IMELDA NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

BUDGET OF WORKS
Level: Senior High School
Subject Group: Specialized Subject
Subject: Discipline and Ideas in Social Sciences

Number of Subject Code

QUARTER Most Essential Learning Competencies (MELC) Days
Taught
Quarter I
define Social Sciences as the study of society HUMSS_DIS 11- IIIa-1
distinguish Social and Natural Sciences and Humanities HUMSS_DIS 11- IIIa-2
compare and contrast the various Social Science HUMSS_DIS 11- IIIb-d-3
disciplines and their fields, main areas of inquiry, and
methods
5
trace the historical foundations and social contexts that HUMSS_DIS 11- IIId-4
led to the development of each discipline
Structural-Functionalism 1.1. Structuralism 1.2. determine HUMSS_DIS 11 -IIIe-f-1
manifest and latent functions and dysfunctions of
sociocultural phenomena
Marxism analyze social inequalities in terms of class HUMSS_DIS 11-IIIg-2
conflict
Symbolic Interactionism appraise the meanings that HUMSS_DIS 11-IIIh-3
people attach to everyday forms of interaction in order to
explain social behavior
Psychoanalysis analyze the psychodynamics of the HUMSS_DIS 11-IIIi-5
person’s personality in terms of Id, Ego, and Superego
Rational Choice predict the social consequences of HUMSS_DIS 11-IVa-6
decision making based on scarcity
Institutionalism examine the constitutive nature of HUMSS_DIS 11-IVb-7
informal and formal institutions and their actors and how
it constrains social behavior
Feminist Theory determine the relationship between HUMSS-DIS 11-IVc-8
gender ideology and gender inequality
Hermeneutical Phenomenology analyze significance of HUMSS_DIS 11-IVd-9
data
Human-Environment Systems HUMSS_DIS 11-IVd-10
9.1. distinguish the ways by which human-environment
interactions shape cultural and natural landscapes
9.2. interpret thematic and mental maps to understand
landscape changes and an individual’s sense of place
9.3. explain environmental and social issues through the
analysis of spatial distributions and spatial processes
examine the social ideas of Filipino thinkers starting from HUMSS_DIS 11-IVe-1
Isabelo de los Reyes, Jose Rizal, and other Filipino
intellectuals
value the role of interpersonal relations in Philippine HUMSS_DIS 11-IVe-2
culture
evaluate the person’s personality using the core values of HUMSS_DIS 11-IVf-3
Sikolohiyang Pilipino
explain the significance of using a particular language for HUMSS_DIS 11-IVg-4
discourse
critique dominant approaches using Filipino perspectives HUMSS_DIS 11-IVg-5
determine how Social Science can be used to address HUMSS_DIS 11-IVh-6
social concerns
 recognize multidisciplinarity and/or interdisciplinarity as
an approach to looking at society HUMSS_DIS 11-IVh-7
generate an analysis of a social phenomenon using at HUMSS_DIS 11-IVi-j-8
least two approaches from the Social Sciences
Quarter II
examine the social ideas of Filipino thinkers starting from HUMSS_DIS 11-IVe-1
Isabelo de los Reyes, Jose Rizal, and other Filipino
intellectuals
value the role of interpersonal relations in Philippine HUMSS_DIS 11-IVe-2
culture
evaluate the person’s personality using the core values of HUMSS_DIS 11-IVf-3
Sikolohiyang Pilipino
explain the significance of using a particular language for HUMSS_DIS 11-IVg-4
discourse
critique dominant approaches using Filipino perspectives HUMSS_DIS 11-IVg-5
determine how Social Science can be used to address HUMSS_DIS 11-IVh-6
social concerns
recognize multidisciplinarity and/or interdisciplinarity as HUMSS_DIS 11-IVh-7
4
an approach to looking at society
generate an analysis of a social phenomenon using at HUMSS_DIS 11-IVi-j-8
least two approaches from the Social Sciences

Prepared by: LAARNI A. SARDEA Recommending Approval: PAPIAS P. JAYME

Teacher II Assistant Principal II

Approved by: DENNIS D. SILVA, EDD

School Principal IV
 IMELDA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

BUDGET OF WORKS
Level: Senior High School
Subject Group: Specialized Subject
Subject: Discipline and Ideas in the Applied Social Sciences

Numbe Subject Code

Most Essential Learning Competencies r of
QUARTER
(MELC) Days
Taught
Quarter I
COUNSELING clarify the relationships between social sciences and HUMSS_DIASS 12-Ia-1
applied social sciences
cite differences among the applied social sciences HUMSS_DIASS 12-Ia-2
Identify the goals and scope of counseling HUMSS_DIASS 12-Ib-3
demonstrate comprehension of the principles of HUMSS_DIASS 12-Ib-4
counseling
discuss the core values of counseling HUMSS_DIASS 12-Ib-5
show understanding of the roles and functions of HUMSS_DIASS 12-Ic-6
counselors
identify specific work areas in which counselors work HUMSS_DIASS 12-Ic-7
identify career opportunities for counselors HUMSS_DIASS 12-Ic-8
value rights, responsibilities, and accountabilities HUMSS_DIASS 12-Ic-9
distinguish between ethical and unethical behaviors HUMSS_DIASS 12-Ic-10
among counselors
describe the clientele and audience of counseling HUMSS_DIASS 12-Id-11
HUMSS_DIASS 12-Id-12
identify the settings in which counselors are found
HUMSS_DIASS 12-Id-13
illustrate the different processes and methods HUMSS_DIASS 12-Id-14
involved in undertaking counseling
distinguish the needs of individuals, groups, HUMSS_DIASS 12-Id-15
organizations, and communities
SOCIAL WORK identify the goals and scope of social work HUMSS_DIASS 12-Ie-16
demonstrate comprehension of the principles of social HUMSS_DIASS 12-Ie-17
work
discuss the core values of social work HUMSS_DIASS 12-Ie-18
show an understanding of the roles and functions of HUMSS_DIASS 12-If-19
social workers
identify specific work areas in which social workers HUMSS_DIASS 12-If-20
work
identify career opportunities for social workers HUMSS_DIASS 12-If-21
value rights, responsibilities, and accountabilities HUMSS_DIASS 12-If-22
distinguish between ethical and unethical behaviors HUMSS_DIASS 12-If-23
among practitioners
describe the clientele and audience of social work HUMSS_DIASS 12-Ig-24
distinguish the needs of individuals, groups, HUMSS_DIASS 12-Ig-25
organizations and communities
HUMSS_DIASS 12-Ig-26
 identify the settings in which social workers are found
illustrate the different processes and methods HUMSS_DIASS 12-Ig-27
involved in undertaking social work
Quarter II
COMMUNICATION identify the goals and scope of communication HUMSS_DIASS 12-Ih-28
demonstrate comprehension of the principles of HUMSS_DIASS 12-Ih-29
communication
discuss the core values of communication HUMSS_DIASS 12-Ih-30
describe the elements and levels of the HUMSS_DIASS 12-Ih-31
communication processes
show understanding of the roles and functions of HUMSS_DIASS 12-Ij-32
communicators and journalists
identify specific work areas in which communicators HUMSS_DIASS 12-Ij-33
and journalists work
identify career opportunities for communicators and HUMSS_DIASS 12-Ij-34
journalists
value rights, responsibilities, and accountabilities HUMSS_DIASS 12-Ij-35
distinguish between ethical and unethical behaviors HUMSS_DIASS 12-Ij-36
among practitioners
describe the clientele and audience of communication HUMSS_DIASS 12-IIa-37
distinguish the needs of individuals, groups, HUMSS_DIASS 12-IIa-38
organizations, and communities
identify the settings in which communicators and HUMSS_DIASS 12-IIa-39
journalists are found
illustrate the different processes and methods HUMSS_DIASS 12-IIa-40
involved in undertaking communication
distinguish the appropriate communication media HUMSS_DIASS 12-IIa-41
channel(s) to use in different settings and situations
explain each of the functions of applied social sciences HUMSS_DIASS 12-IIb-d-
42
identify situations that would require or necessitate HUMSS_DIASS 12-IIb-d-
the performance of the various functions in 43
local/Philippine settings
analyze the effects of applied social sciences HUMSS_DIASS 12-IIe-f-
processes on individuals, groups, and society 44
evaluate the effects of certain program or projects on HUMSS_DIASS 12-IIe-i-
knowledge, attitude, and behavior of individuals, 45
groups, and society
synthesize the learning from the course and its HUMSS_DIASS 12-IIj-46
applications to the learner

Prepared by: LAARNI A. SARDEA Recommending Approval: PAPIAS P. JAYME

Teacher II Assistant Principal II

Approved by: DENNIS D. SILVA, Ed.D.

School Principal IV
 IMELDA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

BUDGET OF WORKS
Level: Senior High School
Subject Group: Specialized Subject
Subject: Introduction to the Philosophy of the Human Person

Number Subject Code

QUARTE Most Essential Learning Competencies
of Days
R (MELC)
Taught
Quarter I
Distinguish a holistic perspective from a partial point of PPT11/12-Ia-1.1
view
Recognize human activities that emanated from PPT11/12-Ib-1.2
deliberate reflection
Realize the value of doing philosophy in obtaining a broad 4 PPT11/12-Ib-1.3
perspective on life
Do a philosophical reflection on a concrete situation from PPT11/12-Ic-1.4
a holistic perspective
Distinguish opinion from truth PPT11/12-Ic-2.1
Analyze situations that show the difference between PPT11/12-Id-2.2
opinion and truth
Realize that the methods of philosophy lead to wisdom PPT11/12-Id-2.3
8
and truth
Evaluate opinions PPT11/12-Ie-2.4
Recognize own limitations and possibilities PPT11/12-If-3.1
Evaluate own limitations and the possibilities for their PPT11/12-Ig-3.2
transcendence
4
Recognize how the human body imposes limits and PPT11/12-Ih-3.3
possibilities for transcendence
Distinguish the limitations and possibilities for PPT11/12-Ii-3.4
transcendence 4
Notice disorder in an environment PPT11/12-Ii-4.1
Notice things that are not in their proper place and PPT11/12-Ii-4.2
organize them in an aesthetic way
20
Show that care for the environment contributes to PPT11/12-Ij-4.3
health, well-being and sustainable development
Quarter II
Realize that “all actions have consequences. 28 PPT11/12-IIa-5.1
Evaluate and exercise prudence in choices PPT11/12-IIa-5.2
Realize that: PPT11/12-IIb-5.3
a. Choices have consequences
b. Some things are given up while others are obtained in
making choices
Show situations that demonstrate freedom of choice and PPT11/12-IIc-5.4
the consequences of their choices
Realize that intersubjectivity requires accepting PPT11/12-IIc-6.1
differences and not to imposing on others
Appreciate the talents of persons with disabilities and PPT11/12-IId-6.1
those from the underprivileged sectors of society and
their contributions to society
PPT11/12-IId-6.3

Explain that authentic dialogue means accepting others

 even if they are different from themselves
Perform activities that demonstrate the talents of PPT11/12-Iie-6.4
persons with disabilities and those from the
underprivileged sectors of society
Recognize how individuals form societies and how PPT11/12-IIf-7.1
individuals are transformed by societies
Compare different forms of societies and individualities PPT11/12-IIg-7.2
(eg. Agrarian, industrial and virtual)
Explain how human relations are transformed by social PPT11/12-IIg-7.3
systems
Evaluate the transformation of human relationships by PPT11/12-IIh-7.4
social systems and how societies transform individual
human beings
Recognize the meaning of his/her own life PPT11/12-IIh-8.1
Enumerate the objectives he/she really wants to achieve PPT11/12-IIi-8.2
and to define the projects he/she really wants to do in
his/her life
Explain the meaning of life (where will all these lead to) PPT11/12-IIi-8.3
Reflect on the meaning of his/her own life. PPT11/12-IIi-8.4

Prepared by: LAARNI A. SARDEA Recommending Approval: PAPIAS P. JAYME

Teacher II Assistant Principal II

Approved by: DENNIS D. SILVA, Ed.D.

School Principal IV