INTEGRATED BASIC EDUCATION DEPARTMENT
COR UNUM CURRICULUM MAP IN DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES- 12
1ST QUARTER OF S.Y. 2023-2024
Unit Content
Content Standards
Performance Standard
Program Exit Alignment
Lifelong Learning and Life wide Goal
OLSHCONIAN’s Formation Standard
Constructivism and Student Empowerment
Social/Community Dimension
Community & Human Resource Engagement
COUNSELING AS A PROFESSION
The learners demonstrate an understanding of the disciplines and context of counseling to individual and to their
community.
The learners should be able to use acceptable research protocols, conduct an interview for at least 3 young adults (i.e.,
ages 18–21) on their counseling needs present results and recommendation to a certain topic / problem that was
mentioned for class discussion
Higher Education: The learners demonstrate critical thinking and problem-solving skills in recommending possible
solutions to the topic.
Entrepreneurship: The learners will develop decision making and problem-solving skills that will empower them to
provide high-quality services while adapting to the challenges and find innovative solutions.
Employment: The learners develop mental and emotional resilience to handle the demands and challenges of the
counselling profession effectively.
Middle Level Skills Development: The learners develop innovation and problem-solving skills to address unique
client needs and adapt counselling approaches to evolving circumstances.
The learners become more sensitive and responsible citizens by analyzing the disciplines of counseling that provides
community sensitive organization.
FILLIAL COMPASSION: Becoming a disciple of God that promotes social sensitivity and responsible citizens that
empathize others.
The students develop the value of Filial Compassion and accountability towards their words and action that they can
use to provide a peaceful society.
Collaborating and assisting individual to raise awareness about counseling needs and supports.
Imparting insights and comments about the cause of counseling needs and of the youth by Araling Panlipunan teachers.
Revised 2023
 Week of Methods of Summative
Transformative /Holistic Formative Strategies Reinforcing Learner’s
Implementation Assessments Vision/Mission
Learning Competencies by Natalie Regier Activities Resources
(with instrument)

LC1. clarify the relationships Discussion Constructed Response (Monthly Reading Activity Discipline and Communal work
and differences of social Test) Ideas in Social
sciences and applied social Science. DIWA
sciences in various contexts 2nd ed. (Module
(addressing social inequalities 1)
or policy development)

Reference Book

Week 1 LC2. Identify and address Think-pair-share Multiple Choice Test/Modified True Reading Activity Discipline and Modern-world skill
the goals and scope of the or False – (Monthly Test) Group Discussion Ideas in Social
discipline of counseling Science. DIWA
effectively. 2nd ed. (Module
1)

Reference Book
(p. 19 – 24)

LC3. Discuss the roles and Discussion Multiple Choice Test/Modified True Reading Activity Discipline and Integral human
function of professionals and or False - (Monthly Test) Ideas in Social development
practitioners in counseling by Science. DIWA
gaining a solid understanding 2nd ed. (Module 2
Week 2 of the different roles and )
functions w/in the counselling Reference Book
field(e.g. counselors,
(p. 31 – 36)
therapist, psychologists, social
workers etc.)

Week 3 LC4. Describe and value Problem-Solving Constructed Response (Monthly Reading Activity Discipline and Models the values
the rights and Ideas in Social
Revised 2023
 responsibilities, and Test) Discussions Science. DIWA of human integrity
accountabilities of 2 ed. (Module 2
nd

counselors where they have )

faced ethical challenges. Reference Book
(p. 39 – 46)
LC5. Relate current events Discussion Modified True or False (Monthly Reading Activity Discipline and Communal Work
or societal changes to the Test) Ideas in Social
counselling clientele. (e.g. 3-minute Pause Science. DIWA
discussing the impact of the 2nd ed. (Module 3
COVID-19 pandemic on )
mental health and how
counselors have adapted to
Week 4 meet changing needs)

LC6. Compare and contrast Three Things Constructed Response Test Discussion Discipline and Communal Work
different counselling methods, (Quarterly Assessment) Ideas in Social
highlighting the strengths, Science. DIWA
weaknesses, and suitable 2nd ed. (Module
client application. 3)

Week 5 LC7. Identify the goals, and Quick Writes Modified True or False (Quarterly Reading Activity Discipline and Integral human
scope of social work by which Assessment) Ideas in Social development
it can effectively serve Science. DIWA
individuals, families, and 2nd ed. (Module
communities while 4)
advocating for social justice
and positive change.

LC8. Explain the roles and Examples/ non-examples Multiple Choice Test/Modified True Observation and Discipline and Modern-world skill
function of social workers or False – (Quarterly Assessment) Discussion Ideas in Social
in various contexts, such as Science. DIWA

Revised 2023
 child welfare, healthcare, 2nd ed. (Module
schools, and community 5)
organizations.
LC9. Describe the clientele Discussion Modified True or False (Quarterly Reading Activity Discipline and Modern-world skill
of social work through Assessment) Discussion Ideas in Social
discussion of issues like Science. DIWA
informed consent, and/or 2nd ed. (Module
confidentiality. 6)

Week 6
LC10. Illustrate the different List 10 Thing Constructed Response Test Discussion Discipline and Empowered global
processes and methods (Quarterly Assessment) Ideas in Social citizens
involved in undertaking social Science. DIWA
work in the community 2nd ed. (Module
setting. 7)

LC11. Identify the goals and Quick Writes Constructed Response Test Discussion Discipline and Integral human
scope of communication in (Quarterly Assessment) Ideas in Social development
various contexts such as Science. DIWA
Week 7
ethical considerations, public 2nd ed.
relations crisis management Reference Book
etc.)

LC12. Conduct an Problem Solving Performance Task Group Discussion Discipline and Develops the value
interview to distinguish the Ideas in Social of Filial
Week 8 counseling needs of an Science. DIWA Compassion
individual, groups and 2nd ed.
communities. Reference book

References
 DepEd MELCS
 60 Formative Assessment by Natalie Regier

Revised 2023
 P21 Framework
 OlshCo Mission and Vision

INTEGRATED BASIC EDUCATION DEPARTMENT

Revised 2023
TASK ORIENTATION FORM IN PHILIPPINE POLITICS AND GOVERNANCE 12
1ST QUARTER OF S.Y. 2022-2023
DATE OF ORIENTATION: October 16, 2023
DATE/S OF COMPLETION: October 17-26, 2023
DATE/S OF PRESENTATION: October 27, 2023
CONTENT STANDARDS:
PERFORMANCE STANDARDS:
FORMATION STANDARDS:
LIFE-LONG LEARNING AND LIFE-WIDE GOAL:
LEARNING COMPETENCY AT THE TRANSFER LEVEL:
21st Century Skills
LEARNING & INNOVATION SKILLS
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication
 Collaboration
LIFE AND CAREER SKILLS
 Flexibility and Adaptability
Scaffolding as Enabler:
1. Intentionality: clarity of purpose
2. Appropriateness: related tasks, problems, S1 – Listing and preparing questions to be asked.
The learners demonstrate an understanding of the disciplines and context of counseling to individual and
to their community.
The learners should be able to use acceptable research protocols, conduct an interview for at least 3
young adults (i.e., ages 18–21) on their counseling needs present results and recommendation to a certain
topic / problem that was mentioned for class discussion
FILLIAL COMPASSION: Becoming a disciple of God that promotes social sensitivity and responsible
citizens that empathize others.
The learners become more sensitive and responsible citizens by analyzing the disciplines of counseling
that provides community sensitive organization.
Imparting knowledge, skills, and attitudes learned during discussion to real-world situation effectively.
Constructive Dimension Action Orientation
Interview  Identify counseling needs for both youth and theirs.
 The learners facilitate positive and productive  Develops innovation and critical thinking skills that
interactions to every individual in the address the needs and awareness of community in
community. It promotes decision-making, terms of counseling.
problem-solving skills, communication, and  Promotes social sensitivity environment mental and
critical thinking skills by giving awareness and emotional resilience to handle the demands and
possible solution to every evolving challenges of the counselling in the community.
circumstances.
 Review of standards
 Discussion on the challenges and expectations of the lifelong-life wide goal
 Orientation on the task to be performed including the standards-based evaluative criteria
Revised 2023
 questions that can be solved with guidanceS2 – Selecting an individual (aged 18-21) to be the subject of the interview about counseling.
S3 – Analyzing the cause and reason of counseling needs mentioned by the subject.
S4 – Listing down possible solutions and recommendation regarding the counseling needs of each individual.
S5 – Writing a conclusion and discussion concerning the needs of counseling and on how it affects the community.
3. Structure: Modeling and questioning Presentation on the conducted Interview
structured activities around a model
4. Collaboration: collaborative feedbacking, Facilitating collaborative feedbacking
not evaluative
5. Internalization: external scaffolding Each pair will write, discuss and present the outcome of the interview with relevance to the effectivity of counseling to
gradually withdrawn with internalized everyday living.
patterns

Rubrics:

Criteria 4 3 2 1
The presentation and discussion The presentation and discussion The presentation is relevant but The presentation and discussion
are relevant and clear about the are relevant and clear about the not clear on delivering the are both unclear about the
purpose of the activity and purpose of the activity. subject matter effectively. subject matter.
Relevance and Clarity addressing the intended subject
matter effectively.

Content is comprehensive. The Content is comprehensive. The Content is incomplete. The Content is incomplete and does
presentation is specific but well presentation is specific but well presentation is too broad, and not contain any reason. The
presented. The ideas are well presented. The ideas are well few statements are not aligned presentation is too broad and
Content and Development
developed. Major points are developed. to the subject matter. does not fit to the subject matter.
stated clearly and are supported
with concrete details.
Q&A Handling The question has depths, diverse The questions provided are close The questions are not interesting
The question has depths, diverse and interacting. Questions and ended but well-phrased. and does not provide any
and interacting. Questions and answers are well-phrased. interaction.
answers are well-phrased that
generate interest and
participation.

Revised 2023
 Identified and assessed the Identified and assessed the Identified and assessed the Problems and solutions where
Problem-Solving thoroughness of the applied thoroughness of the applied thoroughness of the applied not identified and assessed.
problem. Evidence-based, well- problem. Evidence-based, well- problem and solution. Does not Does not used evidence-based
informed, and rational statement informed, and rational statement used evidence-based statement statement to support their
and recommendation and and recommendation and to support their recommendation.
solution. Reflective components solution. recommendation.
are added by identifying
documenting future
improvement.

Collaboratively prepared by: Checked by: Approved by:

Kimberly D. Laya Mrs. Maureen A. Dulce Marissa G. Onosa, MAEd

Academic Area Coordinator of the Sciences IBED Principal
Date prepared: Date checked: Date Approved:

Revised 2023