Senior High School work immersion, Lecture notes of Earth science

Download Senior High School work immersion and more Lecture notes Earth science in PDF only on Docsity! Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue, Pasig City 1600 BCD-CSDD-O-2020-1956 MEMORANDUM DM-CI-2020-00085 To : Bureau Directors Regional Directors Minister, Basic, Higher, and Technical Education, BARMM Schools Division Superintendents Public and Private Elementary and Secondary School Heads All Others Concerned From : DIOSDADO M. SAN ANTONIO Undersecretary Subject : GUIDELINES FOR WORK IMMERSION IMPLEMENTATION DURING CRISIS SITUATION Date : June 2, 2020 The Office of Cirriculum and Instruction (CI), through the Bureau of Curriculum Development (BCD), issues theseguidelines as basis for the Work Immersion implementation of all senior high schools during crisis situation. The ongoing COVID-19 pandemic has caused massive disruption in the education sector. In the context of basic education, crisis is a condition in whichthe regular operation of schools including the relevant offices in the division, region, and central levels is suspended; and its learners’physical attendance in school is prohibited or limited. In the Senior High School, the implementation of Work Immersion, which is a required subject for the Technical-Vocational-Livelihood (TVL) track is assumed to be severely affected in this scenario. However, learning should not stopeven during crisis situations. While limitations for learners and schools are recognized, the Department should take a proactive stance in anticipating and planning for various service delivery conditions. Work Immersion (WI) aims to provide SHS learners with opportunities to Office of the Undersecretary for Programs and Projects Office of the Undersecretary for Curriculum and Instruction familiarize themselves with the workplace; to simulate employment; and to apply their competencies in areas of specialization/applied subjects in authentic work environments. However, its implementation must be flexible enough to fit the complex setup and needs of learners, schools and partner institutions in the country. Since schools aretasked to create their own class program per school year, it is highly suggested that Grade 12 TVL track learners be prioritized to undergo Work Immersion while other grade levels take other subjects and undergo Work Immersion whennormal condition resumes. These Guidelines will only take effect within the School Year 2020-2021 for all senior high schools unless sooner repealed, amended, or rescinded based on the continuing changes in the national situation. Immediate dissemination of and strict compliance with this Order is directed. DepED Complex, Meralco Avenue, Pasig City, Philippines Direct Line: (632) 8633-7202/8687-4146 Fax: (632) 8631-5057 E-mail: diosdado.sanantonio@deped.gov.ph; ouci@deped.gov.ph Website: www.deped.gov.ph * Model B–Taking part in the operation of an existing business fora community with an industry partnership The class will be divided into groups with 5 members each. The teachers will conduct pre-business simulation orientation to all students • Planning, establishment, and operation of micro business enterprise • Required documents - Product or Service Feasiblity Report - Business Plan - Parent’s Consent - Barangay Business Permit - Business Report Let each group do research on and analysis of business opportunities present in their community by considering the following: - Scanning of business opportunities - Employing appropriate framework and analysis for product or service feasibility - Appropriate methodology for determining the demand and market feasiblity - Group conclusion and recommendation Let each group identify which of the existing businesses within the community operate and address such demand. The groups shall then decide which of these business have met the following criteria for business simulation: • Duly registered/recognized by any accrediting government agency • Established business with 3 years minimum of operation • Has good reputation and conducive for business simulation • Operates within nearby residence of the members of the group • Willing to partner with the DepEd school through a Memorandum of Agreement The Business company shall be selected only after thorough study, screening, and preparation to ensure that each venue is a safe, secure, and suitable place for learning. All applicable safety guidelines of Departmet of Education (DepEd), Department of Labor and Employment (DOLE), and the business company relevant to basic education shall apply. Let each group observe the company operation in terms of the following: - Strategic plan and competition strategy - Marketing Plan - Operating Plan - Financial Plan (*the business fund shall be collected from equal contribution of each member of the group ) - Actual Business Operation Let each group take part inthe identified business within9 Saturdays (8 hours per Saturday). Each group shall discuss and record the transaction, sales, and experiences of the group. After taking part in the actual business operation, each group will be given 15 minutes to present their journey in the Business Simulation Conference to be conducted by the Accountancy and Business Department of the school. *The other details of Model A and B are subject to the discretion of implementing schools. On the other hand, due to inevitable challenges or problems caused by the recent COVID-19 pandemic, and the probability of seasonal implementation of community quarantines (as the need arises),schools may opt to employ: *Model C – Online selling or online business simulation for ABM students especially when a lockdown is being implemented in the community The aforementioned models need to follow the Most Essential Learning Competencies (MELCs) which are derived from the curriculum guide of Business Simulation and the expected output for the enabling tasks/activities and the business simulation proper. Below are the other activities/ Best Small Business Ideas for High School Students in 2020 cited by ProfitableVenture.com (available at https://www.profitableventure.com/business- ideas-high-school-students/): 1. Start an errand running service 2. Become a moving assistant 3. Become a scrapbooker 4. Offer homecheckservice 5. Become a personal shopper 6. Become a holiday decorator 7. Become a garage sale organizer 8. Start gift wrapping services 9. Start a candle making business 10. Start a logo creation business 11. Sell seasonal goods online 12. Set up a social media consulting business 13. Start a web design service 14. Make how-to videos 15. Be a blogger 16. Bake and selldog treats 17. Start a computer service 18. Be a cake decorator 19. Provide car wash services 20. Start a photography business 21. Bake and sell cookies 22. Provide editing or proofreading services Model D Drafting a business proposal employing the different analysis tools like SWOT and appropriate in the current condition of their locality Science, Technology, Engineering, and Mathematics (STEM) Capstone Project In lieu of the Work Immersion, a Capstone Project may be done by SHS learners under the Science, Technology, Engineering, and Mathematics (STEM). The following guidelines shall be observed: a. The SHS learner may have the option to choose the topic related to his/her specialization. b. The SHS learner is encouraged to relate the project to home or community issues, and to integrate these to outside-of-school learning In-School.The school shall provide a mock environment given the available school facilities. Arrangements shall be made between the school management and parents/guardians. Guided by the learning competencies, SHS learners will perform the activities. Home-based. The learners shall perform their activities at home but will be monitored regularly by the SHS teacher. This scheme is applicable only for learners with available materials, tools, or devices that can be used to demonstrate their competencies. Guided by the learning competencies, the teacher and learners need to select the activities to be performed. Community-based. The school may arrange with the government and non-governmental organizations, such as local government unit or private sector, the necessary environment. They can participate in government’s projects, community development activities, and other relevant community projects guided by the learning competencies. School and IndustryTie-up. The school and partner institution shall arrange theneeded environment of learners provided that physical distancing is observed at all times. The suggested activities in Annex 1 are provided to guide the schools in implementing the different schemes. Schools may have different activities other than the ones presented in this DepEd Order. In extreme situations where any of the four schemes are not applicable or in specializations such as maritime which cannot have a Work Immersion, schools may opt to ask the learners to develop micro scale business proposal/research for arts production or feasibility study (whichever is applicable and relevant to the tracks) guided by their teacher. The business/arts production proposal that was developed in Grade 10 (from SPTVE-implementing schools), in Grade 11, or in Grade 12 (Arts and Design Apprenticeship) shall be implemented but its context shall require less people involved, less movement,and no physical contact. This can be done at home or in school. All lessons and activities of Work Immersion or its equivalent shallbe delivered using different modalities applicable to the learners and schools. Manual or online submission shallbe arranged in consideration to the safety of learners and teachers with the help of the government and non-governmental organizations (if available). Proper modification of learner’s tasks and activities shall be implemented as deemed necessary based on the changes in the learners’ condition and their locality. All progress monitoring and evaluation, including submission of reports on the implementation of Work Immersion or its equivalent, shall be conducted using different modalities applicable and appropriate in all governance levels but still guided by the provision of DO 39, s. 2018. Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up Arts & Design Music • Music arranging/composin g • Assisting in coaching Junior HS music ensembles • Musical performances • Music arranging/comp osing • Producing music via digital online platforms (Youtube, Spotify, etc.) • Live performances via online platforms (ZOOM concerts, FB live) • Music arranging/comp osing for community productions (e.g., online church services, LGU advertisements) • Producing music via digital online platforms (Youtube, Spotify, etc.) • Music therapy for healing The school and partner institution shall arrange the activities provided that physical distancing is observed at all times. Sample of initiatives: 1. Round table discussion (with social distancing measures) 2. Book Launch (via online platforms) 3. Online visits to museums, galleries, studio, and production house 4. Freelance art careers via website (animation, music production, voice acting,etc.) 5. Online performing arts classes with industry tie-up 6. Music production and Dance • Dance choreography • Assisting in dance coaching Junior HS • Dance performances • Dance choreography • Live performances via online platforms (ZOOM recitals, FB live) • Dance choreography based on community culture • Live performances via online platforms (ZOOM recitals, FB live) • Dance rituals for healing Theater • Stage management • Live • Live Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up • Design a rehabilitation, reorientation, and retraining program for an athlete whoincurred/suffered injuries for his/her reintegration to the team • Develop a strength and conditioning program in coaching elementary girl- athletes or high school girl-athletes • Analyze a game plan in one of the individual/dual or team sports competition uploaded in youtube or any application Practice Officiating and Tournament Management • Design a tournament competition and schedule of games for seven (7) entries in the following format: single elimination, double elimination, and round robin tournament for five playing days (may either be an individual/dual or team event) • Create an online infomercial on sports safety and injury prevention • Develop an action plan for sports sponsorship campaigns or marketing • Develop a training program for a sports clinic for officiating officials (individual/dual or team sports) Fitness/Sports Recreation Leader • Develop a recreational program suited for athletes with disabilities • Interview a cross fit trainer and evaluate his/her fitness program • Design an exercise program for athletes in individual/dual or team sports • Write an article on the experiences of a Fitness/Sports/Recreation Leaderin assisting a group of Zumba dancers Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up improve their health TVL Automotive Servicing Repair and maintenance of school vehicles, faculty-owned vehicles Electronics and Computer System Servicing • Repair of appliances (electric fan, oven, television) • Repair and troubleshooting of desktop computers, laptops, mobile phones, and other electronic gadgets Electrical • Maintenance and repair of school facilities, lighting, and accessories • Rehabilitation of electrical wirings of laboratories and classrooms; repair and servicing of outlets and switches • Installation of solar power system Construction • Repair of classroom doors, windows, ceilings • Repair of waterways and sewerage system Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up • Refurbishment of dilapidated facilities • Construction and repair of tables, chairs, and cabinets Welding • Fabrication of security fence and grills, steel gate, and other metal fabrication • Repair of steel/iron chairs, tables, and window grills Crop Production, Organic Agriculture, Pest Management, Horticulture • Production of vegetables and root crops • Making organic fertilizers, pesticides Fishery Maintaining fish ponds Agriculture • Backyard farming for vegetables and root crops • Cut flower gardening • Orchids propagation • Dish gardening Animal Production • Poultry and hog production Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up Services • Hand/Footspa Services • Basic Haircutting Services Garments, Dressmaking, Tailoring • Designing and sewing Personal Protective Equipment for welders, frontline health workers, food servers • Designing an outfit/costume for a cultural presentation Handicraft Making novelty items out of available materials for specific purposes Automotive Servicing/Motorcycl e/Small Engine Servicing Conducting home service repair of vehicles and motorcycles or outboard motor Construction, Carpentry, Painting, Plumbing • Repairing windows, doors, walls, ceilings • Designing tables, Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up chairs • Repairing waterways, faucets, lavatory sinks, etc DOMRAC Repairing and maintaining refrigerators and airconditioning units Electrical Installation and Maintenance • Repairing domestic electrical lines • Installing domestic application of photovoltaic Electronic Product Assembly and Servicing Repairing appliances, e.g., electric fan, rice cooker Computer System Servicing Repairing and troubleshooting personal computer, laptop, cellphone, and other electronic computer devices Illustration • Computerized illustration of historical events • Computerized illustration of Annex 2: Matrix of Suggested Activities per track and specialization Tracks Specializations In-School Home-based Community- based School and Industry Tie-up PPE for hospitals, public schools, or any workplace Technical Drafting • Designing an isolation or quarantine area • Designing a storage area for agricultural products Broadband Installation- Fixed Wireless Systems (NC II) Drafting a business plan to establish online website for installation services. This can be done as a group or individual project. Telecom OSP and Subscriber Line Installation- Copper Cable/ POTS and DSL (NC II) Telecom OSP Installation- Fiber Optic Cable (NC II) Broadband Installation- Fixed Wireless Systems (NC II) Developing aninformation material of a particular topic of interest based on video and audio recordings. Topics can be context- specific Telecom OSP and Subscriber Line Installation- Copper Cable/ POTS and DSL (NC II) QUARTER OBJECTIVES/ LEARNING AREA TEACHER’S ACTIVITY LEARNER’S OUPUT Duration ii. pictures of work site and nonwritten output/ projects with captions iii. illustrations of activities performed (as needed) iv. weekly diary (narrative/ account of learnings and achievements, issues faced and corresponding resolutions) v. sample written output (if any) vi. Work Immersion highlights vii. other relevant pictures/ documents b. When to update content c. Portfolio packaging d. Portfolio submission at the end of Work Immersion II. Immersion Proper A. Appreciating management processes by observing, identifying and describing the following: 1. Nature of the business 2. Description of the products/services 3. Target clientele 4. Organizational structure 5. Company rules and regulations The teacher: 1. coordinates with the organization/ establishment/parents or concerned parties 2. monitors the students’ progress 3. provides interventions for students, if necessary 4. provides general supervision to the students 1. written narrative on the profile of the company/ business establishment, or setting of Work Immersion (may contain charts, photos, or illustrations) 2. written report on the activities performed 3. supervisor or Number of hours may vary based on the learner’s activities QUARTER OBJECTIVES/ LEARNING AREA TEACHER’S ACTIVITY LEARNER’S OUPUT Duration teacher’s rating (whichever is applicable) 4. organizational chart (if applicable) B. Appreciating business processes by observing and participating in Safety/ Production/Maintenance/Q uality Control/Quality Assurance/Customer Satisfaction/Housekeeping/ Hygiene and others The teacher: 1. coordinates with the organization/ establishment/parent s or concerned parties 2. monitors the students’ progress 3. provides interventions for students, if necessary 4. provides general supervision to the students 1. written narrative on the business processes of the company/establi shment/Work Immersion setting (may contain charts, photos or illustrations) 2. written report on the activities performed 5. supervisor or teacher’s rating (whichever is applicable) 6. business process flow chart/s QUARTER OBJECTIVES/ LEARNING AREA TEACHER’S ACTIVITY LEARNER’S OUPUT Duration C. Applying skills learned and proper values acquired in school The teacher: 1. coordinates with the business organization/establish ment/parents or concerned parties 2. monitors the students’ progress 3. provides interventions for students, if necessary 4. provides general supervision to the student 1. daily tasks record 2. supervisor’s rating 3. written narrative of what the student learned 4. photos or illustrations III. Post Immersion Evaluating the Work Immersion experience by: 1. presenting a portfolio with weekly diary entries 2. comparing and contrasting school and work application of skill, knowledge, and attitudes 3. writing an updated résumé 4. reflecting on their Work Immersion experiences The teacher: 1. guides the student in submitting their portfolio 2. evaluates the organization/ establishment/Work Immersion setting that provided the Immersion venue 3. guides students in updating their résumé 4. guides students in reflecting about their work immersion experience 1. portfolio a. accomplished forms b. pictures of work site and nonwritten output/ projects with captions c. illustrations of activities performed (as needed) d. weekly diary (narrative/ account of learnings and achievements, issues faced and corresponding 1 week Annex C Grade Level: 12 Subject: APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (DANCE) (Most Essential Learning Competencies) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration QUARTER 1 demonstrates an understanding of the principles regarding the relation of the body to mind and soul. creates body movements for non- competitive, success- oriented and creative experiences explores movement through music, develop physical skills, channel energy, stimulate imagination and promote creativity WEEK 1-3 uses body movements to: communicate an image (the wind), idea (a journey) or communicate a feeling (strength) WEEK 4-5 creates body movements to understand their bodies, the space around them, and their relation to each other WEEK 6-8 QUARTER 2 demonstrates an understanding of improvisational approaches that lead to composition and dance making showcases ideas about a local topic through movement in a 2 to 5-minute dance study using improvisational tools as facilitated by the teacher researches about traditional industries, heritage and architectural landmarks, etc. WEEK 1-4 explores movement using improvisational techniques, collaborating with peers in the process WEEK 5-6 analyzes dance studies WEEK 7-8 QUARTER 3 demonstrates understanding of choreographic devices such as use of body shapes and effort, the body in space and design, the body in time, and overall staging creates a 10-minute dance with music to convey a part of their chosen story, which will be showcased in class conceptualizes a story and breaks it into dance sections (beginning, middle, end) WEEK 1-2 explores movement with peers using compositional elements together with available appropriate music to depict the story, analyzing and refining the dance through run-throughs and rehearsals WEEK 3-5 creates minimal sets, costumes, and props that are available in the locality WEEK 6-8 QUARTER 4 demonstrates an understanding of creativity and artistry in fusing two different genres such as Philippine folk dance and popular dance creates a 5-minute dance piece that fuses Philippine dance with a popular, western dance form. (A showcase of dance studies will be facilitated by the teacher.) explores movement styles from a Philippine folk dance (such as Maglalatik) and a popular dance (such as hip hop), applying choreographic devices while deconstructing and reinventing them as they merge the two styles into an original dance composition WEEK 1-4 prepares rehearsals to refine and problem-solve the entire production WEEK 5-8 Annex D Grade Level: 12 Subject: APPRENTICESHIP AND EXPLORATION IN THE PERFORMING ARTS (THEATER) (Most Essential Learning Competencies) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration QUARTER 1 demonstrates an understanding of the elements of theater and drama as seen through various theater practices and styles presents performances reflecting the variety and development of the elements of drama and theater through time and territories describes the various theories explaining the emergence of drama as a distinct art form WEEK 1-2 identifies basic elements of theater and describe their use in a variety of theatrical performances. WEEK 3-4 integrates the different theories and elements of theater in an improvised performance WEEK 5-8 QUARTER 2 analyzes the structural components of plays and performances from a variety of local/Asian/Western/commercial theatrical traditions WEEK 1-4 differentiates theatrical forms by describing elements and conventions of staging and performance WEEK 5 performs a readers’ theater that will illustrate various characteristics of representative plays across history and cultures WEEK-6-7 evaluates samples of plays to determine aesthetic value in drama as affected by history, society, expressions and representations WEEK 8 QUARTER 3 demonstrates an understanding of the different theater skills, its characteristics, devises scene works and theater improvisations that will utilize the different areas or distinguishes between the character, the actor, and the self by demonstrating knowledge of personal space, experiences and emotion, creative movement and voice quality while interacting with others WEEK 1-2 employs different acting techniques through various exercises in devising scene works WEEK 3-6 performs scenes from recognized scripts WEEK 7-8 Annex F Grade Level: 12 Subject: Apprenticeship and Exploration in the Performing Arts (Music)(Most Essential Learning Competencies) Quarter / Semester Content Standards Performance Standards Most Essential Learning Competencies Duration 1st Sem The learner: develops awareness of local musical genres. The learner: synthesizes information gathered through immersion in a particular genre. 1. researches all available musical genres in the community and chooses one to specialize in Week 1 to Week 8 2. documents observations of the chosen genre Week 9 to Week 12 3. organizes a compilation of the observations Week 13 to Week 16 2nd Sem develops awareness of ICT applications in the music industry. synthesizes information gathered through immersion in the musical production industry. 1. Explores all ICT applications in music that are available in the community and chooses one Week 1 to Week 4 2. documents observations of the chosen application Week 5 to Week 6 3. organizes a compilation of the observations Week 7 to Week 8 2nd Sem demonstrates performance skills in any of the following genres: indigenous, folk, classical, pop, jazz or rock, incorporating ICT performs in community events and festivities and creates music incorporating ICT. 1. writes original material or arranges existing musical material incorporating ICT Week 9 to Week 12 2. conducts, sings or plays with bands, vocal or instrumental ensembles in various venues Week 13 to Week 16 3. Annex G: Grade:12 TrackSubjectTitle:Apprenticeship&ExplorationinArtsProduction(LiteraryArts)(Most Essential Learning Competencies) QUARTER CONTENT STANDARD PERFORMANCEST ANDARD MOST ESSENTIAL LEARNINGCOMPETENCIES DURATION 1ST SEM/ QUARTER 1 Thelearner: understandseleme ntsof— andlanguagetechni ques— infictionandpoetry. Thelearner: createsaliterarypiecede monstratingacommando flanguageaswellasliterar ydevicestoestablishapers onalstyle. Thelearner: 1.generatesideasfromvariousliteraryworks,approac hesandtechniques WEEK 1 2. WEEK 2 createscharactersketches,storyline,plotseventsinficti onandusesrhythm,imagery,wordplayandotherfigurat ivelanguage,sounddevicesinpoetry WEEK 3 4. WEEK 4 5. WEEK 5 6. WEEK 6 7. WEEK 7 8. WEEK 8 comparesideasfromvariousliteraryworks,appro achesandtechniques engagesinvariouspre- writingandorganizationalstrategiesan dtools submitsareactionpaperonaliterarypiece developsideasfromthepre-writingplantowritewell- structuredshortstoriesandpoems shares/presentswrittendraftforevaluationandfee dback revisesworkaccordingtoself- evaluationandfeedbackofpeersandmentors QUARTER CONTENTSTANDA RD PERFORMANCE STANDARD LEARNINGCOMPETENCIES DURATION 1ST SEM/ QUARTER 2 Thelearner.. demonstratesanun derstandingofbasic knowledgeinexposit orywritingandprinc iplesofwritingapplic abletomedia. Thelearner.. appliesknowledgeof writingformediabyp roducingarticles,co pies,orlyricsformass media. PRE-WRITING 1.examinespublishedtranscripts,travele ntries,andarticlesinprintandonline WEEK 1-2 2. WEEK 3-4 3. WEEK 5 4. WEEK 6 5. WEEK 7-8 2ND SEM/ QUARTER 3 WRITING 1.writesarticlesabouteventsandproductswi thaclearandfreshinsight WEEK 1-2 2. WEEK 3-4 3. WEEK 5-6 4. WEEK 7-8 2ND SEM/ QUARTER 4 REWRITING 1.findswaystoimprovecopiesthroughtechn icalwriting WEEK 1-4 2. WEEK 5-8 analyzespublishedtranscripts,travelentries,a ndarticlesinprintandonline investigateseventsaboutdiversetopicsof interest comparesandcontrastssamplesofcopi es conceptualizesideaswithateam constructswell- structuredfeaturearticles,blogentriesand contentforweb writescopiesforbrands,companiesand localproducts writeslyricsforjinglesandcommercialsfor alocalproduct,brand,company,campaign revisesworkaccordingtothecommentsof thecopyeditor/mentor Annex I Grade Level: 12 Subject: PRODUCTION IN THE PERFORMING ARTS(Most Essential Learning Competencies) Quarter Content Standards Performance Standards Most Essential Learning Competencies Duration The learner… 2nd SEM/ QUARTER 3 demonstrates an understanding of the range of processes, structures and functions in the field of performing arts plans and organizes pre- production processes by designing a working timetable, developing the working script, conducting and documenting production meetings and preliminary outputs from the various production teams identifies the various departments as well as designs an organizational structure in a theater production WEEK 1 identifies the possible careers associated with the performing arts field by undergoing the process of a production conceptualizes a chosen material for staging which may include reworking of a pre-existing material or creating an original piece WEEK 2-4 collaborates with other art disciplines creates music, dance and designs appropriate to the production concept recognizes local heritage and folk tradition or other artistic forms that may be used in staging a chosen piece identifies appropriate performance venue develops the initial part of theatrical performance either by way of text analysis or by engaging into stage experimentations and improvisations WEEK 5-8 designs the physical action and movement on stage of the theatrical performance through blockings and other appropriate techniques for staging and execution rehearses musical numbers with singers, dancers and accompaniment prepares production and technical requirements such as sets, lights, sounds, costumes, props and multimedia devises marketing strategies for production 2nd SEM/ QUARTER 4 demonstrates an understanding of the range of processes, structures and functions in the field of performing arts showcases creative collaboration in the performing arts exemplified in the pre-production processes, actual performance, and post-performance finalizes the integration of the different production components WEEK 1-5 incorporates the criticisms and proposals for production enhancement performs with a level of mastery WEEK 6 evaluates the whole learning experience on an individual and organizational level WEEK 7-8 produces documentation of the performance Annex J GRADE LEVEL: GRADE 12 SUBJECT: STEM CAPSTONE/ RESEARCH(Most Essential Learning Competencies) Quarter Content Standard The learners demonstrate understanding of... Performance Standard The learners should be able to... Most Essential Learning Competencies Duration 3rd 1. a scientific problem or question Present the study conducted both orally and in writing through a public presentation or defense, and submission of a complete technical report or scientific paper identify a scientific problem or question Week 1-4 2. the scientific literature and its relevance to the chosen scientific problem Set selection criteria for studies relevant to a chosen scientific problem Week 1-4 Review, digest, and concisely state the relevance of the studies cited Week 1-4 3. hypothesis formulation Formulate possible outcomes of the investigation, or in the case of mathematics research, conjectures about the mathematical problem or topic Week 1-4 4. designing investigatory methodologies Design a strategy or sequence of steps that will address the scientific question at hand Week 5-8 5. establishing appropriate method of data collection Select and apply appropriate methods of data collection Week 5-8 Develop the criteria that will address the completeness of the data collection method Week 5-8 4th 6. extracting useful information from data sets Analyze the data obtained from the investigation Week 1-3 7. drawing logical conclusions Draw logical conclusions supported by processed data Week 1-3 eventual execution craft a full business plan for review of mentors before actual execution The learners experience actual management execution and decision making by executing their business plans execute the business plan and monitor the same using business control tools and regular management and performance reports simulate/operate a small business enterprise *(Model A) or in the community with an industry partnership *(Model B) of a Team of student wind up a business enterprise and draw up a culminating report including significant values learned in the entire business cycle Week 5-9 Annex L Grade: 12 Sports Track: Apprenticeship (Off-Campus)(Most Essential Learning Competencies) Semester Content Standard Performance Standard Most Essential Learning Competencies Duration 20 Weeks Second Semester The learner demonstrates understanding of integrating the knowledge of safety and first aid human movement, psychosocial aspects of sports and exercise, fitness testing and exercise programming for developing sports potential. The learner shows measureable improvement in set performance parameter. assesses own performance for goal setting designs a personal training program exhibits mastery of sports skills displays improvement of personal best performance applies safety practices to prevent deconditioning as a result of injury identifies emerging trends in training employs stress management techniques to cope with training and competition demands applies psychosocial techniques achieves sport-life balance realizes the importance of having positive attitude towards sports participation realizes one’s potential through sports participation demonstrates understanding of integrating the knowledge of coaching, safety and first aid, human movement, psychosocial aspects of sports and exercise, fitness testing and exercise programming for developing one’s potential as a coach assists competently the coach of in-campus sports team (varsity and club) demonstrates appropriate personal, social, and ethical behavior while coaching utilizes management skills during games/competitions articulates personal coaching philosophy provides assessment tools options for the coach carries out assessment of team members under coach supervision implements training program designed by the coach documents player performance during games, progression towards goals, and strategies and tactics of opposing teams