Competencies have been dissected into Noun, Noun Complexity, Verb and Verb Complexity for easy sorting. These may not be lifted directly from the Curriculum Guides (CG). Some have been simplified. For example: the competency starting with “Perform addition” was simplified to start with “Add”.
Competencies are not in its actual order, however, competency Codes have been retained as is. For the scope and sequence, refer to the Curriculum Guides (CG).
Tips on how to use the Curriculum Competencies Database:
- Think of keywords relevant to your topic or content. Search the keywords one at a time.
- Search using keywords in English and Filipino.
- Use the Search to filter according to different fields. (e.g. subject, grade level, code).
Grade 12 Curriculum Competencies
A database which serves as a search facility for Grade 12 competencies.
| Code | Grade Level | Verb | Verb Complexity | Noun | Noun Complexity | Subject |
|---|---|---|---|---|---|---|
| UCSP11/12BMS-Ih-18 | 11/12 | Advocates | inclusive citizenship | AP | ||
| UCSP11/12SPU-Ib-3 | 11/12 | Analyzes | cultural change | AP | ||
| UCSP11/12HSO-IIa-24 | 11/12 | Analyzes | economic organization and its impact on the lives of people in society | AP | ||
| UCSP11/12SPU-Ib-3 | 11/12 | Analyzes | political change | AP | ||
| UCSP11/12HSO-IIj-23 | 11/12 | Analyzes | social and political structures | AP | ||
| UCSP11/12SPU-Ib-3 | 11/12 | Analyzes | social change | AP | ||
| UCSP11/12HSO-IIa-24 | 11/12 | Analyzes | the impact of economic organizations on the lives of people in society | AP | ||
| UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on human cultural variation | AP | ||
| UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on political identities | AP | ||
| UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on social change | AP | ||
| UCSP11/12SPU-Ia-1 | 11/12 | Articulates | observations on social differences | AP | ||
| UCSP11/12DCS-Id-10 | 11/12 | Becomes | aware of why and how cultural relativism mitigates ethnocentrism | AP | ||
| UCSP11/12HSO-IIj-22 | 11/12 | Compares | according to their manifest and latent functions | different social forms of social organization | AP | |
| UCSP11/12HSO-IIg-28 | 11/12 | Conducts | participant observation (e.g., attend, describe, and reflect on a religious ritual of a different group; observe elections practices) | AP | ||
| UCSP11/12SPU-Ia-2 | 11/12 | Demonstrates | curiosity and an openness to explore the origins and dynamics of culture and society, and political identities | AP | ||
| UCSP11/12CSC-IIi-34 | 11/12 | Describes | how human societies adapt to new challenges in the physical, social, and cultural environment | AP | ||
| UCSPC11/12DCS-Ic-7 | 11/12 | Describes | society and culture as a complex whole | AP | ||
| UCSP11/12HSO-IIi-21 | 11/12 | Describes | the organized nature of social life and rules governing behavior | AP | ||
| UCSP11/12CSC-IIj-35 | 11/12 | Develops | a plan of action for community-based response to change | AP | ||
| UCSP11/12HSO-IIb-25 | 11/12 | Differentiates | functions of nonstate institutions in society | AP | ||
| UCSP11/12HSO--IIf-26 | 11/12 | Evaluates | how functions of education affect the lives of people in society | AP | ||
| UCSP11/12HSOI-IIc-30 | 11/12 | Examines | from the functionalist and conflict perspectives | stratification | AP | |
| UCSPC11DCS-Ic-6 | 11/12 | Explains | anthropological and sociological perspectives on culture and society | AP | ||
| UCSP11/12BMS-Ig-15 | 11/12 | Explains | as a product of socialization and enculturation | the development of one’s self and others | AP | |
| UCSP11/12HBS- If-13 | 11/12 | Explores | the significance of human material remains and artefactual evidence in interpreting cultural and social, including political and economic, processes | AP | ||
| UCSP11/12DCS-Ic-8 | 11/12 | Identifies | aspects of culture and society | AP | ||
| UCSP11/12HSO-IId-31 | 11/12 | Identifies | characteristics of the systems of stratification | AP | ||
| UCSP11/12DCS-Ie-11 | 11/12 | Identifies | forms of tangible and intangible heritage and the threats to these | AP | ||
| UCSP11/12CSC-IIh-33 | 11/12 | Identifies | new challenges faced by human populations in contemporary societies | AP | ||
| UCSP11/12BMS-Ih-17 | 11/12 | Identifies | social goals and the socially acceptable means of achieving these goals | AP | ||
| UCSP11/12BMS-Ig-16 | 11/12 | Identifies | the context, content, processes, and consequences of enculturation and socialization | AP | ||
| UCSP11/12SPU-Ib-5 | 11/12 | Identifies | the subjects of inquiry and goals of Anthropology | AP | ||
| UCSP11/12SPU-Ib-5 | 11/12 | Identifies | the subjects of inquiry and goals of Political Science | AP | ||
| UCSP11/12SPU-Ib-5 | 11/12 | Identifies | the subjects of inquiry and goals of Sociology | AP | ||
| UCSP11/12HSO-IIf-27 | 11/12 | Promotes | as a human right | primary education | AP | |
| UCSP11/12BMS- Ih-19 | 11/12 | Promotes | protection of human dignity | AP | ||
| UCSP11/12BMS- Ih-19 | 11/12 | Promotes | protection of rights | AP | ||
| UCSP11/12BMS- Ih-19 | 11/12 | Promotes | protection of the common good | AP | ||
| UCSP11/12DCS-Id-9 | 11/12 | Raises | toward a holistic appreciation of cultures and societies | questions | AP | |
| UCSP11/12HBS- If-14 | 11/12 | Recognizes | national, local, and specialized museums, and archaeological and historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as part of being and becoming human | AP | ||
| UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the common concerns of anthropology | AP | |
| UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the common concerns of political science | AP | |
| UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the common concerns of sociology | AP | |
| UCSP11/12SPU-Ib-4 | 11/12 | Recognizes | with respect to the phenomenon of change | the intersections of anthropology, sociology, and political science | AP | |
| UCSP11/12HSO-IIg-29 | 11/12 | Recognizes | the practice of medical pluralism in light of cultural diversity and relativism | AP | ||
| UCSP11/12HSO-IIe-32 | 11/12 | Suggests | ways to address global inequalities | AP | ||
| UCSP11/12HSO-IIi-20 | 11/12 | Traces | kinship ties and social networks | AP | ||
| UCSP11/12HBS-Ie-12 | 11/12 | Traces | the biological and cultural evolution of early to modern humans | AP | ||
| CAR11/12AP-0f -h-15 | 11/12 | Applies | in the process of creation | artistic skills and techniques | Arts-Music | |
| CAR11/12AP-0f -h-16 | 11/12 | Applies | in the process of creation | artistic skills and techniques | Arts-Music | |
| CAR11/12IAC-0b-2 | 11/12 | Classifies | various art forms found in the Philippines | Arts-Music | ||
| CAR11/12CAP-0c -e-7 | 11/12 | Compares | forms of arts from the different regions | Arts-Music | ||
| CAR11/12AP-0f -h-14 | 11/12 | Conceptualizes | based on techniques and performance practices in their locality. | contemporary art | Arts-Music | |
| CAR11/12AP-0f -h-17 | 11/12 | Creates | using appropriate materials for the best possible output | the intended final product | Arts-Music | |
| CAR11/12TPP-0c -e-12 | 11/12 | Critiques | available materials and appropriate techniques | Arts-Music | ||
| CAR11/12CAP-0b-3 | 11/12 | Defines | contemporary arts in the Philippines | Arts-Music | ||
| CAR11/12CAP-0c -e-6 | 11/12 | Evaluates | based on the elements and principles | contemporary art forms | Arts-Music | |
| CAR11/12CAP-0c -e-5 | 11/12 | Explains | Filipino artists’ roles | Arts-Music | ||
| CAR11/12CAP-0c -e-5 | 11/12 | Identifies | Filipino artists’ contribution to contemporary arts | Arts-Music | ||
| CAR11/12TPP-0c -e-11 | 11/12 | Identifies | local materials used in creating art | Arts-Music | ||
| CAR11/12IAC-0a-1 | 11/12 | Identifies | various contemporary art forms and their practices from the various regions | Arts-Music | ||
| CAR11/12AP-0f -h-16 | 11/12 | Incorporates | to one’s creation; with attention to detail | contemporary characteristics | Arts-Music | |
| CAR11/12CAP-0c -e-8 | 11/12 | Interprets and relates | the significance of art forms from the regions | Arts-Music | ||
| CAR11/12TPP-0c -e-13 | 11/12 | Justifies | the application of techniques | Arts-Music | ||
| CAR11/12TPP-0c -e-13 | 11/12 | Justifies | the use of materials | Arts-Music | ||
| CAR11/12CAP-0c -e-9 | 11/12 | Promotes | arts from the regions | Arts-Music | ||
| CAR11/12TPP-0c -e-10 | 11/12 | Researches | techniques and performance practices applied to contemporary arts | Arts-Music | ||
| CAR11/12CAP-0c -e-4 | 11/12 | Researches | various contemporary art forms | Arts-Music | ||
| CS_ICT11/12-ICTPT-IIm-p17 | 11/12 | Analyzes | how target or intended users and audiences are expected to respond to the proposed ICT Project for Social Change on the basis of content, value, and user experience | Emp-Tech | ||
| CS_ICT11/12-ICTPT-Ia-b-2 | 11/12 | Applies | in the use of ICTs; as it would relate to their specific professional tracks | online safety, security, ethics, and etiquette standards and practice | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ig-h-10 | 11/12 | Applies | using online creation tools, platforms, and applications to communicate a message for a specific purpose in specific professional tracks | Web design principles and elements | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ia-b-1 | 11/12 | Compares | to best achieve specific class objectives or address situational challenges | the nuances of varied online platforms, sites, and content | Emp-Tech | |
| CS_ICT11/12-ICTPT-IIt-23 | 11/12 | Creates | using an ICT tool, platform, or application of choice | a reflexive piece or output on the learning experience undergone during the semester | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ic-d-5 | 11/12 | Creates | to effectively communicate or present data or information related to specific professional tracks. | an original or derivative ICT content | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ie-f-8 | 11/12 | Creates | to effectively communicate a visual message in an online environment related to specific professional tracks | an original or derivative ICT content | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ig-h-11 | 11/12 | Creates | using online creation tools, platforms, and applications; to effectively communicate messages related to specific professional tracks | an original or derivative ICT content | Emp-Tech | |
| CS_ICT11/12-ICTPT-IIm-p18 | 11/12 | Delivers | content of an ICT Project for Social Change | Emp-Tech | ||
| CS_ICT11/12-ICTPT-IIq-r20 | 11/12 | Demonstrates | how online ICT Projects for Social Change are uploaded, managed, and promoted for maximum audience impact | Emp-Tech | ||
| CS_ICT11/12-ICTPT-IIm-p19 | 11/12 | Develops | a working prototype of an ICT Project for Social Change | Emp-Tech | ||
| CS_ICT11/12-ICTPT-Ig-h-9 | 11/12 | Evaluates | existing online creation tools, platforms and applications in developing ICT content for specific professional tracks | Emp-Tech | ||
| CS_ICT11/12-ICTPT-Ie-f-6 | 11/12 | Evaluates | based on the principles of layout, graphic, and visual message design. | existing Web sites and online resources | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ii-j-12 | 11/12 | Evaluates | in relation to the theme or intended audience/ viewer of an ICT project | the quality, value, and appropriateness of peer’s existing or previously developed ICT content | Emp-Tech | |
| CS_ICT11/12-ICTPT-IIk-14 | 11/12 | Explores | the principles of interactivity and rich content in the context of Web 2.0 and the participation of the user in the online experience | Emp-Tech | ||
| CS_ICT11/12-ICTPT-IIs-22 | 11/12 | Generates | on the basis of data gathered from available monitoring tools and evaluating techniques | a report on the performance of their ICT Project for Social Change | Emp-Tech | |
| CS_ICT11/12-ICTPT-IIq-r21 | 11/12 | Generates | a technical report interpreting data analytics, e.g. Google, Facebook, or similar traffic data on the general aspects of search visibility, reach, and virality | Emp-Tech | ||
| CS_ICT11/12-ICTPT-IIm-p16 | 11/12 | Identifies | a local or regional cause or issue for Social Change related to specific professional tracks that can be addressed or tackled using an ICT Project for Social Change | Emp-Tech | ||
| CS_ICT11/12-ICTPT-IIm-p18 | 11/12 | Integrates | to best enhance user experience | rich multimedia content in design and development | Emp-Tech | |
| CS_ICT11/12-ICTPT-IIl-15 | 11/12 | Shares | to illustrate aspects of digital citizenship | anecdotes of how he/she has used ICTs to be part of a social movement, change or cause | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ii-j-13 | 11/12 | Shares | in the form of a collaboratively designed newsletter or blog site intended for a specific audience or viewer | existing or previously developed material | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ic-d-4 | 11/12 | Uses | effectively; by maximizing advanced application techniques | common productivity tools | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ie-f-7 | 11/12 | Uses | on existing images; to change or enhance their current state to communicate a message for a specific purpose | image manipulation techniques | Emp-Tech | |
| CS_ICT11/12-ICTPT-Ia-b-3 | 11/12 | Uses | as a tool for credible research and information gathering; to best achieve specific class objectives or address situational challenges | the Internet | Emp-Tech | |
| EN12Lit-Ie-27 | 11/12 | Analyzes | other literary devices in the text | English | ||
| CS_EN11/12A-EAPP-Id-f-17 | 11/12 | Applies | the principles of writing effective critiques | English | ||
| CS_EN11/12A-EAPP-Id-f-17 | 11/12 | Applies | the principles of writing effective reviews | English | ||
| EN11/12OC-Ibe-11 | 11/12 | Ascertains | the nonverbal cues that each speaker uses to achieve his/her purpose | English | ||
| EN11/12OC-Ibe-11 | 11/12 | Ascertains | the verbal cues that each speaker uses to achieve his/her purpose | English | ||
| CS_EN11/12A-EAPP-Id-f-12 | 11/12 | Cites | to support claims | specific sources | English | |
| CS_EN11/12A-EAPP-Ig-j-22 | 11/12 | Comprehends | various kinds of concept papers | English | ||
| EN11/12OC-Ibe-12 | 11/12 | Comprehends | various kinds of oral texts | English | ||
| CS_EN11/12A-EAPP-IIe-j-8 | 11/12 | Conducts | surveys, experiments, and observations | English | ||
| CS_EN11/12A-EAPP-IIa-d-4 | 11/12 | Defends | by presenting reasonable arguments supported by properly cited factual evidences | a stand on an issue | English | |
| CS_EN11/12A-EAPP-Ig-j-19 | 11/12 | Defines | a concept paper | English | ||
| CS_EN11/12A-EAPP-IIa-d-1 | 11/12 | Defines | a position paper | English | ||
| EN11/12OC-Ia-1 | 11/12 | Defines | communication | English | ||
| EN11/12OC-Ia-7.3 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Age | English | ||
| EN11/12OC-Ia-7.1 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Culture | English | ||
| EN11/12OC-Ia-7.2 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Gender | English | ||
| EN11/12OC-Ia-7.5 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Religion | English | ||
| EN11/12OC-Ia-7.4 | 11/12 | Demonstrates | sensitivity to the sociocultural dimension of communication situation with focus on: Social status | English | ||
| EN11/12RWS-IIIa-1 | 11/12 | Describes | a written text as connected discourse | English | ||
| CS_EN11/12A-EAPP-IIe-j-7 | 11/12 | Designs, tests and revises | survey questionnaires | English | ||
| EN11/12RWS-IVac-10 | 11/12 | Determines | textual evidence to validate assertions and counter claims made about a text read | English | ||
| CS_EN11/12A-EAPP-IIe-j-6 | 11/12 | Determines | the objectives and structures of various kinds of reports | English | ||
| CS_EN11/12A-EAPP-Ia-c-1 | 11/12 | Determines | the structure of a specific academic text | English | ||
| CS_EN11/12A-EAPP-Ig-j-20 | 11/12 | Determines | the ways a writer can elucidate on a concept by definition, explanation, and clarification | English | ||
| CS_EN11/12A-EAPP-Ia-c-2 | 11/12 | Differentiates | language used in academic texts from various disciplines | English | ||
| EN11/12OC-Ia-3 | 11/12 | Differentiates | the various models of communication | English | ||
| EN11/12OC-Ibe-8 | 11/12 | Discusses | the functions of communication | English | ||
| CS_EN11/12A-EAPP-IIe-j-10 | 11/12 | Disseminates | written forms of information from surveys, experiments, and observations | English | ||
| EN11/12RWS-IIIbf-3.1 | 11/12 | Distinguishes | between and among patterns of development in writing across disciplines (narration, description, definition, exemplification/classification, comparison and contrast, cause and effect, problem-solution, persuasion) | English | ||
| EN11/12RWS-IIIa-2.1 | 11/12 | Distinguishes | between and among techniques in selecting and organizing information (brainstorming list, graphic organizer, topic outline, sentence outline) | English | ||
| EN11/12OC-Ia-4 | 11/12 | Distinguishes | the unique feature(s) of one communication process from the other | English | ||
| EN11/12OC-Ifj-17 | 11/12 | Distinguishes | types of speech style | English | ||
| EN11/12OC-IIcj-23 | 11/12 | Distinguishes | types of speeches | English | ||
| EN11/12OC-IIab-21 | 11/12 | Engages | using acceptable, polite and meaningful communicative strategies | in a communicative situation | English | |
| EN11/12OC-Ibe-14 | 11/12 | Evaluates | the effectiveness of an oral communication activity | English | ||
| CS_EN11/12A-EAPP-IIe-j-11 | 11/12 | Executes | through narrative and visual/graphic forms | the report | English | |
| EN11/12OC-Ifj-16 | 11/12 | Exhibits | appropriate verbal and non-verbal behavior in a given speech context | English | ||
| EN11/12RWS-IIIij-5 | 11/12 | Explains | critical reading as looking for ways of thinking | English | ||
| EN11/12RWS-IVac-8 | 11/12 | Explains | critical reading as reasoning | English | ||
| EN11/12RWS-IVdg-11 | 11/12 | Explains | how one’s purpose is a crucial consideration in academic writing | English | ||
| EN11/12RWS-IVdg-11 | 11/12 | Explains | how one’s purpose is a crucial consideration in professional writing | English | ||
| EN11/12OC-IIab-22.6 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Delivery | English | ||
| EN11/12OC-IIab-22.2 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Duration of interaction | English | ||
| EN11/12OC-IIab-22.1 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Language form | English | ||
| EN11/12OC-IIab-22.5 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Message | English | ||
| EN11/12OC-IIab-22.3 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Relationship of speaker | English | ||
| EN11/12OC-IIab-22.4 | 11/12 | Explains | that a shift in speech context, speech style, speech act, and communicative strategy affects the following: Role and responsibilities of the speaker | English | ||
| EN11/12OC-Ia-2 | 11/12 | Explains | the nature and process of communication | English | ||
| CS_EN11/12A-EAPP-Ia-c-3 | 11/12 | Explains | the specific ideas contained in various academic texts | English | ||
| EN11/12OC-Ia-5 | 11/12 | Explains | why there is a breakdown of communication | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.1 | 11/12 | Explains and clarifies | concepts in fields such as: Art | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.2 | 11/12 | Explains and clarifies | concepts in fields such as: Business | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.3 | 11/12 | Explains and clarifies | concepts in fields such as: Law | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.4 | 11/12 | Explains and clarifies | concepts in fields such as: Philosophy | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.5 | 11/12 | Explains and clarifies | concepts in fields such as: Politics | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.6 | 11/12 | Explains and clarifies | concepts in fields such as: Religion | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.7 | 11/12 | Explains and clarifies | concepts in fields such as: Science | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.8 | 11/12 | Explains and clarifies | concepts in fields such as: Sports | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.11 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-Agri. Fishery | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.10 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-Home Economics | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.12 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-I.A | English | ||
| CS_EN11/12A-EAPP-Ig-j-23.13 | 11/12 | Explains and clarifies | concepts in fields such as: TechVoc-ICT | English | ||
| CS_EN11/12A-EAPP-Id-f-11 | 11/12 | Forms | opinions based on facts | English | ||
| EN11/12RWS-IVac-9.1 | 11/12 | Formulates | assertions about the content and properties of a text read | English | ||
| EN11/12RWS-IVac-9.2 | 11/12 | Formulates | in response to claims made in a text read | meaningful counterclaims | English | |
| CS_EN11/12A-EAPP-IIe-j-9 | 11/12 | Gathers | from surveys, experiments, or observations | information | English | |
| CS_EN11/12A-EAPP-IIa-d-3 | 11/12 | Gathers | manifestoes | English | ||
| EN11/12RWS-IIIij-6.1 | 11/12 | Identifies | claims explicitly or implicitly made in a written text: Claim of fact | English | ||
| EN11/12RWS-IIIij-6.2 | 11/12 | Identifies | claims explicitly or implicitly made in a written text: Claim of policy | English | ||
| EN11/12RWS-IIIij-6.3 | 11/12 | Identifies | claims explicitly or implicitly made in a written text: Claim of value | English | ||
| EN11/12RWS-IIIgh-4.2 | 11/12 | Identifies | properties of a well-written text: coherence and cohesion | English | ||
| EN11/12RWS-IIIgh-4.3 | 11/12 | Identifies | properties of a well-written text: language use | English | ||
| EN11/12RWS-IIIgh-4.4 | 11/12 | Identifies | properties of a well-written text: mechanics | English | ||
| EN11/12RWS-IIIgh-4.1 | 11/12 | Identifies | properties of a well-written text: organization | English | ||
| CS_EN11/12A-EAPP-Ig-j-21 | 11/12 | Identifies | situations in which a concept paper may be effectively used to improve our society | English | ||
| CS_EN11/12A-EAPP-IIa-d-2 | 11/12 | Identifies | situations in which a position paper may be effectively used in our society | English | ||
| EN11/12OC-Ifj-18 | 11/12 | Identifies | social situations in which each speech style is appropriate to use | English | ||
| EN11/12RWS-IVac-7.1 | 11/12 | Identifies | the context in which a text was developed: Hypertext | English | ||
| EN11/12RWS-IVac-7.2 | 11/12 | Identifies | the context in which a text was developed: Intertext | English | ||
| EN11/12OC-Ibe-9 | 11/12 | Identifies | the speaker’s purpose(s) | English | ||
| EN11/12RWS-IVhj-13.2 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Application for College Admission | English | ||
| EN11/12RWS-IVhj-13.3 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Application for Employment | English | ||
| EN11/12RWS-IVhj-13.1 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Résumé | English | ||
| EN11/12RWS-IVhj-13.4 | 11/12 | Identifies | the unique features of and requirements in composing professional correspondence: Various forms of Office Correspondence | English | ||
| EN11/12RWS-IVdg-12.1 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Book Review or Article Critique | English | ||
| EN11/12RWS-IVdg-12.2 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Literature Review | English | ||
| EN11/12RWS-IVdg-12.5 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Position Paper | English | ||
| EN11/12RWS-IVdg-12.4 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Project Proposal | English | ||
| EN11/12RWS-IVdg-12.3 | 11/12 | Identifies | the unique features of and requirements in composing texts that are useful across disciplines: Research Report | English | ||
| EN11/12OC-Ifj-15 | 11/12 | Identifies | the various types of speech context | English | ||
| EN11/12OC-Ifj-19 | 11/12 | Observes | the appropriate language forms in using a particular speech style | English | ||
| CS_EN11/12A-EAPP-Ia-c-8 | 11/12 | Outlines | reading texts in various disciplines | English | ||
| CS_EN11/12A-EAPP-Ia-c-7 | 11/12 | Paraphrases/ explains | using one’s own words | a text | English | |
| CS_EN11/12A-EAPP-Ig-j-24 | 11/12 | Presents | a novel concept or project with accompanying visuals/ graphic aids | English | ||
| CS_EN11/12A-EAPP-Id-f-13 | 11/12 | Presents | convincingly | ideas | English | |
| CS_EN11/12A-EAPP-Id-f-15 | 11/12 | Raises | in an appropriate manner | contrary views | English | |
| CS_EN11/12A-EAPP-Id-f-15 | 11/12 | Raises | in an appropriate manner | legitimate views | English | |
| EN11/12OC-Ifj-20 | 11/12 | Responds | appropriately and effectively | to a speech act | English | |
| CS_EN11/12A-EAPP-Ia-c-6 | 11/12 | States | the thesis statement of an academic text | English | ||
| CS_EN11/12A-EAPP-IIe-j-11 | 11/12 | Summarizes | findings | English | ||
| CS_EN11/12A-EAPP-Ia-c-9 | 11/12 | Summarizes | the content of an academic text | English | ||
| CS_EN11/12A-EAPP-Id-f-16 | 11/12 | Uses | appropriate critical approaches in writing a critique such as formalism, feminism, etc. | English | ||
| CS_EN11/12A-EAPP-Ia-c-4 | 11/12 | Uses | to glean the information he/she needs | knowledge of text structure | English | |
| EN11/12OC-IIcj-26.1 | 11/12 | Uses | principles of effective speech delivery focusing on: Articulation | English | ||
| EN11/12OC-IIcj-26.4 | 11/12 | Uses | principles of effective speech delivery focusing on: Facial Expressions, Gestures, and Movements | English | ||
| EN11/12OC-IIcj-26.2 | 11/12 | Uses | principles of effective speech delivery focusing on: Modulation | English | ||
| EN11/12OC-IIcj-26.5 | 11/12 | Uses | principles of effective speech delivery focusing on: Rapport with the audience | English | ||
| EN11/12OC-IIcj-26.3 | 11/12 | Uses | principles of effective speech delivery focusing on: Stage Presence | English | ||
| EN11/12OC-IIcj-24 | 11/12 | Uses | principles of effective speech delivery in different situations | English | ||
| EN11/12OC-IIcj-25.1 | 11/12 | Uses | principles of effective speech writing focusing on: Audience profile | English | ||
| EN11/12OC-IIcj-25.3 | 11/12 | Uses | principles of effective speech writing focusing on: Duration | English | ||
| EN11/12OC-IIcj-25.5 | 11/12 | Uses | principles of effective speech writing focusing on: Grammatical correctness | English | ||
| EN11/12OC-IIcj-25.2 | 11/12 | Uses | principles of effective speech writing focusing on: Logical organization | English | ||
| EN11/12OC-IIcj-25.4 | 11/12 | Uses | principles of effective speech writing focusing on: Word choice | English | ||
| CS_EN11/12A-EAPP-Id-f-14 | 11/12 | Uses | the appropriate language for a specific discipline | English | ||
| EN11/12OC-Ia-6 | 11/12 | Uses | in order to avoid communication breakdown | various strategies | English | |
| CS_EN11/12A-EAPP-Ia-c-5 | 11/12 | Uses | various techniques in summarizing a variety of academic texts | English | ||
| EN11/12OC-Ibe-10 | 11/12 | Watches and listens | to sample oral communication activities | English | ||
| CS_EN11/12A-EAPP-Id-f-18 | 11/12 | Writes | an objective/balanced review or critique of a work of art, an event or a program | English | ||
| CS_EN11/12A-EAPP-Ia-c-10 | 11/12 | Writes | précis/abstract/summary of texts in the various disciplines | English | ||
| CS_EN11/12A-EAPP-IIa-d-5 | 11/12 | Writes | various kinds of position papers | English | ||
| CS_EN11/12A-EAPP-IIe-j-12 | 11/12 | Writes | various reports | English | ||
| CS_EP11/12ENTREP-0a-3 | 11/12 | Analyzes | the market need; | Entrep | ||
| CS_EP11/12ENTREP-0h-j-16 | 11/12 | Computes | for profits | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Creates | a prototype of the product | Entrep | ||
| CS_EP11/12ENTREP-0h-j-17 | 11/12 | Creates | the company’s five (5) year projected financial statements | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Demonstrates | understanding of the 4Ms of operations | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Describes | in relation to the business opportunity | the 4Ms of operations (Manpower , Method, Machine, Materials) | Entrep | |
| CS_EP11/12ENTREP-0h-j-10 | 11/12 | Describes | in relation to the business opportunity | the Marketing Mix (7Ps): Product, Place, Price, Promotion, People, Packaging and Positioning | Entrep | |
| CS_EP11/12ENTREP-0d-7 | 11/12 | Describes | the unique selling proposition and value proposition that differentiates one’s product/service from existing products/services | Entrep | ||
| CS_EP11/12ENTREP-0a-4 | 11/12 | Determines | the possible product/s or service/s that will meet the need | Entrep | ||
| CS_EP11/12ENTREP-0d-8 | 11/12 | Determines | who the customers are | in terms of: Target market; Customer requirements; and Market size | Entrep | |
| CS_EP11/12ENTREP-0h-j-11 | 11/12 | Develops | a brand name | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Develops | a product description | Entrep | ||
| CS_EP11/12ENTREP-0h-j-13 | 11/12 | Develops | the business model | Entrep | ||
| NONE | 11/12 | Discusses | the relevance of the course | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Discusses | in relation to the business enterprise | the value/supply chain | Entrep | |
| NONE | 11/12 | Explains | the core competencies in Entrepreneurship | Entrep | ||
| NONE | 11/12 | Explains | the key concepts of common competencies | Entrep | ||
| NONE | 11/12 | Explores | job opportunities for Entrepreneurship as a career | Entrep | ||
| CS_EP11/12ENTREP-0h-j-15 | 11/12 | Forecasts | the costs to be incurred | Entrep | ||
| CS_EP11/12ENTREP-0h-j-14 | 11/12 | Forecasts | the revenues of the business | Entrep | ||
| CS_EP11/12ENTREP-0a-i-23 | 11/12 | Generates | an overall report on the activity. | Entrep | ||
| CS_EP11/12ENTREP-0a-1 | 11/12 | Identifies | the market problem to be solved or the market need to be met | Entrep | ||
| CS_EP11/12ENTREP-0a-i-20 | 11/12 | Identifies | the reasons for keeping business records | Entrep | ||
| CS_EP11/12ENTREP-0a-i-22 | 11/12 | Identifies | where there is a profit or loss for a business | Entrep | ||
| CS_EP11/12-ENTREP-0a-i-18 | 11/12 | Implements | the business plan | Entrep | ||
| CS_EP11/12ENTREP-0a-i-20 | 11/12 | Interprets | financial statements (balance sheet, income statement, cash flow projections, and summary of sales and cash receipts) | Entrep | ||
| CS_EP11/12-ENTREP-0a-i-18 | 11/12 | Manifests | understanding of starting and operating a simple business | Entrep | ||
| CS_EP11/12-ENTREP-0a-i-19 | 11/12 | Operates | the business | Entrep | ||
| CS_EP11/12ENTREP-0a-i-20 | 11/12 | Performs | key bookkeeping tasks | Entrep | ||
| CS_EP11/12ENTREP-0a-i-21 | 11/12 | Prepares | a balance sheet | Entrep | ||
| CS_EP11/12ENTREP-0a-i-21 | 11/12 | Prepares | an income statement | Entrep | ||
| CS_EP11/12ENTREP-0a-2 | 11/12 | Proposes | using techniques on seeking, screening, and seizing opportunities: | solution/s in terms of product/s and service/s that will meet the need | Entrep | |
| CS_EP11/12ENTREP-0a-1 | 11/12 | Recognizes | a potential market | Entrep | ||
| CS_EP11/12ENTREP-0h-j-10 | 11/12 | Recognizes | the importance of marketing mix in the development of marketing strategy | Entrep | ||
| CS_EP11/12ENTREP-0d-7 | 11/12 | Recognizes and understands | the market | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Recruits | for one’s business enterprise | qualified people | Entrep | |
| CS_EP11/12ENTREP-0b-c-5 | 11/12 | Screens | based on viability, profitability, and customer requirements | the proposed solution/s | Entrep | |
| CS_EP11/12ENTREP-0d-6 | 11/12 | Selects | the best product or service that will meet the market need | Entrep | ||
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Selects/ pinpoints | potential suppliers of raw materials and other inputs necessary for the production of the product or service | Entrep | ||
| CS_EP11/12ENTREP-0a-i-20 | 11/12 | Sells | to potential customers | the product/service | Entrep | |
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Tests | the product prototype | Entrep | ||
| CS_EP11/12ENTREP-0d-g-9 | 11/12 | Validates | through: 2.3.1 Interview; 2.3.2 Focused Group Discussion (FGD); and 2.3.3 Survey | customer-related concerns | Entrep | |
| CS_EP11/12ENTREP-0h-j-12 | 11/12 | Validates | to determine its market acceptability | the service description of the product with potential customers | Entrep | |
| PPT11/12-Id-2.2 | 11/12 | Analyzes | situations that show the difference between opinion and truth | EsP | ||
| EsP-PD11/12FSL-IIk-11.1 | 11/12 | Appraises | one’s family structure and the type of care he/she gives and receives, which may help in understanding himself/herself better | EsP | ||
| PPT11/12-IId-6.1 | 11/12 | Appreciates | the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society | EsP | ||
| PPT11/12-IId-6.1 | 11/12 | Appreciates | the talents of those from the underprivileged sectors of society and their contributions to society | EsP | ||
| EsP-PD11/12DS-Ic-3.1 | 11/12 | Classifies | according to developmental stage | various developmental tasks | EsP | |
| PPT11/12-IIg-7.2 | 11/12 | Compares | different forms of societies and individualities (eg. agrarian, industrial and virtual) | EsP | ||
| EsP-PD11/12SR-IIj-10.2 | 11/12 | Compares | one’s perception of himself/herself and how others see him/her | EsP | ||
| EsP-PD11/12SR-IIj-10.3 | 11/12 | Conducts | a mini-survey on Filipino relationships (family, school, and community) | EsP | ||
| EsP-PD11/12IOPD-IIm-14.3 | 11/12 | Constructs | a creative visualization of his/her personal development through the various stages he/she went through, stressors, influences, and decision-making points, and a personal profile analysis | EsP | ||
| EsP-PD11/12MHWB-Ig-7.4 | 11/12 | Creates | a plan to stay mentally healthy during adolescence | EsP | ||
| PPT11/12-IIi-8.2 | 11/12 | Defines | the projects he/she wants to do in his/her life | EsP | ||
| PPT11/12-Ij-4.4 | 11/12 | Demonstrates | the virtues of prudence and frugality towards environments | EsP | ||
| EsP-PD11/12CS-Ie-5.3 | 11/12 | Demonstrates | personal ways of coping with stress for healthful living | EsP | ||
| EsP-PD11/12EI-Ih-8.3 | 11/12 | Demonstrates and creates | ways to manage various emotions | EsP | ||
| EsP-PD11/12PR-IIi-9.1 | 11/12 | Discusses | an understanding of teenage relationships , including the acceptable and unacceptable expressions of attractions | EsP | ||
| EsP-PD11/12CA-Id-4.1 | 11/12 | Discusses | that facing the challenges during adolescence may help to clarify and manage the demands of teen years | EsP | ||
| EsP-PD11/12CS-Ie-5.1 | 11/12 | Discusses | that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life | EsP | ||
| EsP-PD11/12EI-Ih-8.1 | 11/12 | Discusses | that understanding the intensity and differentiation of emotions may help in communicating emotional expressions | EsP | ||
| EsP-PD11/12PM-If-6.1 | 11/12 | Discusses | that understanding the left and right brain may help in improving one’s learning | EsP | ||
| EsP-PD11/12CP-IIl-13.1 | 11/12 | Discusses | the external factors influencing career choices that may help in career decision making | EsP | ||
| EsP-PD11/12DWP-Ib-2.1 | 11/12 | Discusses | to understand his/her thoughts, feelings, and behaviors | the relationship among physiological, cognitive, psychological, spiritual, and social development | EsP | |
| PPT11/12-Ia-1.1 | 11/12 | Distinguishes | a holistic perspective from a partial point of view | EsP | ||
| PPT11/12-Ic-2.1 | 11/12 | Distinguishes | opinion from truth | EsP | ||
| PPT11/12-Ii-3.4 | 11/12 | Distinguishes | the limitations and possibilities for transcendence | EsP | ||
| EsP-PD11/12SR-IIj-10.1 | 11/12 | Distinguishes | the various roles of different individuals in society and how they can influence people through their leadership or followership | EsP | ||
| PPT11/12-Ic-1.4 | 11/12 | Engages | from a holistic perspective | in a philosophical reflection on a concrete situation | EsP | |
| PPT11/12-IIi-8.2 | 11/12 | Enumerates | the objectives he/she wants to achieve | EsP | ||
| EsP-PD11/12DWP-Ib-2.2 | 11/12 | Evaluates | his/her own thoughts, feelings and behaviors | EsP | ||
| EsP-PD11/12DS-Ic-3.2 | 11/12 | Evaluates | in comparison with persons of the same age group | one’s development | EsP | |
| PPT11/12-Ie-2.4 | 11/12 | Evaluates | opinions | EsP | ||
| PPT11/12-Ig-3.2 | 11/12 | Evaluates | own limitations and the possibilities for their transcendence | EsP | ||
| PPT11/12-IIh-7.4 | 11/12 | Evaluates | the transformation of human relationships by social systems and how societies transform individual human beings | EsP | ||
| PPT11/12-IIa-5.2 | 11/12 | Evaluates and exercises | in choices | prudence | EsP | |
| PPT11/12-IIg-7.3 | 11/12 | Explains | how human relations are transformed by social systems | EsP | ||
| PPT11/12-IId-6.3 | 11/12 | Explains | that authentic dialogue means accepting others even if they are different from themselves | EsP | ||
| EsP-PD11/12KO-Ia-1.1 | 11/12 | Explains | that knowing oneself can make a person accept his/her strengths and limitations and deal with others better | EsP | ||
| EsP-PD11/12PC-IIl-12.1 | 11/12 | Explains | that understanding of the concepts of career and life goals can help in planning his/her career | EsP | ||
| EsP-PD11/12IOPD-IIm-14.1 | 11/12 | Explains | the factors in personal development that may guide him/her in making important career decisions as adolescents | EsP | ||
| PPT11/12-IIi-8.3 | 11/12 | Explains | the meaning of life (where will all this lead to?) | EsP | ||
| EsP-PD11/12EI-Ih-8.2 | 11/12 | Explores | one’s positive and negative emotions and how one expresses or hides them | EsP | ||
| EsP-PD11/12PM-If-6.2 | 11/12 | Explores | two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles | EsP | ||
| EsP-PD11/12CA-Id-4.2 | 11/12 | Expresses | his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders) | EsP | ||
| EsP-PD11/12PR-IIi-9.2 | 11/12 | Expresses | his/her ways of showing attraction, love and commitment | EsP | ||
| EsP-PD11/12MHWB-Ig-7.2 | 11/12 | Identifies | identifies his/her own vulnerabilities | EsP | ||
| EsP-PD11/12CP-IIl-13.2 | 11/12 | Identifies | with the guidance of parent, teacher, or counselor | pros and cons of various career options | EsP | |
| EsP-PD11/12CS-Ie-5.2 | 11/12 | Identifies | sources of one’s stress | EsP | ||
| EsP-PD11/12CS-Ie-5.2 | 11/12 | Identifies | the effect of stress on one’s system | EsP | ||
| EsP-PD11/12PC-IIl-12.2 | 11/12 | Identifies | the personal factors influencing career choices | EsP | ||
| EsP-PD11/12PR-IIi-9.3 | 11/12 | Identifies | ways to become responsible in a relationship | EsP | ||
| EsP-PD11/12MHWB-Ig-7.1 | 11/12 | Interprets | the concepts of mental health and psychological well-being in everyday observations about mental health problems during adolescence | EsP | ||
| EsP-PD11/12DS-Ic-3.3 | 11/12 | Lists | ways to become a responsible adolescent prepared for adult life | EsP | ||
| EsP-PD11/12KO-Ia-1.3 | 11/12 | Maintains | a journal | EsP | ||
| EsP-PD11/12FSL-IIk-11.2 | 11/12 | Makes | a genogram | EsP | ||
| EsP-PD11/12MHWB-Ig-7.3 | 11/12 | Makes | a mind map on ways of achieving psychological well-being | EsP | ||
| EsP-PD11/12PM-If-6.3 | 11/12 | Makes | to improve learning using left and right brain through mind-mapping activities | a plan | EsP | |
| EsP-PD11/12CA-Id-4.3 | 11/12 | Makes | affirmations that help one become more lovable and capable as an adolescent | EsP | ||
| PPT11/12-Ii-4.1 | 11/12 | Notices | disorder in an environment | EsP | ||
| PPT11/12-Ii-4.2 | 11/12 | Notices | things that are not in their proper place | EsP | ||
| PPT11/12-Ii-4.2 | 11/12 | Organizes | in an aesthetic way | things that are not in their proper place | EsP | |
| PPT11/12-Iie-6.4 | 11/12 | Performs | activities that demonstrate the talents of persons with disabilities and the underprivileged | EsP | ||
| EsP-PD11/12CP-IIl-13.3 | 11/12 | Prepares | based on his/her personal goal and external factors influencing career choices | a career plan | EsP | |
| EsP-PD11/12FSL-IIk-11.3 | 11/12 | Prepares | a plan on how to make the family members firmer and gentler with each other | EsP | ||
| PPT11/12-IIb-5.3 | 11/12 | Realizes | choices have consequences; some things are given up while others are obtained in making choices | EsP | ||
| PPT11/12-IIa-5.1 | 11/12 | Realizes | that “all actions have consequences” | EsP | ||
| PPT11/12-IIc-6.1 | 11/12 | Realizes | that intersubjectivity requires accepting differences and not imposing on others | EsP | ||
| PPT11/12-Id-2.3 | 11/12 | Realizes | that the methods of philosophy lead to wisdom and truth | EsP | ||
| PPT11/12-Ib-1.3 | 11/12 | Realizes | the value of philosophy in obtaining a broad perspective on life | EsP | ||
| PPT11/12-If-3.1 | 11/12 | Recognizes | own limitations and possibilities | EsP | ||
| PPT11/12-IIf-7.1 | 11/12 | Recognizes | how individuals form societies and how individuals are transformed by societies | EsP | ||
| PPT11/12-Ih-3.3 | 11/12 | Recognizes | how the human body imposes limits and possibilities for transcendence | EsP | ||
| PPT11/12-Ib-1.2 | 11/12 | Recognizes | human activities that emanated from deliberate reflection | EsP | ||
| PPT11/12-IIh-8.1 | 11/12 | Recognizes | the meaning of his/her own life | EsP | ||
| PPT11/12-IIi-8.4 | 11/12 | Reflects | on the meaning of his/her own life. | EsP | ||
| EsP-PD11/12KO-Ia-1.2 | 11/12 | Shares | his/her unique characteristics, habits, and experiences | EsP | ||
| EsP-PD11/12IOPD-IIm-14.2 | 11/12 | Shares | insights that make him/her realize the importance of personal development in making a career decision as adolescent | EsP | ||
| PPT11/12-Ij-4.3 | 11/12 | Shows | care for the environment contributes to health, well-being, and sustainable development | EsP | ||
| EsP-PD11/12DWP-Ib-2.3 | 11/12 | Shows | shows the connections between thoughts, feelings, and behaviors in actual life situations | EsP | ||
| PPT11/12-IIc-5.4 | 11/12 | Shows | that demonstrate freedom of choice and the consequences of their choices | EsP | ||
| EsP-PD11/12PC-IIl-12.3 | 11/12 | Takes | to know his/her personality traits and other personal factors in relation to his/her life goals | a self-assessment tool | EsP | |
| EsP-PD11/12FSL-IIk-11.2 | 11/12 | Traces | through generations | certain physical, personality, or behavioral attributes | EsP | |
| CS_FA11/12PB-0a-c-101 | 11/12 | Nabibigyang-kahulugan | ang akademikong pagsulat | Filipino | ||
| CS_FSD11/12PB-0a-c-103 | 11/12 | Nabibigyang-kahulugan | ang mga anyo ng sulatin sa sining at disenyo | Filipino | ||
| CS_FA11/12PT-0m-o-90 | 11/12 | Nabibigyang-kahulugan | ang mga terminong akademiko | na may kaugnayan sa piniling sulatin | Filipino | |
| CS_FI11/12PT-0g-i-96 | 11/12 | Nabibigyang-kahulugan | ang mga terminong pang-isports | na may kaugnayan sa piniling sulatin | Filipino | |
| CS_FSD11/12PT-0j-k-92 | 11/12 | Nabibigyang-kahulugan | ang mga terminong teknikal | na may kaugnayan sa piniling sulat | Filipino | |
| CS_FI11/12PB-0a-c107 | 11/12 | Nabibigyang-kahulugan | ang sulating pang-isports | Filipino | ||
| CS_FTV11/12PB-0a-c-105 | 11/12 | Nabibigyang-kahulugan | ang teknikal at bokasyunal na sulatin | Filipino | ||
| CS_FFTV11/12PB-0g-i-106 | 11/12 | Naiisa-isa | ang mga hakbang sa pagsasagawa ng mga binasang halimbawang sulating teknikal-bokasyunal | Filipino | ||
| CS_FTV11/12PT-0g-i-94 | 11/12 | Naililista | ang mga katawagang teknikal kaugnay ng piniling anyo | Filipino | ||
| CS_FI11/12PS-0j-l-94 | 11/12 | Naipaliliwanag | nang pasalita | ang kahalagahan, kalikasan, at proseso ng piniling anyo ng sulating pang-isports | Filipino | |
| CS_FSD11/12PN-0d-f-93 | 11/12 | Naipaliliwanag | ang kahulugan ng pinakinggang halimbawa ng fliptop, novelty songs, pick-up lines, atbp. | Filipino | ||
| CS_FTV11/12PS-0j-l-93 | 11/12 | Naipaliliwanag | nang pasalita sa paraang sistematiko at malinaw | ang piniling anyo sa pamamagitan ng paggamit ng angkop na mga termino | Filipino | |
| CS_FA11/12EP-0p-r-40 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong akademikong sulatin | Filipino | |
| CS_FI11/12PU-0m-o-101 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong sulating pang-isports | Filipino | |
| CS_FSD11/12PU-0o-q-97 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong sulatin sa sining at disenyo | Filipino | |
| CS_FTV11/12PU-0m-o-99 | 11/12 | Naisasaalang-alang | ang etika | sa binubuong tenikal-bokasyunal na sulatin | Filipino | |
| CS_FA11/12PU-0d-f-92 | 11/12 | Naisasagawa | nang mataman | ang mga hakbang sa pagsulat ng mga piniling akademikong sulatin | Filipino | |
| CS_FSD11/12PU-Or-t-98 | 11/12 | Nakabubuo | ng isang magasin | na pansining o pang disenyo | Filipino | |
| CS_FI11/12PU-0p-t-102 | 11/12 | Nakabubuo | ng isang pahayagan | na pang-isports na naglalaman ng iba’t ibang anyo ng sulating isports | Filipino | |
| CS_FTV11/12PU-0p-t-100 | 11/12 | Nakabubuo | ng manwal | ng isang piniling sulating teknikal-bokasyunal | Filipino | |
| CS_FA11/12PU-0s-t-96 | 11/12 | Nakabubuo | ng portfolio ng mga produktong sulatin | Filipino | ||
| CS_FA11/12PU-0p-r-95 | 11/12 | Nakabubuo | ng sulatin | na may batayang pananaliksik ayon sa pangangailangan | Filipino | |
| CS_FA11/12EP-0a-c-39 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang akademiko | Filipino | |
| CS_FI11/12EP-0d-f-43 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang-isports | Filipino | |
| CS_FSD11/12EP-0a-c-41 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang sining at disenyo | Filipino | |
| CS_FTV11/12EP-0d-f-42 | 11/12 | Nakapagsasagawa | ng panimulang pananaliksik kaugnay ng kahulugan, kalikasan, at katangian ng iba’t ibang anyo ng sulatin | na pang teknikal-bokasyunal | Filipino | |
| CS_FI11/12EP-0m-o-44 | 11/12 | Nakapagsasaliksik | ng datos kaugnay ng isusulat na piniling anyo ng sulating pang-isports | Filipino | ||
| CS_FA11/12PU-0p-r-94 | 11/12 | Nakasusulat | ng organisado, malikhain, at kapani-paniwalang sulatin | Filipino | ||
| CS_FA11/12WG-0p-r-93 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
| CS_FI11/12WG-0m-o-96 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
| CS_FSD11/12WG-0o-q-94 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
| CS_FTV11/12WG-0m-o-95 | 11/12 | Nakasusulat | batay sa maingat, wasto, at angkop na paggamit ng wika | ng sulatin | Filipino | |
| CS_FA11/12PU-0d-f-93 | 11/12 | Nakasusunod | sa istilo at teknikal na pangangailangan ng akademikong sulatin | Filipino | ||
| CS_FI11/12PD-0g-i-90 | 11/12 | Nakasusunod | sa mga panuto ng pinanonood na programang pang-isports | Filipino | ||
| CS_FSD11/12PD-0l-n-89 | 11/12 | Nakatutukoy | ng mahahalagang elemento ng mahusay na sulating pansining | ng pinanood na teleserye, dula, shadow play, puppet show, atbp | Filipino | |
| CS_FA11/12PN-0a-c-90 | 11/12 | Nakikilala | ayon sa: (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo | ang iba’t ibang akademikong sulatin | Filipino | |
| CS_FSD11/12PT-0a-c-91 | 11/12 | Nakikilala | ayon sa : (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo; (e) Target na gagamit | ang iba’t ibang anyo ng sining at disenyo | Filipino | |
| CS_FI11/12PT-0a-c-95 | 11/12 | Nakikilala | ayon sa : (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo; (e) Target na gagamit | ang iba’t ibang sulating pang-isports | Filipino | |
| CS_FTV11/12PT-0a-c-93 | 11/12 | Nakikilala | ayon sa : (a) Layunin; (b) Gamit; (c) Katangian; (d) Anyo; (e) Target na gagamit | ang iba’t ibang teknikal-bokasyunal na sulatin | Filipino | |
| CS_FA11/12PB-0m-o-102 | 11/12 | Nakikilala | sa pamamagitan ng mga binasang halimbawa | ang mga katangian ng mahusay na sulating akademiko | Filipino | |
| CS_FA11/12PN-0g-i-91 | 11/12 | Napagtitibay | sa pamamagitan ng pinakinggang halimbawa | ang natamong kasanayan sa pagsulat ng talumpati | Filipino | |
| CS_FSD11/12PB-0g-i-104 | 11/12 | Nasusuri | ang katangian ng mabisa at mahusay na sulatin batay sa binasang mga halimbawang gaya ng iskrip, textula, blog, at islogan | Filipino | ||
| CS_FA11/12PN-0j-l-92 | 11/12 | Natutukoy | upang makabuo ng katitikan ng pulong at sintesis | ang mahahalagang impormasyong pinakinggan | Filipino | |
| HUMSS_CNF11/12-IIf-19 | 11/12 | Analyzes and interprets | based on peer critique | a well-written creative nonfictional text | HSS | |
| HUMSS_CNF11/12-Ie-f-10 | 11/12 | Analyzes and interprets | factual/nonfictional aspects in the texts | HSS | ||
| HUMSS_CNF11/12-Ia-3 | 11/12 | Analyzes and interprets | the theme and techniques used in a particular text | HSS | ||
| HUMSS_CNF11/12-Ia-2 | 11/12 | Compares and contrasts | how the elements are used in the different genres | HSS | ||
| HUMSS_CNF11/12-IIa-16 | 11/12 | Compares and contrasts | the different forms and types of creative nonfictional texts | HSS | ||
| HUMSS_CW/MPIj-IIc-17 | 11/12 | Conceptualizes | a character/setting/plot for a one-act play | HSS | ||
| HUMSS_CW/MPIIg-j-24 | 11/12 | Creates | applying ICT skills/any appropriate multimedia forms | a group blog for poetry and/or fiction | HSS | |
| HUMSS_CNF11/12-Ib-d-4 | 11/12 | Creates | based on one’s experience (e.g., metaphor to describe an emotion) | samples of the different literary elements | HSS | |
| HUMSS_CW/MP11/12-Ia-b-2 | 11/12 | Culls | from experiences | creative ideas | HSS | |
| HUMSS_CNF11/12-IIb-c-17 | 11/12 | Delivers | an artistic presentation summarizing, analyzing, and commenting on a chosen creative nonfictional text representing a particular type or form | HSS | ||
| HUMSS_CW/MPIIc-f-22 | 11/12 | Demonstrates | awareness of and sensitivity to the different orientations of creative writing | HSS | ||
| HUMSS_CW/MP11/12c-f-7 | 11/12 | Determines | specific forms and conventions of poetry | HSS | ||
| HUMSS_CW/MPIg-i-12 | 11/12 | Determines | various modes of fiction | HSS | ||
| HUMSS_CW/MP11/12-Ia-b-1 | 11/12 | Differentiates | imaginative writing from among other forms of writing | HSS | ||
| HUMSS_CNF11/12-Ie-f-8 | 11/12 | Does | a close reading of creative nonfictional texts | HSS | ||
| HUMSS_CNF11/12-Ie-f-11 | 11/12 | Evaluates | the relationship of creative and nonfictional elements of the texts | HSS | ||
| HUMSS_CNF11/12-IIa-15 | 11/12 | Explains | through a close reading | relationship of elements and ideas found in the various forms and types of creative nonfictional texts | HSS | |
| HUMSS_CW/MPIjc-18 | 11/12 | Explores | vis-à-vis envisioning the script | different staging modalities | HSS | |
| HUMSS_CW/MP11/12c-f-9 | 11/12 | Explores | innovative techniques in writing poetry | HSS | ||
| HUMSS_CW/MPIIg-j-25 | 11/12 | Explores | various modes of publishing media for manuscripts | HSS | ||
| HUMSS_CNF11/12-I-e-f-9 | 11/12 | Identifies | the fictional elements in the texts | HSS | ||
| HUMSS_CW/MPIj-IIc-15 | 11/12 | Identifies | the various elements, techniques, and literary devices in drama | HSS | ||
| HUMSS_CW/MPIg-i-11 | 11/12 | Identifies | the various elements, techniques, and literary devices in fiction | HSS | ||
| HUMSS_CW/MP11/12c-f-6 | 11/12 | Identifies | the various elements, techniques, and literary devices in poetry | HSS | ||
| HUMSS_CNF11/12-Ib-d-6 | 11/12 | Peer-edits | based on Ø clarity of idea; Ø appropriate choice of literary element; Ø appropriate use of the element; Ø effective combination of the idea and the chosen literary element | each other’s draft | HSS | |
| HUMSS_CNF11/12-Ig-j-13 | 11/12 | Peer-edits | based on Ø clarity of ideas; Ø appropriate choice of literary elements; Ø appropriate use of the elements; Ø effective combination of the ideas and the chosen literary elements | each other’s draft | HSS | |
| HUMSS_CNF11/12-IIg-j-21 | 11/12 | Peer-edits or revises | based on desirable qualities of well-written creative nonfiction | each other’s draft | HSS | |
| HUMSS_CW/MP11/12-Ia-b-5 | 11/12 | Reads | closely | as writers with a consciousness of craft | HSS | |
| HUMSS_CW/MPIIc-f-21 | 11/12 | Situates | in literary and/or sociopolitical context | the creative work | HSS | |
| HUMSS_CW/MPIj-IIc-16 | 11/12 | Understands | intertextuality as a technique of drama | HSS | ||
| HUMSS_CW/MPIIg-j-26 | 11/12 | Understands | the possibilities of intertextual forms | HSS | ||
| HUMSS_CW/MP11/12-Ia-b-4 | 11/12 | Uses | imagery, diction, figures of speech, and specific experiences | HSS | ||
| HUMSS_CW/MP11/12c-f-8 | 11/12 | Uses | in short exercises | selected elements of poetry | HSS | |
| HUMSS_CW/MP11/12-Ia-b-3 | 11/12 | Utilizes | to evoke emotional and intellectual responses from readers | language | HSS | |
| HUMSS_CW/MPIIc-f-23 | 11/12 | Writes | a craft essay | HSS | ||
| HUMSS_CNF11/12-Ib-d-5 | 11/12 | Writes | using any of the literary conventions of genre following these pointers: Ø Choosing a topic; Ø Formulating a thesis statement; Ø Organizing and developing ideas; Ø Using any literary conventions of a genre; Ø Ensuring that theme and technique are eff | a draft of a short piece | HSS | |
| HUMSS_CNF11/12-Ig-j-12 | 11/12 | Writes | using multiple elements conventionally identified with the literary genres following these pointers: Ø Choosing a topic; Ø Formulating a thesis statement; Ø Organizing and developing ideas; Ø Using multiple literary conventions of a genre; Ø Ensuring | a draft of a short piece | HSS | |
| HUMSS_CNF11/12-IIg-j-20 | 11/12 | Writes | a draft of creative nonfiction piece based on the learner’s memorable real-life experience | HSS | ||
| HUMSS_CNF11/12-IId-e-18 | 11/12 | Writes | based on coherence and organization of paragraphs, development of literary elements, use of factual information, and other qualities concerning form and content | a mini critique of a peer’s work | HSS | |
| HUMSS_CW/MP11/12c-f-10 | 11/12 | Writes | applying the various elements, techniques, and literary devices | a short poem | HSS | |
| HUMSS_CW/MPIg-i-14 | 11/12 | Writes | applying the various elements, techniques, and literary devices | a short scene | HSS | |
| HUMSS_CW/MPIIg-j-27 | 11/12 | Writes | a suite of poems, a full/completed short story or a script for a one-act play | HSS | ||
| HUMSS_CW/MPIj-IIc-20 | 11/12 | Writes | applying the various elements, techniques, and literary devices | at least one scene for a one-act play | HSS | |
| HUMSS_CW/MPIg-i-13 | 11/12 | Writes | journal entries and other short exercises exploring key elements of fiction | HSS | ||
| HUMSS_CW/MPIj-IIc-19 | 11/12 | Writes | short exercises involving character, dialogue, plot, and other elements of drama | HSS | ||
| HUMSS_CNF11/12-IIg-j-22 | 11/12 | Writes | in a composition of five paragraphs or more | the final version of one’s own creative nonfiction | HSS | |
| NONE | 11/12 | Defends | written research report | I.I.I. | ||
| NONE | 11/12 | Describes | adequately | research design (either quantitative or qualitative), sample, instrument used in quantitative research, and data collection and analysis procedures | I.I.I. | |
| NONE | 11/12 | Forms | logical conclusions | I.I.I. | ||
| NONE | 11/12 | Formulates | clearly | the statement of research problem | I.I.I. | |
| NONE | 11/12 | Gathers and analyzes | with intellectual honesty; using suitable techniques | data | I.I.I. | |
| NONE | 11/12 | Makes | based on conclusions | recommendations | I.I.I. | |
| NONE | 11/12 | Prepares | a plan and a focus on issues in their respective field | I.I.I. | ||
| NONE | 11/12 | Presents | clear report | I.I.I. | ||
| NONE | 11/12 | Presents | written research methodology | I.I.I. | ||
| NONE | 11/12 | Presents | (8–10 pages) | written review literature | I.I.I. | |
| NONE | 11/12 | Presents | written statement of the problem | I.I.I. | ||
| NONE | 11/12 | Revises | based on suggestions and recommendations of panelists | written research report | I.I.I. | |
| NONE | 11/12 | Selects, cites and synthesizes | properly | related literature | I.I.I. | |
| NONE | 11/12 | Submits | final written research report | I.I.I. | ||
| NONE | 11/12 | Uses | ethically | sources | I.I.I. | |
| NONE | 11/12 | Writes | clear report | I.I.I. | ||
| M11/12SP-IIIb-2 | 11/12 | Calculates | the mean of a discrete random variable | Math | ||
| M11/12SP-IVh-2 | 11/12 | Calculates | the Pearson’s sample correlation coefficient | Math | ||
| M11/12SP-IVa-2 | 11/12 | Calculates | the probabilities of committing a Type I error | Math | ||
| M11/12SP-IVa-2 | 11/12 | Calculates | the probabilities of committing a Type II error | Math | ||
| M11/12SP-IVi-3 | 11/12 | Calculates | the slope of the regression line | Math | ||
| M11/12SP-IIIb-3 | 11/12 | Calculates | the variance of a discrete random variable | Math | ||
| M11/12SP-IVi-3 | 11/12 | Calculates | the y-intercept of the regression line | Math | ||
| M11/12SP-IIIi-4 | 11/12 | Computes | for the confidence interval estimate of the population proportion | Math | ||
| M11/12SP-IIIj-3 | 11/12 | Computes | using the length of the interval | for an appropriate sample size | Math | |
| M11/12SP-IIIh-1 | 11/12 | Computes | based on the appropriate form of the estimator for the population mean | for the confidence interval estimate | Math | |
| M11/12SP-IIIj-2 | 11/12 | Computes | for the length of the confidence interval | Math | ||
| M11/12SP-IIIf-5 | 11/12 | Computes | for the point estimate of the population mean | Math | ||
| M11/12SP-IIIi-2 | 11/12 | Computes | for the point estimate of the population proportion | Math | ||
| M11/12SP-IVd-1 | 11/12 | Computes | for the test-statistic value (population mean) | Math | ||
| M11/12SP-IVf-1 | 11/12 | Computes | for the test-statistic value (population proportion) | Math | ||
| M11/12SP-IIIa-6 | 11/12 | Computes | probabilities | corresponding to a given random variable | Math | |
| M11/12SP-IIIc-d-1 | 11/12 | Computes | using the standard normal table | probabilities and percentiles | Math | |
| M11/12SP-IIIc-2 | 11/12 | Constructs | a normal curve | Math | ||
| M11/12SP-IVg-3 | 11/12 | Constructs | a scatter plot | Math | ||
| M11/12SP-IIIg-3 | 11/12 | Constructs | a t-distribution | Math | ||
| M11/12SP-IIIa-5 | 11/12 | Constructs | the probability mass function of a discrete random variable and its corresponding histogram | Math | ||
| M11/12SP-IIIc-4 | 11/12 | Converts | normal random variable | Math | ||
| M11/12SP-IIIc-5 | 11/12 | Converts | standard normal variable | Math | ||
| M11/12SP-III-3 | 11/12 | Defines | using the Central Limit Theorem | the sampling distribution of the sample mean | Math | |
| M11/12SP-IIIe-1 | 11/12 | Defines | the sampling distribution of the sample mean for normal population when the variance is: known | Math | ||
| M11/12SP-IIIe-2 | 11/12 | Defines | the sampling distribution of the sample mean for normal population when the variance is: unknown | Math | ||
| M11/12SP-IVg-4 | 11/12 | Describes | based on a scatter plot | shape (form), trend (direction), and variation (strength) | Math | |
| M11/12SP-IIIa-2 | 11/12 | Distinguishes | between a discrete and a continuous random variable | Math | ||
| M11/12SP-IIId-3 | 11/12 | Distinguishes | between parameter and statistic | Math | ||
| M11/12SP-IIIf-3 | 11/12 | Distinguishes | between point and interval estimation. | Math | ||
| M11/12SP-IIIh-3 | 11/12 | Draws | based on its confidence interval estimate | conclusion about the population mean | Math | |
| M11/12SP-IVd-2 | 11/12 | Draws | based on the test-statistic value and the rejection region | conclusion about the population mean | Math | |
| M11/12SP-IIIi-6 | 11/12 | Draws | based on its confidence interval estimate | conclusion about the population proportion | Math | |
| M11/12SP-IVf-2 | 11/12 | Draws | based on the test-statistic value and the rejection region | conclusion about the population proportion | Math | |
| M11/12SP-IVi-2 | 11/12 | Draws | on a scatter plot | the best-fit line | Math | |
| M11/12SP-IVh-1 | 11/12 | Estimates | based on a scatter plot | strength of association between the variables | Math | |
| M11/12SP-IIId-5 | 11/12 | Finds | the mean and variance of the sampling distribution of the sample mean | Math | ||
| M11/12SP-IIIa-3 | 11/12 | Finds | the possible values of a random variable | Math | ||
| M11/12SP-IVb-1 | 11/12 | Formulates | the appropriate null and alternative hypotheses on a population mean | Math | ||
| M11/12SP-IVe-2 | 11/12 | Formulates | the appropriate null and alternative hypotheses on a population proportion | Math | ||
| M11/12SP-IIIg-5 | 11/12 | Identifies | using the t-table | percentiles | Math | |
| M11/12SP-IIIi-3 | 11/12 | Identifies | based on the Central Limit Theorem | the appropriate form of the confidence interval estimator for the population proportion | Math | |
| M11/12SP-IIIf-4 | 11/12 | Identifies | point estimator for the population mean | Math | ||
| M11/12SP-IIIi-1 | 11/12 | Identifies | point estimator for the population proportion | Math | ||
| M11/12SP-IIIc-3 | 11/12 | Identifies | regions under the normal curve corresponding to different standard normal values | Math | ||
| M11/12SP-IIIg-4 | 11/12 | Identifies | regions under the t-distribution corresponding to different t-values | Math | ||
| M11/12SP-IIId-4 | 11/12 | Identifies | sampling distributions of statistics (sample mean) | Math | ||
| M11/12SP-IIIg-1 | 11/12 | Identifies | the appropriate form of the confidence interval estimator for the population mean when: (a) the population variance is known (b) the population variance is unknown (c) the Central Limit Theorem is to be used | Math | ||
| M11/12SP-IVe-3 | 11/12 | Identifies | the appropriate form of the test-statistic when the Central Limit Theorem is to be used | Math | ||
| M11/12SP-IVb-2 | 11/12 | Identifies | the appropriate form of the test-statistic when: a. the population variance is assumed to be known, b. the population variance is assumed to be unknown, and c. the Central Limit Theorem is to be used | Math | ||
| M11/12SP-IVe-4 | 11/12 | Identifies | the appropriate rejection region for a given level of significance when the Central Limit Theorem is to be used | Math | ||
| M11/12SP-IVc-1 | 11/12 | Identifies | the appropriate rejection region for a given level of significance when: a. the population variance is assumed to be known, b. the population variance is assumed to be unknown, and c. the Central Limit Theorem is to be used | Math | ||
| M11/12SP-IVi-1 | 11/12 | Identifies | the independent and dependent variables | Math | ||
| M11/12SP-IIIj-1 | 11/12 | Identifies | the length of a confidence interval | Math | ||
| M11/12SP-IVa-3 | 11/12 | Identifies | given a real-life problem | the parameter to be tested | Math | |
| M11/12SP-IVa-1 | 11/12 | Illustrates | rejection region | Math | ||
| M11/12SP-IVg-2 | 11/12 | Illustrates | the nature of bivariate data | Math | ||
| M11/12SP-IVa-1 | 11/12 | Illustrates | types of errors in hypothesis testing | Math | ||
| M11/12SP-IIIc-1 | 11/12 | Illustrates | a normal random variable and its characteristics | Math | ||
| M11/12SP-IIIa-4 | 11/12 | Illustrates | a probability distribution for a discrete random variable and its properties | Math | ||
| M11/12SP-IIIa-1 | 11/12 | Illustrates | a random variable (discrete and continuous) | Math | ||
| M11/12SP-IVa-1 | 11/12 | Illustrates | alternative hypothesis | Math | ||
| M11/12SP-IVa-1 | 11/12 | Illustrates | level of significance | Math | ||
| M11/12SP-IVa-1 | 11/12 | Illustrates | null hypothesis | Math | ||
| M11/12SP-IIIf-2 | 11/12 | Illustrates | point and interval estimations | Math | ||
| M11/12SP-IIId-2 | 11/12 | Illustrates | random sampling | Math | ||
| M11/12SP-IIIe-2 | 11/12 | Illustrates | the Central Limit Theorem | Math | ||
| M11/12SP-IIIb-1 | 11/12 | Illustrates | the mean and variance of a discrete random variable | Math | ||
| M11/12SP-IIIg-2 | 11/12 | Illustrates | the t-distribution | Math | ||
| M11/12SP-IVi-4 | 11/12 | Interprets | the calculated slope and y-intercept of the regression line | Math | ||
| M11/12SP-IIIb-3 | 11/12 | Interprets | the mean and variance of a discrete random variable | Math | ||
| M11/12SP-IVj-1 | 11/12 | Predicts | given the value of the independent variable | the value of the dependent variable | Math | |
| M11/12SP-IIIh-2 | 11/12 | Solves | problems involving confidence interval estimation of the population mean | Math | ||
| M11/12SP-IIIi-5 | 11/12 | Solves | problems involving confidence interval estimation of the population proportion | Math | ||
| M11/12SP-IVh-3 | 11/12 | Solves | problems involving correlation analysis | Math | ||
| M11/12SP-IIIb-4 | 11/12 | Solves | problems involving mean and variance of probability distributions | Math | ||
| M11/12SP-IVj-2 | 11/12 | Solves | problems involving regression analysis | Math | ||
| M11/12SP-IIIj-4 | 11/12 | Solves | problems involving sample size determination | Math | ||
| M11/12SP-IVe-1 | 11/12 | Solves | problems involving test of hypothesis on the population mean | Math | ||
| M11/12SP-IVf-g-1 | 11/12 | Solves | problems involving test of hypothesis on the population proportion | Math | ||
| MIL11/12PM-IVa-2 | 11/12 | Categorizes | different examples of people | MIL | ||
| MIL11/12PM-IVa-1 | 11/12 | Cites | studies showing proof of positive and negative effects of media and information on individuals and society | MIL | ||
| MIL11/12TYM-IIId-10 | 11/12 | Classifies | contents of different media types | MIL | ||
| MIL11/12MIS-IIIe-13 | 11/12 | Compares | potential sources of media and information | MIL | ||
| MIL11/12AIM-IVd-12 | 11/12 | Comprehends | how audio information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
| MIL11/12MPIM-IVgh-20 | 11/12 | Comprehends | how manipulative information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
| MIL11/12MIM-IVef-16 | 11/12 | Comprehends | how motion information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
| MIL11/12MM-IVij-24 | 11/12 | Comprehends | how multimedia information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
| MIL11/12TIM-IVb-4 | 11/12 | Comprehends | how text information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
| MIL11/12VIM-IVc-8 | 11/12 | Comprehends | how visual information and media is/are formally and informally produced, organized, and disseminated | MIL | ||
| MIL11/12IL-IIIc-8 | 11/12 | Defines | Information needs | MIL | ||
| MIL11/12TYM-IIId-11 | 11/12 | Defines | through current examples | media convergence | MIL | |
| MIL11/12IL-IIIc-9 | 11/12 | Demonstrates | ethical use of information | MIL | ||
| MIL11/12LESI-IIIg-18 | 11/12 | Demonstrates | proper conduct and behavior online (netiquette, virtual self) | MIL | ||
| MIL11/12IMIL-IIIa-3 | 11/12 | Describes | a competent producers of media and information | MIL | ||
| MIL11/12IMIL-IIIa-1 | 11/12 | Describes | how communication is affected by media and information | MIL | ||
| MIL11/12CFT-IIIi-26 | 11/12 | Describes | massive open on-line | MIL | ||
| MIL11/12IMIL-IIIa-3 | 11/12 | Describes | responsible uses of media and information | MIL | ||
| MIL11/12AIM-IVd-11 | 11/12 | Describes | the different dimension of audio information and media | MIL | ||
| MIL11/12MPIM-IVgh-19 | 11/12 | Describes | the different dimension of manipulative information and media | MIL | ||
| MIL11/12MIM-IVef-15 | 11/12 | Describes | the different dimension of motion information and media | MIL | ||
| MIL11/12MM-IVij-23 | 11/12 | Describes | the different dimension of multimedia information and media | MIL | ||
| MIL11/12TIM-IVb-3 | 11/12 | Describes | the different dimension of text information and media | MIL | ||
| MIL11/12VIM-IVc-7 | 11/12 | Describes | the different dimension of visual information and media | MIL | ||
| MIL11/12PM-IVa-1 | 11/12 | Describes | the different dimensions of people media | MIL | ||
| MIL11/12LESI-IIIg-21 | 11/12 | Discusses | current issues related to copyright vis-à-vis government/provide sectors actions | MIL | ||
| MIL11/12TYM-IIId-12 | 11/12 | Discusses | to the class | how a particular individual/society is portrayed in public using different type of media | MIL | |
| MIL11/12EMIL-IIIb-6 | 11/12 | Editorializes | the roles and functions of media in democratic society | MIL | ||
| MIL11/12IMIL-IIIa-3 | 11/12 | Editorializes | the value of being a media- and information-literate individual | MIL | ||
| MIL12LESI-IIIg-23 | 11/12 | Enumerates | opportunities and challenges in media and information | MIL | ||
| MIL11/12AIM-IVd-14 | 11/12 | Evaluates | using design principle and elements | a creative audio-based presentation | MIL | |
| MIL11/12MPIM-IVgh-22 | 11/12 | Evaluates | using design principle and elements | a creative manipulative-based presentation | MIL | |
| MIL11/12MIM-IVef-18 | 11/12 | Evaluates | using design principle and elements | a creative motion-based presentation | MIL | |
| MIL11/12TIM-IVb-6 | 11/12 | Evaluates | using design principle and elements | a creative text-based presentation | MIL | |
| MIL11/12VIM-IVc-10 | 11/12 | Evaluates | using design principle and elements | a creative visual-based presentation | MIL | |
| MIL11/12CFT-IIIi-26 | 11/12 | Evaluates | current trends in media and information and how it will affect/how they affect individuals and society as a whole | MIL | ||
| MIL11/12MILA-IIIf-15 | 11/12 | Evaluates | with regard to codes, convention, messages, audience, producers, and other stakeholders | everyday media and information | MIL | |
| MIL11/12AIM-IVd-13 | 11/12 | Evaluates | using selection criteria | the reliability and validity of audio information and media and its/their sources | MIL | |
| MIL11/12MPIM-IVgh-21 | 11/12 | Evaluates | using selection criteria | the reliability and validity of manipulative information and media and its/their sources | MIL | |
| MIL11/12MM-IVij-25 | 11/12 | Evaluates | using selection criteria | the reliability and validity of motion information and media and its/their sources | MIL | |
| MIL11/12TIM-IVb-5 | 11/12 | Evaluates | using selection criteria | the reliability and validity of text information and media and its/ their sources | MIL | |
| MIL11/12VIM-IVc-9 | 11/12 | Evaluates | using selection criteria | the reliability and validity of visual information and media and its/their sources | MIL | |
| MIL11/12MIM-IVef-17 | 11/12 | Evaluates | using selection criteria | the reliability of motion information and its sources | MIL | |
| MIL11/12LESI-IIIg-22 | 11/12 | Explains | actions to promote ethical use of media and information | MIL | ||
| MIL11/12LESI-IIIg-20 | 11/12 | Explains | Copyright, fair use, etc. vis-à-vis human rights | MIL | ||
| MIL11/12IMIL-IIIa-3 | 11/12 | Identifies | characteristics of competent producers of media and information | MIL | ||
| MIL11/12IMIL-IIIa-3 | 11/12 | Identifies | characteristics of responsible uses of media and information | MIL | ||
| MIL11/12IMIL-IIIa-2 | 11/12 | Identifies | the similarities and differences of media literacy, information literacy, and technology literacy | MIL | ||
| MIL11/12EMIL-IIIb-5 | 11/12 | Identifies | traditional media and new media and their relationships | MIL | ||
| MIL11/12MIS-IIIe-14 | 11/12 | Interviews | regarding indigenous media and information resource | an elder from the community | MIL | |
| MIL11/12IL-IIIc-8 | 11/12 | Locates, accesses, assesses, organizes, and communicates | information | MIL | ||
| MIL11/12CFT-IIIi-27 | 11/12 | Predicts | future media innovation | MIL | ||
| MIL11/12AIM-IVd-14 | 11/12 | Produces | using design principle and elements | a creative audio-based presentation | MIL | |
| MIL11/12MPIM-IVgh-22 | 11/12 | Produces | using design principle and elements | a creative manipulative-based presentation | MIL | |
| MIL11/12MIM-IVef-18 | 11/12 | Produces | using design principle and elements | a creative motion-based presentation | MIL | |
| MIL11/12TIM-IVb-6 | 11/12 | Produces | using design principle and elements | a creative text-based presentation | MIL | |
| MIL11/12VIM-IVc-10 | 11/12 | Produces | using design principle and elements | a creative visual-based presentation | MIL | |
| MILI11/12MILA-IIIf-16 | 11/12 | Produces and assesses | the codes, convention, and messages of a group presentation | MIL | ||
| MIL11/12LESI-IIIg-21 | 11/12 | Provides | current issues related to copyright vis-à-vis government/provide sectors actions | MIL | ||
| MIL11/12LESI-IIIg-19 | 11/12 | Puts | into action; to combat digital divide, addiction, and bullying | their personal resolve | MIL | |
| MIL11/12LESI-IIIg-17 | 11/12 | Puts | into practice | their understanding of the intellectual property, copyright, and fair-use guidelines | MIL | |
| MIL11/12OCP-IIIh-24 | 11/12 | Realizes | opportunities and challenges in media and information | MIL | ||
| MIL11/12OCP-IIIh-25 | 11/12 | Researches and cites | recent examples of the power of media and information to affect change | MIL | ||
| MIL11/12EMIL-IIIb-7 | 11/12 | Searches | latest theory on information and media | MIL | ||
| MIL11/12IMIL-IIIa-4 | 11/12 | Shares | to the class | media habits, lifestyles and preferences | MIL | |
| MIL11/12PM-IVa-2 | 11/12 | States | reasons for such categorization of people | MIL | ||
| MIL11/12MM-IVij-26 | 11/12 | Synthesizes | by producing and subsequently evaluating a creative multimedia form (living museum, electronic portfolio, others) | overall knowledge about different information and media sources | MIL | |
| MIL11/12CFT-IIIi-28 | 11/12 | Synthesizes | with skills for producing a prototype of what the learners think is a future media innovation | overall knowledge about media and information | MIL | |
| MIL11/12MILI-IIIj-29 | 11/12 | Synthesizes | the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) | MIL | ||
| DRR11/12-IIi-j-49 | 11/12 | Abides by | public policies | on DRRM | Science | |
| DRR11/12-Ia-b-6 | 11/12 | Analyzes | from the different perspectives (physical, psychological, sociocultural, economic, political, and biological) | disaster | Science | |
| DRR11/12-IIa-b-28 | 11/12 | Analyzes | the causes of geological hazards | Science | ||
| DRR11/12-IIe-f-38 | 11/12 | Analyzes | the different causes of fires | Science | ||
| DRR11/12-If-g-19 | 11/12 | Analyzes | the effects of the different earthquake hazards | Science | ||
| S11/12LT-IIIaj-22 | 11/12 | Analyzes | the functional relationships of the different organ systems | in ensuring animal survival | Science | |
| DRR11/12-Ic-10 | 11/12 | Analyzes | why certain structures are more vulnerable to specific hazards than others | Science | ||
| DRR11/12-Ih-i-26 | 11/12 | Applies | before, during, and after a volcanic eruption | appropriate measures | Science | |
| DRR11/12-IIc-d-34 | 11/12 | Applies | before, during, and after hydrometeorological hazards | appropriate measures | Science | |
| DRR11/12-IIe-f-40 | 11/12 | Applies | during a fire incident | basic response | Science | |
| S11/12PS-IVb-45 | 11/12 | Applies | to objects in the solar system | Kepler’s third law of planetary motion | Science | |
| DRR11/12-IIa-b-31 | 11/12 | Applies | to prevent loss of lives and property | mitigation strategies | Science | |
| DRR11/12-If-g-21 | 11/12 | Applies | before, during, and after an earthquake | safety measures | Science | |
| S11/12PS-IVg-62 | 11/12 | Applies | the wavelength-speed-frequency relation | Science | ||
| S11/12LT-IIIaj-22 | 11/12 | Appreciates | the functional relationships of the different organ systems | in ensuring animal survival | Science | |
| DRR11/12-IIi-j-48 | 11/12 | Avails oneself of | existing DRR-related programs, projects and services | Science | ||
| S11/12PS-IIIh-26 | 11/12 | Calculates | percent yield of a reaction | Science | ||
| S11/12PS-IIIh-27 | 11/12 | Calculates | the amount of product formed | Science | ||
| S11/12PS-IIIf-h-25 | 11/12 | Calculates | the amount of substances used in a chemical reaction | Science | ||
| S11/12LT-IVhj-29 | 11/12 | Categorizes | the different biotic, potential, and environmental resistance (e.g., diseases, availability of food and predators) that affect population explosion | Science | ||
| S11/12PS-IIIc-13 | 11/12 | Cites | contribution of John Dalton toward the understanding of the concept of the chemical elements | Science | ||
| S11/12ES-Id-21 | 11/12 | Cites | evidence that support continental drift | Science | ||
| S11/12PS-IVa-41 | 11/12 | Cites | examples of astronomical phenomena | known to astronomers before the advent of telescopes | Science | |
| S11/12PS-IVf-58 | 11/12 | Cites | examples of waves (e.g., sound, light waves, stadium, string, water) | Science | ||
| S11/12PS-IVg-64 | 11/12 | Cites | experimental evidence showing that electrons can behave like waves | Science | ||
| S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of Ernest Rutherford to the understanding of the structure of the atom | Science | ||
| S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of Henry Moseley to the understanding of the structure of the atom | Science | ||
| S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of J.J. Thomson to the understanding of the structure of the atom | Science | ||
| S11/12PS-IIIb-9 | 11/12 | Cites | the contributions of Niels Bohr to the understanding of the structure of the atom | Science | ||
| S11ES-Ih-i-18 | 11/12 | Cites | ways of protecting the soil | for future generations | Science | |
| S11ES-Ie-f-13 | 11/12 | Cites | ways to address the different environmental concerns related to the use of fossil fuels | Science | ||
| S11ES-Ie-f-13 | 11/12 | Cites | ways to address the different environmental concerns related to the use of geothermal energy | Science | ||
| S11ES-Ie-f-13 | 11/12 | Cites | ways to address the different environmental concerns related to the use of hydroelectric energy | Science | ||
| S11ES-Id-9 | 11/12 | Cites | ways to prevent or lessen the environmental impact that result from the exploitation, extraction, and use of mineral resources | Science | ||
| S11/12ES-Ii-41 | 11/12 | Cites | ways to prevent or mitigate the impact of land development, waste disposal, and construction of structures on control coastal processes | Science | ||
| S11ES-Ij-21 | 11/12 | Cites | ways to reduce waste | at home, in school, and around the community | Science | |
| S11/12ES-Ib-10 | 11/12 | Classifies | into igneous, sedimentary, and metamorphic | rocks | Science | |
| S11ES-Ic-6 | 11/12 | Classifies | into igneous, sedimentary, and metamorphic | rocks | Science | |
| S11ES-Ia-2 | 11/12 | Compares | the different hypotheses explaining the origin of the Solar System | Science | ||
| S11/12PS-IVa-42 | 11/12 | Compares and contrasts | explanations and models of astronomical phenomena (Copernican, Ptolemaic, and Tychonic) | Science | ||
| S11/12PS-IVa-40 | 11/12 | Compares and contrasts | models/descriptions of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy, and Copernicus | Science | ||
| S11/12PS-IVc-46 | 11/12 | Compares and contrasts | the Aristotelian and Galilean conceptions of vertical motion, horizontal motion, and projectile motion | Science | ||
| S11/12ES-Ic-18 | 11/12 | Compares and contrasts | the formation of the different types of igneous rocks | Science | ||
| S11/12LT-IIej-18 | 11/12 | Conducts | a survey of the current uses of genetically modified organisms | Science | ||
| S11/12PS-IVa-37 | 11/12 | Defines | annual motion | Science | ||
| S11/12PS-IIIf-24 | 11/12 | Defines | catalyst | Science | ||
| DRR11/12-Ia-b-1 | 11/12 | Defines | disaster | Science | ||
| S11/12PS-IVa-37 | 11/12 | Defines | diurnal motion | Science | ||
| DRR11/12-Ie-14 | 11/12 | Defines | hazards | Science | ||
| S11/12PS-IVa-37 | 11/12 | Defines | precession of the equinoxes | Science | ||
| DRR11/12-Ic-8 | 11/12 | Defines | vulnerability | Science | ||
| S11/12LT-IIa-2 | 11/12 | Describes | classic experiments that model conditions which may have enabled the first forms to evolve | Science | ||
| S11/12LT-IVfg-25 | 11/12 | Describes | evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record, embryology, and artificial selection/agriculture | Science | ||
| S11/12PS-IIIf-24 | 11/12 | Describes | how catalyst affects reaction rate | Science | ||
| S11/12ES-Ih-38 | 11/12 | Describes | how coastal processes result in coastal erosion | Science | ||
| S11/12ES-Ih-38 | 11/12 | Describes | how coastal processes result in saltwater intrusion | Science | ||
| S11/12ES-Ih-38 | 11/12 | Describes | how coastal processes result in submersion | Science | ||
| S11/12PS-IIIa-b-4 | 11/12 | Describes | how elements heavier than iron are formed | Science | ||
| S11/12PS-IIIi-29 | 11/12 | Describes | how energy is harnessed from different sources: fossil fuels, biogas, geothermal, hydrothermal, batteries, solar cells, biomass | Science | ||
| S11ES-Id-10 | 11/12 | Describes | how fossil fuels are formed | Science | ||
| S11/12PS-IVg-63 | 11/12 | Describes | how Galileo and Roemer contributed to the eventual acceptance of the view that the speed of light is finite | Science | ||
| S11/12PS-IVi-68 | 11/12 | Describes | how Hertz produced radio pulses | Science | ||
| S11ES-Iii-j-38 | 11/12 | Describes | how index fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale | Science | ||
| S11/12ES-Ie-25 | 11/12 | Describes | how layers of rocks (stratified rocks) are formed | Science | ||
| S11ES-IIh-35 | 11/12 | Describes | how layers of rocks (stratified rocks) are formed | Science | ||
| S11ES-IIc-24 | 11/12 | Describes | how magma is formed | Science | ||
| S11/12ES-Ic-15 | 11/12 | Describes | how magma is formed (magmatism) | Science | ||
| S11/12ES-Ie-28 | 11/12 | Describes | how marker fossils (also known as guide fossils) are used to define and identify subdivisions of the geologic time scale | Science | ||
| S11ES-Ic-d-8 | 11/12 | Describes | how ore minerals are found | for human use | Science | |
| S11ES-Ic-d-8 | 11/12 | Describes | how ore minerals are mined | for human use | Science | |
| S11ES-Ic-d-8 | 11/12 | Describes | how ore minerals are processed | for human use | Science | |
| S11/12LT-IIbd-7 | 11/12 | Describes | how organisms obtain and utilize energy | Science | ||
| S11ES-Ii-19 | 11/12 | Describes | how people generate different types of waste (gaseous) | as they make use of various materials and resources in everyday life | Science | |
| S11ES-Ii-19 | 11/12 | Describes | how people generate different types of waste (liquid) | as they make use of various materials and resources in everyday life | Science | |
| S11ES-Ii-19 | 11/12 | Describes | how people generate different types of waste (solid) | as they make use of various materials and resources in everyday life | Science | |
| S11/12ES-Ic-19 | 11/12 | Describes | how rocks behave under different types of stress such as compression, pulling apart, and shearing | Science | ||
| S11ES-IId-27 | 11/12 | Describes | how rocks behave under different types of stress such as compression, pulling apart, and shearing | Science | ||
| S11/12ES-Ib-11 | 11/12 | Describes | how rocks undergo weathering | Science | ||
| S11ES-IIa-22 | 11/12 | Describes | how rocks undergo weathering | Science | ||
| S11/12LT-IVhj-30 | 11/12 | Describes | how the different terrestrial and aquatic ecosystems are interlinked with one another | Science | ||
| S11/12ES-Ie-29 | 11/12 | Describes | how the Earth’s history can be interpreted from the geologic time scale | Science | ||
| S11/12LT-IVfg-27 | 11/12 | Describes | how the present system of classification of organisms is based on evolutionary relationships | Science | ||
| S11/12PS-IVf-59 | 11/12 | Describes | how the propagation of light, reflection, and refraction are explained by the wave model and the particle model of light | Science | ||
| S11/12LT-IIa-3 | 11/12 | Describes | how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each other and with their environment | Science | ||
| S11/12ES-Ic-17 | 11/12 | Describes | the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism) | Science | ||
| S11ES-IIc-d-26 | 11/12 | Describes | the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism) | Science | ||
| S11ES-Ia-b-3 | 11/12 | Describes | the characteristics of Earth that are necessary to support life | Science | ||
| S11ES-IIe-30 | 11/12 | Describes | the continental drift theory | Science | ||
| S11/12PS-IIIb-7 | 11/12 | Describes | the contributions of the alchemists to the science of chemistry | Science | ||
| S11/12ES-Ia-e-2 | 11/12 | Describes | the different hypotheses explaining the origin of the solar system | Science | ||
| S11ES-IIh-i-36 | 11/12 | Describes | the different methods (absolute dating) | to determine the age of stratified rocks | Science | |
| S11/12ES-Ie-26 | 11/12 | Describes | the different methods (absolute dating) to determine the age of stratified rocks | Science | ||
| S11ES-IIh-i-36 | 11/12 | Describes | the different methods (relative dating) | to determine the age of stratified rocks | Science | |
| S11/12ES-Ie-26 | 11/12 | Describes | the different methods (relative dating) to determine the age of stratified rocks | Science | ||
| S11/12LT-IIej-13 | 11/12 | Describes | the different ways of how plants reproduce | Science | ||
| S11/12LT-IIej-15 | 11/12 | Describes | the different ways of how representative animals reproduce | Science | ||
| DRR11/12-Ia-b-3 | 11/12 | Describes | the effects of disasters | on one’s life | Science | |
| S11/12ES-Id-24 | 11/12 | Describes | the evolution of ocean basins | Science | ||
| S11ES-IIf-33 | 11/12 | Describes | the evolution of ocean basins | Science | ||
| S11/12PS-IIIa-2 | 11/12 | Describes | the formation of heavier elements | during star formation and evolution | Science | |
| S11/12LT-IVae-23 | 11/12 | Describes | the function of the different plant organs | Science | ||
| S11/12LT-IIIaj-21 | 11/12 | Describes | the general and unique characteristics of the different organ systems in representative animals | Science | ||
| S11/12PS-IIIc-d-17 | 11/12 | Describes | the general types of intermolecular forces | Science | ||
| S11ES-Ia-1 | 11/12 | Describes | the historical development of theories that explain the origin of the Universe | Science | ||
| S11ES-IIj-39 | 11/12 | Describes | the history of the Earth | through geologic time | Science | |
| S11/12PS-IIIa-b-5 | 11/12 | Describes | the ideas of the Ancient Greeks on the atom | Science | ||
| S11/12PS-IIIa-b-6 | 11/12 | Describes | the ideas of the Ancient Greeks on the elements | Science | ||
| S11/12PS-IIIb-10 | 11/12 | Describes | the location of the atom's major components (protons, neutrons, and electrons) | Science | ||
| S11/12PS-IIIb-10 | 11/12 | Describes | the nuclear model of the atom | Science | ||
| S11/12LT-IVhj-28 | 11/12 | Describes | the principles of the ecosystem | Science | ||
| S11/12LT-IIej-17 | 11/12 | Describes | the process of genetic engineering | Science | ||
| S11/12ES-Id-24 | 11/12 | Describes | the structure of ocean basins | Science | ||
| S11ES-IIf-33 | 11/12 | Describes | the structure of ocean basins | Science | ||
| S11/12LT-IVae-23 | 11/12 | Describes | the structure of the different plant organs | Science | ||
| S11/12ES-If-30 | 11/12 | Describes | the various hazards that may happen in the event of earthquakes | Science | ||
| S11/12ES-If-30 | 11/12 | Describes | the various hazards that may happen in the event of landslides | Science | ||
| S11/12ES-If-30 | 11/12 | Describes | the various hazards that may happen in the event of volcanic eruptions | Science | ||
| S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of floods | Science | ||
| S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of ipo-ipo | Science | ||
| S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of monsoons | Science | ||
| S11/12ES-Ig-35 | 11/12 | Describes | the various hazards that may happen in the wake of tropical cyclones | Science | ||
| S11ES-IIc-25 | 11/12 | Describes | what happens after magma is formed | Science | ||
| S11/12ES-Ic-16 | 11/12 | Describes | what happens after the magma is formed (plutonism) | Science | ||
| S11/12ES-Ic-16 | 11/12 | Describes | what happens after the magma is formed (volcanism) | Science | ||
| S11/12PS-IVf-56 | 11/12 | Describes | what happens when light is reflected, refracted, transmitted, and absorbed | Science | ||
| S11/12ES-Ib-14 | 11/12 | Describes | where the Earth’s internal heat comes from | Science | ||
| S11/12PS-IIIc-15 | 11/12 | Determines | given its structure | if a molecule is polar or non polar | Science | |
| DRR11/12-Id-11 | 11/12 | Determines | the elements that are exposed to a particular hazard | Science | ||
| S11/12PS-IIIh-27 | 11/12 | Determines | the limiting reactant in a reaction | Science | ||
| DRR11/12-IIg-h-45 | 11/12 | Develops | a community preparedness plan | Science | ||
| DRR11/12-Ih-i-23 | 11/12 | Differentiates | among different volcano hazards | Science | ||
| DRR11/12-Id-13 | 11/12 | Differentiates | among hazards, exposure, and vulnerabilities | Science | ||
| S11/12PS-IVh-65 | 11/12 | Differentiates | dispersion, scattering, interference and diffraction | Science | ||
| S11ES-IIe-29 | 11/12 | Differentiates | the layers of the Earth | Science | ||
| S11/12ES-Ia-e-8 | 11/12 | Differentiates | the layers of the Earth. | Science | ||
| DRR11/12-Ia-b-2 | 11/12 | Differentiates | the risk factors underlying disasters | Science | ||
| DRR11/12-IIg-h-44 | 11/12 | Discusses | different community-based practices for managing disaster risk to specific hazards | Science | ||
| S11ES-IIe-31 | 11/12 | Discusses | evidence that support continental drift | Science | ||
| DRR11/12-IIa-b-27 | 11/12 | Discusses | the different geological hazards | Science | ||
| DRR11/12-IIg-h-42 | 11/12 | Discusses | the key concepts, elements and principles of DRR | Science | ||
| DRR11/12-IIc-d-32 | 11/12 | Distinguishes and differentiates | among and between different hydrometeorological hazards | Science | ||
| DRR11/12-Ic-7 | 11/12 | Enumerates | elements exposed to hazards | Science | ||
| S11/12LT-IIej-19 | 11/12 | Evaluates | the benefits and risks of using GMOs | Science | ||
| DRR11/12-IIi-j-47 | 11/12 | Explains | DRR-related laws and policies | Science | ||
| S11/12PS-IVd-50 | 11/12 | Explains | each of Newton’s three laws of motion | Science | ||
| DRR11/12-Ia-b-4 | 11/12 | Explains | how an event becomes a disaster | Science | ||
| S11/12PS-IVb-44 | 11/12 | Explains | how Brahe’s innovations and extensive collection of data in observational astronomy paved the way for Kepler’s discovery of his laws of planetary motion | Science | ||
| S11/12LT-IIbd-4 | 11/12 | Explains | how cells carry out functions required for life | Science | ||
| S11/12PS-IIIc-14 | 11/12 | Explains | how Dalton’s theory contributed to the discovery of other elements | Science | ||
| S11ES-Ig-16 | 11/12 | Explains | how different activities affect the quality and availability of water | for human use | Science | |
| S11ES-Ii-j-20 | 11/12 | Explains | how different types of waste affect people’s health and the environment | Science | ||
| S11/12PS-IVj-74 | 11/12 | Explains | how Doppler shifts and transits can be used | to detect extra solar planets | Science | |
| S11ES-Ie-12 | 11/12 | Explains | how energy (hydroelectric) is harnessed from flowing water | Science | ||
| S11/12PS-IVc-47 | 11/12 | Explains | how Galileo inferred that objects in vacuum fall with uniform acceleration, and that force is not necessary to sustain horizontal motion | Science | ||
| S11/12PS-IVb-43 | 11/12 | Explains | how Galileo’s astronomical discoveries and observations (lunar craters, phases of Venus, moons of Jupiter, sun spots, supernovas, the apparently identical size of stars as seen through the naked eye, and telescope obervations) helped weaken the support fo | Science | ||
| S11ES-Ie-11 | 11/12 | Explains | how heat from inside the Earth is tapped as a source of energy (geothermal) | for human use | Science | |
| S11/12PS-IVf-57 | 11/12 | Explains | how Newton and Descartes described the emergence of light in various colors through prisms | Science | ||
| S11/12LT-IIbd-5 | 11/12 | Explains | how photosynthetic organisms use light energy to combine carbon dioxide and water to form energy-rich compounds | Science | ||
| S11/12PS-IVa-39 | 11/12 | Explains | how Plato’s problem of “Saving the Appearances” constrained Greek models of the Universe | Science | ||
| S11/12LT-IVfg-26 | 11/12 | Explains | how populations of organisms have changed and continue to change over time, | showing patterns of descent with modification from common ancestors to produce the organismal diversity observed today | Science | |
| S11/12ES-Ie-27 | 11/12 | Explains | how relative and absolute dating was used to determine the subdivisions of geologic time | Science | ||
| S11ES-IIi-37 | 11/12 | Explains | how relative and absolute dating were used to determine the subdivisions of geologic time | Science | ||
| S11ES-IIb-22 | 11/12 | Explains | how rocks move downslope | due to the direct action of gravity | Science | |
| S11ES-IIb-22 | 11/12 | Explains | how soil moves downslope | due to the direct action of gravity | Science | |
| S11/12PS-IVi-j-69 | 11/12 | Explains | how special relativity resolved the conflict between Newtonian mechanics and Maxwell’s electromagnetic theory | Science | ||
| S11/12PS-IIIb-11 | 11/12 | Explains | how the concept of atomic number led to the synthesis of new elements in the laboratory | Science | ||
| S11/12ES-Id-20 | 11/12 | Explains | how the continents drift | Science | ||
| S11/12PS-IVa-38 | 11/12 | Explains | how the Greeks knew that the Earth is spherical | Science | ||
| S11/12LT-IIej-16 | 11/12 | Explains | how the information in the DNA allows the synthesis of proteins | Science | ||
| S11/12LT-IIej-16 | 11/12 | Explains | how the information in the DNA allows the transfer of genetic information | Science | ||
| S11ES-IIg-h-34 | 11/12 | Explains | how the movement of plates leads to the formation of rift valleys, volcanoes, faults, folds, mountain ranges, and trenches | Science | ||
| S11/12ES-Id-22 | 11/12 | Explains | how the movement of plates leads to the formation of folds and faults | Science | ||
| S11/12PS-IVf-61 | 11/12 | Explains | how the photon concept and the fact that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark rooms, why we get easily sunburned in ultraviolet light but not in visible light, a | Science | ||
| S11/12PS-IVf-60 | 11/12 | Explains | how the photon theory of light accounts for atomic spectra | Science | ||
| S11/12PS-IVc-48 | 11/12 | Explains | how the position vs. time, and velocity vs. time graphs of constant velocity motion are different from those of constant acceleration motion | Science | ||
| S11/12ES-Ib-12 | 11/12 | Explains | how the products of weathering are carried away by erosion and deposited elsewhere | Science | ||
| S11ES-IIa-b-23 | 11/12 | Explains | how the products of weathering are carried away by erosion and deposited elsewhere | Science | ||
| S11/12PS-IIId-e-21 | 11/12 | Explains | how the properties of the above materials are determined by their structure | Science | ||
| S11/12ES-Id-23 | 11/12 | Explains | how the seafloor spreads | Science | ||
| S11ES-IIf-32 | 11/12 | Explains | how the seafloor spreads | Science | ||
| S11/12PS-IVj-72 | 11/12 | Explains | how the speeds and distances of far-off objects are estimated (e.g., Doppler effect and cosmic distance ladder) | Science | ||
| S11/12PS-IIIe-22 | 11/12 | Explains | how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid, and proteins determine their functions | Science | ||
| S11/12PS-IIId-e-20 | 11/12 | Explains | how the uses of the following materials depend on their properties: household gadgets, medical implants, prosthesis, sports equipment, construction supplies for buildings and furniture, and electronic devices | Science | ||
| S11/12PS-IVj-73 | 11/12 | Explains | how we know that the we live in an expanding universe, which used to be hot and is approximately 14 billion years old | Science | ||
| S11/12ES-Ia-e-4 | 11/12 | Explains | that the Earth consists of four subsystems, | across whose boundaries matter and energy flow | Science | |
| S11ES-Ib-4 | 11/12 | Explains | that the Earth consists of four subsystems, | across whose boundaries matter and energy flow | Science | |
| S11/12PS-IVi-j-71 | 11/12 | Explains | the consequences of the postulates of General Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational bending of light and black holes) | Science | ||
| S11/12PS-IVi-j-70 | 11/12 | Explains | the consequences of the postulates of Special Relativity (e.g., relativity of simultaneity, time dilation, length contraction, mass-energy equivalence, and cosmic speed limit) | Science | ||
| S11/12PS-IVi-67 | 11/12 | Explains | the contributions of Franklin, Coulomb, Oersted, Ampere, Biot-Savart, Faraday and Maxwell to our understanding of electricity and magnetism | Science | ||
| S11/12PS-IVe-54 | 11/12 | Explains | the contributions of scientists to our understanding of mass, momentum and energy conservation | Science | ||
| S11/12ES-Ia-e-5 | 11/12 | Explains | the current advancements/information on the solar system | Science | ||
| S11/12LT-IVae-24 | 11/12 | Explains | the different metabolic processes involved in the plant organ systems | Science | ||
| S11/12LT-IIIaj-20 | 11/12 | Explains | the different metabolic processes involved in the various organ systems | Science | ||
| S11/12PS-IIId-e-19 | 11/12 | Explains | the effect of intermolecular forces on the properties of substances | Science | ||
| S11/12LT-IIa-1 | 11/12 | Explains | based on emerging pieces of evidence | the evolving concept of life | Science | |
| S11/12PS-IIIa-1 | 11/12 | Explains | the formation of the light elements in the Big Bang theory | Science | ||
| DRR11/12-Ie-16 | 11/12 | Explains | the impact of various hazards on different exposed elements | Science | ||
| S11/12PS-IIIi-j-35 | 11/12 | Explains | the precautionary measures indicated in various cleaning products and cosmetics | Science | ||
| S11/12PS-IVe-53 | 11/12 | Explains | the statement “Newton's laws of motion are axioms while Kepler's laws of planetary motion are empirical laws.” | Science | ||
| S11/12PS-IVd-51 | 11/12 | Explains | the subtle distinction between Newton’s 1st Law of Motion (or Law of Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal motion | Science | ||
| S11/12PS-IVh-66 | 11/12 | Explains | various light phenomena such as: your reflection on the concave and convex sides of a spoon looks different, mirages, light from a red laser passes more easily through red cellophane than green cellophane, clothing of certain colors appear different in ar | Science | ||
| DRR11/12-Ih-i-22 | 11/12 | Explains | various volcano-related hazards | Science | ||
| S11/12PS-IVa-36 | 11/12 | Explains | what the Greeks considered to be the three types of terrestrial motion | Science | ||
| DRR11/12-Ia-b-4 | 11/12 | Explains | when an event becomes a disaster | Science | ||
| S11/12PS-IVj-75 | 11/12 | Explains | why Pluto was once thought to be a planet but is no longer considered one | Science | ||
| DRR11/12-Ic-9 | 11/12 | Explains | why some sectors of society are more vulnerable to disaster than others | Science | ||
| S11ES-IIb-c-23 | 11/12 | Explains | why the Earth’s interior is hot | Science | ||
| DRR11/12-IIe-f-41 | 11/12 | Follows | evacuation and fire emergency plans | Science | ||
| S11/12PS-IIIi-j-30 | 11/12 | Gives | common examples of cleaning materials for the house and for personal care | Science | ||
| S11/12PS-IIIi-j-33 | 11/12 | Gives | common examples of personal care products used to enhance the appearance of the human body | Science | ||
| S11/12PS-IIIa-2 | 11/12 | Gives | evidence for the formation of heavier elements | during star formation and evolution | Science | |
| S11/12PS-IIIa-1 | 11/12 | Gives | evidence for the formation of the light elements in the Big Bang theory | Science | ||
| DRR11/12-Id-13 | 11/12 | Gives | from actual situations | examples of hazards, exposure, and vulnerabilities | Science | |
| DRR11/12-Ie-15 | 11/12 | Gives | examples of the types of hazards | Science | ||
| S11/12ES-Ii-40 | 11/12 | Gives | practical ways of coping with coastal erosion, saltwater intrusion, and submersion | Science | ||
| S11/12ES-If-32 | 11/12 | Gives | practical ways of coping with geological hazards caused by earthquakes, landslides, and volcanic eruptions | Science | ||
| S11/12ES-Ih-37 | 11/12 | Gives | practical ways of coping with hydrometeorological hazards caused by floods, ipo-ipo, monsoons and tropical cyclones | Science | ||
| S11/12PS-IIId-e-18 | 11/12 | Gives | the type of intermolecular forces in the properties of substances | Science | ||
| S11/12PS-IIIi-j-32 | 11/12 | Gives | the use of the other ingredients in cleaning agents | Science | ||
| S11/12ES-Ii-39 | 11/12 | Identifies | areas in your community prone to coastal erosion, saltwater intrusion and submersion | Science | ||
| S11/12ES-If-31 | 11/12 | Identifies | using hazard maps. | areas prone to hazards brought about by earthquakes, landslides and volcanic eruptions | Science | |
| S11/12ES-Ig-36 | 11/12 | Identifies | using hazard maps. | areas prone to hazards brought about by tropical cyclones, monsoons, floods or ipo-ipo | Science | |
| S11/12ES-Ia-9 | 11/12 | Identifies | using their physical and chemical properties | common rock-forming minerals | Science | |
| S11ES-Ib-5 | 11/12 | Identifies | using their physical and chemical properties | common rock-forming minerals | Science | |
| S11/12ES-If-33 | 11/12 | Identifies | human activities that speed up or trigger landslides | Science | ||
| S11ES-Ih-17 | 11/12 | Identifies | human activities, such as farming, construction of structures, and waste disposal, that affect the quality of soil | Science | ||
| DRR11/12-Ia-b-5 | 11/12 | Identifies | locations and areas exposed to hazards that may lead to disasters | Science | ||
| S11/12PS-IIIi-j-31 | 11/12 | Identifies | from product labels | the active ingredient(s) of cleaning products used at home | Science | |
| S11ES-IId-28 | 11/12 | Identifies | the layers of the Earth | Science | ||
| S11/12ES-Ia-e-7 | 11/12 | Identifies | the layers of the Earth (core, crust, mantle) | Science | ||
| S11/12PS-IIIi-j-34 | 11/12 | Identifies | the major ingredients of cosmetics such as body lotion, deodorants, perfume, shaving cream, and skin whitener | Science | ||
| S11ES-Ic-7 | 11/12 | Identifies | the minerals important to society | Science | ||
| S11ES-If-g-15 | 11/12 | Identifies | the various water resources on Earth | Science | ||
| DRR11/12-If-g-17 | 11/12 | Identifies | various potential earthquake hazards | Science | ||
| S11/12LT-IIej-14 | 11/12 | illustrates | structures of flowers, fruits and seeds | Science | ||
| DRR11/12-If-g-20 | 11/12 | Interprets | different earthquake hazard maps | Science | ||
| DRR11/12-IIc-d-35 | 11/12 | Interprets | different hydrometeorological hazard maps | Science | ||
| DRR11/12-Ih-i-25 | 11/12 | Interprets | different volcano hazard maps | Science | ||
| DRR11/12-IIa-b-30 | 11/12 | Interprets | geological maps | Science | ||
| DRR11/12-IIe-f-39 | 11/12 | Observes | in addressing a fire incident | precautionary measures and proper procedures | Science | |
| S11/12PS-IIIb-8 | 11/12 | Points out | the main ideas in the discovery of the structure of the atom and its subatomic particles | Science | ||
| DRR11/12-IIg-h-46 | 11/12 | Prepares | for one’s family and for public information and advocacy | materials | Science | |
| DRR11/12-IIg-h-46 | 11/12 | Prepares | for one’s family and for public information and advocacy | survival kits | Science | |
| DRR11/12-IIe-f-37 | 11/12 | Recognizes | in different situations | elements of the fire triangle | Science | |
| S11ES-If-14 | 11/12 | Recognizes | how water is distributed on Earth | Science | ||
| DRR11/12-Ih-i-24 | 11/12 | Recognizes | signs of an impending volcanic eruption | Science | ||
| DRR11/12-IIa-b-29 | 11/12 | Recognizes | signs of impending geological hazards | Science | ||
| DRR11/12-IIc-d-33 | 11/12 | Recognizes | signs of impending hydrometeorological hazards | Science | ||
| S11/12PS-IIIi-28 | 11/12 | Recognizes | that energy is absorbed and released during a chemical reaction | Science | ||
| S11/12LT-IIbd-8 | 11/12 | Recognizes | that organisms require energy to carry out functions required for life | Science | ||
| S11/12PS-IVc-49 | 11/12 | Recognizes | that the everyday usage and the physics usage of the term “acceleration” differ: | For example, in physics, an object that is slowing down, speeding up, or changing direction is said to be accelerating | Science | |
| DRR11/12-IIg-h-43 | 11/12 | Recognizes | the importance of DRR on one’s life | Science | ||
| DRR11/12-If-g-18 | 11/12 | Recognizes | the natural signs of an impending tsunami | Science | ||
| S11/12ES-Ia-e-3 | 11/12 | Recognizes | the uniqueness of Earth, | being the only planet in the solar system with properties necessary to support life | Science | |
| DRR11/12-Id-12 | 11/12 | Recognizes | vulnerabilities of different elements exposed to specific hazards | Science | ||
| S11/12PS-IIIc-16 | 11/12 | Relates | polarity of a molecule to is properties | Science | ||
| S11/12ES-Ib-13 | 11/12 | Reports | on how rocks and soil move downslope | due to the direct action of gravity | Science | |
| S11/12ES-Ia-e-6 | 11/12 | Shows | the contributions of personalities/people on the understanding of the earth systems | Science | ||
| S11/12ES-Ia-e-1 | 11/12 | States | the different hypotheses explaining the origin of the universe | Science | ||
| S11ES-Ig-16 | 11/12 | Suggests | ways to conserve and protect water resources | Science | ||
| S11/12ES-Ig-34 | 11/12 | Suggests | ways to help lessen the occurrence of landslides in the community | Science | ||
| S11/12LT-IIbd-6 | 11/12 | Traces | from the environment to the cells. | the energy flow | Science | |
| S11/12PS-IVd-52 | 11/12 | Uses | to show that, in the absence of air resistance, objects close to the surface of the Earth fall with identical accelerations independent of their mass | algebra | Science | |
| DRR11/12-IIc-d-36 | 11/12 | Uses | for monitoring hydrometeorological hazards | available tools | Science | |
| S11/12PS-IVd-54 | 11/12 | Uses | Newton’s Law of Universal Gravitation to show that, in the absence of air resistance, objects close to the surface of the Earth fall with identical accelerations independent of their mass | Science | ||
| S11/12PS-IVd-53 | 11/12 | Uses | Newton’s Second Law of Motion to show that, in the absence of air resistance, objects close to the surface of the Earth fall with identical accelerations independent of their mass | Science | ||
| S11/12PS-IIIf-23 | 11/12 | Uses | to explain the effects of concentration, temperature, and particle size on the rate of reaction | simple collision theory | Science | |
| S11/12PS-IVe-55 | 11/12 | Uses | to solve one-dimensional collision problems | the law of conservation of momentum | Science | |
| S11/12PS-IIIa-3 | 11/12 | Writes | the nuclear fusion reactions that take place in stars, which lead to the formation of new elements | Science | ||
| S11/12PS-IIIb-12 | 11/12 | Writes | the nuclear reactions involved in the synthesis of new elements | Science | ||
| STEM_BIO11/12-Ii-j-15 | 11/12 | Categorizes | according to their structure and function | the biological molecules (lipids , carbohydrates, proteins, and nucleic acids) | STEM | |
| STEM_BIO11/12-Id-f-6 | 11/12 | Characterizes | the phases of the cell cycle and their control points | STEM | ||
| STEM_BIO11/12-Ia-c-4 | 11/12 | Classifies | different cell types (plant/animal tissues) | STEM | ||
| STEM_BIO11/12-IVa-h-1 | 11/12 | Compares and contrasts | the following processes in plants and animals: reproduction, development, nutrition, gas exchange, transport/circulation, regulation of body fluids, chemical and nervous control, immune systems, and sensory and motor mechanisms | STEM | ||
| STEM_BIO11/12-IIa-j-11 | 11/12 | Computes | the number of ATPs needed or gained in photosynthesis and respiration | STEM | ||
| STEM_BIO11/12-IVi-j-3 | 11/12 | Describes | examples of homeostasis (e.g., temperature regulation, osmotic balance and glucose levels) and the major features of feedback loops that produce such homeostasis | STEM | ||
| STEM_BIO11/12-IIIc-g-8 | 11/12 | Describes | general features of the history of life on Earth, including generally accepted dates and sequence of the geologic time scale and characteristics of major groups of organisms present during these time periods | STEM | ||
| STEM_BIO11/12-IIIa-b-3 | 11/12 | Describes | modifications to Mendel’s classic ratios (gene interaction) | STEM | ||
| STEM_BIO11/12-IIa-j-10 | 11/12 | Describes | pathways of electron flow in the absence of oxygen | STEM | ||
| STEM_BIO11/12-IIa-j-9 | 11/12 | Describes | reactions that produce and consume ATP | STEM | ||
| STEM_BIO11/12-Ia-c-5 | 11/12 | Describes | some cell modifications that lead to adaptation to carry out specialized functions (e.g., microvilli, root hair) | STEM | ||
| STEM_BIO11/12IIIh-j-16 | 11/12 | Describes | species diversity and cladistics, including the types of evidence and procedures that can be used to establish evolutionary relationships | STEM | ||
| STEM_BIO11/12-Ii-j-17 | 11/12 | Describes | the components of an enzyme | STEM | ||
| STEM_BIO11/12-IIa-j-2 | 11/12 | Describes | the major features and chemical events in photosynthesis and respiration | STEM | ||
| STEM_BIO11/12-IIa-j-4 | 11/12 | Describes | through light reaction events | the patterns of electron flow | STEM | |
| STEM_BIO11/12-IIa-j-1 | 11/12 | Describes | the role of ATP in energy coupling and transfer | STEM | ||
| STEM_BIO11/12-IIa-j-10 | 11/12 | Describes | the role of oxygen in respiration | STEM | ||
| STEM_BIO11/12-IIa-j-5 | 11/12 | Describes | the significant events of the Calvin cycle | STEM | ||
| STEM_BIO11/12-Id-f-7 | 11/12 | Describes | given 2n=6 | the stages of mitosis/meiosis | STEM | |
| STEM_BIO11/12-Ig-h-11 | 11/12 | Describes | the structural components of the cell membrane | STEM | ||
| STEM_BIO11/12-Ia-c-2 | 11/12 | Describes | the structure and function of major and subcellular organelles | STEM | ||
| STEM_BIO11/12-Ii-j-19 | 11/12 | Determines | how factors such as pH, temperature, and substrate affect enzyme activity | STEM | ||
| STEM_BIO11/12-IIIa-b-5 | 11/12 | Diagrams | the steps in DNA replication | STEM | ||
| STEM_BIO11/12-IIIa-b-5 | 11/12 | Diagrams | the steps in protein synthesis | STEM | ||
| STEM_BIO11/12-IIa-j-6 | 11/12 | Differentiates | aerobic from anaerobic respiration | STEM | ||
| STEM_BIO11/12-Ig-h-14 | 11/12 | Differentiates | exocytosis and endocytosis | STEM | ||
| STEM_BIO11/12-Id-f-8 | 11/12 | Discusses | crossing over and recombination in meiosis | STEM | ||
| STEM_BIO11/12-IIIa-b-7 | 11/12 | Discusses | the applications of recombinant DNA | STEM | ||
| STEM_BIO11/12-Ia-c-3 | 11/12 | Distinguishes | according to their distinguishing features | between prokaryotic and eukaryotic cells | STEM | |
| STEM_BIO11/12-IIa-j-8 | 11/12 | Distinguishes | major features of glycolysis , Krebs cycle, electron transport system, and chemiosmosis | STEM | ||
| STEM_BIO11/12-IIa-j-1 | 11/12 | Explains | coupled reaction processes | STEM | ||
| STEM_BIO11/12-IIIc-g-12 | 11/12 | Explains | evidence of evolution (e.g., biogeography , fossil record, DNA/protein sequences, homology, and embryology) | STEM | ||
| STEM_BIO11/12-IVi-j-2 | 11/12 | Explains | how some organisms maintain steady internal conditions that possess various structures and processes | STEM | ||
| STEM_BIO11/12IIIh-j-14 | 11/12 | Explains | how the structural and developmental characteristics and relatedness of DNA sequences are used in classifying living things | STEM | ||
| STEM_BIO11/12-Ii-j-18 | 11/12 | Explains | oxidation/reduction reactions | STEM | ||
| STEM_BIO11/12-IIIa-b-2 | 11/12 | Explains | sex linkage and recombination | STEM | ||
| STEM_BIO11/12-IIa-j-12 | 11/12 | Explains | the advantages and disadvantages of fermentation and aerobic respiration | STEM | ||
| STEM_BIO11/12-IIa-j-3 | 11/12 | Explains | the importance of chlorophyll and other pigments | STEM | ||
| STEM_BIO11/12-IIa-j-7 | 11/12 | Explains | the major features of cellular respiration | STEM | ||
| STEM_BIO11/12-IIIc-g-9 | 11/12 | Explains | the mechanisms that produce change in populations from generation to generation (e.g., artificial selection , natural selection, genetic drift, mutation, recombination) | STEM | ||
| STEM_BIO11/12-Ia-c-1 | 11/12 | Explains | the postulates of the cell theory | STEM | ||
| STEM_BIO11/12-Ii-j-16 | 11/12 | Explains | the role of each biological molecule in specific metabolic processes | STEM | ||
| STEM_BIO11/12-Id-f-9 | 11/12 | Explains | the significance or applications of mitosis/meiosis | STEM | ||
| STEM_BIO11/12-Ig-h-13 | 11/12 | Explains | transport mechanisms in cells (diffusion osmosis , facilitated transport, active transport) | STEM | ||
| STEM_BIO11/12-Id-f-10 | 11/12 | Identifies | disorders and diseases that result from the malfunction of the cell during the cell cycle | STEM | ||
| STEM_BIO11/12IIIh-j-15 | 11/12 | Identifies | the unique/distinctive characteristics of a specific taxon relative to other taxa | STEM | ||
| STEM_BIO11/12-IIIa-b-4 | 11/12 | Illustrates | the molecular structure of DNA, RNA, and proteins | STEM | ||
| STEM_BIO11/12-IIIc-g-13 | 11/12 | Infers | using the evidence of evolution | evolutionary relationships among organisms | STEM | |
| STEM_BIO11/12-IIIa-b-6 | 11/12 | Outlines | the processes involved in genetic engineering | STEM | ||
| STEM_BIO11/12-IIIa-b-1 | 11/12 | Predicts | using the laws of inheritance | genotypes and phenotypes of parents and offspring | STEM | |
| STEM_BIO11/12-Ig-h-12 | 11/12 | Relates | to its function | the structure and composition of the cell membrane | STEM | |
| STEM_BIO11/12-IIa-j-7 | 11/12 | Sequences | the chemical events of cellular respiration | STEM | ||
| STEM_BIO11/12-IIIc-g-10 | 11/12 | Shows | patterns of descent with modification from common ancestors to produce the organismal diversity observed today | STEM | ||
| STEM_BIO11/12-Ia-c-4 | 11/12 | Specifies | the function(s) of each type of cell | STEM | ||
| STEM_BIO11/12-IIIc-g-11 | 11/12 | Traces | the development of evolutionary thought | STEM | ||
| ABM_ESR12-IVi-l-3.2 | 12 | Advocates | honest policies and practices in all aspects of business operations | ABM | ||
| ABM_ESR12-IIIe-h-2.3 | 12 | Analyzes | simple business situations as they are affected by the Filipino value system | ABM | ||
| ABM_AE12-Ie-h-8 | 12 | Analyzes | the effects of contemporary issues such as migration, fluctuations in the exchange rate, oil price increases, unemployment, peace and order, etc. on the purchasing power of the people | ABM | ||
| ABM_AE12-Ie-h-6 | 12 | Analyzes | the impact of prices on consumers | ABM | ||
| ABM_AE12II-e-g-12 | 12 | Analyzes and evaluates | the viability of a business and its impact on the community | ABM | ||
| ABM_BF12-IIIg-h-21 | 12 | Applies | in computing for finance and investment problems | mathematical concepts and tools | ABM | |
| ABM_BF12-IIIg-h-18 | 12 | Calculates | future value of money | ABM | ||
| ABM_BF12-IIIg-h-18 | 12 | Calculates | present value of money | ABM | ||
| ABM_BES12-Ia-c-3 | 12 | Chooses | the appropriate methodology (research, sampling, and data processing) in determining the demand and market acceptability of proposed product | ABM | ||
| ABM_BF12-IIIe-f-13 | 12 | Cites | bank and nonbank institutions in the locality that would serve as possible sources of funds for business operations | ABM | ||
| ABM_ESR12-IVi-l-3.4 | 12 | Cites | examples of companies that practice social responsibility in the conduct of their business | ABM | ||
| ABM_BF12-IVm-n-24 | 12 | Classifies | according to its type and features, and advantages and disadvantages | investment | ABM | |
| ABM_FABM12-Ia-b-2 | 12 | Classifies | into current and noncurrent items | the elements of the Statement of Financial Position (SFP) | ABM | |
| ABM_AE12-Ie-h-6 | 12 | Compares | the prices of commodities | ABM | ||
| ABM_ESR12-IIIe-h-2.1 | 12 | Compares and contrasts | classical philosophies as they relate to the business setting | ABM | ||
| ABM_BF12-IVm-n-23 | 12 | Compares and contrasts | the different types of investments | ABM | ||
| ABM_BF12-IIIe-f-14 | 12 | Compares and contrasts | the loan requirements of the different bank and nonbank institutions | ABM | ||
| ABM_BF12-IIIa-4 | 12 | Compares and contrasts | the varied financial instruments | ABM | ||
| ABM_BF12-IIIg-h-19 | 12 | Computes | for the effective annual interest rate | ABM | ||
| ABM_BF12-IIIg-h-20 | 12 | Computes | using mathematical concepts and the present value tables | loan amortization | ABM | |
| ABM_FABM12-Ig-h-14 | 12 | Computes and interprets | financial ratios such as current ratio, working capital, gross profit ratio, net profit ratio, receivable turnover, inventory turnover, and debt-to-equity ratio | ABM | ||
| ABM_BF12-IIIb-9 | 12 | Computes, analyzes and interprets | financial ratios such as current ratio, working capital, gross profit ratio, net profit ratio, receivable turnover, inventory turnover, debt-to-equity ratio, and the like | ABM | ||
| ABM_BES12-Id-j-c8 | 12 | Crafts | a financial plan, the inputs of which are from the results of the marketing plan (sales) and operations plan (operating costs), and which will define the financial goals that will be his/her target upon eventual execution | ABM | ||
| ABM_BES12-Id-j-9 | 12 | Crafts | a full business plan for review of mentors before actual execution | ABM | ||
| ABM_AE12-Ia-d-1 | 12 | Defines | basic terms in applied economics | ABM | ||
| ABM_BF12-IIIb-7 | 12 | Defines | the measurement levels, namely, liquidity , solvency, stability, and profitability | ABM | ||
| ABM_FABM12-Ig-h-12 | 12 | Defines | the measurement levels, namely, liquidity , solvency, stability, and profitability | ABM | ||
| ABM_FABM12-Ic-d-5 | 12 | Describes | each of these SCI elements for a service business and a merchandising business | ABM | ||
| ABM_FABM12-Ia-b-1 | 12 | Describes | each SFP element | ABM | ||
| ABM_BES12-Id-j-c7 | 12 | Designs | to ensure that the inputs and processes required to deliver the product or service are identified; and to estimate the costs needed for production | an operating plan | ABM | |
| ABM_ESR12-IIIa-d-1.1 | 12 | Differentiates | the forms of business organization | ABM | ||
| ABM_FABM12-If-10 | 12 | Discusses | the components and structures of a Cash Flow Statement (CFS) | ABM | ||
| ABM_FABM12-Ie-8 | 12 | Discusses | the different forms of business organization | ABM | ||
| ABM_AE12-Ie-h-5 | 12 | Discusses and explains | factors affecting demand and supply | ABM | ||
| ABM_ESR12-IIIa-d-1.6 | 12 | Distinguishes | between good policies/practices and morally unacceptable policies/practices | ABM | ||
| ABM_BF12-IIIa-2 | 12 | Distinguishes | financial institution from financial instrument and financial market | ABM | ||
| ABM_AE12II-a-d-10 | 12 | Distinguishes | the different services /products of business and industry in the locality | ABM | ||
| ABM_ESR12-IIIe-h-2.4 | 12 | Distinguishes | what is good vs. what is morally unacceptable among the given Filipino values | ABM | ||
| ABM_BF12-IIIe-f-15 | 12 | Draws | a flow chart on the steps in loan application | ABM | ||
| ABM_BES12-Ia-c-4 | 12 | Draws | conclusions | ABM | ||
| ABM_BES12-IId-j-11 | 12 | Draws up | a culminating report, including significant values learned in the entire business cycle | ABM | ||
| ABM_ESR12-IVm-p-4.2 | 12 | Encourages | to play active roles as decision makers in the business enterprise | employees | ABM | |
| ABM_BF12-IVo-p-26 | 12 | Enumerates | money management philosophies | ABM | ||
| ABM_BF12-IIIa-3 | 12 | Enumerates | the varied financial institutions and their corresponding services | ABM | ||
| ABM_AE12-Ia-d-3 | 12 | Explains | how applied economics can be used to solve economic problems | ABM | ||
| ABM_AE12-Ie-h-7 | 12 | Explains | market structures (perfect competition , monopoly, oligopoly, and monopolistic competition) | ABM | ||
| ABM_BF12-IIIa-5 | 12 | Explains | the flow of funds within an organization – through and from the enterprise – and the role of the financial manager | ABM | ||
| ABM_ESR12-IVm-p-4.1 | 12 | Explains | the importance of establishing and sustaining business enterprises as source of job opportunities and financial freedom | ABM | ||
| ABM_AE12-Ie-h-4 | 12 | Explains | the law of supply and demand, and how equilibrium price and quantity are determined | ABM | ||
| ABM_BF12-IIIa-1 | 12 | Explains | the major role of financial management and the different individuals involved | ABM | ||
| ABM_BF12-IIIg-h-22 | 12 | Explains | the risk-return trade-off | ABM | ||
| ABM_BF12-IIIc-d-12 | 12 | Explains | tools in managing cash , receivables, and inventory | ABM | ||
| ABM_BES12-Ia-c-4 | 12 | Formulates | recommendations | ABM | ||
| ABM_AE12II-e-g-13 | 12 | Formulates | recommendations and strategies on how to minimize and maximize a business’s negative impact and positive impact, respectively | ABM | ||
| ABM_ESR12-IIIe-h-2.2 | 12 | Gives | examples of how belief systems affect business practices | ABM | ||
| ABM_ESR12-IIIa-d-1.4 | 12 | Gives | examples of how fairness, accountability and transparency are practiced in business and non-profit organizations | ABM | ||
| ABM_BF12-IVo-p-27 | 12 | Gives | examples of sound practices in earning, spending, saving, and investing money | ABM | ||
| ABM_ESR12-IIIa-d-1.2 | 12 | Gives | examples of the forms of business organizations | ABM | ||
| ABM_BES12-Ia-c-1 | 12 | Identifies | potential business opportunities to capitalize on | ABM | ||
| ABM_AE12-Ia-d-2 | 12 | Identifies | the basic economic problems of the country | ABM | ||
| ABM_FABM12-Ia-b-1 | 12 | Identifies | the elements of the SFP | ABM | ||
| ABM_FABM12-Ic-d-5 | 12 | Identifies | the elements of the Statement of Comprehensive Income (SCI) | ABM | ||
| ABM_BF12-IIIc-d-10 | 12 | Identifies | the steps in the financial planning process | ABM | ||
| ABM_BF12-IIIe-f-17 | 12 | Identifies | uses of funds | ABM | ||
| ABM_AE12-IIa-d-9 | 12 | Identifies and explains | different principles, tools and techniques in creating a business | ABM | ||
| ABM_AE12II-e-g-11 | 12 | Identifies and explains | the various socioeconomic factors affecting business and industry | ABM | ||
| ABM_BF12-IIIc-d-11 | 12 | Illustrates | the formula and format for the preparation of budgets and projected financial statement | ABM | ||
| ABM_BF12-IVo-p-27 | 12 | Illustrates | the money management cycle | ABM | ||
| ABM_BF12-IIIe-f-16 | 12 | Lists | down obligations of entrepreneurs to creditors | ABM | ||
| ABM_BF12-IVm-n-25 | 12 | Measures and lists | ways to minimize or reduce investment risks in simple case problems | ABM | ||
| ABM_ESR12-IVi-l-3.3 | 12 | Observes and promotes | policies and practices in environmental management | ABM | ||
| ABM_BF12-IIIb-8 | 12 | Performs | vertical and horizontal analyses of financial statements of a single proprietorship | ABM | ||
| ABM_FABM12-Ig-h-13 | 12 | Performs | vertical and horizontal analyses of financial statements of a single proprietorship | ABM | ||
| ABM_FABM12-If-11 | 12 | Prepares | a CFS | ABM | ||
| ABM_BES12-Id-j-c6 | 12 | Prepares | a marketing plan that will describe the product offering , the value it brings to the consumer, and the subsequent tactical plan on how to reach consumers (4Ps), and conclude with a sales forecast | ABM | ||
| ABM_FABM12-Ie-9 | 12 | Prepares | a Statement of Changes in Equity (SCE) for a single proprietorship | ABM | ||
| ABM_BES12-Id-j-c-5 | 12 | Prepares | a strategic plan outlining the competitive environment and focusing on the appropriate competition strategy | ABM | ||
| ABM_FABM12-Ic-d-6 | 12 | Prepares | using the single-step approach | an SCI | for a service business | ABM |
| ABM_FABM12-Ic-d-7 | 12 | Prepares | using the multistep approach | an SCI | for a merchandising business | ABM |
| ABM_FABM12-Ia-b-4 | 12 | Prepares | using the report form and the account form; with proper classification of items as current and noncurrent | an SFP | ABM | |
| ABM_BF12-IIIb-6 | 12 | Prepares | financial statements | ABM | ||
| ABM_FABM12-Ia-b-3 | 12 | Prepares | the SFP of a single proprietorship | ABM | ||
| ABM_ESR12-IVi-l-3.5 | 12 | Provides | evidence that ethical/social responsibility is profitable, i.e., makes good business sense | ABM | ||
| ABM_ESR12-IIIe-h-2.3 | 12 | Recommends | ways of confronting ethical challenges in the business setting | ABM | ||
| ABM_BES12-Ia-c-1 | 12 | Scans | the market | ABM | ||
| ABM_ESR12-IIIa-d-1.5 | 12 | Shares | observations on business policies and practices | ABM | ||
| ABM_ESR12-IIIa-d-1.3 | 12 | Shows | how these organizations contribute to socioeconomic development | ABM | ||
| ABM_BES12-IIa-h-10 | 12 | Simulates/ operates | a small business enterprise *(Model A) or in the community with an industry partnership *(Model B) of a Team of students | ABM | ||
| ABM_ESR12-IVm-p-4.3 | 12 | Suggests | innovative ways of developing and introducing new products | ABM | ||
| ABM_ESR12-IVi-l-3.1 | 12 | Suggests | ways to enhance employer-employee relationship and encourage just and fair business policies and practices such as recruitment, promotion, retention, marketing and advertising, intellectual property rights, sources and uses of funds, and the like | ABM | ||
| ABM_BES12-Ia-c-2 | 12 | Uses | in choosing a product which is feasible in terms of the market, operations, and financials | appropriate analysis framework and methodology | ABM | |
| ABM_BES12-IId-j-11 | 12 | Winds up | a business enterprise | ABM | ||
| AD_AEPAD12-If-6 | 12 | Analyzes | dance studies | Arts-Design | ||
| AD_LMA12-IIIg-j-67 | 12 | Analyzes | the different budget items | Arts-Design | ||
| AD_AEPTH12-Id-5 | 12 | Analyzes | the structural components of plays and performances from a variety of Asian theatrical traditions | Arts-Design | ||
| AD_AEPTH12-Ig-8 | 12 | Analyzes | the structural components of plays and performances from a variety of commercial/mainstream theatrical traditions | Arts-Design | ||
| AD_AEPTH12-Ie-6 | 12 | Analyzes | the structural components of plays and performances from a variety of Philippine theatrical traditions | Arts-Design | ||
| AD_AEPTH12-If-7 | 12 | Analyzes | the structural components of plays and performances from a variety of regional theatrical traditions | Arts-Design | ||
| AD_AEPTH12-Ic-4 | 12 | Analyzes | the structural components of plays and performances from a variety of western theatrical traditions | Arts-Design | ||
| AD_PPALA12-IVa-1 | 12 | Analyzes | various types of dialogues in scripts | Arts-Design | ||
| AD_AEPAD12-IIg-h-11 | 12 | Applies | while deconstructing and reinventing two movement styles as they are merged into an original dance composition | choreographic devices | Arts-Design | |
| AD_LMA12-IVa-5 | 12 | Applies | ICT programs managing the arts (database, power point, graphics) | Arts-Design | ||
| AD_EAP12VA-IIIc-j-2 | 12 | Applies | learned skills in producing art works for exhibition. | Arts-Design | ||
| AD_ AEAP 12-I-IIc-j-6 | 12 | Applies | professional and ethic practices in the specific arts field | Arts-Design | ||
| AD_LMA12-IIId-28 | 12 | Appreciates | creative processes and creativity-inducing exercises in problem solving: unfreezing exercises, tableau exercises | Arts-Design | ||
| AD_LMA12-IIIg-j-52 | 12 | Appreciates and distinguishes | different project types | Arts-Design | ||
| AD_LMA12-IVj-36 | 12 | Appreciates and nurtures | audience feedback | Arts-Design | ||
| AD_AEPMU12-IIa-c-1 | 12 | Arranges | incorporating ICT | existing musical material | Arts-Design | |
| AD_DFI12-IVa-c-1 | 12 | Articulates | the process of appropriation and integration of traditional and/or local art forms into his/her own art work | Arts-Design | ||
| AD_PPALA12-IVg-h-5 | 12 | Assesses | through workshops, stage reading and other performances | criticism given | Arts-Design | |
| AD_PPD12-IIg-h-5 | 12 | Assesses | the safety and security of a particular creative work environment | Arts-Design | ||
| AD_AEPAD12-Ig-7 | 12 | Breaks | the story down into dance sections (beginning , middle, end) | Arts-Design | ||
| AD_LMA12-IIIf-43 | 12 | Builds and maintains | positive self image and relationships and work | Arts-Design | ||
| AD_LMA12-IIIf-48 | 12 | Builds and maintains | positive self image and relationships and work | Arts-Design | ||
| AD_AEPAD12-Ia-1 | 12 | Channels | energy | Arts-Design | ||
| AD_AEPMU12-Ia-1 | 12 | Chooses | one ICT application in music | Arts-Design | ||
| AD_AEPMU12-Ia-1 | 12 | Chooses | one specialization | Arts-Design | ||
| AD_LMA12-0a-t-27 | 12 | Chooses/selects | the appropriate media to document event | Arts-Design | ||
| AD_LMA12-IIIb-10 | 12 | Cites | the elements of arts as may be practiced in arts management (Ed Morato’s) | Arts-Design | ||
| AD_PPA12-IIIb-d-4 | 12 | Collaborates | with other art disciplines | Arts-Design | ||
| AD_AEPAD12-IId-f-11 | 12 | Collaborates | emphasizing respect and consideration toward each other | with peers | Arts-Design | |
| AD_LMA12-0a-t-26 | 12 | Colllects | for documentation | data | Arts-Design | |
| AD_LMA12-IIIg-j-59 | 12 | Communicates | with the production staff | Arts-Design | ||
| AD_AEDLA12-Ia-2 | 12 | Compares | from various literary works, approaches and techniques | ideas | Arts-Design | |
| AD_PPALA12-IIIa-c-2 | 12 | Compares | from various literary works as well as approaches and techniques in playwriting | ideas | Arts-Design | |
| AD_PPALA12-IIId-3 | 12 | Compares and contrasts | the text of a play vs. a play as performed in the form of a written review | Arts-Design | ||
| AD_ AEAP 12-I-IIg-j-8 | 12 | Compiles | through journal writing and portfolio making | mentoring process | Arts-Design | |
| AD_LMA12-IVe-20 | 12 | Complies | with the laws | Arts-Design | ||
| AD_LMA12-IIIa-8 | 12 | Comprehends | the demands of the Philippine Qualifications Framework (PQF) and ASEAN Qualifications Framework (AQF) | Arts-Design | ||
| AD_PPA12-IIIb-d-3 | 12 | Conceptualizes | a chosen material for staging which may include reworking of a pre-existing material or creating an original piece | Arts-Design | ||
| AD_AEPAD12-Ig-7 | 12 | Conceptualizes | a story | Arts-Design | ||
| AD_DFI12-IIIa-c-1 | 12 | Conducts | a research on cultural and artistic practices of his/her community | Arts-Design | ||
| AD_LMA12-IIIb-13 | 12 | Conducts | cultural mapping (from Research 1 and 2 ) | Arts-Design | ||
| AD_LMA12-IVj-35 | 12 | Conducts and reports | audience surveys | Arts-Design | ||
| AD_AEPMU12-IId-j-2 | 12 | Conducts, sings or plays | in various venues | with bands, vocal, or instrumental ensembles | Arts-Design | |
| AD_LMA12-IIIg-j-60 | 12 | Connects | to potential project resources | project requirements | Arts-Design | |
| AD_LMA12-IVf-i-29 | 12 | Considers | unforeseen problems/situations that may arise | Arts-Design | ||
| AD_DFI12-IIIf-3 | 12 | Constructs | based on its culture and arts | an identity of his/her community | Arts-Design | |
| AD_LMA12-IIIg-j-67 | 12 | Costs out | a production budget | Arts-Design | ||
| AD_DFI12-IIId-e-2 | 12 | Creates | a cultural map of his/her community | Arts-Design | ||
| AD_PPALA12-IVc-3 | 12 | Creates | a storyboard | Arts-Design | ||
| AD_DFI12-IVd-j-2 | 12 | Creates | a work of art/performance/creative event that addresses, tackles, or highlights local and national identity (i.e., exhibits, trade fairs, and arts and culture festivals) | Arts-Design | ||
| AD_EPA12-IIg-j-5 | 12 | Creates | an art work that applies the knowledge of their specialization | Arts-Design | ||
| AD_AEPAD12-Ic-3 | 12 | Creates | to understand their bodies, the space around them, and their relation to each other | body movements | Arts-Design | |
| AD_AEDLA12-Ia-c-3 | 12 | Creates | in fiction | character sketches, storyline, plot events | Arts-Design | |
| AD_LMA12-IIId-29 | 12 | Creates | in problem-solving exercises | ideas or solutions | Arts-Design | |
| AD_PPA12-IIIb-d-5 | 12 | Creates | music , dance, and designs appropriate for the production concept | Arts-Design | ||
| AD_EAP12VA-IIIa-b-1 | 12 | Defines | presentation and exhibition concepts | Arts-Design | ||
| AD_LMA12-IIIg-j-54 | 12 | Defines | the different types of projects of the different performing, visual, media art and design forms | Arts-Design | ||
| AD_LMA12-IIIb-17 | 12 | Demonstrates | an appreciation of arts and cultural organizations | Arts-Design | ||
| AD_LMA12-IIId-30 | 12 | Demonstrates | awareness and appreciation of "opportunity-seeking" processes for product development | Arts-Design | ||
| AD_PPD12-IIa-b-1 | 12 | Demonstrates | different warm-ups and exercises for the performing arts | Arts-Design | ||
| AD_LMA12-IIIf-38 | 12 | Demonstrates | discipline in handling finances of self: budgeting, savings | Arts-Design | ||
| AD_PPD12-IIc-2 | 12 | Demonstrates | exercises that are used to prevent injury and encourage professional longevity | Arts-Design | ||
| AD_LMA12-IVj-38 | 12 | Demonstrates | positive attitude toward criticisms | Arts-Design | ||
| AD_DFI12-IIIg-4 | 12 | Describes | in relation to community and nation | a concept of self | Arts-Design | |
| AD_LMA12-IIId-32 | 12 | Describes | the elements in a project proposal, including the establishment of objectives | Arts-Design | ||
| AD_AEPTH12-IIg-7 | 12 | Describes | by examining examples of designs in productions | the use of technical theatrical elements (e.g. lighting, set, props, sound, multimedia, etc.) | Arts-Design | |
| AD_AEPTH12-Ib-2 | 12 | Describes | the use of the basic elements of theater in a variety of theatrical performances | Arts-Design | ||
| AD_AEPTH12-Ia-1 | 12 | Describes | the various theories explaining the emergence of drama as a distinct art form | Arts-Design | ||
| AD_AEPTH12-Ib-3 | 12 | Describes and integrates | in an improvised performance | the different theories and elements of theater | Arts-Design | |
| AD_PPD12-IIi-j-6 | 12 | Designs | a hypothetical creative workplace that is hygienic and free of hazardous materials | Arts-Design | ||
| AD_PPA12-IIIa-1 | 12 | Designs | an organizational structure in a theater production | Arts-Design | ||
| AD_PPA12-IIIe-j-9 | 12 | Designs | through blockings and other appropriate techniques for staging and execution | the physical action and movement on stage of the theatrical performance | Arts-Design | |
| AD_AEPTH12-Ii-9 | 12 | Designs and constructs | concepts for staging devised scene works | Arts-Design | ||
| AD_LMA12-IVb-d-6 | 12 | Determines | the 4Ps of marketing-of-the-arts event | Arts-Design | ||
| AD_LMA12-IIIc-23 | 12 | Determines | the different roles of artists and cultural workers of projects in the different art forms | Arts-Design | ||
| AD_LMA12-IIIe-34 | 12 | Determines | the different stages of project planning for the performing arts, visual arts, and media art forms | Arts-Design | ||
| AD_LMA12-IIIf-50 | 12 | Develops | a unified goal and commitment, collaborative environment | Arts-Design | ||
| AD_LMA12-IIIf-40 | 12 | Develops | to maintain positive self-image | abilities | Arts-Design | |
| AD_LMA12-IVf-i-32 | 12 | Develops | basic communication and negotiation skills toward an environment of tolerance | Arts-Design | ||
| AD_LMA12-IVe-22 | 12 | Develops | basic understanding of the tax system and required government deductions (SSS, Philhealth, Pagibig) | Arts-Design | ||
| AD_LMA12-IVe-24 | 12 | Develops | good personal work habits | Arts-Design | ||
| AD_LMA12-IIIf-51 | 12 | Develops | good work habits | Arts-Design | ||
| AD_AEDLA12-Ie-f-6 | 12 | Develops | to write well-structured short stories and poems | ideas from the prewriting plan | Arts-Design | |
| AD_LMA12-IIIf-46 | 12 | Develops | job interview skills for the arts | Arts-Design | ||
| AD_AEPAD12-Ia-1 | 12 | Develops | physical skills | Arts-Design | ||
| AD_LMA12-IVj-37 | 12 | Develops | positive criticism skills for evaluation (objective and subjective) | Arts-Design | ||
| AD_PPD12-Ih-4 | 12 | Develops | proper personal hygiene | Arts-Design | ||
| AD_LMA12-IVe-23 | 12 | Develops | standards of excellence for his/her creation | Arts-Design | ||
| AD_PPA12-IIIe-j-8 | 12 | Develops | either by way of text analysis or by engaging into stage experimentations and improvisations | the initial part of theatrical performance | Arts-Design | |
| AD_PPA12-IIIe-j-11 | 12 | Devises | marketing strategies for production | Arts-Design | ||
| AD_AEPTH12-Ih-9 | 12 | Differentiates | by describing elements and conventions of staging and performance | theatrical forms | Arts-Design | |
| AD_AEPTH12-Ij-10 | 12 | Directs | based on recognized scripts | scenes | Arts-Design | |
| AD_LMA12-IIIf-49 | 12 | Discovers | how each one’s work contributes to the individuals and to the organization | Arts-Design | ||
| AD_LMA12-IIIf-44 | 12 | Discovers | how work contributes to individuals and to the organization | Arts-Design | ||
| AD_LMA12-IIIa-4 | 12 | Discovers | according to multiple intelligences | self | Arts-Design | |
| AD_LMA12-IIIg-j-53 | 12 | Discovers | the different types of projects of the various art forms to the type of needs and availability of resources | Arts-Design | ||
| AD_DFI12-III-Ih-i-5 | 12 | Discusses | with peers | issues arising from the experience of culture mapping | Arts-Design | |
| AD_LMA12-IIIa-9 | 12 | Displays | a habit of striving for professional excellence (i.e., “pwede pa” instead of “pwede na) | Arts-Design | ||
| AD_AEPTH12-IIa-1 | 12 | Distinguishes | by demonstrating knowledge of personal space, experiences and emotion, creative movement, and voice quality while interacting with others | the character, the actor, and the self | Arts-Design | |
| AD_LMA12-IIIb-22 | 12 | Distinguishes | the different artists and cultural workers of projects of the different art/cultural forms | Arts-Design | ||
| AD_LMA12-IIIg-j-66 | 12 | Distinguishes | the different budget items | Arts-Design | ||
| AD_AEPMU12-Ib-h-2 | 12 | Documents | observations of the chosen application | Arts-Design | ||
| AD_AEPMU12-Ib-h-2 | 12 | Documents | observations of the chosen genre | Arts-Design | ||
| AD_PPA12-IVi-j-5 | 12 | Documents | the performance | Arts-Design | ||
| AD_PPALA12-IIIe-g-4 | 12 | Drafts | a one-act play | Arts-Design | ||
| AD_AEPTH12-IIb-2 | 12 | Employs | through various exercises in devising scene works | different acting techniques | Arts-Design | |
| AD_PPALA12-IVa-c-2 | 12 | Engages in | various free writing activities | Arts-Design | ||
| AD_PPALA12-IIIa-d-4 | 12 | Engages in | various prewriting activities that enhance critical and creative writing skills | Arts-Design | ||
| AD_AEDLA12-Ia-c-4 | 12 | Engages in | various prewriting and organizational strategies and tools | Arts-Design | ||
| AD_EPA12-IIa-f-4 | 12 | Enhances | by introducing embellishment and improvisation as inspired by other art forms | a given story | Arts-Design | |
| AD_LMA12-IIIb-18 | 12 | Enumerates | arts and cultural organizational structures, both contemporary and traditional forms | Arts-Design | ||
| AD_LMA12-IIIb-21 | 12 | Enumerates | different traditional arts organizations ( i.e., Council of elders ) | Arts-Design | ||
| AD_LMA12-IIIc-25 | 12 | Establishes | awareness appreciation of the roles of the human resource of the different traditional art and cultural forms | Arts-Design | ||
| AD_AEPTH12-Ij-11 | 12 | Evaluates | to determine aesthetic value in drama as affected by history, society, expressions, and representations | samples of plays | Arts-Design | |
| AD_PPA12-IVi-j-4 | 12 | Evaluates | on an individual and organizational level | the whole learning experience | Arts-Design | |
| AD_LMA12-IIIa-6 | 12 | Exhibits | in attendance in class and other activities and in submission of requirements | Arts-Design | ||
| AD_ AEAP 12-I-IIc-j-5 | 12 | Exhibits | through application of the correct principles and techniques in the production of projects under apprenticeship | a level of proficiency | Arts-Design | |
| AD_LMA12-IVa-5 | 12 | Exhibits | awareness and understanding of technology in managing the arts (web, Internet, social media) | Arts-Design | ||
| AD_LMA12-IIIa-2 | 12 | Exhibits | discipline (time, excellence, finance) and integrity | Arts-Design | ||
| AD_LMA12-IIIf-37 | 12 | Explains | fiscal responsibility and accountability | Arts-Design | ||
| AD_LMA12-IVb-d-19 | 12 | Explains | the appropriate ticket price for the particular event (fund raising, art for a cause) | Arts-Design | ||
| AD_LMA12-IIIb-12 | 12 | Explains | the importance of art and cultural forms in the community | Arts-Design | ||
| AD_LMA12-IIIb-20 | 12 | Explains | the importance of arts organization in the community | Arts-Design | ||
| AD_LMA12-IVb-d-17 | 12 | Explains | the importance of conducting audience survey design | Arts-Design | ||
| AD_LMA12-IIIe-33 | 12 | Explains | the importance of project planning for arts organizations | Arts-Design | ||
| AD_LMA12-IVa-4 | 12 | Explains | the importance of technology in managing the arts | Arts-Design | ||
| AD_LMA12-IIIa-5 | 12 | Explains | the importance of time management in day-to-day life | Arts-Design | ||
| AD_ AEAP 12-I-IIa-b-2 | 12 | Explains | based on history, sociocultural context, functions and uses through reporting | the meaning and significance of various visual arts, media arts and applied art forms | Arts-Design | |
| AD_LMA12-IIIa-1 | 12 | Explains | the Personnel Development Course on knowing the self | Arts-Design | ||
| AD_LMA12-IIIb-19 | 12 | Explains or cites | the contributions of national and local arts organizations | Arts-Design | ||
| AD_LMA12-IVf-i-28 | 12 | Explains/ compares/ contrasts | the different management styles/skills of an arts event | Arts-Design | ||
| AD_AEPAD12-Ia-1 | 12 | Explores | through music | movement | Arts-Design | |
| AD_AEPAD12-Ie-5 | 12 | Explores | using improvisational techniques, collaborating with peers in the process | movement | Arts-Design | |
| AD_AEPAD12-Ih-IIb-8 | 12 | Explores | with peers; using compositional elements together with available appropriate music to depict the story, and analyzing and refining the dance | movement | Arts-Design | |
| AD_AEPAD12-IIg-h-11 | 12 | Explores | movement styles from a Philippine folk dance (such as Maglalatik) and a popular dance (such as hip hop) | Arts-Design | ||
| AD_LMA12-IVb-d-11 | 12 | Explores | the different communication forms/orgs in the area | Arts-Design | ||
| AD_LMA12-IVe-26 | 12 | Explores and improves | decision making skills | Arts-Design | ||
| AD_PPA12-IVa-g-1 | 12 | Finalizes | the integration of the different production components | Arts-Design | ||
| AD_AEDLA12-Ia-1 | 12 | Generates | from various literary works, approaches and techniques | ideas | Arts-Design | |
| AD_PPALA12-IIIa-c-1 | 12 | Generates | from various literary works as well as approaches and techniques in playwriting | ideas | Arts-Design | |
| AD_LMA12-IVe-20 | 12 | Identifies | (possible) violations in their communities | Arts-Design | ||
| AD_PPA12-IIIb-d-7 | 12 | Identifies | appropriate performance venue | Arts-Design | ||
| AD_LMA12-IVe-27 | 12 | Identifies | artists' managers/leaders in the school and in the community | Arts-Design | ||
| AD_AEPTH12-Ib-2 | 12 | Identifies | basic elements of theater | Arts-Design | ||
| AD_LMA12-IVb-d-18 | 12 | Identifies | basic sales strategies | Arts-Design | ||
| AD_EPA12-Ia-d-1 | 12 | Identifies | different elements and principles of organization in the arts, its potential to express one’s feelings and ideas, and to create meanings in everyday objects | Arts-Design | ||
| AD_PPD12-If-g-3 | 12 | Identifies | hazardous materials used in art production | Arts-Design | ||
| AD_LMA12-IIIe-35 | 12 | Identifies | key stages/scheduled time frame of proposed project/arts event | Arts-Design | ||
| AD_LMA12-IIIg-j-58 | 12 | Identifies | physical production requirements: production design (sets and props) | Arts-Design | ||
| AD_LMA12-IIIg-j-58 | 12 | Identifies | physical production requirements: production venue | Arts-Design | ||
| AD_PPD12-Id-e-2 | 12 | Identifies | possible industry-related injuries and their causes | Arts-Design | ||
| AD_LMA12-IVa-3 | 12 | Identifies | proper technological programs to be used in the art event | Arts-Design | ||
| AD_ AEAP 12-I-IIa-b-3 | 12 | Identifies | through a flowchart of the work process involved in the production projects | roles, responsibilities and the chain of accountability as an apprentice in the arts | Arts-Design | |
| AD_LMA12-IIIa-4 | 12 | Identifies | according to multiple intelligences | self | Arts-Design | |
| AD_LMA12-IVa-2 | 12 | Identifies | the appropriate technologies for certain management processes (i.e., typography, graphic design) | Arts-Design | ||
| AD_LMA12-IIId-31 | 12 | Identifies | in problem solving exercises | the different "opportunity seeking" processes | Arts-Design | |
| AD_LMA12-IVb-d-16 | 12 | Identifies | the different audience survey designs | Arts-Design | ||
| AD_LMA12-IVb-d-8 | 12 | Identifies | the different communication elements of Sender-Message-Channel-Receiver (SMCR ) | Arts-Design | ||
| AD_LMA12-IVb-d-7 | 12 | Identifies | the different communication forms to promote art events: advertisements | Arts-Design | ||
| AD_LMA12-IVb-d-7 | 12 | Identifies | the different communication forms to promote art events: posters and tarpaulins | Arts-Design | ||
| AD_LMA12-IVb-d-7 | 12 | Identifies | the different communication forms to promote art events: print ads (flyers and invitations) | Arts-Design | ||
| AD_LMA12-IIIg-j-64 | 12 | Identifies | the different type of materials/equipment used in each type of project | Arts-Design | ||
| AD_LMA12-IIIg-j-61 | 12 | Identifies | the different types of materials/equipment used in each type of project | Arts-Design | ||
| AD_AEAP12-I-IIa-b-1 | 12 | Identifies | the individual artist/designer in the community who can train or mentor student-apprentice | Arts-Design | ||
| AD_PPD12-Ia-c-1 | 12 | Identifies | the parts of the body involved in the creation/performance of different art forms | Arts-Design | ||
| AD_PPA12-IIIa-2 | 12 | Identifies | by undergoing the process of a production | the possible careers associated with the performing arts field | Arts-Design | |
| AD_LMA12-IIIg-j-56 | 12 | Identifies | the uniqueness of the different cultural traditional forms | Arts-Design | ||
| AD_PPA12-IIIa-1 | 12 | Identifies | the various departments | Arts-Design | ||
| AD_EPA12-Ie-j-2 | 12 | Identifies and analyzes | the elements and principles of organization in the arts (painting, print, photography, and other forms of two-dimensional art; sculpture, installation, and other forms of three-dimensional art; and architecture) | Arts-Design | ||
| AD_LMA12-IVb-d-13 | 12 | Identifies and explores | the different technologies to promote the art event | Arts-Design | ||
| AD_LMA12-IIIa-7 | 12 | Identifies and practices | self improvement standards | Arts-Design | ||
| AD_LMA12-IVe-21 | 12 | Identifies and reports | (possible) violations (in their communities) of basic constitutional rights: Freedom of Expression, Intellectual Property Rights, National Heritage Law, Indigenous People's Rights Law, Basic Taxation Systems (Income Tax, VAT, etc.) | Arts-Design | ||
| AD_LMA12-IVb-d-9 | 12 | Identifies and uses | application of the appropriate communication forms/org to promote the art event | Arts-Design | ||
| AD_LMA12-IIIc-24 | 12 | Identifies, appreciates and understands | the different traditional artists and cultural workers of the different cultural art forms | Arts-Design | ||
| AD_LMA12-IIIb-14 | 12 | Identifies, enumerates and locates | different Philippine organizations/content providers of art and cultural resources (libraries, sources, websites, etc.) | Arts-Design | ||
| AD_PPA12-Iva-g-2 | 12 | Incorporates | for production enhancement | the criticisms and proposals | Arts-Design | |
| AD_LMA12-IIIf-47 | 12 | Interacts | with others | positively and effectively | Arts-Design | |
| AD_LMA12-IIIf-39 | 12 | Is | accountable for the expenses | Arts-Design | ||
| AD_LMA12-IIIg-j-62 | 12 | Lists down | the types of art materials and equipment used in each type of project | Arts-Design | ||
| AD_LMA12-IIIg-j-57 | 12 | Makes | a checklist of production requirements (both staffing and physical production requirements) | Arts-Design | ||
| AD_LMA12-IIIb-16 | 12 | Makes | a list of groups or organizations in the creative industry value chain as well as core and related industries | Arts-Design | ||
| AD_LMA12-IIIb-15 | 12 | Makes | a report on the basic output of the research/basic cultural mapping of arts and cultural organizations in the community | Arts-Design | ||
| AD_LMA12-IIIg-j-68 | 12 | Makes | an expense-income financial report | Arts-Design | ||
| AD_LMA12-IIIf-39 | 12 | Manages | funds | Arts-Design | ||
| AD_LMA12-IVb-d-10 | 12 | Maps | the available communication forms/organization in the area | Arts-Design | ||
| AD_AEPMU12-Ii-j-3 | 12 | Organizes | a compilation of the observations | Arts-Design | ||
| AD_ AEAP 12-I-IIc-j-7 | 12 | Participates | under apprenticeship | in the development of an artistic product | Arts-Design | |
| AD_AEPTH12-Ii-10 | 12 | Performs | a readers’ theater that will illustrate various characteristics of representative plays across history and cultures | Arts-Design | ||
| AD_AEPTH12-IId-4 | 12 | Performs | with an ensemble of actors | improvised scenes | Arts-Design | |
| AD_AEPTH12-IIc-3 | 12 | Performs | scenes from recognized scripts | Arts-Design | ||
| AD_PPA12-IVh-3 | 12 | Performs | with a level of mastery | Arts-Design | ||
| AD_EAP12AA-IVe-h-2 | 12 | Plans | exhibition space | Arts-Design | ||
| AD_AEPAD12-IIc-9 | 12 | Plans, designs and executes | minimal sets, costumes, and props that are available in the locality | Arts-Design | ||
| AD_EPA12-IIa-f-3 | 12 | Portrays | through integrated artistic storytelling using digital tools (i.e., digital story, animation, short film, shadow play) | Philippine folk arts, chants and myths | Arts-Design | |
| AD_PPD12-Ii-j-5 | 12 | Practices | first aid measures | Arts-Design | ||
| AD_LMA12-IIIg-j-65 | 12 | Prepares | a program of events | Arts-Design | ||
| AD_AEPAD12-IId-f-10 | 12 | Prepares | class run-throughs and rehearsals | Arts-Design | ||
| AD_EAP12AA-IVe-h-2 | 12 | Prepares | comprehensive visual presentation | Arts-Design | ||
| AD_EAP12AA-IVa-d-1 | 12 | Prepares | exhibition materials for culminating project | Arts-Design | ||
| AD_PPA12-IIIe-j-11 | 12 | Prepares | production and technical requirements such as sets, lights, sounds, costumes, props, and multimedia | Arts-Design | ||
| AD_AEPAD12-IIi-j-12 | 12 | Prepares | to refine and problem-solve the entire production | rehearsals | Arts-Design | |
| AD_EAP12AA-IVi-j-3 | 12 | Presents | in a presentation or exhibition; as an individual or as a group | culminating project | Arts-Design | |
| AD_AEPAD12-IId-f-10 | 12 | Problem-solves | for the dance | Arts-Design | ||
| AD_PPD12-IId-3 | 12 | Produces | a working résumé draft that contains his/her basic profile and skills | Arts-Design | ||
| AD_AEPTH12-IIf-6 | 12 | Produces | sketches and miniature studies of set and costume designs appropriate for a specific play | Arts-Design | ||
| AD_AEPAD12-Ia-1 | 12 | Promotes | creativity | Arts-Design | ||
| AD_DFI12-IIIj-6 | 12 | Proposes | possible ideas that could address these issues | Arts-Design | ||
| AD_PPA12-IIIb-d-6 | 12 | Recognizes | local heritage and folk tradition or other artistic forms that may be used in staging a chosen piece | Arts-Design | ||
| AD_LMA12-IIIa-3 | 12 | Recognizes | in terms of multiple-intelligence exercises | personal strengths, weaknesses, and challenges | Arts-Design | |
| AD_LMA12-IIIe-36 | 12 | Records | day-to-day work in progress | Arts-Design | ||
| AD_AEPAD12-IId-f-10 | 12 | Refines | the dance | Arts-Design | ||
| AD_PPA12-IIIe-j-10 | 12 | Rehearses | with singers, dancers, and accompaniment | musical numbers | Arts-Design | |
| AD_LMA12-IVb-d-15 | 12 | Relates | to audience behavior toward art forms | demographics | Arts-Design | |
| AD_LMA12-IIIg-j-63 | 12 | Relates | based on production requirements | the different possible venues for possible art events | Arts-Design | |
| AD_LMA12-IIIg-j-55 | 12 | Relates | to the type of needs and availability of resources | the different types of projects of the various art forms | Arts-Design | |
| AD_LMA12-IIIf-41 | 12 | Reports | basic fiscal responsibility and accountability | Arts-Design | ||
| AD_AEPMU12-Ia-1 | 12 | Researches | all available musical genres in the community | Arts-Design | ||
| AD_AEPMU12-Ia-1 | 12 | Researches | all Information and Communications Technology (ICT) applications in music that are available in the community | Arts-Design | ||
| AD_AEPAD12-Id-4 | 12 | Researches | traditional industries, heritage and architectural landmarks, etc. | Arts-Design | ||
| AD_PPD12-IIe-f-4 | 12 | Researches and writes | a report on the local and international market conditions relating to a specific art form | Arts-Design | ||
| AD_LMA12-IIIf-45 | 12 | Reviews | business communications (job application, résumé writing for the arts, a consumer complaint, sponsorship letters, etc.) | Arts-Design | ||
| AD_AEDLA12-Ih-j-8 | 12 | Revises | according to self-evaluation and feedback of peers and mentors | work | Arts-Design | |
| AD_PPALA12-IIIh-j-5 | 12 | Revises | according to mentor's comments and peer’s feedback | work | Arts-Design | |
| AD_PPALA12-IVi-j-6 | 12 | Revises | according to critics’ and audience's comments | work | Arts-Design | |
| AD_AEDLA12-Ig-7 | 12 | Share/ presents | for evaluation and feedback | written draft | Arts-Design | |
| AD_LMA12-IIIf-42 | 12 | Shows | discipline in handling finances of others (responsibility and accountability) | Arts-Design | ||
| AD_AEPAD12-Ia-1 | 12 | Stimulates | the imagination | Arts-Design | ||
| AD_AEDLA12-b-d-5 | 12 | Submits | a reaction paper on a literary piece | Arts-Design | ||
| AD_LMA12-IVj-39 | 12 | Translates | to self-criticism | self-challenging attitude | Arts-Design | |
| AD_LMA12-IIIb-11 | 12 | Translates/ relates | the art elements in management (i.e. harmony, balance, line, form, repetition, etc.) | Arts-Design | ||
| AD_LMA12-IVf-i-31 | 12 | Understands | authority, supervision, control in leadership | Arts-Design | ||
| AD_LMA12-IVb-d-14 | 12 | Understands | basic audience analysis | Arts-Design | ||
| AD_LMA12-IVj-34 | 12 | Understands | conflict management | Arts-Design | ||
| AD_LMA12-IVf-i-33 | 12 | Understands | control in leadership | Arts-Design | ||
| AD_LMA12-IVf-i-30 | 12 | Understands | control in leadership as well as crisis management, (“show must go on”, “expect the unexpected”) | Arts-Design | ||
| AD_LMA12-IVa-1 | 12 | Understands | how economic and social needs influence the nature and structure of work | Arts-Design | ||
| AD_ LMA12-IVe-25 | 12 | Understands | leadership structures and practices in the community | Arts-Design | ||
| AD_AEPTH12-Ih-8 | 12 | Understands | stageground plan designs and principles of stage composition | Arts-Design | ||
| AD_AEPTH12-II-e-5 | 12 | Understands | the elements and areas of stage design | Arts-Design | ||
| AD_AEPAD12-Ib-2 | 12 | Uses | to communicate an image (the wind), idea (a journey) or a feeling (strength) | body movements | Arts-Design | |
| AD_AEDLA12-Ia-c-3 | 12 | Uses | in poetry | rhythm, imagery, word play and other figurative language, and sound devices | Arts-Design | |
| AD_ AEAP 12-I-IIc-j-4 | 12 | Uses | under apprenticeship; in the specific arts field | safety and security procedures | Arts-Design | |
| AD_LMA12-IVb-d-12 | 12 | Writes | to promote and market the event | a production brief | Arts-Design | |
| AD_PPALA12-IVd-f-4 | 12 | Writes | for a radio commercial or television show or a short film | a script | Arts-Design | |
| AD_EAP12AA-IVe-h-2 | 12 | Writes | exhibition notes | Arts-Design | ||
| AD_AEPMU12-IIa-c-1 | 12 | Writes | incorporating ICT | original material | Arts-Design | |
| EN12Lit-Ie-27 | 12 | Analyzes | other literary techniques in the text | English | ||
| CS_EN11/12A-EAPP-IIa-d-3 | 12 | Analyzes | the arguments used by the writer/s | English | ||
| EN12Lit-Ie-27 | 12 | Analyzes | the figures of speech in the text | English | ||
| EN12Lit-Ie-31.2 | 12 | Applies | in crafting an adaptation of a literary text | ICT skills | English | |
| EN12Lit-IIij-31.2 | 12 | Applies | in crafting an adaptation of a literary text | ICT skills | English | |
| EN12Lit-IIc-33 | 12 | Appreciates | the aesthetic diversity of literature of the world | English | ||
| EN12Lit-Ic-24 | 12 | Appreciates | the contributions of the canonical Filipino writers to the development of national literature | English | ||
| EN12Lit-IIc-33 | 12 | Appreciates | the cultural diversity of literature of the world | English | ||
| EN12Lit-Ie-31.1 | 12 | Chooses | an appropriate multimedia format in interpreting a literary text | English | ||
| EN12Lit-IIij-31.1 | 12 | Chooses | appropriate multimedia form of interpreting a literary text | English | ||
| EN12Lit-Id-25 | 12 | Cites | the literary genres' elements | English | ||
| EN12Lit-Id-25 | 12 | Cites | the literary genres' structures | English | ||
| EN12Lit-Id-25 | 12 | Cites | the literary genres' traditions | English | ||
| EN12Lit-IId-25 | 12 | Compares and contrasts | the elements of the various 21st-century literary genres | English | ||
| EN12Lit-IId-25 | 12 | Compares and contrasts | the structures of the various 21st-century literary genres | English | ||
| EN12Lit-IId-25 | 12 | Compares and contrasts | the traditions from across the globe of the various 21st-century literary genres | English | ||
| EN12Lit-IId-25 | 12 | Compares and contrasts | the various 21st-century literary genres | English | ||
| EN12Lit-Id-25 | 12 | Differentiates/compares and contrasts | the various 21st-century literary genres and the ones from the earlier genres | English | ||
| EN12Lit-Ie-28 | 12 | Discusses | how contexts enhance and enrich the text’s meaning and reader's understanding | English | ||
| EN12Lit-IIe-34 | 12 | Distinguishes | the literary and nonliterary uses of language | English | ||
| EN12Lit-Ie-31.3 | 12 | Does | based on rationalized criteria prior to presentation | self-assessment or peer-assessment of a creative adaptation of a literary text | English | |
| EN12Lit-IIij-31.3 | 12 | Does | based on rationalized criteria prior to presentation | self-assessment or peer-assessment of a creative adaptation of a literary text | English | |
| EN12Lit-IIg-35 | 12 | Examines | the relationship between text and context | English | ||
| EN12Lit-Ie-28 | 12 | Explains | the literary, biographical, linguistic, and sociocultural context | English | ||
| EN12Lit-IIf-28 | 12 | Explains | the literary, biographical, linguistic, and sociocultural context | English | ||
| EN12Lit-Ie-30 | 12 | Explains | the relationship of context with the text’s meaning | English | ||
| EN12Lit-IIb-32 | 12 | Explains | in terms of literary elements, genres, and traditions | the texts | English | |
| EN12Lit-IIa-22 | 12 | Identifies | representative authors from Africa | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative authors from Asia | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative authors from Europe | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative authors from Latin America | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative authors from North America | English | ||
| EN12Lit-Ib-22 | 12 | Identifies | representative texts and authors from each region (e.g., engage in oral history research with focus on key personalities from the students’ region/province/ town) | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative texts from Africa | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative texts from Asia | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative texts from Europe | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative texts from Latin America | English | ||
| EN12Lit-IIa-22 | 12 | Identifies | representative texts from North America | English | ||
| EN12Lit-IIe-27 | 12 | Identifies | the figures of speech and other literary techniques and devices in the text | English | ||
| EN12Lit-Ia-21 | 12 | Identifies | the geographic, linguistic, and ethnic dimensions of Philippine literary history | from precolonial to the contemporary | English | |
| EN12Lit-Id-26 | 12 | Infers | based on usage | literary meaning from literal language | English | |
| EN12Lit-Ie-29 | 12 | Situates | the text in the context of the region and the nation | English | ||
| EN12Lit-IIc-29 | 12 | Situates | the text in the context of the region, nation, and the nation | English | ||
| EN12Lit-IIh-36 | 12 | Understands | literary meanings in context and the use of critical reading strategies | English | ||
| EN12Lit-IIe-34 | 12 | Understands | the literary uses of language from the nonliterary and understands their use as well as the formal features and conventions of literature | English | ||
| EN12Lit-Ic-23 | 12 | Values | the contributions of local writers to the development of regional literary traditions | English | ||
| TVL_MEW212WLSP-Ia-d-1 | 12 | Defines | boiler | EngWatch2 | ||
| TVL_MEW212WLSP-Ie-f-2 | 12 | Discusses | steam cycle | EngWatch2 | ||
| TVL_MEW212WLSP-Ig-j-3 | 12 | Discusses | the different uses of steam onboard ships | EngWatch2 | ||
| TVL_MEW212WLSP-IIa-j-4 | 12 | Discusses | the procedure in maintaining the water level and steam pressure of the boiler | EngWatch2 | ||
| NONE | 12 | Discusses | the relevance of the course | EngWatch2 | ||
| TVL_MEW212WLSP-IIa-j-4 | 12 | Discusses | the safe operating procedure of the boiler | EngWatch2 | ||
| TVL_MEW212WLSP-Ie-f-2 | 12 | Discusses | the steam cycle in relation to the actual operation of boiler | EngWatch2 | ||
| TVL_MEW212WLSP-Ia-d-1 | 12 | Discusses | the types of boiler | EngWatch2 | ||
| TVL_MEW212WLSP-IIa-j-4 | 12 | Explains | safe operation of boiler during watch keeping | EngWatch2 | ||
| TVL_MEW212WLSP-Ig-j-3 | 12 | Explains | the application of steam onboard ships | EngWatch2 | ||
| NONE | 12 | Explains | the core concepts of Engine Watch 2 | EngWatch2 | ||
| TVL_MEW212WLSP-Ie-f-2 | 12 | Explains | the cycle in producing steam | EngWatch2 | ||
| TVL_MEW212WLSP-Ia-d-1 | 12 | Explains | the function of the basic parts of the boiler | EngWatch2 | ||
| TVL_MEW212WLSP-Ia-d-1 | 12 | Explains | the function of the boiler | EngWatch2 | ||
| NONE | 12 | Explores | job opportunities for Abled Seafarer Engine as a career | EngWatch2 | ||
| TVL_MEW212WLSP-IIa-j-4 | 12 | Identifies | how these parameters are being measured | EngWatch2 | ||
| TVL_MEW212WLSP-IIa-j-4 | 12 | Identifies | the parameters for safe boiler operations | EngWatch2 | ||
| TVL_MEW212WLSP-IIa-j-4 | 12 | Reads | the water level and steam pressure | EngWatch2 | ||
| PEH12FH-IIk-t-9 | 12 | Analyzes | to monitor and/or adjust participation or effort | physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs | Health-PE | |
| PEH12FH-Ik-t-9 | 12 | Analyzes | to monitor and/or adjust participation or effort | physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs | Health-PE | |
| PEH12FH-Ia-t-12 | 12 | Demonstrates | in the use of facilities and equipment | proper etiquette and safety | Health-PE | |
| PEH12FH-IIa-t-12 | 12 | Demonstrates | in the use of facilities and equipment | proper etiquette and safety | Health-PE | |
| PEH12FH-Id-3 | 12 | Describes | the connection of health behaviors (eating habits, sleep and stress management) to health risks factors | Health-PE | ||
| PEH12FH-Id-3 | 12 | Describes | the connection of health behaviors (eating habits, sleep and stress management) to physical activity assessment performance | Health-PE | ||
| PEH12FH-IIf-5 | 12 | Describes | the role of physical activity assessments in managing one’s stress | Health-PE | ||
| PEH12FH-Ie-4 | 12 | Differentiates | types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) | Health-PE | ||
| PEH12FH-IIe-4 | 12 | Differentiates | types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or recreation events) | Health-PE | ||
| PEH12FH-IIa-20 | 12 | Discusses | the nature of different recreational activities | Health-PE | ||
| PEH12FH-Ia-19 | 12 | Discusses | the nature of the different dances | Health-PE | ||
| PEH12FH-IIk-t-15 | 12 | Displays | in recreational activities | initiative, responsibility, and leadership | Health-PE | |
| PEH12FH-Ik-t-15 | 12 | Displays | in sports activities | initiative, responsibility, and leadership | Health-PE | |
| PEH12FH-Ia-t-8 | 12 | Engages in | for at least 60 minutes most days of the week; in a variety of settings in and out of school | moderate to vigorous physical activities (MVPAs) | Health-PE | |
| PEH12FH-IIa-t-8 | 12 | Engages in | for at least 60 minutes most days of the week; in a variety of settings in and out of school | moderate to vigorous physical activities (MVPAs) | Health-PE | |
| PEH12FH-Ib-c-2 | 12 | Explains | how to optimize the energy systems for safe and improved performance | Health-PE | ||
| PEH12FH-IIb-c-2 | 12 | Explains | how to optimize the energy systems for safe and improved performance | Health-PE | ||
| PEH12FH-IId-3 | 12 | Explains | relationship of health behaviors (eating habits, sleep and stress management) to health risks factors | Health-PE | ||
| PEH12FH-IId-3 | 12 | Explains | relationship of health behaviors (eating habits, sleep and stress management) to physical activity assessment performance | Health-PE | ||
| PEH12FH-If-5 | 12 | Explains | the role of physical activity assessments in managing one’s stress | Health-PE | ||
| PEH12FH-Id-t-14 | 12 | Explains | the value of optimizing one’s health through participation in physical activity assessment | Health-PE | ||
| PEH12FH-IIi-j-11 | 12 | Identifies | in case of an injury or emergency | school and community resources | Health-PE | |
| PEH12FH-Ii-j-11 | 12 | Identifies | in case of an injury or emergency | school and community resources | Health-PE | |
| PEH12FH-IIk-t-10 | 12 | Observes | to avoid dehydration, overexertion, hypo- and hyperthermia; during MVPA participation | personal safety protocol | Health-PE | |
| PEH12FH-Ik-t-10 | 12 | Observes | to avoid dehydration, overexertion, hypo- and hyperthermia; during MVPA participation | personal safety protocol | Health-PE | |
| PEH12FH-Io-t-17 | 12 | Organizes | for a target health issue or concern | dance event | Health-PE | |
| PEH12FH-IIo-t-17 | 12 | Organizes | for a target health issue or concern | recreational event | Health-PE | |
| PEH12FH-Ik-o-13 | 12 | Participates | in an organized event that addresses health/dance issues and concerns | Health-PE | ||
| PEH12FH-IIk-o-13 | 12 | Participates | in an organized event that addresses health/recreation issues and concerns | Health-PE | ||
| PEH12FH-Ip-q-16 | 12 | Recognizes | one’s potential for health-and-dance-related career opportunities | Health-PE | ||
| PEH12FH-IIp-q-16 | 12 | Recognizes | one’s potential for health-and-recreation-related career opportunities | Health-PE | ||
| PEH12FH-IId-t-14 | 12 | Recognizes | the value of optimizing one’s health through participation in physical activity assessments | Health-PE | ||
| PEH12FH-Ig-i-6 | 12 | Self-assesses | barriers to physical activity assessment participation | Health-PE | ||
| PEH12FH-IIg-i-6 | 12 | Self-assesses | barriers to physical activity assessment participation | Health-PE | ||
| PEH12FH-Ig-i-6 | 12 | Self-assesses | health-related fitness (HRF) status | Health-PE | ||
| PEH12FH-IIg-i-6 | 12 | Self-assesses | health-related fitness (HRF) status | Health-PE | ||
| PEH12FH-Ig-i-6 | 12 | Self-assesses | one’s diet | Health-PE | ||
| PEH12FH-IIg-i-6 | 12 | Self-assesses | one’s diet | Health-PE | ||
| PEH12FH-IIi-j-7 | 12 | Sets | based on training principles; to achieve and/or maintain HRF | FITT goals | Health-PE | |
| PEH12FH-Ii-j-7 | 12 | Sets | based on training principles; to achieve and/or maintain HRF | FITT goals | Health-PE | |
| HUMSS_CSC12-II-d-g-8 | 12 | Acknowledges | interrelationship of self and community in undertaking community action | HSS | ||
| HUMSS_CSC12-IIIa-c-5 | 12 | Analyzes | in terms of structures, dynamics, and processes | functions of communities | HSS | |
| HUMSS_PG12-Ih-25 | 12 | Analyzes | how contemporary Philippine presidents exercised their powers | HSS | ||
| HUMSS_PG12-Ib-c-10 | 12 | Analyzes | how political ideologies impact on the social and political life of Filipinos | HSS | ||
| HUMSS_CSC12-IIIh-j-15 | 12 | Analyzes | strategies of empowerment and advocacy through community action | HSS | ||
| HUMSS_WRB12-I/IIIb-2.2 | 12 | Analyzes | the culture of the region that gave rise to specific religions | HSS | ||
| HUMSS_DIASS12-IIe-f-44 | 12 | Analyzes | the effects of applied social sciences processes | on individuals, groups, and society | HSS | |
| HUMSS_PG12-If-g-21 | 12 | Analyzes | the evolution of Philippine politics and governance | HSS | ||
| HUMSS_PG12-IIc-d-9 | 12 | Analyzes | the nature of elections and political parties in the Philippines | HSS | ||
| HUMSS_PG12-Id-13 | 12 | Analyzes | the nature, dimensions, types, deployments, and consequences of power | HSS | ||
| HUMSS_CSC12-IVa-d-18 | 12 | Applies | in conducting a community study | systematic social research methods | HSS | |
| HUMSS_PG12-Ii-29 | 12 | Appraises | the impact of Congress’ performance on Philippine development | HSS | ||
| HUMSS_PG12-If-g-23 | 12 | Appraises | the influence of prior stages of Philippine political developments on contemporary Philippine politics | HSS | ||
| HUMSS_CSC12-IIIh-j-14 | 12 | Appraises | in the context of participatory development | the value of social equity and gender equality | HSS | |
| HUMSS_CSC12-IVe-h-21 | 12 | Appreciates | the value of applying social sciences in community action initiatives | HSS | ||
| HUMSS_PG12-Ii-30 | 12 | Articulates | to a Philippine legislator; through formal correspondence | a position or advocacy | HSS | |
| HUMSS_PG12-Ia-1 | 12 | Articulates | definitions of politics | HSS | ||
| HUMSS_PG12-IIe-f-18 | 12 | Assesses | an existing program that addresses an issue related to political engagement and youth empowerment | HSS | ||
| HUMSS_PG12-Id-14 | 12 | Assesses | how power is exercised in different situations | HSS | ||
| HUMSS_CSC12-IId-g-1 | 12 | Assesses | selected community-action initiatives | HSS | ||
| HUMSS_PG12-If-g-22 | 12 | Assesses | the effects of the colonial experience on Philippine politics and governance | HSS | ||
| HUMSS_PG12-IIc-d-8 | 12 | Assesses | the implications of the type of electoral systems on politics and governance | HSS | ||
| HUMSS_PG12-Ii-28 | 12 | Assesses | the performance of the Philippine Congress | HSS | ||
| HUMSS_PG12-IId-14 | 12 | Assesses | the various avenues for citizen participation | HSS | ||
| HUMSS_MCT12-Ic-e-3 | 12 | Attains | facility in strategic analysis | HSS | ||
| HUMSS_DIASS12-Ia-2 | 12 | Cites | differences among the applied social sciences | HSS | ||
| HUMSS_WRB12-I/IIIb-2.1 | 12 | Cites | regions or places where specific religions evolved | HSS | ||
| HUMSS_DIASS12-Ia-1 | 12 | Clarifies | the relationships between social sciences and applied social sciences | HSS | ||
| HUMSS_WRB12-I/IIIa-1.1 | 12 | Communicates | an understanding of his/her religion | HSS | ||
| HUMSS_WRB12-I/IIIi-7.4 | 12 | Compares | in the aspects of origin, morality, purpose, destiny, and views on women | the doctrines of each of the three religions | HSS | |
| HUMSS_WRB12-II/IVd-11.4 | 12 | Compares | in the aspects of origin, morality, purpose, destiny, and views on women | the doctrines of each of the three religions | HSS | |
| HUMSS_MCT12-IIg-i-3 | 12 | Compares | the neural networks with social networks | HSS | ||
| HUMSS_WRB12-II/IVi-15.4 | 12 | Compares | in the aspects of individual, family, society, government, and nature | the perceptions of people on the doctrines of each of the three religions | HSS | |
| HUMSS_CSC12-IIa-c-2 | 12 | Compares and contrasts | the definitions of community using various perspectives, e.g., social sciences, institutions, civil society, and local/grassroots level | HSS | ||
| HUMSS_CSC12-IIIa-c-6 | 12 | Compares and contrasts | typologies of communities | HSS | ||
| HUMSS_MCT12-IIa-c-7 | 12 | Conceptualizes/ formulates | what can be a viable alternative to undemocratic practices | HSS | ||
| HUMSS_WRB12-I/IIIb-2.4 | 12 | Conducts | a group activity that demonstrates the influence of a religion in a certain culture | HSS | ||
| HUMSS_WRB12-I/IIIi-7.4 | 12 | Conducts | a group research on the doctrines of each of the three religions | HSS | ||
| HUMSS_WRB12-I/IIIg-h-6.4 | 12 | Conducts | a panel discussion on Muslim beliefs and practices | HSS | ||
| HUMSS_PG12-IIe-f-20 | 12 | Conducts | for a draft proposal on a project on political engagement and youth empowerment | a research | HSS | |
| HUMSS_PG12-IIa-b-4 | 12 | Conducts | with barangay officials | an interview on community programs | HSS | |
| HUMSS_WRB12-II/IVd-11.4 | 12 | Conducts | an interview on the doctrines of each of the three religions | HSS | ||
| HUMSS_MCT12-If-g-7 | 12 | Creates | to show the origins of the different components of a gadget, business enterprise, industrial/ technological/ agricultural product, etc. | a map | HSS | |
| HUMSS_PG12-Ib-c-9 | 12 | Critiques | ideas that have a direct impact on how we try to manage ourselves as a political community | HSS | ||
| HUMSS_PG12-Ih-26 | 12 | Critiques | the Philippine presidents’ exercise of power | HSS | ||
| HUMSS_MCT12-Ia-b-1 | 12 | Defines | a trend | HSS | ||
| HUMSS_MCT12-Ic-e-1 | 12 | Defines | intuitive thinking | HSS | ||
| HUMSS_PG12-Ie-15 | 12 | Defines | nation | HSS | ||
| HUMSS_PG12-Id-11 | 12 | Defines | power | HSS | ||
| HUMSS_PG12-Ie-15 | 12 | Defines | state | HSS | ||
| HUMSS_MCT12-Ic-e-1 | 12 | Defines | strategic analysis | HSS | ||
| HUMSS_CA12-Ia-d-2 | 12 | Defines | the roles, functions and responsibilities of members of the production team | HSS | ||
| HUMSS_DIASS12-Ih-29 | 12 | Demonstrates | comprehension of the principles of communication | HSS | ||
| HUMSS_DIASS12-Ib-4 | 12 | Demonstrates | comprehension of the principles of counseling | HSS | ||
| HUMSS_DIASS12-Ie-17 | 12 | Demonstrates | comprehension of the principles of social work | HSS | ||
| HUMSS_MCT12-IIg-i-5 | 12 | Demonstrates | how thinking processes are shaped by social relationships | HSS | ||
| HUMSS_DIASS12-IIa-37 | 12 | Describes | the clientele and audience of communication | HSS | ||
| HUMSS_DIASS12-Id-11 | 12 | Describes | the clientele and audience of counseling | HSS | ||
| HUMSS_DIASS12-Ig-24 | 12 | Describes | the clientele and audience of social work | HSS | ||
| HUMSS_MCT12-Ia-b-5 | 12 | Describes | the different characteristics of a trend | HSS | ||
| HUMSS_PG12-If-g-20 | 12 | Describes | the different stages in the evolution of Philippine politics and governance | HSS | ||
| HUMSS_DIASS12-Ih-31 | 12 | Describes | the elements and levels of the communication processes | HSS | ||
| HUMSS_WRB12-II/IVe-12.1 | 12 | Describes | the five basic relationships (king to subject, father to son, husband to wife, elder brother to younger brother, and friend to friend) | HSS | ||
| HUMSS_PG12-IIc-d-6 | 12 | Describes | the nature of elections and political parties in the Philippines | HSS | ||
| HUMSS_PG12-IIe-f-17 | 12 | Determines | programs that address issues related to political engagement and youth empowerment | HSS | ||
| HUMSS_CSC12-IVa-d-19 | 12 | Develops | using participatory approaches | a community action plan | HSS | |
| HUMSS_CSC12-IIIh-j-16 | 12 | Develops | commitment and conviction to participatory development for community well-being | HSS | ||
| HUMSS_CSC12-IIIa-c-3 | 12 | Develops/ affirms | sense of shared identity and willingness to contribute to the attainment of the common good | HSS | ||
| HUMSS_MCT12-Ia-b-3 | 12 | Differentiates | a trend from a fad | HSS | ||
| HUMSS_WRB12-I/IIIa-1.2 | 12 | Differentiates | between religion as humans’ way to God, theology as a study of God’s way to humans and philosophy as a reflection of humans’ life experience of God | HSS | ||
| HUMSS_PG12-Ia-5 | 12 | Differentiates | governance from government | HSS | ||
| HUMSS_MCT12-Ic-e-5 | 12 | Differentiates | key components in strategic analysis and intuitive thinking | HSS | ||
| HUMSS_PG12-Ie-16 | 12 | Differentiates | nation | HSS | ||
| HUMSS_WRB12-I/IIIa-1.2 | 12 | Differentiates | religion from: Philosophy of Religion | HSS | ||
| HUMSS_WRB12-I/IIIa-1.2 | 12 | Differentiates | religion from: Spirituality | HSS | ||
| HUMSS_WRB12-I/IIIa-1.2 | 12 | Differentiates | religion from: Theology | HSS | ||
| HUMSS_PG12-Ie-16 | 12 | Differentiates | state | HSS | ||
| HUMSS_PG12-Ib-c-7 | 12 | Differentiates | the political ideologies | HSS | ||
| HUMSS_PG12-Ia-2 | 12 | Differentiates | the various views on politics | HSS | ||
| HUMSS_PG12-Ij-32 | 12 | Discusses | how the Judiciary exercises political neutrality and fairness | HSS | ||
| HUMSS_MCT12-IId-f-2 | 12 | Discusses | the benefits of technology | HSS | ||
| HUMSS_PG12-IIe-10 | 12 | Discusses | the concept of civil society and social movements | HSS | ||
| HUMSS_DIASS12-Ih-30 | 12 | Discusses | the core values of communication | HSS | ||
| HUMSS_DIASS12-Ib-5 | 12 | Discusses | the core values of counseling | HSS | ||
| HUMSS_DIASS12-Ie-18 | 12 | Discusses | the core values of social work | HSS | ||
| HUMSS_PG12-Ii-27 | 12 | Discusses | the roles and responsibilities of the Philippine Senate and the House of Representatives | HSS | ||
| HUMSS_DIASS12-Ic-10 | 12 | Distinguishes | between ethical and unethical behaviors among counselors | HSS | ||
| HUMSS_DIASS12-If-23 | 12 | Distinguishes | between ethical and unethical behaviors among practitioners | HSS | ||
| HUMSS_DIASS12-Ij-36 | 12 | Distinguishes | between ethical and unethical behaviors among practitioners | HSS | ||
| HUMSS_DIASS12-IIa-41 | 12 | Distinguishes | the appropriate communication media channel(s) to use in different settings and situations | HSS | ||
| HUMSS_DIASS12-Id-15 | 12 | Distinguishes | the needs of individuals , groups, organizations and communities | HSS | ||
| HUMSS_DIASS12-Ig-25 | 12 | Distinguishes | the needs of individuals , groups, organizations and communities | HSS | ||
| HUMSS_DIASS12-IIa-38 | 12 | Distinguishes | the needs of individuals , groups, organizations and communities | HSS | ||
| HUMSS_MCT12-IIa-c-5 | 12 | Distinguishes/ differentiates | participatory from representative democracy | HSS | ||
| HUMSS_WRB12-II/IVc-10.4 | 12 | Draws | from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism | insight | HSS | |
| HUMSS_MCT12-IIg-i-4 | 12 | Establishes | linkage between self and the social network one belongs to | HSS | ||
| HUMSS_PG12-Ie-18 | 12 | Evaluates | how globalization influences nation-states | HSS | ||
| HUMSS_CA12-Ia-d-4 | 12 | Evaluates | insights from the observations , comments, and recommendations of peers and/or teachers | HSS | ||
| HUMSS_DIASS12-IIe-i-45 | 12 | Evaluates | the effects of certain programs or projects on knowledge, attitude, and behavior of individuals, groups, and society | HSS | ||
| HUMSS_WRB12-II/IVb-9.4 | 12 | Evaluates | in terms of how it achieves the Middle Way | the Eight-fold Path | HSS | |
| HUMSS_PG12-IIa-b-5 | 12 | Evaluates | the performance of a local government unit | HSS | ||
| HUMSS_PG12-Ij-33 | 12 | Evaluates | the performance of the Philippine Judiciary as a dispenser of justice and a protector of constitutional safeguards to freedom | HSS | ||
| HUMSS_PG12-IIe-12 | 12 | Evaluates | the role of civil society organizations and social movements | HSS | ||
| HUMSS_PG12-IIa-b-3 | 12 | Examines | how decentralization affects governance | HSS | ||
| HUMSS_MCT12-Ic-e-6 | 12 | Examines | how the map of social networks can be used to introduce creative solutions to a particular problem in a community using intuitive thinking | HSS | ||
| HUMSS_PG12-Ib-c-8 | 12 | Examines | relationship between political ideologies and configurations of political communities | HSS | ||
| HUMSS_PG12-IId-13 | 12 | Explains | citizenship | HSS | ||
| HUMSS_DIASS12-IIb-d-42 | 12 | Explains | each of the functions of applied social sciences | HSS | ||
| HUMSS_WRB12-I/IIIb-2.3 | 12 | Explains | how geography influences religion | HSS | ||
| HUMSS_MCT12-IId-f-5 | 12 | Explains | how information communication technology can facilitate social relationships and political movements (Occupy movements) | HSS | ||
| HUMSS_WRB12-I/IIIb-2.3 | 12 | Explains | how religion affects culture | HSS | ||
| HUMSS_PG12-Ie-17 | 12 | Explains | meanings of globalization | HSS | ||
| HUMSS_MCT12-Ic-e-2 | 12 | Explains | strategic analysis and intuitive thinking | HSS | ||
| HUMSS_WRB12-I/IIIe-f-5.3 | 12 | Explains | that the core teaching of Christianity is the message that a loving God sent His begotten Son to redeem humankind from eternal damnation | HSS | ||
| HUMSS_WRB12-II/IVe-12.3 | 12 | Explains | that the core teaching of Confucianism is to be a “gentleman” by following the moral way consisting of the virtues of love, righteousness, wisdom, propriety, and loyalty in order to promote harmony in society | HSS | ||
| HUMSS_WRB12-I/IIIj-II/IVa-8.3 | 12 | Explains | that the core teaching of Hinduism is the attainment of liberation in the identification of Atman and Brahman through the Four Yogas | HSS | ||
| HUMSS_WRB12-I/IIIg-h-6.3 | 12 | Explains | that the core teaching of Islam is there is only one God and Muhammad is His final and greatest messenger | HSS | ||
| HUMSS_WRB12-II/IVc-10.3 | 12 | Explains | that the core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and compassion | HSS | ||
| HUMSS_WRB12-II/IVh-14.3 | 12 | Explains | that the core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions | HSS | ||
| HUMSS_WRB12-II/IVf-g-13.3 | 12 | Explains | that the core teaching of Taoism is becoming one with “Tao” | HSS | ||
| HUMSS_WRB12-II/IVb-9.3 | 12 | Explains | that the core teaching of Theravada Buddhism is that life is suffering; suffering is due to craving; there is a way to overcome craving; and the way to overcome craving is the Eight-fold Path, the Middle Way (between pleasure and mortification) | HSS | ||
| HUMSS_MCT12-If-g-2 | 12 | Explains | the comprehensive effects of globalization | HSS | ||
| HUMSS_PG12-IIe-11 | 12 | Explains | the contributions of civil society organizations and social movements to Philippine democracy | HSS | ||
| HUMSS_CSC12-IIIh-j-12 | 12 | Explains | the core values of community action initiatives | HSS | ||
| HUMSS_MCT12-Ih-i-2 | 12 | Explains | the effects of production and consumption patterns that contribute to the problem of climate change | HSS | ||
| HUMSS_MCT12-IIa-c-4 | 12 | Explains | the importance of participation in democracy | HSS | ||
| HUMSS_CSC12-IIIa-c-1 | 12 | Explains | the importance of studying community dynamics and community action in relation to applied social sciences and the learners’ career options | HSS | ||
| HUMSS_MCT12-Ia-b-2 | 12 | Explains | the process of how to spot a trend | HSS | ||
| HUMSS_CSC12-IVa-d-17 | 12 | Explains | the processes , methodologies, and approaches in applied social sciences related to community action | HSS | ||
| HUMSS_PG12-IIa-b-2 | 12 | Explains | the roles and functions of the Local Government Unit (LGU) | HSS | ||
| HUMSS_PG12-Ih-24 | 12 | Explains | the roles and powers of the Philippine president | HSS | ||
| HUMSS_WRB12-II/IVh-14.2 | 12 | Explains | why is it important for Japanese to worship gods | HSS | ||
| HUMSS_MCT12-IIg-i-7 | 12 | Explains | why the ranking of roles in the community is as such | HSS | ||
| HUMSS_MCT12-IIa-c-2 | 12 | Explains and analyzes | the reason for their preferences | HSS | ||
| HUMSS_MCT12-If-g-4 | 12 | Explains and demonstrates | the benefits of collaboration and cooperation | HSS | ||
| HUMSS_MCT12-Ih-i-3 | 12 | Explains and illustrates | personal contributions that can actually solve the problem of climate change | HSS | ||
| HUMSS_PG12-Ia-3 | 12 | Explores | the connection between the phenomenon (politics) and the method of inquiry (Political Science) | HSS | ||
| HUMSS_CA12-Ia-d-5 | 12 | Fulfills | by performing assigned tasks and collaborating with team members | group goals | HSS | |
| HUMSS_WRB12-I/IIIc-3.4 | 12 | Gathers | print or web-based articles, photos, editorials, etc. showing the positive or negative effects of religion | HSS | ||
| HUMSS_MCT12-IIa-c-6 | 12 | Generates | the criteria to assess prevailing political and social institutions | HSS | ||
| HUMSS_WRB12-I/IIIa-1.1 | 12 | Gives | an example of a belief system or a worldview | HSS | ||
| HUMSS_WRB12-II/IVc-10.2 | 12 | Gives | examples of acts of generosity of Mahayana Buddhists | HSS | ||
| HUMSS_WRB12-II/IVe-12.2 | 12 | Gives | examples of acts showing filial piety in the family, community and society | HSS | ||
| HUMSS_WRB12-II/IVf-g-13.2 | 12 | Gives | examples of acts showing love and respect for nature and the environment | HSS | ||
| HUMSS_WRB12-II/IVb-9.2 | 12 | Gives | examples of situations that demonstrate cravings which may lead to suffering according to Theravada Buddhism | HSS | ||
| HUMSS_MCT12-If-g-1 | 12 | Gives | examples of various activities in one’s daily life that show the concrete effects of globalization | HSS | ||
| HUMSS_MCT12-IIg-i-6 | 12 | Identifies | by creating a social map of their relationships | the significant social roles students play within the community | HSS | |
| HUMSS_WRB12-I/IIId-4.2 | 12 | Identifies | a Jewish custom or tradition demonstrated in a movie (e.g. Fiddler in the Roof, Ten Commandments, Ben Hur) | HSS | ||
| HUMSS_WRB12-I/IIId-4.4 | 12 | Identifies | a story from the Old Testament that demonstrates the Jewish belief in one God (e.g. Story of Samson) | HSS | ||
| HUMSS_DIASS12-Ij-34 | 12 | Identifies | career opportunities for communicators and journalists | HSS | ||
| HUMSS_DIASS12-Ic-8 | 12 | Identifies | career opportunities for counselors | HSS | ||
| HUMSS_DIASS12-If-21 | 12 | Identifies | career opportunities for social workers | HSS | ||
| HUMSS_MCT12-IIg-i-1 | 12 | Identifies | connections , relationships, and networks | HSS | ||
| HUMSS_MCT12-IId-f-1 | 12 | Identifies | dimensions of technology that are enabling and not inhibiting | HSS | ||
| HUMSS_MCT12-Ia-b-7 | 12 | Identifies | emerging patterns | HSS | ||
| HUMSS_PG12-IIe-f-16 | 12 | Identifies | issues related to political engagement and youth empowerment | HSS | ||
| HUMSS_CSC12-IId-g-9 | 12 | Identifies | opportunities to contribute to community development through solidarity | HSS | ||
| HUMSS_MCT12-Ia-b-6 | 12 | Identifies | parts of a whole | HSS | ||
| HUMSS_MCT12-IIa-c-1 | 12 | Identifies | preferred democratic practices | HSS | ||
| HUMSS_DIASS12-IIb-d-43 | 12 | Identifies | situations that would require or necessitate the performance of the various functions in local/Philippine settings | HSS | ||
| HUMSS_DIASS12-Ij-33 | 12 | Identifies | specific work areas in which communicators and journalists work | HSS | ||
| HUMSS_DIASS12-Ic-7 | 12 | Identifies | specific work areas in which counselors work | HSS | ||
| HUMSS_DIASS12-If-20 | 12 | Identifies | specific work areas in which social workers work | HSS | ||
| HUMSS_PG12-Ib-c-6 | 12 | Identifies | the basic tenets of major political ideologies (i.e., liberalism, socialism, conservatism, etc.) | HSS | ||
| HUMSS_PG12-IIa-b-1 | 12 | Identifies | the different levels of the Philippine Local Government | HSS | ||
| HUMSS_DIASS12-Ih-28 | 12 | Identifies | the goals and scope of communication | HSS | ||
| HUMSS_DIASS12-Ib-3 | 12 | Identifies | the goals and scope of counseling | HSS | ||
| HUMSS_DIASS12-Ie-16 | 12 | Identifies | the goals and scope of social work | HSS | ||
| HUMSS_WRB12-I/IIIj-II/IVa-8.2 | 12 | Identifies | the names of the major Hindu deities as well as their corresponding functions or powers | HSS | ||
| HUMSS_WRB12-I/IIIc-3.1 | 12 | Identifies | the positive and negative effects of religions | HSS | ||
| HUMSS_PG12-Ij-31 | 12 | Identifies | the roles and responsibilities of the Philippine Judiciary | HSS | ||
| HUMSS_DIASS12-IIa-39 | 12 | Identifies | the settings in which communicators and journalists are found | HSS | ||
| HUMSS_DIASS12-Id-12 | 12 | Identifies | the settings in which counselors are found | HSS | ||
| HUMSS_DIASS12-Ig-26 | 12 | Identifies | the settings in which social workers are found | HSS | ||
| HUMSS_WRB12-II/IVf-g-13.4 | 12 | Identifies | by making an inventory of personal belongings (e.g., things in the bedroom) | the things she can do without | HSS | |
| HUMSS_PG12-IIc-d-7 | 12 | Identifies | the types of electoral systems | HSS | ||
| HUMSS_WRB12-II/IVi-15.1 | 12 | Identifies | the uniqueness and similarities of Confucianism, Taoism, and Shintoism | HSS | ||
| HUMSS_WRB12-II/IVd-11.1 | 12 | Identifies | the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana Buddhism | HSS | ||
| HUMSS_WRB12-I/IIIi-7.1 | 12 | Identifies | the uniqueness and similarities of Judaism, Christianity and Islam | HSS | ||
| HUMSS_MCT12-IId-f-4 | 12 | Identifies | using strategic and intuitive thinking | the weakest link in a system | HSS | |
| HUMSS_MCT12-If-g-5 | 12 | Identifies and discusses | the different contributions of the parts to a whole | HSS | ||
| HUMSS_MCT12-IIg-i-2 | 12 | Illustrates | how the brain or neural network works | HSS | ||
| HUMSS_MCT12-IIa-c-3 | 12 | Illustrates | the benefits of democratic participation | HSS | ||
| HUMSS_DIASS12-IIa-40 | 12 | Illustrates | the different processes and methods involved in undertaking communication | HSS | ||
| HUMSS_DIASS12-Id-14 | 12 | Illustrates | the different processes and methods involved in undertaking counseling | HSS | ||
| HUMSS_DIASS12-Ig-27 | 12 | Illustrates | the different processes and methods involved in undertaking social work | HSS | ||
| HUMSS_PG12-IId-15 | 12 | Illustrates | the value of citizenship | HSS | ||
| HUMSS_CSC12-IV-e-h-20 | 12 | Implements | community-action initiatives | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Infers | that: A belief system or worldview is a particular way of ordering the realities of one’s world | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Infers | that: Religion is the pursuit of transformation guided by a sacred belief system | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Infers | that: Spirituality involves a quest for the meaning and ultimate value of life as opposed to an instrumentalist or materialistic attitude to life | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Infers | that: Spirituality is one’s integrative view of life. | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Infers | that: The elements of religion are: (a) reflect an effort to elevate their whole self to a higher dimension of existence, (b) a framework of transcendent beliefs, (c) text or scriptures, (d) rituals, and (e) sacred spaces (e.g., church, temple, mosque, sy | HSS | ||
| HUMSS_WRB12-II/IVh-14.4 | 12 | Interprets | creatively | the Kojiki creation story | HSS | |
| HUMSS_WRB12-I/IIIe-f-5.2 | 12 | Interprets | the Parable of the Prodigal Son | HSS | ||
| HUMSS_WRB12-I/IIIe-f-5.4 | 12 | Interviews | on why they are Christians and what beliefs and practices they adhere to | a Christian parent or couple | HSS | |
| HUMSS_WRB12-I/IIIg-h-6.4 | 12 | Invites | when possible | a Muslim | HSS | |
| HUMSS_WRB12-II/IVi-15.3 | 12 | Justifies | that Confucianism, Taoism, and Shintoism as East Asian religions/philosophies have largely influenced the world today | HSS | ||
| HUMSS_WRB12-II/IVd-11.3 | 12 | Justifies | that Hinduism, Theravada Buddhism, and Mahayana Buddhism, as Vedic religions, have largely influenced the world today | HSS | ||
| HUMSS_WRB12-I/IIIi-7.3 | 12 | Justifies | that Judaism, Christianity and Islam, as monotheistic religions, have largely influenced the world today | HSS | ||
| HUMSS_WRB12-I/IIIc-3.3 | 12 | Justifies | that religion can have positive or negative effects on society | HSS | ||
| HUMSS_WRB12-I/IIId-4.3 | 12 | Justifies | that the core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods | HSS | ||
| HUMSS_MCT12-Ih-i-1 | 12 | Lists | activities that exemplify care for the environment | HSS | ||
| HUMSS_MCT12-Ih-i-4 | 12 | Makes | a stand on how the consequences of one’s action affect the lives of others and the environment | HSS | ||
| HUMSS_CA12-Ia-d-1 | 12 | Makes | based on sound criteria | appropriate decisions on how understanding of the key concepts, principles, and processes of humanities and social sciences shall be demonstrated | HSS | |
| HUMSS_MCT12-IId-f-6 | 12 | Makes or proposes | a creative intervention to improve human life | HSS | ||
| HUMSS_WRB12-II/IVh-14.1 | 12 | Narrates | the Kojiki creation story | HSS | ||
| HUMSS_MCT12-Ia-b-4 | 12 | Points out | the elements that make up a trend | HSS | ||
| HUMSS_WRB12-II/IVi-15.4 | 12 | Prepares | a multimedia presentation on the perceptions of people from all walks of life on the doctrines of each of the three religions | HSS | ||
| HUMSS_WRB12-I/IIIa-1.4 | 12 | Prepares | character sketches of a person who is religious but not spiritual | HSS | ||
| HUMSS_WRB12-I/IIIa-1.4 | 12 | Prepares | character sketches of a person who is spiritual but not religious | HSS | ||
| HUMSS_WRB12-II/IVe-12.4 | 12 | Presents | a character sketch of a person who personifies the Confucian virtues | HSS | ||
| HUMSS_MCT12-Ia-b-9 | 12 | Presents | through a 100-word essay or other graphic representation | the derived ideas | HSS | |
| HUMSS_CSC12-IIIh-j-13 | 12 | Promotes | awareness of human rights in communities among the learners | HSS | ||
| HUMSS_WRB12-II/IVi-15.2 | 12 | Provides | evidence that Confucianism, Taoism, and Shintoism share common traits in viewing nature and ancestors | HSS | ||
| HUMSS_WRB12-II/IVd-11.2 | 12 | Provides | evidence that Hinduism, Theravada Buddhism, and Mahayana Buddhism share common roots from India | HSS | ||
| HUMSS_WRB12-I/IIIi-7.2 | 12 | Provides | evidence that Judaism, Christianity, and Islam share common roots from patriarch Abraham | HSS | ||
| HUMSS_WRB12-I/IIIc-3.2 | 12 | Provides | evidence that religion brought about an event in history | HSS | ||
| HUMSS_MCT12-IIg-i-7 | 12 | Ranks | in terms of significance | the roles in the community | HSS | |
| HUMSS_WRB12-I/IIIg-h-6.1 | 12 | Reads | preferably from an English version | the opening lines of Qur’an | HSS | |
| HUMSS_WRB12-I/IIIe-f-5.1 | 12 | Recites | the “Apostle’s Creed,” “The Lord’s Prayer,” or the Beatitudes | HSS | ||
| HUMSS_WRB12-I/IIIj-II/IVa-8.1 | 12 | Recites | the creation story in Rig Veda | HSS | ||
| HUMSS_WRB12-I/IIId-4.1 | 12 | Recites | the Ten Commandments as stated in the Old Testament (Exodus 20) | HSS | ||
| HUMSS_CSC12-IIIa-c-4 | 12 | Recognizes | diversities in communities | HSS | ||
| HUMSS_CSC12-IId-g-10 | 12 | Recognizes | the importance of solidarity in sociopolitical processes in promoting national and global community development | HSS | ||
| HUMSS_PG12-Id-12 | 12 | Recognizes | the nature, dimensions, types, and consequences of power | HSS | ||
| HUMSS_PG12-Ia-4 | 12 | Recognizes | the value of politics | HSS | ||
| HUMSS_CSC12-IIId-g-7 | 12 | Recognizes | the value of undertaking community action modalities | HSS | ||
| HUMSS_PG12-If-g-19 | 12 | Relates | the evolution of Philippine politics and governance | HSS | ||
| HUMSS_WRB12-I/IIIg-h-6.2 | 12 | Retells | the life and times of Prophet Muhammad | HSS | ||
| HUMSS_MCT12-Ia-b-8 | 12 | Sees, discovers and differentiates | relationships between causes and consequences | HSS | ||
| HUMSS_CA12-IIg-7 | 12 | Showcases | through an exhibition | their understanding of the key concepts, principles, and processes of humanities and social sciences | HSS | |
| HUMSS_DIASS12-If-19 | 12 | Shows | an understanding of the roles and functions of social workers | HSS | ||
| HUMSS_MCT12-If-g-3 | 12 | Shows | the interconnectedness of peoples and nations | HSS | ||
| HUMSS_DIASS12-Ij-32 | 12 | Shows | understanding of the roles and functions of communicators and journalists | HSS | ||
| HUMSS_DIASS12-Ic-6 | 12 | Shows | understanding of the roles and functions of counselors | HSS | ||
| HUMSS_WRB12-II/IVj-16 | 12 | Simulates | a panel discussion of inter-religious dialogue that reflects: the meaning and ultimate value of life; how one is to relate to one’s self, family, society, and nature; the way to achieve personal happiness and fulfilment | HSS | ||
| HUMSS_WRB12-I/IIIj-II/IVa-8.4 | 12 | Simulates | a particular yoga | HSS | ||
| HUMSS_CA12-Ie-IIf-6 | 12 | Simulates, practices and applies | to prepare for the exhibit/exhibition | previous learning on key concepts, principles, and processes of humanities and social sciences | HSS | |
| HUMSS_WRB12-II/IVf-g-13.1 | 12 | States | that “Tao is the origin of all beings whose essence is nothing” | HSS | ||
| HUMSS_WRB12-II/IVb-9.1 | 12 | States | the Four Noble Truths and the Eight-fold Path | HSS | ||
| HUMSS_WRB12-II/IVc-10.1 | 12 | States | the three levels of perfection of Mahayana Buddhism (moral discipline , cultivation of virtue, and altruistic conduct) | HSS | ||
| HUMSS_MCT12-If-g-6 | 12 | Stresses | the important role of the creative imagination in putting together the various parts of a whole | HSS | ||
| HUMSS_CSC12-Ive-h-22 | 12 | Synthesizes | the integrative experience of implementing community action initiatives | HSS | ||
| HUMSS_DIASS12-IIj-46 | 12 | Synthesizes | the learning from the course and its applications to the learner | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Understands | that the elements of spirituality are: (a) holistic (fully integrated view to life), (b) quest for meaning (including the purpose of life), (c) quest for the sacred (beliefs about God), and (d) suggests a self-reflective existence | HSS | ||
| HUMSS_WRB12-I/IIIa-1.3 | 12 | Understands | that the worldview of each of the world’s major religions is critical in appreciating their rituals and practices. These worldviews are: All is one (Monistic); Many Gods (Polytheistic); One God (Monotheistic); No God (Atheistic) | HSS | ||
| HUMSS_MCT12-Ic-e-4 | 12 | Uses | in dealing with varied activities | intuitive thinking | HSS | |
| HUMSS_MCT12-IId-f-3 | 12 | Utilizes | effectively | technology rather than be enslaved by it | HSS | |
| HUMSS_DIASS12-If-22 | 12 | Values | rights, responsibilities, and accountabilities | HSS | ||
| HUMSS_DIASS12-Ij-35 | 12 | Values | rights, responsibilities, and accountabilities | HSS | ||
| HUMSS_DIASS12-Ic-9 | 12 | Values | rights, responsibilities, and accountabilities | HSS | ||
| HUMSS_CA12-Ia-d-3 | 12 | Writes | a concept paper that will encapsulate their learning in humanities or social sciences | HSS | ||
| HUMSS_MCT12-If-g-8 | 12 | Writes | a reflection essay on the insights generated from the map. | HSS | ||
| HUMSS_WRB12-II/IVf-g-13.4 | 12 | Writes | based on the result of the inventory | a reflection on Taoism | HSS | |
| HUMSS_WRB12-I/IIIj-II/IVa-8.4 | 12 | Writes | a reflection paper on your insights on Hinduism | HSS | ||
| PMMS12ADSD-IIe-f-2 | 12 | Analyzes | the impact of drug and alcohol abuse and STD on relationships of people on board | MarSafe | ||
| PMMS12ADSD-IIc-d-1 | 12 | Analyzes | the importance of good interpersonal relationships and teamwork | MarSafe | ||
| PMMS12UTA-IIg-h-1 | 12 | Analyzes | the importance of maintaining good health in relation to requirements for fitness to shipboard work | MarSafe | ||
| PMMS12UTA-IIi-j-2 | 12 | Analyzes | the importance of sleep, rest, diet, and work schedules in controlling fatigue at work | MarSafe | ||
| PMMS12ADSD-IIe-f-2 | 12 | Analyzes | the various ways through which a seafarer may acquire STD | MarSafe | ||
| PMMS12ADSD-IIe-f-2 | 12 | Analyzes | the various ways through which drug and alcohol abuse may occur among seafarers | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Applies and manages | emergency First Aid | MarSafe | ||
| PMMS12DMSS-Id-2.1 | 12 | Defines | fire hazard | MarSafe | ||
| PMMS12CECB-IIb-2 | 12 | Demonstrates | how to achieve effective transmission of communication | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Demonstrates | how to alert co-workers for assistance in an event of a medical emergency situation | MarSafe | ||
| PMMS12DMSS-Ie-3 | 12 | Demonstrates | how to extinguish extensive fire using a CO2 fire-extinguisher | MarSafe | ||
| PMMS12DMSS-Ie-3 | 12 | Demonstrates | how to extinguish small fire using water, sand, blanket | MarSafe | ||
| PMMS12CECB-IIb-2 | 12 | Demonstrates | the use of effective communication on board | MarSafe | ||
| PMMS12DMSS-Ie-3 | 12 | Describes | the basic concept of extinguishing fire | MarSafe | ||
| PMMS12CECB-IIb-2 | 12 | Describes | the basic elements of communication | MarSafe | ||
| PMMS12DMSS-Ic-1 | 12 | Describes | the classes of fire | MarSafe | ||
| PMMS12DMSS-Id-2.1 | 12 | Describes | the conditions that predispose a situation to fire hazard | MarSafe | ||
| PMMS12DMSS-Ia-1 | 12 | Describes | the different emergency situations | MarSafe | ||
| PMMS12ADSD-IIe-f-2 | 12 | Describes | the different kinds of sexually transmitted disease (STD) | MarSafe | ||
| PMMS12TPPP-IIb-1 | 12 | Describes | the domain of marine pollution | MarSafe | ||
| PMMS12CEP-IIa-1 | 12 | Describes | the muster station | MarSafe | ||
| PMMS12DAAU-If-1 | 12 | Describes | the parts of the human body | MarSafe | ||
| PMMS12DMSS-Ib-3 | 12 | Describes | the structure and contents of the survival craft | MarSafe | ||
| PMMS12DMSS-Ia-2 | 12 | Describes | the use of some common life saving appliances | MarSafe | ||
| PMMS12UTA-IIi-j-2 | 12 | Determines | the hours of sleep and rest that control fatigue at work | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Determines | the immediate measures to be undertaken in the event of an accident or medical emergency | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Determines | the nature, causes, and extent of injuries | MarSafe | ||
| PMMS12UTA-IIi-j-2 | 12 | Determines | the ways to adapt to varying work schedules on board without adverse effects on one’s health | MarSafe | ||
| PMMS12DMSS-Ib-3 | 12 | Differentiates | the uses of lifeboat, life craft, and rescue boat | MarSafe | ||
| PMMS12DMSS-Id-2.2 | 12 | Discusses | general safety practices that will prevent the occurrence of fire | MarSafe | ||
| PMMS12OSWP-IIb-1 | 12 | Discusses | the precautions to be undertaken prior to entering enclosed spaces | MarSafe | ||
| PMMS12CEP-IIa-2 | 12 | Distinguishes | the different emergency alarm signals | MarSafe | ||
| PMMS12DMSS-Id-2.2 | 12 | Emphasizes | the need for vigilance to minimize the risk of fire | MarSafe | ||
| PMMS12DMSS-Id-2.2 | 12 | Explains | general safety practices | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Explains | the principle of First Aid application | MarSafe | ||
| PMMS12TPPP-IIb-1 | 12 | Explains | the basic procedure for protecting the marine environment | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Explains | the care needed to prevent a medical condition from worsening, and promote recovery | MarSafe | ||
| PMMS12ADSD-IIe-f-2 | 12 | Explains | the dangers and consequences of drug and alcohol abuse | MarSafe | ||
| PMMS12ADSD-IIe-f-2 | 12 | Explains | the dangers and consequences of STDs | MarSafe | ||
| PMMS12CEP-IIa-1 | 12 | Explains | the function of a muster station in case of emergency | MarSafe | ||
| PMMS12TPPP-IIb-2 | 12 | Explains | the impact of marine pollution | MarSafe | ||
| PMMS12CECB-IIb-2 | 12 | Explains | the importance of addressing the barriers in communication | MarSafe | ||
| PMMS12OSWP-IIb-1 | 12 | Explains | the importance of adhering to safe working practices at all time | MarSafe | ||
| PMMS12UTA-IIi-j-2 | 12 | Explains | the importance of diet to attain good health and control fatigue | MarSafe | ||
| PMMS12UTA-IIg-h-1 | 12 | Explains | the importance of nutrition, exercise, personal sanitation and hygiene, and healthy lifestyle to achieve fitness for shipboard work | MarSafe | ||
| PMMS12OSWP-IIb-1 | 12 | Explains | the importance of observing safe working practices | MarSafe | ||
| PMMS12CEP-IIa-1 | 12 | Explains | the importance of the muster station | MarSafe | ||
| PMMS12CEP-IIa-3 | 12 | Explains | the importance of training and drills | MarSafe | ||
| PMMS12TPPP-IIb-1 | 12 | Explains | the legal requirements that protect the marine environment | MarSafe | ||
| PMMS12ADSD-IIc-d-1 | 12 | Explains | the measures that can be undertaken to improve interpersonal relationship | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Explains | the measures that should be considered during accidents or medical emergencies | MarSafe | ||
| PMMS12CEP-IIa-1 | 12 | Explains | the procedure in different types of Emergency | MarSafe | ||
| PMMS12ADSD-IIc-d-1 | 12 | Explains | the social responsibility of crew to his ship, colleagues, company, himself, and to the marine environment | MarSafe | ||
| PMMS12DMSS-Ie-3 | 12 | Explains | the steps to be done upon discovery of fire | MarSafe | ||
| PMMS12CEP-IIa-4 | 12 | Explains | the use of internal communication system during emergency | MarSafe | ||
| PMMS12DMSS-Ib-3 | 12 | Explains | the use of survival crafts during ship abandonment | MarSafe | ||
| PMMS12ADSD-IIc-d-1 | 12 | Explains | the value of teamwork | MarSafe | ||
| PMMS12DMSS-Ia-1 | 12 | Identifies | emergency situations | MarSafe | ||
| PMMS12CECB-IIb-1 | 12 | Identifies | the common SMCP terminologies used on board | MarSafe | ||
| PMMS12DMSS-Ic-1 | 12 | Identifies | the conditions required for fire to occur | MarSafe | ||
| PMMS12TPPP-IIb-1 | 12 | Identifies | the different types of marine pollution | MarSafe | ||
| PMMS12DMSS-Ia-1 | 12 | Identifies | the general emergency situations on Board | MarSafe | ||
| PMMS12OSWP-IIb-1 | 12 | Identifies | the hazard when entering enclosed spaces | MarSafe | ||
| PMMS12DMSS-Id-2.1 | 12 | Identifies | the kinds of flammable Materials | MarSafe | ||
| PMMS12DMSS-Ia-2 | 12 | Identifies | the kinds of life-saving appliances | MarSafe | ||
| PMMS12DMSS-Id-2.2 | 12 | Identifies | the location of fire-fighting equipment and emergency escape routes on board | MarSafe | ||
| PMMS12DAAU-If-1 | 12 | Identifies | the parts of the human body susceptible to accident or injury | MarSafe | ||
| PMMS12OSWP-IIb-1 | 12 | Identifies | the safety and protective devices against potential hazards available on board | MarSafe | ||
| PMMS12DMSS-Ie-3 | 12 | Identifies | the various fire-fighting agents or media | MarSafe | ||
| PMMS12DAAU-Ig-i-2 | 12 | Performs | resuscitation procedure alone, and with a companion, taking into consideration the control of respiration, function of reclined position of head, mouth-to-mouth respiration, and mouth-to-nose respiration | MarSafe | ||
| PMMS12ADSD-IIe-f-2 | 12 | Prevents | drug and alcohol abuse and the occurrence of sexually transmitted diseases | MarSafe | ||
| PMMS12UTA-IIg-h-1 | 12 | Recognizes | health and medical requirements for seafarers | MarSafe | ||
| PMMS12DAAU-Ij-3 | 12 | Recognizes | other medical emergencies on board ships | MarSafe | ||
| PMMS12ADSD-IIc-d-1 | 12 | Recognizes | the importance of respecting the culture and religious practices of seafarers on board | MarSafe | ||
| PMMS12DMSS-Ic-1 | 12 | Recognizes | the nature of fire | MarSafe | ||
| PMMS12DMSS-Id-2.1 | 12 | Relates | flammable materials to fire Hazard | MarSafe | ||
| PMMS12DMSS-Ie-3 | 12 | Responds | to fire emergency situations | MarSafe | ||
| PMMS12DMSS-Ia-2 | 12 | Uses | life-saving appliances | MarSafe | ||
| PMMS12CECB-IIb-1 | 12 | Uses | maritime terminologies for communication on board a ship | MarSafe | ||
| PMMS12CECB-IIb-1 | 12 | Uses | the common terminologies in oral discourse | MarSafe | ||
| TVL_MNW312CMCS-Ih-3 | 12 | Communicates | with the officer of the watch on matters relevant to watchkeeping duties | NavWatch3 | ||
| TVL_MNW312CMCS-Ih-3 | 12 | Complies | with the orders | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Defines | harmful substances according to MARPOL | NavWatch3 | ||
| TVL_MNW312CMCS-If-g-2 | 12 | Describes | the three major classes of external communication | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Discusses | compliance with legislative requirements for protection of the marine environment | NavWatch3 | ||
| TVL_MNW312CMCS-If-g-2 | 12 | Discusses | essential equipment used for external communications | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Discusses | pollution control measures provided in the MARPOL 73/78 Convention for oil, noxious liquid substances, harmful substances in packaged form, sewage, garbage, and air pollution | NavWatch3 | ||
| TVL_MNW312CMC-IIa-e-5 | 12 | Discusses | required information to maintain a safe watch | NavWatch3 | ||
| TVL_MNW312CMCS-Ia-e-1 | 12 | Discusses | shipboard terms and definitions | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Discusses | sources of marine pollutants from ships | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Discusses | the impact of harmful substances on marine resources | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Discusses | the impact of marine pollution on the environment | NavWatch3 | ||
| TVL_MNW312CMC-IIa-e-5 | 12 | Explains | basic knowledge of deck watchkeeping | NavWatch3 | ||
| TVL_MNW312CMCS-Ih-3 | 12 | Explains | performance of duties of ratings and officers regarding watchkeeping duties | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Explains | special areas according to MARPOL 73/78 | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | Explains | the basic environmental protection procedures | NavWatch3 | ||
| TVL_MNW312CMC-IIa-e-5 | 12 | Explains | the information needed for a safe watch | NavWatch3 | ||
| TVL_MNW312CMCS-Ii-j-4 | 12 | Explains | the proper procedures to be observed in relieving, maintaining and handing over of a watch | NavWatch3 | ||
| TVL_MNW312CMCS-Ii-j-4 | 12 | Observes | proper procedures for the relief, maintenance, and handover of a watch | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | States | marine pollution as international concern | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | States | that for Annexes 1, 2,and 5, special areas are created where discharge of oil, noxious substances and garbage are prohibited | NavWatch3 | ||
| TVL_MNW312CMCS-IIf-j-6 | 12 | States | that ship crews found deliberately causing pollution may be fined or imprisoned or both when found guilty | NavWatch3 | ||
| TVL_MNW312CMCS-If-g-2 | 12 | Uses | appropriate internal communication and alarm systems | NavWatch3 | ||
| CS_RS12-IIa-c-1 | 12 | Chooses | appropriate quantitative research design | Rsrch1&2 | ||
| CS_RS12-Id-e-6 | 12 | Cites | benefits and beneficiaries of study | Rsrch1&2 | ||
| CS_RS12-If-j-2 | 12 | Cites | using standard style (APA, MLA or Chicago Manual of Style) | related literature | Rsrch1&2 | |
| CS_RS12-IId-g-1 | 12 | Collects | using appropriate instruments | data | Rsrch1&2 | |
| CS_RS12-IIa-c-3 | 12 | Consructs | an instrument | Rsrch1&2 | ||
| CS_RS12-If-j-7 | 12 | Defines | terms used in study | Rsrch1&2 | ||
| CS_RS12-Id-e-3 | 12 | Describes | background of research | Rsrch1&2 | ||
| CS_RS12-Ia-c-1 | 12 | Describes | characteristics, strengths, weaknesses, and kinds of quantitative research | Rsrch1&2 | ||
| CS_RS12-IIa-c-4 | 12 | Describes | (if applicable) | intervention | Rsrch1&2 | |
| CS_RS12-IIa-c-2 | 12 | Describes | sampling procedure and the sample | Rsrch1&2 | ||
| CS_RS12-Id-e-1 | 12 | Designs | a research useful in daily life | Rsrch1&2 | ||
| CS_RS12-Ia-c-3 | 12 | Differentiates | kinds of variables and their uses | Rsrch1&2 | ||
| CS_RS12-IIh-j-1 | 12 | Draws | from research findings | conclusions | Rsrch1&2 | |
| CS_RS12-IIa-c-3 | 12 | Establishes | the instrument's validity and reliability | Rsrch1&2 | ||
| CS_RS12-IIh-j-5 | 12 | Finalizes and presents | best design | Rsrch1&2 | ||
| CS_RS12-If-j-5 | 12 | Follows | ethical standards in writing related literature | Rsrch1&2 | ||
| CS_RS12-IIh-j-2 | 12 | Formulates | recommendations | Rsrch1&2 | ||
| CS_RS12-Ia-c-2 | 12 | Illustrates | the importance of quantitative research across fields | Rsrch1&2 | ||
| CS_RS12-If-j-6 | 12 | Illustrates and explains | conceptual framework | Rsrch1&2 | ||
| CS_RS12-IIa-c-8 | 12 | Implements | to produce creative artwork | design principles | Rsrch1&2 | |
| CS_RS12-Id-e-5 | 12 | Indicates | scope and delimitation of study | Rsrch1&2 | ||
| CS_RS12-IIh-j-3 | 12 | Lists | references | Rsrch1&2 | ||
| CS_RS12-If-j-8 | 12 | Lists | (if appropriate) | research hypotheses | Rsrch1&2 | |
| CS_RS12-IIa-c-6 | 12 | Plans | using statistics and hypothesis testing (if appropriate) | data analysis | Rsrch1&2 | |
| CS_RS12-IIa-c-5 | 12 | Plans | data collection procedure | Rsrch1&2 | ||
| CS_RS12-IIh-j-5 | 12 | Presents | best design | Rsrch1&2 | ||
| CS_RS12-IId-g-2 | 12 | Presents | in tabular and graphical forms | data | Rsrch1&2 | |
| CS_RS12-IIh-j-6 | 12 | Presents | research workbook | Rsrch1&2 | ||
| CS_RS12-IIa-c-7 | 12 | Presents | written research methodology | Rsrch1&2 | ||
| CS_RS12-IIh-j-4 | 12 | Presents | written research report | Rsrch1&2 | ||
| CS_RS12-If-j-9 | 12 | Presents | written review of related literature and conceptual framework | Rsrch1&2 | ||
| CS_RS12-Id-e-7 | 12 | Presents | written statement of the problem | Rsrch1&2 | ||
| CS_RS12-If-j-1 | 12 | Selects | relevant literature | Rsrch1&2 | ||
| CS_RS12-Id-e-4 | 12 | States | research questions | Rsrch1&2 | ||
| CS_RS12-If-j-3 | 12 | Synthesizes | from relevant literature | information | Rsrch1&2 | |
| CS_RS12-IId-g-3 | 12 | Uses | to analyze data-study of differences and relationships limited for bivariate analysis | statistical techniques | Rsrch1&2 | |
| CS_RS12-Id-e-2 | 12 | Writes | a research title | Rsrch1&2 | ||
| CS_RS12-If-j-4 | 12 | Writes | coherent review of literature | Rsrch1&2 | ||
| TVL_MS212OEE-IVf-j-3 | 12 | Demonstrates | the use of the different types of emergency equipment | Safety2 | ||
| TVL_MS212EPMS-IIIa-b-1 | 12 | Determines | the causes of each emergency situation | Safety2 | ||
| TVL_MS212EPMS-IIIf-j-3 | 12 | Discusses | effective means of communication during emergency situation | Safety2 | ||
| TVL_MS212EPMS-IIIc-e-2 | 12 | Discusses | specific duties and responsibilities of each member of emergency response team, given an emergency situation | Safety2 | ||
| TVL_MS212OEE-IVc-e-2 | 12 | Discusses | the functions of the different type of emergency equipment | Safety2 | ||
| TVL_MS212EPMS-IIIf-j-3 | 12 | Discusses | the initial actions on the specific emergency situation | Safety2 | ||
| NONE | 12 | Discusses | the relevance of the course | Safety2 | ||
| TVL_MS212EPMS-IIIf-j-3 | 12 | Executes | contingency measures in an emergency situation | Safety2 | ||
| TVL_MS212EPMS-IIIa-b-1 | 12 | Explains | the causes of various emergency situations | Safety2 | ||
| TVL_MS212EPMS-IIIc-e-2 | 12 | Explains | the duties and responsibilities of the emergency response team | Safety2 | ||
| NONE | 12 | Explores | on opportunities for Safety 2 as a career | Safety2 | ||
| TVL_MS212OEE-IVa-b-1 | 12 | Identifies | the different types of emergency equipment | Safety2 | ||
| TVL_MS212EPMS-IIIa-b-1 | 12 | Identifies | the various emergency situations | Safety2 | ||
| TVL_MS212EPMS-IIIf-j-3 | 12 | Interprets | emergency plans used in fire, flooding, blackout, and medical emergencies | Safety2 | ||
| NONE | 12 | Interprets | manuals | Safety2 | ||
| TVL_MS212EPMS-IIIf-j-3 | 12 | Performs | emergency procedures applicable to specific emergency situation | Safety2 | ||
| TVL_MSCS12DWV-IIIc-3 | 12 | Accesses | company ethical standards and organizational policies and guidelines on the prevention and reporting of unethical conduct in accordance with transparent company ethical standards, policies, and guidelines | ShipCS | ||
| TVL_MSCS12WWME-IIIj-1 | 12 | Adheres | to specific religious practices in terms of food preferences, prayer time, and personal hygiene/ clothing | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Applies | appropriate action to remove stains on washed linen/special laundry | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Applies | garbage disposal procedures according to type | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-4 | 12 | Applies | measures to keep pests away from food premises | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Applies | stocks control system in accordance with industry practice | ShipCS | ||
| TVL_MSCS12DWV-IIIc-2 | 12 | Applies | work values/ethics | ShipCS | ||
| TVL_MSCS12PHP-IIId-2 | 12 | Arranges | items | ShipCS | ||
| TVL_MSCS12PHP-IIId-2 | 12 | Arranges | items in accordance with company/office housekeeping procedures | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Arranges | provisions and supplies in FIFO order | ShipCS | ||
| TVL_MSCS12PHP-IIId-2 | 12 | Arranges | work area according to job requirements | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Assists | officers and/or visitors in sitting | ShipCS | ||
| TVL_MSCS12WWME-IIIj-2 | 12 | Avoids | verbal and nonverbal indecent language in accordance with crew’s cultural and religious practices and beliefs | ShipCS | ||
| TVL_MSCS12OPH-IIIf-1 | 12 | Avoids | wearing of makeup, lipstick, nail polish, jewelry (except plain wedding band) | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Changes | linens and towels as per ship’s standards | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Checks | furniture, appliances, light, and air vents for defects | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Checks | garbage containers for damages in designated garbage cleaning area | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Checks | laundry equipment before operation | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Checks | officers/visitors needs from time to time until they moved out | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Checks | prepared food for completeness and correctness before serving | ShipCS | ||
| TVL_MSCS12PMHS-IVa-1 | 12 | Checks | tables and chairs for damages and functionality | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Checks | washed linen/special laundry items for stains and damages | ShipCS | ||
| TVL_MSCS12DWV-IIIc-2 | 12 | Classifies | work values/ethics/concepts in accordance with the transparent company ethical standards, policies and guidelines | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Cleans | air ducts, lights, walls, and ceilings as per cleaning schedule | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Cleans | assigned areas | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Cleans | assigned areas and its contents using appropriate cleaning equipment | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Cleans | cabin and toilets as per ship’s standard procedures | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-1 | 12 | Cleans | catering equipment in accordance with ship’s standards | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Cleans | cleaning equipment after use as per manufacturers’ instruction | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Cleans | garbage containers in designated garbage cleaning area | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Cleans | glasses, coffee cups, ashtrays, and utensils | ShipCS | ||
| TVL_MSCS12PMHS-IVd-5 | 12 | Cleans | pantry area all the time as per ship’s sanitation standards | ShipCS | ||
| TVL_MSCS12PMHS-IVa-1 | 12 | Cleans | tables and chairs | ShipCS | ||
| TVL_MSCS12PMHS-IVb-3 | 12 | Cleans | tables and chairs according ship’s standards | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Cleans | tableware according to ship’s sanitation standards | ShipCS | ||
| TVL_MSCS12PHP-IIIe-3 | 12 | Cleans | tools and equipment in accordance with manufacturer’s instructions/manual | ShipCS | ||
| TVL_MSCS12PMHS-IVb-3 | 12 | Clears | table | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Collects | garbage as per garbage disposal regulations | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Collects | garbage as per garbage disposal regulations | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Collects | soiled linen/special laundry items according to ship’s laundry schedule | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Collects | soiled linens and towels accordingly and readied for laundry | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-2 | 12 | Complies | with approved methods of refrigeration of food | ShipCS | ||
| TVL_MSCS12PHP-IIIe-5 | 12 | Complies | with company and office decorum | ShipCS | ||
| TVL_MSCS12OPH-IIIf-2 | 12 | Complies | with food handling safety practices | ShipCS | ||
| TVL_MSCS12DWV-IIIc-2 | 12 | Conducts | personal behavior and relationships with co-workers and/or clients in accordance with ethical standards, policy and guidelines | ShipCS | ||
| TVL_MSCS12WWO-IIIb-2 | 12 | Contributes | to work group activities | ShipCS | ||
| TVL_MSCS12OPH-IIIf-2 | 12 | Covers | cuts and sores with clean waterproof dressing | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-2 | 12 | Covers and labels | stored food in accordance with ship’s procedure | ShipCS | ||
| TVL_MSCS12DWV-IIIc-3 | 12 | Deals | with ethical problems | ShipCS | ||
| TVL_MSCS12DWV-IIIc-1 | 12 | Defines | the purpose of work | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Delivers | to owner pressed linen/special laundry items | ShipCS | ||
| TVL_MSCS12DWV-IIIc-4 | 12 | Demonstrates | consistently personal work practices and values with acceptable ethical conduct and company’s core values. | ShipCS | ||
| TVL_MSCS12WWME-IIIj-2 | 12 | Demonstrates | sensitivity to specific cultures and practices | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Determines | potentially hazardous foods | ShipCS | ||
| TVL_MSCS12WWO-IIIb-1 | 12 | Develops | effective workplace relationship | ShipCS | ||
| NONE | 12 | Discusses | the relevance of the course | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-2 | 12 | Discusses and undertakes | preventive measures | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Disposes of | garbage as per garbage disposal regulations | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Disposes of | garbage as per garbage disposal regulations | ShipCS | ||
| TVL_MSCS12PHP-IIId-1 | 12 | Disposes of | unnecessary items in accordance with company or office procedures | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Disposes of | waste | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Disposes of | waste according to relevant regulations (MARPOL requirements) | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-1 | 12 | Does | immediate action on instructions in accordance with information received | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Dries | glasses, coffee cups, ashtrays, and utensils | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Dries | tableware according to ship’s sanitation standards | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Dusts | headboard, furniture, appliances, and portholes as per ship’s standard practice | ShipCS | ||
| TVL_MSCS12WWO-IIIb-1 | 12 | Encourages | feedback to be provided by others in the team, acknowledged, and acted upon | ShipCS | ||
| NONE | 12 | Explores | on opportunities for ship’s catering services as a career | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Folds | linen/special laundry items according to type | ShipCS | ||
| TVL_MSCS12PHP-IIIe-5 | 12 | Follows | company and office decorum | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-1 | 12 | Follows | routine spoken messages | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-2 | 12 | Follows | routine written instruction in sequence | ShipCS | ||
| TVL_MSCS12PHP-IIIe-4 | 12 | Follows | standardized work process and procedures | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-1 | 12 | Gathers | required information by listening attentively and correctly interpreting or understanding information/instructions | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-2 | 12 | Gives | feedback to workplace supervisor based on the instructions/information received | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Greets | officers and/or visitors | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-3 | 12 | Handles | appropriate cleaning and sanitizing tools and agents based on cleaning requirements and manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-1 | 12 | Handles | catering equipment | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Handles and disposes | garbage | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-3 | 12 | Identifies | appropriate cleaning and sanitizing tools and agents based on cleaning requirements and manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-2 | 12 | Identifies | common causes of accident/s in the galley | ShipCS | ||
| TVL_MSCS12WWME-IIIj-1 | 12 | Identifies | food preferences in accordance with crew’s cultural and religious practices and beliefs | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-4 | 12 | Identifies | sign of pest infestation to concerned personnel | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Identifies | sources of food contaminants | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Identifies | stocks control system in accordance with industry practice | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-1 | 12 | Identifies | waste based on relevant regulations | ShipCS | ||
| NONE | 12 | Interprets | manuals | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-2 | 12 | Interprets | written notices and instructions correctly in accordance with organizational guidelines | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Irons | linen/special laundry items according to type | ShipCS | ||
| TVL_MSCS12PHS-IVh-5 | 12 | Keeps | cleaning materials labeled with its original container | ShipCS | ||
| TVL_MSCS12PHP-IIId-2 | 12 | Keeps | safety equipment and evacuation passages clear and accessible based on instructions | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Keeps | storeroom clean and free from obstruction | ShipCS | ||
| TVL_MSCS12WWME-IIIj-2 | 12 | Knows | verbal and nonverbal indecent language in accordance with crew’s cultural and religious practices and beliefs | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-2 | 12 | Labels | waste in a location designated for the purpose | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Launders | soiled linen/special laundry items | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Maintains | cleaning and sanitizing tools and agents in accordance with ship’s procedure | ShipCS | ||
| TVL_MSCS12PHP-IIIe-3 | 12 | Maintains | cleanliness and orderliness of work area in accordance with company/office procedures | ShipCS | ||
| TVL_MSCS12DWV-IIIc-4 | 12 | Maintains | integrity of conduct in the workplace | ShipCS | ||
| TVL_MSCS12PHP-IIIe-4 | 12 | Maintains | materials for common use in designated area based on procedures | ShipCS | ||
| TVL_MSCS12PHP-IIIe-3 | 12 | Maintains | work area, tools, and equipment | ShipCS | ||
| TVL_MSCS12WWO-IIIb-2 | 12 | Makes | constructive contributions to workgroup goals and tasks according to organizational requirements | ShipCS | ||
| TVL_MSCS12PMHS-IVd-5 | 12 | Monitors | availability of beverages, condiments, and tableware in the pantry area daily | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Monitors | hot-holding food equipment during service time | ShipCS | ||
| TVL_MSCS12PHS-IVh-5 | 12 | Monitors | usage of cleaning materials | ShipCS | ||
| TVL_MSCS12WWME-IIIj-1 | 12 | Notes | food preferences in accordance with crew’s cultural and religious practices and beliefs | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Observes | awareness of food safety practices to food contact surfaces to prevent cross contamination | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-2 | 12 | Packages | waste | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-2 | 12 | Packs | waste in accordance with MARPOL Annex V | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Performs | bed setting as per ship’s standards | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Performs | cabin services | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-3 | 12 | Performs | cleaning and sanitizing according to procedure | ShipCS | ||
| TVL_MSCS12WWO-IIIb-1 | 12 | Performs | duties and responsibilities in a positive manner to promote cooperation and good relationship | ShipCS | ||
| TVL_MSCS12PHP-IIIe-3 | 12 | Performs | minor repairs on tools and equipment in accordance with manufacturer’s instruction/manual | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Performs | task using prescribed PPEs | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-1 | 12 | Performs | task using the recommended Personal protective equipment (PPE) | ShipCS | ||
| TVL_MSCS12PHP-IIIe-4 | 12 | Performs | work according to standard work procedures | ShipCS | ||
| TVL_MSCS12PHP-IIIe-5 | 12 | Performs | work as per instruction | ShipCS | ||
| TVL_MSCS12PHP-IIIe-5 | 12 | Performs | work in accordance with occupational health and safety (OHS) requirements | ShipCS | ||
| TVL_MSCS12PHP-IIIe-5 | 12 | Performs | work spontaneously | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-2 | 12 | Performs | workplace duties following written notices | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Places | safety signages in the areas to be cleaned | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-1 | 12 | Places | sorted waste in designated bins/containers in accordance with relevant MARPOL regulations and | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-2 | 12 | Places | waste in a location designated for the purpose | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Practices | awareness of serving food at recommended temperature | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-3 | 12 | Practices | cleaning procedure | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-2 | 12 | Practices | dry storage of food according to instructions and procedures. | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Practices | food safety sanitation | ShipCS | ||
| TVL_MSCS12OPH-IIIf-2 | 12 | Practices | hand washing using prescribed procedure | ShipCS | ||
| TVL_MSCS12OPH-IIIf-1 | 12 | Practices | personal hygiene and grooming | ShipCS | ||
| TVL_MSCS12OPH-IIIf-1 | 12 | Practices | personal hygiene to comply with the requirements of the ship’s food safety program | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Prepares | appropriate cleaning materials and equipment as per ship’s cleaning procedures | ShipCS | ||
| TVL_MSCS12PMHS-IVd-5 | 12 | Prepares | pantry area for service | ShipCS | ||
| TVL_MSCS12PARS-IVi-1 | 12 | Prepares | trolley to transport provision and supplies as per standard operating procedures | ShipCS | ||
| TVL_MSCS12PARS-IVi-1 | 12 | Prepares | weighing scale | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Presses | linen/special laundry items | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-2 | 12 | Prevents | common accident in the workplace | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-1 | 12 | Prevents | the consumption of potentially hazardous foods | ShipCS | ||
| TVL_MSCS12PHP-IIId-2 | 12 | Prioritizes | activities based on instructions | ShipCS | ||
| TVL_MSCS12PARS-IVi-1 | 12 | Provides | assistance in receiving provision and supplies | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Provides | assistance in storing provision and supplies | ShipCS | ||
| TVL_MSCS12DWV-IIIc-4 | 12 | Provides | instructions to co-workers based on ethical, lawful and reasonable directives | ShipCS | ||
| TVL_MSCS12PHP-IIId-2 | 12 | Provides | items with clear and visible identification marks based on procedure | ShipCS | ||
| TVL_MSCS12WWO-IIIb-2 | 12 | Provides | support to team members to ensure workgroup goals are met | ShipCS | ||
| TVL_MSCS12PARS-IVi-1 | 12 | Receives | inspected provisions and supplies in accordance with ship’s standards | ShipCS | ||
| TVL_MSCS12WWME-IIIj-1 | 12 | Recognizes | cultural and religious diversity among crew | ShipCS | ||
| TVL_MSCS12WWME-IIIj-1 | 12 | Recognizes | specific religious practices in terms of food preferences, prayer time, and personal hygiene/ clothing | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Records | any damage arising from the laundering process to concerned personnel/ supervisor | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-1 | 12 | Records | instructions / information properly | ShipCS | ||
| TVL_MSCS12PHS-IVh-5 | 12 | Records | usage of cleaning materials | ShipCS | ||
| TVL_MSCS12PMHS-IVb-3 | 12 | Removes | condiments / shakers from the tables | ShipCS | ||
| TVL_MSCS12PHP-IIId-1 | 12 | Removes | unnecessary items in accordance with company or office procedures | ShipCS | ||
| TVL_MSCS12PMHS-IVb-3 | 12 | Removes | unused/soiled plates/ flatware | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Replenishes | cabin and toilet amenities as per ship’s standards | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Replenishes | toilet amenities as per ship’s standards | ShipCS | ||
| TVL_MSCS12PHP-IIIe-4 | 12 | Reports | abnormal incidents to immediate supervisor | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Reports | any damage arising from the laundering process to concerned personnel/ supervisor | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-1 | 12 | Reports | catering equipment malfunction or defects in accordance with ship’s standards and/or manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Reports | defective furniture, appliances, lights, and air vents to concerned personnel | ShipCS | ||
| TVL_MSCS12PHP-IIIe-3 | 12 | Reports | defective tools and equipment to immediate supervisor | ShipCS | ||
| TVL_MSCS12OPH-IIIf-2 | 12 | Reports | health condition and/or illness according to the ship’s policy and procedures | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-4 | 12 | Reports | pest infestation | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-4 | 12 | Reports | sign of pest infestation to concerned personnel | ShipCS | ||
| TVL_MSCS12PHS-IVh-5 | 12 | Reports | usage of cleaning materials to the supervisor | ShipCS | ||
| TVL_MSCS12DWV-IIIc-3 | 12 | Reports | work incidents/situations in accordance with company protocol/guidelines | ShipCS | ||
| TVL_MSCS12WWO-IIIb-1 | 12 | Respects | differences in personal values and beliefs, and acknowledged in the development | ShipCS | ||
| TVL_MSCS12PMHS-IVb-3 | 12 | Returns | condiments / shakers to designated storage | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Sanitizes | garbage containers in designated garbage cleaning area | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-1 | 12 | Sanitizes and dries | catering equipment in accordance with ship’s standards | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Scrapes | tableware | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-2 | 12 | Seals | waste in accordance with MARPOL Annex V | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Secures | cleaned tableware in designated storage area | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Secures | collected garbage | ShipCS | ||
| TVL_MSCS12WWO-IIIb-1 | 12 | Seeks | assistance from workgroup when difficulties arise and addressed through discussions | ShipCS | ||
| TVL_MSCS12RRWC-IIIa-1 | 12 | Seeks | clarification from workplace supervisor on all occasions when any instruction/information is not clear | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Segregates | garbage according to type | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-1 | 12 | Segregates | sorted waste in designated bins/containers in accordance with relevant MARPOL regulations and procedures | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-1 | 12 | Segregates | waste | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Serves | food | ShipCS | ||
| TVL_MSCS12PMHS-IVa-2 | 12 | Serves | prepared food according to ship’s service standards | ShipCS | ||
| TVL_MSCS12PMHS-IVa-1 | 12 | Sets up | condiments in accordance with ship’s table-setting standards | ShipCS | ||
| TVL_MSCS12PMHS-IVa-1 | 12 | Sets up | table | ShipCS | ||
| TVL_MSCS12PMHS-IVa-1 | 12 | Sets up | tableware according to ship’s table-setting standards | ShipCS | ||
| TVL_MSCS12DWV-IIIc-4 | 12 | Shares | company values/practices with co-workers using appropriate behavior and language | ShipCS | ||
| TVL_MSCS12WWO-IIIb-2 | 12 | Shares | information relevant to work with team members to ensure designated goals are met | ShipCS | ||
| TVL_MSCS12WWME-IIIj-2 | 12 | Shows | respect for cultural and religious diversity in communication and interaction with the ship’s crew | ShipCS | ||
| TVL_MSCS12PHP-IIId-1 | 12 | Sorts | reusable and recyclable materials in accordance with company/office procedures | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Sorts | soiled linen/special laundry items according to ship’s laundry schedule | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Sorts | soiled linens and towels accordingly and ready these for laundry | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Sorts | tableware | ShipCS | ||
| TVL_MSCS12PEWS-IIIi-1 | 12 | Sorts | waste based on relevant regulations | ShipCS | ||
| TVL_MSCS12PHP-IIId-1 | 12 | Sorts and removes | unnecessary items | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Stocks | tableware | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-1 | 12 | Stores | catering equipment in accordance with ship’s standards and/or manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12PHS-IVh-5 | 12 | Stores | cleaning materials and equipment | ShipCS | ||
| TVL_MSCS12PHS-IVh-5 | 12 | Stores | cleaning materials and equipment in the designated areas as per ship’s standards | ShipCS | ||
| TVL_MSCS12PSSH-IIIg-2 | 12 | Stores | food | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Stores | garbage according to type | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Stores | glasses, coffee cups, ashtrays, and utensils | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Stores | linen/special laundry items according to type | ShipCS | ||
| TVL_MSCS12PHS-IVf-2 | 12 | Strips and waxes | deck according to ship’s schedule | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-1 | 12 | Tests | catering equipment for functionality and breakage in accordance with ship’s standards and/or manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12PHS-IVg-3 | 12 | Transports | collected garbage to designated collection area | ShipCS | ||
| TVL_MSCS12PARS-IVj-2 | 12 | Transports | provisions and supplies in first in-first out (FIFO) order | ShipCS | ||
| TVL_MSCS12DWV-IIIc-2 | 12 | Undertakes | work practices in compliance with industry work ethical standards, organizational policy and guidelines | ShipCS | ||
| TVL_MSCS12OCHP-IIIh-2 | 12 | Uses | appropriate fire extinguisher in case of fire in the galley | ShipCS | ||
| TVL_MSCS12DWV-IIIc-2 | 12 | Uses | company resources in accordance with transparent company ethical standard, policies and guidelines | ShipCS | ||
| TVL_MSCS12OPH-IIIf-2 | 12 | Uses | disposable gloves in handling ready-to-eat food | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Uses | laundry equipment in accordance with manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12PMHS-IVd-5 | 12 | Uses | pantry equipment properly in accordance with manufacturer’s instructions or manual | ShipCS | ||
| TVL_MSCS12DWV-IIIc-3 | 12 | Uses | resolution and/or referral of ethical problems identified learning opportunities. | ShipCS | ||
| TVL_MSCS12PARS-IVi-1 | 12 | Uses | weighing scale in accordance with manufacturer’s instructions | ShipCS | ||
| TVL_MSCS12PHS-IVe-1 | 12 | Vacuums | clean all carpeted areas in the cabin | ShipCS | ||
| TVL_MSCS12PHS-IVh-4 | 12 | Washes | sorted soiled linen/special laundry items using designated washing machine | ShipCS | ||
| TVL_MSCS12PMHS-IVc-4 | 12 | Washes | used tableware | ShipCS | ||
| TVL_MSCS12OPH-IIIf-1 | 12 | Wears | appropriate uniform as required by ship’s food safety program | ShipCS | ||
| SP_LS12-Ib-2 | 12 | Administers | a pre-participation screening | Sports | ||
| SP_APA12-IIa-t-8 | 12 | Applies | to achieve sport-life balance | psychosocial techniques | Sports | |
| SP_PRA12-Ia-t-8 | 12 | Applies | to achieve sport-life balance | psychosocial techniques | Sports | |
| SP_APL12-IIa-t-6 | 12 | Applies | to prevent injury during exercise or sports participation | safety practices | Sports | |
| SP_APO12-IIa-t-3 | 12 | Applies | to prevent injuries during the conduct of the tournament | safety practices | Sports | |
| SP_PRA12-Ia-t-5 | 12 | Applies | to prevent deconditioning as a result of injury | safety practices | Sports | |
| SP_PRL12-Ia-t-6 | 12 | Applies | to prevent injury during exercise or sports participation | safety practices | Sports | |
| SP_PRO12-Ia-t-3 | 12 | Applies | to prevent injuries during the conduct of the tournament | safety practices | Sports | |
| SP_APA12-IIa-t-5 | 12 | Applies | to prevent deconditioning as a result of injury | safety practices | Sports | |
| SP_APC12-IIa-t-3 | 12 | Articulates | personal coaching philosophy | Sports | ||
| SP_PRC12-Ia-t-3 | 12 | Articulates | personal coaching philosophy | Sports | ||
| SP_PRA12-Ia-t-1 | 12 | Assesses | for goal setting | own performance | Sports | |
| SP_APA12-IIa-t-1 | 12 | Assesses | for goal setting | own performance | Sports | |
| SP_APC12-IIa-t-5 | 12 | Carries out | under coach supervision | assessment of team members | Sports | |
| SP_PRC12-Ia-t-5 | 12 | Carries out | under coach supervision | assessment of team members | Sports | |
| SP_APL12-IIa-t-2 | 12 | Carries out | health and fitness evaluation of students or clients | Sports | ||
| SP_PRL12-Ia-t-2 | 12 | Carries out | health and fitness evaluation of students or clients | Sports | ||
| SP_APO12-IIa-t-5 | 12 | Conducts | post-event evaluation | Sports | ||
| SP_PRO12-Ia-t-5 | 12 | Conducts | post-event evaluation | Sports | ||
| SP_APC12-IIa-t-1 | 12 | Demonstrates | while coaching | appropriate personal, social, and ethical behavior | Sports | |
| SP_APL12-IIa-t-1 | 12 | Demonstrates | while performing leadership tasks | appropriate personal, social, and ethical behavior | Sports | |
| SP_APO12-IIa-t-1 | 12 | Demonstrates | while officiating | appropriate personal, social, and ethical behavior | Sports | |
| SP_PRC12-Ia-t-1 | 12 | Demonstrates | while coaching | appropriate personal, social, and ethical behavior | Sports | |
| SP_PRL12-Ia-t-1 | 12 | Demonstrates | while performing leadership tasks | appropriate personal, social, and ethical behavior | Sports | |
| SP_PRO12-Ia-t-1 | 12 | Demonstrates | while officiating | appropriate personal, social, and ethical behavior | Sports | |
| SP_LS12-Ia-t-9 | 12 | Demonstrates | basic knowledge of first aid and/or initial assessment of common injuries | Sports | ||
| SP_LS12-Ih-k-4 | 12 | Demonstrates | safe and effective exercise/sports techniques | Sports | ||
| SP_LS12-Io-p-7 | 12 | Designs | a balanced exercise program for an apparently healthy individual or group | Sports | ||
| SP_PRA12-Ia-t-2 | 12 | Designs | a personal training program | Sports | ||
| SP_APA12-IIa-t-2 | 12 | Designs | a personal training program | Sports | ||
| SP_APL12-IIa-t-3 | 12 | Designs/ implements | (for fitness leader) | fitness program | Sports | |
| SP_PRL12-Ia-t-3 | 12 | Designs/ implements | (for fitness leader) | fitness program | Sports | |
| SP_PRA12-Ia-t-4 | 12 | Displays | improvement of personal best performance | Sports | ||
| SP_APA12-IIa-t-4 | 12 | Displays | improvement of personal best performance | Sports | ||
| SP_APC12-IIa-t-7 | 12 | Documents | player performance during games, progression toward goals, and strategies and tactics of opposing teams | Sports | ||
| SP_PRC12-Ia-t-7 | 12 | Documents | player performance during games, progression toward goals, and strategies and tactics of opposing teams | Sports | ||
| SP_APL12-IIa-t-8 | 12 | Employs | motivational techniques in promoting exercise adherence and enjoyment | Sports | ||
| SP_PRL12-Ia-t-8 | 12 | Employs | motivational techniques in promoting exercise adherence and enjoyment | Sports | ||
| SP_APA12-IIa-t-7 | 12 | Employs | to cope with training and competition demands | stress management techniques | Sports | |
| SP_PRA12-Ia-t-7 | 12 | Employs | to cope with training and competition demands | stress management techniques | Sports | |
| SP_PRA12-Ia-t-3 | 12 | Exhibits | mastery of sports skills | Sports | ||
| SP_APA12-IIa-t-3 | 12 | Exhibits | mastery of sports skills | Sports | ||
| SP_APL12-IIa-t-5 | 12 | Exhibits | proficiency in exercise techniques or sports skills | Sports | ||
| SP_PRL12-Ia-t-5 | 12 | Exhibits | proficiency in exercise techniques or sports skills | Sports | ||
| SP_LS12-Ic-g-3 | 12 | Explains | the different components of an exercise program | Sports | ||
| SP_APL12-IIa-t-7 | 12 | Identifies | emerging trends in sports , fitness, and recreation | Sports | ||
| SP_PRL12-Ia-t-7 | 12 | Identifies | emerging trends in sports , fitness, and recreation | Sports | ||
| SP_APA12-IIa-t-6 | 12 | Identifies | emerging trends in training | Sports | ||
| SP_PRA12-Ia-t-6 | 12 | Identifies | emerging trends in training | Sports | ||
| SP_APC12-IIa-t-9 | 12 | Identifies | emerging trends in training and coaching | Sports | ||
| SP_PRC12-Ia-t-9 | 12 | Identifies | emerging trends in training and coaching | Sports | ||
| SP_LS12-Ia-t-8 | 12 | Identifies | existing sports and recreation programs (summer camps, sports clinics, etc.) | Sports | ||
| SP_APO12-IIa-t-6 | 12 | Identifies | recent developments in officiating and emerging trends in tournament management | Sports | ||
| SP_PRO12-Ia-t-6 | 12 | Identifies | recent developments in officiating and emerging trends in tournament management | Sports | ||
| SP_APO12-IIa-t-4 | 12 | Implements | a tournament plan | Sports | ||
| SP_PRO12-Ia-t-4 | 12 | Implements | a tournament plan | Sports | ||
| SP_APL12-IIa-t-4 | 12 | Implements | (for sports and recreation leader) | an existing sports and recreation program | Sports | |
| SP_PRL12-Ia-t-4 | 12 | Implements | (for sports and recreation leader) | an existing sports and recreation program | Sports | |
| SP_APC12-IIa-t-6 | 12 | Implements | training program designed by the coach | Sports | ||
| SP_PRC12-Ia-t-6 | 12 | Implements | training program designed by the coach | Sports | ||
| SP_LS12-Il-t-6 | 12 | Monitors | for safe and effective fitness performance | exercise intensity | Sports | |
| SP_APC12-IIa-t-8 | 12 | Observes | to prevent deconditioning of team members as a result of injury | safety practices | Sports | |
| SP_PRC12-Ia-t-8 | 12 | Observes | to prevent deconditioning of team members as a result of injury | safety practices | Sports | |
| SP_LS12-Ia-1 | 12 | Practices | in the conduct of fitness, sports and recreation activities | quality leadership | Sports | |
| SP_APC12-IIa-t-4 | 12 | Provides | for the coach | assessment tools options | Sports | |
| SP_PRC12-Ia-t-4 | 12 | Provides | for the coach | assessment tools options | Sports | |
| SP_PRA12-Ia-t-10 | 12 | Realizes | through participation in sports | one’s potential | Sports | |
| SP_APA12-IIa-t-10 | 12 | Realizes | through participation in sports | one’s potential | Sports | |
| SP_APC12-IIa-t-11 | 12 | Realizes | through sports participation | one’s potential as a coach | Sports | |
| SP_PRC12-Ia-t-11 | 12 | Realizes | through sports participation | one’s potential as a coach | Sports | |
| SP_APO12-IIa-t-8 | 12 | Realizes | one’s potential as an official and tournament manager | Sports | ||
| SP_PRO12-Ia-t-8 | 12 | Realizes | one’s potential as an official and tournament manager | Sports | ||
| SP_APL12-IIa-t-10 | 12 | Realizes | one’s potential in sports , fitness, and recreation leadership | Sports | ||
| SP_PRL12-Ia-t-10 | 12 | Realizes | one’s potential in sports, fitness, and recreation leadership | Sports | ||
| SP_APA12-IIa-t-9 | 12 | Realizes | the importance of having a positive attitude toward participation in sports | Sports | ||
| SP_PRA12-Ia-t-9 | 12 | Realizes | the importance of having a positive attitude toward participation in sports | Sports | ||
| SP_APL12-IIa-t-9 | 12 | Realizes | the importance of having a positive attitude toward participation in sports , fitness and recreation | Sports | ||
| SP_PRL12-Ia-t-9 | 12 | Realizes | the importance of having a positive attitude toward participation in sports , fitness, and recreation | Sports | ||
| SP_LS12-Ia-t-11 | 12 | Realizes | the value of professional ethics, responsibilities, and standards | Sports | ||
| SP_APO12-IIa-t-7 | 12 | Recognizes | to achieve teamwork in carrying out a tournament | the dynamics of working with the group | Sports | |
| SP_PRO12-Ia-t-7 | 12 | Recognizes | to achieve teamwork in carrying out a tournament | the dynamics of working with the group | Sports | |
| SP_APC12-IIa-t-10 | 12 | Recommends | psychosocial strategies (goal setting , team-building activities, and stress management) | Sports | ||
| SP_PRC12-Ia-t-10 | 12 | Recommends | psychosocial strategies (goal setting , team-building activities, and stress management) | Sports | ||
| SP_LS12-Ia-t-5 | 12 | Uses | in delivering exercise/sports programs for an individual or group | appropriate cueing, motivation, instruction, and feedback and teaching techniques | Sports | |
| SP_APC12-IIa-t-2 | 12 | Utilizes | during games/ competitions | management skills | Sports | |
| SP_PRO12-Ia-t-2 | 12 | Utilizes | during games/ competitions | management skills | Sports | |
| SP_APO12-IIa-t-2 | 12 | Utilizes | in officiating and tournament management | proper communication techniques | Sports | |
| SP_PRO12-Ia-t-2 | 12 | Utilizes | in officiating and tournament management | proper communication techniques | Sports | |
| SP_LS12-Ia-t-10 | 12 | Values | the importance of the basic principles and techniques of fitness, sports and recreation instructions, and leadership for delivering safe and effective exercise/sports and recreation programs | Sports | ||
| STEM_GP12V-Ia-9 | 12 | Adds | vectors | STEM | ||
| STEM_RP12-IIa-e-9 | 12 | Analyzes | data obtained from the investigation | STEM | ||
| STEM_GP12EM-IIIc-21 | 12 | Analyzes | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12EM-IIIf-46 | 12 | Analyzes | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12OPT-IVc-19 | 12 | Analyzes | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12OPT-IVc-20 | 12 | Analyzes | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12TH-IIg-54 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12EM-IIIc-21 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12EM-IIIf-46 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12EM-IIIg-52 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12FM-IIf-48 | 12 | Analyzes | appropriately | the data | STEM | |
| STEM_GP12MMIC-Ii-64 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12MWS-IIe-39 | 12 | Analyzes | appropriately | the data | STEM | |
| STEM_GP12OPT-IVc-19 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12OPT-IVc-20 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12PM-IId-30 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12RED-IIa-12 | 12 | Analyzes | the data | STEM | ||
| STEM_GP12N-Ie-37 | 12 | Analyzes | the effect of fluid resistance on moving object | STEM | ||
| STEM_GP12PM-IIc-26 | 12 | Analyzes | using energy and Newton’s 2nd law approaches | the motion of an oscillating system | STEM | |
| STEM_GP12FM-IIf-46 | 12 | Applies | whenever appropriate; to infer relations involving pressure, elevation, speed, and flux | Bernoulli’s principle and continuity equation | STEM | |
| STEM_GP12G-IIc-21 | 12 | Applies | Kepler’s third law of planetary motion | STEM | ||
| STEM_GP12N-Ie-33 | 12 | Applies | to obtain quantitative and qualitative conclusions about the contact and noncontact forces acting on a body in equilibrium (1 lecture) | Newton’s 1st law | STEM | |
| STEM_GP12N-Ie-36 | 12 | Applies | to obtain quantitative and qualitative conclusions about the velocity and acceleration of one or more bodies, and the contact and noncontact forces acting on one or more bodies | Newton’s second law and kinematics | STEM | |
| STEM_GP12FM-IIf-43 | 12 | Applies | in analyzing fluids in various systems | Pascal’s principle | STEM | |
| STEM_GP12RED-IIa-7 | 12 | Applies | rotational kinetic energy formulae | STEM | ||
| STEM_GP12OPT-IVb-15 | 12 | Applies | Snell’s Law | STEM | ||
| STEM_GP12FM-IIf-44 | 12 | Applies | the concept of buoyancy and Archimedes’ principle | STEM | ||
| STEM_GP12Red-IIb-19 | 12 | Applies | in physics problems | the concept of gravitational potential energy | STEM | |
| STEM_GP12MMIC-Ii-61 | 12 | Applies | the concept of restitution coefficient in collisions | STEM | ||
| STEM_GP12MWS-IIe-36 | 12 | Applies | the condition for standing waves on a string | STEM | ||
| STEM_GP12MWS-IIe-34 | 12 | Applies | the inverse-square relation between the intensity of waves and the distance from the source | STEM | ||
| STEM_GP12OPT-IVb-13 | 12 | Applies | the Law of Reflection | STEM | ||
| STEM_GP12OPT-IVd-28 | 12 | Applies | to discuss image formation by the eye, and correction of common vision defects | the principles of geometric optics | STEM | |
| STEM_GP12EM-IIIe-33 | 12 | Applies | to new situations | the relationship charge = current x time | STEM | |
| STEM_GP12EM-IIIe-37 | 12 | Applies | to solve problems | the relationship of the proportionality between resistance and the length and cross-sectional area of a wire | STEM | |
| STEM_GP12MP-IVh-43 | 12 | Applies | the relativistic Doppler formula | STEM | ||
| STEM_GP12MP-IVg-41 | 12 | Applies | the relativistic velocity addition formula | STEM | ||
| STEM_GP12RED-IIa-6 | 12 | Applies | the rotational kinematic relations for systems with constant angular accelerations | STEM | ||
| STEM_GP12MP-IVg-40 | 12 | Applies | the time dilation and length contraction formulae | STEM | ||
| STEM_GP12RED-IIa-10 | 12 | Applies | the torque-angular momentum relation | STEM | ||
| STEM_GP12WE-Ig-45 | 12 | Applies | to obtain quantitative and qualitative conclusions regarding the work done, initial and final velocities, mass and kinetic energy of a system | the work-energy theorem | STEM | |
| STEM_GP12V-Ia-11 | 12 | Calculates | directions and magnitudes of vectors | STEM | ||
| STEM_GP12EM-IIIb-12 | 12 | Calculates | electric flux | STEM | ||
| STEM_GP12GLT-IIi-71 | 12 | Calculates | entropy changes for various processes e.g., isothermal process, free expansion, constant pressure process, etc. | STEM | ||
| STEM_GP12MP-IVg-42 | 12 | Calculates | kinetic energy, rest energy, momentum, and speed of objects moving with speeds comparable to the speed of light | STEM | ||
| STEM_GP12EM-IIIi-65 | 12 | Calculates | using Ampere’s Law | magnetic fields for highly symmetric current configurations | STEM | |
| STEM_GP12RED-IIa-3 | 12 | Calculates | using the definition of torque as a cross-product | magnitude and direction of torque | STEM | |
| STEM_GP12Red-IIb-20 | 12 | Calculates | quantities related to planetary or satellite motion | STEM | ||
| STEM_GP12MP-IVh-i-47 | 12 | Calculates | using the concept of half-life | radioisotope activity | STEM | |
| STEM_GP12KIN-Ic-23 | 12 | Calculates | range, time of flight, and maximum heights of projectiles | STEM | ||
| STEM_GP12EM-IIIg-49 | 12 | Calculates | using Kirchhoff’s loop and junction rules (at most 2 loops only) | the current and voltage through and across circuit elements | STEM | |
| STEM_GP12WE-If-40 | 12 | Calculates | the dot or scalar product of vectors | STEM | ||
| STEM_GP12GLT-IIi-67 | 12 | Calculates | the efficiency of a heat engine | STEM | ||
| STEM_GP12EM-IIIa-10 | 12 | Calculates | using Coulomb’s law and the superposition principle | the electric field due to a system of point charges | STEM | |
| STEM_GP12EM-IIIc-20 | 12 | Calculates | given a mathematical function describing its potential in a region of space | the electric field in the region | STEM | |
| STEM_GP12EM-IIId-24 | 12 | Calculates | the equivalent capacitance of a network of capacitors connected in series/parallel | STEM | ||
| STEM_GP12EM-IIIi-63 | 12 | Calculates | the force per unit length on a current carrying wire due to the magnetic field produced by other current-carrying wires | STEM | ||
| STEM_GP12EM-IVa-4 | 12 | Calculates | using Faraday’s Law | the induced emf in a closed loop due to a time-varying magnetic flux | STEM | |
| STEM_GP12OPT-IVc-18 | 12 | Calculates | applying Malus’s Law | the intensity of the transmitted light after passing through a series of polarizers | STEM | |
| STEM_GP12EM-IIIi-62 | 12 | Calculates | using the superposition principle | the magnetic field due to one or more straight wire conductors | STEM | |
| STEM_GP12RED-IIa-1 | 12 | Calculates | (1 lecture with exercises) | the moment of inertia about a given axis of single-object and multiple-object systems | STEM | |
| STEM_GP12EM-IIIa-6 | 12 | Calculates | the net electric force on a point charge exerted by a system of point charges | STEM | ||
| STEM_GP12PM-IIc-27 | 12 | Calculates | the period and the frequency of spring mass, simple pendulum, and physical pendulum | STEM | ||
| STEM_GP12PM-IId-33 | 12 | Calculates | with given tension, mass, and length; (1 lecture) | the propagation speed, power transmitted by waves on a string | STEM | |
| STEM_GP12TH-IIg-52 | 12 | Calculates | volume or length changes of solids due to changes in temperature | STEM | ||
| STEM_GP12TH-IIg-55 | 12 | Carries out | using thermometers | measurements | STEM | |
| STEM_GP12EM-IVb-8 | 12 | Characterizes | the properties (stored energy and time-dependence of charges, currents, and voltages) of an LC circuit | STEM | ||
| STEM_GP12OPT-IVc-17 | 12 | Cites | evidence that EM wave is a transverse wave (polarization) | STEM | ||
| STEM_GP12N-Ie-35 | 12 | Compares | the magnitude of sought quantities such as frictional force, normal force, threshold angles for sliding, acceleration, etc. | STEM | ||
| STEM_GP12EM-IVb-6 | 12 | Compares and contrasts | alternating current (AC) and direct current (DC) | STEM | ||
| STEM_GP12MMIC-Ii-60 | 12 | Compares and contrasts | elastic and inelastic collisions | STEM | ||
| STEM_GP12EM-IVa-3 | 12 | Compares and contrasts | electrostatic electric field and nonelectrostatic/induced electric field | STEM | ||
| STEM_GP12GLT-IIh-61 | 12 | Computes | using dW=PdV; (1 lecture) | the work done by a gas | STEM | |
| STEM_GP12KIN-Ib-16 | 12 | Constructs | a velocity vs. time and acceleration vs. time graphs, respectively, corresponding to a given position vs. time-graph and velocity vs. time graph and vice versa | STEM | ||
| STEM_GP12Kin-Ib-12 | 12 | Converts | into a mathematical description | a verbal description of a physical situation involving uniform acceleration in one dimension | STEM | |
| STEM_GP12TH-IIg-50 | 12 | Converts | temperatures and temperature differences in the following scales: Fahrenheit, Celsius, Kelvin | STEM | ||
| STEM_GP12KIN-Ic-22 | 12 | Deduces | the consequences of the independence of vertical and horizontal components of projectile motion | STEM | ||
| STEM_GP12EM-IIId-23 | 12 | Deduces | the effects of simple capacitors (e.g., parallel-plate , spherical, cylindrical) on the capacitance , charge, and potential difference when the size, potential difference, or charge is changed | STEM | ||
| STEM_RP12IIf-j -13 | 12 | Defends | before a panel | the science project | STEM | |
| STEM_GP12TH-IIg-51 | 12 | Defines | coefficient of thermal expansion | STEM | ||
| STEM_GP12TH-IIg-51 | 12 | Defines | coefficient of volume expansion | STEM | ||
| STEM_GP12EM-IIIe-39 | 12 | Defines | electromotive force (emf) as the work done by a source in driving a unit charge around a complete circuit | STEM | ||
| STEM_GP12N-Id-28 | 12 | Defines | inertial frames of reference | STEM | ||
| STEM_GP12PM-IId-31 | 12 | Defines | mechanical wave , longitudinal wave, transverse wave, periodic wave, and sinusoidal wave | STEM | ||
| STEM_GP12WE-If-42 | 12 | Defines | work as a scalar or dot product of force and displacement | STEM | ||
| STEM_GP12EM-IIIa-7 | 12 | Describes | an electric field as a region in which an electric charge experiences a force | STEM | ||
| STEM_GP12EM-IIIa-1 | 12 | Describes | using a diagram | charging by rubbing and charging by induction | STEM | |
| STEM_GP12EM-IIIa-3 | 12 | Describes | to show electrostatic charging by induction | experiments | STEM | |
| STEM_GP12KIN-Ic-20 | 12 | Describes | using the concept of relative velocities in 1D and 2D | motion | STEM | |
| STEM_GP12GLT-IIi-68 | 12 | Describes | reversible and irreversible processes | STEM | ||
| STEM_GP12RED-IIa-4 | 12 | Describes | using vectors | rotational quantities | STEM | |
| STEM_GP12EM-IIIe-36 | 12 | Describes | in terms of resistivity and conductivity | the ability of a material to conduct current | STEM | |
| STEM_GP12GLT-IIi-72 | 12 | Describes | the Carnot cycle | STEM | ||
| STEM_GP12PM-IId-29 | 12 | Describes | the conditions for resonance | STEM | ||
| STEM_GP12EM-IVa-5 | 12 | Describes | using Lenz’s Law | the direction of the induced electric field, magnetic field, and current on a conducting/nonconducting loop | STEM | |
| STEM_GP12EM-IIIe-35 | 12 | Describes | the effect of temperature increase on the resistance of a metallic conductor | STEM | ||
| STEM_GP12EM-IIId-29 | 12 | Describes | the effects of inserting dielectric materials on the capacitance of a capacitor | STEM | ||
| STEM_GP12EM-IIId-29 | 12 | Describes | the effects of inserting dielectric materials on the charge of a capacitor | STEM | ||
| STEM_GP12EM-IIId-29 | 12 | Describes | the effects of inserting dielectric materials on the electric field of a capacitor | STEM | ||
| STEM_GP12EM-IIIg-50 | 12 | Describes | the initial, transient, and steady state behavior of current, potential, and charge in a capacitor that is either charging or discharging | STEM | ||
| STEM_GP12EM-IIIh-53 | 12 | Describes | the interaction between poles of magnets | STEM | ||
| STEM_GP12EM-IIIh-58 | 12 | Describes | in terms of its speed, acceleration, cyclotron radius, cyclotron frequency, and kinetic energy | the motion of a charged particle in a magnetic field | STEM | |
| STEM_GP12EM-IIIe-43 | 12 | Describes | the physiological effects of electrical shock; electrical hazards; safety devices and procedures | STEM | ||
| STEM_GP12MWS-IIe-35 | 12 | Describes | qualitatively and quantitatively | the superposition of waves | STEM | |
| STEM_RP12-IIa-e-6 | 12 | Designs | a strategy or sequence of steps that will address the scientific question at hand | STEM | ||
| STEM_GP12RED-IIa-9 | 12 | Determines | angular momentum of different systems | STEM | ||
| STEM_GP12OPT-IVf-32 | 12 | Determines | emphasizing the properties of a laser (as a monochromatic and coherent light source) | the conditions (superposition, path and phase difference, polarization, amplitude) for interference to occur | STEM | |
| STEM_GP12EM-IIIc-17 | 12 | Determines | the electric potential function at any point due to highly symmetric continuous-charge distributions | STEM | ||
| STEM_GP12EM-IIId-28 | 12 | Determines | the energy density and the energy field inside a capacitor with a given configuration | STEM | ||
| STEM_GP12Red-IIb-17 | 12 | Determines | given a system of point masses | the net gravitational force on a mass | STEM | |
| STEM_GP12EM-IIId-26 | 12 | Determines | given the geometry and the potential difference across the capacitor | the potential energy stored inside the capacitor | STEM | |
| STEM_GP12EM-IIIe-42 | 12 | Determines | Given an emf source connected to a resistor | the power supplied or dissipated by each element in a circuit | STEM | |
| STEM_GP12EM-IIId-25 | 12 | Determines | given the capacitors connected in series/parallel | the total charge, the charge on, and the potential difference across each capacitor in the network | STEM | |
| STEM_GP12OPT-IVd-27 | 12 | Determines | graphically and mathematically | the type (virtual/real), magnification, location, and orientation of image of a point and extended object produced by a lens or series of lenses | STEM | |
| STEM_GP12OPT-IVd-24 | 12 | Determines | graphically and mathematically | the type (virtual/real), magnification, location, and orientation of image of a point and extended object produced by a plane or spherical mirror | STEM | |
| STEM_GP12OPT-IVd-25 | 12 | Determines | graphically and mathematically | the type (virtual/real), magnification, location/ apparent depth, and orientation of image of a point and extended object produced by a flat and spherical surface or interface separating two optical media | STEM | |
| STEM_GP12WE-If-41 | 12 | Determines | the work done by a force (not necessarily constant) acting on a system | STEM | ||
| STEM_GP12RED-IIa-5 | 12 | Determines | whether a system is in static equilibrium or not | STEM | ||
| STEM_GP12WE-Ig-54 | 12 | Determines | before and after description of a physical system | whether or not energy conservation is applicable in a given example | STEM | |
| STEM_RP12-IIa-e-8 | 12 | Develops | the criteria that will address the completeness of the data collection method | STEM | ||
| STEM_GP12OPT-IVd-26 | 12 | Differentiates | a converging lens from a diverging lens | STEM | ||
| STEM_GP12EU-Ia-2 | 12 | Differentiates | accuracy from precision | STEM | ||
| STEM_RP12-IIa-e-2 | 12 | Differentiates | applied and basic research problems | STEM | ||
| STEM_GP12MMIC-Ih-56 | 12 | Differentiates | center of mass and geometric center | STEM | ||
| STEM_GP12N-Id-29 | 12 | Differentiates | contact and noncontact forces | STEM | ||
| STEM_GP12EM-IIIh-54 | 12 | Differentiates | electric interactions from magnetic interactions | STEM | ||
| STEM_GP12EM-IIIe-40 | 12 | Differentiates | emf of a source and potential difference (PD) across a circuit | STEM | ||
| STEM_GP12EM-IIIe-38 | 12 | Differentiates | in terms of their I-V curves | ohmic and non-ohmic materials | STEM | |
| STEM_GP12EU-Ia-3 | 12 | Differentiates | random errors from systematic errors | STEM | ||
| STEM_GP12GLT-IIh-63 | 12 | Differentiates | the following thermodynamic processes: isochoric , isobaric, isothermal, adiabatic, and cyclic | STEM | ||
| STEM_GP12N-Ie-34 | 12 | Differentiates | the properties of static friction and kinetic friction | STEM | ||
| STEM_GP12PM-IId-28 | 12 | Differentiates | underdamped, overdamped, and critically damped motion | STEM | ||
| STEM_GP12KIN-Ic-24 | 12 | Differentiates | uniform and non-uniform circular motion | STEM | ||
| STEM_GP12V-Ia-8 | 12 | Differentiates | vector and scalar quantities | STEM | ||
| STEM_GP12Red-IIb-18 | 12 | Discusses | the physical significance of gravitational field | STEM | ||
| STEM_GP12GLT-IIh-59 | 12 | Distinguishes | among system, wall and surroundings | STEM | ||
| STEM_GP12EM-IIId-32 | 12 | Distinguishes | between conventional current and electron flow | STEM | ||
| STEM_GP12N-Id-30 | 12 | Distinguishes | between mass and weight | STEM | ||
| STEM_GP12EM-IIIf-47 | 12 | Draws | circuit diagrams with power sources (cell or battery), switches, lamps, resistors (fixed and variable) fuses, ammeters and voltmeters | STEM | ||
| STEM_GP12EM-IIIa-8 | 12 | Draws | electric field patterns due to systems with isolated point charges | STEM | ||
| STEM_GP12N-Id-32 | 12 | Draws | free-body diagrams | STEM | ||
| STEM_RP12-IIa-e-10 | 12 | Draws | logical conclusions supported by processed data | STEM | ||
| STEM_GP12EM-IIIh-57 | 12 | Draws | the magnetic field pattern around a bar magnet and between the poles of two bar magnets | STEM | ||
| STEM_GP12GLT-IIi-72 | 12 | Enumerates | the processes involved in the Carnot cycle | STEM | ||
| STEM_GP12GLT-IIh-57 | 12 | Enumerates | the properties of an ideal gas | STEM | ||
| STEM_GP12EU-Ia-5 | 12 | Estimates | using variance | errors from multiple measurements of a physical quantity | STEM | |
| STEM_GP12EU-Ia-7 | 12 | Estimates | using the “eyeball method” and/or linear regression formulae | intercepts and slopes—and their uncertainties—in experimental data with linear dependence | STEM | |
| STEM_GP12KIN-Id-27 | 12 | Estimates | the influence of the identified error sources on final results | STEM | ||
| STEM_GP12EU-Ia-6 | 12 | Estimates | from the estimated values and uncertainties of directly measured quantities | the uncertainty of a derived quantity | STEM | |
| STEM_GP12EM-IIIg-48 | 12 | Evaluates | the equivalent resistance, current, and voltage in a given network of resistors connected in series and/or parallel | STEM | ||
| STEM_GP12EM-IIIh-60 | 12 | Evaluates | the magnetic field vector at a given point in space due to a moving point charge , an infinitesimal current element, or a straight current-carrying conductor | STEM | ||
| STEM_GP12EM-IIIi-64 | 12 | Evaluates | the magnetic field vector at any point along the axis of a circular current loop | STEM | ||
| STEM_GP12EM-IIIh-59 | 12 | Evaluates | the magnetic force on an arbitrary wire segment placed in a uniform magnetic field | STEM | ||
| STEM_GP12EM-IIIc-16 | 12 | Evaluates | the potential at any point in a region containing point charges | STEM | ||
| STEM_GP12EM-IIIh-55 | 12 | Evaluates | the total magnetic flux through an open surface | STEM | ||
| STEM_GP12OPT-IVb-16 | 12 | Explains | by relating to Snell’s Law | the phenomenon of dispersion | STEM | |
| STEM_GP12GLT-IIi-69 | 12 | Explains | how entropy is a measure of disorder | STEM | ||
| STEM_GP12OPT-IVd-22 | 12 | Explains | image formation as an application of reflection , refraction, and paraxial approximation | STEM | ||
| STEM_GP12OPT-IVb-14 | 12 | Explains | the conditions for total internal reflection | STEM | ||
| STEM_GP12TH-IIg-49 | 12 | Explains | the connection between the Zeroth Law of Thermodynamics, temperature, thermal equilibrium, and temperature scales | STEM | ||
| STEM_GP12FM-IIf-45 | 12 | Explains | the limitations of and the assumptions underlying Bernoulli’s principle and the continuity equation | STEM | ||
| STEM_GP12MMIC-Ih-59 | 12 | Explains | the necessary conditions for conservation of linear momentum to be valid. | STEM | ||
| STEM_GP12MP-IVh-45 | 12 | Explains | using the idea of light quanta or photons | the photoelectric effect | STEM | |
| STEM_GP12WE-Ig-50 | 12 | Explains | the properties and the effects of conservative forces | STEM | ||
| STEM_GP12MP-IVh-46 | 12 | Explains | qualitatively; using the concept of energy levels | the properties of atomic emission and absorption spectra | STEM | |
| STEM_GP12EM-IIIa-2 | 12 | Explains | the role of electron transfer in electrostatic charging by rubbing | STEM | ||
| STEM_GP12EM-IIIh-56 | 12 | Explains | why the magnetic flux on a closed surface is zero | STEM | ||
| STEM_GP12RED-IIa-2 | 12 | Exploits | analogies between pure translational motion and pure rotational motion to infer rotational motion equations (e.g., rotational kinematic equations, rotational kinetic energy, torque-angular acceleration relation) | STEM | ||
| STEM_GP12WE-Ig-52 | 12 | Expresses | verbally and mathematically | the conservation of energy | STEM | |
| STEM_GP12KIN-Ic-21 | 12 | Extends | to 2D and 3D; using vector representation | the definition of position, velocity, and acceleration | STEM | |
| STEM_RP12-IIa-e-5 | 12 | Formulates | in the case of mathematics research | conjectures about the mathematical problem or topic | STEM | |
| STEM_RP12-IIa-e-5 | 12 | Formulates | possible outcomes of the investigation | STEM | ||
| STEM_RP12-IIa-e-1 | 12 | Identifies | a scientific problem or question | STEM | ||
| STEM_GP12N-Id-31 | 12 | Identifies | action-reaction pairs | STEM | ||
| STEM_GP12WE-Ig-51 | 12 | Identifies | conservative and nonconservative forces | STEM | ||
| STEM_GP12MWS-IIe-39 | 12 | Identifies | when appropriate | deviations from theoretical expectations | STEM | |
| STEM_GP12TH-IIg-54 | 12 | Identifies | when appropriate | deviations from theoretical expectations (such as thermal expansion and modes of heat transfer) | STEM | |
| STEM_GP12EM-IIIc-21 | 12 | Identifies | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12EM-IIIf-46 | 12 | Identifies | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12OPT-IVc-19 | 12 | Identifies | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12OPT-IVc-20 | 12 | Identifies | when appropriate | discrepancies between experimental results and theoretical expectations | STEM | |
| STEM_GP12FM-IIf-48 | 12 | Identifies | when appropriate | discrepancies between theoretical expectations and experimental results | STEM | |
| STEM_GP12MMIC-Ii-64 | 12 | Identifies | when appropriate | discrepancies between theoretical expectations and experimental results | STEM | |
| STEM_GP12N-If-39 | 12 | Identifies | when appropriate | discrepancies between theoretical expectations and experimental results | STEM | |
| STEM_GP12PM-IId-30 | 12 | Identifies | when appropriate | discrepancies between theoretical expectations and experimental results | STEM | |
| STEM_GP12RED-IIa-12 | 12 | Identifies | when appropriate | discrepancies between theoretical expectations and experimental results | STEM | |
| STEM_GP12KIN-Id-27 | 12 | Identifies | error sources | STEM | ||
| STEM_GP12EM-IVa-1 | 12 | Identifies | the factors that affect the magnitude of the induced emf and the magnitude and direction of the induced current (Faraday’s Law) | STEM | ||
| STEM_GP12GLT-IIi-72 | 12 | Illustrates | on a PV diagram | the Carnot cycle | STEM | |
| STEM_GP12KIN-Ic-25 | 12 | Infers | quantities associated with circular motion such as tangential velocity, centripetal acceleration, tangential acceleration, radius of curvature | STEM | ||
| STEM_GP12PM-IId-32 | 12 | Infers | From a given sinusoidal wave function | the (speed, wavelength, frequency, period, direction, and wave number) | STEM | |
| STEM_GP12EM-IIIc-18 | 12 | Infers | given the equipotential lines | the direction and strength of electric field vector, nature of the electric field sources, and electrostatic potential surfaces | STEM | |
| STEM_GP12EM-IIIc-19 | 12 | Infers | the distribution of charges at the surface of an arbitrarily shaped conductor | STEM | ||
| STEM_GP12KIN-Ib-14 | 12 | Interprets | displacement and velocity, respectively, as areas under velocity vs. time and acceleration vs. time curves | STEM | ||
| STEM_GP12GLT-IIh-60 | 12 | Interprets | PV diagrams of a thermodynamic process | STEM | ||
| STEM_GP12WE-If-43 | 12 | Interprets | the work done by a force in one-dimension as an area under a Force vs. Position curve | STEM | ||
| STEM_GP12KIN-Ib-15 | 12 | Interprets | velocity and acceleration, respectively, as slopes of position vs. time and velocity vs. time curves | STEM | ||
| STEM_RP12-IIa-e-11 | 12 | Makes | recommendations that are relevant to the study | STEM | ||
| STEM_GP12KIN-Id-27 | 12 | Minimizes | the influence of error sources | STEM | ||
| STEM_GP12OPT-IVb-10 | 12 | Narrates | Maxwell’s line of reasoning in linking EM to light | STEM | ||
| STEM_GP12OPT-IVb-11 | 12 | Narrates | the story behind Hertz’s experiments | STEM | ||
| STEM_GP12OPT-IVf-31 | 12 | Narrates | the story behind Young’s Two-slit experiments (wave versus particle) | STEM | ||
| STEM_GP12EM-IIIe-45 | 12 | Operates | devices for measuring currents and voltages | STEM | ||
| STEM_GP12TH-IIg-54 | 12 | Performs | an experiment investigating factors that affect thermal energy transfer | STEM | ||
| STEM_GP12MWS-IIe-39 | 12 | Performs | an experiment investigating the properties of sound waves | STEM | ||
| STEM_GP12FM-IIf-48 | 12 | Performs | an experiment involving either Continuity and Bernoulli’s equation or buoyancy | STEM | ||
| STEM_GP12EM-IIIc-21 | 12 | Performs | an experiment involving electric fields and equipotential lines | STEM | ||
| STEM_GP12MMIC-Ii-64 | 12 | Performs | an experiment involving energy and momentum conservation | STEM | ||
| STEM_GP12PM-IId-30 | 12 | Performs | an experiment involving periodic motion | STEM | ||
| STEM_GP12RED-IIa-12 | 12 | Performs | an experiment involving static equilibrium | STEM | ||
| STEM_GP12EM-IVb-9 | 12 | Performs | demonstrations involving magnetic induction in contexts such as, but not limited to, power generation , transformers, radio tuning, magnet falling in a copper pipe, and jumping rings | STEM | ||
| STEM_GP12N-If-39 | 12 | Plans and executes | an experiment involving forces (e.g., force table , friction board, terminal velocity) | STEM | ||
| STEM_GP12KIN-Id-27 | 12 | Plans and executes | an experiment involving projectile motion | STEM | ||
| STEM_GP12EM-IIIf-46 | 12 | Plans and performs | an experiment involving ohmic and non-ohmic materials | STEM | ||
| STEM_GP12OPT-IVc-20 | 12 | Plans and performs | an experiment involving optical polarization | STEM | ||
| STEM_GP12OPT-IVc-19 | 12 | Plans and performs | an experiment involving ray optics | STEM | ||
| STEM_GP12EM-IIIg-52 | 12 | Plans and performs | experiment involving batteries and resistors in one or more electric circuits | STEM | ||
| STEM_GP12EM-IIIa-5 | 12 | Predicts | charge distributions, and the resulting attraction or repulsion, in a system of charged insulators and conductors | STEM | ||
| STEM_GP12EM-IIIa-11 | 12 | Predicts | he trajectory of a point charge in a uniform electric field | STEM | ||
| STEM_GP12MMIC-Ii-62 | 12 | Predicts | motion of constituent particles for different types of collisions (e.g., elastic, inelastic) | STEM | ||
| STEM_GP12EM-IIId-27 | 12 | Predicts | the effects on the final potential difference and change in potential energy of a capacitor when either the geometry or charge is changed | STEM | ||
| STEM_GP12OPT-IVf-34 | 12 | Predicts | based on their thickness, index of refraction, and wavelength of illumination | the occurrence of constructive and destructive reflection from thin films | STEM | |
| STEM_GP12PM-IIc-25 | 12 | Recognizes | the necessary conditions for an object to undergo simple harmonic motion | STEM | ||
| STEM_GP12RED-IIa-11 | 12 | Recognizes | whether angular momentum is conserved or not over various time intervals in a given system | STEM | ||
| STEM_GP12KIN-Ib-13 | 12 | Recognizes | whether or not a physical situation involves constant velocity or constant acceleration | STEM | ||
| STEM_GP12PM-IIc-24 | 12 | Relates | amplitude, frequency, angular frequency, period, displacement, velocity, and acceleration of oscillating systems | STEM | ||
| STEM_GP12FM-IIf-40 | 12 | Relates | to each other | density, specific gravity, mass, and volume | STEM | |
| STEM_GP12EM-IVa-2 | 12 | Relates | to a given experiment | Faraday’s experiments | STEM | |
| STEM_GP12G-IIc-22 | 12 | Relates | to Newton’s law of gravitation and centripetal acceleration | Kepler’s third law of planetary motion | STEM | |
| STEM_GP12EM-IVa-2 | 12 | Relates | to a given experiment | Maxwell’s evaluation | STEM | |
| STEM_GP12WE-Ig-47 | 12 | Relates | to work, energy, force, and velocity | power | STEM | |
| STEM_GP12FM-IIf-41 | 12 | Relates | to area and force | pressure | STEM | |
| STEM_GP12FM-IIf-42 | 12 | Relates | to fluid density and depth | pressure | STEM | |
| STEM_GP12OPT-IVd-23 | 12 | Relates | to image and object distance and sizes | properties of mirrors and lenses (radii of curvature , focal length, index of refraction [for lenses]) | STEM | |
| STEM_GP12EM-IIIe-34 | 12 | Relates | to electrical current and current density | the drift velocity of a collection of charged particles | STEM | |
| STEM_GP12WE-Ig-49 | 12 | Relates | to the configuration of the system | the elastic potential energy of a system or object | STEM | |
| STEM_GP12EM-IIIb-15 | 12 | Relates | with work, potential energy, and electric field | the electric potential | STEM | |
| STEM_GP12MWS-IIe-37 | 12 | Relates | with the motion of the source and the listener | the frequency (source dependent) and wavelength of sound | STEM | |
| STEM_GP12OPT-IVf-35 | 12 | Relates | to the properties of the diffraction pattern (width, location, and intensity of the fringes) | the geometry of the diffraction experiment setup (slit size , and screen-to-slit distance) and properties of light (wavelength) | STEM | |
| STEM_GP12OPT-IVf-33 | 12 | Relates | to the properties of the interference pattern (width, location, and intensity) | the geometry of the two-slit experiment set up (slit separation , and screen-to-slit distance) and properties of light (wavelength) | STEM | |
| STEM_GP12WE-Ig-48 | 12 | Relates | to the configuration of the system | the gravitational potential energy of a system or object | STEM | |
| STEM_GP12MMIC-Ih-58 | 12 | Relates | the momentum, impulse, force, and time of contact in a system | STEM | ||
| STEM_GP12MMIC-Ih-57 | 12 | Relates | to the momentum and net external force acting on the system | the motion of center of mass of a system | STEM | |
| STEM_GP12OPT-IVb-12 | 12 | Relates | the properties of EM wave (wavelength , frequency, speed) and the properties of vacuum and optical medium (permittivity, permeability, and index of refraction) | STEM | ||
| STEM_GP12WE-Ig-44 | 12 | Relates | to the change in kinetic energy of a system | the work done by a constant force | STEM | |
| STEM_GP12WE-Ig-46 | 12 | Represents | graphically | the work-energy theorem | STEM | |
| STEM_RP12-IIa-e-4 | 12 | Reviews, digests and states | concisely | the relevance of the studies cited | STEM | |
| STEM_GP12V-Ia-10 | 12 | Rewrites | in component form | a vector | STEM | |
| STEM_RP12-IIa-e-7 | 12 | Selects | appropriate methods of data collection | STEM | ||
| STEM_RP12-IIa-e-3 | 12 | Sets | selection criteria for studies relevant to a chosen scientific problem | STEM | ||
| STEM_GP12GLT-IIh-63 | 12 | Shows | on a PV diagram | the following thermodynamic processes: isochoric , isobaric, isothermal, adiabatic, and cyclic | STEM | |
| STEM_GP12KIN-Ib-17 | 12 | Solves | for unknown quantities in equations involving one-dimensional uniformly accelerated motion | STEM | ||
| STEM_GP12G-IIc-23 | 12 | Solves | gravity-related problems in contexts such as, but not limited to, inferring the mass of the Earth, inferring the mass of Jupiter from the motion of its moons, and calculating escape speeds from the Earth and from the solar system | STEM | ||
| STEM_GP12EU-Ia-1 | 12 | Solves | measurement problems involving conversion of units, expression of measurements in scientific notation | STEM | ||
| STEM_GP12EM-IIIj-67 | 12 | Solves | using theoretical and experimental approaches | multiconcept, rich-context problems in electricity and magnetism | STEM | |
| STEM_GP12TH-IIh-56 | 12 | Solves | using the Stefan-Boltzmann law and the heat current formula for radiation and conduction | problems | STEM | |
| STEM_GP12N-Ie-38 | 12 | Solves | using Newton’s Laws of motion | problems in contexts such as, but not limited to, ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor belts, force needed to move stalled vehicles, determination of safe driving speeds on banked curved roads | STEM | |
| STEM_GP12OPT-IVe-29 | 12 | Solves | problems in geometric optics in contexts such as, but not limited to, depth perception, microscopes, telescopes, and the correction of vision defects | STEM | ||
| STEM_GP12EM-IIId-30 | 12 | Solves | problems involving capacitors and dielectrics in contexts such as, but not limited to, charged plates, electroscopes, batteries, camera flashlamps, Geiger counters, and coaxial cables | STEM | ||
| STEM_GP12MMIC-Ii-63 | 12 | Solves | problems involving center of mass, impulse, and momentum in contexts such as, but not limited to, rocket motion, vehicle collisions, and ping-pong | STEM | ||
| STEM_GP12EM-IIIe-44 | 12 | Solves | problems involving current, resistivity, resistance, and Ohm’s law in contexts such as, but not limited to, batteries and bulbs, household wiring, selection of fuses, and accumulation of surface charge in the junction between wires made of different mater | STEM | ||
| STEM_GP12EM-IIIb-14 | 12 | Solves | problems involving electric charges, dipoles, forces, fields, and flux in contexts such as, but not limited to, systems of point charges, classical models of the atom, electrical breakdown of air, charged pendulums, control of electron and proton beams, | STEM | ||
| STEM_GP12EM-IIIc-22 | 12 | Solves | problems involving electric potential energy and electric potentials in contexts such as, but not limited to, electron guns in CRT TV picture tubes, conditions for merging of charge liquid drops, and Van de Graaff generators | STEM | ||
| STEM_GP12FM-IIf-47 | 12 | Solves | problems involving fluids in contexts such as, but not limited to, floating and sinking, swimming, Magdeburg hemispheres, boat design, hydraulic devices, and balloon flight | STEM | ||
| STEM_GP12GLT-IIh-58 | 12 | Solves | problems involving ideal gas equations in contexts such as, but not limited to, the design of metal containers for compressed gases | STEM | ||
| STEM_GP12OPT-IVf-g-36 | 12 | Solves | using concepts such as optical path length, phase difference, and path difference | problems involving interference and diffraction | STEM | |
| STEM_GP12EM-IIIi-66 | 12 | Solves | problems involving magnetic fields, forces due to magnetic fields and the motion of charges and current-carrying wires in contexts such as, but not limited to, determining the strength of Earth’s magnetic field, cyclotrons, mass spectrometers, and solenoi | STEM | ||
| STEM_GP12KIN-Ib-19 | 12 | Solves | problems involving one-dimensional motion with constant acceleration in contexts such as, but not limited to, the “tail-gating phenomenon” , pursuit, rocket launch, and free-fall problems | STEM | ||
| STEM_GP12OPT-IVc-21 | 12 | Solves | problems involving reflection, refraction, dispersion, and polarization in contexts such as, but not limited to, (polarizing) sunglasses, atmospheric haloes, and rainbows | STEM | ||
| STEM_GP12MWS-IIe-38 | 12 | Solves | problems involving sound and mechanical waves in contexts such as, but not limited to, echolocation, musical instruments, ambulance sounds | STEM | ||
| STEM_GP12TH-IIg-53 | 12 | Solves | problems involving temperature, thermal expansion, heat capacity,heat transfer, and thermal equilibrium in contexts such as, but not limited to, the design of bridges and train rails using steel, relative severity of steam burns and water burns, thermal | STEM | ||
| STEM_GP12GLT-IIh-65 | 12 | Solves | problems involving the application of the First Law of Thermodynamics in contexts such as, but not limited to, the boiling of water, cooling a room with an air conditioner, diesel engines, and gases in containers with pistons | STEM | ||
| STEM_GP12GLT-IIi-74 | 12 | Solves | problems involving the application of the Second Law of Thermodynamics in context such as, but not limited to, heat engines, heat pumps, internal combustion engines, refrigerators, and fuel economy | STEM | ||
| STEM_GP12EM-IIIg-51 | 12 | Solves | problems involving the calculation of currents in circuits consisting of batteries , resistors, and capacitors | STEM | ||
| STEM_GP12KIN-Ic-26 | 12 | Solves | problems involving two dimensional motion in contexts such as, but not limited to ledge jumping, movie stunts, basketball, safe locations during firework displays, and Ferris wheels | STEM | ||
| STEM_GP12WE-Ih-i-55 | 12 | Solves | problems involving work, energy, and power in contexts such as, but not limited to, bungee jumping, design of roller-coasters, number of people required to build structures such as the Great Pyramids and the rice terraces; power and energy requirements | STEM | ||
| STEM_GP12RED-IIa-13 | 12 | Solves | rotational kinematics and dynamics problems, in contexts such as, but not limited to, flywheels as energy storage devices, and spinning hard drives | STEM | ||
| STEM_GP12MP-IVh-44 | 12 | Solves | simple problems in special relativity involving time dilation , length contraction, principle of invariance, mass-energy relation, relativistic velocity addition, and relativistic momentum | STEM | ||
| STEM_GP12RED-IIa-8 | 12 | Solves | static equilibrium problems in contexts such as, but not limited to, see-saws, mobiles, cable-hinge-strut system, leaning ladders, and weighing a heavy suitcase using a small bathroom scale | STEM | ||
| STEM_GP12GLT-IIi-73 | 12 | States | Carnot’s theorem | STEM | ||
| STEM_GP12GLT-IIh-62 | 12 | States | through the First Law of Thermodynamics | relationship between changes in internal energy, work done, and thermal energy supplied | STEM | |
| STEM_GP12EM-IIIa-4 | 12 | States | that there are positive and negative charges, and that charge is measured in coulombs | STEM | ||
| STEM_GP12MP-IVg-39 | 12 | States | the postulates of Special Relativity and their consequences | STEM | ||
| STEM_GP12GLT-IIi-70 | 12 | States | the Second Law of Thermodynamics | STEM | ||
| STEM_GP12EM-IVb-7 | 12 | Uses | to draw conclusions about the properties of LC circuits | analogies with the spring-mass system | STEM | |
| STEM_GP12GLT-IIi-73 | 12 | Uses | to calculate the maximum possible efficiency of a heat engine | Carnot’s theorem | STEM | |
| STEM_GP12EM-IIIb-13 | 12 | Uses | to infer electric field due to uniformly distributed charges on long wires, spheres, and large plates | Gauss’s law | STEM | |
| STEM_GP12G-IIb-16 | 12 | Uses | to infer gravitational force, weight, and acceleration due to gravity | Newton’s law of gravitation | STEM | |
| STEM_GP12WE-Ig-53 | 12 | Uses | to infer force; stable, unstable, and neutral equilibria; and turning points | potential energy diagrams | STEM | |
| STEM_GP12KIN-Ib-18 | 12 | Uses | in free-fall problems | the fact that the magnitude of acceleration due to gravity on the Earth’s surface is nearly constant and approximately 9.8 m/s2 | STEM | |
| STEM_GP12GLT-IIh-64 | 12 | Uses | in combination with the known properties of adiabatic, isothermal, isobaric, and isochoric processes | the First Law of Thermodynamics | STEM | |
| STEM_GP12EU-Ia-4 | 12 | Uses | to estimate errors associated with single measurements | the least count concept | STEM | |
| STEM_GP12EM-IIIa-9 | 12 | Uses | in calculations | the relationship between the electric field and the electric force on a test charge | STEM | |
| STEM_GP12EM-IIIe-41 | 12 | Uses | to solve problems | the the relationship R = V/I | STEM | |
| STEM_RP12IIf-j -12 | 12 | Writes | a complete scientific report/paper | STEM |
K to 12 Grade Levels:
- Kindergarten Curriculum Competencies
- Grade 1 Curriculum Competencies
- Grade 2 Curriculum Competencies
- Grade 3 Curriculum Competencies
- Grade 4 Curriculum Competencies
- Grade 5 Curriculum Competencies
- Grade 6 Curriculum Competencies
- Grade 7 Curriculum Competencies
- Grade 8 Curriculum Competencies
- Grade 9 Curriculum Competencies
- Grade 10 Curriculum Competencies
- Grade 11 Curriculum Competencies
