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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 Preface
The Alternative Learning System (ALS) provides equal opportunities for out-of-school youth and adult (OSYA) learners to develop basic and functional
literacy skills and to access equivalent pathways to complete basic education. It is a parallel learning system in the Philippines that provides a practical option to
the existing formal instruction as a flexible form of learning. When one does not have or cannot access formal education in schools, ALS is an alternate or
substitute.

With the introduction of the ALS K to 12 Basic Education Curriculum (BEC), the demand for harmonization of policies has to be addressed to ensure
strategic, efficient and effective implementation not just for junior high school but also for senior high school. This is backed by Article XIV, Section 2 of the 1987
Philippine Constitution which provides for the recognition and promotion of other forms of education other than formal education and The Governance Act for Basic
Education otherwise known as the Republic Act 9155 which stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school
children, youth and adults population with basic education.

In response to this, DepEd Region V - Ligao City Division through its pilot school Ligao National High School has developed and formally launched its
enhanced and restructured curriculum guide for ALS Senior High School with a resolute thrust to the six learning strands that meet the four exits envisioned for a K
to 12 graduate; hence the creation of a hybrid curriculum.
This carefully crafted hybrid curriculum guide intends to lay a roadmap of the expected learning experiences/journey along the critical instructional and
pedagogical deliverables that support the development of the most essential 21st century skills among the learners in the non-formal system.
The schematic diagram of the ALS-SHS Journey includes different Assessment Tools: Individual Learning Agreement, Registry of Prior Learning,
Readiness Test and the Diagnostic Test that determines which specific learning competencies per learning strand will be taken thru Flexible Learning Options
(FLOs). It covers the six learning strands; namely:LS1 – Communication Skills (English and Filipino), LS2 - Scientific and Critical Thinking Skills, LS3 –
Mathematical and Problem-Solving Skills, LS4 – Life and Career Skills, LS5 – Understanding Self and Society and, LS6 – Digital Citizenship.
In LS 4, the learner has options to take for the specializations as GAS-AFA, GAS-HE, GAS-IA, GAS-ICT, GAS-ABM and GAS-HUMSS. GAS-TVL strands
provides a training ground leading to National certification under Technical Education and Skills Development Authority. Further, training in Bookkeeping NCII for
GAS-ABM maybe included.
The learners shall finally take the Exit Assessment/ Aptitude Test to determine the preparedness to Higher Education, Middle Level Skills Development,
Entrepreneurship, and Employment.
In conclusion, this developed hybrid curriculum for ALS-SHS, propels DepEd Region V - Ligao City Division to proactively create a home for inclusivity to all
Filipino citizens of different interests, capabilities, demographic characteristics, socioeconomic origin and status. The greater hope and burning passion for
equitable and transformative education are evidenced by everyone envisioning a better world through a united work.
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 Republic of the Philippines
Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND 1: COMMUNICATION SKILLS (ENGLISH)

SHS Subject Coverage: Oral Communication, Reading and Writing, and English for Academic and Professional Purposes

Goal: The main thrust of Learning Strand (LS) 1, Communication Skills -English, seeks to develop an ALS-SHS learner who is ready to function in the society equipped
with the communicative competence both in speaking and writing, can critically analyze different media presentation and can easily immerse himself/herself in life
engaging activities and be part of the productive workforce of the society.

Content: Communication, Reading Strategies, Academic and Professional Writing

Key Topics:
Listening/Viewing: Understanding Communication activities
Speaking: Nature and Process of Communication
Reading: ` Patterns of Development
Writing: Academic and Professional Writing

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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 Learning Strand 1 involves the five macro skills namely, listening purposively and critically; speaking clearly and appropriately; viewing to demonstrate critical
understanding and interpretation of visual media; reading to process and critically use information from a wide range of written materials and other forms of media, and express
one’s ideas and feelings clearly and effectively in writing.

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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
Macro Skill/
Content Performance Pre-Requisite Code
Key ALS Competencies K to 12 CG Code
Concept
Standards Standards (JHS)

SPEAKING The learner The learner designs and 1.Explains the functions, nature EN11/12OC-Ia-2
understands the performs effective and process of communication
nature and elements controlled and EN11/12OC-Ia-3
of oral uncontrolled oral
communication in communication
context. activities based on
context.
The learner The learner 2.Employs various EN7OL-I-b1.14 EN11/12OC-Ifj-15
recognizes that demonstrates effective communicative strategies in EN10LC-Ia-11.1
communicative use of communicative different situations EN11/12OC-Ifj-17
competence requires strategy in a variety of EN11/12OC-Ifj-20
understanding of speech situations.
speech context, EN11/12OCIIab-22
speech style, speech EN11/12OC-Ia-6
act and
communicative EN11/12OCIIab-
strategy.
22.1-22.6
The learner realizes The learner proficiently 3.Uses principles of effective EN8OL-IIIb-5 EN11/12OC-IIcj-24;
the rigors of crafting delivers various speech writing and delivery.
one’s speech. speeches using the EN8OL-IVb-3.11 EN11/12OCIIcj-25;
principles of effective EN11/12OC-IIcj-
speech delivery.
25.1-25.5;
EN11/12OC-IIcj-26;
EN11/12OCIIcj-
26.1-26.5
VIEWING/ The learner values The learner writes a 4. Examines sample oral EN9VC-IVa-10 No code
the functions/ 250-word essay of communication activities
LISTENING purposes of oral his/her objective EN7LC-IV-g-8.2
communication. observation and EN9RC-IVf-2.22
evaluation of the
various speakers
watched and listened to.
READING The learner realizes The learner critiques a 5. Compares and contrasts EN8WC-IIg-2.2 No code 7|Page
ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
that information in a chosen sample of each patterns/techniques and language
written text may be pattern of development used in written texts across EN8G-IIg-9 CS_EN11/12A-EAPP-
selected and focusing on information discipline. Ig-j-20
EN8G-IIh-9
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 Republic of the Philippines
Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND 1: COMMUNICATION SKILLS (FILIPINO)

SHS Subject Coverage: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino, Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik, Filipino sa
Piling Larang ( Akademik, Tech Voch, Isports , Arts and Design )
Mithiin (Goal) : Mapaunlad ang kakayahan ng mga mag-aaral sa pakikipagtalastasan, kritikal na pagusuri ng mga teksto, pagsusulat ng iba’t ibang anyo ng sulating ginagamit
sa pag-aaral sa iba’t ibang larangan at makabuo ng isang makabuluhang pananaliksik.
Nilalaman ( Content ) : Nauunawaan ang mga konseptong pangwika, kakayahang pangkomunikatibo.Nakasusulat ng iba’t ibang anyo ng sulating ginagamit sa pag-aaral ng
iba’t ibang larangan.Nakasusuri ng teksto at makabubuo ng isang makabuluhang pananaliksik.
Pinal na Output ( Expected Output) : Malinang ang kakayahan sa pakikipagtalastasan, pagsusuri at kritikal na pag-iisip, pagsusulat ng mga piling anyong sulatin at makabuo
ng isang konseptong papel.
Mahahalagang Konsepto/Paksa ( Key Concept):
A. Mga Konseptong Pangwika
 Wika, Wikang Pambansa, Wikang Panturo, Wikang Opisyal, Bilinggwalismo, Multilinggwalismo
 Kasaysayan ng Wikang Pambansa at Gamit ng Wika sa Lipunan
B. Batayang konseptong kaugnay ng Pananaliksik
 Mga Uri ng Teksto
 Kahulugan, Konsepto, Proseso sa Panimulang Pananaliksik
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C. Pagsulat ng Iba’t Ibang Anyo ng sulatin
 Kahulugan ng Piling Larang na Pagsulat
 Pagkilala sa iba’t ibang anyo ng sulatin ayon sa layunin, gamit, katangian at anyo

Macro Skills / Content Performance Pre-requisite

ALS Learning Competencies K to 12 CG Code
Key Concepts Standards Standards Code (JHS)

Pagsasalita Natutukoy ang mga kahulugan at kabuluhan ng F11PT – Ia – 85

mga konseptong pangwika.

Nakagagawa ng isang
Nauunawaan ang
sanaysay batay sa isang
mga konsepto,
Pagsusulat Naiuugnay ang mga konseptong pangwika sa F11PD-lb-86
elementong kultural, panayam tungkol sa
kasaysayan, at gamit sariling kaalaman, pananaw, at mga
aspektong kultural o karanasan.
ng wika sa lipunang
Pagsasalita Pilipino lingguwistiko ng napiling Nabibigyang kahulugan ang mga F11PT –Ic – 86
komunidad komunikatibong gamit ng wika sa lipunan
Napanonood Naiuugnay at natutukoy ang mga konseptong
pangwika sa mga napanood na sitwasyong F11PD – Ib – 86
pang komunikasyon sa telebisyon
(Halimbawa: Tonight with Arnold Clavio, F11PD – Id – 87
State of the Nation, Mareng Winnie,Word of
the Lourd (http://lourddeveyra.blogspot.com))

Pagsusulat Nakapagsasalilsik at naipaliliwanag ang wika F11EP-Ie-31

sa lipunan sa pamamagitan ng mga
halimbawang sitwasyon ng gamit ng wika sa F11EP-le-31
lipunan

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Pagbabasa Natutukoy ang mga pinagdaanang F11PS-Ig-88
pangyayari/kaganapan tungo sa pagkabuo at
pag-unald ng Wikang Pambansa
Pagsasalita Napipili ang angkop na mga salita at paraan ng F11PS-llf-90
LS1CS/FIL-PS-
paggamit nito sa mga usapan o talakayan
PPB-BL-2
batay sa kausap, pinag-uusapan, lugar, LS1CS/FIL-PS-
PPB-BL/MB-3
panahon, layunin at grupong kinabibilangan
LS1CS/FIL-PS-
PPB-BL-4
LS1CS/FIL-PS-
PPB-MB/MT-5
LS1CS/FIL-PS-
PPB-BL/MB/
MT-6

Pakikinig Nahihinuha ang layunin ng isang kausap batay LS1CS/FIL-PS- F11WG- llF-34
PPB-BL-1
sa paggamit ng mga salita at paraan ng
pagsasalita
Pagbabasa Nakasusunod sa Nakabubuo ng isang Natutukoy at naibabahagi ang katangian at F11PT-llla-88
pamantayan ng maikling pananaliksik kalikasan ng iba’t ibang tekstong binasa
pagsulat ng masinop na napapanahon ang F11PS – IIIb – 91
na pananaliksik paksa
Pagsusulat . Naipapaliwanag ang mga kaisipang F11PS-lllf-92
nakapaloob sa tekstong binasa
Pagsusulat Nakasusulat ng ilang halimbawa ng iba’t ibang F11PU-lllb-89
uri ng teksto
Pagbabasa Nasusuri ang ilang halimbawang pananaliksik F11PB-IVab-100
sa Filipino batay sa layunin, gamit, metodo at
etika sa Pananaliksik
Pagbabasa Nabibigyang kahulugan ang mga konseptong F11PT-IVcd-89
kaugnay ng pananaliksik
( halimbawa: Balangkas teoretikal, datos

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 emprikal, atbp

F11PT-lle-87
Pagsusulat Naiisa-isa ang mga hakbang sa pagbuo ng F11PU-lVef-91
isang makabuluhang pananaliksik.

Pagsusulat Nakabubuo ng isang maikling pananaliksik na F11Ep-IVij-38

napapanahong paksa.

F11EP-llij-35
Pagbabasa Nauunawaan ang Nasusuri ang kahulugan Nabibigyang-kahulugan ang pagsulat ng : CS_FTV11/12PB-
kalikasan, layunin at at kalikasan ng pagsulat 0a-c-105
paraan ng pagsulat ng iba’t ibang anyo ng a. Teknikal at Bokasyunal CS
ng iba’t ibang anyo ng sulatin. b. Akademikong pagsulat
sulating ginagamit sa c. Sulating Pang-isports CS_FA11/12PB-0a-
pag-aaral sa iba’t d. Sining at Disenyo c-101
ibang larangan
CS_FI11/12PB-0a-
c107
CS_FSD11/12PB-0a-
c-103

Pagbabasa Nakikilala ang iba’t ibang sulating ayon sa: CS_FTV11/12PT-0a-c-

93
a. Layunin
b. Gamit CS_FA11/12PN-0a-c-
c. Katangian 90
d. Anyo
CS_Fl11/12PT-0a-c-95
CS_FSD11/12PT-0a-c-
91

Pagbabasa Nakapagsasagawa ng panimulang pananaliksik CS_FTV11/12EP-Od-f-

kaugnay ng kahulugan, kalikasan, at katangian 42
ng iba’t ibang anyo ng piling sulating:

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 a. Teknikal at Bokasyunal CS_FA11/12EP-0a-39
b. Akademikong Pagsulat
c. Sulating Pang-isports CS_Fl11/12EP-0d-f-43
d. Sining at Disenyo CS_FSD11/12EP-0a-c-
41
Pagbabasa Nauunawaan at Nakasusulat ng 3-5 piling Natutukoy ang katangian ng isang piling
Natitiyak ang angkop sulating: sulating
na proseso sa piling a. Teknikal at CS_FTV11/12PT-0g-i-
sulating Bokasyunal a. Teknikal at Bokasyunal 94
a. Teknikal at b. Akademikong b. Akademikong Pagsulat
c. Sulating Pang-isports CS_FA11/12PB-0m-o-
Bokasyunal Pagsulat
d. Sining at Disenyo 102
b. Akademikong c. Sulating Pang-
Pagsulat isports CS_Fl11/12PT-0g-i-96
c. Sulating Pang- d. Sining at Disenyo
isports CS_FSD11/12PB-0g-i-
d. Sining at 104
Disenyo
Pagsusulat Nakasusulat ng organisado, malikhain at CS_FA11/12PU-0p-
kapani-paniwalang piling sulating: r94
a. Teknikal at Bokasyunal C_-Fl11/12WG-0m-o-
b. Akademikong Pagsulat 96
c. Sulating Akademiko
d. Sining at Disenyo CS_FSD11/12WG-0o
– q-94
CS_FTV11/12WG-0m-
o-95
Pagsusulat Nakabubuo ng sulating may batayang CS_FA11/12PU-0p-r-
pananaliksik ayon sa pangangailangang: 95
a. Teknikal at Bokasyunal CS_Fl11/12EP-Om-o-
b. Akademikong Pagsulat 44
c. Sulating Akademiko
d. Sining at Disenyo

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Pagsusulat Naisasaalang-alang ang etika sa piling sulating: CS_FTV11/12PU-0m-
o-99
a. Teknikal at Bokasyunal
b. Akademikong Pagsulat CS_FSD11/12PU-00-
c. Sulating Akademiko q-97
d. Sining at Disenyo
CS_F11/12PU-)m-o-
101
CS_FA11/12EP-Op-o-
40

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 Republic of the Philippines
Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND 2: SCIENTIFIC AND CRITICAL THINKING SKILLS

Goal: The ultimate goal of this learning strand is for the learners to attain scientific and apply critical thinking skills in daily life situations to improve their lives, as well as
the quality of life of the people, the community and the country as a whole. Specifically, embedded in the performance standards are the functional competencies of
openness to change; awareness of options; ability to make critical and informed decisions; curiosity, innovativeness and creativity; and future orientation with the abilities
to: (1) organize new knowledge, (2) gather and analyze information, (3) categorize things and ideas, (4) make comparisons, (5) infer principles from evidence, (6) critique
one’s own thinking, (7) evaluate options as a basis of decision making, (8) apply the scientific process, (9) seek explanations for applying the scientific process, (10)
support assertions with evidence, (11) overcome obstacles and find a better way of doing things, (12) apply principles to draw conclusions, and (13) learn independently.
All of these will lead the ALS learners to understand and apply scientific knowledge (cognitive), develop and demonstrate scientific values and attitude (affective),
and demonstrate scientific inquiry skills (behavioral). Thus, it achieves holistic development of science skills among the learners as they attend the learning interventions.

Key Concepts: These key concepts are corollary to the basic science concepts and areas learned in formal schools, such as the scientific values and attitudes, superstitions and
scientific inquiry, scientific method, biological science, disaster risk reduction and readiness management, and physical science.

Understanding of scientific values and attitudes Understanding biological concepts and their applications

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 Understanding and use of the scientific method Use of science and technology in Disaster Risk Reduction and Readiness Management
Understanding and conduct of scientific investigations Understanding and use of Chemistry, Physics, and Earth Science concepts and their applications

SHS Subject Coverage: Earth and Life Science, Physical Science, and Disaster Readiness and Risk Reduction

KEY Content Performance K to 12 CG

Standards Standards ALS Competencies Pre-requisite Code (JHS)
CONCEPTS Code
The learner understands… The learner…
Understand 1. the formation of the makes a poster -Give evidence for and explain the LS2SC-PS-PSF-JHS-13 S11/12PS -IVa -
ing the universe and the solar showing how to formation of the elements and isotopes LS2SC-PS-PSF-JHS-14 38
Concepts system protect the Earth’s during the Big Bang and stellar evolution. LS2SC-PS-PSF-JHS-15 S11/12PS -IVa -
of Earth 2. Greek views of matter, motion, subsystems -Explain the history of astronomy and LS2SC-PS-PSF-AE/JHS-10 4
and Space and the universe, competing cosmology LS2SC-PS-PSF-AE/JHS-55 S11/12PS -IVb -
and Its models of the universe by -Explain that the Earth consists of four LS2SC-PS-PSF-AE/JHS-56 44
Application Eudoxus, Aristotle, Aristarchus, subsystems, across whose boundaries LS2SC-PS-PSF-JHS-71 S11/12PS-IVj-73
Ptolemy, matter and energy flow.
3. Copernicus, Brahe, and Kepler
4. evidence that the Earth is not
the center of the universe
5. the subsystems (geosphere,
hydrosphere, atmosphere, and
biosphere) that make up the
Earth
3. the Earth’s internal structure
1. the three main categories of collects rocks in the -Identify common rock-forming minerals LS2SC-PS-PSF-AE/JHS-56 S11/12ES-Ia-9
rocks community and using their physical and chemical LS2SC-PS-PSF-LE/AE/JHS-
2. the origin and environment of describe its properties 69
formation of common minerals properties
and rocks -Explain the process of formation of rocks S11/12ES-Ib-10
3. geologic processes that occur (igneous, sedimentary and metamorphic) S11/12ES-Ib-12
on the surface of the Earth such S11/12ES-Ib-14
as weathering, erosion, mass S11/12ES-Ic-15
wasting, and sedimentation S11/12ES-Ic-18
(include the role of ocean basins
in the formation of sedimentary -Explain how the movement of plates S11/12ES-Id-22
rocks) leads to the formation of folds and faults
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 4. geologic processes that occur
within the Earth -Explain the formation of rock layers S11/12ES-Ie-25
5. the folding and faulting of rocks (stratified rocks) and apply different S11/12ES-Ie-26
6. plate tectonics methods (relative and absolute dating) to
7. how the planet Earth evolved determine its age.
in the last 4.6 billion years - Use geologic time scale in discussing S11/12ES-Ie-27
the Earth’s history S11/12ES-Ie-29
Use of 1. the different hazards caused conducts a survey to -Explain the various hazards that may LS2SC-DR-PSE-AE/JHS-36 S11/12ES-If-30
Science by geological processes assess the possible happen in the event of earthquakes, LS2SC-DR-PSE-AE/JHS-37 DRR11/12-If-g-
and (earthquakes, volcanic eruptions, geologic/ tsunami, volcanic eruptions, and landslides LS2SC-DR-PSE-AE/JHS-38 17
Technology tsunami and landslides) hydrometeorological -Analyze the effect of different geological LS2SC-DR-PSE-AE/JHS-39 DRR11/12-If-g-
in Disaster 2. the different hazards caused hazards that your hazards (earthquakes, tsunami, volcanic LS2SC-DR-PSE-AE/JHS-40 18
Risk by hydrometeorological community may eruptions, rainfall-induced landslide and LS2SC-DR-PSE-AE/JHS-41 DRR11/12-If-g-
Reduction phenomena (tropical cyclones, experience. sinkhole )to the community LS2SC-DR-PSE-AE/JHS-42 19
and thunderstorm, monsoons, -Use hazard maps to identify the areas LS2SC-DR-PSE-AE/JHS-44 DRR11/12-If-g-
Readiness floods,flash flood, stormsurge, El prone to different geological hazards LS2SC-DR-PSE-LE/AE/JHS- 20
Manageme Nino, Lanina, and tornadoes or (earthquakes, tsunami, volcanic eruptions, 45 DRR11/12-Ih-i-
nt ipo-ipo) rainfall-induced landslide and sinkhole LS2SC-DR-PSE-JHS-46 22
3. the different hazards caused -Cite ways to prevent or mitigate the LS2SC-DR-PSE-JHS-47 DRR11/12-Ih-i-
by coastal processes (waves, impact of different geological hazards LS2SC-DR-PSE-JHS-48 24
tides, sea-level changes, crustal (earthquakes, tsunami, volcanic eruptions, LS2SC-DR-PSE-JHS-49 DRR11/12-Ih-i-
movement, and storm surges) rainfall-induced landslide and sinkhole )to LS2SC-DR-PSE-JHS-50 25
the community S11/12ES-If-31
DRR11/12-IIa-b-
27
DRR11/12-IIa-b-
28
DRR11/12-IIa-b-
29
DRR11/12-IIa-b-
30
S11/12ES-If-33
DRR11/12-IIa-b-
31

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 -Explain the various hydrometeorological LS2SC-DR-PSE-AE/JHS- DRR11/12-IIc-d-
hazards (tropical cyclones, thunderstorm, 19 33
monsoons, floods, flash flood, storm surge, LS2SC-DR-PSE-LE/AE/ DRR11/12-IIc-d-
El Nino, La Nina, and tornadoes or ipo-ipo) JHS-20 35
-Analyze the effect of hydrometeorological LS2SC-DR-PSE-LE/AE/ DRR11/12-IIc-d-
hazards (tropical cyclones, thunderstorm, JHS-21 36
monsoons, floods, flash flood, storm surge, LS2SC-DR-PSE-LE/AE/ S11/12ES-Ig-36
El Nino, La Nina, and tornadoes or ipo-ipo) JHS-22
-Use hazard maps to identify the areas LS2SC-DR-PSE-LE/AE/
prone to different hydrometeorological JHS-23
hazards (tropical cyclones, thunderstorm, LS2SC-DR-PSE-LE/AE/
monsoons, floods, flash flood, storm surge, JHS-24
El Nino, La Nina, and tornadoes or ipo-ipo) LS2SC-DR-PSE-LE/AE/
-Cite ways to prevent or mitigate the impact JHS-25
of different hydrometeorological hazards LS2SC-DR-PSE-AE/JHS-
(tropical cyclones, thunderstorm, monsoons, 31
floods, flash flood, storm surge, El Nino, La LS2SC-DR-PSE-AE/JHS-
Nina, and tornadoes or ipo-ipo) 32
LS2SC-DR-PSE-AE/JHS-
33
LS2SC-DR-PSE-AE/JHS-
34
LS2SC-DR-PSE-LE/AE/
JHS-35

-Determine areas in the community prone to LS2SC-BC-PSD-AE/JHS- S11/12ES-Ih-3

coastal erosion, submersion and saltwater 135 S11/12ES-Ii-41
intrusion LS2SC-DR-PSE-LE/AE/
-Cite ways to prevent or mitigate the impact JHS-21
of land development, waste disposal and
construction of structures on control coastal
processes
Understand 1. the historical development of makes a list on how -Explain the evolving concept of life based LS2SC-BC-PSD-LE-108 S11/12LT-IIa-1
ing the concept of life to care one’s life and on emerging pieces of evidence S11/12LT-IIa-3
Biological 2. the origin of the first life forms the lives of other -Describe how unifying themes (eg, structure
Concepts 3. unifying themes in the study of living beings in the and function) in the study of life show the
and Its life environment connections among living things and how
Application they interact with their environment.
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1. how the uses of different lists down the -Explain how the structures of biological LS2SC-PS-PSF-AE/JHS-16 S11/12PS-IIIe-
materials are related to their products containing macromolecules such as carbohydrates, 22
properties and structures substances that can lipids, nucleic acid, and proteins determine
2. the relationship between the trigger genetic their properties and functions
function and structure of disorders such as
biological macromolecules phenylketonuria
1. plant and animal reproduction makes a presentation -Describe the different ways of how LS2SC-BC-PSD-LE/AE/ S11/12LT-IIej-
2. how genes work of some diseases representative animals reproduce JHS-2 15
3. how genetic engineering is that are associated LS2SC-BC-PSD-LE/AE/ S11/12LT-IIej-
used to produce novel products with the various -Describe the process of Genetic JHS-3 17
organ systems Engineering and evaluate the effect of LS2SC-BC-PSD-AE/JHS- S11/12LT-IIej-
GMOs to human 110 19
LS2SC-BC-PSD-JHS-101
LS2SC-BC-PSD-JHS-102
1. nutrition: getting food to cells -Describe the general and unique LS2SC-BC-PSD-LE/AE/ S11/12LT-IIIaj-
2. gas exchange with the characteristics of the different organ systems JHS-83 21
environment in representative animals LS2SC-BC-PSD-LE/AE-99 S11/12LT-IIIaj-
3. circulation: the internal -Analyze and appreciate the functional LS2SC-BC-PSD-JHS-103 22
transport system relationship of different organ systems in LS2SC-BC-PSD-AE/JHS- S11/12LT-IVfg-
4. the need for homeostasis ensuring animal survival. 107 26
5. salt and water balance and
waste removal
6. the immune system: defense
from disease
7. how hormones govern body
activities
8. the nervous system
9. the body in motion
1. the evidence for evolution designs a poster -Explain how populations of organisms have LS2SC-BC-PSD-AE/JHS- S11/12LT-IVfg-
2. the origin and extinction of tracing the changed and continue to change over time 105 26
species evolutionary changes showing patterns of descent with S11/12LT-IVfg-
in a crop plant (e.g., modification from common ancestors to 27
rice or corn) that produce the organismal diversity observed
occurred through today and how the classification system of
domestication organisms is based on evolutionary
relationships

1. the principles of the ecosystem prepares an action -Categorize the different biotic potential and LS2SC-BC-PSD-AE/JHS- S11/12LT-IVhj-
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 2. biotic potential and plan containing environmental resistance (e.g., diseases, 111 29
environmental resistance 3. mitigation measures availability of food and predators) that affect LS2SC-BC-PSD-AE/JHS-
terrestrial and aquatic to address current population explosion. 112
ecosystems environmental LS2SC-BC-PSD-AE/JHS-
4. how human activities affect the concerns and 113
natural ecosystem challenges in the LS2SC-BC-PSD-AE/JHS-
community 115
LS2SC-BC-PSD-LE/AE/
JHS-118
LS2SC-BC-PSD-LE/AE/
JHS-119
LS2SC-BC-PSD-LE/AE/
JHS-122
LS2SC-BC-PSD-LE/AE/
JHS-123
Understand 1. how the uses of different lists down the -Describe the types of intermolecular forces LS2SC-PS-PSF-AE/JHS-2 S11/12PS-IIIc-d-
ing materials are related to their applications of and its effect on the properties of substance LS2SC-PS-PSF-LE/AE-7 17
Chemistry properties and structures intermolecular forces LS2SC-PS-PSF-AE/JHS-9 S11/12PS-IIId-e-
Concepts in real life 19
and Its
Application 1. the following aspects of makes either a -Use simple collision theory to explain the LS2SC-PS-PSF-LE/AE/ S11/12PS-IIIf-23
chemical changes: poster, a flyer, or a effects of concentration, temperature, and JHS-70 S11/12PS-IIIf-24
a. how fast a reaction takes place brochure on a particle size on the rate of reaction and
b. how much reactants are product(such as describe the effect of catalyst to reaction S11/12PS-IIIi-29
needed and how much products fuels, household, or rate
are formed in a reaction personal care -Describe how energy is harnessed from
c. how much energy is involved in products) indicating different sources:
a reaction its uses, properties, A. Fossil fuels
2. how energy is harnessed mode of action, and B. Biogas
precautions C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass

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 1. The properties and mode of names different -From product labels, identify the active S2SC-PS-PSF-LE/AE/JHS- S11/12PS -IIIi - j
action of the following consumer cleaning materials ingredient(s) of cleaning products used at 6 -31
products: with active ingredient home S11/12PS -IIIi - j
a. cleaning materials inside the house -Give the use of the other ingredients in -32
b. cosmetics cleaning agents

Understand 1. Aristotelian vs. Galilean shares real life -Explain the concepts of vertical motion, LS2SC-PS-PSF-AE/JHS-18 S11/12PS -IVc -
ing Physics views of motion stories showing the horizontal motion, and projectile motion and LS2SC-PS-PSF-JHS-20 46
Concepts 2. how Galileo used his application of motion apply it on different phenomena in daily LS2SC-PS-PSF-JHS-21 S11/12PS -IVc -
and Its discoveries in mechanics lives. LS2SC-PS-PSF-JHS-22 47
Application (and astronomy) to LS2SC-PS-PSF-JHS-23 S11/12PS-IVd-
address scientific LS2SC-PS-PSF-JHS-24 51
objections to the LS2SC-PS-PSF-JHS-25
Copernican model LS2SC-PS-PSF-JHS-26
3. mass, momentum, and LS2SC-PS-PSF-JHS-27
energy conservation LS2SC-PS-PSF-JHS-28
LS2SC-PS-PSF-JHS-29

light as a wave and a particle designs and creates -Describe how the propagation of light, LS2SC-PS-PSF-JHS-44 S11/12PS-IVf-59
a useful product for reflection, and refraction are explained by LS2SC-PS-PSF-LE/AE/ S11/12PS-IVf-61
practical purposes the wave model and the particle model of JHS-45 S11/12PS-IVg-
that uses mirrors and light LS2SC-PS-PSF-AE/JHS-46 64
lenses -Explain how the photon concept and the LS2SC-PS-PSF-AE/JHS-47 S11/12PS-IVh-
fact that the energy of a photon is directly LS2SC-PS-PSF-AE/JHS-48 65
proportional to its frequency can be used to LS2SC-PS-PSF-JHS-49 S11/12PS-IVh-
explain why red light is used in photographic LS2SC-PS-PSF-JHS-50 66
dark rooms, why we get easily sunburned in LS2SC-PS-PSF-AE/JHS-5
ultraviolet light but not in visible light, and LS2SC-PS-PSF-AE/JHS-52
how we see colors LS2SC-PS-PSF-JHS-53
LS2SC-PS-PSF-AE/JHS-54
-Cite practical evidences that light act as a
wave and a particle
-Explain various light phenomena such as:
A. Your reflection on the concave and
convex sides of a spoon looks different
B. Mirages

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 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
relativity makes a hypothetical -Explain how special relativity resolved the LS2SC-PS-PSF-AE/JHS-29 S11/12PS-IVi-j-
short story showing conflict between Newtonian mechanics and LS2SC-PS-PSF-JHS-32 69
the postulates of Maxwell’s electromagnetic theory LS2SC-PS-PSF-JHS-33 S11/12PS-IVi-j-
general relativity, -Explain the consequences of the postulates LS2SC-PS-PSF-AE/JHS-46 71
Newtonian of General Relativity (e.g., correct
mechanics and predictions of shifts in the orbit of Mercury,
maxwell’s gravitational bending of light, and black
electromagnetic holes) and (e.g., relativity of simultaneity,
theory time dilation, length contraction, mass-
energy equivalence, and cosmic speed limit)

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 SHS Subject Coverage: Practical Research 1; Practical Research 2; Inquiries, Investigations, and Immersion

Content Performance ALS Learning Pre-requisite

Topic Expected Output K to 12 CG Code
Standards Standards Competencies Code (JHS)

Nature of 1. the importance of 1. prepares a plan prepares a plan and a focus Written research
Inquiry and research in daily and a focus on on issues and ideas in their agenda
Research life; issues in their respective field;
2. the characteristics, respective field; explains the importance of CS_RS11-IIIa-1
processes, and and research in daily life; CS_RS11-IIIa-2
ethics of research; 2. decides on a CS_RS11-IIIa-5
3. quantitative and suitable kind of CS_RS11-IIIb-2
qualitative research in the describes the characteristics, CS_RS11-IIIb-1
area of interest. strengths, weaknesses, and CS_RS12-Ia-c-1
research;
kinds of research;
4. the importance of
describes the processes and CS_RS11-IIIa-3
research across
ethics of research;
fields of inquiry;
differentiates qualitative from CS_RS11-IIIa-4
and
quantitative research; and
5. the nature of differentiates kinds of CS_RS12-Ia-c-3
variables. variables and their uses. M11/12SP-IIIa-2
M11/12SP-IVi-1
Identifying the 1. the range of formulates clearly the designs a research project Written background of CS_RS11-IIIc-e-1
Inquiry and research topics in statement of the related to daily life; the study including the CS_RS12-Id-e-1
Stating the the area of inquiry; research problem. statement of the CS_RS11-IIIc-e-2
Problem 2. the value of problem CS_RS12-Id-e-2
research in the CS_RS11-IIIc-e-5
area of interest; CS_RS12-Id-e-5
and CS_RS11-IIIc-e-6
3. the specificity and states clearly the research CS_RS11-IIIc-e-4
feasibility of the questions; and CS_RS12-Id-e-4
problem posed. describes the CS_RS12-Id-e-3
justifications/reasons for CS_RS11-IIIc-e-3
conducting the research; CS_RS11-IIIc-e-7
CS_RS12-Id-e-7
Learning from 1. the criteria in 1. selects, cites, and selects, cites and 1. Conceptual CS_RS11-IIIf-j-1
Others and selecting, citing, synthesizes synthesizes related literature framework CS_RS11-IIIf-j-2

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Reviewing the and synthesizing judiciously related using standard style (APA, 2. Research CS_EN11/12A-
Literature related literature; literature; MLA, Chicago Manual of hypothesis (if EAPP-Iac-4
2. the ethical 2. uses sources Style); applicable) CS_EN11/12A-
standards in according to 3. Definition of terms EAPPIIa-d-4
writing the related ethical standards; 4. Scope and CS_RS11-IIIf-j-3
literature; 3. formulates clearly limitations of the CS_EN11/12A-
3. the formulation of the conceptual study EAPP-Ig-j-20
the conceptual framework and follows ethical standards in 5. List of related CS_RS11-IIIf-j-5
framework; research writing related literature; literature reviewed
4. the research hypothesis (if defines terms used in the CS_RS12-If-j-7
hypothesis, if appropriate); study;
appropriate; and 4. defines terms lists the research CS_RS12-If-j-8
5. the definition of used in the study; hypotheses, if appropriate;
terms as used in and and
the study. 5. presents written writes and presents the CS_RS11-IIIf-j-4
review of related review of literature and CS_EN11/12A
literature and conceptual framework of the EAPP-Id-f-18
conceptual study. CS_RS12-If-j-6
framework.
Understanding 1. qualitative and describes adequately chooses and describes 1. Research design CS_RS11-IVa-c-1
Data and Ways quantitative the research design, adequately the research 2. Population and CS_RS12-IIa-c-1
to research designs; sample, instrument, design (either qualitatively or sampling method CS_RS12-IIa-c-2
Systematically 2. the description of data collection and quantitatively), sample, 3. Research M11/12SP-IIId-2
Collect Data the sample; analysis procedures. instrument, population and instrument M11/12SP-IIIj-3-4
3. instrument sampling procedure, data 4. Data collection CS_RS12-IIa-c-3
development; collection and analysis procedure CS_EN11/12A-
4. data collection and procedures 5. Data analysis EAPPIIe-j-7
analysis procedure CS_RS12-IIa-c-4
procedures such CS_RS11-IVa-c-3
as survey, CS_RS12-IIa-c-5
interview, and CS_RS12-IIa-c-6
observation; M11/12SP-IVa-
5. guidelines in 1,3
writing the M11/12SP-IVb-1
research M11/12SP-IVb-2
methodology; and M11/12SP-IVd-1
6. the application of CS_RS11-IVa-c-4
creative design CS_RS12-IIa-c-7
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 principles for
execution.
Finding 1. data collection 1. gathers and collects data using 1. Data organized in CS_RS11-IVd-f-1
Answers procedures and analyzes data appropriate instruments and graphs, tables or CS_RS12-IId-g-1
through Data skills (such as using suitable procedures; other forms CS_EN11/12A-
Collection observation and techniques with 2. Interpretation of EAPPIIe- j-8
interview) using intellectual presents and interprets data data CS_RS12-IId-g-2
varied honesty; in tabular, graphical or other 3. Conceptual CS_EN11/12A-
instruments; 2. analyzes and forms; framework (for EAPPIIe-j-11
2. drawing out draws out patterns analyzes data using suitable qualitative CS_RS11-IVd-f-2
patterns and and themes with techniques with intellectual research) CS_RS12-IId-g-3
themes from data; intellectual honesty; and M11/12SP-IVg-2-
and 4
honesty
3. data processing, M11/12SP-IVh-2-
organizing, and 3
analysis. M11/12SP-IVj-2

relates findings with CS_RS11-IVd-f-3

pertinent literature. EN11/12RWS-
IVac-10
Reporting and 1. the guidelines in 1. forms logical draws logical conclusions 1. Summary of CS_RS11-IVg-j-1
Sharing making conclusions; from findings and formulates findings CS_RS12-IIh-j-1
Findings conclusions and 2. makes recommendations based on 2. Conclusions M11/12SP-IVd-2
recommendations; recommendations conclusions; 3. Recommendations CS_RS12-IIh-j-2
2. techniques in based on writes and presents a clear 4. List of references CS_RS11-IVg-j-3
listing references; conclusions; and research report. 5. Draft written CS_EN11/12A-
and 3. writes and research report for EAPPIIa-d-5
3. the process of presents a clear oral presentation
report writing. research report. 6. Final written
research report for
submission

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 Republic of the Philippines
Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND3: MATHEMATICAL AND PROBLEM-SOLVING SKILLS

SHS Subject Coverage: General Mathematics, Statistics and Probability

Learning Strand 3 aims to help the learners acquire mathematical and problem-solving skills essential in decision making and day to day struggles. Through the
development of these skills, SHS-ALS learners will enhance their own personal and social effectiveness by way of improving the quality of life.
The attainment of these performance standards will equip SHS- ALS learners with the necessary minimum foundational mathematics competencies to prepare them for
the world of work and further study in Tertiary Level. To complete SHS and meet the competencies for the middle skills development, entrepreneurship, and employment exits of
the basic education curriculum, ALS learners must complete the competencies that are specified in Learning Strand 3 which includes General Mathematics and Statistics and
Probability and all other strands of SHS-ALS Curriculum.

Macro Skills / Content Performance Pre-requisite

ALS Learning Competencies K to 12 CG Code
Key Concepts Standards Standards Code (JHS)

Functions and The learner The learner is able to represents real-life situations using functions, M11GM-Ia-1
Their Graphs demonstrates accurately construct including piece-wise functions M11GM-Ib-1
understanding of mathematical models to M11GM-Id-1
key concepts of represent real-life M11GM-Ie-3
functions. situations using M11GM-Ih-1
functions.

evaluates a function M11GM-Ia-2

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 performs addition, subtraction, multiplication, M8AL-Ic-d-1 M11GM-Ia-3
division, and composition of functions
The learner The learner is able to solves problems involving rational functions, M7AL-IIj-2 M11GM-Ib-3
demonstrates accurately formulate equations, and inequalities
M8AL-Ia-b-1
understanding of and solve real-life
key concepts of problems involving M8AL-Ic-2
rational functions. rational functions.
represents a rational function through its: (a)
table of values, (b) graph, and (c) equation
finds the domain and range of a rational M8AL-IId-1 M11GM-Ib-4
function
The learner The learner is able to determines the inverse of a one-to-one function M11GM-Id-2
demonstrates apply the concepts of
understanding of inverse functions, finds the domain, range, intercepts, and M8AL-IId-1 M11GM-Id-4
key concepts of exponential functions, asymptotes of exponential functions and M11GM-If-3
inverse functions, and logarithmic logarithmic function M11GM-Ii-3
exponential functions to formulate solves problems involving inverse functions M11GM-Ie-2
functions, and and solve real-life
logarithmic problems with precision distinguishes between exponential function, M11GM-Ie-4
functions. and accuracy. inverse function, logarithmic function M11GM-Ih-2
represents exponential functions and M11GM-If-2
logarithmic functions through its (a) table of M11GM-Ii-2
values; (b) graphs; (c) equation
solves problems involving exponential M9AL-IId-1 M11GM-Ig-2
functions, equations, and inequalities
solves problems involving logarithmic M11GM-Ij-2
functions, equations, and inequalities
Basic The learner The learner is able to distinguishes between simple and compound M11GM-IIa-2
Business demonstrates investigate, analyze interests, simple and general annuities, stocks M11GM-IIc-1
Mathematics understanding of and solve problems and bonds M11GM-IIc-2
key concepts of involving simple and M11GM-IIe-1
simple and compound interests M11GM-IIe-4
compound and simple and general computes interest, maturity value, future value, M11GM-IIa-b-1
interests, and annuities using and present value in simple interest and
simple and general appropriate business compound interest environment
annuities. and financial solves problems involving simple and M11GM-IIb-2
instruments. compound interests
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 finds the future value and present value of both M11GM-IIc-d-1
simple annuities and general annuities
calculates the fair market value of a cash flow M11GM-IId-2
stream that includes an annuity
calculates the present value and period of M11GM-IId-3
deferral of a deferred annuity
describes the different markets for stocks and M11GM-IIe-3
bonds
analyzes the different market indices for stocks M11GM-IIe-4
and bonds
The learner The learner is able to distinguishes between business and consumer M11GM-IIf-1
demonstrates decide wisely on the loans M11GM-IIf-2
understanding of appropriateness of solves problems involving business and M11GM-IIf-3
basic concepts of business or consumer consumer loans (amortization, mortgage)
business and loan and its proper
consumer loans. utilization.
Logic The learner The learner is able to distinguishes between simple and compound M8GE-IIf-1 M11GM-IIg-2
demonstrates judiciously apply logic propositions M11GM-IIg-3
M8GE-IIf-2
understanding of in real-life arguments.
key concepts of M8GE-IIg-1
propositional logic;
M8GE-IIg-2
syllogisms and
fallacies. performs the different types of operations on M11GM-IIg-4
propositions
determines the truth values of propositions M11GM-IIh-1
illustrates the different forms of conditional M11GM-IIh-2
propositions, tautologies and fallacies M11GM-IIi-1

establishes the validity and falsity of real-life M8GE-IIh-1 M11GM-IIi-2

arguments using logical propositions,
syllogisms, and fallacies
Random The learner The learner is able to distinguishes between a discrete and a M11/12SP-IIIa-1
Variables and demonstrates apply an appropriate continuous random variable M11/12SP-IIIa-2
Probability understanding of random variable for a illustrates a probability distribution for a M8GE-IVf-g-1 M11/12SP-IIIa-4
Distributions key concepts of given real-life problem discrete random variable and its properties

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 random variables (such as in decision Calculates and interprets the mean and the M7SP-IVh-1 M11/12SP-IIIb-2
and probability making and games of variance of a discrete random variable M11/12SP-IIIb-3
distributions. chance).
solves problems involving mean and variance M11/12SP-IIIb-4
of probability distributions
Normal The learner The learner is able to identifies regions under the normal curve M11/12SP-IIIc-3
Distribution demonstrates accurately formulate M11/12SP-IIIc-1
corresponding to different standard normal
understanding of and solve real-life
key concepts of problems in different values
normal probability disciplines
converts a normal random variable to a M11/12SP-IIIc-4
distribution. involving normal
standard normal variable and vice versa
distribution.
computes probabilities and percentiles using M10SP-IVa-1 M11/12SP-IIIc-d-1
the standard normal table
Sampling and The learner The learner is able to illustrates random sampling, parameter and M11/12SP-IIId-2
Sampling Demonstrates apply suitable sampling statistic M11/12SP-IIId-3
Distributions understanding of and sampling finds the mean and variance of the sampling M11/12SP-IIId-5
key distributions of the distribution of the sample mean
concepts of sample mean to solve defines the sampling distribution of the sample M11/12SP-IIIe-1
sampling real-life problems in mean for normal population when the variance M11/12SP-III-3
and sampling different disciplines. is: (a) known; (b) unknown using the Central
distributions of the Limit Theorem
sample mean.
solves problems involving sampling M11SP-IIIe-f-1
distributions of the sample mean
Estimation of The learner The learner is able to illustrates the t-distribution M11/12SP-IIIg-2
Parameters demonstrates estimate the population
understanding of mean and population identifies percentiles using the t-table M11/12SP-IIIg-5
key concepts of proportion to make
estimation of sound inferences in computes for an appropriate sample size using M11/12SP-IIIj-1/
population mean real-life problems in the length of the interval M11/12SP-IIIj-2/
and population different M11/12SP-IIIj-3
proportion. disciplines. III Week 6-8
solves problems involving sample size M11/12SP-IIIj-4
determination
Tests of The learner The learner is able to illustrates: (a) null hypothesis; (b) alternative M11/12SP-IVa-1
Hypothesis demonstrates perform appropriate hypothesis; (c) level of significance; (d)
understanding of tests of hypotheses rejection region; and (e) types of errors in

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 key involving the population hypothesis testing.
concepts of tests of mean and population formulates the appropriate null and alternative M11/12SP-IVb-1
hypotheses on the proportion to make hypotheses on a population mean CS_RS12-IIa-c-6
population mean inferences in real-life
and problems in different identifies the appropriate form of the test- M11/12SP-IVb-2
population disciplines. statistic when: (a) the population variance is
proportion. assumed to be known; (b) the population
variance is assumed to be unknown; and (c)
the Central Limit Theorem is to be used
identifies the appropriate rejection region for a M11/12SP-IVc-1
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
computes for the test-statistic value (population M11/12SP-IVd-1
mean)
draws conclusion about the population mean M11/12SP-IVd-2
based on the test-statistic value and the
rejection region
solves problems involving test of hypothesis on M11/12SP-IVe-1
the population mean
Correlation The learner The learner is able to illustrates the nature of bivariate data M11/12SP-IVg-2
and Demonstrates perform correlation and CS_RS12-IId-g-3
Regression understanding of regression analyses on describes shape (form), trend (direction), and M11/12SP-IVg-4
Analyses key real-life problems in variation (strength) based on a scatter plot M11/12SP-IVg-3
concepts of different disciplines.
correlation and solves problems involving correlation analysis M11/12SP-IVh-2
regression M11/12SP-IVh-3
analyses. interprets the calculated slope and y-intercept M11/12SP-IVi-3
of the regression line M11/12SP-IVi-4
predicts the value of the dependent variable M11/12SP-IVj-1
given the value of the independent variable
solves problems involving regression analysis M11/12SP-IVj-2

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 Republic of the Philippines
Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND 4: LIFE AND CAREER SKILLS

SHS Subject Coverage: Applied Economics, Organization and management; Entrepreneurship; Personal Development; Practical Research 1 and 2;
and Inquiries Investigations, and Immersion

Goal: Improvement of the economic status of Filipinos, (and the reduction of poverty) particularly among ALS learners.
Content: Attitudes, skills, and knowledge (competencies) necessary for earning a living and promoting a sustainable lifestyle.
Expected Output: Develop and Nurture individual Entrepreneurial Competencies.

Key Topics: A. Ability to Earn a Living

a.1 Career Planning and Life-Goal Setting
a.2 Employment/Self-Employment
a.3 Entrepreneurship
B. Sustainable Consumption
b.1 The Market System
b.2 Principles addressing Economic Issues and Problems
C. Productivity and Other 21st Century Career and Life Skills
c.1 Work-related Skills, Knowledge, Values, and Technology to Maximize one’s Efficiency and Performance as a citizen
c.1.1 Technical-Vocational-Livelihood/Accountancy, Business, and Management/Humanities and Social Sciences

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 Content Performance ALS Learning Pre-requisite
Key Concepts K to 12 CG Code
Standards Standards Competencies Code (JHS)

A. ABILITY TO EARN A The learners The learners shall be Make a Personal Profile EsP-PD11/12OPD-IIi-
LIVING demonstrate the able to analyze and Analysis to explain the
14.1
understanding of synthesize his/her importance of personal
a.1. Career Planning and his/her personal personal development development factors in making
Life-Goal Setting development as an as an important a career decision.
important component component of setting
of setting career and career and life goals
life goals
The learners The learners shall be Prepare a Career Plan based EsP-PD11/12PC-IIf-
demonstrate the able to set a personal on the understanding of 12.1
understanding of the career goal based on different factors, career
concepts of career the results of self- development concepts, and
development, life assessment of various career options (SHS Exits) to
goals, and personal personal and external attain personal life’s goals.
factors influencing factors
career choices and
external factors
a.2. Employment/Self The process of Conduct and prepare 1. Describe the role in the ABM_AOM11-IIa-b- 21
Employment recruiting, selecting job analysis business of the diff. functional
and training areas of management:
employees
a. Human Resource
ABM_AOM11-IIa-b- 23
Mngt.
b. Marketing Mngt.
c. Operations Mngt.
d. Financial Mngt.
e. Material and
Procurement Mngt.
f. Office Mngt.
ABM_AOM11-IIi-39
2. Explain the process of
recruiting, selecting and
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 training of employees
Different controlling Apply appropriate 3. Apply the concept and ABM_AOM11-IIf-h- 37
methods and control measures for a nature of different control
techniques specific business methods and techniques in
situation accounting and marketing
a.3. Entrepreneurship The learner The learner 1. Select the product/service CS_EP11/12ENTREP-
demonstrates independently or with that will meet the market need 0a-3
understanding of his/her classmates presented in an acceptable CS_EP11/12ENTREP-
concepts, underlying presents an detailed business plan 0a-4
principles, and acceptable detailed
processes of business plan
developing a CS_EP11/12ENTREP-
business plan 0a-5

CS_EP11/12ENTREP-
0a-6
The learner The learner 1. Enumerate and explain the CS_EP11/12ENTREP-
demonstrates independently create importance of 7Ps in 0h-j-10
understanding of a business vicinity Marketing Mix in the
environment and map reflective of development of marketing
market in one’s potential market in strategy
locality/town one’s locality/town
2. Develop a brand name

The learner Apply tools and 1. Analyze the various ABM_AE12-IIa-d-9

demonstrates an techniques for forces/elements of the
understanding of the business opportunities business environment using
factors affecting the like the SWOT/TOWS the SWOT/TOWS and PEST
economic situation, analysis analysis
industry analysis, its
principles, tools and
techniques leading to Conduct a survey of
the identification of macro and micro
business environments affecting
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 opportunities business in a locality

The importance of Formulate effective 2. Apply the appropriate ABM_AOM11-Ie-g- 10

planning concepts in plans for a specific planning techniques and tools
business success business endeavor in business decision-making ABM_AOM11-Ie-g- 11

ABM_AOM11-Ie-g- 12

ABM_AOM11-Ie-g- 13

Various Conduct a 3. Evaluate the viability and ABM_AE12II-e-g- 12

socioeconomic socioeconomic impact impacts of business on the
impacts of business study on consumers community
on the following (new product and
sectors: consumer, services) suppliers;
supplier and investors (capital,
investors, income) government
government, (tax revenues, poverty
alleviation, basic
households, and
services); households
international trade
(standard of living,
employment) and
international trade
(exports and imports
of goods & services)
leading to options in
venturing into a
business
The learner The learner 1. Test the product prototype CS_EP11/12ENTREP-
demonstrates independently creates and validate the service 0h-j-12
understanding of a business vicinity description of the product with
environment and map reflective of potential customers to
market in one’s potential market in determine its market
locality/town one’s locality/town acceptability

2. Forecast the revenues of CS_EP11/12ENTREP-

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 the business and the costs to 0h-j-13
be incurred
CS_EP11/12ENTREP-
3. Develop the business 0h-j-14
model
CS_EP11/12ENTREP-
4. Troubleshoot business-
0h-j-15
related problems (Manpower,
Method, Machine, Materials)of
business operations
The learner The learner 1. Implement the business CS_EP11/12ENTREP-
demonstrates independently or with plan 0a-i-18
understanding of his/her classmates CS_EP11/12ENTREP-
concepts, underlying starts and operates a 2. Perform the key 0a-i-20
principles, and business according to bookkeeping tasks CS_EP11/12ENTREP-
processes of starting the business plan and 0a-i-20
3. Generate the overall report
and operating a presents a terminal CS_EP11/12ENTREP-
of the activity
simple business report of its operation 0a-i-22
CS_EP11/12ENTREP-
0-j-23
B. SUSTAINABLE the law of supply and conduct a survey of 1. Explain how demand and ABM_AE12-Ie-h-4
CONSUMPTION demand, and factors current economic supply and equilibrium price
affecting the situations within the are used in making strategic ABM_AE12-Ie-h-5
b.1. The Market System economic situation vicinity product decision
ABM_AE12-Ie-h-6
2. Discuss the impact of
commodity prices to
consumers
b.2. Principles addressing The learner Analyze and propose Examine the utility and ABM_AE12-Ia-d-3
Economic Issues and demonstrates an solutions to the application of applied
Problems understanding of economic problems economics to solve economic
economics as an using the principles of issues and problems (Poverty
applied science and applied economics Reduction)
its utility in
addressing the
economic problems
of the country
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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 The learner The learner shall be Analyze the effects of ABM_AE12-Ie-h-8
demonstrates an able to conduct a contemporary issues affecting
understanding of the survey of current the Filipino Entrepreneur
law of supply and economic situations
demand, and factors within the vicinity
affecting the
economic situation
various conduct a Identify and explain the ABM_AE12II-e-g- 11
socioeconomic socioeconomic impact various socioeconomic factors
impacts of business study on consumers affecting business and
on the following (new product and industry
sectors: consumer, services); suppliers;
supplier and investors (capital,
investors, income) government
government, (tax revenues, poverty
households, and alleviation, basic
international trade services); households
(standard of living,
employment) and
international trade
(exports and imports
of goods and services)
leading to options in
venturing into a
business
C. PRODUCTIVITY AND OTHER 21ST CENTURY CAREER AND LIFE SKILLS
c.1 Using Work-related skills, Knowledge, Values, and Technology to Maximize one’s Efficiency and Performance as a citizen

Note:
If a learner chooses Accountancy, Business & Management (ABM), he/she should take the following specialized subjects in addition to the different learning strands of the
ALS-Senior High School Curriculum.
*Principles of Marketing

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*Business Math
*Fundamentals of Accountancy, Business and Management 1
*Fundamentals of Accountancy, Business and Management 2
* Business Finance
*Business Ethics & Social Responsibility
* Culminating Activity thru Business Enterprise

If a learner chooses Humanities and Social Sciences (HUMSS), he/she should take the following specialized subjects in addition to the different learning strands of the
ALS-Senior High School Curriculum
 Disciplines and Ideas in the Social Sciences
 Disciplines and Ideas in the Applied Social Sciences
 Creative Writing
 Creative Non-Fiction
 Community Engagement, Solidarity, and Citizenships
 Culminating Activity thru Community Immersion

SHS Subject Coverage: TVL- INDUSTRIAL ARTS (IA), INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) and HOME ECONOMICS (HE)

Macro Skills / Key Content Performance ALS Learning Pre-requisite

K to 12 CG Code
Concepts Standards Standards Competencies Code (JHS)

Ability to earn a living The learner demonstrates The learner independently Explore the basic
(Employment) an understanding of the demonstrates common concepts and career
basic concepts and competencies specific TVL opportunities in specific

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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 underlying theories in Strands as prescribed by TVL Strands.
specific TVL Strands. TESDA
. Training Regulations.

Productivity The learner demonstrates The learner independently Prepare Materials and TLE_IAEI7/8UT-0a-1
(Employment) an understanding of prepares appropriate materials Tools by requesting,
concepts in the and tools using the different receiving and inspecting TLE_IAEI7/8UT-0a-2
preparation of forms in specific TVL Strands using appropriate forms.
materials and based on industry standards. TLE_IAEI7/8UT-0a-3
tools using the different
forms in specific TVL
Strands.

The learner demonstrates The learner independently Utilize and maintain tools TLE_IAEI7/8MT-0f-1
an understanding of the performs proper utilization and and equipment. TLE_IAEI7/8MT-0f-2
underlying principles in maintenance of tools and TLE_IAEI7/8MT-0g-3
utilization and equipment based on industry
maintenance of standards. TLE_IAEPAS9-
tools and 12UMHT-IIf-16
equipment of a specific
TVL Strand. TLE_IAEPAS9-
12UMHT-IIg-17

TLE_IAEPAS9-
12UMHT-IIh-i-18

TLE_IAEPAS9-
12UMHT-IIi-j19
The learners demonstrate The learners shall be able to Terminate and connect TLE_IAEPAS9-
an understanding of the terminate and connect electrical wiring and 12TCEC-IIIa-20
underlying principles in electrical wiring and electronic electronic circuits.
terminating and circuit based on standards and TLE_IAEPAS9-
connecting electrical work site procedures 12TCEC-IIIb-c-21
wiring and electronic
circuits based on TLE_IAEPAS9-
standards and work site 12TCEC-IIId-e-22
procedures.

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 The learner demonstrates The learner independently Perform Mensuration TLE_IAEI7/8MC-0c-1
an understanding of the performs accurate and Calculation
concepts and underlying measurements and calculation
principles in performing based on given tasks. TLE_IAEI7/8MC-0d-2
measurements and
calculations.

The learners demonstrate The learners shall be able to Prepare and Interpret TLE_IAEI7/8ID-0e-1
an understanding of the prepare and interpret technical technical drawings. TLE_IACSS9- 12PITD-
concepts in interpreting drawings according to job IIf-g-13
simple technical drawings requirements and company TLE_IAEPAS9-
and electrical diagram procedures 12PITD-IIa-12
according to job TLE_IAEI7/8ID-0e-2
requirements and TLE_IAEPAS9-
company procedures 12PITD-IIc-d-14
TLE_IAEPAS9-
12PITD-IIe-15
The learners demonstrate The learners shall be able to Perform Basic Computer TLE_IAEPAS9-
an understanding of perform basic computer Operations 12PCO-Ic-d-4
concepts and underlying operations based on a given TLE_IAEPAS9-
principles in performing tasks 12PCO-Id-e-5
basic computer operations TLE_IAEPAS9-
12PCO-Ie-f-6
TLE_IAEPAS9-
12PCO-If-7
TLE_IAEPAS9-
12PCO-Ig-8
The learners demonstrate The learners shall be able to Test Electronic TLE_IAEPAS9-
an understanding of the test electronic components Components 12TEC-IIIf-23
underlying principles in based on manufacturer’s TLE_IAEPAS9-
testing electronic specifications and testing 12TEC-IIIg-24
components based on criteria TLE_IAEPAS9-
manufacturer’s 12TEC-IIIh-i-25
specifications and testing TLE_IAEPAS9-
criteria 12TEC-IIIj-26

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 ***** CORE COMPETENCIES WILL BE OFFERED TO STUDENTS WHO WILL CHOOSE TVL SPECIALIZATION. *****

TVL - INDUSTRIAL ARTS (IA)

ELECTRICAL INSTALLATION AND MAINTENANCE NCII (EIM NCII)

CORE COMPETENCIES
CODE CORE COMPETENCY
ELC741301 Perform roughing-in activities, wiring and cabling works for single-phase distribution, power, lighting and auxiliary systems
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ELC741302 Install electrical protective devices for distribution, power, lighting, auxiliary, lightning protection and grounding systems
ELC741303 Install wiring devices of floor and wall mounted outlets, lighting fixtures/switches, and auxiliary outlets.

ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING (EPAS NCII)

CORE COMPETENCIES
CODE CORE COMPETENCY
ELC724335 Assemble Electronic Products
ELC724336 Service consumer electronic products and systems
ELC724337 Service industrial electronic modules, products and systems

OTHER SPECIALIZATIONS UNDER INDUSTRIAL ARTS

Automotive Servicing (NC II)
Carpentry (NC II)
Furniture Making (Finishing) (NC II)
Instrumentation and Control Servicing (NC II)
Shielded Metal Arc Welding (SMAW) (NC II)
Masonry (NC II)
Mechatronics Servicing (NC II)
Plumbing (NC II)
Tile Setting (NC II)

TVL – INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

COMPUTER SYSTEMS SERVICING (CSS NCII)

CORE COMPETENCIES
CODE CORE COMPETENCY
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ELC724331 Install and configure computer systems
ELC724332 Set-up Computer Networks
ELC724333 Set-up Computer Servers
ELC724334 Maintain and Repair Computer Systems and Networks

OTHER SPECIALIZATIONS UNDER INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

Animation NCII
Illustration (NC II)
Technical Drafting (NC II)

TVL – HOME ECONOMICS (HE)

BREAD AND PASTRY PRODUCTION (BPP NCII)

CORE COMPETENCIES

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 Content Performance Pre-requisite
Key Concepts ALS Learning Competencies K to 12 CG Code
Standards Standards Code (JHS)

Understanding the market Demonstrate  Explain core concepts -none- -none-

The learners
system understanding of the in bread and pastry
demonstrate market system of production
understanding of the goods and services,  Discuss the relevance
and its opportunities of the course
core concepts and  Explore opportunities in
and challenges for
theories in bread and earning a living. bread and pastry
production
pastry production (A)

Ability to earn a living The learners Apply working  Select, measure and TLE_HEBP912PB-
weigh required Ia-f-1
(Employment) demonstrate knowledge, attitudes,
ingredients according to
understanding of the and work-related skills TLE_HEBP912PP-
recipe or production
IIa-g-4
basic concept and as an employed requirements
 Prepare a variety of TLE_HEBP912TC-
underlying theories in person to earn a living
bakery, pastry, sponges
IIIa-f-7
preparing and and improve one’s and cake products
producing bakery, economic status. according to standard
mixing procedures/ TLE_HEBP912TC-
pastry and cake (B) formulation/ recipes
and desired product IIIj-10
products
characteristics
 Use appropriate
equipment according to
required bakery, pastry,
sponges and cake
products and standard
operating procedures
 Select required oven
temperature to bake
goods in accordance

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 with the desired
characteristics,
standards recipe
specifications
 Select and use
equipment in
accordance with
service requirements
 Prepare a variety of TLE_HEBP912PP-
fillings and IIh-i-5
coating/icing, glazes
and decorations for
pastry products
according to standard
The learners recipes, enterprise
demonstrate standards and/or
Apply working customer preferences
understanding of the
knowledge, attitudes,  Fill and decorate pastry
basic concept and and work-related skills products, where
Ability to earn a living (Self-
underlying theories in as an employed required and
employment/Entrepreneurship person to earn a living appropriate, in
preparing and accordance with
) and improve one’s
displaying bakery economic status. standard recipes and/or
enterprise standards
products, pastry, (C) and customer
tortes and cakes and preferences
petits fours  Finish pastry products
according to desired
product characteristics
 Present baked pastry
products according to
established standards
and procedures
Productivity (Employment) The learners Apply working  Bake bakery, pastry, TLE_HEBP912PB-
knowledge, skills and sponges and cake
demonstrate
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 products according to
positive attitudes as a techniques and
understanding of the appropriate conditions
self- employed
basic concept and individual/entrepreneur  Decorate sponges and
to engage in a cakes suited to the
underlying theories in
business activity product and occasion Ia-f-1
preparing and involving marketable and in accordance with
standard recipes and TLE_HEBP912TC-
displaying bakery goods and services to
earn a living and enterprise practices IIIh-i-9
products, pastry,  Use suitable icings and
improve one’s
tortes and cakes and economic status decorations according
to standard recipes
petits fours (D) and/or enterprise
standards and
customer preferences
 Prepare and select TLE_HEBP912TC-
fillings in accordance IIIg-8
The learners with required
demonstrate consistency and
appropriate flavors
understanding of the Enhance one's  Fill and assemble slice
basic concept and capacity to work with or layer sponges and
Productivity (Self- efficiency in utilizing cakes according to
underlying theories in
employment/Entrepreneurship resources to produce standard recipe
preparing and quality outputs as an specifications,
) employed.
displaying bakery enterprise practice and
(E) customer preferences
products, pastry,
 Select coatings and
tortes and cakes and sidings according to
the product
petits fours
characteristics and
required recipe
specification
 Present cakes in TLE_HEBP912TC-
accordance with IIIj-10
customer’s
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 expectations and
established standards
and procedures
 Maintain product
freshness,
appearances and
eating qualities in
accordance with the
established standards
and procedures
 Marked cakes or cut
portion controlled to
minimize wastage and
in accordance with
enterprise
specifications and
customer preferences
 Store and package TLE_HEBP9-
pastry products, cakes, 12PP-IIj-6
petit fours and desserts
TLE_HEBP9-
12TC-IIIj-11
TLE_HEBP9-
12PF-IVi-17
TLE_HEBP9-
12PD-IVj-20

OTHER SPECIALIZATIONS UNDER HOME ECONOMICS

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 Bartending (NC II)
Beauty/Nail Care (NC II)
Caregiving (NC II)
Cookery (NC II)
Dressmaking (NC II)
Food and Beverage Services (NC II)
Hairdressing (NC II)
Tailoring (NC II)
Wellness Massage (NC II)

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 bv

Republic of the Philippines

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ALTERNATIVE LEARNING SYSTEM | KTO12 BASIC EDUCATION CURRICULUM | SENIOR HIGH SCHOOL
 Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND 5: UNDERSTANDING THE SELF AND SOCIETY

SHS Subject Coverage: Introduction to Philosophy; Personal Development; Philippine Politics and Governance; Understanding Culture, Society, and Politics;
Physical Education and Health; Trends, Networks, and Critical Thinking; 21 st Century Literature from the Philippines and the World;
Contemporary Philippine Arts from the Regions, Introduction to the World Religions and Belief Systems

Goal: Acquire a positive sense of self and social responsibility that will lead them to the development of their potentials and enable them
to live together harmoniously in the contexts of their family, local community, and country, as well as be able to participate as a member
of the South East Asian region and an increasingly global community.

Content: Attitudes, skills, and knowledge in developing one’s positive sense of self and social responsibility

Expected Outcome: Developed potentials and ability to live harmoniously with others

Key Topics: A. Intrapersonal Relationship

a.1 Positive Sense of Self (Psychological and Philosophical)
a.2 Development of One’s Potential (Psychological and Philosophical)
B. Physical Wellness and Active Lifestyle
b.1 Health-related fitness and barriers to physical activity
b.2 Frequency, Intensity, Time, Type, and Principle of Training
b.3 Moderate-Vigorous physical activity
b.4 Physiological indicators
b.5 Physical Activity Assessment on valuing and managing stress
b.6 Proper etiquette and safety protocol
b.7 Optimizing one’s health through physical activity
b.8 Organizing and participating events addressing health issues and concerns
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 C. Interpersonal Relationships
c.1 Managing Emotions and Relationships
c.2 Responsible Teenage Relationships
c.3 Socialization and Social Networks

D. National Identity
d.1 Appreciation of Cultural Heritage
d.2 Contemporary Arts from the regions

E. Civil and Political Rights and its Corresponding Responsibilities

e.1 Human Freedom and Consequences of Actions
e.2 Civic and Political Rights and Responsibilities
e.3 Citizen Participation in Local Governance

F. Knowledge, Acceptance, Respect, and Appreciation of Diversity

f.1 Inter-subjective Human Relations
f.2 Tolerance, appreciation, and respect for cultural diversity
f.2 World Religions

G. Knowing and Caring for the Environment

g.1 The Human and the Environment
g.2.Taking Action Towards concern for environment

H. Global Awareness and Solidarity

h.1 Globalization
h.2 ASEAN Regional Integration

Key Concept: Intrapersonal Relationship (Positive Sense of Self) and Development of One’s Potential
Performance Standard: Develop a positive sense of self and discovering one’s potential
Content Performance Prerequisite Code
ALS Learning Competencies K to 12 CG Code
Standards Standards (JHS)

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The learner The learner . . . EN9VC-IVi-14 EsP-PD11/12KO-la-
understands . . . EN10VC-IId-26 1.1
EsP7PB-IVg-16.2 EsP-PD11/12KO-la-
EsP7PB-IVa-13.1 1.2
EsP9PK-IVa-13.1
himself/herself during
shall be able to conduct self- Recognize one’s strengths, limitations, EsP7PB-IVb-13.3
middle and late adolescents
exploration and simple disclosure and social relations to share one’s unique EsP9PK-IVa-13.1
characteristics, habits and experiences. EsP7PB-IVf-15.4
AP4KPB-IVf-g.5
the human person as an distinguishes his/her own Recognize own developmental tasks, LS5US-IF-PSB- PPT11/12-lf-3.1
embodied spirit limitations and the possibilities for challenges, and limitations for LE/AE/JHS-A.10 PPT11/12-lf-3.2
his/her transcendence then transcendence to be able to evaluate EsP6PKP-Ia-I - 37 EsP-PD11/12DS-lc-
makes a list of ways to become personal development through the help of AP4KPB-IVf-g.5 3.1
responsible adolescents prepared significant people. EsP-PD11/12DS-lc-
the skills and tasks and
for adult life and manage the 3.2
challenges appropriate for
middle and late demands of teen years
adolescence, and
preparatory to early
adulthood.
the brain parts, its identifies ways to improve brain Discuss that the understanding of the S10LT-IIIc-36 EsP-PD11/12PM-lg-
processes, and functions functions which will be manifested different parts, processes, and functions of EsP7PB-IVf-15.4 6.1
in thoughts, behaviors, and the brain may help in developing plans to EsP-PD11/12PM-lg-
feelings improve the self (brain functions, thoughts, h-6.2
behaviors, and feelings). EsP-PD11/12PM-lh-
6.3

strategic analysis and draws a color-coded map of the Explain and apply the strategic analysis AP2KOM-la-1 HUMSS_MCT12-Ic-e-
intuitive thinking networks of power relations and intuitive thinking in solving a problem AP2KOM-lb-2
(political, economic, cultural, and in the community using a map of social AP2KOM-lb-3 HUMSS_MCT12-Ic-e-
kinship ties) within a particular networks. AP2KOM-ld-6 1
community. AP1PAA-IIIb-4 HUMSS_MCT12-Ic-e-
EsP2PPP -IIIf - 11 5
EsP2PPP -IIIg-h -12
AP2KOM-ld-e-7 HUMSS_MCT12-Ic-e-
3

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 HUMSS_MCT12-Ic-e-
4;
HUMSS_MCT12-Ic-e-
6
the skills, tasks and identifies his/her own Discuss understanding of stress, mental EsP9KP-IIIb-11.3 EsP-PD11/12DS-ld-
challenges appropriate for vulnerabilities and plan on how to health, and psychological well-being to EsP7PB-IVb-13.3 3.3
middle and late stay mentally healthy while coping help one cope to become capable and H7PH-IIId-e-36 EsP-PD11/12CA-ld-
adolescence, and with stress then make a list of responsible adolescent prepared for adult H7PH-IIIc-32 4.1
preparatory to early ways to become responsible life. PEH12FH-If-5 EsP-PD11/12CS-lf-
adulthood adolescents prepared for adult life H7PH-IIIa-b-31 5.2
and manage the demands of teen EsP-PD11/12CS-lg-
years 5.3
the concepts about mental
health and well-being
particularly stress and
coping strategies in middle
and late adolescence
the meaning and process of illustrates the connections Evaluate the importance of doing EN9LC-IIIe-3.13 PPT11/12-la-1.1
doing philosophy between thoughts, feelings, and philosophy in one’s life and in obtaining a AP7KSA-Iie-1.6 PPT11/12-lb-1.2
behaviors in a person’s holistic holistic perspective by writing a EsP7PB-IVa-13.2 PPT11/12-lb-1.3
development then reflect on a philosophical reflection. EsP7PB-IVf-15.4 EsP-PD11/12DWP-
concrete experience in a lb-2.2
various aspects of holistic
philosophical way EsP-PD11/12DWP-lc-
development: physiological,
2.3
cognitive, psychological,
spiritual, and social
development
various ways of doing evaluates opinions Distinguish opinion from truth using the EsP1PD - IVa - c -1 PPT11/12-lc-2.1
philosophy methods of philosophizing and realize that EN4LC-IIi-23 PPT11/12-ld-2.2
this act leads to wisdom. EN5LC-IId-2.10 PPT11/12-lc-2.3
EN8LC-IIIf-2.10
EN4OL-IVa-20
EN5OL-IIf-3.5.1
EN6OL-IIIa-1.27

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 EN3RC-IIa-2.13
EN7RC-III-g-2.13
EN8RC-IIIc-2.13
EN10RC-IVd-2.13
human beings as oriented writes a philosophical reflection Reflect on one’s meaning and plans in life. EsP7PB-IVa-13.2
PPT11/12-llh-8.1
towards their impending on the meaning of his/her own life EsP7PB-IVf-15.4
PPT11/12-lli-8.2
death EsP-PD11/12SR-llc-
EsP9PK-IVa-13.2
EsP9KP-IIIb-11.3 10.2
EsP7PB-IVb-13.3

Key Concept: Physical Health and Wellness

Performance Standard: Develop a positive sense of self through one’s well-being and optimal health
Content Performance Prerequisite Code
ALS Learning Competencies K to 12 CG Code
Standards Standards (JHS)

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The learner The learner . . . EsP9KP-IIIb-11.3
understands . . . EsP7PB-IVb-13.3
H7PH-IIId-e-36
The learner leads fitness, sports, 1. Self-assess health-related fitness H7PH-IIIc-32 PE11&12F-Ig-i-6
PEH12FH-If-5
The learner demonstrates dance and recreation events with (HRF). status, barriers to physical
H7PH-IIIa-b-31
understanding of fitness, proficiency and confidence activity assessment participation and
AP4PAB-IIIf-g-6
sports, dance and resulting in independent pursuit one’s diet
recreation in optimizing and in influencing others
one’s health as a habit; as positively. 2. Set Frequency Intensity Time Type
requisite for physical activity (FITT) goals based on training
principles to achieve and/or maintain PEH11&12FH-Ii j-7
assessment performance,
and as a career opportunity. health-related fitness (HRF)
3. Analyze physiological indicators such
as heart rate, rate of perceived exertion
and pacing associated with MVPAs to
monitor and/or adjust participation or
PEH11FH-Ik-t-9
effort.
4. Recognize the value of optimizing one’s
health through participation in physical
activity assessments.
PEH11FH-Id-t-14
5. Describe the role of physical activity
assessments in managing one’s stress.
6. Engages in moderate to vigorous PEH11FH-IIf-5
physical activities (MVPAs) for at least
60 minutes most days of the week in a
variety of settings in-out of school. PEH11FH-Ia-t-8
7. Observe personal safety protocol to
avoid dehydration over exertion, hypo
PEH11/12FH-Ik-t-10
and hyperthermia during MVPAs
participation
8. Demonstrate proper etiquette and
safety in the use of facilities and

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 equipment PEH11/12FH-Ia-t-12
9. Participate in an organized event that
addresses health/fitness issues and
concerns PEH11/12FH-Ik-o-
13
10. Organize fitness event for a target
health issue or concern
PEH11/12FH-Io-t-17

Key Concept: Interpersonal Relationships (Family Solidarity and Pakikipagkapwa)

Performance Standard: Develop interpersonal skills that will contribute to harmonious relationships between and among one’s family and community members
Content Performance Prerequisite Code
ALS Learning Competencies K to 12 CG Code
Standards Standards (JHS)

The learner The learner . . . EsP8P-IIe-7.1 EsP-PD11/12EI-Ii-j-

understands . . . EsP9KP-IIIb-11.3 8.1
Explore and discuss that the H7PH-IIIa-b-31 EsP-PD11/12EI-Ii-j-
understanding of intensity and LE/AE/JHS-E.5 8.2
identifies ways to communicate differentiation of various emotions may H2FH-IIIgh-14 EsP-PD11/12EI-Ii-j-
the different types of and manage emotions in a help in demonstrating ways to manage H2FH-IIIij-15 8.3
emotions and how they are healthy manner emotional expressions.
expressed
the dynamics of attraction, Appraise one’s present Discuss an understanding of teenage EsP10MK-IIb-5.3 EsP-PD11/12PR-lla-
love, and commitment relationship and make plans for relationships and identify ways to become EsP10MK-IIc-6.1 9.1
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 building responsible future responsible in a relationship. EsP10MK-IIa-5.2 EsP-PD11/12PR-lla-
relationships EsP10MK-IIb-5.4 9.2
EsP7PS-IId-6.4 EsP-PD11/12PR-
EsP8PB- IIId-10.4 llb-9.3
AP2PKK-IVf-5
the parallelism between creates a social map that traces Differentiate connections from relationship, F7EP-IIc-d-6 HUMSS_MCT12-IIg-
neural and social networks. the various roles that students and networks F9WG-IId-49 i-1
play in the community (family F9PS-IId-49
members, community leader, etc.) Illustrate how the neural and social F7EP-IIc-d-6 HUMSS_MCT12-IIg-
and rank the significance of the networks work and establish its linkage to F9WG-IId-49 i-3 HUMSS_MCT12-
roles played within the the concept of self EN7VC-IV-g-16 IIg-i-2
community. F9PS-IId-49
AP2KOM-la-1 HUMSS_MCT12-IIg-
AP2KOM-lb-2 i-4
Create a Social Map of relationships within AP2KOM-lb-3 HHUMSS_MCT12-
the community and demonstrate how AP2KOM-ld-6
IIg-i-6
these relationships shape one’s thinking AP1PAA-IIIb-4
HUMSS_MCT12-IIg-
processes. AP2KOM-ld-e-7
i-5

The learner understands The learner evaluates the Compare different forms of societies and AP2KOM-Ic-4 PPT11/12-llf-7.1
the interplay between the formation of human relationships individualities and recognize how human Ap1PAM-IIa-3 PPT11/12-llg-7.2
individuality of human and how individuals are shaped relations are transformed by these social AP1PAM-IIa-4 PPT11/12-llg-7.3
beings and their social by their social contexts systems
contexts

Key Concept: National Identity

Performance Standard: Develop love of country with focus on appreciation of one’s cultural heritage and respect for cultural diversities
Content Performance Prerequisite Code
ALS Learning Competencies K to 12 CG Code
Standards Standards (JHS)

The learner The learner . . .

understands ...
AP4LKE-IIg-8

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the culture and society as demonstrates appreciation to the Identify various contemporary art forms AP3PKR-IIIb-c-3 CAR11/12IAC-0a-1
anthropological and culture and society as and practices from various regions through AP4LKE-IIi-11
sociological concept anthropological and sociological a research or close critical analysis to EsP4PPP- IIIc-d–20 CAR11/12IAC-0b2
through the 21st century concept through the 21st century show the concepts, significance of cultural, ENLit-Week1
literary genres and literature and contemporary arts social, political, and economic symbols.
contemporary arts from through a written research and UCSP-Week2
the regions considering close analysis.
their elements and
contexts. Compare and contrast various LS1CS/EN-R-PSD- EN12Lit-Id-25
understands the roles of the literary contemporary art forms including the 21st AE/JHS-41
century literary genres using the literary AP3PKR-IIIb-c-3 CAR11/12CAP-0c -e-
and contemporary arts in relation to
and other elements and structures of arts. AP4LKE-IIi-11 7
their culture and sociological
concepts.
Explains the roles of Filipino artists and LS1CS/EN-R-PSD- CAR11/12CAP-0c -e-
authors and identify their contributions to JHS-58 5
the contemporary arts. AP3PKR-IIIb-c-3
AP4LKE-IIi-11 ENLit-Week3
Discuss local materials used in creating AP3PKR-IIIb-c-3 CAR11/12TPP-0c -e-
arts AP4LKE-IIi-11 11
Discuss how different contexts enhance AP4LKE-IIg-8 CAR11/12CAP-0c -e-
the text’s meanings and other forms of AP3PKR-IIIb-c-3 6
arts AP4LKE-IIi-11
ENLit-Week3
Discuss the significance of the different AP3PKR-IIIb-c-3 CAR11/12CAP-0c -e-
forms of arts in the 21st century AP4LKE-IIi-11 8
EN12Lit-Id-25
Research techniques and performance AP3PKR-IIIb-c-3 CAR11/12TPP-0c-e-
practices applied to contemporary arts in AP4LKE-IIi-11 10
the locality. AP3PKR-IIIf-7
EsP4PPP- IIIc-d–20 CAR11/12AP-0f-h-14

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Key Concept: Civil and Political Rights and its Corresponding Responsibilities
Performance Standard: Exercise one’s rights and responsibilities as a citizen through participation in local governance
Content Performance Prerequisite Code
ALS Learning Competencies K to 12 CG Code
Standards Standards (JHS)

The learner The learner . . .

understands . . .
PPT11/12-lla-5.2
the human person’s PPT11/12-llb-5.3
freedom shows situations that demonstrate Discuss the significance and AP2PKK-IVf-5
EsP10MK-IIb-5.3 PPT11/12-llc-5.4
freedom of choice and the consequences of freedom of choice and
consequences of choices the due prudence required from it EsP10MK-IIc-6.1
EsP10MK-IIa-5.2
EsP10MK-IIb-5.4
EsP7PS-IId-6.4
AP6SHK-IIId-3
cultural, social, and demonstrates an understanding of Explain the concept, relationship and AP1PAA-IIIe-10 HUMSS_PG12-Ij-33
political institutions as sets elections, political and civil society, importance of politics, governance and AP1PAA-IIIf-11
of norms and patterns of social movements then be able to government as well as the forms and AP1PAA-IIIh-13 HUMSS_PG12-Ia-b-1
behavior that relate to analyze aspects of social functions of state and non-state institutions AP3EAP-IVg-13 HUMSS_PG12-Ia-b-2
major social interests organization through a demonstration via short skit, P2PKK-IVb-d-3
drawing, song composition, cartooning, AP4PAB-IIIa-1 HUMSS_PG12-Ia-b-3
poster, or comic strips. AP4PAB-IIIa-b-2
ESP6PPP-IIIa-c-34 HUMSS_PG12-Ia-b-4
EsP7PTIIf-7.3
HUMSS_PG12-Ia-b-5
elections and political and analyzes the interactions between Explain the importance and ways of AP1PAA-IIIe-10 HUMSS_PG12-IIa-b-
civil society and social state and society participation in democracy by analyzing AP1PAA-IIIf-11 1
movements the nature of elections and political parties AP1PAA-IIIh-13
in the Philippines EsP8PB-If-3.3 HUMSS_PG12-IIa-b-
AP6SHK-IIId-3 2
Uses any form of oral presentation,
AP3KLR-IIh-i-7
the meaning and the learner explains creatively the HUMSS_PG12-IIa-b-
AP4KPB-IVi-7
dimensions of democracy ill effects of undemocratic practices Present a viable alternative to 3
AP3EAP-IVf-12
related to factors such as gender undemocratic practices in different P2PKK-IVb-d-3
biases, poverty, political democratic interventions prevailing in HUMSS_PG12-IIa-b-
AP4PAB-IIIf-g-6
marginalization, racial inequality, political and social institution in a form of
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 cultural domination, crisis of oral or poster presentation AP4PAB-IIIa-1 4
representation and politics of AP4PAB-IIIa-b-2
recognition AP4KPB-IVc-3 HUMSS_PG12-IIa-b-
AP10ICC-IVg-8 5
ESP6PPP-IIIa-c-34
HUMSS_MCT12-IIA-
EsP7PTIIf-7.3
C-1
EsP9TT-IIb-5.4
EsP9TT-IIa-5.1 HUMSS_MCT12-IIA-
EsP9TTIIg-8.1 C-2
HUMSS_MCT12-IIA-
C-3
HUMSS_MCT12-IIA-
C-4
HUMSS_MCT12-IIA-
C-5
HUMSS_MCT12-IIA-
C-6
HUMSS_MCT12-IIA-
C-7
social and political evaluates factors causing social, Examine human responses to emerging AP1PAA-IIIh-13 UCSP11/12CSC-IIh-
inequalities as features of political, and cultural change and challenges in contemporary societies AP2KOM-Ib-3
33
societies and the global advocate how human societies AP8DKT-IIf-8
community the should adapt to such changes P2PKK-IVb-d-3 UCSP11/12CSC-IIh-
agents/institutions, AP4KPB-IVh-6 34
processes, and outcomes AP4KPB-IVc-3
of cultural, political, and AP4KPB-IVi-7 UCSP11/12CSC-IIh-
social change EsP9TT-IIb-5.4 35
EsP9TT-IIa-5.1
how individuals should assess the rules of social Analyze the forms, functions and AP2KOM-Ib-3 UCSP11/12HSO-Iii-
behave as part of a interaction to maintain stability of importance of social organizations and P2PKK-IVb-d-3 20
political community everyday life and the role of education in the society AP4PAB-IIIf-g-6
innovation in response to problems AP4PAB-IIIa-1 UCSP11/12HSO-Iii-
and challenges AP4PAB-IIIa-b-2
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 EsP9TT-IIb-5.4 21
EsP9TT-IIa-5.1
cultural, social, and Identify one’s role in social groups UCSP11/12HSO-Iii-
political institutions as sets and institutions 22
of norms and patterns of
behavior that relate to UCSP11/12HSO-Iii-
major social interests 23
UCSP11/12HSO-Iii-
24
UCSP11/12HSO-Iii-
25
UCSP11/12HSO-Iii-
26
UCSP11/12HSO-Iii-
27

Key Concept: Knowledge, Acceptance, Respect, and Appreciation of Diversity

Performance Standard: Demonstrate tolerance, appreciation and respect for cultural diversity, unity in diversity in the context of one’s family,
group, community, country and the world
Content Performance Prerequisite Code
Most Essential Learning Competencies K to 12 CG Code
Standards Standards (JHS)

The learner The learner . . .

understands . . .
inter-subjective human performs activities that Explain that understanding intersubjectivity EsP8PB-If-3.3 PPT11/12-llc-6.1
demonstrate an appreciation for enhances one’s ability for authentic PPT11/12-lld-6.1
relations
the talents of persons with dialogue which demonstrates an PPT11/12-lld-6.3
disabilities and those from appreciation for the talents of PWD and
underprivileged sectors of society underprivileged sectors of society.

cultural, social, and Identifies one’s roles in social Examine the concepts, characteristics, and EsP8PB-If-3.3 UCSP 11/12SPU-Ia-1
political institutions as sets groups and institutions forms of stratification system using UCSP 11/12SPU-Ia-2
of norms and patterns of sociological perspectives UCSP 11/12SPU-Ia-3
behavior that relate to HUMSS_PG12-Ia1

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major social interest HUMSS_PG12-Ia2
HUMSS_PG12-Ia3
HUMSS_PG12-Ia4
HUMSS_PG12-Ia5
HUMSS_PG12-Ia6
HUMSS_PG12-Ia7
HUMSS_PG12-Ia8
culture and society as Appreciate the nature of culture Explain the importance of cultural EsP8PB-If-3.3 UCSPC11DCS-IC-6
anthropological and and society from the perspectives relativism in attaining cultural AP4LKE-IIg-8
sociological concepts of anthropology and sociology and understanding UCSPC11DCS-IC-7
demonstrate a holistic UCSPC11DCS-IC-8
Perspectives understanding of culture and
in/approaches to the study society UCSPC11DCS-IC-9
of culture and society
(i.e., comparative, UCSPC11DCS-IC-10
historical, structural, UCSPC11DCS-IC-11
functional, interpretive,
critical)
how to create and creates an adaptation of a text and Produce a creative presentation or an AP4LKE-IIg-8 CAR11/12AP-0f-h-17
promote the different other art forms using multimedia adaptation of the different art forms from AP3PKR-IIIb-c-3
forms of arts. and ICT. the region applying multimedia and ICT AP4LKE-IIi-11 CAR11/12AP-0f-h-15
skills and techniques promoting the arts EsP4PPP- IIIc-d–20 ENLit-Week8
from the regions and the world.
CAR11/12TPP-0c-e-
10
belief system or prepares character sketches of a differentiate the concept, elements and EsP8PB-If-3.3 HUMSS_WRB12-I/
worldview, Religion, person who is spiritual but not characteristics of belief system, world EsP3PD-IVa– 7 IIIa-1.2
Spirituality, Philosophy of religious and a person who is view, religion, and spirituality AP4LKE-IIe-f-7
Religion, and Theology. religious but not spiritual. EsP3PD- IVb–8
AP7KSA-IIg-1.10
AP7KSA-Iie-1.6
the elements of Judaism, Compare and contrast the uniqueness and EsP8PB-If-3.3 HUMSS_WRB12-I/
Christianity, and Islam. similarities of Judaism, Christianity, and EsP3PD-IVa– 7 IIIi-7.1
Islam AP4LKE-IIe-f-7
EsP3PD- IVb–8
AP7KSA-IIg-1.10
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 AP7KSA-Iie-1.6
The learner demonstrates The learner evaluates the Eightfold Explain the uniqueness and similarities of EsP8PB-If-3.3 HUMSS_WRB12-I/
understanding of the Path in terms of how it achieves Mahayana and Theravada Buddhism EsP3PD-IVa– 7 IVd-11.3
elements of Mahayana the Middle Way AP4LKE-IIe-f-7
and Theravada Buddhism. EsP3PD- IVb–8
The learner draws the insight from AP7KSA-IIg-1.10
the acts of generosity of Tzu Chi AP7KSA-Iie-1.6
Foundation that reflect the core
teaching of Mahayana

The learner demonstrates The learner presents a character Explain the uniqueness and similarities of EsP8PB-If-3.3 HUMSS_WRB12-I/
understanding of the sketch of a person who personifies Confucianism, Taoism and Shintoism EsP3PD-IVa– 7 IVi-15.1
elements of Confucianism, the Confucian virtues. AP4LKE-IIe-f-7
Taoism and Shintoism EsP3PD- IVb–8
The learner identifies the things AP7KSA-IIg-1.10
she can do without by making an AP7KSA-Iie-1.6
inventory of personal belongings
(e.g. things in the bedroom) and
writes a reflection on Taoism based
on the result of the inventory.
The learner interprets the Kojiki
creation story creatively.
The learner demonstrates The learner gathers print or web- Analyze the influences of religion to EsP8PB-If-3.3 HUMSS_WRB12-I/
understanding of effects of based articles, photos, editorial, culture and society EsP3PD-IVa– 7 IIIc-3.1
Religions: positive and etc. showing the positive or AP4LKE-IIg-8
negative. negative effects of religion. AP4LKE-IIe-f-7
EsP3PD- IVb–8
AP7KSA-IIg-1.10
AP7KSA-Iie-1.6

Key Concept: Knowing and Caring for the Environment

Performance Standard: Develop appreciation and take action toward concern for environment

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 Content Performance Prerequisite Code
Most Essential Learning Competencies K to 12 CG Code
Standards Standards (JHS)

The learner The learner . . .

understands . . .
the interplay between is able to demonstrate virtues of Explain and demonstrate virtues of EsP4PPP- IIIg-i–22 PPT11/12-li-4.1
humans and their prudence and frugality towards prudence and frugality for the environment AP4LKE-IIb-d-3 PPT11/12-li-4.2
environments his/her environment contributing to health, well-being and PPT11/12-li-4.3
sustainable development.
the consequences of analyzes how production and Make a stand on the consequences of one’s EsP4PPP- IIIg-i–22 HUMSS_MCT12-ih-
personal and local action consumption habits contribute to actions which affect the lives of others, F7EP-IIc-d-6 i-2
to global and planetary the problem of climate change environment, and climate change in F9WG-IId-49
climate change and explain why. particular. HUMSS_MCT12-ih-
AP8DKT-IIf-8 i-3
writes a resolution that you can AP4LKE-IIb-d-3
share with your friends about HUMSS_MCT12-IN-
how you can personally I4
contribute towards solving the
problem of climate change

Key Concept: Global Awareness, Interdependence, and Solidarity

Performance Standard: Demonstrate an understanding of the concepts of geography, globalization, global interdependence (3Gs), and regional integration and their impact on
one’s life, issues threatening global solidarity, and strategies in responses to the issues on socioeconomic development.
Content Performance Prerequisite Code
Most Essential Learning Competencies K to 12 CG Code
Standards Standards (JHS)

The learner The learner . . . HUMSS_MCT12-Ia-

understands . . . b-3
the emergence of trends AP7TKA-IIId-1.9 HUMSS_MCT12-Ia-
and patterns. The learner will be able to derive Explain the characteristics, elements, and
AP7KIS-IVc-1.8 b-2
an idea from instances and processes to spot a trend and identify parts
present this idea through a 100- of a whole, emerging patterns, and causes HUMSS_MCT12-Ia-
word essay, artwork, and other & consequences. b-4
graphic representations
HUMSS_MCT12-Ia-
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 b-5
HUMSS_MCT12-Ia-
b-6
HUMSS_MCT12-Ia-
b-8
HUMSS_MCT12-Ia-
b-7
appreciation and appreciates to the culture and Write a close analysis and critical AP4LKE-Iii-11 EN12Lit-IIa-22
understanding of the society as anthropological and interpretation of literary texts, applying a AP7HAS-Ii-1.9
culture and society as sociological concept through the reading approach of the different AP7HAS-Ij-1.10
anthropological and 21st century literature and representative texts and authors from Asia AP7HAS-Ia-1.1
sociological concept contemporary arts through a and the world. AP7HAS-Ib-1.2
through the 21st century written research and close AP7HAS-If-1.6
literary genres and analysis. P7KSA-IIh-1.12
contemporary arts from
the regions considering understands the roles of the
their elements and literary and contemporary arts in
contexts relation to their culture and
sociological concepts.
how individuals learn identifies norms and values to Explain the context, content, processes, and AP4LKE-IIg-8 UCSP11/12HBS-Ie-
culture and become be observed in interacting with consequences of socialization. AP8DKT-IIf-8 12
competent members of others in society, and the AP7TKA-IIId-1.9
society AP7KIS-IVc-1.8 UCSP11/12HBS-Ie-
13

how individuals learn

culture and become
competent members of
society
politics and political Analyze the relationship among nations and AP3LAR-Ie-7 UCSP11/12HBS-Ie-
science, governance, states in the context of globalization AP2KOM-Ib-3 14
political ideologies, power, AP2KOM-ld-e-7
states, nations, and AP3EAP-IVb-3

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globalization AP7TKA-IIId-1.9
AP7KIS-IVc-1.8
AP10IPE-Ih-19
AP10GKA-IIb-3
AP10GKA-Iic-4
the components, locates on a map the different Explain the concrete effects and the need AP3LAR-Ie-7 HUMSS_MCT12-If-
operations, effects, and geographical origins of the for collaboration and cooperation in a AP2KOM-Ib-3 g-2
networks of globalization various components/ elements globalized society to achieve AP2KOM-ld-e-7
in his/her daily life of an industrial/ interconnectedness of peoples and nations. AP3EAP-IVb-3 HUMSS_MCT12-If-
technological/agricultural AP7TKA-IIId-1.9 g-4
product and writes a reflection AP7KIS-IVc-1.8
essay on the insights gathered AP10IPE-Ih-19
Discuss the different contributions and roles
from the exercise. AP10GKA-IIb-3
of creative imagination in illustrating the AP10GKA-Iic-4
The learner locates on a map origin of different components (e.g. gadget,
the workplaces of the OFWs in business enterprise,
their community and industrial/technological/agricultural product,
writes a reflection paper on the etc.) through a map or reflection essay
effects of labor migration to their
community.

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 Republic of the Philippines
Department of Education
Region V (Bicol)
K-12 BASIC EDUCATION CURRICULUM FOR ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
SENIOR HIGH SCHOOL

LEARNING STRAND 6: DIGITAL CITIZENSHIP

SHS Subject Coverage: Empowerment Technologies and Media and Information Literacy

Goal: Produce 21st-century digital citizens who are confident in using ICT and digital tools in a responsible and ethical manner and equip ALS learners with critical knowledge,
skills, and values to be able to live and work effectively as part of the digital universe.
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Content: Digital Citizen, Digital Citizenship, Digital Literacy and ICT-related skills
Expected Outcome: Produce 21st-century digital citizen by acquiring digital literacy to become globally competent individual in an increasingly digital world.
Key Topics:
A. Digital Ethics
a. Ethical Practices and Values in Using Technology in the 21st Century.
B. Digital Concepts
a. ICT Tools and Platforms
b. The Nature of ICT in the Context of their Lives, Society, and Professional Tracks
c. media and information literacy (MIL) and MIL related concepts
C. Digital Operation and Management
a. ICT-related Skills in Using and Managing Hardware and Software Resources
D. Digital Applications
a. Advanced Tools and Techniques Found in Common Productivity and Software Applications

E. Digital System Network

a. ICT in the Context of Global Communication
b. Principles and Techniques in Developing ICT Content
F. Digital Devices
a. Current Trends and Future Media Innovation

Macro Skills / Content Performance Pre-requisite Code

ALS Learning Competencies K to 12 CG Code
Key Concepts Standards Standards (JHS)

Digital Ethics ICT in the context of Demonstrate ethical practices and Apply online safety, security, SSP_TLE-CT7COIN- CS_ICT11/12-
global communication values in using technology in the ethics, and etiquette standards Ie-3.3 ICTPT-Ia-b-2
for specific 21st century. and practice in the use of ICTs SSP_TLE-CT8ICGE-
professional track as it would relate to their IVe-g-3.1
specific professional tracks
Discuss responsible use of MIL11/12IMILIIIa-
media and information 3 to a4
The learner Cite practical situation when to MIL11/12IMILIIIg-
demonstrates apply knowledge in intellectual 17, g-20 to g-23
understanding of property, copy right, and fair
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 media and information use guidelines
literacy (MIL) and MIL Create a campaign add to MIL11/12IMILIIIg-
related concepts. combat digital divide, addiction, 18 to g-19
and bullying
Digital The learners The learners shall be able to Compare and contrast the SSP_TLE-CT7COIN- CS_ICT11/12-
Concepts demonstrate an independently compose an insightful nuances of varied online Ie-1.0 ICTPT-Ia-b-1
understanding of: reflection paper on the nature of ICT platforms, sites, and content to SSP_TLE-CT7COIN-
ICT in the in the context of their lives, society, best achieve specific class Ie-1.1
context of global and professional tracks (Arts, Tech objectives or address SSP_TLE-CT7COIN-
communication for Voc, Sports, Academic) situational challenges Ie-1.2
specific professional SSP_TLE-CT7COIN-
track Ie-2.0

The learner The learners organize a creative and Explain how the evolution of MIL11/12IMILIIIb-
demonstrates interactive symposium for the media from traditional to new 5 to c-9
understanding of community focusing on being a media shaped the values and
media and information media and information literate norms of people and society
literacy (MIL) and MIL individual. Compare and contrast how one MIL11/12TYMIIId-
related concepts. particular issue or news is 10 to d-12
presented through the different
types of media (print,
broadcast, online)
ICT as a tool, medium, The learners independently Share anecdotes of how CS_ICT11/12-
and force in bringing articulate how ICT tools and he/she has used ICTs to be ICTPT-IIl-15
about action and platforms have changed the way part of a social movement,
mobilize change in a people communicate, and how change, or cause to illustrate
population, society, or social change has been brought aspects of digital citizenship..0
culture. about by the use of ICTs
Digital The learners The learners shall be able to Accesses and uses common SSP_TLE-CT7COIN- CS_ICT11/12-
Operations demonstrate an independently apply advanced application software and/or Ie-2.1 ICTPT-Ic-d-4
and understanding of: the productivity tools to create or productivity tools by SSP_TLE-CT7COIN-
Management use of advanced tools develop ICT content for use in maximizing advanced Ie-2.2 CS_ICT11/12-
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Digital and techniques found specific professional tracks These application techniques in SSP_TLE-CT7COIN- ICTPT-Ic-d-5
Applications in common productivity may be in the form of, but not limited creating an original or Ie-2.3
and software to: derivative ICT content to SSP_TLE-CT7COIN-
applications in 1. Calculating spread sheet of effectively communicate or Ie-2.4
developing ICT content athletic statistics (Sports) present data or information SSP_TLE-CT7PITD-
for specific 2. Layout of catalogue of creative related to specific professional If-g-1.1
professional tracks. works (Arts) tracks.
3. Materials/ ingredients
projections for batches of baked
goods (Tech- Voc)
4. Letterhead/ business card
design (Business/Academic)

Digital The learners The learners shall be able to apply Use the Internet as a tool for SSP_TLE-CT7COIN- CS_ICT11/12-
System demonstrate an the search engine techniques, web credible research and Ie-3.0 ICTPT-Ia-b-
Network understanding of: tools and applications in searching, information gathering to best SSP_TLE-CT7COIN- 3
ICT in the context of evaluating, organizing and achieve specific class Ie-3.1
global communication communicating credible information objectives or address
for specific from the World Wide Web for use in situational challenges
professional track specific professional tracks.
The learners The learners independently apply Create or develop an original or SSP_TLE-CT8MB-Ia- CS_ICT11/12-
demonstrate an the techniques of image derivative ICT content in b-1.1 ICTPT-Ie-f-6
understanding of: manipulation and graphic design to accordance with the principles SSP_TLE-CT8MB-Ia- CS_ICT11/12-
how to manipulate text, create original or derivative ICT of layout, graphic, and visual b-2.1 ICTPT-Ie-f-7
graphics, and images content from existing images, text message design using image SSP_TLE-CT8MB-Ia- CS_ICT11/12-
to create ICT content and graphic elements for use in manipulation technique to b-2.2 ICTPT-Ie-f-8
intended for an online specific professional tracks. effectively communicate visual SSP_TLE-CT8MB-Ia-
environment These may be in the form of, but not message in an online b-3.1
limited to: environment related to specific
1. Team/ athlete/ league professional tracks
recruitment posters (Sports)
2. Logo or crest for a community,

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 school organization or barkada
(Arts)
3. Labeling and manual of
operation for tools and
equipment (Tech-Voc)
4. Presentation of cafeteria
patronage data
(Business/Academic)
The learners The learners independently apply Utilize varied online creation SSP_TLE-CT7COIN- CS_ICT11/12-
demonstrate an the principles and techniques of tools, platforms and Ie-3.3 ICTPT-Ig-h-9
understanding of: design using online creation tools, applications in developing ICT
the principles and platforms, and applications to create content with an implementation CS_ICT11/12-
techniques of design original or derivative ICT content for of principles and techniques of ICTPT-Ig-h-10
using online creation use in specific professional tracks design to effectively
tools, platforms, and These may be in the form of, but not communicate messages and CS_ICT11/12-
applications to develop limited to: accomplish specific task ICTPT-Ig-h-11
ICT content for specific 1. Survey instruments using related to specific professional
professional tracks Google forms track
(Business/Academic)
2. Athletic match-ups and league
standings using Mindmeister
(Sports)
3. Catalogues/Swatches/options
for products and services using
Prezi (Tech Voc)
4. Online photo album of artistic
works or photographs using
Picasa (Arts)
5. Online music production using
Sibelius (Music)
The learners The learners collaboratively develop Evaluate the quality, value, and SSP_TLE-CT8MCC- CS_ICT11/12-
demonstrate an an online portal or website to appropriateness of peer’s Ic-e-1.1 ICTPT-Ii-j-12
understanding showcase and share existing and existing or previously SSP_TLE-CT8MCC-

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of: previously developed content developed ICT content in Ic-e-1.2
the key learnings from These may be in the form of, but not relation to the theme or SSP_TLE-CT8MCC-
the previous weeks, limited to: intended audience/ viewer of Ic-e-2.1
which they will  Online newsletter an ICT project SSP_TLE-CT8MCC-
synthesize into an  Blog Share and showcase existing Ic-e-3.1 CS_ICT11/12-
integrated ICT content  Issuu online “magazine” or previously developed SSP_TLE-CT8MCC- ICTPT-Ii-j-13
through material in the form of a Ic-e-3.2
collaboration with collaboratively designed
classmate and teacher newsletter or blog site intended
as both peer and for a specific audience or
partner viewer

The learners The learners independently assess Explore the principles of CS_ICT11/12-
demonstrate an one’s experience along a range of interactivity and rich content in ICTPT-IIk-14
understanding of: online rich content on the basis of the context of Web 2.0 and the
how rich media content the usability of the interface participation of the user in the
and interactivity affects online experience
and changes the user
experience in the
delivery and
consumption of ICT
content
The learners The learners collaboratively Create an ICT project proposal SSP_TLE-CT8IMCC- CS_ICT11/12-
demonstrate an participate actively in the creation for Social Change to an If-j-1.1 ICTPT-IImp16
understanding of: and development of an ICT Project identified local or regional SSP_TLE-CT8IMCC- CS_ICT11/12-
how to work with peers for Social Change relating to an cause or issue related to If-j-2.1 ICTPT-IImp17
and external publics/ issue in specific professional tracks specific professional tracks SSP_TLE-CT8IMCC-
partners for the Topics may cover, but are not limited which cited the target or If-j-2.2
development of an ICT to: intended users and audiences SSP_TLE-CT8IMCC-
project that advocates 1. Promotion of wellness in the and how they will respond on If-j-3.1
or mobilizes for a home (Sports) the basis of content, value, and SSP_TLE-CT8IMCC-

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 specific Social Change 2. Street food safety and user experience. If-j-4.1
or cause cleanliness drive (Tech Voc) Design and develop a working SSP_TLE-CT8IMCC- CS_ICT11/12-
3. Cultural heritage promotion prototype of an ICT Project for If-j-4.2 ICTPT-IImp18
through new designs “Pinoy Social Change with an CS_ICT11/12-
pride” (Arts) integration of rich multimedia ICTPT-IImp19
4. Savings and financial literacy content
drives and advocacies
(Business/Academic)
The learners The learners independently and Demonstrate how online ICT CS_ICT11/12-
demonstrate an collaboratively co-manage an online Projects for Social Change are ICTPT-IIqr20
understanding of: ICT Project for Social Change uploaded, managed, and
how to manage an through available tools, resources, promoted for maximum
online ICT Project for and platforms audience impact
Social Change Generate a technical report CS_ICT11/12-
interpreting data analytics, e.g. ICTPT-IIqr21
Google, Facebook, or similar
traffic data on the general
aspects of search visibility,
reach, and virality
The learners The learners independently evaluate Generate a report on the CS_ICT11/12-
demonstrate an the performance of an advocacy via performance of their ICT ICTPT-IIs-22
understanding of: an ICT Project for Social Change Project for Social Change on
how to maintain and through available monitoring tools the basis of data gathered from
sustain the operation and evaluating techniques such as available monitoring tools and
of an ICT Project for user interviews, feedback forms, and evaluating techniques
Social Change Analytics data
The learners The learners produce a living Describe the impact of massive MIL11/12IMILIIIi-
demonstrates museum or electronic portfolio or open on-line 26 to i-28
understanding of any other creative forms of
media and information multimedia showcasing their
literacy (MIL) and MIL understanding, insights, and
related concepts. perceptions of the different
Digital The learners Evaluates current trends in SSP_TLE-CT8ICGE- MIL11/12CFT-IIIi-
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Devices demonstrates resources of media and information. media and information and how IVe-g-1.1 26
understanding of it will affect/how they affect SSP_TLE-CT8ICGE-
media and information individuals and the society as a IVe-g-2.1
literacy (MIL) and MIL whole SSP_TLE-CT8ICGE-
related concepts. Predicts future media IVe-g-2.2 MIL11/12CFT-IIIi-
innovation 27
Synthesizes the overall MIL11/12CFT-IIIi-
knowledge about media and 28
information with skills for
producing a prototype of what
the learners think is a future
media innovation

Acknowledgements
Department of Education
G.H. AMBAT
Assistant Secretary for ALS
MARILETTE R. ALMAYDA
Director III, ALS Task Force
GILBERT T. SADSAD
Regional Director
RONELO AL FIRMO
Asst. Regional Director
FRANCISCO B. BULALACAO, JR.
Chief, CLMD
RICARDO M. TEJERESAS
Regional ALS Focal Person
NELSON S. MORALES, JR.
Schools Division Superintendent
Ligao City
MAYLANI L. GALICIA
Assistant Schools Division Superintendent
TITA V. AGIR
Chief, CID
ALVIN POCUA
Division ALS Focal Person
JESSICA U. SAYSON

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 Secondary School Principal IV
Ligao National High School
Lead Writer and Writers
BRENLY B. MENDOZA JOJIM B. CORDOVA EMMA FLOR C. UBALDE
VENUS C. SANCHEZ DONNA Q. EMBIDO ELISA T. MORATILLO
MELANIE T. ABILA FERMIN P. CURAMING MARIFE N. TOLARBA
ROMMEL CARL R. PERALTA ELMER B. OLMEDILLO ANALYN D. QUIDEP
JOSE ANGELO S. NATE RALPH MARLO S. QUITASOL ROSELYN M. REMPIS
JOAN T. DAYANDANTE
Contributors
ALLAN S. RAMIREZ BABY ANGELI P. PREPOTENTE BRYAN NOVIO
Lay-Out Artist
KENNETH JOSEPH P. OCAMPO

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