The document outlines a structured approach for students to create advocacy campaign materials addressing social, cultural, and political issues within their communities, using video presentations and infographics. It emphasizes the development of critical thinking, problem-solving, and communication skills while encouraging collective action through community engagement. The aim is to foster awareness and motivate responses to pressing social problems by leveraging interdisciplinary and research-based methods.

1. Group 2
BARLIZO, Danica A., NUNGAY, Milky S.,
ALBAO, Badillos Alden, COPRADE,
Kendrick A., MANLANGIT, Rommel,
PERIÑA, Darwin, TARIO, Ralph Joshua G.

2. Workshop 1

5. Sample Diagnostic Test Questions

8. Expected Output: ADVOCACY VIDEO CAMPAIGN MATERIAL (Can You SEE, HEAR and FEEL)
INTRAdisicplinary Performance Task
There are major social problems/issues/phenomenon in your community (Situation). Based on your
understanding of how changing society, culture and politics impact on the collective lives of the people in your
community, identifies one problem/issue/phenomenon that need immediate respond or plan of actions
(Goal). As one of the advocacy team members, (Role) you were task by the city social, welfare and
development to create an advocacy campaign material (video presentation and infographic) (Product)
designed to increase awareness, raised consciousness and motivate people within your community and the
nearby (Audience) to address the said issue in the locality. Using the following rubric for evaluating the
advocacy campaign material, namely: Narrative Extends Clear and Critical Thoughts/Ideas, Communication via
Advocacy Campaign and Infographics, Problem-Solving Capability-Call to Action, Critical Position and Counter-
Argumentation, Tone and Focus, Awareness of Audience, Language Convictions and Cohesive of the
Information, and Collaboration (Standard). It is hoped that the locality will be able to collectively resolve such
concerns.

9. Transfer Goal
What in the long run
after SHS can students do
on their own with what
they learned?”
Learners are able to
critically evaluate (creative
and critical thinking) on
how to respond to social,
cultural, and political
changes through the
formulation of a research-
based advocacy campaign
material (decision-making
and problem-solving). With
the end goal of not just
awareness (communication
and interpersonal) but
promote collective action
responding to social,
cultural, political change in
the context of VUCA world
(resilience and availability
to cope with problems).
What skills to champion
in teaching the subject
are measured (?)
Critical Thinking
Problem-Solving
Communication
Collaboration
List of Skills to champion
in teaching the subject
Higher Education
Entrepreneurship
Employment
Middle Level Skills
Development

10. Performance Scenario
What real life situation can
students put themselves in
where they can perform the
transfer goal?”
Performing the role of
someone who is working as
one from an advocacy team
in a City Social, Welfare and
Development, the learners’
task to create a research-
based advocacy campaign
material (video
presentation, Infographic)
on issues visible in their
community/locality.
Anchored from research
information that is critically
analyzed using UCSP
approaches, the advocacy
campaign material is
intended to affect not just
the conscientization but
promote collective action.
… when a student after
graduating in the SHS:
⮚proceeds to college?
⮚puts up own business?
⮚is employed in any
institution?
⮚proceeds to technical-
vocational programs?
List of Preparatory Skills of
the 4Exits of the K to 12
Program
Communication, Thinking,
Problem-solving, Research
Communication, Creative
Thinking Problem-solving,
Risk-taking Leadership
Communication Planning,
Organizing, and Initiative
Problem-solving & Self-mgt.,
Learning, Teamwork
Communication, Creative
Thinking, Problem-solving
Technical

11. Workshop 2

12. MULTIdisciplinal Performance Task
There are major social, cultural, and political changes (UCSP), mental health issues (PERDEV), threats, risks, abuse
and misuse of media and information (MIL), human activity and environmental issues (ELS), and the human person
in society (PHILOSOPHY) visible in your community. Based on your understanding of how changing society, culture,
and politics impact on the collective lives of the people in your community, identifies one
problem/issue/phenomenon that need immediate respond or plan of actions (Goal). As one of the advocacy team
members,(Role) you were task by the city social, welfare and development to create an advocacy campaign material
(video presentation and infographic) (Product) designed to increase awareness, raised consciousness, and motivate
people within your community and the nearby (Audience) to address the said issue in the locality. The research
information that will serve as basis for formulating the final output, will be examined through the social scientific
methods (UCSP) using the following rubric for evaluating the advocacy campaign material, namely: Narrative
Extends Clear and Critical Thoughts/Ideas (USCP), Communication via Advocacy Campaign and Infographics (MIL),
Problem-Solving Capability-Call to Action, Critical Position and Counter-Argumentation, Tone and Focus, Awareness
of Audience, Language Convictions and Cohesive of the Information (Oral Communication), and Collaboration
(Standard). It is hoped that the locality will be able to collectively resolve such concerns.

13. Transfer Goal is the same with that of the
INTRAdisciplinal Performance Task
Learners are able to critically evaluate (creative and
critical thinking) on how to respond to social, cultural, and
political changes through the formulation of a research-
based advocacy campaign material (decision-making and
problem-solving). With the end goal of not just awareness
(communication and interpersonal) but promote
collective action responding to social, cultural, political
change in the context of VUCA world (resilience and
availability to cope with problems).
Performance scenario maintains the inclusion of the 4
exits of the K to12 Program but MUST be analyzed and
solved in 3 or more lenses (i.e., using the theories,
concepts, and methods of each discipline)
Performing the role of someone who is working as one
from an advocacy team in a City Social, Welfare and
Development, the learners’ task to create a research-
based advocacy campaign material (video presentation,
Infographic) on how to respond to social, cultural, and
political changes visible in their community/locality
(UCSP), mental health issues (PERDEV), threats, risks,
abuse and misuse of media and information (MIL),
human activity and environmental issues (ELS), and the
human person in society (PHILOSOPHY). Anchored from
research information that is critically analyzed using
UCSP approaches, the advocacy campaign material is
intended to affect not just the conscientization but
promote collective action.

14. Workshop 3

15. INTERdisciplinal Performance Task
There are major social, cultural, and political changes (UCSP), mental health issues (PERDEV), threats, risks, abuse
and misuse of media and information (MIL), human activity and environmental issues (ELS), and the human
person in society (PHILOSOPHY) visible in your community. Based on your understanding of how changing society,
culture, and politics impact on the collective lives of the people in your community, identifies one
problem/issue/phenomenon that need immediate respond or plan of actions (Goal). As one of the advocacy team
members(Role), you were task by the city social, welfare and development to create an advocacy campaign
material (video presentation and infographic) (Product) designed to increase awareness, raised consciousness,
and motivate people within your community and the nearby (Audience) to address the said issue in the locality.
The research information that will serve as basis for formulating the final output, will be examined through the
social scientific methods (UCSP) using the following rubric for evaluating the advocacy campaign material,
namely: Narrative Extends Clear and Critical Thoughts/Ideas (Reading and Writing Skills), Communication via
Advocacy Campaign and Infographics (MIL), Problem-Solving Capability-Call to Action (UCSP), Critical Position and
Counter-Argumentation (Philosophy), Tone and Focus, Awareness of Audience, Language Convictions and
Cohesive of the Information (Oral Communication), and Collaboration (Standard). It is hoped that the locality will
be able to collectively resolve such concerns.

16. Transfer Goal is the same with that of the INTRAdisciplinal
Performance Task
Learners are able to critically evaluate (creative and critical
thinking) on how to respond to social, cultural, and political
changes through the formulation of a research-based advocacy
campaign material (decision-making and problem-solving).
With the end goal of not just awareness (communication and
interpersonal) but promote collective action responding to
social, cultural, political change in the context of VUCA world
(resilience and availability to cope with problems).
Performance scenario maintains the inclusion of the 4 exits of
the K to12 Program but MUST be analyzed and solved in 3 or
more lenses (i.e., using the theories, concepts, and methods of
each discipline)
Performing the role of someone who is working as one from an
advocacy team in a City Social, Welfare and Development, the
learners’ task to create a research-based advocacy campaign
material (video presentation, Infographic) on how to respond
to social, cultural, and political changes visible in their
community/locality (UCSP), mental health issues (PERDEV),
threats, risks, abuse and misuse of media and information
(MIL), human activity and environmental issues (ELS), and the
human person in society (PHILOSOPHY). Anchored from
research information that is critically analyzed (using UCSP,
psychological, and inquiry-based method) and effectively
packaged (using Writing and MIL tools), the advocacy campaign
material is intended to affect not just the conscientization but
promote collective action.