1

4
3
2
5
6
595
7
 596

Grade Level : Grade 12

Subject : Community Engagement, Solidarity, and Citizenship (CSC)

QUARTER CONTENT PERFORMANCE

LEARNING COMPETENCY DURATION
STANDARD STANDARD K to 12 CG Code
The learners The learners shall be 1. explain the importance of
demonstrate able to… studying community
an dynamics and community
understanding of... action in relation to
synthesize the applied social sciences Week 1 HUMSS_CSC12-IIIa-c-1
the integration of integrative experience and the learners’ future
social science of implementing career options
perspective and community-action
community action initiatives applying 2. define using various HUMSS_CSC12-IIa-c-2
initiatives social sciences’ ideas perspectives, e.g., social
and methods sciences, institutions, civil Week 2
society, and
local/grassroots level
3. analyze functions of HUMSS_CSC12-IIIa-c-5
communities in terms of
structures, dynamics, and Week 3
1
processes
4. differentiate typologies of HUMSS_CSC12-IIIa-c-6
Week 4
communities
5. recognize the value of HUMSS_CSC12-IIId-
undertaking community g-7
action modalities

6. acknowledge Week 5 HUMSS_CSC12-II-d-g-8

interrelationship of self
and community in
undertaking community
action
7. explain forms of HUMSS_CSC12-IId-g-9
community engagement Week 6
that contribute to
 597

QUARTER CONTENT PERFORMANCE

LEARNING COMPETENCY DURATION
STANDARD STANDARD K to 12 CG Code
community development
through solidarity
Week 7
8. recognize the importance HUMSS_CSC12-IId-g-10
of solidarity in promoting
national and global
community development
(e.g. poverty alleviation)
9. explain the core values of HUMSS_CSC12-IIIh-j-12;
community action HUMSS_CSC12-IIIh-j-13
initiatives and
a. human rights HUMSS_CSC12-IIIh-j-14
Week 1
b. social equity
c. gender equality
d. participatory
development
10. analyze strategies of HUMSS_CSC12-IIIh-j-15
empowerment and
advocacy of a community
action initiative
11.explain the importance of Week 2 HUMSS_CSC12-IIIh-j-16
commitment and action in
2
participatory
development for
community well-being
12. assess selected HUMSS_CSC12-IId-g-11
community-action
Week 3
initiatives based on its
core values and principles
13. explain the HUMSS_CSC12-IVa-d-17
methodologies and
Week 4
approaches in community
action
 598

QUARTER CONTENT PERFORMANCE

LEARNING COMPETENCY DURATION
STANDARD STANDARD K to 12 CG Code
14. apply systematic methods HUMSS_CSC12-IVa-d-18
of community action in
understanding
community
15. formulate a community HUMSS_CSC12-IVa-d-19
Week 5
action
16. plan using participatory HUMSS_CSC12-IVa-
Week 6
approaches d-19
17. implement community- HUMSS_CSC12-IV-e-h-20
Week 7
action plan
18. synthesize the insights HUMSS_CSC12-IVe-h-21;
gained in conducting the
community action plan Week 8 HUMSS_CSC12-Ive-h-22
that applied the methods
of social sciences

GRADE LEVEL: Grade 11/12

SUBJECT: Creative Nonfiction

Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learner The learner clearly Analyze the theme and techniques used in a particular text
Q1/3 understands the and coherently uses Create samples of the different literary elements based on HUMSS_CNF11/12-Ib-d-4
literary a chosen element one’s experience (e.g. metaphor to describe an emotion)
conventions that conventionally
govern the identified with a
different genres. genre for a written
(e.g., narrative output.
convention of
fiction, etc.)
The learner The learner clearly Analyze factual/nonfictional elements (Plot, Characters,
understands the and coherently uses Characterization, Point of View, Angle, Setting and
delineation multiple elements Atmosphere, Symbols and Symbolisms, Irony, Figures of
 599

between creative conventionally speech, Dialogue, Scene, Other elements and Devices) in the
and the identified with a texts
nonfictional genre for a written Write a draft of a short piece (Fiction, Poetry, Drama, etc.) HUMSS_CNF11/12-Ib-d-5
elements of output. using any of the literary conventions of genre following these
creative pointers:
nonfictional text. 1. Choosing a topic
2. Formulating a thesis statement
3. Organizing and developing ideas
4. Using any literary conventions of a genre
5. Ensuring that theme and technique are effectively
developed
Evaluate other’s draft based on:
1. clarity of idea
2. appropriate choice of literary element
3. appropriate use of the element
4. effective combination of the idea and the chosen
literary element
Revise the draft of a short piece using any of the literary HUMSS_CNF11/12-Ib-d-7
conventions of a genre (e.g. plot for narrative piece)
S1/2 The learner The learner Present a commentary/critique on a chosen creative
Q2/4 understands the competently nonfictional text representing a particular type or form
distinction delivers an artistic (Biography/Autobiography, Literary Journalism/Reportage,
between and presentation Personal Narratives, Travelogue, Reflection Essay, True
among creative summarizing and Narratives, Blogs, Testimonies, Other Forms)
nonfiction types analyzing the form,
and forms. theme and
techniques of a
chosen creative
nonfictional text.
The learner The learner writes a Write a mini critique of a peer’s work based on coherence HUMSS_CNF11/12-IId-e-18
understands that clear and coherent and organization of paragraphs, development of literary
mastery of the critique and an elements use of factual information, and other qualities
basic forms, types, interesting and concerning form and content
techniques and engaging creative Write a draft of creative nonfiction piece based on HUMSS_CNF11/12-IIg-j-20
devices of creative nonfiction. memorable real-life experience
 600

nonfiction enables Revise the draft based on desirable qualities of well-written

him/her to creative nonfiction
effectively critique
and write creative
nonfiction.

GRADE LEVEL: Grade 11/12

SUBJECT: Creative Writing

Content Performance
Quarter Most Essential Learning Competencies K to 12 CG Code
Standards Standards
S1/2 The learners have The learners shall Use imagery, diction, figures of speech, and specific experiences to HUMSS_CW/MP11/12-
Q1/3 an understanding be able to produce evoke meaningful responses from readers Ia-b-4
of imagery, diction, short paragraphs or
figures of speech, vignettes using
and variations on imagery, diction,
language. figures of speech,
and specific
experiences.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MP11/12c-
an understanding be able to produce specific forms of poetry f-6
of poetry as a a short, well- Write a short poem applying the various elements and literary HUMSS_CW/MP11/12c-
genre and how to crafted poem devices exploring innovative techniques f-10
analyze its
elements and
techniques.
The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIg-i-11
an understanding be able to produce various modes of fiction
of fiction as a at least one striking Write journal entries and other short compositions exploring key HUMSS_CW/MPIg-i-13
genre and are able scene for a short elements of fiction
to analyze its story.
elements and
techniques.
S1/2 The learners have The learners shall Identify the various elements, techniques, and literary devices in HUMSS_CW/MPIj-IIc-15
Q2/4 an understanding be able to compose drama
 601

of drama as a at least one scene Understand intertextuality as a technique of drama HUMSS_CW/MPIj-IIc-16

genre and are able for a one-act play Conceptualize a character/setting/plot for a one-act play HUMSS_CW/MPIj-IIc-17
to analyze its that can be staged. Explore different staging modalities vis-à-vis envisioning the script HUMSS_CW/MPIjc-18
elements and Write at least one scene for one-act play applying the various HUMSS_CW/MPIj-IIc-20
techniques. elements, techniques, and literary devices
The learners have The learners shall Write a craft essay demonstrating awareness of and sensitivity to the HUMSS_CW/MPIIc-f-23
an understanding be able to produce different literary and/or socio-political contexts of creative writing
of the different a craft essay on the
orientations of personal creative
creative writing. process
deploying a
consciously
selected
orientation of
creative writing
The learners may Create an online portfolio the outputs produced: poetry, fiction,
choose from any of script, etc. applying ICT skills/any appropriate multimedia forms
the following:
1. Design a group
blog for poetry
and fiction
2. Produce a suite
of poems, a
full/completed
short story, or
a script for a
one-act play,
with the option
of staging
3. Create
hypertext
literature
 602

Grade Level: Grade 12

Subject: Culminating Activity
Most Essential Learning
Quarter Contents Standards Performance Standards Duration
Competencies K to 12 CG Code
The learners demonstrate The learners shall be able to… HUMSS_CA12-Ia-d-1
an understanding of… 1. Formulate a plan that will HUMSS_CA12-Ia-d-2
produce a creative portfolio demonstrate the key concepts,
Weeks 1
that will integrate their principles, and processes of
key concepts, principles,
and processes of learning in specialized learning humanities and social sciences
humanities and social areas under humanities or 2. write a concept anchored on HUMSS_CA12-Ia-d-3
sciences social sciences Week 2-3
the prepared plan
1 3. generate comments, feedbacks
and observations on the
Week 4 HUMSS_CA12-Ia-d-4
feasibility, appropriateness and
relevance of concept
4. synthesize insights from the
observations, comments, and
Week 5 HUMSS_CA12-Ia-d-5
recommendations of peers
and/or teachers
5. examine the preparedness and
completeness of the output
based on the key concepts, Week 1-2 HUMSS_CA12-Ie-IIf-6
principles and processes of
humanities and social sciences
2
6. showcase their understanding
of the key concepts, principles,
and processes of humanities Week 3-4 HUMSS_CA12-IIg-7
and social sciences through an
exhibition
 603

Grade Level: Grade 12

Subject Title: Disciplines and Ideas in the Applied Social Sciences

QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
The learners The learners should be The learners ...
demonstrate an able to…
understanding of…
clarify the relationships
social sciences and explain clearly public and differences
HUMSS_DIASS
applied social sciences perceptions about the between social sciences
12-Ia-1
work of social sciences and applied social
and applied social science sciences
Week 1
practitioners
disciplines of counseling demonstrate a high level
of understanding of the identify the goals and scope HUMSS_DIASS
basic concepts of of counseling 12-Ia-2
1 counseling through a
HUMSS_DIASS
group presentation of a
12-Ib-5
situation in which
practitioners of counseling
work together to assist
individuals, groups, or explain the principles of
communities involved in counseling
difficult situations (e.g.,
postdisaster, court
hearing about separation
of celebrity couple, cyber
bullying)
professionals and undertake participant 4. discuss roles and HUMSS_DIASS
practitioners in observation (e.g., a day in functions of counselors 12-Ic-6
counseling a life of a counselor) to 5. identify specific work Week 2 HUMSS_DIASS
adequately document and areas in which 12-Ic-7
critique their roles, counselors work
functions, and 6. value rights, HUMSS_DIASS
Week 3
competencies responsibilities, and 12-Ic-9
 604

QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
accountabilities of
counselors
7. distinguish between
ethical and unethical HUMSS_DIASS
behaviors among 12-Ic-10
counselors
clientele and audiences use acceptable research HUMSS_DIASS
in counseling protocols, conduct a 12-Id-11
survey among young
adults (i.e., ages 18–21)
8. describe the clientele
on their counseling needs
of counseling
present results and
recommendation for class
discussion
settings, processes, using the results of the 9. illustrate the different HUMSS_DIASS
1 methods, and tools in survey conducted, processes and methods Week 4 12-Id-14
counseling critically evaluate whether involved in counseling
the needs of the HUMSS_DIASS
respondents are 12-Id-15
addressed by the
10. distinguish the needs of
practitioners and
individuals, groups,
pertinent institutions
organizations, and
communities
propose suggestions on
how needs can be
effectively addressed
disciplines of social work demonstrate a high level Week 5 HUMSS_DIASS
1. identify the goals and
of understanding of the 12-Ie-16
scope of social work
basic concepts of social
 605

QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
work through a group HUMSS_DIASS
presentation of a 12-Ie-18
situation in which
practitioners of social
2. explain the principles
work collaborate to assist
and core values of social
individuals, groups, or
work
communities involved in
difficult situations (e.g.,
post disaster, court
hearing about separation
of celebrity couple, cyber
bullying)
professionals and undertake participant 3. explain the roles and HUMSS_DIASS
practitioners in social observation (e.g., a day in functions of social 12-If-19
work a life of a social worker) to workers
adequately document and 4. identify specific work HUMSS_DIASS
critique their roles, areas in which social 12-If-20
functions, and workers work
competencies 6. value rights, HUMSS_DIASS
responsibilities, and 12-If-22
accountabilities
7. distinguish between
ethical and unethical HUMSS_DIASS
behaviors among 12-If-23
practitioners
clientele and audiences use acceptable research 9. describe the clientele HUMSS_DIASS
in social work protocols, conduct a of social work 12-Ig-24
survey among young HUMSS_DIASS
adults (i.e., ages 18–21) 10. distinguish the needs of 12-Ig-25
Week 6
on their social work needs individuals, groups,
organizations and
communities
 606

QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
present results and
recommendation for class
discussion

1
settings, processes, using the results of the HUMSS_DIASS
methods, and tools in survey conducted, 12-Ig-27
social work critically evaluate whether
the needs of the
respondents are 11. illustrate the different
addressed by the processes and methods
practitioners and involved in undertaking
pertinent institutions social work

propose suggestions on
how needs can be
effectively addressed
disciplines of demonstrate a high level 1. identify the goals and HUMSS_DIASS
communication of understanding of the scope of 12-Ih-28
basic concepts of communication
communication through a HUMSS_DIASS
2. explain the principles of
group presentation of a 12-Ih-29
communication
situation in which
practitioners of Week 7 HUMSS_DIASS
communication work 12-Ih-31
together to assist
individuals, groups, or 4. describe the elements
communities involved in and levels of the
difficult situations (e.g., communication
1 post disaster, court processes
hearing about separation
of celebrity couple, cyber
bullying)
 607

QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
professionals and undertake participant 5. explain the roles and Week 8 HUMSS_DIASS
practitioners in observation (e.g., a day in functions of 12-Ij-32
communication a life of a communicator/ communicators and
journalist) to adequately journalists
document and critique 6. identify specific work HUMSS_DIASS
their roles, functions, and areas in which 12-Ij-33
competencies communicators and
journalists work
7. explain the rights, HUMSS_DIASS
responsibilities, and 12-Ij-35
accountabilities
8. distinguish between HUMSS_DIASS
ethical and unethical 12-Ij-36
behaviors among
practitioners
clientele and audiences use acceptable research 10. describe the clientele HUMSS_DIASS
in communication protocols, conduct a and audience of 12-IIa-37
survey among young communication
adults (i.e., ages 18–21) HUMSS_DIASS
on their social work needs 11. distinguish the needs of Week 9 12-IIa-38
individuals, groups,
present results and organizations, and
recommendation for class communities
discussion
settings, processes, using results of survey 12. illustrate the different HUMSS_DIASS
methods and tools in conducted, critically processes and methods 12-IIa-40
communication evaluate whether the involved in undertaking
needs of the respondents communication
are addressed by the Week 1 HUMSS_DIASS
13. distinguish the
practitioners and 12-IIa-41
pertinent institutions appropriate
communication media
2 channel(s) to use in
 608

QUARTER PERFORMANCE K to 12 CG Code

CONTENT STANDARD LEARNING COMPETENCY DURATION
STANDARD
propose suggestions on different settings and
how needs can be situations
effectively addressed

functions of applied assess objectively through 1. explain each of the HUMSS_DIASS

social sciences an individual project how functions of applied 12-IIb-d-42
the functions of the social sciences
applied social sciences HUMSS_DIASS
have been fulfilled in any 12-IIb-d-43
of the following:
2. identify situations that
1. case study of a
would require or
counselee Week 2
necessitate the
2. case study on
performance of the
integrative social
various functions in
work
local /Philippine
3. comparison of the
settings
programming of any
two television
networks
effects of applied social participate in a one-day 3. analyze the effects of HUMSS_DIASS
sciences processes exposure trip to an applied social sciences 12-IIe-f-44
existing development processes on
program and write a individuals, groups, and
sincere reflection report society
on the effects of the 4. evaluate the effects of HUMSS_DIASS
processes on the clientele certain program or Week 3 12-IIe-i-45
projects on knowledge,
attitude, and behavior
of individuals, groups,
and society
submit a portfolio of 5. synthesize the learning HUMSS_DIASS
output from the course from the course and its 12-IIj-46
applications to the
learner 609
Grade Level: Grade 11
Subject: Disciplines and Ideas in the Social Sciences (DISS)

Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG

Standards Code

First The learners The learners shall be able *Differentiate the nature and functions of Social Science Week 1-2 M1
Quarter demonstrate to… disciplines with the natural sciences and humanities
an understanding
of… *Explain the major events and its contribution that led to Week 3-4 M2
the emergence of the social science disciplines
the emergence of
the connect the disciplines *Analyze the basic concepts and principles of the major M3
Social Sciences with their historical and social science theories: Week 5
and the social foundations a. Structural-functionalism
different b. Marxism
disciplines c. Symbolic Interactionism

interpret personal and *Apply the major social science theories and its M4
key concepts and social experiences using importance in examining socio-cultural, economic, and
approaches in the relevant approaches in the political conditions. Week 6-7
Social Social Sciences a. Structural-functionalism
Sciences b. Marxism
evaluate the strengths and c. Symbolic Interactionism
weaknesses of the
approach *Analyze the basic concepts and principles of the major M5
social science ideas:
a. Psychoanalysis Week 8-10
b. Rational Choice
c. Institutionalism
 610

Quarter Content Performance Standards Most Essential Learning Competencies Duration K to 12 CG

Standards Code

d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems

*Apply the social science ideas and its importance in Week 11-12 M6
examining socio-cultural, economic, and political
conditions.
*Analyze the basic concepts and principles of the major
social science ideas:
a. Psychoanalysis
b. Rational Choice
c. Institutionalism
d. Feminist Theory
e. Hermeneutical Phenomenology
f. Human-Environment Systems

Second key concepts in carry out an exploration of *Examine the key concepts and ideas of Filipino thinkers in Week 13 M1
Quarter the Social Sciences personal and social the Social Sciences rooted in Filipino language/s and
rooted in Filipino experiences using experiences:
language/s and indigenous concepts a. 19th Century (Isabelo delos Reyes, Jose Rizal, others )
experiences b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong
Pananaw, others)
*Evaluate the roles and significance of Filipinos’ Week 14 M2
indigenous social ideas to national development

the role of Social illustrate situations and

Science in the real contexts in which Social *Analyze the practical use of Social Sciences in addressing Week 15-16 M3
world Science can be applied social concerns and phenomenon
 611

Grade Level: Grade 12

Subject: Introduction of World Religions and Belief System

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

First The learner The learner prepares *Differentiate the concept, elements and characteristics Week 1
Quarter demonstrates character sketches of a of belief system, world view, religion, and spirituality
understanding of belief person who is spiritual but
system or worldview*, not religious and a person
Religion, Spirituality, who is religious but not
Philosophy of Religion, spiritual.
and Theology.

The learner
demonstrates
understanding of *Analyze the interconnectedness of geography, culture Week 2
historical and The learner conducts a and religions
geographical contexts group activity that
of the different demonstrates the influence
religions. of a religion in a certain
culture.

The learner
demonstrates
understanding of
effects of Religions: *Analyze the influences of religion to culture and Week 3
positive and negative. The learner gathers print or society
web-based articles, photos,
editorial, etc. showing the
positive or negative effects
The learner of religion.
demonstrates
understanding of the
elements of Judaism:
*Examine the brief history, core teachings, Week 4
 612

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

a. Founders: Abraham The learner demonstrates fundamental beliefs, practices, and related issues of
(2000 B.C.) and/or understanding of the Judaism.
Moses (1391-1271 elements of Judaism: The
B.C.) learner identifies a story
b. Sacred texts: Torah, from the Old Testament
Poetry, Prophets, that demonstrates the
Talmud, Mishnah Jewish belief in one God
c. Doctrines: Ten (e.g. Story of Samson).
Commandments, 618
Rules
d. God:
Yahweh/Jehovah
e. Sects: Orthodox,
Conservative, Reform
Liberal

The learner
demonstrates
understanding of the
elements of
Christianity:

a. Founder: Jesus
Christ (c. 7 *Examine the brief history, core teachings, fundamental Week 5
BC30 A.D.) b. The learner interviews a beliefs, practices, and related issues of Christianity.
Sacred texts: Christian parent or couple
Bible (Old on why they are Christians
Testament and and what beliefs and
New practices they adhere to.
Testament) c.
Doctrines:
Trinity, Virgin
 613

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Birth, Deity of
Christ,
Resurrection,
Last Judgment
d: God: Trinity
(Father, Son
and Holy
Spirit) e. Sects:
Roman
Catholic,
Greek/Eastern
Orthodox,
Protestantism,
etc. f. Issues:
Ecumenism,
Sexuality
issues (e.g.,
contraception,
homosexuality,
ordination of
women

The learner
demonstrates
understanding of the
*Examine the brief history, core teachings, fundamental
elements of Islam:
beliefs, practices, and related issues of Islam
a. Founder: Prophet
Muhammad (570-632
A.D.) b. Sacred texts: Week 6
 614

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Qur’an, Hadith c. The learner conducts a

Doctrines: Five Pillars panel
of Islam (Shahadah- discussion on Muslim
declaring there is no beliefs and practices (when
other god but Allah possible inviting a Muslim).
and Muhammad is His
messenger, Salat-ritual
prayer five times a
day, Sawm-fasting
during Ramadan,
Zakat-alms giving to
the poor, and
Hajjpilgrimage to
Mecca at least once in Week 7
a lifetime) d. God: *Compare and contrast the uniqueness and similarities of
Allah e. Practitioners: Judaism, Christianity and Islam
Sunni, Shi’ite, Sufi f.
Issues: Gender
Inequality, Militant
Islam, Migration

The learner
demonstrates
understanding of the
elements of Hinduism:

a. Founders: Aryans
(1500 B.C.) b. Sacred
texts: Vedas, The learner simulates a *Analyze the brief history, core teachings, fundamental
Upanishads and particular yoga and writes a beliefs, practices, and related issues of Hinduism. Week 8
Bhagavad-Gita c. reflection paper on her
Doctrines: Dharma- insights
 615

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

duty, Kamapleasure,
Artha-wealth,
Mokshaliberation,
Brahman, Atman, the
Identification of
Brahman and Atman,
the Four Yogas (Yoga
of Knowledge, Yoga of
Work, Yoga of
Devotion or Love, and
Yoga of Psychological
Exercises) d. Gods: 33
million gods and
goddesses e. Issues:
Gender Inequality,
Caste System, Poverty

The learner
demonstrates *Analyze the brief history, core teachings, fundamental
understanding of the beliefs, practices, and related issues of Theravada
elements of Theravada Buddhism
Buddhism:

a. Founder: Siddhartha The learner evaluates the

Gautama (563-483 Eightfold Path in terms of Week 9
B.C.) b. Sacred texts: how it achieves the Middle
Tripitaka c. Doctrines: Way
Four Noble Truths,
 616

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Eight-fold Path, Law of

Dependent Origination
and The
Impermanence of
Things d. God: non-
theistic e. Issue:
Territory conflict in
Mainland Southeast
Asia

Week 10
The learner The learner draws the
demonstrates insight from the acts of
understanding of the generosity of Tzu Chi
elements of Mahayana Foundation that reflect the
Buddhism: core teaching of Mahayana
*Analyze the brief history, core teachings, fundamental
a. Founder: Siddhartha beliefs, practices, and related issues of Mahayana
Gautama (563-483 Buddhism Week 11
B.C.) b. Sacred texts:
Sutras c. Doctrines:
Four Noble Truths,
Eight-fold Path, The Six
Perfections to become
a Bodhisattva
(generosity, morality, *Explain the uniqueness and similarities of Mahayana
patience, and Theravada Buddhism
perseverance,
meditation, and
insight) d. God: non-
theistic e. Issues: Tibet
invasion, Engaged
 617

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

activism f. Universality
and growth of sects:
Development of
Buddhism to Zen
(Chan) Buddhism as
the fruit of its
encounter with
Taoism.

The learner The learner presents a

demonstrates character sketch of a
understanding of the person who personifies the Week 12
elements of Confucian virtues.
Confucianism:

a. Founder: Confucius
(551-479 B.C.)
b. Sacred texts:
Confucian Classics c.
Doctrines: Mandate of
Heaven, T”ien, Human *Analyze the brief history, core teachings, fundamental
nature as originally beliefs, practices, and related issues of Confucianism
good (Mencius) or evil
(Hsun Tze),
Rectification of Names,
The Moral Way
consisting of five
cardinal virtues, Filial
Piety, and Ancestor
Worship d. God:
Heaven e. Issues:
Gender inequality,
Authoritarianism
 618

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

The learner The learner identifies the

demonstrates things she can do without
understanding of the by making an inventory of
elements of Taoism: a. personal belongings (e.g. Week 13
Founder: Lao Tzu (604 things in the bedroom) and
B.C. - ?) b. Sacred writes a reflection on
texts: Tao Te Ching, Taoism based on the result
Book of Chuang Tze c. of the inventory.
*Analyze the brief history, core teachings, fundamental
Doctrines: Wu-Wei,
beliefs, practices, and related issues of Taoism
Law of Reversion,
Following nature d.
Tao as the Origin of all
Beings, unnameable
and eternal e. Issues:
Inaction, Superstitious
practices,
Environmentalism
The learner The learner interprets the *Examine the brief history, core teachings, fundamental
demonstrates Kojiki creation story beliefs, practices, and related issues of Shintoism Week 14
understanding of the creatively.
elements of Shintoism:

a. Founders:
Prehistoric Animists of
Japan b. Sacred texts:
Kojiki and Nihongi c.
Doctrines: belief in
kami, divinity of
emperors d. Gods:
kami (animist and
nature spirits) e. *Explain the uniqueness and similarities of Confucianism,
Issues: Shrine visits of Taoism and Shintoism Week 15
 619

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration K to 12 CG
Code

Japanese prime
Minister

Grade Level: Grade 11/12

Subject: Malikhaing Pagsulat

Quarter Content Performance Most Essential Learning Competencies Duration

Standards Standards
K to 12 CG Code
(Pamantayang (Pamantayan sa
Pangnilalaman) Pagganap)
1st Quarter Nauunawaan ng Ang mag - aaral ay Natutukoy ang pagkakaiba ng makathaing Week 1- HUMSS_CW/MP11/12-
mag aaral ang makakasulat ng pagsulat sa iba pang anyo ng pagsulat 2 Iab-1
pagbuo ng imahe, maiikling talata o
diksyon, mga mga vignette na
Naiuugnay ang mga ideya mula sa mga Week 1- HUMSS_CW/MP11/12-
tayutay at pag-iiba- gumagamit ng karanasan* 2 Iab-2
iba (variations) ng diksyon,pagbuo ng
wika imahe, mga Nagagamit ang wika upang mag-udyok ng Week 1- HUMSS_CW/MP11/12-
tayutay at mga mga emosyunal at intelektwal na tugon 2 Iab-3
espesipikong mula sa mambabasa
karanasan
Nagagamit ang pagbuo ng imahe, diksyon, Week 1-2 HUMSS_CW/MP11/12-Iab-
mga tayutay, at mga tiyak na karanasan 4

Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, mga Week 3- HUMSS_CW/MP11/12c-f6
mag aaral ang tula makasusulat ng teknik, at kagamitang pampanitikan sa 6
bilang isang anyo at maikli at masining panulaan*
nasusuri ang mga na tula Natutukoy ang mga tiyak na anyo at Week 3- HUMSS_CW/MP11/12c-f6
elemento/sangkap kumbensyon sa panulaan* 6
at teknik nito Nakagagamit ng piling mga elemento sa Week 3- HUMSS_CW/MP11/12c-f8
panulaan sa maikling pagsasanay sa 6
pagsulat
Nakatutuklas ng mga makabagong teknik sa Week 3- HUMSS_CW/MP11/12c-f9
 620

pagsulat ng tula 6
Nakasusulat ng tula gamit ng iba’t ibang Week 3- HUMSS_CW/MP11/12c-
elemento, teknik, at literary devices 6 f10
Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 7- HUMSS_CW/MPIg-i-11
makasusulat ng at literary devices maikling kuwento 8
isang tampok na (piksyon)
Nauunawaan ng
eksena/tagpo para Natutukoy ang iba’t ibang istilo ng Week 7- HUMSS_CW/MPIg-i-12
mag aaral ang
sa isang maikling pagkakabuo ng maikling kuwento (piksyon) 8
maikling kuwento
kuwento Nakasusulat ng dyornal at ilang maikling Week 7- HUMSS_CW/MPIg-i-13
bilang isang anyo at
pagsasanay na gumagamit ng mga 8
nasusuri ang mga
pangunahing elemento ng maikling kuwento
elemento/sangkap
(piksyon)*
at teknik nito
Nakasusulat ng isang maikling tagpo gamit Week 7- HUMSS_CW/MPIg-i-1
ang iba’t ibang elemento, teknik at literary 8
devices*
2nd Quarter Nauunawaan ng Ang mag - aaral ay Natutukoy ang iba’t ibang elemento, teknik, Week 1- HUMSS_CW/MPIj-IIc-15
mag aaral ang dula makabubuo ng at literary devices ng isang dula 3
bilang isang anyo at isang tagpo/eksena Nauunawaan ang intertekstwalidad bilang Week 1- HUMSS_CW/MPIj-IIc-16
nasusuri ang mga para sa isang isang teknik ng dula 3
elemento/sangkap iisahing-yugtong Nakabubuo ng tauhan, tagpuan, banghay ng Week 1- HUMSS_CW/MPIj-IIc-17
nito dula na iisahing- yugtong dula 3
maisasatanghalan Nagagamit ang iba’t ibang paraan ng Week 1- HUMSS_CW/MPIjc-18
pagtatanghal batay sa inaasahang 3
kalalabasan ng binuong iskrip
Nakasusulat ng maikling pagsasanay gamit Week 1- HUMSS_CW/MPIj-IIc-19
ang tauhan, diyalogo, banghay, at iba pang 3
elemento ng dula
Nakasusulat ng isang tagpo para sa iisahing- Week 1- HUMSS_CW/MPIj-IIc-20
yugtong dula gamit ang iba’t ibang 3
elemento, teknik, at literary devices
Nauunawaan ng Ang mag - aaral ay Nasusuri ang malikhaing akda sa Week 4- HUMSS_CW/MPIIc-f-21
mag aaral ang iba’t makabubuo ng kontekstong pampanitikan at 5
ibang oryentasyon craft essay ukol sa sosyopolitikal*
ng malikhaing personal at Naipapamalas ang kamalayan at Week 4- HUMSS_CW/MPIIc-f-22
pagsulat malikhaing proseso sensitibidad sa iba’t ibang oryentasyon ng 5
 621

na malay na malikhaing pagsulat

gumagamit ng Nakasusulat ng isang sanaysay Week 4- HUMSS_CW/MPIIc-f-23
piniling 5
oryentasyon sa Nakabubuo ng blog na pangkatan para sa Week 6- HUMSS_CW/MPIIg-j-24
malikhaing tula at/o maikling kuwento (piksyon) gamit 8
pagsulat ang kasanayang pang- ICT at iba pang
angkop na anyong multimedia.
Natutukoy ang iba’t ibang paraan ng Week 6- HUMSS_CW/MPIIg-j-25
publishing media para sa paglalathala ng 8
manuskripto
Natutukoy ang mga posibilidad ng mga Week 6- HUMSS_CW/MPIIg-j-26
intertekstwal na anyo 8
Nakasusulat ng antololohiya/koleksyon ng Week 6- HUMSS_CW/MPIIg-j-27
mga tula, isang maikling kuwento, o iskrip 8
para sa iisahing- yugtong dula

Grade Level: Grade 12

Subject: Philippine Politics and Governance

Quarter Contents Standards Performance Most Essential Learning Duration K to 12 CG

Standards Competencies Code
First Quarter Demonstrate an understanding of Clearly identify *Explain the concept, relationship and Week 1
politics and political science, a specific importance of politics, governance
governance, political ideologies, political and government
power, states, nations, and phenomenon
globalization and how it can
be studied
Differentiate the political ideologies Week 2-3 HUMSS_PG12-
Ib-c-7

*Analyze the nature, Week 4

dimensions/types, and consequences
of power
 622

*Analyze the relationship among Week 5-6

nations and states in the context of
globalization
Demonstrate an understanding of the Explain the roles *Analyze the evolution of Philippine Week 7-8
historical background of Philippine of different politics and governance
democratic politics, the executive, the political
legislative, the judiciary, and institutions *Analyze the roles and powers of the Week 9
decentralization and local governance executive branch of the government
*Differentiate the roles and Week 10
responsibilities of the Philippine
Senate and the House of
Representatives

Second Quarter *Analyze the roles and responsibilities Week 11

of the Philippine Judiciary
Explain the roles and functions of Week 12 HUMSS_PG12-
Local Government Unit (LGU) IIa-b-2
Demonstrate an understanding of Analyze the Analyze the nature of elections and Week 13 HUMSS_PG12-
elections and political and civil society interactions political parties in the Philippines IIc-d-9
and social movements between state
and society *Explain the concept, role, and Week 14
contributions of civil society societies
and social movements to Philippine
democracy

Demonstrate an understanding of Propose a *Explain the importance of active Week 15

citizenship project on citizenship
political
engagement *Explain issues and programs related Week 16
and youth to political engagement and youth
empowerment empowerment
 623

Grade Level : Grade 12

Subject : Trends, Networks, and Critical Thinking in the 21st Century

Quarter Contents Performance Standards Most Essential Learning Competencies Duration K to 12 CG Code
Standards
QUARTER The learner The learner will be able to derive an 1. Differentiate a trend from a fad Weeks 1-2 HUMSS_MCT12-Ia-b-3
1 understands idea from instances and present 2. Explain the process on how to spot a HUMSS_MCT12-Ia-b-2
the this idea through a 100-word essay, trend
emergence of artwork, and other graphic 3. Point out the elements that make up a HUMSS_MCT12-Ia-b-4
trends and representations. trend
patterns. 4. Describe the different characteristics of a HUMSS_MCT12-Ia-b-5
trend
5. Identify parts of a whole. HUMSS_MCT12-Ia-b-6
6. Identify and explain an emerging pattern HUMSS_MCT12-Ia-b-7
7. Identify causes and consequences HUMSS_MCT12-Ia-b-8

The learner The learner draws a color-coded 1. Explain strategic analysis and intuitive HUMSS_MCT12-Ic-e-2
understands map of the networks of power thinking  HUMSS_MCT12-
strategic relations (political, economic,  Define strategic analysis and Ic-e-1
analysis and cultural, and kinship ties) within a intuitive thinking Week 3  HUMSS_MCT12-
intuitive particular community.  Differentiate key components in Ic-e-5
thinking. strategic analysis and intuitive
thinking
2. Apply strategic analysis HUMSS_MCT12-Ic-e-3
3. Apply intuitive thinking in solving a HUMSS_MCT12-Ic-e-4;
problem in the community using a map of HUMSS_MCT12-Ic-e-6
social networks
The learner The learner locates on a map the 1. Explain the concrete effects of HUMSS_MCT12-If-g-2
understands different geographical origins of the globalization and to one’s daily life Week 4
the various components/elements of 2. Explain the need for collaboration and HUMSS_MCT12-If-g-4
components, an cooperation to achieve interconnectedness
operations, industrial/technological/agricultural of people and nations
effects, and product and writes a reflection 3. Discuss the different contributions of the HUMSS_MCT12-If-g-5
networks of parts to a whole and the important role of Week 5
 624

globalization essay on the insights gathered from creative imagination in putting together
in his/her the exercise. the various parts of a whole
daily life. 4. Illustrate the origin of the different HUMSS_MCT12-If-g-7
The learner locates on a map the components of a gadget, business
workplaces of the OFWs in their enterprise,
community and writes a reflection
industrial/technological/agricultural
paper on the effects of labor
product, etc. through a mind map and
migration to their community.
reflection essay

The learner The learner 1. Explain the effects of consumption and HUMSS_MCT12-Ih-i-2
understands production patterns on climate change
the 1) analyzes how production and 2. Discuss personal contributions that can HUMSS_MCT12-Ih-i-3
consequences consumption habits contribute to actually solve the problem of climate Week 6
of personal the problem of climate change and change
and local explain why. HUMSS_MCT12-Ih-i-4
action to
global and 2) writes a resolution that you can 3. Make a stand on how the consequences
planetary share with your friends about how of one’s action affect the lives of others
climate you can personally contribute and the environment
change. towards solving the problem of
climate change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects
you

QUARTER The learner using any form of oral presentation, 1. Identify democratic practices HUMSS_MCT12-IIa-c-1
2 understands the learner explains creatively the 2. Explain the importance of participation in Week 1 HUMSS_MCT12-IIa-c-4
the meaning ill effects of undemocratic practices democracy
and related to factors such as gender 3. Differentiate participatory from HUMSS_MCT12-IIa-c-5
dimensions of biases, poverty, political representative democracy
democracy. marginalization, racial inequality, 4. Assess democratic interventions HUMSS_MCT12-IIa-c-6
cultural domination, crisis of prevailing in political and social
representation and politics of institutions Week 2
recognition. 5. Formulate a viable alternative to HUMSS_MCT12-IIa-c-7
undemocratic practices
 693
625

The learner The learner organizes and mobilizes 1. Identify the dimensions of technology HUMSS_MCT12-IId-f-1
understands an event that deals with a that are enabling and inhibiting Week 3
how ICT significant global issue, using ICT. 2. Discuss the benefits of technology HUMSS_MCT12-IId-f-2
enslaves, 3. Explain the weakest link in a system using HUMSS_MCT12-IId-f-4
emancipates, strategic and intuitive thinking
and 4. Explain how information communication HUMSS_MCT12-IId-f-5
empowers technology can facilitate social
individuals. relationships and political movements Week 4
(occupy movements)
5. Propose a creative intervention to HUMSS_MCT12-IId-f-6
improve human life using ICT
1. Differentiate connections from HUMSS_MCT12-IIg-i-1
The learner The learner creates a social map relationship, and networks Week 5
understands that traces the various roles that 2. Illustrate how the brain or neural network HUMSS_MCT12-IIg-i-2
the students play in the community works
parallelism (family members, community 3. Compare the neural networks with social HUMSS_MCT12-IIg-i-3
between leader, etc.) and rank the networks Week 6
neural and significance of the roles played 4. Establish linkage between self and the HUMSS_MCT12-IIg-i-4
social within the community. social network one belongs to
networks. 5. Demonstrate how thinking processes are HUMSS_MCT12-IIg-i-5
shaped by social relationships
Week 7
6. Identify the significant social roles HUMSS_MCT12-IIg-i-6
students play within the community by
creating a social map of their
relationships
Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of future you want, explain why
you want that future, and illustrate how will you get there