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PIVOT 4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – CORE

SUBJECTS

The PIVOT 4A 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 PIVOT 4A BOW for SHS – Core Subjects is composed of three (3) columns. The first
column is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC) ; and the last one for the No. of Days Taught.

Quarter Most Essential Learning Competencies (MELC) No. of Days

(A) (B) Taught

(D)

(D)

(D)

In using the PIVOT 4A 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. But in some
cases, MELCs were produced by rephrasing or merging/fusing some LCs from the K to 12
Curriculum Guide for SHS.
s

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 PIVOT 4A 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 guide identifies 21 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;
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 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.
 Page 305 of 349

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

No. of Days
Quarter Most Essential Learning Competencies (MELC)
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 pre-colonial to the contemporary 8

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 meaning and enrich the reader’s
4
understanding
Produce a creative representation of a literary text by applying multi-media and ICT skills
8
Do self- and/or peer-assessment of the creative adaptation of a literary text, based on
8
rationalized 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 learner the ability to identify:
representative texts and authors from Asia, North America, Europe, Latin America, and 12
Africa
Compare and contrast the various 21st century literary genres and their elements,
4
structures, and traditions from across the globe
Produce a creative representation of a literary text by applying multimedia and ICT skills
8
Do self- and/or peer-assessment of the creative adaptation of a literary text, based on
8
rationalized criteria, prior to presentation
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Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : ORAL COMMUNICATION IN
CONTEXT

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Explains the functions, nature and process of communication 4
Differentiates the various models of communication 4
Uses various strategies in order to avoid communication breakdown 4
Examines sample oral communication activities 6
Identifies the various types of speech context.
4
Distinguishes types of speeches and speech style
Responds appropriately and effectively to a speech act
10
Employs various communicative strategies in different situations
Quarter 2
Explains that a shift in speech context, speech style, speech act and communicative
strategy affects the following:

Language form

Duration of interaction 16

Relationship of speaker

Role
Uses and responsibilities
principles of speech
of effective the speaker
writing focusing on:

Audience profile

Logical organization

Duration

Word choice 16
Grammatical correctness

and

Articulation
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Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : READING AND WRITING
SKILLS

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 3
Compare and contrast patterns of written texts across disciplines 8
Evaluate a written text based on its properties (organization, coherence and cohesion,
8
language use and mechanics)
Identify claims explicitly or implicitly made in a written text

a. Claim of fact
16
b. Claim of policy
Quarter 4
Identify the context in which a text was developed
6
a. Hypertext
Explain critical reading as reasoning
Formulate evaluative statements about a text read:

a. assertions about the content and properties of a text read; and

6
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

10
b. Literature Review

c. Research Report
Identify the unique features of and requirements in composing professional
correspondence:

a. Resume
10
b. Application for College Admission
 Page 308 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : DISASTER READINESS AND RISK REDUCTION

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Explain the meaning of disaster
Differentiate the risk factors underlying disasters
Describe the effects of disasters on one’s life
Identify areas/locations exposed to hazards that may lead to disasters
Analyze disaster from the different perspectives (physical, psychological,
socio-cultural, economic, political, and biological). 4
Explain the meaning of vulnerability
Determine the elements that are exposed to a particular hazard
Recognize vulnerabilities of different elements exposed to specific hazards
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 exposed elements
Identify various potential earthquake hazards
Recognize the natural signs of an impending tsunami;
Analyze the effects of the different earthquake hazards
Interpret different earthquake hazard maps;
Explain various volcano-related hazards
Recognize signs of an impending volcanic eruption
Interpret different volcano hazard maps;
Quarter 2
Discuss the different geological hazards
Analyze the causes of geological hazards
Recognize signs of impending geological hazards;
Interpret geological maps
Apply mitigation strategies to prevent loss of lives and properties
Recognize signs of impending hydrometeorological hazards
Interpret different hydrometeorological hazard maps
Use available tools for monitoring hydrometeorological hazards
Recognize elements of the fire triangle in different situations
Analyze the different causes of fires
Observe precautionary measures and proper procedures in addressing a fire
incident
Apply basic response procedures during a fire incident
Follow fire emergency and evacuation plans;
Discuss the key concepts, principles, and elements of DRR
Recognize the importance of DRR on one’s life
Discuss different community-based practices for managing disaster risk to
4
Develop a community preparedness plan;
Prepare survival kits and materials for one’s family and for public information
4
Explain DRR-related laws and policies
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Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : EARTH AND LIFE SCIENCE

No. of Days
Quarter Most Essential Learning Competencies (MELC)
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 whose boundaries matter and
energy flow.
Identify common rock-forming minerals using their physical and chemical
4
Classify rocks into igneous, sedimentary, and metamorphic
Describe where the Earth’s internal heat comes from.
Describe the changes in mineral components and texture of rocks due to
changes in pressure and temperature (metamorphism) 4 4
Describe how rocks behave under different types of stress such as
4
Explain how the movement of plates leads to the formation of folds and faults
Describe how layers of rocks (stratified rocks) are formed
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 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
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, submersion, and
saltwater intrusion
Quarter 2
Explain the evolving concept of life based on emerging pieces of evidence 4
Describe how unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life show the connections among living things and how 4
they interact with each other and with their environment
Describe the different ways of how representative animals reproduce
Describe the process of genetic engineering
Evaluate the benefits and risks of using GMOs 4
Describe the general and unique characteristics of the different organ systems in
representative animals
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 descent with modification from common ancestors to 4
produce the organismal diversity observed today
Describe how the present system of classification of organisms is based on
4
evolutionary relationships
Categorize the different biotic potential and environmental resistance (e.g.,
4
diseases, availability of food, and predators) that affect population explosion
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Level : SENIOR HIGH

SCHOOL
Subject Group : CORE SUBJECT
Subject : EARTH SCIENCE

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Describe the characteristics of Earth that are necessary to support life 4
Explain that the Earth consists of four subsystems, across whose boundaries matter and
energy flow
Identify common rock-forming minerals using their physical and chemical properties 4

Classify rocks into igneous, sedimentary, and metamorphic 4

Identify the minerals important to society
4
Describe how ore minerals are found, mined, and processed for human use
Describe how fossil fuels are formed 4
Explain how heat from inside the Earth (geothermal) and from flowing
4
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 structures, and waste 4

disposal, that affect the quality and quantity of soil
Describe how people generate different types of waste (solid, liquid, and

gaseous) as they make use of various materials and resources in everyday

Explain how different types of waste affect people’s health and the 4

Quarter 2
Describe how rocks undergo weathering 4
Explain why the Earth’s interior is hot 4
Describe what happens after magma is formed 4
Describe how rocks behave under different types of stress such as
4
Describe the structure and evolution of ocean basins
Describe how layers of rocks (stratified rocks) are formed
Describe the different methods (relative and absolute dating) of determining 4
the age of stratified rocks
Explain how relative and absolute dating were used to determine the subdivisions of
4
geologic time
Describe how index fossils (also known as guide fossils) are used to define and identify
4
subdivisions of the geologic 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

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Give evidence for and describe the formation of heavier elements during star formation
and evolution
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
Relate the polarity of a molecule to its properties
Describe the general types of intermolecular forces
Explain the effect of intermolecular forces on the properties of substances
Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic
acid, and proteins determine their properties and functions 4

Use simple collision theory to explain the effects of concentration, temperature,

4
Define catalyst and describe how it affects reaction rate
Determine the limiting reactant in a reaction and calculate the amount of product formed
4
Describe how energy is harnessed from different sources:

a. Fossil fuels

b. Biogas
4
c. Geothermal

d. Hydrothermal
From product labels, identify the active ingredient(s) of cleaning products
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
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

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
Explain how the photon concept and the 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 electrons can behave like waves
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 8

d. Clothing of certain colors appear different in artificial light and in sunlight

e. Haloes, sundogs, primary rainbows, secondary rainbows, and

supernumerary bows
Describe how Hertz produced radio pulses 4
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No. of Days
Quarter Most Essential Learning Competencies (MELC)
Explain how special relativity resolved the conflict between Newtonian mechanics
and Maxwell’s 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)
Explain the consequences of the postulates of General Relativity (e.g., correct predictions 4
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)
Explain how we know that we live in an expanding universe, which used to be hot and is 4
approximately 14 billion years old
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Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : GENERAL MATHEMATICS

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
represents real-life situations using functions, including piece-wise functions.
evaluates a function.
performs addition, subtraction, multiplication, division, and composition of functions
4
solves problems involving functions.
represents real-life situations using rational functions.
distinguishes rational function, rational equation, and rational inequality.
solves rational equations and inequalities.
represents a rational function through its: (a) table of values, (b) graph, and (c) equation. 4

finds the domain and range of a rational function. 4

determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational
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 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.
distinguishes between exponential function, exponential equation, and exponential 4
inequality.
solves exponential equations and inequalities.
represents an exponential function through its: (a) table of values, (b) graph, and (c)
equation.
finds the domain and range of an exponential function. 4
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.
distinguishes logarithmic function, logarithmic equation, and logarithmic inequality.
4
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 logarithmic functions. 4
solves problems involving logarithmic functions, equations, and inequalities.
Quarter 2
illustrates simple and compound interests.
distinguishes between simple and compound interests.
computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. 4
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.

calculates the fair market value of a cash flow stream that includes an annuity. 8

calculates the present value and period of deferral of a deferred annuity.

illustrate stocks and bonds.
distinguishes between stocks and bonds.
describes the different markets for stocks and bonds.
analyzes the different market indices for stocks and bonds. 4
illustrates business and consumer loans.
4
distinguishes between business and consumer loans.
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No. of Days
Quarter Most Essential Learning Competencies (MELC)
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.
establishes the validity and falsity of real-life arguments using logical 4
propositions, syllogisms, and fallacies.
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Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : STATISTICS AND PROBABILITY

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 3
illustrates a random variable (discrete and continuous).
distinguishes between a discrete and a continuous random variable.
finds the possible values of a random variable.
illustrates a probability distribution for a discrete random variable and its properties.
4
computes probabilities corresponding to a given random variable.
illustrates the mean and variance of a discrete random 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 probability distributions. 4
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 normal variable and vice versa.
4
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 normal population when the 4
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.
4
identifies percentiles using the t-table.
identifies the length of a confidence interval.
computes for the length of the confidence interval.
computes for an appropriate sample size using the length of the interval. 4
solves problems involving sample size determination.
Quarter 4
illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; (d)
rejection region; and (e) types of errors in hypothesis testing.
identifies the parameter to be tested given a real-life problem.
formulates the appropriate null and alternative hypotheses on a population mean. 4

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 assumed to 4
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 the test-statistic value and the 4
rejection region.
solves problems involving test of hypothesis on the population mean.
formulates the appropriate null and alternative 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 proportion). 4
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No. of Days
Quarter Most Essential Learning Competencies (MELC)
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.
constructs a scatter plot.
describes shape (form), trend (direction), and variation (strength) based on a scatter plot. 4

calculates the Pearson’s sample correlation coefficient.

4
solves problems involving correlation analysis.
identifies the independent and dependent variables.
calculates the slope and y-intercept of the regression line. 4
interprets the calculated slope and y-intercept of the regression line.
predicts the value of the dependent variable given the value of the
4
solves problems involving regression analysis.
 Page 317 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON/
PAMBUNGAD SA PILOSOPIYA NG TAO

No. of Days
Quarter Most Essential Learning Competencies (MELC)
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 magkaroon ng malawakang

pananaw sa buhay. 8
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

Realize that the methods of philosophy lead to wisdom and truth Nahihinuha na
patungo sa katotohanan ang mga pamamaraan ng pamimilosopiya

Evaluate truth from opinions in different situations using the methods of 8

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

Evaluate own limitations and the possibilities for their transcendence Natataya 8
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
8
Napatutunayan na ang pagkalinga sa kapaligiran ay nakatutulong sa pagkamit ng
kalusugan,
Demonstratekagalingan,
the virtues at
oflikas-kayang
prudence andkaunlaran
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

Realize that:

a. Choices have consequences.

b. Some things are given up while others are obtained in making choices
8
Nakikilala na:

a. May kahihinatnan ang 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

8
pagpataw ng sarili
 Page 318 of 349

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Explain that authentic dialogue means accepting others even if they are different from
themselves

Nakapagpapaliwanag na ang tunay na diyalogo ay ang pagtanggap sa kapwa bilang

kapwa kahit
Performs na siyathat
activities ay iba sa akin an appreciation for the talents of persons with
demonstrate
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
Compare tao forms of societies and individualities (eg. Agrarian, industrial
different
and virtual)
8
Nakapaghahambing ng iba’t ibang uri ng lipunan (hal. 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?)
Reflect on the meaning of his/her own life
8
Nakapagsusulat ng pagninilay tungkol sa kahulugan ng kanyang buhay sa konteksto ng
tao bilang tumutungo sa kamatayan (Saan hahantong ang lahat ng ito?)
 Page 319 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : PERSONAL DEVELOPMENT

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
explain that knowing oneself can make a person accept his/her strengths and limitations
and dealing with others better
share his/her unique characteristics, habits, and experiences
discuss the relationship among physiological, cognitive, psychological, spiritual, and
social development 4
evaluate his/her own thoughts, feelings, and behaviors
show the connections between thoughts, feelings, and behaviors in actual life situations

Discuss developmental tasks and challenges being experienced during adolescence

Evaluate one’s development through the help of significant people around him/her ( peers,
parents, siblings, friends, teachers, community leaders) 4
Identify ways that help one become capable and responsible adolescent prepared for adult
life
Discuss understanding of mental health and psychological well-being to identify ways
to cope with stress during adolescence
Identify causes and effects of stress in one’s life 4
Demonstrate personal ways to cope with stress and maintain mental health
Discuss that understanding the different parts of the brain, processes and functions may
help in improving thoughts, behaviour and feelings.
Explore ways on how to improve brain functions for personal development 4
Develop a personal plan to enhance brain functions
discuss that understanding the intensity and 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
discuss an understanding of teen-age relationships, including the acceptable
and unacceptable expressions of attractions
express his/her ways of showing attraction, love, and commitment 4
identify ways to become responsible in a relationship
distinguish the various roles of different individuals in 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
conduct a mini-survey on Filipino relationships (family, school, and 4
community)
appraise one’s family structure and the type of care he/she gives and receives, which
may help in understanding himself/herself better
make a genogram and trace certain physical, personality, or behavioral attributes
through generations 4
prepare a plan on how to make the family members firmer and gentler with each other

Quarter 2
Explain that understanding different factors, career development concepts and personal life
goals influence career planning and decision-making.
Identify career options based on different factors, career development concepts and
personal life goals 16
Prepare a career plan based on the identified career options to attain personal life’s
goals
explain the factors in personal development that may 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 development through of the various
stages he/she went through, stressors, influences, and decision- making points, and a
personal profile analysis 16
 Page 320 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : UNDERSTANDING CULTURE, SOCIETY AND POLITICS

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Discuss the nature, goals and perspectives in/of anthropology, sociology and political
4
science*
Analyze the concept, aspects and changes in/of culture and society* 6
Explain the importance of cultural relativism in attaining cultural
4
understanding*
Analyze the significance of cultural, social, political and economic symbols and
6
practices*
Explain the context, content, processes, and consequences of socialization* 6
Analyze the forms and functions of social organizations* 6
Quarter 2
Explain the forms and functions of state and non-state institutions* 4
Examine the functions and importance of education in the society* 6
Examine the concept, characteristics and forms of stratification systems using sociological
6
perspectives*
Explain government programs and initiatives in addressing social inequalities e.g. local,
4
national, global
Suggest ways to address social inequalities (local, national and global)* 6
Examine human responses to emerging challenges in contemporary societies* 6
*These learning competencies were rephrased and deemed most essential in the achievement of content and performance standards.
 Page 321 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : KOMUNIKASYON AT PANANALIKSIK SA WIKA
AT KULTURANG PILIPINO

Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Unang

Naiuugnay ang mga konseptong pangwika sa mga napakinggang sitwasyong

pangkomunikasyon sa radyo, talumpati, at mga panayam
Natutukoy ang mga kahulugan at kabuluhan ng mga konseptong pangwika 4

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 (http://lourddeveyra.blogspot.com)
4
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
Nabibigyang kahulugan ang mga komunikatibong gamit ng wika sa lipunan (Ayon kay M. 4
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 Lourd(http://lourddeveyra.blogspot.com))
4
Naipaliliwanag nang pasalita ang gamit ng wika sa lipunan sa pamamagitan
ng mga pagbibigay halimbawa
Nagagamit ang mga cohesive device sa pagpapaliwanag at pagbibigay halimbawa sa mga
gamit ng wika sa lipunan
Nakapagsasaliksik ng mga halimbawang sitwasyon na nagpapakita ng gamit ng wika 4
sa lipunan
Nakapagbibigay ng opinyon o pananaw kaugnay sa mga napakinggang pagtalakay sa
wikang pambansa
Nasusuri ang mga pananaw ng iba’t ibang awtor sa isinulat na kasaysayan ng wika 4

Natutukoy ang mga pinagdaanang pangyayari / kaganapan tungo sa pagkabuo at pag-

unlad ng Wikang Pambansa
Nakasusulat ng sanaysay na tumatalunton sa isang partikular na yugto ng kasaysayan ng 4
Wikang Pambansa
Natitiyak ang mga sanhi at bunga ng mga pangyayaring may kaugnayan sa pag-unlad ng
Wikang Pambansa
Nakagagawa ng isang sanaysay batay sa isang panayam tungkol sa aspektong 4
kultural o lingguwistiko ng napiling komunidad
Ikalawang

Natutukoy ang iba’t ibang paggamit ng wika sa mga napakinggang pahayag mula sa
mga panayam at balita sa radyo at telebisyon
Natutukoy ang iba’t ibang paggamit ng wika sa nabasang pahayag mula sa mga blog, 2
social media posts at iba pa
Nasusuri at naisasaalang-alang ang mga lingguwistiko at kultural na pagkakaiba-iba sa
lipunang Pilipino sa mga pelikula at dulang napanood
Naipapaliwanag nang pasalita ang iba’t ibang dahilan, anyo, at pamaraan ng 4
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: Medisina, Abogasya, Media, Social Media, Enhinyerya, Negosyo, at iba pa)
sa pamamagitan ng pagtatala ng mga terminong ginamit sa mga larangang ito
4
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
 Page 322 of 349

Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
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 paggamit nito sa mga usapan o
talakayan batay sa kausap, pinag-uusapan, lugar, panahon, layunin, at grupong 2
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 ibang paraan ng paggamit ng 4
wika ng iba’t ibang grupong sosyal at kultural sa Pilipinas
Nasusuri ang ilang pananaliksik na pumapaksa sa wika at kulturang Pilipino
Naiisa-isa ang mga hakbang sa pagbuo ng isang makabuluhang pananaliksik 4

Nagagamit ang angkop na mga salita at pangungusap upang mapag- ugnay-ugnay ang
mga ideya sa isang sulatin
Nakasusulat ng isang panimulang pananaliksik sa mga penomenang kultural at panlipunan sa 8
bansa
 Page 323 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : PAGBASA AT PAGSUSURI NG IBA’T IBANG TEKSTO
TUNGO SA PANANALIKSIK

Bilang ng
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Ikatlong

Natutukoy ang paksang tinalakay sa iba’t ibang tekstong binasa

Natutukoy ang kahulugan at katangian ng mahahalagang salitang ginamit ng iba’t 4
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 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,

4
komunidad, bansa, at daigdig
Naipaliliwanag ang mga kaisipang nakapaloob sa tekstong binasa 4
Nagagamit ang mabisang paraan ng pagpapahayag:

a. Kalinawan
4
b. Kaugnayan
Nakasusulat ng mga reaksyong papel batay sa binasang teksto ayon sa katangian at
kabuluhan nito sa:

a. pamilya
8
b. komunidad
Ikaapat na

Nasusuri ang ilang halimbawang pananaliksik sa Filipino batay sa layunin, gamit,

4
metodo, at etika sa pananaliksik
Nabibigyang kahulugan ang mga konseptong kaugnay ng pananaliksik (Halimbawa:
balangkas konseptwal, balangkas teoretikal, datos empirikal, atbp.) 4

Naiisa-isa ang mga paraan at tamang proseso ng pagsulat ng isang pananaliksik sa

Filipino batay sa layunin, gamit, metodo, at etika ng pananaliksik 4

Nagagamit ang mga katwirang lohikal at ugnayan ng mga ideya sa pagsulat ng

4
isang pananaliksik
Nakabubuo ng isang maikling pananaliksik na napapanahon ang paksa 16
 Page 324 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : MEDIA AND INFORMATION LITERACY

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 3
Describe how communication is influenced by media and information
Identify the similarities and differences between and among media literacy, information
literacy, and technology literacy 4
Discuss responsible use of media and information
Explain how the evolution of media from traditional to new media shaped the values and
4
norms of people and society
Compare and contrast how one particular issue or news is presented through the different
4
types of media (print, broadcast, online)
Contrast indigenous media to the more common sources of information such as library,
4
internet, etc.
Present an issue in varied ways to disseminate information using the codes, convention,
4
and language of media
Cite practical situation when to apply knowledge in intellectual property, copy right, and
4
fair use guidelines
Create a campaign add to combat digital divide, addiction, and bullying 8
Quarter 4
Cite an example of an issue showing the power of media and information to
4
Describe the impact of massive open on-line
Discuss the implication of media and information to an individual and the society
4
Describe the different dimensions of:

 text information and media

 visual information and media 8

 audio information and media

 how
Analyze motion information
the different and media
dimensions are formally and informally produced, organized,
4
and disseminated
Evaluate a creative multimedia form (living museum, electronic portfolio, others)
4
Produce a creative text-based, visual-based, audio-based, motion-based, and manipulative-
8
based presentation using design principle and elements
 Page 325 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : CONTEMPORARY PHILIPPINE ARTS FROM THE REGIONS

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Researches on various contemporary art forms, techniques and performance
8
practices
Describes various contemporary art forms and their practices from the various
4
regions
Explains Filipino artists’ roles and identify their contribution to contemporary arts
4
Analyzes contemporary art forms based on the elements and principles 4
Relates the significance of arts forms from the regions 4
Critiques available local materials and appropriate techniques used in creating art
4
Explicates the use of available materials and the application of techniques 4
Quarter 2
Conceptualizes contemporary art based on techniques and performance practices in their
8
locality.
Applies artistic skills and techniques in the process of creation
Creates the intended final product using appropriate materials for the best possible output 16

Incorporates contemporary characteristics to one’s creation with attention to detail

4
Promotes arts from the regions 4
 Page 326 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : PHYSICAL EDUCATION AND HEALTH (GRADE 11)

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment
participation and one’s diet
Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve
and/or maintain health-related fitness (HRF). 4
Engages in moderate to vigorous physical activities (MVPAs) for at least 60

Analyzes physiological indicators such as heart rate, rate of perceived

exertion and pacing associated with MVPAs to monitor and/or adjust

Observes personal safety protocol to avoid dehydration, overexertion, hypo- 4

Quarter 2
Demonstrates proper etiquette and safety in the use of facilities and equipment
2
Participates in an organized event that addresses health/fitness issues and concerns
2
Recognizes the value of optimizing one’s health through participation in physical
2
activity assessments
Organizes fitness event for a target health issue or concern 2
Second

Quarter 3
Describes the role of physical activity assessments in managing one’s stress 2
Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment
2
participation and one’s diet
Sets FITT goals based on training principles to achieve and/or maintain HRF. 2
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most
2
days of the week in a variety of settings in- and out-of school
Quarter 4
Observes personal safety protocol to avoid dehydration, overexertion, hypo- and
2
hyperthermia during MVPA participation
Participates in an organized event that addresses health/fitness issues and concerns
3
Organizes sports event for a target health issue or concern 3
 Page 327 of 349

Level : SENIOR HIGH SCHOOL

Subject Group : CORE SUBJECT
Subject : PHYSICAL EDUCATION AND HEALTH (GRADE 12)

No. of Days
Quarter Most Essential Learning Competencies (MELC)
Quarter 1
Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment
2
participation and one’s diet
Sets FITT goals based on training principles to achieve and/or maintain HRF 2
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most
2
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 2

Quarter 2
Observes personal safety protocol to avoid dehydration, overexertion, hypo- and
2
hyperthermia during MVPA participation
Demonstrates proper etiquette and safety in the use of facilities and equipment
2
Participates in an organized event that addresses health/fitness issues and concerns
2
Organizes fitness event for a target health issue or concern 2
Second

Quarter 3
Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment
2
participation and one’s diet
Sets FITT goals based on training principles to achieve and/or maintain HRF 2
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most
2
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 2

Quarter 4
Observes personal safety protocol to avoid dehydration, overexertion, hypo- and
2
hyperthermia during MVPA participation
Demonstrates proper etiquette and safety in the use of facilities and equipment
2
Participates in an organized event that addresses health/fitness issues and concerns
2
Organizes fitness event for a target health issue or concern 2