GC11ABIVf- 
some commercial g-183
electrolytic processes
GRADE LEVEL : GRADE 12

SUBJECT: GENERAL PHYSICS 1

demonstrate The learners
understanding of... should be able TV Radio Both
to...
1st 1. The effect of Solve, using Solve measurement Week 1 STEM_GP12EU-Ia- 
instruments on experimental and problems involving 1
measurements theoretical conversion of units,
2. Uncertainties and approaches, expression of
deviations in multi-concept, measurements in scientific
measurement rich-content notation
3. Sources and problems Differentiate accuracy from Week 1 STEM_GP12EU-Ia- 
types of involving precision 2
error measurement, Differentiate random errors Week 1 STEM_GP12EU-Ia- 
vectors, motion in from systematic errors 3
1D and 2D, Estimate errors from Week 1 STEM_GP12EU-Ia- 
Newton’s Laws, multiple measurements of 5
Work, Energy, a physical quantity using
Center of Mass, variance
Vectors and vector momentum, Differentiate vector and Week 1 STEM_GP12V-Ia-8 
addition impulse and scalar quantities
collisions Perform addition of vectors Week 1 STEM_GP12V-Ia-9 
Rewrite a vector in Week 1 STEM_GP12V-Ia- 
component form 10
1. Position, time, Convert a verbal Week 2 STEM_GP12Kin- 
distance, description of a physical Ib-12
displacement, situation involving uniform
speed, average acceleration in one
velocity, dimension into a
instantaneous mathematical description
velocity Interpret displacement and Week 2 STEM_GP12KIN- 
2. Average velocity, respectively, as Ib-14
acceleration, and areas under velocity vs.
instantaneous time and acceleration vs.
acceleration time curves
3. Uniformly
accelerated linear Interpret velocity and Week 2 STEM_GP12KIN- 
motion acceleration, respectively, Ib-15
3. Free-fall motion as slopes of position vs.
4. 1D Uniform time and velocity vs. time
Acceleration curves
Problems Construct velocity vs. time Week 2 STEM_GP12KIN- 
and acceleration vs. time Ib-16
graphs, respectively,
corresponding to a given
position vs. time-graph and
velocity vs. time graph and
vice versa
Solve for unknown Week 2 STEM_GP12KIN- 
quantities in equations Ib-17
involving one-dimensional
uniformly accelerated
motion , including free fall
motion
Solve problems involving Week 2 STEM_GP12KIN- 
one-dimensional motion Ib-19
with constant acceleration
in contexts such as, but not
limited to, the “tail-gating
phenomenon”, pursuit,
rocket launch, and free- fall
problems
Relative motion Describe motion using the Week 3 STEM_GP12KIN- 
1. Position, concept of relative Ic-20
distance, velocities in 1D and 2D
displacement,
speed, average Deduce the consequences Week 3 STEM_GP12KIN- 
velocity, of the independence of Ic-22
instantaneous vertical and horizontal
velocity, average components of projectile
acceleration, and motion
instantaneous Calculate range, time of Week 3 STEM_GP12KIN- 
acceleration in 2- flight, and maximum Ic-23
and 3- dimensions heights of projectiles
2. Projectile Motion Infer quantities associated Week 3 STEM_GP12KIN- 
3. Circular Motion with circular motion such Ic-25
as tangential velocity,
centripetal acceleration,
tangential acceleration,
radius of curvature
Solve problems involving Week 3 STEM_GP12KIN- 
two dimensional motion in Ic-26
contexts such as, but not
limited to ledge jumping,
movie stunts, basketball,
safe locations during
firework displays, and
Ferris wheels
1. Newton’s Law’s Define inertial frames of Week 4 STEM_GP12N-Id- 
of Motion reference 28
2. Inertial Reference Identify action-reaction Week 4 STEM_GP12N-Id- 
Frames pairs 31
3. Action at a Draw free-body diagrams Week 4 STEM_GP12N-Id- 
distance forces 32
4. Types of contact Apply Newton’s 1st law to Week 4 STEM_GP12N-Ie- 
obtain quantitative and 33
forces: tension,
normal force, qualitative conclusions
kinetic and static about the contact and
friction, fluid noncontact forces acting on
resistance a body in equilibrium
5. Action-Reaction Differentiate the properties Week 4 STEM_GP12N-Ie- 
of static friction and kinetic 34
Pairs
6. Free-Body friction
Diagrams Apply Newton’s 2nd law Week 5 STEM_GP12N-Ie- 
and kinematics to obtain 36
7. Applications of
Newton’s Laws to quantitative and qualitative
single-body and conclusions about the
multibody dynamics velocity and acceleration of
8. Problem solving one or more bodies, and
using Newton’s the contact and noncontact
Laws forces acting on one or
more bodies
Solve problems using Week 5 STEM_GP12N-Ie- 
Newton’s Laws of motion in 38
limited to, ropes and
pulleys, the design of
mobile sculptures,
transport of loads on
conveyor belts, force
needed to move stalled
vehicles, determination of
safe driving speeds on
banked curved roads
1. Dot or Scalar Calculate the dot or scalar Week 5 STEM_GP12WE-If- 
Product product of vectors 40
2. Work done by a Determine the work done Week 5 STEM_GP12WE-If- 
force by a force acting on a 41
3. Work-energy system
relation Define work as a scalar or Week 6 STEM_GP12WE-If- 
4. Kinetic energy dot product of force and 42
5. Power displacement
6. Conservative and Interpret the work done by Week 6 STEM_GP12WE-If- 
nonconservative a force in one- dimension 43
forces as an area under a Force vs.
7. Gravitational Position curve
potential energy Relate the gravitational Week 6 STEM_GP12WE- 
8. Elastic potential potential energy of a Ig-48
energy system or object to the
9. Equilibria and configuration of the system
potential energy Relate the elastic potential Week 6 STEM_GP12WE- 
diagrams energy of a system or Ig-49
10. Energy object to the configuration
Conservation, of the system
Work, and Power Explain the properties and Week 6 STEM_GP12WE- 
Problems the effects of conservative Ig-50
forces
Use potential energy Week 7 STEM_GP12WE- 
diagrams to infer force; Ig-53
stable, unstable, and
neutral equilibria; and
turning points
Solve problems involving Week 7 STEM_GP12WE- 
work, energy, and power in Ih-i- 55
limited to, bungee jumping,
design of roller-coasters,
number of people required
to build structures such as
the Great Pyramids and the
rice terraces; power and
energy requirements of
human activities such as
sleeping vs. sitting vs.
standing, running vs.
walking.
1. Center of mass Differentiate center of Week 7 STEM_GP12WE- 
2. Momentum mass and geometric Ih-i- 56
3. Impulse center
4. Impulse- Relate the motion of center Week 7 STEM_GP12MMIC- 
momentum relation of mass of a system to the Ih- 57
5. Law of momentum and net
conservation of external force acting on the
momentum system
6. Collisions Relate the momentum, Week 8 STEM_GP12MMIC- 
7. Center of Mass, impulse, force, and time of Ih- 58
Impulse, contact in a system
Momentum, and Compare and contrast Week 8 STEM_GP12MMIC- 
Collision Problems elastic and inelastic Ii- 60
collisions
Apply the concept of Week 8 STEM_GP12MMIC- 
restitution coefficient in Ii- 61
collisions
Solve problems involving Week 8 STEM_GP12MMIC- 
center of mass, impulse, Ii- 63
and momentum in contexts
such as, but not limited to,
rocket motion, vehicle
collisions, and ping-pong.
2nd 1. Moment of Calculate the moment of Week 1 STEM_GP12RED- 
inertia inertia about a given axis of IIa-1
2. Angular position, single-object and multiple-
angular velocity, object systems
angular acceleration Calculate magnitude and Week 1 STEM_GP12RED- 
3. Torque direction of torque using IIa-3
4. Static equilibrium the definition of torque as a
5. Rotational cross product
kinematics Describe rotational Week 1 STEM_GP12RED- 
6. Work done by a quantities using vectors IIa-4
torque Determine whether a Week 1 STEM_GP12RED- 
system is in static IIa-5
equilibrium or not
Apply the rotational Week 1 STEM_GP12RED- 
kinematic relations for IIa-6
systems with constant
angular accelerations
Determine angular Week 1 STEM_GP12RED- 

momentum of different IIa-9
systems
Apply the torque-angular Week 1 STEM_GP12RED- 
momentum relation IIa- 10
Solve static equilibrium Week 1 STEM_GP12RED- 
problems in contexts but IIa-8
not limited to see-saws,
cable-hinge-strut-system,
leaning ladders, and
weighing a heavy suitcase
using a small bathroom
scale
1. Newton’s Law of Use Newton’s law of Week 2 STEM_GP12G-IIb- 
Universal gravitation to infer 16
Gravitation gravitational force, weight,
2. Gravitational field and acceleration due to
3. Gravitational gravity
potential
energy Discuss the physical Week 2 STEM_GP12Red- 
4. Orbits significance of gravitational IIb- 18
5. Kepler’s laws of field
planetary motion Apply the concept of Week 2 STEM_GP12Red- 
gravitational potential IIb- 19
energy in physics problems
Calculate quantities related Week 2 STEM_GP12Red- 
to planetary or satellite IIb- 20
motion
For circular orbits, relate Week 3 STEM_GP12G-IIc- 
Kepler’s third law of 22
planetary motion to
Newton’s law of gravitation
and centripetal
acceleration
1. Periodic Motion Relate the amplitude, Week 3 STEM_GP12PM- 
2. Simple harmonic frequency, angular IIc-24
motion: spring-mass frequency, period,
system, simple displacement, velocity, and
pendulum acceleration of oscillating
3. Damped and systems
Driven oscillation Recognize the necessary Week 3 STEM_GP12PM- 
4. Periodic Motion conditions for an object to IIc-25
experiment undergo simple harmonic
5. Mechanical motion
waves Calculate the period and Week 3 STEM_GP12PM- 
the frequency of spring IIc-27
mass, simple pendulum,
and physical pendulum
Differentiate Week 4 STEM_GP12PM- 
underdamped, IId-28
overdamped, and critically
damped motion
Define mechanical wave, Week 4 STEM_GP12PM- 
longitudinal wave, IId-31
transverse wave, periodic
wave, and sinusoidal wave
From a given sinusoidal Week 4 STEM_GP12PM- 
wave function infer the IId-32
speed, wavelength,
frequency, period,
direction, and wave
number
1. Sound Apply the inverse-square Week 4 STEM_GP12MWS- 
2. Wave Intensity relation between the IIe- 34
3. Interference and intensity of waves and the
beats distance from the source
4. Standing waves Describe qualitatively and Week 5 STEM_GP12MWS- 
5. Doppler effect quantitatively the IIe- 35
superposition of waves
Apply the condition for Week 5 STEM_GP12MWS- 
standing waves on a string IIe- 36
Relate the frequency Week 5 TEM_GP12MWS- 
(source dependent) and IIe- 37
wavelength of sound with
the motion of the source
and the listener
1. Specific gravity Relate density, specific Week 5 STEM_GP12FM- 
2. Pressure gravity, mass, and volume IIf-40
3. Pressure vs. to each other
Depth Relation Relate pressure to area and Week 6 STEM_GP12FM- 
4. Pascal’s principle force IIf-41
5. Buoyancy and Relate pressure to fluid Week 6 STEM_GP12FM- 
Archimedes’ density and depth IIf-42
Principle Apply Pascal’s principle in Week 6 STEM_GP12FM- 
6. Bernoulli’s analyzing fluids in various IIf-43
principle systems
Apply the concept of Week 6 STEM_GP12FM- 
buoyancy and Archimedes’ IIf-44
principle
Apply Bernoulli’s principle Week 7 STEM_GP12FM- 
and continuity equation, IIf-46
whenever appropriate, to
infer relations involving
pressure, elevation, speed,
and flux
1. Zeroth law of Explain the connection Week 7 STEM_GP12TH- 
thermodynamics between the Zeroth Law of IIg-49
and Temperature Thermodynamics,
measurement temperature, thermal
2. Thermal equilibrium, and
expansion temperature scales
3. Heat and heat Convert temperatures and Week 7 STEM_GP12TH- 
capacity temperature differences in IIg-50
the following scales:
Fahrenheit, Celsius, Kelvin
Define coefficient of Week 7 STEM_GP12TH- 
thermal expansion and IIg-51
coefficient of volume
expansion
Calculate volume or length Week 7 STEM_GP12TH- 
changes of solids due to IIg-52
changes in temperature
Solve problems involving Week 7 STEM_GP12TH- 
temperature, thermal IIg-53
expansion, heat capacity,
heat transfer, and thermal
equilibrium in contexts
such as, but not limited to,
the design of bridges and
train rails using steel,
relative severity of steam
burns and water burns,
thermal insulation, sizes of
stars, and surface
temperatures of planets
1. Ideal gas law Enumerate the properties Week 8 STEM_GP12GLT- 
2. Internal energy of of an ideal gas IIh- 57
an Solve problems involving Week 8 STEM_GP12GLT- 
ideal gas ideal gas equations in IIh- 58
3. Heat capacity of contexts such as, but not
an limited to, the design of
ideal gas metal containers for
4. Thermodynamic compressed gases
systems Interpret PV diagrams of a Week 8 STEM_GP12GLT- 
5. Work done thermodynamic process IIh- 60
during Compute the work done by Week 8 STEM_GP12GLT- 
volume changes a gas using dW=PdV IIh- 61
6. 1st law of State the relationship Week 8 STEM_GP12GLT- 
thermodynamics between changes internal IIh- 62
7. Thermodynamic energy, work done, and
processes: thermal energy supplied
adiabatic, through the First Law of
isothermal, isobaric, Thermodynamics
isochoric Differentiate the following Week 8 STEM_GP12GLT- 
8. Heat engines thermodynamic processes IIh- 63
9. Engine cycles and show them on a PV
10. Entropy diagram: isochoric, isobaric,
11. 2nd law of isothermal, adiabatic, and
Thermodynamics cyclic
12. Reversible and Calculate the efficiency of a Week 8 STEM_GP12GLT- 
irreversible heat engine IIi-67
processes Describe reversible and Week 8 STEM_GP12GLT- 
irreversible processes IIi-68
Explain how entropy is a Week 8 STEM_GP12GLT- 
IIi-69
measure of disorder
State the 2nd Law of Week 8 STEM_GP12GLT- 
Thermodynamics IIi-70
Calculate entropy changes Week 8 STEM_GP12GLT- 
for various processes e.g., IIi-71
isothermal process, free
expansion, constant
pressure process, etc.
GRADE LEVEL : GRADE 12

SUBJECT: GENERAL PHYSICS 2

demonstrate The learners should
understanding be able to... TV Radio Both
of...
3rd 1. Electric charge Use theoretical Describe using a diagram Week 1 STEM_GP12EM- 
2. Insulators and and experimental charging by rubbing and charging IIIa-1
conductors approaches to by induction
3. Coulomb’s Law solve multi- Explain the role of electron Week 1 STEM_GP12EM- 
4. Electric forces concept and rich- transfer in electrostatic charging IIIa-2
and fields context problems by rubbing
5. Electric field involving electricity Describe experiments to show Week 1 STEM_GP12EM- 
calculations and magnetism electrostatic charging by IIIa-3
6. Charges on induction
conductors Calculate the net electric force on Week 1 STEM_GP12EM- 
7. Electric flux a point charge exerted by a IIIa-6
and Gauss’s Law system of point charges
8. Electric charge, Describe an electric field as a Week 1 STEM_GP12EM- 
dipoles, force, region in which an electric charge IIIa-7
field, and flux experiences a force
problems Calculate the electric field due to Week 1 STEM_GP12EM- 
a system of point charges using IIIa-10
Coulomb’s law and the
superposition principle
Calculate electric flux Week 1 STEM_GP12EM- 
IIIb-12
Use Gauss’s law to infer electric Week 2 STEM_GP12EM- 
field due to uniformly distributed IIIb-13
charges on long wires, spheres,
and large plates
Solve problems involving electric Week 2 STEM_GP12EM- 
charges, dipoles, forces, fields, IIIb-14
and flux in contexts such as, but
not limited to, systems of point
charges, electrical breakdown of
air, charged pendulums,
electrostatic ink-jet printers
1. Electric Relate the electric potential with Week 2 STEM_GP12EM- 
potential energy work, potential energy, and IIIb-15
2. Electric electric field
potential Determine the electric potential Week 2 STEM_GP12EM- 
3. Equipotential function at any point due to IIIc-17
surfaces highly symmetric continuous-
4. Electric field as charge distributions
a potential infer the direction and strength Week 3 STEM_GP12EM- 
gradient of electric field vector, nature of IIIc-18
5. Electric the electric field sources, and
potential electrostatic potential surfaces
given the equipotential lines
Calculate the electric field in the Week 3 STEM_GP12EM- 
region given a mathematical IIIc-20
function describing its potential
in a region of space
Solve problems involving electric Week 3 STEM_GP12EM- 
potential energy and electric IIIc-22
potentials in contexts such as,
but not limited to, electron guns
in CRT TV picture tubes and Van
de Graaff generators
1. Capacitance Deduce the effects of simple Week 3 STEM_GP12EM- 
and capacitors a. capacitors (e.g., parallel-plate, IIId-23
Capacitors in spherical, cylindrical) on the
series and parallel capacitance, charge, and
b. Energy stored potential difference when the
and electric-field size, potential difference, or
energy in charge is changed
capacitors Calculate the equivalent Week 3 STEM_GP12EM- 
2. Dielectrics capacitance of a network of IIId-24
capacitors connected in
series/parallel
Determine the total charge, the Week 4 STEM_GP12EM- 
charge on, and the potential IIId-25
difference across each capacitor
in the network given the
capacitors connected in
series/parallel
Determine the potential energy Week 4 STEM_GP12EM- 
stored inside the capacitor given IIId-26
the geometry and the potential
difference across the capacitor
Describe the effects of inserting Week 4 STEM_GP12EM- 
dielectric materials on the IIId-29
capacitance, charge, and electric
field of a capacitor
Solve problems involving Week 5 STEM_GP12EM- 
capacitors and dielectrics in IIId-30
contexts such as, but not limited
to, charged plates, batteries, and
camera flashlamps.
1. Current, Distinguish between Week 5 STEM_GP12EM- 
resistivity, and conventional current and IIId-32
resistance electron flow
2. Ohm’s law Apply the relationship charge = Week 5 STEM_GP12EM- 
3. Energy and current x time to new situations IIIe-33
power in electric or to solve related problems
circuits Describe the effect of Week 5 STEM_GP12EM- 
4. Electrical safety temperature increase on the IIIe-35
resistance of a metallic conductor
Describe the ability of a material Week 5 STEM_GP12EM- 
to conduct current in terms of IIIe-36
resistivity and conductivity
Apply the relationship of the Week 5 STEM_GP12EM- 
proportionality between IIIe-37
resistance and the length and
cross-sectional area of a wire to
solve problems
Differentiate ohmic and non- Week 5 STEM_GP12EM- 
ohmic materials in terms of their IIIe-38
I-V curves
Differentiate emf of a source and Week 5 STEM_GP12EM- 
potential difference (PD) across a IIIe-40
circuit
Given an emf source connected Week 5 STEM_GP12EM- 
to a resistor, determine the IIIe-42
power supplied or dissipated by
each element in a circuit
Solve problems involving current, Week 5 STEM_GP12EM- 
resistivity, resistance, and Ohm’s IIIe-44
law in contexts such as, but not
limited to, batteries and bulbs,
household wiring, and selection
of fuses.
Devices for Operate devices for measuring Week 5 STEM_GP12EM- 
measuring currents and voltages IIIe-45
currents and
voltages
1. Resistors in Draw circuit diagrams with power Week 5 STEM_GP12EM- 
series and parallel sources (cell or battery), IIIf-47
switches, lamps, resistors (fixed
2. Kirchhoff’s and variable) fuses, ammeters
and voltmeters
rules Evaluate the equivalent Week 6 STEM_GP12EM- 
resistance, current, and voltage IIIg-48
3. R-C circuits in a given network of resistors
connected in series and/or
parallel
Calculate the current and voltage Week 6 STEM_GP12EM- 
through and across circuit IIIg-49
elements using Kirchhoff’s loop
and junction rules (at most 2
loops only)
Solve problems involving the Week 6 STEM_GP12EM- 
calculation of currents and IIIg-51
potential difference in circuits
consisting of batteries, resistors
and capacitors.
1. Magnetic fields Differentiate electric interactions Week 6 STEM_GP12EM- 
2. Lorentz Force from magnetic interactions IIIh-54
3. Motion of Evaluate the total magnetic flux Week 6 STEM_GP12EM- 
charge particles through an open surface IIIh-55
in electric and Describe the motion of a charged Week 6 STEM_GP12EM- 
magnetic fields particle in a magnetic field in IIIh-58
4. Magnetic terms of its speed, acceleration,
forces on current- cyclotron radius, cyclotron
carrying wires frequency, and kinetic energy
Evaluate the magnetic force on Week 6 STEM_GP12EM- 
an arbitrary wire segment placed IIIh-59
in a uniform magnetic field
1. Biot-Savart Law Evaluate the magnetic field Week 7 STEM_GP12EM- 
2. Ampere’s Law vector at a given point in space IIIh-60
due to a moving point charge, an
infinitesimal current element, or
a straight current-carrying
conductor
Calculate the magnetic field due Week 7 STEM_GP12EM- 
to one or more straight wire IIIi-62
conductors using the
superposition principle
Calculate the force per unit Week 7 STEM_GP12EM- 
length on a current carrying wire IIIi-63
due to the magnetic field
produced by other current-
carrying wires
Evaluate the magnetic field Week 7 STEM_GP12EM- 
vector at any point along the axis IIIi-64
of a circular current loop
Solve problems involving Week 7 STEM_GP12EM- 
magnetic fields, forces due to IIIi-66
magnetic fields and the motion of
charges and current-carrying
wires in contexts such as, but not
limited to, determining the
strength of Earth’s magnetic
field, mass spectrometers, and
solenoids.
4th 1. Magnetic 1. Use theoretical Identify the factors that affect Week 7 STEM_GP12EM- 
induction and, when feasible, the magnitude of the induced IVa-1
2. Faraday’s Law experimental emf and the magnitude and
3. Alternating approaches to direction of the induced current
current, LC solve (Faraday’s Law)
circuits, and multiconcept, rich-
other context problems
applications of using concepts Compare and contrast Week 7 STEM_GP12EM- 
magnetic from electrostatic electric field and IVa-3
induction electromagnetic non-electrostatic/induced
waves, optics, electric field
relativity, and Calculate the induced emf in a Week 7 STEM_GP12EM- 
atomic and nuclear closed loop due to a time-varying IVa-4
theory magnetic flux using Faraday’s
Law
2. Apply ideas from Describe the direction of the Week 8 STEM_GP12EM- 
atomic and nuclear induced electric field, magnetic IVa-5
physics in contexts field, and current on a
such as, but not conducting/nonconducting loop
limited to, using Lenz’s Law
radiation shielding Compare and contrast alternating Week 8 STEM_GP12EM- 
and inferring the current (AC) and direct current IVb-6
composition of (DC)
stars Characterize the properties Week 8 STEM_GP12EM- 
(stored energy and time- IVb-8
dependence of charges, currents,
and voltages) of an LC circuit
1. Maxwell’s Relate the properties of EM wave Week 8 STEM_GP12OPT- 
synthesis of (wavelength, frequency, speed) IVb-12
electricity, and the properties of vacuum
magnetism, and and optical medium (permittivity,
optics permeability, and index of
2. EM waves and refraction)
light Explain the conditions for total Week 8 STEM_GP12OPT- 
3. Law of internal reflection IVb-14
Reflection Explain the phenomenon of Week 8 STEM_GP12OPT- 
4. Law of dispersion by relating to Snell’s IVb-16
Refraction (Snell’s Law
Law) Calculate the intensity of the Week 8 STEM_GP12OPT- 
5. Polarization transmitted light after passing IVc-18
(Malus’s Law) through a series of polarizers
7. Applications of applying Malus’s Law
reflection, Solve problems involving Week 8 STEM_GP12OPT- 
refraction, reflection, refraction, dispersion, IVc-21
dispersion, and and polarization in contexts such
polarization as, but not limited to, (polarizing)
sunglasses, atmospheric haloes,
and rainbows
1. Reflection and Explain image formation as an Week 8 STEM_GP12OPT- 
refraction at application of reflection, IVd-22
plane and refraction, and paraxial
spherical surfaces approximation
2. Mirrors Relate properties of mirrors and Week 8 STEM_GP12OPT- 
3. Thin lens lenses (radii of curvature, focal IVd-23
4. Geometric length, index of refraction [for
optics lenses]) to image and object
distance and sizes
Determine graphically and Week 8 STEM_GP12OPT- 
mathematically the type IVd-24
(virtual/real), magnification,
location, and orientation of
image of a point and extended
object produced by a plane or
spherical mirror
Determine graphically and Week 8 STEM_GP12OPT- 
mathematically the type IVd-27
(virtual/real), magnification,
location/ apparent depth, and
orientation of image of a point
and extended object produced by
a lens or series of lenses
Apply the principles of geometric Week 8 STEM_GP12OPT- 
optics to discuss image formation IVd-28
by the eye, and correction of
common vision defects
1. Huygens’ Determine the conditions Week 9 STEM_GP12OPT- 
Principle (superposition, path and phase IVf-32
2. Two-source difference, polarization,
interference of amplitude) for interference to
light occur emphasizing the properties
3. Intensity in of a laser as a monochromatic
interference and coherent light source
patterns Relate the geometry of the two- Week 9 STEM_GP12OPT- 
4. Interference in slit experiment set up (slit IVf-33
thin films separation, and screen-to-slit
5. Diffraction distance) and properties of light
from single-slits (wavelength) to the properties of
the interference pattern (width,
location, and intensity)
Relate the geometry of the Week 9 STEM_GP12OPT- 
diffraction experiment setup (slit IVf-35
size, and screen- to-slit distance)
and properties of light
(wavelength) to the properties of
the diffraction pattern (width,
location, and intensity of the
fringes)
1. Postulates of State the postulates of Special Week 9 STEM_GP12MP- 
Special Relativity Relativity and their consequences IVg-39
2. Relativity of Apply the time dilation, length Week 9 
times and lengths contraction and relativistic
3. Relativistic velocity addition to worded
velocity addition problems
4. Relativistic Calculate kinetic energy, rest Week 9 STEM_GP12MP- 
dynamics energy, momentum, and speed IVg-42
5. Relativistic of objects moving with speeds
Doppler effect comparable to the speed of light
1. Photoelectric Explain the photoelectric effect Week 9 STEM_GP12MP- 

effect using the idea of light quanta or IVh-45
2. Atomic spectra photons
3. Radioactive Explain qualitatively the Week 9 STEM_GP12MP- 
decay properties of atomic emission IVh-46
and absorption spectra using the
concept of energy levels
Calculating radioisotope activity Week 9 STEM_GP12MP- 
using the concept of half-life IVh-i-47

Subject: Pre-Calculus
The learners The learner shall be The learners…
demonstrate an TV Radio Both
able to…
understanding of…
Quarter key concepts model situations illustrate the different types of conic Week 1 STEM_PC11AG-
1 of conic appropriately and sections: parabola, ellipse, circle, Ia-1 ✓
sections and solve problems hyperbola, and degenerate cases.
systems of accurately using define a circle. STEM_PC11AG-
nonlinear conic sections and Ia-2
✓
equations systems of nonlinear determine the standard form of equation STEM_PC11AG-
equations of a circle Ia-3
✓
define a parabola Week 2 STEM_PC11AG-
Ia-5
✓
determine the standard form of equation STEM_PC11AG-
of a parabola Ib-1
✓
define an ellipse Week 3 STEM_PC11AG-
Ic-1
✓
determine the standard form of equation STEM_PC11AG-
of an ellipse Ic-2
✓
define a hyperbola Week 4 STEM_PC11AG-
Id-1
✓
determine the standard form of equation STEM_PC11AG- ✓
able to…
understanding of…
of a hyperbola Id-2
recognize the equation and important Week 5 to 6 STEM_PC11A
characteristics of the different types of G-Ie-1 ✓
conic sections
solves situational problems involving conic STEM_PC11A
sections G-Ie-2
✓
an shall be able to Illustrate a series Week 7 to 9 STEM_PC11S ✓
understanding keenly observe and MI-Ih-1
of key investigate patterns, differentiate a series from a sequence STEM_PC11S ✓
concepts of and formulate MI-Ih-2
series and appropriate use the sigma notation to represent a STEM_PC11S ✓
mathematical mathematical series MI-Ih-3
induction and statements Apply the use of sigma notation in finding ✓
the Binomial sums
Theorem.
Quarter an 1. formulate and illustrate the unit circle and the Week 1 to 2 STEM_PC11T- ✓
2 understanding solve accurately relationship between the linear and IIa-1
key concepts situational angular measures of a central angle in a
of circular problems involving unit circle
functions, circular functions convert degree measure to radian measure STEM_PC11T- ✓
trigonometric and vice versa IIa-2
identities, illustrate angles in standard position and STEM_PC11T- ✓
inverse coterminal angles IIa-3
trigonometric illustrate the different circular functions Week 3 STEM_PC11T- ✓
functions, and IIb-1
the polar uses reference angles to find exact values STEM_PC11T- ✓
coordinate of circular functions IIb-2
system illustrate the domain and range of the Week 4 STEM_PC11T- ✓
different circular functions IIc-1
graph the six circular functions (a) STEM_PC11T- ✓
amplitude, (b) period, and (c) phase shift IIc-d-1
solve situational problems involving Week 5 STEM_PC11T- ✓
circular functions IId-2
2. apply appropriate determine whether an equation is an Week 6 to 8 STEM_PC11T- ✓
trigonometric identity or a conditional equation
able to…
understanding of…
identities in IIe-1
solving situational
problems apply trigonometric identities to find other ✓
trigonometric values
solve situational problems involving STEM_PC11T- ✓
trigonometric identities IIg-2
3. formulate and illustrate the domain and range of the STEM_PC11T- ✓
solve accurately inverse trigonometric functions. IIh-1
situational evaluate an inverse trigonometric STEM_PC11T- ✓
problems involving expression. IIh-2
appropriate solve trigonometric equations. STEM_PC11T- ✓
trigonometric IIh-i-1
functions solve situational problems involving Week 9 STEM_PC11T- ✓
inverse trigonometric functions and IIi-2
trigonometric equations

SUBJECT: STEM CAPSTONE/ RESEARCH

Standard Most Essential Learning Duration Learning Delivery
The learners demonstrate Competencies Code Model/Platform
understanding of... The learners should
be able to... TV Radio Both
3rd 1. a Present the study identify a scientific problem or Week 1-4 STEM_RP12- 
scientific problem or conducted both orally question IIa-e-1
question and in writing through
a public presentation
or defense, and
2. the scientific literature and Set selection criteria for studies Week 1-4 STEM_RP12- 
its relevance to the chosen submission of a relevant to a chosen scientific IIa-e-3
scientific problem complete technical problem
report or scientific Review, digest, and concisely Week 1-4 STEM_RP12- 
paper state the relevance of the studies IIa-e-4
cited
3. hypothesis formulation Formulate possible outcomes of Week 1-4 
the investigation, or in the case
of mathematics research, STEM_RP12-
conjectures about the IIa-e-5
mathematical problem or topic
4. designing investigatory Design a strategy or sequence of Week 5-8 STEM_RP12- 

methodologies steps that will address the IIa-e-6
scientific question at hand
Select and apply appropriate Week 5-8 STEM_RP12- 
methods of data collection IIa-e-7
5. establishing appropriate
method of data collection
Develop the criteria that will Week 5-8 STEM_RP12- 
address the completeness of the IIa-e-8
data collection method
4th 6. extracting useful Analyze the data obtained from Week 1-3 STEM_RP12- 
information from data sets the investigation IIa-e-9
7. drawing logical conclusions Draw logical conclusions Week 1-3 STEM_RP12- 
supported by processed data IIa-e-10
8. the purpose of making Make recommendations that are Week 1-3 STEM_RP12- 
relevant recommendations relevant to the study IIa-e-11
9. the different components Write a complete scientific Week 4-6 STEM_RP12IIf- 

of a scientific report/paper report/paper j -12
Defend the science project Week 7-8 STEM_RP12IIf- 
before a panel j -13
ARTS AND DESIGN
TRACK
Grade Level: 12
Subject: APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (DANCE)
Standards Standards Competencies Model/Platforms
TV Radio Both
explores movement through ✓
music, develop physical skills, AD_AEPAD12-Ia-
channel energy, stimulate WEEK 1-3 1
creates body
demonstrates an imagination and promote
movements for
understanding of creativity
non-
the principles uses body movements to: ✓
competitive,
QUARTER regarding the communicate an image (the AD_AEPAD12-Ib-
success-
1 relation of the wind), idea (a journey) or WEEK 4-5 2
oriented and
body to mind and communicate a feeling
creative
soul. (strength)
experiences
creates body movements to ✓
understand their bodies, the AD_AEPAD12-Ic-
WEEK 6-8
space around them, and their 3
relation to each other
showcases ideas researches about traditional ✓
about a local industries, heritage and WEEK 1-4 AD_AEPAD12-Id-
demonstrates an topic through architectural landmarks, etc. 4
understanding of movement in a explores movement using ✓
improvisational 2 to 5-minute improvisational techniques, AD_AEPAD12-Ie-
QUARTER WEEK 5-6
approaches that dance study collaborating with peers in the 5
2
lead to using process
composition and improvisational analyzes dance studies AD_AEPAD12-If-6 ✓
dance making tools as
WEEK 7-8
facilitated by
the teacher
conceptualizes a story and breaks AD_AEPAD12-Ig-7 ✓
demonstrates creates a 10-
it into dance sections (beginning,
understanding of minute dance WEEK 1-2
middle, end)
choreographic with music to
devices such as use convey a part of
QUARTER explores movement with peers AD_AEPAD12-Ih-IIb-8 ✓
of body shapes and their chosen
3 effort, the body in story, which will
using compositional elements
together with available
space and design, be showcased in WEEK 3-5
appropriate music to depict the
the body in time, class
story, analyzing and refining the
and overall staging
dance through run-throughs and
TV Radio Both
rehearsals
creates minimal sets, costumes, AD_AEPAD12-IIc-9 ✓

and props that are available in
WEEK 6-8
the locality
explores movement styles from a AD_AEPAD12-IIg-h-11 ✓

creates a 5- Philippine folk dance (such as
demonstrates an
minute dance Maglalatik) and a popular dance
understanding of
piece that fuses (such as hip hop), applying
creativity and
Philippine dance choreographic devices while
artistry in fusing WEEK 1-4
with a popular, deconstructing and reinventing
QUARTER two different
western dance them as they merge the two
4 genres such as
form. (A styles into an original dance
Philippine folk
showcase of composition
dance and popular
dance studies will
dance
be facilitated by prepares rehearsals to refine and AD_AEPAD12-IIi-j-12 ✓
the teacher.) problem-solve the entire WEEK 5-8
production
Grade: 12
Subject: APPRENTICESHIP & EXPLORATION IN ARTS PRODUCTION (LITERARY ARTS)
SEMESTER CONTENT PERFORMANCE MOST ESSENTIAL LEARNING DURATION CODE TV Radio Both
STANDARD STANDARDS COMPETENCIES
The learner: The learner: The learner:
SEM 1 AD_AEDLA12-
understands creates a literary 1. generates ideas from various Ia-1 ✓
elements piece literary works, approaches and
of—and
language demonstrating a techniques
techniques— command of 2. compares ideas from various literary AD_AEDLA1
in fiction language as well ✓
works, approaches and techniques 2-Ia-2
and poetry.
as literary
3. creates character sketches, storyline,
devices to
plots events in fiction and uses AD_AEDLA1 ✓
establish a
rhythm, imagery, word play and 2-Ia-c-3
personal style.
other figurative language, sound
devices in poetry
4. engages in various pre-writing and AD_AEDLA1
✓
organizational strategies and tools 2-Ia-c-4
5. submits a reaction paper on a AD_AEDLA12- ✓
literary piece b-d-5
6. develops ideas from the pre- AD_AEDLA1
2-Ie-f-6 ✓
writing plan to write well-
structured short stories and
7. poems
shares /presents written draft AD_AEDLA1
✓
for evaluation and feedback 2-Ig-7
8. revises work according to self- AD_AEDLA1
2-Ih-j-8 ✓
evaluation and feedback of peers
and mentors
SEMESTER CONTENT PERFORMANC LEARNING DURATION CODE TV Radio Both
STANDARD E STANDARDS COMPETENCIES
The learner.. The learner.. PRE-WRITING AD_AEDLA12-IIa-1

SEM 2 1. examines published ✓
demonstra applies transcripts, travel entries,
tes an knowledge of and articles in print and
understan writing for online
ding of media by 2. analyzes published transcripts, AD_AEDLA12-IIa-2
basic producing travel entries, and articles in ✓
knowledge articles, print and online
in copies, or lyrics 3. AD_AEDLA12-IIa-
expository for mass media. b-3 ✓
writing
4. AD_AEDLA12-IIa-
and
b-4 ✓
principles
of writing 5. AD_AEDLA12-IIb- ✓
applicable c-5
to WRITING AD_AEDLA12-IId-6
media. 1. writes articles about events ✓
and products with a clear and
fresh insight
2. AD_AEDLA12-IIe-6
✓
3. AD_AEDLA12-IIf-7
✓
4. AD_AEDLA12-IIg-8
✓
REWRITING AD_AEDLA12-IIh-j-
9 ✓
1. finds ways to improve copies
through technical writing
2. AD_AEDLA12-IIh-j-
10
✓
Grade Level: 12
Subject: APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (MUSIC)
Quarter / Content Performance Most Essential Learning Duration Code Learning Delivery
Semester Standards Standards Competencies Model/Platforms
TV Radio Both
1st Sem The learner: The learner: 1. researches all available Week 1 to ✓
musical genres in the Week 8
develops synthesizes community and chooses AD_AEPMU12-
awareness of information one to specialize in Ia-1
local musical gathered 2. documents observations Week 9 to ✓
genres. through of the chosen genre Week 12 AD_AEPMU12-
immersion in a Ib-h-2
particular 3. organizes a compilation of Week 13 to ✓
genre. the observations Week 16 AD_AEPMU12-
Ii-j-3
2nd Sem develops synthesizes 1. Explores all ICT Week 1 to ✓
awareness of information applications in music that Week 4 AD_AEPMU12-
ICT gathered are available in the Ia-1
applications in through community and chooses
the music immersion in one
industry. the musical 2. documents observations Week 5 to ✓
production of the chosen application Week 6 AD_AEPMU12-
industry. Ib-h-2
3. organizes a compilation of Week 7 to ✓
the observations Week 8 AD_AEPMU12-
Ii-j-3
2nd Sem demonstrates performs in 1. writes original material or Week 9 to ✓
performance community arranges existing musical Week 12 AD_AEPMU12-
skills in any of events and material incorporating ICT IIa-c-1
the following festivities and 2. conducts, sings or plays Week 13 to ✓
genres: creates music with bands, vocal or Week 16 AD_AEPMU12-
indigenous, incorporating instrumental ensembles in IId-j-2
folk, classical, ICT. various venues
pop, jazz or
rock,
incorporating
ICT
Grade Level: 12
Subject: APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (THEATER)
Standards Standards Competencies Models/Platforms
TV Radio Both
describes the various theories ✓
explaining the emergence of drama AD_AEPTH12-
as a distinct art form Ia-1
WEEK 1-2
QUARTER
1 identifies basic elements of theater ✓
and describe their use in a variety WEEK 3-4 AD_AEPTH12-
of theatrical performances. Ib-2
integrates the different theories ✓
and elements of theater in an WEEK 5-8 AD_AEPTH12-
demonstrates presents improvised performance Ib-3
an performances analyzes the structural components ✓
understanding reflecting the of plays and performances from a AD_AEPTH12-
of the elements variety and variety of WEEK 1-4 Ic-4
of theater and development of local/Asian/Western/commercial
drama as seen the elements of theatrical traditions
through various drama and ✓
theater theater through differentiates theatrical forms by
practices and time and describing elements and
WEEK 5 AD_AEPTH12-
styles territories conventions of staging and Ih-9
QUARTER performance
2
performs a readers’ theater that AD_AEPTH12-Ii- ✓
will illustrate various characteristics 10
WEEK-6-7
of representative plays across
history and cultures
evaluates samples of plays to AD_AEPTH12-Ij- ✓
determine aesthetic value in drama 11
as affected by history, society, WEEK 8
expressions and representations
demonstrates devises scene distinguishes between the AD_AEPTH12-IIa- ✓

QUARTER WEEK 1-2
an works and character, the actor, and the self by 1
Standards Standards Competencies Models/Platforms
TV Radio Both
3 understanding theater demonstrating knowledge of
of the different improvisations personal space, experiences and
theater skills, its that will utilize emotion, creative movement and
characteristics, the different voice quality while interacting with
specificities, areas or others
specialization, departments of employs different acting techniques AD_AEPTH12-IIb- ✓
and demands, theatrical through various exercises in WEEK 3-6 2
as well as its performance. devising scene works
contribution to performs scenes from recognized AD_AEPTH12-IIc-3 ✓
the scripts
WEEK 7-8
development of AD_AEPTH12-Ii-9 ✓
a theatrical completes stage design
production. incorporating all necessary WEEK 1-4
QUARTER elements
4
performs improvised scenes with an AD_AEPTH12-Ij- ✓
ensemble of actors WEEK 5-8 10
Grade Level: 12
Subject: APPRENTICESHIP AND EXPLORATION IN ARTS PRODUCTION (VISUAL ARTS AND MEDIA ARTS)
Quarter Content Performa Most Essential Learning Competencies Duration Code Learning Delivery
Standards nce Model/Platforms
Standards
demonstrate identifies the individual artist/designer in the AD_AEA ✓
s community who can train or mentor student- Week 1- P12-I-IIa-
understandin apprentice 4 b-1
g of the
nature of the
QUARTER 1 explains the meaning and significance of various ✓
different visual arts, media arts and applied art forms based AD_
fields in arts on history, socio-cultural context, functions and Week 5- AEAP 12-
production uses through reporting 8 I-IIa-b-2
creates
demonstrate artworks identifies roles, responsibilities and the chain AD_ ✓
s using of accountability as an apprentice in the arts Week 1- AEAP 12-
understandin acquired through a flowchart of the work process 4 I-IIa-b-3
g of the skills and
involved in the production projects
required knowledge
uses safety and security procedures under AD_ ✓
proficiencies during apprenticeship in the specific arts field
and attitude apprentices exhibits a level of proficiency through application
AEAP 12-
in the hip and I-IIc-j-4
exploration
of the correct principles and techniques in the Week 5-
different production of projects under apprenticeship
QUARTER 2- 12
fields of arts
applies professional and ethic practices in the AD_ AEAP ✓
4 production
specific arts field 12-I-IIc-j-6
participates in the development of an artistic AD_ AEAP ✓

Week
product under apprenticeship 12-I-IIc-j-7
13-20
compiles mentoring process through journal AD_ AEAP ✓
writing and portfolio making Week 12-I-IIg-j-
21-24 8
Grade Level: 11
Subject: CREATIVE INDUSTRIES 1 – ARTS AND DESIGN APPRECIATION AND PRODUCTION
demonstrates explains the ✓
appreciation of historical context identifies various visual art and
all the visual and cultural applied art forms, explains the AD_ADP11-
art forms, and traditions behind historical context, cultural Ia-c-1
the processes
existing examples traditions, processes and
that enter into
and pieces, local production of each through Week 1-2
the production
of each; and international; documentation and cataloguing
(text and images in digital or
print: ex. Glossary of art/design
vocabulary in a journal or idea
book);
QUARTER demonstrates explains the distinguishes basic materials, tools ✓
1 appreciation of meaning and and processes (including software
forms, materials, significance of and traditional practices) in the AD_ADP11-
Week 3-5
techniques and various visual art, production of visual, media and Id-g-2
meanings of media art and applied arts; and
various visual and applied art forms
applied art based on functions articulates the meanings and ✓
expressions and uses through significance of various expressions
presentations of visual and applied arts. AD_ADP11-
(gallery style or Week 6-8 Ih-j-3
multi media) with
supplementary
texts/notes
demonstrates evaluates artistic identifies the different processes ✓
understanding of and design and components of arts and
the historical design production. Week 1-4
productions based AD_ADP11-
context, cultural on form, content, IIa-d-1
QUARTER
traditions, and
2 context and relates the components of arts ✓
the production
functionality by and design production to
and marketing Week 5-8
aspects of visual critiquing existing different arts and design forms. AD_ADP11-
and applied arts. samples and by IIe-j-2
visiting .
museums/gallery,
studio, production
houses,
local/indigenous
arts groups
through visual
documentation
and/or writing
reflection papers.
Grade Level: 11
Subject: CREATIVE INDUSTRIES II: PERFORMING ARTS
Quarter / Content Standards Performance Most Essential Learning Duration Code Learning Delivery
Semester Standards Competencies Model/Platforms
TV Radio Both
2nd Sem The learner… The learner… discusses the varieties, categories Week 1 ✓
and elements of various AD_CIP11-
1. demonstrates an synthesizes key performing arts practices IIIa-1
understanding of theater concepts of explains the different elements of Week 2 ✓
as a synthesis of the arts theater in an
artistic expression and principles AD_CIP11-
and improvised group
performance
of artistic organization as applied IIIc-3
utilizes a
collective/collaborative about their life in a theater performance
process of creation stories. explains the value of life stories as ✓
valuable sources of theater AD_CIP11-
2. demonstrates an performances IIIe-5
understanding of the creates skits that are evolved Week 3 ✓
collective character of from personal stories using the to Week AD_CIP11-
theater production different elements of arts and 4 IIIf-g-6
principles of composition
performs short skits noting the Week 5 ✓
important qualities of a good to Week AD_CIP11-
performance 6 IIIh-i-7
examines the merits of the skit Week 7 ✓
performances using the principles AD_CIP11-
of composition and qualities of IIIj-8
performance
2nd Sem demonstrates basic skills in reads and notates Week 8 AD_CIP11-IVa- ✓
reads melodies in simple meters
note reading and ear simple melodies 1
and in major and minor keys
training
notates simple melodies in major AD_CIP11-IVa- ✓
keys and in duple, triple, and 2
quadruple meters
recognizes melodic intervals AD_CIP11-IVa- ✓
visually and aurally 3
2nd Sem demonstrates basic skills in performs selected Week 8 AD_CIP11-IVa- ✓

plays with correct rhythm, good
group instrumental playing instruments to Week d-4
intonation and good ensemble
TV Radio Both
12 AD_CIP11-IVa- ✓
uses appropriate position and
d-5
fingering in playing simple pieces
interprets appropriate phrasing, AD_CIP11-IVa- ✓
articulation and dynamics in d-6
performing instrumental pieces
2nd Sem 1. demonstrates basic 1. sings AD_CIP11-IVa- ✓
sings simple 2- or 3-part choral
choral skills expressively d-7
arrangements
with good
2. demonstrates basic vocal uses proper enunciation and AD_CIP11-Iva- ✓
conducting skills technique, vocal techniques such as d-8
observing breathing and control
changes in AD_CIP11-Iva- ✓
interprets and applies dynamic
dynamics d-9
and tempo marks in singing
and tempo
conducts pieces in duple, triple, AD_CIP11-IVa- ✓
2. conducts and quadruple meter using d-10
pieces with appropriate hand and arm
precise gestures
movements AD_CIP11-IVa- ✓
indicating d-11
desired indicates attacks and releases
tempo, clearly in conducting
dynamics and
expression
2nd Sem demonstrates knowledge performs a 5 to identifies the historical Week 13 AD_CIP11-IVe- ✓
and understanding of the 10-minute dance background of Philippine dances 1
different dance forms with well- including costumes and music:
performed in the executed dance • Pre-colonial Philippine Dance
Philippines steps, artistry • Regional Philippine Dances
proper music • Classical and Filipino
and costume Contemporary Dance
executes basic stance, forms, Week 14 AD_CIP11-IVf- ✓
positions and contextual meaning of 2
a dances
explains the life of the Week 15 AD_CIP11-IVg- ✓
choreographer, his specific dance 3
style, its history
TV Radio Both
analyzes the characteristics of AD_CIP11-IVg- ✓

dances: classical and Filipino 6
contemporary dance
dances with a partner (friend pear Week 16 AD_CIP11- ✓
family member) to build teamwork IVh-7
through dance
2nd Sem demonstrates knowledge executes a Week 17 AD_CIP11-IVi- ✓
of dances learned in class dance lecture- records a video performance 8
demonstration together with explanation on the
in the specific dance form
community
2nd Sem demonstrates an examines the researches on the situation of Week 18 AD_CIP11-IVj- ✓
understanding of the local, national and performing arts-related industries in 1
application of performing arts global landscape their immediate locality and in the
skills for local, national and of performing nation and global setting
global demands and arts-related understands the skills, resources, AD_CIP11-IVj- ✓
opportunities industries through and opportunities in performing arts- 2
research. related industries
presents a report either individually AD_CIP11-IVj- ✓
or as a group on their findings on the 3
skills, resources, and work
opportunities available in performing
arts-related industries
Grade Level: 12
Subject: DEVELOPING FILIPINO IDENTITY IN THE ARTS
demonstrates an synthesizes art creates a cultural map of his/her Week 1-4 ✓
understanding found in his/her community AD_DFI12-
and appreciation community IIId-e-2
of traditional
and/or local art understands his/her explains the concept of self in relation Week 5 ✓
forms and his/her position/role as to culture and arts in the community AD_DFI12-
QUARTER role in their artist in the and nation IIIg-4
3 sustainability community
demonstrates identifies issues discusses issues arising from the Week 6 ✓
understanding of affecting the experience of culture mapping with AD_DFI12-
present issues different arts in the peers III-Ih-i-5
regarding the arts community proposes possible ideas that could Week 7-8 ✓
in their address these issues related to culture AD_DFI12-
community and arts in the community IIIj-6
demonstrates an executes a creative articulates the process of Week 1-3 ✓
understanding of project that appropriation and integration of AD_DFI12-
local traditions in integrates traditional and/or local art forms into IVa-c-1
the building of traditional forms, his/her own art work
QUARTER
national identity processes, creates a work of art/performance Week 4-8 ✓
4
through the arts knowledge, or /creative event that addresses, AD_DFI12-
materials in their tackles, or highlights local and IVd-j-2
disciplines national identity (i.e. exhibits, trade
fairs, arts and culture festivals)
Grade: 12
Subject: EXHIBIT FOR ARTS PRODUCTION (LITERARY ARTS)
CONTENT PERFORMANCE DURATION Learning Delivery
QUARTER STANDARDS STANDARDS LEARNING COMPETENCIES CODE Model/Platforms
TV Radio Both
2ND SEM/ The learner… The learner… The learner… ✓
PRE-WRITING
QUARTE
understands collaborate 1. generates ideas from
R3 AD_PPALA12-
conflict, s with various literary WEEK 1
works as well as IIIa-c-1
character, peers in
setting, writing a approaches and
stagecraft, play techniques in
playwriting
compares ideas from ✓
dialogue and WEEK 2
other elements various literary AD_PPALA12-
of drama works as well as IIIa-c-2
approaches and
techniques in
playwriting
compares and ✓
contrasts the text of WEEK 3
a play vs. a play as AD_PPALA12-
performed in the IIId-3
form of a written
review
engages in various ✓
WEEK 4
pre-writing AD_PPALA12-
activities that IIIa-d-4
enhance critical
and creative
WRITING WEEK 5-6 ✓
writing skills AD_PPALA12-
5. drafts a one-act play
IIIe-g-4
REWRITING AD_PPALA12- ✓
6. revises work WEEK 7-8 IIIh-j-5
according to
mentor's
comments and
2ND SEM/ demonstrates collaborates peer’s feedback
PRE-WRITING ✓
AD_PPALA12-
QUARTER 4 basic with others 1. analyzes various WEEK 1 IVa-1
knowledge of in writing a types of dialogues
scriptwriting script for in scriptsin various free
3. engages AD_PPALA12- ✓
mass writing activities WEEK 2 IVa-c-2
media ✓
AD_PPALA12-
4. creates a storyboard IVc-3
WEEK 3
CONTENT PERFORMANCE
2nd Sem. LEARNING DURATION (80 CODE Learning Delivery
STANDARDS STANDARDS COMPETENCIES hrs.) Model/Platforms
TV Radio Both
WRITING ✓
4. writes a script for a AD_PPALA1
radio WEEK 4 -5 2-IVd-f-4
commercial or
television show or a
REWRITING ✓
short film
5. assesses criticism AD_PPALA1
given through WEEK 6 2-IVg-h-5
workshops, stage
reading and other ✓
6. performances AD_PPALA1
WEEK 7-8 2-IVi-j-6
Grade Level: 12
Subject: INTERGRATING ELEMENTS AND PRINCIPLES OF ORGANIZATION IN THE ARTS
demonstrates an evaluates the identifies different elements and ✓
understanding of different principles of organization in the AD_EPA12-
the different elements seen arts, its potential to express one’s Ia-d-1
elements of art, in everyday feelings and ideas, and to create
how they are objects and meanings in everyday objects WEEK 1-3
seen in the their meanings
everyday, and
how they create
meanings
understands the analyzes the elements and ✓
different principles of organization in the AD_EPA12-
elements and evaluates the arts (painting, print, photography Ie-j-2
QUARTER 1
principles of different and other forms of two-
organization in elements and dimensional art; sculpture,
the arts and how principles of installation and other forms of
they are applied organization three-dimensional art; and
to the various in art works Architecture) WEEK 4-8
forms of art to
communicate
ideas, create
meaning, and
elicit response
from the
audience
relates the evaluates the portrays Philippine folk arts, ✓
QUARTER 2 elements and different chants and myths through WEEK 1-3 AD_EPA12-
principles of the elements and integrated artistic storytelling
different arts— principles of using digital tools (i.e. digital IIa-f-3
applied to the organization in story, animation, short film,
literary arts, art works shadow play)
cinema and enhances a given story by ✓
visual arts—as introducing embellishment and AD_EPA12-
both individual improvisation as inspired by other IIa-f-4
and integrated WEEK-4-5
art forms
fields
demonstrates manipulates the creates an art work that applies AD_EPA12-IIg- ✓

the ability to elements and the knowledge of their j-5
communicate principles of specialization
feelings and organization in
ideas, and the arts in order
creates meanings to
through the communicate
WEEK 6-8
manipulation of ideas, express
the elements and emotions, and
the principles of create
the arts in meanings
selected forms of
creative
expression
Grade Level: 12
Subject: LEADERSHIP AND MANAGEMENT IN DIFFERENT ARTS AND FIELDS
Semester Content Standards Performance Most Essential Learning Duration TV Radio Both
Standards Competencies
2nd The learner… The learner… The learner… ✓
(2 hrs)
demonstrates makes a self- 1. explains the Personnel
values towards arts assessment checklist Development Course on knowing the
discipline and that measures self as an Arts student, which
integrity personal strength and exhibits discipline (time, excellence,
weaknesses and finance) and integrity, personal
strengths, weaknesses, and
challenges in terms of multiple
intelligences exercises in relation to
ARTS and other Fields
demonstrates an records active 2. explains the importance of time ✓

understanding of participation to management in day to day life in (1 hr)
time discipline and exhibit time discipline relation to punctuality in attendance
excellence and and excellence in class and other activities and in
establishes submission of requirements
standards
3. practices self-improvement ✓
standards in relation to his/her (2 hrs)
comprehension of the demands of
the Philippine Qualifications
Framework (PQF) and ASEAN
Qualifications Framework (AQF), and
the habit of striving for professional
excellence (i.e. “pwede pa” instead
of “pwede na”)
demonstrates an recognizes the 4. relates the art elements in ✓

understanding of uniqueness of each management (i.e. harmony, balance, (1 hr)
the principles of art elements: line, form, repetition, etc./Ed
management using harmony, balance, Morato’s)
the elements of arts rhythm, contrast and
unity
demonstrates an Develops a deeper 5. explains the importance of ✓
understanding of understanding of Philippine art and cultural forms in (1 hr)
the different art Philippine art and the community
institutions and cultural forms in the
allied disciplines community 6. conducts cultural mapping (from ✓
Research 1 and 2) (2 hrs)
7. locates different Philippine ✓

organizations / content providers of
art and cultural resources (Libraries,
sources, websites, etc.)
develops an participates/involves 8. makes a report on the ff: ✓
understanding and oneself in an arts and a. basic output of the (1 hr)
awareness arts and cultural organization research/basic cultural mapping of
cultural in the community and arts
organizations, their understands its role/ b. cultural organizations in the
role and functions functions community
in the community in c. group or organizations in the
both contemporary creative industry value chain as well
and traditional as core and related industries
forms
9. demonstrates an appreciation of ✓
arts and cultural organizations
10. Discuss the ff: ✓
a. arts and cultural organizational (1 hr)
structures, both contemporary and
traditional forms
b. the contributions of national and
local arts organizations
c. the importance of arts
organization in the community
d. different traditional arts
organizations (i.e. Council of elders)
demonstrates an recognizes and
11. distinguishes the different artists ✓
understanding of establishes and cultural workers of projects of (1 hr)
the roles of the awareness of the the different art/cultural forms and
human resource in different artists andthe roles of these artists and cultural
the creative cultural workers in workers
industry: creative, the performing arts,
production and visual, media arts and
technical staff design forms
2nd Sem demonstrates an 12. understands the different (1 hr) ✓
understanding and traditional artists and cultural
awareness of the workers of the different cultural art
artists in the different forms and the roles of the human
traditional art and resource of the different traditional
cultural forms art and cultural forms
develops documents the event 13. collects data for documentation (1 hr) ✓
comprehensive following procedures using the appropriate media to
documentations of document event
the arts event
(appreciates
content
documentation,
archiving and
preservation)
demonstrates an conducts 14. discusses creative processes and (1 hr) ✓
understanding and /participates in
creativity-inducing exercises in
awareness of opportunity-seekingproblem solving through:
applying the processes and
- unfreezing exercises
processes of creativity-inducing- tableau exercises
"artistic creation" exercises in problem
- ideation and creating solutions in
such as solving the problem-solving exercises
brainstorming, 15. demonstrates awareness and (1 hr) ✓
creative appreciation of "opportunity
visualization, seeking" processes for product
imagination development, and the different
"opportunity seeking" processes in
problem solving exercises, etc.
2nd demonstrates an makes a proposal and 16. explains the ff: (2 hrs) ✓
Semester understanding of designs a concept for a. the elements in a project
project an arts proposal, including the
conceptualization program/event; establishment of objectives
by presenting a establishes the b. the importance of project
simple proposal event’s objectives planning for arts organizations
applying elements c. the different stages of project
in planning the planning for the performing arts,
project proposal for visual arts and media art forms
the performing arts, d. the key stages/ scheduled time ✓
visual arts and frame of proposed project /arts (1 hr)
media art forms event
17. records day to day work in

progress
2nd Sem demonstrates exhibits proficiency in 18. discusses/ explains the following (2 hrs) ✓
discipline in basic business topics:
handling finances of communication skills a. fiscal responsibility and
self accountability
b. discipline in handling finances of
demonstrates an self: budgeting, savings
understanding of c. management of funds and
the creative work accountability for the expenses of
environment as an the self
employee and/or as d. how to develop abilities to
a freelance/ maintain positive self-image
project-based e. discipline in handling finances of
employee others: responsibility and
accountability
f. how to build and maintain positive
self-image and relationships and
work
g. how work contributes to
individuals and to the organization
demonstrates 19. exhibits/demonstrates the (2 hrs) ✓
knowledge and following in the accomplishment of
understanding of all these assigned tasks in class:
basic business a. efficiency in reviewing business
communication communications: job application,
skills builds collaborative/ resume writing for the arts, a
teamwork consumer complaint, sponsorship
demonstrates letters, etc.
appreciation of the b. documentation and recognition of
self as an employee the fact that each one’s work
in an organization contributes to the individuals and to
the organization
understands one's
role in the
organization
2 nd demonstrates a decides on an 20. describes the different project (1 hr) ✓
Semester deep understanding appropriate project types (1 hr)
and appreciation of type for the art event ✓
the different types 21. discusses in groups the following
of projects of the topics:
different a. different types of projects of the
performing arts, various art forms to the type of
and of visual, media needs and availability of resources
art and design b. the different types of projects of
forms the different performing, visual,
media art and design forms
c. relationship of the different types
of projects of the various art forms
to the type of needs and availability
of resources
demonstrates relates the different 22. identifies the uniqueness of the (1 hr) ✓
awareness and types of projects of different cultural traditional forms
understanding of the various art forms
the different to the context of the
cultural traditional community
forms
demonstrates an
develops concrete 23. Reports by group the following (3 hrs) ✓
understanding of
production logistical Programming and Production topics:
the production
requirements a. how to make a checklist of
management production requirements, both
process of the demonstrates staffing and physical production
different knowledge of requirements
performing, visual,coordination skills b. identification of physical
media and art production requirements
design forms coordinates production venue, production design
effectively among (sets, props)
production
develops an personnel: artists, c. how to connect project
appreciation and production and requirements to potential project
understanding of technical staff resources
the different arts
venues for the art identifies appropriate d. identification of the different
events and their venues for particular types of materials/equipment used
space requirements art events in each type of project
schedules the e. relationship of the different

develops an program of art possible venues for possible art
understanding of events/activities events based on production
programming relates the budget requirements
concepts items to the different f. analysis of the different budget
art forms items; costs out a production budget
identifies the
different budget
items for different
art
analyzes the makes a project 24. makes an expense-income (1 hr) ✓
different budget budget and an financial report
items for different expense=income
art forms report for the art
event
explores the builds and maintains 25. role-plays in class how economic (1 hr) ✓
creative work positive self-image and social needs influence the
environment as an and relationships and nature and structure of work
employee and as a work
freelance/project
hiree
demonstrates an applies technologies 26. identifies the appropriate (2 hrs) ✓
understanding of to management technologies for certain
the role of processes management processes (i.e.
technology in typography, graphic design)
managing the arts identifies proper technological
programs to be used in the art event (1 hr) ✓
applies the different
types of technological 27. exhibits awareness and
programs in understanding of technology in
managing the arts managing the arts:
a. web, internet, social media)
b. applies ICT program
managing the arts database,
power point, graphics
demonstrates an understands and 28. produces the following through (4 hrs) ✓
understanding of analyzes the 4Ps of their outputs on Marketing and Arts
2 nd the 4Ps of Marketing Events:
Semester Marketing a. the 4Ps of Marketing of an arts
event
demonstrates determines the use of
understanding and different forms of b. different communication forms to
awareness communication to promote art events:
promote the art - print ads (flyers &invitations)
event - posters and tarpaulins
applying the - advertisements
different forms of writes a
communication to communications c. the different communication
promote art events proposal on how to elements (SMCR)
demonstrates an promote and market d. application of the appropriate
understanding of the art event: communication forms/org to
the communication school level and promote the art event
process (SMCR) community
based/level e. mapping of the available
communication forms/ organization
in the area
f. how to explore the different

communication forms/orgs in the
area
2nd demonstrates develops marketing 29. writes a brief information to (1 hr) ✓

Semester understanding and messages using promote and market the event
creativity in different forms of
marketing technologies to
communication promote the art
event
demonstrates makes an audience 30. identifies, explores the different (1 hr) ✓
awareness and survey design technologies to promote the art
understanding of applying the basic event
audience sales strategy
demographics
develops awareness determines ticket 31. explains/discusses the following (3 hrs) ✓
and understanding pricing for the event Marketing topics:
of the basic sales a. basic audience analysis
strategies b. relationship of demographics to
audience behavior towards art forms
comprehends c. identification of the different
principles behind audience survey designs
ticketing (budget d. the importance of conducting
income=expense audience survey design
report) e. identification of the basic sales
relates/ translates the strategies
laws on to practical f. the appropriate ticket price for the
applications particular event:
develops awareness - Fund Raisings
and understanding performs basic - Arts for a Cause
of the basic laws application of certain g. complies to the laws—
governing arts and laws: e.g Oplan identification of (possible) violations
culture Bantay in their communities
Sining/Kultura:. h. identification and reporting of
identifying (possible) (possible) violations in their
violations of these communities of basic constitutional
laws such as sale of rights:
Basic standard pirated DVDs, -- Freedom of Expression
deductions: SSS, disrespect of cultural -- Intellectual Property Rights
Philhealth, etc treasures etc. -- National Heritage Law (1 hr)
-- Indigenous People's Rights Law
includes tax systems -- Basic Taxation Systems: Income
(deductions) in the Tax, VAT, etc.
financial transactions
of the art event
applies TINs from BIR; 32. Basic understanding of the tax

prepare applications system and required government ✓
for SSS PhilHealth deductions (SSS, Philhealth, Pagibig)
,etc.
understands the develops a “self 33. Role-plays the following topics in (2 hrs) ✓
self and his/her role challenging” attitude class:
in the creation of a. standards of excellence for his/her
the artistic product translates leadership creation
or service structures to b. good personal work habits
managing an arts c. understanding of leadership
demonstrates an event structures and practices in the
understanding of community
leadership translates leadership d. decision making skills
structures and by example to their e. recognizing artists,
practices in the own leadership of managers/leaders in the school and
community their team/s in the community
demonstrates develops risk 34. explains /compares/contrasts (2 hrs) ✓

understanding and management tools the different management
awareness of the (anticipates styles/skills of an arts event in
importance of problems) consideration of the possible
supervision, unforeseen problems/situations that
monitoring and may arise (3 hrs)
anticipation
35. creates a video footages or role- ✓
awareness of the play of the following topics using
importance of their mobile phones and other
supervision, available gadgets for this simple
monitoring and production:
anticipation a. understanding of control in
leadership as well as crisis
management, (“show must go on”,
“expect the unexpected”)
b. understanding of authority,
supervision, control in leadership
c. basic communication and
negotiation skills towards an
environment of tolerance
d. understanding of control in
leadership
e. understands conflict management
2nd demonstrates an collects, tabulates 36. conducts and reports audience (1 hr) ✓
Semester understanding of and reports the surveys
how to use the data results of the
gathered based on audience survey
the results of the
survey for
demonstrates evaluates the project 37. Role-play the following topics in (2 hrs) ✓
appreciation for objectively and makes Project Evaluation:
analysis of project recommendations a. appreciation and nurturing of
evaluation and audience feedback
criticism b. how to develop positive criticism
skills for evaluation (objective and
subjective)
c. demonstration of positive attitude
towards criticisms
d. self-challenging attitude to self-
criticism
Grade Level: 12
Subject: PHYSICAL AND PERSONAL DEVELOPMENT IN THE ARTS
identifies the parts of the body ✓
involved in the creation/performance WEEK 1-
displays a AD_PPD12-
of different art forms 2
knowledge of Ia-c-1
movements and identifies hazardous materials, ✓
demonstrates industry-related injuries and their WEEK 3-
habits that help AD_PPD12-
an causes used in art production 4
prevent injuries If-g-3
understanding
related to art practices basic first-aid measures ✓
QUARTER of how the WEEK 5-
forms according to hazards during art AD_PPD12-
1 body functions 6
in the creative production Ii-j-5
work shows knowledge develops proper personal hygiene ✓
environment of the regimen suitable for the art form AD_PPD12-
maintenance of WEEK 7- Ih-4
physical and 8
personal well-
being
executes proper demonstrates different warm-ups and AD_PPD12-IIa- ✓
physical exercises exercises for the performing arts to b-1
applies safety WEEK 1-
in a classroom prevent injury and encourage
and setting professional longevity 2
professional
QUARTER
practices in the
2 demonstrates an produces a working resume draft that AD_PPD12-IId- ✓
creative work
understanding of contains his/her basic profile and WEEK 3 3
environment
the professional artistic skills
tools and a good researches and writes a report on the WEEK 4- AD_PPD12-IIe- ✓
working local and international market 5 f-4
environment conditions related to a specific art form
assesses the safety and security of a AD_PPD12-IIg- ✓
particular creative work environment WEEK 6 h-5
AD_PPD12-IIi- ✓
designs a hypothetical creative j-6
WEEK 7-
workplace that is hygienic and free of
hazardous materials
8
Grade Level: 12
Subject: PRODUCTION IN THE PERFORMING ARTS
Quarter Content Performance Most Essential Duration Code Learning Delivery

Standards Standards Learning Model/Platforms
Competencies
demonstrates an plans and identifies the ✓
understanding of organizes pre- various AD_PPA12-
the range of production departments as IIIa-1
processes, processes by well as designs an
structures and designing a organizational
functions in the working structure in a
field of timetable, theater production
WEEK 1
performing arts developing the identifies the ✓
working script, possible careers AD_PPA12-
conducting associated with the IIIa-2
and performing arts
2nd SEM/ documenting field by undergoing
QUARTER production the process of a
3 meetings and production
preliminary conceptualizes a ✓
outputs from chosen material for AD_PPA12-
the various staging which may IIIb-d-3
production include reworking
teams of a pre-existing WEEK 2-
material or creating 4
an original piece
collaborates with
other art AD_PPA12-
disciplines IIIb-d-4
creates music, ✓
dance and designs AD_PPA12-
appropriate to the IIIb-d-5
production concept
recognizes local ✓
heritage and folk AD_PPA12-
tradition or other IIIb-d-6
artistic forms that
may be used in
staging a chosen
piece
identifies ✓
appropriate
performance
venue
develops the initial AD_PPA12- ✓
part of theatrical IIIe-j-8
performance either by
way of text analysis or
by engaging into stage
experimentations and
improvisations
designs the physical AD_PPA12- ✓
WEEK 5-
action and movement IIIe-j-9
on stage of the
8
theatrical
performance through
blockings and other
appropriate
techniques for staging
and execution
rehearses musical AD_PPA12- ✓
numbers with singers, IIIe-j-10
dancers and
accompaniment
prepares production AD_PPA12- ✓
and technical IIIe-j-11
requirements such as
sets, lights, sounds,
costumes, props and
multimedia
devises marketing AD_PPA12- ✓
strategies for IIIe-j-11
production
2nd SEM/ demonstrates an showcases finalizes the AD_PPA12- ✓
QUARTER understanding of creative integration of the IVa-g-1
4 the range of collaboration in different production
processes, the performing components
WEEK 1-
structures and arts exemplified incorporates the AD_PPA12- ✓
functions in the in the pre-
5
criticisms and Iva-g-2
field of performing production proposals for
arts processes, actual production
performance, enhancement
and post- performs with a level AD_PPA12- ✓
performance of mastery WEEK 6 IVh-3
evaluates the whole AD_PPA12- ✓

learning experience on IVi-j-4
an individual and
WEEK 7-
organizational level
produces 8 AD_PPA12- ✓
documentation of the IVi-j-5
performance
SPORTS TRACK
Grade: 12
Sports Track: Apprenticeship (Off-Campus)
Semester Content Performance Most Essential Duration Code Learning Delivery

Standard Standard Learning Model/Platform
Competencies
TV RADIO BOTH
The learner The learner assesses own Weeks 1-20 SP_APA12- √
demonstrates shows performance for goal IIa-t-1
understanding measureable setting
of integrating improvement
the knowledge in set
of safety and performance
first aid human parameter.
movement,
psychosocial
Second aspects of
Semester sports and
exercise, fitness
testing and
exercise
programming
for developing
sports potential.
designs a personal Weeks 1-20 SP_APA12- √
training program IIa-t-2
exhibits mastery of Weeks 1-20 SP_APA12- √
sports skills IIa-t-3
displays Weeks 1-20 SP_APA12- √
improvement of IIa-t-4
personal best
performance
applies safety Weeks 1-20 SP_APA12- √
practices to prevent IIa-t-5
deconditioning as a
result of injury
identifies emerging Weeks 1-20 SP_APA12- √
trends in training IIa-t-6
employs stress Weeks 1-20 SP_APA12- √
management IIa-t-7
techniques to cope
with training and
competition
demands
applies psychosocial Weeks 1-20 SP_APA12- √
techniques achieves IIa-t-8
sport-life balance
realizes the Weeks 1-20 SP_APA12- √
importance of having IIa-t-9
positive attitude
towards sports
participation
realizes one’s Weeks 1-20 SP_APA12- √
potential through IIa-t-10
sports participation
demonstrates assists demonstrates Weeks 1-20 SP_APC12- √
understanding competently appropriate IIa-t-1
of integrating the coach of personal, social, and
the knowledge in-campus ethical behavior
of coaching, sports team while coaching
safety and first (varsity and
aid, human club)
movement,
psychosocial
aspects of
sports and
exercise, fitness
testing and
exercise
programming
for developing
one’s potential
as a coach
utilizes management Weeks 1-20 SP_APC12- √
skills during IIa-t-2
games/competitions
articulates personal Weeks 1-20 SP_APC12- √
coaching philosophy IIa-t-3
provides assessment Weeks 1-20 SP_APC12- √
tools options for the IIa-t-4
coach
carries out Weeks 1-20 SP_APC12- √
assessment of team IIa-t-5
members under
coach supervision
implements training Weeks 1-20 SP_APC12- √
program designed by IIa-t-6
the coach
documents player Weeks 1-20 SP_APC12- √
performance during IIa-t-7
games, progression
towards goals, and
strategies and tactics
of opposing teams
observes safety Weeks 1-20 SP_APC12- √
deconditioning of √
team members as a
result of injury
identifies emerging Weeks 1-20 SP_APC12- √
trends in training IIa-t-9
and coaching
recommends Weeks 1-20 SP_APC12- √
psychosocial IIa-t-10
strategies (goal
setting, team
building activities
and stress
management)
realizes one’s Weeks 1-20 SP_APC12- √
potential as a coach IIa-t-11
through sports
participation
demonstrates manages Demonstrates Weeks 1-20 SP_APO12- √
understanding competently a appropriate IIa-t-1
of integrating sports personal, social and
the knowledge tournament ethical behavior
of officiating while officiating
and activity
management,
safety and first
aid,
psychosocial
aspects of
sports and
exercise for
developing
one’s potential
as a sports
official and
tournament
manager
utilizes proper Weeks 1-20 SP_APO12- √
communication IIa-t-2
techniques in
officiating and
tournament
management
applies safety Weeks 1-20 SP_APO12- √
injuries during the
conduct of the
tournament
implements a Weeks 1-20 SP_APO12- √
tournament plan IIa-t-4
conducts post-event Weeks 1-20 SP_APO12- √
evaluation IIa-t-5
identifies recent Weeks 1-20 SP_APO12- √
developments in IIa-t-6
officiating and
emerging trends in
tournament
management
recognizes the Weeks 1-20 SP_APO12- √
dynamics of working IIa-t-7
with the group to
achieve teamwork in
carrying out a
tournament
realizes one’s Weeks 1-20 SP_APO12- √
potential as an IIa-t-8
official and
tournament
manager
demonstrates 1.delivers a Weeks 1-20
understanding fitness
of integrating program for an
the knowledge apparently
of fitness/sports healthy
and recreation individual or
leadership, group (for
human fitness leader)
movement,
safety and first 2. leads an
aid, fitness existing sports
testing and and
exercise recreational
programming, program(for
psychosocial sports and
aspects of recreation
sports and leader)
exercise, and
coaching for
developing
one’s potential
as a sports
official and
tournament
manager
demonstrates Weeks 1-20 SP_APL12- √
appropriate IIa-t-1
personal, social, and
ethical behavior
while performing
leadership tasks
carries out health Weeks 1-20 SP_APL12- √
and fitness IIa-t-2
evaluation of
students or clients
designs/implements Weeks 1-20 SP_APL12- √
fitness program(for IIa-t-3
fitness leader)
implements an Weeks 1-20 SP_APL12- √
existing sports and IIa-t-4
recreation
program(for sports
and recreation
leader)
exhibits proficiency Weeks 1-20 SP_APL12- √
in exercise IIa-t-5
techniques or sports
skills
applies safety Weeks 1-20 SP_APL12- √
injury during
exercise or sports
participation
identifies emerging Weeks 1-20 SP_APL12- √
trends in sports, IIa-t-7
fitness, and
recreation
employs Weeks 1-20 SP_APL12- √
motivational IIa-t-8
techniques in
promoting exercise
adherence and
enjoyment
realizes the Weeks 1-20 SP_APL12- √
importance of having IIa-t-9
a positive attitude
towards sports,
fitness and
recreation
participation
realizes one’s Weeks 1-20 SP_APL12- √
potential in sports, IIa-t-10
fitness and
recreation leadership
Grade: 12
Sports Track: Fitness, Sports and Recreation Leadership

Competencies
TV RADIO BOTH
First The learner... The learner... 1. practices Week 1 SP_LS12- √
Semester quality leadership Ia-1
demonstrates implements with in the conduct
understanding of confidence a of fitness, sports
the basic short-term and recreation
principles of, and program in activities
techniques in, exercise/sports
fitness, and 2.uses SP_LS12- √
sports and recreation for a appropriate Ia-t-5
recreation healthy cueing,
instruction and individual or motivation,
leadership group. instruction,
for carrying out feedback and
safe and teaching
effective techniques in
programs in delivering
exercise, sports exercise/sports
and programs for an
recreation. individual or
group
3.identifies SP_LS12- √
existing sports Ia-t-8
and recreation
programs
(summer camps,
sports clinics,
etc.)
4.demonstrates SP_LS12- √
basic knowledge Ia-t-9
of first aid
and/or initial
assessment of
common injuries
5.values the SP_LS12- √
importance of the Ia-t-10
basic
principles and
techniques of
fitness, sports
and recreation
instructions and
leadership
for delivering safe
and effective
exercise/sports
and recreation
program
6.realizes the SP_LS12- √
value of Ia-t-11
professional
ethics,
responsibilities,
and standards
7.administers a Week 2 SP_LS12- √
pre-participation Ib-2
screening
8.monitors SP_LS12- √
exercise intensity Il-t-6
for safe and
effective fitness
performance
9.realizes the SP_LS12- √
value of Ia-t-11
professional
ethics,
responsibilities,
and standards
10.explains the SP_LS12- √
different Ic-g-3
components of an
exercise program
11.demonstrates SP_LS12- √
safe and effective Ih-k-4
exercise/sports
techniques
Grade: 11
Sports Track: Fitness Testing and Basic Exercise Programming
Semester Content Standard Performance Most Essential Duration Code Learning Delivery
Standard Learning Model/Platform
Competencies
TV RADIO BOTH
Second The learner... The learner... 1.distinguishes Week 1-2 SP_FT11- √
Semester the proper tests IIa-b-1
demonstrates administers for specific
understanding of accurately fitness
the appropriate parameters
concept of testing basic exercise 2.realizes the SP_FT11- √
to programs for importance of IIa-t-4
formulate/adopt different fitness test results as a
basic and means to set
fitness performance fitness or
goals performance
goals,
formulate
exercise
programs, and
monitor
progress
3.recognizes the SP_FT11- √
value of sound IIa-t-8
program
design and
constant
monitoring in
the
attainment of
fitness and
performance
goals.
4.demonstrates Week 3-6 SP_FT11- √
the correct II-c-f-2
performance of
fitness test
procedures
5.evaluates test SP_FT11- √
results based on IIg-k-3
age,
exercise
readiness (PAR-
Q), and physical
activity status
6.devises SP_FT11- √
exercise IIl-p-5
programs based
on set
fitness or
performance
goals and fitness
test results using
the principles of
specificity,
overload,
progression,
individuality,
recovery, and
variety
illustrates the Week 7-11 SP_FT11- √
proper IIl-p-6
performance of
the
exercises
8.makes SP_FT11- √
adjustments to IIq-s-7
training
parameters
(FITT) according
to training
response
Grade: 11
Sports Track: Fundamentals of Coaching

Competencies
TV RADIO BOTH
The learner... The learner Explains Weeks 1-5 SP_FC11- √
demonstrates develops a fundamental Ia-e-1
understanding of sound coaching concepts and
the fundamental philosophy. principles of
concepts and coaching in
principles of relation to ethical
coaching for standards;
career
preparation.
Realizes that Weeks 6-8 SP_FC11- √
knowledge in Ia-e-2
coaching prepares
learner for a
career;
First Describes Weeks 9-10 SP_FC11- √
Semester characteristics of Ia-e-3
an effective
coach;
Utilizes proper Weeks 11-12 SP_FC11- √
communication Ia-e-4
techniques in
coaching;
Identifies Weeks 13-17 SP_FC11- √
documentation Ia-e-5
strategies in
monitoring
performance
(game statistics,
progression
towards goals,
and strategies
and tactics)
Differentiates Weeks 18-20 SP_FC11- √
various coaching Ia-e-6
styles; and
Recognizes Weeks 1-20 SP_FC11- √
appropriate Ia-e-7
coaching
behaviour.
Grade: 11
Sports Track: Human Movement
Competencies
TV RADIO BOTH
First The learner The learner 1.describes the Week 1-3 SP_HM11- √
demonstrates administers nature, purpose, Ia-c1
understanding of accurately and
movement movement procedures of
analysis for screens. movement
efficient and screens
effective 2.exhibits SP_HM11- √
performance. appreciation of Ia-t-4
the value of
measurement for
efficient and
effective
performance
The learner The learner 3.recognizes the SP_HM11- √
demonstrates designs sound value of quality Ia-t-8
understanding of practice of practice for
different sessions. efficient and
theories of motor effective
control performance.
and learning for
efficient
and effective
performance.
The learner The learner 4.interprets the Week 4-6 SP_HM11- √
demonstrates administers results of the Id-f-2
understanding of accurately movement
movement movement screen;
analysis for screens. 5. explains the SP_HM11- √
efficient and different Ij-k-5
effective theories of
performance motor control
and learning
The learner The learner 6. identifies SP_HM11- √
demonstrates designs sound course of action Il-n-6
understanding of practice appropriate for
different sessions. various needs
theories of motor and skill levels
control
and learning for
efficient
and effective
performance.
The learner The learner 7.relates screen Week 7-9 SP_HM11- √
demonstrates administers result to current Ig-i-3
understanding of accurately performance
movement movement 8.modifies SP_HM11- √
analysis for screens. course of action Io-t-7
efficient and based on
effective feedback
performance.
Grade: 12
Sports Track: Practicum (In-Campus)

Competencies
TV RADIO BOTH
The learner The learner assesses own Weeks 1-20 SP_PRA12- √
demonstrates shows performance for goal Ia-t-1
understanding measureable setting
of integrating improvement
the knowledge in set
First of safety and performance
Semester first aid, human parameter
movement,
psychosocial
aspects of sports
and exercise,
fitness testing
and exercise
programming for
developing
sports potential
designs a personal Weeks 1-20 SP_PRA12- √
training program Ia-t-2
exhibits mastery of Weeks 1-20 SP_PRA12- √
sports skills Ia-t-3
displays Weeks 1-20 SP_PRA12- √
improvement of Ia-t-4
personal best
performance
applies safety Weeks 1-20 SP_PRA12- √
practices to prevent Ia-t-5
deconditioning as a
result of injury
identifies emerging Weeks 1-20 SP_PRA12- √
trends in training Ia-t-6
employs stress Weeks 1-20 SP_PRA12- √
management Ia-t-7
techniques to cope
with training and
competition
demands
applies psychosocial Weeks 1-20 SP_PRA12- √
techniques achieves Ia-t-8
sport life balance
realizes the Weeks 1-20 SP_PRA12- √
importance of having Ia-t-9
positive attitude
towards sports
participation
realizes one’s Weeks 1-20 SP_PRA12- √
potential through Ia-t-10
sports participation
demonstrates manages demonstrates Weeks 1-20 SP_PRC12- √
understanding competently a appropriate Ia-t-1
of integrating sports personal, social, and
the knowledge tournament ethical behavior
of officiating and while officiating
activity
management,
safety and first
aid, psychosocial
aspects of sports
and exercise for
developing one’s
potential as a
sports official
and tournament
manager
utilizes proper Weeks 1-20 SP_PRC12- √
communication Ia-t-2
techniques in
officiating and
tournament
management
applies safety SP_PRC12- √
injuries during the
conduct of the
tournament
implements a Weeks 1-20 SP_PRC12- √
tournament plan Ia-t-4
conducts post-event Weeks 1-20 SP_PRC12- √
evaluation Ia-t-5
identifies recent Weeks 1-20 SP_PRC12- √
developments in Ia-t-6
officiating and
emerging trends in
tournament
management
recognizes the Weeks 1-20 SP_PRC12- √
dynamics of working Ia-t-7
with the group to
achieve teamwork in
carrying out a
tournament
realizes one’s Weeks 1-20 SP_PRC12- √
potential as an Ia-t-8
official and
tournament
manager
demonstrates 1. delivers a demonstrates Weeks 1-20 SP_PRO12- √
understanding fitness program appropriate Ia-t-1
of integrating for an personal, social, and
the knowledge apparently ethical behavior
of fitness/sports healthy while performing
and recreation individual or leadership tasks
leadership, group (for
human fitness leader)
movement, 2. leads an
safety and first existing sports
aid, fitness and
testing and recreational
exercise program(for
programming, sports and
psychosocial recreation
aspects of sports leader
and exercise,
and coaching for
developing one’s
potential as a
sports official
and tournament
manager
carries out health Weeks 1-20 SP_PRO12- √
and fitness Ia-t-2
evaluation of
students or clients
designs/implements Weeks 1-20 SP_PRO12- √
fitness program(for Ia-t-3
fitness leader
implements an Weeks 1-20 SP_PRO12- √
existing sports and Ia-t-4
recreation
program(for sports
and recreation
leader)
exhibits proficiency Weeks 1-20 SP_PRO12- √
in exercise Ia-t-5
techniques or sports
skills
applies safety Weeks 1-20 SP_PRO12- √
injury during
exercise or sports
participation
identifies emerging Weeks 1-20 SP_PRO12- √
trends in sports, Ia-t-7
fitness, and
recreation
employs Weeks 1-20 SP_PRO12- √
motivational Ia-t-8
techniques in
promoting exercise
adherence and
enjoyment
realizes the Weeks 1-20 SP_PRO12- √
importance of having Ia-t-9
a positive attitude
towards sports,
fitness and
recreation
participation
realizes one’s Weeks 1-20 SP_PRO12- √
potential in sports, Ia-t-10
fitness and
recreation
leadership
Grade: 11
Sports Track: Psychosocial Aspects of Sports and Exercise
Competencies
TV RADIO BOTH
First The learner The learner 1.explains how Week 1-2 SP_PS11- √
demonstrates completes a different types of Ia-b-1
understanding of portfolio motivation
basic consisting of affect sports
psychosocial journals, work performance and
theories and sheets, exercise
concepts in interview participation
sports and reports, 2.recognizes the SP_PS11- √
exercise for reflection value of Ia-t-3
performance papers and understanding
enhancement information motivation for the
and materials initiation,
adherence. regarding the continuation, or
psychological resumption of
benefits of sports and
regular sports exercise
and participation
exercise 3.recognizes the SP_PS11- √
participation. value of effective ia-t-6
communication
and group
cohesion for
sports
performance and
exercise
participation
4.recognizes the SP_PS11- √
value of regular Ia-t-13
sports and
exercise
participation for
overall well-being
5.uses Week 3-4 SP_PS11- √
motivational Ic-d-2
strategies to
encourage
sports and
exercise
participation
6. explains the SP_PS11- √
importance of Ie-f-4
group structure,
role clarity and
acceptance for
effective team
functioning;
7. discusses the SP_PS11- √
effects of group Ig-h-5
cohesion in sports
performance and
exercise
participation;
8.describes SP_PS11- √
arousal, stress, Ii-7
and anxiety in
sports and
exercise settings;
9.explains how Week 5-6 SP_PS11- √
arousal and Ij-k-8
anxiety affects
sports
performance and
exercise
participation;
10.describes SP_PS11- √
different Il-n-9
strategies in
regulating
arousal, coping
with stress and
anxiety in sports
and exercise
11. recognizes the SP_PS11- √
value of Ii-t-10
regulating
arousal, coping
with stress and
anxiety for better
sports
performance and
exercise
participation;
12. describes SP_PS11- √
symptoms of Io-p-11
burnout, and
overtraining in
sports and
exercise
participants;
13.explains the Week 7-8 SP_PS11- √
psychological Iq-s-12
impact of injuries
in sports and
exercise
participants; and
Grade: 11
Sports Track: Safety and First Aid

Competencies
TV RADIO BOTH
First The learner... The learner... Explains the Week 1 SP_SFA11- √
Semester demonstrates demonstrates importance of Ia-1
understanding safety practices observing safety
of safety, injury consistently in practices in
prevention and sports, exercise performing
management in and recreational sports, exercise
sports, exercise activities. and recreational
and recreational activities;
settings for
prompt and
proper response
during
emergencies.
Observes “safety Weeks 2-19 SP_SFA11- √
awareness” Ia-2
(preventive and
rehabilitative) at
all times;
Enumerates Week 3 SP_SFA11- √
ways to Ia-3
safeguard
participants from
possible injuries;
Identifies Week 4 SP_SFA11- √
activities for Ia-4
restoring
strength and
condition of
participants after
rehabilitation;
Identifies signs Weeks 5-9 SP_SFA11- √
and symptoms of Ia-5
injuries as well
as situations that
may prompt
such injuries;
Identifies Weeks 10-13 SP_SFA11- √
situations Ia-6
requiring prompt
response for
safety rescue
and transfer;
Performs Weeks 14-17 SP_SFA11- √
appropriate and Ia-7
correct
procedures
during disaster
and emergencies
in sports,
exercises and
recreational
settings
(simulations);
Prepares first Weeks 18-19 SP_SFA11- √
kits and Ia-8
equipment;
Develops an Weeks 20-21 SP_SFA11- √
emergency plan Ia-9
involving
personnel; and
Recognizes the Weeks 1-21 SP_SFA11- √
value of safety, Ia-10
injury prevention
and
management in
sports and
exercise settings
for prompt and
proper response
during
emergencies.
Grade: 11
Sports Track: Sports Officiating and Activity Management
Semester Content Standard Performance Most Essential Learning Duration Code Learning Delivery
Standard Competencies Model/Platform
TV RADIO BOTH
The learner... The learner... Identifies fundamental Weeks 1- SP_SO11- √
demonstrates officiates with concepts, principles, 3 IIa-c-1
understanding of the authority in skills and mechanics of
fundamental interscholastic sports officiating
Second principles, and games/competitions.
Semester concepts of sports
officiating for
effective conduct of
games/competitions.
Explains officiating Weeks 4- SP_SO11- √
mechanics of the sport 5 IIa-c-2
Interprets rules of the Weeks 6- SP_SO11- √
sport; 7 IIa-c-3
Demonstrates Weeks 1- SP_SO11- √
appropriate personal, 10 IIa-c-4
social, and ethical
behavior while
officiating
Utilizes management Weeks 8- SP_SO11- √
skills during 9 IIa-c-5
games/competitions;
Analyses own Week 10 SP_SO11- √
performance after a IIa-c-6
game/competition; and
Values the importance Weeks 1- SP_SO11- √
of understanding sports 10 IIa-c-7
officiating leading
towards a career
demonstrates accomplishes a Identifies fundamental Week 11 SP_AM11- √
understanding of the comprehensive concepts of activity IIk-1
fundamental activity management management
concepts of portfolio
management for the
effective conduct of
sports, fitness and
recreation events.
Assesses the feasibility Weeks SP_AM11- √
of a 12-13 IIk-2
sports/fitness/recreation
even
Identifies the elements Week 14 SP_AM11- √
of an event plan IIk-3
Utilizes promotional Week 15 SP_AM11- √
strategies to market the IIk-4
event
Devices evaluation Weeks SP_AM11- √
techniques to gauge the 16-17 IIk-5
success of the event
Designs a plan for a Weeks SP_AM11- √
sports/fitness/recreation 18-20 IIk-6
event
Recognizes the value of Weeks 1- SP_AM11- √
careful planning and 20 IIk-7
implementation for
effective conduct of a
sports/fitness/recreation
event.

Complete Final Senior High School PDF Version PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Complete Final Senior High School PDF Version PDF

Uploaded by

Copyright:

Available Formats

CORE SUBJECTS

GRADE LEVEL: Grade 11/12

Quarter Content Standards Performance Most Essential Learning Learning Delivery

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard Code

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

Grade Level : Grade 11/12

Quarter Content Standard Performance

Grade Level: Grade 11

Duration CG Code Learning Delivery

2nd The learner The learner writes a Week 4

8.1 Enumerate the objectives

Grade Level: Grade 11/12

Grade Level: Grade 11/12

Grade Level: Grade 11

Content Performance Most Essential Learning Duration K to Learning Delivery

Subject: Personal Development

Most Essential Code Learning Delivery

explain that knowing

evaluate his/her own EsP- ✓

Subject: Personal Development

Most Essential Code Learning Delivery

adulthood years Evaluate one’s

Identify ways that help EsP-PD11/12DS-

Identify causes and EsP-PD11/12CS-

Subject: Personal Development

Most Essential Code Learning Delivery

ways to cope with Ig-5.3

discuss that EsP-PD11/12EI-

Subject: Personal Development

Most Essential Code Learning Delivery

explore one’s positive EsP-PD11/12EI-

demonstrate and EsP-PD11/12EI-

Subject: Personal Development

Most Essential Code Learning Delivery

distinguish the various

identify the firm and appraise one’s family

Subject: Personal Development

Most Essential Code Learning Delivery

make a genogram and

prepare a plan on how

Subject: Personal Development

Most Essential Code Learning Delivery

Prepare a career plan

explain the factors in

analyze and synthesize share insights that

Subject: Personal Development

Most Essential Code Learning Delivery

Grade Level : Grade 11/12

Quarter Content Standard Performance

GRADE LEVEL: Grade 11/12

Grade Level: Grade 11/12

Grade Level: Grade 11

First The learners

and the capacity for

2. how individuals 1. identify norms and

2. assess the rules of

Second *Explain the forms and Week 7

* Examine human Week 12

QUARTER CONTENT PERFORMANCE MOST ESSENTIAL DURATIO K-12 CG TV RADIO BOTH

GRADE LEVEL: Grade 11/12

Grade Level: Grade 11/12