2021 Edition

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PREFACE
The CLMD4A Budget of Work (BOW) is one of the prime
projects anchored to DepEd’s Sulong Edukalidad, a national
program that shifts to and focuses on quality basic education.
This program is a manifestation of significant shift of focus to
improving quality of basic education in the region with
enhanced teacher performance and improved mastery of
learning competencies on the part of the learners.

In response to the first key reform area (KRA) of Sulong

Edukalidad known as K to 12 curriculum review and update,
DepEd CALABARZON develops the CLMD4A BOW which aims
to redirect the teaching of the target learning competencies
(LCs) into more precise and quality-driven direction by
placing emphasis on the most essential learning
competencies (MELCs) involving more relevant knowledge,
skills, and attitudes/values (KSAVs) significant to the
ever-changing 21st century society. Also, this project directs
the adaptation and reformation of the curriculum to the
current demands of the society while the country is adjusting
to the emerging needs of the new normal.

Guided by the provisions of Republic Act 10533, Section

5, Paragraphs B and H and Rule II Section 10.2 Paragraphs B
and H of DepEd Order No. 43 s. 2013, DepEd CALABARZON,
through the CLMD, takes an initiative in developing the PIVOT
4A BOW in making the curriculum relevant, responsive and
flexible by localizing, indigenizing, contextualizing and
enhancing it to ensure mastery of the target LCs and MELCs
and promoting holistic development of learners’ knowledge,
skills and attitude/values (KSAVs) from Kindergarten to Grade
12.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of the
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in
re-structuring their lessons, delivery and assessment.

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CLMD4A BUDGET OF WORK
CLMD4A Budget of Work (BOW), as a regional
curriculum blueprint, highlights the Most Essential Learning
Competencies being the heart of the LCP. This categorizes
the K to 12 competencies into two: the most essential
learning competencies (MELCs) and the enabling
competencies.

CLMD4A BUDGET OF WORK (BOW)

CLMD4A Budget of Work (BOW) is one of the prime

projects of the Region as a response to the first key reform
area (KRA) of Sulong Edukalidad known as K to 12
curriculum review and update.

CLMD4A Curriculum Design

Curriculum Design for CLMD4A BOW (Pawilen, 2019)

Figure 1. CLMD4A BOW Curriculum Design

DepEd CALABARZON develops the CLMD4A BOW to

redirect the delivery of the target learning competencies (LCs)
into more precise and quality-driven direction by placing
emphasis on the most essential learning competencies (MELCs)
founded on more relevant knowledge, skills, and
attitudes/values (KSAVs) significant to the ever-changing 21st
century society. Also, this project directs the adaptation and

4
reformation of the curriculum to the current demands of the
society while the region is adjusting to the emerging needs of the
new normal.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in re-
structuring their lessons, delivery and assessment.

Basically, CLMD4A BOW is a teaching resource material

and reference that contains LCs, MELCs and time allotment
arranged into columns for easy reference and notation. This
would guide teachers in designing and planning their lessons. Its
design is influenced by various teaching-learning principles
focusing on the following:
a. the nature of learners,
b. KSAVs learners should learn, and
c. brevity of KSAVs.

CLMD4A BOW focuses on recalling, remediating, reflecting

and relearning principles attuned to diverse learners (Zape,
2020). The context of this CLMD4A BOW is not only to decongest
the curriculum but to refocus curricular direction in the region
towards quality teaching-learning processes and desired
learning outcomes. This also embodies the complete cycle of
learning from acquisition to reflection which is important in
developing holistic learners in the 21st century learning
environment.

In understanding the contexts of CLMD4A BOW, identifying

enabling competencies is necessary (Pawilen, 2020). Enabling
competencies are important to bridge and guide teachers and
learners in the process of understanding complex learning
competencies.

Each CLMD4A BOW has different parts and/or features

considering the nature and uniqueness of each learning area.
Basically, designs of PIVOT 4A BOW are grouped into four (4)---
(a) Kindergarten, (b) languages (English, Filipino and MTB-MLE),
(c) other non-language learning areas, and (d) Senior High
School.

- CLMD4A BOW for Kindergarten consists of quarter, MELCs,

domains of child development, learning competencies
and assignment which may either be first to appear or a
follow-up competency. The domains of child
development are considered as the basic features and
framework of early childhood education.

- CLMD4A BOWs in Mother Tongue-Based Multilingual

Education (MTB-MLE), English and Filipino contain the
following parts: quarter, MELCs, domains, learning

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 competencies and number of days taught. The unique
features of these BOWs as compared to other learning
areas are the language domains reflecting different
learning targets and/or macro skills. Domains vary from
one grade level to another.

- CLMD4A BOWs in non-Kindergarten and non-language

learning areas contain the following parts: quarter, MELCs,
learning competencies and number of days taught.
Meanwhile, CLMD4A BOW in MAPEH is also divided into its
four components: Music, Arts, Physical Education and
Health. Also, CLMD4A BOW in EPP/TLE is also presented and
categorized as to components and/or specializations.

- CLMD4A BOWs for Senior High School contain the following

parts: quarter, MELCs and number of days taught.

The development of CLMD4A BOW in each learning area

for Key Stages 1-4 ensures the achievement of the grade level
and key stage standards in response to the Department’s call to
produce proficient and lifelong learners who can apply their
KSAVs in solving real-world problems.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

The Central Office, through the Bureau of Curriculum

Development (BCD), due to prevailing situation in the country on
the Corona Virus Disease 2019 or COVID-19, has identified the
most essential learning competencies (MELCs) in each learning
area for Key Stages 1-4. MELCs are knowledge, skills and
attitudes/values (KSAVs) that shall be mastered by each learner
to achieve the set content and performance standards in each
quarter, grade level or key stage.

MELCs are the most important LCs in each learning area

and grade level needed by each learner to learn, understand,
use and apply in an environment/situation of varying contexts.
These are also the standard LCs that teachers must focus on in
terms of delivery and assessment.

In response to this call, DepEd CALABARZON initializes and

introduces the CLMD4A Budget of Work (BOW) highlighting the
identified MELCs. CLMD4A BOWs used MELCs as the key focus in
each quarter in each learning area and grade level. The number
of MELCs varies from one quarter to another and one grade level
to another.

In planning lessons for each quarter, teachers shall look into

the CLMD4A BOW and locate the indicated. All LCs in CLMD4A
BOW shall still be taught with great emphasis on the MELCs. As
such, more activities and assessment procedures shall be given
in dealing with these MELCs.

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ENABLING COMPETENCIES

While MELCs are readily available, the region mapped

MELCs which are terminal in nature. As such, it is essential that
these MELCs be introduced and/or bridged with enabling
competencies in the proficient demonstration of target
knowledge, skills and attitude/values. Basically, enabling
competencies are pre-requisite skills, knowledge and
attitude/values needed by learners in learning/understanding
the target learning competencies.

In this regard, CLMD4A BOW employs review and mapping

principles to arrive at the specific learning competencies for
delivery with respect to the time allotment per learning area and
modality appropriate at this time. These MELCs and LCs were
identified using the SMART test. Enabling competencies are
written in objective form under knowledge, skills and/or
attitude/value targets. In CLMD4A BOW, some MELCs already
function as enabling competencies in achieving other MELCs.

Further, enabling competencies shall be used by teachers

as their guide in writing their LeaPs using the IDEA instructional
process. The identified enabling competencies shall be used as
springboard to meet the expectation of the MELC.

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 CLMD4A BUDGET OF WORK (BOW)
FOR HUMANITIES AND SOCIAL SCIENCES (HUMSS) STRAND

The CLMD4A Budget of Work (BOW) for Humanities and Social Sciences
(HUMSS) Strand is a resource material in teaching SHS that contains and highlights the
most essential learning competencies (MELCs) as mapped from the K to 12 Basic
Education Curriculum for Senior High School.

How to Use this BOW?

The CLMD4A BOW for HUMSS Strand is composed of six (6) columns. The first
column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.

Quarter Most Essential Learning No. of Days Learning Delivery

Competencies (MELC) Taught Platform
(A) (B) (C) (E)

TV Radio Both
(F) (G) (H)

(D) 1

In using the CLMD4A BOW for HUMSS Strand, it is important to understand the
figure above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.

Further, teachers should:

• look for the grade level they are handling;

• check the MELC/s to be taught in a particular quarter and/or semester;
• take note that teachers, based from school planning and subject distribution,
may teach a particular subject either on first semester or second semester and
either on Grade 11 or Grade 12 while considering the subject pre-requisites and
co-requisites;
• take note that the CLMD4A BOW presents the partition of MELCs in each
quarter but it does not mean that if this guide notes that Subject A be taught

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 in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies Subject A as a subject for the first semester; thus the MELCs are
divided into Quarters 1 and 2; however, if the school plans to offer Subject A in
the second semester; then, the MELCs will be consequently adjusted to
Quarters 3 and 4 accounting the same distribution of MELCs per quarter;
• be guided that all SHS HUMSS Strand subjects shall be taught for 32 days (4-
hour sessions/week times 8 weeks/quarter) in a quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.

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Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP (CSC)

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
explain the importance of studying community dynamics
and community action in relation to applied social 4 /
sciences and the learners’ future career options
define using various perspectives, e.g., social sciences,
4 /
institutions, civil society, and local/grassroots level
analyze functions of communities in terms of structures,
4 /
dynamics, and processes
differentiate typologies of communities 4 /
recognize the value of undertaking community action
4 /
modalities
acknowledge interrelationship of self and community in
4 /
undertaking community action
explain forms of community engagement that contribute
4 /
to community development through solidarity
recognize the importance of solidarity in promoting
national and global community development (e.g. 4 /
poverty alleviation)
Quarter 2
explain the core values of community action initiatives
a. human rights
b. social equity 4 /
c. gender equality
d. participatory development
analyze strategies of empowerment and advocacy of a
/
community action initiative
4
explain the importance of commitment and action in
/
participatory development for community well-being
assess selected community-action initiatives based on its
4 /
core values and principles
explain the methodologies and approaches in
/
community action
4
apply systematic methods of community action in
/
understanding community
formulate a community action 4 /
plan using participatory approaches 4 /
implement community action plan 4 /
synthesize the insights gained in conducting the
community action plan that applied the methods of 4 /
social sciences

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Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : CREATIVE NONFICTION

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarters 1/3
analyze the theme and techniques used in a particular text 4 /
create samples of the different literary elements based on
4 /
one’s experience (e.g. metaphor to describe an emotion)
analyze factual/nonfictional elements (Plot, Characters,
Characterization, Point of View, Angle, Setting and
Atmosphere, Symbols and Symbolisms, Irony, Figures of 4 /
speech, Dialogue, Scene, Other elements and Devices) in
the texts
write a draft of a short piece (Fiction, Poetry, Drama, etc.)
using any of the literary conventions of genre following
these pointers:
a. Choosing a topic
b. Formulating a thesis statement 8 /
c. Organizing and developing ideas
d. Using any literary conventions of a genre
e. Ensuring that theme and technique are effectively
developed
evaluate other’s draft based on:
a. clarity of idea
b. appropriate choice of literary element
4 /
c. appropriate use of the element
d. effective combination of the idea and the chosen
literary element
revise the draft of a short piece using any of the literary
8 /
conventions of a genre (e.g. plot for narrative piece)
Quarters 2/4
present a commentary/critique on a chosen creative
nonfictional text representing a particular type or form
(Biography/Autobiography, Literary
8 /
Journalism/Reportage, Personal Narratives, Travelogue,
Reflection Essay, True
Narratives, Blogs, Testimonies, Other Forms)
write a mini critique of a peer’s work based on coherence
and organization of paragraphs, development of literary
8 /
elements use of factual information, and other qualities
concerning form and content
write a draft of creative nonfiction piece based on
8 /
memorable real-life experience
revise the draft based on desirable qualities of well-written
8 /
creative nonfiction

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Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : CREATIVE WRITING

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarters 1/3
use imagery, diction, figures of speech, and specific
4 /
experiences to evoke meaningful responses from readers
identify the various elements, techniques, and literary
4 /
devices in specific forms of poetry
write a short poem applying the various elements and
8 /
literary devices exploring innovative techniques
identify the various elements, techniques, and literary
8 /
devices in various modes of fiction
write journal entries and other short compositions
8 /
exploring key elements of fiction
Quarters 2/4
identify the various elements, techniques, and literary
/
devices in drama 4
understand intertextuality as a technique of drama /
conceptualize a character/setting/plot for a one-act
/
play
4
explore different staging modalities vis-à-vis envisioning
/
the script
write at least one scene for one-act play applying the
8 /
various elements, techniques, and literary devices
write a craft essay demonstrating awareness of and
sensitivity to the different literary and/or socio-political 8 /
contexts of creative writing
create an online portfolio the outputs produced: poetry,
fiction, script, etc. applying ICT skills/any appropriate 8 /
multimedia forms

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Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : CULMINATING ACTIVITY

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
formulate a plan that will demonstrate the key concepts,
principles, and processes of humanities and social 8 /
sciences
write a concept anchored on the prepared plan 8 /
generate comments, feedbacks and observations on the
8 /
feasibility, appropriateness and relevance of concept
synthesize insights from the observations, comments, and
8 /
recommendations of peers and/or teachers
Quarter 2
examine the preparedness and completeness of the
output based on the key concepts, principles and 16 /
processes of humanities and social sciences
showcase their understanding of the key concepts,
principles, and processes of humanities and social 16 /
sciences through an exhibition

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 Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
clarify the relationships and differences between social sciences
/
and applied social sciences
4
identify the goals and scope of counseling /
explain the principles of counseling /
discuss roles and functions of counselors /
identify specific work areas in which counselors work /
value rights, responsibilities, and accountabilities of counselors 4 /
distinguish between ethical and unethical behaviors among
/
counselors
describe the clientele of counseling /
illustrate the different processes and methods involved in
/
counseling 4
distinguish the needs of individuals, groups, organizations, and
/
communities
identify the goals and scope of social work /
explain the principles and core values of social work /
explain the roles and functions of social workers /
identify specific work areas in which social workers work 4 /
value rights, responsibilities, and accountabilities /
distinguish between ethical and unethical behaviors among
/
practitioners
describe the clientele of social work /
distinguish the needs of individuals, groups, organizations and
/
communities 4
illustrate the different processes and methods involved in
/
undertaking social work
identify the goals and scope of communication /
explain the principles of communication /
4
describe the elements and levels of the communication
/
processes
explain the roles and functions of communicators and journalists /
identify specific work areas in which communicators and
/
journalists work
4
explain the rights, responsibilities, and accountabilities /
distinguish between ethical and unethical behaviors among
/
practitioners
describe the clientele and audience of communication /
distinguish the needs of individuals, groups, organizations, and 4
/
communities
Quarter 2
illustrate the different processes and methods involved in
4 /
undertaking communication
distinguish the appropriate communication media channel(s) to
4 /
use in different settings and situations
explain each of the functions of applied social sciences 4 /
identify situations that would require or necessitate the
4 /
performance of the various functions in local /Philippine settings
analyze the effects of applied social sciences processes on
4 /
individuals, groups, and society

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 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
evaluate the effects of certain program or projects on
knowledge, attitude, and behavior of individuals, groups, and 4 /
society
synthesize the learning from the course and its applications to
8 /
the learner

16
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES (DISS)

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
differentiate the nature and functions of social science
4 /
disciplines with the natural sciences and humanities
explain the major events and its contribution that led to
4 /
the emergence of the social science disciplines
analyze the basic concepts and principles of the major
social science theories:
a. Structural-functionalism 8 /
b. Marxism
c. Symbolic Interactionism
apply the major social science theories and its
importance in examining socio-cultural, economic, and
political conditions.
8 /
a. Structural-functionalism
b. Marxism
c. Symbolic Interactionism
analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis
b. Rational Choice
8 /
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
Quarter 2
examine the key concepts and ideas of Filipino thinkers
in the social sciences rooted in Filipino language/s and
experiences:
a. 19th Century (Isabelo delos Reyes, Jose Rizal, 8 /
others )
b. 20th- 21st Century (Sikolohiyang Pilipino,
Pantayong Pananaw, others)
evaluate the roles and significance of Filipinos’
8 /
indigenous social ideas to national development
analyze the practical use of social sciences in
16 /
addressing social concerns and phenomenon

17
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : INTRODUCTION OF WORLD RELIGIONS AND BELIEF SYSTEM

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
differentiate the concept, elements and characteristics
4 /
of belief system, world view, religion, and spirituality
analyze the interconnectedness of geography, culture
4 /
and religions
analyze the influences of religion to culture and society 4 /
examine the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Judaism.
examine the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Christianity.
Examine the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Islam
compare and contrast the uniqueness and similarities of
4 /
Judaism, Christianity and Islam
analyze the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Hinduism.
Quarter 2
analyze the brief history, core teachings, fundamental
beliefs, practices, and related issues of Theravada 4 /
Buddhism
analyze the brief history, core teachings, fundamental
beliefs, practices, and related issues of Mahayana 4 /
Buddhism
explain the uniqueness and similarities of Mahayana and
4 /
Theravada Buddhism
analyze the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Confucianism
analyze the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Taoism
examine the brief history, core teachings, fundamental
4 /
beliefs, practices, and related issues of Shintoism
explain the uniqueness and similarities of Confucianism,
8 /
Taoism and Shintoism

18
 Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : MALIKHAING PAGSULAT

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
natutukoy ang pagkakaiba ng makathaing pagsulat sa iba
/
pang anyo ng pagsulat
naiuugnay ang mga ideya mula sa mga karanasan*
nagagamit ang wika upang mag-udyok ng mga emosyunal 8
at intelektwal na tugon mula sa mambabasa
nagagamit ang pagbuo ng imahe, diksyon, mga tayutay,
at mga tiyak na karanasan
natutukoy ang iba’t ibang elemento, mga teknik, at
/
kagamitang pampanitikan sa panulaan*
natutukoy ang mga tiyak na anyo at kumbensyon sa
/
panulaan*
nakagagamit ng piling mga elemento sa panulaan sa
12
maikling pagsasanay sa pagsulat
nakatutuklas ng mga makabagong teknik sapagsulat ng
/
tula
nakasusulat ng tula gamit ng iba’t ibang elemento, teknik,
at literary devices
natutukoy ang iba’t ibang elemento, teknik, at literary
devices maikling kuwento (piksyon)
natutukoy ang iba’t ibang istilo ng pagkakabuo ng maikling
kuwento (piksyon)
nakasusulat ng dyornal at ilang maikling pagsasanay na 12
gumagamit ng mga pangunahing elemento ng maikling
kuwento (piksyon)*
nakasusulat ng isang maikling tagpo gamit ang iba’t ibang
elemento, teknik at literary devices*
Quarter 2
natutukoy ang iba’t ibang elemento, teknik, at literary
devices ng isang dula
nauunawaan ang intertekstwalidad bilang isang teknik ng
/
dula
nakabubuo ng tauhan, tagpuan, banghay ng iisahing-
yugtong dula
12
nagagamit ang iba’t ibang paraan ng pagtatanghal
batay sa inaasahang kalalabasan ng binuong iskrip
nakasusulat ng maikling pagsasanay gamit ang tauhan,
diyalogo, banghay, at iba pang elemento ng dula
nakasusulat ng isang tagpo para sa iisahingyugtong dula
gamit ang iba’t ibang elemento, teknik, at literary devices
nasusuri ang malikhaing akda sa kontekstong
pampanitikan at sosyopolitikal*
naipapamalas ang kamalayan at sensitibidad sa iba’t 8
ibang oryentasyon ng malikhaing pagsulat
nakasusulat ng isang sanaysay
nakabubuo ng blog na pangkatan para sa tula at/o
maikling kuwento (piksyon) gamit ang kasanayang pang- /
ICT at iba pang angkop na anyong multimedia. 12
natutukoy ang iba’t ibang paraan ng publishing media
/
para sa paglalathala ng manuskripto

19
 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
natutukoy ang mga posibilidad ng mga intertekstwal na
anyo
nakasusulat ng antololohiya/koleksyon ng mga tula, isang
maikling kuwento, o iskrip para sa iisahing- yugtong dula

20
 Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : PHILIPPINE POLITICS AND GOVERNANCE

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
explain the concept, relationship and importance of
4 /
politics, governance and government
differentiate the political ideologies 4 /
analyze the nature, dimensions/types, and consequences
4 /
of power
analyze the relationship among nations and states in the
4 /
context of globalization
analyze the evolution of Philippine politics and
4 /
governance
analyze the roles and powers of the executive branch of
4 /
the government
differentiate the roles and responsibilities of the Philippine
8 /
Senate and the House of Representatives
Quarter 2
analyze the roles and responsibilities of the Philippine
4 /
Judiciary
explain the roles and functions of Local Government Unit
4 /
(LGU)
analyze the nature of elections and political parties in the
4 /
Philippines
explain the concept, role, and contributions of civil society
8 /
societies and social movements to Philippine democracy
explain the importance of active citizenship 4 /
explain issues and programs related to political
8 /
engagement and youth empowerment

21
Level : SENIOR HIGH SCHOOL
Track : ACADEMIC TRACK
Strand : HUMANITIES AND SOCIAL SCIENCES (HUMSS)
Subject : TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21 st CENTURY

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
differentiate a trend from a fad /
explain the process on how to spot a trend /
point out the elements that make up a trend /
describe the different characteristics of a trend 8 /
identify parts of a whole /
identify and explain an emerging pattern /
identify causes and consequences /
explain strategic analysis and intuitive thinking
• define strategic analysis and intuitive thinking
/
• differentiate key components in strategic
analysis and intuitive thinking 4
apply strategic analysis /
apply intuitive thinking in solving a problem in the
/
community using a map of social networks
explain the concrete effects of globalization and to
/
one’s daily life
4
explain the need for collaboration and cooperation to
/
achieve interconnectedness of people and nations
discuss the different contributions of the parts to a
whole and the important role of creative imagination /
in putting together the various parts of a whole
illustrate the origin of the different components of a 4
gadget, business enterprise,
/
industrial/technological/agricultural product, etc.
through a mind map and reflection essay
explain the effects of consumption and production
/
patterns on climate change
discuss personal contributions that can actually solve
8 /
the problem of climate change
make a stand on how the consequences of one’s
/
action affect the lives of others and the environment
Culminating Activity***
Discuss demonstrate and examine the relationship 4
between network and trends and how it affects you
Quarter 2
identify democratic practices /
explain the importance of participation in democracy /
4
differentiate participatory from representative
/
democracy
assess democratic interventions prevailing in political
/
and social institutions
4
formulate a viable alternative to undemocratic
/
practices
identify the dimensions of technology that are enabling
/
and inhibiting
discuss the benefits of technology 4 /
explain the weakest link in a system using strategic and
/
intuitive thinking
explain how information communication technology 4 /

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 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
can facilitate social relationships and political
movements (occupy movement
propose a creative intervention to improve human life
/
using ICT
differentiate connections from relationship, and
/
networks 4
illustrate how the brain or neural network work /
compare the neural networks with social networks /
establish linkage between self and the social network 4
/
one belongs to
demonstrate how thinking processes are shaped by
/
social relationships
identify the significant social roles students play within 4
the community by creating a social map of their /
relationships
Culminating Activity***
On the basis of the different outputs per quarter,
4
propose the kind of future you want, explain why you
want that future, and illustrate how will you get there
***Not a MELC but merely an activity

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REFERENCES
Department of Education, “Special Curricular Programs -
Most Essential Learning Competencies with
Corresponding CG Codes”, 2020

Department of Education, “Most Essential Learning

Competencies”, 2020

Department of Education, DepEd Order No. 42, s. 2016,

“Policy Guidelines on Daily Lesson Preparation for the
K to 12 Curriculum”, 2016

DepEd CALALABARZON, Regional Order No. 10, s. 2020,

“Guidelines on the Implementation of MELC PIVOT
4A Budget of Work in All Learning Areas in Key Stages
1-4”, 2020

Pawilen, G. T. (2020, March 4). Identifying prerequisite skills,

knowledge & values to enhance curriculum
competencies [Workshop presentation] Workshop
on the Development of R4AQUBE Budget of Work
(BOW) in All Learning Areas in Key Stages 1-3,
Bagumbayan, Quezon City, Philippines.

Zape Jr., J. S. (2020, February 6). PIVOT 4A BOW: Prerequisite

skills [Meeting presentation] First Regional
Management Committee Meeting, Imus City,
Philippines.https://www.depedimuscity.com/RD%20
Cabral%20bats%20for%20'more%20responsive'%20P
PAs.php

24
Publisher : DepEd REGION IV-A CALABARZON
Curriculum and Learning Management Division
Gate 2 Karangalan Village, Cainta, Rizal
clmd.calabarzon@deped.gov.ph
2021

Project Director : FRANCIS CESAR B. BRINGAS

Assistant Project Director : CHERRYLOU D. REPIA
Project Lead : JOB S. ZAPE JR.
Project Manager : JHONATHAN S. CADAVIDO

Contributors

Kindergarten • Maria Fe C. Bautista • Enelyn T. Badillo • Merlita A. Sayago • Eliza P. Zaragoza • Michael A. Acuña • Elleden Grace L.
Denosta • Algie Bonite

Mother Tongue-Based Multilingual Education (MTB-MLE) • Maria Dylin Garcia • Jonathan Bernabe • Zarina Llarena • Dalisay Torres •
Robina delos Reyes • Malou de Ramos • Maricel Cubio

Filipino • Arnaldo O. Estareja • Marlyn A. Cabrera • Joseph E. Jarasa • Leonora Medina • Pilita A. Villanueva • Jedie A. Mendoza •
Purificacion L. Aqquiz • Fernando Enriquez • Raquel L. Azur • Mercedita Villanueva

English • Erma Valenzuela • Cristina C. Salazar • Leila M. Seco • Ma. Glecita C. Columna • Luningning C. Tapales • Abner L. Pureza •
Nedia E. Lagustan • Liza Martell Almonte • Marlen B. Sancha • Marvin Umali • Rodel Briones • Bernadette A. Alonzo-Condes • Reicon
C. Condes

Mathematics • Eduarda M. Zapanta • Ryan V. Castillo • Elizabeth R. Tolentino • Adelia H. Pacia • Mirza J. Linga • Florina C. Federico
• Marlon S. Marquez • Mila N. Ramirez • Odessa B. Manguiat • Yolanda M. Villadiego

Science • Ma. Leonora M. Natividad • Riza Soberano • Rodella Vista • Jocelyn Manzet • Aileen Vocal • Rowena Cabanding • Antonio
Faustino • Ma. Carmela Ezcel A. Orogo • Helen Gutierrez • Rosziel S. Rosales

Araling Panlipunan • Ricardo Makabenta • Lucia F. Pagalanan • Yolanda DC Lumanog • Editha Malihan • Danilo M. Mutia •
Concepcion G. Veluz • Julie Acosta • Rodel Q. Amita • Alfred James A. Ellar • Jean D. San Juan • Rizaldy R. Cristo

Music, Arts, Physical Education and Health (MAPEH) • Chereyna Guantia • Angela Morando • Judith Clemente • Marciano Valles •
Marianne Velasco • Melinda Calumaya • Arjay Buhain • Celeste Peria • Christopher Palacio • Carlito Ojacastro

Edukasyon sa Pagpapakatao (EsP) • Ana Reblora • Nida C. Tagalag • Edith Olan • Philip Cruz • Darwin Bargo • Josephine M. Monzaga
• Rod Rodriguez Jr. • Cesar Chester Relieve • Georgenia Jepa • Rizal Vidallo

Technology and Livelihood Education • Virgilio O. Guevarra Jr. • Edwina C. Nabo • Grace C. Endaya • Lani A. Alonte • Erlito B. Orlinga
• Ramy R. Dalida • Herman Catapang • Alberto M. Laroza • Louie L. Fulledo • Janelet E. Fuentes • Yolanda S. Oliver • Carmen H.
Macatugob

Senior High School • Sharon A. Villaverde • Sherwin I. Diala • Guadalupe A. De Jesus • Kristine Joan M. Hinanay • Krissa P. Umali

Homeroom Guidance Program • SPJ • SPFL • SPA • SPS • SPTVE • Jhonathan S. Cadavido

Cover Design • Melanie Mae N. Moreno • Layout • Jhonathan S. Cadavido

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