Tip Course 2 Portfolio

COURSE 2
DIONA D. MACASAQUIT ESTELITA AQUINO

Teacher II Master Teacher II
MARK ANTHONY C. PEMENTEL PhD. YOLANDA M. GONZALES EdD

Asst. Principal II Principal IV TNHS
TIP COURSE 2 –Professional
Responsibilities
COURSE OUTLINE
Module 1 – Understanding the K to 12 Curriculum
Module 2 – Navigating the K to 12 Curriculum Guides
Module 3 – Lesson Planning
Module 4 – Implementing Learning Plans and

Enriching Teaching Practice
Estimated Time Required: 5 hours
Portfolio Output: Lesson Planning
3
TIP COURSE 2 –Professional
Responsibilities
Module 1:
Understanding the K to 12
Curriculum
Module Outline
Session 1 – The Legal Bases
Session 2 – Salient Features
Session 3 – Conceptual Frameworks
Session 4 – The Philippine Professional Standards for
Teachers
Estimated Time required: 1.5 hours
Required Tasks
• Review
• Research
• Independent Learning
• Mentor-mentee Learning
• Case study
• Framework Analysis
• Reflections
4
Session 1 – The K to 12 Education
Program: Legal Bases
Required Task 1: Review/Research/Independent Learning
This activity will draw upon your prior knowledge or

concepts that you may have learned in Teacher
Education Institutions or seminars that you might have
attended. In case you can’t answer the questions, it is an
opportunity for you to research about the topic, or you
may even ask your colleagues or your mentor.

Questions Answers Feedback
Which Act enhances the RA 10533 Before this curriculum was

implemented, our country
Philippine basic was the only one in Asia with
education system by a 10-year basic education. As
strengthening and a result, the Philippines
updating its curriculum to needs to catch up to other
countries. This Enhance Basic
become at par with the Education Law, or Republic
global education system Act 10533, (K-12) aims to
by providing two more produce Filipino graduates
who are holistically
years for basic developed with 21st century
education? skills. I believed that the K-12
system would soon improve
RA 10157 the Filipinos’ status. As a
teacher, I will always pursue
my passion for teaching with
RA 10524 love.

RA 10533

RA 10931
5
Which policy DepEd This Policy provides

guidelines on the K Order a comprehensive
to 12 Basic (No. 21, s. explanation of
Education Program 2019) the K to 12 Basic
Education
provides context Program and its
to and articulate its components
contexts, features across all key
and stages.
programs?

DepEd Order (No.
1, s. 2019)

DepEd Order (No.
8, s, 2019)

DepEd Order (No.
9, s. 2019)

DepEd Order (No.
21, s. 2019)
6
What act made RA 10157 This Act is a

Kindergarten prerequisite, for all
mandatory for children that they
all learners? need to pass
through
RA 10157 kindergarten, the
first stage
RA 10524 of elementary
education system
RA 10533 before going or
moving to Grade
RA 10931 1. This also stated
that the Mother
Tongue Based
Multilingual
Education
shall be
implemented as the
medium
of instruction for
kindergarten
students, according
to this act.
7
Which does NOT show c. They are K-12 Program is not

the characteristics of individuals implemented for
the K to 12 graduates?
who pursue their individuals who
a. They are holistically careers for personal wants to pursue
developed Filipinos who development to their careers
have built foundations for work abroad. abroad but rather it
learning throughout life.
is implemented to
b. They are individuals provide every
equipped with information, Filipino child with
media and technology
skills, learning and
the education s/he
innovation skills, life and needs to compete
career skills, and in a global context.
communication skills.

c. They are individuals who
pursue their careers for
personal development to
work abroad.

d. They can take challenges
and take advantage of the
opportunities of the 21st
century.
8
How many key c. (Four) 4  Kindergarten to Grade

stages does the K to 3
 Grade 4-6
12 Program  Grade 7- 10 (Junior
contain? High School)
 Grade 11-12 (Senior
a. 2 High School

b. 3

c. 4

d. 5
9
How old is the b. (Five) 5 Based on the

prerequisite age for Enhanced
preparatory Basic Education Act
education as of
defined in the 2013, the
Enhanced Basic prerequisite age
Education Act of for preparatory in
2013? education is 5 years
old.
a. 4 One cannot enroll
in Grade
b. 5 1 if he did not finish
Kindergarten.
c. 6 Incoming
Kindergarten must
d. 7 strictly
comply with this
cut-off age
policy as stated in
DO No.
47, s. 2016, as
amended
by the DepEd
Order.
10
The SHS curriculum c. Core Subjects, Students may

formulation is a step Applied Track, choose a
towards the realization of
the Philippine Specialized specialization based
Qualifications Framework Subjects on
(PQF) and is the main aptitude, interests,
policy for the
implementation of the and
new 13-year cycle of school capacity. The
basic education. What choice of career
comprises the SHS
curriculum? track will
define the content
a. Basic Subjects, Applied of the
Track, Specialized subjects a student
Subjects
will take
b. Basic Subjects, Applied in Grades 11 and
Track, Selected Subjects 12. SHS

c. Core Subjects, Applied subjects fall under
Track, Specialized either
Subjects the Core
Curriculum or
d. Core Subjects, Selected
Track, Specialized specific Tracks.
Subjects
11
Required Task 2: Independent Learning
Since 2012, DepEd already issued infographics on

the Frequently Asked Questions about K to 12 Basic
Education Program. Answer the following questions
by navigating the Internet or by talking with your col-
leagues and/or mentor.

You may also click on the link: https://www.officialga-
zette.gov.ph/k-12/?fbclid=IwAR3tiokqamN6sww9P-jx-
PwFYM3G0vcbdK2p0i4EsU8MWNgEk7HrlH4JhrSw.
Is the K to 12 a YES DEPED & CHED

product of
collaboration with
other agencies?
Is the shift from the YES It is the educators

Basic Education who are involved
Curriculum to K to and responsible in
12 Program conceptualizing the
conceptualized by Basic Education
DepEd alone? Curriculum to K-
12 program.
12
Was Kindergarten YES Based on the

Kindergarten
Education Education Act,
mandatory before Kindergarten is
the K to 12 mandatory
Program? entry stage to basic
education and is a pre-
requisite for admission to
Grade 1.
Is Republic Act No. YES Section 6 of The

10533 the basis for Republic
the additional two Act No. 10533
years of Senior High
School (SHS)?
Does the K to 12 YES The programs

Program give address K-
importance to the 12 and ASEAN
preparation of integration
graduates on ASEAN will provide a bigger
Integration? chance for
graduates to
become regionally
and
globally
competitive.
13
Key Topic 1: Legal Bases on the K
to 12 Basic Education Program
Required Task 3: Mentor-Mentee Collaboration
Answer the following processing questions by discussing

with your mentor.
1. What are the different issues 2.What do you think are the
addressed by the legal bases top three factors that are given
of the K to 12 Curriculum? emphasis by the different K to
Which among them affects you 12 laws and orders? Why do
the most as a teacher? you think so?
Vizconde, C. (2015) stressed the

emerging issues of the K to 12 systems
in its study: 1) the displacement of
teachers at tertiary level; 2) the lack of
information on the guidelines for The fact that instructors,
implementation; 3) the lack of students, and the learning
university students for two years; and
4) the lack of resources for environment are at the core of
implementation. the educational process makes
me believe that these three
Among these issues, what greatly
affects me as a teacher is the lack of
aspects should receive the
resources like computers and internet most attention from the many
for the students. Our school has no K–12 laws and orders.
access to internet, that’s why even we
want the learners to be equipped with
the 21st century skills we cannot
provide them because of this dilemma.
14
Session 2: Salient Features of the
K to 12 Program
Preliminary Activity
Let us have an inventory of your ideas about the salient

features of the K to 12 education using the chart below.
Diverse students How to provide

better opportunities
for learning to pupils
with disability
5 years old is the pre- How early

requisite age for schooling
through Universal education helps
Kindergarten. kids improve
holistically.
The competencies The relevance of

should be relevant to Curriculum for better
the topic education
The Fundamental of The relevance of

proficiency-based Curriculum
learning systems for proficiency building
in education
schools and districts.
15
K to 12 Program
Required Task 1: Case Studies
Case 1: You have a transferee learner who only speaks her

mother tongue. As a result, your learners cannot
communicate with her properly and the transferee learner
feels left out. What can you do as her teacher?
Anybody may feel apprehensive due to language issues,

so it is the teacher's duty to create contact with the
student. Waiting for them to ask for help is unnecessary.
The teacher may decide to pair the transferee kids with
one of her more experienced students as a way to
overcome these linguistic barriers. This skilled friend
can mentor new pupils as they deal with the
inescapable difficulties. Another choice is to label the
items in the classroom. In addition to teaching students
about classroom procedures, this can also help them
become better conversationalists. The teacher can also
provide parents advice on how to introduce their
children to a new language at home.
16
K to 12 Program
Case 2: You have a learner wanting to take up

engineering in college. Upon checking his grades, you
have learned that he has not been good in Mathematics.
What can you do to help the learner?
The teacher can support the student in excelling in

mathematics in a number of ways. Students should learn
from their teacher to approach math issues with confidence.
The teacher should also foster pupils' curiosity by
encouraging them to ask questions. Clarification requests
from pupils are a sign that they are learning and paying
attention, thus the more clarification requests, the better.
Authentic problems that increase students' motivation to
interact with math are another technique to help the learner
become good at math. Children's excitement and
comprehension are increased when they are taught how to
use arithmetic to solve real-world issues.
17
K to 12 Program
Case 3: One of the features of the K to 12 Curriculum is

spiral progression. Upon seeing your learners’ pre-test
results, you have realized that they are yet to master last
year’s competencies. What will you do to have them
meet the requirements of the new level?
The teacher should provide a brief review of the particular

topic to fulfill the demands of the new level. He or she can
offer exercises that relate to the lesson's competency.
18
K to 12 Program
Case 4. You have a class which has a sizable number of

over-aged learners who have taken the grade level multiple
times. How will you decide on the learning plan considering
your other learners.
The teacher should offer a variety of exercises that

are appropriate for the students' ages and levels of
knowledge. The teacher may assign group projects so
that the students can work together.
19
Session 3 – The Conceptual Framework of
the K to 12 Basic Education Curriculum
Questions Answers Mentor – Mentee

Discussions
The focus of the 21st

century teacher is
How is the learner regarded The learner is on student by
developing higher
by the K to 12 Program? regarded as order thinking skills,
the center of effective
education communication,
collaboration, and
As a teacher, what 21st The 21st century skills other skills that they
should be acquired by need in the 21st
century skills should be learners are they should century. The
acquired by our learners? learn to think critically,
learn to collaborate,
teachers must
enhance their creativity develop new
and innovation skills, teaching strategies
and equip them with that will challenge
technology skills and our 21st century
digital literacy skills. learners.
Education provides Filipino graduates

contextualized practice for will become more
the application of 21st prepared to
compete in the
century skills as these global economy.
are embedded in different
learning areas. What
are the possible exit points
of the Filipino K to
12 graduates?
20
Session 3 – The Conceptual Framework of
the K to 12 Basic Education Curriculum
Questions Answers Mentor – Mentee

Discussions
The focus of the

21st century
One of the salient features There is no teacher is on
of the K to 12 Program is difference when it student by
comes to teaching developing
ensuring integrative and Integrative and
seamless learning. How do seamless learning. higher order
you think the learning areas The learning areas thinking skills,
taught are more on effective
will be taught in the formal practical application
schools and non-formal of what have they communication,
schools such as the learned collaboration,
Alternative Learning and other skills
System? that they need
in the 21st
century. The
teachers must
develop new
teaching
strategies that
What support is needed for Provide them
will challenge
a Filipino graduate trainings about
the latest our 21st
to become 21st century century
technology so
ready? that they are learners.
capable to cope
up with the 21st
century global
competencies
21
Key Topic 1: The K to 12 Basic
Education Curriculum Framework
Required Task 1: Creating a Learning Plan (Portfolio Output)
In your LAC session, you are assigned to work on a

learning plan for the subject you are currently assigned
to teach. Your task is to make your own detailed lesson
plan for the first quarter, week 3 competencies. Initially,
you are given the following questions to guide you.
Complete the table below.
ASSETS
RESOURCES OWNED BY THE BUSINESS
ACCOUNTING BOOK, YOUTUBE,

MODULE
COLLABORATION SKILLS
22
Required Task 1: Creating a Learning Plan (Portfolio Output)
Collaborative Learning, Groupwork,

Cooperative Learning
To learn what are the examples of assets

and its worth.
Constructivism Theory and Experiential

Learning Theory
Conduct quiz or pair up and talk it out

activity
23
Reflection Questions
2. What are some

1. What did you feel in
considerations in
doing the activity?
making a learning
plan?
In making the learning plan,

the teacher should consider
I feel excited doing the
what subject is to be taught,
activity because I know that I
what strategies are to be used,
am familiar doing the lesson
what skills should be
guide.
developed of learners and etc.
24
Reflection Questions
3. What insight/s did you

gain from this activity?
Lesson plan is a guide for the

teachers to follow to be fully
prepared for a lesson that
he/she is teaching using
strategies and resources
he/she planned upon
preparation of the lesson
plan.
25
Optional Task 1
Based on your understanding of the K to 12 Curriculum

Conceptual Framework, suggest strategies and possible
exit points given the specific types of learners.
Provide the Teacher should

learner written provide
assessment alternative
instead of doing assessment to
actual activities student who
in P.E and TLE have medical
to ensure his conditions.
health safety.
The teacher
should provide Teacher should
activities based also help
on the learners with
understanding learning
of the learner. disability to
Give intensive achieve
remedial learning goals
instruction to
help the learner
26
Optional Task 2
During the meeting of the Grade 6 teachers for their subject

assignments, Mrs. Navarro was assigned to teach both
Mathematics and Araling Panlipunan subjects. She decided
to study and analyze how the two subjects will be better
understood. She compared the two conceptual frameworks.
Tick Yes if they are similar and No if not.
27
Process Questions
1. What can you say about 2. Try to look at the conceptual

the similarities and framework of the other
differences between the subjects, do they have the
conceptual frameworks same features? How can you
of the two subjects? say so?
The similarities are they are both

experiential and situated learning.
The difference between the two
subjects is the Araling Panlipunan
aims to develop the pupil’s
Yes. All subjects follow the Spiral
literate and effective participation
Progression Approach
as a citizen of the country while
the Mathematics aims to achieve
the twin goals of developing
students critical and problem
solving skills.
28
TIP COURSE 2 -The DepEd Teacher
Module 2:
Becoming a Good Teacher
Module Outline
Session 1 – Parts/Features of the Curriculum Guide
Session 2 – Using the Curriculum Guide in Preparing Daily
Lesson Logs and Daily Lesson Plans
Estimated Time required: 2 hours
Required Tasks
• Case study
• Lesson planning
• Mentor – mentee collaboration
• Reflections
Portfolio Output: Filling out a DLL Template
29
Session 1 - Curriculum Guides and
Lesson Planning
Prior Knowledge Assessment
Instructions for answering the puzzle
In the Policy Guidelines on the K to 12 Basic Education

Program (D.O. 21 s. 2019), some important terms are
defined to guide educators like you in implementing the
curriculum. Try to solve this simple crossword puzzle to
become familiar with these words.
ACROSS

1. It refers to a standards-based sequence of
planned experiences where learners practice and
achieve proficiency in content and applied learning
skills.
2. It refers to the K to 12 program reflecting

developmental milestones (two words).
3. t refers to a specific skill performed with varying

degrees of independence.
30
Lesson Planning
DOWN
1. It is something against which other things can be
compared to for the purpose of determining
accuracy, estimating quantity or judging quality.
2. One that leads or directs another’s way; a

person who exhibits and explains points of
interest; something that provides a person with
guiding information.
3. It is the scope and sequence of topics and skills

covered in each strand/ domain/theme/component.
A
N
D
U R A I U L U M
R O
N
E Y S T A G E
E
N
C O M P E T E N C Y
31
te all the things you know about the curriculum guide and its salient features.
ite all the things you want to know about the curriculum guide and its salient features.
swer this after finishing session 1 and write all the things you learned about the curriculum guide and its salie
Lesson Planning
Optional Task: KWL Chart
Now that we defined some of the key words in this session,

it is time for you to give your idea by filling in the KWL Chart
with the needed information.

1. For column K, write all the things you know about the curriculum guide and its
salient features.

2. For column W, write all the things you want to know about the curriculum guide
and its salient features.

3. For column L, answer this after finishing session 1
and write all the things you learned about the curriculum
guide and its salient features.
Add label for this K W L

column (What I Know) (What I want to (What I Learned)
Know)
The DepEd Standards- and How can the I learned that CG is

Curriculum Guide Competence- teacher achieve all important to
based the competencies teachers, it guides
written in the the teacher in the
curriculum guide? delivery of the
lesson
Learning Area shows the learners’ How should -Make the

Standard expected level of teachers implement standards fit into
proficiency this learning the student’s
standards? interest
-Focus on the skills
and language
learning
32
Lesson Planning
Add label for this K W L

column (What I Know) (What I want to (What I Learned)
Know)
Content “Benchmarks of What is the The topic or the

Standard knowledge and importance of lesson that were
skills” as defined content going to tackle
in DO 31 s. 2012 standards? or discuss
Performance benchmarks of What kind of I learned to give

Standard transfer of performance I’m simple yet
learning’ as going to give to meaningful to
defined in DO 31 my learners? the pupil’s
s. 2012 And how can I performance.
assess it?
Key Stage Key stage refers What level I’m Different stages
Standard to stages in the K going to prepare have different
to 12 program for my activity ability to
reflecting distinct sheet? acquire
developmental knowledge.
milestones.
Grade Level Shows the degree What kind of Different stages

Standard or quality of activity I’m have different
proficiency that going to give ability to
the learner is able based on their acquire
to demonstrate in Grade level? knowledge
each grade level
33
Key Topic 1: The Curriculum Guide
of the K to 12 Curriculum
Required Task 1: Case Analysis
34
a. What are the contents that she will teach in the subject area?
GRADE 4- Ang Pilipinas
GRADE 5- Pagbuo ng Pilipinas bilang Nasyon
GRADE 6- Mga Hamon at Tugon sa Pagkabansa
b. What is the difference between Grade 4, 5 and Grade 6 Araling Panlipunan

curriculum?
There is no difference between Grade 4, 5 and Grade 6 Araling Panlipunan
curriculum because the overall design curriculum follows the spiral approach
across subjects by building on the same concepts developed in increasing
complexity. These grade levels have the same key stage standards.
c. What approaches are appropriate and relevant for Grade 4, Grade 5 and
Grade 6 Araling Panlipunan learners?
Experiential and contextualized learning
Collaborative learning
Constructivist approach
Dramatizations
Field Trips
Discussion
Lecture
35
c.
The objectives of
teaching K-12
ARALING
PANLIPUNAN is to
develop students’
understanding in
primary
knowledge aspect
a.
They have the same
featured key reforms
like restructured
learning areas
stronger integration
of competencies and
values across
learning areas and
greater emphasis on
the learning process
and integrative
modes of teaching.
36
Through approaches in
b. Araling panlipunan,
students develop their
understanding. They will
learn about their values in
different time and
condition. They also
develop the perspective of
their environment and the
process of its
advancement.
Content standards are

broad statement
a. explaining what students
should know, care and be
able to do in each level of
learning. Performance
standards are used to
evaluate what specific,
measurable evidence is
acceptable in determining
whether content standards
have been met.
Based in Area Standard

To teach For AP 4 you will be
the pupils preparing your students to
to learn to become better citizens in
appreciate their community and to
the learn how to appreciate
different diversity of culture.
diversity
of Filipino
cultures
37
Now, it’s your turn! Go through the curriculum guide of the subject
area you teach. Be guided by the instructions and questions below :
1. Study the conceptual framework found in the curriculum guide and

reflect on the guiding principles and philosophies your subject area
is anchored on. Are there concepts that are new to you?
Which guiding principles or philosophies do you think are reflected
in your current teaching practices?
YES, the concept is new to me. The guiding principle or

philosophy that is reflected in my teaching strategies is being a
constructivist teacher.
38
2. Study the core learning area/learning area standards of your

subject area. If you are teaching senior high school, look for the
course/subject description.
For Kindergarten and ALS, you may refer to the

Introduction or the description of learning strands. These portions
in the curriculum guide give you a broad idea of expectations
and/or expected outcomes of the learning area/course/subject.
List down key words/concepts to help you remember the core
learning standards.
• Content standards
• Performance standards
• Learning competencies
39
3. Familiarize yourself with the content and performance

standards. How could they help you in planning your
lessons?
Content standards answers the question “what do learners need

to know, to do, and to understand?”, while the performance
standards address the question “how do we want them to
use their learning or understanding?” This helps me in
my lesson planning because it guides me meet my objectives
for the lesson.
40
4. Study the curriculum matrix/guide. You will see that it

contains the content standards, performance standards and
learning competencies. How are the learning competencies
related to the content and performance standards? Which do
you think could be met in a short period of time (within a
lesson) and which are expected to be attained in a longer
period of time?
Learning competencies are aligned to the content and

performance standards. The content standard should be met in
a short period of time and the performance standard are
expected to be attained in a longer period of time.
41
Session 2: Using Curriculum Guide in
Preparing Daily Lesson Log / Daily Lesson Plan
Read DepEd Order No. 42 s. 2016 on Policy Guidelines on

Daily Lesson Preparation for the K to 12 Basic Education
Program then fill in the blanks
a. Outstanding d. Daily Lesson Log (DLL)
b. Results-based e. Daily lesson plan (DLP)
c. Very satisfactory f. Learning area standard
1. D. Daily Lesson Log (DLL) is a template that teachers use to log

parts of
their daily lesson. It covers a day’s or a week’s worth of lessons and
contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.

2. E. Daily Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson.
It contains a detailed description of the steps a teacher will take to
teach a particular topic.
It typically contains the following parts: Objectives, Content,

Learning Resources, Procedures, Remarks and Reflection.

3. Daily lesson preparation is part of the teacher’s core function as
a facilitator of learning inside the classroom. Lesson plans are
considered means of verification (MOV) in DepEd’s B. Results-
based Performance Management System (RPMS).
42
Session 2: Using Curriculum Guide in
Preparing Daily Lesson Log / Daily Lesson Plan
4. Teachers must have a deep understanding of the curriculum and

strive to teach its content. In planning daily lessons, teachers need to
follow the
F. Learning Area Strand of the learning area being taught.
Using this, teachers can plan the many ways to teach what it contains
including content and performance standards.

5. Newly-hired teachers who earned a rating of
A. Outstanding or C. Very Satisfactory in the RPMS in a year shall no
longer be required to prepare DLPs, while newly-hired teachers who
earned a rating of “Satisfactory” shall still be required to prepare DLPs
until such time that their RPMS assessment has improved .
43
Key Topic 1: Learning Codes
Required Task 1: Mentor – Mentee Collaboration
How will the learning code help you in planning your

lesson? Please discuss your answer with your mentor, and list
down some collaborative points that emerged in your
discussions. Include in the instructions that they will refer to the
learning code above for this activity
Questions Answer/Possible Answer Mentor – Mentee
Collaborative Points
1. What is the Can be found in curriculum

guide.
learning discuss the five
competency to be major accounts
taught for that
week?
2. How long do you Two weeks Following the allotted time

on CG.
have to teach the
lesson?
44
Required Task 1: Mentor – Mentee Collaboration
Questions Answer/Possible Answer Mentor – Mentee

Collaborative Points
3. Why do you think Because this is a broad To be able to finish the
topic topics on time while
this particular achieving the objectives.
competency will be
taught in two
weeks?
4. How will you I will use the CG to unpack Consider learners'

the learning competency. characteristics. Determine
unpack the learning required skills and
competency? knowledge and incorporate
these into delivery and
assessment.
5. What guides you Noting the learning Refer to the curriculum
competencies per topic on guide
in unpacking the the cg will help the
learning teachers unpack learning
competency? How? competency
Why?
6. What assessment Summative Assessment Every lesson should have

an assessment to gauge the
can be done at the learnings of the student.
end of the two-
week lesson?
45
Required Task 2: Complete the table
As a newly hired teacher assigned in a multi-grade school, it

is very important that you can easily see the relevance of the
learning codes to the subject and grade level you are
teaching. Remember that a multi- grade teacher handles
more than one grade level at the same time. To further
enhance your skills, unpack the learning code listed below.
Code Subject Quarter Quarter Number of Competency
Time No. Weeks/Ord Number
er
KMKPPam-00-3 Kindergarten Pakikisalamu QUARTER 1 00 3

hasa Iba
BilangKasapi
ngPamilya
(PPam)
MT1FIIIa-Ivi1.3 MotherTong FLUENCY QUARTER 3 a-vi 1.3

ue 1
EsP1PIIb – 2 ESP 1 Pagmamahal QUARTER 2 b 2

sa kapwa
PE10PF-IVc-h56 P.E 10 Physical QUARTER 4 c-h 56

Fitness
EN11/12OC-Ia-1 English 11 Oral 1st Semester a 1

Communicati
on
46
Processing Questions
1. How important are the 2. How can the learning code

help a teacher in budgeting the
learning codes to you as
learning competencies and
a teacher? Answer in a
planning the lesson for a
minimum of twenty (20)
subject? Answer in a minimum
words. of twenty (20) words
Learning Code helps the

teacher in budgeting the
learning competencies and
planning the lesson for a
This serves as guide to the
subject through letters and
teacher on how many days
numbers that correspond to
they will teach the said
the subject and grade level,
learning competency or
abbreviation of the quarter
learning objective
title, quarter number, number
of weeks and its order and
competency number.
47
Required Task 3: Filling out a DLL template

(Portfolio Output)
Study the DLL template and samples from DO. 21 s. 2016.

Fill-out parts I-III and align them with the curriculum guide of
your respective subject area and grade level. Please use the
template attached. You may collaborate with your mentor. You
may use a separate Word file for this output)
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
Estrella Aquino National 11, 3RD Quarter

High School
Joana Escalera
Joana Escalera
Sept 12-16, 2022
Feb 7 – 10, 2023 4 times a week
4 times a week
Types of major account
Asset Liabilities Capital Income Expenses
Identify the assets Identify the liabilities Identify the capital Identify the income Identify the expenses
Discuss the five Discuss the five Discuss the five Cite examples of Prepare a Chart
major accounts major accounts major accounts each type of of Accounts
(ABM_FABM11- (ABM_FABM11- (ABM_FABM11- account (ABM_FABM11-
IIId-e-19) IIId-e-19) IIId-e-19) (ABM_FABM11- IIId-e-21)
IIId-e-20)
48
Introduce the Introduce the

Introduce the Introduce the Introduce the following learning following learning
following learning following learning following learning objective: objective:
objective: objective: objective:
Discuss the major Discuss the major -Discuss the major -Discuss the major
Discuss the major account INCOME account EXPENSE
account ASSET account account CAPITAL
-Cite examples of -prepare a Chart of
LIABILITIES each type of account Accounts
Ask “What is the

Show pictures of Ask “Are liabilities Ask “What do you purpose of a Ask “Where do
assets important to need to start up a business?” you spend your
business?” business?” budget for the
house?”
Present some
Let them ask their Ask them who Present some examples of “Does anyone
parents what have personal examples of businesses and know where the
their personal liabilities. capital ask what business money is
assets are. products/services spent on to
do they offer operate a
business?”
Define income
Define assets and Define liabilities Define capital and its examples Define expense
its examples and its examples and its examples
Ask examples of
Explain the use of Explain the Explain the the four major Discuss the chart
assets sources of relation of capital accounts: asset, of accounts
liabilities to assets and liabilities, capital,
liabilities income
Group the students into

2 groups. Let each
Divide the class Divide the class into 2 Group the students into
Group the students into
group enumerate 5 2 groups. Give each
into 2 groups. The groups. Let them watch 2 groups. Let them businesses in the group a list of account
1st group will act about the sources of enumerate the community and its Ask titles. Let each group
liabilities. The 1st group importance of capital in what products/services
out the definition will give samples of a business.
identify the major
are offered in their accounts for each
of asset while the liabilities while the 2nd community asset, account title and
2nd group will act group will give the liabilities, capital, prepare a chart of
sources of liabilities. income
out the examples accounts
of asset.
49
Are you giving Is it ok to have Knowing what How do your Let the students
importance on liabilities? What capital is, how do parents earn an account where
your personal are the businesses raise income? How can they spend their
assets? How? advantages and capital? you help raise an daily allowance
disadvantages of income? and share it to the
having liabilities? class
In your own What is the What is the What do you What is important
words, what is an nature of nature of capital? think is the on budgeting your
asset? importance of allowance? How can
liabilities? you relate budgeting
having a stable allowance on
income? expenses?
Draw examples of Identify which What affects Compute daily Give and explain
assets account titles are capital? income and samples of
liabilities monthly income expenses and a
chart of accounts
Multiple Choices(5
Make a research Conduct interview Explain how the items) activity: Group class into
on the nature of on reasons why capital increases 1. Which of the class 5 and
following is an income? present a chart of
assets people suffer or decreases. a. Accounts Receivable
from liabilities b. Accounts Payable accounts with at
c. Sales least 15 account
d. Dividends titles.
Most of the students seem to follow the lessons.
50
51
Required Task 4: Yes or No
Use the following checklist to self-assess your daily lesson

log.
GUIDE QUESTIONS YES NO
1. As a newly-hired teacher with 5 YES

years of teaching experience, you can
already use the DLL format in lesson
preparation
2. Are you capable of using ICT in your YES

classes?
3. Are you open to collaboration with YES

other subject teachers?
4. Are you aware of the learning YES
competencies that your assessments
have to meet?
5. Do your activities allow learners to YES
organize or reorganize their thinking
and construct knowledge that is
meaningful to them?
52
Based on the questions above, determine your strengths

and points for improvement.
Strengths Points for Improvement
I am skilled at employing ICT What I need to work on is my teaching

strategies so that I can inspire more pupils
tools in my lessons, and the to master the lesson's competencies.
activities I give my students
encourage critical thinking.
53
TIP COURSE 2 -The DepEd Teacher
Module 3:
Lesson Planning
Module Outline
Session 1 – Curriculum and Instruction Alignment
Session 2 – Nature and Purpose of Lesson Planning
Session 3 – Parts of the Lesson Plan
Estimated Time required: 1.5 hours
Required Tasks
• Reading activities
• Scenario Analysis
• Writing activities
• Reflections
• Case study
• Output for Portfolio: Improving a Lesson Plan
54
Session 1: Curriculum and Instruction
Alignment
Required Task 1: Scenario Analysis
Study the given scenario. Give your reaction based on what you have learned from this session.
Scenario: Teacher Gina has been an elementary teacher for more than 15 years. She had taught all
grade levels and showed mastery of the subject matter. She regularly submits her lesson plan but
admits that she does the bare minimum in its preparation. She rarely updates and adopts to current
teaching strategies and activities and does not reflect on how her learners performed. Most of her
efforts are concentrated on the actual linear delivery of instruction. She believes that following her
traditional teaching strategies is enough to indicate that the learners are learning.
b.
Lesson plan is very

important because it
serves as your blueprint
in discussing the lesson
to the pupils, even
though teacher Gina
already master the
subject matter.
b.
The lesson plan that

you prepare is the one
you will use in your
actual delivery of the
lesson.
55
Session 1: Curriculum and Instruction
Alignment
a.
Positive feedback from

the learners means that
they understand the
lesson and they meet the
competency of the
lesson.
56
Session2: Nature and Purpose of
Lesson Planning
Key Topic 1: Lesson Planning

Study the given scenario. Give your reaction based on what you
have learned from this session.

Teacher Rowel plans his lessons well. His lesson plan shows the
detailed activities he intends to do during his actual teaching. He
follows a logical sequence of activity as his lesson would unfold. He
prepares instructional materials and integrates ICT. He uses
engaging activities that learners find interesting. His school
principal observed him during one of his classes. He conducted a
short review of the previous lesson using an on-line game
application. It took 10 minutes more than he planned it to be. It is
evident that the class enjoyed the on-line game as a form of review.
However, the scores of the learners in the review was not as high
as he expected. This review is essential since the previous lesson
is a prerequisite skill for the new lesson. He had given enough
number of items during the review to cover all the needed
competencies in preparation for the new lesson. He asked the
learners if they have any questions regarding the previous lesson.
When no one asked a question, he moved on to the lesson proper.
He constantly asked his pupils if they understood the lesson.
Everyone said yes. They got to the evaluation part of the lesson.
Only 50% of the class got mastery level. Teacher Rowel was
disheartened by the results. He followed everything in his lesson
plan, with the exemption of a 5-minute overtime, he believes that
his lesson went accordingly.
57
Lesson Planning
Key Topic 1: Lesson Planning
When Teacher Rowel Mastery of the lesson is

identifies that the result important before
of the review is very low, proceeding with the new
he should not have lesson
continued to teach the
new lesson. He should
have focused on the
competency that the
learners did not meet.
The students are actively The use of ICT promotes

participating in the class learning among learners. It
discussion because they provides a different
find the online games learning opportunity for
exciting. them to showcase their
knowledge and skills.
Teacher Rowel should Before moving on to the

identify what competency next lesson, it's crucial to
did his pupils did not meet have mastered the previous
and provide additional one.
activities for the learners.
58
Lesson Planning
Required Task 2: Moving from Assessment

to Progress (Output Portfolio)
Reflect on the sample lesson plan below. Based on what you have
learned about a well-designed lesson plan, provide inputs on how
you could improve it. Please put your answer in another sheet of
paper and compile it as a part of your portfolio. Please talk to
your mentor about your inputs.
59
Reflection
The lesson plan presented here is very well-

structured. It offers learners differentiated activities.
It encourages rational thought among students and
encourages collaboration. Additionally, it makes use
of ICT in the lesson. The group projects also
accommodate the learners' individual differences. I
don't have any other suggestions for how to improve
the example lesson plan because, overall, it is fairly
complete.
60
Lesson Planning
61
Lesson Planning
62
Lesson Planning
63
Lesson Planning
64
Lesson Planning
65
Lesson Planning
66
Lesson Planning
67
Lesson Planning
Required Task 3: Complete the table
Complete the table below. Reflect on the sample lesson plan.

Choose the part that you would like to comment on and
describe it on the 1st column. Give your comment or suggestion
on how that part could still be improved. Write your answers on
the second column. This could also be done through an
interactive group chat with colleagues. An intellectual exchange
of ideas among fellow newly-hired teachers would further
enrich one’s learnings.
Part of the Lesson Plan Comment or Suggestion

Learning Objectives The learning Objects are
SMART
Subject Matter Provides curiosity to learners

Provides collaboration and
Learning Tasks critical thinking to learners
Give supplementary activities
Extension to learners to ensure mastery
of the topic.
68
Session 3: Parts of a Lesson Plan
Key Topic 1: The Structure of a Lesson Plan
Study the given scenario. Give your reaction based on what

you have learned from this session.

Scenario: Teacher Edawro’s lesson plan includes the
following activities: a recap and review of the previous
lesson, an introduction and analysis of the new lesson,
connecting the old and new lessons, and then a summary of
everything. All of these are explicitly stated on his lesson
plan.
69
Session 3: Parts of a Lesson Plan
The teacher conducts a

a. review before proceeding
to the next lesson
c. Presentation of the new

lesson is considered as the
main part of the lesson.
It is important to give a
summary because it is used
d. to generalize the lesson that
has been discussed
70
Key Topic 2: Lesson Planning in
the Public-School Context
Required Task 2: True or False

Read the DepEd order no. 42 s. 2016 and based on your
understanding of it, identify whether the following scenarios are
TRUE or FALSE.
Bases on DepEd order no.

FALSE
42s. 2016, Planning lessons
is fundamental to ensuring
the delivery of teaching and
learning in schools that’s
why all teachers are
required to submit DLL.
FALSE
She should follow the DLP
format.
It should be consistent to
TRUE
guide the teacher in
achieving the competencies.
DLL does not include these.

TRUE
TRUE
This space to provided for
the teacher’s notes on
students’ mastery level
71
Key Topic 3: Considerations for
Lesson Preparation and Teaching

Help the following teachers use ICT in their teaching process by
suggesting the best platform to deliver their lesson.
Class point Works with more

Kahoot interactive activities such
Canva as computation and
games..
Works with real- time

Google Meet
meetings. Using browser
Microsoft Teams teacher earl can share
Google Classroom videos and presentation
to his pupils
It is a powerful slide
PowerPoint show presentation
program. It uses slides to
convey information
It can be used to create

2Dand 3D drawings and
AutoCAD 360
models, as well as
construction drawings.
Google meet It is the collaboration app

Microsoft Teams built for hybrid that help
to stay informed and
connected
72
Key Topic 4: Assessment
Study the given scenario. Give your reaction based on what you
have learned from this session.
Teacher Gemma gives 4 ungraded quizzes in each unit of study.
The quizzes are framed sequentially to have an accumulated
record of student success on the unit test. The quizzes are scored
(though not included in the unit grade) so that students can
identify where they need more study and where they are already
successful. This is an indicator that Teacher Gemma can gauge
where she will need to spend more time and energy with her
instruction to help students be successful on the unit test. Using
this approach, Teacher Gemma has been able to document
significant gains in student achievement in her classroom, nearly
closing the achievement gap entirely with 95% - 98%
achievement ratings in all of her units of study.
73
Key Topic 4: Assessment
The instruction used by Let the learners know their

Teacher Gemma where in she learning progress.
let the learners identify what to
study and where they are
already successful.
The teacher's activity is quite Teachers should always

successful since she succeeds monitor the learner’s progress.
in identifying the areas where
the students need to develop
but she needs to grade the
quizzes.
The concept of using feedback

to loop learning, aligning The evaluations we provide to
instructions to learners' the students are crucial for
standards, and giving learners determining their development
constant feedback are further and success.
strategies for improving
student performance.
Along with formative Alternative assessment is a

evaluation, Teacher Gemma useful strategy for improving
may also employ portfolio students' communication and
evaluation, performance tests, logical thinking abilities.
and group discussions. Before
administering alternative
evaluations, the teacher should
always take the learning
outcomes into account.
74
Module 4:
Implementing Learning Plans and
Enriching Teaching Practice
Module Outline
Session 1 – Class Disruptions
Session 2 – Curriculum Requirements and Needs of
Learners
Session 3 – Selecting, Developing, Organizing and Using
Appropriate Learning Resources.
Estimated Time required: 1 hour
Required Tasks
•Case Analysis
• Scenario Activities
• Article reading
• Self-reflective activities
75
Session 1: Class Disruptions
True or False: Determine whether the following statements are

true or false.
TRUE Make-up classes should be done during

Saturdays within school calendar and vacations from
months of October, November, and December
FALSE DepEd Order No. 1 S. 1991 orders that “continuing

education of the youth remains the utmost priority.” While
face-to-face classes may be suspended, schools are
directed to find ways to ensure that students meet the demand
of the curriculum
FALSE The DepEd promoting flex learning
TRUE When SIGNAL NO. 2 is raised by PAGASA, classes

in the secondary level are automatically suspended.
FALSE DepEd Order No. 109 S. 2009 highly encourages

the continuation of learning despite the harsh
aftermath of any calamity. To cover the missed days of absence,
the school can opt for a modular approach so that no student
is left behind
76
Key Topic 1: Modular Approach
Identify which of the following scenarios respond to certain

considerations in crafting the module.
RESOURCES Because not all students

had access to computers,
the instructor had to take
their resources into
consideration. Even if the
teacher is technologically
competent, it is of no help
if the students cannot
utilize it.
Alignment to the To ensure that students

curriculum acquire the competencies
they want at the end of
the class, teachers should
constantly keep in mind
that the modules must
fulfill the standards.
Alignment to the The summative evaluation

curriculum conducted must to be in
line with the learning
competencies. The teacher
should match the topic of
pronunciation to her
assessment's synonyms
and antonyms.
The teacher applies the

REALISTIC ASSESSMENT principle of realistic
assessment that fits the
context of a learner and at
the same time respond to
curriculum standards.
77
Required Task 2: Scenario Activity
Advise a Colleague: Below are scenarios where teachers need

advice on. Write your advice based on the DepEd’s institution
protocols, guiding principles of module writing, and the mission to
continue learning. Limit your responses to five (5) sentences.
1. Teacher _______ was asked to write a module on

entrepreneurship. Since the expected learning modality is home-
based, she is having a hard time going about the module because
its subject requires community immersion of business concepts.
On a regular school year, entrepreneurship learners are asked to
sell in school fairs but this year all extra-curricular activities are
cancelled.
The teacher might let the students to view

instructional movies on savvy businesspeople. The
students will listen to the entrepreneur's life and
contributions on how they got started and became
great businessmen.
78
2. Teacher ______ is tasked to write a module for Grade 10

Mathematics. As an experienced teacher, content is not a problem
for him anymore. He has a bank of assessments and activities that
are time-tested. Despite these factors, he worries about the fact
that his assessments are prone to leakage and cheating which may
result in problematic learning outcomes.
If the problem of the teacher is the leakage and

cheating on the exam, then what she should do is to
create a new assessments and activities that are still
aligned to her lessons that will still meet the
competency of the lesson. She may also do two sets of
exams using set A and set B to avoid cheating and
leakage.
79
3. Riza is a learner in a far flung province. Sadly, their town was

severely hit by a typhoon which badly affected her family’s
livelihood. To recover from the calamity, Riza was asked by her
parents to stop going to school so she can help in the family’s
rebuilding process – an advice she resents but is inclined to
accept. She informs her adviser Mrs. Reyes about her situation.
What help can Mrs. Reyes extend to Riza?
To assist the family Riza in getting over the typhoon, the

teacher may offer money or rides for free with the aid of her
students. Whatever one has at home, in whatever quantity,
may be donated. Riza won't have to quit attending school due
to this simple move.
80
Session 2: Curriculum Requirements
and Needs of Learners
True or False: Based on your knowledge as a newly-hired

teacher, determine whether the following statements are true
or false.
FALSE Summative assessment is the tool use to evaluate

student learning at the end of an instructional
TRUE Meet the learning competencies before moving on to the

next grade level.
TRUE
Encourage learners through reinforcements.
FALSE REMEDIAL ACTIVITIES are given to learners who

have difficulty in learning so that they may be able to
copeup with the lesson
TRUE REMEDIAL ACTIVITIES are given to learners who

have difficulty in learning so that they may be able to
copeup with the lesson
81
Key Topic 1: Meeting Learners
Needs
Required Task 1: Complete the table.
Prepare five sample questions and match them to five different

learning competencies based on the curriculum guide of the
subject. The goal of the activity is to articulate how diagnostic
tests should meet curricular expectations. (You may use an old
diagnostic test or you may borrow a diagnostic test from your
mentor.)
Subject: Fundamentals of Accountancy, Business and Management 1

Grade Level: Grade 11
Five Sample Questions Five Learning Competencies from

the Curriculum Guide
1. Which of the following account titles are 1. Cite examples of each type of account
assets?
2. How are the account titles arranged in 2. Prepare a Chart of Accounts
preparing a chart of accounts?
3. What is a liability? 3. Discuss the five major accounts
4. Identify the types of journals and ledgers 4. Illustrate the format of a general and
special journals
5. Recite the rules of debit and credit. 5. Analyze common business transactions
using the rules of debit and credit
82
Needs
Required Task 2: Case Analysis.
Below are classroom scenarios. Provide appropriate

interventions to learners with different needs for them to meet
the learning standards.
d.
Provide learners with challenging

tasks about the lesson that would
make him busy and avoid
disturbing his classmates.
c.
Conduct a short review on the

competency where the students
failed to meet.
83
Needs
Required Task 2: Case Analysis.
d.
Provide remedial teaching to help

learners gain their general
knowledge to meet those set of
learning competencies.
a.
Provide a way for well-motivated

students to pursue topic interest.
84
Session3: Selecting, Developing,
Organizing, and Using Appropriate
Learning Resources
Prior Knowledge Assessment:
This is a Bingo Card with types of learning materials. Identify or

mark the item which you have already used as a teacher whether in
your pre-service training or previous teaching experience.
Afterwards answer the following questions.
How many items did you get Which among the following
out of 25? materials do you want to
explore?
Based on the questions above, Which among the following was

what does this reveal about you effective when you used in the
as a teacher? classroom?
85
Session3: Selecting, Developing,
Organizing, and Using Appropriate
Learning Resources
86
Key Topic 1: The Importance of
Instructional Materials
Identify whether the following scenarios demonstrate

passive or active learning based on the Dale’s Cone of
Experience.
Active Learning
Students are Highly Involved
Active Learning
Students are Highly Involved in the

learning process because the students
can be able to showcase through
the mini-intramurals what they have
learned on the lesson.
Active Learning
They are the ones responsible of their

own learning through demonstration of
what they have learned on the lesson.
Passive Learning
This uses hands-on observation. The

teacher takes responsibility of student’s
learning
Active Learning
Students are Highly Involved. They

construct their own outputs based on
what they have learned on the writing
workshops.
87
Key Topic 2: Criteria in Selecting
and Developing Instructional
Materials
Based on the following scenarios, determine what instructional

material criterion do the following teachers strongly demonstrate.
b.
Teacher Aaron prioritizes his target

audience. Since his learners are Grade 4, It
is best suited to choose the cartoon
version of the concept of predation
because it is easy for them to understand it
and easy to remember.
a.
The strategy of using comic strips use by

Teacher Pauline is Aligned to the
curriculum because the learners meet the
learning objectives.
b.
Teacher Christian uses Interactive learning

using interactive board; this shows that
the pupils enjoy the activity and learn at
the same time. The learning materials
both aid learning and manage the
classroom behavior.
c.
The instructional materials of Teacher

Jhon give emphasis on diversity as
seen on his visual aids highlighting
the diverse Philippine ethnicities
d.
The Localization concept used by Teacher

Ram is reality based because the activity
of inventing mango-based product is
available to their place
88
Summary
Below are some guide questions that you may use in selecting and
developing instructional materials following the criterion
discussed above.
GUIDE QUESTION
1. Does this learning material help you achieve learning

objectives with the curriculum?
Yes! This Course greatly helps me to understand the relevance of curriculum in

education in Session 1
2. Is this learning material apt for the age and knowledge of your
learners?
Yes! This learning material is suited to the age and knowledge of the pupils as well as
their needs for learnings.
89
Summary
GUIDE QUESTION
3. Does this learning material moderate learner behavior and

learning in class?
Yes. This course teaches how to handle learners’ behavior and

cater learning in class
4. Is this learning material sensitive to diverse learner contexts?

Yes. It was discussed on Session 2.
5. Does this learning material maximize the local potential of

the school environment?
Yes. It makes sure of achieving the competencies for each grade

level teachers.
90
Congratulations!
You’ve come to the end of Teacher Induction
Program Course I: The DepEd Teacher. Please
go to this link for the summative assessment:
_____________________
Don’t forget to take a screenshot of your

score. It will be submitted to your mentor for
verification and recording purposes.
Once you’re done, kindly input your score
here: [83.33%.]
Additional reminder: Compile your portfolio

output/s and make sure that your mentor has
checked your coursebook.
91

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COURSE 2

DIONA D. MACASAQUIT ESTELITA AQUINO

MARK ANTHONY C. PEMENTEL PhD. YOLANDA M. GONZALES EdD

Module 2 – Navigating the K to 12 Curriculum Guides

Module 3 – Lesson Planning

Module 4 – Implementing Learning Plans and

Estimated Time Required: 5 hours

Portfolio Output: Lesson Planning

Estimated Time required: 1.5 hours

Required Task 1: Review/Research/Independent Learning

This activity will draw upon your prior knowledge or

Questions Answers Feedback

Which Act enhances the RA 10533 Before this curriculum was

Questions Answers Feedback

Which policy DepEd This Policy provides

Questions Answers Feedback

What act made RA 10157 This Act is a

Questions Answers Feedback

Which does NOT show c. They are K-12 Program is not

Questions Answers Feedback

How many key c. (Four) 4  Kindergarten to Grade

Questions Answers Feedback

How old is the b. (Five) 5 Based on the

Questions Answers Feedback

The SHS curriculum c. Core Subjects, Students may

Required Task 2: Independent Learning

Since 2012, DepEd already issued infographics on

Questions Answers Feedback

Is the K to 12 a YES DEPED & CHED

Is the shift from the YES It is the educators

Questions Answers Feedback

Was Kindergarten YES Based on the

Is Republic Act No. YES Section 6 of The

Does the K to 12 YES The programs

Required Task 3: Mentor-Mentee Collaboration

Answer the following processing questions by discussing

Vizconde, C. (2015) stressed the

Let us have an inventory of your ideas about the salient

Diverse students How to provide

5 years old is the pre- How early

The competencies The relevance of

The Fundamental of The relevance of

Required Task 1: Case Studies

Case 1: You have a transferee learner who only speaks her

Anybody may feel apprehensive due to language issues,

Required Task 1: Case Studies

Case 2: You have a learner wanting to take up

The teacher can support the student in excelling in

Required Task 1: Case Studies

Case 3: One of the features of the K to 12 Curriculum is

The teacher should provide a brief review of the particular

Required Task 1: Case Studies

Case 4. You have a class which has a sizable number of

The teacher should offer a variety of exercises that

Questions Answers Mentor – Mentee

The focus of the 21st

Education provides Filipino graduates

Questions Answers Mentor – Mentee

The focus of the

Required Task 1: Creating a Learning Plan (Portfolio Output)

In your LAC session, you are assigned to work on a

RESOURCES OWNED BY THE BUSINESS

ACCOUNTING BOOK, YOUTUBE,

Required Task 1: Creating a Learning Plan (Portfolio Output)