Ensuring SHS Learners’

Preparation for the

Four EXITS of the K12
Curriculum
Objectives

This echo aims to demonstrate to SHS

teachers the teaching of essential
topics of a SHS core subject that
ensures learners, preparation for the
four (4) exits of K to 12 curriculum.
Learning Outcomes
At the end of this echo, the co-teachers are expected to:

1.comprehend the importance of an Aligned

Classroom Instruction Delivery (ACID) plan
in teaching a subject that ensures
preparation of learners for the four exits of
the K to 12 curriculum
2. Articulate an instructional process
in teaching the contents of a subject
that ensures alignment of both
teacher and learner activities, and
the development of learners’ 21st
century skills.
Learning methods/Activities
* Input-discussion

* Group Process

* Demo-teaching

* Individual Work
Evidence of Learning
1.Articulated realization in the group process on
the importance of an Aligned Classroom
Instruction Delivery (ACID) plan in teaching a SHS
core subject, and the role of SHS core subjects in
learners preparation for the four exits of the K to
12 curriculum
2.Aligned instructional activities as reflected in the
Classroom Instruction Delivery Alignment Map
(CIDAM) and in the teaching Guide alignment
with the CIDAM.
 Evaluation

Evaluation will be based on the

submitted Teaching Guide which
aligned with the CIDAM.
Table 1a. Primary skills demanded by Four Exits of the K to 12 Every SHS Graduate

EXITS SALIENT PREPARATORY SKILLS

Higher Education Communication Thinking Problem Research Life
Solving

Entrepreneurship Communication Creative Risk Leadership

thinking Taking

Employment Communication Planning Problem Learning Teamwork

Organizi Solving and
ng Self-
initiative Management

Middle level Skill Communication Problem Technical

Development Solving
Table 1b. Articulation of Salient preparatory Skills and the 4C’s of the National
Education Association

4 ESSENTIAL 21ST CENTURY SKILLS TO PREPARE LEARNERS FOR THE FUTURE (4C’S)

Skills COMMUNICATION CRITICAL & CREARIVE & COLLABORATION

PROBLEM SOLVING INNOVATION

Salient Skills to Develop among SHS Learners as Implied in SHS Program Outcomes

Skills Communication Thinking Problem Life

& Technology Solving &
Research
 Table 1c. Primary Skills to Be Honed in Learners by SHS Core Subject
4 ESSENTIAL 21ST CENTURY SKILLS TO PREPARE LEARNERS FOR THE FUTURE (4C’s)

Skills COMMUNICATION CRITICAL & CREATIVE & COLLABORATION

PROBLEM SOLVING INNOVATION
Salient Skills to Develop among SHS Learners as Implied in SHS Program Outcomes
Skills Communication & Thinking Problem Solving & Life
Technology Research
SHS CORE PRIMARY SKILLS TO BE HONED IN LEARNERS
SUBJECTS
Earth & Life Communication Problem Solving
Science
English (Reading& Communication Critical Planning,
Writing) Organizing
English ( Oral Com) Communication Critical & Creative Planning,
Organizing,
Initiative
Filipino Communication Research &
Problem Solving
 General Math Systematic, Logical, Problem Solving
Reflective, , Creative &
Innovative
Media Communication Creative & Critical
Information & Technology
Literacy
Planning,
Personal Communication Critical Problem Solving Organizing, Risk-
Development taking, Self-
management,
Leadership
Philosophy Creative & Critical Problem Solving Planning,
Organizing,
Initiative
Physical Science Communication Creative & Critical Problem Solving
& Technology

PE Communication creative Problem Solving Teamwork,

Planning,
Organizing
Statistics & Communication Problem
Probability Solving

21st Century Communication Creative &

Literature Critical

UCSP Communication Critical Problem Collaborating

Solving
 CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)
Grade : 12 Semester : 1st
Core Subject Title: No. of Hours/Semester: 80
UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Core Subject Description:
This course uses insights from Anthropology, Political Science, and Sociology to
develop students’ awareness of cultural, social, and political dynamics, and
sensitivity to cultural diversity, provide them with an understanding of how culture,
human agency, society and politics work; and engage them in the examination of
the country’s current human development goals. At the end of the course,
students should acquire ideas about human cultures, human agency, society and
politics; recognize cultural relativism and social inclusiveness to overcome
prejudices; and develop social and cultural competence to guide their
interactions with groups, communities, networks and institutions.
Culminating Performance Standard: Develop a Plan of Action for community-based
response to change
Performance Task:
Cont Cont Performanc
ent ent e Standards
Stan
dard