The document provides a curriculum implementation and learning management matrix for core subjects in senior high school. It includes tables of contents that list the learning competencies, lessons, learning resources, and assessments for subjects like Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, Science, Technology and Livelihood Education, and SHS Core Subjects across different grading periods and quarters. The document contains detailed quarterly lesson plans and assessments for each subject area.
Odin sacrificed his eye to gain knowledge from Mimir in order to protect his people from the giants. Mimir told Odin the price for a sip of water from his well of knowledge would be a great sacrifice. Odin plucked out one of his eyes and gave it to Mimir in exchange for drinking from the well. After drinking the water, Odin gained the ability to see both joy and sorrow in order to help his people against the giants, showing his selflessness and duty to protect them.
Practical Research 1 Module 1 - REVISED.pdfAlwinSostino2
Here are the key points about Dewey's theory of connected experiences:
- Learning comes from experiences, both positive and negative. The value is in making connections between actions and consequences.
- Experiences should be exploratory and allow for reflection. Learners should be able to connect new knowledge to past experiences.
- Education is the continual reconstruction of experiences to better understand and interact with the world. It is a lifelong process.
This document provides an introduction to a personal development course called PERDEV. The course consists of 4 units that cover self-development, aspects of personal development, building and maintaining relationships, and career development. Students are required to keep a journal and portfolio to reflect on insights and opinions. The first unit focuses on self-exploration and understanding oneself during adolescence. Understanding yourself can help you accept your strengths and limitations and improve your relationships with others.
This document provides information on preparing stocks, sauces, soups and poultry dishes. It discusses the principles of preparing different types of stocks such as chicken stock, beef stock and fish stock. It explains that stocks are simmered gently to extract flavor from bones and vegetables. The document also covers different types of soups such as cream soups, pureed soups, bisques and chowders. It lists ingredients commonly used in soups and discusses principles for preparing soups such as starting with cold water and cutting vegetables to the appropriate size.
Q2W4-CLAIMS OF FACT,POLICY AND VALUES.pptxSheryl Padel
This document provides guidance on formulating claims of fact, policy, and value for a written argument. It outlines an introduction, body, and conclusion structure and suggests dividing into groups to develop different aspects of the argument.
Odin sacrificed his eye to gain knowledge from Mimir in order to protect his people from the giants. Mimir told Odin the price for a sip of water from his well of knowledge would be a great sacrifice. Odin plucked out one of his eyes and gave it to Mimir in exchange for drinking from the well. After drinking the water, Odin gained the ability to see both joy and sorrow in order to help his people against the giants, showing his selflessness and duty to protect them.
Practical Research 1 Module 1 - REVISED.pdfAlwinSostino2
Here are the key points about Dewey's theory of connected experiences:
- Learning comes from experiences, both positive and negative. The value is in making connections between actions and consequences.
- Experiences should be exploratory and allow for reflection. Learners should be able to connect new knowledge to past experiences.
- Education is the continual reconstruction of experiences to better understand and interact with the world. It is a lifelong process.
This document provides an introduction to a personal development course called PERDEV. The course consists of 4 units that cover self-development, aspects of personal development, building and maintaining relationships, and career development. Students are required to keep a journal and portfolio to reflect on insights and opinions. The first unit focuses on self-exploration and understanding oneself during adolescence. Understanding yourself can help you accept your strengths and limitations and improve your relationships with others.
This document provides information on preparing stocks, sauces, soups and poultry dishes. It discusses the principles of preparing different types of stocks such as chicken stock, beef stock and fish stock. It explains that stocks are simmered gently to extract flavor from bones and vegetables. The document also covers different types of soups such as cream soups, pureed soups, bisques and chowders. It lists ingredients commonly used in soups and discusses principles for preparing soups such as starting with cold water and cutting vegetables to the appropriate size.
Q2W4-CLAIMS OF FACT,POLICY AND VALUES.pptxSheryl Padel
This document provides guidance on formulating claims of fact, policy, and value for a written argument. It outlines an introduction, body, and conclusion structure and suggests dividing into groups to develop different aspects of the argument.
Dive into the vibrant tapestry of 21st-century Philippine literature as it unfolds along the rich timeline of the nation's literary history. This topic examines the dynamic dimensions of Philippine literary evolution, exploring the contemporary voices, themes, and narratives that shape the nation's cultural identity. Discover the diverse range of literary works, authors, and emerging trends that make the 21st century a compelling chapter in the ongoing story of Philippine literature.
This document provides information about a 10th grade English learner's material developed by the Department of Education of the Philippines. It was collaboratively developed by educators from various schools and reviewed by experts. The material aims to provide meaningful tasks to develop students' 21st century skills through world literature. It contains four modules with lessons designed to enhance students' language and literary skills through integrated activities centered on analysing and interacting with texts. Each lesson provides objectives, activates prior knowledge, introduces a text, includes discovery tasks, and ends with a final task to demonstrate learning. The material aims to help students understand how to lead meaningful lives.
This document outlines the curriculum for a senior high school course on Disciplines and Ideas in the Applied Social Sciences. The course introduces students to Counseling, Social Work, and Communication by exploring the basic concepts, professionals, clientele, settings, processes, and functions of each discipline. Students will demonstrate their understanding through group presentations, participant observation, surveys of peers, and reflection on field experiences. The goal is for students to comprehend how applied social sciences address individual and societal needs and to synthesize their learnings about these disciplines and their impacts.
This document outlines an advocacy workshop that discusses key concepts in advocacy including:
- Defining advocacy and providing examples of both advocacy and non-advocacy activities.
- Describing common dimensions of advocacy campaigns including awareness raising, research, training, social mobilization, lobbying, and networking.
- Explaining tools for advocacy like official channels, judicial actions, referendums, and non-violent direct action.
- Discussing the role of communication and language in advocacy through examples like the 15-M movement in Spain and the eviction of Catalunya Square.
The workshop aims to frame the role of advocacy and provide tools to implement advocacy campaigns through discussion and group activities
The document discusses the history and classification of sports. It notes that sports have been practiced formally since the first Olympic Games in 776 BC in ancient Greece. Sports are classified as individual, dual, or team based on the number of participants. Individual sports involve one athlete, dual sports two athletes, and team sports three or more athletes competing together. Sports provide both physical and mental health benefits, with physical sports improving cardiovascular health and mental sports enhancing concentration and reducing stress.
The document provides information about an activity sheet for understanding culture, society, and politics for Grade 11. It contains learning activities that discuss the nature, goals, and perspectives of anthropology, sociology, and political science. The activities include gathering information on these topics, answering guide questions, analyzing pictures, and filling out tables to share insights about culture, socialization, and other areas of learning from an anthropological and sociological perspective. References and websites are also provided for additional resources.
I think continually of those who were truly great by stephen spendershyrey mae macabitas
The poem discusses those who were truly great. The first stanza describes how these great individuals seemed to remember the soul's history and were inspired by eternal places "where the hours are suns." Their words were touched by fire and told of the spirit. The second stanza says we should never forget the essential pleasures of life or allow them to be smothered by noise and fog. The third stanza discusses how the names of these great individuals who fought for life are celebrated and their honor is left signed in the vivid air.
The document discusses techniques for identifying business opportunities including SWOT analysis and Porter's Five Forces model. It provides instructions and objectives for a lesson that will teach students to discuss SWOT techniques, identify different business opportunities in the Philippines, and explain processes for identifying opportunities. Various environmental analysis methods, tools for opportunity identification, and small business ideas for the Philippines are also outlined.
Historical Context: Emergence of Social Science Disciplinesjessie salvilla
1. Several social science disciplines emerged during the Enlightenment period of the 17th-18th centuries, including anthropology, economics, geography, history, linguistics, political science, and psychology.
2. These disciplines were founded on rational and scientific principles rather than religious authority, and asked important questions about human nature, societies, languages, economies, and politics.
3. Early scholars in each discipline lacked modern methods of data collection and analysis, but laid the philosophical groundwork for the systematic study of these topics.
Hon did the Social Sciences emerge? Hon does it link to the Natural Sciences?Monte Christo
This document discusses the emergence and development of social science. It defines social science as the study of society using scientific methods and traditions. Several key concepts in social science are introduced such as ethnography, modernity, functionalism, positivism, and the scientific method. Important early Filipino thinkers who applied social science to understand Philippine society and advance independence are also mentioned, including Jose Rizal, Isabelo de los Reyes, Jose Burgos, Pedro Paterno, and Trinidad H. Pardo de Tavera.
This document provides a lesson on being sensitive to others and detecting bias. It discusses developing an understanding of other people without prejudice. The lesson will help students learn about devotion during the Renaissance and analyze bias through various tasks and discussion points. It then outlines seven common forms of bias that can exist in instructional materials, such as invisibility of certain groups, stereotyping, imbalance and selectivity in perspectives presented, unreality in glossing over facts, fragmentation in isolation of groups, linguistic bias through problematic word choices, and "cosmetic bias" where issues persist beyond attractive presentations.
Measure 100 mL of water using a graduated cylinder and pour it
into a 500-mL beaker or tin can.
2.
You: Use a pipette or syringe to carefully add 20 mL of cooking oil on top of
the water in the beaker/tin can. Observe what happens.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D
EPED
C
O
PY
357
3.
1) The document outlines a weekly learning plan for 11th grade social sciences that examines Filipino approaches and thinkers.
2) Over the course of five days, students will learn about Isabelo delos Reyes, Jose Rizal, Pedro Paterno, Andres Bonifacio, and Emilio Jacinto; their social ideas and contributions to Philippine society and culture.
3) Classroom activities include discussions, analyses of readings, video analyses and creating timelines, slogans, songs and posters to demonstrate understanding of concepts and apply lessons to scenarios.
The document is a quiz for 7th grade English students. It contains multiple choice questions, true/false questions, fill in the blank questions, and direct questions about English grammar, vocabulary, and general knowledge. The quiz covers topics like verb conjugation, prepositions, parts of speech, and geography. It tests students' understanding of English language rules and comprehension of short passages.
This document discusses learning competencies related to physical education and health, including discussing different sports, engaging in at least 60 minutes of moderate to vigorous physical activity most days of the week, and demonstrating proper etiquette and safety when using facilities and equipment. It also defines sports as structured physical activities that are usually competitive and require complex skills and a high level of individual commitment. The document provides examples of common features of sports and their functions. Students are assigned activities to identify sports, describe them, discuss skills and values of playing sports, and create a schedule of their own sports activities.
In what way can you change or improve your behavior so that you will be better able to uphold human freedom? Freedom is an intrinsic and essential property of the person.
Person by nature is a free being and that it is in his or her nature to seek freedomImportant indicators of human freedom:
Ability to make choices
Perform actions Freedom is also understood as the power to be what you want to be and the ability to decide and create yourself.
Freedom is rooted in the human person’s self-determination and the exercise of intellect and free will.
Absence of any physical restraint. He/she is not impeded in his/her actions by any physical force.
This document provides information about politics and governance. It defines politics as the activities associated with decision making in groups, including governments. Politics involves agreements between people to live together in groups. The study of politics is called political science. The document discusses different perspectives on politics and the value of politics, including helping people understand their rights and preparing them for adult life. It defines government as a group that rules a country and governance as what governments do to steer organizations according to established rules and laws. The key difference between government and governance is that government is the body or group in power, while governance refers to the process of ruling and decision making.
This document discusses the concept of intersubjectivity from philosophical, psychological, and social perspectives. Intersubjectivity emphasizes our inherently social nature and psychological relations between people, in contrast to solipsism which views one's own mind as the only thing that is certain to exist. The document also examines perspectives on intersubjectivity from philosophers Martin Buber and Karol Wojtyla, how it relates to notions of the self and relations with others. It discusses dimensions of poverty and challenges faced by marginalized groups like people with disabilities and underprivileged sectors of society.
The document provides a curriculum implementation and learning management matrix for various subjects from Kindergarten to Grade 10, outlining the most essential learning competencies, available lesson exemplars and learning resources, assessments, and timeframes for each quarter and grade level. It includes sections for subjects like Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, Science, Technology and Livelihood Education, and Senior High School core subjects.
The document is a curriculum implementation and learning management matrix for Grade 10 Araling Panlipunan (Social Studies) in the Philippines. It outlines the most essential learning competencies, lesson exemplars, learning resources, and assessments for each week of the school year. The topics covered include environmental issues in the Philippines, disaster preparedness, globalization, labor issues, gender roles, discrimination, citizenship, and human rights. The matrix provides guidance for teachers on what content to teach and assess each week to fulfill the requirements of the Grade 10 Araling Panlipunan curriculum.
Dive into the vibrant tapestry of 21st-century Philippine literature as it unfolds along the rich timeline of the nation's literary history. This topic examines the dynamic dimensions of Philippine literary evolution, exploring the contemporary voices, themes, and narratives that shape the nation's cultural identity. Discover the diverse range of literary works, authors, and emerging trends that make the 21st century a compelling chapter in the ongoing story of Philippine literature.
This document provides information about a 10th grade English learner's material developed by the Department of Education of the Philippines. It was collaboratively developed by educators from various schools and reviewed by experts. The material aims to provide meaningful tasks to develop students' 21st century skills through world literature. It contains four modules with lessons designed to enhance students' language and literary skills through integrated activities centered on analysing and interacting with texts. Each lesson provides objectives, activates prior knowledge, introduces a text, includes discovery tasks, and ends with a final task to demonstrate learning. The material aims to help students understand how to lead meaningful lives.
This document outlines the curriculum for a senior high school course on Disciplines and Ideas in the Applied Social Sciences. The course introduces students to Counseling, Social Work, and Communication by exploring the basic concepts, professionals, clientele, settings, processes, and functions of each discipline. Students will demonstrate their understanding through group presentations, participant observation, surveys of peers, and reflection on field experiences. The goal is for students to comprehend how applied social sciences address individual and societal needs and to synthesize their learnings about these disciplines and their impacts.
This document outlines an advocacy workshop that discusses key concepts in advocacy including:
- Defining advocacy and providing examples of both advocacy and non-advocacy activities.
- Describing common dimensions of advocacy campaigns including awareness raising, research, training, social mobilization, lobbying, and networking.
- Explaining tools for advocacy like official channels, judicial actions, referendums, and non-violent direct action.
- Discussing the role of communication and language in advocacy through examples like the 15-M movement in Spain and the eviction of Catalunya Square.
The workshop aims to frame the role of advocacy and provide tools to implement advocacy campaigns through discussion and group activities
The document discusses the history and classification of sports. It notes that sports have been practiced formally since the first Olympic Games in 776 BC in ancient Greece. Sports are classified as individual, dual, or team based on the number of participants. Individual sports involve one athlete, dual sports two athletes, and team sports three or more athletes competing together. Sports provide both physical and mental health benefits, with physical sports improving cardiovascular health and mental sports enhancing concentration and reducing stress.
The document provides information about an activity sheet for understanding culture, society, and politics for Grade 11. It contains learning activities that discuss the nature, goals, and perspectives of anthropology, sociology, and political science. The activities include gathering information on these topics, answering guide questions, analyzing pictures, and filling out tables to share insights about culture, socialization, and other areas of learning from an anthropological and sociological perspective. References and websites are also provided for additional resources.
I think continually of those who were truly great by stephen spendershyrey mae macabitas
The poem discusses those who were truly great. The first stanza describes how these great individuals seemed to remember the soul's history and were inspired by eternal places "where the hours are suns." Their words were touched by fire and told of the spirit. The second stanza says we should never forget the essential pleasures of life or allow them to be smothered by noise and fog. The third stanza discusses how the names of these great individuals who fought for life are celebrated and their honor is left signed in the vivid air.
The document discusses techniques for identifying business opportunities including SWOT analysis and Porter's Five Forces model. It provides instructions and objectives for a lesson that will teach students to discuss SWOT techniques, identify different business opportunities in the Philippines, and explain processes for identifying opportunities. Various environmental analysis methods, tools for opportunity identification, and small business ideas for the Philippines are also outlined.
Historical Context: Emergence of Social Science Disciplinesjessie salvilla
1. Several social science disciplines emerged during the Enlightenment period of the 17th-18th centuries, including anthropology, economics, geography, history, linguistics, political science, and psychology.
2. These disciplines were founded on rational and scientific principles rather than religious authority, and asked important questions about human nature, societies, languages, economies, and politics.
3. Early scholars in each discipline lacked modern methods of data collection and analysis, but laid the philosophical groundwork for the systematic study of these topics.
Hon did the Social Sciences emerge? Hon does it link to the Natural Sciences?Monte Christo
This document discusses the emergence and development of social science. It defines social science as the study of society using scientific methods and traditions. Several key concepts in social science are introduced such as ethnography, modernity, functionalism, positivism, and the scientific method. Important early Filipino thinkers who applied social science to understand Philippine society and advance independence are also mentioned, including Jose Rizal, Isabelo de los Reyes, Jose Burgos, Pedro Paterno, and Trinidad H. Pardo de Tavera.
This document provides a lesson on being sensitive to others and detecting bias. It discusses developing an understanding of other people without prejudice. The lesson will help students learn about devotion during the Renaissance and analyze bias through various tasks and discussion points. It then outlines seven common forms of bias that can exist in instructional materials, such as invisibility of certain groups, stereotyping, imbalance and selectivity in perspectives presented, unreality in glossing over facts, fragmentation in isolation of groups, linguistic bias through problematic word choices, and "cosmetic bias" where issues persist beyond attractive presentations.
Measure 100 mL of water using a graduated cylinder and pour it
into a 500-mL beaker or tin can.
2.
You: Use a pipette or syringe to carefully add 20 mL of cooking oil on top of
the water in the beaker/tin can. Observe what happens.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D
EPED
C
O
PY
357
3.
1) The document outlines a weekly learning plan for 11th grade social sciences that examines Filipino approaches and thinkers.
2) Over the course of five days, students will learn about Isabelo delos Reyes, Jose Rizal, Pedro Paterno, Andres Bonifacio, and Emilio Jacinto; their social ideas and contributions to Philippine society and culture.
3) Classroom activities include discussions, analyses of readings, video analyses and creating timelines, slogans, songs and posters to demonstrate understanding of concepts and apply lessons to scenarios.
The document is a quiz for 7th grade English students. It contains multiple choice questions, true/false questions, fill in the blank questions, and direct questions about English grammar, vocabulary, and general knowledge. The quiz covers topics like verb conjugation, prepositions, parts of speech, and geography. It tests students' understanding of English language rules and comprehension of short passages.
This document discusses learning competencies related to physical education and health, including discussing different sports, engaging in at least 60 minutes of moderate to vigorous physical activity most days of the week, and demonstrating proper etiquette and safety when using facilities and equipment. It also defines sports as structured physical activities that are usually competitive and require complex skills and a high level of individual commitment. The document provides examples of common features of sports and their functions. Students are assigned activities to identify sports, describe them, discuss skills and values of playing sports, and create a schedule of their own sports activities.
In what way can you change or improve your behavior so that you will be better able to uphold human freedom? Freedom is an intrinsic and essential property of the person.
Person by nature is a free being and that it is in his or her nature to seek freedomImportant indicators of human freedom:
Ability to make choices
Perform actions Freedom is also understood as the power to be what you want to be and the ability to decide and create yourself.
Freedom is rooted in the human person’s self-determination and the exercise of intellect and free will.
Absence of any physical restraint. He/she is not impeded in his/her actions by any physical force.
This document provides information about politics and governance. It defines politics as the activities associated with decision making in groups, including governments. Politics involves agreements between people to live together in groups. The study of politics is called political science. The document discusses different perspectives on politics and the value of politics, including helping people understand their rights and preparing them for adult life. It defines government as a group that rules a country and governance as what governments do to steer organizations according to established rules and laws. The key difference between government and governance is that government is the body or group in power, while governance refers to the process of ruling and decision making.
This document discusses the concept of intersubjectivity from philosophical, psychological, and social perspectives. Intersubjectivity emphasizes our inherently social nature and psychological relations between people, in contrast to solipsism which views one's own mind as the only thing that is certain to exist. The document also examines perspectives on intersubjectivity from philosophers Martin Buber and Karol Wojtyla, how it relates to notions of the self and relations with others. It discusses dimensions of poverty and challenges faced by marginalized groups like people with disabilities and underprivileged sectors of society.
The document provides a curriculum implementation and learning management matrix for various subjects from Kindergarten to Grade 10, outlining the most essential learning competencies, available lesson exemplars and learning resources, assessments, and timeframes for each quarter and grade level. It includes sections for subjects like Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, Science, Technology and Livelihood Education, and Senior High School core subjects.
The document is a curriculum implementation and learning management matrix for Grade 10 Araling Panlipunan (Social Studies) in the Philippines. It outlines the most essential learning competencies, lesson exemplars, learning resources, and assessments for each week of the school year. The topics covered include environmental issues in the Philippines, disaster preparedness, globalization, labor issues, gender roles, discrimination, citizenship, and human rights. The matrix provides guidance for teachers on what content to teach and assess each week to fulfill the requirements of the Grade 10 Araling Panlipunan curriculum.
K-12 Most Essential Learning Competencies (MELC) - Science Grades 3 to 10EngineerPH EducatorPH
The document provides a curriculum implementation and learning management matrix for various subjects across grade levels in the Philippines. It includes the time allotment in weeks for learning competencies in different subjects like Araling Panlipunan, English, Math, Science, Filipino, Music and MAPEH. For example, it outlines that the learning competencies for Science in Grade 3 will be covered from weeks 1-7 of the quarter and includes competencies on classifying materials, describing changes of materials with temperature, functions of human sense organs, classifying and identifying importance of animals and plants. The matrix provides a comprehensive overview of the scope and sequence of subject topics across grades to guide teaching and assessment.
Grade-5-MELC-Compilation department of educationprincess balisi
The document provides a curriculum implementation and learning management matrix for various subjects from Kindergarten to Grade 10. It includes tables of contents that list the most essential learning competencies, lesson exemplars, available learning resources, resource developers, and assessment links for each grade level and quarter in subjects like Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, and Science.
The document provides a curriculum implementation and learning management matrix for various subjects from Kindergarten to Grade 10. It includes tables of contents that list the most essential learning competencies, lesson exemplars, available learning resources, resource developers, and assessment links for each subject by grade level and quarter. The sample shown focuses on the learning competencies, lessons, and resources for Araling Panlipunan Grade 9 for the 3rd and 4th quarters. It outlines topics such as the role of different economic sectors and policies to support them, as well as indicators of national development.
The document provides a curriculum implementation and learning management matrix for Kindergarten. It outlines the most essential learning competencies, lesson exemplars and resources, and assessments for each week of the four quarters of the school year. The competencies cover topics like self-identification, communication of needs, recognizing basic emotions, identifying family members, classroom objects, weather, numbers and counting, sequencing, and safety practices. Lesson exemplars and online resources are available for some competencies.
The document provides a curriculum implementation and learning management matrix for Kindergarten. It outlines the most essential learning competencies, lessons, learning resources and assessments for each week of the four quarters of the school year. The competencies cover topics like self-identity, basic needs, family, community, numbers, letters, safety and good manners. Lessons include introducing oneself, classifying objects, identifying senses and body parts, describing family members and weather. The resources are meant to help teach the competencies and assessments provide ways to evaluate learning.
K-to-12-MELC.department of education MelcBasedMhaAnneEsar
The document provides a curriculum implementation and learning management matrix for Kindergarten. It outlines the most essential learning competencies, lesson exemplars and resources, and assessments for each week of the four quarters of the school year. The competencies cover topics like self-identification, communication of needs, recognizing basic emotions, identifying family members, classroom objects, weather, numbers and counting, sequencing, and safety practices. Lesson exemplars and online resources are available for some competencies.
The document provides a curriculum implementation and learning management matrix for kindergarten that outlines the most essential learning competencies, available lesson exemplars and learning resources, and assessments for each week of the quarter across various subject areas. The competencies cover topics like self-identity, communication, motor skills, senses, family, community, numbers, letters, weather, and sequencing. Lesson exemplars and online resources are available for some weeks to support teaching and learning.
Most Essential Learning Competencies (MELCs) - K to 12.pdf · version 1.pdfZeanBaguios1
The document provides a curriculum implementation and learning management matrix for Kindergarten. It outlines the most essential learning competencies, lesson exemplars and resources, and assessments for each week of the four quarters of the school year. The competencies cover topics like self-identification, communication of needs, following routines, sorting and classifying, identifying emotions, basic body parts, senses, basic needs, family, classroom objects, weather, numbers, sequencing, and safety rules. Lesson exemplars and online resources as well as assessment links are provided for some but not all weeks.
K-12 Most Essential Learning Competencies (MELC) Grades 1-10 and SHS CoreEngineerPH EducatorPH
DepEd Science Grade 3 DepEd Science Grade 4 DepEd Science Grade 5 DepEd Science Grade 6
DepEd Science Grade 7
DepEd Science Grade 8
DepEd Science Grade 9
DepEd Science Grade 1
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
The document outlines the curriculum and learning competencies for Kindergarten students across 10 weeks per quarter. It includes competencies related to self-awareness, communication, motor skills, social-emotional development, basic academic skills like letters and numbers, safety, and understanding family and community. Each week lists the key competencies, example lessons, available learning resources, and potential assessments. The document provides a comprehensive overview of the Kindergarten curriculum.
This document provides a curriculum implementation and learning management matrix for subjects like Araling Panlipunan (AP) from Grade 1 to Grade 10. It includes the most essential learning competencies, lesson exemplars, learning resources, and assessments for each grade level and quarter. The matrix outlines the topics and concepts to be covered in AP for each week of the grading period. These include discussions on self, family, community, environment, and nation. It aims to help students understand Philippine society and culture.
This document provides a curriculum implementation and learning management matrix for subjects from Grade 1 to Grade 10. It includes the following subjects: Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, Science, EPP, and TLE.
For each grade level and subject, it outlines the most essential learning competencies, lesson exemplars or learning resources, the resource developer, and any available links or assessments. The document provides a detailed breakdown of the curriculum and resources for teaching and assessing each subject by grade level.
This document provides a curriculum implementation and learning management matrix for subjects from Grade 1 to Grade 10. It includes the following subjects: Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, Science, EPP, and TLE.
For each grade level and subject, it outlines the most essential learning competencies, lesson exemplars or learning resources, the resource developer, and any available links or assessments. The document provides a detailed breakdown of the curriculum and resources for teaching and assessing each subject by grade level.
This document provides a curriculum implementation and learning management matrix for subjects from Grade 1 to Grade 10. It includes the following subjects: Araling Panlipunan, Edukasyon sa Pagpapakatao, English, Filipino, Mathematics, Music, Arts, PE, Health, Science, EPP, and TLE.
For each grade level and subject, it outlines the most essential learning competencies, lesson exemplars or learning resources, the resource developer, and any available links or assessments. The document provides a detailed breakdown of the curriculum and resources for teaching and assessing each subject by grade level.
This document provides a curriculum implementation and learning management matrix for subjects like Araling Panlipunan (AP) from Grade 1 to Grade 10. It includes the most essential learning competencies, lesson exemplars, learning resources, and assessments for each grade level and quarter. The matrix outlines the topics and concepts to be covered in AP for each grade such as self, family, school, community, environment, history, and culture. It aims to guide teachers in planning lessons and activities to help students achieve the required competencies for the subject per grade level.
This document provides a table of contents and lists of most essential learning competencies for different grade levels and subject areas in the Kindergarten level. It includes competencies related to self-awareness, relationships, basic literacy and numeracy, science, health, arts, and physical education. For example, some competencies listed for Kindergarten include identifying basic body parts, sorting objects by attributes, recognizing letters and their sounds, expressing feelings, and identifying family members. The document appears to outline the core concepts and skills that Kindergarten students in the Philippines are expected to learn.
This document contains sample quarterly plans for several Grade 11/12 subjects: 21st Century Literature from the Philippines and the World, Contemporary Philippine Arts from the Regions, Disaster Readiness and Risk Reduction, Earth and Life Science. Each quarterly plan lists the content standards, performance standards, most essential learning competencies, and their duration (typically in weeks) to be covered that quarter. The plans provide overview of the key topics, concepts, and skills to be taught and assessed for each subject on a quarterly basis.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
6. Senior High
School Core
Subjects
TLE (Grade 9-12)
TABLE OF
CONTENTS
-Technology and Livelihood
Education (TLE)
-SHS Core Subjects
21st Century Literature from the Philippines and the World 542 - 543
Contemporary Philippine Arts from the Regions 543 - 544
Disaster Readiness and Risk Reduction 544 - 546
Earth and Life Science 547 - 548
Earth Science 549 - 550
General Mathematics 551 - 553
Introduction to Philosophy of the Human Person 553 - 557
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 557 - 560
Media and Information Literacy 560 - 561
Oral Communication in Context 561 - 562
Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik 563 - 564
Personal Development 564 - 566
Physical Education and Health (Grade 11) 567 - 568
Physical Education and Health (Grade 12) 568 - 570
Physical Science 570 - 572
Reading and Writing Skills 573 - 574
Statistics and Probability 574 - 576
Understanding Culture, Society and Politics 577
Aquaculture NC II 461 - 468
Automotive NC I 468 - 486
Carpentry NC II 486 - 490
Food Processing NC II 490 - 509
Illustration NC II 509 - 514
Masonry NC II 514 - 521
Plumbing NC I 522 - 526
SMAW NC I 527 - 534
Technical Drafting NC II 535 - 540
7. 542
Grade Level: Senior High School (Core)
Subject: 21st Century Literature from the Philippines and the World
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
S1 Q1 Writing a close analysis and critical interpretation of literary texts and
doing an adaptation of these require from the learner the ability to
identify:
a. the geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary
b. representative texts and authors from each region (e.g. engage in
oral history research with focus on key personalities from the
students’ region/province/town)
S1 Q1 Compare and contrast the various 21st century literary genres and the
ones from the earlier genres/periods citing their elements, structures
and traditions
S1 Q1 Discuss how different contexts enhance the text’s meaning and enrich
the reader’s understanding
S1 Q1 Produce a creative representation of a literary text by applying multi-
media and ICT skills
S1 Q1 Do self- and/or peer-assessment of the creative adaptation of a literary
text, based on rationalized criteria, prior to presentation
S1 Q2 Writing a close analysis and critical interpretation of literary texts,
applying a reading approach, and doing an adaptation of these, require
from the learner the ability to identify: representative texts and authors
from Asia, North America, Europe, Latin America, and Africa
S1 Q2 Compare and contrast the various 21st century literary genres and their
elements, structures, and traditions from across the globe
S1 Q2 Produce a creative representation of a literary text by applying
multimedia and ICT skills
S1 Q2 Do self- and/or peer-assessment of the creative adaptation of a literary
8. 543
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
text, based on rationalized criteria, prior to presentation
Grade Level: Senior High School (Core)
Subject: Contemporary Philippine Arts from the Regions
Week /
Semester
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
Week 1-
2/Semester
Researches on various contemporary art forms, techniques and
performance practices
Week
3/Semester
Describes various contemporary art forms and their practices from
the various regions
Week
4/Semester
Explains Filipino artists’ roles and identify their contribution to
contemporary arts
Week
5/Semester
Analyzes contemporary art forms based on the elements and
principles
Week
6/Semester Relates the significance of arts forms from the regions
Week
7/Semester
Critiques available local materials and appropriate techniques used
in creating art
Week
8/Semester
Explicates the use of available materials and the application of
techniques
Week 9-
10/Semester
Conceptualizes contemporary art based on techniques and
performance practices in their locality.
Week 11-
14/Semester Applies artistic skills and techniques in the process of creation
Week 11-
14/Semester
Creates the intended final product using appropriate materials for
the best possible output
9. 544
Week /
Semester
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
Week 15-
16/Semester
Incorporates contemporary characteristics to one’s creation with
attention to detail
Week
16/Semester
Promotes arts from the regions
Grade Level: Senior High School (Core)
Subject: Disaster Readiness and Risk Reduction
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Q1 / Week
1
Explain the meaning of disaster
Q1 / Week
1
Differentiate the risk factors underlying disasters
Q1 / Week
1
Describe the effects of disasters on one’s life
Q1 / Week
2
Identify areas/locations exposed to hazards that may lead to disasters
Q1 / Week
2
Analyze disaster from the different perspectives (physical,
psychological, socio-cultural, economic, political, and biological).
Q1 / Week
3
Explain the meaning of vulnerability
Q1 / Week
3
Determine the elements that are exposed to a particular hazard
Q1 / Week
3
Recognize vulnerabilities of different elements exposed to specific
hazards
Q1 / Week Differentiate among hazards, exposure, and vulnerabilities and give
10. 545
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
4 examples from actual situations.
Q1 / Week
4
Define and cite examples of the types of hazards
Q1 / Week
4
Explain the impact of various hazards on different exposed elements
Q1 / Week
5
Identify various potential earthquake hazards
Q1 / Week
5
Recognize the natural signs of an impending tsunami;
Q1 / Week
5
Analyze the effects of the different earthquake hazards
Q1 / Week
6
Interpret different earthquake hazard maps;
Q1 / Week
6
Explain various volcano-related hazards
Q1 / Week
7
Recognize signs of an impending volcanic eruption
Q1 / Week
7
Interpret different volcano hazard maps;
Q2 / Week
1
Discuss the different geological hazards
Q2 / Week
1
Analyze the causes of geological hazards
Q2 / Week
1
Recognize signs of impending geological hazards;
Q2 / Week
2
Interpret geological maps
Q2 / Week
2
Apply mitigation strategies to prevent loss of lives and properties
11. 546
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Q2 / Week
3
Recognize signs of impending hydrometeorological hazards
Q2 / Week
3
Interpret different hydrometeorological hazard maps
Q2 / Week
3
Use available tools for monitoring hydrometeorological hazards
Q2 / Week
4
Recognize elements of the fire triangle in different situations
Q2 / Week
4
Analyze the different causes of fires
Q2 / Week
4
Observe precautionary measures and proper procedures in addressing
a fire incident
Q2 / Week
5
Apply basic response procedures during a fire incident
Q2 / Week
5
Follow fire emergency and evacuation plans;
Q2 / Week
6
Discuss the key concepts, principles, and elements of DRR
Q2 / Week
6
Recognize the importance of DRR on one’s life
Q2 / Week
7
Discuss different community-based practices for managing disaster risk
to specific hazards
Q2 / Week
7
Develop a community preparedness plan;
Q2 / Week
8
Prepare survival kits and materials for one’s family and for public
information and advocacy
Q2 / Week
8
Explain DRR-related laws and policies
12. 547
Grade Level: Senior High School (Core)
Subject: Earth and Life Science
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Q1 / Week
1
Recognize the uniqueness of Earth, being the only planet in the solar
system with properties necessary to support life.
Q1 / Week
1
Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.
Q1 / Week
1
Identify common rock-forming minerals using their physical and chemical
properties.
Q1 / Week
1
Classify rocks into igneous, sedimentary, and metamorphic
Q1 / Week
2
Describe where the Earth’s internal heat comes from.
Q1 / Week
2
Describe the changes in mineral components and texture of rocks due to
changes in pressure and temperature (metamorphism)
Q1 / Week
2
Describe how rocks behave under different types of stress such as
compression, pulling apart, and shearing
Q1 / Week
2
Explain how the movement of plates leads to the formation of folds
and faults
Q1 / Week
3
Describe how layers of rocks (stratified rocks) are formed
Q1 / Week
3
Describe the different methods (relative and absolute dating) to
determine the age of stratified rocks
Q1 / Week
3
Explain how relative and absolute dating were used to determine the
subdivisions of geologic time
Q1 / Week
4
Describe how the Earth’s history can be interpreted from the geologic
time scale
Q1 / Week
4
Describe the various hazards that may happen in the event of
earthquakes, volcanic eruptions, and landslides
13. 548
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Q1 / Week
5
Using hazard maps, identify areas prone to hazards brought about by
earthquakes, volcanic eruptions, and landslides
Q1 / Week
5
Identify human activities that speed up or trigger landslides
Q1 / Week
6
Using hazard maps, identify areas prone to hazards brought about by
tropical cyclones, monsoons, floods, or ipo-ipo
Q1 / Week
6
Describe how coastal processes result in coastal erosion, submersion,
and saltwater intrusion
Q2/ Week
1-2
Explain the evolving concept of life based on emerging pieces of
evidence
Q2/ Week 2
Describe how unifying themes (e.g., structure and function, evolution,
and ecosystems) in the study of life show the connections among living
things and how they interact with each other and with their
environment
Q2/ Week 3 Describe the different ways of how representative animals reproduce
Q2/ Week 4 Describe the process of genetic engineering
Q2/ Week 4 Evaluate the benefits and risks of using GMOs
Q2/ Week 5
Describe the general and unique characteristics of the different organ
systems in representative animals
Q2/ Week 5
Analyze and appreciate the functional relationships of the different
organ systems in ensuring animal survival
Q2/ Week 6
Explain how populations of organisms have changed and continue to
change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today
Q2/ Week 6
Describe how the present system of classification of organisms is based
on evolutionary relationships
Q2/ Week 7
Categorize the different biotic potential and environmental resistance
(e.g., diseases, availability of food, and predators) that affect
population explosion
14. 549
Grade Level: Senior High School (Core)
Subject: Earth Science
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Q1 / Week
1
Describe the characteristics of Earth that are necessary to support life
Q1 / Week
1
Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow
Q1 / Week
1
Identify common rock-forming minerals using their physical and chemical
properties
Q1 / Week
2
Classify rocks into igneous, sedimentary, and metamorphic
Q1 / Week
2
Identify the minerals important to society
Q1 / Week
2
Describe how ore minerals are found, mined, and processed for human
use
Q1 / Week
3
Describe how fossil fuels are formed
Q1 / Week
3
Explain how heat from inside the Earth (geothermal) and from flowing
water (hydroelectric) is tapped as a source of energy for human use
Q1 / Week
3
Identify the various water resources on Earth
Q1 / Week
4
Explain how different activities affect the quality and availability of water
for human use
Q1 / Week
4
Identify human activities, such as farming, construction of structures,
and waste disposal, that affect the quality and quantity of soil
Q1 / Week
5
Describe how people generate different types of waste (solid, liquid,
and gaseous) as they make use of various materials and resources in
everyday life
Q1 / Week Explain how different types of waste affect people’s health and the
15. 550
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
5 environment
Q2 / Week
1
Describe how rocks undergo weathering
Q2 / Week
1
Explain why the Earth’s interior is hot
Q2 / Week
1
Describe what happens after magma is formed
Q2 / Week
2
Describe how rocks behave under different types of stress such as
compression, pulling apart, and shearing
Q2 / Week
2
Describe the structure and evolution of ocean basins
Q2 / Week
3
Describe how layers of rocks (stratified rocks) are formed
Q2 / Week
3
Describe the different methods (relative and absolute dating) of
determining the age of stratified rocks
Q2 / Week
4
Explain how relative and absolute dating were used to determine the
subdivisions of geologic time
Q2 / Week
4
Describe how index fossils (also known as guide fossils) are used to
define and identify subdivisions of the geologic time scale
Q2 / Week
5
Describe the history of the Earth through geologic time
16. 551
Grade Level: Senior High School (Core)
Subject: General Mathematics
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
Q1, Wk 1 represents real-life situations using functions, including piece-wise functions.
evaluates a function.
performs addition, subtraction, multiplication, division, and composition of
functions
solves problems involving functions.
Q1, Wk 2 represents real-life situations using rational functions.
distinguishes rational function, rational equation, and rational inequality.
solves rational equations and inequalities.
represents a rational function through its: (a) table of values, (b) graph,
and (c) equation.
finds the domain and range of a rational function.
Q1, Wk 3 determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational
functions
solves problems involving rational functions, equations, and inequalities.
Q1, Wk 4 represents real-life situations using one-to one functions.
determines the inverse of a one-to-one function.
represents an inverse function through its: (a) table of values, and (b)
graph.
finds the domain and range of an inverse function.
Q1, Wk 5 solves problems involving inverse functions.
represents real-life situations using exponential functions.
distinguishes between exponential function, exponential equation, and
exponential inequality.
Q1, Wk 6 solves exponential equations and inequalities.
represents an exponential function through its: (a) table of values, (b)
graph, and (c) equation.
17. 552
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
finds the domain and range of an exponential function.
determinestheintercepts,zeroes,and asymptotesofanexponentialfunction.
Q1, Wk 7 solves problems involving exponential functions, equations, and
inequalities.
Q1, Wk 8 represents real-life situations using logarithmic functions.
distinguishes logarithmic function, logarithmic equation, and logarithmic
inequality.
solves logarithmic equations and inequalities.
Q1, Wk 9 represents a logarithmic function through its: (a) table of values, (b) graph,
and (c) equation.
finds the domain and range of a logarithmic function.
determines the intercepts, zeroes, and asymptotes of logarithmic
functions.
Q1, Wk 10 solves problems involving logarithmic functions, equations, and
inequalities.
Q2, Wk 1 illustrates simple and compound interests.
distinguishes between simple and compound interests.
Q2, Wk 1
to 2
computes interest, maturity value, future value, and present value in
simple interest and compound interest environment.
solves problems involving simple and compound interests.
Q2, Wk 3
to 4
illustrates simple and general annuities.
distinguishes between simple and general annuities.
finds the future value and present value of both simple annuities and
general annuities.
calculates the fair market value of a cash flow stream that includes an
annuity.
calculates the present value and period of deferral of a deferred annuity.
Q2, Wk 5 illustrate stocks and bonds.
18. 553
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
distinguishes between stocks and bonds.
describes the different markets for stocks and bonds.
analyzes the different market indices for stocks and bonds.
Q2, Wk 6 illustrates business and consumer loans.
distinguishes between business and consumer loans.
solves problems involving business and consumer loans (amortization,
mortgage).
Q2, Wk 7 illustrates and symbolizes propositions.
distinguishes between simple and compound propositions.
performs the different types of operations on propositions.
Q2, Wk 8 determines the truth values of propositions.
illustrates the different forms of conditional propositions.
Q2, Wk 9 illustrates different types of tautologies and fallacies.
determines the validity of categorical syllogisms.
establishes the validity and falsity of real-life arguments using logical
propositions, syllogisms, and fallacies.
Grade Level: Senior High School (Core)
Subject: Introduction to Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
Week
1/1st
Quarter
1.1 Distinguish a holistic perspective from a partial point of view
Nakikilala ang pagkakaiba ng pangkabuuang pananaw mula sa
pananaw ng mga bahagi lamang
1.2 Realize the value of doing philosophy in obtaining
19. 554
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
a broad perspective on life
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
pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
Week
2/1st
2.1 Distinguish opinion from truth
Nakikilala ang pagkakaiba ng katotohanan sa
opinyon
2.2 Realize that the methods of philosophy lead to
wisdom and truth
Nahihinuha na patungo sa katotohanan ang mga pamamaraan ng
pamimilosopiya
2.3 Evaluate truth from opinions in different situations
using the methods of philosophizing
Natataya ang katotohanan at opinyon sa iba’t ibang sitwasyon
gamit ang pamamaraan ng pamimilosopiya
Week
3/1st
Quarter
3.1 Recognize how the human body imposes limits and possibilities
for transcendence
Nakikilala na: Binibigyan ako ng hangganan at posibilidad ng aking
katawan
3.2 Evaluate own limitations and the possibilities for their
transcendence
Natataya ang mga pagkakatakda (hangganan) at pagsasaibayo
(posibilidad) ng sarili
20. 555
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
Week
4/1st
Quarter
4.1 Notice things that are not in their proper place and
organize them in an aesthetic way
Napapansin ang mga bagay na wala sa wastong lugar at
naisasaayos ito nang ayon sa kagandahan
4.2 Show that care for the environment contributes to health, well-
being and sustainable development
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 pakikibagay sa kanyang
mga kapwa nilalang at sa kapaligiran
Week
1/2nd
Quarter
5.1 Evaluate and exercise prudence in
choices
Natatasa kung siya ay maingat sa pagpapasya o hindi
5.2 Realize that:
a. Choices have consequences.
b. Some things are given up while others are obtained in making
choices
Nakikilala na:
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat pagpili.
5.3 Show situations that demonstrate freedom of choice
and the consequences of their choices
Nakapaglalahad ng mga sitwasyon kung saan naipakikita ang pagpili
at kahihinatnan ng mga ito bawat pagpili.
21. 556
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
Week
2/2nd
Quarter
6.1 Realize that intersubjectivity requires accepting differences and
not imposing on others
Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap sa
pagkakaiba ng kapwa at hindi pagpataw ng sarili
6.2 Explain that authentic dialogue means accepting others even if
they are different from themselves
Nakapagpapaliwanag na ang tunay na diyalogo ay ang pagtanggap
sa kapwa bilang kapwa kahit na siya ay iba sa akin
6.1 Performs activities that demonstrate
an appreciation for the talents of persons with disabilities and those
from the underprivileged sectors of society
Nakapagsasagawa ng isang gawain na nagpapamalas ng mga
talento ng mga may kapansanan at kapus-palad
Week
3/2nd
Quarter
7.1 Recognize how individuals form societies and how
individuals are transformed by societies
Nakikilala kung paano nahuhubog ng tao ang
lipunan at kung paano nahuhubog ng lipunan ang
tao
7.2 Compare different forms of societies and
individualities (eg. Agrarian, industrial and virtual)
Nakapaghahambing ng iba’t ibang uri ng lipunan
(hal. agraryo, industriyal at birtwal)
7.3 Explain how human relations are transformed by
social systems
Nakapagpapaliwanang na nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
22. 557
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a link
if online)
kinabibilangan niya
Week 4/
2nd
Quarter
8.1 Enumerate the objectives he/she really wants to
achieve and to define the projects he/she really
wants to do in his/her life
Nakapagtatala ng mga bagay na tunay na gusto niyang gawin
(Ano ang gusto niyang maging?)
8.2 Reflect on the meaning of his/her own life
Nakapagsusulat ng pagninilay tungkol sa kahulugan ng kanyang
buhay sa konteksto ng tao bilang tumutungo sa kamatayan (Saan
hahantong ang lahat ng ito?)
Grade Level: Senior High School (Core)
Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Week of
the
Quarter/
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online) Assessmen
t (provide
a link if
online)
Week 1/1st
Quarter
Naiuugnay ang mga konseptong pangwika sa mga
napakinggang sitwasyong pangkomunikasyon sa radyo,
talumpati, at mga panayam
Week 1/1st
Quarter
Natutukoy ang mga kahulugan at kabuluhan ng mga
konseptong pangwika
Week 2/1st
Quarter
Naiuugnay ang mga konseptong pangwika sa mga napanood
na sitwasyong pang komunikasyon sa telebisyon
(Halimbawa: Tonight with Arnold Clavio, State of the Nation,
Mareng Winnie,Word of the Lourd
23. 558
(http://lourddeveyra.blogspot.com)
Week 2/1st
Quarter
Naiuugnay ang mga konseptong pangwika sa sariling
kaalaman, pananaw, at mga karanasan
Week 3/1st
Quarter
Nagagamit ang kaalaman sa modernong teknolohiya (facebook,
google, at iba pa) sa pag-unawa sa mga konseptong pangwika
Week 3/1st
Quarter
Nabibigyang kahulugan ang mga komunikatibong gamit ng
wika sa lipunan (Ayon kay M. A. K. Halliday)
Week 4/1st
Quarter
Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa
pamamagitan ng napanood na palabas sa telebisyon at
pelikula (Halimbawa: Be Careful with My Heart, Got to
Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Week 4/1st
Quarter
Naipaliliwanag nang pasalita ang gamit ng wika sa lipunan sa
pamamagitan ng mga pagbibigay halimbawa
Week 5/1st
Quarter
Nagagamit ang mga cohesive device sa pagpapaliwanag at
pagbibigay halimbawa sa mga gamit ng wika sa lipunan
Week 5/1st
Quarter
Nakapagsasaliksik ng mga halimbawang sitwasyon na
nagpapakita ng gamit ng wika sa lipunan
Week 6/1st
Quarter
Nakapagbibigay ng opinyon o pananaw kaugnay sa mga
napakinggang pagtalakay sa wikang pambansa
Week 6/1st
Quarter
Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat
na kasaysayan ng wika
Week 7/1st
Quarter
Natutukoy ang mga pinagdaanang pangyayari / kaganapan
tungo sa pagkabuo at pag-unlad ng Wikang Pambansa
Week 7/1st
Quarter
Nakasusulat ng sanaysay na tumatalunton sa isang partikular
na yugto ng kasaysayan ng Wikang Pambansa
Week 8/1st
Quarter
Natitiyak ang mga sanhi at bunga ng mga pangyayaring may
kaugnayan sa pag-unlad ng Wikang Pambansa
Week 9-10/1st
Quarter
Nakagagawa ng isang sanaysay batay sa isang panayam
tungkol sa aspektong kultural o lingguwistiko ng napiling
komunidad
Week 1/2nd
Quarter
Natutukoy ang iba’t ibang paggamit ng wika sa mga
napakinggang pahayag mula sa mga panayam at balita sa
radyo at telebisyon
24. 559
Week 1/2nd
Quarter
Natutukoy ang iba’t ibang paggamit ng wika sa nabasang
pahayag mula sa mga blog, social media posts at iba pa
Week 2 /2nd
Quarter
Nasusuri at naisasaalang-alang ang mga lingguwistiko at
kultural na pagkakaiba-iba sa lipunang Pilipino sa mga
pelikula at dulang napanood
Week 2/2nd
Quarter
Naipapaliwanag nang pasalita ang iba’t ibang dahilan, anyo,
at pamaraan ng paggamit ng wika sa iba’t ibang sitwasyon
Week 3/2nd
Quarter
Nakasusulat ng mga tekstong nagpapakita ng mga
kalagayang pangwika sa kulturang Pilipino
Week 3/2nd
Quarter
Natutukoy ang iba’t ibang register at barayti ng wika na
ginagamit sa iba’t ibang sitwasyon (Halimbawa: Medisina,
Abogasya, Media, Social Media, Enhinyerya, Negosyo, at iba
pa) sa pamamagitan ng pagtatala ng mga terminong ginamit
sa mga larangang ito
Week 4/2nd
Quarter
Nakagagawa ng pag-aaral gamit ang social media sa
pagsusuri at pagsulat ng mga tekstong nagpapakita ng iba’t
ibang sitwasyon ng paggamit sa wika
Week 4/2nd
Quarter
Natutukoy ang mga angkop na salita, pangungusap ayon sa
konteksto ng paksang napakinggan sa mga balita sa radyo at
telebisyon
Week 5/2nd
Quarter
Nabibigyang kahulugan ang mga salitang ginamit sa
talakayan
Week 5/2nd
Quarter
Napipili ang angkop na mga salita at paraan ng paggamit nito
sa mga usapan o talakayan batay sa kausap, pinag-uusapan,
lugar, panahon, layunin, at grupong kinabibilangan
Week 6/2nd
Quarter
Nahihinuha ang layunin ng isang kausap batay sa paggamit
ng mga salita at paraan ng pagsasalita
Week 6/2nd
Quarter
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t ibang
paraan ng paggamit ng wika ng iba’t ibang grupong sosyal at
kultural sa Pilipinas
Week 7/2nd
Quarter
Nasusuri ang ilang pananaliksik na pumapaksa sa wika at
kulturang Pilipino
Week 7/2nd Naiisa-isa ang mga hakbang sa pagbuo ng isang
25. 560
Quarter makabuluhang pananaliksik
Week 8/2nd
Quarter
Nagagamit ang angkop na mga salita at pangungusap upang
mapag-ugnay-ugnay ang mga ideya sa isang sulatin
Week 9-10/2nd
Quarter
Nakasusulat ng isang panimulang pananaliksik sa mga
penomenang kultural at panlipunan sa bansa
Grade Level: Senior High School (Core)
Subject: Media and Information Literacy
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
S2 Q3 Describe how communication is influenced by media and information
S2 Q3 Identify the similarities and differences between and among media
literacy, information literacy, and technology literacy
S2 Q3 Discuss responsible use of media and information
S2 Q3 Explain how the evolution of media from traditional to new media shaped
the values and norms of people and society
S2 Q3 Compare and contrast how one particular issue or news is presented
through the different types of media (print, broadcast, online)
S2 Q3 Contrast indigenous media to the more common sources of information
such as library, internet, etc.
S2 Q3 Present an issue in varied ways to disseminate information using the
codes, convention, and language of media
S2 Q3 Cite practical situation when to apply knowledge in intellectual property,
copy right, and fair use guidelines
S2 Q3 Create a campaign add to combat digital divide, addiction, and bullying
S2 Q4 Cite an example of an issue showing the power of media and information
to affect change
S2 Q4 Describe the impact of massive open on-line
S2 Q4 Discuss the implication of media and information to an individual and the
society
26. 561
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
S2 Q4 Describe the different dimensions of:
text information and media
visual information and media
audio information and media
motion information and media
manipulative information and media
multimedia information and media
S2 Q4 Analyze how the different dimensions are formally and informally
produced, organized, and disseminated
S2 Q4 Evaluate a creative multimedia form (living museum, electronic portfolio,
others)
S2 Q4 Produce a creative text-based, visual-based, audio-based, motion-based,
and manipulative-based presentation using design principle and
elements
Grade Level: Senior High School (Core)
Subject: Oral Communication in Context
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
S1 Q1 Explains the functions, nature and process of communication
S1 Q1 Differentiates the various models of communication
S1 Q1 Uses various strategies in order to avoid communication breakdown
S1 Q1 Examines sample oral communication activities
S1 Q1 Identifies the various types of speech context.
S1 Q1 Distinguishes types of speeches and speech style
27. 562
Grading
Period
Most Essential Learning Competencies Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessment
(provide a
link if online)
S1 Q1 Responds appropriately and effectively to a speech act
S1 Q1 Employs various communicative strategies in different situations
S1 Q2 Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following:
Language form
Duration of interaction
Relationship of speaker
Role and responsibilities of the speaker
Message
Delivery
S1 Q2 Uses principles of effective speech writing focusing on:
Audience profile
Logical organization
Duration
Word choice
Grammatical correctness
and
Articulation
Modulation
Stage Presence
Facial Expressions, Gestures and Movements
Rapport with the audience
28. 563
Grade Level: Senior High School (Core)
Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies
Lesson
Exemplar/
Learning
resources
available
LR
developer
Link (if available
online)
Assessmen
t (provide
a link if
online)
Week 1/3rd Quarter Natutukoy ang paksang tinalakay sa iba’t ibang tekstong
binasa
Week 1/3rd Quarter
Natutukoy ang kahulugan at katangian ng mahahalagang
salitang ginamit ng iba’t ibang uri ng tekstong binasa
Week 2/3rd Quarter
Naibabahagi ang katangian at kalikasan ng iba’t ibang
tekstong binasa
Week 2/3rd Quarter Nakasusulat ng ilang halimbawa ng iba’t ibang uri ng teksto
Week 3/3rd Quarter
Nagagamit ang cohesive device sa pagsulat ng sariling
halimbawang teksto
Week 4/3rd Quarter
Nakakukuha ng angkop na datos upang mapaunlad ang sariling
tekstong isinulat
Week 4/3rd Quarter
Naiuugnay ang mga kaisipang nakapaloob sa binasang teksto
sa sarili, pamilya, komunidad, bansa, at daigdig
Week 5/3rd Quarter
Naipaliliwanag ang mga kaisipang nakapaloob sa tekstong
binasa
Week 6-7/3rd
Quarter
Nagagamit ang mabisang paraan ng pagpapahayag:
a. Kalinawan
b. Kaugnayan
c. Bisa
Sa reaksyong papel na isinulat
Week 8-10/3rd
Quarter
Nakasusulat ng mga reaksyong papel batay sa binasang
teksto ayon sa katangian at kabuluhan nito sa:a. pamilya, b.
komunidad c. bansa d. daigdig
Week 1-2/4th
Quarter
Nasusuri ang ilang halimbawang pananaliksik sa Filipino
batay sa layunin, gamit, metodo, at etika sa pananaliksik
Week 3-4/4th Nabibigyang kahulugan ang mga konseptong kaugnay ng
29. 564
Quarter pananaliksik (Halimbawa: balangkas konseptwal, balangkas
teoretikal, datos empirikal, atbp.)
Week 5-6/4th
Quarter
Naiisa-isa ang mga paraan at tamang proseso ng pagsulat ng
isang pananaliksik sa Filipino batay sa layunin, gamit,
metodo, at etika ng pananaliksik
Week 7-8/4th
Quarter
Nagagamit ang mga katwirang lohikal at ugnayan ng mga
ideya sa pagsulat ng isang pananaliksik
Week 9-10/4th
Quarter
Nakabubuo ng isang maikling pananaliksik na napapanahon
ang paksa
Grade Level: Senior High School (Core)
Subject: Personal Development
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if
available
online)
Assessment
(provide a link
if online)
Week 1 /
First Quarter
1.1 explain that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better
1.2 share his/her unique characteristics, habits, and experiences
Week 2 /
First Quarter
2.1 discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development
2.2 evaluate his/her own thoughts, feelings, and behaviors
2.3 show the connections between thoughts, feelings, and
behaviors in actual life situations
Week 3 /
First Quarter
Discuss developmental tasks and challenges being experienced
during adolescence
Evaluate one’s development through the help of significant people
around him/her ( peers, parents, siblings, friends, teachers,
community leaders)
Identify ways that help one become capable and responsible
adolescent prepared for adult life
30. 565
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if
available
online)
Assessment
(provide a link
if online)
Week 4 /
First Quarter
Discuss understanding of mental health and psychological well-
being to identify ways to cope with stress during adolescence
Identify causes and effects of stress in one’s life
Demonstrate personal ways to cope with stress and maintain
mental health
Week 5 /
First Quarter
Discuss that understanding the different parts of the brain,
processes and functions may help in improving thoughts,
behaviour and feelings.
Explore ways on how to improve brain functions for personal
development
Develop a personal plan to enhance brain functions
Week 6 /
First Quarter
8.1 discuss that understanding the intensity and differentiation of
emotions may help in communicating emotional expressions
8.2 explore one’s positive and negative emotions and how one
expresses or hides them
8.3 demonstrate and create ways to manage various emotions
Week 7 /
First Quarter
9.1 discuss an understanding of teen-age relationships, including
the acceptable and unacceptable expressions of attractions
9.2 express his/her ways of showing attraction, love, and
commitment
9.3 identify ways to become responsible in a relationship
Week 8/
First Quarter
10.1 distinguish the various roles of different individuals in society
and how they can influence people through their leadership or
followership
10.2 compare one’s perception of himself/herself and how others
see him/her
10.3 conduct a mini-survey on Filipino relationships (family, school,
31. 566
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if
available
online)
Assessment
(provide a link
if online)
and community)
Week 9/
First Quarter
11.1 appraise one’s family structure and the type of care he/she
gives and receives, which may help in understanding
himself/herself better
11.2 make a genogram and trace certain physical, personality, or
behavioral attributes through generations
11.3 prepare a plan on how to make the family members firmer
and gentler with each other
Week 1 /
Second Quarter
Explain that understanding different factors, career development
concepts and personal life goals influence career planning and
decision-making.
Identify career options based on different factors, career
development concepts and personal life goals
Prepare a career plan based on the identified career options to
attain personal life’s goals
Week 2 /
Second Quarter
14.1 explain the factors in personal development that may guide
him/her in making important career decisions as adolescents
14.2 share insights that make him/her realize the importance of
personal development in making a career decision as adolescent
14.3 construct a creative visualization of his/her personal
development through of the various stages he/she went through,
stressors, influences, and decision-making points, and a personal
profile analysis
32. 567
Grade Level: Senior High School (Core)
Subject: Physical Education and Health (Grade 11)
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR developer Link (if
available
online)
Assessment
(provide a link
if online)
Weeks 1 to 7/1st
Sem
1. Self-assesses health-related fitness (HRF). status, barriers to
physical activity assessment participation and one’s diet
Weeks 8 to
10/1st Sem
2. Sets Frequency Intensity Time Type (FITT) goals based on
training principles to achieve and/or maintain health-
related fitness (HRF).
Weeks 1 to
10/1st Sem
3. Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school
Weeks 1 to
10/1st Sem
4. Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort.
Weeks 1 to
10/1st Sem
5. Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
Weeks 1 to
10/1st Sem
6. Demonstrates proper etiquette and safety in the use of
facilities and equipment
Weeks 1 to
10/1st Sem
7. Participates in an organized event that addresses
health/fitness issues and concerns
Weeks 1 to
10/1st Sem
8. Recognizes the value of optimizing one’s health through
participation in physical activity assessments
Weeks 1 to
10/1st Sem 9. Organizes fitness event for a target health issue or concern
Second Semester
Week 1/2nd Sem 1. Describes the role of physical activity assessments in
managing one’s stress
Weeks 2 to 10 2. Self-assesses health-related fitness (HRF) status, barriers to
33. 568
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR developer Link (if
available
online)
Assessment
(provide a link
if online)
/2nd Sem physical activity assessment participation and one’s diet
Weeks 4 to 5 /2nd
Sem
3. Sets FITT goals based on training principles to achieve
and/or maintain HRF.
Weeks 2 to 10
/2nd Sem
4. Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school
Weeks 2 to 10
/2nd Sem
5. Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
Weeks 2 to 10
/2nd Sem
6. Participates in an organized event that addresses
health/fitness issues and concerns
Weeks 2 to 10
/2nd Sem
7. Organizes sports event for a target health issue or concern
Grade Level: Senior High School (Core)
Subject: Physical Education and Health (Grade 12)
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if
available
online)
Assessment
(provide a link
if online)
Weeks 1 to 10
/1st Sem
1. Self-assesses health-related fitness (HRF). status, barriers to
physical activity assessment participation and one’s diet
Weeks 4 to 5 /1st
Sem
2. Sets FITT goals based on training principles to achieve
and/or maintain HRF
Weeks 1 to 10
/1st Sem
3. Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school
Weeks 1 to 10
/1st Sem
4. Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
34. 569
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if
available
online)
Assessment
(provide a link
if online)
monitor and/or adjust participation or effort
Weeks 1 to 10
/1st Sem
5. Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
Weeks 1 to 10
/1st Sem
6. Demonstrates proper etiquette and safety in the use of
facilities and equipment
Weeks 1 to 10
/1st Sem
7. Participates in an organized event that addresses
health/fitness issues and concerns
Weeks 1 to 10
/1st Sem
8. Organizes fitness event for a target health issue or concern
Second Semester
Weeks 1 to 10 /
2nd Sem
1. Self-assesses health-related fitness (HRF) status, barriers to
physical activity assessment participation and one’s diet
Weeks 4 to 5 /
2nd Sem
2. Sets FITT goals based on training principles to achieve
and/or maintain HRF
Weeks 1 to 10 /
2nd Sem
3. Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school
Weeks 1 to 10 /
2nd Sem
4. Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort
Weeks 1 to 10 /
2nd Sem
5. Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
Weeks 1 to 10 /
2nd Sem
6. Demonstrates proper etiquette and safety in the use of
facilities and equipment
Weeks 1 to 10 /
2nd Sem
7. Participates in an organized event that addresses
health/fitness issues and concerns
35. 570
Week of the
Quarter/
Grading Period
Most Essential Learning Competencies Lesson Exemplar/
Learning
resources
available
LR
developer
Link (if
available
online)
Assessment
(provide a link
if online)
Weeks 1 to 10 /
2nd Sem
8. Organizes fitness event for a target health issue or concern
Grade Level: Senior High School (Core)
Subject: Physical Science
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Q1/Week 1 Give evidence for and describe the formation of heavier elements
during star formation and evolution
Q1/Week 1 Explain how the concept of atomic number led to the synthesis of new
elements in the laboratory
Q1/Week 2 Determine if a molecule is polar or non-polar given its structure
Q1/Week 2 Relate the polarity of a molecule to its properties
Q1/Week 3 Describe the general types of intermolecular forces
Q1/Week 3 Explain the effect of intermolecular forces on the properties of
substances
Q1/Week 4 Explain how the structures of biological macromolecules such as
carbohydrates, lipids, nucleic acid, and proteins determine their
properties and functions
Q1/Week 5 Use simple collision theory to explain the effects of concentration,
temperature, and particle size on the rate of reaction
Q1/Week 5 Define catalyst and describe how it affects reaction rate
Q1/Week 6 Determine the limiting reactant in a reaction and calculate the
amount of product formed
Q1/Week 7 Describe how energy is harnessed from different sources:
A. Fossil fuels
B. Biogas
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C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass
Q1/Week 8 From product labels, identify the active ingredient(s) of cleaning
products used at home
Q1/Week 8 Give the use of the other ingredients in cleaning agents
Q2 / Week 1 Explain how the Greeks knew that the Earth is spherical
Q2 / Week 1 Cite examples of astronomical phenomena known to astronomers
before the advent of telescopes
Q2 / Week 1 Explain how Brahe’s innovations and extensive collection of data in
observational astronomy paved the way for Kepler’s discovery of his
laws of planetary motion
Q2 / Week 2 Explain the subtle distinction between Newton’s 1st Law of Motion
(or Law of Inertia) and Galileo’s assertion that force is not necessary
to sustain horizontal motion
Q2 / Week 2 Describe how the propagation of light, reflection, and refraction are
explained by the wave model and the particle model of light
Q2 / Week 2 Explain how the photon concept and the fact that the energy of a
photon is directly proportional to its frequency can be used to
explain why red light is used in photographic dark rooms, why we
get easily sunburned in ultraviolet light but not in visible light, and
how we see colors
Q2 / Week 3 Cite experimental evidence showing that electrons can behave like
waves
Q2 / Week 3 Differentiate dispersion, scattering, interference, and diffraction
Q2 / Week 3-4 Explain various light phenomena such as:
A. Your reflection on the concave and convex sides of a spoon
looks different
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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
Q2 / Week 4 Describe how Hertz produced radio pulses
Q2 / Week 4 Explain how special relativity resolved the conflict between
Newtonian mechanics and Maxwell’s electromagnetic theory
Q2 / Week 5 Explain the consequences of the postulates of Special Relativity (e.g.,
relativity of simultaneity, time dilation, length contraction, mass-
energy equivalence, and cosmic speed limit)
Q2 / Week 5 Explain the consequences of the postulates of General Relativity
(e.g., correct predictions of shifts in the orbit of Mercury,
gravitational bending of light, and black holes)
Q2 / Week 6 Explain how the speeds and distances of far-off objects are
estimated (e.g., doppler effect and cosmic distance ladder)
Q2 / Week 6 Explain how we know that we live in an expanding universe, which
used to be hot and is approximately 14billion years old
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Grade Level: Senior High School (Core)
Subject: Reading and Writing Skills
Grading
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S2 Q3 Compare and contrast patterns of written texts across disciplines
S2 Q3 Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics)
S2 Q3 Identify claims explicitly or implicitly made in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value
S2 Q4 Identify the context in which a text was developed
a. Hypertext
b. Intertext
S2 Q4 Explain critical reading as reasoning
S2 Q4 Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text read; and
b. counterclaims in response to claims made in a text read
S2 Q4 Determine textual evidence to validate assertions and counterclaims
made about a text read
S2 Q4 Identify the unique features of and requirements in composing texts
that are useful across disciplines:
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
S2 Q4 Identify the unique features of and requirements in composing
professional correspondence:
a. Resume
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b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence
Grade Level: Senior High School (Core)
Subject: Statistics and Probability
Week of
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Q3, Wk 1 illustrates a random variable (discrete and continuous).
distinguishes between a discrete and a continuous random variable.
finds the possible values of a random variable.
illustrates a probability distribution for a discrete random variable and its
properties.
Q3, Wk 2 computes probabilities corresponding to a given random variable.
illustrates the mean and variance of a discrete random variable.
calculates the mean and the variance of a discrete random variable.
Q3, Wk 3 interprets the mean and the variance of a discrete random variable.
solves problems involving mean and variance of probability distributions.
illustrates a normal random variable and its characteristics.
Q3, Wk 4 identifies regions under the normal curve corresponding to different
standard normal values.
converts a normal random variable to a standard normal variable and
vice versa.
computes probabilities and percentiles using the standard normal table.
Q3, Wk 5 illustrates random sampling.
40. 575
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distinguishes between parameter and statistic.
identifies sampling distributions of statistics (sample mean).
Q3, Wk 6 finds the mean and variance of the sampling distribution of the sample
mean.
defines the sampling distribution of the sample mean for normal
population when the variance is: (a) known; (b) unknown
Q3, Wk 7
to 8
illustrates the Central Limit Theorem.
defines the sampling distribution of the sample mean using the Central
Limit Theorem.
solves problems involving sampling distributions of the sample mean.
Q3, Wk 9 illustrates the t-distribution.
identifies percentiles using the t-table.
Q3, Wk 10 identifies the length of a confidence interval.
computes for the length of the confidence interval.
computes for an appropriate sample size using the length of the interval.
solves problems involving sample size determination.
Q4, Wk 1 illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of
significance; (d) rejection region; and (e) types of errors in hypothesis
testing.
identifies the parameter to be tested given a real-life problem.
Q4, Wk 2 formulates the appropriate null and alternative hypotheses on a
population mean.
identifies the appropriate form of the test-statistic 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.
Q4, Wk 3 identifies the appropriate rejection region for a 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
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Theorem is to be used.
Q4, Wk 4 computes for the test-statistic value (population mean).
draws conclusion about the population mean based on the test-statistic
value and the rejection region.
Q4, Wk 5 solves problems involving test of hypothesis on the population mean.
formulates the appropriate null and alternative hypotheses on a
population proportion.
identifies the appropriate form of the test-statistic when the Central
Limit Theorem is to be used.
Q4, Wk 6 identifies the appropriate rejection region for a given level of significance
when the Central Limit Theorem is to be used.
computes for the test-statistic value (population proportion).
draws conclusion about the population proportion based on the test-
statistic value and the rejection region.
Q4, Wk 7 solves problems involving test of hypothesis on the population
proportion.
illustrates the nature of bivariate data.
constructs a scatter plot.
describes shape (form), trend (direction), and variation (strength) based
on a scatter plot.
Q4, Wk 8 calculates the Pearson’s sample correlation coefficient.
solves problems involving correlation analysis.
Q4, Wk 9 identifies the independent and dependent variables.
calculates the slope and y-intercept of the regression line.
interprets the calculated slope and y-intercept of the regression line.
Q4, Wk 10 predicts the value of the dependent variable given the value of the
independent variable.
solves problems involving regression analysis.
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Grade Level: Senior High School (Core)
Subject: Understanding Culture, Society and Politics
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Week 1 *Discuss the nature, goals and perspectives in/of anthropology, sociology
and political science
Week 2 *Analyze the concept, aspects and changes in/of culture and society
Week 3 *Explain the importance of cultural relativism in attaining cultural
understanding
Week 4 *Analyze the significance of cultural, social, political and economic
symbols and practices
Week 5 * Explain the context, content, processes, and consequences of
socialization
Week 6 *Analyze the forms and functions of social organizations
Week 7 *Explain the forms and functions of state and non-state institutions
Week 8 *Examine the functions and importance of education in the society
Week 9 *Examine the concept, characteristics and forms of stratification systems
using sociological perspectives
Week 10 Explain government programs and initiatives in addressing social inequalities
e.g. local, national, global
Week 11 *Suggest ways to address social inequalities (local, national and global)
Week 12 * Examine human responses to emerging challenges in contemporary
societies
Legend:
*These learning competencies were rephrased and deemed most essential in the achievement of content and performance standards.