K to 12

Most Essential Learning Competencies

with Corresponding CG Codes

SHS Core Subjects

Department of Education
Curriculum and Instruction Strand
 3

GRADE LEVEL: Grade 11/12

SUBJECT: 21st Century Literature

Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S1 Q1 The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts and
able to understand able to demonstrate doing an adaptation of these require from the learner the ability to
and appreciate the understanding and identify:
elements and appreciation of 21st a. the geographic, linguistic, and ethnic dimensions of Philippine
contexts of 21st Century Philippine literary history from pre-colonial to the contemporary
century Philippine literature from the b. representative texts and authors from each region (e.g. engage
literature from the regions through: in oral history research with focus on key personalities from the
regions. 1. a written close students’ region/province/town)
analysis and Compare and contrast the various 21st century literary genres and the EN12Lit-Id-25
critical ones from the earlier genres/periods citing their elements, structures
interpretation and traditions
of a literary text Discuss how different contexts enhance the text’s meaning and enrich
in terms of form the reader’s understanding
and theme, with Produce a creative representation of a literary text by applying multi-
a description of media and ICT skills
its context Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-Ie-31.3
derived from text, based on rationalized criteria, prior to presentation
research; and
2. an adaptation
of a text into
other creative
forms using
multimedia.
S1 Q2 The learner will be The learner will be Writing a close analysis and critical interpretation of literary texts, EN12Lit-IIa-22
able to understand able to demonstrate applying a reading approach, and doing an adaptation of these, require
and appreciate understanding and from the learner the ability to identify: representative texts and authors
literary texts in appreciation of 21st from Asia, North America, Europe, Latin America, and Africa
various genres century literature of Compare and contrast the various 21st century literary genres and their EN12Lit-IId-25
across national the world through: elements, structures, and traditions from across the globe
Produce a creative representation of a literary text by applying
 4

literature and 1. a written close multimedia and ICT skills

cultures. analysis and Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-IIij-31.3
critical text, based on rationalized criteria, prior to presentation
interpretation
of a literary text
in terms 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.
 5

Grade Level: 11/12

Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS

Quarter Content Standards Performance Most Essential Learning

Duration K to 12 CG Code
Standards Competencies
The learner…
demonstrates presents a form of describes various contemporary art CAR11/12IAC-0a-1
appreciation of integrated forms and their practices from the Week 1
contemporary art contemporary art various regions
forms, found in the based on the region of CAR11/12IAC-0b-2
various regions by his / her choice. e.g.
understanding the choreography, musical
discusses various art forms found in
elements and principles instrument, literary Week 2
the philippines
and music composition,
visual design, and/or
theatrical performance
demonstrates creates avenues to researches on various CAR11/12CAP-0c -e-4
Week 3-5
understanding of the advocate the arts from contemporary art forms
significant roles of the different regions explains filipino artists’ roles and CAR11/12CAP-0c -e-5
artists from the regions identify their contribution to Week 3-5
1 semester contemporary arts
evaluates contemporary art forms CAR11/12CAP-0c -e-6
based on the elements and Week 3-5
principles
compares forms of arts from the CAR11/12CAP-0c -e-7
Week 3-5
different regions
relates the significance of arts CAR11/12CAP-0c -e-8
Week 3-5
forms from the regions
promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9
shows understanding discriminates among researches on techniques and CAR11/12TPP-0c -e-10
of the materials and various materials and performance practices applied to Week 3-5
techniques techniques contemporary arts
discusses local materials used in CAR11/12TPP-0c -e-11
Week 3-5
creating art
 6

critiques available materials and CAR11/12TPP-0c -e-12

Week 3-5
appropriate techniques
explicates the use of materials and CAR11/12TPP-0c -e-13
Week 3-5
the application of techniques
Consolidates relevant Designs a production conceptualizes contemporary art CAR11/12AP-0f -h-14
concepts to plan for a using available based on techniques and
Week 6-8
production materials and performance practices in their
appropriate techniques locality.
applies artistic skills and techniques CAR11/12AP-0f -h-15
Week 6-8
in the process of creation
incorporates contemporary CAR11/12AP-0f -h-16
characteristics to one’s creation Week 6-8
with attention to detail
creates the intended final product CAR11/12AP-0f -h-17
using appropriate materials for the Week 6-8
best possible output

Grade Level : Grade 11/12

Subject :DISASTER READINESS AND RISK REDUCTION

Quarter Content Standard Performance Standard Most Essential Learning

Competencies Duration
The learners demonstrate The learners should be 7
understanding of... able to...
1st 1. Concept of disaster The learners relate the Explain the meaning of disaster Week 1 DRR11/12-Ia-b-1
2. Concept of disaster concept of disaster with Differentiate the risk factors Week 1 DRR11/12-Ia-b-2
risk daily life. underlying disasters
3. Nature of disasters Describe the effects of disasters on Week 2 DRR11/12-Ia-b-3
4. Effects of disasters one’s life
Analyze disaster from the Week 2 DRR11/12-Ia-b-6
different perspectives (physical,
psychological, socio-cultural,
economic, political, and
biological).
 7

Various elements that The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
may be exposed to hazard hunts of exposed vulnerability
hazards: elements and propose Explain why certain sectors of Week 3 DRR11/12-Ic-9
1. Physical corresponding corrective society are more vulnerable to
2. Social actions for one’s disaster than others
3. Economic preparedness. Recognize vulnerabilities of Week 4 DRR11/12-Id-12
4. Environmental different elements exposed to
Vulnerability of each specific hazards
exposed element. Differentiate among hazards, Week 4 DRR11/12-Id-13
exposure, and vulnerabilities and
explain the relationship of the
three to disaster risk
1. Concept of hazard The learners relate Define and cite examples of the Week 5
2. Types of hazards various types of hazard types of hazards
3. The impact of various with a specific area for Explain the impact of various Week 5 DRR11/12-Ie-16
hazards one’s preparedness. hazards on people and the
environment
Potential earthquake The learners develop a Identify various potential Week 6 DRR11/12-If-g-17
hazards: family emergency earthquake hazards
1. Ground shaking preparedness plan to Recognize the natural signs of an Week 6 DRR11/12-If-g-18
2. Ground rupture guide them on what to do impending tsunami;
3. Liquefaction before, during, and after Analyze the effects of the Week 6 DRR11/12-If-g-19
4. Earthquake-induced an earthquake. different earthquake hazards
ground subsidence Week 7 DRR11/12-If-g-20
5. Tsunami Interpret different earthquake
6. Earthquake-induced hazard maps;
landslide
Signs of impending The learners develop a Explain various volcano-related Week 7 DRR11/12-Ih-i-22
volcanic eruptions family emergency hazards
Potential volcano-related preparedness plan to Recognize signs of an impending Week 8 DRR11/12-Ih-i-24
hazards: guide them on what to do volcanic eruption
1. Lahar before, during, and after Week 8 DRR11/12-Ih-i-25
2. Ash fall a volcanic eruption. Interpret different volcano hazard
3. Pyroclastic flow maps;
4. Ballistic Projectile
 8

5. Volcanic Glasses
6. Lava flow

2nd Related geological The learners develop a Discuss the different geological Week 1 DRR11/12-IIa-b-27
hazards family emergency hazards
1. Rainfall-induced preparedness plan to Analyze the causes of geological Week 1 DRR11/12-IIa-b-28
landslide guide them on what to do hazards
2. Sinkhole before, during, and after Recognize signs of impending Week 1 DRR11/12-IIa-b-29
the occurrence of events geological hazards;
that cause geological Interpret geological maps Week 2 DRR11/12-IIa-b-30
hazards. Apply mitigation strategies to Week 2 DRR11/12-IIa-b-31
prevent loss of lives and
properties
Potential The learners develop a Recognize signs of impending Week 3 DRR11/12-IIc-d-33
hydrometeorological family emergency hydrometeorological hazards
hazards: preparedness plan to Interpret different Week 3 DRR11/12-IIc-d-35
1. Typhoon guide them on what to do hydrometeorological hazard maps
2. Thunderstorm before, during, and after Week 3 DRR11/12-IIc-d-36
3. Flashflood the occurrence of events
4. Flood that cause
Use available tools for monitoring
5. Stormsurge hydrometeorological
hydrometeorological hazards
6. El Nino hazards.
7. La Nina

Fire hazards and related The learners develop a Recognize elements of the fire Week 4 DRR11/12-IIe-f-37
concepts: family emergency triangle in different situations
1. Fire triangle preparedness plan to Analyze the different causes of Week 4 DRR11/12-IIe-f-38
2. Causes of fires guide them on what to do fires
3. Phases of a fire before, during, and after Observe precautionary measures Week 4 DRR11/12-IIe-f-39
emergency a fire incident. and proper procedures in
addressing a fire incident
Apply basic response procedures Week 5 DRR11/12-IIe-f-40
during a fire incident
Follow fire emergency and Week 5 DRR11/12-IIe-f-41
evacuation plans;
 9

Disaster risk reduction: The learners are able to Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
1. Concept of DRR develop a community principles, and elements of DRR
2. Importance of DRR emergency preparedness Week 6 DRR11/12-IIg-h-43
3. Key Principles plan and community
disaster preparedness
plan to minimize Recognize the importance of DRR
vulnerability and disaster on one’s life
risk in the community
and avoid or limit adverse
impacts of hazards.
Community-based The learners practice and Discuss different community- Week 7 DRR11/12-IIg-h-44
disaster risk reduction develop proficiency in based practices for managing
and management for executing emergency disaster risk to specific hazards
preparedness response protocols/ Develop a community Week 7 DRR11/12-IIg-h-45
1. Emergency Plan procedures through preparedness plan;
2. Monitoring and safety drills. Week 8 DRR11/12-IIg-h-46
Evaluation Prepare survival kits and materials
3. Early Warning Systems for one’s family and for public
4. Survival Kits and information and advocacy
materials
Policies of DRRM -The Week 8 DRR11/12-IIi-j-47
Philippine DRRM Law RA
Explain DRR-related laws and
10121 and its
policies
Implementing Rules and
Regulations

Grade Level : Grade 11/12
Subject :EARTH AND LIFE SCIENCE
Quarter Content Standard
The learners demonstrate
understanding of...
1st 1. the formation of the
universe and the solar
system
2. the subsystems
(geosphere, hydrosphere,
atmosphere, and
biosphere) that make up
the Earth
3. the Earth’s internal
structure
1. the three main categories
of rocks
2. the origin and
environment of formation
of common minerals and
rocks
3. geologic processes that
occur on the surface of the
Earth such as weathering,
erosion, mass wasting, and
sedimentation (include the
role of ocean basins in the
formation of sedimentary
rocks)
4. geologic processes that
occur within the Earth
10
Performance Standard
Most Essential Learning Competencies Duration K to 12 CG Code
The learners should be
able to...
Conduct a survey to Week 1 S11/12ES-Ia-e- 3
Recognize the uniqueness of Earth, being the only
assess the possible
planet in the solar system with properties
geologic/
necessary to support life.
hydrometeorological
hazards that your Week 1 S11/12ES-Ia-e- 4
community may
experience.
Explain that the Earth consists of four subsystems,
across whose boundaries matter and energy flow.
Identify common rock-forming minerals using their Week 1 S11/12ES-Ia-9
physical and chemical properties.
Classify rocks into igneous, sedimentary, and Week 2 S11/12ES-Ib-10
metamorphic
explain how the products of weathering are Week 2 S11/12ES-Ib-12
carried away by erosion and deposited elsewhere
Describe where the Earth’s internal heat comes Week 3 S11/12ES-Ib-14
from.
describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
Describe the physical and chemical changes in rocks Week 4
due to changes in pressure and temperature
(metamorphism)
compare and contrast the formation of the Week 4 S11/12ES-Ic-18
different types of igneous rocks
Explain how the movement of plates leads to the Week 5 S11/12ES-Id-22
formation of folds and faults
 11

5. the folding and faulting Describe how layers of rocks (stratified rocks) are Week 5 S11/12ES-Ie-25
of rocks formed
6. plate tectonics Describe the different methods (relative and Week 5 S11/12ES-Ie-26
7. how the planet Earth absolute dating) to determine the age of stratified
evolved in the last 4.6 rocks
billion years (including the Explain how relative and absolute dating were Week 6 S11/12ES-Ie-27
age of the Earth, major used to determine the subdivisions of geologic
geologic time subdivisions, time
and marker fossils). Describe how the Earth’s history can be Week 6 S11/12ES-Ie-29
interpreted from the geologic time scale
1. the different hazards Describe the various hazards that may happen in Week 6 S11/12ES-If-30
caused by geological the event of earthquakes, volcanic eruptions, and
processes (earthquakes, landslides
volcanic eruptions, and Using hazard maps, identify areas prone to Week 7 S11/12ES-If-31
landslides) hazards brought about by earthquakes, volcanic
2. the different hazards eruptions, and landslides
caused by Identify human activities that speed up or trigger Week 7 S11/12ES-If-33
hydrometeorological landslides
phenomena (tropical Using hazard maps, identify areas prone to Week 8 S11/12ES-Ig-36
cyclones, monsoons, floods, hazards brought about by tropical cyclones,
and tornadoes or ipo-ipo) monsoons, floods, or ipo-ipo
3. the different hazards Describe how coastal processes result in coastal Week 8 S11/12ES-Ih-38
caused by coastal processes erosion, submersion, and saltwater intrusion
(waves, tides, sea-level cite ways to prevent or mitigate the impact of Week 8 S11/12ES-Ii-41
changes, crustal movement, land development, waste disposal, and
and storm surges) construction of structures on control coastal
processes
2nd 1. the historical value life by taking good Explain the evolving concept of life based on S11/12LT-IIa-1
Week 1-2
development of the care of all beings, emerging pieces of evidence
concept of life humans, plants, and S11/12LT-IIa-3
Describe how unifying themes (e.g., structure and
2. the origin of the first life animals
function, evolution, and ecosystems) in the study
forms
of life show the connections among living things Week 2
3. unifying themes in the
and how they interact with each other and with
study of life
their environment

1. plant and animal
reproduction
2. how genes work
3. how genetic engineering
is used to produce novel
products
1. nutrition: getting food
to cells
2. gas exchange with the
environment
3. circulation: the internal
transport system
4. the need for
homeostasis
5. salt and water balance
and
waste removal
6. the immune system:
defense from disease
7. how hormones govern
body activities
8. the nervous system
9. the body in motion
1. the evidence for
evolution
2. the origin and
extinction of
species
1. the principles of the
ecosystem
conduct a survey of
products containing
substances that can
trigger genetic disorders
such as phenylketonuria
make a presentation of
some diseases that are
associated with the
various organ systems
Design a poster tracing
the evolutionary changes
in a crop plant (e.g., rice
or corn) that occurred
through domestication
prepare an action plan
containing mitigation
measures to address
12
Describe the different ways of how representative S11/12LT-IIej- 15
Week 3
animals reproduce
Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
S11/12LT-IIej- 19
Evaluate the benefits and risks of using GMOs Week 4
Describe the general and unique characteristics of S11/12LT-IIIaj- 21
the different organ systems in representative Week 5
animals
S11/12LT-IIIaj- 22
Analyze and appreciate the functional
relationships of the different organ systems in Week 5
ensuring animal survival
Explain how populations of organisms have S11/12LT-IVfg- 26
changed and continue to change over time
showing patterns of descent with modification Week 6
from common ancestors to produce the
organismal diversity observed today
Describe how the present system of classification S11/12LT-IVfg- 27
of organisms is based on evolutionary Week 6
relationships
S11/12LT-IVhj- 29
Categorize the different biotic potential and
Week 7
environmental resistance (e.g., diseases,
 13

2. biotic potential and current environmental availability of food, and predators) that affect
environmental concerns and challenges population explosion
resistance in the community
3. terrestrial and aquatic
ecosystems
4. how human activities
affect the natural
ecosystem

Grade Level : Grade 11/12

Subject : EARTH SCIENCE

Quarter Content Standard Performance Standard

The learners demonstrate
understanding of...
1st 1. the formation of the
universe and the solar
system
2. the subsystems
(geosphere, hydrosphere,
atmosphere, and
biosphere) that make up
the Earth
1. the three main
categories of rocks
2. the origin and
environment of
formation of common
minerals and rocks
3. the various sources of
energy (fossil fuels,
Most Essential Learning Competencies Duration K to 12 CG Code
The learners should be
able to...
make a concept map and Describe the characteristics of Earth that are Week 1 S11ES-Ia-b-3
use it to explain how the necessary to support life
geosphere, hydrosphere, Week 1 S11ES-Ib-4
atmosphere, and
biosphere are Explain that the Earth consists of four
interconnected subsystems, across whose boundaries matter and
energy flow
1. make a plan that the Identify common rock-forming minerals using Week 1 S11ES-Ib-5
community may use to their physical and chemical properties
conserve and protect its Classify rocks into igneous, sedimentary, and Week 2 S11ES-Ic-6
resources for future metamorphic
generations Identify the minerals important to society Week 2 S11ES-Ic-7
2. prepare a plan that the Describe how ore minerals are found, mined, Week 3 S11ES-Ic-d-8
community may and processed for human use
implement to minimize Describe how fossil fuels are formed Week 3 S11ES-Id-10

geothermal,
hydroelectric)
4. the amount of usable
water resources on
Earth
5. the distribution of
arable land on Earth
6. waste generation and
management
2nd 1. geologic processes that
occur on the surface of
the Earth such as
weathering, erosion,
mass wasting, and
sedimentation
2. geologic processes that
occur within the Earth
3. folding and faulting of
rocks
4. the internal structure of
the Earth
5. continental drift
6. seafloor spreading
14
waste when people utilize Explain how heat from inside the Earth Week 4 S11ES-Ie-11
materials and resources (geothermal) and from flowing water
(hydroelectric) is tapped as a source of energy
for human use
Identify the various water resources on Earth Week 4 S11ES-If-g-15
Explain how different activities affect the quality Week 5 S11ES-Ig-16
and availability of water for human use
Identify human activities, such as farming, Week 5 S11ES-Ih-17
construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the soil Week 6 S11ES-Ih-i-18
for future generations
Describe how people generate different types Week 6 S11ES-Ii-19
of waste (solid, liquid, and gaseous) as they
make use of various materials and resources in
everyday life
Explain how different types of waste affect Week 7 S11ES-Ii-j-20
people’s health and the environment
1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22
showing places where Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23
erosion and landslides may Describe what happens after magma is formed Week 2 S11ES-IIc-25
pose risks in the describe the changes in mineral components Week 2 S11ES-IIc-d-26
community and texture of rocks due to changes in pressure
2. using maps, diagrams, and temperature (metamorphism)
or models, predict what Describe how rocks behave under different Week 3 S11ES-IId-27
could happen in the future types of stress such as compression, pulling
as the tectonic plates apart, and shearing
continue to move explain how seafloor spreads Week 3 S11ES-IIf-32
Describe the structure and evolution of ocean Week 4 S11ES-IIf-33
basins
explain how the movement of plates leads to Week 4 S11ES-IIg-h-34
the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain ranges
 15

1. relative and absolute
dating
2. the major subdivisions of
geologic time (including
index fossils)
3. how the planet Earth
evolved in the last 4.6
billion years
describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
events that occurred in a are formed
certain area based on the Describe the different methods (relative and Week 5 S11ES-IIh-i-36
rock layers found therein absolute dating) of determining the age of
stratified rocks
Explain how relative and absolute dating were Week 6 S11ES-IIi-37
used to determine the subdivisions of geologic
time
Describe how index fossils (also known as guide Week 6 S11ES-Ii-j-38
fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth through Week 7 S11ES-IIj-39
geologic time

Grade Level: Grade 11

Subject: General Mathematics

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
Q1 key concepts of accurately construct represents real-life situations using functions, including Week 1 M11GM-Ia-1
functions. mathematical models to piece-wise functions.
represent real-life evaluates a function. M11GM-Ia-2
situations using performs addition, subtraction, multiplication, M11GM-Ia-3
functions. division, and composition of functions
solves problems involving functions. M11GM-Ia-4
key concepts of accurately formulate represents real-life situations using rational Week 2 M11GM-Ib-1
rational functions. and solve real-life functions.
problems involving distinguishes rational function, rational equation, and M11GM-Ib-2
rational functions. rational inequality.
solves rational equations and inequalities. M11GM-Ib-3
represents a rational function through its: (a) table of M11GM-Ib-4
values, (b) graph, and (c) equation.
 16

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
finds the domain and range of a rational function. M11GM-Ib-5
determines the: (a) intercepts; (b) zeroes; and (c) Week 3 M11GM-Ic-1
asymptotes of rational functions
solves problems involving rational functions, M11GM-Ic-3
equations, and inequalities.
key concepts of apply the concepts of represents real-life situations using one-to one Week 4 M11GM-Id-1
inverse functions, inverse functions, functions.
exponential functions, exponential functions, and determines the inverse of a one-to-one function. M11GM-Id-2
and logarithmic logarithmic functions to represents an inverse function through its: (a) table M11GM-Id-3
functions. formulate and solve real- of values, and (b) graph.
life problems with finds the domain and range of an inverse function. M11GM-Id-4
precision and accuracy. solves problems involving inverse functions. Week 5 M11GM-Ie-2
represents real-life situations using exponential M11GM-Ie-3
functions.
distinguishes between exponential function, M11GM-Ie-4
exponential equation, and exponential inequality.
solves exponential equations and inequalities. Week 6 M11GM-Ie-f-1
represents an exponential function through its: (a) M11GM-If-2
table of values, (b) graph, and (c) equation.
finds the domain and range of an exponential M11GM-If-3
function.
determines the intercepts, zeroes, and asymptotes of an M11GM-If-4
exponential function.
solves problems involving exponential functions, Week 7 M11GM-Ig-2
equations, and inequalities.
represents real-life situations using logarithmic Week 8 M11GM-Ih-1
functions.
distinguishes logarithmic function, logarithmic M11GM-Ih-2
equation, and logarithmic inequality.
solves logarithmic equations and inequalities. M11GM-Ih-i-1
 17

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
represents a logarithmic function through its: (a) Week 9 M11GM-Ii-2
table of values, (b) graph, and (c) equation.
finds the domain and range of a logarithmic function. M11GM-Ii-3
determines the intercepts, zeroes, and asymptotes of M11GM-Ii-4
logarithmic functions.
solves problems involving logarithmic functions, Week 10 M11GM-Ij-2
equations, and inequalities.
Q2 key concepts of investigate, analyze and illustrates simple and compound interests. Week 1 to 2 M11GM-IIa-1
simple and compound solve problems involving distinguishes between simple and compound M11GM-IIa-2
interests, and simple simple and compound interests.
and general annuities. interests and simple and computes interest, maturity value, future value, and M11GM-IIa-b-1
general annuities using present value in simple interest and compound
appropriate business and interest environment.
financial instruments. solves problems involving simple and compound M11GM-IIb-2
interests.
illustrates simple and general annuities. Week 3 to 4 M11GM-IIc-1
distinguishes between simple and general annuities. M11GM-IIc-2
finds the future value and present value of both M11GM-IIc-d-1
simple annuities and general annuities.
calculates the fair market value of a cash flow stream M11GM-IId-2
that includes an annuity.
calculates the present value and period of deferral of M11GM-IId-3
a deferred annuity.
basic concepts of use appropriate financial illustrate stocks and bonds. Week 5 M11GM-IIe-1
stocks and bonds. instruments involving distinguishes between stocks and bonds. M11GM-IIe-2
stocks and bonds in describes the different markets for stocks and bonds. M11GM-IIe-3
formulating conclusions analyzes the different market indices for stocks and M11GM-IIe-4
and making decisions. bonds.
decide wisely on the illustrates business and consumer loans. Week 6 M11GM-IIf-1
appropriateness of distinguishes between business and consumer loans. M11GM-IIf-2
 18

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
basic concepts of business or consumer loan solves problems involving business and consumer M11GM-IIf-3
business and and its proper utilization. loans (amortization, mortgage).
consumer loans.
key concepts of judiciously apply logic in illustrates and symbolizes propositions. Week 7
propositional logic; real-life arguments. distinguishes between simple and compound M11GM-IIg-3
syllogisms and propositions.
fallacies. performs the different types of operations on M11GM-IIg-4
propositions.
determines the truth values of propositions. Week 8 M11GM-IIh-1
illustrates the different forms of conditional M11GM-IIh-2
propositions.
illustrates different types of tautologies and fallacies. Week 9 M11GM-IIi-1
key methods of proof appropriately apply a determines the validity of categorical syllogisms. M11GM-IIi-2
and disproof. method of proof and establishes the validity and falsity of real-life M11GM-IIi-3
disproof in real-life arguments using logical propositions, syllogisms, and
situations. fallacies.

Grade Level: Grade 11/12

Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao

Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
1st The learner The learner reflects on
Quarter understands the a concrete experience 1.1 Distinguish a holistic perspective from a partial
meaning and process in a philosophical way point of view
PPT11/12-Ia-1.1
Nakikilala ang pagkakaiba ng pangkabuuang pananaw
of doing philosophy Week 1
mula sa pananaw ng mga bahagi lamang

1.2 Realize the value of doing philosophy in

PPT11/12-Ib-1.2
obtaining a broad perspective on life
 19

Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
Nahihinuha na: Mahalaga ang pamimilosopiya
upang magkaroon ng malawakang pananaw sa buhay.
1.3 Do a philosophical reflection on a concrete
situation from a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa isang PPT11/12-Ib-1.3
pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
1st The learner The learner evaluate 2.1 Distinguish opinion from truth
Quarter demonstrates various opinions Nakikilala ang pagkakaiba ng katotohanan sa PPT11/12-Ic-2.1
ways of doing opinyon
philosophy 2.2 Realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.2
Nahihinuha na patungo sa katotohanan ang mga Week 2
pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different situations
using the methods of philosophizing
PPT11/12-Id-2.3
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 body imposes limits
understands the distinguishes his/her and possibilities for transcendence
PPT11/12-If-3.1
human person as an own limitations and Nakikilala na: Binibigyan ako ng hangganan at
1st
embodied spirit the possibilities for posibilidad ng aking katawan
Quarter Week 3
his/her transcendence 3.2 Evaluate own limitations and the possibilities for
their transcendence
PPT11/12-Ig-3.2
Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
1st The learner The learner is able to 4.1 Notice things that are not in their proper place and
Quarter understands the demonstrate the organize them in an aesthetic way
PPT11/12-Ii-4.1
interplay between virtues of prudence Napapansin ang mga bagay na wala sa wastong
Week 4
humans and their and frugality towards lugar at naisasaayos ito nang ayon sa kagandahan
environments his/her environment 4.2 Show that care for the environment contributes to
PPT11/12-Ii-4.2
health, well-being and sustainable development
 20

Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
Napatutunayan na ang pagkalinga sa kapaligiran
ay nakatutulong sa pagkamit ng kalusugan,
kagalingan, at likas-kayang kaunlaran
4.3 Demonstrate the virtues of prudence and frugality
towards environments
Naipamamalas ang pagiging masinop sa PPT11/12-Ij-4.3
pakikibagay sa kanyang mga kapwa nilalang at sa
kapaligiran
The learner The learner shows 5.2 Evaluate and exercise prudence in choices Week 1
understands the situations that Natatasa kung siya ay maingat sa pagpapasya o PPT11/12-IIa-5.2
human person’s demonstrate freedom hindi
freedom of choice and the 5.3 Realize that:
consequences of a. Choices have consequences.
choices b. Some things are given up while others are
obtained in making choices
PPT11/12-IIb-5.3
2nd Nakikilala na:
Quarter a. May kahihinatnan ang 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-IIc-5.4
Nakapaglalahad ng mga sitwasyon kung saan
naipakikita ang pagpili at kahihinatnan ng mga ito
bawat pagpili.
2 The learner The learner performs 6.1 Realize that intersubjectivity requires accepting Week 2
understands activities that differences and not imposing on others
PPT11/12-IIc-6.1
intersubjective human demonstrate an Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap
relations appreciation for the sa pagkakaiba ng kapwa at hindi pagpataw ng sarili
talents of persons 6.2 Explain that authentic dialogue means accepting
PPT11/12-IId-6.1
with disabilities and others even if they are different from themselves
 21

Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
those from the Nakapagpapaliwanag na ang tunay na diyalogo ay ang
underprivileged pagtanggap sa kapwa bilang kapwa kahit na siya ay iba
sectors of society sa akin
6.3 Performs activities that demonstrate
an appreciation for the talents of persons with
disabilities and those from the underprivileged
sectors of society PPT11/12-IId-6.3
Nakapagsasagawa ng isang gawain na
nagpapamalas ng mga talento ng mga may
kapansanan at kapus-palad
2nd The learner The learner evaluates 7.1 Recognize how individuals form societies and how Week 3
Quarter understands the the formation of individuals are transformed by societies
interplay between the human relationships Nakikilala kung paano nahuhubog ng tao ang PPT11/12-IIf-7.1
individuality of human and how individuals lipunan at kung paano nahuhubog ng lipunan ang
beings and their social are shaped by their tao
contexts social contexts 7.2 Compare different forms of societies and
individualities (eg. Agrarian, industrial and virtual)
PPT11/12-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 nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
kinabibilangan niya PPT11/12-IIg-7.3

2nd The learner The learner writes a 8.1 Enumerate the objectives he/she really wants to Week 4
Quarter understands human philosophical achieve and to define the projects he/she really
beings as oriented reflection on the wants to do in his/her life PPT11/12-IIh-8.1
towards their meaning of his/her Nakapagtatala ng mga bagay na tunay na gusto niyang
impending death own life gawin (Ano ang gusto niyang maging?)
Reflect on the meaning of his/her own life PPT11/12-IIi-8.2
 22

Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
8.2 Nakapagsusulat ng pagninilay tungkol sa
kahulugan ng kanyang buhay sa konteksto ng tao
bilang tumutungo sa kamatayan (Saan hahantong
ang lahat ng ito?)

Grade Level: Grade 11

Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards K to 12 CG
(Pamantayang (Pamantayan Code
Pangnilalaman) sa Pagganap)
1st Quarter Natutukoy ang mga kahulugan at kabuluhan ng mga F11PT – Ia – 85
Week 1
konseptong pangwika
Naiuugnay ang mga konseptong pangwika sa mga F11PN – Ia – 86
napakinggan/napanood na sitwasyong pang
komunikasyon sa radyo, talumpati, mga panayam at
Week 2
telebisyon (Halimbawa: Tonight with Arnold Clavio,
State of the Nation, Mareng Winnie,Word of the
Nauunawaan Lourd (http://lourddeveyra.blogspot.com)
ang mga Nakagagawa Naiuugnay ang mga konseptong pangwika sa sariling F11PD – Ib – 86
konsepto, Week 2
ng isang kaalaman, pananaw, at mga karanasan
elementong sanaysay Nagagamit ang kaalaman sa modernong teknolohiya F11EP – Ic – 30
kultural, batay sa isang (facebook, google, at iba pa) sa pag-unawa sa mga Week 3
kasaysayan, at panayam konseptong pangwika
gamit ng wika sa tungkol sa Nabibigyang kahulugan ang mga komunikatibong F11PT – Ic – 86
lipunang Pilipino aspektong Week 3
gamit ng wika sa lipunan
kultural o Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa F11PD – Id – 87
lingguwistiko pamamagitan ng napanood na palabas sa telebisyon
ng napiling at pelikula (Halimbawa: Be Careful with My Heart, Got Week 4
komunidad to Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag ang gamit ng wika sa lipunan sa Week 4 F11PS – Id – 87
 23

pamamagitan ng mga pagbibigay halimbawa

Nakapagsasaliksik ng mga halimbawang sitwasyon na F11EP – Ie – 31
Week 5
nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang pangyayari / F11PS – Ig – 88
kaganapan tungo sa pagkabuo at pag-unlad ng Week 6
Wikang Pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor sa F11PB – If – 95
Week 6
isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay sa F11PN – If – 87
Week 7
mga napakinggang pagtalakay sa wikang pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang F11PU – Ig – 86
partikular na yugto ng kasaysayan ng Wikang Week 8
Pambansa
Natitiyak ang mga sanhi at bunga ng mga F11WG – Ih – 86
pangyayaring may kaugnayan sa pag-unlad ng Wikang Week 8
Pambansa
Natutukoy ang iba’t ibang paggamit ng wika sa mga F11PN – IIa – 88
napakinggang pahayag mula sa mga panayam at Week 1
balita sa radyo at telebisyon
Nauunawaan
Natutukoy ang iba’t ibang paggamit ng wika sa F11PB – IIa – 96
nang may
nabasang pahayag mula sa mga blog, social media Week 1
masusing
posts at iba pa
pagsasaalang-
Nasusuri at naisasaalang-alang ang mga lingguwistiko F11PD – IIb – 88
alang ang mga
at kultural na pagkakaiba-iba sa lipunang Pilipino sa Week 2
lingguwistiko at
mga pelikula at dulang napanood
kultural na Nakasusulat
2nd Quarter Naipapaliwanag nang pasalita ang iba’t ibang dahilan, F11PS – IIb – 89
katangian at ng isang anyo, at pamaraan ng paggamit ng wika sa iba’t ibang Week 2
pagkakaiba-iba panimulang sitwasyon
sa lipunang
pananaliksik Nakasusulat ng mga tekstong nagpapakita ng mga F11PU – IIc – 87
Pilipino at mga sa mga Week 3
kalagayang pangwika sa kulturang Pilipino
sitwasyon ng penomenang
paggamit ng Natutukoy ang iba’t ibang register at barayti ng wika F11WG – IIc – 87
kultural at na ginagamit sa iba’t ibang sitwasyon (Halimbawa:
wika dito panlipunan sa Medisina, Abogasya, Media, Social Media, Week 3
bansa Enhinyerya, Negosyo, at iba pa) sa pamamagitan ng
pagtatala ng mga terminong ginamit sa mga
 24

larangang ito
Nakagagawa ng pag-aaral gamit ang social media sa F11EP – IId – 33
pagsusuri at pagsulat ng mga tekstong nagpapakita ng Week 4
iba’t ibang sitwasyon ng paggamit sa wika
Natutukoy ang mga angkop na salita, pangungusap F11PN – IId – 89
ayon sa konteksto ng paksang napakinggan sa mga Week 4
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa F11PT – IIe – 87
Week 5
talakayan
Napipili ang angkop na mga salita at paraan ng F11PS –IIe – 90
paggamit nito sa mga usapan o talakayan batay sa
Week 5
kausap, pinag-uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa F11WG- IIf – 88
Week 6
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t F11EP – IIf – 34
ibang paraan ng paggamit ng wika ng iba’t ibang Week 6
grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino Week 7-8 F11PB – IIg – 97
Naiisa-isa ang mga hakbang sa pagbuo ng isang F11PU – IIg – 88
Week 7-8
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap F11WG – IIh –
upang mapag-ugnay-ugnay ang mga ideya sa isang Week 7-8 89
sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga F11EP – IIij – 35
Week 7-8
penomenang kultural at panlipunan sa bansa

Grade Level: Grade 11/12

Subject :Media and Information Literacy

Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S2 Q3 The learner The learner Describe how communication is influenced by media and information MIL11/12IMIL-
demonstrates organizes a creative IIIa-1
 25

understanding of and interactive Identify the similarities and differences between and among media MIL11/12IMIL-
media symposium for the literacy, information literacy, and technology literacy IIIa-2
and information community focusing Discuss responsible use of media and information
literacy on being a media
(MIL) and MIL and information Explain how the evolution of media from traditional to new media shaped
related concepts. literate individual. the values and norms of people and society
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 of media and information
demonstrates produces a living to affect change
understanding of museum or Describe the impact of massive open on-line
different resources electronic portfolio Discuss the implication of media and information to an individual and the
of media and or any other society
information, their creative forms of Describe the different dimensions of:
design principle and multimedia  text information and media
elements, and showcasing their /  visual information and media
selection criteria. his/her  audio information and media
understanding,  motion information and media
insights, and  manipulative information and media
perceptions of the  multimedia information and media
different resources
Analyze how the different dimensions are formally and informally
of media and produced, organized, 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
 26

Grade Level: Grade 11/12

Subject: Oral Communication

Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S1 Q1 The learner The learner designs Explains the functions, nature and process of communication EN11/12OC-Ia-2
understands the and performs Differentiates the various models of communication EN11/12OC-Ia-3
nature and effective controlled Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6
elements of oral and uncontrolled
communication in oral communication
context. activities based on
context.
The learner values The learner writes a Examines sample oral communication activities
the functions/ 250-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-Ifj-
recognizes that demonstrates 15
communicative effective use of Distinguishes types of speeches and speech style EN11/12OC-Ifj-
competence communicative 17
requires strategy in a variety Responds appropriately and effectively to a speech act EN11/12OC-Ifj-
understanding of of speech 20
speech context, situations.
speech style, speech
act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in different situations
recognizes that demonstrates Explains that a shift in speech context, speech style, speech act and EN11/12OC-
communicative effective use of communicative strategy affects the following: IIab-22;
competence communicative
 27

requires strategy in a variety  Language form EN11/12OC-

understanding of of speech  Duration of interaction IIab-22.1-22.6
speech context, situations.  Relationship of speaker
speech style, speech  Role and responsibilities of the speaker
act and  Message
communicative  Delivery
strategy.
The learner realizes The learner Uses principles of effective speech writing focusing on: EN11/12OC-IIcj-
the rigors of crafting proficiently delivers  Audience profile 24; EN11/12OC-
one’s speech. various speeches  Logical organization IIcj-25;
using the principles  Duration EN11/12OC-IIcj-
of effective speech  Word choice 25.1-25.5;
delivery.  Grammatical correctness EN11/12OC-IIcj-
and 26; EN11/12OC-
 Articulation IIcj-26.1-26.5
 Modulation
 Stage Presence
 Facial Expressions, Gestures and Movements
 Rapport with the audience

Grade Level: Grade 11

Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik

Content Performance Most Essential Learning Competencies Duration

Standards Standards
Quarter K to 12 CG Code
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
Natutukoy ang paksang tinalakay sa F11PB – IIIa – 98
Nasusuri ang Week 1
Nakasusulat ng isang iba’t ibang tekstong binasa
iba’t ibang uri panimulang Natutukoy ang kahulugan at F11PT – IIIa – 88
3rd Quarter ng binasang pananaliksik sa mga katangian ng mahahalagang salitang
teksto ayon sa Week 1
penomenang kultural ginamit ng iba’t ibang uri ng tekstong
kaugnayan nito at panlipunan sa binasa
sa sarili, bansa Naibabahagi ang katangian at Week 2 F11PS – IIIb – 91
 28

pamilya, kalikasan ng iba’t ibang tekstong

komunidad, binasa
bansa at Nakasusulat ng ilang halimbawa ng F11PU – IIIb – 89
Week 2
daigdig iba’t ibang uri ng teksto
Nagagamit ang cohesive device sa F11WG – IIIc – 90
pagsulat ng sariling halimbawang Week 3
teksto
Nakakukuha ng angkop na datos F11EP – IIId – 36
upang mapaunlad ang sariling Week 4
tekstong isinulat
Naiuugnay ang mga kaisipang F11PB – IIId – 99
nakapaloob sa binasang teksto sa
sarili, pamilya, komunidad, bansa, at Week 4
daigdig
Naipaliliwanag ang mga kaisipang F11PS – IIIf – 92
Week 5
nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng F11PU – IIIfg – 90
pagpapahayag:
a. Kalinawan
Week 6-7
b. Kaugnayan
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel F11EP – IIIj - 37
batay sa binasang teksto ayon sa
katangian at kabuluhan nito sa:a. Week 8
pamilya, b. komunidad c. bansa d.
daigdig
Nakasusunod sa Nakabubuo ng isang Nasusuri ang ilang halimbawang F11PB – IVab – 100
pamantayan ng maikling pananaliksik pananaliksik sa Filipino batay sa
Week 1-2
pagsulat ng na napapanahon ang layunin, gamit, metodo, at etika sa
4th Quarter masinop na paksa pananaliksik
pananaliksik Nabibigyang kahulugan ang mga F11PT – IVcd – 89
konseptong kaugnay ng pananaliksik
Week 3-4
(Halimbawa: balangkas konseptwal,
balangkas teoretikal, datos empirikal,
 29

atbp.)
Naiisa-isa ang mga paraan at tamang F11PU – IVef – 91
proseso ng pagsulat ng isang
pananaliksik sa Filipino batay sa Week 5-6
layunin, gamit, metodo, at etika ng
pananaliksik
Nagagamit ang mga katwirang lohikal F11WG –IVgh - 92
at ugnayan ng mga ideya sa pagsulat Week 7-8
ng isang pananaliksik
Nakabubuo ng isang maikling F11EP – IVij - 38
pananaliksik na napapanahon ang Week 7-8
paksa
.
Grade Level: Grade 11/12

Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

The learners demonstrate explain that knowing oneself can make a

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

the various aspects of illustrate the connections evaluate his/her own thoughts, feelings, and EsP-PD11/12DWP-Ib-
holistic development: between thoughts, behaviors 2.2
physiological, cognitive, feelings, and behaviors in a Week 2
show the connections between thoughts, EsP-PD11/12DWP-Ic-
psychological, spiritual, person’s holistic
feelings, and behaviors in actual life situations 2.3
and social development development
 30

make a list of ways to Discuss developmental tasks and challenges EsP-PD11/12DS-Ic-3.1

the skills and tasks and
become responsible being experienced during adolescence
challenges appropriate for
adolescents prepared for Week 3
middle and late Evaluate one’s development through the help EsP-PD11/12DS-Id-3.2
adult life and manage the
adolescence, and of significant people around him/her ( peers,
demands of teen years
preparatory to early parents, siblings, friends, teachers, community
adulthood leaders)
First
Identify ways that help one become capable EsP-PD11/12DS-Id-3.3
and responsible adolescent prepared for adult
life
Week 4
the concepts about identify his/her own Discuss understanding of mental health and EsP-PD11/12CA-Id-4.1
mental health and well- vulnerabilities and plan on psychological well-being to identify ways to
being particularly stress how to stay mentally cope with stress during adolescence
and coping strategies in healthy while coping with
middle and late stress Identify causes and effects of stress in one’s EsP-PD11/12CS-If-5.2
life Week 5
adolescence
Demonstrate personal ways to cope with stress
EsP-PD11/12CS-Ig-5.3
and maintain mental health

*Discuss that understanding the different parts

brain parts, its processes Identify ways to improve
and functions brain functions which will
be manifested in thoughts,
behavior and feelings
of the brain, processes and functions may help EsP-PD11/12PM-Ig-6.1
Week 6
in improving thoughts, behavior and feelings.
*Explore ways on how to improve brain EsP-PD11/12PM-Ig-h-
functions for personal development 6.2

*Develop a personal plan to enhance brain

Week 7 EsP-PD11/12PM-Ih-6.3
functions
 31

discuss that understanding the intensity and EsP-PD11/12EI-Ii-j-8.1

identify ways to
the different types of differentiation of emotions may help in
communicate and manage
emotions and how they communicating emotional expressions
emotions in a healthy
are expressed
manner explore one’s positive and negative emotions EsP-PD11/12EI-Ij-8.2
and how one expresses or hides them Week 8

First demonstrate and create ways to manage EsP-PD11/12EI-Ij-8.3

various emotions

the dynamics of appraise one’s present discuss an understanding of teen-age

attraction, love, and relationships and make
commitment plans for building
responsible future
relationships
relationships, including the acceptable and EsP-PD11/12PR-IIa-9.1
unacceptable expressions of attractions Week 1
express his/her ways of showing attraction,
EsP-PD11/12PR-IIa-9.2
love, and commitment

identify ways to become responsible in a

EsP-PD11/12PR-IIb-9.3
relationship

the concepts about social identify the different roles distinguish the various roles of different Week 2
influence, group of leaders and followers in individuals in society and how they can EsP-PD11/12SR-IIb-
leadership and society influence people through their leadership or 10.1
followership followership

Second compare one’s perception of himself/herself EsP-PD11/12SR-IIc-

and how others see him/her 10.2
Week 3
conduct a mini-survey on Filipino relationships EsP-PD11/12SR-IIc-
(family, school, and community) 10.3

identify the firm and gentle
the impact of one’s family
sides of family care that
on his/her personal
affect a person’s
development during
development during
middle and late
middle and late
adolescence
adolescence
the concepts of career
development, life goals, set a personal career goal
and personal factors based on the results of self-
influencing career choices assessment of various
and external factors personal and external
factors
his/her personal analyze and synthesize
development as an his/her personal
important component of development as an
setting career and life important component of
goals setting career and life goals
32
appraise one’s family structure and the type of
EsP-PD11/12FSL-IId-
care he/she gives and receives, which may help
11.1
in understanding himself/herself better Week 4
make a genogram and trace certain physical,
EsP-PD11/12FSL-IId-e-
personality, or behavioral attributes through
11.2
generations
prepare a plan on how to make the family EsP-PD11/12FSL-IIe-
Week 5
members firmer and gentler with each other 11.3
Explain that understanding different factors,
career development concepts and personal life EsP-PD11/12PC-IIf-
goals influence career planning and decision- 12.1
making. Week 6
Identify career options based on different
EsP-PD11/12PC-IIf-
factors, career development concepts and
12.2
personal life goals
Prepare a career plan based on the identified EsP-PD11/12PC-IIg-
career options to attain personal life’s goals 12.3
explain the factors in personal development Week 7
EsP-PD11/12IOPD-IIi-
that may guide him/her in making important
14.1
career decisions as adolescents
share insights that make him/her realize the Week 8 EsP-PD11/12IOPD-IIi-
importance of personal development in making
h-14.2
a career decision as adolescent
 33

Second construct a creative visualization of his/her

personal development through of the various
EsP-PD11/12IOPD-IIj-
stages he/she went through, stressors,
14.3
influences, and decision-making points, and a
personal profile analysis

*Revised learning competencies to update content

Grade Level: Grade 11

Subject: Physical Education & Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads fitness Weeks 1 to 7 PEH11FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence
fitness and exercise resulting in 1. Self-assesses health-related fitness
in optimizing one’s independent pursuit (HRF). status, barriers to physical
health as a habit; as and in influencing activity assessment participation
requisite for physical others positively. and one’s diet
activity assessment
performance, and as
a career opportunity
First 2. Sets Frequency Intensity Time Type PEH11FH-Ii-j-7
Quarter (FITT) goals based on training
principles to achieve and/or Weeks 8 to 10
maintain health-related fitness
(HRF).
3. Engages in moderate to vigorous Weeks 1 to 10 PEH11FH-Ia-t-8
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 physiological indicators Weeks 1 to 10 PEH11FH-Ik-t-9
such as heart rate, rate of
 34

perceived exertion and pacing

associated with MVPAs to monitor
and/or adjust participation or
effort.
5. Observes personal safety protocol Weeks 1 to 10 PEH11FH-Ik-t-10
to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation
6. Demonstrates proper etiquette Weeks 1 to 10 PEH11FH-Ia-t-12
and safety in the use of facilities
and equipment
7. Participates in an organized event Weeks 1 to 10 PEH11FH-Ik-o-13
that addresses health/fitness
issues and concerns
8. Recognizes the value of optimizing Weeks 1 to 10 PEH11FH-Id-t-14
one’s health through participation
in physical activity assessments
9. Organizes fitness event for a target Weeks 1 to 10 PEH11FH-Io-t-17
health issue or concern
The learner The learner leads sports PEH11FH-IIf-5
demonstrates events with proficiency
understanding of and confidence
sports in optimizing resulting in
1. Describes the role of physical
one’s health as a independent pursuit
activity assessments in managing Week 1
habit; as requisite for and in influencing
one’s stress
physical activity others positively.
Second assessment
Quarter performance, and as
a career opportunity.
2. Self-assesses health-related fitness PEH11FH-IIg-i-6
(HRF) status, barriers to physical
Weeks 2 to 10
activity assessment participation
and one’s diet
3. Sets FITT goals based on training Weeks 4 to 5 PEH11FH-IIi-j-7
 35

principles to achieve and/or

maintain HRF.
4. Engages in moderate to vigorous PEH11FH-IIa-t-8
physical activities (MVPAs) for at
least 60 minutes most days of the Weeks 2 to 10
week in a variety of settings in- and
out-of school
5. Observes personal safety protocol PEH11FH-IIk-t-10
to avoid dehydration,
overexertion, hypo- and Weeks 2 to 10
hyperthermia during MVPA
participation
6. Participates in an organized event PEH11FH-IIk-o-13
that addresses health/fitness Weeks 2 to 10
issues and concerns
7. Organizes sports event for a target PEH11FH-IIo-t-17
Weeks 2 to 10
health issue or concern

Grade Level: Grade 12

Subject: Physical Education & Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads dance Weeks 1 to 10 PEH12FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence resulting
1. Self-assesses health-related fitness
dance in optimizing in independent pursuit
(HRF). status, barriers to physical
one’s health; as and in influencing others
activity assessment participation
Third requisite for physical positively
and one’s diet
Quarter activity assessment
performance, and as
a career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-Ii-j-7
principles to achieve and/or
maintain HRF
 36

3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-Ia-t-8

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 physiological indicators Weeks 1 to 10 PEH12FH-Ik-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-Ik-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-Ia-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 / PEH12FH-Ik-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-Io-t-17
health issue or concern
The learner The learner leads Weeks 1 to 10 PEH12FH-IIg-i-6
demonstrates recreational events with
understanding of proficiency and
recreation in confidence resulting in 1. Self-assesses health-related fitness
optimizing one’s independent pursuit and (HRF) status, barriers to physical
health as a habit; as in influencing others activity assessment participation
Fourth
requisite for physical positively. and one’s diet
Quarter
activity assessment
performance, and as
a career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
principles to achieve and/or
maintain HRF
 37

3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-IIa-t-8

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 physiological indicators Weeks 1 to 10 PEH12FH-IIk-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-IIk-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-IIa-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 PEH12FH-IIk-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-IIo-t-17
health issue or concern

Grade Level : Grade 11/12

Subjects : PHYSICAL SCIENCE

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration Code
The learners The learners should be
demonstrate able to...
understanding of...
1st 1. the formation of the make a creative Give evidence for and describe the Week 1
elements during the Big representation of the formation of heavier elements during star
historical development of formation and evolution
 38

Bang and during stellar the atom or the chemical Week 1 S11/12PS-IIIb-11
evolution element in a timeline
2. the distribution of the Explain how the concept of atomic number
chemical elements and led to the synthesis of new elements in the
the isotopes in the laboratory
universe

1. how the uses of Determine if a molecule is polar or non- Week 2 S11/12PS-IIIc-15

different materials are polar given its structure
related to their Relate the polarity of a molecule to its Week 2 S11/12PS-IIIc-16
properties and properties
structures Describe the general types of intermolecular Week 3 S11/12PS-IIIc-d-17
2. the relationship forces
between the function Explain the effect of intermolecular forces Week 3 S11/12PS-IIId-e-19
and structure of on the properties of substances
biological Explain how the structures of biological Week 4 S11/12PS-IIIe-22
macromolecules macromolecules such as carbohydrates,
lipids, nucleic acid, and proteins determine
their properties and functions
1. the following aspects make either a poster, a Use simple collision theory to explain the Week 5 S11/12PS-IIIf-23
of chemical changes: flyer, or a brochure on a effects of concentration, temperature, and
a. how fast a reaction product(such as fuels, particle size on the rate of reaction
takes place household, or personal Define catalyst and describe how it affects Week 5 S11/12PS-IIIf-24
b. how much reactants care products) indicating reaction rate
are needed and how its uses, properties, Determine the limiting reactant in a Week 6 S11/12PS-IIIh-27
much products are mode of action, and reaction and calculate the amount of
formed in a reaction precautions product formed
c. how much energy is Describe how energy is harnessed from Week 7 S11/12PS-IIIi-29
involved in a reaction different sources:
2. how energy is A. Fossil fuels
harnessed B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
 39

G. Biomass
The properties and From product labels, identify the active Week 8 S11/12PS-IIIi-j-31
mode of action of the ingredient(s) of cleaning products used at
following consumer home
products: Week 8 S11/12PS-IIIi-j-32
a. cleaning materials Give the use of the other ingredients in
b. cosmetics cleaning agents

2nd 1. Greek views of Explain how the Greeks knew that the Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
universe Cite examples of astronomical phenomena Week 1 S11/12PS-IVa-4
2. competing known to astronomers before the advent
models of the universe of telescopes
by Eudoxus, Aristotle, Week 1 S11/12PS-IVb-44
Aristarchus, Ptolemy,
Explain how Brahe’s innovations and
3. Copernicus,
extensive collection of data in
Brahe, and Kepler
observational astronomy paved the way
4. evidence that
for Kepler’s discovery of his laws of
the Earth is not the
planetary motion
center of the universe

1. Aristotelian vs. Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
Galilean views of Galilean conceptions of vertical motion,
motion horizontal motion, and projectile motion.
2. how Galileo used his
discoveries in
mechanics (and explain how Galileo inferred that objects Week 2 S11/12PS-IVc-47
astronomy) to in vacuum fall with uniform acceleration,
address scientific and that force is not necessary to sustain
objections to the horizontal motion
Copernican model
 40

3. mass, momentum, Week 2 S11/12PS-IVd-51

Explain the subtle distinction between
and energy Newton’s 1st Law of Motion (or Law of
conservation
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 light, Week 3 S11/12PS-IVf-59
particle useful product for reflection, and refraction are explained by
practical purposes that the wave model and the particle model of
uses mirrors and lenses light
Explain how the photon concept and the Week 3 S11/12PS-IVf-61
fact that the energy of a 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 showing that Week 4 S11/12PS-IVg-64
electrons can behave like waves
Differentiate dispersion, scattering, Week 4 S11/12PS-IVh-65
interference, and diffraction
Explain various light phenomena such as: Week 5 S11/12PS-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
 41

Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68

1. Relativity and the Big Create a video Explain how special relativity resolved the Week 6 S11/12PS-IVi-j-69
Bang 2. Planets in and presentation that details conflict between Newtonian mechanics
beyond the Solar the impact of the Theory and Maxwell’s electromagnetic theory
System of Relativity to human Explain the consequences of the Week 6-7 S11/12PS-IVi-j-70
postulates of Special Relativity (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-IVi-j-71
postulates of General Relativity (e.g.,
correct predictions of shifts in the orbit of
Mercury, gravitational bending of light,
and black holes)
Explain how the speeds and distances of Week 8 S11/12PS-IVj-72
far-off objects are estimated (e.g., doppler
effect and cosmic distance ladder)
Explain how we know that we live in an Week 8 S11/12PS-IVj-73
expanding universe, which used to be hot
and is approximately 14billion years old

GRADE LEVEL: Grade 11/12

SUBJECT: Reading and Writing

Content Performance
Quarter Most Essential Learning Competencies Coding
Standards Standards
S2 Q3 The learner realizes The learner Compare and contrast patterns of written texts across
that information in critiques a chosen disciplines
a written text may sample of each Evaluate a written text based on its properties (organization,
be selected and pattern of coherence and cohesion, language use and mechanics)
organized to development Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6;
achieve a particular focusing on a. Claim of fact EN11/12RWS-IIIij-6.1;
purpose. information b. Claim of policy EN11/12RWS-IIIij-6.2;
selection, c. Claim of value EN11/12RWS-IIIij-6.3
 42

S2 Q4 organization, and Identify the context in which a text was developed EN11/12RWS-IVac-7;
development. a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2
The learner The learner writes a Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the 1000-word critique Formulate evaluative statements about a text read: EN11/12RWS-IVac-9;
relationship of a of a selected text a. assertions about the content and properties of a EN11/12RWS-IVac-9.1;
written text and the on the basis of its text read; and EN11/12RWS-IVac-9.2
context in which it claim/s, context, b. counterclaims in response to claims made in a text
was developed. and properties as a read
written material. Determine textual evidence to validate assertions and EN11/12RWS-IVac-10
counterclaims made about a text read
The learner The learner Identify the unique features of and requirements in EN11/12RWS-IVdg-12;
understands the produces each type composing texts that are useful across disciplines: EN11/12RWS-IVdg-12.1;
requirements of of academic writing a. Book Review or Article Critique EN11/12RWS-IVdg-12.2;
composing and professional b. Literature Review EN11/12RWS-IVdg-12.3;
academic writing correspondence c. Research Report EN11/12RWS-IVdg-12.4
and professional following the d. Project Proposal
correspondence. properties of well- e. Position Paper
written texts and Identify the unique features of and requirements in EN11/12RWS-IVhj-13;
process approach composing professional correspondence: EN11/12RWS-IVhj-13.1;
to writing. a. Resume EN11/12RWS-IVhj-13.2;
b. Application for College Admission EN11/12RWS-IVhj-13.3;
c. Application for Employment EN11/12RWS-IVhj-13.4
d. Various forms of Office Correspondence
 43

Grade Level: Grade 11/12

Subject: Statistics and Probability

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
Q3 The learner The learner is able to illustrates a random variable (discrete and Week 1 M11/12SP-IIIa-1
demonstrates apply an appropriate continuous).
understanding of random variable for a distinguishes between a discrete and a continuous M11/12SP-IIIa-2
key concepts of given real-life problem random variable.
random variables (such as in decision finds the possible values of a random variable. M11/12SP-IIIa-3
and probability making and games of illustrates a probability distribution for a discrete M11/12SP-IIIa-4
distributions. chance). random variable and its properties.
computes probabilities corresponding to a given Week 2 M11/12SP-IIIa-6
random variable.
illustrates the mean and variance of a discrete M11/12SP-IIIb-1
random variable.
calculates the mean and the variance of a discrete M11/12SP-IIIb-2
random variable.
interprets the mean and the variance of a discrete Week 3 M11/12SP-IIIb-3
random variable.
solves problems involving mean and variance of M11/12SP-IIIb-4
probability distributions.
The learner The learner is able to illustrates a normal random variable and its M11/12SP-IIIc-1
demonstrates accurately formulate characteristics.
understanding of and solve real-life identifies regions under the normal curve Week 4 M11/12SP-IIIc-3
key concepts of problems in different corresponding to different standard normal values.
normal probability disciplines converts a normal random variable to a standard M11/12SP-IIIc-4
distribution. involving normal normal variable and vice versa.
distribution. computes probabilities and percentiles using the M11/12SP-IIIc-d-1
standard normal table.
The learner The learner is able to illustrates random sampling. Week 5 M11/12SP-IIId-2
demonstrates apply suitable sampling distinguishes between parameter and statistic. M11/12SP-IIId-3
 44

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
understanding of key and sampling identifies sampling distributions of statistics M11/12SP-IIId-4
concepts of sampling distributions of the (sample mean).
and sampling sample mean to solve finds the mean and variance of the sampling Week 6 M11/12SP-IIId-5
distributions of the real-life problems in distribution of the sample mean.
sample mean. different disciplines. defines the sampling distribution of the sample M11/12SP-IIIe-1
mean for normal population when the variance is:
(a) known; (b) unknown
illustrates the Central Limit Theorem. Week 7 to 8 M11/12SP-IIIe-2
defines the sampling distribution of the sample M11/12SP-III-3
mean using the Central Limit Theorem.
solves problems involving sampling distributions of M11SP-IIIe-f-1
the sample mean.
The learner The learner is able to illustrates the t-distribution. Week 9 M11/12SP-IIIg-2
demonstrates estimate the population identifies percentiles using the t-table. M11/12SP-IIIg-5
understanding of key mean and population identifies the length of a confidence interval. Week 10 M11/12SP-IIIj-1
concepts of proportion to make computes for the length of the confidence interval. M11/12SP-IIIj-2
estimation of sound inferences in real- computes for an appropriate sample size using the M11/12SP-IIIj-3
population mean and life problems in different length of the interval.
population disciplines. solves problems involving sample size M11/12SP-IIIj-4
proportion. determination.
Q4 The learner The learner is able to illustrates: (a) null hypothesis; (b) alternative Week 1 M11/12SP-IVa-1
demonstrates perform appropriate hypothesis; (c) level of significance; (d) rejection
understanding of key tests of hypotheses region; and (e) types of errors in hypothesis testing.
concepts of tests of involving the population identifies the parameter to be tested given a real- M11/12SP-IVa-3
hypotheses on the mean and population life problem.
population mean and proportion to make formulates the appropriate null and alternative Week 2 M11/12SP-IVb-1
population inferences in real-life hypotheses on a population mean.
proportion. problems in different identifies the appropriate form of the test-statistic M11/12SP-IVb-2
disciplines. when: (a) the population variance is assumed to be
known; (b) the population variance is assumed to
 45

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
be unknown; and (c) the Central Limit Theorem is to
be used.
identifies the appropriate rejection region for a Week 3 M11/12SP-IVc-1
given level of significance when: (a) the population
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-IVd-1
mean).
draws conclusion about the population mean based M11/12SP-IVd-2
on the test-statistic value and the rejection region.
solves problems involving test of hypothesis on the Week 5 M11/12SP-IVe-1
population mean.
formulates the appropriate null and alternative M11/12SP-IVe-2
hypotheses on a population proportion.
identifies the appropriate form of the test-statistic M11/12SP-IVe-3
when the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a Week 6 M11/12SP-IVe-4
given level of significance when the Central Limit
Theorem is to be used.
computes for the test-statistic value (population M11/12SP-IVf-1
proportion).
draws conclusion about the population proportion M11/12SP-IVf-2
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on the Week 7 M11/12SP-IVf-g-1
population proportion.
The learner The learner is able to illustrates the nature of bivariate data. M11/12SP-IVg-2
demonstrates perform correlation and constructs a scatter plot. M11/12SP-IVg-3
 46

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
understanding of key regression analyses on describes shape (form), trend (direction), and M11/12SP-IVg-4
concepts of real-life problems in variation (strength) based on a scatter plot.
correlation and different disciplines. calculates the Pearson’s sample correlation Week 8 M11/12SP-IVh-2
regression analyses. coefficient.
solves problems involving correlation analysis. M11/12SP-IVh-3
identifies the independent and dependent Week 9 M11/12SP-IVi-1
variables.
calculates the slope and y-intercept of the M11/12SP-IVi-3
regression line.
interprets the calculated slope and y-intercept of M11/12SP-IVi-4
the regression line.
predicts the value of the dependent variable given Week 10 M11/12SP-IVj-1
the value of the independent variable.
solves problems involving regression analysis. M11/12SP-IVj-2

Grade Level: Grade 11/12

Subject: Understanding Culture, Society and Politics

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

First The learners The learners

Quarter demonstrate an
understanding of:
1. acknowledge human
1. human cultural cultural variation, social *Discuss the nature, goals and perspectives
variation, social differences, social change, and in/of anthropology, sociology and political Week 1
differences, social political identities science
change, and political
identities
 47

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

2. the significance of 2. adopt an open and critical

studying culture, attitude toward different
society, and politics social, political, and cultural
phenomena through
observation and reflection
3. the rationale for 3. appreciates the value of
studying disciplines of Anthropology,
anthropology, political Sociology, and Political
science, and sociology Science as social sciences

1. culture and society 1. appreciate the nature of

as anthropological culture and society from the
and sociological perspectives of anthropology
concepts and sociology *Analyze the concept, aspects and changes Week 2
in/of culture and society
2. perspectives 2. demonstrate a holistic
in/approaches to the understanding of culture and
study of culture and society
society (i.e., *Explain the importance of cultural Week 3
comparative, 3. values cultural heritage and relativism in attaining cultural
historical, express pride of place without understanding
structuralfunctional, being ethnocentric
interpretive, critical)

1. the human origins Analyze key features of *Analyze the significance of cultural, social, Week 4
and the capacity for interrelationships of biological, political and economic symbols and practices
culture cultural and sociopolitical
2. the role of culture processes in human evolution
in human adaptation
3. processes of
cultural and
 48

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

sociopolitical that can still be used and

evolution developed

1. how individuals
learn culture and
become competent 1. identify norms and values to
members of society be observed in interacting with * Explain the context, content, processes, and Week 5
how individuals learn others in society, and the consequences of socialization
culture and become consequences of ignoring
competent members these rules
of society

2. how individuals
should behave as part
of a political 2. assess the rules of social *Analyze the forms and functions of social Week 6
community interaction to maintain organizations
stability of everyday life and
the role of innovation in
response to problems and
challenges

Second *Explain the forms and functions of state and Week 7

Quarter 1. cultural, social, and 1. analyze aspects of social non-state institutions
political institutions as organization
sets of norms and
patterns of behavior 2. identify one’s role in social
that relate to major groups and institutions
social interests *Examine the functions and importance of Week 8
3. recognize other forms of education in the society
2. social stratification economic transaction such as
as the ranking of sharing, gift exchange, and
individuals according
 49

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

to wealth, power, and redistribution in his/her own *Examine the concept, characteristics and Week 9
prestige society forms of stratification systems using sociological
perspectives
3. social and political
inequalities as *Explain government programs and initiatives Week 10
features of societies in addressing social inequalities e.g. local,
and the global national, global
community
*Suggest ways to address social inequalities Week 11
(local, national and global)

the agents/
institutions, 1. evaluates factors causing
processes, and social, political, and cultural
outcomes of cultural, change
political, and social * Examine human responses to emerging Week 12
change 2. advocate how human challenges in contemporary societies
societies should adapt to such
changes