K 12 MELCS For SHS

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GRADE LEVEL: Grade 11/12

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

cultures. analysis and Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-IIij-31.3
critical text, based on rationalized criteria, prior to presentation
interpretation
of a literary text
in terms of
form and
theme, with a
description of
its context
derived from
research;
2. critical paper
that analyzes
literary texts in
relation to the
context of the
reader and the
writer or a
critical paper
that interprets
literary texts
using any of the
critical
approaches;
and
3. an adaptation
of a text into
other creative
forms using
multimedia.
502
Grade Level: 11/12

Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS
Quarter Content Standards Performance Most Essential Learning

Duration K to 12 CG Code
Standards Competencies
The learner…
demonstrates presents a form of describes various contemporary art CAR11/12IAC-0a-1
appreciation of integrated forms and their practices from the Week 1
contemporary art contemporary art various regions
forms, found in the based on the region of CAR11/12IAC-0b-2
various regions by his / her choice. e.g.
understanding the choreography, musical
discusses various art forms found in
elements and principles instrument, literary Week 2
the philippines
and music composition,
visual design, and/or
theatrical performance
demonstrates creates avenues to researches on various CAR11/12CAP-0c -e-4
Week 3-5
understanding of the advocate the arts from contemporary art forms
significant roles of the different regions explains filipino artists’ roles and CAR11/12CAP-0c -e-5
artists from the regions identify their contribution to Week 3-5
1 semester
contemporary arts
evaluates contemporary art forms CAR11/12CAP-0c -e-6
based on the elements and Week 3-5
principles
compares forms of arts from the CAR11/12CAP-0c -e-7
Week 3-5
different regions
relates the significance of arts CAR11/12CAP-0c -e-8
Week 3-5
forms from the regions
promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9
shows understanding discriminates among researches on techniques and CAR11/12TPP-0c -e-10
of the materials and various materials and performance practices applied to Week 3-5
techniques techniques contemporary arts
discusses local materials used in CAR11/12TPP-0c -e-11
Week 3-5
creating art
503
critiques available materials and CAR11/12TPP-0c -e-12

Week 3-5
appropriate techniques
explicates the use of materials and CAR11/12TPP-0c -e-13
Week 3-5
the application of techniques
Consolidates relevant Designs a production conceptualizes contemporary art CAR11/12AP-0f -h-14
concepts to plan for a using available based on techniques and
Week 6-8
production materials and performance practices in their
appropriate techniques locality.
applies artistic skills and techniques CAR11/12AP-0f -h-15
Week 6-8
in the process of creation
incorporates contemporary CAR11/12AP-0f -h-16
characteristics to one’s creation Week 6-8
with attention to detail
creates the intended final product CAR11/12AP-0f -h-17
using appropriate materials for the Week 6-8
best possible output
Grade Level : Grade 11/12

Subject :DISASTER READINESS AND RISK REDUCTION
Quarter Content Standard Performance Standard

Most Essential Learning Duration
The learners demonstrate The learners should be Competencies
understanding of... able to...
1st 1. Concept of disaster The learners relate the Explain the meaning of disaster Week 1 DRR11/12-Ia-b-1
2. Concept of disaster concept of disaster with Differentiate the risk factors Week 1 DRR11/12-Ia-b-2
risk daily life. underlying disasters
3. Nature of disasters Describe the effects of disasters on Week 2 DRR11/12-Ia-b-3
4. Effects of disasters one’s life
Analyze disaster from the Week 2 DRR11/12-Ia-b-6
different perspectives (physical,
psychological, socio-cultural,
economic, political, and
biological).
504
Various elements that The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
may be exposed to hazard hunts of exposed vulnerability
hazards: elements and propose Explain why certain sectors of Week 3 DRR11/12-Ic-9
1. Physical corresponding corrective society are more vulnerable to
2. Social actions for one’s disaster than others
3. Economic preparedness. Recognize vulnerabilities of Week 4 DRR11/12-Id-12
4. Environmental different elements exposed to
Vulnerability of each specific hazards
exposed element. Differentiate among hazards, Week 4 DRR11/12-Id-13
exposure, and vulnerabilities and
explain the relationship of the
three to disaster risk
1. Concept of hazard The learners relate Define and cite examples of the Week 5
2. Types of hazards various types of hazard types of hazards
3. The impact of various with a specific area for Explain the impact of various Week 5 DRR11/12-Ie-16
hazards one’s preparedness. hazards on people and the
environment
Potential earthquake The learners develop a Identify various potential Week 6 DRR11/12-If-g-17
hazards: family emergency earthquake hazards
1. Ground shaking preparedness plan to Recognize the natural signs of an Week 6 DRR11/12-If-g-18
2. Ground rupture guide them on what to do impending tsunami;
3. Liquefaction before, during, and after Analyze the effects of the Week 6 DRR11/12-If-g-19
4. Earthquake-induced an earthquake. different earthquake hazards
ground subsidence Week 7 DRR11/12-If-g-20
5. Tsunami Interpret different earthquake
6. Earthquake-induced hazard maps;
landslide
Signs of impending The learners develop a Explain various volcano-related Week 7 DRR11/12-Ih-i-22
volcanic eruptions family emergency hazards
Potential volcano-related preparedness plan to Recognize signs of an impending Week 8 DRR11/12-Ih-i-24
hazards: guide them on what to do volcanic eruption
1. Lahar before, during, and after Week 8 DRR11/12-Ih-i-25
2. Ash fall a volcanic eruption. Interpret different volcano hazard
3. Pyroclastic flow maps;
4. Ballistic Projectile
505
5. Volcanic Glasses
6. Lava flow
2nd Related geological The learners develop a Discuss the different geological Week 1 DRR11/12-IIa-b-27
hazards family emergency hazards
1. Rainfall-induced preparedness plan to Analyze the causes of geological Week 1 DRR11/12-IIa-b-28
landslide guide them on what to do hazards
2. Sinkhole before, during, and after Recognize signs of impending Week 1 DRR11/12-IIa-b-29
the occurrence of events geological hazards;
that cause geological Interpret geological maps Week 2 DRR11/12-IIa-b-30
hazards. Apply mitigation strategies to Week 2 DRR11/12-IIa-b-31
prevent loss of lives and
properties
Potential The learners develop a Recognize signs of impending Week 3 DRR11/12-IIc-d-33
hydrometeorological family emergency hydrometeorological hazards
hazards: preparedness plan to Interpret different Week 3 DRR11/12-IIc-d-35
1. Typhoon guide them on what to do hydrometeorological hazard maps
2. Thunderstorm before, during, and after Week 3 DRR11/12-IIc-d-36
3. Flashflood the occurrence of events
4. Flood that cause
Use available tools for monitoring
5. Stormsurge hydrometeorological
hydrometeorological hazards
6. El Nino hazards.
7. La Nina
Fire hazards and related The learners develop a Recognize elements of the fire Week 4 DRR11/12-IIe-f-37
concepts: family emergency triangle in different situations
1. Fire triangle preparedness plan to Analyze the different causes of Week 4 DRR11/12-IIe-f-38
2. Causes of fires guide them on what to do fires
3. Phases of a fire before, during, and after Observe precautionary measures Week 4 DRR11/12-IIe-f-39
emergency a fire incident. and proper procedures in
addressing a fire incident
Apply basic response procedures Week 5 DRR11/12-IIe-f-40
during a fire incident
Follow fire emergency and Week 5 DRR11/12-IIe-f-41
evacuation plans;
506
Disaster risk reduction: The learners are able to Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
1. Concept of DRR develop a community principles, and elements of DRR
2. Importance of DRR emergency preparedness Week 6 DRR11/12-IIg-h-43
3. Key Principles plan and community
disaster preparedness
plan to minimize Recognize the importance of DRR
vulnerability and disaster on one’s life
risk in the community
and avoid or limit adverse
impacts of hazards.
Community-based The learners practice and Discuss different community- Week 7 DRR11/12-IIg-h-44
disaster risk reduction develop proficiency in based practices for managing
and management for executing emergency disaster risk to specific hazards
preparedness response protocols/ Develop a community Week 7 DRR11/12-IIg-h-45
1. Emergency Plan procedures through preparedness plan;
2. Monitoring and safety drills. Week 8 DRR11/12-IIg-h-46
Evaluation Prepare survival kits and materials
3. Early Warning Systems for one’s family and for public
4. Survival Kits and information and advocacy
materials
Policies of DRRM -The Week 8 DRR11/12-IIi-j-47
Philippine DRRM Law RA
Explain DRR-related laws and
10121 and its
policies
Implementing Rules and
Regulations
507

Subject :EARTH AND LIFE SCIENCE

Most Essential Learning Competencies Duration K to 12 CG Code
The learners demonstrate The learners should be
1st 1. the formation of the Conduct a survey to Week 1 S11/12ES-Ia-e- 3
Recognize the uniqueness of Earth, being the only
universe and the solar assess the possible
planet in the solar system with properties
system geologic/
necessary to support life.
2. the subsystems hydrometeorological
(geosphere, hydrosphere, hazards that your Week 1 S11/12ES-Ia-e- 4
atmosphere, and community may
biosphere) that make up experience.
Explain that the Earth consists of four subsystems,
the Earth
across whose boundaries matter and energy flow.
3. the Earth’s internal
structure
1. the three main categories Identify common rock-forming minerals using their Week 1 S11/12ES-Ia-9
of rocks physical and chemical properties.
2. the origin and Classify rocks into igneous, sedimentary, and Week 2 S11/12ES-Ib-10
environment of formation metamorphic
of common minerals and explain how the products of weathering are Week 2 S11/12ES-Ib-12
rocks carried away by erosion and deposited elsewhere
3. geologic processes that Describe where the Earth’s internal heat comes Week 3 S11/12ES-Ib-14
occur on the surface of the from.
Earth such as weathering, describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
erosion, mass wasting, and Describe the physical and chemical changes in rocks Week 4
sedimentation (include the due to changes in pressure and temperature
role of ocean basins in the (metamorphism)
formation of sedimentary compare and contrast the formation of the Week 4 S11/12ES-Ic-18
rocks) different types of igneous rocks
4. geologic processes that Explain how the movement of plates leads to the Week 5 S11/12ES-Id-22
occur within the Earth formation of folds and faults
508
5. the folding and faulting Describe how layers of rocks (stratified rocks) are Week 5 S11/12ES-Ie-25
of rocks formed
6. plate tectonics Describe the different methods (relative and Week 5 S11/12ES-Ie-26
7. how the planet Earth absolute dating) to determine the age of stratified
evolved in the last 4.6 rocks
billion years (including the Explain how relative and absolute dating were Week 6 S11/12ES-Ie-27
age of the Earth, major used to determine the subdivisions of geologic
geologic time subdivisions, time
and marker fossils). Describe how the Earth’s history can be Week 6 S11/12ES-Ie-29
interpreted from the geologic time scale
1. the different hazards Describe the various hazards that may happen in Week 6 S11/12ES-If-30
caused by geological the event of earthquakes, volcanic eruptions, and
processes (earthquakes, landslides
volcanic eruptions, and Using hazard maps, identify areas prone to Week 7 S11/12ES-If-31
landslides) hazards brought about by earthquakes, volcanic
2. the different hazards eruptions, and landslides
caused by Identify human activities that speed up or trigger Week 7 S11/12ES-If-33
hydrometeorological landslides
phenomena (tropical Using hazard maps, identify areas prone to Week 8 S11/12ES-Ig-36
cyclones, monsoons, floods, hazards brought about by tropical cyclones,
and tornadoes or ipo-ipo) monsoons, floods, or ipo-ipo
3. the different hazards Describe how coastal processes result in coastal Week 8 S11/12ES-Ih-38
caused by coastal processes erosion, submersion, and saltwater intrusion
(waves, tides, sea-level cite ways to prevent or mitigate the impact of Week 8 S11/12ES-Ii-41
changes, crustal movement, land development, waste disposal, and
and storm surges) construction of structures on control coastal
processes
2nd 1. the historical value life by taking good Explain the evolving concept of life based on S11/12LT-IIa-1
Week 1-2
development of the care of all beings, emerging pieces of evidence
concept of life humans, plants, and S11/12LT-IIa-3
Describe how unifying themes (e.g., structure and
2. the origin of the first life animals
function, evolution, and ecosystems) in the study
forms
of life show the connections among living things Week 2
3. unifying themes in the
and how they interact with each other and with
study of life
their environment
509
1. plant and animal conduct a survey of Describe the different ways of how representative S11/12LT-IIej- 15
Week 3
reproduction products containing animals reproduce
2. how genes work substances that can Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
3. how genetic engineering trigger genetic disorders S11/12LT-IIej- 19
is used to produce novel such as phenylketonuria
Evaluate the benefits and risks of using GMOs Week 4
products
1. nutrition: getting food make a presentation of Describe the general and unique characteristics of S11/12LT-IIIaj- 21
to cells some diseases that are the different organ systems in representative Week 5
2. gas exchange with the associated with the animals
environment various organ systems S11/12LT-IIIaj- 22
3. circulation: the internal
transport system
4. the need for
homeostasis
5. salt and water balance
and Analyze and appreciate the functional
waste removal relationships of the different organ systems in Week 5
6. the immune system: ensuring animal survival
defense from disease
7. how hormones govern
body activities
8. the nervous system
9. the body in motion
1. the evidence for Design a poster tracing Explain how populations of organisms have S11/12LT-IVfg- 26
evolution the evolutionary changes changed and continue to change over time
2. the origin and in a crop plant (e.g., rice showing patterns of descent with modification Week 6
extinction of or corn) that occurred from common ancestors to produce the
species through domestication organismal diversity observed today
Describe how the present system of classification S11/12LT-IVfg- 27
of organisms is based on evolutionary Week 6
relationships
1. the principles of the prepare an action plan S11/12LT-IVhj- 29
Categorize the different biotic potential and
ecosystem containing mitigation Week 7
environmental resistance (e.g., diseases,
measures to address
510
2. biotic potential and current environmental availability of food, and predators) that affect
environmental concerns and challenges population explosion
resistance in the community
3. terrestrial and aquatic
ecosystems
4. how human activities
affect the natural
ecosystem

Subject : EARTH SCIENCE

1st 1. the formation of the make a concept map and Describe the characteristics of Earth that are Week 1 S11ES-Ia-b-3
universe and the solar use it to explain how the necessary to support life
system geosphere, hydrosphere, Week 1 S11ES-Ib-4
atmosphere, and
2. the subsystems biosphere are Explain that the Earth consists of four
(geosphere, hydrosphere, interconnected subsystems, across whose boundaries matter and
atmosphere, and energy flow
biosphere) that make up
the Earth
1. the three main 1. make a plan that the Identify common rock-forming minerals using Week 1 S11ES-Ib-5
categories of rocks community may use to their physical and chemical properties
2. the origin and conserve and protect its Classify rocks into igneous, sedimentary, and Week 2 S11ES-Ic-6
environment of resources for future metamorphic
formation of common generations Identify the minerals important to society Week 2 S11ES-Ic-7
minerals and rocks 2. prepare a plan that the Describe how ore minerals are found, mined, Week 3 S11ES-Ic-d-8
3. the various sources of community may and processed for human use
energy (fossil fuels, implement to minimize Describe how fossil fuels are formed Week 3 S11ES-Id-10
511
geothermal, waste when people utilize Explain how heat from inside the Earth Week 4 S11ES-Ie-11
hydroelectric) materials and resources (geothermal) and from flowing water
4. the amount of usable (hydroelectric) is tapped as a source of energy
water resources on for human use
Earth Identify the various water resources on Earth Week 4 S11ES-If-g-15
5. the distribution of Explain how different activities affect the quality Week 5 S11ES-Ig-16
arable land on Earth and availability of water for human use
6. waste generation and Identify human activities, such as farming, Week 5 S11ES-Ih-17
management construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the soil Week 6 S11ES-Ih-i-18
for future generations
Describe how people generate different types Week 6 S11ES-Ii-19

of waste (solid, liquid, and gaseous) as they
make use of various materials and resources in
everyday life
Explain how different types of waste affect Week 7 S11ES-Ii-j-20
people’s health and the environment
2nd 1. geologic processes that 1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22
occur on the surface of showing places where Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23
the Earth such as erosion and landslides may Describe what happens after magma is formed Week 2 S11ES-IIc-25
weathering, erosion, pose risks in the describe the changes in mineral components Week 2 S11ES-IIc-d-26
mass wasting, and community and texture of rocks due to changes in pressure
sedimentation 2. using maps, diagrams, and temperature (metamorphism)
2. geologic processes that or models, predict what Describe how rocks behave under different Week 3 S11ES-IId-27
occur within the Earth could happen in the future types of stress such as compression, pulling
3. folding and faulting of as the tectonic plates apart, and shearing
rocks continue to move explain how seafloor spreads Week 3 S11ES-IIf-32
4. the internal structure of Describe the structure and evolution of ocean Week 4 S11ES-IIf-33
the Earth basins
5. continental drift explain how the movement of plates leads to Week 4 S11ES-IIg-h-34
6. seafloor spreading the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain ranges
512
1. relative and absolute describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
dating events that occurred in a are formed
2. the major subdivisions of certain area based on the Describe the different methods (relative and Week 5 S11ES-IIh-i-36
geologic time (including rock layers found therein absolute dating) of determining the age of
index fossils) stratified rocks
3. how the planet Earth Explain how relative and absolute dating were Week 6 S11ES-IIi-37
evolved in the last 4.6 used to determine the subdivisions of geologic
billion years time
Describe how index fossils (also known as guide Week 6 S11ES-Ii-j-38
fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth through Week 7 S11ES-IIj-39
geologic time
Grade Level: Grade 11

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

demonstrates
understanding of…
Q1 key concepts of accurately construct represents real-life situations using functions, including Week 1 M11GM-Ia-1
functions. mathematical models to piece-wise functions.
represent real-life evaluates a function. M11GM-Ia-2
situations using performs addition, subtraction, multiplication, M11GM-Ia-3
functions. division, and composition of functions
solves problems involving functions. M11GM-Ia-4
key concepts of accurately formulate represents real-life situations using rational Week 2 M11GM-Ib-1
rational functions. and solve real-life functions.
problems involving distinguishes rational function, rational equation, and M11GM-Ib-2
rational functions. rational inequality.
solves rational equations and inequalities. M11GM-Ib-3
represents a rational function through its: (a) table of M11GM-Ib-4
values, (b) graph, and (c) equation.
513

demonstrates
understanding of…
finds the domain and range of a rational function. M11GM-Ib-5
determines the: (a) intercepts; (b) zeroes; and (c) Week 3 M11GM-Ic-1
asymptotes of rational functions
solves problems involving rational functions, M11GM-Ic-3
equations, and inequalities.
key concepts of apply the concepts of represents real-life situations using one-to one Week 4 M11GM-Id-1
inverse functions, inverse functions, functions.
exponential functions, exponential functions, and determines the inverse of a one-to-one function. M11GM-Id-2
and logarithmic logarithmic functions to represents an inverse function through its: (a) table M11GM-Id-3
functions. formulate and solve real- of values, and (b) graph.
life problems with finds the domain and range of an inverse function. M11GM-Id-4
precision and accuracy. solves problems involving inverse functions. Week 5 M11GM-Ie-2
represents real-life situations using exponential M11GM-Ie-3
functions.
distinguishes between exponential function, M11GM-Ie-4
exponential equation, and exponential inequality.
solves exponential equations and inequalities. Week 6 M11GM-Ie-f-1
represents an exponential function through its: (a) M11GM-If-2
table of values, (b) graph, and (c) equation.
finds the domain and range of an exponential M11GM-If-3
function.
determines the intercepts, zeroes, and asymptotes of an M11GM-If-4
exponential function.
solves problems involving exponential functions, Week 7 M11GM-Ig-2
represents real-life situations using logarithmic Week 8 M11GM-Ih-1
functions.
distinguishes logarithmic function, logarithmic M11GM-Ih-2
equation, and logarithmic inequality.
solves logarithmic equations and inequalities. M11GM-Ih-i-1
514

demonstrates
understanding of…
represents a logarithmic function through its: (a) Week 9 M11GM-Ii-2
table of values, (b) graph, and (c) equation.
finds the domain and range of a logarithmic function. M11GM-Ii-3
determines the intercepts, zeroes, and asymptotes of M11GM-Ii-4
logarithmic functions.
solves problems involving logarithmic functions, Week 10 M11GM-Ij-2
Q2 key concepts of investigate, analyze and illustrates simple and compound interests. Week 1 to 2 M11GM-IIa-1
simple and compound solve problems involving distinguishes between simple and compound M11GM-IIa-2
interests, and simple simple and compound interests.
and general annuities. interests and simple and computes interest, maturity value, future value, and M11GM-IIa-b-1
general annuities using present value in simple interest and compound
appropriate business and interest environment.
financial instruments. solves problems involving simple and compound M11GM-IIb-2
interests.
illustrates simple and general annuities. Week 3 to 4 M11GM-IIc-1
distinguishes between simple and general annuities. M11GM-IIc-2
finds the future value and present value of both M11GM-IIc-d-1
simple annuities and general annuities.
calculates the fair market value of a cash flow stream M11GM-IId-2
that includes an annuity.
calculates the present value and period of deferral of M11GM-IId-3
a deferred annuity.
basic concepts of use appropriate financial illustrate stocks and bonds. Week 5 M11GM-IIe-1
stocks and bonds. instruments involving distinguishes between stocks and bonds. M11GM-IIe-2
stocks and bonds in describes the different markets for stocks and bonds. M11GM-IIe-3
formulating conclusions analyzes the different market indices for stocks and M11GM-IIe-4
and making decisions. bonds.
decide wisely on the illustrates business and consumer loans. Week 6 M11GM-IIf-1
appropriateness of distinguishes between business and consumer loans. M11GM-IIf-2
515

demonstrates
understanding of…
basic concepts of business or consumer loan solves problems involving business and consumer M11GM-IIf-3
business and and its proper utilization. loans (amortization, mortgage).
consumer loans.
key concepts of judiciously apply logic in illustrates and symbolizes propositions. Week 7
propositional logic; real-life arguments. distinguishes between simple and compound M11GM-IIg-3
syllogisms and propositions.
fallacies. performs the different types of operations on M11GM-IIg-4
propositions.
determines the truth values of propositions. Week 8 M11GM-IIh-1
illustrates the different forms of conditional M11GM-IIh-2
propositions.
illustrates different types of tautologies and fallacies. Week 9 M11GM-IIi-1
key methods of proof appropriately apply a determines the validity of categorical syllogisms. M11GM-IIi-2
and disproof. method of proof and establishes the validity and falsity of real-life M11GM-IIi-3
disproof in real-life arguments using logical propositions, syllogisms, and
situations. fallacies.
Grade Level: Grade 11/12

Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards
1st The learner The learner reflects on
Quarter understands the a concrete experience 1.1 Distinguish a holistic perspective from a partial
meaning and process in a philosophical way point of view
PPT11/12-Ia-1.1
of doing philosophy Nakikilala ang pagkakaiba ng pangkabuuang pananaw
Week 1
mula sa pananaw ng mga bahagi lamang
1.2 Realize the value of doing philosophy in

PPT11/12-Ib-1.2
obtaining a broad perspective on life
516

Standards
Nahihinuha na: Mahalaga ang pamimilosopiya
upang magkaroon ng malawakang pananaw sa buhay.
1.3 Do a philosophical reflection on a concrete
situation from a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa isang PPT11/12-Ib-1.3
pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
1st The learner The learner evaluate 2.1 Distinguish opinion from truth
Quarter demonstrates various opinions Nakikilala ang pagkakaiba ng katotohanan sa PPT11/12-Ic-2.1
ways of doing opinyon
philosophy 2.2 Realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.2
Nahihinuha na patungo sa katotohanan ang mga Week 2
pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different situations
using the methods of philosophizing
PPT11/12-Id-2.3
Natataya ang katotohanan at opinyon sa iba’t ibang
sitwasyon gamit ang pamamaraan ng pamimilosopiya
The learner The learner 3.1 Recognize how the human body imposes limits
understands the distinguishes his/her and possibilities for transcendence
PPT11/12-If-3.1
human person as an own limitations and Nakikilala na: Binibigyan ako ng hangganan at
1st
embodied spirit the possibilities for posibilidad ng aking katawan
Quarter Week 3
his/her transcendence 3.2 Evaluate own limitations and the possibilities for
their transcendence
PPT11/12-Ig-3.2
Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
1st The learner The learner is able to 4.1 Notice things that are not in their proper place and
Quarter understands the demonstrate the organize them in an aesthetic way
PPT11/12-Ii-4.1
interplay between virtues of prudence Napapansin ang mga bagay na wala sa wastong
Week 4
humans and their and frugality towards lugar at naisasaayos ito nang ayon sa kagandahan
environments his/her environment 4.2 Show that care for the environment contributes to
PPT11/12-Ii-4.2
health, well-being and sustainable development
517

Standards
Napatutunayan na ang pagkalinga sa kapaligiran
ay nakatutulong sa pagkamit ng kalusugan,
kagalingan, at likas-kayang kaunlaran
4.3 Demonstrate the virtues of prudence and frugality
towards environments
Naipamamalas ang pagiging masinop sa PPT11/12-Ij-4.3
pakikibagay sa kanyang mga kapwa nilalang at sa
kapaligiran
The learner The learner shows 5.2 Evaluate and exercise prudence in choices Week 1
understands the situations that Natatasa kung siya ay maingat sa pagpapasya o PPT11/12-IIa-5.2
human person’s demonstrate freedom hindi
freedom of choice and the 5.3 Realize that:
consequences of a. Choices have consequences.
choices b. Some things are given up while others are
obtained in making choices
PPT11/12-IIb-5.3
2nd Nakikilala na:
Quarter a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat
pagpili.
5.4 Show situations that demonstrate freedom of
choice
and the consequences of their choices
PPT11/12-IIc-5.4
Nakapaglalahad ng mga sitwasyon kung saan
naipakikita ang pagpili at kahihinatnan ng mga ito
bawat pagpili.
2 The learner The learner performs 6.1 Realize that intersubjectivity requires accepting Week 2
understands activities that differences and not imposing on others
PPT11/12-IIc-6.1
intersubjective human demonstrate an Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap
relations appreciation for the sa pagkakaiba ng kapwa at hindi pagpataw ng sarili
talents of persons 6.2 Explain that authentic dialogue means accepting
PPT11/12-IId-6.1
with disabilities and others even if they are different from themselves
518

Standards
those from the Nakapagpapaliwanag na ang tunay na diyalogo ay ang
underprivileged pagtanggap sa kapwa bilang kapwa kahit na siya ay iba
sectors of society sa akin
6.3 Performs activities that demonstrate
an appreciation for the talents of persons with
disabilities and those from the underprivileged
sectors of society PPT11/12-IId-6.3
Nakapagsasagawa ng isang gawain na
nagpapamalas ng mga talento ng mga may
kapansanan at kapus-palad
2nd The learner The learner evaluates 7.1 Recognize how individuals form societies and how Week 3
Quarter understands the the formation of individuals are transformed by societies
interplay between the human relationships Nakikilala kung paano nahuhubog ng tao ang PPT11/12-IIf-7.1
individuality of human and how individuals lipunan at kung paano nahuhubog ng lipunan ang
beings and their social are shaped by their tao
contexts social contexts 7.2 Compare different forms of societies and
individualities (eg. Agrarian, industrial and virtual)
PPT11/12-IIg-7.2
Nakapaghahambing ng iba’t ibang uri ng lipunan
(hal. agraryo, industriyal at birtwal)
7.3 Explain how human relations are transformed by
social systems
Nakapagpapaliwanang na nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
kinabibilangan niya PPT11/12-IIg-7.3
2nd The learner The learner writes a 8.1 Enumerate the objectives he/she really wants to Week 4
Quarter understands human philosophical achieve and to define the projects he/she really
beings as oriented reflection on the wants to do in his/her life PPT11/12-IIh-8.1
towards their meaning of his/her Nakapagtatala ng mga bagay na tunay na gusto niyang
impending death own life gawin (Ano ang gusto niyang maging?)
Reflect on the meaning of his/her own life PPT11/12-IIi-8.2
519

Standards
8.2 Nakapagsusulat ng pagninilay tungkol sa
kahulugan ng kanyang buhay sa konteksto ng tao
bilang tumutungo sa kamatayan (Saan hahantong
ang lahat ng ito?)

Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards K to 12 CG
(Pamantayang (Pamantayan Code
Pangnilalaman) sa Pagganap)
1st Quarter Natutukoy ang mga kahulugan at kabuluhan ng mga F11PT – Ia – 85
Week 1
konseptong pangwika
Naiuugnay ang mga konseptong pangwika sa mga F11PN – Ia – 86
napakinggan/napanood na sitwasyong pang
komunikasyon sa radyo, talumpati, mga panayam at
Week 2
telebisyon (Halimbawa: Tonight with Arnold Clavio,
State of the Nation, Mareng Winnie,Word of the
Nauunawaan
Lourd (http://lourddeveyra.blogspot.com)
ang mga Nakagagawa Naiuugnay ang mga konseptong pangwika sa sariling F11PD – Ib – 86
konsepto, Week 2
ng isang kaalaman, pananaw, at mga karanasan
elementong sanaysay Nagagamit ang kaalaman sa modernong teknolohiya F11EP – Ic – 30
kultural, batay sa isang (facebook, google, at iba pa) sa pag-unawa sa mga Week 3
kasaysayan, at panayam konseptong pangwika
gamit ng wika sa tungkol sa Nabibigyang kahulugan ang mga komunikatibong F11PT – Ic – 86
lipunang Pilipino aspektong Week 3
gamit ng wika sa lipunan
kultural o Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa F11PD – Id – 87
lingguwistiko pamamagitan ng napanood na palabas sa telebisyon
ng napiling at pelikula (Halimbawa: Be Careful with My Heart, Got Week 4
komunidad to Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag ang gamit ng wika sa lipunan sa Week 4 F11PS – Id – 87
520
pamamagitan ng mga pagbibigay halimbawa

Nakapagsasaliksik ng mga halimbawang sitwasyon na F11EP – Ie – 31
Week 5
nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang pangyayari / F11PS – Ig – 88
kaganapan tungo sa pagkabuo at pag-unlad ng Week 6
Wikang Pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor sa F11PB – If – 95
Week 6
isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay sa F11PN – If – 87
Week 7
mga napakinggang pagtalakay sa wikang pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang F11PU – Ig – 86
partikular na yugto ng kasaysayan ng Wikang Week 8
Pambansa
Natitiyak ang mga sanhi at bunga ng mga F11WG – Ih – 86
pangyayaring may kaugnayan sa pag-unlad ng Wikang Week 8
Pambansa
Natutukoy ang iba’t ibang paggamit ng wika sa mga F11PN – IIa – 88
napakinggang pahayag mula sa mga panayam at Week 1
balita sa radyo at telebisyon
Nauunawaan
Natutukoy ang iba’t ibang paggamit ng wika sa F11PB – IIa – 96
nang may
nabasang pahayag mula sa mga blog, social media Week 1
masusing
posts at iba pa
pagsasaalang-
Nasusuri at naisasaalang-alang ang mga lingguwistiko F11PD – IIb – 88
alang ang mga
at kultural na pagkakaiba-iba sa lipunang Pilipino sa Week 2
lingguwistiko at
mga pelikula at dulang napanood
kultural na Nakasusulat
2nd Quarter Naipapaliwanag nang pasalita ang iba’t ibang dahilan, F11PS – IIb – 89
katangian at
ng isang anyo, at pamaraan ng paggamit ng wika sa iba’t ibang Week 2
pagkakaiba-iba panimulang sitwasyon
sa lipunang pananaliksik Nakasusulat ng mga tekstong nagpapakita ng mga F11PU – IIc – 87
Pilipino at mga sa mga Week 3
kalagayang pangwika sa kulturang Pilipino
sitwasyon ng penomenang Natutukoy ang iba’t ibang register at barayti ng wika F11WG – IIc – 87
paggamit ng kultural at
wika dito na ginagamit sa iba’t ibang sitwasyon (Halimbawa:
panlipunan sa Medisina, Abogasya, Media, Social Media, Week 3
bansa Enhinyerya, Negosyo, at iba pa) sa pamamagitan ng
pagtatala ng mga terminong ginamit sa mga
521
larangang ito
Nakagagawa ng pag-aaral gamit ang social media sa F11EP – IId – 33
pagsusuri at pagsulat ng mga tekstong nagpapakita ng Week 4
iba’t ibang sitwasyon ng paggamit sa wika
Natutukoy ang mga angkop na salita, pangungusap F11PN – IId – 89
ayon sa konteksto ng paksang napakinggan sa mga Week 4
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa F11PT – IIe – 87
Week 5
talakayan
Napipili ang angkop na mga salita at paraan ng F11PS –IIe – 90
paggamit nito sa mga usapan o talakayan batay sa
Week 5
kausap, pinag-uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa F11WG- IIf – 88
Week 6
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t F11EP – IIf – 34
ibang paraan ng paggamit ng wika ng iba’t ibang Week 6
grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino Week 7-8 F11PB – IIg – 97
Naiisa-isa ang mga hakbang sa pagbuo ng isang F11PU – IIg – 88
Week 7-8
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap F11WG – IIh –
upang mapag-ugnay-ugnay ang mga ideya sa isang Week 7-8 89
sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga F11EP – IIij – 35
Week 7-8
penomenang kultural at panlipunan sa bansa

Subject :Media and Information Literacy
S2 Q3 The learner The learner Describe how communication is influenced by media and information MIL11/12IMIL-
demonstrates organizes a creative IIIa-1
522
understanding of and interactive Identify the similarities and differences between and among media MIL11/12IMIL-
media symposium for the literacy, information literacy, and technology literacy IIIa-2
and information community focusing Discuss responsible use of media and information
literacy on being a media
(MIL) and MIL and information Explain how the evolution of media from traditional to new media shaped
related concepts. literate individual. the values and norms of people and society
Compare and contrast how one particular issue or news is presented
through the different types of media (print, broadcast, online)
Contrast indigenous media to the more common sources of information
such as library, internet, etc.
Present an issue in varied ways to disseminate information using the
codes, convention, and language of media
Cite practical situation when to apply knowledge in intellectual property,
copy right, and fair use guidelines
Create a campaign add to combat digital divide, addiction, and bullying
S2 Q4 The learner The learner Cite an example of an issue showing the power of media and information
demonstrates produces a living to affect change
understanding of museum or Describe the impact of massive open on-line
different resources electronic portfolio Discuss the implication of media and information to an individual and the
of media and or any other society
information, their creative forms of Describe the different dimensions of:
design principle and multimedia • text information and media
elements, and showcasing their / • visual information and media
selection criteria. his/her • audio information and media
understanding, • motion information and media
insights, and • manipulative information and media
perceptions of the • multimedia information and media
different resources Analyze how the different dimensions are formally and informally
of media and produced, organized, and disseminated
information.
Evaluate a creative multimedia form (living museum, electronic portfolio,
others)
Produce a creative text-based, visual-based, audio-based, motion-based,
and manipulative-based presentation using design principle and elements
523

Subject: Oral Communication
S1 Q1 The learner The learner designs Explains the functions, nature and process of communication EN11/12OC-Ia-2
understands the and performs Differentiates the various models of communication EN11/12OC-Ia-3
nature and effective controlled Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6
elements of oral and uncontrolled
communication in oral communication
context. activities based on
context.
The learner values The learner writes a Examines sample oral communication activities
the functions/ 250-word essay of
purposes of oral his/her objective
communication. observation and
evaluation of the
various speakers
watched and
listened to.
The learner The learner Identifies the various types of speech context. EN11/12OC-Ifj-
recognizes that demonstrates 15
communicative effective use of Distinguishes types of speeches and speech style EN11/12OC-Ifj-
competence communicative 17
requires strategy in a variety Responds appropriately and effectively to a speech act EN11/12OC-Ifj-
understanding of of speech 20
speech context, situations.
speech style, speech
act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in different situations
recognizes that demonstrates Explains that a shift in speech context, speech style, speech act and EN11/12OC-
communicative effective use of communicative strategy affects the following: IIab-22;
competence communicative
524
requires strategy in a variety • Language form EN11/12OC-

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

Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik
Content Performance Most Essential Learning Competencies Duration

Standards Standards
Quarter K to 12 CG Code
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
Natutukoy ang paksang tinalakay sa F11PB – IIIa – 98
Nasusuri ang Week 1
Nakasusulat ng isang iba’t ibang tekstong binasa
iba’t ibang uri panimulang Natutukoy ang kahulugan at F11PT – IIIa – 88
rd
3 Quarter ng binasang pananaliksik sa mga katangian ng mahahalagang salitang
teksto ayon sa Week 1
penomenang kultural ginamit ng iba’t ibang uri ng tekstong
kaugnayan nito at panlipunan sa binasa
sa sarili, bansa Naibabahagi ang katangian at Week 2 F11PS – IIIb – 91
525
pamilya, kalikasan ng iba’t ibang tekstong

komunidad, binasa
bansa at Nakasusulat ng ilang halimbawa ng F11PU – IIIb – 89
Week 2
daigdig iba’t ibang uri ng teksto
Nagagamit ang cohesive device sa F11WG – IIIc – 90
pagsulat ng sariling halimbawang Week 3
teksto
Nakakukuha ng angkop na datos F11EP – IIId – 36
upang mapaunlad ang sariling Week 4
tekstong isinulat
Naiuugnay ang mga kaisipang F11PB – IIId – 99
nakapaloob sa binasang teksto sa
sarili, pamilya, komunidad, bansa, at Week 4
daigdig
Naipaliliwanag ang mga kaisipang F11PS – IIIf – 92
Week 5
nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng F11PU – IIIfg – 90
pagpapahayag:
a. Kalinawan
Week 6-7
b. Kaugnayan
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel F11EP – IIIj - 37
batay sa binasang teksto ayon sa
katangian at kabuluhan nito sa:a. Week 8
pamilya, b. komunidad c. bansa d.
daigdig
Nakasusunod sa Nakabubuo ng isang Nasusuri ang ilang halimbawang F11PB – IVab – 100
pamantayan ng maikling pananaliksik pananaliksik sa Filipino batay sa
Week 1-2
pagsulat ng na napapanahon ang layunin, gamit, metodo, at etika sa
4th Quarter masinop na paksa pananaliksik
pananaliksik Nabibigyang kahulugan ang mga F11PT – IVcd – 89
konseptong kaugnay ng pananaliksik
Week 3-4
(Halimbawa: balangkas konseptwal,
balangkas teoretikal, datos empirikal,
526
atbp.)
Naiisa-isa ang mga paraan at tamang F11PU – IVef – 91
proseso ng pagsulat ng isang
pananaliksik sa Filipino batay sa Week 5-6
layunin, gamit, metodo, at etika ng
pananaliksik
Nagagamit ang mga katwirang lohikal F11WG –IVgh - 92
at ugnayan ng mga ideya sa pagsulat Week 7-8
ng isang pananaliksik
Nakabubuo ng isang maikling F11EP – IVij - 38
pananaliksik na napapanahon ang Week 7-8
paksa
.
Subject: Personal Development

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learners demonstrate explain that knowing oneself can make a

The learners shall be able
an understanding of… person accept his/her strengths and limitations EsP-PD11/12KO-Ia-1.1
to...
and dealing with others better
Week 1
share his/her unique characteristics, habits,
himself/herself during
conduct self-exploration and experiences EsP-PD11/12KO-Ia-1.2
middle and late
and simple disclosure
adolescence
the various aspects of illustrate the connections evaluate his/her own thoughts, feelings, and EsP-PD11/12DWP-Ib-
holistic development: between thoughts, behaviors 2.2
physiological, cognitive, feelings, and behaviors in a Week 2
show the connections between thoughts, EsP-PD11/12DWP-Ic-
psychological, spiritual, person’s holistic
feelings, and behaviors in actual life situations 2.3
and social development development
527
Discuss developmental tasks and challenges EsP-PD11/12DS-Ic-3.1

being experienced during adolescence
the skills and tasks and Week 3
make a list of ways to Evaluate one’s development through the help EsP-PD11/12DS-Id-3.2
challenges appropriate for
become responsible of significant people around him/her ( peers,
middle and late
adolescents prepared for parents, siblings, friends, teachers, community
adolescence, and
adult life and manage the leaders)
First preparatory to early
demands of teen years
adulthood Identify ways that help one become capable EsP-PD11/12DS-Id-3.3
and responsible adolescent prepared for adult
life
Week 4
the concepts about identify his/her own Discuss understanding of mental health and EsP-PD11/12CA-Id-4.1
mental health and well- vulnerabilities and plan on psychological well-being to identify ways to
being particularly stress how to stay mentally cope with stress during adolescence
and coping strategies in healthy while coping with
Identify causes and effects of stress in one’s EsP-PD11/12CS-If-5.2
middle and late stress
life Week 5
adolescence
Demonstrate personal ways to cope with stress
EsP-PD11/12CS-Ig-5.3
and maintain mental health
*Discuss that understanding the different parts

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

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

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

individuals in society and how they can EsP-PD11/12SR-IIb-
influence people through their leadership or 10.1
the concepts about social
identify the different roles followership
influence, group
of leaders and followers in
Second leadership and compare one’s perception of himself/herself EsP-PD11/12SR-IIc-
society
followership and how others see him/her 10.2
Week 3
conduct a mini-survey on Filipino relationships EsP-PD11/12SR-IIc-
(family, school, and community) 10.3
529
appraise one’s family structure and the type of

EsP-PD11/12FSL-IId-
care he/she gives and receives, which may help
identify the firm and gentle 11.1
the impact of one’s family in understanding himself/herself better Week 4
sides of family care that
on his/her personal
affect a person’s make a genogram and trace certain physical,
development during EsP-PD11/12FSL-IId-e-
development during personality, or behavioral attributes through
middle and late 11.2
middle and late generations
adolescence
adolescence
prepare a plan on how to make the family EsP-PD11/12FSL-IIe-
Week 5
members firmer and gentler with each other 11.3
Explain that understanding different factors,

career development concepts and personal life EsP-PD11/12PC-IIf-
the concepts of career goals influence career planning and decision- 12.1
development, life goals, set a personal career goal
making. Week 6
and personal factors based on the results of self-
influencing career choices assessment of various Identify career options based on different
EsP-PD11/12PC-IIf-
and external factors personal and external factors, career development concepts and
12.2
factors personal life goals
Prepare a career plan based on the identified EsP-PD11/12PC-IIg-

career options to attain personal life’s goals 12.3
explain the factors in personal development Week 7

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

personal development through of the various
EsP-PD11/12IOPD-IIj-
stages he/she went through, stressors,
14.3
influences, and decision-making points, and a
personal profile analysis
*Revised learning competencies to update content

Subject: Physical Education & Health
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads fitness Weeks 1 to 7 PEH11FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence
fitness and exercise resulting in 1. Self-assesses health-related fitness
in optimizing one’s independent pursuit (HRF). status, barriers to physical
health as a habit; as and in influencing activity assessment participation
requisite for physical others positively. and one’s diet
activity assessment
performance, and as
a career opportunity
First 2. Sets Frequency Intensity Time Type PEH11FH-Ii-j-7
Quarter (FITT) goals based on training
principles to achieve and/or Weeks 8 to 10
maintain health-related fitness
(HRF).
3. Engages in moderate to vigorous Weeks 1 to 10 PEH11FH-Ia-t-8
physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH11FH-Ik-t-9
such as heart rate, rate of
531
perceived exertion and pacing

associated with MVPAs to monitor
and/or adjust participation or
effort.
5. Observes personal safety protocol Weeks 1 to 10 PEH11FH-Ik-t-10
to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation
6. Demonstrates proper etiquette Weeks 1 to 10 PEH11FH-Ia-t-12
and safety in the use of facilities
and equipment
7. Participates in an organized event Weeks 1 to 10 PEH11FH-Ik-o-13
that addresses health/fitness
issues and concerns
8. Recognizes the value of optimizing Weeks 1 to 10 PEH11FH-Id-t-14
one’s health through participation
in physical activity assessments
9. Organizes fitness event for a target Weeks 1 to 10 PEH11FH-Io-t-17
health issue or concern
The learner The learner leads sports PEH11FH-IIf-5
understanding of and confidence
sports in optimizing resulting in
1. Describes the role of physical
one’s health as a independent pursuit
activity assessments in managing Week 1
habit; as requisite for and in influencing
one’s stress
physical activity others positively.
Second assessment
Quarter performance, and as
a career opportunity.
2. Self-assesses health-related fitness PEH11FH-IIg-i-6
(HRF) status, barriers to physical
Weeks 2 to 10
activity assessment participation
and one’s diet
3. Sets FITT goals based on training Weeks 4 to 5 PEH11FH-IIi-j-7
532
principles to achieve and/or

maintain HRF.
4. Engages in moderate to vigorous PEH11FH-IIa-t-8
least 60 minutes most days of the Weeks 2 to 10
out-of school
5. Observes personal safety protocol PEH11FH-IIk-t-10
to avoid dehydration,
overexertion, hypo- and Weeks 2 to 10
hyperthermia during MVPA
participation
6. Participates in an organized event PEH11FH-IIk-o-13
that addresses health/fitness Weeks 2 to 10
issues and concerns
7. Organizes sports event for a target PEH11FH-IIo-t-17
Weeks 2 to 10

Subject: Physical Education & Health
The learner The learner leads dance Weeks 1 to 10 PEH12FH-Ig-i-6
understanding of and confidence resulting
1. Self-assesses health-related fitness
dance in optimizing in independent pursuit
(HRF). status, barriers to physical
one’s health; as and in influencing others
activity assessment participation
Third requisite for physical positively
and one’s diet
Quarter activity assessment
performance, and as
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-Ii-j-7
maintain HRF
533
3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-Ia-t-8

out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-Ik-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-Ik-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-Ia-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 / PEH12FH-Ik-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-Io-t-17
The learner The learner leads Weeks 1 to 10 PEH12FH-IIg-i-6
demonstrates recreational events with
understanding of proficiency and
recreation in confidence resulting in 1. Self-assesses health-related fitness
optimizing one’s independent pursuit and (HRF) status, barriers to physical
health as a habit; as in influencing others activity assessment participation
Fourth
requisite for physical positively. and one’s diet
Quarter
activity assessment
performance, and as
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
maintain HRF
534
3. Engages in moderate to vigorous Weeks 1 to 10 PEH12FH-IIa-t-8

out-of school
4. Analyzes physiological indicators Weeks 1 to 10 PEH12FH-IIk-t-9
such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol Weeks 1 to 10 PEH12FH-IIk-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-IIa-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 PEH12FH-IIk-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-IIo-t-17

Subjects : PHYSICAL SCIENCE

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

different materials are polar given its structure
related to their Relate the polarity of a molecule to its Week 2 S11/12PS-IIIc-16
properties and properties
structures Describe the general types of intermolecular Week 3 S11/12PS-IIIc-d-17
2. the relationship forces
between the function Explain the effect of intermolecular forces Week 3 S11/12PS-IIId-e-19
and structure of on the properties of substances
biological Explain how the structures of biological Week 4 S11/12PS-IIIe-22
macromolecules macromolecules such as carbohydrates,
lipids, nucleic acid, and proteins determine
their properties and functions
1. the following aspects make either a poster, a Use simple collision theory to explain the Week 5 S11/12PS-IIIf-23
of chemical changes: flyer, or a brochure on a effects of concentration, temperature, and
a. how fast a reaction product(such as fuels, particle size on the rate of reaction
takes place household, or personal Define catalyst and describe how it affects Week 5 S11/12PS-IIIf-24
b. how much reactants care products) indicating reaction rate
are needed and how its uses, properties, Determine the limiting reactant in a Week 6 S11/12PS-IIIh-27
much products are mode of action, and reaction and calculate the amount of
formed in a reaction precautions product formed
c. how much energy is Describe how energy is harnessed from Week 7 S11/12PS-IIIi-29
involved in a reaction different sources:
2. how energy is A. Fossil fuels
harnessed B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
536
G. Biomass
The properties and From product labels, identify the active Week 8 S11/12PS-IIIi-j-31
mode of action of the ingredient(s) of cleaning products used at
following consumer home
products: Week 8 S11/12PS-IIIi-j-32
a. cleaning materials Give the use of the other ingredients in
b. cosmetics cleaning agents
2nd 1. Greek views of Explain how the Greeks knew that the Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
universe Cite examples of astronomical phenomena Week 1 S11/12PS-IVa-4
2. competing known to astronomers before the advent
models of the universe of telescopes
by Eudoxus, Aristotle, Week 1 S11/12PS-IVb-44
Aristarchus, Ptolemy,
Explain how Brahe’s innovations and
3. Copernicus,
extensive collection of data in
Brahe, and Kepler
observational astronomy paved the way
4. evidence that
for Kepler’s discovery of his laws of
the Earth is not the
planetary motion
center of the universe
1. Aristotelian vs. Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
Galilean views of Galilean conceptions of vertical motion,
motion horizontal motion, and projectile motion.
2. how Galileo used his
discoveries in
mechanics (and explain how Galileo inferred that objects Week 2 S11/12PS-IVc-47
astronomy) to in vacuum fall with uniform acceleration,
address scientific and that force is not necessary to sustain
objections to the horizontal motion
Copernican model
537
3. mass, momentum, Week 2 S11/12PS-IVd-51

Explain the subtle distinction between
and energy
Newton’s 1st Law of Motion (or Law of
conservation
Inertia) and Galileo’s assertion that force is
not necessary to sustain horizontal motion
Light as a wave and a Design and create a Describe how the propagation of light, Week 3 S11/12PS-IVf-59
particle useful product for reflection, and refraction are explained by
practical purposes that the wave model and the particle model of
uses mirrors and lenses light
Explain how the photon concept and the Week 3 S11/12PS-IVf-61
fact that the energy of a photon is directly
proportional to its frequency can be used
to explain why red light is used in
photographic dark rooms, why we get
easily sunburned in ultraviolet light but
not in visible light, and how we see colors
Cite experimental evidence showing that Week 4 S11/12PS-IVg-64
electrons can behave like waves
Differentiate dispersion, scattering, Week 4 S11/12PS-IVh-65
interference, and diffraction
Explain various light phenomena such as: Week 5 S11/12PS-IVh-66
A. Your reflection on the concave and
convex sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more easily
though red cellophane than green
cellophane
D. Clothing of certain colors appear
different in artificial light and in sunlight
E. Haloes, sundogs, primary rainbows,
secondary rainbows, and supernumerary
bows
F. Why clouds are usually white and
rainclouds dark
G. Why the sky is blue and sunsets are
reddish
538
Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68

1. Relativity and the Big Create a video Explain how special relativity resolved the Week 6 S11/12PS-IVi-j-69
Bang 2. Planets in and presentation that details conflict between Newtonian mechanics
beyond the Solar the impact of the Theory and Maxwell’s electromagnetic theory
System of Relativity to human Explain the consequences of the Week 6-7 S11/12PS-IVi-j-70
postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation,
length contraction, mass-energy
equivalence, and cosmic speed limit)
Explain the consequences of the Week 7 S11/12PS-IVi-j-71
postulates of General Relativity (e.g.,
correct predictions of shifts in the orbit of
Mercury, gravitational bending of light,
and black holes)
Explain how the speeds and distances of Week 8 S11/12PS-IVj-72
far-off objects are estimated (e.g., doppler
effect and cosmic distance ladder)
Explain how we know that we live in an Week 8 S11/12PS-IVj-73
expanding universe, which used to be hot
and is approximately 14billion years old

SUBJECT: Reading and Writing
Content Performance
Quarter Most Essential Learning Competencies Coding
Standards Standards
S2 Q3 The learner realizes The learner Compare and contrast patterns of written texts across
that information in critiques a chosen disciplines
a written text may sample of each Evaluate a written text based on its properties (organization,
be selected and pattern of coherence and cohesion, language use and mechanics)
organized to development Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6;
achieve a particular focusing on a. Claim of fact EN11/12RWS-IIIij-6.1;
purpose. information b. Claim of policy EN11/12RWS-IIIij-6.2;
selection, c. Claim of value EN11/12RWS-IIIij-6.3
539
S2 Q4 organization, and Identify the context in which a text was developed EN11/12RWS-IVac-7;
development. a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2
The learner The learner writes a Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the 1000-word critique Formulate evaluative statements about a text read: EN11/12RWS-IVac-9;
relationship of a of a selected text a. assertions about the content and properties of a EN11/12RWS-IVac-9.1;
written text and the on the basis of its text read; and EN11/12RWS-IVac-9.2
context in which it claim/s, context, b. counterclaims in response to claims made in a text
was developed. and properties as a read
written material. Determine textual evidence to validate assertions and EN11/12RWS-IVac-10
counterclaims made about a text read
The learner The learner Identify the unique features of and requirements in EN11/12RWS-IVdg-12;
understands the produces each type composing texts that are useful across disciplines: EN11/12RWS-IVdg-12.1;
requirements of of academic writing a. Book Review or Article Critique EN11/12RWS-IVdg-12.2;
composing and professional b. Literature Review EN11/12RWS-IVdg-12.3;
academic writing correspondence c. Research Report EN11/12RWS-IVdg-12.4
and professional following the d. Project Proposal
correspondence. properties of well- e. Position Paper
written texts and Identify the unique features of and requirements in EN11/12RWS-IVhj-13;
process approach composing professional correspondence: EN11/12RWS-IVhj-13.1;
to writing. a. Resume EN11/12RWS-IVhj-13.2;
b. Application for College Admission EN11/12RWS-IVhj-13.3;
c. Application for Employment EN11/12RWS-IVhj-13.4
d. Various forms of Office Correspondence
540

Subject: Statistics and Probability

demonstrates
understanding of…
Q3 The learner The learner is able to illustrates a random variable (discrete and Week 1 M11/12SP-IIIa-1
demonstrates apply an appropriate continuous).
understanding of random variable for a distinguishes between a discrete and a continuous M11/12SP-IIIa-2
key concepts of given real-life problem random variable.
random variables (such as in decision finds the possible values of a random variable. M11/12SP-IIIa-3
and probability making and games of illustrates a probability distribution for a discrete M11/12SP-IIIa-4
distributions. chance). random variable and its properties.
computes probabilities corresponding to a given Week 2 M11/12SP-IIIa-6
random variable.
illustrates the mean and variance of a discrete M11/12SP-IIIb-1
random variable.
calculates the mean and the variance of a discrete M11/12SP-IIIb-2
random variable.
interprets the mean and the variance of a discrete Week 3 M11/12SP-IIIb-3
random variable.
solves problems involving mean and variance of M11/12SP-IIIb-4
probability distributions.
The learner The learner is able to illustrates a normal random variable and its M11/12SP-IIIc-1
demonstrates accurately formulate characteristics.
understanding of and solve real-life identifies regions under the normal curve Week 4 M11/12SP-IIIc-3
key concepts of problems in different corresponding to different standard normal values.
normal probability disciplines converts a normal random variable to a standard M11/12SP-IIIc-4
distribution. involving normal normal variable and vice versa.
distribution. computes probabilities and percentiles using the M11/12SP-IIIc-d-1
standard normal table.
The learner The learner is able to illustrates random sampling. Week 5 M11/12SP-IIId-2
demonstrates apply suitable sampling distinguishes between parameter and statistic. M11/12SP-IIId-3
541

demonstrates
understanding of…
understanding of key and sampling identifies sampling distributions of statistics M11/12SP-IIId-4
concepts of sampling distributions of the (sample mean).
and sampling sample mean to solve finds the mean and variance of the sampling Week 6 M11/12SP-IIId-5
distributions of the real-life problems in distribution of the sample mean.
sample mean. different disciplines. defines the sampling distribution of the sample M11/12SP-IIIe-1
mean for normal population when the variance is:
(a) known; (b) unknown
illustrates the Central Limit Theorem. Week 7 to 8 M11/12SP-IIIe-2
defines the sampling distribution of the sample M11/12SP-III-3
mean using the Central Limit Theorem.
solves problems involving sampling distributions of M11SP-IIIe-f-1
the sample mean.
The learner The learner is able to illustrates the t-distribution. Week 9 M11/12SP-IIIg-2
demonstrates estimate the population identifies percentiles using the t-table. M11/12SP-IIIg-5
understanding of key mean and population identifies the length of a confidence interval. Week 10 M11/12SP-IIIj-1
concepts of proportion to make computes for the length of the confidence interval. M11/12SP-IIIj-2
estimation of sound inferences in real- computes for an appropriate sample size using the M11/12SP-IIIj-3
population mean and life problems in different length of the interval.
population disciplines. solves problems involving sample size M11/12SP-IIIj-4
proportion. determination.
Q4 The learner The learner is able to illustrates: (a) null hypothesis; (b) alternative Week 1 M11/12SP-IVa-1
demonstrates perform appropriate hypothesis; (c) level of significance; (d) rejection
understanding of key tests of hypotheses region; and (e) types of errors in hypothesis testing.
concepts of tests of involving the population identifies the parameter to be tested given a real- M11/12SP-IVa-3
hypotheses on the mean and population life problem.
population mean and proportion to make formulates the appropriate null and alternative Week 2 M11/12SP-IVb-1
population inferences in real-life hypotheses on a population mean.
proportion. problems in different identifies the appropriate form of the test-statistic M11/12SP-IVb-2
disciplines. when: (a) the population variance is assumed to be
known; (b) the population variance is assumed to
542

demonstrates
understanding of…
be unknown; and (c) the Central Limit Theorem is to
be used.
identifies the appropriate rejection region for a Week 3 M11/12SP-IVc-1
given level of significance when: (a) the population
variance is assumed to be known; (b) the
population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
computes for the test-statistic value (population Week 4 M11/12SP-IVd-1
mean).
draws conclusion about the population mean based M11/12SP-IVd-2
on the test-statistic value and the rejection region.
solves problems involving test of hypothesis on the Week 5 M11/12SP-IVe-1
population mean.
formulates the appropriate null and alternative M11/12SP-IVe-2
hypotheses on a population proportion.
identifies the appropriate form of the test-statistic M11/12SP-IVe-3
when the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a Week 6 M11/12SP-IVe-4
given level of significance when the Central Limit
Theorem is to be used.
computes for the test-statistic value (population M11/12SP-IVf-1
proportion).
draws conclusion about the population proportion M11/12SP-IVf-2
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on the Week 7 M11/12SP-IVf-g-1
population proportion.
The learner The learner is able to illustrates the nature of bivariate data. M11/12SP-IVg-2
demonstrates perform correlation and constructs a scatter plot. M11/12SP-IVg-3
543

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

Subject: Understanding Culture, Society and Politics
First The learners

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

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

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

evolution developed
1. how individuals
learn culture and
become competent 1. identify norms and values to
members of society be observed in interacting with * Explain the context, content, processes, and Week 5
how individuals learn others in society, and the consequences of socialization
culture and become consequences of ignoring
competent members these rules
of society
2. how individuals
should behave as part
of a political 2. assess the rules of social *Analyze the forms and functions of social Week 6
community interaction to maintain organizations
stability of everyday life and
the role of innovation in
response to problems and
challenges
Second *Explain the forms and functions of state and Week 7

Quarter 1. cultural, social, and 1. analyze aspects of social non-state institutions
political institutions as organization
sets of norms and
patterns of behavior 2. identify one’s role in social
that relate to major groups and institutions
social interests *Examine the functions and importance of Week 8
3. recognize other forms of education in the society
2. social stratification economic transaction such as
as the ranking of sharing, gift exchange, and
individuals according
546
to wealth, power, and redistribution in his/her own *Examine the concept, characteristics and Week 9
prestige society forms of stratification systems using sociological
perspectives
3. social and political
inequalities as *Explain government programs and initiatives Week 10
features of societies in addressing social inequalities e.g. local,
and the global national, global
community
*Suggest ways to address social inequalities Week 11
(local, national and global)
the agents/
institutions, 1. evaluates factors causing
processes, and social, political, and cultural
outcomes of cultural, change
political, and social * Examine human responses to emerging Week 12
change 2. advocate how human challenges in contemporary societies
societies should adapt to such
changes
547
548

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

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

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

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

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

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

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

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

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

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

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

product
• Test the product prototype
• Validate the service

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

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

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

business
Forecast the costs to be incurred

559
Compute for profits

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Subject :PRACTICAL RESEARCH 2

3rd 1. the characteristics, decide on suitable Describes characteristics, strengths, Week 1-3 CS_RS12-Ia-c-1
strengths, weaknesses, quantitative research in weaknesses, and kinds of quantitative
and kinds of quantitative different areas of interest research
research Illustrates the importance of quantitative Week 1-3 CS_RS12-Ia-c-2
2. the importance of research across fields
quantitative research Differentiates kinds of variables and their uses Week 1-3 CS_RS12-Ia-c-3
across fields
3. the nature of variables
1. the range of research formulate clearly the Designs a research used in daily life Week 4-5 CS_RS12-Id-e-1
topics in the area of statement of research Writes a research title Week 4-5 CS_RS12-Id-e-2
inquiry problem Describes background of research Week 4-5 CS_RS12-Id-e-3
2. the value of research in States research questions Week4-7 CS_RS12-Id-e-4
the area of interest Indicates scope and delimitation of study Week 4-5 CS_RS12-Id-e-5
3. the specificity and Presents written statement of the problem Week 4-5 CS_RS12-Id-e-7
feasibility of the problem
posed
1. the formulation of 1. formulate clearly Illustrates and explain the conceptual Week 6-7 CS_RS12-If-j-6
conceptual framework conceptual framework, framework
2. the research research hypotheses (if Defines terms used in study Week 6-7 CS_RS12-If-j-7
hypotheses appropriate), and define Lists research hypothesis (if appropriate) Week 6-7 CS_RS12-If-j-8
(if appropriate) terms used in study Presents written review of related literature Week 6-7 CS_RS12-If-j-9
3. the definition of terms 3. present objectively and conceptual framework
as used in the study written review of related
literature and conceptual
framework
570
4th 1. quantitative research describe adequately Chooses appropriate quantitative research Week 1-3 CS_RS12-IIa-c-1
design quantitative research design
2. description of sample designs, sample, Describes sampling procedure and sample Week 1-3 CS_RS12-IIa-c-2
3. instrument instrument used, Constructs an instrument and establishes its Week 1-3 CS_RS12-IIa-c-3
development intervention (if validity and reliability
4. description of applicable), data Describes intervention (if applicable) Week 1-3 CS_RS12-IIa-c-4
intervention (if applicable) collection, and analysis Plans data collection procedure Week 1-3 CS_RS12-IIa-c-5
5. data collection and procedures Plans data analysis using statistics and Week 1-3 CS_RS12-IIa-c-6
analysis procedures such hypothesis testing (if appropriate)
as survey, interview and Presents written research methodology Week 1-3 CS_RS12-IIa-c-7
observation
6. guidelines in writing
research methodology
1. data collection gather and analyze data Collects data using appropriate instruments Week 4-7 CS_RS12-IId-g-1
procedures and skills using with intellectual honesty, Presents and interprets data in tabular or Week 4-7 CS_RS12-IId-g-2
varied instruments using suitable techniques graphical forms
2. data processing, 1. form logical conclusions Uses statistical techniques to analyze data – Week 4-7 CS_RS12-IId-g-3
organizing, and analysis 2. make recommendations study of differences and relationships limited
based on conclusions for bivariate analysis
1. guidelines in making Draws conclusions from research findings Week 8-9 CS_RS12-IIh-j-1
conclusions and Formulates recommendations Week 8-9 CS_RS12-IIh-j-2
recommendations
571
626
627

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

Subject: Biology I
Quarter Content Performance

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

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


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


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

Subject: Biology II


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


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


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

SUBJECT: GENERAL CHEMISTRY I

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

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

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

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

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

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

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

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

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

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

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

SUBJECT: GENERAL CHEMISTRY 2

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

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

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

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

SUBJECT: GENERAL PHYSICS 1

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

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

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

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

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

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

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

SUBJECT: GENERAL PHYSICS 2

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

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

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

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

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

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

Subject: Pre-Calculus
The learners The learner shall be able
demonstrate an to… The learners…
understanding of…
Quarter 1 key concepts of model situations illustrate the different types of conic sections: Week 1 STEM_PC11AG-
conic sections and appropriately and solve parabola, ellipse, circle, hyperbola, and degenerate Ia-1
systems of nonlinear problems accurately using cases.
equations conic sections and define a circle. STEM_PC11AG-
systems of nonlinear Ia-2
equations determine the standard form of equation of a circle STEM_PC11AG-
Ia-3
define a parabola Week 2 STEM_PC11AG-
Ia-5
determine the standard form of equation of a STEM_PC11AG-
parabola Ib-1
654
understanding of…
define an ellipse Week 3 STEM_PC11AG-
Ic-1
determine the standard form of equation of an STEM_PC11AG-
ellipse Ic-2
define a hyperbola Week 4 STEM_PC11AG-
Id-1
determine the standard form of equation of a STEM_PC11AG-
hyperbola Id-2
recognize the equation and important characteristics Week 5 to 6 STEM_PC11AG-Ie-
of the different types of conic sections 1
solves situational problems involving conic sections STEM_PC11AG-Ie-
2
an understanding of shall be able to keenly Illustrate a series Week 7 to 9 STEM_PC11SMI-Ih-
key concepts of series observe and investigate 1
and mathematical patterns, and formulate differentiate a series from a sequence STEM_PC11SMI-Ih-
induction and the appropriate mathematical 2
Binomial Theorem. statements use the sigma notation to represent a series STEM_PC11SMI-Ih-
3
Apply the use of sigma notation in finding sums
Quarter 2 an understanding key 1. formulate and solve illustrate the unit circle and the relationship between Week 1 to 2 STEM_PC11T-IIa-1
concepts of circular accurately situational the linear and angular measures of a central angle in
functions, problems involving circular a unit circle
trigonometric functions convert degree measure to radian measure and vice STEM_PC11T-IIa-2
identities, inverse versa
trigonometric illustrate angles in standard position and coterminal STEM_PC11T-IIa-3
functions, and the angles
polar coordinate illustrate the different circular functions Week 3 STEM_PC11T-IIb-1
system uses reference angles to find exact values of circular STEM_PC11T-IIb-2
functions
illustrate the domain and range of the different Week 4 STEM_PC11T-IIc-1
circular functions
655
understanding of…
graph the six circular functions (a) amplitude, (b) STEM_PC11T-IIc-d-
period, and (c) phase shift 1
solve situational problems involving circular functions Week 5 STEM_PC11T-IId-2
2. apply appropriate determine whether an equation is an identity or a Week 6 to 8 STEM_PC11T-IIe-1
trigonometric identities in conditional equation
solving situational apply trigonometric identities to find other
problems trigonometric values
solve situational problems involving trigonometric STEM_PC11T-IIg-2
identities
3. formulate and solve illustrate the domain and range of the inverse STEM_PC11T-IIh-1
accurately situational trigonometric functions.
problems involving evaluate an inverse trigonometric expression. STEM_PC11T-IIh-2
appropriate trigonometric solve trigonometric equations. STEM_PC11T-IIh-i-
functions 1
solve situational problems involving inverse Week 9 STEM_PC11T-IIi-2
trigonometric functions and trigonometric equations
703
704
Grade Level: Kindergarten ( HOMEROOM GUIDANCE PROGRAM)
Quarter Standards Competencies Most Essential Learning Competency Time Allotment K to 12 CG Code
1st Quarter Week 1
1. Identify one’s strengths,

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

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

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

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

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

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

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

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

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

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

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

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

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

2nd Quarter Week 7
Analyze the Understand the importance

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

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

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

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

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

Strengthen self- 4. Share personal contributions in

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

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

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

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

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

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

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

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

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

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

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

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1

GRADE LEVEL: Grade 11/12

literature and 1. a written close multimedia and ICT skills

Grade Level: 11/12

Quarter Content Standards Performance Most Essential Learning

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

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

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

Grade Level: Grade 11

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

The learner The learner is able to… The learner…

Grade Level: Grade 11/12

Performance Duration K to 12 CG Code

1.2 Realize the value of doing philosophy in

Performance Duration K to 12 CG Code

Performance Duration K to 12 CG Code

Performance Duration K to 12 CG Code

Performance Duration K to 12 CG Code

Grade Level: Grade 11

Quarter Content Performance Most Essential Learning Competencies Duration

pamamagitan ng mga pagbibigay halimbawa

Grade Level: Grade 11/12

Grade Level: Grade 11/12

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

Grade Level: Grade 11

Content Performance Most Essential Learning Competencies Duration

pamilya, kalikasan ng iba’t ibang tekstong

Subject: Personal Development

The learners demonstrate explain that knowing oneself can make a

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

*Discuss that understanding the different parts

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

discuss an understanding of teen-age

distinguish the various roles of different Week 2

appraise one’s family structure and the type of

Explain that understanding different factors,

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

explain the factors in personal development Week 7

Second construct a creative visualization of his/her

*Revised learning competencies to update content

Grade Level: Grade 11

perceived exertion and pacing

principles to achieve and/or

Grade Level: Grade 12

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

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

Grade Level : Grade 11/12

Quarter Content Standard Performance Standard

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

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

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

GRADE LEVEL: Grade 11/12