Curriculum Implementation (CIM) Matrix Template

Subject: Communilty Engagement Solidarity and Citizenship Grade Level: 11 Quarter: _3 Prepared by: Seth R. Francisco_ Checked by: Junifer A. Beceril

Curriculum Guide Practical Assessment

Learning
Learning Competency Code Approaches for Method Activity
Appropriate Strategy/ies Resources/Material
Effective Classroom
s Needed
Management
The learners... HUMSS_CSC12 Collaborative/ Preventive/ Observation  Making graphic  CG,TG,LM
1. explain the -IIIa-c-1 cooperative learning ensuring the 3 most organizers  ICT
importance of studying  Visual processing important  oral  manila paper
community dynamics conditions to effect presentation  pentel pen
and community action change through  construction
in relation to applied quality paper
social sciences and the teaching/learning
learners’ future career Learning Style – Multiple Preventive Talking to  Performance  CG,TG,LM
options Intelligence – Based  Focusing learners/Conferencin Tasks  ballpen
instructional strategies improved self- g   metacards
concept Sharing/Reflectin  manila paper
 Encouraging g by group  reference book
responsibility

2. compare and HUMSS_CSC12  Brain – based Strategies Preventive and Analysis of Learners  Essay/Written  CG,TG,LM
contrast the definitions -IIIa-c-2  Graphic organizers for Remediation Product Task  ICT
of community using classification  manila paper
various perspectives,  pentel pen
eg., social sciences,  construction
institutions, civil paper
society, and Multiple Intelligence- Preventive and Observation Performance Task  CG,TG,LM
local/grassroots level based Strategy Remediation MI-Based  ICT
 Role play, singing, team activities (group)  manila paper
games, discussions,  pentel pen
sharing/reflection  construction
paper
Teaching with Media Preventive and Talking to Parents Essay/written  CG,TG,LM
Remediation task  ICT

Check-up Test Preventive and Test Conduct of Test

 Remediation for Lesson
3. develop affirm sense HUMSS_CSC12 Group search/group Preventive and Analysis of learners Making concept  CG,TG,LM
of shared identity and -IIIa-c-3 repoting using technology Remediation product map on  laptop
willingness to structures  LCD
contribute to the  reference book
attainment of the  online materials
common good Brain-based strategies Preventive and Analysis of learners Essay test  CG,TG,LM
Critical thinking Remediation product  laptop
 LCD
 manila paper
 pentel pen
 paper/ballpen
4. recognize diversities HUMSS_CSC12 Teaching with media with Preventive and Analysis of learners Group activity  CG,TG,LM
in communities -IIIa-c-4 powerpoint presentation Remediation product Creating/making  laptop
models  LCD
 construction
paper
 pentel pen
 catolina
5. analyze functions of HUMSS_CSC12 Brain-based stategies Preventive and Analysis of learners Data/chart  CG,TG,LM
communities in terms -IIIa-c-5 Remediation product analysis  manila paper
structures, dynamics,  construction
and processes paper
 pentel pen
 paper/ballpen
6. compare and HUMSS_CSC12 Teaching with media with Preventive and Analysis of learners Individual  CG,TG,LM
contrast typologies of -IIIa-c-6 powerpoint presentation Remediation product learning activity  laptop
communities  Venn diagram  LCD
 Triple square  construction
web paper
 pentel pen
 bond paper
 ballpen
 reference book
 online materials
7. recognize the value HUMSS_CSC12   Encouraging  talking to learners/  oral  CG, TG
of undertaking -IIId-g-7 collaborative/cooperative responsibility Conferencing presentation  reference book
community action learning  Setting positive  tests  content tests on  manila paper
modalities discussion
 classroom setting the topic covered  pentel pen
8. acknowledge HUMSS_CSC12  Experiential learning Encouraging  observation  interview  CG, TG
interrelationship of self -IIId-g-8  discussion responsibility  talking to learners/  essay  reference book
and community in conferencing
undertaking
community action
9. identify HUMSS_CSC12  critical thinking Remediation: Tests Content tests  CG, TG
opportunities to -IIId-g-9  lecture discuss with topics covered  reference book
contribute to students about  prepared
community what are expected questions
development through of them
solidarity
10. recognize the HUMSS_CSC12  discussion  preventive  talking to learners/  essay  CG, TG
importance of - IIId-g-10  active learning Establishing order Conferencing  content tests  reference book
solidarity in socio- through classroom  test and quizzes on  prepared
political processes in rules the topics questions
promoting national and covered
global community
development
11. assess selected HUMSS_CSC12  Brain-based strategies  preventive  talking to learners/  projects  CG, TG
community-action - IIId-g-11  inquiry guided strategies techniques Conferencing  interview  reference book
initiatives  systematic  Analysis of learners
approach product

12. explain the core HUMSS_CSC12 Critical thinking with the Preventive/ Active learning Picture analysis  CG, TG,LM
values of community- -IIIh-j-12 use of effective discussion remediation reference
action initiatives A concept sketches materials or books
 materials
13. promote HUMSS_CSC12 Teaching with media Preventive/ Observation Role play  CG, TG,LM
awareness of human - IIIh-j-13 Video presentation remediation  laptop
rights in communities  LCD
among the learners  CD/DVD
reference
materials or books

14. appraise the value HUMSS_CSC12 Teaching with media Preventive/  Observation  Role play  CG, TG,LM
of social equity and - IIIh-j-14 Video presentation on remediation  talking to  essay test  laptop
gender equality in the gender biases and social learners/conferencin  LCD
context of participatory injustices g  CD/DVD
development reference
materials or books
 online materials
 paper/ballpen
15. analyze strategies HUMSS_CSC12 Developing HOTS Preventive/  Analysis of learners Group activity  CG, TG,LM
of empowerment and - IIIh-j-15 Collabrative learning remediation product Advocacy-  laptop
advocacy through strategy-action  LCD
community action plan chart reference
materials or books
 manila paper
 cartolina
 pentel pen
16. develop HUMSS_CSC12 Brain-based Strategies Preventive/  talking to Essay test  CG, TG,LM
commitment and - IIIh-j-16 Involving students in real remediation learners/conferencin  laptop
conviction to life or authentic problem g  LCD
participatory solving  paper
development for  ballpen
community well-being
17. explain the process, HUMSS_CSC12  Active learning Preventive  talking to  essay or written  CG, TG,LM
methodologies, and - IVa-d-17  lecture strategies Establishing order learners/conferencin activities  laptop
approaches in applied  collaborative Learning through classroom g  content tests  LCD
social sciences related rules  tests and quizzes  paper
to community action  multi media
18. apply systematic HUMSS_CSC12  collaborative/ Preventive  observation  interview  CG, TG
social research - IVa-d-18 cooperative learning Encouraging  Analysis of learners  projects  reference books
methods in conducting  experiential learning responsibility product
a community study
19. develop a HUMSS_CSC12  collaborative/ Preventive  Analysis of learners  interview  CG, TG
community action plan - IVa-d-19 cooperative learning Encouraging product  investigation  reference books
using participatory  experiential learning responsibility  talking to  written work
approaches learners/conferencin and essay
g

20. implement HUMSS_CSC12 Collaborative/ Managing Validation of  Writing and  CG

community-action - IVe-h-20 cooperative Learning Cooperative Learner’s output sending of  communication
initiatives Learning communication letter
 Partnership letter for  minutes of the
with local prospect meeting
communities stakeholders
 and  Making a
organizations follow-up and
schedule for a
meeting for a
meeting for
stakeholders with
positive response
 Signing of MOA
Inquiry-Guide Learning Engaged Time Observation  Preparation of  CG
survey  Filled-in Survey
questionnaire for Questionnaire
the community  Consolidated
members that result of the survey
identify the needs
of the community
 Validation of
questionnaire
 Approval of
questionnaire
 Conduct survey
for members
within the target
community
 Identification of
prioritized need
21. appreciate the HUMSS_CSC12 Combination of Thinking Encouraging  Observation  Problem-  CG
value of applying social - IVe-h-21 Skills Responsibility solving – the  Accomplished
sciences in community students answer survey
action initiatives the question questionnaire
 Preparation of “What type of  Action plan
Community help/assistance
Action Plan can you
extend/give to
the community”
 Decision Making
– students come-
up with a
common decision
based on the
 survey conducted
 Making of
Action plan
 Submission of
action plan to the
teacher for
approval and/or
modification
22. synthesize the HUMSS_CSC12 Community Immersion Implementation of  Observation of the  Students  CG
integrative experience - IVe-h-22 Precautionary Learners formal and submit parents  Parent’s permit
of implementing Measures While in informal performance permit  List of the set of
community action the Field while doing the task  Teachers rules
initiatives implement rules  Evaluation paper
 Esperiences in to be followed  Reflection paper
community while in the field
engagement,  Actual
solidarity and community action
citizenship initiative
building  Evaluate the
different
experience of the
learners when
they were in the
field and identify
the strengths and
weaknesses for
improvement
 Making of
reflection
focusing on the
following:
a. community
engagement
b. solidarity
c. citizenship
building