Republic of the Philippines

POLYTECHNIC COLLEGE OF BOTOLAN

(Formerly Botolan Community College)
Botolan, Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact Number: 0949-155-3113

MOST ENHANCED LEARNING COMPETENCIES (MELCs) for 2ND SEMESTER SUBJECTS

Grade Level: Grade 12 – HUMSS 12 B
Subject: Inquiries, Investigations and Immersion

Quarter Content Learner’s Output Most Essential Learning Competencies Duration

I. Brainstorming for Research Class Research Agenda prepares a plan and a focus on issues and Week 1
Topics ideas in their respective field
II. Identifying the Problem and 1. Background of the problem formulates clearly the statement of Week 2
Asking the Question 2. Conceptual Framework research problem
3. Research Hypothesis (for quantitative
research)
4. Statement of the problem
5. Definition of terms
6. Importance of the study
1ST
Scope and limitations of the study
QUARTER
III. Reading on Related List of Related Literature Reviewed selects, cites and synthesizes related Week 3-5
Studies literature uses sources according to ethical
standards (atleast 4-6 local and
international sources)
IV. Understanding Ways to 1. Research design describes adequately research design Week 6-8
Collect Data 2. Population (either quantitative or qualitative), data
3. Sampling method gathering instrument, sample, data
4. Data collection procedure collection and analysis procedures,
prepares data gathering instrument
2ND V. Finding the Answers to the 1. Interpretation of Data gathers and analyzes data with intellectual Week 1-2
QUARTER Research Questions 2. Data analysis method Conceptualized honesty using suitable techniques
Framework for qualitative research
VI. Reporting Findings, 1. Summary of Findings forms logical conclusions makes Week 3
Drawing Conclusions and 2. Conclusions recommendations based on conclusions
Making Recommendations 3. Recommendations writes clear report
4. List of References Written Research
Report
VII. Sharing your Research 1. Draft Written Research Report for presents written research report revises Week 4-5
Oral Presentation written research report based on
2. Final Written Research Report for suggestions and recommendations of
Submission panelists submits final written research
report
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan, Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact Number: 0949-155-3113

MOST ENHANCED LEARNING COMPETENCIES (MELCs) for 2ND SEMESTER SUBJECTS

Grade Level: Grade 11 – HUMSS 11 A & HUMSS 11 B
Subject: Introduction of World Religions and Belief System

Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration
1ST The learner demonstrates The learner prepares character *Differentiate the concept, elements and Week 1
QUARTER understanding of belief system or sketches of a person who is spiritual characteristics of belief system, world view,
worldview*, Religion, Spirituality, but not religious and a person who is religion, and spirituality
Philosophy of Religion, and religious but not spiritual.
Theology.

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

*Analyze the influences of religion to culture Week 3

The learner demonstrates The learner gathers print or web-
and society
understanding of effects of Religions: based articles, photos, editorial, etc.
positive and negative. showing the positive or negative
effects of religion.
The learner demonstrates *Examine the brief history, core teachings, Week 4
understanding of the elements of fundamental beliefs, practices, and related
JUDAISM: The learner demonstrates issues of Judaism.
understanding of the elements of
a. Founders: Abraham (2000 B.C.) Judaism: The learner identifies a
and/or Moses (1391-1271 B.C.) story from the Old Testament that
b. Sacred texts: Torah, Poetry, demonstrates the Jewish belief in
Prophets, Talmud, Mishnah one God (e.g. Story of Samson).
c. Doctrines: Ten Commandments,
618 Rules
d. God: Yahweh/Jehovah
e. Sects: Orthodox, Conservative,
Reform Liberal

The learner demonstrates

understanding of the elements of *Examine the brief history, core teachings, Week 5
CHRISTIANITY: The learner interviews a Christian fundamental beliefs, practices, and related
parent or couple on why they are issues of Christianity.
a. Founder: Jesus Christ (c. 7 BC30 Christians and what beliefs and
A.D.) practices they adhere.
b. Sacred texts: Bible (Old Testament
and New Testament)
c. Doctrines: Trinity, Virgin Birth, Deity
of Christ, Resurrection, Last
Judgment
d: God: Trinity (Father, Son and Holy
Spirit)
e. Sects: Roman Catholic,
Greek/Eastern Orthodox,
Protestantism, etc.
f. Issues: Ecumenism, Sexuality
issues (e.g., contraception,
homosexuality, ordination of women

The learner demonstrates *Examine the brief history, core teachings, Week 6
understanding of the elements of The learner conducts a panel fundamental beliefs, practices, and related
ISLAM: discussion on Muslim beliefs and issues of Islam
practices (when possible inviting a

*Compare and contrast the uniqueness Week 7

 Muslim). and similarities of Judaism, Christianity and
a. Founder: Prophet Muhammad Islam
(570-632 A.D.)
b. Sacred texts: Qur’an, Hadith
c. Doctrines: Five Pillars of Islam
(Shahadah declaring there is no other
god but Allah and Muhammad is His
messenger, Salat-ritual prayer five
times a day, Sawm-fasting during
Ramadan, Zakat-alms giving to the
poor, and Hajj pilgrimage to Mecca at
least once in a lifetime)
d. God: Allah
e. Practitioners: Sunni, Shi’ite, Sufi
2ND f. Issues: Gender Inequality, Militant *Analyze the brief history, core teachings, Week 8
QUARTER Islam, Migration fundamental beliefs, practices, and related
issues of Hinduism.
The learner demonstrates The learner simulates a particular
understanding of the elements of yoga and writes a reflection paper on
HINDUISM: her insights.

a. Founders: Aryans (1500 B.C.)

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

The learner demonstrates The learner evaluates the Eightfold *Analyze the brief history, core teachings, Week 9
understanding of the elements of Path in terms of how it achieves the fundamental beliefs, practices, and related
THERAVADA BUDDHISM: Middle Way issues of Theravada Buddhism
a. Founder: Siddhartha Gautama
(563-483 B.C.)
b. Sacred texts: Tripitaka
c. Doctrines: Four Noble Truths Eight-
fold Path, Law of Dependent
Origination and The Impermanence of
Things
d. God: nontheistic
e. Issue: Territory conflict in Mainland
Southeast Asia
The learner demonstrates The learner draws the insight from *Analyze the brief history, core teachings, Week 10
understanding of the elements of the acts of generosity of Tzu Chi fundamental beliefs, practices, and related
MAHAYANA BUDDHISM: Foundation that reflect the core issues of Mahayana Buddhism
teaching of Mahayana
a. Founder: Siddhartha Gautama
(563-483 B.C.) *Explain the uniqueness and similarities of Week 11
b. Sacred texts: Sutras Mahayana and Theravada Buddhism
c. Doctrines: Four Noble Truths,
Eight-fold Path, The Six Perfections to
become a Bodhisattva (generosity,
morality, patience, perseverance,
meditation, and insight)
d. God: nontheistic
e. Issues: Tibet invasion, Engaged
activism
f. Universality and growth of sects:
Development of Buddhism to Zen
(Chan) Buddhism as the fruit of its
encounter with Taoism
The learner demonstrates The learner presents a character *Analyze the brief history, core teachings, Week 12
understanding of the elements of sketch of a person who personifies fundamental beliefs, practices, and related
CONFUCIANISM: the Confucian virtues. issues of Confucianism

a. Founder: Confucius (551-479 B.C.)

b. Sacred texts: Confucian Classics c.
Doctrines: Mandate of Heaven, T”ien,
Human nature as originally good
(Mencius) or evil (Hsun Tze),
Rectification of Names, The Moral
Way consisting of five cardinal virtues,
Filial Piety, and Ancestor Worship
d. God: Heaven
e. Issues: Gender inequality,
Authoritarianism
The learner demonstrates The learner identifies the things she *Analyze the brief history, core teachings, Week 13
understanding of the elements of can do without by making an fundamental beliefs, practices, and related
TAOISM: inventory of personal belongings issues of Taoism
(e.g. things in the bedroom) and
a. Founder: Lao Tzu (604 B.C. - ?) writes a reflection on Taoism based
b. Sacred texts: Tao Te Ching, Book on the result of the inventory.
of Chuang Tze
c. Doctrines: Wu-Wei, Law of
Reversion, Following nature
d. Tao as the Origin of all Beings,
unnameable and eternal
e. Issues: Inaction, Superstitious
practices, Environmentalism
The learner demonstrates The learner interprets the Kojiki *Examine the brief history, core teachings, Week 14
understanding of the elements of creation story creatively. fundamental beliefs, practices, and related
SHINTOISM: issues of Shintoism
*Explain the uniqueness and similarities of Week 15
a. Founders: Prehistoric Animists of Confucianism, Taoism and Shintoism
Japan
b. Sacred texts: Kojiki and Nihongi
c. Doctrines: belief in kami, divinity of
emperors
d. Gods: kami (animist and nature
spirits)
e. Issues: Shrine visits of Japanese
prime minister
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan, Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact Number: 0949-155-3113

MOST ENHANCED LEARNING COMPETENCIES (MELCs) for 2ND SEMESTER SUBJECTS

Grade Level: Grade 12 – HUMSS 12 A & HUMSS 12 B
Subject: Trends, Networks, and Critical Thinking in the 21st Century

Most Essential Learning

Quarter Content Standards Performance Standards Duration K to 12 CG Code
Competencies
1ST The learner understands The learner will be able to derive 1. Differentiate a trend from a fad Weeks 1- HUMSS_MCT12-Ia-b-3
QUARTER the emergence of trends an idea from instances and 2. Explain the process on how to 2 HUMSS_MCT12-Ia-b-2
and patterns. present this idea through a 100- spot a trend
word essay, artwork, and other 3. Point out the elements that HUMSS_MCT12-Ia-b-4
graphic representations. make up a trend
4. Describe the different HUMSS_MCT12-Ia-b-5
characteristics of a trend
5. Identify parts of a whole. HUMSS_MCT12-Ia-b-6
6. Identify and explain an HUMSS_MCT12-Ia-b-7
emerging pattern
7. Identify causes and HUMSS_MCT12-Ia-b-8
consequences
The learner understands The learner draws a color-coded 1. Explain strategic analysis and Week 3 HUMSS_MCT12-Ic-e-2
strategic analysis and map of the networks of power intuitive thinking • HUMSS_MCT12Ic-e-1
intuitive thinking. relations (political, economic, • Define strategic analysis • HUMSS_MCT12Ic-e-5
cultural, and kinship ties) within a and intuitive thinking
particular community. • Differentiate key
components in strategic
analysis and intuitive
thinking
2. Apply strategic analysis HUMSS_MCT12-Ic-e-3
3. Apply intuitive thinking in HUMSS_MCT12-Ic-e-4;
solving a problem in the HUMSS_MCT12-Ic-e-6
community using a map of social
 networks
The learner understands The learner locates on a map the 1. Explain the concrete effects of Week 4 HUMSS_MCT12-If-g-2
the components, different geographical origins of globalization and to one’s daily life
operations, effects, and the various components/elements
networks of globalization of an industrial/technological/ 2. Explain the need for HUMSS_MCT12-If-g-4
in his/her daily life. agricultural product and writes a collaboration and cooperation to
reflection essay on the insights achieve interconnectedness of
gathered from the exercise. people and nations
3. Discuss the different Week 5 HUMSS_MCT12-If-g-5
The learner locates on a map the contributions of the parts to a
workplaces of the OFWs in their whole and the important role of
community and writes a reflection creative imagination in putting
paper on the effects of labor together the various parts of a
migration to their community. whole
4. Illustrate the origin of the HUMSS_MCT12-If-g-7
different components of a gadget,
business enterprise,
industrial/technological/agricultura
l product, etc. through a mind map
and reflection essay
The learner understands The learner 1. Explain the effects of Week 6 HUMSS_MCT12-Ih-i-2
the consequences of consumption and production
personal and local 1) Analyzes how production and patterns on climate change
action to global and consumption habits contribute to 2. Discuss personal contributions HUMSS_MCT12-Ih-i-3
planetary climate the problem of climate change and that can actually solve the
change. explain why. problem of climate change
3. Make a stand on how the HUMSS_MCT12-Ih-i-4
2) Writes a resolution that you can consequences of one’s action
share with your friends about how affect the lives of others and the
you can personally contribute environment
towards solving the problem of
climate change.
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects you
2ND The learner understands Using any form of oral 1. Identify democratic practices Week 1 HUMSS_MCT12-IIa-c-1
QUARTER the meaning and presentation, the learner explains 2. Explain the importance of HUMSS_MCT12-IIa-c-4
dimensions of creatively the ill effects of participation in democracy
democracy. undemocratic practices related to 3. Differentiate participatory from HUMSS_MCT12-IIa-c-5
factors such as gender biases, representative democracy
poverty, political marginalization, 4. Assess democratic Week 2 HUMSS_MCT12-IIa-c-6
 racial inequality, cultural interventions prevailing in political
domination, crisis
representation and politics of
recognition.
The learner understands The learner organizes and
how ICT enslaves, mobilizes an event that deals with
emancipates, and a significant global issue, using
empowers individuals. ICT.
The learner understands The learner creates a social map
the parallelism between that traces the various roles that
neural and social students play in the community
networks. (family members, community
leader, etc.) and rank the
significance of the roles played
within the community.
Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of future you want, explain why you want that future, and illustrate how will
of and social institutions
5. Formulate a viable alternative HUMSS_MCT12-IIa-c-7
to undemocratic practices
1. Identify the dimensions of Week 3 HUMSS_MCT12-IId-f-1
technology that are enabling and
inhibiting
2. Discuss the benefits of HUMSS_MCT12-IId-f-2
technology
3. Explain the weakest link in a HUMSS_MCT12-IId-f-4
system using strategic and
intuitive thinking
4. Explain how information Week 4 HUMSS_MCT12-IId-f-5
communication technology can
facilitate social relationships and
political movements (occupy
movements)
5. Propose a creative intervention HUMSS_MCT12-IId-f-6
to improve human life using ICT
1. Differentiate connections from Week 5 HUMSS_MCT12-IIg-i-1
relationship, and networks
2. Illustrate how the brain or HUMSS_MCT12-IIg-i-2
neural network works
3. Compare the neural networks Week 6 HUMSS_MCT12-IIg-i-3
with social networks
4. Establish linkage between self HUMSS_MCT12-IIg-i-4
and the social network one
belongs to
5. Demonstrate how thinking Week 7 HUMSS_MCT12-IIg-i-5
processes are shaped by social
relationships
6. Identify the significant social HUMSS_MCT12-IIg-i-6
roles students play within the
community by creating a social
map of their relationships
you get there
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan, Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact Number: 0949-155-3113

MOST ENHANCED LEARNING COMPETENCIES (MELCs) for 2ND SEMESTER SUBJECTS

Annex A Grade: 12
Subject Title: Work Immersion (Most Essential Learning Competencies)

QUARTER OBJECTIVES/ LEARNING AREA TEACHER’S ACTIVITY LEARNER’S OUPUT Duration

I. Pre-Immersion The teacher:
1. essay on the how to conduct
A. Understanding Work Immersion by 1. conducts the pre-Immersion oneself inside the company/ business
discussing: orientation via online, offline video, establishment/working environment
1. Expected behavior module or other modalities during the Immersion period 1 Week
a. Work ethics
b. Safety in the workplace 2. prepares materials for learners’ guides 2. résumé
c. Workplace rights and in securing and accomplishing sample
responsibilities forms 3. application
d. Confidentiality in the workplace
e. Effective conflict resolution and 3. validates the accomplished sample 4. sample clearance documents
teamwork skills forms
2. Work immersion rules and regulations
4. provides a checklist containing things
B. Appreciating the importance of to do and documents needed for pre-
credentials by: Immersion, during, and after Immersion
1. Writing a résumé
2. Filling out application forms 5. prepares mechanism in conducting a
3. Visiting the concerned offices where job interview training and portfolio
the following could be secured: preparations like online, phone, module
a. Barangay clearance etc.
b. Police clearance
c. Mayor’s clearance 1 Week
d. Medical certificate
4. Job Interview skills training
C. Discussion of portfolio
1. Portfolio instructions
a. Portfolio content
i. accomplished forms
ii. pictures of work site and nonwritten
output/ projects with captions
iii. illustrations of activities performed
(as needed)
iv. weekly diary (narrative/ account of
learnings and achievements, issues
faced and corresponding resolutions)
v. sample written output (if any)
vi. Work Immersion highlights
vii. other relevant pictures/ documents
b. When to update content
c. Portfolio packaging
d. Portfolio submission at the end of
Work Immersion
II. Immersion Proper The teacher:
1. written narrative on the profile of
A. Appreciating management processes 1. coordinates with the organization/ the company/ business establishment,
by observing, identifying and describing establishment/parents or concerned or setting of Work Immersion (may
the following: parties contain charts, photos, or illustrations) Number of
1. Nature of the business hours may
2. Description of the 2. monitors the students’ progress 2. written report on the activities vary based
products/services performed on the
3. Target clientele 3. provides interventions for students, if learner’s
4. Organizational structure necessary 3. supervisor or teacher’s rating activities
5. Company rules and regulations (whichever is applicable)
4. provides general supervision to the
students 4. organizational chart (if applicable)
B. Appreciating business processes by The teacher:
observing and participating in Safety/ 1. written narrative on the business
Production/Maintenance/Q uality 1. coordinates with the organization/ processes of the company/establi
Control/Quality Assurance/Customer establishment/parent s or concerned shment/Work Immersion setting (may
Satisfaction/Housekeeping/ Hygiene and parties contain charts, photos or illustrations)
others
2. monitors the students’ progress 2. written report on the activities
performed
3. provides interventions for students, if

C. Applying skills learned and proper
values acquired in school
III. Post Immersion Evaluating the
Work Immersion experience by:
1. presenting a portfolio with weekly diary portfolio
entries
2. comparing and contrasting school and establishment/Work Immersion setting
work application of skill, knowledge, and
attitudes
3. writing an updated résumé
4. reflecting on their Work Immersion
experiences
Annex B GRADE 12 CULMINATING ACTIVITY (Most Essential Learning Competencies)
Quarter Contents Standards
First The learners demonstrate an
Quarter understanding of…
key concepts, principles, and processes
of humanities and social sciences
necessary
4. provides general supervision to the
students
The teacher:
1. coordinates with the business
organization/establish ment/parents or
concerned parties
2. monitors the students’ progress
3. provides interventions for students, if
necessary
4. provides general supervision to the
student
The teacher:
1. guides the student in submitting their
2. evaluates the organization/
that provided the Immersion venue
3. guides students in updating their
résumé
4. guides students in reflecting about
their work immersion experience
Performance Standards
The learners shall be able to…
produce a creative portfolio that will
integrate their learning in specialized
learning areas under humanities or social 2. write a concept anchored on the
sciences
5. supervisor or teacher’s rating
(whichever is applicable)
6. business process flow chart/s
1. daily tasks record
2. supervisor’s rating
3. written narrative of what the student
learned
4. photos or illustrations
1. portfolio 1 week
a. accomplished forms
b. pictures of work site and non-
written output/ projects with captions
c. illustrations of activities
performed (as needed)
d. weekly diary (narrative/ account
of learnings and achievements, issues
faced and corresponding resolutions)
e. sample written output (if any)
f. Work Immersion highlights g.
other relevant pictures/ documents
2. gallery
3. updated résumé
4. reflection paper
Most Essential Learning Duration
Competencies
1. Formulate a plan that will Weeks 1
demonstrate the key concepts,
principles, and processes of
humanities and social sciences
Week 2-3
prepared plan
 3. generate comments, feedbacks and Week 4
observations on the feasibility,
appropriateness and relevance of
concept
4. synthesize insights from the Week 5
observations, comments, and
recommendations of peers and/or
teachers
Second 5. examine the preparedness and Week 1-2
Quarter completeness of the output based on
the key concepts, principles and
processes of humanities and social
sciences
6. showcase their understanding of Week 3-4
the key concepts, principles, and
processes of humanities and social
sciences through an exhibition