K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 11
Specialized Subject Title: Business Mathematics

Subject Description: This subject will provide an understanding of the basic concepts of mathematics as applied in business. It
includes a review of the fundamental mathematics operations using decimals, fractions, percent, ratio and proportion;
mathematics concepts and skills in buying and selling, computing gross and net earnings, overtime and business data
presentation, analysis and interpretation. The use of computer and software applications for computation and data
presentation is encouraged.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Fundamental Operations on: The learners are The learners are able to: The learners:
Fractions demonstrate an 1. Perform fundamental
Decimals understanding of: 1. Perform operations: operations on fractions and
Percentage Addition, subtraction, decimals
1. Fractions multiplication and division 2. Express fractions to
2. Decimals and accurately decimals and percent forms
percentage 2. Solve problems involving and vice versa
fractions, decimals and percent 3. Illustrate how decimals
related to business and fractions can be written
in terms of percent
4. Give real-life situations to
illustrate fractions decimals,
and percent
5. Solve problems involving
fractions , decimals , and
percent
Ratio and Proportion Key concepts of ratio 1. Formulate and solve 1. Compare and differentiate
and proportion problems involving ratio and ratio and rate
proportion 2. Write proportions
2. Use the concept of proportion illustrating real-life
in making life-decisions situations
3. Identify the different
kinds of proportion and give
examples for each
4. solves problems involving
direct, inverse and partitive
proportion
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

FINALS:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Buying and selling Key concepts in buying and Analyze and solve problems 1. differentiate Mark-on ,
selling on important factors in Mark down ,and Mark-up
managing a business: buying 2. Illustrate how Mark-on
products and selling Mark down ,and Mark-up
products are obtained
3. differentiate mark-up
from margins
4. Describe how gross
margins is used in sales
5. Illustrate how to compute
single trade discounts series
6. differentiate profit from
loss
7.Illustrate how profit is
obtained and how to avoid
loss in a given transaction
8. Define break-even;
illustrate how to determine
break –even point
9. Solves problems involving
buying and selling products
10. Illustrate how interest is
computed specifically as
applied to mortgage,
amortization, and on
services/utilities and on
deposits and loans
11. Illustrate the different
types of commissions
12. compute commissions
on cash
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

13. Illustrate how to obtain

down payment, gross
balance, and current
increased balance
14.Solve problems involving
interests and commissions
Salaries and wages The fundamental operations Apply appropriate 1. Define salary, wage ,
of mathematics as applied in mathematical operation in income ,benefits
salaries and wage computing salaries and 2. compute gross and net
wages earnings
3. Differentiate gross from
net earnings
4. Enumerate the benefits of
a wage earner
5. Define each of the
benefits given to wage
earners
6. distinguish taxable from
nontaxable benefits
7. Enumerate the standard
deductions with the
corresponding computation
8. Identify the variables
needed in the computation
of the overtime
9. compute overtime pay
10. Use E-spread sheet in
the computation of salary
and overtime pay
11. Present graphical
representation of the details
or particulars of the salary
Presentation and analysis of Business data present them Solve problems in real-life 1. show samples of business
business data in graphs, charts , and tables business situations , present data
data in graphical form, and 2. compare the forms
analyze them (textual ,tabular, and
graphical) of data
Presentation
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. Identify the essential parts

of a table
4. draw the table to present
the data
5. analyze and interprets the
data presented in the table
using measures of central
tendency and variability and
tests of significant
differences
6. describe the different
kinds of graphs fore data
presentation
7. describe the essential
parts of a graph
8. Give a set of business
data; identify the graph to
be used
9. Draw the graph/ table to
present the data
10. Analyze and interpret
the data presented in a
graph/table
11. use software (i.e., MS
Excel, SPSS) programs to
compute and present
graphical
 CORE SUBJECTS ACADEMIC TRACK TVL SPORTS/ARTS AND DESIGN TRACK

Work
Immersion/
Research/ Work
All Other Business All Other Subject Immersion/Research/Ex
Subject Enterprise/ hibit/Performance
Simulation/
Exhibit
Performance

Written Work 25% 25% 35% 20%

Performance 50% 45% 40% 60%

Task

Quarterly 25% 30% 25% 20%

Assessment

*Written Work:

Quizzes, long test, essays, written reports

*Performance Task:

Demonstration, group presentations, oral work, multimedia presentations, research projects (written works such as
essay)

*Quarterly Assessment:

Objective tests and performance-based assessment

REFERENCES:

Altares, Pricilla S., Business Mathematics, First Edition, 2012

 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 11
Specialized Subject Title: ORGANIZATION AND MANAGEMENT

Description: This course designed to familiarize the students with the basic concepts, principles, and processes related to
business organization, and the functional areas of management. Particular emphasis will be given to the study of management
functions like planning, organizing , leading, and controlling, and orient the students on the importance of these functions and
the role of each area in entrepreneurship.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Chapter 1. Nature and The learners have an The learners shall able to… The learners
Concept of management understanding of…
1. Discuss the meaning and
1. definition and functions Basic concepts and Theories Apply management theories functions of management
of management of management & concepts in solving
2. Evolution of Management business cases 2. Explain the various types
theories of management theories
3. Functions , roles and skills
of a Manager
3. Explain the functions ,
roles , and skills of a
manager

4. Identify various forces /

elements of the firms
environment

Chapter 2. The Firm and its

Environment 5. Summarize these forces
using the PEST and SWOT
1. Environment forces and The role of business in the Analyze the various analysis
environmental scanning environment , and how the environmental forces
2. The local and environment affects the firm affecting the firm and
International business summarize these using 6. Describe the local and
environment of the firm political Economic social and international business
3. Phases of economic Technological analysis PEST) environment of a firm
development and strengths, Weaknesses , 7. Explain the role of
4. Forms of business Opportunities and Threats business in relation to the
Organizations (SWOT) Analysis frameworks economy

8. Discuss the different

phases of economic
development

9. Differentiate the various

forms of business
organizations
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Chapter 3. planning the importance of planning Formulate effective plans for 10.discuss the nature of
concepts in business success a specific business endeavor planning
1.Definition and nature of
planning 11. compare and contrast
2.Types of plans the different types of plans
3. Planning at different
levels in the firms 12. describe planning at
4. planning techniques and different levels in the firm
tools
5. Application of planning 13. apply appropriate
tools and techniques planning techniques and
6. Decision making tools

14. formulate a decision

from several alternatives

Chapter 4. Organizing The significance of Design an appropriate 15. discuss the nature of
1.Nature of Organizations organization structures for organization structure for a organizations
2. Types of organizations effective business specific business
structures management 16 distinguish the various
3. Organization theories and types of organizations
application structures
4. Delegation
5. Formal &informal 17. apply organization
organizations theories in solving business
cases
18. identify the different
elements of delegation

19. differentiate formal from

informal organization
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

CHAPTER 5. STAFFING The process of recruiting, Conduct and prepare job 20. discuss the nature of
selecting, and training analysis staffing
1. Definition and Nature employees 21. explain the steps in the
staffing recruitment and selection
2. Recruitment process
3. selection 22. recognize the different
4. training and development training programs
5. Compensation /wages 23. identify the policy
and performance guidelines on compensation
evaluation/appraisal / wages and performance
6. employee relations evaluation / appraisal
7. employee movements 24. discuss the importance
8. rewards system of employee relations
25. differentiate various
employee movements
26. adopt effective rewards
system
Chapter 6. Leading Demonstrate knowledge in 27. discuss the nature of
How motivation, leadership, motivation, leadership, and directing
1.Definition and communication work in communication by solving 28. differentiate leading to
2. Motivation an organization business cases managing
3. Leadership theories 29.identify the differentiate
4.communication theories of motivation
5. Management of change 30. differentiate styles of
and diversity leadership
6. Filipino and foreign 31. appreciate the role of
cultures communication in directing
people within the
organization
32. explain the management
of change and diversity in
the work place
33. recognize the
interrelationship of Filipino
from foreign cultures
Chapter 7. Controlling Apply appropriate control 34. discuss the nature of
different controlling measures for a specific controlling
1. Definition and nature of methods and techniques business situation
management control 35. describe the link
2. the link between planning between planning and
and controlling controlling
3. Control methods and
systems 37. apply management
4. Application of control in accounting and
management control in marketing concepts and
accounting and marketing techniques
concepts and techniques 38. prepare a budget plan
5. role of budgets in
planning and controlling
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Chapter 8. Introduction to The different functional Select one’s area of interest 39. Explain the nature and
the different functional areas of management for future career path role in the firm of the
Areas of management following areas of
management:
a. Human resource a. human resource
Management management
b. Marketing Management b. marketing management
c. Operations Management c. operations management
d. Financial Management d. Financial Management
e. Information & e. Material and Procurement
Communication Technology Management
Management f. Office Management
g. Information &
communication technology
management
Chapter 9. Special topics in The basic concepts of small- Initiate an appropriate 40. Explain how to Start a
Management family business small-family business small-family business.
41. identify the business
1. Small Business legal forms and
Management and requirements
Entrepreneurship 42. appreciate the role of
2. Family Business Enterprise small-family business in an
3. Starting a Business: Legal improving economic status
Forms and Requirements
 K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11 or 12
Core Subject Title: Personal Development

Core Subject Description:

This course makes senior high school students aware of the development stage that they are in, for them to better understand
themselves and the significant people. Around them as they make important career decisions as adolescents. The course
consists of modules, each of which addresses a key concern in personal development. Using the experiential learning approach,
each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help
reveal and articulate relevant concepts, theories, and tools in different areas in psychology.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Quarter I
Unit 1: Self Development (20 hours)
1. knowing oneself The learners demonstrate an The learners shall be able The learners…
understanding of... to…
Understanding oneself 1.1 explain that knowing
during middle and late Himself/ Herself during Conduct self-exploration and oneself can make a person
adolescence middle and late adolescence simple disclosure accept his/her strengths and
limitations and dealing with
others better
1.2 share his/her unique
characteristics, habits, and
experiences
1.3 Maintain a journal

2.Developing the whole The various aspects of Illustrate the connections 2.1 discuss the relationship
person holistic development: between thoughts , feelings , among psychological,
Physiological, cognitive, and behaviors in a person’s cognitive, psychological,
psychological, spiritual, and holistic development spiritual, and social
social development development to understand
his/ her thoughts , feelings,
and behaviors
2.2 evaluate his/her own
thoughts, feelings, and
behaviors
2.3 show the connections
between thoughts, feelings
in actual life situations

3.Developmental stages in The skills and task Make a list of ways to 3.1 classify various
middle and late adolescence appropriate for middle and become responsible developmental tasks
late adolescence, and adolescents prepared for according to developmental
preparatory to early adult life stage

3.2 evaluate one’s

development in comparison
with persons of the same
age group
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD
Adulthood 3.3 list ways to become a
responsible adolescent
prepared for adult life
Clarify and manage the 4.1 discuss that facing the
4. The challenges of middle demands of the teen challenges during adolescence
and late adolescence years may able to clarify and manage
(middle and late the demands of teen years
adolescence) 4.2 express his /her feelings on
the expectations of the
significant people around
him/her (parents, siblings,
friends, teachers , community
leaders)
4.3 make affirmations that help
one become more lovable and
capable as an adolescent

Quarter I
Unit 2: Aspects of Personal Development (20 hours)
5. Coping with stress in Stress and its sources; 5.1 discuss that understanding
Middle and Late various stress responses; Identify personal ways of stress and its sources during
Adolescence and coping strategies for coping for healthful living adolescence may help in
healthful living in identifying ways to cope and
have a healthful life
5.2 Identify sources of one’s
stress and illustrate the effect of
stress on one’s system
5.3 demonstrate personal ways
of coping with stress for
healthful living
6. The Powers of the mind The whole brain theory , or 6.1 discuss that understanding
two hemispheres of the Identify ways to improve the left and right brain may help
brain: artistic (right –brain learning using both the in improving one’s learning
dominant) and linear (left- left and right brain 6.2 explore two types of mind-
brain dominant) mapping techniques , each
suited to right brain-dominant
thinking styles
6.3 make a plan to improve
learning using left and right
brain through –mapping
activities
7. Mental Health and well- The concepts about mental Identify his/her own 7.1 interpret the concepts of
being in Middle and late health and well- being in vulnerabilities and make a mental health and psychological
adolescence middle and late plan on how to stay well-being in everyday
adolescence mentally healthy observations about mental
health problems during
adolescence

7.2 identify his/her own

vulnerabilities
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

7.3 make a mind map on ways of

achieving psychological well-
being

7.4 create a plan to stay mentally

healthy during adolescence
8.Emotional Intelligence The different types of Identify ways to 8.1 discuss that understanding
emotions and how they communicate and manage the intensity and differentiation
are expressed emotions in a healthy of emotions may help in
manner communicating emotional
expressions
8.2 explore one’s positive and
negative emotion and how one
express or hides theme
8.3 demonstrate and create way
to manage various emotion
Quarter II
Unit 3: Building and Maintaining Relationships (20 hours)
9. Personal Relationships The dynamics of Appraise one’s present 9.1 discuss an understanding of
attraction, love, and relationships and make teen-age relationships, including
commitment plans for building the acceptable and unacceptable
responsible future expressions of attractions
relationships 9.2 express his/her ways of
showing attraction , love , and
commitment
9.3 identify ways to become
responsible in a relationship
10. Social Relationships in The concepts about Identify the different roles of 10.1 distinguish the various roles
middle and late adolescence social influence, group leaders and followers in of different individuals in society
leadership and society and how they can influence
followership people through their leadership
or followership
10.2 compare one’s perception
of himself/herself and how other
see him/her
10.3 conduct a mini-survey on
Filipino relationships(family,
school, and community)
11. Family structures and The impact of one’s Identify the firm and gentle 11.1 appraise one’s family
legacies family on his/her sides of family care that structures and the type of care
personal development affect a person’s he/she gives and receives, which
during middle and late development during middle may help in understanding
adolescence and late adolescence himself/herself better
11.2 make a genogram and trace
certain physical, personality, or
behavioral attributes through
generations
11.3 prepare a plan on how to
make the family members firmer
and gentler with each other
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Quarter II
Unit 4: Career pathways (20 hours)
12. Persons and careers The concepts of career Set a personal career goal 12.1 explain that through
development, life goals , and based on the results of Self- understanding of the
personal factors influencing assessment of various concepts of career and life
career choices personal factors goals can help in planning
his/her career
12.2 identify the personal
factors influencing career
choices
12.3 take a self-assessment
tool to know his/her
personality traits and other
personal factors in relation
to his/her life goals
13. Career Pathways The external factors Make a career plan based on 13.1 discuss the external
influencing career choices his/her personal goal, and factors influencing career
external factors influencing choices that may help in
career choices career decision making
13.2 identify pros and cons
of various career options
with the guidance of parent,
teacher , or counselor
13.3 prepare a career plan
based on his/her personal
goal and external factors
influencing career choices
14. insights into one’s His/her personal Analyze and synthesize 14.1 explain the factors in
personal development development as an his/her personal personal development that
important component of development as an may guide him/her in
setting career and life goals important component of making important career
setting career and life goals decision as adolescent
14.2 share insights that
make him /her realize the
importance of personal
development in making
important career decision as
adolescent
14.3 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
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSSARY
Term (Filipino) Term (English) Definition
Alalahanin Stress A state of mental or emotional strain or
tension resulting from adverse or very
demanding circumstance
Antas ng Pag-unlad Developmental stage Subdivision of the life span, each of
which is characterized by certain
behavioral or developmental traits
Huling Bahagi ng Late adolescence The final stage of physical and
Pagdadalaga/Pagbibinata emotional growth as children pass in
adulthood; happens somewhere
between ages 15 and 17
Kaayusang Pangkatauhan Well-being The state of being comfortable,
healthy, or happy
Kalagitnaan ng Middle adolescence A transitional stage of physical and
Pagdadalaga/Pagbibinata psychological human development
Layunin sa Buhay Life goals Target, vision, mission, or objectives of
person
Paghubog ng Kurso Career development The series of activities or the
ongoing/lifelong process of developing
one’s work, profession, occupation, or
vocation
Panlipunang Impluwensya Social influence Occurs when one’s emotions, opinions,
or behaviors are affected by others
Pansariling Kaunlaran Adolescence A period of life in which the child
transitions into an adult

Pansariling Pagababago Personal development/Self Understanding of one’s physiological ,

development cognitive , psychological , spiritual , and
social development to understand
one’s thoughts , feelings, and
behaviors, and making important
decisions toward becoming a better
person
Teorya ng Pangingibabaw ng Brain Lateralization or Brain According to the theory of left-brain or
Kalahating-Kaliwa o Kalahating Kanan Dominance Theory right brain dominance, each side of the
ng utak brain controls different types of
thinking.to the other. For example, a
left-brained person is often said to be
more logical, analytical, and objective,
while a right-brained person is said to
be more intuitive, thoughtful, and
subjective.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 11
Specialized Subject Title: Principles of Marketing (PM)

Subject Description: The course deals with the principles and practices in marketing goods and services. It also focuses on the
development of integrated marketing programs that will help grow businesses.

Semester: 2nd semester

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

CHAPTER 1: The learners demonstrate an The learners shall be able The learners
MARKETING PRINCIPLES understanding of… to…
AND STRATEGIES 1. define and understand
1. What is marketing and its The marketing principles, marketing
traditional approaches? goals and traditional and Plot marketing goals and 2. describe the traditional
2.Goals of marketing contemporary approaches approaches for product or approaches to marketing
3. contemporary approaches to marketing service 3. discuss the goals of
to marketing marketing
4. identify and explain
contemporary marketing
approaches
Chapter 2: The value of customer Develop a program for 5. define relationship
Customer Relationship: relations and customer customer service marketing
Customer Service service 6. explain the value of
customers
7. identify and describe
relationship development of
strategies
8. illustrate successful
customer service strategy in
the Philippine business
enterprise
Chapter 3: The importance of Conduct marketing research, 9. distinguish between
Market Opportunity information , the market interpret market buying strategic and marketing
Analysis and consumer characteristics affecting behavior on product or planning in terms of
analysis consumer behavior, and the service, and identify the objectives and processes
1. Strategic marketing versus bases of market product or Service target 10. analyze the elements of
tactical marketing segmentation market macro-and micro-
2. the marketing environment and their
environment influence to marketing
3. Marketing research planning
4. consumer and business 11. define marketing
markets research, its importance to a
5. Marketing Segmentation, business enterprise and
Market targeting, and identify the steps in
Market positioning (STP) marketing research
12. describe the consumer
and business markets
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD
13. differentiate the buying
behavior and decision making of
individual /household customer
versus the business (organizational
customer)
14. identify and segment market
for a product or service
15. select the appropriate target
market segment and its
positioning
Chapter 4: The essence of the new Design a new product 16. define a product and
Developing the marketing product development , or service, decide differentiates the product, services
mix pricing , placing types of pricing , and experiences
(distribution), and approach, and choose 17. identify and describe the
promoting a product or distribution methods factors to consider when setting
service and promotion tools prices and new product pricing
that respond to and its general pricing approaches
market trends 18. discuss the structures of
distribution channels, its functions,
and the nature of supply chain
management
19. define and identify relevant
promotional tools, namely
,advertising, sales promotion,
personal selling, public relations ,
and direct marketing to create
awareness and persuade the
target market to buy the product
or patronize the service
Chapter 5: The necessity of a marketing Create a new product 20. explain the relationship
Managing the Marketing plan in business or service design and between market analysis, planning
Effort (the Marketing pricing and promotion , implementation , and control
Process) and distribution 21. analyze the company’s
1. Market analysis strategies situation , markets , and
-SWOT analysis environment ( the marketing audit
2. Marketing planning and SWOT analysis)
3. Marketing 22. identify target market and
implementation positioning
4. Marketing control 23. explain the significance of the
marketing mix to motivate the
potential market to buy the
product or service (the marketing
plan)
Workshop and presentation And proper interpretation of Orally defend the 24. integrate the marketing
of marketing plan marketing strategies mini-marketing plan to concepts and techniques learned
through workshop and a group of marketing by preparing a marketing plan
presentation professionals 25. present a mini –marketing
plan, orally and in writing
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 12
Semester: 2nd semester, quarter 3 and 4
Specialized subject: Business Ethics and Social Responsibility

Course Description: The course deals with the fundamental concepts, principles, and practices of ethical standards in the
business environment. It combines the theoretical foundations of setting up business enterprises with the conduct of
entrepreneurial activities in the context of one’s accountability and social responsibility.

Specially, the course aims to: (1) provide students with a basic understanding of the mechanisms whereby companies can be
made to act in the best interest of shareholders, other stakeholders, and society as a whole; (2) provide students with
knowledge of general ethical principles as applied to the special situations of business and the ability to make informed
judgements through case analyses; and (3) equip students with the ability to formulate basic strategies in relation to corporate
ethics and governance.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE LEARNING

STANDARD COMPETENCIES
The learner’s demonstrate an The learners: The learners:
understanding of:
development 1. identify forms of 1.1differentiate the
1. The nature and forms pf business business organizations and forms of business
organizations their characteristic organizations
2. the purposes of establishing
business enterprises 2. explain the purpose of 1.2 give examples of the
business organizations and forms of business
3. the core principles underlying their role in organizations
fairness, accountability, and socioeconomic
transparency in business operation development 1.3 show how these
and stewardship (respect for other’s organizations contribute
property) 3. explain the core to socioeconomic
principles of fairness, development
4. common practices in business accountability and
organizations (decorum, protocol, transparency in the 1.4 give examples of how
policies ,marketing, socioeconomic fairness, accountability
Bookkeeping, reportorial development of a country and transparency is
requirements and documentation, practiced in business and
etc.) 4. craft simple codes of non-profit organizations
ethics or Codes of right 1.5 share observation
conduct business policies and
practices
1.6 distinguish between
good policies/practices
and morally
unacceptable policies
/practices
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
2. Foundation of 1. Classical philosophies 1.identify the classical 2.1 compare and contrast
the principles of specifically, virtue ethics philosophies and their classical philosophies as they
business ethics (Socrates, Plato, Aristotle, implication for business principles relate to the business setting
Confucius, etc.) and practices 2.2 give examples of how belief
systems affect business
2. The impact of belief systems 2. describe various belief practices
(Buddhism, Islam, Christianity, systems, and their similarities and 2.3 analyze simple business
etc.) differences in relation to the situations as they are affected
business setting by the Filipino value system and
3. The Filipino value system recommend ways of confronting
( Utang na loob, Filial piety, 3. describe how the Filipino value ethical challenges in the
Padrino Mańana, Amor Propio, system affects the attitudes of business setting
Filipino Family Values business constituents 2.4 distinguish what is good vs.
what is morally unacceptable
among the given Filipino values

3. Social 1. The responsibilities and 1. identify responsibilities to the 3.1 suggest ways to enhance
Responsibility of accountabilities of business organization he/she employer-employee relationship
Entrepreneurs entrepreneurs and belongs to and encourage just and fair
accountabilities of business policies and practices
entrepreneurs toward the 2. explain the different models such as recruitment,
employees, government, and frameworks of social promotion , retention,
creditors, suppliers , responsibility marketing and advertising,
consumers, general public , intellectual property rights,
and other stake holders; major sources and uses of funds, and
ethical issues in the like
entrepreneurship ( basic 3.2 advocate honest policies and
fairness, personnel and practices in all aspects of
customer relations distribution business operations
dilemmas, fraud , unfair 3.3 observes and promote
competition, unfair policies and practices in
communication , no respect of environmental management
agreements , environmental 3.4 cite examples of companies
degradation, etc.) that practice social
responsibility in the conduct of
2. models and frameworks of their business
social responsibility in the 3.5 provide evidence that
practice of sounds business ethical/social responsibility is
profitable, i.e., makes good
business sense
4. Business The importance of doing 1.Identify reasons for 4.1 explain the importance of
beyond Profit business beyond profit establishing business enterprises establishing and sustaining
Motivation motivation. Introduction to the beyond profit business enterprises as source
notion of SOCIAL ENTERPRISE of job opportunities and
(Meeting a given social 2. prepare and implement a financial freedom
objective or resolving a real personal action plan to assist an 4.2 encourage employees to
social problem while making existing small business enterprise play active roles as decision
ends meet ) for poverty to practice ethics and social makers in the business
alleviation responsibility in their business enterprise
operation 4.3 suggest innovate ways of
developing new products and
introducing
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 12
Semester: 1st SEM, 1st quarter
Specialized subject: Fundamental of accountancy, business and management 2

Course description: The course deals with the preparation and analysis of financial statement of service business and
merchandising business using horizontal and vertical analysis and financial ratios. Knowledge and skills in the analysis of
financial statement will aid the future entrepreneur in making sound economic decisions.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1. Statement Financial The learners demonstrate an The learners shall be able 1. Identify the elements of
position (SFP) understanding of… to… the SFP and describe each of
them
Account titles under the
assets, liabilities, and capital 2. classify the elements of
accounts of the statement of Solve exercises and the SFP into current and
financial position, namely, problems that require noncurrent items
cash, receivables, preparation of an SFP for a 3. prepare the SFP of a single
inventories, prepaid single proprietorship with proprietorship
expenses , property , plant proper classification of 4. prepare an SFP using the
and equipment, payables , accounts as current and report form and the account
accrued expenses, unearned noncurrent using the report form with proper
income, long-term liabilities form and the account form classification of items as
and capital that will equip current and noncurrent
him /her in the preparation
of the SFP using the report
form and account form
2. Statement of The service income and Solve exercises and 1. Identify the elements of
Comprehensive Income (SCI operating expenses of a problems that require the SCI and describe each of
service business as well as preparation of an SCE for a these items for a service
sales, contra sales, single proprietorship business and a
purchases, contra purchase merchandising business
accounts , cost of goods sold 2. prepare an SCI for a
and general administrative service business using the
and selling expenses of a single –step approach
merchandising business that
will equip him/her in the 3. prepare an SCI for a
preparation of the SCI for merchandising business
both service and using the multistep
merchandising businesses approach
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
3. Statement of The forms of business organization , Solve exercises and 1. discuss the different forms of
changes in Equity namely single proprietorship , problems that require business organization
(SCE) partnership, and corporation, and the preparation of an SCE
structure of a SCE of a single for a single 2. prepare an SCE for a single
proprietorship that will equip him/her proprietorship proprietorship
in the preparation of the said financial
report
4. Cash flow The components and the structure of a Solve exercises and 1. discuss the components and
Statement CFS that will equip him/her in the problems that require structures of a CFS
(CFS) preparation of the said financial report preparation of a CFS 2. prepare a CFS

5. Analysis and The methods or tools of analysis of Solve exercises and 1. DEFINE THE MEASUREMENT
interpretation of financial statements to include problems that require LEVELS, namely liquidity ,
financial horizontal analysis, vertical analysis computation and solvency , stability , and
statements and financial ratios to test level of interpretation using profitability
liquidity, solvency, profitability, and horizontal analysis,
stability of the business vertical analysis, and 2. perform vertical and horizontal
various Financial ratios analyses of financial statements
of a single proprietorship
Using the downloaded
sample financial
statements, he/she
3. compute and interpret
performs horizontal
financial ratios , working capital,
and vertical analysis,
gross profit ratio, net profit ratio,
computers various
receivable turnover, inventory
financial ratios and
turnover , debt –to-equity ratio ,
interprets the level of
and the like
liquidity , solvency ,
stability, and
profitability of the
business
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.Accounting books-journal The learners demonstrate an The learners shall be able 1. differentiate the journal
and ledger understanding of… to… from the general ledger

Debits and credits , journal 2. determine the normal

entries to record basic balance of an account
business transaction and Prepare journal entries for 3. prepare journal entries to
using t-accounts , and basic business transactions; record basic business
posting to general ledgers solve exercises and transaction
problems that require using 4. determine balances of
t-account accounts using t- account
2.Basic documents and The types of bank accounts , Share samples of bank 1. identify the types of bank
transactions related to bank basic transactions ,and account forms and accounts normally
deposits documents related to bank documents in class and maintained by a business
deposits and withdrawals discuss their uses and 2. differentiate a savings
importance account from a current or
checking account
3. prepare bank deposit and
withdrawals slips
4. identify and prepare
checks
5. identify and understand
the contents of a bank
statement
3.Bank reconciliation A bank reconciliation Solve exercises and 1. describe the nature of a
statement statement, its nature and problems involving the bank reconciliation
structure, and reconciling following: statement
items and methods of 1. identification of 2. identify common
preparation the proper reconciling items and
treatment of describe each of them
reconciliation 3. analyze the effects of the
statement identified reconciling items
2. preparation of a
4. prepare a bank
bank reconciliation
reconciliation statement
statement
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.accounting practice set The preparation of an Prepare basic business Perform the steps in the
accounting practice set for a forms and documents , such accounting cycle, from
merchandising business as official receipts, vouchers, preparation of documents to
sales invoice, purchase the preparation , analysis ,
invoice, delivery receipts, and interpretation of
purchase order, and financial statements
withdrawal and deposits
slips; and complete and
submit the accounting
practice set for a
merchandising business
5. income and business The sound principles of Accomplish the BIR (bureau 1. define income and
taxation taxation, its purpose, and of internal revenue) forms business taxation and its
preparation of forms and principles and processes
payment of taxes
2. prepare the list of sources
of gross income from
compensation and gross
income from business, and
the corresponding personal
and additional deductions
3. explain the procedure in
the computation of gross
taxable income and tax due
4. prepare the BIR forms
5. explain the principles and
purposes of taxation
6. distinguish individual from
business taxation
7. compute the gross taxable
income and tax due
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 11
Specialized Subject Title: Fundamentals of accountancy, business and management 1

Course Description: This is an introductory course in accounting, business, and management data analysis that will develop
student’s appreciation of accounting as a language of business and an understanding of basic concepts and principles that will
help them analyze business transactions.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.Introduction to Accounting The learners demonstrate an The learners shall be able The learners…
understanding of… to… 1. define accounting
2. describe the nature of
The definition , nature , Cite specific examples in accounting
function, and history of which accounting in used in 3. explain the functions of
accounting making business decisions accounting in business
4. narrate the history /origin
of accounting
2. Branches of Accounting The varied branches and 1. make a list of business
areas of accounting , within the community on 1. differentiate the branches
particularly the types of accounting of accounting
1. financial accounting services they require
2. management accounting 2. Solve exercise in the
3. government accounting identification of the 2. explain the kind/type of
4. auditing branches of accounting services rendered in each of
5. tax accounting described through the types these branches
6. cost accounting of service rendered
7. accounting education
8. accounting research
3.Users of accounting The external and internal 1. Solve exercises and
information users of financial problems on the 1. Define external users and
information identification of users of gives examples
information type of
decisions to be made , and
type of information needed 2. define internal users and
by the users give examples
2. cite users of financial
information and identify
whether they are external or 3. identify the type of
internal users decisions made by each
group of users

4. describe the type of

information needed by each
group of users
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. forms of business The various forms of 1. Different the forms of

organizations business organization, as business organization in 1. differentiate the forms of
follows: terms of nature of business organization
1. Sole/single proprietorship ownership
2. partnership 2. make a list of existing 2. identify the advantages
3. corporation business entities in their and disadvantage s of each
4. cooperatives community and identify the form
forms of business
organization
5.Types of business The types of business 1. differentiate the types of 1. compare and contrast the
according to activities according to activities, business according to types of business
particularly: activities According to activities
1. service business 2. Identify the advantages,
2. merchandising business 2.make a list of businesses in disadvantages, and business
3. manufacturing business their community according requirements of ach type
to their activities

6.Accounting concepts and Accounting concepts and Identify generally accepted 1. explain the varied
principles principles accounting principles accounting concepts and
principles
2. solve exercise on
accounting principles as
applied in various cases
7. The accounting equation The accounting equation Solve problems applying the 1. Illustrate the accounting
accounting equation equation
2. perform operations
involving simple cases with
the use of accounting
equation
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

8. types of major accounts The five major accounts Define, identify , and classify 1. discuss the five major
namely, accounts according to the accounts
1. Asset five major types 2. cite examples of each type
2. Liabilities of account
3. Capital 3. prepare a chart of
4. Income accounts
5. Expenses
9. Books of accounts The two major types of Differentiate a journal from 1. Identify the uses of the
books of accounts , namely , a ledger and identify the two books of accounts
journal and ledger types of journals and ledgers 2. illustrate the format of a
general and special journals
3. illustrate the format of a
general and subsidiary
ledger
10. business transactions The business transactions Identify business and 1. Describe the nature and
and their analysis as applied and their analysis , to nonbusiness transactions, gives examples of business
to the accounting cycle of a include definition and enumerate the types of transactions
service business nature of business business documents 2. identify the different
a. Rules of Debits and credits transactions, types of source , recite the rules of debit and types of business documents
b. journalizing or business documents, and credit , and apply these to 3. analyze common business
c. posting the rules of debits and simple cases transactions using the rules
credits of debit and credit
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

d. preparation of a trial 4. solve simple problems

balance and exercises in the analysis
of business transactions
11. business transactions The accounting cycle of a Identify business and 1. Describes the nature of
and their analysis as applied service business nonbusiness transactions, transactions in a service
to the accounting cycle of a enumerate the types of business
service business business documents 2.record
A service business , recite the rules of debit and transactions of a service
a. Adjusting entries credit , and apply these to business in the general
b. B. adjusted trial simple cases journal
balance 3. posts transactions in the
c. Preparation of ledger
basic financial 4. prepares a trial balance
statements 5. prepares adjusting entries
(income 6. complete the accounting
statement) cycle

12. accounting cycle of a The accounting cycle of a Prepare journal entries, post
merchandising business merchandising business to to the ledger prepare the 1.Describes the natures of
include the following: trial balance, worksheet, transactions in a
1. Journalizing of adjusting entries and merchandising business
transactions using the complete the accounting
general and special journals, cycle of a merchandising
namely : sales journal, business. 2. records transactions of a
purchase journal, cash merchandising business in
receipts journal and cash the general and special
payments journal journals
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. posting to the ledger, 3. post transactions in the

namely: general and general and subsidiary
subsidiary ledgers ledgers
3. preparation of trial 4. prepares a trial balance
balance
4. adjusting entries to 5. prepares adjusting entries
include pre payments,
accrual and deferral 6. completes the accounting
5. worksheet preparation , cycle of a merchandising
and business
6. completing the
accounting cycle of a 7. prepares the statement of
merchandising business cost of goods sold and gross
profit
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ACADEMIC TRACK

GRADE: 12
SPECIALIZED SUBJECT TITLE: Business Finance
Semester: 2nd

Subject description: this course deals with the fundamental principles, tools, and techniques of the financial operation involved
in the management of business enterprises. It covers the basic framework and tools for financial analysis and financial planning
and control, and introduces basic concepts and principles needed in making investment and financing decisions. Introduction to
investments and personal finance are also covered in the course. Using the dual-learning approach of theory and application,
each chapter and module engaged the learners to explore all stages of the learning process from knowledge, analysis,
evaluation, and application to preparation and development of financial plans and programs suited for a small business.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.Introduction to financial The learners demonstrate an The learners are able to… The learners…
Management understanding of…
1. define finance 1. explain the major role of
The definition of finance the 2. describe who are financial management and
activities of the financial responsible for financial the different individuals
manager , and financial management within an involved
institutions and markets organization 2. distinguish a financial
3. describe the primary institution from financial
activities of the financial instrument and financial
manager market
4. describe how the financial 3. enumerate the varied
manager helps in achieving financial institutions and
the goal of the organization their corresponding services
5. describe the role of 4. compare and contrast the
financial institutions and varied financial instruments
markets 5. explain the flow of funds
within an organizations
through and from the
enterprise –and the role of
the financial manager
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ACADEMIC TRACK

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.Review of financial The process of preparing Solve exercises and

statement preparation financial statements as well problems that require 1. prepare financial
analysis, and interpretation as the methods or tools of financial statement statements
analysis of financial preparation, analysis and
statements, including interpretation using
horizontal analysis, vertical horizontal and vertical 2. define the measurement
analysis, and financial ratios analyses and various levels, namely, liquidity
to test the level of liquidity, financial ratio solvency, stability, and
solvency, profitability, and profitability
stability of the business

3. perform vertical and

horizontal analyses of
financial statements of a
single proprietorship

4.compute , analyze , and

interpret financial ratios
such as current ratio,
working capital , gross profit
ratio ,net profit ratio,
receivable turnover , debt-
to-equity ratio, and the like
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ACADEMIC TRACK

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3.financial planning tools The financial planning 1. Illustrate the financial

and concepts process, including budget planning process
preparation, cash 1. identify the steps in the
management, and working 2. Prepare budgets such as financial planning process
capital management projected collection, sales
budget , production budget ,
income projected statement
of comprehensive income,
projected of financial 2. illustrate the formula and
position , and projected cash format for the preparation
flow statement of budgets and projected
financial statement
3. describe concepts and
tools in working capital
management

3. explain tools in managing

cash, receivables, and
inventory

4.sources and uses of short- The sources and uses of 1. distinguish debt and 1. cite bank and nonbank
term and long-term funds short-term and long-term equity financing institutions in the locality
funds , and the that would serve as possible
requirements, procedure, 2. identify the bank and sources of funds for business
obligation to creditor, and nonbank institution in the operations
reportorial necessities vicinity that are possible 2.compare and contrast the
sources of funds, and loan requirements of the
enumerate their different bank and nonbank
requirements and process institutions
for loan application 3. draw a flow chart on the
steps in loan application
4. list down obligations of
entrepreneurs to creditors
5. identify uses of funds
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ACADEMIC TRACK

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

5.basic long-term Financial Basic concepts of risk and 1. distinguish simple and
concepts return, and the time value of compound interest 1. calculate future value and
money present value of money
2. solve exercises and
problems in computing for
time value of money with 2. compute for the effective
the aid of present and future annual interest rate
value tables

3. prepare loan amortization 3. compute loan

tables amortization using
mathematical concepts and
4. compute for the net the presents value tables
present value of a project
with a conventional cash-
flow pattern 4. apply mathematical
concepts and tools in
5. describe the risk-return computing for finance and
trade-off investment problem

5. explain the risk-return

trade-off
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL - ACADEMIC TRACK

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6.introduction to investment The definition, purpose, 1. identify the types of

kinds , advantages, and investments particularly 1. compare and contrast the
disadvantages and the risks bank deposits , insurance different types of
of investment real estate, hard assets, investments
mutual funds , and stocks
and bonds
2. indicate the advantages 2. classify investment
and disadvantages of each according to its type and
type of investment features, and advantages
3. explain the risks inherent and disadvantages
in each type of investment

3. measure and list ways to

minimize or reduce
investments risks in simple
case problems

7. Managing Personal The philosophy and 1. identify money

Finance practices in personal finance management philosophy 1. enumerate money
2. apply basic personal management philosophies
finance principles and
practices in earning, 2. illustrate the money
spending, saving , and management cycle and gives
investing money examples of sound practices
in earning, spending , saving,
and investing money
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

GRADE: 12
SPECIALIZED SUBJECT TITLE: Applied Economics
2nd semester

Subject Description: this course deals with the basic principles of applied economics, and its application to cotemporary
economic issues facing the Filipino entrepreneur such as prices of commodities, minimum wage, rent, and taxes. It covers an
analysis of industries for identification of potential business opportunities. The main output of the course is the preparation of a
socioeconomic impact study of a business venture.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Quarter I The learner demonstrates an The learners shall be able

Chapter 1 understanding of… to… The learners...
Introduction to applied
Economics economics as an applied Analyze and propose 1.Define basic terms in
science and its utility in solution/s to the economic applied economics
1.1Revisiting Economic as a addressing the economic problems using the
social science problems of the country principles of applied
1.2Economics as an applied economics 2.Identify the basic
science economic problems of the
1.3 Basic economic country
problems and the Philippine
socioeconomic development
21st century 3.Explain how applied
economics can be used to
solve economic problems
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Chapter 2 The law of supply and Conduct a survey of current 1. Explain the law of supply
Applied economics: demand, and factors economic situations within and demand , and how
affecting the economic the vicinity equilibrium price and
2.1 Application of supply and situation quantity are determined
demand
a. Prices of basic 2. discuss and explain factors
commodities affecting demand and supply
b. Labor supply,
population
growth, and wages 3. compare the places of
c. Labor migration commodities and analyze
and the overseas the impact on consumers
Filipino worker
(OFW)
d. The Philippine 4. explain market structures
peso and foreign (perfect competition ,
currencies monopoly , oligopoly, and
e. The Philippine monopolistic competition)
housing shortage
and the real estate
boom: 5. analyze the effects of
contemporary issues such as
Rent and Price Structure migration, fluctuations in the
exchange rate, oil price
2.2 contemporary economic increases, unemployment,
issues facing the Filipino peace and order, etc. on the
entrepreneur purchasing power of the
a. investment and interest people
rate
b. rentals
c. minimum wage
d. taxes
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

QUARTER II Industry analysis, its Apply tools and techniques

Chapter 3. principles, tools, and for business opportunities
Industry and Environmental techniques leading to the like the SWOT/TOWS 1. Identify and explain
Analysis: identification of business analysis different principles, tools,
Business Opportunities opportunities and techniques in creating a
Identification Conduct a survey of macro business
and micro environments
3.1 Principles, Tools, and affecting business in a
Techniques locality
a. Competition
b. customers 2. distinguish the different
c. suppliers services/products of
d. competitors business and industry in the
e. substitutes locality

3.2 Types of Industries

a.Agribusiness
b. Manufacturing
c. Retail and services
d. International trade
(exports and imports)

3.3 identification of business

opportunities
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Chapter 4. Various socioeconomic Conduct a socioeconomic 1.identify and explain the

Socioeconomic Impact impacts of business on the impact study on consumers various socioeconomic
Study following sectors: consumer, (new product and factors affecting business
a. consumer( new products supplier and investors , services);suppliers ; and industry
and services) government, households inventors (capital, income )
b. suppliers investors and international trade Government (tax revenues,
(capital, income) poverty alleviation, basic 2.analyze and evaluate the
c. Government (tax services); households viability of a business and its
revenues, poverty (standard of living, impact on the community
alleviation, basic services) employment )and
d. households (standard of international trade (exports
living, employment) and imports of goods and 3.formulate
e. international services) leading to options recommendations and
trade(exports and imports in venturing into a business strategies on how to
of goods and services) minimize and maximize a
business negative impact
and positive impact,
respectively
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11/12

Core Subject Title: Oral Communication in Context

Core Subject Description: The development of listening and speaking skills and strategies for effective communication in
various situation.

Midterm Period:
No. of Hours Allotted: 40 hours

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES

STANDARD STANDARD

The learner… The learner… The learner…

OC11.1
Nature and Elements of Communication Understands Design and 1. Defines communication
1. Definition the nature and performs 2. Explains the nature and
2. The Process of Communication elements of effective process of communication.
3. Communication Models oral controlled oral 3. Differentiates the various
4. Five Elements of Communication communication communication models of communication.
 Verbal and Non-Verbal in context. activities based 4. Distinguishes the unique
Communication on context feature(s) of one
5. Effective Communication Skills communication process
6. Intercultural Communication from the other.
5. Explains why there is a
6 hours(1 week, 2 days) breakdown of
communication.
6. Uses of various strategies in
order to avoid
communication.
7. Demonstrates sensitivity to
the social-cultural
dimension of
communication situation
with focus on
a. Culture
b. Gender
c. Age
d. Social status
e. Religion
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT PERFORMANCE STANDARD LEARNING COMPETENCIES

STANDARD

OC11.2 Values the Written a 250-word essay of 1. Discusses the

Functions of Communication function/purposes his/her objective function of
 Regulation/Control of oral observation and evaluation communication.
 Social Interaction communication. of the various speakers 2. Identifies the
 Motivation watched listened to speaker’s
 Emotional purpose(s).
Expression 3. Watch and listens
16 hours (4 weeks) to sample oral
communication
activities.
4. Ascertains the
verbal and
nonverbal cues
that each speaker
uses to achieve
his/her purpose.
5. Comprehends
various kinds of
oral texts.
6. Identifies
strategies used by
each speaker to
convey his/her
ideas effectively.
7. Evaluates the
effectiveness of an
oral
communication
activity.
EN110C-If Recognizes that Demonstrate effective use 1. Identifies the
Communicative Competence communicative of communicative strategy various types of
Strategies In Various Speech competence in a variety of speech speech context
Situations requires situations. 2. Exhibits
A. Types of Speech context understanding of appropriate verbal
1. Intrapersonal speech context, and non-verbal
2. Interpersonal speech style, behavior in a given
a.1 Dyad speech act and speech context
a.2 Small group communicative 3. Distinguishes types
3. Public strategy. of speech style
B. Types of Speech Style
1. Intimate
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES

STANDARD STANDARD

2.Casual 4.Identifies social situation in which

3.Consultatiave each speech style is appropriate to
4.Formal use
5.Frozen 5.Observes the appropriate language
C. Types of Speech Act form in using a particular speech style
1. Locution(Utterance) 6.Response appropriately and
2.Illocution(Intention) effectively to speech act
3. Perlocution (Response) Recognizes that Demonstrates effective 7.Engages in a communicative
20 hours ( 5 weeks ) communicative use of communicative situation using acceptable, polite and
competence strategy in a variety of meaningful communicative strategies
D. Types of Communication requires speech situation 8. Explains that a shift in speech
Strategy understanding context, speech style, speech act and
1. Nomination of speech communicative strategy affects the
2. Restriction context, speech following
3. Turn-Taking styles, speech  Language form
4. Topic control act and  Duration of interaction
5. Topic shifting communicative  Relationship of speaker
6. Repair strategy  Role and responsibilities of
7. Termination the speaker
 Message
16 hours (4 weeks )  Delivery
OC11.4 Realizes the Proficiently delivers
Types of Speeches rigors of various speeches using 1. Distinguishes types of speeches.
A. According to purpose crafting one’s the principles of effective
o Expository/Informative speech speech delivery
speech
o Persuasive speech
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES

STANDARD STANDARD

o Entertainment Speech 2. Uses principles of effective speech

B. According to delivery delivery in different situation.
o Reading from manuscript 3. Uses principles of effective speech
o Memorized Speech writing focusing on
o Impromptu speech o Audience profile
o Extemporaneous Speech o Logical organization
C. Principle of speech writing o Duration
o Choosing the topic o Word choice
o Analyzing the audience Grammatical correctness
o Sourcing the Information 4. uses principles of effective speech
o Outlining and Organizing delivery focusing on
the speech Content o Articulation
D. Principle of Speech Delivery o Modulation
o Stage presence
30 hours (7 1/2 weeks ) o Facial Expressions, Gestures
and movements
o Rapport with the audience
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSSARY
Extemporaneous Speech/Speaking
extemporaneously When you speak extemporaneously you are literally making up the words of your speech
as you go. That does not mean that you do no preparation. Rather, as you rehearse, you
work from an outline or speaker notes that remind you of the progression of ideas in your
speech. http://wps.ablongman.com/ab public speaking
2/24/6223/1593285.cw/index.html

Impromptu Speech An impromptu speech is given with little or no preparation, usually about a topic that the
speaker knows so well.
https://www.boundless.com/communications/delivering-the-speech/methods-of-
delivery/impromptu-speech/
- Is the sending and receiving of messages across languages and cultures. It is also
Intercultural Communication a negotiated understanding of meaning in human experiences across social
systems and societies (Arent, 2009). (Arent, Russel. Bridging the cross-Cultural
Gap Listening and Speaking Tasks for Developing Fluency in English: Michigan
ELT, 2009)
- Is a form of global communication.It is used to describe the wide range of
communication problems that naturally appear within an organization made up
of individuals from different religious, social, ethic, and educational
backgrounds. ..
http://en.wikipedia.org/wiki/Intercultural communication
Unless you have had training and practice memorizing long passages of text, the
Memorized Speech/Presenting from memorized mode is the hardest to pull off. Freed from a manuscript or notes, you are
memory likely to have the added anxiety of forgetting what you wanted to say.
o A memorized speech can also sound “canned” and lacking in spontaneity. After
many months of campaigning, a politician’s talk will become a memorized talk.
o Some speakers are extremely skillful at memorizing. Others, who have
presented the same ideas a number of times, will memorize their lines whether
they intended to or not. Each time they speak on that or a similar topic, they
can draw from memory. This is true for many preachers and teachers.
http://wps.ablongman.com/ab public speaking
2/24/6223/1593285.cw/index.html
According to Niklas Luhmann, communication is the operation, which (re-) produces
Process of communication social systems, it is the central last element (specific operation) for the definition and the
retention of society. A change of communicative possibilities by a medium also changes
society.
Communication is a synthesis of three components: message, information and
understanding: communication comes into being, when it’s understood that an
information is imparted.
In the social dimension these components are ascribed to at least two abstracted
person. Person a (=ego), who understands, and person b (=alter), who imparts. The
imparted information can’t be identical to the understood information. A process of
communication comes into being, if the preceding communication is followed by a
succeeding communication. By these communicative connections constitutes meaning to
every process of communication, by selecting one certain connection to all possible
connections. Communication needs a spreading medium like speech and writing.
http://mms.uni-hamburg.de/epedagogy/mmswiki/index.php5/communication - Luhmann
Reading from a manuscript/Speaking According to communication expert Terrence Doyle, reading from a manuscript is the
from a manuscript most formal type of delivery. It is also an effective choice when you want to have the
greatest control of the wording of your speech.
o You will probably use a manuscript when speaking on a highly sensitive topic for
which it is important to have precise wording.
o Or, if you have spent special effort embellishing your speech with stylistic
elements, reading from the manuscript will ensure that you speak the phrases
just as you wrote them.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

o Often, however, reading your speech will rob the presentation

of spontaneity and the conversational dynamics that effective
speakers strive to achieve.
o To compensate for that, you will need to practice your reading
to give it the feeling of being spoken for the first time. Skillful
manuscript readers will also make spontaneous changes in
their speech at the moment of delivery.
http://wps.ablongman.com/ab public speaking
2/24/6223/1593285.cw/index.html

Speech Art - In linguistic and the philosophy of language, it is an utterance

that has performative function in language and
communication.
http://en.wikipedia.org/wiki/Speech act
- An utterance considered as an action, particularly with regard
to its intention, purpose, or effect.
http://www.oxforddictionaries.com/definition/english/speech
-act
- It is an utterance that serves a function in communication.
We perform speech acts when we offer an apology, greeting,
request, complaint, invitation, compliment, or refusal. A
speech act might contain just one word, as in “Sorry!” to
perform an apology, or several words or sentences: “I’m sorry
I forgot your birthday. I just let it slip my mind.” Speech acts
include real-life interactions and require not only knowledge
of the language but also appropriate use of that language
within a given culture.
http://www.carla.umn.edu/speechacts/definition.html
- It is what speaker does in uttering a sentence. According to
Austin (1962), when uttering a sentence, a speaker is involved
in three different speech acts: a locutionary act, and a
perlocutionary act. The locutionary act is the act of uttering a
sentence with a certain meaning. The speaker also may intend
to constitute a certain act of praise, criticism, threat etc.,
which is called the illocutionary act … The perlocutionary act
is the act of trying to bring about a certain change in the
addressee (e.g. making him/her believe something)….
http://www2.let.uu.nl/uil-ots/lexicon/zoek.pl?
lemma=Speech=act
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Desripsyon ng Kurso: Pag-aaral tungo sa Pananaliksik ukol sa kalikasan, katangian, pag-unlad, gamit at paggamit ng Wikang
Filipino sa mga sitwasyong komunikatibo at kultural sa lipunang Pilipino.

Pamantayang Pangnilalaman: Nauunawaan ang mga konsepto, elementong kultural, kasaysayan, at gamit ng wika sa lipunang
Pilipino
Pamantayan sa Pagganap: Nakagagawa ng isang sanaysay batay sa isang panayam tungkol sa aspektong kultural o
lingguwistiko ng napiling komunidad
Panitikang Kontemporaryo/Popular: Napapanahong sanaysay, talumpati, panitikang popular (awitin, komiks, iba’t ibang
paraan ng Komunikasyon sa social media)
Gramatika: Paggamit ng kasanayang komunikatibo (linggwistik, sosyolinggwistik, diskorsal at istratedyik)

Bilang ng Sesyon: 40 sesyon bawat markahan/apat na araw sa loob ng isang linggo

Paksa: Tungo sa Mabisang Komunikasyon

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG PAMPAGKATUTO
NILALAMAN PAGGANAP
Mga Konseptong 1. Naiuugnay ang mga konseptong
Pangwika pangwika sa mga napakinggang
1. Wika sitwayong pangkomunikasyon sa radio,
2. Wikang Pambansa talumpati, at mga panayam
3. Wikang Pantuo 2. Natutukoy ang mga kahulugan at
4. Wiakng Opisyal kabuluhan ng mga konseptong pamwika
5. Bilinggwalismo
6. Multilinggwalismo
7. Register/Barayti ng 3. Naiuugnay ang mga konseptong
wika Nauunawaan ang mga Nasusuri ang kalikasan, pangwika sa mga napapanood na
8. Homogenous konsepto, gamit, mga kaganapang sitwasyong pang Komunikasyon sa
9. Heterogenous elementong kultural, pinagdadaanan at telibisyon (Halimbawa: Tonight with
10. Linggwistikong kasanayan, at gamit pinagdadaanan ng Arnold Clavio, State of the Nation,
komunidad ng wika sa lipunang wikang pambansa ng Mareng Winnie, word of the lourld
11. Unang wika pilipino Pilipinas (http://lourddeveyra.blogspot.com))
12. Pangalawang wika at 4. Naiuugnay ang mga konseptong
iba pa pamwika sa sariling kaalaman, pananaw,
at mga karanasan

5. Nagagamit ang kaalaman sa

modernong teknolohiya(facebook goodle
at iba pa)sa pagunawa sa mga
konseptong, pangwika

Gamit ang Wika sa 6. Nabibigyag kahulugan ang nga

Lipunan: komunikatibong gamit ng wika sa
1. Instrumental lipunan(Ayon kay M.A.K. halliday)
2. Regalatoryo 7. Natutukoy ang ibat ibang gamit ng
3. Interaksyonal wika sa lipunan sa pamamagitan ng
4. Personnal napapanood na palababs sa television at
5. Hueristiko pilikula(Halimbawa: be care full of heart,
Representatibo got to believe, Ekstra, on the job, word of
the
lourd(http://lourddeveyra.blogspot.com))
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

NILALAMAN PAGGANAP PAMPAGKATUTO
8. Naipapaliwanag nang
pasalita ang gamit ng
wika sa lipunan sa
pamamagitan ng mga
pagbibigay halimbawa
9. Nagagamit ang mga
cohesive device sa
pagpapaliwanag at
pagbibigay halimbawa
sa mga gamit ng wika
sa lipunan
10. Nakapagsasaliksik ng
mga halimbawang
sitwasyon na
nagpapakita ng gamit
ng wika sa lipunan
11. Nakapagbibigay ng
Kasaysayan ng Wikang opinion o pananaw
Pambansa kaugnay sa mga
1. Sa panahon ng napakinggang
Kastila pagtalakay sa wikang
2. Sa panahon ng pambansa
rebolusyong
Pilipino 12. Nasusuri ang mga
3. Sa panahon ng pananaw ng iba’t
Amerikano ibang awtor sa isinulat
4. Sa panahon ng na kasaysayan ng wika
Hapon 13. Natutukoy ang mga
5. Sa panahon ng pinagdaanang
pagsasarili pangyayari/kaganapan
6. Hanggang sa tungo sa pagkabuo at
kasalukuyan pag-unlad ng Wikang
Pambansa
14. Nakasusulat ng
sanaysay na
tumatalunton sa isang
particular na yugto ng
kasaysayan ng Wikang
Pambansa
15. Natitiyak ang mga
sanhi at bunga ng mga
pangyayaring may
kaugnayan sa pag-
unlad ng Wikang
Pambansa
Nakagawa ng isang
Final Output sanaysay batay sa isang 16. Nakagagawa ng isang
panayam tungkol sa sanaysay batay sa
aspektong kultural o isang panayam
lingguwistiko ng napiling tungkol sa aspektong
komunidad kultural o
lingguwistiko ng
napiling komunidad
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino

Desripsyon ng Kurso: Pag-aaral tungo sa Pananaliksik ukol sa kalikasan, katangian, pag-unlad, gamit at paggamit ng Wikang
Filipino sa mga sitwasyong komunikatibo at kultural sa lipunang Pilipino.

Pamantayang Pangnilalaman: Nauunawaan nang may masusing pagsasaalang-alang ang mga lingguwistiko at kultural na
katangian at pagkakaiba-iba sa lipunang Pilipino at mga sitwasyon ng paggamit ng wika dito
Pamantayan sa Pagganap: Nakasusulat ng isang panimulang Pananaliksik sa mga penomenang kultural at panlipunan sa bansa
Panitikang Kontemporaryo/Popular: Napapanahong sanaysay, talumpati, panitikang popular (awitin, komiks, iba’t ibang
paraan ng Komunikasyon sa social media)
Gramatika: Paggamit ng kasanayang komunikatibo (linggwistik, sosyolinggwistik, diskorsal at istratedyik)

Bilang ng Sesyon:
40 sesyon bawat markahan/apat na araw sa loob ng isang linggo

Paksa: Wika, Wikang Filipino at Sitwasyong Pangwika sa Pilipinas

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG
NILALAMAN PAGGANAP PAMPAGKATUTO
1. Natutukoy ang iba;t ibang
Mga Sitwasyong Nauunawaan nang may Nakakagawa ng mga pag- paggamit ng wika sa mga
Pangwika sa Pilipinas masusing pagsasaalang- aaral ukol sa iba’t ibang napakinggang pahayag
alang ang mga lingguwistiko sitwasyon ng paggamit ng mula sa mga panayam at
at kultural na katangian at wikang Filipino sa loob ng balita sa radio at telebisyon
pagkakaiba-iba sa lipunang kultura at lipunang Pilipino.
Pilipino at mga sitwasyon ng
paggamit ng wika dito 2. Natutukoy ang iba’t ibang
paggamit ng wika sa
nabasang pahayag mula sa
mga blog, social media
posts at iba pa
3. Nasusuri at naisasaalang-
alang ang mga
lingguwistiko at kultural na
pagkaiba-iba sa lipunang
Pilipino sa mga pelikula at
dulang napanood
4. Naipapaliwanag nang
pasalita ang iba’t ibang
dahilan, anyo, at pamaraan
ng paggamit ng wika sa
iba’t ibang sitwasyon
5. Nakasususlat ng mga
tekstong nagpapakita ng
mga kalagayang pangwika
sa Kulturang Pilipino
6. Natutukoy ang iba’t ibang
register at barayti ng wika
na ginagamit sa iba’t ibang
sitwasyon (Halimbawa:
Medisina, Abogasya,
Media, Social Media,
Enhinyera, Negosyo, at iba
pa) sa pamamagitan ng
pagtatala ng mga
terminong ginamit sa mga
larangang ito
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG PAMPAGKATUTO

NILALAMAN PAGGANAP
7. 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
Kakayahang 8. Natutukoy ang mga angkop na salita,
Komunikatibo ng ng pangungusap ayon sa konteksto ng
mga Pilipino paksang napakinggan sa mga balita sa
radyo at telebisyon
1. Kakayahang 9. Nabibigyang kahulugan ang mga
linggwistiko/istruktural salitang ginamit sa talakayan
/gramatikal
2. kakayahang
sosyolingwistik: pag 10. Napipili ang mga angkop mga salita at
unawa batay sa paraan ng paggamit nito sa mga usapan o
pagtukoy sa sino, bakit talakayan batay sa kausap, pinag-
nangyari ang uusapan, lugar, panahon, layunin, at
sitwasyong grupong kinabibilangan
kumunikatibo 11. Nahihinuha ang layunin ng isang
3. kakayahang kausap batay a paggamit ng mga salita at
pragmatic: pag tukoy sa paraan ng pagasalita
kahulugan ng
sitwasyong sinasabi, di
sinasabi, ikinikilos ng
taong kausap
4. kakayahang 12. Nakabubuo ng mga kritikal na
diskorsal: pagtiyak sa sanaysay ukol sa iba’t ibang paraan ng
kahulugang paggamit ng wika ng iba’t ibang grupong
ipinapahayag ng mga sosyal at kultura nsa Pilipinas
teksto/sitwasyon ayon
sa konteksto
 K to 12 BASIC EDUCATION CURRICULUM
NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG
NILALAMAN PAGGANAP PAMPAGKATUTO
Introduksyon sa Pananliksik 13. Nasusuri ang ilang
sa Wika at Kulturang Pilipino Pananaliksik na pumapaksa
sa wika at Kulturang Pilipino
14. Naiisa-isa ang mga
hakbang sa pagbuo ng isang
makabuluhang pananaliksik
15. Nagagamit ang angkop
na salita at pangungusap
upang mapag-ugnay-ugnay
ang mga ideya sa isang
sulatin
16. Nakasusulat ng isang
panimulang Pananaliksik sa
mga penomenang kultura at
panlipunan sa bansa
Final Output Nakasusulat ng isang 17. Nakasusulat ng isang
panimulang Pananaliksik sa panimulang Pananaliksik sa
mga penomenang kultura at mga penomenang kultura at
panlipunan sa bansa panlipunan sa bansa
SENIOR HIGH SCHOOL – CORE SUBJECT
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSARYO

CABLA Communicative Activity Based Language Approach o CABLA ay isang

paraan ng pagtuturo ng wika sa pamamagitan ng pagbibigay ng mga
panuto sa target na wika upang maisagawa ng mga mag-aaral o ng
tagapakinig

Dugtungan Isang pamamaraang ginagamit sa pagsasalaysay muli ng

napakinggan o nabasang kwento sa pamamagitan ng pagasasabi ng
mga pangyayari nito ng may tamang pagkasunod-sunod

Estratehiya sa Pag-aaral Mga kakayahan upang mapalawak ang kakayahan ng mag-aaral

Kaalaman sa Aklat at Limbag Kakayahan na maunawaan ang ugnayan ng teksto at larawan at ang
limbag ay may kahulugan (Strickland & Schickedanz, 2004). Kasama
din ditto ang pagkakaunawa ng mga babala, paalala at logo na
makikita sa ating kapaligiran (Kassow, 2006)

Kamalayang Ponolohiya Pag-unawa na ang bawat tunog na may kayumbas na letra, at ang
bawat salita ay binubuo ng pantig, ang bawat pangungusap ay
binubuo ng mga salita

Kasanayan ng Wika Kasanayan sa paggamit ng mga wika sa pasalita o pasulat na

pakikipagtalastasan na isinasaalang – alang ang mga tuntunin sa
grammar, sa pagbaybay ng mag salita sa Filipino

OPAC Online Public Access Catalog o OPAC. Ito ay isang online na sistema
ng card catalog o talaan ng mga print at non-print na kagamitan sa
loob ng silid-aklatan.

Palabigkasan at Pagkilala sa Salita Pagkaunawa ng mga nakalimbag na salita ay binubuo ng mga letra
na may kanya-kaniyang tunog at pinagsasama-sama upang makbuo
ng mga salitang may kahulugan

Pagsulat at Pagbaybay/Komposisyon Isang gawaing naug-uugat mula sa pagtatamo ng kasanayan at kung

paano ginagamit ang wika hanggang sa mga kasanayang ito ay
aktwal na ginagamit sa paraang pagsulat (Rivers, 1975) na
isinasaalang alang ang pamantayan sa mabisang pagpapahayag ng
naiisip at nadarama.

Pag-unawa sa Binasa Isang aktibong proseso sa pagbuo ng kahulugan (Anderson at

Pearson, 1984; Spiro 1980) sa pamamagitan ng pag-uugnay ng taga
basa ng bagong impormasyon hsngo sa binasang teksto sa kanyang
dating kaalaman at karanasan

Pag-unawa sa Napakinggan kakayahang matukoy at maunawaan kung ano ang sinabi ng kausapa
(yagang, 1993). Nakapaloob sa kasanayan ns ito ang pag unawa sa
diin at bigkas, balarila, talasalitaan at pagkakahulugan sa nais
iparating ng tagapagsalita (Howatt at dakin, 1974n binanggit kay
yagang)

Pag-unlad ng Talasalitaan Kasanayan upang maangkin ng mga magaaral ang kakayahang

mabibigay ang kahulugan alinsunod sa gamit nito sa loob at labas ng
isang konteksto at magamit nang buong husay at
pakikipagtalastasan
Recount Isang uri ng tekstong pangiimpormasyon na naglalayon na maitala at
mailarawan ang mga nakaraang karanasan nang may tamang
pagkakasunod-sunod. Kalimitan na ang kasali ang sumulat ng teksto
sa pangyayati ng isinasaad.

Tatas Kakayahang magamit ang wasto ang wika sa pagsasalita, makabasa

ng mga babasahin na angkop sa kanyang edad at baiting nang may
otomasiti.

Tekstong Pang impomasyon Kalipunan ng mga babasahing nagbibigay ng yunay at

makatotohanang kaalaman tungkol sa kapaligiran (Duke & Bennett-
Armistead, 2003). Ilan sa mga halimbawa nito ay procedural,
expository, explanation, discussion at recount.

Wikang Binibigkas Paggamit ng wika sa pasalitang pakikipagtalastasan na bunga ng

masusing pakikinig sa tagapagsalita
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

Grade: 11/12
Core Subject Title: English for Academic and Professional Purposes

No. of Hours/ Semester: 80 hours/ semester

Pre-requisite (if needed):

Core Subject Description: The development of communication skills in English for academic and professional purposes.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Quarter I
The learner The learner The learner
Reading Academic 1. determines the structure
Texts* acquires knowledge of produces a detailed of a specific academic text
(Weeks 1 to 3) appropriate reading abstract of information
strategies for a better gathered from the 2. differentiates language
understanding of various used in academic texts from
academic texts academic texts read various disciplines

3. explains the specific ideas

contained in various
academic texts
4. uses knowledge of text
structure to glean the
information he/she needs
5. uses various techniques in
summarizing a variety of
academic texts
6. states the thesis
statement of an academic
text
7. paraphrases/ explains a
text using one’s own words
8. outlines reading texts in
various disciplines
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

9. summarizes the content

of an academic text
10. writes a
précis/abstract/summary of
texts in the various
disciplines
* For the Tech-Voc track, the academic texts may be modified to include texts specific to their courses (Home Economics,
Agri-fishery, Information and Communication Technology and Industrial Arts) like instructional manuals, brochures, digital
materials, etc.
Writing the Reaction The learner The learner The learner
Paper/Review/ Critique 1. forms opinions based on
understands the principles Produces an objective facts
(Weeks 4 to 6) and uses of a reaction assessment of an event, a 2. cites specific sources to
paper/ review/ critique person, a place or a thing. support claims
3. presents ideas
writes a comprehensive convincingly
review /reaction paper 4. uses the appropriate
 Performance Arts, Play, language for a specific
Dance, Sports, etc. discipline
 Film 5. raises legitimate, contrary
 Participation in a religious 6. Uses appropriate critical
or community festival approaches* in writing a
 Art Exhibit critique such as formalism,
feminism, etc.
critiques designs such as
industrial design objects or
craft objects, furniture,
7. applies the principles of
fashion designs based on a
writing effective reviews and
set criteria
critiques
8. writes an
critiques graphic design
objective/balanced review
communication materials
or critique of a work of art,
such as posters, billboards,
an event or a program
commercials, digital and
other media
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

*For the TechVoc track, the learning competencies concerning critical approaches may be replaced by technical
applications of specific Tech-Voc disciplines like Welding, Vulcanizing, Housekeeping, Home Care, Livestock, etc.
The learner… The learner… The learner…
1. defines what a concept
Writing Concept Paper understands the principles produces a well-balanced paper is
and uses of a concept paper concept paper in a specific 2. determines the ways a
(Weeks 7 to 10) Exam discipline writer can elucidate on a
concept by definition,
explication and clarification
3. identifies situations in
which a concept paper may
be effectively used to
improve our society
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. comprehends various
kinds of concept papers
5. explains and clarifies
concepts in fields such as:

a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
Home Economics
Agri. fishery
I.A
ICT
6. presents a novel concept
or project with
accompanying visuals/
graphic aids
Quarter II
The learner… The learner… The learner…

Writing the Position Paper understands the principles presents a convincing 1. defines what a position
and uses of a position paper position paper based on paper is
(Weeks 11 to 14) properly cited factual 2. identifies situations in
evidence which a position paper may
be effectively used in our
present society
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. gathers manifestoes and

analyzes the arguments used
by the writer/s
4. defends a stand on an
issue by presenting
reasonable arguments
supported by properly-cited
factual evidences
5. writes various kinds of
position papers
The learner… The learner… The learner…
1. determines the objectives
Writing the Report Survey/ understands the principles produces a well-written and structures of
Field Report Laboratory/ and uses of surveys, report for various disciplines 2. designs, tests and revises
Scientific Technical Report* experiments and scientific survey questionnaires*
observations 3. conducts surveys,
experiments or
(Weeks 15 to 20) Exam observations*
4. gathers information from
surveys, experiments, or
observations*
5. disseminates written
forms of information from
surveys, experiments or
observations*
6. summarizes findings and
executes the report through
narrative and visual/graphic
forms
7. writes various reports
*For the Tech-Voc track, learners may write a report about their field of specialization like the result of their
entrepreneurial ventures, services, livestock experimentation/test, etc. *This competencies design, conducts surveys,
gathers information, and disseminates will also be covered in Research 1 and Research 2.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT
Grade: 11/12
Subject Title: E-Tech
(Empowerment Technologies): ICT for Professional Tracks

No. of Hours/ Semester: 80 hours/ semester

Prerequisite (if needed):N/A

Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating
content and experiences for learning in the professional tracks.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learners:
QUARTER 1 The learners The learners shall be able
WEEKS 1–2 demonstrate an to:
understanding of: 1. compare and contrast the
Information and at the end of the 2-week nuances of varied online
Communication ICT in the context of period independently platforms, sites, and content to
Technology covering global communication compose an insightful best achieve specific class
the topics of: for specific reflection paper on the objectives or address situational
1. The current state of professional track nature of ICT in the challenges
ICT technologies (i.e., context of their lives,
Web 2.0, 3.0, society, and professional
convergent tracks (Arts, Tech-Voc,
technologies, social, Sports, Academic)
mobile, and assistive
media)
2. Online systems,
functions, and
platforms

Online safety, 2. apply online safety, security,

security, ethics, and ethics, and etiquette standards
etiquette and practice in the use of ICTs as
it would relate to their specific
professional tracks

Contextualized online 3. use the Internet as a tool for

search and research credible research and
skills information gathering to best
achieve specific class objectives
or address situational
challenges

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

WEEKS 3–4 The learners shall be able to: The learners:

The learners demonstrate an
Applied productivity tools understanding of: at the end of the 2-week 4. Uses common
with advanced application period independently apply productivity tools effectively
techniques the use of advanced tools advanced productivity tools by maximizing advanced
and techniques found in to create or develop ICT application techniques.
These advanced tools and common productivity and content for use in specific
techniques currently software applications in professional tracks
include, but are not limited developing ICT content for 5. Creates an original or
to: specific professional tracks These may be in the form of, derivative ICT content to
1. Mail merge and label but not limited to: effectively communicate or
generation 1. Calculating spread sheet present data or information
2. Custom animations and of athletic statistics (Sports) related to specific
timing 2. Layout of catalogue of professional tracks.
3. Hyperlinking in creative works (Arts)
presentations 3. Materials/ ingredients
4. Integrating images and projections for batches of
external material in word baked goods (Tech- Voc)
processors 4. Letterhead/ business card
5. Embedded files and data design (Business/ Academic)
6. Advanced and complex
formulas and computations

WEEKS 5–6 how to manipulate text, 6. Evaluate existing websites

graphics, and images to at the end of the 2-week and online resources based
Imaging and Design For the create ICT content intended period independently apply on the principles of layout,
Online Environment for an online environment the techniques of image graphic, and visual message
covering the topics of manipulation and graphic design.
design to create original or
1. Basic principles of derivative ICT content from
graphics and layout existing images, text and
graphic
elements for use in specific
professional tracks.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. Principles of visual These may be in the form of,

message design using but not limited to: 7. use image manipulation
infographics 1. Team/ athlete/ league techniques on existing
3. Online file formats for recruitment posters (Sports) images to change or
images and text 2. Logo or crest for a enhance their current state
4. Principles and basic community, school to communicate a message
techniques of image organization or barkada for a specific purpose
manipulation (Arts)
5. Basic image manipulation 3. Labeling and manual of 8. create an original or
using offline or open-source operation for tools and derivative ICT content to
software equipment (Tech-Voc) effectively communicate a
6. Combining text, graphics, 4. Presentation of cafeteria visual message in an online
and images patronage data (Business/ environment related to
7. Uploading, sharing, and Academic) specific professional tracks
image hosting platforms

Usable platforms/
applications currently
include but are not limited
to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)

WEEKS 7–8 the principles and at the end of the 2-week 9. evaluate existing online
techniques of design using period independently apply creation tools, platforms and
Online platforms as tools for online creation tools, the principles and applications in developing
ICT content development platforms, and applications techniques of design using ICT content for specific
covering the topics of: to develop ICT content for online creation tools, professional tracks
specific professional tracks platforms, and applications
1. The nature and purposes to create original or 10. apply web design
of online platforms and derivative ICT content for principles and elements
applications use in specific professional using online creation tools,
2. Basic web design tracks platforms, and applications
principles and elements to communicate a message
3. Web page design using These may be in the form of, for a specific purpose in
templates and online but not limited to: specific professional tracks
WYSIWYG platforms 1. Survey instruments using
Google forms
(Business/Academic)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. Athletic match-ups and 11. create an original or

These online platforms league standings using derivative ICT content using
currently include, but are Mindmeister (Sports) online creation tools,
not limited to: 3. Catalogues/Swatches/ platforms, and applications
1. Presentation/ options for products and to effectively communicate
visualization (Prezi, Soho, services using Prezi (Tech- messages related to specific
Slideshare, mindmeister) Voc) professional tracks
2. Cloud computing (Google 4. Online photo album of
Drive, Evernote,Dropbox) artistic works or
3. Social Media (Twitter, photographs using Picasa
Facebook, Tumblr) (Arts)
4. Web Page Creation (Wix, 5. Online music production
Weebly) using Sibelius (Music)
5. File Management
(zamzar, word2pdf)
6. Mapping (Google Maps,
Wikimapia

WEEKS 9–10 the key learnings from the at the end of the 2-week
previous weeks, which they period and quarter
Collaborative development will synthesize into an collaboratively develop an
of ICT content covering the integrated ICT content online portal or website to 12. evaluate the quality,
topics of: through collaboration with showcase and share existing value, and appropriateness
classmate and teacher as and previously developed of peer’s existing or
1. Team structure and both peer and partner content previously developed ICT
dynamics for ICT content content in relation to the
2. Online collaborative tools These may be in the form of, theme or intended
and processes but not limited to: audience/ viewer of an ICT
3. Project management for 1. Online newsletter project
ICT content 2. Blog 13. share and showcase
4. Curating existing content 3. Issuu online “magazine” existing or previously
for use on the web developed material in the
form of a collaboratively
Online collaborative tools designed newsletter or blog
that may be used currently site intended for a specific
include, but are not limited audience or viewer
to:
1. Google Docs/ MS Office
365
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. Prezi
3. Google Chat/ Hangouts
4. Skype/ Viber/ Kakao Talk/
WeChat/ Line

Platforms that may be

currently used to host
newsletters and similar ICT
content include but are not
limited to:
1. Presentation/
visualization (Prezi, Soho,
Slideshare, Mindmeister)
2. Cloud computing (Google
Apps)
3. Social Media (Facebook
Pages, Tumblr)
4. Web Page Creation (Wix,
Weebly)
5. Blog sites (Blogger,
Wordpress, Livejournal,
Issuu)
QUARTER 2 The learners demonstrate an The learners: The learners:
WEEK 11 understanding of:
at the end of the week
Multimedia and ICTs how rich media content and independently assess one’s 14. explore the principles of
covering the topics of: interactivity affects and experience along a range of interactivity and rich content
changes the user experience online rich content on the in the context of Web 2.0
1. Rich content in the online in the delivery and basis of the usability of the and the participation of the
environment and the user consumption of ICT content interface user in the online experience
experience
2. multimedia and
interactivity
3. Web 2.0, Web 3.0, and
user participation in the web

Types of rich and

multimedia content
currently include but
are not limited to:
1. Video and audio,
embedded and on-demand
2. Online games, tests,and
courseware
3. Web-, game-, pod-, and
vod-casting
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

WEEK 12
ICT as a tool, medium, and at the end of the week
ICTs as platform for change force in bringing about independently articulate
covering the topics of: action and mobilize change how ICT tools and platforms
in a population, society, or have changed the way
1. ICT as medium for culture. people communicate, and
advocacy and how social change has been
developmental brought about by the use of
communication ICTs
2. The social power of social
media
3. Digital citizenship and the
Filipino people

Samples of this phenomenon at the end of the week

include but are not limited independently articulate
to: how ICT tools and platforms
1. EDSA and Cardinal Sin’s have changed the way
call to action via radio people communicate, and
broadcast how social change has been
2. EDSA Dos and the use of brought about by the use of
text messaging to mobilize ICTs
people
3. Million People March
against Pork barrel via
Facebook
4. Disaster relief operations
and mobilization via Internet
and text brigades
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

WEEKS 13–16 how to work with peers and at the end of the 4-week
external publics/ partners period collaboratively
Developing an ICT Project for the development of an participate actively in the
for Social Change covering ICT project that advocates or creation and development
the topics of: mobilizes for a specific Social of an ICT Project for Social
Change or cause Change relating to an issue
1. Planning and in specific professional
conceptualizing an ICT tracks
Project for Social Change
2. Research for ICT Projects, Topics may cover, but are
Audience profiling, not limited to:
(demographics and 1. Promotion of wellness in 16. identify a local or
psychographics) the home (Sports) regional cause or issue for
3. Designing and copywriting 2. Street food safety and Social Change related to
for ICT Projects cleanliness drive (Tech- Voc) specific professional tracks
4. Developing and 3. Cultural heritage that can be addressed or
constructing the ICT project promotion through new tackled using an ICT Project
designs “Pinoy pride” (Arts) for Social Change
Samples of these advocacies 4. Savings and financial
or projects include but are literacy drives and 17. analyze how target or
not limited to: advocacies (Business/ intended users and
1. Antidrug campaigns Academic) audiences are expected to
2. Youth election volunteer respond to the proposed ICT
mobilization Project for Social Change on
3. Animal welfare and rights the basis of content, value,
4. Environmental and user experience
conservation and action
5. Contemporary ICT issues
such as cyber bullying, 18. integrate rich
copyright infringement, multimedia content in
green technology, and design and development to
Internet addiction best enhance the user
experience and deliver
content of an ICT Project for
Social Change

19. develop a working

prototype of an ICT Project
for Social Change
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Weeks 17–18 how to manage an at the end of the 2-week period

online ICT Project for independently and
Publishing an ICT Project Social Change collaboratively co-manage an
covering the topics of: online ICT Project for Social 20. demonstrate how online
Change through available tools, ICT Projects for Social Change
1. Uploading and website resources, and platforms are uploaded, managed, and
management promoted for maximum
2. Promotion, traction and audience impact
traffic monitoring
3. Evaluation through user
feedback/ interaction
21. generate a technical
report interpreting data
analytics, e.g. Google,
Facebook, or similar traffic
data on the general aspects of
search visibility, reach, and
virality
WEEK 19
how to maintain and at the end of the week
Sustaining an ICT Project for sustain the operation of independently evaluate the
Social Change covering the an ICT Project for Social performance of an advocacy via
topics of: Change an ICT Project for Social Change 22. generate a report on the
through available monitoring performance of their ICT
1. Updating content and tools and evaluating techniques Project for Social Change on
maintaining traffic to an ICT such as user interviews, the basis of data gathered
Project for Social Change feedback forms, and Analytics from available monitoring
2. Monitoring social impact data tools and evaluating
of advocacies techniques
communicated via an ICT
Project for Social Change
WEEK 20 how to reflect on the the end of the week
nature of ICT and the independently reflect on the ICT
Reflecting on the ICT manner by which the learning process and how
learning process covering learning process has his/her world view has evolved
the topics of: changed his/her world over the past semester 23. create a reflexive piece or
ICT, the self, and society view. Outputs during this week may output using an ICT tool,
be in the form of, but not limited platform, or application of
to: choice on the learning
1. Video blog experience undergone during
2. Presentation or image gallery the semester
3. Website
4. Illustrated document
5. Podcast or webcast
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

Titulo ng Kurso: Pagsulat sa Filipino sa Piling Larangan

Diskripsyon ng Kurso: Pagsulat ng iba’t ibang anyo ng sulating lilinang sa mga kakayahang magpahayag tungo sa mabisa,
mapanuri, at masinop na pagsusulat sa piniling larangan

Pamantayang Pangnilalaman: Nauunawaan ang kalikasan, layunin at paraan ng pagsulat ng iba’t ibang anyo ng sulating
ginagamit sa pag-aaral sa iba’t ibang larangan (Tech-Voc)
Pamantayan sa Pagganap: Nakabubuo ng isang pahayagang pang-isports na naglalaman ng iba’t ibang anyo ng sulating isports

Mga Tekstong Babasahin: Iba’t ibang anyo ng sulatin sa mga piling larangan

Gramatika: Paggamit ng mga kasanayang komunikatibo (linggwistik, sosyolinggwistik, diskorsal at istratedyik)

Paksa: Pagsulat ng mga Sulating sa mga Kursong Teknikal-Bokasyunal (Tech-Voc)

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

Kahulugan, kalikasan, at Natutukoy ang kahulugan at Nasusuri ang kahulugan at

katangian ng pagsulat ng kalikasan ng pagsulat ng kalikasan ng pagsulat ng 1. Nabibigyang-kahulugan
sulating Teknikal iba’t ibang anyo ng sulatin iba’t ibang anyo ng sulatin ang teknikal at bokasyunal
 Teknikal
Napag-iiba-iba ang mga

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang linggo
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO
katangian ng iba’t ibang 2. Nakikilala ang iba’t ibang
anyo ng sulatin teknikal-bokasyunal na
sulatin ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit

3. Nakapagsasagawa ng
panimulang pananaliksik
kaugnay ng kahulugan,
kalikasan, at katangian ng
iba’t ibang anyo ng sulating
teknikal-bokasyunal

Pagsulat ng piling anyo ng Naisasagawa ang kaalaman Nakasusulat ng 4-6 piling 1. Naiisa-isa ang mga
sulating teknikal-bokasyunal at kasanayan sa wasto at sulating teknikal-bokasyunal hakbang sa pagsasagawa ng
angkop na pagsulat ng piling mga binasang halimbawang
 Manwal anyo ng sulatin Nakapagsasagawa ng demo sulating teknikal-bokasyunal
 Liham- sa piniling anyo bilang 2. Naililista ang mga
Pangnegosyo pagsasakatuparan ng katawagang teknikal
 Flyers/leaflets nabuong sulatin kaugnay ng piniling anyo
 Promo materials 3. Naipapaliwanag nang
 Deskripsyon ng pasalita sa paraang
produkto sistematiko at malinaw ang
 Feasibility study piniling anyo sa
 Dokumentasyon sa pamamagitan ng paggamit
paggawa ng isang ng angkop na mga termino
bagay/ produkto
 Naratibong ulat
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

 Paunawa/babala/
Anunsyo 4. Nakasusulat ng sulating
 Menu ng pagkain batay sa maingat, wasto, at
angkop na paggamit ng wika
5. Naisasaalang-alang ang
etika sa binubuong tenikal-
bokasyunal na sulatin
Final Output Nakabubuo ng manwal ng
isang piniling sulating Nakabubuo ng manwal ng
teknikal-bokasyunal isang piniling sulating
teknikal-bokasyunal
 K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

GLOSARYO

Kakayahang Diskorsal – Kakayahang pangkomunikasyon na naipapakita sa kasanayan at pagpapahayag ng idea sa loob ng isang
kontekstong pasulat, pasalita, biswal, at birtwal; hal. Interbyu

Kakayahang Istratedyik – kakayahang pangkomunikasyon na naipapakita sa kaalaman sa angkop, wasto at mabisang istratehiya
upang magpatuloy ang komunikasyon sa kabila ng problema o aberya (hal. nalimutang salita, paksa, di-alam na impormasyon,
atbp.). Naisasagawa ito sa pammagitan ng mga cohesive device gaya ng ellipsis (…. sa pasulat na anyo), pag-uulit ng salita;
pagbibigay ng sinonim, mga salitang gaya ng kuwan, ano, ah, atbp.)

Kakayahang Linggwistik – Kakayahan at kaalamang pangkomunikasyon na naipapakita sa kasanayan sa gramatikal o istruktural

na paggamit ng wika; hal. paggamit ng angkop at wastong pangungusap

Kakayahang Sosyolinggwistik – Kakayahang pangkomunikasyon na naipapakita sa pamamagitan ng kaalaman sa angkop na

gamit ng wika nang naayon sa sino ang kausap, ano ang pinag- uusapan, paano, kailan, saan. Hal. ang paraan ng pakikipag-usap,
gayundin ang mga salita, pahayag, atbp. na ginagamit ng isang mag-aaral sa kanyang guro (pormal, magalang, atbp.) ay iba
kaysa sa ginagamit niya sa kabarkada (impormal, personal atbp.)

Sulating Teknikal-Bokasyunal – Akdang sinusulat kaugnay ng trabaho o gawain sa isang partikular na larangan na nagmumula
sa karanasang personal, natamong edukasyong teknikal, at mga pagsasanay; hal. Teknikal na Report tungkol sa pagbuo ng Web
Design
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

Grade: 12
Common Subject Title: Research Project

Semester: Second Semester

No. of Hours/Semester: 80 hours/semester
Pre-Requisites: Research in Daily Life 1
Research in Daily Life 2

Common Subject Description: This culminating activity develops critical thinking and problem solving skills through qualitative
and quantitative researches.
LEARNING AREA NO. OF WEEKS LEARNER’S ACTIVITY TEACHER’S ACTIVITY LEARNER’S OUPUT
(No. of Hours)
I. Brainstorming for 2 Weeks (8 Hours) he learner…
Research Topics The teacher…
prepares a plan and a Class Research
focus on issues and monitors and directs Agenda
ideas in their the learner’s work
respective field
II. Identifying the 3 Weeks (12 Hours) 1. formulates clearly 1. gives feedback or 1. Background of the
Problem and Asking the statement of comments on problem
the Question research problem progress achieved by 2. Conceptual
2. presents written the learner Framework
statement of the 2. checks learner’s 3. Research
problem work Hypothesis (for
3. conducts oral quantitative research)
defense of learner’s 4. Statement of the
work problem
5. Definition of terms
6. Importance of the
study
7. Scope and
limitations of the
study
III. Reading on 5 Weeks (20 Hours) 1. selects, cites and 1. gives guidance List of Related
Related Studies synthesizes properly about relevant Literature Reviewed
related literature literature on the topic
2. uses sources under study and
according to ethical appropriate
standards. literature sources
3. presents written 2. conducts critiquing
review literature (8-10 or oral presentation of
pages) review literature
IV. Understanding 3 Weeks (12 Hours) 1. describes 1. assists in the 1. Research design
Ways to Collect Data adequately research identification of 2. Population
design (either appropriate research 3. Sampling method
quantitative or methodology, 4. Data collection
qualitative), sample, planning and procedure
instrument used in execution of the
quantitative research, research project (if
data applicable)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11/12
Core Subject Title: Media and Information Literacy

Core Subject Description: The course introduces the learners to basic understanding of media and information as channels of
communication and tools for the development of individuals and societies. It also aims to develop students to be creative and
critical thinkers as well as responsible users and competent producers of media and information.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Semester 2, Quarter 3, 40 hours

1. Introduction to Media and The learner demonstrates The learner organizes a The learner…
Information Literacy understanding of media and creative and interactive 1. describes how
a. Media Literacy information literacy (MIL) symposium for the communication is affected
b. Information Literacy and MIL related concepts. community focusing on by media and information
c. Technology Literacy being a media and 2. identifies the similarities
information and differences of media
literacy, information literacy,
and technology literacy
3. editorializes the value of
being a media and
information literate
individual
4. Identifies
characteristics /describes a
responsible uses and
competent producers of
media and information.
5. shares to class media
habits, lifestyles and
preferences
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

2. The Evolution of 1. identifies traditional media and new

Traditional to New Media a. media and their relationships
Prehistoric Age b. Industrial 2. editorializes the roles and functions of
Age c. Electronic Age d. New media in democratic society
(Information) Age 3. searches latest theory on information
and media
3. Information Literacy 1. defines information needs, locates,
accesses, assesses, organizes, and
communicates information
2. demonstrates ethical use of information
4. Types of Media 1. classifies contents of different media
a. Print (books, types
newsletter, magazines, 2. defines media convergence through
journals, and other printed current examples
materials)
b. Broadcast (radio,
television, and film)
c. New Media (internet)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. discusses to class on how

a particular individual/ or
society is portrayed in public
using different type of media
5. Media and Information 1. compares potential
Sources sources of media and
a. Indigenous information
b. Library 2. interviews an elder from
c. Internet the community regarding
d. Others indigenous media and
information resource
6. Media and Information The learner…
Languages 1. evaluates everyday media
a. Codes, Conventions, and and information with regard
Messages, to with codes, convention,
b. Audience, Producers, and messages; in regards
and Other stakeholders with audience, producers,
and other stakeholders
2. produces and assesses the
codes, convention, and
messages of a group
presentation
7. Legal, Ethical, and Societal 1. puts into practice their
Issues in Media and understanding of the
Information intellectual property, copy
a. Copy Right/Fair Use/ right, and fair use guidelines
Plagiarism
b. Netiquette
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

c. Digital Divide, Addiction, 2. demonstrates proper

and Bullying conduct and behavior online
d. Virtual Self (netiquette, virtual self)
3. puts into action their
personal resolve to combat
digital divide, addiction, and
bullying
4. Explains copyright, fair
use, etc.vis-a-vis human
rights
5. Discusses current issues
related to copyright vis-à-vis
gov’t./provide sectors
actions
6. Explains actions to
promote ethical use of
media and information.
7. enumerates opportunities
and challenges in media and
information.
The student…/learner
8. Opportunities, Challenges, 1. realizes opportunities and
and Power of Media and challenges in media and
Information information
a. Economic, Educational,
2. researches and cites
Social, and Political
recent examples of the
b. Threats, Risks, Abuse, and
power of media and
Misuse
information to affect change
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

9. Current and Future Trends The student…

of Media and Information 1. evaluates current trends
a. Massive open online in media and information
content and how it will affect/how
b. Wearable technology they affect individuals and
(i.e. Google glass, iPhone the society as a whole
watch, etc.) 2. describes massive open
c. 3D Environment (i.e. 3D on-line
printer, 3D films, holograms, 3. predicts future media
etc.) innovation
d. Ubiquitous Learning 4. synthesizes the overall
e. Others knowledge about media and
information with skills for
producing a prototype of
what the learners think is a
future media innovation
10. Media and Information The student…
Literate Individual synthesizes the overall
a. Improved quality of life implication of media and
b. Greater political information to an individual
participation (personal, professional,
c. Better economic educational, and others) and
opportunities the society as a whole
d. Improved learning (economic, social, political,
environment educational, and others)
e. More cohesive social
units
f. Others
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Semester 2, Quarter 4, 40 hours

11. People Media The learner demonstrates The learner produces a living 1. Cites studies showing
a. People as Media and understanding of different museum or electronic proofs of positive and
People in Media resources of media and portfolio or any other negative effects of media,
1. Definition information, their design creative forms of multimedia information on individual
2. Characteristics principle and elements, and showcasing their / his/her and society.
3. Format and Types selection criteria. understanding, insights, and 2. describes the different
4. Advantages and perceptions of the different dimensions of people media
Limitations resources of media and
5. Value information. 3. categorizes different
6. Others examples of people and
state reasons for such
categorization
12. Text Information and 1. describes the different
Media dimensions of text
a. Definition, characteristics, information and media
format and types, sources, 2. comprehends how text
advantages and limitations, information and media
and value is/are formally and
b. Text as Visual informally produced,
c. Selection Criteria organized, and disseminated
d. Design principle and 3. evaluates the reliability
Elements and validity of text
information and media and
its/ their sources using
selection criteria
4. produces and evaluates a
creative text-based
presentation using design
principle and elements
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

13. Visual Information and 1. describes the different

Media dimensions of visual
a. Definition, information and media
characteristics, format and 2. comprehends how visual
types, sources, advantages information and media
and limitations, and value is/are formally and
b. Visual Message Design informally produced,
c. Selection Criteria organized, and disseminated
d. Design principle and 3. evaluates the reliability
Elements and validity of visual
information and media and
its/their sources using
selection criteria
4. produces and evaluates a
creative visual-based
presentation using design
principle and elements
14. Audio Information and 1. describes the different
Media dimensions of audio
a. Definition, information and media
characteristics, format and 2. comprehends how audio
types, sources, advantages information and media
and limitations, and value is/are formally and
b. Hearing vs. Listening, informally produced,
Learning Out Loud organized, and disseminated
c. Selection Criteria
d. Design principle and
Elements
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. evaluates the reliability

and validity of audio
information and media and
its/their sources using
selection criteria
4. produces and evaluates
a creative audio-based
presentation using design
principle and elements
15. Motion Information and The student…
Media
a. Definition, 1. describes the different
characteristics, format and dimensions of motion
types, sources, advantages information and media
and limitations, and value 2. comprehends how
b. Selection Criteria motion information and
c. Design principle and media is/are formally and
Elements informally produced,
organized, and disseminated
Note: 2 weeks, 8 hours 3. evaluates the reliability
and validity of motion
information and media and
its/their sources using
selection criteria
4. produces and evaluates
a creative motion-based
presentation using design
principle and elements
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

16. Manipulative 1. describes the different

Information and Media dimensions of manipulative
a. Definition, characteristics, information and media
format and types, sources, 2. comprehends how
advantages and limitations, manipulative information
and value and media is /are formally
b. Selection Criteria and informally produced,
c. Design principle and organized, and disseminated
Elements 3. evaluates the reliability
and validity of manipulative
Note: 2 weeks, 8 hours information and media and
its/their sources using
selection criteria
4. produces and evaluates a
creative manipulative-based
presentation using design
principle and elements
17. Multimedia Information 1. describes the different
and Media dimension of multimedia
a. Definition, characteristics, information and media
format and types, sources, 2. comprehends how
advantages and limitations, multimedia information and
and value media is /are formally and
b. Selection Criteria informally produced,
c. Design principle and organized, and disseminated
Elements
3. evaluates the reliability
Note: 2 weeks, 8 hours and validity of motion
information and media and
its/their sources using
selection criteria
4. synthesizes overall
knowledge about different
information and media
sources by producing and
subsequently evaluating a
creative multimedia form
(living museum, electronic
portfolio, others)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Glossary

Terms Definitions
Refers to the group of consumers for whom a media text
was constructed as well as anyone else who is exposed to
the text.

Target audience: Refers to the group of people to whom a

media text is specifically addressed because of a set of
characteristics that they share, such as age, gender,
profession, class, etc.
Audience
Active audience: Refers to a theory that people receive
and interpret media messages in the light of their own
history,
Experience and perspective so that different groups of
people may interpret the same message in different ways.
(UNESCO MIL Curriculum for Teachers)

Refers to materials, programs, applications and the like that

teachers and students use to formulate new information to
Audio Information and Media aid learning through the use, analysis, evaluation and
production of sound.

A set of rights granted to the author or creator of a work, to

restrict others’ ability to copy, redistribute and reshape the
content. Rights are frequently owned by the companies who
Copyright sponsor the work rather than the creators themselves and
can be bought and sold on the market. (UNESCO MIL
Curriculum for Teachers)

In this course, it refers to digital (refer to multimedia

Creative Forms of Multimedia information and media) or traditional types like portfolio,
flip charts, etc.

Refers to the use of information technology to harm or

Cyber Bullying harass other people in a deliberate, repeated, and hostile
manner. (Wikipedia)

Refers to the set of rules and criteria for the production of

Design Principle and Elements new media and information.

Refers to the gap between groups, broadly construed, in

terms of access to, use of, or knowledge, skills and even
Digital Divide attitude in information and communication technologies.
(Wikipedia)

Refers to a collection of electronic evidence assembled and

managed by a user, usually on the Web. Such electronic
evidence may include inputted text, electronic files, images,
Electronic portfolio multimedia, blog entries, and hyperlinks. (Wikipedia)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Terms Definitions
Refers to the limitation and to the exclusive right granted by
copyright law to the author of a creative work. Examples of
Fair Use fair use include commentary, search engines, criticism, news
reporting, research, teaching, library archiving and
scholarship. (UNESCO MIL Curriculum for Teachers)

Any form of media that is created and controlled by a

community, either a geographic community or a community
of identity or interest. Community media are separate from
Indigenous media either private (commercial) media, state-run media, or
public broadcast media. Community media are increasingly
recognized as a crucial element in a vibrant and democratic
media system. (Wikipedia)

A broad term that can cover data, knowledge derived from

study, experience, or instruction, signals or symbols. In the
media world, information is often used to describe
Information knowledge of specific events or situations that has been
gathered or received by communication, intelligence or
news. (UNESCO MIL Curriculum for Teachers)

A broad term that can cover data, knowledge derived from

study, experience, or instruction, signals or symbols. In the
media world, information is often used to describe
Information knowledge of specific events or situations that has been
gathered or received by communication, intelligence or
news. (UNESCO MIL Curriculum for Teachers)

Refers to the abilities to recognize when information is

needed and to locate, evaluate, effectively use, and
Information Literacy communicate information in its various formats. (UNESCO
MIL Curriculum for Teachers)

A global system of interconnected computer networks that

use the standard Internet Protocol Suite (TCP/IP) to serve
billions of users worldwide. It is a network of networks that
Internet consists of millions of private, public, academic, business,
and government networks, of local to global scope, that are
linked by a broad array of electronic and optical networking
technologies. (Wikipedia)

Refers to an excessive or poorly controlled preoccupations,

urges or behaviors regarding computer use and internet
Internet Addiction access that lead to impairment or distress. (US National
Library of Medicine, National Institute of Health)

A process of sharing or producing contents that exemplifies

Learning Out Loud a newfound knowledge. Current examples are producing
and uploading videos, blogging, etc.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Terms Definitions
Refers to materials, programs, applications and the like that
teachers and students use to formulate new information to
Manipulative Information and Media aid learning through the use, analysis, evaluation and
production of interactive and hands-on media.

Refers to a model for delivering free learning content online

Massive Open Online Course to any person who wants to take the course. (Educause)

Refers to the combination of physical objects used to

communicate or mass communication through physical
objects such as radio, television, computers, or film, etc. It
also refers to any physical object used to communicate
Media media messages. Media are a source of credible information
in which contents are provided through an editorial process
determined by journalistic values and therefore editorial
accountability can be attributed to an organization or a legal
person. (UNESCO MIL Curriculum for Teachers)

Media education refers to the technical production skills

linked with producing media texts. It also refers to the
Media Education processes of critically examining or exploring meanings
behind media texts.(UNESCO MIL Curriculum for Teachers)

MIL stands for media and information literacy, and refers to

the essential competencies and skills that allow citizens to
engage with media and other information providers
Media and Information Literacy effectively and develop critical thinking and life-long learning
skills to socialize and become active citizens. (UNESCO MIL
Curriculum for Teachers)

MIL stands for media and information literacy, and refers to

the essential competencies and skills that allow citizens to
engage with media and other information providers
Media Codes, Conventions, Languages and Messages effectively and develop critical thinking and life-long learning
skills to socialize and become active citizens. (UNESCO MIL
Curriculum for Teachers)

Refers to the ability to transform different kinds media into

digital code, which is then accessible by a range of devices,
Media Convergence from the personal computer to the mobile phone, thus
creating a digital communication environment. (UNESCO MIL
Curriculum for Teachers)

Understanding and using mass media in either an assertive

or non-assertive way, including an informed and critical
understanding of media, what techniques they employ and
their effects. Also the ability to read, analyze, evaluate and
Media Literacy produce communication in a variety of media forms, e.g.
television, print, radio, computers etc. Another
understanding of the term is the ability to decode, analyze,
evaluate and produce communication in a variety of forms.
(UNESCO MIL Curriculum for Teachers)

Refers to materials, programs, applications and the like that

teachers and students use to formulate new information to
Motion Information and Media aid learning through the use, analysis, evaluation and
production of moving text and images.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Terms Definitions
Refers to materials, programs, applications and the like that
teachers and students use to formulate new information to
Multimedia Information and Media aid learning through the use, analysis, evaluation and
production of a combination of different types of media.

Refers to a set of rules that governs what conduct is socially

Netiquette acceptable in an online or digital situation. It is a social code
of network communication. (Wikipedia)

An idea that the current age is characterized by creating a

knowledge-based society surrounded by a high-tech
New (Information) Age computerization. It is also known as the Computer Age,
Digital Age, or New Media Age. (Wikipedia)

Refers to content organized and distributed on digital

New Media platforms. (UNESCO MIL Curriculum for Teachers)

Refers to persons that are involved in the use, analysis,

People Media evaluation and production of media and information. The
best example is a teacher inside the classroom.

The act of taking another person's ideas, writings,

inventions, and similar intellectual products as one's own
Plagiarism without knowledge, consent and/or accreditation.
(University of the Philippines’ Code of Student Conduct)

Refers to the set of standards for the analysis, design,

development, implementation and evaluation of media and
Selection Criteria information for effective and efficient integration to the
learning process.

Hardware used to create and communicate with media, e.g.

Technology radios, computers, telephones, satellites, printing presses,
etc. ((UNESCO MIL Curriculum for Teachers)

The ability to use digital technology, communication tools or

networks to locate, evaluate, use and create information. It
also refers to the ability to understand and use information
in multiple formats from a wide range of sources when it is
presented via computers and to a person’s ability to perform
Technology (Digital) Literacy tasks effectively in a digital environment. Digital literacy
includes the ability to read and interpret media, to
reproduce data and images through digital manipulation,
and to evaluate and apply new knowledge gained from
digital environments. (University of Illinois)

Refers to materials, programs, applications and the like that

teachers and students use to formulate new information to
Text Information and Media aid learning through the use, analysis, evaluation and
production of alphanumeric characters and symbols.

Refers to virtual reality or interactive 3D and have a

Three Dimensional Technology figurative appearance. Current examples range from 3D
printer, 3D films, holograms, etc.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Terms Definitions
Refers to the traditional means of communication and
expression that have existed since before the advent of the
Traditional Media Internet. Examples are television, radio, movies, music
studio, books, newspapers, magazines, and other print
publications. (Wikipedia)

An educational paradigm made possible in part by the

omnipresence of digital media, supporting new modes of
Ubiquitous Learning knowledge creation, communication, and access. (University
of Illinois Press)

Virtual Self Digital identity or assumed identity in the virtual world.

Refers to materials, programs, applications and the like that

teachers and students use to formulate new information to
Visual Information and Media aid learning through the use, analysis, evaluation and
production of visual images.

Refers to design principles and elements in the production of

Visual Message Design visual media and information that take into consideration
the visual perception of the audience in regards with their
prior knowledge, culture, etc.
Refers to accessories incorporating computer and advanced
Wearable Technology electronic technologies. Current examples are Google glass,
iPhone watch, etc. (Wikipedia)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11
Core Subject Title: General Mathematics

Semester: First Semester

No. of Hours/Semester: 80 hours/semester
Prerequisite (if needed):

Core Subject Description: At the end of the course, the students must know how to solve problems involving rational,
exponential and logarithmic functions; to solve business-related problems; and to apply logic to real-life situations.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Functions and Their Graphs The learner demonstrates The learner is able to... The learner...
understanding of...
1. accurately construct 1. represents real-life
1. key concepts of functions. mathematical models to situations using functions,
represent real-life situations including piece-wise
using functions. functions.

2. evaluates a function.

3. performs addition,
subtraction, multiplication,
division, and composition of
functions
4. solves problems involving
functions.
5. represents real-life
2. key concepts of rational 2. accurately formulate and situations using rational
functions. solve real-life problems functions.
involving rational functions. 6. distinguishes rational
function, rational equation,
and rational inequality.
7. solves rational equations
and inequalities.
8. represents a rational
function through its: (a)
table of values, (b) graph,
and (c) equation.
9. finds the domain and
range of a rational function.
10. determines the:
(a) intercepts
(b) zeroes; and
(c) asymptotes of rational
functions
11. graphs rational
functions.
12. solves problems
involving rational functions,
equations, and inequalities.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. key concepts of inverse 3. apply the concepts of 1. represents real-life situations using
functions, exponential inverse functions, One-to one functions.
functions, and logarithmic exponential functions, and 2. determines the inverse of a one-
functions. logarithmic functions to to-one function.
formulate and solve real-life 3. represents an inverse function
problems with precision and through its: (a) table of values, and
accuracy. (b) graph.
4. finds the domain and range of an
inverse function.
5. graphs inverse functions.
6. solves problems involving inverse
functions.
7. represents real-life situations using
exponential functions.
8. distinguishes between exponential
function, exponential equation, and
exponential inequality.
9. solves exponential equations and
inequalities.
10. represents an exponential
function through its: (a) table of
values, (b) graph, and (c) equation.
11. finds the domain and range of an
exponential function.
12. determines the intercepts,
zeroes, and asymptotes of an
exponential function.
13. graphs exponential functions.
14. solves problems involving
exponential functions, equations,
and inequalities.
15. represents real-life situations
using logarithmic functions.
16. distinguishes logarithmic
function, logarithmic equation, and
logarithmic inequality.
17. illustrates the laws of logarithms.
18. solves logarithmic equations and
inequalities.
19. represents a logarithmic function
through its: (a) table of values, (b)
graph, and (c) equation.
20. finds the domain and range of a
logarithmic function.
21. determines the intercepts,
zeroes, and asymptotes of
logarithmic functions.
22. graphs logarithmic functions.
23. solves problems involving
logarithmic functions, equations, and
inequalities.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT PERFORMANCE STANDARD LEARNING COMPETENCIES

STANDARD

Basic Business The learner The learner is able to... 24. illustrates simple and compound interests.
Mathematics demonstrates 25. distinguishes between simple and compound
understanding of... 1. investigate, analyze and interests.
solve problems involving 26. computes interest, maturity value, future
1. key concepts of simple and compound value, and present value in simple interest and
simple and interests and simple and compound interest environment.
compound interests, general annuities using 27. solves problems involving simple and
and simple and appropriate business and compound interests.
general annuities. financial instruments. 28. illustrates simple and general annuities.
29. distinguishes between simple and general
annuities.
30. finds the future value and present value of
both simple annuities and general annuities.
31. calculates the fair market value of a cash flow
stream that includes an annuity.
32. calculates the present value and period of
deferral of a deferred annuity.
2. basic concepts of 2. use appropriate financial 33. illustrate stocks and bonds.
stocks and bonds. instruments involving stocks 34. distinguishes between stocks and bonds.
and bonds in formulating 35. describes the different markets for stocks and
conclusions and making bonds.
decisions. 36. analyzes the different market indices for
stocks and bonds.
37. interprets the theory of efficient markets.
3. basic concepts of 3. decide wisely on the 38. illustrates business and consumer loans.
business and appropriateness of business 39. distinguishes between business and consumer
consumer loans. or consumer loan and its loans.
proper utilization. 40. solves problems involving business and
consumer loans (amortization, mortgage).
Logic The learner The learner is able to... 41. illustrates a proposition.
demonstrates 42. symbolizes propositions.
understanding of... 1. judiciously apply logic in 43. distinguishes between simple and compound
real-life arguments. propositions.
1. key concepts of 44. performs the different types of operations on
propositional logic; propositions.
syllogisms and 45. determines the truth values of propositions.
fallacies. 46. illustrates the different forms of conditional
propositions.
47. illustrates different types of tautologies and
fallacies.
48. determines the validity of categorical
syllogisms.
49. establishes the validity and falsity of real-life
arguments using logical propositions, syllogisms,
and fallacies.
2. Key methods of 2. Appropriately apply a 50. illustrates the different methods of proof
proof and disproof. method of proof and (direct and indirect) and disproof (indirect and by
disproof in real-life counterexample).
situations. 51. justifies mathematical and real-life
statements using the different methods of proof
and disproof.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11 or 12
Core Subject Title: Contemporary Philippine Arts from the Regions

Semester:
No. of Hours/ Semester: 80 hours/ semester
Pre-requisite (if needed):

Core Subject Description: The subject covers various contemporary arts practices of the region where the school is located. It
aims to provide students with an appreciation of a broad range of styles in the various disciplines with consideration on their
elements and principles, and engage them to an integrative approach in studying arts. Through this subject, students will
broaden and acquire the necessary creative tools that open opportunities in pursuing their individual career goals and
aspirations.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

A. INTEGRATIVE ART AS The learner: The learner:

APPLIED TO The learner demonstrates:
CONTEMPORARY ART presents a form of 1. Identifies various
1. Combination of Different appreciation of integrated contemporary art contemporary art forms and
Art forms as seen in Modern contemporary art forms, based on the region of his / their practices from the
times found in the various regions her choice. various regions
by understanding the
elements and principles e.g. choreography, musical 2. Classifies various art
instrument, literary and forms found in the
music composition, visual Philippines
design, and/or theatrical
performance
B. CONTEMPORARY ARTS IN Understanding of the
THE PHILIPPINES significant roles of artists Creates avenues to advocate 3. Defines contemporary
from the regions the arts from the different arts in the Philippines
Significant Contemporary regions
artists from the regions
(emphasizing the region 4. Researches on various
where the school is based) contemporary art forms
1. National Artists
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

a. Music
b. Dance 5. Explains Filipino artists’
c. Theater roles and identify their
d. Visual Arts contribution to
e. Literature contemporary arts
f. Film and Broadcast Arts
g. Architecture, Design and 6. Evaluates contemporary
Allied Arts art forms based on the
elements and principles
2. Gawad sa Manlilikhang
Bayan 7. Compares forms of arts
a. Folk architecture from the different regions
b. Maritime transport
c. Weaving
d. Carving 8. Interprets and relates the
e. Performing arts significance of arts forms
f. Literature from the regions
g. Graphic and plastic arts
h. Ornament 9. Promotes arts from the
i. Textile or fiber art regions
j. Pottery
Shows understanding of the Discriminates among various 10. Researches on
C. DIFFERENT materials and techniques materials and techniques techniques and performance
CONTEMPORARY ART practices applied to
TECHNIQUES AND contemporary arts
PERFORMANCE PRACTICES 11. Identifies local materials
used in creating art
1. Local materials used as
applied to contemporary art 12. Critiques available
2. Traditional techniques materials and appropriate
applied to contemporary techniques
creation
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

13. Justifies the use of

materials and the
application of techniques
Consolidates relevant Designs a production using 14. Conceptualizes
D. CONTEMPORARY ARTS concepts to plan for a available materials and contemporary art based on
PRODUCTION production appropriate techniques techniques and performance
practices in their locality.
1. Acquired skills
15. Applies artistic skills and
enhancement
techniques in the process of
2. Concept of integrated arts
creation
production
3. Production planning 16. Incorporates
contemporary
characteristics to one’s
creation with attention to
detail

17. Creates the intended

final product using
appropriate materials for
the best possible output
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11
Core Subject Title: Earth Science

Semester: 1
No. of Hours: 80 hours
Prerequisite (if needed):

Core Subject Description: This learning area is designed to provide a general background for the understanding of the Earth on
a planetary scale. It presents the history of the Earth through geologic time. It discusses the Earth’s structure and composition,
the processes that occur beneath and on the Earth’s surface, as well as issues, concerns, and problems pertaining to Earth’s
resources.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

I. ORIGIN AND STRUCTURE The learners demonstrate an The learners shall be able The learners…
OF THE EARTH understanding of… to...
1. describe the historical
1. The Universe and Solar 1. the formation of the make a concept map and development of theories
System universe and the solar use it to explain how the that explain the origin of the
2. Earth Systems system geosphere, hydrosphere, Universe
2. the subsystems atmosphere, and 2. compare the different
(geosphere, hydrosphere, biosphere are hypotheses explaining the
atmosphere, and interconnected origin of the Solar System
biosphere) that make up 3. describe the
the Earth 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
II. EARTH MATERIALS AND 1. the three main categories 1. make a plan that the 1. identify common rock-
RESOURCES of rocks community may use to forming minerals using their
conserve and protect its physical and chemical
1. Minerals and Rocks 2. the origin and resources for future properties
2. Mineral Resources environment of generations 2. classify rocks into igneous,
3. Energy Resources formation of common sedimentary, and
4. Water Resources minerals and rocks 2. prepare a plan that the metamorphic
5. Soil Resources community may implement 3. identify the minerals
6. Human Activity and the 3. the various sources of to minimize waste when important to society
Environment energy (fossil fuels, people utilize materials and
geothermal, resources
hydroelectric)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. the amount of usable 4. describe how ore minerals

water resources on Earth are found, mined, and
processed for human use
5. the distribution of arable 5. cite ways to prevent or
land on Earth lessen the environmental
impact that result from the
6. waste generation and exploitation, extraction, and
management use of mineral resources

6. describe how fossil fuels

are formed

7. explain how heat from

inside the Earth is tapped as
a source of energy
(geothermal) for human use

8. explain how energy

(hydroelectric) is harnessed
from flowing water

9. cite ways to address the

different environmental
concerns related to the use
of fossil fuels, geothermal
energy, and hydroelectric
energy

10. recognize how water is

distributed on Earth

11. identify the various

water resources on Earth

12. explain how different

activities affect the quality
and availability of water for
human use
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

13. suggest ways of

conserving and protecting
water resources
14. identify human activities,
such as farming,
construction of structures,
and waste disposal, that
affect the quality and
quantity of soil
15. give ways of conserving
and protecting the soil for
future generations
16. describe how people
generate different types of
waste (solid, liquid, and
gaseous) as they make use
of various materials and
resources in everyday life
17. explain how different
types of waste affect
people’s health and the
environment
18. cite ways of reducing the
production of waste at
home, in school, and around
the community
III. EARTH PROCESSES 1. geologic processes that 1. make a simple map 1. describe how rocks
occur on the surface of the showing places where undergo weathering
1. Exogenic Processes Earth such as weathering, erosion and landslides may 2. explain how the products
2. Endogenic Processes erosion, mass wasting, and pose risks in the community of weathering are carried
3. Deformation of the Crust sedimentation (include the 2. using maps, diagrams, or away by erosion and
4. Plate Tectonics role of ocean basins in the models, predict what could deposited elsewhere
formation of sedimentary happen in the future as the 3. explain how rocks and soil
rocks) tectonic plates continue to move downslope due to the
2. geologic processes that move direct action of gravity
occur within the Earth 4. explain why the Earth’s
3. folding and faulting of interior is hot
rocks 5. describe how magma is
formed
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. the internal structure of 6. describe what happens

the Earth after magma is formed
7. describe the changes in
5. continental drift mineral components and
texture of rocks due to
6. seafloor spreading changes in pressure and
temperature
(metamorphism)
8. describe how rocks
behave under different
types of stress such as
compression, pulling apart,
and shearing
9. identify the layers of the
Earth
10. differentiate the layers
of the Earth from each other
11. describe the continental
drift theory
12. discuss evidence that
support continental drift
13. explain how the seafloor
spreads
14. describe the structure
and evolution of ocean
basins
15. explain how the
movement of plates leads to
the formation of folds,
faults, trenches, volcanoes,
rift valleys, and mountain
ranges
IV. HISTORY OF THE EARTH 1. relative and absolute describe the possible 1. describe how layers of
dating geologic events that rocks (stratified rocks) are
Major Events in Earth’s Past 2. the major subdivisions of occurred in a certain area formed
geologic time (including based on the rock layers 2. describe the different
index fossils) found therein methods (relative and
3. how the planet Earth absolute dating) of
evolved in the last 4.6 billion determining the age of
years stratified rocks
3. explain how relative and
absolute dating were used
to determine the
subdivisions of geologic time
4. describe how index fossils
(also known as guide fossils)
are used to define and
identify subdivisions of the
geologic time scale
5. describe the history of the
Earth through geologic time
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11/12
Core Subject Title: Earth and Life Science

Academic Year: 1
No. of Hours: 80 hours (20 Weeks)
Pre-requisite (if needed):

Core Subject Description: This learning area is designed to provide a general background for the understanding of Earth Science
and Biology. It presents the history of the Earth through geologic time. It discusses the Earth’s structure, composition, and
processes. Issues, concerns, and problems pertaining to natural hazards are also included. It also deals with the basic principles
and processes in the study of biology. It covers life processes and interactions at the cellular, organism, population, and
ecosystem levels.

GRADE 11
FIRST QUARTER

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

I. ORIGIN AND STRUCTURE The learners demonstrate an The learners shall be able to: The learners:
OF THE EARTH understanding of:
1. Conduct a survey to 1. State the different
A. Universe and Solar 1. the formation of the assess the possible geologic hypotheses explaining the
System universe and the solar hazards that your origin of the universe.
system community may experience. 2. Describe the different
B. Earth and Earth Systems (Note: Select this hypotheses explaining the
2. the subsystems performance standard if origin of the solar system.
(geosphere, hydrosphere, your school is in an area 3. Recognize the uniqueness
atmosphere, and biosphere) near fault lines, volcanoes, of Earth, being the only
that make up the Earth and steep slopes.) planet in the solar system
with properties necessary to
3. the Earth’s internal 2. Conduct a survey or support life.
structure design a study to assess the 4. Explain that the Earth
possible hydro consists of four subsystems,
meteorological hazards that across whose boundaries
your community may matter and energy flow.
experience. (Note: Select 5. Explain the current
this performance standard if advancements/information
your school is in an area that on the solar system
is frequently hit by tropical 6. Show the contributions of
cyclones and is usually personalities/people on the
flooded.) understanding of the earth
systems
7. Identify the layers of the
Earth (crust, mantle, core).
8. Differentiate the layers of
the Earth.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

II. EARTH MATERIALS AND The learners demonstrate an The learners:

PROCESSES understanding of:
1. identify common rock-
A. Minerals and Rocks 1. the three main categories forming minerals using their
of rocks physical and chemical
2. the origin and properties
environment of formation of 2. classify rocks into igneous,
common minerals and rocks sedimentary, and
metamorphic
B. Exogenic Processes 3. geologic processes that 3. describe how rocks
occur on the surface of the undergo weathering
Earth such as weathering, 4. explain how the products
erosion, mass wasting, and of weathering are carried
sedimentation (include the away by erosion and
role of ocean basins in the deposited elsewhere
formation of sedimentary 5. make a report on how
rocks) rocks and soil move
downslope due to the direct
action of gravity
C. Endogenic Processes 4. geologic processes that 6. describe where the
occur within the Earth Earth’s internal heat comes
from.
7. describe how magma is
formed (magmatism)
8. describe what happens
5. the folding and faulting of after the magma is formed
rocks (plutonism and volcanism)
9. describe the changes in
mineral components and
texture of rocks due to
changes in pressure and
temperature
(metamorphism)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

10. compare and contrast

the formation of the
different types of igneous
rocks

11. describe how rocks

behave under different
types of stress such as
compression, pulling apart,
and shearing
D. Deformation of the Crust 6. plate tectonics 12. explain how the
continents drift
13. cite evidence that
support continental drift
14. explain how the
movement of plates leads to
the formation of folds and
faults
15. explain how the seafloor
spreads
16. describe the structure
and evolution of ocean
basins
E. History of the Earth 7. how the planet Earth 17. describe how layers of
evolved in the last 4.6 billion rocks (stratified rocks) are
years (including the age of formed
the Earth, major geologic 18. describe the different
time subdivisions, and methods (relative and
marker fossils). absolute dating) to
determine the age of
stratified rocks
19. explain how relative and
absolute dating were used
to determine the
subdivisions of geologic time

20. describe how marker

fossils (also known as guide
fossils) are used to define
and identify subdivisions of
the geologic time scale
21. describe how the Earth’s
history can be interpreted
from the geologic time scale
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

III. NATURAL HAZARDS, The learners demonstrate an The learners:

MITIGATION, AND understanding of:
ADAPTATION 1. describe the various
A. Geologic Processes and 1. the different hazards hazards that may happen in
Hazards caused by geological the event of earthquakes,
processes (earthquakes, volcanic eruptions, and
volcanic eruptions, and landslides
landslides)
B. Hydro meteorological 2. the different hazards 3. using hazard maps,
Phenomena and Hazards caused by hydro identify areas prone to
meteorological phenomena hazards brought about by
(tropical cyclones, earthquakes, volcanic
monsoons, floods, and eruptions, and landslides
tornadoes or ipo-ipo) 4. give practical ways of
coping with geological
hazards caused by
earthquakes, volcanic
eruptions, and landslides
5. identify human activities
that speed up or trigger
landslides
6. suggest ways to help
lessen the occurrence of
landslides in your
community

C. Marine and Coastal 3. the different hazards 7. describe the various

Processes and their Effects caused by coastal processes hazards that may happen in
(waves, tides, sea-level the wake of tropical
changes, crustal movement, cyclones, monsoons, floods,
and storm surges) or ipo-ipo
8. using hazard maps,
identify areas prone to
hazards brought about by
tropical cyclones, monsoons,
floods, or ipo-ipo
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

9. give practical ways of

coping with
hydrometeorological
hazards caused by tropical
cyclones, monsoons, floods,
or ipo-ipo
10. describe how coastal
processes result in coastal
erosion, submersion, and
saltwater intrusion
11. identify areas in your
community prone to coastal
erosion, submersion, and
saltwater intrusion
12. give practical ways of
coping with coastal erosion,
submersion, and saltwater
intrusion
13. cite ways to prevent or
mitigate the impact of land
development, waste
disposal, and construction of
structures on control coastal
processes
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

I. The learners demonstrate an The learners shall be able to: The learners:
INTRODUCTION TO LIFE understanding of:
SCIENCE value life by taking good 1. explain the evolving
1. the historical care of all beings, humans, concept of life based on
development of the concept plants, and animals emerging pieces of evidence
of life 2. describe classic
2. the origin of the first life experiments that model
forms conditions which may have
3. unifying themes in the enabled the first forms to
study of life evolve
3. 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
they interact with each
other and with their
environment
II. The learners demonstrate an The learners shall be able to: The learners:
BIOENERGETICS understanding of:
make a poster that shows 1. explain how cells carry out
1. the cell as the basic unit the complementary functions required for life
of life relationship of 2. explain how
2. how photosynthetic photosynthesis and cellular photosynthetic organisms
organisms capture light respiration use light energy to combine
energy to form sugar carbon dioxide and water to
molecules form energy-rich
3. how organisms obtain and compounds
utilize energy 3. trace the energy flow
from the environment to the
cells.
4. describe how organisms
obtain and utilize energy
5. recognize that organisms
require energy to carry out
functions required for life
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

III. The learners demonstrate an The learners shall be able to: The learners:
PERPETUATION OF LIFE understanding of:
conduct a survey of products 1. describe the different
1. plant and animal containing substances that ways of how plants
reproduction can trigger genetic disorders reproduce
such as phenylketonuria 2. illustrate the relationships
among structures of flowers,
fruits, and seeds
3. describe the different
ways of how representative
animals reproduce
4. explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
5. describe the process of
genetic engineering
2. how genes work 6. conduct a survey of the
current uses of genetically
modified organisms
3. how genetic engineering 7. evaluate the benefits and
is used to produce novel risks of using GMOs
products
IV. The learners demonstrate an The learners shall be able to: The learners:
HOW ANIMALS SURVIVE understanding of:
make a presentation of 8. explain the different
1. nutrition: getting food to some diseases that are metabolic processes
cells associated with the various involved in the various organ
2. gas exchange with the organ systems systems
environment
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. circulation: the internal

transport system
4. the need for homeostasis 9. describe the general and
5. salt and water balance unique characteristics of the
and waste removal different organ systems in
6. the immune system: representative animals
defense from disease
7. how hormones govern
body activities 10. analyze and appreciate
8. the nervous system the functional relationships
9. the body in motion of the different organ
systems in ensuring animal
survival
V. The learners demonstrate an The learners shall be able to: The learners:
HOW PLANTS SURVIVE understanding of:
design a setup on 11. describe the structure
1. plant form and function propagating plants using and function of the different
2. plant growth and other methods such as plant organs
development hydroponics and aeroponics

12. explain the different

metabolic processes
involved in the plant organ
systems
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

VI. The learners demonstrate an The learners shall be able to: The learners:
THE PROCESS OF understanding of:
EVOLUTION Design a poster tracing the 13. describe evidence of
1. the evidence for evolution evolutionary changes in a evolution such as homology,
2. the origin and extinction crop plant (e.g., rice or corn) DNA/protein sequences,
of species that occurred through plate tectonics, fossil record,
domestication embryology, and artificial
selection/agriculture
13. explain how populations
of organisms have changed
and continue to change over
time showing patterns of
descent with modification
from common ancestors to
produce the organismal
diversity observed today
34. describe how the
present system of
classification of organisms is
based on evolutionary
relationships
VII. The learners demonstrate an The learners shall be able to: The learners:
INTERACTION AND understanding of:
INTERDEPENDENCE prepare an action plan 15. describe the principles of
1. the principles of the containing mitigation the ecosystem
ecosystem measures to address current 16. categorize the different
2. biotic potential and environmental concerns and biotic potential and
environmental resistance challenges in the community environmental resistance
3. terrestrial and aquatic (e.g., diseases, availability of
ecosystems food, and predators) that
4. how human activities affect population explosion
affect the natural ecosystem 17. describe how the
different terrestrial and
aquatic ecosystems are
interlinked with one another
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
GLOSSARY

Absolute Dating The process of determining an approximate computed age in archaeology and geology

Artificial Selection The process in the breeding of animals and in the cultivation of plants by which the
breeder chooses to perpetuate only those forms having certain desirable traits or
characteristics

Bioenergetics Energy transformations and energy exchanges within and between living things and
their environments

Calvin Cycle The term for the cycle of dark reactions in photosynthesis

Embryology The study of organisms at their early stages of development

Endogenic Refers to internal processes and phenomena that occur beneath the Earth's surface, or
any other celestial body’s

Genetic Engineering The deliberate and controlled manipulation of genes in an organism, with the intent of
making that organism better in some way

Genetically Modified Organism An organism whose genetic material has been altered using genetic engineering
techniques. Organisms that have been genetically modified include micro-organisms
such as bacteria and yeast, insects, plants, fish, and mammals

Geologic Process A natural process whereby geological features are modified

Homology The study of likeness in structure between parts of different organisms (e.g., the wing of
a bat and the human arm) due to evolutionary differentiation from a corresponding part
in a common ancestor

Hydro meteorological Hazards The process or phenomenon of atmospheric, hydrological, or oceanographic nature that
may cause loss of life, injury or other health impacts, property damage, loss of
livelihoods and services, social and economic disruption, or environmental damage

Metamorphism The process of dramatic changes in body form in the life cycle of some animals

Physiology The study of the functions of living things and their parts

Plate Tectonics The branch of geology that studies the folding and faulting of the Earth’s crust

Plutonism The formation of intrusive igneous rocks by solidification of magma beneath the earth's
surface

Relative Dating A technique used to determine the age of fossils by comparing them with other fossils in
different layers of rock
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

Grade: 12
Core Subject Title: Business Enterprise Simulation
Prerequisite: Business Math, Organization & Management; FABM1&2; Principles of Marketing; Business Finance
Co-requisite: Applied Economics; Ethics and Social Responsibility

Semester: 2nd
No. of Hours/ Semester: 80 hours

Subject Description: This course integrates all the key concepts and processes of Accounting, Business and Management (ABM)
as applied in real-life activities following
the business cycle: business opportunity search, product/service development, business formation and organization, business
implementation and control, business wind-up,
and relevant management reporting in the context of ethical standard and social responsibility. Technologies are used in a
business enterprise as appropriate.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Key Concepts from the ABM The learners demonstrate an The learners shall be able The learners…
Strand Subjects understanding of… to… 1.1 scan the market and
identify potential business
the key concepts of undertake research on and opportunities to capitalize
Accounting, analysis of business on
Business and Management opportunities present in 1.2 use appropriate analysis
through identification in their framework and
potential business community methodology in choosing
opportunities. a product which is feasible
in terms of the market,
operations and financials;
1.3 choose the appropriate
methodology (research,
sampling and data
processing) in
determining the demand
and market acceptability
of proposed product
1.4 draw conclusions and
formulate
recommendations
Key Concepts from the ABM the key concepts apply knowledge from 2.1 prepare a strategic plan
Strand Subjects Accounting, his/her outlining the competitive
Business and Management previous business courses environment and focusing
2 weeks of lectures (to through the preparation of a through the preparation of a on the appropriate
review business plan, which business plan that will guide competition strategy
marketing, operations, and outlines the
financials) the different management eventual implementation of
aspects of the business, the
5 weeks of preparation and particularly those essential venture
research for inputs to the to
business plan execution
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.2 prepare a marketing plan

that will describe the
product offering, the value
it brings to the consumer,
and the subsequent
tactical plan on how to
reach consumers (4Ps),
and conclude with a sales
forecast
2.3 design an operating plan
to
ensure that the inputs and
processes required to
deliver the product or
service are identified, and
estimate the costs needed
for production
2.4 craft a financial plan, the
inputs of which are from
the results of the
marketing plan (sales) and
operations plan (operating
costs), and which will
define the financial goals
that will be his/her target
upon eventual execution
2.5 craft a full business plan
for
review of mentors before
actual execution
Key Concepts from the ABM The learners experience execute the business plan .1 simulate/operate a small
Strand Subjects actual and business enterprise
management execution and monitor the same using *(Model A) or in the
decision making by business community with an
executing control tools and regular industry partnership
their business plans management and *(Model B) of a Team of
performance students
reports 3.2 wind up a business
enterprise and draw up a
culminating report
including significant
values learned in the
entire business cycle
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 12

Core Subject Title: Introduction to the Philosophy of the Human Person

Semester: 1

No. of Hours/ Semester: 80

Pre-requisite (if needed):

Core Subject Description: An initiation to the activity and process of philosophical reflection as a search for a synoptic vision of
life. Topics to be discussed include the human experiences of embodiment, being in the world with others and the
environment, freedom, intersubjectivity, sociality, being unto death.

Course objectives: At the end of the course, the student should be able to:

1. Reflect on their daily experiences from a holistic point of view

2. Acquire Critical and Analytical Thinking skills

3. Apply their critical and analytical thinking skills to the affairs of daily life

4. Become truthful, environment-friendly and service-oriented

5. Actively committed to the development of a more humane society

6. Articulate their own philosophy of life

Over-all Standard for Grade 12: The learner should be able to demonstrate a capacity for a critical and analytical reflection
from the perspective of a holistic and profound vision of life.

First Grading Period: The meaning and method of doing philosophy in relation to the human person as an embodied being in
the world and the environment

Standard Content: The student should be able to show an understanding of the activity of doing philosophy of the human
person as an embodied being in the world and the environment

Foundational Concept: Understanding the meaning and process of doing philosophy of the human person as an embodied
being in the world and the environment as a means towards a holistic understanding of life.

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

1. Doing Philosophy The learner understands The learner reflects on 1.1. Distinguish a holistic perspective
the meaning and process a concrete experience from a partial point of view
of doing philosophy in a philosophical way 1.2. Recognize human activities that
emanated from deliberate reflection
1.3. Realize the value of doing
philosophy in obtaining a broad
perspective on life
1.4. Do a philosophical reflection on
a concrete situation from a holistic
perspective
2. Methods of philosophizing The learner The learner evaluate 2.1. Distinguish opinion from truth
demonstrates various opinions 2.2. Analyze situations that show the
difference
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES

STANDARD STANDARD

ways of doing between opinion and truth

philosophy 2.3. Realize that the methods of philosophy lead to
wisdom and truth
2.4. Evaluate opinions
3. The human The learner The learner 3.1. Recognize own limitations and possibilities
person as an understands the distinguishes his/her 3.2. Evaluate own limitations and the possibilities for
embodied human person as an own limitations and the their transcendence
spirit embodied spirit possibilities for his/her 3.3. Recognize how the human body imposes limits
transcendence and possibilities for transcendence
3.4. Distinguish the limitations and possibilities for
transcendence
4. The human The learner The learner is able to 4.1. Notice disorder in an environment
person in their understands the demonstrate the 4.2. Notice things that are not in their proper place
environment interplay between virtues of prudence and and organize them in an aesthetic way
humans and their frugality towards 4.3. Show that care for the environment contributes
environments his/her environment to health, well-being and sustainable development
4.4. Demonstrate the virtues of prudence and frugality
towards environments

Second Grading Period: Human Living

Standard Content: The learner is able to show an understanding of philosophy within the context of the human person as
free, intersubjective, and immersed in society and oriented towards death.

Fundamental Concept: The learner is able to understand that doing philosophy within the context of the human person as
free, intersubjective, immersed in society, and oriented towards their impending death will lead to a deeper understanding
of the human person.

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES

STANDARD STANDARD

5. Freedom of The learner The learner shows 5.1. Realize that “all actions have consequences.”
the human understands the situations that 5.2. Evaluate and exercise prudence in choices
person human person’s demonstrate freedom 5.3. Realize that:
freedom of choice and the a. Choices have consequences
consequences of b. Some things are given up while others are
choices obtained in making choices
5.4. Show situations that demonstrate freedom of
choice and the consequences of their choices
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6. Intersubjectivity 6. Intersubjectivity The learner performs 6.1. Realize that

activities that demonstrate intersubjectivity requires
an appreciation for the accepting differences and
talents of persons with not to imposing on others
disabilities and those from 6.2. Appreciate the talents
the underprivileged sectors of persons with disabilities
of society and those from the
underprivileged sectors of
society and their
contributions to society
6.3. Explain that authentic
dialogue means accepting
others even if they are
different from themselves
6.4. Perform activities that
demonstrate the talents of
persons with disabilities and
those from the
underprivileged sectors of
society
7. The Human Person in The learner understands the The learner performs 7.1. Recognize how
Society interplay between the activities that demonstrate individuals form societies
individuality of human an appreciation for the and how individuals are
beings and their social talents of persons with transformed by societies
contexts disabilities and those from 7.2. Compare different
the underprivileged sectors forms of societies and
of society individualities (eg. Agrarian,
industrial and virtual)
7.3. Explain how human
relations are transformed by
social systems
7.4. Evaluate the
transformation of human
relationships by social
systems and how societies
transform individual human
beings.
8. Human persons as The learner understands The learner evaluates the 8.1. Recognize the meaning
oriented towards their human beings as oriented formation of human of his/her own life
impending death towards their impending relationships and how 8.2. Enumerate the
death individuals are shaped by objectives he/she really
their social contexts wants to achieve and to
define the projects he/she
really wants to do in his/her
life
8.3. Explain the meaning of
life (where will all these lead
to)
8.4. Reflect on the meaning
of his/her own life.
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES
Grade 12 (Specialization

Course Description:
This curriculum guide on Food and Beverages leads to a National Certificate Level II (NCII). This course is designed for the Grade
12 student to develop the knowledge, skills, and attitude to perform the tasks required by the Food and Beverage service. It
covers the core competencies of (1) planning the food and beverage program of client/s, (2) providing preliminary services to
client/s, (3) applying food and beverages techniques, and (4) providing advice on food and beverage services. The preliminaries
of this specialization course include the following: (1) core concepts in food and beverage services, (2) the relevance of the
course, and (3) exploration of career opportunities as a Food Attendant or Chef de rang.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Introduction The learner demonstrates an 1. The learner independently 1. Explain core concepts in
understanding of the basic demonstrates competencies food and beverage services
1. Core concepts in food and concepts and underlying in the food and beverage 2. Discuss the relevance of
beverage services theories in food and services as prescribed by the course
2. Relevance of the course beverage services. TESDA Training Regulations 3. Understand the
3. Career opportunities 2. The learner demonstrates significance of food and
the skills and knowledge of beverage service in today’s
food and beverage service in market job demands
relation to its concepts, job 4. Explore career
opportunities, future career opportunities
preparation, and market 5. Recognize food and
demand. beverage service
opportunities for other
related future careers
Quarter I
LESSON 1: PROVIDE LINK BETWEEN KITCHEN AND SERVICE AREA (KS)
1. Workflow structures The learner demonstrates an The learner independently O 1. Liaise between kitchen
within the food and understanding of concepts provides a service link and service areas
beverage service location and principles in providing a between the kitchen and 1.1 Attend and monitor
2. Communication and link between the kitchen service area. kitchen service points to
interpersonal skills and service area. ensure efficient pick up of
3. Duties and responsibilities food items
of food service team 1.2 Identify traditional items
required from the kitchen
through monitoring of
service areas and
consultation with other
service colleagues
1.3 Advise colleagues
promptly regarding
readiness of items for
service
1.4 Check quality of food in
accordance
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

with customer’s request

1.5 Check service ware for
chips, marks, spills, and drips
1.6 Carry out plates and/or
trays safely
1.7 Transfer and place food
efficiently at the appropriate
service point in accordance
with safety requirements
4. Hygienic and appropriate The learner will become LO 2. Clean and clear food
personal presentation aware of precautionary service areas
5. Legislation on OHS and measures and observance of 2.1 Observe precautionary
food hygiene hygiene and sanitation in measures and sanitary
food and beverage handling. practices in handling food
and beverage
2.2 Remove used items
efficiently from service areas
and transfer safely to the
appropriate location for
cleaning
2.3 Dispose of leftover food
and disposable service ware
to the appropriate
receptacles
Quarter II
LESSON 2: PROVIDE FOOD AND BEVERAGE SERVICE (BS)
1. Preparation of service The learner demonstrates an The learner: LO 1. Prepare
equipment/utensils and understanding of the 1. independently provides dining/restaurant area for
supplies concepts and principles in food and beverage services service
2. Cleanliness and condition providing food and beverage 2. demonstrates an 1.1 Prepare and adjust
of equipment / utensils services. understanding of the dining environment to
furniture and supplies concepts and principles provide comfort and
behind the correct ambience to customers
preparation of the dining 1.2 Check dining/restaurant
area and other related area and customer facilities
services. for cleanliness and
3. observes proper orderliness prior to service
qualification standards 1.3 Take corrective actions
regarding the condition of when required
dining/restaurant hall or 1.4 Set up furniture in
space, amenities, furniture, accordance with standard
equipment’s, requirements, and based on
bookings, customers’
requests,
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

supplies, materials and convenience and safety

others. 1.5 Check equipment and
4. demonstrates the skills prepare for service
and understanding of 1.6 Verify list of menu
preparing the menu suitable variations and daily specials
for a specific event and/or of with kitchen staff based on
the preparation needs as standard policy and
advised to the cooks or guidelines
kitchen staff.
3. Completeness of table The learner: LO 2. Prepare and set tables
setup 1. demonstrates the skills in 2.1 Set tables within the
4. Balance and uniformity of the selection of appropriate required timeframes in
utensils type or style of table setting, accordance with the
5. Order of the utensils and right color combinations standards and/or customer’s
6. Eye appeal for aesthetic considerations. special requests
7. Timeliness 2. responds effectively and 2.2 Dress tables according to
efficiently to customers’ standard procedures and/or
special requests’ that are any approved special
within the bounds of the requirements
service guidelines of the 2.3 Check cleanliness and
establishment. condition of tables,
3. demonstrates a glassware, service ware, and
wholesome personality in cutlery prior to service
receiving customers. 2.4 Remove, clean and
4. manifests prompt replace items that are below
awareness to customers’ standard based on relevant
needs in terms of advanced guidelines
service reservations, and
responds positively to the
requested workable terms
and conditions.
8. Protocol in LO 3. Welcome customers
welcoming/greeting guests 3.1 Welcome customers
9. Procedure and rationale upon arrival in accordance
in seating the guest with customer service
standards
3.2 Check details of
reservations based on
established service standard
policies
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3.3 Provide clear

information and description
to customers
3.4 Escort and seat
customers according to table
allocations
3.5 Offer available pre-meal
services if appropriate

10. Present the menu to The learner practices skills in LO 4. Take and process
guests responding to customers’ orders
11. Take food / beverage needs and requested special 4.1. Present menu and drink
order food preparations by taking lists to customers
down menus correctly 4.2. Provide
recommendations and
suggestions to assist
customers with drink and
meal selections.
4.3. Answer customers’
questions on menu items
courteously
4.4. Operate ordering
systems promptly
4.5. Take and record orders
accurately with minimal
disruption to customers
4.6. Relay accurate
information about any
special request regarding
dietary or cultural
requirements

12. Sequence table serving The learner: LO 5. Serve and clear food
(a la carte, fine dining with 1. shows competence in and drinks
wine services) doing schedules of menus to 5.1. Serve food and
13. Safety practices and be prepared and served. beverage selections
precautionary measures in 2. communicates needs of promptly from service areas
serving guest orders customers to the service 5.2. Check for presentation
14. Bussing and cleaning the area with accuracy. and convey to customers
table 3. observes strictly safely
sanitation and hygiene 5.3. Provide glassware,
practices in responding to service ware and cutlery
guests’ food and beverage suitable to menu choices
service needs. 5.4. Monitor flow of service
and meal delivery
5.5. Recognize and follow up
promptly any delays or
deficiencies in service
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. performs the billing 5.6. Serve food and

payment with accuracy and beverage courteously
efficiency. 5.7. Offer and serve
additional food and
beverage at the appropriate
times
5.8. Clear tables of crockery,
cutlery and glassware at the
appropriate time and with
minimal disruption to
customers
5.9. Organize, present and
process accounts following
standard procedure
5.10. Bid goodbye to guests
courteously and reset table
appointments
15. Procedures in resetting The learner discusses LO 6. Close down
tables positively with colleagues restaurant/dining area
16. Safety practices in matters related to 6.1 Clear, clean or dismantle
resetting the table improvements in the kitchen restaurant/dining area in
shop organization, including accordance with standard
equipment and furniture. procedure and safety
keeping after the dining requirements
hours. 6.2 Store and/or prepare
equipment in accordance
The learner shows skill in with standard procedures.
table setting following 6.3 Reset table
observed procedures and appointments for future
guidelines. diners following procedure
and requirements.
6.4 Review and evaluate
service with colleagues
identifying possible
improvements
Quarter III
LESSON 3: PROVIDE ROOM SERVICE (RS)
1. Taking room service The learner manifests an The learner demonstrates LO 1. Take and process
orders understanding of room the knowledge and skills in room service orders
service or “in-room dining”. food and beverage service 1.1. Attend telephone calls
for “in-room dining” by promptly and courteously in
performing activities accordance with customer
skillfully and pleasantly. service standards
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.2. Check and use guests’

names throughout the
interaction
1.3. Clarify, repeat and check
details of orders with guests
for accuracy
1.4. Use suggestive selling
techniques when
appropriate
1.5. Advise guests of
approximate time of delivery
1.6. Record room service
orders and check relevant
information in accordance
with establishment policy
and procedures
1.7. Interpret room service
orders received from
doorknob dockets
1.8. See to it that orders
through flyers (doorknobs)
are delivered efficiently and
accurately
1.9. Transfer orders
promptly to appropriate
location for preparation
2. Equipment and material LO 2. Set up trays and
selection and set-up trolleys
2.1 Prepare food and
beverage items in
accordance with
establishment procedures
2.2 Prepare general room
service equipment, and
materials for use based on
establishment procedures
2.3 Set up trays and trolleys
with presentation
techniques in accordance
with establishment
standards for a variety of
meals including
 Breakfast
 Lunch
 Dinner
 Complimentary
 Special requests
 VIPs
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.4 Select and check service

equipment and materials for
cleanliness and damages
2.5 Collect food items and
beverages promptly
following establishment
procedure
2.6 Set up food and
beverage on trays and
trolleys under strict
compliance to hygiene and
sanitation
2.7 Check orders before
leaving the kitchen for
delivery
2.8 Observe caution in doing
food and beverage service
3. Room service meal Practice food and beverage LO 3. Present room service
delivery and serving delivery to rooms efficiently meals and beverages to
and courteously. guests
3.1 Request entry to guests’
rooms by knocking politely
on the door in accordance
with establishment service
standards
3.2 Enter guests’ rooms
upon appropriate response
from guests and greet them
politely
3.3 Consult guest
preferences for positioning
of trays or trolleys in the
room in accordance with
establishment procedures
3.4 Position furniture
properly where required.
3.5 Offer meals to guests
where appropriate in
accordance with
establishment policy
3.6 Serve and place meals
and beverages properly in
accordance with
establishment procedures
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. Billing of guest The learner demonstrates LO 4. Present room service

the skills in presenting or accounts
submitting accounts to be 4.1. Check and present
paid to the clientele at the guests’ accounts for
appropriate time. accuracy in accordance with
establishment procedures.
4.2. Present cash payments
to the cashier for processing
in accordance with
establishment guidelines
4.3. Present charge accounts
to guests for signing based
on establishment policy and
procedures
4.4. Assist guest in
transacting to the cashier if
needed.

5. Clean room service area The learner demonstrates LO 5. Clear room service
the skills in clearing the area
service area of used 5.1. Check and clear floors in
equipment, utensils, accordance with
leftovers, and materials with establishment policy and
efficiency and pleasantly. guidelines
5.2. Return trays and trolleys
to the room service area,
dismantled and clean, in
accordance with
establishment procedures
5.3. Re-stock food, beverage
and equipment in
accordance with
establishment policy

Quarter IV
LESSON 4: DEVELOP AND UPDATE FOOD AND BEVERAGE KNOWLEDGE (BK)
1. Past and current trend in The learner: LO 1. Research general
food and beverage 1. updates oneself on the information on food and
current food menus, and beverage cocktails
service trends.
 K to12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS – FOOD AND BEVERAGE SERVICES

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. Types of food and 2. identifies possible food 1.1. Identify required

beverage sources based on acceptable information based on daily
- Special dietary cultural norms and wants. activities associated with the
requirements 3. demonstrates job
- Special cultural needs appreciation for new trends 1.2. Identify suitable sources
in food and beverage based on the required
service. information
1.3. Develop and maintain
current knowledge of food
and beverage as required by
the job
1.4. Enhance past
knowledge to suit current
changing needs in food and
beverage service
3. Appropriate combinations LO 2. Share information
of food and beverage based The learner: with customers
on the following: 1. demonstrates the skills in 2.1 Provide customers
- Customer preferences proper food and beverage assistance with the selection
- Traditional combinations of selection in terms of its of food and beverage items
foods and beverages combination, nutritional based on set policy
- Special dietary value and health 2.2 Offer and recommend
requirements considerations. suitable combinations of
- Special cultural needs 2. demonstrate skills in food and beverages when
4. National/local act related responding to cultural food appropriate
to service of food and needs with variety and 2.3 Respond courteously and
beverage quality. efficiently to customer
3. responds efficiently to questions on menus and
customers’ queries on food drinks lists
and drinks with courtesy. 2.4 Suggest menus of
cultural considerations
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11/12
Core Subject Title: Reading and Writing Skills

Semester: 2nd Semester

No. of Hours/ Semester: 80 hours/ semester
Pre-requisite (if needed):

Core Subject Description: The development of reading and writing skills as applied to a wide range of materials other than
poetry, fiction and drama

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner... The learner... The learner...

RWS11.1. Reading and
Thinking Strategies across realizes that information in a critiques a chosen sample of 1. Describes a written text as
Text types written text may be selected each pattern of connected discourse
A. Text as Connected and organized to achieve a development focusing on 2. Distinguishes between
Discourse particular purpose. information selection, and among techniques in
B. techniques in Selecting organization, and selecting and organizing
and Organizing Information development. information
C. Patterns of Development a. brainstorming list
D. Properties of a well- b. graphic organizer
written Text c. topic outline
d. sentence outline
3. Distinguishes between
and among patterns of
development in writing
across disciplines
a. narration
b. description
c. definition
d. exemplification /
classification
e. comparison and contrast
f. cause and effect
g. problem - solution
h. persuasion

4. Identifies properties of a
well-written text
a. organization
b. coherence and cohesion
c. language use
d. mechanics
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

RWS11.2. Text and understands the relationship of writes a 1000-word critique 1. Explains critical reading as
Context a written text and the context of a selected text on the looking for ways of thinking
Connections in which it was developed. basis of its claim/s, context, 2. Identifies claims explicitly or
(Critical Reading) and properties as a written implicitly made in a written text
material. a. Claim of fact
A. Critical Reading b. Claim of policy
as Looking for Ways c. Claim of value
of Thinking 3. Identifies the context in which a
1. Explicit and text was developed
Implicit Claims in a a. Hypertext
Text b. Intertext
2. Context of Text
Development 4. Explains critical reading as
reasoning
B. Critical Reading 5. Formulates evaluative
as Reasoning statements about a text read
1. Formulating a. Formulates assertions about the
Evaluative content and properties of a text
Statements read
2. Determining b. Formulates meaningful
Textual Evidence counterclaims in response to
claims made in a text read

6. Determines textual evidence to

validate assertions and
counterclaims made about a text
read

RWS11.3. understands the requirements produces each type of 7. Explains how one’s purpose is a
Purposeful Writing of composing academic writing academic writing and crucial consideration in academic
in the Disciplines and professional professional correspondence and professional writing
and for Professions correspondence. following the properties of 8. Identifies the unique features of
well-written texts and and requirements in composing
process approach to writing. texts that are useful across
disciplines
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper

9. Identifies the unique features of

and requirements in composing
professional correspondence
a. Resume
b. Application for College
Admission
c. Application for Employment
d. Various forms of Office
Correspondence
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
GLOSSARY

 "Connected speech is more than just a string of individual target segments joined
together in series, since each segment is liable to influence the segments that
surround it. The precise form that these influences take is determined by the
particular language in question, and so the phonology of connected speech is part f
the phonology of the language that the child has to master.” (Sara Howard, Bill
Wells, and John Local, "Connected Speech." The Handbook of Clinical Linguistics,
ed. by Martin J. Ball, Michael R. Perkins, Nicole Muller, and Sara Howard. Blackwell,
2008)

Connected speech, or connected discourse, in linguistics, is a continuous sequence of sounds

forming utterances or conversations in spoken language. Analysis of connected
speech shows sounds changes affecting linguistic units traditionally described as
phrases, words, lexemes, morphemes, syllables, phonemes or phones.[1] The
words that are modified by those rules will sound differently in connected speech
than in citation form (canonical form or isolation form).
http://en.wikipedia.org/wiki/Connected_discourse

Coherence It is the unifying element in good writing. It refers to the unity created between
the ideas, sentences, paragraphs and sections of a piece of writing. Coherence is
what gives a piece of writing its flow. It also gives the reader a sense of what to
expect and, therefore, makes the reading easier to follow as the ideas appear to be
presented in a natural, almost automatic, way.
http://elc.polyu.edu.hk/elsc/material/Writing/coherenc.htm

 In Linguistics, it is the property of unity in a written text or a segment of spoken

discourse that stems from the links among its underlying ideas and from the logical
organization and development of its thematic content.
http://dictionary.reference.com/browse/coherence

Cohesion The use of repetition, transitional expressions, and other devices (cohesive cues) to
guide readers and show how the parts of a composition relate to one other.
http://grammar.about.com/od/c/g/cohesionterm.htm

 In Linguistics, it is the property of unity in a written text or a segment of spoken

discourse that stems from links among its surface elements, as when words in one
sentence are repeated in another, and especially from the fact that some words or
phrases depend for their interpretation upon material inpreceding or following
text, as in the sequence Be assured of this. Most people do not want to
fight.However, they will do so when provoked, where this refers to the two
sentences that follow, they refers back to most people, do so substitutes for the
preceding verb fight, and however relates theclause that follows to the preceding
sentence. http://dictionary.reference.com/browse/cohesion

Development is the process by which you support or explain the central idea of a paragraph,
essay, or other piece of writing. Depending on your purpose—what you want to accomplish—you
can use several methods of development:

Patterns of Development

 Narration
 Definition
 Description
 Classification
 Illustration
 Cause and Effect
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Comparison/Contarast

http://highered.mcgraw-hill.com/sites/0070400555/student_view0/writing-
999/paragraph_patterns.html

Hypertext Hypertext presents a new way to read on-line text that differs from reading
standard linear text. Text is typically presented in a linear form, in which there is a
single way to progress through the text, starting at the beginning and reading to
the end. However, in hypertext, information can be represented in a semantic
network in which multiple related sections of the text are connected to each other.
A user may then browse through the sections of the text, jumping from one text
section to another. This permits a reader to choose a path through the text that will
be most relevant to his or her interests.

 The features in hypertext supply flexibility to the reader when compared to reading
linear text such as books. Clearly some of this flexibility does exist in books (e.g.
table of contents and indexes), but it is not as widely used or exploited. Hypertext
permits readers to use these features automatically rather than requiring readers
to manually refer to them as needed. This provides additional control to the reader
in determining the order that the text is to be read, and allows the reader to read
the text as if it were specifically tailored to the reader's background and interests.
This flexibility does promise an advantage of personalization and eases the burden
of finding information, However, is this flexibility actually good or useful to the
reader?
Inter-text
Inter-textuality
Intertextuality is the shaping of a text meaning by another text. Intertextual figures
include: allusion, quotation, calque, translation, pastiche and parody. An example of
intertextuality is an author’s borrowing and transformation of a prior text or to a
reader’s referencing of one text in reading another.
http://en.wikipedia.org/wiki/Intertextuality

Derived from the Latin intertexto, meaning to intermingle while weaving, intertextuality
is a term first introduced by French semiotician Julia Kristeva in the late sixties. In essays
such as "Word, Dialogue, and Novel," Kristeva broke with traditional notions of the
author's "influences" and the text's "sources," positing that all signifying systems, from
table settings to poems, are constituted by the manner in which they transform earlier
signifying systems. A literary work, then, is not simply the product of a single author, but
of its relationship to other texts and to the strucutures of language itself. "[A]ny text,"
she argues, "is constructed of a mosaic of quotations; any text is the absorption and
transformation of another" (66).
Inter-text
Inter-textuality
Intertextuality is, thus, a way of accounting for the role of literary and extra-literary
materials without recourse to traditional notions of authorship. It subverts the concept
of the text as self-sufficient, hermetic totality, foregrounding, in its stead, the fact that
all literary production takes place in the presence of other texts; they are, in effect,
palimpsests. For Roland Barthes, who proclaimed the death of the author, it is the fact
of intertexuality that allows the text to come into being:

Any text is a new tissue of past citations. Bits of code, formulae, rhythmic models,
fragments of social languages, etc., pass into the text and are redistributed within it, for
there is always language before and around the text. Intertextuality, the condition of
any text whatsoever, cannot, of course, be reduced to a problem of sources or
influences; the intertext is a general field of anonymous formulae whose origin can
scarcely ever be located; of unconscious or automatic quotations, given without
quotation marks. ("Theory of the Text" 39).
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

T Hus writing is always an iteration which is also a re-iteration, a re-writing which foregrounds the
trace of the various texts it both knowingly and unknowingly places and dis-places.

Intertexts need not be simply "literary"--historical and social determinants are themselves
signifying practices which transform and inflect literary practices. (Consider, for example, the
influence of the capitalist mode of production upon the rise of the novel.) Moreover, a text is
constituted, strictly speaking, only in the moment of its reading. Thus the reader's own previous
readings, experiences and position within the cultural formation also form crucial intertexts.

The concept of intertexuality thus dramatically blurs the outlines of the book, dispersing its image
of totality into an unbounded, illimitable tissue of connections and associations, paraphrases and
fragments, texts and con-texts. For many hypertext authors and theorists, intertextuality provides
an apt description of the kind of textual space which they, like the figures in Remedio Varo's
famous "Bordando el Manto Terrestre," find themselves weaving:

A kind of tapestry which spilled out the slit windows and into a void, seeking hopelessly to fill the
void: for all the other buildings and creatures, all the waves, ships, and forests of the earth were
contained in this tapestry, and the tapestry was the world. (Pynchon 10)

http://www2.iath.virginia.edu/elab/hfl0278.html

 A literature review is a text written by someone to consider the critical points of

current knowledge including substantive findings, as well as theoretical and
methodological contributions to a particular topic. Literature reviews are secondary
sources, and as such, do not report any new or original experimental work. Also, a
literature review can be interpreted as a review of an abstract accomplishment.

Literature Review Most often associated with academic-oriented literature, such as a thesis or peer-
reviewed article, a literature review usually precedes a research proposal and
results section. Its main goals are to situate the current study within the body of
literature and to provide context for the particular reader. Literature reviews are a
staple for research in nearly every academic field.
http://en.wikipedia.org/wiki/Literature_Review

 A literature review is an assessment of a body of research that addresses a

research question. A literature review identifies what is already known about an
area of study. It may also identify questions a body of research does not answer
and make a case for why further study of research questions is important to a field
Process: It is a research journey with several steps:
 Framing a research question
 Searching relevant bodies of literature
 Managing search results
 Synthesizing the research literature
 Writing an assessment of the literature
The process is iterative—as you gain understanding, you’ll return to earlier steps to rethink,
refine, and rework your literature review. http://guides.library.harvard.edu/literaturereview

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT
Grade: 11/12
Subject Title: Entrepreneurship

No. of Hours/Semester: 80 hours/semester

Prerequisite (if needed):

Course Description: This course deals with the concepts, underlying principles, processes and implementation of a business
plan. The preliminaries of this course include the following: 1) discussion on the relevance of the course; 2) explanation of key
concepts of common competencies; 3) explanation of core competencies relative to the course; and 4) exploration of career
opportunities.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learners…
Introduction The learner demonstrates The learner independently
1. Relevance of the course understanding of key creates/provides a quality 1. Discuss the relevance of
2. Key concepts and concepts, underlying and marketable product the course;
common principles, and core and/or service in 2. Explain the key concepts
competencies competencies in Entrepreneurship as of common competencies;
3. Core competency in Entrepreneurship. prescribed in the TESDA 3. Explain the core
Entrepreneurship Training Regulation. competencies in
4. Career opportunities Entrepreneurship; and
4. Explore job opportunities
for Entrepreneurship as a
career.
LESSON 1: DEVELOPING A BUSINESS PLAN (DP)

Development of Business The learner demonstrates The learner independently 1. Recognize a potential
Plan understanding of concepts, or with his/her classmates market
underlying principles, and presents an acceptable
processes of developing a detailed business plan. The learners…
business plan.
1.1 Identify the market
problem to be solved or the
market need to be met; and
1.2 Propose solution/s in
terms of product/s and
service/s that will meet the
need using techniques on
seeking, screening, and
seizing opportunities:

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.2.1 Analyze the market

need;
1.2.2 Determine the possible
product/s or service/s that
will meet the need;
1.2.3 Screen the proposed
solution/s based on viability,
profitability, and customer
requirements; and
1.2.4 Select the best product
or service that will meet the
market need.

1. Market (locality/town) The learner demonstrates The learner 2. Recognize and understand
2. Key concepts of market understanding of independently creates a the market
3. Players in the market environment and market in business vicinity map
(competitors) one’s locality/town. reflective of potential The learners…
4. Products and services market in one’s
available in the market locality/town. 2.1 Describe the unique
selling proposition and value
proposition that
differentiates one’s
product/service from
existing products/services;
2.2 Determine who the
customers are in terms of:
2.2.1 Target market;
2.2.2 Customer
requirements; and
2.2.3 Market size
2.3 Validate customer-
related concerns through:
2.3.1 Interview;
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.3.2 Focused Group

Discussion (FGD); and
2.3.3 Survey

3. Recognize the
importance of marketing
mix in the development of
marketing strategy

The learners…

3.1 Describe the Marketing

Mix (7Ps) in relation to the
business opportunity vis-à-
vis:
3.1.1 Product;
3.1.2 Place;
3.1.3 Price;
3.1.4 Promotion;
3.1.5 People;
3.1.6 Packaging; and
3.1.7 Positioning

3.2 Develop a brand name

4. Demonstrate
understanding of the 4Ms of
operations
The learners…
4.1 Describe the 4Ms
(Manpower, Method,
Machine, Materials) of
operations in relation to the
business opportunity:
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4.1.1 Develop a product

description;
4.1.2 Create a prototype of
the product;
4.1.3 Test the product
prototype;
4.1.4 Validate the service
description of the product
with potential customers to
determine its market
acceptability;
4.1.5 Select/pinpoint
potential suppliers of raw
materials and other inputs
necessary for the production
of the product or service;
4.1.6 Discuss the
value/supply chain in
relation to the business
enterprise; and
4.1.7 Recruit qualified
people for one’s business
enterprise.
4.2 Develop the business
model;
4.3 Forecast the revenues of
the business;
4.4 Forecast the costs to be
incurred;
4.5 Compute for profits; and
4.6 Create the company’s
five (5) year projected
financial statements.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

LESSON 2: IMPLEMENTING A SIMPLE BUSINESS (IB)

Business Implementation The learner demonstrates The learner independently 1. Manifest understanding of
understanding of concepts, or with his/her classmates starting and operating a
underlying principles, and starts and operates a simple business
processes of starting and business according to the
operating a simple business. business plan and presents a The learners…
terminal report of its
operation. 1.1 Implement the business
plan;
1.2 Operate the business;
1.3 Sell the product/service
to potential customers;
1.4 Identify the reasons for
keeping business records;
1.5 Perform key
bookkeeping tasks;
1.6 Interpret financial
statements (balance sheet,
income statement, cash flow
projections, and summary of
sales and cash receipts);
1.7 Prepare an income
statement and a balance
sheet;
1.8 Identify where there is a
profit or loss for a business;
and
1.9 Generate an overall
report on the activity.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CONTEXTUALIZED SUBJECT
The following are the recommended topics for the prerequisite specialty track management courses
(Arts/Sports/Techvoc/Academic):

 Idea Generation/Opportunity Seeking, Screening, and Seizing

 The Market - Who are the Customers/Competitors? Are they big enough?
 Marketing Mix - 7Ps
 Operations - 4Ms
 Intellectual Property Rights
 HR - Building your team/Finding the right people
 Finance - Building/Understanding Financial Statements and Creating Projections
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11 or 12
Core Subject Title: Understanding Culture, Society and Politics

No. of hours/semester: 80 hours

Course 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

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

A. Starting points for the The learners The learners: The learners:
understanding of demonstrate an
culture, society, and politics understanding of:
1. acknowledge human 1. articulate observations on
1. Sharing of social and 1. human cultural variation, cultural human cultural variation,
cultural backgrounds social differences, social variation, social differences, social differences, social
of students as acting change, and political social change, and political change, and political
subjects or social identities identities identities
actors, agents, persons; 2. the significance of
(examples: gender, studying culture, society, 2. adopt an open and critical 2. demonstrate curiosity and
socioeconomic class, and politics attitude toward different an openness to explore the
ethnicity, religion, 3. the rationale for studying social, political, and cultural origins and dynamics of
exceptionality/non- anthropology, political phenomena through culture and society, and
exceptionality, science, and sociology observation and reflection political identities
nationality)
3. appreciates the value of
2. Observations about social, disciplines of Anthropology, 3. analyze social, political,
political, and cultural Sociology, and Political and
behavior and phenomena Science as social sciences cultural change
(examples: food taboos,
istambay, political
dynasties, elections)

3. Observations on social,
political, and cultural change
(examples: texting,
transnational families, local
public services, youth
volunteerism)

4. Definition of
anthropology, political
science, and sociology
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. recognize the common

concerns or intersections of
anthropology, sociology, and
political science with respect
to the phenomenon of
change
5. identify the subjects of
inquiry and goals of
Anthropology, Political
Science, and Sociology
B. Defining Culture and 1. culture and 1. appreciate the nature of 1. explain anthropological
Society from the society as anthropological culture and society from the and
perspectives of and sociological concepts perspectives of sociological perspectives on
anthropology and sociology 2. perspectives anthropology and sociology culture and society
1. Society as a group of in/approaches to the study 2. demonstrate a holistic
people sharing a common of culture and society (i.e., understanding of culture 2. describe society and
culture comparative, historical, and society culture
2. Culture as a “‘that structural functional, 3. values cultural heritage as a complex whole
complex whole which interpretive, critical) and express pride of place
encompasses beliefs, without being ethnocentric
practices, values, attitudes, 3. identify aspects of culture
laws, norms, artifacts, and society
symbols, knowledge, and
everything that a person 4. raise questions toward a
learns and shares as a holistic appreciation of
member of society.” (E.B. cultures and societies
Tylor 1920 [1871]).
3. Aspects of Culture 5. become aware of why and
a. Dynamic, Flexible, & how cultural relativism
Adaptive mitigates ethnocentrism
b. Shared & Contested
(given the reality of social
differentiation) 6. identify forms of tangible
c. Learned through and intangible heritage and
socialization or the threats to these
enculturation
d. Patterned social
interactions
e. Integrated and at times
unstable
f. Transmitted through
socialization/enculturation
g. Requires language and
other forms of
communication
4. Ethnocentrism and
Cultural Relativism as
orientations in viewing other
cultures
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

C. Looking back at Human 1. the human origins and the Analyze key features of 1. trace the biological and
Biocultural and Social capacity for interrelationships of cultural evolution of early to
Evolution culture biological, cultural and modern humans
1. Biological and cultural 2. the role of culture in sociopolitical processes in 2. explore the significance of
evolution: from Homo Human adaptation human evolution that human material remains and
habilis (or earlier) to Homo 3. processes of cultural and can still be used and artefactual evidence in
sapiens sapiens in the fossil Sociopolitical evolution developed interpreting cultural and
record social, including political and
2. Cultural and sociopolitical economic, processes
evolution: from hunting and 3. recognize national, local,
gathering to the agricultural, and specialized museums,
industrial , and post- and archaeological and
industrial revolutions historical sites as venues to
a. The Neolithic Revolution appreciate and reflect on
b. Early civilization and the the complexities of
rise of the state biocultural and social
c. Democratization evolution as part
of being and becoming
human
D. Becoming a member of 1. how individuals learn 1. identify norms and values
society culture and become to be observed in interacting 1. explain the development
1.Enculturation/Socialization Competent members of with others in society, and of one’s self and others as a
a. Identity formation society the product of socialization and
(identities, disciplines, and consequences of ignoring enculturation
aspirations) these rules
b. Norms and values 2. assess the rules of social
c. Statuses and roles (e.g. interaction to maintain 2. identify the context,
age, gender) stability of everyday life and content, processes, and
2. Conformity and deviance the role of innovation in consequences of
a. Social control (gossip, response to problems and enculturation and
social ostracism, laws and challenges socialization
punishments)
b. Forms of deviance
(ritualism, retreatism,
rebellion, and innovation)
3. Human dignity, rights, and
the common
good
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. how individuals 3. recognize the value of 3. Identifies the social goals

should behave as part of a human rights and promote and the socially acceptable
political community the common good means of achieving these
goals

4. advocate inclusive
citizenship

5. promote protection of
human dignity, rights, and
the common good

E. How society is organized 1. cultural, social, and 1. analyze aspects of social

1. Groups within society: political institutions as organization 1. traces kinship ties and
Primary and Secondary sets of norms and patterns 2. identify one’s role in social Networks
2. In-groups and out-groups of behavior that social groups and
3. Reference groups relate to major social institutions
4. Networks interests 3. recognize other forms of 2. describe the organized
F. Cultural, social and 2. social stratification as economic transaction such nature of social life and rules
political institutions the ranking of individuals as sharing, gift exchange, governing behavior
1. Kinship, marriage, and the according to wealth, power, and redistribution in his/her
household and prestige own society
a. Kinship by blood
Descent and marriage
(unilineal, matrilineal,
patrilineal, bilateral)
b. Kinship by marriage
Marriage rules cross-
culturally (monogamy vs.
polygamy, post-marital
residency rules, referred
marriage partners)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

c. Kinship by ritual
(Compadrazgo) 3. social and political
d. Family and the household inequalities as features of 3. compare different social
Nuclear, extended, and societies and the global forms of social organization
reconstituted community according to their manifest
families (separated, and latent functions
transnational)
e. Politics of kinship (political
dynasty, alliances)

2. Political and leadership

4. analyze social and political
structures
structures
a. Political organization
i. Bands
ii. Tribes
iii. Chiefdoms
iv. States and nations
b. Authority and legitimacy
i. Traditional
ii. Charismatic
iii. Rational
3. Economic Institutions
a. Reciprocity 5. analyze economic
b. Transfers organization and its impacts
c. Redistribution on the lives of people in the
d. Market transactions society
e. Markets and state
4. Nonstate institutions
a. Banks and corporations 6. differentiate functions of
b. Cooperatives and trade nonstate institutions in
unions society
c. Transnational advocacy
groups
d. Development agencies
e. International
organizations
5. Education
a. Functions of education in 7. evaluate how functions of
society (formal and education affect the lives of
nonformal) people in society
i. Productive citizenry
ii. Self-actualization
iii. Primary education as a 8. promote primary
human right education
as a human right
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6. Religion and belief 9. conduct participant

systems observation (e.g., attend,
a. Animism describe, and reflect on a
b. Polytheism religious ritual of a different
c. Monotheism group; observe elections
d. Institutionalized religions practices)
e. Separation of church and
state
7. Health
a. Culture-specific 10. recognize the practice of
syndromes and illnesses medical pluralism in light of
(e.g., “bughat”, cultural diversity and
”usog”/”buyag”) relativism
b. Systems of diagnosis,
prevention and healing (e.g.,
traditional, western,
alternative healing systems)
c. Health as a human right
G. Social and political
stratification 11. examine stratification
a. Social desirables (wealth, from the functionalist and
power, prestige) conflict perspectives
b. Social mobility system
i. Open (Class)
ii. Closed (Caste) 12. identify characteristics of
c. Social inequality the systems of stratification
i. Access to social, political,
and symbolic capital
ii. Gender inequality 13. suggest ways to address
iii. Ethnic minorities global inequalities
iv. Other minorities (e.g.,
persons with disabilities)
v. Global Inequality
(relationships between
states and Nonstate actors
in the global community)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

H. Cultural, Social, and the agents/ institutions, 1. identify new challenges

Political Change Sources of processes, and outcomes of 1. evaluates factors causing faced by human populations
social, cultural, and political cultural, political, and social social, political, and cultural in contemporary societies
change change change
1. Innovation
2. Diffusion 2. advocate how human
3. Acculturation and societies should adapt to 2. describe how human
assimilation such changes societies adapt to new
4. Social contradictions and challenges in the physical,
tensions (e.g., Inter-ethnic social, and cultural
conflicts, class struggle, environment
armed conflict, terrorism,
protests, gender issues)

I. New challenges to human 3. develop a plan of action

adaptation and social for community-based
change response to change
1. Global warming and
climate change
2. Transnational migration
and Overseas Filipino
Workers (OFWs)

J. Responding to social,
political, and cultural
change
1. Inclusive Citizenship and
participatory governance
2. New forms of media and
social networking
3. Social movements (e.g.,
environmentalism,
feminism)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT
Grade: 11/12
Core Subject Title: Statistics and Probability

No. of Hours/Semester: 80 hours/semester

Prerequisite (if needed):

Core Subject Description: At the end of the course, the students must know how to find the mean and variance of a random
variable, to apply sampling techniques and distributions, to estimate population mean and proportion, to perform hypothesis
testing on population mean and proportion, and to perform correlation and regression analyses on real-life problems.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Random Variables and The learner demonstrates The learner is able to apply The learner …
Probability Distributions understanding of key an appropriate random 1. illustrates a random
concepts of random variable for a given real-life variable (discrete and
variables and probability problem (such as in decision continuous).
distributions. making and games of 2. distinguishes between a
chance). discrete and a continuous
random variable.
3. Finds the possible values
of a random variable.
4. Illustrates a probability
distribution for a discrete
random variable and its
properties.
5. Constructs the probability
mass function of a discrete
random variable and its
corresponding histogram.
6. Computes probabilities
corresponding to a given
random variable.
7. Illustrates the mean and
variance of a discrete
random variable.
8. Calculates the mean and
the variance of a discrete
random variable.
9. Interprets the mean and
the variance of a discrete
random variable.
10. Solves problems
involving mean and variance
of probability distributions.
Normal Distribution The learner demonstrates The learner is able to The learner …
understanding of accurately formulate and 11. illustrates a normal
key concepts of normal solve real-life problems in random variable and its
probability distribution. different disciplines characteristics.
12. Constructs a normal
curve.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

involving normal 13. identifies regions under

distribution. the normal curve
corresponding to different
standard normal values.
14. converts a normal
random variable to a
standard normal variable
and vice versa.
15. computes probabilities
and percentiles using the
standard normal table.
Sampling and Sampling The learner demonstrates The learner is able to apply The learner …
Distributions understanding of key suitable sampling and 1. illustrates random
concepts of sampling and sampling distributions of the sampling.
sampling distributions of the sample mean to solve real- 2. distinguishes between
sample mean. life problems in different parameter and statistic.
disciplines. 3. identifies sampling
distributions of statistics
(sample mean).
4. finds the mean and
variance of the sampling
distribution of the sample
mean.
5. defines the sampling
distribution of the sample
mean for normal population
when the variance is:
(a) known
(b) unknown
6. illustrates the Central
Limit Theorem.
7. defines the sampling
distribution of the sample
mean using the Central Limit
Theorem.
8. solves problems involving
sampling distributions of the
sample mean.
Estimation of Parameters The learner demonstrates The learner is able to The learner …
understanding of key estimate the population 1. illustrates point and
concepts of estimation of mean and population interval estimations.
population mean and proportion to make sound 2. distinguishes between
point and interval
estimation.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

population proportion. inferences in real-life 3. identifies point estimator for the

problems in different population mean.
disciplines. 4. computes for the point estimate of
the population mean.
5. identifies the appropriate form of the
confidence interval estimator for the
population mean when: (a) the
population variance is known, (b) the
population variance is unknown, and (c)
the Central Limit Theorem is to be used.
9. illustrates the t-distribution.
10. constructs a t-distribution.
11. identifies regions under the t-
distribution corresponding to different
t-values.
11. identifies percentiles using the t-
table.
12. computes for the confidence
interval estimate based on the
appropriate form of the estimator for
the population mean.
13. solves problems involving
confidence interval estimation of the
population mean.
14. draws conclusion about the
population mean based on its
confidence interval estimate.
15. identifies point estimator for the
population proportion.
16. computes for the point estimate of
the population proportion.
17. identifies the appropriate form of
the confidence interval estimator for
the population proportion based on the
Central Limit Theorem.
18. computes for the confidence
interval estimate of the population
proportion.
19. solves problems involving
confidence interval estimation of the
population proportion.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

20. draws conclusion about

the population proportion
based on its confidence
interval estimate
21. identifies the length of a
confidence interval.
22. computes for the length
of the confidence interval.
23. computes for an
appropriate sample size
using the length of the
interval.
23. computes for an
appropriate sample size
using the length of the
interval.
Tests of Hypothesis The learner demonstrates The learner is able to The learner …
understanding of key perform appropriate tests of 1. illustrates:
concepts of tests of hypotheses involving the (a) null hypothesis
hypotheses on the population mean and (b) alternative hypothesis
population mean and population proportion to (c) level of significance
population proportion. make inferences in real-life (d) rejection region; and
problems in different (e) types of errors in
disciplines. hypothesis testing.
2. calculates the
probabilities of committing a
Type I and Type II error.
3. identifies the parameter
to be tested given a real-life
problem.
4. formulates the
appropriate null and
alternative hypotheses on a
population mean.
5. 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.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6. 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 be unknown;
and
(c) the Central Limit
Theorem is to be used.
7. computes for the test-
statistic value (population
mean).
8. draws conclusion about
the population mean based
on the test-statistic value
and the rejection region.
9. solves problems involving
test of hypothesis on the
population mean.
10. formulates the
appropriate null and
alternative hypotheses on a
population proportion.
11. identifies the
appropriate form of the test-
statistic when the Central
Limit Theorem is to be used.
12. identifies the
appropriate rejection region
for a given level of
significance when the
Central Limit Theorem is to
be used.
13. computes for the test-
statistic value (population
proportion).
14. draws conclusion about
the population proportion
based on the test-statistic
value and the rejection
region.
15. solves problems
involving test of hypothesis
on the population
proportion.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

ENRICHMENT The learner demonstrates The learner is able to 1. illustrates the nature of
understanding of key perform correlation and bivariate data.
Correlation and Regression concepts of correlation and regression analyses on 2. constructs a scatter plot.
Analyses regression analyses. real-life problems in 3. describes shape (form),
different disciplines. trend (direction), and
variation (strength) based on
a scatter plot.
4. estimates strength of
association between the
variables based on a scatter
plot.
5. calculates the Pearson’s
sample correlation
coefficient.
6. solves problems involving
correlation analysis.
7. identifies the independent
and dependent variables.
8. draws the best-fit line on
a scatter plot.
9. calculates the slope and y-
intercept of the regression
line.
10. interprets the calculated
slope and y-intercept of the
regression line.
11. predicts the value of the
dependent variable given
the value of the
independent variable.
12. solves problems
involving regression analysis.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

GRADE 11 (Specialization)

Course Description:

This curriculum guide on Tour Guiding Services leads to National Certificate Level II (NCII). This course is designed for a Grade
11 student to develop knowledge, skills and attitude to perform the tasks on Tour Guiding Services. It covers core competencies
namely; 1) research information relevant to tour itinerary; 2) managing tour arrangements for visitors; and 3) accompanying
visitors in accordance with the tour itinerary. It also includes provision for on-the-job training in Tour Guiding Services.

The preliminaries of this specialization course includes the following: 1) Explain core concepts in tour guiding services; 2)
Discuss the relevance of the course 3) Explore on opportunities for a Tour Guide as a career.

Course Pre-requisite:
The student enrollee of this course must possess the following:
1) Excellent communication skills (must be proficient in the Native Language/s, English, and/or Foreign language/s);
2) Computer literacy;
3) Good visual impact and pleasing personality; and
4) Perfect vision (20/20) or with contact lenses but not beyond (20/30)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Introduction The learner demonstrates The learner independently 1. Explain basic concepts in
1. Core concepts in Tour understanding of concepts demonstrates core tour guiding services
Guiding Services and theories in Tour Guiding competencies in Tour 2. Discuss the relevance of
2. History of Tour Guiding Services. Guiding Services as the course
3. Relevance of the course prescribed in the TESDA 3. Explore on opportunities
4. Career opportunities Training Regulation. for tour guiding services as a
career
QUARTER I
LESSON 1 - INFORMATION RELEVANT TO TOUR ITINERARY (RT)
1. Sites and Sights Features The learner demonstrates The learner independently LO 1. Research information
2. Research Methods understanding of the conducts research on relevant to tour itinerary
3. Use of electronic knowledge, skills and information on tour guiding. 1.1 Identify sites and sights
resources for research attitudes required to features
1.2 Source information
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. Types of commentary access and research on 1.3 Select commentary

5. Selection of commentary information on tour guiding. material
material 1.4 Develop commentary or
6. Components of tour scripts based from the
commentary gathered information
7. Communication Skills LO 2. Arrange gathered
8. Use of electronic information logically
resources for writing 2.1 Prepare log book
9. Technical writing skills 2.2 Organize travel & tour
10. Costing Principles documents
11. Travel & tour documents
QUARTER II
LESSON 2 – TOUR ARRANGEMENTS FOR VISITORS (AV)
Four stages of tour guiding The learner demonstrates The learner independently LO 1. Identify the activities
techniques understanding of the manages tour arrangement involve in the four stages of
1. Pre – Tour knowledge, skills, and included in the tour tour guiding techniques
2. Tour Proper attitudes required in schedule. 1.1 Describe the activities in
2.1. Arrival procedures managing tour each of the four stages of
2.2. Activities during the arrangements included in tour guiding services
tour the tour schedule. LO 2. Manage tour
2.3. Departure procedures arrangements for visitors
3. Complaints management 2.1 Perform pre-arrival
4. Post tour preparations/activities
2.2 Manage tour
arrangements from tourist
arrival to departure
2.3 Resolve complaints and
other predicaments
2.4 Perform post-departure
activities
QUARTER III
LESSON 3 – ACCOMPANY VISITORS IN ACCORDANCE WITH THE TOUR ITINERARY (AT)
1. Elements of Tour Guiding The learner demonstrates The learner independently LO 1. Identify the elements
2. Pre-arrival activities understanding of the guides visitors in tour of tour guiding
3. Ten commandment of knowledge, skills, and schedule. 1.1 Describe the elements of
Tour Guiding attitude required in tour guiding
4. Crisis Management accompanying visitors in
5. Do’s and Dont’s of Tour tour schedule.
Guiding
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

LO 2. Accompany and guide

visitors according to tour
schedule
2.1 Perform pre-arrival
activities
2.2 Guide tourist
2.3 Follow the ten
commandments of tour
guiding
2.4 Deliver information and
commentaries
2.5 Resolve complaints and
other emergencies
2.6 Perform post departure
activities
2.7 Practice the do’s and
don’ts of tour guiding
QUARTER IV
LESSON 4- PERFORM ON THE JOB TRAINING (PJ)
1. Role and limitations of a The learner demonstrates The learner independently LO 1. Observe the role and
tour guide understanding of the performs on-the-job training limitations of a tour guide
knowledge, skills, and in Tour Guiding Services. 1.1 Identify the role and
attitude required in limitations of a tour
performing on the job guide
training in Tour Guiding
Services. LO 2. Perform and complete
on the job training in Tour
Guiding Services
2.1 Evaluate performance
during the OJT
2.2 Submit Training
Completed Certificate with
rating
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

GRADE 12 (Specialization)

Course Description:

This curriculum guide on Tourism Promotion Services that leads to a National Certificate Level II (NCII) is designed for the Grade
12 student to develop the knowledge, skills and attitudes for the tasks related to tourism promotion. It covers competencies
that a person must achieve to operate an automated information system, source and provide destination information and
advice, access and interpret product information, and promote tourism products and services. The preliminaries of this
specialization course include the following: (1) core concepts in Tourism Promotion Services, (2) relevance of the course (3)
career opportunities as a Tourism Promoter.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Introduction The learner demonstrates an The learner independently 1. Explain the key concepts
1. Key concepts in tourism understanding of concepts demonstrates competencies in Tourism Promotion
promotion services and theories in Tourism in Tourism Promotion services
2. Relevance of the course Promotion Services. Services as prescribed by 2. Discuss the relevance of
3. Career opportunities TESDA Training Regulations. the course
3. Explore career
opportunities in
QUARTER I
Lesson 1: OPERATE AN AUTOMATED INFORMATION SYSTEM (AI)
1. Role of automated The learner demonstrates an The learner independently LO1. Access information on
information systems in the understanding of concepts operates an automated an automated system
tourism industry and theories of automated information system. 1.1 Identify information
2. Functions of the information systems. requirements appropriately
information system 1.2 Identify sources of
information and access the
correct automated system
efficiently
1.3 Select appropriate
search methods for the type
of information required
1.4 Used key words and
phrases to search for
required information
1.5 Use and manipulate
features of the system to
access the full range of
system information
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1. Basic understanding of LO2. Check and download

copyright and intellectual information
property requirements as 2.1 Access information to
they relate to online meet the required scope and
information purpose
2. Basic keyboarding skills 2.2 Conduct further search if
3. Electronic file handling information is insufficient
(saving, copying, printing) 2.3 Select required
information
2.4 Place order for any
information that requires
purchase
2.5 Download/print
information in accordance
with system procedures and
needed requirements
2.6 Organize information in
a suitable format for use
QUARTER 2
Lesson 2: SOURCE AND PROVIDE DESTINATION INFORMATION AND ADVICE (DI)
1. Sources of information on The learner demonstrates an The learner independently LO1. Develop destination
destinations understanding of concepts sources and provides knowledge
2. Industry information and theories in sourcing and destination information and 1.1 Identify and access
networks providing destination advice. information sources for
information and advice. current and accurate
information on destinations
1.2 Obtain information on
features of the destination
and the general type of
tourism products available
1.3 Identify and obtain
information on the different
tourism products available
which can meet customer
needs
1.4 Record and store
information for future use in
accordance with enterprise
systems
3. Different ways that LO2. Update destination
individuals update their knowledge
knowledge in the tourism 2.1 Use informal and formal
industry, including the research to update
internet knowledge of destination
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. Ways in which customers and general products

seek information 2.2 Seek feedback on
5. Destination knowledge as experience with destinations
appropriate to the sector from both colleagues and
customers
2.3 Share updated
information with colleagues
in accordance with
enterprise procedures
6. Communication skills for LO3. Provide destination
dealing with customers and information and advice
colleagues 3.1 Identify specific needs of
7. Fundamental research the customer regarding
skills information and advice
3.2 Provide range of current
and accurate destination
and general products
information in a timely
manner and in accordance
with standard procedures
3.3 Address customer needs
by ensuring appropriate
scope and depth of
information
3.4 Present information and
advice appropriately
QUARTER 3
Lesson 3: ACCESS AND INTERPRET PRODUCT INFORMATION (PI)
1. Sources of tourism The learner demonstrates an The learner independently LO 1. Identify and access
product information understanding of concepts accesses and interprets product information
2. Major categories of and theories in accessing product information. 1.1 Identify and access
tourism products and and interpreting sources of product
services information. information
3. Industry terminology and 1.2 Select appropriate
common abbreviations in sources following set policy,
relation to major product commercial agreements and
categories specific needs
4. Use of the 24-hour clock 1.3 Source specific product
information to meet the
particular sales or
operational need
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

5. General procedures in LO 2. Interpret product

relation to major product information
categories 2.1 Interpret and apply
6. Specific legal issues general and/or brochure
relating to different product information to meet the
categories particular sales or
7. Collecting, organizing and operational need
analyzing information to 2.2 Interpret and apply
determine what product specific details about the
information is needed product to meet the
8. establishing the correct particular sales or
source of information and operational need
accessing the required 2.3 Interpret and apply
information special jargon or
9. Communication skills specifications used in
product information to meet
the particular sales or
operational need
QUARTER 4
Lesson 4: PROMOTE TOURISM PRODUCTS AND SERVICES (PS)
1. Principles of selling The learner demonstrates an The learner independently LO1. Identify customer
2. Fundamental understanding of concepts promotes tourism products needs
communication principles and theories in promoting and services. 1.1 Identify specific
3. Special laws relating to tourism products and customer needs and
the sale of prohibited services preferences including
products cultural needs and
expectations
1.2 Identify immediately
customer requirements
which, if met, would breach
ethical and legal
commitments
1.3 Establish rapport with
the customer to promote
goodwill and trust
4. Product knowledge as LO2. Suggest products to
appropriate to the meet customer needs
enterprise or industry sector 2.1 Conduct research, when
5. Content and format of required, to source
product information information and to meet
specific customer needs
2.2 Tailor product options to
the specific needs of the
customer
2.3 Make product
suggestions in accordance
with current promotional
focus and any
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
HOME ECONOMICS - TOUR GUIDING SERVICES (GS)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

preferred product
arrangements where
appropriate
2.4 Make customers aware
of additional products and
options which may enhance
their itinerary
2.5 Provide all options
within the appropriate or
agreed timeframe
2.6 Present all options in a
format and style most
appropriate to the particular
customer and in accordance
with standard procedures
6. Communication skills, LO3. Provide product
specifically active listening information and advice
and questioning 3.1 Identify specific product
7. Interpreting product information and advice
information needs of the customer
3.2 Provide current and
accurate product
information and advice in a
timely manner
3.3 Make scope and depth
of the information
appropriate to customer
needs
3.4 Present information and
advice appropriately
3.5 Explain and promote
clearly the features and
benefits to the customer
3.6 Provide additional
information to overcome
customer’s questions and
objections
3.7 Selected and used
techniques at the
appropriate time to close
the sale with the customer
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT
Grade: 11/12
21st Century Literature from the Philippines and the World

Quarter I – 21st Century Philippine Literature from the Regions

No. of Hours: 40 hours

General Description: This course aims to engage students in appreciation and critical study of 21st Century Literature from the
Philippines and the World encompassing their various dimensions, genres, elements, structures, contexts, and traditions.

Course Description: Study and appreciation of the literature of the region where the school is located in relation to the
literature of the other regions of the country.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

A. 21stCentury literature The learner will be able to The learner will be able to Writing a close analysis and
from the region where the understand and appreciate demonstrate understanding critical interpretation of
school is based in relation to the elements and contexts and appreciation of 21st literary texts and doing an
the literature of other of 21st century Philippine Century Philippine literature adaptation of these require
regions in various genres literature from the regions. from the regions through: from the learner the ability
and forms in consideration to:
of: 1. a written close analysis
1. various dimensions of and critical interpretation of 1. identify the geographic,
Philippine literary history a literary text in terms of linguistic, and ethnic
from pre-colonial to form and theme, with a dimensions of Philippine
contemporary; description of its context literary history from pre-
derived from research; and colonial to the
2. an adaptation of a text contemporary
3. canonical authors and into other creative forms 2. identify representative
works of Philippine National using multimedia. texts and authors from each
Artists in Literature; region (e.g. engage in oral
history research with focus
on key personalities from
the students’
region/province/ town)
4. names of authors and 3. value the contributions of
their works, and local writers to the
backgrounds of the development of regional
literature from the region literary traditions
where the high school is
located
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. appreciate the
contributions of the
canonical Filipino writers to
the development of national
literature
B. Study and appreciation of 5. differentiate/compare
literary texts from the and contrast the various
different regions written in 21st century literary genres
different genres covering: and the ones from the
1. regions in Luzon, Visayas, earlier genres/periods citing
Mindanao their elements, structures
2. major genres (poetry, and traditions
fiction, drama, creative 6. infer literary meaning
nonfiction, as well as from literal language based
hyperpoetry, blogs, mobile on usage
phone Texttula, chick lit, 7. analyze the figures of
speculative fiction, flash speech and other literary
fiction, etc.) techniques and devices in
the text
8. explain the literary,
biographical, linguistic, and
sociocultural contexts and
discuss how they enhance
the text’s meaning and
enrich the reader’s
understanding
9. situate the text in the
context of the region and
the nation
10. explain the relationship
of context with the text’s
meaning
11. produce a creative
representation of a literary
text by applying multi-media
skills
11.1 choose an appropriate
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

multimedia format in
interpreting a literary text
11.2 apply ICT skills in
crafting an adaptation of a
literary text
11.3 do self- and/or peer-
assessment of the creative
adaptation of a literary text,
based on rationalized
criteria, prior to
presentation

Note:
1. Lit 12 has two parts: 21st century Philippine literature from the regions and 21st century world literature. In this curriculum
guide, these two parts have been allotted one quarter each. It is expected that in the actual implementation of the subject, the
teacher, with discretion and careful assessment of teaching-learning circumstances, may adjust the time allotment between
these two parts.
2. The expected output for the performance standards can be modified based on learners’ abilities and readiness to carry out
tasks.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT

Grade 11/12
21st Century Literature from the Philippines and the World

Semester: 1st
Quarter II – 21st Century Literature from the world
No. of Hours: 40 hours

General Description: This course aims to engage students in critical study and appreciation of 21st Century Literature from the
Philippines and the World encompassing their various dimensions, genres, elements, structures, contexts, and traditions.

Course Description: Study and appreciation of literature of the world originally written in the 21st century.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner will be able to Writing a close analysis and

A. Literary genres, traditions demonstrate understanding critical interpretation of
and forms from different and appreciation of 21st literary texts, applying a
national literature and century literature of the reading approach, and doing
cultures, namely, Asian, world through: an adaptation of these,
Anglo-American, European, The learner will be able to require from the learner the
Latin American, and African understand and appreciate 1. a written close analysis ability to:
literary texts in various and critical interpretation of
genres across national a literary text in terms of 1. identify representative
literature and cultures. form and theme, with a texts and authors from Asia,
description of its context North America, Europe,
derived from research; Latin America, and Africa
2. explain the texts in terms
B. Basic textual and 2. critical paper that of literary elements, genres,
contextual reading approach analyzes literary texts in and traditions
in the study and relation to the context of
appreciation of literature the reader and the writer or 3. situate the texts in the
a critical paper that context of the region,
interprets literary texts using nation, and the world
any of the critical 4. appreciate the cultural
approaches; and and aesthetic diversity of
3. an adaptation of a text literature of the world
into other creative forms 5. compare and contrast the
using multimedia. various 21st century literary
genres and their elements,
structures, and traditions
from across the globe
6. distinguish the literary
uses of language from the
non-literary and understand
their use as well as the
formal features and
conventions of literature
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

7. identify the figures of

speech and other literary
techniques and devices in
the text
8. explain the biographical,
linguistic, and sociocultural
contexts and discuss how
they enhance the text’s
meaning and the reader’s
understanding
9. examine the relationship
between text and context
10. understand literary
meanings in context and the
use of critical reading
strategies
11. produce a creative
representation of a literary
text by applying multimedia
skills
11.1 choose appropriate
multimedia form of
interpreting a literary text
11.2 apply ICT skills in
crafting an adaptation of a
literary text
11.3 do self- and/or peer-
assessment of the creative
adaptation of a literary text,
based on rationalized
criteria, prior to
presentation
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT
GLOSSARY

Biographical context - same as authorial context. Biographical context places a particular literary work within the context of the
author’s life. Consider the circumstances under which the literary work was written. While exploring biographical context,
useful sources include biographies of the author, autobiographies or memoirs by the author or by people who knew him or her,
and critical works that give close attention to the author’s life.

Blog - a web log: a website containing short articles called posts that are changed regularly. Some blogs are written by one
person containing their own opinions, interests and experiences, while others are written by many different people.

Chick lit - genre fiction which addresses issues of modern womanhood, often humorously and light-heartedly. The genre
became popular in the late 1990s, with chick lit titles topping best seller lists and the creation of imprints devoted entirely to
chick lit. Although it sometimes includes romantic elements, chick lit is generally not considered a direct subcategory of the
romance novel genre, because the heroine's relationship with her family or friends is often just as important as her romantic
relationships.

Close analysis - synonymous to close reading. It fosters an advanced understanding and interpretation of a literary passage that
is focused primarily on the words themselves. It looks at details within the text in order to identify larger, overarching themes.
Some things to look for are word choice (diction), structure, imagery, syntax, literary devices, context, tone, strange or
surprising statements, and rhythm (mostly in poetry).

Context - anything beyond the specific words of a literary work that may be relevant to understanding the meaning. Contexts
may be economic, social, cultural, historical, literary, biographical, etc. (e.g. the political context of the rule of Elizabeth and
James, the religious context of Calivinism, the social context of homosexual relations and cross-dressing and the literary context
of Renaissance literature, for example, all have significant implications for understanding the words of Shakespeare) creative
nonfiction - also known as literary nonfiction or narrative nonfiction, is a genre of writing that uses literary styles and
techniques to create factually accurate narratives. Creative nonfiction contrasts with other nonfiction, such as technical writing
or journalism, which is also rooted in accurate fact, but is not primarily written in service to its craft. As a genre, creative
nonfiction is still relatively young, and is only beginning to be scrutinized with the same critical analysis given to fiction and
poetry.

Critical interpretation - a critical explanation of the meaning of a literary work. It involves analysis of its elements, especially the
theme. When applied to poetry, interpretation may also be called "explication." The most familiar example of interpretation is
literary criticism.

Critical paper - a composition that offers an analysis, interpretation, and/or evaluation of a text. Usually intended for an
academic audience, a critical paper often takes the form of an argument. According to Robert DiYanni, when you write about a
literary work, you will often attempt to convince others that what you see and say about it makes sense. In doing so, you will be
arguing for the validity of your way of seeing, not necessarily to the exclusion of all other ways, but to demonstrate that your
understanding of the work is reasonable and valuable. Since your readers will respond as much to how you support your
arguments as to your ideas themselves, you will need to concentrate on providing evidence for your ideas. Most often this
evidence will come in the form of textual support--details of action, dialogue, imagery, description, language, and structure.
Additional evidence may come from secondary sources, from the comments of experienced readers whose observations and
interpretations may influence and support your own thinking.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT
Figures of speech - also known as figurative language, it creates figures (pictures) in the mind of the reader or listener. These
pictures help convey the meaning faster and more vividly than words alone. We use figures of speech in "figurative language"
to add colour and interest, and to awaken the imagination. Figurative language is everywhere, from classical works like
Shakespeare or the Bible, to everyday speech, pop music and television commercials. It makes the reader or listener use their
imagination and understand much more than the plain words. Figurative language is the opposite of literal language. Literal
language means exactly what is says. Figurative language means something different to (and usually more than) what it says on
the surface.

Flash fiction - a style of fictional literature or fiction of extreme brevity. There is no widely accepted definition of the length of
the category. Some self-described markets for flash fiction impose caps as low as three hundred words, while others consider
stories as long as a thousand words to be flash fiction.

Hyperpoetry - a form of digital poetry that uses links using hypertext mark-up. It is a very visual form, and is related to
hypertext fiction and visual arts. The links mean that a hypertext poem has no set order, the poem moving or being generated
in response to the links that the reader/user chooses. It can either involve set words, phrases, lines, etc. that are presented in
variable order but sit on the page much as traditional poetry does, or it can contain parts of the poem that move and / or
mutate. It is usually found online, though CD-ROM and diskette versions exist. The earliest examples date to no later than the
mid 1980s.

Linguistic context - discourse that surrounds a language unit and helps to determine its interpretation.

Literary elements - refers to particular identifiable characteristics of a whole text. They are not “used,” per se, by authors; they
represent the elements of storytelling which are common to all literary and narrative forms. For example, every story has a
theme, every story has a setting, every story has a conflict, every story is written from a particular point-of-view, etc. In order to
be discussed legitimately as part of a textual analysis, literary elements must be specifically identified for that particular text.

Literary genre - a category of literary composition. Genres may be determined by literary technique, tone, content, or even (as
in the case of fiction) length. The distinctions between genres and categories are flexible and loosely defined, often with
subgroups. The most general genres in literature are (in loose chronological order) epic, tragedy, comedy, and creative
nonfiction. They can all be in the form of prose or poetry. Additionally, a genre such as satire, allegory or pastoral might appear
in any of the above, not only as a sub-genre, but as a mixture of genres. Finally, they are defined by the general cultural
movement of the historical period in which they were composed. Genre should not be confused with age categories, by which
literature may be classified as either adult, young-adult, or children's. They also must not be confused with format, such as
graphic novel or picture book.

literary history - the historical development of writings in prose or poetry which attempts to provide entertainment,
enlightenment, or instruction to the reader/hearer/observer, as well as the development of the literary techniques used in the
communication of these pieces.

Literary techniques - refers to any specific, deliberate constructions or choices of language which an author uses to convey
meaning in a particular way. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular
group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present
in every text; they represent deliberate, conscious choices by individual authors.

Literary traditions - it is a collection of works that have an underlying interconnectedness and coherence that makes them
more than simply a group of works sharing geography or group. Irish poetry and drama, for example, extend over several
centuries, involving writers with a range of voices and preoccupations; and yet it is often thought that they are distinctively
"Irish." This means that you can have someone who doesn't come from Ireland, perhaps doesn't even have Irish ancestors, but
they can write in the Irish Literary Tradition because they will draw on the same references, structure, mythology, focal points
for cultural meanings and historical moments.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGHSCHOOL – CORE SUBJECT
Mobile phone Text Tula - a particular example of this poem is a tanaga, a type of Filipino poem, consisting of four lines with
seven syllables each with the same rhyme at the end of each line - that is to say a 7-7-7-7 syllabic verse, with an AABB rhyme
scheme. The modern tanaga still uses the 7777 syllable count, but rhymes range from dual rhyme forms: AABB, ABAB, ABBA; to
freestyle forms such as AAAB, BAAA, or ABCD. Tanagas do not have titles traditionally because the tanaga should speak for
itself. However, moderns can opt to give them titles.

National literature - a literature that reflects the history and culture of a country, usually created by its local writers. According
to Rev. Harley Dewart, a national literature is an essential element in the formation of national character. It is not merely the
record of a country’s mental progress; it is the expression of its intellectual life, the bond of national unity, and the guide of
national energy. It may be fairly questioned, whether the whole range of history presents the spectacle of a people firmly
united politically, without the subtle but powerful cement of a patriotic literature.

oral history research - a method of research where the memories of living people about events or social conditions which they
experienced in their earlier lives are taped and preserved as historical evidence; oral history -historical information, usually
tape-recorded or videotaped, obtained in interviews with persons having first-hand knowledge; An audiotape, videotape, or
written account of such an interview or interviews.

Sociocultural context - it is evident when literary works respond in some way to the society in which they were written, and
most often (though not always) that response takes the form of criticism. Sociocultural context is about how a particular literary
work depicts society. Sources you might investigate include works (books and articles) of history or sociology that talk about the
strengths, weaknesses, and changes occurring in the society during the period in which the literary work is set, and critical
works that emphasize the connection between the society and the literary work.

speculative fiction - an umbrella term encompassing the more fantastical fiction genres, specifically science fiction, fantasy,
horror, weird fiction, supernatural fiction, superhero fiction, utopian and dystopian fiction, apocalyptic and post-apocalyptic
fiction, and alternate history in literature as well as related static, motion, and virtual arts.

21st century literature – all literary works written and published at the latter part of the 21st century (from 2001 onwards).
These works are often characterized as gender sensitive, technologically alluding, culturally pluralistic, operates on the extreme
reality or extreme fiction, and questions conventions and supposedly absolute norms.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Pagbasa at Pagsuri ng Iba’t-Ibang Teksto Tungo sa Pananaliksik

Deskripsyon ng Kurso: Pag-aaral sa proseso ng pagbasa at pagsusuri ng iba’t ibang anyo at uri ng teksto na nakatutulong sa
pagbuo at pagsulat ng sistematikong pananaliksik.

Pamantayang Pangnilalaman: Nasusuri ang iba’t ibang uri ng binasang teksto ayon sa kaugnayan nito sa sarili, pamilya,
komunidad, bansa at daigdig
Pamantayan sa Pagganap: Nakasusulat ng isang panimulang pananaliksik sa mga penomenang kultural at panlipunan sa bansa
Panitikang Kontemporaryo/Popular: Napapanahong sanaysay, talumpati, panitikang popular (awitin, komiks, iba’t ibang
paraan ng komunikasyon sa social media)
Gramatika: Paggamit ng kasanayang komunikatibo (linggwistik, sosyolinggwistik, diskorsal at istratedyik)

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang lingo

Paksa: Mga Uri ng Teksto

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

1. Natutukoy ang paksang

Mga Uri ng Teksto tinalakay sa iba’t ibang
tekstong binasa
1. Impormatibo Nasusuri ang iba’t ibang uri 2. Natutukoy ang kahulugan
2. Deskriptibo ng binasang teksto ayon sa Nasusuri ang kalikasan, at katangian ng
3. Persuweysib kaugnayan nito sa sarili, katangian, at anyo ng iba’t mahahalagang salitang
4. Naratibo pamilya, komunidad, bansa ibang teksto ginamit ng iba’t ibang uri ng
5. Argumentatibo at daigdig tekstong binasa
6. Prosidyural 3. Naibabahagi ang
katangian at kalikasan ng
iba’t ibang tekstong binasa
4. Nakasusulat ng ilang
halimbawa ng iba’t ibang uri
ng teksto
5. Nagagamit ang cohesive
device sa pagsulat ng sariling
halimbawang teksto
6. Nakakukuha ng angkop na
datos upang mapaunlad ang
sariling tekstong isinulat
Pagbasa at Pagsusuri ng Iba’t 7. Naiuugnay ang mga
Ibang Teksto kaisipang nakapaloob sa
binasang teksto sa sarili,
pamilya, komunidad, bansa,
at daigdig
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

8. Naipaliliwanag ang mga

kaisipang nakapaloob sa
tekstong binasa
Final Output Nakasusulat ng mga 9. Nagagamit ang mabisang
reaksyong papel batay sa paraan ng pagpapahayag:
binasang teksto ayon sa a. Kalinawan
katangian at kabuluhan nito b. Kaugnayan
sa: c. Bisa
a. Sarili Sa reaksyong papel na
b. Pamilya isinulat
c. Komunidad 10. Nakasusulat ng mga
d. Bansa reaksyong papel batay sa
e. Daigdig binasang teksto ayon sa
katangian at kabuluhan nito
sa:
a. Sarili
b. Pamilya
c. Komunidad
d. Bansa
e. Daigdig
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik

Deskripsyon ng Kurso: Pag-aaral sa proseso ng pagbasa at pagsusuri ng iba’t ibang anyo at uri ng teksto na nakatutulong sa
pagbuo at pagsulat ng sistematikong pananaliksik.

Pamantayang Pangnilalaman: Nakasusunod sa pamantayan ng pagsulat ng masinop na pananaliksik

Pamantayan sa Pagganap: Nakabubuo ng isang maikling pananaliksik na napapanahon ang paksa
Panitikang Kontemporaryo/Popular: Napapanahong sanaysay, talumpati, panitikang popular (awitin, komiks, iba’t ibang
paraan ng komunikasyon sa social media)
Gramatika: Paggamit ng kasanayang komunikatibo (linggwistik, sosyolinggwistik,diskorsal at istratedyik)

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang lingo

Paksa: Mga Hakbang ng Pananaliksik para sa Papel Pananaliksik

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

Pagsulat ng Pananaliksik
 Pagpili ng paksa 1. Nasusuri ang ilang
 Pagsulat ng tentatibong Nakasusunod sa Nakapagpapamalas ng halimbawang pananaliksik sa
balangkas pamantayan ng pagsulat ng kasanayan sa pananaliksik sa Filipino batay sa layunin,
 Pagbuo ng tentatibong masinop na pananaliksik Filipino batay sa kaalaman gamit, metodo, at etika sa
bibliograpi sa oryentasyon, layunin, pananaliksik
 Pagbuo ng konseptong gamit, metodo, at etika ng
papel pananaliksik
 Pangangalap ng datos 2. Nabibigyang kahulugan
 Pagsulat ng unang draft ang mga konseptong
 Pagsasaayos ng kaugnay ng pananaliksik
dokumentasyon (Halimbawa: balangkas
 Pagbuo ng pinal na draft konseptwal, balangkas
teoretikal, datos empirikal,
atbp.)

3. 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
isang pananaliksik
Final Output Nakabubuo ng isang 5. Nakabubuo ng isang
maikling pananaliksik na maikling pananaliksik na
napapanahon ang paksa napapanahon ang paksa
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSARYO

CABLA Communicative Activity Based Language Approach o CABLA ay isang paraan ng

pagtuturo ng wika sa pamamagitan ng pagbibigay ng mga panuto sa target na wika
upang maisagawa ng mga mag-aaral o ng tagapakinig.

Dugtungan Isang pamamaraang ginagamit sa pagsasalaysay muli ng napakinggan o nabasang

kuwento sa pamamagitan ng pagsasabi ng mga pangyayari nito nang may tamang
pagkakasunod-sunod.

Estratehiya sa Pag-aaral Mga kakayahan upang mapalawak ang kakayahan ng mag-aaral.

Kaalaman sa Aklat at Limbag Kakayahan na maunawaan ng ugnayan ng teksto at larawan at ang limbag ay may
kahulugan (Strickland & Schickedanz, 2004). Kasama din 5itto ang pagkakaunawa ng
mga babala, paalala at logo na makikita sa ating kapaligiran (Kassow, 2006).

Kamalayang Ponolohiya Pag-unawa na ang bawat tunog ay may katumbas na letra, at ang bawat salita ay
binubuo ng pantig, ang bawat pangungusap ay binubuo ng mga salita.

Kasanayan ng Wika Kasanayan sa paggamit ng wika sa pasalita o pasulat na pakikipagtalastasan na

isinasaalang –alang ang mga tuntunin sa grammar, sa pagbaybay ng mga salita sa
Filipino

OPAC Online Public Access Catalog o OPAC. Ito ay isang online na sistema ng card catalog o
talaan ng mga print at non-print na kagamitan sa loob ng silid-aklatan.

Palabigkasan at Pagkilala sa Salita Pagkaunawa na ang mga nakalimbag na salita ay binubuo ng mga letra na may kaniya-
kaniyang tunog at pinagsasama-sama upang makabuo ng mga salitang may kahulugan

Pagsulat at Pagbaybay/Komposisyon Isang gawaing naug-uugat mula sa pagtatamo ng kasanayan at kung paano ginagamit
ang wika hanggang sa ang kasanayang ito ay aktwal na magamit sa paraang pasulat
(Rivers, 1975) na isinasaalang alang ang mga pamantayan sa mabisang pagpapahayag ng
naiisip at nadarama.

Pag-unawa sa Binasa Isang aktibong proseso sa pagbuo ng kahulugan (Anderson at Pearson, 1984; Spiro 1980)
sa pamamagitan ng pag-uugnay ng tagabasa ng bagong impormasyong hango sa
binasang teksto sa kaniyang dating kaalaman at karanasan.

Pag-unawa sa Napakinggan Kakayahang matukoy at maunawaan kung ano ang sinasabi ng kausap (Yagang, 1993).
Nakapaloob sa kasanayan na ito ang pag-unawa sa diin at bigkas, balarila at talasalitaan
at pagpapakahulugan sa nais iparating ng tagapagsalita (Howatt at Dakin, 1974,
binanggit kay Yagang).
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

GLOSARYO

Pag-unlad ng Talasalitaan Kasanayan upang maangkin ng mga mag-aaral ang kakayahang mabibigay ang
kahulugan alinsunod sa gamit nito sa loob at labas ng isang konteskto at magamit nang
buong husay sa pakikipagtalastasan. (Channell, 1988)

Recount Isang uri ng tekstong pang-impormasyon na naglalayon na maitala at mailarawan ang

mga nakaraang karanasan nang may tamang pagkakasunod-sunod. Kalimitan na ang
kasali ang sumulat ng teksto sa pangyayari ng isinasaad.

Tatas Kakayahang magamit nang wasto ang wika sa pagsasalita, makabasa ng mga babasahin
na angkop sa kaniyang edad at baiting nang may otomasiti.

Tekstong Pang-impormasyon Kalipunan ng mga babasahing nagbibigay ng tunay at makatotohanang kaalaman

tungkol sa kapaligiran (Duke & Bennett-Armistead, 2003). Ilan sa halimbawa nito ay
procedural, expository, explanation, discussion at recount.

Wikang Binibigkas Paggamit ng wika sa pasalitang pakikipagtalastasan na bunga ng masusing pakikinig sa

tagapagsalita.
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11
Core Subject Title: PHYSICAL EDUCATION AND HEALTH

Quarter: FIRST AND SECOND

No. of Hours/ Quarter: 20 hours
Pre-requisite (if needed):

Core Subject Description: Physical Education and Health offers experiential learning for learners to adopt an active life for
fitness and lifelong health. The knowledge, skills and understanding which include physical and health literacy competencies
support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and advocating their
own as well as others’ fitness and health.

This course on exercise for fitness enables the learner to set goals , monitor one’s participation in aerobic and muscle- and
bone-strengthening activities and constantly evaluate how well one has integrated this into one’s personal lifestyle. It consists
of an array of offerings which learners can choose from.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner... The learner...

1. Distinguishes aerobic from
Health-optimizing P.E. Demonstrates Leads fitness events with muscle-and bone-
(H.O.P.E.) 1 understanding of fitness and proficiency and confidence strengthening activities
Exercise for Fitness exercise in optimizing one’s resulting in independent
a.Aerobic activities health as a habit; as pursuit and in influencing 2. Explains how to optimize
b.Muscle- and bone requisite for PA others positively the energy systems for safe
strengthening activities performance, and as a and improved performance
(resistance training) career opportunity
3. Relates health behaviors
(eating habits, sleep and
stress management) to
health risks factors and PA
performance

4. Differentiates types of
eating (fueling for
performance, emotional
eating, social eating, eating
while watching tv or sports
events)

5. Recognizes the role of PAs

in managing one’s stress
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6. Self-assesses health-
related fitness (HRF). status,
barriers to PA participation
and one’s diet

7. Sets FITT goals based on

training principles to achieve
and/or maintain HRF.

8. 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

9. Analyzes physiological
indicators such as heart rate,
rate of perceived exertion
and pacing associated with
MVPAs to monitor and/or
adjust participation or effort.

10. Observes personal safety

protocol to avoid
dehydration, overexertion,
hypo- and hyperthermia
during MVPA participation

11. Identifies school and

community resources in case
of an injury or emergency

12. Demonstrates proper

etiquette and safety in the
use of facilities and
equipment

13. Participates in an
organized event that
addresses health/fitness
issues and concerns

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

14. Recognizes the value of

optimizing one’s health
through participation in PAs

15. Displays initiative,

responsibility and leadership
in fitness activities

16. Realizes one’s potential

for health-and fitness
related career opportunities

17. Organizes fitness event

for a target health issue or
concern

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11
Core Subject Title: PHYSICAL EDUCATION AND HEALTH

Quarter: THIRD AND FOURTH

No. of Hours/ Quarter: 20 hours
Pre-requisite (if needed):

Core Subject Description: Physical Education and Health offers experiential learning forlearners to adopt an active life for
fitness and lifelong health. The knowledge, skills and understanding which include physical and health literacy competencies
support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and advocating their
own as well as others’ fitness and health.

This course is comprised of individual, dual and team sports in competitive and recreational settings.It consists of an array of
offerings which learners can choose from.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner... The learner...

Health-optimizing P.E. 1. Discusses the nature of
(H.O.P.E.) 2 Demonstrates Leads sports events with the different sports activities
understanding of sports in proficiency and confidence
Sports optimizing one’s health as a resulting in independent 2. Explains how to optimize
habit; as requisite for PA pursuit and in influencing the energy systems for safe
a. Individual and Dual sports performance, and as a others positively and improved performance
career opportunity
b. Team sport 3. Illustrates the relationship
of health behaviors (eating
habits, sleep and stress
management) to health risks
factors and PA performance

4. Differentiates types of
eating (fueling for
performance, emotional
eating, social eating, eating
while watching tv or sports
events)

5. Describes the role of PAs

in managing one’s stress

6. Self-assesses health-
related fitness

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(HRF)status, barriers to PA
participation and one’s diet

7. Sets FITT goals based on training

principles to achieve and/or
maintain HRF.

8. 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

9. Analyzes physiological indicators

such as heart rate, rate of perceived
exertion and pacing associated with
MVPAs to monitor and/or adjust
participation or effort.

10. Observes personal safety

protocol to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation

11. Identifies school and community

resources in case of an injury or
emergency

12. Demonstrates proper etiquette

and safety in the use of facilities
and equipment

13. Participates in an organized

event that addresses health/sports
issues and concerns

14. Explains the value of optimizing

one’s health through participation
in Pas

15. Displays initiative, responsibility

and leadership in sports activities

16. Recognizes one’s potential for

health-and sports related career
opportunities

17. Organizes sports event for a

target health issue or concern

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 12
Core Subject Title: PHYSICAL EDUCATION AND HEALTH

Quarter: FIRST AND SECOND

No. of Hours/ Quarter: 20 hours
Pre-requisite (if needed):

Core Subject Description: Physical Education and Health offers experiential learning for learners to adopt an active life for
fitness and lifelong health. The knowledge, skills and understanding which include physical and health literacy competencies
support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and advocating their
own as well as others’ fitness and health.

This course on dance includes rhythmical movement patterns; the promotion and appreciation of Philippine folk dance,
indigenous and traditional dances as well as other dance forms. It consists of an array of offerings which learners can choose
from.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner... The learner...

1. Discusses the nature of
Health-optimizing P.E. Demonstrates Leads dance events with the different dances
(H.O.P.E.) 3 understanding of dance in proficiency and confidence
optimizing one’s health; as resulting in independent 2. Explains how to optimize
Dance requisite for PA pursuit and in influencing the energy systems for safe
performance, and as a others positively and improved performance
a. Traditional (folk and career opportunity
ethnic) 3. Describes the connection
of health behaviors (eating
b. Modern and habits, sleep and stress
contemporary management) to health risks
factors and PA performance
c. Ballroom (recreational and
competitive) 4. Differentiates types of
eating (fueling for
d. Cheer dance performance, emotional
eating, social eating, eating
e. Hip-hop/street dance while watching tv or dance
events)
f. Festival dance
5. Explains the role of PAs in
managing one’s stress

6. Self-assesses health-
related fitness (HRF).status,
barriers to PA participation
and one’s diet

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

7. Sets FITT goals based on

training principles to achieve
and/or maintain HRF.

8. 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

9. Analyzes physiological
indicators such as heart rate,
rate of perceived exertion and
pacing associated with MVPAs
to monitor and/or adjust
participation or effort.

10. Observes personal safety

protocol to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation

11. Identifies school and

community resources in case of
an injury or emergency

12. Demonstrates proper

etiquette and safety in the use
of facilities and equipment

13. Participates in an organized

event that addresses
health/dance issues and
concerns

14. Explains the value of

optimizing one’s health through
participation in PAs

15. Displays initiative,

responsibility and leadership in
sports activities

16. Recognizes one’s potential

for health-and dance related
career opportunities
17. Organizes dance event for a
target health issue or concern

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 12
Core Subject Title: PHYSICAL EDUCATION AND HEALTH

Quarter: THIRD AND FOURTH

No. of Hours/ Quarter: 20 hours
Pre-requisite (if needed):

Core Subject Description: Physical Education and Health offers experiential learning for learners to adopt an active life for
fitness and lifelong health. The knowledge, skills and understanding which include physical and health literacy competencies
support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and advocating their
own as well as others’ fitness and health.

This course on recreational activities are associated with outdoor, natural or semi-natural settings; it enables learners to move
safely and competently in these settings while making a positive relationship with natural environments and promoting their
sustainable use. It consists of an array of offerings which learners can choose from.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner... The learner...

Health-optimizing PE 1. Discusses the nature of
(H.O.P.E.) 4 Demonstrates Leads recreational events different recreational
understanding of recreation with proficiency and activities
Recreational Activities in optimizing one’s health as confidence resulting in
a habit; as requisite for PA independent pursuit and in 2. Explains how to optimize
a. Aquatics performance, and as a influencing others positively the energy systems for safe
career opportunity and improved performance
b. Mountaineering (hiking,
trekking, camping, 3. Explains relationship of
orienteering) health behaviors (eating
habits, sleep and stress
management) to health risks
factors and PA performance

4. Differentiates types of
eating (fueling for
performance, emotional
eating, social eating, eating
while watching tv or
recreation events)

5. Describes the role of PAs

in managing one’s stress

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6. Self-assesses health-related
fitness (HRF) status, barriers to PA
participation and one’s diet

7. Sets FITT goals based on training

principles to achieve and/or
maintain HRF.

8. 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

9. Analyzes physiological indicators

such as heart rate, rate of
perceived exertion and pacing
associated with MVPAs to monitor
and/or adjust participation or
effort.

10. Observes personal safety

protocol to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation

11. Identifies school and

community resources in case of an
injury or emergency

12. Demonstrates proper etiquette

and safety in the use of facilities
and equipment

13. Participates in an organized

event that addresses
health/recreation issues and
concerns

14. Recognizes the value of

optimizing one’s health through
participation in Pas

15. Displays initiative,

responsibility and leadership in
recreational activities

16. Recognizes one’s potential for

health-and recreation-related
career opportunities

17. Organizes recreational event

for a target health issue or concern

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

Grade: 11/12
Core Subject Title: Physical Science

No. of Hours/Quarter: 40 hours/quarter

Prerequisite (if needed): None

Core Subject Description: Evolution of our understanding of matter, motion, electricity, magnetism, light, and the universe
from ancient times to the present; applications of physics and chemistry concepts in contexts such as atmospheric phenomena,
cosmology, astronomy, vision, medical instrumentation, space technology, drugs, sources of energy, pollution and recycling,
fitness and health, and cosmetics.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

QUARTER 3

How the elements found in 1. the formation of the make a creative 1. give evidence for and
the universe were formed elements during the Big representation of the explain the formation of the
Bang and during stellar historical development of light elements in the Big
How the idea of the atom, evolution the atom or the the Bang theory
along with the idea of the chemical element in a (3 hours)
elements evolved 2. the distribution of the timeline
chemical elements and the 2. give evidence for and
isotopes in the universe describe the formation of
heavier elements during star
3. how the concept of the formation and evolution
atom evolved from Ancient
Greek to the present
3. write the nuclear fusion
reactions that take place in
stars, which lead to the
formation of new elements

4. describe how elements

heavier than iron are formed

5. describe the ideas of the

Ancient Greeks on the atom

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

4. how the concept of the

element evolved from 6. describe the ideas of the
Ancient Greek to the Ancient Greeks onthe
present elements
(2 hours)

7. describe the contributions

of the alchemists to the
science of chemistry

8. point out the main ideas

in the discovery of the
structure of the atom and its
subatomic particles
(3 hours)

9. cite the contributions of

J.J. Thomson, Ernest
Rutherford, Henry Moseley,
and Niels Bohr to the
understanding of the
structure of the atom

10. describe the nuclear

model of the atom and the
location of its major
components (protons,
neutrons, and electrons)

11. explain how the concept

of atomic number led to the
synthesis of new elements in
the laboratory

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

12. write the nuclear

reactions involved in the
synthesis of new elements

13. cite the contribution of

John Dalton toward the
understanding of the
concept of the chemical
elements
(1 hour)

14. explain how Dalton’s

theory contributed to the
discovery of other elements

How the properties of 1. how the uses of different 1. determine if a molecule is

matter relate to their materials are related to their polar or non polar given its
chemical structure properties and structures structure
(2 hours)
2. the relationship between
the function and structure of 2. relate the polarity of a
biological macromolecules molecule to its properties

3. describe the general types

of intermolecular forces
(3 hours)

4. give the type of

intermolecular forces in the
properties of substances
(3 hours)

5. explain the effect of

intermolecular forces on the
properties of substances

6. explain how the uses of

the following materials
depend on

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

their properties:
a. medical implants,
prosthesis
b. sports equipment
c. electronic devices
d. construction supplies for
buildings and furniture
e. household gadgets

7. explain how the

properties of the above
materials are determined by
their structure

8. explain how the

structures of biological
macromolecules such as
carbohydrates, lipids, nucleic
acid, and proteins determine
their properties and
functions
(3 hours)
make either a poster, a flyer, 1. use simple collision theory
How chemical changes take 1. the following aspects of or a brochure on a to explain the effects of
place chemical changes: product(such as fuels, concentration, temperature,
household, or personal care and particle size on the rate
a. how fast a reaction takes products) indicating its uses, of reaction
place properties, mode of action,
b. how much reactants are and precautions 2. define catalyst and
needed and how much describe how it affects
products are formed in a reaction rate
reaction (2 hours)
c. how much energy is 3. calculate the amount of
involved in a reaction substances used or
produced in a chemical
2. how energy is harnessed reaction
(7 hours)

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

4. calculate percent yield of

a reaction
(1 hour)

5. determine the limiting

reactant in a reaction and
calculate the amount of
product formed
(2 hours)

6. recognize that energy is

released or absorbed during
a chemical reaction
(1 hour)

7. describe how energy is

harnessed from different
sources:
a. fossil fuels
b. biogas
c. geothermal
d. hydrothermal
e. batteries
f. solar cells
g. biomass
(2 hours)

How chemistry contributes The properties and mode of 1. give common examples of
to the understanding of action of the following cleaning materials for the
household and personal care consumer products: house and for personal care
products
a. cleaning materials 2. from product labels,
b. cosmetics identify the active
ingredient(s) of cleaning
products used at home

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

3. give the use of the other

ingredients in cleaning
agents

4. give common examples of

personal care products used
to enhance the appearance
of the human body

5. identify the major

ingredients of cosmetics
such as body lotion, skin
whitener, deodorants,
shaving cream, and and
perfume

6. explain the precautionary

measures indicated in
various cleaning products
and cosmetics

(5 hours for competences 2-

6)
QUARTER 4

How we come to realize that 1. Greek views of matter, 1. explain what the Greeks
the Earth is not the center of motion, and the universe considered to be the three
the Universe. types of terrestrial motion
2. competing models of the
universe by Eudoxus,
Aristotle, Aristarchus, 2. explain what is meant by
Ptolemy, diurnal motion, annual
motion, precession of the
3. Copernicus, Brahe, and equinoxes
Kepler

4. evidence that the Earth is

not the center of the
universe

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

3. explain how the Greeks

knew that the Earth is
spherical

4. explain how Plato’s

problem of “Saving the
Appearances” constrained
Greek models of the
Universe

5. compare and contrast the

models/descriptions of the
universe by Eudoxus,
Aristotle, Aristarchus,
Ptolemy, and Copernicus

6. cite examples of
astronomical phenomena
known to astronomers
before the advent of
telescopes

7. compare and contrast

explanations and models of
astronomical phenomena
(Copernican, Ptolemaic, and
Tychonic)

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

8. explain how Galileo’s

astronomical discoveries and
observations (lunar craters,
phases of Venus, moons of
Jupiter, sun spots,
supernovas, the apparently
identical size of stars as seen
through the naked eye, and
telescope observations)
helped weaken the support
for the Ptolemaic model.

9. 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

10. apply Kepler’s 3rd law of

planetary motion to objects
in the solar system

Why we believe that the 1. Aristotelian vs. Galilean 1. compare and contrast the
laws of physics are universal views of motion Aristotelian and Galilean
conceptions of vertical
2. how Galileo used his motion, horizontal motion,
discoveries in mechanics and projectile motion.
(and astronomy) to address
scientific objections to the
Copernican model

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

3. Newton’s Laws of Motion

2. explain how Galileo
4. Newton’s Law of inferred that objects in
Universal Gravitation vacuum fall with uniform
acceleration, and that force
5. mass, momentum, and is not necessary to sustain
energy conservation horizontal motion

3. explain how the position

vs. time, and velocity vs.
time graphs of constant
velocity motion are different
from those of constant
acceleration motion

4. recognize that the

everyday usage and the
physics usage of the term
“acceleration” differ: In
physics an object that is
slowing down, speeding up,
or changing direction is said
to be accelerating

5. explain each of Newton’s

three laws of motion

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

6. 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

7. Use algebra, Newton’s

2nd Law of Motion, and
Newton’s Law of Universal
Gravitation to show that, in
the absence of air
resistance, objects close to
the surface of the Earth fall
with identical accelerations
independent of their mass.

8. Explain the statement

“Newton's laws of motion
are axioms while Kepler's
laws of planetary motion are
empirical laws.”

9. explain the contributions

of scientists to our
understanding of mass,
momentum, and energy
conservation

K to 12 BASIC EDUCATION CURRICULUM

 SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

10. use the law of

conservation of momentum
to solve one-dimensional
collision problems

How light acts as a wave and 1. describe what happens

a particle when light is reflected,
refracted, transmitted, and
absorbed

2. explain how Newton and

Descartes described the
emergence of light in various
colors through prisms

3. cite examples of waves

(e.g., water, stadium, sound,
string, and light waves)

4. describe how the

propagation of light,
reflection, and refraction are
explained by the wave
model and the particle
model of light

5. explain how the photon

theory of light accounts for
atomic spectra

K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – CORE SUBJECT
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

6. 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

7. apply the wavelength-

speed-frequency relation

8. describe how Galileo and

Roemer contributed to the
eventual acceptance of the
view that the speed of light
is finite

9. cite experimental
evidence showing that
electrons can behave like
waves

10. differentiate dispersion,

scattering, interference, and
diffraction

11. explain various light

phenomena such as:
a. your reflection on the
concave and convex sides of
a spoon looks different
b. mirages
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

c. light from a red laser

passes more easily though
red cellophane than green
cellophane
d. clothing of certain colors
appear different in 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
12. explain the contributions
of Franklin, Coulomb,
Oersted, Ampere, Biot-
Savart, Faraday, and
Maxwell to our
understanding of electricity
and magnetism (3 hours)

13. describe how Hertz

produced radio pulses

1. explain how special

How physics helps us 1. Relativity and the Big relativity resolved the
understand the Cosmos Bang conflict between Newtonian
mechanics and Maxwell’s
2. Planets in and beyond the electromagnetic theory
Solar System (3 hours)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

(The learners demonstrate (The learners...) (The learners...)
an understanding of...)

2. 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)
3. 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)
4. explain how the speeds
and distances of far-off
objects are estimated (e.g.,
Doppler effect and cosmic
distance ladder)
(2 hours)
5. explain how we know that
we live in an expanding
universe, which used to be
hot and is approximately
14billion years old

6. explain how Doppler shifts

and transits can be used to
detect extra solar planets

7. explain why Pluto was

once thought to be a planet
but is no longer considered
one
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
Grade: 11
Subject Title: Practical Science 1

Semester: Second Semester

No. of Hours/Semester: 80 hours/semester

Subject Description: This course develops critical thinking and problem-solving skills through qualitative research.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

The learner demonstrates The learner is able to: The learner:

understanding of:
Nature of Inquiry and Use appropriate kinds of 1. shares research
Research 1. the importance of research in making decisions experiences and knowledge
research in daily life
2. the characteristics, 2.explains the importance of
processes, and ethics of research in daily life
research
3. quantitative and
qualitative research 3. describes characteristics,
4. the kinds of research processes, and ethics of
across fields research

4. differentiate quantitative
from qualitative research

5. provide examples of
research in areas of interest
(arts, humanities, sports,
science, business,
agriculture and fisheries,
information and
communication technology,
and social inquiry)
The learner demonstrates The learner is able to: The learner:
Qualitative Research and Its understanding of:
Importance in Daily Life Decide on suitable 1. describes characteristics,
1. the value of qualitative qualitative research in strenghts, weaknesses, and
research; its kinds, different areas of interest. kinds of qualitative research
characteristics, uses,
strengths, and weaknesses
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2. the importance of 2. illustrates the importance

qualitative research across of qualitative research
fields of inquiry across fields

The learner demonstrates The learner is able to: The learner:

understanding of: 1. designs a research project
Identifying the Inquiry and Formulate clearly statement related to daily life
Stating the Problem 1. the range of research of research problem
topics in the area of inquiry 2. writes a research title
2. the value of research in
the area of interest
3. the specificity and 3. describes the
feasibility of the problem justifications/reasons for
posed conducting the research

4. states research questions

5. indicates scope and

delimination of research

6. cites benefits and

beneficiaries of research

7. presents written
statement of the problem

The learner demonstrates The learner is able to:

understanding of: The learner:
Learning from Others and 1. select, cite, and 1. selects relevant literature
Reviewing the Literature 1. the criteria in selecting, synthesize properly related
citing, and synthesizing literature
related literature 2. use sources according to 2. cites related literature
2. ethical standards in ethical standards using standard style (APA,
writing related literature MLA or Chicago Manual of
Style)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. present written review of

related literature 3. synthesizes information
from relevant literature

4. writes coherent review of

literature

5. follows ethical standards

in writing related literature

6. presents written review of

literature

The learner demonstrates The learner is able to: The learner:

understanding of:
Understanding Data and 1. describe qualitative 1. chooses appropriate
Ways To Systematically 1. qualitative research research designs, sample, qualitative research design
Data designs and data collection and
2. the description of sample analysis procedures
3. data collection and 2. apply imaginatively 2. describes sampling
analysis procedures such as art/design principles to procedure and sample
survey, interview, and create artwork
observation
4. the application of creative 3. plans data collection and
design principles for analysis procedures
execution

4. presents written research

methodology

5. utilizes materials and

techniques to produce
creative work

Finding Answers through The learner demonstrates The learner is able to: The learner:
Data Collection understanding of:
Gather relevant information Collects data through
Observation and interview with intellectual honesty observation and interviews
procedures and skills
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Drawing out patterns and Analyze and draw out

themes from data patterns and themes with 1. infers and explain
Analyzing the Meaning of intellectual honesty patterns and themes from
the Data and Drawing data
Conclusions

2. relates the findings with

pertinent literature

The learner demonstrates The learner is able to: The learner:

understanding of:
Reporting and Sharing the 1. draws conclusions from
Findings 1. guidelines in making 1. form logical conclusions patterns and themes
conclusions and 2. make recommendations
recommendations based on conclusions 2. formulates
2. techniques in listing 3. write and present a clear recommendations based on
references report conclusions
3. the process of report
writing
3. list references

4. presents a written
research report

5. finalizes and present best

design
6. writes short description
and present best design
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

Glossary
Ethics research ethics relate to the standards that should be upheld to guard participants from
harm or risk. Ethical considerations should be made at each stage of the research design
and include informed consent, voluntary participation and respect for confidentiality.
(www.kcl.ac.uk/library/nhs/training/glossary.doc)

Intellectual Honesty is an applied method of problem solving in academia, characterized by an unbiased,

honest attitude, which can be demonstrated in a number of different ways, including
but not limited to:
 One’s personal beliefs do not interfere with the pursuit of truth;
 Relevant facts and information are not purposefully omitted even when such
things may contradict one’s hypothesis;
 Facts are presented in an unbiased manner, and not twisted to give misleading
impressions or to support one view over another;
 References, or earlier work, are acknowledged where possible, and plagiarism
is avoided.
(http;//en.wikipedia.org/wiki/Intellectual_honesty)

Qualitative Research a method of inquiry employed in many different academic disciplines, traditionally I the
social sciences, but also in market research and further contexts.
(http;//en.wikipedia.org/wiki/Qualitative_research)

Quantitative Research refers to the systematic empirical investigation of social phenomena via statistical,
mathematical or numerical data or computational techniques.
(http;//en.wikipedia.org/wiki/Quantitative_research)
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

Grade: 12
Subject Title: Practical Research 2

Semester: Second Semester

No. of Hours/Semester: 80 hours/semester
Prerequisites: Statistics and Probability

Common Subject Description: This course develop critical thinking and problem-solving skills thorough quantitative research.

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

The learner demonstrates The learner is able to: The learner:

understanding of:
Decide on suitable 1.describes characteristics, strengths,
1.the characteristic, quantitative research weaknesses, and kind of
strengths, weaknesses, in defferent areas of quantitatives research
Nature of inquiry and and kind of quantitative interest 2.illustrates the importance of
research research quantitatives research across fields
2.the importance of 3. differentiates kinds of variable and
quantitative research their uses
across fields
3.the nature of variables

The learner demonstrates The learner is able to: The learner:

understanding of:
Formulated clearly the 1.designs a research useful in daily
1.the range of research statement of research life
Identifying the inquiry and topics in the area of problem 2.writes a research title
stating the problem inquiry 3.describe baxkground of research
2.the value of research in 4.states research question
the area of interest 5.indicates scoops and
3.the specificity and deliminationof study
feasibility of the problem 6.cites benefits and beneficiaries of
posed study
7.present written statement of the
problem
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

The learner demonstrates The learner is able to:

understanding of: The learner:
1.selects relevant literature
1.the criteria in selecting
citing, and synthesizing
related literature 2.cites related literature using standard
2.the ethical standards in style (APA, MLA or Chicago Manual of
writing related literature Style)
3.the formulation of
conceptual framework
4.the research hypotheses 3.synthesizes information from relevant
(if appropriate) literature
Learnind from others 5.the definition of terms
and reviewing the as used of study
liereture 4.writes coherent review of literature

5.follows ethica standard in writing

related literature

6.illustrates and explain conceptual

framework

7.defines term used in study

Understanding data The learner demonstrates The learner is able to:

and ways to understanding of: 8.list research hypotheses (if appropriate)
systemically collect Describe adequately
datas 1.quantitative research quantitative research
design designs, sample, 9.presents written review of related
2.description of sample instrument used, literature and conceptual framework
intervation (if
aoolicable), data
collection, and analysis The learner
procedures
1.chooses appropriate quantitative
research design
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3.instrument 2.describes sampling procedure and

development sample
4.description of 3.constructs an instrument and stablishes
intervention (id its validity and reliability
applicable) 4.describes intervation (if applicable)
5.data collection ang 5.plans data collection procedure
analysis procedures 6.plans data analysis using statistic and
such as survey, hyphotesis testing (if appropriate)
interview, and 7.present written research methodology
observation
6.guidelines in writing
research methology
8.the application of 9.apply imaginatively art/design 8.implements design and principles to
art/design principles to create artwork produce creative artwork
fundamentals for
execution
The learner The learner is able to: The learner:
demonstrates
understanding of: Gathet and analize data with 1. collects data using appropriate
intellectual honesty, using instrument
Finding answers 1.data collection suitable techniques 2. presents and interprets data in tabular
through Data procedures and skills and graphical forms
Collection using varied
instruments
2.data processing,
organizing, and analysis
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3.uses statistical techniques

to analyze data-study of
differences and relationships
limited for bivariate
Reporting and Sharing The learner demonstrates The learner is able to: The learner:
Finding understanding of:
1.form logical conclusions 1.draws conclusions from
2.make recommendations research findings
base ion conclusions 2.formulates
3.write and present clear recommendations
report 3.lists references
4.presents written research
report
4.the selection criteria and 4.executive best design 5. finalizes and present best
process of best design design
6.present research
workbook
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

GLOSSARY
Ethics research ethics relate to the standards that should be upheld to guard participants from harm or
risk. Ethical consederations should be made at each stage of the research design and include
informed consent, voluntary participation and respect for confidentiality.
(www.kcl.ac.uk/library/training/glossary.doc)

Intellectual Honesty is an applied method of problem solving in academia, characterized by an unbiased, honest
attitudes, which can be demonstrated in a number of different ways, including but not limited to:

 One’s personal beliefs do not enterfere with the pursuit of truth;

 Relevants facts and information are not purposefully omitted even when such
thing may contradict one’s hypothesis;
 Fact are presented in an unbiased manner, and not twisted to give misleading
impression or to support one view over another;
 References, or earlier work are acknowledged where possible, and plagiarism
is avoided. (http://en.wikipedia.org/wiki/Intellectual_honest)

Qualitative Research a method of inquiry employed in many different academic disciplines, traditionaly in the social
science, but also in market research and further contexts.
(http://en.wikipedia.org/wiki/Qualitative_research)

Quantitative Research refers to the systematic empirical investigation of social phenomena via statistical,
mathematical or numerical data computational techniques.
((http://en.wikipedia.org/wiki/Quantitative_research)
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

(160 Hours)

Course Description:

This curriculum guide on Bread and Pastry Production course leads to National Certificate Level II (NCII). This course
is designed for highschool student to develop knowledge, skills, and attitudes to perform the task on Bread and Pastry
production. It cover more competencies namely: 1) prepare and produce bakery products; 2) prepare and produce pastry
products; 3) prepare and present gateatu, tortes and cakes; 4) prepare and display petit fours and 5) present desert. The
preliminaries of this specialization course include the following: 1) Explain core concept in bread and pastry production; 2)
Discuss the relevance of the course 3) Explore on opportunities for Baker or Commis as a career.

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

Introduction The learners demonstrate The learners The learners:

1.Basic concepts in bread and an understanding of the independently 1.explai core concept in
pastry production core concept and theories demonstrate core bread and pastry
2.Relevance of course in bread and pastry competencies in bread and production
3.Career opportunities production pastry production as 2.discuss the relevance of
prescribed in the TESDA the course
Training Regulation 3.explore opportunities in
bread and pastry
production
Quarter 1
Lesson 1: PREPARE AND PRODUCE BAKERY PRODUCTS
1. Accurate measurement of The learners demonstrate The learners LO 1. Prepare bakery
ingredients an understanding of the independently products
2. Baking ingredients and its core concepts and throries demonstrate core 1.1 Selec, measure and
substitution in bread and pastry competencies in preparing weight required
3. Types, kinds, and classification production and producing bakery ingredients according
of bakery products product to recipe or production
4. Mixing requirements
procedures/formulation/recipes, 1.2 Prepare a variety of
and desired product bakery producs
characterisics of various bakery according to standard
products mixing procedures/
5. Baking techniques, formulation/recipes
appropriate conditions and and desire product
enterprise requirements and characteristics
standards 1.3 Use appropriate
6. Temperature ranges in bakery equipment according
products to required bakery
7. Suggested projects: product and standard
7.1. Dinner roll operating procedures
7.2. Pan de sal 1.4 Bake bakery products
7.3. Cinnamon roll according to
7.4. Ensaymada techniques and
7.5. Pan de coco appropriate conditions
1.5 Select required oven
temperature to bake
goods in accordance
with the desired
characteristic, standard
recipe specifications
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES

STANDARD

Quarter 2
LESSON 1: PREPARE AND PRODUCE PASTRY PRODUCTS (PP)
1. culinary and technical terms the learner The learner demonstrate LO 1. Prepare pastry products
related to pastry products demonstrates competencies in 1.1 select, measure and weigh
2. ratio of ingredients required understanding of the preparing and producing required ingredients according
to produce a balance formula basic concept and pastry products to recipe or production
3. correct proportion control, underlying theories in requirements and established
yields, weights and sizes for preparing and producing standards and procedures
profitability pastry products 1.2 prepare variety of pastry
4. Types, kinds, and classification products according to standard
of pastry products mixing
5. Mixing procedures/formulation/recipes
procedures/formulation/recipes, and desired product
and desired product characteristics
characterisics of various pastry 1.3 use appropriate equipment
products according to required pastry
6. baking tools, equipment, and products and standard
their uses and functions operating procedures
7. baking techniques 1.4 bake pastry products
appropriate conditions, and according to techniques and
enterprise requirements and appropriate conditions; and
standards enterprise requirement and
8. Temperature ranges in baking standards
pastry products 1.5 select required oven
9. Suggested projects: temperature to bake goods in
10.1 Pies accordance with the desired
- Pineapple pie characteristics, standards recipe
- Buko pie specifications and enterprise
- Egg pie practices
10.2 Pizza
10.3 Empanada
10.4 Tart
10.5 Etc.
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

11. types and classifications LO 2. Decorate and present

of fillings, coatings/icing and pastry products
glazes 2.1 prepare a variety of
12. regular and special fillings and
fillings and coating/icing, coating/icing,glazes and
glazes and decorations decorations for pastry
13. decorative techniques products according to
and rules for garnishing standard recipes, enterprise
14. the tools and materials standards and/or customer
in decorating, finishing and preferences
presenting 2.2 fill and decorate pastry
15. standards and products, where required
procedures in decorating and appropriate, in
pastry products accordance with standard
16. occupational health and recipes and/or enterprise
safety standards and customer
17. standards and preferences
procedures in finishing 2.3 finish pastry products
pastry products according to desired product
18. plating and presenting characteristics
pastry products 2.4 present baked pastry
products according to
established standards and
procedures
19. shelf-life of pastry LO 3. Store pastry products
products 3.1 store pastry products
20. standards and according to established
procedures in storing pastry standards and procedures
products 3.2 select packaging
21. different kinds of appropriate for the
packaging materials to be preservation of product
used freshness and eating
2.2 standards and characteristics
procedures in packaging
pastry product
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Quarter 3
LESSON 1: PREPARE AND PRESENT GATEAUX, TORTES AND CAKES (TC)
1. culinary terms related to the learner demonstrates The learner demonstrate LO 1. Prepare sponge and
sponge and cakes understanding of the core competencies in preparing cakes
2. how to measure concept and underlying and presenting gateaux, 1.1 select, measure and
ingredients theories in preparing and tortes and cakes weigh ingredients according
3. correct proportion presenting gateaux, tortes to recipe requirements,
control, yields, weights and and cakes enterprise practices and
sizes for profitability customer practices
4. main ingredients used for 1.2 select required oven
variety of sponge and cakes temperature to bake goods
5. specific temperature used in accordance with desired
for different types of sponge characteristics, standard
and cakes recipe specifications and
6. pre-heating the oven enterprise practices
7. classification of the 1.3 prepare sponge and
different types of sponge cakes according to recipe
and cakes specifications, techniques
8. mixing methods used for and conditions and desired
variety of sponge and cakes product characteristics
9. required equipment and 1.4 use appropriate
materials for sponge and equipment according to
cakes required pastry and bakery
10. recipe specifications, products and standard
techniques and conditions operating procedures
and desired product 1.6 cool sponges and cakes
characteristics according to established
11. cooling temperature of standards and procedures
sponge and cakes
12. suggested projects:
13. batter cake with butter
icing
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

14. sponge cake with butter

cream filling and icing
15. chiffon cake with boiled
icing or fondant icing
16. chocolate cake
17. identification of fillings LO 2. Prepare and use filling
appropriate in a specific 2.1 prepare and select
cakes fillings in accordance with
18. identification of the required consistency and
required consistency and appropriate flavors
appropriate flavor of fillings 2.2 fill and assemble slice or
19. filling and assembling layer sponges and cakes
cakes according to the according to standard recipe
standard recipe specifications, enterprise
specifications practice and customer
20. classification of coatings preferences
and sidings based on the 2.3 select coatings and
required recipe sidings according to the
specifications and product product characteristics and
characteristics required recipe specification

21. identification of specific LO 3. Decorate cakes

decorations appropriate for 3.1 decorate sponges and
sponge and cakes cakes suited to the product
22. identification of and occasion and in
standard recipes of icings accordance with standard
and decorations for sponge recipes and enterprise
and cakes practices
23. Identification and 3.2 use suitable icings and
application of steps and decorations according to
procedure in icing a cake. standard recipes and/or
24. types of icing/frosting enterprise standards and
and their uses customer preferences
25. presenting and plating LO 4. Present cakes
sponge and cakes 4.1 present cakes in
accordance with customer’s
spectation and
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

26. selection and usage of 4.2 established standards

equipment in accordance and procedures
with service requirements 4.3 select and use
27. identification of the equipment in accordance
product freshness, with service requirements
appearance, characteristics 4.4 maintain product
of prepared cakes freshness, appearances and
28. cutting portion- eating qualities in
controlled to minimize the accordance with the
wastage of cake established standards and
29. standard size and weight procedures
per serving 4.5 marked cakes or cut
portion-controlled to
minimize wastage and in
accordance with enterprise
specifications and customer
preferences
30. standards and LO 5. Store cakes
procedures of storing cake 5.1 store cakes in
products accordance with
31. factors to consider in establishment’s standards
storing cakes and procedures
32. storage methods for 5.2 identify storage methods
cakes in accordance with product
33. storage temperature for specifications and
cakes established standards and
procedures
Quarter 4
LESSON 1: PREPARE AND DISPLAY PETITS FOURS (PF)
1. characteristics of classical The learner demonstrates The learner demonstrate LO 1. Prepare iced petits
and contemporary petits understanding of the basic competencies in preparing four
four concept and underlying and displaying petits fours 1.1 prepare, cut and
2. underlying principles in theories in preparing and assemble sponges and bases
preparing petits four displaying petits four according to standard
3. types and kinds of sponge recipes and enterprise
and bases requirements and practices
4. different kinds of fillings 1.2 prepare fillings with the
5. procedure in making required flavors and
fondant icing consistency
6. decorations and designs 1.3 prepare fondant icing
following required
temperature and standard
procedure
1.4 design and use
decorations in accordance
with establishment
standards and procedures
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

7. kinds of small choux paste LO 2. Prepare fresh petits

8. types of sweet paste and fours
fillings 2.1 bake and decorate a
9. different garnishes, glazes selection of small choux
and finishes paste shapes in accordance
10. standards and operating with established standards
procedures in preparing and procedures
fresh petits four 2.2 prepare and blend baked
sweet paste in accordance
with establishment
standards and procedures
2.3 prepare and use fillings
the required flavors and
correct consistency
2.4 use garnishes, glazes and
finished in accordance with
established standards and
procedures
11. flavor and shape LO 3. Prepare marzipan
specifications and enterprise petits four
standards of quality  Flavor and shape
marzipan quality marzipan
12. standards and operating to produce mini-
procedures in coating sized fruits in
marzipan fruits accordance with
enterprise and
client
requirements
 Coat marzipan
fruits to preserve
desired eating
characteristics and
softened with egg
whites, piped into
shapes and
sealed/browned
with applied heat,
according to
enterprise practice
13. specifications of fresh LO 4. Prepare caramelized
fruits needed to caramelized petits four
14. Specifications of dried 4.1 select and coat fresh
fruits needed. fruits/fruit segments with
15. kinds of sugar to pale amber-colored caramel
caramelized or glazed or any coating
specified by the enterprise
4.2 fill sandwich dried fruits
or nuts with flavored
marzipan and coated with
pale amber-colored caramel
according to specifications
and enterprise standards
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

16. kinds and uses of LO 5. Display petits fours

receptacles for petits four 5.1 select and prepare
17. tips on how to display appropriate receptacles for
petits fours petits fours
18. standards and 5.2 display petits fours
procedures in displaying creatively to enchance
petits fours customer appeal
19. tips on storing petits LO 6. Store petits four
fours 6.1 store petits fours in
20. temperature proper temperatures and
requirements in storing conditions to maintain
petits fours maximum eating qualities,
21. standards and appearance and freshness
procedures in storing and 6.2 package petits fours in
packaging petits fours accordance with established
standards and procedures
Quarter 4
LESSON 2: PRESENT DESSERTS (PD)
1. varieties and The learner demonstrates The learner demonstrate LO 1. Present and serve
characteristics of specialized understanding of the basic competencies in presenting plated desserts
cakes, both classical and concept and underlying desserts 1.1. Portion and present
contemporary and other theories in presenting desserts according to
types of desserts desserts product items, occasion and
2. commodity knowledge, enterprise standards and
including quality indicators procedures
of specialized cakes and 1.2. plate and decorate
other types of desserts desserts in accordance with
3. culinary terms related to enterprise standards and
specialized cakes and other procedures
types of desserts
4. portion control and yield
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

5. standard recipe
specifications of specialized
cakes and other types of
desserts
6. standard operating
procedures in preparing
other types of desserts
7. planning, preparing and LO 2. Plan, prepare and
presenting trolley services present dessert buffet
8. arranging and preparing selection or plating
variety of desserts 2.1 plan and utilize dessert
buffet services according to
available facilities,
equipment and
customer/enterprise
requirements
2.2 prepare and arrange
variety of desserts in
accordance with enterprise
standards and procedures
9. temperature range in LO 3. Store and package
storing desserts desserts
10. packaging design 3.1 store desserts in
techniques accordance with the
11. standards and required temperature and
procedures in storing and customer’s specifications.
packaging desserts 3.2 package desserts in
accordance with established
standards and procedures
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (NC II)

GLOSSARY
Appropriate Suitable or proper under the given circumstances
Assembling Fitting together the component parts of a certain dish or
food.
Boiled icing A sugar and egg white icing for cakes. Sugar is first cooked
on the stovetop to form syrup, and then the hot syrup is
beaten into whipped egg whites. As the mixture is beaten it
becomes smooth, fluffy, and glossy.
Choux pastry or pate a choux  A light pastry dough for making profiteroles,
croquembouches, eclairs, French cullers, beignets,
St. honore cake, Indonesian kue sus, and gougeres.
Commis A junior chef.
Consistency (1) The way in which a certain substance, typically liquid,
holds together; (2) thickness or viscosity.
Culinary Of or relating to a kitchen or to cookery.
Characteristics A feature or quality belonging to a person, place, or thing
and which serves to identify it.
Condition The state of something, especially with regard to its
appearance, quality, or working order.
Filling, coating, topping A quantity of material that fills or is used to fill something, or
is used to coat, or is used to design the top of food.
Fondant/Fondant icing A thick paste that is made of sugar and water and is often
flavored and/or colored; it is used for making candy and
icing in cake-decorating.
 Fondant is one of several kinds of icing-like
substances used to decorate or sculpt pastries. The
word, in French, means “melting”, coming from
the same root as “foundry” in English. A foundry is
a workshop or factory for casting metal.
Glaze An overlay or cover (food, fabric, etc.) with a smooth and
shiny coating or finish.
Gateau torte A rich cake, typically one containing layers of cream or fruit.
Garnishing To decorate or embellish something, especially food.
Product An article or substance that is manufactured or refined for
sale.
Product characteristic An element that defines a product’s character, such as size,
shape, weight, etcetera.
Petit four A small confectionery or savoury appetizer means “small
oven” in French.
Proportion control Control in which the amount of corrective action is
proportional to the amount of error
Shelf-life The length of time for which an item remains usable, fit for
consumption, or saleable.
Siding Food on the side of a main dish; often eaten before eating
the main dish.
Sweet paste A sweet doughy candy or confection.
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

Course Description:
This curriculum guide on TRAVEL SERVICES leads to National Certificate Level II (NC II). This course is designed for a high school
student to enhance the knowledge, skill, and attitudes of a learner in tour servicing in accordance with industry standards. It
covers specialized competencies such us: book travel-related reservation, administering billing and settlement plan, and issuing
air sea land tickets and multipurpose documents.

Course Prereqauisities:
The student / enrollee of this course must posses the following:
1. Exellent communication skills (must be proficient in the Native Language/s; Filipino, English, and /or Foreign language/s)
2. Computer Literacy
3. Good visual impact and pleasing personality
4. Perfect vision (20/20) or with contact lenses but beyond (20/30)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Introduction The leraners The learners independently The learners:

1. Key concepts in Travel demonstrate an demonstrate core
Services (TS) understanding of competencies in TS as 1. explain concepts in TS
2. Relevance of the course concepts and theories prescribed in the TESDA 2. discuss the relevance of the
3. Career opportunities in TS. Training Regulation. course
3. explore oppurtunities for a
career in TS
QUARTER 1
Lesson 1 – The Philippine Tourism Industry (PT)
A. The government sector The learners The learners graphically LO 1. Understand totally the
1. Department of Tourism demonstrate an show how the Philippine Philippine tourism industry
(DOT) understanding of the tourism industry operates. 1.1 explain the role of the
a. Internal Services role of the Philippine National Tourism Office , its
b. Tourism Promotions tourism industry. attached agencies, and local
c. Tourism promotions & government (LGU) in the
RO tourism industry
d. Planning, product 1.2 define the role of the
development & Coordination various sub- sectors of the
2. The Philippine Convention private sectors that comprise
and Visitors Corporation the tourism industry
(PCVC) 1.3 industry specific entities in
3. The Philippine Tourism the private sector and explain
Authority their specific function in the
a. Vision tourism industry
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

b. Mission
c. Function
2. Senate Bill 1725
a. The local
government units (LGUs)
b. The Private Sector
1. The transportation
industry
a. Air
b. Land
c. Sea
i. Shipping
ii. Cruises
2. Oil companies
3. Lodging industry
4. Food and beverage
industry
5. The attractions and
activities industry
a. Attractions
Industry
b. Activities
(recreation & entertainment)
Industry
6. The travel trade
7. The other private
sector entities
a. Publishing
companies
b. ITC service
providers
c. Marketing and
public relations organization
d. Event organizers
e. Miscellaneous
Services
8. Eduction and training
Institutions
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

LESSON 2 – Travel Management Companies and Travel Agencies ((TM)

A. Different kinds of travel The learner’s The nlearners independently LO 2. Described the travel
agencies demoinstrate an operate a travel business. management companies and
1.Traditional way understanding of travel agencies.
2. New way operating a travel 2.1 differentiate the
B. Function of travel business. traditional “rate-minus” from
Management the evolving “cost-plus”
Company(TMC)/Travel Agency concepts
3. Provide information and 2.2 explain the five basic
expertise functions of Travel
4. Recommended Management Company
destination, products, and (TMC)/travel agency
services best suited to the 2.3 explain the departmental
needs of the client functions of a TMC/travel
5. Provide assistance in agency
securing travel documents 2.4 understand the duties and
6. Process travel responsibilities of the various
arragements designations in a TMC?travel
7. Assist in case of refunds agency
and cancellations 2.5 enumerate the various
C. Sales Revenue of a TMC requierments to set up a
D. Characteristic of a TMC TMC/travel agency
E. Organizational atructure, 2.6 explain the difference
departmental functions, and Job between an LGU license and a
descriptions. DOT accredatation
1. Administration
a. General administration
section
b. Personnel section
c. Accounting section
d. Finance section
2. Operation
3. Markrting and sales
a. setting up a TMC/TA
4. Small-size TMC/TA
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

5. Medium-sized TMC/TA
6. Large –size TMC/TA
a. LGU and DOT
QUARTER 2
LESSON 3- Market and Destination(MD)
A. Market The learners demonstrate The learners independently LO 3. Identify the markets
1. Leisure travel motivations an understanding of the recognize and identify the and destinations
a. Physical market and destination in appropriate market and 3.1 explain why people
b. Cultural travel services. destination in travel services travel and the needs,
c. Interpersonal appropriate to travelers’ motives, and aspirations of
d. Status and prestige needs, motives, and travelers
2. Leisure travel de- aspirations. 3.2 explain the difference
motivations between leisure travelers
a. Cost of travel and business travelers
b. Lack of time 3.3 know how to interpret a
c. Health map and apply the principles
d. Family stage of geography
e. Lack of interest 3.4 know the International
f. Fear and safety Air Transportation
3.Other factors that Association (IATA) areas
influence travel 3.5 locate countries and
a. Age cities and describe their
b. Gender tourist attractions
c. Education 3.6 know Philippine national
i.market variables regions and their provinces
d. Socioeconomics 3.7 locate the major
e. Product relate Philippines cities and
f. Geograhic describe their tourist
i. Types of tourism attractions
g. Historical 3.8 know the criteria for
h. Culture assessing destination’s traits
i. Religious and attractions
j. Adventure 3.9 apply the criteria to
k. Environmental or Eco- assess a specific
tourism destination’s traits and
l. Culinary attractions
m. Medical 3.10 match the travelers’
n. Recreational motivations with
destination’s traits and
attractions both locally and
internationally
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. corporate travel or
business travel
5. destinations
a. natural attractions
b. cultural attractions
c. recreational
facilities
d. religious gatherings
and festivals
e. destination
assessment
i. transportation
ii. facilities
iii. infrastructure
iv. attractions
v. hospitality
resources
6. matching markets with
destinations
a. domestic traveler
b. budget traveler
c. regular traveler
7. high-end traveler
8. destination evaluation
9. accessibility
10. comfort and
convenience
11. education and
entertainment
12. service, safety and
security
13. the good match
B. maps and map reading
1. definitions
2. principles of
geography and terms
3. world tourism
geography
a. area I – the
americans
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

b. area II- Europe,

middle east and Africa
c. area III- asia and
pacific (ocenia)
LESSON 4 – The Internet and E-Travel Commerce (ET)
A. internet in travel agency The learners demonstrate an The learners independently LO 4. Practice the internet
1. the internet-cyberspace understanding of operating operate the internet and and E-travel commerce
2. demand-side the internet and computerized E-travel 4.1 understand the true
3. travel web portals computerized E-travel commerce. impact of the internet in the
4. Expedia inc. commerce. travel industry
5. supply-side 4.2 appreciate the
B. computerized reservation contribution of technology
system (CRS) to global to the growth and maturity
distribution systems (GDS) of the travel business
C. conversions 4.3 describe the different
D. Amadeus information applications of the internet
system in the travel business
E. online help 4.4 identify the advantages
F. travel information system and disadvantages of the
G. other services internet to consumers and
information to travel agents
H. special service requests 4.5 explain the need of
1. advance passenger travel agencies to evolve
information system (APIS) and become travel
I. advance seat request management companies
1. seat wish
J. rebooking flights, classes,
and dates
QUARTER 3
LESSON 5- The travel management cycle (MC)
A. counter counseling The learners demonstrate an The learners independently LO 5. Explain the travel
1. flight itinerary planning understanding of produces plan individual and group management cycle
2. crisscrossing in travel management. travels. 5.1 describe the functions
3. backtracking involved in managing travel
a. basic procedures in arrangements for leisure
flight itinerary planning travel
5.2 plan a flight itinerary
using a map or a flight
planner
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

4. two city hubs 5.3 place manual or

5. three city hubs automated reservation with
a. 24-hours time the airlines and the hotel
and time zones 5.4 understand the rules and
b. Booking cardfor principle of airfare
travel calculation
6. Reservation and 5.5 accomplish a booking
confirmations Card for travel, a tour
7.Flight reservations Vouncher/Exchange order
a. manual and a purchase Order
b. Elecrtonic 5.6 write and read an Airline
c. Automated Paper and e-tickets
d. Amadeus 5.7 identify and expalain the
Automated type of travel
reservation documentation
System
B. Availability display
C. Timetable display
D. flight information
E. Airline access level
F. Amadeus Passenger Name
Record (PNR)
G. Segment Element
H. Name Element
I. Contact Element
J. Received from Element
K. Ticketing element
L. End transactions
1. Other reservations
a. Accommodations
establishments
b. Sightseeing tours
and Tour Packages
c. Cruises
d. Restaurant and
other Entertainment
establishments
2. Fare calculation
3. Headline/sideline cities
4. Fares
5. Fare type
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

6. Carrier mode
7. MPM
8. Global indicator
9. Rule
10. NUC
11. Local currency
12. Route reference
a. International
Fare display
b. booking codes
c. Airlane ticketing
13. Paper tickets
14. Electronic air tickets
a. printing tickets
15. advantage
16. Disadvantage
M. Documentation
a. NSO
b. DFA
c. Bureau of
immigration
Lesson 6 – Corporate Travel Management (CT)
Value of corporate trabel or The learners demonstrate an The learners independently LO 6. Practice Corporate
business travel understanding of corporate practice/perform corporate Travel Management
1. Financial control travel management. travel management.
2. Policy 6.1 explain the value of
adherence The learners effectively Corporate Travel
3. safety and manage corporate travel on Management
effiency his/her own. 6.2 differentiate the types of
i.Types of corporate travelers
Corporate travels 6.3 describe MICE’s, marine
4. Businessperson travel’s and land-based
5.Corporate overseas workers’
executives characteristics
6. Corporate of 6.4 describe the phases
supervisor/ rank – involved in corporate travel
and-file management
7. Mariners 6.5 differentiate the “rate-
8. land based over minus” to “cost-plus”
seas worker concept
9. government 6.6 describe the corporate
official and usage of intranets and
employees extranets
a. Meetings,
Incentives,
Conventions, and
Exhibition (MICE)
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

10. Definitions and 6.7 prepare and evaluate a

classifications proposal or bid for a
11. The bidding corporate travel account
process
12. Managing
business travel
13. Evaluation and
assessment of
travel
requirements
14. Identifying
negotiation of
contacting vendors
15. Developing (or
revising) corporate
travel policies,
procedures, and
budget
16. Implementing
travel policies and
procedures
17. Managing
corporate travel
operations
18. Reporting and
analyzing
performance
a. Intranets and
extranets in the
world of corporate
travel
QUARTER 4
Lesson 7- Tour and Travel Products (TP)
A. EURAIL The learners demonstrate an The learners correctly LO 7. Describe tour and
1. Eurail global pass understanding of useful describe tour and travel travel products
2. Eurail select pass information on travel and products. 7.1 explain why travel
3. Eurail national pass tour products. agents in the Philippines
B. Useful information have products and services
1. Day trains other than the sale of air
2. Night trains passage and the processing
3. Tickets of travel documents
C. Car rentals 7.2 describe other products
D. Domestic maritime and services of the
products TMC/travel agent
E. International luxury 7.3 identify the various
cruises products of international
F. Accommodations/lodging cruise companies and
establishments maritime products offered
by domestic shipping lines in
the Philippines
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – TRAVEL SERVICES (NCII)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

G. Sightseeing tours and

tour packages
H. Ad Hoc Group Travel
arrangements
I. Insurance/assist cards
J. Miscellaneous
Lesson 8- Travel and Tour Accounting Documents and Billing Settlement Plan (TD)
A. Travel agency accounting The learners demonstrate an The learners independently LO 8. Develop and practice
documents understanding of processing process accounting travel and tour accounting
1. Walk-in clients to accounting documents and documents and billing documents and Billing
TMC/TA billing statements to client statement to client. Settlement Plan
2. Corporate client 8.1 understand the
3. TMC/TA to suppliers The learners independently importance of issuing travel
4. For International Air develop travel and tour and tour documents
Transport Association (IATA) accounting documents and correctly
airlines billing statement plan 8.2 describe the sequential
5. For non- IATA ticketing flow of travel and tour
6. Direct ticketing to non- documents from the issuer
IATA airlines to the intermediary to the
7. For services other than service provider
tickets-except for tour 8.3 explain the distribution
packages of the different copies of the
B. Tour operation various travel and tour
accounting documents documents
1. Tour voucher 8.4 understand the
2. With credit procedures for airline ticket
3. With no credit payment though the banking
arrangements system
4. Billing Settlement plan for
(BSP)- IATA
5. IATA AND THE BSP
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL – APPLIED SUBJECT
Titulo ng Kurso:
Filipino sa Piling Larang (Akademik)

Diskripsyon ng kurso:
Pagsulat ng ibat ibang anyo ng sulating lilinang sa mga kakayahang tungo sa mabisa, mapanuri, at masinop na pagsulat sa piling
larangan

Pamantayang Pangnilalaman:
Nauunawaan ang kalikasan, layunin at paraan ng pagsulat ng ibat ibang anyo ng sulating ginagamit sa pag-aaral sa ibat ibang
larangan (Akademik)

Pamantayan sa pagganap:
Nakabubuo ng malikhaing portfolio ng mga orihinal na sulating akademik ayon sa format at teknik

Mga Tekstong Babasahin:

Ibat ibang anyo ng sulatin sa mga piling larangan

Gramatika:
Paggamit ng mga kasanayang komunikado (linggwistik, sosyolinggwistik, diskorsal at stratedyik)

Paksa: Pagsulat ng Sulating Akademik

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

Kahulugan, kalikasan, at Nauunawaan ang kalikasan, Nasusuri ang kahulugan at 1. nabibigyang-kahulugan

katangian ng pagsulat ng layunin at paraan ng lakikasan ng pagsulat ng ang akademikong pagsulat
sulating akademiko pagsulat ng iba’t ibang anyo iba’t ibang anyo ng sulatin
ng sulating ginagamit sa pag-
 Akademik aaral sa ibat’t ibang larangan

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang linggo
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL – APPLIED SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

2. nakikilala ang ibang

akademikong sulatin ayon
sa:
(a)Layuin
(b)gamit
(c)katangian
(d) anyo
3. nakapagsasagawa ng
panimulang pananaliksik
kaugnay ng kahulugan,
kalikasan, at katangian ng
iba’t ibang anyo ng sulating
akademiko

Pagsulat ng akademikong
sulatin tulad ng: 1. Naisasagawa nang
1. abstrak mataman ang mga hakban
2. Sintesis/buod sa pagsulat ng mga piniling
3. Bionote akademikong sulatin
4. Panukalang
Proyekto
5. Talumpati 2. Nakasusunod sa istilo at
6. katitikan ng teknikal na pangangailangan
pulong ng akademikong sulatin
7. Pososyon ng
papel
8. Replektibong 3. Napagtitibay ang
sanaysay natamong kasanayan sa
9. agenda pagsulat ng talumpati sa
10. Picrotial essay pamamagitan ng
11. lakbay- pinakinggang halimbawa
sanaysay

4. Natutukoy ang
mahahalagang
impormasyong pinakinggan
upang makabuo ng katitikan
ng pulong at sintesis

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang linggo
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL – APPLIED SUBJECT

NILALAMAN PAMANTAYANG PAMANTAYAN SA MGA KASANAYANG

PANGNILALAMAN PAGGANAP PAMPAGKATUTO

5. Nakilala ang mga

katangian ng mahusay na
sulating akademiko sa
pamamagitan ng mga
binasang halimbawa

6. Nabibigyang-kahulugan
ang mga terminong
akademiko na may
kaugnayan sa piniling sulatin

7. Natitiyak ang mga

element napaglalahad ng
pinanood na episodyo ng
isang programang
pampaglalakbay

8. Nakasusulat ng
organisado, malikhain, at
kapani-paniwalang sulatin

9. Nakasusulat ng sulating
batay sa maingat, wasto, at
angkop na paggamit ng wika

10. Nakabubuo ng sulating

may batayang Pananaliksik
ayon sa pangangailangan

11. Naisasaalang-alang ang

etika sa binubuong
akademikong sulatin

Final Output Nakabubuo ng malikhaing Nakabubuo ng portfolio ng

portfolio ng mga orihinal na mga produktong sulatin
sulating akademik na naayon
sa format at teknik

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang linggo
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL – APPLIED SUBJECT

GLOSARYO

Bionote - Maiksing tala ng personal na impormasyon ukol sa isang awtor na maaaring makita sa likuran ng pabalat ng libro, at
kadalasa’y may kasamang litrato ng awtor

Kakayahang Diskorsal – Kakayahang pangkomunikasyon na naipapakita sa kasanayan at pagpapahayag ng idea sa loob ng isang
kontekstong pasulat, pasalita, biswal, at birtwal; hal., interbyu

Kakayahang Istratedyik – Kakayahang pangkomunikasyon na naipapakita sa kaalaman sa angkop, wasto at mabisang istratehiya
upang magpatuloy ang Komunikasyon sa kabila ng problema o aberya (hal., nalimutang salita, paksa, di alam na impormasyon,
atbp.). Naisasagawa ito ito sa p0amamagitan ng mga cohesive device gaya ng ellipsis (…. Sa pasulat na anyo), pag-uulit ng salita;
pagbibigay ng sinonim, mga salitang gaya ng kuwan, ano, ah, atbp.).

Kakayahang Linggwistik – Kakayahan at kaalamang pangkomunikasyon na naipapakita sa kasanayan sa gramatikal o istructural

na paggamit ng wika; hal., paggamit ng angkop at wastong pangungusap

Kakayahang Sosyolinggwistik – Kakayahang pangkomunikasyon na naipapakita sa pamamagitan ng kaalaman sa angkop na

gamit ng wika nang naayon sa sino ang kausap, ano ang pinag-uusapan, paano, kalian, saan. Hal., ng paraan ng pakikipag-usap,
gayundin ang mga salita, pahayag, atbp. na ginagamit ng isang mag-aaral sa kanyang guro (pormal, magalang, atbp.) ay iba
kaysa swa ginagamit niya sa kabarkada (impormal, personal, atbp.).

Sulating akademik – pormal na sulatin o akdang isinasagawa sa isang akademikong institusyon o unibersidad sa isang particular
na larangang akademiko. Hal., Pananaliksik sa Pisika; Report ng Pananaliksik sa laboratory sa Sikolohiya, Komparatibong
Literatura, atbp.

Bilang ng Sesyon: 40 sesyon bawat markahan/ apat na araw sa loob ng isang linggo
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)
Grade 7/8 (Exploratory)

Course Description:

This is an exploratory and introductory course that leads to FRONT OFFICE SERVICES (FOS) National Certificate Level II (NC II). It
covers five common competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) use of tools, equipment, and paraphernalia; 2) maintenance of tools, equipment, and paraphernalia 3) mensuration
and calculation, 4) the practice of Occupational Health and Safety (OHS) procedures, and 5) interpretation of designs and
layout.

The preliminaries of this exploratory course include the following: 1) discussion of the relevance of the course, 2) explanation of
key concepts relative to the course, and 3) exploration of career opportunities.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Introduction The learners demonstrate an The learners: The learners:

1. Basic concepts in Front understanding of: 1. explain basic concepts in
Office Basic concepts and theories Independently demonstrate FOS
2. Relevance of the course in FOS common competencies in 2. discuss the relevance of
3. Career opportunities FOS as prescribed in the the course
TESDA Training Regulation 3. explore opportunities in
FOS as a career

PERSONAL ENTREPRENEURIAL COMPETENCIES

1. Assessment of Personal One’s PECs Recognize his/her PECs and LO 1. Recognize PECs
Entrepreneurial prepare an activity plan that needed in FRONT OFFICE
Competencies and Skills aligns with that of a SERVICES
(PECs) vis-à-vis a practicing practitioner/entrepreneur in 1.1. assess one’s PECs:
entrepreneur/employee FOS characteristics, attributes,
1.1 Characteristics lifestyle, skills, traits
1.2 Attributes 1.2. assess practitioner’s:
1.3 Lifestyle characteristics, attributes,
1.4 Skills lifestyle, skills, traits
1.5 Traits 1.3. compare one’s PECs
2. Analysis of PECs in with those of a
relation to a practitioner practitioner/entrepreneur
1.4. align one’s PECs with
those of ca
practitioner/entrepreneur

ENVIRONMENT AND MARKET (EM)

1. Key concepts in Environment and market Independently generate a LO 1. Generate a business
environment and market that relate with a career business idea based on the idea that relates with a
2. Products and services choice in FOS analysis of environment and career choice in FOS
available in the market market in FOS 2.1. conduct SWOT analysis
2.2. identify the different
products/services available
in the market
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3. Differentiation of 2.3. generate potential

products and services business idea based on the
4. Customers and their SWOT analysis
buying habits
5. Market competition
6. SWOT analysis
LESSON 1: USE TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
1. Types and functions of The use of tools, equipment, Independently use tools, LO 1. Identify FOS tools,
tools and paraphernalia in FOS equipment, and equipment, and
2. Classifications of tools, paraphernalia in FOS paraphernalia applicable to
equipment and a specific job
paraphernalia 1.1. classify equipment,
tools, and paraphernalia
according to types and
functions
1.2. describe equipment,
tools, and paraphernalia
based on the specified task
3. Proper usage of tools, LO 2. Use FOS tools,
equipment, and equipment, and
paraphernalia paraphernalia
1.1. use equipment, tools,
and paraphernalia based on
the task requirements
1.2. conduct a performance-
based assessment for using
tools, equipment, and
paraphernalia
LO 3. Conduct self-
4. Evaluation of the evaluation on the required
performance in using FOS performance
tools, equipment, and 1.1. Perform self-evaluation
paraphernalia with regard to the use of
FOS tools, equipment, and
paraphernalia using rubrics
LESSON 2: MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA

1. Procedures in cleaning Maintaining tools, Independently maintain FOS LO 1. Perform after-care

and storing tools, equipment and tools, equipment, and activities for tools,
equipment, and paraphernalia in FOS paraphernalia equipment, and
paraphernalia paraphernalia
2. Care of materials and 1.1. clean tools, equipment,
paraphernalia and paraphernalia after use
according to standard
operating procedures
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.2. store tools, equipment,

and paraphernalia in
appropriate area in
accordance with safety
procedures
1.3. check tools, equipment,
and paraphernalia regularly
for orderliness/tidiness using
a checklist
1.4. carry out routine
maintenance as per
Standard Operating
Procedures (SOP)
1.5. use rubrics in evaluating
the performance in
rendering aftercare activities
3. Evaluation of the LO 2. Conduct self-
performance in maintaining evaluation on the required
FOS tools, equipment, and performance
paraphernalia 2.1. Perform self-evaluation
in the maintenance of FOS
tools, equipment, and
paraphernalia using rubrics
LESSON 3: PERFORM MENSURATION AND CALCULATIONS (MC)
1. Ratio and proportion Performing calculations in Independently perform LO 1. Perform simple
2. Fractions FOS calculations in FOS calculations
3. Conversions 1.1. perform computations
4. Steps in preparing simple involving ratio, proportion,
reports in relation to FOS fractions, and conversion
1.2. prepare simple report
from arrival to departure of
customers
1.3. evaluate FOS-related
reports using rubrics
5. Evaluation of LO 2. Conduct self-
performance in mensuration evaluation on required
and calculations using performance
rubrics 2.1. perform self-evaluation
of mensuration and
calculations using rubrics
LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

LO 1: Identify hazards and

1. OHS procedures and The practice of occupational Independently practice risks
practices and regulations health and safety occupational health and 1.1. clarify and explain
2. Hazards/risks procedures in FOS safety procedures in FOS in regulations and workplace
identification and control accordance with standards safety and hazard control
3. Organization safety and practices and procedures
health protocol 1.2. identify hazards/risks in
4. Safety consciousness the workplace and their
5. Health consciousness corresponding indicators
6. Practice of personal 1.3 recognize and establish
hygiene contingency measures in
case of workplace accidents,
fire, and other emergencies
7. Threshold Limit Value LO 2: Evaluate and control
(TLV) hazards and risks
8. OHS indicators 2.1. identify terms of
9. Hazards/risks maximum torable limits,
identification and control which when exceeded, will
skills result in harm or damage
10. Personal Protective based on TLV
Equipment (PPE) types and 2.2. determine effects of
uses hazards
2.3. report to designated
personnel Occupational
Health Safety (OHS) issues
and/or concerns and
identified safety hazards
2.4. follow OHS procedures
for controlling hazards/risks
in the workplace
2.5. use PPE
2.6. provide assistance in the
event of a workplace
emergency in accordance
with protocol
2.7. use rubrics in evaluating
the preparedness of a given
agency in terms of hazards
and risks in the workplace
11. Interpersonal skills LO 3: Maintain OHS
12. Communication skills awareness
13. Personal hygiene 3.1. participate in
practices emergency-related drills and
trainings
3.2. complete and update
OHS personal records
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

3.3. evaluate the level of

OHS awareness using rubrics
14. Evaluation of LO 4. Conduct self-
performance in the practice evaluation on the required
of occupational health and performance
safety procedures 4.1 perform self-evaluation
in the practice of
occupational health and
safety procedures using
rubrics
LESSON 5: INTERPRET DESIGN AND LAYOUT (ID)
1. Alphabet of lines How to layout areas of Independently interpret LO 1. Read and interpret
2. Front-office reception front-office reception layouts areas of front-office front-office reception area
layouts reception 1.1. read and interpret
symbols and layout in a
given sample plan for a
front-office reception area
1.2. describe parts and
functions of a front-office
reception layout
1.3 evaluate a sample front
office reception layout

3. Evaluation of LO 2. Conduct self-

performance in the evaluation on the required
interpretation of designs performance
and layouts 2.1. perform self-evaluation
in the interpretation of
designs and layouts using
rubrics
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)
(160 hours)

Course Description:
This curriculum guide for front office services leads to national certificate Level II (NCII). This course is designed for high school
student to develop knowledge, skils, and attitudes to perform the task of front office service. It covers core competencies,
namely: 1) receiving and process reservation, 2) operating a computerized reservation system, 3) providing accommodation
reception services, 4) conducting night audit, 5) providing club reception services, and 6) providing porter services. The
preliminaries of this course include the following: 1) discussion of the relevance of the course, 2) explaining of key concepts
relative to the course, and 3) exploration of career opprtunities

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Introduction The learners demonstrate an The learners: The learners:

1. Core concepts in Front understanding of: Independently demonstrate 1. explain basic concept in
office Services (FOS) The concepts and theories in competencies in FOS as FOS
2. Relevance of the course FOS prescribed in the TESDA 2. discuss the relevance of
3. Career opportunities Training Regulation the coure
3. explore opportunities for
a career in FOS
PERSONAL ENTREPRENEURAL COMPETENCIES
1. Dimention of Personal PECs’ dimentions and Recommend specific LO1. Acess Personal
Entrepreneural characteristics strategies to improve entrepreneurial
Competences (PECs) “weak” areas and sustain Competencies
1.1. three Cluster of PECs “strong” areas of their PECS 1.1 expalin
(Achievement, Planning, dimentions/cluster of PECs
Power cluster) and the different
1.2.Characteristics characteristic traits per
2. Assessment of personal cluster
competencies and skills 1.2. evaluate one’s PEcs
(PEGs)

BUSINESS ENVIRONMENT AND MARKET (EM)

1. Factors included in the The different factors that 1. analyze how factors LO 2. Understand the
busuness environment influence the business influence the business business environment and
2. Identifying business environment opportunities environment business Ideas
opprtunities 2.1. explain how different
2. relate experience in factor influence that
generating business ideas or business environment
identifying business 2.2. explain procedures for
generating busuness ideas
or identifying business
opportunities
2.3. generate business ideas
and identify business
opportunities
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

QUARTER 1
LESSON 1: RECEIVE AND PROCESS RESERVATIONS (RR)
1. The lodging industry receiving and processing independently receives and LO1. Reservation request
2. Front office operations reservations processes reservations 1.1. determine for and
3. Detailed information of advise costumer of the
the establishment must availavility of the reservation
include: 1.2. offer alternatives,
a. general description including waitlist option, if if
b. Room types requested booking is not
c. Room rates available
d. Hotel facilities 1.3. respond to inquires
e. hotel policies regarding rates and other
f. others product features according
to establish procedures
4. Reservation: key terms LO 2. Record detail of
5. Different types of reservation
reservations 2.1 record complete
6. Reservation inquires and costumer details accurately
their distribution channels against his/her booking in a
7. the process taking group matter that ensure correct
reservations enterpretation by others
8. Group reservation issues who mya acces the
reservation details
2.2. check customer profile
or history, if available, and
use the information to
enhance custumer service
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.3 confirm all booking

details with the customer
and ensure that s/he
understands and agrees to
all items
2.4 file reservations in a
manners that ensures easy
acces by others and in
accordance with stablished
procedureds
2.5. prepare and issue
documents and other
materials to the customer in
accordance with
requirments of the specific
reservation
9. receiving, processing and LO 3. Update reservations
recording payments and 3.1. updaye financial status
necessary action to be taken of the reservation accurately
in case of cancellations 3.2. receive, process, and
10. Generating and issuing record amendments or
invoice and credit notes for cancellation of reservation in
changed reservations accordance with costumer
11. Checking that request and stablished
reservation has been fully procedures
paid
12. Front office LO 4. Advise others on
responsibilities reservation details
13. accepting reservations 4.1. communicate general
14. Reservation request and specific customer
requirments and reservation
details to appropriate
departments and colleagues
4.2. compile and provide
accurate and relivant
reservation statistics to
concerned people or
departments
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

LO 5. Conduct self
15. Evaluation of evaluation on the required
performance in receiving performance rating
and processing reservations 5.1 Conduct self evaluation
of performance in receiving
and processing reservations
using rubrics
LESSON 2: OPERATE COMPUTERIZED RESERVATION SYSTEM (OR)

1. Types of reservation Operating computerized Independently operates LO 1. Access and

systems reservation system computerized reservation manipulate reservation
1.1. Property level system system information
1.2. Central Reservation 1.1. access and interpret
System (CRS) reservation system
1.3. Global Distribution accurately
System (GDS) 1.2. use all system features
1.4. Internet Distribution to access a range of
System (IDS) information
2. Different types of LO 2. Create and process
reservations and reservation reservations
inquiries and their 2.1. check the availability of
distribution channels the required booking in
3. Reservation updates and accordance with the system
amendments functions and requirements
2.2. create new reservations
containing accurate
customer details and full
requirements
2.3. encode all customers’
details using the format
required by the computer
system
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.4. Retrieve bookings as

required, using the
computer system
2.4. make a store accurate
updates and amendments to
reservations as required
2.4. download and print any
required reservation details
4. Different types of LO 3. Send and receive
reservations, and reservation
reservation inquiries and communications
their distribution channels 3.1. create and process
accurate communications to
industry colleagues using the
required features of the
system
3.2. access and correctly
interpret communications
from industry colleagues at
the appropriate time

5. Evaluation of LO 4. Conduct self-

performance in operating evaluation on the required
computerized reservation performance rating
system 4.1. conduct self-evaluation
of the performance in
operating computerized
reservation system using
rubrics
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

Quarter 2
LESSON 3: PROVIDE ACCOMMODATION RECEPTION SERVICES (PR)
LO 1. Prepare for guest
1. Registration: key terms providing accommodation Independently provide arrival
2. Preregistration reception services accommodation reception 1.1. prepare reception area
3. Interdepartmental services for service and check all
communication necessary equipment prior
to use
1.2. check and review daily
arrival details prior to
guest’s arrival
1.3. allocate rooms in
accordance with guest
requirements and
establishment policy
1.4. follow up on uncertain
arrivals or reservations
1.5. compile and distribute
accurate arrival lists to
relevant
personnel/departments
1.6. inform colleagues and
other departments of special
situations or requests in a
timely manner
4. Guest registration LO 2. Welcome and register
5. Acceptable methods of guests
payment 2.1. welcome guests warmly
6. Foreign exchange and courteously
7. Foreign calculation 2.2. confirm reservation
8. Exchanging foreign details with guests
currency 2.3. register guests with or
9. Revision without reservations
2.4. follow correct
accounting procedures
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

2.5. explain clearly relevant

details such as room
key/electronic cards, guest
mail, messages, and safety
deposit facility
arrangements to guests
2.6. follow correct
enterprise procedures
where rooms are not
immediately available or
overbooking has occurred
2.7. Monitor guest arrivals
and discrepancies between
actual and report expected
arrivals

10. Dealing with guest LO 3. Generate and check

accounts guest accounts for accuracy
11. Dockets, invoices, 3.1. explain and process
vouchers guest accounts clearly,
12. Post to guest accounts courteously, and accurately
13. Room count to the guest
14. Balancing transactions 3.2. recover and process
15. Departure procedures keys/electronic cards from
guests
3.3. act upon the guest’s
requests for assistance
courteously or refer to thje
appropriate department for
follow-up
3.4.process express
checkouts
3.5. follow group checkout
procedures
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

16. Interdepartmental LO 4. Prepare front office

communication records and reports
17. Revisions 4.1. prepare and update
18. Calculate occupancy front office records within
19. Key reports designated timelines
20. Balancing transactions 4.2. follow establishment
policies with regard to room
changes, no-shows,
extensions, and early
departures
4.3. distribute reports and
records to the appropriate
departments within
designated timelines
21. Evaluation of the LO 5. Conduct self-
performance in providing evaluation on the required
accommodation reception performance rating
services 5.1. undertake a self-rating
of the performance in
providing accommodation
reception service using
rubrics
Quarter 3
LESSON 1: CONDUCT NIGHT AUDIT (CA)
1. Process financial Conducting night audit Independention conduct LO 1. Monitor financial
transactions night audit transaction
2. The accounting cycle 1.1. check transaction to
3. Bank reconciliations ensure that they have been
4. Balance revenue carried out in accordance
with establishment
procedures
1.2.check balances prepared
by others to ensure that
they are accurate and in
accordance with
establishment procedures
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

1.3. identify and resolve

financial and system
discrepancies according to
level of responsibility
1.3. implement financial
systems and financial control
systems in accordance with
establishment procedures
1.3. monitor system and
provide feedback

5. Organizing of records and LO2. Complete routine

reports records and report
6. Check guest accounts 2.1.complete routine record
and report accurately within
designated timelines
2.2. forward reports
promptly to the appropriate
person/department
2.3. conduct research on
successful record keeping

7. Evaluation of LO3. Conduct self-evalution

performance in conducting on the required
night audit performance rating
3.2 conduct self-evalution of
performance in night audit
using rubics
3.2 cite case studies on FOS
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

LESSON 2: PROVIDE CLUB RECEPTION SERVICE (CR)

Providing club reception Independently provides club LO 1. Peovide information
1. Service of the hospitality service reception service on club service and process
industry membership
2. Product of the hospitality 1.1. provide accurate advice
industry and information on club
3. Product knowledge and service and facilities to
the sales function customers and club member
4. Effective selling as required
techniques 1.2. explain club
5. The marketing mix membership and club rules
6. The consumer decision- to the public and member
making process following standard
procedures
1.3. explain and fill up
membership application
forms clearly and completely
1.4. check and maintain
membership records
7. Club and licensing laws in LO 2. Monitor entry to club
relation to entry 2.1. check membership
requirement for customer budgets/cards upon entry
and dress regulation 2.2. assist sign-in of guest
8. Discuss club membership 2.3. ensure that member
rules ,condition ,benefits , and guests comply with
and entitlement dress and age regulation
2.4. refers disputes over
entry to club security,
supervisor, or other relevant
person
9. Evalution of performance LO 3. Conduct self-
in providing club reception evaluation on the required
service performance rating
3.1. conduct self-evaluation
of performance in providing
club reception services using
rubrics
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

QUARTER 4
LESSON 1: PROVIDE PORTER SERVICES (PS)
1. Typical hotel/motel LO 1. Handle guest arrival
procedures for handling Providing porter services Independently provides and departures
group luggage at arrival and porter services 1.1. review and plan
departure expected daily arrivals,
2. Process for providing a departures, and requests for
specified bell desk service major guest movements
3. Range of services offered 1.2. welcome and direct
by the bell desk in guests promptly on arrival to
accommodation the appropriate area for
establishments registration
4. Process for lifting and 1.3. assist guest with
carrying heavy luggage luggage
1.4. escort guests to rooms
and show/explain
courteously the
establishment/room
features
5. Typical security LO 2. Handle guest luggage
procedures for luggage 2.1. transport and deliver
storage rooms guest luggage safely to the
6. Issues to consider in correct location within
planning the pickup of group appropriate timeframes
luggage from rooms 2.2. operate luggage storage
7. Checking guest arrival and system correctly and in
departure list accordance with established
procedures and security
requirements
2.3. mark and store luggage
accurately to allow for easy
retrieval following the
established procedures
2.4. place luggage correctly
within the storage system
 K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL – TECHNICAL – VOCATIONAL –
LIVELIHOOD TRACK HOME ECONOMICS – FRONT OFFICE SERVICES (NC II)

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES

8. Introduction to bell desk LO 3. Respond to request

9. Functions of bell desk for bell desk services
10. Bell desk records 3.1 provide bell desk
services promply
3.2 coordinate with
colleagues and other
departments to ensure
effective response to bell
desk request
11. Evaluation of LO 4. Conduct self-
perpormance in providing evaluation on the required
porter services perpormance
4.1 conduct self-evaluation
of performance in providing
porter services using rubrics
Units: 3 Units Pre-requisites: -none-
Subject Code: Prinman
Course Title: Principle of Management
Effective Date:

I. Course Description

This course covers comprehensive discussion/study of the basic theories, concepts and principles in business
organization and management. This also covers detailed discussion of economic system and development relevant to the
operation of different business enterprises in the Philippines. A complete selection of topics covering basic financing,
business structure and management principles serves as the highlights of the discussion for the entire term.

II. Course Objective

At the end of the term, the students are expected to:

1. Gain full understanding on the basic theories and concepts of business that include: classification and
differentiation of business, organizational chart and structure, different factors affecting the choice of
business, phases of economic development and its relationship to business world , procedure and
requirements in registering business organization to appropriate government agencies, and different
sources of capital for business enterprises.

2. Apply the basic principles and guidelines in starting and building-up a business by presenting an analysis on
a selective business cases.

3. Design an appropriate organizational structure with complete job description for each personnel presenting
in the organization chart.

4. Appreciate the importance of the responsibilities and function of the business owner and the manager of
the business organization.

5. Apply the basic principles, guidelines and techniques in starting and building-up a business by presenting a
sample study on a proposed business enterprise or by presenting an analysis on a selected business cases.

III. Course Requirements

Seatwork, recitation, assignment, quizzes, guide reporting, case presentation, group

Discussion, project and major examination.

IV. Grading System

Class Standing 50%

Project
Quizzes
Reports
Seatwork
Recitation
Assignment
Major Examination 40%
Attendance 10%
Class Standing - is a genetic term for any basic classroom activities participated by the students. It includes seatwork,
quizzes, recitation assignment and any other factors within the teacher’s restriction and prescription. Each of the sub-
categories under class standing shall be given corresponding weight (by percentage) depending on the difficulty level or
required use of intellect where 50% of the total percentage score constitutes the students final grades.

Major Examination - is a summative test given to each students per semestral period (prelim, mid-term, pre-finals and
finals). 40% of the average grade for 4 major examination will be part of that grade.

Attendance - is another separate major factor in grading criteria, however, perfect attendance is not guarantee to pass the
subject6 since it constitute only 10% of the final grade computation. The allowable number of absences is 12%of the
required total number of hours for the entire semester and three (3) tardiness are equivalent to 1 absent.
To compute for attendance grade or rate, the total number of hours/days percent is divided over total number of
hours/day required multiplied by 100.
V. Course Program

Content Specific Objective Strategies Valuation

Preliminary
Period (15hours) 1. come-up with the brief -Lecture -Quizzes
profound definition of business
(Week1) as well as identify and
I. basic theories and concepts in understand the basic theories -Case analysis -Seatwork
business and concepts of business.
1. Definition of business
2.Relationship between business & 2. Enumerate explain the -Group dynamics -Graded recitation
economy different steps in
3. Elements of a business Sys. manufacturing process as well
4.Responsibilities of a business as differentiate one from the -Individual/group -Major exam
enterprise other. presentation
5. relation of establishing a business
6. factors affecting choice of business 3. identify the basic principles
and theories of business Guided reporting
(week 2)
7. Kinds of Business as to methods of 4. enumerate types and
operation classification of business
a. commerce
b. industry 5. Explain different reasons
c. Manufacturing and objectives why people
- analytic process engage into the business.
-fabricating process
-extracting process 6. understand the business se-
-synthetic process up based on the different
d. Service economic and market system
-personal/professional
-recreational 7. explain clearly the different
8. Economic & Market system factors affecting individuals
choice business
(week 3)
8.Phases of Economic Development 8. Identify clearly the phases of
A. means of livelihood economic development.
-hunting & fishing phase
-pastoral phase
-handicraft phase
-industrial phase
b. excellent of economic activity
- household economy
-village economy
- national economy
-International economy

(Week 4)
II. legal Forms of business ownerships
1. Sole/single /individual prop.
a. Basics concepts 1. Identify and classify business
b. advantages & Disadvantages enterprise according to
c. Registration ownership entity, legal forms
2. Partnership of ownership, methods of
a. Basic Concepts operation
b. Advantages & Disadvantages
c. Valid Contribution 2. Decide of what type of
d. type of partner & partnership business should be established
Organization based on the resources and
(week 9) other affecting factors.
-Mid-term Examination
MID-TERM PERIOD (12HRS)
3. Gain full
(WEEK 6) understanding on the
3. CORPORATION advantages and
a. basic concepts disadvantages of the
b. advantages &advantage different types of
c. nature and characteristics business.
d. components of corporation
e. classification of corporation 4. Enumerate the
f. kinds of private Corporation types of business
g. classes of stocks under each
classification
4.Cooperatives ownership entity, legal
A. Basics Concepts forms of ownership,
B. Principles of cooperatives method of operation
c. Objective of cooperatives
d. types of cooperatives -do- -do-
e. membership requirements
f. registration

(week 7&8)
III. Financing the enterprise
1. how to raise capital
2. source of capital
3. Formal sources of credit
a. Short-term loans 1. Gain full
b. Intermediate loans understanding on the
c. Long term loans different legal ways in
4. Guidelines for the acquisition of the
borrowing capital funding.
5. Equipping the business
6. Acquiring Machines and 2. Identify clearly the
equipment different types of
7. Brand New vs. Used credit and credit
Equipment instruments.

(Week 9) 3. Understand clearly

MID-TERM EXAMINATION the way in the
acquiring machines
and equipment as well
as identify the
advantage and
disadvantage of the
acquiring a brand-new
and used equipment.
PRE-FINAL PERIOD (12HRS)

(WEEK 10)
IV. ORGANIZATION AND 1. Identify the different
ORGANIZATIONAL kinds of the organizational
STRUCTURES structures and basic
1.Basic concepts ND theories considerations forming an
of organization organization.
a. Organization
b. Organizational chart 2. Explain clearly the
c. Organizational Structure advantages and dis
2. Basic Consideration in advantages of the different
Organization type of organization.

3. Principle of Organization 3. Design on what kind of

4. result of good organization suit a particular
organization business enterprise.

(Week 11&12)
5. types of organizational
structure
a. line type
-definition and
characteristics
-advantage and
disadvantage
b. Function type
-definition and
characteristics
-advantage and
disadvantage
c. line and staff type
-definition and
characteristics
-advantage and
disadvantage
-kinds of staff
d. committee/department

(week13)
-pre-final Examination
FINAL PERIOD(15HRS)

(WEEK 14)
6. organizational chart & Design
a. type of organizational chart
-Master chart/ chart of the authority
-Function chart
-Personnel Chart
b. purpose of org’l chart
c. how to draw an org’l chart
2. Basic consideration in organization

3. principle of organization -do- -do-

4. result of good organization

(Week15)
V. Business Management 1. Gain full
1. Basic theories and concepts understanding on
2. principle of management the basic principles,
3. levels of management concepts and
4. manage resources theories of
5. characteristics of successful managers management.
6. basic management theories
7. Group served by management 2. Understand
clearly the
(week16) management level.
8. Basic Management Functions
A. planning 3. Give some
-different types of plan practical application
-principles of planning of management
-Basic steps of planning principles.
-Reasons why Managers
Fails in planning 4. Identify all the
b. Organizing reasons why
-Formal vs. Informal org’l managers fail in
-centralized vs. decentralized planning and how it
organization can be avoided.
-Steps in organizing
5. Explaining the
(week 17) relationship
C. directing between motivation
-theories for concepts of motivation and directing.
-communication
 Types of communication 6. Enumerate the
 Communication barriers differences- formal
and informal
d. controlling organization,
-control process centralized and
-importance if control decentralized
-types of control organization.

e. staffing 7 justify the

-the difference between recruitment & importance of the
selection management
-steps: recruitment & selection resource in
-different types of training becoming and
-Personnel movements effective manager’s

(week 18)
Final Examination
VI. TEXT BOOKS AND REFERENCES

1. Inigo, conrado, Management for Filipinos-principles and application (2002 Rev. Ed.)
2. Pura et al., Business Organization and management
3. Ignacio, Monico H., An introduction to business Management (1989 2nd Ed.)
4. Martinez et al., management theory and practice
5. Fajardi Feliciano R., Management
6. Zuleta, et al.,management theories and practices
7. Miranda-Miranda, management principles and practices

VII. SUGGESTED MATERIAL AND EQUIPMENT

Overhead projector, USB projector, handouts form reporters, prepared module and course syllabus

VII. SUGGESTED WEBSITE APPLICABLE FOR REFERENCES

1. Suggested web references for topic I (referring to the course program)

 en.wikipedia.org/wiki/business
 en.wikipedia.org/wiki/market_system
 en.wikipedia.org/wiki/free_market
 en.wikepedia.org/wiki/economic_development
 www.nega.gov.ph/

2. Suggested web References for topic II(referring to the course program)

 www.partnershipway.org/html/subpages/articles/organization
 www.ciis.edu /academics/pdf/partnershiporganization.pdf
 en.wikipedia.org/wiki/cooperative
 en.wikipedia.org/wiki/corporation

3. Suggested web references for topic III (Referring to the course program)

 En.wikipedia.org/wiki/finance
 En.wikipedia.org/wiki/credit_(finance)

4. Suggested web References for topic IV (referring to the course program)

 en.wikipedia.org/wiki/organization
 en.wikipedia.org/wiki/organization
 en.wikipedia.org/wiki/organizational_structure

5. Suggested web references for topi8c V(referring to the course program)

 http://www.kernsanalysis.com/sjsu/ise25C/history/html
 http://www.valuebasedmanagement.net/
 http://ollie/management history/mgmt. history.ht
 http://www.12manage.com/methods_fayol14_principles_of _management.html
 http://www.collegeboard.com/students/testing/clep/ex pman.html