K-to-12-MELCS-with-CG-Codes

501

literature and 1. a written close multimedia and ICT skills EN12Lit-IIij-31.3
cultures. analysis and Do self- and/or peer-assessment of the creative adaptation of a literary
critical text, based on rationalized criteria, prior to presentation
interpretation
of a literary text
in terms of
form and
theme, with a
description of
its context
derived from
research;

2. critical paper
that analyzes
literary texts in
relation to the
context of the
reader and the
writer or a
critical paper
that interprets
literary texts
using any of the
critical
approaches;
and

3. an adaptation
of a text into
other creative
forms using
multimedia.

Grade Level: 11/12 502
Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
K to 12 CG Code
Quarter Content Standards Performance Most Essential Learning Duration CAR11/12IAC-0a-1
1 semester CAR11/12IAC-0b-2
demonstrates Standards Competencies Week 1
appreciation of CAR11/12CAP-0c -e-4
contemporary art The learner… Week 2 CAR11/12CAP-0c -e-5
forms, found in the CAR11/12CAP-0c -e-6
various regions by presents a form of describes various contemporary art Week 3-5 CAR11/12CAP-0c -e-7
understanding the Week 3-5 CAR11/12CAP-0c -e-8
elements and principles integrated forms and their practices from the Week 3-5 CAR11/12CAP-0c -e-9
Week 3-5 CAR11/12TPP-0c -e-10
demonstrates contemporary art various regions Week 3-5 CAR11/12TPP-0c -e-11
understanding of the Week 3-5
significant roles of based on the region of Week 3-5
artists from the regions Week 3-5
his / her choice. e.g.
shows understanding
of the materials and choreography, musical discusses various art forms found in
techniques instrument, literary the philippines
and music composition,

visual design, and/or

theatrical performance

creates avenues to researches on various

advocate the arts from contemporary art forms

the different regions explains filipino artists’ roles and

identify their contribution to

contemporary arts

evaluates contemporary art forms

based on the elements and

principles

compares forms of arts from the

different regions

relates the significance of arts

forms from the regions

promotes arts from the regions

discriminates among researches on techniques and

various materials and performance practices applied to

techniques contemporary arts

discusses local materials used in

creating art

503

Consolidates relevant Designs a production critiques available materials and Week 3-5 CAR11/12TPP-0c -e-12
concepts to plan for a using available appropriate techniques Week 3-5 CAR11/12TPP-0c -e-13
production materials and explicates the use of materials and Week 6-8 CAR11/12AP-0f -h-14
appropriate techniques the application of techniques Week 6-8
conceptualizes contemporary art Week 6-8 CAR11/12AP-0f -h-15
based on techniques and Week 6-8 CAR11/12AP-0f -h-16
performance practices in their CAR11/12AP-0f -h-17
locality.
applies artistic skills and techniques DRR11/12-Ia-b-1
in the process of creation DRR11/12-Ia-b-2
incorporates contemporary DRR11/12-Ia-b-3
characteristics to one’s creation DRR11/12-Ia-b-6
with attention to detail
creates the intended final 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 demonstrate The learners should be

understanding of... able to...

1st 1. Concept of disaster The learners relate the Explain the meaning of disaster Week 1
Differentiate the risk factors Week 1
2. Concept of disaster concept of disaster with underlying disasters
Week 2
risk daily life. Describe the effects of disasters on
one’s life Week 2
3. Nature of disasters
Analyze disaster from the
4. Effects of disasters different perspectives (physical,
psychological, socio-cultural,
economic, political, and
biological).

504

Various elements that The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
may be exposed to hazard hunts of exposed vulnerability Week 3 DRR11/12-Ic-9
hazards: elements and propose Explain why certain sectors of DRR11/12-Id-12
1. Physical corresponding corrective society are more vulnerable to Week 4 DRR11/12-Id-13
2. Social actions for one’s disaster than others
3. Economic preparedness. Recognize vulnerabilities of Week 4 DRR11/12-Ie-16
4. Environmental different elements exposed to
Vulnerability of each The learners relate specific hazards Week 5 DRR11/12-If-g-17
exposed element. various types of hazard Differentiate among hazards, Week 5 DRR11/12-If-g-18
with a specific area for exposure, and vulnerabilities and DRR11/12-If-g-19
1. Concept of hazard one’s preparedness. explain the relationship of the Week 6 DRR11/12-If-g-20
2. Types of hazards three to disaster risk Week 6
3. The impact of various The learners develop a Define and cite examples of the Week 6 DRR11/12-Ih-i-22
hazards family emergency types of hazards Week 7 DRR11/12-Ih-i-24
preparedness plan to Explain the impact of various DRR11/12-Ih-i-25
Potential earthquake guide them on what to do hazards on people and the Week 7
hazards: before, during, and after environment Week 8
1. Ground shaking an earthquake. Identify various potential Week 8
2. Ground rupture earthquake hazards
3. Liquefaction Recognize the natural signs of an
4. Earthquake-induced impending tsunami;
ground subsidence Analyze the effects of the
5. Tsunami different earthquake hazards
6. Earthquake-induced
landslide Interpret different earthquake
Signs of impending hazard maps;
volcanic eruptions
Potential volcano-related The learners develop a Explain various volcano-related
hazards: family emergency hazards
1. Lahar preparedness plan to Recognize signs of an impending
2. Ash fall guide them on what to do volcanic eruption
3. Pyroclastic flow before, during, and after
4. Ballistic Projectile a volcanic eruption. Interpret different volcano hazard
maps;

505

5. Volcanic Glasses
6. Lava flow

2nd Related geological The learners develop a Discuss the different geological Week 1 DRR11/12-IIa-b-27
DRR11/12-IIa-b-28
hazards family emergency hazards DRR11/12-IIa-b-29
DRR11/12-IIa-b-30
1. Rainfall-induced preparedness plan to Analyze the causes of geological Week 1 DRR11/12-IIa-b-31

landslide guide them on what to do hazards DRR11/12-IIc-d-33
DRR11/12-IIc-d-35
2. Sinkhole before, during, and after Recognize signs of impending Week 1 DRR11/12-IIc-d-36

the occurrence of events geological hazards;

that cause geological Interpret geological maps Week 2

hazards. Apply mitigation strategies to Week 2

prevent loss of lives and

properties

Potential The learners develop a Recognize signs of impending Week 3

hydrometeorological family emergency hydrometeorological hazards

hazards: preparedness plan to Interpret different Week 3

1. Typhoon guide them on what to do hydrometeorological hazard maps

2. Thunderstorm before, during, and after Week 3

3. Flashflood the occurrence of events

4. Flood that cause Use available tools for monitoring
5. Stormsurge hydrometeorological hydrometeorological hazards
6. El Nino hazards.

7. La Nina

Fire hazards and related The learners develop a Recognize elements of the fire Week 4 DRR11/12-IIe-f-37
concepts: family emergency triangle in different situations Week 4 DRR11/12-IIe-f-38
1. Fire triangle preparedness plan to Analyze the different causes of Week 4 DRR11/12-IIe-f-39
2. Causes of fires guide them on what to do fires
3. Phases of a fire before, during, and after Observe precautionary measures Week 5 DRR11/12-IIe-f-40
emergency a fire incident. and proper procedures in Week 5 DRR11/12-IIe-f-41
addressing a fire incident
Apply basic response procedures
during a fire incident
Follow fire emergency and
evacuation plans;

506

Disaster risk reduction: The learners are able to Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
1. Concept of DRR develop a community principles, and elements of DRR Week 6 DRR11/12-IIg-h-43
2. Importance of DRR emergency preparedness
3. Key Principles plan and community Recognize the importance of DRR Week 7 DRR11/12-IIg-h-44
disaster preparedness on one’s life Week 7 DRR11/12-IIg-h-45
Community-based plan to minimize Week 8 DRR11/12-IIg-h-46
disaster risk reduction vulnerability and disaster Discuss different community-
and management for risk in the community based practices for managing Week 8 DRR11/12-IIi-j-47
preparedness and avoid or limit adverse disaster risk to specific hazards
1. Emergency Plan impacts of hazards. Develop a community
2. Monitoring and The learners practice and preparedness plan;
Evaluation develop proficiency in
3. Early Warning Systems executing emergency Prepare survival kits and materials
4. Survival Kits and response protocols/ for one’s family and for public
materials procedures through information and advocacy
Policies of DRRM -The safety drills.
Philippine DRRM Law RA Explain DRR-related laws and
10121 and its policies
Implementing Rules and
Regulations

507

Grade Level : Grade 11/12

Subject :EARTH AND LIFE SCIENCE

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration K to 12 CG Code
S11/12ES-Ia-e- 3
The learners demonstrate The learners should be
S11/12ES-Ia-e- 4
understanding of... able to...
S11/12ES-Ia-9
1st 1. the formation of the Conduct a survey to Recognize the uniqueness of Earth, being the only Week 1 S11/12ES-Ib-10
planet in the solar system with properties S11/12ES-Ib-12
universe and the solar assess the possible necessary to support life. S11/12ES-Ib-14
S11/12ES-Ic-15
system geologic/
S11/12ES-Ic-18
2. the subsystems hydrometeorological S11/12ES-Id-22

(geosphere, hydrosphere, hazards that your Week 1

atmosphere, and community may

biosphere) that make up experience. Explain that the Earth consists of four subsystems,
across whose boundaries matter and energy flow.
the Earth

3. the Earth’s internal

structure

1. the three main categories Identify common rock-forming minerals using their Week 1
of rocks physical and chemical properties. Week 2
2. the origin and Classify rocks into igneous, sedimentary, and Week 2
environment of formation metamorphic Week 3
of common minerals and explain how the products of weathering are Week 3
rocks carried away by erosion and deposited elsewhere Week 4
3. geologic processes that Describe where the Earth’s internal heat comes
occur on the surface of the from. Week 4
Earth such as weathering, describe how magma is formed (magmatism) Week 5
erosion, mass wasting, and Describe the physical and chemical changes in rocks
sedimentation (include the due to changes in pressure and temperature
role of ocean basins in the (metamorphism)
formation of sedimentary compare and contrast the formation of the
rocks) different types of igneous rocks
4. geologic processes that Explain how the movement of plates leads to the
occur within the Earth formation of folds and faults

508

5. the folding and faulting Describe how layers of rocks (stratified rocks) are Week 5 S11/12ES-Ie-25

of rocks formed

6. plate tectonics Describe the different methods (relative and Week 5 S11/12ES-Ie-26

7. how the planet Earth absolute dating) to determine the age of stratified

evolved in the last 4.6 rocks

billion years (including the Explain how relative and absolute dating were Week 6 S11/12ES-Ie-27

age of the Earth, major used to determine the subdivisions of geologic

geologic time subdivisions, time

and marker fossils). Describe how the Earth’s history can be Week 6 S11/12ES-Ie-29

interpreted from the geologic time scale

1. the different hazards Describe the various hazards that may happen in Week 6 S11/12ES-If-30

caused by geological the event of earthquakes, volcanic eruptions, and

processes (earthquakes, landslides

volcanic eruptions, and Using hazard maps, identify areas prone to Week 7 S11/12ES-If-31

landslides) hazards brought about by earthquakes, volcanic

2. the different hazards eruptions, and landslides

caused by Identify human activities that speed up or trigger Week 7 S11/12ES-If-33

hydrometeorological landslides

phenomena (tropical Using hazard maps, identify areas prone to Week 8 S11/12ES-Ig-36

cyclones, monsoons, floods, hazards brought about by tropical cyclones,

and tornadoes or ipo-ipo) monsoons, floods, or ipo-ipo

3. the different hazards Describe how coastal processes result in coastal Week 8 S11/12ES-Ih-38

caused by coastal processes erosion, submersion, and saltwater intrusion Week 8 S11/12ES-Ii-41
(waves, tides, sea-level cite ways to prevent or mitigate the impact of
changes, crustal movement, land development, waste disposal, and
and storm surges) construction of structures on control coastal

processes

2nd 1. the historical value life by taking good Explain the evolving concept of life based on Week 1-2 S11/12LT-IIa-1
development of the
care of all beings, emerging pieces of evidence

concept of life humans, plants, and Describe how unifying themes (e.g., structure and S11/12LT-IIa-3
2. the origin of the first life animals function, evolution, and ecosystems) in the study
forms of life show the connections among living things
3. unifying themes in the and how they interact with each other and with Week 2
study of life their environment

509

1. plant and animal conduct a survey of Describe the different ways of how representative Week 3 S11/12LT-IIej- 15
reproduction products containing animals reproduce S11/12LT-IIej- 17
2. how genes work substances that can S11/12LT-IIej- 19
3. how genetic engineering trigger genetic disorders Describe the process of genetic engineering Week 4 S11/12LT-IIIaj- 21
is used to produce novel such as phenylketonuria S11/12LT-IIIaj- 22
products Evaluate the benefits and risks of using GMOs Week 4
S11/12LT-IVfg- 26
1. nutrition: getting food make a presentation of Describe the general and unique characteristics of S11/12LT-IVfg- 27
to cells some diseases that are S11/12LT-IVhj- 29
associated with the the different organ systems in representative Week 5
2. gas exchange with the various organ systems
environment animals

3. circulation: the internal Analyze and appreciate the functional Week 5
transport system relationships of the different organ systems 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
evolution the evolutionary changes changed and continue to change over time Week 6
in a crop plant (e.g., rice showing patterns of descent with modification Week 7
2. the origin and or corn) that occurred from common ancestors to produce the
extinction of through domestication organismal diversity observed today
species Describe how the present system of classification
prepare an action plan of organisms is based on evolutionary
1. the principles of the containing mitigation relationships
ecosystem measures to address
Categorize the different biotic potential and
environmental resistance (e.g., diseases,

510

2. biotic potential and current environmental availability of food, and predators) that affect
environmental concerns and challenges population explosion
resistance in the community

3. terrestrial and aquatic
ecosystems

4. how human activities
affect the natural
ecosystem

Grade Level : Grade 11/12

Subject : EARTH SCIENCE

Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration K to 12 CG Code
1st S11ES-Ia-b-3
The learners demonstrate The learners should be Describe the characteristics of Earth that are Week 1 S11ES-Ib-4
understanding of... able to... necessary to support life Week 1
1. the formation of the make a concept map and S11ES-Ib-5
universe and the solar use it to explain how the Explain that the Earth consists of four S11ES-Ic-6
system geosphere, hydrosphere, subsystems, across whose boundaries matter and S11ES-Ic-7
atmosphere, and energy flow S11ES-Ic-d-8
2. the subsystems biosphere are S11ES-Id-10
(geosphere, hydrosphere, interconnected Identify common rock-forming minerals using Week 1
atmosphere, and their physical and chemical properties
biosphere) that make up 1. make a plan that the Classify rocks into igneous, sedimentary, and Week 2
the Earth community may use to metamorphic
1. the three main conserve and protect its Identify the minerals important to society Week 2
resources for future Describe how ore minerals are found, mined, Week 3
categories of rocks generations and processed for human use
2. the origin and 2. prepare a plan that the Describe how fossil fuels are formed Week 3
community may
environment of implement to minimize
formation of common
minerals and rocks
3. the various sources of
energy (fossil fuels,

511

geothermal, waste when people utilize Explain how heat from inside the Earth Week 4 S11ES-Ie-11
hydroelectric) materials and resources (geothermal) and from flowing water
4. the amount of usable (hydroelectric) is tapped as a source of energy Week 4 S11ES-If-g-15
water resources on for human use Week 5 S11ES-Ig-16
Earth Identify the various water resources on Earth Week 5 S11ES-Ih-17
5. the distribution of Explain how different activities affect the quality
arable land on Earth and availability of water for human use Week 6 S11ES-Ih-i-18
6. waste generation and Identify human activities, such as farming,
management construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the soil
for future generations

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

of waste (solid, liquid, and gaseous) as they

make use of various materials and resources in

everyday life

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

people’s health and the environment

2nd 1.geologic processes that 1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22

occur on the surface of showing places where Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23

the Earth such as erosion and landslides may Describe what happens after magma is formed Week 2 S11ES-IIc-25

weathering, erosion, pose risks in the describe the changes in mineral components Week 2 S11ES-IIc-d-26

mass wasting, and community and texture of rocks due to changes in pressure
sedimentation 2. using maps, diagrams, and temperature (metamorphism)

2. geologic processes that or models, predict what Describe how rocks behave under different Week 3 S11ES-IId-27
occur within the Earth could happen in the future types of stress such as compression, pulling
3. folding and faulting of as the tectonic plates apart, and shearing Week 3 S11ES-IIf-32
rocks continue to move explain how seafloor spreads Week 4 S11ES-IIf-33
4. the internal structure of Describe the structure and evolution of ocean Week 4 S11ES-IIg-h-34
the Earth basins
5. continental drift explain how the movement of plates leads to
6. seafloor spreading the formation of folds, faults, trenches,

volcanoes, rift valleys, and mountain ranges

512

1. relative and absolute describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
dating events that occurred in a are formed Week 5 S11ES-IIh-i-36
2. the major subdivisions of certain area based on the Describe the different methods (relative and Week 6 S11ES-IIi-37
geologic time (including rock layers found therein absolute dating) of determining the age of Week 6 S11ES-Ii-j-38
index fossils) stratified rocks Week 7 S11ES-IIj-39
3. how the planet Earth Explain how relative and absolute dating were
evolved in the last 4.6 used to determine the subdivisions of geologic
billion years time

Describe how index fossils (also known as guide
fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth through
geologic time

Grade Level: Grade 11

Subject: General Mathematics

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates

understanding of…

Q1 key concepts of accurately construct represents real-life situations using functions, including Week 1 M11GM-Ia-1

functions. mathematical models to piece-wise functions.

represent real-life evaluates a function. M11GM-Ia-2

situations using performs addition, subtraction, multiplication, M11GM-Ia-3

functions. division, and composition of functions

solves problems involving functions. M11GM-Ia-4

key concepts of accurately formulate represents real-life situations using rational Week 2 M11GM-Ib-1

rational functions. and solve real-life functions.

problems involving distinguishes rational function, rational equation, and M11GM-Ib-2

rational functions. rational inequality.

solves rational equations and inequalities. M11GM-Ib-3

represents a rational function through its: (a) table of M11GM-Ib-4

values, (b) graph, and (c) equation.

513

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner… Week 3 M11GM-Ib-5
demonstrates Week 4 M11GM-Ic-1
understanding of… apply the concepts of finds the domain and range of a rational function.
inverse functions, determines the: (a) intercepts; (b) zeroes; and (c) Week 5 M11GM-Ic-3
key concepts of exponential functions, and asymptotes of rational functions Week 6
inverse functions, logarithmic functions to solves problems involving rational functions, M11GM-Id-1
exponential functions, formulate and solve real- equations, and inequalities. Week 7
and logarithmic life problems with represents real-life situations using one-to one Week 8 M11GM-Id-2
functions. precision and accuracy. functions. M11GM-Id-3
determines the inverse of a one-to-one function.
represents an inverse function through its: (a) table M11GM-Id-4
of values, and (b) graph. M11GM-Ie-2
finds the domain and range of an inverse function. M11GM-Ie-3
solves problems involving inverse functions.
represents real-life situations using exponential M11GM-Ie-4
functions.
distinguishes between exponential function, M11GM-Ie-f-1
exponential equation, and exponential inequality. M11GM-If-2
solves exponential equations and inequalities.
represents an exponential function through its: (a) M11GM-If-3
table of values, (b) graph, and (c) equation.
finds the domain and range of an exponential M11GM-If-4
function.
determines the intercepts, zeroes, and asymptotes of an M11GM-Ig-2
exponential function.
solves problems involving exponential functions, M11GM-Ih-1
equations, and inequalities.
represents real-life situations using logarithmic M11GM-Ih-2
functions.
distinguishes logarithmic function, logarithmic M11GM-Ih-i-1
equation, and logarithmic inequality.
solves logarithmic equations and inequalities.

514

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner… M11GM-Ii-2

demonstrates M11GM-Ii-3
M11GM-Ii-4
understanding of…
M11GM-Ij-2
represents a logarithmic function through its: (a) Week 9
M11GM-IIa-1
table of values, (b) graph, and (c) equation. M11GM-IIa-2

finds the domain and range of a logarithmic function. M11GM-IIa-b-1

determines the intercepts, zeroes, and asymptotes of M11GM-IIb-2

logarithmic functions. M11GM-IIc-1
M11GM-IIc-2
solves problems involving logarithmic functions, Week 10 M11GM-IIc-d-1

equations, and inequalities. M11GM-IId-2

Q2 key concepts of investigate, analyze and illustrates simple and compound interests. Week 1 to 2 M11GM-IId-3

simple and compound solve problems involving distinguishes between simple and compound M11GM-IIe-1
M11GM-IIe-2
interests, and simple simple and compound interests. M11GM-IIe-3
M11GM-IIe-4
and general annuities. interests and simple and computes interest, maturity value, future value, and
M11GM-IIf-1
general annuities using present value in simple interest and compound M11GM-IIf-2

appropriate business and interest environment.

financial instruments. solves problems involving simple and compound

interests.

illustrates simple and general annuities. Week 3 to 4

distinguishes between simple and general annuities.

finds the future value and present value of both

simple annuities and general annuities.

calculates the fair market value of a cash flow stream

that includes an annuity.

calculates the present value and period of deferral of

a deferred annuity.

basic concepts of use appropriate financial illustrate stocks and bonds. Week 5

stocks and bonds. instruments involving distinguishes between stocks and bonds.

stocks and bonds in describes the different markets for stocks and bonds.

formulating conclusions analyzes the different market indices for stocks and
and making decisions. bonds.

decide wisely on the illustrates business and consumer loans. Week 6

appropriateness of distinguishes between business and consumer loans.

515

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…
demonstrates
understanding of… business or consumer loan solves problems involving business and consumer M11GM-IIf-3
basic concepts of and its proper utilization. loans (amortization, mortgage).
business and M11GM-IIg-3
consumer loans. judiciously apply logic in illustrates and symbolizes propositions. Week 7 M11GM-IIg-4
key concepts of real-life arguments. distinguishes between simple and compound M11GM-IIh-1
propositional logic; propositions. Week 8 M11GM-IIh-2
syllogisms and appropriately apply a performs the different types of operations on Week 9 M11GM-IIi-1
fallacies. method of proof and propositions. M11GM-IIi-2
disproof in real-life determines the truth values of propositions. M11GM-IIi-3
key methods of proof situations. illustrates the different forms of conditional
and disproof. propositions.
illustrates different types of tautologies and fallacies.
determines the validity of categorical syllogisms.
establishes the validity and falsity of real-life
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 1.1 Distinguish a holistic perspective from a partial
Quarter understands the The learner reflects on point of view
meaning and process a concrete experience
of doing philosophy in a philosophical way Nakikilala ang pagkakaiba ng pangkabuuang pananaw PPT11/12-Ia-1.1
mula sa pananaw ng mga bahagi lamang PPT11/12-Ib-1.2
Week 1

1.2 Realize the value of doing philosophy in
obtaining a broad perspective on life

Quarter Contents Standards Performance Most Essential Learning Competencies Duration 516
Standards
1st The learner Nahihinuha na: Mahalaga ang pamimilosopiya K to 12 CG Code
Quarter demonstrates various The learner evaluate upang magkaroon ng malawakang pananaw sa buhay.
opinions 1.3 Do a philosophical reflection on a concrete PPT11/12-Ib-1.3
1st ways of doing
Quarter philosophy The learner situation from a holistic perspective PPT11/12-Ic-2.1
distinguishes his/her Nakapagmumuni-muni sa isang suliranin sa isang
1st The learner own limitations and pilosopikong paraan at nakagagawa ng Week 2 PPT11/12-Id-2.2
Quarter understands the the possibilities for pamimiloosopiya sa buhay
human person as an his/her transcendence 2.1 Distinguish opinion from truth PPT11/12-Id-2.3
embodied spirit Nakikilala ang pagkakaiba ng katotohanan sa
The learner is able to opinyon Week 3 PPT11/12-If-3.1
The learner demonstrate the 2.2 Realize that the methods of philosophy lead to PPT11/12-Ig-3.2
understands the virtues of prudence wisdom and truth
interplay between and frugality towards Nahihinuha na patungo sa katotohanan ang mga Week 4 PPT11/12-Ii-4.1
humans and their his/her environment PPT11/12-Ii-4.2
environments pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different situations

using the methods of philosophizing
Natataya ang katotohanan at opinyon sa iba’t ibang
sitwasyon gamit ang pamamaraan ng pamimilosopiya
3.1 Recognize how the human body imposes limits

and possibilities for transcendence
Nakikilala na: Binibigyan ako ng hangganan at
posibilidad ng aking katawan
3.2 Evaluate own limitations and the possibilities for

their transcendence
Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
4.1 Notice things that are not in their proper place and
organize them in an aesthetic way
Napapansin ang mga bagay na wala sa wastong
lugar at naisasaayos ito nang ayon sa kagandahan
4.2 Show that care for the environment contributes to
health, well-being and sustainable development

Quarter Contents Standards Performance Most Essential Learning Competencies Duration 517
Standards
2nd The learner Napatutunayan na ang pagkalinga sa kapaligiran K to 12 CG Code
Quarter understands the The learner shows ay nakatutulong sa pagkamit ng kalusugan,
human person’s situations that kagalingan, at likas-kayang kaunlaran PPT11/12-Ij-4.3
2 4.3 Demonstrate the virtues of prudence and frugality
freedom demonstrate freedom towards environments Week 1
of choice and the Naipamamalas ang pagiging masinop sa
The learner consequences of pakikibagay sa kanyang mga kapwa nilalang at sa PPT11/12-IIa-5.2
understands choices kapaligiran
intersubjective human 5.2 Evaluate and exercise prudence in choices PPT11/12-IIb-5.3
The learner performs Natatasa kung siya ay maingat sa pagpapasya o
relations activities that hindi PPT11/12-IIc-5.4
5.3 Realize that:
demonstrate an a. Choices have consequences. Week 2
appreciation for the b. Some things are given up while others are
talents of persons PPT11/12-IIc-6.1
with disabilities and obtained in making choices
Nakikilala na: PPT11/12-IId-6.1
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat
pagpili.
5.4 Show situations that demonstrate freedom of
choice
and the consequences of their choices
Nakapaglalahad ng mga sitwasyon kung saan
naipakikita ang pagpili at kahihinatnan ng mga ito
bawat pagpili.
6.1 Realize that intersubjectivity requires accepting
differences and not imposing on others
Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap
sa pagkakaiba ng kapwa at hindi pagpataw ng sarili
6.2 Explain that authentic dialogue means accepting
others even if they are different from themselves

Quarter Contents Standards Performance Most Essential Learning Competencies Duration 518
Standards
2nd The learner Nakapagpapaliwanag na ang tunay na diyalogo ay ang K to 12 CG Code
Quarter understands the those from the pagtanggap sa kapwa bilang kapwa kahit na siya ay iba
interplay between the underprivileged PPT11/12-IId-6.3
individuality of human sectors of society sa akin
beings and their social 6.3 Performs activities that demonstrate Week 3
The learner evaluates
contexts the formation of an appreciation for the talents of persons with PPT11/12-IIf-7.1
disabilities and those from the underprivileged
human relationships sectors of society
and how individuals Nakapagsasagawa ng isang gawain na
are shaped by their
nagpapamalas ng mga talento ng mga may
social contexts kapansanan at kapus-palad
7.1 Recognize how individuals form societies and how
individuals are transformed by societies PPT11/12-IIg-7.2
Nakikilala kung paano nahuhubog ng tao ang
lipunan at kung paano nahuhubog ng lipunan ang PPT11/12-IIg-7.3
tao
7.2 Compare different forms of societies and
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 by
social systems
Nakapagpapaliwanang na nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
kinabibilangan niya

2nd The learner The learner writes a 8.1 Enumerate the objectives he/she really wants to Week 4
Quarter understands human philosophical achieve and to define the projects he/she really
beings as oriented reflection on the wants to do in his/her life
towards their meaning of his/her PPT11/12-IIh-8.1
impending death own life Nakapagtatala ng mga bagay na tunay na gusto niyang PPT11/12-IIi-8.2
gawin (Ano ang gusto niyang maging?)

Reflect on the meaning of his/her own life

Quarter Contents Standards Performance Most Essential Learning Competencies Duration 519
Standards
8.2 Nakapagsusulat ng pagninilay tungkol sa K to 12 CG Code
kahulugan ng kanyang buhay sa konteksto ng tao
bilang tumutungo sa kamatayan (Saan hahantong
ang lahat ng ito?)

Grade Level: Grade 11

Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Quarter Content Performance Most Essential Learning Competencies Duration K to 12 CG
1st Quarter Standards Standards Week 1 Code
Natutukoy ang mga kahulugan at kabuluhan ng mga Week 2
(Pamantayang (Pamantayan konseptong pangwika F11PT – Ia – 85
Pangnilalaman) sa Pagganap) Naiuugnay ang mga konseptong pangwika sa mga
napakinggan/napanood na sitwasyong pang F11PN – Ia – 86
komunikasyon sa radyo, talumpati, mga panayam at
Nauunawaan Nakagagawa telebisyon (Halimbawa: Tonight with Arnold Clavio, Week 2 F11PD – Ib – 86
ang mga ng isang State of the Nation, Mareng Winnie,Word of the Week 3 F11EP – Ic – 30
konsepto, sanaysay Lourd (http://lourddeveyra.blogspot.com) Week 3
elementong batay sa isang Naiuugnay ang mga konseptong pangwika sa sariling F11PT – Ic – 86
kultural, panayam kaalaman, pananaw, at mga karanasan Week 4 F11PD – Id – 87
kasaysayan, at tungkol sa Nagagamit ang kaalaman sa modernong teknolohiya
gamit ng wika sa aspektong (facebook, google, at iba pa) sa pag-unawa sa mga
lipunang Pilipino kultural o konseptong pangwika
lingguwistiko Nabibigyang kahulugan ang mga komunikatibong
ng napiling gamit ng wika sa lipunan
komunidad Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa
pamamagitan ng napanood na palabas sa telebisyon
at pelikula (Halimbawa: Be Careful with My Heart, Got Week 4 F11PS – Id – 87
to Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag ang gamit ng wika sa lipunan sa

520

2nd Quarter Nauunawaan Nakasusulat pamamagitan ng mga pagbibigay halimbawa Week 5 F11EP – Ie – 31
nang may ng isang Nakapagsasaliksik ng mga halimbawang sitwasyon na Week 6 F11PS – Ig – 88
masusing panimulang nagpapakita ng gamit ng wika sa lipunan Week 6 F11PB – If – 95
pagsasaalang- pananaliksik Natutukoy ang mga pinagdaanang pangyayari / Week 7 F11PN – If – 87
alang ang mga sa mga kaganapan tungo sa pagkabuo at pag-unlad ng Week 8 F11PU – Ig – 86
lingguwistiko at penomenang Wikang Pambansa Week 8 F11WG – Ih – 86
kultural na kultural at Nasusuri ang mga pananaw ng iba’t ibang awtor sa Week 1 F11PN – IIa – 88
katangian at panlipunan sa isinulat na kasaysayan ng wika Week 1 F11PB – IIa – 96
pagkakaiba-iba bansa Nakapagbibigay ng opinyon o pananaw kaugnay sa Week 2 F11PD – IIb – 88
sa lipunang mga napakinggang pagtalakay sa wikang pambansa Week 2 F11PS – IIb – 89
Pilipino at mga Nakasusulat ng sanaysay na tumatalunton sa isang Week 3 F11PU – IIc – 87
sitwasyon ng partikular na yugto ng kasaysayan ng Wikang F11WG – IIc – 87
paggamit ng Pambansa Week 3
wika dito Natitiyak ang mga sanhi at bunga ng mga
pangyayaring may kaugnayan sa pag-unlad ng Wikang
Pambansa
Natutukoy ang iba’t ibang paggamit ng wika sa mga
napakinggang pahayag mula sa mga panayam at
balita sa radyo at telebisyon
Natutukoy ang iba’t ibang paggamit ng wika sa
nabasang pahayag mula sa mga blog, social media
posts at iba pa
Nasusuri at naisasaalang-alang ang mga lingguwistiko
at kultural na pagkakaiba-iba sa lipunang Pilipino sa
mga pelikula at dulang napanood
Naipapaliwanag nang pasalita ang iba’t ibang dahilan,
anyo, at pamaraan ng paggamit ng wika sa iba’t ibang
sitwasyon
Nakasusulat ng mga tekstong nagpapakita ng mga
kalagayang pangwika sa kulturang Pilipino
Natutukoy ang iba’t ibang register at barayti ng 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 Week 4 F11EP – IId – 33
Nakagagawa ng pag-aaral gamit ang social media sa
pagsusuri at pagsulat ng mga tekstong nagpapakita ng Week 4 F11PN – IId – 89
iba’t ibang sitwasyon ng paggamit sa wika Week 5
Natutukoy ang mga angkop na salita, pangungusap F11PT – IIe – 87
ayon sa konteksto ng paksang napakinggan sa mga Week 5 F11PS –IIe – 90
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa Week 6 F11WG- IIf – 88
talakayan Week 6 F11EP – IIf – 34
Napipili ang angkop na mga salita at paraan ng
paggamit nito sa mga usapan o talakayan batay sa Week 7-8 F11PB – IIg – 97
kausap, pinag-uusapan, lugar, panahon, layunin, at Week 7-8 F11PU – IIg – 88
grupong kinabibilangan Week 7-8 F11WG – IIh –
Nahihinuha ang layunin ng isang kausap batay sa Week 7-8 89
paggamit ng mga salita at paraan ng pagsasalita F11EP – IIij – 35
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t
ibang paraan ng paggamit ng wika ng iba’t ibang K to 12 CG
grupong sosyal at kultural sa Pilipinas Code
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino MIL11/12IMIL-
Naiisa-isa ang mga hakbang sa pagbuo ng isang IIIa-1
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap
upang mapag-ugnay-ugnay ang mga ideya sa isang
sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga
penomenang kultural at panlipunan sa bansa

Grade Level: Grade 11/12
Subject :Media and Information Literacy

Quarter Content Performance Most Essential Learning Competencies
S2 Q3 Standards Standards Describe how communication is influenced by media and information
The learner
demonstrates The learner
organizes a creative

522

understanding of and interactive Identify the similarities and differences between and among media MIL11/12IMIL-
media symposium for the literacy, information literacy, and technology literacy IIIa-2
and information community focusing
S2 Q4 literacy on being a media Discuss responsible use of media and information
(MIL) and MIL and information
related concepts. literate individual. Explain how the evolution of media from traditional to new media shaped
the values and norms of people and society
The learner The learner Compare and contrast how one particular issue or news is presented
demonstrates produces a living through the different types of media (print, broadcast, online)
understanding of museum or Contrast indigenous media to the more common sources of information
different resources electronic portfolio such as library, internet, etc.
of media and or any other Present an issue in varied ways to disseminate information using the
information, their creative forms of codes, convention, and language of media
design principle and multimedia Cite practical situation when to apply knowledge in intellectual property,
elements, and showcasing their / copy right, and fair use guidelines
selection criteria. his/her Create a campaign add to combat digital divide, addiction, and bullying
understanding, Cite an example of an issue showing the power of media and information
insights, and to affect change
perceptions of the Describe the impact of massive open on-line
different resources Discuss the implication of media and information to an individual and the
of media and society
information. Describe the different dimensions of:

• text information and media
• visual information and media
• audio information and media
• motion information and media
• manipulative information and media
• multimedia information and media
Analyze how the different dimensions are formally and informally
produced, organized, and disseminated
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

Grade Level: Grade 11/12
Subject: Oral Communication

Quarter Content Performance Most Essential Learning Competencies K to 12 CG
S1 Q1 Standards Standards Explains the functions, nature and process of communication Code
The learner Differentiates the various models of communication
S1 Q2 understands the The learner designs Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-2
nature and and performs EN11/12OC-Ia-3
elements of oral effective controlled Examines sample oral communication activities EN11/12OC-Ia-6
communication in and uncontrolled
context. oral communication Identifies the various types of speech context. EN11/12OC-Ifj-
activities based on Distinguishes types of speeches and speech style 15
The learner values context. Responds appropriately and effectively to a speech act
the functions/ The learner writes a EN11/12OC-Ifj-
purposes of oral 250-word essay of Employs various communicative strategies in different situations 17
communication. his/her objective Explains that a shift in speech context, speech style, speech act and
observation and communicative strategy affects the following: EN11/12OC-Ifj-
The learner evaluation of the 20
recognizes that various speakers
communicative watched and EN11/12OC-
competence listened to. IIab-22;
requires The learner
understanding of demonstrates
speech context, effective use of
speech style, speech communicative
act and strategy in a variety
communicative of speech
strategy. situations.
The learner
recognizes that The learner
communicative demonstrates
competence effective use of
communicative

524

requires strategy in a variety • Language form EN11/12OC-
understanding of of speech • Duration of interaction IIab-22.1-22.6
speech context, situations. • Relationship of speaker
speech style, speech • Role and responsibilities of the speaker EN11/12OC-IIcj-
act and The learner • Message 24; EN11/12OC-
communicative proficiently delivers • Delivery
strategy. various speeches IIcj-25;
using the principles Uses principles of effective speech writing focusing on: EN11/12OC-IIcj-
The learner realizes of effective speech • Audience profile
the rigors of crafting delivery. • Logical organization 25.1-25.5;
one’s speech. • Duration EN11/12OC-IIcj-
• Word choice 26; EN11/12OC-
• Grammatical correctness
IIcj-26.1-26.5
and
• Articulation
• Modulation
• Stage Presence
• Facial Expressions, Gestures and Movements
• Rapport with the audience

Grade Level: Grade 11

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
3rd Quarter Standards Standards F11PB – IIIa – 98
Natutukoy ang paksang tinalakay sa Week 1 F11PT – IIIa – 88
(Pamantayang (Pamantayan sa iba’t ibang tekstong binasa Week 1
Pangnilalaman) Pagganap) Natutukoy ang kahulugan at Week 2 F11PS – IIIb – 91
katangian ng mahahalagang salitang
Nasusuri ang Nakasusulat ng isang ginamit ng iba’t ibang uri ng tekstong
iba’t ibang uri panimulang binasa
ng binasang pananaliksik sa mga Naibabahagi ang katangian at
teksto ayon sa penomenang kultural
kaugnayan nito at panlipunan sa
sa sarili, bansa

525

pamilya, kalikasan ng iba’t ibang tekstong Week 2 F11PU – IIIb – 89
komunidad, binasa Week 3 F11WG – IIIc – 90
bansa at Nakasusulat ng ilang halimbawa ng Week 4 F11EP – IIId – 36
daigdig iba’t ibang uri ng teksto Week 4
Nagagamit ang cohesive device sa Week 5 F11PB – IIId – 99
4th Quarter Nakasusunod sa Nakabubuo ng isang pagsulat ng sariling halimbawang Week 6-7 F11PS – IIIf – 92
pamantayan ng maikling pananaliksik teksto F11PU – IIIfg – 90
pagsulat ng na napapanahon ang Nakakukuha ng angkop na datos Week 8
masinop na paksa upang mapaunlad ang sariling F11EP – IIIj - 37
pananaliksik tekstong isinulat Week 1-2
Naiuugnay ang mga kaisipang Week 3-4 F11PB – IVab – 100
nakapaloob sa binasang teksto sa F11PT – IVcd – 89
sarili, pamilya, komunidad, bansa, at
daigdig
Naipaliliwanag ang mga kaisipang
nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng
pagpapahayag:
a. Kalinawan
b. Kaugnayan
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel
batay sa binasang teksto ayon sa
katangian at kabuluhan nito sa:a.
pamilya, b. komunidad c. bansa d.
daigdig
Nasusuri ang ilang halimbawang
pananaliksik sa Filipino batay sa
layunin, gamit, metodo, at etika sa
pananaliksik
Nabibigyang kahulugan ang mga
konseptong kaugnay ng pananaliksik
(Halimbawa: balangkas konseptwal,
balangkas teoretikal, datos empirikal,

526

atbp.) Week 5-6 F11PU – IVef – 91
Naiisa-isa ang mga paraan at tamang Week 7-8
proseso ng pagsulat ng isang Week 7-8 F11WG –IVgh - 92
pananaliksik sa Filipino batay sa F11EP – IVij - 38
layunin, gamit, metodo, at etika ng
pananaliksik
Nagagamit ang mga katwirang lohikal
at ugnayan ng mga ideya sa pagsulat
ng isang pananaliksik
Nakabubuo ng isang maikling
pananaliksik na napapanahon ang
paksa

.
Grade Level: Grade 11/12

Subject: Personal Development Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Quarter Contents Standards

The learners demonstrate The learners shall be able explain that knowing oneself can make a EsP-PD11/12KO-Ia-1.1
an understanding of… person accept his/her strengths and limitations EsP-PD11/12KO-Ia-1.2
and dealing with others better
to...
share his/her unique characteristics, habits,
and experiences Week 1

himself/herself during conduct self-exploration
middle and late and simple disclosure
adolescence

the various aspects of illustrate the connections evaluate his/her own thoughts, feelings, and Week 2 EsP-PD11/12DWP-Ib-
holistic development: between thoughts, behaviors 2.2
physiological, cognitive, feelings, and behaviors in a
psychological, spiritual, person’s holistic show the connections between thoughts, EsP-PD11/12DWP-Ic-
and social development development feelings, and behaviors in actual life situations 2.3

527

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

being experienced during adolescence

the skills and tasks and Evaluate one’s development through the help Week 3
challenges appropriate for make a list of ways to EsP-PD11/12DS-Id-3.2
become responsible of significant people around him/her ( peers, EsP-PD11/12DS-Id-3.3
middle and late
adolescents prepared for parents, siblings, friends, teachers, community
adolescence, and
adult life and manage the leaders)
First preparatory to early
adulthood demands of teen years
Identify ways that help one become capable

and responsible adolescent prepared for adult

the concepts about identify his/her own life Week 4
Discuss understanding of mental health and EsP-PD11/12CA-Id-4.1

mental health and well- vulnerabilities and plan on psychological well-being to identify ways to

being particularly stress how to stay mentally cope with stress during adolescence

and coping strategies in healthy while coping with Identify causes and effects of stress in one’s EsP-PD11/12CS-If-5.2
middle and late stress life
adolescence Week 5

Demonstrate personal ways to cope with stress EsP-PD11/12CS-Ig-5.3
and maintain mental health

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

*Develop a personal plan to enhance brain
functions

528

discuss that understanding the intensity and EsP-PD11/12EI-Ii-j-8.1
differentiation of emotions may help in
the different types of identify ways to communicating emotional expressions Week 8 EsP-PD11/12EI-Ij-8.2
emotions and how they communicate and manage EsP-PD11/12EI-Ij-8.3
are expressed emotions in a healthy explore one’s positive and negative emotions
manner and how one expresses or hides them
First
demonstrate and create ways to manage
various emotions

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

distinguish the various roles of different Week 2
individuals in society and how they can
the concepts about social influence people through their leadership or EsP-PD11/12SR-IIb-
influence, group followership 10.1
leadership and
Second followership identify the different roles compare one’s perception of himself/herself EsP-PD11/12SR-IIc-
of leaders and followers in and how others see him/her 10.2
society
EsP-PD11/12SR-IIc-
Week 3 10.3

conduct a mini-survey on Filipino relationships
(family, school, and community)

529

the impact of one’s family identify the firm and gentle appraise one’s family structure and the type of Week 4 EsP-PD11/12FSL-IId-
on his/her personal sides of family care that care he/she gives and receives, which may help Week 5 11.1
development during affect a person’s in understanding himself/herself better Week 6
middle and late development during EsP-PD11/12FSL-IId-e-
adolescence middle and late make a genogram and trace certain physical, Week 7 11.2
adolescence personality, or behavioral attributes through Week 8
generations EsP-PD11/12FSL-IIe-
11.3
prepare a plan on how to make the family
members firmer and gentler with each other EsP-PD11/12PC-IIf-
12.1
the concepts of career set a personal career goal Explain that understanding different factors,
development, life goals, based on the results of self- career development concepts and personal life EsP-PD11/12PC-IIf-
and personal factors assessment of various goals influence career planning and decision- 12.2
influencing career choices personal and external making.
and external factors factors EsP-PD11/12PC-IIg-
Identify career options based on different 12.3
factors, career development concepts and
personal life goals EsP-PD11/12IOPD-IIi-
14.1
Prepare a career plan based on the identified
career options to attain personal life’s goals EsP-PD11/12IOPD-IIi-
h-14.2
his/her personal analyze and synthesize explain the factors in personal development
development as an his/her personal that may guide him/her in making important
important component of development as an career decisions as adolescents
setting career and life important component of
goals setting career and life goals share insights that make him/her realize the
importance of personal development in 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, EsP-PD11/12IOPD-IIj-
influences, and decision-making points, and a 14.3
personal profile analysis

*Revised learning competencies to update content

Grade Level: Grade 11
Subject: Physical Education & Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads fitness Weeks 1 to 7 PEH11FH-Ig-i-6
First demonstrates events with proficiency 1. Self-assesses health-related fitness
Quarter understanding of and confidence (HRF). status, barriers to physical Weeks 8 to 10 PEH11FH-Ii-j-7
fitness and exercise resulting in activity assessment participation Weeks 1 to 10 PEH11FH-Ia-t-8
in optimizing one’s independent pursuit and one’s diet Weeks 1 to 10 PEH11FH-Ik-t-9
health as a habit; as and in influencing
requisite for physical others positively. 2. Sets Frequency Intensity Time Type
activity assessment (FITT) goals based on training
performance, and as principles to achieve and/or
a career opportunity maintain health-related fitness
(HRF).

3. Engages in moderate to 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
such as heart rate, rate of

531

Second The learner The learner leads sports perceived exertion and pacing Weeks 1 to 10 PEH11FH-Ik-t-10
Quarter demonstrates events with proficiency associated with MVPAs to monitor Weeks 1 to 10 PEH11FH-Ia-t-12
understanding of and confidence and/or adjust participation or Weeks 1 to 10 PEH11FH-Ik-o-13
sports in optimizing resulting in effort. Weeks 1 to 10 PEH11FH-Id-t-14
one’s health as a independent pursuit 5. Observes personal safety protocol Weeks 1 to 10 PEH11FH-Io-t-17
habit; as requisite for and in influencing to avoid dehydration,
physical activity others positively. overexertion, hypo- and Week 1 PEH11FH-IIf-5
assessment hyperthermia during MVPA
performance, and as participation Weeks 2 to 10 PEH11FH-IIg-i-6
a career opportunity. 6. Demonstrates proper etiquette Weeks 4 to 5 PEH11FH-IIi-j-7
and safety in the use of facilities
and equipment
7. Participates in an organized event
that addresses health/fitness
issues and concerns
8. Recognizes the value of optimizing
one’s health through participation
in physical activity assessments
9. Organizes fitness event for a target
health issue or concern

1. Describes the role of physical
activity assessments in managing
one’s stress

2. Self-assesses health-related fitness
(HRF) status, barriers to physical
activity assessment participation
and one’s diet

3. Sets FITT goals based on training

532

principles to achieve and/or Weeks 2 to 10 PEH11FH-IIa-t-8
maintain HRF. PEH11FH-IIk-t-10
Weeks 2 to 10 PEH11FH-IIk-o-13
4. Engages in moderate to vigorous Weeks 2 to 10 PEH11FH-IIo-t-17
physical activities (MVPAs) for at Weeks 2 to 10
least 60 minutes most days of the K to 12 CG Code
week in a variety of settings in- and PEH12FH-Ig-i-6
out-of school
PEH12FH-Ii-j-7
5. Observes personal safety protocol
to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation

6. Participates in an organized event
that addresses health/fitness
issues and concerns

7. Organizes sports event for a target
health issue or concern

Grade Level: Grade 12
Subject: Physical Education & Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
The learner The learner leads dance Weeks 1 to 10
Third demonstrates events with proficiency
Quarter understanding of and confidence resulting 1. Self-assesses health-related fitness
dance in optimizing in independent pursuit (HRF). status, barriers to physical
one’s health; as and in influencing others activity assessment participation
requisite for physical positively and one’s diet
activity assessment
performance, and as
a career opportunity.

2. Sets FITT goals based on training Weeks 4 to 5
principles to achieve and/or
maintain HRF

533

The learner The learner leads 3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-Ia-t-8
demonstrates recreational events with physical activities (MVPAs) for at
understanding of proficiency and least 60 minutes most days of the PEH12FH-Ik-t-9
recreation in confidence resulting in week in a variety of settings in- and
optimizing one’s independent pursuit and out-of school PEH12FH-Ik-t-10
health as a habit; as in influencing others PEH12FH-Ia-t-12
requisite for physical positively. 4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-Ik-o-13
activity assessment such as heart rate, rate of perceived PEH12FH-Io-t-17
performance, and as exertion and pacing associated with PEH12FH-IIg-i-6
a career opportunity. MVPAs to monitor and/or adjust
Fourth participation or effort
Quarter
5. Observes personal safety protocol Weeks 1 to 10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation

6. Demonstrates proper etiquette and Weeks 1 to 10
safety in the use of facilities and
equipment

7. Participates in an organized event Weeks 1 to 10 /
that addresses health/fitness issues
and concerns

8. Organizes fitness event for a target Weeks 1 to 10
health issue or concern
Weeks 1 to 10

1. Self-assesses health-related fitness
(HRF) status, barriers to physical
activity assessment participation
and one’s diet

2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
principles to achieve and/or
maintain HRF

534

3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-IIa-t-8
physical activities (MVPAs) for at PEH12FH-IIk-t-9
least 60 minutes most days of the Weeks 1 to 10 PEH12FH-IIk-t-10
week in a variety of settings in- and PEH12FH-IIa-t-12
out-of school Weeks 1 to 10 PEH12FH-IIk-o-13
Weeks 1 to 10 PEH12FH-IIo-t-17
4. Analyzes physiological indicators Weeks 1 to 10
such as heart rate, rate of perceived Weeks 1 to 10 Code
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort

5. Observes personal safety protocol
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation

6. Demonstrates proper etiquette and
safety in the use of facilities and
equipment

7. Participates in an organized event
that addresses health/fitness issues
and concerns

8. Organizes fitness event for a target
health issue or concern

Grade Level : Grade 11/12

Subjects : PHYSICAL SCIENCE

Quarter Content Standard Performance Standard Most Essential Learning Competencies Duration
1st Week 1
The learners The learners should be
demonstrate able to...
understanding of...
1. the formation of the make a creative Give evidence for and describe the
elements during the Big
representation of the formation of heavier elements during star

historical development of formation and evolution

535

Bang and during stellar the atom or the chemical Week 1 S11/12PS-IIIb-11
evolution element in a timeline
2. the distribution of the
chemical elements and Explain how the concept of atomic number
the isotopes in the led to the synthesis of new elements in the
universe laboratory

1. how the uses of make either a poster, a Determine if a molecule is polar or non- Week 2 S11/12PS-IIIc-15
different materials are flyer, or a brochure on a polar given its structure Week 2 S11/12PS-IIIc-16
related to their product(such as fuels, Relate the polarity of a molecule to its Week 3 S11/12PS-IIIc-d-17
properties and household, or personal properties Week 3 S11/12PS-IIId-e-19
structures care products) indicating Describe the general types of intermolecular Week 4 S11/12PS-IIIe-22
2. the relationship its uses, properties, forces
between the function mode of action, and Explain the effect of intermolecular forces Week 5 S11/12PS-IIIf-23
and structure of precautions on the properties of substances
biological Explain how the structures of biological Week 5 S11/12PS-IIIf-24
macromolecules macromolecules such as carbohydrates, Week 6 S11/12PS-IIIh-27
lipids, nucleic acid, and proteins determine
1. the following aspects their properties and functions Week 7 S11/12PS-IIIi-29
of chemical changes: Use simple collision theory to explain the
a. how fast a reaction effects of concentration, temperature, and
takes place particle size on the rate of reaction
b. how much reactants Define catalyst and describe how it affects
are needed and how reaction rate
much products are Determine the limiting reactant in a
formed in a reaction reaction and calculate the amount of
c. how much energy is product formed
involved in a reaction Describe how energy is harnessed from
2. how energy is different sources:
harnessed A. Fossil fuels
B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells

536

The properties and G. Biomass Week 8 S11/12PS-IIIi-j-31
mode of action of the From product labels, identify the active Week 8 S11/12PS-IIIi-j-32
following consumer ingredient(s) of cleaning products used at
products: home S11/12PS-IVa-38
a. cleaning materials S11/12PS-IVa-4
b. cosmetics Give the use of the other ingredients in S11/12PS-IVb-44
cleaning agents
2nd 1. Greek views of
matter, motion, and the Explain how the Greeks knew that the Week 1
universe Earth is spherical Week 1
2. competing
models of the universe Cite examples of astronomical phenomena Week 1
by Eudoxus, Aristotle, known to astronomers before the advent
Aristarchus, Ptolemy, of telescopes
3. Copernicus,
Brahe, and Kepler Explain how Brahe’s innovations and
4. evidence that extensive collection of data in
the Earth is not the observational astronomy paved the way
center of the universe for Kepler’s discovery of his laws of
planetary motion
1. Aristotelian vs.
Galilean views of Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
motion Galilean conceptions of vertical motion, S11/12PS-IVc-47
horizontal motion, and projectile motion.
2. how Galileo used his
discoveries in explain how Galileo inferred that objects Week 2
mechanics (and in vacuum fall with uniform acceleration,
astronomy) to and that force is not necessary to sustain
address scientific horizontal motion
objections to the
Copernican model

537

3. mass, momentum, Explain the subtle distinction between Week 2 S11/12PS-IVd-51
and energy Newton’s 1st Law of Motion (or Law of
conservation Inertia) and Galileo’s assertion that force is
not necessary to sustain horizontal motion
Light as a wave and a
particle Design and create a Describe how the propagation of light, Week 3 S11/12PS-IVf-59
useful product for reflection, and refraction are explained by Week 3 S11/12PS-IVf-61
practical purposes that the wave model and the particle model of
uses mirrors and lenses light Week 4
Explain how the photon concept and the Week 4
fact that the energy of a photon is directly Week 5 S11/12PS-IVg-64
proportional to its frequency can be used S11/12PS-IVh-65
to explain why red light is used in S11/12PS-IVh-66
photographic dark rooms, why we get
easily sunburned in ultraviolet light but
not in visible light, and how we see colors
Cite experimental evidence showing that
electrons can behave like waves
Differentiate dispersion, scattering,
interference, and diffraction
Explain various light phenomena such 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

1. Relativity and the Big Create a video Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68
Bang 2. Planets in and presentation that details Explain how special relativity resolved the Week 6 S11/12PS-IVi-j-69
beyond the Solar the impact of the Theory conflict between Newtonian mechanics Week 6-7 S11/12PS-IVi-j-70
System of Relativity to human and Maxwell’s electromagnetic theory
Explain the consequences of the Week 7 S11/12PS-IVi-j-71
postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation, Week 8 S11/12PS-IVj-72
length contraction, mass-energy Week 8 S11/12PS-IVj-73
equivalence, and cosmic speed limit)
Explain the consequences of the Coding
postulates of General Relativity (e.g.,
correct predictions of shifts in the orbit of EN11/12RWS-IIIij-6;
Mercury, gravitational bending of light, EN11/12RWS-IIIij-6.1;
and black holes) EN11/12RWS-IIIij-6.2;
EN11/12RWS-IIIij-6.3
Explain how the speeds and distances of
far-off objects are estimated (e.g., doppler
effect and cosmic distance ladder)

Explain how we know that we live in an
expanding universe, which used to be hot
and is approximately 14billion years old

GRADE LEVEL: Grade 11/12
SUBJECT: Reading and Writing

Quarter Content Performance Most Essential Learning Competencies
S2 Q3 Standards Standards
Compare and contrast patterns of written texts across
The learner realizes The learner disciplines
that information in critiques a chosen Evaluate a written text based on its properties (organization,
a written text may sample of each coherence and cohesion, language use and mechanics)
be selected and pattern of
organized to development Identify claims explicitly or implicitly made in a written text
achieve a particular focusing on a. Claim of fact
purpose. information b. Claim of policy
selection, c. Claim of value

539

S2 Q4 organization, and Identify the context in which a text was developed EN11/12RWS-IVac-7;
development. a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2

The learner The learner writes a Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the 1000-word critique Formulate evaluative statements about a text read: EN11/12RWS-IVac-9;
relationship of a of a selected text EN11/12RWS-IVac-9.1;
written text and the on the basis of its a. assertions about the content and properties of a EN11/12RWS-IVac-9.2
context in which it claim/s, context, text read; and
was developed. and properties as a EN11/12RWS-IVac-10
written material. b. counterclaims in response to claims made in a text
The learner read EN11/12RWS-IVdg-12;
understands the The learner EN11/12RWS-IVdg-12.1;
requirements of produces each type Determine textual evidence to validate assertions and EN11/12RWS-IVdg-12.2;
composing of academic writing counterclaims made about a text read EN11/12RWS-IVdg-12.3;
academic writing and professional Identify the unique features of and requirements in EN11/12RWS-IVdg-12.4
and professional correspondence composing texts that are useful across disciplines:
correspondence. following the EN11/12RWS-IVhj-13;
properties of well- a. Book Review or Article Critique EN11/12RWS-IVhj-13.1;
written texts and b. Literature Review EN11/12RWS-IVhj-13.2;
process approach c. Research Report EN11/12RWS-IVhj-13.3;
to writing. d. Project Proposal EN11/12RWS-IVhj-13.4
e. Position Paper
Identify the unique features of and requirements in
composing professional correspondence:
a. Resume
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence

540

Grade Level: Grade 11/12

Subject: Statistics and Probability

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code
Week 1
The learner The learner is able to… The learner… Week 2 M11/12SP-IIIa-1
Week 3 M11/12SP-IIIa-2
demonstrates Week 4 M11/12SP-IIIa-3
Week 5 M11/12SP-IIIa-4
understanding of… M11/12SP-IIIa-6
M11/12SP-IIIb-1
Q3 The learner The learner is able to illustrates a random variable (discrete and M11/12SP-IIIb-2
M11/12SP-IIIb-3
demonstrates apply an appropriate continuous). M11/12SP-IIIb-4
M11/12SP-IIIc-1
understanding of random variable for a distinguishes between a discrete and a continuous
M11/12SP-IIIc-3
key concepts of given real-life problem random variable. M11/12SP-IIIc-4
M11/12SP-IIIc-d-1
random variables (such as in decision finds the possible values of a random variable. M11/12SP-IIId-2
M11/12SP-IIId-3
and probability making and games of illustrates a probability distribution for a discrete

distributions. chance). random variable and its properties.

computes probabilities corresponding to a given

random variable.

illustrates the mean and variance of a discrete

random variable.

calculates the mean and the variance of a discrete

random variable.

interprets the mean and the variance of a discrete

random variable.

solves problems involving mean and variance of

probability distributions.

The learner The learner is able to illustrates a normal random variable and its

demonstrates accurately formulate characteristics.

understanding of and solve real-life identifies regions under the normal curve

key concepts of problems in different corresponding to different standard normal values.

normal probability disciplines converts a normal random variable to a standard

distribution. involving normal normal variable and vice versa.

distribution. computes probabilities and percentiles using the

standard normal table.

The learner The learner is able to illustrates random sampling.

demonstrates apply suitable sampling distinguishes between parameter and statistic.

541

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner… M11/12SP-IIId-4
M11/12SP-IIId-5
demonstrates M11/12SP-IIIe-1

understanding of… M11/12SP-IIIe-2
M11/12SP-III-3
understanding of key and sampling identifies sampling distributions of statistics M11SP-IIIe-f-1
M11/12SP-IIIg-2
concepts of sampling distributions of the (sample mean). M11/12SP-IIIg-5
M11/12SP-IIIj-1
and sampling sample mean to solve finds the mean and variance of the sampling Week 6 M11/12SP-IIIj-2
M11/12SP-IIIj-3
distributions of the real-life problems in distribution of the sample mean. M11/12SP-IIIj-4
M11/12SP-IVa-1
sample mean. different disciplines. defines the sampling distribution of the sample
M11/12SP-IVa-3
mean for normal population when the variance is: M11/12SP-IVb-1
M11/12SP-IVb-2
(a) known; (b) unknown

illustrates the Central Limit Theorem. Week 7 to 8

defines the sampling distribution of the sample

mean using the Central Limit Theorem.

solves problems involving sampling distributions of

the sample mean.

The learner The learner is able to illustrates the t-distribution. Week 9

demonstrates estimate the population identifies percentiles using the t-table.

understanding of key mean and population identifies the length of a confidence interval. Week 10

concepts of proportion to make computes for the length of the confidence interval.
estimation of sound inferences in real- computes for an appropriate sample size using the
population mean and life problems in different length of the interval.
population disciplines. solves problems involving sample size
proportion. determination.

Q4 The learner The learner is able to illustrates: (a) null hypothesis; (b) alternative Week 1

demonstrates perform appropriate hypothesis; (c) level of significance; (d) rejection

understanding of key tests of hypotheses region; and (e) types of errors in hypothesis testing.

concepts of tests of involving the population identifies the parameter to be tested given a real-

hypotheses on the mean and population life problem.

population mean and proportion to make formulates the appropriate null and alternative Week 2

population inferences in real-life hypotheses on a population mean.

proportion. problems in different identifies the appropriate form of the test-statistic

disciplines. when: (a) the population variance is assumed to be

known; (b) the population variance is assumed to

542

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner… Week 3 M11/12SP-IVc-1
demonstrates Week 4
understanding of… The learner is able to be unknown; and (c) the Central Limit Theorem is to Week 5 M11/12SP-IVd-1
perform correlation and be used. Week 6 M11/12SP-IVd-2
The learner identifies the appropriate rejection region for a M11/12SP-IVe-1
demonstrates given level of significance when: (a) the population Week 7 M11/12SP-IVe-2
variance is assumed to be known; (b) the M11/12SP-IVe-3
population variance is assumed to be unknown; and M11/12SP-IVe-4
(c) the Central Limit Theorem is to be used. M11/12SP-IVf-1
computes for the test-statistic value (population M11/12SP-IVf-2
mean). M11/12SP-IVf-g-1
draws conclusion about the population mean based M11/12SP-IVg-2
on the test-statistic value and the rejection region. M11/12SP-IVg-3
solves problems involving test of hypothesis on the
population mean.
formulates the appropriate null and alternative
hypotheses on a population proportion.
identifies the appropriate form of the test-statistic
when the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a
given level of significance when the Central Limit
Theorem is to be used.
computes for the test-statistic value (population
proportion).
draws conclusion about the population proportion
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on the
population proportion.
illustrates the nature of bivariate data.
constructs a scatter plot.

543

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner… Week 8 M11/12SP-IVg-4
demonstrates Week 9 M11/12SP-IVh-2
understanding of… regression analyses on describes shape (form), trend (direction), and Week 10 M11/12SP-IVh-3
understanding of key real-life problems in variation (strength) based on a scatter plot. M11/12SP-IVi-1
concepts of different disciplines. calculates the Pearson’s sample correlation Duration M11/12SP-IVi-3
correlation and coefficient. M11/12SP-IVi-4
regression analyses. solves problems involving correlation analysis. M11/12SP-IVj-1
identifies the independent and dependent M11/12SP-IVj-2
variables.
calculates the slope and y-intercept of the K to 12 CG Code
regression line.
interprets the calculated slope and y-intercept of
the regression line.
predicts the value of the dependent variable given
the value of the independent variable.
solves problems involving regression analysis.

Grade Level: Grade 11/12
Subject: Understanding Culture, Society and Politics

Quarter Content Standards Performance Standards Most Essential Learning Competencies

First The learners The learners
Quarter demonstrate an
1. acknowledge human *Discuss the nature, goals and perspectives Week 1
understanding of: cultural variation, social in/of anthropology, sociology and political
differences, social change, and science
1. human cultural political identities
variation, social
differences, social
change, and political
identities

544

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

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

1. culture and society 1. appreciate the nature of *Analyze the concept, aspects and changes Week 2
as anthropological culture and society from the in/of culture and society Week 3
and sociological perspectives of anthropology
concepts and sociology Week 4

2. perspectives 2. demonstrate a holistic *Explain the importance of cultural
in/approaches to the understanding of culture and relativism in attaining cultural
study of culture and society understanding
society (i.e.,
comparative, 3. values cultural heritage and
historical, express pride of place without
structuralfunctional, being ethnocentric
interpretive, critical)
Analyze key features of *Analyze the significance of cultural, social,
1. the human origins interrelationships of biological, political and economic symbols and practices
and the capacity for cultural and sociopolitical
culture processes in human evolution
2. the role of culture
in human adaptation
3. processes of
cultural and

545

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

sociopolitical that can still be used and
evolution developed

1. how individuals 1. identify norms and values to * Explain the context, content, processes, and Week 5
learn culture and be observed in interacting with consequences of socialization
become competent others in society, and the
members of society consequences of ignoring
how individuals learn these rules
culture and become
competent members
of society

2. how individuals 2. assess the rules of social *Analyze the forms and functions of social Week 6
should behave as part interaction to maintain organizations
of a political stability of everyday life and
community the role of innovation in
response to problems and
challenges

Second 1. cultural, social, and 1. analyze aspects of social *Explain the forms and functions of state and Week 7
Quarter political institutions as organization non-state institutions Week 8
sets of norms and
patterns of behavior 2. identify one’s role in social *Examine the functions and importance of
that relate to major groups and institutions education in the society
social interests
3. recognize other forms of
2. social stratification economic transaction such as
as the ranking of sharing, gift exchange, and
individuals according

546

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

to wealth, power, and redistribution in his/her own *Examine the concept, characteristics and Week 9

prestige society forms of stratification systems using sociological

perspectives

3. social and political *Explain government programs and initiatives Week 10
inequalities as in addressing social inequalities e.g. local,
features of societies national, global
and the global
community

*Suggest ways to address social inequalities Week 11
(local, national and global)

the agents/ 1. evaluates factors causing * Examine human responses to emerging Week 12
institutions, social, political, and cultural challenges in contemporary societies
processes, and change
outcomes of cultural,
political, and social 2. advocate how human
change societies should adapt to such
changes

547

548

Grade Level : Grade 11/12
Subject : Empowerment Technologies

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

creates an original or derivative ICT
content to effectively communicate
or present data or information

found in 1. Calculating spread sheet of related to specific professional 549
common athletic statistics (Sports) tracks
productivity and 2. Layout of catalogue of CS_ICT11/12-ICTPT-Ie-f-
software creative works (Arts) evaluate existing websites and 6
applications in 3. Materials/ ingredients online resources based on the CS_ICT11/12-ICTPT-Ie-f-
developing ICT projections for batches of principles of layout, graphic, and 7
content for baked goods (Tech- Voc) visual message design
specific 4. Letterhead/ business card CS_ICT11/12-ICTPT-Ie-f-
professional design (Business/ use image manipulation techniques 8
tracks Academic) on existing images to change or
enhance their current state to
how to at the end of the 2-week period communicate a message for a
manipulate text, independently apply the specific purpose
graphics, techniques of image
and images to manipulation and graphic create an original or derivative ICT
create ICT design content to effectively communicate
content to create original or derivative a visual message in an online
intended for an ICT content from existing environment related to specific
online images, text and graphic professional tracks
environment elements for use in specific
professional tracks.
These may be in the form of,
but not limited to:
1. Team/ athlete/ league
recruitment posters
(Sports)
2. Logo or crest for a
community, school
organization or barkada
(Arts)
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data (Business/
Academic)

550

the principles at the end of the 2-week period evaluate existing online creation Weeks 5-6 CS_ICT11/12-ICTPT-Ig-h-
and techniques independently apply the tools, platforms and applications in 9
of principles and techniques of developing ICT content for specific CS_ICT11/12-ICTPT-Ig-h-
design using design using online creation professional tracks 10
online creation tools, platforms, and apply web design principles and
tools, applications to create original elements using online creation CS_ICT11/12-ICTPT-Ig-h-
platforms, and or tools, platforms, and applications 11
applications to derivative ICT content for use in to communicate a message for a
develop ICT specific professional tracks specific purpose in specific CS_ICT11/12-ICTPT-Ii-j-
content for These may be in the form of, professional tracks 12
specific but not limited to:
professional 1. Survey instruments using create an original or derivative ICT
tracks Google forms (Business/ content using online creation tools,
Academic) platforms, and applications to
the key 2. Athletic match-ups and effectively communicate messages
learnings from league standings using related to specific professional
the Mindmeister (Sports) track
previous weeks, 3. Catalogues/Swatches/
which they will options for products and Weeks 7-8
synthesize into services using Prezi (Tech
Voc) evaluate the quality, value, and
4. Online photo album of appropriateness of peer’s existing
artistic works or or previously developed ICT
photographs using Picasa content in relation to the theme or
(Arts)
5. Online music production
using Sibelius (Music)
at the end of the 2-week period
and quarter collaboratively
develop an online portal or
website to showcase and share
existing and previously
developed content