MELCs

1
499
500
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
501
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.
502
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
503
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 Duration
The learners demonstrate The learners should be Competencies
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).
504
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
505
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;
506
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
507

Subject :EARTH AND LIFE SCIENCE

Most Essential Learning Competencies Duration K to 12 CG Code
The learners demonstrate The learners should be
1st 1. the formation of the Conduct a survey to Week 1 S11/12ES-Ia-e- 3
Recognize the uniqueness of Earth, being the only
universe and the solar assess the possible
planet in the solar system with properties
system geologic/
necessary to support life.
2. the subsystems hydrometeorological
(geosphere, hydrosphere, hazards that your Week 1 S11/12ES-Ia-e- 4
atmosphere, and community may
biosphere) that make up experience.
Explain that the Earth consists of four subsystems,
the Earth
across whose boundaries matter and energy flow.
3. the Earth’s internal
structure
1. the three main categories Identify common rock-forming minerals using their Week 1 S11/12ES-Ia-9
of rocks physical and chemical properties.
2. the origin and Classify rocks into igneous, sedimentary, and Week 2 S11/12ES-Ib-10
environment of formation metamorphic
of common minerals and explain how the products of weathering are Week 2 S11/12ES-Ib-12
rocks carried away by erosion and deposited elsewhere
3. geologic processes that Describe where the Earth’s internal heat comes Week 3 S11/12ES-Ib-14
occur on the surface of the from.
Earth such as weathering, describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
erosion, mass wasting, and Describe the physical and chemical changes in rocks Week 4
sedimentation (include the due to changes in pressure and temperature
role of ocean basins in the (metamorphism)
formation of sedimentary compare and contrast the formation of the Week 4 S11/12ES-Ic-18
rocks) different types of igneous rocks
4. geologic processes that Explain how the movement of plates leads to the Week 5 S11/12ES-Id-22
occur within the Earth formation of folds and faults
508
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
509
1. plant and animal conduct a survey of Describe the different ways of how representative S11/12LT-IIej- 15
Week 3
reproduction products containing animals reproduce
2. how genes work substances that can Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
3. how genetic engineering trigger genetic disorders S11/12LT-IIej- 19
is used to produce novel such as phenylketonuria
Evaluate the benefits and risks of using GMOs Week 4
products
1. nutrition: getting food make a presentation of Describe the general and unique characteristics of S11/12LT-IIIaj- 21
to cells some diseases that are the different organ systems in representative Week 5
2. gas exchange with the associated with the animals
environment various organ systems S11/12LT-IIIaj- 22
3. circulation: the internal
transport system
4. the need for
homeostasis
5. salt and water balance
and Analyze and appreciate the functional
waste removal relationships of the different organ systems in Week 5
6. the immune system: ensuring animal survival
defense from disease
7. how hormones govern
body activities
8. the nervous system
9. the body in motion
1. the evidence for Design a poster tracing Explain how populations of organisms have S11/12LT-IVfg- 26
evolution the evolutionary changes changed and continue to change over time
2. the origin and in a crop plant (e.g., rice showing patterns of descent with modification Week 6
extinction of or corn) that occurred from common ancestors to produce the
species through domestication organismal diversity observed today
Describe how the present system of classification S11/12LT-IVfg- 27
of organisms is based on evolutionary Week 6
relationships
1. the principles of the prepare an action plan S11/12LT-IVhj- 29
Categorize the different biotic potential and
ecosystem containing mitigation Week 7
environmental resistance (e.g., diseases,
measures to address
510
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

Subject : EARTH SCIENCE

1st 1. the formation of the make a concept map and Describe the characteristics of Earth that are Week 1 S11ES-Ia-b-3
universe and the solar use it to explain how the necessary to support life
system geosphere, hydrosphere, Week 1 S11ES-Ib-4
atmosphere, and
2. the subsystems biosphere are Explain that the Earth consists of four
(geosphere, hydrosphere, interconnected subsystems, across whose boundaries matter and
atmosphere, and energy flow
biosphere) that make up
the Earth
1. the three main 1. make a plan that the Identify common rock-forming minerals using Week 1 S11ES-Ib-5
categories of rocks community may use to their physical and chemical properties
2. the origin and conserve and protect its Classify rocks into igneous, sedimentary, and Week 2 S11ES-Ic-6
environment of resources for future metamorphic
formation of common generations Identify the minerals important to society Week 2 S11ES-Ic-7
minerals and rocks 2. prepare a plan that the Describe how ore minerals are found, mined, Week 3 S11ES-Ic-d-8
3. the various sources of community may and processed for human use
energy (fossil fuels, implement to minimize Describe how fossil fuels are formed Week 3 S11ES-Id-10
511
geothermal, waste when people utilize Explain how heat from inside the Earth Week 4 S11ES-Ie-11
hydroelectric) materials and resources (geothermal) and from flowing water
4. the amount of usable (hydroelectric) is tapped as a source of energy
water resources on for human use
Earth Identify the various water resources on Earth Week 4 S11ES-If-g-15
5. the distribution of Explain how different activities affect the quality Week 5 S11ES-Ig-16
arable land on Earth and availability of water for human use
6. waste generation and Identify human activities, such as farming, Week 5 S11ES-Ih-17
management 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
2nd 1. geologic processes that 1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22
occur on the surface of showing places where Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23
the Earth such as erosion and landslides may Describe what happens after magma is formed Week 2 S11ES-IIc-25
weathering, erosion, pose risks in the describe the changes in mineral components Week 2 S11ES-IIc-d-26
mass wasting, and community and texture of rocks due to changes in pressure
sedimentation 2. using maps, diagrams, and temperature (metamorphism)
2. geologic processes that or models, predict what Describe how rocks behave under different Week 3 S11ES-IId-27
occur within the Earth could happen in the future types of stress such as compression, pulling
3. folding and faulting of as the tectonic plates apart, and shearing
rocks continue to move explain how seafloor spreads Week 3 S11ES-IIf-32
4. the internal structure of Describe the structure and evolution of ocean Week 4 S11ES-IIf-33
the Earth basins
5. continental drift explain how the movement of plates leads to Week 4 S11ES-IIg-h-34
6. seafloor spreading the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain ranges
512
1. relative and absolute describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
dating events that occurred in a are formed
2. the major subdivisions of certain area based on the Describe the different methods (relative and Week 5 S11ES-IIh-i-36
geologic time (including rock layers found therein absolute dating) of determining the age of
index fossils) stratified rocks
3. how the planet Earth Explain how relative and absolute dating were Week 6 S11ES-IIi-37
evolved in the last 4.6 used to determine the subdivisions of geologic
billion years 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.
513

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
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
514

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
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
515

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
of doing philosophy Nakikilala ang pagkakaiba ng pangkabuuang pananaw
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
516

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
517

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
518

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
519

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?)

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
520
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 Natutukoy ang iba’t ibang register at barayti ng wika F11WG – IIc – 87
paggamit ng kultural at
wika dito na ginagamit sa iba’t ibang sitwasyon (Halimbawa:
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
521
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

Subject :Media and Information Literacy
S2 Q3 The learner The learner Describe how communication is influenced by media and information MIL11/12IMIL-
demonstrates organizes a creative IIIa-1
522
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
523

Subject: Oral Communication
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
524
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

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
rd
3 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
525
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,
526
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
.
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
527
Discuss developmental tasks and challenges EsP-PD11/12DS-Ic-3.1

being experienced during adolescence
the skills and tasks and Week 3
make a list of ways to Evaluate one’s development through the help EsP-PD11/12DS-Id-3.2
challenges appropriate for
become responsible of significant people around him/her ( peers,
middle and late
adolescents prepared for parents, siblings, friends, teachers, community
adolescence, and
adult life and manage the leaders)
First preparatory to early
demands of teen years
adulthood 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
Identify causes and effects of stress in one’s EsP-PD11/12CS-If-5.2
middle and late stress
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

of the brain, processes and functions may help EsP-PD11/12PM-Ig-6.1
Week 6
Identify ways to improve in improving thoughts, behavior and feelings.
brain parts, its processes brain functions which will
*Explore ways on how to improve brain EsP-PD11/12PM-Ig-h-
and functions be manifested in thoughts,
functions for personal development 6.2
behavior and feelings
*Develop a personal plan to enhance brain
Week 7 EsP-PD11/12PM-Ih-6.3
functions
528
discuss that understanding the intensity and EsP-PD11/12EI-Ii-j-8.1

differentiation of emotions may help in
identify ways to communicating emotional expressions
the different types of
communicate and manage
emotions and how they explore one’s positive and negative emotions EsP-PD11/12EI-Ij-8.2
emotions in a healthy
are expressed and how one expresses or hides them Week 8
manner
First demonstrate and create ways to manage EsP-PD11/12EI-Ij-8.3
various emotions
discuss an understanding of teen-age

relationships, including the acceptable and EsP-PD11/12PR-IIa-9.1
appraise one’s present
unacceptable expressions of attractions Week 1
the dynamics of relationships and make
attraction, love, and plans for building express his/her ways of showing attraction,
EsP-PD11/12PR-IIa-9.2
commitment responsible future love, and commitment
relationships
identify ways to become responsible in a
EsP-PD11/12PR-IIb-9.3
relationship
distinguish the various roles of different Week 2

individuals in society and how they can EsP-PD11/12SR-IIb-
influence people through their leadership or 10.1
the concepts about social
identify the different roles followership
influence, group
of leaders and followers in
Second leadership and compare one’s perception of himself/herself EsP-PD11/12SR-IIc-
society
followership 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
529
appraise one’s family structure and the type of

EsP-PD11/12FSL-IId-
care he/she gives and receives, which may help
identify the firm and gentle 11.1
the impact of one’s family in understanding himself/herself better Week 4
sides of family care that
on his/her personal
affect a person’s make a genogram and trace certain physical,
development during EsP-PD11/12FSL-IId-e-
development during personality, or behavioral attributes through
middle and late 11.2
middle and late generations
adolescence
adolescence
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-
the concepts of career goals influence career planning and decision- 12.1
development, life goals, set a personal career goal
making. Week 6
and personal factors based on the results of self-
influencing career choices assessment of various Identify career options based on different
EsP-PD11/12PC-IIf-
and external factors personal and external factors, career development concepts and
12.2
factors 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

his/her personal analyze and synthesize EsP-PD11/12IOPD-IIi-
that may guide him/her in making important
development as an his/her personal 14.1
career decisions as adolescents
important component of development as an
setting career and life important component of share insights that make him/her realize the Week 8 EsP-PD11/12IOPD-IIi-
goals setting career and life goals importance of personal development in making
h-14.2
a career decision as adolescent
530
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

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
531
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
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
532
principles to achieve and/or

maintain HRF.
4. Engages in moderate to vigorous PEH11FH-IIa-t-8
least 60 minutes most days of the Weeks 2 to 10
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

Subject: Physical Education & Health
The learner The learner leads dance Weeks 1 to 10 PEH12FH-Ig-i-6
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
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-Ii-j-7
maintain HRF
533
3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-Ia-t-8

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
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
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
maintain HRF
534
3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-IIa-t-8

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

Subjects : PHYSICAL SCIENCE

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
535
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
536
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
537
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
538
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

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
539
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
540

Subject: Statistics and Probability

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
541

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
542

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
543

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

Subject: Understanding Culture, Society and Politics
First The learners

Quarter demonstrate an The learners
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
544
2. adopt an open and critical

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

as anthropological
and sociological
concepts 1. appreciate the nature of *Analyze the concept, aspects and changes Week 2
culture and society from the in/of culture and society
2. perspectives perspectives of anthropology
in/approaches to the and sociology
study of culture and
society (i.e., 2. demonstrate a holistic *Explain the importance of cultural Week 3
comparative, understanding of culture and relativism in attaining cultural
historical, society understanding
structuralfunctional,
interpretive, critical) 3. values cultural heritage and
express pride of place without
1. the human origins being ethnocentric
and the capacity for
culture
2. the role of culture *Analyze the significance of cultural, social, Week 4
in human adaptation Analyze key features of political and economic symbols and practices
3. processes of interrelationships of biological,
cultural and cultural and sociopolitical
processes in human evolution
545
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
546
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
547
548

Subject : Empowerment Technologies
QUARTER CONTENT PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K to12 CG Code
STANDARDS COMPETENCIES
The learners The learners shall be able to: compare and contrast the nuances Weeks 1-4 CS_ICT11/12-ICTPT-Ia-b-
demonstrate an at the end of the 2-week period of varied online platforms, sites, 1
QUARTER 1 understanding independently compose an and content to best achieve specific
of: insightful reflection paper on class objectives or address
situational challenges
ICT in the the
context of global nature of ICT in the context of
communication their lives, society, and
for specific professional tracks (Arts, Tech
professional Voc, Sports, Academic)
track
apply online safety, security, ethics, CS_ICT11/12-ICTPT-Ia-b-
and etiquette standards and 2
practice in the use of ICTs as it
would relate to their specific
professional tracks
use the Internet as a tool for CS_ICT11/12-ICTPT-Ia-b-
credible research and information 3
gathering to best achieve specific
class objectives or address
situational
The learners The learners shall be able to: uses common productivity tools CS_ICT11/12-ICTPT-Ic-d-
demonstrate an at the end of the 2-week period effectively by maximizing advanced 4
understanding independently apply advanced application techniques
of: productivity tools to create or
the use of develop ICT content for use in creates an original or derivative ICT CS_ICT11/12-ICTPT-Ic-d-
advanced tools specific professional tracks content to effectively communicate 5
and These may be in the form of, or present data or information
techniques but not limited to:
549
found in 1. Calculating spread sheet of related to specific professional

common athletic statistics (Sports) tracks
productivity and 2. Layout of catalogue of
software creative works (Arts)
applications in 3. Materials/ ingredients
developing ICT projections for batches of
content for baked goods (Tech- Voc)
specific 4. Letterhead/ business card
professional design (Business/
tracks Academic)
how to at the end of the 2-week period evaluate existing websites and CS_ICT11/12-ICTPT-Ie-f-
manipulate text, independently apply the online resources based on the 6
graphics, techniques of image principles of layout, graphic, and
and images to manipulation and graphic visual message design
create ICT design
content to create original or derivative
intended for an ICT content from existing CS_ICT11/12-ICTPT-Ie-f-
online images, text and graphic use image manipulation techniques 7
environment elements for use in specific on existing images to change or
professional tracks. enhance their current state to
These may be in the form of, communicate a message for a
but not limited to: specific purpose
1. Team/ athlete/ league
recruitment posters CS_ICT11/12-ICTPT-Ie-f-
(Sports) create an original or derivative ICT 8
2. Logo or crest for a content to effectively communicate
community, school a visual message in an online
organization or barkada environment related to specific
(Arts) professional tracks
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data (Business/
Academic)
550
the principles at the end of the 2-week period evaluate existing online creation Weeks 5-6 CS_ICT11/12-ICTPT-Ig-h-
and techniques independently apply the tools, platforms and applications in 9
of principles and techniques of developing ICT content for specific
design using design using online creation professional tracks
online creation tools, platforms, and apply web design principles and CS_ICT11/12-ICTPT-Ig-h-
tools, applications to create original elements using online creation 10
platforms, and or tools, platforms, and applications
applications to derivative ICT content for use in to communicate a message for a
develop ICT specific professional tracks specific purpose in specific
content for These may be in the form of, professional tracks
specific but not limited to:
professional 1. Survey instruments using create an original or derivative ICT CS_ICT11/12-ICTPT-Ig-h-
tracks Google forms (Business/ content using online creation tools, 11
Academic) platforms, and applications to
2. Athletic match-ups and effectively communicate messages
league standings using related to specific professional
Mindmeister (Sports) track
3. Catalogues/Swatches/
options for products and
services using Prezi (Tech
Voc)
4. Online photo album of
artistic works or
photographs using Picasa
(Arts)
5. Online music production
using Sibelius (Music)
the key at the end of the 2-week period Weeks 7-8 CS_ICT11/12-ICTPT-Ii-j-
learnings from and quarter collaboratively 12
the develop an online portal or evaluate the quality, value, and
previous weeks, website to showcase and share appropriateness of peer’s existing
which they will existing and previously or previously developed ICT
synthesize into developed content content in relation to the theme or
551
an integrated These may be in the form of, intended audience/ viewer of an

ICT but not limited to: ICT project
content through 1. Online newsletter
collaboration 2. Blog share and showcase existing or CS_ICT11/12-ICTPT-Ii-j-
with 3. Issuu online “magazine” previously developed material in 13
classmate and the form of a collaboratively
teacher as both designed newsletter or blog site
peer and intended for a specific audience or
partner viewer
QUARTER 2 The learners The learners: explore the principles of Week 1 CS_ICT11/12-ICTPT-IIk-
demonstrate an at the end of the week interactivity and rich content in the 14
understanding independently assess one’s context of Web 2.0 and the
of: experience along a range of participation of the user in the
how rich media online rich content on the basis online experience
content and of the usability of the interface
interactivity
affects and
changes
the user
experience in
the delivery
and
consumption of
ICT content
ICT as a tool, at the end of the week share anecdotes of how he/she has CS_ICT11/12-ICTPT-IIl-15
medium, and independently articulate how used ICTs to be part of a social
force ICT tools and platforms have movement, change, or cause to
in bringing changed the way people illustrate aspects of digital
about action and communicate, and how social citizenship
mobilize change change has been brought about
in a population, by the use of ICTs
society, or
culture.
552
how to work at the end of the 4-week period identify a local or regional cause or CS_ICT11/12-ICTPT-IIm-
with peers and collaboratively participate issue for Social Change related to p16
external publics/ actively in the creation and specific professional tracks that can
partners for the development of an ICT Project be addressed or tackled using an
development of for Social Change relating to an ICT Project for Social Change
an ICT project issue in specific professional
that advocates tracks
or mobilizes for Topics may cover, but are not analyze how target or intended Weeks 2-4 CS_ICT11/12-ICTPT-IIm-
a limited to: users and audiences are expected p17
specific Social 1. Promotion of wellness in to respond to the proposed ICT
Change or cause the home (Sports) Project for Social Change on the
2. Street food safety and basis of content, value, and user
cleanliness drive (Tech experience
Voc)
3. Cultural heritage promotion
through new designs integrate rich multimedia content
“Pinoy pride” (Arts) in design and development to best CS_ICT11/12-ICTPT-IIm-
4. Savings and financial enhance the user experience and p18
literacy drives and deliver content of an ICT Project for
advocacies (Business/ Social Change
Academic)
develop a working prototype of an CS_ICT11/12-ICTPT-IIm-

ICT Project for Social Change p19
how to manage at the end of the 2-week period demonstrate how online ICT CS_ICT11/12-ICTPT-IIq-
an online ICT independently and Projects for Social Change are r20
Project for Social collaboratively co-manage an uploaded, managed, and promoted
Change online ICT Project for Social for maximum audience impact
Change through available tools, generate a technical report Weeks 5-6 CS_ICT11/12-ICTPT-IIq-
resources, and platforms interpreting data analytics, r21
e.g. Google, Facebook, or
similar traffic data on the
553
general aspects of search

visibility, reach, and virality
how to maintain at the end of the week generate a report on the Week 7 CS_ICT11/12-ICTPT-IIs-
and sustain the independently evaluate the performance of their ICT Project for 22
operation of an performance of an advocacy via Social Change on the basis of data
ICT Project for an ICT Project for Social Change gathered from available monitoring
Social Change through available monitoring tools and evaluating techniques
tools and evaluating techniques
such as user interviews,
feedback forms, and Analytics
data
how to reflect at the end of the week create a reflexive piece or output Week 8 CS_ICT11/12-ICTPT-IIt-
on the nature of independently reflect on the ICT using an ICT tool, platform, or 23
ICT learning process and how application of choice on the
and the manner his/her world view has evolved learning experience undergone
by which the over the past semester during the semester
learning process Outputs during this week may
has changed be in the form of, but not
his/her world limited to:
view 1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast

SUBJECT: English for Academic and Professional Purposes
Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learner The learner Differentiates language used in academic texts from various
Q1/3 acquires knowledge produces a detailed disciplines
of appropriate abstract of Uses knowledge of text structure to glean the information he/she CS_EN11/12A-EAPP-Ia-
reading strategies information needs c-4
554
for a better gathered from the Uses various techniques in summarizing a variety of academic texts CS_EN11/12A-EAPP-Ia-
understanding of various c-4
academic texts academic texts read States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-
c-6
Outlines reading texts in various disciplines CS_EN11/12A-EAPP-Ia-
c-8
The learner The learner Uses appropriate critical writing a critique such as formalism,
understands the produces an feminism, etc.
principles and uses objective Writes an objective/balanced review or critique of a work of art, an CS_EN11/12A-EAPP-Id-
of a reaction paper/ assessment of an event or a program f-18
review/ critique event, a person, a
place or a thing.
writes a
comprehensive
review /reaction
paper
• Performance
Arts, Play,
Dance, Sports,
etc.
• Film
• Participation in
a religious or
community
festival
• Art Exhibit
critiques designs
such as industrial
design objects or
craft objects,
furniture, fashion
designs based on a
set criteria
critiques graphic
design
555
communication
materials such as
posters, billboards,
commercials, digital
and
The learner The learner Determines the ways a writer can elucidate on a concept by CS_EN11/12A-EAPP-Ig-
understands the produces a well- definition, explication and clarification j-20
principles and uses balanced concept Compare and contrast various kinds of concept papers:
of a concept paper paper in a specific a. Art
discipline b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
- Home Economics
- Agri-Fishery
- IA
- ICT
Presents a novel concept or project with accompanying visuals/
graphic aids
S1/2 The learner The learner Analyzes the arguments used by the writer/s in manifestoes CS_EN11/12A-EAPP-
Q2/4 understands the presents a IIa-d-3
principles and uses convincing position Defends a stand on an issue by presenting reasonable arguments CS_EN11/12A-EAPP-
of a position paper paper based on supported by properly cited factual evidences IIa-d-4
properly cited Writes various kinds of position papers CS_EN11/12A-EAPP-
factual evidence; IIa-d-5
produces an
insightful statement
of principles and
reasons for
establishing a
student
556
organization,
coming up with a
group exhibit of
creative works, etc.
The learner The learner Determines the objectives and structures of various kinds of CS_EN11/12A-EAPP-
understands the produces a well- reports IIe-j-6
principles and uses written report for Designs, tests and revises survey questionnaires* CS_EN11/12A-EAPP-
of surveys, various disciplines IIe-j-7
experiments and Conducts surveys, experiments or observations* CS_EN11/12A-EAPP-
scientific IIe-j-8
observations Gathers information from surveys, experiments, or observations*
Summarizes findings and executes the report through narrative CS_EN11/12A-EAPP-
and visual/graphic forms IIe-j-11
Writes various reports CS_EN11/12A-EAPP-
IIa-d-5

Subject : Entrepreneurship
QUARTER CONTENT STANDARDS PERFORMANCE MOST ESSENTIAL LEARNING DURATION K-12 CG Code
STANDARDS COMPETENCIES
Quarter 1 The learner The learner
demonstrates independently Discuss the relevance of the course Week 1-2
understanding of key creates/provides a
concepts, underlying quality and Explore job opportunities for
principles, and core marketable product Entrepreneurship as a career
competencies in and/or service in
Entrepreneurship. Entrepreneurship
as prescribed in the
TESDA Training
Regulation.
The learner The learner Recognize a potential market Week 3-6 TLE_ICTAN11/12PC-Ia-1
demonstrates independently or
understanding of with his/her
concepts, underlying classmates presents • Analyze the market need
557
principles, and an acceptable

processes of detailed business • Determine the possible
developing a business plan. product/s or service/s
plan. that will meet the need;`
• Screen the proposed
solution/s based on
viability, profitability, and
customer requirements;
and
Select the best product or service that

will meet the market need.
The learner The learner Recognize the importance of Week 7-9 TLE_ICTAN11/12EM-Ia-
demonstrates independently marketing mix in the development 1
understanding of creates a business of marketing strategy
environment and vicinity map
market in one’s reflective of Describe the Marketing Mix (7Ps) in
locality/town. potential market in relation to the business opportunity
one’s locality/town. vis-à- vis:
Product;
Place;
Price;
Promotion;
People;
Packaging; and
Positioning
Develop a brand name

Demonstrate understanding of the 4 Week 1-4 TLE_ICTAN11/12EM-Ia-2
Quarter 2 Ms of operations
Describe the 4Ms (Manpower, Method,

Machine, Materials) of operations in
relation to the business opportunity:
558
• Develop a product description
• Create a prototype of the

product
• Test the product prototype
• Validate the service

description of the product
with potential customers to
determine its market
acceptability;
• Select/pinpoint potential
suppliers of raw materials and
other inputs necessary for the
production of the product or
service;
• Discuss the value/supply

chain in relation to the
business enterprise; and
• Recruit qualified people for

one’s business enterprise.
• Develop the business model
• Forecast the revenues of the

business
Forecast the costs to be incurred

559
Compute for profits

The learner The learner Manifest understanding of starting Week 5 – 9 CS_EP11/12B-
demonstrates independently or and operating a simple business ENTREP-IVa-i-1
understanding of with his/her CS_EP11/12B-
concepts, classmates starts ENTREP-IVa-i-2
underlying and operates a CS_EP11/12B-
principles, and business according • Implement the business plan ENTREP-IVa-i-3
processes to the business
of starting and plan and presents a • Identify the reasons for CS_EP11/12B-ENTREP-
operating a simple terminal report of keeping business records IV-j-4
business. its operation.
• Perform key bookkeeping
tasks
• Identify where there is a

profit or loss for a business;
and
• Generate an overall report on
the activity

Subject: Filipino sa Piling Larang (Akademik)
Quarter Content Performance Most Essential Learning Competencies Duration K to 12 CG Code

Standards Standards
One Nauunawaan ang Nasusuri ang Nabibigyang-kahulugan ang Week 1-3 CS_FA11/12PB-0a-c-
Semester kalikasan, layunin at kahulugan at akademikong pagsulat 101
paraan ng pagsulat kalikasan ng pagsulat Nakikilala ang iba’t ibang akademikong Week 1-3 CS_FA11/12PN-
ng iba’t ibang anyo ng iba’t ibang anyo sulatin ayon sa: 0a-c-90
ng sulating ng sulatin (a) Layunin (b) Gamit
ginagamit sa pag- (c) Katangian (d) Anyo
560
aaral sa iba’t ibang Nakapagsasagawa ng panimulang Week 1-3 CS_FA11/12EP-

larangan pananaliksik kaugnay ng kahulugan, 0a-c-39
kalikasan, at katangian ng iba’t ibang
anyo ng sulating akademiko
Natitiyak ang Nakasusulat ng 3-5 na Nakakasusulat nang maayos na Week 4-6 CS_FA11/12PU-
angkop na proseso sulatin mula sa akadamikong sulatin 0d-f-92
ng pagsulat ng piling nakalistang anyo na Nakasusunod sa istilo at teknikal na Week 4-6 CS_FA11/12PU-
sulating akademiko nakabatay sa pangangailangan ng akademikong 0d-f-93
pananaliksik sulatin
Nakasusulat ng talumpati batay sa Week 7-8 CS_FA11/12PN-
Nagagamit ang napakinggang halimbawa 0g-i-91
angkop na format at Nakagagawa ng Natutukoy ang mahahalagang Week 9-10 CS_FA11/12PN-
teknik ng pagsulat palitang pagkikritik impormasyon sa isang pulong upang 0j-l-92
ng akademikong (dalawahan o makabuo ng sintesis sa napag-usapan
sulatin pangkatan) ng mga Week 11-13 CS_FA11/12PB-
sulatin Natutukoy ang katangian ng isang
0m-o-102
sulating akademiko
Nabibigyang-kahulugan ang mga Week 11-13 CS_FA11/12PT-
terminong akademiko na may 0m-o-90
kaugnayan sa piniling sulatin
Natitiyak ang mga elemento ng Week 11-13 CS_FA11/12PD-
pinanood na programang 0m-o-89
pampaglalakbay
Nakasusulat ng organisado, malikhain, Week 14-16 CS_FA11/12PU-
at kapani-paniwalang sulatin 0p-r-94
Nakasusulat ng sulating batay sa Week 14-16 CS_FA11/12WG-
maingat, wasto, at angkop na paggamit 0p-r-93
ng wika
Nakabubuo ng sulating may batayang Week 14-16 CS_FA11/12PU-
pananaliksik ayon sa pangangailangan 0p-r-95
Naisasaalang-alang ang etika sa Week 14-16 CS_FA11/12EP-
binubuong akademikong sulatin 0p-r-40
561

Subject: Filipino sa Piling Larang (Isports)
Content Performance Most Essential Learning Competencies Duration

Standards Standards
Quarter K to 12 CG Code
(Pamantayang (Pamantayan
Pangnilalaman) sa Pagganap)
Natutukoy ang Nasusuri ang Nabibigyang-kahulugan ang sulating Week 1-3 CS_FI11/12PB-0a-
kahulugan at kahulugan at pang-isport c107
kalikasan ng kalikasan ng Nakikilala ang iba’t ibang sulating pang- CS_FI11/12PT-0a-
pagsulat ng iba’t pagsulat ng iba’t isports ayon sa: c-95
ibang anyo ng ibang anyo ng (a) Layunin (b) Gamit
sulatin sulatin (c) Katangian (d) Anyo
(e) Target na gagamit
Napag-iiba-iba ang Nakapagsasagawa ng panimulang Week 4-6 CS_FI11/12EP-0d-
mga katangian ng pananaliksik kaugnay ng kahulugan, f-43
iba’t ibang anyo ng kalikasan, at katangian ng iba’t ibang
sulatin anyo ng sulating pang-isports
Nauunawaan ang Nakasusulat ng 4- Nabibigyang-kahulugan ang mga Week 7-9 CS_FI11/12PT-0g-
mga kaalaman at 6 piling sulating terminong pang-isports na may i-96
One Semester
kasanayan sa pang-isports kaugnayan sa piniling sulatin
pagsulat ng Naitatala ang mga panuto (rules) sa CS_FI11/12PD-0g-
sulating pang- Naisasagawa ang programang pang-isports i-90
isports mga kaalaman at Naipaliliwanag ang kahalagahan, Week 10-12 CS_FI11/12PS-0j-
kasanayan sa kalikasan, at proseso ng piniling anyo ng l-94
pagsulat ng sulating pang-isports
piniling sulating Nakasusulat ng sulating batay sa maingat, Week 13-16 CS_FI11/12WG-
pang-isports wasto at angkop na paggamit ng wika 0m-o-96
Nakapagsasaliksik ng datos kaugnay ng CS_FI11/12EP-
isusulat na piniling anyo ng sulating pang- 0m-o-44
isports
Naisasaalang-alang ang etika sa CS_FI11/12PU-
binubuong sulating pang-isports 0m-o-101
562

Subject: Filipino sa Piling Larang (Sining at Disenyo)
Performance Most Essential Learning Competencies Duration K to 12 CG Code

Content Standards
Standards
Quarter (Pamantayang
(Pamantayan
Pangnilalaman)
sa Pagganap)
Natutukoy ang Nasusuri ang Nabibigyang-kahulugan ang mga anyo Week 1-4 CS_FSD11/12PB-0a-c-
kahulugan at kalikasan kahulugan at ng sulatin sa sining at disenyo 103
ng pagsulat ng iba’t kalikasan ng Nakikilala ang iba’t ibang anyo ng sining CS_FSD11/12PT-
ibang anyo ng sulatin pagsulat ng iba’t at disenyo ayon sa : 0a-c-91
Napag-iiba-iba ang mga ibang anyo ng (a) Layunin (b) Gamit
katangian ng iba’t sulatin (c) Katangian (d) Anyo
ibang anyo ng sulatin (e) Target na gagamit
Nakapagsasagawa ng panimulang CS_FSD11/12EP-
pananaliksik kaugnay ng kahulugan, 0a-c-41
kalikasan, at katangian ng iba’t ibang
anyo ng sining at disenyo
Nakapagpapaliwanag Nakasusulat ng Naipapaliwanag ang kahulugan ng Week 5-6 CS_FSD11/12PN-
sa pasulat na anyo ng isa sa bawat pinakinggang halimbawa ng fliptop, 0d-f-93
One mga karanasan batay nakalistang anyo novelty songs, pick-up lines, atbp.
Semester sa pinanood, ng sining o Nasusuri ang katangian ng mabisa at Week 7-8 CS_FSD11/12PB-0g-
isinagawa, binasa, at disenyo mahusay na sulatin batay sa binasang i-104
nirebyu mga halimbawang gaya ng iskrip, textula,
Naitatanghal ang blog, at islogan
Natitiyak ang angkop output ng piniling Nabibigyang-kahulugan ang mga Week 9-10 CS_FSD11/12PT-0j-
na proseso ng pagsulat anyo ng sining at terminong teknikal na may kaugnayan k-92
ng piling sulatin sa disenyo sa piniling sulat
sining at disenyo Natutukoy ang mahahalagang elemento Week 11-13 CS_FSD11/12PD-
Nakapagkikritik ng mahusay na sulating pansining na 0l-n-89
Nagagamit ang nang pasulat sa pinanood na teleserye, dula, shadow
angkop na format at piniling anyo ng play, puppet show, atbp
teknik ng pagsulat ng sining at disenyo Nakasusulat ng sulating batay sa Week 14-16 CS_FSD11/12WG-
sulatin sa sining at maingat, wasto, at angkop na paggamit 0o-q-94
disenyo ng wika
563
Naisasaalang-alang ang etika sa CS_FSD11/12PU-

binubuong sulatin sa sining at 0o-q-97
disenyo

Subject: Filipino sa Piling Larang (Teknikal-Bokasyunal)
Content Performance Most Essential Learning Duration K to 12 CG Code

Standards Standards Competencies
Quarter
Nakabubuo ng Nabibigyang-kahulugan ang teknikal Week 1-3 CS_FTV11/12PB-0a-c-105
Nauunawaan manwal ng isang at bokasyunal na sulatin
ang kalikasan, piniling sulating Nakikilala ang iba’t ibang teknikal- CS_FTV11/12PT-0a-c-93
layunin at teknikal- bokasyunal na sulatin ayon sa:
paraan ng bokasyunal a. Layunin
pagsulat ng b. Gamit
iba’t ibang anyo c. Katangian
ng sulating d. Anyo
ginagamit sa e. Target na gagamit
pag-aaral sa Nakapagsasagawa ng panimulang Week 4-6 CS_FTV11/12EP-0d-f-42
iba’t ibang pananaliksik kaugnay ng kahulugan,
One larangan (Tech- kalikasan, at katangian ng iba’t
Semester Voc) ibang anyo ng sulating teknikal-
bokasyunal
Naisasagawa ang Nakasusulat ng 4-6 Naiisa-isa ang mga hakbang sa Week 7-9 CS_FFTV11/12PB-0g-i-
kaalaman at piling sulating pagsasagawa ng mga binasang 106
kasanayan sa teknikal-bokasyunal halimbawang sulating teknikal-
wasto at angkop bokasyunal
na pagsulat ng Nakapagsasagawa Naililista ang mga katawagang CS_FTV11/12PT-0g-i-94
piling anyo ng ng demo sa piniling teknikal kaugnay ng piniling anyo
sulatin anyo bilang Naipapaliwanag sa paraang Week 10-12 CS_FTV11/12PS-0j-l-93
pagsasakatuparan sistematiko at malinaw ang piniling
ng nabuong sulatin anyo sa pamamagitan ng paggamit
ng angkop na mga termino
564
Nakasusulat ng sulating batay sa Week 13-16 CS_FTV11/12WG-0m-o-

maingat, wasto, at angkop na 95
paggamit ng wika
Naisasaalang-alang ang etika sa CS_FTV11/12PU-0m-o-
binubuong tenikal-bokasyunal na 99
sulatin
GRADE Level : Grade 12

Subject : Inquiries, Investigations and Immersion
Most Essential Learning Duration CG Code

Quarter Content Learner’s Output
Competencies
1st prepares a plan and a focus on Week 1
I. Brainstorming for Research
Quarter Class Research Agenda issues and ideas in their
Topics
respective field
1st 1. Background of the formulates clearly the Week 2
Quarter problem statement of research
2. Conceptual problem
Framework
3. Research Hypothesis
(for quantitative
II. Identifying the Problem research)
and Asking the Question 4. Statement of the
problem
5. Definition of terms
6. Importance of the
study
Scope and limitations of
the study
1st selects, cites and synthesizes Week 3-5
Quarter related literature
III. Reading on Related List of Related Literature uses sources according to
Studies Reviewed ethical standards (atleast 4-6
local and international
sources)
565
Most Essential Learning Duration CG Code

Quarter Content Learner’s Output
Competencies
1st describes adequately research Week 6-8
1. Research design
Quarter design (either quantitative or
2. Population
qualitative), data gathering
IV. Understanding Ways to 3. Sampling method
instrument, sample, data
Collect Data 4. Data collection
collection and analysis
procedure
procedures, prepares data
gathering instrument
2nd 1. Interpretation of Data gathers and analyzes data with Week 1-2
Quarter V. Finding the Answers to the 2. Data analysis method intellectual honesty using
Research Questions Conceptualized Framework suitable techniques
for qualitative research
2nd 1. Summary of Findings forms logical conclusions Week 3
Quarter VI. Reporting Findings, 2. Conclusions makes recommendations
Drawing Conclusions and 3. Recommendations based on conclusions
Making Recommendations 4. List of References writes clear report
Written Research Report
2nd presents written research Week 4-5
Quarter 1. Draft Written Research report
Report for Oral revises written research report
VII. Sharing your Research Presentation based on suggestions and
Final Written Research recommendations of panelists
Report for Submission. submits final written research
report
566

Subject: Practical Research 1
Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG
Code
demonstrates
understanding of…
Q1 1. the importance use appropriate kinds shares research experiences and knowledge Week 1 to CS_RS11-
of research in of research in making 2 IIIa-1
daily life decisions. explains the importance of research in daily life CS_RS11-
2. the IIIa-2
characteristics, describes characteristics, processes, and ethics of research CS_RS11-
processes, and IIIa-3
ethics of research differentiates quantitative from qualitative research CS_RS11-
3. quantitative IIIa-4
and qualitative provide examples of research in areas of interest CS_RS11-
research IIIa-5
4. the kinds of
research across
fields
1. the value of describes characteristics, strengths, weaknesses, and kinds of CS_RS11-
qualitative decide on suitable qualitative research IIIb-1
research; its qualitative research in Illustrates the importance of qualitative research across fields CS_RS11-
kinds, different areas of IIIb-2
characteristics, interest.
uses, strengths,
and weaknesses
2. the importance
of qualitative
research across
fields of inquiry
1. the range of formulate clearly designs a research project related to daily life Week 3 to CS_RS11-IIIc-
research topics in statement of research 4 e-1
the area of inquiry problem writes a research title CS_RS11-IIIc-
e-2
567
Code
demonstrates
understanding of…
2. the value of provides the justifications/reasons for conducting the research CS_RS11-IIIc-
research in the area e-3
of interest states research question CS_RS11-IIIc-
3. the specificity and e-4
feasibility of the indicates scope and delimitation of research CS_RS11-IIIc-
problem posed e-5
cites benefits and beneficiaries of research CS_RS11-IIIc-
e-6
presents written statement of the problem CS_RS11-IIIc-
e-7
1. the criteria in 1. select, cite, and selects relevant literature Week 5 to CS_RS11-IIIf-
selecting, citing, and synthesize properly 6 j-1
synthesizing related related literature cites related literature using standard style CS_RS11-IIIf-
literature 2. use sources according j-2
2. ethical standards to ethical standards synthesizes information from relevant literature CS_RS11-IIIf-
in writing related 3. present written j-3
literature review of related writes coherent review of literature CS_RS11-IIIf-
literature j-4
follows ethical standards in writing related literature Week 7 to CS_RS11-IIIf-
8 j-5
presents written review of literature CS_RS11-IIIf-
j-6
Q2 1. qualitative 1. describe qualitative chooses appropriate qualitative research design Week 1 to CS_RS11-
research designs research designs, 2 IVa-c-1
2. the description of sample, and data describes sampling procedure and sample CS_RS11-
sample collection and analysis IVa-c-2
3. data collection procedures plans data collection, data gathering instrument, and analysis Week 3 to CS_RS11-
and analysis procedures 4 IVa-c-3
procedures such as presents written research methodology CS_RS11-
IVa-c-4
568
Code
demonstrates
understanding of…
survey, interview,
and observation
4. the application of
creative design
principles for
execution
observation and gather relevant collects data through observation and interviews Week 5 to CS_RS11-
interview information with 6 IVd-f-1
procedures and intellectual honesty
skills
drawing out analyze and draw out infers and explain patterns and themes from data CS_RS11-
patterns and patterns and themes IVd-f-2
themes from data with intellectual honesty relates the findings with pertinent literature CS_RS11-
IVd-f-3
1. guidelines in 1. form logical draws conclusions from patterns and themes Week 7 to CS_RS11-
making conclusions conclusions 8 IVg-j-1
and 2. make formulates recommendations based on conclusions CS_RS11-
recommendations recommendations based IVg-j-2
2. techniques in on conclusions lists references CS_RS11-
listing references IVg-j-3
569
Grade Level : Grade 12

Subject :PRACTICAL RESEARCH 2

3rd 1. the characteristics, decide on suitable Describes characteristics, strengths, Week 1-3 CS_RS12-Ia-c-1
strengths, weaknesses, quantitative research in weaknesses, and kinds of quantitative
and kinds of quantitative different areas of interest research
research Illustrates the importance of quantitative Week 1-3 CS_RS12-Ia-c-2
2. the importance of research across fields
quantitative research Differentiates kinds of variables and their uses Week 1-3 CS_RS12-Ia-c-3
across fields
3. the nature of variables
1. the range of research formulate clearly the Designs a research used in daily life Week 4-5 CS_RS12-Id-e-1
topics in the area of statement of research Writes a research title Week 4-5 CS_RS12-Id-e-2
inquiry problem Describes background of research Week 4-5 CS_RS12-Id-e-3
2. the value of research in States research questions Week4-7 CS_RS12-Id-e-4
the area of interest Indicates scope and delimitation of study Week 4-5 CS_RS12-Id-e-5
3. the specificity and Presents written statement of the problem Week 4-5 CS_RS12-Id-e-7
feasibility of the problem
posed
1. the formulation of 1. formulate clearly Illustrates and explain the conceptual Week 6-7 CS_RS12-If-j-6
conceptual framework conceptual framework, framework
2. the research research hypotheses (if Defines terms used in study Week 6-7 CS_RS12-If-j-7
hypotheses appropriate), and define Lists research hypothesis (if appropriate) Week 6-7 CS_RS12-If-j-8
(if appropriate) terms used in study Presents written review of related literature Week 6-7 CS_RS12-If-j-9
3. the definition of terms 3. present objectively and conceptual framework
as used in the study written review of related
literature and conceptual
framework
570
4th 1. quantitative research describe adequately Chooses appropriate quantitative research Week 1-3 CS_RS12-IIa-c-1
design quantitative research design
2. description of sample designs, sample, Describes sampling procedure and sample Week 1-3 CS_RS12-IIa-c-2
3. instrument instrument used, Constructs an instrument and establishes its Week 1-3 CS_RS12-IIa-c-3
development intervention (if validity and reliability
4. description of applicable), data Describes intervention (if applicable) Week 1-3 CS_RS12-IIa-c-4
intervention (if applicable) collection, and analysis Plans data collection procedure Week 1-3 CS_RS12-IIa-c-5
5. data collection and procedures Plans data analysis using statistics and Week 1-3 CS_RS12-IIa-c-6
analysis procedures such hypothesis testing (if appropriate)
as survey, interview and Presents written research methodology Week 1-3 CS_RS12-IIa-c-7
observation
6. guidelines in writing
research methodology
1. data collection gather and analyze data Collects data using appropriate instruments Week 4-7 CS_RS12-IId-g-1
procedures and skills using with intellectual honesty, Presents and interprets data in tabular or Week 4-7 CS_RS12-IId-g-2
varied instruments using suitable techniques graphical forms
2. data processing, 1. form logical conclusions Uses statistical techniques to analyze data – Week 4-7 CS_RS12-IId-g-3
organizing, and analysis 2. make recommendations study of differences and relationships limited
based on conclusions for bivariate analysis
1. guidelines in making Draws conclusions from research findings Week 8-9 CS_RS12-IIh-j-1
conclusions and Formulates recommendations Week 8-9 CS_RS12-IIh-j-2
recommendations
571
572
573

Subject: Applied Economics
K to 12
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
CG Code
First The learner The learners shall be able to …
Quarter demonstrates an *Differentiate economics as social science and applied science
understanding of… in terms of nature and scope
Week 1
economics as an analyze and propose solution/s *Examine the utility and application of applied economics to
applied science and to the economic problems using solve economic issues and problems Week 2
its utility in the principles of applied
addressing the economics *Analyze market demand, market suppy and market
economic problems equilibrium Week 3
of the country
*Determine the impications of market pricing on economic
decision-making Week 4
*Differentiate various market structures in terms of:

a. number of sellers
b. types of products
c. entry/exit to market Week 5
d. pricing power
e. others
the law of supply and conduct a survey of current *Analyze the effects of contemporary economic issues affecting
demand, and factors economic situations within the the Filipino entrepreneur
affecting the vicinity
economic situation Week 6
574
K to 12
CG Code
industry analysis, its apply tools and techniques for
principles, tools, and business opportunities like the *Analyze different principles, tools, and techniques in creating
Week 7
techniques leading to SWOT/TOWS analysis a business
the identification of
business conduct a survey of macro and
opportunities micro environments affecting *Apply business principles, tools, and techniques in Weeks 8-
business in a locality participating in various types of industries in the locality 9
various conduct a socioeconomic *Explain the effects of the various socio-economic factors
Week 10
socioeconomic impact study on consumers affecting business and industry
impacts of business (new product and services);
on the following suppliers; investors (capital,
sectors: consumer, income) government (tax
supplier and revenues, poverty alleviation, * Evaluate the viability and impacts of business on the
investors, basic services); households community
government, (standard of living,
Weeks
households, and employment) and international
11-12
international trade trade (exports and imports of
goods and services) leading to
options in venturing into a
business

Subject : Business Ethics and Social Responsibility
QUARTER
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES DURATION K to 12 CG Code
STANDARDS
The learners demonstrate The learners shall be able The learners:
3rd Quarter an understanding of: to: ABM_ESR12-IIIa-d-1.1;
Week 1
1.1 differentiate the forms of ABM_ESR12-IIIa-d-1.2;
business organizations in ABM_ESR12-IIIa-d-1.3
575
QUARTER
STANDARDS
1. the nature and forms 1. identify forms of terms of their purpose
of business business and role in socio-
organizations organizations and economic development
their characteristics 1.2 illustrate how fairness,
2. the purposes of accountability, ABM_ESR12-IIIa-d-1.4;
establishing business 2. explain the purpose transparency and ABM_ESR12-IIIa-d-1.5
Week 2
enterprises of business stewardship is observed
organizations and in business and non-
3. the core principles their role in profit organizations
underlying fairness, socioeconomic
accountability, and development
transparency in
business operation and 3. explain the core
stewardship (respect principles of ABM_ESR12-IIIa-d-1.6
for others’ property) fairness,
1.3 formulate a “code of
accountability and
ethics” that reflect core
4. common practices in transparency in the Week 3
principles derived from
business organizations socioeconomic
analyses
(decorum, protocol, development of a
policies, marketing, country
bookkeeping,
reportorial 4. craft simple “Codes
requirements and of Ethics” or “Codes
documentation, etc.) of Right Conduct”
1. classical philosophies 1. identify the classical 2.1 illustrate how these
specifically, virtue philosophies and philosophies are reflected Week 4 ABM_ESR12-IIIe-h-2.1
ethics (Socrates, Plato, their implication for into business practices
Aristotle, Confucius, business principles
etc.) and practices 2.2 explain how the belief
systems influence business Week 5 ABM_ESR12-IIIe-h-2.2
practices
576
QUARTER
STANDARDS
2. the impact of belief 2. describe various 2.3 infer how Filipino value
systems (Buddhism, belief systems, and system influence business Week 6 ABM_ESR12-IIIe-h-2.3
Islam, Christianity, their similarities and practices
etc.) differences in
relation to the
3. the Filipino Value business setting 2.4 generate ways to
System (Utang na improve business
Loob, Filial Piety, 3. describe how the practices guided by the Week 7 ABM_ESR12-IIIe-h-2.4
Padrino Suki, Bahala Filipino value system philosophies, belief
na - Mañana, Amor affects the attitudes system or Filipino values
Propio, Filipino Family of business
Values) constituents
1. the responsibilities and 1. identify 3.1 discuss the ABM_ESR12-IVi-l-3.1
accountabilities of responsibilities to responsibilities and
entrepreneurs toward the business accountabilities of
the employees, organization he/she entrepreneurs to:
government, creditors, belongs to a. employees
suppliers, consumers, 2. explain the different b. government Week 1
general public, and models and c. creditors
4th Quarter other stakeholders; frameworks of social d. suppliers
major ethical issues in responsibility e. consumers
entrepreneurship f. general public
(basic fairness, g. other stakeholders
personnel and 3.2 formulate a morally
customer relations defensible position on ethical ABM_ESR12-IVi-l-3.2 ;
distribution dilemmas, issues in entrepreneurship ABM_ESR12-IVi-l-3.3
fraud, unfair like basic fairness, personnel
competition, unfair and customer relations Week 2
communication, distribution dilemmas, fraud,
nonrespect of unfair competition, unfair
agreements, communication, nonrespect
of agreements,
577
QUARTER
STANDARDS
environmental environmental degradation,
degradation, etc.) etc.
2. models and frameworks

of social responsibility
in the practice of sound
business
3.3 Describe the different

models and frameworks of Week 3 ABM_ESR12-IVi-l-3.4
social responsibility
3.4 Formulate a framework
of social responsibility that
Week 4 ABM_ESR12-IVi-l-3.5
reflects the practice of sound
business
the importance of doing 1. identify reasons for 4.1 explain the importance of
business beyond profit establishing establishing and ABM_ESR12-IVm-p-4.1
motivation. Introduction to business enterprises sustaining business
Week 5
the notion of SOCIAL beyond profit enterprises as a source of
ENTERPRISE (meeting a 2. prepare and job opportunities and
given social objective or implement a financial freedom
resolving a real social personal action plan 4.2 prepare and implement a
problem while making ends to assist an existing proposed personal action ABM_ESR12-IVm-p-4.2 ;
meet) for poverty small business plan to assist an existing ABM_ESR12-IVm-p-4.3
alleviation enterprise to small business enterprise
Week 6
practice ethics and to practice ethics and
social responsibility social responsibility in
in their business their business operation
operation
578

Subject: Business Finance
Quarter Content Standards Performance Standards Most Essential Learning Duration K to 12 CG Code
competencies
The learners demonstrate an The learners are able to… The learner…
understanding of…
Q3 the definition of finance, 1. define Finance explain the major role of Week 1 to 2 ABM_BF12-IIIa-1
the activities of the financial 2. describe who are financial management and the
manager, and financial responsible for financial different individuals involved
institutions and markets management within an distinguish a financial ABM_BF12-IIIa-2
organization institution from financial
3. describe the primary instrument and financial
activities of the financial market
manager explain the flow of funds within ABM_BF12-IIIa-5
4. describe how the financial an organization – through and
manager helps in achieving the from the enterprise—and the
goal of the organization role of the financial manager
5. describe the role of financial
institutions and markets
the financial planning process, 1. illustrate the financial planning identify the steps in the Week 3 to 4 ABM_BF12-IIIc-d-10
including budget preparation, process financial planning process
cash management, and 2. prepare budgets such as illustrate the formula and ABM_BF12-IIIc-d-11
working capital management projected collection, sales format for the preparation of
budget, production budget, budgets and projected financial
income projected statement of statement
comprehensive income, explain tools in managing cash, ABM_BF12-IIIc-d-12
projected of financial position, receivables, and inventory
and projected cash flow
statement
3. describe concepts and tools in
working capital management
the sources and uses of short- 1. distinguish debt and equity compare and contrast the loan Week 5 ABM_BF12-IIIe-f-14
term and long-term funds , financing requirements of the different
and the requirements , banks and nonbank institutions
579
competencies
understanding of…
procedure , obligation to 2. identify the bank and nonbank and cite these institutions in the
creditor, and reportorial institutions in the vicinity that are locality
necessities possible sources of funds, and
enumerate their requirements
and process for loan application
basic concepts of risk and 1. distinguish simple and calculate future value and Week 6 to 8 ABM_BF12-IIIg-h-18
return, and the time value of compound interest present value of money
money 2. solve exercises and problems compute loan amortization ABM_BF12-IIIg-h-20
in computing for time value of using mathematical concepts
money with the aid of present and the present value tables
and future value tables apply mathematical concepts ABM_BF12-IIIg-h-21
3. prepare loan amortization and tools in computing for
tables finance and investment
4. compute for the net present problems
value of a project with a explain the risk-return trade-off ABM_BF12-IIIg-h-22
conventional cash-flow pattern
5. describe the risk-return trade-
off
Q4 the definition, purpose, kinds, 1. identify the types of compare and contrast the Week 1 to 2 ABM_BF12-IVm-n-23
advantages, and investments particularly bank different types of investments
disadvantages and the risks of deposits , insurance, real estate , measure and list ways to ABM_BF12-IVm-n-25
investment hard assets, mutual funds, and minimize or reduce investment
stocks and bonds risks in simple case problems
2. indicate the advantages and
disadvantages of each type of
investment
3. explain the risks inherent in
each type of investment
the philosophy and practices 1. identify money management enumerate money Week 3 to 4 ABM_BF12-IVo-p-26
in personal finance philosophy management philosophies
2. apply basic personal finance illustrate the money ABM_BF12-IVo-p-27
principles and practices in management cycle and gives
580
competencies
understanding of…
earning, spending, saving, and examples of sound practices in
investing money earning, spending, saving, and
investing money

Subject: Business Mathematics
competencies
The learners demonstrate The learners are able to… The learner…
an understanding of…
Q1 1. fractions 1. Solve problems involving Express: Week 1 to 2
2. decimals and percentage fractions, decimals and percent a. fractions to decimal and
related to business percent forms
b. decimals to fractions and
percent forms
c. percent to fractions and
decimal forms
Give real-life situations to ABM_BM11FO-Ic-4
illustrate fractions, decimals,
and percent
Solve problems involving ABM_BM11FO-Id-5
fractions, decimals, and percent
key concepts of ratio and 1. formulate and solve problems Identify the different kinds of Week 3
proportion involving ratio and proportion proportions and write examples
2. use the concept of proportion in of real-life situations for each
making life decisions Solve problems involving direct, Week 4 ABM_BM11RP-If-4
inverse and partitive proportion
key concepts in buying and Analyze and solve problems on Differentiate Mark-on, Mark Week 5 ABM_BM11BS-Ig-1
selling important factors in managing a down and Mark-up
581
competencies
business: buying products and obtain Mark-on, Mark-down,
selling products and Mark-up given price of a
product
Differentiate mark-up from Week 6 ABM_BM11BS-Ih-3
margins
Describe how gross margins is ABM_BM11BS-Ih-4
used in sales
Compute single trade discounts
and discount series
Differentiate profit from loss Week 7 ABM_BM11BS-Ii-6
Illustrate how profit is obtained ABM_BM11BS-Ii-7
and how to avoid loss in a given
transaction
Determine the break-even point Week 8
Solve problems involving buying ABM_BM11BS-Ij-9
and selling products
Compute interest specifically as Week 9
applied to mortgage,
amortization, and on
services/utilities and on
deposits and loans
Q2 Illustrate the different types of Week 1 ABM_BM11BS-IIa-11
commissions
Compute commissions on cash ABM_BM11BS-IIa-12
basis and commission on
instalment basis
Compute down payment, gross
balance and current increased
balance
Solve problems involving Week 2 ABM_BM11BS-IIb-14
interests and commissions
582
competencies
the fundamental apply appropriate mathematical Define salary, wage, income, Week 3 ABM_BM11SW-IIc-1
operations of mathematics operation in computing salaries benefits
as applied in salaries and and wages Compute gross and net earnings ABM_BM11SW-IId-2
wages Define each of the benefits Week 4 ABM_BM11SW-IIe-5
given to wage earners
Distinguish taxable from ABM_BM11SW-IIe-6
nontaxable benefits
Enumerate the standard ABM_BM11SW- IIe-7
deductions with the
corresponding computation
Identify the variables needed in Week 5 ABM_BM11SW- IIe -8
the computation of the
overtime
Compute overtime pay ABM_BM11SW- IIe -9
Use E- spread sheet in the Week 6 ABM_BM11SW- IIf -10
computation of salary and
overtime pay
Present graphical ABM_BM11SW- IIf -13
representation of the details or
particulars of the salary.
business data present them solve problems in real-life business Compare the forms (textual, Week 7 ABM_BM11PAD-IIg-2
in graphs, charts, and tables situations, present data in tabular and graphical) of
graphical form, and analyze them business data.
Analyze and interprets the data ABM_BM11PAD-IIh-5
presented in the table using
measures of central tendency
and variability and tests of
significant differences
Describe the different kinds of Week 8
graphs and its essential parts
for data presentation.
583
competencies
Give a set of business data; ABM_BM11PAD-IIi-8
identify the graphs to be used
Draw the graph/table to ABM_BM11PAD-IIi-9
present the data
Analyze and interpret the data Week 9 ABM_BM11PAD-IIi-10
presented in a graph/table
Use software (i.e., MS Excel, ABM_BM11PAD-IIj-11
SPSS) programs to compute and
present graphical
representation of business data

Subject: Fundamentals of Accountancy, Business and Management 1
competencies
The learners demonstrate an The learners are able to…
understanding of… The learner…
Q3 the definition, nature, function, cite specific examples in which define accounting Week 1 ABM_FABM11-
and history of accounting accounting is used in making business IIIa-1
decisions describe the nature of ABM_FABM11-
accounting IIIa-2
narrate the history/origin of ABM_FABM11-
accounting IIIa-4
the external and internal 1. solve exercises and problems on the define external users and gives ABM_FABM11-
users of financial information identification of users of information, examples IIIa-7
type of decisions to be made, and type ABM_FABM11-
define internal users and give
of information needed by the users IIIa-8
examples
2. cite users of financial information
and identify whether they are external
or internal users
584
competencies
accounting concepts and identify generally accepted accounting explain the varied accounting Week 2 to 3 ABM_FABM11-
principles principles concepts and principles IIIb-c-15
solve exercises on ABM_FABM11-
accounting principles as IIIb-c-16
applied in various cases
the accounting equation solve problems applying the accounting illustrate the accounting ABM_FABM11-
equation equation IIIb-c-17
perform operations involving ABM_FABM11-
simple cases with the use of IIIb-c-18
accounting equation
the five major accounts, define, identify, and classify accounts discuss the five major accounts Week 4 ABM_FABM11-
namely, according to the five major types IIId-e-19
1. assets 4. income prepare a Chart of Accounts ABM_FABM11-
2. liabilities 5. expenses IIId-e-21
3. capital
the two major types of books differentiate a journal from a ledger illustrate the format of a general Week 5 ABM_FABM11-
of accounts, namely, journal and identify the types of journals and and special journals IIIf-23
and ledger ledgers illustrate the format of a general ABM_FABM11-
and subsidiary ledger IIIf-24
the business transactions and identify business and nonbusiness analyze common business Week 6 ABM_FABM11-
their analysis to include transactions, enumerate the types of transactions using the rules of IIIg-j-27
definition and nature of business documents, recite the rules of debit and credit
business transactions, types of debit and credit, and apply these to solve simple problems and ABM_FABM11-
source or business documents, simple cases exercises in the analyses of IIIg-j-28
and the rules of debits and business transaction
credits
the accounting cycle of a identify business and nonbusiness describes the nature of Week 7 to 9 ABM_FABM11-
service business transactions, enumerate the types of transactions in a service IVa-d-29
business documents, recite the rules of business
585
competencies
debit and credit, and apply these in records transactions of a service ABM_FABM11-
simple cases business in the general journal IVa-d -30
posts transactions in the ledger ABM_FABM11-
IVa-d -31
prepares a trial balance ABM_FABM11-
IVa-d -32
Q4 prepares adjusting entries Week 1 to 2 ABM_FABM11-
IVa-d -33
complete the accounting cycle ABM_FABM11-
IVa-d -34
the accounting cycle of a prepare journal entries, post to the describes the nature of Week 3 to 9 ABM_FABM11-
merchandising business to ledger, prepare the trial balance, transactions in a merchandising IVe-j -35
include the following: worksheet, adjusting entries and business
1. Journalizing of transactions complete the accounting cycle of a records transactions of a ABM_FABM11-
using the general and special merchandising business. merchandising business in the IVe-j-36
journals, namely: sales general and special journals
journal, purchase journal, posts transactions in the general ABM_FABM11-
cash receipts journal and and subsidiary ledgers IVe-j -37
cash payments journal prepares a trial balance ABM_FABM11-
2. Posting to the ledger, IVe-j -38
namely: general and prepares adjusting entries ABM_FABM11-
subsidiary ledgers IVe-j -39
3. Preparation of trial balance completes the accounting cycle ABM_FABM11-
4. Adjusting entries to include of a merchandising business IVe-j -40
pre payments, accrual and prepares the Statement of Cost ABM_FABM11-
deferral of Goods Sold and Gross Profit IVe-j -41
5. Worksheet preparation, and
6. Completing the accounting
cycle of a merchandising
business
586

Subject: Fundamentals of Accountancy, Business and Management 2
understanding of…
Q1 account titles under the solve exercises and problems identify the elements of the SFP and Week 1 ABM_FABM12-
assets, liabilities, and capital that require preparation of an describe each of them Ia-b-1
accounts of the Statement of SFP for a single proprietorship prepare an SFP using the report form ABM_FABM12-
Financial Position, namely, with proper classification of and the account form with proper Ia-b-4
cash, receivables, accounts as current and classification of items as current and
inventories, prepaid noncurrent using the report form noncurrent
expenses, property, plant and the account form
and equipment, payables,
accrued expenses, unearned
income, long-term liabilities
and capital that will equip
him/her in the preparation
of the SFP using the report
form and account form
the service income and solve exercises and problems identify the elements of the SCI and Week 2 to 3 ABM_FABM12-
operating expenses of a that require preparation of SCI describe each of these items for a Ic-d-5
service business as well as for a service business and a service business and a merchandising
sales, contra sales, purchases, merchandising business business
contra purchase accounts, prepare an SCI for a service business ABM_FABM12-
cost of goods sold and using the single-step approach Ic-d-6
general administrative and prepare an SCI for a merchandising ABM_FABM12-
selling expenses of a business using the multistep approach Ic-d-7
merchandising business that
will equip him/her in the
preparation of the SCI for
both service and
merchandising businesses
587
understanding of…
the forms of business solve exercises and problems prepare an SCE for a single Week 4 BM_FABM12-Ie-9
organization, that require preparation of an proprietorship
namely, single proprietorship, SCE for a single proprietorship
partnership, and corporation,
and the structure of a SCE of a
single proprietorship that will
equip him/her in the
preparation of the said
financial report
the components and the solve exercises and problems discuss the components and structures Week 5 ABM_FABM12-If-
structure of a CFS that will that require preparation of a CFS of a CFS 10
equip him/her in the prepare a CFS ABM_FABM12-If-
preparation of the said 11
financial report
the methods or tools of solve exercises and problems define the measurement levels, Week 6 to 7 ABM_FABM12-
analysis of financial that require computation and namely, liquidity, solvency, stability, Ig-h-12
statements to include interpretation using horizontal and profitability
horizontal analysis, vertical analysis, vertical analysis, and perform vertical and horizontal ABM_FABM12-
analysis, and financial various financial ratios analyses of financial statements of a Ig-h-13
ratios to test the level single proprietorship
of liquidity, solvency, Using the downloaded sample compute and interpret financial ratios ABM_FABM12-
profitability, and stability of financial statements, he/she such as current ratio, working capital, Ig-h-14
the business performs horizontal and vertical gross profit ratio, net profit ratio,
analysis, computes various receivable turnover, inventory
financial ratios and interprets the turnover, debt-to-equity ratio, and the
level of liquidity, solvency, like
stability, and profitability of
the business
the types of bank share samples of bank identify the types of bank accounts Week 8 to 9 ABM_FABM12-
accounts, basic account forms and documents in normally maintained by a business IIc-5
transactions, and class and discuss their uses and prepare bank deposit and withdrawal ABM_FABM12-
importance slips IIc-7
588
understanding of…
documents related to bank identify and prepare checks ABM_FABM12-
deposits and withdrawals IIc-8
identify and understand the contents of ABM_FABM12-
a bank statement IIc-9
Q2 a bank reconciliation solve exercises and problems describe the nature of a bank Week 1 to 2 ABM_FABM12-
statement, its nature and involving the following: reconciliation statement IId-10
structure, and reconciling 1. Identification of the proper analyze the effects of the identified ABM_FABM12-
items and methods of treatment of reconciling reconciling items IId-12
preparation items in the bank prepare a bank reconciliation ABM_FABM12-
reconciliation statement statement IId-13
2. preparation of a bank
reconciliation statement
the sound principles of accomplish the BIR (Bureau define income and business taxation Week 3 to 5 ABM_FABM12-
taxation, its purpose, and of Internal Revenue) forms and its principles and processes IIh-j-15
preparation of forms and explain the procedure in the ABM_FABM12-
payment of taxes computation of gross taxable income IIh-j-17
and tax due
explain the principles and purposes of ABM_FABM12-
taxation IIh-j-19
Grade Level: Grade11

Subject: Organization and Management
K to 12
CG Code
First The learners have an The learners shall be able to…
Quarter understanding of… *Explain the meaning, functions, types and theories of
management Week 1
589
K to 12
CG Code
basic concepts and
theories of apply management theories & Explain the functions, roles and skills of a manager ABM_AOM11-
Week 2
management concepts in solving business Ia-b-3
cases
*Analyze various forces/elements influencing local and
international business environment using PEST and SWOT
Week 3
strategies
the role of business analyze the various
in environmental forces
the environment, affecting *Analyze the forms and economic roles of business
and the firm and summarize these Week 4
organizations
how the using Political Economic Social
environment and Technological Analysis
affects the firm PEST) and Strengths, *Differentiate the phases of economic development and its
Weaknesses, Opportunities Week 4
impact to business environment
and Threats (SWOT) Analysis
frameworks
*Discuss the nature and levels of planning and types of plans Week 5
formulate effective plans for a
the importance of specific business endeavor
planning concepts in *Apply appropriate planning techniques and tools in Week 6
business success business decision-making
*Analyze the nature of organizations and types of

Week 7
organization structures
Second the significance of design an appropriate

Week 8
Quarter organization organization structure for a *Apply organization theories for effective business
structures specific business management
590
K to 12
CG Code
for effective business
management
* Discuss the concept and nature of staffing Week 9
the process of
recruiting, conduct and prepare job *Analyze the process of recruiting, selecting and training
Week 10
selecting, and analysis employess
training employees
*Examine the functions and importance of compensation,

Weeks
wages and performance evaluation, appraisal, reward
11-12
system, employee relations and movement
how motivation,
leadership, and demonstrate knowledge in *Analyze motivation,leadership, and communication work in
communication work motivation, leadership, and an organization Week 13
in an organization communication by solving
business cases
different controlling
methods and
techniques apply appropriate control *Apply the concept and nature of different control methods
Week 14
measures for a specific and techniques in accounting and marketing
business situation
the different select one’s area of interest Explain the nature and role in the firm of the
functional for future career path following functional areas of management:
areas of
management a. Human Resource Management
b. Marketing Management Week 15 ABM_AOM11-
c. Operations Management IIi-39
d. Financial Management
e. Material and Procurement Management
f. Office Management
591
K to 12
CG Code
g. Information & Communication Technology
Management
the basic concepts of initiate an appropriate small- *Explain the steps and importance of starting a family
small-family business family business business Week 16

Subject : Principles of Marketing
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION K-12 CG Code
COMPETENCIES
Quarter 1 The learners demonstrate an The learners shall be able to… plot define and understand marketing Week 1 - 2 ABM_PM11-Ia-
understanding of… the marketing goals and approaches • Principles b-1
marketing principles, goals, for product or service • Goals
and traditional and • Approaches
contemporary approaches to
marketing
the value of customer develop a program for customer define “relationship marketing” Week 3-5 ABM_PM11-Ic-
relations and customer service d-5
service
explain the value of customers
ABM_PM11-Ic-
d-6
the importance of conduct marketing research, distinguish between strategic and Week 6-9 ABM_PM11-Ie-
information, the market interpret market buying behavior marketing i-9
characteristics affecting on product or service, and identify planning in terms of objectives and
consumer behavior, and the the product or service target processes
market
592
bases of market analyze the elements of macro- and

segmentation micro-environment and their influence
to marketing planning
ABM_PM11-Ie-
define marketing research, its i-10
importance to a business enterprise
and identify the steps in marketing
research
differentiate the buying behavior and

decision making of individual/ ABM_PM11-Ie-
household customer versus the i-11
business (organizational) customer
identify and segment market for a

product or service
ABM_PM11-Ie-
select the appropriate target market i-13
segment and its positioning
ABM_PM11-Ie-
i-14
ABM_PM11-Ie-
i-15
593
Quarter 2 the essence of the new design a new product or service, define a product and differentiates Week 1-3 ABM_PM11-IIa-
product development, decide types of pricing approach, the product, services, and experiences e-16
pricing, placing (distribution), and choose distribution methods
and promoting a product or and promotion tools that respond
service to market trends
identify and describe the factors to

consider when setting prices and new
product pricing and its general pricing ABM_PM11-IIa-
approaches e-17
discuss the structure of distribution

channels, its functions, and the nature
of supply chain management
define and identify relevant

promotional tools, namely, advertising,
sales promotion, personal selling, ABM_PM11-IIa-
public relations, and direct marketing e-18
to create awareness and persuade the
target market to buy the product or
patronize the service
ABM_PM11-IIa-
e-19
the necessity of a marketing create a new product or service explain the relationship between Week 4-6 ABM_PM11-IIf-
plan in business design and pricing, and promotion market analysis, planning, 20
and distribution strategies implementation, and control
analyze the company’s situation,
markets, and environment (the
marketing audit and SWOT analysis)
594
and proper interpretation of orally defend the mini-marketing integrate the marketing concepts and Week 7-9 ABM_PM11-IIg-
marketing strategies through plan to a group of marketing techniques learned by preparing a j-24
workshop and presentation professionals marketing plan
present a mini-marketing plan, orally

and in writing
ABM_PM11-IIg-
j-25
595
596

Subject : Community Engagement, Solidarity, and Citizenship (CSC)
QUARTER CONTENT PERFORMANCE

LEARNING COMPETENCY DURATION
STANDARD STANDARD K to 12 CG Code
The learners The learners shall be 1. explain the importance of
demonstrate an able to… studying community
understanding of... dynamics and community
synthesize the action in relation to Week 1 HUMSS_CSC12-IIIa-c-1
the integration of integrative experience applied social sciences
social science of implementing and the learners’ future
perspective and community-action career options
community action initiatives applying 2. define using various HUMSS_CSC12-IIa-c-2
initiatives social sciences’ ideas perspectives, e.g., social
and methods sciences, institutions, civil Week 2
society, and
local/grassroots level
3. analyze functions of HUMSS_CSC12-IIIa-c-5
communities in terms of
structures, dynamics, and Week 3
1
processes
4. differentiate typologies of HUMSS_CSC12-IIIa-c-6
Week 4
communities
5. recognize the value of HUMSS_CSC12-IIId-
undertaking community g-7
action modalities
6. acknowledge Week 5 HUMSS_CSC12-II-d-g-8

interrelationship of self
and community in
undertaking community
action
7. explain forms of HUMSS_CSC12-IId-g-9
community engagement Week 6
that contribute to
597

community development
through solidarity
Week 7
8. recognize the importance HUMSS_CSC12-IId-g-10
of solidarity in promoting
national and global
community development
(e.g. poverty alleviation)
9. explain the core values of HUMSS_CSC12-IIIh-j-12;
community action HUMSS_CSC12-IIIh-j-13
initiatives and
a. human rights HUMSS_CSC12-IIIh-j-14
Week 1
b. social equity
c. gender equality
d. participatory
development
10. analyze strategies of HUMSS_CSC12-IIIh-j-15
empowerment and
advocacy of a community
action initiative
11.explain the importance of Week 2 HUMSS_CSC12-IIIh-j-16
commitment and action in
2
participatory
development for
community well-being
12. assess selected HUMSS_CSC12-IId-g-11
community-action
Week 3
initiatives based on its
core values and principles
13. explain the HUMSS_CSC12-IVa-d-17
methodologies and
Week 4
approaches in community
action
598

14. apply systematic methods HUMSS_CSC12-IVa-d-18
of community action in
understanding
community
15. formulate a community HUMSS_CSC12-IVa-d-19
Week 5
action
16. plan using participatory HUMSS_CSC12-IVa-
Week 6
approaches d-19
17. implement community- HUMSS_CSC12-IV-e-h-20
Week 7
action plan
18. synthesize the insights HUMSS_CSC12-IVe-h-21;
gained in conducting the
community action plan Week 8 HUMSS_CSC12-Ive-h-22
that applied the methods
of social sciences

SUBJECT: Creative Nonfiction
Content Performance
Standards Standards
S1/2 The learner The learner clearly Analyze the theme and techniques used in a particular text
Q1/3 understands the and coherently uses Create samples of the different literary elements based on HUMSS_CNF11/12-Ib-d-4
literary a chosen element one’s experience (e.g. metaphor to describe an emotion)
conventions that conventionally
govern the identified with a
different genres. genre for a written
(e.g., narrative output.
convention of
fiction, etc.)
The learner The learner clearly Analyze factual/nonfictional elements (Plot, Characters,
understands the and coherently uses Characterization, Point of View, Angle, Setting and
delineation multiple elements Atmosphere, Symbols and Symbolisms, Irony, Figures of
599
between creative conventionally speech, Dialogue, Scene, Other elements and Devices) in the
and the identified with a texts
nonfictional genre for a written Write a draft of a short piece (Fiction, Poetry, Drama, etc.) HUMSS_CNF11/12-Ib-d-5
elements of output. using any of the literary conventions of genre following these
creative pointers:
nonfictional text. 1. Choosing a topic
2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively
developed
Evaluate other’s draft based on:
1. clarity of idea
2. appropriate choice of literary element
3. appropriate use of the element
4. effective combination of the idea and the chosen
literary element
Revise the draft of a short piece using any of the literary HUMSS_CNF11/12-Ib-d-7
conventions of a genre (e.g. plot for narrative piece)
S1/2 The learner The learner Present a commentary/critique on a chosen creative
Q2/4 understands the competently nonfictional text representing a particular type or form
distinction delivers an artistic (Biography/Autobiography, Literary Journalism/Reportage,
between and presentation Personal Narratives, Travelogue, Reflection Essay, True
among creative summarizing and Narratives, Blogs, Testimonies, Other Forms)
nonfiction types analyzing the form,
and forms. theme and
techniques of a
chosen creative
nonfictional text.
The learner The learner writes a Write a mini critique of a peer’s work based on coherence HUMSS_CNF11/12-IId-e-18
understands that clear and coherent and organization of paragraphs, development of literary
mastery of the critique and an elements use of factual information, and other qualities
basic forms, types, interesting and concerning form and content
techniques and engaging creative Write a draft of creative nonfiction piece based on HUMSS_CNF11/12-IIg-j-20
devices of creative nonfiction. memorable real-life experience
600
nonfiction enables Revise the draft based on desirable qualities of well-written

him/her to creative nonfiction
effectively critique
and write creative
nonfiction.

SUBJECT: Creative Writing
Content Performance
Standards Standards
S1/2 The learners have The learners shall Use imagery, diction, figures of speech, and specific experiences to HUMSS_CW/MP11/12-
Q1/3 an understanding be able to produce evoke meaningful responses from readers Ia-b-4
of imagery, diction, short paragraphs or
figures of speech, vignettes using
and variations on imagery, diction,
language. figures of speech,
and specific
experiences.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MP11/12c-
an understanding be able to produce specific forms of poetry f-6
of poetry as a a short, well- Write a short poem applying the various elements and literary HUMSS_CW/MP11/12c-
genre and how to crafted poem devices exploring innovative techniques f-10
analyze its
elements and
techniques.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIg-i-11
an understanding be able to produce various modes of fiction
of fiction as a at least one striking Write journal entries and other short compositions exploring key HUMSS_CW/MPIg-i-13
genre and are able scene for a short elements of fiction
to analyze its story.
elements and
techniques.
S1/2 The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIj-IIc-15
Q2/4 an understanding be able to compose drama
601
of drama as a at least one scene Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16

genre and are able for a one-act play Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17
to analyze its that can be staged. Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18
elements and Write at least one scene for one-act play applying the various HUMSS_CW/MPIj-IIc-20
techniques. elements, techniques, and literary devices
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the HUMSS_CW/MPIIc-f-23
an understanding be able to produce different literary and/or socio-political contexts of creative writing
of the different a craft essay on the
orientations of personal creative
creative writing. process
deploying a
consciously
selected
orientation of
creative writing
The learners may Create an online portfolio the outputs produced: poetry, fiction,
choose from any of script, etc. applying ICT skills/any appropriate multimedia forms
the following:
1. Design a group
blog for poetry
and fiction
2. Produce a suite
of poems, a
full/completed
short story, or
a script for a
one-act play,
with the option
of staging
3. Create
hypertext
literature
602

Subject: Culminating Activity
Most Essential Learning
Quarter Contents Standards Performance Standards Duration
Competencies K to 12 CG Code
The learners demonstrate The learners shall be able to… HUMSS_CA12-Ia-d-1
1. Formulate a plan that will
an understanding of… HUMSS_CA12-Ia-d-2
produce a creative portfolio demonstrate the key concepts,
Weeks 1
that will integrate their principles, and processes of
key concepts, principles,
learning in specialized learning humanities and social sciences
and processes of
humanities and social areas under humanities or 2. write a concept anchored on HUMSS_CA12-Ia-d-3
sciences social sciences Week 2-3
the prepared plan
1 3. generate comments, feedbacks
and observations on the
Week 4 HUMSS_CA12-Ia-d-4
feasibility, appropriateness and
relevance of concept
4. synthesize insights from the
observations, comments, and
Week 5 HUMSS_CA12-Ia-d-5
recommendations of peers
and/or teachers
5. examine the preparedness and
completeness of the output
based on the key concepts, Week 1-2 HUMSS_CA12-Ie-IIf-6
principles and processes of
humanities and social sciences
2
6. showcase their understanding
of the key concepts, principles,
and processes of humanities Week 3-4 HUMSS_CA12-IIg-7
and social sciences through an
exhibition
603

Subject Title: Disciplines and Ideas in the Applied Social Sciences
QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
The learners demonstrate The learners should be The learners ...
an understanding of… able to…
clarify the relationships
social sciences and explain clearly public and differences
HUMSS_DIASS
applied social sciences perceptions about the between social sciences
12-Ia-1
work of social sciences and applied social
and applied social science sciences
Week 1
practitioners
1
disciplines of counseling demonstrate a high level
identify the goals and scope W
HUMSS_DIASS
of understanding of the
of counseling e
12-Ia-2
basic concepts of
e
1 counseling through a
k
HUMSS_DIASS
group presentation of a
1
12-Ib-5
situation in which
1
practitioners of counseling
1
work together to assist
1
individuals, groups, or explain the principles of
communities involved in counseling
difficult situations (e.g.,
postdisaster, court
hearing about separation
of celebrity couple, cyber
bullying)
professionals and undertake participant 4. discuss roles and HUMSS_DIASS
practitioners in observation (e.g., a day in functions of counselors 12-Ic-6
counseling a life of a counselor) to 5. identify specific work Week 2 HUMSS_DIASS
adequately document and areas in which 12-Ic-7
critique their roles, counselors work
functions, and 6. value rights, HUMSS_DIASS
Week 3
competencies responsibilities, and 12-Ic-9
604

STANDARD
accountabilities of
counselors
7. distinguish between
ethical and unethical HUMSS_DIASS
behaviors among 12-Ic-10
counselors
clientele and audiences use acceptable research HUMSS_DIASS
in counseling protocols, conduct a 12-Id-11
survey among young
adults (i.e., ages 18–21)
8. describe the clientele
on their counseling needs
of counseling
present results and
recommendation for class
discussion
settings, processes, using the results of the 9. illustrate the different HUMSS_DIASS
1 methods, and tools in survey conducted, processes and methods Week 4 12-Id-14
counseling critically evaluate whether involved in counseling
the needs of the HUMSS_DIASS
respondents are 12-Id-15
addressed by the
10. distinguish the needs of
practitioners and
individuals, groups,
pertinent institutions
organizations, and
communities
propose suggestions on
how needs can be
effectively addressed
disciplines of social work demonstrate a high level Week 5 HUMSS_DIASS
1. identify the goals and
of understanding of the 12-Ie-16
scope of social work
basic concepts of social
605

STANDARD
work through a group HUMSS_DIASS
presentation of a 12-Ie-18
situation in which
practitioners of social
2. explain the principles
work collaborate to assist
and core values of social
individuals, groups, or
work
communities involved in
difficult situations (e.g.,
post disaster, court
bullying)
professionals and undertake participant 3. explain the roles and HUMSS_DIASS
practitioners in social observation (e.g., a day in functions of social 12-If-19
work a life of a social worker) to workers
adequately document and 4. identify specific work HUMSS_DIASS
critique their roles, areas in which social 12-If-20
functions, and workers work
competencies 6. value rights, HUMSS_DIASS
responsibilities, and 12-If-22
accountabilities
7. distinguish between
ethical and unethical HUMSS_DIASS
behaviors among 12-If-23
practitioners
clientele and audiences use acceptable research 9. describe the clientele HUMSS_DIASS
in social work protocols, conduct a of social work 12-Ig-24
survey among young HUMSS_DIASS
adults (i.e., ages 18–21) 10. distinguish the needs of 12-Ig-25
Week 6
on their social work needs individuals, groups,
organizations and
communities
606

STANDARD
present results and
recommendation for class
discussion
1
settings, processes, using the results of the HUMSS_DIASS
methods, and tools in survey conducted, 12-Ig-27
social work critically evaluate whether
the needs of the
respondents are 11. illustrate the different
addressed by the processes and methods
practitioners and involved in undertaking
pertinent institutions social work
propose suggestions on
how needs can be
disciplines of demonstrate a high level 1. identify the goals and HUMSS_DIASS
communication of understanding of the scope of 12-Ih-28
basic concepts of communication
communication through a HUMSS_DIASS
group presentation of a 2. explain the principles of
12-Ih-29
situation in which communication
practitioners of Week 7 HUMSS_DIASS
communication work 12-Ih-31
together to assist
individuals, groups, or 4. describe the elements
communities involved in and levels of the
difficult situations (e.g., communication
1 post disaster, court processes
bullying)
607

STANDARD
professionals and undertake participant 5. explain the roles and Week 8 HUMSS_DIASS
practitioners in observation (e.g., a day in functions of 12-Ij-32
communication a life of a communicator/ communicators and
journalist) to adequately journalists
document and critique 6. identify specific work HUMSS_DIASS
their roles, functions, and areas in which 12-Ij-33
competencies communicators and
journalists work
7. explain the rights, HUMSS_DIASS
responsibilities, and 12-Ij-35
accountabilities
8. distinguish between HUMSS_DIASS
ethical and unethical 12-Ij-36
behaviors among
practitioners
clientele and audiences use acceptable research 10. describe the clientele HUMSS_DIASS
in communication protocols, conduct a and audience of 12-IIa-37
survey among young communication
adults (i.e., ages 18–21) HUMSS_DIASS
on their social work needs 11. distinguish the needs of Week 9 12-IIa-38
individuals, groups,
present results and organizations, and
recommendation for class communities
discussion
settings, processes, using results of survey 12. illustrate the different HUMSS_DIASS
methods and tools in conducted, critically processes and methods 12-IIa-40
communication evaluate whether the involved in undertaking
needs of the respondents communication
are addressed by the Week 1 HUMSS_DIASS
13. distinguish the
practitioners and 12-IIa-41
appropriate
pertinent institutions
communication media
channel(s) to use in
2
608

STANDARD
propose suggestions on different settings and
how needs can be situations
functions of applied assess objectively through 1. explain each of the HUMSS_DIASS

social sciences an individual project how functions of applied 12-IIb-d-42
the functions of the social sciences
applied social sciences HUMSS_DIASS
have been fulfilled in any 12-IIb-d-43
of the following:
2. identify situations that
1. case study of a
would require or
counselee Week 2
necessitate the
2. case study on
performance of the
integrative social
various functions in
work
local /Philippine
3. comparison of the
settings
programming of any
two television
networks
effects of applied social participate in a one-day 3. analyze the effects of HUMSS_DIASS
sciences processes exposure trip to an applied social sciences 12-IIe-f-44
existing development processes on
program and write a individuals, groups, and
sincere reflection report society
on the effects of the 4. evaluate the effects of HUMSS_DIASS
processes on the clientele certain program or Week 3 12-IIe-i-45
projects on knowledge,
attitude, and behavior
of individuals, groups,
and society
submit a portfolio of 5. synthesize the learning HUMSS_DIASS
output from the course from the course and its 12-IIj-46
609

STANDARD
applications to the
learner

Subject: Disciplines and Ideas in the Social Sciences (DISS)
Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG

Standards Code
First The learners The learners shall be able *Differentiate the nature and functions of Social Science Week 1-2
Quarter demonstrate to… disciplines with the natural sciences and humanities
an understanding
of… *Explain the major events and its contribution that led to Week 3-4
the emergence of the social science disciplines
the emergence of
the connect the disciplines *Analyze the basic concepts and principles of the major
Social Sciences with their historical and social science theories: Week 5
and the social foundations a. Structural-functionalism
different b. Marxism
disciplines c. Symbolic Interactionism
interpret personal and *Apply the major social science theories and its
key concepts and social experiences using importance in examining socio-cultural, economic, and
approaches in the relevant approaches in the political conditions. Week 6-7
Social Social Sciences a. Structural-functionalism
Sciences b. Marxism
evaluate the strengths and c. Symbolic Interactionism
weaknesses of the
approach *Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis Week 8-10
b. Rational Choice
c. Institutionalism
610
Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG

Standards Code
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
*Apply the social science ideas and its importance in Week 11-12
examining socio-cultural, economic, and political
conditions.
*Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems
Second key concepts in carry out an exploration of *Examine the key concepts and ideas of Filipino thinkers in Week 13
Quarter the Social Sciences personal and social the Social Sciences rooted in Filipino language/s and
rooted in Filipino experiences using experiences:
language/s and indigenous concepts a. 19th Century (Isabelo delos Reyes, Jose Rizal, others )
experiences b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong
Pananaw, others)
*Evaluate the roles and significance of Filipinos’ Week 14
indigenous social ideas to national development
the role of Social illustrate situations and

Science in the real contexts in which Social *Analyze the practical use of Social Sciences in addressing Week 15-16
world Science can be applied social concerns and phenomenon
611

Subject: Introduction of World Religions and Belief System
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code
First The learner The learner prepares *Differentiate the concept, elements and characteristics Week 1
Quarter demonstrates character sketches of a of belief system, world view, religion, and spirituality
understanding of belief person who is spiritual but
system or worldview*, not religious and a person
Religion, Spirituality, who is religious but not
Philosophy of Religion, spiritual.
and Theology.
The learner
demonstrates
understanding of *Analyze the interconnectedness of geography, culture Week 2
historical and The learner conducts a and religions
geographical contexts group activity that
of the different demonstrates the influence
religions. of a religion in a certain
culture.
The learner
demonstrates
understanding of
effects of Religions: *Analyze the influences of religion to culture and Week 3
positive and negative. The learner gathers print or society
web-based articles, photos,
editorial, etc. showing the
positive or negative effects
The learner of religion.
demonstrates
understanding of the
elements of Judaism:
*Examine the brief history, core teachings, Week 4
612
Code
a. Founders: Abraham The learner demonstrates fundamental beliefs, practices, and related issues of
(2000 B.C.) and/or understanding of the Judaism.
Moses (1391-1271 elements of Judaism: The
B.C.) learner identifies a story
b. Sacred texts: Torah, from the Old Testament
Poetry, Prophets, that demonstrates the
Talmud, Mishnah Jewish belief in one God
c. Doctrines: Ten (e.g. Story of Samson).
Commandments, 618
Rules
d. God:
Yahweh/Jehovah
e. Sects: Orthodox,
Conservative, Reform
Liberal
The learner
demonstrates
elements of
Christianity:
a. Founder: Jesus
Christ (c. 7 *Examine the brief history, core teachings, fundamental Week 5
BC30 A.D.) b. The learner interviews a beliefs, practices, and related issues of Christianity.
Sacred texts: Christian parent or couple
Bible (Old on why they are Christians
Testament and and what beliefs and
New practices they adhere to.
Testament) c.
Doctrines:
Trinity, Virgin
613
Code
Birth, Deity of
Christ,
Resurrection,
Last Judgment
d: God: Trinity
(Father, Son
and Holy
Spirit) e. Sects:
Roman
Catholic,
Greek/Eastern
Orthodox,
Protestantism,
etc. f. Issues:
Ecumenism,
Sexuality
issues (e.g.,
contraception,
homosexuality,
ordination of
women
The learner
demonstrates
*Examine the brief history, core teachings, fundamental
elements of Islam:
beliefs, practices, and related issues of Islam
a. Founder: Prophet
Muhammad (570-632
A.D.) b. Sacred texts: Week 6
614
Code
Qur’an, Hadith c. The learner conducts a

Doctrines: Five Pillars panel
of Islam (Shahadah- discussion on Muslim
declaring there is no beliefs and practices (when
other god but Allah possible inviting a Muslim).
and Muhammad is His
messenger, Salat-ritual
prayer five times a
day, Sawm-fasting
during Ramadan,
Zakat-alms giving to
the poor, and
Hajjpilgrimage to
Mecca at least once in Week 7
a lifetime) d. God: *Compare and contrast the uniqueness and similarities of
Allah e. Practitioners: Judaism, Christianity and Islam
Sunni, Shi’ite, Sufi f.
Issues: Gender
Inequality, Militant
Islam, Migration
The learner
demonstrates
elements of Hinduism:
a. Founders: Aryans
(1500 B.C.) b. Sacred
texts: Vedas, The learner simulates a *Analyze the brief history, core teachings, fundamental
Upanishads and particular yoga and writes a beliefs, practices, and related issues of Hinduism. Week 8
Bhagavad-Gita c. reflection paper on her
Doctrines: Dharma- insights
615
Code
duty, Kamapleasure,
Artha-wealth,
Mokshaliberation,
Brahman, Atman, the
Identification of
Brahman and Atman,
the Four Yogas (Yoga
of Knowledge, Yoga of
Work, Yoga of
Devotion or Love, and
Yoga of Psychological
Exercises) d. Gods: 33
million gods and
goddesses e. Issues:
Gender Inequality,
Caste System, Poverty
The learner
demonstrates *Analyze the brief history, core teachings, fundamental
understanding of the beliefs, practices, and related issues of Theravada
elements of Theravada Buddhism
Buddhism:
a. Founder: Siddhartha The learner evaluates the

Gautama (563-483 Eightfold Path in terms of Week 9
B.C.) b. Sacred texts: how it achieves the Middle
Tripitaka c. Doctrines: Way
Four Noble Truths,
616
Code
Eight-fold Path, Law of

Dependent Origination
and The
Impermanence of
Things d. God: non-
theistic e. Issue:
Territory conflict in
Mainland Southeast
Asia
Week 10
The learner The learner draws the
demonstrates insight from the acts of
understanding of the generosity of Tzu Chi
elements of Mahayana Foundation that reflect the
Buddhism: core teaching of Mahayana
*Analyze the brief history, core teachings, fundamental
a. Founder: Siddhartha beliefs, practices, and related issues of Mahayana
Gautama (563-483 Buddhism Week 11
B.C.) b. Sacred texts:
Sutras c. Doctrines:
Four Noble Truths,
Eight-fold Path, The Six
Perfections to become
a Bodhisattva
(generosity, morality, *Explain the uniqueness and similarities of Mahayana
patience, and Theravada Buddhism
perseverance,
meditation, and
insight) d. God: non-
theistic e. Issues: Tibet
invasion, Engaged
617
Code
activism f. Universality
and growth of sects:
Development of
Buddhism to Zen
(Chan) Buddhism as
the fruit of its
encounter with
Taoism.
The learner The learner presents a

demonstrates character sketch of a
understanding of the person who personifies the Week 12
elements of Confucian virtues.
Confucianism:
a. Founder: Confucius
(551-479 B.C.)
b. Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien, Human *Analyze the brief history, core teachings, fundamental
nature as originally beliefs, practices, and related issues of Confucianism
good (Mencius) or evil
(Hsun Tze),
Rectification of Names,
The Moral Way
consisting of five
cardinal virtues, Filial
Piety, and Ancestor
Worship d. God:
Heaven e. Issues:
Gender inequality,
Authoritarianism
618
Code
The learner The learner identifies the

demonstrates things she can do without
understanding of the by making an inventory of
elements of Taoism: a. personal belongings (e.g. Week 13
Founder: Lao Tzu (604 things in the bedroom) and
B.C. - ?) b. Sacred writes a reflection on
texts: Tao Te Ching, Taoism based on the result
Book of Chuang Tze c. of the inventory.
*Analyze the brief history, core teachings, fundamental
Doctrines: Wu-Wei,
beliefs, practices, and related issues of Taoism
Law of Reversion,
Following nature d.
Tao as the Origin of all
Beings, unnameable
and eternal e. Issues:
Inaction, Superstitious
practices,
Environmentalism
The learner The learner interprets the *Examine the brief history, core teachings, fundamental
demonstrates Kojiki creation story beliefs, practices, and related issues of Shintoism Week 14
understanding of the creatively.
elements of Shintoism:
a. Founders:
Prehistoric Animists of
Japan b. Sacred texts:
Kojiki and Nihongi c.
Doctrines: belief in
kami, divinity of
emperors d. Gods:
kami (animist and
nature spirits) e. *Explain the uniqueness and similarities of Confucianism,
Issues: Shrine visits of Taoism and Shintoism Week 15
619
Code
Japanese prime
minister

Subject: Malikhaing Pagsulat
Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
K to 12 CG Code
1st Quarter Nauunawaan ng Ang mag - aaral ay Natutukoy ang pagkakaiba ng makathaing Week 1- HUMSS_CW/MP11/12-
mag aaral ang makakasulat ng pagsulat sa iba pang anyo ng pagsulat 2 Iab-1
pagbuo ng imahe, maiikling talata o
diksyon, mga mga vignette na
Naiuugnay ang mga ideya mula sa mga Week 1- HUMSS_CW/MP11/12-
tayutay at pag-iiba- gumagamit ng
karanasan* 2 Iab-2
iba (variations) ng diksyon,pagbuo ng
wika imahe, mga
Nagagamit ang wika upang mag-udyok ng Week 1- HUMSS_CW/MP11/12-
tayutay at mga
mga emosyunal at intelektwal na tugon 2 Iab-3
espesipikong
mula sa mambabasa
karanasan
Nagagamit ang pagbuo ng imahe, diksyon, Week 1-2 HUMSS_CW/MP11/12-Iab-
mga tayutay, at mga tiyak na karanasan 4
Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, mga Week 3- HUMSS_CW/MP11/12c-f6
mag aaral ang tula makasusulat ng teknik, at kagamitang pampanitikan sa 6
bilang isang anyo at maikli at masining panulaan*
nasusuri ang mga na tula Natutukoy ang mga tiyak na anyo at Week 3- HUMSS_CW/MP11/12c-f6
elemento/sangkap kumbensyon sa panulaan* 6
at teknik nito Nakagagamit ng piling mga elemento sa Week 3- HUMSS_CW/MP11/12c-f8
panulaan sa maikling pagsasanay sa 6
pagsulat
Nakatutuklas ng mga makabagong teknik sa Week 3- HUMSS_CW/MP11/12c-f9
620
pagsulat ng tula 6
Nakasusulat ng tula gamit ng iba’t ibang Week 3- HUMSS_CW/MP11/12c-
elemento, teknik, at literary devices 6 f10
Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 7- HUMSS_CW/MPIg-i-11
makasusulat ng at literary devices maikling kuwento 8
isang tampok na (piksyon)
Nauunawaan ng
eksena/tagpo para Natutukoy ang iba’t ibang istilo ng Week 7- HUMSS_CW/MPIg-i-12
mag aaral ang
sa isang maikling pagkakabuo ng maikling kuwento (piksyon) 8
maikling kuwento
kuwento Nakasusulat ng dyornal at ilang maikling Week 7- HUMSS_CW/MPIg-i-13
bilang isang anyo at
pagsasanay na gumagamit ng mga 8
nasusuri ang mga
pangunahing elemento ng maikling kuwento
elemento/sangkap
(piksyon)*
at teknik nito
Nakasusulat ng isang maikling tagpo gamit Week 7- HUMSS_CW/MPIg-i-1
ang iba’t ibang elemento, teknik at literary 8
devices*
2nd Quarter Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 1- HUMSS_CW/MPIj-IIc-15
mag aaral ang dula makabubuo ng at literary devices ng isang dula 3
bilang isang anyo at isang tagpo/eksena Nauunawaan ang intertekstwalidad bilang Week 1- HUMSS_CW/MPIj-IIc-16
nasusuri ang mga para sa isang isang teknik ng dula 3
elemento/sangkap iisahing-yugtong Nakabubuo ng tauhan, tagpuan, banghay ng Week 1- HUMSS_CW/MPIj-IIc-17
nito dula na iisahing- yugtong dula 3
maisasatanghalan Nagagamit ang iba’t ibang paraan ng Week 1- HUMSS_CW/MPIjc-18
pagtatanghal batay sa inaasahang 3
kalalabasan ng binuong iskrip
Nakasusulat ng maikling pagsasanay gamit Week 1- HUMSS_CW/MPIj-IIc-19
ang tauhan, diyalogo, banghay, at iba pang 3
elemento ng dula
Nakasusulat ng isang tagpo para sa iisahing- Week 1- HUMSS_CW/MPIj-IIc-20
yugtong dula gamit ang iba’t ibang 3
elemento, teknik, at literary devices
Nauunawaan ng Ang mag - aaral ay Nasusuri ang malikhaing akda sa Week 4- HUMSS_CW/MPIIc-f-21
mag aaral ang iba’t makabubuo ng kontekstong pampanitikan at 5
ibang oryentasyon craft essay ukol sa sosyopolitikal*
ng malikhaing personal at Naipapamalas ang kamalayan at Week 4- HUMSS_CW/MPIIc-f-22
pagsulat malikhaing proseso sensitibidad sa iba’t ibang oryentasyon ng 5
621
na malay na malikhaing pagsulat

gumagamit ng Nakasusulat ng isang sanaysay Week 4- HUMSS_CW/MPIIc-f-23
piniling 5
oryentasyon sa Nakabubuo ng blog na pangkatan para sa Week 6- HUMSS_CW/MPIIg-j-24
malikhaing tula at/o maikling kuwento (piksyon) gamit 8
pagsulat ang kasanayang pang- ICT at iba pang
angkop na anyong multimedia.
Natutukoy ang iba’t ibang paraan ng Week 6- HUMSS_CW/MPIIg-j-25
publishing media para sa paglalathala ng 8
manuskripto
Natutukoy ang mga posibilidad ng mga Week 6- HUMSS_CW/MPIIg-j-26
intertekstwal na anyo 8
Nakasusulat ng antololohiya/koleksyon ng Week 6- HUMSS_CW/MPIIg-j-27
mga tula, isang maikling kuwento, o iskrip 8
para sa iisahing- yugtong dula

Subject: Philippine Politics and Governance
Quarter Contents Standards Performance Most Essential Learning Duration K to 12 CG

Standards Competencies Code
First Quarter Demonstrate an understanding of Clearly identify *Explain the concept, relationship and Week 1
politics and political science, a specific importance of politics, governance
governance, political ideologies, political and government
power, states, nations, and phenomenon
globalization and how it can
be studied Differentiate the political ideologies Week 2-3 HUMSS_PG12-
Ib-c-7
*Analyze the nature, Week 4

dimensions/types, and consequences
of power
622
*Analyze the relationship among Week 5-6

nations and states in the context of
globalization
Demonstrate an understanding of the Explain the roles *Analyze the evolution of Philippine Week 7-8
historical background of Philippine of different politics and governance
democratic politics, the executive, the political
legislative, the judiciary, and institutions *Analyze the roles and powers of the Week 9
decentralization and local governance executive branch of the government
*Differentiate the roles and Week 10
responsibilities of the Philippine
Senate and the House of
Representatives
Second Quarter *Analyze the roles and responsibilities Week 11

of the Philippine Judiciary
Explain the roles and functions of Week 12 HUMSS_PG12-
Local Government Unit (LGU) IIa-b-2
Demonstrate an understanding of Analyze the Analyze the nature of elections and Week 13 HUMSS_PG12-
elections and political and civil society interactions political parties in the Philippines IIc-d-9
and social movements between state
and society *Explain the concept, role, and Week 14
contributions of civil society societies
and social movements to Philippine
democracy
Demonstrate an understanding of Propose a *Explain the importance of active Week 15

citizenship project on citizenship
political
engagement *Explain issues and programs related Week 16
and youth to political engagement and youth
empowerment empowerment
623

Subject : Trends, Networks, and Critical Thinking in the 21st Century
Quarter Contents Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
QUARTER The learner The learner will be able to derive an 1. Differentiate a trend from a fad Weeks 1-2 HUMSS_MCT12-Ia-b-3
1 understands idea from instances and present 2. Explain the process on how to spot a HUMSS_MCT12-Ia-b-2
the this idea through a 100-word essay, trend
emergence of artwork, and other graphic 3. Point out the elements that make up a HUMSS_MCT12-Ia-b-4
trends and representations. trend
patterns. 4. Describe the different characteristics of a HUMSS_MCT12-Ia-b-5
trend
5. Identify parts of a whole. HUMSS_MCT12-Ia-b-6
6. Identify and explain an emerging pattern HUMSS_MCT12-Ia-b-7
7. Identify causes and consequences HUMSS_MCT12-Ia-b-8
The learner The learner draws a color-coded 1. Explain strategic analysis and intuitive HUMSS_MCT12-Ic-e-2
understands map of the networks of power thinking • HUMSS_MCT12-
strategic relations (political, economic, • Define strategic analysis and Ic-e-1
analysis and cultural, and kinship ties) within a intuitive thinking Week 3 • HUMSS_MCT12-
intuitive particular community. • Differentiate key components in Ic-e-5
thinking. strategic analysis and intuitive
thinking
2. Apply strategic analysis HUMSS_MCT12-Ic-e-3
3. Apply intuitive thinking in solving a HUMSS_MCT12-Ic-e-4;
problem in the community using a map of HUMSS_MCT12-Ic-e-6
social networks
The learner The learner locates on a map the 1. Explain the concrete effects of HUMSS_MCT12-If-g-2
understands different geographical origins of the globalization and to one’s daily life Week 4
the various components/elements of 2. Explain the need for collaboration and HUMSS_MCT12-If-g-4
components, an cooperation to achieve interconnectedness
operations, industrial/technological/agricultural of people and nations
effects, and product and writes a reflection 3. Discuss the different contributions of the HUMSS_MCT12-If-g-5
networks of parts to a whole and the important role of Week 5
624
globalization essay on the insights gathered from creative imagination in putting together
in his/her the exercise. the various parts of a whole
daily life. 4. Illustrate the origin of the different HUMSS_MCT12-If-g-7
The learner locates on a map the components of a gadget, business
workplaces of the OFWs in their enterprise,
community and writes a reflection
industrial/technological/agricultural
paper on the effects of labor
migration to their community. product, etc. through a mind map and
reflection essay
The learner The learner 1. Explain the effects of consumption and HUMSS_MCT12-Ih-i-2
understands production patterns on climate change
the 1) analyzes how production and 2. Discuss personal contributions that can HUMSS_MCT12-Ih-i-3
consequences consumption habits contribute to actually solve the problem of climate Week 6
of personal the problem of climate change and change
and local explain why. HUMSS_MCT12-Ih-i-4
action to
global and 2) writes a resolution that you can 3. Make a stand on how the consequences
planetary share with your friends about how of one’s action affect the lives of others
climate you can personally contribute and the environment
change. towards solving the problem of
climate change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects
you
QUARTER The learner using any form of oral presentation, 1. Identify democratic practices HUMSS_MCT12-IIa-c-1
2 understands the learner explains creatively the 2. Explain the importance of participation in Week 1 HUMSS_MCT12-IIa-c-4
the meaning ill effects of undemocratic practices democracy
and related to factors such as gender 3. Differentiate participatory from HUMSS_MCT12-IIa-c-5
dimensions of biases, poverty, political representative democracy
democracy. marginalization, racial inequality, 4. Assess democratic interventions HUMSS_MCT12-IIa-c-6
cultural domination, crisis of prevailing in political and social
representation and politics of institutions Week 2
recognition. 5. Formulate a viable alternative to HUMSS_MCT12-IIa-c-7
undemocratic practices
625
The learner The learner organizes and mobilizes 1. Identify the dimensions of technology HUMSS_MCT12-IId-f-1
understands an event that deals with a that are enabling and inhibiting Week 3
how ICT significant global issue, using ICT. 2. Discuss the benefits of technology HUMSS_MCT12-IId-f-2
enslaves, 3. Explain the weakest link in a system using HUMSS_MCT12-IId-f-4
emancipates, strategic and intuitive thinking
and 4. Explain how information communication HUMSS_MCT12-IId-f-5
empowers technology can facilitate social
individuals. relationships and political movements Week 4
(occupy movements)
5. Propose a creative intervention to HUMSS_MCT12-IId-f-6
improve human life using ICT
1. Differentiate connections from HUMSS_MCT12-IIg-i-1
The learner The learner creates a social map relationship, and networks Week 5
understands that traces the various roles that 2. Illustrate how the brain or neural network HUMSS_MCT12-IIg-i-2
the students play in the community works
parallelism (family members, community 3. Compare the neural networks with social HUMSS_MCT12-IIg-i-3
between leader, etc.) and rank the networks Week 6
neural and significance of the roles played 4. Establish linkage between self and the HUMSS_MCT12-IIg-i-4
social within the community. social network one belongs to
networks. 5. Demonstrate how thinking processes are HUMSS_MCT12-IIg-i-5
shaped by social relationships
Week 7
6. Identify the significant social roles HUMSS_MCT12-IIg-i-6
students play within the community by
creating a social map of their
relationships
Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of future you want, explain why
you want that future, and illustrate how will you get there
626
627

Subject: Basic Calculus
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
Quarter 3 the basic concepts formulate and solve illustrate the limit of a function using a table of values and the Week 1 STEM_BC11LC-
of limit and accurately real-life graph of the function IIIa-1
continuity of a problems involving distinguish between limx→c f ( x ) and f(c) STEM_BC11LC-
function continuity of IIIa-2
functions illustrate the limit laws STEM_BC11LC-
IIIa-3
apply the limit laws in evaluating the limit of algebraic functions STEM_BC11LC-
(polynomial, rational, and radical IIIa-4
compute the limits of exponential, logarithmic, and trigonometric STEM_BC11LC-
functions using tables of values and graphs of the functions Week 2 IIIb-1
STEM_BC11LC-
illustrate limits involving the expressions and IIIb-2
using tables of values
illustrate continuity of a function at a number Week 3 STEM_BC11LC-
IIIc-1
determine whether a function is continuous at a number or not STEM_BC11LC-
IIIc-2
illustrate continuity of a function on an interval STEM_BC11LC-
IIIc-3
solves problems involving continuity of a function STEM_BC11LC-
IIId-3
basic concepts of formulate and solve illustrate the tangent line to the graph of a function at a given point Week 4 STEM_BC11D-
derivatives accurately situational IIIe-1
problems involving applies the definition of the derivative of a function at a given number STEM_BC11D-
extreme values IIIe-2
relate the derivative of a function to the slope of the tangent line STEM_BC11D-
IIIe-3
determine the relationship between differentiability and continuity of a STEM_BC11D -
Week 5
function IIIf-1
628
The learners
demonstrate an The learner shall be able The learners…
understanding of… to…
apply the differentiation rules in computing the derivative of an STEM_BC11D-IIIf-
algebraic, exponential, logarithmic, trigonometric functions and inverse 3
trigonometric functions
illustrate the Extreme Value Theorem Week 6
solve optimization problems that yield polynomial functions
formulate and solve illustrate the Chain Rule of differentiation STEM_BC11D-
accurately situational IIIh-2
solve problems using the Chain Rule Week 7 to STEM_BC11D-
problems involving 8 IIIh-i-1
related rates illustrate implicit differentiation STEM_BC11D-IIIi-
2
solve problems (including logarithmic, and inverse trigonometric STEM_BC11D-
functions) using implicit differentiation Week 9 IIIi-j-1
solve situational problems involving related rates STEM_BC11D-IIIj-
2
Quarter 4 antiderivatives and formulate and solve illustrate an antiderivative of a function Week 1 to STEM_BC11I-IVa-
Riemann integral accurately situational 3 1
problems involving compute the general antiderivative of polynomial, radical, STEM_BC11I-IVa-
exponential, and trigonometric functions b-1
population models
compute the antiderivative of a function using substitution rule
solve problems involving antidifferentiation Week 4
solve situational problems involving exponential growth and decay Week 5 to
formulate and solve illustrate the definite integral as the limit of the Riemann sums 6
accurately real-life illustrate the Fundamental Theorem of Calculus STEM_BC11I-IVh-
problems involving areas 1
of plane regions compute the definite integral of a function using the Fundamental Week 7 STEM_BC11I-IVh-
Theorem of Calculus 2
compute the definite integral of a function using the substitution rule STEM_BC11I-IVi-
2
compute the area of a plane region using the definite integral Week 8 STEM_BC11I-IVi-
j-1
solve problems involving areas of plane regions Week 9 STEM_BC11I-IVj-
2
629

Subject: Biology I
Quarter Content Performance

Standard Standard Most Essential Learning Competencies Duration
The learners The learners K to 12 CG Code

demonstrate should be able
understanding to...
of...
1st 1. Cell Theory 1. construct a 3D Explain the postulates of the cell theory Week 1 STEM_BIO11/12-Ia-c-1
Quarter 2. Cell Structure model of a Describe the structure and function of major and STEM_BIO11/12-Ia-c-2
Week 1
and Functions plant/animal/ subcellular organelles
3. Prokaryotic vs bacterial cell using Distinguish prokaryotic and eukaryotic cells STEM_BIO11/12-Ia-c-3
Week 2
Eukaryotic Cells recyclable according to their distinguishing features
4. Cell Types materials Classify different cell types (of plant/animal STEM_BIO11/12-Ia-c-4
5. Cell Week 2
tissues) and specify the functions of each
Modifications Describe some cell modifications that lead to STEM_BIO11/12-Ia-c-5
adaptation to carry out specialized functions (e.g., Week 3
microvilli, root hair)
6. Cell Cycle Characterize the phases of the cell cycle and their STEM_BIO11/12-Id-f-6
Week3
a. Mitosis control points
b. Meiosis Describe the stages of mitosis/meiosis given 2n=6 STEM_BIO11/12-Id-f-7
A review of this competency could be done since
it has been taught in Grade 8 (S8LT-IVd-16 Week 4
Compare mitosis and meiosis, and their role in the
cell-division cycle)
Explain the significance or applications of mitosis/ STEM_BIO11/12-Id-f-9
Week 4
meiosis
Identify disorders and diseases that result from STEM_BIO11/12-Id-f-10
Week 5
the malfunction of the cell during the cell cycle
7. Transport 2. construct a cell Describe the structural components of the cell STEM_BIO11/12-Ig-h-11
Week 5
Mechanisms membrane model membrane
a. Simple from indigenous Relate the structure and composition of the cell STEM_BIO11/12-Ig-h-12
Week 5
Diffusion membrane to its function
630


understanding to...
of...
b. Facilitated or recyclable
Transport materials
c. Active
Transport
d.
Bulk/Vesicular
Transport
Explain transport mechanisms in cells (diffusion STEM_BIO11/12-Ig-h-13
osmosis, Week 6
facilitated transport, active transport)
Differentiate exocytosis and endocytosis Week 6 STEM_BIO11/12-Ig-h-14
Structures and Describe the components of an enzyme Week 7 STEM_BIO11/12-Ii-j-17
Functions of Explain oxidation/reduction reactions Week 7 STEM_BIO11/12-Ii-j-18
Biological STEM_BIO11/12-Ii-j-19
Determine how factors such as pH, temperature,
Molecules Week 7
and substrate affect enzyme activity
- Enzymes
2nd 1. ATP- ADP Cycle Prepare simple Explain coupled reaction processes and describe STEM_BIO11/12-IIa-j-1
Week 1
Quarter 2. Photosynthesis fermentation the role of ATP in energy coupling and transfer
3. Respiration setup using Explain the importance of chlorophyll and other STEM_BIO11/12-IIa-j-3
Week 1
prepare common fruits to pigments
produce wine or Describe the patterns of electron flow through STEM_BIO11/12-IIa-j-4
vinegar via light Week 2
microorganisms reaction events
Describe the significant events of the Calvin cycle Week 2 STEM_BIO11/12-IIa-j-5
Differentiate aerobic from anaerobic respiration Week 3 STEM_BIO11/12-IIa-j-6
Explain the major features and sequence the STEM_BIO11/12-IIa-j-7
Week 3
chemical events of cellular respiration
631


understanding to...
of...
Distinguish major features of glycolysis, Krebs STEM_BIO11/12-IIa-j-8
cycle, Week 4
electron transport system, and chemiosmosis
Describe reactions that produce and consume ATP Week 4 STEM_BIO11/12-IIa-j-9
Describe the role of oxygen in respiration and STEM_BIO11/12-IIa-j-10
describe pathways of electron flow in the absence Week 4
of oxygen
Explain the advantages and disadvantages of STEM_BIO11/12-IIa-j-12
Week 5
fermentation and aerobic respiration

Subject: Biology II


understanding to...
of...
3rd Recombinant Make a research Outline the processes involved in genetic STEM_BIO11/12-IIIa-b-6
Week 1
DNA paper/case engineering
study/poster on STEM_BIO11/12-IIIa-b-7
Discuss the applications of recombinant DNA Week 1
genetic diseases
Relevance, Make a diagram Describe general features of the history of life on STEM_BIO11/12-IIIc-g-8
Mechanisms, (e.g., pictogram, Earth, including generally accepted dates and Week 2
Evidence/Bases, poster) showing sequence of the geologic time scale and
632


understanding to...
of...
and Theories of the evolution of a characteristics of major groups of organisms present
Evolution domesticated during these time periods
crop Explain the mechanisms that produce change in STEM_BIO11/12-IIIc-g-9
populations from generation to generation (e.g.,
Week 2
artificial selection, natural selection, genetic drift,
mutation, recombination)
Show patterns of descent with modification from STEM_BIO11/12-IIIc-g-10
common ancestors to produce the organismal Week 3
diversity observed today
Trace the development of evolutionary thought Week 3 STEM_BIO11/12-IIIc-g-11
Explain evidences of evolution (e.g., biogeography, STEM_BIO11/12-IIIc-g-12
fossil record, DNA/protein sequences, homology, Week 4
and embryology)
Infer evolutionary relationships among organisms STEM_BIO11/12-IIIc-g-13
Week 4
using the evidence of evolution
Basic Taxonomic Differentiate the Explain how the structural and developmental STEM_BIO11/12IIIhj-14
Concepts and 3-Domain characteristics and relatedness of DNA sequences
Week 5
Principles, Scheme from the are
Description, 5-Kingdom used in classifying living things
Nomenclature, Scheme of Identify the unique/ distinctive characteristics of a STEM_BIO11/12IIIhj-15
Week 5-6
Identification, classification of specific taxon relative to other taxa
and living things Describe species diversity and cladistics, including STEM_BIO11/12IIIhj-16
Classification the types of evidence and procedures that can be Week 6
used to establish evolutionary relationships
4th Plant and Develop a Compare and contrast the following processes in STEM_BIO11/12-IVa-h-1
Animal Organ presentation (e.g. plants and animals: reproduction, development,
Week 1-4
Systems and role-playing, nutrition, gas exchange, transport/ circulation,
their Functions dramatization regulation of body fluids, chemical and nervous
633


understanding to...
of...
and other forms control, immune systems, and sensory and motor
of multimedia) to mechanisms
Feedback show how an STEM_BIO11/12-IVi-j-2
Mechanisms organism
maintains Explain how some organisms maintain steady
homeostasis internal
through the conditions (e.g., temperature regulation, osmotic Week 5-6
interaction of the balance and glucose levels) that possess various
various organ structures and processes
systems in the
body
GRADE LEVEL: GRADE 11

SUBJECT: GENERAL CHEMISTRY I

Most Essential Learning Competencies Duration K to 12 CG code
understanding of...
1st the properties of matter Design using multimedia, Use properties of matter to identify substances Week 1 STEM_GC11MPIa-b-5
and its various forms demonstrations, or and to separate them
models, a representation Recognize the formulas of common chemical Week 1 STEM_GC11MPIa-b-9
or simulation of any of substances
the following:
A. Atomic structure Compare consumer products on the basis of Week 1 STEM_GC11MPIa-b-11
B. Gas behavior their components for use, safety, quality and
C. Mass relationships cost
634
D. Reactions
Describe various simple separation techniques Week 1 STEM_GC11MPIa-b-12
such as distillation, chromatography
1.atomic structure Recognize common isotopes and their uses. Week 2 STEM_GC11AMIc-e-19
2. formulas and names
of compounds Represent compounds using chemical formulas, Week 2 STEM_GC11AMIc-e-21
structural formulas and models
Name compounds given their formula and write STEM_GC11AMIc-e-23

formula given the name of the compound Week 2
the relationship of
Calculate the empirical formula from the percent
percent composition
composition of a compound Week 2
and chemical formula STEM_GC11PCIf-32
Calculate molecular formula given molar mass STEM_GC11PCIf-33

Week 3
the use of chemical Week 3 STEM_GC11CRIf-g-37
formulas to represent Write and balanced chemical equations
chemical reactions
the quantitative Construct mole or mass ratios for a reaction in Week 3
relationship of order to calculate the amount of reactant
reactants and products needed or amount of product formed in terms
in a chemical reaction of moles or mass STEM_GC11MRIg-h-38
Calculate percent yield and theoretical yield of Week 3 STEM_GC11MRIg-h-39

the reaction
Explain the concept of limiting reagent in a Week 4 STEM_GC11MRIg-h-40

chemical reaction; identify the excess reagent(s)
(LAB) Determine mass relationship in a chemical Week 5 STEM_GC11MRIg-h-42

reaction
635
the mathematical Define pressure and give the common units of Week 5 STEM_GC11G-Ihi-43
relationship between pressure
pressure, volume, and
temperature of a gas Use the gas laws to determine pressure, volume, Week 5 STEM_GC11G-Ihi-45
or temperature of a gas under certain conditions
of change
Use the ideal gas equation to calculate pressure, Week 5 STEM_GC11G-Ihi-46
volume, Temperature, or number of moles of a
gas
the partial pressures of Use Dalton’s law of partial pressures to relate Week 5 STEM_GC11DLIi-47
gases in a mixture mole fraction and partial pressure of gases in a
mixture
quantitative Apply the principles of stoichiometry to Week 6 STEM_GC11GSIi-j-48

relationships of determine the amounts (volume, number of
reactants and products moles, or mass) of gaseous reactants and
in a gaseous reaction products
the behavior and Week 6 STEM_GC11KMTIj-50

properties of gases at Relate the rate of gas effusion with molar mass
the molecular level
2nd the quantum Illustrate the reactions at Use quantum numbers to describe an electron in Week 6 STEM_GC11ESIIa-b-54
mechanical description the molecular level in any an atom
of the atom and its of the following: Determine the magnetic property of the atom Week 6 STEM_GC11ESIIa-b-57
electronic structure based on its electronic configuration
1. enzyme action Draw an orbital diagram to represent the Week 6 STEM_GC11ESIIa-b-58
2. protein denaturation electronic configuration of atoms
1.ionic bond formation 3. separation of Week 7 STEM_GC11CBIId-g-70
in terms of atomic components in coconut Draw the Lewis structure of ions
properties milk
1. covalent bond Apply the octet rule in the formation of Week 7 STEM_GC11CBIId-g-76
formation in terms of molecular covalent compounds
atomic properties
636
2. the properties of Write the formula of molecular compounds Week 7 STEM_GC11CBIId-g-77

molecular covalent formed by the nonmetallic elements of the
compounds in relation representative block
to their structure Draw Lewis structure of molecular covalent Week 7 STEM_GC11CBIId-g-78
compounds
Week 7 STEM_GC11CBIId-g-81
Describe the geometry of simple compounds
Week 8 STEM_GC11CBIId-g-82
Determine the polarity of simple molecules
the properties of Week 8 STEM_GC11OCIIg-j-87
Describe the different functional groups
organic compounds and
polymers in terms of Week 8 STEM_GC11OCIIg-j-89
Describe structural isomerism; give examples
their structure
Describe some simple reactions of organic Week 8 STEM_GC11OCIIg-j-90
compounds: combustion of organic fuels,
addition, condensation, and saponification of
fats
Describe the formation and structure of Week 8 STEM_GC11OCIIg-j-91

polymers
Explain the properties of some polymers in Week 8 STEM_GC11OCIIg-j-93

terms of their structure
Describe the structure of proteins, nucleic acids, Week 8 STEM_GC11OCIIg-j-95
lipids, and carbohydrates, and relate them to
their function
Week 8 STEM_GC11OCIIg-j-97
Describe the preparation of selected organic
compounds
637
GRADE LEVEL: GRADE 11

SUBJECT: GENERAL CHEMISTRY 2

understanding of...
1st 1. the properties of Design a simple Use the kinetic molecular model to explain Week 1 STEM_GC11IMFIIIa-c-99
liquids and solids to investigation to properties of liquids and solids
the nature of forces determine the effect on Describe and differentiate the types of Week 1 STEM_GC11IMFIIIa-c-100
between particles boiling point or freezing intermolecular forces
2. phase changes in point when a solid is Describe the following properties of liquids, and Week 1 STEM_GC11IMFIIIa-c-102
terms of the dissolved in water explain the effect of intermolecular forces on
accompanying these properties: surface tension, viscosity, vapor
changes in energy pressure, boiling point, and molar heat of
and forces between vaporization
particles Explain the properties of water with its molecular Week 1 STEM_GC11IMFIIIa-c-103
structure and intermolecular forces
Describe the difference in structure of crystalline Week 1 STEM_GC11IMFIIIa-c-104
and amorphous solids
Interpret the phase diagram of water and carbon Week 2 STEM_GC11IMFIIIa-c-107
dioxide
Determine and explain the heating and cooling Week 2 STEM_GC11IMFIIIa-c-109
curve of a substance
properties of Use different ways of expressing concentration of Week 2 STEM_GC11PPIIId-f-111
solutions, solubility, solutions: percent by mass, mole fraction,
and the molarity, molality, percent by volume, percent by
stoichiometry of mass, ppm
reactions in solutions Perform stoichiometric calculations for reactions Week 2 STEM_GC11PPIIId-f-112
in solution
Describe the effect of concentration on the Week 2 STEM_GC11PPIIId-f-115
colligative properties of solutions
638
Differentiate the colligative properties of Week 3 STEM_GC11PPIIId-f-116

nonelectrolyte solutions and of electrolyte
solutions
Calculate boiling point elevation and freezing Week 3 STEM_GC11PPIIId-f-117
point depression from the concentration of a
solute in a solution
Calculate molar mass from colligative property Week 3 STEM_GC11PPIIId-f-118
data
Describe laboratory procedures in determining Week 3 STEM_GC11PPIIId-f-119
concentration of solutions
energy changes in Week 3 STEM_GC11TCIIIg-i-124
Explain the first law of thermodynamics
chemical reactions
Explain enthalpy of a reaction Week 3 STEM_GC11TCIIIg-i-125
Calculate the change in enthalpy of a given STEM_GC11TCIIIg-i-127

reaction using Hess Law
1. the rate of a Describe how various factors influence the rate Week 4 STEM_GC11CKIIIi-j-130
reaction and the of a reaction
various factors that Differentiate zero, first-, and second-order Week 4 STEM_GC11CKIIIi-j-132
influence it reactions
2. the collision theory Explain reactions qualitatively in terms of Week 4 STEM_GC11CKIIIi-j-136
molecular collisions
Explain activation energy and how a catalyst Week 4 STEM_GC11CKIIIi-j-137
affects the reaction rate
Week 4 STEM_GC11CKIIIi-j-138
Cite and differentiate the types of catalysts
2nd spontaneous change, Prepare a poster on a Predict the spontaneity of a process based on Week 5 STEM_GC11CTIVa-b-140
entropy, and free specific application of entropy
energy one of the following: Explain the second law of thermodynamics and Week 5 STEM_GC11CTIVa-b-142
A. Acid-base equilibrium its significance
B. Electrochemistry Use Gibbs’ free energy to determine the direction Week 5 STEM_GC11CTIVa-b-143
Include in the poster the of a reaction
Chemical equilibrium concepts, principles, Explain chemical equilibrium in terms of the Week 5 STEM_GC11CEIVb-e-145
and Le Chatelier’s and chemical reactions reaction rates of the forward and the reverse
Principle involved, and diagrams reaction
639
of processes and other Calculate equilibrium constant and the pressure Week 5 STEM_GC11CEIVb-e-148
relevant materials or concentration of reactants or products in an
equilibrium mixture
State the Le Chatelier’s principle and apply it Week 5 STEM_GC11CEIVb-e-149
qualitatively to describe the effect of changes in
pressure, concentration and temperature on a
system at equilibrium
1. acid-base Week 6 STEM_GC11ABIVf-g-153
Define Bronsted acids and bases
equilibrium and its
applications to the Week 6 STEM_GC11ABIVf-g-154
Discuss the acid-base property of water
pH of solutions and
the use of buffer Calculate ph from the concentration of hydrogen Week 6 STEM_GC11ABIVf-g-156
solutions ion or hydroxide ions in aqueous solutions
2. solubility Week 6 STEM_GC11ABIVf-g-160
equilibrium and its Describe how a buffer solution maintains its ph
applications Calculate the ph of a buffer solution using the Week 6 STEM_GC11ABIVf-g-161
Henderson Hasselbalch equation
Redox reactions as Week 7 STEM_GC11ABIVf-g-169
Define oxidation and reduction reactions
applied to galvanic
and electrolytic cells Balance redox reactions using the change in Week 7 STEM_GC11ABIVf-g-170
oxidation number method
Identify the reaction occurring in the different Week 8 STEM_GC11ABIVf-g-172
parts of the cell
Define reduction potential, oxidation potential, STEM_GC11ABIVf-g-176
and cell potential
Week 8 STEM_GC11ABIVf-g-178
Calculate the standard cell potential
Relate the value of the cell potential to the Week 8 STEM_GC11ABIVf-g-179
feasibility of using the cell to generate an electric
current
Describe the electrochemistry involved in some Week 8
common batteries: STEM_GC11ABIVf-g-180
a. Leclanche dry cell
b. Button batteries
c. Fuel cells
640
d. Lead storage battery

Apply electrochemical principles to explain Week 8 STEM_GC11ABIVf-g-181
corrosion
Week 8 STEM_GC11ABIVf-g-182
Explain the electrode reactions during electrolysis
Describe the reactions in some commercial Week 8 STEM_GC11ABIVf-g-183
electrolytic processes
GRADE LEVEL : GRADE 12

SUBJECT: GENERAL PHYSICS 1

The learners demonstrate The learners should be able
understanding of... to...
1st 1. The effect of instruments Solve, using experimental Solve measurement problems involving Week 1 STEM_GP12EU-Ia-
on and theoretical conversion of units, expression of 1
measurements approaches, multi- measurements in scientific notation
2. Uncertainties and concept, rich-content Differentiate accuracy from precision Week 1 STEM_GP12EU-Ia-
deviations in measurement problems involving 2
3. Sources and types of measurement, vectors, Differentiate random errors from systematic Week 1 STEM_GP12EU-Ia-
error motion in 1D and 2D, errors 3
Newton’s Laws, Work, Estimate errors from multiple measurements of Week 1 STEM_GP12EU-Ia-
Energy, Center of Mass, a physical quantity using variance 5
Vectors and vector momentum, impulse and Differentiate vector and scalar quantities Week 1 STEM_GP12V-Ia-8
addition collisions Perform addition of vectors Week 1 STEM_GP12V-Ia-9
Rewrite a vector in component form Week 1 STEM_GP12V-Ia-
10
1. Position, time, Convert a verbal description of a physical Week 2 STEM_GP12Kin-Ib-
distance, displacement, situation involving uniform acceleration in one 12
speed, average velocity, dimension into a mathematical description
instantaneous velocity Interpret displacement and velocity, Week 2 STEM_GP12KIN-
2. Average acceleration, respectively, as areas under velocity vs. time Ib-14
and instantaneous and acceleration vs. time curves
acceleration
641
3. Uniformly accelerated Interpret velocity and acceleration, respectively, Week 2 STEM_GP12KIN-

linear motion as slopes of position vs. time and velocity vs. Ib-15
3. Free-fall motion time curves
4. 1D Uniform Acceleration Construct velocity vs. time and acceleration vs. Week 2 STEM_GP12KIN-
Problems time graphs, respectively, corresponding to a Ib-16
given position vs. time-graph and velocity vs.
time graph and vice versa
Solve for unknown quantities in equations Week 2 STEM_GP12KIN-
involving one-dimensional uniformly accelerated Ib-17
motion , including free fall motion
Solve problems involving one-dimensional Week 2 STEM_GP12KIN-
motion with constant acceleration in contexts Ib-19
such as, but not limited to, the “tail-gating
phenomenon”, pursuit, rocket launch, and free-
fall problems
Relative motion Describe motion using the concept of relative Week 3 STEM_GP12KIN-Ic-
1. Position, distance, velocities in 1D and 2D 20
displacement, speed,
average velocity, Deduce the consequences of the independence Week 3 STEM_GP12KIN-Ic-
instantaneous velocity, of vertical and horizontal components of 22
average acceleration, and projectile motion
instantaneous acceleration Calculate range, time of flight, and maximum Week 3 STEM_GP12KIN-Ic-
in 2- and 3- dimensions heights of projectiles 23
2. Projectile Motion Infer quantities associated with circular motion Week 3 STEM_GP12KIN-Ic-
3. Circular Motion such as tangential velocity, centripetal 25
acceleration, tangential acceleration, radius of
curvature
Solve problems involving two dimensional Week 3 STEM_GP12KIN-Ic-
motion in contexts such as, but not limited to 26
ledge jumping, movie stunts, basketball, safe
locations during firework displays, and Ferris
wheels
1. Newton’s Law’s of Define inertial frames of reference Week 4 STEM_GP12N-Id-
Motion 28
642
2. Inertial Reference Identify action-reaction pairs Week 4 STEM_GP12N-Id-

Frames 31
3. Action at a distance Draw free-body diagrams Week 4 STEM_GP12N-Id-
forces 32
4. Types of contact forces: Apply Newton’s 1st law to obtain quantitative Week 4 STEM_GP12N-Ie-
tension, normal force, and qualitative conclusions about the contact 33
kinetic and static friction, and noncontact forces acting on a body in
fluid resistance equilibrium
5. Action-Reaction Pairs Differentiate the properties of static friction and Week 4 STEM_GP12N-Ie-
6. Free-Body Diagrams kinetic friction 34
7. Applications of Newton’s Apply Newton’s 2nd law and kinematics to Week 5 STEM_GP12N-Ie-
Laws to single-body and obtain quantitative and qualitative conclusions 36
multibody dynamics about the velocity and acceleration of one or
8. Problem solving using more bodies, and the contact and noncontact
Newton’s Laws forces acting on one or more bodies
Solve problems using Newton’s Laws of motion Week 5 STEM_GP12N-Ie-
in contexts such as, but not limited to, ropes and 38
pulleys, the design of mobile sculptures,
transport of loads on conveyor belts, force
needed to move stalled vehicles, determination
of safe driving speeds on banked curved roads
1. Dot or Scalar Product Calculate the dot or scalar product of vectors Week 5 STEM_GP12WE-If-
2. Work done by a force 40
3. Work-energy relation Determine the work done by a force acting on a Week 5 STEM_GP12WE-If-
4. Kinetic energy system 41
5. Power Define work as a scalar or dot product of force Week 6 STEM_GP12WE-If-
6. Conservative and and displacement 42
nonconservative forces Interpret the work done by a force in one- Week 6 STEM_GP12WE-If-
7. Gravitational potential dimension as an area under a Force vs. Position 43
energy curve
8. Elastic potential energy Relate the gravitational potential energy of a Week 6 STEM_GP12WE-Ig-
9. Equilibria and potential system or object to the configuration of the 48
energy diagrams system
10. Energy Conservation, Relate the elastic potential energy of a system Week 6 STEM_GP12WE-Ig-
Work, and Power Problems or object to the configuration of the system 49
643
Explain the properties and the effects of Week 6 STEM_GP12WE-Ig-

conservative forces 50
Use potential energy diagrams to infer force; Week 7 STEM_GP12WE-Ig-
stable, unstable, and neutral equilibria; and 53
turning points
Solve problems involving work, energy, and Week 7 STEM_GP12WE-Ih-
power in contexts such as, but not limited to, i- 55
bungee jumping, design of roller-coasters,
number of people required to build structures
such as the Great Pyramids and the rice
terraces; power and energy requirements of
human activities such as sleeping vs. sitting vs.
standing, running vs. walking.
1. Center of mass Differentiate center of mass and geometric Week 7 STEM_GP12WE-Ih-
2. Momentum center i- 56
3. Impulse Relate the motion of center of mass of a system Week 7 STEM_GP12MMIC-
4. Impulse-momentum to the momentum and net external force acting Ih- 57
relation on the system
5. Law of conservation of Relate the momentum, impulse, force, and time Week 8 STEM_GP12MMIC-
momentum of contact in a system Ih- 58
6. Collisions Compare and contrast elastic and inelastic Week 8 STEM_GP12MMIC-
7. Center of Mass, Impulse, collisions Ii- 60
Momentum, and Collision Apply the concept of restitution coefficient in Week 8 STEM_GP12MMIC-
Problems collisions Ii- 61
Solve problems involving center of mass, Week 8 STEM_GP12MMIC-
impulse, and momentum in contexts such as, Ii- 63
but not limited to, rocket motion, vehicle
collisions, and ping-pong.
2nd 1. Moment of inertia Calculate the moment of inertia about a given Week 1 STEM_GP12RED-
2. Angular position, angular axis of single-object and multiple-object systems IIa-1
velocity, angular Calculate magnitude and direction of torque Week 1 STEM_GP12RED-
acceleration 3. Torque using the definition of torque as a cross product IIa-3
4. Static equilibrium Describe rotational quantities using vectors Week 1 STEM_GP12RED-
5. Rotational kinematics IIa-4
644
6. Work done by a torque Determine whether a system is in static Week 1 STEM_GP12RED-

equilibrium or not IIa-5
Apply the rotational kinematic relations for Week 1 STEM_GP12RED-
systems with constant angular accelerations IIa-6
Determine angular momentum of different Week 1 STEM_GP12RED-
systems IIa-9
Apply the torque-angular momentum relation Week 1 STEM_GP12RED-
IIa- 10
Solve static equilibrium problems in contexts Week 1 STEM_GP12RED-
but not limited to see-saws, cable-hinge-strut- IIa-8
system, leaning ladders, and weighing a heavy
suitcase using a small bathroom scale
1. Newton’s Law of Use Newton’s law of gravitation to infer Week 2 STEM_GP12G-IIb-
Universal Gravitation gravitational force, weight, and acceleration due 16
2. Gravitational field to gravity
3. Gravitational potential
energy Discuss the physical significance of gravitational Week 2 STEM_GP12Red-
4. Orbits field IIb- 18
5. Kepler’s laws of Apply the concept of gravitational potential Week 2 STEM_GP12Red-
planetary motion energy in physics problems IIb- 19
Calculate quantities related to planetary or Week 2 STEM_GP12Red-
satellite motion IIb- 20
For circular orbits, relate Kepler’s third law of Week 3 STEM_GP12G-IIc-
planetary motion to Newton’s law of gravitation 22
and centripetal acceleration
1. Periodic Motion Relate the amplitude, frequency, angular Week 3 STEM_GP12PM-
2. Simple harmonic motion: frequency, period, displacement, velocity, and IIc-24
spring-mass system, simple acceleration of oscillating systems
pendulum Recognize the necessary conditions for an object Week 3 STEM_GP12PM-
3. Damped and Driven to undergo simple harmonic motion IIc-25
oscillation Calculate the period and the frequency of spring Week 3 STEM_GP12PM-
4. Periodic Motion mass, simple pendulum, and physical pendulum IIc-27
experiment Differentiate underdamped, overdamped, and Week 4 STEM_GP12PM-
5. Mechanical waves critically damped motion IId-28
645
Define mechanical wave, longitudinal wave, Week 4 STEM_GP12PM-

transverse wave, periodic wave, and sinusoidal IId-31
wave
From a given sinusoidal wave function infer the Week 4 STEM_GP12PM-
speed, wavelength, frequency, period, direction, IId-32
and wave number
1. Sound Apply the inverse-square relation between the Week 4 STEM_GP12MWS-
2. Wave Intensity intensity of waves and the distance from the IIe- 34
3. Interference and beats source
4. Standing waves Describe qualitatively and quantitatively the Week 5 STEM_GP12MWS-
5. Doppler effect superposition of waves IIe- 35
Apply the condition for standing waves on a Week 5 STEM_GP12MWS-
string IIe- 36
Relate the frequency (source dependent) and Week 5 TEM_GP12MWS-
wavelength of sound with the motion of the IIe- 37
source and the listener
1. Specific gravity Relate density, specific gravity, mass, and Week 5 STEM_GP12FM-IIf-
2. Pressure volume to each other 40
3. Pressure vs. Depth Relate pressure to area and force Week 6 STEM_GP12FM-IIf-
Relation 41
4. Pascal’s principle Relate pressure to fluid density and depth Week 6 STEM_GP12FM-IIf-
5. Buoyancy and 42
Archimedes’ Principle Apply Pascal’s principle in analyzing fluids in Week 6 STEM_GP12FM-IIf-
6. Bernoulli’s principle various systems 43
Apply the concept of buoyancy and Archimedes’ Week 6 STEM_GP12FM-IIf-
principle 44
Apply Bernoulli’s principle and continuity Week 7 STEM_GP12FM-IIf-
equation, whenever appropriate, to infer 46
relations involving pressure, elevation, speed,
and flux
1. Zeroth law of Explain the connection between the Zeroth Law Week 7 STEM_GP12TH-IIg-
thermodynamics and of Thermodynamics, temperature, thermal 49
Temperature measurement equilibrium, and temperature scales
646
2. Thermal expansion Convert temperatures and temperature Week 7 STEM_GP12TH-IIg-

3. Heat and heat capacity differences in the following scales: Fahrenheit, 50
Celsius, Kelvin
Define coefficient of thermal expansion and Week 7 STEM_GP12TH-IIg-
coefficient of volume expansion 51
Calculate volume or length changes of solids due Week 7 STEM_GP12TH-IIg-
to changes in temperature 52
Solve problems involving temperature, thermal Week 7 STEM_GP12TH-IIg-
expansion, heat capacity, heat transfer, and 53
thermal equilibrium in contexts such as, but not
limited to, the design of bridges and train rails
using steel, relative severity of steam burns and
water burns, thermal insulation, sizes of stars,
and surface temperatures of planets
1. Ideal gas law Enumerate the properties of an ideal gas Week 8 STEM_GP12GLT-
2. Internal energy of an IIh- 57
ideal gas Solve problems involving ideal gas equations in Week 8 STEM_GP12GLT-
3. Heat capacity of an contexts such as, but not limited to, the design IIh- 58
ideal gas of metal containers for compressed gases
4. Thermodynamic Interpret PV diagrams of a thermodynamic Week 8 STEM_GP12GLT-
systems process IIh- 60
5. Work done during Compute the work done by a gas using dW=PdV Week 8 STEM_GP12GLT-
volume changes IIh- 61
6. 1st law of State the relationship between changes internal Week 8 STEM_GP12GLT-
thermodynamics energy, work done, and thermal energy supplied IIh- 62
7. Thermodynamic through the First Law of Thermodynamics
processes: adiabatic, Differentiate the following thermodynamic Week 8 STEM_GP12GLT-
isothermal, isobaric, processes and show them on a PV diagram: IIh- 63
isochoric isochoric, isobaric, isothermal, adiabatic, and
8. Heat engines cyclic
9. Engine cycles Calculate the efficiency of a heat engine Week 8 STEM_GP12GLT-
10. Entropy IIi-67
11. 2nd law of Describe reversible and irreversible processes Week 8 STEM_GP12GLT-
Thermodynamics IIi-68
647
12. Reversible and Explain how entropy is a measure of disorder Week 8 STEM_GP12GLT-
irreversible processes IIi-69
State the 2nd Law of Thermodynamics Week 8 STEM_GP12GLT-
IIi-70
Calculate entropy changes for various processes Week 8 STEM_GP12GLT-
e.g., isothermal process, free expansion, IIi-71
constant pressure process, etc.
GRADE LEVEL : GRADE 12

SUBJECT: GENERAL PHYSICS 2

The learners demonstrate The learners should be able
understanding of... to...
3rd 1. Electric charge Use theoretical and Describe using a diagram charging by rubbing and Week 1 STEM_GP12EM-
2. Insulators and experimental approaches charging by induction IIIa-1
conductors to solve multi-concept and Explain the role of electron transfer in Week 1 STEM_GP12EM-
3. Coulomb’s Law rich-context problems electrostatic charging by rubbing IIIa-2
4. Electric forces and fields involving electricity and Describe experiments to show electrostatic Week 1 STEM_GP12EM-
5. Electric field magnetism charging by induction IIIa-3
calculations Calculate the net electric force on a point charge Week 1 STEM_GP12EM-
6. Charges on conductors exerted by a system of point charges IIIa-6
7. Electric flux and Gauss’s Describe an electric field as a region in which an Week 1 STEM_GP12EM-
Law electric charge experiences a force IIIa-7
8. Electric charge, dipoles, Calculate the electric field due to a system of Week 1 STEM_GP12EM-
force, field, and flux
point charges using Coulomb’s law and the IIIa-10
problems superposition principle
Calculate electric flux Week 1 STEM_GP12EM-
IIIb-12
Use Gauss’s law to infer electric field due to Week 2 STEM_GP12EM-
uniformly distributed charges on long wires, IIIb-13
spheres, and large plates
Solve problems involving electric charges, dipoles, Week 2 STEM_GP12EM-
forces, fields, and flux in contexts such as, but not IIIb-14
648
limited to, systems of point charges, electrical

breakdown of air, charged pendulums,
electrostatic ink-jet printers
1. Electric potential energy Relate the electric potential with work, potential Week 2 STEM_GP12EM-
2. Electric potential energy, and electric field IIIb-15
3. Equipotential surfaces Determine the electric potential function at any Week 2 STEM_GP12EM-
4. Electric field as a point due to highly symmetric continuous- charge IIIc-17
potential gradient distributions
5. Electric potential infer the direction and strength of electric field Week 3 STEM_GP12EM-
vector, nature of the electric field sources, and IIIc-18
electrostatic potential surfaces given the
equipotential lines
Calculate the electric field in the region given a Week 3 STEM_GP12EM-
mathematical function describing its potential in a IIIc-20
region of space
Solve problems involving electric potential energy Week 3 STEM_GP12EM-
and electric potentials in contexts such as, but not IIIc-22
limited to, electron guns in CRT TV picture tubes
and Van de Graaff generators
1. Capacitance and Deduce the effects of simple capacitors (e.g., Week 3 STEM_GP12EM-
capacitors a. Capacitors in parallel-plate, spherical, cylindrical) on the IIId-23
series and parallel capacitance, charge, and potential difference
b. Energy stored and when the size, potential difference, or charge is
electric-field energy in changed
capacitors Calculate the equivalent capacitance of a network Week 3 STEM_GP12EM-
2. Dielectrics of capacitors connected in series/parallel IIId-24
Determine the total charge, the charge on, and Week 4 STEM_GP12EM-
the potential difference across each capacitor in IIId-25
the network given the capacitors connected in
series/parallel
Determine the potential energy stored inside the Week 4 STEM_GP12EM-
capacitor given the geometry and the potential IIId-26
difference across the capacitor
649
Describe the effects of inserting dielectric Week 4 STEM_GP12EM-

materials on the capacitance, charge, and electric IIId-29
field of a capacitor
Solve problems involving capacitors and Week 5 STEM_GP12EM-
dielectrics in contexts such as, but not limited to, IIId-30
charged plates, batteries, and camera flashlamps.
1. Current, resistivity, and Distinguish between conventional current and Week 5 STEM_GP12EM-
resistance electron flow IIId-32
2. Ohm’s law Apply the relationship charge = current x time to Week 5 STEM_GP12EM-
3. Energy and power in new situations or to solve related problems IIIe-33
electric circuits Describe the effect of temperature increase on Week 5 STEM_GP12EM-
4. Electrical safety the resistance of a metallic conductor IIIe-35
Describe the ability of a material to conduct Week 5 STEM_GP12EM-
current in terms of resistivity and conductivity IIIe-36
Apply the relationship of the proportionality Week 5 STEM_GP12EM-
between resistance and the length and cross- IIIe-37
sectional area of a wire to solve problems
Differentiate ohmic and non-ohmic materials in Week 5 STEM_GP12EM-
terms of their I-V curves IIIe-38
Differentiate emf of a source and potential Week 5 STEM_GP12EM-
difference (PD) across a circuit IIIe-40
Given an emf source connected to a resistor, Week 5 STEM_GP12EM-
determine the power supplied or dissipated by IIIe-42
each element in a circuit
Solve problems involving current, resistivity, Week 5 STEM_GP12EM-
resistance, and Ohm’s law in contexts such as, but IIIe-44
not limited to, batteries and bulbs, household
wiring, and selection of fuses.
Devices for measuring Operate devices for measuring currents and Week 5 STEM_GP12EM-
currents and voltages voltages IIIe-45
Draw circuit diagrams with power sources (cell or Week 5 STEM_GP12EM-
battery), switches, lamps, resistors (fixed and IIIf-47
variable) fuses, ammeters and voltmeters
650
Evaluate the equivalent resistance, current, and Week 6 STEM_GP12EM-

1. Resistors in series and
voltage in a given network of resistors connected IIIg-48
parallel
in series and/or parallel
Calculate the current and voltage through and Week 6 STEM_GP12EM-
2. Kirchhoff’s rules
across circuit elements using Kirchhoff’s loop and IIIg-49
junction rules (at most 2 loops only)
3. R-C circuits
Solve problems involving the calculation of Week 6 STEM_GP12EM-
currents and potential difference in circuits IIIg-51
consisting of batteries, resistors and capacitors.
1. Magnetic fields Differentiate electric interactions from magnetic Week 6 STEM_GP12EM-
2. Lorentz Force interactions IIIh-54
3. Motion of charge Evaluate the total magnetic flux through an open Week 6 STEM_GP12EM-
particles in electric and surface IIIh-55
magnetic fields Describe the motion of a charged particle in a Week 6 STEM_GP12EM-
4. Magnetic forces on magnetic field in terms of its speed, acceleration, IIIh-58
current-carrying wires cyclotron radius, cyclotron frequency, and kinetic
energy
Evaluate the magnetic force on an arbitrary wire Week 6 STEM_GP12EM-
segment placed in a uniform magnetic field IIIh-59
1. Biot-Savart Law Evaluate the magnetic field vector at a given point Week 7 STEM_GP12EM-
2. Ampere’s Law in space due to a moving point charge, an IIIh-60
infinitesimal current element, or a straight
current-carrying conductor
Calculate the magnetic field due to one or more Week 7 STEM_GP12EM-
straight wire conductors using the superposition IIIi-62
principle
Calculate the force per unit length on a current Week 7 STEM_GP12EM-
carrying wire due to the magnetic field produced IIIi-63
by other current-carrying wires
Evaluate the magnetic field vector at any point Week 7 STEM_GP12EM-
along the axis of a circular current loop IIIi-64
Solve problems involving magnetic fields, forces Week 7 STEM_GP12EM-
due to magnetic fields and the motion of charges IIIi-66
and current-carrying wires in contexts such as,
but not limited to, determining the strength of
651
Earth’s magnetic field, mass spectrometers, and

solenoids.
4th 1. Magnetic induction 1. Use theoretical and, Identify the factors that affect the magnitude of Week 7 STEM_GP12EM-
2. Faraday’s Law when feasible, the induced emf and the magnitude and direction IVa-1
3. Alternating current, LC experimental approaches of the induced current (Faraday’s Law)
circuits, and other to solve multiconcept, rich-
applications of magnetic context problems using
induction concepts from Compare and contrast electrostatic electric field Week 7 STEM_GP12EM-
electromagnetic waves, and non-electrostatic/induced electric field IVa-3
optics, relativity, and Calculate the induced emf in a closed loop due to Week 7 STEM_GP12EM-
atomic and nuclear theory a time-varying magnetic flux using Faraday’s Law IVa-4
Describe the direction of the induced electric Week 8 STEM_GP12EM-
2. Apply ideas from atomic field, magnetic field, and current on a IVa-5
and nuclear physics in conducting/nonconducting loop using Lenz’s Law
contexts such as, but not Compare and contrast alternating current (AC) Week 8 STEM_GP12EM-
limited to, radiation and direct current (DC) IVb-6
shielding and inferring the Characterize the properties (stored energy and Week 8 STEM_GP12EM-
composition of stars time-dependence of charges, currents, and IVb-8
voltages) of an LC circuit
1. Maxwell’s synthesis of Relate the properties of EM wave (wavelength, Week 8 STEM_GP12OPT-
electricity, magnetism, frequency, speed) and the properties of vacuum IVb-12
and optics and optical medium (permittivity, permeability,
2. EM waves and light and index of refraction)
3. Law of Reflection Explain the conditions for total internal reflection Week 8 STEM_GP12OPT-
4. Law of Refraction IVb-14
(Snell’s Explain the phenomenon of dispersion by relating Week 8 STEM_GP12OPT-
Law) to Snell’s Law IVb-16
5. Polarization (Malus’s Calculate the intensity of the transmitted light Week 8 STEM_GP12OPT-
Law) after passing through a series of polarizers IVc-18
7. Applications of applying Malus’s Law
reflection, Solve problems involving reflection, refraction, Week 8 STEM_GP12OPT-
refraction, dispersion, and dispersion, and polarization in contexts such as, IVc-21
polarization but not limited to, (polarizing) sunglasses,
atmospheric haloes, and rainbows
652
1. Reflection and Explain image formation as an application of Week 8 STEM_GP12OPT-

refraction at plane and reflection, refraction, and paraxial approximation IVd-22
spherical surfaces Relate properties of mirrors and lenses (radii of Week 8 STEM_GP12OPT-
2. Mirrors curvature, focal length, index of refraction [for IVd-23
3. Thin lens lenses]) to image and object distance and sizes
4. Geometric optics Determine graphically and mathematically the Week 8 STEM_GP12OPT-
type (virtual/real), magnification, location, and IVd-24
orientation of image of a point and extended
object produced by a plane or spherical mirror
Determine graphically and mathematically the Week 8 STEM_GP12OPT-
type (virtual/real), magnification, location/ IVd-27
apparent depth, and orientation of image of a
point and extended object produced by a lens or
series of lenses
Apply the principles of geometric optics to discuss Week 8 STEM_GP12OPT-
image formation by the eye, and correction of IVd-28
common vision defects
1. Huygens’ Principle Determine the conditions (superposition, path Week 9 STEM_GP12OPT-
2. Two-source and phase difference, polarization, amplitude) for IVf-32
interference of interference to occur emphasizing the properties
light of a laser as a monochromatic and coherent light
3. Intensity in interference source
patterns Relate the geometry of the two-slit experiment Week 9 STEM_GP12OPT-
4. Interference in thin set up (slit separation, and screen-to-slit distance) IVf-33
films and properties of light (wavelength) to the
5. Diffraction from single- properties of the interference pattern (width,
slits location, and intensity)
Relate the geometry of the diffraction experiment Week 9 STEM_GP12OPT-
setup (slit size, and screen- to-slit distance) and IVf-35
properties of light (wavelength) to the properties
of the diffraction pattern (width, location, and
intensity of the fringes)
1. Postulates of Special State the postulates of Special Relativity and their Week 9 STEM_GP12MP-
Relativity consequences IVg-39
653
2. Relativity of times and Apply the time dilation, length contraction and Week 9
lengths relativistic velocity addition to worded problems
3. Relativistic velocity Calculate kinetic energy, rest energy, momentum, Week 9 STEM_GP12MP-
addition and speed of objects moving with speeds IVg-42
4. Relativistic dynamics comparable to the speed of light
5. Relativistic Doppler
effect
1. Photoelectric effect Explain the photoelectric effect using the idea of Week 9 STEM_GP12MP-
2. Atomic spectra light quanta or photons IVh-45
3. Radioactive decay Explain qualitatively the properties of atomic Week 9 STEM_GP12MP-
emission and absorption spectra using the IVh-46
concept of energy levels
Calculating radioisotope activity using the concept Week 9 STEM_GP12MP-
of half-life IVh-i-47

Subject: Pre-Calculus
The learners The learner shall be able
demonstrate an to… The learners…
understanding of…
Quarter 1 key concepts of model situations illustrate the different types of conic sections: Week 1 STEM_PC11AG-
conic sections and appropriately and solve parabola, ellipse, circle, hyperbola, and degenerate Ia-1
systems of nonlinear problems accurately using cases.
equations conic sections and define a circle. STEM_PC11AG-
systems of nonlinear Ia-2
equations determine the standard form of equation of a circle STEM_PC11AG-
Ia-3
define a parabola Week 2 STEM_PC11AG-
Ia-5
determine the standard form of equation of a STEM_PC11AG-
parabola Ib-1
654
understanding of…
define an ellipse Week 3 STEM_PC11AG-
Ic-1
determine the standard form of equation of an STEM_PC11AG-
ellipse Ic-2
define a hyperbola Week 4 STEM_PC11AG-
Id-1
determine the standard form of equation of a STEM_PC11AG-
hyperbola Id-2
recognize the equation and important characteristics Week 5 to 6 STEM_PC11AG-Ie-
of the different types of conic sections 1
solves situational problems involving conic sections STEM_PC11AG-Ie-
2
an understanding of shall be able to keenly Illustrate a series Week 7 to 9 STEM_PC11SMI-Ih-
key concepts of series observe and investigate 1
and mathematical patterns, and formulate differentiate a series from a sequence STEM_PC11SMI-Ih-
induction and the appropriate mathematical 2
Binomial Theorem. statements use the sigma notation to represent a series STEM_PC11SMI-Ih-
3
Apply the use of sigma notation in finding sums
Quarter 2 an understanding key 1. formulate and solve illustrate the unit circle and the relationship between Week 1 to 2 STEM_PC11T-IIa-1
concepts of circular accurately situational the linear and angular measures of a central angle in
functions, problems involving circular a unit circle
trigonometric functions convert degree measure to radian measure and vice STEM_PC11T-IIa-2
identities, inverse versa
trigonometric illustrate angles in standard position and coterminal STEM_PC11T-IIa-3
functions, and the angles
polar coordinate illustrate the different circular functions Week 3 STEM_PC11T-IIb-1
system uses reference angles to find exact values of circular STEM_PC11T-IIb-2
functions
illustrate the domain and range of the different Week 4 STEM_PC11T-IIc-1
circular functions
655
understanding of…
graph the six circular functions (a) amplitude, (b) STEM_PC11T-IIc-d-
period, and (c) phase shift 1
solve situational problems involving circular functions Week 5 STEM_PC11T-IId-2
2. apply appropriate determine whether an equation is an identity or a Week 6 to 8 STEM_PC11T-IIe-1
trigonometric identities in conditional equation
solving situational apply trigonometric identities to find other
problems trigonometric values
solve situational problems involving trigonometric STEM_PC11T-IIg-2
identities
3. formulate and solve illustrate the domain and range of the inverse STEM_PC11T-IIh-1
accurately situational trigonometric functions.
problems involving evaluate an inverse trigonometric expression. STEM_PC11T-IIh-2
appropriate trigonometric solve trigonometric equations. STEM_PC11T-IIh-i-
functions 1
solve situational problems involving inverse Week 9 STEM_PC11T-IIi-2
trigonometric functions and trigonometric equations
656
657

Subject: Apprenticeship and Exploration in the Performing Arts (Music)
Quarter / Semester Content Standards Performance Most Essential Learning Duration K to 12 CG Code
Standards Competencies
1st Sem The learner: The learner: 1. researches all Week 1 to Week 8
available musical AD_AEPMU12-Ia-1
develops awareness of synthesizes genres in the
local musical genres. information gathered community and
through immersion in chooses one to
a particular genre. specialize in
2. documents Week 9 to Week 12
observations of the AD_AEPMU12-Ib-h-2
chosen genre
3. organizes a Week 13 to Week 16
compilation of the AD_AEPMU12-Ii-j-3
observations
2nd Sem develops awareness of synthesizes 1. Explores all ICT Week 1 to Week 4
ICT applications in the information gathered applications in AD_AEPMU12-Ia-1
music industry. through immersion in music that are
the musical production available in the
industry. community and
chooses one
2. documents Week 5 to Week 6
observations of the AD_AEPMU12-Ib-h-2
chosen application
3. organizes a Week 7 to Week 8
compilation of the AD_AEPMU12-Ii-j-3
observations
2nd Sem demonstrates performs in 1. writes original Week 9 to Week 12
performance skills in community events and material or AD_AEPMU12-IIa-c-1
any of the following festivities and creates arranges existing
genres: indigenous, music incorporating musical material
folk, classical, pop, ICT. incorporating ICT
658
jazz or rock, 2. conducts, sings or Week 13 to Week 16

incorporating ICT plays with bands, AD_AEPMU12-IId-j-2
vocal or
instrumental
ensembles in
various venues
Grade Level: 11
Subject: CREATIVE INDUSTRIES 1 – Arts and Design Appreciation and Production
Competencies
The learner…
demonstrates explains the historical
appreciation of all context and cultural identifies various visual art and AD_ADP11-Ia-c-1
the visual art forms, traditions behind existing applied art forms, explains the
and the processes examples and pieces, local historical context, cultural
that enter into the and international; traditions, processes and
production of each; production of each through Week 1-2
documentation and cataloguing
(text and images in digital or print:
ex. Glossary of art/design
vocabulary in a journal or idea
QUARTER 1 book);
demonstrates explains the meaning and distinguishes basic materials, tools
appreciation of forms, significance of various and processes (including software AD_ADP11-Id-g-2
materials, techniques visual art, media art and and traditional practices) in the
Week 3-5
and meanings of applied art forms based on production of visual, media and
various visual and functions and uses through applied arts; and
applied art presentations (gallery style
expressions or multi media) with articulates the meanings and
supplementary texts/notes significance of various expressions Week 6-8 AD_ADP11-Ih-j-3
of visual and applied arts.
659
demonstrates evaluates artistic and identifies the different processes

understanding of the design productions based and components of arts and design AD_ADP11-IIa-d-1
Week 1-4
historical context, on form, content, context production.
cultural traditions, and and functionality by
the production and critiquing existing samples relates the components of arts and
marketing aspects of and by visiting design production to different arts AD_ADP11-IIe-j-2
QUARTER 2
visual and applied arts. museums/gallery, studio, and design forms. .
production houses,
Week 5-8
local/indigenous arts
groups through visual
documentation and/or
writing reflection papers.
Grade Level: 11
Subject: Creative Industries II: Performing Arts
Quarter / Content Standards Performance Most Essential Duration Code

Semester Standards Learning
Competencies
2nd Sem The learner… The learner… discusses the varieties, Week 1
categories and AD_CIP11-IIIa-1
1. demonstrates an synthesizes key elements of various
understanding of theater concepts of theater in performing arts
as a synthesis of the arts an improvised group practices
and performance about explains the different Week 2
utilizes a their life stories. elements of artistic AD_CIP11-IIIc-3
collective/collaborative expression and
process of creation principles of artistic
organization as applied
2. demonstrates an in a theater
understanding of the performance
collective character of explains the value of
theater production life stories as valuable AD_CIP11-IIIe-5
sources of theater
performances
660
creates skits that are Week 3 to Week 4

evolved from personal AD_CIP11-IIIf-g-6
stories using the
different elements of
arts and principles of
composition
performs short skits Week 5 to Week 6
noting the important AD_CIP11-IIIh-i-7
qualities of a good
performance
examines the merits of Week 7
the skit performances AD_CIP11-IIIj-8
using the principles of
composition and
qualities of
performance
2nd Sem demonstrates basic skills in reads and notates reads melodies in Week 8 AD_CIP11-IVa-1
note reading and ear training simple melodies simple meters and in
major and minor keys
notates simple AD_CIP11-IVa-2
melodies in major keys
and in duple, triple,
and quadruple meters
recognizes melodic AD_CIP11-IVa-3
intervals visually and
aurally
2nd Sem demonstrates basic skills in performs selected plays with correct Week 8 to Week AD_CIP11-IVa-d-4
group instrumental playing instruments rhythm, good 12
intonation and good
ensemble
uses appropriate AD_CIP11-IVa-d-5
position and fingering
in playing simple pieces
661
interprets appropriate AD_CIP11-IVa-d-6

phrasing, articulation
and dynamics in
performing
instrumental pieces
2nd Sem 1. demonstrates basic 1. sings expressively sings simple 2- or 3- AD_CIP11-IVa-d-7
choral skills with good vocal part choral
technique, arrangements
2. demonstrates basic observing uses proper AD_CIP11-Iva-d-8
conducting skills changes in enunciation and vocal
dynamics and techniques such as
tempo breathing and control
interprets and applies AD_CIP11-Iva-d-9
2. conducts pieces dynamic and tempo
with precise marks in singing
movements conducts pieces in AD_CIP11-IVa-d-10
indicating desired duple, triple, and
tempo, dynamics quadruple meter using
and expression appropriate hand and
arm gestures
indicates attacks and AD_CIP11-IVa-d-11
releases clearly in
conducting
2nd Sem demonstrates knowledge and performs a 5 to 10- identifies the historical Week 13 AD_CIP11-IVe-1
understanding of the different minute dance with background of
dance forms performed in the well-executed dance Philippine dances
Philippines steps, artistry proper including costumes and
music and costume music:
• Pre-colonial
Philippine Dance
• Regional
Philippine Dances
• Classical and
Filipino
662
Contemporary
Dance
executes basic stance, Week 14 AD_CIP11-IVf-2
forms, positions and
contextual meaning of
a dances
explains the life of the Week 15 AD_CIP11-IVg-3
choreographer, his
specific dance style, its
history
analyzes the AD_CIP11-IVg-6
characteristics of
dances: classical and
Filipino contemporary
dance
dances with a partner Week 16 AD_CIP11-IVh-7
(friend pear family
member) to build
teamwork through
dance
2nd Sem demonstrates knowledge of executes a dance records a video Week 17 AD_CIP11-IVi-8
dances learned in class lecture-demonstration performance together
in the community with explanation on
the specific dance form
2nd Sem demonstrates an examines the local, researches on the Week 18 AD_CIP11-IVj-1
understanding of the national and global situation of performing
application of performing arts landscape of arts-related industries
skills for local, national and performing arts- in their immediate
global demands and related industries locality and in the
opportunities through research. nation and global
setting
understands the skills, AD_CIP11-IVj-2
resources, and
opportunities in
663
performing arts-related
industries
presents a report AD_CIP11-IVj-3
either individually or as
a group on their
findings on the skills,
resources, and work
opportunities available
in performing arts-
related industries

Subject: DEVELOPING FILIPINO IDENTITY IN THE ARTS
The learner…
demonstrates an synthesizes art found in creates a cultural map of his/her Week 1-4
understanding and his/her community community AD_DFI12-IIId-e-2
appreciation of traditional
and/or local art forms and understands his/her explains the concept of self in relation to Week 5
his/her role in their position/role as artist in culture and arts in the community and AD_DFI12-IIIg-4
sustainability the community nation
QUARTER 3
demonstrates identifies issues affecting discusses issues arising from the Week 6
understanding of present the different arts in the experience of culture mapping with AD_DFI12-III-Ih-i-5
issues regarding the arts in community peers
their community proposes possible ideas that could Week 7-8
address these issues related to culture AD_DFI12-IIIj-6
and arts in the community
demonstrates an executes a creative articulates the process of appropriation Week 1-3
understanding of local project that integrates and integration of traditional and/or AD_DFI12-IVa-c-1
traditions in the building traditional forms, local art forms into his/her own art work
QUARTER 4
of national identity processes, knowledge, or creates a work of art/performance Week 4-8
through the arts materials in their /creative event that addresses, tackles, AD_DFI12-IVd-j-2
disciplines or highlights local and national identity
664
(i.e. exhibits, trade fairs, arts and culture

festivals)

Subject: INTEGRATING ELEMENTS AND PRINCIPLES OF ORGANIZATION IN THE ARTS
Competencies
The learner…
demonstrates an evaluates the different identifies different elements
understanding of the different elements seen in everyday and principles of organization AD_EPA12-Ia-d-1
elements of art, how they are objects and their in the arts, its potential to
WEEK 1-3
seen in the everyday, and how meanings express one’s feelings and
they create meanings ideas, and to create meanings
in everyday objects
understands the different analyzes the elements and
QUARTER 1 elements and principles of principles of organization in AD_EPA12-Ie-j-2
organization in the arts and evaluates the different the arts (painting, print,
how they are applied to the elements and principles photography and other forms
various forms of art to of organization in art of two-dimensional art; WEEK 4-8
communicate ideas, create works sculpture, installation and
meaning, and elicit response other forms of three-
from the audience dimensional art; and
Architecture)
relates the elements and evaluates the different portrays Philippine folk arts,
principles of the different elements and principles of chants and myths through AD_EPA12-IIa-f-3
arts—applied to the literary organization in art works integrated artistic storytelling
WEEK 1-3
arts, cinema and visual arts— using digital tools (i.e. digital
as both individual and story, animation, short film,
QUARTER 2 integrated fields shadow play)
enhances a given story by
introducing embellishment AD_EPA12-IIa-f-4
and WEEK-4-5
improvisation as inspired by
other art forms
665
demonstrates the ability to manipulates the elements creates an art work that AD_EPA12-IIg-j-5
communicate feelings and and principles of applies the knowledge of their
ideas, and creates meanings organization in the arts in specialization
through the manipulation of order to communicate
WEEK 6-8
the elements and the ideas, express emotions,
principles of the arts in and create meanings
selected forms of creative
expression

Subject: Leadership and Management in Different Arts and Fields
Competencies
The learner… The learner… The learner… WEEK 1 AD_LMA12-
IIIa-1
demonstrates values towards makes a self-assessment 1. explains the Personnel
arts discipline and integrity checklist that measures Development Course on AD_LMA12-
personal strength and knowing the self as an Arts IIIa-2
weaknesses student, which exhibits
discipline (time, excellence, and AD_LMA12-
finance) and integrity, personal IIIa-3
strengths, weaknesses, and AD_LMA12-
challenges in terms of multiple IIIa-4
2nd SEM/
intelligences exercises in
QUARTER 3
relation to ARTS and other
Fields
demonstrates an records active participation 2. explains the importance of WEEK 1 D_LMA12-

understanding of time to exhibit time discipline time management in day to day IIIa-5
discipline and excellence and and excellence life in relation to punctuality in AD_LMA12-
establishes standards attendance in class and other IIIa-6
activities and in submission of
requirements
666
3. practices self-improvement WEEK 1 AD_LMA12-

standards in relation to his/her IIIa-7
comprehension of the demands AD_LMA12-
of the Philippine Qualifications IIIa-8
Framework (PQF) and ASEAN AD_LMA12-
Qualifications Framework IIIa-9
(AQF), and the habit of striving
for professional excellence (i.e.
“pwede pa” instead of “pwede
na”)
demonstrates an recognizes the uniqueness 4. relates the art elements in WEEK 2 AD_LMA12-
understanding of the of each art elements: management (i.e. harmony, IIIb-10
principles of management harmony, balance, rhythm, balance, line, form, repetition, AD_LMA12-
using the elements of arts contrast and unity etc./Ed Morato’s) IIIb-11
demonstrates an Develops a deeper 5. explains the importance of WEEK 2 AD_LMA12-IIIb-12

understanding of the different understanding of Philippine Philippine art and cultural
art institutions and allied art and cultural forms in the forms in the community
disciplines community
6. conducts cultural mapping ( WEEK 2 AD_LMA12-IIIb-13
from Research 1 and 2 )
7. identifies, enumerates and WEEK 2 AD_LMA12-IIIb-14

locates different
Philippine organizations /
content providers of art and
cultural resources (Libraries,
sources, websites, etc.)
develops an understanding and participates/involves 8. makes a report on the ff: WEEK 3 D_LMA12-IIIb-15
awareness arts and cultural oneself in an arts and a. basic output of the
organizations, their role and cultural organization in the research/basic cultural mapping
functions in the community in community and of arts
both contemporary and understands its role/ b. cultural organizations in
traditional forms functions the community
667
c. group or organizations in
the creative industry value
chain as well as core and related
industries
9. demonstrates an WEEK 3 AD_LMA12-IIIb-17

appreciation of arts and cultural
organizations
10. Discuss the ff: WEEK 3 AD_LMA12-IIIb-18
a. arts and cultural
organizational structures, both AD_LMA12-IIIb-19
contemporary and traditional
forms AD_LMA12-IIIb-20
b. the contributions of national
and local arts organizations AD_LMA12-IIIb-21
c. the importance of arts
organization in the community
d. different traditional arts
organizations (i.e. Council of
elders)
demonstrates an recognizes and establishes 11. distinguishes the different WEEK 3 AD_LMA12-IIIb-22
understanding of the roles of awareness of the different artists and cultural workers of
the human resource in the artists and cultural workers projects of the different
creative industry: creative, in the performing arts, art/cultural forms and the roles
production and technical staff visual, media arts and of these artists and cultural
2nd SEM/ design forms workers
QUARTER 3 demonstrates an 12. understands the different WEEK 3 AD_LMA12-IIIc-24
understanding and traditional artists and cultural
awareness of the artists in workers of the different cultural
the different traditional art art forms and the roles of the
and cultural forms human resource of the different
traditional art and cultural
forms
668
develops comprehensive documents the event 13. collects data for WEEK 4 AD_LMA12-0a-t-26
documentations of the arts following procedures documentation using the
event (appreciates content appropriate media to document
documentation, archiving and event
preservation)
demonstrates an conducts /participates in 14. discusses creative processes WEEK 5 AD_LMA12-IIId-28
understanding and awareness opportunity-seeking and creativity-inducing
of applying the processes of processes and creativity- exercises in problem solving
"artistic creation" such as inducing exercises in through:
brainstorming, creative problem solving - unfreezing exercises
visualization, imagination - tableau exercises
- ideation and creating solutions
in the problem-solving exercises
15. demonstrates awareness WEEK 5 AD_LMA12-IIId-30
and appreciation of
"opportunity seeking"
processes for product
development, and the different
"opportunity seeking"
processes in problem solving
exercises, etc.
demonstrates an makes a proposal and 16. explains the ff: WEEK 5 AD_LMA12-IIId-32
understanding of project designs a concept for an arts a. the elements in a project
conceptualization by program/event; establishes proposal, including the AD_LMA12-IIIe-34
presenting a simple proposal the event’s objectives establishment of objectives
applying elements in planning b. the importance of project AD_LMA12-IIIe-35
the project proposal for the planning for arts organizations
performing arts, visual arts and c. the different stages of project
2nd SEM/
media art forms planning for the performing
QUARTER 3
arts, visual arts and media art
forms
d. the key stages/ scheduled
time frame of proposed project
/arts event
669
17. records day to day work in WEEK 5 AD_LMA12-IIIe-36

progress
demonstrates discipline in exhibits proficiency in basic 18. discusses/ explains the WEEK 6-7 AD_LMA12-IIIf-37
handling finances of self business communication following topics:
skills a. fiscal responsibility and AD_LMA12-IIIf-38
demonstrates an accountability
understanding of the creative b. discipline in handling finances AD_LMA12-IIIf-39
work environment as an of self: budgeting, savings
employee and/or as a c. management of funds and AD_LMA12-IIIf-40
freelance/ project-based accountability for the expenses
employee of the self AD_LMA12-IIIf-41
d. how to develop abilities to
maintain positive self-image AD_LMA12-IIIf-42
e. discipline in handling finances
of others: responsibility and AD_LMA12-IIIf-43
accountability
f. how to build and maintain AD_LMA12-IIIf-44
positive self-image and
relationships and work
g. how work contributes to
individuals and to the
organization
demonstrates knowledge and 19. exhibits/demonstrates the WEEK 6-7 AD_LMA12-IIIf-45
understanding of basic following in the
business communication skills accomplishment of all these
2nd SEM/
assigned tasks in class:
QUARTER 3
demonstrates appreciation of a. efficiency in reviewing
the self as an employee in an builds collaborative/ business communications: job
organization teamwork application, resume writing for
670
the arts, a consumer complaint,

understands one's role in the sponsorship letters, etc.
organization b. documentation and
recognition of the fact that each
one’s work contributes to the
individuals and to the
organization
demonstrates a deep decides on an appropriate 20. describes the different WEEK 6-7 AD_LMA12-IIIg-j-52
understanding and project type for the art project types
appreciation of the different event
types of projects of the
different performing arts, and
of visual, media art and design
forms
21. discusses in groups the WEEK 6-7 AD_LMA12-IIIg-j-53
following topics:
a. different types of projects of AD_LMA12-IIIg-j-54
the various art forms to the type
of needs and availability of AD_LMA12-IIIg-j-55
resources
b. the different types of projects
of the different performing,
visual, media art and design
forms
c. relationship of the different
types of projects of the various
art forms to the type of needs
and availability of resources
demonstrates awareness and relates the different types 22. identifies the uniqueness of WEEK 8 AD_LMA12-IIIg-j-56
2nd SEM/ understanding of the different of projects of the various art the different cultural traditional
QUARTER 3 cultural traditional forms forms to the context of the forms
community
671
demonstrates an develops concrete 23. Reports by group the WEEK 8 AD_LMA12-IIIg-j-57

understanding of the production logistical following Programming and
production management requirements Production topics: AD_LMA12-IIIg-j-58
process of the different a. how to make a checklist of
performing, visual, media and demonstrates knowledge of production requirements, both AD_LMA12-IIIg-j-60
art design forms coordination skills staffing and physical production
requirements AD_LMA12-IIIg-j-61
coordinates effectively b. identification of physical
develops an appreciation and among production production requirements AD_LMA12-IIIg-j-62
understanding of the different personnel: artists, production venue, production
arts venues for the art events production and technical design (sets, props) AD_LMA12-IIIg-j-63
and their space requirements staff
c. how to connect project AD_LMA12-IIIg-j-67
identifies appropriate requirements to potential
develops an understanding of venues for particular art project resources
programming concepts events d. identification of the different
types of materials/equipment
identifies the different budget schedules the program of used in each type of project
items for different art art events/activities
relates the budget items to
the different art forms e. relationship of the different
possible venues for possible art
events based on production
requirements
f. analysis of the different

budget items; costs out a
production budget
672
analyzes the different budget makes a project budget and 24. makes an expense-income WEEK 1 AD_LMA12-IIIg-j-68
items for different art forms an expense=income report financial report
for the art event
explores the creative work builds and maintains25. role-plays in class how WEEK 1 AD_LMA12-IVa-1
environment as an employee positive self-image and economic and social needs
and as a freelance/project relationships and work influence the nature and
hiree structure of work
demonstrates an applies technologies to 26. identifies the appropriate WEEK 2 AD_LMA12-IVa-2
understanding of the role of management processes technologies for certain
technology in managing the management processes (i.e. AD_LMA12-IVa-3
2ND SEM/ arts typography, graphic design),
QUARTER 4 and proper technological
applies the different types programs to be used in the art
of technological programs event
in managing the arts 27. exhibits awareness and WEEK 2 AD_LMA12-IVa-5
understanding of technology in
managing the arts:
a. web, internet, social
media)
applies ICT program managing
the arts database, power point,
graphics
673
demonstrates an understands and analyzes 28. produces the following WEEK 2 AD_LMA12-IVb-d-6
understanding of the 4Ps of the 4Ps of Marketing through their outputs on
Marketing Marketing and Arts Events: AD_LMA12-IVb-d-7
a. the 4Ps of Marketing of an
demonstrates understanding determines the use of arts event AD_LMA12-IVb-d-8
and awareness different forms of
communication to promote AD_LMA12-IVb-d-9
the art event b. different communication
applying the different forms of forms to promote art events: AD_LMA12-IVb-d-10
communication to promote art writes a communications - print ads (flyers &invitations)
events proposal on how to - posters and tarpaulins AD_LMA12-IVb-d-11
demonstrates an promote and market the art - advertisements
understanding of the event:
communication process school level and community c. the different communication
(SMCR) based/level elements (SMCR)
d. application of the
appropriate communication
forms/org to promote the art
event
e. mapping of the available
communication forms/
organization in the area
f. how to explore the different
communication forms/orgs in
the area
demonstrates understanding develops marketing 29. writes a brief information to WEEK 3 AD_LMA12-IVb-d-12
and creativity in marketing messages using different promote and market the event
communication forms of technologies to
promote the art event
demonstrates awareness and makes an audience survey 30. identifies, explores the WEEK 3 AD_LMA12-IVb-d-13
understanding of audience design applying the basic different technologies to
demographics sales strategy promote the art event
674
develops awareness and determines ticket pricing 31. explains/discusses the WEEK 4-5 D_LMA12-IVb-d-14
understanding of the basic for the event following Marketing topics:
sales strategies a. basic audience analysis AD_LMA12-IVb-d-15
b. relationship of demographics
comprehends principles to audience behavior towards AD_LMA12-IVb-d-16
behind ticketing (budget art forms
income=expense report) c. identification of the different AD_LMA12-IVb-d-17
audience survey designs
d. the importance of conducting AD_LMA12-IVb-d-18
audience survey design
develops awareness and e. identification of the basic AD_LMA12-IVb-d-19
understanding of the basic sales strategies
laws governing arts and culture f. the appropriate ticket price AD_LMA12-IVe-20
for the particular event:
relates/ translates the laws - Fund Raisings AD_LMA12-IVe-21
on to practical applications - Arts for a Cause
g. complies to the laws—
performs basic application identification of (possible)
of certain laws: e.g Oplan violations in their communities
Bantay Sining/Kultura:. h. identification and reporting
identifying (possible) of (possible) violations in their
Basic standard deductions: SSS, violations of these laws communities of basic
Philhealth, etc such as sale of pirated constitutional rights:
DVDs, disrespect of cultural -- Freedom of Expression
treasures etc. -- Intellectual Property Rights WEEK 4-5
-- National Heritage Law
includes tax systems -- Indigenous People's Rights
(deductions) in the financial Law
transactions of the art event -- Basic Taxation Systems:
Income Tax, VAT, etc.
675
applies TINs from BIR; 32. Basic understanding of the AD_LMA12-IVe-22

prepare applications for tax system and required
SSS, PhilHealth ,etc. government deductions (SSS,
Philhealth, Pagibig)
2ND SEM/ understands the self and develops a “self 33. Role-plays the following WEEK 6 AD_LMA12-IVe-23
QUARTER 4 his/her role in the creation of challenging” attitude topics in class:
the artistic product or service a. standards of excellence for AD_LMA12-IVe-24
translates leadership his/her creation
demonstrates an structures to managing an b. good personal work habits AD_ LMA12-IVe-25
understanding of leadership arts event c. understanding of leadership
structures and practices in the structures and practices in the AD_LMA12-IVe-26
community translates leadership by community
example to their own d. decision making skills AD_LMA12-IVe-27
leadership of their team/s e. recognizing artists,
managers/leaders in the school
and in the community
676
demonstrates understanding develops risk management 34. explains WEEK 6-8 AD_LMA12-IVf-i-28
and awareness of the tools (anticipates problems) /compares/contrasts the
importance of supervision, different management AD_LMA12-IVf-i-29
monitoring and anticipation styles/skills of an arts event in
consideration of the possible
awareness of the importance unforeseen
of supervision, monitoring and problems/situations that may
anticipation arise
35. creates a video footages or AD_LMA12-IVf-i-30

role-play of the following topics
using their mobile phones and AD_LMA12-IVf-i-31
other available gadgets for this
simple production: AD_LMA12-IVf-i-32
a. understanding of control in
leadership as well as crisis AD_LMA12-IVf-i-33
management, (“show must go
on”, “expect the unexpected”) AD_LMA12-IVj-34
b. understanding of authority,
supervision, control in
leadership
c. basic communication and
negotiation skills towards an
environment of tolerance
d. understanding of control in
leadership
e. understands conflict
management
2ND SEM/ demonstrates an collects, tabulates and 36. conducts and reports WEEK 6-8 AD_LMA12-IVj-35
QUARTER 4 understanding of how to use reports the results of the audience surveys
the data gathered based on the audience survey
results of the survey for
677
demonstrates appreciation for evaluates the project 37. Role-play the following WEEK 6-8 AD_LMA12-IVj-36
analysis of project evaluation objectively and makes topics in Project Evaluation:
and criticism recommendations a. appreciation and nurturing of AD_LMA12-IVj-37
audience feedback
b. how to develop positive AD_LMA12-IVj-38
criticism skills for evaluation
(objective and subjective) AD_LMA12-IVj-39
c. demonstration of positive
attitude towards criticisms
d. self-challenging attitude to
self-criticism

Subject: PHYSICAL AND PERSONAL DEVELOPMENT IN THE ARTS
Competencies
The learner…
identifies the parts of the body
involved in the AD_PPD12-Ia-c-1
WEEK 1-2
creation/performance of
different art forms
displays a knowledge of
identifies hazardous materials,
movements and habits
demonstrates an industry-related injuries and AD_PPD12-If-g-3
that help prevent injuries WEEK 3-4
understanding of how the their causes used in art
QUARTER 1 related to art forms
body functions in the creative production
work environment practices basic first-aid
measures according to hazards WEEK 5-6 AD_PPD12-Ii-j-5
during art production
shows knowledge of the develops proper personal
maintenance of physical hygiene regimen suitable for WEEK 7-8 AD_PPD12-Ih-4
and personal well-being the art form
applies safety and executes proper physical demonstrates different warm- AD_PPD12-IIa-b-1
QUARTER 2 professional practices in the exercises in a classroom ups and exercises for the WEEK 1-2
creative work environment setting performing arts to prevent
678
injury and encourage

professional longevity
produces a working resume AD_PPD12-IId-3
draft that contains his/her WEEK 3
basic profile and artistic skills
researches and writes a report AD_PPD12-IIe-f-4
on the local and international
WEEK 4-5
demonstrates an market conditions related to a
understanding of the specific art form
professional tools and a assesses the safety and AD_PPD12-IIg-h-5
good working security of a particular creative WEEK 6
environment work environment
AD_PPD12-IIi-j-6
designs a hypothetical creative
workplace that is hygienic and WEEK 7-8
free of hazardous materials

Subject: PRODUCTION IN THE PERFORMING ARTS
Competencies
The learner…
demonstrates an plans and organizes identifies the various
understanding of the range of pre-production departments as well as AD_PPA12-IIIa-1
processes, structures and processes by designs an organizational
functions in the field of designing a working structure in a theater
2nd SEM/ performing arts timetable, developing production
WEEK 1
QUARTER 3 the working script, identifies the possible
conducting and careers associated with the AD_PPA12-IIIa-2
documenting performing arts field by
production meetings undergoing the process of a
and preliminary production
679
outputs from the conceptualizes a chosen

various production material for staging which AD_PPA12-IIIb-d-3
teams may include reworking of a
pre-existing material or
creating an original piece
collaborates with other art
disciplines AD_PPA12-IIIb-d-4
creates music, dance and
WEEK 2-4
designs appropriate to the AD_PPA12-IIIb-d-5
production concept
recognizes local heritage and
folk tradition or other artistic AD_PPA12-IIIb-d-6
forms that may be used in
staging a chosen piece
identifies appropriate
performance venue
develops the initial part of AD_PPA12-IIIe-j-8
theatrical performance either
by way of text analysis or by
engaging into stage
experimentations and
improvisations
designs the physical action and AD_PPA12-IIIe-j-9
movement on stage of the
theatrical performance through
blockings and other WEEK 5-8
appropriate techniques for
staging and execution
rehearses musical numbers AD_PPA12-IIIe-j-10
with singers, dancers and
accompaniment
prepares production and AD_PPA12-IIIe-j-11
technical requirements such as
sets, lights, sounds, costumes,
props and multimedia
680
devises marketing strategies AD_PPA12-IIIe-j-11

for production
2nd SEM/ demonstrates an understanding showcases creative finalizes the integration of the AD_PPA12-IVa-g-1
QUARTER 4 of the range of processes, collaboration in the different production
structures and functions in the performing arts components
WEEK 1-5
field of performing arts exemplified in the pre- incorporates the criticisms and AD_PPA12-Iva-g-2
production processes, proposals for production
actual performance, and enhancement
post-performance performs with a level of AD_PPA12-IVh-3
WEEK 6
mastery
evaluates the whole learning AD_PPA12-IVi-j-4
experience on an individual
and organizational level WEEK 7-8
produces documentation of AD_PPA12-IVi-j-5
the performance
681
682
Grade: Grade 12
Sports Track: Apprenticeship (Off-Campus)
Semester Content Standard Performance Most Essential Learning Duration K to 12 CG Code

Standard Competencies
The learner The learner shows 1. assesses own performance Weeks 1-20 SP_APA12-IIa-t-1
demonstrates measureable for goal setting
understanding of improvement in set
integrating the performance
knowledge of safety parameter.
and first aid human
movement,
psychosocial aspects
of sports and
exercise, fitness
testing and exercise
programming for
developing sports
Second Semester potential.
(Student Athlete 2. designs a personal training Weeks 1-20 SP_APA12-IIa-t-2
Enhancement) program
3. exhibits mastery of sports Weeks 1-20 SP_APA12-IIa-t-3
skills
4. displays improvement of Weeks 1-20 SP_APA12-IIa-t-4
personal best performance
5. applies safety practices to Weeks 1-20 SP_APA12-IIa-t-5
prevent deconditioning as
a result of injury
6. identifies emerging trends Weeks 1-20 SP_APA12-IIa-t-6
in training
7. employs stress Weeks 1-20 SP_APA12-IIa-t-7
management techniques
to cope with training and
competition demands
683
8. applies psychosocial Weeks 1-20 SP_APA12-IIa-t-8

techniques achieves sport-
life balance
9. realizes the importance of Weeks 1-20 SP_APA12-IIa-t-9
having positive attitude
towards sports
participation
10. realizes one’s potential Weeks 1-20 SP_APA12-IIa-t-10
through sports
participation
demonstrates assists competently 1. demonstrates appropriate Weeks 1-20 SP_APC12-IIa-t-1
understanding of the coach of in- personal, social, and
integrating the campus sports team ethical behavior while
knowledge of (varsity and club) coaching
coaching, safety and
first aid, human
movement,
of sports and
exercise, fitness
testing and exercise
programming for
Practice Coaching
developing one’s
potential as a coach
2. utilizes management skills Weeks 1-20 SP_APC12-IIa-t-2
during
games/competitions
3. articulates personal Weeks 1-20 SP_APC12-IIa-t-3
coaching philosophy
4. provides assessment tools Weeks 1-20 SP_APC12-IIa-t-4
options for the coach
5. carries out assessment of Weeks 1-20 SP_APC12-IIa-t-5
team members under
coach supervision
684
6. implements training Weeks 1-20 SP_APC12-IIa-t-6

program designed by the
coach
7. documents player Weeks 1-20 SP_APC12-IIa-t-7
performance during
games, progression
towards goals, and
strategies and tactics of
opposing teams
8. observes safety practices Weeks 1-20 SP_APC12-IIa-t-8
to prevent deconditioning
of team members as a
result of injury
9. identifies emerging trends Weeks 1-20 SP_APC12-IIa-t-9
in training and coaching
10. recommends psychosocial Weeks 1-20 SP_APC12-IIa-t-10
strategies (goal setting,
team building activities
and stress management)
11. realizes one’s potential as Weeks 1-20 SP_APC12-IIa-t-11
a coach through sports
participation
demonstrates manages 1. Demonstrates appropriate Weeks 1-20 SP_APO12-IIa-t-1
understanding of competently a sports personal, social and ethical
integrating the tournament behavior while officiating
knowledge of
officiating and activity
Practice officiating management, safety
and tournament and first aid,
management psychosocial aspects
of sports and exercise
for developing one’s
potential as a sports
official and
tournament manager
685
2. utilizes proper Weeks 1-20 SP_APO12-IIa-t-2

communication techniques
in officiating and
tournament management
3. applies safety practices to Weeks 1-20 SP_APO12-IIa-t-3
prevent injuries during the
conduct of the tournament
4. implements a tournament Weeks 1-20 SP_APO12-IIa-t-4
plan
5. conducts post-event Weeks 1-20 SP_APO12-IIa-t-5
evaluation
6. identifies recent Weeks 1-20 SP_APO12-IIa-t-6
developments in
officiating and emerging
trends in tournament
management
7. recognizes the dynamics of Weeks 1-20 SP_APO12-IIa-t-7
working with the group to
achieve teamwork in
carrying out a tournament
8. realizes one’s potential as Weeks 1-20 SP_APO12-IIa-t-8
an official and tournament
manager
demonstrates 1.delivers a fitness Weeks 1-20
understanding of program for an
integrating the apparently healthy
knowledge of individual or group
fitness/sports and (for fitness leader)
Fitness/Sports and recreation leadership,
Recreation leader human movement, 2. leads an existing
safety and first aid, sports and
fitness testing and recreational
exercise program(for sports
programming, and recreation
psychosocial aspects leader)
686
of sports and
exercise, and
coaching for
developing one’s
official and
tournament manager
1. demonstrates appropriate Weeks 1-20 SP_APL12-IIa-t-1
personal, social, and
ethical behavior while
performing leadership
tasks
2. carries out health and Weeks 1-20 SP_APL12-IIa-t-2
fitness evaluation of
students or clients
3. designs/implements Weeks 1-20 SP_APL12-IIa-t-3
fitness program(for fitness
leader)
4. implements an existing Weeks 1-20 SP_APL12-IIa-t-4
sports and recreation
program(for sports and
recreation leader)
5. exhibits proficiency in Weeks 1-20 SP_APL12-IIa-t-5
exercise techniques or
sports skills
6. applies safety practices to Weeks 1-20 SP_APL12-IIa-t-6
prevent injury during
exercise or sports
participation
7. identifies emerging trends Weeks 1-20 SP_APL12-IIa-t-7
in sports, fitness, and
recreation
8. employs motivational Weeks 1-20 SP_APL12-IIa-t-8
techniques in promoting
687
exercise adherence and

enjoyment
9. realizes the importance of Weeks 1-20 SP_APL12-IIa-t-9
having a positive attitude
towards sports, fitness and
recreation participation
10. realizes one’s potential in Weeks 1-20 SP_APL12-IIa-t-10
sports, fitness and
recreation leadership
Grade: Grade12
Sports Track: Fitness, Sports and Recreation Leadership
Semester Content Standard Performance Standard Most Essential Duration K to 12 CG Code

Learning Competencies
First Semester The learner... The learner... practices quality Week 1 SP_LS12-Ia-1
leadership in the
demonstrates implements with conduct
understanding of the confidence a of fitness, sports and
basic short-term program in recreation activities
principles of, and exercise/sports and
techniques in, fitness, recreation for a healthy administers a pre- SP_LS12-Ia-2
sports and recreation individual or group. participation screening
instruction and explains the different SP_LS12-Ia-3
leadership components of an
for carrying out safe exercise program
and demonstrates safe and SP_LS12-Ia-4
effective programs in effective
exercise, sports and exercise/sports
recreation. techniques
uses appropriate SP_LS12-Ia-5
cueing, motivation,
instruction, feedback
and teaching
techniques in delivering
688
exercise/sports
programs for an
individual or groupfor
monitors exercise
intensity for safe and SP_LS12-Ia-6
effective fitness
performance
designs a balanced SP_LS12-Ia-7
exercise program for an
apparently healthy
individual or group
identifies existing Week 2 SP_LS12-Ia-8
programs (summer
camps, sports clinics,
etc.);
demonstrates basic SP_LS12-Ia-9
knowledge of first aid
and/or initial
assessment of common
injuries;
values the importance SP_LS12-Ia-10
of the basic principles
and techniques of
fitness, sports and
recreation instructions
and leadership for
delivering safe and
effective
exercise/sports and
recreation programs;
and
realizes the value of SP_LS12-Ia-11
professional ethics,
responsibilities, and
standards
689
Grade: Grade11
Sports Track: Fitness Testing and Basic Exercise Programming
Semester Content Standard Performance Most Essential Duration K to 12 CG Code

Standard Learning
Competencies
Second Semester The learner... The learner... distinguishes the Week 1-2 SP_FT11-IIa-b-1
proper tests for specific
demonstrates administers accurately fitness parameters
understanding of the appropriate basic demonstrates the SP_FT11-IIa-b-2
concept of testing to exercise correct performance of
formulate/adopt basic programs for different fitness test procedures
fitness fitness evaluates test results SP_FT11-IIa-b-3
and performance goals based on age, exercise
readiness (PAR-Q), and
physical activity status
realizes the importance Week 3-6 SP_FT11-IIa-b-4
of test results as a
means to set fitness or
performance goals,
formulate exercise
programs, and monitor
progress;
devises exercise SP_FT11-IIa-b-5
programs based on set
fitness or performance
goals and fitness test
results using the
principles of specificity,
overload, progression,
individuality, recovery,
and variety
illustrates the proper SP_FT11-IIa-b-6
performance of the
exercises;
690
makes adjustments to Week 7-11 SP_FT11-IIa-b-7

training parameters
(FITT) according to
training response; and
recognizes the value of SP_FT11-IIa-b-8
sound program design
and constant
monitoring in the
attainment of fitness
and performance goals.

Subject : Fundamentals of Coaching
Semester Content Standard Performance Most Essential Duration K to 12 CG Code

Standard Learning Competencies
The learner... The learner develops a Explains fundamental Weeks 1-5 SP_FC11-Ia-e-1
demonstrates sound coaching concepts and principles
understanding of the philosophy. of coaching in relation
fundamental concepts to ethical standards;
and principles of
coaching for career
preparation.
Realizes that Weeks 6-8 SP_FC11-If-h-2
knowledge in coaching
First Semester prepares learner for a
career;
Describes Weeks 9-10 SP_FC11-Ii-j-3
characteristics of an
effective coach;
Utilizes proper Weeks 11-12 SP_FC11-Ik-l-4
communication
techniques in coaching;
Identifies Weeks 13-17 SP_FC11-In-q-4
documentation
691
strategies in monitoring
performance (game
statistics, progression
towards goals, and
strategies and tactics)
Differentiates various Weeks 18-20 SP_FC11-r-t-5
coaching styles; and
Recognizes appropriate Weeks 1-20 SP_FC11-a-t-6
coaching behaviour.
Grade Level : Grade11

Subject :Sports Track: Human Movement

Learning
Competencies
First The learner The learner describes the nature, Week 1-3 SP_HM11-Ia-c1
demonstrates administers accurately purpose, and
understanding of movement screens. procedures of
movement analysis for movement screens
efficient and effective interprets the results of SP_HM11-Id-f2
performance. the movement screen;
The learner The learner designs relates screen result to SP_HM11-Ig-i-3
demonstrates sound practice current performance.
understanding of sessions.
different
theories of motor
control
and learning for
efficient
and effective
performance.
The learner The learner exhibits appreciation of Week 4-6 SP_HM11-Ia-t-4
demonstrates administers accurately the value of
understanding of movement screens. measurement for
692
movement analysis for efficient and effective

efficient and effective performance;
performance explains the different SP_HM11-Ij-k-5
theories of motor
control and learning
The learner The learner designs identifies course of SP_HM11-Il-n-6
demonstrates sound practice action appropriate for
understanding of sessions. various needs and skill
different levels;
theories of motor
control
and learning for
efficient
and effective
performance.
The learner The learner modifies course of Week 7-9 SP_HM11-Io-t-7
demonstrates administers accurately action based on
understanding of movement screens. feedback; and
movement analysis for recognizes the value of SP_HM11-Ia-t-8
efficient and effective quality of practice for
performance. efficient and effective
performance.
GradeLevel : Grade 12
Subject :Sports Track: Practicum (In-Campus)
Semester Content Standard Performance Most Essential Learning Duration K to 12 CG Code

Standard Competencies
The learner The learner shows assesses own performance Weeks 1-20 SP_PRA12-Ia-t-1
demonstrates measureable for goal setting
understanding of improvement in set
First Semester integrating the performance
knowledge of safety parameter
and first aid, human
movement,
693
of sports and exercise,
fitness testing and
exercise programming
for developing sports
potential
designs a personal training Weeks 1-20 SP_PRA12-Ia-t-2
program
exhibits mastery of sports Weeks 1-20 SP_PRA12-Ia-t-3
skills
displays improvement of Weeks 1-20 SP_PRA12-Ia-t-4
personal best
performance
applies safety practices to Weeks 1-20 SP_PRA12-Ia-t-5
prevent deconditioning as
a result of injury
identifies emerging trends Weeks 1-20 SP_PRA12-Ia-t-6
in training
employs stress Weeks 1-20 SP_PRA12-Ia-t-7
management techniques
to cope with training and
competition demands
applies psychosocial Weeks 1-20 SP_PRA12-Ia-t-8
techniques achieves sport
life balance
realizes the importance of Weeks 1-20 SP_PRA12-Ia-t-9
having positive attitude
towards sports
participation
realizes one’s potential Weeks 1-20 SP_PRA12-Ia-t-10
through sports
participation
Practice Coaching demonstrates assists competently Demonstrates appropriate Weeks 1-20 SP_PRC12-Ia-t-1
understanding of the coach of in- personal, social, and
integrating the
694
knowledge of campus sports team ethical behavior while

coaching, safety and (varsity and club coaching
first aid, human
movement,
fitness testing and
exercise programming
potential as a coach
utilizes management skills Weeks 1-20 SP_PRC12-Ia-t-2
during
games/competitions
articulates personal Weeks 1-20 SP_PRC12-Ia-t-3
coaching philosophy
provides assessment tools Weeks 1-20 SP_PRC12-Ia-t-4
options for the coach
carries out assessment of Weeks 1-20 SP_PRC12-Ia-t-5
team members under
coach supervision
implements training Weeks 1-20 SP_PRC12-Ia-t-6
program designed by the
coach
documents player Weeks 1-20 SP_PRC12-Ia-t-7
performance during
games, progression
towards goals, and
strategies and tactics of
opposing teams
observes safety practices Weeks 1-20 SP_PRC12-Ia-t-8
to prevent deconditioning
of team members as a
result of injury
identifies emerging trends Weeks 1-20 SP_PRC12-Ia-t-9
in training and coaching
695
recommend psychosocial Weeks 1-20 SP_PRC12-Ia-t-10

strategies (goal setting,
team building activities
and stress management)
realizes one’s potential as Weeks 1-20 SP_PRC12-Ia-t-11
a coach through sports
participation
demonstrates manages competently demonstrates appropriate Weeks 1-20 SP_PRO12-Ia-t-1
understanding of a sports tournament personal, social, and
integrating the ethical behavior while
knowledge of officiating
officiating and activity
management, safety
and first aid,
of sports and exercise
official and
tournament manager
utilizes proper Weeks 1-20 SP_PRO12-Ia-t-2
communication
techniques in officiating
and tournament
management
applies safety practices to SP_PRO12-Ia-t-3
prevent injuries during the
conduct of the
tournament
implements a tournament Weeks 1-20 SP_PRO12-Ia-t-4
plan
conducts post-event Weeks 1-20 SP_PRO12-Ia-t-5
evaluation
identifies recent Weeks 1-20 SP_PRO12-Ia-t-6
developments in
696
officiating and emerging

trends in tournament
management
recognizes the dynamics Weeks 1-20 SP_PRO12-Ia-t-7
of working with the group
to achieve teamwork in
carrying out a tournament
realizes one’s potential as Weeks 1-20 SP_PRO12-Ia-t-8
an official and tournament
manager
demonstrates 1. delivers a fitness demonstrates appropriate Weeks 1-20 SP_PRL12-Ia-t-1
understanding of program for an personal, social, and
integrating the apparently healthy ethical behavior while
knowledge of individual or group performing leadership
fitness/sports and (for fitness leader) tasks
recreation leadership, 2. leads an existing
human movement, sports and
safety and first aid, recreational
fitness testing and program(for sports
exercise programming, and recreation leader
and coaching for
developing one’s
official and
tournament manager
carries out health and Weeks 1-20 SP_PRL12-Ia-t-2
fitness evaluation of
students or clients
designs/implements Weeks 1-20 SP_PRL12-Ia-t-3
fitness program(for fitness
leader
implements an existing Weeks 1-20 SP_PRL12-Ia-t-4
697
program(for sports and

recreation leader)
exhibits proficiency in Weeks 1-20 SP_PRL12-Ia-t-5
exercise techniques or
sports skills
applies safety practices to Weeks 1-20 SP_PRL12-Ia-t-6
prevent injury during
exercise or sports
participation
identifies emerging trends Weeks 1-20 SP_PRL12-Ia-t-7
in sports, fitness, and
recreation
employs motivational Weeks 1-20 SP_PRL12-Ia-t-8
techniques in promoting
exercise adherence and
enjoyment
realizes the importance of Weeks 1-20 SP_PRL12-Ia-t-9
having a positive attitude
towards sports, fitness
and recreation
participation
realizes one’s potential in Weeks 1-20 SP_PRL12-Ia-t-10
sports, fitness and
recreation leadership
698
Grade Level :Grade 11

Subject :Psychosocial Aspects of Sports and Exercise

Learning Competencies
First The learner The learner completes 1.explains how Week 1-2 SP_PS11-Ia-b-1
demonstrates a portfolio different types of
understanding of basic consisting of journals, motivation
psychosocial theories work affect sports
and sheets, interview performance and
concepts in sports and reports, exercise
exercise for reflection papers and participation
performance information materials 2.uses motivational SP_PS11-Ic-d-2
enhancement and regarding the strategies to encourage
adherence. psychological sports and exercise
benefits of regular participation;
sports and 3.recognizes the value SP_PS11-Ia-t-3
exercise participation. of effective
communication and
group cohesion for
sports performance and
exercise
participation
4.explains the SP_PS11-Ie-f-4
importance of group
structure, role clarity
and acceptance for
effective team
functioning
Week 3-4
discusses the effects of SP_PS11-Ig-h-5
group cohesion in
exercise participation;
699
recognizes the value of SP_PS11-ia-t-6

effective
communication and
group cohesion for
exercise
participation;
describes arousal, SP_PS11-Ii-7
stress, and anxiety in
sports and exercise
settings;
explains how arousal Week 5-6 SP_PS11-Ij-k-8
and anxiety affects
describes different SP_PS11-Il-n-9
strategies in regulating
arousal, coping with
stress and anxiety in
sports and exercise
recognizes the value of SP_PS11-Ii-t-10
regulating arousal,
coping with stress and
anxiety for better sports
performance and
describes symptoms of SP_PS11-Io-p-11
burnout, and
overtraining in sports
and exercise
participants;
explains the Week 7-8 SP_PS11-Iq-s-12
psychological impact of
injuries in sports and
700
exercise participants;
and
recognizes the value of SP_PS11-Ia-t-13
regular sports and
exercise participation
for overall well-being

Subject : Safety and First Aid
Semester Content Standard Performance Standard Most Essential Learning Duration K to 12 CG Code
Competencies
The learner... The learner... Explains the importance of Week 1 SP_SFA11-Ia-1
demonstrates demonstrates safety observing safety practices in
understanding of practices consistently performing sports, exercise and
safety, injury in sports, exercise and recreational activities;
prevention and recreational activities.
management in sports,
exercise and
recreational settings
for prompt and proper
response during
emergencies.
First Semester
Observes “safety awareness” Weeks 2-19 SP_SFA11-Ib-t-2
(preventive and rehabilitative) at all
times;
Enumerates ways to safeguard Week 3 SP_SFA11-Ib-3
participants from possible injuries;
Identifies activities for restoring Week 4 SP_SFA11-Ic-4
strength and condition of
participants after rehabilitation;
Identifies signs and symptoms of Weeks 5-9 SP_SFA11-Id-h-5
injuries as well as situations that
may prompt such injuries;
701
Identifies situations requiring Weeks 10-13 SP_SFA11-Ii-l6

prompt response for safety rescue
and transfer;
Performs appropriate and correct Weeks 14-17 SP_SFA11-Im-p-7
procedures during disaster and
emergencies in sports, exercises
and recreational settings
(simulations);
Prepares first kits and equipment; Weeks 18-19 SP_SFA11-Iq-r-8
Develops an emergency plan Weeks 20-21 SP_SFA11-Is-t-9
involving personnel; and
Recognizes the value of safety, Weeks 1-21 SP_SFA11-Ia-t-10
injury prevention and
management in sports and exercise
settings for prompt and proper
response during emergencies.
GradeLevel : Grade 11
Subject :Sports Officiating and Activity Management
Semester Content Standard Performance Standard Most Essential Learning Duration K to 12 CG Code
Competencies
The learner... The learner... Identifies fundamental concepts, Weeks 1-3 SP_SO11-IIa-c-1
demonstrates officiates with authority principles, skills and mechanics of
understanding of the in interscholastic sports officiating
fundamental principles, games/competitions.
and concepts of sports
Second Semester officiating for effective
conduct of
games/competitions.
Explains officiating mechanics of Weeks 4-5 SP_SO11-IId-e-2
the sport
Interprets rules of the sport; Weeks 6-7 SP_SO11-IIf-g-3
702
Demonstrates appropriate Weeks 1-10 SP_SO11-IIa-j-4

personal, social, and ethical
behavior while officiating
Utilizes management skills during Weeks 8-9 SP_SO11-IIh-i-5
games/competitions;
Analyses own performance after Week 10 SP_SO11-IIj-6
a game/competition; and
Values the importance of Weeks 1-10 SP_SO11-IIa-j-7
understanding sports officiating
leading towards a career
demonstrates accomplishes a Identifies fundamental concepts Week 11 SP_AM11-IIk-1
understanding of the comprehensive activity of activity management
fundamental concepts of management portfolio
management for the
effective conduct of
sports, fitness and
recreation events.
Assesses the feasibility of a Weeks 12-13 SP_AM11-IIl-m-2
sports/fitness/recreation even
Identifies the elements of an Week 14 SP_AM11-IIn-3
event plan
Utilizes promotional strategies to Week 15 SP_AM11-IIo-4
market the event
Devices evaluation techniques to Weeks 16-17 SP_AM11-IIp-q-5
gauge the success of the event
Designs a plan for a Weeks 18-20 SP_AM11-IIr-t-6
sports/fitness/recreation event
Recognizes the value of careful Weeks 1-20 SP_AM11-IIa-t-7
planning and implementation for
effective conduct of a
sports/fitness/recreation event.
703
704
Grade Level: Kindergarten ( HOMEROOM GUIDANCE PROGRAM)
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
1st Quarter Week 1
1. Identify one’s strengths,

Value oneself HGKPS-Id.2-7
weaknesses, interests, talents,
abilities, hobbies and values
2. Recognize oneself as an important Week 2 HGKPS-If.2-11

Understand the part of the family and community
importance of oneself Value others 3. Determine the different family Week 3
HGKPS-Ig.1-12
and others members
4. Show effective ways of relating Week 4
HGKPS-Ig.2-13
with other people
Week 5
Respect individual 5. Show effective ways in relating
HGKPS-Ih.2-14
differences with others and community
Week 6
6. Identify the importance of oneself
Gain understanding of
as a member of family and HGKPS-Ii.1-15
oneself and others
community
2nd Week 1
Quarter Analyze responsible 1. State own contribution to the
decisions and goals Provide proper steps solution for issues concerning HGKPS-IIe.2-7
toward achievement of toward responsible the family and school
personal welfare and decision-making
common good 2. Share views about home and Week 2
HGKPS-IIf.1-8
school
Evaluate experiences in 3. Identify the possible Week 3
decision-making towards consequences of decisions to HGKPS-IIf.2-9
achieving common good oneself and others
705
4. Determine the consequences of Week 4
HGKPS-IIg.1-10
decisions based on different
HGKPS-IIg.2-10
conditions or situations
2nd Week 5
Quarter Understand the
importance of guidance 5. Cite the importance of
from parents or guardians guidance from
HGKC-IIi.1-12
and significant adults in parents/guardians in choosing
Analyze the relationship choosing a profession, ones profession and vocation
of one’s skills and vocation and future plans
experiences in choosing a
profession, vocation and Week 6
future plans Strengthen the connection
among knowledge, skills
and roles of parents or 6. Enumerate abilities toward the
guardians and significant selection of ones profession, HGKC-IIj.2-14
adults in choosing a vocation and future plans
profession, vocation and
future plans
3rd 1. Identify the people who can Week 1

Quarter help to protect oneself and HGKPS-IIIc.1-4
others
Apply ability to protect Apply effective ways of 2. Share experiences and attitude Week 2
oneself and others protecting oneself and relevant to protecting oneself HGKPS-IIIc.2-5
towards effective ways of others and others at home and in HGKPS-IIId.1-5
problem-solving school
3. Show skills to protect oneself at Week 3 HGKPS-IIId.2-6
all times HGKPS-IIIe.1-6
4. Determine the different ways in Week 4
Share skills helpful to solve
solving problems that involved HGKPS-IIIg.2-10
problems
oneself and others
706
5. Solve problems that involved Week 5 HGKPS-IIIh.1-11
oneself and others HGKPS-IIIh.2-11
3rd Week 6
Apply the ability to
Quarter
choose their own field
6. State the characteristics and
based on the different Describe the chosen field HGKC-IIIi.1-12
tasks of desired profession
factors toward achieving
goals in life
4th Week 1
Quarter Develop academic skills
to respond to community Participate in school 1. Demonstrate abilities and
development based on activities relevant to the willingness to take part in HGKA-IVa.1-1
international standards needs of the community school or community activities
Engage oneself in Week 2

2. Demonstrate proper ways to
meaningful programs and
interact with others and HGK-PS- IV-e.2-6
initiatives for the common
community
good
Strengthen self- Week 3
3. Offer suggestions to solve or
Enrich ability to share empowerment to respond
address issues affecting the HGK-PS-IV-f.1-7
oneself to respond to to the needs of the
community
international standards community
Respond to personal and 4. Determine the different Week 4
social needs that can problems and its causes a HGK-PS- IV-g.1-8
contribute to the person might experience
promotion of international 5. Utilize talents, interests, skills Week 5
HGK-PS-IV-g.2-9
standards and to improve oneself
707
4th Week 6
Quarter Implement steps toward
the realization of chosen
State steps to fulfill the
profession and vocation 6. Describe the goals in life HGK-C- IV-i.1-11
goal in life
based on international
standards
Grade Level: Primary Level (Grade 1 – Grade 3)
Quarter Standards Competencies Most Essential Learning Time Allotment K to 12 CG Code

Competency
1st 1. Recognize the basic rights and Week 1
HGPS-Id-7
Quarter responsibilities of a child
2. Identify personal strengths, Week 2
Value oneself weaknesses, talents, abilities,
interests, and values HGPS-Id-8
3. Recognize oneself as an Week 3

important part of the family and HGPS-Ie-11
Understand the community
importance of oneself Value others 4. Show effective ways of relating Week 4
and others with other people
HGPS-Ie-13
5. Identify the similarities and Week 5

differences of individuals (in
HGPS-If-14
terms of appearance, culture,
Respect individual beliefs, views, and values)
differences
6. Identify different structures of Week 6
the family HGPS-If-15
708

Competency
1st 7. Identify the importance of Week 7
Quarter oneself as part of the family HGPS-Ig-17
Gain understanding of and community
oneself and others 8. Practice effective ways in Week 8
relating with others and HGPS-Ig-18
community
2nd Share the lessons learned Week 1
Quarter from school and community 1. Enumerate the lessons learned
that can be used in daily from school and community HGA-IIb-2
Analyze the relevance living activities
of experiences in
school and community
toward academic Apply lessons from home, Week 2
2. Share lessons from personal
success school and community to
experiences gained from family
daily living with HGA-IIc-3
and society beneficial to
consideration to family and
academic success
society
2nd Week 3 HGPS-IId-4
3. State the different factors in
Quarter
Examine the different factors decision-making
in decision-making for the
4. Describe the connection of the Week 4
achievement of success
different factors in decision- HGPS-IIe-5
making
Analyze responsible 5. Identify the procedure in Week 5
HGPS-IIf-6
decisions and goals decision-making
toward achievement of Provide proper steps toward 6. Contribute to the solution for Week 6
personal welfare and responsible decision-making issues concerning the family and
HGPS-IIf-7
common good the school
7. Identify the outcomes of Week 7

Evaluate experiences in decision-making based on
decision-making towards different conditions or situations HGPS-IIg-10
achieving common good
709

Competency
Strengthen the connection 8. Enumerate the advantages of Week 8
among knowledge, skills and knowing the connection of
roles of parents or guardians choosing profession and
and significant adults in vocation with the knowledge, HGC-IIj-14
choosing a profession, competencies and experiences
vocation and future plans guided by the parents,
guardians, and significant others
3rd Utilize knowledge and 1. Cite ways to accomplish the Week 1
Quarter skills toward academic assigned tasks
Prepare using knowledge and
success HGA-IIIc-3
skills toward academic
success
2. Make a daily schedule Week 2 HGA-IIIc-4
3rd 3. Identify the people who can Week 3
Quarter help in taking care of oneself HGS-IIId-5
and others
Apply effective ways of
4. Share experiences and attitude Week 4
protecting oneself and others
relevant to protecting oneself
HGS-IIId-6
and others at home and in
school
5. Identify the different ways of Week 5
Apply ability to protect
Live effective ways in solving problems concerning HGS-IIIe-7
oneself and other
resolving issues that involve oneself and others
towards effective ways
oneself and others 6. Solve problems concerning Week 6
of problem-solving HGS-IIIe-8
oneself and others
7. Identify good and bad things for Week 7
others based on the golden rule HGS-IIIf-9
Share skills helpful to solve 8. Analyze good and bad things for Week 8
problems oneself and for others
HGS-IIIf-10
710

Competency
4th Participate in school 1. Show the ability to participate Week 1
Quarter activities relevant to the in school and community HGA-IVa-1
needs of the community activities
Demonstrate academic 2. Show the skills learned from Week 2
excellence based on global school necessary to the HGA-IVb-2
needs community
Live ways that respect and 3. Apply appropriate actions to Week 3
HGA-IVc-3
protect the environment take care of the environment
4. Show fairness to others Week 4 HGS-IVe-5
Develop academic Engage oneself in meaningful
skills to respond to programs and initiatives for 5. Show the ability to relate with Week 5
community the common good others and the community with HGS-IVe-6
development based on respect and love
international standards Strengthen self- 6. Give suggestions to solve the Week 6
empowerment to respond to issues affecting the community HGS-IVf-7
the needs of the community
7. Identify the different types of Week 7
problems and their causes
Respond to personal and HGS-IVg-8
which may be experienced by
social needs that can
an individual
contribute to the promotiona
8. Use talents, interests, Week 8
of international standards
capabilities, and abilities for HGS-IVg-9
personal development
4th State steps to fulfill the goal 9. Explain the steps to fulfill the Week 9
Quarter in life goal in life
Implement steps
toward the realization
of chosen profession HGC-IVi-11
and vocation based on
international standards
711
Grade: Intermediate Level (Grade 4 – Grade 6) ( HOMEROOM GUIDANCE PROGRAM)
Quarter Time Allotment

Standard Competency Most Essential Learning Competency K to 12 CG Code
1st Quarter Week 1
1. Recognize that changes in
HGIPS-Ia-2
oneself is part of development
Value oneself
2. Examine one’s thoughts, Week 2
feelings, beliefs, and the
difference between HGIPS-Ia-3
appropriate and inappropriate
behavior
Understand the 3. Recognize the importance of Week 3
Value others
importance of oneself others as part of family, school HGIPS-Ib-4
and others and community
Respect individual Week 4
4. Explain the importance of
differences HGIPS-Ic-9
individual difference
5. Determine fundamental rights Week 5
HGIPS-Id-10
of oneself and others
Gain understanding of 6. Relate oneself to others HGIPS-Ie-11
oneself and others 7. Share the lessons from Week 6
personal experiences by HGIPS-Ie-12
empathizing with others
1st Quarter Understand the Identify the methods of Week 7
knowledge, skills, and effective study habits
positive, attitude for toward lifelong learning 8. Show the ability to perform
the achievement of independently in personal and HGA-Ig-16
Demonstrate effective
optimum learning in school activities
study habits
school and in daily
living
712

Week 8
9. Share the advantages of
effective study habits using HGIA-Ig-17
personal experiences
2nd Quarter Week 1
1. Examine the procedures or steps
HGIPS-IIb-5
Provide proper procedure in decision-making
toward responsible
decision-making 2. Share personal contribution as Week 2
Analyze responsible HGIPS-IIb-6
part of the solution to family and
decisions and goals school issues
toward achievement 3. Evaluate the outcomes of Week 3
of personal welfare decisions based on the different HGIPS-IIc-7
and common good Evaluate experiences in conditions and circumstances
decision-making toward 4. Make appropriate decisions to
HGIPS-IIc-8
achieving common good achieve the common good
5. Share lessons from experiences Week 4
HGIPS-IIc-9
which help in decision-making
6. Enumerate possible contributions Week 5
Share the lessons learned to the family and school
HGIA-IIe-13
from school and community community based on the lessons
that can be used in daily learned in school
Analyze the relevance living
of experiences in
school and Week 6
community toward Apply lessons from home,
academic success school and community to
daily living with 7. Participate in community
consideration to family and activities through the acquisition HGIA-IIf-16
society of academic knowledge and skills
713

2nd Quarter Week 7
Analyze the Understand the importance

relationship of one’s of guidance from parents or 8. Enumerate the importance of the
skills and experiences guardians and significant guidance of parents, guardians
HG IC-IIh-21
in choosing adults in choosing a and significant adults in choosing
profession, vocation profession, vocation and profession and vocation
and future plans future plans
3rd Quarter Week 1

1. Share the ability to protect
Apply effective ways of personal and private HGIPS-IIIb-3
protecting oneself and information in social media
others
2. Practice personal care and Week 2
HGIPS-IIIb-4
safety lessons in times of needs
Week 3
Apply ability to Live effective ways in
3. Increase the level of ability to
protect oneself and resolving issues that involve
appropriately address personal HGIPS-IIIc-7
others towards oneself and others
and social issues
effective ways of
problem-solving
4. Identify different skills that Week 4
HGIPS-IIId-8
others may benefit from
5. Explain the significance of
Share skills that can help in seeking or rendering help in HGIPS-IIId-9
solving problems solving problems
6. Participate in effective ways of Week 5
solving problems concerning HGIPS-IIId-10
family, school and community
714

3rd Quarter Week 6
7. Note the lessons learned from
participating in community HGIA-IIIf-14
activities
Enrich knowledge and skills Week 7
Utilize knowledge and
toward academic
skills toward academic
achievement 8. Reflect on the learnings from
success
various experiences that will
HGIA-IIIf-15
serve as guide and lesson in
achieving success
3rd Quarter Week 8

9. Examine the steps of self-
choose their field Reflect on the decisions
preparedness in accordance
based on the different made for life and profession HGIC-IIIj-25
with the skills in the chosen
factors toward
career
achieving goals in life
4th Quarter 1. Identify the needs of the family Week 1

HGIPS-IVa-1
and community
Share one’s abilities for the 2. Explain the advantages of Week 2
Enrich ability to share HGIPS-IVa-2
development of others and helping one’s community
oneself to respond to
community 3. Share knowledge and skills in Week 3
international
standards solving simple issues or
HGIPS-IVa-3
problems in the family and
community
Week 4 HGIPS-IVc-7
715

Strengthen self- 4. Share personal contributions in

empowerment to respond addressing the needs of
to the needs of the community
community 5. Value how the needs of others Week 5
HGIPS-IVc-8
and community are addressed
6. Identify the needs concerning Week 6
HGIPS-IVd-9
oneself, others and community
Respond to personal and 7. Synthesize minor contributions Week 7
social needs that can that yield to positive results or HGIPS-Ivd10
contribute to the
outcomes
promotion of international
standards 8. Share personal contributions as Week 8
HGIPS-IVd-11
part of the solution to the
global issues
4th Quarter Week 9
Develop academic
skills to contribute to
Demonstrate academic 9. Participate in community
community
excellence based on global activities that are relevant to HGIA-IVe-14
development based
needs one’s skills and talents
on international
standards
Grade: Junior High School (7-10) ( HOMEROOM GUIDANCE PROGRAM)
Quarter Standard Competency Most Essential Learning Competency Time Allotment K to 12 CG Code
st
1 Quarter Understand the 1. Describe different effective Week 1
Identify the methods of
knowledge, skills, and learning methods being
effective study habits HGJA-Ia-2
positive attitude for the employed
toward lifelong learning
achievement of
716
optimum learning in 2. Demonstrate the ability to Week 2
Share knowledge, skills,
school and in daily independently deal with
and positive attitude HGJA-Ic-5
living personal tasks and actively
helpful in lifelong
participate in school activities
learning
1st Quarter 3. Determine the importance of Week 3 HGJPS-Id-7
oneself as part of the family
and community
Value oneself 4. Exhibit self-discipline Week 4 HGJPS-Ie-8
5. Manage personal changes Week 5
HGJPS-Ie-10
Understand the toward self-appreciation
importance of oneself 6. Value the similarities and Week 6 HGJPS-Ig-13
and others differences among the culture,
Respect individual
beliefs, views, and values of
differences
others
Gain understanding of 7. Strengthen the relationship to Week 7 HGJPS-Ih-15
oneself and others others by responsibly fulfilling
familial duties
1st Quarter Understand the 8. Identify relationship of gender, Week 8 HGJC-Ii-19

importance of family, peers, media, and
knowledge, skills, and socio-economic status in
positive attitude Identify factors related to choosing profession
helpful to daily living life and profession
and their relation to
life and profession
717
nd
2 Quarter 5. Share to others the knowledge Week 1 HGJA-IIb-5
gained from school and
Share the lessons learned community beneficial in life
from school and
community that can be
Analyze the relevance used in daily living
of experiences in
school and community
toward academic 6. Demonstrate how to develop Week 2 HGJA-IIc-7
success Apply lessons from home, strengths and overcome
school and community to weaknesses
daily living with
consideration to family
and society
2nd Quarter 7. Examine the appropriate and Week 3 HGJPS-IId-8

Examine the different inappropriate steps in personal
factors in decision-making decision-making
for the achievement of
success
Analyze responsible
8. Formulate one’s steps in Week 4 HGJPS-IIe-10
decisions and goals Provide proper procedure decision making
toward achievement of toward responsible 9. Practice independent decision- HGJPS-IIf-11
personal welfare and decision-making making
common good
10. Express views on issues Week 5 HGJPS-IIg-13
Evaluate experiences in relevant to oneself and others
decision-making towards 11. Identify the various views on HGJPS-IIg-14
achieving common good personal and social issues
718
nd
2 Quarter 12. Identify the important aspects Week 6 HGJC-IIi-18
Understand the to be considered in choosing a
importance of guidance profession, vocation, and the
from parents or guardians future
Analyze the and significant others in
relationship of one’s choosing a profession,
skills and experiences vocation and future plans
in choosing a
profession, vocation Relate the choice of 13. Analyze personal abilities and Week 7 HGJC-IIj-20
and future plans profession, vocation and experiences
future plans to one’s 14. Recognize the important Week 8 HGJC-IIj-21
skills, competencies, and opinions of parents, guardians,
the roles of and significant others to make
parents/guardians and meaningful decisions
significant adults
3rd Quarter 1. Perform duties for oneself and Week 1

HGJPS-IIIc-8
for others
Apply effective ways of
2. Realize the advantages and Week 2
protecting oneself and
importance of being HGJPS-IIIc-9
others
responsible for oneself and for
others
protect oneself and Live effective ways in 3. Relate the effective ways in Week 3 HGJPS-IIIc-10
others toward effective resolving issues that solving problems
ways of problem- involve oneself and
solving others
4. Participate in responding to Week 4 HGJPS-IIId-12
Share skills helpful to life challenges
solve problems 5. Respond to the needs of the Week 5 HGJPS-IIId-14
community toward peace
3rd Quarter Apply the ability to 6. State one’s meaningful Week 6 HGJC-IIIf-16
choose their own field Describe the chosen field characteristics relevant to the
based on the different chosen career
719
factors toward 7. Explain the connection of Week 7 HGJC-IIIg-17
achieving goals in life Decide for life and work, needs of the society,
profession and global economy
8. Respond to the required Week 8 HGJC-IIIj-20

Reflect on the decisions expertise of certain industry,
made for life and and of other types of jobs
profession
4th Quarter 1. Express initiative in extending Week 1

Demonstrate academic help to the community HGJA-IVb-3
excellence based on the
Develop academic skills global needs 2. Give comments or suggestions Week 2
to respond to
for the welfare of the HGJA-IVb-4
community
community
development based on
3. Show concern to the Week 3
Live ways that respect and environment using knowledge
and skills HGJA-IVb-5
protect the environment
4th Quarter 4. Show adaptive behavior to the Week 4

new changes in the community HGJPS-IVc-8
Share one’s abilities for
the development of
others and community 5. Participate in the advocacies of
the community toward HGJPS-IVc-9
Enrich the ability to progress
share oneself to 6. Reflect on the importance of Week 5
respond to one’s involvement in resolving
international standards Engage oneself in
meaningful programs and the different issues of the HGJPS-IVd-10
initiatives for the common community
good
Week 6
HGJPS-IVd-13
720
Strengthen self- 7. Show optimism in dealing with
empowerment to respond life challenges
to the needs of the
community
Respond to personal and 8. Contribute meaningful ways Week 7

social needs that can on how to be the catalyst of
change HGJPS-IVe-18
contribute to the
promotion of
4th Quarter 9. Relate the relevance of Week 8
decision-making in track and
strand selection to planning,
State steps to fulfill the and to the transition to next HGJC-IVh-22
goal in life grade/ level toward the future
goals
Implement the steps
toward the realization 10. Compare the helpful ways on
of chosen profession how to attain desired
and vocation based on profession or vocation
international
standards Outline plans for the
chosen profession,
vocation and the future HGJC-IVi-23
721
Grades: Senior High School (Grade 11 – Grade 12)
Quarter Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code

4. Identify strengths and weaknesses HGSPS-Ie-4
5. Exhibit the importance of oneself in HGSPS-Ie-5
the following aspects:
5.1. physical and physiological
Value oneself Week 1
5.2. psychological
5.3. intellectual
5.4. spiritual
5.5 social
6. Exhibit the importance of others in the HGSPS-If-6
following aspects:
6.1. physical and physiological
Value others 6.2. psychological Week 2
6.3. intellectual
First Quarter
6.4. spiritual
6.5 social
7. Demonstrate acceptance of others HGSPS-Ig-7
Respect individual differences
without discrimination
8. Show respect to others in: HGSPS-Ig-8
Week 3
8.1. words
8.2. actions
8.3. objective view
9. Explain that oneself and others are HGSPS-Ih-9
capable to commit right and wrong
Week 4
Gain understanding of oneself and others actions or decisions
10. Demonstrate the appropriate HGSPS-Ih-10
response to other’s actions or decisions
1. Manage factors in sound HGSPS-IIe-5
decision-making:
Examine the different factors in decision-making 1.1 Oneself
Second Quarter Week 1
for the achievement of success 1.2 Family
1.3 School
1.4 Peers / Fellow
722

1.5 Church / Faith
1.6 Media and Technology
1.7 Government
2. Make a right decision based on: HGSPS-IIf-6
2.1 Information
2.2 Situation Week 2
2.3 advice of from more
knowledgeable other (MKO)
Provide proper procedure toward responsible 3. Explain the importance of steps HGSPS-IIg-7
decision-making for meaningful decision-making
4. Discuss how personal Week 3 HGSPS-IIg-8
Evaluate the experiences in decision-making
experiences in decision-making
toward achieving common good
impact oneself and others
1. Recognize human rights with the HGSPS-IIId-5
accountability to protect oneself Week 1
and others
2. Analyze the laws that protect HGSPS-IIIe-6
oneself and others like but not
limited to the following:
2.1 Anti-Bullying Act (RA 10627)
2.2 Child Protection Policy (DO No
40 s 2012)
Third Quarter 2.3 Violence Against Women and
Apply effective ways of protecting oneself and
their Children
others
(RA 9262)
Week 2
2.4 Anti-Sexual Harassment Act (RA
7877)
2.5 Anti-Rape Law (RA No 8353)
2.6 Cyber Crime Law (RA 10175)
2.7 Gender and Development
Millennial Development (DM 88 s
2016, DO 27 s 2013)
2.8 Dangerous Drug Acts of 2002 (RA
9165)
723

2.9 Reproductive Health Law
(RA10354)
6.10 Family Code (EO 209)
Live effective ways in resolving issues that involve 7. Show optimism in facing life HGSPS-IIIf-7
Week 3
oneself and others challenges and problems
8. Express personal abilities in solving HGSPS-IIIg-8
Share skills helpful to solve problems problems using lessons learned Week 4
through self-evaluation
Share one’s abilities for the development of 1. Participate in the community HGSPS-IVd-4
Week 1
others and community activities using the acquired skills
2. Organize projects for fellow youth, HGSPS-IVe-5
aiming to enhance and develop skills
beneficial to the community
development which includes but not
Engage oneself in meaningful programs and limited to the following:
Week 2
initiatives for the common good 5.1 gift-giving
5.2 tree planting
Fourth Quarter 5.3 feeding program
5.4 clean and green
5.5 traditional Filipino games
3. Conduct ways on how to influence HGSPS-IVf-6
Strengthen self-empowerment to respond to the
fellow youth to participate in civic Week 3
needs of the community
projects
4. Show ways on how to develop HGSPS-IVg-7
Respond to personal and social needs that can
oneself as a role model helpful to
contribute to the promotion of international Week 4
others
standards

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1

GRADE LEVEL: Grade 11/12

literature and 1. a written close multimedia and ICT skills

Grade Level: 11/12

Quarter Content Standards Performance Most Essential Learning

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

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

Describe how people generate different types Week 6 S11ES-Ii-19

Grade Level: Grade 11

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

Grade Level: Grade 11/12

Performance Duration K to 12 CG Code

1.2 Realize the value of doing philosophy in

Performance Duration K to 12 CG Code

Performance Duration K to 12 CG Code

Performance Duration K to 12 CG Code

Performance Duration K to 12 CG Code

Grade Level: Grade 11

Quarter Content Performance Most Essential Learning Competencies Duration

pamamagitan ng mga pagbibigay halimbawa

Grade Level: Grade 11/12

Grade Level: Grade 11/12

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

Grade Level: Grade 11

Content Performance Most Essential Learning Competencies Duration

pamilya, kalikasan ng iba’t ibang tekstong

Subject: Personal Development

The learners demonstrate explain that knowing oneself can make a

Discuss developmental tasks and challenges EsP-PD11/12DS-Ic-3.1

*Discuss that understanding the different parts

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

discuss an understanding of teen-age

distinguish the various roles of different Week 2

appraise one’s family structure and the type of

Explain that understanding different factors,

Prepare a career plan based on the identified EsP-PD11/12PC-IIg-

explain the factors in personal development Week 7

Second construct a creative visualization of his/her

*Revised learning competencies to update content

Grade Level: Grade 11

perceived exertion and pacing

principles to achieve and/or

Grade Level: Grade 12

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

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

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

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

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

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

GRADE LEVEL: Grade 11/12

Grade Level: Grade 11/12

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…