499

500

GRADE LEVEL: Grade 11/12

SUBJECT: 21st Century Literature

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

national the world through: elements, structures, and traditions from across the globe
Produce a creative representation of a literary text by applying
literature and 1. a written close multimedia and ICT skills
cultures. analysis and
critical Do self- and/or peer-assessment of the creative adaptation of a literary EN12Lit-IIij-31.3
interpretation text, based on rationalized criteria, prior to presentation
of a literary text
in terms of form
and theme, with
a description of
its context
derived from
research; critical
paper that
2. analyzes literary
texts in relation
to the context
of the reader
and the writer
or a critical
paper that
interprets
literary texts
using any of the
critical
approaches;
and an
adaptation of
3. a text into
other creative
forms using
multimedia.
 500

Grade Level: 11/12

Subject: CONTEMPORARY PHILIPPINE ARTS FROM THE
REGIONS

Quarter Content Standards Performance Standards Most Essential Learning

Duration K to 12 CG Code
Competencies
The learner…
demonstrates presents a form of describes various contemporary art CAR11/12IAC-0a-1
appreciation of integrated forms and their practices from the Week 1
contemporary art forms, contemporary art various regions
found in the various based on the region of CAR11/12IAC-0b-2
regions by his / her choice. e.g.
understanding the choreography, musical
elements and principles instrument, literary and discusses various art forms found in
Week 2
music composition, the philippines
visual design, and/or
theatrical performance
demonstrates creates avenues to researches on various contemporary CAR11/12CAP-0c -e-4
Week 3-5
understanding of the advocate the arts from art forms
significant roles of the different regions explains filipino artists’ roles and CAR11/12CAP-0c -e-5
1 semester
artists from the regions identify their contribution to Week 3-5
contemporary arts
evaluates contemporary art CAR11/12CAP-0c -e-6
forms based on the elements and Week 3-5
principles
compares forms of arts from the CAR11/12CAP-0c -e-7
Week 3-5
different regions
relates the significance of arts forms CAR11/12CAP-0c -e-8
Week 3-5
from the regions
promotes arts from the regions Week 3-5 CAR11/12CAP-0c -e-9
shows understanding of discriminates among researches on techniques and CAR11/12TPP-0c -e-10
Week 3-5
 501

the materials and various materials and performance practices applied to

techniques techniques contemporary arts
discusses local materials used in CAR11/12TPP-0c -e-11
Week 3-5
creating art
 503

critiques available materials and

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

Grade Level : Grade 11/12

Subject :DISASTER READINESS AND RISK REDUCTION

Quarter Content Standard Performance Standard

Most Essential Learning Duration
The learners demonstrate The learners should be Competencies
understanding of... able to...
1st 1. Concept of disaster 2. The learners relate the Explain the meaning of disaster Week 1 DRR11/12-Ia-b-1
Concept of disaster risk concept of disaster with Differentiate the risk factors Week 1 DRR11/12-Ia-b-2
3. Nature of disasters daily life. underlying disasters
4. Effects of disasters
Describe the effects of disasters on Week 2 DRR11/12-Ia-b-3
one’s life
Analyze disaster from the different Week 2 DRR11/12-Ia-b-6
 505

perspectives (physical,
psychological, socio-cultural,
economic, political, and
biological).

Various elements The learners conduct Explain the meaning of Week 3 DRR11/12-Ic-8
that may be exposed hazard hunts of exposed vulnerability
to hazards: 1. elements and propose Explain why certain sectors of Week 3 DRR11/12-Ic-9
Physical corresponding corrective society are more vulnerable to
2. Social actions for one’s disaster than others
3. Economic preparedness.
Recognize vulnerabilities of Week 4 DRR11/12-Id-12
4. Environmental
different elements exposed to
Vulnerability of each
specific hazards
exposed element.
Differentiate among hazards, Week 4 DRR11/12-Id-13
exposure, and vulnerabilities and
explain the relationship of the
three to disaster risk
1. Concept of The learners relate Define and cite examples of the Week 5
hazard various types of hazard types of hazards
2. Types of hazards with a specific area for Explain the impact of various Week 5 DRR11/12-Ie-16
3. The impact of one’s preparedness. hazards on people and the
various hazards environment

Potential earthquake The learners develop a Identify various potential Week 6 DRR11/12-If-g-17
hazards: family emergency earthquake hazards
1. Ground shaking preparedness plan to Recognize the natural signs of an Week 6 DRR11/12-If-g-18
2. Ground rupture guide them on what to do impending tsunami;
3. Liquefaction before, during, and after Analyze the effects of the different Week 6 DRR11/12-If-g-19
4. Earthquake- an earthquake. earthquake hazards
 504

induced ground Interpret different earthquake Week 7 DRR11/12-If-g-20

subsidence hazard maps;
5. Tsunami
6. Earthquake-
induced landslide
Signs of impending The learners develop a Explain various volcano-related Week 7 DRR11/12-Ih-i-22
volcanic eruptions family emergency hazards
Potential volcano-related preparedness plan to Recognize signs of an impending Week 8 DRR11/12-Ih-i-24
hazards: 1. Lahar guide them on what to do volcanic eruption
2. Ash fall before, during, and after a
Week 8 DRR11/12-Ih-i-25
3. Pyroclastic flow volcanic eruption. Interpret different volcano hazard
4. Ballistic Projectile maps;

5. Volcanic Glasses
6. Lava flow

2nd Related geological The learners develop a
hazards family emergency
1. Rainfall- preparedness plan to
induced landslide guide them on what to do
2. Sinkhole before, during, and after
the occurrence of events
that cause geological
hazards.
Discuss the different geological Week 1 DRR11/12-IIa-b-27
hazards
Analyze the causes of geological Week 1 DRR11/12-IIa-b-28
hazards
Recognize signs of impending Week 1 DRR11/12-IIa-b-29
geological hazards;
Interpret geological maps Week 2 DRR11/12-IIa-b-30
Apply mitigation strategies to Week 2 DRR11/12-IIa-b-31
prevent loss of lives and properties

Potential The learners develop a Recognize signs of impending Week 3 DRR11/12-IIc-d-33

hydrometeorological family emergency hydrometeorological hazards
hazards: preparedness plan to Interpret different Week 3 DRR11/12-IIc-d-35
 505

1. Typhoon guide them on what to do hydrometeorological hazard maps

2. Thunderstorm before, during, and after Week 3 DRR11/12-IIc-d-36
3. Flashflood the occurrence of events
4. Flood that cause
hydrometeorological Use available tools for monitoring
5. Stormsurge
hazards. hydrometeorological hazards
6. El Nino
7. La Nina

Fire hazards and related The learners develop a Recognize elements of the fire Week 4 DRR11/12-IIe-f-37
concepts: family emergency triangle in different situations
1. Fire triangle preparedness plan to Analyze the different causes of Week 4 DRR11/12-IIe-f-38
2. Causes of fires guide them on what to do fires
3. Phases of a fire before, during, and after a
Observe precautionary measures Week 4 DRR11/12-IIe-f-39
emergency fire incident.
and proper procedures in
addressing a fire incident
Apply basic response procedures Week 5 DRR11/12-IIe-f-40
during a fire incident
Follow fire emergency and Week 5 DRR11/12-IIe-f-41
evacuation plans;
Disaster risk reduction: The learners are able to Discuss the key concepts, Week 6 DRR11/12-IIg-h-42
1. Concept of DRR develop a community principles, and elements of DRR
2. Importance of DRR emergency preparedness Week 6 DRR11/12-IIg-h-43
3. Key Principles plan and community
disaster preparedness
plan to minimize Recognize the importance of DRR
vulnerability and disaster on one’s life
risk in the community and
avoid or limit adverse
impacts of hazards.
Community-based The learners practice and Discuss different communitybased Week 7 DRR11/12-IIg-h-44
 504

disaster risk reduction develop proficiency in practices for managing disaster risk
and management for executing emergency to specific hazards
preparedness 1. response protocols/ Develop a community Week 7 DRR11/12-IIg-h-45
Emergency Plan procedures through safety preparedness plan;
2. Monitoring and drills. Week 8 DRR11/12-IIg-h-46
Evaluation
3. Early Warning Prepare survival kits and materials
Systems 4. Survival Kits for one’s family and for public
and information and advocacy
materials
Policies of DRRM -The Week 8 DRR11/12-IIi-j-47
Philippine DRRM Law RA
Explain DRR-related laws and
10121 and its
policies
Implementing Rules and
Regulations
 500

Grade Level : Grade 11/12

Subject :EARTH AND LIFE SCIENCE

Quarter Content Standard Performance Standard

The learners demonstrate
understanding of...
1st 1. the formation of the
universe and the solar
system
2. the subsystems
(geosphere, hydrosphere,
atmosphere, and biosphere)
that make up the Earth
3. the Earth’s internal
structure
Most Essential Learning Competencies Duration K to 12 CG Code
The learners should be
able to...
Conduct a survey to Week 1 S11/12ES-Ia-e- 3
Recognize the uniqueness of Earth, being the only
assess the possible
planet in the solar system with properties
geologic/
necessary to support life.
hydrometeorological
hazards that your Week 1 S11/12ES-Ia-e- 4
community may
experience.
Explain that the Earth consists of four subsystems,
across whose boundaries matter and energy flow.

1. the three main Identify common rock-forming minerals using their Week 1 S11/12ES-Ia-9
categories of rocks physical and chemical properties.
2. the origin and Classify rocks into igneous, sedimentary, and Week 2 S11/12ES-Ib-10
environment of formation metamorphic
of common minerals and
explain how the products of weathering are Week 2 S11/12ES-Ib-12
rocks
carried away by erosion and deposited elsewhere
3. geologic processes
that occur on the surface of Describe where the Earth’s internal heat comes Week 3 S11/12ES-Ib-14
the Earth such as from.
weathering, erosion, mass describe how magma is formed (magmatism) Week 3 S11/12ES-Ic-15
wasting, and sedimentation Describe the physical and chemical changes in Week 4
(include the role of ocean rocks due to changes in pressure and temperature
basins in the formation of (metamorphism)
sedimentary rocks)
compare and contrast the formation of the Week 4 S11/12ES-Ic-18
4. geologic processes
different types of igneous rocks
that occur within the Earth
Explain how the movement of plates leads to the Week 5 S11/12ES-Id-22
 508

formation of folds and faults

5. the folding and Describe how layers of rocks (stratified rocks) are Week 5 S11/12ES-Ie-25
faulting of rocks formed
6. plate tectonics Describe the different methods (relative and Week 5 S11/12ES-Ie-26
7. how the planet absolute dating) to determine the age of stratified
Earth evolved in the last 4.6 rocks
billion years (including the
Explain how relative and absolute dating were Week 6 S11/12ES-Ie-27
age of the Earth, major
used to determine the subdivisions of geologic
geologic time subdivisions,
time
and marker fossils).
Describe how the Earth’s history can be Week 6 S11/12ES-Ie-29
interpreted from the geologic time scale
1. the different Describe the various hazards that may happen in Week 6 S11/12ES-If-30
hazards caused by the event of earthquakes, volcanic eruptions, and
geological processes landslides
(earthquakes, volcanic Using hazard maps, identify areas prone to Week 7 S11/12ES-If-31
eruptions, and landslides) hazards brought about by earthquakes, volcanic
2. the different eruptions, and landslides
hazards caused by
Identify human activities that speed up or trigger Week 7 S11/12ES-If-33
hydrometeorological
landslides
phenomena (tropical
cyclones, monsoons, floods, Using hazard maps, identify areas prone to Week 8 S11/12ES-Ig-36
and tornadoes or ipo-ipo) hazards brought about by tropical cyclones,
3. the different hazards monsoons, floods, or ipo-ipo
caused by coastal processes Describe how coastal processes result in coastal Week 8 S11/12ES-Ih-38
(waves, tides, sea-level erosion, submersion, and saltwater intrusion
changes, crustal movement, cite ways to prevent or mitigate the impact of land Week 8 S11/12ES-Ii-41
and storm surges) development, waste disposal, and construction of
structures on control coastal processes

2nd 1. the historical value life by taking good Explain the evolving concept of life based on Week 1-2 S11/12LT-IIa-1
development of the concept care of all beings, emerging pieces of evidence
 508

of life humans, plants, and Describe how unifying themes (e.g., structure and Week 2 S11/12LT-IIa-3
2. the origin of the animals function, evolution, and ecosystems) in the study
first life forms of life show the connections among living things
3. unifying themes in and how they interact with each other and with
the their environment
study of life

1. plant and animal
reproduction 2.
how genes work
3. how genetic engineering
is used to produce novel
products
conduct a survey of Describe the different ways of how representative S11/12LT-IIej- 15
Week 3
products containing animals reproduce
substances that can Describe the process of genetic engineering Week 4 S11/12LT-IIej- 17
trigger genetic disorders
S11/12LT-IIej- 19
such as phenylketonuria
Evaluate the benefits and risks of using GMOs Week 4

1. nutrition: getting food to make a presentation of Describe the general and unique characteristics of S11/12LT-IIIaj- 21
cells some diseases that are the different organ systems in representative Week 5
2. gas exchange with the associated with the animals
environment various organ systems S11/12LT-IIIaj- 22
3. circulation: the internal
transport system
4. the need for
homeostasis
5. salt and water balance Analyze and appreciate the functional
and relationships of the different organ systems in Week 5
waste removal ensuring animal survival
6. the immune system:
defense from disease
7. how hormones govern
body activities
8. the nervous system
 508

9. the body in motion

1. the evidence for Design a poster tracing Explain how populations of organisms have S11/12LT-IVfg- 26
evolution the evolutionary changes changed and continue to change over time
2. the origin and in a crop plant (e.g., rice showing patterns of descent with modification Week 6
extinction of species or corn) that occurred from common ancestors to produce the
through domestication organismal diversity observed today
Describe how the present system of classification S11/12LT-IVfg- 27
of organisms is based on evolutionary Week 6
relationships
1. the principles of the prepare an action plan S11/12LT-IVhj- 29
Categorize the different biotic potential and
ecosystem containing mitigation Week 7
environmental resistance (e.g., diseases,
measures to address
2. biotic potential and current environmental availability of food, and predators) that affect
environmental concerns and challenges population explosion
resistance in the community
3. terrestrial and aquatic
ecosystems
4. how human activities
affect the natural
ecosystem

Grade Level : Grade 11/12

Subject : EARTH SCIENCE

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration K to 12 CG Code
The learners demonstrate The learners should be
understanding of... able to...
1st 1. the formation of make a concept map and Describe the characteristics of Earth that are Week 1 S11ES-Ia-b-3
 508

the universe and the solar use it to explain how the necessary to support life
system geosphere, hydrosphere, Week 1 S11ES-Ib-4
atmosphere, and
2. the subsystems biosphere are Explain that the Earth consists of four
(geosphere, hydrosphere, interconnected subsystems, across whose boundaries matter
atmosphere, and and energy flow
biosphere) that make up
the Earth
1. the three main 1. make a plan that Identify common rock-forming minerals using Week 1 S11ES-Ib-5
categories of rocks the community may use to their physical and chemical properties
2. the origin and conserve and protect its Classify rocks into igneous, sedimentary, and Week 2 S11ES-Ic-6
environment of resources for future metamorphic
formation of common generations
Identify the minerals important to society Week 2 S11ES-Ic-7
minerals and rocks 2. prepare a plan that
the community may Describe how ore minerals are found, mined, Week 3 S11ES-Ic-d-8
3. the various sources of
implement to minimize and processed for human use
energy (fossil fuels,
Describe how fossil fuels are formed Week 3 S11ES-Id-10
 511

geothermal, waste when people utilize Explain how heat from inside the Earth
hydroelectric) materials and resources (geothermal) and from flowing water
4. the amount of usable (hydroelectric) is tapped as a source of energy Week 4 S11ES-Ie-11
water resources on for human use
Earth Identify the various water resources on Earth Week 4 S11ES-If-g-15
5. the distribution of Explain how different activities affect the quality Week 5 S11ES-Ig-16
arable land on Earth and availability of water for human use
6. waste generation and Identify human activities, such as farming, Week 5 S11ES-Ih-17
management construction of structures, and waste disposal,
that affect the quality and quantity of soil
Give ways of conserving and protecting the soil Week 6 S11ES-Ih-i-18
for future generations

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

waste (solid, liquid, and gaseous) as they make
use of various materials and resources in
everyday life
Explain how different types of waste affect Week 7 S11ES-Ii-j-20
people’s health and the environment
2nd 1.geologic processes that 1. make a simple map Describe how rocks undergo weathering Week 1 S11ES-IIa-22
occur on the surface of showing places where Explain why the Earth’s interior is hot Week 1 S11ES-IIb-c-23
the Earth such as erosion and landslides may
Describe what happens after magma is formed Week 2 S11ES-IIc-25
weathering, erosion, pose risks in the
mass wasting, and community describe the changes in mineral components Week 2 S11ES-IIc-d-26
sedimentation 2. using maps, and texture of rocks due to changes in pressure
2.geologic processes that diagrams, or models, and temperature (metamorphism)
occur within the Earth 3. predict what could happen Describe how rocks behave under different Week 3 S11ES-IId-27
folding and faulting of in the future as the types of stress such as compression, pulling
rocks tectonic plates continue to apart, and shearing
4. the internal move explain how seafloor spreads Week 3 S11ES-IIf-32
structure of the Earth Describe the structure and evolution of ocean Week 4 S11ES-IIf-33
5. continental drift basins
 513

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

6. seafloor spreading explain how the movement of plates leads to Week 4 S11ES-IIg-h-34
the formation of folds, faults, trenches,
volcanoes, rift valleys, and mountain ranges
1. relative and describe the possible Describe how layers of rocks (stratified rocks) Week 5 S11ES-IIh-35
absolute dating events that occurred in a are formed
2. the major certain area based on the Describe the different methods (relative and Week 5 S11ES-IIh-i-36
subdivisions of geologic rock layers found therein absolute dating) of determining the age of
time (including index stratified rocks
fossils)
Explain how relative and absolute dating were Week 6 S11ES-IIi-37
3. how the planet
used to determine the subdivisions of geologic
Earth evolved in the last 4.6
time
billion years
Describe how index fossils (also known as guide Week 6 S11ES-Ii-j-38
fossils) are used to define and identify
subdivisions of the geologic time scale
Describe the history of the Earth through Week 7 S11ES-IIj-39
geologic time

Grade Level: Grade 11

Subject: General Mathematics

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
Q1 key concepts of accurately construct represents real-life situations using functions, Week 1 M11GM-Ia-1
functions. mathematical models to including piece-wise functions.
represent real-life evaluates a function. M11GM-Ia-2
situations using functions.
performs addition, subtraction, multiplication, M11GM-Ia-3
division, and composition of functions
 511

solves problems involving functions.

M11GM-Ia-4
key concepts of accurately formulate represents real-life situations using rational functions. Week 2 M11GM-Ib-1
rational functions. and solve real-life
problems involving distinguishes rational function, rational equation, and M11GM-Ib-2
rational functions. rational inequality.
solves rational equations and inequalities. M11GM-Ib-3
represents a rational function through its: (a) table of M11GM-Ib-4
values, (b) graph, and (c) equation.

demonstrates
understanding of…
finds the domain and range of a rational function. M11GM-Ib-5

determines the: (a) intercepts; (b) zeroes; and (c) Week 3 M11GM-Ic-1
asymptotes of rational functions
solves problems involving rational functions, M11GM-Ic-3
equations, and inequalities.
key concepts of apply the concepts of represents real-life situations using one-to one Week 4 M11GM-Id-1
inverse functions, inverse functions, functions.
exponential functions, exponential functions, and determines the inverse of a one-to-one function. M11GM-Id-2
and logarithmic logarithmic functions to
represents an inverse function through its: (a) table of M11GM-Id-3
functions. formulate and solve
values, and (b) graph.
reallife problems with
precision and accuracy. finds the domain and range of an inverse function. M11GM-Id-4
solves problems involving inverse functions. Week 5 M11GM-Ie-2
represents real-life situations using exponential M11GM-Ie-3
functions.
 513

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

distinguishes between exponential function, M11GM-Ie-4
exponential equation, and exponential inequality.
solves exponential equations and inequalities. Week 6 M11GM-Ie-f-1
represents an exponential function through its: (a) M11GM-If-2
table of values, (b) graph, and (c) equation.
finds the domain and range of an exponential M11GM-If-3
function.
determines the intercepts, zeroes, and asymptotes of M11GM-If-4
an exponential function.
solves problems involving exponential functions, Week 7 M11GM-Ig-2
equations, and inequalities.
represents real-life situations using logarithmic Week 8 M11GM-Ih-1
functions.
distinguishes logarithmic function, logarithmic M11GM-Ih-2
equation, and logarithmic inequality.
solves logarithmic equations and inequalities. M11GM-Ih-i-1
 513

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…

represents a logarithmic function through its: (a) table Week 9 M11GM-Ii-2

of values, (b) graph, and (c) equation.
finds the domain and range of a logarithmic function. M11GM-Ii-3
determines the intercepts, zeroes, and asymptotes of M11GM-Ii-4
logarithmic functions.
solves problems involving logarithmic functions, Week 10 M11GM-Ij-2
equations, and inequalities.
Q2 key concepts of simple investigate, analyze and illustrates simple and compound interests. Week 1 to 2 M11GM-IIa-1
and compound solve problems involving distinguishes between simple and compound M11GM-IIa-2
interests, and simple simple and compound interests.
and general annuities. interests and simple and
computes interest, maturity value, future value, and M11GM-IIa-b-1
general annuities using
present value in simple interest and compound
appropriate business and
interest environment.
financial instruments.
solves problems involving simple and compound M11GM-IIb-2
interests.
illustrates simple and general annuities. Week 3 to 4 M11GM-IIc-1
distinguishes between simple and general annuities. M11GM-IIc-2
finds the future value and present value of both M11GM-IIc-d-1
simple annuities and general annuities.
calculates the fair market value of a cash flow stream M11GM-IId-2
that includes an annuity.
calculates the present value and period of deferral of M11GM-IId-3
a deferred annuity.
basic concepts of use appropriate financial illustrate stocks and bonds. Week 5 M11GM-IIe-1
stocks and bonds. instruments involving distinguishes between stocks and bonds. M11GM-IIe-2
 513

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

stocks and bonds in describes the different markets for stocks and bonds. M11GM-IIe-3
formulating conclusions analyzes the different market indices for stocks and M11GM-IIe-4
and making decisions. bonds.
decide wisely on the illustrates business and consumer loans. Week 6 M11GM-IIf-1
appropriateness of distinguishes between business and consumer loans. M11GM-IIf-2

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

Grade Level: Grade 11/12

Subject: Introduction to the Philosophy of the Human Person/Pambungad sa Pilosopiya ng Tao
 516

Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards

Performance Duration K to 12 CG Code

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

1.2 Realize the value of doing philosophy in obtaining

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

Nahihinuha na: Mahalaga ang pamimilosopiya

upang magkaroon ng malawakang pananaw sa buhay.
1.3 Do a philosophical reflection on a concrete
situation from a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa isang PPT11/12-Ib-1.3
pilosopikong paraan at nakagagawa ng
pamimiloosopiya sa buhay
1st The learner The learner evaluate 2.1 Distinguish opinion from truth
Quarter demonstrates various opinions Nakikilala ang pagkakaiba ng katotohanan sa PPT11/12-Ic-2.1
ways of doing opinyon
philosophy 2.2 Realize that the methods of philosophy lead to
wisdom and truth
PPT11/12-Id-2.2
Nahihinuha na patungo sa katotohanan ang mga Week 2
pamamaraan ng pamimilosopiya
2.3 Evaluate truth from opinions in different situations
using the methods of philosophizing
PPT11/12-Id-2.3
Natataya ang katotohanan at opinyon sa iba’t ibang
sitwasyon gamit ang pamamaraan ng pamimilosopiya
The learner The learner 3.1 Recognize how the human body imposes
1st PPT11/12-If-3.1
understands the distinguishes his/her limits and possibilities for transcendence Nakikilala Week 3
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Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

Quarter human person as an own limitations and na: Binibigyan ako ng hangganan at posibilidad ng
embodied spirit the possibilities for aking katawan
his/her transcendence 3.2 Evaluate own limitations and the possibilities for

their transcendence PPT11/12-Ig-3.2

Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
1st The learner The learner is able to 4.1 Notice things that are not in their proper place and
Quarter understands the demonstrate the organize them in an aesthetic way
PPT11/12-Ii-4.1
interplay between virtues of prudence Napapansin ang mga bagay na wala sa wastong
Week 4
humans and their and frugality towards lugar at naisasaayos ito nang ayon sa kagandahan
environments his/her environment 4.2 Show that care for the environment contributes to
PPT11/12-Ii-4.2
health, well-being and sustainable development
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Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards

Napatutunayan na ang pagkalinga sa kapaligiran

ay nakatutulong sa pagkamit ng kalusugan,
kagalingan, at likas-kayang kaunlaran
4.3 Demonstrate the virtues of prudence and frugality
towards environments
Naipamamalas ang pagiging masinop sa PPT11/12-Ij-4.3
pakikibagay sa kanyang mga kapwa nilalang at sa
kapaligiran
The learner The learner shows 5.2 Evaluate and exercise prudence in choices Week 1
understands the situations that Natatasa kung siya ay maingat sa pagpapasya o hindi PPT11/12-IIa-5.2
human person’s demonstrate freedom
freedom of choice and the 5.3 Realize that:
consequences of a. Choices have consequences.
choices b. Some things are given up while others are
obtained in making choices Nakikilala na: PPT11/12-IIb-5.3
2nd a. May kahihinatnan ang bawat pagpili.
Quarter b. May binibitawan at may makukuha sa bawat
pagpili.

5.4 Show situations that demonstrate freedom of

choice
and the consequences of their choices
PPT11/12-IIc-5.4
Nakapaglalahad ng mga sitwasyon kung saan
naipakikita ang pagpili at kahihinatnan ng mga ito
bawat pagpili.
2 The learner The learner performs 6.1 Realize that intersubjectivity requires accepting Week 2
understands activities that differences and not imposing on others
PPT11/12-IIc-6.1
intersubjective human demonstrate an Nakikilala na ang pakikipagkapwa-tao ay ang pagtanggap
relations appreciation for the sa pagkakaiba ng kapwa at hindi pagpataw ng sarili
talents of persons with 6.2 Explain that authentic dialogue means accepting
disabilities and PPT11/12-IId-6.1
others even if they are different from themselves
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Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards

those from the Nakapagpapaliwanag na ang tunay na diyalogo ay ang

underprivileged pagtanggap sa kapwa bilang kapwa kahit na siya ay iba
sectors of society sa akin
6.3 Performs activities that demonstrate an
appreciation for the talents of persons with
disabilities and those from the underprivileged
sectors of society PPT11/12-IId-6.3
Nakapagsasagawa ng isang gawain na
nagpapamalas ng mga talento ng mga may
kapansanan at kapus-palad
2nd The learner The learner evaluates 7.1 Recognize how individuals form societies and how Week 3
Quarter understands the the formation of individuals are transformed by societies
interplay between the human relationships Nakikilala kung paano nahuhubog ng tao ang PPT11/12-IIf-7.1
individuality of human and how individuals lipunan at kung paano nahuhubog ng lipunan ang
beings and their social are shaped by their tao
contexts social contexts 7.2 Compare different forms of societies and
individualities (eg. Agrarian, industrial and virtual)
PPT11/12-IIg-7.2
Nakapaghahambing ng iba’t ibang uri ng lipunan
(hal. agraryo, industriyal at birtwal)
7.3 Explain how human relations are transformed by
social systems
Nakapagpapaliwanang na nagbabago ang mga
ugnayan ng tao dahil sa sistema ng lipunan na
kinabibilangan niya PPT11/12-IIg-7.3

2nd The learner The learner writes a 8.1 Enumerate the objectives he/she really wants to Week 4
Quarter understands human philosophical achieve and to define the projects he/she really
beings as oriented reflection on the wants to do in his/her life PPT11/12-IIh-8.1
towards their meaning of his/her Nakapagtatala ng mga bagay na tunay na gusto niyang
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Performance Duration K to 12 CG Code

Quarter Contents Standards Most Essential Learning Competencies
Standards

impending death own life gawin (Ano ang gusto niyang maging?)
Reflect on the meaning of his/her own life PPT11/12-IIi-8.2
8.2 Nakapagsusulat ng pagninilay tungkol sa
kahulugan ng kanyang buhay sa konteksto ng tao
bilang tumutungo sa kamatayan (Saan hahantong
ang lahat ng ito?)

Grade Level: Grade 11

Subject: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Quarter Content Performance Most Essential Learning Competencies Duration

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

Quarter Contents Standards Most Essential Learning Competencies
Standards

ng napiling pamamagitan ng napanood na palabas sa telebisyon at

komunidad pelikula (Halimbawa: Be Careful with My Heart, Got to
Believe, Ekstra, On The Job, Word of the
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag ang gamit ng wika sa lipunan sa Week 4 F11PS – Id – 87
 520

pamamagitan ng mga pagbibigay halimbawa

Nakapagsasaliksik ng mga halimbawang sitwasyon na F11EP – Ie – 31

Week 5
nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang pangyayari / F11PS – Ig – 88
kaganapan tungo sa pagkabuo at pag-unlad ng Week 6
Wikang Pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor sa F11PB – If – 95
Week 6
isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay sa F11PN – If – 87
Week 7
mga napakinggang pagtalakay sa wikang pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang F11PU – Ig – 86
partikular na yugto ng kasaysayan ng Wikang Week 8
Pambansa
Natitiyak ang mga sanhi at bunga ng mga F11WG – Ih – 86
pangyayaring may kaugnayan sa pag-unlad ng Wikang Week 8
Pambansa
Natutukoy ang iba’t ibang paggamit ng wika sa mga F11PN – IIa – 88
Nauunawaan napakinggang pahayag mula sa mga panayam at Week 1
nang may balita sa radyo at telebisyon
masusing
Natutukoy ang iba’t ibang paggamit ng wika sa F11PB – IIa – 96
pagsasaalangalang
nabasang pahayag mula sa mga blog, social media Week 1
ang mga
posts at iba pa
lingguwistiko at
2nd Quarter kultural na Nasusuri at naisasaalang-alang ang mga lingguwistiko F11PD – IIb – 88
katangian at at kultural na pagkakaiba-iba sa lipunang Pilipino sa Week 2
pagkakaiba-iba sa mga pelikula at dulang napanood
Nakasusulat
lipunang Pilipino ng isang Naipapaliwanag nang pasalita ang iba’t ibang dahilan, F11PS – IIb – 89
at mga sitwasyon panimulang anyo, at pamaraan ng paggamit ng wika sa iba’t ibang Week 2
ng paggamit ng pananaliksik sitwasyon
wika dito sa mga Nakasusulat ng mga tekstong nagpapakita ng mga F11PU – IIc – 87
Week 3
 520

penomenang kalagayang pangwika sa kulturang Pilipino

kultural at Natutukoy ang iba’t ibang register at barayti ng wika
panlipunan sa na ginagamit sa iba’t ibang sitwasyon (Halimbawa:
bansa Medisina, Abogasya, Media, Social Media, Week 3 F11WG – IIc – 87
Enhinyerya, Negosyo, at iba pa) sa pamamagitan ng
pagtatala ng mga terminong ginamit sa mga
larangang ito

Nakagagawa ng pag-aaral gamit ang social media sa F11EP – IId – 33

pagsusuri at pagsulat ng mga tekstong nagpapakita ng Week 4
iba’t ibang sitwasyon ng paggamit sa wika
Natutukoy ang mga angkop na salita, pangungusap F11PN – IId – 89
ayon sa konteksto ng paksang napakinggan sa mga Week 4
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa F11PT – IIe – 87
Week 5
talakayan
Napipili ang angkop na mga salita at paraan ng F11PS –IIe – 90
paggamit nito sa mga usapan o talakayan batay sa
Week 5
kausap, pinag-uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa F11WG- IIf – 88
Week 6
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t F11EP – IIf – 34
ibang paraan ng paggamit ng wika ng iba’t ibang Week 6
grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino Week 7-8 F11PB – IIg – 97
Naiisa-isa ang mga hakbang sa pagbuo ng isang F11PU – IIg – 88
Week 7-8
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap F11WG – IIh – 89
upang mapag-ugnay-ugnay ang mga ideya sa isang Week 7-8
sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga Week 7-8 F11EP – IIij – 35
 501

penomenang kultural at panlipunan sa bansa

Grade Level: Grade 11/12

Subject :Media and Information Literacy

Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S2 Q3 The learner The learner Describe how communication is influenced by media and information MIL11/12IMIL-
demonstrates organizes a creative IIIa-1
understanding of and interactive Identify the similarities and differences between and among media MIL11/12IMIL-
media and symposium for the literacy, information literacy, and technology literacy IIIa-2
information community focusing Discuss responsible use of media and information
literacy on being a media
(MIL) and MIL and information Explain how the evolution of media from traditional to new media shaped
related concepts. literate individual. the values and norms of people and society
Compare and contrast how one particular issue or news is presented
through the different types of media (print, broadcast, online)
Contrast indigenous media to the more common sources of information
such as library, internet, etc.
Present an issue in varied ways to disseminate information using the
codes, convention, and language of media
Cite practical situation when to apply knowledge in intellectual property,
copy right, and fair use guidelines
Create a campaign add to combat digital divide, addiction, and bullying
S2 Q4 The learner The learner Cite an example of an issue showing the power of media and information
demonstrates produces a living to affect change
understanding of museum or Describe the impact of massive open on-line
different resources electronic portfolio
Discuss the implication of media and information to an individual and the
of media and or any other
society
 520

information, their creative forms of Describe the different dimensions of:

design principle and multimedia • text information and media
elements, and showcasing their / • visual information and media
selection criteria. his/her • audio information and media
understanding, • motion information and media
insights, and • manipulative information and media
perceptions of the • multimedia information and media
different resources Analyze how the different dimensions are formally and informally
of media and produced, organized, and disseminated
information.
Evaluate a creative multimedia form (living museum, electronic portfolio,
others)
Produce a creative text-based, visual-based, audio-based, motion-based,
and manipulative-based presentation using design principle and elements
 500

Grade Level: Grade 11/12

Subject: Oral Communication

Content Performance K to 12 CG
Quarter Most Essential Learning Competencies
Standards Standards Code
S1 Q1 The learner The learner designs Explains the functions, nature and process of communication EN11/12OC-Ia-2
understands the and performs Differentiates the various models of communication EN11/12OC-Ia-3
nature and elements effective controlled
Uses various strategies in order to avoid communication breakdown EN11/12OC-Ia-6
of oral and uncontrolled
communication in oral communication
context. activities based on
context.
The learner values The learner writes a Examines sample oral communication activities
the functions/ 250-word essay of
purposes of oral his/her objective
communication. observation and
evaluation of the
various speakers
watched and
listened to.
The learner The learner Identifies the various types of speech context. EN11/12OC-Ifj15
recognizes that demonstrates
communicative effective use of Distinguishes types of speeches and speech style EN11/12OC-Ifj17
competence communicative
requires strategy in a variety Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
understanding of of speech situations.
speech context,
speech style, speech
act and
communicative
strategy.
S1 Q2 The learner The learner Employs various communicative strategies in different situations
 525

recognizes that demonstrates Explains that a shift in speech context, speech style, speech act and
communicative effective use of communicative strategy affects the following:
competence communicative
EN11/12OC-
IIab-22;
requires strategy in a variety • Language form EN11/12OC-
understanding of of speech situations. • Duration of interaction IIab-22.1-22.6
speech context, • Relationship of speaker
speech style, speech • Role and responsibilities of the speaker
act and • Message
communicative • Delivery
strategy.
The learner realizes The learner Uses principles of effective speech writing focusing on: EN11/12OC-IIcj-
the rigors of crafting proficiently delivers • Audience profile 24; EN11/12OC-
one’s speech. various speeches • Logical organization IIcj-25;
using the principles • Duration EN11/12OC-
of effective speech • Word choice IIcj25.1-25.5;
delivery. • Grammatical correctness and EN11/12OC-IIcj-
• Articulation 26; EN11/12OC-
• Modulation IIcj-26.1-26.5
• Stage Presence
• Facial Expressions, Gestures and Movements
• Rapport with the audience

Content Performance Most Essential Learning Competencies Duration

Standards Standards
(Pamantayang (Pamantayan sa
Quarter Pangnilalaman) Pagganap) K to 12 CG Code
rd
3 Quarter Nasusuri ang Natutukoy ang paksang tinalakay sa Week 1 F11PB – IIIa – 98
iba’t ibang uri ng Nakasusulat ng isang iba’t ibang tekstong binasa
 501

panimulang Natutukoy ang kahulugan at katangian F11PT

binasang teksto pananaliksik sa mga ng mahahalagang salitang ginamit ng – IIIa –
Week 1
ayon sa penomenang kultural iba’t ibang uri ng tekstong binasa 88
kaugnayan nito at panlipunan sa
sa sarili, bansa Naibabahagi ang katangian at Week 2 F11PS – IIIb – 91
Grade Level: Grade 11
Subject: Pagbasa at Pagsusuri ng Iba’t ibang Teksto Tungo sa Pananaliksik

pamilya, kalikasan ng iba’t ibang tekstong

komunidad, binasa
bansa at daigdig Nakasusulat ng ilang halimbawa ng F11PU – IIIb – 89
Week 2
iba’t ibang uri ng teksto
Nagagamit ang cohesive device sa F11WG – IIIc – 90
pagsulat ng sariling halimbawang Week 3
teksto
Nakakukuha ng angkop na datos F11EP – IIId – 36
upang mapaunlad ang sariling tekstong Week 4
isinulat
Naiuugnay ang mga kaisipang F11PB – IIId – 99
nakapaloob sa binasang teksto sa sarili,
pamilya, komunidad, bansa, at daigdig Week 4

Naipaliliwanag ang mga kaisipang F11PS – IIIf – 92

Week 5
nakapaloob sa tekstong binasa
Nagagamit ang mabisang paraan ng F11PU – IIIfg – 90
pagpapahayag: a. Kalinawan
b. Kaugnayan
Week 6-7
c. Bisa
Sa reaksyong papel na isinulat

Nakasusulat ng mga reaksyong papel F11EP – IIIj - 37

batay sa binasang teksto ayon sa Week 8
katangian at kabuluhan nito sa:a.
 525

pamilya, b. komunidad c. bansa d.

daigdig
Nakasusunod sa Nakabubuo ng isang Nasusuri ang ilang halimbawang F11PB
pamantayan ng maikling pananaliksik pananaliksik sa Filipino batay sa – IVab – 100
Week 1-2
pagsulat ng na napapanahon ang layunin, gamit, metodo, at etika sa
4th Quarter masinop na paksa pananaliksik
pananaliksik Nabibigyang kahulugan ang mga F11PT – IVcd – 89
konseptong kaugnay ng pananaliksik
Week 3-4
(Halimbawa: balangkas konseptwal,
balangkas teoretikal, datos empirikal,
 525

atbp.)

Naiisa-isa ang mga paraan at tamang F11PU

proseso ng pagsulat ng isang – IVef – 91
pananaliksik sa Filipino batay sa Week 5-6
layunin, gamit, metodo, at etika ng
pananaliksik
Nagagamit ang mga katwirang lohikal F11WG –IVgh - 92
at ugnayan ng mga ideya sa pagsulat Week 7-8
ng isang pananaliksik
Nakabubuo ng isang maikling F11EP – IVij - 38
pananaliksik na napapanahon ang Week 7-8
paksa
.

Quarter Contents Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

The learners demonstrate The learners shall be able explain that knowing oneself can make a Week 1 EsP-PD11/12KO-Ia-1.1
an understanding of… to... person accept his/her strengths and limitations
and dealing with others better

share his/her unique characteristics, habits, EsP-PD11/12KO-Ia-1.2

himself/herself during conduct self-exploration and experiences
middle and late and simple disclosure
adolescence

the various aspects of illustrate the connections evaluate his/her own thoughts, feelings, and Week 2 EsP-PD11/12DWP-Ib-
holistic development: between thoughts, feelings, behaviors 2.2
physiological, cognitive, and behaviors in a person’s
psychological, spiritual, holistic development show the connections between thoughts, EsP-PD11/12DWP-Ic-
and social development feelings, and behaviors in actual life situations 2.3

Grade Level: Grade 11/12

 528

Subject: Personal Development


the skills and tasks and
challenges appropriate for
middle and late
adolescence, and
First preparatory to early
adulthood
the concepts about mental
health and wellbeing
particularly stress and
coping strategies in middle
and late adolescence
brain parts, its processes
and functions
make a list of ways to
become responsible
adolescents prepared for
adult life and manage the
demands of teen years
identify his/her own
vulnerabilities and plan on
how to stay mentally
healthy while coping with
stress
Identify ways to improve
brain functions which will
be manifested in thoughts,
behavior and feelings
528
Discuss developmental tasks and challenges Week 3 EsP-PD11/12DS-Ic-3.1
being experienced during adolescence
Evaluate one’s development through the help EsP-PD11/12DS-Id-3.2
of significant people around him/her ( peers,
parents, siblings, friends, teachers, community
leaders)
Identify ways that help one become capable Week 4 EsP-PD11/12DS-Id-3.3
and responsible adolescent prepared for adult
life
Discuss understanding of mental health and EsP-PD11/12CA-Id-4.1
psychological well-being to identify ways to
cope with stress during adolescence
Identify causes and effects of stress in one’s life Week 5 EsP-PD11/12CS-If-5.2
Demonstrate personal ways to cope with stress EsP-PD11/12CS-Ig-5.3
and maintain mental health
*Discuss that understanding the different parts Week 6 EsP-PD11/12PM-Ig-6.1
of the brain, processes and functions may help
in improving thoughts, behavior and feelings.
*Explore ways on how to improve brain EsP-PD11/12PM-Ig-h-
functions for personal development 6.2

the different types of identify ways to
emotions and how they communicate and manage
are expressed emotions in a healthy
manner
First
the dynamics of attraction, appraise one’s present
love, and commitment relationships and make
plans for building
responsible future
relationships
the concepts about social identify the different roles
influence, group of leaders and followers in
leadership and society
followership
528
*Develop a personal plan to enhance brain Week 7 EsP-PD11/12PM-Ih-6.3
functions
discuss that understanding the intensity and EsP-PD11/12EI-Ii-j-8.1
differentiation of emotions may help in
communicating emotional expressions
explore one’s positive and negative emotions Week 8 EsP-PD11/12EI-Ij-8.2
and how one expresses or hides them
demonstrate and create ways to manage EsP-PD11/12EI-Ij-8.3
various emotions
discuss an understanding of teen-age Week 1 EsP-PD11/12PR-IIa-9.1
relationships, including the acceptable and
unacceptable expressions of attractions
express his/her ways of showing attraction, EsP-PD11/12PR-IIa-9.2
love, and commitment
identify ways to become responsible in a Week 2 EsP-PD11/12PR-IIb-9.3
relationship
distinguish the various roles of different EsP-PD11/12SR-IIb-
individuals in society and how they can 10.1
influence people through their leadership or
followership
 528

Second compare one’s perception of himself/herself Week 3 EsP-PD11/12SR-IIc-

and how others see him/her 10.2

conduct a mini-survey on Filipino relationships EsP-PD11/12SR-IIc-

(family, school, and community) 10.3

the impact of one’s family identify the firm and gentle appraise one’s family structure and the type of Week 4 EsP-PD11/12FSL-IId-
on his/her personal sides of family care that care he/she gives and receives, which may help 11.1
development during affect a person’s in understanding himself/herself better
middle and late development during middle
adolescence and late adolescence make a genogram and trace certain physical, EsP-PD11/12FSL-IId-e-
personality, or behavioral attributes through 11.2
generations

prepare a plan on how to make the family Week 5 EsP-PD11/12FSL-IIe-

members firmer and gentler with each other 11.3

the concepts of career set a personal career goal Explain that understanding different factors, Week 6 EsP-PD11/12PC-IIf-
development, life goals, based on the results of career development concepts and personal life 12.1
and personal factors selfassessment of various goals influence career planning and
personal and external decisionmaking.
influencing career choices
factors
and external factors
Identify career options based on different EsP-PD11/12PC-IIf-
factors, career development concepts and 12.2
personal life goals

Prepare a career plan based on the identified Week 7 EsP-PD11/12PC-IIg-

career options to attain personal life’s goals 12.3
 528

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

*Revised learning competencies to update content

Second construct a creative visualization of his/her EsP-PD11/12IOPD-IIj-
personal development through of the various 14.3
stages he/she went through, stressors,
influences, and decision-making points, and a
personal profile analysis

Grade Level: Grade 11

Subject: Physical Education & Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
 528

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

perceived exertion and pacing

associated with MVPAs to monitor
and/or adjust participation or
effort.
5. Observes personal safety protocol Weeks 1 to 10 PEH11FH-Ik-t-10
to avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA
participation
6. Demonstrates proper etiquette Weeks 1 to 10 PEH11FH-Ia-t-12
and safety in the use of facilities
and equipment
7. Participates in an organized event Weeks 1 to 10 PEH11FH-Ik-o-13
that addresses health/fitness issues
and concerns
8. Recognizes the value of optimizing Weeks 1 to 10 PEH11FH-Id-t-14
one’s health through participation
in physical activity assessments
9. Organizes fitness event for a target Weeks 1 to 10 PEH11FH-Io-t-17
health issue or concern
The learner The learner leads sports 1. PEH11FH-IIf-5
demonstrates events with proficiency
understanding of and confidence
sports in optimizing resulting in independent
Describes the role of physical
one’s health as a pursuit and in
activity assessments in managing Week 1
habit; as requisite for influencing others
Second one’s stress
physical activity positively.
Quarter
assessment
performance, and as a
career opportunity.
2. Self-assesses health-related fitness PEH11FH-IIg-i-6
(HRF) status, barriers to physical Weeks 2 to 10
 531

activity assessment participation

and one’s diet
3. Sets FITT goals based on training Weeks 4 to 5
PEH11FH-IIi-j-7
principles to achieve and/or maintain
HRF.
4. Engages in moderate to vigorous PEH11FH-IIa-t-8
physical activities (MVPAs) for at least
60 minutes most days of the week in a Weeks 2 to 10
variety of settings in- and out-of school

5. Observes personal safety protocol to PEH11FH-IIk-t-10

avoid dehydration, overexertion, hypo-
and hyperthermia during MVPA Weeks 2 to 10
participation

6. Participates in an organized event that PEH11FH-IIk-o-13

addresses health/fitness issues and Weeks 2 to 10
concerns
7. Organizes sports event for a target PEH11FH-IIo-t-17
Weeks 2 to 10
health issue or concern

Grade Level: Grade 12

Subject: Physical Education & Health

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
The learner The learner leads dance Weeks 1 to 10 PEH12FH-Ig-i-6
demonstrates events with proficiency
understanding of and confidence resulting 1. Self-assesses health-related fitness
Third dance in optimizing in independent pursuit (HRF). status, barriers to physical
Quarter one’s health; as and in influencing others activity assessment participation
requisite for physical positively and one’s diet
activity assessment
 533

performance, and as
a career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5
PEH12FH-Ii-j-7
principles to achieve and/or
maintain HRF

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

physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and
out-of school
4. Analyzes physiological indicators such Weeks 1 to 10 PEH12FH-Ik-t-9
as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol to Weeks 1 to 10 PEH12FH-Ik-t-10
avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-Ia-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 / PEH12FH-Ik-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-Io-t-17
health issue or concern
The learner The learner leads Weeks 1 to 10 PEH12FH-IIg-i-6
demonstrates recreational events with 1. Self-assesses health-related fitness
Fourth understanding of proficiency and (HRF) status, barriers to physical
Quarter recreation in confidence resulting in activity assessment participation
optimizing one’s independent pursuit and and one’s diet
 531

health as a habit; as in influencing others

requisite for physical positively.
activity assessment
performance, and as a
career opportunity.
2. Sets FITT goals based on training Weeks 4 to 5 PEH12FH-IIi-j-7
principles to achieve and/or
maintain HRF
 533

3. Engages in moderate to vigorous Weeks 1 to 10

physical activities (MVPAs) for at
least 60 minutes most days of the
week in a variety of settings in- and PEH12FH-IIa-t-8
out-of school
4. Analyzes physiological indicators such Weeks 1 to 10 PEH12FH-IIk-t-9
as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort
5. Observes personal safety protocol to Weeks 1 to 10 PEH12FH-IIk-t-10
avoid dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
6. Demonstrates proper etiquette and Weeks 1 to 10 PEH12FH-IIa-t-12
safety in the use of facilities and
equipment
7. Participates in an organized event Weeks 1 to 10 PEH12FH-IIk-o-13
that addresses health/fitness issues
and concerns
8. Organizes fitness event for a target Weeks 1 to 10 PEH12FH-IIo-t-17
health issue or concern

Grade Level : Grade 11/12

Subjects : PHYSICAL SCIENCE

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration Code
The learners The learners should be
demonstrate able to...
understanding of...
1st 1. the formation of the make a creative Give evidence for and describe the Week 1
elements during the Big representation of the formation of heavier elements during star
 536

historical development of formation and evolution

Bang and during stellar the atom or the chemical Week 1 S11/12PS-IIIb-11
evolution element in a timeline
2. the distribution of the Explain how the concept of atomic number
chemical elements and led to the synthesis of new elements in the
the isotopes in the laboratory
universe

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

different materials are nonpolar given its structure
related to their Relate the polarity of a molecule to its Week 2 S11/12PS-IIIc-16
properties and properties
structures
Describe the general types of Week 3 S11/12PS-IIIc-d-17
2. the relationship
intermolecular forces
between the function
and structure of Explain the effect of intermolecular forces Week 3 S11/12PS-IIId-e-19
biological on the properties of substances
macromolecules Explain how the structures of biological Week 4 S11/12PS-IIIe-22
macromolecules such as carbohydrates,
lipids, nucleic acid, and proteins determine
their properties and functions
1. the following aspects make either a poster, a Use simple collision theory to explain the Week 5 S11/12PS-IIIf-23
of chemical changes: flyer, or a brochure on a effects of concentration, temperature, and
a. how fast a product(such as fuels, particle size on the rate of reaction
reaction takes place household, or personal Define catalyst and describe how it affects Week 5 S11/12PS-IIIf-24
b. how much care products) indicating reaction rate
reactants are needed its uses, properties, mode
Determine the limiting reactant in a Week 6 S11/12PS-IIIh-27
and how much products of action, and
reaction and calculate the amount of
are formed in a reaction precautions
product formed
c. how much
energy is involved in a Describe how energy is harnessed from Week 7 S11/12PS-IIIi-29
reaction 2. how energy different sources:
is A. Fossil fuels
B. Biogas
 535

harnessed C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells

G. Biomass

The properties and From product labels, identify the active Week 8 S11/12PS-IIIi-j-31
mode of action of the ingredient(s) of cleaning products used at
following consumer home
products: Week 8 S11/12PS-IIIi-j-32
a. cleaning materials Give the use of the other ingredients in
b. cosmetics cleaning agents

2nd 1. Greek views of Explain how the Greeks knew that the Week 1 S11/12PS-IVa-38
matter, motion, and the Earth is spherical
universe Cite examples of astronomical phenomena Week 1 S11/12PS-IVa-4
2. competing known to astronomers before the advent
models of the universe of telescopes
by Eudoxus, Aristotle, Explain how Brahe’s innovations and Week 1 S11/12PS-IVb-44
Aristarchus, Ptolemy, extensive collection of data in
3. Copernicus, observational astronomy paved the way for
Brahe, and Kepler Kepler’s discovery of his laws of planetary
4. evidence that motion
the Earth is not the
center of the universe
 536

1. Aristotelian vs. Compare and contrast the Aristotelian and Week 2 S11/12PS-IVc-46
Galilean views of Galilean conceptions of vertical motion,
motion horizontal motion, and projectile motion.
2. how Galileo used
his discoveries in
mechanics (and explain how Galileo inferred that objects in Week 2 S11/12PS-IVc-47
astronomy) to vacuum fall with uniform acceleration, and
address scientific that force is not necessary to sustain
objections to the horizontal motion
Copernican model
 535

3. mass, momentum, Explain the subtle distinction between Week 2 S11/12PS-IVd-51

and energy Newton’s 1st Law of Motion (or Law of
conservation Inertia) and Galileo’s assertion that force is
not necessary to sustain horizontal motion
Light as a wave and a Design and create a Describe how the propagation of light, Week 3 S11/12PS-IVf-59
particle useful product for reflection, and refraction are explained by
practical purposes that the wave model and the particle model of
uses mirrors and lenses light
Explain how the photon concept and the Week 3 S11/12PS-IVf-61
fact that the energy of a photon is directly
proportional to its frequency can be used
to explain why red light is used in
photographic dark rooms, why we get
easily sunburned in ultraviolet light but
not in visible light, and how we see colors
Cite experimental evidence showing that Week 4 S11/12PS-IVg-64
electrons can behave like waves
Differentiate dispersion, scattering, Week 4 S11/12PS-IVh-65
interference, and diffraction
Explain various light phenomena such as: Week 5 S11/12PS-IVh-66
A. Your reflection on the concave and
convex sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more
easily
though red cellophane than green
cellophane
D. Clothing of certain colors appear
different in artificial light and in sunlight E.
Haloes, sundogs, primary rainbows,
secondary rainbows, and supernumerary
bows
 535

F. Why clouds are usually white and

rainclouds dark
G. Why the sky is blue and sunsets are
reddish
Describe how Hertz produced radio pulses Week 5 S11/12PS-IVi-68

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

GRADE LEVEL: Grade 11/12

SUBJECT: Reading and Writing

Content Performance
Quarter Most Essential Learning Competencies Coding
Standards Standards
 539

S2 Q3 The learner realizes The learner critiques Compare and contrast patterns of written texts across
that information in a chosen sample of disciplines
a written text may each pattern of Evaluate a written text based on its properties (organization,
be selected and development coherence and cohesion, language use and mechanics)
organized to focusing on
Identify claims explicitly or implicitly made in a written text EN11/12RWS-IIIij-6;
achieve a particular information
a. Claim of fact EN11/12RWS-IIIij-6.1;
purpose. selection,
b. Claim of policy EN11/12RWS-IIIij-6.2;
c. Claim of value EN11/12RWS-IIIij-6.3
S2 Q4 organization, and Identify the context in which a text was developed EN11/12RWS-IVac-7;
development. a. Hypertext EN11/12RWS-IVac-7.1;
b. Intertext EN11/12RWS-IVac-7.2

The learner The learner writes a Explain critical reading as a form of reasoning EN11/12RWS-IVac-8
understands the 1000-word critique Formulate evaluative statements about a text read: EN11/12RWS-IVac-9;
relationship of a of a selected text on a. assertions about the content and properties of a text EN11/12RWS-IVac-9.1;
written text and the the basis of its read; and EN11/12RWS-IVac-9.2
context in which it claim/s, context, b. counterclaims in response to claims made in a text
was developed. and properties as a read
written material.
Determine textual evidence to validate assertions and EN11/12RWS-IVac-10
counterclaims made about a text read
The learner The learner Identify the unique features of and requirements in EN11/12RWS-IVdg-12;
understands the produces each type composing texts that are useful across disciplines: EN11/12RWS-IVdg-12.1;
requirements of of academic writing a. Book Review or Article Critique EN11/12RWS-IVdg-12.2;
composing and professional b. Literature Review EN11/12RWS-IVdg-12.3;
academic writing correspondence c. Research Report EN11/12RWS-IVdg-12.4
and professional following the d. Project Proposal
correspondence. properties of e. Position Paper
wellwritten texts
Identify the unique features of and requirements in EN11/12RWS-IVhj-13;
and process
composing professional correspondence: EN11/12RWS-IVhj-13.1;
approach to writing.
a. Resume EN11/12RWS-IVhj-13.2;
 535

b. Application for College Admission EN11/12RWS-IVhj-13.3;

c. Application for Employment EN11/12RWS-IVhj-13.4
d. Various forms of Office Correspondence
 500

Grade Level: Grade 11/12

Subject: Statistics and Probability

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

demonstrates
understanding of…
Q3 The learner The learner is able to illustrates a random variable (discrete and Week 1 M11/12SP-IIIa-1
demonstrates apply an appropriate continuous).
understanding of key random variable for a distinguishes between a discrete and a continuous M11/12SP-IIIa-2
concepts of random given real-life problem random variable.
variables and (such as in decision
finds the possible values of a random variable. M11/12SP-IIIa-3
probability making and games of
distributions. chance). illustrates a probability distribution for a discrete M11/12SP-IIIa-4
random variable and its properties.
computes probabilities corresponding to a given Week 2 M11/12SP-IIIa-6
random variable.
illustrates the mean and variance of a discrete M11/12SP-IIIb-1
random variable.
calculates the mean and the variance of a discrete M11/12SP-IIIb-2
random variable.
interprets the mean and the variance of a discrete Week 3 M11/12SP-IIIb-3
random variable.
solves problems involving mean and variance of M11/12SP-IIIb-4
probability distributions.
The learner The learner is able to illustrates a normal random variable and its M11/12SP-IIIc-1
demonstrates accurately formulate characteristics.
understanding of key and solve real-life identifies regions under the normal curve Week 4 M11/12SP-IIIc-3
concepts of normal problems in different corresponding to different standard normal values.
probability disciplines
converts a normal random variable to a standard M11/12SP-IIIc-4
distribution. involving normal
normal variable and vice versa.
distribution.
computes probabilities and percentiles using the M11/12SP-IIIc-d-1
 542

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

standard normal table.
The learner The learner is able to illustrates random sampling. Week 5 M11/12SP-IIId-2
demonstrates apply suitable sampling distinguishes between parameter and statistic. M11/12SP-IIId-3

demonstrates
understanding of…
understanding of key and sampling identifies sampling distributions of statistics (sample M11/12SP-IIId-4
concepts of sampling distributions of the mean).
and sampling sample mean to solve finds the mean and variance of the sampling Week 6 M11/12SP-IIId-5
distributions of the real-life problems in distribution of the sample mean.
sample mean. different disciplines.
defines the sampling distribution of the sample M11/12SP-IIIe-1
mean for normal population when the variance is:
(a) known; (b) unknown
illustrates the Central Limit Theorem. Week 7 to 8 M11/12SP-IIIe-2
defines the sampling distribution of the sample M11/12SP-III-3
mean using the Central Limit Theorem.
solves problems involving sampling distributions of M11SP-IIIe-f-1
the sample mean.
The learner The learner is able to illustrates the t-distribution. Week 9 M11/12SP-IIIg-2
demonstrates estimate the population identifies percentiles using the t-table. M11/12SP-IIIg-5
understanding of key mean and population
identifies the length of a confidence interval. Week 10 M11/12SP-IIIj-1
concepts of proportion to make
estimation of sound inferences in computes for the length of the confidence interval. M11/12SP-IIIj-2
population mean and reallife problems in computes for an appropriate sample size using the M11/12SP-IIIj-3
population different disciplines. length of the interval.
proportion. solves problems involving sample size M11/12SP-IIIj-4
determination.
 542

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

Q4 The learner The learner is able to illustrates: (a) null hypothesis; (b) alternative Week 1 M11/12SP-IVa-1
demonstrates perform appropriate hypothesis; (c) level of significance; (d) rejection
understanding of key tests of hypotheses region; and (e) types of errors in hypothesis testing.
concepts of tests of involving the population identifies the parameter to be tested given a reallife M11/12SP-IVa-3
hypotheses on the mean and population problem.
population mean and proportion to make
formulates the appropriate null and alternative Week 2 M11/12SP-IVb-1
population inferences in real-life
hypotheses on a population mean.
proportion. problems in different
disciplines. identifies the appropriate form of the test-statistic M11/12SP-IVb-2
when: (a) the population variance is assumed to be
known; (b) the population variance is assumed to

demonstrates
understanding of…
be unknown; and (c) the Central Limit Theorem is to
be used.
identifies the appropriate rejection region for a Week 3 M11/12SP-IVc-1
given level of significance when: (a) the population
variance is assumed to be known; (b) the population
variance is assumed to be unknown; and (c) the
Central Limit Theorem is to be used.
computes for the test-statistic value (population Week 4 M11/12SP-IVd-1
mean).
draws conclusion about the population mean based M11/12SP-IVd-2
on the test-statistic value and the rejection region.
solves problems involving test of hypothesis on the Week 5 M11/12SP-IVe-1
population mean.
formulates the appropriate null and alternative M11/12SP-IVe-2
 542

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

hypotheses on a population proportion.
identifies the appropriate form of the test-statistic M11/12SP-IVe-3
when the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a Week 6 M11/12SP-IVe-4
given level of significance when the Central Limit
Theorem is to be used.
computes for the test-statistic value (population M11/12SP-IVf-1
proportion).
draws conclusion about the population proportion M11/12SP-IVf-2
based on the test-statistic value and the rejection
region.
solves problems involving test of hypothesis on the Week 7 M11/12SP-IVf-g-1
population proportion.
The learner The learner is able to illustrates the nature of bivariate data. M11/12SP-IVg-2
demonstrates perform correlation and constructs a scatter plot. M11/12SP-IVg-3

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

calculates the slope and y-intercept of the M11/12SP-IVi-3

regression line.
 542

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration K to 12 CG Code

The learner The learner is able to… The learner…

interprets the calculated slope and y-intercept of M11/12SP-IVi-4
the regression line.
predicts the value of the dependent variable given Week 10 M11/12SP-IVj-1
the value of the independent variable.
solves problems involving regression analysis. M11/12SP-IVj-2

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

First The learners

Quarter demonstrate an The learners
understanding of:
1. acknowledge human
1. human cultural cultural variation, social *Discuss the nature, goals and perspectives
variation, social differences, social change, and in/of anthropology, sociology and political Week 1
differences, social political identities science
change, and political
identities
Grade Level: Grade 11/12
Subject: Understanding Culture, Society and Politics
 544

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

2. adopt an open and

2. the critical attitude toward
significance of different
studying culture, social, political, and cultural
society, and politics phenomena through
observation and reflection
3. the rationale
for studying 3. appreciates the
anthropology, political value of disciplines of
science, and sociology Anthropology, Sociology, and
Political
Science as social sciences
1. culture and
society as
anthropological and *Analyze the concept, aspects and changes Week 2
sociological concepts in/of culture and society
1. appreciate the nature
2. perspectives of culture and society from the
in/approaches to the perspectives of anthropology
study of culture and and sociology
*Explain the importance of cultural Week 3
society (i.e.,
relativism in attaining cultural understanding
comparative, 2. demonstrate a holistic
historical, understanding of culture and
structuralfunctional, society
interpretive, critical)
3. values cultural heritage
1. the human and express pride of place
origins and the without being ethnocentric
capacity for culture
2. the role of *Analyze the significance of cultural, social, Week 4
political and economic symbols and practices
 544

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

culture in human
adaptation 3. Analyze key features of
processes of cultural interrelationships of biological,
and cultural and sociopolitical
processes in human evolution

sociopolitical that can still be used and

evolution developed

1. how
individuals learn
culture and become 1. identify norms and
competent members values to be observed in * Explain the context, content, processes, and Week 5
of society how interacting with others in consequences of socialization
individuals learn society, and the consequences
culture and become of ignoring
competent members these rules
of society

2. how
individuals should *Analyze the forms and functions of social Week 6
behave as part 2. assess the rules of organizations
of a political social interaction to maintain
community stability of everyday life and
the role of innovation in
response to problems and
challenges
Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
546

Second *Explain the forms and functions of state and Week 7

Quarter 1. cultural, social, 1. analyze aspects of non-state institutions
and political social organization
institutions as sets of
norms and patterns of 2. identify one’s role in
behavior that relate to social
major groups and institutions *Examine the functions and importance of Week 8
social interests education in the society
3. recognize other forms
2. social of economic transaction such
stratification as the as sharing, gift exchange, and
ranking of individuals
according

to wealth, power, and redistribution in his/her own *Examine the concept, characteristics and Week 9
prestige society forms of stratification systems using
sociological perspectives
3. social and political
inequalities as features *Explain government programs and initiatives Week 10
of societies in addressing social inequalities e.g. local,
and the global national, global
community
*Suggest ways to address social inequalities Week 11
(local, national and global)
the agents/
institutions, processes, 1. evaluates factors
and outcomes of causing
cultural, social, political, and cultural
 544

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code

political, and social change * Examine human responses to emerging Week 12

change challenges in contemporary societies
2. advocate how human
societies should adapt to such
changes