This document outlines an 11th/12th grade empowerment technologies curriculum organized by quarter, standards, competencies, and duration. The first quarter covers understanding ICT in the context of global communication and professional tracks. Learners compare online platforms and apply safety/ethics. They use the internet for research and apply advanced productivity tools to create ICT content. The second quarter covers understanding how rich media affects user experience and how ICT enables social change. Learners create an ICT project for social change and manage/maintain an online project. They reflect on how ICT has changed their worldview.
This document contains a daily lesson log for a personal development class in Grade 12. It summarizes the objectives and competencies covered in each lesson, which include knowing oneself, developing the whole person, developmental stages in adolescence, challenges of adolescence, coping with stress, mental powers of the mind, mental health and well-being, emotional intelligence, personal relationships, social relationships, family structures and legacies, persons and careers, career pathways, and insights into personal development. The log indicates that the objectives for each lesson were accomplished.
This document outlines the Most Essential Learning Competencies (MELCs) for the subject Practical Research 2 for 11th grade students over two semesters. It covers topics such as the importance and types of research, formulating a research problem and question, reviewing related literature, qualitative research designs and data collection/analysis methods, drawing conclusions from findings, and listing references. The MELCs are broken down by quarter and include content and performance standards as well as expected learning outcomes for students.
The document discusses the different structures used in academic texts. It identifies 9 main structures: definition, description, recount of sequence, cause and effect, comparison and contrast, enumeration, problem solution, classification, and thesis evidence. It provides examples of each structure and encourages learning activities where students apply the structures, such as describing a person, making a flow chart on a process, or providing a scenario where the structures could be used in studies. The overall purpose is to instruct readers on identifying and applying different text structures used in academic writing.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
This document is a daily lesson log for a grade 12 Media and Information Literacy class. Over the course of four days, the lesson objectives are to: define information needs and locate/assess/organize/communicate information; demonstrate ethical use of information and produce a creative multimedia presentation; define mass media/media effects and discuss how individuals are portrayed; and analyze/evaluate new media effects on Filipino youth. Learning resources include textbooks, presentations, and online videos. Teaching methods involve discussion, video analysis, group activities, and performance tasks. Formative assessments and reflections on lesson effectiveness are also documented.
Media and Information Literacy (MIL) Performance Task - Video Project (Cooper...Arniel Ping
Media and Information Literacy (MIL) Performance Task - Video Project (Cooperative Learning)
Topic:
1. Media and Information Languages (Genre, Codes, and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Cyber bullying, Plagiarism, and Internet Addiction)
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
This document contains a daily lesson log for a personal development class in Grade 12. It summarizes the objectives and competencies covered in each lesson, which include knowing oneself, developing the whole person, developmental stages in adolescence, challenges of adolescence, coping with stress, mental powers of the mind, mental health and well-being, emotional intelligence, personal relationships, social relationships, family structures and legacies, persons and careers, career pathways, and insights into personal development. The log indicates that the objectives for each lesson were accomplished.
This document outlines the Most Essential Learning Competencies (MELCs) for the subject Practical Research 2 for 11th grade students over two semesters. It covers topics such as the importance and types of research, formulating a research problem and question, reviewing related literature, qualitative research designs and data collection/analysis methods, drawing conclusions from findings, and listing references. The MELCs are broken down by quarter and include content and performance standards as well as expected learning outcomes for students.
The document discusses the different structures used in academic texts. It identifies 9 main structures: definition, description, recount of sequence, cause and effect, comparison and contrast, enumeration, problem solution, classification, and thesis evidence. It provides examples of each structure and encourages learning activities where students apply the structures, such as describing a person, making a flow chart on a process, or providing a scenario where the structures could be used in studies. The overall purpose is to instruct readers on identifying and applying different text structures used in academic writing.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
This document is a daily lesson log for a grade 12 Media and Information Literacy class. Over the course of four days, the lesson objectives are to: define information needs and locate/assess/organize/communicate information; demonstrate ethical use of information and produce a creative multimedia presentation; define mass media/media effects and discuss how individuals are portrayed; and analyze/evaluate new media effects on Filipino youth. Learning resources include textbooks, presentations, and online videos. Teaching methods involve discussion, video analysis, group activities, and performance tasks. Formative assessments and reflections on lesson effectiveness are also documented.
Media and Information Literacy (MIL) Performance Task - Video Project (Cooper...Arniel Ping
Media and Information Literacy (MIL) Performance Task - Video Project (Cooperative Learning)
Topic:
1. Media and Information Languages (Genre, Codes, and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Cyber bullying, Plagiarism, and Internet Addiction)
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
The document is a daily lesson log for a grade 12 Practical Research class. It outlines the objectives, content, procedures, and evaluation for the week's lessons on the nature and importance of research. The lessons cover the characteristics, processes, ethics, and different types of research. Students learn through videos, discussions, activities in groups, presentations and a short test. The teacher reflects on the lessons and student performance.
This document outlines a curriculum for an Industrial Arts - Electrical Installation and Maintenance course for grades 7-9 in the Philippines. The grade 7/8 course is introductory and exploratory, covering basic concepts, career opportunities, and common competencies. The grade 9 course is a specialization course covering preparing electric tools, and installing lighting systems, outlets, and fixtures. Both courses aim to teach concepts, competencies, and standards to lead to a National Certificate Level II in Electrical Installation and Maintenance.
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
This document discusses different types of media and media convergence. It begins by defining print media, broadcast media, and new media. It then discusses media convergence as the co-existence of traditional and new media across different platforms. Examples of media convergence in communication, education, advertising, news, and entertainment are provided. The document encourages classifying different media types and discussing how individuals are portrayed across media. It stresses that media can influence society and vice versa.
Research is a systematic process that involves collecting, analyzing, and interpreting information to answer questions or solve problems. It must follow specific characteristics and ethical standards. Some key characteristics of research include being systematic, controlled, empirical, and valid. Researchers have an obligation to adhere to ethical principles like honesty, objectivity, integrity, and carefulness. Maintaining confidentiality and avoiding discrimination are also important ethics to consider. Research ethics help ensure trust and protect the rights of participants.
This document contains a daily lesson log for an entrepreneurship class. It outlines the objectives, content, learning resources, and procedures for the lesson. The objectives are to understand concepts in developing a business plan, including identifying the meaning and importance of business plans, outlining the sections of a business plan, and analyzing the description of the business and market analysis sections. The procedures involve reviewing concepts, discussing examples, practicing skills like outlining sections of a business plan, and having student groups present their business ideas and analyses.
This document outlines a lesson plan for a class on inquiries, immersion, and investigation. The objectives are to develop critical thinking and problem-solving skills through qualitative and quantitative research. Over four days, students will be introduced to the topics, brainstorm potential research topics, and formulate a statement of the research problem. Teaching methods include PowerPoint presentations, group discussions, and formative assessments to check students' understanding of the concepts and ability to apply them by developing their own research topics and questions.
The document provides information about ICT in the Philippines:
1) It discusses the history of telecommunications in the Philippines from 1928 when the first telephone services were established to 1994 when the country's first internet connection was made.
2) It outlines the current state of ICT, noting the massive growth of mobile networks and internet usage in recent years.
3) Examples are given of how ICT is helping address challenges from the COVID-19 pandemic, such as telemedicine, online education, and government information collection.
This document is a daily lesson log for a media and information literacy class at Anifi National High School. It outlines the objectives, content, learning resources, and procedures for four consecutive class periods from July 10-14, 2017. The objectives include discussing normative theories of the press, evaluating media types in the Philippines, defining information literacy and its components, defining information needs, and locating/assessing/organizing/communicating information. Content covered the evolution from traditional to new media and components of information literacy. Learning resources included textbooks, presentations, and online videos. Procedures included establishing purpose, reviewing concepts, teacher-led discussions, assessments, and a group project on presenting the evolution of media.
The document outlines Jennifer Simyunn's lesson log for her English 10 class over 4 sessions from Monday to Friday. The log details the learning objectives, content, resources and procedures for each session. Session 1 involves analyzing images and comparing songs. Session 2 focuses on evaluating a range of texts using criteria. Session 3 has students evaluate texts and make judgements. Session 4 asks students to critique a story. The log also includes reflections on student performance and challenges encountered by the teacher.
Media and information literacy competency describes how communication is affected by media and information. The document provides procedures for an activity where students will analyze how media impacts communication by doing a bubble map in groups to identify different forms of media. They will then watch a video explaining what media is and discuss how Facebook in particular has changed communication by allowing people to connect online. Finally, students will write a 200 word essay describing how media and information affect communication.
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
The document discusses writing a concept paper and provides guidance on its structure and components. It defines a concept paper as a paper that defines an idea or concept by explaining its essence to clarify what it is. It also lists the learning competencies for writing a concept paper, which include defining what a concept paper is, determining ways to elucidate a concept, identifying situations where a concept paper can be used, comprehending different types of concept papers, and presenting a novel concept or project with visual aids. The document provides examples and activities to help learners understand and write effective concept papers.
1. This document contains a daily lesson plan for a Grade 11 Social Science class covering the topic of the emergence of social sciences and differentiating social sciences from natural sciences and humanities.
2. The plan outlines objectives, content, learning resources, procedures including group activities and assessments. Procedures are spread out across multiple sessions and include reviewing concepts, presenting new material, practicing skills and evaluating learning.
3. A reflection section asks the teacher to assess their teaching, the students' progress and understanding, and identify areas where the principal may provide assistance or support.
Copy of creative representation of literary text.pptxMae Pangan
The document discusses having students creatively interpret a literary text using multimedia and ICT skills. It describes learning outcomes for students, including demonstrating understanding of anecdotes, interpreting anecdotes using appropriate multimedia formats, applying ICT skills to adapt a literary work, and appreciating how multimedia can creatively interpret literature. Various multimedia formats are defined that students could use, such as mind maps, mobile phone texts, slide shows, tag clouds, and videos.
This document provides guidance on using the PIVOT 4A Budget of Work (BOW) for Senior High School Applied Subjects. It explains that the BOW is composed of three columns - Quarter, Most Essential Learning Competencies (MELC), and Number of Days Taught. It details how to identify the appropriate grade level, MELCs for each quarter, and notes that subjects can be taught in either the first or second semester. Teachers should use the BOW to guide their lesson planning around the identified MELCs. Sample pages from the BOW are also included, showing MELCs and time allocation for subjects like Empowerment Technologies, English for Academic and Professional Purposes, and Entrepre
The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.
Work immersion is a graduation requirement where students undergo at least 80 hours of training in an industry related to their field of study. It aims to provide students with practical skills, enhance their technical knowledge, and develop good work habits to prepare them for employment or higher education after graduation. The document outlines the objectives, curriculum overview, and guidelines of work immersion, including the pre-immersion orientation where students learn expected workplace behavior, rules, and how to obtain necessary clearances.
The document outlines an empowerment technologies curriculum for grades 11-12. It is divided into two quarters, each with its own set of content standards, performance standards, learning competencies, and duration. Quarter 1 focuses on understanding ICT tools and developing ICT content for specific professional tracks. Quarter 2 focuses on understanding rich media, ICT's role in social change, and developing an ICT project to advocate for a social cause. The curriculum aims to equip learners with skills in areas like online research, productivity tools, design principles, and project management to create ICT content tailored to different professional fields.
1) The document outlines a quarterly budget and lesson plan for an ICT class focusing on using technology in various professional tracks such as arts, sports, and business.
2) Over the course of 8 weeks, students will learn to safely research online, create spreadsheets and designs using advanced software tools, and manipulate images and graphics to develop content for different professional fields.
3) Students will also learn web design principles to create online content and platforms like surveys, catalogs, and photo albums. In the final weeks, students will collaboratively develop an online portal or website to showcase the content they developed throughout the quarter.
The document is a daily lesson log for a grade 12 Practical Research class. It outlines the objectives, content, procedures, and evaluation for the week's lessons on the nature and importance of research. The lessons cover the characteristics, processes, ethics, and different types of research. Students learn through videos, discussions, activities in groups, presentations and a short test. The teacher reflects on the lessons and student performance.
This document outlines a curriculum for an Industrial Arts - Electrical Installation and Maintenance course for grades 7-9 in the Philippines. The grade 7/8 course is introductory and exploratory, covering basic concepts, career opportunities, and common competencies. The grade 9 course is a specialization course covering preparing electric tools, and installing lighting systems, outlets, and fixtures. Both courses aim to teach concepts, competencies, and standards to lead to a National Certificate Level II in Electrical Installation and Maintenance.
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
This document discusses different types of media and media convergence. It begins by defining print media, broadcast media, and new media. It then discusses media convergence as the co-existence of traditional and new media across different platforms. Examples of media convergence in communication, education, advertising, news, and entertainment are provided. The document encourages classifying different media types and discussing how individuals are portrayed across media. It stresses that media can influence society and vice versa.
Research is a systematic process that involves collecting, analyzing, and interpreting information to answer questions or solve problems. It must follow specific characteristics and ethical standards. Some key characteristics of research include being systematic, controlled, empirical, and valid. Researchers have an obligation to adhere to ethical principles like honesty, objectivity, integrity, and carefulness. Maintaining confidentiality and avoiding discrimination are also important ethics to consider. Research ethics help ensure trust and protect the rights of participants.
This document contains a daily lesson log for an entrepreneurship class. It outlines the objectives, content, learning resources, and procedures for the lesson. The objectives are to understand concepts in developing a business plan, including identifying the meaning and importance of business plans, outlining the sections of a business plan, and analyzing the description of the business and market analysis sections. The procedures involve reviewing concepts, discussing examples, practicing skills like outlining sections of a business plan, and having student groups present their business ideas and analyses.
This document outlines a lesson plan for a class on inquiries, immersion, and investigation. The objectives are to develop critical thinking and problem-solving skills through qualitative and quantitative research. Over four days, students will be introduced to the topics, brainstorm potential research topics, and formulate a statement of the research problem. Teaching methods include PowerPoint presentations, group discussions, and formative assessments to check students' understanding of the concepts and ability to apply them by developing their own research topics and questions.
The document provides information about ICT in the Philippines:
1) It discusses the history of telecommunications in the Philippines from 1928 when the first telephone services were established to 1994 when the country's first internet connection was made.
2) It outlines the current state of ICT, noting the massive growth of mobile networks and internet usage in recent years.
3) Examples are given of how ICT is helping address challenges from the COVID-19 pandemic, such as telemedicine, online education, and government information collection.
This document is a daily lesson log for a media and information literacy class at Anifi National High School. It outlines the objectives, content, learning resources, and procedures for four consecutive class periods from July 10-14, 2017. The objectives include discussing normative theories of the press, evaluating media types in the Philippines, defining information literacy and its components, defining information needs, and locating/assessing/organizing/communicating information. Content covered the evolution from traditional to new media and components of information literacy. Learning resources included textbooks, presentations, and online videos. Procedures included establishing purpose, reviewing concepts, teacher-led discussions, assessments, and a group project on presenting the evolution of media.
The document outlines Jennifer Simyunn's lesson log for her English 10 class over 4 sessions from Monday to Friday. The log details the learning objectives, content, resources and procedures for each session. Session 1 involves analyzing images and comparing songs. Session 2 focuses on evaluating a range of texts using criteria. Session 3 has students evaluate texts and make judgements. Session 4 asks students to critique a story. The log also includes reflections on student performance and challenges encountered by the teacher.
Media and information literacy competency describes how communication is affected by media and information. The document provides procedures for an activity where students will analyze how media impacts communication by doing a bubble map in groups to identify different forms of media. They will then watch a video explaining what media is and discuss how Facebook in particular has changed communication by allowing people to connect online. Finally, students will write a 200 word essay describing how media and information affect communication.
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
The document discusses writing a concept paper and provides guidance on its structure and components. It defines a concept paper as a paper that defines an idea or concept by explaining its essence to clarify what it is. It also lists the learning competencies for writing a concept paper, which include defining what a concept paper is, determining ways to elucidate a concept, identifying situations where a concept paper can be used, comprehending different types of concept papers, and presenting a novel concept or project with visual aids. The document provides examples and activities to help learners understand and write effective concept papers.
1. This document contains a daily lesson plan for a Grade 11 Social Science class covering the topic of the emergence of social sciences and differentiating social sciences from natural sciences and humanities.
2. The plan outlines objectives, content, learning resources, procedures including group activities and assessments. Procedures are spread out across multiple sessions and include reviewing concepts, presenting new material, practicing skills and evaluating learning.
3. A reflection section asks the teacher to assess their teaching, the students' progress and understanding, and identify areas where the principal may provide assistance or support.
Copy of creative representation of literary text.pptxMae Pangan
The document discusses having students creatively interpret a literary text using multimedia and ICT skills. It describes learning outcomes for students, including demonstrating understanding of anecdotes, interpreting anecdotes using appropriate multimedia formats, applying ICT skills to adapt a literary work, and appreciating how multimedia can creatively interpret literature. Various multimedia formats are defined that students could use, such as mind maps, mobile phone texts, slide shows, tag clouds, and videos.
This document provides guidance on using the PIVOT 4A Budget of Work (BOW) for Senior High School Applied Subjects. It explains that the BOW is composed of three columns - Quarter, Most Essential Learning Competencies (MELC), and Number of Days Taught. It details how to identify the appropriate grade level, MELCs for each quarter, and notes that subjects can be taught in either the first or second semester. Teachers should use the BOW to guide their lesson planning around the identified MELCs. Sample pages from the BOW are also included, showing MELCs and time allocation for subjects like Empowerment Technologies, English for Academic and Professional Purposes, and Entrepre
The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.
Work immersion is a graduation requirement where students undergo at least 80 hours of training in an industry related to their field of study. It aims to provide students with practical skills, enhance their technical knowledge, and develop good work habits to prepare them for employment or higher education after graduation. The document outlines the objectives, curriculum overview, and guidelines of work immersion, including the pre-immersion orientation where students learn expected workplace behavior, rules, and how to obtain necessary clearances.
The document outlines an empowerment technologies curriculum for grades 11-12. It is divided into two quarters, each with its own set of content standards, performance standards, learning competencies, and duration. Quarter 1 focuses on understanding ICT tools and developing ICT content for specific professional tracks. Quarter 2 focuses on understanding rich media, ICT's role in social change, and developing an ICT project to advocate for a social cause. The curriculum aims to equip learners with skills in areas like online research, productivity tools, design principles, and project management to create ICT content tailored to different professional fields.
1) The document outlines a quarterly budget and lesson plan for an ICT class focusing on using technology in various professional tracks such as arts, sports, and business.
2) Over the course of 8 weeks, students will learn to safely research online, create spreadsheets and designs using advanced software tools, and manipulate images and graphics to develop content for different professional fields.
3) Students will also learn web design principles to create online content and platforms like surveys, catalogs, and photo albums. In the final weeks, students will collaboratively develop an online portal or website to showcase the content they developed throughout the quarter.
The document provides the curriculum for a Grade 11/12 subject called "E-Tech (Empowerment Technologies): ICT for Professional Tracks". Over the course of 10 weeks, students will learn to use information and communication technologies as tools for their chosen professional track. They will learn about online systems, search skills, productivity tools, image design, and creating online content. In weeks 9-10, students will collaborate to develop an online portal showcasing previously created work, such as a blog or online magazine. The curriculum aims to teach students to effectively use ICTs in their future careers.
The document outlines an Empowerment Technologies curriculum for senior high school students. It covers topics across two quarters, including information and communication technologies, online safety and research skills, productivity tools, imaging and design, web design, and collaborative development of digital content. Specific learning competencies are listed for each content area. The goal is for students to learn skills in using digital tools and platforms to create and share content relevant to their professional tracks or interests.
The document outlines an Empowerment Technologies curriculum for senior high school students in the applied track. It covers 18 topics over two semesters, including information and communication technologies, online platforms, multimedia, and developing an ICT project for social change. Students will learn skills like online safety, productivity tools, web design, and collaboration. They will apply these skills to create ICT content and a project related to their professional strand (arts, sports, business, etc). The goal is to empower students to use ICT as a tool for learning, communication, and social advocacy.
Shs applied empowerment-technologies-for-the-strandLuisa Francisco
The document outlines an Empowerment Technologies curriculum for senior high school students in the applied track. It covers 18 topics over two semesters, focusing on using information and communication technologies as tools for learning in various professional fields. Students will learn about online platforms, productivity tools, graphic design, web design, collaboration, multimedia, and using ICTs for social change. They will apply their skills by developing collaborative online projects advocating for issues related to their professional track.
The document outlines an Empowerment Technologies curriculum for senior high school students. It covers topics across two quarters, including information and communication technologies, online safety and research skills, productivity tools, imaging and design, web design, and collaborative development of digital content. Specific learning competencies are listed for each content area. The goal is for students to learn skills in using digital tools and platforms to create and share content relevant to their professional tracks or interests.
The document provides information about the Abra State Institute of Sciences and Technology. It outlines the institution's vision, mission, core values, and colleges. It also includes details about an outcomes-based teaching and learning plan for an empowerment technology course for Grade 12 students. The course aims to provide students with skills in information and communication technologies. It lists course intended learning outcomes and assessments. It outlines content, standards, competencies and activities for each quarter. The document provides a comprehensive overview of the empowerment technology course curriculum.
This document provides guidance on using the PIVOT 4A Budget of Work (BOW) for Senior High School Applied Subjects. It explains that the BOW identifies the most essential learning competencies (MELCs) from the K-12 curriculum that should be taught for each subject per quarter. It outlines that the BOW is composed of three columns for quarter, MELC, and number of days taught. It provides instructions on how teachers should use the BOW, including checking the MELCs for their grade level and quarter, and designing lessons around the MELCs. Sample pages from the BOW are also included, listing the MELCs and number of days taught for subjects like Empowerment Technologies
IT6611 Mobile Application Development Lab Manualpkaviya
The document describes a lab manual for a mobile application development course. It includes objectives to understand mobile app development frameworks for Android and Windows, design concepts, and device capabilities. It lists 12 experiments involving GUI components, layouts, graphics, databases, GPS, storage, and threading. The outcomes are to design and deploy mobile apps using emulators. Equipment includes desktops, development tools, and emulators for a class of 30 students.
This document provides guidance on using the PIVOT 4A Budget of Work (BOW) for Senior High School Applied Subjects. It explains that the BOW is composed of three columns - Quarter, Most Essential Learning Competencies (MELC), and Number of Days Taught. It details how to identify the appropriate grade level, MELCs for each quarter, and notes that subjects can be taught in either the first or second semester. Teachers should use the BOW to guide their lesson planning around the identified MELCs. Sample pages from the BOW are also included, showing MELCs and time allocation for subjects like Empowerment Technologies, English for Academic and Professional Purposes, and Entrepre
This document provides guidance on using the PIVOT 4A Budget of Work (BOW) for Senior High School Applied Subjects. It explains that the BOW is composed of three columns - Quarter, Most Essential Learning Competencies (MELC), and Number of Days Taught. It details how to identify the appropriate grade level, MELCs to be taught per quarter, and notes that subjects can be taught in either the first or second semester. Teachers should use the BOW to guide their lesson planning around the identified MELCs. Sample pages from the BOW are also included, showing MELCs and time allocation for subjects like Empowerment Technologies, English for Academic and Professional Purposes, and Ent
The document discusses using e-portfolios to showcase student work and development. It describes e-portfolios as a collection of electronic evidence that serves as a learning record for students. E-portfolios allow students to reflect on their path of learning over time and provide accomplishments to potential recruiters. The document provides tips for implementing e-portfolios, including choosing tools like Google Sites, selecting a variety of content types, emphasizing student reflection, and preserving e-portfolios long-term.
The Final Project is your opportunity to demonstrate what you mosyrettcc
The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and comprehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario:
In just two months, members of your community will vote on an $18 million educational technology bond intended to update the technology infrastructure of both the school district and local community center. The passing of the bond would provide upgraded technology to improve learning for Pre-Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learning programs. The leadership teams of both the school district and community have decided to join forces in an effort to encourage voter participation. The leaders believe that by raising awareness and interest in technology as a teaching and learning tool, voters will have a better understanding of and appreciation for the issues pertaining to the bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community center, you will assume the role of either an educator in the district, or a representative of the community center and plan a portion of a local event involving community members. Your goal for the Final Project is to get residents of your community into the doors of your school and/or community center to raise awareness of and interest in technology integration in the learning environment. As such, this event will need to provide opportunities for attendees to be exposed to and interact with various types of technology. In essence, your event will showcase current examples of technology use in your respective learning environment as well as feature the impact that the bond money would have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a professional presentation detailing your plan along with a written synopsis of the event plans provided to your audience. Select from one of the two roles shared in the content expectations below and include each component in your Community Event Plan.
Create your assignment using the content and written communication instructions below. Use the Grading Rubri
c
to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Content Instructions
Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assignment: a professi ...
Community EventThe Final Project is your opportunity to demonstr.docxdivinapavey
Community Event
The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and comprehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario:
In just two months, members of your community will vote on an $18 million educational technology bond intended to update the technology infrastructure of both the school district and local community center. The passing of the bond would provide upgraded technology to improve learning for Pre-Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learning programs. The leadership teams of both the school district and community have decided to join forces in an effort to encourage voter participation. The leaders believe that by raising awareness and interest in technology as a teaching and learning tool, voters will have a better understanding of and appreciation for the issues pertaining to the bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community center, you will assume the role of either an educator in the district, or a representative of the community center and plan a portion of a local event involving community members. Your goal for the Final Project is to get residents of your community into the doors of your school and/or community center to raise awareness of and interest in technology integration in the learning environment. As such, this event will need to provide opportunities for attendees to be exposed to and interact with various types of technology. In essence, your event will showcase current examples of technology use in your respective learning environment as well as feature the impact that the bond money would have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a professional presentation detailing your plan along with a written synopsis of the event plans provided to your audience. Select from one of the two roles shared in the content expectations below and include each component in your Community Event Plan.
Create your assignment using the content and written communication instructions below. Use the Grading Rubri
c
to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Content Instructions
Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assig ...
Community EventThe Final Project is your opportunity to demoJeniceStuckeyoo
Community Event
The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and comprehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario:
In just two months, members of your community will vote on an $18 million educational technology bond intended to update the technology infrastructure of both the school district and local community center. The passing of the bond would provide upgraded technology to improve learning for Pre-Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learning programs. The leadership teams of both the school district and community have decided to join forces in an effort to encourage voter participation. The leaders believe that by raising awareness and interest in technology as a teaching and learning tool, voters will have a better understanding of and appreciation for the issues pertaining to the bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community center, you will assume the role of either an educator in the district, or a representative of the community center and plan a portion of a local event involving community members. Your goal for the Final Project is to get residents of your community into the doors of your school and/or community center to raise awareness of and interest in technology integration in the learning environment. As such, this event will need to provide opportunities for attendees to be exposed to and interact with various types of technology. In essence, your event will showcase current examples of technology use in your respective learning environment as well as feature the impact that the bond money would have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a professional presentation detailing your plan along with a written synopsis of the event plans provided to your audience. Select from one of the two roles shared in the content expectations below and include each component in your Community Event Plan.
Create your assignment using the content and written communication instructions below. Use the Grading Rubri
c
to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Content Instructions
Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assig ...
This document outlines the requirements and schedule for a digital media skills exam. It includes:
- Exam dates from 19/3/18-27/4/18, with stimulus materials released on 22/1/18 and 12 weeks of preparation.
- Students will independently create, source, and prepare materials for their chosen brief during preparation.
- The exam consists of 3 activities: an annotated index of materials, an annotated digital portfolio of preparation work, and a completed media product corresponding to a chosen brief.
- Rules for independent work and limited teacher guidance are defined.
This document discusses the implementation of digital portfolios in New Hampshire schools based on new state standards. It provides details on:
- The history of digital portfolios becoming a graduation requirement starting in 2005.
- How the Sakai platform is used as a collaborative learning environment and open source portfolio system to create and manage student portfolios.
- The three major components that make up each student's portfolio - the learning matrix, submission form, and showcase portfolio.
- Examples of portfolio submissions from third and sixth grade students that demonstrate skills in areas like creativity, communication, and research.
- How the same tools are used for student competencies and also teacher professional portfolios.
Similar to K-to-12-MELCS-with-CG-Codes-Applied-Subjects.pdf (20)
decorating cupcakes and cakes using whipped creamGIRLIECAO
The document provides instructions on listening carefully, following directions, working quietly without disturbing others, respecting others and property, and working safely. It then discusses different types of Filipino pastries like Ilocos empanada, kasoy tart, buko pie, and durian tart, describing where they originated from. The last part discusses learning objectives, types of pastry like puff pastry and filo pastry, and criteria for plating and decorating desserts.
petit fours category in presenting dessertGIRLIECAO
Petit fours are small cakes or pastries that can be eaten in one or two bites. There are several categories of petit fours including: sec (dry) items like cookies and puff pastries; glacés (iced) items covered in fondant or glaze icing like tiny éclairs; salé (salty) savory appetizers; and fraisier featuring fruit tarts or éclairs. Most people are only familiar with the iced cake-like petit fours common in North America, but there are different types that vary based on fillings and toppings used.
Decorating petit fours in presenting dessert.pptxGIRLIECAO
This document appears to be notes from a lesson on petit fours. It includes definitions of different types of petit fours like sec, glace, fraise, and sale. There are examples of decorating petit fours glace and identifying the necessary tools. Students participate in activities like picture analogies and guessing words related to petit fours. The lesson objectives are to identify materials for preparing and decorating petit fours, demonstrate how to arrange and decorate them, and understand the importance of decoration.
Adolescence is a period of transition between childhood and adulthood. In many societies, adolescents undergo rituals to mark their transition to adulthood. The period of adolescence is longer in industrialized nations where young people require more education and economic support. Adolescence is characterized by physical changes, identity development, peer orientation, economic dependency, and influence from social events and media.
This document provides tips for relaying orders from servers to the kitchen and communicating information to waiting staff. When delivering orders to the kitchen, one should get the chef's full attention, point out any special requests in writing and verbally describe orders clearly. It is important to have the chef repeat the order back and, if possible, delay slightly if the kitchen is busy. When providing information to waiting staff, one should not interrupt them when talking to guests or taking orders, speak quietly away from guests and keep communications brief but accurate.
The document describes the kitchen brigade system, a hierarchical structure used in professional kitchens. It was developed by French chef Georges Auguste Escoffier in the late 19th century. The brigade divides kitchen tasks among 27 specific positions, from the executive chef down to apprentices and dishwashers. It aims to efficiently produce meals by delegating specialized responsibilities. Key positions include the chef de cuisine, sous chefs, chefs de partie overseeing stations, and apprentices performing basic tasks. The brigade system remains influential in professional kitchens today.
Dance is an art form that uses the human body as an instrument to express ideas, feelings, and emotions through movement in space and time. It has served various functions throughout history such as a form of religious worship, entertainment, preserving cultural heritage, and celebrating important events. The key elements of dance include the body, actions, space, time, and energy. There are many different forms of dance such as classical, modern, contemporary, folk, ethnic, ballroom, and more which have varying characteristics and origins.
The document discusses the humanities and various art forms. It defines humanities as the study of how humans express themselves through the arts over history. The arts are divided into three categories: visual arts like painting and sculpture that are seen; auditory arts like music and literature that are heard; and combined/performing arts like dance and theater that are both seen and heard. It provides examples of different art forms and how they fit into these categories. It also discusses several values of great artworks, including aesthetic, intellectual, suggestiveness, spiritual, permanence, universality, style, and form.
This 3 sentence summary provides the high level information from the Nangka High School Supervisory Action Plan document for the 2022-2023 school year. The document outlines key areas of concern, objectives, strategies and activities, personnel involved, timeframe, expected outcomes, and materials/resources needed to address areas of concern. It was prepared by the TVL Teacher, checked by the SHS-ASP II, and noted by the Principal II.
The document discusses different types of petit fours, which are small cakes or pastries meant to be eaten in one or two bites. It describes four main categories of petit fours: petit fours sec (dry), petit fours glacés (iced), petit fours salé (savoury), and petit fours fraisier. Specifically, it provides details on petit fours sec, which include small cookies and baked goods, as well as petit fours glacés, which are iced cakes, tarts, and filled meringues. The document also mentions tools needed for plating and presenting petit fours and includes a chiffon cake recipe that
The document discusses ensuring positive classroom environments in the Philippines despite challenges. It outlines topics like what constitutes a positive classroom, common challenges like flooded or unsafe classrooms, and characteristics of positive environments. A positive environment is created through trust, participation, feeling valued and supported. Characteristics include feeling safe, respected, having input, high expectations, consistent rules, varied learning, and positive teacher-student relations.
Challenges and Disruptions in the classroom.pptxGIRLIECAO
This document discusses challenges in the classroom and providing a positive learning environment for students. It begins by outlining objectives around understanding positive behavior frameworks and how the environment influences student conduct. Common disruptive student behaviors are then described from a teacher perspective, such as using electronics, talking out of turn, and verbal/physical aggression. Potential causes of misbehavior are listed, including seeking attention, unclear rules, and boredom. A 3-phase positive learning model is introduced that focuses on self-awareness, lesson planning, and corrective actions. The Circle of Courage model is also referenced for fostering belonging, mastery, independence and generosity in students. Several classroom scenario examples are provided relating to accommodating students and addressing inappropriate online
This document provides instructions for folding napkins into different shapes, including the pyramid, arrow, bird of paradise, diamond, cone, French fold, bishop's hat, rosebud, sail, slide, crown, standing fan, rose, and necktie. Most of the folds involve folding the napkin in half, quarters, or diagonally in multiple steps to create the shaped fold. Some folds work best with a stiffer napkin and may require light starching or ironing to hold the shape. The instructions are concise and include diagrams to illustrate each step.
This document is a daily lesson log from a Grade 7 teacher covering an exploratory course on bread and pastry production. The log outlines the objectives, content, learning resources, procedures, and assessment for the week's lessons on identifying and classifying different baking tools and equipment. Key points covered include identifying various tools by their uses, discussing their importance in baking, and describing how they differ. Formative assessments were conducted during class activities and discussions to evaluate student learning.
1. The JDVP Action Plan outlines the procedures and activities from orientation to monitoring and evaluation for the implementation of the Job Displacement Voucher Program - Technical Vocational Livelihood (JDVP-TVL) for School Year 2022-2023.
2. Key activities include orientation for schools and partners, identification and validation of student beneficiaries, distribution of vouchers, conducting training and education virtually or face-to-face, monitoring implementation, and submitting required documents for billing and reports.
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The document provides a template for a definitive budget of work covering all Measurable Learning Competencies (MELCs) for the Bread and Pastry Production (NCII) course over the 2021-2022 school year. It includes a sample completed first quarter plan listing the MELCs, number of days to cover each competency, proposed learning activities, and remarks. The template is to be filled out by the listed team leader and members, with MELCs numbered continuously across the four quarters to comprehensively cover the required concepts and skills through hands-on laboratory sessions and review.
The document outlines an integrative performance task for grade 11 students at Nangka High School. The task involves students working in groups to bake and sell pastries, applying concepts from 8 subject areas. Students will take on roles like planners, organizers, and entrepreneurs. They must bake products for 4 hours according to techniques, compute costs and selling prices, sell products or hire others to sell on commission. Students will present their outputs and be evaluated using rubrics on subjects like baking, career planning, nutrition science, math and business calculations, communication skills and more. The document provides detailed goals, roles, audiences, products, standards and rubrics for assessment of the integrative performance task.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. 548
Grade Level : Grade 11/12
Subject : Empowerment Technologies
QUARTER CONTENT
STANDARDS
PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING
COMPETENCIES
DURATION K to12 CG Code
QUARTER 1
The learners
demonstrate an
understanding
of:
ICT in the
context of global
communication
for specific
professional
track
The learners shall be able to:
at the end of the 2-week period
independently compose an
insightful reflection paper on
the
nature of ICT in the context of
their lives, society, and
professional tracks (Arts, Tech
Voc, Sports, Academic)
compare and contrast the nuances
of varied online platforms, sites,
and content to best achieve specific
class objectives or address
situational challenges
Weeks 1-4 CS_ICT11/12-ICTPT-Ia-b-
1
apply online safety, security, ethics,
and etiquette standards and
practice in the use of ICTs as it
would relate to their specific
professional tracks
CS_ICT11/12-ICTPT-Ia-b-
2
use the Internet as a tool for
credible research and information
gathering to best achieve specific
class objectives or address
situational
CS_ICT11/12-ICTPT-Ia-b-
3
The learners
demonstrate an
understanding
of:
the use of
advanced tools
and
techniques
The learners shall be able to:
at the end of the 2-week period
independently apply advanced
productivity tools to create or
develop ICT content for use in
specific professional tracks
These may be in the form of,
but not limited to:
uses common productivity tools
effectively by maximizing advanced
application techniques
CS_ICT11/12-ICTPT-Ic-d-
4
creates an original or derivative ICT
content to effectively communicate
or present data or information
CS_ICT11/12-ICTPT-Ic-d-
5
3. 549
found in
common
productivity and
software
applications in
developing ICT
content for
specific
professional
tracks
1. Calculating spread sheet of
athletic statistics (Sports)
2. Layout of catalogue of
creative works (Arts)
3. Materials/ ingredients
projections for batches of
baked goods (Tech- Voc)
4. Letterhead/ business card
design (Business/
Academic)
related to specific professional
tracks
how to
manipulate text,
graphics,
and images to
create ICT
content
intended for an
online
environment
at the end of the 2-week period
independently apply the
techniques of image
manipulation and graphic
design
to create original or derivative
ICT content from existing
images, text and graphic
elements for use in specific
professional tracks.
These may be in the form of,
but not limited to:
1. Team/ athlete/ league
recruitment posters
(Sports)
2. Logo or crest for a
community, school
organization or barkada
(Arts)
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data (Business/
Academic)
evaluate existing websites and
online resources based on the
principles of layout, graphic, and
visual message design
CS_ICT11/12-ICTPT-Ie-f-
6
use image manipulation techniques
on existing images to change or
enhance their current state to
communicate a message for a
specific purpose
CS_ICT11/12-ICTPT-Ie-f-
7
create an original or derivative ICT
content to effectively communicate
a visual message in an online
environment related to specific
professional tracks
CS_ICT11/12-ICTPT-Ie-f-
8
4. 550
the principles
and techniques
of
design using
online creation
tools,
platforms, and
applications to
develop ICT
content for
specific
professional
tracks
at the end of the 2-week period
independently apply the
principles and techniques of
design using online creation
tools, platforms, and
applications to create original
or
derivative ICT content for use in
specific professional tracks
These may be in the form of,
but not limited to:
1. Survey instruments using
Google forms (Business/
Academic)
2. Athletic match-ups and
league standings using
Mindmeister (Sports)
3. Catalogues/Swatches/
options for products and
services using Prezi (Tech
Voc)
4. Online photo album of
artistic works or
photographs using Picasa
(Arts)
5. Online music production
using Sibelius (Music)
evaluate existing online creation
tools, platforms and applications in
developing ICT content for specific
professional tracks
Weeks 5-6 CS_ICT11/12-ICTPT-Ig-h-
9
apply web design principles and
elements using online creation
tools, platforms, and applications
to communicate a message for a
specific purpose in specific
professional tracks
CS_ICT11/12-ICTPT-Ig-h-
10
create an original or derivative ICT
content using online creation tools,
platforms, and applications to
effectively communicate messages
related to specific professional
track
CS_ICT11/12-ICTPT-Ig-h-
11
the key
learnings from
the
previous weeks,
which they will
synthesize into
at the end of the 2-week period
and quarter collaboratively
develop an online portal or
website to showcase and share
existing and previously
developed content
evaluate the quality, value, and
appropriateness of peer’s existing
or previously developed ICT
content in relation to the theme or
Weeks 7-8 CS_ICT11/12-ICTPT-Ii-j-
12
5. 551
an integrated
ICT
content through
collaboration
with
classmate and
teacher as both
peer and
partner
These may be in the form of,
but not limited to:
1. Online newsletter
2. Blog
3. Issuu online “magazine”
intended audience/ viewer of an
ICT project
share and showcase existing or
previously developed material in
the form of a collaboratively
designed newsletter or blog site
intended for a specific audience or
viewer
CS_ICT11/12-ICTPT-Ii-j-
13
QUARTER 2 The learners
demonstrate an
understanding
of:
how rich media
content and
interactivity
affects and
changes
the user
experience in
the delivery
and
consumption of
ICT content
The learners:
at the end of the week
independently assess one’s
experience along a range of
online rich content on the basis
of the usability of the interface
explore the principles of
interactivity and rich content in the
context of Web 2.0 and the
participation of the user in the
online experience
Week 1 CS_ICT11/12-ICTPT-IIk-
14
ICT as a tool,
medium, and
force
in bringing
about action and
mobilize change
in a population,
society, or
culture.
at the end of the week
independently articulate how
ICT tools and platforms have
changed the way people
communicate, and how social
change has been brought about
by the use of ICTs
share anecdotes of how he/she has
used ICTs to be part of a social
movement, change, or cause to
illustrate aspects of digital
citizenship
CS_ICT11/12-ICTPT-IIl-15
6. 552
how to work
with peers and
external publics/
partners for the
development of
an ICT project
that advocates
or mobilizes for
a
specific Social
Change or cause
at the end of the 4-week period
collaboratively participate
actively in the creation and
development of an ICT Project
for Social Change relating to an
issue in specific professional
tracks
Topics may cover, but are not
limited to:
1. Promotion of wellness in
the home (Sports)
2. Street food safety and
cleanliness drive (Tech
Voc)
3. Cultural heritage promotion
through new designs
“Pinoy pride” (Arts)
4. Savings and financial
literacy drives and
advocacies (Business/
Academic)
identify a local or regional cause or
issue for Social Change related to
specific professional tracks that can
be addressed or tackled using an
ICT Project for Social Change
CS_ICT11/12-ICTPT-IIm-
p16
analyze how target or intended
users and audiences are expected
to respond to the proposed ICT
Project for Social Change on the
basis of content, value, and user
experience
integrate rich multimedia content
in design and development to best
enhance the user experience and
deliver content of an ICT Project for
Social Change
Weeks 2-4 CS_ICT11/12-ICTPT-IIm-
p17
CS_ICT11/12-ICTPT-IIm-
p18
develop a working prototype of an
ICT Project for Social Change
CS_ICT11/12-ICTPT-IIm-
p19
how to manage
an online ICT
Project for Social
Change
at the end of the 2-week period
independently and
collaboratively co-manage an
online ICT Project for Social
Change through available tools,
resources, and platforms
demonstrate how online ICT
Projects for Social Change are
uploaded, managed, and promoted
for maximum audience impact
CS_ICT11/12-ICTPT-IIq-
r20
generate a technical report
interpreting data analytics,
e.g. Google, Facebook, or
similar traffic data on the
Weeks 5-6 CS_ICT11/12-ICTPT-IIq-
r21
7. 553
general aspects of search
visibility, reach, and virality
how to maintain
and sustain the
operation of an
ICT Project for
Social Change
at the end of the week
independently evaluate the
performance of an advocacy via
an ICT Project for Social Change
through available monitoring
tools and evaluating techniques
such as user interviews,
feedback forms, and Analytics
data
generate a report on the
performance of their ICT Project for
Social Change on the basis of data
gathered from available monitoring
tools and evaluating techniques
Week 7 CS_ICT11/12-ICTPT-IIs-
22
how to reflect
on the nature of
ICT
and the manner
by which the
learning process
has changed
his/her world
view
at the end of the week
independently reflect on the ICT
learning process and how
his/her world view has evolved
over the past semester
Outputs during this week may
be in the form of, but not
limited to:
1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast
create a reflexive piece or output
using an ICT tool, platform, or
application of choice on the
learning experience undergone
during the semester
Week 8 CS_ICT11/12-ICTPT-IIt-
23
GRADE LEVEL: Grade 11/12
SUBJECT: English for Academic and Professional Purposes
Quarter
Content
Standards
Performance
Standards
Most Essential Learning Competencies K to 12 CG Code
S1/2
Q1/3
The learner
acquires knowledge
of appropriate
reading strategies
The learner
produces a detailed
abstract of
information
Differentiates language used in academic texts from various
disciplines
Uses knowledge of text structure to glean the information he/she
needs
CS_EN11/12A-EAPP-Ia-
c-4
8. 554
for a better
understanding of
academic texts
gathered from the
various
academic texts read
Uses various techniques in summarizing a variety of academic texts CS_EN11/12A-EAPP-Ia-
c-4
States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-
c-6
Outlines reading texts in various disciplines CS_EN11/12A-EAPP-Ia-
c-8
The learner
understands the
principles and uses
of a reaction paper/
review/ critique
The learner
produces an
objective
assessment of an
event, a person, a
place or a thing.
writes a
comprehensive
review /reaction
paper
• Performance
Arts, Play,
Dance, Sports,
etc.
• Film
• Participation in
a religious or
community
festival
• Art Exhibit
critiques designs
such as industrial
design objects or
craft objects,
furniture, fashion
designs based on a
set criteria
critiques graphic
design
Uses appropriate critical writing a critique such as formalism,
feminism, etc.
Writes an objective/balanced review or critique of a work of art, an
event or a program
CS_EN11/12A-EAPP-Id-
f-18
9. 555
communication
materials such as
posters, billboards,
commercials, digital
and
The learner
understands the
principles and uses
of a concept paper
The learner
produces a well-
balanced concept
paper in a specific
discipline
Determines the ways a writer can elucidate on a concept by
definition, explication and clarification
CS_EN11/12A-EAPP-Ig-
j-20
Compare and contrast various kinds of concept papers:
a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
- Home Economics
- Agri-Fishery
- IA
- ICT
Presents a novel concept or project with accompanying visuals/
graphic aids
S1/2
Q2/4
The learner
understands the
principles and uses
of a position paper
The learner
presents a
convincing position
paper based on
properly cited
factual evidence;
produces an
insightful statement
of principles and
reasons for
establishing a
student
Analyzes the arguments used by the writer/s in manifestoes CS_EN11/12A-EAPP-
IIa-d-3
Defends a stand on an issue by presenting reasonable arguments
supported by properly cited factual evidences
CS_EN11/12A-EAPP-
IIa-d-4
Writes various kinds of position papers CS_EN11/12A-EAPP-
IIa-d-5
10. 556
organization,
coming up with a
group exhibit of
creative works, etc.
The learner
understands the
principles and uses
of surveys,
experiments and
scientific
observations
The learner
produces a well-
written report for
various disciplines
Determines the objectives and structures of various kinds of
reports
CS_EN11/12A-EAPP-
IIe-j-6
Designs, tests and revises survey questionnaires* CS_EN11/12A-EAPP-
IIe-j-7
Conducts surveys, experiments or observations* CS_EN11/12A-EAPP-
IIe-j-8
Gathers information from surveys, experiments, or observations*
Summarizes findings and executes the report through narrative
and visual/graphic forms
CS_EN11/12A-EAPP-
IIe-j-11
Writes various reports CS_EN11/12A-EAPP-
IIa-d-5
Grade Level: Grade 11/12
Subject : Entrepreneurship
QUARTER CONTENT STANDARDS PERFORMANCE
STANDARDS
MOST ESSENTIAL LEARNING
COMPETENCIES
DURATION K-12 CG Code
Quarter 1 The learner
demonstrates
understanding of key
concepts, underlying
principles, and core
competencies in
Entrepreneurship.
The learner
independently
creates/provides a
quality and
marketable product
and/or service in
Entrepreneurship
as prescribed in the
TESDA Training
Regulation.
Discuss the relevance of the course
Explore job opportunities for
Entrepreneurship as a career
Week 1-2
The learner
demonstrates
understanding of
concepts, underlying
The learner
independently or
with his/her
classmates presents
Recognize a potential market
• Analyze the market need
Week 3-6 TLE_ICTAN11/12PC-Ia-1
11. 557
principles, and
processes of
developing a business
plan.
an acceptable
detailed business
plan.
• Determine the possible
product/s or service/s
that will meet the need;`
• Screen the proposed
solution/s based on
viability, profitability, and
customer requirements;
and
Select the best product or service that
will meet the market need.
The learner
demonstrates
understanding of
environment and
market in one’s
locality/town.
The learner
independently
creates a business
vicinity map
reflective of
potential market in
one’s locality/town.
Recognize the importance of
marketing mix in the development
of marketing strategy
Describe the Marketing Mix (7Ps) in
relation to the business opportunity
vis-à- vis:
Product;
Place;
Price;
Promotion;
People;
Packaging; and
Positioning
Develop a brand name
Week 7-9 TLE_ICTAN11/12EM-Ia-
1
Quarter 2
Demonstrate understanding of the 4
Ms of operations
Describe the 4Ms (Manpower, Method,
Machine, Materials) of operations in
relation to the business opportunity:
Week 1-4 TLE_ICTAN11/12EM-Ia-2
12. 558
• Develop a product description
• Create a prototype of the
product
• Test the product prototype
• Validate the service
description of the product
with potential customers to
determine its market
acceptability;
• Select/pinpoint potential
suppliers of raw materials and
other inputs necessary for the
production of the product or
service;
• Discuss the value/supply
chain in relation to the
business enterprise; and
• Recruit qualified people for
one’s business enterprise.
• Develop the business model
• Forecast the revenues of the
business
Forecast the costs to be incurred
13. 559
Compute for profits
The learner
demonstrates
understanding of
concepts,
underlying
principles, and
processes
of starting and
operating a simple
business.
The learner
independently or
with his/her
classmates starts
and operates a
business according
to the business
plan and presents a
terminal report of
its operation.
Manifest understanding of starting
and operating a simple business
• Implement the business plan
• Identify the reasons for
keeping business records
• Perform key bookkeeping
tasks
• Identify where there is a
profit or loss for a business;
and
• Generate an overall report on
the activity
Week 5 – 9 CS_EP11/12B-
ENTREP-IVa-i-1
CS_EP11/12B-
ENTREP-IVa-i-2
CS_EP11/12B-
ENTREP-IVa-i-3
CS_EP11/12B-ENTREP-
IV-j-4
Grade Level: Grade 11/12
Subject: Filipino sa Piling Larang (Akademik)
Quarter Content
Standards
(Pamantayang
Pangnilalaman)
Performance
Standards
(Pamantayan sa
Pagganap)
Most Essential Learning Competencies Duration K to 12 CG Code
One
Semester
Nauunawaan ang
kalikasan, layunin at
paraan ng pagsulat
ng iba’t ibang anyo
ng sulating
ginagamit sa pag-
Nasusuri ang
kahulugan at
kalikasan ng pagsulat
ng iba’t ibang anyo
ng sulatin
Nabibigyang-kahulugan ang
akademikong pagsulat
Week 1-3 CS_FA11/12PB-0a-c-
101
Nakikilala ang iba’t ibang akademikong
sulatin ayon sa:
(a) Layunin (b) Gamit
(c) Katangian (d) Anyo
Week 1-3 CS_FA11/12PN-
0a-c-90
14. 560
aaral sa iba’t ibang
larangan
Nakapagsasagawa ng panimulang
pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang
anyo ng sulating akademiko
Week 1-3 CS_FA11/12EP-
0a-c-39
Natitiyak ang
angkop na proseso
ng pagsulat ng piling
sulating akademiko
Nagagamit ang
angkop na format at
teknik ng pagsulat
ng akademikong
sulatin
Nakasusulat ng 3-5 na
sulatin mula sa
nakalistang anyo na
nakabatay sa
pananaliksik
Nakagagawa ng
palitang pagkikritik
(dalawahan o
pangkatan) ng mga
sulatin
Nakakasusulat nang maayos na
akadamikong sulatin
Week 4-6 CS_FA11/12PU-
0d-f-92
Nakasusunod sa istilo at teknikal na
pangangailangan ng akademikong
sulatin
Week 4-6 CS_FA11/12PU-
0d-f-93
Nakasusulat ng talumpati batay sa
napakinggang halimbawa
Week 7-8 CS_FA11/12PN-
0g-i-91
Natutukoy ang mahahalagang
impormasyon sa isang pulong upang
makabuo ng sintesis sa napag-usapan
Week 9-10 CS_FA11/12PN-
0j-l-92
Natutukoy ang katangian ng isang
sulating akademiko
Week 11-13 CS_FA11/12PB-
0m-o-102
Nabibigyang-kahulugan ang mga
terminong akademiko na may
kaugnayan sa piniling sulatin
Week 11-13 CS_FA11/12PT-
0m-o-90
Natitiyak ang mga elemento ng
pinanood na programang
pampaglalakbay
Week 11-13 CS_FA11/12PD-
0m-o-89
Nakasusulat ng organisado, malikhain,
at kapani-paniwalang sulatin
Week 14-16 CS_FA11/12PU-
0p-r-94
Nakasusulat ng sulating batay sa
maingat, wasto, at angkop na paggamit
ng wika
Week 14-16 CS_FA11/12WG-
0p-r-93
Nakabubuo ng sulating may batayang
pananaliksik ayon sa pangangailangan
Week 14-16 CS_FA11/12PU-
0p-r-95
Naisasaalang-alang ang etika sa
binubuong akademikong sulatin
Week 14-16 CS_FA11/12EP-
0p-r-40
15. 561
Grade Level: Grade 11/12
Subject: Filipino sa Piling Larang (Isports)
Quarter
Content
Standards
(Pamantayang
Pangnilalaman)
Performance
Standards
(Pamantayan
sa Pagganap)
Most Essential Learning Competencies Duration
K to 12 CG Code
One Semester
Natutukoy ang
kahulugan at
kalikasan ng
pagsulat ng iba’t
ibang anyo ng
sulatin
Napag-iiba-iba ang
mga katangian ng
iba’t ibang anyo ng
sulatin
Nasusuri ang
kahulugan at
kalikasan ng
pagsulat ng iba’t
ibang anyo ng
sulatin
Nabibigyang-kahulugan ang sulating
pang-isport
Week 1-3 CS_FI11/12PB-0a-
c107
Nakikilala ang iba’t ibang sulating pang-
isports ayon sa:
(a) Layunin (b) Gamit
(c) Katangian (d) Anyo
(e) Target na gagamit
CS_FI11/12PT-0a-
c-95
Nakapagsasagawa ng panimulang
pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang
anyo ng sulating pang-isports
Week 4-6 CS_FI11/12EP-0d-
f-43
Nauunawaan ang
mga kaalaman at
kasanayan sa
pagsulat ng
sulating pang-
isports
Nakasusulat ng 4-
6 piling sulating
pang-isports
Naisasagawa ang
mga kaalaman at
kasanayan sa
pagsulat ng
piniling sulating
pang-isports
Nabibigyang-kahulugan ang mga
terminong pang-isports na may
kaugnayan sa piniling sulatin
Week 7-9 CS_FI11/12PT-0g-
i-96
Naitatala ang mga panuto (rules) sa
programang pang-isports
CS_FI11/12PD-0g-
i-90
Naipaliliwanag ang kahalagahan,
kalikasan, at proseso ng piniling anyo ng
sulating pang-isports
Week 10-12 CS_FI11/12PS-0j-
l-94
Nakasusulat ng sulating batay sa maingat,
wasto at angkop na paggamit ng wika
Week 13-16 CS_FI11/12WG-
0m-o-96
Nakapagsasaliksik ng datos kaugnay ng
isusulat na piniling anyo ng sulating pang-
isports
CS_FI11/12EP-
0m-o-44
Naisasaalang-alang ang etika sa
binubuong sulating pang-isports
CS_FI11/12PU-
0m-o-101
16. 562
Grade Level: Grade 11/12
Subject: Filipino sa Piling Larang (Sining at Disenyo)
Quarter
Content Standards
(Pamantayang
Pangnilalaman)
Performance
Standards
(Pamantayan
sa Pagganap)
Most Essential Learning Competencies Duration K to 12 CG Code
One
Semester
Natutukoy ang
kahulugan at kalikasan
ng pagsulat ng iba’t
ibang anyo ng sulatin
Napag-iiba-iba ang mga
katangian ng iba’t
ibang anyo ng sulatin
Nasusuri ang
kahulugan at
kalikasan ng
pagsulat ng iba’t
ibang anyo ng
sulatin
Nabibigyang-kahulugan ang mga anyo
ng sulatin sa sining at disenyo
Week 1-4 CS_FSD11/12PB-0a-c-
103
Nakikilala ang iba’t ibang anyo ng sining
at disenyo ayon sa :
(a) Layunin (b) Gamit
(c) Katangian (d) Anyo
(e) Target na gagamit
CS_FSD11/12PT-
0a-c-91
Nakapagsasagawa ng panimulang
pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang
anyo ng sining at disenyo
CS_FSD11/12EP-
0a-c-41
Nakapagpapaliwanag
sa pasulat na anyo ng
mga karanasan batay
sa pinanood,
isinagawa, binasa, at
nirebyu
Natitiyak ang angkop
na proseso ng pagsulat
ng piling sulatin sa
sining at disenyo
Nagagamit ang
angkop na format at
teknik ng pagsulat ng
sulatin sa sining at
disenyo
Nakasusulat ng
isa sa bawat
nakalistang anyo
ng sining o
disenyo
Naitatanghal ang
output ng piniling
anyo ng sining at
disenyo
Nakapagkikritik
nang pasulat sa
piniling anyo ng
sining at disenyo
Naipapaliwanag ang kahulugan ng
pinakinggang halimbawa ng fliptop,
novelty songs, pick-up lines, atbp.
Week 5-6 CS_FSD11/12PN-
0d-f-93
Nasusuri ang katangian ng mabisa at
mahusay na sulatin batay sa binasang
mga halimbawang gaya ng iskrip, textula,
blog, at islogan
Week 7-8 CS_FSD11/12PB-0g-
i-104
Nabibigyang-kahulugan ang mga
terminong teknikal na may kaugnayan
sa piniling sulat
Week 9-10 CS_FSD11/12PT-0j-
k-92
Natutukoy ang mahahalagang elemento
ng mahusay na sulating pansining na
pinanood na teleserye, dula, shadow
play, puppet show, atbp
Week 11-13 CS_FSD11/12PD-
0l-n-89
Nakasusulat ng sulating batay sa
maingat, wasto, at angkop na paggamit
ng wika
Week 14-16 CS_FSD11/12WG-
0o-q-94
17. 563
Naisasaalang-alang ang etika sa
binubuong sulatin sa sining at
disenyo
CS_FSD11/12PU-
0o-q-97
Grade Level: Grade 11/12
Subject: Filipino sa Piling Larang (Teknikal-Bokasyunal)
Quarter
Content
Standards
(Pamantayang
Pangnilalaman)
Performance
Standards
(Pamantayan sa
Pagganap)
Most Essential Learning
Competencies
Duration K to 12 CG Code
One
Semester
Nauunawaan
ang kalikasan,
layunin at
paraan ng
pagsulat ng
iba’t ibang anyo
ng sulating
ginagamit sa
pag-aaral sa
iba’t ibang
larangan (Tech-
Voc)
Nakabubuo ng
manwal ng isang
piniling sulating
teknikal-
bokasyunal
Nabibigyang-kahulugan ang teknikal
at bokasyunal na sulatin
Week 1-3 CS_FTV11/12PB-0a-c-105
Nakikilala ang iba’t ibang teknikal-
bokasyunal na sulatin ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
CS_FTV11/12PT-0a-c-93
Nakapagsasagawa ng panimulang
pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t
ibang anyo ng sulating teknikal-
bokasyunal
Week 4-6 CS_FTV11/12EP-0d-f-42
Naisasagawa ang
kaalaman at
kasanayan sa
wasto at angkop
na pagsulat ng
piling anyo ng
sulatin
Nakasusulat ng 4-6
piling sulating
teknikal-bokasyunal
Nakapagsasagawa
ng demo sa piniling
anyo bilang
pagsasakatuparan
ng nabuong sulatin
Naiisa-isa ang mga hakbang sa
pagsasagawa ng mga binasang
halimbawang sulating teknikal-
bokasyunal
Week 7-9 CS_FFTV11/12PB-0g-i-
106
Naililista ang mga katawagang
teknikal kaugnay ng piniling anyo
CS_FTV11/12PT-0g-i-94
Naipapaliwanag sa paraang
sistematiko at malinaw ang piniling
anyo sa pamamagitan ng paggamit
ng angkop na mga termino
Week 10-12 CS_FTV11/12PS-0j-l-93
18. 564
Nakasusulat ng sulating batay sa
maingat, wasto, at angkop na
paggamit ng wika
Week 13-16 CS_FTV11/12WG-0m-o-
95
Naisasaalang-alang ang etika sa
binubuong tenikal-bokasyunal na
sulatin
CS_FTV11/12PU-0m-o-
99
GRADE Level : Grade 12
Subject : Inquiries, Investigations and Immersion
Quarter Content Learner’s Output
Most Essential Learning
Competencies
Duration CG Code
1st
Quarter
I. Brainstorming for Research
Topics
Class Research Agenda
prepares a plan and a focus on
issues and ideas in their
respective field
Week 1
1st
Quarter
II. Identifying the Problem
and Asking the Question
1. Background of the
problem
2. Conceptual
Framework
3. Research Hypothesis
(for quantitative
research)
4. Statement of the
problem
5. Definition of terms
6. Importance of the
study
Scope and limitations of
the study
formulates clearly the
statement of research
problem
Week 2
1st
Quarter
III. Reading on Related
Studies
List of Related Literature
Reviewed
selects, cites and synthesizes
related literature
uses sources according to
ethical standards (atleast 4-6
local and international
sources)
Week 3-5
19. 565
Quarter Content Learner’s Output
Most Essential Learning
Competencies
Duration CG Code
1st
Quarter
IV. Understanding Ways to
Collect Data
1. Research design
2. Population
3. Sampling method
4. Data collection
procedure
describes adequately research
design (either quantitative or
qualitative), data gathering
instrument, sample, data
collection and analysis
procedures, prepares data
gathering instrument
Week 6-8
2nd
Quarter V. Finding the Answers to the
Research Questions
1. Interpretation of Data
2. Data analysis method
Conceptualized Framework
for qualitative research
gathers and analyzes data with
intellectual honesty using
suitable techniques
Week 1-2
2nd
Quarter VI. Reporting Findings,
Drawing Conclusions and
Making Recommendations
1. Summary of Findings
2. Conclusions
3. Recommendations
4. List of References
Written Research Report
forms logical conclusions
makes recommendations
based on conclusions
writes clear report
Week 3
2nd
Quarter
VII. Sharing your Research
1. Draft Written Research
Report for Oral
Presentation
Final Written Research
Report for Submission.
presents written research
report
revises written research report
based on suggestions and
recommendations of panelists
submits final written research
report
Week 4-5
20. 566
Grade Level: Grade 11
Subject: Practical Research 1
Quarter Content Standards
The learner
demonstrates
understanding of…
Performance Standards
The learner is able to…
Most Essential Learning competencies
The learner…
Duration K to 12 CG
Code
Q1 1. the importance
of research in
daily life
2. the
characteristics,
processes, and
ethics of research
3. quantitative
and qualitative
research
4. the kinds of
research across
fields
use appropriate kinds
of research in making
decisions.
shares research experiences and knowledge Week 1 to
2
CS_RS11-
IIIa-1
explains the importance of research in daily life CS_RS11-
IIIa-2
describes characteristics, processes, and ethics of research CS_RS11-
IIIa-3
differentiates quantitative from qualitative research CS_RS11-
IIIa-4
provide examples of research in areas of interest CS_RS11-
IIIa-5
1. the value of
qualitative
research; its
kinds,
characteristics,
uses, strengths,
and weaknesses
2. the importance
of qualitative
research across
fields of inquiry
decide on suitable
qualitative research in
different areas of
interest.
describes characteristics, strengths, weaknesses, and kinds of
qualitative research
CS_RS11-
IIIb-1
Illustrates the importance of qualitative research across fields CS_RS11-
IIIb-2
1. the range of
research topics in
the area of inquiry
formulate clearly
statement of research
problem
designs a research project related to daily life Week 3 to
4
CS_RS11-IIIc-
e-1
writes a research title CS_RS11-IIIc-
e-2
21. 567
Quarter Content Standards
The learner
demonstrates
understanding of…
Performance Standards
The learner is able to…
Most Essential Learning competencies
The learner…
Duration K to 12 CG
Code
2. the value of
research in the area
of interest
3. the specificity and
feasibility of the
problem posed
provides the justifications/reasons for conducting the research CS_RS11-IIIc-
e-3
states research question CS_RS11-IIIc-
e-4
indicates scope and delimitation of research CS_RS11-IIIc-
e-5
cites benefits and beneficiaries of research CS_RS11-IIIc-
e-6
presents written statement of the problem CS_RS11-IIIc-
e-7
1. the criteria in
selecting, citing, and
synthesizing related
literature
2. ethical standards
in writing related
literature
1. select, cite, and
synthesize properly
related literature
2. use sources according
to ethical standards
3. present written
review of related
literature
selects relevant literature Week 5 to
6
CS_RS11-IIIf-
j-1
cites related literature using standard style CS_RS11-IIIf-
j-2
synthesizes information from relevant literature CS_RS11-IIIf-
j-3
writes coherent review of literature CS_RS11-IIIf-
j-4
follows ethical standards in writing related literature Week 7 to
8
CS_RS11-IIIf-
j-5
presents written review of literature CS_RS11-IIIf-
j-6
Q2 1. qualitative
research designs
2. the description of
sample
3. data collection
and analysis
procedures such as
1. describe qualitative
research designs,
sample, and data
collection and analysis
procedures
chooses appropriate qualitative research design Week 1 to
2
CS_RS11-
IVa-c-1
describes sampling procedure and sample CS_RS11-
IVa-c-2
plans data collection, data gathering instrument, and analysis
procedures
Week 3 to
4
CS_RS11-
IVa-c-3
presents written research methodology CS_RS11-
IVa-c-4
22. 568
Quarter Content Standards
The learner
demonstrates
understanding of…
Performance Standards
The learner is able to…
Most Essential Learning competencies
The learner…
Duration K to 12 CG
Code
survey, interview,
and observation
4. the application of
creative design
principles for
execution
observation and
interview
procedures and
skills
gather relevant
information with
intellectual honesty
collects data through observation and interviews Week 5 to
6
CS_RS11-
IVd-f-1
drawing out
patterns and
themes from data
analyze and draw out
patterns and themes
with intellectual honesty
infers and explain patterns and themes from data CS_RS11-
IVd-f-2
relates the findings with pertinent literature CS_RS11-
IVd-f-3
1. guidelines in
making conclusions
and
recommendations
2. techniques in
listing references
1. form logical
conclusions
2. make
recommendations based
on conclusions
draws conclusions from patterns and themes Week 7 to
8
CS_RS11-
IVg-j-1
formulates recommendations based on conclusions CS_RS11-
IVg-j-2
lists references CS_RS11-
IVg-j-3
23. 569
Grade Level : Grade 12
Subject :PRACTICAL RESEARCH 2
Quarter Content Standard
The learners demonstrate
understanding of...
Performance Standard
The learners should be
able to...
Most Essential Learning Competencies Duration Code
3rd 1. the characteristics,
strengths, weaknesses,
and kinds of quantitative
research
2. the importance of
quantitative research
across fields
3. the nature of variables
decide on suitable
quantitative research in
different areas of interest
Describes characteristics, strengths,
weaknesses, and kinds of quantitative
research
Week 1-3 CS_RS12-Ia-c-1
Illustrates the importance of quantitative
research across fields
Week 1-3 CS_RS12-Ia-c-2
Differentiates kinds of variables and their uses Week 1-3 CS_RS12-Ia-c-3
1. the range of research
topics in the area of
inquiry
2. the value of research in
the area of interest
3. the specificity and
feasibility of the problem
posed
formulate clearly the
statement of research
problem
Designs a research used in daily life Week 4-5 CS_RS12-Id-e-1
Writes a research title Week 4-5 CS_RS12-Id-e-2
Describes background of research Week 4-5 CS_RS12-Id-e-3
States research questions Week4-7 CS_RS12-Id-e-4
Indicates scope and delimitation of study Week 4-5 CS_RS12-Id-e-5
Presents written statement of the problem Week 4-5 CS_RS12-Id-e-7
1. the formulation of
conceptual framework
2. the research
hypotheses
(if appropriate)
3. the definition of terms
as used in the study
1. formulate clearly
conceptual framework,
research hypotheses (if
appropriate), and define
terms used in study
3. present objectively
written review of related
literature and conceptual
framework
Illustrates and explain the conceptual
framework
Week 6-7 CS_RS12-If-j-6
Defines terms used in study Week 6-7 CS_RS12-If-j-7
Lists research hypothesis (if appropriate) Week 6-7 CS_RS12-If-j-8
Presents written review of related literature
and conceptual framework
Week 6-7 CS_RS12-If-j-9
24. 570
4th 1. quantitative research
design
2. description of sample
3. instrument
development
4. description of
intervention (if applicable)
5. data collection and
analysis procedures such
as survey, interview and
observation
6. guidelines in writing
research methodology
describe adequately
quantitative research
designs, sample,
instrument used,
intervention (if
applicable), data
collection, and analysis
procedures
Chooses appropriate quantitative research
design
Week 1-3 CS_RS12-IIa-c-1
Describes sampling procedure and sample Week 1-3 CS_RS12-IIa-c-2
Constructs an instrument and establishes its
validity and reliability
Week 1-3 CS_RS12-IIa-c-3
Describes intervention (if applicable) Week 1-3 CS_RS12-IIa-c-4
Plans data collection procedure Week 1-3 CS_RS12-IIa-c-5
Plans data analysis using statistics and
hypothesis testing (if appropriate)
Week 1-3 CS_RS12-IIa-c-6
Presents written research methodology Week 1-3 CS_RS12-IIa-c-7
1. data collection
procedures and skills using
varied instruments
2. data processing,
organizing, and analysis
gather and analyze data
with intellectual honesty,
using suitable techniques
1. form logical conclusions
2. make recommendations
based on conclusions
Collects data using appropriate instruments Week 4-7 CS_RS12-IId-g-1
Presents and interprets data in tabular or
graphical forms
Week 4-7 CS_RS12-IId-g-2
Uses statistical techniques to analyze data –
study of differences and relationships limited
for bivariate analysis
Week 4-7 CS_RS12-IId-g-3
1. guidelines in making
conclusions and
recommendations
Draws conclusions from research findings Week 8-9 CS_RS12-IIh-j-1
Formulates recommendations Week 8-9 CS_RS12-IIh-j-2