MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)

Grade: 12 Semester: First

Core Subject Title: Introduction to World Religions and Belief Systems No. of Hours/Semester: 80 Hours
Prerequisites (if needed):

Core Subject Description: The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism,
Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and promote mutual
understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of one’s faith and that of others.
Culminating Performance Standard: Perform a “Cost Play” or” Parade of Religions” to promote tolerance and respect to other religions and avoid religious conflict inside this
country and specifically this institution.

Competencies
Re-grouped
Highest Enabling Strategy
Performance Standards Highest Thinking to Use in Developing the
Learning Competencies
Skill to Assess Highest Thinking Skill to
Content Assess
Content
Standards
Enabling
Beyond Teaching
Minimum Beyond RBT Assessment Technique General
Minimum Minimum KUD KUD Strategy
Minimum Level Strategy
WW QA PT

1. The learner The learner The learner 1.1. Give an Combine the Analyzi Essay Movie Gallery Walk
Definition demonstrates prepares choose and example of a belief worldviews of ng Writing Analysis Communi Focused
of Terms understanding character defend what system or a K religion and the D (Oral cation Listing
of belief system sketches of a would they worldview learner’s Recitatio
Think-Pair
or worldview*, person who is prefer to be: Communicate her specific religion n)
Religion, spiritual but not a person who understanding of to come up with Share
Spirituality, religious and a is spiritual her religion a single view of Movie
Philosophy of person who is but not it. Watching
Religion, and religious but religious or
Theology. not spiritual. religious but
not spiritual.
1.2.Differentiate Explain the Under Completi Interview Represent Interactive
religion from: relationship of standi ng the two ation Discussion
a. Spirituality U the three to one U Descripti adult Graphic
b. Theology ng/Ap Organizer
another and its (Eval) plying on Idea believers
c. Philosophy of
relevance to Map in a
Religion
Differentiate studying the communi
between religion as world religions. T- Graph ty. These
humans’ way to God, could be
theology as a study your
of God’s way to parents,
humans and relative,
philosophy as a godpare
reflection of humans’ nt or
lived experience of
neighbou
God
r.

1.3. Infer that: Distinguished

a. A belief system or the different
worldview is a between
particular way of monistic,
ordering the realities polytheistic,
of one’s world. monotheistic
b. Religion is the
and atheistic
pursuit of
transformation and explain the
guided by a sacred elements of
belief system. religion and Varied Connecti Collaborative
Analyzi
c. Spirituality is one’s U spirituality. U Group Activity
ng on
integrative view of (Eval) Essay Presenta Visual
life. It involves a Writing tions Presentation
quest for the Brainstormin
meaning and
ultimate value of life g
as opposed to an
instrumentalist or
materialistic attitude
to life.
The elements of
religion are: (a)
reflects an effort to
elevate their whole
self to a higher
dimension of
existence, (b) a
framework of
transcendent beliefs,
2. How The learner The learner The learner 2.1. Cite regions or Discover when,
World demonstrates conducts a discusses the places where K where and how U Analyzi Short Oral Communic Discovey/Inqui
Religions understanding group activity influence of specific religions the learner’s (Ana) ng Essay Recitatio ation ry-based
Began of historical and that his/her evolved own religion Respons n
geographical demonstrates religion in evolved e
contexts of the the influence of their culture
different a religion in a and family. 2.2. Analyze the Examine the
religions. certain culture. culture of the different
region that gave U aspects that U Applyin Interview Connectio Brainstorming
rise to specific gave rise to the g the n Video Clip
religions specific religion (Ana) leader of Presentation
of the learners your
church

2.3. Explain how Prove that

geography geography U Evalua Synthesis Reasoning Accountable
influences religion really influences (Eval) ting Making and Proof Talk
and religion affects U religion and
culture that religion
affects culture.

2.4. Conduct a Elaborate the

group activity that influence of U
demonstrates the D religion in the (Create Applyin Reflectio Role play Connectio Collaborative
influence of a personal life ) g n Paper n work
religion in a certain and community
culture of the learners.

3. Positive The learner The learner The learner 3.1. Identify the Identify the Remem Modified Represent Graphic
and demonstrates gathers print or makes use of positive and positive and bering True/Fals ation Organizer
Negative understanding web-based the gathered negative effects of negative e
Effect of of effects of articles, photos, data in order religions, Explain the effects of
Religions Religions: editorial, etc. to develop a (Competency 3.3 is importance of religions
positive and showing the plan on how included) U religion in the U and
negative. positive or to solve the 3.3. Justify that life of the (Eval) justify that
negative effects negative religion can have people religion can
of religion. effects of positive or have
religion negative effects on positive or
especially in society negative
the family effects on
life of the society
 learner.
3.2.Provide Interview a U Creatin Make a Communic Read Text
evidence that U Minister, Pastor (App) g short ation Scavenger
religion brought or Priest about presenta Hunt
about an event in the impact of tion of Reporting
history their religion in the
the past and of result of
today. the
interview
.

3.4. Gather print or D Select the best D Remem True or Group SQ3R
web-based articles, positive effect (Create bering/ False Collage Cooperative
photos, editorials, of religion and ) Creatin Learning
etc. showing the explain why it is g Scavenger
positive or the best and Hunt
negative effects of select the most
religion negative effect
of religion and
provide the best
solution for it.

4. Judaism The learner The learner The learner 4.1. Recite the Ten K Internalize the U Evalua Defend: Creative Communic Read-aloud
demonstrates identifies a shares their Commandments as concept, lesson (Ana) ting/Ap Which Presenta ation Mental
understanding story from the story which stated in the Old or moral of the plying comman tion Imagery
of the elements Old Testament will relate to Testament (Exodus Ten dment is showcasi
of Judaism: that the values 20) Commandment the ng the
a. Founders: demonstrates they learn s in the hardest Ten
Abraham (2000 the Jewish from the learner’s to Comman
B.C.) and/or belief in one Story of personal life. follow? dments
Moses (1391- God (e.g. Story Samson and
1271 B.C.) of Samson). about their
b. Sacred texts: belief. 4.2. Identify a Share opinion Identify a Movie Simulatio Communic Movie
Torah, Poetry, Jewish custom or about the Jewish Analysis n of the ation Watching
Prophets, tradition Jewish belief in custom or Analyzi story of
Talmud, demonstrated in a U relation to one’s U tradition ng/App Samson Movie Review
Mishnah movie (e.g. Fiddler own belief. (Eval) demonstrate lying
c. Doctrines: in the Roof, Ten d in a movie
Ten Commandments, and identify
Commandment Ben Hur) a story from
s, 618 Rules (Competency 4.4 is the Old
d. God: included) Testament
Yahweh/Jehova 4.4. Identify a story that
 h from the Old demonstrate
e. Sects: Testament that Compare and s the Jewish
Orthodox, demonstrates the contrast the belief in one
Conservative, Jewish belief in one practices of God.
Reform Liberal God (e.g. Story of people believing
f. Issues: Samson) in one God and
Antisemitism, of those who
Zionism, believe in many
Holocaust gods.

4.3. Justify: The

core teaching of Analyzi Completi Represent
Judaism is the U U ng ng the K- ation
covenant of one (Ana) W-L Graphic
God with a chosen Chart organizer
people vs. other (Oral (Venn
people with many Discussio Diagram)
gods. n) K-W-L Chart

5. The learner The learner The learner 5.1. Recite the Elucidate Creatin Make a Read-aloud
Christianity demonstrates interviews a develops a Apostle’s Creed, K concept of g video clip Communic Oral Recitation
understanding Christian parent video The Lord’s Prayer Apostle’s Creed, U containin ation
of the elements or couple on presentation or the Beatitudes The Lord’s (Ana) g the
of Christianity: why they are containing Prayer or the Lord’s
a. Founder: Christians and different Beatitudes Prayer,
Jesus Christ (c. what beliefs opinions of Apostle’s
7 BC-30 A.D.) and practices different Creed
b. Sacred texts: they adhere to. individual Character
Bible (Old with 5.2. Interpret the Construct own Interpret the Creatin Reflectio Draw a Connectio Mapping
Testament and different Parable of the perspective of Parable of g n Paper character n Role Play
New beliefs and Prodigal Son U the greatness of U the Prodigal sketch of
Testament) practices. (Competency 5.3 is father’s love to (App) Son and God
c. Doctrines: included) their children Explain the
Trinity, Virgin 5.3. Explain: The and give value core
Birth, Deity of core teaching of to it. teaching of
Christ, Christianity is the Christianity.
Resurrection, message that a
Last Judgment loving God sent His
d: God: Trinity begotten Son in
(Father, Son order to redeem
and Holy Spirit) humankind from
 Re-grouped Competencies
Performance Standards
Highest Enabling Strategy
Highest Thinking to Use in Developing the
e. Sects: Roman Learning Competencies
eternal damnation.
Catholic,
Skill to Assess Highest Thinking Skill to
Interactive
Greek/Eastern 5.4. Interview a Communicate Broadcas Assess
Communic Discussion
Orthodox, Christian parent or D to the class the D Analyzi ting ation Roll the Dice
Protestantism, couple on why they result of the ng (Sharing)
etc. are Christians and interview to
f. Issues: what beliefs and come up with
Ecumenism, practices they an
Sexuality issues adhere to internalization
(e.g., of one’s own
contraception, belief and
homosexuality, practices.
ordination of
women)

6. Islam The learner The learner The learner 6.1. Read the Interpret the Oral Communic Read-aloud
demonstrates conducts a appraises opening lines of K ideas of the U Discussio ation Think-Pair-
understanding panel and respect Qur’an preferably opening lines of n Share
of the elements discussion on the practices from an English Qur’an using
Content
Content of Islam: Muslim beliefs and beliefs of version own dialect.
a.
Standards
Founder: and practices the Muslims
Prophet (when possible in the 6.2. Retell the life
Muhammad inviting a country and and times of Justify the core Retell the Quiz Group Connectio Collaborative
(570-632 A.D.) Muslim). across the Prophet teaching of life and Bowl Presenta n work
b. Sacred texts: globe. Muhammad Islam that there times of Unders tion Jigzaw
Qur’an, Hadith (Competency 6.3 is K/U is only one God U Prophet tanding (Reportin
c. Doctrines: included) in connection (Eval) Muhammad g)
Five Pillars of 6.3. Explain: The also with the and explain
Islam core teaching of Christian’s the core
(Shahadah- Islam is there is belief in one teaching of
declaring there only one God and God. Islam.
is no other god Muhammad is His
but Allah and final and greatest
Muhammad is messenger.
His messenger,
Salat-ritual 6.4. Conduct a Change the Evalua Position Reasoning Panel
 Performance Standards

Re-grouped Competencies
prayer five panel discussion on deep-rooted ting Paper and Proof Discussion
times a day, Muslim beliefs and D and biased U Highest Enabling Strategy
Sawm-fasting practices (when perception (Create
Highest Thinking to Use in Developing the
Content
during possible inviteLearning
a Competencies
towards )
Content Skill to Assess Highest Thinking Skill to
Ramadan,
Standards Muslim) Muslims in the
Zakat-alms country and Assess
giving to the across the
poor, and Hajj- globe.
pilgrimage to
Mecca at least
once in a
lifetime)
d. God: Allah
e. Practitioners:
Sunni, Shi’ite,
Sufi
f. Issues:
Gender
Inequality,
Militant Islam,
Migration

Performance Task Scenario:

In response to the recent Jamhuri High School in Nairobi, Kenya incident in which there is an unrest in school due to religious conflict between Christians and Muslims last
January 2018, as a student, this serves as a wakeup call to everyone so you are tasks to have a “Cost Play”/” Parade of Religions” to promote tolerance and respect to other
religions and avoid religious conflict inside this country and specifically this institution. You are to present the different beliefs and practices of the Major religions of the world
by group. Each group will represent one religion. You must meet the following standards: custom, content, stage presence and communication skills.

Literal Transfer Task: The learner demonstrates and show openness and respect to the different religion and its practices in the community.

Prepared by: Checked by: Approved by:

Ms. Niña A. Sampaga Ms Ma. Queserie B. Dramayo LPT Mr. Kristoffer Villoria LPT, Maed.
SHS Asst. Principal Principal