Seah DepEd ALE ONPage 303 of 349 PIVOT 4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL - CORE SUBJECTS The PIVOT 4A Budget of Work (BOW) for Senior High School - Core Subjects is a resource material in teaching SHS core subjects that contain and highlight the most essential leaming competencies (MELCs) as mapped from the K to 12 Basic Education Curriculum for Senior High School. How to Use this BOW? The PIVOT 4A BOW for SHS - Core Subjects is composed of three (3) columns. The first column is intended for the Quarter; the second one for the Most Essential Learning Competencies (MELC); and the last one for the No. of Days Taught. ‘Quarter ‘Most Essential Learning Competencies (MELC) No. of Days (A) @. sil Oo ae Cy pt 7 ad oa. .-— In using the PIVOT 4A BOW for SHS - Core Subjects, it is important to understand the figure above marked by the following specifications: A. Quarter 8. 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. But in some cases, MELCs were produced by rephrasing or merging/fusing some LCs from the K fo 12 Curriculum Guide for SHS 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 * fake note that the PIVOT 4A BOW presents the partition of MELCs in each quarter but it does not mean that if this guide notes that Subject A be taught in the first semester, the school cannot offer it on the second semester this guide identifies 21s" Century Literature from the Philippines and the World as a subject for the first semester; thus the MELCs are divided into Quarters 1 and 2; however, if the school plans to offer this subject 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 Core Subjects, except for Physical Education and Health, shall be taught for 32 days (4-hour sessions/week times 8 weeks/quarter) in a quarter:Page 304 of 349 * observe that Physical Education and Health shall be taught for eight (8) meetings (1-hour session/week times 8 weeks) per quarter; and * design their lessons on the MELC and/or clustered MELCs using the IDEA instructional delivery process. cicLevel Page 305 of 349 SENIOR HIGH SCHOOL Subject Group ‘ ‘CORE SUBJECT Subject 215° CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD Quarter ‘Most Essential Learning Competencies (MELC) No, of Days Tought ‘Quarter 1 Writing a close analysis and critical interpretation of literary texis and doing an adapiation of these require from the leamer the ability to identify: ‘2. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b. representative tex's and authors from each region (2.9. engage in ‘o1al history research with focus on key personalities from the students’ region/province/town) ‘Compare and contrast the various 21st century lilerary genres and the ones from the earlier genres/periods citing their elements, structures and traditions Discuss how different contexts enhance the tex!'s meaning and ervich the reader's understanding Produce a crealive representation of a ierary text by applying mullrmedio, and ICT skils Do self- and/or peer-assexsment of the creative adaptation of a iterary text, based on rationalized criteria, prior to presentation Wiiling a close Gnalysis and critical interpretation of literary texts, applying & reading approach, and doing an adaptation of these, require from the leamer the ability to identify: representative texts and authors from Asia, North America, Europe. Latin America, and Aftica ‘Compare and contrast the various 2Ist century literary genres and ther elements, structures, and trasitions from across the globe. Produce a creative representation of a literary text by applying multimedia ‘and ICT skls ‘Do self- and/or peer-assessment of the creative adaptation of a iterary text, ‘based on rationalized criteria, prior to presentation.Level SENIOR HIGH SCHOOL Subject Group ‘ ‘CORE SUBJECT Subject ORAL COMMUNICATION IN CONTEXT Page 306 of 349 Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quartier Explains the functions, nature and process of communication Differenfiates the various models of communication Uses various strategies in order to avoid communication breakdown, Examines sample oral communication activities Identifies the various types of speech context Distinguishes types of speeches and speech style. Responds appropriately and effectively 10 a speech act Employs various communicative strategies in cifferent situations Explains that a shiff in speech context, sneech slyle, speech act and communicative strategy offects the following: Language form Duration of interaction Relationship of speaker Role and responsibilities of the speaker Message Deliv 16 Uses principles of effective speech writing focusing on: ‘Audience profile Logical organization Duration Word choice Grammatical coreciness cand’ Articulation Modulation Stage Presence Facial Expressions, Gestures and Movements Rapport with the audienceLevel Page 307 of 349 SENIOR HIGH SCHOOL Subject Group ‘ ‘CORE SUBJECT Subject READING AND WRITING SKILLS Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quarters ‘Compare and contrast pattems of written texts across discipiines Evaluate a wiiften text based on ils properlies (organization, coherence and cohesion, language use and mechanics) Identify claims explicitly or implicily made in G wien Text a. Claim of fact b. Claim of policy c._Ciaim of value 16 Idenlily the context in which a text was developed a. Hypertext b._Intertext Explain crifical reading as reasoning Formuate evaluative statements about a text read: . assertions about the content and properties of a text read: and 'b. counterclaims in response to claims made in a text read, Determine fextual evidence fo validate assertions and counterclaims made about a text read. Identify the unique features of and requirements In composing texis hat are Useful across disciplines: . Book Review or Article Criique b, Literature Review c. Research Report d. Project Proposal e._Position Paper 10 Tdeniy the unique features of and requirements In compasing professional correspondence: Resume ‘Application for College Admission ‘Application for Employment Various forms of Office Correspondence. logoLevel Page 308 of 349 SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT Subject DISASTER READINESS AND RISK REDUCTION Quarter ‘Most Essential Learning Competencies (MELC) No, of Days Taught Quarier Explain the meaning of disaster Differentiate the rc fociors underlying disasters Descibe the effects of disasters on one's lite Ideniify areos/locations exposed to hazarcss thal may lead fo disasters ‘Analyze disaster from the different perspectives (physical, psychological socio-cultural, economic. political, cnd biological). Explain the meaning of vulnerability Determine the elements that are exposed fo a paricular hazard Recognze vulnerabilities of different elements exoosed to specific hazards Differentiate among hazards, exposure, ond vulnerabiliies and give examples from actual situations. Define and cite examples of the fypes of hazard Explain the impact of various hazards on cifferent exposed slemenis Identify various potential earthquake hazards Recognize the natural signs of an impending tsunami ‘Analyze the effecis of the different earthquake hazords Interpret different earthquake hazard maps: Explain various volcano-related hazards Recognize signs of an impending volcanic eruption Interpret cifferent volcano hazard maps; Discuss the different geological hazards ‘Analyze the causes of geolagical hazards Recognize signs of impending geclogical hazards: Interpret geological maps Apply mitigation strategies to prevent loss of ives and properties Recognize signs of impending hydrometeorological hazards Interpret different hydrometecrological hazard maps Use available tools for monitoring hycrometeorological hazards Recognize elemenis of the fire trianale in different situations: ‘Analyze the different causes of fres (Observe precautionary measures and proper proceduresin addressing a fire incident ‘Apply basic response procedures during a fire incident Follow fre emergency and evacuation plans: Discuss the key concepts principies, and elements of RR Recognize the importance of DRR on one’s ife. Discuss different community-based practices for managing disaster rsk fo specific hazards Develop a communily preparedness plan! Prepare survival kis ond materials for one's farnily and for public information and advocacy Explain DRR related laws ond policiesLevel Page 309 of 349 SENIOR HIGH SCHOOL Subject Group ‘ ‘CORE SUBJECT Subject EARTH AND LIFE SCIENCE Quarter ‘Most Essential Learning Competencies (MELC) No, of Days Taught Quarier Recognize the uniqueness of Earth, being the only planet in the solar system vith properties necessary to support lif. Explain that the Earth consists of four subsystems, across whose boundaries matter Land eneray flow. Identify common rock forming minerals using their physical and chemical properties, Clossify rocks info igneous, sedimentary, and mefemorphic Describe where the Earth's intemal heat comes fron. Desctibe the changes in mineral components and lexture of rocks due 10 “changes in pressure and temperature (metamerphism) Describe how rocks behave under aifferent types of siress such os compression, pulling apart, and shearing Explain how the movement of piates leads fo the formation of folds and faults Describe how layers of rocks [stratified rocks) are formed. Describe the different methods (relative and absolute dating) fo determine the age of stratified rocks Explain how relative and absolute dating were used fo determine the subdivisions of geologic time. Describe how the Earth's history can be inferpreled from the geologic lime scale Describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides Using hazard maps, identify areas prone fo hazards brought about by_ earthquakes. volcanic eruptions, and landsides Identify human activities that speed up or frigger landslides Using hazard maps, identify areas prone fo hazards brought Gbout by ropieal cyclones. monsoons, floods, oF ipo-ino: Describe how coastal processes result in Coastal erosion, submersion, and saltwater intrusion | Quarter? Explain the evolving concept of life based on emerging pieces of evidence Describe how unifying themes (e.g. sucture and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each other and with their environment, Describe the different ways of how representative animals reproduce Describe the process of genefic engineering Evaluate the benefits and risks of using GMOs Describe the general and unique characteristics of the different organ systems in representative animals ‘Analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival Explain how populations of organisms have changed and continue fo change ‘over fime showing pattems of descent with modification trom common “ancestors fo produce the organismal diversity observed loci Describe how the present system of classification of organisms is based on evolutionary relationships Categorize the different biolic potential and envronmental ressiance (e.g, diseases, availabilty of food, and predators) that affect popuiation explosionPage 310 of 349 Level 2 SENIOR HIGH SCHOOL Subject Group: CORE SUBJECT Subject : EARTH SCIENCE Quarter Most Essential Learning Competencies (MELC) ea ‘Guaiteri Describe the characteristics of Earn inal are necessary 10 suppor ie a Expicn thal the Earth conssts of four subsystems, across whose boundaties matter and eneray flow : idenffy common rock-torming mineral ung theF physical and chemical properties Classy rocks nfo igneous, sedimentary, and metamerahic z Ideniy the minerals imporlant fo socieh Dezctibe how ore minerals ore found, mined, and proceised for human wie Describe how loss {vas ore formed z Explain how heal fom inside the Earth [geothermal] ond From flowing water [nycrosiectic| is tapped as 9 source of energy forhuman use. 4 Tdeniily the various water resources on Earth Explain how different actives fect the qualiy ond avalcbity of water for human use 7 Identify human aciivilies, such as farming, construction of siructures, and waste disposal, that affect the quality and quantity of soi Describe how people generale different types of waste (solid, fquid, and gaseous} as they make use of various materials and resources in everyday life 4 Explain how different types of waste affect people's health and the ‘envionment (Quarter? Describe how rocks undergo weathering 4 Exolain why the Eorth’s interior is hot 4 Describe what happens after magma sfomed 4 Describe how rocks behave under different types of sires such os compression. pulling apart. and shearing 4 Describe the structure and evolution of ocean basins Describe how layers of rocks (stratified rocks) are formed. Describe the different methods (relative and absolute dating) of 4 determining the age of stratified rocks Explain how relative and absolute dating were used fo determine the subdivisions of geologic time Describe how index fossils also known as guide fosils) are used to define ‘and identify subdivisions of the geologic time scale Describe the history of the Earth through geologic timeLevel Page 311 of 349 SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT Subject PHYSICAL SCIENCE Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quartier Give evidence for and describe the formation of heavier elements during star formation and evolution Explain how the concept of atomic number led fo the synihess of new celementsin the laboratory Determine if a molecule is polar or non-polar given is suture. Relate the polatly of a molecule fo ils properties Desciibe the general types of intermolecular forces, Exolain the effect of intermolecular forces on the properiies of substances Explain how the structures of biological macromolecules such as carbohycrates, lipids, nucleic acid, and proteins determine their properties and, functions, Use simple collision theory fo explain the effecis of concentration, temperature, ‘and particle size on the rate of reaction. Define catalyst and descrive how it affecis reaction rate Determine the limiting reactant in a reaction and calculate the amount of product formed Describe how energy is hamessed from different sources: Fossil fuels Biogas Geothermal Hydrothermal Batteries Solar cells Biomass lo=p ange From product labels, identify the active ingredient(s) of cleaning products sed at home ‘Give the use of the other ingredients in cleaning agents, Exolain how the Greeks knew that the Earth is spherical Cite exampies of astronomical phenomena known to asironomers before the advent of telescopes Explain how Brahe’ innovations Gnd extensive collection of data in observational astronomy paved the way for Kepler's discovery of hs laws of planetary motion Explain the subbile distinction between Newton’ Ist Law of Motion [or Law of Inertia) and Galteo’s assertion that force is not necessary to sustain horizontal motion Describe how the propagation of ight, reflection, and refraction are explained by the wave model and the particle model of light Explain how the photon concept and the fact that the energy of G photon s directly proportional fo its frequency can be used to explain why red light is Used in photographic dark rooms, why we get easly sunbumed in ultraviolet light but not in visble light, and how we see colors Cite experimental evidence showing that electrons can behave Ike waves Differentiate dispersion, scattering, interference, and diffraction Explain various light phenomena such as: . Your reflection on the concave and convex sides of a spoon looks ifferent bv. Mirages cc. Light from ared laser passes more easily though red cellophane: then green cellophane d. Clothing of certain colors appear different in artificial ight and in sunlight &.Haloes. sundogs. primary rainbows, secondary rainbows, and supemumerary bows f. Why clouds are usually white and rainclouds dark g._ Why the sky's blue and sunsets are recidish. Describe how Hertz produced radio pulsesPage 312 of 349 Quarter, ‘Most Essential Learning Competencies (MELC) No, of Days Taught Explain how special relativity resolved ine conflict between Newtonian mechanics and Maxwell's electromagnetic theory Explain the consequences of the postulates of Special Relaiivity (e.g. relativity of simultaneity time dilation, lengih contraction, mass-energy equivalence, and cosmic speed limit] Explain the consequences of the postulates of General Relaiivily (e-9.. correct predictions of shifts in the orbit of Mercury, gravitational bending of light, and black holes) Explain how the speeds and distances of farolf objects are esimated (e.g. doppler effect and cosmic distance ladder) ‘Explain how we know that we live in an expanding universe, which used To ‘be hot and is approximately 14 bilion years oldLevel Page 313 of 349 SENIOR HIGH SCHOOL Subject Group ‘ ‘CORE SUBJECT Subject GENERAL MATHEMATICS Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quartier represents rectife situations using functions, including piece-wise functions, evaluates a function, ‘performs addition, subtraction, mullipication, division, and composiiion of functions solves problems invalving funclions, represents real-ife situations using rafional functions, isfinguishes rafional function, ralional equation, and rational inequaih solves rational equations ond inequaliies represents rational function through its: (@) table of values, (0) Gaph, and [c] equation. finds the domain and range of @ rafional function. determines the: (a) intercepts; [b) zeroes: and (c) asymptotes of rational functions solves problems involving rational functions, equations, and inequaliies, represents real-ife situations using one-to one functions, determines the inverse of a one-to-one function. Tepresents an inverse function through its: (a) table of valves, and (b] graph. finds the domain and range of an inverse function. s0ives problems involving inverse functions. Tepresents realife situations using exponential fonclions. istinguishes between exponential function, exponential equation, and exponential inequality solves exponential equations and inequalies Tepresents an exponential function through its: (a) table of valves, [b] araph, ‘and {c] equation. finds the domain and range of an exponential function, ‘determines the intercepts, zeroes, and asymptotes of an exoonenfal function, solves problems involving exponential functions, equations, and ine qualifies Tepresents realife situations using logarithmic functions. istinguishes logarithmic function, logarithmic equation, and legariinmic inequality solves logarithmic equations and inequalities. represents logarithmic function through its: (a) table of valves, (b) graph ‘and [c] equation. finds the domain and range of « logarithmic function. determines the infercepis, zeroes, and asympioles of logarithmic functions, solves problems involving logarithmic functions, equations, and inequalities. ‘Quarter? ilustrates simple and compound interests distinguishes between simple and compound interests ‘computes interest, maturity valve, future value, and present value in smple interest and compound interes! environment. solves problems involving simple and compound interests ilustrates simple and general annuities distinguishes belween simple and general annuities finds the future value and present value of both simple annuities and general annuities, calculates the fair marke! value of @ cash flew stream that includes an annul ‘calculates the present value and period of deferral of a deferred annuit ilustrate stocks and bonds, Gisfinguishes between slocks and bonds, ‘describes the cifferent markets for slocks and bonds, ‘analyzes the Gifferent market inaices for stocks and bonds. ilystrates business and consumer ioans., Gistinguishes between business ond consumer loans.Page 314 of 349 ‘Quarter ‘Most Essential Learning Competencies (MELC) psa solves problems involving business ond consumer loans (amortization, mortgage). illustrates and symbolizes propositions. Gistinquishes between simple and compound propositions 4 performs the different types of operations on propositions etermines the fruth values of propostions. 7 illustrates the different forms of condilional proposiions. illustrates different tyes of taulologies and fallacies. determines the valicity of Categorical sylogisms. 4 establishes the validity and falsity of realife arguments using logical propositions, sylogisms, and fallacies.Level Page 315 of 349 SENIOR HIGH SCHOOL Subject Group ‘ ‘CORE SUBJECT Subject STATISTICS AND PROBABILITY Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quarters ilustrates a random variable [discrete and continuous) islinguishes between a discrete and a continuous random variable, finds the possible valves of a random variable. ilustrates a probobilly distribution for a discrete random variable and is properties ‘computes probabilies coresponding fo a given random variable. ilysfrates the mean and variance of c discrete random variable. calculates the mean and the variance of a discrete random verable. interprets the mean ond the variance of a dscrete random variable, solves problems involving mean ond variance of probability distributions, ilystrates a normal random variable and its characteristics. identifies regions under the noimal curve corresponding lo different standard normal values. converts a normal random variable fo a standard normal variable and vice verso, ‘computes probabillies ond percentiles using the standard nomeal fable: illustrates random sampling, cislinguishes between parameter and stalisic. identifies sampling distributions of statisics [sample mean]. finds the mean and variance of the sampling distribution of fhe sample mean. Gefines The sampling disiibulion of the sample mean for normal population when the variance is: [a) known: (b) unknown ilustrates the Central Limit Theorem. defines the sampling distibution of the sample mean using the Central Limit Theorem. solves problems involving sompiing distributions of the sample mean. illustrates the t-cistribution, identifies percentiles using the Fable. identifies the length of a confidence interval ‘Computes for the lengit of the confidence infer ‘computes for an appropriate sample size using the length of the interval. solves problems involving sample size determination. ilustrates: (a) null hypothesis; (b) alternative hypothess: (¢) level of significance: (d} rejection region: and (e] types of errors in hypothesis testing. identifies the parameter to be tested aiven a real-life problem. formulates the appropriate null and citemative hypotheses on G population mean, identifies the appropriate form of the test-statistic when: (a) the population variance is assumed fo be known; (0) the population variance is assumed to ‘be unknown; and (c} the Central Limit Theorem is to be used. identifies the appropriate rejection region for a 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-slalisfic value [population mean ‘draws conclusion about the population mean based on the test-stalistic value and the rejection region. Solves problems involving test of hypothesis on the population mean. formulates the appropriate null and altemative hypotheses on a population proportion, identifies the appropriate form of the test-slatistic when the Central Limit Theorem is fo be used. identifies the appropriate rejection region Tora given level of significance when the Central Limit Theorem is to be used, ‘computes for the test-satistic value (population proportion).Page 316 of 349 Quarter ‘Most Essential Learning Competencies (MELC) No, of Days Taught ‘draws conclusion about tne population proportion based on the fest-statistic, value and the rejection region. S0ives problems involving test of hypothesis on the population proportion. ilustrates the nature of bivariate data, consiructs a scatier plot. describes shape [form), rend [direction], and variation (sirengih] based on a scatter plot. ‘calculates the Pearson's sample correlation coefficient, solves problems involving correlation analysis identifies the independent and dependent variables. calculates the slope and y-interceot of the regression ine, interprets the calculated slope and y-inlercept of the regression ine, predicts the valve of the dependent variable given the valve of the Independent variable. solves problems involving rearession Gnalyss,Level Page 317 of 349 SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT f INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON/ Subject PAMBUNGAD SA PILOSOPIYA NG TAO Quarter ‘Most Essential Learning Competencies (MELC) No, of Days Tought ‘Quarter 1 Distinguish a holistic perspective from a partial point of view Nakikilaia ang pagkakaiba ng pangkabuvang pananaw mula sa pananaw fog mga bahagi famang, Realize the value of doing philosophy in oblaining @ broad perspective on lite Nahihinuha na: Mahalago ang pamimilosopiya upang magkaroon ng malawakang pananaw sa buhay. Do a philosophical reflection on a concrete situation from a holistic perspective Nakapagmumuni-muni sa isang sutiranin sa isang _pilosopikong paraan at nokagagawa ng pamimiloosopiya sa buhay Distinguish opinion from truth Nakikilaia ang pagkakaiba ng katofohanan sa apinyon. Realize that the methods of philosophy lead to wisdom and ruin Nahihinuha na patungo sa katotohanan ang mga pamamaraan ng pamimilosopiya Evaluate truth from opinions in different stuations using the methods of pphilosophizing Natatayo ang katotohanan at opinyon sa iba't ibang sitwasyon gamit ang pamamaraan ng pamimilosopiya Recognize how the human body imposes limits ond possiilifies for transcendence Natkikilala na: Binibigyan ako ng hangganan at posibiidad ng aking kotawan Evaluate own imifalions ond the possibillies for ther transcendence Natataya ang mga pagkakatakda (hangganan) at pagsasaibayo {posibiidad) ng sori Notice things that are not in their proper place and organize them in an aesthetic way Napapansin ang mga bagay na wala sa wastong lugar at naisasaayos ito hang ayon sa kagandahan Show that care for the environment conifibules fo health, well-being and sustainable development ‘Napatutunayan na ang pagkatinga sa kapaligian ay nakatutuiong sa pagkamit ng kalusugan, kagalingan, at ikas-kayang kaunlaran Demonstrate the vies of prudence and frugally fowards environments Naipamamalas ang pagiging masinop sa pakikibagay sa kanyang mga kapwa nilalang at sa kapaligiran Evaluate and exercise prudence in choices Natatasa kung siya ay maingat sq pagpapasya 0 hinci Realize that: a. Choices have consequences 'b. Some things are given up while others are obtained in making choices Nakikilala na: @. May kahihinatnan ang bawat pagpil b__May binibitawan at may makukuha sa bawat pagpil ‘Show situations that demonstrate freedom of choice and the consequences Of their choices Nakapagialahad ng mga sitwasyon kung saan naipakikita ang pagpili at kahihinainan ng mga ito bawat pagpil Realize that intersubjectivity requires accepting differences and not imacing on others Nakikilalo na ang pakikipogkapwa-tao ay ang pagtenagap sa pagkakaiba ng kapwa at hindi pagpataw ng sariPage 318 of 349 Quarter, ‘Most Essential Learning Competencies (MELC) No, of Days Taught ‘Explain that authentic diclogue means accepting others even If they are cifferent from themselves Nakepagpapaliwanag na ang tunay na alyalogo ay ang pagtanggap sa kapya bilang kapwa kahit na siya ay iba sa akin Performs activities that demonsirate an appreciation for the talonis of persons with disabiliies and those from the underprivileged sectors of society Nakapagsasagawa ng isang gawain na nagpapamalas ng mga talento ng mga may kapansanan at kapus-palad, Recognize Now individuals form societies and how individuals ore ranstormed by societies Nakikilala kung paano nahuhubeg ng tao ang lipunan af kung paano nahuhuboa ng lipunan ang tao ‘Compare different forms of socielies and incividualities (eg. Agrarian, industrial and virtual) Nakapaghahambing ng iba't ibang uring lipunan (hal. agraryo, industriyal ot birtwal) Explain how human relations are fransformed by social systems Nakapagpapaliwanang na nagbabago ang mga ugnayan ng fac dahil sa sistema ng lipunan na kinabibiangan niyo Enumerate the objectives he/she really wants fo achieve and fo define the projects he/she really wants to do in his/her ite Nakapagtataia ng mga bagay na funay na gusto niyang gawin (Ano ang usto niyang maging?) Reflect on the meaning of his/her own life Nakopagsusuiat ng pagninilay tungkol sa kahulugan ng kanyang buhay so konfeksto ng fae bilang tumutunge sa kamatayan (San hahantong ang lahat ng itoz)Level Page 319 of 349 SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT Subject PERSONAL DEVELOPMENT Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quarter ‘explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better share his/her unique characterisfics, habits, and experiences ciscuss the relationship among physiological, cognitive, psychological, spititual, and social development evaluate his/her own thoughts, feelings, and behaviors show the connections belween thoughls, feelings, and behaviors in actual lite stuations Discuss developmental tasks and challenges being experienced during adolescence Evaluate one’s development through the help of significant people around him/her (peers. parents, slings. frends, teachers, community leaders) Identity ways that help one become capable and responsible adolescent prepared for adult life Discuss understanding of mental health and paychological well-being fo identity ways to. cope with stress uting adolescence Identify causes and effects of siressin one’s life Demonstrate personal ways 10 cope with stress ond maintain mental health Discuss that understanding the cifferent parts of the brain, processes and functions may help in improving thoughts, behaviour and feelings. Explore ways on how to improve brain functions for_ personal development Develop a personal plan fo enhance brain functions: n Examine human responses fo emercing challenges in contemporary soclehes é “These Teainiig competencies were replvosed and deemed most esienfolin he achievernent of Content and paTeRMOnOe sons.Page 321 of 349 Level : SENIOR HIGH SCHOOL Subject Group © ‘CORE SUBJECT Subject Hs KOMUNIKASYON AT PANANALIKSIK SA WIKA. AT KULTURANG PILIPINO’ Markahan Finakamehalagang Kasanayang Pampagkaluto (MELC) pina na) Trang Markahan Navugnay ang mga Konsepiong pongwika so mga napakinggang sthvaxyong pongkomunkasyon sa radio, talumpatl at mao penayor : Natulukoy ang mga kehulugan at kabuluhan ng mga kenseptong panawika Naiuugnay ang mga konsepiong pangwika sa mga nepanood na sitwasyang pang komunikasyon sa telebisyon [Halimbawe: Tonight with ‘Amnold Ciavio, State of the Nation, Mareng Winnie, Word of the Lourd {hlip://lourddeveyra.blogspat.com) Naivugnay ang mga konseptong pangwika sa sarling kaslaman, pananaw, ‘at mga karanason Nagagamit ang kaalaman sa modemong feknolohiya (facebook, google, ‘ot iba pa} sa pag-unawa sa mga konseptong pangwika 7 Nabibigyang kahulugan ang mga komunikatibong gamif ng wika sa lipunan (ayon kay M. A. K. Halliday] Natutukoy ang iba’t ibang gamil ng wika sa lipunan sa pamamagitan ng napanoed na palabas sa telebisyon at pelikula (Halimbawer Be Careful with My Heart, Gat fo Believe, Ekstra, On The Job, Word of the Lourd|htto://lourddeveyra.blogspot.com|}) Najpailianag nang pasalita ang gamit ng wika so lipunan so pamomagitan ng maa pagbibigay halimbawa, 'Nagagamit ang mac cohesive device sa pagpapaliwanag af pagbibigay halimbawa sa mga gamit ng wika sa lipunan: Nakapagsosaliksik ng mga halimbawang siwasyen na nagpapakite ng gamit ng wika sa lipynan Nakapaabibigay ng opinyon o pananaw kaugnay sa maa nopakingsang pagtalakay sa wikang pambansa "Nasusuri ang mga pananaw ng iba't ibang awior sa Snulal na kasaysayan ng wika Natutukoy ang mga pinagdaanang pangyayar / kaganapan Tungo sa pagkabuo at pag-unlad ng Wikang Pambansa Nakasusulat ng sanaysay na tumatlunton sa isang parfikulor na yugto ng kosaysayan ng Wikang Pombanso Natitiyak ang mga sonhi at bunga ng mga pangyayaring may Kaugnayan sa pag-uniad ng Wikang Pambansa. 'Nakagagawe ng isang sanaysay batay so isang panayam fungkol sc ‘aspektong kullural 0 lingguwisliko ng napiling kornunicad Tkalawang Markahan Natulukoy ang iba’ ibang paggamit ng wika sc mga napakinggang pahayag mula sa mga panayam at balita so radyo at telebisyon 7 Natutukoy ang iba’ ibang paggamit ng wika sa nabasang pahayag mula sa mga blog, social media posis at iba pa 'Nasusurl at naisasaciang-alang ang mga lingguwisiiko at Kultura na packakiba-iba sa lipunang Pilipino sa mga pelikuia at dulang napanood Naipopaliwanag nang pasaiita ang ibe’ ibang dahian, anyo, at pamaraan ng paggamit ng wika sa iba’ ibang sitwasyon Nakasusulat ng mga tekstong nagpapakita ng mga kalagayang pangwika sa kuiturang Pilipino Natutukoy ang iba! ibang register af barayling wika na ginagamil sa iba't ibang sitwasyon (Halimbawa: Medisina, Abogasya, Media, Social Mecic, Enhinyerya, Negosyo. at iba pa) sa pamamagitan ng pagtatala ng mga terminong ginarmit sa mga larangang ito. Nakagagawa ng pag-caral gamit ang social media se pagsusut at pagsulat ng mga fekstong nagpapakita ng iba bang sitwasyon ng 4 paggamit sa wikaPage 322 of 349 Bilang ng ‘Markahan | Pinakamahalagang Kasanayang Pampagkatuto (MELC) Natutukoy ang mga angkop na salita, pangungusap ayon sa konteksto ng paksang napakinggan sa mga balita sa radyo at telebisyon Nabibigyang kahulugan ang mga salitang ginamit so tolakayan Napipili cng angkop na mga salita at paraan ng paggamit nite samga 2 usapan o talakayan batay sa kausap, pinag-uusapan, lugar, panahon, layunin, at grupong kinabibilangan, Nahihinuhe ang layunin ng isang kausap balay sa paggamit ng mga sailta ‘at paraan ng pagsasalita Nakabubuo ng mga krikal na sanaysay ukol sa iba" ibang paraan ng aggamit ng wika ng ib ibang grupong sosyal at kultural sa Pilipinas 'Nasusuri ang jlang pananaiiisic na pumapaksa sa wika at kulturang Piping 'Naisa-sc ong mga hakbang sa pagbuo ng isang makabuluhang 4 pananolicsik Nagagamit ang angkop na mga sala af pangungusap upang mapog- ugnay-ugnay ang mga ideya sa isang sulatin 5 Nakasusulat ng isang panimylang pananaliksiksa mga penomenang Kultura at paniipunan sa bansaPage 323 of 349 Level : SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT Subject f PAGBASA AT PAGSUSURI NG IBA'T IBANG TEKSTO TUNGO SA PANANALIKSIK Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) pecong) Ikatlong Markahan_ ‘Natulukoy ang paksang tinalakay sa iba’ ibang fekstong binasa Natutukoy ang kahulugan at katangian ng mahahalagang salitong 4 ginamit ng it ibang uri ng tekstong binasa Noipabahagi ang katangian ot kalikcsan ng iba’ ibang rekstong bingsa, Nakasusulat ng ilang holmbawa ng iba’ ibang ufing teksto. Nagagamit ang cohesive device sa pagsuial ng sarling halimbawang teksto "Nakakokuha ng Gngkop na datos upang mapaunlad ang sarling tekstong isinulat ‘Naivugnay ang mga Kalipang nakapaloob sa binasong teksto sc sari, 7 pamilya, komunidad, bansa, at daiacia ‘Naipaiiiivanag ang mga keisisang nakapalods sa feksfong binasc 4 Nagagamnit ang mabisang paraan ng pagpapahayag: a. Kalinawan| b. Kougnayan 4 c. Bisa Sa reaksyong papel na isinulat ‘Nakasusulat ng mga reaksyong papel balay sa binasang teksto ayon sa katangian at kabuluhan nito sa: a. pamilya 2 b. komunidad © bansal d._daiadig Ikaapat na ‘Markahan, 'Nasusuri ang ang halimbawang pananaliksik sa Filipino batay sa layunin, ; gamit, metodo, at efika sa pananoliksik "Nabibiayang kehulugan ang mga konseptong kaugnay ng pananalitsik (Halimbawa: balangkas konsepiwal, balangkas teoretikal, datos empirkal 4 top.) Nalisa-sa ang mga poraan at famang proseso ng pagsulat ng sang pananaliksik sa Filipino batay sa layunin, gamit, metodo, at efika ng 4 ponanaliksik Nagagamit ang mga kalwirang lohikal af ugnayan ng mga ideya sa paasulat ng isang panonaiiksic Nakaibubuo ng isang maiking pananalisik na napapanahon ang paksa, 16Page 324 of 349 Level SENIOR HIGH SCHOOL Subject Group: == CORE SUBJECT Subject MEDIA AND INFORMATION LITERACY Quarter ‘Most Essential Learning Competencies (MELC) aaa Quarter 3 Describe how communication is iniuenced by media and information idenffy the smiariies and differences between and among media fleracy. information ieracy, and technology itera) Discuss responsible use of media and information Explain how the evaluion of media from Htasional fnew media shaped he |, volues and norms of people and socie! Compare and conires! how one paricular lave ornewslspresenied Wvough | the diferent types of media (print, Broadeost, ening) Contes incigenous mecia fo he more common sources oinfomaionsuch | os lbrery intemet, etc Present an issue in varied ways fo Gsserninats information ving the codes, ; convention, and language of meia Gite practical stuation when fo appiy knowledge n infelectual propery, Copyright, and far use guidelines Create o campaign add to combat digital Guide, addiction and bulying 3 Guarier4 ite an example of an sue showing the power of media anc! information Fo affect change 4 Describe Ine impact of maiive open online Discuss the implication of media and information to an individual and the 4 sociel Descrive ihe different mensions of * text information ond media ¢ visual information and meta ¢ uate information and media 8 ¢ motion information and media + manipulative information and media + _mulimedia information and media Analyze how the different dimensions are formally and informally produced, 4 exgonized, dnd disseminated Evaluate a creative mutimedia Torn (ving museum, elechronic portfoVo, 7 thos] Produce a crealive fex-based, vsvarbared, audio based, moforrbaved, 2 and manipative-based presentation using desion principle and elementsPage 325 of 349 Level SENIOR HIGH SCHOOL Subject Group: CORE SUBJECT Subject CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS ‘Quarter ‘Most Essential Leaming Competencies (MELC) aaa Quarter 1 Researches on various contemporary at forms, techniques ond : performance practices Desctives various contemporary afi forms and thei practices from the ; various recions Exolcing Flipino aris roles ond Wenfy ther confibufon fo contemporary |, ore Analyzes contemporary art forms based on the elements and ciples 4 Relotes the significance of aris forms rom the regions 4 Ciliques avaioble local materials ond appropriate techniques Used in ; creating ot Explicates fhe use of avaiable materi andl the application offechniques | Quarter 2 Conceptualizes contemporary of based on Techniques and performance z practices in thei tocol Applies artistic skills and techniques in the process of creation Creates the intended finol product using appropriate materiisfermebest | 16 possible output incorporates confemporary characterslics o one's creation wih alfention |, todetal Promotes ars om Ihe regions ZLevel Page 326 of 349 SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT Subject PHYSICAL EDUCATION AND HEALTH (GRADE 11) Quarter ‘Most Essential Learning Competencies (MELC) No. of Days Taught ‘Quartier Self-assesses health-related fiiness (HRF). status, barriers to physical activity ‘assessment participation and one’s diet Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness (HEF). Engages in moderate fo vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of-school Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAS to monitor and/or adjust participation or ettort ‘Observes personal safely protocal fo avoid dehydration, overexertion, hypo: and hyperthermia during MVPA participation ‘Quarter2 Demonstrates proper etiquette and safety in the use of facilities and ‘equipment Patticipatesin on organized event that addresses healin/fiiness issues and Recognizes the value of optimizing one’s health through parlicipation in physical activity assessments, Organizes finess event for a farget health ive or concer Second ‘Quarter 3 Describes the role of physical activily assessments in managing one ss stress Self-assesses heallh-relaled filness (HRF] status. barriers to physical activity ‘assessment participation and one's diet els FITT goals based on fraining principles fo achieve and/or maintain HRE Engages in moderate to vigorous physical activities (MPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school ‘Observes personal safely protocol fo avoid dehydration, overexeriion, hypo- and hyperthermia during MVPA participation Participates in on organized event that addresses healin/fiiness issues and concems Organizes sporls even! foro forget healin issue or concemLevel Page 327 of 349 SENIOR HIGH SCHOOL Subject Group ‘ CORE SUBJECT Subject PHYSICAL EDUCATION AND HEALTH (GRADE 12) Quarter ‘Most Essential Learning Competencies (MELC) No, of Days Taught ‘Quarter 1 Self-assesses health-related fitness [HRF). status, barriers fo physical activity ‘assessment participation and one's diet ‘els FITT goals based on training principles fo achieve and/or maintain ARF Engages in moderate 10 vigorous physical aciiviies (MVPAS] for al least 60 minutes most days of the week in a variety of settings in- and out-of-school “Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or agiust participation or effort ‘Observes personal safely protocol fo avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation Demonstrates proper efiqueite ond safety in the use of facilis and equipment Porlicipaiesin an organized event thai addresses health/finess issues and concems, Organizes finess event for G target health sve or concern Self-assesses health-related fitness |HRF) status, barriers fo physical activity ‘assessment participation and one's diet Sets FITT goals based on training principles to achieve and/or maintain ARF Engages in moderate fo vigorous physical activities (MVPAS] for at least 60 minutes most days of the week in a variely of seltings in- and out-of-school __| participation or effort “Analyzes physiological indicators such os heart rate, rate of perceived exertion and pacing associated with MVPAs to moritor and/or adjust (Observes personal safely protocol fo avoid dehydration, overexerlion, hypo- and hyperthermia during MVPA participation Demonstrates proper efiqueite ond safely in the use of facilis and equipment Participates in an organized event thai addresses healih/fiiness issues ond concems, (Organizes finess event for G target health sve or concer