SlideShare a Scribd company logo

RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf

•
•
S
swingsmith2

This document is a learner's checklist of competencies for an Advanced Elementary Level learner in an Alternative Learning System program. It lists competencies in Communication Skills - English and Filipino, as well as in Listening, Speaking, Viewing, Reading, and Writing. For each competency, the learner and teacher can check columns to indicate the learner's current ability level and learning goals. The checklist is intended to help the learner and teacher establish learning goals and track progress in developing English and Filipino communication skills.

Education
1 of 66
Download to read offline
ALS RPL Form 4 Page 1 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 1: Communication Skills - English Listening Note important/ significant/ specific/ text listened to Sequence a series of events/ at least 3 events using signal words/ mentioned in the text listened to Identify cause and/or effect of events/ relationship Relate story events to one’s experience Infer dominant thoughts, feelings and intentions expressed by the speaker in the speech listened to/ delivered Infer/ Determine the speaker’s character’s purpose and feelings expressed in the narrative/ text listened to Identify/ discuss/ note the elements of a story (theme, setting, characters, and events)/ literary text listened to Distinguish facts from opinion in a narrative/ news reports or cited in the text listened to Detect biases and propaganda devices used by speakers Summarize the information from a text heard, summarize important points/ information discussed from various text types listened to Recognize main points/ key sentences and supporting ideas/details in the text listened to Give/ react and share one’s reaction/ personal opinion to an event/ issue/ text heard and ideas listened to Restate sentences/portions of a text heard in one’s own words Make a stand on statements/ issues/ text listened to/ heard
ALS RPL Form 4 Page 2 of 66 10/2020 Determine/ Distinguish whether a story is a reality or a fantasy/ make-believe Analyze sound devices(onomatopoeia, alliteration, assonance, personification, irony, and hyperbole) in a text heard Speaking Give oral one-to-three- step directions Answer questions about a story read/listened to (environment, health, how-to) Relate story events to one’s experience React to what the characters said in the story Retell best-liked part of the story heard, news report Use appropriate expressions to talk about famous events, current issues/ events, famous places and people State a fact and opinion about a particular topic (advertisement, announcement) Express whether an action or event is reality or fantasy State the effects of a given cause / the cause of a given effect Identify and use concrete nouns and abstract nouns Use collective nouns Identify and use mass nouns and count nouns Identify and use quantifiers of mass noun Identify and use possessive nouns Identify and use personal pronouns (e.g., I, you, she, it, we, they) in sentences Use commonly used possessive pronouns, showing possessions or ownership: my, your/yours, his, hers, its, their/theirs Identify and use descriptive adjectives in sentences Identify and use words that show degrees or adjectives in making comparisons (positive, comparative, superlative) in sentences Identify and use the correct order of adjectives in sentences Use verbs in simple present tense (on environmental care and sanitation) in sentences Use the present form of verbs that agree with the subject Use correct time expressions to tell an action in the present Use the past form of regular verbs Use the past form of irregular verbs Use verbs in simple future tense Recognize adverbs of manner Identify and use adverbs of place in sentences Use appropriate adverbs of time in sentences Use appropriate adverbs of intensity in sentences Use appropriate adverbs of frequency
ALS RPL Form 4 Page 3 of 66 10/2020 Use the most frequently occurring prepositions (e.g., in, on, under, above, to, from, towards, beside, into, among, between, etc.) in sentences Use a particular kind of sentences for a specific purpose and audience:  asking permission  making requests  responding to questions  following and giving directions  giving information  explaining  expressing opinions/ emotions  making assertions Use simple sentence: Simple subject and predicate Use simple sentence: Compound subject and simple predicate Use compound sentences to show: cause and effect and problem-solution relationship of ideas Use appropriate conjunctions (but, and, yet, because, nor. although, since, unless, while, where, etc.) in sentences Use complex sentences to show: cause and effect and problem-solution relationship of ideas Use compound – complex sentences Recount/Relate an experience/events appropriate to the occasion effectively Provide evidence to support opinion/fact Make a stand base on informed opinion React on the content of the material presented Present a coherent, comprehensive report on differing viewpoints on an issue Summarize information conveyed through discussion Viewing Determine images/ideas that are explicitly used by media to influence viewers  Stereotype – a set of idea that people have about what someone or something is like (e.g., overworked mother, a male who loves to drink beer and watch sports)  Point of view (position of the narrator in relation to the story)  Propaganda – information used to promote or publicize a point of view or a cause – (e.g., an advertisement that promotes one brand to toothpaste over another. - spreading of ideas, information or rumor for the purpose of helping or injuring an institution, a cause or a person (e.g., election commercials on TV) Infer the target audience  young minds
ALS RPL Form 4 Page 4 of 66 10/2020  all levels of society  women/ men unemployed Infer purpose of the visual media/information  gain attention  create meaning  facilitate retention Make connection between information viewed and personal experiences Identify the values suggested in the visual media Identify the visual elements used in print/non-print materials Evaluate narratives in a media material based on how the writer developed the element Analyze the characters used in print and non-print learning materials: age and gender, race and nationality, attitude and behavior and other attributes (ie, physically, intellectually, emotionally) Analyze the setting used in print and non-print learning materials: urban or rural, affluent or poor and past, present, futuristic Reading Identify main idea, key sentences, and supporting details of a given paragraph Interpret common abbreviations, clipped words, acronyms, titles, contractions, etc.: Common abbreviations (e.g., Phil., Prov., Mun.) Titles (e.g., Hon., Rev., Brgy. Capt., Dr., Mr., Mrs., Atty., Sgt., Col., Ave., Oct.) Contractions (e.g., don’t, isn’t, doesn’t, etc.) Acronyms (e.g., DepEd, DOH, DSWD, LTO, DPWH, HIV/AIDS) Clipped words (e.g., jeep, ID, gym, memo) Identify meanings of unfamiliar words through structural analysis (e.g., compound words and their components: one-word compound [backyard], two- word compound [security guard], hyphenated compound word [sister-in-law]) Identify/Describe cause-and-effect relationships about common problems in materials read:  Food shortage  Air pollution  Water contamination  Soil erosion  Drying up of streams, springs, and rivers Interpret simple maps of unfamiliar places, signs and symbols Organize and present information using tables, graphs and maps Identify/Explain the meaning of words with/ through prefixes un-, in-, im-, dis-, mis-, and re- Identify meaning of word with suffixes –ful and –less; -er and –or; -ly and y; - able and –ible Use context clues (synonym) and antonym) to find/arrive at meanings of unfamiliar words
ALS RPL Form 4 Page 5 of 66 10/2020 Use a glossary to get the meaning of words Use strategies in taking tests: before and during the test Identify/ Analyze figures of speech that show: comparison (simile, metaphor, personification, hyperbole) in a given text and contrast (irony, oxymoron, paradox) Infer/determine the meaning of idiomatic expressions/borrowed words using  context clues and collocations (heavy drinker, strong coffee, light sleeper, early risen, deep pockets, deep sleep, heavy snow, etc.)  affixes Interpret the parts of important documents and forms when necessary:  Application form  Bio-data/ Resume/ Curriculum Vitae  Passport / Visa  Land title  Deed of Sale  Tax-related documents (TIN, community tax certificate)  Commission on Elections form, voter’s registration forms  Bank forms (withdrawal, deposit, loans, ATM, credit cards)  Civil registry forms (birth/marriage/baptismal certificates) Fill out forms following instructions appropriately Make an outline from a selection read Use appropriate graphic organizers to show understanding of texts read Distinguish text-types according to purpose  to persuade  problem and solution  comparison and contrast Use the card catalog, the online public access catalog or electronic search engine to locate specific resources Conduct short research projects on a self-selected topic/ on a relevant issue Use dictionaries, thesaurus, and/ or online resources in getting the meaning of the words Analyze information from a number of sources: written and multi-media materials such as books, posters, brochures, billboards, video clips and audio tapes Writing Write different forms of simple composition as a response to stories/ poems listened to: using appropriate punctuation marks  note of advice  Thank you letter  descriptive paragraph  another ending for a story
ALS RPL Form 4 Page 6 of 66 10/2020  a diary  friendly letter  a short paragraph, etc. Write a paragraph about one’s personal experience Write a simple short story with its complete elements Write 2-3 sentences about the characters in a literary text listened to or read or a reaction about a character in a story read Write in correct sequence the steps/instructions or directions for an activity (e.g., preparing land for planting, following a recipe, arranging historical events, and implementing a project) Write a news report using the given facts Write/compose clear and coherent sentences describing persons, places, things, and animals using:  correct order of adjectives  adverbs of time  adverbs of place Write paragraphs showing cause and effect Fill-out forms accurately such as school forms, deposit and withdrawal slips, bio-data, application forms, etc. Write a 3- line, 4 –stanza poem Write a 4 - paragraph composition showing – problem and solution ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
ALS RPL Form 4 Page 7 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 1: Communication Skills - Filipino Pakikinig Nasasagot ang mga tanong (sino, ano, saan, bakit, paano) tungkol sa napakinggang:  pabula, tugma/tula at tekstong pang-impormasyon  kuwento batay sa tunay na pangyayari, usapan, alamat, balita, anunsyo  pagpupulong (pormal at di pormal)  debate, script ng radio at argumento  sawikain Nasasagot ang mga literal na tanong sa napakinggang: teksto, alamat, kuwento, usapan, talata Naibibigay ang paksa o nilalaman ng napakinggang tula, tekstong pang- impormasyon at pabula Nasusunod ang napakinggang panuto ng isang gawain na may:  1- 2 hakbang  2-3 hakbang  3-4 na hakbang Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento/teksto sa tulong ng/batay sa/ sa pamamagitan ng paggamit ng una, ikalawa, ikatlo at panghuli at kronolohikal na pagkakasunod-sunod sa napakinggang kasaysayan Naibibigay ang sariling hinuha sa kalalabasan ng mga pangyayari bago, habang at pagkatapos mapakinggan ang kuwento, teksto, kuwentong-bayan at akdang napakinggan
ALS RPL Form 4 Page 8 of 66 10/2020 Naibibigay ang paksa ng napakinggang pabula/tugma o tula at kwento/ sanaysay/ usapan Nailalarawan o natutukoy ang damdamin ng mga tauhan/ tagapagsalita sa napakinggang at kwento at pananalita ayon sa tono, diin, bilis at intonasyon Nakabubuo ng mga tanong matapos mapakinggan ang isang kuwento at teksto Natutukoy o nasasagot ang mga tanong sa mga mahahalagang detalye kaugnayan ng napakinggang teksto tungkol sa epiko sa iba-ibang rehiyon, paksa at balita Nailalarawan ang mga elemento ng kuwento  tagpuan  tauhan  banghay  pangyayari Naibibigay ang sanhi at bunga ng mga pangyayari sa napakinggang teksto at ulat Nakakagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari/ problema- solusyon mula sa tekstong napakinggan Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan Naiuugnay ang sariling karanasan sa napakinggang teksto Nakapagbibigay ng lagom o buod ng tekstong napakinggan Nabibigyang kahulugan ang sawikaing napakinggan Pagsasalita Nagagamit ang pangngalan sa pagsasalaysay ng tungkol sa sarili/mga tao, hayop, lugar at bagay sa paligid Nagagamit sa pakikipag-usap sa ibat-ibang sitwasyon at sa pagsasabi tungkol sa sariling karanasan ang iba’t-ibang uri ng panghalip:  Panghalip na panao(ako, ko, akin, amin, kami, kayo, atin, inyo, kanila, kanya, siya, sila, mo, kita, kata, natin, namin, nila)  Panghalip na pamatlig (ito, ire, nire, nito, ganito, ganire, iyan, iyon, ayan, hayan, diyan, hayun, yaon, niyon, niyaon, doon, noon)  Panghalip na pananong (ano, ano-ano, sino, sino-sino, nino, alin, alin- alin, saan-saan)  Panghalip na panaklaw (lahat, madla, sinuman, alinman, anuman, pawang, ni isa)  Panghalip na pamanggit (na, ng) Naipapahayag ang sariling damdamin o aksyon/ opinyon sa napakinggang kuwento batay sa tunay na pangyayari/ pabula/ isyu/ usapan/ pagpupulong (pormal at di-pormal) Naikukuwentong muli ang napakinggang kuwento na wasto ang pagkakasunod- sunod ng mga pangyayari at gumagamit ng signal words na una at pangalawa Naiuugnay ang sariling karanasan sa napakinggang teksto Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon:
ALS RPL Form 4 Page 9 of 66 10/2020 pakikipagtalastasan sa text (SMS)/ pagbati, paghingi ng pahintulot, pagpapahayag ng pasasalamat, pagpapahayag ng sariling opinion, pagsasabi ng pangangailangan, pagsasabi ng puna at pagbibigay ng mungkahi o suhestyon Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, lugar at iba’t-ibang sitwasyon gamit ang pang-uri  Lantay  Pahambing/Pasukdol Nagagamit nang wasto ang pandiwa ayon sa panahunan sa:  Pagsasalaysay ng nasaksihang pangyayari  Pagsasalaysay tungkol sa tradisyon at sa iba’t ibang okasyon  Pakikipag-usap sa iba’t ibang sitwasyon Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa tahanan at pamayanan (pang-abay) Natutukoy/ nasasabi ang kaibahan/ pagkakaiba ng pang-uri, pandiwa at pang- abay Nagagamit nang wasto sa pangungusap o sa pagpapahayag ng sariling ideya ang:  Pang-abay at pandiwa  Pang-abay at pang-uri Nagagamit nang wasto sa pangugusap/pakikipag talastasan ang pang-angkop na ng, g at na Nagagamit nang wasto at angkop ang pangatnig (o, ni, maging, man, kung, kapag, pag, ngunit, subalit, dahil sa, sapagkat, sa wakas, kung gayon, daw, raw, kung sino, kung ano, siya rin atbp) Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng sariling karanasan, pakikipag-usap, pakikipag debate tungkol sa isyu, panayam, pagpapakilala o pagkilatis ng produkto at sa mga pormal na pagpupulong at paggawa ng patalastas, pagsali sa dula-dulaan. Naipapahayag o nailalahad nang malinaw at maayos ang sariling ideya/damdamin o reaksyon/ opinion/ saloobin/kongklusyon tungkol sa napakinggang tugma/tula/tekstong pang-impormasyon, kuwento batay sa tunay na pangyayari/ pabula/ alamat, napapanahong isyu/ akdang tinalakay Panonood Naibibigay ang kahalagahan ng media (hal. Pang-impormasyon, pang- aliw, panghikayat) Nasasabi ang paksa ng napanood na maikling pelikula Nasasagot ang mga tanong tungkol sa pinanood Nakapagbibigay ng reaksyon sa napanood na material Naipakikita ang pag-unawa sa pinanood sa pamamagitan ng pagdurugtong ng ibang pagwawakas ayon sa saloobin o paniniwala Naisasadula ang nagustuhang bahagi ng napanood na material
ALS RPL Form 4 Page 10 of 66 10/2020 Nakapagbibigay ng ibang wakas para sa pelikulang napanood at naibabahagi ito sa klase sa isang kakaibang paraan Nasusuri ang mga tauhan/tagpuan at mga pangyayari sa napanood na maikling pelikula. Naibibigay ang paksa/layunin ng pinanood na dokumentaryo Naipakikita ang pag-unawa sa napapanood sa pamamagitan ng pagsulat sa buod nito Nakapagtatala ng mahahalagang pangyayari sa napanood na dokyumentaryo Nasusuri ang mga kaisipan at pagpapahalagang nakapaloob sa napanood na maikling pelikula Napaghahambing ang iba’t ibang dokumentaryo Nasusuri ang estilong ginamit ng gumawa ng maikling pelikula Nasusuri ang nilalaman ng napanood na dokyumentaryo kaugnay ng tinalakay na mga tula/awiting napanood, tugmang de gulong at palaisipan Nasusuri ang mensahe sa napanood na pagtatanghal Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na bahagi ng teleserye o pelikula Pagbasa Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon ng mukha at ugnayang salita-larawan Nakakagamit ng mga pahiwatig/palatandaang nagbibigay kahulugan upang malaman ang kahulugan ng mga salitang pamilyar at di pamilyar sa pamamagitan ng kasingkahulugan, kasalungat, iba’t ibang sitwasyong pinaggagamitan ng salita (context clues) at paglalarawan Napapangkat ang mga salitang magkakaugnay Nagbibigay ng mga salitang magkakasalungat/magkakasingkahulugan Natutukoy/ naibibigyang kahulugan ang mga salitang hiram at matatalinghagang salitang ginamit sa pangungusap, kuwento, alamat, tula, pahayag na binasa Nakabubuo ng bagong salita gamit ang panlapi at salitang-ugat Naisasalaysay muli ang binasang teksto/ kuwento nang may tamang pagkakasunod-sunod ng mga pangyayari sa tulong ng pamatnubay na tanong/ balangkas Naipaliliwanag ang kahulugan ng mga simpleng pictograp Nakasasagot sa mga tanong tungkol sa nabasang tekstong pang- impormasyon, tula, balita, editorial, anekdota, ulat at talaarawan, talambuhay, journal Nasasabi/ napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang teksto/pahayag Naibibigay/ napipili ang mga sumusuportang kaisipan/ detalye sa pangunahing/ mahahalagang kaisipan ng tekstong binasa
ALS RPL Form 4 Page 11 of 66 10/2020 Nakapagbibigay ng angkop na pamagat sa isang talata/ binasang teksto Natutukoy/ nailalarawan ang opinion ng kuwento (tauhan, tagpuan, banghay) Nakasusunod sa nakasulat na panuto Nasasabi/ naipaliliwanag ang paksa o tema ng binasang paksa/ sanaysay Nasasagot ang mga tanong na bakit at paano Natutukoy ang bahagi ng binasang kuwento (simula, kasukdulan, katapusan) Nakababasa para kumuha ng impormasyon Nahuhulaan/ nahihinuha ang maaring mangyari/ kahihinatnan ng mga pangyayari sa teksto/kuwento gamit ang dating karanasan/ kaalaman Nasusuri kung opinion o katotohanan ang isang pahayag Nasasabi/naipaliliwanag ang sanhi at bunga ng mga pangyayari Pagsulat Nakakasulat ng balitang napakinggan nang may wastong pagkakasunod- sunod ng mga pangyayari Nakasusulat ng:  natatanging kuwento tungkol sa natatanging tao sa kanilang pamayanan  tugma o maikling tula  balita na may huwaran/padron/balangkas  sariling talambuhay  simpleng resipi  reaksiyon/ opinion tungkol sa napapanahong isyu  buod/lagom ng binasa  patalastas gaya ng polyeto, poster, pamphlet tungkol sa kampanyang pangkalusugan,pagpapaunlad ng pamayanan o pag-aanunsyo ng pagkakakitaan o negosyo  minutes ng pagpupulong  liham pangkaibigan  liham pangangalakal  ulat  liham na nag-aaply ng trabaho Naibibigay ang mga datos na hinihingi ng isang form Nakasusulat ng iskrip para sa radio broadcasting at teleradyo ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
ALS RPL Form 4 Page 12 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 2: Scientific Literacy and Critical Thinking Skills Demonstrate understanding of the scientific values and attitudes Investigate a societal issue before making a judgment Recognize and consider new evidence/options/ findings brought up even if decisions have already been made Gather information from experts in the field related to the issue Recognize alternative ways of addressing an issue List down several options in coming up with a decision Identify issues affecting family and society Demonstrate honesty and accuracy, e.g., proper use/correct reading of measuring devices such as weighing scales, tape measures, a meter stick, exact counting of objects or items, recording of observations as actually seen or heard Interpret data truthfully and accurately, e.g., correct and exact interpretation of data, no guesswork and/or alterations of results Demonstrate innovativeness and creativity by coming up with projects such as: hydroponics farming, tissue culture techniques in propagating agricultural crops and those using Information Technology (IT) Create something new from something old, e.g., inventions, new recipes, labor saving devices/methods, new and improved ways of doing things Analyze various options concerning issues affecting daily life situations, e.g., birth control issues, removal of life support gadgets from a patient Explain how outstanding contributions of science have enhanced the quality of life and levels of thinking
ALS RPL Form 4 Page 13 of 66 10/2020 Cite contributions made by Filipino/foreign scientists and their impact on one’s life and the community Identify contributions of local scientists in improving life in the community Recognize inventions that improve everyday life Apply scientific values and demonstrate positive attitudes in dealing with the advances of science and technology in various life situations Design a product out of local, recyclable solid and/ or liquid materials in making useful products Demonstrate understanding on the existing superstitious belief and the use of the scientific method Cite local superstitious beliefs and practices/ ways of thinking that are related to science and technology and those without scientific basis Identify existing superstitious beliefs and practices in the home and the community, e.g., superstitious beliefs and practices involving stages in family life from birth to death; pamahiin about courtship, married life, death; activities in agriculture, construction of houses/buildings; selection of dates for important events; influence of numbers and the moon and stars in one’s life, etc. Cite how science and technology influence people’s lives Demonstrate understanding on conducting science investigation Design and conduct a simple study/ investigation on factors affecting the health and well-being of the family and the community Identify existing problems affecting the health of the family and the community Cite health hygienic and dietary practices of the family and community Describe waste/garbage disposal of the family and the community Identify diseases prevalent in the community Record observations of the existing conditions at home and in the community using an observation/survey guide Conduct simple experiments to test hypotheses about different life situations in the community Classify data (observations) collected according to set criteria e.g., grouping the observations (data) under specific headings/ categories like health practices, personal hygiene, nutrition, environmental sanitation, shelter, water supply, livelihood and income; education, diseases, etc. Analyze and synthesize data collected Evaluate the facilities/services available in the community e.g., water supply, shelter, school health services, recreation center, etc. State the factors affecting the health and well-being of the family and the community, e.g., poor health habits and personal hygiene, malnutrition/ poor eating habits, dirty surroundings/ improper waste and garbage disposal, unsafe water supply, low income, unemployment, low educational attainment, lack of health services, etc. Make conclusions based on data gathered Make recommendations to persons/authorities concerned to help solve
ALS RPL Form 4 Page 14 of 66 10/2020 identified problems, e.g., Rural Health Center, Barangay Units, Local Government Units and Department of Education Apply appropriate solutions to identified problems using scientific thinking skills, e.g., attending classes and participating in health education programs, practicing good health habits and personal hygiene, proper waste/garbage disposal, preparation of a balanced diet, boiling and/or filtering water to make it safe for drinking, keeping food safe from flies, cockroaches and rats and participating in a “clean and green” project Recognize the importance of recycle, reduce, reuse, recover and repair in waste management Demonstrate understanding on various biological concepts and their applications Cite some applications of science Discuss the concept of biotechnology Give some important applications of biotechnology, e.g., food preservation and hydroponics Demonstrate scientific procedures in food preservation, e.g., sterilization, pasteurization (milk), refrigeration, canning, salting, drying, etc. Describe hydroponics as an alternative method of growing Plants Cite the advantages and disadvantages of hydroponics Describe the concept of health, e.g., health is not simply the absence of disease, it is the over-all physical, mental and social well-being of a person Describe a healthy person, e.g., strong body, sound judgment, emotionally stable, socially adjusted and in harmony with his/her physical and social environment Cite factors that contribute to good health, e.g., Proper nutrition, adequate clothing, personal hygiene, Clean environment, adequate shelter, social justice, education, recreation, good habits Explain the concept of disease, e.g., alteration in the overall state of the well - being of a person Cite factors affecting the well-being of a person such as: congenital (existing at birth) diseases, predisposition to certain diseases, acquired physical defects, poor resistance to germs, diabetes, hypertension, and asthma Enumerate the combination of factors that bring about many diseases, e.g., poor nutrition, bad habits, overcrowding, unhygienic practices, pollution, inadequate shelter, poor sanitation, ignorance, poverty, war, calamities, environmental destructions, inherited/acquired disorders, lack of basic health services and contaminated water Describe some communicable diseases in the community, e.g., influenza (flu), pneumonia, tuberculosis (TB), typhoid fever, dengue fever/H fever, malaria, rabies, hepatitis Cite causes and symptoms of diseases, e.g.  bite of the Aedes aegypti mosquito; characterized by high fever, eruptions and severe pains in joints; and abdominal pains.
ALS RPL Form 4 Page 15 of 66 10/2020  Malaria – caused by parasitic Plasmodium vivax, P. falciparum and P. malariae; transmitted by the bite of the female anopheles mosquito  TB caused by tubercule bacillus transmitted by affected persons through coughing, sneezing and talking with them, using their personal belongings characterized by on and off fever and cough, considerable loss of weight, blood in the sputum Demonstrate preventive and curative measures for diseases, e.g., personal hygiene, cleanliness of surroundings, proper garbage disposal, proper nutrition and control of insects (flies, mosquitoes, cockroaches) and animals (rats) Demonstrate how to make water safe to drink e.g., boiling, filtering, chlorination Demonstrate how to prepare a balanced meal Identify the different sense organs Relate the structure of the sense organs to its functions Describe the causes and symptoms of some diseases associated with the sense organs, e.g.  Eyes: ocerthalmium (night blindness), conjunctivitis, stye,  sore eyes, lesions of the eyes, foreign body  Nose: adenoids, foreign body  Ears: otitis, foreign body  Tongue/mouth: oral thrush (singaw), Herpes simplex  Skin: carbuncle, boils (pigsa), dermatitis and fungal infections Demonstrate healthful habits in taking care of the sense organs Relate the structure of the nervous system to its functions, e.g., how the brain, spinal cord, and nerves help a person respond to what is happening around him/her Enumerate some voluntary and involuntary reactions as a response to certain stimuli, e.g., response to stimulus as perceived by the senses; reactions during danger/emergency Describe some common diseases associated with the nervous system, e.g., headache, dizziness, numbness and paralysis Demonstrate healthful habits in taking care of the nervous system, e.g., proper diet, exercise, personal hygiene, cleanliness and proper handling of stress and tension Relate the structure of the muscular system to its functions, e.g., the skeletal system consists of bones, joints, cartilages, etc. The muscular system is made up of muscles, tendons, ligaments, etc. It gives support and shape to the body and helps it stand erect, protection to organs and bones and provides surface for the attachment of muscles Identify injuries and diseases that can harm the skeletal and muscular systems, e.g., sprain, cramps, fractures, muscle strain and osteoporosis Demonstrate first aid treatment for injuries to the skeletal and muscular systems Demonstrate healthful habits in taking care of the skeletal and the muscular
ALS RPL Form 4 Page 16 of 66 10/2020 systems, e.g., right food, exercise and cleanliness Relate the structure of the respiratory system to its functions, e.g., nose, air passages or tubes, lungs, etc. Describe some illnesses associated with the respiratory system, their causes and symptoms, e.g., causes and symptoms of simple cough and colds, pneumonia, asthma, tuberculosis (TB), emphysema, whooping cough and diphtheria Cite preventive and curative measures for respiratory diseases Practice proper care of the respiratory system, such as, personal hygiene, right food, cleanliness, good health habits (no smoking) Relate the structure of the digestive system to its functions, e.g., mouth and teeth, esophagus, stomach, small intestine, liver, gall bladder, pancreas, large intestine and anus Describe the common ailments of the digestive system, e.g., the causes, symptoms, prevention and cure of diarrhea, hyperacidity, peptic ulcer, indigestion Demonstrate healthful habits in taking care of the digestive system, e.g., proper diet, personal hygiene, sanitation and good health habits Relate the structure of the excretory system to its functions, (e.g. kidneys, skin and liver) Describe the common ailments of the excretory system (e.g. kidney stones, UTI and urethritis) Demonstrate healthful habits in taking care of the excretory hygiene, sanitation and good health habits Relate the structure of the cardio-vascular system to its functions Describe the common ailments associated with the cardio-vascular system, e.g., hypertension, angina pectoris, hematoma, varicose veins and anemia Demonstrate healthful habits in taking care of the cardio- vascular system, e.g., proper diet (avoid fatty, high cholesterol, salty food), personal hygiene, exercise, good health habits (e.g., avoid smoking and drinking alcohol excessively) Describe how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body Relate the structure of the reproductive system to its functions, e.g., *male reproductive system: prostate gland, testicles, scrotum, penis, vas deferens, sperm, urethra *female reproductive system: ovaries, egg cells, fallopian tubes, uterus or womb, vagina, clitoris Explain the process of fertilization through an illustration Explain the menstrual cycle Describe the changes that occur during puberty Cite some ailments associated with the reproductive system, their causes, symptoms, prevention and cure, e.g., tumor, myoma, cancer of the uterus and cancer of the prostate
ALS RPL Form 4 Page 17 of 66 10/2020 Demonstrate healthful habits in taking care of the reproductive system, e.g., personal hygiene and good health habits Avail of health information and services from government and non-government agencies, health centers, clinics, hospitals, e.g., priority health programs of the Department of Health and the local government units, such as:  Expanded Program on Immunization  National Family Planning Program  Prevention and control of cardio-vascular diseases and cancer  Environmental Health Program  Hospitals as Centers of Wellness Program  Control of tuberculosis and other communicable diseases  National AIDS Program  Herbal and Philippine Traditional Medicine Program  Prohibited Drug Policy Program  Nutrition Program  Safe water and sanitation Identify health services available in the community, e.g., rural health centers, Botika sa Barangay, hospitals and clinics Participate in community related projects related to reproductive health such as information dissemination, e.g., immunization, vaccination (polio, DPT, anti- tetanus), periodic medical check-up, dental treatment, family planning, nutrition and sanitation campaign, safe water supply, use of herbal medicine Identify plants with medicinal value growing in the community and their uses in treating certain ailments, e.g.,  Banaba for difficulty in urination  Guava for loose bowel movement, wounds, mouth infection, sore gums and tooth decay  Sabila for falling hair  Lagundi (five – leg chaste tree) for asthma, cough, body pains  Sambong for swelling and increased urination  Tsaang gubat for stomach ache  Ulasimang bato or pansit-pansitan for arthritis (gout),  Garlic for high blood pressure and decreasing cholesterol in the blood  Niyog-niyogan for intestinal worms (ascaris)  Akapulco for ring worm, athletes foot, scabies  Ampalaya for diabetes (mild non-insulin dependent) Demonstrate correct procedure in the preparation of medicine from herbs growing in the community Use herbal medicines in the treatment of particular diseases/illnesses Demonstrate how to plant and care for medicinal herbs using organic fertilizers Identify over-the-counter medicines for common illnesses like headaches,
ALS RPL Form 4 Page 18 of 66 10/2020 dizziness, fever, cough and colds among others and injuries like first degree burns, bruises, insect bites, e.g., analgesics, expectorants, ointments, disinfectants, household remedies and first aid kits Describe the effects of prohibited drugs on the health and well-being of a person and the community, e.g., marijuana, LSD, shabu, heroin, opium Cite signs and symptoms of drug abuse Describe the physical, psychological, social and economic implications of drug abuse such as physical, emotional and mental instability which may result in being a social and economic burden to society Discuss strategies in the prevention and control of substance use and abuse Apply scientific procedures in agriculture, e.g., seed/stock collection, grafting, marcotting, budding, irrigation, contour plowing, crop rotation and modern farm equipment/machineries Differentiate the characteristics of various types of soil. Describe how rocks turn into soil Explain the effects of weathering and erosion Communicate the data collected from soil investigation Demonstrate skills in crop rotation, the use of diversion and contour farming Conduct an orientation on the proper use of organic fertilizer, pest control and genetic diversity of crops Describe the effects of human intervention in plants and animals Name some plants found at home and in the community Describe plants found at home and in the community Identify the different parts of a plant and give the functions of each part, e.g., roots, stems, branches, leaves, spores, and flowers, fruits and seeds if flowering Describe the external parts of a leaf Describe the internal parts of a leaf Identify specific parts of a cross section of a leaf Differentiate asexual from sexual reproduction in terms of: number of individuals involved, similarities of offspring to parents; individuals involved similarities of offspring to parents Classify plants according to:  habitat – soil, water, air  structure and size –herb, vine, shrub, tree  means of reproduction – asexual, (vegetative, e.g., cuttings, leaves, roots) sexual – spores, seed Explain the importance of classifying plants Cite the uses of plants to man, e.g., food, fuel and construction materials, furniture, handicrafts, clothing materials, ropes, medicines, paper, shade, feed for animals and aesthetic value Demonstrate proper ways of caring for and conserving plants such as: good soil/fertilizer, adequate water, proper spacing and planting, protection from insect
ALS RPL Form 4 Page 19 of 66 10/2020 pests and other animals and wise use of plant resources Describe/observe animals found at home and in the community Identify the animals found at home and in the community Identify the body parts of the animals and the function of its parts Classify these animals according to:  Structure – invertebrates, vertebrates  Food – omnivorous, herbivorous and carnivorous  Habitat – terrestrial, arboreal, aquatic  Reproduction – asexual (fission, conjugation), sexual (oviparous (egg), viviparous (live offspring) Enumerate the characteristics of amphibians Explain how amphibians can live both in water and on land Enumerate the characteristics of reptiles Enumerate the characteristics of birds Enumerate the characteristics of mammals Explain how mammals can adapt to different environments Differentiate between different types of mammals e.g., marsupials Compare some life cycles of animals, e.g., mosquito, butterfly and frog Cite the importance of animals to man, e.g., food, beast of burden, pets, recreation and source of income Demonstrate proper care, handling and conservation of animals, e.g., providing sufficient food and clean water, clean habitat, treatment of their diseases, and tender loving care for pets and wise use of animal resources Describe the different levels of biological organization from cell to biosphere; Differentiate plant and animal cells according to presence or absence of certain organelles Explain why the cell is considered the basic structural and functional unit of all organisms Describe the interrelationships among plants, animals and other organisms concerning their food Illustrate feeding relationships through the food chain and food web e.g., producers (plants); first order consumers (grasshoppers, birds); second order consumers (snake, lizard); third order consumer (hawk). Decomposers eat dead bodies of organisms Describe the transfer of energy through the trophic levels Explain the food nutrient cycle and the importance of decomposers in making food nutrients available to plants, e.g., oxygen-carbon dioxide cycle Identify observable characteristics that are passed on from parents to offspring (e.g., humans, animals, plants) Explain the occurrence of evolution: adaptation and causes of extinction Identify beneficial and harmful microorganisms Explain how some activities of people disrupt the cycles of an ecosystem
ALS RPL Form 4 Page 20 of 66 10/2020 Describe how peoples’ practices/ activities affect plant and animal life and the environment in general, e.g., Dynamite fishing – destruction of fishes and other marine resources, e.g., coral reefs, Improper disposal of waste and garbage – pollution of soil, water and air and Fishing/Hunting endangered species, e.g., whale sharks, green turtles (pawikan) and sea horses Explain the effects of overpopulation in a community, e.g., shortage of food, water and space, land, water and air pollution, adverse effect on health and well-being, depleted natural resources and upsetting of ecological balance State the importance of the water cycle Describe the interactions among living things and non-living things in estuaries and intertidal zones Identify the different ecosystem in the community, province and region such as:  Lowland ecosystem  Coastal ecosystem  Upland ecosystem  Urban ecosystem Identify the natural resources available for human use in the different ecosystem such as:  Land resources, e.g., soil, farmlands, forest, croplands, trees, pasture lands, vegetative farming, hilly lands, mountains and rocks  Water resources, e.g., rivers, lakes, streams, creeks, swamps, ocean and groundwater  Air resources, e.g., oxygen, nitrogen, carbon dioxide and water vapor  Fauna (Animal Life), e.g., birds, fowls, poultry, wild life, domesticated animals and insects  Flora (Plant Life), e.g., air plant, e.g., orchids (waling- waling, cattleya), water plants, shrubs/bush, ferns, vines and ornamental plants Explain the use of water from different sources in the context of daily activities Explain the need to protect and conserve estuaries and intertidal zones Differentiate biotic from abiotic components of an ecosystem Describe the different ecological relationships found in an ecosystem Predict the effect of changes in one population on other populations in the ecosystem Explain the concepts of species Explain the advantage of high biodiversity in maintaining the stability of an ecosystem Suggest ways to minimize human impact on the environment Demonstrate commitment and concern in preserving/conserving the balance of life in the ecosystem List ways to control and to prevent harmful effects of human activities on the environment, e.g., stopping kaingin, preventing illegal logging and dynamite fishing, proper waste/garbage disposal, reforestation, green revolution,
ALS RPL Form 4 Page 21 of 66 10/2020 organic farming and using resources wisely Analyze the roles of organisms in the cycling of materials Participate in campaigns and activities for improving/managing one’s environment Discuss the family planning program of the government through responsible parenthood Apply scientific thinking skills in solving problems affecting one’s personal, family and community life Make a simple project proposal to address one prevalent problem in your community Demonstrate understanding on the use of science and technology in Disaster Risk Reduction and Readiness Management (DRRRM) Develop and use tools and simple machines made from local/indigenous materials Demonstrate how simple machines help make work easier and faster:  Lever  Inclined plane  Wedge  Screw  Wheel and axle, e.g., bicycle  Pulley Compare the work done using different kinds of simple machines to demonstrate the mechanical advantage of using them Cite the conveniences brought about by developments in electronics and information technology Describe how to use common household electrical, electronic devices and IT machines, e.g., electric stove/rice cooker/electric heater, stereo/radio/VCD player, TV and desktop computer/laptop/cell phones Cite the advantages of using electronic devices Manipulate electrical, electronic and IT machines Identify different kinds of communications technology, e.g., handset, cellular phones Cite the advantages of using communication technologies, e.g., facilitate information dissemination and business transactions and save time State the importance of using appropriate technologies in waste recycling, reducing energy consumption and improving work efficiency Discuss the implications of technology in preparing for and coping with weather changes, natural and human induced calamities and other hazards Improvise simple laboratory equipment/ apparatuses commonly used Identify commonly used laboratory equipment/ apparatuses and their uses, e.g., burner, cylinder, beaker, microscope and magnifying lens Practice safety measures in physical activities and proper handling of materials Develop improvised simple laboratory apparatus Identify the parts of the microscope and their functions
ALS RPL Form 4 Page 22 of 66 10/2020 Discuss the implications of technology in preparing for and coping with weather changes, natural and human induced calamities and other hazards Describe how climate affects life Describe the various factors that affects weather system, location and topography Describe the types of climate in the Philippines Describe the factors that affect climate change: greenhouse effect, global warming and pollution Describe certain climatic phenomena that occur on a global level Describe how people adapt to the climatic condition of a place, e.g., people in mountainous areas in islands/seashore, interior (landlocked area), plains, one’s own place List down the effects of various weather disturbances Describe the effects of certain weather systems in the Philippines Use models to relate the length of daytime, the amount of energy received, the height of the Sun in the sky and the latitude of an area to the tilt of the earth Show what causes change in the seasons in the Philippines using models Describe the changes in the weather over a period of time Communicate how different types of weather affect activities in the community Describe the effects of typhoons Explain how a typhoon develops and moves Infer why the Philippines is prone to typhoons Explain how landmasses and bodies of water affect typhoons Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data Simulate precautionary measures to take before, during and after a typhoon Use models to explain how movements along faults generate earthquakes Describe the effects of an earthquake on people and the environment, e.g., destruction of lives and properties, changes in land features Demonstrate some precautionary measures before, during and after an earthquake Describe the effects of volcanic eruptions Classify which volcanoes are active, dormant and extinct and indicate their last eruptions Explain how a volcanic eruption occurs Name the beneficial/harmful effects of volcanic eruptions, e.g., making the soil fertile is beneficial but the destruction of life, property and resources is not Demonstrate precautionary measures to take before and after volcanic eruptions Illustrate how energy from volcanoes may be tapped for human use Describe the effects of human induced calamities and other hazards Enumerate the effects of careless handling of fire, e.g., burning of houses and buildings, people and animals, forest fire or conflagration Describe the consequences of fire or conflagration, e.g., destruction of
ALS RPL Form 4 Page 23 of 66 10/2020 properties, plant and animal life, loss of life, etc. Demonstrate precautionary measures to take before and during a fire Cite the effects of absence of peace and order on the health and well-being of the people Cite conditions that disrupt peace and order in a place, e.g., hostilities (army vs. rebels), civil disobedience, strike Practice precautionary measures in times of disruption of peace and order Identify The disaster prone areas in the Philippines and in the immediate community through a hazard map Make a hazard map of the immediate community State the importance of hazard map in times of calamities Demonstrate understanding on Chemistry, Physics, Earth and Space concepts and their applications Describe the roles of matter in improving life Explain the properties of solid, liquid and gas based on the particle nature of matter Classify objects and materials as solid, liquid, and gas based on some observable characteristics Identify changes in matter:  Physical  Chemical Describe ways on the proper use and handling solid, liquid and gas found at home and in school Differentiate useful and harmful materials Demonstrate knowledge on how to use pressure valves of technologies using gas, such as: LPG tank, hospital oxygen tank, machine shop (oxygen-acetylene gas) and kerosene powered refrigerators Distinguish mixtures from pure substances Distinguish the properties of elements and compounds Differentiate the properties of acidic and basic mixtures Differentiate metallic from non-metallic elements Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity, and electrical and thermal conductivity Explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion Recognize the relationship on how force, motion and energy are interrelated Describe the movements of objects such as fast/slow, forward/backward, and stretching/ compressing Explain the effects of force applied to an object Demonstrate how a body responds to changes in motion Infer how friction and gravity affect movements of different objects Demonstrate how sound, heat, light and electricity can be transformed
ALS RPL Form 4 Page 24 of 66 10/2020 Infer the conditions necessary to make a bulb light up Determine the effects of changing the number or type of components in a circuit Describe the force exerted by magnets Design an experiment to determine the factors that affect the strength of the electromagnet Enumerate uses of light, sound, heat and electricity Investigate properties and characteristics of light and sound Describe how light, sound and heat travel Infer that light travels in a straight line Relate the ability of the material to block, absorb or transmit light to its use Infer how black and colored objects affect the ability to absorb heat Describe ways to protect oneself from exposure to excessive light, heat and sound Understand Earth and Space and their impact on life Describe the layers of the earth and its composition, e.g., crust, mantle and core Describe the natural objects that are found in the sky during daytime and nighttime Communicate how the natural objects in the sky affect daily activities Identify the different types of clouds and their characteristics. (e.g. cirrus, cumulus, nimbus, stratus clouds) Enumerate safety measures to avoid the harmful effects of the sun’s heat and light Use weather instruments to measure the different weather components Describe the effects of the sun Describe the effects of the winds, given a certain storm warning signal Infer the pattern in the changes in the appearance of the moon and relate the cyclical pattern to the length of a month Identify star patterns that can be seen at particular times of the year Describe the different seasons in the Philippines Discuss appropriate activities for specific seasons of the Philippines Demonstrate rotation and revolution of the Earth using a globe to explain day and night and the sequence of seasons Enumerate the benefits that people get from soil, water, rocks, coal, and other fossil fuels Enumerate ways of using Earth's resources sustainably ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
ALS RPL Form 4 Page 25 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 3 Mathematical and Problem Solving Skills Numeracy Skills Demonstrate the importance and value of mathematics as a means of communicating and solving problems in daily life, e.g., computing and comparing costs of goods to make a decision on which to buy Demonstrate creativity, interest, and curiosity in asking questions, defining problems, considering different strategies, and finding appropriate solutions to problems through mathematics, e.g., analyzing the given data in a problem and identifying what mathematical operation will be applied to solve the problem Express satisfaction in mastery of new ways of thinking through application of mathematics, e.g., deciding the shortest and most accurate way of solving problems in daily life that require mathematical solutions Integrates mathematics with disciplines such as economics, agricultural studies, communication arts, science and technology, geography, cooking, architecture, music, e.g., use of comprehension skills in analyzing problems that would lead to the most accurate way of solving the problem, interpret the number of beats musical notes/rests in a musical composition, etc. State the advantages of accuracy and precision in mathematics, e.g., in measurement Exhibits honesty and accuracy in collecting and reporting mathematical data, e.g., use of untampered measuring instruments such as measuring tapes, weighing scales, volume measurers, and electric and water meters Numbers and Number Sense
ALS RPL Form 4 Page 26 of 66 10/2020 Identify numbers up to 100,000 with emphasis on numbers 10,001–100,000 Identify numbers up to 10,000,000 with emphasis on 100,001–10,000,000 Read numbers/symbols of 7- to 10- digit whole numbers Write numbers/symbols of 7- to 10- digit whole numbers Count and group objects: *by piece or by dozen as in eggs, by kind or size as in fish and fruits *by kaing as in fruits *by sacks as in rice, cement *by the number of male and female in a learning group *by votes cast per candidate in a barangay election Identify the parts/elements of a group (e.g., fruits and vegetables sold by a stall owner) Determine the common parts/components found between two groups (e. g., the similar kinds of plants sold in two different stalls in a garden show) Determine the parts/components of two groups (e.g., assorted canned goods in one basket and assorted fruits in another basket) Determine the total number of subgroups in a group (e.g., the number of males and females in a barangay assembly meeting) Get the difference between two groups (e. g., in poultry raising, by how many more are the hens than the roosters) Count money to pay specific items Record daily sales in a sari-sari store Give the relationship between numbers using money values Adds and subtracts 4-to 6-digit whole numbers or more with regrouping, e.g.:  Daily gross sales of a sari-sari store  Daily profit/loss after deducting expenses from the gross sales on sari- sari store Multiply and divide 0 3-to5-digit whole numbers by a 2- to 3-digit whole number, e.g.:  Total earning of a laborer based on his daily wage  Daily wage of a domestic helper based on her monthly income Apply knowledge of multiplication and division to solve daily problems Solve problems involving two steps / multiple steps (2-to-4 digit numbers) using two to four fundamental operations, e.g.:  Total number of assorted canned goods donated, and the equal share among the number of families in the barangay  After a laborer computed his total earnings for the week, he sets aside an amount for his daily fare, and divides the remaining amount for the allowance of his three children Demonstrate understanding of the order of operations of the four fundamental
ALS RPL Form 4 Page 27 of 66 10/2020 mathematical operations (+, -, x,÷¸) to solve problems with 3 or 4 steps applying the principle of MDAS, i.e., multiplication is done first before Division and the addition; the last operation to be done is Subtraction in the case of a 4-step problem, e.g.:  Total cost of goods purchased, profit from the selling price of goods, budgeting monthly expenses based on profits  Total distance travelled, number of liters of gasoline consumed, given an average speed–the number of hours to reach a specific place  Total cost of items sold/bought  Monthly income according to family needs  Daily/weekly/monthly and annual income/salary  Amount of monthly payments for a loan Solve problems involving multiple steps using the four fundamental operations, e.g.:  preparing a family budget  calculating marketing expenses  computing daily/weekly and monthly wages  adding income/expenses and computing profit/loss  preparing a financial statement/balance sheet State, Explain, and Interpret Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) rule Simplify a series of operations on whole numbers involving more than two operations using the PMDAS or GMDAS rule Demonstrate comprehension of whole numbers and their uses in everyday life Demonstrate knowledge/understanding and skills related to fractions applying these skills in solving real life problems Compute for the Least Common Denominator (LCD), Greatest Common Factor (GCF), and the lowest term of fractions Add and subtract similar and dissimilar fractions including combinations with mixed numbers, e.g.:  Given 3 boxes of pizza divided equally into 8 parts, 1 learning group consumed 5 parts of 1 box and another group consumed 11 parts from the 2 boxes, following:  total fractional parts consumed by the 2 learning groups.  From the above example, compute the remaining fractional part that was not consumed by the first learning group Get the reciprocal of fraction Multiply and divide fractions including mixed numbers, e.g.:  A family estate is subdivided among three brothers and a surviving mother who is entitled to one-half of the whole estate. The remaining half is to be equally divided among her three sons. Compute the
ALS RPL Form 4 Page 28 of 66 10/2020 fractional part each son will own Solve real-life problems involving fractions and mixed numbers, e.g.:  prices of fruit, vegetables, and meat  sharing something with others, e.g. money, cake, box of chocolate or pizza, piece of land, etc.  measuring ingredients for recipes (1/2 cup, ¾ tbsp.) Identify factors of a given number up to 100 Identify the multiples of a given number up to 100 Differentiate prime from composite numbers Write a given number as a product of its prime factors Find the common factors and the greatest common factor (GCF) of two numbers using the following methods: listing, prime factorization, and continuous division Find the common multiples and least common multiple (LCM) of two numbers using the following methods: listing, prime factorization, and continuous division Solve real-life problems involving GCF and LCM of 2 given numbers Create problems with reasonable answers involving GCF and LCM of 2 given numbers Use divisibility rules for 2,3,4,5,6,7,8,9,10,11, and 12 to find the common factors of numbers Solve routine and non-routine problems involving factors, multiples, and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12 Create problems (with reasonable answers) involving factors, multiples, and divisibility rules Find the common factors and the GCF of 2–4 numbers using continuous division Find the common multiples and LCM of 2–4 numbers using continuous division Solve real-life problems involving GCF and LCM of 2–3 given numbers Create problems (with reasonable answers) involving GCF and LCM of 2–3 given numbers Read and write decimals in words and symbols, e.g.:  Given 15.378, write the number in words  Given four hundred twenty-one and nine tenths, write the number in symbols Identify the place value and value of the digits of a decimal, e.g.:  Given twelve grape fruits to sell and an additional half given to the vendor, identify the decimal number that represent the grape fruits and the place value of each digit (12.5)  Given three boxes of buko pie, the two boxes are full and the third contains only three-fourths. Identify the decimal number that Represent the buko pie and the place of each digit (2.75)
ALS RPL Form 4 Page 29 of 66 10/2020 Compare the value of the digits of a decimal e.g.:  Given 13.003, compare the value of the underlined digits  Given 5.66, compare the value of the underlined digits. Round off decimals, e.g.:  One ream of bond paper contains 500 sheets. If the printer needs 2,300 sheets, how many reams of bond paper does he need to buy? (He needs 4.6 reams.)  A level learner got a general average of 85.4 in his elementary level work in the formal school. What is his average rounded off to the nearest whole number? Round decimal numbers to the nearest hundredth and thousandth Visualize decimal numbers using models like blocks, grids, number lines and money to show the relationship to fractions Convert decimals into fractions and vice versa, e.g.:  0.06 test takers passed the test is the same as 6 out of every 100 test takers o 6/100  3/10 of the ALS A & E learners completed the learning sessions is the same as 3 out of every ten learners or 0.3 Add and subtract decimals, e.g.:  Total number of kilos of cabbage harvested  Compute the difference of the distance of two Barangays from the Poblacion Solve 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals and mixed decimals using appropriate problem- solving strategies and tools Multiply mentally decimals up to 2 decimals places by 0.1, 0.01, 10, and 100 Visualize division of decimal numbers using pictorial models Multiply and divide decimals, e.g.:  total length of material needed for fencing  equal distribution of tasks of learners in a group work Divide decimals up to 4 decimal places by 0.1, 0.01, and 0.001 Divide decimals up to 2 decimal places by 10, 100, and 1000 mentally Differentiates term in terminating from repeating, non terminating decimal quotients Solve problem in daily life involving decimals that are money related, e.g.:  preparing a family budget  calculating marketing expenses  computing daily/weekly and monthly wages  adding income/expenses and computing profit/loss  preparing a financial statement/balance sheet
ALS RPL Form 4 Page 30 of 66 10/2020 Demonstrate knowledge understanding and skills related to decimals by applying these skills in solving real life problems Read and write pesos and centavos in words and symbols Create problems (with reasonable answers) involving division without or with any of the other operations of decimals, mixed decimals, and whole numbers including money Read and write ratios and proportions in words and symbols, e.g.:  one stick to two bananas (1: 2, or one is to two)  twenty-five learners to one Instructional Manager (twenty-five is to one or 25:1) Gives examples of real life relationships in the form of ratio and proportion, e.g.:  the ratio of passengers to the seating capacity of a jeepney  the ratio of modules to learners  the ratio of the number of learners to Instructional Managers  the ratio of graduates to the number of persons actually employed in one’s community  the ratio of birth rate to death rate per year in one’s barangay  the ratio and proportion of males and females in a barangay population Explain the meaning of ratio and proportion and how they are related Identify equivalent ratios, e.g.:  1 Instructional Manager: 25 learners is the same as 2:50  4 scoops of powdered milk: 2 cups of water is the same as 8: 4 Express one value as a fraction of another given their ratio and vice versa Find how many times one value is as large as another given their ratio and vice versa Simplify ratio to its lowest term, e.g.:  The ratio of male to female in a learning group is 5:10 which is 1:2 in lowest term  The ratio of the number of eggs to number of cups of flour for baking is8:12, which is2:3 in lowest term Convert ratio to fractions and vice versa, e.g.:  The ratio of buses to jeepneys is 25:75, which is 25/75 in fraction form  The ratio of roosters to mother hens in the backyard poultry is 9/26, which is 9:26 in ratio form Differentiate between ratio and rate, e.g.:  the number of cups of salt to the number of cups of fish (dilis) in making bagoong (ratio)  the number of dresses a dressmaker can sew per day (rate) Solve daily life problems involving ratio and proportion and rate, e.g.:  cost of one piece of fruit based on its cost per dozen  cost of a cavan of rice based on price per kilo
ALS RPL Form 4 Page 31 of 66 10/2020  number of words a secretary can type during a given period of time based on the number of words she can type per minute  distance traveled by a car in kilometer/mile per liter of fuel consumed Create problems involving ratio and proportion, with reasonable answers Solve problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and tools Find a missing term in a proportion (direct, inverse, and partitive) Demonstrate knowledge of ratio and proportion as applied in solving real-life problems Explain the meaning of percent and percentage and its practical application in everyday life Convert percent to decimals and vice versa Convert percent to fractions and vice versa Solve daily life problems involving percent and percentages, e.g.:  buying in cash vs. installment  family budget  commission on sales  discount on mark-up prices  taxes, e.g., income tax, VAT  interest rates on loans including the ―5-6 scheme, savings account and time deposit  mixing chemicals using the correct proportion, e.g., chemical fertilizers Create problems involving percent, with reasonable answers Demonstrate knowledge and skills on percent and percentage in solving real-life problems Add and subtract positive and negative numbers. Apply knowledge of addition and subtraction of integers in solving daily problems, e.g.:  add positive and negative money values in a profit/loss statement  prepare a balance sheet comparing budgeted line items and actual expenses Solve routine and non-routine problems involving basic operations of integers using appropriate strategies and tools Geometry Identify plane figures, e.g., triangle, square, rectangle, circle. Describe geometric shapes at home and workplace, e. g., shape of furniture, shape of the roof Relate geometric ideas to number and measurement ideas, including the concepts of perimeter, area, volume, angle measure, capacity, weight, and mass
ALS RPL Form 4 Page 32 of 66 10/2020 Use a variety of tools and technologies to study geometry, e.g., ruler, protractor, compass, software Apply the principles of geometric shapes in daily life situations Illustrate an angle Draw different types of angles found in the objects used in daily life, e.g., right angles, acute angles, obtuse angles Measure angles found in geometric shapes using a protractor, e.g.:  sawing of lumber  laying of floor tiles  drawing pie graphs  following a sewing pattern  constructing furniture  welding metals Convert the given measurement of an angle to unit degrees or radians and vice versa Classify triangles according to measure of its angles and sides Identify and Describe triangles according to sides and angles using concrete objects Describe the attributes/properties of triangles and quadrilaterals using concrete objects or models Describe the different kinds of quadrilaterals and its properties: square, rectangle, parallelogram, trapezoid, and rhombus Identify the different kinds of quadrilaterals: square, rectangle, parallelogram, trapezoid, and rhombus on many objects such as wall, roof, field, etc. Relate triangles to quadrilaterals Relate one quadrilateral to another quadrilateral (e.g. square to rhombus) Describe polygons with 5 or more sides Name polygons according to number of sides Describe and compare properties of polygons (regular and irregular polygons) Draw polygons with 5 or more sides Describe congruent polygons Visualize and describe a circle Identify the terms related to a circle Draw circles with different radius using compass Describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere Differentiate plane from surface figures (2D and 3D objects) Identify the faces of a solid figure
ALS RPL Form 4 Page 33 of 66 10/2020 Makes models of different solid figures—cube, prism, pyramid, cylinder, cone, and sphere—using plane figures Measurement Show appreciation of indigenous measurement technologies used by different cultures, e.g.:  linear – dipa, dangkal, piye, hakbang  weight – kilo, guhit  volume – ganta, bilao, lata, chupa Convert one standard unit of length to another and vice versa, e.g.: inches to centimeters/millimeters e.g., when buying timber, nails or screws) and yards to meters e.g., when buying materials for a dress or curtains Apply knowledge and skills involving daily life problems involving linear measurement, perimeter and circumference of objects. Convert standard units of weight/mass from the English to the metric system and vice versa, e.g.: pounds to kilograms when measuring weight of persons and ounces/pounds to grams/kilograms when buying fish, flour, sugar, rice Demonstrate knowledge and skill in understanding time and the calendar Read and record the time of the day by, e.g.: using a watch or clock, watching the position of the sun and estimating the length of the shadow cast by objects Determine the time in another place in the world given the time in the Philippines or vice versa (e.g., when overseas Filipino workers [OFWs] telephone relatives in the Philippines or vice versa) Use knowledge of time to solve simple problems  estimating the amount of time needed to undertake certain tasks e.g., travel time before attending a program or community activity  counting intervals of time between dosages of medicines  calculating the cost of long-distance phone calls, and cell phone calls (cost per minute) Find the elapsed time in minutes and seconds Estimate the duration of time in minutes Solve problems involving elapsed time Read/Interpret time-related charts and tables; e.g.: provincial bus, ferry, and airline timetables and tickets and tide charts for fishing and boating purposes, time chart for sunset and sunrise, etc. Relate time to distance, e.g.: estimate the distance for time taken (walking, driving, jogging) and project the number of trips a jeepney/taxi driver needs to earn enough for the boundary fee plus income for the day Relate time to volume of work, e.g.: estimate how long it take to finish a task (e.g., plowing a field) for purposes of hiring laborers, estimate fuel cost per hour and per hectare of use of farm machinery and estimate time needed to irrigate a field of given area
ALS RPL Form 4 Page 34 of 66 10/2020 Relate time to speed, e.g.: calculating the time and speed of runners/swimmers in a track and field/swimming competition, calculating the time and speed of a fishing boat to reach the next island town and estimating the time of arrival at one’s destination when traveling by bus/pump boat Read and compute dates in calendars (birthdays, anniversaries, holidays, historical events, Before Christian Era [BCE]/Christian Era [CE]. Use knowledge of the calendar in solving problems, e.g.:  Use the calendar for keeping appointments  Telling the time of the year when typhoons occur, planting and harvest season, and the wet and dry seasons  Ages and age differences of family members in years and in months  Number of days prior to special events for planning purposes— birthdays, anniversaries, Christmas, fiestas, and other special holidays  Fertile period of a wife in family planning/childbirth spacing  Schedule to monitor the progress of an assignment, task, or job to be done, e.g., planting/ harvesting schedule, implementation plan of a project, travel itinerary, work schedule, program of activities in a wedding ceremony, opening program, etc. Use estimation skills in working with quantities, measurements, computations, and problems solving in everyday life Determine the level of accuracy of an estimate Apply estimation when working with quantities, measurement, and computation, e.g.:  estimate the cost of items to be purchased at the grocery store before paying at the cashier  estimate the number of people who will attend a public meeting to plan for the purchase of snacks/drinks  estimate the weight and number of fish in a fishing boat’s daily catch  estimate the number of pieces or volume of items stored in various locally used containers, e.g., candies/soap bars/small fish in a jar/sticks in a bundle Use estimation to check the reasonableness of the results of computations Explain the meaning of perimeter and its practical applications in daily life Measure the perimeter of any given figure using appropriate tools. Computes the perimeter of different geometric shapes in everyday life, e.g.:  perimeter of a regular polygons like window frame, door, rectangular garden to estimate the fencing materials needed  perimeter of a regular or an irregular polygon-shaped lot for estimating the length of fencing materials needed, e.g., rice field, vegetable garden, fishpond Apply the formula for computing perimeter and circumference
ALS RPL Form 4 Page 35 of 66 10/2020 Solve routine and non-routine problems in real-life situations involving perimeter of squares and rectangles, triangles, parallelograms, and trapezoid Explain the meaning of circumference and related terms like radius, diameter and its practical applications in daily life situations, e.g.:  length of metal edging needed for a circular table  distance jogged by an athlete in an oval Measure circumference of a circle using appropriate tools Compute the diameter, radius and circumference of a circle using the value of pi (p) Solve routine and non-routine problems involving circumference of a circle Differentiate perimeter from area Explain the meaning of area and its practical application in real life situations, e.g.:  the number of square units of cloth to cover a dining table  the number of square tiles needed to cover the floor area of a living room  given the length and the width of a rice field, find its total area Identify units of measurement, e.g., square meters, square kilometers, hectares Identify different plane figures and irregular solids Use the appropriate units of measure in measuring area. Convert smaller units of area to bigger units and vice versa, e.g.:  square meters to hectares (measuring a piece of land)  square meters to square foot (determining the number of tiles needed based on computed floor area) Convert one standard unit of area in the English to the metric system and vice versa, e.g., square feet to square meters, square meters to acres, square inches to square centimeters Derive the formula for area Derive the formula for the area of triangles, parallelograms, and trapezoids Determine the area of a square and a rectangle with the use of square objects representing standard square units and compute the same applying the appropriate formulae for the same plane figures, e.g.:  finding the number of square objects representing square inch to cover a book  finding the number of square objects representing square decimeters to cover a rectangular table  computing for the area of the bathroom in square decimeters to determine the number of tiles to be used of the same square unit  computing for the area of a square table to determine the number of square place mats to cover it
ALS RPL Form 4 Page 36 of 66 10/2020 Estimate the area of irregular plane figures made up of squares and rectangles Solve routine and no routine problems involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semicircle Find the area of irregular plane figures made up of squares and rectangles using sq. cm., sq. and sq. Use appropriate formula in solving daily life problems involving the area of plane figures: square, rectangle, triangle, parallelogram, e.g.:  given the area of a particular room, and floor tiles of certain dimensions, compute for the number of tiles needed to tile the floor  given a farmland of a particular size and a recommended number of seedlings per hectare, estimate the number of seedlings needed to fully plant the area  given the dimensions of a family estate that has an irregular shape, compute for its area as basis for the computation of real estate taxes  given a certain floor area in a chicken hatchery/poultry farm and the minimum space needed per chicken, compute for the cage area requirements and the optimum layout of cages on site Create problems (with reasonable answers) involving area involving squares, rectangles, triangles, parallelograms, and trapezoids Create problems (with reasonable answers) involving area involving squares, rectangles, triangles, parallelograms, and trapezoids Derive a formula in finding the area of a circle Find the area of a given circle Create problems involving a circle Apply knowledge and skills in solving daily life problems on area. Explain the meaning of surface area and its practical application, e.g., estimating the amount of wrapping paper for a gift in a square or rectangular box. Describe surface area and names the unit of measure used for measuring the surface area of solid/space figures Find the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres Use appropriate formula involving problems on surface area, e.g.:  compute for the amount of paint needed to coat the surface area of a cylindrical water tank  compute for the surface area of a cube to estimate the number of sheets of Manila paper to wrap it Create problems involving surface area and volume of solid/space figures, with reasonable answers Apply knowledge and skills in solving daily life problems on surface area. Compare the concept of area with that of volume in terms of figures,
ALS RPL Form 4 Page 37 of 66 10/2020 dimensions, unit of measurements, total outside surface or bulk/fullness, formulae for computation, etc. Identify practical applications of volume e.g., cubic centimeters (cc), milliliters (ml), cubic meters, cubic inches, cubic feet, liters, gallons, pints and fluid oz., e.g.:  liquid medicine and vitamins for children per prescribed dose, bottles for preparing infant milk formula, measuring the ingredients of a recipe, etc.  amount of water needed to fill a cylindrical tank Measure, reads and records measures of volume using standard equipment and indigenous measures; e. g., one liter of coke and one gate of corn/rice Convert smaller units of volume to bigger units and vice versa, e.g., milliliters(ml) to liters (L) or L to ml, e.g.:  teaspoon or tablespoon to milliliters (giving medication to sick people or using it in cooking)  find out how many bottles of 500 ml soft drinks are equivalent to 1-liter bottle  find out how many 8-oz bottles are equivalent to a gallon of kerosene Approximate measurement of volume in everyday use, e.g.:  number of cups of flour needed in baking  number of liters of milk/water consumed  number of liters/gallons of gasoline needed to refill the tank of a motorcycle/healable/tricycle/car Derive the formula for the volume Derive the formula for the volume of rectangular prisms Derive the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m Derive the formula for finding the volume of cylinders, pyramids, cones, and spheres Use appropriate formula to find the volume of various solids, e.g., cylinders, cubes, rectangular prisms, spheres, etc. in solving everyday problems, like:  mixture of water and insecticide for proper use on a given area  the number of liters of water needed for daily consumption  consumption of gasoline/kerosene/diesel per day with the idea of reducing cost or making some savings  volume of stones in making dams/breakwaters  floor area and ceiling height to determine storage capacity for various items, e.g., harvested crops, store furniture, packing cases  output of quarrying in cubic meters based on land area Use indigenous measures to estimate the volume of objects, e.g.  number of cups equivalent to the content of one gate  pails of water and their equivalent in gallons/liters used in household chores
ALS RPL Form 4 Page 38 of 66 10/2020 Create problems (with reasonable answers) involving volume of rectangular prism Compute for the volume of spatial figures Interpret temperature in daily life activities, e.g., boiling water, ice water, weather, by using appropriate measuring devices such as a thermometer Apply knowledge of temperature in solving everyday problems, e.g.:  monitoring the fever of a family member  planting crops appropriate for climate conditions  food preparation e.g., baking (cakes and bread) or canning of nata de coco Monitor and control the temperature of everyday technologies such as:  room air conditioner and refrigerator  oven (baking) Read, record, and Interpret body temperature using a thermometer Convert standard unit of temperature from Fahrenheit to Celsius and vice versa Read, record, describe and interpret the air pressure of common objects used in everyday activities e.g. tricycle/car tire or compressor using an appropriate measuring device Demonstrate knowledge on how to use pressure valves of technologies using gas, such as: LPG tank, hospital oxygen tank, machine shop (oxygen-acetylene gas) and kerosene powered refrigerators Demonstrate an understanding of the concepts of temperature and pressure Read, record, and Interpret measures of consumption of water and electricity Relate water consumption with activities/practices that save water Recognize the units of measure in reading and estimating water and electricity consumption (cubic meter and kilowatt-hour) Relate electricity consumption with length of time, frequency of use of electric appliances, and wattage of the appliances Interpret the items on water and electricity billing statements Compute for the cost of consumption of electricity and water Compute for the amount of water wasted and its cost if a leaking faucet goes unrepaired Read and Interpret electric and water and electricity consumption (optional for learners with no access to electric/water meter) Demonstrate skills in measuring water and electricity consumption Patterns and Algebra Find the prime factors of an integer Find the greatest common factor (GCF) of a set of monomials Define exponents and other related terms Describe the exponent and the base in a number expressed in exponential
ALS RPL Form 4 Page 39 of 66 10/2020 notation Give the value of numbers expressed in exponential notation Interpret and Explain the Grouping, Exponent, Multiplication, Division, Addition, Subtraction (GEMDAS) rule Formulate the rule in finding the nth term using different strategies (looking for a pattern, guessing and checking, working backward) e.g., 4,7,13, 16, n (the nth term is 3n+1) Define algebraic expressions and other related terms Differentiate expression from equation. Translate real-life verbal expressions into letters or symbols and vice versa Define a variable in an algebraic expression and equation Represent quantities in real-life situations using algebraic expressions and equations Solve routine and no routine problems involving different types of numerical expressions and equations such as 7+9 =+ 6 Create routine and no routine problems involving numerical expressions and equations Statistics and Probability Collect and record data, e.g.:  total number of registered voters who actually voted in the different barangays of a particular municipality  total number of votes cast for individual candidates by position in a barangay election (barangay captain and councilors)  total number of votes cast for individual candidates by position in a local election (mayor and councilors) Tally the frequency of occurrence, e.g., votes counted in a barangay election for candidates Record data and systematically arranges these in a table Describe the different kinds of graphs used to organize and present data in real life situations, e.g.:  pictograph, e.g., annual harvest production rates, daily egg production, harvest expenses, farmers planting different crops  bar graphs, e.g., survey results (political poll results, market research results, community needs assessment results), comparison of yields of rice in different fields, daily sales records, etc.  line graphs, e.g., monthly consumption of electricity indicated on an electric bill, peso-dollar fluctuations, dollar exchange rate, population growth rate  circle/pie graphs, e.g., distribution of labor force in different economic sectors, percentage of monthly family budget allocated/spent on certain items (food, clothing, housing, transport, expenses on
ALS RPL Form 4 Page 40 of 66 10/2020 education, etc.) Solve routine and non-routine problems using data presented in a pictograph without and with scales Record favorable outcomes in a simple experiment (e.g., tossing a coin, spinning a wheel, etc.) Express the outcome in a simple experiment in words, symbols, tables, or graphs Explain the outcomes in an experiment Solve routine and non-routine problems involving a simple experiment Make simple predictions of events based on the results of experiments Describe the meaning of probability such as ―50% chance of rain and ―one in a million chance of winning  the meaning of daily weather news  the chance of winning or losing in any local game Describe experimental probability Perform an experimental probability and records result by listing Analyze data obtained from chance using experiments involving letter cards (A–Z) and number cards (0–20) Solve routine and no routine problems involving experimental and theoretical probability Create routine and non-routine problems involving experimental and theoretical probability Discuss and illustrates the probability of simple and compound events Calculate probabilities in real-life situations State and Apply the laws of probability in everyday life ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
ALS RPL Form 4 Page 41 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ____________________________________________ Community Learning Center: ___________________________ Level: Advanced Elementary Level Name of ALS Teacher: _________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) Learning Strand 4: Life and Career Skills Ability to Earn a Living (Employment) Assess one’s personal strengths/attributes/ assets/limitation/interests as a potential employee Appreciate the importance of planning for life and career development Demonstrate an awareness of occupations in the local and global community and understand the interdependence of these occupations Demonstrate an understanding of the concept of career-related terms such as career, occupation, job and work in planning for the future Demonstrate effective decision-making skills in life and career planning Demonstrate knowledge of themselves: their relationships with others, their skills, their educational plans, their future dreams, and their predictions for the future to develop life and career plans that include short- and long-term goals Determine and plan one’s employment career options/pathways Identify possible career options aligned with one’sinterest/strengths/assets Analyze job and wage employment opportunities in the community, province, region, country and overseas Match personal skills and interests with available jobs Establish career goals Identify competency requirements for different career options Determine pathways to acquire competency requirements of identified career options Develop a career pathway map
ALS RPL Form 4 Page 42 of 66 10/2020 Utilize resources for exploring occupational alternatives Track progress in achieving career goals Maintain a career portfolio to develop lifelong career plans Identify possible future trends for life and career planning Determine the advantages and disadvantages of earning a living through wage employment Identify role models among the wage employed Demonstrate the following work readiness skills:  Applying for a job  Give/follow work - related instructions  Teamwork and collaboration  Teamwork and collaboration  Taking initiative  Attendance and punctuality  Workplace problem-solving and thinking skills  Dependability  Willingness to learn  Resiliency  Self-management (e.g. complete assigned tasks, show commitment and responsibility, follow work-related rules and regulations) Discuss the rights and responsibilities of employees and employers. This includes: ● Workers’ rights and responsibilities ● Employers rights and responsibilities ● Terms and condition of employment and employee benefits ● Health and safety in the workplace ● Harmonious and productive work relationships (colleagues, superior, subordinates) ● Philippine labor laws, e.g., contractualization, minimum wage, lawful and unlawful dismissal ● Demonstrate familiarity with the legal rights and responsibilities of employees ● Demonstrate an understanding of the role of unions and other employer/employee associations Appreciate the need for constant upgrading of one’s knowledge and skills to maintain one’s ability to earn a living as an employee through attending training programs, learning new skills on the job, coaching and mentoring by supervisors/colleagues, reading new developments/latest trends/innovations in one’s area of employment and joining on-line forums of like-minded professionals/employees Demonstrate knowledge of how their experiences and decisions have already influenced their lives and will affect their lives in the future
ALS RPL Form 4 Page 43 of 66 10/2020 Be aware of the influence of social and economic conditions on future choices Ability to Earn a Living (Self-employment/Entrepreneurship) Appreciate the skills needed to be a successful self-employed individual/entrepreneur ● Identifying and seizing opportunities ● Calculated risk-taking ● Determination and perseverance ● Discipline ● Creativity and vision Determine the advantages and disadvantages of being self-employed Identify successful entrepreneurs/self- employed persons in the community as potential role models/mentors Demonstrate knowledge of entrepreneurial characteristics Develop/strengthen one’s own personal entrepreneurial competencies and skills (PECs) ● Assess one’s PECs (strengths, attitudes, assets, skills, limitations) as a potential entrepreneur/self-employedperson ● Compare one’s own PECs with those of a practicing self-employed individual/ entrepreneur ● Identify one’s own PECs for improvement, development and growth ● Align one’s PECs with possible business areas/choices ● Develop a plan to develop one’s PECs to support a possible business career/pathway ● Develop and nurture individual PECs Generate new business ideas ● Generate business ideas from one’s PECs and career interests ● Generate business ideas using product innovation from trends and emerging needs ● Generate business ideas using other methods (e.g., benchmarking, SWOT analysis, serendipity walk) Analyze potential business ideas to identify possible viable/feasible business options as a self-employed entrepreneur using a set of criteria including: ● Alignment with PECs and career interests ● Usability/practicality ● Access to potential customers (including size, profile and stability of market and potential for growth/expansion) ● Profile of potential competitors ● Resource requirements (human/skills, financial, land, raw materials technology) and availability ● Risks involved ● Results of SWOT analysis ● Profitability/Financial viability
ALS RPL Form 4 Page 44 of 66 10/2020 ● Opportunity costs Propose a new product/service for at least one identified feasible business idea Identify what is of value to the customer Describe a profile of the potential customer/ market Explain what makes your proposed product unique and competitive Apply creative and innovative techniques to develop a sample marketable product Employ a unique proposition (EUP) to the product/service Demonstrate understanding of business planning concepts Plan for a business Productivity (Employment) Recognize the importance of the need for productivity in wage employment as modes for earning a living Discuss the responsibilities of employees for working efficiently to produce quality work outputs; Identify opportunities and barriers to improved productivity as an employee Manage time efficiently Demonstrate appropriate workplace behavior Practice efficient, safe and cost-effective use of appropriate work tools Practice efficient utilization of supplies/ materials Demonstrate proper care and maintenance of tools and equipment Identify, reporting and reducing risks and hazards Keep the workplace clean and tidy Demonstrate concern for quality work Practice health and safety measures at work Demonstrate knowledge of first-aid treatment for workplace injuries Practice professional work ethics Explore opportunities for continuous improvement and improved profitability Demonstrate understanding of the possibilities and limitations of using appropriate technology as means to make a living and improve productivity as an employee Identify traditional and indigenous technologies in the community, province, region used to make a living and work productivity Identify modern technologies predominantly used to make a living and improve work productivity Discuss the benefits of increased productivity as an employed person Productivity (Self-employment/Entrepreneurship) Discuss the benefits of increased productivity as a self-employed person/entrepreneur Create a plan of action to improve productivity of his/her business choice Identify opportunities and barriers to improved productivity in a business Identify potential customers and maximizing customer/client satisfaction
ALS RPL Form 4 Page 45 of 66 10/2020 Perform efficient utilization of supplies/ materials Maintain quality control/improvement of the production process Control purchasing and storage of materials to prevent losses Identify risks and developing strategies to reduce, mitigate or transfer such risks Troubleshoot business-related problems (materials, manpower, methods, machinery, money, service) Manage the relationship between improving productivity and competitiveness Identify/select/use appropriate technology to improve productivity, efficiency and quality Sustain productivity gains Understanding the Market System Develop a brand for a chosen product Identify the benefits of having a good brand Enumerate recognizable brands in the town/ province Enumerate the criteria for developing a brand Generate a clear appealing product brand Innovate one’s product to make it unique and a stand-out Determine opportunities for products and services that have the income- generating potential at home and in the market Explain the definition and difference between products and services Determine the clientele for the most appropriate products and services Determine the business opportunities at home and in the market Sell a unique product Determine specialized skills ● Weavers in the community (weaving handicraft or handloom) ● Create artworks that can be assembled with local materials ● Shoemakers ● Seaweed culture ● Traditional skills (e.g. beadworks, tattoo, pottery, etc.) ● Technology ● Information Technology ● E-mail ● E-commerce ● Use of internet Determine products and services that are in demand ● Products such as traditional medicines/folk medicine e.g., reflexology ● Individual Services such as reflexology, nail care, driving, buying and selling and caregiving ● Service business such as bag/shoe repair, laundry services, vulcanizing, food services (e.g. carinderia), livestock raisin and car washing ● Arts and craft shop such as crochet/stitches/embroidery and ceramics
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf
RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf

Recommended

RPL Form 4 - JHS Learner_s Checklist of Competencies.pdf
RPL Form 4 - JHS Learner_s Checklist of Competencies.pdfRPL Form 4 - JHS Learner_s Checklist of Competencies.pdf
RPL Form 4 - JHS Learner_s Checklist of Competencies.pdf
YhongBarro1
 
LAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptx
LAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptxLAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptx
LAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptx
jessysilvaLynsy
 
(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx
(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx
(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx
CrystelRuiz2
 
Arts 6- Art Processes, Elements, and Principles Applied in New Technologies....
Arts 6- Art Processes, Elements, and Principles Applied in New Technologies.... Arts 6- Art Processes, Elements, and Principles Applied in New Technologies....
Arts 6- Art Processes, Elements, and Principles Applied in New Technologies....
HazelPooten1
 
lesson 1.ppt
lesson 1.pptlesson 1.ppt
lesson 1.ppt
Marife Culaba
 
Grade 2 PPT_ESP_Q1_W2_Day 1-5.pptx
Grade 2 PPT_ESP_Q1_W2_Day 1-5.pptxGrade 2 PPT_ESP_Q1_W2_Day 1-5.pptx
Grade 2 PPT_ESP_Q1_W2_Day 1-5.pptx
docilyn eslava
 
Filipino 6 dlp 9 detalye ng mga balita
Filipino 6 dlp 9 detalye ng mga balitaFilipino 6 dlp 9 detalye ng mga balita
Filipino 6 dlp 9 detalye ng mga balita
Alice Failano
 
AGSAULLO DLP No. 1 Fil 11.docx
AGSAULLO DLP No. 1 Fil 11.docxAGSAULLO DLP No. 1 Fil 11.docx
AGSAULLO DLP No. 1 Fil 11.docx
Niña Paulette Agsaullo
 

Recommended

RPL Form 4 - JHS Learner_s Checklist of Competencies.pdf
RPL Form 4 - JHS Learner_s Checklist of Competencies.pdfRPL Form 4 - JHS Learner_s Checklist of Competencies.pdf
RPL Form 4 - JHS Learner_s Checklist of Competencies.pdf
YhongBarro1
 
LAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptx
LAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptxLAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptx
LAKBAY-SANAYSAY-FILIPINO SA PILING LARANGAN.pptx
jessysilvaLynsy
 
(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx
(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx
(pt.1) Arts 6 Quarter 1 Module 1 - Logo Design and Cartoon Character Making.pptx
CrystelRuiz2
 
Arts 6- Art Processes, Elements, and Principles Applied in New Technologies....
Arts 6- Art Processes, Elements, and Principles Applied in New Technologies.... Arts 6- Art Processes, Elements, and Principles Applied in New Technologies....
Arts 6- Art Processes, Elements, and Principles Applied in New Technologies....
HazelPooten1
 
lesson 1.ppt
lesson 1.pptlesson 1.ppt
lesson 1.ppt
Marife Culaba
 
Grade 2 PPT_ESP_Q1_W2_Day 1-5.pptx
Grade 2 PPT_ESP_Q1_W2_Day 1-5.pptxGrade 2 PPT_ESP_Q1_W2_Day 1-5.pptx
Grade 2 PPT_ESP_Q1_W2_Day 1-5.pptx
docilyn eslava
 
Filipino 6 dlp 9 detalye ng mga balita
Filipino 6 dlp 9 detalye ng mga balitaFilipino 6 dlp 9 detalye ng mga balita
Filipino 6 dlp 9 detalye ng mga balita
Alice Failano
 
AGSAULLO DLP No. 1 Fil 11.docx
AGSAULLO DLP No. 1 Fil 11.docxAGSAULLO DLP No. 1 Fil 11.docx
AGSAULLO DLP No. 1 Fil 11.docx
Niña Paulette Agsaullo
 
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutinFilipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Alice Failano
 
Week 1-2 Uri ng Teksto Part 1.pptx
Week 1-2 Uri ng Teksto Part 1.pptxWeek 1-2 Uri ng Teksto Part 1.pptx
Week 1-2 Uri ng Teksto Part 1.pptx
AntonetteAlbina3
 
Aralin 1 Pangngalan at Panghalip
Aralin 1 Pangngalan at PanghalipAralin 1 Pangngalan at Panghalip
Aralin 1 Pangngalan at Panghalip
ALVinsZacal
 
mapehquarter2autosaved-180907224239.pdf
mapehquarter2autosaved-180907224239.pdfmapehquarter2autosaved-180907224239.pdf
mapehquarter2autosaved-180907224239.pdf
RoquesaManglicmot1
 
Mga sagot-sa-kayarian-ng-pang-uri 11
Mga sagot-sa-kayarian-ng-pang-uri 11Mga sagot-sa-kayarian-ng-pang-uri 11
Mga sagot-sa-kayarian-ng-pang-uri 11Anna Lou Gumba-Edillon
 
Grade 7 or Grade 8 ICT Photo Editing Learning Materials
Grade 7 or Grade 8 ICT Photo Editing Learning MaterialsGrade 7 or Grade 8 ICT Photo Editing Learning Materials
Grade 7 or Grade 8 ICT Photo Editing Learning Materials
Paulita Mamansag
 
Aralin 9 ict
Aralin 9 ictAralin 9 ict
Aralin 9 ict
glenda mancera
 
Mga Karapatan ng Bata
Mga Karapatan ng BataMga Karapatan ng Bata
Mga Karapatan ng Bata
Joy Ann Jusay
 
Visual Media
Visual MediaVisual Media
Visual Media
Julius Memar Ngoho
 
SANHI T BUNGA.pptx
SANHI T BUNGA.pptxSANHI T BUNGA.pptx
SANHI T BUNGA.pptx
EmelitoColentum
 
KATANGIAN NG WIKA-Q1 LESSON.pptx
KATANGIAN NG WIKA-Q1 LESSON.pptxKATANGIAN NG WIKA-Q1 LESSON.pptx
KATANGIAN NG WIKA-Q1 LESSON.pptx
ANA MELISSA VENIDO-TUBIO
 
Panghalip
PanghalipPanghalip
Panghalip
Rosalie Orito
 
525991003-PPT-for-Pang-ukol-1.pptx
525991003-PPT-for-Pang-ukol-1.pptx525991003-PPT-for-Pang-ukol-1.pptx
525991003-PPT-for-Pang-ukol-1.pptx
ShefaCapuras1
 
Mga antas ng wika
Mga antas ng wikaMga antas ng wika
Mga antas ng wika
Joseph Cemena
 
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
fernandopajar1
 
Bhea-Powerpoint-about-Pelikula-and-Dula.pptx
Bhea-Powerpoint-about-Pelikula-and-Dula.pptxBhea-Powerpoint-about-Pelikula-and-Dula.pptx
Bhea-Powerpoint-about-Pelikula-and-Dula.pptx
ReinaCahilig1
 
DIPTONGGO AT KLASTER.pptx
DIPTONGGO AT KLASTER.pptxDIPTONGGO AT KLASTER.pptx
DIPTONGGO AT KLASTER.pptx
Angelle Pantig
 
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptxGAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
ssuserc7d9bd
 
Mental, Emotional and Social Health
Mental, Emotional and Social HealthMental, Emotional and Social Health
Mental, Emotional and Social Health
iamercado0113
 
Filipino pang abay
Filipino pang abayFilipino pang abay
Filipino pang abay
katrinamaldita
 
Speech Title Person of Interest John F KennedyDirections.docx
Speech Title Person of Interest John F KennedyDirections.docxSpeech Title Person of Interest John F KennedyDirections.docx
Speech Title Person of Interest John F KennedyDirections.docx
williame8
 
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docxCOMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
monicafrancis71118
 

More Related Content

What's hot

Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutinFilipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Alice Failano
 
Week 1-2 Uri ng Teksto Part 1.pptx
Week 1-2 Uri ng Teksto Part 1.pptxWeek 1-2 Uri ng Teksto Part 1.pptx
Week 1-2 Uri ng Teksto Part 1.pptx
AntonetteAlbina3
 
Aralin 1 Pangngalan at Panghalip
Aralin 1 Pangngalan at PanghalipAralin 1 Pangngalan at Panghalip
Aralin 1 Pangngalan at Panghalip
ALVinsZacal
 
mapehquarter2autosaved-180907224239.pdf
mapehquarter2autosaved-180907224239.pdfmapehquarter2autosaved-180907224239.pdf
mapehquarter2autosaved-180907224239.pdf
RoquesaManglicmot1
 
Grade 7 or Grade 8 ICT Photo Editing Learning Materials
Grade 7 or Grade 8 ICT Photo Editing Learning MaterialsGrade 7 or Grade 8 ICT Photo Editing Learning Materials
Grade 7 or Grade 8 ICT Photo Editing Learning Materials
Paulita Mamansag
 
Aralin 9 ict
Aralin 9 ictAralin 9 ict
Aralin 9 ict
glenda mancera
 
Mga Karapatan ng Bata
Mga Karapatan ng BataMga Karapatan ng Bata
Mga Karapatan ng Bata
Joy Ann Jusay
 
Visual Media
Visual MediaVisual Media
Visual Media
Julius Memar Ngoho
 
SANHI T BUNGA.pptx
SANHI T BUNGA.pptxSANHI T BUNGA.pptx
SANHI T BUNGA.pptx
EmelitoColentum
 
KATANGIAN NG WIKA-Q1 LESSON.pptx
KATANGIAN NG WIKA-Q1 LESSON.pptxKATANGIAN NG WIKA-Q1 LESSON.pptx
KATANGIAN NG WIKA-Q1 LESSON.pptx
ANA MELISSA VENIDO-TUBIO
 
Panghalip
PanghalipPanghalip
Panghalip
Rosalie Orito
 
525991003-PPT-for-Pang-ukol-1.pptx
525991003-PPT-for-Pang-ukol-1.pptx525991003-PPT-for-Pang-ukol-1.pptx
525991003-PPT-for-Pang-ukol-1.pptx
ShefaCapuras1
 
Mga antas ng wika
Mga antas ng wikaMga antas ng wika
Mga antas ng wika
Joseph Cemena
 
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
fernandopajar1
 
Bhea-Powerpoint-about-Pelikula-and-Dula.pptx
Bhea-Powerpoint-about-Pelikula-and-Dula.pptxBhea-Powerpoint-about-Pelikula-and-Dula.pptx
Bhea-Powerpoint-about-Pelikula-and-Dula.pptx
ReinaCahilig1
 
DIPTONGGO AT KLASTER.pptx
DIPTONGGO AT KLASTER.pptxDIPTONGGO AT KLASTER.pptx
DIPTONGGO AT KLASTER.pptx
Angelle Pantig
 
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptxGAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
ssuserc7d9bd
 
Mental, Emotional and Social Health
Mental, Emotional and Social HealthMental, Emotional and Social Health
Mental, Emotional and Social Health
iamercado0113
 
Filipino pang abay
Filipino pang abayFilipino pang abay
Filipino pang abay
katrinamaldita
 

What's hot (20)

Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutinFilipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
Filipino 6 dlp 6 Id at kard ng pang-aklatan sagutin
 
Week 1-2 Uri ng Teksto Part 1.pptx
Week 1-2 Uri ng Teksto Part 1.pptxWeek 1-2 Uri ng Teksto Part 1.pptx
Week 1-2 Uri ng Teksto Part 1.pptx
 
Aralin 1 Pangngalan at Panghalip
Aralin 1 Pangngalan at PanghalipAralin 1 Pangngalan at Panghalip
Aralin 1 Pangngalan at Panghalip
 
mapehquarter2autosaved-180907224239.pdf
mapehquarter2autosaved-180907224239.pdfmapehquarter2autosaved-180907224239.pdf
mapehquarter2autosaved-180907224239.pdf
 
Mga sagot-sa-kayarian-ng-pang-uri 11
Mga sagot-sa-kayarian-ng-pang-uri 11Mga sagot-sa-kayarian-ng-pang-uri 11
Mga sagot-sa-kayarian-ng-pang-uri 11
 
Grade 7 or Grade 8 ICT Photo Editing Learning Materials
Grade 7 or Grade 8 ICT Photo Editing Learning MaterialsGrade 7 or Grade 8 ICT Photo Editing Learning Materials
Grade 7 or Grade 8 ICT Photo Editing Learning Materials
 
Aralin 9 ict
Aralin 9 ictAralin 9 ict
Aralin 9 ict
 
Mga Karapatan ng Bata
Mga Karapatan ng BataMga Karapatan ng Bata
Mga Karapatan ng Bata
 
Visual Media
Visual MediaVisual Media
Visual Media
 
SANHI T BUNGA.pptx
SANHI T BUNGA.pptxSANHI T BUNGA.pptx
SANHI T BUNGA.pptx
 
KATANGIAN NG WIKA-Q1 LESSON.pptx
KATANGIAN NG WIKA-Q1 LESSON.pptxKATANGIAN NG WIKA-Q1 LESSON.pptx
KATANGIAN NG WIKA-Q1 LESSON.pptx
 
Panghalip
PanghalipPanghalip
Panghalip
 
525991003-PPT-for-Pang-ukol-1.pptx
525991003-PPT-for-Pang-ukol-1.pptx525991003-PPT-for-Pang-ukol-1.pptx
525991003-PPT-for-Pang-ukol-1.pptx
 
Mga antas ng wika
Mga antas ng wikaMga antas ng wika
Mga antas ng wika
 
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
MAPEH 5 - ARTS PPT Q3 - Aralin 3-7 - Iba’t Ibang Gamit Ng Printed Artwork, Re...
 
Bhea-Powerpoint-about-Pelikula-and-Dula.pptx
Bhea-Powerpoint-about-Pelikula-and-Dula.pptxBhea-Powerpoint-about-Pelikula-and-Dula.pptx
Bhea-Powerpoint-about-Pelikula-and-Dula.pptx
 
DIPTONGGO AT KLASTER.pptx
DIPTONGGO AT KLASTER.pptxDIPTONGGO AT KLASTER.pptx
DIPTONGGO AT KLASTER.pptx
 
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptxGAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
GAMIT NG WIKA SA INTERNET AT SOCIAL MEDIA.pptx
 
Mental, Emotional and Social Health
Mental, Emotional and Social HealthMental, Emotional and Social Health
Mental, Emotional and Social Health
 
Filipino pang abay
Filipino pang abayFilipino pang abay
Filipino pang abay
 

Similar to RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf

Speech Title Person of Interest John F KennedyDirections.docx
Speech Title Person of Interest John F KennedyDirections.docxSpeech Title Person of Interest John F KennedyDirections.docx
Speech Title Person of Interest John F KennedyDirections.docx
williame8
 
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docxCOMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
monicafrancis71118
 
Below I copy and pasted my directions and then the actual homework a.docx
Below I copy and pasted my directions and then the actual homework a.docxBelow I copy and pasted my directions and then the actual homework a.docx
Below I copy and pasted my directions and then the actual homework a.docx
taitcandie
 
Representation ideas for case study and active audience
Representation ideas for case study and active audienceRepresentation ideas for case study and active audience
Representation ideas for case study and active audience
cottagechee
 
Communication Message Planning
Communication Message PlanningCommunication Message Planning
Communication Message Planning
slpwendy
 
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESS
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESSChapter 1--EFFECTIVE COMMUNICATION IN BUSINESS
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESS
Rahila Khan
 
Senior High School Reading and Writing SKills
Senior High School Reading and Writing SKillsSenior High School Reading and Writing SKills
Senior High School Reading and Writing SKills
queenpressman14
 
Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...
Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...
Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...
CITE
 
Alt assesshistory tah summer 2010
Alt assesshistory tah summer 2010Alt assesshistory tah summer 2010
Alt assesshistory tah summer 2010
Bradford Davey
 
2APPLYING THEORYRunning head APPLYING THEORY .docx
2APPLYING THEORYRunning head APPLYING THEORY .docx2APPLYING THEORYRunning head APPLYING THEORY .docx
2APPLYING THEORYRunning head APPLYING THEORY .docx
rhetttrevannion
 
Use the activities from Weeks 3 and 4, and your accumulated learni.docx
Use the activities from Weeks 3 and 4, and your accumulated learni.docxUse the activities from Weeks 3 and 4, and your accumulated learni.docx
Use the activities from Weeks 3 and 4, and your accumulated learni.docx
garnerangelika
 
92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx
92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx
92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx
evonnehoggarth79783
 
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docxORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
jakeomoore75037
 
Soc 315 soc315 soc 315 best tutorials guide uopstudy.com
Soc 315 soc315 soc 315 best tutorials guide uopstudy.comSoc 315 soc315 soc 315 best tutorials guide uopstudy.com
Soc 315 soc315 soc 315 best tutorials guide uopstudy.com
UOPCourseHelp
 
Soc 315 soc315 soc 315 education for service uopstudy.com
Soc 315 soc315 soc 315 education for service uopstudy.comSoc 315 soc315 soc 315 education for service uopstudy.com
Soc 315 soc315 soc 315 education for service uopstudy.com
UOPCourseHelp
 
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, anHU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
NarcisaBrandenburg70
 
Reading Academic Texts
Reading Academic TextsReading Academic Texts
Reading Academic Texts
Katherine Villaluna
 
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated BibliographyAs part of your doctoral s.docxApplication 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
justine1simpson78276
 
Module 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra1. What does it mean when s.docxModule 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra1. What does it mean when s.docx
moirarandell
 
High School Reading Standards
High School Reading Standards High School Reading Standards
High School Reading Standards
Miami-Dade County Public Schools
 

Similar to RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf (20)

Speech Title Person of Interest John F KennedyDirections.docx
Speech Title Person of Interest John F KennedyDirections.docxSpeech Title Person of Interest John F KennedyDirections.docx
Speech Title Person of Interest John F KennedyDirections.docx
 
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docxCOMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
COMM 111. MannSpeech Outline Format PRE-PLANNINGTopic .docx
 
Below I copy and pasted my directions and then the actual homework a.docx
Below I copy and pasted my directions and then the actual homework a.docxBelow I copy and pasted my directions and then the actual homework a.docx
Below I copy and pasted my directions and then the actual homework a.docx
 
Representation ideas for case study and active audience
Representation ideas for case study and active audienceRepresentation ideas for case study and active audience
Representation ideas for case study and active audience
 
Communication Message Planning
Communication Message PlanningCommunication Message Planning
Communication Message Planning
 
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESS
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESSChapter 1--EFFECTIVE COMMUNICATION IN BUSINESS
Chapter 1--EFFECTIVE COMMUNICATION IN BUSINESS
 
Senior High School Reading and Writing SKills
Senior High School Reading and Writing SKillsSenior High School Reading and Writing SKills
Senior High School Reading and Writing SKills
 
Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...
Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...
Multiple Methods and Techniques in Analyzing Computer-Supported Collaborative...
 
Alt assesshistory tah summer 2010
Alt assesshistory tah summer 2010Alt assesshistory tah summer 2010
Alt assesshistory tah summer 2010
 
2APPLYING THEORYRunning head APPLYING THEORY .docx
2APPLYING THEORYRunning head APPLYING THEORY .docx2APPLYING THEORYRunning head APPLYING THEORY .docx
2APPLYING THEORYRunning head APPLYING THEORY .docx
 
Use the activities from Weeks 3 and 4, and your accumulated learni.docx
Use the activities from Weeks 3 and 4, and your accumulated learni.docxUse the activities from Weeks 3 and 4, and your accumulated learni.docx
Use the activities from Weeks 3 and 4, and your accumulated learni.docx
 
92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx
92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx
92315, 627 PMPage 1 of 2httpstlc.trident.educontent.docx
 
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docxORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
 
Soc 315 soc315 soc 315 best tutorials guide uopstudy.com
Soc 315 soc315 soc 315 best tutorials guide uopstudy.comSoc 315 soc315 soc 315 best tutorials guide uopstudy.com
Soc 315 soc315 soc 315 best tutorials guide uopstudy.com
 
Soc 315 soc315 soc 315 education for service uopstudy.com
Soc 315 soc315 soc 315 education for service uopstudy.comSoc 315 soc315 soc 315 education for service uopstudy.com
Soc 315 soc315 soc 315 education for service uopstudy.com
 
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, anHU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an
 
Reading Academic Texts
Reading Academic TextsReading Academic Texts
Reading Academic Texts
 
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated BibliographyAs part of your doctoral s.docxApplication 2 – Annotated BibliographyAs part of your doctoral s.docx
Application 2 – Annotated BibliographyAs part of your doctoral s.docx
 
Module 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra1. What does it mean when s.docxModule 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra1. What does it mean when s.docx
 
High School Reading Standards
High School Reading Standards High School Reading Standards
High School Reading Standards
 

Recently uploaded

Main Java[All of the Base Concepts}.docx
Main Java[All of the Base Concepts}.docxMain Java[All of the Base Concepts}.docx
Main Java[All of the Base Concepts}.docx
adhitya5119
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
PECB
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
Nicholas Montgomery
 
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
RAHUL
 
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
National Information Standards Organization (NISO)
 
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHatAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Scholarhat
 
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School DistrictPride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
David Douglas School District
 
Smart-Money for SMC traders good time and ICT
Smart-Money for SMC traders good time and ICTSmart-Money for SMC traders good time and ICT
Smart-Money for SMC traders good time and ICT
simonomuemu
 
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdfবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
eBook.com.bd (প্রয়োজনীয় বাংলা বই)
 
BBR 2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview TrainingBBR 2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview Training
Katrina Pritchard
 
The Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collectionThe Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collection
Israel Genealogy Research Association
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Celine George
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Fajar Baskoro
 
How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17
Celine George
 
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
RitikBhardwaj56
 
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
TechSoup
 
How to Add Chatter in the odoo 17 ERP Module
How to Add Chatter in the odoo 17 ERP ModuleHow to Add Chatter in the odoo 17 ERP Module
How to Add Chatter in the odoo 17 ERP Module
Celine George
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
 
The basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptxThe basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptx
heathfieldcps1
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
TechSoup
 

Recently uploaded (20)

Main Java[All of the Base Concepts}.docx
Main Java[All of the Base Concepts}.docxMain Java[All of the Base Concepts}.docx
Main Java[All of the Base Concepts}.docx
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
 
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
 
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
 
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHatAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
 
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School DistrictPride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
 
Smart-Money for SMC traders good time and ICT
Smart-Money for SMC traders good time and ICTSmart-Money for SMC traders good time and ICT
Smart-Money for SMC traders good time and ICT
 
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdfবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
 
BBR 2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview TrainingBBR 2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview Training
 
The Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collectionThe Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collection
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
 
How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17
 
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
 
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionExecutive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
 
How to Add Chatter in the odoo 17 ERP Module
How to Add Chatter in the odoo 17 ERP ModuleHow to Add Chatter in the odoo 17 ERP Module
How to Add Chatter in the odoo 17 ERP Module
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
 
The basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptxThe basics of sentences session 6pptx.pptx
The basics of sentences session 6pptx.pptx
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
 

RPL-Form-4-AEL-Learner_s-Checklist-of-Competencies.pdf

  • 1. ALS RPL Form 4 Page 1 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 1: Communication Skills - English Listening Note important/ significant/ specific/ text listened to Sequence a series of events/ at least 3 events using signal words/ mentioned in the text listened to Identify cause and/or effect of events/ relationship Relate story events to one’s experience Infer dominant thoughts, feelings and intentions expressed by the speaker in the speech listened to/ delivered Infer/ Determine the speaker’s character’s purpose and feelings expressed in the narrative/ text listened to Identify/ discuss/ note the elements of a story (theme, setting, characters, and events)/ literary text listened to Distinguish facts from opinion in a narrative/ news reports or cited in the text listened to Detect biases and propaganda devices used by speakers Summarize the information from a text heard, summarize important points/ information discussed from various text types listened to Recognize main points/ key sentences and supporting ideas/details in the text listened to Give/ react and share one’s reaction/ personal opinion to an event/ issue/ text heard and ideas listened to Restate sentences/portions of a text heard in one’s own words Make a stand on statements/ issues/ text listened to/ heard
  • 2. ALS RPL Form 4 Page 2 of 66 10/2020 Determine/ Distinguish whether a story is a reality or a fantasy/ make-believe Analyze sound devices(onomatopoeia, alliteration, assonance, personification, irony, and hyperbole) in a text heard Speaking Give oral one-to-three- step directions Answer questions about a story read/listened to (environment, health, how-to) Relate story events to one’s experience React to what the characters said in the story Retell best-liked part of the story heard, news report Use appropriate expressions to talk about famous events, current issues/ events, famous places and people State a fact and opinion about a particular topic (advertisement, announcement) Express whether an action or event is reality or fantasy State the effects of a given cause / the cause of a given effect Identify and use concrete nouns and abstract nouns Use collective nouns Identify and use mass nouns and count nouns Identify and use quantifiers of mass noun Identify and use possessive nouns Identify and use personal pronouns (e.g., I, you, she, it, we, they) in sentences Use commonly used possessive pronouns, showing possessions or ownership: my, your/yours, his, hers, its, their/theirs Identify and use descriptive adjectives in sentences Identify and use words that show degrees or adjectives in making comparisons (positive, comparative, superlative) in sentences Identify and use the correct order of adjectives in sentences Use verbs in simple present tense (on environmental care and sanitation) in sentences Use the present form of verbs that agree with the subject Use correct time expressions to tell an action in the present Use the past form of regular verbs Use the past form of irregular verbs Use verbs in simple future tense Recognize adverbs of manner Identify and use adverbs of place in sentences Use appropriate adverbs of time in sentences Use appropriate adverbs of intensity in sentences Use appropriate adverbs of frequency
  • 3. ALS RPL Form 4 Page 3 of 66 10/2020 Use the most frequently occurring prepositions (e.g., in, on, under, above, to, from, towards, beside, into, among, between, etc.) in sentences Use a particular kind of sentences for a specific purpose and audience:  asking permission  making requests  responding to questions  following and giving directions  giving information  explaining  expressing opinions/ emotions  making assertions Use simple sentence: Simple subject and predicate Use simple sentence: Compound subject and simple predicate Use compound sentences to show: cause and effect and problem-solution relationship of ideas Use appropriate conjunctions (but, and, yet, because, nor. although, since, unless, while, where, etc.) in sentences Use complex sentences to show: cause and effect and problem-solution relationship of ideas Use compound – complex sentences Recount/Relate an experience/events appropriate to the occasion effectively Provide evidence to support opinion/fact Make a stand base on informed opinion React on the content of the material presented Present a coherent, comprehensive report on differing viewpoints on an issue Summarize information conveyed through discussion Viewing Determine images/ideas that are explicitly used by media to influence viewers  Stereotype – a set of idea that people have about what someone or something is like (e.g., overworked mother, a male who loves to drink beer and watch sports)  Point of view (position of the narrator in relation to the story)  Propaganda – information used to promote or publicize a point of view or a cause – (e.g., an advertisement that promotes one brand to toothpaste over another. - spreading of ideas, information or rumor for the purpose of helping or injuring an institution, a cause or a person (e.g., election commercials on TV) Infer the target audience  young minds
  • 4. ALS RPL Form 4 Page 4 of 66 10/2020  all levels of society  women/ men unemployed Infer purpose of the visual media/information  gain attention  create meaning  facilitate retention Make connection between information viewed and personal experiences Identify the values suggested in the visual media Identify the visual elements used in print/non-print materials Evaluate narratives in a media material based on how the writer developed the element Analyze the characters used in print and non-print learning materials: age and gender, race and nationality, attitude and behavior and other attributes (ie, physically, intellectually, emotionally) Analyze the setting used in print and non-print learning materials: urban or rural, affluent or poor and past, present, futuristic Reading Identify main idea, key sentences, and supporting details of a given paragraph Interpret common abbreviations, clipped words, acronyms, titles, contractions, etc.: Common abbreviations (e.g., Phil., Prov., Mun.) Titles (e.g., Hon., Rev., Brgy. Capt., Dr., Mr., Mrs., Atty., Sgt., Col., Ave., Oct.) Contractions (e.g., don’t, isn’t, doesn’t, etc.) Acronyms (e.g., DepEd, DOH, DSWD, LTO, DPWH, HIV/AIDS) Clipped words (e.g., jeep, ID, gym, memo) Identify meanings of unfamiliar words through structural analysis (e.g., compound words and their components: one-word compound [backyard], two- word compound [security guard], hyphenated compound word [sister-in-law]) Identify/Describe cause-and-effect relationships about common problems in materials read:  Food shortage  Air pollution  Water contamination  Soil erosion  Drying up of streams, springs, and rivers Interpret simple maps of unfamiliar places, signs and symbols Organize and present information using tables, graphs and maps Identify/Explain the meaning of words with/ through prefixes un-, in-, im-, dis-, mis-, and re- Identify meaning of word with suffixes –ful and –less; -er and –or; -ly and y; - able and –ible Use context clues (synonym) and antonym) to find/arrive at meanings of unfamiliar words
  • 5. ALS RPL Form 4 Page 5 of 66 10/2020 Use a glossary to get the meaning of words Use strategies in taking tests: before and during the test Identify/ Analyze figures of speech that show: comparison (simile, metaphor, personification, hyperbole) in a given text and contrast (irony, oxymoron, paradox) Infer/determine the meaning of idiomatic expressions/borrowed words using  context clues and collocations (heavy drinker, strong coffee, light sleeper, early risen, deep pockets, deep sleep, heavy snow, etc.)  affixes Interpret the parts of important documents and forms when necessary:  Application form  Bio-data/ Resume/ Curriculum Vitae  Passport / Visa  Land title  Deed of Sale  Tax-related documents (TIN, community tax certificate)  Commission on Elections form, voter’s registration forms  Bank forms (withdrawal, deposit, loans, ATM, credit cards)  Civil registry forms (birth/marriage/baptismal certificates) Fill out forms following instructions appropriately Make an outline from a selection read Use appropriate graphic organizers to show understanding of texts read Distinguish text-types according to purpose  to persuade  problem and solution  comparison and contrast Use the card catalog, the online public access catalog or electronic search engine to locate specific resources Conduct short research projects on a self-selected topic/ on a relevant issue Use dictionaries, thesaurus, and/ or online resources in getting the meaning of the words Analyze information from a number of sources: written and multi-media materials such as books, posters, brochures, billboards, video clips and audio tapes Writing Write different forms of simple composition as a response to stories/ poems listened to: using appropriate punctuation marks  note of advice  Thank you letter  descriptive paragraph  another ending for a story
  • 6. ALS RPL Form 4 Page 6 of 66 10/2020  a diary  friendly letter  a short paragraph, etc. Write a paragraph about one’s personal experience Write a simple short story with its complete elements Write 2-3 sentences about the characters in a literary text listened to or read or a reaction about a character in a story read Write in correct sequence the steps/instructions or directions for an activity (e.g., preparing land for planting, following a recipe, arranging historical events, and implementing a project) Write a news report using the given facts Write/compose clear and coherent sentences describing persons, places, things, and animals using:  correct order of adjectives  adverbs of time  adverbs of place Write paragraphs showing cause and effect Fill-out forms accurately such as school forms, deposit and withdrawal slips, bio-data, application forms, etc. Write a 3- line, 4 –stanza poem Write a 4 - paragraph composition showing – problem and solution ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
  • 7. ALS RPL Form 4 Page 7 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 1: Communication Skills - Filipino Pakikinig Nasasagot ang mga tanong (sino, ano, saan, bakit, paano) tungkol sa napakinggang:  pabula, tugma/tula at tekstong pang-impormasyon  kuwento batay sa tunay na pangyayari, usapan, alamat, balita, anunsyo  pagpupulong (pormal at di pormal)  debate, script ng radio at argumento  sawikain Nasasagot ang mga literal na tanong sa napakinggang: teksto, alamat, kuwento, usapan, talata Naibibigay ang paksa o nilalaman ng napakinggang tula, tekstong pang- impormasyon at pabula Nasusunod ang napakinggang panuto ng isang gawain na may:  1- 2 hakbang  2-3 hakbang  3-4 na hakbang Napagsusunod-sunod ang mga pangyayari sa napakinggang kuwento/teksto sa tulong ng/batay sa/ sa pamamagitan ng paggamit ng una, ikalawa, ikatlo at panghuli at kronolohikal na pagkakasunod-sunod sa napakinggang kasaysayan Naibibigay ang sariling hinuha sa kalalabasan ng mga pangyayari bago, habang at pagkatapos mapakinggan ang kuwento, teksto, kuwentong-bayan at akdang napakinggan
  • 8. ALS RPL Form 4 Page 8 of 66 10/2020 Naibibigay ang paksa ng napakinggang pabula/tugma o tula at kwento/ sanaysay/ usapan Nailalarawan o natutukoy ang damdamin ng mga tauhan/ tagapagsalita sa napakinggang at kwento at pananalita ayon sa tono, diin, bilis at intonasyon Nakabubuo ng mga tanong matapos mapakinggan ang isang kuwento at teksto Natutukoy o nasasagot ang mga tanong sa mga mahahalagang detalye kaugnayan ng napakinggang teksto tungkol sa epiko sa iba-ibang rehiyon, paksa at balita Nailalarawan ang mga elemento ng kuwento  tagpuan  tauhan  banghay  pangyayari Naibibigay ang sanhi at bunga ng mga pangyayari sa napakinggang teksto at ulat Nakakagawa ng dayagram ng ugnayang sanhi at bunga ng mga pangyayari/ problema- solusyon mula sa tekstong napakinggan Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan Naiuugnay ang sariling karanasan sa napakinggang teksto Nakapagbibigay ng lagom o buod ng tekstong napakinggan Nabibigyang kahulugan ang sawikaing napakinggan Pagsasalita Nagagamit ang pangngalan sa pagsasalaysay ng tungkol sa sarili/mga tao, hayop, lugar at bagay sa paligid Nagagamit sa pakikipag-usap sa ibat-ibang sitwasyon at sa pagsasabi tungkol sa sariling karanasan ang iba’t-ibang uri ng panghalip:  Panghalip na panao(ako, ko, akin, amin, kami, kayo, atin, inyo, kanila, kanya, siya, sila, mo, kita, kata, natin, namin, nila)  Panghalip na pamatlig (ito, ire, nire, nito, ganito, ganire, iyan, iyon, ayan, hayan, diyan, hayun, yaon, niyon, niyaon, doon, noon)  Panghalip na pananong (ano, ano-ano, sino, sino-sino, nino, alin, alin- alin, saan-saan)  Panghalip na panaklaw (lahat, madla, sinuman, alinman, anuman, pawang, ni isa)  Panghalip na pamanggit (na, ng) Naipapahayag ang sariling damdamin o aksyon/ opinyon sa napakinggang kuwento batay sa tunay na pangyayari/ pabula/ isyu/ usapan/ pagpupulong (pormal at di-pormal) Naikukuwentong muli ang napakinggang kuwento na wasto ang pagkakasunod- sunod ng mga pangyayari at gumagamit ng signal words na una at pangalawa Naiuugnay ang sariling karanasan sa napakinggang teksto Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon:
  • 9. ALS RPL Form 4 Page 9 of 66 10/2020 pakikipagtalastasan sa text (SMS)/ pagbati, paghingi ng pahintulot, pagpapahayag ng pasasalamat, pagpapahayag ng sariling opinion, pagsasabi ng pangangailangan, pagsasabi ng puna at pagbibigay ng mungkahi o suhestyon Nakapaglalarawan ng mga bagay, tao, hayop, pangyayari, lugar at iba’t-ibang sitwasyon gamit ang pang-uri  Lantay  Pahambing/Pasukdol Nagagamit nang wasto ang pandiwa ayon sa panahunan sa:  Pagsasalaysay ng nasaksihang pangyayari  Pagsasalaysay tungkol sa tradisyon at sa iba’t ibang okasyon  Pakikipag-usap sa iba’t ibang sitwasyon Nasasabi ang paraan, panahon at lugar ng pagsasagawa ng kilos o gawain sa tahanan at pamayanan (pang-abay) Natutukoy/ nasasabi ang kaibahan/ pagkakaiba ng pang-uri, pandiwa at pang- abay Nagagamit nang wasto sa pangungusap o sa pagpapahayag ng sariling ideya ang:  Pang-abay at pandiwa  Pang-abay at pang-uri Nagagamit nang wasto sa pangugusap/pakikipag talastasan ang pang-angkop na ng, g at na Nagagamit nang wasto at angkop ang pangatnig (o, ni, maging, man, kung, kapag, pag, ngunit, subalit, dahil sa, sapagkat, sa wakas, kung gayon, daw, raw, kung sino, kung ano, siya rin atbp) Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng sariling karanasan, pakikipag-usap, pakikipag debate tungkol sa isyu, panayam, pagpapakilala o pagkilatis ng produkto at sa mga pormal na pagpupulong at paggawa ng patalastas, pagsali sa dula-dulaan. Naipapahayag o nailalahad nang malinaw at maayos ang sariling ideya/damdamin o reaksyon/ opinion/ saloobin/kongklusyon tungkol sa napakinggang tugma/tula/tekstong pang-impormasyon, kuwento batay sa tunay na pangyayari/ pabula/ alamat, napapanahong isyu/ akdang tinalakay Panonood Naibibigay ang kahalagahan ng media (hal. Pang-impormasyon, pang- aliw, panghikayat) Nasasabi ang paksa ng napanood na maikling pelikula Nasasagot ang mga tanong tungkol sa pinanood Nakapagbibigay ng reaksyon sa napanood na material Naipakikita ang pag-unawa sa pinanood sa pamamagitan ng pagdurugtong ng ibang pagwawakas ayon sa saloobin o paniniwala Naisasadula ang nagustuhang bahagi ng napanood na material
  • 10. ALS RPL Form 4 Page 10 of 66 10/2020 Nakapagbibigay ng ibang wakas para sa pelikulang napanood at naibabahagi ito sa klase sa isang kakaibang paraan Nasusuri ang mga tauhan/tagpuan at mga pangyayari sa napanood na maikling pelikula. Naibibigay ang paksa/layunin ng pinanood na dokumentaryo Naipakikita ang pag-unawa sa napapanood sa pamamagitan ng pagsulat sa buod nito Nakapagtatala ng mahahalagang pangyayari sa napanood na dokyumentaryo Nasusuri ang mga kaisipan at pagpapahalagang nakapaloob sa napanood na maikling pelikula Napaghahambing ang iba’t ibang dokumentaryo Nasusuri ang estilong ginamit ng gumawa ng maikling pelikula Nasusuri ang nilalaman ng napanood na dokyumentaryo kaugnay ng tinalakay na mga tula/awiting napanood, tugmang de gulong at palaisipan Nasusuri ang mensahe sa napanood na pagtatanghal Napaghahambing ang kultura ng ilang bansa sa Silangang Asya batay sa napanood na bahagi ng teleserye o pelikula Pagbasa Natutukoy ang kahulugan ng salita batay sa kumpas, galaw, ekspresyon ng mukha at ugnayang salita-larawan Nakakagamit ng mga pahiwatig/palatandaang nagbibigay kahulugan upang malaman ang kahulugan ng mga salitang pamilyar at di pamilyar sa pamamagitan ng kasingkahulugan, kasalungat, iba’t ibang sitwasyong pinaggagamitan ng salita (context clues) at paglalarawan Napapangkat ang mga salitang magkakaugnay Nagbibigay ng mga salitang magkakasalungat/magkakasingkahulugan Natutukoy/ naibibigyang kahulugan ang mga salitang hiram at matatalinghagang salitang ginamit sa pangungusap, kuwento, alamat, tula, pahayag na binasa Nakabubuo ng bagong salita gamit ang panlapi at salitang-ugat Naisasalaysay muli ang binasang teksto/ kuwento nang may tamang pagkakasunod-sunod ng mga pangyayari sa tulong ng pamatnubay na tanong/ balangkas Naipaliliwanag ang kahulugan ng mga simpleng pictograp Nakasasagot sa mga tanong tungkol sa nabasang tekstong pang- impormasyon, tula, balita, editorial, anekdota, ulat at talaarawan, talambuhay, journal Nasasabi/ napag-uugnay ang sanhi at bunga ng mga pangyayari sa binasang teksto/pahayag Naibibigay/ napipili ang mga sumusuportang kaisipan/ detalye sa pangunahing/ mahahalagang kaisipan ng tekstong binasa
  • 11. ALS RPL Form 4 Page 11 of 66 10/2020 Nakapagbibigay ng angkop na pamagat sa isang talata/ binasang teksto Natutukoy/ nailalarawan ang opinion ng kuwento (tauhan, tagpuan, banghay) Nakasusunod sa nakasulat na panuto Nasasabi/ naipaliliwanag ang paksa o tema ng binasang paksa/ sanaysay Nasasagot ang mga tanong na bakit at paano Natutukoy ang bahagi ng binasang kuwento (simula, kasukdulan, katapusan) Nakababasa para kumuha ng impormasyon Nahuhulaan/ nahihinuha ang maaring mangyari/ kahihinatnan ng mga pangyayari sa teksto/kuwento gamit ang dating karanasan/ kaalaman Nasusuri kung opinion o katotohanan ang isang pahayag Nasasabi/naipaliliwanag ang sanhi at bunga ng mga pangyayari Pagsulat Nakakasulat ng balitang napakinggan nang may wastong pagkakasunod- sunod ng mga pangyayari Nakasusulat ng:  natatanging kuwento tungkol sa natatanging tao sa kanilang pamayanan  tugma o maikling tula  balita na may huwaran/padron/balangkas  sariling talambuhay  simpleng resipi  reaksiyon/ opinion tungkol sa napapanahong isyu  buod/lagom ng binasa  patalastas gaya ng polyeto, poster, pamphlet tungkol sa kampanyang pangkalusugan,pagpapaunlad ng pamayanan o pag-aanunsyo ng pagkakakitaan o negosyo  minutes ng pagpupulong  liham pangkaibigan  liham pangangalakal  ulat  liham na nag-aaply ng trabaho Naibibigay ang mga datos na hinihingi ng isang form Nakasusulat ng iskrip para sa radio broadcasting at teleradyo ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
  • 12. ALS RPL Form 4 Page 12 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 2: Scientific Literacy and Critical Thinking Skills Demonstrate understanding of the scientific values and attitudes Investigate a societal issue before making a judgment Recognize and consider new evidence/options/ findings brought up even if decisions have already been made Gather information from experts in the field related to the issue Recognize alternative ways of addressing an issue List down several options in coming up with a decision Identify issues affecting family and society Demonstrate honesty and accuracy, e.g., proper use/correct reading of measuring devices such as weighing scales, tape measures, a meter stick, exact counting of objects or items, recording of observations as actually seen or heard Interpret data truthfully and accurately, e.g., correct and exact interpretation of data, no guesswork and/or alterations of results Demonstrate innovativeness and creativity by coming up with projects such as: hydroponics farming, tissue culture techniques in propagating agricultural crops and those using Information Technology (IT) Create something new from something old, e.g., inventions, new recipes, labor saving devices/methods, new and improved ways of doing things Analyze various options concerning issues affecting daily life situations, e.g., birth control issues, removal of life support gadgets from a patient Explain how outstanding contributions of science have enhanced the quality of life and levels of thinking
  • 13. ALS RPL Form 4 Page 13 of 66 10/2020 Cite contributions made by Filipino/foreign scientists and their impact on one’s life and the community Identify contributions of local scientists in improving life in the community Recognize inventions that improve everyday life Apply scientific values and demonstrate positive attitudes in dealing with the advances of science and technology in various life situations Design a product out of local, recyclable solid and/ or liquid materials in making useful products Demonstrate understanding on the existing superstitious belief and the use of the scientific method Cite local superstitious beliefs and practices/ ways of thinking that are related to science and technology and those without scientific basis Identify existing superstitious beliefs and practices in the home and the community, e.g., superstitious beliefs and practices involving stages in family life from birth to death; pamahiin about courtship, married life, death; activities in agriculture, construction of houses/buildings; selection of dates for important events; influence of numbers and the moon and stars in one’s life, etc. Cite how science and technology influence people’s lives Demonstrate understanding on conducting science investigation Design and conduct a simple study/ investigation on factors affecting the health and well-being of the family and the community Identify existing problems affecting the health of the family and the community Cite health hygienic and dietary practices of the family and community Describe waste/garbage disposal of the family and the community Identify diseases prevalent in the community Record observations of the existing conditions at home and in the community using an observation/survey guide Conduct simple experiments to test hypotheses about different life situations in the community Classify data (observations) collected according to set criteria e.g., grouping the observations (data) under specific headings/ categories like health practices, personal hygiene, nutrition, environmental sanitation, shelter, water supply, livelihood and income; education, diseases, etc. Analyze and synthesize data collected Evaluate the facilities/services available in the community e.g., water supply, shelter, school health services, recreation center, etc. State the factors affecting the health and well-being of the family and the community, e.g., poor health habits and personal hygiene, malnutrition/ poor eating habits, dirty surroundings/ improper waste and garbage disposal, unsafe water supply, low income, unemployment, low educational attainment, lack of health services, etc. Make conclusions based on data gathered Make recommendations to persons/authorities concerned to help solve
  • 14. ALS RPL Form 4 Page 14 of 66 10/2020 identified problems, e.g., Rural Health Center, Barangay Units, Local Government Units and Department of Education Apply appropriate solutions to identified problems using scientific thinking skills, e.g., attending classes and participating in health education programs, practicing good health habits and personal hygiene, proper waste/garbage disposal, preparation of a balanced diet, boiling and/or filtering water to make it safe for drinking, keeping food safe from flies, cockroaches and rats and participating in a “clean and green” project Recognize the importance of recycle, reduce, reuse, recover and repair in waste management Demonstrate understanding on various biological concepts and their applications Cite some applications of science Discuss the concept of biotechnology Give some important applications of biotechnology, e.g., food preservation and hydroponics Demonstrate scientific procedures in food preservation, e.g., sterilization, pasteurization (milk), refrigeration, canning, salting, drying, etc. Describe hydroponics as an alternative method of growing Plants Cite the advantages and disadvantages of hydroponics Describe the concept of health, e.g., health is not simply the absence of disease, it is the over-all physical, mental and social well-being of a person Describe a healthy person, e.g., strong body, sound judgment, emotionally stable, socially adjusted and in harmony with his/her physical and social environment Cite factors that contribute to good health, e.g., Proper nutrition, adequate clothing, personal hygiene, Clean environment, adequate shelter, social justice, education, recreation, good habits Explain the concept of disease, e.g., alteration in the overall state of the well - being of a person Cite factors affecting the well-being of a person such as: congenital (existing at birth) diseases, predisposition to certain diseases, acquired physical defects, poor resistance to germs, diabetes, hypertension, and asthma Enumerate the combination of factors that bring about many diseases, e.g., poor nutrition, bad habits, overcrowding, unhygienic practices, pollution, inadequate shelter, poor sanitation, ignorance, poverty, war, calamities, environmental destructions, inherited/acquired disorders, lack of basic health services and contaminated water Describe some communicable diseases in the community, e.g., influenza (flu), pneumonia, tuberculosis (TB), typhoid fever, dengue fever/H fever, malaria, rabies, hepatitis Cite causes and symptoms of diseases, e.g.  bite of the Aedes aegypti mosquito; characterized by high fever, eruptions and severe pains in joints; and abdominal pains.
  • 15. ALS RPL Form 4 Page 15 of 66 10/2020  Malaria – caused by parasitic Plasmodium vivax, P. falciparum and P. malariae; transmitted by the bite of the female anopheles mosquito  TB caused by tubercule bacillus transmitted by affected persons through coughing, sneezing and talking with them, using their personal belongings characterized by on and off fever and cough, considerable loss of weight, blood in the sputum Demonstrate preventive and curative measures for diseases, e.g., personal hygiene, cleanliness of surroundings, proper garbage disposal, proper nutrition and control of insects (flies, mosquitoes, cockroaches) and animals (rats) Demonstrate how to make water safe to drink e.g., boiling, filtering, chlorination Demonstrate how to prepare a balanced meal Identify the different sense organs Relate the structure of the sense organs to its functions Describe the causes and symptoms of some diseases associated with the sense organs, e.g.  Eyes: ocerthalmium (night blindness), conjunctivitis, stye,  sore eyes, lesions of the eyes, foreign body  Nose: adenoids, foreign body  Ears: otitis, foreign body  Tongue/mouth: oral thrush (singaw), Herpes simplex  Skin: carbuncle, boils (pigsa), dermatitis and fungal infections Demonstrate healthful habits in taking care of the sense organs Relate the structure of the nervous system to its functions, e.g., how the brain, spinal cord, and nerves help a person respond to what is happening around him/her Enumerate some voluntary and involuntary reactions as a response to certain stimuli, e.g., response to stimulus as perceived by the senses; reactions during danger/emergency Describe some common diseases associated with the nervous system, e.g., headache, dizziness, numbness and paralysis Demonstrate healthful habits in taking care of the nervous system, e.g., proper diet, exercise, personal hygiene, cleanliness and proper handling of stress and tension Relate the structure of the muscular system to its functions, e.g., the skeletal system consists of bones, joints, cartilages, etc. The muscular system is made up of muscles, tendons, ligaments, etc. It gives support and shape to the body and helps it stand erect, protection to organs and bones and provides surface for the attachment of muscles Identify injuries and diseases that can harm the skeletal and muscular systems, e.g., sprain, cramps, fractures, muscle strain and osteoporosis Demonstrate first aid treatment for injuries to the skeletal and muscular systems Demonstrate healthful habits in taking care of the skeletal and the muscular
  • 16. ALS RPL Form 4 Page 16 of 66 10/2020 systems, e.g., right food, exercise and cleanliness Relate the structure of the respiratory system to its functions, e.g., nose, air passages or tubes, lungs, etc. Describe some illnesses associated with the respiratory system, their causes and symptoms, e.g., causes and symptoms of simple cough and colds, pneumonia, asthma, tuberculosis (TB), emphysema, whooping cough and diphtheria Cite preventive and curative measures for respiratory diseases Practice proper care of the respiratory system, such as, personal hygiene, right food, cleanliness, good health habits (no smoking) Relate the structure of the digestive system to its functions, e.g., mouth and teeth, esophagus, stomach, small intestine, liver, gall bladder, pancreas, large intestine and anus Describe the common ailments of the digestive system, e.g., the causes, symptoms, prevention and cure of diarrhea, hyperacidity, peptic ulcer, indigestion Demonstrate healthful habits in taking care of the digestive system, e.g., proper diet, personal hygiene, sanitation and good health habits Relate the structure of the excretory system to its functions, (e.g. kidneys, skin and liver) Describe the common ailments of the excretory system (e.g. kidney stones, UTI and urethritis) Demonstrate healthful habits in taking care of the excretory hygiene, sanitation and good health habits Relate the structure of the cardio-vascular system to its functions Describe the common ailments associated with the cardio-vascular system, e.g., hypertension, angina pectoris, hematoma, varicose veins and anemia Demonstrate healthful habits in taking care of the cardio- vascular system, e.g., proper diet (avoid fatty, high cholesterol, salty food), personal hygiene, exercise, good health habits (e.g., avoid smoking and drinking alcohol excessively) Describe how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body Relate the structure of the reproductive system to its functions, e.g., *male reproductive system: prostate gland, testicles, scrotum, penis, vas deferens, sperm, urethra *female reproductive system: ovaries, egg cells, fallopian tubes, uterus or womb, vagina, clitoris Explain the process of fertilization through an illustration Explain the menstrual cycle Describe the changes that occur during puberty Cite some ailments associated with the reproductive system, their causes, symptoms, prevention and cure, e.g., tumor, myoma, cancer of the uterus and cancer of the prostate
  • 17. ALS RPL Form 4 Page 17 of 66 10/2020 Demonstrate healthful habits in taking care of the reproductive system, e.g., personal hygiene and good health habits Avail of health information and services from government and non-government agencies, health centers, clinics, hospitals, e.g., priority health programs of the Department of Health and the local government units, such as:  Expanded Program on Immunization  National Family Planning Program  Prevention and control of cardio-vascular diseases and cancer  Environmental Health Program  Hospitals as Centers of Wellness Program  Control of tuberculosis and other communicable diseases  National AIDS Program  Herbal and Philippine Traditional Medicine Program  Prohibited Drug Policy Program  Nutrition Program  Safe water and sanitation Identify health services available in the community, e.g., rural health centers, Botika sa Barangay, hospitals and clinics Participate in community related projects related to reproductive health such as information dissemination, e.g., immunization, vaccination (polio, DPT, anti- tetanus), periodic medical check-up, dental treatment, family planning, nutrition and sanitation campaign, safe water supply, use of herbal medicine Identify plants with medicinal value growing in the community and their uses in treating certain ailments, e.g.,  Banaba for difficulty in urination  Guava for loose bowel movement, wounds, mouth infection, sore gums and tooth decay  Sabila for falling hair  Lagundi (five – leg chaste tree) for asthma, cough, body pains  Sambong for swelling and increased urination  Tsaang gubat for stomach ache  Ulasimang bato or pansit-pansitan for arthritis (gout),  Garlic for high blood pressure and decreasing cholesterol in the blood  Niyog-niyogan for intestinal worms (ascaris)  Akapulco for ring worm, athletes foot, scabies  Ampalaya for diabetes (mild non-insulin dependent) Demonstrate correct procedure in the preparation of medicine from herbs growing in the community Use herbal medicines in the treatment of particular diseases/illnesses Demonstrate how to plant and care for medicinal herbs using organic fertilizers Identify over-the-counter medicines for common illnesses like headaches,
  • 18. ALS RPL Form 4 Page 18 of 66 10/2020 dizziness, fever, cough and colds among others and injuries like first degree burns, bruises, insect bites, e.g., analgesics, expectorants, ointments, disinfectants, household remedies and first aid kits Describe the effects of prohibited drugs on the health and well-being of a person and the community, e.g., marijuana, LSD, shabu, heroin, opium Cite signs and symptoms of drug abuse Describe the physical, psychological, social and economic implications of drug abuse such as physical, emotional and mental instability which may result in being a social and economic burden to society Discuss strategies in the prevention and control of substance use and abuse Apply scientific procedures in agriculture, e.g., seed/stock collection, grafting, marcotting, budding, irrigation, contour plowing, crop rotation and modern farm equipment/machineries Differentiate the characteristics of various types of soil. Describe how rocks turn into soil Explain the effects of weathering and erosion Communicate the data collected from soil investigation Demonstrate skills in crop rotation, the use of diversion and contour farming Conduct an orientation on the proper use of organic fertilizer, pest control and genetic diversity of crops Describe the effects of human intervention in plants and animals Name some plants found at home and in the community Describe plants found at home and in the community Identify the different parts of a plant and give the functions of each part, e.g., roots, stems, branches, leaves, spores, and flowers, fruits and seeds if flowering Describe the external parts of a leaf Describe the internal parts of a leaf Identify specific parts of a cross section of a leaf Differentiate asexual from sexual reproduction in terms of: number of individuals involved, similarities of offspring to parents; individuals involved similarities of offspring to parents Classify plants according to:  habitat – soil, water, air  structure and size –herb, vine, shrub, tree  means of reproduction – asexual, (vegetative, e.g., cuttings, leaves, roots) sexual – spores, seed Explain the importance of classifying plants Cite the uses of plants to man, e.g., food, fuel and construction materials, furniture, handicrafts, clothing materials, ropes, medicines, paper, shade, feed for animals and aesthetic value Demonstrate proper ways of caring for and conserving plants such as: good soil/fertilizer, adequate water, proper spacing and planting, protection from insect
  • 19. ALS RPL Form 4 Page 19 of 66 10/2020 pests and other animals and wise use of plant resources Describe/observe animals found at home and in the community Identify the animals found at home and in the community Identify the body parts of the animals and the function of its parts Classify these animals according to:  Structure – invertebrates, vertebrates  Food – omnivorous, herbivorous and carnivorous  Habitat – terrestrial, arboreal, aquatic  Reproduction – asexual (fission, conjugation), sexual (oviparous (egg), viviparous (live offspring) Enumerate the characteristics of amphibians Explain how amphibians can live both in water and on land Enumerate the characteristics of reptiles Enumerate the characteristics of birds Enumerate the characteristics of mammals Explain how mammals can adapt to different environments Differentiate between different types of mammals e.g., marsupials Compare some life cycles of animals, e.g., mosquito, butterfly and frog Cite the importance of animals to man, e.g., food, beast of burden, pets, recreation and source of income Demonstrate proper care, handling and conservation of animals, e.g., providing sufficient food and clean water, clean habitat, treatment of their diseases, and tender loving care for pets and wise use of animal resources Describe the different levels of biological organization from cell to biosphere; Differentiate plant and animal cells according to presence or absence of certain organelles Explain why the cell is considered the basic structural and functional unit of all organisms Describe the interrelationships among plants, animals and other organisms concerning their food Illustrate feeding relationships through the food chain and food web e.g., producers (plants); first order consumers (grasshoppers, birds); second order consumers (snake, lizard); third order consumer (hawk). Decomposers eat dead bodies of organisms Describe the transfer of energy through the trophic levels Explain the food nutrient cycle and the importance of decomposers in making food nutrients available to plants, e.g., oxygen-carbon dioxide cycle Identify observable characteristics that are passed on from parents to offspring (e.g., humans, animals, plants) Explain the occurrence of evolution: adaptation and causes of extinction Identify beneficial and harmful microorganisms Explain how some activities of people disrupt the cycles of an ecosystem
  • 20. ALS RPL Form 4 Page 20 of 66 10/2020 Describe how peoples’ practices/ activities affect plant and animal life and the environment in general, e.g., Dynamite fishing – destruction of fishes and other marine resources, e.g., coral reefs, Improper disposal of waste and garbage – pollution of soil, water and air and Fishing/Hunting endangered species, e.g., whale sharks, green turtles (pawikan) and sea horses Explain the effects of overpopulation in a community, e.g., shortage of food, water and space, land, water and air pollution, adverse effect on health and well-being, depleted natural resources and upsetting of ecological balance State the importance of the water cycle Describe the interactions among living things and non-living things in estuaries and intertidal zones Identify the different ecosystem in the community, province and region such as:  Lowland ecosystem  Coastal ecosystem  Upland ecosystem  Urban ecosystem Identify the natural resources available for human use in the different ecosystem such as:  Land resources, e.g., soil, farmlands, forest, croplands, trees, pasture lands, vegetative farming, hilly lands, mountains and rocks  Water resources, e.g., rivers, lakes, streams, creeks, swamps, ocean and groundwater  Air resources, e.g., oxygen, nitrogen, carbon dioxide and water vapor  Fauna (Animal Life), e.g., birds, fowls, poultry, wild life, domesticated animals and insects  Flora (Plant Life), e.g., air plant, e.g., orchids (waling- waling, cattleya), water plants, shrubs/bush, ferns, vines and ornamental plants Explain the use of water from different sources in the context of daily activities Explain the need to protect and conserve estuaries and intertidal zones Differentiate biotic from abiotic components of an ecosystem Describe the different ecological relationships found in an ecosystem Predict the effect of changes in one population on other populations in the ecosystem Explain the concepts of species Explain the advantage of high biodiversity in maintaining the stability of an ecosystem Suggest ways to minimize human impact on the environment Demonstrate commitment and concern in preserving/conserving the balance of life in the ecosystem List ways to control and to prevent harmful effects of human activities on the environment, e.g., stopping kaingin, preventing illegal logging and dynamite fishing, proper waste/garbage disposal, reforestation, green revolution,
  • 21. ALS RPL Form 4 Page 21 of 66 10/2020 organic farming and using resources wisely Analyze the roles of organisms in the cycling of materials Participate in campaigns and activities for improving/managing one’s environment Discuss the family planning program of the government through responsible parenthood Apply scientific thinking skills in solving problems affecting one’s personal, family and community life Make a simple project proposal to address one prevalent problem in your community Demonstrate understanding on the use of science and technology in Disaster Risk Reduction and Readiness Management (DRRRM) Develop and use tools and simple machines made from local/indigenous materials Demonstrate how simple machines help make work easier and faster:  Lever  Inclined plane  Wedge  Screw  Wheel and axle, e.g., bicycle  Pulley Compare the work done using different kinds of simple machines to demonstrate the mechanical advantage of using them Cite the conveniences brought about by developments in electronics and information technology Describe how to use common household electrical, electronic devices and IT machines, e.g., electric stove/rice cooker/electric heater, stereo/radio/VCD player, TV and desktop computer/laptop/cell phones Cite the advantages of using electronic devices Manipulate electrical, electronic and IT machines Identify different kinds of communications technology, e.g., handset, cellular phones Cite the advantages of using communication technologies, e.g., facilitate information dissemination and business transactions and save time State the importance of using appropriate technologies in waste recycling, reducing energy consumption and improving work efficiency Discuss the implications of technology in preparing for and coping with weather changes, natural and human induced calamities and other hazards Improvise simple laboratory equipment/ apparatuses commonly used Identify commonly used laboratory equipment/ apparatuses and their uses, e.g., burner, cylinder, beaker, microscope and magnifying lens Practice safety measures in physical activities and proper handling of materials Develop improvised simple laboratory apparatus Identify the parts of the microscope and their functions
  • 22. ALS RPL Form 4 Page 22 of 66 10/2020 Discuss the implications of technology in preparing for and coping with weather changes, natural and human induced calamities and other hazards Describe how climate affects life Describe the various factors that affects weather system, location and topography Describe the types of climate in the Philippines Describe the factors that affect climate change: greenhouse effect, global warming and pollution Describe certain climatic phenomena that occur on a global level Describe how people adapt to the climatic condition of a place, e.g., people in mountainous areas in islands/seashore, interior (landlocked area), plains, one’s own place List down the effects of various weather disturbances Describe the effects of certain weather systems in the Philippines Use models to relate the length of daytime, the amount of energy received, the height of the Sun in the sky and the latitude of an area to the tilt of the earth Show what causes change in the seasons in the Philippines using models Describe the changes in the weather over a period of time Communicate how different types of weather affect activities in the community Describe the effects of typhoons Explain how a typhoon develops and moves Infer why the Philippines is prone to typhoons Explain how landmasses and bodies of water affect typhoons Trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data Simulate precautionary measures to take before, during and after a typhoon Use models to explain how movements along faults generate earthquakes Describe the effects of an earthquake on people and the environment, e.g., destruction of lives and properties, changes in land features Demonstrate some precautionary measures before, during and after an earthquake Describe the effects of volcanic eruptions Classify which volcanoes are active, dormant and extinct and indicate their last eruptions Explain how a volcanic eruption occurs Name the beneficial/harmful effects of volcanic eruptions, e.g., making the soil fertile is beneficial but the destruction of life, property and resources is not Demonstrate precautionary measures to take before and after volcanic eruptions Illustrate how energy from volcanoes may be tapped for human use Describe the effects of human induced calamities and other hazards Enumerate the effects of careless handling of fire, e.g., burning of houses and buildings, people and animals, forest fire or conflagration Describe the consequences of fire or conflagration, e.g., destruction of
  • 23. ALS RPL Form 4 Page 23 of 66 10/2020 properties, plant and animal life, loss of life, etc. Demonstrate precautionary measures to take before and during a fire Cite the effects of absence of peace and order on the health and well-being of the people Cite conditions that disrupt peace and order in a place, e.g., hostilities (army vs. rebels), civil disobedience, strike Practice precautionary measures in times of disruption of peace and order Identify The disaster prone areas in the Philippines and in the immediate community through a hazard map Make a hazard map of the immediate community State the importance of hazard map in times of calamities Demonstrate understanding on Chemistry, Physics, Earth and Space concepts and their applications Describe the roles of matter in improving life Explain the properties of solid, liquid and gas based on the particle nature of matter Classify objects and materials as solid, liquid, and gas based on some observable characteristics Identify changes in matter:  Physical  Chemical Describe ways on the proper use and handling solid, liquid and gas found at home and in school Differentiate useful and harmful materials Demonstrate knowledge on how to use pressure valves of technologies using gas, such as: LPG tank, hospital oxygen tank, machine shop (oxygen-acetylene gas) and kerosene powered refrigerators Distinguish mixtures from pure substances Distinguish the properties of elements and compounds Differentiate the properties of acidic and basic mixtures Differentiate metallic from non-metallic elements Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity, and electrical and thermal conductivity Explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion Recognize the relationship on how force, motion and energy are interrelated Describe the movements of objects such as fast/slow, forward/backward, and stretching/ compressing Explain the effects of force applied to an object Demonstrate how a body responds to changes in motion Infer how friction and gravity affect movements of different objects Demonstrate how sound, heat, light and electricity can be transformed
  • 24. ALS RPL Form 4 Page 24 of 66 10/2020 Infer the conditions necessary to make a bulb light up Determine the effects of changing the number or type of components in a circuit Describe the force exerted by magnets Design an experiment to determine the factors that affect the strength of the electromagnet Enumerate uses of light, sound, heat and electricity Investigate properties and characteristics of light and sound Describe how light, sound and heat travel Infer that light travels in a straight line Relate the ability of the material to block, absorb or transmit light to its use Infer how black and colored objects affect the ability to absorb heat Describe ways to protect oneself from exposure to excessive light, heat and sound Understand Earth and Space and their impact on life Describe the layers of the earth and its composition, e.g., crust, mantle and core Describe the natural objects that are found in the sky during daytime and nighttime Communicate how the natural objects in the sky affect daily activities Identify the different types of clouds and their characteristics. (e.g. cirrus, cumulus, nimbus, stratus clouds) Enumerate safety measures to avoid the harmful effects of the sun’s heat and light Use weather instruments to measure the different weather components Describe the effects of the sun Describe the effects of the winds, given a certain storm warning signal Infer the pattern in the changes in the appearance of the moon and relate the cyclical pattern to the length of a month Identify star patterns that can be seen at particular times of the year Describe the different seasons in the Philippines Discuss appropriate activities for specific seasons of the Philippines Demonstrate rotation and revolution of the Earth using a globe to explain day and night and the sequence of seasons Enumerate the benefits that people get from soil, water, rocks, coal, and other fossil fuels Enumerate ways of using Earth's resources sustainably ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
  • 25. ALS RPL Form 4 Page 25 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ________________________________________ Community Learning Center: ________________________________ Level: Advanced Elementary Level Name of ALS Teacher: ______________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) LS 3 Mathematical and Problem Solving Skills Numeracy Skills Demonstrate the importance and value of mathematics as a means of communicating and solving problems in daily life, e.g., computing and comparing costs of goods to make a decision on which to buy Demonstrate creativity, interest, and curiosity in asking questions, defining problems, considering different strategies, and finding appropriate solutions to problems through mathematics, e.g., analyzing the given data in a problem and identifying what mathematical operation will be applied to solve the problem Express satisfaction in mastery of new ways of thinking through application of mathematics, e.g., deciding the shortest and most accurate way of solving problems in daily life that require mathematical solutions Integrates mathematics with disciplines such as economics, agricultural studies, communication arts, science and technology, geography, cooking, architecture, music, e.g., use of comprehension skills in analyzing problems that would lead to the most accurate way of solving the problem, interpret the number of beats musical notes/rests in a musical composition, etc. State the advantages of accuracy and precision in mathematics, e.g., in measurement Exhibits honesty and accuracy in collecting and reporting mathematical data, e.g., use of untampered measuring instruments such as measuring tapes, weighing scales, volume measurers, and electric and water meters Numbers and Number Sense
  • 26. ALS RPL Form 4 Page 26 of 66 10/2020 Identify numbers up to 100,000 with emphasis on numbers 10,001–100,000 Identify numbers up to 10,000,000 with emphasis on 100,001–10,000,000 Read numbers/symbols of 7- to 10- digit whole numbers Write numbers/symbols of 7- to 10- digit whole numbers Count and group objects: *by piece or by dozen as in eggs, by kind or size as in fish and fruits *by kaing as in fruits *by sacks as in rice, cement *by the number of male and female in a learning group *by votes cast per candidate in a barangay election Identify the parts/elements of a group (e.g., fruits and vegetables sold by a stall owner) Determine the common parts/components found between two groups (e. g., the similar kinds of plants sold in two different stalls in a garden show) Determine the parts/components of two groups (e.g., assorted canned goods in one basket and assorted fruits in another basket) Determine the total number of subgroups in a group (e.g., the number of males and females in a barangay assembly meeting) Get the difference between two groups (e. g., in poultry raising, by how many more are the hens than the roosters) Count money to pay specific items Record daily sales in a sari-sari store Give the relationship between numbers using money values Adds and subtracts 4-to 6-digit whole numbers or more with regrouping, e.g.:  Daily gross sales of a sari-sari store  Daily profit/loss after deducting expenses from the gross sales on sari- sari store Multiply and divide 0 3-to5-digit whole numbers by a 2- to 3-digit whole number, e.g.:  Total earning of a laborer based on his daily wage  Daily wage of a domestic helper based on her monthly income Apply knowledge of multiplication and division to solve daily problems Solve problems involving two steps / multiple steps (2-to-4 digit numbers) using two to four fundamental operations, e.g.:  Total number of assorted canned goods donated, and the equal share among the number of families in the barangay  After a laborer computed his total earnings for the week, he sets aside an amount for his daily fare, and divides the remaining amount for the allowance of his three children Demonstrate understanding of the order of operations of the four fundamental
  • 27. ALS RPL Form 4 Page 27 of 66 10/2020 mathematical operations (+, -, x,÷¸) to solve problems with 3 or 4 steps applying the principle of MDAS, i.e., multiplication is done first before Division and the addition; the last operation to be done is Subtraction in the case of a 4-step problem, e.g.:  Total cost of goods purchased, profit from the selling price of goods, budgeting monthly expenses based on profits  Total distance travelled, number of liters of gasoline consumed, given an average speed–the number of hours to reach a specific place  Total cost of items sold/bought  Monthly income according to family needs  Daily/weekly/monthly and annual income/salary  Amount of monthly payments for a loan Solve problems involving multiple steps using the four fundamental operations, e.g.:  preparing a family budget  calculating marketing expenses  computing daily/weekly and monthly wages  adding income/expenses and computing profit/loss  preparing a financial statement/balance sheet State, Explain, and Interpret Parenthesis, Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication, Division, Addition, Subtraction (GMDAS) rule Simplify a series of operations on whole numbers involving more than two operations using the PMDAS or GMDAS rule Demonstrate comprehension of whole numbers and their uses in everyday life Demonstrate knowledge/understanding and skills related to fractions applying these skills in solving real life problems Compute for the Least Common Denominator (LCD), Greatest Common Factor (GCF), and the lowest term of fractions Add and subtract similar and dissimilar fractions including combinations with mixed numbers, e.g.:  Given 3 boxes of pizza divided equally into 8 parts, 1 learning group consumed 5 parts of 1 box and another group consumed 11 parts from the 2 boxes, following:  total fractional parts consumed by the 2 learning groups.  From the above example, compute the remaining fractional part that was not consumed by the first learning group Get the reciprocal of fraction Multiply and divide fractions including mixed numbers, e.g.:  A family estate is subdivided among three brothers and a surviving mother who is entitled to one-half of the whole estate. The remaining half is to be equally divided among her three sons. Compute the
  • 28. ALS RPL Form 4 Page 28 of 66 10/2020 fractional part each son will own Solve real-life problems involving fractions and mixed numbers, e.g.:  prices of fruit, vegetables, and meat  sharing something with others, e.g. money, cake, box of chocolate or pizza, piece of land, etc.  measuring ingredients for recipes (1/2 cup, ¾ tbsp.) Identify factors of a given number up to 100 Identify the multiples of a given number up to 100 Differentiate prime from composite numbers Write a given number as a product of its prime factors Find the common factors and the greatest common factor (GCF) of two numbers using the following methods: listing, prime factorization, and continuous division Find the common multiples and least common multiple (LCM) of two numbers using the following methods: listing, prime factorization, and continuous division Solve real-life problems involving GCF and LCM of 2 given numbers Create problems with reasonable answers involving GCF and LCM of 2 given numbers Use divisibility rules for 2,3,4,5,6,7,8,9,10,11, and 12 to find the common factors of numbers Solve routine and non-routine problems involving factors, multiples, and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12 Create problems (with reasonable answers) involving factors, multiples, and divisibility rules Find the common factors and the GCF of 2–4 numbers using continuous division Find the common multiples and LCM of 2–4 numbers using continuous division Solve real-life problems involving GCF and LCM of 2–3 given numbers Create problems (with reasonable answers) involving GCF and LCM of 2–3 given numbers Read and write decimals in words and symbols, e.g.:  Given 15.378, write the number in words  Given four hundred twenty-one and nine tenths, write the number in symbols Identify the place value and value of the digits of a decimal, e.g.:  Given twelve grape fruits to sell and an additional half given to the vendor, identify the decimal number that represent the grape fruits and the place value of each digit (12.5)  Given three boxes of buko pie, the two boxes are full and the third contains only three-fourths. Identify the decimal number that Represent the buko pie and the place of each digit (2.75)
  • 29. ALS RPL Form 4 Page 29 of 66 10/2020 Compare the value of the digits of a decimal e.g.:  Given 13.003, compare the value of the underlined digits  Given 5.66, compare the value of the underlined digits. Round off decimals, e.g.:  One ream of bond paper contains 500 sheets. If the printer needs 2,300 sheets, how many reams of bond paper does he need to buy? (He needs 4.6 reams.)  A level learner got a general average of 85.4 in his elementary level work in the formal school. What is his average rounded off to the nearest whole number? Round decimal numbers to the nearest hundredth and thousandth Visualize decimal numbers using models like blocks, grids, number lines and money to show the relationship to fractions Convert decimals into fractions and vice versa, e.g.:  0.06 test takers passed the test is the same as 6 out of every 100 test takers o 6/100  3/10 of the ALS A & E learners completed the learning sessions is the same as 3 out of every ten learners or 0.3 Add and subtract decimals, e.g.:  Total number of kilos of cabbage harvested  Compute the difference of the distance of two Barangays from the Poblacion Solve 1 or more steps routine and non-routine problems involving addition and/or subtraction of decimals and mixed decimals using appropriate problem- solving strategies and tools Multiply mentally decimals up to 2 decimals places by 0.1, 0.01, 10, and 100 Visualize division of decimal numbers using pictorial models Multiply and divide decimals, e.g.:  total length of material needed for fencing  equal distribution of tasks of learners in a group work Divide decimals up to 4 decimal places by 0.1, 0.01, and 0.001 Divide decimals up to 2 decimal places by 10, 100, and 1000 mentally Differentiates term in terminating from repeating, non terminating decimal quotients Solve problem in daily life involving decimals that are money related, e.g.:  preparing a family budget  calculating marketing expenses  computing daily/weekly and monthly wages  adding income/expenses and computing profit/loss  preparing a financial statement/balance sheet
  • 30. ALS RPL Form 4 Page 30 of 66 10/2020 Demonstrate knowledge understanding and skills related to decimals by applying these skills in solving real life problems Read and write pesos and centavos in words and symbols Create problems (with reasonable answers) involving division without or with any of the other operations of decimals, mixed decimals, and whole numbers including money Read and write ratios and proportions in words and symbols, e.g.:  one stick to two bananas (1: 2, or one is to two)  twenty-five learners to one Instructional Manager (twenty-five is to one or 25:1) Gives examples of real life relationships in the form of ratio and proportion, e.g.:  the ratio of passengers to the seating capacity of a jeepney  the ratio of modules to learners  the ratio of the number of learners to Instructional Managers  the ratio of graduates to the number of persons actually employed in one’s community  the ratio of birth rate to death rate per year in one’s barangay  the ratio and proportion of males and females in a barangay population Explain the meaning of ratio and proportion and how they are related Identify equivalent ratios, e.g.:  1 Instructional Manager: 25 learners is the same as 2:50  4 scoops of powdered milk: 2 cups of water is the same as 8: 4 Express one value as a fraction of another given their ratio and vice versa Find how many times one value is as large as another given their ratio and vice versa Simplify ratio to its lowest term, e.g.:  The ratio of male to female in a learning group is 5:10 which is 1:2 in lowest term  The ratio of the number of eggs to number of cups of flour for baking is8:12, which is2:3 in lowest term Convert ratio to fractions and vice versa, e.g.:  The ratio of buses to jeepneys is 25:75, which is 25/75 in fraction form  The ratio of roosters to mother hens in the backyard poultry is 9/26, which is 9:26 in ratio form Differentiate between ratio and rate, e.g.:  the number of cups of salt to the number of cups of fish (dilis) in making bagoong (ratio)  the number of dresses a dressmaker can sew per day (rate) Solve daily life problems involving ratio and proportion and rate, e.g.:  cost of one piece of fruit based on its cost per dozen  cost of a cavan of rice based on price per kilo
  • 31. ALS RPL Form 4 Page 31 of 66 10/2020  number of words a secretary can type during a given period of time based on the number of words she can type per minute  distance traveled by a car in kilometer/mile per liter of fuel consumed Create problems involving ratio and proportion, with reasonable answers Solve problems involving direct proportion, partitive proportion, and inverse proportion in different contexts such as distance, rate, and time using appropriate strategies and tools Find a missing term in a proportion (direct, inverse, and partitive) Demonstrate knowledge of ratio and proportion as applied in solving real-life problems Explain the meaning of percent and percentage and its practical application in everyday life Convert percent to decimals and vice versa Convert percent to fractions and vice versa Solve daily life problems involving percent and percentages, e.g.:  buying in cash vs. installment  family budget  commission on sales  discount on mark-up prices  taxes, e.g., income tax, VAT  interest rates on loans including the ―5-6 scheme, savings account and time deposit  mixing chemicals using the correct proportion, e.g., chemical fertilizers Create problems involving percent, with reasonable answers Demonstrate knowledge and skills on percent and percentage in solving real-life problems Add and subtract positive and negative numbers. Apply knowledge of addition and subtraction of integers in solving daily problems, e.g.:  add positive and negative money values in a profit/loss statement  prepare a balance sheet comparing budgeted line items and actual expenses Solve routine and non-routine problems involving basic operations of integers using appropriate strategies and tools Geometry Identify plane figures, e.g., triangle, square, rectangle, circle. Describe geometric shapes at home and workplace, e. g., shape of furniture, shape of the roof Relate geometric ideas to number and measurement ideas, including the concepts of perimeter, area, volume, angle measure, capacity, weight, and mass
  • 32. ALS RPL Form 4 Page 32 of 66 10/2020 Use a variety of tools and technologies to study geometry, e.g., ruler, protractor, compass, software Apply the principles of geometric shapes in daily life situations Illustrate an angle Draw different types of angles found in the objects used in daily life, e.g., right angles, acute angles, obtuse angles Measure angles found in geometric shapes using a protractor, e.g.:  sawing of lumber  laying of floor tiles  drawing pie graphs  following a sewing pattern  constructing furniture  welding metals Convert the given measurement of an angle to unit degrees or radians and vice versa Classify triangles according to measure of its angles and sides Identify and Describe triangles according to sides and angles using concrete objects Describe the attributes/properties of triangles and quadrilaterals using concrete objects or models Describe the different kinds of quadrilaterals and its properties: square, rectangle, parallelogram, trapezoid, and rhombus Identify the different kinds of quadrilaterals: square, rectangle, parallelogram, trapezoid, and rhombus on many objects such as wall, roof, field, etc. Relate triangles to quadrilaterals Relate one quadrilateral to another quadrilateral (e.g. square to rhombus) Describe polygons with 5 or more sides Name polygons according to number of sides Describe and compare properties of polygons (regular and irregular polygons) Draw polygons with 5 or more sides Describe congruent polygons Visualize and describe a circle Identify the terms related to a circle Draw circles with different radius using compass Describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere Differentiate plane from surface figures (2D and 3D objects) Identify the faces of a solid figure
  • 33. ALS RPL Form 4 Page 33 of 66 10/2020 Makes models of different solid figures—cube, prism, pyramid, cylinder, cone, and sphere—using plane figures Measurement Show appreciation of indigenous measurement technologies used by different cultures, e.g.:  linear – dipa, dangkal, piye, hakbang  weight – kilo, guhit  volume – ganta, bilao, lata, chupa Convert one standard unit of length to another and vice versa, e.g.: inches to centimeters/millimeters e.g., when buying timber, nails or screws) and yards to meters e.g., when buying materials for a dress or curtains Apply knowledge and skills involving daily life problems involving linear measurement, perimeter and circumference of objects. Convert standard units of weight/mass from the English to the metric system and vice versa, e.g.: pounds to kilograms when measuring weight of persons and ounces/pounds to grams/kilograms when buying fish, flour, sugar, rice Demonstrate knowledge and skill in understanding time and the calendar Read and record the time of the day by, e.g.: using a watch or clock, watching the position of the sun and estimating the length of the shadow cast by objects Determine the time in another place in the world given the time in the Philippines or vice versa (e.g., when overseas Filipino workers [OFWs] telephone relatives in the Philippines or vice versa) Use knowledge of time to solve simple problems  estimating the amount of time needed to undertake certain tasks e.g., travel time before attending a program or community activity  counting intervals of time between dosages of medicines  calculating the cost of long-distance phone calls, and cell phone calls (cost per minute) Find the elapsed time in minutes and seconds Estimate the duration of time in minutes Solve problems involving elapsed time Read/Interpret time-related charts and tables; e.g.: provincial bus, ferry, and airline timetables and tickets and tide charts for fishing and boating purposes, time chart for sunset and sunrise, etc. Relate time to distance, e.g.: estimate the distance for time taken (walking, driving, jogging) and project the number of trips a jeepney/taxi driver needs to earn enough for the boundary fee plus income for the day Relate time to volume of work, e.g.: estimate how long it take to finish a task (e.g., plowing a field) for purposes of hiring laborers, estimate fuel cost per hour and per hectare of use of farm machinery and estimate time needed to irrigate a field of given area
  • 34. ALS RPL Form 4 Page 34 of 66 10/2020 Relate time to speed, e.g.: calculating the time and speed of runners/swimmers in a track and field/swimming competition, calculating the time and speed of a fishing boat to reach the next island town and estimating the time of arrival at one’s destination when traveling by bus/pump boat Read and compute dates in calendars (birthdays, anniversaries, holidays, historical events, Before Christian Era [BCE]/Christian Era [CE]. Use knowledge of the calendar in solving problems, e.g.:  Use the calendar for keeping appointments  Telling the time of the year when typhoons occur, planting and harvest season, and the wet and dry seasons  Ages and age differences of family members in years and in months  Number of days prior to special events for planning purposes— birthdays, anniversaries, Christmas, fiestas, and other special holidays  Fertile period of a wife in family planning/childbirth spacing  Schedule to monitor the progress of an assignment, task, or job to be done, e.g., planting/ harvesting schedule, implementation plan of a project, travel itinerary, work schedule, program of activities in a wedding ceremony, opening program, etc. Use estimation skills in working with quantities, measurements, computations, and problems solving in everyday life Determine the level of accuracy of an estimate Apply estimation when working with quantities, measurement, and computation, e.g.:  estimate the cost of items to be purchased at the grocery store before paying at the cashier  estimate the number of people who will attend a public meeting to plan for the purchase of snacks/drinks  estimate the weight and number of fish in a fishing boat’s daily catch  estimate the number of pieces or volume of items stored in various locally used containers, e.g., candies/soap bars/small fish in a jar/sticks in a bundle Use estimation to check the reasonableness of the results of computations Explain the meaning of perimeter and its practical applications in daily life Measure the perimeter of any given figure using appropriate tools. Computes the perimeter of different geometric shapes in everyday life, e.g.:  perimeter of a regular polygons like window frame, door, rectangular garden to estimate the fencing materials needed  perimeter of a regular or an irregular polygon-shaped lot for estimating the length of fencing materials needed, e.g., rice field, vegetable garden, fishpond Apply the formula for computing perimeter and circumference
  • 35. ALS RPL Form 4 Page 35 of 66 10/2020 Solve routine and non-routine problems in real-life situations involving perimeter of squares and rectangles, triangles, parallelograms, and trapezoid Explain the meaning of circumference and related terms like radius, diameter and its practical applications in daily life situations, e.g.:  length of metal edging needed for a circular table  distance jogged by an athlete in an oval Measure circumference of a circle using appropriate tools Compute the diameter, radius and circumference of a circle using the value of pi (p) Solve routine and non-routine problems involving circumference of a circle Differentiate perimeter from area Explain the meaning of area and its practical application in real life situations, e.g.:  the number of square units of cloth to cover a dining table  the number of square tiles needed to cover the floor area of a living room  given the length and the width of a rice field, find its total area Identify units of measurement, e.g., square meters, square kilometers, hectares Identify different plane figures and irregular solids Use the appropriate units of measure in measuring area. Convert smaller units of area to bigger units and vice versa, e.g.:  square meters to hectares (measuring a piece of land)  square meters to square foot (determining the number of tiles needed based on computed floor area) Convert one standard unit of area in the English to the metric system and vice versa, e.g., square feet to square meters, square meters to acres, square inches to square centimeters Derive the formula for area Derive the formula for the area of triangles, parallelograms, and trapezoids Determine the area of a square and a rectangle with the use of square objects representing standard square units and compute the same applying the appropriate formulae for the same plane figures, e.g.:  finding the number of square objects representing square inch to cover a book  finding the number of square objects representing square decimeters to cover a rectangular table  computing for the area of the bathroom in square decimeters to determine the number of tiles to be used of the same square unit  computing for the area of a square table to determine the number of square place mats to cover it
  • 36. ALS RPL Form 4 Page 36 of 66 10/2020 Estimate the area of irregular plane figures made up of squares and rectangles Solve routine and no routine problems involving area of composite figures formed by any two or more of the following: triangle, square, rectangle, circle, and semicircle Find the area of irregular plane figures made up of squares and rectangles using sq. cm., sq. and sq. Use appropriate formula in solving daily life problems involving the area of plane figures: square, rectangle, triangle, parallelogram, e.g.:  given the area of a particular room, and floor tiles of certain dimensions, compute for the number of tiles needed to tile the floor  given a farmland of a particular size and a recommended number of seedlings per hectare, estimate the number of seedlings needed to fully plant the area  given the dimensions of a family estate that has an irregular shape, compute for its area as basis for the computation of real estate taxes  given a certain floor area in a chicken hatchery/poultry farm and the minimum space needed per chicken, compute for the cage area requirements and the optimum layout of cages on site Create problems (with reasonable answers) involving area involving squares, rectangles, triangles, parallelograms, and trapezoids Create problems (with reasonable answers) involving area involving squares, rectangles, triangles, parallelograms, and trapezoids Derive a formula in finding the area of a circle Find the area of a given circle Create problems involving a circle Apply knowledge and skills in solving daily life problems on area. Explain the meaning of surface area and its practical application, e.g., estimating the amount of wrapping paper for a gift in a square or rectangular box. Describe surface area and names the unit of measure used for measuring the surface area of solid/space figures Find the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres Use appropriate formula involving problems on surface area, e.g.:  compute for the amount of paint needed to coat the surface area of a cylindrical water tank  compute for the surface area of a cube to estimate the number of sheets of Manila paper to wrap it Create problems involving surface area and volume of solid/space figures, with reasonable answers Apply knowledge and skills in solving daily life problems on surface area. Compare the concept of area with that of volume in terms of figures,
  • 37. ALS RPL Form 4 Page 37 of 66 10/2020 dimensions, unit of measurements, total outside surface or bulk/fullness, formulae for computation, etc. Identify practical applications of volume e.g., cubic centimeters (cc), milliliters (ml), cubic meters, cubic inches, cubic feet, liters, gallons, pints and fluid oz., e.g.:  liquid medicine and vitamins for children per prescribed dose, bottles for preparing infant milk formula, measuring the ingredients of a recipe, etc.  amount of water needed to fill a cylindrical tank Measure, reads and records measures of volume using standard equipment and indigenous measures; e. g., one liter of coke and one gate of corn/rice Convert smaller units of volume to bigger units and vice versa, e.g., milliliters(ml) to liters (L) or L to ml, e.g.:  teaspoon or tablespoon to milliliters (giving medication to sick people or using it in cooking)  find out how many bottles of 500 ml soft drinks are equivalent to 1-liter bottle  find out how many 8-oz bottles are equivalent to a gallon of kerosene Approximate measurement of volume in everyday use, e.g.:  number of cups of flour needed in baking  number of liters of milk/water consumed  number of liters/gallons of gasoline needed to refill the tank of a motorcycle/healable/tricycle/car Derive the formula for the volume Derive the formula for the volume of rectangular prisms Derive the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m Derive the formula for finding the volume of cylinders, pyramids, cones, and spheres Use appropriate formula to find the volume of various solids, e.g., cylinders, cubes, rectangular prisms, spheres, etc. in solving everyday problems, like:  mixture of water and insecticide for proper use on a given area  the number of liters of water needed for daily consumption  consumption of gasoline/kerosene/diesel per day with the idea of reducing cost or making some savings  volume of stones in making dams/breakwaters  floor area and ceiling height to determine storage capacity for various items, e.g., harvested crops, store furniture, packing cases  output of quarrying in cubic meters based on land area Use indigenous measures to estimate the volume of objects, e.g.  number of cups equivalent to the content of one gate  pails of water and their equivalent in gallons/liters used in household chores
  • 38. ALS RPL Form 4 Page 38 of 66 10/2020 Create problems (with reasonable answers) involving volume of rectangular prism Compute for the volume of spatial figures Interpret temperature in daily life activities, e.g., boiling water, ice water, weather, by using appropriate measuring devices such as a thermometer Apply knowledge of temperature in solving everyday problems, e.g.:  monitoring the fever of a family member  planting crops appropriate for climate conditions  food preparation e.g., baking (cakes and bread) or canning of nata de coco Monitor and control the temperature of everyday technologies such as:  room air conditioner and refrigerator  oven (baking) Read, record, and Interpret body temperature using a thermometer Convert standard unit of temperature from Fahrenheit to Celsius and vice versa Read, record, describe and interpret the air pressure of common objects used in everyday activities e.g. tricycle/car tire or compressor using an appropriate measuring device Demonstrate knowledge on how to use pressure valves of technologies using gas, such as: LPG tank, hospital oxygen tank, machine shop (oxygen-acetylene gas) and kerosene powered refrigerators Demonstrate an understanding of the concepts of temperature and pressure Read, record, and Interpret measures of consumption of water and electricity Relate water consumption with activities/practices that save water Recognize the units of measure in reading and estimating water and electricity consumption (cubic meter and kilowatt-hour) Relate electricity consumption with length of time, frequency of use of electric appliances, and wattage of the appliances Interpret the items on water and electricity billing statements Compute for the cost of consumption of electricity and water Compute for the amount of water wasted and its cost if a leaking faucet goes unrepaired Read and Interpret electric and water and electricity consumption (optional for learners with no access to electric/water meter) Demonstrate skills in measuring water and electricity consumption Patterns and Algebra Find the prime factors of an integer Find the greatest common factor (GCF) of a set of monomials Define exponents and other related terms Describe the exponent and the base in a number expressed in exponential
  • 39. ALS RPL Form 4 Page 39 of 66 10/2020 notation Give the value of numbers expressed in exponential notation Interpret and Explain the Grouping, Exponent, Multiplication, Division, Addition, Subtraction (GEMDAS) rule Formulate the rule in finding the nth term using different strategies (looking for a pattern, guessing and checking, working backward) e.g., 4,7,13, 16, n (the nth term is 3n+1) Define algebraic expressions and other related terms Differentiate expression from equation. Translate real-life verbal expressions into letters or symbols and vice versa Define a variable in an algebraic expression and equation Represent quantities in real-life situations using algebraic expressions and equations Solve routine and no routine problems involving different types of numerical expressions and equations such as 7+9 =+ 6 Create routine and no routine problems involving numerical expressions and equations Statistics and Probability Collect and record data, e.g.:  total number of registered voters who actually voted in the different barangays of a particular municipality  total number of votes cast for individual candidates by position in a barangay election (barangay captain and councilors)  total number of votes cast for individual candidates by position in a local election (mayor and councilors) Tally the frequency of occurrence, e.g., votes counted in a barangay election for candidates Record data and systematically arranges these in a table Describe the different kinds of graphs used to organize and present data in real life situations, e.g.:  pictograph, e.g., annual harvest production rates, daily egg production, harvest expenses, farmers planting different crops  bar graphs, e.g., survey results (political poll results, market research results, community needs assessment results), comparison of yields of rice in different fields, daily sales records, etc.  line graphs, e.g., monthly consumption of electricity indicated on an electric bill, peso-dollar fluctuations, dollar exchange rate, population growth rate  circle/pie graphs, e.g., distribution of labor force in different economic sectors, percentage of monthly family budget allocated/spent on certain items (food, clothing, housing, transport, expenses on
  • 40. ALS RPL Form 4 Page 40 of 66 10/2020 education, etc.) Solve routine and non-routine problems using data presented in a pictograph without and with scales Record favorable outcomes in a simple experiment (e.g., tossing a coin, spinning a wheel, etc.) Express the outcome in a simple experiment in words, symbols, tables, or graphs Explain the outcomes in an experiment Solve routine and non-routine problems involving a simple experiment Make simple predictions of events based on the results of experiments Describe the meaning of probability such as ―50% chance of rain and ―one in a million chance of winning  the meaning of daily weather news  the chance of winning or losing in any local game Describe experimental probability Perform an experimental probability and records result by listing Analyze data obtained from chance using experiments involving letter cards (A–Z) and number cards (0–20) Solve routine and no routine problems involving experimental and theoretical probability Create routine and non-routine problems involving experimental and theoretical probability Discuss and illustrates the probability of simple and compound events Calculate probabilities in real-life situations State and Apply the laws of probability in everyday life ___________________________________ ___________________________________ (Learner’s Signature over Printed Name) (ALS Teacher’s Signature over Printed Name) Date: _______________________________ Date: _______________________________
  • 41. ALS RPL Form 4 Page 41 of 66 10/2020 LEARNER’S CHECKLIST OF COMPETENCIES Name of Learner: ____________________________________________ Community Learning Center: ___________________________ Level: Advanced Elementary Level Name of ALS Teacher: _________________________________ Directions: Below is a list of competencies. Please check () the column (A, B, C, or D) that best matches your learning goals. Competencies (Mga Kakayahan) Learning Goals (Layunin sa Pagkatuto) ALS Teacher’s Remarks (Puna) A B C D I can do this well (May sapat akong kakayahan na gawin ito) I can do this but want to learn more (May kakayahan akong gawin ito ngunit nais ko pang matuto nang husto) I want to learn to this (Gusto kong matutuhan kung paano ito gawin) I want to learn this but not now (Gusto kong matutuhan ito ngunit hindi pa muna sa ngayon) Learning Strand 4: Life and Career Skills Ability to Earn a Living (Employment) Assess one’s personal strengths/attributes/ assets/limitation/interests as a potential employee Appreciate the importance of planning for life and career development Demonstrate an awareness of occupations in the local and global community and understand the interdependence of these occupations Demonstrate an understanding of the concept of career-related terms such as career, occupation, job and work in planning for the future Demonstrate effective decision-making skills in life and career planning Demonstrate knowledge of themselves: their relationships with others, their skills, their educational plans, their future dreams, and their predictions for the future to develop life and career plans that include short- and long-term goals Determine and plan one’s employment career options/pathways Identify possible career options aligned with one’sinterest/strengths/assets Analyze job and wage employment opportunities in the community, province, region, country and overseas Match personal skills and interests with available jobs Establish career goals Identify competency requirements for different career options Determine pathways to acquire competency requirements of identified career options Develop a career pathway map
  • 42. ALS RPL Form 4 Page 42 of 66 10/2020 Utilize resources for exploring occupational alternatives Track progress in achieving career goals Maintain a career portfolio to develop lifelong career plans Identify possible future trends for life and career planning Determine the advantages and disadvantages of earning a living through wage employment Identify role models among the wage employed Demonstrate the following work readiness skills:  Applying for a job  Give/follow work - related instructions  Teamwork and collaboration  Teamwork and collaboration  Taking initiative  Attendance and punctuality  Workplace problem-solving and thinking skills  Dependability  Willingness to learn  Resiliency  Self-management (e.g. complete assigned tasks, show commitment and responsibility, follow work-related rules and regulations) Discuss the rights and responsibilities of employees and employers. This includes: ● Workers’ rights and responsibilities ● Employers rights and responsibilities ● Terms and condition of employment and employee benefits ● Health and safety in the workplace ● Harmonious and productive work relationships (colleagues, superior, subordinates) ● Philippine labor laws, e.g., contractualization, minimum wage, lawful and unlawful dismissal ● Demonstrate familiarity with the legal rights and responsibilities of employees ● Demonstrate an understanding of the role of unions and other employer/employee associations Appreciate the need for constant upgrading of one’s knowledge and skills to maintain one’s ability to earn a living as an employee through attending training programs, learning new skills on the job, coaching and mentoring by supervisors/colleagues, reading new developments/latest trends/innovations in one’s area of employment and joining on-line forums of like-minded professionals/employees Demonstrate knowledge of how their experiences and decisions have already influenced their lives and will affect their lives in the future
  • 43. ALS RPL Form 4 Page 43 of 66 10/2020 Be aware of the influence of social and economic conditions on future choices Ability to Earn a Living (Self-employment/Entrepreneurship) Appreciate the skills needed to be a successful self-employed individual/entrepreneur ● Identifying and seizing opportunities ● Calculated risk-taking ● Determination and perseverance ● Discipline ● Creativity and vision Determine the advantages and disadvantages of being self-employed Identify successful entrepreneurs/self- employed persons in the community as potential role models/mentors Demonstrate knowledge of entrepreneurial characteristics Develop/strengthen one’s own personal entrepreneurial competencies and skills (PECs) ● Assess one’s PECs (strengths, attitudes, assets, skills, limitations) as a potential entrepreneur/self-employedperson ● Compare one’s own PECs with those of a practicing self-employed individual/ entrepreneur ● Identify one’s own PECs for improvement, development and growth ● Align one’s PECs with possible business areas/choices ● Develop a plan to develop one’s PECs to support a possible business career/pathway ● Develop and nurture individual PECs Generate new business ideas ● Generate business ideas from one’s PECs and career interests ● Generate business ideas using product innovation from trends and emerging needs ● Generate business ideas using other methods (e.g., benchmarking, SWOT analysis, serendipity walk) Analyze potential business ideas to identify possible viable/feasible business options as a self-employed entrepreneur using a set of criteria including: ● Alignment with PECs and career interests ● Usability/practicality ● Access to potential customers (including size, profile and stability of market and potential for growth/expansion) ● Profile of potential competitors ● Resource requirements (human/skills, financial, land, raw materials technology) and availability ● Risks involved ● Results of SWOT analysis ● Profitability/Financial viability
  • 44. ALS RPL Form 4 Page 44 of 66 10/2020 ● Opportunity costs Propose a new product/service for at least one identified feasible business idea Identify what is of value to the customer Describe a profile of the potential customer/ market Explain what makes your proposed product unique and competitive Apply creative and innovative techniques to develop a sample marketable product Employ a unique proposition (EUP) to the product/service Demonstrate understanding of business planning concepts Plan for a business Productivity (Employment) Recognize the importance of the need for productivity in wage employment as modes for earning a living Discuss the responsibilities of employees for working efficiently to produce quality work outputs; Identify opportunities and barriers to improved productivity as an employee Manage time efficiently Demonstrate appropriate workplace behavior Practice efficient, safe and cost-effective use of appropriate work tools Practice efficient utilization of supplies/ materials Demonstrate proper care and maintenance of tools and equipment Identify, reporting and reducing risks and hazards Keep the workplace clean and tidy Demonstrate concern for quality work Practice health and safety measures at work Demonstrate knowledge of first-aid treatment for workplace injuries Practice professional work ethics Explore opportunities for continuous improvement and improved profitability Demonstrate understanding of the possibilities and limitations of using appropriate technology as means to make a living and improve productivity as an employee Identify traditional and indigenous technologies in the community, province, region used to make a living and work productivity Identify modern technologies predominantly used to make a living and improve work productivity Discuss the benefits of increased productivity as an employed person Productivity (Self-employment/Entrepreneurship) Discuss the benefits of increased productivity as a self-employed person/entrepreneur Create a plan of action to improve productivity of his/her business choice Identify opportunities and barriers to improved productivity in a business Identify potential customers and maximizing customer/client satisfaction
  • 45. ALS RPL Form 4 Page 45 of 66 10/2020 Perform efficient utilization of supplies/ materials Maintain quality control/improvement of the production process Control purchasing and storage of materials to prevent losses Identify risks and developing strategies to reduce, mitigate or transfer such risks Troubleshoot business-related problems (materials, manpower, methods, machinery, money, service) Manage the relationship between improving productivity and competitiveness Identify/select/use appropriate technology to improve productivity, efficiency and quality Sustain productivity gains Understanding the Market System Develop a brand for a chosen product Identify the benefits of having a good brand Enumerate recognizable brands in the town/ province Enumerate the criteria for developing a brand Generate a clear appealing product brand Innovate one’s product to make it unique and a stand-out Determine opportunities for products and services that have the income- generating potential at home and in the market Explain the definition and difference between products and services Determine the clientele for the most appropriate products and services Determine the business opportunities at home and in the market Sell a unique product Determine specialized skills ● Weavers in the community (weaving handicraft or handloom) ● Create artworks that can be assembled with local materials ● Shoemakers ● Seaweed culture ● Traditional skills (e.g. beadworks, tattoo, pottery, etc.) ● Technology ● Information Technology ● E-mail ● E-commerce ● Use of internet Determine products and services that are in demand ● Products such as traditional medicines/folk medicine e.g., reflexology ● Individual Services such as reflexology, nail care, driving, buying and selling and caregiving ● Service business such as bag/shoe repair, laundry services, vulcanizing, food services (e.g. carinderia), livestock raisin and car washing ● Arts and craft shop such as crochet/stitches/embroidery and ceramics