K To 12 MELCS SHS Core Subjects

1
499
500
GRADE LEVEL: Grade 11/12

SUBJECT: 21st Century Literature
Quarter Content Performance Most Essential Learning Competencies K to 12 CG
Standards Standards Code
S1 Q1 The learner will The learner will be Writing a close analysis and critical interpretation of literary texts
be able to able to and doing an adaptation of these require from the learner the
understand and demonstrate ability to identify:
appreciate the understanding a. the geographic, linguistic, and ethnic dimensions of
elements and and appreciation Philippine literary history from pre-colonial to the
contexts of 21st of 21st Century contemporary
century Philippine b. representative texts and authors from each region (e.g. engage
Philippine literature from in oral history research with focus on key personalities from
literature from the regions the students’ region/province/town)
the regions. through:
1. a written Compare and contrast the various 21st century literary genres and EN12Lit-Id-25
close analysis the ones from the earlier genres/periods citing their elements,
and structures and traditions
critical
interpretation Discuss how different contexts enhance the text’s meaning and
of a literary text enrich the reader’s understanding
in terms of form
Produce a creative representation of a literary text by applying
and theme, with
multi media and ICT skills
a description of
its context
derived from
research; and
2. an Do self- and/or peer-assessment of the creative adaptation of a EN12Lit-Ie-31.3
adaptation literary text, based on rationalized criteria, prior to presentation
of a text
into
other creative
forms using
multimedia.
S1 Q2 The learner will The learner will be Writing a close analysis and critical interpretation of literary texts, EN12Lit-IIa-22
be able to able to applying a reading approach, and doing an adaptation of these,
understand and demonstrate require from the learner the ability to identify: representative texts
appreciate understanding and authors from Asia, North America, Europe, Latin America, and
literary texts in and appreciation Africa
various genres of 21st century
across national literature of the Compare and contrast the various 21st century literary genres and EN12Lit-IId-25
world through: their elements, structures, and traditions from across the globe
Produce a creative representation of a literary text by applying
501
literature and 1. a written multimedia and ICT skills
cultures. close analysis
and
critical
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 Do self- and/or peer-assessment of the creative adaptation of a EN12Lit-IIij-31.3
critical paper literary text, based on rationalized criteria, prior to presentation
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…
1 semester demonstrates presents a form of describes various contemporary Week 1 CAR11/12IAC-0a-1

appreciation of integrated art forms and their practices
contemporary art contemporary art from the various regions
forms, found in based on the region
the various of his / her choice. discusses various art forms found Week 2 CAR11/12IAC-0b-2
regions by e.g. choreography, in the philippines
understanding the musical instrument,
elements and principles literary and music
composition, visual
design, and/or
theatrical
performance
demonstrates creates avenues to researches on various Week 3-5 CAR11/12CAP-0c -e-4

understanding of advocate the arts contemporary art forms
the significant from the different
roles of regions explains filipino artists’ roles Week 3-5 CAR11/12CAP-0c -e-5
artists from the regions and identify their
contribution to contemporary
arts
evaluates contemporary art Week 3-5 CAR11/12CAP-0c -e-6

forms based on the elements
and
principles
compares forms of arts from Week 3-5 CAR11/12CAP-0c -e-7

the different regions
relates the significance of Week 3-5 CAR11/12CAP-0c -e-8

arts forms from the regions
promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9
shows discriminates researches on techniques and Week 3-5 CAR11/12TPP-0c -e-10

understanding of among various performance practices applied
the materials and materials and to contemporary arts
techniques techniques
discusses local materials used Week 3-5 CAR11/12TPP-0c -e-11
in creating art
503
critiques available materials Week 3-5 CAR11/12TPP-0c -e-12
and appropriate techniques
explicates the use of materials Week 3-5 CAR11/12TPP-0c -e-13

and the application of
techniques
Consolidates Designs a conceptualizes contemporary Week 6-8 CAR11/12AP-0f -h-14

relevant concepts production using art based on techniques and
to plan for a available performance practices in
production materials and their locality.
appropriate techniques
applies artistic skills and Week 6-8 CAR11/12AP-0f -h-15
techniques in the process of
creation
incorporates contemporary Week 6-8 CAR11/12AP-0f -h-16

characteristics to one’s
creation with attention to
detail
creates the intended final Week 6-8 CAR11/12AP-0f -h-17

product using appropriate
materials for the best possible
output
Grade Level : Grade 11/12

Subject :DISASTER READINESS AND RISK REDUCTION
Quarter Content Standard Performance Standard Most Essential Learning Duration
Competencies
The learners The learners should
demonstrate be able to...
understanding of...
1st 1. Concept of The learners relate Explain the meaning of disaster Week 1 DRR11/12-Ia-b-1
disaster 2. Concept the concept of Differentiate the risk factors Week 1 DRR11/12-Ia-b-2
of disaster risk disaster with daily underlying disasters
3. Nature of life.
disasters 4. Effects Describe the effects of disasters Week 2 DRR11/12-Ia-b-3
of disasters on 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 The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
that may be hazard hunts of vulnerability
exposed to exposed elements and
hazards: propose Explain why certain sectors Week 3 DRR11/12-Ic-9
1. Physical corresponding of society are more
2. Social corrective actions for vulnerable to disaster than
3. Economic one’s others
4. Environmental preparedness.
Vulnerability of Recognize vulnerabilities of Week 4 DRR11/12-Id-12
each exposed different elements
element. exposed to specific
hazards
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 Week 5
2. Types of hazards various types of the types of hazards
3. The impact of hazard with a
various hazards specific area for Explain the impact of Week 5 DRR11/12-Ie-16
one’s preparedness. various hazards on people
and the
environment
Potential The learners Identify various potential Week 6 DRR11/12-If-g-17
earthquake develop a family earthquake hazards
hazards: emergency
1. Ground shaking preparedness plan to Recognize the natural signs of Week 6 DRR11/12-If-g-18
2. Ground rupture guide them on what to an impending tsunami;
3. Liquefaction do before, during, and
4. after an earthquake. Analyze the effects of the Week 6 DRR11/12-If-g-19
Earthquake-induced different earthquake hazards
ground subsidence
Interpret different Week 7 DRR11/12-If-g-20
5. Tsunami
earthquake hazard maps;
6.
Earthquake-induced
landslide
Signs of impending The learners Explain various Week 7 DRR11/12-Ih-i-22

volcanic eruptions develop a family volcano-related hazards
Potential emergency
volcano-related preparedness plan to Recognize signs of an Week 8 DRR11/12-Ih-i-24
hazards: guide them on what to impending volcanic eruption
1. Lahar do before, during, and
after a volcanic Interpret different volcano Week 8 DRR11/12-Ih-i-25
2. Ash fall
eruption. hazard maps;
3. Pyroclastic flow
4. Ballistic Projectile
505
5. Volcanic Glasses
6. Lava flow
2nd Related geological The learners Discuss the different Week 1 DRR11/12-IIa-b-27
hazards develop a family geological hazards
1. Rainfall-induced emergency
landslide preparedness plan to Analyze the causes of Week 1 DRR11/12-IIa-b-28
2. Sinkhole guide them on what to geological hazards
do before, during, and
after the occurrence of Recognize signs of Week 1 DRR11/12-IIa-b-29
events that cause impending geological
geological hazards. hazards;
Interpret geological maps Week 2 DRR11/12-IIa-b-30

Apply mitigation strategies Week 2 DRR11/12-IIa-b-31
to prevent loss of lives and
properties
Potential The learners Recognize signs of Week 3 DRR11/12-IIc-d-33

hydrometeorologic develop a family impending
al hazards: emergency hydrometeorological
1. Typhoon preparedness plan to hazards
2. Thunderstorm guide them on what to
3. Flashflood do before, during, and Interpret different Week 3 DRR11/12-IIc-d-35
4. Flood after the occurrence of hydrometeorological hazard maps
5. Stormsurge events that cause
hydrometeorological Use available tools for Week 3 DRR11/12-IIc-d-36
6. El Nino
hazards. monitoring
7. La Nina
hydrometeorological hazards
Fire hazards and The learners Recognize elements of the Week 4 DRR11/12-IIe-f-37
related concepts: develop a family fire triangle in different
1. Fire triangle emergency situations
2. Causes of fires preparedness plan to
3. Phases of a fire guide them on what to Analyze the different causes Week 4 DRR11/12-IIe-f-38
emergency do before, during, and of fires
after a fire incident.
Observe precautionary Week 4 DRR11/12-IIe-f-39
measures and proper
procedures in
addressing a fire incident
Apply basic response Week 5 DRR11/12-IIe-f-40

procedures during a fire
incident
Follow fire emergency and Week 5 DRR11/12-IIe-f-41

evacuation plans;
506
Disaster risk The learners are able Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
reduction: 1. to develop a principles, and elements of DRR
Concept of DRR community Recognize the importance of Week 6 DRR11/12-IIg-h-43
2. Importance of emergency DRR on one’s life
DRR 3. Key preparedness plan
Principles and community
disaster
preparedness plan
to minimize
vulnerability and
disaster risk in the
community and avoid
or limit adverse
impacts of hazards.
Community-based The learners practice Discuss different Week 7 DRR11/12-IIg-h-44

disaster risk and develop community based practices
reduction and proficiency in for managing disaster risk
management for executing emergency to specific hazards
preparedness response protocols/
1. Emergency Plan procedures through Develop a community Week 7 DRR11/12-IIg-h-45
2. Monitoring and safety drills. preparedness plan;
Evaluation
Prepare survival kits and Week 8 DRR11/12-IIg-h-46
3. Early Warning
Systems 4. Survival materials for one’s family and
Kits and for public information and
advocacy
materials
Policies of DRRM -The Explain DRR-related laws Week 8 DRR11/12-IIi-j-47

Philippine DRRM Law and policies
RA 10121 and its
Implementing Rules
and Regulations
507

Subject :EARTH AND LIFE SCIENCE
Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code

understanding of...
1st 1. the formation of Conduct a survey to Recognize the uniqueness of Earth, being the Week 1 S11/12ES-Ia-e- 3
the universe and assess the possible only planet in the solar system with properties
the solar geologic/ necessary to support life.
system hydrometeorologi
2. the subsystems cal hazards that Explain that the Earth consists of four Week 1 S11/12ES-Ia-e- 4
(geosphere, your subsystems, across whose boundaries matter
hydrosphere, community may and energy flow.
atmosphere, and experience.
biosphere) that make
up the Earth
3. the Earth’s internal
structure
1. the three main Identify common rock-forming minerals using Week 1 S11/12ES-Ia-9
categories of rocks their physical and chemical properties.
2. the origin and
environment of Classify rocks into igneous, sedimentary, Week 2 S11/12ES-Ib-10
formation of common and metamorphic
minerals and rocks
explain how the products of weathering are Week 2 S11/12ES-Ib-12
3. geologic processes
that occur on the carried away by erosion and deposited
surface of the Earth elsewhere
such as weathering,
Describe where the Earth’s internal heat Week 3 S11/12ES-Ib-14
erosion, mass wasting,
comes from.
and sedimentation
(include the role of describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
ocean basins in the
formation of Describe the physical and chemical changes in Week 4
sedimentary rocks) rocks due to changes in pressure and
4. geologic processes temperature (metamorphism)
that occur within the
Earth compare and contrast the formation of Week 4 S11/12ES-Ic-18
the different types of igneous rocks
Explain how the movement of plates leads to Week 5 S11/12ES-Id-22

the formation of folds and faults
508
5. the folding and Describe how layers of rocks (stratified rocks) Week 5 S11/12ES-Ie-25
faulting of rocks are formed
6. plate tectonics
7. how the planet Describe the different methods (relative and Week 5 S11/12ES-Ie-26
Earth evolved in the absolute dating) to determine the age of
last 4.6 stratified rocks
billion years (including
the age of the Earth, Explain how relative and absolute dating Week 6 S11/12ES-Ie-27
major geologic time were used to determine the subdivisions of
subdivisions, and geologic time
marker fossils).
Describe how the Earth’s history can Week 6 S11/12ES-Ie-29
be interpreted from the geologic
time scale
1. the different Describe the various hazards that may happen Week 6 S11/12ES-If-30
hazards caused by in the event of earthquakes, volcanic
geological eruptions, and landslides
processes
(earthquakes, Using hazard maps, identify areas prone to Week 7 S11/12ES-If-31
volcanic eruptions, hazards brought about by earthquakes,
and landslides) volcanic eruptions, and landslides
2. the different
hazards caused by Identify human activities that speed up or Week 7 S11/12ES-If-33
trigger landslides
hydrometeorological
phenomena (tropical Using hazard maps, identify areas prone Week 8 S11/12ES-Ig-36
cyclones, monsoons, to hazards brought about by tropical
floods, and tornadoes or cyclones, monsoons, floods, or ipo-ipo
ipo-ipo) 3. the different
hazards caused by Describe how coastal processes result in Week 8 S11/12ES-Ih-38
coastal processes (waves, coastal erosion, submersion, and saltwater
tides, sea-level changes, intrusion
crustal movement, and
storm surges) cite ways to prevent or mitigate the impact Week 8 S11/12ES-Ii-41
of land development, waste disposal, and
construction of structures on control
coastal processes
2nd 1. the historical value life by taking Explain the evolving concept of life based Week 1-2 S11/12LT-IIa-1
development of the good care of all on emerging pieces of evidence
concept of life beings,
2. the origin of the first humans, plants, and Describe how unifying themes (e.g., structure Week 2 S11/12LT-IIa-3
life forms animals and function, evolution, and ecosystems) in
3. unifying themes in the study of life show the connections among
the study of life living things and how they interact with each
other and with their environment
509
1. plant and animal conduct a survey of Describe the different ways of how Week 3 S11/12LT-IIej- 15
reproduction products containing representative animals reproduce
2. how genes work substances that can
3. how genetic trigger genetic Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
engineering is used to disorders such as
produce novel products phenylketonuria Evaluate the benefits and risks of using GMOs Week 4 S11/12LT-IIej- 19
1. nutrition: getting make a presentation Describe the general and unique characteristics Week 5 S11/12LT-IIIaj- 21
food to cells of some diseases of the different organ systems in representative
2. gas exchange with that are associated animals
the environment with the
3. circulation: the various organ systems Analyze and appreciate the functional Week 5 S11/12LT-IIIaj- 22
internal transport relationships of the different organ systems
system in ensuring animal survival
4. the need for
homeostasis
5. salt and water
balance and
waste removal
6. the immune
system: defense from
disease
7. how hormones
govern body activities
8. the nervous
system 9. the body
in motion
1. the evidence for Design a poster tracing Explain how populations of organisms have Week 6 S11/12LT-IVfg- 26
evolution the evolutionary changed and continue to change over time
2. the origin and changes in a crop showing patterns of descent with
extinction of plant (e.g., rice or modification from common ancestors to
species corn) that occurred produce the organismal diversity observed
through domestication today
Describe how the present system of Week 6 S11/12LT-IVfg- 27

classification of organisms is based on
evolutionary
relationships
1. the principles of prepare an action Categorize the different biotic potential Week 7 S11/12LT-IVhj- 29
the ecosystem plan containing and environmental resistance (e.g.,
mitigation diseases,
measures to address
510
2. biotic potential current availability of food, and predators) that
and environmental environmental affect population explosion
resistance concerns and
3. terrestrial and challenges in the
aquatic ecosystems community
4. how human
activities affect the
natural
ecosystem

Subject : EARTH SCIENCE
Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code

understanding of...
1st 1. the formation of make a concept map Describe the characteristics of Earth that Week 1 S11ES-Ia-b-3
the universe and and use it to explain are necessary to support life
the solar system how the geosphere, Explain that the Earth consists of four Week 1 S11ES-Ib-4
hydrosphere, subsystems, across whose boundaries matter
2. the subsystems atmosphere, and and energy flow
(geosphere, biosphere are
hydrosphere, interconnected
atmosphere, and
biosphere) that make
up the Earth
1. the three main 1. make a plan that Identify common rock-forming minerals Week 1 S11ES-Ib-5
categories of rocks the community may using their physical and chemical
2. the origin and use to conserve and properties
environment of protect its resources
formation of for future Classify rocks into igneous, sedimentary, Week 2 S11ES-Ic-6
common minerals generations and metamorphic
and rocks 2. prepare a plan that
the community may Identify the minerals important to society Week 2 S11ES-Ic-7
3. the various sources
of energy (fossil fuels, implement to minimize
Describe how ore minerals are found, Week 3 S11ES-Ic-d-8
mined, and processed for human use
Describe how fossil fuels are formed Week 3 S11ES-Id-10
511
geothermal, waste when people Explain how heat from inside the Week 4 S11ES-Ie-11
hydroelectric) utilize materials and Earth (geothermal) and from
4. the amount of resources flowing water
usable water (hydroelectric) is tapped as a source of
resources on energy for human use
Earth
5. the distribution of Identify the various water resources on Earth Week 4 S11ES-If-g-15
arable land on Earth
Explain how different activities affect the Week 5 S11ES-Ig-16
6. waste generation
quality and availability of water for human
and management
use
Identify human activities, such as farming, Week 5 S11ES-Ih-17

construction of structures, and waste
disposal, that affect the quality and
quantity of soil
Give ways of conserving and protecting the Week 6 S11ES-Ih-i-18
soil for future generations
Describe how people generate different Week 6 S11ES-Ii-19

types of waste (solid, liquid, and gaseous) as
they make use of various materials and
resources in everyday life
Explain how different types of waste Week 7 S11ES-Ii-j-20

affect people’s health and the
environment
2nd 1.geologic processes 1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22
that occur on the showing places where
surface of the Earth erosion and landslides Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23
such as may pose risks in the
weathering, erosion, Describe what happens after magma is formed Week 2 S11ES-IIc-25
community
mass wasting, and 2. using maps, diagrams, describe the changes in mineral components Week 2 S11ES-IIc-d-26
sedimentation or models, predict what and texture of rocks due to changes in
2. geologic processes could happen in the pressure and temperature (metamorphism)
that occur within the future as the tectonic
Earth plates Describe how rocks behave under Week 3 S11ES-IId-27
3. folding and faulting continue to move different types of stress such as
of rocks compression, pulling apart, and shearing
4. the internal structure
of the Earth explain how seafloor spreads Week 3 S11ES-IIf-32
5. continental drift
6. seafloor spreading Describe the structure and evolution of Week 4 S11ES-IIf-33
ocean basins
explain how the movement of plates leads Week 4 S11ES-IIg-h-34

to the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain
ranges
512
1. relative and describe the possible Describe how layers of rocks (stratified Week 5 S11ES-IIh-35
absolute dating events that occurred in rocks) are formed
2. the major subdivisions a certain area based
of geologic time on the rock layers
(including index fossils) found therein Describe the different methods (relative Week 5 S11ES-IIh-i-36
3. how the planet and absolute dating) of determining the
Earth evolved in the age of stratified rocks
last 4.6
billion years Explain how relative and absolute dating Week 6 S11ES-IIi-37
were used to determine the subdivisions of
geologic time
Describe how index fossils (also known as Week 6 S11ES-Ii-j-38

guide fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth Week 7 S11ES-IIj-39

through geologic time
Grade Level: Grade 11

Subject: General Mathematics
Quarter Content Standards Performance Most Essential Learning competencies Duration K to 12 CG Code
The learner Standards The The learner…

demonstrates
understanding of… learner is able to…
Q1 key concepts of accurately construct represents real-life situations using functions, Week 1 M11GM-Ia-1
functions. mathematical models including piece-wise functions.
to represent real-life
situations using evaluates a function. M11GM-Ia-2
functions.
performs addition, subtraction, M11GM-Ia-3
multiplication, division, and composition of
functions
solves problems involving functions. M11GM-Ia-4
key concepts of accurately formulate represents real-life situations using Week 2 M11GM-Ib-1
rational functions. and solve real-life rational functions.
problems involving
rational functions. distinguishes rational function, rational equation, M11GM-Ib-2
and rational inequality.
solves rational equations and inequalities. M11GM-Ib-3

represents a rational function through its: (a) table M11GM-Ib-4
of values, (b) graph, and (c) equation.
513

demonstrates
finds the domain and range of a rational function. M11GM-Ib-5
determines the: (a) intercepts; (b) zeroes; and Week 3 M11GM-Ic-1

(c) asymptotes of rational functions
solves problems involving rational M11GM-Ic-3

functions, equations, and inequalities.
key concepts of apply the concepts of represents real-life situations using one-to Week 4 M11GM-Id-1
inverse functions, inverse functions, one functions.
exponential exponential functions,
functions, and and logarithmic determines the inverse of a one-to-one function. M11GM-Id-2
logarithmic functions to formulate
functions. and solve real life represents an inverse function through its: (a) M11GM-Id-3
problems with table of values, and (b) graph.
precision and accuracy.
finds the domain and range of an inverse function. M11GM-Id-4
solves problems involving inverse functions. Week 5 M11GM-Ie-2
represents real-life situations using M11GM-Ie-3

exponential 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: M11GM-If-2

(a) table of values, (b) graph, and (c) equation.
finds the domain and range of an M11GM-If-3

exponential function.
determines the intercepts, zeroes, and M11GM-If-4

asymptotes of an exponential function.
solves problems involving exponential Week 7 M11GM-Ig-2

represents real-life situations using Week 8 M11GM-Ih-1

logarithmic functions.
distinguishes logarithmic function, M11GM-Ih-2

logarithmic equation, and logarithmic
inequality.
solves logarithmic equations and inequalities. M11GM-Ih-i-1
514

demonstrates
represents a logarithmic function through its: Week 9 M11GM-Ii-2

(a) 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 M11GM-Ii-4

of logarithmic functions.
solves problems involving logarithmic Week 10 M11GM-Ij-2

Q2 key concepts of investigate, analyze illustrates simple and compound interests. Week 1 to 2 M11GM-IIa-1
simple and and solve problems distinguishes between simple and M11GM-IIa-2
compound involving simple and compound interests.
interests, and compound interests
simple and general and simple and computes interest, maturity value, future value, M11GM-IIa-b-1
annuities. general annuities using and present value in simple interest and
appropriate business compound interest environment.
and financial
instruments. solves problems involving simple and M11GM-IIb-2
compound 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 M11GM-IIc-d-1

both simple annuities and general annuities.
calculates the fair market value of a cash flow M11GM-IId-2

stream that includes an annuity.
calculates the present value and period of deferral M11GM-IId-3

of a deferred annuity.
basic concepts of use appropriate illustrate stocks and bonds. Week 5 M11GM-IIe-1
stocks and bonds. financial instruments
involving stocks and distinguishes between stocks and bonds. M11GM-IIe-2
bonds in
formulating describes the different markets for stocks and bonds. M11GM-IIe-3
conclusions and
analyzes the different market indices for stocks M11GM-IIe-4
making decisions.
and 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…
learner is able to…
basic concepts of business or consumer solves problems involving business and M11GM-IIf-3
business and loan and its proper consumer loans (amortization, mortgage).
consumer loans. utilization.
key concepts of judiciously apply logic illustrates and symbolizes propositions. Week 7
propositional in real-life
logic; syllogisms arguments. distinguishes between simple and M11GM-IIg-3
and compound propositions.
fallacies.
performs the different types of operations M11GM-IIg-4
on propositions.
determines the truth values of propositions. Week 8 M11GM-IIh-1
illustrates the different forms of M11GM-IIh-2

conditional propositions.
illustrates different types of tautologies and fallacies. Week 9 M11GM-IIi-1
key methods of appropriately apply a determines the validity of categorical syllogisms. M11GM-IIi-2
proof and method of proof and
disproof. disproof in real-life establishes the validity and falsity of real-life M11GM-IIi-3
situations. arguments using logical propositions, syllogisms,
and fallacies.
Grade Level: Grade 11/12

Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
Quarter Contents Standards Performance Most Essential Learning Competencies Duration K to 12 CG Code
Standards
1st The learner The learner reflects 1.1 Distinguish a holistic perspective from a partial Week 1 PPT11/12-Ia-1.1
Quarter understands the on a concrete point of view
meaning and experience in a Nakikilala ang pagkakaiba ng pangkabuuang
process of doing philosophical way pananaw mula sa pananaw ng mga bahagi lamang
philosophy
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 PPT11/12-Ib-1.3

situation from a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa
isang pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
1st The learner The learner 2.1 Distinguish opinion from truth Week 2 PPT11/12-Ic-2.1
Quarter demonstrates evaluate opinions Nakikilala ang pagkakaiba ng katotohanan
various ways of sa opinyon
doing
philosophy 2.2 Realize that the methods of philosophy lead PPT11/12-Id-2.2
to wisdom and truth
Nahihinuha na patungo sa katotohanan ang
mga pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different PPT11/12-Id-2.3

situations using the methods of philosophizing
Natataya ang katotohanan at opinyon sa iba’t
ibang sitwasyon gamit ang pamamaraan ng
pamimilosopiya
1st The learner The learner 3.1 Recognize how the human body imposes limits Week 3 PPT11/12-If-3.1
Quarter understands the distinguishes and possibilities for transcendence
human person as his/her own Nakikilala na: Binibigyan ako ng hangganan
an embodied limitations and the at posibilidad ng aking katawan
spirit possibilities for
his/her 3.2 Evaluate own limitations and the possibilities PPT11/12-Ig-3.2
transcendence for their transcendence
Natataya ang mga pagkakatakda (hangganan)
at pagsasaibayo (posibilidad) ng sarili
1st The learner The learner is able 4.1 Notice things that are not in their proper place Week 4 PPT11/12-Ii-4.1
Quarter understands the to demonstrate and organize them in an aesthetic way
interplay between the Napapansin ang mga bagay na wala sa wastong
humans and their virtues of lugar at naisasaayos ito nang ayon sa
environments prudence and kagandahan
frugality towards
his/her 4.2 Show that care for the environment contributes to PPT11/12-Ii-4.2
environment 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 PPT11/12-Ij-4.3

frugality towards environments
Naipamamalas ang pagiging masinop sa
pakikibagay sa kanyang mga kapwa nilalang at
sa kapaligiran
2nd The learner The learner shows 5.2 Evaluate and exercise prudence in choices Week 1 PPT11/12-IIa-5.2
Quarter understands the situations that Natatasa kung siya ay maingat sa pagpapasya o
human person’s demonstrate hindi
freedom freedom of choice
and the 5.3 Realize that: PPT11/12-IIb-5.3
consequences of a. Choices have consequences.
choices b. Some things are given up while others
are obtained in making choices
Nakikilala na:
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa
bawat pagpili.
5.4 Show situations that demonstrate freedom PPT11/12-IIc-5.4
of choice
and the consequences of their choices
Nakapaglalahad ng mga sitwasyon kung saan
naipakikita ang pagpili at kahihinatnan ng mga
ito bawat pagpili.
2 The learner The learner 6.1 Realize that intersubjectivity requires Week 2 PPT11/12-IIc-6.1
understands performs activities accepting differences and not imposing on others
intersubjective that Nakikilala na ang pakikipagkapwa-tao ay ang
human relations demonstrate an pagtanggap sa pagkakaiba ng kapwa at hindi
appreciation for pagpataw ng sarili
the 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

underprivileged ang pagtanggap sa kapwa bilang kapwa kahit na
sectors of society siya ay iba sa akin
6.3 Performs activities that demonstrate PPT11/12-IId-6.3

an appreciation for the talents of persons
with disabilities and those from the
underprivileged sectors of society
Nakapagsasagawa ng isang gawain na
nagpapamalas ng mga talento ng mga may
kapansanan at kapus-palad
2nd The learner The learner 7.1 Recognize how individuals form societies and Week 3 PPT11/12-IIf-7.1
Quarter understands the evaluates the how individuals are transformed by societies
interplay between formation of Nakikilala kung paano nahuhubog ng tao ang
the individuality of human lipunan at kung paano nahuhubog ng lipunan
human beings and relationships and ang tao
their social contexts how individuals
are shaped by
their social 7.2 Compare different forms of societies and PPT11/12-IIg-7.2
contexts individualities (eg. Agrarian, industrial and
virtual) Nakapaghahambing ng iba’t ibang uri
ng lipunan (hal. agraryo, industriyal at birtwal)
7.3 Explain how human relations are transformed PPT11/12-IIg-7.3

by social systems
Nakapagpapaliwanang na nagbabago ang
mga ugnayan ng tao dahil sa sistema ng
lipunan na kinabibilangan niya
2nd The learner The learner 8.1 Enumerate the objectives he/she really wants Week 4 PPT11/12-IIh-8.1
Quarter understands writes a to achieve and to define the projects he/she
human beings as philosophical really wants to do in his/her life
oriented reflection on the Nakapagtatala ng mga bagay na tunay na gusto niyang
towards their meaning of gawin (Ano ang gusto niyang maging?)
impending death his/her own life
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 K to 12 CG
(Pamantayang (Pamantayan
Pangnilalaman) sa Pagganap)
1st Quarter Nauunawaan Nakagagawa Natutukoy ang mga kahulugan at kabuluhan ng Week 1 F11PT – Ia – 85
ang mga ng isang mga konseptong pangwika
konsepto, sanaysay
elementong batay sa isang Naiuugnay ang mga konseptong pangwika sa Week 2 F11PN – Ia – 86
kultural, panayam mga napakinggan/napanood na sitwasyong
kasaysayan, at tungkol sa pang
gamit ng wika sa aspektong komunikasyon sa radyo, talumpati, mga panayam
lipunang Pilipino kultural o at telebisyon (Halimbawa: Tonight with Arnold
lingguwistiko Clavio, State of the Nation, Mareng Winnie,Word
ng napiling of the Lourd (http://lourddeveyra.blogspot.com)
komunidad
Naiuugnay ang mga konseptong pangwika sa Week 2 F11PD – Ib – 86
sariling kaalaman, pananaw, at mga karanasan
Nagagamit ang kaalaman sa modernong Week 3 F11EP – Ic – 30

teknolohiya (facebook, google, at iba pa) sa
pag-unawa sa mga konseptong pangwika
Nabibigyang kahulugan ang mga Week 3 F11PT – Ic – 86

komunikatibong gamit ng wika sa lipunan
Natutukoy ang iba’t ibang gamit ng wika sa lipunan Week 4 F11PD – Id – 87

sa pamamagitan ng napanood na palabas sa
telebisyon at pelikula (Halimbawa: Be Careful with
My Heart, Got 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 Week 5 F11EP – Ie – 31

na nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang Week 6 F11PS – Ig – 88

pangyayari / kaganapan tungo sa pagkabuo
at pag-unlad ng Wikang Pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor Week 6 F11PB – If – 95

sa isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay Week 7 F11PN – If – 87

sa mga napakinggang pagtalakay sa wikang
pambansa
Nakasusulat ng sanaysay na tumatalunton sa Week 8 F11PU – Ig – 86

isang partikular na yugto ng kasaysayan ng
Wikang
Pambansa
Natitiyak ang mga sanhi at bunga ng mga Week 8 F11WG – Ih – 86

pangyayaring may kaugnayan sa pag-unlad ng
Wikang Pambansa
2nd Quarter Nauunawaan Nakasusulat Natutukoy ang iba’t ibang paggamit ng wika sa Week 1 F11PN – IIa –
nang may ng isang mga napakinggang pahayag mula sa mga 88
masusing panimulang panayam at balita sa radyo at telebisyon
pagsasaalang- pananaliksik
alang ang mga sa mga Natutukoy ang iba’t ibang paggamit ng wika sa Week 1 F11PB – IIa – 96
lingguwistiko at penomenang nabasang pahayag mula sa mga blog, social
kultural na kultural at media posts at iba pa
katangian at panlipunan sa
pagkakaiba-iba bansa Nasusuri at naisasaalang-alang ang mga Week 2 F11PD – IIb –
sa lipunang lingguwistiko at kultural na pagkakaiba-iba sa 88
Pilipino at mga lipunang Pilipino sa mga pelikula at dulang
sitwasyon ng napanood
paggamit ng
Naipapaliwanag nang pasalita ang iba’t ibang Week 2 F11PS – IIb – 89
wika dito
dahilan, anyo, at pamaraan ng paggamit ng wika sa
iba’t ibang sitwasyon
Nakasusulat ng mga tekstong nagpapakita ng Week 3 F11PU – IIc –

mga kalagayang pangwika sa kulturang Pilipino 87
Natutukoy ang iba’t ibang register at barayti ng Week 3 F11WG – IIc – 87

wika na ginagamit sa iba’t ibang sitwasyon
(Halimbawa: Medisina, Abogasya, Media, Social
Media,
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 Week 4 F11EP – IId – 33

pagsusuri at pagsulat ng mga tekstong nagpapakita
ng iba’t ibang sitwasyon ng paggamit sa wika
Natutukoy ang mga angkop na salita, Week 4 F11PN – IId –

pangungusap ayon sa konteksto ng paksang 89
napakinggan sa mga balita sa radyo at
telebisyon
Nabibigyang kahulugan ang mga salitang ginamit Week 5 F11PT – IIe – 87

sa talakayan
Napipili ang angkop na mga salita at paraan ng Week 5 F11PS –IIe – 90

paggamit nito sa mga usapan o talakayan batay
sa kausap, pinag-uusapan, lugar, panahon,
layunin, at grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay Week 6 F11WG- IIf – 88

sa paggamit ng mga salita at paraan ng
pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa Week 6 F11EP – IIf – 34

iba’t ibang paraan ng paggamit ng wika ng iba’t
ibang grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa Week 7-8 F11PB – IIg – 97

wika at kulturang Pilipino
Naiisa-isa ang mga hakbang sa pagbuo ng Week 7-8 F11PU – IIg –

isang makabuluhang pananaliksik 88
Nagagamit ang angkop na mga salita at Week 7-8 F11WG – IIh

pangungusap upang mapag-ugnay-ugnay ang mga – 89
ideya sa isang sulatin
Nakasusulat ng isang panimulang pananaliksik sa Week 7-8 F11EP – IIij – 35

mga 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 MIL11/12I
demonstrates organizes a creative MIL IIIa-1
522
understanding and interactive Identify the similarities and differences between and among
of media symposium for media literacy, information literacy, and technology literacy
and information the community
literacy focusing on being MIL11/12I
(MIL) and MIL a media and MIL IIIa-2
related concepts. information
literate individual. Discuss responsible use of media and information
Explain how the evolution of media from traditional to new media

shaped 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
demonstrates produces a living information to affect change
understanding of museum or
different electronic Describe the impact of massive open on-line
resources of portfolio or any
media and other Discuss the implication of media and information to an individual and
the society
information, their creative forms Describe the different dimensions of:
design principle of multimedia • text information and media
and elements, showcasing • visual information and media
and their / his/her • audio information and media
selection criteria. understanding, • motion information and media
insights, and • manipulative information and media
perceptions of • multimedia information and media
the different
resources of Analyze how the different dimensions are formally and
media and informally 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 Explains the functions, nature and process of communication EN11/12OC-Ia-2
understands the designs and
nature and performs Differentiates the various models of communication EN11/12OC-Ia-3
elements of oral effective
communication controlled and Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6
in context. uncontrolled oral
communication
activities based
on context.
The learner The learner Examines sample oral communication activities
values the writes a
functions/ 250-word essay
purposes of oral of his/her
communication. objective
observation and
evaluation of
the various
speakers
watched and
listened to.
The learner The learner Identifies the various types of speech context. EN11/12OC-
recognizes that demonstrates Ifj 15
communicative effective use of
competence communicative Distinguishes types of speeches and speech style EN11/12OC-
requires strategy in a Ifj 17
understanding variety of speech
of speech Responds appropriately and effectively to a speech act EN11/12OC-
situations.
context, Ifj 20
speech style,
speech act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in different situations
recognizes that demonstrates
communicative effective use of Explains that a shift in speech context, speech style, speech act EN11/12OC
competence communicative and communicative strategy affects the following: IIab-22;
524
requires strategy in a • Language form EN11/12OC
understanding variety of speech • Duration of interaction IIab-22.1-22.6
of speech situations. • Relationship of speaker
context, • Role and responsibilities of the speaker
speech style, • Message
speech act and • Delivery
communicative
strategy.
The learner The learner Uses principles of effective speech writing focusing on: EN11/12OC-I
realizes the rigors proficiently • Audience profile Icj 24;
of crafting one’s delivers various • Logical organization EN11/12OC
speech. speeches using • Duration IIcj-25;
the principles of • Word choice EN11/12OC-I
effective speech • Grammatical correctness Icj 25.1-25.5;
delivery. and EN11/12OC-I
• Articulation Icj 26;
• Modulation EN11/12OC
IIcj-26.1-26.5
• Stage Presence
• Facial Expressions, Gestures and Movements
• Rapport with the audience

Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik
Quarter Content Performance Most Essential Learning Competencies Duration K to 12 CG Code
Standards Standards
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
3rd Quarter Nasusuri ang Nakasusulat ng Natutukoy ang paksang tinalakay Week 1 F11PB – IIIa – 98
iba’t ibang uri isang panimulang sa iba’t ibang tekstong binasa
ng binasang pananaliksik sa
teksto ayon sa mga penomenang Natutukoy ang kahulugan at Week 1 F11PT – IIIa – 88
kaugnayan nito kultural at katangian ng mahahalagang
sa sarili, panlipunan sa salitang ginamit ng iba’t ibang uri
bansa ng tekstong binasa
Naibabahagi ang katangian at Week 2 F11PS – IIIb – 91
525
pamilya, kalikasan ng iba’t ibang tekstong
komunidad, binasa
bansa at
daigdig Nakasusulat ng ilang halimbawa Week 2 F11PU – IIIb – 89
ng iba’t ibang uri ng teksto
Nagagamit ang cohesive device sa Week 3 F11WG – IIIc – 90
pagsulat ng sariling halimbawang
teksto
Nakakukuha ng angkop na datos Week 4 F11EP – IIId – 36

upang mapaunlad ang sariling
tekstong isinulat
Naiuugnay ang mga kaisipang Week 4 F11PB – IIId – 99

nakapaloob sa binasang teksto sa
sarili, pamilya, komunidad, bansa,
at daigdig
Naipaliliwanag ang mga kaisipang Week 5 F11PS – IIIf – 92

nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan Week 6-7 F11PU – IIIfg – 90

ng pagpapahayag:
a. Kalinawan
b. Kaugnayan
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong Week 8 F11EP – IIIj - 37

papel batay sa binasang teksto
ayon sa
katangian at kabuluhan nito sa:a.
pamilya, b. komunidad c. bansa d.
daigdig
4th Quarter Nakasusunod sa Nakabubuo ng Nasusuri ang ilang halimbawang Week 1-2 F11PB – IVab – 100
pamantayan ng isang maikling pananaliksik sa Filipino batay sa
pagsulat ng pananaliksik na layunin, gamit, metodo, at etika
masinop na napapanahon ang sa pananaliksik
pananaliksik paksa
Nabibigyang kahulugan ang mga Week 3-4 F11PT – IVcd – 89
konseptong kaugnay ng
pananaliksik (Halimbawa:
balangkas konseptwal, balangkas
teoretikal, datos empirikal,
526
atbp.)
Naiisa-isa ang mga paraan at Week 5-6 F11PU – IVef – 91

tamang proseso ng pagsulat ng
isang
pananaliksik sa Filipino batay sa
layunin, gamit, metodo, at etika
ng pananaliksik
Nagagamit ang mga katwirang Week 7-8 F11WG –IVgh - 92

lohikal at ugnayan ng mga ideya sa
pagsulat ng isang pananaliksik
Nakabubuo ng isang maikling Week 7-8 F11EP – IVij - 38

pananaliksik na napapanahon ang
paksa
.
Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learners The learners shall be explain that knowing oneself can make a Week 1 EsP-PD11/12KO-Ia-1.1
demonstrate an able to... person accept his/her strengths and
understanding of… limitations and dealing with others better
share his/her unique characteristics, EsP-PD11/12KO-Ia-1.2

conduct
habits, and experiences
himself/herself self-exploration and
during middle and simple disclosure
late
adolescence
the various aspects of illustrate the evaluate his/her own thoughts, feelings, Week 2 EsP-PD11/12DWP-
holistic development: connections between and behaviors Ib 2.2
physiological, thoughts,
cognitive, feelings, and behaviors show the connections between thoughts, EsP-PD11/12DWP
psychological, in a person’s holistic feelings, and behaviors in actual life -Ic 2.3
spiritual, and social development situations
development
527
First the skills and tasks and make a list of ways to Discuss developmental tasks and Week 3 EsP-PD11/12DS-Ic-3.1
challenges appropriate become responsible challenges being experienced during
for middle and late adolescents prepared adolescence
adolescence, and for adult life and
Evaluate one’s development through the EsP-PD11/12DS-Id-3.2
preparatory to early manage the demands
help of significant people around him/her (
adulthood of teen years
peers, parents, siblings, friends, teachers,
community leaders)
Identify ways that help one become capable Week 4 EsP-PD11/12DS-Id-3.3

and responsible adolescent prepared for
adult life
the concepts about identify his/her own Discuss understanding of mental health EsP-PD11/12CA-Id-4.1
mental health and vulnerabilities and plan and psychological well-being to identify
well being on how to stay ways to cope with stress during
particularly stress mentally adolescence
and coping strategies healthy while coping
in middle and late with stress Identify causes and effects of stress in Week 5 EsP-PD11/12CS-If-5.2
adolescence one’s life
Demonstrate personal ways to cope with EsP-PD11/12CS-Ig-5.3

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

brain functions
528
First the different types of identify ways to discuss that understanding the intensity
emotions and how communicate and and differentiation of emotions may help
they are expressed manage emotions in a in communicating emotional expressions
EsP-PD11/12EI-Ii-j-8.
healthy
1
manner
explore one’s positive and negative Week 8 EsP-PD11/12EI-Ij-8.2
emotions and how one expresses or hides
them
demonstrate and create ways to EsP-PD11/12EI-Ij-8.3

manage various emotions
Second the dynamics of appraise one’s discuss an understanding of teen-age Week 1 EsP-PD11/12PR-IIa-9.1
attraction, love, and present relationships, including the acceptable
commitment relationships and and unacceptable expressions of
make plans for attractions
building
express his/her ways of showing EsP-PD11/12PR-IIa-9.2
responsible future
attraction, love, and commitment
relationships
identify ways to become responsible Week 2 EsP-PD11/12PR-IIb-9.3
in a relationship
the concepts about identify the different distinguish the various roles of different EsP-PD11/12SR-I
social influence, group roles of leaders and individuals in society and how they can Ib 10.1
leadership and followers in society influence people through their leadership
followership or followership
compare one’s perception of Week 3 EsP-PD11/12SR-IIc
himself/herself and how others see 10.2
him/her
conduct a mini-survey on Filipino EsP-PD11/12SR-IIc

relationships (family, school, and 10.3
community)
529
the impact of one’s identify the firm and appraise one’s family structure and the type Week 4
family on his/her gentle sides of family of care he/she gives and receives, which
personal care that affect a may help in understanding himself/herself
development during person’s EsP-PD11/12FSL-I
better
middle and late development during Id 11.1
adolescence middle and late
make a genogram and trace certain EsP-PD11/12FSL-IId
adolescence
physical, personality, or behavioral -e 11.2
attributes through generations
prepare a plan on how to make the family Week 5 EsP-PD11/12FSL-I

members firmer and gentler with each Ie 11.3
other
the concepts of set a personal career Explain that understanding different factors, Week 6 EsP-PD11/12PC-IIf
career development, goal based on the career development concepts and personal 12.1
life goals, and results of self life goals influence career planning and
personal factors assessment of various decision making.
influencing career personal and external
factors Identify career options based on EsP-PD11/12PC-IIf
choices and external
different factors, career development 12.2
factors
concepts and personal life goals
Prepare a career plan based on the Week 7 EsP-PD11/12PC-I

identified career options to attain personal Ig 12.3
life’s goals
his/her personal analyze and explain the factors in personal EsP-PD11/12IOPD-
development as an synthesize his/her development that may guide him/her in IIi 14.1
important component personal making important career decisions as
of setting career and development as an adolescents
life goals important component of
share insights that make him/her realize the Week 8 EsP-PD11/12IOPD-
setting career and life
importance of personal development in IIi h-14.2
goals
making a career decision as adolescent
530
Second construct a creative visualization of his/her
personal development through of the
various stages he/she went through,
stressors, influences, and decision-making EsP-PD11/12IOPD-
points, and a personal profile analysis IIj 14.3
*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
First The learner The learner leads 1. Self-assesses health-related Weeks 1 to 7 PEH11FH-Ig-i-6
Quarter demonstrates fitness events with fitness (HRF). status, barriers to
understanding of proficiency and physical
fitness and confidence activity assessment participation
exercise in resulting in and one’s diet
optimizing one’s independent
health as a habit; pursuit and in
as influencing
requisite for others positively.
physical activity
assessment
performance, and
as a career
opportunity
2. Sets Frequency Intensity Time Weeks 8 to 10 PEH11FH-Ii-j-7

Type (FITT) goals based on training
principles to achieve and/or
maintain health-related fitness
(HRF).
3. Engages in moderate to Weeks 1 to 10 PEH11FH-Ia-t-8

vigorous 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 Weeks 1 to 10 PEH11FH-Ik-t-10

protocol 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 Weeks 1 to 10 PEH11FH-Ik-o-13

event that addresses health/fitness
issues and concerns
8. Recognizes the value of Weeks 1 to 10 PEH11FH-Id-t-14
optimizing one’s health through
participation in physical activity
assessments
9. Organizes fitness event for a Weeks 1 to 10 PEH11FH-Io-t-17

target health issue or concern
Second The learner The learner leads 1. Describes the role of physical Week 1 PEH11FH-IIf-5
Quarter demonstrates sports events with activity assessments in managing
understanding of proficiency and one’s stress
sports in confidence
optimizing one’s resulting in
health as a independent
habit; as requisite pursuit and in
for physical influencing
activity others positively.
assessment
performance, and
as a career
opportunity.
2. Self-assesses health-related Weeks 2 to 10 PEH11FH-IIg-i-6

fitness (HRF) status, barriers to
physical
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 Weeks 2 to 10 PEH11FH-IIa-t-8

(MVPAs) for at
and out-of school
5. Observes personal safety Weeks 2 to 10 PEH11FH-IIk-t-10
protocol to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation
6. Participates in an organized Weeks 2 to 10 PEH11FH-IIk-o-13

event that addresses health/fitness
issues and concerns
7. Organizes sports event for a Weeks 2 to 10 PEH11FH-IIo-t-17


Subject: Physical Education & Health
Third The learner The learner leads 1. Self-assesses health-related Weeks 1 to 10 PEH12FH-Ig-i-6
Quarter demonstrates dance events with fitness (HRF). status, barriers to
understanding of proficiency and physical
dance in confidence resulting in activity assessment participation
optimizing one’s independent pursuit and one’s diet
health; as and in influencing
requisite for others positively
physical activity
assessment
performance, and
as a career
opportunity.
2. Sets FITT goals based on Weeks 4 to 5 PEH12FH-Ii-j-7

training principles to achieve
and/or
maintain HRF
533
3. Engages in moderate to Weeks 1 to 10 PEH12FH-Ia-t-8
(MVPAs) for at
and out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-Ik-t-9

such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-Ik-t-10

to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette Weeks 1 to 10 PEH12FH-Ia-t-12

and 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 Weeks 1 to 10 PEH12FH-Io-t-17

Fourth The learner The learner leads 1. Self-assesses health-related Weeks 1 to 10 PEH12FH-IIg-i-6
Quarter demonstrates recreational events fitness (HRF) status, barriers to
understanding of with proficiency and physical
recreation in confidence resulting in activity assessment participation
optimizing one’s independent pursuit and one’s diet
health as a habit; and in influencing
as requisite for others
physical activity positively.
assessment
performance, and
as a career
opportunity.
2. Sets FITT goals based on Weeks 4 to 5 PEH12FH-IIi-j-7
training principles to achieve
and/or
maintain HRF
534
3. Engages in moderate to Weeks 1 to 10 PEH12FH-IIa-t-8
(MVPAs) for at
and out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-IIk-t-9

such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-IIk-t-10

to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette Weeks 1 to 10 PEH12FH-IIa-t-12

and 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 Weeks 1 to 10 PEH12FH-IIo-t-17


Subjects : PHYSICAL SCIENCE
Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration Code

understanding of...
1st 1. the formation of make a creative Give evidence for and describe the Week 1
the elements during representation of the formation of heavier elements during
the Big historical development star formation and evolution
of
535
Bang and during the atom or the Explain how the concept of atomic Week 1 S11/12PS-IIIb-11
stellar evolution chemical element in a number led to the synthesis of new
2. the distribution of timeline elements in the laboratory
the chemical
elements and the
isotopes in the
universe
1. how the uses of Determine if a molecule is polar or Week 2 S11/12PS-IIIc-15

different materials non polar given its structure
are related to their
properties and Relate the polarity of a molecule Week 2 S11/12PS-IIIc-16
structures to its properties
2. the relationship
between the Describe the general types of Week 3 S11/12PS-IIIc-d-17
function and intermolecular forces
structure of
Explain the effect of intermolecular Week 3 S11/12PS-IIId-e-19
biological
forces on the properties of substances
macromolecules
Explain how the structures of Week 4 S11/12PS-IIIe-22
biological macromolecules such as
carbohydrates, lipids, nucleic acid, and
proteins determine their properties
and functions
1. the following make either a poster, Use simple collision theory to explain Week 5 S11/12PS-IIIf-23
aspects of chemical a flyer, or a brochure the effects of concentration,
changes: a. how fast on a product(such as temperature, and particle size on the
a reaction takes fuels, household, or rate of reaction
place personal care
b. how much products) indicating Define catalyst and describe how it Week 5 S11/12PS-IIIf-24
reactants are its uses, properties, affects reaction rate
needed and how mode of action, and
much products are precautions Determine the limiting reactant in Week 6 S11/12PS-IIIh-27
formed in a a reaction and calculate the
reaction c. how amount of product formed
much energy is
Describe how energy is harnessed Week 7 S11/12PS-IIIi-29
involved in a
from different sources:
reaction 2. how
A. Fossil fuels
energy is
B. Biogas
harnessed
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 ingredient(s) of cleaning products used
the following at home
consumer
products: Give the use of the other ingredients Week 8 S11/12PS-IIIi-j-32
a. cleaning in cleaning agents
materials b.
cosmetics
2nd 1. Greek views of Explain how the Greeks knew that Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
the universe
2. competing Cite examples of astronomical Week 1 S11/12PS-IVa-4
models of the phenomena known to astronomers
universe by before the advent of telescopes
Eudoxus, Aristotle,
Aristarchus,
Ptolemy, 3.
Copernicus,
Brahe, and Kepler Explain how Brahe’s innovations Week 1 S11/12PS-IVb-44
4. evidence that and extensive collection of data in
the Earth is not the observational astronomy paved the
center of the universe way for Kepler’s discovery of his laws
of planetary motion
1. Aristotelian vs. Compare and contrast the Aristotelian Week 2 S11/12PS-IVc-46

Galilean views of and Galilean conceptions of vertical
motion motion, horizontal motion, and
2. how Galileo used projectile motion.
his discoveries in
mechanics (and explain how Galileo inferred that Week 2 S11/12PS-IVc-47
astronomy) to objects in vacuum fall with uniform
address scientific acceleration, and that force is not
objections to the necessary to sustain horizontal
Copernican model motion
537
3. mass, Explain the subtle distinction between Week 2 S11/12PS-IVd-51
momentum, and Newton’s 1st Law of Motion (or Law of
energy Inertia) and Galileo’s assertion that force
conservation is not necessary to sustain horizontal
motion
Light as a wave Design and create a Describe how the propagation of light, Week 3 S11/12PS-IVf-59
and a particle useful product for reflection, and refraction are explained
practical purposes by the wave model and the particle
that uses mirrors model of light
and lenses
Explain how the photon concept and Week 3 S11/12PS-IVf-61
the 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 Week 4 S11/12PS-IVg-64

that electrons can behave like waves
Differentiate dispersion, Week 4 S11/12PS-IVh-65

scattering, interference, and
diffraction
Explain various light phenomena such Week 5 S11/12PS-IVh-66

as: 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 Create a video Explain how special relativity resolved Week 6 S11/12PS-IVi-j-69
Big Bang 2. Planets presentation that the conflict between Newtonian
in and beyond the details the impact of mechanics and Maxwell’s
Solar the Theory of electromagnetic theory
System Relativity to human
Explain the consequences of the Week 6-7 S11/12PS-IVi-j-70
postulates of Special Relativity (e.g.,
relativity of simultaneity, time
dilation, length contraction,
mass-energy
equivalence, and cosmic speed limit)
Explain the consequences of the Week 7 S11/12PS-IVi-j-71
postulates of General Relativity (e.g.,
correct predictions of shifts in the orbit
of Mercury, gravitational bending of
light, and black holes)
Explain how the speeds and distances of Week 8 S11/12PS-IVj-72

far-off objects are estimated (e.g.,
doppler effect and cosmic distance
ladder)
Explain how we know that we live in an Week 8 S11/12PS-IVj-73

expanding universe, which used to be
hot and is approximately 14billion
years old
GRADE LEVEL: Grade 11/12

SUBJECT: Reading and Writing
Quarter Content Performance Most Essential Learning Competencies Coding
Standards Standards
S2 Q3 The learner The learner Compare and contrast patterns of written texts
realizes that critiques a across disciplines
information in a chosen sample
written text may of each Evaluate a written text based on its properties
be selected and pattern of (organization, coherence and cohesion, language use and
organized to development mechanics)
achieve a focusing on
particular information Identify claims explicitly or implicitly made in a written EN11/12RWS-IIIij-6;
purpose. selection, text a. Claim of fact EN11/12RWS-IIIij-6.1;
b. Claim of policy EN11/12RWS-IIIij-6.2;
c. Claim of value EN11/12RWS-IIIij-6.3
539
S2 Q4 organization, Identify the context in which a text was EN11/12RWS-IVac-7;
and developed a. Hypertext EN11/12RWS-IVac-7.1;
development. b. Intertext EN11/12RWS-IVac-7.2
The learner The learner Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the writes a
relationship of a 1000-word Formulate evaluative statements about a text read: a. EN11/12RWS-IVac-9;
written text and critique of a assertions about the content and properties of a EN11/12RWS-IVac-9.1;
the context in selected text on text read; and EN11/12RWS-IVac-9.2
which it was the basis of its b. counterclaims in response to claims made in a
developed. claim/s, context, text read
and properties as
a written Determine textual evidence to validate assertions EN11/12RWS-IVac-10
material. and counterclaims made about a text read
The learner The learner Identify the unique features of and requirements EN11/12RWS-IVdg-12;
understands the produces each in composing texts that are useful across EN11/12RWS-IVdg-12.
requirements of type of academic disciplines: a. Book Review or Article Critique 1;
composing writing and b. Literature Review EN11/12RWS-IVdg-12.
academic professional c. Research Report 2;
writing and correspondence d. Project Proposal EN11/12RWS-IVdg-12.
professional following the e. Position Paper 3;
correspondenc properties of EN11/12RWS-IVdg-12.
e. well written 4
texts and
process Identify the unique features of and requirements EN11/12RWS-IVhj-13;
approach to in composing professional correspondence: EN11/12RWS-IVhj-13.
writing. a. Resume 1;
b. Application for College Admission EN11/12RWS-IVhj-13.
c. Application for Employment 2;
d. Various forms of Office Correspondence EN11/12RWS-IVhj-13.
3;
EN11/12RWS-IVhj-13.
4
540

Subject: Statistics and Probability

demonstrates
Q3 The learner The learner is able illustrates a random variable (discrete Week 1 M11/12SP-IIIa-1
demonstrates to apply an and continuous).
understanding of appropriate
key concepts of random variable distinguishes between a discrete and a M11/12SP-IIIa-2
random variables for a continuous random variable.
and probability given real-life
distributions. problem (such as in finds the possible values of a random variable. M11/12SP-IIIa-3
decision
illustrates a probability distribution for a M11/12SP-IIIa-4
making and games
discrete random variable and its properties.
of chance).
computes probabilities corresponding to a Week 2 M11/12SP-IIIa-6
given random variable.
illustrates the mean and variance of a M11/12SP-IIIb-1

discrete random variable.
calculates the mean and the variance of a M11/12SP-IIIb-2

interprets the mean and the variance of a Week 3 M11/12SP-IIIb-3

solves problems involving mean and variance M11/12SP-IIIb-4

of probability distributions.
The learner The learner is able illustrates a normal random variable and M11/12SP-IIIc-1
demonstrates to accurately its characteristics.
understanding of formulate and
key concepts of solve real-life identifies regions under the normal curve Week 4 M11/12SP-IIIc-3
normal problems in corresponding to different standard normal
probability different values.
distribution. disciplines
involving normal converts a normal random variable to a M11/12SP-IIIc-4
distribution. standard normal variable and vice versa.
computes probabilities and percentiles using M11/12SP-IIIc-d-1

the 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 and sampling identifies sampling distributions of M11/12SP-IIId-4

key concepts of distributions of the statistics (sample mean).
sampling and sample mean to
sampling solve real-life finds the mean and variance of the Week 6 M11/12SP-IIId-5
distributions of problems in sampling distribution of the sample
the sample different disciplines. mean.
mean.
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 M11/12SP-III-3

sample mean using the Central Limit
Theorem.
solves problems involving sampling distributions M11SP-IIIe-f-1
of the sample mean.
The learner The learner is able to illustrates the t-distribution. Week 9 M11/12SP-IIIg-2
demonstrates estimate the
understanding of population mean and identifies percentiles using the t-table. M11/12SP-IIIg-5
key concepts of population
proportion to make identifies the length of a confidence interval. Week 10 M11/12SP-IIIj-1
estimation of
population mean sound inferences in
computes for the length of the confidence interval. M11/12SP-IIIj-2
and population real life problems in
proportion. different disciplines. computes for an appropriate sample size using M11/12SP-IIIj-3
the length of the interval.
solves problems involving sample size M11/12SP-IIIj-4

determination.
Q4 The learner The learner is able illustrates: (a) null hypothesis; (b) alternative Week 1 M11/12SP-IVa-1
demonstrates to perform hypothesis; (c) level of significance; (d) rejection
understanding of appropriate tests region; and (e) types of errors in hypothesis
key concepts of of hypotheses testing.
tests of involving the
hypotheses on the population mean and identifies the parameter to be tested given a M11/12SP-IVa-3
population mean population real life problem.
and population proportion to make
formulates the appropriate null and Week 2 M11/12SP-IVb-1
proportion. inferences in
real-life problems alternative hypotheses on a population
in different mean.
disciplines.
identifies the appropriate form of the M11/12SP-IVb-2
test-statistic when: (a) the population variance
is assumed to be known; (b) the population
variance is assumed to
542

demonstrates
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 Week 4 M11/12SP-IVd-1

(population mean).
draws conclusion about the population mean M11/12SP-IVd-2

based on the test-statistic value and the
rejection region.
solves problems involving test of hypothesis on Week 5 M11/12SP-IVe-1

the population mean.
formulates the appropriate null and M11/12SP-IVe-2

alternative hypotheses on a population
proportion.
identifies the appropriate form of the M11/12SP-IVe-3

test-statistic when the Central Limit Theorem is
to be used.
identifies the appropriate rejection region for Week 6 M11/12SP-IVe-4

a given level of significance when the Central
Limit Theorem is to be used.
computes for the test-statistic value M11/12SP-IVf-1

(population proportion).
draws conclusion about the population M11/12SP-IVf-2

proportion based on the test-statistic value and
the rejection region.
solves problems involving test of hypothesis on Week 7 M11/12SP-IVf-g-1

the population proportion.
The learner The learner is able to illustrates the nature of bivariate data. M11/12SP-IVg-2
demonstrates perform correlation
constructs a scatter plot. M11/12SP-IVg-3
and
543

demonstrates
understanding of regression analyses describes shape (form), trend (direction), M11/12SP-IVg-4

key concepts of on real-life and variation (strength) based on a scatter
correlation and problems in plot.
regression analyses. different disciplines.
calculates the Pearson’s sample Week 8 M11/12SP-IVh-2
correlation coefficient.
solves problems involving correlation analysis. M11/12SP-IVh-3
identifies the independent and Week 9 M11/12SP-IVi-1

dependent variables.
calculates the slope and y-intercept of M11/12SP-IVi-3

the regression line.
interprets the calculated slope and y-intercept M11/12SP-IVi-4

of the regression line.
predicts the value of the dependent variable Week 10 M11/12SP-IVj-1

given the value of the independent variable.
solves problems involving regression analysis. M11/12SP-IVj-2

Subject: Understanding Culture, Society and Politics
First The learners The learners *Discuss the nature, goals and Week 1
Quarter demonstrate an perspectives in/of anthropology,
understanding of: 1. acknowledge human sociology and political science
cultural variation, social
1. human cultural differences, social change,
variation, social and political identities
differences, social
change, and
political identities
544
2. the significance 2. adopt an open and

of studying critical attitude toward
culture, different social, political,
society, and politics and cultural phenomena
through
3. the rationale observation and reflection
for studying
anthropology, 3. appreciates the value
political science, of disciplines of
and sociology Anthropology, Sociology,
and Political
Science as social sciences
1. culture and
society as
anthropological *Analyze the concept, aspects and Week 2
and sociological changes in/of culture and society
concepts 1. appreciate the nature of
culture and society from
2. perspectives the perspectives of *Explain the importance of cultural Week 3
in/approaches to anthropology and relativism in attaining cultural
the study of sociology understanding
culture and
society (i.e., 2. demonstrate a holistic
comparative, understanding of culture
historical, and society
structuralfunction *Analyze the significance of cultural, social, Week 4
al, interpretive, 3. values cultural heritage political and economic symbols and
critical) and express pride of place practices
without being ethnocentric
1. the human
origins and the
capacity for
culture Analyze key features of
2. the role of interrelationships of
culture in human biological, cultural and
adaptation 3. sociopolitical processes in
processes of human evolution
cultural and
545
sociopolitical that can still be used * Explain the context, content, processes, Week 5
evolution and developed and consequences of socialization
1. how individuals
learn culture and
become 1. identify norms and values
competent to be observed in interacting
members of with others in society, and
society how the consequences of
individuals learn ignoring these rules
culture and
become
competent
members of
society 2. assess the rules of *Analyze the forms and functions of Week 6
social interaction to social organizations
2. how individuals maintain
should behave as stability of everyday life
part of a political and the role of
community innovation in
response to problems
and challenges
Second 1. cultural, social, 1. analyze aspects of *Explain the forms and functions of state Week 7
Quarter and political social organization and non-state institutions
institutions as sets
of norms and 2. identify one’s role in
patterns of social groups and
behavior that institutions
relate to major *Examine the functions and Week 8
social interests 3. recognize other forms of importance of education in the society
economic transaction such
2. social as sharing, gift exchange,
stratification as and
the ranking of
individuals according
546
to wealth, power, redistribution in his/her *Examine the concept, characteristics and Week 9
and prestige own society forms of stratification systems using
sociological perspectives
3. social and
political *Explain government programs and Week 10
inequalities as initiatives in addressing social inequalities
features of e.g. local, national, global
societies and the
global *Suggest ways to address social Week 11
community inequalities (local, national and global)
1. evaluates factors
the agents/ causing social, political,
institutions, and cultural change
processes, and
outcomes of 2. advocate how human
cultural, political, societies should adapt to
and social change such changes
* Examine human responses to Week 12
emerging challenges in
contemporary societies

K To 12 MELCS SHS Core Subjects

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1

GRADE LEVEL: Grade 11/12

Produce a creative representation of a literary text by applying

Grade Level: 11/12

1 semester demonstrates presents a form of describes various contemporary Week 1 CAR11/12IAC-0a-1

demonstrates creates avenues to researches on various Week 3-5 CAR11/12CAP-0c -e-4

evaluates contemporary art Week 3-5 CAR11/12CAP-0c -e-6

compares forms of arts from Week 3-5 CAR11/12CAP-0c -e-7

relates the significance of Week 3-5 CAR11/12CAP-0c -e-8

promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9

shows discriminates researches on techniques and Week 3-5 CAR11/12TPP-0c -e-10

explicates the use of materials Week 3-5 CAR11/12TPP-0c -e-13

Consolidates Designs a conceptualizes contemporary Week 6-8 CAR11/12AP-0f -h-14

incorporates contemporary Week 6-8 CAR11/12AP-0f -h-16

creates the intended final Week 6-8 CAR11/12AP-0f -h-17

Grade Level : Grade 11/12

Analyze disaster from the Week 2 DRR11/12-Ia-b-6

Differentiate among hazards, Week 4 DRR11/12-Id-13

Signs of impending The learners Explain various Week 7 DRR11/12-Ih-i-22

Interpret geological maps Week 2 DRR11/12-IIa-b-30

Potential The learners Recognize signs of Week 3 DRR11/12-IIc-d-33

Apply basic response Week 5 DRR11/12-IIe-f-40

Follow fire emergency and Week 5 DRR11/12-IIe-f-41

Community-based The learners practice Discuss different Week 7 DRR11/12-IIg-h-44

Policies of DRRM -The Explain DRR-related laws Week 8 DRR11/12-IIi-j-47

Grade Level : Grade 11/12

The learners The learners should

Explain how the movement of plates leads to Week 5 S11/12ES-Id-22

Describe how the present system of Week 6 S11/12LT-IVfg- 27

Grade Level : Grade 11/12

The learners The learners should

Describe how fossil fuels are formed Week 3 S11ES-Id-10

Identify human activities, such as farming, Week 5 S11ES-Ih-17

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

Explain how different types of waste Week 7 S11ES-Ii-j-20

explain how the movement of plates leads Week 4 S11ES-IIg-h-34

Describe how index fossils (also known as Week 6 S11ES-Ii-j-38

Describe the history of the Earth Week 7 S11ES-IIj-39

Grade Level: Grade 11

The learner Standards The The learner…

solves problems involving functions. M11GM-Ia-4

solves rational equations and inequalities. M11GM-Ib-3

The learner Standards The The learner…

finds the domain and range of a rational function. M11GM-Ib-5

determines the: (a) intercepts; (b) zeroes; and Week 3 M11GM-Ic-1

solves problems involving rational M11GM-Ic-3

solves problems involving inverse functions. Week 5 M11GM-Ie-2

represents real-life situations using M11GM-Ie-3

distinguishes between exponential function, M11GM-Ie-4

solves exponential equations and inequalities. Week 6 M11GM-Ie-f-1

represents an exponential function through its: M11GM-If-2

finds the domain and range of an M11GM-If-3

determines the intercepts, zeroes, and M11GM-If-4

solves problems involving exponential Week 7 M11GM-Ig-2

represents real-life situations using Week 8 M11GM-Ih-1

distinguishes logarithmic function, M11GM-Ih-2

solves logarithmic equations and inequalities. M11GM-Ih-i-1

The learner Standards The The learner…