2021 Edition

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PREFACE
The CLMD4A Budget of Work (BOW) is one of the prime
projects anchored to DepEd’s Sulong Edukalidad, a national
program that shifts to and focuses on quality basic education.
This program is a manifestation of significant shift of focus to
improving quality of basic education in the region with
enhanced teacher performance and improved mastery of
learning competencies on the part of the learners.

In response to the first key reform area (KRA) of Sulong

Edukalidad known as K to 12 curriculum review and update,
DepEd CALABARZON develops the CLMD4A BOW which aims
to redirect the teaching of the target learning competencies
(LCs) into more precise and quality-driven direction by
placing emphasis on the most essential learning
competencies (MELCs) involving more relevant knowledge,
skills, and attitudes/values (KSAVs) significant to the
ever-changing 21st century society. Also, this project directs
the adaptation and reformation of the curriculum to the
current demands of the society while the country is adjusting
to the emerging needs of the new normal.

Guided by the provisions of Republic Act 10533, Section

5, Paragraphs B and H and Rule II Section 10.2 Paragraphs B
and H of DepEd Order No. 43 s. 2013, DepEd CALABARZON,
through the CLMD, takes an initiative in developing the PIVOT
4A BOW in making the curriculum relevant, responsive and
flexible by localizing, indigenizing, contextualizing and
enhancing it to ensure mastery of the target LCs and MELCs
and promoting holistic development of learners’ knowledge,
skills and attitude/values (KSAVs) from Kindergarten to Grade
12.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of the
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in
re-structuring their lessons, delivery and assessment.

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CLMD4A BUDGET OF WORK
CLMD4A Budget of Work (BOW), as a regional
curriculum blueprint, highlights the Most Essential Learning
Competencies being the heart of the LCP. This categorizes
the K to 12 competencies into two: the most essential
learning competencies (MELCs) and the enabling
competencies.

CLMD4A BUDGET OF WORK (BOW)

CLMD4A Budget of Work (BOW) is one of the prime

projects of the Region as a response to the first key reform
area (KRA) of Sulong Edukalidad known as K to 12
curriculum review and update.

CLMD4A Curriculum Design

Curriculum Design for CLMD4A BOW (Pawilen, 2019)

Figure 1. CLMD4A BOW Curriculum Design

DepEd CALABARZON develops the CLMD4A BOW to

redirect the delivery of the target learning competencies (LCs)
into more precise and quality-driven direction by placing
emphasis on the most essential learning competencies (MELCs)
founded on more relevant knowledge, skills, and
attitudes/values (KSAVs) significant to the ever-changing 21st
century society. Also, this project directs the adaptation and

4
reformation of the curriculum to the current demands of the
society while the region is adjusting to the emerging needs of the
new normal.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in re-
structuring their lessons, delivery and assessment.

Basically, CLMD4A BOW is a teaching resource material

and reference that contains LCs, MELCs and time allotment
arranged into columns for easy reference and notation. This
would guide teachers in designing and planning their lessons. Its
design is influenced by various teaching-learning principles
focusing on the following:
a. the nature of learners,
b. KSAVs learners should learn, and
c. brevity of KSAVs.

CLMD4A BOW focuses on recalling, remediating, reflecting

and relearning principles attuned to diverse learners (Zape,
2020). The context of this CLMD4A BOW is not only to decongest
the curriculum but to refocus curricular direction in the region
towards quality teaching-learning processes and desired
learning outcomes. This also embodies the complete cycle of
learning from acquisition to reflection which is important in
developing holistic learners in the 21st century learning
environment.

In understanding the contexts of CLMD4A BOW, identifying

enabling competencies is necessary (Pawilen, 2020). Enabling
competencies are important to bridge and guide teachers and
learners in the process of understanding complex learning
competencies.

Each CLMD4A BOW has different parts and/or features

considering the nature and uniqueness of each learning area.
Basically, designs of PIVOT 4A BOW are grouped into four (4)---
(a) Kindergarten, (b) languages (English, Filipino and MTB-MLE),
(c) other non-language learning areas, and (d) Senior High
School.

- CLMD4A BOW for Kindergarten consists of quarter, MELCs,

domains of child development, learning competencies
and assignment which may either be first to appear or a
follow-up competency. The domains of child
development are considered as the basic features and
framework of early childhood education.

- CLMD4A BOWs in Mother Tongue-Based Multilingual

Education (MTB-MLE), English and Filipino contain the
following parts: quarter, MELCs, domains, learning

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 competencies and number of days taught. The unique
features of these BOWs as compared to other learning
areas are the language domains reflecting different
learning targets and/or macro skills. Domains vary from
one grade level to another.

- CLMD4A BOWs in non-Kindergarten and non-language

learning areas contain the following parts: quarter, MELCs,
learning competencies and number of days taught.
Meanwhile, CLMD4A BOW in MAPEH is also divided into its
four components: Music, Arts, Physical Education and
Health. Also, CLMD4A BOW in EPP/TLE is also presented and
categorized as to components and/or specializations.

- CLMD4A BOWs for Senior High School contain the following

parts: quarter, MELCs and number of days taught.

The development of CLMD4A BOW in each learning area

for Key Stages 1-4 ensures the achievement of the grade level
and key stage standards in response to the Department’s call to
produce proficient and lifelong learners who can apply their
KSAVs in solving real-world problems.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

The Central Office, through the Bureau of Curriculum

Development (BCD), due to prevailing situation in the country on
the Corona Virus Disease 2019 or COVID-19, has identified the
most essential learning competencies (MELCs) in each learning
area for Key Stages 1-4. MELCs are knowledge, skills and
attitudes/values (KSAVs) that shall be mastered by each learner
to achieve the set content and performance standards in each
quarter, grade level or key stage.

MELCs are the most important LCs in each learning area

and grade level needed by each learner to learn, understand,
use and apply in an environment/situation of varying contexts.
These are also the standard LCs that teachers must focus on in
terms of delivery and assessment.

In response to this call, DepEd CALABARZON initializes and

introduces the CLMD4A Budget of Work (BOW) highlighting the
identified MELCs. CLMD4A BOWs used MELCs as the key focus in
each quarter in each learning area and grade level. The number
of MELCs varies from one quarter to another and one grade level
to another.

In planning lessons for each quarter, teachers shall look into

the CLMD4A BOW and locate the indicated. All LCs in CLMD4A
BOW shall still be taught with great emphasis on the MELCs. As
such, more activities and assessment procedures shall be given
in dealing with these MELCs.

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ENABLING COMPETENCIES

While MELCs are readily available, the region mapped

MELCs which are terminal in nature. As such, it is essential that
these MELCs be introduced and/or bridged with enabling
competencies in the proficient demonstration of target
knowledge, skills and attitude/values. Basically, enabling
competencies are pre-requisite skills, knowledge and
attitude/values needed by learners in learning/understanding
the target learning competencies.

In this regard, CLMD4A BOW employs review and mapping

principles to arrive at the specific learning competencies for
delivery with respect to the time allotment per learning area and
modality appropriate at this time. These MELCs and LCs were
identified using the SMART test. Enabling competencies are
written in objective form under knowledge, skills and/or
attitude/value targets. In CLMD4A BOW, some MELCs already
function as enabling competencies in achieving other MELCs.

Further, enabling competencies shall be used by teachers

as their guide in writing their LeaPs using the IDEA instructional
process. The identified enabling competencies shall be used as
springboard to meet the expectation of the MELC.

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 CLMD4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – CORE SUBJECTS

The CLMD4A Budget of Work (BOW) for Senior High School – Core Subjects is a
resource material in teaching SHS core subjects that contain and highlight the most
essential learning competencies (MELCs) as mapped from the K to 12 Basic Education
Curriculum for Senior High School.

How to Use this BOW?

The CLMD4A BOW for SHS-Core Subjects is composed of six (6) columns. The
first column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the No. of Days Taught; and the last three columns
for the Learning Delivery Platforms.

Quarter Most Essential Learning No. of Days Learning Delivery

Competencies (MELC) Taught Platform
(A) (B) (C) (E)

TV Radio Both
(F) (G) (H)

(D) 1

In using the CLMD4A BOW for SHS-Core Subjects, it is important to understand

the figure above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
Meanwhile, in some cases, MELCs were produced by rephrasing or
merging/fusing some LCs from the K to 12 Curriculum Guide for HGP.
E. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (F)
TV Lesson, (G) Radio Lesson, and (H) Both.

Further, teachers should:

• look for the grade level they are handling;

• check the MELC/s to be taught in a particular quarter and/or semester;
• take note that teachers, based from school planning and subject distribution,
may teach a particular subject either on first semester or second semester and
either on Grade 11 or Grade 12 while considering the subject pre-requisites and
co-requisites;
• take note that the CLMD4A BOW presents the partition of MELCs in each
quarter but it does not mean that if this guide notes that Subject A be taught
in the first semester, the school cannot offer it on the second semester, i.e. this

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 guide identifies 21st Century Literature from the Philippines and the World as a
subject for the first semester; thus the MELCs are divided into Quarters 1 and 2;
however, if the school plans to offer this subject in the second semester; then,
the MELCs will be consequently adjusted to Quarters 3 and 4 accounting the
same distribution of MELCs per quarter;
• be guided that all SHS Core Subjects, except for Physical Education and Health,
shall be taught for 32 days (4-hour sessions/week times 8 weeks/quarter) in a
quarter;
• observe that Physical Education and Health shall be taught for eight (8)
meetings (1-hour session/week times 8 weeks) per quarter; and
• design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : 21ST CENTURY LITERATURE FROM THE PHILIPPINES
AND THE WORLD

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Writing a close analysis and critical interpretation of
literary texts and doing an adaptation of these
require from the learner the ability to identify:
a. the geographic, linguistic, and ethnic
dimensions of Philippine literary history from
8 /
pre-colonial to the contemporary
b. representative texts and authors from each
region (e.g. engage in oral history research
with focus on key personalities from the
students’ region/province/town)
Compare and contrast the various 21st century
literary genres and the ones from the earlier
4 /
genres/periods citing their elements, structures and
traditions
Discuss how different contexts enhance the text’s
4 /
meaning and enrich the reader’s understanding
Produce a creative representation of a literary text
8 /
by applying multi-media and ICT skills
Do self- and/or peer-assessment of the creative
adaptation of a literary text, based on rationalized 8 /
criteria, prior to presentation
Quarter 2
Writing a close analysis and critical interpretation of
literary texts, applying a reading approach, and
doing an adaptation of these, require from the
12 /
learner the ability to identify: representative texts
and authors from Asia, North America, Europe, Latin
America, and Africa
Compare and contrast the various 21st century
literary genres and their elements, structures, and 4 /
traditions from across the globe
Produce a creative representation of a literary text
8 /
by applying multimedia and ICT skills
Do self- and/or peer-assessment of the creative
adaptation of a literary text, based on rationalized 8 /
criteria, prior to presentation

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : ORAL COMMUNICATION IN CONTEXT

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Explains the functions, nature and process of
4 /
communication
Differentiates the various models of communication 4 /
Uses various strategies in order to avoid communication
8 /
breakdown
Examines sample oral communication activities 4 /
Identifies the various types of speech context. /
4
Distinguishes types of speeches and speech style /
Responds appropriately and effectively to a speech
8 /
act
Quarter 2
Employs various communicative strategies in different
/
situations
Explains that a shift in speech context, speech style,
speech act and communicative strategy affects the
following:
Language form 16
Duration of interaction /
Relationship of speaker
Role and responsibilities of the speaker
Message
Delivery
Uses principles of effective speech writing focusing on:
Audience profile
Logical organization
Duration
Word choice
Grammatical correctness
16 /
and

Articulation
Modulation
Stage Presence
Facial Expressions, Gestures and Movements
Rapport with the audience

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : READING AND WRITING SKILLS

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 3
Compare and contrast patterns of written texts across
8 /
disciplines
Evaluate a written text based on its properties
(organization, coherence and cohesion, language use 8 /
and mechanics)
Identify claims explicitly or implicitly made in a written
text
a. Claim of fact 16 /
b. Claim of policy
c. Claim of value
Quarter 4
Identify the context in which a text was developed
a. Hypertext 4 /
b. Intertext
Explain critical reading as reasoning /
Formulate evaluative statements about a text read:
a. assertions about the content and properties
of a text read; and /
4
b. counterclaims in response to claims made in a
text read
Determine textual evidence to validate assertions and
/
counterclaims made about a text read
Identify the unique features of and requirements in
composing texts that are useful across disciplines:
a. Book Review or Article Critique
b. Literature Review 12 /
c. Research Report
d. Project Proposal
e. Position Paper
Identify the unique features of and requirements in
composing professional correspondence:
a. Resume
12 /
b. Application for College Admission
c. Application for Employment
d. Various forms of Office Correspondence

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : DISASTER READINESS AND RISK REDUCTION

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
Explain the meaning of disaster /
4
Differentiate the risk factors underlying disasters /
Describe the effects of disasters on one’s life /
Analyze disaster from the different perspectives
4
(physical, psychological, socio-cultural, economic, /
political, and biological).
Explain the meaning of vulnerability /
Explain why certain sectors of society are more are more 4
/
vulnerable to disaster than others
Recognize vulnerabilities of different elements exposed to
/
specific hazards
4
Differentiate among hazards, exposure, and
/
vulnerabilities and give examples from actual situations.
Define and cite examples of the types of hazards /
Explain the impact of various hazards on different 4
/
exposed elements
Identify various potential earthquake hazards /
Recognize the natural signs of an impending tsunami; 4 /
Analyze the effects of the different earthquake hazards /
Interpret different earthquake hazard maps; /
4
Explain various volcano-related hazards /
Recognize signs of an impending volcanic eruption /
4
Interpret different volcano hazard maps; /
Quarter 2
Discuss the different geological hazards /
Analyze the causes of geological hazards 4 /
Recognize signs of impending geological hazards; /
Interpret geological maps /
Apply mitigation strategies to prevent loss of lives and 4
/
properties
Recognize signs of impending hydrometeorological
/
hazards
Interpret different hydrometeorological hazard maps 4 /
Use available tools for monitoring hydrometeorological
/
hazards
Recognize elements of the fire triangle in different
/
situations
Analyze the different causes of fires 4 /
Observe precautionary measures and proper
/
procedures in addressing a fire incident
Apply basic response procedures during a fire incident /
4
Follow fire emergency and evacuation plans;
Discuss the key concepts, principles, and elements of
DRR 4
Recognize the importance of DRR on one’s life
Discuss different community-based practices for
managing disaster risk to specific hazards 4
Develop a community preparedness plan;
Prepare survival kits and materials for one’s family and
4
for public information and advocacy

14
 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Explain DRR-related laws and policies

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : EARTH AND LIFE SCIENCE

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Recognize the uniqueness of Earth, being the only planet
in the solar system with properties necessary to support
life.
Explain that the Earth consists of four subsystems, across 4
whose boundaries matter and energy flow.
Identify common rock-forming minerals using their physical
and chemical properties.
Classify rocks into igneous, sedimentary, and metamorphic
Explain how the products of weathering are carried away 4
by erosion and deposited elsewhere
Describe where the Earth’s internal heat comes from.
4
Describe how magma is formed (magmatism)
Describe the physical and chemical changes in of rocks
due to changes in pressure and temperature
(metamorphism) 4
Compare and contrast the formation of the different types
of igneous rocks
Explain how the movement of plates leads to the
formation of folds and faults
Describe how layers of rocks (stratified rocks) are formed 4
Describe the different methods (relative and absolute
dating) to determine the age of stratified rocks
Explain how relative and absolute dating were used to
determine the subdivisions of geologic time
Describe how the Earth’s history can be interpreted from
4
the geologic time scale
Describe the various hazards that may happen in the
event of earthquakes, volcanic eruptions, and landslides
Using hazard maps, identify areas prone to hazards
brought about by earthquakes, volcanic eruptions, and
landslides 4
Identify human activities that speed up or trigger
landslides
Using hazard maps, identify areas prone to hazards
brought about by tropical cyclones, monsoons, floods, or
ipo-ipo
Describe how coastal processes result in coastal erosion,
4
submersion, and saltwater intrusion
Cite ways to prevent or mitigate the impact of land
development, waste disposal and construction of
structures on control coastal processes
Quarter 2
Explain the evolving concept of life based on emerging
4 /
pieces of evidence
Describe how unifying themes (e.g., structure and
function, evolution, and ecosystems) in the study of life
4 /
show the connections among living things and how they
interact with each other and with their environment
Describe the different ways of how representative
4 /
animals reproduce
Describe the process of genetic engineering 4 /

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 Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Evaluate the benefits and risks of using GMOs /
Describe the general and unique characteristics of the
/
different organ systems in representative animals
4
Analyze and appreciate the functional relationships of
/
the different organ systems in ensuring animal survival
Explain how populations of organisms have changed and
continue to change over time showing patterns of
4 /
descent with modification from common ancestors to
produce the organismal diversity observed today
Describe how the present system of classification of
4 /
organisms is based on evolutionary relationships
Categorize the different biotic potential and
environmental resistance (e.g., diseases, availability of 4 /
food, and predators) that affect population explosion

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : EARTH SCIENCE

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Describe the characteristics of Earth that are necessary to
/
support life
Explain that the Earth consists of four subsystems, across
4 /
whose boundaries matter and energy flow
Identify common rock-forming minerals using their physical
/
and chemical properties
Classify rocks into igneous, sedimentary, and metamorphic /
4
Identify the minerals important to society /
Describe how ore minerals are found, mined, and
/
processed for human use 4
Describe how fossil fuels are formed /
Explain how heat from inside the Earth (geothermal) and
from flowing water (hydroelectric) is tapped as a source /
4
of energy for human use
Identify the various water resources on Earth /
Explain how different activities affect the quality and
/
availability of water for human use
Identify human activities, such as farming, construction of 4
structures, and waste disposal, that affect the quality and /
quantity of soil
Give ways of conserving and protecting the soil for future
4 /
generations
Describe how people generate different types of waste
(solid, liquid, and gaseous) as they make use of various 4 /
materials and resources in everyday life
Explain how different types of waste affect people’s
4 /
health and the environment
Quarter 2
Describe how rocks undergo weathering /
4
Explain why the Earth’s interior is hot /
Describe what happens after magma is formed /
Describe the changes in mineral components and texture
4
of rocks due to changes in pressure and temperature /
(metamorphism)
Describe how rocks behave under different types of stress
/
such as compression, pulling apart, and shearing 4
Explain how seafloor spreads /
Describe the structure and evolution of ocean basins /
Explain how the movement of plates leads to the
4
formation of folds faults, trenches, volcanoes, rift valleys /
and mountain ranges
Describe how layers of rocks (stratified rocks) are formed /
Describe the different methods (relative and absolute 4
/
dating) of determining the age of stratified rocks
Explain how relative and absolute dating were used to
4 /
determine the subdivisions of geologic time
Describe how index fossils (also known as guide fossils) are
used to define and identify subdivisions of the geologic 4 /
time scale
Describe the history of the Earth through geologic time 4 /

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PHYSICAL SCIENCE

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Give evidence for and describe the formation of heavier
/
elements during star formation and evolution
4
Explain how the concept of atomic number led to the
/
synthesis of new elements in the laboratory
Determine if a molecule is polar or non-polar given its
/
structure 4
Relate the polarity of a molecule to its properties /
Describe the general types of intermolecular forces /
Explain the effect of intermolecular forces on the 4
/
properties of substances
Explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins 4 /
determine their properties and functions
Use simple collision theory to explain the effects of
concentration, temperature, and particle size on the rate /
4
of reaction
Define catalyst and describe how it affects reaction rate /
Determine the limiting reactant in a reaction and
4 /
calculate the amount of product formed
Describe how energy is harnessed from different sources:
a. Fossil fuels
b. Biogas
c. Geothermal
4 /
d. Hydrothermal
e. Batteries
f. Solar cells
g. Biomass
From product labels, identify the active ingredient(s) of
/
cleaning products used at home 4
Give the use of the other ingredients in cleaning agents /
Quarter 2
Explain how the Greeks knew that the Earth is spherical /
Cite examples of astronomical phenomena known to
/
astronomers before the advent of telescopes
4
Explain how Brahe’s innovations and extensive collection
of data in observational astronomy paved the way for /
Kepler’s discovery of his laws of planetary motion
Compare and contrast the Aristotelian and Galilean
conceptions of vertical motion, horizontal motion and /
projectile motion
Explain how Galileo inferred that objects in vacuum fall
with uniform acceleration, and that force is not 4 /
necessary to sustain horizontal motion
Explain the subtle distinction between Newton’s 1st Law
of Motion (or Law of Inertia) and Galileo’s assertion that /
force is not necessary to sustain horizontal motion
Describe how the propagation of light, reflection, and
refraction are explained by the wave model and the /
particle model of light 4
Explain how the photon concept and the fact that the
/
energy of a photon is directly proportional to its

19
 Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
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 electrons can
/
behave like waves
4
Differentiate dispersion, scattering, interference, and
/
diffraction
Explain various light phenomena such as:
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 4
artificial light and in sunlight
e. Haloes, sundogs, primary rainbows, secondary
rainbows, and supernumerary bows
f. Why clouds are usually white and rainclouds dark
g. Why the sky is blue and sunsets are reddish
Describe how Hertz produced radio pulses /
Explain how special relativity resolved the conflict
between Newtonian mechanics and Maxwell’s 4 /
electromagnetic theory
Explain the consequences of the postulates of Special
Relativity (e.g., relativity of simultaneity, time dilation,
/
length contraction, mass-energy equivalence, and
cosmic speed limit) 4
Explain the consequences of the postulates of General
Relativity (e.g., correct predictions of shifts in the orbit of /
Mercury, gravitational bending of light, and black holes)
Explain how the speeds and distances of far-off objects
are estimated (e.g., doppler effect and cosmic distance /
ladder)
4
Explain how we know that we live in an expanding
universe, which used to be hot and is approximately 14 /
billion years old

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 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : GENERAL MATHEMATICS

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
represents real-life situations using functions, including piece-wise
/
functions.
evaluates a function. /
4
performs addition, subtraction, multiplication, division, and
/
composition of functions
solves problems involving functions. /
represents real-life situations using rational functions. /
distinguishes rational function, rational equation, and
/
rational inequality.
solves rational equations and inequalities. 4 /
represents a rational function through its: (a) table of values,
/
(b) graph, and (c) equation.
finds the domain and range of a rational function. /
determines the: (a) intercepts; (b) zeroes; and (c)
/
asymptotes of rational functions
4
solves problems involving rational functions, equations, and
/
inequalities.
represents real-life situations using one-to one functions. /
determines the inverse of a one-to-one function. /
represents an inverse function through its: (a) table of 4
/
values, and (b) graph.
finds the domain and range of an inverse function. /
solves problems involving inverse functions. /
represents real-life situations using exponential functions. /
4
distinguishes between exponential function, exponential
/
equation, and exponential inequality.
solves exponential equations and inequalities. /
represents an exponential function through its: (a) table of
/
values, (b) graph, and (c) equation.
4
finds the domain and range of an exponential function. /
determines the intercepts, zeroes, and asymptotes of an
/
exponential function.
solves problems involving exponential functions, equations,
/
and inequalities.
represents real-life situations using logarithmic functions. /
4
distinguishes logarithmic function, logarithmic equation, and
/
logarithmic inequality.
solves logarithmic equations and inequalities. /
represents a logarithmic function through its: (a) table of
/
values, (b) graph, and (c) equation.
finds the domain and range of a logarithmic function. /
determines the intercepts, zeroes, and asymptotes of 4
/
logarithmic functions.
solves problems involving logarithmic functions, equations,
/
and inequalities.
Quarter 2
illustrates simple and compound interests. /
4
distinguishes between simple and compound interests. /

21
 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
computes interest, maturity value, future value, and present
value in simple interest and compound interest /
environment.
solves problems involving simple and compound interests. /
illustrates simple and general annuities. /
distinguishes between simple and general annuities. /
finds the future value and present value of both simple
/
annuities and general annuities.
8
calculates the fair market value of a cash flow stream that
/
includes an annuity.
calculates the present value and period of deferral of a
/
deferred annuity.
illustrate stocks and bonds. /
distinguishes between stocks and bonds. /
4
describes the different markets for stocks and bonds. /
analyzes the different market indices for stocks and bonds. /
illustrates business and consumer loans. /
distinguishes between business and consumer loans. /
4
solves problems involving business and consumer loans
/
(amortization, mortgage).
illustrates and symbolizes propositions. /
distinguishes between simple and compound propositions. 4 /
performs the different types of operations on propositions. /
determines the truth values of propositions. /
4
illustrates the different forms of conditional propositions. /
illustrates different types of tautologies and fallacies. /
determines the validity of categorical syllogisms. /
4
establishes the validity and falsity of real-life arguments using
/
logical propositions, syllogisms, and fallacies.

22
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : STATISTICS AND PROBABILITY

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 3
illustrates a random variable (discrete and continuous). /
distinguishes between a discrete and a continuous
/
random variable.
4
finds the possible values of a random variable. /
illustrates a probability distribution for a discrete random
/
variable and its properties.
computes probabilities corresponding to a given
/
random variable.
illustrates the mean and variance of a discrete random
4 /
variable.
calculates the mean and the variance of a discrete
/
random variable.
interprets the mean and the variance of a discrete
/
random variable.
solves problems involving mean and variance of
4 /
probability distributions.
illustrates a normal random variable and its
/
characteristics.
identifies regions under the normal curve corresponding
/
to different standard normal values.
converts a normal random variable to a standard
4 /
normal variable and vice versa.
computes probabilities and percentiles using the
/
standard normal table.
illustrates random sampling. /
distinguishes between parameter and statistic. /
4
identifies sampling distributions of statistics (sample
/
mean).
finds the mean and variance of the sampling distribution
/
of the sample mean.
defines the sampling distribution of the sample mean for 4
normal population when the variance is: (a) known; (b) /
unknown
illustrates the Central Limit Theorem. /
defines the sampling distribution of the sample mean
/
using the Central Limit Theorem. 4
solves problems involving sampling distributions of the
/
sample mean.
illustrates the t-distribution. /
identifies percentiles using the t-table. /
identifies the length of a confidence interval. /
computes for the length of the confidence interval. 4 /
computes for an appropriate sample size using the
/
length of the interval.
solves problems involving sample size determination. /
Quarter 4
illustrates: (a) null hypothesis; (b) alternative hypothesis;
(c) level of significance; (d) rejection region; and (e) 4 /
types of errors in hypothesis testing.

23
 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
identifies the parameter to be tested given a real-life
/
problem.
formulates the appropriate null and alternative
/
hypotheses on a population mean.
identifies the appropriate form of the test-statistic when:
(a) the population variance is assumed to be known; (b)
/
the population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a given
level of significance when: (a) the population variance
is assumed to be known; (b) the population variance is 4 /
assumed to be unknown; and (c) the Central Limit
Theorem is to be used.
computes for the test-statistic value (population mean). /
draws conclusion about the population mean based on 4
/
the test-statistic value and the rejection region.
solves problems involving test of hypothesis on the
/
population mean.
formulates the appropriate null and alternative
4 /
hypotheses on a population proportion.
identifies the appropriate form of the test-statistic when
/
the Central Limit Theorem is to be used.
identifies the appropriate rejection region for a given
level of significance when the Central Limit Theorem is to /
be used.
computes for the test-statistic value (population
4 /
proportion).
draws conclusion about the population proportion
based on the test-statistic value and the rejection /
region.
solves problems involving test of hypothesis on the
/
population proportion.
illustrates the nature of bivariate data. /
4
constructs a scatter plot. /
describes shape (form), trend (direction), and variation
/
(strength) based on a scatter plot.
calculates the Pearson’s sample correlation coefficient. /
solves problems involving correlation analysis. /
identifies the independent and dependent variables. /
calculates the slope and y-intercept of the regression 4
/
line.
interprets the calculated slope and y-intercept of the
/
regression line.
predicts the value of the dependent variable given the
/
value of the independent variable. 4
solves problems involving regression analysis. /

24
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON/
PAMBUNGAD SA PILOSOPIYA NG TAO

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
Distinguish a holistic perspective from a partial point of view
Nakikilala ang pagkakaiba ng pangkabuuang pananaw /
mula sa pananaw ng mga bahagi lamang
Realize the value of doing philosophy in obtaining a broad
perspective on life
/
Nahihinuha na: Mahalaga ang pamimilosopiya upang
8
magkaroon ng malawakang pananaw sa buhay.
Do a philosophical reflection on a concrete situation from
a holistic perspective
Nakapagmumuni-muni sa isang suliranin sa isang /
pilosopikong paraan at nakagagawa ng pamimiloosopiya
sa buhay
Distinguish opinion from truth
/
Nakikilala ang pagkakaiba ng katotohanan sa opinyon
Realize that the methods of philosophy lead to wisdom and
truth
/
Nahihinuha na patungo sa katotohanan ang mga
8
pamamaraan ng pamimilosopiya
Evaluate truth from opinions in different situations using the
methods of philosophizing
/
Natataya ang katotohanan at opinyon sa iba’t ibang
sitwasyon gamit ang pamamaraan ng pamimilosopiya
Recognize how the human body imposes limits and
possibilities for transcendence
/
Nakikilala na: Binibigyan ako ng hangganan at posibilidad
ng aking katawan
8
Evaluate own limitations and the possibilities for their
transcendence
/
Natataya ang mga pagkakatakda (hangganan) at
pagsasaibayo (posibilidad) ng sarili
Notice things that are not in their proper place and
organize them in an aesthetic way
/
Napapansin ang mga bagay na wala sa wastong lugar at
naisasaayos ito nang ayon sa kagandahan
Show that care for the environment contributes to health,
well-being and sustainable development
Napatutunayan na ang pagkalinga sa kapaligiran ay 8 /
nakatutulong sa pagkamit ng kalusugan, kagalingan, at
likas-kayang kaunlaran
Demonstrate the virtues of prudence and frugality towards
environments
/
Naipamamalas ang pagiging masinop sa pakikibagay sa
kanyang mga kapwa nilalang at sa kapaligiran
Quarter 2
Evaluate and exercise prudence in choices
/
Natatasa kung siya ay maingat sa pagpapasya o hindi
Realize that:
8
a. Choices have consequences.
/
b. Some things are given up while others are
obtained in making choices

25
 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Nakikilala na:
a. May kahihinatnan ang bawat pagpili.
b. May binibitawan at may makukuha sa bawat
pagpili.
Show situations that demonstrate freedom of choice and
the consequences of their choices
/
Nakapaglalahad ng mga sitwasyon kung saan naipakikita
ang pagpili at kahihinatnan ng mga ito bawat pagpili.
Realize that intersubjectivity requires accepting differences
and not imposing on others
Nakikilala na ang pakikipagkapwa-tao ay ang /
pagtanggap sa pagkakaiba ng kapwa at hindi pagpataw
ng sarili
Explain that authentic dialogue means accepting others
even if they are different from themselves
Nakapagpapaliwanag na ang tunay na diyalogo ay ang 8 /
pagtanggap sa kapwa bilang kapwa kahit na siya ay iba
sa akin
Performs activities that demonstrate an appreciation for
the talents of persons with disabilities and those from the
underprivileged sectors of society
Nakapagsasagawa ng isang gawain na nagpapamalas
ng mga talento ng mga may kapansanan at kapus-palad
Recognize how individuals form societies and how
individuals are transformed by societies
Nakikilala kung paano nahuhubog ng tao ang lipunan at
kung paano nahuhubog ng lipunan ang tao
Compare different forms of societies and individualities (eg.
Agrarian, industrial and virtual)
Nakapaghahambing ng iba’t ibang uri ng lipunan (hal. 8
agraryo, industriyal at birtwal)
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
Enumerate the objectives he/she really wants to achieve
and to define the projects he/she really wants to do in
his/her life
Nakapagtatala ng mga bagay na tunay na gusto niyang
gawin (Ano ang gusto niyang maging?) 8
Reflect on the meaning of his/her own life
Nakapagsusulat ng pagninilay tungkol sa kahulugan ng
kanyang buhay sa konteksto ng tao bilang tumutungo sa
kamatayan (Saan hahantong ang lahat ng ito?)

26
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PERSONAL DEVELOPMENT

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
explain that knowing oneself can make a person accept
his/her strengths and limitations and dealing with others /
better 4
share his/her unique characteristics, habits, and
/
experiences
evaluate his/her own thoughts, feelings, and behaviors /
show the connections between thoughts, feelings, and 4
/
behaviors in actual life situations
Discuss developmental tasks and challenges being
/
experienced during adolescence
Evaluate one’s development through the help of 4
significant people around him/her ( peers, parents, /
siblings, friends, teachers, community leaders)
Identify ways that help one become capable and
/
responsible adolescent prepared for adult life
Discuss understanding of mental health and 4
psychological well-being to identify ways to cope with /
stress during adolescence
Identify causes and effects of stress in one’s life /
Demonstrate personal ways to cope with stress and 4
/
maintain mental health
Discuss that understanding the different parts of the
brain, processes and functions may help in improving /
thoughts, behaviour and feelings. 4
Explore ways on how to improve brain functions for
/
personal development
Develop a personal plan to enhance brain functions /
discuss that understanding the intensity and
4
differentiation of emotions may help in communicating /
emotional expressions
explore one’s positive and negative emotions and how
/
one expresses or hides them
4
demonstrate and create ways to manage various
/
emotions
Quarter 2
discuss an understanding of teen-age relationships,
including the acceptable and unacceptable /
expressions of attractions 4
express his/her ways of showing attraction, love, and
/
commitment
identify ways to become responsible in a relationship /
distinguish the various roles of different individuals in
4
society and how they can influence people through /
their leadership or followership
compare one’s perception of himself/herself and how
/
others see him/her
4
conduct a mini-survey on Filipino relationships (family,
/
school, and community)
appraise one’s family structure and the type of care
he/she gives and receives, which may help in 4 /
understanding himself/herself better

27
 No. of Learning Delivery
Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
make a genogram and trace certain physical,
/
personality, or behavioral attributes through generations
prepare a plan on how to make the family members
4 /
firmer and gentler with each other
Explain that understanding different factors, career
development concepts and personal life goals influence /
career planning and decision-making. 4
Identify career options based on different factors, career
/
development concepts and personal life goals
Prepare a career plan based on the identified career
/
options to attain personal life’s goals
explain the factors in personal development that may 4
guide him/her in making important career decisions as /
adolescents
share insights that make him/her realize the importance
of personal development in making a career decision as /
adolescent
construct a creative visualization of his/her personal 4
development through of the various stages he/she went
/
through, stressors, influences, and decision-making
points, and a personal profile analysis

28
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : UNDERSTANDING CULTURE, SOCIETY AND POLITICS

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 1
Discuss the nature, goals and perspectives in/of
4 /
anthropology, sociology and political science*
Analyze the concept, aspects and changes in/of culture
4 /
and society*
Explain the importance of cultural relativism in attaining
8 /
cultural understanding*
Analyze the significance of cultural, social, political and
8 /
economic symbols and practices*
Explain the context, content, processes, and
4 /
consequences of socialization*
Analyze the forms and functions of social organizations* 4 /
Quarter 2
Explain the forms and functions of state and non-state
4 /
institutions*
Examine the functions and importance of education in the
8 /
society*
Examine the concept, characteristics and forms of
4 /
stratification systems using sociological perspectives*
Explain government programs and initiatives in addressing
4 /
social inequalities e.g. local, national, global
Suggest ways to address social inequalities (local, national
4 /
and global)*
Examine human responses to emerging challenges in
8 /
contemporary societies*
*These learning competencies were rephrased and deemed most essential in the achievement of content and performance
standards.

29
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : KOMUNIKASYON AT PANANALIKSIK SA WIKA
AT KULTURANG PILIPINO

Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
Unang
Markahan
Natutukoy ang mga kahulugan at kabuluhan ng mga
4 /
konseptong pangwika
Naiuugnay ang mga konseptong pangwika sa mga
napanood na sitwasyong pang komunikasyon sa
telebisyon (Halimbawa: Tonight with Arnold Clavio, State /
of the Nation, Mareng Winnie,Word of the Lourd 4
(http://lourddeveyra.blogspot.com)
Naiuugnay ang mga konseptong pangwika sa sariling
/
kaalaman, pananaw, at mga karanasan
Nagagamit ang kaalaman sa modernong teknolohiya
(facebook, google, at iba pa) sa pag-unawa sa mga /
konseptong pangwika 4
Nabibigyang kahulugan ang mga komunikatibong
gamit ng wika sa lipunan (Ayon kay M. A. K. Halliday)
Natutukoy ang iba’t ibang gamit ng wika sa lipunan sa
pamamagitan ng napanood na palabas sa telebisyon
at pelikula (Halimbawa: Be Careful with My Heart, Got /
to Believe, Ekstra, On The Job, Word of the
4
Lourd(http://lourddeveyra.blogspot.com))
Naipaliliwanag nang pasalita ang gamit ng wika sa
lipunan sa pamamagitan ng mga pagbibigay /
halimbawa
Nakapagsasaliksik ng mga halimbawang sitwasyon na
4
nagpapakita ng gamit ng wika sa lipunan
Natutukoy ang mga pinagdaanang pangyayari /
kaganapan tungo sa pagkabuo at pag-unlad ng /
Wikang Pambansa 4
Nasusuri ang mga pananaw ng iba’t ibang awtor sa
isinulat na kasaysayan ng wika
Nakapagbibigay ng opinyon o pananaw kaugnay sa
4 /
mga napakinggang pagtalakay sa wikang pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang
partikular na yugto ng kasaysayan ng Wikang
Pambansa
4
Natitiyak ang mga sanhi at bunga ng mga
pangyayaring may kaugnayan sa pag-unlad ng Wikang
Pambansa
Ikalawang
Markahan
Natutukoy ang iba’t ibang paggamit ng wika sa mga
napakinggang pahayag mula sa mga panayam at /
balita sa radyo at telebisyon
4
Natutukoy ang iba’t ibang paggamit ng wika sa
nabasang pahayag mula sa mga blog, social media
posts at iba pa
Nasusuri at naisasaalang-alang ang mga lingguwistiko
at kultural na pagkakaiba-iba sa lipunang Pilipino sa /
4
mga pelikula at dulang napanood
Naipapaliwanag nang pasalita ang iba’t ibang

30
 Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
dahilan, anyo, at pamaraan ng paggamit ng wika sa
iba’t ibang sitwasyon
Nakasusulat ng mga tekstong nagpapakita ng mga
kalagayang pangwika sa kulturang Pilipino
Natutukoy ang iba’t ibang register at barayti ng wika na
ginagamit sa iba’t ibang sitwasyon (Halimbawa: 4
Medisina, Abogasya, Media, Social Media, 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
pagsusuri at pagsulat ng mga tekstong nagpapakita ng
iba’t ibang sitwasyon ng paggamit sa wika
4
Natutukoy ang mga angkop na salita, pangungusap
ayon sa konteksto ng paksang napakinggan sa mga /
balita sa radyo at telebisyon
Nabibigyang kahulugan ang mga salitang ginamit sa
talakayan
Napipili ang angkop na mga salita at paraan ng
4
paggamit nito sa mga usapan o talakayan batay sa
/
kausap, pinag-uusapan, lugar, panahon, layunin, at
grupong kinabibilangan
Nahihinuha ang layunin ng isang kausap batay sa
/
paggamit ng mga salita at paraan ng pagsasalita
Nakabubuo ng mga kritikal na sanaysay ukol sa iba’t 4
ibang paraan ng paggamit ng wika ng iba’t ibang
grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika
at kulturang Pilipino
4
Naiisa-isa ang mga hakbang sa pagbuo ng isang
/
makabuluhang pananaliksik
Nagagamit ang angkop na mga salita at pangungusap
upang mapag-ugnay-ugnay ang mga ideya sa isang
sulatin 4
Nakasusulat ng isang panimulang pananaliksik sa mga
penomenang kultural at panlipunan sa bansa

31
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO
TUNGO SA PANANALIKSIK

Learning Delivery
Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC) Platforms
Araw
TV Radio Both
Ikatlong
Markahan
Natutukoy ang paksang tinalakay sa iba’t ibang
tekstong binasa
Natutukoy ang kahulugan at katangian ng 4
mahahalagang salitang ginamit ng iba’t ibang uri ng
tekstong binasa
Naibabahagi ang katangian at kalikasan ng iba’t ibang
tekstong binasa
4
Nakasusulat ng ilang halimbawa ng iba’t ibang uri ng
teksto
Nagagamit ang cohesive device sa pagsulat ng sariling
4
halimbawang teksto
Nakakukuha ng angkop na datos upang mapaunlad
ang sariling tekstong isinulat
4
Naiuugnay ang mga kaisipang nakapaloob sa binasang
teksto sa sarili, pamilya, komunidad, bansa, at daigdig
Naipaliliwanag ang mga kaisipang nakapaloob sa
4
tekstong binasa
Nagagamit ang mabisang paraan ng pagpapahayag:
a. Kalinawan
b. Kaugnayan 8
c. Bisa
Sa reaksyong papel na isinulat
Nakasusulat ng mga reaksyong papel batay sa
binasang teksto ayon sa katangian at kabuluhan nito sa:
a. pamilya
4
b. komunidad
c. bansa
d. daigdig
Ikaapat na
Markahan
Nasusuri ang ilang halimbawang pananaliksik sa Filipino
8 /
batay sa layunin, gamit, metodo, at etika sa pananaliksik
Nabibigyang kahulugan ang mga konseptong kaugnay
ng pananaliksik (Halimbawa: balangkas konseptwal, 8 /
balangkas teoretikal, datos empirikal, atbp.)
Naiisa-isa ang mga paraan at tamang proseso ng
pagsulat ng isang pananaliksik sa Filipino batay sa 8
layunin, gamit, metodo, at etika ng pananaliksik
Nagagamit ang mga katwirang lohikal at ugnayan ng
4
mga ideya sa pagsulat ng isang pananaliksik
Nakabubuo ng isang maikling pananaliksik na
4
napapanahon ang paksa

32
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : MEDIA AND INFORMATION LITERACY

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarter 3
Describe how communication is influenced by media and
/
information
Identify the similarities and differences between and
4
among media literacy, information literacy, and /
technology literacy
Discuss responsible use of media and information /
Explain how the evolution of media from traditional to new
media shaped the values and norms of people and 4 /
society
Compare and contrast how one particular issue or news is
presented through the different types of media (print, 4 /
broadcast, online)
Contrast indigenous media to the more common sources
4 /
of information such as library, internet, etc.
Present an issue in varied ways to disseminate information
4 /
using the codes, convention, and language of media
Cite practical situation when to apply knowledge in
4 /
intellectual property, copy right, and fair use guidelines
Create a campaign add to combat digital divide,
8 /
addiction, and bullying
Quarter 4
Cite an example of an issue showing the power of media
/
and information to affect change 4
Describe the impact of massive open on-line /
Discuss the implication of media and information to an
4 /
individual and the society
Describe the different dimensions of:
• text information and media
• visual information and media
• audio information and media 8 /
• motion information and media
• manipulative information and media
• multimedia information and media
Analyze how the different dimensions are formally and
4 /
informally produced, organized, and disseminated
Evaluate a creative multimedia form (living museum,
4 /
electronic portfolio, others)
Produce a creative text-based, visual-based, audio-
based, motion-based, and manipulative-based 8 /
presentation using design principle and elements

33
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS

Learning Delivery
No. of Days
Quarter Most Essential Learning Competencies (MELC) Platforms
Taught
TV Radio Both
Quarter 1
Describes various contemporary art forms and their
4 /
practices from the various regions
Describes various art forms found in the Philippines 4 /
Researches on various contemporary art forms,
4 /
techniques and performance practices
Explains Filipino artists’ roles and identify their
4 /
contribution to contemporary arts
Evaluates contemporary art forms based on the
4 /
elements and principles
Compares forms of arts from different regions 4 /
Relates the significance of arts forms from the regions 4 /
Promotes arts from the regions 4 /
Quarter 2
Researches on techniques and performance practices
4 /
applied to contemporary arts
Discusses local materials used in creating art 4 /
Critiques available local materials and appropriate
4 /
techniques used in creating art
Explicates the use of available materials and the
4 /
application of techniques
Conceptualizes contemporary art based on
techniques and performance practices in their 4 /
locality.
Applies artistic skills and techniques in the process of
4 /
creation
Incorporates contemporary characteristics to one’s
4 /
creation with attention to detail
Creates the intended final product using appropriate
4 /
materials for the best possible output

34
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PHYSICAL EDUCATION AND HEALTH (GRADE 11)

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platforms
Taught TV Radio Both
Quarters
1 and 2
Self-assesses health-related fitness (HRF). status, barriers
to physical activity assessment participation and one’s /
diet
4
Sets Frequency Intensity Time Type (FITT) goals based
on training principles to achieve and/or maintain /
health-related fitness (HRF).
Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week /
in a variety of settings in- and out-of-school
Analyzes physiological indicators such as heart rate,
rate of perceived exertion and pacing associated with /
MVPAs to monitor and/or adjust participation or effort.
Observes personal safety protocol to avoid
dehydration, overexertion, hypo- and hyperthermia /
during MVPA participation 4
Demonstrates proper etiquette and safety in the use of
/
facilities and equipment
Participates in an organized event that addresses
/
health/fitness issues and concerns
Recognizes the value of optimizing one’s health
/
through participation in physical activity assessments
Organizes fitness event for a target health issue or
/
concern
Quarters
3 and 4
Describes the role of physical activity assessments in
/
managing one’s stress
Self-assesses health-related fitness (HRF) status, barriers 4
to physical activity assessment participation and one’s /
diet
Sets FITT goals based on training principles to achieve
/
and/or maintain HRF.
Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week /
in a variety of settings in- and out-of school
Observes personal safety protocol to avoid
4
dehydration, overexertion, hypo- and hyperthermia /
during MVPA participation
Participates in an organized event that addresses
/
health/fitness issues and concerns
Organizes sports event for a target health issue or
/
concern

35
 Level : SENIOR HIGH SCHOOL
Subject Group : CORE SUBJECT
Subject : PHYSICAL EDUCATION AND HEALTH (GRADE 12)

No. of Learning Delivery

Quarter Most Essential Learning Competencies (MELC) Days Platform
Taught TV Radio Both
Quarters
1 and 2
Self-assesses health-related fitness (HRF). status, barriers
to physical activity assessment participation and one’s /
diet 4
Sets FITT goals based on training principles to achieve
/
and/or maintain HRF
Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week in /
a variety of settings in- and out-of-school
Analyzes physiological indicators such as heart rate, rate
of perceived exertion and pacing associated with /
MVPAs to monitor and/or adjust participation or effort
Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA 4 /
participation
Demonstrates proper etiquette and safety in the use of
/
facilities and equipment
Participates in an organized event that addresses
/
health/fitness issues and concerns
Organizes fitness event for a target health issue or
/
concern
Quarters
3 and 4
Self-assesses health-related fitness (HRF) status, barriers
to physical activity assessment participation and one’s /
diet 4
Sets FITT goals based on training principles to achieve
/
and/or maintain HRF
Engages in moderate to vigorous physical activities
(MVPAs) for at least 60 minutes most days of the week in /
a variety of settings in- and out-of-school
Analyzes physiological indicators such as heart rate, rate
of perceived exertion and pacing associated with /
MVPAs to monitor and/or adjust participation or effort
Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA 4 /
participation
Demonstrates proper etiquette and safety in the use of
/
facilities and equipment
Participates in an organized event that addresses
/
health/fitness issues and concerns
Organizes fitness event for a target health issue or
/
concern

36
REFERENCES
Department of Education, “Special Curricular Programs -
Most Essential Learning Competencies with
Corresponding CG Codes”, 2020

Department of Education, “Most Essential Learning

Competencies”, 2020

Department of Education, DepEd Order No. 42, s. 2016,

“Policy Guidelines on Daily Lesson Preparation for the
K to 12 Curriculum”, 2016

DepEd CALALABARZON, Regional Order No. 10, s. 2020,

“Guidelines on the Implementation of MELC PIVOT
4A Budget of Work in All Learning Areas in Key Stages
1-4”, 2020

Pawilen, G. T. (2020, March 4). Identifying prerequisite skills,

knowledge & values to enhance curriculum
competencies [Workshop presentation] Workshop
on the Development of R4AQUBE Budget of Work
(BOW) in All Learning Areas in Key Stages 1-3,
Bagumbayan, Quezon City, Philippines.

Zape Jr., J. S. (2020, February 6). PIVOT 4A BOW: Prerequisite

skills [Meeting presentation] First Regional
Management Committee Meeting, Imus City,
Philippines.https://www.depedimuscity.com/RD%20
Cabral%20bats%20for%20'more%20responsive'%20P
PAs.php

37
Publisher : DepEd REGION IV-A CALABARZON
Curriculum and Learning Management Division
Gate 2 Karangalan Village, Cainta, Rizal
clmd.calabarzon@deped.gov.ph
2021

Project Director : FRANCIS CESAR B. BRINGAS

Assistant Project Director : CHERRYLOU D. REPIA
Project Lead : JOB S. ZAPE JR.
Project Manager : JHONATHAN S. CADAVIDO

Contributors

Kindergarten • Maria Fe C. Bautista • Enelyn T. Badillo • Merlita A. Sayago • Eliza P. Zaragoza • Michael A. Acuña • Elleden Grace L.
Denosta • Algie Bonite

Mother Tongue-Based Multilingual Education (MTB-MLE) • Maria Dylin Garcia • Jonathan Bernabe • Zarina Llarena • Dalisay Torres •
Robina delos Reyes • Malou de Ramos • Maricel Cubio

Filipino • Arnaldo O. Estareja • Marlyn A. Cabrera • Joseph E. Jarasa • Leonora Medina • Pilita A. Villanueva • Jedie A. Mendoza •
Purificacion L. Aqquiz • Fernando Enriquez • Raquel L. Azur • Mercedita Villanueva

English • Erma Valenzuela • Cristina C. Salazar • Leila M. Seco • Ma. Glecita C. Columna • Luningning C. Tapales • Abner L. Pureza •
Nedia E. Lagustan • Liza Martell Almonte • Marlen B. Sancha • Marvin Umali • Rodel Briones • Bernadette A. Alonzo-Condes • Reicon
C. Condes

Mathematics • Eduarda M. Zapanta • Ryan V. Castillo • Elizabeth R. Tolentino • Adelia H. Pacia • Mirza J. Linga • Florina C. Federico
• Marlon S. Marquez • Mila N. Ramirez • Odessa B. Manguiat • Yolanda M. Villadiego

Science • Ma. Leonora M. Natividad • Riza Soberano • Rodella Vista • Jocelyn Manzet • Aileen Vocal • Rowena Cabanding • Antonio
Faustino • Ma. Carmela Ezcel A. Orogo • Helen Gutierrez • Rosziel S. Rosales

Araling Panlipunan • Ricardo Makabenta • Lucia F. Pagalanan • Yolanda DC Lumanog • Editha Malihan • Danilo M. Mutia •
Concepcion G. Veluz • Julie Acosta • Rodel Q. Amita • Alfred James A. Ellar • Jean D. San Juan • Rizaldy R. Cristo

Music, Arts, Physical Education and Health (MAPEH) • Chereyna Guantia • Angela Morando • Judith Clemente • Marciano Valles •
Marianne Velasco • Melinda Calumaya • Arjay Buhain • Celeste Peria • Christopher Palacio • Carlito Ojacastro

Edukasyon sa Pagpapakatao (EsP) • Ana Reblora • Nida C. Tagalag • Edith Olan • Philip Cruz • Darwin Bargo • Josephine M. Monzaga
• Rod Rodriguez Jr. • Cesar Chester Relieve • Georgenia Jepa • Rizal Vidallo

Technology and Livelihood Education • Virgilio O. Guevarra Jr. • Edwina C. Nabo • Grace C. Endaya • Lani A. Alonte • Erlito B. Orlinga
• Ramy R. Dalida • Herman Catapang • Alberto M. Laroza • Louie L. Fulledo • Janelet E. Fuentes • Yolanda S. Oliver • Carmen H.
Macatugob

Senior High School • Sharon A. Villaverde • Sherwin I. Diala • Guadalupe A. De Jesus • Kristine Joan M. Hinanay • Krissa P. Umali

Homeroom Guidance Program • SPJ • SPFL • SPA • SPS • SPTVE • Jhonathan S. Cadavido

Cover Design • Melanie Mae N. Moreno • Layout • Jhonathan S. Cadavido

38
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